Class 12

Odisha State Board CHSE Odisha Class 12 Foundations of Education Solutions Unit 1 Contribution of Educators Objective Questions and Answers.

CHSE Odisha 12th Class Foundations of Education Unit 1 Contribution of Educators Objective Questions

Question 1.
What is the other name of Basic Education?
(a) Vocational Education
(b) Professional Education
(c) New Train
(d) New Policy of Education
Answer:
(c) New Train

Question 2.
Which committee designed the curriculum of Basic Education?
(a) Hartog Committee
(b) Jakir Hussain Committee
(c) Basic Education Committee
(d) Mudaliar Committee
Answer:
(b) Jakir Hussain Committee

Question 3.
When did Gandhiji take birth?
(a) 2nd. October 1863
(b) 2nd. October 1869
(c) 9th. October 1937
(d) None of the above
Answer:
(b) 2nd. October 1869

Question 4.
In which year Wardha Education Conference was held?
(a) August 15,1947.
(b) October 22, 23, 1937
(c) January 30,1869
(d) 9, October, 1877
Answer:
(b) October 22, 23,1937

Question 5.
Who is the propounder of Class less Society in Odisha?
(a) Pandit Nilakantha Das
(b) RadhanathRay
(c) Madhusudan Das
(d) Gopabandhu Das
Answer:
(a) Pandit Nilakantha Das

Question 6.
Who established Satyabadi Vana Vidyalaya?
(a) Gandhi
(b) Gopabandhu
(c) Tagore
(d) Aurovindo
Answer:
(b) Gopabandhu

Question 7.
Where was Van Vidyalaya situated?
(a) Puri
(b) Satyabadi
(c) Dhenkanal
(d) Pipili
Answer:
(a) Puri

Question 8.
Who was the propounder of Basic Education?
(a) R. N. Tagore
(b) Mahatma Gandhi
(c) Sri Aurovindo
(d) Gopabandhu
Answer:
(b) Mahatma Gandhi

Question 9.
Where did the Basic Education Training Centre opened in Odisha?
(a) Cuttack
(b) Angul
(c) Puri
(d) Dhenkanal
Answer:
(b) Angul

Question 10.
Satyabadi School how many students were enrolled first?
(a) 25
(b) 19
(c) 23
(d) 24
Answer:
(b) 19

Question 11.
Education is the ‘Reconstruction of Experience’ whose definition is this?
(a) James Ross
(b) Mahatma Gandhi
(c) John Dewey
(d) Kingsley
Answer:
(c) John Dewey

Question 12.
Who is the propounder of‘Tri-polar Process of Education?
(a) John Adams
(b) John Rousseau
(c) John Dewey
(d) Gurukala Ashram
Answer:
(c) John Dewey

Question 13.
Who is the writer of the book ‘Emile’?
(a) John Dewey
(b) John Rousseau
(c) Gandhi
(d) Gopabandhu
Answer:
(b) John Rousseau

Question 14.
Who is the Editor of the Newspaper ‘The Samaja’?
(a) Gopabandhu
(b) Gandhi
(c) Radhanath Ratha
(d) None of the above
Answer:
(a) Gopabandhu

Question 15.
‘Harijan Patrika’ is written by?
(a) Gandhi
(b) Gopabandhu
(c) John Dewey
(d) None
Answer:
(a) Gandhi

Question 16.
In which year Basic Education Schools were opened in Rural areas?
(a) 1945
(b) 1937
(c) 1936
(d) 1947
Answer:
(a) 1945

Question 17.
When Basic Education was created?
(a) 1945
(b) 1937
(c) 1947
(d) 1950
Answer:
(b) 1937

Question 18.
The age range of Basic Education is?
(a) 6 – 14
(b) 7 – 14
(c) 6 – 15
(d) 5 – 14
Answer:
(b) 7 – 14

Question 19.
Who is the propounder of Craft Education?
(a) M. K. Gandhi
(b) R. N. Tagore
(c) Gopabandhu
(d) Rousseau
Answer:
(a) M. K. Gandhi

Question 20.
Which of the following leaders first attempted for legislation of Compulsory Primary Education in India?
(a) Gandhi
(b) G. K. Gokhale
(c) Aurovindo
(d) Gopbandhu
Answer:
(b) G K. Gokhale

Question 21.
Who is the propounder of ‘Integral Education’?
(a) Aurovinda
(b) R. N. Taogre
(c) John Rousseau
(d) Gandhi
Answer:
(a) Aurovindo

Question 22.
Education is the harmonious development of individual’s personality- man and child, with mind, body and spirit – Who told this?
(a) Gopbandhu
(b) Gandhi
(c) Aurovindo
(d) Rousseau
Answer:
(b) Gandhi

Question 23.
Who is the champion of Nationalism?
(a) Gandhi
(b) Rousseau
(c) Tagore
(d) John Dewey
Answer:
(b) Rousseau

Question 24.
In which year Satyabadi Vana Vidyalaya became a National School?
(a) 1909
(b) 1921
(c) 1915
(d) 1929
Answer:
(b) 1921

Question 25.
Who is the pioneer of Nationalism?
(a) Gandhi
(b) Rousseau
(c) Gopabandhu
(d) Aurovindo
Answer:
(b) Rousseau

Question 26.
Which of the following two educators believed in open air schooling?
(a) Gandhi and Rabindranath
(b) Gopabandhu and Gandhi
(c) Aurovindo and Gopabandhu
(d) Rabindranath and Gopabandhu
Answer:
(b) Gopabandhu and Gandhi

Question 27.
Who emphasized mother tongue as the medium of instruction?
(a) Gandhi
(b) Gopbandhu
(c) Both Gandhi and Gopabandhu
(d) None of the above
Answer:
(c) Both Gandhi and Gopabandhu

Question 28.
Where did Gopabandhu take birth?
(a) Suando
(b) Satyabadi
(c) Sakhigopal
(d) Saptasati
Answer:
(a) Suando

Question 29.
Who is the propounder of‘Craft Education’?
(a) M. K. Gandhi
(b) Rousseau
(c) Gopabandhu
(d) R. N. Tagore
Answer:
(a) M. K. Gandhi

Question 30.
What is taught in the class is real education – Who told this?
(a) Gandhi
(b) Gopabandhu
(c) Tagore
(d) Rousseau
Answer:
(b) Gopabandhu

Question 31.
In which year did Gopabandhu start the experiment on open air schooling?
(a) 2nd October 1909
(b) 12th August 1909
(c) 15th August 1909
(d) 26th August 1909
Answer:
(b) 12th August 1909

Question 32.
In which magazine Basic Education Curriculum was published?
(a) TheSamaja
(b) TheHarijana
(c) TheDharitii
(d) None of the above
Answer:
(b) The Harijana

Question 33.
Which aspect was neglected in Basic Education?
(a) Craftwork
(b) Creativity
(c) Aesthetic
(d) Writing
Answer:
(b) Creativity

Question 34.
Which is not normally a mass media of Education?
(a) Magazine
(b) Newspaper
(c) Computer
(d) Television
Answer:
(c) Computer

Question 35.
Who employed activity centered curriculum?
(a) Gandhi
(b) Gopabandhu
(c) John Dewey
(d) None
Answer:
(a) Gandhi

Question 36.
Who introduced ‘Correlation Teaching Methods’ in his curriculum?
(a) John Dewey
(b) John Rousseau
(c) Gandhiji
(d) Gopabandhu
Answer:
(c) Gandhiji

Question 37.
Who prepared the curriculum for Basic Education?
(a) G. K. Gokhale
(b) Dr. Jakir Hussain
(c) S. Radhakrishnan
(d) Utkalmani
Answer:
(b) Dr. Jakir Hussain

Question 38.
Whose philosophical thought is related to Naturalism and Negative Education?
(a) Gandhi
(b) John Dewey
(c) Rousseau
(d) Tagore
Answer:
(c) Rousseau

Question 39.
Gopbandhu died on?
(a) 17 June 1928
(b) 27 June 1928
(c) 7 June 1928
(d) None of the above
Answer:
(a) 17 June 1928

Question 40.
Inexpensive education is introduced by?
(a) John Rousseau
(b) Gopbandhu
(c) John Dewey
(d) Gandhi
Answer:
(b) Gopbandhu

Question 41.
What is the present structure of education in India?
(a) 10+3+2
(b) 10+2+3
(c) 11+2+2
(d) 10+3+3
Answer:
(b) 10+2+3

Question 42.
On which aspect Gandhi, Gopabandhu and Tagore emphasized?
(a) SUPW
(b) Craft Education
(c) Mother tongue as instruction
(d) None of the above
Answer:
(c) Mother tongue as instruction

Question 43.
Who considered school as ‘Man made industry’?
(a) John Dewey
(b) Gopabandhu
(c) Gandhi
(d) Tagore
Answer:
(b) Gopabandhu

Question 44.
Who introduced both activity method and play method?
(a) Aurovindo
(b) Rousseau
(c) John Dewey
(d) Gandhi
Answer:
(b) Rousseau

Question 45.
Who Introduced ‘Self Education?
(a) Rousseau
(b) Gopabandhu
(c) Aurovindo
(d) Gandhi
Answer:
(a) Rousseau

Very Short-Answer Type Questions

Question 1.
What did Gopabandhu consider the school?
Answer:
‘Man made industry’.

Question 2.
Who is the propounder of ‘Nature Endowment Theory’?
Answer:
Jean Jacues Rousseau.

Question 3.
What was the main aim of Satyabadi School?
Answer:
Nationalism and against social evils.

Question 4.
When Basic Education Conference was held at Wardha?
Answer:
In 1937, October 22nd and 23rd.

Question 5.
What was the philosophical foundation of Gandhi?
Answer:
Truth and Non-violence.

Question 6.
Which education system was in-expensive education?
Answer:
Open Air Schooling.

Question 7.
What was Rousseau’s method of teaching?
Answer:
Activity method and play method.

Question 8.
What is Education to Gandhi?
Answer:
To Gandhi, ‘Education is an all round drawing out of the best in child and man with mind body and spirit ’.

Question 9.
Name the propounder of Religious and Negative Education.
Answer:
RousseaRousseakuk.

Question 10.
What is ‘Nai Talim’ ?
Answer:
Nai Talim is the another name of Basic Education.

Question 11.
What is Auro Ville?
Answer:
Auro ville mean “Aurovindran Learning Centre”.

Question 12.
Mention aims of Satyabadi System of Education.
Answer:
To inculcate nationalism, patriotism and eradicate social evils.

Question 13.
Who is contemporary to Tagore in Odisha?
Answer:
Gopbandhu.

Question 14.
Wardha scheme, what it means?
Answer:
The All IndiaNational Education Conference convened at Wardha on 22nd and 23rd October, 1937, and the scheme is known as “Wardha Scheme”.

Question 15.
‘Education is the reconstruction of experience’ who told this?
Answer:
John Dewey.

Question 16.
Give the educational philosophy of Gopabandhu.
Answer:
“Education is the building of the hearts of the people”, is the educational philosophy of Gopabandhu.

Question 17.
What do you mean by “Open Air Schooling”?
Answer:
Open Air Schooling means teaching activity done under the sky in the surroundings of natural environment.

Question 18.
Give one similarity of Basic Education and Open Air Schooling.
Answer:
“Renaissance” is the common idealism of both Basic Education and Open Air Schooling.

Question 19.
In Satyabadi School how many students enrolled first?
Answer:
19 students

Question 20.
Where in which year Aurobindo was born?
Answer:
Sri Aurobindo was born on August 15, 1872, in Calcutta.

Question 21.
What was the name of Education of Sri Aurobindo?
Answer:
Integral Education.

Question 22.
What was the idea of Aurovindo regarding the Teacher?
Answer:
According to Sri Aurovindo the teacher must be a friend, philosopher and guide to pupils.

Question 23.
What is the other name of “Auroville”?
Answer:
‘The City of Dawn”.

Question 24.
What was the first name of‘The Mother”?
Answer:
The first name of the Mother” was Meera, the daughter of Roul Richard, France.

Question 25.
What is Satyabadi System of Education?
Answer:
Satyabadi System of Education is a serious experiment in Open Air Teaching of Gopabandhu.

Question 26.
What do you mean by ‘Basic Education?
Answer:
Education which linked with the Basic needs of life like food, clothing and shelter is known as Basic Education.

Fill in the Blanks with Appropriate Words

1. The other name of Basic Education Is ________
Answer: Nai-Talim

2. _______ propounded craft centered education in India.
Answer: M. K. Gandhi

3. ______ number of students enrolled first in Satyabadi School?
Answer: 19

4. _______ propounded religious and negative education.
Answer: Rousseau.

5. _______ is the contemporary educator to Tagore?
Answer: Gopabandhu.

6. Nature Experiment Theory was propounded by ________.
Answer: Jean Jacques Rousseau.

7. _______ is the propounder of Naturalism.
Answer: Rousseau.

8. The propounder of Craft Centred Education is __________.
Answer: M. K. Gandhi.

9. “Classless Society Education” in Odisha is introduced by _________?
Answer: Pandit Nilakantha Das

10. The write of “emile” is ________
Answer: Rousseau.

11. Basic Education curriculum published in the magazine ________.
Answer: The Harijan.

12. In ________ year Satyabadi School become a National School.
Answer: 1921.

13. “Education is the reconstruction of Experience” is the definition of ______ .
Answer: John Dewey.

14. “Auroville” is so named by ______ in ______ year.
Answer: “The Mother” in 1950.

15. ________ was the philosophical foundation of Gandhi?
Answer: Truth and Non-violence.

16. ________ Education system was in-expensive.
Answer: Satyabadi.

Question 17. The teaching in School is real education told by________.
Answer: Gopabandhu.

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Odisha State Board CHSE Odisha Class 12 Foundations of Education Solutions Unit 4 Educational Statistics Questions and Answers.

CHSE Odisha 12th Class Foundations of Education Unit 4 Educational Statistics Questions and Answers

Objective Type Question and Answers

Question 1.
What is the formula to find out the mean?
(a) \(\frac{\sum F x}{N}\)
(b) \(\frac{F x}{N}\)
(c) L+\(\frac{N_2 F}{M}\)
(d) H.S.-L.S.
Answer:
(a) \(\frac{\sum F x}{N}\)

Question 2.
Estimate the mode of the scores:
8, 9, 8, 9,10,11,8,9,10
(a) 9
(b) 10
(c) 11
(d) 8
Answer:
(d) 8

Question 3.
What is a formula to find median?
(a) H.S. – L.S.
(b) \(\frac{Q_3-Q_1}{Q}\)
(c) 3 median – 2 mean
(d) None of the above
Answer:
(c) 3 median – 2 mean

Question 4.
4. Estimate the mean of the scores: 8,9,10,11,12,13
(a) 8.5
(b) 10.5
(c) 11.5
(d) 12.5
Answer:
(b) 10.5

Question 5.
5. Estimate the class interval of25-29.
(a) 4
(b) 3
(c) 5
(d) None
Answer:
(c) 5

Question 6.
6. Estimate the mean of the scores:
2, 8, 10, 25,45
(a) 10
(b) 20
(c) 30
(d) 40
Answer:
(a) 10

Question 7.
7. Select the formula to find out the median?
(a) A.M.+\(\frac{\sum F d}{N}\) Xi
(b) U\(\frac{\frac{N}{2}-F}{f m}\) xi
(c) 3 median – 2 mean
(d) None
Answer:
(b) U\(\frac{\frac{N}{2}-F}{f m}\) xi

Answer in single word / single sentence

Question 1.
How can you find out Mode?
Answer:
The mode can be calculated as 3 median – 2 mean.

Question 2.
What is Mean?
Answer:
The mean is the sum of the group of scores divided by the number of scores.
M = \(\frac{\sum x}{N}\)

Question 3.
What do you mean by Median?
Answer:
The median is the midpoint or mid-value of the distribution of scores.

Question 4.
Give one use of Mean?
Answer:
Mean is used when a quick and easily computerized measure of central tendency is needed.

Question 5.
Give one use of Mode?
Answer:
Mode is used when the quickest of the central tendency is needed.

Question 6.
What is the limitation of the Median?
Answer:
A median is an algebraic measure and hence not suitable for the function of algebraic treatment.

Question 7.
How can you calculate the Mean?
Answer:
mean = L +\(\left|\frac{\frac{N}{2}-F}{F m}\right|\) Xi

Question 8.
What is the limitation of Mode?
Answer:
Mode is not based on all the observations in a series.

Question 9.
What is the formula for finding out the mean of the ungrouped data?
Answer:
Mean = \(\frac{\sum X}{N}\)

Question 10.
What is the mode of an ungrouped set score?
Answer:
The score which occurs frequently or number of times is known as a mode.

Question 11.
How can you measure the median in a simple method
Answer:
Median = \(\left(\frac{N+1}{2}\right)^{t h}\) Term

Question 12.
Find out the median of the following scores:
5.4, 3, 7, 8, 10, 4,6
Answer:
Arrange is chronological order :
3, 4, 5, 6, 7, 8, 9, 10
Median = \(\left(\frac{N+1}{2}\right)^{t h}\) Score
= \(\frac{8+1}{2}\)
= \(9 / 2\)
= 4.5^th
= \(\frac{7+8}{2}\)
= \(\frac{15}{2}\)
=7.5

Question 13.
what is the midpoint of class interval: 1.3 -1.7?
Answer: The midpoint of C, I.
= 1.3- 1.7= 1.5

Question 14.
What is Mode? Give example.
Answer:
The mode is the score that occurs frequently in a group.
Example – 5, 6, 7, 8,4, 8, 9 Here mode is = 5.

Question 15.
Find out H.S.&L.S. of 14.5 -19.5
Answer:
14- 19 & 15-20

Question 16.
find out the mean: 40, 30,20, 80,60
Answer:
Mean = \(\frac{\sum X}{N}\)
= \(\frac{160}{5}\)
= 32

Question 17.
Find out H.S. & L.S. of the three class intervals 100 – 109,10 – 14, 80 – 84
Answer:

C.I	L.S.	H.S.
100 – 109	99.5	109.5
10-14	9.5	14.5
80-84	79.5	84.5

Very Short Type Questions With Answer

Question 1:
Explain how the knowledge of statistics is helpful to a teacher.
Answer:
1. Statistics helps the teacher to draw general conclusions.
2. It enables the teacher to predict the future performance of the pupils.

Question 2:
What is measures of central tendency?
Answer:
Methods of finding out the central values or average value of a statistical series of quantitative information mean, median and mode are the measures of central tendency, to find out the arithmetic averages.

Question 3:
Explain the different steps for preparing a frequency distribution table.
Answer:
The following are the steps of frequency distribution:

• Find out the range,
• Deciding the length of class interval.
• Making tallies to find out the frequency of scores with each class.
• Making the total number of tallies in each class.

Short Type Questions With Answers

Question 1:
1. What is statistics? What is measure of central tendency?
Answer:
Statistics is a branch of mathematics. It is a science dealing with numerical facts collected systematically with the purpose of action and study. So statistics is a science dealing with the collection, analysis and interpretation of data. It always deals with numerical facts and figures. The data are collected from various sources, then it is analyzed, and tabulated for interpretation. Now, statistics is used to measure population growth in education, agriculture and industry in finding out the numerical facts and figures statistics is used.

Measures of Central Tendency

Measures of central tendency is the method of finding out the central values or average value of statistical series of quantitative information mean, median and mode are the measures of central tendencies. Mean is the arithmetical average of the scores of a group. Median is the score point in a distribution below and above which half of the cases live. Mode means the score which occurs most frequently.

Question 2:
Write the function of statistics in education.
Answer:

• Statistics helps in the collection, presentation of data in a systematic manner.
• It helps in classification.
• It provides a technique for making comparison of examination results among the students.
• It helps to understand complex data by simplifying it.
• It helps to study the relationship between different results of examinations.

Question 3:
Explain the use of mean and Median.
Answer:
Use of Mean :

• When the distribution is symmetrical score and are uniformly distributed mean is the centre of gravity have the same value and other scores distribute it to its distribution
• Mean is the most stable measure of central tendencies and is often in demand at the greatest statistical calculations.
• The mean has the greatest stability so when a measure of central tendency with the greatest stability is needed the mean is used.

Use of Median :

The Median is used when the exact midpoint the 50 % of the distribution is desired.

• It is scored that would markedly affect the mean.
• When it is desired that certain scores should influence the central tendency, the median is used.
• It is used when the distribution has no upper or lower class interval of complicated length.

Long Type Questions With Answers

Question 1.
What is statistics? What is measures of E.T. ? Explain.
Answer:
Statistics is a branch of mathematics. It is a science dealing with numerical facts collected systematically with the purpose of action and study.

So statistics is a science dealing with the collection, analysis and presentation of data and interpretation. Statistics always deals with numerical facts and figures. The data are collected systematically from various sources then it is analysed, and tabulated for interpretation. How statistics is used to measure population, growth in education, agriculture and industry.

Helpful to a Teacher:

•  It helps the teacher to provide the most exact type of description.
• It makes the teaching definite and exact is procedures and thinking.
• It enables the teacher to draw general conclusions.
• It enables the teacher to predict to future performances of the pupils.

Functions of statistics:

• Statistics help into the collection and presentation the data in a systematic manner.
• It helps to understand complex data by simplifying it.
• It helps to classify data.
• It provides a technique for making comparisons of exams and results among students.
• It helps to study the relationship between different results of examination.

Needs :

• Statistical methods are used for standardisation of various tests and measures like – achievement tests in various subjects, like intelligence tests, interest, aptitude scales and various other measures of personality measurement.
• The scores obtained from various tests and measures are always relative. Statistical methods help their proper presentation, comparison, analysis and interpretation, and statistics help better.
• To make predictions regarding to further progress.
• Statistics is used for the ID of our students to study their interest and I.Q.
• To compare the variability some Mean, Median and Mode and its central tendency.

What is the Measures of C.T :
Central value or central tendency means the value which lies in the centre or middle of the distribution. Thus it is located somewhere in between two extreme values in the distribution. In simple words, it is the value of a variable around which other values are distributed
A measure of C.T. of the measure of a single typical value which is the best representative of the whole group.

Measures of CT is the methods finding at the central values on the average value of a statistical series of quantitative information. Mean median and mode are the measures of central tendencies.

Mean is the score point in a distribution in between and above which half of the cases like a sum total of the score divided by its number is mean.
So μ = \(\frac{\sum X}{N}\)

where ∑ = sum total
X = individual scores
N = total no. of frequencies

Mean = \(\frac{\text { the sum of all the values }}{\text { the number of values }}\)

Suppose, 5 boys of a class are selected for the cricket team and their ages are 15 16 16 17 17 18.
We can find out the arithmetic mean of the ages of students by adding the ages of 5 students and then dividing that sum by the number of boys 5.

Arithmetic mean \(\frac{75}{5}\) = 15

Calculation of mean by the short method:

Marks	No of students	Midpoints	Deviations	Fd
C l	F	(m)	(d)
0-10	6	5	-30	-180
10-20	14	15	-20	-280
30-40	16	25	-10	-160
40-50	27	35	o	0
50-60	22	45	10	220
	15	55	20	300
	N=100			F d = -100

Arithmetic mean = \(\overline{\mathbf{X}}\) = A = \(\frac{\sum \mathrm{fd}}{\mathbf{N}}\)
Where A = Arithmetic means 35
∑Fd = Total deviations = -100
N=∑f=100
\(\overline{\mathbf{X}}\)
= 35+\(\frac{-100}{100}\)
=35-1
=34

Median: Median is the mid value of the middle item of the series when the series are arranged in ascending or descending order of magnitude, smallest to longest or largest to smallest.

Median = value of \(\left(\frac{N+1}{2}\right)^{\text {th }}\) item

For example – if the ages of five boys are 7, 8, 9, 10, 11

Median age will be the age of \(\left(\frac{N+1}{2}\right)^{\text {th }}\)
Boy = \(\left(\frac{S+1}{2}\right)\) boy

i.e. the 3rd boy which is equal to 9 years.
Example: Find out the median of the grouped data.

C.T.	F	Count
45-50	1	30
41-50	2	29
35-40	2	27
31-34	2	25
26-30	4	23
21-25	5	19
16-20	1	14
11-15	6	13
6-10	4	7
1-05	3	3
	N=31

Here L= 25 \(\frac{N}{2}\)
= \(\frac{30}{2}\)
= 15

F= I4 Fm=5 i=5
Median = 20.5+\(\frac{15-14}{5}\) x 5
= 20.5+\(\frac{1}{5}\) x5
= 20.5+\(5 / 5\)
= 20.5 + 1
= 21.5

Mode = mode is the frequently occurring value in a distribution.
Example = Calculate the mode from the following data of the marks obtained by 20 students 15, 10,25, 30, 25,40
Mode = 25
Formula = 3 median – 2 mean = mode
(1) Use of Mean: Mean is used:

• When the distribution is systematic, scores are distributed. Mean is the centre of gravity
  of the scores of distribution.
• Mean is the most stable measure of C.T. and greater statistical calculation.
• When the measure of C.T. with its greatest stability is needed the mean is used.

(2)The use of Median :

• The Median is used when the exact midpoint of the distribution is desired.
• It is scores which would markable affect the mean.
• When it is desired that certain scores should be with CT median is used.
• It is used when the distribution has no upper or lower interval of complicated length. Use of Mode: Mode is used when the quickest of the central tendency is needed.

Question 2.
Find out mean and median of the distribution?

C.L	F
10 – 14	4
15 – 19	5
20 – 24	9
25 – 29	18
30 – 34	11
35 – 39	5
40 – 44	6
45 – 49	3
50 – 54	1
	N=60

Answer:

C.I.		F	d1	Fd1
15-19	7	-3	-21	-39
20-24	5	-2	-10
25-29	8	-1	-8
30-34	15	0	0
35-39	10	+1	10	+49
40-44	6	+2	12
45-49	9	+3	27
	N=60	+3	∑fd1 = 10

Mean = A.m+ \(\frac{\sum f d}{N}\) xi
= 32+\(\frac{10}{60}\) x 5
= 32+ \(\frac{10}{12}\)
= 3282

Median = L + \(\left(\frac{\frac{N}{2}-F}{F m}\right)\) x i

Where L = 29.5
N/2=30 ,F=20 ,Fm=15 ,¡=5
= 29.5+\(\left(\frac{30-20}{15}\right)\) x5
= 29.5+\(\frac{10}{15}\) x 5
= 29.5+\(\frac{50}{15}\)
= 29.5 + 3.3
= 32.8

Question 3.
Calculate the mean, median and mode of the following frequency distribution?

CL	F
20-21	1
18-19	2
16-17	3
14-15	5
12-13	3
10-11	3
8-9	2
6-7	1
	N= 20

Answer:

C.I.	Midpoint	F	X1	Fx1
20-21	20.5	1	3	3
18-19	18.5	2	2	4
16-17	16.5	3	1	3
14-15	14.5	5	0	0
12-13	12.5	3	-1	-3
10-II	10.5	3	-2	-6
8-9	8.5	2	-3	-6
8-7	6.5	1	-4	-4
	N=20		Fx’ = -9

Mean = A.M. + \(\frac{\sum F x^1}{N}\) x i

Where,   A.M. = Assumed Mean
∑ = Sum of
Fx¹ = Frequency x deviates of the midpoints of the class intervals from the assumed mean in terms of class interval unit.
¡ = size of the class interval
Here,  A.M. = 14.5
∑FX¹ = -9
i=2

Mean = A.M. + \(\frac{\sum F x^1}{N}\) x i
= 14.5+\(\frac{-9}{20}\) x 2
= 14.5 + -9
= 13.6

Median = L + \(\left(\frac{\frac{N}{2}-F}{F m}\right)\) x i
Where L = Lower limit of the class interval containing the Median i.e. \(\frac{n}{2}\)th score.
F = Cumulative frequency up to ‘L’
Fm = Frequency of the C.I. containing the Medium
i = size of the class interval

When counting from the top or bottom we found that \(\frac{n}{2}\)th score i.e. the 10th. score lies in the class interval 14-15.
∴ L = 13.5
F=9 Fm=5 ¡=2

Mdn = 13.5+\(\left(\frac{\frac{20}{2}-9}{5}\right)\) x2
=13.5+4=13.9
Mode = 3Mdn – 2 Mean
=3 x 13.9 – 2 X 13.6
=41.7 – 27.2
=14.5
∴ Calculated Mean = (3.6), Median = (13.9) and Mode = 14.5

Question 4.
Calculate the mean, and median of the following frequency distribution?

C.I.	F
90-94	1
85-89	3
80-84	5
75-79	7
70-74	9
65-69	6
60-64	4
55-59	3
50-54	2
	N = 40

Answer:

C.I.		Midpoint	F	X1	Fx1
90-94	92	1	4	4
85-89	87	3	3	9
80-84	82	5	2	10
75-79	77	7	1	7
70-74	72	9	0	0
65-69	67	6	-1	-6
60-64	62	4	-2	-8
55-59	57	3	-3	-9
50-54	52	2	-4	-8
		N=40		∑Fx’ = -l

Mean = A.M. + \(\frac{\sum F x^1}{N}\) x i
= 72+\(\frac{-1}{10}\) x 5
=72-125
=71.89

Median = L=69.5 L=69.5
N/20 =2O  N/20 =20
F= 15
Fm = 9
i = 5
= L+\(\left(\frac{\frac{\mathrm{N}}{2}-\mathrm{F}}{\mathrm{Fm}}\right)\) xi
= 65.5+\(\frac{(20-15) \times 5}{9}\)
= 65.9+\(\frac{25}{9}\)
= 69.5 + 2.77
= 72.2

Questions 5.
Find Mean in a short method?

Class interval	Frequencies
90-94	2
85-89	2
80-84	4
75-79	8
70-74	6
65-69	11
60-64	9
	N = 42

Answer:
Calculation means by the short method :

C.I.	(M)	F	(d1)	(Fd1)
90-94	92	2	+3	+6
85-89	87	2	+2	+4
80-84	82	4	+1	+4
75-79	77	8	0	0
70-74	77	6	-1	-6
65-69	67	11	-2	-22
60-64	62	9	-3	-27
		N=42		∑fd1= -41

Mean = A.M. + \(\frac{\sum F x^1}{N}\) x i
Where, A.M. = 77¹
∑fd¹ = -41
\(\frac{n}{2}\) = 21
i = 5

So, mean  77+\(\frac{-41}{42}\) x5
= 77+\(\left(\frac{-41}{42} \times 5\right)\)
= 77+\(\frac{205}{42}\)
= 77 + -4.8
= 72.7

questions 6.
Find out the Median of the scores?

C.I.	10-19	20-29	30-39	40-49	50-59	60-69
F	10	05	15	20	10	10

Answer:

Class interval	Frequency	Cum F.
10-19	10	10
20-29	05	15
30-39	15	30
40-49	20	50
50-59	10	60
60-69	10	70

Median = L+\(\left(\frac{\frac{N}{2}-F}{F m}\right)\) xi
L = Lower limit of the CI. in \(\frac{n}{2}\) F = The frequency below the CI. of \(\frac{n}{2}\)
Fm = The F at N/2 scores
i = class Interval
\(\frac{n}{2}\)= \(\frac{70}{2}\) = 35

L= 39.5   F = 30    F = 20  i =10
Median = L+\(\left(\frac{\frac{N}{2}-F}{F m}\right)\) xi
= 39.5+\(\left(\frac{35-30}{20}\right)\)x10
= 39.5+\(\left(\frac{35-30}{20}\right)\)x10
= 39.5+\(\frac{5}{20}\)x10
= 39.5+\(\frac{5}{2}\)x10
= 39.5 + 2.5
= 42.6

questions 7.

CL	F
30-34	2
25-29	3
20-24	3
15-19	10
10-14	4
5-9	5
0-4	2
	N =30

Answer:

CL	F	Cum F
30-34	2	30
25-29	3	28
20-24	3	25
15-19	10	19
10-14	4	9
5-9	5	5
0-4	2	2
	N =30

Here \(\frac{n}{2}\) =15
F=15(15-19) in the CI.
Fm=1O i =15
Median = L+\(\left(\frac{\frac{N}{2}-F}{F m}\right)\) xi
= 14.5+\(\frac{(15-19)}{10}\) x 5
= 14.5+\(\frac{4}{10}\) x5
= 14.5+2
= 16.5

Questions 8.
Calculate the Mean, Median and Mode from the class interval given?

CL	F
35-39	2
30-34	3
25-29	5
20-24	7
15-19	5
10-14	3
5-9	3
	N =28

Answer:

CL	F	D1	Fd1
35-39	2	+3	6	6
30-34	3	+2	5	+17
25-29	5	+1	5
20-24	7	0	0
15-19	5	-1	-5
10-14	3	-2	-6	-20
5-9	3	-3	-9
	N =28		∑fd1= -3

Mean=A.M. +C.I.
= 17+\(\frac{-3}{8}\) x5
= 17+\(\frac{-15}{28}\) x5
= 17-0.18
= 16.2

Median = L+\(\left(\frac{\frac{N}{2}-F}{F m}\right)\) xi
= 14.5+\(\frac{14-11}{7}\) x5
= 14.5+\(\frac{15}{7}\)
= 14.5+2.1
= 16.7

Mode = 3 Median -2 Mean
=3X 16.7- 2X 16.2
=50.1 -32.4
= 17.6
∴ Calculated Mean, Median and Mode are 16.2, 17.7 and 17.6 respectively

Questions 9.
Find out the Mean, Median and Mode by the long method?

C.I.	F
55-59	1
50-54	1
45-49	3
40-44	4
35-39	6
30-34	7
25-29	12
20-24	6
15-19	8
10-14	2
	N = 50

Answer:

C.I.	F	X	Fx
55-59	1	57	57
50-54	1	52	52
45-49	3	47	141
40-44	4	42	168
35-39	6	37	222
30-34	7	32	224
25-29	12	27	324
20-24	6	22	132
15-19	8	17
	N = 50		∑Fx1 = 1472

mean = \(\frac{\sum F x}{N}\)
= \(\frac{1472}{50}\)
= 29.4
Median = L+\(\left(\frac{\frac{N}{2}-F}{F m}\right)\) xi

Where L = 34.5
N/2 = 25
F = 35
Fm = 6
i = 5

So, Median = L+\(\left(\frac{\frac{N}{2}-F}{F m}\right)\) xi
= 34.5+\(\left(\frac{25-35}{6}\right)\) x5
= 34.5+\(\frac{-10}{6}\) x5
= 34.5+\(\frac{-50}{6}\)
= 34.5-8.3
= 26.2

Mode =3. Median -2 Mean
=3X 26.2 – 2X 29.4
= 76.6 – 58.8
= 19.5

Questions 10.
Find out the Mean, Median of the frequency distribution?

C.I.	F
20-21	1
18-19	2
16-17	3
14-15	5
12-13	3
10-11	3
8-9	2
6-7	1

Answer:

C.I.	Midpoint	F	X1	Fx1
20-21	20-5	1	3	3
18-19	18-5	2	2	4
16-17	16-5	3	1	3
14-15	14-5	5	0	0
12-13	12-5	3	-1	-3
10-11	10-5	3	-2	-6
8-9	8-5	2	-3	-6
6-7	6-5	1	-4	-4
		N = 20		∑fx1= -9

Mean = A.M. + \(\frac{\sum F x^1}{N}\) x i
where A.M, = Assumed mean
Σ=Sumtotal
Fx¹ = Frequency x deviations of the points of the class intervals from the assumed mean X¹ Terms of the class intervals.
i = size of the class intervals
Here, A.M. = 14.5
∑Fd =-9

Mean = 14.5+\(\frac{-9}{20}\) x2
= 14.5-9
= 13.6

Where L = Lower limit of the class interval containing the Median \(\frac{n}{2}\) score,
F = cumulative frequency up to L.

Fm = Frequency of the class interval containing the median.
i = size of the class interval
L= 13.5, f=9, Fm5, i=2
Median = 13.5+ \(\frac{10.9}{5}\) x2
= 13.5+\(\frac{1}{5}\)x2
= 13.5+4
= 13.9
Mode = 3 Median – 2 Mean
= 3 x 13.9 – 2 x 13.8
= 41.7 – 27.2
= 14.5

Question 11.
Find out the Mean and Median by the long method.

C.I.	F
10-14	4
15-19	5
20-24	9
25-29	18
30-34	11
35-39	5
40-44	6
45-49	3
50-54	1
	N = 60

Answer:

C.I.	X	F	FX
10-14	12	4	48
15-19	17	5	85
20-24	22	9	198
25-29	27	18	486
30-34	32	11	352
35-39	37	5	185
40-44	42	6	252
45-49	47	3	94
50-54	5	1	52
		N = 60	∑Fx = 1760

Mean = \(\frac{\sum F x}{N}\)
= \(\frac{1760}{60}\)
= 29.0

Calculation of Median;
Median = L+\(\left(\frac{\frac{N}{2}-F}{F m}\right)\) xi
Where
L = 24.5\(\frac{N}{2}\)
= \(\frac{60}{2}\)
= 30
Fm = 18,F = 17 ,i=5
So, Median = L+\(\left(\frac{\frac{N}{2}-F}{F m}\right)\) xi
= 24.5+\(\left(\frac{30-17}{18}\right)\) x5
= 24.5+3.6
= 28.0

Mode = 3 Median – 2 Mean
=3 X28-2X29=26.3

Question 12.
Find out the Mean of the following distribution?

C.I.	X
15-19	6
20-24	5
25-29	8
30-34	15
35-39	10
40-44	9
45-49	7
	N = 60

Answer:

C.I.	X	D1	FD1
15-19	6	-3	-18
20-24	5	-2	-10
25-29	8	-1	-8
30-34	15	0	0
35-39	10	1	10
40-44	9	2	18
45-49	7	3	21
	N = 60		∑Fd1= -13

Mean = A.M.+\(\frac{\sum F d^{\prime}}{N}\) x i
Suppose, the mean is within the 30-34 class interval
∴ A.M. = 32
In C.I. 25-29,
d = \(\frac{27-32}{5}\)
= \(\frac{-5}{6}\)
= -1

∴ Mean = A.M.+\(\frac{\sum F d^{\prime}}{N}\) x i
= 32+\(\frac{13}{60}\)x5
= 32+\(\frac{13}{12}\)
= 32+1.09
= 33.09

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Odisha State Board CHSE Odisha Class 12 Invitation to English 2 Solutions Non-Detailed Chapter 4 The Monkey’s Paw Textbook Exercise Questions and Answers.

CHSE Odisha 12th Class English Solutions Non-Detailed Chapter 4 The Monkey’s Paw

CHSE Odisha Class 12 English Chapter 4 The Monkey’s Paw Text Book Questions and Answers

Scene – 1

Gist:
It is a dark and stormy winter night. The Whites.’ living room is comfortable and fine. Herbert plays chess with his father. An old friend of Mr. White, Sergeant-Major Morris comes to visit them after spending more than twenty years in India and entertains his hosts with exotic stories of life abroad. He narrates the story of a monkey’s paw. He pulls it out of his pocket. Herbert takes the paw and looks at it with curiosity. Mr. White is interested to know about its speciality. Morris becomes serious and says that an old holy man had put on a magic spell on the monkey’s paw and as a result, it will grant its owner three wishes.

At last he sells it to Mr. White. Morris warns the Whites not to wish anything from it at all, but they can do it with horrible consequences. Herbert believes that Sergeant Major Morris’s stories are nothing but a pack of tall tales and treats the monkey’s paw with irreverent humour. In his view, “Morris is quite a story-teller.” Mr. White is more willing to consider the truth of the monkey’s paw than Herbert, but Mrs. White is far less credulous than her husband. Herbert encourages his father to wish for an emperorship and then jokingly suggests to him to wish for two hundred pounds to pay off the mortgage; the latter obliges and then drops it in a state of fear. Herbert does not believe it for a moment that the paw is magical, but he unwittingly predicts the outcome of the wish when he tells his parents that he knows he’ll never see the money. He teases his mother. This unit comes to a close, with the family retiring to bed.

ସାରମର୍ମ :
ଏହା ଥିଲା ଏକ ଅନ୍ଧାର ଓ ଝଡ଼ତୋଫାନର ରାତି । Mr. Whiteଙ୍କର ପ୍ରକୋଷ୍ଠ ଥିଲା ଆରାମଦାୟକ ଓ ସୁନ୍ଦର । Herbert ତାଙ୍କ ବାପାଙ୍କ ସହ ଚେସ୍ ଖେଳୁଛନ୍ତି । ଏହି ସମୟରେ Mr. Whiteଙ୍କର ଜଣେ ପୁରୁଣା ବନ୍ଧୁ Sergeant Major Morris ଆସିଛନ୍ତି ଯିଏକି ଭାରତରେ କୋଡ଼ିଏ ବର୍ଷରୁ ଊର୍ଦ୍ଧ୍ବ ସମୟ ଅତିବାହିତ କଲା ପରେ ସ୍ଵଦେଶ ଫେରିଛନ୍ତି । ସେ ତାଙ୍କ ଅନୁଭୂତିର ଗଳ୍ପସବୁ କହି ଏହି ଅତିସତ୍କାରକାରୀମାନଙ୍କୁ ଖୁସି କରାଇଛନ୍ତି । ସେ ଗୋଟିଏ ମାଙ୍କଡ଼ର ପଞ୍ଝା ବିଷୟରେ ବର୍ଣ୍ଣନା କରନ୍ତି । ସେ ନିଜ ପକେଟରୁ ଏହାକୁ ବାହାର କରନ୍ତି । Herbert ଏହି ପଞ୍ଝାକୁ ନିଅନ୍ତି ଏବଂ ଆଗ୍ରହର ସହିତ ଦେଖନ୍ତି । Mr. White ମଧ୍ୟ ଏହାର ବିଶେଷତ୍ଵ ଜାଣିବାପାଇଁ ଆଗ୍ରହ ପ୍ରକାଶ କରନ୍ତି । Morris ଗମ୍ଭୀର ହୋଇଯାଇ କହନ୍ତି ଯେ ଜଣେ ବୃଦ୍ଧ ସନ୍ନ୍ୟାସୀ ଏହି ମାଙ୍କଡ଼ ପଞ୍ଝାରେ ମନ୍ତ୍ରଶକ୍ତି ବଳରେ ଯାଦୁ ଭରିଦେଇଛନ୍ତି । ଫଳସ୍ବରୂପ ଏହା ମାଲିକର ତିନୋଟି ମନୋବାଞ୍ଛା ପୂରଣ କରିପାରିବ ।

ଶେଷରେ ସେ ଏହି କୁହୁକ ମନ୍ତ୍ର ଥ‌ିବା ମାଙ୍କଡ଼ ପଞ୍ଝାଟିକୁ Mr. Whiteଙ୍କୁ ବିକ୍ରି କରି ଦେଇଛନ୍ତି । Morris ସେମାନଙ୍କୁ ସତର୍କ କରି ଦେଇଛନ୍ତି ଯେ ସେମାନେ ଏହାକୁ ବ୍ୟବହାର କରି କୌଣସି ଇଚ୍ଛା ବା ଆଶ ପୂରଣ ନ କରନ୍ତୁ କାରଣ ଏହା ଭୟଙ୍କର ପରିଣାମ ସହ ଇଚ୍ଛାଗୁଡ଼ିକୁ ପୂରଣ କରିବ । Herbert କିନ୍ତୁ Morrisଙ୍କର କଥାକୁ ବିଶ୍ୱାସ କରନ୍ତି ନାହିଁ । ସେ ଭାବନ୍ତି ଏଗୁଡ଼ିକ ଅତି ବାହାଦୁରୀ କଥା । ସେ ମାଙ୍କଡ଼ ପଞ୍ଝାକୁ ଥଟ୍ଟା କରନ୍ତି । ତାଙ୍କ ମତରେ ମୋରିସ୍ ଜଣେ କଥାକାର । Herbertଙ୍କ ଅପେକ୍ଷା Mr. White ମାଙ୍କଡ଼ ପଞ୍ଝାର ସତ୍ୟତା ପରୀକ୍ଷା କରିବାକୁ ଅଧ‌ିକ ଆଗ୍ରହ ପ୍ରକାଶ କରନ୍ତି । କିନ୍ତୁ Mrs. White ତାଙ୍କ ସ୍ଵାମୀଙ୍କ ଅପେକ୍ଷା ଏହାକୁ କମ୍ ବିଶ୍ଵାସ କରନ୍ତି । Herbert ତାଙ୍କ ବାପାଙ୍କୁ ଏକ ସାମ୍ରାଜ୍ୟର ଅଭିଳାଷ କରିବାପାଇଁ ଉତ୍ସାହିତ କରନ୍ତି ଏବଂ ତା’ପରେ ପରିହାସ ଛଳରେ ସେ ବନ୍ଧକ ମୁକାଳିବାପାଇଁ ଦୁଇ ଶହ ପାଉଣ୍ଡ ଇଚ୍ଛା କରିବାକୁ କୁହନ୍ତି ଏବଂ Mr. White ଏଥ‌ିରେ ରାଜି ହୋଇଯାଆନ୍ତି । ତା’ପରେ ଭୟସଙ୍କୁଳ ଅବସ୍ଥାରେ ମାଙ୍କଡ଼ ପଞ୍ଝାକୁ Mr. White ପକାଇ ଦିଅନ୍ତି । Herbert କିଛି ସମୟ ପାଇଁ ଏହି ପଞ୍ଝାର ମନ୍ତ୍ରଶକ୍ତି ବିଷୟରେ ବିଶ୍ଵାସ କରନ୍ତି ନାହିଁ । କିନ୍ତୁ ସେ ବେଖାତିର ଢଙ୍ଗରେ ଏହି ଅଭିଳାଷର ପରିଣାମ ବିଷୟରେ ଅନୁମାନ କରିପାରନ୍ତି ଏବଂ ତାଙ୍କ ବାପାମା’ଙ୍କୁ କହନ୍ତି ଯେ ସେ ଜାଣନ୍ତି ସେ କେବେହେଲେ ଟଙ୍କା ପାଇପାରିବେ ନାହିଁ । ସେ ତାଙ୍କ ମା’ଙ୍କୁ ମଧ୍ୟ ପରିହାସ କରନ୍ତି । ଏହି ଦୃଶ୍ୟଟିର ସମାପ୍ତି ଘଟେ ଯେତେବେଳେ ପରିବାରର ସଦସ୍ୟମାନେ ବିଶ୍ରାମ ନେବାପାଇଁ ଶୋଇବାକୁ ଯାଆନ୍ତି ।

Glossary :
stormy: ଝଡ଼ମୟ
thunderclap: ଘଡ଼ଘଡ଼ି ଶବ୍ଦ
cozy: comfortable
quiet: silent (ଶାନ୍ତ|ନୀରବ)
concentrate : focus (ମନୋନିବେଶ କରିବା)
howling: blowing violently (ଅଶାନ୍ତ ଭାବେ ପବନ ବହିବା)
guiltily: ଦୋଷୀ ଭାବରେ
bangs: ଖଡ଼ଖଡ଼୍ ହେବା
wiping: ପୋଛିବା
miracles: ଅଲୌକିକ ଘଟଣା
performing: ସମ୍ପାଦନ କରିବା
monkey’s paw : ମାଙ୍କଡ଼ର ପଞ୍ଝା
better off here : ଏଠାରେ ଭଲରେ ଅଛି
mummified: ସାଇତି ରଖାଯାଇଛି
horror: great fear ( ଅତ୍ୟଧ୍ଵ
curiously: କୌତୂହଳ ସହକାରେ
spell: ମନ୍ତ୍ର
solemnly: seriously (ଗମ୍ଭୀର ଭାବେ)
show …. lives: how fate governs human lives
uneasily: uncomfortably
show up: appear (ଦେଖାଦେବା )
bet: ବାଜି ମାରିବା
our ……..count: Herbert family’s votes don’t have any importance
soothingly: ସାନ୍ତନା ଦେଇ
amusement: delight (ଆନନ୍ଦ)
annoyance:displeasure
shrugging : କାନ୍ଧ ଉପରକୁ ଟେକି
fairy tale: ପରୀ କାହାଣୀ
pauses: ଅଟକିଯାଏ
alarmed: ସତର୍କ କଲେ
get rid of: ମୁକ୍ତ ହେବା
give up: ତ୍ୟାଗ କରିବା
pay off: ଶୁଝି ଦେବା
mortgage: ବନ୍ଧକ
ridiculous : funny (ହାସ୍ୟାସ୍ପଦ)
twisted: ମୋଡ଼ ନେଲା
depressing: ବିଷାଦଜନକ
silence: ନିରବତା
teasing: ଥଟ୍ଟା
squatting up : ଗୋଡ଼ ଟେକି ବସିବା
ill-gotten gains: ଖରାପ ଲାଭ

Scene – 2

Gist :
The writer takes us to the following afternoon when Mr. and Mrs. White do not desire to look at the paw that lies on the shelf. Mr. White recollects the dreadful experience as a result of his wish on the monkey’s paw. Meanwhile, there is a knock on the door. To her shocked disbelief, Mrs. White learns from the representative of Maw and Meggins that Herbert is hurt. She understands the significance of his visit. The visitor shatters their happiness with news of Herbert’s death. Herbert died because he became entangled in the machinery. The representative announces that his company will decline to take any responsibility for the accident. At last he hands over two hundred pounds to Mr. White.

