Class 11

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Chapter 2 The Legend behind a Legend Textbook Exercise Questions and Answers.

Class 11th Invitation EnglishChapter 2 The Legend behind a Legend Question Answers CHSE Odisha

The Legend behind a Legend Class 11 Questions and Answers

UNIT – I
Gist with Glossary

Gist:
The writer walks down memory lane. Exactly 25 years ago, he had spent two days and two nights with Khairi, the tigress of Jashipur, and a collection of wild animals of Saroj and Nihar. A news item on the latest exploits of Khairi evoked his interest to visit the place. He came to know that Saroj Raj Chaudhury was taking care of Khairi. He wrote a letter to him and met with a prompt response. He was filled with great joy. Mr. Chaudhury invited him to Khairi-Jashipur, giving him particular directions on how to reach there. The writer apprised him of when and how he would visit him.

Glossary:
bandit queen : queen of the robbers (ଦସ୍ୟୁରାଣୀ)
menagerie : a collection of wild animals (ବଣ୍ୟଜନ୍ତୁ ମାନ ଙ୍କ ସଂଗ୍ରହାଳୟ)
exploits : some unusual thing that someone does that you think is brave, exciting or entertaining
domesticated : an animal trained to live with or work for humans (ଗୃହପାଳିତ)
struck : occurred (ମନେପଡ଼ିଲା)
gruff : unfriendly and cruel (ନିଷ୍ଠୁର ସ୍ବଭାବସମ୍ପନ୍ନ)
tough : strict and severe (ଶୃଙ୍ଖଳିତ)
brooked no nonsense : tolerated only important and necessary things (ବାଜେ କଥା ସହ୍ୟ କରିପାରନ୍ତି ନାହିଁ)
suffered no feels : did not tolerate stupidity in others (ନିର୍ବୋଧତାକୁ ପ୍ରଶ୍ରୟ ଦିଅନ୍ତି ନାହିଁ)
itnerant articles : articles published in different magazines (ବିଭିନ୍ନ ପତ୍ରିକାରେ ପ୍ରକାଶିତ ଅନେକ ଲେଖା )
shot in the dark : a hopeful attempt (ଏକ ଆଶାପୂର୍ଣ୍ଣ ଉଦ୍ୟମ )
utter : great (ମାତ୍ରାତ୍ଵିକ)
delight : pleasure (ଆନନ୍ଦ)
precise : exact (ନିର୍ଦ୍ଦିଷ୍ଟ)
instructions : directions (ନିର୍ଦ୍ଦେଶ )

Think it out:
Question 1.
Who is Khairi?
Answer:
Khairi is a legendary tigress of Jashipur.

Question 2.
How did the writer come to know about Khairi?
Answer:
The writer came to know about Khairi when he had read a small news item in The Statesman that threw light on the latest exploits of the tigress in the Similipal forests of Odisha.

Question 3.
Who was the foster father of Khairi?
Answer:
Saroj Raj Chaudhury was the foster father of Khairi.

Question 4.
Which State does the writer belong to?
Answer:
The writer belongs to Odisha.

Question 5.
What did he learn about Saroj Raj Chaudhury as a person?
Answer:
He learnt that Saroj Raj Chaudhury tolerated only important and necessary things, but not stupidity in others.

Question 6.
How did he contact Mr. Chaudhury?
Answer:
He contacted Mr. Chaudhury by writing a letter to him after getting his address.

Question 7.
Why did he refer some of his articles to Mr. Chaudhury?
Answer:
He referred some of his articles to Mr. Chaudhury in the hope of getting his response.

Question 8.
Did Mr. Chaudhury reply to the author’s letter? What did he write?
Ans.
Yes, Mr. Chaudhury replied to the author’s letter. The former wanted the latter to inform him in advance of the manner and the time of his arrival.

UNIT-II
Gist with Glossary

Gist:
The writer reached Khairi-Jashipur by an overcrowded bus. It was 4 a.m. He was soon provided with food and shelter. In other words, he was accorded fabulous hospitality, thanks to Saroj Chaudhury. Terror seized him when he heard the clear voice of the Tiger just outside the door. It did not last long before the bearer met him to serve hot tea and biscuit and assured him of the presence of Khairi who was making loving inquiries about the new guest in the house. He met Saroj Chaudhury, ‘a frail man in his fifties, slightly balding on the top; the latter greeted the former in a polite manner after asking Jambu, the bear, to get down because the animal holding on to Chaudhury’s waist. They conversed with each other. In Mr. Chaudhury, the writer found a humble and careful man. One of the most caring persons he had ever met in his life was Mr.

Glossary:
semidarkness: half-darkness (ଅର୍ଥ ଅନ୍ଧକାର)
click : sound (ଶବ୍ଦ)
detailed : was given minute instructions (ସମ୍ପୂର୍ଣ୍ଣ ସୂଚନା ପାଇଥିଲେ )
escort : guide (ପଥ ପ୍ରଦର୍ଶନକାରୀ)
with a start : in fear (ଭୟଚକିତ ହୋଇ)
terror struck : the writer was seized with fear (ଭୟ ବିହ୍ବଳିତ)
sloth : lazy behaviour (ଆଳସ୍ୟ ସ୍ବଭାବସମ୍ପନ୍ନ )
frail : weak (ଦୁର୍ବଳ)
slightly : a little (ଅତି ଅଳ୍ପ)
gruff : rude, unfriendly
no-nonsense : doing things quickly and effectively without worring too much about people’s fear (ଲୋକଙ୍କ ମନ୍ତବ୍ୟ ପ୍ରତି ଉଦାସୀନ)
humane : caring people and animals ( ମାନବ ପ୍ରତି ସମ୍ବେଦନଶୀଳ)

Think it out:
Question 1.
How did the writer come to Bhubaneswar?
Answer:
The writer came to Bhubaneswar by train.

Question 2.
How did he go to Jashipur from Bhubaneswar?
Answer:
He went to Jashipur from Bhubaneswar in an over-packed bus.

Question 3.
How did the forest guard receive him?
Answer:
The forest guard received him in a very cordial manner. He guided the writer, took him to the guest house, and made him stay in the guest house, assuring him that the water was in the jug.

Question 4.
Why was he terror-struck?
Answer:
He was terror-struck because he heard the clear voice of the Tiger just outside his door.

Question 5.
What did the bearer tell him about Khairi?
Answer:
The bearer told him that Khairi was trying to know about the new guest in the house. There was a ring of friendliness about Khairi.

Question 6.
What was Mr. Chaudhury doing when the writer met him?
Answer:
When the writer met Mr. Chaudhury, he was sitting on a large chair.

Question 7.
How did Mr. Chaudhury greet the author?
Answer:
Mr. Chaudhury warmly greeted the author.

Question 8.
What was the name of the bear?
Answer:
The name of the bear was Jambu.

Question 9.
What was the physical appearance of Mr. Chaudhury?
Answer:
Mr. Chaudhury was a weak man in his fifties with a little baldness on the top.

Question 10.
What kind of man did the author find Mr. Chaudhury to be?
Answer:
In the author’s estimation, Mr. Chaudhury was friendly and responsive. Besides, he was caring to the core.

UNIT – III
Gist with Glossary

Gist:
This part begins with Mr. Chaudhury narrating a wonderful story to the writer. His house turned into a habitat for different species of wild animals. He conducted an experiment to exaggerate that the animals could exist with each other if they were together from childhood. He brought Khairi and one of the most dangerous snakes, krait close to her. The writer marked Khairi’s reaction – it was one of fondness for the strange creature. Whenever the krait got too close to Khairi, he would pull it by its back.

Once he became inattentive and was bitten by a krait. Some of its poison entered his blood and therefore, he was now a permanent patient of low blood pressure. As soon as Mr. Chaudhury finished this wonderful story Jambu tried to give the writer his bear hug, but the former’s stem warning prevented him from doing so. Mr. Chaudhury has a well-knit joint family that was living inside the compound. It comprised a mongoose, a pangolin, wild cat twins, a country dog, and a blind Hyena, each having a name.

Glossary:
emerged : became known (ଜଣାପଡ଼ିଲା)
sips : drink (something) by taking small mouthfuls (ଅଳ୍ପ ଅଳ୍ପ ପିଇବା)
debunked : exaggerated
co-exist : live together (ଏକତ୍ର ବାସ କରିବା)
infancy : childhood (ପିଲାଦିନ)
unmindful : inattentive (ଅମନୋଯୋଗୀ)
tied : bound (ବାନ୍ଧିଥିଲେ )
tourniquet : a piece of cloth bound tightly on an arm or leg to stop bleeding
hypo-glycaemia : condition of having a very low blood pressure (ନିମ୍ନ ରକ୍ତଚାପ)
astonishing : wonderful (ଆଶ୍ଚର୍ଯ୍ୟଜନକ)
take a fancy : to start liking someone (ଜଣକୁ ଭଲ ପାଇବାକୁ ଆରମ୍ଭ କରିବା)
hug : to put ones arms around someone to show love (ଆଲିଙ୍ଗନ)
dissuade : prevent (ବାଧା ଦେବା)
fondness : affection (ସ୍ନେହ, ଶ୍ରଦ୍ଧା)
progressed : advanced (ଆଗେଇ ଚାଲିଲା)
intennittent : occurring occasionally (ସାମୟିକଭାବେ ଘଟୁଥିବା)
crackle : making shout sharp sounds (ସ୍ଵଚ୍ଛ ଅବଶିଷ୍ଟ ଉଚ୍ଚ ଶବ୍ଦ)
veritable : real (ବାସ୍ତବ)

Think it out:
Question 1.
What theory did Mr. Chaudhury prove wrong?
Answer:
The theory that Mr. Chaudhury proved wrong was that the different species of wild animals cannot co-exist unless they are together from childhood.

Question 2.
What was his first story about?
Answer:
The first story was about how his house became the habitat of different species of wild animals who all come at different stages of their lives. It also dealt with their coexistence and the close relationship between Khairi and krait, a dangerous snake.

Question 3.
Why is it so unique and amazing?
Answer:
It is so unique and amazing because, during this experiment, Khairi showed her reaction to the presence of krait, the most poisonous snake. Khairi was curious to know more about the krait as it was a stranger to her.

Question 4.
Why did Mr. Chaudhury allow Khairi to come near the krait?
Answer:
Mr. Chaudhury allowed Khairi to come near a krait to know how they dealt with each other.

Question 5.
What was Khairi’s reaction to the presence of the krait?
Ans.
Khairi’s reaction to the presence of a krait was one of curiosity to know more about the latter.

Question 6.
How did the experiment affect him?
Answer:
The experiment made him a permanent patient of low blood pressure.

Question 7.
What did the bear try to do with the writer?
Answer:
The bear tried to put his arms around the writer to show his love.

Question 8.
What prevented the bear from doing so?
Answer:
Mr. Chaudhury’s strict ‘no’ prevented the bear from doing so.

Question 9.
What kind of family did Mr. Chaudhury have?
Answer:
Mr. Chaudhury had a genuine joint family that comprised a mongoose, a pangolin, wild cat twins, a country dog, and a blind Hyena, each having a name.

Question 10.
What was his relationship with different animals?
Answer:
His relationship with different animals was quite familiar. His act of naming each of them is a case in point.

UNIT – IV

Gist:
Khairi was brought to Saroj Raj Chaudhury as a two-month cub who was hungry and confused. Veteran forester and instinctive lover of wildlife as he was, Saroj imitated the sounds of a mother tigress. It worked wonderfully. The tiger cub’s confidence was restored. Saroj became nostalgic. He recollected his birthday when his mother had presented him with a gun, with which he, as a young man, shot wildlife in a carefree manner. But, soon he realized that it was a mistake and happiness lies in the conservation of these harmless beautiful animals. As the Director of Project Tiger, Saroj was the first to introduce the Tiger Tracing Method of tiger census. For the night, both camped at a guest house deep in the jungle. Never before had the writer experienced one night in a magnificent wooden structure with rooms and a bath that stood 15 feet high from the ground.

Glossary:
cub : (here) a young tigress (ବାଘଛୁଆ, ଛୁଆ ବାଘୁଣୀ)
famished : very hungry (କ୍ଷୁଧାଉଁ)
confused : disturbed (ବିବ୍ରତ ହେଲା)
snarls: making angry sounds in one’s throat and showing teeth
veteran : experienced (ଅଭିଜ୍ଞ, ଦକ୍ଷ)
handle : deal with (ଆୟତ୍ତ କରିବା)
firmly : determindedly (ଦୃଢ଼ ଭାବରେ )
anchored : restored (ଶାନ୍ତ ହେଲା)
the legends : (here) Saroj Raj Chaudhury and Khairi (କିମ୍ବଦନ୍ତୀ )
tag along : accompanied someone (ବ୍ୟକ୍ତିବିଶେଷଙ୍କ ସହ ଯାତ୍ରା
snaked (v) : moved in or had a senes of long curves (ଅଙ୍କାବଙ୍କା ରାସ୍ତାରେ ଗଲା)
amidst: in the midst of (ମଝିରେ)
lush foliage: leaves of trees growing luxuriously
abandon : in an uncontrolled way (ଅବିଚାରିତ ଭାବେ)
conserving: preventing land, water, etc. from being damaged (ସଂରକ୍ଷଣ କରିବା)
wanton harm: reckless harm
authority : (here) Saroj Choudhury (କର୍ତ୍ତୃପକ୍ଷ )
pugmarks: the mark of the footprint of an animal (ପଶୁର ପାଦଚିହ୍ନ)
distinctive: very clear
meticulously: carefully attending to every detail
functional: practical and simple
build on stilts: build on one of a set of posts
a top: at the top of (ଉପରିଭାଗରେ )
magnificent : very beautiful (ଖୁବ୍‌ ସୁନ୍ଦର)

Think it out:
Question 1.
How and when did Mr. Chaudhury come across Khairi?
Answer:
Mr. Chaudhury came across Khairi when 12 Kharia tribals of Similipal brought her to him when she was a two-month cub. It was on October 5, 1974.

