Class 11

Odisha State Board CHSE Odisha Class 11 Invitation to English 4 Solutions Grammar Prepositions Textbook Activity Questions and Answers.

CHSE Odisha 11th Class English Grammar Prepositions

Look at the following examples :
1. He went to Puri.
2. He went Puri.
In the sentences written above, Sentence 1 is grammatical and acceptable but Sentence 2 is not grammatical and acceptable. Sentence 2 i.e., He went Puri, is a non-standard and unusual sentence. It is not written or spoken by educated native speakers. The small word to is left out in Sentence 2. The absence of the small word ‘to’ gives no meaning to the construction. So the sentence is not acceptable and recommendable.

In Sentence – 1, the small word ‘to’ is more attracted/associated towards the Noun Phrase‘ Puri’ than the verb went. So we call the small word a preposition.  Prepositions are words or word groups that are usually used before a noun phrase. Their normal position in a sentence is in front of a noun phrase with its determiner if any. They (prepositions) sometimes are used in other positions than the one in front of a ‘noun phrase’. We can see different types of prepositions like time, place, movement, etc.

Activity – 1

Use the prepositions on, in, at with the time expressions given below.

(a) February                               (b) midnight               (c) eight o’clock (d) the afternoon                       (e) night                      (f) Christmas day (g) the eighteenth century         (h) lunchtime             (i) 1999 (j) Wednesday                            (k) the morning         (l) March 15 (m) Saturday night                      (n) Easter

In the box below, write ‘on’ ‘in’ or ‘at’, whichever is appropriate.

a

b

c

d

e

f

g

h

i

j

k

l

m

n

Answer:

a

b

c

d

e

f

g

h

i

j

k

l

m

n

in

at

at

in

at

on

in

at

in

on

in

on

at

on

Activity – 2

Fill in the blank spaces with on, in, or at :
1. ___________ the daytime the streets are crowded but ___________night they are quite deserted.
2. He’s always in a bad temper ___________ breakfast time.
3. We couldn’t offer him a room in our flat, because ___________ that time our guest was staying with us.
4. Children get presents ___________ Christmas and ___________ their birthdays.
5. We want three seats for ‘Boothnaath’ ___________ Friday night.
6. I will reach Bhubaneswar ___________ 3 o’clock ___________ the morning but the offices start working only ___________ 10 a.m.
7. Millions of Indian soldiers were killed ___________ the Second World War.
8. It was ___________ the spring of 1985 that my brother and sister-in-law met for the first time. However, they got married only ___________ 1995.
9. ___________ 1950 the cost of living was only a fraction of what it was ___________ 1990.
10. They get up ___________ dawn and reached the summit noon.
11. We didn’t want anything to go wrong ___________ our sister’s wedding day.
12. I’ll meet you ___________ 2.30 ___________ Friday, August 2001.
13. I’ll see you ___________ six days’ time.
14. Birds don’t find much to eat ___________ winter.
15. What will you be doing ___________ the holidays?

Answer:
1. In the daytime the streets are crowded but at night they are quite deserted.
2. He’s always in a bad temper in breakfast time.
3. We couldn’t offer him a room in our flat, because at that time our guest was staying with us.
4. Children get presents at Christmas and on their birthdays.
5. We want three seats for ‘Bhootnaath’ on Friday night.
6. I will reach Bhubaneswar at 3 o’clock in the morning, but the offices start at working only at 10 a.m.
7. Millions of Indian soldiers were killed in the Second World War.
8. It was in the spring of 1985 that my brother and sister-in-law met for the first time. However, they got married only in 1995.
9. In 1950 the cost of living was only a fraction of what it was in 1990.
10. They got up at dawn and reached the summit at noon.
11. We didn’t want anything to go wrong on our sister’s wedding day.
12. I’ll meet you at 2.30 on Friday, August 2001.
13. I”ll see you in six day’s time.
14. Birds don’t find much to eat in winter.
15. What will you be doing on the holidays?

Activity – 3

Insert suitable prepositions in the blank spaces from the following list, (during, since, for, from ___________ to ___________.)
1. They’ve lived in this town _____________ five years.
2. The farmers have been working in the field _____________10 o’clock.
3. The employees stop working _____________ the night.
4. The players practised in the field _____________ 4 p.m. _____________6 p.m.
5. He looked as if he hadn’t slept _____________weeks.
6. The carpenters worked _____________9 a.m. _____________5 p.m. with an hour for lunch.
Can you explain, in your own words, what the rules are for the use of these prepositions?

Answer:
1. They’ve lived in this town for five years.
2. The farmers have been working in the field since 10 o’clock.
3. The employees stop working during the night.
4. The players practiced in the field from 4 p.m. to 6 p.m.
5. He looked as if he hadn’t slept for weeks.
6. The carpenters worked from 9 a.m. to 5 p.m. with an hour for lunch.

The following are the rules for the use of the prepositions such as ‘from, to, for, since, during’.
For is used to talk about a period of time continuing up to the present. It is used to say how long something has lasted. It can be used to talk about the past, present, or future.
‘Since’ is used to say when the action/event started (the starting point of the actions and situations). Both ‘since’ and ‘for’ are usually used in the present perfect tense.
‘The use of ‘from’ in a sentence says when the action/situation starts and it finishes.
The idea is normally expressed with from….to or from…. till/until…………
‘During’ is used to say when something happened but ‘for’ is used to say how long it took

Activity – 4

Fill in the blanks using appropriate prepositions.
1. All the students are busy _____________ the moment.
2. Sunita and Mahima finished their homework _____________ the same time.
3. They are getting married _____________six months time.
4. Hemanta is in class 8. He’ll be leaving school _____________ two years time.
5. It was a very interesting book. I read it _____________ a day.
6. Hurry up! We’ve got to go _____________ten minutes.
7. My sister is a doctor but she is out of work _____________ present.
8. He’s busy just now but he’ll be with you a _____________ moment.
9. A: I” ll meet you at 10.30.
B: OK, but please be _____________ time.
10. A child ran across in front of the car, but the driver managed to stop just _____________ time.
11. At first I didn’t like getting up early, but _____________ the end I got used to it.
12. Workers normally get paid _____________the end of the month.

Answer:
1. All the students are busy at the moment.
2. Sunita and Mahima finished their homework at the same time.
3. They are getting married in six months time.
4. Hemanta is in class 8. He’ll be leaving school in two years time.
5. It was a very interesting book. I read it in a day.
6. Hurry up! We’ve got to go in ten minutes.
7. My sister is a doctor but she is out of work at present.
8. He’s busy just now but he’ll be with you in a moment.
9. A: I” ll meet you at 10.30.
B: OK, but please be in time.
10. A child ran across in front of the car, but the driver managed to stop just on time.
11. At first I didn’t like getting up early, but in the end, I got used to it.
12. Workers normally get paid at the end of the month.

Activity – 5

Match the expressions in A with their meanings in B.

Answer:
on time — punctual, not late
in time — soon enough
at the end — at the time when something ends
in the end — finally

SECTION – 2

(Place)
Activity – 6

Complete the sentences using the prepositions at, in, or on.
1. There’s some sugar ___________ the shelf ___________the cupboard.
2. Is Seema ___________the kitchen ?
3. Sambalpur is ___________ the west of Orissa, ___________the River Mahanadi.
4. There’s a grocery shop ___________the comer ___________the end of the street.
5. There are three books ___________ the table.
6. He is ___________ the roof.
7. The old man is standing ___________ the gate.
8. He put the money ___________ his pocket.
9. They’ll meet the players ___________ the dining table.
10. I waited ___________ the bus stop for two hours.

Answer:
1. There’s some sugar on the shelf in the cupboard.
2. Is Seema in the kitchen?
3. Sambalpur is in the west of Orissa, on the River Mahanadi.
4. There’s a grocery shop in the comer at the end of the street.
5. There are three books on the table.
6. He is on the roof.
7. The old man is standing at the gate.
8. He put the money in his pocket.
9. They’ll meet the players at the dining table.
10. I waited at the bus stop for two hours.

Now complete the following activity by matching the prepositions with their respective meanings.

Answer:

Activity – 7

Complete the sentences using at, in or on.
1. Our teacher’s flat is ___________the second floor.
2. The boy was holding a ball ___________ his hand.
3. The children spent an afternoon ___________ the zoo.
4. He traveled from Calcutta to Delhi. He is ___________ Delhi now.
5. They have gone to a wedding. They are probably ___________ the wedding.
6. He was taken to hospital. He is ___________ hospital now.
7. The baby was playing ___________ the floor.
8. There’s ink ___________ your shirt.
9. Hari met his friend ___________ the crossroad.
10. Gauhati is ___________ Assam.

Answer:
1. Our teacher’s flat is on the second floor.
2. The boy was holding a ball in his hand.
3. The children spent an afternoon in the zoo.
4. He traveled from Calcutta to Delhi. He is in Delhi now.
5. They have gone to a wedding. They are probably in the wedding.
6. He was taken to the hospital. He is in hospital now.
7. The baby was playing on the floor.
8. There’s ink in your shirt.
9. Hari met his friend at the crossroad.
10. Gauhati is in Assam.

Activity – 8

Complete the sentences using above, across, along, below, down, over, past, through, under, and up.
1. Jitu ran ___________ the road to meet his friend.
2. They took a shorter route ___________ the forest to save time.
3. He walked ___________ the road slowly, examining the shop windows.
4. They saw the car going ___________the house and shouted to the driver to turn back.
5. The woman climbed ___________ the stairs to the first floor.
6. We saw the new bridge which has been built ___________the river.
7. Madhu lives on the third floor. He came ___________ the stairs to greet his friends.
8. The temperature is ___________ zero in the poles.
9. The plane went up quickly. Soon it was ___________ the clouds.
10. We live on the earth, ___________ the sky.

Answer:
1. Jitu ran across the road to meet his friend.
2. They took a shortcut through the forest to save time.
3. He walked alone the road slowly, examining the shop windows.
4. They saw the car going past the house and shouted to the driver to turn back.
5. The woman climbed up the stairs to the first floor.
6. We saw the new bridge which has been built over the river.
7. Madhu lives on the third floor. He came down the stairs to greet his friends.
8. The temperature is below zero in the poles.
9. The plane went up quickly. Soon it was above the clouds.
10. We live on the earth, under the sky.

Activity – 9

Complete the sentences using the prepositions at, in, or on. (More than one answer is possible)
1. There’s chemist’s ___________ the comer ___________ the end of the street.
2. They had breakfast ___________ Khan’s Cafe ___________ the main road their way home.
3. Calcutta is ___________ the eastern part of India ___________ the River Ganga.
4. They were waiting ___________ the station.
5. He’d spend the whole day sitting ___________ a desk.
6. If you walk further, you’ll see a small shop ___________ the comer.
7. Is Mother ___________ the kitchen? No, she’s ___________ the back of the house.

Answer:
1. There’s chemists in the comer at the end of the street.
2. They had breakfast at Khan’s Cafe on the main road on their way home.
3. Calcutta is in the eastern part of India on the River Ganga.
4. They were waiting at the station.
5. He’d spend the whole day sitting at a desk.
6. If you walk further, you’ll see a small shop at the comer.
7. Is Mother in the kitchen? No, she’s at the back of the house.

SECTION – 3

Study the use of in, on, and at in the following sentences.
1. (a) They are not in town. They are on holiday in Darjiling.
(b) They heard the news on the radio.
(c) He has put on weight. He’ll have to go on a diet.
Some useful expressions with on are the following.

on business, on a tour, on a cruise, on television, on the phone, on strike, on fire, on the whole, on purpose.
2. (a) The old woman did not like the sun. She preferred to sit in the shade, (b) My friend always writes in pencil.
Some more expressions within are given below.
in the rain, in the sun, in the dark, in bad weather, in ink, in words, in figures, in block letters, in cash

3. He left school at the age of 14.
Some more expressions with at are given below.
at a speed of, at a temperature of

Activity – 10

Complete the sentence using on, in, or at.
1. When you write a cheque, you should write the amount ____ words as well as figures.
2. Water boils ____ 100 degrees Celsius.
3. He avoided meeting him ____ purpose.
4. My brother is going ____ a tour tomorrow.
5. The old man likes to keep warm, so he does not go out ____ cold weather.
6. Look! The train is ____ fire!
7. The workers are ____ strike.
8. He left home ____ the age of 10.
9. We pay for things ____ cash.
10. I watch the morning news ____ television.

Answer:
1. When you write a cheque, you should write the amount in words as well as in figures.
2. Water boils at 100 degree Celsius.
3. He avoided meeting him on purpose.
4. My brother is going on a tour tomorrow.
5. The old man likes to keep warm, so he does not go out in cold weather.
6. Look! The train is on fire!
7. The workers are on strike.
8. He left home at the age of 10.
9. We pay for things in cash.
10. I watch the morning news on television.

Activity – 11

Fill in the blanks using the prepositions in, on, or at.
We live ___________ a house ___________ Janpath. We live ___________ 85, Bapuji Nagar. Our house is ___________ a convenient location, just ___________ the main road. It is ___________ the intersection of Cuttack Road and Lewis Road.
Answer:
We live in a house on Janpath. We live on 85 Bapuji Nagar. Our house is in a convenient location, just on the main road. It is in the intersection of Cuttack Road and Lewis Road.

SECTION – 4

Study the following sentences.
(a) He called the stranger by mistake.
(b) My father always makes payments by cheque.
(c) My sister goes to college by bus.
(d) My friend did not use his car. He came in a taxi.

In (a) and (b) by is used with mistake and cheque. The following are some of the expressions that usually go with by.
by chance, design, accident
by letter, post, hand, cable, telegram
by heart
by day, night
In (c), by is used with bus. By is generally used to refer to some means of transport. Here are some more examples.
by land, by air, by road, by sea, by coach, by train, etc.
But by is replaced by in, on, etc. when a noun such as a ship, car, bus, etc. is used along with a determiner such as my, a, the. For example: in my car, on my bicycle, etc.

Activity – 12

Complete the sentences using by, on, or in.
1. A bat sleeps __________ day and flies __________ night.
2. The tourists have decided to travel to Australia __________ sea rather than __________ air.
3. Usha usually goes to college __________ her scooter, but sometimes she goes __________ bus.
4. It was only __________ chance that he passed the examination. He hadn’t worked at all.
5. The officer did not come to work __________ his car on Monday. His car had broken down and he had to come __________ taxi.
6. We decided not to go __________ bus. We went __________ my bike instead.
7. The journey takes 20 minutes __________bus and about 50 minutes __________foot.
8. They went for a ride __________ a motorbike.
9. I traveled to Delhi __________ train.
10. How long does it take to get to Sri Lanka __________ boat?

Answer:
1. A bat sleeps by day and flies by night.
2. The tourists have decided to travel to Australia by sea rather than by air.
3. Usha usually goes to college in her scooter, but sometimes she goes by bus.
4. It was only by chance that he passed the examination. He hadn’t worked at all.
5. The officer did not come to work in his car on Monday. His car had broken down and he had to come by taxi.
6. We decided not to go by bus. We went in my bike instead.
7. The journey takes 20 minutes by bus and about 50 minutes on foot.
8. They went for a ride on/in a motorbike.
9. I traveled to Delhi by train.
10. How long does it take to get to Sri Lanka by boat?

(Adjective + Preposition) Combinations
Certain adjectives are always used in combination with particular prepositions. Here are some common examples of these adjective + preposition combinations.

of
1. Children are afraid of snakes.
2. We are proud of being Indians.
3. Cats are fond of milk.
Some more examples :

frightened of           jealous of             conscious of         tolerant of scared of                 envious of             capable of            independent of full of                       suspicious of        short of                typical of ashamed of              aware of               critical of              aware of tolerant of

about/with
1. We are excited about our sister’s wedding tomorrow.
2. My younger sister was delighted with the present I gave her.
Some more examples:
worried/upset/nervous/happy/annoyed/furious etc. + about.
pleased/satisfied/disappointed/bored/angry etc. with
at/by/with
1. My friend is very good at mathematics.
2. Everybody was shocked at/by what they heard.

Some more examples.
bad at        brilliant at
clever at     surprised at/by
hopeless    at astonished at/by
excellent    at amazed at/by

of/to
1. It is so nice / kind of you to visit us.
2. My mother is very nice / kind to the poor.
Some more examples.
silly/stupid/generous/good + of somebody (to do something)
cruel/friendly/polite/generous/good + to somebody.

Activity – 13

Fill in the blanks with suitable prepositions.
1. The boy’s quite capable __________ solving the problem.
2. Are you worried __________ your examination?
3. The children were very disappointed __________ the magic show.
4. Minu is still upset __________ what you said to her on last Sunday.
5. One should not be cruel __________ animals.
6. We were amused __________ the way he spoke.
7. My elder brother is not aware __________ his responsibility.
8. The beggar is not ashamed __________ what other people think of them.

Answer:
1. The boy’s quite capable of solving the problem.
2. Are you worried about your examination?
3. The children were very disappointed with the magic show.
4. Minu is still upset about what you said to her on last Sunday.
5. One should not be cruel to animals.
6. We were amused at the way he spoke.
7. My elder brother is not aware of his responsibility.
8. The beggar is not ashamed of what other people think of them.

Activity – 14

Write sentences using the adjectives in brackets followed by suitable prepositions. The first two have been done for you.
1. Can I help you with your luggage?
(kind) It’s very kind of you.
2. I went out in the rain without an umbrella.
(silly) It was silly of me to go out in the rain without an umbrella.
3. My friend didn’t thank me for the present.
(not polite) ____________________________
4. The couple had an argument and now they refuse to speak to one another.
(childish) ____________________________
5. Uma offered to carry the luggage to the station.
(nice) ____________________________
6. Mohan shouted at his friends in his birthday party.
(not nice) ____________________________
7. I needed money, and Shyam gave me some.
(generous) ____________________________

Answer:
3. My friend did not thank me for the present.
(not polite) It’s not polite of him.
4. The couple had an argument and now they refuse to speak to one another.
(childish) It’s childish of them.
5. Uma offered to carry the luggage to the station.
(nice) It’s nice of her.
6. Mohan shouted at his friends in his birthday party.
(not nice) It’s not nice of Mohan.
7. I needed money and Shyam gave me some.
(generous) It’s generous of Shyam.

Activity – 15

Put each of the adjectives followed by an appropriate preposition in the right blank.
[rude, brilliant, annoyed, typical, bored, furious]
1. Why do you always get so ___________ little things.
2. He isn’t happy at school. He says he’s ___________ the courses he’s doing.
3. The teacher was ___________ us for making so much noise in the class.
4. Why are you always so ___________ your friends? Can’t you be ___________ them?
5. We’re not surprised he changed his mind at the last moment. That’s ___________ him.
6. He is ___________ telling jokes.

Answer:
1. Why do you always get so worried about little things.
2. He isn’t happy at school. He says he’s annoyed with the courses he’s doing.
3. The teacher was furious at us for making so much noise in the class.
4. Why are you always so rude to your friends? Can’t you be nice to them?
5. We’re not surprised he changed his mind at the last moment. That’s typical of him.
6. He is bored with telling jokes.

SECTION – 6

(Verb + Preposition) Combinations
Certain verbs are followed by particular prepositions. Here are some common examples
of these verb + preposition combinations.
at
1. (a) Don’t point that knife at the child. It’s dangerous.
(b) He spoke in such a manner that everyone laughed at him.
Some more verbs used with ‘at’

aim at              jump at             stare at            glance at wonder at       hint at               peck at              jeer at

for
2. (a) The students are waiting for their teacher to come.
(b) One should always hope for the best.
Some more verbs used with ‘for’

apologize for         cry for                send for beg for                   feel for               strive for care for                   forgive for         sue for charge for               long for             wish for compensate for      mourn for          search for

from
3. (a) The speaker digressed from the topic and spoke a lot of nonsense.
(b) Students will benefit from the new book.
Some more verbs used with ‘from’

hide from              derive from           escape from          save from abstain from         desist from            exclude from         separate from borrow from         differ from             prevent from         subtract from emerge from        digress from           recover from         refrain from

in
4. (a) Most people believe in astrology.
(b) My friend did well in English but failed in Mathematics.
Some more verbs with ‘in’

abound in            excel in            involved in           succeed in admit of               boast of           dispose of             suspect of approve of           smell of           dream of               think of

 

of
5. (a) The students are tired of doing the same task every day.
(b) Many smokers die of lung cancer.
Some more verbs used with ‘of’

accuse of                beware of              complain of              deprive of admit of                 boast of                  dispose of                 suspect of approve of             smell of                  dream of                   think of

on
6. (a) Success in life depends on hard work.
(b) My brother spends a lot on books.
Some more verbs used with ‘on’

base on               impose on            reflect on              comment on insist on              rely on                  congratulate on    intrude on resolve on          decide on              operate on            feast on

to
7. (a) None listened to the Chief Guests lecture.
(b) Students contributed a lot to the Indian Freedom Struggle.
Some more verbs with ‘to’

add to          attend to             conform to          submit to adhere to    belong to             consent to           surrender to amount to   commit to            introduce to         yield to aspire to      confine to            object to              speak to

with
8. (a) Our neighbor always quarrels with children.
(b) Gandhi never compromised with falsehood.
Some more verbs with ‘with’

coincide with      fill with               part with               unite with comply with        grapple with      supply with           deal with cope with            interfere with    sympathize with    overwhelm with disagree with      meddle with      threaten with         reconcile with

Activity – 16

Complete the sentences using appropriate prepositions.
1. The old man accused the boy ___________ trying to steal his bag.
2. My friend invited me ___________ his sister’s marriage.
3. The local people have warned the tourists ___________ swimming in that part of the river.
4. Will you please remind us ___________ the party next Monday?
5. He always borrows money ___________ his friends and never cares to return it.
6. Our teacher congratulated us ___________ our good performance in the examination.
7. Pradip blames other people ___________ his own mistakes.
8. Our Independence Day coincides ___________ the birthday of Sri Aurobindo.
9. The principal approved ___________ the stand taken by the students on the dowry system.
10. We are involved ___________ a project on the uplift of the poor.

