Class 11

Odisha State Board CHSE Odisha Class 11 Invitation to English 1 Solutions Poem 3 The Inchcape Rock Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class English Solutions Poem 3 The Inchcape Rock

CHSE Odisha Class 11 English The Inchcape Rock Text Book Questions and Answers

Unit – I
Gist with Glossary
Gist:
The poet presents a picture of stillness. The air, the sea, the ship, her sails, and the ocean all look motionless. The slow rise and fall of waves failed to move the Inchcape Bell, a dangerous reef off the east coast of Scotland near the mouth of the river of Tay. During sunny days it could be easily noticed but during a storm, the ships would meet their death because of it. So to solve this problem the Abbot of Aberbrothok placed a bell on this rock. The bell would be heard loud and clear during a storm and as a result, would warn the sailors that the fatal Inchcape Rock was near. His humanitarian deed helped many a sailor know the presence of the dangerous rock. It was but natural that the Abbot of Abberbrothok won their blessings.

Glossary:
Stir: movement.(ଗତି)
Still: motionless. (ସ୍ଥିର)
Keel: bottom part of the ship. ( ଜାହାଜର ତଳଭାଗ)
Inchcape Rock: a perilous reef off the east coast of Scotland near the mouth of the river Tay.
Placed: fixed .(ଥୋଇଦେଲେ)
Buoy: a floating object on the sea to mark a dangerous rock. (ସମୁଦ୍ରରେ ଏକ ଭାସମାନ ବସ୍ତୁ |ଏକ ବିପଜ୍ଜନକ ପଥର ଚିହ୍ନ କରିବାକୁ |)
Surge’S Well: the rise of the tidal waves. (ଜୁଆରିଆ ଢେଉର ଉତ୍‌ଥାନ)
The Mariners: the sailors. (ମେରାଇନର୍ସ)
Perilous: dangerous. (ଭୟଙ୍କର )

Think It Out

Question 1.
How does the poet describe the Inchcape Rock?
Answer:
The poet states that the Inchcape Rock was a few inches high above the surface of the sea in low tide and was completely covered by the sea in high tide or when the sea was rough.

Question 2.
Was the Inchcape Rock dangerous? Give your reasons.
Answer:
The Inchcape Rock was quite dangerous because during sunny days the huge stone could be easily noticed, but it was completely covered by the sea at a high tide or when the sea swelled. As a result, many ships had been wrecked.

Question 3.
Why did the Abbot place a bell on the Inchcape Rock?
Answer:
The Abbot placed a bell on the Inchcape Rock to warn the sailors of the presence of this fatal rock nearby.

Question 4.
When did the Inchcape bell ring?
Answer:
The Inchcape bell rang during a storm or when the sea swelled.

Question 5
Why did the mariners bless the Abbot?
Answer:
Mariners blessed the Abbot because he saved many imminent shipwrecks during the storm by placing a bell on the perilous Inchcape Rock. In other words, humanitarian deeds gave them strength where nature was inhospitable.

Unit – II
Gist with Glossary
Gist :
The poet describes the cheering power of spring. The glittering sun, the screaming of seabirds, and the visible Inchcape filled the air with great joy. The beauty of spring made Sir Ralph the Rover, a sea pirate, cheerful beyond words. But his cheerful spirit gave way to mischief. His eye was fixed on the Inchcape Rock. The bell placed by the Abbot of Abberbrothok was a great disadvantage for him because he plundered the ships that were wrecked by the Inchcape Rock. So he decided to cut the bell from the rock. He was very happy now since there was no more bell. There was a lot more loot! The sailors would not bless the Abbot of Abberbrothok anymore.

Glossary:
Gay: here brightly. (ଆନନ୍ଦରେ )
screamed: made a loud high cry. (ଚିତକାର କରୁଥିଲେ)
wheeled: turned around quickly. (ହଠାତ୍ ବୁଲିପଡ଼ିଲେ)
speck: a very small part.(ଏକ କ୍ଷୁଦ୍ର ଅଂଶ )
He fell…. spring: The pirate Ralph the Rover was in high spirits because of spring, a season of joy and excitement.
His heart…….. excess: the pirate’s joy knew no limits.
But…. wickedness: His pleasure gave way to mischief.
Quoth: said (କହିଲେ)
Put Out: (here) make the ship ready (ପ୍ରସ୍ତୁତ କର)
I’ll…..Aberbrothok: Sir Ralph the Rover is determined to cause pain to the Abbot of Aberbrothok by cutting the bell.
Down……..sound: The bell sunk beneath the tide producing a low sound.

Think It Out

Question 1.
How does the poet express ‘the cheering power of spring’?
Answer:
The poet expresses the cheering power of spring in terms of the bright sun, screaming birds, and joy in their sounds. Merriment was in the air.

Question 2.
How did Ralph come across the Inchcape Bell?
Answer:
Ralph came across the Inchcape Bell by walking his deck and focusing his attention on it when spring set in and it surfaced on the calm sea.

Question 3.
What was the effect of ‘the cheering power of spring’ on Ralph?
Answer:
The cheering power of spring made Ralph whistle and sing and filled his heart with great delight.

Question 4.
What kind of a person was Ralph? Which line tells you so?
Answer:
Ralph was a wicked person to the backbone. The line ‘His heart was mirthful to excess’ tells us so.

Question 5.
What act of wickedness did he do?
Answer:
He committed a wicked deed by cutting the bell that the Abbot of Aberbrothok had placed on the dangerous Inchcape Rock.

Question 6.
Why did he do the wicked act?
Answer:
He did the wicked act because the sailors would not bless the Abbot of Aberbrothok.

Unit – III
Gist with Glossary
Gist :
As a result of his plundering spree, Sir Ralph the Rover became very rich in no time and came back to the shore of Scotland. It was a very stormy day. There was a thick haze and a strong gale and it was nearing nighttime. It was so dark that they could hot see the land. Sir Ralph tried to give his sailors courage by saying that the moon would soon appear and that they would be able to see. However, they still could not see and everybody wished they could hear the Inchcape bell. The ship soon struck the rock and everybody was in despair. Sir Ralph was cursing himself as the ship was sinking beneath the tide. Even as he was dying, Ralph could hear one dreadful sound. It was as if it was the warning sound of the Inchcape bell, it was as if it was the sound of the Devil ringing his knell.

Glossary:
scoured: searched for ships in the sea for plundering (ରେ ଜାହାଜ ଖୋଜିଲା | ଲୁଣ୍ଠନ ପାଇଁ ସମୁଦ୍ର)
Many A Day: many days (ଅନେକ ଦିନ)
Plunder: loot (ଲୁଣ୍ଠନ)
Loot: dense (ଘନ, ଘଞ୍ଚ)
Haze: fog (କୁହୁଡ଼ି)
Gale: storm (ଝଡ଼)
Died Away: stopped (ବନ୍ଦ ହୋଇଗଲା)
Canst: can
Swell: rise (ଉତ୍‌ଥାନ)
Strikes: hits (ବାଡ଼ି ହୋଇଗଲା )
Shivering: trembling ( ଦୋଳାୟମାନ )
‘Oh….. Rock’: The helplessness of the mariners is indicated by deep shock
Despair: misery (ଦୁର୍ଦ୍ଦଶା )
Dreadful : fearful (ଭୟଙ୍କର )
The Devil…. knell: This line signifies Ralph’s death.

Think It Out

Question 1.
How did Ralph become rich?
Answer:
Ralph became rich by plundering the ships that met with wrecks.

Question 2.
Why did the ship lose its way in the sea while it was heading towards Scotland?
Answer:
The ship lost its way in the sea while it was heading towards Scotland because of a dense fog and a strong gale. Besides, it was nearing nighttime.

Question 3.
Why did a mariner think that they were near the shore?
Answer:
A mariner thought that they were near the shore.

Question 4.
‘Oh, Christ! it is the Inchcape Rock’ – why did the mariners exclaim so?
Answer:
The mariners exclaimed so in their stale hopelessness. To their stunned disbelief, they feel the presence of the dangerous Inchcape Rock and consequently think of their imminent death. In Christ, they see their savior.

Question 5.
Why did Sir Ralph curse himself?
Answer:
Sir Ralph cursed himself because he realized that his notorious act of cutting the bell to tarnish the image of the Abbot of Aberbrothok paved the way for the sinking of his own ship in the roaring waves of the sea.

Question 6.
‘The Devil below was ringing his knell.’- what does this expression mean?
Answer:
The expression ‘The Devil below was ringing his knell’ means the death of the notorious Ralph the Rover. Even as he was dying, he could hear one fearful sound as if it was the warning sound of the Inchcape bell. It was as if the Devil was ringing the sound of his disaster.

Question 7.
Do you find this poem musical? The rhyme scheme of the first stanza is AABB (sea-A, be-A, motion-B, ocean-B). Is the rhyme scheme the same for all the stanzas?
Answer:
We find this poem completely musical. The poet’s profuse use of alliteration ‘S’ sea/ship/still and so on justifies this fact. The rhyme scheme is the same for all the stanzas.

CHSE Odisha Class 11 English The Inchcape Rock Important Questions and Answers

A.Short Answer Type Questions with Answers

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

No stir in the air, no stir in the sea,
The ship was still as she could be,
Her sails from heaven received no motion,
Her keel was steady in the ocean.

Without either sign or sound of their shock
The waves flowed over the Inchcape Rock;
So little they rose, so little they fell,
They did not move the Inchcape Bell.

The Abbot of Aberbrothok
Had placed that bell on the Inchcape Rock;
On a buoy in the storm it floated and swung,
And over the waves its warning rung.

When the Rock was hid by the surge’s swell,
The mariners heard the warning bell;
And then they knew the perilous Rock,
And blessed the Abbot of Aberbrothok.

Questions :
(i) What picture do the first two lines present?

(ii) “Her sails from heaven received no motion;” What does the expression ‘Her sails’ refer to?

(iii) In spite of flowing over the Inchcape Rock, why didn’t the waves move its bell?

(iv) What made the Inchcape Rock unseen?

(v) What picture of the Abbot of Aberbrothok do you get in the extract?

Answers :
(i) The first two lines present a graphic description of calm nature. There is no movement either in the air or any roar in the sea. The ship was motionless,

(ii) The expression ‘Her sails’ refers to the ship’s sails.

(iii) The waves did not move Inchcape bell, in spite of flowing over the Inchcape Rock, because of their excessively slow rise and fall.

(iv) Rise of the tidal waves made the Inchcape Rock unseen.

(v) The extract presents a picture benevolence associated with the Abbot of Aberbrothok. His act of placing the bell on Inchcape Rock for the interest of the mariners is a case in point.

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

The sun in heaven was shining gay,
All things were joyful on that day;
The sea-birds screamed as they wheeled round
And there was joyance in their sound.

The buoy of the Inchcape Bell was seen
A darker speck on the ocean green;
Sir Ralph the Rover walked his deck,
And he fixed his eye on the darker speck.

He felt the cheering power of spring;
It made him whistle, it made him sing;
His heart was mirthful to excess.
But the Rover’s mirth was wickedness

Questions :
(i) How does the poet describe the sun?

(ii) What did the seabirds do and what did they produce?

(iii) How do you account for the repetition of ‘darker speck’?

(iv) “It made him whistle.” What does ‘It’ refer to?

Answers :
(i) The poet gives a description of the bright sun.

(ii) The seabirds screamed as they wheel around. There was joy in their sound.

(iii) Sir Ralph the Rover could not take his eye off the darker speck visible on the green ocean. Later his act of dealing with it becomes the focus of the poem and the repetition.

(iv) ‘It’ refers to the cheering power of spring.

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

His eye was on the Inchcape float;
Quoth he, ‘My men, put out the boat,
And row me to the Inchcape Rock,
And I’ll plague the Abbot of Aberbrothok’

The boat is lowered, the boatmen row,
And to the Inchcape Rock they go;
Sir Ralph bent over from the boat,
And he cut, the Bell from the Inchcape float.

Down sunk the Bell with a gurgling sound;
The bubbles rose and burst around;
Quoth Sir Ralph, ‘The next who comes to the Rock
Won’t bless the Abbot of Aberbrothok.’

Questions :
(i) What did Ralph say to his men?

(ii) ‘And I’ll plague the Abbot of Aberbrothok” – what aspect of Ralph’s character does this describe?

(iii) How did Ralph cut the bell?

(iv) What happened after he cut the bell?

(v) ‘Quoth Sir Ralph, ‘The next who comes to the Rock
Won’t bless the Abbot of Aberbrothok.’
What device does the Southey use here?

Answers :
(i) Ralph said to his men to get the boat ready and row him to the Inchcape Rock.
(ii) This line presents Ralph as a sadist.

(iii) Ralph cut the bell by bending over the boat.

(iv) After he cut the bell, it sunk down into the sea making a gurgling sound.

(v) The device poet Southey uses here is irony. Sir Ralph the Rover cut the Inchcape bell and eventually paid the penalty.

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

Sir Ralph the Rover sailed away,
He scoured the seas for many a day;
And now grown rich with plundered store
He steers his course for Scotland’s shore.

So thick a haze o’erspreads the sky
They cannot see the sun on high;
The wind hath blown gale all day,
At evening it hath died away
On the deck the Rover takes his stand.

So dark it is they see no land.
Quoth Sir Ralph, ‘It will be lighter soon,
For there is a dawn of the rising moon.’

‘Canst hear’, said one ‘the breakers roar?
For methinks we should be near the shore’
‘Now where we are I cannot tell,
But I wish I could hear the Inchcape Bell.’

Questions :
(i) What did Sir Ralph do for many days?

(ii) Why were the mariners not able to see the sun?

(iii) When did the wind stop?

(iv) Why was the land not visible to the mariners?

(v) What did a mariner wish?

Answers :
(i) Sir Ralph searched for the ships in the sea and kept on plundering them for many days.

(ii) The mariners were not able to see the sun, because of dense fog that had overspread the sky.

(iii) The wind stopped in the evening.

(iv) The land was not visible to the mariners, because it was dark everywhere.

(v) A marinor wished he had heard the Inchcape Bell

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

They hear no sound; the swell is strong;
Though the wind hath fallen they drift along,
Till the vessel strikes with a shivering shock
‘Oh Christ ! It is Inchcape Rock’.

Sir Ralph the Rover tore his hair,
He cursed himself in his despair;
The waves rush in on every side;
The ship is sinking beneath the tide.

But even in his dying fear
One dreadful sound could the Rover hear,
A sound as if with the Inchcape Bell
The Devil below was ringing his knell.

Questions :
(i) ‘They hear no sound;’ who are they?

(ii) ‘Sir Ralph the Rover tore his hair.’ What poetic device is used here?

(iii) Why was the ship sinking?

(iv) What sort of sound did Ralph hear?

(v) In what condition did Ralph find himself?

Answers :
(i) They are Sir Ralph the Rover and the other mariners who accompanied him.

(ii) Alliteration is used here. The repetition of ‘R’ here justifies this fact.

(iii) The ship was sinking beneath the stormy sea because it struck the Inchcape Rock in the darkness of night.

(iv) Ralph heard a sound that was quite fearful as the sound of the Inchcape bell.

(v) Ralph found himself in a state of dread, despair, and belated repentance.

B. Multiple Choice Questions (MCQs) with Answers
Choose the correct option.
Unit – I
The test
Lines 1 to 16

No stir in the air…………………………. Abbot of Aberbrothok
Question 1.
What is ‘Inchcape Rock’?
(a) the name of a rock on the east coast of Scotland near the mouth of the river Tay.
(b) the name of a ship that could cross all obstacles.
(c) the name of a sea animal that is very dangerous.
(d) none of the above.
Answer:
(a) the name of a rock on the east coast of Scotland near the mouth of the river Tay.

Question 2.
The first four lines present a similar picture of air, sea, ship, sails, and ocean. What is that?
(a) stormy.
(b) stillness.
(c) sometimes stormy and sometimes calm.
(d) none of the above.
Answer:
(b) stillness.

Question 3.
What do you mean by the word ‘keel’?
(a) the old form of the word hill.
(b) bottom of the sea.
(c) the bottom part of the ship.
(d) top of the rock.
Answer:
(c) the bottom part of the ship.

Question 4.
What did happen to the Inchcape Rock when there was low tide?
(a) fully visible.
(b) only its top was visible.
(c) not visible.
(d) none of the above.
Answer:
(b) only its top was visible.

Question 5.
What did happen to the Inchcape Rock when there was high tide?
(a) completely covered by seawater.
(b) only its top was visible.
(c) the rock moves away to one side of the sea.
(d) the rock floats on the sea like a ship.
Answer:
(a) completely covered by seawater.

Question 6.
What did happen to ships that could not see the Inchcape Rock?
(a) they could not move.
(b) they returned away.
(c) they got wrecked.
(d) they passed away in another direction.
Answer:
(c) they got wrecked.

Question 7.
What did Abbot do to save the ships from the wreckage?
(a) He fixed a red flag on the Rock.
(b) He fixed a bell that rang in an abnormal situation on the sea.
(c) He fixed a huge magnet to check the movement of the sea.
(d) none of the above.
Answer:
(b) He fixed a bell that rang in an abnormal situation on the sea.

Question 8.
When did the Inchcape bell ring?
(a) during the visit of a ship.
(b) during the low tide in the sea.
(c) during a storm or when the sea swelled.
(d) during the attack of sea pirates.
Answer:
(c) during a storm or when the sea swelled.

Question 9.
The ‘bell’ floated and swung on a_________.
(a) log.
(b) pole.
(c) pillar.
(d) buoy.
Answer:
(d) buoy.

Question 10.
The ‘bell’ worked as a________ to the ship
(a) information.
(b) warning.
(c) signal.
(d) sailing.
Answer:
(b) warning.

Question 11.
What do you mean by the word ‘buoy’?
(a) a flying object.
(b) a sinking object.
(c) a floating object.
(d) a moving object.
Answer:
(c) a floating object.

Question 12.
What do you mean by the words ‘surge’s swell’?
(a) rise of the ship on the rock.
(b) rise of the tidal waves.
(c) rise of the rock on the sea.
(d) rise of seawater on the banks.
Answer:
(b) rise of the tidal waves.

Question 13.
How the Inchcape Rock was hidden?
(a) by the low tide.
(b) by the darkness.
(c) by the clouds.
(d) by the high tide.
Answer:
(d) by the high tide.

Question 14.
Who did hear the warning bell?
(a) the sea pirates.
(c) the mariners.
(b) the visitors.
(d) the ship owners.
Answer:
(c) the mariners.

Question 15.
What do you mean by the word ‘mariners’?
(a) the engineers.
(b) the pirates.
(c) the sailors.
(d) the passengers.
Answer:
(c) the sailors.

Question 16.
How was the rock described by the boat?
(a) pleasures.
(b) disadvantageous.
(c) advantageous.
(d) perilous.
Answer:
(d) perilous.

Question 17. Who did bless Abbot?
(a) the visitors.
(b) the mariners.
(c) the ship owners.
(d) none of the above.
Answer:
(b) the mariners.

Question 18.
‘Aberbrothok’ is associated with_________.
(a) the mariners.
(b) the Inchcape Rock.
(c) the ship.
(d) Abbot.
Answer:
(d) Abbot.

Unit – II
The test
Lines 17 to 40

The sun in heaven…………………. Abbot of Aberbrothok
Question 19.
The description of the sun in line 17 of the poem signifies :
(a) scorching sun.
(b) setting sun.
(c) rising sun.
(d) pleasant bright, sun.
Answer:
(d) pleasant bright, sun.

Question 20.
What does the screaming sound of sea birds signify?
(a) melancholy.
(b) joyance.
(c) a sight of horror.
(d) a bad day.
Answer:
(b) joyance.