ସାରମର୍ମ :
ଲେଖକ ଆମକୁ ପରଦିନର ଅପରାହ୍ନକୁ ନେଇଯାଇଛନ୍ତି ଯେତେବେଳେ Mr. ଏବଂ Mrs. White ଥାକରେ ଥ‌ିବା ପଞ୍ଝା ଉପରେ ନଜର ପକାଇବାକୁ ଇଚ୍ଛା କରିନାହାନ୍ତି । Mr. White ମାଙ୍କଡ଼ ପଞ୍ଝାଟିକୁ ପ୍ରଥମ ଅଭିଳାଷ କରିବାବେଳର ଭୟଙ୍କର ଅନୁଭୂତିକୁ ମନେ ପକାଇଛନ୍ତି । ଏହି ସମୟରେ କବାଟରେ ଏକ ଠିକ୍‌ଠିକ୍ ଶବ୍ଦ ଶୁଣାଯାଇଛି । Mrs. White Maw and Meggins ର ପ୍ରତିନିଧ୍ଵଙ୍କଠାରୁ Herbert ଆଘାତପ୍ରାପ୍ତ ହୋଇଥିବା କଥା ଶୁଣି ଅବିଶ୍ବାସରେ ଭାଙ୍ଗିପଡ଼ନ୍ତି । ସେ ପ୍ରତିନିଧ୍ଵଙ୍କର ବୁଲି ଆସିବାର ଗୁରୁତ୍ଵକୁ ବୁଝିପାରିଛନ୍ତି । ସେହି ଆଗନ୍ତୁକ ଜଣକ Herbertଙ୍କର ମୃତ୍ୟୁ ଖବର ଦେଇ ସେମାନଙ୍କର ଆନନ୍ଦକୁ ଧୂଳିସାତ୍‌ କରିଦେଇଛନ୍ତି । Herbert ମେସିନ୍‌ରେ ଚାପି ହୋଇ ମୃତ୍ୟୁବରଣ କରିଥିଲେ । ସେହି ପ୍ରତିନିଧ୍ଵଜଣକ ଘୋଷଣା କଲେ ଯେ କମ୍ପାନୀ ଏହି ଦୁର୍ଘଟଣା ପାଇଁ କୌଣସି ଦାୟିତ୍ଵ ନେବାପାଇଁ ମନା କରିଛନ୍ତି । ଶେଷରେ ସେ Mr. Whiteଙ୍କୁ ଦୁଇ ଶହ ପାଉଣ୍ଡ ମୁଦ୍ରା ପ୍ରଦାନ କରିଛନ୍ତି ।

Glossary :
sorting : ବାଛିବା
mails: letters (ଚିଠିପତ୍ର)
shelf: ଥାକ
ignored: ଅଣଦେଖା
plenty: ପ୍ରଚୁର
funny: କୌତୂହଳପ୍ରଦ
gets: reaches (ପହଞ୍ଚ)
swear: ପ୍ରତିଜ୍ଞା କରିବା
soothingly: softly (ଆଶ୍ଵାସନା ଦେଇ)
knock: ଠକ୍ ଶବ୍ଦ
conclusions: ସିଦ୍ଧାନ୍ତ
calm down: ଶାନ୍ତ ହୋଇଯିବା
frantic: ପାଗଳଭାବେ
breaks off: stops suddenly
squeeze: hold firmly
disclaim: ଦାବି ଗ୍ରହଣ ନ କରିବା
liability: burden (ବୋଝ)
compensation : କ୍ଷତିପୂରଣ
faint: ଚେତା ବୁଡ଼ିଯିବା

Scene – 3

Gist :
It is night. The death of her son makes Mrs. White grief-stricken. She changes from an intelligent, self-possessed woman into a raving, shrieking, weeping mourner. Mr. White’s grief is two-fold as he laments his son’s death as well as his decision to wish on the monkey’s paw in the first wish. However, Mrs. White suggests wishing on the monkey’s paw a second wish to bring Herbert back to life, but Mr. White is reluctant to do it. At last he succumbs to his wife’s insistence.

Holding up the paw, he wishes his son come back to life again. He drops the paw and driven by despair, he sits on a chair in a state of trembling. An element of horror descends on the Whites’ family. Doors bang unexpectedly, stairs squeak, and silence interrupted by the tickling of the clock. The Whites do not do what they really want. Knocks repeatedly on the Whites’ door, however suggests that the caller may not really be Herbert’s revived corpse. The frantic knocking at the door is perhaps someone else entirely who goes away just as Mr. White makes his third wish.

ସାରମର୍ମ :
ଏହା ରାତ୍ରି ସମୟ । Mr. Whiteଙ୍କୁ ତାଙ୍କ ପୁଅର ମୃତ୍ୟୁ ଦୁଃଖ-ପୀଡ଼ିତା କରିଦେଇଛି । ସେ ଜଣେ ବିଜ୍ଞ ସ୍ତ୍ରୀ ଲୋକରୁ ଜଣେ କ୍ରନ୍ଦନରତା ନାରୀରେ ପରିଣତ ହୋଇଛନ୍ତି । ମାଙ୍କଡ଼ ପଞ୍ଝା ନିକଟରେ ନିଜର ଅଭିଳାଷ ପ୍ରାପ୍ତି ଇଚ୍ଛା କାରଣରୁ ପୁଅର ମୃତ୍ୟୁ ହେବା Mr. Whiteଙ୍କ ଦୁଃଖକୁ ଦ୍ବିଗୁଣିତ କରିଦେଇଛି । ଏତିକିବେଳେ Mrs. White Herbertଙ୍କୁ ବଞ୍ଚାଇବାକୁ ମାଙ୍କଡ଼ ପଞ୍ଝା ନିକଟରେ ଦ୍ଵିତୀୟ ଅଭିଳାଷ କରିବାକୁ Mr. Whiteଙ୍କୁ କହିଛନ୍ତି; କିନ୍ତୁ Mr. White ଏଥ‌ିପାଇଁ ଅନିଚ୍ଛା ପ୍ରକାଶ କରିଛନ୍ତି । ଶେଷରେ ତାଙ୍କ ସ୍ତ୍ରୀଙ୍କ ଆଗ୍ରହ ନିକଟରେ ହାର ମାନି ସେ ଦ୍ଵିତୀୟ ଅଭିଳାଷ ପ୍ରାର୍ଥନା କରିବାକୁ ବାଧ୍ୟ ହୁଅନ୍ତି । ସେହି ମାଙ୍କଡ଼ର ପଞ୍ଝା ନିକଟରେ ସେ ଅଭିଳାଷ କରନ୍ତି ତାଙ୍କ ପୁଅର ଜୀବନ ଆଉଥରେ ବଞ୍ଚିଯାଉ ।

ସେ ସେହି ପଞ୍ଚୋଟିକୁ ତଳେ ପକାଇଦିଅନ୍ତି ଏବଂ ଭୟରେ ଶିହିରି ଉଠି ଚୌକି ଉପରେ ବସିପଡ଼ନ୍ତି । Whiteଙ୍କ ପରିବାରରେ ଭୟର ବାତାବରଣ ଖେଳିଯାଏ । ହଠାତ୍ କବାଟ ବାଡ଼େଇ ହେବାର, ଶିଡ଼ି କେଁ କେଁ ହେବାର ଶବ୍ଦ ଶୁଣାଯାଏ ଏବଂ ଘଣ୍ଟାର ଟିକ୍‌ଟିକ୍ ଶବ୍ଦରେ ନୀରବତା ଭାଙ୍ଗିଯାଏ । କିଏ କବାଟ ଠକ୍‌ଠିକ୍ କରୁଛି ତାହା White ପରିବାରର କେହି ଜାଣିପାରନ୍ତି ନାହିଁ । ଏହି ବାରମ୍ବାର ଠକ୍‌କ୍ ଶବ୍ଦରୁ ବ୍ୟକ୍ତିଜଣକ ପୁନର୍ଜୀବିତ ଶବ ନୁହେଁ ବୋଲି ସୂଚନା ମିଳେ । ଏହି ପାଗଳଭାବେ ଠକ୍ କରୁଥିବା ବ୍ୟକ୍ତିଜଣକ Mr. Whiteଙ୍କ ତୃତୀୟ ଅଭିଳାଷ

Glossary :
sobs: weeps, cries (କାନ୍ଦିଛନ୍ତି)
straighten: ସିଧା ହେବା
clutch: ଜାବୁଡ଼ି ଧରିବା
get rid of: to be free from (ମୁକ୍ତ ହେବା)
hysterically: ପାଗଳଙ୍କ ପରି
horror: ଭୟ
insane: mad (ପାଗଳ)
mangle: ଚାପି ହୋଇଯିବା
trembling : ଥରିବା
grabs arm: ବାହୁକୁ ଜାବୁଡ଼ି ଧରିବା
loud wait: ଉଚ୍ଚ କାନ୍ଦଣା
picks up : ଉଠାଇ ଆଣିବା
thunderous knocking: loud knocking (ଜୋର୍‌ରେ ଠକ୍‌ଠିକ୍ ଶବ୍ଦ)
Wail: bitter weeping

Think it out

Scene – 1
Question 1.
Describe the weather and its influence on the theme.
Answer:
The story opens on a dark and stormy night. There is also the sound of heavy rain and an intermitent thunderclap. The inhospitable weather heightens the tension and informs the readers that something dreadful could occur at any moment. Jacobs here depicts the White’s home and domestic sphere in general as a safe, comfortable place separate from the dangerous world. The hostile weather greatly influences the theme of the play: Wanting more than what’s sufficient may bring disaster. The White’s family is a burning instance.

Question 2.
What was special about the monkey’s paw?
Answer:
A holy man had put a magic spell on the monkey’s paw as a result of which it would grant each of its owner’s three wishes. That was the speciality about the monkey’s paw.

Question 3.
How did the first owner of the monkey’s paw use it?
Answer:
The first owner of the monkey’s paw had three wishes, yet the writer was. not aware of what the first two were for, but it was certain that his third wish was for death.

Question 4.
Why couldn’t Morris sell the monkey’s paw?
Answer:
Morris could not sell the monkey’s paw, because it had already caused enough harm. In addition to this fact, to some people it was nothing, but a sheer fairy tale and others were interested to test it first and pay him afterwards.

Question 5.
How did the Whites get the monkey’s paw?
Answer:
The Whites got the monkey’s paw from Sergeant Major Morris. He had thrown the monkey’s paw into the fire. Mr. White hastily retrieved it from the fire before it started to bum. At last he bought it from Major Morris.

Question 6.
How does Morris describe the monkey’s paw?
Answer:
Morris indirectly states that the monkey’s paw is dangerous. Thanks to a holy man it possessed a magical power. As a result, its owner could possibly wish for anything and it would be fulfilled. No one could go beyond the world of three wishes. In other words, the Morris refers to the paw’s omnipotent power.

Question 7.
What did Morris say about how to use the monkey’s paw? What was his warning to the Whites?
Answer:
Morris instructed Mr. White to hold the monkey’s paw in his right hand and wish anything loudly. His warning to the Whites was that they would dislike the consequences of their wishes.

Question 8.
What were the things mentioned by Sergeant Major hinted at the Whites’ fate?
Answer:
The things mentioned by Sergeant Major Morris hinted at the Whites’ fate were that Morris wanted Mr. White to throw the monkey’s paw back in the fire and warned him of its consequences. Above all, Morris sincerely advised them to wish for something sensible.

Question 9.
What was the first wish? How was it made?
Answer:
The first wish was for two hundred pounds. Mr. White wished it by holding up the paw as Herbert taped a drumroll on the table with his hands.

Question 10.
Compare Mr. White’s and Herbert’s attitudes toward the monkey’s paw. Why was it logical that Herbert would be the victim of the first wish?
Answer:
Mr. White’s attitude towards monkey’s paw was initially one of the credulousness. To him, wishing on it was ridiculous. At last, he used it as a token of his first wish- partly in jest and partly out of curiosity. Herbert believed that Sergeant Major Morris’s stories were nothing but a pack of tall tales and treated the monkey’s paw with irreverent humour. He encouraged his father to wish for an emperorship and then jokingly suggested him to wish for two hundred pounds to pay off the mortgage. Herbert did not believe for a moment that the paw was magical, but he unwittingly predicted the outcome of the wish when he told his parents that he would never see the money. So it was logical that Herbert would be the victim of the first wish.

Scene – 2

Question 11.
What was the effect of the first wish?
Answer:
The effect of the first wish was horrific. Mr. White’s wish was granted, but not immediately. The next day the representative of Maw and Meggins gave the Whites the news of Herbert’s death, because he became entangled in the machinery. His body was mangled. He handed over two hundred pounds to Mr. White as a compensation. In short, White’s first wish was granted, but at the cost of his son. Mrs. White was inconsolable at her son’s untimely death. It shattered their happiness.

Scene – 3

Question 12.
Why didn’t Mr. White want to make the second wish?
Answer:
Mrs. White tried to convince her husband to wish their son back to life. But Mr. White did not want to make the second wish, because it would be foolish and disastrous. He feared that his wife would be unable to recognize mutilated body of Herbert. In his view, the second wish would be more dangerous than the first one.

Question 13.
“Bring him back! Do you think I would fear my own son?” Why does Mrs. White say so?
Answer:
Mrs. White says so, because she is curious to see her son come back alive. The death of her son and the belief that it might have been prevented nearly drive her insane made her say so. Her transformation is dramatic, but she still changes from an intelligent, self-possessed woman into a raving, shrieking, weeping mourner.

Question 14.
What was the final wish?
Answer:
The final wish was to put an end to repeated knockings on the Whites’ door. Instead of passing off the knocking as an unrelated coincidence, Mr. White immediately jumps to the conclusion that evil stands on the other side, as if believing; the paw has punished him for being greedy. His decision to make the unwanted visitor away with his third wish may reflect his desire not to save him and his lover, but also redeem for his sins.

Question 15.
Did the Whites get what they really wanted? Give reasons for your answer.
Answer:
The Whites did not get what they really wanted. They got two hundred pounds, but lost their son. Their happiness has collapsed like a house of cards. Mr. White understands the significance of the wishes. Mrs. White is inconsolable at her son’s untimely death. Unchecked greed put paid to the tranquillity in their house.

Question 16.
What role did the author want the monkey’s paw to play here?
Answer:
The author wanted the monkey’s paw to play a practical role here. As Jacobs suggests, making one seemingly harmless wish only intensifies and magnifies desire as each subsequent wish becomes more outlandish.

Question 17.
What did the holy man want to prove to people by putting the spell on the paw?
Answer:
The holy man wanted to prove to people something practical by putting the spell in the paw. The monkey’s paw symbolises desire and greed- everything that its owner could possibly wish for and the unrestricted ability to make it happen. This paw makes one alluring, even to unselfish people who desire nothing and have everything they need.

Question 18.
In your opinion, did the holy man make his point? Why or why not?
Answer:
By putting the spell on the monkey’s paw, the holy man sent a message to mankind: Greed leads to unhappiness, no matter how much more one asks for. Intense desire also gives rise to unfulfilled expectations or unintended consequences as with Herbert’s unexpected death and rise from the grave as a living corpse. The holy man made his point in order to expose human weakness for obtaining more power and pelf.

CHSE Odisha Class 12 English The Monkey’s Paw Important Questions and Answers

Multiple-Choice Questions (MCQs) with Answers

Question 1.
The White family is in a _________mood.
(A) serious
(B) relaxed
(C) sad
(D) frustrating
Answer:
(B) relaxed

Question 2.
Mr. White is ____________ of politicians.
(A) jealous
(B) proud
(C) critical
(D) none of these
Answer:
(C) critical

Question 3.
Sergeant Major Morris visits the White family in a __________weather.
(A) fine
(B) dull
(C) hostile
(D) typical
Answer:
(C) hostile

Question 4.
That the story of the monkey’s paw is about magic evokes a ________ response from the Whites.
(A) curious
(B) cold
(C) cheerful
(D) mysterious
Answer:
(A) curious

Question 5.
While narrating the story of monkey’s paw, there was a ring of ____________in his tone.
(A) pathos
(B) poignancy
(C) irony
(D) seriousness
Answer:
(D) seriousness

Question 6.
A magic spell on the paw, grants ____________ wishes to its user.
(A) four
(B) three
(C) more than three
(D)none of these
Answer:
(B) three

Question 7.
One who uses monkey’s paw invites _________.
(A) disaster
(B) pressure
(C) pleasure
(D) happiness
Answer:
(A) disaster

Question 8.
Herbert is a __________ believer in the magical power of monkey’s paw.
(A) firm
(B) reluctant
(C) rational
(D) none of these
Answer:
(B) reluctant

Question 9.
The monkey’s paw behaved ___________in response to Mr. White’s first wish.
(A) nicely
(B) menacingly
(C) mockingly
(D) hesitantly
Answer:
(B) menacingly

Question 10.
Mr. White’s first wish has been fulfilled __________.
(A) dramatically
(B) immediately
(C) after a pretty long time
(D) none of these
Answer:
(A) dramatically

Question 11.
Which one of the following statements is false?
(A) Mr. White is sure of Herbert having plenty funny remarks after his return from the factory.
(B) A man clad on business suit is moving outside.
(C) Mrs. White has seen him several times.
(D) She has a look at his strange behaviour.
Answer:
(C) Mrs. White has seen him several times.

Question 12.
Which one of the following statements is true?
(A) Mr. White allows the unknown person to come in.
(B) He does not feel at home.
(C) This unknown person belongs to the Maw and Meggins.
(D) His words do not surprise Mrs. White.
Answer:
(C) This unknown person belongs to the Maw and Meggins.

Question 13.
Now, now. Calm down. No point jumping to the conclusions. The underlined words means-
(A) indecisive
(B) arriving at a conclusion in a haste
(C) jumping from one statement to another
(D) coming to the conclusion after a careful thought
Answer:
(B) arriving at a conclusion in a haste

Question 14.
The expression ‘badly hurt’ means –
(A) seriously beaten
(B) injured in an accident
(C) seriously injured
(D) none of these
Answer:
(C) seriously injured

Question 15.
“She breaks off ……….” The underlined phrasal verb means-
(A) stops suddenly
(B) breaks into tears
(C) collapses or faints
(D) occurs
Answer:
(C) collapses or faints

Question 16.
‘Caught in the machinery.’ This statement implies-
(A) Herbert, the only child of his parents, is dead.
(B) The Whites’ son handles the machine with great skill.
(C) Herbert is fighting for his life.
(D) Mechanical work gives Mr. White a great pleasure.
Answer:
(A) Herbert, the only child of his parents, is dead.

Question 17.
“Stranger. Two hundred pounds.” These statements signifies –
(A) winning two hundred pounds
(B) the stranger’s joke
(C) Mrs. White’s gleeful response to the receipt of two hundred pounds
(D) fulfilment of Mr. White’s first wish
Answer:
(D) fulfilment of Mr. White’s first wish

Question 18.
The news of Herbert’s death makes Mrs. White –
(A) silent
(B) scream
(C) terribly grief-stricken
(D) unbelievably calm
Answer:
(C) terribly grief-stricken

Question 19.
Mrs. White’s reference ‘to the other two wishes’ is one of devastating –
(A) shock
(B) anger
(C) roughness
(D) none of these
Answer:
(A) shock

Question 20.
The word ‘mangled’ means –
(A) distinguished
(B) marked
(C) disfigured
(D) mixed
Answer:
(C) disfigured

Question 21.
Mrs. White wishes her son come to __________.
(A) meet her
(B) be fair
(C) light
(D) life again
Answer:
(D) life again

Question 22.
Mr. White yields to his wife’s _________ to go for the other two wishes.
(A) request
(B) advice
(C) pressure
(D) none of these
Answer:
(C) pressure

Question 23.
Putting the spell on the monkey’s paw indicates man’s _____________.
(A) insatiable greed for more
(B) insanity
(C) disenchantment with life
(D) craving for achieving more
Answer:
(A) insatiable greed for more

Introducing the Author :
William Wymark Jacobs (1863-1943) is an English author of short stories and novels like 0. Henry’s. Jacobs was famous during his life-time for writing a particular type of story rather than for any particular work. Similar to O. Henry’s stories, his tales are tightly constructed, humorous stories that usually revolve around surprise-ending plots. Many of his stories are set on the water-fronts and docks of London, which Jacobs knew from his own childhood. In addition to humour, Jacobs explored the macabre in several tales. ‘The Monkey’s Paw’ is probably a case in point.

About the Story :
Jacob’s play adheres to the traditional belief that we do not really want what we think we want and that wanting more than what’s sufficient may bring ruin. Intense desire also often leads to unfulfilled expectations or unintended consequences as with Herbert’s unexpected death and rise from the grave as a living corpse. In short unchecked greed only results in unhappiness. In this play, the first wish leads to unexpected and dissatisfying results, the hastily made second wish fails to reverse the first wish and only worsens the situation, and the third wish manages to undo the disastrous second wish.

‘The Monkey’s Paw’ is W.W. Jacobs’ most famous story and is considered to be a classic of horror fiction. It first appeared in Harper’s Monthly magazine in 1902, and was reprinted in his third collection of short stories The Lady of the Barge, also published in 1902. The story has since been published in many anthologies, adapated for the stage, and made into films. ‘The Monkey’s Paw’ was well received when Jacobs first published it; the story garnered rave reviews from some of the most important cities writing at the turn of the century. The story was also very popular with readers.

Jacobs uses foreshadowing, imagery and symbolism in this play to explore the consequences of tempting fate. His careful, economical creation of setting an atmosphere adds suspense to the tale, while his use of dialogue and slang help readers to feel that the characters are genuine.

ବିଷୟ ସୂଚନା :
Jacobsଙ୍କର ନାଟକଗୁଡ଼ିକରେ ପାରମ୍ପରିକ ବିଶ୍ଵାସ ଉପରେ ଆଲୋକପାତ କରାଯାଇଛି । ଆମେ ବାସ୍ତବରେ ଯାହା ପାଇବାକୁ ଇଚ୍ଛା କରୁଛୁ ବୋଲି ଭାବୁ ତାହା ଆମର ପ୍ରକୃତ ଇଚ୍ଛା ନୁହେଁ । ଆବଶ୍ୟକତାଠାରୁ ଅଧିକ ଇଚ୍ଛା କରିବା ଧ୍ଵଂସକୁ ଆମନ୍ତ୍ରଣ କରିଥାଏ । ଅତ୍ୟନ୍କ ଆଶା ଓ ଆକାଂକ୍ଷା ପରିପୂର୍ଣ୍ଣ ହୋଇ ନ ଥାଏ, ବରଂ ଏହାର ଫଳାଫଳ ଭୟଙ୍କର ହୋଇଥାଏ । Herbertଙ୍କର ହଠାତ୍ ମୃତ୍ୟୁ ହୋଇଯିବା ଏବଂ ଜୀବନ୍ତ ଶବଭାବେ ସମାଧୁରୁ ଉଠିଆସିବା ଏହାର ଦୃଷ୍ଟାନ୍ତ ।

ସଂକ୍ଷେପରେ କହିଲେ, ଅତି ଲୋଭ ଦୁଃଖର କାରଣ ହୋଇଥାଏ । ଏହି ନାଟକଟିରେ ପ୍ରଥମ ଇଚ୍ଛା ଅସନ୍ତୋଷଜନକ ଫଳାଫଳ ଆଣିଦେଇଛି, ତରବରିଆ ଭାବେ କରାଯାଇଥିବା ଦ୍ଵିତୀୟ ଇଚ୍ଛା ପ୍ରଥମର ଫଳାଫଳକୁ ବଦଳାଇବା ପାଇଁ ଅସମର୍ଥ ହୋଇଛି ଓ ପରିସ୍ଥିତିକୁ ଅଧୁକ ଖରାପ କରି ଦେଇଛି ଏବଂ ତୃତୀୟ ଇଚ୍ଛା ଦ୍ଵିତୀୟ ଇଚ୍ଛାଟିକୁ କୌଣସି ପ୍ରକାରେ ପ୍ରତିରୋଧ କରିପାରିଛି । ‘The Monkey’s Paw’ Jacobsଙ୍କର ଏକ ପ୍ରସିଦ୍ଧ ଗଳ୍ପ ଏବଂ ଭୟଙ୍କର ଉପନ୍ୟାସର ଏକ ଉଚ୍ଚକୋଟୀର ସାହିତ୍ୟ ଭାବେ ବିବେଚିତ । ଏହା ପ୍ରଥମେ ୧୯୦୨ ମସିହାରେ Harperଙ୍କର ମାସିକ ପତ୍ରିକାରେ ପ୍ରକାଶିତ ହୋଇଥିଲା ଏବଂ ତାଙ୍କର ତୃତୀୟ ଗଳ୍ପଗ୍ରନ୍ଥ The Lady of the Bargeରେ ୧୯୦୨ ମସିହାରେ ପୁନର୍ବାର ମୁଦ୍ରିତ ହୋଇଥିଲା ।

ଏହି ଗଳ୍ପଟିକୁ ମଧ୍ୟ ମଞ୍ଚସ୍ଥ କରାଯାଇଥିଲା ଏବଂ ଚଳଚ୍ଚିତ୍ର ଭାବେ ପ୍ରଦର୍ଶିତ ହୋଇଥିଲା । ଯେତେବେଳେ ଏହା ପ୍ରଥମେ ପ୍ରକାଶ ପାଇଲା, ଏହା ଖୁବ୍ ଉତ୍କଣ୍ଠାର ସହ ଆଦୃତ ହେଲା । ଏହା ମଧ୍ୟ ଉଚ୍ଚ ପ୍ରଶଂସିତ ହେଲା । ପାଠକମାନଙ୍କଦ୍ୱାରା ଏହା ମଧ୍ୟ ଖୁବ୍ ଆଦୃତ ହୋଇପାରିଲା । ‘ଅତି ଲୋଭର ପରିଣାମ’’କୁ Jacobs ଏଥରେ ଚିତ୍ରକଳ୍ପ ମାଧ୍ୟମରେ ପ୍ରକାଶ କରିଛନ୍ତି । ଏଥ‌ିରେ ଅଂଶଗ୍ରହଣ କରିଥି ଚରିତ୍ରମାନେ ବାସ୍ତବ ଭଳି ମନେ ହୁଅନ୍ତି । ସେମାନେ ବ୍ୟବହାର କରିଥିବା ସଂଳାପ ଚରିତ୍ରଗୁଡ଼ିକୁ ଜୀବନ୍ତଭାବେ ଉପସ୍ଥାପିତ କରିଥାଏ ।

Summary :
‘Jacobs’ ‘The Monkey’s Paw’ opens on a dark and stormy winter night. We find the White family spending a cozy evening together around the hearth. In the meantime an old friend Sergeant Major Morris comes to visit them. He comes home after spending more than twenty years in India. Mrs. White is as eager as Herbert and Mr. White to hear the tales of his exploits abroad. Morris entertains his hosts with exotic stories of life abroad. He narrates the story of a monkey’s paw. He pulls it out of his pocket. Herbert takes the paw and looks at it with curiosity. Mr. White is interested to know about its speciality. Morris becomes serious and says that an old holy man had put on a magic spell on the monkey’s paw and as a result, it will grant its owner three wishes. At last he sells it to Mr. White. Morris warns the Whites not to wish anything from it at all, but they can do it with horrible consequences.

Morris departs. Herbert believes that Sergeant Major Morris’s stories are nothing but a pack of tall tales and treats the monkey’s paw with irreverent humour. In his view, “Morris is quite a story-teller.” Mrs. White is more willing to consider the truth of the monkey’s paw than Herbert, but she is far less credulous than her husband. Herbert encourages his father to wish for an emperorship and then jokingly suggest to : him to wish for two hundred pounds to pay off the mortgage and the latter obliges. He recoils in horror after wishing on the monkey’s paw for the first time that the paw moved like a snake in his hand. Herbert doesn’t believe it for a moment that the paw is magical, but he unwittingly predicts the outcome of the wish when he tells his parents that he knows he’ll never see the money.

The writer takes us back to the following afternoon when Mr. and Mrs. White do not desire to look at the paw that lies on the shelf. Mr. White recollects the dreadful experience as a result of his wish on the monkey’s paw. Meanwhile, there is a knock on the door. To her shocked disbelief, Mrs. White learns from the representative of Maw and Meggins that Herbert is hurt. She understands the significance of his visit. The visitor shatters their hapiness with news of Herbert’s death. Herbert died because he became entangled in the machinery. The representative announces that his company will decline to take any responsibility for the accident. At last he hands over two hundred pounds to Mr. White. His small and sensible wish, however, is enough to tempt fate into killing Herbert.

The grief-stricken Mrs. White still talks about the monkey’s paw and the other two wishes. She wants Mr. White to make another wish to bring Herbert to life again. Mr. White is reluctant to respond to her wish. He tries to convince his wife that ten days have already passed since Herbert’s death. Mr. White’s grief is two-fold as he laments the loss of his son as well as his decision to wish on the monkey’s paw in the first place. However, he succumbs to his wife’s insistence on second wish. Mr. White drops the paw. Fear and despair grip him. Doors bang unexpectedly, stairs squeak and tickling of the clock interrupts the silence that descends on the family. At last, a silent knock is heard. Mrs. White is anxious to know that who is knocking. But Mr. White says : “It is just a mouse in the wall.”

The knock grows louder. The frantic knocking at the door is perhaps someone else entirely who goes away just as Mr. White makes his third wish. The fact that the writer never actually describes who or what knocks repeatedly on the White’s door, however, is suggestive of the fact that the caller may not really be Herbert’s revived dead body.

ସାରାଂଶ:
Jacobsଙ୍କର ‘The Monkey’s Paw’ ନାଟକଟି ଏକ ଅନ୍ଧକାର ଓ ଝଡ଼ତୋଫାନ୍ ରାତ୍ର ସମୟରୁ ଆରମ୍ଭ ହୁଏ । ଆମେ ଦେଖୁ ଯେ White ପରିବାରର ସଦସ୍ୟମାନେ ଚୁଲିର ଚାରିପଟେ ଏକାଠି ବସି ସନ୍ଧ୍ୟା ସମୟରେ ଆରାମ କରୁଛନ୍ତି । ଏହି ସମୟରେ ସେମାନଙ୍କର ଜଣେ ପୁରୁଣା ବନ୍ଧୁ ସର୍ଜେଣ୍ଟ Major Morris ବୁଲିବାକୁ ଆସିଛନ୍ତି । ସେ ଭାରତରେ କୋଡ଼ିଏ ବର୍ଷରୁ ଊର୍ଦ୍ଧ୍ବ ସମୟ ରହିବା ପରେ ଘରକୁ ଫେରିଛନ୍ତି । Mrs. White, Mr. White ଏବଂ Herbert ବିଦେଶରେ ତାଙ୍କର ଅନୁଭୂତିକୁ ଶୁଣିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କରିଛନ୍ତି । Morris ସେମାନଙ୍କୁ ବିଦେଶରେ ତାଙ୍କର ଅନୁଭୂତିର ଗଚ୍ଛସବୁ ଶୁଣାଇ ଖୁସି କରାନ୍ତି । ସେ ମାଙ୍କଡ଼ର ପଞ୍ଝା ଗଛଟିକୁ ବର୍ଣନା କରିଛନ୍ତି । ତାଙ୍କ ପକେଟରୁ ସେ ପଞ୍ଝାଟିକୁ ବାହାର କରନ୍ତି । Herbert ଆଗ୍ରହର ସହ ଟାଣି ନେଇ ସେହି ପଞ୍ଚୋଟିକୁ ଦେଖନ୍ତି । Mr. White ଏହାର ବିଶେଷତ୍ଵ ଜାଣିବାକୁ ଆଗ୍ରହ ପ୍ରକାଶ କରନ୍ତି । Morris ଗମ୍ଭୀର ହୋଇଯାଇ କହନ୍ତି ଯେ ଜଣେ ବୃଦ୍ଧ ସନ୍ୟାସୀ ଏହି ମାଙ୍କଡ଼ ପଞ୍ଝା ଭିତରେ କୁହୁକ ଶକ୍ତି ଭରି ଦେଇଛନ୍ତି । ଫଳରେ ଏହାର ମାଲିକଙ୍କୁ ଏହା ତିନୋଟି ଆଶା ପୂର୍ବ କରିବାର ବର ପ୍ରଦାନ କରିବ । ଶେଷରେ ସେ ଏହାକୁ Mr. Whiteଙ୍କୁ ବିକ୍ରି କରି ଦିଅନ୍ତି । Morris ତାଙ୍କୁ ସତର୍କ କରାଇ ଦେଇଛନ୍ତି ସେ ଏହାଠାରୁ କିଛି ଆଶା ନ କରିବାପାଇଁ, କାରଣ ଭୟଙ୍କର ଫଳାଫଳ ସହ ଏହା ସେମାନଙ୍କର ଇଚ୍ଛାକୁ କରିପାରିବ ।

Morris ବିଦାୟ ନେଇଯାଆନ୍ତି । ସେ ବିଦାୟ ନେବା ପରେ Herbert ସର୍ଜେଣ୍ଟ Morrisଙ୍କ କାହାଣୀକୁ ଅବିଶ୍ଵାସ କରିଛନ୍ତି ଏବଂ ମାଙ୍କଡ଼ର ପଞ୍ଝାକୁ ବ୍ୟଙ୍ଗ ବିଦ୍ରୁପ କରିଛନ୍ତି । ସେ କହିଛନ୍ତି Morris ଜଣେ ଭଲ ଗଛକଥକ ! Herbertଙ୍କ ଅପେକ୍ଷା Mr. White ମାଙ୍କଡ଼ର ପଞ୍ଝାର ସତ୍ୟତାକୁ ବିବେଚନା କରିବାକୁ ଅଧ୍ଵକ ଇଚ୍ଛା କରିଛନ୍ତି । Mrs. White କିନ୍ତୁ ଏହାକୁ ତାଙ୍କ ସ୍ବାମୀଙ୍କ ଅପେକ୍ଷା କମ୍ ବିଶ୍ଵାସ କରିଛନ୍ତି । Herbert ତାଙ୍କ ବାପାଙ୍କୁ ଏକ ସାମ୍ରାଜ୍ୟ ପାଇବାକୁ ଇଚ୍ଛା କରିବାକୁ ଉତ୍ସାହିତ କରନ୍ତି ଏବଂ ତା’ପରେ ଥଟ୍ଟା ପରିହାସ ଛଳରେ ବନ୍ଧକ ମୁକାଳିବାପାଇଁ ଦୁଇ ଶହ ପାଉଣ୍ଡ ପାଇଁ ଇଚ୍ଛା କରିବାକୁ କହନ୍ତି । Mr. White ରାଜି ହୋଇଯାଆନ୍ତି । ପ୍ରଥମଥର ପାଇଁ ସେ ଇଚ୍ଛା ପୂରଣ କରିବାପାଇଁ ଚାହିଁବାରୁ ତାଙ୍କ ମନ ଭୟସଙ୍କୁଳ ହୋଇଯାଏ । ମାଙ୍କଡ଼ର ପଞ୍ଝାଟି ଏକ ସାପ ଭଳି ତାଙ୍କ ହାତରେ ଗତି କରେ । Herbert ପ୍ରଥମେ ପଞ୍ଚୋଟିର ଯାଦୃଶକ୍ତି ଅଛି ବୋଲି ବିଶ୍ଵାସ କରିପାରନ୍ତି ନାହିଁ । କିନ୍ତୁ ସେ ବେଖାତିର ଭାବେ ଇଚ୍ଛାର ଫଳାଫଳର ଭବିଷ୍ୟ ସୂଚନା ଦେଇ କହନ୍ତି ଯେ ସେ କେବେ ବି ଟଙ୍କା ପାଇପାରିବେ ନାହିଁ ।

ଲେଖକ ଆମକୁ ନେଇଯାଆନ୍ତି ପରଦିନର ଅପରାହ୍ନ ସମୟକୁ ଯେତେବେଳେ ଥାକରେ ଥିବା ପଞ୍ଝାକୁ Mr. White ଏବଂ Mrs. White ଦେଖିବାକୁ ଇଚ୍ଛା କରନ୍ତି ନାହିଁ । Mr. White ସେହି ଭୟଙ୍କର ଅନୁଭୂତିର ସ୍ମୃତିଚାରଣ କରନ୍ତି । ଏହି ସମୟରେ କେହି ଜଣେ କବାଟ ଠକ୍‌ଠକୁ କରନ୍ତି । Mrs. White Maw and Megginsର ପ୍ରତିନିଧୂଙ୍କଠାରୁ Herbert ଆଘାତ ପାଇଛନ୍ତି ବୋଲି ଦୁଃଖଦ ଅବିଶ୍ୱାସ୍ୟ ଖବର ଶୁଣିବାକୁ ପାଆନ୍ତି । ତାଙ୍କର ପରିଦର୍ଶନ କରିବାର ଗୁରୁତ୍ଵକୁ Mrs. White ବୁଝିପାରନ୍ତି । ଆଗନ୍ତୁକଜଣକ ସେମାନଙ୍କର ଖୁସିକୁ Herbertଙ୍କର ମୃତ୍ୟୁ ଖବର ଜଣାଇ ଧୂଳିସାତ୍‌ କରିଦିଅନ୍ତି । Herbert ମେସିନ୍ ମଧ୍ଯରେ ଚାପି ହୋଇ ମୃତ୍ୟୁବରଣ କରିଛନ୍ତି। ସେହ ପ୍ରତିନିଧ୍ଵଜଣକ ଘୋଷଣା କରନ୍ତି ତାଙ୍କ ଦୁର୍ଘଟଣା ପାଇଁ କମ୍ପାନୀ କୌଣସି ଦାୟିତ୍ଵ ନେବାପାଇଁ ମନା କରିଛନ୍ତି । ଶେଷରେ ସେ Mr. Whiteଙ୍କୁ ଦୁଇ ଶହ ପାଉଣ୍ଡ ମୁଦ୍ରା ଦେଇଛନ୍ତି । ତାଙ୍କର ସେହି ଛୋଟ ଆଶାଟି Herbertଙ୍କ ମୃତ୍ୟୁ ପରେ ହିଁ ପୂରଣ ହୋଇପାରିଛି ।

ଦୁଃଖ-ପୀଡ଼ିତା Mrs. White ଏବେବି ମାଙ୍କଡ଼ ପଞ୍ଝା ବିଷୟରେ ଏବଂ ଅନ୍ୟ ଦୁଇଟି ଆଶା ପୂରଣ କରିବା ବିଷୟରେ କଥା ହେଇଛନ୍ତି । ସେ ଆଉ ଏକ ଇଚ୍ଛା ମାଧ୍ୟମରେ Herbertକୁ ପୁନର୍ବାର ବଞ୍ଚାଇବାକୁ Mr. Whiteଙ୍କୁ କହିଛନ୍ତି । Mrs. Whiteଙ୍କର ଇଚ୍ଛାକୁ ପୂର୍ଣ୍ଣ କରିବାପାଇଁ Mr. White ଅନିଚ୍ଛା ପ୍ରକାଶ କରିଛନ୍ତି । ସେ ତାଙ୍କ ସହଧର୍ମିଣୀଙ୍କୁ ବୁଝାଇଛନ୍ତି ଯେ Herbert ମରିବାର ଦଶଦିନ ଅତିକ୍ରମ କରିଗଲାଣି । ମାଙ୍କଡ଼ ପଞ୍ଝା ନିକଟରେ ନିଜ ଅଭିଳାଷ ପ୍ରାପ୍ତି ଇଚ୍ଛା କାରଣରୁ ପୁଅର ମୃତ୍ୟୁ କଥା ମନେପକାଇ ବିଳାପ କରିବାରୁ ତାଙ୍କ ଦୁଃଖ ଦ୍ଵିଗୁଣିତ ହୋଇଛି । ମାତ୍ର ନିଜ ସ୍ତ୍ରୀଙ୍କ ପ୍ରବଳ ଅନୁରୋଧରେ ସେ ଦ୍ଵିତୀୟ ଇଚ୍ଛା ମାଗିବା ପାଇଁ ବାଧ୍ୟ ହୁଅନ୍ତି । Mr. White ପଞ୍ଝାଟିକୁ ତଳକୁ ପକାଇ ଦିଅନ୍ତି । ଭୟ ଏବଂ ହତୋତ୍ସାହ ତାଙ୍କୁ କବଳିତ କରେ । ହଠାତ୍ କବାଟଗୁଡ଼ିକର ଶବ୍ଦ, ଶିଡ଼ିର କେଁ କେଁ ଶବ୍ଦ, ଘଣ୍ଟାର ଟିକ୍ ଟିକ୍ ଶବ୍ଦ ପରିବାରର ନୀରବତାକୁ ଭଙ୍ଗ କରିଛି । ଶେଷରେ କେବଳ ଠିକ୍‌ଠିକ୍ ଶବ୍ଦ ଶୁଣାଯାଇଛି । Mrs. White କିଏ ଠକ୍‌କ୍ କରୁଛି ବୋଲି ଜାଣିବାକୁ ଇଚ୍ଛା କରିଛନ୍ତି। ମାତ୍ର Mr. White କାନ୍ଥରେ ମୂଷାଟିଏ ଚଢ଼ିଛି ବୋଲି କହିଛନ୍ତି ।

ଶବ୍ଦ ଅଧ‌ିକ ଜୋର୍‌ରେ ଶୁଭେ । Mr. White ତାଙ୍କର ତୃତୀୟ ଇଚ୍ଛା ପୂରଣ ପାଇଁ ଚାହାନ୍ତି । ଲେଖକ ସ୍ପଷ୍ଟ ଭାବେ କହିନାହାନ୍ତି କିଏ କିମ୍ବା କ’ଣ ପାଇଁ Whiteଙ୍କର କବାଟରେ ବାରମ୍ବାର ଠକ୍‌ଠିକ୍ କରିଛି । ସତ୍ୟ ଏହା ଯେ ଆଗନ୍ତୁକ Herbertଙ୍କର ଜୀବିତ ମୃତଦେହ ହୋଇ ନ ଥାଇପାରେ ।

Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Poem 1 Daffodils Textbook Exercise Questions and Answers.