Answer:
1. The old man accused the boy of trying to steal his bag.
2. My friend invited me to his sister’s marriage.
3. The local people have warned the tourists of swimming in that part of the river.
4. Will you please remind us of the party next Monday?
5. He always borrows money from his friends and never cares to return it.
6. Our teacher congratulated us on our good performance in the examination.
7. Pradip blames other people for his own mistakes.
8. Our Independence Day coincides with the birthday of Sri Aurobindo.
9. The principal approved of the stand taken by the students on the dowry system.
10. We are involved in a project on the uplift of the poor.

Activity – 17

Complete the sentences, using one of the following verbs in the correct form with appropriate prepositions.
write, speak, glance, listen, talk, explain, ask, shout
1. Please ___________ him. ! He may have something interesting to tell you.
2. He didn’t have his watch. He ___________ my watch to see what the time was.
3. I had an argument with Sikha and now we’re not ___________ each another.
4. Please don’t ___________ the children. Be nice to them.
5. That old woman’s a bit lonely. She needs somebody to ___________.
6. Can you ___________ me how this machine works?
7. Don’t forget to ___________ me while you’re away.
8. His son is always ___________ him ___________ money.

Answer:
1. Please listen to him. ! He may have something interesting to tell you.
2. He didn’t have his watch. He glanced at my watch to see what the time was.
3. I had an argument with Sikha and now we’re not talking to each another.
4. Please don’t shout at the children. Be nice to them.
5. That old woman’s a bit lonely. She needs somebody to speak to.
6. Can you explain to me how this machine works?
7. Don’t forget to write to me while you’re away.
8. His son is always asking him for money.

Activity – 18

Insert the correct prepositions.
1. The parents searched everywhere ___________ their baby but couldn’t find it.
2. ‘Are you going to Calcutta tomorrow ?’
‘I hope so. It depends ___________ the weather.’
3. I don’t mind buying this book. But who is going to pay ___________ it?
4. These two brothers are suspected ___________ stealing a car.
5. You can rely ___________ your grandfather, who has never refused you anything.
6. That handbag belongs ___________ the old man standing in the comer.
7. Warm clothes protect us ___________ cold.
8. Mother asked me to fill the bucket ___________ water.

Answer:
1. The parents searched everywhere for their baby but couldn’t find it.
2. ‘Are you going to Calcutta tomorrow ?’
‘I hope so. It depends on the weather.’
3. I don’t mind buying this book. But who is going to pay for it?
4. These two brothers are suspected of stealing a car.
5. You can rely on your grandfather, who has never refused you anything.
6. That handbag belongs to the old man standing in the comer.
7. Warm clothes protect us from cold.
8. Mother asked me to fill the bucket with water.

Activity – 19

Look at this paragraph from a letter and put in these verbs with suitable prepositions.
applied, agree, care, ask, caring, decided, concentrate suffering, pay

I’m working at a private factory now. I ___________ a caterer’s job last August and started in November. I don’t earn much money, and I even had to___________ my uniform out of my own money. Perhaps I should ___________ a pay rise. But I don’t really ___________ the money. The work is the important thing. Of course, it’s very hard work ___________ the patients, and at the moment I’m ___________ backache. But I knew it would be like this even when I ___________ a career in a hospital. I just try to forget all the problems and ___________ the job. I think it’s a worthwhile thing to do: I hope you ___________ me.

Answer:
I’m working at a private factory now. I decided about a caterer’s job last August and started in November. I don’t earn much money, and I even had to pay for my uniform out of my own money. Perhaps I should ask for a pay rise. But I don’t really care for the money. The work is the important thing. Of course, it’s very hard work caring for the patients, and at the moment I’m suffering from backache. But I knew it would be like this even when I applied for a career in a hospital. I just try to forget all the problems and concentrate on the job. I think it’s a worthwhile thing to do; I hope you agree with me.

Odisha State Board CHSE Odisha Class 11 Invitation to English 4 Solutions Grammar The Imperative Textbook Activity Questions and Answers.

CHSE Odisha 11th Class English Grammar The Imperative

Look at the sentences below.
1. (a) Hurry up!
(b) Stop!
2. (a) Be careful!
(b) Mind your language!
3. Borrow the book from your teacher, read the chapter and make notes on the main points.
All the sentences above are imperative. Sentences 1 and 2 are used for orders, advice, and warnings but Sentence 3 is used to give direction. There is no special form of the verb imperative in English.

Look at the following sentences.
4. Come in, make yourselves at home.
5. Please start, don’t wait for me.

These above Sentences 4 and 5 are used for ‘invitations’.
6. Push.
7. Keep off the grass.

These sentences are used for signboards and notices.
To suggest doing something together we use Let’s / Let us.
8. Let’s hire a taxi.
9. Let us go out.

Activity – 1

Match the sentences in Column A with the imperatives in Column B.

Answer:

Activity – 2

Here is a recipe for making an omelette. Put the following verbs in the correct spaces.
( break, beat, heat, add, turn, make, put, pour)
1. First, two eggs and _____________ them in a bowl.
2. _____________ them up and _____________ salt and pepper to taste.
3. _____________ a little butter or oil in a frying pan.
4. Then _____________ the mixture in, and _____________ sure that the omelette doesn’t burn.
5. _____________ it over when the omelette is fried.
6. Serve it hot.
Answer:
1. First, two eggs and break them in a bowl.
2. Heat them up and add salt and pepper to taste.
3. Pour a little butter or oil in a frying pan.
4. Then pour the mixture in and make sure that the omelette doesn’t burn.
5. Beat it over when the omelette is fried.
6. Serve it hot.

Activity – 3

Match each of the imperatives in column A with their functions in column B.

Answer:
1. Enjoy yourself! —Making a friendly remark.
2. Come in and make yourself at home. — Inviting.
3. Get a Number 7 bus, that’s direct. — Making a suggestion.
4. Turn right at the traffic lights. — Giving direction.
5. Open your book at page 20. — Giving an instruction.
6. Mind the floor, it’s slippery. — Warning.

Activity – 4

Write suggestions that will match the statements below. Use clues to form sentences beginning with Let.
1. Tomorrow is my sister’s birthday. (buy / her / present)
___________________________
2. 1 can’t wait for the train. (take / taxi)
___________________________
3. I want to see a film. (go / cinema)
___________________________
4. It’s hard to believe. (forget / it)
___________________________
5. It’s very cold in here. (light/fire)
___________________________
Answer:
1. Tomorrow is my sister’s birthday.
Let’s buy her a present.
2. I can’t wait for the train.
Let’s take a taxi.
3. I want to see a film.
Let’s go to see the cinema.
4. It’s hard to believe.
Let’s forget it.
5. It’s very cold in here.
Let’s light a fire.

Activity – 5

Fill in each blank choosing the right verb from the following list.
(turn, ask, go, cross, walk, continue, take.)
Stranger: Excuse me, could you tell me how to get to Lewis Road, please?
Young boy: Yes, certainly. _________ along this road till you come to the traffic lights. Then, _________ over and _________ going till you come to the roundabout. _________ right there, then _________ as far as the next roundabout. _________ the first turning to the left and then the first turning to the right. Lewis Road is the second one on the left. _________ someone if you get lost, but it’s really quite easy to find.
Stranger: Thank you very much.
Answer:
Stranger: Excuse me, could you tell me how to get to Lewis Road, please?
Young boy: Yes, certainly. Go along this road till you come to the traffic lights. Then, take over and continue going till you come to the roundabout. Turn right there, then walk as far as the next roundabout. Cross the first turning to the left and then the first turning to the right. Lewis Road is the second one on the left. Ask someone if you get lost, but it’s really quite easy to find.
Stranger: Thank you very much.

Odisha State Board CHSE Odisha Class 11 Invitation to English 3 Solutions Notice Writing Textbook Activity Questions and Answers.

CHSE Odisha 11th Class English Notice Writing

Writing Notices

A notice is a written or printed news, announcement or information. It is usually displayed publicly on a school/college notice-board. A notice can also be given for insertion in a newspaper like an advertisement. But there is one main difference between an advertisement and a notice. An advertisement is chiefly commercial (or matrimonial) in nature; but a notice is a general piece of information for a particular group. A notice should be in complete sentences or even in the form of a short paragraph, whereas an advertisement can be in the form of merely catching phrase and slogans.

Activity 8

The Dramatic and Cultural Association of your college plans to organise an Oriya Debate Competition for +2 students. As the Secretary of the Association, you have put up the following notice:

A well-written notice will tell its readers :
what is about to happen
when it will happen
where it will happen
who can take part
who to contact/apply to
how to contact/apply
where to apply to
etc.

Read the notice given above and check if it contains all these points.
Answer:
This notice does not contain all these points such as, ‘how to conduct/apply/ where to apply to’.

Activity 9

ere is a notice put up by the Youth Adventure Club of Bombay. The sentences in the notice are not in the right order. Re-write the notice, arranging the sentences in the correct order.
1. The voyage is fully sponsored by the Club.
2. The Club plans to take young people on a one-year round-the-world voyage of EXPLORATION AND DISCOVERY, on SS VARSHA, starting 1st January 2010.
3. In addition, a knowledge of cooking and nursing is desirable.
4. The Youth Adventure Club invites young people of both sexes to apply to take part in the ADVENTURE OF A LIFETIME.
5. If interested, please contact the Secretary, Youth Adventure Club, 7 Marine Drive, Bombay on or before 24 October.
6. Those interested should be aged 16-24, enthusiastic, and physically fit.
7. They should have experience of sailing and swimming.

Answer:

Youth Adventure Club, Bombay
NOTICE

10 June, 20_

The Youth Adventure Club invites young people of both sexes to apply to take part in the ADVENTURE OF A LIFE-TIME. The Club plans to take young people on a one year, round-the-world voyage of EXPLORATION AND DISCOVERY, on SS VARSH, starting 1st January, 20. The voyage is fully sponsored by the Club. Those interested should be aged 16-24, enthusiastic and physically fit. They should have experience of sailing and swimming. In addition, a knowledge of cooking and nursing preferable. If interested, please contact the Secretary, Youth Adventure Club, 7, Marine Drive, Bombay on or before 24 October.

Activity 10

The following is a notice put up by the Cultural Secretary of the college. Through this notice, he wants to inform 1 and II year +2 students about an Inter-College One Act Play Competition. Read the notice carefully and try to improve upon it.

Answer:

+2 Cultural Association
B.J.B. College, Bhubaneswar
NOTICE

1 March, 20______

An Inter-College One-Act Play Competition for I and II year students will be held in our college on 9.3.20_. Willing participants are required to submit their names to the Cultural Secretary by 11 a.m. on 3.3.20_.

Pranab Mishra
Secretary

Activity 11

(a) Your college has arranged to present an episode on Door Darshan in the popular programme “Meet the Young Artists”. Write a notice in not more than 50 words for the college notice board, inviting talented students to appear for trials for different items on 20 April. You have invited a famous Door Darshan artist to be present at the selection. You are the Secretary of the College Cultural Association.
(b) You are the Secretary of the Day Scholars’ Association. You have planned an excursion to South India. It is partly subsidised. Write a notice, inviting +2 students to take part in the excursion. Your notice should include all the relevant details.
The Youth Adventure Club invites young people of both sexes to

Answer:
(a)

J.K.B.K. College, Cultural Association
NOTICE

13.4.20

J.K.B.K. Cultural Association invites students (singers, musicians, dancers, monoactors etc.) of all classes to display their talents in a trial test before Mr. Prafulla Mohanty, AIR artist on 20th April 20 at the College Auditorium. Selected students will have the opportunity to appear in Doordarshan’s “Meet the Young Artists” programme. Details can be had from the undersigned.

Pranab Kumar Das
Secretary
J.K.B.K. Cultural Association

(b)

Day Scholars’ Association
S.B. Women’s College, Cuttack .
NOTICE

25 April 20

The Day Scholars’ Association invites +2 students for a heavily subsidised South India tour starting 1st May from Bhubaneswar. The tour will cover entire South India in 15 days with stopovers at Madras, Bangalore, Ooty, Madurai, Pondicherry. Interested students can immediately contact the undersigned with Rs. 2000/- to be paid towards boarding, lodging, train-fare and local transport.
Selection on first come first serve basis.

Rita Mishra
Secretary
Day Scholars’ Association

Odisha State Board CHSE Odisha Class 11 Invitation to English 4 Solutions Grammar Countable and Uncountable Nouns Textbook Activity Questions and Answers.

CHSE Odisha 11th Class English Grammar Countable and Uncountable Nouns

SECTION – 1

Study the following sentences :

• Red is a color.
• Pradeep is a man of ability.
• Nothing succeeds like success.

The underlined words, namely, red, ability, and success are Nouns.
Here, the definition of old grammar does not account for identifying a Noun in a sentence, i.e. name of a person or place or thing.
Let’s see for ourselves what a Noun in English is and whether there is any precise way of knowing (identifying) it in a sentence.
Look at the different natures and functions of a Noun.

• Birds fly.
• The tall dark red-haired Russian scientist will give a talk tomorrow morning.

The above-underlined words, such as, ‘Birds and scientist’ function as the ‘headword’ in the subject part of the sentences.
We can distinguish a ‘Noun ’ from other word classes if they satisfy the following criteria :

(1) These are open-class words to which new items are constantly added.
Example :
cosmonaut, astronaut, videotape, flyover, etc.

(2) Noun can function as the subject, object, complement, or adjunct in a sentence.
Example :
The man died yesterday, (subj.)
Grammarians are nasty creatures, (comp.)
I am writing this lesson now. (obj.)
The student looked up the word (obj.) in the dictionary. (adjunct)

(3) Most nouns form plurals by taking -s or ~es. e.g. -birds, books, watches, etc.
(4) Nouns can be preceded by determiners like a, an, the, one, my, two, some, a few, this, that, these, those or can go without any determiner.
(5) Many nouns can go with genitives such as -’s, -s’.
Example: A bird’s nest is destroyed.
There will be a writers’ camp soon.
(6) Nouns can be preceded by prepositions. e.g. – It is meant for birds only.
(7) Nouns can also be used directly before other nouns as modifiers, e.g. tea- stall, Art College, etc.
(8) Words quoted with plural marker -s are also sometimes used as nouns e.g., ifs and buts, ups and downs, etc.

The above properties provide a clear-cut basis for identifying words as nouns.
Countable nouns refer to ‘things’ (nouns) that can be counted (numbered) and they have got two forms, such as singular form and plural forms. For example, a pen [singular countable], and two pens [plural countable]. On the other hand, uncountable nouns do not take a plural form. These are normally used in the singular form. For example, hair, sugar, and water. [However, in exceptional cases, we, under the circumstances, use the plural form of uncountable nouns, like – water – waters, hair – hairs, etc.]

Now mark the following conversation/talking.
Mother: We have run out of rice, flour, butter, and a few other things.
Father: All right. I’ll make a shopping list. Let me get a piece of paper and a pen.

Now you need some sugar, tea, and milk, right? We also need ten kilos of rice and half a liter of cooking oil. Anything else?
Remember the criteria or markers we discussed earlier and try out yourself first to find out nouns in the above conversation/dialogue. Then check your answers with the answers given below.
Answer:
rice, flour, butter, things, list, piece, paper, pens, sugar, tea, milk, kilos, oil, etc.

Having discussed the various properties/characteristics of nouns in general, let us now try to classify the nouns. The nouns like pen, piece, kilo, etc. can be counted. So they are called Countable Nouns and nouns like rice, paper, oil, water, etc. cannot usually be counted. So these nouns are called Uncountable Nouns. So there are two groups or categories of nouns, such as Countable Nouns and Uncountable Nouns.

Countable Nouns have the following characteristics.
(i) They have two number forms, such as pen-pens, book-books, etc. (singular – plural forms).
(ii) The singular countable nouns take modifiers like an, a, the, three, fourth, etc. (called determiners) before them.
(We cannot say: There is a book on the table.)
(iii) The plural form may or may not take modifiers like the few, and many before them. (Modifiers are optional here.)
(iv) Nouns like sheep and deer are count nouns, but they have the same form for singular and plural. We call them one-form count nouns.

Uncountable Nouns have the following characteristics.
Examine the characteristics of rice the noun :
– Rice is our chief food.
– The rice in his shop is fine.
– Much rice is grown in the plains of Orissa.
– Little rice is grown in hilly areas.
The noun rice (uncountable) has the following characteristics.
(i) It has one form. It does not take -s or -es form.
(ii) It can be used without modifiers.
(iii) It can be used with the modifiers like much, and little but not with a few, or many.
(iv) It cannot be used with numerals like one, two, third, fourth, etc.
Such nouns like ‘rice’ are called uncountables.

Activity – 1:

Say whether the nouns in the list below are countables or uncountables.

1. car        2. Music     3. Cloud       4. information       5. bottle 6. chair     7. Advice    8. Loaf          9. video               10. pot 11. fruit   12. Hair      13. Girl          14. water               15. weather 16. taxi    17. Traffic  18. leather     19. furniture           20. apple

Answer:
1. countable
2. uncountable
3. countable
4. uncountable
5. countable
6. countable
7. uncountable
8. countable
9. countable/uncountable
10. countable
11. uncountable/countable
12. uncountable/countable
13. countable
14. uncountable
15. uncountable
16. countable
17. uncountable
18. uncountable
19. uncountable
20. countable

Activity — 2

Choose the correct alternatives in the sentences below.
1. There is/are usually a lot of traffic/traffics in the city during working hours.
2. The young man is looking for a work /job at the moment.
3. I want to make a list of candidates attending the meeting. Have you got a paper/ some paper?
4. I don’t want to have a bread/bread for my breakfast.
5. The girl with a blonde (golden or pale colored) hair/hairs lives next door.
6. Good accommodation/accommodations is/are not available in this city.
7. We need some meat/meats for the dinner tonight.
8. The old man could not carry the luggage/luggages.
Answer:
1. There is usually a lot of traffic in the city during working hours.
2. The young man is looking for a job at the moment.
3. I want to make a list of candidates attending the meeting. Have you got a paper
4. I don’t want to have bread for my breakfast.
5. The girl with blonde hair lives next door.
6. Good accommodation is not available in this city.
7. We need some meat for the dinner tonight.
8. The old man could not carry the luggage.

Activity – 3

Use a, an, the, somewhere required, In the blank spaces below. If no word is required, leave the space blank.
1. _________health is more precious than _________ wealth. To keep healthy, we need _________ good food, _________ sleep, and _________ exercise.
2. _________ travel gives us _________ opportunity of seeing how_________ other people live. When we go on _________ journey, we should take _________ note-book with us to make _________ notes of the names of _________ people we meet.
Answer:
1. Health is more precious than wealth. To keep healthy, we need some good food, sleep, and exercise.
2. Travel gives us an opportunity of seeing how other people live. When we go on a journey, we should take a notebook with us to make a note of the names of people we meet.

Activity – 4

There are three countable nouns in the list below. Can you find them?

gold	match	rubbish	love
jam	fun	equipment	knowledge
happiness	wood	homework	food
snow	progress	cheese	bottle
cream	help	cupboard	wind

Answer:
Countable
match, cupboard, bottle

SECTION – 2

Read the dialogue below.
Wife: What did you buy in the market?
Husband: I bought a bottle of milk, a packet of washing powder, and a tube of toothpaste.
Wife: What about the bar of chocolate I asked you to buy?
Husband: Oh dear. I completely forgot.

Do mark now the uncountable nouns used as countable in the above dialogue between wife and husband. We made countable quantities with uncountable nouns such as milk, washing powder, and toothpaste using a bottle of milk, and a packet of washing powder. and a tube of toothpaste.

An uncountable noun does not take words like a, an or one, two before it and does not have a plural form; but we can use expressions like a piece of a drop of a bar of, etc. before it to make it countable. They are used to refer to ‘units’ of such uncountables.
For example — a ball of string, a bar of chocolate, a kilo of rice, etc.

Activity – 5

Match the items in Column ‘A’ with suitable items in Column-‘B’.

Answer:

Activity – 6

Imagine that you ‘went with a friend, on a week-long camping trip. You took some supplies (food, matches, candles, etc.) with you, but you find that most of the things have been used up by the third day. Ask your friend to tell you what supplies are left with him/her, and then tell your friend what things are left with you.
The following is the list of supplies that you took on the trip. You will have to decide which of these supplies have been completely used up and which are still left, and the quantities that still remain.
Follow this pattern :
A: Is there any sugar left?
B: Yes, we still have about a kilogram of sugar.
A: What about soap?
B: I’m afraid there’s no soap left.
(or)
B: Yes, we have four cakes of soap left.
List of supplies taken on the camping trip.

rice	salt	matchbox	chewing-gum
bread	sugar	milk	condensed milk
soap	torch	chocolate	toothpaste
tea	bandages	batteries	antiseptic ointment

Answer:
A: Is there any rice left?
B: No, there isn’t any rice left.
A: What about bread?
B: No, we don’t have any loaf of bread.
A: What about soap?
B: Yes, we have a cake of soap left.
A: Is there any salt left?
B: Yes, we have some pinches of salt left.
(Or)
B: I’m afraid there is no grain of salt left.
A: Is there any chewing-gum left?
B: No, there is no chewing-gum left.
A: Is there any condensed milk left?
B: No, there is no condensed milk left.
A: What about your torch?
B: Yes, we have a torch. It is still working well.
A: Is there any antiseptic ointment left?
B: I’m afraid there’s no antiseptic ointment left.
A: Is there any matches left?
B: Yes, there are five boxes of matches left.
A: What about toothpaste?
B: Yes, we have five tubes of toothpaste left.
A: Is there any chocolate left?
B: Yes, there is still a bar of chocolate left.
A: What about milk?
B: Yes, we have some pints of milk left.
A: Is there any tea left?
B: Yes, we have a packet/pound of tea left.
(Or)
B: We have fifty grams of tea left.
A: What about sugar?
B: Yes, we have two kilograms of sugar left.
A: What about batteries?
B: Yes, we still have five (pieces of) batteries left.
A: Is there any bandage left?
B: Yes, we still have four (strips of) bandages left.