Question 2.
In what condition did he And it?
Answer:
He found it in a state of hunger and confusion.

Question 3.
How did he manage the hungry and confused cub?
Answer:
He managed the hungry and confused cub by copying the sounds of the mother tigress. Within minutes, she became firmly confident.

Question 4.
How did he treat wildlife in a young age?
Answer:
He treated wildlife uncontrollably in a young age.

Question 5.
What did he say about his change of attitude towards wildlife to the author?
Answer:
He said to the author that his change of attitude towards wildlife took place because of his realization that there was greater happiness in safeguarding the beautiful wild animals that do not cause reckless harm to man.

Question 6.
What was his contribution to the Tiger Project?
Answer:
His contribution to the Tiger Project was the introduction of the Tiger Tracing Method of tiger census. As a result, one can measure the pugmarks of each animal distinctly and record their characteristics very carefully.

Question 7.
What was the guest house like?
Answer:
The guest house was a wooden structure with simple rooms and a bath. It was built on one of the set of posts and was at a height of 15 feet.

Question 8.
What new experience did the author have in the Tiger Reserve area?
Answer:
The author experienced for the first time, one night stay in the Tiger Reserve area that was unique, especially on a very beautiful ‘machan’.

UNIT – V
Gist with Glossary

Gist :
The writer revisited Khairi-Jashipur after three months. His interest to know more about Khairi gained momentum. Besides Mr. Chaudhury’s old acquaintances, he caught sight of a young python. He focused on Mr. Chaudhury whose quest and passion was amazing. Meanwhile, Mr. Chaudhury got a message from the World Wildlife Fund. He went to New Delhi by air for an urgent meeting. The writer saw him off at the Dum Dum Airport, Calcutta. It was his last meeting with Mr. Chaudhury, a legend behind a legend. Khairi and Mr. Chaudhury are no more.

Glossary:
gracious: kind
in addition to besides
python: a very large snake that kills animals for food by wrapping itself around them and crushing them (ଅଜଗର ସାପ )
quest : search (ଅନ୍ଵେଷଣ)
legend: someone who very many people know about and admire (କିମ୍ବଦନ୍ତୀ ପୁରୁଷ)
unique : extraordinary (ଅସାଧାରଣ)
due: worth (ଯୋଗ୍ୟ)

Think it out:
Question 1.
After what interval of time did the writer visit Mr. Chaudhury for the second time?
Answer:
After three months, the writer visited Mr. Chaudhury for the second time.

Question 2.
What new addition to the Chaudhury family did he find there?
Answer:
The new addition to Chaudhury’s family he found there was an eight-foot-long young python.

Question 3.
Why did he get less time to interact with Mr. Chaudhury this time?
Answer:
He got less time to interact with Mr. Chaudhury because at that moment Mr. Chaudhury got a wireless message from the World Wildlife Fund to attend an important meeting at New Delhi.

Question 4.
Who died first, Khairi or Mr. Chaudhury?
Answer:
Khairi died first.

Question 5.
Who are the two legends the writer talks about?
Answer:
The two legends the writer talks about are Khairi and Mr. Saroj Raj Chaudhury.

Question 6.
Is the text more about Mr. Chaudhury or Khairi?
Answer:
The text throws much light on Mr. Chaudhury, yet Khairi does not lag far behind.

Question 7.
Can you guess now why the title of the text is “The Legend behind the Legend”?
Answer:
The title is aptly justified because the legendary passionate and instinctive lover of wildlife has been instrumental in transforming a two-month-old tiger baby into a legend. She is Khairi.

Post-Reading Activities:

I. Arranging in Order
Provided below are some events from the lesson. These are not in order. Arrange them in order as they occur in the lesson by putting numbers within the brackets provided against the items. One is done for you.
(a) Khairi played with the krait. ( )
(b) Khairi was brought to Mr. Chaudhury. ( )
(c) The writer sees Mr. Chaudhury off at Dum Dum Airport. (8)
(d) The writer reads a news item about Khairi. ( )
(e) Chaudhury writes a letter to the writer. ( )
(f) The writer reaches Jashipur by bus. ( )
(g) He stays with Chaudhury in a camp guest house in the forest. ( )
(h) The writer saw a python as a pet of Chaudhury. ( )
Answer:
(a) Khairi played with the krait. (6)
(b) Khairi was brought to Mr. Chaudhury. (5)
(c) The writer sees Mr. Chaudhury off at Dum Dum Airport. (8)
(d) The writer reads a news item about Khairi. (1)
(e) Chaudhury writes a letter to the writer. (2)
(f) The writer reaches Jashipur by bus. (3)
(g) He stays with Chaudhury in a camp guest house in the forest. (4)
(h) The writer saw a python as a pet of Chaudhury. (7)

II. Note-making
Notes-making helps you to develop your reading and writing skills. This lesson has, you know, two major themes – Khairi and Mr. Chaudhury. You have to read the lesson, make notes (in words and phrases) on these two, and then use these points to write about them. One has been done below on Khairi as a model. Make notes on Mr. Chaudhury.

Notes on Khairi
Para 1
→ Tigress of Jashipur
→ Made the forest famously
→ Domesticated tigress in the Similipal forest of Odisha
→ Writer reads a news item about Khairi
Para 5
→ Khairi roared to welcome the writer
→ He was terror struck
Para 9
→ On October 5, 1974, Khairi was brought as a cub, hungry, confused
Para 15
→ Chaudhury manages her imitating the sounds of a mother tigress.
The death of Khairi was followed by the death of Chaudhury.
With the help of these notes, write a paragraph on Khairi.
Khairi:
Khairi was a domesticated tigress. She made the Simmilipal forest and Jashipur famous. The writer read about her from a news item. Then he visited Jashipur to see Khairi and Chaudhury who had kept Khairi as a pet. He came to know from Mr. Chaudhury that Khairi was brought to Chaudhury on October 5, \91A by twelve Kharia tribals. It was then a small cub, hungry and confused. Chaudhury handled the cub well by imitating the sounds of a tigress. She grew up as a domesticated tigress under the loving care of Chaudhury. But she did not live long. Chaudhury also died soon after the death of Khairi.

Now write notes (from the lesson) and develop the notes into a write-up on Mr. Chaudhury.

Notes on Mr. Chaudhury
Para 3
→ Mr. Chaudhury was a very responsible person.
Para 4
→ Hospitable to the core
Para 6
→ A weak man in his fifties, slightly balding on the top
→ Nice and down-to-earth
→ One of the most humane beings
Para 7
→ His experiment concerning the co-existence of wild animals in the presence of Khairi and the krait
→ The latter is a dangerous snake
→ Noticed Khairi’s reaction of fondness
→ A permanent patient with low blood pressure
Para 8
→ Strict
→ Possessed a joint family of animals in his house
Para 9
→ An officer of the Indian Forest Service
→ Veteran forester and instinctive lover of wildlife
→ Showed skill in handling hungry and confused two-month-old tiger cub
→ Imitated the sounds of a mother tigress
Para 11
→ An authority on the tiger and Director of Project Tiger in India
→ Introduced the Tiger Tracing Method of tiger census
Para 13
→ Gracious
Para 14
→ Journey to New Delhi for an important meeting
Para 15
→ The writer’s last meeting with him in the Dum Dum Airport, Calcutta
→ A legend behind a legend
→ He is no more.
Mr. Chaudhury
Mr. Chaudhury, responsible, hospitable, and down-to-earth, was a weak person in his fifties. He was one of the most humane beings. He made an experiment by effecting contact between Khairi and the krait, one of the most dangerous snakes, to know about the co-existence of different wild animals. Khairi’s reaction, he noticed, was one of great love. Mr. Chaudhury, a veteran forester and an instinctive lover of wildlife possessed a joint family of different animals in his house. He was strict. He showed his skill in handling the hungry and confused two-month-old tiger cub by imitating the sounds of a mother tigress. Mr. Chaudhury, an authority on the tiger and Director of Project Tiger in India, was the first to introduce the Tiger Tracing Method of tiger census. The writer saw such a graceful legend off in Dum Dum Airport on his way to New Delhi, for the last time. Mr. Chaudhury is no more.

III. Doing with words Collocation
(a) Collocation in expressions means which words go with which other words. Collocations are fixed expressions. For example sweet dreams, daydreams, bad dreams, pipe dreams, hard-earned money, public money, extra money, and tax-payers money.

Answer:

(b) Find out five collocations from the test. (Example: to take a fancy).
Answer:
brooked no nonsense
suffered no fools
terror-struck
no-nonsense
hypo-glycaemia

(c) Which word in each line does not collocate with the headword?
(i) a theory: come up with, do, debunk, build
(ii) a debate: open, listen to, join in, find
(iii) legend: fresh, famous, well-known, sports
(iv) veteran: soldier, idealist, activist, man
(v) gracious: welcome, hospitality, building, smile
Answer:
(i) do
(ii) find
(iii) fresh
(iv) man
(v) building

CHSE Odisha Class 11 English The Legend behind a Legend Important Questions and Answers

I. Short Answer Type Questions with Answers

1. Read through the extract and answer the questions that follow.
Khairi made the entire forest where she lived famously. She was not a bandit queen but Khairi, the tigress of Jashipur. It was exactly 25 years ago when I spent two days and two nights with Khairi and the menagerie of Saroj and Nihar, I had read a small news item in The Statesman about the latest exploits of a domesticated tigress in the Similipal forests of Odisha. Suddenly, it struck me that this was happening in my own State. I thought, “why not attempt to experience it myself ?” I spoke to N.S. Ayyangar, a senior journalist in Berhampur, and a few other elders.

I was told that Khairi was under the care of a rather gruff and tough man called Saroj Raj Chaudhury who brooked no nonsense and suffered no fools. I got his address and wrote asking if I could visit him. For good measure, I referred to a few itinerant articles I had written for Indian magazines. It was a shot in the dark and I did not really expect to hear from him. But, to my utter delight, I got a letter within a week inviting me to Khairi-Jashipur, giving precise instructions about how to reach there. Mr. Chaudhury also asked me to let him know in advance how and when I was reaching. I gave him a date and said I would be taking a bus from Bhubaneswar on a particular night.

Questions :
(i) Why was the forest made famous?
(ii) “Why not attempt to experience it myself ?” What does ‘It’ refer to?
(iii) Why did the writer contact N.S. Ayyanger and a few others? What was the result?
(iv) Explain the expression “It was a shot in the dark.”.
(v) Suggest a suitable title to the extract.

Answers :
(i) The forest was made famous by Khairi, the tigress of Jashipur because it was her abode.
(ii) ‘It’ refers to the writer’s curiosity to be aware of the latest exciting things carried by a tigress in the Similipal forests of Odisha. She had been to live with and work for humans.
(iii) The writer contacted N.S. Ayyanger and a few other seniors to know about Khairi. He learned that Saroj Raj Chaudhury, who was rather an unfriendly and severe man, took care of the tigress.
(iv) The writer’s reference to a few articles he had written for Indian magazines was a sort of hopeful attempt to see Khairi and Saroj Raj Chaudhury’s positive response to his letter.
(v) The Writer’s Quest of Khairi

2. Read through the extract and answer the questions that follow.
I packed my bag, took the train, and boarded the overcrowded bus from Bhubaneswar. I arrived sometime before 4.00 a.m. wondering where to go in that semidarkness. To my utter surprise, within a minute there was the click of boots and a voice welcoming me to Khairi-Jashipur. The Forest Guard, detailed to escort me, took me to the guest house, put me in my room, and assured me that water was in the jug; I could sleep as long as I wanted and Saab would see me as soon as I was ready.

I think I had an hour of blissful sleep. I woke up with a start when I heard the unmistakable voice of the Tiger just outside my door. I was terror-struck. Within minutes, a bearer came to the room with hot tea and biscuits. He smiled at the expression on my face and assured me that it was only Khairi outside the door, making friendly inquiries about the new guest in the house. I finished my tea, had a quick shower and went to the main house.

Saroj Raj Chaudhury was sitting on a large chair. There was a sloth bear behind him, holding on to his waist and making gurgling sounds. He said, “Get down, Jambu, get down’’ and rose to greet me – a frail man in his fifties, slightly balding on the top. We got talking. I didn’t find a gruff and rough no-nonsense man. What I found was one of the most humane human beings I had ever met in my life.

Questions :
(i) Describe the bus the writer had boarded.
(ii) When did he reach Jashipur?
(iii) Describe the treatment according to the writer in Jashipur.
(iv) How did a bearer react to the writer’s terror-stricken face?
(v) Throw light on Jambu.

Answers :
(i) The bus the writer had boarded was packed with passengers beyond its capacity.
(ii) The writer reached Jashipur sometime before 4 a.m. It was half-dark.
(iii) As soon as the writer reached Jashipur, the Forest Guard led him to the guest house, and showed him his room. He assured the writer of the presence of a jug filled with water. Later a bearer provided him with hot tea and biscuits in his room.
(iv) A bearer reacted smilingly to the writer’s terror-stricken face.
(v) The bear Jambu was seen in a lazy mood, behind Saroj Raj Chaudhury, and holding on to his waist making gurgling sounds.

3. Read through the extract and answer the questions that follow.
Here is the first story that emerged from this very unusual man between sips of coffee: “As you will see, I have different species of wild animals in this house. They all came in at different stages of their lives. I have debunked the theory that they cannot co-exist unless they are together from infancy. One thing I wanted to experiment with was the reaction of a young tiger to a snake. One day, when Khairi was much younger, we found a baby krait in the house. As you know, the krait is one of the most poisonous snakes.