CHSE Odisha 12th Class English Solutions Poem 1 Daffodils

CHSE Odisha Class 12 English Daffodils Text Book Questions and Answers

Think it out

Question 1.
When did the poet see the daffodils?
Answer:
The poet saw the daffodils when he was moving about aimlessly.

Question 2.
Where did the poet see the daffodils?
Answer:
The poet saw the daffodils under the trees and beside the lake.

Question 3.
Fill in the blanks to describe the idea of stanza 1: The poet was __________ in the English Countryside. He saw thousands of __________ fluttering and dancing beneath _________ and beside __________. The daffodils appeared to be ___________ in the strong breeze.
Answer:
The poet was wandering in the English Countryside. He saw thousands of golden daffodils fluttering and dancing beneath the trees and beside the lake. The daffodils appeared to be dancing in the strong breeze.

Question 4.
What does the poet compare the daffodils with?
Answer:
The poet compares the daffodils with the stars on the Milkyway.

Question 5.
What resemblance does he find between the stars and the daffodils?
Answer:
The resemblance the poet finds between the stars and the daffodils is one of countlessness.

Question 6.
What does the poet say about the number of flowers?
Answer:
The poet says that he saw ten thousand flowers at a glance.

Question 7.
Where were the flowers?
Answer:
The flowers were beside the lake.

Question 8.
Which of the two danced more sprightly – the waves or the daffodils?
Answer:
The daffodils danced more sprightly.

Question 9.
How does the poet feel while looking at the daffodils?
Answer:
While looking at the daffodils, the poet’s happiness knows no bounds. The site is a gay inspiration to him.

Question 10.
What happens to the poet when he lies on his couch?
Answer:
When he lies in his couch in a thoughtful or thoughtless mood, the lively picture of the sprightly dancing daffodils flashed upon his inward eye and fills his entire being with joy.

Question 11.
Mention the two moods of the poet?
Answer:
The two moods of the poet are vacant (free from thought) mood and pensive (thoughtful) mood.

Question 12.
What does the poet feel when he remembers the sight of the daffodils?
Answer:
When he remembers the sight of the daffodils, it fills his entire being with joy. His heart begins to dance with the flowers. In short, the sight of daffodils proves to be a source not only of immediate pleasure but also Of lasting joy.

Question 13.
When does the poet write the poem – beside or off the lake?
Answer:
The poet writes the poem off the lake.

Question 14.
Do you find a rhyme scheme in the poem? The rhyming scheme of the first stanza is a b a b (a – ‘cloud’ and ‘crowd’; b – ‘hills’ and ‘daffodils’), ending with a rhyming couplet cc (c – ‘trees’ and breeze’). Is the rhyme scheme similar in the other three stanzas or do you find any variation?
Answer:
The rhyme scheme in the other three stanzas is similar.

Question 15.
How many times is the word “dance” repeated in this poem? In which line does it show the happiness and liveliness of the flowers?
Answer:
The word ‘dance’ is repeated four times in this poem. The line “Tossing their heads in sprightly dance” shows the happiness and liveliness of the flowers.

Question 16.
In which line does it create a sense of harmonious relationship between the daffodils and the waves?
Answer:
The line – ‘The waves beside them danced’ creates a sense of the harmonious relationship between the daffodils and the waves.

Question 17.
In which line does this harmonious relationship include the poet himself?
Answer:
The line ‘In such a jocund company’ establishes this harmonious relationship that includes the poet himself.

Question 18.
What figures of speech do you find in the poem?
Answer:
We find the figures of speech such as ‘metaphors’ and ‘similes’ in the poem.

Question 19.
‘Simile’ is a figure of speech that makes an explicit comparison between two unlike things by using ‘like’, ‘as’, etc. For example, in ‘I wandered lonely as a cloud’, as the loneliness of the poet resembles the loneliness of the cloud that is floating high in the sky, the figure of speech used is a simile. What other example of a simile do you find in the poem?
Answer:
The other example of a simile we find in the poem is “continuous as the stars that shine”.

Question 20.
‘Metaphor’ is a figure of speech that makes an implicit comparison between two, unlike things. In ‘What wealth the show to me had brought’, the poet imagines the happiness brought to him by the beautiful scene of the flowers as “wealth”. Does he use a metaphor here?
Answer:
Yes, he uses a metaphor here.

Question 21.
“Ten thousand saw I at a glance” – is it an exaggeration? Will you call it a ‘hyperbole’?
Answer:
It is an exaggeration. We call it a “hyperbole”.

Question 22.
What figure of speech does the poet use in “They stretched in never-ending line.”?
Answer:
The poet uses “hyperbole” in “They stretched in never-ending line

CHSE Odisha Class 12 English Daffodils Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers

Question 1.
The poem ‘Daffodils’ is composed by ___________?
(A) William Wordsworth
(B) John Keats
(C) P.B. Shelly
(D) None of the above
Answer:
(A) William Wordsworth

Question 2.
William Wordsworth was born in _________?
(A) 1770
(B) 1780
(C) 1775
(D) 1772
Answer:
(A) 1770

Question 3.
Does this poem incorporate the ideas and aspects essential to _____________?
(A) romantic poetry
(B) metaphysical poetry
(C) spiritual poetry
(D) None of these
Answer:
(A) romantic poetry

Question 4.
‘I wandered lonely as a cloud’. Here I refers to ______________?
(A) the reader
(B) the cloud
(C) the daffodils
(D) the poet
Answer:
(D) the poet

Question 5.
‘Continuous as the stars that shine and twinkle on the milky way. In the above lines, the daffodils have been compared to ____________?
(A) the clouds
(B) the other flowers
(C) the stars
(D) milky way
Answer:
(C) the stars

Question 6.
The poet saw the daffodils _____________?
(A) along the margin of a bay
(B) by the side of a pool
(C) by the riverside
(D) in a garden
Answer:
(A) along the margin of a bay

Question 7.
‘A poet could not but be gay in such a jocund company’. Here ‘jocund company’ refers to the ____________?
(A) Mends of the poet
(B) waves
(C) daffodils
(D) stars
Answer:
(C) daffodils

Question 8.
“What wealth the show to me had brought.” By ‘wealth’ the poet means _____________?
(A) happiness
(B) good
(C) pleasure
(D) money
Answer:
(A) happiness

Question 9.
‘A host of golden daffodils,’ Here ‘A host’ means ______________?
(A) a few
(B) one who entertains
(C) a guest
(D) a large number
Answer:
(D) a large number

Question 10.
‘Bliss’it means ____________?
(A) great love
(B) great joy
(C) great blessing
(D) great loneliness
Answer:
(B) great joy

Question 11.
‘They stretched in never-ending line along the margin of a bay” Here ‘they’ refers to _____________?
(A) the stars
(B) the daffodils
(C) the clouds
(D) the hills
Answer:
(B) the daffodils

Question 12.
The daffodils were growing?
(A) along the margin of a bay
(B) by the side of a pool
(C) by the riverside
(D) in a garden
Answer:
(A) along the margin of a bay

Question 13.
The poet saw _____________ daffodils?
(A) a few
(B) white
(C) blue
(D) a large number of
Answer:
(D) a large number of

Question 14.
When the poet was looking at the daffodils?
(A) he felt sad to seé them
(B) he was totally lost in their beauty
(C) he thought they were ugly
(D) he felt like dancing
Answer:
(B) he was totally lost in their beauty

Question 15.
“Never-ending line” means _________?
(A) a curved line
(B) a short line
(C) a continuous line
(D) line of stars
Answer:
(C) a continuous line

Question 16.
‘1.’en thousand saw I at a glance tossing their heads in sprightly dance.” Here ‘sprightly dance’ means ____________?
(A) a slow dance
(B) a lively dance
(C) dance of the spirits
(D) a religious dance
Answer:
(B) a lively dance

Question 17.
“Solitude” means ____________?
(A) being alone
(B) being together
(C) being in trouble
(D) being sad
Answer:
(A) being alone

Question 18.
“Glee” means __________?
(A) joy
(B) sadness
(C) gloom
(D) happiness
Answer:
(D) happiness

Question 19.
“A poet could not but be gay” means __________?
(A) the poet could not sleep
(B) the poet was very sad
(C) the poet was happy
(D) the poet could not be happy
Answer:
(C) the poet was happy

Question 20.
William Wordsworth was an __________ poet?
(A) Irish
(B) English
(C) Scottish
(D) Welsh
Answer:
(B) English

Question 21.
William Wordsworth was a poet of _____________?
(A) nature
(B) romance
(C) beauty
(D) loves
Answer:
(A) nature

Question 22.
William Wordsworth died in ____________?
(A) 1770
(B) 1772
(C) 1850
(D) 1852
Answer:
(C) 1850

Question 23.
William Wordsworth was a poet of natural objects and _____________ people?
(A) country
(B) common
(C) aristocratic
(D) gentry
Answer:
(A) country

Question 24.
Wordsworth was honored as _____________?
(A) romantic poet
(B) England poet laureate
(C) common people’s poet
(D) pathçtic poet
Answer:
(B) England poet laureate

Question 25.
What did the poet see?
(A) a lot of clouds
(B) a lonely cloud
(C) a host of golden daffodils
(D) both (B) and (C)
Answer:
(C) a host of golden daffodils

Question 26.
Where did the poet see the daffodils?
(A) beside the lake
(B) near the tree
(C) in a big field
(D) on the lap of the hill
Answer:
(A) beside the lake

Question 27.
What were the daffodils doing?
(A) dancing and singing
(B) fluttering and dancing in the breeze
(C) shinning with a happy glance
(D) dancing in the water
Answer:
(B) fluttering and dancing in the breeze

Question 28.
Whom does the poet compare with the daffodils?
(A) star
(B) tree
(C) cloud
(D) lake
Answer:
(A) star

Question 29.
Where do the stars shine?
(A)on the sky
(B) on the milky way
(C) in the water
(D) top of daffodils
Answer:
(B) on the milky way

Question 30.
How many daffodils did the poet see at a glance?
(A) five thousand
(B) ten thousand
(C) fifteen thousand
(D) none of these
Answer:
(B) ten thousand

Question 31.
Where are the daffodils fluttering and dancing?
(A) in the sea
(B) in the lake
(C) in the ocean
(D) in the breeze
Answer:
(D) in the breeze

Question 32.
Who was dancing like the daffodils?
(A) rivers
(B) seas
(C) waves
(D) lakes
Answer:
(C) waves

Question 33.
The poem ‘Daffodils’ can be called a ___________?
(A) nature poem
(B) heroic poem
(C) psychoanalytical poem
(D) None of these
Answer:
(A) nature poem

Question 34.
“A state of loneliness” is called __________?
(A) pensive
(B) vacant
(C) solitude
(D) pleasure
Answer:
(C) solitude

Question 35.
What does the poet mean by “little thought” when he says “I gazed and gazed-but little thought”?
(A) He had thought a little
(B) He had not thought
(C) He had some thought
(D) He had a small thought
Answer:
(B) He had not thought

Question 36.
How did the daffodils surpass the waves?
(A) In their cheerfulness and brightness
(B) In their sprightly dance
(C) With their shine and number
(D) In their beauty and joyfulness
Answer:
(A) In their cheerfulness and brightness

Question 37.
Who was/were wandering lonely?
(A) A cloud
(B) The poet
(C) The daffodils
(D) The stars
Answer:
(B) The poet

Question 38.
To whom does the poet compare himself?
(A) The daffodils
(B) The cloud
(C) The stars
(D) The lake
Answer:
(B) The cloud

Question 39.
The poet has made two comparisons in the poem “Daffodils”. What are they?
(A) Himself with a cloud, daffodils with the stars
(B) Happiness with thè daffodils, stars with daffodils
(C) Himself with the daffodils, daffodils with the stars
(D) Himself with the stars, daffodils with the stars
Answer:
(A) Himself with a cloud, daffodils with the stars

Question 40.
“I wandered lonely as a cloud”. This statement is an example of a _____________?
(A) Simile
(B) Metaphor
(C) Personification
(D) Hyperbole
Answer:
(A) Simile

Question 41.
1 gazed and gazed suggests that the poet?
(A) took time to see all the flowers
(B) had no other work
(C) was lonely
(D) was enchanted
Answer:
(D) was enchanted

Question 42.
Whom does the poet personify in the poem “Dáffodils”?
(A) The daffodils
(B) The cloud
(C) The stars
(D) The lake and trees
Answer:
(A) The daffodils

Question 43.
How does the poet personify the daffodils?
(A)By calling them a company
(B) By saying they are fluttering and dancing
(C) By referring to them as a host
(D) By keeping them in his memory
Answer:
(B) By saying they are fluttering and dancing

Question 44.
Which of the following is an exaggerated phrase/statement?
(A) A host of golden daffodils
(B) Ten thousand saw I at a glance
(C) The waves beside them dance
(D) I wandered lonely as a cloud
Answer:
(B) Ten thousand saw I at a glance

Question 45.
Which of the following means “Moving to and for”?
(A) Dancing
(B) Sprightly
(C) Fluttering
(D) Tossing
Answer:
(D) Tossing

Question 46.
Which of the following is the opposite of “Vacant”?
(A) Plaintive
(B) Pensive
(C) Gleeful
(D) Jocund
Answer:
(B) Pensive

Question 47.
What is the “inward eye” the poet mentions in the poem “Daffodils”?
(A) Inner eye
(B) Mind’s eye
(C) Heart’s eye
(D) Closed eyes
Answer:
(B) Mind’s eye

Question 48.
How many times is the word “dance” repeated in this poem?
(A) Two
(B) Three
(C) Four
(D) Five
Answer:
(C) Four

II. Short Type Questions with Answers

Question 1.
Where did the poet see the daffodils and what does the poet compare the daffodils with?
Answer:
The poet saw the daffodils when he was moving about aimlessly. He saw the daffodils under the trees and beside the lake. The poet compares the daffodils with the stars on the Milkyway.

Question 2.
What resemblance does he find between the stars and the daffodils and how I does the poet feel while looking at the daffodils?
Answer:
The resemblance the poet finds between the stars and the daffodils is one of countlessness. While looking at the daffodils, the poet’s happiness knows no bounds. The site is a gay inspiration to him.

Question 3.
What happens to the poet when he lies on his couch?
Answer:
When he lies in his couch in a thoughtful or thoughtless mood, the lively picture of the sprightly dancing daffodils flashed Upon his inward eye and fills his entire being with joy.

Question 4.
What does the poet feel when he remembers the sight of the daffodils?
Answer:
When he remembers the sight of the daffodils, it fills his entire being with joy. His heart begins to dance with the flowers. In short, the sight of daffodils proves to be a source not only of immediate pleasure but also of lasting joy.

Question 5.
What is the similarity between the stars and the daffodils?
Answer:
The stars twinkle continuously in a milky way being innumerable and the daffodils, in the same way, danced and swayed in the breeze as if having no end.

Question 6.
What impact did the dancing daffodils have on the poet?
Answer:
The poet was deeply enchanted by the beautiful dancing daffodils. It was as if a great wealth for the poet. He was happy with the jocund company of the flowers.

Question 7.
How did a jocund company’ impact the poet?
Answer:
The expression ‘jocund company’ refers to the merry association of the waves and the daffodils dancing in joy. While gazing at the daffodils, the poet was beside himself with joy. The waves and the daffodils produced a cheerful effect on the poet in their company.

Question 8.
Where does a cloud float?
Answer:
The poet wanders all alone like a piece of cloud floating high over valley and hills.

Question 9.
‘The poet has described the motion of the daffodils.’ Quote the words to support your answer?
Answer:
The motion or the movement of the daffodils has been reflected in their “fluttering” and “dancing” to the tune of the breeze blowing.

Question 10.
Quote the words that give an instance of alliteration?
Answer:
“Alliteration” is a type of comparison. The far-stretching daffodils appear to the poet be continuous like the stars that shine in the night sky.

Question 11.
Which figure of speech does the poet use and why? Give an example?
Answer:
In the figure of speech, the poet has used ‘hyperbole’ for exaggeration and effect. He has tried to show the plentitude (profuse) of the flowers using the expression “ten thousand”.

Detailed Summaries and Glossary

Stanza – 1
I wandered………………………………………………………………………the breeze.
At the beginning, the poet is not only lonely, but also in a state of wandering, that is, moving about aimlessly as a floating cloud. All on a sudden, he sees a crowd – a whole bank of beautiful daffodils, quivering and ‘dancing in the breeze’ by the side of the lake, ‘beneath the trees’. The simile that compares the poet’s state to that of a cloud reinforces the very idea of an aimless drift.

ସାରମର୍ମ :
କବିତାର ଆଦ୍ୟଭାଗର ବର୍ଣ୍ଣନାନୁଯାୟୀ କବି କେବଳ ଏକାକୀ ନାହାନ୍ତି, ବରଂ ସେ ଏକ ଭାସମାନ ବାଦଲ ଭଳି ଲକ୍ଷ୍ୟହୀନ ଭାବେ ଘୂରି ବୁଲୁଛନ୍ତି । ହଠାତ୍ ଏକ ହ୍ରଦକୂଳରେ ଅନେକ ଡାଫୋଡ଼ିଲ୍ ହଲି ଦୋହଲି ପବନରେ ନାଚୁଥିବାର ସେ ଦେଖିବାକୁ ପାଇଛନ୍ତି । କବିଙ୍କ ମାନସିକ ଅବସ୍ଥାକୁ ଭାସମାନ ବାଦଲ ସହିତ ତୁଳନା କରାଯାଇଥ‌ିବାରୁ କବି ଯେ ଲକ୍ଷ୍ୟହୀନ ଭାବେ ଭ୍ରମଣ କରୁଛନ୍ତି ତାହା ବୁଝାପଡ଼ୁଛି ।

Glossary
lonely : The poet was not exactly lonely, for his sister Dorothy, was with him. The word ‘lonely’ refers to the state of the poet’s mind. This word helps to create a
beautiful atmosphere.
cloud : ବାଦଲ
floats : ଭାସିବା
vales : ଭ୍ୟାଲେସ୍
daffodils : bell-shaped flowers of golden yellow colour, with narrow leaves, which bloom ¡n early . spring usually by the side of lakes ଏକ ପ୍ରକାର ସ୍ଥଳପଦ୍ମ ଜାତୀୟ ଫୁ ଲ
a host of : a large number of – ବହୁ ସଙ୍ଖ୍ୟକ
beside : at the side of (ପାଖରେ)
lake : the poet here refers to lake Ullswater on the borders of Cumberland and west Moonland – (ହ୍ରଦ)
beneath : ତଳେ
fluttering : quivering
breeze : ପବନ

Stanza – 2
Continuous as ………………………………………………………. sprightly dance.
In this stanza, in the poet’s ‘inward eye’, his imagination moves from earth to heaven and discovers a similarity between the daffodils and the stars. The beautiful spectacle of the crowd of dancing daffodils reminds the poet of the luminous stars in the sky. The flowers by the shore of the lake seem as countless as the stars. He catches sight of ‘ten thousand at a glance’, moving their heads in a gay and lively dance.

ସାରମର୍ମ :
ଏହି ପଦରେ କବିଙ୍କର ଅନ୍ତଃଦୃଷ୍ଟିରେ ତାଙ୍କ କଳ୍ପନାଶକ୍ତି ପୃଥ‌ିବୀପୃଷ୍ଠରୁ ଆକାଶକୁ ଗତିଶୀଳ ହୋଇଛି ଏବଂ ସେ ଡାଫୋଡ଼ିଲ୍‌ ଏବଂ ତାରକାପୁଞ୍ଜ ମଧ୍ୟରେ ସାମଞ୍ଜସ୍ୟ ଆବିଷ୍କାର କରିଛନ୍ତି । ଅଗଣିତ ନୃତ୍ୟମାନ ଡାଫୋଡ଼ିଲ୍‌ ତାଙ୍କୁ ଆକାଶର ଉଜ୍ଜ୍ଵଳ ତାରକାରାଜି କଥା ମନେପକାଇ ଦେଇଛି । ହ୍ରଦକୂଳର ଫୁଲ୍‌ଗୁଡ଼ିକ ତାଙ୍କୁ ଅଗଣିତ ତାରକା ଭଳି ମନେ ହୋଇଛି । ଏକାଥରକେ ସେ ଦଶହଜାରସଂଖ୍ୟକ ଡାଫୋଡ଼ିଲ୍‌ ମୁଣ୍ଡ ହଲାଇ ଜୀବନ୍ତଭାବେ ନୃତ୍ୟ କରୁଥିବାର ସେ ଦେଖାରି ଛନ୍ତି ।

Glossary
twinkle : shine
milkway : the broad, luminous band of stars encircling the sky (ଛାୟାପଥ)
never-ending : endless (ସୀମୀହୀନ)
margin : border(ସୀମୀ)
bay : here refers to a lake (ହୀନ)
ten thousand : many. not to be taken seriously
ten thousand at a glance : Here we come across an example of hyperbole, a figure of speech, rather rare in Wordsworth, purposeful exaggeration. The line of flowers is imagined to be stretching almost into infinity, through the use of phrase like ‘ten thousand’, etc.
glance : ବାହାପ
tossing : moving (ଟସ୍ ମାରିବା)
sprightly : lively (ସ୍ପଷ୍ଟ ଭାବରେ)
Tossing dance : moving their heads in gay and lively dance (ସେହି ଫୁଲ ଗୁଡ଼ିକ)

Stanza – 3
The waves ……………………………………………………………………..had brought.
The waves besides the flowers are dancing, but the mirth of daffodils is far greater than that of the waves. The entire atmosphere is one of joy and this delight sinks deep into the poet’s heart. His eyes are fixed on the spectacular sight. The poet fails to realize that the beautiful scene is going to be a source of joy for him in the future also. In short, the show of the flowers brings great ‘wealth’ to the poet,because the poet’s imagination changes them, again and again, into something precious and permanently lovable.

ସାରମର୍ମ :
ଫୁଲଗୁଡ଼ିକ ଭଳି ଲହରୀମାଳା ମଧ୍ଯ ନୃତ୍ୟ କରୁଛନ୍ତି, ମାତ୍ର ଡାଫୋଡ଼ିଲ୍‌ର ପ୍ରଫୁଲ୍ଲତା ଲହରୀମାଳାର ପ୍ରଫୁଲ୍ଲତାଠାରୁ ଢେର ବେଶି । ସମଗ୍ର ପରିବେଶ ଆନନ୍ଦପ୍ରଦ ରହିଛି ଏବଂ ସେହି ଆନନ୍ଦ କବିଙ୍କ ହୃଦୟକନ୍ଦରକୁ ବିଗଳିତ କରିଛି । ସେହି ଚମତ୍କାର ଦୃଶ୍ୟ ଉପରେ କବିଙ୍କ ଆଖିଯୋଡ଼ିକ ଲାଖିଯାଇଛି । ସେହି ମନୋଲୋଭା ଦୃଶ୍ୟ ଯେ ଭବିଷ୍ୟତରେ ତାଙ୍କ ପାଇଁ ଆନନ୍ଦର ଉତ୍ସ ହେବାକୁ ଯାଉଛି ବୋଲି କବି ଅନୁଭବ କରିପାରି ନାହାନ୍ତି । ସଂକ୍ଷେପରେ କହିଲେ, ଫୁଲଗୁଡ଼ିକର ଦୃଶ୍ୟ କବିଙ୍କ ପାଇଁ ସମ୍ପଦ ଆଣିଦେଇଛି କାରଣ କବିଙ୍କ ଚିନ୍ତାଧାରା ସେଗୁଡ଼ିକୁ ବେଳକୁବେଳ କିଛି ମହାର୍ଘ ଓ ପରମ ଆନନ୍ଦକାରୀ ବସ୍ତୁରେ ରୂପାନ୍ତରିତ କରିବାରେ ଲାଗିଛି ।

Glossary
nationalistic : promoting nationalism
out-did : surpassed (ଅତିକ୍ରମ କଲା |)
sparkling : shining (ଉଜ୍ଜ୍ୱଳ)
Out-did …. waves : The dancing of the daffodils seemed even more spontaneous and cheerful than that of the waves. (ଅଧିକ ଆନନ୍ଦପ୍ରଦ ଥିଲା)
glee : mirth (ଆନନ୍ଦ)
A poet …. gay : The poet identified himself with the daffodils. The sight might not have appealed to ordinary folk, but to a poet, it was a gay inspiration. (କବିଙ୍କ ପାଇଁ ପ୍ରେରଣାର ଉତ୍ସ ପାଲଟିଥିଲା )
gay : light-hearted and carefree (ଜଞ୍ଜାଳଶୂନ୍ୟ)
jocund : joyful (ଅତ୍ୟନ୍ତ ଖୁସୀ)
gazed-and gazed : The poet’s eyes were fixed on the beautiful sight of dancing daffodils ( ଆଖୁ ଲାଖ୍ ରହିଥୁଲା)
little thought : no thought ( ଭାବନା ନ ଥିଲା)
show : sight (ଦୃଶ୍ୟ) The poet here refers to the beauty created by the dancing waves and daffodils.

Stanza – 4
For oft, ………………………………………………………the daffodils.
This stanza describes the wealth of delight the ‘show’ has bestowed on the poet. The sight of the golden daffodils becomes a thing of the past. Time flies by. In later years, when he lies on his couch in a thoughtful mood, the lovely picture of the sprightly daffodils flashes upon his imagination and fills his entire being with joy. Thus the lovely sight proves to be a source not only of immediate pleasure but of lasting joy as well. This experience brings about a profound change in the poet’s mode of perception as well as a deeper spiritual life.

ସାରମର୍ମ :
ଏହି ପଦଟି ସୁନ୍ଦର ଡାଫୋଡ଼ିଲ୍‌ଗୁଡ଼ିକର ଦୃଶ୍ୟ କବିଙ୍କୁ ପ୍ରଦାନ କରିଥିବା ଆନନ୍ଦରୂପକ ସମ୍ପଦ ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛି । ସୁନେଲୀ ଡାଫୋଡ଼ିଲ୍‌ଗୁଡ଼ିକର ଦୃଶ୍ୟ ଅତୀତ ପାଲଟି ଯାଇଛି । ସମୟ ଗଡ଼ିଚାଲିଛି । ପରବର୍ତ୍ତୀ କାଳରେ କବି ଯେତେବେଳେ ଦୁଃଖଦ ମନରେ ଖଟିଆରେ ଗଡ଼ି ପଡ଼ିଛନ୍ତି, ସେତେବେଳ ସତେଜ ଡାଫୋଡ଼ିଲ୍‌ଗୁଡ଼ିକର ମନୋଲୋଭା ଦୃଶ୍ୟ ତାଙ୍କ କଳ୍ପଦୃଷ୍ଟିରେ ଭାସିଯାଇଛି ଓ ତାଙ୍କର ସାରା ଶରୀରରେ ଭରିଦେଇଛି ଆନନ୍ଦର ଶିହରଣ । ଏହିପରି ସେହି ସୁନ୍ଦର ଦୃଶ୍ୟ କେବଳ ତାତ୍‌କ୍ଷଣିକ ଆନନ୍ଦର ଉତ୍ସ ନୁହେଁ ବରଂ ପରମାନନ୍ଦର ଉତ୍ସ ଭାବେ ପ୍ରମାଣିତ ହୋଇଛି । ଏହି ଅନୁଭବ କବିଙ୍କର ଦୃଷ୍ଟିଭଙ୍ଗୀ ଓ ଆଧ୍ୟାତ୍ମିକ ଜୀବନଶୈଳୀ ଉପରେ ଗଭୀର ପ୍ରଭାବ ପକାଇଛି ।

Glossary
Oft : often (ଅନେକରିବା)
Vacant : not thinking of anything in particular (ଶୂନ୍ୟ)
Pensive : sad and thoughtful (ଦୁଃଖ ଏବଂ ଚିନ୍ତାପୂର୍ଣ୍ଣ)
flash upon : ଚମକି ଉଠିବା
inward eye: here it means the mind that contemplates imagination not the eye proper that only sees (ଆଭ୍ୟନ୍ତରୀଣ ଚକ୍ଷୁ)
bliss : great joy (ସୁଖ)
solitude: the state of loneliness (ଏକାକୀ)
They flash …. solitude : The poet was in a happy mood in the jocund company of the waves and flowers. That was the experience of the ‘outer eyes’ but that of the ‘inward eye’ was more joyful. The feeling of sympathy with the waves and the flowers and to the breeze in their glee and the Wordsworthian emotion recollected in tranquillity expressed ‘in themselves’ — A. C. Bradley
bliss of solitude : Solitude is a recurrent theme in Wordsworth’s poetry. Here it means ‘a supreme delight that comes out of loneliness. Coleridge says that ‘inward eye’ should be reserved for higher uses i.e. mental and spiritual delight. He adds that the thoughts and images in this poem are too great for the subject. vide : Biographia Literania. The last stanza is also reminiscent of Wordsworth’s The Solita?Reaper The music in mv heart I bore Long after it was heard no more

Introducing the Poet
William Wordsworth (1770-1850) is perhaps the best-known of all the Romantic poets. He was born in the Lake District, in Cumberland, his love of the English Lakes never left him and remained to the end a major influence in all he wrote. Wordsworth launched his poetic career in a company with S.T. Coleridge; they jointly published Lyrical Ballads. He was one of the greatest poets of the country and of natural life. As a nature poet and a poet willing and able to see the man against a backdrop of nature, he has no equal. He excels at taking one particular moment of experience and conveying it richly with a hint of moral comment. His greatest contribution to English literature was A Return to Nature. His idea of nature is related to the concept of unity, the idea of poetic power, and even his moral beliefs. Nature is seen in many aspects of Wordsworth’s work. At its deepest in ‘The Prelude’, ‘Tintern Abbey’, Nature is seen as possessing a definite mystical bond with man’s spirit. Nature in its moral aspects is seen in poems such as ‘Tintern Abbey’ and especially ‘The Prelude’. Wordsworth became a master of all forms of poetry: narrative verse, ballads, lyrical poems, sonnets, odes, and elegies. He was a conscious, deliberate poet. He had a fine mastery of language. To him, “Poetry is the spontaneous overflow of powerful feelings: it takes its origin from emotion recollected in tranquillity.”

About the Poem
The title ‘Daffodils ’ is likely to suggest a poem in worshipful praise of the flowers so named. The poem, composed in 1807, is an instance of emotion recollected in tranquillity. ‘Daffodils’ describes the beauty and power of the flowers. More significantly, it is a vivid dramatic record of the poet’s encounter with a charming spectacle of nature. On careful reading, the poem turns out to be a beautiful, dramatic lyric on the poet’s spiritual conversion in the company of Nature. The fact that Wordsworth achieves his purpose in ‘Daffodils’ through the use of simple, spontaneous, yet sweet and forceful language bears witness to his poetic greatness and excellence.

Summary
The poem gives vent to a personal experience. In one of his wanderings, the poet happened to catch sight of a host of golden daffodils fluttering and dancing in the breeze by the side of a lake. They also reminded him of the stars at night in brightness and multitude. They were ‘tossing their heads in sprightly dance’. The waves were dancing too, but the glee of the lovely flowers was far greater than that of the waves. The entire atmosphere was one of joy and this joy swelled the poet’s heart. The sight had also another and a more profound effect on the mind of the poet. In later years, when he was in a pensive mood, the lively picture of the dancing daffodils flashed upon his ‘inward eye’ and filled his mood of solitude with immense joy.

ସାରାଂଶ:
କବିତାଟି ଏକ ବ୍ୟକ୍ତିଗତ ଅନୁଭୂତିକୁ ଭାବପୂର୍ଣ୍ଣଭାବେ ପରିପ୍ରକାଶ କରିଛି । ଥରେ ବୁଲୁବୁଲୁ କବି ୱାର୍ଡସ୍ୱର୍ଥ ଏକ ହ୍ରଦକୂଳରେ ଗୁଡ଼ିଏ ସୁନେଲି ରଙ୍ଗର ଡାଫୋଡ଼ିଲ୍‌ ଫୁଲର ସମ୍ଭାର ପବନ ଲହରୀରେ ଦୋଳି ଖେଳୁଥ‌ିବାର ଦେଖ‌ିବାକୁ ପାଇଲେ । ସେହି ଫୁଲଗୁଡ଼ିକ କବିଙ୍କୁ ଉଜ୍ଜଳ ରାତ୍ରିରେ ଆକାଶରେ ଚିକିମିକି କରୁଥିବା ଅସଂଖ୍ୟ ତାରକାମାନଙ୍କୁ
ମନେପକାଇ ଦେଇଥିଲା । ସେହି ଫୁଲଗୁଡ଼ିକ ମୁଣ୍ଡ ହଲାଇ ଜୀବନ୍ତ ନୃତ୍ୟ କଲାଭଳି ପ୍ରତୀୟମାନ ହେଉଥିଲା । ଲହରୀମାଳା ଡେଇଁ ଡେଇଁ ନୃତ୍ୟ କରୁଥିଲେ ହେଁ ଏହି ସୁନ୍ଦର ଫୁଲଗୁଡ଼ିକର ଆନନ୍ଦ ତା’ଠାରୁ ଅନେକ ଗୁଣରେ ଅଧିକ ଥିଲା । ସମଗ୍ର ପରିବେଶ ଆନନ୍ଦବିଭୋର ଥିଲା ଏବଂ ସେହି ଆନନ୍ଦ କବିଙ୍କ ହୃଦୟକୁ ଉଦ୍‌ବେଳିତ କରିଥିଲା । ସେହି ଦୃଶ୍ୟ କବିଙ୍କ ମନରେ ଆଉ ଏକ ଗଭୀର ପ୍ରଭାବ ପକାଇଥିଲା । ପରବର୍ତ୍ତୀ ଜୀବନରେ କବିଙ୍କ ମନ ଯେତେବେଳେ ଦୁଃଖରେ ଭରିଯାଇଥିଲା, ନୃତ୍ୟରତା ଡାଫୋଡ଼ିଲ ଫୁଲଗୁଡ଼ିକର ସୁନ୍ଦର ଦୃଶ୍ୟ ତାଙ୍କ ଅନ୍ତଃଚକ୍ଷୁ ସମ୍ମୁଖରେ ଭାସିଯାଇଥିଲା ଏବଂ
ତାଙ୍କ ନିରୋଳା ମନରେ ଆନନ୍ଦ ଭରି ଦେଇଥିଲା ।

Odisha State Board CHSE Odisha Class 12 Invitation to English 4 Solutions Grammar Direct and Reported Speech Textbook Activity Questions and Answers.

CHSE Odisha 12th Class English Grammar Direct and Reported Speech

Section -1

Revision
We use direct or indirect speech when we want to report what someone says.
In ‘Direct Speech’ we repeat the exact words of the speaker, and put them within quotation marks/inverted commas.

Example
Somesh said, “I get bored very easily.”
But in ‘Reported Speech’/’Indirect speech’, we do not repeat the exact words. We give only the meaning of what was said. Quotation marks are not used in such sentences.

Example
Somesh said (that) he got bored very easily.
Here we have changed I to he. We have also changed the tense of the verb used by the speaker. (from get to got)
In the above example, the verb said is known as the ‘reporting verb’ and ‘got’ as the verb of the reported speech

Section -2

Changes in the form of reported speech
Reported statements

A. Change in tense
When the reporting verb is in present tense and we want to do a sentence from direct to indirect, there will be no change in the tense form of the vebr of the sentence being reported (reported speech).

Example
He says, “I can do the sums.” (Direct)
He says that he can do the sums. (Indirect)

When the repoting verb is in the past tense i.e. said, replied etc., the tense of the verb in the (reported speech) sentence being reported is normally ‘pushed back’.

1. Present tense verb becomes past tense
(a) Present simple becomes past simple.
(b) Present progressive becomes past simple.
(c) Present perfect becomes past perfect.
(d) Present perfect progressive becomes past perfect progressive.

2. Past tense verbs
(a) Simple past becomes past perfect/simple past
(b) Past progressive becomes past perfect continuous progressive.
(c) Past perfect becomes past perfect (unchanged).
(d) Past perfect continuous becomes unchanged.

Present relevance
If the words (speaker’s) spoken by the speaker remain valid (true) at the time of reporting, it is possible to leave the tense of the verbs unchanged.
Example
“Sheela is coming this evening ”, may be reported as He said (that) Sheela is coming this evening – in case the reporting is done the same day, after a very short gap/period. It is also permissible or grammatical to change the tense, following the usual rules of reported speech, to
He said that Sheela was coming this evening.

Future time verbs

‘will’	changes to	‘would’
‘shall’	changes to	‘should’
‘may’	changes to	‘might’
‘can’	changes to	‘could’
‘must have’	changes to	‘can’t have’
‘must’	changes to	‘had to’

B. Change in adverbials of time and place
The following changes would take place in reported speech.

Speaker’s words	Reported speech
here	there
this	that/the
now	then
today	that day
tonight	that night
tomorrow	the next day/the following day
yesterday	the day before/the previous day
next Monday	the following Monday
last Monday	the previous Monday

But if the reporting takes place on the same day, at the same place, the adverbials of time and place remain unchanged.

Example
“I have asked Ramesh to come here today”, changes to He said that he has asked Ramesh to come here today. It can be also used ‘he said that he had asked Ramesh to come there that day, if the report takes place the same day, at the same place, so the ‘change’ in adverbirals of time and place depends on the context/situation.

Reported questions
(a) When in a direct speech (sentence) we find an interrogative (question) sentence, we use verbs such as asked, inquired, wanted to know etc. while making/changing it to ‘repoted speech’.

We know very well that there are two types interrogatives such as Wh- word and yes/no type interrogatives.
Do mark how we change “Wh- questions”
1. (direct) Teacher (to Bimal) : “When did you meet Shobha ?”
Indirect: The teacher asked Bimal when he has met Sobha.
2. (direct) Prem (to Sudhir) : “Where can I get the book ?”
Indirect: Prem asked Sudhir where he could get the book.
3. (direct) Smita : “How can I leave the place ?”
Indirect: Smita inquired how she could leave the place.

(b) Reporting yes/no questions.
Here are some examples of Yes or No questions and the same put in direct speech. Note the use of the conjunction if or whether in the indirect form.

Direct	Indirect
The doctor asked the patient, “Do you smoke ?”	The doctor asked the patient whether or if he smoked.
Bhupen: ‘May I go out, Teacher ?”	Bhupen asked the teacher if/whether he could go out.

(c) Reporting requests, offers, etc.
Note how the command or direction is expressed with ‘to + verb’ in the indirect form

Direct	Indirect
The captain to the men said, “Get ready to march.”	The captain order the men to get ready to march.
	Sita requested Mina to move the table.
Sita said to Mina, “Please move the table.”	He wished me a good morning./He greeted me.
He said, “Good morning.”
She said to me, “Congratulations.”	She congratulated me.

Activity – 1
Change the statements below into reported speech.

1. “We are visiting Konark on Sunday,” Harihar said.
2. “I will see you later,” Suresh told Sobha.
3. “Mr Mohanty has written the report,” the Chairman told me.
4. “I can’t speak Assamese,” I told her.
5. “We will have dinner at the Oberoi,” Umesh said.
6. “I don’t want to go shopping,” said Rabi.
7. “I lived in Cuttack when I was a boy,” he said.
8. “I don’t like balck coffee,” she said.
9. “We are going to be late,” Varsha said.

Answers
1. Harihar said that they were visiting Konark on Sunday.
2. Suresh told Sobha that he would see her later.
3. The Chairman told me that Mr. Mohanty had written the report.
4. I told her that I couldn’t speak Assamese.
5. Umesh said that they would have dinner at the Oberoi.
6. Rabi said that he didn’t want to go shopping.
7. He said that he (had) lived in Cuttack when he was a boy.
8. She said that she didn’t like black coffee.
9. Varsha said that they were going to be late.

Activity – 2
Complete the sentences in reported speech, making the necessary changes in person, place and time.
1. Nisha (to Seema): “Nina never speaks to me !”
Seema (to Nina): Nisha-said that ______________.
2. Suresh, “The match was played last week.”
You (a week later): Suresh said that _____________.
3. Ram: “I arrived in Delhi only yesterday.”
You (two days later): Ram said that ____________.
4. Renu (to Lipi): “I don’t have any money for the ticket.”
Lipi (to Pushpa) Renu told me that ______________.
5. Amiya (yesterday): “Tina and I are going on a picnic tomorrow.”
You (today): Amiya said that _____________.
6. Jina (in the library): “I’ll meet you and Mohan in the canteen.”
You (to Mohan, in the canteen): Jina told me that ____________.

Answers
1. Nisha (to Seema): “Nina never speaks to me !”
Seema (to Nina): Nisha said that you (Nina) never spoke to her.
2. Suresh, “The match was played last week.”
Suresh said that the match had- been played last week.
3. Ram: “I arrived in Delhi only yesterday.”
You (two days later): Ram said that he had arrived in Delhi only the day before/ the previous day.
4. Renu (to Lipi): “I don’t have any money for the ticket.”
Lipi (to Pushpa) Renu told me that she didn’t have any money for the ticket.
5. Amiya (yesterday): “Tina and I are going on a picnic tomorrow.”
You (today): Amiya said that Tina and I are going on a picnic (the next day) tomorrow.
6. Jina (in the library): “I’ll meet you and Mohan in the canteen.”
You (to Mohan, in the canteen): Jina told me that she would meet me and Mohan in the canteen.

Activity- 3
Respond to the statements in quotation marks. The speakers are all saying something different from what they had told you before. The first one has been done for you.
1. “I prefer chicken to mutton.”
But you had told me you prefer mutton.
2. “I like sweets more than I like fish.”
But you had said _____________
3. “I love classical music.”
But I remember you saying _______________
4. “I haven’t finished my homework.”
But I thought you said ___________
5. “I don’t have a computer at home.”
But ________________

Answers
1. “I prefer chicken to mutton.”
But you had told me you prefer mutton.
2. “I like sweets more than I like fish.”
But you had said to me that you like(d) fish.
3. “I love classical music.”
But I remember you saying That you love pop-music.
4. “I haven’t finished my homework.”
But I thought you said to me that you had finished your homework.
5. “I don’t have a computer at home.”
But you had told me that you had a computer at home.

Activity- 4
Kavita has been teaching in a school for five years. She can still remember the interview
she had to face and the questions that she was asked. This is what she tells her friend
Roma about the interview.
1. “Where are you from ?”
They asked me where I was from.
2. “Have you taught anywhere before ?”
They asked me _______________________
3. “Why are you interested in this job ?”
__________________________________
4. “Will you be able to come to the school at 7.00 every morning?
__________________________________
5. “Can you teach English in the higher classes ?”
__________________________________
6. “How much do you expect to be paid ?”
__________________________________

Answers
1. “Where are you from ?”
They asked me where I was from.
2. “Have you taught anywhere before ?”
They asked me if/whether I had taught anywhere.
3. “Why are you interested in this job ?”
They asked me why I was interested in that job
4. “Will you be able to come to the school at 7.00 every morning?
They asked me if/whether I would be able to come to school at 7.00 every morning.
5. “Can you teach English in the higher classes ?”
They asked me if/whether I could teach English in the higher classes.
6. “How much do you expect to be paid ?”
They asked me how much I expected to be paid.

Activity- 5
A famous magician has arrived in your city and just presented his first performance. The show has proved to be very popular. This is what the different newspapers had to say about it.

“The show is brilliant,” (the Samaj).
“It made me laugh and cry,” (the Sambad).
“We can’t remember a better show,” (the Dharitri).
“You’ll love it,” (the Prajatantra).
“You shouldn’t miss it.” (the Dinalipi)

Put their comments in reported speech.
Answers
(a) The Samaj reported that the show was brilliant.
(b) The Sambad said that had made him laugh and cry.
(c) The Dharitri said that they couldn’t remember a better show.
(d) The Prajatantra said we would love that.
(e) The Dinalipi said that we shouldn’t miss that.

Activity – 6
Change the sentences below into reported speech. Replace the word said, used in the sentences, by one of the verbs given below. Use each verb only once.

protested	suggested	admitted
shouted	boasted	exclaimed
muttered	agreed	objected
warned	insisted	claimed

1. “You can’t threaten me like that. I know my rights,” the old man said.
__________________________________
2. “This man doesn’t know what he’s talking about,” said someone in the audience.
__________________________________
3. “No, let’s finish this work first”, she said, “We can go to the movies some other day.”
__________________________________
4. “I can write a novel in a month,” said the man.
__________________________________
5. “Stand up now or I’ll beat you,” said the teacher.
__________________________________
6. “The book you are reading is my property,” the man said.
__________________________________
7. “If they can’t hand in the assignment today, they simply must hand it in tomorrow,” said the Principal.
__________________________________
8. “We’ll, the car has broken down and we can’t repair it now,” said the driver.
__________________________________
9. “Yes, I hit the boy with the school bag,” the girl said.
__________________________________
10. “We shall always be loyal to our country,” said the children.
__________________________________
11. “What a surprise to find him here today !” they said.
__________________________________
12. “I don’t have enough resources to build the house”, said the man.
__________________________________

Answers
1. “You can’t threaten me like that. I know my rights,” the old man said.
Answer:
The old man shouted that I couldn’t threaten him like that and he knew his rights.