SECTION – 3

Nouns that can be countable as well as uncountable.
Look at the examples mindfully.
1.
(a) Our science teacher wrote a paper on the effects of the cyclone, (a paper means here an article (essay): countable)
(b) Books are printed on paper. (uncountable)
(c) every day I read a paper, (newspaper: countable)
(d) The geography paper was difficult, (subject: countable)

2.
(a) Yesterday I bought an iron. (countable: a thing for ironing dress/clothes)
(b) Iron is stronger than wood, (metal: uncountable)
(c) He is a man of iron, (physical strength: uncountable)
In the above examples paper and iron have different meanings in their use. They are used both as countable and uncountable.

Uncountable		Countable
1.	There is a good deal of noise.	1.	Do not make a noise.
2.	Bread is our staple food.	2.	What breads have you got today? (types of)
3.	Do you have much difficulty with your English?	3.	We have had very few difficulties so far.
4.	The temple is made of stone.	4.	The boys are pelting stones at the frogs.
5.	There is some egg on your chin, (food)	5.	There are four eggs in, the basket.
6.	Eat a little more fish, (food)	6.	There are fish/fishes in the pond.
7.	I don’t like tea.	7.	We want three teas and two coffees.
8.	I don’t like your talk, (gossip)	8.	He gave a nice talk on science.
9.	The table is made of wood.	9.	The poet loves woods. Ismail forest!
10.	Beauty is to be admired.	10.	Lara Dutt is a beauty.
11.	He ate a whole chicken.	11.	I Would like to have some more chicken.
12.	Could I have a glass of water?	12.	Glass is brittle.
13.	Tea is grown in Assam.	13.	This shop sells teas from different parts of India.

SECTION – 4

More on Quantifiers.
1. much, many, a lot of, (a) little, (a) few
Much and many are used in negatives and questions/interrogatives generally. Much is used before uncountable nouns and many with plural countable.

• A lot of and lots of cans be used with countable and uncountables in positive (remarks) sentences.
• A little and little can be used with uncountable nouns only.
• Few and a few can be used with plural countable.

Activity – 7

Use much, many, a lot of, lots of in the blank spaces, where required in the sentences below. (In some blank spaces more than one alternative is possible.)
(a) I can’t come with you. I’ve got _________ work to do.
(b) He’s not got _________money, so he can’t buy that house.
(c) He is very quiet person. He doesn’t speak _________.
(d) I’m hoping to get a ticket for the match. But there aren’t _________ seats left, I hear.
(e) That car is very old. It uses _________ petrol.
(f) I haven’t got _________ time for watching sport at the moment.
(g) ______ people go me to the public meeting addressed by the Chief Minister.
(h) We didn’t visit _________ places when we were on holiday.
(i) We heard the cheapest washing machine costs 10,000 rupees. That is _______, in my opinion.
(j) My father drinks _________ water, – ten liters a day.
(k) The players haven’t won _________ medals.
(l) I take photographs but not as _________ as I used to.
Answer:
(a) much a lot of
(b) much
(c) much
(d) many
(e) a lot of
(f) much/a lot of
(g) lots of
(h) many
(i) lots of
(j) lots of
(k) many
(l) many

Activity – 8

Complete these mini dialogues with much, many, a lot of, and lots of
(a) A: Too ________ students fail in English every year.
B: Yes, and the schools aren’t doing ________ about it.
(b) A: We didn’t have ________ time to spare at the railway station.
B: No, we didn’t have ________ either.
(c) A: There were ________ people at the annual function, weren’t there?
B: Yes, we weren’t expecting so ________.
(d) A: We haven’t bad ________ rain this year, have we?
B: No, there haven’t been ________ rainy days.
(e) A: I don’t think my daughter knows ________ about people!
B: I don’t think ________ children know ________ about people!
Answer:
(a) A: many     B: much
(b) A: much     B: much
(c) A: a lot of   B: many
(d) A: much     B: many
(e) A: much     B: many, much

2. few, a few, little, a little.
We have discussed few, a few, little, and a little in Section 4.1. Do mark that a few, few are used with plural countables. They are not generally used with uncountables.
Example:
He is a man of few words, (negative meaning)
A few students passed in English last year, (positive meaning)
There is little water in the glass, (negative meaning)
I need a little help to move the box. (positive meaning)

Now, look at the following examples.
(a) He isn’t very fond of books. He has only a few books at home.
(b) This is a difficult book to read. I’ve had to look up quite a few words in the dictionary.
(c) If what you say is true, there is little we can do about it.
(d) I can’t give you an opinion now. I need a little time to -think.
In the above examples few’ means ‘not many’, ‘a few’ means ‘a small number’ and ‘little’ means ‘not much’, and ‘a little’ means ‘a small amount’.

Activity – 9

Choose the correct alternative in the sentences below.
(a) They could speak few/a few words of Assamese, but they weren’t very fluent.
(b) This is a boring little town; there’s little/a little to do here.
(c) A: Would you like some pepper in your soup?
B: Yes, please, little / a little.
(d) The mud was quite deep. They had little / a little hope of getting out.
(e) Would you like a little/little more tea? There’s still a little/little left in the pot.
(f) I don’t think Ranjan can become a scientist. He’s got little / a little intelligence.
(g) A: Have you ever been to Koraput?
B: Yes, we’ve been there few / a few times.
(h) Father will be away for / a few days next week.
(i) My brother has got a few /few friends in Delhi and he is very happy there.
(j) They won’t take much time to reach the station. There’s a little/little traffic on the road at this time of the day.
Answer:
(a) a few
(b) little
(c) a little
(d) a little
(e) a little, a little
(f) little
(g) a few
(h) a few
(i) a few
(j) a little

Activity – 10

Use a little, a lot of, few, a few, fewer, many, and much where required, in the sentences below:
I moved to this neighborhood two years ago. There seemed to be _________people in this area who were without telephones, so I expected to get a new phone quickly. I applied for one as soon as I moved into the new house. “We aren’t supplying _________ new phones in your area”, an engineer told me.” _________ people want new phones at present and the company is employing _________ engineers than last year so as to save money. A new phone won’t cost _________ money, but it will take _________ time. We can’t do anything for you before December. You need _________ patience if you are waiting for a new phone and you should have _________ friends whose phones you can use when necessary.” Fortunately, I had both. December came and went, but there was no sign of a phone. I went to the office of the telephone company to protest. They told me I would have a phone by December. I protested. “Which year ?“ the clerk asked.
Answer:
I moved to this neighborhood two years ago. There seemed to be a lot of people in this area who were without telephones, so I expected to get a new phone quickly. I applied for one as soon as I moved into the new house. “We aren’t supplying many new phones in your area”, an engineer told me. “A lot of people want new phones at present and the company is employing fewer engineers than last year so as to save money. A new phone won’t cost much money, but it will take a lot of time. We can’t do anything for you before December. You need a little patience if you are waiting for a new phone and you should have a few friends whose phones you can use when necessary.” Fortunately, I had both. December came and went, but there was no sign of a phone. I went to the office of the telephone company to protest. They told me I would have a phone by December. I protested. “Which year ?“ the clerk asked.

SECTION – 5

The articles: a/an and the
Study the following sentences.
(a) I met a beggar and an orphan. I didn’t like the beggar much, but the orphan was very nice.
(b) My brother wrote a novel and a play. I found the novel very interesting, but the play was boring.

A / An is used before singular countable nouns when the speaker or the writer does not know the person or thing. It means that when he/she wants to say about a thing or a person for the first time, he/she uses a/an. A/An is used for indefinite things or persons. So, a and an are known as indefinite articles.

When the speaker or writer speaks or writes about a person or thing (not for the first time) for the second, third time, and so on, he/she uses article the. It gives the definite or particular meaning of the noun. It is used for countable and uncountable nouns. So it is called the ‘definite article’.

Activity – 11

Use a/an or the, where required, in the blank spaces below.
(a) My uncle lives in _________ small house in _________ remote village. There is _________ beautiful garden behind _________ house. _________ garden has many rare plants.
(b) There are two bags on the table: _________ white one and _________ yellow one. _________ white one belongs to my friend but I don’t know who _________ owner of _________ yellow one is.
(c) My friend witnessed _________ accident this morning. _________ truck crashed into _________ lamp post. _________ driver of _________ truck wasn’t hurt but _________ truck was badly damaged.
(d) _________ taxi drove up to our house. _________ taxi stopped outside our house and _________ woman got out of the taxi. _________ man who was carrying _________ case in his hand also got out. With _________ case in his hand, _________ man looked like _________ salesman.
Answer:
(a) My uncle lives in a small house in a remote village. There is a beautiful garden behind the house. The garden has many rare plants.
(b) There are two bags on the table: a white one and a yellow one. The white one belongs to my friend but I don’t know who the owner of the yellow one is.
(c) My friend witnessed an accident this morning. A truck crashed into a lamp post. The driver of the truck wasn’t hurt but the truck was badly damaged.
(d) A taxi drove up to our house. The taxi stopped outside our house and a woman got out of the taxi. A man who was carrying a case in his hand also got out. With the case in his hand, the man looked like a salesman.

Activity – 12

Complete the story below by using a, an, or the where required.
_________ man walked into _________ bank in America and handed _________ note to one of the cashiers, _________ young woman. _________ woman read _________ note, which told her to give _________ man some money. Afraid that he might have _________ gun, she followed _________ instruction. _________ man then walked out of _________ building, leaving _________ note behind. However, it was not _________ successful crime. _________ man had no time to spend _________ money because he was arrested _________ same day. He had made _________ stupid mistake. He had written _________ note on _________ back of _________ envelope. On _________ other side of _________ envelope was _________ man’s name and address. This information was enough for the police to arrest the man.
Answer:
A man walked into a bank in America and handed a note to one of the cashiers, a young woman. The woman read the note, which told her to give the man some money. Afraid that he might have a gun, she followed the instruction. The man then walked out of the building, leaving the note behind. However, it was not a successful crime. The man had no time to spend the money because he was arrested the same day. He had made a stupid mistake. He had written a note on the back of the envelope. On the other side of the envelope was the man’s name and address. This information was enough for the police to arrest the man.

SECTION – 6

More on the indefinite article (a/an).
Look at the following sentences.
My friend is a doctor. He was born in America but now he lives in a small village in a tribal district of Orissa. He works in a hospital attached to a Catholic Church.
A/An is used before singular count nouns.
Example: doctor, village, hospital, etc. Here we refer to persons, people, and things. With the use of a/an article, we usually get an indefinite meaning.

Activity – 13

Complete the sentences below. (You will have to use a/an in the first blank space in each sentence.)
(a) A place where bread is made is called _________.
(b) A shelter for a horse is called _________.
(c) The home of a lion is called _________.
(d) A place where birds are kept is called _________.
(e) A person who mends water pipes is called _________.
(f) A person who tells the future by the stars is called _________.
(g) A person who treats diseases by performing operations is called _________.
(h) A book in which the events of the day are recorded is called _________.
(i) A play with a happy ending is called _________.
(j) A list of the items to be served at a meal is called _________.
Answer:
(a) a bakery
(b) a stable
(c) a den
(d) a cage
(e) a plumber
(f) an astrologer
(g) a surgeon
(h) a diary
(i) a comedy
(j) a menu

Activity – 14

Can you expand the newspaper headlines below into sentences? You will have to use a/an as well as the other words which are missing. The first one has been done for you.
(a) Blast in Billiar town. ➨ There was a blast in a town in Bihar.
(b) Bomb scare delays train. ➨ Bomb scare delays an Express train.
(c) Snake found in a fruit basket at the hotel. ➨ A snake was found in a fruit basket at a hotel.
(d) Indian ship sinks off Abu Dhabi. ➨ An Indian ship sinks off Abu Dhabi.
(e) Ten injured in the clash. ➨ Ten people were injured in a clash.
(f) Bag snatched. ➨ A bag full of gold was snatched by a robber.

Activity – 15

Who were these people?
1. Kalidas
Answer:
Kalidas was an Indian poet.

2. Newton
Answer:
Newton was a great scientist.

3. Charlie Chaplin
Answer:
Charlie Chaplin was an artist.

4. Nargis
Answer:
Nargis wasa him-star.

5. Tansen
Answer:
Tansen was a great musician.

SECTION – 7

The definite article: the
(a) My uncle bought the house next to the post office.
(b) We are not keen on meeting the people next door.
(c) He works in the garage opposite our house.
(d) The boy I met at the station last night is going to America on a scholarship.
In the above examples look at the words in italics. They tell us something about the noun that comes just before them. With the use of those situations/contexts, we will
be able to know that they identify the persons, things, or places. They speak about a definite/particular person, thing or place. So ‘the’ is usually used before them.

Activity – 16

Rewrite the sentences below, inserting the definite article the at the places.
(a) Cottage by the river has been deserted for many years.
Answer:
The cottage by the river has been deserted for many years.

(b) I bought the book you referred to yesterday.
Answer:
I bought the book you referred to yesterday.

(c) They wanted to meet old man living in the yellow house.
Answer:
They wanted to meet the old man living in the yellow house.

(d) I like tea grown in gardens of Assam.
Answer:
I like the tea grown in gardens of Assam.

(e) This is house that my father built.
Answer:
This is the house that my father built.

SECTION – 8

The definite article used for ‘unique reference’.
Mark the use of ‘the’ in the following sentences.
(a) The moon goes round the earth and the earth goes round the sun.
(b) What is the longest bridge in the world?
(c) No one can predict the end of the universe.
The above nouns such as moon, earth, sun, world, and universe are the unique nouns. Their number is one. They don’t usually have plural form. So the definite article ‘the’ is used before them. The use of a/an is possible before them.
Look at the following example.

• The sky got dark.
• There is only one sky in the universe.

Activity – 17

Use the in the blanks, wherever necessary.
(a) _________Prime Minister met _________ President yesterday.
(b) _________ sky is blue.
(c) I am studying History at _________ university.
(d) It’s difficult to live near _________ North Pole.
(e) _________ manufacturing industry is using _________ computers more and more.
(f) Sailors used to spend weeks crossing _________ Atlantic Sea.
(g) _________ equator runs through Africa.
(h) _________ grass is green but _________ grass in my neighbor’s garden is greener.
(i) There are hundreds of small islands in _________ Pacific Ocean.
Answer:
(a) The Prime Minister met the President yesterday.
(b) The sky is blue.
(c) I am studying at university.
(d) It’s difficult to live near the North Pole.
(e) The manufacturing industry is using computers more and more.
(f) Sailors used to spend weeks crossing the Atlantic Sea.
(g) The equator runs through Africa.
(h) Grass is green but the grass in my neighbor’s garden is greener.
(i) There are hundreds of small islands in the Pacific Ocean.

SECTION – 9

Look at the use of the in the passage below.
When we got home, everyone seemed to be busy. Brother was working in the garden. Father was reading the newspaper in the living room. Mother was making tea in the kitchen. Sister was playing with her friend on the terrace.
The use of the nouns garden, living room, kitchen, etc. is for a definite or particular thing or place. That is why the is used in the above situations.

Activity – 18

Use the where necessary.
(a) _______ teacher entered _______ classroom, went to _______ table, held _______ duster in his left hand and _______ book in his right hand. Then he cleaned _______ blackboard and started writing a passage from _______ book.
(b) Ravi went to the post office and talked to _______ man at _______ counter. He asked Ravi to meet _______ postmaster. _______ postmaster asked him to sign _______ register. Then he handed _______ parcel over to Ravi.
Answer:
(a) The teacher entered the classroom, went to the table, held the duster in his left hand and the book in his right hand. Then he cleaned the blackboard and started writing a passage from the book.
(b) Ravi went to the post office and talked to the man at the counter. He asked Ravi to meet the postmaster. The postmaster asked him to sign the register. Then he handed the parcel over to Ravi.

Activity – 19

Supply ‘the’ where necessary.
(a) A: Who’s at ______ door?
B: It is ______ postman.
(b) Will you please go to ______ market and get some butter for ______ cake I am baking?
(c) They prefer to spend their holidays in ______ country, among ______ mountains, or by ______ sea.
(d) This is ______ front room. ______ ceiling and ______ walls need repair but ______ floor is in good condition.
(e) A: Where is your sister?
B: She is in ______ kitchen at ______ moment.
Answer:
(a) A: Who’s at the door?
B: It is the postman.
(b) Will you please go to (the) market and get some butter for the cake I am baking?
(c) They prefer to spend their holidays in the country, among the mountains or by the Sea.
(d) This is the front room. The ceiling and the walls need repair but the floor is in good condition.
(e) A: Where is your sister?
B: She is in the kitchen at the moment.

SECTION – 10

Place names with and without ‘the’.
We normally use ‘the’ with the following.
(a) Seas and oceans: The Pacific Sea, the Mediterranean.
(b) Rivers : The Mahanadi, the Baitarani, the Kathajori etc.
(c) Canals: The Suez Canal, the Panama Canal, etc.
(d) Deserts The Sahara, the Thar.
(e) Island groups: The West Indies, the Canaries.
(f) Hotels, Cinemas: The Grand Hotel, The Metro Cinema.
(g) Museums, Clubs: The Salarjung Museum (Hyderabad), the Saturday Club, etc.
(h) Restaurants, Pubs: The Sultan Cafe, the Swan (Pub)

Names of ships, trains, newspapers, etc. very often have ‘the’.

• the Queen Elizabeth (ship)
• the Falakanama Express
• the Times of India
• the harmonium (any musical instrument)

We do not normally use the following place names.
(a) Continents: Europe, Asia, Africa
(b) Countries, States, Departments: India, China, Orissa
These are the single names of the Countries or States. So they do not go with the definite article ‘the’.
(c) Cities, towns, and villages: Delhi, Bhubaneswar, Astarang.
(d) Individual Islands: Long Island
(e) Lakes : Lake Chilika, Lake Ansupa
(f) Individual mountains: Mount Everest
(g) Streets, Roads: College Street, Lewis Road
(h) Names of games: Football, Cricket, Volley Ball.

We use the with place names when they include a count noun
e.g. Union, Republic, State, Kingdom, Isle, etc.
We use ‘the’ before place names containing of phrases with of:
The University of Delhi, The State of Liberty
The Bank of India, The History of India, etc.

We use ‘the’ when we refer to the parts of the body.
→ She pulled me by the hair.
→ I shook her by the hand.
We use ‘the’ before ordinal or cardinal numbers.
→ Bakul is in the sixth class/class six.
→ Today is the fifteenth of August.
→ The book was published in the 1970s / in the seventies.
We use the + adjective to talk about a whole group of people, a class of people e.g. the poor, the young, the old, the weak, the injured etc.

Activity – 20

Fill in the blanks with ‘the’ where necessary.
(a) _______ Mount Everest is the highest peak in _______ Himalayas.
(b) _______ India celebrated the fiftieth anniversary of its independence in _______ year 1997.
(c) _______ United Nations is an international organization.
(d) _______ United States of America is a republic.
(e) We visited _______ Nehru Park when we were in Hyderabad.
(f) Is _______ Pacific Ocean larger than _______ Indian Ocean?
(g) We read _______ Statesman every day and _______ India Today every week.
(h) _______ University of Utkal is older than Berhampur University.
(i) _______ Grand Trunk Road is the oldest road in India.
(j) _______ Oberoi is _______ only 5-star hotel in _______ Bhubaneswar.
(k) _______ Thar is in _______ Rajasthan.
(l) _______ President visits _______ Pun tomorrow.
Answer:
(a) Mount Everest is the highest peak in the Himalayas.
(b) India celebrated the fiftieth anniversary of its independence in the year 1997.
(c) The United Nations is an international organization.
(d) The United States of America is a republic.
(e) We visited the Nehru Park when we were in Hyderabad.
(f) Is the Pacific Ocean larger than Indian Ocean?
(g) We read the Statesman every day and the India Today every week.
(h) The University of Utkal is older than Berhampur University.
(i) The Grand Trunk Road is the oldest road in India.
(j) The Oberoi is the only 5-star hotel in Bhubaneswar.
(k) The Thar is in Rajasthan.
(l) The President visits Pun tomorrow.

SECTION – 11

Compare the sentences in each of the following pairs.
1. (a) My sister goes to school every morning.
(b) Mina’s father went to the school to meet the headmaster.
2. (a) He has passed the school final examination and will go to college in July.
(b) The new cinema is very near the college.
3. (a) The injured persons have been sent to the hospital.
(b) The hospital was badly damaged by the cyclone.

In the above examples i.e. 1. (a), 2. (a), and 3. (a) ‘the’ is not used before the singular countable nouns like school, college, or hospital. Here the purpose is particular/ primary.
But in sentences 1. (b), 2. (b), and 3. (b) the singular countable nouns school, college, and hospital, do go before them with ‘the’ because the purpose is not primary. Only a few nouns can be used in this way without ‘the’, such as school, college, university, hospital, church, market, and bed.
Do mark deviation: The singular countable noun ‘office’ usually goes with the.
Now mark the following nouns.
work, home.

• He goes to work at 10.
• He will be at home this evening.