Question 21.
How was the buoy of the Inchcape Bell seen on the sea?
(a) a brighter spot.
(b) a green speck.
(c) a darker speck.
(d) a white speck.
Answer:
(c) a darker speck.

Question 22.
Whose eye was fixed on the darker speck?
(a) the poets.
(b) the mariners.
(c) Sir Ralph’s.
(d) Pirates.
Answer:
(c) Sir Ralph’s.

Question 23.
What do you mean by the word ‘speck’?
(a) a very big spot.
(b) a very small spot.
(c) a bright spot.
(d) an invisible spot.
Answer:
(b) a very small spot.

Question 24.
What, according to the poet, the bright sun, screaming of birds and their joyance do signify?
(a) terrible summer.
(b) cheerful spring.
(c) the happy memory.
(d) unpleasant day.
Answer:
(b) cheerful spring.

Question 25.
Who was mirthful by the cheerful spring?
(a) the poet.
(d) the visitor.
(c) Sir Ralph.
(b) the mariner.
Answer:
(c) Sir Ralph.

Question 26.
What was the secrecy of Sir Ralph’s mirth?
(a) success.
(b) cheerful spring.
(c) wickedness.
(d) achievement.
Answer:
(c) wickedness.

Question 27.
What do you mean by the word ‘mirth’?
(a) delight.
(b) bad feeling.
(c) mourn.
(d) danger.
Answer:
(a) delight.

Question 28.
What did Sir Ralph want to do?
(a) to praise Abbot.
(b) to blame Abbot.
(c) to destroy Inchcape Rock.
(d) to earn a good name.
Answer:
(b) to blame Abbot.

Question 29.
What did he do to blame Abbot?
(a) stopped the bell ringing.
(b) cut the bell from the buoy.
(c) criticized Abbot in public.
(d) proved Abbot’s method was wrong.
Answer:
(b) cut the bell from the buoy.

Question 30.
What did Sir Ralph say after cutting the bell from the Inchcape Rock?
(a) everybody would praise him.
(b) he would fix a new bell.
(c) the next who comes to the Rock won’t bless the Abbot.
(d) none of the above.
Answer:
(c) the next who comes to the Rock won’t bless the Abbot.

Question 31.
What does the word ‘plague’ mean?
(a) cause pleasure.
(b) cause success.
(c) cause accident.
(d) cause pain.
Answer:
(d) cause pain.

Unit – III
The Text
Lines 41 to 68

Sir Ralph……………………ringing his knell
Question 32.
Sir Ralph was a ………………..
(a) ranger.
(b) rover.
(c) counselor.
(d) doctor.
Answer:
(d) doctor.

Question 33.
What did he do moving into the sea?
(a) visiting different places.
(b) discovering the things in the sea.
(c) plundering the ships for wealth.
(d) none of the above.
Answer:
(c) plundering the ships for wealth.

Question 34.
What did he do at last?
(a) enjoyed his days in the sea.
(b) returned to Scotland’s shore.
(c) crossed Inchcape safely.
(d) fulfilled his mission.
Answer:
(b) returned to Scotland’s shore.

Question 35.
How was the weather when Sir Ralph’s ship was near Scotland’s shore?
(a) dark, foggy, and stormy.
(b) bright, clear, and fine.
(c) cloudy, smoky, and semi-darkness.
(d) none of the above.
Answer:
(a) dark, foggy, and stormy.

Question 36.
But standing on the deck of the ship, Sir Ralph was hopeful of a clear day with the rising of_________.
(a) sun.
(b) stars.
(c) moon.
(d) a bright celestial object.
Answer:
(c) moon.

Question 37.
Why was the land not visible to the mariners of Sir Ralph’s ship?
(a) because of darkness.
(b) because they were far from the shore.
(c) because mariners had no microscope.
(d) all of the above.
Answer:
(a) because of darkness.

Question 38.
But one of the mariners could hear the________.
(a) wreck of a ship.
(b) thunder on a ship.
(c) Inchcape Bell.
(d) sound of a sea animal.
Answer:
(c) Inchcape Bell.

Question 39.
At last, the ship lost its way and got wrecked hitting against________.
(a) the other ship.
(b) the Inchcape Rock.
(c) a huge sea animal.
(d) none of the above.
Answer:
(b) the Inchcape Rock.

Question 40.
What did Sir Ralph do in despair?
(a) pray God.
(b) scolded his mariners.
(c) cursed himself.
(d) cursed Abbot.
Answer:
(c) cursed himself.

Question 41.
While dying in fear, Sir Ralph could hear a sound similar to________.
(a) band party drum.
(b) Thunder.
(c) sweet music.
(d) Inchcape Bell.
Answer:
(d) Inchcape Bell.

Question 42.
Who was in fact ringing this bell?
(a) Abbot.
(b) the Devil.
(c) Inchcape Bell.
(d) mariners.
Answer:
(b) the Devil.

Question 43.
What does the last line of the poem signify?
(a) death of Sir Ralph.
(b) end of his journey.
(c) a lesson taught to him.
(d) none of the above.
Answer:
(a) death of Sir Ralph.

Question 44.
Who is the author of the poem “Inchcape Bell”?
(a) Robert Frost.
(b) Robert Smith.
(c) Robert Stewart.
(d) Robert Southey.
Answer:
(d) Robert Southey.

Introducing The Poet :
Robert Southey was an English poet of the Romantic School, one of the so-called “Lake poets” and poet laureate for 30 years. His poems often told a story and were set in faraway lands. Although his fame has been long eclipsed by that of his contemporaries and friends William Wordsworth and Samuel Taylor Coleridge, Southey’s verse still enjoys some popularity.

Moreover, Southey was a prolific letter writer, literary scholar, essay writer, historian, and biographer. His biographies include the life and works of John Bunyan, John Wesley, William Cowper, Oliver Cromwell, and Horatio Nelson. The last has rarely been out of print since its publication in 1813 and was adapted for the screen in the 1926 British film, Nelson.

He was also a renowned Portuguese and Spanish scholar, translating a number of works from those two countries into English and writing both a History of Brazil (part of his planned History of Portugal which was never completed) and a History of the Peninsular War. Perhaps his most enduring contribution to literary history is the immortal children’s classic, The Story of the Three Bears, the original Goldilock story.

About The Poem :
The Inchcape Rock is based on the fact that a wicked man always pays the penalty in the long run. Here Sir Ralph the Rover is a case in point. He exhibits a common proverb – ‘As you sow, so you reap.” His wicked act of removing the bell from the perilous Inchcape Rock paved the way for his death. In short, Robert Southey hits at the cruel deed of Sir Ralph the Rover who perishes for the crime of removing the Inchcape bell and his unpardonable sins against humanity.

Summary:
The poem begins with a graphic description of calm nature. There is no movement either in the air or any roar in the sea. The ship is silent so also are her sails. The bottom part of the ship is steady in the ocean. There is no sign of any disaster. The poet takes us back to the Inchcape Rock, a perilous roof off the east coast of Scotland near the mouth of the river Tay. During sunny days it can be easily noticed but during a storm, the ship meets its death because of it. Here comes the role of benevolent the Abbot, of Aberbrothok. To tide over this problem, he places a bell on this rock. The bell can be heard loud and clean when the sea is rough and hence warn the sailors of their presence near the fatal Inchcape Rock.

Now a pirate called Sir Ralph the Rover emerges on the scene. It is spring. The bright sun and the loud sound produced by the sea birds create an atmosphere of joy. Meanwhile, Ralph caught sight of a very small spot which is the bell placed by the Abbot of Aberbrothok upon the dangerous rock. He cannot take his eyes off it. He deeply feels the exciting power of spring. Driven by merriment, he whistles and sings. His heart leaps in joy, but his delight gives way to mischief. His eyes are fixed on the Inchcape Rock. Tom by hatred, is keen on destroying the good name of the Abbot of Aberbrothok. Human nature dies hard. Ralph, out of malice towards the Abbot, commits the sin of removing the bell. As a result, it sinks down producing a low sound. The bubbles surface and bursts around.

With the bell gone, Ralph searches for the seas for many days and keeps on plundering the ships that meet with wrecks. He becomes rich again. His ship moves towards Scotland’s shore, but a dense fog stormy wind and darkness prevent Ralph and his mariners from seeing the land. But Sir Ralph does not lose his heart. He tries to give his sailors courage by saying that the moon will soon appear and they will be able to see, but in vain. The ship soon strikes the rock. Everybody sinks into despair. Ralph’s misery knows no end. He tears his hair and curses himself, but it is too late.

The poem ends on a note of tragedy. Ralph finds the ship sinking beneath the tide. In his dying fear, he can hear one fearful sound as if it was the warning sound of the Inchcape bell. It is as if the Devil below were ringing Ralph’s death knell.

ସାରାଂଶ:
କବିତାଟି ଆରମ୍ଭ ହୁଏ ଶାନ୍ତ ସରଳ ପ୍ରକୃତିର ଏକ ଚିତ୍ରି ବର୍ଣ୍ଣନାରୁ । ସମୁଦ୍ରରେ କୌଣସି ଗର୍ଜନ ନ ଥିଲା କିମ୍ବା ନ ଥିଲା କିଛି ଚଳଚଞ୍ଚଳତା । ଜାହାଜ ଗତି କରି ଚାଲୁଥାଏ । ଧ୍ଵଂସର କୌଣସି ସଙ୍କେତ ନ ଥାଏ । କବି ଆମକୁ ନେଇଯାଆନ୍ତି ସ୍କଟଲ୍ୟାଣ୍ଡର ପୂର୍ବ ଉପକୂଳରେ ଥିବା ଘାତକ Inchcape Rock ନିକଟକୁ, ଯାହାକି ନିମ୍ନ ଜୁଆର ସମୟରେ ଉପରକୁ ଅଳ୍ପ ଦିଶେ ଓ ଉଚ୍ଚ ଜୁଆର ସମୟରେ ସମ୍ପୂର୍ଣ୍ଣ ବୁଡ଼ିଯାଏ। Tay ନଦୀର ମୁହାଣରେ ଏହି Inchcape Rock ଥିଲା । ପାଣିରେ ସମ୍ପୂର୍ଣ୍ଣ ବୁଡ଼ିଯାଇଥିବା ସମୟରେ ଅନେକ ଜାହାଜ ଏଥିରେ ବାଡ଼େଇ ହୋଇ ଖଣ୍ଡ ବିଖଣ୍ଡ ହୋଇଯାଏ । କାରଣ ଏହି ସମୟରେ ନାବିକମାନେ ଏହି Rockକୁ ଦେଖିପାରନ୍ତି ନାହିଁ । ଏହି ସମସ୍ୟାକୁ ସମାଧାନ କରିବାପାଇଁ ଜଣେ ଧର୍ମଯାଜକ The Abbot of Abberbrothok ଏହି ପଥର ଉପରେ ଏକ ଭାସମାନ ବସ୍ତୁକୁ ବାନ୍ଧି ତା’ ଉପରେ ଏକ ଘଣ୍ଟି ରଖିଲେ । ଯେତେବେଳେ ସମୁଦ୍ର ଅଶାନ୍ତ ହୋଇଉଠେ ଏବଂ ଉଚ୍ଚ ଜୁଆର ହୋଇଥାଏ, ଏହି ଘଣ୍ଟି ହଲିଦୋହଲି ଏକ ସତର୍କ ଶବ୍ଦ ସୃଷ୍ଟି କରେ ।

ଏହି ଘଣ୍ଟି ଶବ୍ଦ ଶୁଣି ନାବିକମାନେ ଜାହାଜକୁ ଅନ୍ୟ ମାର୍ଗରେ ନିଅନ୍ତି ଏବଂ ନିଶ୍ଚିତ ମୃତ୍ୟୁରୁ ରକ୍ଷାପାଆନ୍ତି । ତେଣୁ ନାବିକମାନେ Abbotଙ୍କ ଏହି କାର୍ଯ୍ୟପାଇଁ ସହୃଦୟର ସହିତ ଧନ୍ୟବାଦ ଜଣାନ୍ତି । ଦିନେ Sir Ralph the Rover ସେଇ ବାଟ ଦେଇ ଜାହାକ ଚଳାଇ ଆସୁଥିଲେ । ସେ ପଥର ଉପରେ ଭାସମାନ ବସ୍ତୁ ସହ ସଂଲଗ୍ନ ଘଣ୍ଟି ଦେଖିଲେ ଏବଂ ନାବିକମାନଙ୍କଠାରୁ The Abbotଙ୍କ ବିଷୟରେ ପ୍ରଶଂସା ଶୁଣିଲେ । ହିଂସାରେ ତାଙ୍କର ହୃଦୟ ଜଳିଉଠିଲା । ନିଷ୍ପଭି କଲେ The Abbot of Aberbrothokଙ୍କର ଏହି ସୁନାମକୁ ସେ ଭାଙ୍ଗି ଚୁର୍‌ମାର୍ କରିଦେବେ । ନାବିକମାନଙ୍କୁ ଆଦେଶ ଦେଲେ ଜାହାଜକୁ ସେହି ଘଣ୍ଟି ପାଖକୁ ନେଇଯିବା ପାଇଁ । ସେଠାରେ ପହଞ୍ଚି ସେ ଘଣ୍ଟିଟିକୁ କାଟିଦେଲେ । ତାହା କ୍ଷୀଣ ଶବ୍ଦ ସହିତ ବୁଡ଼ିଗଲା । Sir Ralph ତାକୁ ଚାହିଁ କହିଲେ – ଏଥର ଏଠିକି ଯେଉଁ ନାବିକମାନେ ଆସିବେ ସେମାନେ ଆଉ The Abbotଙ୍କୁ ପ୍ରଶଂସା କରିବେ ନାହିଁ । କାରଣ ତାଙ୍କ ଘଣ୍ଟି ଆଉ ଏଠି ନାହିଁ । ଏହି Inchcape ଘଣ୍ଟିକୁ ଧ୍ୱଂସ କରି ନିଜର ହୃଦୟର ନିଭୃତ କୋଣରେ ଅମାପ ଗର୍ବକୁ ବହନ କରି ଜାହାଜ ଆଗକୁ ନେଇ ଚାଲିଲେ Sir Ralph । ସେ ସମୁଦ୍ରରେ ଅନେକ ଦିନ ଭ୍ରମଣ କରି ଅନ୍ୟ ଜାହାଜମାନଙ୍କରୁ ପ୍ରଚୁର ଉପସ୍ଥିତି ଦୃଶ୍ୟମାନ ହେଲା ନାହିଁ । ସକାଳେ କ୍ଷିପ୍ର ଗତିରେ ପ୍ରବହମାନ ବାୟୁର ଗତି ସନ୍ଧ୍ୟାବେଳକୁ ସ୍ଥିର ହୋଇଗଲା । Sir Ralph ଡେକ୍ ଉପରେ ଠିଆ ହୋଇ ଚାରିଆଡ଼କୁ ଚାହିଁଲେ । ସେ କେଉଁଆଡ଼େ ବି ସ୍ଥଳଭାଗ ଦେଖିପାରିଲେ ନାହିଁ । ତଥାପି ବି ସେ ନାବିକମାନଙ୍କୁ ବ୍ୟସ୍ତ ନ ହେବାପାଇଁ କହିଲେ । ଆଶ୍ବାସନା ଦେଲେ ଖୁବ୍ ଶୀଘ୍ର ଆଲୋକର ପ୍ରତୀୟମାନ ହେବ । କାରଣ ଅଳ୍ପ ସମୟ ମଧ୍ୟରେ ଜହ୍ନ ଉଇଁବ ଓ ପରିଷ୍କାର ଦେଖାଯିବ ।

କେହି ଜଣେ ନାବିକ କହିଲେ ସେମାନେ ବୋଧେ Inchcape Rock ନିକଟରେ ପହଞ୍ଚିଗଲେଣି । ଆଉ ଜଣେ ନାବିକ କହିଲେ ଯଦି ସେମାନେ Inchcape Rockର ସେହି ଘଣ୍ଟିର ଶବ୍ଦ ଶୁଣିପାରିଥା’ନ୍ତେ କି ? ଢେଉର କ୍ଷିପ୍ରତାରେ ଜାହାଜ ଆଗକୁ ମାଡ଼ି ଚାଲିଲା । ଅନ୍ଧାରରେ କିଛି ଦେଖାଯାଉ ନ ଥାଏ । ଜାହାଜଟି ପିଟି ହୋଇଗଲା ଏକ ଶିଳାଖଣ୍ଡରେ ଏବଂ ଖଣ୍ଡ ବିଖଣ୍ଡିତ ହୋଇଗଲା । ନାବିକମାନେ ଚିତ୍କାର କରି ଉଠିଲେ – ହେ ଭଗବାନ ! ଏଇଟା ତ Inchcape Rock । Sir Ralph ନିଜ କୃତକର୍ମ ପାଇଁ ନିଜକୁ ନିନ୍ଦୁଥା’ନ୍ତି । ଏଥିପାଇଁ ସମୟ ବହୁତ ବିଳମ୍ବ ହୋଇଯାଇଥିଲା । ସେ ସେଦିନ ଯଦି Inchcape Rockର ଘଣ୍ଟିଟିକୁ କାଟିଦେଇ ନ ଥା’ନ୍ତେ, ଓ ନାବିକମାନେ ନିଶ୍ଚିତ ମୃତ୍ୟୁମୁଖରୁ ରକ୍ଷା ପାଇପାରିଥା’ନ୍ତେ । Sir Ralphଙ୍କର ସମସ୍ତ ଚେଷ୍ଟା ବଞ୍ଚିବାପାଇଁ ବିଫଳ ହେଲା । ସେ ଅତଳ ସମୁଦ୍ରର ଗର୍ଭରେ ବୁଡ଼ିଗଲେ । ସେତେବେଳେ ସେ ଏକ ଭୟଙ୍କର ଘଣ୍ଟି ଶବ୍ଦ ଶୁଣିଲେ, ସତେ ଯେପରି ତାହା Inchcape ଘଣ୍ଟି ଶବ୍ଦ ଥିଲା । ବୋଧହୁଏ ସାଗର ତଳ ଶୟତାନ ସେ ଘଣ୍ଟିଟିକୁ ବଜାଉଥଲା ।

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

CHSE Odisha 11th Class English Writing Personal Letters and Notes

The art of Writing Letters

Letters form an integral part of inter-personal communication. There are different tyeps of letters – personal letters which may be informal or casual, business letters, letters of public concern which appear in the newspapers, etc. which are formal in nature.
The name ‘personal letter’, generally refers to letters written to friends and relations. Such letters are usually full of news, and are usually written in conversational style. It has six parts :
1. The address of the sender
2. The date
3. The salutation or greeting
4. The body of the letter
5. The subscription or complimentary close
6. The signature

Let us look at these parts one by one.

1. The Address of the sender
This is written on the top right-hand comer of the page. Look at the punctuation.
For example,

181, Saheed Nagar
Bhubaneswar.

2. The date is written below the sender’s address

8 August 20

3. The salutation
When writing to a friend, address him by name :
Dear Sarat,
Not Dear friend Sarat.
If you are writing to the parents or brothers or sisters or intimate friends, you could write
My dear Father,
My dear Mummy, etc.
The punctuation after the salutation agrees with the punctuation of the sender’s address. A comma can be placed after the salutation if you have used commas in writing your address at the top.

4. The body of the letter.
This is the most important part of the letter. A good personal letter must be simple and pleasant to read. It is full of small details which appeal to the person you are writing to. The tone of the letter must be personal: you should write as you would speak to him if he were present before you.

5. The Subscription.
The most eomon form of closing a letter to a friend is

Yours sincerely
Yours sincere friend
Yours ever, etc.