2. “This man doesn’t know what he’s talking about,” said someone in the audience.
Answer:
Someone objected that the man didn’t know what he was talking about.

3. “No, let’s finish this work first”, she said, “We can go to the movies some other day.”
Answer:
She suggested that they should finish that work first and they could go to the movies some other day.

4. “I can write a novel in a month,” said the man.
Answer:
The man agreed that he could write a novel in a month.

5. “Stand up now or I’ll beat you,” said the teacher.
Answer:
The teacher warned me to stand up then or he would beat me.

6. “The book you are reading is my property,” the man said.
Answer:
The man claimed that the book he was reading was his property.

7. “If they can’t hand in the assignment today, they simply must hand it in tomorrow,” said the Principal.
Answer:
The Principal insisted that if they couldn’t hand in the assignment today, they simply had to hand it in the next day.

8. “We’ll, the car has broken down and we can’t repair it now,” said the driver.
Answer:
The driver muttered that the car had broken down and they couldn’t repair that then.

9. “Yes, I hit the boy with the school bag,” the girl said.
Answer:
The girl admitted that she had hit the boy with the school bag.

10. “We shall always be loyal to our country,” said the children.
Answer:
The children boasted that they should be loyal to their country.

11.“What a surprise to find him here today !” they said.
Answer:
They exclaimed that was a surprise to find him there that day.

12. “I don’t have enough resources to build the house”, said the man.
Answer:
The man protested that he didn’t have enough resources to build the house.

Activity – 7
Choose suitable adverbs from the list below and use while reporting the following statements. The first one has been done for you.

passionately agreeably sharply
accusingly sarcastically angrily
defiantly patiently

1. “I shall always love you,” the young boy said.
Ans. The young boy passionately said that he would always love her.
2. “I thought you said you were ill yesterday,” she said.
3. “You can go to the devil !” the boy said.
4. “I think we were having a wonderful party,” he said.
5. “You think you’re god, don’t you ?” she said.
6. “Let’s try again, shall we ? It is rather difficult,” the teacher said.
7. “Don’t keep asking such silly questions,” the husband said.
8. “Mind your own business,” the stranger said.

Answers
2. She defiantly said that she thought I said I was ill the previous day.
3. The’ boy angrily said that I could go to the devil.
4. He agreeably said that (he thought) they were having a wonderful party.
5. She sarcastically said that I thought whether I was sad or not.
6. The teacher patiently said that it was rather difficult and they should try again.
7. The husband accusingly said not to keep asking silly questions like that.
8. The stranger sharply told me to mind my own business.

Activity- 8
Last Sunday you met your cousin Harish. Here are some of the things Harish said to you.
1. “I’d like to go to a good college but my parents can’t afford the fees”
2. “I’m living with a friend now and working part-time.”
3. “I’m enjoying my work.”
4.“My bicycle was stolen a few days ago.”
5. “My friend has got a scholarship to study abroad.”
6. “I’ll tell my Mother that I met you.”

You want to tell your mother, the same day, what Harish said to you. (Use reported speech)
Answers
1. Harish said to me that he would like to go to a college but his parents can’t afford the fees.
2. He said that he is living with a friend now and working part-time.
3. He also said that he is enjoying his work.
4. He said that his bicycle was stolen a few days ago/had been stolen a few days before.
5. He said that his friend has got a scholarship to study abroad.
6. He said that he will/would tell his Mother that he met me.

Activity- 9
Imagine that you are a journalist and that you have to report a school debate. The topic for the debate was “Children should be encouraged to watch television.” Some speakers supported the topic while others opposed it. The main arguments are summarised below.
Topic: Children should be encouraged to watch television.

For	Against
Television stimulates thinking. It keeps the family together. It keeps one well-informed. It brings the outside world into your home. It provides a lot of information. It is a good babysitter.	It kills the art of conversation. It ruins family interaction. It makes people uncritical. It shuts out the real world. It ruins the reading habit. It makes children passive.

Begin as follows.
Some speakers said- that _________________________
but some other speakers were of the opinion that (continue) __________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

Answers
Some speakers said that television stimulates/stimulated thinking but some other speakers were of the opinion that it killed that art of conversation.
Some said that it keeps the family together but some other speakers were of the opinion that it ruined the family interaction.
Some said that it keeps one well informed but some others were of the opinion that it made people uncritical.
Some speakers said that it brought/brings the outside world into the home but some others were of the opinion that it shuts out the real world.
Some said that it provides a lot of information but some others were of the opinion that it ruined/ ruins the reading habit.
Some said that it is a good baby-sitter but some others were of the opinion that it made the children passive.

Activity – 10
Rewrite the following paragraph, using the sentences below the paragraph to fill in the gaps in the paragraph. The sentences have to be changed into reported speech.
Sometime ago Manoj applied for the post of clerk in a bank. Last Friday he was called for an
interview. When he went into the Manager’s office, the Manager told him 1 __________ and asked him 2 _________ Majoj told him 3 ___________. Then the Manager asked him 4 ____________and Manoj told him 5 ___________.He added 6 _____________. The Manager wanted to know 7 ___________ and Manoj replied 8 __________. Then the Manager asked him 9 __________ and Manoj replied 10 ___________. The Manager gave him a test and then said 11 _________. Manoj thanked him and asked 12 ____________ The Manager replied 13 _____________and Manoj promised 14 _________________.
1. “Please sit down.”
2. “What is your name ?”
3. “My name is Manoj Kumar.”
4. “Do you smoke ?”
5. “I don’t usually smoke.”
6. “I never smoke in the office.”
7. “Where have you worked before ?”
8. “I worked for two years in a private company.”
9. “Can you take shorthand ?”
10. “Yes sir, I can.”
11. “I can appoint you on probation for a month.”
12. “When can I start work ?”
13. “Tomorrow, if you wish.”
14. “I will be here on Monday.”

Answers
Sometime ago Manoj applied for the post of clerk in a bank. Last Friday he was called for an interview. When he went into the Manager’s office, the Manager told him to sit down and asked him what his name was. Manoj told him that his name was Manoj Kumar. Then the Manager asked him If/whether he smoked and Manoj told him that he didn’t usually smoke/doesn’t usually smoke. He added that he never smoke/smoked in the office. The Manager wanted to know where he had worked before and Manoj replied that he had worked for two years in a private company. Then the Manager asked him if/whether he could take shorthand and Manoj replied affirmatively that he could. The Manager gave him a test and then said that he could appoint him on probation for a month. Manoj thanked him and asked when he could start work. The Manager replied that if he wished, you could work tomorrow and Manoj promised that he could be there on Monday.

Activity- 11
Look at the following ‘tips’ given to candidates preparing for an interview.
1. Be sure to reach the place where the interview is to take place a few minutes before the time given to you.
2. Look relaxed when you are sitting, but sit erect. Don’t lounge.
3. Anticipate questions and be ready with your facts.
4. Do not talk more than is necessary.
5. Look into the interviewer’s eyes when you answer.
6. Be confident and do not become nervous.
Now tell a friend about these ‘tips’, using reported speech.
Begin
I have been advised to ______________________.I have also been asked to (continue) __________________________________
___________________________________________________________________________________________________
__________________________________________________________________.

Answers
I have been advised to be sure to reach the place where the interview is to take place a few minutes before the time given to me. I have also been asked to look relaxed when I am sitting, and to sit erect and not to lounge. I have also been asked to anticipate questions and be ready with my facts. I have also advised not to talk more than is necessary. I have been asked to look into the interviewer’s eyes when I answer. I have been advised to be confident and not become nervous.

Activity – 12
Rewrite the passage below using the reported speech.
“Have you been here long ?” the newcomer asked another person in the hotel lounge.
“No, just over a week; that’s all.”
“You. don’t know the place very well, then ?”
“I’m a stranger in these parts. But of course even a stranger learns a few things in a week.”
“Would you mind telling me if somebody called Sujit has been here ?”
“Sujit ?” said the middle-aged man. “It’s odd you should mention that name. I remember the
man, well; a big tall fellow, with a dark mustache. He left this morning.”
“Do you know where he went ?” asked the newcomer.
“Well, he said he was going to Delhi.”

Answers
The newcomer asked another person in the hostel lounge if/whether he had been there long. Another person replied negatively saying that he came just over a week and that was all. The newcomer asked another person if he did not know the place very well then. Another person
replied that he was a stranger in these parts and added saying that even a stranger learns a few things in a week. The newcomer asked another person if/whether he would mind telling him if somebody called Sujit had been there. The middle-aged man asked if it was Sujit and added that it was odd you should mention that name and he remembered the man well, a big tall fellow, with a dark mustache and he left this morning. The newcomer asked if/whether he did know where he went. He replied affirmatively that he had been going to Delhi.

Multiple-Choice Questions (MCQs) with Answers
Question 1.
He said, “I am busy now.”
He said that _________.
(A) he is busy now
(B) he had been busy now
(C) he was busy then
(D) he would be busy then
Answer:
(C) he was busy then

Question 2.
He said, “It may rain tomorrow.”
(A) He said that it might rain tomorrow.
(B) He said that it might rain the next day.
(C) He said that it might have been raining the next day.
(D) He said that it may rain tomorrow.
Answer:
(B) He said that it might rain the next day.

Question 3.
He said to us, “Are you going away today.”
(A) He asked us if we were going away that day.
(B) He asked us if we were going away today.
(C) He asked us that we were going away the next day.
(D) none of these
Answer:
(A) He asked us if we were going away that day.

Question 4.
He said to me, “Why did you insult my brother ?”
(A) He told me why I would insult his brother.
(B) He asked me why I had insulted his brother.
(C) He asked me if I insulted his brother.
(D) He asked me why I insult his brother.
Answer:
(B) He asked me why I had insulted his brother.

Question 5.
“Shoot the prisoner”, said the tyrant.
(A) The tyrant told them to shoot the prisoner.
(B) The tyrant advised them to shoot the prisoner.
(C) The tyrant wanted them to shoot the prisoner.
(D) The tyrant commanded them to shoot the prisoner.
Answer:
(D) The tyrant commanded them to shoot the prisoner.

Question 6.
The rebel said to the king, “Pardon my fault sir.”
(A) The rebel asked the king to pardon his fault.
(B) The rebel begged the king to pardon his fault.
(C) The rebel insisted the king on pardoning him.
(D) none of these
Answer:
(B) The rebel begged the king to pardon his fault.

Question 7.
He said, “Bravo! You have done well.”
(A) He said that he had done well.
(B) He said that he did well.
(C) He applauded him saying that he had done well.
(D) He remarked that he had done well.
Answer:
(C) He applauded him saying that he had done well.

Question 8.
I said to my students, “When are you meeting me ?”
(A) I said to my students when are you meeting him.
(B) I asked my students when you are meeting me.
(C) I asked my students when they were meeting me.
(D) I said to my students when they were meeting me.
Answer:
(C) I asked my students when they were meeting me.

Question 9.
The teacher said, “Life is full of sorrow.”
(A) The teacher said that life was full of sorrow.
(B) The teacher said that life is full of sorrow.
(C) The teacher explained that life was full of sorrow.
(D) all of these
Answer:
(B) The teacher said that life is full of sorrow.

Question 10.
He said, “Good-bye, friends.”
(A) He bade good-bye to his friends.
(B) He expressed good-bye to his friends.
(C) He wanted good-bye to his friends.
(D) none of these
Answer:
(A) He bade good-bye to his friends.

Odisha State Board CHSE Odisha Class 12 Invitation to English 4 Solutions Grammar Modal Verbs Textbook Activity Questions and Answers.

CHSE Odisha 12th Class English Grammar Modal Verbs

SECTION -1

Making requests (using can, could; may, will, would)
Read the sentences below carefully.
1. Suresh: Can you lend me your bicycle?
Mahesh: Of course, I’m not using it today.
2. Student: Could I borrow your dictionary, sir?
Teacher: Certainly. But it’s meant only for very advanced learners.
3. Shyam: Will you open the door, please?
Stranger: Sure.
4. Jatin: Would you mind repeating the last sentence, sir?
Speaker: Not at all. I said that…
5. Jina: May I ask a question, please?
Speaker: By all means.
6. Landlady: Will you please clean the kitchen?
Maid. Yes, ma’am. Right away.

The modal auxiliaries can, could, may, will, and would are used to make requests.
But we can well mark a slightly different way from the others.
1. The use of ‘can’ is informal, while could is more formal and polite. It suggests a more tentative attitude on the part of the speaker.
2. ‘May’ is used rather in a formal way to express a request.
3. ‘Will’ is also used to make requests when we don’t need to be particularly formal or polite.
4. ‘Would’ or would you mind is used for more polite requests or formal (with the 2nd person).

Activity – 1
Make a request to suit each of the situations suggested below, using the word supplied in brackets. In case no word has been suggested, you are free to choose your own words to make the request.
(a) You need some money. Ask a friend to lend you some. (can)
_________________________________
(b) You want a speaker in a seminar to explain something. Ask him to do so. (could/ would)
_________________________________
(c) You want your room key from the receptionist in a hotel. Ask the receptionist to give you the key. (can/may)
_________________________________
(d) You want a visitor to wait a minute while you get ready. (would)
_________________________________
(e) You are carrying a heavy bag. Ask someone to open the door for you. (could)
_________________________________
(f) You are on the phone. You want to speak to the chairman. (may)
_________________________________
(g) You want someone to tell you how to reach the railway station.
_________________________________
(h) You are buying a pair of shoes and want a receipt.
_________________________________
(i) You are working and want everybody to be quiet for some time.
_________________________________
(j) You need something to eat. Ask your mother.
_________________________________
(k) You are on a train and you would like to borrow a newspaper from another passenger, who has just finished reading it.
_________________________________
Answer:
(a) Can you lend me some money?
(b) Could you please explain something?
Would you explain something, please?
(c) Can you please give me the room key?
May I get the room key, please?
(d) Would you wait for a minute, please?
(e) Could you please open the door for me?
(f) May I talk to the chairman, please?
(g) Could you please tell me how to reach the railway station?
(h) Would you give me the receipt, please?
(Or) Could you please give me the receipt?
(i) Could you be silent for some time, please?
Would you mind keeping silent for some time?
(j) Can you give me something to eat?
(k) Would you mind giving me the newspaper for some time?

Activity – 2
Monisha is ill in bed and has to request her friend to do things for her. Use can, will, could or would for the requests that she must make. (More than one answer may be possible.)
(a) Monisha wants some books to read. She would like her friend to get some.
_________________________________
(b) Monisha doesn’t want to be disturbed by visitors.
_________________________________
(c) Monisha wants her friend to write a letter for her.
_________________________________
(d) Monisha wants some vegetable soup for lunch.
_________________________________
(e) Monisha wants her friend to fetch the mobile phone, which is in the next room.
_________________________________
(f) Monisha wants her friend not to go out and leave her alone.
_________________________________
(g) Monisha wants her friend to wash her clothes.
_________________________________
Answer:
(a) Can you lend me some books, please?
(b) Would you mind stop talking?
(c) Can you please write a letter for me?
(d) Could you/Can you provide me some vegetable soup for lunch, please?
(e) Can you get me the mobile phone from the next room, please?
(f) Would you stay for some time here, please?
(g) Can you please wash my clothes?

Activity – 3
Seema is staying in Leena’s home as a guest, and Leena has to request Seema to do a few things for her, which she is not able to do herself, for some reason or the other. Here is an example.
Seema, could you please clean the dishes after dinner? I’ve got to go to the market to buy a few things.
Can you make a few more requests to Seema on behalf of Leena, using the clues below? You also have to provide a reason for each request. (You should be specially polite while making more unusual requests.)
(a) switch off the lights
_________________________________
(b) make some tea
_________________________________
(c) water the plants in the garden
_________________________________
(d) feed the dog
_________________________________
(e) take the rubbish out of the dustbin
_________________________________
(f) take care of the neighbor’s children
_________________________________
(g) cook dinner
_________________________________
Answer:
(a) Could you please switch off the lights? I have to sweep the room.
(b) Could you please make me some tea?
I have got to wash my dresses.
(c) Would you please water the plants in the garden? I’ve to nurse my grandfather.
(d) Would you mind feeding the dog? I have got to do shopping.
I have to wash the utensils.
(e) Could you take the rubbish out of the dustbin, please?
I have to wash the utensils.
(f) Could you take care of the neighbor’s children, please? I have to have my bath.
(g) Could you please cook dinner?
I’ve, some sums to work out.

SECTION – 2

Asking for and granting permission
(using can, could, may, would)
Look at the examples below.
(a) Tarun: Can I use your typewriter to type out an application?
Friend: Yes, of course, you can.
(b) Tapas: Could I use the telephone?
Receptionist: Yes, sir. But this one is only for local calls.
(c) Journalist: Mr. Prime Minister, may I ask what you plan to do for unemployed engineers?
Prime Minister: New jobs are being created for them.
(d) Shefali: Would you mind if I sat here?
Stranger: No, not at all.
Can is used for permission usually in an informal style. When we talk to our intimate/ private men and women, we use ‘can’ for permission, and ‘could is used for permission when we are not sure whether the permission will be granted. It is usually used in ‘formal’ situations (i.e., for unknown people). Do remember this ‘could’ modal verb’ is never used to give permission to someone.
‘May and Would you mind’ are usually used for permission in a formal style. The speaker is even less sure of getting permission or feels that permission is likely to be refused.

Activity – 4
Ask for permission using can, could, or may. (More than one answer is possible.)
(a) You are at a seminar where someone is speaking. You want to ask the speaker a question.
Excuse me: _________________________________
(b) You are late for your English class. You want the teacher’s permission to get in.
_________________________________
(c) You are interviewing an actor. You would like to ask him something about his personal life.
_________________________________
(d) Yon wants to stay in the hostel. Ask the hostel warden for permission.
_________________________________
(e) You want to join the cricket team of your college. Ask the teacher in charge of the games.
_________________________________
(f) You have been invited to dinner by someone you do not know very well. You would like to ask for another piece of chicken.
_________________________________
(g) Your friend has a book that you want to read. Ask him/her.
_________________________________
Answer:
(a) You are at a seminar where someone is speaking. You want to ask the speaker a question.
Excuse me, could I ask you a question?
(b) You are late for your English class. You want the teacher’s permission to get in. Could, I get into the class? Or, May I come in?
(c) You are interviewing an actor. You would like to ask him something about his personal life.
Would you mind telling me a few words on your personal life?
Or, May I ask a few questions on your personal life?
(d) You want to stay in the hostel. Ask the hostel warden for permission.
Could you allow/grant me to stay in the hostel?
(e) You want to join the cricket team of your college. Ask the teacher in charge of the games.
Could I join the cricket team this year?
(f) You have been invited to dinner by someone you do not know very well. You would like to ask for another piece of chicken.
Could you give me one more piece of chicken?
(g) Your friend has a book that you want to read. Ask him/her.
Can you lend me your book for a night?

Activity – 5
Imagine that you are a guest at the places mentioned below. Use can (informal), could (semi-formal) or may (formal) to ask for permission to do a different thing at each place. (One has been done for you.) At your grandparents home Can I use the phone, grandfather?
(a) At your teacher’s home.
_________________________________
(b) At your neighbor’s home.
_________________________________
(c) At the house of a favorite uncle.
_________________________________
(d) At the house of a close friend.
_________________________________
(e) At the house of someone you are visiting for the first time.
_________________________________
(f) At the house of a friend of your elder brother.
_________________________________
(g) At a distant relative’s home
_________________________________
Answer:
(a) Could I use your bicycle?
(b) Can I use your comb?
(c) Can I have your photograph?
(d) Can I ride your scooter?
(e) Could I use your dictionary?
(f) Could I use your pen?
(g) Could I / May I switch on the TV?

Activity – 6
Say whether the sentences below are used to ask for permission or to make a request or whether they are used in formal or informal situations.
(a) Mr. Mohanty, would you please tell all the teachers to come for a meeting in my office at 3 o’clock?
(b) Can you put this parcel on the table, please?
(c) May I ask you a question about this job, sir?
(d) Would you mind sitting on that chair?
(e) Could you pass the salt, please?
(f) Can my friend stay here too?
(g) May I wait in the corridor outside?
Answer:
(a) Formal request
(b) Informal request
(c) Formal request
(d) More formal request
(e) Formal request
(f) Informal permission
(g) Formal permission

SECTION – 3

Making an offer to help (using will, would, shall, can, could)
(a) Rina: I want to take this bag with me.
Chhabi: I will (can) carry it for you.
Rina: Oh, thanks.
(b) Tarak: 1 must leave now.
Puma: Shall (Can) I get a taxi for you?
Tarak: Yes, please.
(c) Host: Would you like some more chicken?
Guest: Yes, please. Thank you.
(d) Pinaki : (to his friend’s friend) Could I buy the tickets for you?
Friends friend: Thank you very much.

Will, shall, and can are used in informal English to offer help to someone. will and shall are commonly abbreviated to ‘il (ill, We’ll, etc.) Will is used only in statements (e.g., I’ll carry your bag) but shall and can are used in questions as well as statements (e.g., Shall I carry your bag ? Can I carry your bag ? or I shall carry your bag / I can carn your bag). Could and would are used in questions as well as statements to offer help, in more formal situations. (e.g., could j carry your bag? ¡ could carry your bag!
Would you like me to carry your bag? I would be happy to carry your bag, etc.).

Activity – 7
Make offers to suit the following situations.
(a) Your friend accidentally drops his pen on the floor.
_________________________________
(b) An old man wants you to make room for him to sit down.
_________________________________
(c) A patient is sweating profusely and the windows are closed.
_________________________________
(d) An old man is carrying a heavy suitcase and gasping for breath.
_________________________________
(e) Your principal wants to get some medicines from a pharmacy.
_________________________________
(f) A stranger wants to go to a particular place and you are on a motorbike.
_________________________________
(g) Your friend does not have enough money to buy a book he needs.
_________________________________
(h) Your mother is not able to cook as she is unwell.
_________________________________
(i) Your sister is not able to work out a sum.
_________________________________
(j) Your younger brother is trying to reach a book on the top shelf of a cupboard.
_________________________________
Answer:
(a) Shall I/Can I lift it from the floor?
(Or) I’ll lift it form the floor.
(b) Would/Could I give you a seat here?
(c) Could/Would I open the windows for you?
(d) Could I carry the suitcase for you?
(e) Would / Could I bring some medicines for you, sir?
(f) Could I give you a lift?
(g) Shall / Can I lend you some money?
(h) I’ll cook for you.
(Or) Shall / Can I cook for you?
(i) Shall/Can I work out the sum for you?
(j) I’ll (will) get the book for you.
(Or) Shall/Can I get the book for you?

Activity-8
Study the offers below and say which ones are made in a formal situation in which each one could have been made.
(a) Shall I call the doctor for you?
_________________________________
(b) Would you like me to call the police?
_________________________________
(c) Shall I switch off the light?
_________________________________
(d) I can lend you two hundred rupees if you like.
_________________________________
(e) I’ll help you make the bed.
_________________________________
(f) Could I wait for you at the gate?
_________________________________
Answer:
(a) Shall I call the doctor for you?
Yes, I’m unwell, (formal)
(b) Would you like me to call the police?
Yes, I have to see the man stabbed.
(c) Shall I switch off the light?
Yes, I am awful tired now. (formal)
(d) I can lend you two hundred rupees if you like.
I’m badly in need of some money now. Oh, thanks.
(e) I’ll help you make the bed.
It’s very kind of you. I’m running a temperature now. (formal)
(f) Could I wait for you at the gate?
Yes, you may come and receive my other friends. (formal)

SECTION – 4

Making a suggestion (using shall, can, could)
(a) Pramod: It’s a lovely day. Shall we go for a walk?
Prashant: Yes, let’s do that.
(b) Nilima: Sisir is becoming more and more difficult to handle.
Manisha: We can talk to him if you like.
Nilima : No, I’ll manage without him.
(c) Girija: We need Sima’s room for the guest.
But she has gone home.
Gauri: We could go to her village tomorrow and collect the key.
In the sentences above, different ways of making suggestions have been shown.
The commonly used words are: Shall we /Can we /Could we (in questions), or You can /We can / We could….. (in statements), used together with if you like/want.
Suggestions can also be made by using let us (let’s), why don’t you/ we…. ? or how / what about…. ? Let’s and why don’t you/we…. ? are followed by the infinitive without to (e.g. Let’s stop here; why don’t you ask him ?, while How/What about….. ? are followed by an ‘-ing’ form (e.g., How about stopping here and eating lunch ?)

Activity – 9
Make suggestions to suit the following situations. (More than one answer is possible.)
(a) You think, your friend and you should go for a walk.
_________________________________
(b) You would like to have dinner at a restaurant with your neighbor.
_________________________________
(c) You feel like going to the park with your mother.
_________________________________
(d) You would like your father to take you to an uncle’s house.
_________________________________
(e) You have met somebody for the first time at a friend’s house. He is watching a film on television, but you would like to watch a cricket match, on a different channel.
_________________________________
(f) You feel like going to the theatre with some friends.
_________________________________
(g) It is 11.00 p.m. Your roommate in the hostel is reading a book, but you would like to sleep.
_________________________________
Answer:
(a) Let’s go for a walk.
Or, Can/Shall we go for a walk?
(b) Shall/Can we have dinner at a restaurant?
(c) Why don’t we got to the park now?
(d) Why don’t you take me to my uncle’s house?
(e) Could you change this channel? Let us see the cricket match in D.D. Sports.
(f) Let’s go to the theatre now.
Or, Why don’t we got to the theatre as we have some free moments now?
(g) Could you switch off the light? Let’s go to bed.

Activity – 10
Your friends and you are putting up a cultural show in your college. Make suggestions about the arrangements for the show, using the hints below. Study the example below and write your sentences.
(i) the place where the show is to be put up
(ii) decorating the stage
(iii) fixing the lights
(iv) getting singers and musicians to perform
(v) setting up the sound system
(vi) the guests to be invited
(vii) the refreshments to be served
Answer:
Example: We can invite the Chief Minister to be the Chief Guest.
(i) Shall we select/choose the old auditorium for the show?
(ii) Why don’t we decorate the stage by ourselves?
(iii) We shall invite the electrician for fixing the lights.
(iv) Let’s invite Akshay Mohanty and party for the musical show.
(v) What about setting up the sound system?
(vi) Why don’t we invite the Chief Minister and the Minister for Mass Education to be the guests?
(vii) The volunteers shall serve refreshments for the guests.

Activity – 11
Which of the following offer and which are suggestions? Say whether they are formal or informal.
(a) I can pay for your ticket if you like.
(b) What shall I do in case I don’t find Ram at home?
(c) Would you like them to wait for you?
(d) We could leave it until later.
(e) I can lend you the book.
(f) Could we paint this wall for you?
Answer:
(a) offer informal
(b) offer informal
(c) offer formal
(d) suggestion informal
(e) offer informal
(f) offer informal

SECTION – 5

1. Expressing ability to do something (using can be able to)
Study the following dialogues.
(a) Interviewer: Can you type?
Candidate: Yes sir. I can also take dictation in shorthand.
Interviewer: Will you be able to talk to our foreign clients?
Candidate: Yes sir. I can speak German and Italian.
(b) Teacher: Who can solve this problem?
Student: I can.
‘Can’ the modal in the above conversation is used to mean ‘ability ’ in general. ‘Be + able to’ is also used to mean the same meaning ‘ability’ to do something. ‘Can’ is informal/usual and ‘be + able to’ is usually formal.

Activity – 12
Complete the sentences below using can or be able to. (In some of the sentences, it will not be possible to use can.)
(a) Ask Karim about your friend’s condition. He might — tell you something.
(b) Ravi was bom and educated in Hyderabad. He — speaks Telugu.
(c) My friend can’t understand my problem. She’s never — understand it.
(d) I can’t lend you money but I — get the book for you.
(e) Meera — read Tamil but she doesn’t have any Tamil books.
(f) I haven’t — buy any books lately.
(g) We — travel a lot but we can’t do it now.
(h) Meet your teacher tomorrow. He — explain the question to you.
Answer:
(a) Ask Karim about your friend’s condition. He might be able to tell you something.
(b) Ravi was born and educated in Hyderabad. He can speak Telugu.
(c) My friend can’t understand my problem. She has never been able to understand it.
(d) I can’t lend you money but I will be able to get the book for you.
(e) Meera can read Tamil but she doesn’t have any Tamil books.
(f) I haven’t been able to buy any books lately.
(g) We used to be able to travel a lot but we can’t do it now.
(h) Meet your teacher tomorrow. He will be able to explain the question to you.

Activity – 13
List five things that you can do.
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
List five things that you can’t do.
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
Answer:
List five things that you can do.
1. I can lift this heavy box.
2. I will be able to get the first division.
3. I can speak and write in three languages.
4. I can give the answer to that question.
5. I will be able to swim in the river.

List five things that you can’t do.
1. I can’t lift an elephant.
2. I won’t be able to swim in the river.
3. I can’t read Greek.
4. I won’t be able to run 5 km at a stretch.
5. I won’t be able to get a medal in swimming

Activity – 14
A new student has joined your class. As the Secretary of the College Union, you would like to know which activities your new classmate would be able to take part in. Frame at least five questions that you might want to ask him and provide the answers that might be given.
Q. Can you draw and paint?
A. Yes, I can / No, I can’t.
1. Q. _________________________________
A. _________________________________
2. Q. _________________________________
A. _________________________________
3. Q. _________________________________
A. _________________________________
4. Q. _________________________________
A. _________________________________
5. Q. _________________________________
A. _________________________________
Answer:
Question 1.
Will you be able to contact the guests?
Answer:
Yes, I can.

Question 2.
Can you speak Hindi fluently?
Answer:
Yes, I can.

Question 3.
Will you be able to do shopping?
Answer:
Yes, I can do the shopping.

Question 4.
Will you be able to take care of the guests?
Answer:
Yes, I can.

Question 5.
Will you be able to see the seat arrangements?
Answer:
Yes, I can.

2. General ability versus the ability to do something in a particular situation. Look at the following sentences.

• Mohan could speak Assamese when he was a boy.
• When I was in London I could visit the museum every day.
• I had only a brief meeting with the Principal, but I was able to explain my difficulties to him.

In Sentence 1, could is used to refer to the general ability to do something that somebody possessed (in the past), while in Sentence 2, could indicate that the opportunity to do something was available. In Sentence 3, was able to indicate the ability, or the opportunity, to perform an action in a particular situation. Could is not used in such a context. Sometimes could is the past of ‘can’. We use ‘could’ to say that someone had the general ability to do something. But ‘was/were able to’ is used to indicate the past ‘ability + performance’ (result) which means ‘managed to do something in one particular situation.

Activity – 15
Use could or was/were able to in the sentences below. Use a negative if necessary. More than one answer is possible.
(a) The author of the book learned to write very early in life. He — write short stories when he was at school.
(b) My scooter didn’t start. Luckily I — borrowed a bicycle and got there in time for the interview.
(c) It was dark. We — see a thing.
(d) The children were warned that a fire had started, and they — move their belongings in time.
(e) I — meet my friend as the bus had left.
(f) The people in the neighboring village were having a party last night and you — have joined them.
(g) My friend ran after the bus and — get on.
(h) The freedom fighters had to live in the jungles for months. They — survive without food for several days.
Answer:
(a) The author of this book learned to write very early in life. He was able to write short stories when he was at school.
(b) My scooter didn’t start. Luckily I was able to borrow a bicycle and got there in time for the interview.
(c) It was dark. We couldn’t see a thing.
(d) The children were warned that a fire had started, and they were able to move their belongings in time.
(e) I could not meet my friend as the bus had left.
(f) The people in the neighboring village were having a party last night and you could have joined them.
(g) My friend ran after the bus and was able to get on.
(h) The freedom fighters had to live in the jungles for months. They were able to survive without food for several days.

Activity – 16
Saurabh is 40. Sometimes he feels that he has wasted his life. Read about Saurabh and replace some of the words with could have …, as shown in the example below.
Example: When Saurabh was 15 he had a chance to go abroad, but he decided not to go.
Ans. When Saurabh was 15 he could have gone abroad.
(a) Saurabh got a scholarship to study in a reputed public school. But he didn’t go.
_________________________________
(b) He was a good speaker, but he decided not to participate in debates.
_________________________________
(c) He had the opportunity to learn music under a famous teacher, but he decided against it.
_________________________________
(d) He was intelligent enough to come out first in the examination, but he did not try.
_________________________________
(e) He had the opportunity to start a business, but he did not want to.
_________________________________
(f) Everyone thought he had the creativity to write novels, but he never tried.
_________________________________
Answer:
(a) Saurabh could have studied in a reputed public school when he was young.
(b) He could have participated in debates when he was in school.
(c) He could have learned music under a famous teacher when he was 20 years old.
(d) He could have come out first in the examination if he had studied sincerely.
(e) He could have started a business when he was 30 years old.
(f) When he was 25 years old, he could have written novels.

Activity – 17
Use can, can’t, could, couldn’t was/were able to, where required. (Alternative answers are possible.)
(a) She — even speak properly when she was a girl, but now she’s a famous singer.
(b) Did you see anybody in the park? No, I — find anybody.
(c) An eagle — fly for hours.
(d) When my sister was just 7, she — speak Hindi much more fluently than she — now.
(e) On the fifth day the rescuers saw the children and — reach them without too much trouble.
(f) After weeks of training, I — climb some of the coconut trees.
Answer:
(a) She could not even speak properly when she was a girl, but now she’s a famous singer.
(b) Did you see anybody in the park? No, I could not find anybody.
(c) An eagle can fly for hours.
(d) When my sister was just 7, she was able to speak Hindi much more fluently than she can now.
(e) On the fifth day the rescuers saw the children and were able to reach them without too much trouble.
(f) After weeks of training, I was able to climb some of the coconut trees.

SECTION – 6

Indicating possibility (using may, can)
(a) This house is too small. We may sell it and buy a bigger one.
(b) That box is too heavy for you. You may drop it.
(c) Camels can survive for weeks in the desert, without water.
(d) Smoking can cause cancer.
‘May’ is used to express a specific possibility in the present or future. It can refer to a single occasion. But ‘can ’ is used to express a general theoretical possibility.

Activity – 18
Use can or may, as required, in the following sentences.
(a) The government — hike the bus fares next month.
(b) The villagers — convert this building into a hospital if everyone agrees.
(c) This medicine — cure any disease.
(d) My friends — put on a play here again next year.
(e) We’re going to do something different this year. We — decide to hire a professional drama group.
(f) Your boss is impressed with your work. You — get a promotion soon.
(g) The presence of lead particles in the air — cause brain damage in children.
(h) The machine has broken down and — takes some time to repair.
Answer:
(a) The government may hike the bus fares next month.
(b) The villagers may convert this building into a hospital if everyone agrees.
(c) This medicine can cure any disease.
(d) My friends may put on a play here again next year.
(e) We’re going to do something different this year. We may decide to hire a professional drama group.
(f) Your boss is impressed with your work. You may get a promotion soon.
(g) The presence of lead particles in the air can cause brain damage in children.
(h) The machine has broken down and may take some time to repair.

Activity – 19
A group of engineers has come up with a number of unusual products, for use at home. These products are :
1. A battery-operated fan.
2. A portable water heater.
3. Writing paper that glows in the dark.
4. Shirts made of edible material.
5. Shoes with a built-in alarm clock.
6. A bicycle that can float.
Think of some situations in which these products could prove to be very useful and frame sentences suggesting (to prospective customers) some possible uses for the products. One example is given.
Example
1. You can use the battery-operated fan to cool yourself when you are sitting in your garden.
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
6. _________________________________
Answer:
2. You can use the portable water heater when you go outside during chilly winter.
3. You can use writing paper that glows in the dark when there is no light.
4. You can use shirts made of edible material if you need.
5. You can use shoes with a built-in alarm clock to make use of the time properly.
6. You can use a bicycle that can float when you want to cross a flooded river.

SECTION – 7

Indicating present or future possibility (using may, might or could)
Look at the following sentences.
(a) Where’s Madhuri? She may/might / could be in the garden.
(b) There’s someone at the gate. It may / might / could be the postman.
(c) They’re not cooking dinner. They may / might / could be planning to go out tonight.
May, might, and could are used here to talk about present or future possibilities. Might is normally a little less sure than may, and could is less sure than may or might. Note that we can’t use can in the above examples. Can you say why? (Hint: Refer to the difference between can and may.)
‘May, might could’ all three models are used in sentences for possibility. There is still a little difference between them. May is a bit stronger than might or could. ‘Might’ is a little less sure than ‘may’ and ‘could’ is less sure than ‘may or might’.

Activity – 20
Rewrite the following sentences using ‘might’ or ‘could’.
(a) It is possible that she is cheating you.
_________________________________
(b) It is possible that they’ll come in the evening.
_________________________________
(c) It is possible that he is planning to sell the car.
_________________________________
(d) It is possible that she is telling the truth.
_________________________________
(e) This statement possibly contradicts his earlier statement.
_________________________________
(f) It is possible that one of them is a spy.
_________________________________
Answer:
(a) She might cheat me.
(b) They could come in the evening.
(c) He might sell the car.
(d) She might tell the truth.
(e) He might contradict his earlier statement.
(f) He might be a spy.

Activity – 21
Use may, might or could, together with the appropriate forms of the verbs in brackets.
1. Who is the girl Madhu is talking to? I’m not sure. She — (be) her sister.
2. Why are the boys shouting? I don’t know. They — (play).
3. Where is Manisha? I have no idea. She — (study) in the library.
4. Who is that man with Vijay? I’m not sure. It — (be) his uncle.
5. Shall I tell the Minister about you? You’d better not. He — (think) I want to ask him for a favor.
Answer:
1. Who is the girl Madhu is talking to? I’m not sure. She might be her sister.
2. Why are the boys shouting? I don’t know. The might he plane.
3. Where is Manisha? I have no idea. She might be studying in the library.
4. Who is that man with Vijay? I’m not sure. It might be his uncle.
5. Shall I tell the Minister about you? You’d better not. He may think I want to ask him for a favor.

Activity – 22
You are going for a walk, and you suddenly see a mysterious flying object, high up in the sky. Make five guesses about what the object could be.
1. _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
Answers
1. It might be a skylark.
2. It may be a balloon.
3. It might be a parachute.
4. It could be the wing of a damaged airplane.
5. It might be a soldier falling from an aircraft.

SECTION – 8

Referring to possibility in the past (using may, might, or could)
Look at the examples below.
(a) She was not in the hostel yesterday. She might / could have gone home.
(b) A: Do you think he saw you?
B: No, he was too far away. He couldn’t have seen me.
(c) You were stupid to throw stones at the dog. It might have attacked you.
We use may/might/could, together with some verbs in the present perfect form, to talk about the possibility in the past.

Activity – 23
Complete the sentences below, expressing possibility in the past.
(a) The other teams weren’t good, so our team — (win). „
(b) You know where the library is, don’t you? You — (pass) it on your way here.
(c) Why didn’t your friend answer the phone? He — (not/ hear) it ringing.
(d) The light’s on. They — (forget) to switch it off.
(e) I did not hear the child’s voice, and I thought he — (fall asleep).
(f) Our teacher is not at home. He — (go) to meet a friend.
(g) How did you get that stain on your saree? I’m not sure. The baby — (drop) food on it.
(h) A: I can’t find my umbrella. Have you seen it?
B: No. You — (leave) in the restaurant.
Answer:
(a) The other teams weren’t good, so our team might have won.
(b) You know where the library is, don’t you? You might have passed it on your way here.
(c) Why didn’t your friend answer the phone? He could/might not have heard it ringing.
(d) The light’s on. They might have forgotten to switch it off.
(e) I did not hear the child’s voice, and I thought he could/might have fallen asleep.
(f) Our teacher is not at home. He could have gone to meet a friend.
(g) How did you get that stain on your saree? I’m not sure. The baby might/could have dropped food on it.
(h) A: I can’t find my umbrella. Have you seen it?
B: No. You might/could have left in the restaurant.

SECTION – 9

Making a deduction (using must have/can’t have)
Look at the following example.
The old man has not had anything to eat for the last two days. He must be starving.
The speaker is deducing something (starving). She / He takes the help of logical analysis or the basis of evidence that is available. She / He is very much sure that what he/she says is correct. So in the above example, ‘must’ is used for deduction. Can’t: In negative sentences for logical analysis/conclusion ‘can’t’ is used. The speaker is very sure about some negative conclusion that she/he has reached. The use of ‘must have ’ and ‘can’t have ’ shows that the speaker has made a deduction about something that happened in the past.
Example
1. Ramesh has done very well in the examination. He must have worked really hard.
2. The library was closed all day yesterday. You can’t have been there yesterday.

Activity – 24
Answer the questions in Column A, using must or can’t, and choosing a suitable reason from Column B. (One answer has been provided.)

Example: (She can’t be ill. She has gone swimming.)
Answer:
2. They must be sleeping. Their bedroom lights are off.
3. He must be happy. He has just got a job.
4. He can’t be a Bengali. He speaks Telugu.
5. The shopkeeper can’t be honest. He charged more than the price.
6. These boys must be naughty. They play tricks on everyone.
7. She can’t be married. She is too young.

Activity – 25
Consider the situations below and use the words in brackets to frame sentences with ‘/must have’ and ‘can’t have
(a) Satish got the first division in the exam. (He / works hard)
_________________________________
(b) Someone saw Sudha in the college library at 8.00 a.m. yesterday. (She / stays / in bed / all morning)
_________________________________
(c) The traffic lights were red and the car stopped, (the driver/see / the red light)
_________________________________
(d) He knows a lot about teaching. ( He / a teacher when he was young)
_________________________________
(e) Girish knew exactly what to do. (He / learns / the skills / very carefully)
_________________________________
(f) My friend knew everything about our plan. (He / listens / to our conversation)
_________________________________
(g) Janaki walked past me without speaking. (She / see / me)
_________________________________
(h) There are five stitches on her head. (She / have / an accident)
_________________________________
Answer:
(a) He must have worked hard.
(b) She can’t have stayed in bed all morning.
(c) The driver must have seen the red light.
(d) He must have been a teacher when he was young.
(e) He must have learnt the skills very carefully.
(f) He must have listened to our conversation.
(g) She can’t have seen me.
(h) She must have had an accident.

SECTION – 10

Offering advice (using should, ought to, had better, be supposed to)
(a) If your toothache is not getting better, you should see a dentist.
(b) They really looked after you well. You ought to write a letter of thanks.
(c) Your roommates are complaining. You had better turn the music down.
Should and ought to are used to ask for as well as give advice. Ought to is preferred when the advice is given by someone in authority.
‘Had better’ (generally abbreviated to better) indicates a strong recommendation, made for a particular situation.
Should have … and ought to have … are used to show that someone did not do something (in the past) which was advisable.
Look at the examples below.
1. I should have bought that book yesterday, but I didn’t have the money.
2. Haven’t you been to see your doctor? You ought to have seen him yesterday

Activity – 26
Complete the sentences in the “Advice” column, using ‘should’ or ‘ought to’.

Answer:
i. I should have bought a new pen yesterday, but I didn’t have money.
ii. I should have looked for other books, but I didn’t have free moments.
iii. I should have given some money to the poor, but I didn’t get the key of my drawer.
iv. They ought to have asked their teacher as they did not solve it themselves.
v. I should have gone and collected the glasses from the shop.
vi. I should have taken some days off.

Activity – 27
Produce sentences indicating what the speaker should (not) / ought to have done in given situations.
(a) I’m in trouble because I didn’t wish my boss “Good morning”!
(b) The pen he used to write the examination was not good enough.
(c) Nirmal did not meet Seeta until it was too late.
(d) I’m sorry that he didn’t take your advice.
(e) Smita had to go to the bank opposite the college, but she hired a taxi.
(f) I sent a messenger three days ago, but he has not arrived yet.
(g) She left her books in the canteen. She didn’t find them when she went back.
Answer:
(a) I’m in trouble because I didn’t wish my boss “Good morning”!
I should have wished my boss “Good morning.”
(b) The pen he used to write the examination was not good enough.
He ought to have used a good pen to write the examination.
(c) Nirmal did not meet Seeta until it was too late.
Nirmal should have met Seeta in time.
(d) I’m sorry that he didn’t take your advice. He ought to have taken your advice.
(e) Smita had to go to the bank opposite the college, but she hired a taxi. Smita should not have hired a taxi.
(I) I sent a messenger three days ago, but he has not arrived yet. He should have arrived by this time.
(g) She left her books in the canteen. She didn’t find them when she went back. She should have been very careful.

Activity – 28
What advice would you offer someone in a difficult or dangerous situation, such as an Are, flood, cyclone, a roof falling in, or a wild animal running loose in the city?
Think of at least 7 such situations and form sentences to offer advice, using either had better or had better not.
Example (a fire) You’d better phone the fire brigade.
1. (a burglary) You’d better not _________________________________
2. _________________________________
3. _________________________________
4. _________________________________
5. _________________________________
6. _________________________________
7. _________________________________
Answer:
1. You’d better not fight against them.
2. (a flood) You’d better take shelter on a hill.
3. (cyclone) You’d better leave that old house.
4. (a wild animal running loose) You’d better not open the door.
5. You’d better telephone the police about the wild animal.
6. (a roof falling in) You’d better leave the house with your family members.
7. (afire) You’d better make lose your cattle.