I was noting Khairi’s reaction to its presence. Khairi was curious to know more about this strange new creature. Every time the krait got too close to Khairi, I would pull it back by its tail. This went on for some time. At some point, I must have been a little unmindful. It turned around and bit me. I immediately tied a tourniquet above that and got the poison out. I saw the doctor as soon as possible. Luckily it was a baby. Still, some of the poison got into my bloodstream and as a result, I am now a permanent patient of hypo-glycemia.”

By the time he finished this astonishing story, Jambu took a fancy to me and climbed behind to give me his bear hug. A stern ‘no’ from Saroj was enough to dissuade him from this expression of fondness. As the day progressed, between our conversations and the intermittent crackle on the VHF wireless set by which he was giving instructions to his men in the forests, I got to know a veritable joint family that was living inside the compound – a mongoose, a pangolin, wild cat twins, a country dog, and a blind Hyena. Each had a name.

Questions :
(i) When did Saroj narrate the first story to the writer?
(ii) What is the theory that Mr. Chaudhury has exaggerated?
(iii) ‘It turned round and bit me.’ What does ‘It’ refer to?
(iv) How was Mr. Saroj Chaudhury’s story?
(v) Throw light on Jambu.

Answers :
(i) Between sipping coffee, Saroj narrated the first story to the writer.
(ii) The theory that Mr. Chaudhury has exaggerated is that different species of wild animals cannot co-exist unless they are together from childhood.
(iii) ‘It’ refers to a krait, one of the most poisonous snakes.
(iv) Mr. Chaudhury’s story was wonderful.
(v) The bear Jambu was a picture of fondness. He started liking the writer climbing behind. The creature was interested to give a bear hug, but in vain, because of Mr. Chaudhury’s strict ‘no’.

4. Read through the extract and answer the questions that follow.
Khairi’s story started on October 5, 1974, when 12 Kharia tribals of Similipal brought a two-month-old tiger cub to Saroj Raj Chaudhury, an officer of the Indian Forest Service. Saroj noticed that it was a female – famished and confused. His first experience of what was to become his passion in life was angry snarls and scratching claws. But, the veteran forester and instinctive lover of wildlife knew how to handle a hungry, angry cub. He imitated the sounds of a mother tigress.

“Within minutes, her confidence was firmly anchored in the fostering human,” is how he recalled those first few minutes between the legends. Early the next morning, Saroj started his inspection of the Tiger Reserve area. I tagged along in the jeep that snaked through a narrow road in the woods amidst lush foliage. “My mother gave me a gun for my eighth birthday. As a young man, I shot wildlife with abandon. But soon, I realized that there is greater happiness in conserving these beautiful animals that do no wanton harm to man” is one of the things he told me about his life during that long travel.

At that time, he was an authority on the tiger and Director of Project Tiger in India. Saroj introduced the Tiger Tracing Method of tiger census where the pugmarks of each animal with distinctive measurements and characteristics are meticulously recorded. For the night, we camped at a guest house deep in the jungle. It was a wooden structure with functional rooms and a bath. It was built on stilts and stood a good 15 feet above the ground. I experienced for the first time, one night atop a magnificent machan.

Questions :
(i) What picture of Saroj Chaudhury do you get in the 1st para of the extract?
(ii) When did he go to inspect the Tiger Reserve area?
(iii) Describe his journey to this place.
(iv) When did Mr. Chaudury’s realization concerning the conservation of wildlife come?
(v) What was the writer’s experience of staying one night at the guest house a top?

Answers :
(i) In the first para of the extract, we learn that Saroj Chaudhury, an officer of the Indian Forest Service, was a veteran forester and instinctive lover of wildlife. The way he handled the two-year-old tiger cub is a case in point.
(ii) Early the next morning of his arrival, he went to visit the Tiger Reserve area.
(iii) In the course of his journey, Saroj Chaudhury in the jeep went through a narrow road in the woods amidst leaves of trees growing luxuriantly.
(iv) Mr. Chaudhury’s realization concerning the conservation of wildlife came when he, as a young man, had shot wildlife in a carefree life.
(v) The writer’s experience of staying one night at the guest house atop was very beautiful.

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

Unit – I
The text
Khairi made ………………. night.

Question 1.
Who was the tigress of Jashipur?
(a) Nhairi
(b) Khairi
(c) Bhairi
(d) Shairi
Answer:
(b) Khairi

Question 2.
Where did Khairi live?
(a) Bhitarkanika
(b) Similipal forests
(c) Kanchanjanga
(d) National Zoo, Kolkata
Answer:
(b) Similipal forests

Question 3.
Who was N. S. Ayyangar ?
(a) a politician
(b) a senior journalist
(c) a zoologist
(d) a veterinary doctor
Answer:
(b) a senior journalist

Question 4.
Khairi was under the care of:
(a) N. S. Ayyangar
(b) Hariharan
(c) Saroj Raj Chaudhury
(d) Nihar Raj Chaudhury
Answer:
(c) Saroj Raj Chaudhury

Question 5.
Khairi was a :
(a) domesticated tigress
(b) wild tigress
(c) zoo tigress
(d) tigress of a circus
Answer:
(a) domesticated tigress

Question 6.
Who had invited the author to Khairi- Jashipur?
(a) Nihar Raj Chaudhury
(b) Saroj Raj Chaudhury
(c) N. S. Ayyangar
(d) Forest ranger
Answer:
(b) Saroj Raj Chaudhury

Unit – II
The text
I packed my bag, ……………… met in my life.

Question 7.
Who escorted the author to the guest house from the bus stop at Khairi- Jashipur?
(a) Forest Ranger
(b) Forest Guard
(c) Forest Guide
(d) none of the above
Answer:
(b) Forest Guard

Question 8.
What was Khairi doing outside the guest house when the author was inside the room?
(a) making friendly enquiries
(b) making fun
(c) searching for enemies if any
(d) none of the above
Answer:
(a) making friendly enquiries

Question 9.
Who was Jambu?
(a) a monkey
(b) a bear
(c) a sloth bear
(d) a donkey
Answer:
(c) a sloth bear

Unit – III
The text
Here is the first story……………..had a name.

Question 10.
The name of the snake living in Mr. Chaudhury’s house was :
(a) cobra
(b) Python
(c) krait
(d) rattlesnake
Answer:
(c) krait

Question 11.
Mr. Chaudhury was bitten by a snake and as a result, he became a permanent patient of
(a) diabetics
(b) hypo-glycaemia
(c) leukaemica
(d) high blood pressure
Answer:
(b) hypo-glycaemia

Question 12.
How did Mr. Chaudhury instruct his men in the forests?
(a) on the computer internet
(b) on the VHF wireless
(c) on the T.V.
(d) by the mobile phone
Answer:
(b) on the VHF wireless

Question 13.
What did Mr. Saroj Chaudhury do when he was bitten by a krait, the poisonous snake?
(a) immediately cut the biting place
(b) immediately applied for medicine
(c) immediately tied a tourniquet
(d) met a doctor
Answer:
(c) immediately tied a tourniquet

Unit – IV
The text
Khairi’s story…….. magnificent machan.

Question 14.
When did Khairi come to Mr. Chaudhury’s hands?
(a) Nov. 5, 1974
(b) Dec. 5, 1974
(c) Oct. 5, 1974
(d) Sept. 5, 1974
Answer:
(c) Oct. 5, 1974

Question 15.
Who got the baby tiger and handed it over to Mr. Chaudhury?
(a) 12 Kharia tribals
(b) 12 Gonda tribals
(c) 12 Santhal tribals
(d) none of them
Answer:
(a) 12 Kharia tribals

Question 16.
Who was Saroj Raj Chaudhury?
(a) Indian Police Service officer
(b) Indian Foreign Service officer
(c) Indian Forest Service officer
(d) a low cadre forest official
Answer:
(c) Indian Forest Service officer

Question 17.
What do you mean by the word ‘famished’?
(a) very tired
(b) very smart
(c) very careful
(d) very hungry
Answer:
(d) very hungry

Question 18.
How did Mr. Choudhury handle and consoled the hungry and angry cub?
(a) by giving it milk to drink
(b) by showing her the picture of a mother tigress
(c) by making the sounds of a mother tigress
(d) by leaving it all alone
Answer:
(c) by making the sounds of a mother tigress

Question 19.
Where does lie the greater happiness of Mr. Chaudhury?
(a) in killing animals
(b) in conserving animals
(c) in destroying animals’ habitat
(d) none of the above
Answer:
(b) in conserving animals

Question 20.
What do you mean by the word ‘wanton harm’?
(a) no harm
(b) less harm
(c) reckless harm
(d) secret harm
Answer:
(c) reckless harm

Question 21.
Who was then an authority on the tiger and Director of Project Tiger in India?
(a) Nihar Raj Chaudhury
(b) Bhasker Raj Chrudhury
(c) Saroj Raj Chaudhury
(d) N. S. Ayyangar
Answer:
(c) Saroj Raj Chaudhury

Question 22.
Which parts of speech is the word ‘meticulously’?
(a) noun
(b) verb
(c) adverb
(d) adjective
Answer:
(c) adverb

Question 23.
Which according to the author was a magnificent machan?
(a) a guest house deep in the jungle
(b) the building where Saroj Chaudhury lived
(c) the house where Khairi and other animals lived
(d) none of the above
Answer:
(a) a guest house deep in the jungle

Unit – V
The text
I went to ……………… 25 years hence.

Question 24.
When did the author come to Khairi- Jashipur again?
(a) after six months
(b) after four months
(c) after three months
(d) after seven months
Answer:
(c) after three months

Question 25.
What was the purpose of the second visit of the author to Khairi-Jashipur?
(a) to know more about Mr. Chaudhury
(b) to know more about Khairi
(c) to see the place again
(d) to enjoy the nature
Answer:
(b) to know more about Khairi

Question 26.
Which new animal do he saw in his second visit?
(a) a pangolin
(b) a blind hyena
(c) a rattlesnake
(d) a young python
Answer:
(d) a young python

Question 27.
What did the author search about in his second visit?
(a) about Saroj Chaudhury and his passion
(b) about World Wildlife Fund
(c) about the animals
(d) none of the above
Answer:
(a) about Saroj Chaudhury and his passion

Question 28.
Where came a wireless message to the Chaudhury?
(a) Department of Forest
(b) World Wildlife Fund
(c) Central Government
(d) none of the above
Answer:
(b) World Wildlife Fund

Question 29.
To whom the author has described a legend behind a legend?
(a) Khairi
(b) Mr. Saroj Chaudhury.
(c) Nihar Raj Chaudhury
(d) none of the above
Answer:
(b) Mr. Saroj Chaudhury.

Question 30.
Where did the author meet Mr. Chaudhury last time?
(a) at New Delhi
(b) in Dum Dum Airport
(c) at Mumbai
(d) at Jashipur
Answer:
(b) in Dum Dum Airport

Question 31.
Who made the forest famous?
(a) Mr. Chaudhury
(b) Khairi
(c) author
(d) tourist
Answer:
(b) Khairi

Introducing the Author:
Hariharan Balakrishnan excels in the art of writing articles on wildlife. He is also a columnist.

About the Topic:
‘The Legend Behind A Legend’, as the title suggests, deals with two legends: Mr. Saroj Raj Chaudhury and Khairi; the former was an authority on tiger and Director of Project Tiger, and the latter a magnificent famous tigress. Mr. Chaudhury was a foster father of Khairi. The writer showers accolade on both legends.

Summary:
The writer takes us back to the Similipal forests of Odisha, which served as the habitat of Khairi, the tigress of Jashipur. The place carved out a name for itself, thanks to this tigress. She was not a queen of the robbers. She was the queen of Jashipur. The writer goes down memory lane. 25 years have elapsed since he had spent two days and two nights with Khairi and other wild animals of Saroj and Nihar. A news item on the latest exploits of Khairi evoked his interest to visit the place. He came to know that Saroj Raj Chaudhury was taking care of Khairi.

He wrote a letter to him and met with a prompt response. He was filled with great joy. Mr. Chaudhury invited him to Khairi – Jashipur, giving him particular directions on how to reach there. The writer apprised him of when and how he would visit him. This was his meeting. The writer left Berhampur by train. He reached in Jashipur before 4 a.m. by an overpacked bus. The Forest Guard was present there to cordially welcome him. He made all comfortable arrangements for the writer. He spent an hour of sound sleep.

Terror gripped him when he heard the clear voice of the Tiger just outside the door. Within minutes, the bearer came to his room and served him with hot tea and biscuits. He smiled at the panic-stricken expression of his face. He assured the writer of the presence of Khairi who was making loving enquiries about the new guest in the house. He met Saroj Chaudhury, a frail man in his fifties, slightly balding on the top; the latter greeted the former in a polite manner after asking Jambu, the bear, to get down, because the animal holding on to Chaudhury’s waist.

They conversed with each other. In Mr. Chaudhury, the writer found a humble and careful man. One of the most caring persons he had ever met in his life was Mr. Chaudhury. While sipping tea, Mr. Chaudhury narrated a story to the writer. He drew the latter’s attention to the presence of different species of wild animals in his house. They all had not come at the same time. He exaggerated the theory that they could not exist with each other unless they were together from childhood. He conducted an experiment to ascertain the truth.

He brought Khairi and one of the most dangerous snakes, krait. The writer marked Khairi’s reaction – it was one of fondness for the strange creature. Whenever the krait goes too close to Khairi, Mr. Chaudhury would pull it by back by its tail. Once he became inattentive and was bitten by the krait. Some of its poison entered his blood and therefore, he was now a permanent patient with low blood pressure. As soon as Mr. Chaudhury finished this wonderful story, Jambu tried to give the writer his bear hug, but the former’s stern warning prevented him from doing so.

Mr. Chaudhury has a well-knit joint family that was living inside the compound. It comprised a mongoose, a pangolin, wild cat twins, a country dog, and a blind Hyena, each having a name. Khairi’s story dates back to October 5, 1974, when twelve Khaira tribals of Similipal brought a two-month-old tiger cub to Saroj Raj Chaudhury who was an IFS officer. He found the female cub in a state of hunger and confusion. He managed it by imitating the sounds of a mother tigress. Her anger and disturbance vanished at once.