To both friends and relations you can write

Yours affectionately

Some other closng phrases that can be used in personal letters

Ever sincerely
Yours
Your loving son
Love

6. The Signature
A letter to a friend or a close relation does not require your full signature. You should write only the first name, or the name by which you are known to the friend you are writing to : not

Sarat Kumar Mohanty
but only Sarat

7. The Address on the Envelope
Usually the address is written towards the lower half of the envelop leaving space at the top for stamps. The titles, Mr, Mrs and Ms are used before the names. Sometimes postcards are used to write personal letters. Then it is not necessary to use all the six parts in the letter. The date, the message and the signature or initials of the sender will be enough.

Activity 1

The following letter has a few errors. Correct them in order to improve the letter.

_______________
(Fill in the date)

From,
Mr. Ashok Kumar Das.
Mandara Bagicha Para.
Bhabanipatna.
To,
Mr, Biswanath Mishra.
420, Kalpana Flats.
Old Town, Bhubaneswar.
Dear friend
Well and wish to hear the same. In particular, I passed the examination in the first class. I am applying for admission in the local government college. What are your plans ? What college do you intend to join. Hope, you will successful. Thanking you.

I remain
Your sincere friend,
A. K. Das

You must have marked that there are errors in every part of the letter. Could you correct them ? Show the revised version to a friend of yours and discuss the points of revision. If necessary, ask your teacher.
Answer:
Revised letter

Mandar Bagicha Para
Bhawanipatna
14 Dec. 20

Dear Bisu,
I passed the examination in first class. I wish to hear the same in particular, from you. I am applying for admission in the local governmental college. What are your plans ? Which college do you intend to join ? Hope, you will be successful.

Yours sincerely,
Surendra

Biswanath Mishra
420, Kalpana Flats
Old Town, Bhubaneswar – 2

Errors in the first letter:
(1) The addresses and names of the receiver have been wrongly placed.
(2) Address (excluding the name) and date should be written on the top in the right-hand comer.
(3) Salutation – Dear friend is wrong.
(4) Sentences in the main part are not in order.
(5) They are replete with grammatical errors.
(6) Ending is wrong.
All these errors have been corrected in the above letter.

Activity 2

The two paragraphs are given below from the body of a personal letter. Do you find anything odd about them? One part of the letter has to be rewritten in order to make it sound personal and informal. Which part is it? Identify the part and rewrite it. “I have just returned after a wonderful holiday with you. I thought I should write to you immediately and tell you how I enjoyed every minute of my stay with you. Your cousins are such jolly companions and I will never forget the fun we had together. However, I shall be failing in my duty if I do not express my profound gratitude to your parents who spared no pains to extend warm hospitality to me during my stay there.”
Answer:
The second paragraph lacks substance in the context of a personal letter which is informal, but here it is formal to the core. The ending should be ‘the hospitality of your parents has moved me. I look forward to visiting your home and staying there for some time.’

Activity 3

(a)

Angul
24 April, 20

Dearest Jeje,
How are you? You haven’t come to see us for a long time. We are going to be in Angul all summer. Why don’t you visit us? We would love to have you.
Lots of love,
Yours.

(b)

Cuttack
20 October, 20_

Dear Kunu,
Thanks ever so much for asking me to your party. Of course, I’ll be there! And I look forward to staying the night with you.
Cheers!
Yours,
Sikta

(c)
Mr. and Mrs. Kundu request the pleasure of your company at the wedding of their daughter Rani to Raja Mohanty at Nayapalli Kalyan Mandap, Bhubaneswar at
10.30 p.m. on March 16, 20.
R.S.V.P.

(d)

Sambalpur
15 May, 20_

Dear Omunu,
It was lovely hearing from my favorite grandson. Thank you, for inviting me to spend the summer with you but I’m afraid I have to go to Mumbai in June for a heart operation. If I’m all right, I’ll visit you in December.
All my love,

(e)

Sahid Nagar
Bhubaneswar
17 October. 20_

Dear Sikta,
Just a short note to say we’re having a party on Diwali night and were wondering if you could join us. You could stay the night with us if it gets late.
Do let us know soon.
Love,

(f)

Nayapalli
Bhubane swar
5.3.20__

Mr. and Mrs. R.K. Sahu thank Mr. and Mrs. Kundu for their kind invitation to the wedding of their daughter Rani on 16.3.2000 but regret their inability to attend, on account of a prior engagement

Which invitation and reply are the most formal? Why do you think so?
Answer:
a – d
b – e
c – f
Invitation ‘c’ and the corresponding reply ‘f are the most formal because they neither contain any salutation nor do they end with an expression of affection.

Activity 4

Look at the letters in activity 3 again. Which expressions in these letters can be used for the following purposes?
to open a letter ____________________________
to say thank you ____________________________
to close a letter ____________________________
to invite somebody ____________________________
to accept an invitation ____________________________
to decline (refuse) an invitation ____________________________
Answer:
to open a letter How are you? It was lovely hearing from you.
to say thank you Thank you for, thanks ever so much for
to close a letter Lots of love. Cheers! All my love.
to invite somebody Why don’t you visit us? Request the pleasure of your company. Wondering if you could join us.
to accept an invitation I look forward to
to decline an invitation I’m afraid I have. Regret their inability.

Activity 5

Work in pairs to produce letters of invitation to suit the situations suggested below.

(a) You are going on a holiday
to Ooty. You want to invite
a friend to come with you.

You are going away on holiday
day. Do you want to invite
someone to live in your
house while you are away.

You are starting a new
restaurant and you want
to invite some of your
friends to a party you are
arranging for the launch
of your new restaurant.

Send your letter to another pair of your classmates. Keep the layout below in mind while writing the letters.
(b)

Read the letters you get and decide whether you want to accept or decline the invitation. Then draft a reply, using the hints below :
(c)

Answer:
(a)

27, Krishna Nagar
Secunderabad
12.3.20

Dear Sameer,
How are you? It’s a long time since we met. This summer we are going to Ooty and will be spending the vacations there. We were wondering if you could join us at Ooty. We could all have an enjoyable time there.
Do let us know soon.
Love,
Sanjay

(b)

80, Kharavela Nagar
Bhubaneswar
2 January, 20

Dear Suman,
We would be very happy if you could join us for the dinner party on 12 January 2010 at 7.30 pm on the occasion of the launching of our new restaurant.
Do let us know soon.
Yours,
Sudhir,

(c)

Railway Colony
Mancheswar
Bhubaneswar
10.12.20

Dear Ravi,
How are you? When we met last time you were complaining about not having a quiet place to study. Would you like to have a whole house to yourself this summer? And a secluded one too. It would be great, isn’t it? Well, we are going to our granny’s for the whole summer. We would be very grateful if you could stay in our house while we are away. Our maidservant could cook for you and of course, Deepu will keep visiting you now and then to see what you need. Can you help?
Please let us know.
Love,
Mausi.

Replies:

(a)

Saheed Nagar
Bhubaneswar
18.3.20

Dear Sanjay,
Thank you very much for inviting me to Ooty for the summer. I would love to come but I am afraid I cannot because I have already enrolled in a computer course which will continue during the vacation. I hope to come and meet you during Christmas. Hope you will enjoy yourself.
Your loving friend,
Sameer.

(b)

28, Kalpana Area
Bhubaneswar
5 January 20

Dear Sudhir,
Thank you very much for asking me to your party. I would love to be there to taste all the delicacies of your new restaurant. And by the way, Congratulations! You have succeeded in making your dream come true.
With Best Wishes,
Yours,
Suman

(c)

HA, B.J.B. Nagar
Bhubaneswar
18.12.20

Dear Mausi,
Thank you very much for reposing so much confidence in me. I would have really liked to spend the summer at your place but I am afraid I cannot. Dad has already asked me to stay with him at Rourkela so that he can coach me in mathematics and science. I can’t put this off because I’ll have to appear for the entrance next month. Sorry to have disappointed you.
Your loving nephew,
Ravi

Activity 6

It is usual to send a ‘thank-you note’ when you receive an invitation, even if you do not want to accept the invitation. Draft a ‘thank-you note’ in reply to the invitation you received in Activity 5, which you may either accept or decline. Use the suggestions given below :

Answer:

Saheed Nagar
Bhubaneswar
18.3.20

Dear Prabhat,
Just a note to thank you for inviting me to spend the summer vacation at Ooty with your parents. It was so thoughtful and kind of you to do so. I am afraid I will be unable to join you because I am doing a computer course that will continue beyond the vacations. I hope you enjoy yourself thoroughly at Ooty. Anyway, excuse me for being unable to join you and convey the same to all.
Best Wishes,
Yours,
Submit.

Activity 7

Read the letter below, and write two similar letters of invitation.
(a) to an elderly aunt, asking her to visit you for the Dussera Festival:
(b) to a young nephew, asking him to stay for the month of June.

Answer:

Plot No. 201
Apamanagar
Chauliaganj
2 September

Dear Aunty,
If you have not made plans for your Dushera holidays this year, perhaps you would like to come and stay with us at Cuttack. It is a long time since we met and all my family members would like to see you again. During your stay here, we shall enjoy the famous puja festival here to the brim. Do come. We look forward to seeing you.
Yours affectionately,
Sarika

Saheednagar
Plot No. 202
Bhubaneswar
1 December 20

Dear Ravi,
I am happy to learn that your examination is over. Your school will be closed for a month. Instead of staying there, I would like you to come here for a month. I am sure you will have a wonderful time in our midst.
We look forward to meeting you soon,
Your affectionate uncle,
Sarbeswar

Activity 8

Study the letter below as a model letter of refusal.

Write two similar letters of refusal,
(a) because your sister (brother) is going into hospital;
(b) because you have arranged to go on holiday.

Answer:
(a)

Shantivihar
Plot No 105
1 September 20

Dear Aunty,
I am happy to learn that you have invited me to the Dussera festival with you. I am indeed thrilled. I would like to accept your invitation, but I am sorry that I cannot go to you. Unfortunately, my sister is going to the hospital every day for physiotherapy in connection with his acute ankle problem. This will continue for another month. I accompany her every day. I do hope you will realize my problem, and accuse me of declining your warm invitation.
Yours affectionately,
Rahul

(b)

Vinay Mahal
Main Road
Jatni
14 June 20

Dear Mohan,
Thank you very much for your invitation to lunch next Monday. I would like to accept it, but we have arranged much in advance to go on a holiday to some important places in India. We are leaving at 1 p.m. the very same day. I am sure you will understand my predicament and excuse me for not attending your lunch.
Yours sincerely,
Subrat

Activity 9

Imagine that you are writing to some friends from a well-known holiday resort and write a few sentences describing the weather, food, etc. You can choose suitable adjectives from the list below.

cold	delicious	boring	friendly	hot	awful
exciting	rude	nice	interesting	spicy	sunny
windy	beautiful	helpful	warm

Answer:

Panth Nivas
Pun
12.05.20

Dear Varun,
We arrived here today rather late in the night as the train was running late. However, we were given a warm reception by the Panth Nivas staff who served us spicy hot tandoori chicken and roil As we sit here in the open-air restaurant we can hear the roar of the waves background and the moonlight creating beautiful shadows on the casuarina trees that line the beach. It is a very pleasant, though a windy night. I can’t wait to sleep and get up early tomorrow to watch the sunrise. I am nervous with excited.
I hope to write to you again.
Love,
Suresh

Activity 10

Here is some pictures. Use the sentences which follow the pictures to write a letter to accompany each picture. Choose a beginning, a middle, and an end from among the ones given on the next page.

The beginning :

The middle :

The end:

Answer:
(1)

Sterling Resort
Doda Valley, Kashmir
12.05.20

Dear Rabi,
We arrived safely in Kashmir on Monday evening after a hectic bus journey. The weather is fantastic and the scene all around is snow-covered mountain peaks. Exhilarating! Truly it is a paradise on earth. Unfortunately, however, I broke my leg skiing yesterday. Now I can’t walk and I have to stay in the hotel all day. It’s extremely boring and I can’t stand lying down on the bed and reading books the whole day while others enjoy themselves. Anyway, we are going back home on Thursday.
Love,
Ratha

Answer:
(2)

Panth Nivas
Puri
12.05.20

Dear Miti and Niki,
Here we are on the beach!
It’s terrible here! It’s hot and there are thousands of people everywhere. There’s no place where you can have some privacy. The food is awful.
Will be back home on Saturday. Thank goodness!
Best wishes,
TitI

Answer:
(3)

Yemen
12.01.20

Dear Umesh,
This hill station is wonderful! The weather is gorgeous, the people are very friendly and the food is delicious. Yesterday, we went to a carpet market like the one in the picture. It was extremely beautiful.
I don’t want to come home!
Love,
Ramakanta

Activity 11

Here are some more pictures. Choose one and imagine that you have gone there for a holiday. What would you write to your friends about this place? You can write about:
– the people
– the food
– what you did/saw yesterday
– something interesting that happened to you

Answer:
(1)

Paris
10.10.20

Dear Pulin,
Paris is wonderful!
The weather is just fantastic. The food is bland and the people very helpful. The scenes and sights are extremely beautiful. Yesterday we had been to the Eiffel Tower which you can see in the picture. It is the most important landmark of Paris.
Will be back home on Tuesday.
With Best wishes,
Priya

Answer:
(2)

Rourkela
2.1.20

Dear Sukant,
Greetings from Rourkela!
Our tour of the steel plant proved disastrous. A fire broke out in the smelting plant and we had to vacate the premises immediately. That was a horrifying experience. The whole town is full of smog, and that makes it terribly hot and sticky out here. I can’t wait to get back home.
Love,
Supreeti

Answer:
(3)

Bombay
10.05.20

Dear Kuni,
We are here in Bombay!
The weather is hot and sultry and the city is extremely crowded. The food is very bad and not at all to our taste. However, it’s a wonderful shopping center here. Cotton is damn cheap.
Will be back home on Sunday.
Love,
Kusum

Activity 12

A. You will find the letter of a famous person below. Which of the people mentioned below the letter could have written the letter? Why do you think so?

(a) Neil Armstrong, the first person on the moon.
(b) Florence Nightingale, the famous Nurse in the Crimean War.
(c) Edmund Hillary, the first person to climb Mount Everest.
(d) Christopher Columbus in America
(e) Ronald Amundsen, the first person to reach the South Pole.
Answer:
Edmund Hillary, was the first person to climb Mount Everest and put up his country’s national flag on its top.

B. Now imagine that you are some other person (from the list of names above) and write a letter to a friend. Work in pairs. Do not sign your name. You can write about :
– the place
– the weather
– the food
– the people
– what you have done
– some things very interesting

When you are ready, give your letter to another pair. They have to guess who it is from.
Answer:
(a)

20 July, 20

Dear Bathsheba,
We landed here on the moon yesterday. It’s cold and eerie here with no gravitational pull. Today with my space suit on, I took a walk or rather jumped all over the moon’s surface collecting rock and soil samples. The silence is frightening.
Already feeling homesick.
Love,
Neil.

(b)

21 Oct., 20

Dear Roberts,
The war is getting bloodier day by day. Thousands of dead bodies lie on the battlefield, their stench filling the air. Tending to be sick and dying; almost every minute of the day is exhausting but I am glad to be of help to the soldiers.
Hoping that the war will end soon.
Cheer up.
Florence.

(d)

America
July 20

Dear Christina,
Landed here on Sunday. The land here is virgin and wild. There are dangerous-looking Indians here wearing colorful head-dresses. But there is nothing to fear. They flee at the sound of our guns being shot.
Missing you.
Yours,
Columbus.

(e)

South Pole
Feb 20

Dear Victor,
Made it! It’s extremely cold here and the food’s frozen but the sacrifices are small considering the achievement. Yesterday we sighted some polar bears. Fishes are plentiful. The vast desert of snow and mountains makes me lonely.
Missing you.
Yours,
Ronald.

Activity 13

A. Sometimes you can send a short letter to give a friend some news. Ravi Kumar has just moved house and he wants to give his friends his new address. His letter is given below, but some parts are missing. What do you think he wrote? Complete the letter.

Answer:

Kalpana Flats
Old Town
Bhubaneswar
26th November

Dear Niki,
I’m sorry I haven’t written for a long time. How are you? We have just moved house from Uttara Chhak to the Kalpana Flats. Our new address is given above. Tika has joined her new school. She finds it quite exciting. Some of her classmates from the old school have also joined her. So she has friends too and is enjoying herself. Otherwise, life is just the same. I get up, I go to school, I eat, I sleep, and I get up. Very boring.
Anyway, write soon and do visit us when you can.
Best wishes,
Kunu

B. Imagine that you have not seen the other students in your class for a long time. Write a letter to one of them. Tell him/her how you are and give some news about yourself. (You can invent something if you like. For example, you have won Rs. 10,000 in a lottery or you are going on a long trip to Delhi.) You can begin as follows :
Dear ………………………………..,
How are you? I haven’t seen you for such a long time …………………………………..,
Answer:

68, Metro Towers
Acharya Vihar
Bhubaneswar
30th Sept. 20

Dear Lovely,
How are you? I haven’t seen you for such a long time. Why haven’t you come to the classes for three weeks? Are you sick? A lot of progress has been made in Mathematics, Science, and Social Studies. Mrs. Das our Maths teacher has retired in the mean time school and another new teacher has joined the school in her place. She’s young and beautiful and she teaches well too. Well, you’ll be surprised to know that I have won first prize in the Debate Competition. Pratik stood second and Namrata third. I received prize money of 3000 rupees. Daddy is going to buy me a Yamaha synthesizer with it. Of course, he is going to add more than 1000 to it. That’s going to be my birthday gift. I can’t wait to get it and show it to you. Do write to me at the earliest and let me know if I can do anything for you.
Missing you a lot.
Love,
Pallavi.

Activity 14

(a) Using the following clues draft an invitation :
Mr. and Mrs. S. Pattnaik — eldest son Zubin — Enu — daughter of Mr. K. Mohantv — Purunapara. Bhawanipatna — Wednesday, 7 February, 20 — 8 a.m. — the bride‘s residence — reception — Thursday, 8 February — 7 p.m. — their residence — Mandar Bagichapara, Bhawanipatna. R.S. V.P.
(b) A neighbor, who is not very good at writing letters, asks for your help to reply to the invitation above. He would like to attend the wedding. Draft a reply for him.
(c) Your father has been invited to the wedding by Mr. and Mrs. Pattnaik. But as he has to go to Delhi on some urgent business, he is unable to attend the wedding. He has asked you to reply to the invitation as he has no time. Draft a reply.

Answer:
(a)
Mrs and Mr S. Pattnaik
request the pleasure of your company at the wedding of their eldest son Zubin with Enu, the daughter of Mrs. and Mr. K. Mohanty of Purunapara, Bhawanipatna on Wednesday, 7 February, 20_ at 8.00 a.m. in the bride’s residence and thereafter to the reception at our residence (Mandarba, Gichapara, Bhawanipatna) on Thursday, 8 February 20…, at 7.00 p.m.

R.S.V.P.

(b)

Acharya Vihar
Bhubaneswar
3.2.20

Mr. and Mrs. B. K. Sahu thank Mr. and Mrs. S. Pattnaik for their kind invitation to the wedding of their eldest son, Zubin on 7.2.20 and reception thereafter on 8.2.20. They would be indeed very happy to attend the wedding and the reception thereafter.

(c)

Niladrjvjhar
Plot No. 168
13 January 20

Mr. and Mrs. B. K. Mishra thank Mr. and Mrs. S. Pattnajk for their kind invitation to the wedding of their eldest son Zubin on 7.2.20(XJ but regret their inability to attend on account of a prior business engagement in Delhi.