SECTION – 11

Expressing obligation or necessity (using must have to / had to, got to)
(a) I’ve got terrible pain in my back. I must go and see the doctor.
(b) I have got an appointment. I have to go and see the doctor at 9.00 tomorrow morning.
(c) Our teacher had given us fifty sums to work out. So I had to work late yesterday.
(d) My friend must be waiting for me. I’ve got to hurry.
‘Must’ is used for an internal obligation or when authority comes from the speaker. ‘Have to ’ is normally used for outside direction/obligation or when the authority comes from someone other than the speaker.
We use ‘had to’ when talking about past obligations or necessity. ‘Have got’ is sometimes used instead or ‘have to’ to talk about obligation or necessity but it is more informal.

Activity – 29
Complete the sentences using must or some form of have to. (In some cases, more than one answer is possible.)
(a) I really — find something cheaper. This is too expensive.
(b) A. — you — get a visa to go to Nepal?
B. No, you don’t but you — get one for Pakistan.
(c) You — fill in this form first. You can’t do anything until it is completed.
(d) Sudhir: I’ll meet you at the airport at 9 o’clock then.
Kamal: What! We — check in by 7.30.
(e) Jiban: This medicine tastes horrible. I’m going to take it only once a day.
Jiten: Now, don’t be silly. The doctor says you — take it 3 times a day.
Jiban: All right, I’ll take the medicine after meals.
Jiten: No, you — take the medicine before meals.
(f) You — remember to brush your teeth. If you don’t, you’ll have to go to the dentist.
(g) I — stay in bed yesterday because I wasn’t very well.
(h) I couldn’t go to the party last night because I — look after my youngest sister, who was ill.
Answer:
(a) I really must find something cheaper. This is too expensive.
(b) A: Have you got to get a visa to go to Nepal?
B: No, you don’t, but you have to get one for Pakistan.
(c) You have to fill in this form first. You can’t do anything until it is completed.
(d) Sudhir: I’ll meet you at the airport at 9 o’clock then.
Kamal: What! We have to check in by 7.30.
(e) Jiban: I’ve never tasted such horrible medicine. I’m going to take it only once a day.
Jiten: Now, don’t be silly. The doctor says you have to take it 3 times a day.
Jiban: All right, I’ll take the medicine after meals.
Jiten: No, you have to take the medicine before meals.
(f) You must remember to brush your teeth. If you don’t, you’ll have to go to the dentist.
(g) I had to stay in bed yesterday because I wasn’t very well.
(h) I couldn’t go to the party last night because I had to look after my youngest sister.

SECTION – 12

Expressing prohibition (using mustn’t, needn’t, don’t have to)
(a) You mustn’t jump over that wall. You’ll break your legs.
(b) You mustn’t drive that car. The brakes don’t work.
(c) Tomorrow is a holiday. You needn’t get up early.
(d) They needn’t buy the book. They can get it in the library.
(e) We don’t have to / need to go to a hotel. My mother can cook for us. ‘Mustn’t’ is usually used for prohibition or it is forbidden to do something.
But needn ’t is used for absence or obligation/necessity. Doesn ’t/ don’t have to, doesn’t / don’t need to’ are used when it is not necessary to do something.

Activity – 30
Choose the correct modal.
(a) They’ve been late for class three times this week. They mustn ’t/ needn’t be late again.
(b He mustn’t / needn’t tell our teacher about the meeting. Sudha has already told him.
(c) You mustn’t / don’t have to make any noise going into the house.
It’s very late and everybody is asleep.
(d) I mustn’t / don’t have to hurry. I’ve got plenty of time.
(e) You mustn’t / needn’t open the door before the bus stops. You could fall out.
(f) You don’t have to / mustn’t wash that shirt. It isn’t dirty.
(g) Sima needn’t/ mustn’t finish her essay today. She’s got to hand it in by next Friday.
(h) You needn’t / mustn’t wear your best clothes. You can wear what you like.
Answer:
(a) The mustn’t be late again.
(b) He needn’t tell our teacher about the meeting. Sudha has already told him.
(c) You mustn’t make any noise going into the house. It’s very late and everybody is asleep.
(d) I don’t have to hurry. I’ve got plenty of time.
(e) You mustn’t open the door before the bus stops. You could fall out.
(f) You don’t have to wash that shirt. It isn’t dirty.
(g) Sima needn’t finish her essay today.
She’s got to hand it in by next Friday.
(h) You needn’t wear your best clothes. You can wear what you like.

Activity – 31
List five things which a visitor to a zoo must not do.
1. (A) Visitors to a zoo mustn’t…..
2. (S)he…
3. _________________________________
4. _________________________________
5. _________________________________
6. _________________________________
7. _________________________________
8. _________________________________
Answer:
1. He mustn’t tease the wild animals.
2. He mustn ’t row boats himself in the lake without a guide.
3. He mustn’t throw stones at the birds.
4. He mustn’t give food to any animals there.
5. He mustn’t put his fingers inside a cage.
6. He mustn’t disfigure the walls.
7. He mustn’t go near the crocodiles.
8. He mustn’t terrify the small animals.

Activity – 32
You went on a picnic to some far-away place with a group of friends. As you did not know what things would be available there, you made elaborate preparations. Now, after your return, you are narrating your experiences to another group of friends, who would also like to go on a picnic to the same spot.
Tell your friends which of the arrangements made by you were necessary, and which of them were either unnecessary or proved to be unnecessary. Use had to, needed to, didn’t need to, didn’t have to, and need not have to talk about the arrangements which were either necessary or unnecessary.
Here are some of the arrangements that were made.
1. hiring a bus
2. buying fire-wood for cooking
3. carrying water for drinking and cooking
4. carrying food materials: rice daal, vegetables, meat
5. finding a place to cook in
6. finding a place to serve the food
7. going to places of interest nearby
8. thinking of ways to keep yourself entertained
9. washing utensils after the meal
10. making arrangements for the return journey.
Answer:
1. We had to hire a bus for the picnic.
2. We needn’t have to / didn’t have to buy firewood for cooking as it as plentily available there.
3. We didn’t have to carry water for drinking and cooking.
4. We had to carry food materials: rice, daal, vegetables, and meat.
5. We needed to / had to find a place to cook in.
6. We needed to find a place to serve the food.
7. We needn’t have to go to places of interest nearby.
8. We had to think of ways to keep ourselves entertained.
9. We needed to wash the utensils after the meal.
10. We needn’t have to make arrangements for the return journey as we had already arranged before.

Multiple-Choice Questions (MCQs) with Answers

Question 1.
Rain has stopped; you ___________ carry an umbrella with you.
(A) mustn’t
(B) ought not
(C) needn’t
(D) won’t
Answer:
(C) needn’t

Question 2.
A judge ___________ be upright.
(A) shall
(B) will
(C) must
(D) could
Answer:
(C) must

Question 3.
He ___________be at least thirty years old.
(A) can
(B) should
(C) will
(D) must
Answer:
(D) must

Question 4.
Shut the window, ___________?
(A) will you
(B) would you
(C) could you
(D) none of these
Answer:
(B) would you

Question 5.
___________ you open the door, please?
(A) Shall
(B) Will
(C) Can
(D) May
Answer:
(B) Will

Question 6.
You do ___________as you are told.
(A) will
(B) can
(C) must
(D) shall
Answer:
(D) shall

Question 7.
I ___________ try if you wish.
(A) shall
(B) will
(C) should
(D) would
Answer:
(B) will

Question 8.
_____ you rather have tea or coffee?
(A) Should
(B) Will
(C) Would
(D) Can
Answer:
(C) Would

Question 9.
He _____ prefers to have coffee.
(A) will
(B) can
(C) would
(D) none of these
Answer:
(C) would

Question 10.
We _____ disobey our parents.
(A) needn’t
(B) mustn’t
(C) can’t
(D) wouldn’t
Answer:
(B) mustn’t

Question 11.
I ____ do it now.
(A) could
(B) should
(C) can
(D) might
Answer:
(C) can

Question 12.
They worked hard and they succeed.
(A) may
(B) could
(C) might
(D) should
Answer:
(C) might

Question 13.
Let’s go for cricket, _____ we?
(A) should
(B) could
(C) would
(D) shall
Answer:
(D) shall

Question 14.
It _____ rain tonight.
(A) can
(B) could
(C) should
(D) may
Answer:
(D) may

Question 15.
I ___________ do it long ago.
(A) could
(B) might
(C) should
(D) would
Answer:
(A) could

Question l6.
He is so weak that he _____ walks.
(A) will not
(B) would not
(C) cannot
(D) may not
Answer:
(C) cannot

Question 17.
You ____ go now.
(A) can
(B) could
(C) ought
(D) none of these
Answer:
(A) can

Question 18.
_____ I use your telephone directory?
(A) May
(B) Can
(C) Shall
(D) both (A) and (B)
Answer:
(D) both (A) and (B)

Question 19.
If you do this, you _____ be punished.
(A) will
(B) would
(C) shall
(D) can
Answer:
(A) will

Question 20.
I ____ do as you did.
(A) could
(B) should
(C) can
(D) would
Answer:
(D) would

Question 21.
Take heed less you ____ fall.
(A) would
(B) should
(C) might
(D) could
Answer:
(B) should

Question 22.
I _____ have my work here.
(A) must
(B) may
(C) can
(D) none of these
Answer:
(A) must

Question 23.
You _____ if the Court had instructed you to do so.
(A) shall have attended
(B) would have to attend
(C) would have had to attend
(D) would attend
Answer:
(C) would have had to attend

Question 24.
Tell my mother that she _____ telephone me at work for I will be home by seven o’clock this evening.
(A) needs not to
(B) need not to
(C) has no need
(D) need not
Answer:
(D) need not

Question 25.
The fire spread through the building quickly but everybody ___________.
(A) was able to escape
(B) managed to escape
(C) could escape
(D) both (A) and (B)
Answer:
(D) both (A) and (B)

Question 26.
The phone is ringing. It ___________be Tim.
(A) might
(B) can
(C) could
(D) both (A) and (C)
Answer:
(D) both (A) and (C)

Question 27.
Why did you stay at a hotel when you went to New York? You _____ with Barbara.
(A) can stay
(B) could stay
(C) could have stayed
(D) none of these
Answer:
(C) could have stayed

Question 28.
I’ve lost one of my gloves. I ___________ it somewhere.
(A) must drop
(B) must have dropped
(C) must be dropping
(D) must have been dropping
Answer:
(B) must have dropped

Question 29.
Take an umbrella with you when you go out, It _____ rain later.
(A) may
(B) might
(C) can
(D) could
Answer:
(A) may

Question 30.
What was wrong with you? Why ___________ go to the hospital?
(A) had you to
(B) did you have to
(C) must you
(D) none of these
Answer:
(B) did you have to

Question 31.
There’s plenty of time. You ___________ hurry.
(A) don’t have to
(B) mustn’t
(C) needn’t
(D) none of these
Answer:
(A) don’t have to

Question 32.
It was a great party last night. You _____ come. Why didn’t you?
(A) must have
(B) should have
(C) ought to have
(D) had to
Answer:
(B) should have

Question 33.
Jane ______ a car.
(A) suggested that I buy
(B) suggested that I should buy
(C) suggested me to buy
(D) none of these
Answer:
(A) suggested that I buy

Question 34.
I think all drivers _____ seat belts.
(A) should wear
(B) had better wear
(C) had better to wear
(D) none of these
Answer:
(A) should wear

Question 35.
It’s late. It’s time ___________ home.
(A) we go
(B) we must go
(C) we should go
(D) we went
Answer:
(D) we went

Odisha State Board CHSE Odisha Class 12 Invitation to English 1 Solutions Chapter 3 The Portrait of a Lady Textbook Exercise Questions and Answers.

CHSE Odisha 12th Class English Solutions Chapter 3 The Portrait of a Lady

CHSE Odisha Class 12 English The Portrait of a Lady Text Book Questions and Answers

Unit Wise Gist and Glossary:

UNIT – I:
Gist:
The writer speaks of his own grandmother. By the time, he wrote the story, she was quite old and all her hair had been white. Her wrinkled face and body gave him a kind of surprise. Twenty years have elapsed since the writer had been with his grandmother. People said that once the old lady was as beautiful as a fairy. Her husband – the writer’s grandfather was also very handsome. His photo was being hung in the drawing room of the writer.

He was clad in a big turban and loose-fitting clothes. The writer noticed his ripe old age. Grandmother had always been short and fat, and her back was slightly bent. Wrinkles were across her face. When the writer came to know her, she had been in such a condition. She was always clad in a spotless white saree. Her silver locks were spread messily over her pale, wrinkled face. She was always in a state of saying a prayer that could not be heard distinctly. She was beautiful. She was a picture of calmness. She had a divine beauty.
ସାରମର୍ମ :
ଲେଖକ ତାଙ୍କ ନିଜ ବୁଢ଼ୀମା’ଙ୍କ ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ଯେତେବେଳେ ସେ ଗଛଟି ଲେଖିଥିଲେ, ସେତେବେଳକୁ ତାଙ୍କ ବୁଢ଼ୀମା’ ସମ୍ପୂର୍ଣ୍ଣ ବୁଢ଼ୀ ହୋଇଯାଇଥିଲେ ଏବଂ ତାଙ୍କର ସମସ୍ତ କେଶ ଧଳା ହୋଇ ଯାଇଥିଲା । ତାଙ୍କର କୁଞ୍ଚ୍ ମୁଖମଣ୍ଡଳ ଓ ଶରୀର ତାଙ୍କୁ ଏକପ୍ରକାର ବିସ୍ମିତ କରୁଥିଲା । ଦୀର୍ଘ ୨୦ ବର୍ଷ ଧରି ସେ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ସହିତ ଥିଲେ । ଲୋକମାନେ କହୁଥିଲେ ଯେ ଏକଦା ଏହି ବୁଢ଼ୀ ସ୍ତ୍ରୀଲୋକଜଣକ ପରୀ ଭଳି ସୁନ୍ଦରୀ ଥିଲେ । ତାଙ୍କ ସ୍ଵାମୀ –ଲେଖକଙ୍କ ବୁଢ଼ାବାପା ଖୁବ୍ ସୁନ୍ଦର ଥିଲେ । ତାଙ୍କ ଫଟୋ ଲେଖକଙ୍କ ବୈଠକଘରେ ଟଙ୍ଗା ଯାଇଥିଲା । ବଡ଼ ପଗଡ଼ି ଓ ଢିଲା ପୋଷାକ ତାଙ୍କର ସମଗ୍ର ଶରୀରକୁ ଆବୃତ କରୁଥିଲା ।

ଲେଖକ ତାଙ୍କର ପରିପକ୍ଵ ବୃଦ୍ଧ ଅବସ୍ଥାକୁ ଦେଖୁ ପାରୁଥିଲେ । ବୁଢ଼ୀମା’ ଗେଡ଼ୀ ଓ ମୋଟୀ ଥିଲେ ଏବଂ ତାଙ୍କ ଅଣ୍ଟା ଅଳ୍ପ ନଇଁ ପଡ଼ିଥିଲା । ତାଙ୍କ ମୁଖମଣ୍ଡଳରେ କୁଞ୍ଚେତ ରେଖାର ଦାଗସବୁ ରହିଥିଲା । ଲେଖକ ତାଙ୍କୁ ଜାଣିବା ଦିନଠାରୁ ସେ ସେହି ଅବସ୍ଥାରେ ଥିଲେ । ସେ ସର୍ବଦା ଦାଗହୀନ ଧଳା ଶାଢ଼ି ପରିଧାନ କରୁଥିଲେ । ରୁପା ସଦୃଶ ଦେଖାଯାଉଥ‌ିବା ତାଙ୍କର ଆଲୁଳାୟିତ କେଶରାଶି ତାଙ୍କର ମଳିନ ଓ କୁଞ୍ଚ ମୁଖମଣ୍ଡଳ ଉପରେ ବିଛାଇ ହୋଇ ପଡ଼ୁଥିଲା । ସେ ସର୍ବଦା ପ୍ରାର୍ଥନା କରୁଥିବା ଅବସ୍ଥାରେ ରହୁଥିଲେ, ଯାହାକି ସ୍ପଷ୍ଟଭାବେ ଶୁଣି ହେଉ ନ ଥିଲା । ସେ ସୁନ୍ଦରୀ ଥିଲେ । ସେ ନୀରତବାର ପ୍ରତିଛବି ଥିଲେ । ତାଙ୍କଠାରେ ସ୍ୱର୍ଗୀୟ ସୁଷମା ଭରି ରହିଥିଲା ।

Glossary:
wrinkled : କୁଞ୍ଚିତ ହୋଇଯାଇଥିଲେ
pretty : attractive without being very beautiful (ଆକର୍ଷଣୀୟା)
that believe: ବିଶ୍ଵାସ କରିବା କଷ୍ଟକର ଥିଲା
portrait : photograph or painting of a person (ପ୍ରତିକୃତି)
hung : ଝୁଲୁଥି
mantlepiece : a shelf (ଏକ ଥାକ)
turban : ପଗଡ଼ି
loose-fitting clothes : ଢିଲା ପୋଷାକ
beard : ଦାଢ଼ି
at least : ଅନ୍ତତଃ
sort : kind (ପ୍ରକାର )
as if : ସତେ ଯେମିତି
lots and lots : ବହୁତ/ ଅନେକ
revolting : (here) unbelievable (ଅବିଶ୍ୱାସ୍ୟ)
quite : ସମ୍ପୂର୍ଣ୍ଣ ଭାବରେ
absurd : not logical and sensible (ଉଦ୍ଭଟ)
undignified : not respectable ( ସମ୍ମାନଯୋଗ୍ୟ ନୁହେଁ)
treated : (here) considered (ବିଚାର କରୁଥିଲେ )
the Prophets : the Saints (ସାଧୁସନ୍ଥମାନେ )
slightly : a little (ଟିକିଏ)
bent : ନଇଁ ଯାଇଥିଲେ
criss-cross : ଛକି ଚିହ୍ନ
terribly old : very old (ବହୁତ ବୁଢ଼ା)
hobbled : walked awkwardly (କଷ୍ଟରେ ଚାଲୁଥିଲେ)
spotless : a very clear (ଦାଗହୀନ)
stoop : bend (ନଇଁ ପଡ଼ିବା)
beads of rosary : ଜପାମାଳିର ମାଳି
silver : white (ଧଳା)
locks : କେଶରାଶି
scattered : spread (ବିଛାଇ ହୋଇ ପଡ଼ିଥିଲା)
untidily : ଅସଂଯତ ଭାବେ
puckered : କୁଞ୍ଚ
constantly : ଲଗାତରଭାବେ
inaudible : ଅସ୍ପଷ୍ଟ
expanse : ବିସ୍ତୀର୍ଣ୍ଣ
serenity : calmness (ସ୍ନିଗ୍ଧତା)
contentment : satisfaction (ସନ୍ତୋଷ)

Think about it:
Question 1.
Why was it hard for the author to believe that his grandmother was once young and pretty?
Answer:
It was hard for the author to believe that his grandmother was once young and pretty, because he, in spite of staying with her for the last twenty years, did not find any change in her beauty. She was as elegant as ever.

Question 2.
How did the grandfather appear in his portrait?
Answer:
His grandfather appeared at least to be a hundred-year-old person in his portrait.

Question 3.
What sort of a person did he look in his portrait?
Answer:
He looked in his portrait as a sort of person who couldn’t have a wife or children, but could only have many grandchildren.

Question 4.
How does the author portray his grandmother?
Answer:
The writer states that his grandmother, short and fat, was a little bent. Age didn’t have any impact on her age and she was pretty and very active.

Question 5.
Why does he say, “the thought was almost revolting”?
Answer:
He says “that the thought was almost revolting”, because it was quite difficult on his part to believe that his grandmother was once pretty and young.

Question 6.
The grandmother had a divine beauty. How does the author bring this out?
Answer:
The author states that the grandmother had a divine beauty because she was a picture of rare calmness, peace and contentment. Her beauty resembling ‘the winter landscape in the mountains’ is also a case in point.

UNIT – II

Gist:
The relationship between the writer and his grandmother was quite friendly. She was active to the core. Every day, she used to wake up the writer in the morning to be ready to go to school. She was uttering the monotonous song while bathing and dressing the writer. The writer liked her very much. His grandmother was going to school with him because there was a temple attached to the school. She would sit inside and read holy books. After school was over, they came back home followed by dogs growling and fighting with each other for the chapattis they flung at them.
ସାରମର୍ମ :
ଲେଖକ ଏବଂ ବୁଢ଼ୀମା’ଙ୍କ ସମ୍ପର୍କ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ବନ୍ଧୁତ୍ଵପୂର୍ଣ୍ଣ ଥିଲା । ସେ ଖୁବ୍ ଚଳଚଞ୍ଚଳ ଥିଲେ । ବିଦ୍ୟାଳୟକୁ ଯିବାକୁ ପ୍ରସ୍ତୁତ ହେବା ପାଇଁ ସେ ପ୍ରତିଦିନ ସକାଳେ ଲେଖକଙ୍କୁ ଉଠାଉଥିଲେ । ଲେଖକଙ୍କୁ ଗାଧୋଇଦେବା ଓ ପୋଷାକ ପିନ୍ଧାଇବା ସମୟରେ ସେ ଗୁଣୁଗୁଣୁ ସ୍ଵରରେ ବିରକ୍ତିକର ଗୀତ ଗାଉଥିଲେ । ଲେଖକ ତାଙ୍କୁ ବହୁତ ଭଲ ପାଉଥିଲେ । ସେ ପ୍ରତିଦିନ ତାଙ୍କ ସହିତ ବିଦ୍ୟାଳୟକୁ ଯାଉଥିଲେ କାରଣ ବିଦ୍ୟାଳୟକୁ ଲାଗି ମନ୍ଦିରଟିଏ ଥିଲା । ସେ ମନ୍ଦିର ଭିତରେ ବସି ପବିତ୍ର ବହିସବୁ ପଢୁଥିଲେ । ବିଦ୍ୟାଳୟ ଛୁଟି ହେବା ପରେ ସେମାନେ ଘରକୁ ଫେରୁଥିଲେ । ସେମାନଙ୍କୁ ପଛେ ପଛେ କୁକୁରମାନେ ଆସୁଥିଲେ । ବୁଢ଼ୀମା’ ଏବଂ ଲେଖକ ସେମାନଙ୍କ ଆଡ଼କୁ ଫୋପାଡ଼ୁଥିବା ଚପାତିଗୁଡ଼ିକ ପାଇଁ ସେମାନେ ପରସ୍ପର ମଧ୍ୟରେ କଳି କରୁଥିଲେ ।

Glossary:
wake : ଉଠେଇ ଦେବା
monotonous : boring (ବିରକ୍ତିକର)
sing-song : singing in a repeated rising and falling rhythm (ବାରମ୍ବାର ଉତ୍‌- ପତିତ ସ୍ଵରରେ ଗୀତ ଗାଇବା)
get heart : ମୁଖସ୍ଥ କରିବା
ever bothered : never cared
fetch : ଆଣିବା
tiny : very small
earthen : ମାଟି ତିଆରି
tie : bind (ବାନ୍ଧିବା)
stale : ବାସି
attached : connected (ସଂଲଗ୍ନ ଥିଲା)
priest : ପୂଜକ
rows : ଧାଡ଼ି ଧାଡ଼ି
chorus : ମିଳିତ ସ୍ଵର
scriptures : holy books (ପବିତ୍ର ପୁସ୍ତକସବୁ )
growling : make a low guttural sound of hositility in throat (ନିମ୍ନ ସ୍ଵର ଅସନ୍ତୋଷ ପ୍ରକାଶ କରି ଶବ୍ଦ କରିବା)

Think it out:
Question 1.
What was the grandmother’s routine in the village?
Answer:
The grandmother’s routine in the village comprised waking the writer up in the morning and preparing him for school. She also went to school with him and came back home together after his school was over.

Question 2.
How did the grandmother take care of the writer during his childhood? Was she a good companion of the writer in the village?
Answer:
The grandmother took minute care of the writer during his childhood beginning from walking him up, bathing and dressing him to accompanying him to school and coming back home. She did not forget to give him breakfast. Yes, she was certainly a good companion of the writer, as his parents lived in the city.

Question 3.
What lessons did the writer learn from the village priest?
Answer:
The writer learnt the alphabet and the morning prayer from the village priest.

Question 4.
How did the grandmother spend her time at the temple?
Answer:
The grandmother spent her time at the temple in reading holy books.

Question 5.
Was she a religious person? How?
Answer:
Yes, she was a religious lady. Her morning prayer, frequent visits to the temple and reading holy books inside it arid throwing chapattis to the village dogs who followed them to their home justify this fact.

UNIT – III

Gist:
The writer and his grandmother went to the city after his parents’ comfortable settlement there. That marked a turning point in their friendship. In spite of sharing the same room, she no longer accompanied him to school. There was no sign of dogs in the streets. She started feeding sparrows in the courtyard of their city house. Years flew by. Their meeting grew much less. She enquired of him about what the teacher taught him. The writer responded to her treat they were taught English words, western science and the law of gravity.

As she could not help him in his study, she felt unhappy. When the writer went to University, he was allotted a room for his stay. The common bond of friendship suffered a setback. His grandmother accepted her loneliness with quiet resignation. She spent time with her spinning wheel. From sunrise to sunset she sat by her wheel spinning and reciting prayers. In the afternoon, she relaxed for a while to feed the sparrows. She was always getting surrounded by sparrows that were perching on her legs and shoulders. She enjoyed being in the midst of their company.
ସାରମର୍ମ :
ତାହା ସେମାନଙ୍କର ସମ୍ପର୍କରେ ଏକ ମୋଡ଼ ସୃଷ୍ଟି କଲା । ଏକା କୋଠରିରେ ରହିବା ସତ୍ତ୍ବେ, ବୁଢ଼ୀମା’ ଆଉ ତାଙ୍କ ତାହା ସେମାନଙ୍କର ସମ୍ପର୍କରେ ଏକ ମୋଡ଼ ସୃଷ୍ଟି କଲା । ଏକା କୋଠରିରେ ରହିବା ସତ୍ତ୍ବେ, ବୁଢ଼ୀମା’ ଆଉ ତାଙ୍କ ସହିତ ବିଦ୍ୟାଳୟକୁ ଯାଇପାରିଲେ ନାହିଁ । ସେଠାକାର ରାସ୍ତାମାନଙ୍କର କୁକୁରମାନଙ୍କର ଚିହ୍ନବର୍ଣ୍ଣ ନ ଥିଲା । ବୁଢ଼ୀମା’ ତାଙ୍କ ସହରରେ ଥ‌ିବା ଘର ଅଗଣାରେ ଘରଚଟିଆମାନଙ୍କୁ ଖାଇବାକୁ ଦେବା ଆରମ୍ଭ କରିଦେଲେ । ସମୟ ଗଡ଼ି ଚାଲିଲା । ସେମାନଙ୍କର ସାକ୍ଷାତ୍ କମିଯିବାକୁ ଲାଗିଲା। ଶିକ୍ଷକ କ’ଣ ପଢ଼ାଉଥିଲେ ସେ ଲେଖକଙ୍କୁ ସେ ବିଷୟରେ ପଚାରୁଥିଲେ । ଲେଖକ କହୁଥିଲେ ଯେ ସେମାନଙ୍କୁ ଇଂରାଜୀ ଶବ୍ଦ, ପାଶ୍ଚାତ୍ୟ ବିଜ୍ଞାନ ଓ ମାଧ୍ୟାକର୍ଷଣ ନିୟମ ଆଦି ପଢ଼ାଯାଉଛି ।

ଯେହେତୁ ବୁଢ଼ୀମା’ ପାଠପଢ଼ାରେ ସାହାଯ୍ୟ କରିପାରୁ ନ ଥିଲେ, ତେଣୁ ସେ ଦୁଃଖୀ ହେଲେ । ଯେତେବେଳେ ଲେଖକ ବିଶ୍ଵବିଦ୍ୟାଳୟକୁ ଗଲେ, ତାଙ୍କୁ ରହିବା ପାଇଁ ଗୋଟିଏ କୋଠରି ଦିଆଗଲା । ଏହିଠାରୁ ବନ୍ଧୁତ୍ଵର ସାଧାରଣ ବନ୍ଧନ ଛିନ୍ନ ହେଲା । ତାଙ୍କ ବୁଢ଼ୀମା’ ନିଃସଙ୍ଗତାକୁ ନୀରବ ପ୍ରତିବାଦ ସହ ଗ୍ରହଣ କରିନେଲେ । ସେ ଚରଖା ସହିତ ନିଜର ସମୟ ବିତାଇଲେ । ସୂର୍ଯ୍ୟୋଦୟଠାରୁ ସୂର୍ଯ୍ୟାସ୍ତ ପର୍ଯ୍ୟନ୍ତ ସେ ଚରଖା ପାଖରେ ବସି ରହୁଥିଲେ ଏବଂ ପ୍ରାର୍ଥନା କରୁ ଥିଲେ । ଅପରାହ୍ନରେ କିଛି ସମୟ ସେ ଘରଚଟିଆମାନଙ୍କୁ ଖୁଆଇବାରେ ବିତାଉଥିଲେ । ସେ ସର୍ବଦା ଘରଚଟିଆମାନଙ୍କ ଗହଣରେ ରହୁଥିଲେ ଯେଉଁମାନେ ତାଙ୍କ ଗୋଡ଼ ଓ କାନ୍ଧ ଉପରେ ବସି ଯାଉଥିଲେ । ସେ ସେମାନଙ୍କ ଗହଣରେ ଆନନ୍ଦ ଉପଭୋଗ କରୁଥିଲେ ।

Glossary:
comfortably settled : ସ୍ବଚ୍ଛନ୍ଦରେ ବସବାସ କଲେ
sent for : ପାଇଁ ପଠାୟାଇଛି
turning-point : ମୋଡ଼
took to : began (ଆରମ୍ଭ କଲେ)
sparrow : ଘରଚଟିଆ
years rolled by : ବର୍ଷ ପରେ ବର୍ଷ ବିତିଗଲା
western science : ପାଶ୍ଚାତ୍ୟ ବିଜ୍ଞାନ
the law of gravity: ମାଧ୍ୟାକର୍ଷଣ ନିୟମ
Archimedes principle : ଆର୍କିମେଡେଙ୍କ ନୀତି |
distressed : felt extreme anxiety or suffering (ଅତିଶୟ ଦୁଃଖ ଅନୁଭବ କଲେ )
announced : (here) told (କହିଲେ)
disturbed : confused (ଦ୍ବନ୍ଦ୍ବ ରେ ପଡ଼ିଲେ)
lewd : vulgar (ଇତର/ନୀଚ)
It …. harlots : ଏହା ଉପରେ
gentlefolk : gentle people (ଭଦ୍ରଲୋକ)
link : bond (ବନ୍ଧନ)
snapped : broke (ଭାଙ୍ଗିଗଲା|ତୁଟିଗଲା)
seclusion : loneliness (ଏକାକୀତ୍ଵ)
resignation : (here) calmness (ନୀରବରେ|ଶାନ୍ତଭାବେ)
spinning wheel : ଚରଖା
bits : pieces (ଟୁକୁରା)
veritable bedlam of
chirrupings : a genuine scene of noise or confusions caused by the chirruping of the sparrows which scattered and perched around the author’s grandmother
chirruping : ପକ୍ଷୀମାନଙ୍କର କାକଳି
shooed : drove away (ହୁଡ଼େଇଲେ / ତଡ଼ିଦେଲେ)

Think it out:
Question 1.
Why didn’t the grandmother accompany the writer to school in the city?
Answer:
The grandmother did not accompany the writer to school, because the latter went there in a motor bus.

Question 2.
Why couldn’t the grandmother help the writer with his lessons at the city school?
Answer:
The grandmother couldn’t help the writer with his lessons at the city school, because she did not know the subjects such as English, western science, the law of gravity, etc. which he was taught there.

Question 3.
Why did the lessons at the English school distress the grandmother?
Answer:
The lessons at the English school distressed the grandmother because the school didn’t teach about God and holy books to the students.

Question 4.
Why was she disturbed about music lessons at the English school?
Answer:
She was disturbed by music lessons at the English school, because, in her view, music had vulgar associations. It was meant exclusively for prostitutes, but not for gentlefolk.

Question 5.
What were the three ways in which the grandmother spent her days when the author went to University?
Answer:
The three ways in which the grandmother spent her days when the author went to University were spinning, reciting prayers and feeding the sparrows.

Question 6.
What was the happiest time of the day for her?
Answer:
The happiest time of the day for her was to be in the midst of chirruping sparrows and feeding them. Though they sat comfortably on her legs and shoulder, she smiled instead of driving them away.

Question 7.
How did she accept her seclusion?
Answer:
She calmly accepted her seclusion.

UNIT – IV

Gist:
The writer made up his mind to go to a foreign country for further studies. She knew that his grandmother would be sad. But she came to see him off at the railway station. She maintained silence. She did not show any emotion. She was totally absorbed in prayer. Her fingers kept on telling the beads of her rosary. At last, the writer departed. The parting from his grandmother was indeed heart-touching. It possibly marked the last sign of their physical contact. But that proved wrong. Five years elapsed. The writer came back home and was received at the station by his grandmother. She was speechless.

That evening he noticed a great change in her behavior. She stopped praying. She seemed to be very happy spending time with the older women folk. The following morning, she suffered from mild fever. She could not recover from it. At last, she died peacefully. This concluding unit ends on a moving note. Thousands of sparrows sitting scattered on the floor sadly witnessed the grandmother’s dead body. They neither chirruped nor touched little crumbs of bread. They flew away silently when the writer and his family members carried his grandmother’s dead body. Here ends the portrait of a pious lady.

ସାରମର୍ମ :
ଉଚ୍ଚଶିକ୍ଷା ନିମନ୍ତେ ବିଦେଶକୁ ଯିବା ପାଇଁ ଲେଖକ ମନସ୍ଥ କଲେ । ସେ ଜାଣିଥିଲେ ତାଙ୍କର ବୁଢ଼ୀମା’ ଦୁଃଖୀ ହେବେ । କିନ୍ତୁ ସେ ଲେଖକଙ୍କୁ ବିଦାୟ ଦେବା ପାଇଁ ଷ୍ଟେସନକୁ ଆସିଥିଲେ । ସେ ନୀରବ ଥିଲେ ଏବଂ କୌଣସି ଭାବପ୍ରବଣତା ଦେଖାଇ ନ ଥିଲେ । ସେ ପ୍ରାର୍ଥନା ଭିତରେ ସମ୍ପୂର୍ଣ୍ଣରୂପେ ମଜ୍ଜି ଯାଇଥିଲେ । ତାଙ୍କର ଆଙ୍ଗୁଳିଗୁଡ଼ିକ ଜପାମାଳିର ମାଳି ଗଡ଼ାଇବାରେ ଲାଗିଥିଲେ । ଶେଷରେ ଲେଖକ ବିଦାୟ ନେଲେ । ବାସ୍ତବରେ ବୁଢ଼ୀମା’ଙ୍କଠାରୁ ବିଦାୟ ମର୍ମସ୍ପର୍ଶୀ ଥିଲା । ଏହା ବୋଧହୁଏ ସେମାନଙ୍କର ଶାରୀରିକ ସଂସ୍ପର୍ଗର ଶେଷ ଚିହ୍ନ ଥିଲା । କିନ୍ତୁ ତାହା ଭୁଲ୍ ପ୍ରମାଣିତ ହେଲା। ପାଞ୍ଚ ବର୍ଷ ବିତିଗଲା । ଲେଖକ ଘରକୁ ଫେରିଲେ ଏବଂ ବୁଢ଼ୀମା’ ତାଙ୍କୁ ଷ୍ଟେସନରେ ପାଛୋଟି ନେଲେ । ସେ ନୀରବ ଥିଲେ ।

ସେଦିନ ସନ୍ଧ୍ୟାରେ ସେ ବୁଢ଼ୀମା’ଙ୍କର ବ୍ୟହାରରେ ଅଦ୍ଭୁତ ପରିବର୍ତ୍ତନ ଦେଖ‌ିଲେ । ସେ ପ୍ରାର୍ଥନା ବନ୍ଦ କରି ଦେଇଥିଲେ । ପୁରୁଖା ସ୍ତ୍ରୀଲୋକମାନଙ୍କ ସହିତ ସମୟ କଟାଇ ଖୁସିଥ୍‌ର ଜଣା ପଡୁଥିଲେ । ପରଦିନ ସକାଳେ ତାଙ୍କୁ ସାମାନ୍ୟ ଜ୍ଵର ହେଲା । ସେ ଏଥୁରୁ ରକ୍ଷା ପାଇ ପାରିନଥିଲେ । ଶେଷରେ ସେ ଶାନ୍ତିରେ ଆଖି ବୁଜିଲେ । ସେତେବେଳେର ଦୃଶ୍ୟ ଖୁବ୍ କରୁଣ ଥିଲା। ହଜାର ହଜାର ଘରଚଟିଆ ଚଟାଣ ଉପରେ ବିକ୍ଷିପ୍ତ ଭାବରେ ବସି ବୁଢ଼ୀମା’ଙ୍କର ମୃତ ଦେହକୁ ଅନାଉଥିଲେ । ସେମାନେ କୋଳାହଳ କରୁନଥିଲେ କିମ୍ବା ରୁଟି ଟୁକୁଡ଼ାକୁ ଛୁଇଁନଥିଲେ । ଯେତେବେଳେ ଲେଖକ ଏବଂ ତାଙ୍କର ପରିବାର ବୁଢ଼ୀମା’ଙ୍କ ଶବକୁ ନେଇଗଲେ, ସେମାନେ ନୀରବରେ ଉଡ଼ି ପଳେଇଲେ ।

Glossary:
further studies : (here) higher studies (ଉଚ୍ଚଶିକ୍ଷା)
upset : disappointed or worried (ହତାଶ ହେବା/ବିବ୍ରତ ହେବା)
sentimental : easily moved by tender feelings (ଭାବପ୍ରବଣ )
lost : ହଜିଯାଇଥିଲା
cherished : ଆନନ୍ଦ ଅନୁଭବ କରିଥିଲେ
the moist imprint : ଲୁହର ଛାପ
She …… words : The writer’s grandmother was speechless.
clasped : grasped tightly one’s hand
frivolous rebukes : affectionate scolding (ସ୍ନେହବୋଳା ଗାଳି)
thumped : hit heavily with the fist (ମୁଠାରେ ଜୋର୍‌ରେ ଆଘାତ କଲେ)
sagging skins : ଓହଳି ପଡ଼ିଥ‌ିବା ଚମଡ଼ା
dilapidated : old and in very bad condition (ଜରାଜୀର୍ଣ୍ଣ ଅବସ୍ଥାରେ ଥ‌ିବା)
warrior : ଯୋଦ୍ଧା
persuade : ପ୍ରବର୍ତ୍ତେଇବା
mild : ସାମାନ୍ୟ
before …. life : before the grandmother’s death (ବୁଢ଼ୀମା’ଙ୍କ ମୃତ୍ୟୁ ପୂର୍ବରୁ)
waste time : ଅଧ‌ିକ ସମୟ ନଷ୍ଟ କରିବା
protested : ପ୍ରତିବାଦ କଲୁ
ignored : ଅବଜ୍ଞା କଲେ
suspect : doubt (ସନ୍ଦେହ କରିବା)
lifeless : ନିର୍ଜୀବ
pallor : unnatural paleness ( ଅସ୍ଵାଭାବିକ ମଳିନତା)
customary : ପ୍ରଥା ଅନୁସାରେ
shroud : a piece of cloth or a sheet wrapped round a dead body
crude : rude (ନିଷ୍ଠୁର)
cremated : ଶବ ସତ୍କାର ହେଲା
lit : lighted (ଆଲୋକିତ କରୁ)
blaze : bright flame (ଉଜ୍ଜ୍ଵଳ ଦୀପ୍ତି)
golden light : ସୁନେଲି କିରଣ
stiff : hard (କଠିନ)
wrapped : covered (ଆବୃତ କଲେ)
scattered : ଛିନ୍ନଭିନ୍ନ
took no notice of: ଅନାଇଲେ ନାହିଁ
corpse : dead body (ମୃତ ଦେହ)
quietly : silently (ଚୁପ୍‌ଚାପ୍ ଭାବରେ)
swept : ଓଳେଇଦେଲେ

Think it out:
Question 1.
How did the grandmother see the author off at the railway station?
Answer:
The grandmother saw the author off at the railway station without showing any emotion. Besides, she silently kissed his forehead.

Question 2.
How did she receive him when he came back home from abroad?
Answer:
When he came back home from abroad, she embraced him in her arms. She was speechless and saying her prayers.

Question 3.
What were her happiest moments on the first day of his arrival?
Answer:
Her happiest moments on the first day of his arrival were in the company of her sparrows whom she fed longer and with affectionate scolding.

Question 4.
How did she celebrate his return in the evening? Does her behavior appear odd to you?
Answer:
She celebrated his return in the evening, thumping the weak skins of the ruined old drum and singing of the homecoming warriors in the company of the women of the neighborhood. Yes, her behavior appears odd to me as she stopped her prayer for the first time on that evening.

Question 5.
How did she pass away?
Answer:
She passed away peacefully, while she was laying in bed praying and telling her beads.

Question 6.
How did sparrows react when the author’s grandmother died?
Answer:
When the author’s grandmother died, the sparrows plunged into grief. They neither chirruped nor took any notice of little crumbs of bread.

Question 7.
“Next morning the sweeper swept the bread crumbs into the dust bin.” What does this line imply?
Answer:
This line implies that the sparrows were beside themselves with grief.

Post-Reading Activities:

Write a paragraph on the following points to portray the character of the grandmother :
The writer’s grandmother is a widow
She is very old – wrinkled face – her grey hair usually remains scattered on her puckered face – fat, short, and has a stoop – cannot walk straight – hobbles with her hand on her waist to balance her stoop
She belongs to a Punjabi family and lives with her son, daughter-in-law, and her grandson
She is religious – goes to the temple daily – reads holy books – tells the beads of the rosary
She is very kind – feeds the dogs with chapattis – feeds the sparrows and enjoys their company
She is a good companion – helps her grandson to get ready for school – helps him in his lessons – accompanies him to the school
She is culture loving – loves Indian culture, is fond of singing and spinning – has a strong dislike for western and scientific education
She is peaceful by nature – calm and cool – does not show resentment – becomes quiet and private instead
Her death is mourned by the family and her pet sparrows.

Answer:
The pen picture of a grandmother
The writer’s grandmother who comes from a Punjabi family is a widow. She is in a state of ripe old age. She is a deeply pious lady. She takes pleasure in walking to the temple every day, reading sacred books and telling the beads of the rosary. The writer’s grandmother epitomizes kindness. This finds a great reflection in her act of feeding the dogs and sparrows. She gives constant company to her grandson. She is an avid lover of Indian culture. She is the picture of serenity. Grandmother’s death is a stunning loss to the family and her fond sparrows.

Doing with words :
(A) Make sentences with the following expressions :
(i) the thought was almost revolting
(ii) an expanse of pure white serenity
(iii) a veritable bedlam of chirruping
(iv) frivolous rebukes
(v) the sagging skins of the dilapidated drum
Answer:
(i) the thought was almost revolting – I greatly enjoyed my grandparents’ company. The thought contrary to it was almost revolting to him.
(ii) an expanse of pure white serenity – My grandmother’s look epitomizes an expanse of pure white serenity.
(iii) a veritable bedlam of chirruping – The birds produce a veritable bedlam of chirruping.
(iv) frivolous rebukes – I am averse to your frivolous rebukes.
(v) the sagging skins of the dilapidated drum – I wanted him to beat the sagging skins of the dilapidated drum.

(B) Notice the following uses of the word ‘tell’ in the text.
1. Her fingers were busy telling the beads of her rosary.
2. I would tell her English words and little things about Western science and learning.
3. At her age one could never tell.
4. She told us that her end was near.
Given below are four different meanings of the word ‘tell’. Match each meaning with its corresponding sentence given above.
1. make something known to someone in spoken or written words
2. count while reciting
3. be sure
4. give information to somebody
Answer:
1 – 2; 2 – 1; 3 – 3; 4 – 4

(C) A popular dictionary gives the following meanings for the word ‘drop’. Match each meaning with its corresponding sentence given below :
‘drop’ :
1. a small round mass of liquid
2. a reduction
3. to fall
4. to become weaker
5. to send a letter
Sentences :
(a) The bottle dropped and broke to pieces.
(b) Drop a postcard to me about your choice of career.
(c) A heavy shower of rain caused a drop in temperature.
(d) She shed a few drops of tears on the grave of her pet.
(e) His voice dropped to a whisper.
Answer:
1 – (d); 2 – (c); 3 – (a); 4 – (e); 5 – (b).