She was in her element. Saroj became nostalgic. He recollected his birthday when his mother had presented him with a gun, with which he, as a young man, shot wildlife in a carefree manner. But, soon he realized that it was a mistake and happiness lies in the conservation of these harmless beautiful animals. As the Director of Project Tiger, Saroj was the first to introduce the Tiger Tracing Method of tiger census. For the night, both camped at a guest house deep in the jungle. Never before had the writer experienced spending one night in a magnificent Wooden structure with rooms and baths that stood 15 feet high from the ground.

It is three months since the writer last visited Khairi-Jashipur. Then he went there again for the second time to know more about Khairi. Saroj welcomed him in his characteristic gracious manner. This time the writer saw a python as a pet of Chaudhury. His passion for wildlife knew no end. In a response to a message from the World Wildlife Fund, he went to New Delhi by plane with a view to attending an important meeting. In just over three months, Khairi passed away. Saroj Raj Chaudhury did not survive for long. The topic comes to a close with the writer saluting Saroj Chaudhury. He is worthy of it.

ସାରାଂଶ:
“The Legend Behind A Legend’ ବିଷୟଟି ଦୁଇଟି କିମ୍ବଦନ୍ତୀକୁ ଆଧାର କରି ରଚିତ । ବାଘମାନଙ୍କ ଉପରେ ନିଜର ଦକ୍ଷତା ହାସଲ କରିପାରିଥିବା Project Tigerର ନିର୍ଦ୍ଦେଶକ Mr. Saroj Raj Chaudhury ଏବଂ ପ୍ରସିଦ୍ଧ ମହାବଳ ବାଘୁଣୀ ‘ଖଇରୀ’ର ଜୀବନୀ ଉପରେ ଏହା ପର୍ଯ୍ୟବସିତ । ସରୋଜ ରାଜ ଚୌଧୁରୀ ଖଇରୀର ପାଳିତ ପିତା ଭଳି ଥିଲେ । ଶିମିଳିପାଳ ଜଙ୍ଗଲର ପ୍ରସିଦ୍ଧ ବାଘୁଣୀ ଥିଲା ଖଇରୀ । ସେ ଥୁଲା ଯଶିପୁରର ମହାବଳ ବାଘୁଣୀ । ଲେଖକ ସ୍ମୃତିଚାରଣ କରି କହନ୍ତି ଯେ ୨୫ ବର୍ଷ ପୂର୍ବେ ସେ ଦୁଇ ଦିନ ଓ ଦୁଇ ରାତି ଖଇରୀ ସହିତ ସରୋଜ ଓ ନିହାରଙ୍କ ବନ୍ୟଜନ୍ତୁ ସଂଗ୍ରହାଳୟରେ ସମୟ ଅତିବାହିତ କରିଥିଲେ । ଲେଖକ ଖଇରୀର ଅଦ୍ଭୁତ କାର୍ଯ୍ୟକଳାପ ବିଷୟରେ ‘The Statesman’ର ଏକ ଖବରରୁ ଜାଣିପାରିଥିଲେ ଏବଂ ସେଇ ସ୍ଥାନକୁ ବୁଲିଯିବା ପାଇଁ ଆଗ୍ରହ ପ୍ରକାଶ କରିଥିଲେ ।

ସେ ଜାଣିବାକୁ ପାଇଲେ ଯେ, ଖଇରୀ ସରୋଜ ରାଜ ଚୌଧୁରୀଙ୍କ ତତ୍ତ୍ଵାବଧାନରେ ପାଳିତ ହେଉଛି । ସେଥ‌ିପାଇଁ ଲେଖକ ସେଠାକୁ ଯିବାର ଅନୁମତି ମାଗି ସରୋଜଙ୍କ ପାଖକୁ ପତ୍ର ଲେଖିଲେ । ସରୋଜ ଅତି ଖୁସିରେ ଲେଖକଙ୍କୁ ନିମନ୍ତ୍ରଣ ପତ୍ର ଲେଖୁଲେ ଏବଂ ଯିବାପାଇଁ ସମସ୍ତ ତଥ୍ୟ ସହିତ ତାରିଖ ମଧ୍ୟ ଜଣାଇଲେ । ଭୋର ୪ଟା ସମୟରେ ଲେଖକ ଏକ ଜନଗହଳିପୂର୍ଣ୍ଣ ବସ୍‌ରେ ବସି ଖଇରୀ-ଯଶିପୁରରେ ପହଞ୍ଚିଲେ । ତାଙ୍କୁ ଉତ୍ତମ ଆତିଥ୍ୟ ସତ୍କାର କରାଗଲା । ଖାଦ୍ୟ ଓ ବିଶ୍ରାମ ପାଇଁ ସବୁପ୍ରକାରର ବ୍ୟବସ୍ଥା କରାଯାଇଥିଲା । ଲେଖକ ବିଶ୍ରାମ ନେଉଥ‌ିବାବେଳେ ଦ୍ଵାରଦେଶର ବାହାରେ ବାଘୁଣୀର ଗର୍ଜନ ଶୁଣି ଭୟଭୀତ ହୋଇଯାଆନ୍ତି । ଏହାର ଅଳ୍ପ ସମୟ ପରେ ଜଣେ ବ୍ୟକ୍ତି ଚା’ ଓ ବିସ୍କୁଟ ଧରି ଆସିଲେ ଏବଂ କହିଲେ ଖଇରୀ ବାଘୁଣୀ ବାହାରେ ଥାଇ ଆନନ୍ଦରେ ଗର୍ଜନ କରି ନୂତନ ଅତିଥିଙ୍କୁ ସ୍ଵାଗତ କରୁଛି ।

ତା’ପରେ ଲେଖକ ସରୋଜଙ୍କୁ ସାକ୍ଷାତ କଲେ । ଦୁର୍ବଳ ଶରୀରଧାରୀ ପଚାଶ ବର୍ଷୀୟ ଏହି ବ୍ୟକ୍ତିଜଣକ ଟିକେ ଚନ୍ଦା ଥିଲେ । ସେ ଲେଖକଙ୍କୁ ଅତି ଭାବରେ ସ୍ଵାଗତ କଲେ ଏବଂ ତାଙ୍କ ଅଣ୍ଟାକୁ ଧରି ଠିଆ ହୋଇଥିବା ଭାଲୁକୁ ବସିବାକୁ କହିଲେ । ପରସ୍ପର କଥାବାର୍ତ୍ତା ହେଲେ । ଲେଖକ ସରୋଜ ରାଜ ଚୌଧୁରୀଙ୍କଠାରେ ଭଦ୍ର ଯେଉଁ ବିନମ୍ର ସ୍ଵଭାବ ଦେଖିଥିଲେ, ସେ ତାଙ୍କ ଜୀବନରେ ଅନ୍ୟ କାହାଠାରେ ଦେଖିନଥିଲେ । କଥାବାର୍ଭା ସମୟରେ ଶ୍ରୀଯୁକ୍ତ ଚୌଧୁରୀ ମହାଶୟେ କହିଲେ ତାଙ୍କ ଘର କିଭଳି ଭାବେ ବିଭିନ୍ନ ଜୀବଜନ୍ତୁମାନଙ୍କର ଏକ ଆଶ୍ରୟସ୍ଥଳୀ ହୋଇଯାଇଛି । ଜୀବଜନ୍ତୁମାନଙ୍କୁ ଯଦି ଶୈଶବାବସ୍ଥାରୁ ଏକାଠି ରଖାଯାଏ, ସେମାନେ ପରସ୍ପର ସହିତ ମିଳିମିଶି ରହିପାରିବେ ବୋଲି ସେ କହିଥିଲେ । ଏହାର ପରୀକ୍ଷଣ ନିମନ୍ତେ ସେ ଖଇରୀ ନିକଟରୁ ତାଙ୍କ ଅଗଣାରୁ ଧରା ଯାଇଥିବା

ଏକ ବିଷଧର ନାଗସାପକୁ ଆଣିଥିଲେ । ସେତେବେଳେ ଖଇରୀ ଖୁବ୍ ଛୋଟ ଥିଲା । ଖଇରୀର ସେହି ସାପ ପ୍ରତି ପ୍ରତିକ୍ରିୟାକୁ ଲେଖକ ଲକ୍ଷ୍ୟ କରିଥିଲେ । ଏଇ ବିଷଧର ସାପ ପ୍ରତି ଖଇରୀର ଆଗ୍ରହ ପ୍ରକାଶ ପାଇଥିଲା । ଯେତେବେଳେ ଏହି ସାପଟି ଖଇରୀ ଆଡ଼କୁ ଆଗ୍ରସର ହେବାକୁ ଚାହୁଁଥିଲା, ଲେଖକ ତାକୁ ଲାଞ୍ଜ ଧରି ପଛକୁ ଟାଣି ଦେଉଥିଲେ । ଥରେ ସେ ଅନ୍ୟମନସ୍କ ହୋଇ ଏହି ବିଷଧର ନାଗସାପକୁ ଟାଣିଦେବା ସମୟରେ, ସେ ଲେଖକଙ୍କୁ କାମୁଡ଼ି ଦେଇଥିଲା । ତାଙ୍କ ରକ୍ତରେ କିଛି ବିଷ ପ୍ରବାହିତ ହୋଇଯାଇଥିଲା । ତା’ପରଠାରୁ ସେ ନିମ୍ନ ରକ୍ତଚାପ ରୋଗରେ ପୀଡ଼ିତ ହୋଇଥିଲେ । ଏହି ସମୟରେ ଭାଲୁ ଲେଖକଙ୍କୁ କୁଣ୍ଢାଇବାକୁ ଆସୁଥିଲା । କିନ୍ତୁ ସରୋଜଙ୍କ କଡ଼ା ନିର୍ଦ୍ଦେଶ ହେତୁ ସେ ସେଥୁରୁ ନିବୃତ୍ତ ରହିଲା ।

ସରୋଜଙ୍କର ଏହି ଯୌଥ ପରିବାରରେ ସମସ୍ତେ ଯଥା ନେଉଳ, ଗୋଧ, ପକ୍ଷୀ, ସାପ, ଦେଶୀ କୁକୁର, ବାଘ, ଭାଲୁ ସମସ୍ତେ ଉତ୍ତମ ବୁଝାମଣାରେ ଏକ ଶୃଙ୍ଖଳିତ ଜୀବନଯାପନ କରୁଥିଲେ । ଖଇରୀ ଯେତେବେଳ ଏକ ୨ ମାସର ବାଘଛୁଆ ଥିଲା, ସେତେବେଳେ ଶିମିଳିପାଳର ୧୨ ଜଣ ଖରିଆ ଆଦିବାସୀ ତାକୁ ସରୋଜଙ୍କ ନିକଟକୁ ଆଣିଥିଲେ । ସେ ଥିଲେ ଜଙ୍ଗଲ ବିଭାଗର ଜଣେ ଅଧିକାରୀ ଥିଲେ । ଏହି ବାଘଛୁଆଟି ଥୁଲା ଭୋକିଲା ଓ ବିବ୍ରତ । ସେ ରାଗି ଗର୍ଜନ କରୁଥିଲା ଓ ତା’ର ପଞ୍ଝାକୁ ଘୋଷାରୁଥିଲା । ସରୋଜ ଏକ ମା’ ବାଘର ସ୍ଵରକୁ ଅନୁକରଣ କରିଥିଲେ ଯାହାକି ଖଇରୀକୁ ପୋଷା ମନେଇବା ପାଇଁ ଚମତ୍କାର ଭାବେ କାର୍ଯ୍ୟ କରିଥିଲା । ସେଥ‌ିରେ ସେ ସଫଳ ହୋଇଥିଲେ ଏବଂ ଖୁସିରେ ବିଭୋର ହୋଇଯାଇଥିଲେ । ତା’ ପରଦିନ ସକାଳୁ ସରୋଜ ଲେଖକଙ୍କୁ ନେଇ ଏକ ଜିପ୍‌ରେ ବ୍ୟାଘ୍ର ସଂରକ୍ଷଣ ଅଞ୍ଚଳ ବୁଲିବାକୁ ଗଲେ ।

ତାହା ଥିଲା ଏକ ସରୁ ଅଣଓସାରିଆ ରାସ୍ତା । ବାଟରେ ସରୋଜ ଅତୀତର ସ୍ମୃତିଚାରଣ କରି କହିଲେ, ତାଙ୍କୁ ଜନ୍ମଦିନରେ ତାଙ୍କ ମା’ ଏକ ବନ୍ଧୁକ ଉପହାର ଦେଇଥିଲେ ଯାହାଦ୍ଵାରା ଜଣେ ଯୁବକଭାବେ ସେ ବନ୍ୟଜନ୍ତୁମାନଙ୍କୁ ମୁକ୍ତଭାବେ ଶିକାର କରିଥିଲେ । ତା’ପରେ ସେ ଅନୁଭବ କଲେ ଯେ ପଶୁମାନଙ୍କୁ ମାରିବା ଏକ ଅପରାଧ। ଆନନ୍ଦ ଥାଏ ଏହି ନିରୀହ ସୁନ୍ଦର ଜୀବଜନ୍ତୁମାନଙ୍କୁ ସଂରକ୍ଷଣ କରିବାରେ । ବ୍ୟାଘ୍ର ପ୍ରକଳ୍ପର ନିର୍ଦ୍ଦେଶକ ଭାବେ ସେ ପ୍ରଥମେ ବ୍ୟାଘ୍ର ଗଣନା ପ୍ରଣାଳୀ ପ୍ରଚଳନ କରିଥିଲେ । ସେହି ରାତ୍ରିରେ ଉଭୟେ ଘଞ୍ଚ ଜଙ୍ଗଲ ମଧ୍ୟରେ ଥିବା ଏକ ଅତିଥୁ ଗୃହରେ ରାତ୍ରିଯାପନ କରିଥିଲେ । ଏହା ପୂର୍ବରୁ ଲେଖକ ଭୂମିଠାରୁ ୧୫ ଫୁଟ ଉଚ୍ଚରେ କାଠରେ ନିର୍ମିତ ଏକ ଘରେ ରହିବାର ଆନନ୍ଦ କେବେ ଅନୁଭବ କରିନଥିଲେ । ସେହିଘରେ କେତେଗୁଡ଼ିଏ କୋଠରୀ ସହ ଏକ ଗାଧୁଆଘର ଥିଲା। ତିନିମାସ ପରେ ଲେଖକ ପୁନର୍ବାର ସେହି ଖଇରୀ ଓ ଯଶିପୁରକୁ ବୁଲିବାକୁ ଗଲେ ।