In the above examples work and home have some special meanings somewhat similar to the meanings of school, and college. That is why they are used without ‘the’. When nouns like a car, bus, train are used as means of travel (communication), they do not go with ‘the’. We do not normally use articles with the names of different meals i.e. breakfast, lunch, brunch, tea (afternoon meal), supper, dinner, etc.

Activity – 21

Put the into the blank, where necessary.
1. They always go to ______ church on Sunday.
2. When do you plan to go to ______ college?
3. My friend has been taken to ______ hospital.
4. The prisoner was sent to ______ jail.
5. My daughter will go to ______ school next year.
6. When do you usually have ______ lunch?
7. My father goes to ______ work at 9 a.m.
8. I’m taking these books back to ______ library.
9. The weather is too bad to go out. I’m staying at ______ home today.
10. Malati has just had a baby. We are going to ______ hospital to visit her.
11. The prisoner’s wife drove to ______ prison to meet her husband.
12. They like lying on the beach. They always spend their holidays at ______ seaside.
13. ______ bed is very expensive.
14. He went to Delhi by ______ train.
Answer:
1. They always go to church on Sunday.
2. When do you plan to go to college?
3. My friend has been taken to hospital.
4. The prisoner was sent to jail.
5. My daughter will go to school .next year.
6. When do you usually have lunch?
7. My father goes to work at 9 a.m.
8. I’m taking these books back to the library.
9. The weather is too bad to go out. I’m staying at home today.
10. Malati has just had a baby. We are going to the hospital to visit her.
11. The prisoner’s wife drove to the prison to meet her husband.
12. They like lying on the beach. They always spend their holidays at the seaside.
13. The bed is very expensive.
14. He went to Delhi by train.

Activity – 22

Put in ‘the’ where necessary.
Today Alan Broome is a world-famous actor. Forty years ago he was an unhappy child. He didn’t do well at ______ school and he never went to ______ university. His greatest enjoyment was going to ______ movies. The family lived in an unattractive industrial town in England. Their home was next to ______ railway station. Alan’s father was a sailor, and he spent months at ______ sea. He was seldom at ______ home. When he did come home, he did not do much. Sometimes he would lie all day in ______ bed. His wife had to get up at 5 o’clock to go to ______ work. Mr. Broome lost his job in ______ navy and then went to ______ prison for stealing.
Answer:
Today Alan Broome is a world-famous actor. Forty years ago he was an unhappy child. He didn’t do well at school and he never went to university. His greatest enjoyment was going to movies. The family lived in an unattractive industrial town in England. Their home was next to the railway station. Alan’s father was a sailor, and he spent months at sea. He was seldom at home. When he did come home, he did not do much. Sometimes he would lie all day in bed. His wife had to get up at 5 o’clock to go to work. Mr. Broome lost his job in the navy and then went to prison for stealing.

Activity – 23

Insert a / an and the where necessary, in the passage below.
Push metal rod through cork and then put two pins into cork. Take two more corks and push nails into them. Put pins on two glasses and move cork to right place so that it balances properly. Then you need candle and some matches. Make candle stand on saucer under one side of rod and light it. Heat that comes from candle will make metal expand. Extra length will make rod fall. Experiment shows that beat makes metals expand.
Answer:
Push metal rod through a cork and then put two pins into the cork. Take two more corks and push nails into them. Put pins on two glasses and move the cork to right place so that it balances properly. Then you a need candle and some matches. Make a candle stand on a saucer under one side of the rod and light it. Heat that comes from the candle will make the metal expand. An extra length will make the rod fall. The experiment shows that the heat makes the metals expand.

Odisha State Board CHSE Odisha Class 11 Invitation to English 3 Solutions Personal Advertisement Writing Textbook Activity Questions and Answers.

CHSE Odisha 11th Class English Personal Advertisement Writing

Personal Advertisements

Broadly speaking, an advertisement is a form of communication intended to promote the sale of a product, or a service to influence public opinion, advance a particular cause, gain political support, to elicit some other response desired by the advertiser. It is also used indirectly to enlighten the public at large about new products and services.
The characteristics of an advertisement are :

• Catching attention
• Stimulating interest
• Arresting desire
• Supplying convincing details
• Motivating action

We sometimes find it necessary to place personal advertisements (or ads) in newspapers. The publication of these ads are expensive. Therefore, it is necessary to be brief and concise in writing an ad.

Activity 5

Read the following ads very carefully and make sure you understand them. Answer the questions that the teacher asks about them.

Matrimonial:
(a) Wanted beautiful graduate (caste no bar) 5’5″ for an established Khandayat businessman, 29/5’8″, Bhubaneswar. Write to box No. 256, C/o The Samaj, Cuttack.
(b) Wanted Bengali Kayastha groom for fair, good-looking, homely Bengali bride, B.A., 25/5’2″. Write to Box 308, The Samaj, Cuttack.

Accommodation Wanted/To Let:
(c) Wanted 2 bedroom house with bath and kitchen within 1 km of High Court. Contact 2647130.
(d) 1200 sq. feet suplex house to let at Ekamra Villa, Jayadev Vihar, near Biju Patnaik College, Bhubaneswar. Contact 2558162.

Jobs:
(e) Female marketing executive with good command of English. Must own a two-wheeler. Remuneration will not be a constraint for the right candidate. Contact 640712/607014.
(f) Wanted: A Sales Promoter and a Lady Typist. Only Science graduates with pleasant personalities and experience need to apply immediately with bio-data and photographs to the Manager, Chandra Chemicals, Industrial Estate, Rasulgarh. Bhubaneswar.

Sale/Purchase:
(g) One Maruti 800 car, the owner drove, in tip-top condition for immediate sale. Contact (0674) 2554217 between 10 a.m. to 6.30 p.m.
(h) Book your independent bungalow. Price range Rs. 5.17 to 8.00 lakhs. Close to Rasulgarh, Bomikhal, Laxmisagar, near GGP colony. Site under development. Booking started. Contact Sadhu Biswal, Laxmisagar, Ph – 2560642.
Answer:
Not necessary.

Activity 6

Here are some short descriptions. Read them carefully and turn them into small ads to be published in your local newspapers. For help, you may look back at the ads in the previous activity.
1. My two-year-old dog has been missing since 6 February, 20. He is of the Alsatian breed and brown in color. He has thick, bushy fur. His name is Jimmy. If you see him, please contact telephone 2551055.
2. Ritz Travels, Bermuda offers an excellent tour package of 15 days just for a paltry sum of Rs. 5000 per head. The package includes board, lodging, train fare, and local transport. The party is leaving Bhubaneswar on 1st March and will cover entire South India with stop-overs at Bangalore, Madras, Pondicherry, and Ooty. If you want to join, contact 2557182.
3. A software Engineer well-placed in the USA, belonging to the Teli caste, is looking for a fair and beautiful girl for an early matrimonial alliance. The girl should be around 25 years of age with a first-class MCA or MBA. Girls having Post Graduate degrees in Physics and Mathematics will also be suitable. There is no caste bar. Contact immediately (0674) 2582396.
4. We require a science graduate to work as Laboratory Assistant in our factory near Puri. Persons with minimum of 5 years’ experience will be preferred. Write within 7 days to Box No. 680, The Samaj, Cuttack.

Answer:
(1) Missing: Brown two-year-old Alsatian named Jimmy since 6 February. Finders contact 551055.
(2) Tour Offer: Entire South India in 15 days with stopovers at Bangalore, Madras, Pondicherry, and Ooty for only Rs. 5000 per head. The package includes boarding, lodging, train fare, and local transport. Party leaving Bhubaneswar on 1st March. Contact Ritz Travels, Bermuda, or Phone at 2557182.
(3) Wanted a fair and beautiful bride for Teli software Engineer, well-placed in the USA. 25-year-old girls with first-class MCA/MBA or PG Physics/Maths preferred. Early Alliance. Caste no bar. Contact immediately at 0674-2582396.
(4) Wanted Lab Asst, for a factory near Puri. Science graduates with a minimum of 5 years of experience are preferred. Write within 7 days to Box No. 680, The Samaj, Cuttack.

Activity 7

Write three small ads from this list, to be placed in your local newspaper.
1. You want to sell your TV (cost/make/condition etc.)
2. You are looking for a flat in the town for your parents (size/rent/location etc.)
3. Your father wants to buy a second-hand car (cost/type/condition etc.)
4. Your parents are looking for a suitable bride for your elder brother, (complexion/color/height/age/education/caste, etc.)
5. You want to buy a second-hand two-wheeler.
6. You are looking for a suitable bride for your elder brother who is settled in England as a doctor.
7. Your real-estate company has started constructing 2/3 bedroom flats in your area. Invite customers to buy them.
8. Your parents are looking for a tutor for your younger brother who is in Class IV.
9. A young man in your area has been missing for quite some time.

Answer:
(7) Book Today. 2/3 bedroom flats in centrally located Nayapalli area. Only 4.25 to 6.00 lakhs. Finance available. Construction underway. Contact Metro Builders M4 – 10 Acharya Vihar, BBSR. Ph. 560821.
(8) Wanted Maths/Science tutor for IV Class student – Convent. Teachers with English medium background and 5/6 yrs Exp. may contact 542331 between 6 am to 9 am and 6 pm to 9 pm. Handsome remuneration.
(9) Missing fair young man with earrings – 22/5’4″. Knows Oriya and Telugu. Missing since September 2009. Last seen with blue jeans and white shirts. Informants will be rewarded Ph. 552462.

Odisha State Board CHSE Odisha Class 11 Invitation to English 4 Solutions Grammar Story Developing Textbook Activity Questions and Answers.

CHSE Odisha 11th Class English Grammar Story Developing

A. Introduction:

A story is made up of a number of events or happenings. Let us look at your own story or part of it. On Sundays, I get up at six in the morning. After a quick wash, I get into my jugging rig and go for a run. By 6.30 I am on the road. I run for half an hour. I return home and have a leisurely bathing, a luxury I cannot afford on weekdays. The bath is over, I get ready quickly. What have you done? You have described the events or your activities on a Sunday morning, in the order in which they take place. You can start with what you do first, then go on to what you do next, and so on until you come to your test activity.

B. A beginning, a middle, and an end:

Like any other piece of information, a story has a beginning, a middle, and an end – it is a complete whole. It invites you and opens the door for you; then it leads you through the plot; and finally, it shows you out at the exit, you walk out happy and satisfied and a door gently shuts behind you. The story ‘Jangled Bells’ is a case in point. It shows three stages. The transition from one stage to the next is not abrupt or sudden; it is smooth and natural.

C. The beginning of a story:

How a story begins is very important. The beginning should catch the reader’s attention and urge him to read on. It should set the scene for the action and the mood.

D. Sequence of events:

A story is the narration of action. All action occurs in time. The most natural way of narrating a story is to give the events strictly in the order in which they happened; with one event leading naturally and logically to the next. “What happened then ?” is the question the storyteller should ask himself at every stage.

E. Paragraphing a story:

The events in a story will fall into a few clusters of happenings, each cluster will have unity of time, place, and action. Each cluster can be put into a paragraph. Paragraphing a story is really a simple thing. Just remember that each paragraph tells one part of the story.

F. The Background:

The story must have a background in which the plot takes place. The background is usually set at the very beginning: It is sometimes done through descriptions of the place, the season, the time, etc. The descriptions should be rich in sensory impression — the reader should see, hear, smell, taste, and feel the atmosphere.

For example:
I was traveling across the desert with Mehmood Ah and his caravan of eighty camels and eighteen men. Ah was a dignified old man with fierce dark eyes and a white beard. His commands were the only laws that the men of the caravan knew.
How is the scene of the story set? (desert, caravan — camels, men, etc.)

G. The characters in a story:

The characters are the people in the story. The story is about ‘them — what they do. how they feel, what they say, etc. The characters must seem to be alive and doing things — not just moving through the story like puppets. They must look like people we see in real life; they must be believable. Each character should have special traits. The way he tells, the way he feels, and the way he reacts to things must be distinctly his own. Only then would he become an individual, not just one of the crowd.

H. Attitude:

She did the right thing!
That was an awful thing to do!
‘Poor woman! How she suffered at his hands?’

These are three different reactions to what someone did: approval, condemnation, and sympathy. But the action was the same; the difference is in the way the three people looked at it. It is the storyteller’s attitude that can change the story very much.

I. Dialogue:

It is possible for the storyteller to report what the characters say. But if this is done throughout he story it can become monotonous. Quoting the actual words of the characters will inject life into the story.

J. The end of a story:

A story must have a natural and definite ending. It should come to an end, not just stop suddenly. It should not leave the reader in the air – unhappily and wondering. The ending should give the feeling of completeness like the final knot on a garland of flowers.

Questions :

Question 1.
Complete a story that ends with the following paragraph :
The tail of the plane was in flames and the pilot knew he would not be able to land safely. There was another loud bang somewhere behind him. He made up his mind. He pulled the rip cord. In seconds he found himself sailing through space, the parachute billowing above him. Below him, he saw the plane crash on the field and explode like a bomb.

Answer:
Nick was bored with life. Everybody was exactly the same. He now wanted to break the monotony. It was summer vacation. He decided to go to Kashmir to enjoy its picturesque details. He arranged a plane ticket for the purpose. It was Sunday. He woke up at 6.30. The sun was shining, and the birds were singing. A gentle breeze was blowing. He got ready to catch up on his flight at 9.30. He. reached the airport one hour before the take-off time.

Nick’s mind wandered in the beautiful valley. His spirit soared. He was looking at his watch on and on. The moment he had been waiting for had come at last. The loudspeakers announced her flight. With a heart of excitement, Nick boarded the plane and sat near the window. The plane took off. Nick looked out of the window. What a beautiful sight! All of a sudden, ominous whispering among the passengers caught his attention. Then they gave loud shrieks. Nick felt terribly confused.

To his stunned disbelief, Nick noticed the plane swing violently. The tail of the plane was in flames and the pilot knew he would not be able to land safely. There was another loud bang somewhere behind him. He made up his mind. He pulled the rip cord. In seconds he found himself sailing through space, the parachute billowing above him. Below him, he saw the plane crash on the field and explore like a bomb.

Question 2.
The day was fine and the clock struck nine. I had an interview at ten. What if I got late? I was in the middle of a busy street, (continue …………)

Answer:
The day was fine and the clock struck nine. I had my interview at ten. What if I got late? I was in the middle of a busy street. The vehicles moved at a snail’s pace. I was getting more and more tensed. If I couldn’t make it, my career would be at stake. I had no other option but to wait. I checked out my watch. “God ! it was already 9.30.” My heart started hammering within my ribs. I had to do something. Just then I was reminded of a narrow lane some yards away which was a shortcut.

With much difficulty, I parked my car. But that was not the end to my problems. The traffic police stopped me for the wrong parking. When the senior officer came, I explained the situation to him. Thankfully, he understood and even helped me get there. When I reached there it was just two minutes to ten. I heared a sigh of sweet relief. The moment of truth came at last. 1 was called for the interview. It was a hectic one. I responded to the questions of the members with a great deal of confidence.

They shook hands with me. I noticed smiles on their faces at the time of my departure. A thrilling experience indeed! A month passed by. I had been waiting for the moment when my appointment would come. Sincerity never goes unrewarded. The moment I had been waiting for came at last. I got my appointment letter. Excitement was in the air. I was really on the moon. That day’s experience still lingers in my memory.

Question 3.
Provide a suitable ending to the following story.
As Sandhya was sitting on the steps at the temple two terrorists appeared. They were armed with AK-56 rifles and hand grenades. She was driven into panic at their sight. To her horror, she found them entering the temple. They fired their shots indiscriminately. The silent prayers of the devotees turned into wailing in a flash. Thousands of them ran hither and thither to save themselves from the brutal attacks of the two dreaded terrorists.

The pitiable cries of women and children moved Sandhya to tears. She was fortunate to leave that spot in a flash. I stood at a distance and was a silent spectator to the ghastly scene. They killed 29 innocent devotees and 3 children and injured 74 others. In the night-long operation to flush out the terrorists, the national security guards lost two of its commandos and the State Reserve Police two of its personnel, the terrorists were killed early the next morning.

Answer:
Whenever we meet by chance, Sandhya tells me she cannot forget the harrowing moment of that day. She still remembers when she was having a close look at the snow-white Akshardham temple, sitting on its marble steps. It is the pride of the Swaminarayan Sect. The bloodshed in the place of worship, which stands for universal peace and brotherhood has left many questions unanswered. There should be conceited efforts to eliminate terrorism for all time to come.

Question 4.
Provide a suitable beginning to the story.
At last, a foolish Brahmin passed by that way. Seeing him the tiger begged him to let him come out from the cage. He took pity on the tiger and opened the door of the cage. As soon as the door was opened the tiger came out and wanted to eat the Brahmin. The Brahmin now realized that he had acted foolishly. However, he told the tiger that he had done a good service to him, so he should not eat him. But the ungrateful tiger would not listen to his argument.

He said that he was very hungry. So he must eat him. The Brahmin was quite helpless. At this time a fox came there. He heard from the Brahmin what had happened. He wanted to decide the matter. But first of all, he must see how the tiger got into the cage and how the Brahmin helped him to get out. They agreed. The tiger then got into the cage through the open door. The fox then shut the door.

The tiger was thus again trapped in the cage. The fox now asked the Brahmin to throw the cage into the river. He called other men to help him. They heard the story and dragged the cage to the bank of the nearby river. Then they threw it into the water. The ungrateful tiger was drowned. Thus, the clever fox saved the foolish Brahmin’s life.

Answer:
Once a tiger was caught in a cage. He tried much to get out. The door of the cage was shut and the iron bars of the cage were very strong. So he could not come out. He asked the passers-by to let him out. But none dared to do so. They feared that the tiger would eat them if he could come out once.

Odisha State Board CHSE Odisha Class 11 Invitation to English 4 Solutions Grammar Additional Questions Textbook Activity Questions and Answers.

CHSE Odisha 11th Class English Grammar Translation

Translate the following passages into English.

Passage – 1

ସୀତା: ତୁମେ ବଜାରରୁ କ’ଣ ସବୁ କିଣିଲ ?
ଗୀତା: ମୁଁ ଗୋଟିଏ ବୋତଲ କ୍ଷୀର, ଏକ ପୁଡ଼ିଆ ଲୁଗାସଫା ପାଉଡ଼ର ଓ ଗୋଟିଏ ଦାନ୍ତଘଷା ପେଷ୍ଟ କିଣିଲି ।
ସୀତା: ଆଉ ମୁଁ ଯେଉଁ ଚକୋଲେଟ କିଣିବାପାଇଁ କହିଥିଲି ?
ଗୀତା: ମୁଁ ଦୁଃଖ । ପୁରାପୁରି ଭୁଲିଗଲି ।
Answer:
Sita : What did you buy in the market?
Rama : I bought a bottle of milk, a packet of washing powde and a tooth paste.
Sita : What aboUt the bar of chocolate I asked you to buy?
Rama : I am sorry. I completely forgot.

Passage – 2

ମୋର ବନ୍ଧୁ ଗୋଟିଏ ଦୂର ଗାଁର ଶେଷ ମୁଣ୍ଡରେ ଏକ ଛୋଟ ଘରେ ବାସ କରନ୍ତି । ସେ ଘରର ପଛପଟେ ଗୋଟିଏ ସୁନ୍ଦର ବଗିଚା ଅଛି ।ସେ ବଗିଚାରେ ଅନେକ ଦୁର୍ଲଭ ଔଷଧ୍ୟ ଗଛ ଅଛି । ତାଙ୍କ ଘର ସାମନାରେ ଜଣେ ବୈଦ୍ୟ ରହନ୍ତି । ସେ ଏହି ଔଷଧ ଗଛରୁ ଔଷଧ ପ୍ରସ୍ତୁତ କରନ୍ତି ।
Answer:
My friend lives in a small house at the end of a distant village. There is a beautiful garden behind that house. There are many rare medicinal plants in that garden. There lives a doctor in front of his house. He prepares medicine from these medicinal plants.

Passage – 3

ଆଜି ସକାଳେ ମୋର ବନ୍ଧୁ ଏକ ଦୁର୍ଘଟଣା ଦେଖ‌ିଲେ । ଗୋଟିଏ ଆଲୋକ ସ୍ତମ୍ଭରେ ଗୋଟିଏ ଟ୍ରକ ବାଡ଼େଇ ହୋଇଗଲା । ଟ୍ରକ ଚାଳକ ଆହତ ହୋଇନଥିଲେ । କିନ୍ତୁ ଟ୍ରକଟି ବହୁତ କ୍ଷତିଗ୍ରସ୍ତ ହୋଇଥିଲା । ସେ ଜାଗାରେ ବହୁତ ଲୋକ ଜମା ହୋଇଥିଲେ । ପୋଲିସ ଆସିବା ଦେଖୁ ସମସ୍ତେ ପଳାଇଗଲେ ।
Answer:
Today morning my friend witnesses an accident. A truck crashed against a lamp post. The truck driver was not injured. But the truck was badly damaged. Many people had gathered on that spot. On seeing the police, they all fled away.

Passage – 4

ଶିକ୍ଷକ ଶ୍ରେଣୀଗୃହରେ ପ୍ରବେଶ କଲେ ଓ ତାଙ୍କ ଟେବୁଲ ପାଖକୁ ଗଲେ । ତାଙ୍କ ବାମ ହାତରେ ଗୋଟିଏ ଡଷ୍ଟର ଓ ଡାହାଣ ହାତରେ ଗୋଟିଏ ବହି ଥିଲା । ତା’ପରେ ସେ କଳାପଟାକୁ ସଫା କଲେ ଓ ସେ ବହିରୁ ଗୋଟିଏ ଅନୁଚ୍ଛେଦ ଲେଖିଲେ । ଆମକୁ ସେ ଅନୁଚ୍ଛେଦକୁ ଇଂରାଜୀରେ ଭାଷାନ୍ତର କରିବାକୁ କହିଲେ । ସେ ଅନୁଚ୍ଛେଦଟି ଭାଷାନ୍ତର କରିବା ସହଜ ନ ଥିଲା ।
Answer:
The teacher entered into the classroom and went to the table. He held a duster in his left hand and a book in his right hand. Then he cleaned the blackboard and started writing a passage from the book. He asked us to translate that passage in to English. It was not easy to translate the passage.