CHSE Odisha Class 12 English The Portrait of a Lady Important Questions and Answers

I. Multiple-Choice Questions (MCQs) with Answers:

Question 1.
The author of ‘The Portrait of a Lady’ is ______________.
(A) Khushwant Singh
(B) R.K. Narayan
(C) Manoj Das
(D) Steve Jobs
Answer:
(A) Khushwant Singh

Question 2.
The lady portrayed in the story is
(A) Grandmother
(B) Sister
(C) Mother
(D) Daughter
Answer:
(A) Grandmother

Question 3.
The grandfather in the portrait hung on the wall looked like
(A) old, thin and wrinkly
(B) young, handsome, well built
(C) old, long white beard worn a big turban
(D) None of the above
Answer:
(C) old, long white beard worn a big turban

Question 4.
Grandmother looked
(A) Fat, slightly bent
(B) Old, short, slightly bent, fat
(C) Long, fat, slightly bent
(D) Old, fat, long
Answer:
(B) Old, short, slightly bent, fat

Question 5.
The author’s parents left him with his grandmother when
(A) he was an infant
(B) he was a child
(C) he was a young man
(D) he was a teenager
Answer:
(B) he was a child

Question 6.
The animal grandmother used to feed in the village is
(A) cats
(B) dogs
(C) cows
(D) sparrows
Answer:
(B) dogs

Question 7.
The parents of the author were living in
(A) abroad
(B) other villages
(C) other states
(D) City
Answer:
(D) City

Question 8.
In the temple, grandmother was
(A) doing meditation
(B) reading scriptures
(C) singing religious prayers
(D) teaching other kids religious prayer
Answer:
(B) reading scriptures

Question 9.
The author went to study in the city in
(A) English school in motor bus
(B) by walking
(C) Hindu school
(D) None of these
Answer:
(A) English school in motor bus

Question 10.
The grandmother went to school with the author because
(A) the school was attached to the temple
(B) to guard him
(C) to see how he was reading
(D) None of the above
Answer:
(A) the school was attached to the temple

Question 11.
In the courtyard of the city house, grandmother used to feed
(A) dogs
(B) cats
(C) sparrows
(D) cows
Answer:
(C) sparrows

Question 12.
Grandmother after listening to the things taught in the English schools becomes unhappy because
(A) She could not help the writer with his lessons.
(B) She desired science.
(C) She did not want the writer should learn English
(D) None of the above
Answer:
(A) She could not help the writer with his lessons.

Question 13.
The common link of friendship was suspended when the writer ______________.
(A) went up to the university
(B) went up in a foreign trip
(C) married
(D) None of these
Answer:
(A) went up to the university

Question 14.
The grandmother died
(A) peacefully telling beads laying on the bed
(B) in the hospital
(C) while sleeping
(D) None of the above
Answer:
(A) peacefully telling beads laying on the bed

Question 15.
Why did the grandmother keep one hand on her waist?
(A) to pick up things easily
(B) to balance her stoop
(C) to correct her posture
(D) to eat food
Answer:
(B) to balance her stoop

Question 16.
The narrator had known his grandmother to be old and wrinkled for ______________.
(A) ten years
(B) thirty years
(C) twenty years
(D) twenty-five years
Answer:
(C) twenty years

Question 17.
The portrait of grandfather was hanging in the ______________.
(A) drawing room
(B) store room
(C) bedroom
(D) kitchen
Answer:
(A) drawing room

Question 18.
What did the author eat for breakfast?
(A) rice and curd
(B) thick bread with butter
(C) apples and bread
(D) thick and stale chapatis with a little butter and sugar spread on it
Answer:
(D) thick and stale chapatis with a little butter and sugar spread on it

Question 19.
The author treated the stories of grandmother’s youth and beauty as ______________.
(A) poetry
(B) fables
(C) drama
(D) None of these
Answer:
(B) fables

Question 20.
How did the grandmother spend her afternoon every day?
(A) by feeding hundreds of sparrows
(B) by taking a nap
(C) by talking to the author’s mother
(D) by going to temple
Answer:
(A) by feeding hundreds of sparrows

Question 21.
What change came in the grandmother’s evening time?
(A) she would sleep easily
(B) she would go for a walk
(C) she collected the women of the neighborhood
(D) she would talk with the author’s parents
Answer:
(C) she collected the women of the neighborhood

Question 22.
How did the grandmother spend her time in the city?
(A) spinning the wheel
(B) reading scriptures
(C) feeding dogs
(D) taking to neighbors
Answer:
(A) spinning the wheel

Question 23.
What did the village priest teach the students?
(A) scriptures
(B) alphabet and morning prayer
(C) moral lessons
(D) science
Answer:
(B) alphabet and morning prayer

Question 24.
What is the meaning of the word ‘chorus’?
(A) individually
(B) in a group
(C) between two people
(D) working hard
Answer:
(B) in a group

Question 25.
What was the grandmother doing inside the temple when the author was studying in the temple veranda?
(A) Reading scriptures
(B) Listening to the prayers
(C) Singing prayers
(D) Performing puja
Answer:
(A) Reading scriptures

Question 26.
Who would meet the author and his grandmother at the temple door?
(A) Sparrows
(B) Village monkeys
(C) Village dogs
(D) Village beggars
Answer:
(C) Village dogs

Question 27.
What was the turning point in the relationship of the author and his grandmother?
(A) The grandmother’s death
(B) The marriage of the author
(C) The separation of the author from his grandmother
(D) Their shifting from the village to the city
Answer:
(D) Their shifting from the village to the city

Question 28.
What did the grandmother do in her leisure in the city?
(A) Sang prayers
(B) Read scriptures
(C) Fed sparrows
(D) Fed pigeons
Answer:
(C) Fed sparrows

Question 29.
What was/were not taught to the author at the English school?
(A) English words
(B) Western science
(C) Scriptures
(D) Music lessons
Answer:
(A) English words

Question 30.
Why was the grandmother distressed with the teachings in English school?
(A) There was much emphasis on the alphabet
(B) There were no lessons on god and the scriptures
(C) Due to teaching music
(D) Due to teaching science
Answer:
(B) There were no lessons on god and the scriptures

Question 31.
When was the common link of friendship between the author and his grandmother snapped?
(A) When the author went abroad
(B) When the author joined the army
(C) When the author went to university
(D) When the author got a job
Answer:
(C) When the author went to university

Question 32.
What was the opinion of the grandmother about music?
(A) She supported music classes
(B) Music had a soothing effect
(C) Music had lewd associations
(D) Music was essential for the overall development
Answer:
(C) Music had lewd associations

Question 33.
What did the grandmother accept with resignation?
(A) Separation from the author
(B) Her fate
(C) Her ill-health
(D) Her approach to death
Answer:
(A) Separation from the author

Question 34.
How did the grandmother relax in the afternoon?
(A) By singing songs
(B) By reciting prayers
(C) By spinning the wheel
(D) By feeding the sparrows
Answer:
(D) By feeding the sparrows

Question 35.
Which was the happiest half-hour of the day for the grandmother?
(A) The time spent in the temple
(B) The time spent with the neighbors
(C) The time spent with the sparrows
(D) The time spent with the author
Answer:
(C) The time spent with the sparrows

Question 36.
What is the meaning of the sentence, “at her age one could never tell”?
(A) She was very old
(B) She did not eat much
(C) She did not behave properly
(D) She was so old that she could die at any moment
Answer:
(D) She was so old that she could die at any moment

Question 37.
Choose an appropriate word for the word ‘sentimental’ from the following:
(A) happy
(B) joyful
(C) emotional
(D) mournful
Answer:
(C) emotional

Question 38.
While going abroad what did the author cherish the most?
(A) Love of his family
(B) Care of his mother
(C) Affection of his grandmother
(D) His grandmother’s kiss on his forehead
Answer:
(D) His grandmother’s kiss on his forehead

Question 39.
When did the author come back home?
(A) After four years
(B) After five years
(C) After six years
(D) After two years
Answer:
(B) After five years

Question 40.
What is the synonym of the word ‘frivolous’?
(A) carefree
(B) serious
(C) funny
(D) mysterious
Answer:
(A) carefree

Question 41.
What is the meaning of the word ‘rebuke’?
(A) to hang
(B) to scold lightly
(C) to pray for mercy
(D) to learn something
Answer:
(B) to scold lightly

Question 42.
What change came over the author’s grandmother in the evening?
(A) she did not pray
(B) she started dancing wildly
(C) she collected drums from the neighborhood
(D) all of the above
Answer:
(A) she did not pray

Question 43.
What did the grandmother sing collecting the women of the neighborhood?
(A) Her prayers
(B) Home-coming of warriors
(C) Reception song for the author
(D) Scriptures
Answer:
(B) Home-coming of warriors

Question 44.
What happened the next morning?
(A) The grandmother became unconscious
(B) The author talked to his grandmother
(C) The grandmother was taken ill
(D) The grandmother started to sing again
Answer:
(C) The grandmother was taken ill

Question 45.
What did the grandmother tell all the family members?
(A) to call the doctor
(B) to bring her holy books
(C) to bring her a new rosary
(D) that her end was near
Answer:
(D) that her end was near

Question 46.
Why did the grandmother say that she was not going to talk to anyone?
(A) because she cannot speak
(B) because she wanted to pray
(C) because she wanted to die peacefully
(D) because she wanted to talk with the angels
Answer:
(B) because she wanted to pray

Question 47.
How did they know that she was dead?
(A) she closed her eyes
(B) the rosary fell from her fingers
(C) the doctor declared her dead
(D) her last prayer was said loudly
Answer:
(B) the rosary fell from her fingers

Question 48.
What was the custom regarding dead people?
(A) to cover the dead body with a red shroud
(B) to cover the dead body with a white shroud
(C) to cover the dead body with a black shroud
(D) to keep the dead body uncovered
Answer:
(A) to cover the dead body with a red shroud

Question 49.
Why did the family members stop halfway in the courtyard?
(A) as there were hundreds of ants
(B) as there were thousands of sparrows
(C) as there were thousands of monkeys
(D) as there were hundreds of dogs
Answer:
(B) as there were thousands of sparrows

Question 50.
Why did the sparrows not take notice of the bread crumbs lying on the floor?
(A) they never ate bread crumbs
(B) the bread crumbs were stale
(C) they were also mourning the death of their grandmother
(D) they had come to eat chapattis
Answer:
(C) they were also mourning the death of their grandmother

Question 51.
The bottle dropped and broke to pieces. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) To fall
(B) To go down
(C) To become weaker
(D) To slip away
Answer:
(A) To fall

Question 52.
Drop me a postcard when you get there. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) To fall
(B) To go down
(C) To send a letter
(D) To send away
Answer:
(C) To send a letter

Question 53.
Heavy rain can cause a drop in temperature. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) A reduction
(B) To fall
(C) To become weaker
(D) To slip away
Answer:
(A) A reduction

Question 54.
A few drops of tears don’t wash out sins. (Pick out the correct dictionary meaning of the underlined word from the following)
(A) Shedding tears
(B) A small round mass of liquid
(C) Repentance
(D) Liquid substance
Answer:
(B) A small round mass of liquid

Question 55.
His voice dropped to a whisper. (Pick out the correct dictionary meaning of the underlined Word from the following)
(A) To fall
(B) To go down
(C) To become weaker
(D) A reduction
Answer:
(C) To become weaker

II. Short Type Questions with Answers:

Question 1.
Why was it hard for the author to believe that his grandmother was once young and pretty?
Answer:
It was hard for the author to believe that his grandmother was once young and pretty, because he, in spite of staying with her for the last twenty years, did not find any change in her beauty. She was as elegant as ever.

Question 2.
How does the author portray his grandmother?
Answer:
The writer states that his grandmother, short and fat, was a little bent. Age didn’t have any impact on her age arid she was pretty and very active.

Question 3.
The grandmother had a divine beauty. How does the author bring this out?
Answer:
The author states that the grandmother had a divine beauty because she was a picture of rare calmness, peace and contentment. Her beauty resembling ‘the winter landscape in the mountains’ is also a case in point.

Question 4.
What was the grandmother’s routine in the village?
Answer:
The grandmother’s routine in the village comprised waking the writer up in the morning and preparing him for school. She also went to school with him and came back home together after school was over.

Question 5.
How did the grandmother take care of the writer during his childhood? Was she a good companion of the writer in the village?
Answer:
The grandmother took minute care of the writer during his childhood beginning from waking him up, bathing and dressing him to accompanying him to school and coming back home. She did not forget to give him breakfast. Yes, she was certainly a good companion of the writer, as his parents lived in the city.

Question 6.
Was she a religious person? How?
Answer:
Yes, she was a religious lady. Her morning prayer, frequent visits to the temple and reading holy books inside it and throwing chapters to the village dogs who followed them to their home justify this fact.

Question 7.
Why couldn’t the grandmother help the writer with his lessons at the city school?
Answer:
The grandmother couldn’t help the writer with his lessons at the city school, because she did not know the subjects such as English, western science, the law of gravity, etc. which he was taught there.

Question 8.
Why did the lessons at the English school distress the grandmother?
Answer:
The lessons at the English school distressed the grandmother because the school didn’t teach about God and holy books to the students.

Question 9.
Why was she disturbed about music lessons at the English school?
Answer:
She was disturbed by music lessons at the English school, because, in her view, music had vulgar associations. It was meant exclusively for prostitutes, but not for gentlefolk.

Question 10.
What were the three ways in which the grandmother spent her days when the author went to University?
Answer:
The three ways in which the grandmother spent her days when the author went to University were spinning, reciting prayers and feeding the sparrows.

Question 11.
What was the happiest time of the day for her?
Answer:
The happiest time of the day for her was to be in the midst of chirruping sparrows and feeding them. Though they sat comfortably on her legs and shoulder, she smiled instead of driving them away.

Question 12.
What were her happiest moments on the first day of his arrival?
Answer:
Her happiest moments on the first day of his arrival were in the company of her sparrows whom she fed longer and with affectionate scolding.

Question 13.
How did she celebrate his return in the evening? Does her behavior appear odd to you?
Answer:
She celebrated his return in the evening, thumping the weak skins of the ruined old drum and singing of the homecoming warriors in the company of the women of the neighborhood. Yes, her behavior appears odd to me as she stopped her prayer for the first time that evening.

Introducing the Author:
Khuswant Singh (1915) is one of the most versatile writers of our time. He has distinguished himself as an outstanding journalist, novelist, historian, and short-story writer. A writer of international repute, Singh is known for his inimitable style, biting irony, and firebrand candidness. He has a deep understanding of the life around him. His works include The Mask of Vishnu, Train to Pakistan, which won the Grove Press Indian Fiction prize, The Voice of God and Other Stories, I shall not hear the Nightingale, Many Moods and Many Faces, A History of the Sikhs, A Bride for the Sahib and Other Stories, Delhi, The Company of Women and several collections of works.

Aspects of Khuswant Singh as a short-story writer and essayist indicate his versatility. His short stories show the felicity of his expression, his capacity for clear and realistic portrayal, and his unique lightness of touch. He has the qualities of the ideal short-story writer: ingenuity, compression and originality, and also a touch of fantasy. His art is different from that of Raja Rao, Mulk Raj Anand, R. K. Narayan, and Pravas Jhabvala.

About the Topic:
‘The Portrait of a Lady’ gives a vivid account of the writer’s, grandmother. She was affectionate, protective, and caring. The writer throws light on the three phases of the relationship he had had with his grandmother. In the first phase, she took care of the writer in the village and he was close to her. The second phase deals with his estrangement from her during his study in a city school. The last one dwells upon the snapping of the common link of friendship between them when he went to a foreign country for further studies. The writer presents a moving picture of the sparrows when his grandmother’s life came to an end.

Summary:
The writer speaks of his own grandmother. By the time, he wrote the story, she was quite old and all her hair had been white. Her wrinkled face and body gave him a kind of surprise. For twenty years, the writer was with his grandmother. People said that once the old lady was as beautiful as a fairy. Her husband – the writer’s grandfather was also very handsome. His photo was being hung in the drawing room of the writer. He was clad in a big turban and loose-fitting clothes. The writer noticed his ripe old age.

Grandmother had always been short and fat, and her back was slightly bent. Wrinkles were across her face. When the writer came to know her, she had been in such a condition. She was always clad in a spotless white saree. Her silver locks. were spread messily over her pale, wrinkled face. She was always in a state of saying a prayer that could not be heard distinctly. She was beautiful. She was a picture of calmness. She had a divine beauty. Both the writer and his grandmother were good companions.

His parents had left him with his grandmother at the village. They were in the city. Every day, she used to wake up the writer in the morning to be ready to go to school. She was uttering the monotonous song while bathing and dressing the writer. He liked her very much. His grandmother was going to school with him because there was a temple attached to the school. She would sit inside the temple and read holy books. The grandmother was a pious lady. When the writer’s parents were settled in the city, they sent for them.

That marked a turning point in their friendship. Years flew by. Their meeting grew less. Both the writer and his grandmother started spending days separately and the writer became separated from the close relationship with his grandmother. When he reported to her about the music lesson he was being taught his grandma was confused because she knew that music had been associated with harlots. She said nothing but her silence was louder than words. When the writer went to University, he was allotted a room for his stay.

The common bond of friendship was snapped. His grandmother accepted her loneliness with quiet resignation. She spent time with her spinning wheel. From sunrise to sunset she sat by her wheel spinning and reciting prayers. In the afternoon, she relaxed for a while to feed the sparrows. She was always getting surrounded by sparrows that were perching on her legs and shoulders. She enjoyed being in their company. When the writer decided to go to a foreign country for further studies, he thought his grandmother would be disappointed.

But she came to leave him at the railway station but did not talk or show any emotion. She was totally absorbed in prayer and her fingers were busy telling the beads of her rosary. After five years, he came back home and was received at the station by his grandmother. It seemed as if time had left no impact on her age. The author could feel her pulse as usual and the sparrows were with her. That evening she was seen very happy spending time with the older women folk. The next day morning she was found ill. The doctor was called for and he told them that the fever was mild and she would be well within a short time.

But she told others that her last time had come. She lay peacefully in bed saying prayers and telling her beads. Next time she breathed her last. Then the funeral arrangements and proceedings went on. The dead body of the grandmother was covered with a red shroud. They brought a crude stretcher to take her to be cremated. By that time, thousands of sparrows sat scattered on the floor. There was no chirruping. The picture of the grief-stricken sparrows was really poignant. The writer’s mother threw broken little crumbs of bread to them, but in vain. They never took any notice of the bread. With the departure of grandmother’s dead body, the sparrows flew away in silence.

ସାରାଂଶ:
ଲେଖକ ତାଙ୍କ ନିଜ ବୁଢ଼ୀମା’ଙ୍କ ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ଯେତେବେଳେ ସେ ଗଳ୍ପଟି ଲେଖିଥିଲେ, ସେତେବେଳକୁ ତାଙ୍କ ବୁଢ଼ୀମା’ ସମ୍ପୂର୍ଣ୍ଣ ବୁଢ଼ୀ ହୋଇଯାଇଥିଲେ ଏବଂ ତାଙ୍କର ସମସ୍ତ କେଶ ଧଳା ହୋଇଯାଇଥିଲା । ତାଙ୍କର କୁଞ୍ଚ୍ ମୁଖମଣ୍ଡଳ ଓ ଶରୀର ତାଙ୍କୁ ଏକପ୍ରକାର ବିସ୍ମିତ କରୁଥିଲା । ଦୀର୍ଘ ୨୦ ବର୍ଷ ଧରି ସେ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ସହିତ ଥିଲେ । ଲୋକମାନେ କହୁଥିଲେ ଯେ ଏକଦା ଏହି ବୁଢ଼ୀ ସ୍ତ୍ରୀଲୋକଜଣକ ପରୀ ଭଳି ସୁନ୍ଦରୀ ଥିଲେ । ତାଙ୍କ ସ୍ଵାମୀ –ଲେଖକଙ୍କ ବୁଢ଼ାବାପା ଖୁବ୍ ସୁନ୍ଦର ଥିଲେ । ତାଙ୍କ ଫଟୋ ଲେଖକଙ୍କ ବୈଠକଘରେ ଟଙ୍ଗା ଯାଇଥିଲା । ବଡ଼ ପଗଡ଼ି ଓ ଢିଲା ପୋଷାକ ତାଙ୍କର ସମଗ୍ର ଶରୀରକୁ ଆବୃତ କରୁଥିଲା । ଲେଖକ ତାଙ୍କର ପରିପକ୍ଵ ବୃଦ୍ଧ ଅବସ୍ଥାକୁ ଦେଖ୍ ପାରୁଥିଲେ । ବୁଢ଼ୀମା’ ଗେଡ଼ୀ ଓ ମୋଟୀ ଥିଲେ ଏବଂ ତାଙ୍କ ଅଣ୍ଟା ଅଳ୍ପ ନଇଁ ପଡ଼ିଥିଲା ।

ତାଙ୍କ ମୁଖମଣ୍ଡଳରେ କୁଞ୍ଚ ରେଖାର ଦାଗସବୁ ରହିଥିଲା । ଲେଖକ ତାଙ୍କୁ ଜାଣିବା ଦିନଠାରୁ ସେ ସେହି ଅବସ୍ଥାରେ ଥିଲେ । ସେ ସର୍ବଦା ଦାଗହୀନ ଧଳା ଶାଢ଼ି ପରିଧାନ କରୁଥିଲେ । ରୁପା ସଦୃଶ ଦେଖାଯାଉଥିବା ତାଙ୍କର ଆଲୁଳାୟିତ କେଶରାଶି ତାଙ୍କର ମଳିନ ଓ କୁଞ୍ଚ୍ ମୁଖମଣ୍ଡଳ ଉପରେ ବିଛାଇ ହୋଇ ପଡ଼ୁଥିଲା । ସେ ସର୍ବଦା ପ୍ରାର୍ଥନା କରୁଥିବା ଅବସ୍ଥାରେ ରହୁଥିଲେ, ଯାହାକି ସ୍ପଷ୍ଟଭାବେ ଶୁଣି ହେଉ ନ ଥିଲା । ସେ ସୁନ୍ଦରୀ ଥିଲେ । ସେ ନୀରତବାର ପ୍ରତିଛବି ଥିଲେ । ତାଙ୍କଠାରେ ସ୍ଵର୍ଗୀୟ ସୁଷମା ଭରି ରହିଥିଲା । ଲେଖକ ଏବଂ ତାଙ୍କ ବୁଢ଼ୀମା’ ଉତ୍ତମ ବନ୍ଧୁ ଥିଲେ । ତାଙ୍କୁ ତାଙ୍କ ବାପାମା’ ଗାଁରେ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ପାଖରେ ଛାଡ଼ି ଚାଲି ଯାଇଥିଲେ । ସେମାନେ ସହରରେ ରହୁଥିଲେ । ପ୍ରତ୍ୟେକ ଦିନ ସକାଳେ ଲେଖକଙ୍କୁ ତାଙ୍କ ବୁଢ଼ୀମା’ ଶେଯରୁ ଉଠାଇ ସ୍କୁଲ୍ ଯିବାପାଇଁ ପ୍ରସ୍ତୁତ କରାଉଥିଲେ ।

ଲେଖକଙ୍କୁ ଗାଧୋଇ ଦେବା ଓ ପୋଷାକ ପିନ୍ଧାଇବା ସମୟରେ ସେ ବିରକ୍ତିକର ଗୀତ ଗାଉଥିଲେ । ଲେଖକ ତାଙ୍କୁ ଖୁବ୍ ଭଲ ପାଆନ୍ତି । ତାଙ୍କ ବୁଢ଼ୀମା’ ତାଙ୍କ ସହିତ ସ୍କୁଲ୍ ଯାଉଥିଲେ କାରଣ ସ୍କୁଲ୍‌କୁ ଲାଗି ମନ୍ଦିରଟିଏ ଥିଲା । ସେ ମନ୍ଦିର ଭିତରେ ବସୁଥିଲେ ଏବଂ ଧର୍ମଗ୍ରନ୍ଥ ପଢ଼ୁଥିଲେ । ତାଙ୍କ ବୁଢ଼ୀମା’ ଜଣେ ଧାର୍ମିକ ମହିଳା ଥିଲେ । ଲେଖକଙ୍କ ପିତାମାତା ସହରରେ ପ୍ରତିଷ୍ଠିତ ହୋଇଗଲା ପରେ ସେମାନଙ୍କୁ ଡକାଇ ପଠାଇଲେ । ଏହିଠାରୁ ବନ୍ଧୁତ୍ଵରେ ଗୋଟିଏ ନୂତନ ମୋଡ଼ ସୃଷ୍ଟି ହେଲା । ସମୟ ଗଡ଼ି ଚାଲିଲା । ସେମାନଙ୍କ ଦେଖାସାକ୍ଷାତ୍ କମିଗଲା । ଲେଖକ ଏବଂ ତାଙ୍କ ବୁଢ଼ୀମା’ ଦୁହେଁ ନିଜର ସମୟ ଅଲଗା ଭାବେ ବିତାଇଲେ ଏବଂ ଲେଖକ ଓ ତାଙ୍କ ବୁଢ଼ୀମା’ଙ୍କ ମଧ୍ୟରେ ଥିବା ନିବିଡ଼ ସମ୍ପର୍କ ବିଛିନ୍ନ ହେଲା । ଯେତେବେଳେ ସେ ତାଙ୍କୁ ଗୀତ ଶିଖ୍ ବିଷୟରେ କହିଲେ, ତାଙ୍କ ବୁଢ଼ୀମା’ ଦ୍ବନ୍ଦ୍ବରେ ପଡ଼ିଲେ କାରଣ ବାରାଙ୍ଗନାମାନଙ୍କ ସହିତ ଗୀତର ସମ୍ପର୍କ ରହିଛି ବୋଲି ସେ ଜାଣିଥିଲେ ।

ସେ କିଛି କହି ନଥିଲେ କିନ୍ତୁ ତାଙ୍କର ନୀରବତା କଥାଠାରୁ ଅଧିକ ଥିଲା । ଯେତେବେଳେ ଲେଖକ ବିଶ୍ଵବିଦ୍ୟାଳୟକୁ ଗଲେ, ତାଙ୍କୁ ରହିବା ପାଇଁ ଗୋଟିଏ କୋଠରି ଦିଆଗଲା । ଏହିଠାରୁ ବନ୍ଧୁତ୍ଵର ସାଧାରଣ ବନ୍ଧନ ଛିନ୍ନ ହେଲା । ତାଙ୍କ ବୁଢ଼ୀମା’ ନିଃସଙ୍ଗତାକୁ ନୀରବ ପ୍ରତିବାଦ ସହ ଗ୍ରହଣ କରିନେଲେ । ସେ ଚରଖା ସହିତ ନିଜର ସମୟ ବିତାଇଲେ । ସୂର୍ଯ୍ୟୋଦୟଠାରୁ ସୂର୍ଯ୍ୟାସ୍ତ ପର୍ଯ୍ୟନ୍ତ ସେ ଚରଖା ପାଖରେ ବସି ରହୁଥିଲେ ଏବଂ ପ୍ରାର୍ଥନା କରୁଥିଲେ । ଅପରାହ୍ନରେ କିଛି ସମୟ ସେ ଘରଚଟିଆମାନଙ୍କୁ ଖୁଆଇବାରେ ବିତାଉଥିଲେ । ସେ ସର୍ବଦା ଘରଚଟିଆମାନଙ୍କ ଗହଣରେ ରହୁଥିଲେ ଯେଉଁମାନେ କି ତାଙ୍କ ଗୋଡ଼ ଓ କାନ୍ଧ ଉପରେ ବସି ଯାଉଥିଲେ । ସେ ସେମାନଙ୍କ ଗହଣରେ ଆନନ୍ଦ ଉପଭୋଗ କରୁଥିଲେ । ଯେତେବେଳେ ଲେଖକ ଅଧ‌ିକ ପଢ଼ିବାପାଇଁ ବିଦେଶ ଯିବାକୁ ସ୍ଥିର କଲେ, ସେ ଭାବିଲେ ତାଙ୍କ ବୁଢ଼ୀମା’ ଦୁଃଖପ୍ରକାଶ କରିବେ ।

କିନ୍ତୁ ସେ ତାଙ୍କୁ ରେଳ ଷ୍ଟେସନରେ ଛାଡ଼ିବା ପାଇଁ ଆସିଥିଲେ ମଧ୍ୟ କିଛି କହିଲେ ନାହିଁ କି ଭାବପ୍ରବଣତା ଦେଖାଇଲେ ନାହିଁ । ସେ ସମ୍ପୂର୍ଣ୍ଣଭାବେ ପ୍ରାର୍ଥନା ଭିତରେ ମଜ୍ଜି ଯାଇଥିଲେ ଏବଂ ତାଙ୍କ ଆଙ୍ଗୁଳିରେ ଜପାମାଳିର ମାଳା ଗଡ଼ାଉଥିଲେ । ପାଞ୍ଚ ବର୍ଷ ପରେ ସେ ଘରକୁ ଫେରି ଆସିଲେ ଏବଂ ବୁଢ଼ୀମା’ ତାଙ୍କୁ ଷ୍ଟେସନରୁ ପାଛୋଟି ଆଣିଥିଲେ । ସମୟ ତାଙ୍କ ବୟସ ଉପରେ କୌଣସି ପ୍ରଭାବ ପକାଇବା ଭଳି ଜଣାପଡୁନଥିଲା । ଲେଖକ ଅନୁଭବ କରିପାରୁଥିଲେ ତାଙ୍କ ନାଡ଼ି ଠିକ୍ ଥିଲା ଏବଂ ଘରଚଟିଆମାନେ ତାଙ୍କ ସହିତ ଥିଲେ । ସେହି ସନ୍ଧ୍ୟାରେ ସେ ବହୁତ ଖୁସି ଥିଲେ ଏବଂ ବୟସ୍କ ମହିଳାମାନଙ୍କ ସହ ସମୟ ବିତାଉଥିଲେ । ପରଦିନ ସକାଳେ ସେ ଅସୁସ୍ଥ ହୋଇଥ‌ିବାର ଜଣାପଡ଼ିଲା । ଡାକ୍ତର ଡକାଗଲା ଏବଂ ସେ କହିଲେ ଜ୍ଵର ସାମାନ୍ୟ ଅଛି ଓ ସେ ଅଳ୍ପ ସମୟ ମଧ୍ୟରେ ଭଲ ହୋଇଯିବେ ।

କିନ୍ତୁ ବୁଢ଼ୀମା’ କହିଲେ ତାଙ୍କର ଶେଷ ସମୟ ଆସିଗଲାଣି । ଶାନ୍ତିରେ ବିଛଣାରେ ପଡ଼ିରହି ସେ ପ୍ରାର୍ଥନା କରୁଥିଲେ ଏବଂ ମାଳାଜପ କରୁଥିଲେ । ପରେ ପରେ ସେ ଶେଷ ନିଃଶ୍ଵାସ ତ୍ୟାଗ କଲେ । ତା’ପରେ ବୁଢ଼ୀମାଙ୍କର ଅନ୍ତିମ ସଂସ୍କାର ପାଇଁ ବନ୍ଦୋବସ୍ତ କରାଗଲା । ତାଙ୍କ ମୃତ ଦେହକୁ ଲାଲ୍ ଲୁଗାରେ ଆବୃତ କରାଗଲା । ତାଙ୍କୁ ଦାହ କରିବାକୁ ନେବା ପାଇଁ ଏକ ପୁରୁଣା କୋକେଇ ଅଣାଗଲା । ସେତେବେଳେ ହଜାରହଜାର ଘରଚଟିଆ ଚଟାଣ ଉପରେ ଏଣେତେଣେ ବସିଥା’ନ୍ତି । ସେମାନେ କୌଣସି ଶବ୍ଦ କରୁ ନ ଥିଲେ । ଦୁଃଖ- କାତର ପକ୍ଷୀମାନଙ୍କର ଦୃଶ୍ୟ ଥିଲା ବାସ୍ତବିକ ମର୍ମସ୍ପର୍ଶୀ । ଲେଖକଙ୍କର ମା’ ସେମାନଙ୍କ ପାଖକୁ କେତେ ଖଣ୍ଡ ରୁଟି ଟୁକୁଡ଼ା ପକାଇ ଦେଲେ । କିନ୍ତୁ ସେମାନେ ରୁଟି ଟୁକୁଡ଼ାକୁ ଆଡ଼ ଆଖିରେ ଚାହିଁଲେ ନାହିଁ । ବୁଢ଼ୀମା’ର ମୃତ ଦେହ ନିଆଗଲାପରେ ଘରଚଟିଆମାନେ ନୀରବରେ ଉଡ଼ିଗଲେ ।

Odisha State Board CHSE Odisha Class 12 Math Solutions Chapter 8 Application of Derivatives Ex 8(f) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 8 Application of Derivatives Exercise 8(f)

Find the following limits:
Question 1.
\(\lim _{x \rightarrow 0} \frac{\tan a x}{x}\)
Solution:

Question 2.
\(\lim _{x \rightarrow 0} \frac{\sin a x}{\sin b x}\)
Solution:

Question 3.
\(\lim _{x \rightarrow 1} \frac{\ln x}{x^2-1}\)
Solution:

Question 4.
\(\lim _{x \rightarrow \frac{\pi}{2}} \frac{1-\sin x}{\cos x}\)
Solution:

Question 5.
\(\lim _{x \rightarrow 0} \frac{x-\sin x}{\tan ^3 x}\)
Solution:

Question 6.
\(\lim _{x \rightarrow 2} \frac{x^3-12 x+16}{3 x^3-8 x^2-4 x+16}\)
Solution:

Question 7.
\(\lim _{x \rightarrow 1} \frac{{In}(2-x)}{1-x^2}\)
Solution:

Question 8.
\(\lim _{x \rightarrow 0+} \frac{\sqrt{1-x}-\sqrt{1+x}}{\sqrt{x}}\)
Solution:

Question 9.
\(\lim _{x \rightarrow 1} \frac{2 \sqrt{x}-3 \sqrt[3]{x}+1}{(x-1)^2}\)
Solution:

Question 10.
\(\lim _{x \rightarrow \infty} \frac{x^3-3 x+1}{2 x^3-7 x^2+5}\)
Solution:

Question 11.
\(\lim _{x \rightarrow 2} \frac{4^x-2^{3+x}+16}{(x-2)^2}\)
Solution:

Question 12.
\(\lim _{x \rightarrow 0+} \frac{\ln \tan x}{\ln \sin 2 x}\)
Solution:

Question 13.
\(\lim _{x \rightarrow 0} \frac{e^x-e^{-x}-2 \sin x}{x \sin x}\)
Solution:

Question 14.
\(\lim _{x \rightarrow \infty} \frac{{In}\left(\frac{1}{x}\right)}{x^x}\)
Solution:

Question 15.
\(\lim _{x \rightarrow 0+} \frac{e^{-\frac{1}{x}}}{x}\)
Solution:

Question 16.
\(\lim _{x \rightarrow \infty} \frac{x^n+x^{-1}}{(x+2)^n}\)
Solution:

Question 17.
\(\lim _{x \rightarrow 0} \frac{e^x-e^{-x}}{x \cos x}\)
Solution:

Question 18.
\(\lim _{x \rightarrow \infty} \frac{\sin ^{-1} x}{x}\)
Solution:

Question 19.
\(\lim _{x \rightarrow 0+}\) log tanx tan 2x
Solution:

Question 20.
\(\lim _{x \rightarrow \pi / 2}\)(tan x)^{cos x}
Solution:

Question 21.
\(\lim _{x \rightarrow 1} x^{\frac{1}{1-x}}\)
Solution:

Question 22.
\(\lim _{x \rightarrow 0+} x^{\sin x}\)
Solution:

Question 23.
\(\lim _{x \rightarrow 1}\left(\frac{1}{x-1}-\frac{1}{\ln x}\right)\)
Solution:

Question 24.
\(\lim _{x \rightarrow \infty}\left(x-\sqrt{x^2-1}\right)\)
Solution:

Question 25.
\(\lim _{x \rightarrow \infty}\left(x-\sqrt{x^2+2 x}\right)\)
Solution:

Question 26.
\(\lim _{x \rightarrow 0}\left(\frac{1}{\sin ^2 x}-\frac{1}{x^2}\right)\)
Solution:

Question 27.
\(\lim _{x \rightarrow \pi / 2}\) (tan 3x – tan x)
Solution:

Question 28.
\(\lim _{x \rightarrow 0+} \frac{\sqrt{a^x-b^x}}{\sqrt{x}}\), a > b
Solution:

Question 29.
\(\lim _{x \rightarrow \infty}\left(1+\frac{3}{x}\right)^x\)
Solution:

Question 30.
\(\lim _{x \rightarrow \infty}\left(e^{\frac{1}{x}}\right)^{\ln (1+x)}\)
Solution:

Question 31.
\(\lim _{x \rightarrow 0}\left(\frac{\sin x}{x}\right)^{1 / x}\)
Solution:

Question 32.
\(\lim _{x \rightarrow 0}\left(1+x^2\right)^{1 / x}\)
Solution:

Question 33.
\(\lim _{x \rightarrow 0}\) (cot x – cosec x)
Solution:

Question 34.
\(\lim _{x \rightarrow 1}\) (2 – x)^{cosec πx}
Solution:

Question 35.
\(\lim _{x \rightarrow 0}\left(\frac{x^2+2 x-1}{x^2-1}\right)^{\frac{1}{x}}\)
Solution:

Question 36.
\(\lim _{x \rightarrow 0} \frac{(1+x)^{1 / x}-e}{x}\)
Solution:

Question 37.
\(\lim _{x \rightarrow 0}(\tan x)^{1 / \ln x}\)
Solution:

Question 38.
\(\lim _{x \rightarrow 0} \frac{x^3 \sin \frac{1}{x}}{\tan x}\)
Solution:

Question 39.
\(\lim _{x \rightarrow 0+} \frac{2^x-1}{\sqrt{(1+x)}-1}\)
Solution:

Question 40.
\(\lim _{x \rightarrow 1}(1-x) \tan \frac{\pi x}{2}\)
Solution:

Question 41.
\(\lim _{x \rightarrow 0} \frac{x \cos x-\sin x}{x^2 \sin x}\)
Solution:

Question 42.
\(\lim _{x \rightarrow 0} \frac{e^{-\frac{1}{x^2}}}{x^2}\)
Solution:

Question 43.
\(\lim _{x \rightarrow 0}\left(\frac{\sin x}{x}\right)^{\frac{1}{x^2}}\)
Solution:

Odisha State Board CHSE Odisha Class 12 Invitation to English 2 Solutions Non-Detailed Chapter 3 Mystery of the Missing Cap Textbook Exercise Questions and Answers.

CHSE Odisha 12th Class English Solutions Non-Detailed Chapter 3 Mystery of the Missing Cap

CHSE Odisha Class 12 English Chapter 3 Mystery of the Missing Cap Text Book Questions and Answers

Unit- I

Gist:
The writer takes us back to the early days of independent India. He acquaints the readers with Shri Moharana who was rich and an ideal host. He was known for his sense of duty and generosity. With the attainment of independence, a caste of patriots became a dominant force in India. Every village witnessed not only different castes, but some lovers of country as well. Moharana’s hospitality was reflected in the service of fish, especially to the emerging breed of patriots. He nurtured the ambition to become an MLA. Those who supported him in his aspiration thought that his maiden entry into politics should enjoy the blessing of Virkishore, the Minister of Fisheries and Fine Arts. Those were the days when a minister’s daily routine was mainly to deliver speeches at public receptions. The writer recounts for the minister’s reception led by Sri Moharana. Hectic preparation was on in for a fortnight. The children of the village lower primary school practised welcome song for Virkishore.

ସାରମର୍ମ :
ସ୍ଵାଧୀନ ଭାରତର ପରବର୍ତ୍ତୀ ସାମାଜିକ ରାଜନୀତିକ ଅବସ୍ଥାକୁ ନେଇ ଏହି ଗଳ୍ପଟି ରଚିତ ହୋଇଛି । ଶ୍ରୀ ମହାରଣା ଥିଲେ ଖୁବ୍ ସମ୍ଭ୍ରାନ୍ତ ଓ ଆଦର୍ଶ ଅତିଥ୍ୟସତ୍କାରକାରୀ । କର୍ତ୍ତବ୍ୟପରାୟଣ ବ୍ୟକ୍ତି ଭାବରେ ସେ ଖ୍ୟାତି ଅର୍ଜନ କରିଥିଲେ । ଦେଶ ସ୍ଵାଧୀନତା ପାଇବା ସହିତ ଦେଶରେ ସୃଷ୍ଟି ହୋଇଥିଲେ ଦଳେ ତଥାକଥିତ ଦେଶପ୍ରେମୀ । ପ୍ରତ୍ୟେକ ଗାଁରେ ବିଭିନ୍ନ ଜାତି ସହ କେତେକ ଦେଶପ୍ରେମୀ ରହିଥିଲେ । ଏହି ଦେଶପ୍ରୀତି ଥ‌ିବା ବ୍ୟକ୍ତିମାନଙ୍କ ନିମନ୍ତେ ମହାରଣାଙ୍କର ଆତିଥ୍ୟ ପ୍ରକାଶ ପାଇଥିଲା । ସେ ଜଣେ ବିଧାୟକ ହେବାପାଇଁ ଆଶା ପୋଷଣ କରିଥିଲେ । ସେ ଭାବିଥିଲେ ତାଙ୍କର ପ୍ରଥମ ବିଜୟ ମତ୍ସ୍ୟ ଓ କଳା ବିଭାଗର ମନ୍ତ୍ରୀ ବୀରକିଶୋରଙ୍କର ଆଶୀର୍ବାଦରୁ ହେବ । ସେହି ସମୟରେ ଜଣେ ପ୍ରଥମ ବିଜୟ ମତ୍ସ୍ୟ ଓ କଳା ବିଭାଗର ମନ୍ତ୍ରୀ ବୀରକିଶୋରଙ୍କର ଆଶୀର୍ବାଦରୁ ହେବ । ସେହି ସମୟରେ ଜଣେ
ଆସିବାର ପନ୍ଦର ଦିନ ପୂର୍ବରୁ ମହାରଣାଙ୍କଦ୍ୱାରା ପ୍ରସ୍ତୁତି କାର୍ଯ୍ୟ ଚାଲିଥିଲା । ବୀରକିଶୋରଙ୍କୁ ସ୍ଵାଗତ କରିବାପାଇଁ ନିମ୍ନ ପ୍ରାଥମିକ ବିଦ୍ୟାଳୟର ପିଲାମାନେ ସ୍ବାଗତ ସଙ୍ଗୀତ ଗାଇବା ଅଭ୍ୟାସ କରିଥିଲେ ।

Glossary :
recounting: narrating (ବର୍ଣ୍ଣନା କରି )
episode: event (ଘଟଣା)
raise a laugh: ହସ ସୃଷ୍ଟି କରିଥିଲା
on the contrary : ଅପରପକ୍ଷେ
sympathy: ସହାନୁଭୂତି
well-to-do: rich (ସ୍ଵଚ୍ଛଳ)
on the eve of : ଠିକ୍ ପୂର୍ବରୁ/ଆରମ୍ଭରୁ
attraction: ଆକର୍ଷଣ
folks: people (ଲୋକ)
nearby: ନିକଟସ୍ଥ
carried out: executed (ସମ୍ପାଦନ କରାଗଲା )
host: ଅତିଥ୍
time immemorial: ଆବହମାନ କାଳରୁ
emerging: ଆବିର୍ଭାବ ହେବା
boost: to increase (ବଦ୍ଧିତ କରିବା)
honour: respect (ସମ୍ମାନ)
nursed: nurtured (ପୋଷଣ କଲେ)
ambition: ଆକାଂକ୍ଷା/ଇଚ୍ଛା
incident: event (ଘଟଣା)
outset: beginning (ଆରମ୍ଭ)
endeavour: effort (ପ୍ରଚେଷ୍ଟା)
matured: grew (ପାକଳ ହୋଇଥିଲା|
full-fledged: ସମ୍ପୁର୍ଣ୍ଣ
portfolios: ବିଭାଗମାନ
sponsors : a person who first puts forward a proposal (ପ୍ରସ୍ତାବ ଆଗତକାରୀ)
debut: first appearance (an ପଦାର୍ପଣ )
reception: ସ୍ୱାଗତ
huge: ପ୍ରଚୁର
ancestral: ପୂର୍ବପୁରୁଷ ସମ୍ପର୍କିତ
symbolism: The white-washed house stood as a symbol of new, independent India
century: a hundred years (ଶତାବ୍ଦୀ)
considerable: substantial
reputation: fame
conscientious: a person who is guided by a sense of duty
generous: a person who is ready to give freely (ଦୟାଳୁ)
exemplary : serving as a model
laced: ଖଣ୍ଡିତ
devoted: spent (ଅତିବାହିତ କରିଥିଲେ)
strange: ଅଦ୍ଭୁତ
phenomena: facts (ଘଟଣାବଳୀ)
seamstress: a woman who can sew(ସ୍ତ୍ରୀ-ଦରଜି)
wrought by: brought by (ଅଣାଯାଇଥିଲା )
poetic: କାବ୍ୟକ
refrain of the song : ଗୀତରୁ ଦୂରେଇ ରୁହନ୍ତୁ
echoes: ପ୍ରତିଧ୍ୱନି
literal: ସାହିତ୍ୟିକ
mighty: powerful (ଶକ୍ତିଶାଳୀ )
catalogued: made a list of things (ତାଲିକା ପ୍ରସ୍ତୁତ କରାଗଲା )
blushed: ଲଜ୍ଜା ଅନୁଭବ କରିଥିଲେ
recited: ଆବୃତ୍ତି କଲେ
raga: ରାଗ
wrangled: argued (ଯୁକ୍ତି କରିଥିଲେ )
throbbing: ଛାତି ଥରିବା
stopped: arrived (ପହଞ୍ଚିଲେ)
hectically: ଅବିଶ୍ୱସନୀୟ ଭାବରେ
excited: ଉତ୍ତେଜିତ ହୋଇଗଲେ
gave up: ତ୍ୟାଗ କଲେ
prior: ପୂର୍ବବର୍ତ୍ତୀ

Think it out

Question 1.
What impression of Sri Moharana do you get from the text?
Answer:
Sri Moharana, the pivot of the extract, is a rich man. He is the only person to own a beautiful building in an area of twenty villages. He is considerably known for his conscientiousness and generosity. He is a benevolent host. He is a happy villager. The early days of post-independent India witnessed Moharana in a new light. He emerges as a patriot ahead of others. He is ambitious of becoming a Member of the Legislative Assembly. He is a die-hard sycophant and an able organizer.