Activity 15

Satrupa telephones her friend Anusuya. Anusuya’s brother Prakash takes the call. Here is the conversation.
Prakash : 1-yellow, this is 2543867.
Satrupa : Good morning. Is that Prakash? Satrupa here.
Prakash : Morning. Stupa. How are you?
Strupa : Oh, fine. Can I speak to Anusuya, please?
Prakash : Sorry, I am afraid she’s not around. She has gone to a friend’s house. Any message?
Strupa : Yes, you see there is a beautiful film on at the Maharaja. Use bought two tickets for the afternoon show for Anusuya and myself. The show begins at 3 p.m. Everyone says the opening scene is not to be missed. If Anusuya
doesn’t turn up on time, I’ll have to go in.
Prakash : Where did you say the film was?
Satrupa : At the Maharaja. Near Acharya Vihar.
Prakash : All right, I’ll give her the message.
Satrupa : Thanks, Prakash. Bye.
Prakash : Bye.

Anusuya does not return by 10 a.m. and as Prakash has to go to college, he leaves a note for his sister. Imagine that you are Prakash. Now write the note using the clues given below.

Anusuya,
Satrupa ______________________, _____________, ___________ two tickets _________. wants you __________. ____________ _________ till 2.45 p.m. If _____________________. Prakash

Answer:
Anusuya,
Satrupa had rung you this morning. She has bought two tickets for the afternoon show at the Maharaja. She wants you to join her. She will wait outisde the hall till 2.45 p.m. If you do not turn up, she will have to go in.
Prakash

Activity 16

Sikta was alone at home when the postman came. She ran up to the gate and talked to him.
Sikta : Good afternoon, Postman Uncle.
Postman: Good afternoon, Sikta. Is your daddy in?
Sikta : No, unice. He hasn’t returned from the office.
Postman: When do you think he’ll return?
Sikta : Around 7.30 p.m. Do you have anything for him?
Postman: Yes, A fat registered parcel.
Sikta : Where is it from?
Postman: I think it’s from EFLU, Hyderabad.
Sikta : I see. It must be important. Can I receive the parcel on my daddy’s behalf?
Postman: I’m sorry. It can’t be given to anyone else. Tell your daddy to collect it
tomorrow. I’ll be at the Post Office from 2 to 3 p.m.
Sikta : Okay, uncle. I’ll tell him to collect the parcel tomorrow. Bye.
Postman: Bye.

Sikta writes down the note for her father lest she should forget. She begins thus :
Daddy,
The postman came this afternoon around 5.30 pm. He had _____________________ Sikta.
Now complete the note.

Answer:
Daddy,
The postman came this afternoon around 5.30 p.m. with a fat registered parcel possibly from EFLU, Hyderabad for you. I asked him if I could receive it on your behalf, but he declined. He asked you to collect it from the Post Office from 2 to 3 pm.
Sikta

Activity 17

Write a note based on the following conversation as Ashutosh would report it to his father.

Asutosh : Good afternoon. Who would you like to speak to?
Stranger : I’m Satya Mohanty from Ritz Travels. I’ve come to see your father, Mr. Saroj Patnaik. He wanted me to call on him to discuss his travel plans to the States.
Asutosh : I’m afraid he won’t be back until the day after tomorrow. He had gone to Bangalore for a meeting. But I’ll let him know you called.
Mr Mohanty : Please do so and give him these forms. He should fill them in as early as possible. If he wants to travel in May, he must apply for a passport and a visa immediately. It usually takes three months to get everything ready.
Asutosh : Thank you, Mr. Mohanty. Fil gives him your message and the forms. I’ll also ask him to call you as soon as he comes.
Mr Mohanty : Thank you. Goodbye.
Asutosh : Goodbye, Mr. Mohanty.

Answer:
Daddy,
Satya Mohanty from Ritz Travels had come to see you. He wanted to meet you to discuss your travel plans to the States. When I said that you wouldn’t be back till the day after tomorrow, he left these forms for you to fill in and apply for the passport immediately if you want to travel in May. In this view, it usually takes three months to get everything ready. I also told him that I would tell you to call him back when you return.
Asutosh

Odisha State Board CHSE Odisha Class 11 Invitation to English 2 Solutions Non-Detailed Chapter 5 Childhood Textbook Exercise Questions and Answers.

CHSE Odisha 11th Class English Solutions Non-Detailed Chapter 5 Childhood

CHSE Odisha Class 11 English Childhood Text Book Questions and Answers

Unit – I

Gist :
Going down the memory lane, Nehru states that his childhood was a dull and protective one. He grow up in an environment where his cousins often talked about arrogant and humiliating manners of the English people towards Indians and the latter’s duty to tolerate it. Besides, they discussed numerous facts connected with the difference between the rulers and the ruled. The author failed to understand anything. In spite of killing an Indian, an Englishman was declared innocent by a jury that comprised his own countrymen. Even the most crowded railway compartment were reserved for the English people. On the other hand, Indians were deprived of getting a seat, although they remained empty. Reservation was avilable for the former so far as benches and chairs in the public parks were concerned. Strangely enough, an Englishman was entitled to possess an unreserved compartment. As a result, the author developed anger towards the foreign rulers of his country. An Indian’s aggressive attack gladdened him. The way one of his cousins treated an Englishman and more frequently with Europeans and Asians is a case in point. Quarrels with them were common in the course of railway journeys in particular. Despite his angry feelings towards the foreign rulers, Nehru had no such feeling against individual Englishmen.

Glossary :
related: connected (ସଂଯୁକ୍ତ)
sheltered : protected (ସୁରକ୍ଷିତ)
uneventful : dull (କୁଣ୍ଠିତ)
overbearing : arrogant, proud (ଅହଂକାରୀ, ଗର୍ବୀ)
Eurasians : Europeans and Asians (ଇଉରୋପୀୟ ଓ ଏସୀୟ)
Instances: cases (ମାମଲା)
conflicts : difference (ପାର୍ଥକ୍ୟ)
acquitted : not found guilty (ଦୋଷୀ ସାବ୍ୟସ୍ତ ହୋଇନାହିଁ )
filled with : full of (ପୂର୍ଣ)
resentment : anger (କ୍ରୋଧ)
alien : foreigner (ବିଦେଶୀ)
infrequently : occasionally (ବେଳେବେଳେ)
encounters : meeting (ସଭା)
pick : start (ଆରମ୍ଭ କର)
oneness : unity (ଏକତ୍ଵ ଭାବ; ଏକତା)
offensive : rude (ଅଭଦ୍ର)
resent: hate (ଘୃଣା)
in my heart : sincerely (ଆନ୍ତରିକତାର ସହିତ)

Think it out:

Question 1.
Why did Nehru resent the behaviour of Englishmen in general in India?
Answer:
The English people treated Indians with disdain and arrogance. In spite of killing an Indian, they were declared innocent by a jury of their own countrymen. Reservations in railway trains, were meant only for English people, however crowded they might be. Indian people were deprived of travelling in them, in spite of remaining empty. Seats even in unreserved compartment were not allotted to them, but to an Englishman. Reservation concerning benches and chairs in public parks was meant for EuropeAnswer: His cousins talked about these facts and he listened to them as a child. Therefore, Nehru resented the behaviour of Englishmen in general in India.

Question 2.
How did he feel about the individual Englishman in India?
Answer:
In spite of resentment against the presence and unjust behaviour of the British government, Nehru didn’t have any feeling of animosity against individual Englishmen. English Governess took care of Nehru. At time he saw, the presence of English friends of his father’s calling on him. He rather heartily admired the English.

Unit -II

Gist :
Nehru recollects how their house echoed with his father’s roaring laughter that became famous in Allahabad. It happened when he was in a relaxing mood after the friends left his house. Sometimes curiosity led the writer to peep and understand the conversations of these great people. If he was seen doing so, he forcibly taken to the room. Fear seized him. His father made him sit on his knee for a while. Once he caught sight of his father and his friends drink whisky. He rushed to his mother, horrorstricken and told her that his father was drinking blood. The author deeply loved his father. To him, he was the epitome of strength and courage and cleverness, eclipsing all other men. The author had witnessed his father losing his temper at servants and others. To him, his father seemed to be ferocious at that time. The way he treated a servant made him tremble in fear, blended sometimes with anger. Nevertheless, his father was endowed with a sense of humour, a strong will and self-control. When he became old, his devastating temper abated in a great measure.

Glossary:
resound : echo (ଇକୋ)
Tremendous : profound (ବିରାଟ)
peep: Look quickly and furtively (ଶୀଘ୍ର ଏବଂ ଚତୁରତାର ସହ ଦେଖ)
embodiment: a typical living example (ଏକ ସାଧାରଣ ଜୀବନ୍ତ ଉଦାହରଣ)
treasure (v) : to keep something as extremely valuable (ଧନ)
shivered : trembled (ଥରି ଉଠିଲା)
fright : fear (ଭୟ)
iron : very strong (ବହୁତ ଶକ୍ତିଶାଳୀ)
indulge in : to do something that one likes (କିଛି କରିବାକୁ ଯାହା ପସନ୍ଦ କରେ)

Think it out :

Question 1.
How did Nehru’s father spend his evenings in Allahabad?
Answer:
Nehru’s father usually spent his evenings in the midst of his friends in his house. He relaxed with them after the day’s stress. The house would echo with his roaring laughter. His laugh carved out a name for itself in Allahaband. Nehru’s father
enjoyed drinking whisky with his friends.

Question 2.
How does Nehru express his admiration for his father?
Answer:
Nehru admires his father profusely. To him, his father was the epitome of strength, courage and cleverness. He was superior to all in these respects. He cherished the hope that he would be like him in future. In spite of possessing devastating temper, his father possessed a strong sense of humour and a determined will. With the growth of age, his father’s temper abated.

Unit -III

Gist :
Nehru remembers how he felt a prey to his father’s terrible ill-temper, when he was about five or six. One day he greedily looked at two fountain-pens on his father’s office table. Debating with himself that his father would not need both of them at the same time and this prompted him to take one. Later a mighty search for it was on. Nehru grew panicky at his guilt, but he did not confess it. They found out the pen. The author’s wrong deed came to light before everybody. The author was given a terrible thrashing. He wilted under severe pain and utter shame. Mother was the source of solace to him at that’moment, but he had not any grumbling for his father for inflicting punishment on him. His admiration and affection for him remained as strong as ever, but fear was always there. He never feared his mother, because she would always approved him for anything he did. Because of her overwhelming love for him, Nehru tried to influence her a bit. He confided everything to his mother, but never to his father. He praised his mother’s beauty and loved her astonishingly small and beautiful hands. Nehru’s mother hailed from Kashmir.

Glossary :
recollections : memory (ସ୍ମୃତି)
victim : prey (ଶିକାର)
mighty : massive (ବିରାଟ)
got frightened : got panicky (ଭୟଭୀତ ହେଲା)
confess : admit (ସ୍ୱୀକାର କର)
proclaim (v) : declare (ଘୋଷଣା କର)
mortification : shame (ଲଜ୍ଜା)
disgrace : dishonour (ଅପମାନ)
quivering : trembling (କମ୍ପିତ)
aching : injured (ଆହତ)
ill-will : bad intention (ଖରାପ ଉଦ୍ଦେଶ୍ୟ)
admiration : praise (ପ୍ରଶଂସା)
condone : approve anything (କ୍ଷମା କରିବା)
indiscriminating : overwhelming (ପ୍ରକମ୍ପିତ)
confide : have confidence (ଆତ୍ମବିଶ୍ୱାସ ରଖନ୍ତୁ)
petite : small, thin, attractive (ଛୋଟ, ପତଳା, ଆକର୍ଷଣୀୟ)
dominate : influence (ପ୍ରଭାବ)
amazingly : astonishingly (ଆଶ୍ଚର୍ୟ୍ୟଜନକ ଭାବେ)

Think it out

Question 1.
Narrate briefly how Nehru became a victim of his father’s temper. What was the effect of this incident on him?
Answer:
When he was about five or six, Nehru caught sight of two fountain-pens on his father’s office table and looked at them greedily. He debated with himself if his father would use both at the same time. So he took one of them, Later his family made a massive search for the lost pen. Nehru got panicky, but didn’t admit his guilt. The pen was found out. Father burst into anger and inflinced a severe blow on him. Nehru suffered pain and shame. Mother applied various creams and ointments to his aching and trembling body.

Question 2.
What impression of Nehru’s mother do you get from this unit?
Answer:
This unit presents Nehru’s mother in a bright light. She was a forgiving woman. She approved everything Nehru did in his childhood, because of her abundant and overwhelming love for him. He told everything to his mother, as she seemed closer to him. Nehru’s mbther was thin, short and attractive. He praised her beauty and loved her astonishingly small and beautiful hands and feet. Nehru’s mother hailed from Kashmir.

Unit -IV

Gist :
The author cherishes the memory of his father’s Munshi Mubarak Ali, who hailed from a rich family of Badaun that had met with ruin and partial destruction as a result of the Rebellion of 1857 and the English troops respectively. This tragedy made Mubarak gentle and patient with everybody and with children in particular. In him, Nehru found a safe shelter in his moments of sorrow or trouble. In Nehru’s childhood, he seemed to be a picture of very ancient and full of knowledge of the past. Mubarak was a great story-teller. When Nehru grew up, his trustworthy Mubarak Ali was no more. He listened to the stories from the Ramayana and the Mahabharata narrated by his mother and aunt and this contributed to Nehru’s knowledge of Indian folkfore and mythology during his childhood.

Glossary:
confidant: trusted person (ବିଶ୍ୱସ୍ତ ବ୍ୟକ୍ତି)
well-to-do : rich (ଧନୀ)
exterminate (v) : destroy (ବିନାଶ କର)
affliction : suffering (ଦୁଃଖ କଷ୍ଟ)
forbearing : patient ରୋଗୀ
haven : safe place (ନିରାପଦ ସ୍ଥାନ)
refuge : shelter (ଆଶ୍ରୟସ୍ଥଳୀ)
ancient : old (ପୁରାତନ)
lore : knowledge (ଜ୍ଞାନ)
snuggle up : get closer (ନିକଟତର ହେବା)
innumerable : countless (ଅଗଣିତ)
Arabian Nights : Thousand One Night’s Tale of the Arabian Nights (ଥାଉଜେଣ୍ଡ ବାନ ନାଇଟ୍ସ ଟେଲ ଅଫ ଦ ଆରବିଆନ୍ ନାଇଟ୍ସ)
precious : valuable (ମୂଲ୍ୟବାନ)
possession : treasure (ରତ୍ନଭଣ୍ଡାର)
inexhaustible : never-ending (ଚିରନ୍ତନ)

Think it out :

Question 1.
How does Nehru cherish the memory of Mubarak Ali?
Answer:
Mubarak Ali, his father’s Munshi, and Nehru’s one of the early trustworthy persons, came from a rich family. Unfortunately, the Rebellion of 1857 ruined his family and the English troops had partially destroyed it. In spite of great suffering, Mubarak never lost his heart. This tragedy made him gentle and patient with everybody. He was a source of consolation to Nehru’s trouble. He was a remarkable story-teller and the narrator of the painful happenings in 1857 and 58. When Nehfu grew up, Mubarak was no more.

Question 2.
How did Nehru acquire the knowledge of Indian folklore and mythology during his childhood?
Answer:
Nehru was fortunate to listen to stories from the old Hindu mythology during his childhood. Besides, he lent his years to the epics such as, the Ramayana and the Mahabharata. His mother and aunt always narrated these stories to him. Nehru’s aunt, the widow of Pandit Nand Lai, possessed a vast knowledge of old indian books. She knew stories that knew no end. In this way, Nehru acquired the knowledge of Indian folklore and mythology during his childhood.

Unit -V

Gist :
Nehru did not have clear ideas of religion during his childhood. Father and his older cousins dealt with it very lightly. Nehru rather enjoyed various religious ceremonies performed by the women of the family. Sometimes he went to the Ganges for a dip with his mother. Sometimes they visited temples in Allahabad and so on. But all this did not greatly influence him. Nehru goes back to his childhood days when festivals such as, the Holi, the Divali, the Janamsthami were celebrated with pomp and grandeur. The Muslims also celebrated the Mohurrum. The two Id days found their Munshiji in the big mosque for prayers. He was elegantly dressed. The author was nicely treated in his house. Most of the other Hindus did not observe some special celebrations which were important for the Nehru’s family and other Kashmiris. The Naoraz is a case in point. All of them put on new dresses and the young people were given small amounts of money as tips.

Glossary:
hazy : not clear (ଅସ୍ପଷ୍ଟ)
notions : ideas (ବିଚାର)
casual : temporary (ଅସ୍ଥାୟୀ)
revelry : noisy fun, merrymaking (ହୋ-ହଲ୍ଲା ମଜା, ହୁଳହୁଳି)
squirt : sprinkle (ସିଞ୍ଚନ କରିବା)
lit up : lighted (ଆଲୋକିତ)
conquest : victory (ବିଜୟ)
assembled : gathered (ଏକତ୍ରୀତ)
attire : dress (ବେଶଭୂଷା)
dainties : tasty food (ସୁସ୍ୱାଦୁ ଖାଦ୍ୟ)
tips : to give a small amount of money (ଅଳ୍ପ କିଛି ଟଙ୍କା ଦେବା ପାଇଁ)

Think it out:

Question 1.
How does Nehru recall the religious atmosphere in his home during his childhood?
Answer:
Nehru had hazy ideas of religion during his childhood. Father and his older cousins treated the matter in a lighter vein. Nevertheless, some sort of religious atmosphere prevailed in his family. The women of the family took part in various ceremonies and rituals from time to time. Nehru rather enjoyed it, yet he tried to take a leaf out of the casual attitude of the grown-up men of the family. Sometimes, he go to the Ganges with his mother or aunt for a dip and visited temples in Allahabad or Benares.

Question 2.
How did Nehru family observe various festivals when he was a child?
Answer:
Nehru’s family observed various festivals such as, the Holi, the Divali, the festival of light, the Janamsthami, the Dasehra and Ram Lila, Rakshabandhan, Bhayya Duj and the Naoroz in a very enthusiastic manner. Festivity was in the air, during the Holi and the Divali. They all observed the Holi by sprinkling water at each other and the Divali by lighting their houses with thousands of dim light in earthen cups. The tableaux and processions connected with the Dusehra and Ram Lila attracted multitude of people.

Unit -VI

Gist:
Nehru had great fascination for his birthdays. He enjoyed them to his heart’s content during his childhood. He was the focus of these particular days. Early in the morning he was weighed in a very big balance against some bags packed with wheat and other articles. Then they were given away among the poor. Nehru was clad in clothes. He received gifts. Later, a party took place on the occasion. He felt the central figure of his birthday ceremony. His complaint against this occasion that it did not come all the time. Of course, he tried to revolt for more continuous birthdays. Once he accompanied the whole family went to a distant town to attend a marriage. The journeys were quite enjoyable. The marriage house was packed with many families and as a result, he never felt lonely. These occasions filled all the children’ with great joy.

Glossary:
array: put on a ceremonial dress (ଆନୁଷ୍ଠାନିକ ପୋଷାକ ପରିଧାନ କରନ୍ତୁ)
grievance: complaint (ଅଭିୟୋଗ)
agitation: revolt (ବିଦ୍ରୋହ କରିବା)
advancing: growing (କ୍ରମବର୍ଦ୍ଧିଷ୍ଣୁ)
journeyed: travelled (ଯାତ୍ରା କଲେ)
numerous: many (ଅନେକ)
our … mischief (ଆମର) : Nehru and other children enjoyed playing and doing mischief to the brim

Think it out:

Question 1.
How did Nehru enjoy his birthdays during his childhood?
Answer:
Nehru enjoyed his birthdays to his heart’s content during his childhood. He played the most important part in his birth anniversary. He was full of excitement that day. Early in the morning he was weighed in a very big balance against some bags packed with wheat and other articles and they were given away to the poor. He was clad in new clothes and received gifts. His family hosted a party in the evening.

Question 2.
What was his grievane against this occasion?
Answer:
Nehru’s main grievance against his birthdays during his childhood that they did not come frequently. They occurred so rarely. Of course, he tried to start a revolt for more frequent birthdays. At that time, he was not aware of one stark truth that birthdays signalled the growth of ag

Unit – VII

Gist :
Nehru hits at the extravagant ceremonies in India. The rich and the poor spend lavishly on marriage. It is a mere waste. As a result, they are worthy of blame. Their vulgar show lacks artistic and aesthetic value. The middle classes are most affected. The poor do not mind spending carelessly, they incur heavy loans from the money lenders. Their social customs drive them to a quagmire of poverty. Of course, the poor lead terribly dull and boring lives. An occasional marriage celebration brings them a sort of happiness. In it, they find themselves in a world where life’s toil and tiredness do not exist.

These occasions are a source of consolation in thier miserable existence. Here they laugh and make merry. Nehru wants them to give up such show at any cost. However, he is sympathetic to the poor with regard to their pompous wedding ceremonies. He holds the same attitude towards the middle classes. These marriages make them united socially in a great measure. The poor and middle class people meet their distant relations and old friends after a long time. Vastness of India’s size deprives them of being together so easily. Therefore marriage celebrations have gained popularity.

Glossary:
condemnation : blame (ଦୋଷ ଦେବା)
extravagant : spending a lot of money (ପ୍ରଚୁର ଅର୍ଥ ବ୍ୟୟ କରି ଚଳୁଛନ୍ତି)
display : show (ପ୍ରଦର୍ଶନ କରିବା)
aesthetic: showing artistic taste (କଳାତ୍ମକ ରୁଚି ଦେଖାଇବା)
burdensome: hard to bear (ସହିବାକୁ କଷ୍ଟ ହୁଏ)
monotonous : boring (ଅବଶୋଷଣ)
toil: hard work (କଠିନ ପରିଶ୍ରମ)
refuge: shelter (ଆଶ୍ରୟସ୍ଥଳୀ)
domesticity: family life (ପାରିବାରିକ ଜୀବନ)
prosaic: uninteresting (ଅନାସକ୍ତ)
lessen: reduce (ହ୍ରାସ କରିବା)
rival: opponent (ପ୍ରତିଦ୍ୱନ୍ଦ୍ୱୀ)

Think it out:

Question 1.
How did Nehru enjoy himself when his family visited relatives living in distant towns to take part in wedding ceremonies?
Answer:
Not necessary. (This unit does not contain the answer.)

Question 2.
How does Nehru view customs of Indian marriages?
Answer:
Nehru’s view on customs of Indian marriages is critical out and out. The rich and the poor, in his opinion, are worthy of blame because of their wasteful and pompous show. They spend a lot of money on marriage ceremonies. Besides, waste, they sometimes seems to be untasteful that lacks artistic value of any sort. It is indeed painful.

Question 3.
Why is he sympathetic to the poor with regard to their extravagant wedding ceremonies?
Answer:
In spite of their extravagant display, the poor’ evoke Nehru’s sympathy. It is true that their poverty is attributed to their social customs. Their life is excessively dull and boring. An occasional marriage brings cheers to their lives. They feast, laugh and make merry on these occasions. They get a respite from their dreary domestic work and hard toil.

Question 4.
What is Nehru’s observation on the brighter side of wasteful marriage ceremonies?
Answer:
Nehru sees the brighter side of wasteful marriage ceremonies. These marriages pave the way for social unions. As a result, distant relations and old friends got a chance to meet each other after a long gap. It is difficult for friends to meet and for many to meet at the same times is more difficult if one takes India’s vast size into account.

Unit – VIII

Gist:
Nehru focusses on the status of Kashmiri women in the society. They never adopted purdah system. They adopted it partially in relation to non-Kashmiris. Their social status was marked by the greater freedom they enjoyed in the society then many others in North India. Kashmiri feats and ceremonies showed a sign of their togetherness. Of course the boys and girls lacked the freedom of modern West. In this way the author’s early life passed. At times his family quarrels reached a dangerous pitch. His father got angry. When these hapenings caught his attention, Nehru felt very sad.

Father’s interference sent shock waves down their spins. The little incident of his childhood lingers in memory. At the age of seven or eight, riding was a daily routine for him. A sawar from a cavalry unit always accompanied him. One evening Nehru fell down and as a result his small horse, a good-looking animal, partly Arab, came back alone to his home. At that time his father \vas hosting a tennis party. A great shocked feeling ran through all and all the party led by his father went in search of him. All kinds of vehicles were pressed into action. They met Nehru on the way and he was given a special treatment.

Glossary:
seclusion : isolation (ବିଚ୍ଛିନ୍ନତା)
prevailing : existing (ପ୍ରଚଳିତ)
inevitable : unavoidable (ଅପରିହାର୍ୟ୍ୟ)
squabble : quarrel (ବାଦବିବାଦ)
assumed unusual proportions : reached a high pitch (ଏକ ଉଚ୍ଚ ପିଚ୍ରେ ପହଞ୍ଚିଥିଲେ)
reached…..ears : Nehru’s father heard (ଶୁଣିଲେ ନେହେରୁଙ୍କ ବାପା)
disagreebale : unpleasant (ଅରୁଚିକର)
intervention : interference (ହସ୍ତକ୍ଷେପ)
cavalry (ଅଶ୍ୱାରୋହୀ ବାହିନୀ) : in the past, the post of an army consisting of soldiers who rode horses
pony : a small horse (ଏକ ଛୋଟ ଘୋଡା)
pretty : good-looking (ସୁନ୍ଦରୀ ସୁନ୍ଦରୀ)
consternation : a shocked, or worried feeling (ଏକ ଚକିତ, କିମ୍ବା ଚିନ୍ତିତ ଅନୁଭବ)
set out : started (ଆରମ୍ଭ)
deed : work (କାର୍ୟ୍ୟ)

Think it out:

Question 1.
How does Nehru focus on the status of Kashmiri women in the society?
Answer:
Nehru collects those times when the Kashimiri women enjoyed greater status in society. They lived more freely than many other women in North India. They never experienced the isolation of other women. They did not have any veil. They matched the free social life of men and women. Every Kashimiri’s house was open for every Kashmiri. Men and women took part in Kashmiri feasts and ceremonies.

Question 2.
How does he record his adventure with horse-riding during his childhood?
Answer:
Nehru graphically records his adventure with horse-riding during his childhood. At the age of eight he frequently went for a ride in the company of a sawar. One evening, Nehru fell off his good-looking small horse. As a result, it got back home without him. At that time his father was hosting a tennis party. A shocked feeling ran through all and the entire family and party led by his father set out in search of him. They met him on the way. He was accorded a fabulous treatment.

CHSE Odisha Class 11 English Childhood Important Questions and Answers

Question 1.
Read through the extract and answer the questions that follow.
In the evenings usually many friends came to visit father and he would relax after the tension of the day and the house would resound with his tremendous laughter. His laugh became famous in Allahabad. Sometimes I would peep at him and his friends from behind a curtain trying to make out what these great big people said to each other. If I was caught in the act I would be dragged out and, rather frightened, made to sit for a while on father’s knee. Once I saw him drinking claret or some other red wine. Whisky I knew. I had often seen him and his friends drink it. But the new red stuff filled me with horror and I rushed to my mother to tell her that father was drinking blood. I admired father tremendously. He seemed to me the embodiment of strength and courage and cleverness, far above all the other men I saw, and I treasured the hope that when I grew up I would be rather like him. But much as I admired him and loved him I feared him also. I had seen him losing his temper at servants and others and he seemed to me terrible then and I shivered with fright, mixed sometimes with resentment, at the treatment of a servant. His temper was indeed an awful thing and even in after years I do not think I ever came across anything to match it in its own line. But, fortunately, he had a strong sense of humour also and an iron will, and he could control himself as a rule. As he grew older this power of control grew and it was very rare for him to indulge in anything like his old temper.

Questions :
(i) Describe Nehru’s childhood memories as outlined in the first part of the extract.
(ii) Throw light on the temper displayed by his Nehru’s father.

Answers :
(i) Nehru’s childhood memories as outlined in the extract were a blend of fear and curiosity. He recollects his father’s roaring laughter in the midst of his friends. Sometimes driven by curiosity, Nehru looked secretly at him and his friend’s from behind a curtain to understand what they were talking. If he was caught while doing so, he was pulled, and fear-stricken, he had to sit for a while on his father’s knee. Nehru had also seen father and his friends drank whisky. He, full of horror, ran to his mother to apprise her of his father’s act of drinking blood.
(ii) Nehru’s father was a man of devastating temper. He had seen his father losing his temper at his servants and others. His treatment of a servant made Nehru tremble in fear. As a result, at times, he was filled with anger at his father. However, his father’s old temper did not last long. With the growth of age, his habit almost became a thing of the past.

Question 2.
Read through the extract and answer the questions that follow.
But more than all these festivals I was interested in one annual event in which I played the central part – the celebration of the anniversary of my birth. This was a day of great excitement for me. Early in the morning I was weighed in a huge balance against some bagfuls of wheat and other articles which were then distributed to the poor, and then I arrayed myself in new clothes and received presents, and later in the day there was a party. 1 felt the hero of the occasion. My chief grievance was that my birthday came so rarely. Indeed I tried to start an agitation for more frequent birthdays. I did not realize then that a time would come when birthdays would become unpleasant reminders of advancing age. Sometimes the whole family journeyed to a distant town to attend a marriage, either of a cousin of mine or of some more distant relation or friend. Those were exciting journeys for us, children, for all rules were relaxed during these marriage festivities and we had the free run of the place. Numerous families usually lived crowded together in the shadi-khana, the marriage house, where the party stayed, and there were many boys and girls and children. On these occasions I could not complain of loneliness and we had our heart’s fill of play and mischief, with an occasional scolding from our elders.

Questions :
(i) Nehru enjoyed his birthdays to his heart’s content. Do you agree?
(ii) How did Nehru enjoy himself when his family visited relatives living in distant towns to take part in wedding ceremonies?

Answers :
(i) Yes, Nehru certainly enjoyed his birthdays to his heart’s content. He played the pivotal role in the celebration of the anniversary of his birth. He was full of great excitement on his birthday. A big balance was used to weigh him against some bags packed with wheat and other articles. They were then given away to the poor. Nehru was clad in new clothes and received presents. His family hosted a party. In his moment of happiness and excitement, Nehru forgot that a time would be inevitable when birthdays would be reminders of growing age.
(ii) Sometimes the entire Nehru family went to distant town to take part in a marriage either of his cousin or of some other more distant relation or friend. Nehru and other children found these journeys quite exciting. Those were the occasions when they freely laughed and made merry. There was a crowd of many families living together in the marriage house. Nehru’s enjoyment knew no end in the marriage ceremonies.

Question 3.
Read through the extract and answer the questions that follow.
Kashmiris have had one advantage over many others in India, especially in the north. They have never had any purdah, or seclusion of women, among themselves. Finding this custom prevailing in the Indian plains, when they came down, they adopted it, but only partly and in so far as their relations with others and non-Kashmiris were concerned. That was considered then in northern India, where most of the Kashmiris stayed, an inevitable sign of social status. But among themselves they stuck to the free social life of men and women, and every
Kashmiri had the free entree into any Kashmiri house. In Kashmiri feasts and ceremonies men and women met together and sat together, though often the women would sit in one bunch. Boys and girls used to meet on a more or less equal footing. They did not, of course, have the freedom of the modern West. So passed my early years. Sometimes, as was inevitable in a large family, there were family squabbles. When these happened to assume unusual proportions, they reached my father’s ears and he was angry and seemed to think that all such happenings were due to the folly of women. I did not understand what exactly had happened but I saw that something was very wrong, as people seemed to speak in a peculiarly disagreeable way or to avoid each other. I felt very unhappy. Father’s intervention, when it took place, shook us all up.

Questions :
(i) What picture of Kashmiri women do you find in the extract?
(ii) Describe Nehru’s recollection of family quarrels during his childhood.

Answers :
Kashmiri women stole a march over many others in north’ India. They enjoyed a greater freedom in the society than those living in this part of the country. They never used any sort of veil among themselves. They only partly adopted this system in interacting with others and non-Kashmiris. On the whole, Kashmiri women enjoyed a great social status. Kashmiri house freely welcomed all, men and women alike. They enjoyed the feasts together. Going down the memory lane, Nehru recollects family quarrels in a large family like his. When these unpleasant happenings took a very ugly turn, they could not go unnoticed. Nehru’s father got angry. He seemed to think that all such happenings were attributed due to the stupidity of women. Nehru failed to make out what exactly took place in the family and this made him sad.

Introducing the Author:
Jawaharlal, independent India’s first Prime Minister, was also one of the finest writers of English prose. Intellectual fervour and statesmanly ferosity seldom go together. He belonged to that galaxy of writers, who are considered to be of vital intellectual dimension. His books, which include Glimpses of World History, The Discovery of India and his autobiography and many letters and speeches, are the proof of his literary skill. He has made a substantial contribution to Enligsh literature. Reading Nehru’s writings produce a kind of intoxication.

About the Story :
Childhood, an extract from Nehru’s autobiography as the title suggests, throws light on Nehru’s memories of childhood. He deals with many things such as, his high regards for his father, religious atmosphere in his house, enjoyment of his birthdays and so on.

Summary :
The topic begins with Nehru’s recollection of the discussions of his cousins. He failed to make out, what they said. But their talks were built around the arrogant and humiliating behaviour of the English rulers towards the people of India. Indians were subjected to blatant injustice of the Englishmen. In Spite of killing an Indian, they were declared innocent by a jury of their own countrymen. Reservations in railway trains, were meant only for Enlgish people, however crowded they might be. Indian people were deprived of travelling in them, in spite of remaining empty.

Seats even in unreserved compartment were not allotted to them, but to an Englishman. Reservation concerning benches and chairs in public parks was meant for EuropeAnswer: His cousins talked about these facts and he listed to them as a child. Therefore, Nehru resented the behaviour of Englishmen in general in India. Despite his hatred for the presence and unjust behaviour of the British government, Nehru didn’t have any feeling of animosity against individual Englishmen. English Governess took care of Nehru. At time he said, the presence of English friends of his father, calling on him. He rather heartily admired the English.

Nehru’s father usually spent his evening in the midst of his friends in his house. He relaxed with them after the day’s stress. The house would echo with his roaring laughter. His laugh carved out a name for itself in Allahaband. Nehru’s father enjoyed drinking whisky with his friends. Nehru admires his father profusely. To him, his father was the epitome of strength, courage and cleverness. He was superior to all in these respects. He cherished the hope that he would be like him in future. In spite of possessing, devastating temper, his father possessed a string sense of humour and a determined will. With the growth of age, his father’s temper abated.

Nehru walking down the memory lane, remembers one painful incident in his life. When he was about five or six, Nehru caught sight of two fountain-pens on his father’s office table and looked at them greedily. He debated with himself if his father would use both at the same time. So he took one of them. Later his family made a massive search for the lost pen. Nehru got panicky, but didn’t admit his guilt. The pen was found out. Father burst into anger and inflicted a severe blow on him. Nehru suffered pain and shame. Mother applied various creams and ointments to his aching and trembling body. Nehru throws light on his mother. She was a forgiving woman. She approved everything Nehru did in his childhood, because of her abundant and overwhelming love for him. He told everything to his mother, as she seemed closer to him. Nehru’s mother was thin, short and attractive. He praised her beauty and loved her astonishingly small and beautiful hands and feet. Nehru’s mother hailed from Kashmir.

Nehru also does not forget to recollect how he cherishes the memory of Mubarak Ali, his father’s Munshi and his own trustworthy person, who came of a rich family. Unfortunately, the Rebellion of 1857 ruined his family and the English troops had partially destroyed it. In spite of great suffering, Mubarak never lost his heart. This tragedy made him gentle and patient with everybody. He was a source of consolation to Nehru’s trouble. He was a remarkable story-teller and the narrator of the painful happenings in 1857 and 58. When Nehru grew up, Mubarak was no more.

Nehru was fortunate to listen to stories from the old Hindu mythology during his childhood. Besides, he lent his years to the epics such as, the Ramayana and the Mahabharata. His mother and aunt always narrated these stories to him. Nehru’s aunt, the widow of Pandit Nand Lai, possessed a vast knowledge of old Indian books. She knew stories that knew no end. Therefore, Nehru acquired the knowledge of Indian folklore and mythology during his childhood. Nehru had hazy notions of religion during his childhood. He recalls the religious atmosphere in his home during his childhood. Father and his older cousins dealt with it very lightly. Nerhu rather enjoyed various religious ceremonies performed by the women of the family. Sometimes he went to the Ganges for a dip with his mother.

Sometimes they visited temples in Allahabad and so on. But all this did not greatly influenced him. Nehru’s family observed various festivals such as, the Holi, the Divali, the festival of light, the Janamsthami, the Dasehra and Ram Lila, Rakshabandhan, Bhayya Duj, and the Naoroz in a very enthusiastic manner. Festivity was in the air, during the Holi and the Divali. They all observed Holi by sprinkling water at each other and the Divali by lighting their houses with thousands of dim lights in earthen cups. The tableaux and processions connected with the Dusehra and Ram Lila attracted multitude of people. Nehru had great fascination for his birthdays. He enjoyed his birthdays to his heart’s content. He played the most important part in his birth anniversary. He was full of excitement that day. Early in the morning he was weighed in a very big balance against some bags packed with wheat and other articles and they were given away to the poor. He was clad in new clothes and received gifts.

His family hosted a party on the occasion. In those days, he was not aware of the fact that there would be a time when birthdays would become stark reminders of growing age. Nehru’s main grievance against his birthdays during his childhood that they did not come frequently. They occurred so rarely. Of course, he tried to start a revolt for more frequent birthdays. Nehru hits at the extravagant ceremonies in India. The rich and the poor spend lavishly on marriage. It is a mere waste. As a result, they are worthy of blame. Their vulgar show lacks artistic or aesthetic value. The middle classes are most affected. The poor do not mind spending carelessly, they incur heavy loans from the money-lenders. Their social customs drive them to a quagmire of poverty. Of course, the poor lead terribly dull and boring lives. An occasional marriage celebration brings them a sort of happiness. In it, they find themselves in a world where life’s toil and tiredness do not exist. These occasions are a source of consolation in thier miserable existence. Here they laugh and make merry. Nehru wants them to give up such show at any cost.

However, he is sympathetic to the poor with regard to their pompous wedding ceremonies. He holds the same attitude towards the middle classes. These marriages make them united socially in a great measure. The poor and middle class people meet their distant relations and old friends after a long time. Vastness of India’s size deprives them of being together so easily. Therefore marriage celebrations have gained popularity. Nehru collects those times when the Kashmiri women enjoyed greater status in society. They lived more freely than many other women in North India. They never experienced the isolation of other women. They did not have any veil. They matched the free social life of men and women. Every Kashmiri’s house was open for every Kashmiri people. Men and women took part in Kashmiri feasts and ceremonies. The topic comes to a close with Nehru recording his adventure with horse-riding during his childhood. At the age of eight, he frequently went for a ride in the company of a sawar. One evening, Nehru fell off his good-looking small horse. As a result, it got back home without him. At that time his father was hosting a tennis party. A shocked feeling ran through all and the entire family led by his father set out in search of him. They met him on the way. He was accorded a fabulous treatment.