ଖଇରୀ ବିଷୟରେ ଅଧିକ ଜାଣିବାର ଇଚ୍ଛା ତାଙ୍କୁ ସେଠାକୁ ପୁନର୍ବାର ଟାଣି ନେଇଥିଲା । ଶ୍ରୀ ଚୌଧୁରୀ ତାଙ୍କୁ ସ୍ଵାଗତ କଲେ ଏବଂ ଭାରି ଖୁସି ହେଲେ । ସେ ସେଠାରେ ଅନ୍ୟ ଜୀବମାନଙ୍କ ସହିତ ଏକ ଆଠ ଫୁଟ ଲମ୍ବର ଏକ ଅଜଗର ସାପ ଦେଖିଲେ । ତା’ପରେ ସେ ଚୌଧୁରୀ ଜୀବଜନ୍ତୁମାନଙ୍କୁ ସଂରକ୍ଷଣ କରିବାର ନିଶା ବିଷୟରେ ଜାଣିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କଲେ । ଏହି ସମୟରେ ଏକ ଜରୁରୀ ସଭାରେ ଯୋଗ ଦେବାପାଇଁ ବିଶ୍ବ ବନ୍ୟଜନ୍ତୁ ପାଣ୍ଠି ତରଫରୁ ଏକ ତାରବାର୍ତ୍ତା ଆସି ପହଞ୍ଚିଲା। ସେ କଲିକତାର ଦମ୍ଦମ୍ ଉଡ଼ାଜାହାଜ ପଡ଼ିଆରୁ ବିମାନ ଯୋଗେ ଦିଲ୍ଲୀ ଯାତ୍ରା କଲେ । ଏହା ଥିଲା ଚୌଧୁରୀଙ୍କ ସହିତ ଲେଖକଙ୍କର ଶେଷ ସାକ୍ଷାତ । ଏହାର ତିନି ମାସ ପରେ ଖଇରୀର ମୃତ୍ୟୁ ଘଟିଥିଲା । ତା’ପରେ ଖଇରୀ ବିନା ଚୌଧୁରୀ ମଧ୍ୟ ବେଶି ଦିନ ବଞ୍ଚୁରି ନ ଥିଲେ ।

BSE Odisha 11th Class English:

• Standing Up for Yourself Question Answer
• The Legend behind a Legend Question Answer
• The Golden Touch Question Answer
• In London In Minus Fours Question Answer
• The Cancer Fight, from Hiroshima to Houston Question Answer

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Chapter 1 Standing Up for Yourself Textbook Exercise Questions and Answers.

Class 11th Invitation English Chapter 1 Standing Up for Yourself Question Answers CHSE Odisha

Standing Up for Yourself Class 11 Questions and Answers

UNIT – I
Gist with Glossary:

Gist:
The author was alone and living in Moscow. His parents were separated. His father seldom sent letters to him. His mother was a geologist, but later she gave it up to become a singer. She was entertaining the troops. These circumstances drove the author to live in the street. The street was his world which taught him how to overcome his fear of the stronger.

Glossary:
divorced : (husband and wife) separated by a court of law
front: war front, a place where two armies are engaged in a battle (ଯୁଦ୍ଧକ୍ଷେତ୍ର)
geologist: a person who studies rocks and crust of the earth to know its history (ଭୂତତ୍ତ୍ବବିତ୍)
concert: musical entertainment
elegantly: neatly, showing a good sense of style (ସୁନ୍ଦର ଭାବରେ)
overcome : conquer (ଜୟ କରିବା)

Think it out:
Question 1.
Is the narrator a child or an adult narrating his childhood experiences?
Answer:
The narrator is an adult narrating his childhood experiences.

Question 2.
Does the narrator have happy experiences in his childhood? Why/Why not?
Answer:
The narrator has both happy and unhappy experiences in his childhood. His parents were divorced. His mother left him. These circumstances made him lonely. The street became his teacher. He cultivated all bad habits. Another good habit he developed was the spirit of fearlessness which he has kept intact till today.

Question 3.
What was his relationship with his father?
Answer:
The narrator’s father lived somewhere in Kazakhstan with his new wife and hardly he got letters from his father. In short, there was no genuine relationship between father and son.

Question 4.
How did his mother spend his time?
Answer:
His mother spent her time in singing and giving entertainment to the troops.

Question 5.
What does ‘my education was left to the street’ mean here?
Answer:
After the divorce, his father lived with his new wife and his mother spent time in singing and giving entertainment to the troops. As a result, he became lonely and the street became his master. It taught him both good and bad habits.

Question 6.
What were two habits that remained with him all his life?
Answer:
The two habits that remained with him all his life were his preparedness to face the battle of life at any moment and his spirit of fearlessness.

Question 7.
What in your opinion was the best lesson that the street taught to the writer?
Answer:
In my opinion, the best lesson that the street taught to the writer was the habit of fearlessness. It taught him not to fear anyone.

UNIT – II
Gist with Glossary:

Gist:
A boy named Red was the monarch of the street. He possessed a peculiar appearance. He with two or three of his lieutenants was a terror in the street. The whole street was in the throes of fear at the sight of Red.

Glossary:
masterfully : carelessly (ବେଖାତର ଭାବରେ )
gait : manner of walking (ଚାଲିବା ଢଙ୍ଗ)
peak: a lock of hair growing just above the forehead (ମୁଣ୍ଡ ଉପରେ ଥ‌ିବା ଜଟ)
tumble : fall (ପଡ଼ିଯିବା)
cascade : waterfall (ଜଳପ୍ରପାତ)
pock-marked face: face with marks left after the smallpox
lieutenants : (here) supporters (ସମର୍ଥକ)
impressively : (here) without the slightest hesitation (ଦ୍ବିଧାହୀନଭାବେ )
tripped : followed by walking or running (ଜୋର୍ ରେ ପାଦ ପକାଇ ଚାଲିବା)
knuckle-duster: metal covering for the knuckles, for attack or defense

Think it out :
Question 1.
What made Red look older than he really was?
Answer:
His big and broad shoulders made Red look older than he really was.

Question 2.
How did he roam in the street?
Answer:
He roamed carelessly in the street with his legs wide. He walked like a seaman on the floor of a ship.

Question 3.
How did he dress himself?
Answer:
He dressed himself in a peculiar manner. He put on a cap. From under his cap, the writer noticed its peak at the back of his head.

Question 4.
Did he intentionally dress and walk in the manner described?
Answer:
A villain as he was, Red intentionally dressed and walked in the manner described.

Question 5.
Why did his lieutenants also wear their caps back to front?
Answer:
His lieutenants also wore their caps back to front, because they, like Red, wanted to evoke fear in everyone’s mind.

Question 6.
What pet animal comes to your mind when you read the expression ‘tripped at his heels’?
Answer:
When we read the expression ‘tripped at his heels’, the pet animal that comes to my mind is a dog.

Question 7.
What was his way of forcing money out of other boys?
Answer:
His way of forcing money out of other boys was to stop them and say simply but firmly the one-word ‘money’.

Question 8.
How did he rule the street?
Answer:
He ruled the street by stopping any boy and saying simply but firmly nothing but the one word ‘money’. His hangers-on emptied his pockets, and they beat him ruthlessly in case he resisted.

Question 9.
Was the narrator afraid of Red? Quote the sentence from the text in support of your answer.
Answer:
The narrator was certainly afraid of Red. The line ‘So was /’ is a case in point.

UNIT – III
Gist with Glossary:

Gist:
The author wrote a poem about him which by the next day became very popular. The people got the poem by heart and were filled with joy in expressing their hatred for Red. The author became a victim of Red. The ruffian gave him a violent strike with his knuckle duster. The author suffered fierce wounds. He lay unconscious and was bedridden for several days. After some days he went out with his bandaged head. As soon as he saw Red, he sprang to his feet. The author’s reaction was one of disgrace. He made up his mind to face Red without any fear.

Glossary:
exulted : showed great joy and pride (ଗର୍ବ ଓ ଆନନ୍ଦ ପ୍ରଦର୍ଶନ କଲେ)
triumphant: showing great joy or satisfaction (ଅତ୍ୟଧ୍ଵ ଆନନ୍ଦ ଓ ସନ୍ତୋଷ ପ୍ରଦର୍ଶନ)
hatred : dislike exhibited with joy (ଘୃଣା)
bore : make a bore, (here) looked pointedly (ତୀକ୍ଷ୍ଣ ଦୃଷ୍ଟିରେ ଚାହିଁଲେ )
drawled : spoke slowly so that the sounds of the vowels are longer than as usual (ଧୀର କଣ୍ଠରେ ସ୍ଵର ଲୟେଇ କହିବା)
crookedly : dishonestly, shrewdly (ଚତୁରତାପୂର୍ଣ୍ଣ ଢଙ୍ଗରେ)
remuneration: reward; (here the word has been used satirically) (ପାଉଣା )
pounding : beating heavily and repeatedly (ନିର୍ଘାତ ମାଡ଼ଦେବା)
impotent : helpless or powerless (ଶକ୍ତିହୀନ)
vanquishe : defeat completely (ସମ୍ପୂର୍ଣ୍ଣ ପରାସ୍ତ କରିବା)

Think it out :
Question 1.
What was the first thing the narrator did to overcome his fear of Red?
Answer:
The first thing that the narrator did to overcome his fear of Red was to write a poem about him.

Question 2.
How did the people in the street respond to the poem?
Answer:
The people in the street learnt the poem by heart. They were filled with great joy and excitement. Their hatred for Red ruled the most.

Question 3.
Explain the expression ‘triumphant hatred’.
Answer:
The narrator’s poem about Red filled the people in the street with great joy and excitement. They gave up their fear of Red and expressed their hatred for him with great satisfaction.

Question 4.
How did Red sneer at the narrator?
Answer:
Red addressed the narrator as a poet slowly with a mischievous smile on his face. He commented sarcastically that at last he wrote verses and asked if they rhymed.

Question 5.
What was the result of his first encounter with Red?
Answer:
Red struck the narrator’s head with a metal covering for the knuckles. As a result, he fell down with blood gushing out of his head and lost consciousness. He was confined to bed for several days. This was the result of his first encounter with Red.

Question 6.
‘This was my first remuneration as a poet’ – was the narrator happy with his reward as a poet?
Answer:
The narrator was not happy at all with his reward as a poet.

Question 7.
What was a more difficult situation for the narrator: to be injured by Red or to overcome his fear of Red when he saw Red after his injury?
Answer:
A more difficult situation for the narrator was overcoming his fear when he saw Red after his injury.

Question 8.
What was the result of his second encounter with Red?
Answer:
The result of his second encounter with Read was his determination to defeat the fear of Red despite suffering shame and experiencing futile anger at his cowardice.

UNIT – IV
Gist and Glossary:

Gist:
The author made up his mind to face Red without any fear. He trained himself with parallel bars and weights. He bought one textbook on ju-jitsu. After practicing the Japanese form of self-defense at home, he went out again. He encountered Red and his associates when they were absorbed in playing vingt-et-un. He went to them, kicked, and scattered the cards with utter contempt. The author’s rudeness made Red violently furious. Fierce fighting broke out.

Red was bewildered at his amazing fearlessness. He was disgracefully defeated. He was sobbing and wiping out his tears with his dirty hands. Red no longer became the monarch of the street. He learnt a great lesson from his encounter with Red. There is no need to be afraid of the strong. The strong can be challenged fearlessly, but one should be trained in the Japanese art of self-defense to overcome them. Besides, to be a poet, one should write not only poetry but abide by its essence.

Glossary:
parallel bars : pair of parallel bars on posts for physical exercise (ଶାରୀରିକ ବ୍ୟାୟମ ନିମନ୍ତେ ବ୍ୟବହୃତ ଏକଯୋଡ଼ ସମାନ୍ତର ଦଣ୍ଡ )
session : single meeting
miraculous : most remarkable ( ଉଲ୍ଲେଖନୀୟ )
ju-jitsu : Japanese art of self- defence (ଆତ୍ମରକ୍ଷା ନିମନ୍ତେ ଏକ ଜାପାନୀ କୌଶଳ)
vingt-et-un : a kind of card game (ଏକପ୍ରକାର ତାଳ)
impudence : utter disrespect
menacingly : in a threatening manner (ଧମକ ଦେବା ଭଙ୍ଗୀରେ)
divied into pocket : rushing quickly into pocket (ହଠାତ୍ ପକେଟ୍‌ରେ ପୂରାଇଲେ)
jabbing : aiming a sudden blow (ଲକ୍ଷ୍ୟକରି ଦୃତ ଆଘାତ ଦେବା)
bewildered : puzzled, confused
grubby : dirty (ମଇଳା)
stand up for: back up (ସହାୟତା ଦେବା)

Think it out :
Question 1.
How did the narrator train himself to grow stronger?
Answer:
To grow stronger, the narrator trained himself with a pair of parallel bars meant for gymnastic exercises. Besides, he resorted to weights.

Question 2.
How did he get a textbook on ju-jitsu?
Answer:
He got a textbook on ju-jitsu in exchange of a week’s ration card.

Question 3.
How long did he train himself before the final encounter with Red?
Answer:
He trained himself for three weeks before the final encounter with Red.

Question 4.
Where did the final encounter take place? What was Red doing then?
Answer:
The final encounter took place on the lawn in their yard, when Red was lost in playing a card game called vingt-et-un with his hangers-on.

Question 5.
How did the narrator attack Red?
Answer:
The narrator kicked and scattered cards played by Red and his lieutenants.

Question 6.
How did Red react to the narrator’s attack?
Answer:
Red reacted to the narrator’s attack in a state of surprise and asked him mockingly if he was looking for more.

Question 7.
How did the narrator tackle Red?
Answer:
The narrator tackled Red by making a fast sudden blow to him. Confused, he came towards the former furiously. The narrator cut him to size by catching his wrist and squeezing slowly.

Question 8.
How did Red suffer at the hands of the narrator?
Answer:
Crying loudly in pain, Red rolled on the ground. His fingers suffered injuries. The narrator made him sob and rub the tears over his small-pox-marked face with his dirty fist.

Question 9.
What lesson did the narrator learn during his encounter with a bully like Red?
Answer:
During his encounter with a bully like Red, the narrator learns that one needn’t be afraid of the strong. Besides, it is imperative for all to know the technique of vanquishing them.

Question 10.
What career did the narrator prepare himself for?
Answer:
The narrator prepared himself for becoming a poet. Besides writing poems, he should defend their themes at any cost.

Question 11.
Which of these do you think is true: courage means not having fear at all or courage means conquering fear? Justify your choice.
Answer:
I think courage means conquering fear. The narrator’s strong determination to defeat Red, the ruler of the street, bore a fruitful result and Red was defeated by him. This is a glittering example on point.

Post-Reading Activities:

Doing the Words
(A) In order to understand what you are reading from an English text, you need to guess the meaning of unfamiliar words/expressions from the context. Guess at the meaning of words from the way it is used in the sentences/text below. This will help you read faster and easier.

Question (i).
Alexander was so good with horses that he could ride any horse masterfully.
(clue: Did Alexander behave as a ‘master’ ?)
Answer:
skilfully

Question (ii).
His courage used to bewilder many including his father. One example was when he tried to master Bucephalus, an unruly horse, everyone was bewildered at his behavior.
(clue: Bigger words come from smaller ones whose meaning you would know: be + wild + er. ‘wild’ is something that we don’t know.)
Answer:
confuse

Question (iii).
He never worked as a lieutenant in the Greek army but was always its leader.
(clue: Is a lieutenant senior or junior to the leader of an army ?)
Answer:
sub-ordinate

Question (iv).
Alexander wanted to conquer the whole world. He actually conquered most of it.
(clue: Is it to rule or defeat ?)
Answer:
rule

Question (v).
Although he died very young, his military achievement was impressive.
(clue: Bigger words come from smaller ones that you may know, impress + ive. Was Alexander’s achievement remarkable or ordinary ?)
Answer:
remarkable

(B) Some words are in italics in each of the following sentences, and three different meanings are given below the sentence. Identify the meaning that best fits the words in italics.

Question 1.
What matters in the struggle for life is overcoming fear?
(i) present situation
(ii) have an important effect
(iii) problems
Answer:
(ii) have an important effect

Question 2.
Most of the play is written in verse.
(i) prose
(ii) dialogues
(iii) poetry
Answer:
(iii) poetry

Question 3.
We have decided to complete the project at whatever cost.
(i) no matter what the risk or loss may be
(ii) without considering how much money is needed
(iii) in the least expensive way
Answer:
(i) no matter what the risk or loss may be

Question 4.
I know for certain that daffodils bloom in Spring.
(i) want to make sure
(ii) know without a doubt
(iii) declare with confidence
Answer:
(ii) know without a doubt

Question 5.
She has made up her mind to buy a car this month.
(i) hoped
(ii) decided
(iii) thought
Answer:
(ii) decided

Question6.
We must stand up for what is right even if we are standing alone.
(i) defend
(ii) represent
(iii) face boldly
Answer:
(i) defend

(C) Mark the use of ‘heel’ in “Two or three lieutenants, in peaked caps back to front like Red’s, tripped at his heels.” Look up the word ‘heel’ in the dictionary. Study the meanings of ‘heel’ in the following idiomatic expressions. Use each of them in a sentence of your own.
(a) take to one’s heels – To run away
(b) on the heels of – Following closely behind somebody
(c) cool one’s heels – Completely controlled by somebody
(d) kick up one’s heels – To be relaxed and enjoy yourself
(e) turn on one’s heels – To turn around suddenly
(f) head over heels – Loving somebody very much
(g) come to heel – To agree to obey somebody and accept his order
(h) show a clean pair of heels
Answer:
(a) take to one’s heels – The two suspicious-looking men standing outside the jeweler’s shop took to their heels when the police car drew up.
(b) on the heels of – TV camera team arrived on the heels of the police.
(c) cool one’s heels – The interviewer hadn’t arrived, so the Secretary kept the four of us cooling our heels in the corridor for hours.
(d) kick up one’s heels – They were forced to keep up their heels for nearly an hour.
(e) turn on one’s heels – She turned on her heel and went back to her room.
(f) head over heels – They met in 2000 and felt head over heels in love.
(g) come to heel – A few government rebels refused to come to heel and had to be expelled from the party.
(h) show a clean pair of heels – Butler showed them all a clean pair of heels as he raced for the finishing line.

CHSE Odisha Class 11 English Standing Up for Yourself Important Questions and Answers

I. Short Answer Type Questions with Answers

1. Read through the extracts and answer the questions that follow.
In 41, I was living alone in an empty flat on a quiet Moscow street. My parents were divorced and my father was somewhere in Kazakhstan with his new wife and their two children. I seldom received letters from him. My mother was at the front. She had given up her work as a geologist to become a singer and was giving concerts for the troops. My education was left to the street. The street taught me to swear, smoke, spit elegantly through my teeth, and to keep my fists at the ready – a habit that I have to this day. The street taught me not to be afraid of anything or anyone – this is another habit I have kept. I realized that what mattered in the struggle for life was to overcome my fear of those who were stronger.

The ruler of our street was a boy of about sixteen who was nicknamed Red. Red was big and broad-shouldered beyond his years. Red walked masterfully up and down our street, legs wide and with a slightly rolling gait, like a seaman on his deck. From under his cap, its peak always at the back of his head, his forelock tumbled down in a fiery cascade, and, out of his round pock-marked face, green eyes, like a cat’s, sparkled with scorn for everything and everyone. Two or three lieutenants in peaked caps back to front like Red’s tripped at his heels. Red could stop any boy and say impressively the one-word ‘money’. His lieutenants would turn out the boy’s pockets, and if he resisted they beat him up hard. Everyone was afraid of Red. So was I. I knew he carried a heavy metal knuckle duster in his pocket.

Questions :
(i) Throw light on the writer’s father.
(ii) What bad habits did the narrator learn from the street?
(iii) Describe the physical appearance of Red.
(iv) How did his green eyes look like? What did they convey?
(v) What was the narrator aware of?

Answers :
(i) The writer’s parents were divorced. Then his father married again. He was living somewhere in Kazakhstan with his new wife and their two children.
(ii) The bad habits the narrator learnt from the street were smoking and spitting through his teeth in a nice manner.
(iii) Red had a round pock-marked face with green eyes.
(iv) Red’s green eyes looked like those of a cat. They conveyed his contempt for everything and everyone.
(v) The narrator was aware of the fact that Red carried a heavy metal covering for the knuckles in his pocket.

2. Read through the extract and answer the questions that follow.
I wanted to conquer my fear of Red. So I wrote a poem about him. This was my first piece of journalism in verse. By the next day, the whole street knew it by heart and exulted with triumphant hatred. One morning on my way to school, I suddenly came upon Red and his lieutenants. His eyes seemed to bore through me. “Ah, the poet,” he drawled, smiling crookedly. “So you write verses. Do they rhyme ?” Red’s hand darted into his pocket and came out armed with its knuckle duster; it flashed like lightning and struck my head. I fell down streaming with blood and lost consciousness. This was my first remuneration as a poet. I spent several days in bed. When I went out, with my head still bandaged, I again saw Red. I struggled with myself but lost and took to my heels. At home, I rolled on my bed, biting my pillow and pounding it in shame and impotent fury at my cowardice. I made up my mind to vanquish it at whatever cost.

Questions :
(i) When did the narrator suddenly meet Red?
(ii) Why did he faint?
(iii) ‘It flashed like lightning.’ What does ‘It’ refer to?
(iv) What happened to the narrator after Red had attacked him ruthlessly?
(v) Explain the expression ‘impotent fury’.

Answers :
(i) One morning when the narrator was going to school, he suddenly met Red.
(ii) He fainted because Red struck him on the head with his knuckle duster.
(iii) ‘It’ refers to Red’s knuckle-duster.
(iv) The narrator lay unconscious and was confined to bed after Red had attacked him ruthlessly.
(v) The expression ‘impotent fury’ signifies the narrator’s futile anger at his cowardice. He was incapable of encountering cruel and mischievous Red.

3. Read through the extract and answer the questions that follow.
I went into training with parallel bars and weights. After every session, I would feel my muscles they were getting bigger, but slowly. Then I remembered something I had read in a book about a miraculous Japanese method of wrestling which gave an advantage to the weak over the strong. I exchanged a week’s ration card for a textbook on ju-jitsu. For three weeks, I stayed at home, practicing with two other boys. Then I went out. Red was sitting on the lawn in our yard, playing vingt-et-un with his lieutenants. He was absorbed in the game.

Fear was still deep in me, urging me to go back. But I went up to the players and kicked and scattered the cards. Red looked up, surprised at my impudence after my recent flight. He got up slowly. “You looking for more ?” he asked menacingly. As before, his hand dived into his pocket for the knuckle duster. But I made a quick jabbing movement and Red, howling with pain, rolled on the ground. Bewildered, he got up and came at me swinging his head furiously from side to side like a maddened bull.

I caught his wrist and squeezed slowly, as I had read in the book until the knuckle-duster dropped from his limp fingers. Nursing his hand, Red fell down again. He was sobbing and smearing the tears over his pock-marked face with his grubby fist. That day Red ceased to be the monarch of our street. And from that day on, I knew for certain that one need not fear the strong. All one needs is to know the way to beat them. For every strong man, there is a special ju-jitsu. What I also learned on this occasion was that to be a poet, I had not only to write poems but know how to stand up for them.

Questions :
(i) What is the importance of a textbook on ju-jitsu?
(ii) In what state did the narrator attack Red?
(iii) Where did Red always keep the knuckle duster?
(iv) What quality in the narrator prevented Red from becoming the monarch of their street again?
(v) Suggest a suitable title to the extract.

Answers :
(i) The textbook on ju-jitsu deals with a miraculous Japanese technique of wrestling that gives benefits to the weak over the strong.
(ii) The narrator attacked Red in a state of great determination, though fear was still haunting him.
(iii) Red always kept the knuckle duster in his pocket.
(iv) The narrator’s firm determination to overcome the fear of the strong prevented Red from becoming the monarch of the street again.
(v) The value of fearlessness.

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

UNIT-I
WARM-UP
Have you ever…………..up in the streets.

Question 1.
The author belongs to which of the following country?
(a) England
(b) America
(c) Russia
(d) Germany
Answer:
(c) Russia

Question 2.
The author is:
(a) a poet
(b) a novelist
(c) a dramatist
(d) all of the above
Answer:
(d) all of the above

Question 3.
In the Warm-up section there is a reference about a child, who is :
(a) given all comfort by parents
(b) deserted by parents
(e) looked after by a destitute center
(d) none of the above
Answer:
(b) deserted by parents

Question 4.
In the Warm-up para, the name of a movie is mentioned. The movie is:
(a) The Wizard Millionaire
(b) The Millionaire of London
(c) Slumdog Millionaire
(d) The Mumbai Crorepati
Answer:
(c) Slumdog Millionaire

Question 5.
Who is Danny Boyle?
(a) film producer
(b) film director
(c) film actor
(d) none of these
Answer:
(b) film director

Question 6.
Who is Loveleen Tandan ?
(a) a co-director of the film
(b) director of the film
(c) film producer
(d) film actor
Answer:
(a) a co-director of the film

Question 7.
The film in the Warm-up para is an adaptation of a novel. What is that?
(a) The Novel A and Q
(b) The Novel of the Young Generation
(c) The Fall of Paradise
(d) The Novel Q and A
Answer:
(d) The Novel Q and A

Question 8.
The adaptation of the novel is done by an Indian author and diplomat. Who is he?
(a) Vikash Swarup
(b) Akas Swarup
(c) Nancy Swarup
(d) Loveleen Tandan
Answer:
(a) Vikash Swaru

Question 9.
The story in the text is about :
(a) a French child
(b) an Indian child
(c) a Russian child
(d) a Chinese child
Answer:
(c) a Russian child

Question 10.
The child in the story is :
(a) a young film actor
(b) the author himself
(c) an English writer
(d) a storyteller
Answer:
(b) the author himself

The Text:
In 41, I was living alone ……….. were stronger.

Question 11.
Where did the boy live?
(a) in a bungalow in Moscow
(b) in a slum in London
(c) in an empty flat in Moscow
(d) in a modest house in Paris
Answer:
(c) in an empty flat in Moscow

Question 12.
What had happened to his parents?
(a) They were divorced.
(b) They were living together.
(c) They were always quarreling.
(d) They were dead.
Answer:
(a) They were divorced.

Question 13.
Where did his father live with his new wife?
(a) in Mumbai
(b) in Baluchistan
(c) in Kazakhstan
(d) in Moscow
Answer:
(c) in Kazakhstan

Question 14.
He received letters from his father :
(a) often
(b) seldom
(c) every month
(d) none of these
Answer:
(b) seldom

Question 15.
What was his mother?
(a) an anthropologist
(b) a stenographer
(c) a historian
(d) a geologist
Answer:
(d) a geologist

Question 16.
Why did she (his mother) give up her work as a geologist?
(a) to become an actress
(b) to become a politician
(c) to become a singer
(d) to become a dancer
Answer:
(c) to become a singer

Question 17.
What was she doing after leaving her work as a geologist?
(a) giving concerts for the troops as a singer
(b) giving training to the dancers
(c) giving guidance to the youth for social work
(d) working as a film director
Answer:
(a) giving concerts for the troops as a singer

Question 18.
What do you mean by the word ‘front’ here?
(a) the border of a state
(b) in front of a place or street
(c) place where two armies are fighting in a war
(d) all of these
Answer:
(c) place where two armies are fighting in a war

Question 19.
What do you mean by the word ‘concert’?
(a) cooperation
(b) confrontation
(c) musical entertainment
(d) mutual effort
Answer:
(c) musical entertainment

Question 20.
The word ‘troop’ refers to :
(a) dance party
(b) army
(c) group
(d) herd
Answer:
(b) army

Question 21.
The author’s parents were divorced when he was :
(a) a young man
(b) a boy
(c) a middle-aged man
(d) quite grown up
Answer:
(b) a boy

Question 22.
His fate pushed him to life :
(a) in the street
(b) in Luxury
(c) in danger
(d) none of these
Answer:
(a) in the street

Question 23.
To swear, smoke and spit were his :
(a) vice
(b) virtue
(c) good habits
(d) none of these
Answer:
(a) vice

Question 24.
What do you mean by the word “elegantly”?
(a) showing a bad sense of style
(b) showing a good sense of style
(c) attack somebody with style
(d) it is a style of dance
Answer:
(b) showing a good sense of style

Question 25.
Which habit he has kept to this day?
(a) smoking
(b) spit elegantly through his teeth
(c) keeping his fists at the ready
(d) all of these
Answer:
(c) keeping his fists at the ready

Question 26.
Another habit he had kept was :
(a) fearful
(b) fearlessness
(c) cowardice
(d) none of these
Answer:
(b) fearlessness

Question 27.
What kind of fear the boy had to overcome?
(a) fear of those who were stronger
(b) fear of losing friendship
(c) fear of being robbed
(d) none of these
Answer:
(a) fear of those who were stronger

Question 28.
What was the experience of the narrator in his childhood?
(a) unhappy
(b) happy
(c) feeling of danger
(d) none of these
Answer:
(a) unhappy

Question 29.
What in your opinion was the best lesson that the street taught to the narrator?
(a) spit elegantly
(b) to keep his fists at the ready
(c) not to be afraid of anything or anyone
(d) none of these
Answer:
(c) not to be afraid of anything or anyone

Unit – II

Warm-up
The Text
Do you think a duster……….. in his pocket.

Question 30.
The narrator was scared of someone in his childhood. Who was he?
(a) a boy nicknamed Robbin
(b) a man who was a murderer
(c) a boy nicknamed Red
(d) a friend of his who was a terror
Answer:
(c) a boy nicknamed Red

Question 31.
How old was Red?
(a) twenty years
(b) sixteen years
(c) eighteen years
(d) nineteen years
Answer:
(b) sixteen years

Question 32.
Who was called the ruler of our street?
(a) the child
(b) the author
(c) the boy Red
(d) none of these
Answer:
(c) the boy Red

Question 33.
How was Red look like?
(a) big and broad-shouldered
(b) short and fatty
(c) tall and slim
(d) all of these
Answer:
(a) big and broad-shouldered

Question 34.
What do you mean by the word ‘masterfully’?
(a) to behave like a master
(b) to do the mastermind work
(c) not caring for others
(d) none of these
Answer:
(c) not caring for others

Question 35.
What do you mean by the word ‘gait’?
(a) manner of standing
(b) manner of sitting
(c) manner of talking
(d) manner of walking
Answer:
(d) manner of walking

Question 36.
‘Like a seaman on his deck’ refers to :
(a) the author
(b) a seaman of the past
(c) the boy Red
(d) none of these
Answer:
(c) the boy Red

Question 37.
What do you mean by the word ‘peak’ here?
(a) the highest point
(b) lock of hair growing just above the forehead
(c) the top of a mountain
(d) all of these
Answer:
(b) lock of hair growing just above the forehead

Question 38.
What is the meaning of the word ‘cascade’?
(a) vast grassland
(b) waterfall
(c) a green belt
(d) the surface of the body of water
Answer:
(b) waterfall

Question 39.
How was the face of Red looked like?
(a) red flat face
(b) round pock-marked face
(c) black round pock-marked face
(d) none of these
Answer:
(b) round pock-marked face

Question 40.
His green eyes were compared with like that of a :
(a) monkey
(b) tiger
(c) cat
(d) deer
Answer:
(c) cat

Question 41.
Which word from the following is the synonym of the word ‘scorn’?
(a) angry
(b) contempt
(c) remark
(d) conserve
Answer:
(b) contempt

Question 42.
Lieutenants here refers to :
(a) assistants of Red
(b) friends of Red
(c) supporters of Red
(d) none of these
Answer:
(c) supporters of Red

Question 43.
What was Red demanding from the boys stopping them on the road?
(a) to obey him
(b) money
(c) to steal for him
(d) to rob people on the way
Answer:
(b) money

Question 44.
What did his lieutenants do if somebody resisted?
(a) beat him up hard
(b) keep him confined in a place
(c) leave him to go silently
(d) none of these
Answer:
(a) beat him up hard

Question 45.
What did Red always carry in his pocket?
(a) a knife
(b) a rifle
(c) a knuckle-duster
(d) a blade
Answer:
(c) a knuckle-duster

Question 46.
Why did he carry a heavy metal duster?
(a) to attack
(b) for defense
(c) both for attack and defense
(d)none of these
Answer:
(c) both for attack and defense

Unit – III

Warm-up
The text
Does the narrator ……………….. whatever cost.

Question 47.
What did the narrator want to conquer?
(a) fear of God
(b) fear of ghost
(c) fear of himself
(d) fear of Red
Answer:
(d) fear of Red

Question 48.
What did he do to win over his fear of Red?
(a) wrote a poem about him
(b) prayed to God to give the strength
(c) decided to avoid him
(d) none of these
Answer:
(a) wrote a poem about him

Question 49.
This poem of the narrator was in the form of :
(a) poem
(b) verse
(c) dialogue
(d) dilect
Answer:
(b) verse

Question 50.
Which was the first piece of journalism of the narrator in verse?
(a) the first poem of the author
(b) the first article of the author
(c) the first short story of the author
(d) none of these
Answer:
(a) the first poem of the author

Question 51.
What do you mean by the statement “the whole street knew it by heart”?
(a) It was distributed to people of the street.
(b) The poem was popular among the people of the street.
(c) The street people sang the poem standing together.
(d) all of these
Answer:
(b) The poem was popular among the people of the street.

Question 52.
What do you mean by the word ‘exulted’?
(a) showed displeasure and unhappiness
(b) showed physical and mental strength
(c) showed great joy and excitement
(d) showed bad temperament and falsehood
Answer:
(c) showed great joy and excitement

Question 53.
What do you mean by the word “triumphant”?
(a) the feeling of victory with satisfaction
(b) the feeling of victory with anger
(c) showing bad manners by winning something
(d) all of these
Answer:
(a) the feeling of victory with satisfaction

Question 54.
What do you mean by the word phrase ‘triumphant hatred’?
(a) the feeling of victory over something or somebody you dislike
(b) feeling very bad after the victory
(c) showing bad manners after winning a match
(d) all of these
Answer:
(a) the feeling of victory over something or somebody you dislike

Question 55.
At what time the narrator one day met Red and his lieutenants?
(a) in the evening
(b) at night
(c) in the afternoon
(d) in the morning
Answer:
(d) in the morning

Question 56.
What is the meaning of the phrase ‘bore through’?
(a) to look at somebody aggressively
(b) to threaten someone to kill
(c) to stare in a way that makes somebody feel uncomfortable
(d) all of the above
Answer:
(c) to stare in a way that makes somebody feel uncomfortable

Question 57.
What do you mean by the word ‘drawl’?
(a) to say something speedily and angrily
(b) to say something slowly with longer vowel sounds
(c) to say something slowly with longer consonant sounds
(d) none of the above
Answer:
(b) to say something slowly with longer vowel sounds

Question 58.
What do you mean by the phrasal words ‘impotent fury’?
(a) fruitful anger
(b) futile anger
(c) fruitful with no anger
(d) none of these
Answer:
(b) futile anger

Question 59.
What do you mean by the word ‘vanquish’?
(a) defeat completely
(b) win completely
(c) break somebody’s power
(d) all of these
Answer:
(a) defeat completely

Question 60.
Who was smiling crookedly at the narrator?
(a) people in the street
(b) Red
(c) Red’s lieutenants
(d) none of the above
Answer:
(b) Red

Question 61.
Who told this to whom? “So you write verses. Do they rhyme ?”
(a) Red to his lieutenants
(b) Red to the people in the street
(c) Red to the narrator
(d) none of the above
Answer:
(c) Red to the narrator

Question 62.
What do you mean by the word ‘darted’?
(a) moved slowly
(b) moved suddenly
(c) moved secretly
(d) moved upward
Answer:
(b) moved suddenly

Question 63.
What is a knuckle-duster?
(a) It is an iron knife.
(b) It is an iron hammer.
(c) A metal covering for the knuckles for attack or defense.
(d) An axe-type weapon.
Answer:
(c) A metal covering for the knuckles for attack or defense.

Question 64.
What was the author’s first remuneration as a poet?
(a) a word of admiration by the people
(b) struck on his head with a knuckle-duster
(c) streaming with blood and lost consciousness
(d) none of the above
Answer:
(b) struck on his head with a knuckle-duster

Question 65.
Avoiding meeting Red in the second time, the author considers this act on his part as
(a) bravery
(b) cowardice
(c) cleverness
(d) wise
Answer:
(b) cowardice

Question 66.
What did he want to do at whatever cost?
(a) to conquer
(b) to win
(c) to vanquish
(d) to get rid of
Answer:
(c) to vanquish

Unit – IV

Warm-up
The text
Fear of Red ………….. stand up for them.

Question 67.
Which method of wrestling is an advantage to the weak over the strong?
(a) Chinese method of wrestling
(b) Japanese method of wrestling
(c) German method of wrestling
(d) French method of wrestling
Answer:
(b) Japanese method of wrestling

Question 68.
Which game Red was playing sitting in the lawn when the narrator went out to meet him?
(a) chess
(b) vingt-et-un
(c) length-ut-sn
(d) oxat-ut-bun
Answer:
(b) vingt-et-un

Question 69.
Which textbook on martial art did the narrator buy?
(a) on fu-fitsu
(b) on ju-jitsu
(c) on lu-litsu
(d) gu-bitsu
Answer:
(b) on ju-jitsu

Introducing the Author:
Yevgeny Yevtushenko is a promising Russian poet. His poetic career started with the publication of his first volume of poems in 1952. He represented the young generation of poets. He became the voice of the young poets who were bent upon seeing the old truths about socialist realism in a newer light. Flowers and Bullets, Freedom to Kill, and Stolen Apples testify to his poetic genius. Besides, he is a novelist, essayist, dramatist, screenwriter, actor, editor and director of films.

About the Topic:
The author’s parents were divorced when he was still a boy. The divorce plunged him into a state of loneliness. He turned this loneliness into a challenge. Thus his life began on a note of challenge. This topic is built around an incident in his boyhood while he was living in Moscow. It demonstrates that fear can be met effectively and successfully.

Summary:
The present essay gives a poetic description of the author’s bold encounter with a hoodlum while as a boy he was living in Moscow. The author injects realism in his narration of the incident. The essay begins with the author’s description of his divorced parents. Their divorce drove him into the street. His life started in the street. It became his home. He found his world in it. He describes his life in the street in a lighter vein. It was in the street that he swore and smoked. Here he learned the spirit of fearlessness.

The author gives a vivid account of ‘the ruler’ of the street. A boy about sixteen nicknamed Red was the hero of the street. He was a picture of panic to all. He was walking up and down the street careless of the people around him. His wide legs, fiery forelock, and green eyes dominated the street. He was always moving with two or three lieutenants. Red was a The author gives a vivid account of ‘the ruler’ of the street. A boy about sixteen nicknamed Red was the hero of the street. He was a picture of panic to all.

He was walking up and down the street careless of the people around him. His wide legs, fiery forelock, and green eyes dominated the street. He was always moving with two or three lieutenants. Red was a ruffian. His lieutenants could stop any boy unhesitatingly and empty out his pocket. The whole ‘street reacted in blatant fear. The author was also not free. But still, he was seized with a desire to conquer his fear of Red. He wrote a poem about the ruffian who always carried a heavy metal knuckle duster in his pocket.

The poem was on everybody’s lips. The whole street exhibited their dislike for Red with great joy. One morning on the way to school, the author accidentally met Red and his lieutenants. His eyes were fixed on the author with hatred and vengeance. He struck his head violently with his knuckle duster. He was unconscious and was confined to bed for several days. He again saw Red and tom in panic, he quickly escaped his notice. A sense of shame and cowardice overwhelmed him. He mustered the courage.

Fierce determination stared him in the face. He would defeat Red come what may. It was a challenge to him. He took to training with parallel bars and weights. He also remembered the Japanese method of wrestling which he had read in a book. He had to barter his ration card for a textbook on ju-jitsu which deals with the Japanese art of self-defense. He was engrossed in practicing this art with his friends for three weeks. He was filled with renewed confidence. He went out to meet the challenge of his life.

Sitting on the lawn, Red was lost in playing vingt-et-un with his lieutenants. In spite of lurking fear, he faced them with utter rudeness scattering their cards. Red flew into anger and before he used the knuckle-duster, the author crushed him. Writhing with pain, Red lay on the ground. He came to him like a maddened bull. What that writer had read in the book prompted him to deal with him without a shred of fear. He caught his wrist and squeezed him.

His knuckle duster could not help him. He fell down and was left to sob and wipe out his tears of defeat. The strong ruffian’s vanity and rule of the street were toms to pieces. The incident still clings to the author’s memory. His encounter with the monarch of the street taught him a lesson. One can easily overcome the fear of the strong, and the secret to beating them is to master the Japanese art of self-defense. Another lesson that he learned was that to be a poet one need not only write poems but to support their essence.

ସାରାଂଶ:
ଲେଖକ ଯେତେବେଳେ ବାଳକ ଥିଲେ ସେତେବେଳେ ସେ ପିତାମାତାଙ୍କଦ୍ୱାରା ଉପେକ୍ଷିତ ହୋଇଥିଲେ । ଫଳରେ ସେ ଏକାନ୍ତ ଭାବରେ ନିଃସଙ୍ଗ ଅବସ୍ଥାରେ ଜୀବନ କଟାଇଥିଲେ । ମସ୍କୋର ରାସ୍ତା ହିଁ ଥିଲା ତାଙ୍କର ସଂସାର । ସେ କ୍ଵଚିତ୍ ବାପାଙ୍କଠାରୁ ପତ୍ର ପାଉଥିଲେ । ରାସ୍ତାର ଶିକ୍ଷା ତାଙ୍କର ଜୀବନକୁ ପ୍ରଭାବିତ କରିଥିଲା । ରାସ୍ତାରେ ଯେଉଁମାନେ ଜୀବନ କଟାନ୍ତି ସେମାନଙ୍କ ପରି ଶପଥ କରିବା, ଧୂମପାନ କରିବା ଏବଂ ହାତମୁଠା ଟାଣ କରିବା ସେ ଶିଖୁଥିଲେ । କୌଣସି କଥାକୁ ଭୟ ନ କରିବା ଏବଂ କାହାକୁ ଭୟ ନ କରିବା ମନୋଭାବ, ରାସ୍ତା ହିଁ ତାଙ୍କୁ ଶିକ୍ଷା ଦେଇଥିଲା । ସେ ଅନୁଭବ କରିଥିଲେ ଯେ ଯେଉଁମାନେ ତାଙ୍କଠାରୁ ବଳବାନ୍ ତାଙ୍କୁ ବଳରେ ଟପିଯିବା ହିଁ ଜୀବନର ଆବଶ୍ୟକତା । ସେ ସମୟରେ ରାସ୍ତାର ଦାଦା ଥିଲା ଜଣେ ଷୋହଳ ବର୍ଷ ବୟସର ତୁରଣ, ଯା’ର ଡାକ ନାମ ଥିଲା ‘ରେଡ୍’ ।

ବିଲେଇର ଆଖ୍ ପରି ତା’ର ଆଖ୍ ଦୁଇଟି ସବୁବେଳେ ଜଳୁଥିଲା । ତା’ ପାଖରେ ଦୁଇ କିମ୍ବା ତିନିଜଣ ସମପୋଷାକ ପରିଧାନ କରିଥିବା ପାଖଲୋକ ଥାଆନ୍ତି । ରାସ୍ତାରେ ଯାଉଥ‌ିବା ଯେକୌଣସି ପିଲାକୁ ସେ ଅଟକାଇ ପାରୁଥିଲା ଏବଂ ସେତେବେଳେ ତା’ର ଦୁଷ୍କର୍ମରେ ସହାୟକ ପାଖଲୋକ ଦୁଇଟି ତା’ର ପକେଟ୍‌ରେ ଥ‌ିବା ପଇସା କାଢ଼ି ନେଉଥିଲେ । ଯଦି ପିଲାଟି ବାଧା ଦେଉଥୁଲା, ତେବେ ସେମାନେ ତାକୁ ନିସ୍ତୁକ ମାଡ଼ ଦେଉଥିଲେ । ଅନ୍ୟମାନଙ୍କ ପରି ଲେଖକ ବି ତାକୁ ଭୟ କରୁଥିଲେ । ସେ ଜାଣିଥିଲେ ରେଡ୍‌ର ପକେଟ୍‌ରେ ଗୋଟିଏ ଓଜନଦାର ଧାତୁନିର୍ମିତ ଅସ୍ତ୍ର ଅଛି । ରେଡ୍ ପ୍ରତି ଭୟ କିପରି ଦୂର ହୋଇପାରିବ ଲେଖକ ସେହି କଥା ଚିନ୍ତା କରୁଥିଲେ । ସେ ତେଣୁ ତା’ ବିଷୟରେ ଗୋଟିଏ କବିତା ଲେଖୁଲେ ।

ତା’ପରଦିନ ରାସ୍ତାର ସମସ୍ତେ ତାହା ମନେରଖ‌ିଲେ । ଅନ୍ୟମାନଙ୍କ ପରି ଲେଖକ ବି ତାକୁ ଭୟ କରୁଥିଲେ । ସେ ଜାଣିଥିଲେ ରେଡ୍‌ର ପକେଟ୍‌ରେ ଗୋଟିଏ ଓଜନଦାର ଧାତୁନିର୍ମିତ ଅସ୍ତ୍ର ଅଛି । ରେଡ୍ ପ୍ରତି ଭୟ କିପରି ଦୂର ହୋଇପାରିବ ଲେଖକ ସେହି କଥା ଚିନ୍ତା କରୁଥିଲେ । ସେ ତେଣୁ ତା’ ବିଷୟରେ ଗୋଟିଏ କବିତା ଲେଖୁଲେ । ତା’ପରଦିନ ରାସ୍ତାର ସମସ୍ତେ ତାହା ମନେରଖ‌ିଲେ । ଦିନେ ସକାଳେ ସ୍କୁଲ ଯିବା ରାସ୍ତାରେ ସେ ରେଡ୍ ଓ ତା’ର ସହକର୍ମୀମାନଙ୍କର ସମ୍ମୁଖୀନ ହେଲେ । ରେଡ୍ ତା’ ପକେଟ୍‌ରୁ ସେହି ଓଜନଦାର ଜିନିଷଟି କାଢ଼ିଲା । ତାହା ଚିକ୍ ଚିକ୍ କରିଉଠିଲା । ରେଡ୍‌ର ଆଘାତରେ ଲେଖକ ଆହତ ହୋଇ ଶଯ୍ୟାଶାୟୀ ହେଲେ । ତାଙ୍କ ଭାଷାରେ କବିରୂପେ ଏହା ତାଙ୍କର ପ୍ରଥମ ପାଉଣା ।

ମୁଣ୍ଡରେ ବେଣ୍ଡେଜ୍ ଥ‌ିବା ଅବସ୍ଥାରେ ରେଡ୍ ସହିତ ପୁଣି ତାଙ୍କର ସାକ୍ଷାତ ହୋଇଥିଲା, କିନ୍ତୁ ସେ ଦୂରେଇ ଯାଇଥିଲେ । ଭୀରୁତାଜନିତ ବ୍ୟଥୀରେ ସେ ଅଧୀର ହୋଇ ପଡ଼ିଥିଲେ । ରେଡ୍‌ର ସମ୍ମୁଖୀନ ହେବାପାଇଁ ଶକ୍ତି ସଞ୍ଚୟ କରିବାକୁ ସେ ମନେ ମନେ ସ୍ଥିର କଲେ । ତାଙ୍କର ମନେପଡ଼ିଲା ଗୋଟିଏ ବହିରେ ପଢ଼ିଥିବା କଥା । ଜାପାନୀ ମୁଷ୍ଟିଯୁଦ୍ଧର କୌଶଳଦ୍ଵାରା କିପରି ବଳବାନ୍‌ଠାରୁ ଆତ୍ମରକ୍ଷା କରିହୁଏ ତା’ ଜାଣିବାପାଇଁ ନିଜୟ ପଡ଼ିକାର୍ଡ ବଦଳରେ ସେ ବହିଟି କିଣିଲେ । ତିନି ସପ୍ତାହ ଦୁଇଟି ପିଲାଙ୍କ ସହ କୌଶଳ ଅଭ୍ୟାସ କରିବା ପରେ ସେ ବାହାରକୁ ବାହାରିଲେ । ତାଙ୍କ ଭିତରେ ତଥାପି ଭୟ ଥିଲା । ସେ କିନ୍ତୁ ମନରେ ଦୃଢ଼ଭାବ ପୋଷଣ କରି ରେଡ୍‌ର ସମ୍ମୁଖୀନ ହେଲେ ।

ରେଡ୍ ପକେଟ୍‌ରେ ଥ‌ିବା ଓଜନଦାର ଅସ୍ତ୍ରଟି ତାକୁ ସାହାଯ୍ୟ କରିପାରି ନଥିଲା । ଜାପାନୀ କୌଶଳରେ ସେ ତାକୁ ଆଘାତ କଲେ । ଯନ୍ତ୍ରଣାରେ ରେଡ୍ ଭୂଇଁରେ ଗଡ଼ିଗଲା । ଗୋଟିଏ ପାଗଳ ଷଣ୍ଢ ପରି ରେଡ୍ ତା’ପରେ ତାଙ୍କୁ ଆଘାତ କରିବାକୁ ଆସିଲା; କିନ୍ତୁ ବହିରେ ପଢ଼ିଥିବା କୌଶଳ ଅନୁଯାୟୀ ସେ ତା’ର ମଣିବନ୍ଧକୁ ଏପରିଭାବେ ଚାପିଦେଲେ ଯେ, ରେଡ୍‌ର ହାତର ଅସ୍ତ୍ର ତଳେ ପଡ଼ିଗଲା । ସେଇଦିନଠାରୁ ରାସ୍ତାର ଦାଦାର ଗରିମା ରେଡ୍‌ର ରହିଲା ନାହିଁ ଏବଂ ସେହିଦିନଠାରୁ ଲେଖକ ଜାଣିଲେ ଯେ, ଜଣେ ବଳବାନ୍‌କୁ ଭୟ କରିବା ଉଚିତ ନୁହେଁ । କେବଳ ବଳବାନ୍‌କୁ କିପରି ପରାସ୍ତ କରିବାକୁ ପଡ଼ିବ ତା’ର ଉପାୟ ଜାଣିବା ଉଚିତ । ଲେଖକ ପୁଣି ଶିକ୍ଷା କରିଥିଲେ ଯେ, କେବଳ କବିତା ଲେଖୁବା ସବୁକିଛି ନୁହେଁ, କବିତାର ମୂଲ୍ୟବୋଧକୁ ବଞ୍ଚାଇ ରଖୁ ବଡ଼ କଥା ।

BSE Odisha 11th Class English:

• Standing Up for Yourself Question Answer
• The Legend behind a Legend Question Answer
• The Golden Touch Question Answer
• In London In Minus Fours Question Answer
• The Cancer Fight, from Hiroshima to Houston Question Answer

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

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

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

Think it out

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

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

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

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

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

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

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

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

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

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

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

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

Post-Reading Activities.

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

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

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

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

A. short Answer Type Questions with Answers

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

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

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

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

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

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

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

(iii) Describe the woods.

(iv) What is the theme of the poem?

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

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

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

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

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

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

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

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

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

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

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

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

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

(iii) What interpretation does this extract admit?

(iv) What moment does the poem capture?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Stanza – II (Lines 5-8)

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

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

Stanza – III (Lines 9-12)

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

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

Stanza – IV (Lines 13-16)

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

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

Introducing The Poet

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

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

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

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

About The Poem

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

Summary

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

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

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

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

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

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

CHSE Odisha 11th Class English Poetry:

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

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

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

Question 1.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

ii) Gerund:

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

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

Other Information About The Use Of Gerund:

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

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

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

iii) Participle:

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

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

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

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

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

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

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

CHSE Odisha Class 11 Alternative English Grammar Phrasal Verbs

Some Of The Important Phrasal Verbs

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

Exercise For Practice

Use appropriate phrasal verbs for the following italicized verbs:

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

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

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

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

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

(ii) Location of a point at 3D

Note:

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

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

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

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

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

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

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

Section-I

Questions For Discussion

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

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

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

Vocabulary

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

B. Derive nouns from the following:

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

Grammar

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

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

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

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

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

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

Section-II

Questions For Discussion

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

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

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

Grammar/Vocabulary

The three forms of some irregular verbs:

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

Section-III

Questions For Discussions

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

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

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

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

Vocabulary

A. Say what parts of speech the following are:

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

Section-IV

Questions For Discussion

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

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

Composition

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Grammar / Vocabulary

Use the following both as Nouns as well as Verbs

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Mother’s Day Summary in English

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

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

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

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

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

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

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

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

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

Analytical outlines

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

Meaning Of Difficult Words:

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

Section-II

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

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

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

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

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

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

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

Analytical Outlines :

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

Meaning Of Difficult Words :

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

Section-III

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

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

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

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

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

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

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

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

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

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

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

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

Analytical Outlines :

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

Meaning Of Difficult Words:

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

Section-IV

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

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

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

Analytical outlines :

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

Meaning Of Difficult Words :

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

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

CHSE Odisha 11th Class Math Notes Chapter 12 Conic Sections

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

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

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

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

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

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

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

Note:

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

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

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

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

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

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

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

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

Note:

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

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

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

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

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

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

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

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

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

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

(ii) Properties of radical axis:

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

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

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

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

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

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

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

Parabola:

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

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

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

Some Information About Parabola:

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

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

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

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

Some Information About Ellipse:

(b) Tangents and normals to ellipse:

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

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

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

Some Information About Hyperbola:

(a) Equation of hyperbola

x = h + a sec θ, y = k + b tan θ.

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

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

CHSE Odisha Class 11 Alternative English Grammar The Passive

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

CHSE Odisha Class 11 Alternative English Grammar Tense and Aspect

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

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

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

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

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

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

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

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

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

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

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

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