Passage – 5

ଚା ତିଆରି କରିବାପାଇଁ ଗୋଟିଏ ସସ୍‌ପ୍ୟାନ୍‌ରେ କିଛି ପାଣି, କିଛି କ୍ଷୀର ଓ ଅଳ୍ପକିଛି ଚା’ ନେବା ଆବଶ୍ୟକ । ସେ ସବୁକୁ ଭଲରୂପେ ଫୁଟାଇବା ଦରକାର । ଗୋଟିଏ ଚା’ ଛଣାଦ୍ଵାରା ଚା’କୁ ଛାଣିବା ଦରକାର । ସେଥ‌ିରେ ସ୍ଵାଦ ମୁତାବକ ଚିନି ମିଶାଇବା ଆବଶ୍ୟକ । ଗୋଟିଏ କପରେ କିଛି ଚା ଓ ଗୋଟିଏ ପିଆଲାରେ କିଛି ବିସ୍କୁଟ ନେଇ ଅତିଥିଙ୍କୁ ଦିଅନ୍ତି । ସେ ଖୁସି ହେବେ ।
Answer:
In order to prepare tea, it is necessary to put some water, some milk and a little tea in a saucepan. They need to be boiled well. Tea needs filtration with a strainer. It is necessary to mix sugar with that according to one’s taste. Give your guest a cup of tea and a few biscuits on a plate. He will be glad.

Passage – 6

ଗୋଟିଏ ସୋଲଠିପି ଭିତରେ ଗୋଟିଏ ଲୁହାଛଡ଼ ଭର୍ତ୍ତି କର । ସେଇ ସୋଲଠିପିରେ ଦୁଇଟି ପିକଣ୍ଟା ମଧ୍ୟ ଭର୍ତ୍ତି କର । ଦୁଇଟି ଗିଲାସକୁ ଓଲଟାଇ ରଖ । ତା’ ଉପରେ ଆଉ ଗୋଟିଏ ଲୁହାଛଡ଼ ରଖ । ସୋଲଠିପିକୁ ଦ୍ଵିତୀୟ ଛଡ଼ ଉପରେ ସତର୍କତାର ସହ ରଖ । ପ୍ରଥମ ଲୁହାଛଡ଼ଟି ଠିପିର ଉଭୟ ପାର୍ଶ୍ଵରେ ସମତୁଲ ରହିବା ଦରକାର । ଗୋଟିଏ ମହମବତୀ ଜାଳ । ତା’ ଦ୍ଵାରା ପ୍ରଥମ ଲୁହାଛଡ଼ର ଗୋଟିଏ ପାର୍ଶ୍ଵକୁ ଗରମ କର । ମହମବତୀର ଉତ୍ତାପ ଯୋଗୁଁ ଲୁହାଛଡ଼ର ସମ୍ପ୍ରସାରଣ ହେବ । ସୋଲଠିପିଟି ଗୋଟିଏ ପାର୍ଶ୍ଵକୁ ଢଳିପଡ଼ିବ । ଏଥୁରୁ ଆମେ ଜାଣିପାରୁଛୁ ଯେ ଧାତବ ପଦାର୍ଥ ଉତ୍ତାପ ଯୋଗୁଁ ସମ୍ପ୍ରସାରିତ ହୁଏ ।
Answer:
Push an iron rod through a cork. Put two pins into that cork too. Put two glasses upside down. Keep another iron rod on it. Keep that cork carefully on the second rod. The first iron rod needs to be kept in balance on both sides of the cork. Bum a candle. Heat one side of the first iron rod with it. The iron rod will expand as a result of the candle’s heat. That cork will lean towards one side. From this we know that heat makes a metal expand.

Passage – 7

ଆମେ ଶୁକ୍ରଗ୍ରହକୁ ସନ୍ଧ୍ୟାତାରା ବା କୁଆଁତାରା ରୂପେ ଜାଣୁ । କିନ୍ତୁ ଏହା ଏକ ତାରା ନୁହେଁ । ଏହା ସୌରମଣ୍ଡଳର ଏକ ଗ୍ରହ । ପୃଥ‌ିବୀ ଅପେକ୍ଷା ଶୁକ୍ରଗ୍ରହ ସୂର୍ଯ୍ୟର ନିକଟତର । କେତେକ ବୈଜ୍ଞାନିକ ବିଶ୍ଵାସ କରନ୍ତି ଯେ ଶୁକ୍ରଗ୍ରହ ଏକ ପ୍ରକାଣ୍ଡ ମରୁଭୂମି । କିନ୍ତୁ ଅନ୍ୟମାନେ ଭାବନ୍ତି ଯେ ଏହା ପାଣି ଓ ଜଳୀୟବାଷ୍ପରେ ପୂର୍ଣ୍ଣ ।
Answer:
We know the planet Venus as the evening star or the morning star. But this is not a star. This is a planet of the solar system. The planet Venus is nearer to the sun than the earth. Some scientists believe that the planet Venus is a vast desert. But others think that it is full of water and water vapor.

Passage – 8

ମୁଁ ସବୁଦିନ ସକାଳ ୫ଟାରେ ଶଯ୍ୟା ତ୍ୟାଗ କରେ । ସକାଳେ ତିନିଘଣ୍ଟା ପଢ଼େ । ୧୦ଟାବେଳେ କଲେଜକୁ ଯାଏ । କଲେଜରୁ ଫେରି ଜଳଖୁଆ ଖାଏ ଓ ଫୁଟବଲ୍ ଖେଳିବାକୁ ଯାଏ । ସନ୍ଧ୍ୟାବେଳେ ଚାରିଘଣ୍ଟା ପଢ଼େ । ଆଜିକାଲି ମୋର ସାଙ୍ଗ ମାନେ ଫୁଟବଲ୍‌ ଖେଳୁ ନାହାନ୍ତି । ତେଣୁ ମୁଁ କ୍ରିକେଟ୍ ଖେଳୁଛି । ଆପଣମାନେ ଜାରିଥ‌ିବେ, କ୍ରିକେଟ୍ ଭାରତର ସବୁଠାରୁ ଲୋକପ୍ରିୟ ଖେଳ ।
Answer:
I get up every day at 5 in the morning. I read for three hours in the morning. I go to college at 10. Returning from college, I take tiffin and go to play football. I read for four hours in the evening. Nowadays, my friends are not playing football. So I am playing cricket. You know cricket is the most popular game of India.

Passage – 9

ଏ ବର୍ଷ ମୁଁ ଦିଲ୍ଲୀ ବିଶ୍ବବିଦ୍ୟାଳୟରେ ଇଂରାଜୀ ପଢୁଛି । ଗୋଟିଏ ଘରୋଇ ଗ୍ରନ୍ଥାଗାରରେ ମୁଁ ସାମୟିକ ଭାବରେ କାମ କରୁଛି । ଭାଗ୍ୟବଶତଃ ମୁଁ ଏହି ଚାକିରୀଟି ପାଇଛି । ମୋତେ ସକାଳୁ ଉଠିବାକୁ ପଡ଼ୁଛି । ଗ୍ରନ୍ଥାଗାର ୧୦ଟାବେଳେ ଖୋଲେ ସ ୭ଟା ବେଳେ ବନ୍ଦ ହୁଏ । କିନ୍ତୁ ମୁଁ ୩ଟାରୁ ୭ଟା ପର୍ଯ୍ୟନ୍ତ କାମ କରେ । କାମଟି ଆମୋଦଦାୟକ, କାରଣ ଲୋକମାନେ ମୋ ପାଖକୁ ଆସନ୍ତି ଓ ମୋର ସାହାଯ୍ୟ ମାଗନ୍ତି । ତେଣୁ ମୁଁ ବିଭିନ୍ନ ବିଷୟରେ ବହୁତ କଥା ଶିଖୁଛି । ବହିରେ ଚିହ୍ନ ଦେବାପାଇଁ ଲୋକମାନେ ଅଦ୍ଭୁତ ଜିନିଷସବୁ ବ୍ୟବହାର କରନ୍ତି । ଥରେ ମୁଁ ଗୋଟିଏ ଫଟୋ ପାଇଥିଲି । ତା ପଛରେ ଲେଖାଥିଲା, ‘ମୁଁ ତୁମକୁ ଭଲପାଏ ।’’
Answer:
This year I am reading English at Delhi University. I am doing a part-time job in a private library. Fortunately, I have got this job. I have to get up in the morning. The library opens at 10 and closes at 7. But I work from 3 to 7. The work is interesting because people come to me and ask me to help. So I am learning a lot about different subjects. People use strange things as bookmarks. Once I found a photograph. On its back were the words, “I love you”.

Passage – 10

ବହୁତ କାମ କରିବାକୁ ବାପା ମୋତେ କହିଥିଲେ । ମୁଁ ମୋର ଘରପାଠ୍ୟ ସାରିଦେଇଛି । ବଜାରରୁ ପରିବା କିଣି ଆଣିଛି । ଆଜିକାର ଖବରକାଗଜ ପଢ଼ିସାରିଛି । କିନ୍ତୁ ସ୍କୁଟରକୁ ଏ ପର୍ଯ୍ୟନ୍ତ ଧୋଇନାହିଁ । ଆଉ ବଗିଚାର ଗଛଗୁଡ଼ିକରେ ପାଣି ଦେଇନାହିଁ ।
Answer:
Father told me to do a lot of work. I have finished my homework. I have bought vegetables from the market. I have read today’s newspaper. But I have not washed my scooter yet. I have also not watered the plants in the garden.

Passage – 11

ମଧୁ ମୋର ପୁରାତନ ବନ୍ଧୁ । କାଲି ରେଳଷ୍ଟେସନରେ ହଠାତ୍ ତା ସହ ଦେଖା ହେଲା । ଗତ ପାଞ୍ଚବର୍ଷ ଧରି ମୁଁ ତାକୁ ଦେଖୁ ନ ଥିଲି । ତା’ର ବହୁତ ପରିବର୍ତ୍ତନ ହୋଇଯାଇଛି । ସେ ବହୁତ ଡେଙ୍ଗା ହୋଇଯାଇଛି । ତା’ର ସ୍ଵର ଗମ୍ଭୀର ହୋଇଯାଇଛି । ସେ ଆଜିକାଲି ପ୍ରାଞ୍ଜଳ ଭାବରେ ଇଂରାଜୀ କହୁଛି । ତା’ର ବ୍ୟକ୍ତିତ୍ଵ ଉନ୍ନତ ହୋଇଯାଇଛି । ଏବେ ସେ ପାଖ ସହରରେ ପାଠ ପଢୁଛି ।
Answer:
Madhu is my old friend. I met him suddenly at the railway station yesterday. I had not seen him for the last five years. He has changed a lot. He has become very tall. His voice has become grave. Nowadays, he speaks English fluently. His personality. has developed. Now he is reading in a nearby town.

Passage – 12

ତୁମେ : ହଇରେ, ତୁମ କେବେ ଘୋଡ଼ା ଚଢ଼ିଛୁ ?
ମଧୁ : ହଁ ଚଢ଼ିଛି ।
ତୁମେ: ତୁ କେବେ ଚଢ଼ିଲୁ ?
ମଧୁ : ଗତ ଖରା ଛୁଟିରେ ।
ତୁମେ : କେମିତି ଲାଗିଲା ?
ମଧୁ : ଭୟଙ୍କର ଲାଗିଲା ।
ତୁମେ : କାହିଁକି ? କ’ଣ ହେଲା କି ?
ମଧୁ : ମୁଁ ଘୋଡ଼ା ଉପରୁ ଖସି ପଡ଼ିଲି ।
Answer:
You : Hello, have you ever ridden a horse?
Madhu : Yes, I have.
You : When did you ride?
Madhu : I rode one last summer.
You : What was it like?
Madhu : Oh, it was terrible.
You : Why? What happened?
Madhu : I fell off the horse.

Passage – 13

ଆମେ କାଲି ଅନୀଲର ଘରକୁ ଯାଇଥିଲୁ । ତା ଦ୍ୱାରରେ ଠକ୍‌ ଠକ୍ କଲୁ କିନ୍ତୁ କୌଣସି ଉତ୍ତର ପାଇଲୁ ନାହିଁ । କେହି ଦ୍ଵାର ଖୋଲିଲେ ନାହିଁ କି କାହାର ସ୍ଵର ଶୁଭୁ ନ ଥିଲା । ବୋଧହୁଏ ସେ ବାହାରକୁ ଯାଇଥିଲା କିମ୍ବା ଆମକୁ ସାକ୍ଷାତ କରିବାକୁ ଚାହୁଁ ନ ଥିଲା । ଆଗରୁ ସେ ବହୁତ ମେଳାପୀ ଥିଲା । ତା’ର କ’ଣ ହୋଇଛି କି ?
Answer:
We went to Anil’s house yesterday. We knocked at his door but we didn’t get any response. Nobody opened the door nor spoke anything. He either had gone out or did not want to meet us. He was very sociable before. What has happened to him?

Passage – 14

ଆମେ ଗାଁରେ ଅବୋଲକରା ନାମରେ ଗୋଟିଏ ଭିକାରୀ ଅଛି । ଗତକାଲି ସେ ଆମ ଦୁଆର ବାଡ଼େଇଲା । ବକତେ ଖାଇବାକୁ ମାଗିଲା । ତା’ ବଦଳରେ ସେ ନାଚିଲା ଓ ଗୀତଟିଏ ଗାଇଲା । ମୁଁ ତାକୁ ବକତେ ଖାଇବାକୁ ଦେଲି । ଖାଇବା ଶେଷରେ ସେ ଗୋଟିଏ ରସଗୋଲା ମାଗିଲା । ସେ କହିଲା ଯେ ସେ ଦିନ ତା’ର ଜନ୍ମଦିନ । ସେ ମାସକୁ ଥରେ ପ୍ରତ୍ୟେକ ଘରକୁ ବୁଲି ଆସେ । ସବୁଦିନ ତା’ର ଜନ୍ମଦିନ ଥାଏ ।
Answer:
There is a beggar Abolkara by name in our village. He banged our door yesterday. He asked us for a meal. He danced and sang a song in return for this. I offered him a meal. He asked for a rasgola after the meal. He said that that day was his birthday. He calls at every house once a month. His birthday comes every day.

Passage – 15

ମା : ତୁମେ ଆର ମାସରେ ଷ୍ଟଡିଟୁର ଯାଉଛ କି ?
ସୁରଭି : ହଁ ମା, ଆମେ ଦାର୍ଜିଲିଂ ଯାଉଛୁ ।
ମା : ତୁମ ସାଥ୍‌ରେ ଆଉ କିଏ ଯାଉଛନ୍ତି ?
ସୁରଭି : ମୋ ସାଥ୍‌ରେ ସାଙ୍ଗମାନେ ଓ ଶିକ୍ଷକମାନେ ଯାଉଛନ୍ତି ।
ମା : ତୁମେ ଦାର୍ଜିଲିଂ କିପରି ଯିବ ?
ସୁରଭି : ଆମେ ବସ୍‌ରେ ଯିବୁ।
ମା : ତୁମେ ସେଠାରେ କେଉଁଠି ରହିବ ?
ସୁରଭି : ହୋଟେଲରେ ।
Answer:
Mother : Are you going on the studio next month ?
Surabhi : Yes mother, we are going to Darjling.
Mother : Who else are going with you ?
Surabhi : Friends and teachers are accompanying me.
Mother : How will you go to Darjleeng ?
Surabhi : We shall go by bus.
Mother : Where will you stay there ?
Surabhi : We shall stay at the hotel.

Passage – 16

ମନ୍ତ୍ରୀ : ଆଗାମୀ ସପ୍ତାହରେ ମୋ ଗସ୍ତର କାର୍ଯ୍ୟସୂଚୀ ଠିକ୍ କରିଛ ?
ବ୍ୟକ୍ତିଗତ ସଚିବ : ହଁ ଆଜ୍ଞା, ସୋମବାର ୭ଟାବେଳେ ଆପଣ ସମ୍ବଲପୁର ଯିବାପାଇଁ ବାହାରିବେ ।
ମନ୍ତ୍ରୀ : ସମ୍ବଲପୁରରେ କେତେବେଳେ ପହଞ୍ଚିବି ?
ବ୍ୟକ୍ତିଗତ ସଚିବ : ଆପଣ ୧୧ଟାବେଳେ ପହଞ୍ଚେ । ବାଟରେ ଅନୁଗୁଳଠାରେ କିଛି ସମୟପାଇଁ ଅଟକିବେ । ସମ୍ବଲପୁରରେ ମଧ୍ୟାହ୍ନ ଭୋଜନ ସରିଲାପରେ ଆପଣଙ୍କ ସହ କମିଶନର ଦେଖା କରିବେ ଓ କେତେକ ସମସ୍ୟା ବିଷୟରେ ଆଲୋଚନା କରିବେ ।
ମନ୍ତ୍ରୀ : ମୁଁ ସମ୍ବଲପୁରରେ କେଉଁଠି ରହିବି ?
ବ୍ୟକ୍ତିଗତ ସଚିବ : ହୀରାକୁଦ ବନ୍ଧ ପାଖରେ ଥ‌ିବା ଅତିଥ୍‌ଭବନ ଆପଣଙ୍କପାଇଁ ସଂରକ୍ଷିତ ହୋଇଛି । ତା’ ପରଦିନ ସକାଳ ୮ଟାରେ ଆପଣ ରାଉରକେଲା ଅଭିମୁଖେ ଯାତ୍ରା ଆରମ୍ଭ କରିବେ । କମିଶନର ଆପଣଙ୍କ ସାଥ୍‌ରେ ଯିବେ ।
Answer:
Minister : Have you drawn up my tour programme for the next week ?
Personal Secretary : Yes, sir. You leave for Sambalpur at 7.00 a.m. on Monday morning.
Minister : When do I get there ?
Personal Secretary: You reach Sambalpur at 11 a.m. You halt at Angul for a few minutes on the way. Then, after lunch, you meet the commissioner for a discussion on some problems.
Minister: Where do I stay in Sambalpur?
Personal Secretary: The guest house at the Hirakud Dam has been reserved for you, Sir. The next morning at 8.00 you set out for Rourkela. The commissioner accompanies you.

Passage – 17

ମାତୃପକ୍ଷୀ : ତୁ କିଛି ଚାଉଳ ଆଣିପାରିବୁ କି ?
ଛୁଆ ଚଢ଼େଇ : ନାଁ, ମା, ମୁଁ ପାରିବି ନାହିଁ।
ମାତୃପକ୍ଷୀ : ଯେତିକି ଚାଉଳ ଅଛି ତା’କୁ କୁଟିପାରିବୁ କି ?
ଛୁଆ ଚଢ଼େଇ : ନାଁ, ମୋ ହାତ ଦରଜ ହୋଇଛି ।
ମା : ତୁ ବୁଲି ଲଗାଇ ପାରିବୁ କି ?
ଛୁଆ ଚଢ଼େଇ : ନାଁ, ମୋ ଆଖିରୁ ଲୁହ ଗଡ଼ିବ ?
ମା ତା’ ହେଲେ ପିଠା କେମିତି ଖାଇବୁ ?
ଛୁଆ ଚଢ଼େଇ : ହଁ ତା’କୁ ମୁଁ ଖାଇପାରିବି ।
Answer:
Mother bird : Can you bring some rice?
Birdie : No mother, I can’t.
Mother : Can you pound the rice that we have?
Birdie : No, my hand aches.
Mother : Can you light the hearth?
Birdie : No, tears will roll down my eyes.
Mother :. Then how will you eat cake?
Birdie : Yes, I can eat it.

Passage – 18

ସ୍କୁଲରେ ପଢ଼ିବାବେଳେ ଏ ଝିଅଟି ବହୁତ ପରିଶ୍ରମ କରୁଥିଲା । ସେ ସକାଳ ୫ଟାରେ ଉଠୁଥିଲା । ଘଣ୍ଟାଏ ଗୀତ ଶିଖୁଥିଲା । ଦୁଇ ଘଣ୍ଟା ପଢ଼ୁଥିଲା । ଦିନ ୧୦ଟାରେ ସ୍କୁଲ ଯାଉଥିଲା । ତା’ ପରେ ଗୋଟିଏ ଦୋକାନରେ ଘଣ୍ଟାଏ କାମ କରୁଥିଲା । ସନ୍ଧ୍ୟାରେ ସାନଭାଇକୁ ପାଠ ପଢ଼ାଉଥିଲା । ତା’ ପରେ ରୋଷେଇ କରୁଥିଲା। ଡେରିରେ ଶୋଇବାକୁ ଯାଉଥିଲା । ଏବେ ସେ ଜଣେ ପ୍ରସିଦ୍ଧ ବୈଜ୍ଞାନିକ ।
Answer:
This girl would work hard when she was a school student. She would get up at 5 a.m. She would learn music for an hour. She would read for two hours. She would go to school at 10 a.m. Then she would work in a shop for an hour. She would teach her younger brother in the evening. After that she would cook. She would go to bed late. Now she is a famous scientist.