Question 2.
Who is Babu Virkishore? How does the narrator describe him?
Answer:
Babu Virkishore, the Minister of Fisheries and Fine Arts, belongs to the narrator’s district. He carves out a name for himself in politics. Against this backdrop, Moharana’s first appearance as a politician needs his blessing. His daily routine comprises speech making at public receptions. Sri Moharana and his supporters look forward to honouring Babu Virkishore for his stature in politics.

Question 3.
What idea of the narrator do you get from this unit of the text?
Answer:
At first, we get the impression of the narrator as a keen observer of human nature. The way he has portrayed Sri Moharana and Babu Virkishore is a case in point. He is an adept in the art of portraying Sri Moharana with the radiance of delightful manner. The extract reveals that his language is simple, natural and vivid. The writer is a superb first-person narrator.

Question 4.
How does the narrator recount the preparation for the Minister’s reception?
Answer:
The narrator vividly recounts the preparation for the minister’s reception. He remembers how Sri Moharana gave a beautiful touch to his ancestral cane chair. For fifteen days, the children of the village lower primary school spent time in practicing the welcome song. The narrator says that the song still lingers in his memory. Moharana’s excitement knew no bounds. He took minute care of all the arrangements. Nervousness and uncertainty stared him in the face.

Unit – II

Gist:
The moment Shri Moharana and others had waited for came at last. Soon after his arrival, the former lavishly garlanded the minister who instead of getting into the jeep preferred to walk. Moharana and his friends responded to his gesture with great delight. Shouts of ‘Babu Virkishore ki jai’ rent the air. The procession continued with all the people alternatively shouting and looking at the minister with their mouths wide open. At last Sri Moharana profusely entertained the minister and his followers. At first they were offered fine coconut juice. Then they were treated to the most fabulous lunch the narrator had ever seen. Now it was time for the minister to take rest. The narrator refers to his eagerness to be as physically close to him as possible.

ସାରମର୍ମ :
ଶେଷରେ ସେହି ମୁହୂର୍ଭ ଉପସ୍ଥିତ ହେଲା, ଯେଉଁ ମୁହୂର୍ଭଟିକୁ ଶ୍ରୀ ମହାରଣା ଓ ଅନ୍ୟମାନେ ଅପେକ୍ଷା କରିଥିଲେ । ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କର ଆଗମନ ପରେ ଗାଁର ବାହାର ଫାଟକଠାରୁ ତାଙ୍କୁ ଫୁଲତୋଡ଼ା ଦେଇ ପାଛୋଟି ଅଣାଗଲା । ସେ ଜିପ୍‌ରେ ଆସିବା ପରିବର୍ତ୍ତେ ଚାଲିଚାଲି ଆସିବାପାଇଁ ପସନ୍ଦ କଲେ । ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କର ଏହି ଭଙ୍ଗୀକୁ ମହାରଣା ଓ ତାଙ୍କ ବନ୍ଧୁମାନେ ଆନନ୍ଦରେ ଉପଭୋଗ କରୁଥିଲେ । ‘ବାବୁ ବୀରକିଶୋର କି ଜୟ’’ ଧ୍ଵନି ବାୟୁମଣ୍ଡଳକୁ ପ୍ରକମ୍ପିତ କରୁଥିଲା । ସମସ୍ତ ଲୋକମାନଙ୍କ ମଧ୍ୟରେ ମନ୍ତ୍ରୀ ମହୋଦୟ ଚାଲୁଥିଲେ । ଶେଷରେ ଶୋଭାଯାତ୍ରା ମହାରଣାଙ୍କ ଘରେ ପହଞ୍ଚିଲା । ମହାରଣା ମନ୍ତ୍ରୀ ମହୋଦୟ ଓ ତାଙ୍କର ସହକାରୀମାନଙ୍କୁ ପଇଡ଼ ପାଣି ପିଇବା ପାଇଁ ଦେଇ ଆପ୍ୟାୟିତ କରିଥିଲେ । ତା’ପରେ ଉତ୍ତମ ଭୋଜନର ବ୍ୟବସ୍ଥା କରାଯାଇଥିଲା । ଭୋଜନ କରିସାରିଲା ପରେ ମନ୍ତ୍ରୀ ମହୋଦୟ ବିଶ୍ରାମ ନେଲେ ।

Glossary:
the big day: the day the minister arrived (ମହନୀୟ ଦିବସ)
welcome arch : ସ୍ୱାଗତ ତୋରଣ
outskirts of village: ଗାଁ ଦାଣ୍ଡରେ ବାହାରେ
profusely: lavishly,sufficiently(ପ୍ରଚୁର ପରିମାଣରେ )
garlanded: ଫୁଲମାଳ ଦିଆଗଲା
destination: ଗନ୍ତବ୍ୟସ୍ଥଳ
furlong away: ଅଳ୍ପ ଦୂରରେ
destiny: ଭାଗ୍ୟ ପରୀକ୍ଷା
statement: ମନ୍ତବ୍ୟ
applauded: expressed praise by clapping(ପ୍ରଶଂସାସୂଚକତାଳି ମାରିଲେ)
elephantine: ଗୋଦରଗୋଡ଼ିଆ
plodded:walked slowly with heavy steps (ଚାଲିଲେ)
embarrassment: shy, ashamed
shrunken neck: କଣ୍ଟକିତ ଗ୍ରୀବା
Contented : pleased (ଖୁସି ହେଲା )
invalids: ଅକାର୍ୟ୍ୟ
alternatively : ବିକଳ୍ପ ଭାବରେ
gaping: ନିରେଖି ଚାହିଁବା
half-naked : ଅର୍ଦ୍ଧନଗ୍ନ
pot-bellied : ବଡ଼ ପେଟିଆ
guilty: ଦୋଷୀ
entourage: people who follow anImportant person(ପ୍ରଶଂସକ)
set apart: arranged separately(କରାଯାଇଥିଲା )
tender coconut juice : ପଇଡ଼ପାଣି
giant: ବିରାଟକାୟ
repose: rest (ବିଶ୍ରାମ)
mustering: gathering (ଏକତ୍ରିତ କରି)
self-confidence : ଆତ୍ମବିଶ୍ଵାସ
grove: ଅଙ୍କୁଶ

Think it out

Question 1.
How does the narrator describe the procession of the Minister in the village?
Answer:
The writer gives a beautiful description of the procession of the minister in the village. The minister walked slowly with the heavy steps through the village street amidst the thunderous applause and slogans in priase of the minister. Everyone in the village including the invalids took part in it, shouting slogans by turn and opening their mouths wide open.

Question 2.
How did Sri Moharana entertain his guests?
Answer:
When the procession reached Moharana’s house, Moharana lavishly entertained his guests. They were given tender coconut juice and treated to the most fabulous lunch the narrator had ever seen. The lunch Moharana had hosted comprised twenty dishes that were arranged around the sweetened, ghee-backed rice. After his lunch, the minister took rest in a cabin.

Unit – III

Gist:
The sight of the minister snoring heavily made the narrator not only ‘speechless’ but ‘witless’ as well. He witnessed Jhandoo, all on a sudden, advanced fast towards the window, picked up the minister’s cap and vanished into the grove. The writer was at a loss. He did not know which to give more importance – the minister’s cap or his snoring. He got back home in a sad mood. But soon the narrator became a mute spectator to the reactions of the minister’s officials and of Sri Moharana to the disappearance of the cap. The narrator saw Sri Moharana virtually trembling. Sri Moharana’s miserable condition broke his silence. The narrator’s narration of the cause of the missing cap left Sri Moharana speechless for a moment. His nervousness eventually abated. The incident deprived the occasion of its lustre. At that moment, the minister was inside the cabin, coughing at times. His missing cap was on everybody’s lip.

ସାରମର୍ମ :
ମନ୍ତ୍ରୀ ମହୋଦୟ ଜଣେ ସାଧାରଣ ବ୍ୟକ୍ତି ଭଳି ଘୁଙ୍ଗୁଡ଼ି ମାରୁଥ‌ିବାର ଦେଖୁ ଲେଖକ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ । ହଠାତ୍ ଝାଣ୍ଡୁ ଝରକା ପାଖକୁ ଆସି ମନ୍ତ୍ରୀଙ୍କର ଟୋପିଟିକୁ ଉଠାଇ ନେଇ ଆମ୍ବତୋଟା ମଧ୍ୟରେ ଅନ୍ତର୍ଦ୍ଧାନ ହୋଇଯିବାର ଲେଖକ ଦେଖିଲେ । ଲେଖକ କ’ଣ କରିବେ ଜାଣିପାରିଲେ ନାହିଁ । ସେ ଜାଣିପାରିଲେ ନାହିଁ କାହାକୁ ଗୁରୁତ୍ଵ ଦେବେ ମନ୍ତ୍ରୀଙ୍କର ହଜିଯାଇଥ‌ିବା ଟୋପିକୁ ନା ତାଙ୍କର ଘୁଙ୍ଗୁଡ଼ିକୁ । ସେ ଘରକୁ ଦୁଃଖରେ ଫେରିଲେ । ମନ୍ତ୍ରୀଙ୍କର ଅଧିକାରୀମାନଙ୍କର ପ୍ରତିକ୍ରିୟା ଦେଖି ଲେଖକ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ । ମହାରଣା ମଧ୍ୟ ଖୁବ୍ ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କଲେ ।ଶ୍ରୀ ମହାରଣା ଡରରେ ଥରୁଥିବାର ଲେଖକ ଦେଖ‌ିଲେ । ମହାରଣାଙ୍କର ଅସହାୟ ଅବସ୍ଥା ଲେଖକଙ୍କର ନୀରବତାକୁ ଭଙ୍ଗ କରିଥିଲା । ଲେଖକଙ୍କଠାରୁ ଟୋପି ହଜିଯିବାର ରହସ୍ୟ ବିଷୟରେ ଜାଣି ଶ୍ରୀ ମହାରଣା ମୁହୂର୍ରେ ବାକ୍‌ଶୂନ୍ୟ ହୋଇଯାଇଥିଲେ । ତାଙ୍କ ଦୁର୍ବଳତାକ୍ରମେ ଉଭେଇଯାଇଥିଲା । ଏହି ଘଟଣା ଯୋଗୁଁ ଉତ୍ସବମୁଖର ପରିବେଶ ଶ୍ରୀହୀନ ହୋଇପଡ଼ିଥିଲା । ସେହି ସମୟରେ ମନ୍ତ୍ରୀ ମହୋଦୟ ପ୍ରକୋଷ୍ଠରେ ରହି ସମୟେ ସମୟେ କାଶୁଥିଲେ । ସମସ୍ତଙ୍କର ଓଠରେ କେବଳ ତାଙ୍କର ହଜିଯାଇଥିବା ଟୋପି କଥା ଚର୍ଚ୍ଚା ହୋଇଥିଲା ।

Glossary :
disillusionment: ନିରାଶା
snoring: ଘୁଙ୍ଗୁଡ଼ି ମାରିବା
extraordinary : ଅସାଧାରଣ|ଅଦ୍ବିତୀୟ
bounce: ମାଡ଼ି ଆସିବା
stupefaction: astonishment (ବିସ୍ମୟ)
consequences : results (ଫଳାଫଳ)
fatal: deadly (ମାରାତ୍ମକ)
cease: stop (ବନ୍ଦ ହୋଇଯିବା)
dilemma: any difficult situation (ଦ୍ବନ୍ଦାତ୍ମକ ପରିସ୍ଥିତି)
value: ଗୁରୁତ୍ଵ ଦେବା
pensive: thoughtful (ଚିନ୍ତାଶୀଳ)
suppressed : ଚାପି ରଖୁଲେ
mumbling : ଗୁଣୁଗୁଣୁ ହେବା
dared: ସାହସ କଲେ
thunderstruck : stunned(ସ୍ତମ୍ଭୀଭୂତ ହୋଇଗଲେ)
disappeared: vanished( ଅଦୃଶ୍ୟ ହୋଇଗଲା)
deep-rooted: ଗଭୀର ମୂଳ
conspiracy: plot (ଷଡ଼ଯନ୍ତ୍ର)
gravity: seriousness (ଗୁରୁତ୍ବ)
exaggerated : ଅତିରଞ୍ଜିତ
devastating: terrible (ଭୟଙ୍କର)
shaking: trembling (ଥରୁଥା’ନ୍ତି)
sweating: ଝାଳ ବୋହିବା
like a bolt from the blue: an unexpected event(ଅପ୍ରତ୍ୟାଶିତ ଘଟଣା)
glance:ଚାହାଣି
profusely: ପ୍ରଚୁର ମାତ୍ରାରେ
conflict: ଦ୍ୱନ୍ଦ୍ୱ
mystery: ରହସ୍ୟମୟ
disclose: ଜଣେଇଦେବା
resolved: settled (ସ୍ଥିର କଲେ)
signalled: ସଙ୍କେତ ଦେଲେ
A ……straw: ବୁଡ଼ିଲା ଲୋକ କୁଟାଖିଅକୁ
dumb: speechless (ମୂକ)
wiping sweat: ଝାଳ ପୋଛିଦେଇ
diagnosed: ନିରୂପଣ କରାଗଲା
incurable: not able to be cured( ଦୁରାରୋଗ୍ୟ)
patted: ଥାପୁଡ଼େଇଲେ
reward: ପୁରସ୍କାର
throw a wet blanket : spoil the fun (ଆନନ୍ଦ ଭଙ୍ଗ କରିବା)
sepulchral: sad and rather frightening
intermittent: periodic (ମଝିରେ ମଝିରେ)
hang: ଫାଶୀ ଦେବା

Think it out

Question 1.
How did the minister’s cap disappear?
Answer:
The minister was taking rest in the cabin with his egg-bald head rested on a gigantic pillow. He had put his cap on a table near his bed. The writer noticed Jhandoo, all on a sudden, moved fast towards the window, picked the cap and vanished into the grove.

Question 2.
How did the minister’s officials react to the disappearance of the cap?
Answer:
The minister’s officials plunged into hush, when the cap disappeared. Nevertheless, they woke up to reality with a great deal of excitement. Like a butterfly, his Personal Assistant mumbled “Mysterious !” “Mysterious !”, repeatedly. He simply couldn’t believe it while the minister was inside the cabin. The Public Relations Officer linked the episode with a long-drawn conspiracy. He felt that the minister would not mind the loss of the cap, but the manner of its disappearance. He was afraid the missing cap might devastatingly affect the politics of India.

Question 3.
How did Sri Moharana feel about the loss of the cap?
Answer:
Sri Moharana felt stunned about the loss of the cap. He was virtually trembling. Tom by nervousness, he was sweating like an ice-cream.

Question 4.
How did he feel when he came to know the cause of the missing of the cap?
Answer:
When he came to know the cause of the missing of the cap, Sri Moharana stood speechless for a moment, with his eyes shut. Then he came back to reality. He wiped sweat from his forehead. He gave an enigmatic smile. He admired the narrator. At last Sri Moharana advised him to keep the secret strictly to himself and promised to reward him.

Question 5.
What was the effect of disappearance of the cap on the ceremony?
Answer:
Disappearance of the cap threw a cold water on the ceremony. A pall of gloomy silence descended on the minister’s room. He was coughing periodically. When the minister coughed, anxiety dampened the spirit of the people.

Question 6. How did the narrator’s pals react to the situation?
Answer:
The narrator’s pals reacted to the situation in a state of anxiety. One of them visualised the culprit’s imprisonment, provided he was detected. Another person was apprehensive of the whole village suffering imprisonment bar. Even some credulous persons believed that the cap was a kind of Aladdin’s lamp- its owner would be a minister.

Unit – IV

Gist:
This unit begins with the narrator’s graphic presentation of the opening ceremony. Five thousand people had already been present before the minister climbed the specially built stage. His remarkable smile still adored his face. Sri Moharana’s niece garlanded him to the prolonged roaring applause of the people. It was a maiden sight for the villagers. Then Sri Moharana delivered a welcome speech. Initially he looked nervous, but his successful willpower made him rise to the occasion. His speech focussed on Babu Virkishore’s feats. The narrator was satisfied with his first speech.

But everybody had awaited Sri Moharana’s last observation. With a mysterious smile, he explained the reason behind the missing of the cap. He said that a gentleman of this area had taken it away secretly to preserve it as a remembrance of the past. The reverential Sri Moharana presented the humble amount of the hundred and one rupees, given by the gentleman, to the minister who gracefully accepted admist the thunderous praise and words of profuse appreciation. The minister responded to the reception in his characteristic ministerial manner. He wound up his speech, expressing his decision to remain without a cap on his head for that whole night, though many caps were tried for his bare head. Then the honourable people of the area went to the dinner. The minister’s head was the focus of all. They threw glances of fear and respect at it. The narrator marked a sense of guilt of telling lie about the missing of the cap haunt Sri Moharana but the minister looked extremely happy.

ସାରମର୍ମ :
ସ୍ୱତନ୍ତ୍ରଭାବେ ନିର୍ମିତ ସଭାମଞ୍ଚକୁ ମନ୍ତ୍ରୀ ଯିବା ପୂର୍ବରୁ ପାଞ୍ଚ ହଜାର ଲୋକ ଉପସ୍ଥିତ ଥିଲେ । ତାଙ୍କର ମୁଖମଣ୍ଡଳରେ ସ୍ମିତ ହାସ୍ୟ ଶୋଭା ପାଉଥିଲା । ଉପସ୍ଥିତ ଜନତାଙ୍କ କରତାଳି ଓ ଜୟଜୟକାର ଧ୍ଵନି ମଧ୍ୟରେ ଶ୍ରୀ ମହାରଣାଙ୍କର ଝିଆରୀ ତାଙ୍କର ବେକରେ ଫୁଲହାର ପିନ୍ଧାଇଦେଲେ । ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କୁ ସ୍ବାଗତ କରିବା ଥିଲା ସେହି ଗାଁର ବ୍ୟକ୍ତିମାନଙ୍କର ପ୍ରଥମ ଅନୁଭୂତି । ତା’ପରେ ମହାରଣା ସ୍ବାଗତ ଭାଷଣ ଦେଲେ । ପ୍ରଥମେ ସେ ଡରି ଯାଇଥିଲେ ପରେ କିନ୍ତୁ ସେ ନିଜକୁ ସମ୍ଭାଳିନେଲେ । ବାବୁ ବୀରକିଶୋରଙ୍କର ସଫଳତାକୁ ନେଇ ସେ ଭାଷଣ ଦେଲେ । ଲେଖକ ତାଙ୍କର ପ୍ରଥମ ଭାଷଣରେ ସନ୍ତୋଷ ଲାଭ କଲେ । ସ୍ମିତ ହସ ହସି ମହାରଣାବାବୁ ଟୋପି ହଜିଯିବାର ରହସ୍ୟ ଉନ୍ମୋଚନ କଲେ । ସେ କହିଲେ ସେହି ଅଞ୍ଚଳର ଜଣେ ଭଦ୍ରବ୍ୟକ୍ତି ସେହି ଟୋପିଟିକୁ ନେଇ ଯାଇଛନ୍ତି । ମହାରଣାବାବୁ ସେହି ଭଦ୍ରବ୍ୟକ୍ତି ଦେଇଥ‌ିବା୧୦୧ ଟଙ୍କା ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କୁ ପ୍ରଦାନ କରିଛନ୍ତି । ସେ ଏହାକୁ ନିଜର ସ୍ଵଭାବସୁଲଭ ଢଙ୍ଗରେ କରତାଳି ମଧ୍ୟରେ ଗ୍ରହଣ କରିଛନ୍ତି । ଯଦିଓ ଅନେକ ଟୋପିକୁ ତାଙ୍କ ଚନ୍ଦା ମୁଣ୍ଡରେ ମାପ କରାଗଲା, ସେ କିନ୍ତୁ ଦୃଢ଼ତାର ସହିତ କହିଲେ ସେହି ରାତିଟା ସେ ବିନା ଟୋପିରେ ରହିବେ । ତା’ପରେ ସେହି ଅଞ୍ଚଳର ମାନ୍ୟଗଣ୍ୟ ବ୍ୟକ୍ତିମାନେ ମନ୍ତ୍ରୀଙ୍କ ସହ ରାତ୍ରିଭୋଜନ କଲେ । ସବୁ ବ୍ୟକ୍ତିମାନେ ଭୟ ଓ ସମ୍ମାନର ସହିତ ମନ୍ତ୍ରୀଙ୍କ ଚନ୍ଦାମୁଣ୍ଡକୁ ଚାହୁଁଥିଲେ । ମନ୍ତ୍ରୀଙ୍କର ହଜିଯାଇଥବା ଟୋପି ବିଷୟରେ ମିଛ କହିଥିବାରୁ ଶ୍ରୀ ମହାରଣା ନିଜକୁ ଦୋଷୀ ମନେ କରୁଥିଲେ ।

Glossary:
remarkable : ଉଲ୍ଲେଖନୀୟ
hitherto: till now (ଅଦ୍ୟାବଧୂ)
displayed: shown (କରାଯାଉଥିଲା )
prolonged: ଦୀର୍ଘାୟିତ
thunderous: ଗର୍ଜନକାରୀ
applause: praise publicly by clapping (ସମ୍ବର୍ଦ୍ଧନା ଜଣାଇବା)
greeted: welcomed (କରାଗଲା )
tales: stories (ଗଳ୍ପ)
chorus: ମିଳିତ ଗାନ
accompaniment : help (ସାହାଯ୍ୟ/ସହାୟତା)
awakward fashion : uggmo
grabbed : ଜାବୁଡ଼ି ଧରିଥିଲେ
glittering: shining (ଉଜ୍ଜ୍ବଳ).
chronological account:containing an account of events in the order of time
achievement: କୃତିତ୍ଵ
conveying: ବ୍ୟକ୍ତ କରିବା
departed soul: ବିଗତ ଆତ୍ମା
maiden: first (ପ୍ରଥମ)
uttered the lie :ମିଛ କହିଲେ
crescendo: a gradual increase in loudness
bare: ଖୋଲା
ascended: climbed (ଆରୋହଣ କଲେ)
clinging: (here) continuing
Mysteriously: ରହସ୍ୟମୟ ଭାବେ
glowed: ଆଲୋକିତ କଲା
dying: (here) anxious (ବ୍ୟଗ୍ର)
Preserve: ସାଇତି ରଖୁବା
sacred momento: sacred remnant of the past (ପବିତ୍ର ସ୍ମାରକୀ)
burning example : ଜ୍ଵଳନ୍ତ ଉଦାହରଣ
mission : ଯାତ୍ରା
bowed: ନତମସ୍ତକ ହେଲେ
handed over: ହସ୍ତାନ୍ତରିତ
hurricane: a violent storm (ଘୂର୍ଣ୍ଣିବାତ୍ଯା)
lack: want (ଚାହିଦା|ଅଭାବ )
surge: a number of (ଅନେକ)
undaunted: fearless
gave way: changed to (ପରିବର୍ତ୍ତିତ ହେଲା )
respectable: ସମ୍ମାନନୀୟ
awe:fear
esteem:respect (ସମ୍ମାନ)
guilt: ଦୋଷ
delighted: pleased (ଆନନ୍ଦିତ ହେଲେ)
constraint: control (ନିୟନ୍ତ୍ରଣ)

Think it out

Question 1.
How does the narrator describe the opening ceremony?
Answer:
The opening ceremony started with a bang. Soon after taking the stage, Moharana’s niece garlanded the minister to the prolonged defeaning applause of the villagers. Then the school-children sang the chorus ‘O mighty minister’ in the midst of fine music. This was followed by Moharana’s speech that was punctuated with the lavish praise of Sri Virkishore’s numerous feats. He finished his address expressing his gratitude to the minister on behalf of the nation.

Question 2.
How did Sri Moharana explain the reason behind the missing of the cap?
Answer:
Sri Moharana said that a certain gentleman of their area had taken away the minister’s cap to preserve it as a sacred memory. He took it secretly, because, a glittering epitome of modesty as he was, the minister, if he had known it, would have definitely deprive the gentleman of seeing the cap as a sacred thing.

Question 3.
What impression of Sri Moharana do you get from this unit of the text?
Answer:
This extract throws light on Sri Moharana’s colourful and appetising lie. He cloaks the simple fact of the missing of the cap. He is a first rate sycophant. He plays the role of a typical politician. His mysterious smile and reverential attitude towards the minister beautifully exemplify this fact. He is remarkable for his presence of mind. That he has spent one hundred and one rupees to cover the monkey’s mischief of taking the minister’s cap is a burning example. Despite everything, Sri Moharana wears a guilt look for uttering a lie. He feels nervous inside.

Unit – V

Gist:
The time for the minister’s departure came at last. In the meantime the monkey Jhandoo appeared on the scene. In his infancy, his mother left him in Moharana’s house in order to save him from the anger of the latter’s father. Unfortunately, in his absence, Moharana’s servants put an end to the life of the mother monkey. Kindhearted as he was, Moharana affectionately brought up the baby monkey. He was named Jhandoo. The monkey, sitting down between the minister and Sri Moharana, put the cap on his head and then offered it to the minister most genially. The minister in a flash of anger and surprise, wanted Moharana to confirm whether the monkey was not the same gentleman that had taken away the cap. Moharana quite helplessly admitted that it was verily the same gentleman. Hearing this, the minister flared up and his eyes bulged and burnt like fire. The missing cap brought a great change in their lives. Both were not only disillusioned but also reduced to ridiculous position.

ସାରମର୍ମ :
ଶେଷରେ ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କର ବିଦାୟବେଳା ଉପସ୍ଥିତ ହେଲା । ଏହି ସମୟରେ ମାଙ୍କଡ଼ ଝାଣ୍ଡୁ ଆସି ଉପସ୍ଥିତ ହେଲା । ଛୋଟ ବୟସରେ ଝାଣ୍ଡୁର ମା’ ଝାଣ୍ଡୁକୁ ତା’ ବାପାର ରାଗରୁ ରକ୍ଷା କରିବାପାଇଁ ମହାରଣାଙ୍କ ଘରେ ଛାଡ଼ି ଦେଇଥିଲା । ଦୁର୍ଭାଗ୍ୟବଶତଃ, ମହାରଣାଙ୍କର ଅନୁପସ୍ଥିତିରେ ତାଙ୍କର ଚାକରମାନେ ମା’ ମାଙ୍କଡ଼କୁ ମାରିଦେଲେ । ମହାରଣା ଥିଲେ ସହୃଦୟ ବ୍ୟକ୍ତି । ସେ ଏହି ମାଙ୍କଡ଼ଟିକୁ ଶିଶୁ ଅବସ୍ଥାରୁ ସ୍ନେହ ଦେଇ ପାଳନ କରିଥିଲେ । ଝାଣ୍ଡୁ ବର୍ତ୍ତମାନ ମନ୍ତ୍ରୀ ଓ ମହାରଣାବାବୁଙ୍କ ମଝିରେ ବସିଥିଲା । ସେ ଖୁବ୍ ଭଦ୍ରଭାବେ ପିନ୍ଧିଥିବା ଟୋପିଟିକୁ ମନ୍ତ୍ରୀଙ୍କୁ ଦେଲା । ରାଗରେ ମନ୍ତ୍ରୀ ପଚାରିଲେ ଯେଉଁ ଭଦ୍ରବ୍ୟକ୍ତିଜଣଙ୍କ ତାଙ୍କର ଟୋପି ନେଇ ଯାଇଥିଲେ, ଇଏ ସେହି ଭଦ୍ରବ୍ୟକ୍ତି ନୁହଁନ୍ତି ତ। ମହାରଣା ନିରୁପାୟ ହୋଇ ସ୍ଵୀକାର କଲେ, ଏ ହେଉଛନ୍ତି ସେହି ଭଦ୍ରବ୍ୟକ୍ତି ଯେ କି ଟୋପି ନେଇ ଯାଇଥିଲେ ।
ଏହା ଶୁଣି ମନ୍ତ୍ରୀଙ୍କ ଆଖ୍ ରାଗରେ ଫୁଲିଗଲା ଓ ଜଳିଗଲା ପରି ଲାଗିଲା । ହଜିଯାଇଥିବା ଟୋପି ସେମାନଙ୍କ ଜୀବନରେ ବଡ଼ ପରିବର୍ତ୍ତନ ଆଣିଲା । ମାଙ୍କଡ଼ର ଟୋପି ଚୋରି ମାଧ୍ୟମରେ ଉଭୟଙ୍କ ଭ୍ରାନ୍ତି ଦୂର ହୋଇଛି ଏବଂ ସେମାନଙ୍କ ବ୍ୟକ୍ତିତ୍ଵ ବ୍ୟଙ୍ଗାତ୍ମକଭାବେ ହ୍ରାସ ପାଇଛି ।

Glossary:
moment of departure: ବିଦାୟର ମୁହୂର୍ତ୍ତ
sweetened curd : ମିଠା ଦହି
sipping: ଅଳ୍ପ ଅଳ୍ପ ଖାଇବା
choked: ରୁଦ୍ଧ ହେଲା
snatching: ଘୋଷାଡ଼ି ନେବା
accidental: ଅକସ୍ମାତ୍
rascal: ଅସଭ୍ୟ
ardently: deeply (ଆନ୍ତରିକ ଭାବରେ)
figurative sense : (here) sense of human being (ମନୁଷ୍ୟର ଜ୍ଞାନ)
real: ବାସ୍ତବ
shelter: ଆଶ୍ରୟ
wrath: anger (କ୍ରୋଧ)
compensate:to pay for the loss
nurtured: brought up (କରିଥିଲେ )
christened: named କରିଥିଲେ )
half-domesticated : ଅର୍ଥ-ଗୃହପାଳିତ
tolerated: ସହୁଥିଲେ
in vain : ନିଷ୍ଫଳ
got in: ପହଞ୍ଚ୍
in ….. eye: ଆଶ୍ଵିପିଛୁଳାକେ
taking it off: ଏହାକୁ କାଢ଼ିଦେଇ
genial: friendly (ବନ୍ଧୁତ୍ଵପୂର୍ଣ୍ଣ ଭାବେ )
heartbeat: ଛାତିର ସ୍ପନ୍ଦନ|ହୃତ୍‌ ନ୍ଦନ
trebled: ତ୍ରିଗୁଣିତ
pitable: ଶୋଚନୀୟ
fantastic: strange (ଅଦ୍ଭୁତ)
lip: ଓଠ
on the verge of : ଆସନ୍ନ
collapsing: fainting
bulging out: ବାହାରି ଆସିବା
broke in to tears : କାନ୍ଦି ପକାଇଲେ
P.A.: Personal Assistant (ବ୍ୟକ୍ତିଗତ ସହାୟକ)
gulped: ଢକ୍‌ଢକ୍ କରି ପିଇଗଲେ
redened eye: look of anger (ଚାହାଣି )
course of lives: ଜୀବନର ଗତିପଥ

Think it out

Question 1.
How did the minister find out the mystery of the missing cap?
Answer:
Both Moharana and the minister were in the veranda. In the meantime Jhandoo advanced towards them and reached in a flash. Sitting between Sri Moharana and the minister, wore the cap on his head and offered it to the minister most genially. In this way, the minister found out the mystery of the missing cap.

Question 2.
What role did Jhandoo play in the story? Did he bring an anticlimax to the story? Give your reasons.
Answer:
Jhandoo plays a meaningful role in the story. It is instrumental in exposing the politicians and the sycophants. Sri Moharana told a colourful and appetising lie that a certain noble man had taken the cap secretly to preserve it as a sacred memento. But this fabrication was too tenuous to last long because the noble man in question appeared in the form of a monkey and presented the cap to the minister. Driven by anger and surprise, the minister asked Sri Moharana if the monkey was not the same gentleman that had taken away the cap. Moharana quite helplessly admitted that it was verily the same gentleman. His reply drove the minister to a rage. This marked a climax in the story. The monkey’s conduct was justified, because he proved that these two leaders could not cope with the new politics. Besides, as a result of the anti-climax brought by the monkey, the writer has achieved a unique assimilation between satire and sympathy.

CHSE Odisha Class 12 English Mystery of the Missing Cap Important Questions and Answers

Multiple-Choice Questions (MCQs) with Answers

Question 1.
__________ is the protagonist of the extract.
(A) Babu Virkishore
(B) The narrator
(C) Sri Moharana
(D) all of the above
Answer:
(C) Sri Moharana

Question 2.
Sri Moharana comes of a _________ family.
(A) cultured
(B) humble
(C) rich
(D) none of these
Answer:
(C) rich

Question 3.
Sri Moharana is known for his __________.
(A) generosity
(B) conscience
(C) patriotism
(D) remarkable hospitality
Answer:
(D) remarkable hospitality

Question 4.
India’s independence gave rise to ___________.
(A) four major castes
(B) some patriots
(C) politicians
(D) both (A) and (B)
Answer:
(B) some patriots

Question 5.
Sri Moharana’s ambition is to be an __________.
(A) M.A.
(B) M.P.
(C) M.L.A.
(D) Honourable Minister
Answer:
(C) M.L.A.

Question 6.
The word ‘debut’ means ___________.
(A) debt
(B) fast
(C) maiden
(D) contribution
Answer:
(C) maiden

Question 7.
In an early Independent India, a minister’s daily life was mainly confined to _________.
(A) travelling
(B) delivering lectures at public functions
(C) meeting people
(D) none of these
Answer:
(B) delivering lectures at public functions

Question 8.
A _________ preparation was going on for the minister’s visit.
(A) hectic
(B) meticulous
(C) typical
(D) both (A) and (B)
Answer:
(D) both (A) and (B)

Question 9.
At last the big day came. The underlined words means _________________.
(A) the arrival of the minister
(B) fulfilment of Sri Moharana’s dream
(C) the memorable day for the villagers
(D) the narrator’s delight
Answer:
(A) the arrival of the minister

Question 10.
“………….he loved to keep his feet on the ground !” The underlined phrase means ___________.
(A) to maintain normalcy
(B) to keep up one’s prestige
(C) to keep a sensible and practical attitude in lip
(D) to keep in tact
Answer:
(C) to keep a sensible and practical attitude in lip

Question 11.
The elephantine minister’ indicates a/an ______________.
(A) elephant-like
(B) elegant
(C) majestic
(D) hyperbole
Answer:
(D) hyperbole

Question 12.
“My, my !” This implies _________.
(A) Sri Moharana’s dream came true
(B) the villager’s focuss on the minister
(C) Sri Moharana’s pleasure
(D) none of these
Answer:
(A) Sri Moharana’s dream came true

Question 13.
“…..the minister and his entourage were treated to tender-coconut juice.” The underlined words mean –
(A) the minister and his sycophants
(B) the minister and his cooks
(C) the minister and his relatives
(D) The minister and his assistants
Answer:
(D) The minister and his assistants

Question 14.
Mustering all my self-confidence, I slowly approached the window facing the pond. The underlined word means _____________.
(A) rolling
(B) gathering
(C) brimming
(D) none of these
Answer:
(B) gathering

Question 15.
The most extra-ordinary event the narrator witnessed was –
(A) Jhandoo’s arrival
(B) the minister’s snoring
(C) Jhandoo’s exit with the minister’s cap
(D) the monkey’s glance
Answer:
(C) Jhandoo’s exit with the minister’s cap

Question 16.
The expression ‘like a bolt from the blue’ means-
(A) thunderous sound
(B) rumbling of the thunder
(C) unexpected surprise to happen
(D) stunned in disbelief
Answer:
(D) stunned in disbelief

Question 17.
Which of these words expresses the narrator’s sadness?
(A) ecstasy
(B) excitement
(C) frustration
(D) pensive
Answer:
(D) pensive

Question 18.
The narrator found himself ____________.
(A) at home
(B) at sea
(C) in a fix
(D) in a state ofexcitement
Answer:
(C) in a fix

Question 19.
Sri Moharana stood thunderstruck. The underlined word means _____________.
(A) terribly disapproval
(B) shocked or surprised
(C) nervous
(D) in a state of shouting
Answer:
(B) shocked or surprised

Question 20.
‘It may have devastating effects on the politics of the country’. ‘It’ refers to ____________.
(A) unravelling of the mysterious missing cap
(B) Sri Moharana’s strange behaviour
(C) the monkey
(D) none of these
Answer:
(A) unravelling of the mysterious missing cap

Question 21.
The first one to apprise Moharana of the incident was _____________.
(A) P.A. to the minister
(B) the narrator
(C) a villager
(D) the entire staffof the minister
Answer:
(B) the narrator

Question 22.
The incident had thrown a wet blanket on the occasion. The underlined phrase means-
(A) coloured
(B) dampened
(C) defiled
(D) defaced
Answer:
(B) dampened

Question 23.
Sri Moharana excels on the art of –
(A) acting
(B) coaxing
(C) attracting the public attention
(D) all of these
Answer:
(C) attracting the public attention

Question 24.
The mystery of missing cap raised ____________.
(A) an excitement
(B) a fear
(C) a hue and cry
(D) numbness
Answer:
(C) a hue and cry

Question 25.
The word ‘ascended’ means ____________.
(A) climbed
(B) reacted
(C) departed
(D) none of these
Answer:
(A) climbed

Question 26.
Which one of the following statements is true?
(A) The minister’s presence was boring.
(B) Sri Moharana’s niece was one of the High-School-educated girls of the area.
(C) Sri Moharana lacked will-power.
(D) The narrator appreciates Sri Moharana’s first speech.
Answer:
(B) Sri Moharana’s niece was one of the High-School-educated girls of the area.

Question 27.
Which one of the following statements is false?
(A) Sri Moharana’s voice increased in gradual loudness.
(B) A nobleman has taken the minister’s cap purposefully.
(C) The minister gracefully accepted the money.
(D) The minister delivered a very short speech.
Answer:
(D) The minister delivered a very short speech.

Question 28.
The word ‘esteem’ means –
(A) estimate
(B) respect
(C) fear
(D) tribute
Answer:
(B) respect

Question 29.
Which of these statements is true?
(A) The minister was very open.
(B) His excitement knew no limit.
(C) Sri Moharana was a liar.
(D) none of these
Answer:
(B) His excitement knew no limit.

Question 30.
The repetition of ‘ha! ha!’ indicates the ____________tone of the minister.
(A) comical
(B) ironic
(C) satirical
(D) tragic
Answer:
(C) satirical

Question 31.
What did the author want the readers to share?
(A) Laughter
(B) Sympathy
(C) The story
(D) Kindness
Answer:
(B) Sympathy

Question 32.
Who was the then Minister of Fisheries and Fine Arts?
(A) Sri Moharana
(B) Jhandoo
(C) Babu Virkishore
(D) Manoj Das
Answer:
(C) Babu Virkishore

Question 33.
Sri Moharana had the only pukka house in an area of ___________.
(A) ten villages
(B) twenty villages
(C) his constituency
(D) Babu Virkishore’s constituency
Answer:
(B) twenty villages

Question 34.
Why had Sri Moharana a considerable reputation?
(A) He was a kind man
(B) He was a wealthy man
(C) He was a conscientious and generous man
(D) He was a wealthy man and a good host
Answer:
(C) He was a conscientious and generous man

Question 35.
What did Sri Moharana have?
(A) Two ponds full of choice fish
(B) A number of well cared cows
(C) A big pukka house
(D) All of the above
Answer:
(D) All of the above

Question 36.
What was the new caste that emerged post independence?
(A) Leaders
(B) Freedom fighters
(C) Patriots
(D) Industrialists
Answer:
(C) Patriots

Question 37.
What ambition had Sri Moharana nurtured?
(A) Becoming a patriot
(B) Being called an exemplary host
(C) Becoming a member of the state Legislature
(D) Becoming the Fisheries Minister
Answer:
(C) Becoming a member of the state Legislature

Question 38.
Where was the author’s maternal house?
(A) In Sri Moharana’s village
(B) Near Babu Virkishore’s house
(C) Near Sri Moharana’s house
(D) In Babu Virkishore’s village
Answer:
(C) Near Sri Moharana’s house

Question 39.
Who were not there in the early days of Swadeshi ministers?
(A) Deputy or sub-deputy ministers
(B) Sub-ministers
(C) Members of state Legislature
(D) Chief ministers
Answer:
(A) Deputy or sub-deputy ministers

Question 40.
Where was Babu Virkishore from?
(A) The author’s village
(B) The author’s district
(C) Sri Moharana’s village
(D) The author’s maternal village
Answer:
(B) The author’s district

Question 41.
Who thought that Sri Moharana’s debut in politics should have the blessings of Babu Virkishore?
(A) Sri Moharana’s sponsors
(B) Bbu Virkishore’s sponsors
(C) The author and his friends
(D) Sri Moharana’s villagers
Answer:
(A) Sri Moharana’s sponsors

Question 42.
What was a minister’s daily life largely made up of in those days?
(A) Arranging meetings
(B) Speech-making at public receptions
(C) Attending feasts and meeting people
(D) Performing administrative tasks
Answer:
(B) Speech-making at public receptions

Question 43.
Who was the chairman of the reception committee?
(A) Babu Virkishore
(B) Sri Moharana
(C) The author
(D) The author’s maternal uncle
Answer:
(B) Sri Moharana

Question 44.
What did the children of the village lower primary school do for a fortnight?
(A) Practised the welcome song
(B) Decorated Sri Moharana’s house
(C) Prepared for the minister’s arrival
(D) Learnt English words to impress the minister
Answer:
(A) Practised the welcome song

Question 45.
Who had composed the welcome song?
(A) Sri Moharana
(B) Babu Virkishore
(C) The head-pundit of the village school
(D) The author
Answer:
(C) The head-pundit of the village school

Question 46.
How old was the head-pundit?
(A) Sixty
(B) Sixty-seven
(C) Seventy
(D) Seventy- two
Answer:
(B) Sixty-seven

Question 47.
What questions were asked by the children?
(A) Does a minister sleep?
(B) What does a minister eat and drink?
(C) Does a minister ever have colic or colds?
(D) All of the above
Answer:
(D) All of the above

Question 48.
Why did Sri Moharana give up his habit of sleeping in the afternoon?
(A) To make the arrangements
(B) To examine the details of the arrangements
(C) To make the children practice the welcome song
(D) All of the above
Answer:
(B) To examine the details of the arrangements

Introducing the Author :
Manoj Das is one of the foremost writers of the generation of Indian writers. It goes without saying that he is the Indian Chekhov in his awareness of human misery and ironies of life, in the art of exposing all that is vulgar, shameful and pitiable. The basic material of his stories is obtained from his observation of human experience. Like Maupassant-and Chekhov, he possesses a ‘sublime curiosity’ about human affairs in abundance but with great skill and psychological subtlety he succeeds in recreating that experience and revealing its underlying significance. His stories are refreshingly free from the elements of horror, sex and violence, the crudities which make most of the modern writings morbidly distasteful and keep the reader’s mind sullenly down. His themes are essentially Indian, evoking the Indian scene and atmosphere. Manoj Das is traditional in form and technique, but modem in idea and sensibility. He is original in devising plot, invention and the subtle interpretation of things. His language is lucid and clear, tales, candid and fresh sparkling with humour and human essence.

About the Story :
“Mystery of the Missing Cap” is a brilliant comical, historical and realistic story which deals with a minister’s visit to a village in Odisha. Here the writer has thrown light on the rise of the new class of patriots, the ministerial demigod like stance and style, the sponsors like Moharana, the benevolent host and an aspirant for a seat in the legislature, the sycophants like PRO, and the complacent and facetious Minister of Fisheries and Fine Arts. The whole state of affairs has been mocked at end travestied by the monkey. A distinct and unmistakable Odia flavour permeates the whole story. The rural scence is vividly portrayed with a plethora of details. Set in the backdrop of the early days of independent India, the story gives a glimpse of the socio-political picture and atmosphere of the then India. “Mystery of the Missing Cap”, right from beginning to the end, glows with the radiance of a delightful humour. Here the humour is at its peak almost in the manner of a gala day celebration, observation of ritual. It is genuine, broad, farcical, rustic, pawky and satirical.