ସାରାଂଶ :

ପଣ୍ଡିତ ଜବାହରଲାଲ ନେହେରୁଙ୍କ ବାଲ୍ୟକାଳ ସୁରକ୍ଷିତ, କିନ୍ତୁ ଘଟଣାବହୁଳ ନଥିଲା । ପରିବାରର ବୟସ୍କ ଲୋକେ ତାଙ୍କ ସମ୍ପର୍କୀୟ ଭାଇଙ୍କ ବିଷୟରେ କଥାବାର୍ତ୍ତା ହେଉଥୁବାର ସେ ଶୁଣୁଥିଲେ; କିନ୍ତୁ କିଛି ବୁଝିପାରୁନଥିଲେ । ବେଳେ ବେଳେ ସେ ଇଂରେଜ ଓ ୟୁରେସିଆମାନଙ୍କର ଦାୟିକପଣିଆ ବିଷୟରେ ଶୁଣିଥିଲେ । ସେମାନେ ଭାରତୀୟମାନଙ୍କୁ କିଭଳି ହେୟ ମନେକରୁଥିଲେ ତାହା ଶୁଣି ବାଳକ ନେହେରୁ ଦୁଃଖାଭିଭୂତ ହେଉଥିଲା । ଶାସକଗୋଷ୍ଠୀ ଓ ଶାସିତମାନଙ୍କ ମଧ୍ୟରେ ମଝିରେ ମଝିରେ କଳହ ହେଉଥ‌ିବା ବିଷୟରେ ନେହେରୁ ପରିବାରରେ ଆଲୋଚନା ହେଉଥିଲା । ଏହା ଏକ ଅଖ୍ୟାତି ବିଶିଷ୍ଟ ଘଟଣା ହେଉଥିଲା ଏବଂ ଭାରତୀୟମାନେ ନ୍ୟାୟୋଚିତ ବିଚାରରୁ ବଞ୍ଚିତ ହେଉଥିଲେ ।

ରେଳଗାଡ଼ି ଯେତେ ଭିଡ଼ ହେଉ ପଛକେ ହେଉଥିଲା ଏବଂ ଭାରତୀୟମାନେ ନ୍ୟାୟୋଚିତ ବିଚାରରୁ ବଞ୍ଚିତ ହେଉଥିଲେ । ରେଳଗାଡ଼ି ଯେତେ ଭିଡ଼ ହେଉ ପଛକେ ଇଂରେଜ ୟୁରେସିଆମାନଙ୍କ ପାଇଁ ରେଳଡ଼ବା ସଂରକ୍ଷିତ ରହୁଥିଲା ଏବଂ କୌଣସି ଭାରତୀୟଙ୍କୁ ସେ ଡବା ମଧ୍ୟକୁ ପ୍ରବେଶ କରିବା ନିଷିଦ୍ଧ ଥିଲା । ଏପରିକି ସଂରକ୍ଷିତ ନଥିବା ଡବାଗୁଡିକ ମଧ୍ୟ ଇଂରେଜମାନଙ୍କ ଦ୍ବାରା ଦଖଲ କରାଯାଉଥିଲା । ସାଧାରଣ ପାର୍କଗୁଡିକରେ ବେଞ୍ଚ ଓ ଚୌକିଗୁଡ଼ିକ ମଧ୍ୟ ଗୋରାମାନଙ୍କ ପାଇଁ ସଂରକ୍ଷିତ ରହୁଥିଲା । ଏହିସବୁ ବିଷୟଶୁଣି ନେହେରୁଙ୍କ ମନ ଇଂରେଜମାନଙ୍କ ପ୍ରତି ଘୃଣାପୂର୍ଣ୍ଣ ହୋଇ ଉଠୁଥିଲା । ଯଦି ସେ ଶୁଣିବାକୁ ପାଆନ୍ତି ଯେ, କୌଣସି ସ୍ଥାନରେ ଭାରତୀୟ ଜଣେ ଇଂରେଜ ଲୋକକୁ ମାଡ଼ ଦେଇଛି ସେ ଭାରି ଖୁସି ହେଉଥିଲେ । ବିଶେଷକରି ଯଦି ନେହେରୁଙ୍କ ବନ୍ଧୁ ବା ସମ୍ପର୍କୀୟ କେହି ଏପରି କାର୍ଯ୍ୟରେ ଦଳିତ ହେଉଥିଲେ ତେବେ ତାଙ୍କ ଆନନ୍ଦର ସୀମା କହିଲେ ନସରେ । ୟୁରେସିୟମାନେ ଇଂରେଜମାନଙ୍କୁ ପୂର୍ଣ୍ଣ ସମର୍ଥନ କରୁଥିଲେ ଏବଂ ଭାରତୀୟମାନଙ୍କୁ ନାନାପ୍ରକାର କଷ୍ଟ ଦେଉଥିଲେ ।

ନେହେରୁଙ୍କୁ ବାଲ୍ୟକାଳରୁ ଶ୍ଵେତାଙ୍ଗ ବିଦେଶୀ ଶାସକମାନଙ୍କ ପ୍ରତି ଘୃଣାଭାବ ଥିଲା । କିନ୍ତୁ କୌଣସି ବ୍ୟକ୍ତିବିଶେଷଙ୍କୁ ସେ ଘୃଣା କରୁନଥିଲେ । ତାଙ୍କ ପିତାଙ୍କ ଅନେକ ଗୋରାବନ୍ଧୁ ତାଙ୍କ ପରିବାରକୁ ଆସୁଥିଲେ । ତାଙ୍କର ଜଣେ ଇଂରେଜ ଗୃହଶିକ୍ଷୟିତ୍ରୀ ଥିଲେ । ସାଧାରଣତଃ ସନ୍ଧ୍ୟାବେଳେ ତାଙ୍କ ପିତାଙ୍କୁ ସାକ୍ଷାତ କରିବା ପାଇଁ ଅନେକ ବନ୍ଧୁ ଆସୁଥିଲେ । ବହୁ ସମୟ ପର୍ଯ୍ୟନ୍ତ ଆଲୋଚନା ହେଉଥିଲା । ତାଙ୍କ ପିତା ଅଶ୍ଵସ୍ତ ବୋଧ କରୁଥିଲେ । ନେହେରୁ ଲୁଚି ସବୁ ଦେଖନ୍ତି ଓ ଶୁଣନ୍ତି । ଯସି ସେ ଏହି କାର୍ଯ୍ୟରତ ବେଳେ ଧରାପଡନ୍ତି ତେବେ ମୋତିଲାଲ ନେହେରୁ ତାଙ୍କୁ ନେଇ ନିଜ କୋଳରେ ବସାନ୍ତି ଓ ସେ ବନ୍ଧୁମାନଙ୍କ ସହ ପିତାଙ୍କ ଆଲୋଚନା ଓ ସୁରାପାନ ମଧ୍ଯ ଦେଖନ୍ତି । ଥରେ ତାଙ୍କ ପିତା ସ୍ଵିସ୍କ ବା ପ୍ଲାରେଟ୍ ଏକ ପ୍ରକାର ନାଲି ସୁରାପାନ କରୁଥିବା ବେଳେ ନେହେରୁ ଦେଖ‌ିଲେ ଓ ସେ ଭୀଷଣ ଭୟଭୀତ ହୋଇ ନିଜ ମାତାଙ୍କ ନିକଟକୁ ଦୌଡ଼ିଲେ ଏବଂ ତାଙ୍କୁ କହିଲେ ଯେ ବାପା ରକ୍ତଦାନ କରୁଛନ୍ତି ।

ନେହେରୁ ନିଜ ପିତାଙ୍କର ବହୁ ପ୍ରଶଂସା କରୁଥିଲେ । ବାପା ତାଙ୍କ ପାଇଁ ବଳ, ସାହସିକତା ଓ ଚତୁଋତାର ଅବତାର ଥିଲେ । ବାଳକ ନେହେରୁ ନିଜ ପିତାଙ୍କ ପରି ହେବା ପାଇଁ ଦୃଢ଼ ଆଶା ପୋଷଣ କରିଥିଲେ । ଭକ୍ତି ଓ ପ୍ରଶଂସା ସହ ସେ ବାପାଙ୍କୁ ଭୟ ମଧ୍ୟ କରୁଥିଲେ । ନିଜ ଭୃତ୍ୟମାନଙ୍କ ପ୍ରତି ମୋତିଲାଲ ପ୍ରଚଣ୍ଡ କ୍ରୋଧ କରୁଥିଲେ । ଏହା ଦେଖ୍ ନେହେରୁ ଭୟରେ ଥରୁଥିଲେ । ତାଙ୍କ ବାପାଙ୍କ ପରି କେହି ରାଗୀଲୋକ ସେ ଦେଖୁ ନଥ‌ିବା ଉଲ୍ଲେଖ କରିଛନ୍ତି । ପ୍ରଚଣ୍ଡ କ୍ରୋଧ ସାଙ୍ଗକୁ ତାଙ୍କର ରସିକତା, ଲୌହ ଇଚ୍ଛା ତାଙ୍କୁ ସହଜରେ ଆୟତ୍ତାଧୀନ କରିପାରୁଥିଲା । ବୟସ ଅଧିକ ହେବା ସଙ୍ଗେ ସଙ୍ଗେ ଆତ୍ମସଞ୍ଜମ ଶକ୍ତି ମଧ୍ୟ ବଢିବାକୁ ଲାଗିଲା । ବାଲ୍ୟକାଳର ଗୋଟିଏ ଘଟଣା ବିଷୟରେ ସେ ଉଲ୍ଲେଖ କରିଛନ୍ତି । ତାଙ୍କର ବୟସ ସେତେବେଳେ ପ୍ରାୟ ପାଞ୍ଚ ବର୍ଷ କି ଛ’ ବର୍ଷ ହେବ ସେ ବାପାଙ୍କ ଅଫିସ୍ ଟେବୁଲ୍ ଉପରେ ଦୁଇଟି ଝରକଲମ ଦେଖୁଲେ । ତାଙ୍କର ଲୋଭ ହେଲା । ମନେ ମନେ ବିଚାରିଲେ ବାପା ତ ଥରକେ ଦୁଇଟିଯାକ କଲମ ବ୍ୟବହାର କରିବେ ନାହିଁ, ତେଣୁ ସେ ଗୋଟିଏ କଲମ ଲୁଚାଇ ନେଇଆସିଲେ । ତା’ପରେ ଏକ ବଡ଼ଧରଣର କଲମ ଖୋଜା ଅଭିଯାନ ଆରମ୍ଭ ହେଲା । ଏଣେ ନେହେରୁ ମଧ୍ୟ ନିଜ ଦୋଷ ସ୍ଵୀକାର କରୁନାହାନ୍ତି ।

ବାପା ଭୀଷଣ ରାଗି ଗଲେଣି । ଶେଷରେ କଲମ ଧରାପଡ଼ିବାରୁ ବାପା ନେହେରୁଙ୍କୁ ଏକ ବ୍ରହ୍ମଚାପୁଡା ଦେଲେ । ଖୁବ୍ ମାଡଖାଇଲେ । ଅନେକ ଦିନ ପର୍ଯ୍ୟନ୍ତ କ୍ଷତସ୍ଥାନଗୁଡ଼ିକରେ କ୍ରିମ୍ ଓ’ ଅଏଣ୍ଟମେଣ୍ଟ ବୋଳାଗଲା । ଛୋଟ କୋମଳ ଶରୀରଟା ଖାଲି ଥରୁଥାଏ ନେହେରୁ ନିଜ ମା’ଙ୍କୁ ଖାତିର କରୁନଥିଲେ । ତାଙ୍କ ମା’ ତାଙ୍କର ସବୁ ଦୋଷ କ୍ଷମାକରି ଦେଉଥିଲେ । ସେ ନେହେରୁଙ୍କୁ ଅତ୍ୟଧିକ ସ୍ନେହ ଓ ପ୍ରେମ କରୁଥିଲେ । ବେଳେବେଳେ ନେହେରୁ ମା’ଙ୍କ ଉପରେ ହାକିମ କରୁଥିଲେ । ବାପାଙ୍କ ଅପେକ୍ଷା ତାଙ୍କର ଅଧିକାଂଶ ସମୟ ମା’ଙ୍କ ଗହଣରେ କଟୁଥିଲା ଏବଂ ସେ ନିଜର ଗୁପ୍ତ କଥା ମା ଙ୍କୁ ହିଁ କହୁଥିଲେ । ନେହେରୁ ନିଜ ମା’ଙ୍କ କ୍ଷୁଦ୍ରାକୃତିକୁ ପସନ୍ଦ କରୁଥିଲେ । ନେହେରୁଙ୍କ ଅନ୍ୟଜଣେ ବିଶ୍ବସ୍ତ ବନ୍ଧୁ ଥିଲେ ତାଙ୍କ ପିତାଙ୍କ ମୁନ୍‌ସୀ ମୁବାରକ ଅଲ୍ଲୀ । ସେ ବଦୌନ ଇଲାକାରୁ ଜଣେ ଧନୀ ପରିବାରରୁ ଆସିଥିଲେ । ୧୮୫୭ ସିପାହୀ ବିଦ୍ରୋହ ତାଙ୍କ ପରିବାରକୁ ନଷ୍ଟ କରିପକାଇଲା । ବୃଦ୍ଧ ମୁବାରକ ଅଲ୍ଲୀ ସର୍ବହରା ହେଲାପରେ ବଡ଼ ବିନୟୀ, ଧୈର୍ଯ୍ୟଶାଳୀ ବ୍ୟକ୍ତି ହୋଇଥିଲେ । ନେହେରୁ ଓ ପରିବାରର ଅନ୍ୟପିଲାମାନେ ତାଙ୍କଠାରୁ ଅନେକ କାହାଣୀ ଶୁଣୁଥିଲେ । ନେହେରୁଙ୍କ ଯୁବକବେଳେ ମୁସିଜୀଙ୍କ ବିୟୋଗ ଘଟିଲା, କିନ୍ତୁ ବହୁକାଳ ପର୍ଯ୍ୟନ୍ତ ନେହେରୁଙ୍କ ମନରେ ମୁନ୍‌ସିଜୀଙ୍କ ସ୍ମୃତି ଜାଗ୍ରତ ଥିଲା । ଏହାଛଡା ସେ ହିନ୍ଦୁ ପୁରାଣ ନେହେରୁଙ୍କ ଧର୍ମ ବିଷୟରେ ଭଲ ଧାରଣା ନଥିଲା । ତାଙ୍କ ପିତା ଓ ପିତାଙ୍କ ସମ୍ପର୍କୀୟ ବଡ଼ ଭାଇ ଧର୍ମ ପ୍ରତି ବିଶେଷ ଆଗ୍ରହ କରୁନଥିଲେ । ପରିବାରର ମହିଳାମାନେ ନାନାପ୍ରକାର ପୂଜାକାର୍ଯ୍ୟ କରୁଥିଲେ । ଗଙ୍ଗାରେ ବୁଡ଼ ପକାଇଥିଲେ ।

ବେଳେବେଳେ ନେହେରୁ ସେମାନଙ୍କ ସହ ବୁଡ଼ ପକାଇବାକୁ ଗଙ୍ଗାସାଗର ଯାଉଥିଲେ । ଆହ୍ଲାବାଦ କିମ୍ବା ବନାରସରେ ଥିବା ମନ୍ଦିର ଦର୍ଶନ ପାଇଁ ଯାଉଥିଲେ । କେବେ କେବେ ସେ ସନ୍ନ୍ୟାସୀମାନଙ୍କୁ ଦର୍ଶନ କରୁଥିଲେ କିନ୍ତୁ ଏସବୁ ସତ୍ତ୍ଵେ ସେ ଧର୍ମପ୍ରତି ମନ୍ଦିର ଦର୍ଶନ ପାଇଁ ଯାଉଥିଲେ । କେବେ କେବେ ସେ ସନ୍ନ୍ୟାସୀମାନଙ୍କୁ ଦର୍ଶନ କରୁଥିଲେ କିନ୍ତୁ ଏସବୁ ସତ୍ତ୍ଵେ ସେ ଧର୍ମପ୍ରତି ବିଶେଷ ଆଗ୍ରହ ଦେଖାଇ ନଥୁଲେ କି ସେସବୁର କୌଣସି ପ୍ରଭାବ ତାଙ୍କ ଉପରେ ପଡୁନଥିଲା ପଣ୍ଡିତ ନେହେରୁ ନିଜ ବାଲ୍ୟକାଳରେ ଭାରତରେ ପାଳିତ ହେଉଥିବା ବିଭିନ୍ନ ପର୍ବପର୍ବାଣିମାନଙ୍କଦ୍ୱାରା କିଭଳି ପ୍ରଭାବିତ ଓ ଆନନ୍ଦିତ ହେଉଥଲେ ସେ ବିଷୟରେ ଉଲ୍ଲେଖ କରିଛନ୍ତି । ହୋଲି ପର୍ବ ବେଳେ ସାରା ସହର ଆନନ୍ଦରେ କୋଳାହଳପୂର୍ଣ୍ଣ ହେବା ସଙ୍ଗେ ସଙ୍ଗେ ଖେଳ ଏକ ଅପୂର୍ବ ଆନନ୍ଦ ସୃଷ୍ଟି କରିଥିଲା । ଦୀପାବଳୀ, ଜନ୍ମାଷ୍ଟମୀ, ଦଶହରା ଓ ରାମଲୀଳା ଇତ୍ୟାଦି ପିଲାମାନଙ୍କ ମନରେ ଢ଼େର ଆନନ୍ଦ ଦେଉଥିଲା ।

ସହରର ପିଲାମାନେ ରାମଲୀଳା ମଇଦାନରେ ରାବଣବଧ ଓ ରାମଚନ୍ଦ୍ରଙ୍କ ଲଙ୍କା ଆକ୍ରମଣ ଦେଖ୍ ଖୁବ୍ ଆନନ୍ଦିତ ହୁଅନ୍ତି । ଏହାଛଡ଼ା ମହରମ ପର୍ବର ଶୋଭାଯାତ୍ରା ଦେଖିବାକୁ ଅନେକ ଲୋକ ସମାଗମ ହେଉଥିଲେ । କାଶ୍ମୀରମାନଙ୍କ ମଧ୍ୟରେ ଏକ ପର୍ବ ପାଳନ ହୁଏ ଯାହା ଭାରତର ଅନ୍ୟାନ୍ୟ ସ୍ଥାନରେ ପାଳିତ ହୁଏ ନାହିଁ । ଏହି ପର୍ବକୁ ‘ନୌରୋଜ’ କୁହାଯାଏ । ସମ୍ବତ ପଞ୍ଜିକାନୁସାରେ ଏହା ନବବର୍ଷ ଦିବସରୂପେ ପାଳିତ ହୁଏ । ନେହେରୁଙ୍କ ଜନ୍ମଦିନ ଉତ୍ସବ ଖୁବ୍‌ ଜାକଜମକରେ ପାଳିତ ହେଉଥିଲା । ତାଙ୍କ ମନରେ ଏକ ଅବଶୋଷ ଯେ ଏହା ବର୍ଷରେ ବହୁବାର ପାଳିତ ନ ହୋଇ ବର୍ଷକୁ ଥରେ ମାତ୍ର ପାଳିତ କାହିଁକି ହେଉଛି । ପିଲାବେଳେ ତାଙ୍କ ଜନ୍ମଦିନ ଉତ୍ସବରେ ସେ ଏକ ତରାଜୁରେ ବସୁଥିଲେ । ଅନ୍ୟ ପଟେ ଗହମ ଓ ଅନ୍ୟାନ୍ୟ ଦ୍ରବ୍ୟ ଓଜନ କରାଯାଇ ଦରିଦ୍ରମାନଙ୍କ ମଧ୍ୟରେ ବିତରଣ କରାଯାଉଥିଲା ।

ନେହେରୁ ନୂଆ ବସ୍ତ୍ର ପିନ୍ଧୁଥିଲେ, ଅନେକ ଉପହାରମାନ ପାଉଥିବାବେଳେ ତାଙ୍କ ପରିବାରର ସଦସ୍ୟମାନେ ବିବାହ ଉତ୍ସବରେ ଯୋଗ ଦେବାପାଇଁ ଦୂରସ୍ଥାନମାନଙ୍କୁ ଯାତ୍ରା କରୁଥିଲେ । ପିଲାମାନଙ୍କ ମନରେ ଆନନ୍ଦର ସୀମା ରହୁନଥିଲା । ନେହେରୁ ଆଡ଼ମ୍ବରପୂର୍ଣ ବିବାହ କାର୍ଯ୍ୟକୁ ତୀବ୍ର ସମାଲୋଚନା କରିଛନ୍ତି । ଧନୀ କିମ୍ବା ଗରିବ ଭାରତୀୟମାନେ ବିବାହ ବ୍ରତାଦି କାର୍ଯ୍ୟକ୍ରମରେ ପ୍ରଚୁର ଅର୍ଥ ଖର୍ଚ୍ଚ କରୁଥିଲେ । ମଧ୍ୟବିତ୍ତ ପରିବାର ଓ ନିମ୍ନଶ୍ରେଣୀର ଲୋକମାନେ ଏହି କାର୍ଯ୍ୟରେ ଅଯଥା ଋଣଗ୍ରସ୍ତ ହୋଇ ସର୍ବସ୍ଟାନ୍ତ ହେଉଥିଲେ । କିନ୍ତୁ ପ୍ରାଚୀନ ପରମ୍ପରାରୁ ବାଦ ପଡୁନଥିଲେ । ସମାଜ କ’ଣ କହିଲା, ଲୋକେ କ’ଣ କହିବେ, ଏକଥା ସେମାନଙ୍କୁ ସର୍ବହରା କରୁଥିଲା । ଏହାଛଡ଼ା ଭାରତ ଭଳି ଏକ ମହାନ ଦେଶରେ ବନ୍ଧୁମାନଙ୍କୁ ସାକ୍ଷାତ କରିବା ଏକ ବ୍ୟୟସାପେକ୍ଷ ବ୍ୟାପାର ।

କାଶ୍ମୀରବାସୀମାନେ ବିଶେଷ କରି ମହିଳାମାନେ ପର୍ଦାପ୍ରଥା ପାଳନ କରୁନଥୁଲେ କି ନିର୍ଜନ ଗୃହରେ ଲୁଚି ରହୁନଥଲେ । ସେମାନଙ୍କ ମଧ୍ୟରେ ସ୍ବାଧୀନ ଜୀବନ ପଦ୍ଧତି ପ୍ରଚଳିତ ଥିଲା । ପୁରୁଷ ଓ ମହିଳାମାନେ ଏକତ୍ର ବିବାହ ଆଉ ଉତ୍ସବରେ ରୁଣ୍ଡ ହେଉଥିଲେ । ଏକତ୍ର ବସି ଭୋଜି ସଭାରେ ଖାଇବା ପିଇବା କାର୍ଯ୍ୟ ହେଉଥିଲା । ବାଳକବାଳିକାମାନେ ଏକାଠି ମିଳିମିଶି ହସଖୁସିରେ ମାତୁଥିଲେ । ପରିଶେଷରେ ନେହେରୁ ବାଲ୍ୟକାଳରେ ଗୋଟିଏ ସ୍ମରଣୀୟ ଘଟଣା ଉଲ୍ଲେଖ କରି ପ୍ରବନ୍ଧଟିକୁ ସମାପ୍ତ କରିଛନ୍ତି । ସେତେବେଳେ ନେହେରୁଙ୍କୁପ୍ରାୟ ସାତ ଆଠ ବର୍ଷ । ନିଜ ସର ସହ ସେ ପ୍ରତ୍ୟହ ଅଶ୍ଵାରୋହଣ ଶିକ୍ଷା କରୁଥିଲେ । ଦିନେ ସନ୍ଧ୍ୟାବେଳେ ସେ ଘୋଡ଼ାଉପରୁ ପଡ଼ିଗଲେ ଏବଂ ଘୋଡ଼ାଟା ତାଙ୍କୁ ଛାଡ଼ି ଏକା ଘରକୁ ଫେରିଲା । ନେହେରୁଙ୍କୁ ନଦେଖୁ ସମସ୍ତେ ବ୍ୟସ୍ତ ହେଲେ । ବାପା ଓ ଅନ୍ୟମାନେ ନାନା ସ୍ଥାନରେ ବାହାରି ଚାରିଆଡ଼େ ଖୋଜିଲେ । ବାଟରେ ଭେଟ ହେଲା ଏବଂ ନେହେରୁ ସତେ ଯେପରି ଏକ ସାହସିକ କାର୍ଯ୍ୟକରିଛନ୍ତି ସେଭଳି ବ୍ୟବହାର ପାଇଲେ ।

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

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

Differentiate.

Question 1.
x⁸ + x⁷
Solution:
Let  y = x⁸ + x⁷
Then \(\frac{d y}{d x}\) = 8x⁷ + 7x⁶

Question 2.
x^5/3 – x^1/2
Solution:
Let y = x^5/3 – x^1/2
\(\frac{d y}{d x}=\frac{5}{3} x^{\frac{2}{3}}-\frac{1}{2} x^{-\frac{1}{2}}\)

Question 3.
x³ – 5x
Solution:
Let y = x³ – 5x
Then \(\frac{d y}{d x}\) = 3x² – 5

Question 4.
√x + \(\frac{1}{\sqrt{x}}-\sqrt[3]{x^2}\)
Solution:
Let y = √x + \(\frac{1}{\sqrt{x}}-\sqrt[3]{x^2}\)
= \(x^{\frac{1}{2}}+x^{-\frac{1}{2}}-x^{\frac{2}{3}}\)
⇒ \(\frac{d y}{d x}=\frac{1}{2} x^{\frac{-1}{2}}-\frac{1}{2} x^{\frac{-3}{2}}-\frac{2}{3} x^{\frac{-1}{3}}\)

Question 5.
x² + 2x – sin x + 5
Solution:
x² + 2x – sin x + 5
\(\frac{d y}{d x}\) = 2x + 2 – cos x

Question 6.
\(\frac{1}{2} x^{\frac{1}{2}}+\frac{1}{3} x^{\frac{1}{3}}\)
Solution:
\(\frac{1}{2} x^{\frac{1}{2}}+\frac{1}{3} x^{\frac{1}{3}}\)
\(\frac{d y}{d x}=\frac{1}{4} x^{\frac{-1}{2}}+\frac{1}{9} x^{\frac{-2}{3}}\)

Question 7.
ax² + b tan x + ln x³
Solution:
ax² + b tan x + ln x³
\(\frac{d y}{d x}\) = 2ax + b sec² x + \(\frac{3}{x}\)

Question 8.
√x(√x + 1)
Solution:
Let y = √x(√x + 1) = \(x+x^{\frac{1}{2}}\)
\(\frac{d y}{d x}=1+\frac{1}{2} x^{\frac{-1}{2}}\)

Question 9.
(x – 1)²
Solution:
Let y = (x – 1)²
Then \(\frac{d y}{d x}\) = 2(x – 1)

Question 10.
(x² – x + 2)²
Solution:
Let y = (x² – x + 2)²
\(\frac{d y}{d x}\) = 2(x² – x + 2) × \(\frac{d}{d x}\)(x² – x + 2)
= 2(x² – x + 2)(2x – 1)

Question 11.
x sin x – \(\frac{e^x}{1+x^2}\)
Solution:

Question 12.
tan 2x + sec 2x
Solution:

Question 13.
\(\frac{x^2}{x+1}-\frac{x}{1-x}\)
Solution:

Question 14.
\(\frac{\sqrt{x}-1}{\sqrt{x}+1}\)
Solution:

Question 15.
\(\frac{\tan x-\cos x}{\sin x \cos x}\)
Solution:

Question 16.
\(\left(\frac{x-1}{x+1}\right)^2\)
Solution:

Question 17.
x³ (1 + x)(2 – x)
Solution:

Question 18.
x₃ (sin x) e^{4 ln x}
Solution:

Question 19.
\(\frac{1}{\sqrt{x}}\) + x ln x³
Solution:

Question 20.
x² log₂ x + sec x
Solution:

Question 21.
\(\frac{x^2-1}{x^3+1}\)
Solution:

Question 22.
(x³ + 1)(3x² + 2x – 7)
Solution:

Question 23.
cot x – sec x – log₁₀ x
Solution:
\(\frac{d y}{d x}\) = -cosec ² x – sec x. tan x – \(\frac{1}{x} \log _{10} e\)

Question 24.
\(\frac{1-\cos x}{1+\cos x}\)
Solution:

Question 25.
\(\frac{1-\tan x}{1+\tan x}\)
Solution:

Question 26.
\(\frac{\left[x^{\frac{3}{5}}-2 e^2 \ln x+\ln ^{\frac{2}{3}}\right]}{(1+x)}\)
Solution:

Question 27.
cosec x + cot x
Solution:
Let y = cosec x + cot x
\(\frac{d y}{d x}\) = -cosec x. cot x – cosec ² x

Question 28.
tan² x + sec² x
Solution:
Let y = tan² x + sec² x
\(\frac{d y}{d x}\) = 2 tan x. \(\frac{d}{d x}\)(tan x) + 2 sec x \(\frac{d}{d x}\)(sec x)
= 2 tan x. sec² x + 2 sec² x. tan x
= 4 sec² x tan x

Question 29.
tan² x + a^x
Solution:
tan² x + a^x
\(\frac{d y}{d x}\) = 2 tan x. sec² x + a^x. ln a

Question 30.
sin² x + x ln x
Solution:
sin² x – x ln x

Question 31.
cos² x + e^x cos x
Solution:

Question 32.
\(\frac{a^x-b^x}{x}\)
Solution:

Question 33.
\(\frac{e^x+e^{-x}}{x^2+1}\)
Solution:

Question 34.
\(\frac{\ln x}{x^2}\)
Solution:

Question 35.
Show that f(x) = \(\left\{\begin{array}{l}
x \sin \frac{1}{x}, x \neq 0 \\
0, x=0
\end{array}\right.\) is not differentiable x = 0
Solution:
Differentiability

CHSE Odisha 11th Class Psychology Book Solutions (+ 2 1st Year)

Unit 1 What is Psychology?

• What is Psychology? Objective Questions
• What is Psychology? Short Answer Questions
• What is Psychology? Long Answer Questions

Unit 2 Perceptual Process

• Perceptual Process Objective Questions
• Perceptual Process Short Answer Questions
• Perceptual Process Long Answer Questions Part-1
• Perceptual Process Long Answer Questions Part-2

Unit 3 Learning

• Learning Objective Questions
• Learning Short Answer Questions
• Learning Long Answer Questions Part-1
• Learning Long Answer Questions Part-2

Unit 4 Process of Thinking

• Process of Thinking Objective Questions
• Process of Thinking Short Answer Questions
• Process of Thinking Long Answer Questions Part-1
• Process of Thinking Long Answer Questions Part-2

Unit 5 Intelligence

• Intelligence Objective Questions
• Intelligence Questions And Answers

CHSE Odisha Class 11 Psychology Syllabus (+2 1st Year)

FOUNDATIONS OF PSYCHOLOGY
FIRST YEAR
Total Marks – 100
Theory – 70 marks
Practical – 30 marks

THEORY
UNIT-I
1. What is Psychology? [8 Periods]
This chapter seeks to help in understanding and appreciating psychology as a discipline, its application, and its relationship with other sciences.
a) Meaning and definition of Psychology
b) Psychology as a science
c) Brief idea about the different approaches to the study of Psychology:
i) Biological, ii) Behaviouristic, iii) Cognitive
d) Psychology and other disciplines (Sociology and Anthropology)

2. Methods used in Psychology [6 Periods]
The objective of this chapter is to familiarize with the methods of studying and understanding behaviour
a) Experimental method
b) Observational Method:
i) Naturalistic Observation, ii) Subjective observation or Introspection

UNIT -II
3. Physiological bases of behavior: [9 Periods]
This chapter focuses on the role of biological factors in the shaping of human behaviour and experience.
a) Structure and function of a neuron
b) Structure and function of the central Nervous system
i) Spinal cord ii) Brain,
c) Autonomic Nervous system
d) Endocrine system

4. Sensory and Perceptual Processes: [10 Periods]
This unit aims at understanding how various sensory stimuli are received, attended to and given meaning.
a) Attention: Determinant and types of attention
b) Perception: Meaning, operational definition, processes involved in perception (Receptive, Selective, Symbolic, and Affective Process)
c) Principles of perceptual organization
d) Role of need, past experience, and cultural factors in perception.
e) Errors in perception: Illusion and Hallucination

UNIT-III
5. Learning [10 Periods]
This chapter focuses on how human beings acquire new behaviuour and how changes in behaviour take place.
a) Meaning and operational definition of learning, Learning as distinguished from maturation and performance.
b) Processes of learning:
i) Trial and Error Learning, ii) Classical conditioning, iii) Operant conditioning, iv) Cognitive Learning: Insightful learning, v) Observational learning

6. Human memory [12 Periods]
This chapter deals with how information is received, stored, retrieved and lost It also explains how memory can be improved.
a) Memory Process:
i) Encoding ii) Storage iii) Retrieval
b) Systems (stages) of memory:
i) Sensory Memory ii) Short Term Memory iii) Long term Memory
c) Measurement of Memory
i) Recall ii) Recognition iii) Saving or Relearning
d) Nature and causes of forgetting
e) Improving Memory: Mnemonics, Methods of Loci, Number and Letter Peg system, Chunking

UNIT – IV
7. Motivation and Emotion [8 Periods]
This chapter deals with why human beings behave as they do. It also deals with how people experience positive and negative events and respond to them.
a) Meaning and Nature of Motivation
b) Types of motives; Biological, Social, and Psychological
c) Meaning and nature of emotion
d) Bodily changes during emotion.

8. Processes of Thinking [10 Periods]
This chapter deals with thinking related processes like reasoning, problem solving, decision making, and creative thinking.
i) Meaning and definition
ii) Stages of cognitive development by Piaget
iii) Problem solving and decision making
iv) Creative Thinking: Nature and stages of creative thinking

UNIT-V
9. Intelligence [7 Periods]
This chapter aims at studying how people differ with respect to intelligence.
a) Meaning and Nature of Intelligence
b) Approaches to understand intelligence (i) Gardner ii) Sternberg iii) J.P. Das
c) Factors influencing intelligence

PRACTICAL
Span of Attention
Optical Illusion (Muller – Lyer Illusion)
Sensory – Motor Learning
Memory for meaningful words and nonsense syllables

Books Recommended:
1. Psychology Part-I, NCERT
2. Bureau’s Higher secondary +2 Psychology Part-I, Published by Odisha State Bureau of Text Book Preparation and Production, Bhubaneswar.

+2 1st Year MIL Sanskrit Book Solutions Pdf Download

गद्यभागः

• Chapter 1 मनुमत्स्याख्यानम् (ମନୁମସ୍ୟାଖ୍ୟାନମ୍ )
• Chapter 2 चतुरः शृगालः (ଚତୁରଃ ଶୃଗାଳଃ)
• Chapter 3 संस्कृते किं नास्ति? (ସଂସ୍କୃତେ କିଂ ନାସ୍ତି ?)
• Chapter 4 जावालः सत्यकामः (ଜାବାଳ ସତ୍ୟକାମଃ )

पद्यभाग:

• Poem 1 सुभाषितावली (ସୁଭାଷିତାବଳୀ)
• Poem 2 भाति मे भारतम् (ଭାତି ମେ ଭାରତମ୍)
• Poem 3 वसन्तः (ବସନ୍ତଃ)

BSE Odisha Class 11 Sanskrit Grammar

• ବିଷୟବହିର୍ଭୂତ ବ୍ୟାକରଣ
• अनुच्छेदभागः
• अदृष्टगद्यानुवाद
• पत्रलिखन प्रकरणम्
• आवेदनपत्रम्
• निमन्त्रणपत्रम्

CHSE Odisha Class 11 Sanskrit Question Pattern and Distribution of Marks

Syllabus
+2 M.I.L Sanskrit
First Year

Question Pattern and Mark-Division

Time: 3 Hrs
Full Marks: 100

Group – A

Q.1. Multiple Choices: (1 × 15 = 15)
Prose – (1 × 3 = 3)
Poetry – (1 × 2 = 2)
Sandhi – (1 × 3 = 3)
Sandhiviccheda – (1 × 3 = 3)
Karaka-Vibhakti – (1 × 4 = 4)

Q.2. One word Answer / Correction / Fill up the Blanks: (1 × 15 = 15)
Prose – (1 × 2 = 2)
Poetry – (1 × 3 = 3)
Prakruti-Pratyaya – (1 × 3 = 3)
Samasa – (1 × 3 = 3)
Ekapadikarana – (1 × 4 = 4)
(from Stripratya and Samasa)

Group – B

Q.3. Short Type Answer (within 2/3 sentences/12words): (2 × 11 = 22)
(a) Comprehension – (2 × 6 = 12)
(passages from 1 to 8 of Samskrtaprabha) (out of 7 Qs.)

(b) Translation – (2 × 5 = 10)
(from Unseen Sanskrit-sentences into Odiya/English) (out of 7 Qs.)

Q.4. Short Type Answer – (3 × 6 = 18)
(within 6 sentences/25words)
(a) Prose – (3 × 3 = 9)
(out of 4 Qs.)

(b) Poetry – (3 × 3 = 9)
(out of 4 Qs.)

Group – C

Q.5. 4 Long Questions out of 6 Qs. – (7 1/2 × 4 = 30)
(within 08 sentences/40 words)
(a) Letter/Application writing
(b) Long Question (Prose)
(c) Long Question (Poetry)
(d) Explanation (Prose/Poetry)
(e) Translation in to odia/sanskrit from prose/poetry
(f) Precis Writing (of Unseen Passage)

N.B. Answers in Sanskrit are to be written either in Odia Script or in Devanagari Script.

Portions To Be Studied

Unit I: Prose-Samskrtaprabha (Gadyabhagah)
संस्कृतप्रभा (गद्यभागः)
The following prose pieces from the above mentioned book are to be studied.
1. मनुमत्स्याख्यानम् (Manumatsyakhyanam)
2. चतुरशृगाल (Caturasrgalah)
3. संस्कृते किं नास्ति (Samskrte kim nasti)
4. जाबालः सत्यकामः (Jabalah Satyakamah)

Unit-II: Poetry-Samskrta Prabha (Padya Bhagah)
संस्कृतप्रभा (पद्यभागः)
The following poetry pieces from the above book are to be studied.
1. सुभाषितावली ( Subhasitaval)
2. भाति मे भारतम् (Bhati me Bharatam)
3. वसन्त: (Vasantah)

Unit – III
(A) Grammar from the text
1. सन्धि (Sandhi)
2. सन्धिविच्छेद ( Sandhi Viccheda)
3. कारक – विभक्ति (Karaka-Vibhakti)
4. प्रकृति प्रत्यय (Prakrti Pratyaya)

(B) Grammar from outside the text /General
1. स्त्रीप्रत्यय (Stripratyaya)
2. समास (Samasa)
3. एकपदीकरण (Formation of single word from Stripratyaya and Samasa)

Unit IV: Translation and Comprehension
(A) Comprehension Sanskrit passage for the comprehension (Passage No. 1 to 8) of संस्कृतप्रभा
(B) Translation of unseen Sanskrit sentences into Odia/English

Unit-V: The art of Writing of Letters, Applications, Expansion of Ideas, Textual Explanations, Textual Long Questions and Precis writing.

CHSE Odisha 11th Class Sociology Book Solutions (+ 2 1st Year)

CHSE Odisha Class 11 Sociology Book Solutions in English Medium

Unit 1 Sociology & Its Relationship

• Sociology & Its Relationship Objective Questions
• Sociology & Its Relationship Short Answer Questions
• Sociology & Its Relationship Long Answer Questions

Unit 2 Basic Concepts

• Basic Concepts Objective Questions
• Basic Concepts Short Answer Questions
• Basic Concepts Long Answer Questions

Unit 3 Social Institutions

• Social Institutions Objective Questions
• Social Institutions Short Answer Questions
• Social Institutions Long Answer Questions

Unit 4 Process, Stratification and Change

• Process, Stratification and Change Objective Questions
• Process, Stratification and Change Short Answer Questions
• Process, Stratification and Change Long Answer Questions

Unit 5 Sociology, Methods and Techniques

• Sociology, Methods and Techniques Objective Questions
• Sociology, Methods and Techniques Short Answer Questions
• Sociology, Methods and Techniques Long Answer Questions

CHSE Odisha Class 11 Sociology Book Solutions in Odia Medium

Unit 1 ସମାଜ ବିଜ୍ଞାନ ଏବଂ ଏହାର ସମ୍ପର୍କ

• ସମାଜ ବିଜ୍ଞାନ ଏବଂ ଏହାର ସମ୍ପର୍କ Objective Questions
• ସମାଜ ବିଜ୍ଞାନ ଏବଂ ଏହାର ସମ୍ପର୍କ Short Answer Questions
• ସମାଜ ବିଜ୍ଞାନ ଏବଂ ଏହାର ସମ୍ପର୍କ Long Answer Questions

Unit 2 ମୌଳିକ ସମ୍ପ୍ରତ୍ୟୟ

• ମୌଳିକ ସମ୍ପ୍ରତ୍ୟୟ Objective Questions
• ମୌଳିକ ସମ୍ପ୍ରତ୍ୟୟ Short Answer Questions
• ମୌଳିକ ସମ୍ପ୍ରତ୍ୟୟ Long Answer Questions

Unit 3 ସାମାଜିକ ଅନୁଷ୍ଠାନ

• ସାମାଜିକ ଅନୁଷ୍ଠାନ Objective Questions
• ସାମାଜିକ ଅନୁଷ୍ଠାନ Short Answer Questions
• ସାମାଜିକ ଅନୁଷ୍ଠାନ Long Answer Questions

Unit 4 ପ୍ରକ୍ରିୟା, ସ୍ତରୀକରଣ ଏବଂ ପରିବର୍ତ୍ତନ

• ପ୍ରକ୍ରିୟା, ସ୍ତରୀକରଣ ଏବଂ ପରିବର୍ତ୍ତନ Objective Questions
• ପ୍ରକ୍ରିୟା, ସ୍ତରୀକରଣ ଏବଂ ପରିବର୍ତ୍ତନ Short Answer Questions
• ପ୍ରକ୍ରିୟା, ସ୍ତରୀକରଣ ଏବଂ ପରିବର୍ତ୍ତନ Long Answer Questions

Unit 5 ସମାଜଶାସ୍ତ୍ର, ପଦ୍ଧତି ଏବଂ ପ୍ରୟୋଗ କୌଶଳ

• ସମାଜଶାସ୍ତ୍ର, ପଦ୍ଧତି ଏବଂ ପ୍ରୟୋଗ କୌଶଳ Objective Questions
• ସମାଜଶାସ୍ତ୍ର, ପଦ୍ଧତି ଏବଂ ପ୍ରୟୋଗ କୌଶଳ Short Answer Questions
• ସମାଜଶାସ୍ତ୍ର, ପଦ୍ଧତି ଏବଂ ପ୍ରୟୋଗ କୌଶଳ Long Answer Questions

CHSE Odisha Class 11 Sociology Syllabus (+2 1st Year)

SOCIOLOGY
Paper-I
Introducing Sociology

Unit I Sociology & Its Relationship
Emergence, Meaning, Nature and Scope, Relationship of Sociology with Social Sciences – History, Economics, Anthropology, Psychology, Political Science.

Unit II Basic Concepts
Society – Meaning and Characteristics Individual and Society
Community – Meaning and Characteristics
Association – Meaning & Characteristics,
Social Group – Meaning and Characteristics, Types – Primary, Secondary, In-Group, Out-Group
Culture – Meaning, Characteristics, Types – Material, Non-Material, Importance

Unit III Social Institutions
Family – Meaning, Characteristics, Types, Functions
Kinship – Meaning, Characteristics, Types
Education – Meaning, Importance
Economic – Property, Division of Labour

Unit IV Process, Stratification and Change
Social Processes: Associative – Co-operation, Accommodation Dissociative- Competition, Conflict
Social Stratification – Meaning, Characteristics Bases – Caste, Class, Gender
Social Change – Meaning, Characteristics, Factors – Technological Cultural

Unit V Sociology, Methods and Techniques
Auguste Comte: Law of Three Stages, Emile Durkheim: Suicide, G.S.Ghurey: Caste, M.N. Srinivas: Sanskritisation, Methods: Observation – Meaning and Types, Tools and Techniques: Questionnaire and Schedule – Meaning, Merits and Demerits.

BOOK PRESCRIBED:
1. Bureau’s Higher Secondary (+2) Sociology, Part-I Published by Odisha State Bureau of Textbook Preparation & Production, Bhubaneswar.
2. Sociology, Part-I, NCERT.

CHSE Odisha 11th Class History Book Solutions (+ 2 1st Year)

CHSE Odisha Class 11 History Book Solutions in English Medium

Unit 1 Early Societies

• Early Societies Objective & Short Answer Type Questions
• Early Societies Long Answer Questions

Unit 2 Ancient Greece

• Ancient Greece Objective & Short Answer Type Questions
• Ancient Greece Long Answer Questions

Unit 3 Changing Traditions

• Changing Traditions Objective & Short Answer Type Questions
• Changing Traditions Long Answer Questions

Unit 4

• Unit 4 Objective & Short Answer Type Questions
• Unit 4 Long Answer Questions

Unit 5

• Unit 5 Objective Questions
• Unit 5 Short Answer Questions
• Unit 5 Long Answer Questions Part-1
• Unit 5 Long Answer Questions Part-2

CHSE Odisha Class 11 History Book Solutions in Odia Medium

• Chapter 1 ଇତିହାସର ଅର୍ଥ ଏବଂ ପ୍ରାସଙ୍ଗିକତା
• Chapter 2 ମାନବ ଅଭ୍ୟୁଦୟର ଇତିହାସ
• Chapter 3 ନଦୀ ଉପତ୍ୟକା ସଭ୍ୟତାର ଅବଦାନ
• Chapter 4 ପ୍ରାଚୀନ ଗ୍ରୀସ୍
• Chapter 5 ପ୍ରାଚୀନ ରୋମ
• Chapter 6 ଇଉରୋପରେ ସାମନ୍ତପ୍ରଥାର ଅଭ୍ୟୁଦୟ
• Chapter 7 ବିଶ୍ବର ପ୍ରମୁଖ ଧର୍ମ : ଖ୍ରୀଷ୍ଟଧର୍ମ ଓ ଇସ୍‌ଲାମ୍ ଧର୍ମ
• Chapter 8 ବିଜ୍ଞାନ ଏବଂ ଏକାଦଶ ଶତାବ୍ଦୀରୁ ସପ୍ତଦଶ ଶତାବ୍ଦୀ ମଧ୍ୟରେ ଇଉରୋପରେ ସାଂସ୍କୃତିକ ପରିବର୍ତ୍ତନ
• Chapter 9 ଇଉରୋପୀୟମାନଙ୍କର ଜଳଯାତ୍ରା ଏବଂ ଭୌଗୋଳିକ ଆବିଷ୍କାର
• Chapter 10 ଆମେରିକାରେ ଗଢ଼ି ଉଠିଥ‌ିବା ସଭ୍ୟତାସମୂହ
• Chapter 11 ନୂତନ ଉଦ୍ଭାବନ ଏବଂ କାରିଗରୀ କୌଶଳର ପରିବର୍ତ୍ତନ
• Chapter 12 ଆମେରିକା ସ୍ଵାଧୀନତା ସଂଗ୍ରାମ : କାରଣ ଓ ଫଳାଫଳ
• Chapter 13 ୧୭୮୯ର ଫରାସୀ ରାଷ୍ଟ୍ରବିପ୍ଳବ : କାରଣ ଏବଂ ବୈଶିଷ୍ଟ୍ୟ
• Chapter 14 ପ୍ରଥମ ବିଶ୍ଵଯୁଦ୍ଧ : କାରଣ ଓ ଫଳାଫଳ
• Chapter 15 ୧୯୧୭ ମସିହାର ରୁଷ ବିପ୍ଳବ : କାରଣ ଏବଂ ବୈଶିଷ୍ଟ୍ୟ
• Chapter 16 ଦ୍ବିତୀୟ ବିଶ୍ଵଯୁଦ୍ଧ ସଂଘଟିତ ହେବା ମୂଳରେଥିବା ଘଟଣାବଳୀ
• Chapter 17 ମିଳିତ ଜାତିସଂଘ : ପ୍ରତିଷ୍ଠା, ଲକ୍ଷ୍ୟ ଏବଂ ଗଠନ

CHSE Odisha Class 11 History Syllabus (+2 1st Year)

HISTORY
First Year (Paper-I)
History of the World

UNIT-I

1. History: Meaning and Relevance
2. History of Human Evolution:
   a) The Precursor of Modern Human Beings
   b) Modern Human Beings:
   i. Early Humans ways of obtaining food.
   ii. Habitat -Trees to caves and open air sites.
   iii. Making of tools
   iv. Modes of communications – Language and art.
   c) Epilogue – Domestication of animals, and plants; Development of farming and pastoralism as a way of life.
3. Contributions of Ancient River Valley Civilisation:
   a) Egypt, b) Mesopotamia, c) China

UNIT-II

1. Ancient Greece:
   a) Rise of city states – Athens and Sparta, b) Evolution of Direct Democracy, c) Age of Pericles.
2. Ancient Rome:
   a) Society: Composition, Gender, Literacy, Culture, Economic Expansions, Slavery, b) Roman Constitution, c) Julius Caesar: Achievements
3. Feudalism in Europe: Features, Merits, and Demerits.

UNIT-III

1. Major religions:
   a) Christianity, b) Islam
2. Science and Changing Cultural Traditions in Europe between 11th and 17th Centuries: New Ideas and New Trends in Science, Literature, and Art.
3. European Voyages of Explorations (15th to 17th Centuries).
4. Civilisations in Americas: Maya, Aztek, and Inca.

UNIT-IV

1. Innovations and Technological changes: Industrial Revolutions.
2. American War of Independence: Causes and Consequences.
3. French Revolution of 1789: Causes and Significance.

UNIT-V

1. World War-I: Causes and Consequences.
2. Russian Revolution of 1917: Causes and Significance.
3. Events leading to the World War-II.
4. United Nations: Origin, Objectives and Structure.

BOOK PRESCRIBED:
Bureau’s Higher Secondary (+2) History, Published by Odisha State Bureau of Textbook Preparation & Production, Bhubaneswar.

CHSE Odisha Class 11 Approaches to English Book 1, 2 Solutions (+2 1st Year)

CHSE Odisha Class 11 Approaches to English Book 1 Solutions

Prose

Unit 1 THE ADVENTURE OF LEARNING

• Text A: Memories of Crossgates School
• Text B: Make me a child again, Just for tonight
• Text C: Confessions of a Misspent Youth
• Text D: A Time to Think

Unit 2 MEN AND WOMEN

• Text A: Portrait of a Teacher
• Text B: My Mother
• Text C: Lucy Rowan’s Mother
• Text D: The Jam Sahib of Newanagar

Unit 3 MODERN LIVING

• Text A: The Telephone
• Text B: Saturday Morning Violence
• Text C: New Superstitions for Old
• Text D: Burnout

Unit 4 FOOD FOR THOUGHT

• Text A: That Lean, Hungry Look
• Text B: What is Art?
• Text C: Psychobabble
• Text D: The Case against Man

CHSE Odisha Class 11 Approaches to English Book 2 Solutions

Poetry

• Poem 1 Ecology
• Poem 2 Dog’s Death
• Poem 3 The Fog
• Poem 4 Girl Lithe and Tawny
• Poem 5 Ballad of the Landlord

Short Stories

• Chapter 1 The Rainbow-Bird
• Chapter 2 The Eyes Have It
• Chapter 3 The Little Wife

One-Act Plays

• Chapter 1 Mother’s Day
• Chapter 2 The Unexpected

Grammar & Usage

• Tense and Aspect
• Modals
• Non-finite Verb forms
• The Passive
• Prepositions
• Phrasal Verbs

CHSE Odisha Class 11 Alternative English Syllabus

CHSE Odisha Class 11 Alternative English Question Pattern and Distribution of Marks

Alternative English +2 1st Year
Full Marks: 100, Time: 3 Hours

1. Reading Comprehension.
(a) A prescribed prose piece or extract (10 Marks)
(5 questions including inferential questions are to be answered).
(b) A prescribed poem/extract (10 Marks)
(5 questions including inferential questions and those on poetic devices, figures of speech, mode, tone, style, etc.)
(c) A prescribed story/one-act play or its extract (10 Marks)
(5 questions including Inferential questions and those on literary devices, tone, etc.)
(d) An unseen passage of at least 200 words. (10 Marks)
(5 questions including inferential ones)

2. Reading-related skills.
(a) Guided note-making based on the passage 1(d) (5 Marks)
(b) Cohesive devices (10 Marks)

3. Writing skills
(a) Summarising an unknown passage as given in 1(d) with caption (10 Marks)
(b) Reconstruct a story from a given set of questions/fillers/outlines or completion of a story (10 Marks)
(c) Essay writing
(including brainstorming, organizing, outlining, writing the first draft, and revising) (10 Marks)

4. Grammar and usage (in context) (10 Marks)
(3 questions on the prescribed grammar units)

Books Prescribed: Approaches to English-I, II Published by Odisha State Bureau of Textbook Preparation & Production, Pustak Bhavan Bhubaneswar.

CHSE Odisha 11th Class Political Science Book Solutions (+ 2 1st Year)

CHSE Odisha Class 11 Political Science Book Solutions in English Medium

Unit 1 Understanding Political Theory

• Understanding Political Theory Objective Questions
• Understanding Political Theory Short Answer Questions
• Understanding Political Theory Long Answer Questions

Unit 2 Basic Concept

• Basic Concept Objective Questions
• Basic Concept Short Answer Questions
• Basic Concept Long Answer Questions Part-1
• Basic Concept Long Answer Questions Part-2

Unit 3 Indian Constitution

• Indian Constitution Objective Questions
• Indian Constitution Short Answer Questions
• Indian Constitution Long Answer Questions

Unit 4 Constitution at Work-I

• Constitution at Work-I Objective Questions
• Constitution at Work-I Short Answer Questions
• Constitution at Work-I Long Answer Questions Part-1
• Constitution at Work-I Long Answer Questions Part-2

Unit 5 Constitution at Work-II

• Unit 5 Constitution at Work-II Objective Questions
• Unit 5 Constitution at Work-II Short Answer Questions
• Unit 5 Constitution at Work-II Long Answer Questions

CHSE Odisha Class 11 Political Science Book Solutions in Odia Medium

• Chapter 1 ରାଜନୀତି ତତ୍ତ୍ଵର ଆଲୋଚନା
• Chapter 2 ରାଷ୍ଟ୍ର
• Chapter 3 ରାଷ୍ଟ୍ରର କାର୍ଯ୍ୟଧାରାର ପ୍ରକୃତି
• Chapter 4 ସ୍ଵତନ୍ତ୍ରତା
• Chapter 5 ସମାନତା
• Chapter 6 ନ୍ୟାୟ
• Chapter 7 ଅଧିକାର
• Chapter 8 ଧର୍ମନିରପେକ୍ଷତା
• Chapter 9 ବିକାଶ
• Chapter 10 ସମ୍ବିଧାନର ଦର୍ଶନ
• Chapter 11 ଭାରତୀୟ ସମ୍ବିଧାନରେ ଅଧିକାର
• Chapter 12 ନିର୍ବାଚନ ଓ ପ୍ରତିନିଧିତ୍ଵ
• Chapter 13 ବ୍ୟବସ୍ଥାପିକା
• Chapter 14 କାର୍ଯ୍ୟପାଳିକା
• Chapter 15 ନ୍ୟାୟପାଳିକା

CHSE Odisha Class 11 Political Science Syllabus (+2 1st Year)

First Year CHSE (2022-2023)
Political Science Paper-I
(Foundation of Politics and Government)

Part A: Political Theory

UNIT I Understanding Political Theory

1. Political Theory: An Introduction-What is Politics? Nature and scope of Politics; Usages of Political Theory. (4 Periods)
2. State: Definition; Elements of State. (4 Periods)
3. Nature of State Activity: Individualism; Welfare State; Globalisation. (6 Periods)

UNIT II Basic Concepts

1. Liberty: Positives and Negative Liberty; Types of Liberty (2 Periods)
2. Equality: Meaning; Dimensions; Significance of Equality. (2 Periods)
3. Justice: Meaning; Dimensions; Significance of Social Justice. (2 Periods)
4. Rights: Meaning; Types; Human Rights and its significance. (4 Periods)
5. Secularism: Meaning; Western and Indian approaches to Secularism. (2 Periods)
6. Development: Meaning; Models of Development; Capitalistic model, Socialist model; Sustainable Development. (4 Periods)

Part B: Indian Constitution At Work

UNIT-III (Indian Constitution)

1. Philosophy of the Constitution; Constitution- the Making; Constituent Assembly; Preamble; Basic Features; Amendment Procedure. (8 Periods)
2. Rights in the Indian Constitution; Fundamental Rights; Directive Principles of State Policy; Relationship between Fundamental Rights & Directive Principles of State Policy; Fundamental Duties. (8 Periods)

UNIT IV Constitution at Work-I

1. Election and Representation: Elections and Democracy; Election Commission- Composition and Functions; Challenges to Free and Fair Elections; Electoral Reforms. (8 Periods)
2. Legislature: Parliament- Composition and Functions; State Legislatures (Odisha Vidhan Sabha) Composition and Functions. (8 Periods)

UNIT IV Constitution at Work-II

1. Executive: President- Powers & Position; Prime Minister Functions & Role; Governor- Powers and Position; Chief MinsterFunctions & Role. (8 Periods)
2. Judiciary: Structure of Judiciary; Supreme Court; High Court; Judicial Review; Judicial Activism. (10 Periods)

BOOK PRESCRIBED:
Bureau’s Higher Secondary (+2) Political Science, Paper-I (English & Odia) Published by Odisha State Bureau of Textbook Preparation & Production, Bhubaneswar.

CHSE Odisha 11th Class Text Book Solutions | + 2 1st Year Science Arts Commerce Solutions Book Pdf Download

• Elements of Mathematics Class 11 CHSE Odisha Solutions (Maths)
• CHSE Odisha Class 11 Physics Book Solutions
• CHSE Odisha Class 11 Chemistry Book Solutions
• CHSE Odisha Class 11 Biology Book Solutions
• CHSE Odisha Class 11 Odia Book Solutions (MIL Odia Sahitya Jyoti)
• CHSE Odisha Class 11 Alternative English Book Solutions
• CHSE Odisha Class 11 Invitation to English Book Solutions
• CHSE Odisha Class 11 Sanskrit Book Solutions
• CHSE Odisha Class 11 Hindi Book Solutions
• CHSE Odisha Class 11 History Book Solutions
• CHSE Odisha Class 11 Political Science Book Solutions
• CHSE Odisha Class 11 Economics Book Solutions
• CHSE Odisha Class 11 Accountancy Book Solutions
• CHSE Odisha Class 11 Business Studies Book Solutions
• CHSE Odisha Class 11 Education Book Solutions
• CHSE Odisha Class 11 Logic Book Solutions
• CHSE Odisha Class 11 Sociology Book Solutions
• CHSE Odisha Class 11 Psychology Book Solutions
• CHSE Odisha Class 11 Math Notes

BSE Odisha Solutions