Passage – 19

ଆଲେକ୍ସଜାଣ୍ଡାର୍ : ମୁଁ ଆପଣଙ୍କ ସହ କିପରି ବ୍ୟବହାର କରିବା ଉଚିତ ?
ପୁର : ଯେପରି ଗୋଟିଏ ରାଜା ଅନ୍ୟ ଜଣେ ରାଜାଙ୍କ ସହ ବ୍ୟବହାର କରିବା କଥା ।
ଆଲେକ୍ସଜାଣ୍ଡାର୍ : ଆପଣ ଜଣେ ସାହସୀ ଲୋକ । ଆପଣ ମୋର ବନ୍ଧୁ ହେବେ କି ?
ପୁର : ଗୋଟିଏ ସର୍ଭରେ ।
ଆଲେକ୍ସଜାଣ୍ଡାର୍ : ଆପଣଙ୍କ ସର୍ଭ କ’ଣ ?
ପୁର : ମୋ ରାଜ୍ୟ ସ୍ଵାଧୀନ ରହିବା ଉଚିତ । ଆପଣ ମୋତେ ଜଣେ ସମାସ୍କନ୍ଧ ଭଳି ବ୍ୟବହାର କରିବା ଉଚିତ ।
Answer:
Alexander : How should I behave with (treat) you?
Puru : As a king should behave with (treat) another king?
Alexander : You are a brave man. Will you be my friend?
Puru : On one condition.
Alexander : What is your condition?
Puru : My kingdom should remain independent. You should treat me as an equal.

Passage – 20

ଅଶୋକ: ବାହାରେ ଏ ବହି ପ୍ୟାକେଟ୍ କିଏ ରଖିଛି ?
ଅଳକା : ଡାକବାଲା ନିଶ୍ଚୟ ଏଇଟାକୁ ଛାଡ଼ି ଯାଇଥବ ।
ଅଶୋକ : ସେ କାହିଁକି ଘଣ୍ଟି ବଜାଇଲା ନାହିଁ ?
ଅଳକା : ସେ ନିଶ୍ଚୟ ବଢାଇଥ । ବୋଧହୁଏ ମୁଁ ଶୁଣିପାରିଲି ନାହିଁ ।
ଅଶୋକ ତୁମେ ଅଧିକ ମନୋଯୋଗୀ ହେବା ଉଚିତ । ବହି ପୁଡ଼ିଆଟି ହଜିଯାଇଥା’ନ୍ତା ।
Answer:
Ashok : Who has kept this book packet outside?
Alka : The postman must have left it.
Ashok : Why didn’t he ring thè calling bell?
Alka : He must have rung. I could not hear it.
Ashok : You should be more attentive. The book packet would have been lost.

Passage – 21

ମୁଁ ଭୁବନେଶ୍ଵର ଭୋର ୩ଟାବେଳେ ପହଞ୍ଚିବି । କିନ୍ତୁ କାର୍ଯ୍ୟାଳୟସବୁ ୧୦ଟା ବେଳକୁ କାମ ଆରମ୍ଭ କରନ୍ତି । ମୁଁ ରାତିସାରା ନିଶ୍ଚୟ ଅନିଦ୍ରା ହୋଇଥବି । ତେଣୁ କିଛି ଘଣ୍ଟା ବିଶ୍ରାମ ନେବା ଦରକାର । ଦିନକ ଭିତରେ କାମ ସରିବନି । ତେଣୁ ଦୁଇ ଦିନପାଇଁ ଗୋଟିଏ ହୋଟେଲରେ ରହିଯିବା ଉଚିତ ହେବ ।
Answer:
I shall reach Bhubaneswar at 3 a.m. But offices start functioning from 10 a.m. I shall have kept awake throughout the night. So I need to take rest for some hours. The work will not be finished in a day’s time. So it will be better to stay at a hotel for two days.

Passage – 22

ଆମ ଗାଁ ପାଖରେ ଗୋଟିଏ ନଈ ବହିଯାଇଛି । ତା’ କୂଳରେ ଅନେକ ବଡ଼ ବଡ଼ ଗଛ ଅଛି । ଆମେ ସେ ନଈ କୂଳରେ ଖେଳୁ । ଗଛମୂଳେ ବସି ଗପସପ କରୁ । ମୁଁ ସେଇ ନଈରେ ପହଁରା ଶିଖିଛି । ସେଇ ନଈ ପାରହୋଇ ମୁଁ ସ୍କୁଲ ଯାଉଥୁଲି । ଏବେ ସେଇ ନଈ ଉପରେ ଗୋଟିଏ ନୂଆ ପୋଲ ତିଆରି ହୋଇଛି । ମୋ ସାନଭାଇ ଏବେ ସାଇକେଲରେ ସ୍କୁଲକୁ ଯାଉଛି ।
Answer:
A river flows by our village. There are many big trees on its bank. We play on the river bank. We gossip at the foot of the tree. I have learnt swimming in that river. I was going to school crossing the river. A new bridge has been built on the river. My younger brother is now going to school on his bicycle.

Passage – 23

ମୁଁ ଆଗାମୀ ସପ୍ତାହରେ ଆପଣଙ୍କୁ ଦେଖା କରିବି । ଦୟାକରି ସେ ପର୍ଯ୍ୟନ୍ତ ମୋ କୁକୁରର ଯତ୍ନ ନେଉଥ‌ିବେ । ତା’କୁ ବାହାରକୁ ଛାଡ଼ିବେ ନାହିଁ । ଅନ୍ୟ କୁକୁରମାନେ ତା’କୁ ଦେଖ‌ିଲେ ଭୁକିବେ । ତା’କୁ କାମୁଡ଼ିଦେଇ ପାରନ୍ତି । ସେ ଏତେ ଭୟାଳୁ ଯେ ଭୟରେ ଅଣାୟତ୍ତ ହୋଇଯାଇପାରେ । ତା’ ପରେ ତା’କୁ ସମ୍ଭାଳିବା କଷ୍ଟ ହୋଇପଡ଼ିବ ।
Answer:
I shall call on you next week. Please, look after my dog till that day. Don’t allow him to go out. Other dogs will bark at him. They may bite him. He is so timid that he becomes uncontrollable out of fear. Then it will be difficult to control him.

Passage – 24

ଆଜିକାଲି ମୁଁ ଗୋଟିଏ ଘରୋଇ କାରଖାନାରେ କାମ କରୁଛି । ଗତ ଅଗଷ୍ଟ ମାସରେ ମୁଁ ସେ କାମପାଇଁ ଦରଖାସ୍ତ କରିଥିଲି ଓ ନଭେମ୍ବରରେ କାମ ଆରମ୍ଭ କଲି । ମୁଁ ବିଶେଷ ରୋଜଗାର କରେ ନାହିଁ; ଏପରିକି ମୋ ଅଫିସ ପୋଷାକ ମୁଁ ନିଜେ କିଣିଛି । ବୋଧହୁଏ ମୁଁ ଏବେ ଦରମା ବଢ଼ାଇବାପାଇଁ ଅନୁରୋଧ କରିବା ଉଚିତ୍ । କିନ୍ତୁ ପ୍ରକୃତରେ ମୁଁ ପଇସାପାଇଁ ଏତେ ବ୍ୟସ୍ତ ନୁହେଁ । କାମ ମୋପାଇଁ ଅଧିକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ । ଆଶା, ଆପଣ ମୋ ସହିତ ଏକମତ
ହେବେ ।
Answer:
At present, I am working in a private firm. I applied for that job last August and joined in November. I don’t earn much; even I myself have bought my office uniform. Of course, I should ask for my pay hike. But, in reality, I am not so worried about money. Work is more important to me. Hope, you will agree with me.

Passage – 25

ଅପରିଚିତ : ଆଜ୍ଞା, ଟିକିଏ ଶୁଣିବେ ? ଲୁଇସ୍ ରୋଡ଼କୁ କିପରି ଯିବାକୁ ହୁଏ ମୋତେ ବତାଇପାରିବେ କି ?
ଯଦୁ : ହଁ ନିଶ୍ଚୟ । ଏଇ ରାସ୍ତାରେ ଆଗ ଛକ ପର୍ଯ୍ୟନ୍ତ ଯାଆନ୍ତୁ । ସେ ଛକଟି ଡେଇଁ ଯାଆନ୍ତୁ ଏବଂ ଆଗେଇ ଚାଲନ୍ତୁ । ତା’ ପର ଛକ ପାଖରେ ଡାହାଣକୁ ବୁଲି ଯାଆନ୍ତୁ । ପ୍ରଥମ ବାମପଟ ରାସ୍ତା ନିଅନ୍ତୁ । ଅଳ୍ପ କିଛି ବାଟ ପରେ ଲୁଇସ୍ ରୋଡ଼ରେ ପହଞ୍ଚିଯିବେ । ବାଟ ଭୁଲିଗଳେ କାହାକୁ ପଚାରନ୍ତୁ । କିନ୍ତୁ ଏ ରାସ୍ତା ପାଇବା ଖୁବ୍ ସହଜ।
ଅପରିଚିତ : ଧନ୍ୟବାଦ ।
Answer:
Stranger: Excuse me. Could you tell me how to get to Lewis Road, please?
Jadu: Yes, certainly. Go along this road till you reach the next square. Cross that square and continue going. Turn right there. Take the first turning to the left. After walking for a while you reach Lewis Road. Ask someone if you get lost. But it is quite easy to find it.
Stranger : Thank you.

Passage – 26

ଗୋଟିଏ ଅଣ୍ଡା ଭାଙ୍ଗ ଏବଂ ତା’କୁ ଗୋଟିଏ ତାଟିଆରେ ରଖ । ତା’କୁ ଫେଣ୍ଟି ଫେଣ୍ଟି ମିଶାଅ । ସୁଆଦ ମୁତାବକ ଲୁଣ ଓ ଗୋଲମରିଚ ମିଶାଅ । ପିଆଜକୁ ଛୋଟ ଛୋଟ କରି କାଟି ମିଶାଅ । ଅଳ୍ପ ଟିକିଏ ଲହୁଣୀ ବା ତେଲ ନେଇ ତାଉଆକୁ ଗରମ କର । ସେଥ‌ିରେ ଅଣ୍ଡାକୁ ଢାଳ । ଆମ୍‌ଲେଟ୍‌ ଯେପରି ଜଳି ନ ଯାଏ ସେଥ୍ୟପ୍ରତି ଲକ୍ଷ୍ୟ ରଖ । ଗୋଟିଏ ପାଖ ଭାଜିହେବା ସଙ୍ଗେ ସଙ୍ଗେ ତାହାକୁ ଓଲଟାଇ ଦିଅ । ଦୁଇ ମିନିଟ୍ ପରେ ଓମ୍‌ଲେଟ୍ ପ୍ରସ୍ତୁତ ହୋଇଯିବ ।
Answer:
Break an egg and put it in a bowl. Mix it after beating. Add salt and pepper to taste. Chop an onion to pieces and mix them. Heat a little butter or oil in a frying pan. Then pour the mixture and make sure that the omelette does not burn. Turn it over as soon as the bottom is fried. Omelette is ready after two minutes.

Passage – 27

A : ଆପଣ ଯାହା ଭାବିଛନ୍ତି ତାହା କ’ଣ ଏହି ପ୍ରକୋଷ୍ଠରେ ଅଛି ?
X : ହଁ ନିଶ୍ଚୟ ।
B : ତାହାର ଆକାର, ଆୟତନ ଓ ରଙ୍ଗ କ’ଣ ?
X : ସେ ପଦାର୍ଥର ଆକାର, ଆୟତନ ଓ ରଙ୍ଗ ନ ଥାଏ।
C : ତାହା କ’ଣ ଆମରି ଭାରି ଦରକାରୀ ?
X : ତାହା ବିନା ଆମେ ବଞ୍ଚୁପାରିବାନି ।
D : ଆପଣ କ’ଣ ପବନ ବିଷୟରେ ଭାବିଛନ୍ତି ?
X : ଆପଣ ପୁରା ଠିକ୍ । ଏଥରକ ଆପଣଙ୍କ ପାଳି ।
Answer:
A : Does the thing you think exist in this room?
X : Yes, certainly.
B : What is its size, area and colour?
X : That object doesn’t have size, area or colour.
C : Is that very much necessary for us?
X : We cant live without it.
D : Have you thought about air?
X : You are absolutely right. Now it is your turn.

Odisha State Board Elements of Mathematics Class 11 CHSE Odisha Solutions Chapter 16 Probability Ex 16(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 11 Math Solutions Chapter 16 Probability Exercise 16(b)

Question 1.
A school has six classes 1, 2, 3, 4, 5, and 6. Classes 2, 3, 4, 5, and 6 each have the same number of students, but there is twice this number in class 1. If a student is selected at random from the school, what is the probability that he(she) will be in
Solution:
A school has six classes 1, 2, 3, 4, 5, and 6. Classes 2, 3, 4, 5, and 6 each have the same number of students, but there is twice this number in class 1.
Let the number of students in class 2, 3, 4, 5, and 6 is x each and the number of students in class 1 is 2x.
∴ The total number of students = 7x.
A student can be chosen from 7x students in ^7xC₁ = 7x ways.
∴ |S| = 7x.

(i) class 1
Solution:
Probability that the student belongs to class 1, is \(\frac{2 x}{7 x}=\frac{2}{7}\)

(ii) class 2
Solution:
Probability that the student belongs to class 2, is \(\frac{x}{7 x}=\frac{1}{7}\)

Question 2.
Let a die be weighed in such a way that the probability of getting a number n is proportional to n.
Solution:
Let a die be weighed in such a way that the probability of getting a number n is proportional to n.
Let the constant of proportionality be k.
∴ P(n) = nk so that P(1) = k
P(2) = 2k, P(3) = 3k,…. P(6) = 6k
∴ P(1) + P(2) +…….+ P(6) = 1
or, k + 2k +……..+ 6k = 1
or, 21 k = 1 or, k = \(\frac{1}{21}\)

(i) Find the probability of each elementary event.
Solution:
P(1) = \(\frac{1}{21}\), P(2) = \(\frac{2}{21}\), P(3) = \(\frac{3}{21}\), P(4) = \(\frac{4}{21}\), P(5) = \(\frac{5}{21}\) , P(6) = \(\frac{6}{21}\)

(ii) Find the probability of getting an even number in a single roll of the die.
Solution:
= P(2) + P(4) + P(6)
= \(\frac{2}{21}+\frac{4}{21}+\frac{6}{21}=\frac{12}{21}\)

(iii) Find the probability of getting a prime number in a single roll of the die.
Solution:
= P(1) + P(3) + P(5)
= \(\frac{1}{21}+\frac{3}{21}+\frac{5}{21}=\frac{9}{21}\)

(iv) Find the probability of getting a prime number in a single roll of a die.
Solution:
Probability of getting a prime number = P(3) + P(5) + P(2)
= \(\frac{3}{21}+\frac{5}{21}+\frac{2}{21}=\frac{10}{21}\)

Question 3.
Five boys and three girls are playing in a chess tournament. All boys have the same probability p of winning the tournament and all the girls have the same probability q of winning. If p = 2q, find the probability that
(i) a boy wins the tournament.
(ii) a girl wins the tournament.
Solution:
5 boys and 3 girls are playing a chess tournament. All boys have the same probability P of winning the tournament and all the girls have the
same probability q of winning.
We have P(B) =p, P(G) = q.
As there are 5 boys and 3 girls,
we have 5p + 3q = 1
Now putting p = 2q,
we have 10q + 3q = 1
or, q = \(\frac{1}{13}\) ∴ p = 2q = \(\frac{2}{13}\)
∴ P(B) = 5p = \(\frac{10}{13}\),
∴ P(G) = 3p = \(\frac{3}{13}\)

Odisha State Board CHSE Odisha Class 11 Invitation to English 3 Solutions Writing Argument or Persuasion Textbook Activity Questions and Answers.

CHSE Odisha 11th Class English Writing Argument or Persuasion

2.4 Argument And Persuasion

Argument is that form of writing the main purpose of which is to persuade your readers (or listeners) to adopt a certain attitude, point of view, or course of action.

Read the following views, expressed by six different speakers, on the importance of English in India, in a debate in Femina.

a. Years ago the sun did not set on the British Empire, but the sons and daughters of India still speak English. ‘Please’ and ‘sorry’ are very much a part of our vocabulary. In most’states higher education is imparted in the English language. The white man’s language still holds the same fascination today as they did a century ago. More Indians are speaking and writing in English than ever before. A separate class of Indo-English writers, acclaimed internationally, exists today. Telephone directories, advertisements, films, music, etc. are in English. Hence, the language has been integrated into our culture.

b. English is an important language in India today. For all important business transactions, paperwork and documentations is in English (like banking, shares, certificates). The gifts we have received from the British are the postal and telegraph services, railways and the English language. As the industrial revolution first took place in England, most of the mechanical engineering terminology is in English. For instance, there is no Hindi equivalent for the term ‘internal combustion’. It is very important to know English.

c. Knowledge of English language has helped me to communicate not only with my audience abroad but even with Indians of various states. English is an Indian language. If Indian states try and promote their languages, there is nothing wrong in it. But at the same time, English language and literature should not be neglected. It is an interesting language with a rich literature.

d. English is an Indian language. Any Indian who is slightly educated understands English, It is the langauge of science and technology. It connects us with the world. In India, people who know English often dominate non- English speaking Indians. There is no harm in learning and speaking in English, but to follow western culture along with the language is not appropriate.

e. English is one of the languages spoken by Indians. But it is wrong to believe that to achieve or to get a job one must know English. Most people in India feel that to earn their bread they should know English. In Germany, China and Japan people hardly understand English. Among the Indians the ‘mental slavery’ to English still exists.

f. It is a wrong belief that English is an important Indian language. Only two percent of Indian speak it. In fact, it is a language that often leads to complexes. I remember very well when the well-known Russian writer. Rasool Humzatov came to Delhi and narrated his poems, not in English or Russian, but in the regional language. Because he was proud of it. We Indians do not have enough respect and love for our language. Personality, even when I meet people who are well-versed in English, I speak in Hindi.

It is important to dispel the guilt complexes regarding Indian languages, that all of us have.
The main points raised by the speakers are noted below.
(i) English is the language of higher education.
(ii) The language of international communication.
(iii) Only 2% Indians speak English.
(iv) The language of science and technology.
(v) The belief that one can easily get a job or achieve success is not always true.
(vi) People in China, Japan and Germany hardly understand English.
(vii) Self-respecting people respect their mother tongue/dialect.
(viii) People in India need English.
(ix) Early education of a child must be in the mother tongue.
(x) Indian languages including Indian culture get neglected.
(xi) Language of communication inside India.
(xii) Language of business, commerce and advertisement.

Note that some of the arguments are in favour of English and others against English. Put them in two separate columns, as suggested below. The first one has been done for you. Think, and add your own points.

Answer:

Activity 36

We have a number of arguments here, both for and against English. Can you now reach a definite position of your own, after considering both sets of arguments ? Try to produce your own arguments to counter those presented by the speakers : for example, you could argue that English can be replaced by Hindi for the purposes of communication within India, etc. Write a paragraph on any one of these points.

Answer:
One of the main arguments in favour English is that people in India need English. But, in my view, this is not correct. We should know that people in China, Japan and Germany hardly understand English. Nevertheless, they are more prosperous than India. Of course, lately China has felt the importance of English. English is a foreign language and not one of the soil. Only 2% Indians speak English. English has become a medium of education in our colleges and universities.

This is doing an incalculable harm to the proper intellectual growth of students. A fast majority of students fail to understand the lessons imparted through English. The very thinking and understanding of the student is stunted under the weight of an incomprehensible language. The spread of English also hinders the growth of Indian culture. Lastly, though not the least, it can be said that there should be an end to ‘the mental slavery’ that still exists among the Indians.

Activity 37

(i) Given below are some of the views expressed by different speakers on the topic “The Reading habit is dying out” in Femina. Read through each of them.
(ii) Note that some speakers accept the proposition while others reject it. There is one speaker who offers suggestions to improve the reading habits of children. Try to identify the main points in each speech and arrange them under three headings :
(1) in favour of the proposition
(2) against the proposition and
(3) suggestions.
(iii) Add your own points. Be clear about the points you support and those which you do not support.
(iv) Before you start writing on the topic, think of an appropriate beginning. For this, see how the speakers begin their speeches. It will help you in starting your paragraph.

Now read the following speeches.

(a) I agree that reading is a dying habit. A lot has been already written about how television is rapidly stealing a march over reading. The sale of books is diminishing, while the launching of a new television channel has become a regular affair. A lot of children find other ways of passing their leisure hours because they have simply not discovered the wonderland of books and the pleasure it offers. At the age of two or three, they are taught how to read, but as they grow older, they are not taught to use reading for entertainment, information, and knowledge.

Brought up on a diet of textbooks, the child does not get to read anything else. Naturally, when a child finds that the textbooks he/she reads are dull and boring, he/she never feels like reading anything else. There is no addiction more pleasurable than getting hooked on books. Parents should encourage their children to read, but let me point out that most adults don’t read themselves; a cursory glance at the day’s newspaper is all the reading they seem to do. How can they expect their children to develop the habit of reading, when they themselves sit down in front of the TV set in their free time ?

(b) It is definitely true that reading is a dying habit, and one of the major reasons for this decline is the advent of the electronic medium. Even the reading of newspapers has been limited to that headlines and few introductory paragraphs. If one gets the news and can watch a few soap operas for entertainment just by pressing a few buttons, why should anyone then take the trouble of reading? But that’s very sad for we’re losing the very flavor of life.

Just sitting like robots in front of a box that gives us information like robots, like listening to it, watching it — these things kill our intellectual faculties. We’ve failed to realize that the lasting impact on the mind can be provided by the written word alone. Reading gives one time to ponder over things and it enriches our vocabulary too.

(c) The habit of reading is increasing day by day. There is a boom in publishing in India, and our sales have doubled in the last few years. Indian authors are creating ripples in the international literary scene. Our company has linked up with Harper Collins and Pan Macmillan, so international books are being made available to Indian readers at a reasonable price.

Access to technology and infrastructure has made things easier for publishers. It has led to innovations in packaging and graphics. Focused designs have made the appearance of books much more attractive. Printing quality too has improved vastly. The reader today has a good variety to choose from.

(d) I don’t totally agree with the statement that reading is a dying habit. As a librarian for nearly 27 years, I’ve seen students and research scholars. I feel that my reading habit has changed a lot. Students prefer to read magazines and newspapers rather than books. Earlier, during the summer vacations, many students did come to the library for general reading.

today, they have various other options like listening to music and watching television programs. But the library is never empty. Light reading may have declined, but academic reading related to assignments, references, and research, has not.

(e) I don’t think that reading is a dying habit – but that parents and teachers have to play a very important role in inculcating this habit, for they are the role models for children. Since the child has more grasping power than an adult, it is the right age to develop this habit. It is important for parents to spend quality time with their children, to read aloud to children, to listen to what they’ve to say, and answer their questions.

For the proposition	Against the proposition
(i) Television has adversely affected reading	(i) Students are not being encouraged to read
(ii) Children pass leisure hours in other ways than reading.	(ii) Reading leaves a lasting impression on the mind and enriches one’s vocabulary.
(iii) Dull text books discourage the reading habit.	(iii) Habit of reading is incresasing and sale of books proves this.
(iv) Adults don’t read them selves and thus are not good role models.	(iv) Books of varied kinds are being read now.
(v) Reading materials are prohibitive in costs.	(v) Parents should spend. their time with children; reading is not a dying habit.
	(vi) Light reading has declined but not academic reading.

The Reading is a dying habit:
Most people believe that the reading habit is dying out and they are right about it. Even a cursory survey among students reveals that they spend more time watching television than reading books, except during examinations. Besides, children spend their leisure in many other ways rather than reading books. In addition to this, today’s textbooks are so dull and boring and studying has been made such a burden that children or students don’t have the motivation to read books.

Moreover, adults themselves do not read many books. They don’t serve as role models, instead they too spend more time on the T.V. Last but not the least, the cost of books have today become prohibitive. On an average, a book costs seventy-five to hundred rupees. It is all these factors that have made reading a dying habit. It is right that students are not being encouraged to read, that reading is something worthwhile, but suggestion that since sale of books have increased and therefore reading has increased is to miss the point.

A comparative study of sales of electronic consumer items and that of books reveal that the sale of electronic goods is twice as much as those of books. Moreover, those engaged in academic reading are a very negligible minority and they can’t be counted with those who read for pleasure. Similarly the contention that varied books are 1 being read does not prove that there are many readers. This attests the fact that today interests of people have become diversified and therefore to cater to their needs various kinds of books are being published and sold.

For example, a century back we had no books on computers but today there isn’t any library or bookshop which does not possess books on computers. Thus, we can safely conclude that reading is a dying habit. The television is now reining supreme over the minds. The T.V. is ubiquitous even in the smallest of homes while illiteracy is rampant in a place like India.

Activity 38

1. The following are the main points that emerged in a debate on the topic “The presidential form of government is more suitable for our country than the parliamentary form”. But the points are all mixed up. Arrange them under two separate heads for and against.

a. Will ensure strong centre…. curb divisive tendencies.
b. Deprives people of power to elect, recall, approach representatives,
c. Will quicken change towards removal of poverty, equal opportunity, greater production, prosperity.
d. Makes ruling sections/groups more powerful….discourages loc*t! or minority talents, culture, distinctions,
e. Concentrates authority….leads to dictatorship.
f. Reduces expenditure on wasteful elections, political propaganda, party politics.
g. Denies fundamental freedom….curbs human rights; builds fear, cowardice.
h. Simplifies decision making and brings about uniformity, can lead to greater discipline, better economic achievements. Present system breeds inaction, indiscipline, strikes, poor results.
i. Suited to Afro-Asian temperament; recent events prove it too.
j. Is against Indian democratic traditions.

2. First, make up your mind regarding the line of argument that you would like to follow. Second, think how to begin. Then, develop the outline into a paragraph : you are free to add your own points to the given ones.

Answer:
For:
a. Will ensure strong centre… curb divisive tendencies.
b. Will quicken change towards removal of poverty, equal opportunity, greater production, prosperity.
c. Concentrates authority.., leads to dictatorship.
d. Denies fundamental freedom… curbs human rights: builds fear, cowardice.
e. Suited to Afro-Asian temperament; recent events prove it too.

Against:
a. Deprives people of power to elect, recall, approach representatives.
b. Makes ruling sections more powerful… discourages local or minority talents, culture, distinctions.
c. Reduces expenditure on wasteful elections, political propaganda, party politics.
d. Simplifies decision making and brings about uniformity, can lead to greater discipline, better economic achievements. Present system breeds. inaction, indiscipline, strikes, poor results.
e. Is against Indian democratic traditions.

The presidential form of government is more suitable for our country than the parliamentary form.

It is just about 50 years since our country has been an independent nation. And numerous problems have been plaguing our nation. This has set people thinking in some quarters that there is a need to change our form of government. That would be like throwing the baby with the bathwater. The nation is just a baby with a particular structure and it need not be changed just because it has not grown and matured. In short, the parliamentary form of government does not need to go.

It is argued that the presidential form of government will ensure a strong centre, curb divisive tendencies, quicken changes in economic, social and political spheres, avoid wasteful expenditure on elections and party politics, simplify decision making and lead to greater discipline. There is no denying this fact. A presidential system does quickly bring about such changes but in the long run, as history has time and again shown, proves counter-productive and disastrous.

The rules of Mussolini, Napoleon, Stalin and Hitler are all outstanding examples of this trend. The presidential form of government makes the state larger than the individual, makes personal freedom a dream and gradually stamps out human rights. Finally, it leads to totalitarianism and dictatorship. The fear of facing a 1984-like scenario is ever alive in a presidential form of government. Oligarchy, plutocracy, stratocracy, autocracy and despotism are ominous realities in a presidential form of government.

History amply records this truth. The KGB and the communist party in USSR, the Nazi Party and the storm troppers in Germany are good examples of what happens when power is concentrated in the hands of a few or in one man’s hand. Moreover, a presidential form of government will gradually crush minority talent and minority culture and impose a cultural homogeneity. This would be disastrous in a multiracial, multicultural, multi-lingual, pluralistic society like India.

Its ethos would take the beating and its beauty will be lost. india has existed for ages as a pluralistic society whose greatness has been its power to assimilate and unite in its fold diverse cultures and religions. Tolerance and non-violence have been its mainstay and to abandon them would mean going against the grain of our character as a nation. Such a forced change would prove disastrous for the nation. Hence the parliamentary form of government with its respect for individual right, and its inclination towards unity in diversity, should be given the thumbs up.

Activity 39

In several cities, television has come to nearly all homes. Some people welcome this while others find it a bad influence and an expensive addition to the drawing-room. Some believe it creates problems – indiscipline, loss of sleep, reduced attention to homework, the danger of bad movies as bad models. Others consider it a good ‘teacher’ – brings vividly a lot of new information, helps farmers, makes stories interesting, provides both entertainment and instruction, saves money spent on bad/indifferent films, food at restaurants, etc., keeps the family together at home. A television company has organised an “essay competition” on the subject ‘Television, your new friend’. At the same time, the ‘Society of Cinema-goers’ has invited essays criticising television. Write on each topic, presenting your views on television, and its uses/abuses.

Points for	Points against
i. ______________	i. ______________
ii. ______________	ii. ______________
iii. ______________	iii. ______________
iv. _______________	iv. _______________

Answer:

Points for	Points against
(i) A good teacher	(i)Creates problem, indiscipline, loss of sleep etc.
(ii) Provides both entertainment and instruction	(ii) Reduces attention towards homework
(iii) Leads to the togetherness of the family members	(iii) Bad movies act as bad models
(iv) Saves money spent on food at restaurants	(iv) An expensive addition to the drawing room

Answer:
Television: its uses and abuses :
Television has truly made the world a global village. Its all-encompassing reach to the remote comers of the globe has made omnipresent medium. Moreover, the fact that it is an audio-visual medium, makes it all the more effective as well as alluring. Thus, it could be put to a wide variety of use. But it is more abused than used. In a developing country like India, television has become the medium by which literacy is spread all over the nation.

Students tune into educative programmes like the country-wide classrooms of the University Grants Commission and Krishi Darshan Programmes cater to the needs of farmers. Similarly programmes on family planning, health awareness, AIDS, nutrition baby care are beamed across the country. Forecasting of weather and climate helps fishermen, farmers and all kinds of people to plan out their future course of action. Storm warning, earthquake warnings and flood warmings have had a greater impact because of visual and graphic details of facts.

Above all, television has become the supreme medium of infotainment. Watching the news or watching a soap opera, a cookery special or a sports channel, a movie or an engaging group discussion, a sermon or a song, the television has it all, controlling and dispersing knowledge all over the world. And yet unconsciously the television is ruling us, stealing our time and making morons out of us.

A couch potato is no more a rarity. A great thinker enumerates the abuses of television as follows. First, television makes people emotionally insensitive. The images of sex and violence that are projected on the screen gradually drive out all human feeling from us and renders us indifferent to such incidents in real life. We accept them as normal. A murder, a rape, a dead body no more shocks us as it did earlier generations. We are gradually being denuded of humane feeling.

Second, television makes viewers morally uncritical and impairs their sense of judgement. With a book, one reads and then ponders over what it has stated but the television gradually impairs this sense of evaluation in us. It hits us so powerfully and forcefully that it bypasses our head and rules our heart. Third, television destroys our ability to concentrate for long on anything. Kids who are brought up on fast moving scenes and cartoon characters thus do not find their teachers exciting, their books seen dull and boring.

Quickfix solutions, capsule presentations, ready-made notes, fast food are the order of the day and television is one great factor in enhancing the pace of life and thereby reducing concentration spans of people. Fourth, television sets up such role models and projects such lifestyles which young people follow with zeal. They are led to believe that all that life is about is having girl-friends, wealth, fame and power. Finally, T.V. is creating dislocations in centres of authority.

Most often a person becomes authoritative because he or she is well- known. Thus a cricket star or a hero tells you to keep away from AIDS and has your attention no matter what he does in his personal life. Thus, his voice is powerful while that of a celibate priest’s is not. As a result there is total psychological, moral and academic confusion in our culture. T.V. is not bad just as money is not bad. It’s the way one uses it that matters. Let the T.V. be our servant and not our master.

Activity 40

Here are a few more topics for argumentative writing. Prepare outlines and write on each topic.
i. Men and women should/should not be paid equal wages for equal work.
ii. Prohibition will save the country from destruction/Prohibition goes against individual freedom. (Prohibition-disallowing by law the making and sale of alcoholic drinks.)
iii. Cricket commentaries are a national evil./ Cricket commentaries provide entertainment and education.
iv. History breeds narrow-mindedness. It should not be taught in schools/colleges.
v. Driving licenses should not be issued to students in schools/colleges.
vi. Girls should not marry before they are twenty, boys before they are twenty-five.
vii. College education must be made free.

Answer:
(i) Men and women should be paid equal wages for equal work.
For:
(a) Equal pay for equal work ensured in the Indian Constitution.
(b) Women do not work lesser than men/women do equally good work as men.
(c) It is the quality of work which matters and not who did it/wages are given for task completed, and not because someone did the task.
(d) Pay hike and promotions are made on grounds of merit and not on basis of gender.

Against:
(a) Women are less intelligent than men.
(b) Women work less than men.
(c) Women cannot do certain kinds of work because they are not physically fit to do it.

Gender differences have curbed the rights of women in a patriarchal and male dominated society. As a result, in some quarters it is still held that women should not be given equal wages as men. This kind of primitive thinking is a result of male chauvinism and is not justified by facts at hand. It has nothing to do with the question of women receiving equal wages as men. Patriarchal society has always held women as inferior to men. As a result, women were thought to be less intelligent than men.

This argument was thus put forth in favour of giving lesser wages to women. The contention is however not borne out by facts. Women have proved themselves the equals of men in almost all professions and spheres of life whether in science and techlology or in the humanities and social science. As more and more opportunities are being given to them women are proving themselves equal for men in every sphere of life.

Admittedly they are biologically made less strong than men but now-a-days work requires more brain and, therefore, the question of equal pay for equal work arises in the context of what work woman is doing and not what she is not. Besides, women Boxers, wrestlers, athletes, weightlifters. Marathoners etc. have proved that they too can do things like men. However, a strong case can be made for the question of equal pay for equal work for women.

First of all, just as equal opportunity for all is enshrined in our Constitution, so also equal pay for equal work is enshrined in our Constitution. A just and fair society will always provide equal pay for equal work for that is the universal law of natural justice. Considerations of caste, creed, race and sex should never come in way of a person’s wages. Secondly, it is another natural axiom that the meritorious be rewarded. If the woman is equally qualified as man, if she does work equal to man, then she deserves a wage equal to it, as men do.

Pay hike and promotions are decided on merits of individuals and not on considerations of caste and creed or sex. Finally, it may be argued that women in many ways are better than men. They are more sincere, committed, honest, responsible and hard-working than men. Case studies of working men and women has proved this. Thus, women deserve equal pay for equal work because they are in no way inferior to men in their qualifications and in their work.

(ii) Prohibition will save the country from destruction / prohibition goes against individual freedom.
For:
(1) Drinkers are bread winners, drinking therefore denudes the bread supply.
(2) Drinkers are physically violent; they indulge in wife beating and also a general nusiance.
(3) Drinking leads to hazardous health problems, the cost of which has to be borne buy family / govt.

Against:
(1) Prohibition curbs freedom of an individual.
(2) Prohibition breeds illegal trade in liquour.
(3) Prohibition results in loss of revenue to state.

Prohibition will save the country:
Drinking and smoking are two-sides of the same coin. They are equally dangerous and hazardous not only for the individual but also for the nation as well. Therefore, it is necessary to implement and ensure prohibition, for this alone can save the country from destruction. The opponents of prohibition are of the view of that it curbs freedom of the individual. They are right but of course individual freedom has always been curbed by social limitations to ensure that every other individual enjoys his or her liberty.

A man has the right to walk on the road as long as he does not infringe anybody else’s right to walk on the road. If drinking results in social disharmony, then it must be prohibited. A doctor prescribes a bitter pill to heal a person in spite of the protests of an individual. A whole individual can be a useful citizen. Secondly, anti-prohibitionists talk of the breeding of illegal trade in liquor.

True indeed: prohibition breeds an illegal trade in sale of liquor and the very purpose of prohibition is thereby defeated. But illegal trade can be prevented, an alert police, a cooperative public can detect and stop this trade. This has been proved earlier in Andhra Pradesh where women enforced prohibition and curbed illegal trade. Finally, there is the loss of revenue to the state. This too is true. But it can be argued that the cost of having host of diseased drinkers is higher than that of loss on revenue due to prohibition.

It is fallaciously thought that the cost of treating a man with drinking related health hazards is borne by families of those individuals but the national loss in this context is not taken into account. Moreover, less corruption and generation of revenues in other trades can nullify the loss accruing from prohibition. Non-prohibition on the other hand, has high costs in terms of familial, societal and national loss.

Consumption of country liquor by males who are bread winners in lower income groups have left families bereft of the basic needs of food, shelter and clothing. Broken families, loss of childhood, denial of education and health are the result. The social costs in terms of crime, prostitution, child labour, drug addiction, and a host of other problems emerging from such households, are immense.

Moreover, drinkers gradually lose self-esteem, self-confidence and slowly lose skills. They become irresponsible and unfit for work. This happens even among people of higher income group. Their erratic behaviour, tendency to shimk from duty and going on unauthorised leave hurts sectors in which they work thereby adding to the national loss. Finally, it may be reiterated that the cost of rehabilitating a person with drink- related health hazards is exorbitant.

Whether it is the government that finances this, the company or the individual, all of them result in a national loss. On the other hand, the money saved by individuals on enforcement of prohibition results in per capita gain though it may not accrue to the revenue of the state. Prohibition is therefore a better option than the freedom to drink. For prosperity of the family leads to prosperity of the nation.

(iii) Cricket commentaries are a national evil / Cricket commentaries provide entertainment and education.
For:
– Is a waste of time
– A hobby of the leisure class
– Take too much air time and T.V. time.
– Does not benefit the state or nation.
– Denies equal weight to other sports.

Against:
– Commentary is an art.
– Commentary provides entertainment and education.
– Commentaries provide job and earn revenue.

The very mention of cricket commentaries as a national evil gives rise to passions because the game of cricket is the favourite of a large majority of the upper and middle classes of people. Nevertheless a reasoned analysis of its pros and cons reveals that cricket as well as its commentary is a national evil. First of all cricket commentaries involve a colossal waste of time. During a cricket match, offices are deserted and so are schools and colleges.

People in factories and business establishments slow down work and sometimes even stop working. Moreover, a game of cricket takes a lot of time. A test match spans three to five days while the one day game consumes 8 hours. An avid fan of cricket who listens to its commentary pays little attention to work because the match is held mostly during office hours, school and college hours from 9.00 a.m. to 4.00 p.m.

Time is money and therefore the damage to the economy during a cricket match is irreversible. On an average if a man watches cricket for 4 hrs. a day for 60 days, there is a waste of 24 hrs or a total of 10 days in a year. If the number of those watching or listening to commentaries is even a minimum of 2 million then there is an astounding waste of 20 million days.

The corresponding loss to the economy is therefore colossal. Besides this, cricket commentaries occupy too much of air space as well as as visual space on the T.V. The radio and the television could be used to broadcast other | programmes of social interest during this time. An even greater lacunae is the unequal media coverage that other sports receive. The priority that is given to cricket by the media and T.V. networks does not encourage sportspersons of other games.

While sponsorers are available to- support cricket matches there are very few sponsorers to support the broadcasting of other sports. Further, the revenue generated from commentaries on cricket matches is mostly 1 deposited in the offices of the T.V. Network which has bought the rights to brodcast the match. Revenue to the state in this context is paltry. Opponents of this view that commentaries are a national evil hold that they are educative and entertaining.

But it may be reasonably shown that their educative value is minimal and marginal. As for entertainment that is a very transitory form Of entertainment. The same can be said of its value as an art. It is art of transitory value and does not have any permanent or lasting effect. As for the contention that it provides jobs, it can be said that employment opportunities as commentators are very minimal, limited only to a few individuals and that it is not to be taken as a profession. Thus after weighing the pros and cons it may be emphatically said that cricket commentaries are a national evil.

(iv) History breeds narrow-mindedness. It should not be taught in schools/colleges.
For:
(1) History breeds crude nationalist.
(2) It is full of crimes.
(3) It provides a confused heap of facts.
(4) It records popular beliefs.

Against:
(1) History is interesting and useful.
(2) It helps us to escape the burdens of life.
(3) It is a sound teacher.
(4) It provides us moral inspiration.
(5) It widens our intellectual outlook.

History generated crude nationalism among the students. It records the glory and achievements of some countries and the failures of others. Germany under Hitler was a case in a point. The students who read it learn nothing. History is a record of war and blood-shed. If we scan the pages of history, we learn a lot about many bloody battles fought among different nations. History takes us to a world where lies a confused heap of facts. It is difficult to understand and analyse them. These facts lack colour.

Above all, it acquaints us with some popular beliefs. There is nothing innovative about them. All these facts mentioned above adversely affect the minds of the people. Therefore, history should not be taught in schools/colleges. We should see the bright side of history. It launches man on a thrilling adventure of a journey to the past. It awakens in him the racial memories that he slumbering in the depths of time. The study of history strengthens one’s faith, however, wavering, in the ultimate decency of things.

History must not be read as a collection of dry and old facts and dates, but as living representation of the past which has a significance for the present. The study of history is interesting, useful and amusing. It helps us to escape the burdens of life. Moreover, history is a sound teacher. The records of the past interpreted in practical by noble men and women, supply moral tonic which must be administered to each generation. Study of this subject widens our outlook. Besides, history makes our intellectual horizon touch new heights. It also sensitizes our minds. Therefore, history should be taught in schools and colleges.

(v) Driving licenses should not be issued to students in schools/colleges.
For:
(1) Driving licenses make the students wayward.
(2) They become law-breakers.
(3) They live in a world of fancy.

Against:
(1) Issuing driving licences to school/college makes them responsible.
(2) They save their time.
(3) They become law-abiding.

Issuing driving licenses make school/college students carefree. They move freely in their bikes/four-wheelers without caring anybody. They become liberty drunk. They never feel the importance of why they have been issued driving licenses. They make use of their vehicles for a constructive purpose. They are young. In the full flush of their youth, they drive recklessly, flouting the traffic rules.

Sometimes they meet with accidents. Some die premature deaths, some escape with a miracle and others suffer fractures. These students find themselves cut off from the outside world when they drive their bikes or cars. On the other hand, we must not be blind to the other side of these facts. School/college students should be issued driving licenses, because they are mature. Fear of parents and accidents makes them responsible. They do not want to waste the latter’s money by misusing driving licenses.

They drive their vehicles very carefully. Time is precious. They save it as a result of using bikes or cars. These students become law- abiding. They are alive to the traffic rules. They understand why they have been given bikes/four wheelers by their parents. In view of these facts, driving licenses should be issued to school/college students.

(vi) Girls should not marry before they are twenty, boys before they are twenty- five.
For:
(1) Girls become highly educated.
(2) They get a chance to fulfil their dreams. .
(3) They enjoy empowerment.
(4) They become independent and are free from the drudgery of household work.
(5) They become ideal mothers and wife.
(6) Boys are no different.
(7) They want higher education.
(8) They become independent.

Against:
(1) They should be educated.
(2) Marriage before 20 makes them typical house-wives.
(3) They are immature to understand the ways of the world.
(4) They go astray.
(5) They are deprived of enjoying impowerment.
(6) Boys cannot be highly educated.
(7) They cannot be independent to the core.

Girls should be highly educated in word and spirit. Very few girls continue their studies after their marriage. They try their best to fulfil their dreams and achieve then- goals. Today we see many a woman enjoy empowerment. They have become high- profile entrepreneurs, bureaucrats and academicians. They are now successful political leaders. They brim with confidence. They become independent by earning their livelihood. Educated wives get a respite from the monotany of their household works.

Education makes them conscious of their duties to their husbands and children. They never become a burden on society. Boys are no different from the girls. A certain age is indispensable for building their career, but marriage before 25 puts bars in fulfilling the dreams, hopes and aspiration. Failures to achieve their goals drive them to a state of frustration. As a result of higher education, they earn handsome income and become assets to their families.

On the other hand, if the girls marry before twenty, they cannot enjoy the things they want. They become neither highly educated nor enjoy real empowerment. They become typical house-wives and don’t get a chance to experience what is happening in the external world. Frustration grips them. They don’t understand the language of independence. They often go astray and as a result, bring disgrace to society. Boys suffer the same fate.

Their marriage before twenty-five seldom allow them to go for higher education according to their will. They soothe with frustration for not achieving their goals. They fail to rise to the expectations of their parents. They are shorn of confidence. They can’t be fiercely independent. Therefore, girls should not marry before they are twenty, boys before they are twenty-four.

(vii) College education must be made free.
For:
(1) Scope for higher education, irrespective of caste, creed or colour.
(2) It makes everyone confident.
(3) It leads to independent among the students.
(4) It provides broader exposure to the outside world.

Against:
(1) Ordinary students have no value.
(2) Free college education creates indiscipline.
(3) Wastage of public money.
(4) There is no room for further academic development, there is no much fund for research.

Free college education provides a scope for higher education for all sorts of students, irrespective of caste, creed and colour. They all feel a state of what higher education is. This makes them brim with confidence. Some of the poor students get a chance to dream big and are determined to achieve someting in life. College education makes them independent, because, they get a chance to earn their livelihood.

They are now exposed to the happenings of the external world. As a result, they can contribute to the well-being of their country and fellow-beings. On the other hand, the issue has a darker side. Free college education encourages many ordinary students to sit in their classes. They should have been given vocational education. Instead of reading sincerely, they create indiscipline in the college and as a result, spoil the academic environment.

Besides, free college education costs our public exchequer beyond imagination. The common tax-payer’s money is injudiciously spent. Academic development suffers a serious jolt as a result of paucity of finance. Research work lags far behind. In view of these facts, college education should not be free.

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

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

Question 1.

Find derivatives of the following functions from the definition :
(i) 3x² – \(\frac{4}{x}\)
Solution:

(ii) (4x – 1)²
Solution:

(iii) 2 + x + √x³
Solution:

(iv) x – \(\sqrt{x^2-1}\)
Solution:

(v) \(\frac{1}{x^{2 / 5}}\) + 1
Solution:

Question 2.
(i) cos (ax + b)
Solution:
Let y = cos (ax + b)
Then \(\frac{d y}{d x}\) = -sin (ax + b) × \(\frac{d}{d x}\) (ax + b) by chain rule.
= -sin(ax + b). a = -a sin (ax + b)

(ii) x² sin x
Solution:
Let y = x² sin x
Then \(\frac{d y}{d x}=\frac{d}{d x}\) (x²). sin x + x² \(\frac{d}{d x}\)
[ ∴ \(\frac{\mathrm{d}}{\mathrm{dx}}(u \cdot v)=\frac{d u}{d x} \cdot v+u \cdot \frac{d v}{d x}\)
= 2x sin x + x² cos x

(iii) \(\sqrt{\tan x}\)
Solution:
Ley y = \(\sqrt{\tan x}\) = \((\tan x)^{\frac{1}{2}}\)
Then \(\frac{d y}{d x}=\frac{1}{2}(\tan x)^{-\frac{1}{2}} \times \frac{d}{d x}\)(tan x)
= \(\frac{1}{2 \sqrt{\tan x}}\) sec² x.

(iv) cot x²
Solution:
Let y = cot x²
Then \(\frac{d y}{d x}=-{cosec}^2 x^2 \times \frac{d}{d x}\left(x^2\right)\)
= – cosec² x². 2x
= -2x. cosec² x²

(v) cosec 3x
Solution:
Let y = cosec 3x
Then \(\frac{d y}{d x}\) = -3 cosec 3x . cot 3x

Question 3.
(i) √x sin x
Solution:
Let y = √x sin x
Then \(\frac{d y}{d x}=\frac{d}{d x}\)(√x) sin x + √x. \(\frac{d}{d x}\)(sin x)
= \(\frac{1}{2 \sqrt{x}}\) sin x + √x. cos x

(ii) \(\sqrt{x^2+1}\)cos x
Solution:

(iii) tan x – x² – 2x
Solution:
Let y = tan x – x² – 2x
\(\frac{d y}{d x}\) = sec² x – 2x – 2

Odisha State Board CHSE Odisha Class 11 Invitation to English 3 Solutions Writing Exposition Textbook Activity Questions and Answers.

CHSE Odisha 11th Class English Writing Exposition

Expository Writing

Exposition is an orderly presentation of facts and ideas. It exposes or shows. All exposition is informative. In an exposition, you answer various questions that might be asked of an object, an event, or an idea – questions like these:
What is it?
What does it consist of?
What is it for?
How is it put together?
What good is it?
What does it mean?
What is the cause of it?
What will be the result of it?
There are several methods of writing an exposition of these, exposition by definition and exposition the rough analysis are the most important.

Activity 31

Develop paragraphs of your own, using the following plans. The given topic should form part of the opening sentence.
(a) Topic: There were several things I liked (disliked) about my high school.
Sentence 1: Topic sentence
Sentences 2, 3, 4, 5: The things I liked (disliked)
Sentence 6: Conclusion

(b) Topic: It is easier for someone to express himself in speech than in writing.

Answer:
(a) There were several things I liked in my high school. Firstly, we had good teachers who not only taught us well but were also very friendly with us. Secondly, we were never burdened with homework. Instead, we were asked to read what was taught in the class at home. Thirdly, there were a lot of extra-curricular activities which helped in developing our personality. Finally, we had an Old Boys Association which helped us keep in touch with our classmates and to know about the development of our school. Thus, my high school was really unique in many ways.

(b) Is it easier for someone to express himself in speech than in writing? Or is writing easier than speech? Linguists are divided in their views. Some say that speech is easier than writing because one learns to speak spontaneously without having to attend school. They also argue that speech takes less time to learn than writing. Others, however, dispute these views.

They contend that writing is easier than speech because it involves graphic images which the child can easily learn even before imitating speech. They also are of opinion that writing is accessible to speech-disadvantaged children and therefore, more universal. Thus, linguists are equally divided over the question of which is easier, speech or writing.

Activity 32

Write a paragraph on each of the following topics, using Chesterton’s model at page 39.
(a) Types of students
(b) Types of teachers
(c) Kinds of books we read
(d) Kinds of friends

Answer:
(a) Types of students :
Roughly speaking, there are three kinds of students in our college. The first may be called bookworms. They can always be seen pouring over books in the library when they travel by bus while having food and so on. This kind has no interest in games and most often they love to be indoors rather than play outside. The second sort may be called truants. These students take pleasure in not attending classes. They bunk college, go to films, play cricket and create a nuisance on the campus.

To them, we owe all the strikes and indiscipline in the college. The third kind is called Casanova’s. You can see them talking in hushed whispers with girls under a tree, in the corridors, accompanying them to the bus stop, or shadowing others who are not yet in their hold. The studies are secondary and they end up as unemployed youth who dream of their golden day in college.

(b) Types of teachers :
There are different types of teachers. Firstly, there are teachers who are dedicated to the core. They inspire their students to reach newer heights in the future. Their devotion to teaching is matchless. Secondly, there are teachers who just teach students for the sake of teaching. They are never serious about it. They lack dedication to their profession. Thirdly, there are those who pretend to be ideal teachers. They are dull. They always aim at earning money by paying lip service to their profession. These teachers bring disgrace to society.

(c) Kinds of books we read :
Books are of many types but they can be generally divided into good and bad. Good books are man’s most important teachers. They instruct and entertain, make men wise and ignorant, men of knowledge. Bad books, on the other hand, waste men’s time and introduce evil thoughts into their minds. They neither enlighten the mind nor broaden the imagination in the right direction. Thus good books ought always to be chosen over bad ones.

(d) Kinds of friends :
We have friends of several kinds. First, there is gossip. He can never keep our secrets and always lets us down by telling everything about us to others. Second, there is the coward. He is seldom able to stand on his own feet but that is not any danger. Keep him in the team for any enterprise and he’ll take off whenever he smells any danger to himself. Third, there is the flatterer. He always sings your praises and never tells you the truth. He is neither dependable nor trustworthy. He stays with one as long as he profits from his company and then he changes loyalty. Fourth, there is the slanderer.

This kind of friend feigns friendship but behind your back, he talks ill of you. Then there is the follower. This kind rarely takes his own initiative in doing anything for you. He’s a good supporter, a loyal disciple but you can’t hand him any responsibility and sit quietly. He needs nudging and guiding. There’s yet another kind called the parasite. He feeds on you, eats of you, borrows your notes, your money, your cycle, etc. He is always dependable. Finally, there is the one and only true friend. He is rare to find. But this is the kind of friend who is dependable, responsible, and trustworthy.

Activity 33

1. Write a paragraph ending with the sentence: “I’m afraid I didn’t like the film at all and wouldn’t recommend it to anyone.”
2. Write a short paragraph beginning with the sentence: “I had a very happy childhood.”
3. Write separate paragraphs from the point of view of the taxi driver and the truck driver, using the following outline. An accident between a truck and a taxi – an old man was killed – a buffalo was seriously injured – a policeman arrived on the scene – a doctor drove the dead body to the hospital.
4. Write a paragraph to be included in a letter to a pen-friend telling him/her how you celebrate Diwali.

Answer:
(1) Refugee is not worth watching. Its story is a stock one: Laila-Majnu, Romeo-Juliet like and perhaps borrowed from Daruwalla’s “Love in the Salt Desert.” There is no life in Abhishek Bacchan’s acting. As for action, there is not much that it has to boast off. Walking like a shepherd with a staff in his hand and a band around his head. Bacchan evokes pity rather than empathy, he does not inspire and he does not display much emotion, seems so wooden. Besides, photography, music, and choreography aren’t great either. In short, I’m afraid I didn’t like the film at all and wouldn’t recommend it to anyone.

(2) I had a very happy childhood. Father, Mother, Grandpa, and Grandma, all of us lived together. Every morning, Grandma would play with me and tell me tales. In the evening Grandpa would take me on walks and in the night I used to huddle in my mother’s lap and sleep. Those days were wonderful. It was all play and no work, no worries, no fears, only love. And every summer we went off to Puri to frolic in the sun and sand, I wasn’t afraid of the sea. Daddy put me on his shoulders and walked into the sea. The smell of the surf and the thundering of the waves excited me then as it excites me now. Truly I can never forget the joys of my childhood days.

(3) The Truck-driver’s point of view: It was almost noon as I carried a truckload of bricks to be delivered at the Institute of Physics. I was on N.H.5 and had already neared Acharya Vihar Square. I was to take a right turn at the square to get into the road leading to Sainik School. Traffic was thin and a buffalo was standing right in the turn and urinating. A taxi was coming from the Sainik School road. I put on the dippers indicating a left turn. I slowed down as I had to avoid the buffalo.

Suddenly, the taxi emerged, flashing its lights. I had already taken the turn while the taxi was speeding straight ahead. I applied the brakes but the vehicle did not halt because of the load. Instead, it careened past the taxi, hit an old man standing serenely and rammed into the ditch beside the N.H.5. My head hit the steering wheel and I became unconscious. When I woke up I was in the capital hospital. The Taxi driver’s point of view: I was returning from Sainik School after dropping a fare.

It was noon and I was supposed to pick up my little children from the convent school. I should have been there by 11.30 a.m. but it was already half an hour behind. Hence I was rushing with thoughts of my children waiting hungrily at school. As I was approaching Acharya Vihar Square, I saw a truck coming toward me. It was turning into the road. I was in a hurry. I did not want to wait till the truck had turned and so did not slow down my speed.

Instead, I flashed my headlights requesting priority of way but the adamant truck driver did not heed to my signal, it was turning. I applied the brakes but it was too late, I rammed into- a buffalo, swerved sharply to the right, grazed past the rear of the truck’s body, and then hit a telephone pole against which the car stopped. Fortunately, I escaped unhurt with only minor pain in my back. But then my problems were, not over. A policeman arrived from nowhere, accosted me, and asked me to get out of the car.

Meanwhile, people who were crowded around informed us that an old man had fallen down unconscious. There was a doctor among them and he suggested that we take him to the hospital. As the old man was brought to my taxi, the doctor noted that he had already died. However, I requested the doctor to keep quiet and immediately drove to the hospital with the dead body. I was lucky not to have been manhandled by people. But I must say it is all the truck driver’s fault. I did not kill the old man.

(4) Paragraph included in the letter

121, Kharavel Nagar,
Bhubaneswar
20 August 20

Dear Joseph,
Greeting from India!
I received your letter and your picture postcard at the same time. I will cherish the card for a long time to come. The picture of the Millennium Dome is crystal clear. It looks very beautiful. Well, you had written to me about how everyone in England celebrates Guy Fawkes day. You did have a lot of fun, really. I could see that from your letter. Do you know, here, back in India we too celebrate something similar to Guy Fawkes? There it commemorates the gunpowder plot but in India, we celebrate a festival called Diwali, the festival of lights.

It symbolizes the victory of good over evil, of light over darkness commemorating the victory of the forces of Shri Rama over the evil forces of Ravana. The festival falls every year in the month of October or November. On that day, we offer Puja to Shri Rama, distribute sweets among friends and neighbors and prepare for the night. We purchase crackers of all sorts and dry them in the sun. We also prepare wick lamps. The lamps and wicks are purchased from the market.

Then oil is poured into the lamps and the wick is set on it. These are then kept in a row on terraces, the boundary wall, on window sills, and everywhere where there is space to keep them. When night falls, these lamps are lit. There must be thousands and thousands of lamps lit in every house, in every street, town, city, district, and state. The house is thus lit like a Christmas tree. It looks beautiful and gay. After this starts the ceremony of lighting fire-crackers. Everyone, from a child to an old man enjoys lighting fire-crackers and bursting them.

This goes on till the last hours of the morning. Often, Diwali is celebrated for two days. Of course, one of these days is only declared a national holiday but then there is no holding back for persons who enjoy Diwali. They take leave and enjoy this festival. This reminds of Guy Fawkes day, isn’t it? Well, do write to me about how you celebrate Christmas. I am eager to hear from you.

With warm regards.
Your loving friend,
Subrat Das.

Activity 34

Do you have friends whose mothers are working? What problems do they have? Put these problems in the blanks in the list ‘
1. Getting pampered
2. Bad company
3. Neglecting studies
4. Aggressive attitude
5. Too much TV
6. Psychological problems.
7. Widening communication gap
_______________________
_______________________
_______________________
_______________________
Answer:
They have a widening communication gap.
They have psychological problems.
They are getting pampered.
They neglect studies.
They have bad company.

The list below contains some advantages that children of working mothers enjoy.
Now think of other advantages and add them to the list. Are these advantages real? If not, why?
1. Complete freedom
2. No nagging for homework
3. Enjoy yourself freely
4. Have full privacy
5. Gain in confidence
6. Be more, independent
7. Do what you like
_______________________
_______________________
_______________________
Answer:
These advantages are not real, because, without the mother’s presence at this stage, the children never feel the importance of their formative years which shape their future in a great measure.
They develop adaptability. 
They develop a sort of creativity.
They are free from worries.

Now write a passage of 2 or 3 paragraphs on ‘ Working mothers and their children
2. Dear ………………..,
My mother started working seven years ago. My first problem is that I have to keep ringing her up to find things in the house. Second, living with a ten-year-old sister is not as easy as it seems. My younger sister is supposed to take permission from me, but most of the time she doesn’t listen to me. Then I get angry and she rings up my mom who scolds me. Third, I don’t really have much freedom because I have to call my mother to take her permission. She has placed so many restrictions on me that I feel caged in. Fourth, Let me confess that at home I listen to music, watch TV and spend a lot of time with my friends, neglecting my studies. Besides, although my parents never pamper me, they always pamper my sister, my be because she is much younger. Very often I feel neglected when they do that. Lastly, I really wish that my mother or father were at home, especially some months before the boards.
3. Dear…………………,
I think it’s the best way. I don’t think I’d like to see more of my parents at home. I like my free time. At home I read, listen to music, fiddle around with the computer, play badminton and tennis, and even I have started writing because I don’t have any other entertainment. The other definite plus is that 1 get my own privacy, and I have also become more independent, in fact, when my maternal or paternal grandparents come over, then I feel closed in somehow. Since I do my own things, I am pretty confident about everything. But having someone at home is obviously a big advantage. I can never tell myself to study. I often wish my mother were at home to tell me
and help me. Worst of all, 1 waste a lot of my time worrying about security and about meals.

Answer:
Passage 3 throws light on the impact of a working mother on her child. Here the latter likes to be away from its parents. At home, the child enjoys reading, listening to music, playing badminton and tennis, and so on. Lack of any other entertainment makes the child start writing something. The most remarkable thing about it is its own privacy. As a result of its working mother, the child somewhat develops | closeness with its maternal or paternal grandparents. It becomes confident still, the child wishes the mother were at home for help. Worrying about security and about meals takes a lot of its time.

Activity 35

Read the following letters published in an issue of India Today. These letters \ tell us what is wrong with sports in India.

(a) The story on Indian sports (“A Shocking Mess”, August 15) reveals only the tip of the problem. Officialdom and corruption have so spoiled our system that every effort is made to stall an achievement. While sportsmen live like beggars, deprived of quality gear, the managers live like kings.
R. SINGH, NEW DELHI

(b) With neither motivation nor money to galvanize them, it’s no wonder that many players bid goodbye to sports once they get a sound footing elsewhere. It is high time that those who actually know about different sports are appointed at the helm of affairs.
MANI NATRAJAN, CHENNAI

(c) The fact that only 22 of the 46 probables for the hockey team reached the coaching camp shows the lack of commitment of the players. Though official mismanagement can be blamed, the athletes have to accept part of the responsibility.
B.C. PRAKAS, BANGALORE’

(d) If the story on India’s preparation for the Hiroshima Games had been published a year or two ago, it might have had some effect. To an extent, it is this lack of media coverage of sports, other than cricket and tennis, that is also responsible for India’s debacle in various events. MANISH PATHAK, NEW DELHI

(e) The sports mess is hardly surprising. After all, sports are also managed by the bureaucracy and the bigwigs. Like other plans and programs they implement, how could they deviate from their time-honored practice here – plan with fanfare, implement with nonchalance, forget the monitoring, and don’t worry about the results?
K G JAIN, NEW DELHI

(i) Read the letters again and make a list of the factors that are responsible for the sorry state of Indian sport is in.
(ii) If possible, think of and add your own points to the list.
(iii) Try to write 3 or 4 sentences on each point.
(iv) Write a short paragraph incorporating suggestions for improvement This should ideally conclude your topic. Now write on the topic “The Sorry State of Indian Sports.”

Answer:
Indian sports is in an extremely sorry state today. It is plagued by manifold problems to which there seems no end in sight. Officialdom and corruption have tarnished our sports bodies so much so that, every achievement is stalled. Moreover, while officials grab the limelight and the financial benefits accruing from an event, sportspersons who made it all possible, are handed over the crumbs. With such a state of affairs presiding, our sportsmen do not have any motivation to shine.

Leave alone prize money, they are often not even paid their due. And so, when they get a good job, they bid goodbye to the sports that they so much loved. After all, they also have to earn their livelihood to feed their families. Budding talents too are not spared. Companies would rather have an established player endorse their products than choose a greenhorn. As a result, young sportspersons take the help of their parents, friends, and relatives to hone their skills at meets both at home and abroad.

But when the money they had diminished to a trickle, they turn their back on sports and look for other options. Besides, the media is at fault too. Come cricket or tennis and they run to cover it. What about football, hockey, polo, kabaddi, handball, basketball, Choko, badminton, table tennis, chess, etc? Are they receiving equal coverage? This is a question that is better not asked by the media. They would shrink and then vanish. Then there’s the ubiquitous red-tapism of the bureaucracy and the official bigwigs.

Their plans for the development of sports in the country sound grand, but they are seldom implemented. They go “bang”, and “bang” in speeches but their implementation always ends in a whimper. However, all blame cannot be laid at the doors of others. Sportspersons too are responsible for this state of affairs. They lack commitment and professionalism. A foreign trip is coveted more for the glamour and the sightseeing than as an opportunity to bring home medals.

Most often, groups lack team spirit and this is very obvious in their game. How can these problems be solved? It is easier said than done. Solutions may be suggested but who will implement them? First, perhaps there should be an attitudinal change among the people who run the sports in this country. They should take it seriously as something concurring with national honor and national pride. Secondly, eminent sportspersons should run sports bodies.

Third, sportspersons must be encouraged by monetary rewards, and their achievements recorded and honored by sports bodies as well as the government. Fourth, the government must ensure the sponsorship of budding talents for national and international meets. Fifth, media coverage should be given equally to all sports and finally, sportspersons must be inspired to total commitment and professionalism. If and only when these changes are implemented in India, will the scene of Indian sports change for the better?