ବିଷୟ ସୂଚନା :
“Mystery of the Missing Cap” ଗଳ୍ପଟି ଏକ ଚମତ୍କାର ହାସ୍ୟାଦ୍ଦୀପକ ଐତିହାସିକ ଏବଂ ବାସ୍ତବ ଗଳ୍ପ ଯାହାକି ଜଣେ ମନ୍ତ୍ରୀଙ୍କର ଓଡ଼ିଶାର ଗୋଟିଏ ଗାଁକୁ ପରିଦର୍ଶନ କରିଆସିବା ଘଟଣା ଉପରେ ଆଲୋକପାତ କରେ। ସେ ଏହି ଗଳ୍ପରେ ଶ୍ରୀ ମହାରଣାଙ୍କ ଭଳି ସଦୟ ଅତିଥ୍ୟସତ୍କାରକାରୀ ଯିଏକି ବିଧାନସଭା ଆସନଟିଏ ପାଇବାପାଇଁ ଇଚ୍ଛୁକ, ଲୋକସମ୍ପର୍କ ଅଧିକାରୀଙ୍କ ପରି ତୋଷାମଦକାରୀ ଏବଂ ଆତ୍ମଗର୍ବୀ ମତ୍ସ୍ୟ ଓ କଳା ବିଭାଗର ମନ୍ତ୍ରୀଙ୍କ ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ସମ୍ପୂର୍ଣ ଘଟଣାକୁ ମାଙ୍କଡ଼ର ହାସ୍ୟାଦ୍ଦୀପକ କାର୍ଯ୍ୟ ମାଧ୍ୟମରେ ବ୍ୟଙ୍ଗ, ବିଦ୍ରୁପ କରାଯାଇଛି । ଏକ ସ୍ପଷ୍ଟ ଓ ଅଭ୍ରାନ୍ତ ଓଡ଼ିଆ ରୁଚିସମ୍ପନ୍ନ ଭାବଧାରାକୁ ଗଳ୍ପରେ ପ୍ରକାଶ କରିଯାଇଛି । ଗ୍ରାମ୍ୟ ପରିବେଶକୁ ମଧ୍ୟ ଗଳ୍ପରେ ସ୍ପଷ୍ଟ ଭାବରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ଏହି ଗଳ୍ପଟି ଭାରତ ସ୍ଵାଧୀନତା ପାଇବାର ପରବର୍ତ୍ତୀ ସମୟର ଘଟଣାବଳୀକୁ ନେଇ ରଚିତ । ଏଥରେ ଭାରତର ସାମାଜିକ ଓ ରାଜନୈତିକ ଅବସ୍ଥାକୁ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ଏହି ଗଳ୍ପରେ ସେହି ସମୟର ଭାରତର ପରିସ୍ଥିତି ଓ ପରିବେଶ ଉପରେ ଆଲୋକପାତ କରାଯାଇଛି । ଆମର ପାରମ୍ପରିକ ଚଳଣି ଓ ନୀତିକୁ ବ୍ୟଙ୍ଗାତ୍ମକ ଢଙ୍ଗରେ ଗଳ୍ପଟିରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ଏହି ବର୍ଣ୍ଣନା ସ୍ପଷ୍ଟ, ପରିବ୍ୟାପ୍ତ, ଲୋକଦେଖାଣିଆ, ଗ୍ରାମ୍ୟଭିତ୍ତିକ ଏବଂ ବ୍ୟଙ୍ଗାତ୍ମକ ହୋଇପାରିଛି ।

Summary :
The writer takes us back to the early days of post-independent India, when there was the rise of the hew class of patriots. Sri Moharana was a burning example. He was not only rich, but also a benevolent host. The village-patriot was ambitious of becoming a member of the Legislative Assembly. The writer refers to another politician – Babu Virkishore, Minister of Fisheries and Fine Arts. His daily life comprised speech-making at public receptions. Shri Moharana decided to accord a grand reception to the minister in his village, The writer vividly recounts the preparation for the minister’s reception. He remembers how Sri Moharana gave a beautiful touch to his ancestral cane chair. For fifteen days, the children of the village lower primary school spent time in practising the welcome song. The narrator says that the song still lingers in his memory. Moharana’s excitement knew no bounds. He took minute care of all the arrangements. Nervousness
and uncertainty stared him in the face.

The day Moharana and his sycophants waited for had come at last. Alighting from his jeep the minister entered the very first welcome gate on the outskirts of the village. Moharana garlanded in profusion. Instead of getting into the jeep, the minister preferred to walk.
The writer gives a beautiful description of the procession of the minister in the village. The minister walked slowly with the heavy steps through the village street amidst the thunderous applause and slogans in priase of the minister. Everyone in the village including the invalids took part in it, shouting slogans by turn and opening their mouths wide open.

The procession reached Moharana’s house. Moharana lavishly entertained his guests. They were given tender coconut juice and treated to the most fabulous lunch the narrator had ever seen. The lunch Moharana had hosted comprised twenty dishes that were arranged around the sweetened, ghee-backed rice. Then the minister took rest in a cabin. The minister’s staff was given a separate accommodation for rest. The narrator got the first shock of disillusionment when he discovered that the minister was snoring like an ordinary person. He was speechless. Meanwhile, the narrator saw Jhandoo bounce suddenly. The monkey picked up the cap and vanished into grove. The incident made the narrator speechless and clueless.

He was confused for sometime. The narrator found himself in a fix to which he should give importance the minister’s cap or his snoring – disturbed him. The incident of missing cap came to light very fast. The minister’s personal assistant flitting about like a butter-fly and the public relation officer responded to the matter in a diplomatic way number of times. In their view, the Honourable Minister would give much importance to the way in which the cap had disappeared. Sri Moharana was stunned concerning the loss of the cap. He sensed a well-planned plot behind the sudden disappearance of the cap.

He was afraid the incident was likely to produce very serious effects on the political lives of India. The narrator noticed Moharana virtually trembling in nervousness. He was sweating profusedly. His condition led him into a conflicting situation if he would hide the episode of the mystery of the missing cap or disclose it. At last the narrator apprised Moharana of the matter; the latter stood speechless for the moment The disappearance of the cap threw a cold water to the occasion. In other words, the missing cap robbed the occasion of its glit and glitter. A pall of gloomy silence descended on the minister’s room. The narrator heard the minister’s periodic coughing. His anxiety dampened the spirit of the people. The narrator’s pals reacted to the situation in great anxiety.

One of them visualised the culprit’s imprisonment, provided he was detected. Another person was apprehensive of the whole village suffering imprisonment bar. Even some credulous persons believed that the cap was a kind of Aladdin’s lampits owner would be a minister. Sri Moharana was aware of the mystery behind the missing cap. He acted smartly. The minister accompanying Moharana was seen in a smiling mood. He climbed the specially constructed stage. His remarkable smile still adored his face. The ceremony started with a bang. Moharana delivered the welcome speech that highlighted the minister’s achievements and his immense gratitude to the latter. Moharana’s first speech was excellent. In his speech, he told a lie in connection with the mysterious disappearance of the minister’s cap. He said that a certain noble man in their area had done this mischief.

Then he offered one hundred one rupees to the minister to fulfil the latter’s wish to serve the people. The minister gracefully accepted the gift and delivered his speech. At last, all the important people of the area attended the dinner that was arranged in honour of the minister. The time for the minister’s departure arrived. Meanwhile the monkey named Jhandoo appeared on the scene. The writer narrates its arrival in Moharana’s house; the monkey’s mother had left him in latter’s house in its infancy in order to get rid of his father’s anger. Unfortunately, in his absence Moharana’s servants killed its mother. Kind-hearted as he was, Moharana brought up the baby monkey with deep affection. Now here was the grown-up Jhandhoo.

The anti-climax of the story came when Jhandoo sitting between the minister and Sri Moharana, wore the cap on his head and then offered it to the minister most genially. Driven by a flush of anger and surprise the minister wanted to confirm whether the monkey was not the same gentleman that had taken away the cap. Moharana’s colourful and appetising lie in connection with the mysterious dissapearance of the cap could not last long. He quite helplessly admitted that it was verily the same gentleman. In response to his reply, the minister flared up and his eyes bulged and burnt like fire. Ironically, the missing cap brought a great change in their lives. They were not disillusioned but also reduced to ridiculous position.

ସାରାଂଶ :
ଲେଖକ ଭାରତର ସ୍ଵାଧୀନତା ପରବର୍ତ୍ତୀ ସମୟର ସାମାଜିକ ଓ ରାଜନୈତିକ ଜୀବନ ଉପରେ ଆଲୋକପାତ କରିଛନ୍ତି । ସେତେବେଳେ ନୂତନକରି ସୃଷ୍ଟି ହୋଇଛନ୍ତି ଏକ ଦେଶପ୍ରେମୀ ଗୋଷ୍ଠୀ । ଶ୍ରୀ ମହାରଣା ହେଉଛନ୍ତି ଏହାର ଏକ ଜ୍ଵଳନ୍ତ ଉଦାହରଣ । ସେ କେବଳ ଜଣେ ଧନୀ ବ୍ୟକ୍ତି ନ ଥିଲେ ସେ ମଧ୍ୟ ଜଣେ ଦୟାଳୁ ବ୍ୟକ୍ତି ଥିଲେ । ଗାଁର ଏହି ଦେଶପ୍ରେମୀ ବ୍ୟକ୍ତିଜଣଙ୍କ ବିଧାନସଭାର ସଭ୍ୟ ହେବାପାଇଁ ଅଭିଳାଷ ପୋଷଣ କରିଥିଲେ । ଲେଖକ ବାବୁ ବୀରକିଶୋର ନାମକ ଅନ୍ୟ ଜଣେ ରାଜନେତାଙ୍କ ନାମକୁ ଏଠାରେ ଉଲ୍ଲେଖ କରିଛନ୍ତି ଯିଏ ମତ୍ସ୍ୟ ଓ କଳା ବିଭାଗର ମନ୍ତ୍ରୀ ଥିଲେ । ସର୍ବସାଧାରଣ ଅଭ୍ୟର୍ଥନା ସଭାଗୁଡ଼ିକରେ ଭାଷଣ ଦେବା ତାଙ୍କର ନିତିଦିନିଆ କାର୍ଯ୍ୟ ଥିଲା । ଶ୍ରୀ ମହାରଣା ତାଙ୍କ ଗାଁରେ ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କୁ ଉଚ୍ଚ ମାନର ସମ୍ବୋଧନ କରି ସ୍ଵାଗତ କରିବାକୁ ସ୍ଥିର କଲେ ।

ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କୁ ସ୍ଵାଗତ କରିବାପାଇଁ ଯେଉଁଭଳି ଭାବେ ପ୍ରସ୍ତୁତି ଚାଲିଥିଲା, ଏଠାରେ ତାହାର ବର୍ଣ୍ଣନା ଦିଆଯାଇଛି । ଶ୍ରୀ ମହାରଣା ତାଙ୍କର ପୂର୍ବପୁରୁଷରୁ ଥିବା ଏକ ପୁରୁଣା ବେତଚୌକିକୁ ସୁନ୍ଦର ଭାବେ ସଜାଇଲେ । ପନ୍ଦର ଦିନ ପର୍ଯ୍ୟନ୍ତ ଗାଁର ପ୍ରାଥମିକ ବିଦ୍ୟାଳୟର ଛାତ୍ରଛାତ୍ରୀମାନେ ସ୍ଵାଗତ ସଙ୍ଗୀତ ଅଭ୍ୟାସ କରିଥିଲେ । ଲେଖକ କହନ୍ତି ଯେ ସେହି ଗୀତର ସ୍ମୃ ତି ଏବେ ବି ତାଙ୍କର ସ୍ମୃତିପଟ୍ଟରେ ବାଜି ଉଠେ । ମହାରଣା ଖୁବ୍ ଉତ୍ସାହିତ ହୋଇ ପଡ଼ିଥିଲେ । ତାଙ୍କର ମୁଖମଣ୍ଡଳରେ ହତାଶା ଓ ଅନିଶ୍ଚିତତାର ଚିହ୍ନ ବାରି ହୋଇ ପଡ଼ୁଥିଲା । ସେ ସବୁ ବ୍ୟବସ୍ଥାର ଟିକିନିଖ୍ ତଦାରଖ କରୁଥିଲେ ।

ଶେଷରେ ମହାରଣା ଏବଂ ତାଙ୍କର ଅନ୍ୟ ନିର୍ମିତ ପ୍ରଥମ ସ୍ଵାଗତ ଫାଟକ ଅତିକ୍ରମ କରିବା ବଡ଼ ଫୁଲହାର ଝୁଲାଇଦେଲେ । ଜିପ୍‌ରେ ଆସିବା ପ୍ରଶଂସକମାନେ ଅପେକ୍ଷା କରିଥିବା ଦିନଟି ଆସିଗଲା । ଗାଁର ବାହାରେ ସମୟରେ ମନ୍ତ୍ରୀ ଜିପ୍‌ ଓହ୍ଲାଇଲେ । ମହାରଣା ତାଙ୍କର ବେକରେ ଏକ ପରିବର୍ତ୍ତେ ମନ୍ତ୍ରୀ ମହୋଦୟ ସେଠାରୁ ଚାଲିଚାଲି ଆସିବାପାଇଁ ପସନ୍ଦ କଲେ ।

ଲେଖକ ଗାଁରେ ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କର ଶୋଭାଯାତ୍ରାର ଏକ ସୁନ୍ଦର ବର୍ଣ୍ଣନା ଦେଇଛନ୍ତି । ମନ୍ତ୍ରୀଙ୍କର ପ୍ରଶଂସାରେ ଗ୍ରାମ୍ୟ ପରିବେଶ ପ୍ରକମ୍ପିତ ହେଉଥିଲା । ସେହି ଜନଗହଳି ମଧ୍ୟରେ ମନ୍ତ୍ରୀ ମହୋଦୟ ଗାମ୍ଭୀର୍ଯ୍ୟପୂର୍ଣ୍ଣ ପଦଚାରଣ କରି ଆସ୍ତେ ଆସ୍ତେ ଚାଲୁଥିଲେ । ଗାଁର ସମସ୍ତେ ଏହି ସ୍ଵାଗତ ଉତ୍ସବରେ ଅଂଶଗ୍ରହଣ କରିଥିଲେ । ଏପରିକି ଶାରୀରିକ ବିକଳାଙ୍ଗମାନେ ମଧ୍ୟ ଅଂଶଗ୍ରହଣ କରିଥିଲେ । ସେମାନେ ମଧ୍ୟ ବଡ଼ପାଟିରେ ସ୍ଲୋଗାନ୍ ଦେଉଥଲେ । ଶେଷରେ ମନ୍ତ୍ରୀ ମହୋଦୟ ମହାରଣାଙ୍କ ଘରେ ପହଞ୍ଚିଥିଲେ ମହାରଣା ପଇଡ଼ପାଣି ରସ ପିଆଇ ଅତିଥିମାନଙ୍କର ସତ୍କାର କରିଥିଲେ ଏବଂ ମଧ୍ୟାହ୍ନ ପାଇଁ ସୁଖାଦ୍ୟ ଭୋଜନର ବ୍ୟବସ୍ଥା କରାଯାଇଥିଲା । କୋଡ଼ିଏ ପ୍ରକାରର ଖାଦ୍ୟ ସହ କର୍ମଚାରୀମାନେ ମଧ୍ୟ ଅନ୍ୟ ଏକ ପ୍ରକେଷ୍ଠରେ ବିଶ୍ରାମ ନେଇଥିଲେ ।

ଲେଖକ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ ଯେତେବେଳେ ସେ ଦେଖିଲେ ମନ୍ତ୍ରୀ ମହୋଦୟ ଜଣେ ସାଧାରଣ ବ୍ୟକ୍ତିଙ୍କ ଭଳି ଘୁଙ୍ଗୁଡ଼ି ମାରୁଛନ୍ତି । ସେ ଏହା ଦେଖି ବାକ୍‌ଶୂନ୍ୟ ହୋଇଗଲେ । ହଠାତ୍ ମାଙ୍କଡ଼ ଝାଣ୍ଡୁ ଡେଇଁ ଡେଇଁ ଆସି ପହଞ୍ଚିଗଲା । ସେ ମନ୍ତ୍ରୀଙ୍କର ଟୋପିଟିକୁ ନେଇ ଚାଲିଗଲା । କିଛି ସମୟ ପାଇଁ ଲେଖକ ଦ୍ବନ୍ଦ୍ବରେ ପଡ଼ିଗଲେ ଓ ସେ କାହାକୁ ଗୁରୁତ୍ଵ ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କର ହଜିଯାଇଥିବା ଟୋପିକୁ ନା ତାଙ୍କ ଘୁଙ୍ଗୁଡ଼ିକୁ ।

ଖୁବ୍ ଶୀଘ୍ର ମନ୍ତ୍ରୀଙ୍କର ଟୋପି ହଜିଯାଇଥିବା କଥା ସମସ୍ତେ ଜାଣି ଯାଇଥିଲେ । ପ୍ରଜାପତି ଭଳି ଫଡ୍‌ଫଡ୍‌ ହେଉଥ‌ିବା ମନ୍ତ୍ରୀଙ୍କର ବ୍ୟକ୍ତିଗତ ସହକାରୀ ଓ ସାଧାରଣ ଲୋକ ସମ୍ପର୍କ ଅଧିକାରୀ ଏହି ବିଷୟରେ ଭିନ୍ନ ଭିନ୍ନ କଥା କହିଥିଲେ । ସେମାନଙ୍କ ମତରେ ସମ୍ମାନନୀୟ ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କ ଟୋପିଟି ଯେଉଁଭଳି ଭାବରେ ହଜିଯାଇଛି ତା’ ଉପରେ ଗୁରୁତ୍ଵ ଦେବା ଆବଶ୍ୟକ । ଟୋପି ହଜିଯିବା ଘଟଣାରେ ମହାରଣା ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇଗଲେ । ଏହି ଟୋପି ହଜିବା ଘଟଣା ଭାରତୀୟ ରାଜନୈତିକ ଜୀବନରେ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ପ୍ରଭାବ ପକାଇବ ଭାବି ମହାରଣା ଡରିଯାଇଥିଲେ । ଏହା ପଛରେ ନିର୍ଦ୍ଦିଷ୍ଟ ଭାବରେ କିଛି ଯୋଜନା ଥିବା କଥା ସେ ଚିନ୍ତା କଲେ ।

ମହାରଣା ଭୟରେ ଥରୁଥିବାର ଲେଖକ ଦେଖୁଥିଲେ । ତାଙ୍କ ଦେହରୁ ଝାଳ ବୋହି ଯାଉଥିଲା । ମହାରଣାଙ୍କର ସେହି ସମୟର ଅବସ୍ଥା ଲେଖକଙ୍କୁ ଦ୍ବନ୍ଦ୍ବରେ ପକାଇଲା । ପ୍ରକୃତ ଘଟଣାକୁ ଲେଖକ ଲୁଚାଇବେ କି ପ୍ରକାଶ କରିବେ ଚିନ୍ତା କରିପାରିଲେ ନାହିଁ । ଶେଷରେ ସେ ସତ ଘଟଣାଟି ପ୍ରକାଶ କଲେ । ଏହା ଶୁଣି ମହାରଣା ସେହି ସମୟରେ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇ ବାକ୍‌ଶୂନ୍ୟ ହୋଇଗଲେ ।

ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କ ଟୋପିଟି ହଜିଯିବାରୁ ଉତ୍ସବମୁଖର ହୋଇ ଉଠୁଥ‌ିବା ସଭାସ୍ଥଳଟି ଶ୍ରୀହୀନ ହୋଇପଡ଼ିଥିଲା । ସମସ୍ତଙ୍କର ଉତ୍ସାହ କମିଯାଇଥଲା । ମନ୍ତ୍ରୀଙ୍କ ପ୍ରକୋଷ୍ଠରେ ନୀରବତାର ଦୁଃଖ ଖେଳି ଯାଇଥିଲା। ସମୟେ ସମୟେ ମନ୍ତ୍ରୀଙ୍କର କାଶ ଲେଖକ ଶୁଣିପାରୁଥିଲେ । ତାଙ୍କ ମନରେ ଅବସାଦ ଆସିଯାଇଥିଲା । ଲୋକମାନଙ୍କର ମନୋବଳ ଭାଙ୍ଗି ଯାଇଥିଲା । ଲେଖକଙ୍କର ବନ୍ଧୁମାନେ ମଧ୍ୟ ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କଲେ । ସେମାନଙ୍କ ମଧ୍ୟରୁ ଜଣେ କହିଲା, ‘‘ଦୋଷୀଙ୍କୁ ବନ୍ଦୀ କରି କରାଗାରକୁ ପଠାଇ ଦିଆଯାଉ । ଯାହାବି ହେଉ ତାଙ୍କୁ ଧରିବାର ଅଛି ।’’ ଆଉ ଜଣେ ସନ୍ଦେହ କଲା ଯେ ଗାଁର ସମସ୍ତ ଲୋକଙ୍କୁ କାରାଗାରକୁ ପଠାଇ ଦିଆଯାଇପାରେ । ଆଉ କେତେକ ଚତୁର ବ୍ୟକ୍ତି କହିଲେ ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କର ଟୋପି ଥିଲା ଆଲ୍ମାଦ୍ଦିନ୍‌ଙ୍କ ଲ୍ୟାମ୍ପ ଭଳି ଏହାର ମାଲିକ ବି ମନ୍ତ୍ରୀ ହେବେ ।

ଶ୍ରୀ ମହାରଣା ହଜିଯାଇଥିବା ଟୋପିର ରହସ୍ୟ ବିଷୟରେ ସଚେତନ ଥିଲେ । ସେ ଚତୁରତାର ସହ କାର୍ଯ୍ୟ କଲେ । ମନ୍ତ୍ରୀ ମହୋଦୟ ସ୍ଵତନ୍ତ୍ର ଭାବେ ନିର୍ମିତ ସଭାସ୍ଥଳ ଉପରକୁ ଯାଇଥିଲେ । ତାଙ୍କର ସେହି ସ୍ଵତନ୍ତ୍ର ପ୍ରକାରର ହସ ତାଙ୍କ ମୁଖମଣ୍ଡଳରେ ଶୋଭା ପାଉଥିଲା । ଉତ୍ସବ ଆରମ୍ଭ ହେଲା । ମହାରଣା ସ୍ବାଗତ ଭାଷଣ ଦେଲେ ଏବଂ ମନ୍ତ୍ରୀଙ୍କର ସଫଳତା ବିଷୟରେ ଆଲୋକପାତ କରି ତାଙ୍କ ପ୍ରତି କୃତଜ୍ଞତା ପ୍ରକାଶ କଲେ ।

ଅଦୃଶ୍ୟ ହୋଇଗଲା, ସେ ସମୟରେ ସେ ଏକ ମିଛ କହିଲେ । ସେ କହିଲେ ଯେ ତାଙ୍କ ଅଞ୍ଚଳର ଜଣେ ଭଦ୍ରବ୍ୟକ୍ତି ଏହି ଅପରାଧ କରିଛନ୍ତି । ତା’ପରେ ସେ ମନ୍ତ୍ରୀଙ୍କୁ ସେହି ଭଦ୍ରବ୍ୟକ୍ତିଙ୍କ ତରଫରୁ ସେବା କାର୍ଯ୍ୟରେ ବିନିଯୋଗ କରିବାପାଇଁ ଶହେ ଏକ ଟଙ୍କା ଉପହାର ଦେଇଥିଲେ । ମନ୍ତ୍ରୀ ଖୁସିରେ ସେହି ଉପହାରକୁ ଗ୍ରହଣ କଲେ ଏବଂ ଭାଷଣ ଦେଲେ । ଶେଷରେ ସେହି ଅଞ୍ଚଳର ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ବ୍ୟକ୍ତିମାନେ ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କ ସହ ମିଶି ରାତ୍ରଭୋଜନ କଲେ ।

ମନ୍ତ୍ରୀଙ୍କର ବିଦାୟ ନେବାର ସମୟ ଆସିଗଲା । ଏହି ସମୟରେ ମାଙ୍କଡ଼ ଝାଣ୍ଡୁ ଉପସ୍ଥିତ ହେଲା । ମାଙ୍କଡ଼ଟି କିପରି ମହାରଣାଙ୍କ ଘରକୁ ଆସିଥିଲା ତାହା ଲେଖକ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ଏହି ମାଙ୍କଡ଼ର ମା’ ତାକୁ ଶିଶୁ ଅବସ୍ଥାରେ ତା’ ବାପାର କ୍ରୋଧରୁ ତାକୁ ରକ୍ଷା କରିବା ନିମନ୍ତେ ମହାରଣାଙ୍କ ଘରେ ଛାଡ଼ି ଚାଲିଯାଇଥିଲା । ଦୁର୍ଭାଗ୍ୟବଶତଃ, ତାଙ୍କର ଅନୁପସ୍ଥିତିରେ ମହାରଣାଙ୍କର ଚାକରମାନେ ଏହି ମାଙ୍କଡ଼ର ମା’କୁ ମାରିଦେଇଥିଲେ । ଦୟାଳୁ ମହାରଣା ଏହି ମାଙ୍କଡ଼ଟିକୁ ଗଭୀର ସ୍ନେହ ଓ ଶ୍ରଦ୍ଧାର ସହିତ ପାଳନ କରିଥିଲେ । ସେ ଏବେ ବଡ଼ ହୋଇଯାଇଥିବା ‘ଝାଣ୍ଡୁ’ ଥିଲା ।

ଗଳ୍ପର ଶେଷ ପର୍ଯ୍ୟାୟରେ ଝାଣ୍ଡୁ ଆସି ମନ୍ତ୍ରୀ ମହୋଦୟ ଏବଂ ଶ୍ରୀ ମହାରଣାଙ୍କ ମଝିରେ ଟୋପି ପିନ୍ଧି ବସିପଡ଼ିଲା ତା’ପରେ ଭଦ୍ରଲୋକଙ୍କ ଭଳି ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କୁ ଟୋପିଟି ଦେଇଦେଲା । ରାଗରେ ମନ୍ତ୍ରୀ ମହାରଣାଙ୍କୁ ପଚାରିଲେ ଯେ ଟୋପି ନେଇଥ‌ିବା ଭଦ୍ରବ୍ୟକ୍ତିଜଣକ ଏହି ମାଙ୍କଡ଼ ନୁହେଁ ତ ? ମହାରଣା ଚତୁରତାର ସହ ଟୋପି ହଜିଯିବା ବିଷୟରେ ଯେଉଁ ରଙ୍ଗିନ୍ ମିଛ କଥା କହିଥିଲେ ତାହା ଧରାପଡ଼ିଗଲା । ସେ ଅସହାୟ ଭାବେ ସ୍ଵୀକାର କଲେ ଯେ ଏହି ମାଙ୍କଡ଼ ହିଁ ସେହି ଭଦ୍ରବ୍ୟକ୍ତି । ଏହା ଶୁଣି ମନ୍ତ୍ରୀ ମହୋଦୟଙ୍କର ଆଖ୍ ରାଗରେ ଜଳି ଉଠିଲା ଓ ଫୁଲିଗଲା । ହଜିଯାଇଥିବା ଟୋପିଟି ସେମାନଙ୍କ ଜୀବନରେ ବହୁତ ପରିବର୍ତ୍ତନ ଆଣିଥିଲା । ସେମାନଙ୍କ ଆତ୍ମମର୍ଯ୍ୟାଦା ଭୂଲୁଣ୍ଠିତ ହୋଇ ଯାଇଥିଲା ।

Odisha State Board CHSE Odisha Class 12 Invitation to English 4 Solutions Grammar Interrogatives Textbook Activity Questions and Answers.

CHSE Odisha 12th Class English Grammar Interrogatives

We usually make questions by changing the word order :

(a) Look at these sentences.

A	B
This is the road to your house.	Is this the road to your house?
He has a car	Has he a car?
There is a canteen in the office	Is there a canteen in the office?

The sentences in ‘A’ are statements and those in ‘B’ are questions. The verb in each sentence in ‘B’ here comes first and the subject is put after it. In other words, there is an inversion of subject and verb. They are all interrogative sentences.
(b) Look at these sentences.

A Statements	B Yes/No Questions
My friend works on a firm	Has he a car?
You sold your car	Is there a canteen in the office?
They go to the cinema every evening.	Do they go to the cinema every evening?

For questions in ‘B’ the auxiliary do or a form of it is provided in questions and it is put before the subject.
(c) 1. (i) Did you see my sister anywhere here?
(ii) Did you see my sister somewhere here?
2. (i) Is anyone absent?
(ii) Is someone absent?

Notice the difference between (1) sentences and (2) sentences. In the latter the speaker tends to believe that the answer is ‘yes’ but not so in the former.

(d) Study those information questions, made with phrases formed by the question word how joined to an adjective or adverb.

A Statements	B Yes/No Questions
There are five colleges in the district	How many colleges are there in the district?
This pen costs twenty rupees.	How much does this pen cost?
The postman comes here two times a day.	How often does the post man come here?

(e) Negative questions (Isn’t it…. ? / didn’t you…. ?) We use negative questions specially to show surprise :
Didn’t you hear the bell? I rang it five times.

Activity -1
Divide the following sentences into two broad categories and state why you have done so.
1. Where’s my pen?
2. Isn’t that my pen?
3. Why haven’t you done your homework?
4. How are you?
5. Would you like something to eat?
6. What’s the time by your watch?
7. Are you listening?
8. You have been to Delhi before, haven’t you?

1. Where	is my pen?
2. Is	not that my pen?
3. Why	(haven’t you done your homework?
4. How	are you?
5. Would	you like something to eat?
6. What	(is) the time by your watch?
7. Are	you listening?
8. You have been to haven’t you? (Yes-No Qn) Delhi before

Activity- 2
Write yes/no questions or wh-questions, using the following expressions :
1 . you / go / to Puri / last year?
2. where / be / Seema / today?
3. you / write / class notes?
4. what / be / the STD code / for Bhubaneswar?
5. where / Samar / live / at the moment?
Answers :
1. Did you go to Puri last year? (Yes – No Qn.)
2. Where is Seema today? (Wh-Qn.)
3. Do you write class notes? (Yes – No Qn.)
4. What is the STD code for Bhubaneswar? (Wh – Qn.)
5. Where does Samar live at the moment? (Wh – Qn.)

Activity -3
Change these statements into wh-questions, using the in the brackets :
1 . Seema put that letter on my desk. (Who)
2. Jatin left his bag on the bus. (Where)
3. That is my friend’s bag. (Whose)
4. He means this one. (Which)
5. All the trains were late yesterday because of heavy rain. (Why)
6. They walked two kilometres before they found the shop. (How far)
7. 54,763 eggs were used in the world’s biggest omelette. (How many)

Answers:
1 . Who put that letter on your desk?
2. Where did Jatin leave his bag?
3. Whose bag is that?
4. Which one does he mean?
5. Why were all the trains late yesterday?
6. How far did they walk before they found the shop?
7. How many eggs were used in the world’s biggest omelette?

Activity- 4
Ask questions to get the following answers.
1. I’m fine, thank you.
2. About 40 kilos.
3. Yesterday evening.
4. The giraffe.
5. Yes, just before my eyes.
Answers :
1. How are you?
2. How much does it weigh?
3. When did you come?
4. Which animal has the longest neck?
5. Did the accident happen before your eyes?

Activity – 5
Work in small groups. One member goes out, and in his / her absence other members choose an object in the classroom. When (s)he comes back, (s)he has to guess the article by asking yes/no questions to the other members, asking them serially, for example :
O: Is it the blackboard?
S1: No, it isn’t.
O: Is it the teacher’s table?
S2: No, it isn’t…

1 . O: Is that the chair?
S1: No, that isn’t
O: Is it the duster in my hand?
S2: No, it isn’t.

2. O: Is it the map of India?
S1: No, it isn’t.
O: Is it a globe?
S2: No, it isn’t

3. O: Is it the blackboard?
S1: Yes, it is.
O: Is it the teacher’s table?
S2: Yes, it is.

4. O: Is that the chair?
S1: Yes, that is.
O: Is it the map of India?
S2: Yes, it is

Activity – 6
One student stands in front of the class. He thinks of a person or a place. Other students ask him yes/no or wh-questions in order to guess the person or the place. The students ask in turn and twenty questions are allowed. If a student guesses correctly, he replaces the first student.

Example :
S, = have you thought of a person.
X = Person.
S2 = Is the person dead?
X = Yes.
S3 = Was the person a man?
X = Yes.
S4 = When did he die?
X = In Twentieth Century. (Here X can refuse to answer, because (s) he may give away
the secret.)
S5 = Was he a filmstar?
X = No.
S6 = Was he famous?
X = Yes.
S7 = In which field was he famous?
X = Politics.
Sg = Was he a freedom fighter?
X = Yes.
S9 = Was he a minister?
X = No.
S10 = Is it Mahatma Gandhi?
X = Yes. [And now S,0 becomes X]

Activity- 7
Look at the questions in the left column and the list of functions in the right column. Decide on a function for each question :

1. What time is it?	a. asking to distinguish
2. Is that poisonous or nonpoisonous?	b. expressing lack of belief.
3. You’re back rather early, aren’t you?	c. offering assistance
4. What do you mean by early?	d. asking for assistance
5. Must you sing at this time of the night?	e. asking for information
6. Shall I do that for you?	f. expressing irritation
7. Would you mind holding this for a moment	g. asking for an opinion
8. Why are you late?	h. expressing mild surprise.
9. What did he look like?	i. asking for an explanation.
10. What do you think of the new bowler?	j. asking for a description

Answers :
1. = e
2. = j
3. = b
4. = h
5. = f
6. = c
7. = d
8. = g
9. = i
10. = a

Activity- 8
In the light of your findings from the previous activity, what is the distinction between the terms question and interrogative?
Questions are used to elicit information or to clear a doubt or problem requiring solution. Interrogative has the force of a question (used formally)

Activity – 9
How many questions can you frame to get the following sentence or a part of it as the answer?
When Amar Nath and his partners took over the place, it was in ruins and was inhabited by bats and mice.
1. What was the place like when Amar Nath and his partners took over it?
2. What was the place inhabited with when Amar Nath and his partners took over it?
3. Who took over the place which was in ruins and was inhabited by bats and mice?
4. Whose partners took over the place?

Multiple-Choice Questions (MCQs)
Transfer the following sentences into interrogative ones

Question 1.
He goes there.
(A) Did he go there?
(B) Does he go there?
(C) Do he go there?
(D) Does he goes there?
Answer:
(B) Does he go there?

Question 2.
My mother cooked well.
(A) Do my mother cook well?
(B) Did my mother cooked well?
(C) Did my mother cook well?
(D) Did my mother cooks well?
Answer:
(C) Did my mother cook well?

Question 3.
You have not seen the Taj Mahal.
(A) Have you not seen the Taj Mahal?
(B) Have you not saw the Taj Mahal?
(C) Have you not see the Taj Mahal?
(D) none of these
Answer:
(A) Have you not seen the Taj Mahal?

Question 4.
My friends go to the cinema.
(A) Does my friends go to the cinema?
(B) Do my friends goes to the cinema?
(C) Do my friends go to the cinema?
(D) Does my friends goes to the cinema?
Answer:
(C) Do my friends go to the cinema?

Question 5.
I like mangoes.
(A) Am I liking mangoes?
(B) Do I liked mangoes?
(C) Does I like mangoes?
(D) Do I like mangoes?
Answer:
(D) Do I like mangoes?

Question 6.
How long you will stay here.
(A) How long will you stay here?
(B) How long you shall stay here?
(C) How long would you stay here?
(D) none of these
Answer:
(A) How long will you stay here?

Question 7.
When you last visited him.
(A) When had you last visited him?
(B) When did you last visit him?
(C) When you had last visited him?
(D) When had you last visit him?
Answer:
(B) When did you last visit him?

Question 8.
This bunch of grapes tastes sour.
(A) Do this bunch of grapes taste sour?
(B) Do this bunch of grapes tastes sour?
(C) Does this bunch of grapes taste sour?
(D) Does this bunch of grapes tastes sour?
Answer:
(C) Does this bunch of grapes taste sour?

Question 9.
I saw you go there.
(A) Do I saw you go there?
(B) Did I saw you go there?
(C) Had I seen you go there?
(D) Did I see you to go there?
Answer:
(D) Did I see you to go there?

Question 10.
We are good friends.
(A) Were we good friends?
(B) Have you been good friends?
(C) Are we good friend?
(D) none of there
Answer:
(C) Are we good friend?

Question 11.
We shall never forget those happy days.
(A) Shall we never forget those happy days?
(B) Should we never forget those happy days?
(C) Shall we ever forget these days?
(D) Can we ever forget those happy days?
Answer:
(C) Shall we ever forget these days?

Question 12.
I have somebody with me.
(A) Have I somebody with me?
(B) Have I anybody with me?
(C) Have I nobody with me?
(D) none of these
Answer:
(B) Have I anybody with me?

Question 13.
I have never been to London.
(A) Have I never been to London?
(B) Have I hardly been to London?
(C) Have I ever been to London?
(D) none of these
Answer:
(C) Have I ever been to London?

Question 14.
A leopard can never change its spot.
(A) Can a leopard change its spot?
(B) Can a leopard never change its spot?
(C) Can a leopard sometimes change its sport?
(D) Can a leopard ever change its spot?
Answer:
(D) Can a leopard ever change its spot?

Odisha State Board Elements of Mathematics Class 12 Solutions CHSE Odisha Chapter 9 Integration Ex 9(b) Textbook Exercise Questions and Answers.

CHSE Odisha Class 12 Math Solutions Chapter 9 Integration Exercise 9(b)

Integrate the following:
(In some cases suggestions have been given for substitution.)
(i) ∫sin 3x dx
Solution:

(ii) ∫cos ax dx
Solution:

(iii) ∫cos (2 – 7x) dx
Solution:

(iv) ∫sin \(\frac{x}{2}\) dx
Solution:

(v) ∫sec² 4x dx
Solution:

(vi) ∫cosec² \(\frac{x}{3}\) dx
Solution:

(vii) ∫sec (x + 2) tan (x + 2) dx
Solution:
∫sec (x + 2) tan (x + 2) dx
[Put x + 2 = θ
Then dx = dθ]
= ∫sec θ . tan θ dθ
= sec θ + C = sec (x + 2) + C

(viii) ∫cosec (x + \(\frac{\pi}{4}\)) cot (x + \(\frac{\pi}{4}\)) dx (x + \(\frac{\pi}{4}\) = z)
Solution:

(ix) ∫x² cos x³ dx (x³ = z)
Solution:

(x) ∫e^x . sec e^x tan e^x dx (e^x = z)
Solution:
∫e^x . sec e^x . tan e^x dx
[Put e^x = z
Then e^x dx = dz]
= ∫ sec z . tan z dz
= sec z + C = sec e^x + C

(xi) ∫\(\frac{\sec ^2 \sqrt{x}}{\sqrt{x}}\) dx
Solution:

Question 2.
(i) ∫sin x cos x dx (sin x = v)
Solution:
∫sin x cos x dx
[Put sin x = v
Then cos x dx = dv]
= ∫v dv = \(\frac{1}{2}\)v² + C
= \(\frac{1}{2}\)sin² x + C

(ii) ∫tan³ x sec² x dx (tan x = t)
Solution:
∫tan³ x sec² x dx
[Put tan x = t
Then sec² x dx = dt]
= ∫t³ dt = \(\frac{1}{4}\)t⁴ + C
= \(\frac{1}{4}\)tan⁴ x + C

(iii) ∫\(\frac{{cosec}^2 x}{1+\cot x}\) dx
Solution:
∫\(\frac{{cosec}^2 x}{1+\cot x}\) dx
[Put 1 + cot x = t
Then -cosec² x dx = dt
or, cosec² x dx = – dt]
= ∫\(\) = -∫\(\) = -ln |t| + C
= -ln |1 + cot x| + C

(iv) ∫\(\frac{\sin x}{\cos ^3 x}\) dx
Solution:

(v) ∫\(\frac{\cos x}{\sin ^5 x}\) dx
Solution:

(vi) ∫\(\frac{{cosec}^2 x(\ln x)}{x}\) dx (In x = z)
Solution:
∫\(\frac{{cosec}^2 x(\ln x)}{x}\) dx
[Put ln x = z
Then \(\frac{d x}{x}\) = dz]
= ∫cosec² z dz
= -cot z + C = -cot (ln x) + C

(vii) ∫\(\sqrt{1-\sin x}\) cos x dx
Solution:

Question 3.
(i) ∫x\(\sqrt{x^2+3}\) dx (x² + 3 = v)
Solution:

(ii) ∫\(\frac{7 d x}{2-3 x}\) dx
Solution:

(iii) ∫\(\frac{x}{\sqrt{x^2-a^2}}\) dx
Solution:

(iv) ∫\(\frac{x^2+1}{\left(x^3+3 x+7\right)^3}\) dx
Solution:

(v) ∫(x⁴ – 3x² + 1)⁴ (2x³ – 3x) dx
Solution:

Question 4.
(i) ∫e^3x dx
Solution:
∫e^3x dx
[Put 3x = t
Then 3 dx = dt
or, dx = \(\frac{1}{3}\)dt]
= ∫e^t . \(\frac{1}{3}\)dt = \(\frac{1}{3}\)e^t + C
= \(\frac{1}{3}\)e^3x + C

(ii) ∫e^2x+7 dx
Solution:
∫e^2x+7 dx
[Put 2x + 7 = t
Then 2 dx = dt
or, dx = \(\frac{1}{2}\)dt]
= ∫e^t . \(\frac{1}{2}\)dt = \(\frac{1}{2}\)e^t + C
= \(\frac{1}{2}\)e^2x+7 + C

(iii) ∫e^x/3 dx
Solution:
[Put \(\frac{x}{3}\) = t
Then dx = 3 dt
= ∫e^t . 3dt = 3e^t + C = 3e^x/3 + C

(iv) ∫\(e^{x^3}\) x² dx
Solution:

(v) ∫a^2x dx
Solution:

(vi) ∫2\(a^{x^2}\) x dx
Solution:

(vii) ∫e^2tanx sec² x dx
Solution:

(viii) ∫\(\frac{e^x}{\left(e^x-2\right)^2}\) dx
Solution:

(ix) ∫\(e^{\cos ^2 x}\) sin 2x dx
Solution:
∫\(e^{\cos ^2 x}\) sin 2x dx
[Put cos2 x = t
Then 2cos x (-sin x)dx – dt
or, -sin 2x dx = dt
or, sin 2x dx = -dt]
= ∫e^t (-dt) = e^t + C = –\(e^{\cos ^2 x}\) + C

Question 5.
(i)∫\(\frac{\sin ^{-1} x}{\sqrt{1-x^2}}\) dx
Solution:

(ii)∫\(\frac{d x}{\sqrt{1-(x-1)^2}}\)
Solution:

(iii)∫\(\frac{\left(\sec ^{-1} x\right)^2 d x}{x \sqrt{x^2-1}}\)
Solution:

(iv)∫\(\frac{d x}{x\left[1+(\ln x)^2\right]}\)
Solution:

(v)∫\(\frac{d x}{x^2+2 x+2}\) (Integrate \(\frac{d x}{(x+1)^2+1}\))
Solution:

Question 6.
(i) ∫tan 3x dx
Solution:

(ii) ∫cos \(\frac{x}{3}\) dx
Solution:

(iii) ∫sec (2x + 1) dx
Solution:
∫sec (2x + 1) dx
[Put 2x + 1 = t
Then 2 dx = dt
or, dx = \(\frac{1}{2}\)dt]
= ∫sec t . \(\frac{1}{2}\)dt = \(\frac{1}{2}\) ∫sec t dt
= \(\frac{1}{2}\) ln |sec t + tan t| + C
= \(\frac{1}{2}\) ln |sec (2x + 1) + tan (2x + 1)| + C

(iv) ∫cosec 7x dx
Solution:
∫cosec 7x dx
[Put 7x = t
Then 7 dx = dt
or, dx = \(\frac{1}{7}\)dt]
= ∫cosec t . \(\frac{1}{7}\)dt
= \(\frac{1}{7}\) ln |cosec t + cot t| + C
= \(\frac{1}{7}\) ln |cosec 7x + cot x| + C

(v) ∫2x cot (x² + 3) dx    (x² + 3 = z)
Solution:
∫2x cot (x² + 3) dx
[Put x² + 3 = z
Then 2x dx = dz]
= ∫cot dz
= In |sin z| + C
= In |sin (x² + 3)| + C

(vi) ∫e^x tan e^x dx
Solution:
∫e^x tan e^x dx
[Put e^x = t
Then e^x dx = dt]
= ∫tan t dt
= In |sec t| + C
= In |sec e^x| + C

(vii) ∫(sec 2x – 3)² dx
Solution:
∫(sec 2x – 3)² dx
∫sec² 2x dx – 6∫sec 2x dx + 9∫dx
= \(\frac{1}{2}\) tan 2x – 3 ln |sec 2x + tan 2x| + 9x + C

Question 7.
(i) ∫\(\frac{e^x+e^{-x}}{e^x-e^{-x}}\) dx
Solution:
∫\(\frac{e^x+e^{-x}}{e^x-e^{-x}}\) dx
[Put (e^x – e^-x) = t
Then (e^x + e^-x)dx = dt]
= ∫\(\frac{d t}{t}\) = ln |t| + C = ln |(e^x – e^-x| + C

(ii) ∫3^x e^2x dx
Solution:

(iii) ∫\(\frac{(x+1) \ln \left(x^2+2 x+2\right)}{x^2+2 x+2}\) dx
Solution:

Question 8.
(i) ∫\(\frac{\sin x}{\sin (x+\alpha)}\) dx
Solution:

= ∫(cos α – sin α . cot t) dt
= cos α ∫dt – sin α ∫cot dt
= cos α . t – sin α . ln |sin t| + C
= (x + α) cos α – sin α  ln |sin (x + α)| + C
= x cos α – sin α ln |sin (x + α)| + C

(ii) ∫\(\frac{\sin x}{\cos (x-\alpha)}\) dx
Solution:

(iii) ∫\(\frac{\tan x+\tan \alpha}{\tan x-\tan \alpha}\) dx
Solution: