Class 7

For effective revision, students can use BSE Odisha Class 7 English Solutions Chapter 7 My Brother’s Great Invention Question Answer to practice textbook exercises.

Class 7 English My Brother’s Great Invention Question Answer

Class 7 English Chapter 7 Question Answer Odia Medium

Let us do these activities before we read
(ଆସ ପଢ଼ିବା ପୂର୍ବରୁ ଏହି କାର୍ଯ୍ୟଗୁଡ଼ିକୁ କରିବା)

I. Work in pairs and guess the invention.
(ଯୋଡ଼ି ହୋଇ କାର୍ଯ୍ୟ କର ଏବଂ ଉଦ୍‌ଭାବନକୁ ଅନୁମାନ କର)

Question 1.
I am a concept invented by ancient Indian mathematicians. I add value to numbers. Without me, calculations in the modern digital world would be impossible. Who am I?
ମୁଁ ଏକ ଧାରଣା ଯାହାକୁ ଜଣେ ପ୍ରାଚୀନ ଭାରତୀୟ ଗଣିତଜ୍ଞମାନେ ଆବିଷ୍କାର କରିଥିଲେ । ମୁଁ ସଂଖ୍ୟାଗୁଡ଼ିକରେ ମୂଲ୍ୟ ବୃଦ୍ଧିକରିଥାଏ । ମୋ ବିନା, ଆଧୁନିକ ସାଂଖ୍ୟକ ପୃଥ‌ିବୀରେ ଗଣନା ବା ହିସାବ ଅସମ୍ଭବ । ମୁଁ କିଏ?)
Answer:
Zero

Question 2.
I am an ancient Indian practice, now popular globally. I focus on physical and mental well-being. What am 1?
(ମୁଁ ଏକ ପ୍ରାଚୀନ ଭାରତୀୟ ଅଭ୍ୟାସ, ବର୍ତ୍ତମାନ ବିଶ୍ଵରେ ଜନପ୍ରିୟ । ମୁଁ ଉଭୟ ଶାରୀରିକ ଏବଂ ମାନସିକ ବିକାଶରେ ଗୁରୁତ୍ଵ ଦେଇଥାଏ? ମୁଁ କିଏ?
Answer:
Yoga

Question 3.
List out the inventions and discoveries already made in the field listed below.
(ନିମ୍ନ ତାଲିକାଭୁକ୍ତ କ୍ଷେତ୍ରଗୁଡ଼ିକରେ ହେଉଥୁବା ଉଦ୍ଭାବନ ଓ ଆବିଷ୍କାରଗୁଡ଼ିକୁ ଦଳରେ ଆଲୋଚନା

Answer:

II. Discuss in groups of four what you think the world today would have been like without inventions and discoveries.
(ଏକ ଚାରିଜଣିଆ ଦଳରେ ଆଲୋଚନା କରି ଚିନ୍ତା କର ଯଦି ଉଦ୍ଭାବନ ଓ ଆବିଷ୍କାରମାନ ହୋଇନଥା’ନ୍ତା ତେବେ ପୃଥ‌ିବୀ କିଭଳି ହୋଇଥାନ୍ତା?)
Answer:
Students should form groups of 4 and lead a discussion on the given topic. They can even draw charts regarding the same and put it up in the class.

III. Fill the grid given below with missing letters to complete the words.
These words display qualities of an inventor.
(ଶବ୍ଦଗୁଡ଼ିକୁ ପୂରା କରିବା ପାଇଁ ଗ୍ରୀଢ଼ରେ ଥ‌ିବା ଶୂନ୍ୟସ୍ଥାନକୁ ଲୁପ୍ତ ଅକ୍ଷରଗୁଡ଼ିକ ଦ୍ଵାରା ପୂରଣ କର । ଏହି ଶବ୍ଦଗୁଡ଼ିକ ଉଦ୍ଭାବକଙ୍କ ଗୁଣାବଳୀ ପ୍ରଦର୍ଶନ କରୁଛି ।)
(Question with Answer)

Answer:

Let us discuss
(ଚାଲ ଆଲୋଚନା କରିବା) :

I. Complete the cause-and-effect table given below.
(ନିମ୍ନସ୍ଥ କାରଣ ଓ ଫଳାଫଳ ତାଲିକାକୁ ପୂରଣ କର ।)

Answer:

Causes	Effects
1. Anand set up his burglar alarm and rigged it to work when the door was opened softly	Papa got wet when he opened the door. gently, was soaked when the alarm went off.
2. Anand wanted to avoid Bapa’s anger after the alarm incident.	Anand had vanished and reappeared after dinner.
3. Recently there had been thefts in the colony.	Anand decied to make and install a burglar alarm at home.
4. Anand wants to sound professional and intelligent.	Anand loves words like “blueprint”
5. Anand claimed that the alarm could guess how a thief would	Anita had doubts about the alarm’s guessing power.
6. Anand was in one of his inventive moods and Anita did not want to argue.	Anita did not express her doubt about the guessing power of the alarm.
7. Anand was busy explaining and setting up his inventions mixture	Bapa locked up his tool box and ma kept her eye on her oven and mixture.
8. The burglar alarm failed and soak Bapa badly.	Anand disappeared from the scene to avoid trouble.
9. Bapa firmly said ‘No’ to trying out the time machine once.	Maa tried to convince him to take a look at the time machine.

2. Comprehension Questions.
(ବୋଧମୂଳକ ପ୍ରଶ୍ନବଳୀ)
Answer:
The story is described by Anita, Anand’s sister.

ii) What was the trouble with Anand?
(ଆନନ୍ଦର ଅସୁବିଧା କ’ଣ ଥିଲା?)
Answer:
Anand was always inventing and experimenting with gadgets, which often created problems at home.

iii) What things Anand was tinkering with?
(ଆନନ୍ଦ କେଉଁ ଜିନିଷକୁ ଘଣ୍ଟାଘଣ୍ଟି କରୁଥିଲା?)
Answer:
No, Anand was not able to keep his promises. This is because Bapa firmly refused to allow the time machine to be tried out, after the burglar alarm caused trouble and soaked him.

3. Do you think Anand was able to keep his promise regarding the time machine? If yes, why? If no, why not?
(ତୁମେ ଭାବୁଛ କି ଆନନ୍ଦ ତା’ର ସମୟ ମେସିନ୍ ସମ୍ବନ୍ଧିତ ପ୍ରତିଜ୍ଞା ପୂରଣ କରିବାରେ ସମର୍ଥ ହେବ? ଯଦି ହଁ, ତେବେ କାହିଁକି? ଯଦି ନୁହେଁ, କାହିଁକି ନୁହେଁ?)
Answer:
Yes, Anand was able to keep his promise regarding not doing anything with the time machine. He did not try to work it out. It was by chance that Boppa entered their house and then his room. There he fidgeted with the time machine and so the havoc was caused.

Let us discuss
(ଆସ ଆଲୋଚନା କରିବା)

Read the paragraph (Page 95, Para -1: They left Discuss the events in between first and last…………………….. at the door).
(ପୃଷ୍ଠା ୯୫ରେ ଥ‌ିବା ପାରା ୧କୁ ପଢ଼ି । ପ୍ରଥମ ଓ ଶେଷ ମଧ୍ୟରେ ଥିବା ଘଟଣାଗୁଡ଼ିକୁ ଆଲୋଚନା କର ।)
Anita and Anand’s parents left on the afternoon train.
1.
2.
3.
4.
5.
6.
7. Anita was scared. She shook Anand and whispered, “Listen, there is someone at the door”.
Answer:
1. Anita and Anand’s parents left by the afternoon train.
2. Anita and Anand were alone at home and settled down for the night.
3. Anand fell asleep quickly, but Anita stayed stayed awake reading a novel.
4. Around eleven thirty Anita heard a scratching sound at the front door.
5. She ignored it at first, thinking it was only her imagination, and continued reading.
6. Soon she heard a rattle and a click at the door, which frightened her.
7. Anita was scared. She shook Anand and whispered “listen, there is someone at the door”.

II. Arrange the following events in the correct order of occurrence.

1. The door swings open, and they see Boppa, standing there with an evil grin.
2. Boppa is nowhere to be found, but his green scarf is lying near the time machine.
3. Mrs. Sharma, her husband, and Dr. Mohan unlock the door and enter the house to help the children.
4. Anita wakes Anand up, informing him that someone is trying to get into the house.
5. Anand misleads Boppa into entering his room instead of his father’s room.
Answer:
4. Anita wakes Anand up, informing him that someone is trying to get into the house.
1. The door swings open, and they see Boppa, standing there with an evil grin.
5. Anand misleads Boppa into entering his room instead of his father’s room.
3. Mrs. Sharma, her husband, and Dr. Mohan unlock the door and enter the house to help the children.
2. Boppa is nowhere to be found, but his green scarf is lying near the time machine.

Let us think and reflect
(ଆସ ଚିନ୍ତା କରିବା ଓ ବିଚାର କରିବା) :

I. Read the extracts given below and answer the questions that follow.
(ନିମ୍ନରେ ପ୍ରଦତ୍ତ ଉଦ୍ଧୃତାଂଶଗୁଡ଼ିକୁ ପଢ଼ ଏବଂ ପରବର୍ତ୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)
1. Before beginning this story, let me put you in the picture. I am Anita, fourteen years old. My brother Anand, one year younger than me, caused all that hoo-ha with his burglar alarm. And this is not the first time he’s got on Bapa’s nerves or frightened someone half to death in the house. The trouble with him is that he thinks he is a scientist. He loves tinkering with all sorts of electrical gadgets, tools, dynamos, planks of wood, and things like that. And he keeps creating ‘inventions’ that never work out as they are supposed to.

(i) Complete the following sentence suitably by choosing the correct option from those given in the brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରେ ଦିଆଯାଇଥିବା ବିକଳ୍ପଗୁଡ଼ିକ ମଧ୍ୟରୁ ସଠିକ୍ ଶବ୍ଦ ବାଛି ନିମ୍ନଲିଖୂତ ବାକ୍ୟଟିକୁ ସଂପୂର୍ଣ୍ଣ କର ।)
When Anita says, “……. let me put you in the picture”, she wants to ____ (introduce/summarise) the situation for the benefit of the readers.
Answer:
introduce

(ii) Anand loves ‘tinkering’ with all sorts of electrical gadgets. This means that he enjoys gadgets.
(ଆନନ୍ଦ ସମସ୍ତ ପ୍ରକାର ବୈଦ୍ୟୁତିକ ଉପକରଣ ଘଣ୍ଟାଘଣ୍ଟି କରିବାକୁ ଭଲପାଏ । ଏହାର ଅର୍ଥ ସେ _______ ଉପକରଣକୁ ଉପଭୋଗ କରେ ।)
A. dismantling and creating
B. labelling or naming
C. repairing or improving
D. collecting and displaying
Answer:
C. repairing or improving

(iii) Which of the following options most suitably describes Anand’s personality?
(ନିମ୍ନୋକ୍ତ ବିକଳ୍ପଗୁଡ଼ିକ ମଧ୍ୟରୁ କେଉଁଟି ଉପଯୁକ୍ତ ଭାବେ ଆନନ୍ଦର ବ୍ୟକ୍ତିତ୍ଵକୁ ବର୍ଣ୍ଣନା କରୁଛି?)
A. methodical and cautious
B. creative and experimental
C. energetic and hasty
D. shy and reserved
Answer:
B. creative and experimental

(iv) Based on the extract, compare what Anita thinks of her brother Anand with what he thinks of himself.
(ଉଦ୍ଧୃତାଂଶ ଉପରେ ପର୍ଯ୍ୟବଶିତ କରି ଅନୀତା ତା’ଭାଇ ଆନନ୍ଦ ବିଷୟରେ କ’ଣ ଭାବୁଛି ଓ ସେ ନିଜେ ନିଜ ବିଷୟରେ କ’ଣ ଭାବୁଛି ତୁଳନା କର ।)
Answer:
Anita thinks that her brother makes too much of noise about his inventions and thinks too highly of himself where as in reality he is not able to invent things which can actually be used whereas Anand thinks of himself as a scientist and so he keeps on working with gadgets trying to create new invention.

2. I was about to direct him upstairs, when Anand said quickly, “The one next to this one.”
“What hell you are!” I said angrily as soon as the man had gone. “That’s your room. He’ll come back as mad as mad can be.”
“At least it will give us some time to think of something,” Anand said. “He’ll take a while to locate the light switch. Let’s shout.” All of a sudden there was a crash followed by a loud scream. More strange noises emerged from the next room-a few muffled thumps, an eerie whine, and a low, humming sound.

(i) Complete the sentence given below with a suitable reason. (ଉପଯୁକ୍ତ କାରଣ ସହ ନିମ୍ନ ବାକ୍ୟଟିକୁ ସମ୍ପୂର୍ଣ୍ଣ କର ।)
Anita was angry with Anand because
Answer:
Anand directed Boppa to his room.

(ii) Which action of Anand shows his presence of mind?
(ଆନନ୍ଦର କେଉଁ କାର୍ଯ୍ୟ ତା’ର ଉପସ୍ଥିତ ବୁଦ୍ଧି ଦର୍ଶାଇଛି’ ।)
Answer:
Anand shows his presence of mind by directing Boppa to his room and not his father’s.

(iii) What might be the cause of the strange noises emerging from the next room?
(ପରବର୍ତୀ ରୁମରୁ ଆସୁଥ‌ିବା ଅଦ୍ଭୁତ ଶବ୍ଦର କାରଣ କ’ଣ ହୋଇଥାଇପାରେ ?)
A. The intruder moving furniture around
B. Anand’s time machine getting activated
C. The intruder locating the light switch D. Anand’s invention malfunctioning
Answer:
B. Anand’s time machine getting activated.

(iv) Which of the following best describes the atmosphere in this extract? (More than one answer is possible)
(ଏହି ଉଦ୍ଧୃତାଂଶରେ ନିମ୍ନଲିଖତ ମଧ୍ୟରୁ କେଉଁଟି ବାତାବରଣ ବିଷୟରେ ସର୍ବୋତ୍ତମ ବର୍ଣ୍ଣନା କରୁଛି ? ଗୋଟିଏରୁ ଅଧିକ ଉତ୍ତର ସମ୍ଭବ ।)
A. relaxing
B. peaceful
C. tense
D. sad
E. suspenseful
F. joyful
Answer:
C. tense and E. suspenseful

II. Complete the table with the suitable qualities of the characters based on evidence from the text. Choose the qualities given in the box below. An example has been done for you.
(ପାଠ୍ୟପୁସ୍ତକର ପ୍ରମାଣକୁ ଭିଭି କରି ଚରିତ୍ରଗୁଡ଼ିକର ଗୁଣାବଳୀ ଦ୍ଵାରା ସାରଣୀଟିକୁ ସଂପୂର୍ଣ୍ଣ କର । ନିମ୍ନ ପ୍ରଦତ୍ତ କୋଠରୀରୁ ଗୁଣାବଳୀ ବାଛ । ଗୋଟିଏ ଉଦାହରଣ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)


Answer:

III. Answer the following questions.
(ନିମ୍ନଲିଖତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
What prompted Anand to create the burglar alarm?
(ଆନନ୍ଦକୁ ଚୋରଧରା ସତର୍କଘଣ୍ଟି ତିଆରି କରିବା ପାଇଁ କ’ଣ ଉତ୍ସାହିତ କଲା?)
Answer:
Anand was prompted to create the burglar alarm because of a number of thefts in the locality.

Question 2.
How did Anand’s father become the target of the burglar alarm?
(ଚୋରଧରା ସତର୍କଘଣ୍ଟିର ଶିକାର କିପରି ଆନନ୍ଦର ବାପା ହୋଇଥିଲେ?)
Answer:
Anand’s father became the target of the burglar alarm as he always opened the door softly.

Question 3.
How did Anand’s parents and sister react to his ideas?
(ଆନନ୍ଦର ପିତାମାତା ଓ ତା’ର ଭଉଣୀ ତା’ର ଚିନ୍ତାଧାରା ପ୍ରତି କି ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କଲେ?)
Answer:
Anand’s parents never encouraged him whereas his sister had to get involved.

Question 4.
How did Anand behave when he was on his ‘inventing process’?
(ଆନନ୍ଦ ତା’ର ନୂତନ ଉଦ୍ଭାବନ କ୍ରିୟାକଳାପରେ ବ୍ୟସ୍ତଥିବାବେଳେ କିପରି ବ୍ୟବହାର କରୁଥିଲେ?)
Answer:
When Anand is on his inventing process he takes apart all the gadgets in the house to collect parts. In the process Anand appeared wild, untidy and uncivilised in his appearance and behaviour.

Question 5.
Why did Mr. Sharma not believe Anand when he spoke about his time machine?
(ଶ୍ରୀଯୁକ୍ତ ଶର୍ମା ଆନନ୍ଦକୁ କାହିଁକି ବିଶ୍ଵାସ କଲେ ନାହିଁ ଯେତେବେଳେ ସେ ତା’ର ଟାଇମ୍ ମେସିନ୍ କଥା କହିଲେ?)
Answer:
Mr. Sharma did not believe when Anand told him about the his time machine because Boppa was nowhere to be seen and he assumed that he had run out.

Question 6.
Give an ending to this story, explaining what might have happened to Boppa.
(ବୋପାର କ’ଣ ଘଟିଥାଇପାରେ ବୁଝାଇ ଏହି ଗଳ୍ପର ଉପସଂହାର ଦିଅ ।)
Answer:
I assume that Boppa had travelled with the time machine and disappeared into the past through the time machine.

Let us learn
(ଆସ ଶିଖୁବା) :

I. Read the sound words used in the story in Column 1. Complete Column 2 by matching expressions from the box given below. An example has been done for you.
(ସ୍ତମ୍ଭ ‘1’ ରେ ବ୍ୟବହୃତ ଧ୍ଵନାତ୍ମକ ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ । ନିମ୍ନ କୋଠରୀରେ ପ୍ରଦତ୍ତ ଉକ୍ତିଗୁଡ଼ିକ ସହ ମିଳାଇ ସ୍ତମ୍ଭ ‘2’ ସଂପୂର୍ଣ୍ଣ କର । ଗୋଟିଏ ଉଦାହରଣ ତୁମ ପାଇଁ କରିଦିଆଯାଇଛି ।)
whispered angrily
constant and loud construction noises sudden loud sound of breaking
a continuous low and soothing sound


Answer:

Column 1	Column 2
(i) Crash	sudden loud sound of breaking
(ii) Humming	continuous low and soothing sound
(iii) Hissed	whispered, angrily
(iv) Hammering, sawing, clattering	constant and loud construction noises.

II. Read the highlighted phrase in the following sentence from the text.

Well, that was the end of peace and quiet in the house.
The highlighted phrase displays two words – ‘peace’ and ‘quiet’ combined by the conjunction ‘and’. Give a single meaning.
These are expressions 1-consisting of two words. 2-usually linked by a conjunction ‘and’ or ‘or, 3-commonly used together in a fixed order 4-two words convey a single meaning or an opposite.

1. Match the words in Column 1 with the correct pairs in Column 2 to make a phrase to convey a single meaning.
(ସ୍ତମ୍ଭ 1’ ର ଶବ୍ଦଗୁଡ଼ିକ ସହ ଗୋଟିଏ ଅର୍ଥ ପ୍ରଦାନକାରୀ ବାକ୍ୟାଶ ଗଢ଼ିବାପାଇଁ ସ୍ତମ୍ଭ 12 ରୁ ସଠିକ୍ ଯୋଡ଼ି ମିଳାଅ ।)

Answer:

2. Complete the following sentences with suitable two words from Column – 1 and Column – 2 from the box above.
(ଉପରିସ୍ଥ କୋଠରୀରୁ ସ୍ତମ୍ଭ 1’ ଓ ସ୍ତମ୍ଭ 2 ରୁ ଉପଯୁକ୍ତ ଦୁଇଟି ଶବ୍ଦ ଦ୍ୱାରା ନିମ୍ନଲିଖୁତ ବାକ୍ୟଗୁଡ଼ିକ ସଂପୂର୍ଣ୍ଣ କର ।)
(i) This project will be a _______ moment for our team’s success.
(ii) After a long journey, we were relieved to arrive home _______.
(iii) Every friendship works well when there is a balance of _______.
(iv) She organised all the _______ in the cupboard, to make space for new clothes.
(v) Before making a decision, it is important to weigh the _______ carefully.
(vi) This is our final chance to perform on stage, it is _______.
Answer:
(i) This project will be a make-or-break moment for our team’s success.
(ii) After a long journey, we were relieved to arrive home safe and sound.
(iii) Every friendship works well when there is a balance of give and take.
(iv) She organised all the odds and ends in the cupboard to make space for new clothes.
(v) Before making a decision, it is important to weigh the pros and cons carefully.
(vi) This is our final chance to perform on stage; it is now or never.

3. Complete the paragraph by using the phrasal verbs given in the box below.
(କୋଠରିରେ ପ୍ରଦତ୍ତ phrasal verb ବ୍ୟବହାର କରି ଅନୁଚ୍ଛେଦଟିକୁ ସମ୍ପୂର୍ଣ କର ।)

It had been raining and we (i) _______ time to set up for the function, so we quickly (ii) _______ some decorations using whatever materials we had. We accidentally (iii) _______ the fire alarm because of the smoke from the bonfire. Thankfully, the rain (iv) _______ just as the guests were arriving, and despite all the chaos, the function (v) _______ to be a huge success.
Answer:
It had been raining and we (i) ran out of time to set up for the function, so we quickly (ii) rigged up some decorations using whatever materials we had. We accidentally (iii) tripped off the fire alarm because of the smoke from the bonfire. Thankfully, the rain (iv) let up just as the guests were arriving, and despite all the chaos, the function (v) turned out to be a huge success.

III. There are many words in the text describing the sounds of different nature. Find out those words (at least 15).
(ପାଠ୍ୟ ପୁସ୍ତକରେ ବିଭିନ୍ନ ସ୍ଵଭାବର ଧ୍ଵନିକୁ ବର୍ଣନା କରୁଥିବା ଅନେକ ଶବ୍ଦ ଅଛି । ସେହି ଶବ୍ଦଗୁଡ଼ିକୁ ଖୋଜି ବାହାର କର । ଅନ୍ୟୁନ ୧୫ ଗୋଟି ।)

Answer:
1. Roared
2. Missed
3. Racket
4. Clanging
5. Hammering
6. Sawing
7. Clattering
8. Scratching
9. Rattle
10. Whispered
11. Muttered
12. Holler
13. squeak
14. Crash
15. Humming
16. Scream
17. Thumps
18. Whine

IV. Read the highlighted words in the given sentence.
(ପ୍ରଦତ୍ତ ବାକ୍ୟଗୁଡ଼ିକରେ ପ୍ରଧାନ ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ ।)
It was indeed the fellow who had recently begun sweeping out the compounds in our row of houses.
Here we refer to two completed actions – the recent past (new action) and the later / earlier past (old action).
The train had left when I reached the station.

1. Underline the verbs in simple past and past perfect tense for the following sentences from the text.
(ପାଠ୍ୟ ପୁସ୍ତକର ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକରେ Simple past ଓ Past perfect tense ରେ ବାକ୍ୟଗୁଡ଼ିକୁ ରେଖାଙ୍କିତ କର ।)
(i) Maa had rushed in to see what the racket was all about and found Bapa standing there, sopping wet and scowling.
(ii) Anand had vanished by this time and reappeared only after dinner when Bapa had cooled down.
Answer:
(i) Maa had rushed (Past perfect) in to see what the racket was all about and found (Simple past) papa standing there, sopping wet and scowling.
(ii) Anand had vanished (Simple Past) by this time and reappeared (simple past) only after dinner when Papa had cooled (Past perfect) down.

2. Fill in the blanks with the simple past or past perfect form of the verbs given in brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରେ ଦିଆଯାଇଥିବା କ୍ରିୟାପଦର simple past କିମ୍ବା past perfect ରୂପ ଦ୍ଵାରା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
(i) After Rohan A. _______ (finish) his homework, he B. _______ (decide) to go for a walk. He C. _______ (leave) the house and D. _______ (realise) he E. _______ (forget) his keys inside.
Answer:
After Rohan A. had finished (finish) his homework, he B. decided (decide) to go for a walk. He C. left (leave) the house and D. realised (realise) he E. had forgotten (forget) his keys inside.

(ii) By the time we A. _______ (reach) the station, the train B. _______ (already/leave). We C. _______ (wait) for the next one to arrive.
Answer:
By the time we A. reached (reach) the station, the train B. had already left (already/leave). We C. waited (wait) for the next one to arrive.

3. Combine the pairs of sentences using the time expressions in the boxes given below and rewrite them using the past perfect tenses. An example has been done for you.
(ନିମ୍ନ କୋଠରିରେ ପ୍ରଦତ୍ତ ସମୟ ସୂଚକ ଉକ୍ତିଗୁଡ଼ିକୁ ବ୍ୟବହାର କରି ବାକ୍ୟ ଯୋଡ଼ିଗୁଡ଼ିକୁ ଯୋଗ କର ଏବଂ ସେଗୁଡ଼ିକୁ past perfect tense ବ୍ୟବହାର କରି ଲେଖ । ତୁମ ପାଇଁ ଗୋଟିଏ ଉଦାହରଣ କରି ଦିଆଯାଇଛି ।)
Example: Rohan had packed his suitcase before he left for the airport.

Answer:
(i) Rohan had packed his suitcase before he left for the airport.
(ii) We started work before he arrived in the morning.
(iii) They set up the tents by the time the others brought food and medicine.
(iv) The students became quiet when they heard the teacher coming.
(v) The villagers left the village before the flood submerged the entire area.

Let us listen
(ଆସ ଶୁଣିବା) :

I. You will listen to a conversation between Anita and Toby. Toby is a Martian who has come to Earth and not able to return to Mars. He has become Anita’s friend. As you listen, choose the true statements from 1-5 given below. (Transcript for the teacher on NCERT page 136)
(ତୁମେ ଅନୀତା ଓ ଟବି ମଧ୍ୟରେ ହେଉଥ‌ିବା ଏକ କଥୋପକଥନ ଶୁଣିବ । ଟବି ଜଣେ ମଙ୍ଗଳ ଗ୍ରହ ଅଧ୍ୟାବାସୀ ଯିଏ ପୃଥ‌ିବୀକୁ ଆସିଛି ମାତ୍ର ମଙ୍ଗଳ ଗ୍ରହକୁ ଫେରିବାରେ ସମର୍ଥ ହୋଇପାରିନାହିଁ । ସେ ଅନୀତାର ବନ୍ଧୁ ହୋଇଯାଇଛି । ଶୁଣିବା ସମୟରେ, ନିମ୍ନପ୍ରଦତ୍ତ 1-5 ବାକ୍ୟଗୁଡ଼ିକରୁ ସତ୍ୟ ଉକ୍ତିଗୁଡ଼ିକ ବାଛ । (ଶିକ୍ଷକଙ୍କ ପାଇଁ Transcript ପୃଷ୍ଠା 136 ରେ ଅଛି ।)
1. Toby misses his school.
2. Anita accepts Toby as her friend.
3. Anita asks Toby about one of his facial features.
4. Anita tells Toby that she had a banana for breakfast.
5. Toby shares that he can see much clearer with a closed eye.
Answer:
1. False (He misses his people and home)
2. True (Toby accepts Anita’s request)
3. True (She asked why he has one eye)
4. False (She had on apple for breakfast)
5. True (He told Anita about it)

II. Listen to the conversation again and fill in the blanks with the exact words you hear.
(କଥୋପକଥନକୁ ଆଉ ଥରେ ଶୁଣ ଏବଂ ଶୁଣିଥିବା ସଠିକ୍ ଶବ୍ଦଦ୍ୱାରା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
1. Toby: Imiss my _____ and home.
2. Toby: Well, we _____ don’t need to eat anything. We get our _____ from the Sun.
3. Anita: Oh! Don’t you ever feel like having ice creams and _____?
4. Anita: Okay, tell me one thing. How are you able to see with only _____ eye?
5. Toby: I can see beyond mountains and _____, woods and even _____.
Answer:
1. Toby: I miss my people and home.
2. Toby: Well, we Martians don’t need to eat anything. We get our energy from the Sun.
3. Anita: Oh! Don’t you ever feel like having ice creams and chocolates?
4. Anita: Okay, tell me one thing. How are you able to see with only one eye?
5. Toby: I can see beyond mountains and clouds, woods and even metals.

Let us speak
(ଆସ କହିବା) :

I. Read the following sentences from the text.
(ପାଠ୍ୟ ପୁସ୍ତକରୁ ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ।)
As usual, I had to be involved, though I’d have preferred to finish my novel. “We’re old enough to look after ourselves, Ma, ” I said.
In English there are many words ending with -ough, which are pronounced very differently. Listen to the teacher say these words aloud and notice how they are pronounced.

Now work in pairs. Pronounce these words and put them in the correct boxes given below.
(ଏବେ ଦୁଇଜଣିଆ ଦଳରେ କାମ କର । ସେହି ଶବ୍ଦଗୁଡ଼ିକୁ ଉଚ୍ଚାରଣ କର ଏବଂ ସେଗୁଡ଼ିକୁ ନିମ୍ନପ୍ରଦତ୍ତ ସଠିକ୍ କୋଠରିରେ ଲେଖ ।)

Share more words that sound similar to the words in the table.
(ଅଧୁକ ଶବ୍ଦ ଲେଖ ଯାହା ସାରଣୀରେ ଥିବା ଶବ୍ଦଗୁଡ଼ିକର ଧ୍ବନି ଭଳି ହୋଇଥବ ।)
Answer:

II. Read the story given below aloud. Check the correct pronunciation with the teacher.
(ନିମ୍ନରେ ପ୍ରଦତ୍ତ ଗଳ୍ପକୁ ବଡ଼ ପାଟିରେ ପଢ଼ । ଶିକ୍ଷକଙ୍କ ସହ ସମାନ ଉଚ୍ଚାରଣ ହେଉଛି କି ନାହିଁ ଦେଖ ।)
In spite of a nagging cough, the woman continued working in her farm, right through the rough weather. She filled up the trough with water for her cows and ploughed the fields to plant the seeds. She then plucked some raw mangoes from a low bough of a mango tree to make a spicy chutney. Though the day had been tough, she smiled peacefully as she had already prepared dough to make enough rotis for dinner.
Answer:
Students do it themselves

III. Now try saying this tongue twister fast as many times as you can clearly.
(ଏବେ ଏହି ଜିଭ ଲାଗି ଯାଉଥବା ଶବ୍ଦଗୁଡ଼ିକୁ ଯେତେଥର ପାରୁଛ ସ୍ପଷ୍ଟ ଭାବରେ କୁହ ।)
The boy with the tough dough on the rose bough fell in the trough and caught a cough.
Answer:
Students do it themselves.

Let us write
(ଆସ ଲେଖୁବା)

Think about different vocations that you see around or you are currently studying.
(ତୁମେ ତୁମ ଚାରିପାଖରେ ଦେଖୁଥ‌ିବା କିମ୍ବା ଏବେ ଅଧ୍ୟୟନ କରୁଥିବା ବୃଦ୍ଧି/ପେଶାଗୁଡ଼ିକ ବିଷୟରେ ଚିନ୍ତା କର ।)
For example: electrician, mechanic, chef, doctor, teacher . You may add more vocations to the list given here.
(ଉଦାହରଣ ସ୍ୱରୂପ : ବିଦ୍ୟୁତ୍ ମିସ୍ତ୍ରୀ, ମେକାନିକ୍, ପାଚକ, ଡାକ୍ତର, ଶିକ୍ଷକ । ତୁମେ ଏହି ତାଲିକାରେ ଅଧ୍ବକ ପେଶା / ବୃତ୍ତି ଯୋଗ କରିପାର ।)

Now, choose a vocation and write a paragraph. You may use the hints given below.
(ଏବେ ଏକ ବୃତ୍ତି ବାଛ ଓ ଏକ ଅନୁଚ୍ଛେଦ ଲେଖ । ତୁମେ ନିମ୍ନ ପ୍ରଦତ୍ତ ସୂଚନାଗୁଡ଼ିକୁ ବ୍ୟବହାର କରିପାର ।)
why you like this vocation
what training is needed
what tools and equipment are required
who would your co-workers be
highlight the importance of team work
how you would deal with the customers
how you plan to pursue it with a sense of pride
Answer:
My dream Vocation-being a Chef (ରୋଷେଇଆ ହେବା ମୋର ସ୍ଵପ୍ନର ବୃତ୍ତି)
I want to be a chef when I grow up because I love cooking and trying out new recipes. To become a chef, I’ll attend culinary school ‘to learn cooking techniques, kitchen safety, and food presentation, and gain experience in a real kitchen. I’ll work with other chefs, kitchen staff, waiters, and restaurant managers as a team to ensure customers have a great dining experience. Teamwork is crucial in a kitchen, and I’ll take pride in my work, be creative, and strive for excellence while interacting with customers, listening to their feedback, and providing excellent customer service.

Let us explore
(ଆସ ଅନ୍ଵେଷଣ କରିବା) :

Human beings are naturally very curious and creative, and this has led to many scientific and technological inventions. You must have heard about many famous inventions. Some of them are mentioned below. You may look for the names of more such Indian inventors and their inventions.

Sushruta (sixth century B.C.), was a pioneer figure in medical science. His innovations in surgery paved the way for modern surgery.

Samanta Chandra Sekhar (1835-1904) an astronomer, man of Khandapada, Odisha is specially known for his remarkable work of measuring the distance between the sun and the earth using simple tool like bamboo pipes. He was conferred with the title of Mahamahopadhyaya.

Dr. Janaki Ammal (Padma Shri) was a brilliant woman scientist of India who made a signifiant contribution to the field of cytogenetics

Under the directorship of Dr. A.P.J. Abdul Kalam (Bharat Ratna), Indian Space Research Organisation (ISRO) launched the satellite Rohini in near-earth orbit with India’s fist Satellite Launch Vehicle in 1980 (the project was named ‘SLV-III’)

Dr. Narinder Singh Kapany (Padma Vibhushan) is known as Father of Fibre Optics. He played a pivotal role in inventing fire optics. He was named one of the seven ‘Unsung Heroes of the Twentieth Century’ for his invention.

My Brother’s Great Invention Class 7 Summary

Let us read
(ଆସ ପଢ଼ିବା) :

TEXT: 1
“Who put that water bag here?” roared my father from the front doorstep. “Your burglar alarm:’ I hissed to my brother Anand, who was getting ready to disappear from the house. Maa rushed in to see what the racket was all about and found Bapa standing there, sopping wet and scowling.

ଓଡ଼ିଆ ଅନୁବାଦ :
‘କିଏ ଏହିଠାରେ ସେ ପାଣିବ୍ୟାଗକୁ ରଖୁଛି?’’ । ମୋ ବାପା ସାମ୍‌ନା ଦୁଆର ମୁହଁରେ ଥାଇ ଜୋର୍‌ରେ ଗର୍ଜନ କରି କହିଲେ । ତୁମର ସତର୍କଘଣ୍ଟି ମୁଁ ମୋ ଭାଇ ଆନନ୍ଦକୁ ଫୁସଫୁସ ଶବ୍ଦକରି କହିଲି ଯିଏ ଘରୁ ଲୁଚି ପଳାଇବା ପାଇଁ ପ୍ରସ୍ତୁତ ହେଉଥିଲା । ମା’ କ’ଣ କୋଳାହଳ ହେଉଛି ଦେଖୁବା ପାଇଁ ଦୌଡ଼ି ଆସିଲେ ଓ ବାପା ସେଠାରେ ଠିଆ ହୋଇଛନ୍ତି ଏବଂ ତାଙ୍କ ଦେହସାରା ଓଦାରେ ଭିଜିଯାଇଛି ଏବଂ ସେ ରାଗରେ ଗରଗର ହେଉଛନ୍ତି ।

“I want to know who is behind this nonsense Bapa said grimly.
“I think it’s supposed to be a burglar alarm,” Maa said, in a soothing voice.

ଓଡ଼ିଆ ଅନୁବାଦ :
‘‘ମୁଁ ଜାଣିବାକୁ ଚାହୁଁଛି କିଏ ଏହି ମୂର୍ଖତା କାର୍ଯ୍ୟ ପଛରେ ଅଛି??’ କଠୋର ଭାବରେ ବାପା କହିଲେ । “ ‘ମୁଁ ଭାବୁଛି ଏହା ଏକ ଚୋରଧରା ସତର୍କ ଘଣ୍ଟି’’, ମା’ ଧୀରକଣ୍ଠରେ କହିଲେ ।

II. Discuss in groups of four what you think the world today would have been like without inventions and discoveries.
(ଏକ ଚାରିଜଣିଆ ଦଳରେ ଆଲୋଚନା କରି ଚିନ୍ତା କର ଯଦି ଉଦ୍ଭାବନ ଓ ଆବିଷ୍କାରମାନ ହୋଇନଥା’ନ୍ତା ତେବେ ପୃଥ‌ିବୀ କିଭଳି ହୋଇଥାନ୍ତା?)
Answer:
Students should form groups of 4 and lead a discussion on the given topic. They can even draw charts regarding the same and put it up in the class.

III. Fill the grid given below with missing letters to complete the words.
These words display qualities of an inventor.
(ଶବ୍ଦଗୁଡ଼ିକୁ ପୂରା କରିବା ପାଇଁ ଗ୍ରୀଢ଼ରେ ଥ‌ିବା ଶୂନ୍ୟସ୍ଥାନକୁ ଲୁପ୍ତ ଅକ୍ଷରଗୁଡ଼ିକ ଦ୍ଵାରା ପୂରଣ କର । ଏହି ଶବ୍ଦଗୁଡ଼ିକ ଉଦ୍ଭାବକଙ୍କ ଗୁଣାବଳୀ ପ୍ରଦର୍ଶନ କରୁଛି ।)
(Question with Answer)

Let us read
(ଆସ ପଢ଼ିବା) :

TEXT: 1

“Who put that water bag here?” roared my father from the front doorstep. “Your burglar alarm:’ I hissed to my brother Anand, who was getting ready to disappear from the house. Maa rushed in to see what the racket was all about and found Bapa standing there, sopping wet and scowling.

ଓଡ଼ିଆ ଅନୁବାଦ :
‘କିଏ ଏହିଠାରେ ସେ ପାଣିବ୍ୟାଗକୁ ରଖୁଛି?’’ । ମୋ ବାପା ସାମ୍‌ନା ଦୁଆର ମୁହଁରେ ଥାଇ ଜୋର୍‌ରେ ଗର୍ଜନ କରି କହିଲେ । ତୁମର ସତର୍କଘଣ୍ଟି ମୁଁ ମୋ ଭାଇ ଆନନ୍ଦକୁ ଫୁସଫୁସ ଶବ୍ଦକରି କହିଲି ଯିଏ ଘରୁ ଲୁଚି ପଳାଇବା ପାଇଁ ପ୍ରସ୍ତୁତ ହେଉଥିଲା । ମା’ କ’ଣ କୋଳାହଳ ହେଉଛି ଦେଖୁବା ପାଇଁ ଦୌଡ଼ି ଆସିଲେ ଓ ବାପା ସେଠାରେ ଠିଆ ହୋଇଛନ୍ତି ଏବଂ ତାଙ୍କ ଦେହସାରା ଓଦାରେ ଭିଜିଯାଇଛି ଏବଂ ସେ ରାଗରେ ଗରଗର ହେଉଛନ୍ତି ।

“I want to know who is behind this nonsense Bapa said grimly.
“I think it’s supposed to be a burglar alarm,” Maa said, in a soothing voice.

ଓଡ଼ିଆ ଅନୁବାଦ :
‘‘ମୁଁ ଜାଣିବାକୁ ଚାହୁଁଛି କିଏ ଏହି ମୂର୍ଖତା କାର୍ଯ୍ୟ ପଛରେ ଅଛି??’ କଠୋର ଭାବରେ ବାପା କହିଲେ । “ ‘ମୁଁ ଭାବୁଛି ଏହା ଏକ ଚୋରଧରା ସତର୍କ ଘଣ୍ଟି’’, ମା’ ଧୀରକଣ୍ଠରେ କହିଲେ ।

“I don’t care what it’s supposed to be,” Bapa said. “Where’s that boy? I’m sure he rigged this up:’
Anand had vanished by this time and reappeared only after dinner when Bapa had cooled down.

ଓଡ଼ିଆ ଅନୁବାଦ:
‘ମୁଁ ଖାତିର କରେନି ଏହା କ’ଣ ହୋଇଥାଇପାରେ’’, ବାପା କହିଲେ ।‘ସେ ପିଲା କେଉଁଠି ଅଛି ?’’ ମୁଁ ନିଶ୍ଚିତ ଯେ ସେ ଏସବୁ ଖଞ୍ଜିଛି ।
ଆନନ୍ଦ ଏହି ସମୟରେ ଅଦୃଶ୍ୟ ହୋଇଯାଇଥିଲା ଏବଂ ପରେ ଘରକୁ ଆସିଲା ରାତ୍ର ଭୋଜନ ପରେ ଯେତେବେଳେ ବାପା ଥଣ୍ଡାପଡ଼ି ଯାଇଥିଲେ ।

Before this story, let me put you in the picture. I am Anita, fourteen years old. My brother Anand, one year younger than me, caused all that hoo-ha with his burglar alarm.

And this is not the first time he’s got on Bapa’s nerves or frightened someone half to death in the house. The trouble with him is that he thinks he is a scientist. He loves tinkering with all sorts of electrical gadgets, tools, dynamos, planks of wood, and things like that. And he keeps creating ‘inventions’ that never work out as they are supposed to.

ଓଡ଼ିଆ ଅନୁବାଦ :
ଏହି ଗଳ୍ପ ପୂର୍ବରୁ, ମୋତେ ଆପଣଙ୍କୁ ଦୃଶ୍ୟପଟ୍ଟକୁ ଆଣିବାକୁ ଚାହୁଁଛି । ମୁଁ ଅନୀତା, ଚଉଦବର୍ଷୀୟ ଅଟେ । ମୋ ଭାଇ ଆନନ୍ଦ, ମୋଠାରୁ ବର୍ଷେ ସାନ, ଯିଏକି ତା’ଚୋରଧରା ସତର୍କ ଘଣ୍ଟି ଦ୍ଵାରା ଏହିସବୁ ହୋ ହାଲ୍ଲା ସୃଷ୍ଟି କରିଥିଲା ଏବଂ ସେ ବାପାଙ୍କୁ ବିରକ୍ତ କରିବାର କିମ୍ବା ପରିବାରର ଅନ୍ୟ ସଦସ୍ୟଙ୍କୁ ଡରାଇ ପ୍ରାୟ ଅଧାମୃତ କରିବାର ଘଟଣା ଏହା ପ୍ରଥମ ଥର ନୁହେଁ । ତା’ର ଅସୁବିଧା ହେଉଛି ଯେ ସେ ନିଜକୁ ଜଣେ ବୈଜ୍ଞାନିକ ବୋଲି ଭାବେ । ସେ ସବୁ ପ୍ରକାର ବୈଦ୍ୟୁତିକ ଉପକରଣ, ଯନ୍ତ୍ରପାତି, ଡାଇନାମୋ ଓ କାଠ ଫଳକ ବା ପଟା ଇତ୍ୟାଦି ଜିନିଷକୁ ଘଣ୍ଟାଘଣ୍ଟି କରିବାକୁ ଭଲ ପାଏ । ସେ ଏପରି ଜିନିଷକୁ ସବୁ ଉଦ୍ଭାବନ କରିଥାଏ କରିଥାଏ ଯାହା ଆଶାନୁରୂପକ କାର୍ଯ୍ୟ କରିନଥାଏ ।

Recently there had been a rush of thefts in the colony and Anand had got it into his head that what was needed was a burglar alarm. So, the minute Bapa left for the office and Maa for the market, he started on his latest scheme. As usual I had to be involved, though I’d have preferred to finish my novel. “If you get a shelling, don’t bring me in,” I warned Anand.

“Nothing will go wrong this time. I’ve planned it out carefully. See the blueprint’ Anand loves words like blueprint-it makes him feel professional! Anyway, I looked at the elaborate drawing of doors, wires, and bells and asked, “How does this thing work?”

ଓଡ଼ିଆ ଅନୁବାଦ :
ନିକଟରେ କଲୋନୀରେ ଚୋରି ଘଟଣା ବଢ଼ି ଯାଇଥିଲା ଏବଂ ଏକଥା ତା ମୁଣ୍ଡରେ ଏକ ଚୋରଧରା ସତର୍କଘଣ୍ଟି ତିଆରି କରିବା କଥା ପଶିଯାଇଥିଲା । ତେଣୁ ବାପା ଅଫିସ ପରେ ଏବଂ ମା’ ବଜାର ଯିବା ପରେ, ସେ ତା’ର ନୂତନ ଯୋଜନା ଆରମ୍ଭ କରିଦେଲା । ସବୁଦିନ ପରି ମୋତେ ଜିନିଷ ହେବାର ଥିଲା, ଯଦିଓ ମୁଁ ଉପନ୍ୟାସଟି ଶେଷ କରିବାକୁ ଅଧ‌ିକ ପସନ୍ଦ କରୁଥୁଲି । ଲାଗିପଡ଼ିଲି କାହିଁକି ନା ମୋତେ ତାକୁ ସାରିବାର ଥିଲା । ମୁଁ ଆନନ୍ଦକୁ ସତର୍କ କରାଇ କହିଲି, ‘ଯଦି ତୁମକୁ ଗାଳି କିମ୍ବା ଶାସ୍ତି ମିଳେ, ତେବେ ମୋତେ ସେଥୁରେ ସାମିଲ କରିବୁ ନାହିଁ ।’’ ଏଥର କୌଣସି ଭୁଲ ହେବ ନାହିଁ । ମୁଁ ସତର୍କତାର ସହ ଯୋଜନା କରିଦେଇଛି । ତୁମେ ତା’ର ଏକ ନକ୍ସା ଦେଖ ।’’ ଆନନ୍ଦକୁ ନକ୍ସା ଭଳି ଶବ୍ଦ ଭଲ ଲାଗେ- ତାହା ତାକୁ ଏକ ବୃତ୍ତିଗତ ନିପୁଣ ବ୍ୟକ୍ତିଭାବେ ଅନୁଭବ କରାଏ । ସେ ଯାହାହେଉ, ମୁଁ ଦ୍ଵାର, ତାର ଏବଂ ଘଣ୍ଟିର ସେହି ସୁନ୍ଦର ଚିତ୍ରାଙ୍କନକୁ ଦେଖିଲି ଏବଂ ପଚାରିଲି, ‘ଏହା କିପରି କାର୍ଯ୍ୟ କରିବ?””

“Its quite simple. The moment the door opens, this alarm is tripped off and makes a clanging sound. Then this water bag here is loosened and falls on the thief’s head. By then we call the police-simple!”
“But how does the alarm know that a burglar is opening the door?”
“I’ve taken care of that;’ Anand said confidently. I had my own doubts about the alarm’s guessing powers, but kept them to myself because when Anand is in one of his inventive moods, nothing stops him.
“You see:’ Anand explained proudly, “A thief tries to open the door stealthily. I’ve rigged it up so that the alarm works only when the door is opened gently:’ I was doubtful. “Remember, if Bapa asks, I’m not involved,” I warned. “Now clean up this mess before anyone gets home:’

ଓଡ଼ିଆ ଅନୁବାଦ :
‘‘ଏହା ପୂରାପୁରି ସରଳ । ଯେଉଁ ମୁହୂର୍ତ୍ତରେ ଦ୍ଵାର ଖୋଲିବ, ଏହି ସତର୍କ ଘଣ୍ଟିଟି ବାଜି ଉଠିବ ଏବଂ ଝଣ ଝଣ ଶବ୍ଦ କରିବ । ତା’ପରେ ପାଣି ବ୍ୟାଗ୍‌ ଢିଲାହୋଇ ଚୋର ମୁଣ୍ଡ ଉପରେ ପଡ଼ିବ । ସେତେବେଳକୁ ଆମେ ପୋଲିସ୍‌କୁ ଡାକିପାରିବା ବହୁତ ସହଜ ।’’ କିନ୍ତୁ ସତର୍କ ଘଣ୍ଟିଟି କିପରି ଜାଣିବ ଯେ ଚୋର ଦ୍ଵାର ଖୋଲୁଛି ।’’ ‘ମୁଁ ତା’ର ବ୍ୟବସ୍ଥା କରିଛି’’, ଆନନ୍ଦ ଆତ୍ମବିଶ୍ଵାସର ସହ କହିଲା । ମୋର ସତର୍କ ଘଣ୍ଟିର ଅନୁମାନ କରିବାର କ୍ଷମତା ଉପରେ ସନ୍ଦେହ ଥିଲା କିନ୍ତୁ ତାହା ମୋ ନିଜ ଭିତରେ ରଖୁଥିଲି କାରଣ ଆନନ୍ଦ ତା’ର ଉଦ୍ଭାବନ କରିବା

ଭାବନାରେ ଥିଲାବେଳେ ତାକୁ କିଛିବି ଅଟକାଇ ପାରିବ ନାହିଁ । ‘ତୁମେ ଦେଖ’’, ଆନନ୍ଦ ଗର୍ବର ସହିତ ବୁଝାଇଲା, ‘ଜଣେ ଚୋର ଚୋରାଛପାରେ କବାଟ ଖୋଲିବାକୁ ଚେଷ୍ଟା କରେ । ମୁଁ ଏମିତି ଏକ ବ୍ୟବସ୍ଥା କରିଛି ଯେ, କବାଟଟି ଆସ୍ତେ ଖୋଲିଲେ ହିଁ ସତର୍କଘଣ୍ଟି ବାଜିବ ।’’ ମୁଁ ସନ୍ଦେହରେ ଥୁଲି ‘ମନେରଖ, ଯଦି ବାପା ପଚାରନ୍ତି, ମୁଁ ଏହି କାର୍ଯ୍ୟରେ ଜଡ଼ିତ ନାହିଁ, ’’ ମୁଁ ସାବଧାନ କରିଦେଲି । ବର୍ତ୍ତମାନ କେହି ଜଣେ ଘରକୁ ଆସିବା ପୂର୍ବରୁ ଏହି ଅପରିଷ୍କାର ସ୍ଥାନକୁ ସଫା କର ।

As you already know, my doubts about the alarm were quite justified. Bapa, who always opens the door softly, was thoroughly soaked and angry as angry could be. Anyway, for a week after this, Anand did not dare try out anything new Then we saw this film ‘Back to the Future’. I don’t know if you have seen it, but it’s all about a time machine. Well, that was the end of peace and quiet in the house.

ଓଡ଼ିଆ ଅନୁବାଦ :
ଆପଣଙ୍କୁ ଯେପରି ଜାଣିଛନ୍ତି, ସତର୍କ ଘଣ୍ଟି ବିଷୟରେ ମୋର ସନ୍ଦେହ ବେଶ୍ ଯୁକ୍ତିଯୁକ୍ତ ଥିଲା । ବାପା ଯେ କି ସବୁବେଳେ କବାଟକୁ ଧୀରେ ଖୋଲନ୍ତି, ସମ୍ପୂର୍ଣ ରୂପରେ ଓଦା ହୋଇଗଲେ ଏବଂ ତାଙ୍କ ରାଗ ଚରମ ସୀମାରେ ପହଞ୍ଚିଗଲା । ସେ ଯାହାହେଉ ଆନନ୍ଦ ସେହିଦିନଠାରୁ ସପ୍ତାହେ ପର୍ଯ୍ୟନ୍ତ ଆଉ କିଛି ନୂଆ ଜିନିଷ ପରୀକ୍ଷଣ କରିବାକୁ ସାହାସ କଲାନାହିଁ । ତା’ପରେ ଆମେ ‘ବ୍ୟାକ୍ ଟୁ ଦି ଫ୍ୟୁଚର୍’ ଫିଲ୍ମଟି ଦେଖୁଲୁ । ମୁଁ ଜାଣିନାହିଁ ଆପଣ ଏହାକୁ ଦେଖୁଛନ୍ତି କି ନାହିଁ, କିନ୍ତୁ ଏହା ସମ୍ପୂର୍ଣ୍ଣ ଭାବେ ଏକ ଟାଇମ୍ ମେସିନ୍ ଉପରେ ଆଧାରିତ । ବସ୍, ସେଇଠୁ ହିଁ ଘରର ଶାନ୍ତି ଏବଂ ନିରବତାର ଅନ୍ତ ଘଟିଲା ।

My brother decided that he had to make a time machine too. Bapa locked up his tool box and hid the key while Maa kept a wary eye on her oven and mixer. Because, as I told you, when Anand is on one of his inventing process, he takes apart all the gadgets in the house to collect parts. You can’t imagine the noise that was going on hammering and sawing and clattering. Anand’s room, next to our room, was transformed into a network of wires, springs, levers, and bulbs. There was an enormous panel which was to be control switchboard. As for Anand, he went around looking like a savage. When Maa didn’t notice, the fellow didn’t even comb his hair.

ଓଡ଼ିଆ ଅନୁବାଦ
ମୋ ଭାଇ ସ୍ଥିର କଲା ଯେ ତାକୁ ମଧ୍ୟ ଏକ ଟାଇମ୍ ମେସିନ୍ ତିଆରି କରିବାକୁ ହେବ । ବାପା ନିଜର ଯନ୍ତ୍ରପାତି ବାକ୍ସକୁ ତାଲା ପକାଇ ଚାବି ଲୁଚାଇ ଦେଲେ, ଯେତେବେଳେ ମା’ ନିଜର ଓଭନ୍ ଏବଂ ମିକ୍ସର୍ ଉପରେ ସତର୍କ ଦୃଷ୍ଟି ରଖୁଲେ । କାରଣ, ମୁଁ ଆପଣଙ୍କୁ କହିଥିବା ପରି, ଯେତେବେଳେ ଆନନ୍ଦ କିଛି ଉଦ୍ଭାବନ କରିବା
ପ୍ରକ୍ରିୟାରେ ଥାଏ, ସେ ପାର୍ଟସ୍ ସଂଗ୍ରହ କରିବା ପାଇଁ ଘରର ସମସ୍ତ ଉପକରଣକୁ ଖୋଲି ଖଣ୍ଡ, ଖଣ୍ଡ କରିଦିଏ । ସେଠାରେ ହେଉଥିବା ହାତୁଡ଼ି ପାହାର, କାଠ କଟା ଏବଂ ଝଣଝଣ ଶବ୍ଦକୁ ଆପଣ କଳ୍ପନା କରିପାରିବେ ନାହିଁ । ଆମ ରୁମ୍ ପାଖରେ ଥିବା ଆନନ୍ଦର ରୁମ୍ ତାର, ସ୍ପ୍ରିଙ୍ଗ, ଲିଭର ଏବଂ ବଲ୍‌ବର ଏକ ଜାଲରେ ପରିଣତ ହୋଇଗଲା । ସେଠାରେ ଏକ ବିରାଟ ପ୍ୟାନେଲ୍‌ ଥିଲା ଯାହାକୁ କଣ୍ଟ୍ରୋଲ୍ ସୁଇଚ୍‌ବୋର୍ଡ଼ ହେବାର ଥିଲା । ଆନନ୍ଦ କଥା କହିବାକୁ ଗଲେ, ସେ ଜଣେ ଜଙ୍ଗଲୀ ଲୋକ ପରି ଦେଖାଯାଉଥିଲା । ଯେତେବେଳେ ମା’ ଲକ୍ଷ୍ୟ କରୁ ନଥିଲେ, ସେ ମୁଣ୍ଡ ମଧ୍ୟ କୁଣ୍ଡାଉ ନଥିଲା ।

Anand just wouldn’t let anyone into his room. Finally, after a fortnight of frantic activity, the time machine was ready. “We can try it out tonight:’ Anand announced to everyone at home at lunch time.
“I don’t know what you’ve been up to in that room, but you’re not trying out anything new:’ Bapa said firmly.

ଓଡ଼ିଆ ଅନୁବାଦ
ଆନନ୍ଦ କାହାକୁ ମଧ୍ୟ ରୁମ୍ ଭିତରକୁ ଛାଡୁ ନଥୁଲା । ଶେଷରେ, ପନ୍ଦର ଦିନର କଠିନ ପରିଶ୍ରମ ପରେ, ଟାଇମ୍ ମେସିନ୍ ପ୍ରସ୍ତୁତ ହୋଇଗଲା । ‘ ଆମେ ଏହାକୁ ଆଜି ରାତିରେ ପରୀକ୍ଷା କରିପାରିବା, ’’ ବୋଲି ଆନନ୍ଦ ମଧ୍ୟାହ୍ନ ଭୋଜନ ସମୟରେ ଘରର ସମସ୍ତଙ୍କୁ ଜଣାଇଲା ।
‘ତୁ ସେହି ରୁମ୍ ଭିତରେ କ’ଣ ସବୁ କରୁଛୁ ମୁଁ ଜାଣିନାହିଁ, କିନ୍ତୁ ତୁ କୌଣସି ନୂଆ ଜିନିଷ ପରୀକ୍ଷା କରିବୁ ନାହିଁ,’’ ବାପା ଦୃଢ଼ ଭାବରେ କହିଲେ ।

“But it’s’ a time machine! I’ve invented it:’ Anand protested. “When I say NO, I mean NO,” Bapa said, glaring.
fault.”
“Poor boy:’ Maa said noticing Anand’s dissapointed look. “At least let’s take a look at it.” Bapa sighed. “All right, but if the house falls, it’s your

ଓଡ଼ିଆ ଅନୁବାଦ :
‘‘କିନ୍ତୁ ଏହା ଏକ ଟାଇମ୍ ମେସିନ୍ । ମୁଁ ଏହାକୁ ଉଦ୍ଭାବନ କରିଛି,’’ ଆନନ୍ଦ ପ୍ରତିବାଦ କଲା । ‘ଯେତେବେଳେ ମୁଁ ‘ନା’ କହୁଛି, ଡା’ର ଅର୍ଥ ହେଉଛି ‘ନା’, ବାପା ରାଗରେ ଚାହିଁ କହିଲେ ।
ଆନନ୍ଦର ନିରାଶାଜନକ ରୂପ ଦେଖୁ ମା’ କହିଲେ, ‘‘ବିଚରା ପିଲାଟି । ଅତି କମ୍‌ରେ ଚାଲ ଆମେ ଏହାକୁ ଟିକେ ଦେଖୁ ।
ବାପା ଏହା ନିଃଶ୍ଵାସ ଛାଡ଼ି କହିଲେ । ‘‘ଠିକ୍ ଅଛି, କିନ୍ତୁ ଯଦି ଘରଟି ଭୁଶୁଡ଼ି ପଡ଼େ, ତେବେ ଏହା ତୋର ଦୋଷ ହେବ ।”’

As it turned out, we could not try out the time machine that day at all. The next day, Bapa and Maa were going to Kharagpur, a few hours away from Calcutta (now Kolkata), for a wedding. Maa was worried about leaving us alone, but we reassured her. “We’re old enough to look after ourselves, Maa,” I said. “And we can go next door to Sharma Aunty if we need anything.”

ଓଡ଼ିଆ ଅନୁବାଦ :
‘କିନ୍ତୁ ଯାହା ହେଲା, ସେଦିନ ଆମେ ଟାଇମ୍ ମେସିନ୍ଟକୁ ଆଦୌ ପରୀକ୍ଷା କରିପାରିଲୁ ନାହିଁ । ପରଦିନ ବାପା ଏବଂ ମା’ କଲିକତା (ବର୍ତ୍ତମାନର କୋଲକାତା) ଠାରୁ କିଛି ଘଣ୍ଟା ଦୂରରେ ଥିବା ଖଡ଼ଗପୁରକୁ ଏକ ବାହାଘର ପାଇଁ ଯାଉଥିଲେ । ମା’ ଆମକୁ ଏକୁଟିଆ ଛାଡ଼ି ଯିବାକୁ ନେଇ ଚିନ୍ତିତ ଥିଲେ, କୁନ୍ତୁ ଆମେ ତାଙ୍କୁ ଆଶ୍ଵାସନା ଦେଲୁ । ‘‘ଆମେ ନିଜର ଯନ୍ତ୍ର ନେବା ପାଇଁ ଯଥେଷ୍ଟ ବଡ଼ ହୋଇଗଲୁଣି ମା’,’ ମୁଁ କହିଲି । ‘‘ଏବଂ ଯଦି ଆମର କିଛି ଦରକାର ହୁଏ, ତେବେ ଆମେ ପାଖରେ ରହୁଥ‌ିବା ଶର୍ମା ଆଣ୍ଟିଙ୍କ ପାଖକୁ ଯାଇପାରିବୁ ।’’

“And it’s only one night:’ Anand added.
“Allright. But promise me you won’t do anything with that time machine till we come back:’ Maa said sternly, looking at Anand. He promised half-heartedly, offended at this lack of respect for his creation. I breathed a sigh of relief.

ଓଡ଼ିଆ ଅନୁବାଦ :
“ଏବଂ ଏହା କେବଳ ଗୋଟିଏ ରାତିର କଥା,’’ ଆନନ୍ଦ ଯୋଡ଼ିଲା । ‘‘ଠିକ୍ ଅଛି । କିନ୍ତୁ ମୋତେ କଥା ଦିଅ ଯେ ଆମେ ଫେରିବା ପର୍ଯ୍ୟନ୍ତ ତୁ ସେହି ଟାଇମ୍ ମେସିନ୍ ସହିତ କିଛି ବି କରିବୁ ନାହିଁ,’’ ଆନନ୍ଦକୁ ଚାହିଁ ମା କଠୋର ଭାବରେ କହିଲେ । ସେ ନିଜର ସୃଷ୍ଟି ପ୍ରତି ଏହିଭଳି ସମ୍ମାନର ଅଭାବରେ ଅପମାନିତ ବୋଧ କରି ଅନ୍ୟମନସ୍କ ଭାବେ କଥା ହେଲା । ମୁଁ ଏକ ଆଶ୍ଵସ୍ତିର ନିଃଶ୍ବାସ ଛାଡ଼ିଲି ।

TEXT-II

They left by the afternoon train and were coming back the following evening. Anand fell asleep immediately, but I stayed up to finish a novel. At about eleven thirty I thought I heard a scratching at the front door. Telling myself it was only my imagination; I went back to the book. A little later there was a rattle and a click. I was really scared, I can tell you, what with a murder story before me and then strange noises in the middle of the night! I shook Anand and whispered, “Listen, there’s someone at the door:’

ଓଡ଼ିଆ ଅନୁବାଦ :
ସେମାନେ ଅପରାହ୍ଣ ଟ୍ରେନ୍‌ରେ ବାହାରି ଗଲେ ଏବଂ ପରଦିନ ସନ୍ଧ୍ୟାରେ ଫେରିବାର ଥିଲା । ଆନନ୍ଦ ତୁରନ୍ତ ଶୋଇପଡ଼ିଲା, କିନ୍ତୁ ମୁଁ ଏକ ଉପନ୍ୟାସ ଶେଷ କରିବାପାଇଁ ଅନିଦ୍ରା ରହିଲି । ପ୍ରାୟ ସାଢ଼େ ଏଗାରଟା ସମୟରେ ମୁଁ ଭାବିଲି ଯେ ସାମ୍ନା କବାଟରେ କିଛି ରାମ୍ପୁଡ଼ା ଶବ୍ଦ ହେଉଛି । ଏହା କେବଳ ମୋର କଳ୍ପନା ବୋଲି ନିଜକୁ କହି ମୁଁ ପୁଣି ବହି ପଢ଼ିବାକୁ ଲାଗିଲି । କିଛି ସମୟ ପରେ ସେଠାରେ ଏକ ଖଟ୍ ଖଟ୍ ଶବ୍ଦ ହେଲା । ମୁଁ ସତରେ ବହୁତ ଡରିଯାଇଥୁଲି, କାରଣ ମୋ ଆଗରେ ଗୋଟିଏ ହତ୍ୟାକାଣ୍ଡର ଗପ ଥିଲା ଏବଂ ମଝି ରାତିରେ ଏହିଭଳି ଅଜବ ଶବ୍ଦ ହେଉଥୁଲା ! ମୁଁ ଆନନ୍ଦକୁ ହଲାଇ ଦେଲି ଏବଂ ଫୁସ୍‌ଫୁସ୍ କରି କହିଲି, ‘ଶୁଣ, କବାଟ ପାଖରେ କେହି ଜଣେ ଅଛି ।’’

“Go and open it then,” he muttered sleepily. “You silly! Someone’s trying to get in,” I said. Anand sat up. “Who? What?”
“I don’t know:’ I said. “What shall we do?”
“Let’s holler for help,” he said. Before we could do anything, the door swung open and we found ourselves looking at a ruffianly fellow with a green scarf around his neck. Anand gasped.

ଓଡ଼ିଆ ଅନୁବାଦ :
। ‘ତୁ କ’ଣ ବୋକା କି ! । ‘କିଏ? କ’ଣ?’’
‘ତେବେ ଯାଅ ଏବଂ କବାଟ ଖୋଲ’’, ସେ ନିଦରେ ଘୁମେଉ ଘୁମେଇ କହିଲା କେହି ଜଣେ ଭିତରକୁ ଆସିବାକୁ ଚେଷ୍ଟା କରୁଛି,’’ ମୁଁ କହିଲି । ଆନନ୍ଦ ଉଠି ବସିଲା ‘‘ମୁଁ ଜାଣିନାହିଁ,’’ ମୁଁ କହିଲି । ‘ଆମେ ଏବେ କ’ଣ କରିବା?” ‘ଚାଲ ସାହାଯ୍ୟ ପାଇଁ ପାଟି କରିବା,’’ ସେ କହିଲା ! ଆମେ କିଛି କରିବା ପୂର୍ବରୁ କବାଟଟି ଖୋଲିଗଲା ଏବଂ ଆମେ ଦେଖୁଲୁ ଯେ ବେକରେ ଏକ ସବୁଜ ରଙ୍ଗର ସ୍କାର୍ଡ ପକାଇଥିବା ଜଣେ ଗୁଣ୍ଡା ଶ୍ରେଣୀର ଲୋକ ସେଠାରେ ଛୁଡ଼ା ହୋଇଛି । ଆନନ୍ଦର ଦମ୍ ଅଟକିଗଲା ।

“Hey, it’s Boppa!” I whispered. It was indeed the fellow who had recently begun sweeping out the compounds in our row of houses. So, he was the thief, and no wonder. He knew exactly when the occupants were out ensuring no one was watching.
The fellow gave an evil grin. “One squeak out of you and see what happens:’ he said, waving his cudgel and backing out of the room. We heard him slide the latch in.

ଓଡ଼ିଆ ଅନୁବାଦ :
“ ଆରେ, ଏଇଟା ପରା ବୋପ୍ସା !’’ ମୁଁ ଧୀରେ କହିଲି । ପ୍ରକୃତରେ ସେ ସେହି ଲୋକ ଥୁଲା ଯିଏ ନିକଟରେ ଆମ ଧାଡ଼ିଘରଗୁଡ଼ିକର ଅଗଣା ସଫା କରିବା ଆରମ୍ଭ କରିଥିଲା । ତେଣୁ, ସିଏ ହିଁ ଚୋର ଥୁଲା, ଆଉ ଏଥିରେ ଆଶ୍ଚର୍ଯ୍ୟ ହେବାର କିଛି ନଥିଲା । ସେ ଭଲ ଭାବରେ ଜାଣିଥିଲା କେତେବେଳେ ଘରର ଲୋକମାନେ ବାହାରେ ରହୁଛନ୍ତି, ଯାହାଫଳରେ କେହି ତାଙ୍କୁ ଦେଖିପାରିବେ ନାହିଁ ।
ସେହି ଲୋକଟି ଏକ ଦୁଷ୍ଟ ହସ ହସିଲା । ‘ତୁମ ପାଟିରୁ ଯଦି ଗୋଟିଏ ବି ଶବ୍ଦ ବାହାରିଛି, ତେବେ ଦେଖୁବ କ’ଣ ହେବ,’’ ନିଜ ବାଡ଼ିକୁ ହଲାଇ ଏବଂ ରୁମ୍ ବାହାରକୁ ପଛଘୁଞ୍ଚା ଦେଇ ସେ କହିଲା । ଆମେ ତାକୁ କବାଟର କିଳିଣି ଲଗାଇବାର ଶୁଣିଲୁ ।

“What do we do now?” I asked in a low voice.
“Let’s shout anyway:’ Anand suggested.
The door opened suddenly again in the middle of our discussion. “No noise from you! Now, where is your father’s room?”
I was about to direct him upstairs when Anand said quickly, “The one next to this one.”

ଓଡ଼ିଆ ଅନୁବାଦ :
‘ଆମେ ଏବେ କ’ଣ କରିବା ?”’ ମୁଁ ଧୀରେ ସ୍ଵରରେ ପଚାରିଲି ।
‘ ଯାହା ହେଉ ପଛେ ଚାଲ ପାର୍ଟି କରିବା,’’ ଆନନ୍ଦ ପରାମର୍ଶ ଦେଲା ।
ଆମ କଥାବାର୍ତ୍ତା ଚାଲିଥିବା ସମୟରେ ହଠାତ୍ କବାଟଟି ପୁଣିଥରେ ଖୋଲିଗଲା ।
‘‘ଜମାରୁ ପାଟି କରନି ! ଏବେ କୁହ, ତୁମ ବାପାଙ୍କ ରୁମ୍ କେଉଁଠି?’
ମୁଁ ତାକୁ ଉପର ମହଲାକୁ ଯିବାପାଇଁ କହିବାକୁ ଯାଉଥୁଲି, ସେତିକି ବେଳେ ଆନନ୍ଦ ଶୀଘ୍ର କହିଲା, ‘ଏହି ରୁମର ପାଖ ରୁମ୍ ।’’

“What hell you are!” I said angrily as soon as the man had gone. “That’s your room. He’ll come back as mad as he can be.”
“At least it will give us some time to think of something:’ Anand said. “He’ll take a while to locate the light switch. Let’s shout.” All of a sudden there was a crash followed by a loud scream. More strange noises emerged from the next room-a few muffled thumps, an eerie whine, and a low, humming sound.

ଓଡ଼ିଆ ଅନୁବାଦ :
ଲୋକଟି ଯିବା ମାତ୍ରେ ମୁଁ ରାଗିଯାଇ କହିଲି, ‘ତୁ କି ପ୍ରକାର ଲୋକ ! ସେଇଟା ତୋ ରୁମ୍ । ସେ ଯେତେବେଳେ ଫେରିବ, ସେ ବହୁତ ବେଶୀ ରାଗି ଯାଇଥବ ।’’
‘‘ଅନ୍ତତଃ ପକ୍ଷେ ଏହା ଆମକୁ କିଛି ଚିନ୍ତା କରିବାପାଇଁ ସମୟ ଦେବ,’’ ଆନନ୍ଦ କହିଲା ! ‘ଲାଇଟ୍ ସୁଇଚ୍ ଖୋଜିବା ପାଇଁ ତାଙ୍କୁ କିଛି ସମୟ ଲାଗିବ । ଚାଲ ପାର୍ଟି କରିବା ।’’ ହଠାତ୍ କିଛି ଭାଙ୍ଗିବାର ଶବ୍ଦ ସହ ଏକ ଜୋରରେ ଚିତ୍କାର ଶୁଣାଗଲା । ପାଖ ରୁମରୁ ଆହୁରି ଅନେକ ଅଜବ ଶବ୍ଦ ଆସିଲା- କିଛି ଅସ୍ପଷ୍ଟ ମାଡ଼ ହେବାର ଶବ୍ଦ, ଏକ ଭୟାନକ କାନ୍ଦଣା ଏବଂ ଏକ ଧୀର ଗୁଣୁଗୁଣୁ ଶବ୍ଦ ।

“My time machine, he’s started it!” Anand gasped. “I wish we could get out of this room and see what is happening out there.”
There was another howl, much fainter this time, and a great deal of clattering. We shouted for all we were worth. In a few minutes, we heard footsteps running up our drive. Thankfully we recognised Mrs. Sharma’s voice, along with her husband and Dr. Mohan- also a neighbour.

ଓଡ଼ିଆ ଅନୁବାଦ :
‘‘ମୋ ଟାଇମ୍ ମେସିନ୍, ସେ ଏହାକୁ ଚାଲୁ କରିଦେଇଛି !’’ ଆନନ୍ଦ ଆଚାର୍ଯ୍ୟ ହୋଇ କହିଲା । ‘ମୁଁ ଚାହୁଁଛି କି ଆମେ ଏହି ରୁମ୍ଭରୁ ବାହାରି ପାରନ୍ତେ ଏବଂ ବାହାରେ କ’ଣ ଘଟୁଛି ତାହା
ଦେଖବପାରନ୍ତେ ।’’ ଏଥର ପୁଣି ଏକ ଚିତ୍କାର ଶୁଣାଗଲା, କିନ୍ତୁ ଏହା ପୂର୍ବ ଅପେକ୍ଷା ଧୀର ଥିଲା, ଏବଂ ଅନେକ ଜିନିଷ ପିଟାପିଟି ହେବାର ଶବ୍ଦ ମଧ୍ୟ ଶୁଣାଗଲା । ଆମେ ଆମର ସମସ୍ତ ଶକ୍ତି ଦେଇ ପାଟି କଲୁ । କିଛି ମିନିଟ୍ ମଧ୍ୟରେ ଆମେ ଆମର ଗାଡ଼ି ଚଳାପଥରେ କେହି ଦୌଡ଼ି ଆସୁଥ‌ିବାର ପାଦଶବ୍ଦ ଶୁଣିଲୁ । ସୌଭାଗ୍ୟବଶତଃ ଆମେ ଶ୍ରୀମତୀ ଶର୍ମାଙ୍କ ସ୍ଵର ଚିହ୍ନି ପାରିଲୁ, ଯାହାଙ୍କ ସହ ତାଙ୍କ ସ୍ଵାମୀ ଏବଂ ଆମର ଜଣେ ପଡ଼ୋଶୀ ଡକ୍ଟର ମୋହନ ମଧ୍ୟ ଥିଲେ ।

“Anand! Anita! Children, what’s the matter? Where are you?”
“Here!” we shouted in unison. In a minute the door was unlocked.”What on earth has been happening here, children?” Sharma Uncle asked. Both Anand and I fell over ourselves trying to explain. “Where is the fellow now?””””The last we heard, he was in the time machine I explained hastily, seeing everyone looking rather puzzled.

We entered the room cautiously and turned on the lights. The time machine was still humming softly but otherwise there was no other sound from the room.
“Well, where is he?” Dr. Mohan asked, peering behind the door. “Did you imagine this?”
“Oh no:’ I protested. “How could both of us have imagined the same thing?” “May be he ran out:’ Anand suggested.

ଓଡ଼ିଆ ଅନୁବାଦ :
‘‘ଆନନ୍ଦ! ଅନୀତା! ପିଲାମାନେ, କ’ଣ ହୋଇଛି? ତୁମେମାନେ କେଉଁଠି?’’
‘ଏଇଠି!’’ ଆମେ ଏକାସଙ୍ଗରେ ପାଟି କଲୁ । ଏକ ମିନିଟ୍ ମଧ୍ୟରେ କବାଟଟି ଖୋଲିଗଲା । ‘ଏଠାରେ ପ୍ରକୃତରେ କ’ଣ ଚାଲିଛି, ପିଲାମାନେ?’ ଶର୍ମା ଅଙ୍କଲ୍ ପଚାରିଲେ । ଆନନ୍ଦ ଏବଂ ମୁଁ ଉଭୟ ବୁଝାଇବା ପାଇଁ ବ୍ୟସ୍ତ ହୋଇପଡ଼ିଲୁ । ‘‘ସେହି ଲୋକଟି ଏବେ କେଉଁଠି?””
ସମେସ୍ତ କିଛି ବୁଝି ନପାରି ଅବାକ୍ ହୋଇ ଚାହିଁଥୁବାରୁ ଦେଖୁ ମୁଁ ଶୀଘ୍ର ବୁଝାଇ କହିଲି, ‘ଆମେ ଶେଷ ଥର ପାଇଁ ଯାହା ଶୁଣିଥୁଲୁ, ସେ ଟାଇମ୍ ମେସିନ୍ ଭିତରେ ଥିଲା ।’’
ଆମେ ସତର୍କତାର ସହିତ ରୁମ୍ ଭିତରକୁ ପ୍ରବେଶ କଲୁ ଏବଂ ଲାଇଟ୍ ଅନ୍ କଲୁ । ଟାଇମ୍ ମେସିନ୍ ଏବେ ବି ଧୀରେ ଧୀରେ ଗୁଣୁଗୁଣୁ ଶବ୍ଦ କରୁଥିଲା କିନ୍ତୁ ସେହି ରୁମ୍‌ ଅନ୍ୟ କୌଣସି ଶବ୍ଦ ଶୁଣାଯାଉନଥିଲା । ‘ସେ କାହିଁ?”’ କବାଟ ପଛରେ ଚାହିଁ ଡକ୍ଟର ମୋହନ ପଚାରିଲେ । ‘ତୁମେ କ’ଣ ଏସବୁ କଳ୍ପନା କରୁଥିଲ?’’
‘‘ଓ ନା,’’ ମୁଁ ପ୍ରତିବାଦ କରି କହିଲି । ‘ଆମେ ଦୁହେଁ କିପରି ଏକା ଜିନିଷ କଳ୍ପନା କରିପାରିବୁ???

‘I’m sure we’d have seen him. There’s only one way out of this house and we came the same way as soon as we heard you:’ Sharma Uncle sounded very sure.
“Look!” Anand said, pointing to the floor. “He was wearing that.” Near the panel of switches was the green scarf.
“Let’s search the house-perhaps he’s still around:’ Dr. Mohan said, going upstairs. Boppa was nowhere to be seen. “Well maybe he did run out and we missed him,” Mrs. Sharma said at last, “I can’t imagine what else could have happened:’

ଓଡ଼ିଆ ଅନୁବାଦ :
“ ‘ହୁଏତ ସେ ବାହାରକୁ ଦୌଡ଼ି ପଳାଇଥାଇପାରେ,’’ ଆନନ୍ଦ ପରାମର୍ଶ ଦେଲା ।
‘‘ଦେଖ !’’ ମେଜେଇ କୁ ଆଙ୍ଗୁଠି ଦେଖାଇ ଆନନ୍ଦ କହିଲା । ‘‘ସେ ଏହାକୁ ପିନ୍ଧିଥିଲା ।’’ ସୁଇଚ୍ ବୋର୍ଡ଼ ପାଖରେ ସେହି ସବୁଜ ରଙ୍ଗର ସ୍କର୍ପଟି ପଡ଼ିଥିଲା ।
‘‘ଚାଲ ଘରସାରା ଖୋଜିବା – ହୁଏତ ସେ ଏବେ ବି ଆଖପାଖରେ ଥାଇପାରେ, ‘ଡକ୍ଟର ମୋହନ କହି ନାହିଁ । ‘ହୁଏତ ସେ ବାହାରକୁ ଦୌଡ଼ି ପଳାଇଛି ଏବଂ କହିଲେ, ‘ଏହା ବ୍ୟତୀତ ଆଉ କ’ଣ ହୋଇଥାଇପାରେ
ଉପର ମହଲାକୁ ଗଲେ । ବୋପା କେଉଁଠି ବି ଦେଖାଗଲା ଆମେ ତାକୁ ଦେଖୁପାରିଲୁ ନାହିଁ, ’’ ଶେଷରେ ଶ୍ରୀମତୀ ଶର୍ମା ମୁଁ କଳ୍ପନା କରିପାରୁନାହିଁ ।’’

“My time machine! He’s gone through that!” Anand burst out, his eyes shining.
“What an imagination this boy has!” Mr. Sharma said, smiling indulgently. “Now off to bed, both of you. I’ll spend the night here so you needn’t worry about any more intruders
now:’

ଓଡ଼ିଆ ଅନୁବାଦ :
‘‘ମୋ ଟାଇମ୍ ମେସିନ୍ ! ସେ ଏହା ମାଧ୍ୟମରେ ଚାଲିଯାଇଛି ! ଆନନ୍ଦ ଉତ୍ସାହର ସହ କହିଲା, ତା’ ଆଖୁ ଉଜ୍ଜ୍ଵଳ ହୋଇ ଉଠୁଥିଲା ।
‘ଏ ପିଲାର କି କଳ୍ପନା ଶକ୍ତି !’’ ମିଟର ଶର୍ମା ସ୍ନେହରେ ହସି କହିଲେ । ‘ଏବେ ତୁମେ ଦୁହେଁ ଶୋଇବାକୁ ଯାଅ । ମୁଁ ଆଜି ରାତିରେ ଏଇଠି ରହିବି, ତେଣୁ ତୁମକୁ ଅଧିକ ଅନୁପ୍ରବେଶକାରୀଙ୍କ ବିଷୟରେ ଚିନ୍ତା କରିବାକୁ ପଡ଼ିବ ନାହିଁ ।””

Needless to say, Boppa was never seen again. Anand insists that his time machine worked and he disappeared into the past. The machine itself was dismantled because Papa thought it wasn’t safe (may be he also had a niggling suspicion that it worked), so we couldn’t try it out.
As for Anand, he is convinced that he is a genius and has launched a new project- something about a telephone to contact creatures in outer space. Tell you all about it next time.

ଓଡ଼ିଆ ଅନୁବାଦ:
ଏହା କହିବା ନିଷ୍ପ୍ରୟୋଜନ ଯେ ବୋଡାକୁ ଆଉ କେବେ ଦେଖିବାକୁ ମିଳିଲା ନାହିଁ । ଆନନ୍ଦ ଜିଦ୍ ଧରି କହୁଛି ଯେ ତା’ର ଟାଇମ୍ ମେସିନ୍ କାମ କଲା ଏବଂ ସେ ଅତୀତ ମଧ୍ୟକୁ ଅଦୃଶ୍ୟ ହୋଇଗଲା । ବାପା ଭାବିଲେ ଯେ ମେସିନ୍‌ ସୁରକ୍ଷିତ ନୁହେଁ (ହୁଏତ ତାଙ୍କ ମନରେ ମଧ୍ଯ କାଳେ ଏହା କାମ କରୁଛି ବୋଲି ସନ୍ଦେହ ଥୁଲା), ସେଥ୍ପାଇଁ ମେସିନ୍‌ ଖୋଲି ଦିଆଗଲା, ଯାହାଫଳରେ ଆମେ ଏହାକୁ ପରୀକ୍ଷା କରିପାରିଲୁ ନାହିଁ ।
ଆନନ୍ଦ ବିଷୟରେ କହିବାକୁ ଗଲେ, ସେ ନିଶ୍ଚିତ ଯେ ସେ ଜଣେ ଜିନିୟସ୍ ଏବଂ ଏକ ନୂଆ ପ୍ରୋଜେକ୍ଟ ଆରମ୍ଭ କରିଛି – ବାହ୍ୟ ମହାକାଶର ପ୍ରାଣୀମାନଙ୍କ ସହ ଯୋଗାଯୋଗ କରିବାପାଇଁ ଏକ ଟେଲିଫୋନ୍ ବିଷୟରେ । ସେ ସବୁ ବିଷୟରେ ପରବର୍ତ୍ତୀ ସମୟରେ କହିବି ।
ANITA RAU BADAMI

Summary of Text
(ପାଠ୍ୟ ବିଷୟର ସଂକ୍ଷିପ୍ତ ସାରକଥା) :

The story “My Brother’s Great Invention” is narrated by Anita, a 14-year-old girl, about her younger brother Anand, who is 13 and has a passion for science and inventions. Anand often spends his time experimenting with wires, switches, and planks, dreaming of becoming a great scientist. His first notable invention is a burglar alarm. He creates a system where bells would ring, and a water bag would fall on an intruder’s head. Unfortunately, the device misfires when their father opens the door softly, and he ends up drenched. Though angry, the family realizes Anand’s creativity.

Later, Anand secretly works on a much bigger project – a time machine. His room becomes cluttered with gadgets, bulbs, levers, and switches. He promises his parents that he will not test it until they are away. One evening, when his parents go out, a thief named Boppa tries to break into the house. Anand tricks him into entering the room with the machine. Loud noises, flashing lights, and confusion follow. Strangely, Boppa disappears completely, leaving only his green scarf behind. Anand believes the time machine has transported him into the past.

Though their father dismantles the invention for safety, Anand does not lose hope. Instead, he begins planning his next experiment-a telephone to communicate with beings from outer space. The story highlights the curiosity, imagination, and adventurous spirit of young minds, while also showing the humorous troubles inventions can bring.

Notes & Glossary (ଶବ୍ଦାର୍ଥ):

My Brother’s Great Invention Class 7 MCQ

Question 1.
Anand’s invention was meant for _____.
(a) guest
(b) friend
(c) burglar
(d) neighbour
Answer:
(c) burglar

Question 2.
What fell on the burglar’s head?
(a) stone
(b) book
(c) water bag
(d) stick
Answer:
(c) water bag

Question 3.
The story is mainly _____.
(a) sad
(b) scary
(c) humorous
(d) tragic
Answer:
(c) humorous

Question 4.
The alaram made a _____ sound.
(a) soft
(b) musical
(c) clanging
(d) sweet
Answer:
(c) clanging

Question 5.
Anand loved using technical words because they made him feel _____.
(a) scared
(b) confused
(c) professional
(d) angry
Answer:
(c) professional

Question 6.
Anand forgot to think about _____.
(a) cost
(b) colour
(c) who would enter first
(d) size
Answer:
(c) who would enter first

Question 7.
Anand’s parents reacted to his ideas with –
(a) anger
(b) fear
(c) amusement
(d) sadness
Answer:
(c) amusement

Question 8.
The alarm created _____.
(a) silence
(b) peace
(c) confusion
(d) darkness
Answer:
(c) confusion

Question 9.
Anand’s weakness was lack of _____.
(a) interest
(b) courage
(c) practical thinking
(d) honesty
Answer:
(c) practical thinking

Question 10.
The invention failed because it was not _____.
(a) strong
(b) costly
(c) tested properly
(d) noisy
Answer:
(c) tested properly

Question 11.
The story teaches us to _____.
(a) stop imagining
(b) plan carefully
(c) fear machines
(d) avoid inventions
Answer:
(b) plan carefully

Question 12.
Anand’s mistake was _____.
(a) breaking the door
(b) poor planning
(c) feat
(d) silence
Answer:
(b) poor planning

My Brother’s Great Invention Class 7 Fill in the Blanks

1. Anand keeps creating _____ that nerver work.
Answer: inventions

2. The film ‘Back to the future’ gave Anand idea of _____.
Answer: Time machine

3. Bapa was thoroughly _____ and got angry.
Answer: soaked

4. There had been cases of _____ in the colony.
Answer: theft

5. Boppa was _____ seen again.
Answer: nowhere

My Brother’s Great Invention Class 7 True or False

1. Boppa entered the house without any weapon.
Answer: False

2. Anita addressed Anand as silly goose.
Answer: True

3. Mrs. Sharma proposed to search the house to look for Boppa.
Answer: False

4. The green scarf was left near the window.
Answer: False

5. The time machine produced a humming sound.
Answer: True

6. Boppa wanted to know Anand’s mother’s room.
Answer: False

7. The time machine wag tried out.
Answer: False

8. The burglar alarm works when the door is opened softly.
Answer: True

9. Anita got involved in her brother’s inventions.
Answer: True

10. The narrator’s father is very strict at home.
Answer: True

My Brother’s Great Invention Class 7 Very Short Question Answer

Question 1.
What kind of boy was Anand?
Answer:
Anand was imaginative, curious and inventive, he loved making new machines and ideas.

Question 2.
Why did Anand feel professional while working on his inventions.
Answer:
He used technical words like ‘blueprint’ which made him feel important and professional.

Question 3.
How did Anand’s father become the victim of the alarm?
Answer:
He opened the door and activated the alarm himself.

Question 4.
What was the family’s reaction to Anand’s inventions?
Answer:
They found his ideas funny and unrealistic.

Question 5.
What does the story tell us about imagination?
Answer:
Imagination is good but must be guided by logic.

Question 6.
Why did the parents not sotp Anand from inventing?
Answer:
They found his creativity amusing but harmless.

Question 7.
What kind of tone does the story have?
Answer:
It has a light, humorous tone.

Question 8.
Would you call Anand successful? Why?
Answer:
Partly yes, because the alarm worked, but it failed in purpose.

Question 9.
Why did Anand think of inventing a burglar alarm?
Answer:
He thought of burglar alarm as there were many cases of theft in the colony.

Question 10.
What did Anand’s mother tell him before leaving for Kharagpur?
Answer:
Anand’s mother told him not to do anything with the time machine during her absence.

Question 11.
How could Anand and Anita recognise Boppa?
Answer:
Anand and Anita could recognise Boppa as they saw him sweeping the compound.

My Brother’s Great Invention Class 7 Short Question Answer

Question 1.
Why did Anand direct Boppa to go to his room instead of his father’s room?
Answer:
Boppa wanted to go to Anand’s father’s room. But Anand showed his room as his father’s. Because, his invention ‘time machine’ was in his room and he hoped that the machine would work. Boppa shall disappear through that machine.

Question 2.
What was the doubt in Anita’s mind about the burglar alarm?
Answer:
Anita had a doubt that how does the alarm know that a burglar is opening the door. She had doubted how could the machine guess the person who opened the door is a burglar or someone else.

Question 3.
What was Anita’s opinion about her brother?
Answer:
Anita appreciated her brother’s creative inventions. She always supported him and got involved in all his activities. But she was also worried for her brother as most of his inventions failed to work as expercted.

Question 4.
How did Boppa look like when he entered the house?
Answer:
Boppa entered by force looking like a ruffian with a green scarf around his neck. He had a cudgel in his hand and threatened Anand and Anita with bad consequence. He came to steal in the house.

Question 5.
What ambitious project did Anand plan?
Answer:
Anand planned to invent a telephone. This project was ambitious because he wanted to contact the creatures in the outer space with this telephone.

For effective revision, students can use BSE Odisha Class 7 English Solutions Chapter 6 Say the Right Thing Question Answer to practice textbook exercises.

Class 7 English Say the Right Thing Question Answer

Class 7 English Chapter 6 Question Answer Odia Medium

Let us do these activities before we read
(ଆସ ପଢ଼ିବା ପୂର୍ବରୁ ଏହି କାର୍ଯ୍ୟଗୁଡ଼ିକୁ କରିବା ।)

I. Work in pairs and discuss.
(ଯୋଡ଼ି ହୋଇ କାମ କରି ଏବଂ ଆଲୋଚନା କର ।)

Question 1.
What does “Athithi Devo Bhava” mean?
(ଅତିଥ୍ୟ ଦେବ ଭବର ଅର୍ଥ କ’ଣ ?)
Answer:
It is a Sanskrit phrase that translates to “The guest is equivalent to God.” It emphasises the Indian cultural value of treating guests with utmost respect, warmth, and hospitality.

Question 2.
Why is it important to be polite to guests?
(ଅତିଥିମାନଙ୍କ ପ୍ରତି ଭଦ୍ର ହେବା କାହିଁକି ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ?)
Answer:
Being polite to guests creates a welcoming atmosphere, makes them feel valued and comfortable, and reflects positively on the host. Politeness strengthens relationships and upholds social harmony.

II. Choose the statements that display polite behaviour when you have guests at home.
(ନିମ୍ନୋକ୍ତ ଉକ୍ତିରୁ ଭଦ୍ର ବ୍ୟବହାର ପ୍ରକାଶ କରୁଥିବା ବାକ୍ୟ ବାଛ ଯେତେବେଳେ ତୁମ ଗୃହରେ ଅତିଥୁ ଥୁବେ ।)
1. Offer the guests a glass of water.
2. Enquire about the well-being of the guests.
3. Ask the guests when they would leave.
4. Comment critically about the habits of guests.
5. Accompany the guests to the door when they leave.
Answer:
The statements that display polite behaviour when we have guests at home are:
1. Offer the guests a glass of water.
2. Enquire about the well-being of the guests.
5. Accompany the guests to the door when they leave.

Let us discuss
(ଆସ ଆଲୋଚନା କରିବା):

I. Complete the table given below based on Scene I of the play. An example has been done for you. Share your answers with your classmates and the teacher.
(ତଳେ ଦିଆଯାଇଥ‌ିବା ସାରଣୀକୁ ପ୍ରଥମ ଦୃଶ୍ୟ ଅନୁସାରେ ସଂପୂର୍ଣ୍ଣ କର । ତୁମପାଇଁ ଏକ ଉଦାହରଣ କରି ଦିଆଯାଇଛି । ତୁମ ଉତ୍ତରଗୁଡ଼ିକୁ ଶ୍ରେଣୀସାଥୀ ଓ ଶିକ୍ଷକଙ୍କୁ କୁହ ।)
(Question with Answer)

Answer:

Speaker	Words of the Speaker	Reason
Mrs. Shaw	The room looks cleaner now. Put that coat away in your bedroom.	To instruct Mary to keep the room tidy
Mary	You’re always telling me to put things away.	To express frustration at her mother’s frequent instructions.
Maiy	I’m not a child!	To assert her independence and maturity.
Mrs. Shaw	Say things that will please them.	To highlight the importance of being kind as a way to ensure Mary says the appropriate things when guests arrive

II. Do you think Mary will be able to follow her mother’s advice successfully when Mrs. Harding and Mrs. Lee visit? Why or why not?
(ତୁମେ ଭାବୁଛ କି ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ ଏବଂ ଶ୍ରୀମତୀ ଲୀ ଯେତେବେଳେ ତାଙ୍କ ଘରକୁ ପରିଦର୍ଶନରେ ଆସିବେ ମ୍ୟାରୀ ତାଙ୍କ ମାଆଙ୍କ ଉପଦେଶକୁ ଅନୁସରଣ କରିବାରେ ସଫଳ ହେବ ? କାହିଁକି କିମ୍ବା କାହିଁକି ନୁହେଁ ।)
Answer:
Mary tries hard to follow her mother’s advice, but it seems unlikely she will succeed. She is confident and eager, but she doesn’t fully understand how to talk politely or think before speaking. This might lead to mistakes when the guests arrive.

Let us discuss
(ଆସ ଆଲୋଚନା କରିବା)

I. Say if the following statements given below from Scene II are true or False.
(ଦ୍ଵିତୀୟ ଦୃଶ୍ୟରୁ ଦିଆଯାଇଥିବା ନିମ୍ନଲିଖତ ଭକ୍ତିଗୁଡ଼ିକ ସତ୍ୟ କି ମିଥ୍ୟା କୁହ ।)

Question 1.
Mrs. Harding states that they do not like London as it is not the same as Lanfield.
(ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ୍ କହିଛନ୍ତି ଯେ ସେମାନେ ଲଣ୍ଡନକୁ ପସନ୍ଦ କରନ୍ତି ନାହିଁ ଯେହେତୁ ଏହା ଲାନଫିଲ୍ଡ ଭଳି ନୁହେଁ ।)
Answer:
False
Correct Statement – Mrs. Harding states that they like Lanfield very much even though it is not the same as London.

Question 2.
Mrs. Harding was pleased to know that Mary was familiar with her children.
(ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ୍‌ ଜାଣି ଖୁସିହେଲେ ଯେ ମ୍ୟାରୀ ତାଙ୍କ ପିଲାଙ୍କ ସହିତ ପରିଚିତ ଥିଲେ ।)
Answer:
False
Correct Statement – Mrs. Harding was not pleased because she clarified that she did not have any children.

Question 3.
Mrs. Shaw shared that she liked Mrs. Best as she read a lot of newspapers.
(ଶ୍ରୀମତୀ ଶ’ କହିଲେ ଯେ ସେ ଶ୍ରୀମତୀ ବେଷ୍ଟଙ୍କୁ ଭଲପାଆନ୍ତି କାରଣ ସେ ବହୁତଗୁଡ଼ିଏ ଖବରକାଗଜ ପଢ଼ନ୍ତି ।)
Answer:
False
Correct Statement – Mrs. Shaw shared that she liked Mrs. Best as a person, not because she read newspapers.

Question 4.
Mrs. Harding and Mrs. Shaw agree that wearing a blue dress with a red coat is unfashionable.
(ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ୍‌ ଏବଂ ଶ୍ରୀମତୀ ଶ’ ସ୍ୱୀକାର କରିଛନ୍ତି ଯେ ଏକ ନୀଳ ପୋଷାକ ଉପରେ ନାଲି କୋର୍ଟ ପିନ୍ଧିବା ଆଧୁନିକ ଢାଞ୍ଚାର ନୁହେଁ ।)
Answer:
False
Correct Statement – Mrs. Shaw quickly stated that she liked blue dresses and red coats to avoid offending Mrs. Harding, who mentioned that she often wears a blue dress with a red coat.

Question 5.
Mary shares that she finds the dog outside the window cute.
(ମ୍ୟାରୀ କହିଛି ଯେ ଝରକା ବାହାରେ ସେ ଦେଖୁଥ‌ିବା କୁକୁରଟି ଭାରି ସୁନ୍ଦର ।)
Answer:
False
Correct Statement-Mary shares that she finds the dog outside dirty and expresses her dislike for it, not finding it cute. Later, she discovers that the dog belongs to Mrs. Harding.

Let us think and reflect
(ଆସ ଚିନ୍ତା କରିବା ଓ ବିଚାର କରିବା)

I. Read the extracts given below and answer the questions that follow.
(ନିମ୍ନରେ ପ୍ରଦତ୍ତ ଉଦ୍ଧୃତାଂଶଗୁଡ଼ିକୁ ପଢ଼ ଏବଂ ପରବର୍ତ୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)
MARY: What are you going to talk about?
MRS. SHAW: I don’t know. All kinds of things. One day you’ll have to go to some of these houses yourself and talk to the people there.
MARY: I can talk now. I’ve been able to talk for a long time.
MRS. SHAW: Yes, that’s true. You always talk too much. But does anyone want to hear the things that you say?
MARY: I can talk very well when I like. I’ll stay with you today and talk to them when they come.
MRS. SHAW: Oh, I don’t think so. You can go out for a walk. It will be better if you do that.

(i) What does Mrs. Shaw imply when she says, “One day you’ll have to go to some of these houses yourself and talk to the people there” ?
(ଶ୍ରୀମତୀ ଶ’ କହୁଥ‌ିବା କଥା କ’ଣ ସୂଚାଉଛି ଯେତେବେଳେ ସେ କହିଛନ୍ତି, ‘‘ଦିନେ ତୁମକୁ ସେମାନଙ୍କ ମଧ୍ୟରୁ କେତେକ ଘରକୁ ଯିବାକୁ ପଡ଼ିବ ଏବଂ ସେଠାକାର ଲୋକମାନଙ୍କ ସହିତ କଥା ହେବାକୁ ହେବ’’ ?)
A. She believes Mary should start learning about hosting guests then.
B. She thinks Mary is ready to visit these houses independently.
C. She wants Mary to develop social skills for the future.
D. She hopes Mary will avoid these social interactions entirely.
Answer:
C. She wants Mary to develop social skills for the future.

(ii) Complete the following sentence with the correct option from the brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରୁ ସଠିକ୍ ବିକଳ୍ପଦ୍ଵାରା ବାକ୍ୟଟିକୁ ସଂପୂର୍ଣ୍ଣ କର ।)
Mrs. Shaw and Mary are discussing how to ______ (have a polite conversation/ get to know people better)
Answer:
have a polite conversation

(iii) Why did Mary want to stay with her mother when the guests arrived? (ମ୍ୟାରୀ କାହିଁକି ତାଙ୍କ ମାଆଙ୍କୁ ବାଧ୍ୟ କରୁଥାଏ କହିବାପାଇଁ ଅତିଥି କେତେବେଳେ ଆସି ପହଞ୍ଚେ ?)
Answer:
Mary wanted to prove her ability to engage in conversation and demonstrate that she could talk appropriately when required.

(iv) Read the above extract and match the characters in Column ‘A’ with their qualities in Column ‘B’.
(ଉପରିସ୍ଥ ଉଦ୍ଧୃତାଂଶଟି ପଢ଼ ଏବଂ ସ୍ତମ୍ଭ ‘A’ ର ଚରିତ୍ର ସହିତ ସ୍ତମ୍ଭ ‘B’ ରେ ଥିବା ସେମାନଙ୍କ ଗୁଣାବଳୀ ମିଳାଅ ।)

Answer:

Mary	eager
Mrs. Shaw	cautious

2. MARY: I saw Mrs. Cotter this afternoon. I met her in the street. No one sees her in the morning because she always stays in bed then. And she’s always asking the doctor to go to see her. I can’t understand women who stay in bed in the morning. And why must she always ask for the doctor? I’ve never been to a doctor in my life.
Ms. HARDING: I stay in bed in the morning myself.

(i) Complete the following sentence suitably.
(ନିମ୍ନଲିଖତ ବାକ୍ୟକୁ ଯଥାଯଥ ଭାବେ ପୂରଣ କର ।)
No one could spot Mrs. Cotter in the street because
Answer:
She always stays in bed in the morning.

(ii) Mary’s understanding about Mrs. Cotter is (Choose the right option)
A. She is worried about why Mrs. Cotter stays in bed all morning.
B. She thinks Mrs. Cotter is scared and lonely for staying in bed.
C. She believes Mrs. Cotter is right to rest and take care of herself.
Answer:
A. She is worried about why Mrs. Cotter stays in bed all morning.

(iii) How can we say that Mary enjoyed good health?
(ଆମେ କିପରି କହିପାରିବା ଯେ ମ୍ୟାରୀ ସୁନ୍ଦର ସ୍ଵାସ୍ଥ୍ୟର ଅଧିକାରୀ ଥିଲା ?)
Answer:
We can say that Mary enjoyed good health because she mentions that she has never needed to visit a doctor in her life, suggesting her robust health.

(iv) Identify whether the following statement is true or false.
(ନିମ୍ନଲିଖ୍ତ ଉକ୍ତିଟି ସତ୍ୟ କିମ୍ବା ମିଥ୍ୟା ଚିହ୍ନାଅ ।)
Mary might have intentionally offended Mrs. Harding.
Answer:
False

Answer the following questions.
(ନିମ୍ନ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଲେଖ ।)

Question 1.
What does Mary’s comments about bankers way of life?
(ବ୍ୟାଙ୍କ କର୍ମଚାରୀମାନଙ୍କ ଜୀବନଶୈଳୀ ଉପରେ ମ୍ୟାରୀର ଟିପ୍‌ପଣୀ କ’ଣ ଥିଲା ?)
Answer:
Mary’s comment shows that she finds the routine of bankers dull and lifeless. She criticises their daily train commutes and lack of creativity in reading only

Question 2.
newspapers, implying that bankers only focused on work without proper thinking. What do you think about Mary’s understanding of polite conversation?
(ଭଦ୍ରତାପୂର୍ଣ୍ଣ କଥୋପକଥନ ବିଷୟରେ ମ୍ୟାରୀର ବୋଧଗମ୍ୟତା ବିଷୟରେ ତୁମେ କ’ଣ ବୁଝୁଛ ?)
Answer:
Mary’s understanding of polite conversation is very poor. She often makes inappropriate remarks that embarrass the guests, despite her mother’s advice to say kind and pleasing things.

Question 3.
“So take care when you say anything.” – Why did Mrs Shaw say this to her daughter?
(‘‘କିଛି କହିବା ପୂର୍ବରୁ ତୁମେ ଯଶୀଳ ହୁଅ’’ – ଏହା ଶ୍ରୀମତୀ ଶ’ ତାଙ୍କ ଝିଅକୁ କାହିଁକି କହିଥିଲେ ?)
Answer:
Mrs. Shaw said this to her daughter because she wanted to make a good impression on Mrs. Harding and made friendship with her. Moreover Mrs. Shaw knew well that her daughter had a habit of talking too much. So she warned his daughter to be careful while talking so that the guests would not feel offered.

Question 4.
How does Mary’s attitude towards the guests change throughout the play?
(ନାଟକ ମଧ୍ୟରେ ମ୍ୟାରୀଙ୍କ ମନୋଭାବ ଅତିଥିମାନଙ୍କ ପ୍ରତି କିପରି ବଦଳୁଛି ?)
Answer:
At first, Mary is eager to talk and impress the guests. However, as the play progresses, her blunders make her more embarrassed and hesitant, especially when her remarks offended the guests.

Question 5.
In what way does the play show the importance of knowing how to engage in polite conversation?
(ଭଦ୍ରତାପୂର୍ଣ୍ଣ କଥୋପକଥନରେ କିପରି ଜଡ଼ିତ ରଖାଯାଇପାରିବ, ତାହା ଉପରେ ନାଟକରେ କିପରିଭାବେ ଗୁରୁତ୍ଵ ଦିଆଯାଇଛି ?)
Answer:
The play highlights that knowing how to engage in polite conversation is important to make a good impression and build relationships. Mary’s mistakes show how tactless words can create awkwardness and distance between people.

Let us learn
(ଆସ ଶିଖ୍):

I. Study the following words taken from the text:
(ପୁସ୍ତକରୁ ଉଦ୍ଧୃତ କରାଯାଇଥିବା ଶବ୍ଦଗୁଡ଼ିକୁ ଅଧ୍ୟୟନ କର ।)
humorous, hilariously, coming, beautiful
The given words are made by adding word endings like -ous, -ly, -ing, and -ful to the root words humour, hilarious, come, and beauty. Such word endings are called suffixes.

Here are some words from your text given in the box. Separate them into two columns. Column ‘A’ for root words and Column ‘B’ for suffixes.
(ଏଠାରେ କୋଠରି ମଧ୍ୟରେ ପ୍ରଦତ୍ତ କିଛି ଶବ୍ଦ ପାଠ୍ୟପୁସ୍ତକରୁ ଦିଆଯାଇଛି । ସେମାନଙ୍କୁ ଦୁଇଟି ସ୍ତମ୍ଭରେ ଅଲଗା କରି ଲେଖ । ସ୍ତମ୍ଭ ‘A’ ରେ ମୂଳ ଶବ୍ଦ ଓ ସ୍ତମ୍ଭ ‘B’ ରେ ପର ପ୍ରତ୍ୟୟ ରହିବ ।)

Answer:

	Column ‘A’	Column ‘B’
Gladly	Glad	ly
Banker	Bank	er
Guidance	Guide	ance
Quietly	Quiet	ly
Walking	Walk	ing

1. Study the words in Column 1. Match the suffixes in Column 2 with their meanings or purpose in Column 3. Share your answers with the teacher. One is done for you.
(ସ୍ତମ୍ଭ ‘1’ ରେ ଥ‌ିବା ଶବ୍ଦଗୁଡ଼ିକୁ ଅଧ୍ୟୟନ କର । ସ୍ତମ୍ଭ ‘2’ ରେ ଥ‌ିବା ପର ପ୍ରତ୍ୟୟଗୁଡ଼ିକୁ ସ୍ତମ୍ଭ ‘3’ ରେ ଥ‌ିବା ସେମାନଙ୍କର ଅର୍ଥ ଓ ଉଦ୍ଦେଶ୍ୟ ସହ ମିଳାଅ । ତୁମ ଉତ୍ତରଗୁଡ଼ିକୁ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)
(Question with Answer)

Answer:

Column 1	Column 2	Column 3
Biology	(i) -logy	C. a study of
tolerance	(ii) -ance	F. change to a moun
stopped	(iii) -ed	E. change to past tense
backward	(iv) -ward	G. in acertain direction
courageous	(v) -ous	H. change to adjective
quietly	(vi) -ly	A. change to adverb
toughest	(vii) -est	D. change to superlative
tomatoes	(viii) -es	B. change to plural

2. Fill in the blanks using words given in the brackets by adding suitable suffixes.
(ବନ୍ଧନୀ ମଧ୍ୟରେ ପ୍ରଦତ୍ତ ଶବ୍ଦଗୁଡ଼ିକରେ ଉପଯୁକ୍ତ ପର ପ୍ରତ୍ୟେୟ ଯୋଗକରି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
To communicate (i) ______ (effective), choose your words and topics (discuss) things you don’t (ii) _______ (wise). Avoid (iii) ________ know much about or that could upset someone. Remember to be (iv) ______ (respect) towards others, including yourself, and express your (v) _____ (appreciate). Finally, always be (vi) ______ (response) by replying promptly to communicate.
Answer:
(i) effectively
(ii) wisely
(iii) discussing
(iv) respectful
(v) appreciation
(vi) responsive

II. Read the highlighted words in the following sentences from the text.
(ପାଠ୍ୟ ପୁସ୍ତକରୁ ଆସିଥୁବା ନିମ୍ନ ବୀକ୍ୟଗୁଡ଼ିକରେ ଉଲ୍ଲିଖୂତ ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ ।)
But does anyone want to hear the things that you say?
I can’t tell you everything.
Select the correct answer. (ଠିକ୍ ଉତ୍ତରଟି ବାଛ ।)
Is there a difference in the meanings of ‘say’ and ‘tell’? (Yes/No)
(say ଓ tell ର ଅର୍ଥରେ କିଛି ପାର୍ଥକ୍ୟ ଅଛି କି ?)
Answer:
Yes
‘Say’ focuses on the message and does not always require a listener.
‘Tell’ focuses on who receives the message and always needs a listener.

1. Fill in the blanks with suitable words from the sets of words given in the box below. Make changes in the verb forms (tense), if necessary.
(ନିମ୍ନ କୋଠରିରେ ପ୍ରଦତ୍ତ ଶବ୍ଦ ସମୂହରୁ ଉପଯୁକ୍ତ ଶବ୍ଦଦ୍ୱାରା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ଆବଶ୍ୟକସ୍ଥଳେ କ୍ରିୟାରୂପ (କାଳ) ପରବର୍ତ୍ତନ କର ।)
see: something that we view without any focus
look: focus your eyes in a certain direction by paying attention
live: permanent place of residence
stay: temporary presence in a location as a guest or visitor
study: learning something as part of formal education
learn: gain knowledge or skill through study or experience
speak: express thoughts or ideas in formal situations
talk: engage in informal conversation with someone
hear: receive sounds unintentionally through the ears
listen: pay attention to sounds or speech intentionally
(i) I _______ at the photo, but I didn’t _______ anyone familiar.
(ii) I need to _______ for my mathematics exam this weekend, so I hope to _______ new concepts along the way.
(iii) Ican _______ the music from my neighbour’s house, but I need to _______ to it carefully to understand the lyrics.
(iv) “Could I _______ to Mrs. Kalpana, who is going to _______ to us about gardening,” said Ritu.
(v) I _______ in a small town, but I often _______ with my relatives in the city
Answer:
(i) looked, see
(ii) study, learn
(iii) hear, listen
(iv) speak, talk
(v) live, stay

III. Read the following sentences from the text and underline the verbs.
(ପାଠ୍ୟବିଷୟରୁ ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ଏବଂ କ୍ରିୟାପଦଗୁଡ଼ିକୁ ରେଖାଙ୍କିତ କର ।)
They lived in London before.
I met her in a shop and asked her to come
As you know, the verbs you have underlined are in simple past tense. (actions that happened in the past or distant past)
Read the following sentence from the text and underline the verb.
(ପାଠ୍ୟପୁସ୍ତକରୁ ନିମ୍ନଲିଖୁଡି ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ଏବଂ କ୍ରିୟାପଦଗୁଡ଼ିକୁ ରେଖାଙ୍କିତ କର ।)
She has been staying with them for a while.
The verb you have underlined is in present perfect continuous tense.
Answer:
She has been staying with them for a while.

We use present perfect continuous (has/have + been + verb + -ing) to indicate: The duration of an action that started in the past and continues up to the present
moment.
Mrs. Shaw has been preparing the room since the morning for Mrs. Harding and Mrs. Lee’s visit.
An action that was ongoing in the recent past, with its results evident now. The focus is on the ongoing activity rather than its completion.
Mrs. Shaw has been cleaning the room since the morning.
(The room looks spotless now.)
The students have been practising a play about the story. (They are rehearsed and ready)

1. Fill in the blanks using the verbs given in brackets in present continuous or present perfect continuous tense.
(F1 present continuous କିମ୍ବା present perfect continuous କାଳରେ ବ୍ୟବହାର କରି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
Coming 10th of January is our School Annual Day. We (i)_____ (organize) a short drama for the cultural event. We (ii) ______ (practise) for weeks to make it a perfect show. The Science Teacher of our school (iii). (guide) us in every way. Everyone (work) hard for the rehearsal since day one. Three days are left to go. Now (iv) _______ the school compound (v) _____ (buzz) with all excitement.
Answer:
(i) are organizing
(ii) have been practizing
(iii) is guiding
(iv) has been working
(v) is buzzing

IV. Read the explanation about the kinds of sentences given in the table below.
(ନିମ୍ନ ସାରଣୀରେ ପ୍ରଦତ୍ତ ବିଭିନ୍ନ ପ୍ରକାର ବ୍ୟାଖ୍ୟାଗୁଡ଼ିକୁ ପଢ଼ ।)

1. Identify the kinds of sentences and punctuate them appropriately.
(ବାକ୍ୟର ପ୍ରକାରଭେଦକୁ ଚିହ୍ନ ଏବଂ ସଠିକ୍ ଭାବରେ ବିରାମ ଚିହ୍ନ ବ୍ୟବହାର କରି ଲେଖ ।)
(i) the meeting starts at 10.00 a.m. in the conference room
(ii) what an exciting adventure it was
(iii) how did you solve the problem so quickly
(iv) what is the weather forecast today
(v) how beautiful the rainbow is
(vi) clean up your room before dinner
(vii) the children are planning a surprise party for their mom
(viii) turn off the music
Answer:
(i) The meeting starts at 10.00 am in the conference room. (Declarative)
(ii) What an exciting adventure it was ! (Exclamatory)
(iii) How did you solve the problem so quickly? (Interrogative)
(iv) What is the weather forecast today? (Interrogative)
(v) How beautiful the rainbow is ! (Exclamatory)
(vi) Clean up your room before dinner. (Imperative)
(vii) The children are planning a surprise party for their mom. (Declarative)
(viii) Turn off the music. (Imperative)

Let us listen
(ଆସ ଶୁଣିବା):

I. Mrs. Shaw wanted Mary to learn to say the right thing. You will listen to a conversation between a mother and her son about basic manners. As you listen, fill in the blanks given below by selecting the correct option. (Transcript for the teacher on pg – 89)
(ଶ୍ରୀମତୀ ଶ’ ଚାହୁଁଥିଲେ ଯେ ମ୍ୟାରୀ ଠିକ୍ କଥା କହିବା ଶିକ୍ଷାକରୁ । ତୁମେ ଗୋଟିଏ ମାଆ ଓ ପୁଅ ମଧ୍ଯରେ ମୌଳିକ ବ୍ୟବହାର ସମ୍ପର୍କରେ ଏକ କଥୋପକଥନ ଶୁଣିବ । ଶୁଣିବା ସମୟରେ ସଠିକ୍ ବିକଳ୍ପ ବାଛି ନିମ୍ନରେ ଦିଆଯାଇଥବା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ଶିକ୍ଷକଙ୍କ ପାଇଁ Transcript ପୃଷ୍ଠା ୮୯ ରେ ଅଛି ।)

Question 1.
How did the son behave in the grocery queue?
(ପୁଅଟି ତେଜରାତି ଦୋକାନ ଆଗରେ ଧାଡ଼ିରେ କିପରି ବ୍ୟବହାର କଲା ?)
(i) strangely
(ii) impatiently
(iii) politely
Answer:
(ii) impatiently

Question 2.
The mother finally refers to her son as a
(ମାଆ ଶେଷରେ ପୁଅଟି ବୋଲି ବିବେଚନା କଲେ ।)
(i) polite young man
(ii) responsible son
(iii) grateful person
Answer:
(i) polite young man

II. You will once again listen to the conversation. As you listen, select four true statements from 1-7 given below.
(ତୁମେ ପୁନର୍ବାର କଥୋପକଥନକୁ ଶୁଣିବ । ଶୁଣିବା ସମୟରେ ନିମ୍ନ ପ୍ରଦତ୍ତ ୧–୭ ଉକ୍ତିଗୁଡ଼ିକ ମଧ୍ୟରୁ ଚାରିଗୋଟି ସତ୍ୟ ଭକ୍ତି ବାଛ ।)
1. The mother uses the grocery store incident as an opportunity to teach her son about patience and fairness.
2. The son recognises the value of apologising and understands that it shows he notices others.
3. The son is gradually learning the importance of polite words and actions from his mother’s guidance.
4. The mother discourages her son from speaking softly in public, suggesting that people should adjust to his voice level.
5. The son feels that covering his mouth when coughing is only important when he’s at home.
6. The son receives all advice readily while understanding its importance.
7. The mother uses praise to support the polite behaviours she wants her son to continue practising.
Answer:
1. The mother uses the grocery store incident as an opportunity to teach her son about patience and fairness. (True)
2. The son recognises the value of apologising and understands that it shows he notices others. (True)
3. The son is gradually learning the importance of polite words and actions from his mother’s guidance. (True)
4. The mother discourages her son from speaking softly in public, suggesting that people should adjust to his voice level. (False)
5. The son feels that covering his mouth when coughing is only important when he’s at home. (False)
6. The son receives all advice readily while understanding its importance. (False)
7. The mother uses praise to support the polite behaviours she wants her son to continue practising. (True)

Let us speak
(ଆସ କହିବା) :

I. Speak the following declarative sentences with falling tone and stress the highlighted words.
(ପ୍ରଧାନ ଶବ୍ଦଗୁଡ଼ିକୁ ବଡ଼ପାଟିରେ ଗୁରୁତ୍ଵଦେଇ କୁହ ।)
1. The room looks cleaner now.
2. You always talk too much.
3. You leave your clothes all over the house.

II. Work in pairs and speak the following sentences 1-5 aloud, as Marg apply stress and falling tone.
(ଯୋଡ଼ି ହୋଇ କାମ କର ଏବଂ ନିମ୍ନୋକ୍ତ ୧ ରୁ ୫ ବାକ୍ୟଗୁଡ଼ିକୁ ବଡ଼ପାଟିରେ ପଢ଼ ଏବଂ ଚଢ଼ାଗଳାରେ ଓ ନିମ୍ନଗଳାରେ କୁହ ।)
Sentences:

1. I didn’t hurt anyone today.
2. I didn’t hurt anyone today.
3. I didn’t hurt anyone today.
4. I didn’t hurt anyone today.
5. I didn’t hurt anyone today.

III. Now, speak the given declarative sentence with rising tone towards the end of sentence and stress the highlighted words.
(ବର୍ତ୍ତମାନ, ବାକ୍ୟଗୁଡ଼ିକୁ ଉଚ୍ଚଗଳାରେ ପଢ଼ ଏବଂ ପ୍ରଧାନ ଶବ୍ଦଗୁଡ଼ିକ ଉପରେ ଗୁରୁତ୍ଵ ଦିଅ ।)
I saw Mrs. Cotter this afternoon.
The rising intonation makes it sound like a question. It asks whether I was the person who actually saw Mrs. Cotter: Did I see Mrs. Cotter this afternoon?
Remember: The way we use stress and intonation in a sentence can change the meaning of what we wish to say if we are not careful.
Let’s speak: I am and I’m.. I have and I’ve.. It is and it’s .. He has and he’s.. I had / would and I’d. That’s not….. There’s not, You’d do….. I can’t ….. You’re…… You aren’t.

Let us write
(ଚାଲ ଲେଖୁବା)

Write Mary’s interactions with her mother and the guests.
(ମ୍ୟାରୀ ତାଙ୍କ ମା’ ଏବଂ ଅତିଥିଙ୍କ ସହ କରିଥିବା କଥୋପକଥନ ଲେଖ ।)
You may refer to the following hints (ତୁମେ ନିମ୍ନୋକ୍ତ ସୂଚନାକୁ ଅନୁସରଣ କରିପାର ।):
Begin with an introduction: describe Mary and Mrs. Shaw, their relationship and the setting of the story.
Explain Mrs. Shaw’s instructions to Mary before the guests arrive and Mary’s confidence in handling the situation. (You can focus on the expressions like…Oh, must you go? Can’t you stay/I can talk now. I’ve been able to talk for a longer time.’)
Narrate the events when the guests visit. (careless talk about banker’s life, criticizing local person like Pomeroy…)
And conclude with how the play ends with all awkwardness. The last paragraph of the story written as a help for you as an option.

Answer:
Mrs. Shaw prepared for the arrival of influential guests, Mrs. Harding and Mrs. Lee, coaching her daughter Mary on etiquette. However, Mary’s eagerness and unfiltered honesty led to a series of awkward moments. She mistakenly complimented Mrs. Harding’s non-existent children, offended Mrs. Lee with remarks about bankers, and criticised Mrs. Best’s attire, only to discover Mrs. Harding shared the same taste. The afternoon reached its peak of discomfort when Mary disparaged dirty dogs, describing Mrs. Harding’s own pet, Towzer. Despite her mother’s attempts to salvage the situation, Mary’s final comment, “Oh, must you stay? Can’t you go?” sealed the visit’s fate. The guests departed with strained goodbyes, leaving Mrs. Shaw embarrassed and Mary, unaware of the scene she had unintentionally created, smiled with pride, thinking she had done well at socialising.

Let us explore
(ଆସ ଅନ୍ଵେଷଣ କରିବା):

I. Work in groups. Enact your favourite part of the play.
(ଦଳ ହୋଇ କାର୍ଯ୍ୟ କର । ନାଟକରେ ତୁମ ପ୍ରିୟ ଅଂଶକୁ ଅଭିନୟ କର ।)

Points to remember:

• Allot a specific role to each member in the group. For example: director, narrator, and characters
  etc.
• Include the actions and expressions as indicated in brackets in the play.

Answer:
Students will do it on their own.

II. Comedy time (ହାସ୍ୟରସ ସମୟ):

The funny story of the Indian without A.B.C. of English travelling to London and talking to English businessman. His friend had helped him speak three/four sentences while greeting or visiting his boss for interaction as follows:

III. Find out how people greet guests who visit their homes in different languages. Share it with your classmates and the teacher.
(ଲୋକମାନେ ସେମାନଙ୍କ ଘରେ କିପରି ଅତିଥୁମାନଙ୍କୁ ବିଭିନ୍ନ ଭାଷାରେ ସ୍ଵାଗତ କରନ୍ତି ନିରୂପଣ କର । ତାହାକୁ ତୁମେ ତୁମ ଶ୍ରେଣୀ ସାଥୀ ଏବଂ ଶିକ୍ଷକଙ୍କ ସହିତ ବିନିମୟ କର ।)
Answer:
In different cultures, people greet guests in various ways. In English, it’s common to say “Hello, welcome to our home!” or “Come in!”. In Hindi, guests are welcomed with “Namaste!” (Hello!) or “Aapka swagat hai!” (You’re welcome!). In Odia, guests are welcomed with, “namaskara, ama gharaku swagata”. In Bengali, guests are welcomed with, “nomaskar, amader barite shagot”. In Tamil guests are welcomed with, “Vanakkam enkal vittirku varuka”. In Telugu guests are welcomed with, “Hato, ma intiki svagatam”. In Malayalam guests are welcomed with, “halo njangalude veettilekku swagatham.” In Marathi guests are welcomed with “namaskara, amacya ghari svagata ahe.

IV. ‘Vasudhaiva Kutumbakam (ବସୁଧୈବ କୁଟୁମ୍ବକମ୍) is a Sanskrit phrase which means the world is one family. Vasudha (ର୍ବସୁଧା) means Earth; eva (ଏନ) translates to ‘is thus’ and Kutumbakam (କୁଟୁମ୍ବକମ୍) means ‘family’. The phrase originates from ancient Indian texts like the Maha Upanishad and the Hitopadesha.

This saying highlights the interconnectedness of all people, suggesting that humanity. is a part of a single global family. It encourages unity, cooperation, and treating others with kindness and empathy, regardless of differences in nationality, race, or religion. The message is often used to promote global peace and mutual understanding among diverse cultures and nations. ‘Vasudhaiva Kutumbakam’ was chosen as the theme for the G20 Summit which captured the essence of global unity, common bonds, and shared aspirations for a better future.

Say the Right Thing Class 7 Summary

Let us read
(ଆସ ପଢ଼ିବା):

This is a humorous play in which a mother advises her daughter to say the right thing at the right time. However, when guests arrive, the daughter hilariously forgets her mother’s guidance.
(ଏହା ଏକ ମଜାଳିଆ ନାଟକ ଯେଉଁଥରେ ଜଣେ ‘ମାଆ’ ତାଙ୍କ ଝିଅଙ୍କୁ ଉପଦେଶ ଦିଅନ୍ତି ଯେ ଠିକ୍ କଥା ଠିକ୍ ସମୟରେ କହିବାକୁ । କିନ୍ତୁ ଯେତେବେଳେ ଅତିଥୁ ପହଞ୍ଚିଯା’ନ୍ତି, ସେ ଝିଅଟି ଭାବବିହ୍ୱଳ ହୋଇ ମାଆଙ୍କ କଥା ଭୁଲିଯାଏ ।)
Read the play to find out how she commits blunders and embarrasses the guests as well as her mother.
(ଆସ ଏହି ନାଟକଟିକୁ ପଢ଼ିବା, ଝିଅଟି କିପରି ମସ୍ତବଡ଼ ଭୁଲ କରି ଅତିଥୁ ଏବଂ ତାଙ୍କ ମାଆକୁ ଲଜ୍ଜାଜନକ ପରିସ୍ଥିତିରେ ପକାଇଦିଏ ।)

Characters (ନାଟକର ଚରିତ୍ରମାନେ)

MARY SHAW: a young girl
ମ୍ୟାରୀ ଶ’: ଜଣେ ଛୋଟିଆ ଝିଅ
MRS. SHAW: Mary’s mother
ଶ୍ରୀମତୀ ଶ’: ମ୍ୟାରୀଙ୍କ ମାଆ
MRS. HARDING: the wife of Mr. Harding, a wealthy man.
ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ୍: ଶ୍ରୀଯୁକ୍ତ ହାଡ଼ିଙ୍କ ନାମକ ଏକ ଧନୀ ବ୍ୟକ୍ତିଙ୍କ ସ୍ତ୍ରୀ)
MRS. LEE: Mr. Harding’s married sister
ଶ୍ରୀମତୀ ଲୀ: ଶ୍ରୀଯୁକ୍ତ ହାର୍ଡ଼ିଙ୍ଗ୍‌ ବିବାହିତା ଭଉଣୀ ।

SCENE-I
(ଦୃଶ୍ୟ – ୧)

MRS. SHAW: The room looks cleaner now. Put that coat away in your bedroom. This room isn’t the place for coats.
ଶ୍ରୀମତୀ ଶ’: କୋଠରିଟି ବହୁତ ସଫା ଦେଖାଯାଉଛି । ସେ କୋଟାକୁ ତୁମ ଶୟନ କକ୍ଷକୁ ନେଇଯାଅ । ଏହି କୋଠରିଟି କୋଟ୍ ରଖୁବା ସ୍ଥାନ ନୁହେଁ ।
Mrs. Harding and Mrs. Lee will soon be here, and they don’t want to see that.
(ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ୍ ଏବଂ ଶ୍ରୀମତୀ ଲୀ ଖୁବ୍ ଶୀଘ୍ର ଏହିଠାରେ ପହଞ୍ଚିବେ ଏବଂ ସେମାନେ ଏସବୁକୁ ଦେଖୁବାକୁ ଚାହାନ୍ତି ନାହିଁ ।)
MARY: You’re always telling me to put things away.
ମ୍ୟାରୀ: ତୁମେ ତ ମୋତେ ସବୁବେଳେ କୁହ ଜିନିଷଗୁଡ଼ିକ ଦୂରେଇ ରଖୁବା ପାଇଁ ।
MRS. SHAW: Yes, I am. You leave your clothes all over the house.
ଶ୍ରୀମତୀ ଶ’: ହଁ, ମୁଁ କହେ । ତୁମେ ତୁମ ଲୁଗାପଟା ଘରସାରା ଏଣେତେଣେ ପକାଅ ।
MARY: I’m not a child!
ମ୍ୟାରୀ: ମୁଁ, ଗୋଟିଏ ଛୋଟ ପିଲା ନୁହେଁ !
MRS. SHAW: No, you aren’t. So please keep your clothes in your own room.
ଶ୍ରୀମତୀ ଶ’: ନା, ତୁମେ ନୁହଁ । ତେଣୁ ତୁମ ଲୁଗାପଟା ସବୁ ତୁମ ରୁମ୍‌ରେ ନେଇ ରଖ ।)
MARY: Why are those two women coming here? Who’s Mrs. Harding ?
ମ୍ୟାରୀ: ସେ ସ୍ତ୍ରୀ ଲୋକ ଦୁଇଜଣ କାହିଁକି ଆସୁଛନ୍ତି ? ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ୍‌ କିଏ ?)
MRS. SHAW: She’s the wife of a wealthy man, Mr. Harding. He has just bought a big house in Lanfield. They lived in London before. She’s coming to have a talk. I met her in a shop and asked her to come.
ଶ୍ରୀମତୀ ଶ’: ସେ ଜଣେ ଧନୀ ବ୍ୟକ୍ତି ଶ୍ରୀଯୁକ୍ତ ହାର୍ଡ଼ିଙ୍ଗଙ୍କ ପତ୍ନୀ । ସେ ଏବେ ଲାନ୍‌ଫିଲ୍ଡରେ ଏକ ବଡ଼ କୋଠା କିଣିଛନ୍ତି । ସେମାନେ ଆଗରୁ ଲଣ୍ଡନରେ ରହୁଥିଲେ । ସେ କଥା ହେବାକୁ ଆସୁଛନ୍ତି । ତାଙ୍କ ସହିତ ମୋର ଏକ ଦୋକାନରେ ଦେଖା ହୋଇଥିଲା ଏବଂ ମୁଁ ତାଙ୍କୁ ଆସିବାକୁ କହିଥୁଲି ।
MARY: Oh, I’ve seen her children. They often come along the road. Who’s Mrs. Lee ?
ମ୍ୟାରୀ: ଆଚ୍ଛା, ମୁଁ ତାଙ୍କ ପିଲାମାନଙ୍କୁ ଦେଖୁଛି । ସେମାନେ ବହୁସମୟ ଏହି ରାସ୍ତାରେ ଆସନ୍ତି । ଶ୍ରୀମତୀ ଲୀ କିଏ ?
MRS. SHAW: She’s Mr. Harding’s sister. She has been staying with them for a while.
ଶ୍ରୀମତୀ ଶ’: ସେ ଶ୍ରୀଯୁକ୍ତ ହାର୍ଡ଼ିଙ୍ଗ୍‌ଙ୍କର ଭଉଣୀ । ସେ ତାଙ୍କ ସହିତ କିଛିଦିନ ହେଲା ରହୁଛନ୍ତି ।
MARY: What are you going to talk about?
ମ୍ୟାରୀ: ତୁମେ ସେମାନଙ୍କ ସହିତ କ’ଣ କଥା ହେବାକୁ ଯାଉଛି ?
MRS. SHAW: I don’t know. All kinds of things. One day you’ll have to go to some of these houses yourself and talk to the people there.
ଶ୍ରୀମତୀ ଶ’: ମୁଁ ଜାଣେ ନାହିଁ । ସବୁ ପ୍ରକାର କଥା । ଦିନେ ତୁମକୁ ସେମାନଙ୍କ ମଧ୍ୟରୁ କେତେକଙ୍କ ଘରକୁ ଯିବାକୁ ପଡ଼ିବ ଏବଂ ସେଠାକାର ଲୋକଙ୍କ ସହିତ କଥା ହେବ ।
MARY: I can talk now. I’ve been able to talk for a long time.
ମ୍ୟାରୀ: ମୁଁ ବର୍ତ୍ତମାନ କଥା ହୋଇପାରିବି । ମୋର ଦୀର୍ଘ ସମୟ କଥା ହେବାର ଦକ୍ଷତା ଅଛି ।
MRS. SHAW: Yes, that’s true. You always talk too much. But does anyone want to hear the things that you say?
ଶ୍ରୀମତୀ ଶ’: ହଁ ତାହା ସତ୍ୟ । ତୁମେ ସବୁବେଳେ ବହୁତ କୁହ । କିନ୍ତୁ ତୁମେ ଯାହା କହୁଛ ତାହା କ’ଣ କେହି ଶୁଣିବାକୁ ଚାହାନ୍ତି କି ?
MARY: I can talk very well when I like. I’ll stay with you today and talk to them when they come.
ମ୍ୟାରୀ‍: ମୁଁ ଯେତେବେଳେ ଇଚ୍ଛାକରେ ଭଲଭାବରେ କଥା ହୋଇପାରେ । ମୁଁ ଆଜି ତୁମ ସହିତ ରହିବି ଏବଂ ସେମାନେ ଯେତେବେଳେ ଆସିବେ ତାଙ୍କ ସହ କଥା ହେବି ।
MRS. SHAW: Oh, I don’t think so. You can go out for a walk. It will be better ifyou do that.
ଶ୍ରୀମତୀ ଶ’: ଓ, ମୁଁ ସେପରି ଭାବୁନାହିଁ । ତୁମେ ବାହାରକୁ ଚାଲିବା ପାଇଁ ଯାଇପାର । ଏହା ଭଲ – ହେବ ତୁମେ ଯଦି ତାହା କରିବ ।
MARY: Why ?
ମ୍ୟାରୀ: କାହିଁକି ?
MRS. SHAW: If you stay with me, you may not say the right thing.
ଶ୍ରୀମତୀ ଶ’: ତୁମେ ଯଦି ମୋ ସହିତ ରହିବ, ତୁମେ ହୁଏତ ଠିକ୍ କଥା କହି ନପାର ।
MARY: I know the right things to say: “Good afternoon”, “How are you?” and things like that. Let me stay today. I can do it very well. I’ll show you. Anyone can talk.
ମ୍ୟାରୀ: ମୁଁ ଠିକ୍ କଥା କହିବା ଜାଣେ । ଯଥା ‘ଶୁଭ ଅପରାହ୍ଣ’, ‘ଆପଣ କେମିତି ଅଛନ୍ତି’ ଇତ୍ୟାଦି । ମୋତେ ଆଜି ରହିବାକୁ ଦିଅ । ମୁଁ ଏହାକୁ ଭଲଭାବରେ କରିପାରିବି । ମୁଁ ତୁମକୁ ଦେଖାଇଦେବି । ଯେ କୌଣସି ବ୍ୟକ୍ତି କଥା ହୋଇପାରିବ ।
MRS. SHAW: You may stay if you like. But take care. I want to know Mrs. Harding well. I want her to ask me to go to their house. There isn’t much to do here in Lanfield, and I want to know some more people. I want some more friends here. So take care when you say anything.
ଶ୍ରୀମତୀ ଶ’: ତୁମେ ଯଦି ଚାହୁଁଛ ରହିପାର । କିନ୍ତୁ ସାବଧାନ । ମୁଁ ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ୍କୁ ଭଲଭାବରେ ଜାଣିବାକୁ ଚାହୁଁଛି । ମୁଁ ମଧ୍ୟ ଚାହୁଁଛି ଯେ ସେ ମଧ୍ୟ ମୋତେ ତାଙ୍କ ଘରକୁ ଯିବାପାଇଁ ଡାକନ୍ତୁ । ଏହି ଲାନ୍‌ଫିଲ୍‌ଡ୍‌ରେ ବିଶେଷ କିଛି କରିବାର ନାହିଁ, ଏବଂ ମୁଁ ଆହୁରି କିଛି ଲୋକଙ୍କୁ ଜାଣିବାକୁ ଚାହୁଁଛି । ମୁଁ ଏହିଠାରେ ଅଧିକ କିଛି ବନ୍ଧୁ ଚାହୁଁଛି । ତେଣୁ ତୁମେ କିଛି କହିଲାବେଳେ ଯନ୍‌ବାନ୍ ହେବ ।

MARY: Tell me what to say.
ମ୍ୟାରୀ: ମୋତେ କୁହ କ’ଣ କହିବାକୁ ହେବ ।
MRS. SHAW: I can’t tell you everything, but you’ll always be right if you’re kind to people. Say things that will please them. Then they’ll like you. Laugh a lot, and try to make them laugh too. And if everyone stops talking, say something to make them talk again. They don’t want to sit here and look at the floor without speaking. Think of something to say.
ଶ୍ରୀମତୀ ଶ’: ମୁଁ ତୁମକୁ ସବୁକିଛି କହିପାରିବି ନାହିଁ । କିନ୍ତୁ ତୁମେ ସବୁବେଳେ ଠିକ୍ ରହିବ ଯଦି ତୁମେ ଲୋକଙ୍କ ପ୍ରତି ଦୟାଳୁ ଅଛ । ଏପରି କଥା କୁହ ଯାହା ସେମାନଙ୍କୁ ଖୁସି କରିବ । ତା’ପରେ ସେମାନେ ତୁମକୁ ଭଲ ପାଇବେ । ବହୁତ ହସ ଏବଂ ସେମାନଙ୍କୁ ମଧ୍ଯ ହସାଅ । ଏବଂ ଯଦି କେହି କଥା କହିବା ବନ୍ଦ କରିଦିଏ, କିଛି ଗୋଟାଏ କୁହ ସେ ଯେମିତି ଆଉଥରେ କଥା କହିବେ । ସେମାନେ ଚାହାନ୍ତି ନାହିଁ ଏଠି ଖାଲିରେ ବସି କିଛି କଥା ନକହି ଚଟାଣକୁ ଅନାଇ ରହିବେ । କିଛି କହିବା ବିଷୟରେ ଚିନ୍ତା କର ।
MARY: I can. do that. There’s always something to say. Must I do anything else ?
ମ୍ୟାରୀ: ମୁଁ ତାହା କରିପାରିବି । ସବୁବେଳେ କିଛି କହିବାର ଅଛି । ମୁଁ ନିଶ୍ଚିତ ଭାବରେ କିଛି ବି ହେଲେ କରିବି ।)
MRS. SHAW: When they are ready to leave, don’t jump out of your chair and look gladly at the door. You must look sorry when they want to leave.
ଶ୍ରୀମତୀ ଶ’: ସେମାନେ ଯେତେବେଳେ ଯିବାପାଇଁ ପ୍ରସ୍ତୁତ ହେବେ, ତୁମେ ତୁମ ଚଉକିରୁ ହଠାତ୍ ଉଠି ଯାଅନାହିଁ ଏବଂ ଦ୍ଵାର ଆଡ଼କୁ ଖୁସିରେ ଅନାଇ ରୁହ ନାହିଁ । ଯେତେବେଳେ ସେମାନେ ଯିବାକୁ ଚାହିଁବେ ତୁମେ ନିଶ୍ଚିତ ଦୁଃଖ୍ତ ଦେଖାଯିବା ଉଚିତ ।
MARY: What shall I do when they want to go?
ମ୍ୟାରୀ: ସେମାନେ ଯେତେବେଳେ ଯିବାକୁ ଚାହିଁବେ, ମୁଁ କ’ଣ କରିବି ?
MRS. SHAW: Ask them to stay a little while longer. Just say, ‘Must you go? Can’t you stay?” or something like that. You like them and you want them to stay, and you must let them understand that.
ଶ୍ରୀମତୀ ଶ’: ତାଙ୍କୁ ଟିକିଏ ଅଧିକ ସମୟ ରହିବାକୁ କହିବ । କେବଳ କହିବ, ‘ଆପଣ କ’ଣ ନିଶ୍ଚିତ ଯିବେ ? ଆଉ ଟିକିଏ ରହିପାରିବେନି ? ଏମିତି କିଛି ଗୋଟାଏ କହିବି । ଏହାଦ୍ଵାରା ସେମାନଙ୍କୁ ତୁମେ ବୁଝାଇଦେବ ଯେ ତୁମେ ସେମାନଙ୍କୁ ଭଲପାଉଛ ଏବଂ ସେଥ‌ିପାଇଁ ସେମାନେ ରହିବା ତୁମେ ଚାହୁଁଛ ।)
MARY: That’s not very hard, is it? I’ll remember that. “Must you go? Can’t you stay? Must you go? Can’t you stay?”
ମ୍ୟାରୀ: ସେଇଟା ବଡ଼ କଷ୍ଟକର ନୁହେଁ । ମୁଁ ସେ କଥା ମନେରଖୁବି । ତୁମେ ନିଶ୍ଚିତ ଯିବ ତ ? ତୁମେ ରହିପାରିବ ନାହିଁ କି ? ତୁମେ ନିଶ୍ଚିତ ଯିବ ତ ? ତୁମେ ରହିପାରିବ ନାହିଁ କି ?
MRS. SHAW: That’s right. Now take your coat to your room and change into a clean dress. You must look nice when they come. And if everyone stops talking, say something kind to make them talk again. And don’t say anything that will make them angry.
ଶ୍ରୀମତୀ ଶ’: ତାହା ହିଁ ଠିକ୍ । ବର୍ତ୍ତମାନ ତୁମେ ତୁମର କୋକୁ ତୁମ ରୁମ୍କୁ ନିଅ ଏବଂ ଏକ ସଫା ପୋଷାକ ପିନ୍ଧ । ସେମାନେ ଆସିବା ବେଳକୁ ତୁମେ ନିଶ୍ଚିନ୍ତ ଭାବରେ ସୁନ୍ଦର ଦେଖାଯିବା ଉଚିତ । ଏବଂ ଯଦି କେହି କଥା କହିବା ବନ୍ଦ ରଖେ, ତୁମେ କିଛି ଦୟାପୂର୍ଣ୍ଣ କଥା କହି ସେମାନଙ୍କୁ କଥା କୁହାଅ ଏବଂ ଯଦି ଏପରି କିଛି କୁହ ନାହିଁ ଯାହା ସେମାନଙ୍କୁ ବିରକ୍ତ କରିବ ।)
MARY: I will remember. I’ve often done harder things than this.
ମ୍ୟାରୀ:ମୁଁ ମନେ ରଖୁବି । ଏହା ଅପେକ୍ଷା ମୁଁ ବହୁ ସମୟରେ ଅଧିକ କଷ୍ଟକର କାର୍ଯ୍ୟ କରିଛି ।

SCENE-II (ଦ୍ଵିତୀୟ ଦୃଶ୍ୟ)

MRS. SHAW: So you like Lanfield, Mrs. Harding! I’m very glad.
ଶ୍ରୀମତୀ ଶ’: ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ୍‌, ଆପଣ ଲାନ୍‌ଫିଲ୍‌କୁ ପସନ୍ଦ କରିଛନ୍ତି ! ମୁଁ ବହୁତ ଖୁସି ।
MRS. HARDING: Yes, we like it very much. It’s not the same as London, but there are some very nice people here, and we’ve found a good house. (No one says anything more, and Mrs. Shaw looks at Mary.)
ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ୍: ହଁ ଆମେ ଏହାକୁ ବହୁତ ଭଲପାଉଛୁ । ଏହା ଲଣ୍ଡନ ଭଳି ନ ହେଲେ ମଧ୍ୟ ଏଠାରେ କିଛି ଭଲ ଲୋକ ରହୁଛନ୍ତି, ଏବଂ ଆମେ ଏକ ଭଲ ଘର ପାଇଗଲୁ । (କେହି ଏହାପରେ ଅଧୁକ କିଛି କହିନାହାନ୍ତି ଏବଂ ଶ୍ରୀମତୀ ଶ’ ମ୍ୟାରୀ ଆଡ଼କୁ ଚାହିଁଛନ୍ତି ।)
MARY: What beautiful children you have, Mrs. Harding ! I’ve often seen them walking along the road.
ମ୍ୟାରୀ: ଶ୍ରୀମତୀ ହାଡ଼ିଙ୍ଗ୍, ଆପଣଙ୍କର କି ସୁନ୍ଦର ପିଲା ପାଇଛନ୍ତି । ମୁଁ ସେମାନଙ୍କୁ ବହୁ ସମୟରେ ରାସ୍ତାରେ ଚାଲିକରି ଯିବାର ଦେଖୁଛି ।
MRS. HARDING: Oh, I haven’t any children.
ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ୍‌: ଓ, ମୋର କୌଣସି ସନ୍ତାନ ନାହାନ୍ତି ।
MARY: Oh, yes, you have ! I’ve seen them: a little boy and a little girl.
ମ୍ୟାରୀ: ହଁ, ଆପଣଙ୍କର ଅଛନ୍ତି । ମୁଁ ସେମାନଙ୍କୁ ଦେଖୁଛି: ଗୋଟିଏ ଛୋଟ ପୁଅ ଏବଂ ଗୋଟିଏ ଛୋଟ ଝିଅ ।
MRS. HARDING: (not very pleased) I have no children; believe me. MARY Oh!
ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ୍: (ଟିକିଏ ଅସନ୍ତୁଷ୍ଟ ହୋଇ) ମୋର କୌଣସି ପିଲା ନାହାନ୍ତି, ମୋତେ ବିଶ୍ଵାସ କର ।
MARY: Oh !
ମ୍ୟାରୀ: ଓ8 !
MRS. SHAW: (quietly) They must be someone else’s children. Have you met Mr. Best? He’s a nice man. He lives near you.
ଶ୍ରୀମତୀ ଶ’: (ଶାନ୍ତ ଭାବରେ) ସେମାନେ ନିଶ୍ଚିତଭାବରେ ଆଉ କାହାର ପିଲା ହୋଇଥିବେ । ତୁମେ ଶ୍ରୀଯୁକ୍ତ ବେଷ୍ଟଙ୍କୁ ଭେଟିଛ କି ? ସେ ଜଣେ ସୁନ୍ଦର ଲୋକ । ସେ ତୁମ ଘରପାଖରେ ରୁହନ୍ତି ।
MARY: Oh, Mr. Best ! He lives here and he works in London. He goes all the way to London by train every morning, and then he comes all the way back by train every night. He lives in trains! (she laughs) What kind of life is that? Why do people do things like that? They do not know how to live. And he reads two newspapers in the train every day. He never reads a book. But he’s only a banker, and bankers can’t think.
ମ୍ୟାରୀ: ଓ, ଶ୍ରୀଯୁକ୍ତ ବେଷ୍ଟ ! ସେ ଏଠାରେ ରୁହନ୍ତି ଏବଂ ଲଣ୍ଡନରେ କାମ କରନ୍ତି । ସେ ସବୁଦିନ ସକାଳେ ଲଣ୍ଡନକୁ ଦୀର୍ଘପ୍ରଥ ରେଳରେ ଯାଆନ୍ତି ଏବଂ ପ୍ରତିଦିନ ରାତିରେ ରେଳଯୋଗେ ଫେରିଆସନ୍ତି । ସେ ରେଳରେ ଦୀର୍ଘପଥ ବାସ ହିଁ କରନ୍ତି ! (ସେ ହସିଛି) ଏହା କି ପ୍ରକାର ଜୀବନ ଅଟେ ? କାହିଁକି ଲୋକମାନେ ସେପରି କରନ୍ତି ? ସେମାନେ କିପରି ବଞ୍ଚିବାକୁ ହେବ ଜାଣନ୍ତି ନାହିଁ । ଏବଂ ସେ ପ୍ରତିଦିନ ରେଳରେ ଦୁଇଟି ଖବରକାଗଜ ପଢ଼ନ୍ତି । ସେ କେବେ ପୁସ୍ତକଟିଏ ପଢ଼ନ୍ତି ନାହିଁ । କିନ୍ତୁ ସେ କେବଳ ଜଣେ ବ୍ୟାଙ୍କ କର୍ମଚାରୀ ଏବଂ ବ୍ୟାଙ୍କ କର୍ମଚାରୀମାନେ ଚିନ୍ତା କରିପାରନ୍ତି ନାହିଁ ।
MRS. LEE: My brother’s a banker. He goes to London by train every morning and comes back every night. He reads two newspapers in the train in the morning, and another every night.
ଶ୍ରୀମତୀ ଲୀ: ମୋ ଭାଇ ଜଣେ ବ୍ୟାଙ୍କ କର୍ମଚାରୀ । ସେ ଲଣ୍ଡନକୁ ରେଳଯୋଗେ ପ୍ରତିଦିନ ସକାଳେ ଯାଆନ୍ତି ଏବଂ ପ୍ରତିଦିନ ରାତିରେ ଫେରିଆସନ୍ତି । ସେ ରେଳରେ ଦୁଇଟି ଖବରକାଗଜ ପଢ଼ନ୍ତି, ଗୋଟିଏ ସକାଳେ ଓ ଗୋଟିଏ ରାତିରେ ।
MARY: Oh, I’m sorry. I didn’t know.
ମ୍ୟାରୀ: ଓ, ମୁଁ ଦୁଖୁତ । ମୁଁ ଜାଣି ନଥୁଲି ।
MRS. SHAW: Bankers always have to read a lot of newspapers. Do you know Mrs. Best? She’s a nice woman. I like her.
ଶ୍ରୀମତୀ ଶ’: ବ୍ୟାଙ୍କ୍ କର୍ମଚାରୀମାନଙ୍କୁ ସବୁବେଳେ ଅନେକ ଖବର କାଗଜ ପଢ଼ିବାକୁ ପଡ଼ିଥାଏ । ଆପଣ ଶ୍ରୀମତୀ ବେଷ୍ଟଙ୍କୁ ଜାଣି ଛନ୍ତି କି ? ସେ ଜଣେ ସୁନ୍ଦର ସ୍ତ୍ରୀଲୋକ । ମୁଁ ତାଙ୍କୁ ପସନ୍ଦ କରେ ।

MARY: But have you seen her clothes? She goes out in a blue dress with a red coat over it. (she laughs)
ମ୍ୟାରୀ: କିନ୍ତୁ ଆପଣ ତାଙ୍କ ପୋଷାକ ଦେଖୁଛନ୍ତି କି ? ସେ ଗୋଟିଏ ନୀଳ ପୋଷାକ ଉପରେ ନାଲି କୋଟ୍ ପିନ୍ଧି ଥାଆନ୍ତି । (ସେ ହସିଛି)
MRS. HARDING: I have a blue dress, and I often put on my red coat at the same time.
ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ୍: ମୋର ଗୋଟିଏ ନୀଳ ପୋଷାକ ଅଛି, ଏବଂ ମୁଁ ଏକା ସାଙ୍ଗରେ ମୋର ନାଲି କୋକୁ ପିନ୍ଧିଥାଏ ।
MRS. SHAW: (quickly) I like blue dresses and red coats. (No one says anything.)
ଶ୍ରୀମତୀ ଶ’: (ତୁରନ୍ତ) ମୁଁ ନୀଳ ପୋଷାକ ଏବଂ ନାଲି କୋଟ୍‌କୁ ପସନ୍ଦ କରେ । (କେହି କିଛି କହୁ ନଥା’ନ୍ତି ।)
MARY: I saw Mrs. Cotter this afternoon. I met her in the street. No one sees her in the morning because she always stays in bed then. And she’s always asking the doctor to go to see her. I can’t understand women who stay in bed in the morning. And why must she always ask for the doctor? I’ve never been to a doctor in my life.
ମ୍ୟାରୀ: ମୁଁ ଶ୍ରୀମତୀ କଟରକୁ ଆଜି ଅପରାହ୍ନରେ ଦେଖୁଲି । ମୁଁ ତାଙ୍କୁ ରାସ୍ତାରେ ଭେଟିଥିଲି । ତାଙ୍କୁ ସକାଳେ କେହି ଦେଖୁ ନଥିଲେ କାରଣ ସେ ସବୁବେଳେ ଶଯ୍ୟାଶାୟୀ ଥାଆନ୍ତି । ଏବଂ ସେ ସବୁବେଳେ ଡାକ୍ତରଙ୍କୁ ଡାକନ୍ତି ତାଙ୍କୁ ଦେଖ‌ିବାପାଇଁ । ଯେଉଁ ସ୍ତ୍ରୀଲୋକମାନେ ସକାଳେ ଶଯ୍ୟାରେ ଅନେକ ସମୟ ଧରି ରୁହନ୍ତି ମୁଁ ସେମାନଙ୍କୁ ବୁଝିପାରେ ନାହିଁ । ଏବଂ ସେ କାହିଁକି ସବୁବେଳେ ଡାକ୍ତରଙ୍କୁ ଡାକନ୍ତି ? ମୁଁ ମୋ ଜୀବନରେ କେବେହେଲେ ଡାକ୍ତରଙ୍କ ପାଖକୁ ଯାଇନାହିଁ ।
MRS. HARDING: I stay in bed in the morning myself.
ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ୍: ମୁଁ ନିଜେ ସକାଳେ ଶଯ୍ୟାରେ ପଡ଼ିରହେ ।
MRS. LEE: I often go to the doctor.
ଶ୍ରୀମତୀ ଲୀ: ମୁଁ ବହୁବାର ଡାକ୍ତରଙ୍କ ପାଖକୁ ଯାଏ ।
MARY: Oh, I’m sorry. (No one speaks.)
ମ୍ୟାରୀ: ଓ, ମୁଁ ଦୁଃଖୁତ । (କେହି କିଛି କହୁ ନଥା’ନ୍ତି)
MRS. SHAW: Do you know Mrs. Grantley? She’s one of my best friends.
ଶ୍ରୀମତୀ ଶ’: ଆପଣ ଶ୍ରୀମତୀ ଗ୍ରାଣ୍ଟଲିଙ୍କୁ ଜାଣନ୍ତି କି ? ସେ ମୋର ଜଣେ ଭଲ ସାଙ୍ଗ ।
MARY: But she’s so talkative! Talkative women aren’t very interesting, are they ?
ମ୍ୟାରୀ: କିନ୍ତୁ ସେ ବହୁତ ଗପୁଡ଼ି ! ଗପୁଡ଼ି ସ୍ତ୍ରୀ ଲୋକମାନେ ବିଶେଷ ଆକର୍ଷଣୀୟ ନୁହନ୍ତି, ସେମାନେ ଅଟନ୍ତି କି ?
MRS. LEE: My mother’s a very talkative woman.
ଶ୍ରୀମତୀ ଲୀ: ମୋ ମାଆ ଜଣେ ବହୁତ ଗପୁଡ଼ି ସ୍ତ୍ରୀଲୋକ ।
MARY: Oh, I’m sorry. I didn’t know. (No one says anything.)
ମ୍ୟାରୀ: ଓ, ମୁଁ ଦୁଃଖୁତ । ମୁଁ ଜାଣି ନଥୁଲି । (କେହି କିଛି କହି ନହାଁନ୍ତି ।)
MARY: (looking out of the window): Oh, there’s that dog again! It always looks very dirty. I don’t like dogs, do you? Who wants a dog? That dog’s always near our house. Why do people keep dogs? Who wants a dog? Why doesn’t its owner keep it clean? Have you seen it?
ମ୍ୟାରୀ: ଝରକା ବାହାରକୁ ଚାହିଁକରି) ଓ, ପୁଣି ସେ କୁକୁର ସେଠାରେ ଅଛି ! ଏହା ସବୁବେଳେ ବହୁତ ଅସନା ଦେଖାଯାଏ । ମୁଁ କୁକୁରଗୁଡ଼ିକୁ ପସନ୍ଦ କରେ ନାହିଁ, ତୁମେ କର କି ? କିଏ ଗୋଟିଏ କୁକୁର ଚାହେଁ ? ସେ କୁକୁରଟି ସବୁବେଳେ ଆମ ଘର ନିକଟରେ ରହୁଛି । ଲୋକମାନେ କାହିଁକି କୁକୁର ରଖନ୍ତି ? କିଏ ଗୋଟିଏ କୁକୁର ଚାହେଁ ? କାହିଁକି ଏହାର ମାଲିକ ସେମାନଙ୍କୁ ପରିଷ୍କାର ରଖନ୍ତି ନାହିଁ ? ତୁମେ ଏହା ଦେଖୁଛ କି ?
MRS. HARDING: (looking out of the window) Yes, I’ve seen it. That’s Towzer. It’s our dog.
ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ୍: (ଝରକା ବାହାରକୁ ଚାହିଁ) ହଁ, ମୁଁ ଏହାକୁ ଦେଖୁଛି । ସେ ହେଉଛି ଟାଉଜର । ଏହା ଆମ କୁକୁର ।)
MARY: (with a red face) Oh, I didn’t know! (No one speaks.)
ମ୍ୟାରୀ: (ମୁହଁ ଲାଲ ପଡ଼ିଯାଇଛି) ଓ, ମୁଁ ଜାଣି ନଥୁଲି । କେହି କିଛି କହିନାହାନ୍ତି ।
MARY: (still looking out of the window) There’s Mr. Pomeroy on his horse. He’s always talking about horses. He rides a horse every day, and practises shooting. Why must he do that? What have they done to Mr. Pomeroy? Why do some men like horses more than they like people? It’s hard to understand men.
ମ୍ୟାରୀ: (ତଥାପି ଝରକା ବାହାରକୁ ଚାହିଁ) ସେଠାରେ ଶ୍ରୀଯୁକ୍ତ ପୋମେରୟ ଘୋଡ଼ା ଉପରେ ଅଛନ୍ତି । ସେ ସବୁବେଳେ ତାଙ୍କ ଘୋଡ଼ା ବିଷୟରେ କୁହନ୍ତି । ସେ ପ୍ରତ୍ୟେକ ଦିନ ଘୋଡ଼ା ଚଢ଼ନ୍ତି ଏବଂ ବନ୍ଧୁକ ଚାଳନା ଅଭ୍ୟାସ କରନ୍ତି । ସେ କାହିଁକି ଏକଥା କରନ୍ତି ? ସେମାନେ ଶ୍ରୀଯୁକ୍ତ ପୋମେରୟଙ୍କର କ’ଣ କରିଛନ୍ତି ? କାହିଁକି କିଛି ଲୋକ ମଣିଷମାନଙ୍କ ଅପେକ୍ଷା ଘୋଡ଼ାମାନଙ୍କୁ ଅଧିକ ଭଲପାଆନ୍ତି ? ମଣିଷମାନଙ୍କୁ ବୁଝିବା କଷ୍ଟକର ।
MRS. LEE: My brother practises shooting when he has the time, and he rides his horse when he can. He sold his house in London and bought a house here because he wanted to ride and practise shooting.
ଶ୍ରୀମତୀ ଲୀ: ମୋ ଭାଇ ତାଙ୍କର ସମୟ ଥିବାବେଳେ, ବନ୍ଧୁକଚାଳନା ଅଭ୍ୟାସ କରନ୍ତି ସେମାନେ ଯେତେବେଳେ ପାରନ୍ତି ଘୋଡ଼ା ଚଢ଼ନ୍ତି । ସେ ତାଙ୍କର ଲଣ୍ଡନ ଘରକୁ ବିକ୍ରି କରି ଦେଇଛନ୍ତି ଏବଂ ଏଠାରେ ଏକ ଘର କିଣିଛନ୍ତି କାରଣ ସେ ଘୋଡ଼ା ଚଢ଼ିବା ଏବଂ ବନ୍ଧୁକଚାଳନା ଅଭ୍ୟାସ କରିବା ଚାହୁଁଥୁଲେ ।
MRS. HARDING: (Looking at Mrs. Lee) It’s getting a little late. We must go now, Mrs. Shaw. It has been very nice to have a little talk. (She looks at Mary.)
ଶ୍ରୀମତୀ ହାର୍ଡ଼ିଙ୍ଗ: (ଶ୍ରୀମତୀ ଲୀ ଙ୍କୁ ଚାହିଁ) ଟିକେ ବିଳମ୍ବ ହୋଇଗଲାଣି । ଆମକୁ ଏବେ ଯିବାକୁ ପଡ଼ିବ, ଶ୍ରୀମତୀ ଶ’ । (ମ୍ୟାରୀ ଆଡ଼କୁ ଚାହିଁ) ଟିକିଏ କଥା ହୋଇଯିବା ବହୁତ ଭଲ ଲାଗିଲା ।
MRS. LEE: Very nice. (She looks at Mary.)
ଶ୍ରୀମତୀ ଲୀ: ବହୁତ ଭଲ । (ମ୍ୟାରୀ ଆଡ଼କୁ ଚାହିଁ)
MRS. SHAW: It was very good of you to come to see us. Please stay a little longer.
ଶ୍ରୀମତୀ ଶ’: ଆମକୁ ଦେଖୁବାକୁ ଆସି ବହୁତ ଭଲ କରିଛନ୍ତି । ଆଉ ଟିକିଏ ଅଧ‌ିକ ସମୟ ରହିଯାଆନ୍ତୁ ।
MARY: (unable to say the right thing even now) Oh, must you stay? Can’t you go?
ମ୍ୟାରୀ: (ଏପରିକି ବର୍ତ୍ତମାନ ମଧ୍ୟ ଠିକ୍ କଥା କହି ନପାରି) ଆଚ୍ଛା, ଆପଣ ନିଶ୍ଚୟ ରହିବେ ? ଯିବେ ନାହିଁ କି ?
G.C. THORNLEY (ଜି.ସି. ଥ୍ରୋନଲେ)

Summary of Play
(ନାଟକ ବିଷୟର ସଂକ୍ଷିପ୍ତ ସାରକଥା):

The play “Say the Right Thing” by G.C. Thornley is a humorous piece about how speaking without thinking can lead to embarrassment. The story revolves around Mary Shaw, a young girl, and her mother, Mrs. Shaw.

At the beginning, Mrs. Shaw instructs Mary to behave properly when guests arrive. She explains that saying polite and kind words at the right time is very important. Mary insists that she knows how to talk and promises to do well. Her mother especially warns her not to say anything rude, and even teaches her to request guests politely to stay longer when they plan to leave.

However, when Mrs. Harding and Mrs. Lee visit, Mary quickly forgets the advice. She begins by complimenting Mrs. Harding on her children, not knowing she has none. Then she criticizes bankers, unaware that Mrs. Lee’s brother is one. She also mocks Mrs. Best’s clothes, only to find Mrs. Harding wears the same. She continues by ridiculing women who stay in bed or consult doctors, only to discover both guests do so themselves. Finally, she insults their dog and even Mr. Pomeroy, who happens to be connected with them.

By the end, when trying to repeat her mother’s advice, she hilariously mixes up the words and says, “Must you stay? Can’t you go?” instead of the opposite.
The play highlights the importance of speaking thoughtfully, being polite, and thinking before we speak.
Athithi Devo Bhava

Notes Glossary (ଶବ୍ଦାର୍ଥ):

Say the Right Thing Class 7 MCQ

Question 1.
Mrs. Shaw wants Mary to change into a clean dress because –
(a) Mary is going for a walk
(b) Guests are coming
(c) Mary has spilled something
(d) They are going out
Answer:
(b) Guests are coming

Question 2.
What is the primary reasons Mrs. Shaw wants to befriend Mrs. Harding?
(a) To borrow money from her
(b) To get invited to their big house and have more friends
(c) To find a job for Mary
(d) To learn about London
Answer:
(b) To get invited to their big house and have more friends

Question 3.
Mary’s intended role during the visit is to :
(a) Serve tea
(b) Go out for a walk
(c) Stay and talk to the guests
(d) Play with the children
Answer:
(c) Stay and talk to the guests

Question 4.
How does Mrs. Harding correct Mary about the children ?
(a) She says they are wrong
(b) She says they are at school
(c) She says, “I have no children; believe me.”
(d) She ignores the comment
Answer:
(c) She says, “I have no children; believe me.”

Question 5.
Mrs. Lee is offeneded by the comment about Mr. Best because ______.
(a) Mr. Best is her husband
(b) Her brother is also a banker with similar habits
(c) She reads many newspapers
(d) She enjoys train journeys
Answer:
(b) Her brother is also a banker with similar habits

Question 6.
Mary says Mrs. Cotter stays in bed in the morning and ______.
(a) Eats too much
(b) Often calls the doctor
(c) Never cleans her house
(d) Rides horses
Answer:
(b) Often calls the doctor

Question 7.
The dirty dog that Mary complains about is named ______.
(a) Rover
(b) Towzer
(c) Pomeroy
(d) Spot
Answer:
(b) Towzer

Question 8.
Who owns the dog that Mary criticizes?
(a) Mrs. Shaw
(b) Mrs. Lee
(c) The Hardings
(d) Mr. Pomeroy
Answer:
(c) The Hardings

Question 9.
Mrs. Lee says her brother moved to Lanfield to ______.
(a) Open a bank
(b) Ride and practise shooting
(c) Be near his sister
(d) Find better doctors
Answer:
(b) Ride and practise shooting

Question 10.
The play is best described as a ______.
(a) Tragedy
(b) Mystery
(c) Humorous play
(d) Historical drama
Answer:
(c) Humorous play

Say the Right Thing Class 7 Fill in the Blanks

Say the Right Thing Class 7 True or False

1. Mrs. Lee’s mother is not talkative.
Answer: False

2. Mary likes dogs.
Answer: False

3. Bankers need to read newspapers.
Answer: True

4. Mrs. Harding has two children.
Answer: False

5. Mrs. Lee goes to London by train every morning.
Answer: False

6. Mary made a request to the guests to stay a little longer.
Answer: False

7. Mrs. Grantley is a talkative woman.
Answer: True

8. Mary behaved as per her mother’s advice.
Answer: False

Say the Right Thing Class 7 Very Short Question Answer

Question 1.
Why has Mrs. Shaw invited Mrs. Harding to her house?
Answer:
She wants to know Mrs. Harding well, hopes to be invited to their house, and wants to make more friends in Lanfield.

Question 2.
What specific instruction does Mrs. Shaw give Mary for when the guests are ready to leave?
Answer:
She should look sorry and ask them to stay a little longer, saying, “Must you go? Can’t you stay ?”

Question 3.
What is Mary’s first major blunder with Mrs. Harding?
Answer:
She insists that Mrs. Harding has beautiful children (a boy and a girl) that she has seen walking, but Mrs. Harding has no children.

Question 4.
What does Mary say about Mr. Best’s lifestyle and profession?
Answer:
She says he “lives in trains”, reads only newspapers (never books) and that banker’s can’t think.

Question 5.
Why is Mrs. Lee offended by Mary’s comments about Mr. Best?
Answer:
Because her brother (Mr. Harding) is also a banker who does the same things (goes to London by train, reads newspapers).

Question 6.
What embarrassing comment does Mary make about people who wear blue dresses with red coats?
Answer:
She laughts at Mrs. Best for wearing a blue dress with a red coat over it.

Say the Right Thing Class 7 Short Question Answer

Question 1.
Why did Mrs. Shaw suggest Mary to go for a walk?
Answer:
Mrs. Shaw knew very well that Mary said improper things during conversation. She expected that if Mary were present when the guests came, they might be offended by Mary’s conduct.

Question 2.
Why did Mrs. Lee’s brother sell his house in London?
Answer:
Mrs. Lee’s brother sold his house in London to purchase a house in Lanfield so that he could practise horse riding and shooting.

Question 3.
What did Mary think of Mrs. Best?
Answer:
Mary did not like the dress of Mrs. Best as she wore a blue dress with a red coat over it. This appeared to her a bad taste.

Question 4.
Why did Mrs. Shaw invite Mrs. Harding to her house?
Answer:
Mrs. Shaw invited Mrs. Harding as she was the wife of a wealthy man. She wanted Mrs. Harding to invite her to their house so that they could develop a friendship. Mrs. Shaw wanted to make more friends to pass time.

Question 5.
What was Mary’s objection for Mr. Best?
Answer:
Mr. Best used to travel to London every day by train. He used to read newspaper only never a book. He was just a banker. In her opinion bankers can’t think.

Question 6.
How did Mary react to the dog?
Answer:
Mary did not like dogs as they are not kept clean. She pointed at a dog, calling it dirty, only to find out the dog belonged to Mr. Harding.

For effective revision, students can use BSE Odisha Class 7 English Solutions Chapter 5 A Funny Man Question Answer to practice textbook exercises.

Class 7 English A Funny Man Question Answer

Class 7 English Chapter 5 Question Answer Odia Medium

Let us do these activities before we read
(ଆସ ପଢ଼ିବା ପୂର୍ବରୁ ଏହିସବୁ କାର୍ଯ୍ୟଗୁଡ଼ିକୁ କରିବା ।)

Look around you for things or people that make you laugh. Write them in the bubbles given below. Share the reasons for your answers with your classmates and the teacher.
(One is done for you.)
(ତୁମ ଚାରିପଟେ ଥିବା ବସ୍ତୁ ଲୋକମାନଙ୍କୁ ଯିଏ ତୁମକୁ ହସାଇଥା’ନ୍ତି । ସେଗୁଡ଼ିକୁ ନିମ୍ନ ପ୍ରଦତ୍ତ ବୁଦ୍‌ବୁଦ୍ ମଧ୍ଯରେ ଲେଖ । ତୁମ ଉତ୍ତରର କାରଣ ଗୁଡ଼ିକୁ ତୁମ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

Answer:

Let us discuss
(ଆସ ଆଲୋଚନା କରିବା)

Work in pairs. Identify the true statements. Check your answers with the teacher.
(ଯୋଡ଼ି ହୋଇ କାମ କର । ଠିକ୍ ବାକ୍ୟଗୁଡ଼ିକୁ ଚିହ୍ନଟ କର । ତୁମ ଉତ୍ତରକୁ ଶିକ୍ଷକଙ୍କୁ ଦେଖାଅ ।)

Question 1.
The poet says that she had never heard such an amusing song.
Answer:
True (Stanza 5: “You never heard in all your life such a funny feeling sound”)

Question 2.
The funny man was quite ill-mannered.
Answer:
False (Stanza 2: “His manners were polite”)

Question 3.
The funny man wore two hats on his feet.
Answer:
True (Stanza 6: “why do you wear two hats upon your feet?”)

Question 4.
The funny man hopped on his head to reach home.
Answer:
True (Stanza 6: “hopped home on his head”)

Question 5.
The funny man gave a rose to the poet.
Answer:
False (Stanza 3: “He offered a currant bun, not a rose”)

Question 6.
The funny man smiled at the poet.
Answer:
True (Stanza 2: “He raised the shoe and smiled at me”)
Identify the words from the poem based on the meanings given. Share your answers with your classmates and the teacher.
(କବିତାରୁ ପ୍ରଦତ୍ତ ଅର୍ଥ ଉପରେ ପର୍ଯ୍ୟବସିତ ଶବ୍ଦଗୁଡ଼ିକୁ ଚିହ୍ନଟ କର । ତୁମ ଉତ୍ତରକୁ ଶ୍ରେଣୀ ସାଥୀ ଓ ଶିକ୍ଷକଙ୍କ ସହିତ ବିନିମୟ କର ।)

1. a small seedless raisin – C_R_ _ _T
2. moved unsteadily – S _ _ GG_ _ _D
Answer:
1. CURRANT
2. STAGGERED

III. Complete the following sentences with a reason.
(ନିମ୍ନୋକ୍ତ ବାକ୍ୟଗୁଡ଼ିକୁ ଏକ କାରଣ ସହ ସମାପ୍ତ କର ।)

1. The word ‘street’ rhymes with ‘feet’ in the stanza. Now identify the other rhyming pairs and share your views with classmates.
2. The poet has frequently repeated the word ‘funny’ in order to have emphasis on the man’s _____ behaviour.
3. The phrases ‘sounding sight’ and ‘hopped home’ are examples of ____ .
4. Find the correct option given below. (ନିମ୍ନ ପ୍ରଦତ୍ତ ସଠିକ୍ ବିକଳ୍ପ ବାଛ ।)
Who moved back in an unusual way against the wall?
a) the funny kind man
b) the poet’s friend
c) the poet himself
Answer:
1. Rhyming words in the poem :
Stanza – 2: Polite – sight, Stanza – 3: rose – nose
Stanza – 4: well – smell, Stanza – 5: ground – sound
Stanza – 6: said – head
2. Peculiar/strange/ridiculous/silly
3. Alliteration
4. (c) the poet himself

IV. Can you think of any real-world situations where people do something for fun, entertainment, or performance? Share your ideas with your classmates and the teacher.
(ତୁମେ ଏଭଳି ଏକ ବାସ୍ତବ ଦୁନିଆ ପରିସ୍ଥିତି କଥା ଚିନ୍ତା କରିପାରିବ କି ଯେଉଁଠି ଲୋକମାନେ ମଜା, ଆନନ୍ଦ କିମ୍ବା ଅଭିନୟ ପାଇଁ କିଛି କରିଥା’ନ୍ତି । ତୁମର ଧାରଣାକୁ ଶ୍ରେଣୀ ସାଥୀ ଏବଂ ଶିକ୍ଷକଙ୍କ ସହିତ ବାଣ୍ଟ ।)
Answer:
Several real-world examples mirror the funny man’s behaviour:

Let us think and reflect
(ଆସ ଚିନ୍ତା କରିବା ଓ ବିଚାର କରିବା) :

I. Read the extracts given below and answer the questions that follow:
(ନିମ୍ନରେ ପ୍ରଦତ୍ତ ଉଦ୍ଧୃତାଂଶଗୁଡ଼ିକୁ ପଢ଼ ଏବଂ ପରବର୍ତ୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. He said, “Allow me to present
Your Highness with a rose.
And taking out a currant bun
He held it to my nose.
I staggered back against the wall
And then I answered, “Well!”

(i) Choose a phrase from the extract which indicates a polite request.
Answer:
The phrase “Allow me to present” indicates a polite request.

(ii) Choose the option which shows a ‘currant bun’.

Answer:
Image 2 is of a currant bun (image 1 is of Bread, image 3 is of a donut, and image 4 is of a loaf.)

(iii) Complete the sentence with an appropriate reason.
When the poet says, ‘Well!’, it expresses surprise. This was so because
Answer:
the man offered a currant bun instead of a rose, which was unexpected.

(iv) “I staggered…..” Here ‘I’ stands for whom?
Answer:
Here ‘I’ stands for the poet.

2. You never heard in all your life
Such a funny feeling sound.
“My friend, why do you wear two hats
Upon your feet?” I said.
He turned the other way about,
And hopped home on his head.

(i) Choose the line from the extract which tells us that the sound was unique.
(ଉଦ୍ଧୃତାଂଶରୁ ଏକ ଧାଡ଼ି ବାଛ ଯାହା ଶବ୍ଦଟି ଅନନ୍ୟ ଥିଲା ବୋଲି କହୁଛି ।)
Answer:
“You never heard in all your life such a funny feeling sound.”

(ii) Complete the sentence with an appropriate reason.
(ଏକ ସମୁଚିତ କାରଣ ସହ ବାକ୍ୟ ସଂପୂର୍ଣ୍ଣ କର ।)
The poet calls the funny man ‘my friend’ because ______.
Answer:
The poet calls the funny man ‘my friend’ because she finds him amusing and non-threatening.

(iii) The poet said, “Dear friend, why do you wear two hats upon your feet?” How did the funny man react to the poet’s question?
Answer:
His reaction shows doesn’t take things seriously. Instead of answering the poet’s questions, he turned the other way and hopped home on his head.

(iv) Choose the correct option to complete the sentence. The last line of the extract makes the readers feel
A. dreamy
B. impatient
C. worried
D. cheerful
Answer:
D. cheerful

II. Answer the following questions:
(ନିମ୍ନଲିଖତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
Which character trait of the funny man was most appealing to you? Why?
(କୌତୁକିଆ ବା ମଜାଳିଆ ଲୋକର କେଉଁ ଚାରିତ୍ରିକ ବୈଶିଷ୍ଟ୍ୟ ତୁମକୁ ଅଧୁକ ଆକୃଷ୍ଟ କରିଛି ?)
Ans:
His playfulness is appealing me because it creates joy without logic.

Question 2.
The funny man does unusual things in the poem. Make a list of such unusual things.
(କୌତୁକିଆ ଲୋକଟି କବିତାରେ ଅସାଧାରଣ କାର୍ଯ୍ୟମାନ କରୁଛି । ଏଭଳି ଅସାଧାରଣ କାର୍ଯ୍ୟଗୁଡ଼ିକର ଏକ ତାଲିକା କର ।
Answer:
The list of unusual things that a funny man does :
(i) wore a shoe upon is head.
(ii) wore hats upon his feet.
(iii) gave a currant bun saying rose.
(iv) sang a song in a funny-sounding way.
(v) hopped home on his head.

Question 3.
What alternative title would you suggest for the poem? Give reason(s) for your choice.
(କବିତାର କେଉଁ ବିକଳ୍ପ ନାମ ତୁମେ ପ୍ରସ୍ତାବ କରିବ । ତୁମ ପସନ୍ଦର କାରଣ ପ୍ରଦାନ କର ।)
Answer:
I would like to title it as “The Topsy Turvy Man” as it captures his upside- down actions.

Question 4.
What does the poet wish to convey by highlighting the unusual behaviour of the funny man?
(କବିତାରେ କୌତୁକିଆ ଲୋକର ଅସ୍ଵାଭାବିକ ବ୍ୟବହାରକୁ ପ୍ରାଧାନ୍ୟ ଦେଇ କବି କ’ଣ ବାର୍ତ୍ତା ଦେବାକୁ ଚାହିଁଛନ୍ତି ?)
Answer:
The poet highlights the funny man’s absurd behaviour to show how breaking conventions can create joy and wonder. Through his illogical antics, the poem celebrates imagination and the freedom to be playfully unconventional.

Let us learn (ଆସ ଶିଖୁବା)

Read the following phrases from the poem
(ପଦ୍ୟରୁ ନିମ୍ନଲିଖ୍ ବାକ୍ୟାଶ ଗୁଡ଼ିକୁ ପଢ଼)

• walking down (ତଳକୁ ଚାଲିବା)
• taking out (ବାହାର କରିବା)
• sat down (ତଳେ ବସିବା)

These are two-word verbs: (phrasal or prepositional verbs).

They are combinations of a verb with a preposition or an adverb particle that together function as a single unit. They often have meanings that are different from the individual words used alone. The same verb followed by different prepositions or adverb particles conveys different meanings.

I. Match the phrasal verbs in Column 1 with their correct meaning in Column 2.
(ସ୍ତମ୍ଭ ‘1’ phrasal verb ସହ ସ୍ତମ୍ଭ ‘2’ ର ସଠିକ୍ ଅର୍ଥ ମିଳାଅ ।)

Answer:

Column 1	Column 2
1. take up	(iii) to begin to study, practise or do something.
2. take after	(v) to resemble or look similar to (usually a family member)
3. take in	(i) to understand and comprehend something.
4. take over	(ii) to assume control or responsibility for something.
5. take off	(iv) to become successful or popular quickly.

Now, fill in the blanks with suitable phrasal verbs from the table given in I. You may change the tense of the verb, if required.
(ସାରଣୀ I ରେ ଦିଆଯାଇଥୁବା ଉପଯୁକ୍ତ phrasal verb ଦ୍ଵାରା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ଆବଶ୍ୟକ ସ୍ଥଳେ ତୁମେମାନେ verb ର tense ପରିବର୍ତ୍ତନ କରିପାର ।)
1. The new technology is set to ________ traditional methods of communication.
2. I tried hard to ________ what the writer wanted to say but was unsuccessful.
3. Arjun decided to ________ painting as a hobby.
4. The smartphone quickly ________ the sales in the market.
5. Sheela ________ her father; they have the same smile
Answer:
1. The new technology is set to take over traditional methods of communication.
2. I tried hard to take in what the writer wanted to say but was unsuccessful.
3. Arjun decided to take up painting as a hobby.
4. The smartphone quickly took off the sales in the market.
5. Sheela takes after her father; they have the same smile.

II. Match the verbs in Column 1 with any suitable adverbs or prepositions in Column 2. Write their meanings in Column 3. An example has been done for you.
(ସ୍ତମ୍ଭ 1 ରେ verb ସହିତ ସ୍ତମ୍ଭ 2ରେ ଥିବା adverb କିମ୍ବା preposition ମିଳାଅ । ସେଗୁଡ଼ିକର ଅର୍ଥ ସ୍ତମ୍ଭ 3ରେ ଲେଖ । ଗୋଟିଏ ଉଦାହରଣ ତୁମ ପାଇଁ ଦିଆଯାଇଛି ।)
(Questions with Answer)

Answer:

Column 1	Column 2	Column 3
1. look 2. run 3. put 4. break 5. call	after, away, up for, in, on, into, down, off, out	look after: take care of run down: exhausted put off: to postpone break into: enter forcefully call on: to mean

Now, frame sentences of your own using any five phrasal verbs. (ଯେକୌଣସି ପାଞ୍ଚଟି phrasal verb ବ୍ୟବହାର କରି ତୁମ ନିଜ ବାକ୍ୟରେ ଲେଖ ।) look for – I need to look for my lost keys before I leave.
look after – The nurse looks after the patient.
run down – My car battery has run down.
put off – They put off the meeting until Tuesday.
break into – Thieves broke into our house yesterday night.
call on – I will call on my friend tomorrow.

III. Read the following words from the poem. (You can use a dictionary) ( ନିମ୍ନଲିଖିତ ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ । ତୁମେ ଏକ ଅଭିଧାନ ବ୍ୟବହାର କର ।)
walking, staggered, hopped
The given words denote the different ways of walking.
Arrange the words given in the box in increasing order of pace/speed.

Answer:
1. jog
2. trot
3. sprint

Let us listen (ଆସ ଶୁଣିବା)

I. You will listen to a girl narrate a personal incident. As you listen, select the picture related to the narration. (Transcript for the teacher on pg. 88)
(ତୁମେ ଜଣେ ବାଳିକା ଏକ ବ୍ୟକ୍ତିଗତ ଘଟଣା ବର୍ଣ୍ଣନା କରୁଥିବାର ଶୁଣିବ । ଶୁଣିବା ସମୟରେ, ବର୍ଣ୍ଣନା ସହିତ ସମ୍ପର୍କିତ ଛବିଟି ବାଛ । ଶିକ୍ଷକଙ୍କ Transcript ପୃଷ୍ଠା ୮୮ରେ ଅଛି ।)

Answer:
Picture 3

II. You will once again listen to the girl narrate a personal incident. As you listen, arrange the events in order of occurrence.
(ବାଳିକାଟି ବ୍ୟକ୍ତିଗତ ଘଟଣା ବର୍ଣ୍ଣନା କରୁଥିବା ତୁମେ ଆଉଥରେ ଶୁଣିବ । ଶୁଣିବା ସମୟରେ ଘଟଣାଗୁଡ଼ିକୁ ଘଟୁଥ‌ିବା
1. Ate lunch
2. Took off shoes
3. Put shoes in the room
4. Laughed at the mistake
5. Placed the plate in the room
6. Prepared for the presentation
7. Put the plate in the kitchen
Answer:
Events in order of occurrence are as follows.
6. Prepared for the presentation
2. Took off shoes
1. Ate lunch
5. Placed the plate in the room
4. Laughed at the mistake
3. Put shoes in the room
7. Put the plate in the kitchen

Let us speak (ଆସ କହିବା) :

Read the joke given below.
(ନିମ୍ନ ପ୍ରଦତ୍ତ ମଜାକଥାଟି ଶୁଣ ।)
(A man is talking to God.)
The man says, “God, how long is a million years?”
God replies, “For me, it’s about a minute.”
The man asks, “How much is a million rupees?”
God smiles and replies, “It’s less than a rupee for me.’
The man quickly requests, “God, may I have a rupee?”
God promptly says, “Wait a minute.”
Work in pairs and take turns to tell the joke.
(ଦୁଇ ଜଣିଆ ଦଳରେ କାମ କର ଏବଂ ପାଳି ଆସିଲେ ଗପଟି କୁହ ।)

Remember (ମନେରଖ) :

• Man’s voice-change of voice (speak with curiosity and respect)
• God’s voice- deep voice (speak in a pleasant tone)

Now, work in pairs to create a joke and tell it in front of the class.
(ଏବେ ଦୁଇଜଣିଆ ଦଳରେ କାମ କରି ଏକ ମଜାକଥା ତିଆରି କର ଏବଂ ଶ୍ରେଣୀରେ କୁହ ।)
Answer:
1. For the given joke, students should practice:
Narration in a neutral tone
Man’s lines in a louder, respectful voice
God’s lines in a deep, calm voice

2. For the created joke (student responses will vary; no fixed answer).
Sample: A man buys a parrot who talks like a human:
One night, a thief breaks into the house.
The parrot calls out, “Who’s there?” The thief freezes and whispers, “It’s just the wind !”
The parrot replies, “Then why are you taking the TV ?”

Let us write (ଆସ ଲେଖୁବା)

I. A limerick is a nonsensical and funny verse consisting of five lines. Study the limerick given below and identify the rhyme scheme.
(ଏକ ପଞ୍ଚପଦୀ କବିତା (limerick) ହେଉଛି ଏକ ଅବୋଧ ଓ ମଜାଳିଆ କବିତା ଯେଉଁଥରେ ପାଞ୍ଚଟି ଧାଡ଼ି ଥାଏ । ନିମ୍ନ ପ୍ରଦତ୍ତ ପଞ୍ଚପଦୀ କବିତାଗୁଡ଼ିକୁ ପଢ଼ ଏବଂ ପଦପାତ (ଯତିପାତ) କ୍ରମ ଚିହ୍ନଟ କର ।)

1. There was an Old Man with a beard,
Who said, “It is just as I feared!
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard!”
Edward Lear

Now, read another limerick.
(ଏବେ ଅନ୍ୟ ଏକ ପଞ୍ଚପଦୀ କବିତା ପଢ଼ ।)

2. There were two friends in Bengaluru’s lanes,
One loved books, the other flew planes.
They’d laugh and they’d play,
In their own unique way,
Creating stories and flying in dreams’ trains.

Remember all limericks have the same rhyme scheme AABBA.
(ମନେରଖ ସମସ୍ତ ପଞ୍ଚପଦୀ କବିତାରେ ସମାନ ଯତିପାତକ୍ରମ AABBA ଥାଏ)
Answer:
Rhyme scheme: AABBA (beard/ feared, Hen/Wren, beard)
Rhyme scheme: AABBA (lanes/ planes, play/way, trains)

II. Follow the structure given below and write a limerick on your own.
(ନିମ୍ନରେ ପ୍ରଦତ୍ତ ଗଠନଶୈଳୀକୁ ଅନୁସରଣ କରି ଏବଂ ଗୋଟିଏ ପଞ୍ଚପଦୀ କବିତା ଲେଖ ।)

Answer:
There was a child from Dehradun,
Who ate soup with a spoon,
Then danced in the rain,
And forgot all her pain,
She/he howls at the full moon!

Let us explore
(ଆସ ଅନ୍ଵେଷଣ କରିବା):

I. In ancient Indian literature (ଭାରତୀୟ ସାହିତ୍ୟ) and mythology (ପୌରାଣିକ କଥା), there are several humorous (ହାସ୍ୟପୂର୍ଣ୍ଣ) or funny character who play important roles in the stories. These characters often represent wit, humour and mischief (ଚଗଲାମି) while conveying deeper moral lessons. Here are a few well-known funny characters:

Take any story to read and share it with your classmates and the teacher. (ପଢ଼ିବା ପାଇଁ ଯେ କୌଣସି ଏକ ଗପ ନିଅ ଏବଂ ଏହାକୁ ତୁମ ଶ୍ରେଣୀସାଥୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)
Answer:
(Summary of a Tenali Rama story)
Once, Tenali Rama tricked a greedy merchant by. pretending that an ordinary rock was magical. The merchant fell into the trap and, bought it. Later he found it was worthless. This taught him the lesson that greed leads to loss.

II. We can identify the acts of the funny man with certain modern-day activities that have playfulness or unconventional behaviour.
(ଆମେ କୌତୁକିଆ ଲୋକର କାର୍ଯ୍ୟକୁ ଆଧୁନିକ କାର୍ଯ୍ୟକଳାପ ସହ ଚିହ୍ନିତ କରିପାରିବା ଯେଉଁଥୁରେ ଖେଳୁଆଡ଼ କିମ୍ବା ଅଣପାରମ୍ପରିକ ବ୍ୟବହାର ରହିଥାଏ ।)
For example:
STREET PERFORMERS OR CLOWNS (ରାସ୍ତା କଳାକାର କିମ୍ବା ବିଦୂଷକ ।): Like the funny man in the poem, modern-day street performers or clowns often dress in unusual ways and do unexpected acts to entertain people.
PERFORMANCE ART OR ABSTRACT THEATRE (ପ୍ରଦର୍ଶନ କଳା କିମ୍ବା ଛାୟା ରଙ୍ଗମଞ୍ଚ)): The funny man’s actions, such as singing a song and hopping on the head, resemble performance art or abstract theatre, where artists break conventional rules to create thought-provoking, often humorous experiences.
CHILDREN’S ENTERTAINMENT AND COMEDY SHOWS (ପିଲ।ଙ୍କ ମନୋରଞ୍ଜନ କିମ୍ବା କମେଡ଼ି ସୋ): The funny man’s behaviour is reflected in children’s shows to make laughter.
In these examples, the common theme is humour, imagination, and defying logic or expectation, which is exactly what the funny man in the poem represents.

III. Jagannath Prasad Dash, an Odia poet, wrote poems in a similar style in his book Abanabana’.
(ଓଡ଼ିଆ କବି ଜଗନ୍ନାଥ ଦାଶ ତାଙ୍କ ପୁସ୍ତକ ‘ଅବନାବନା’ ରେ ସେହିଭଳି ଶୈଳୀରେ କବିତା ଲେଖୁଥିଲେ ।
You may also share a similar poem from your native language with your classmates and the teacher.
(ତୁମେ ତୁମ ଭାଷାରେ ଏହିଭଳି କବିତା ତୁମ ଶ୍ରେଣୀ ସାଥୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)

For example:
STREET PERFORMERS OR CLOWNS (ରାସ୍ତା ପ୍ରଦର୍ଶନକାରୀ କିମ୍ବା ବିଦୂଷକ) :
Performance Art or Abstract Theatre, Children’s Entertainment and Comedy Shows (See Pages 67-68)
In these examples, the common theme is humour, imagination, and defying logic or expectation, which is exactly what the funny man in the poem represents.”
Answer:

1. Street performers: Like wearing shoes on head for laughs.
2. Clown acts: Similar to offering fake ‘roses” (like the bun).
3. Comedy shows: Use absurd dialogue like the poem.
4. Children’s entertainers: Do head- stands/hops like the funny man.

III. Sukumar Ray, an Indian poet and illustrator, wrote poems in a similar style in his book Abol Tabol.
You may also share a similar poem from your native language with your classmates
and the teacher.
Answer:
(Example Hindi poem):
“Bandar mama pahan pajama,
Neeli dhoti lal rumal,
Jab bhi aate ghar hamare,
Karte hain bahut tamasha!”

MY LOST PENCIL
(ମୋର ହଜିଥୁବା ପେନ୍‌ସିଲ)

Oh pencil, dear pencil, where have you gone?
I just had you here a minute at dawn!
You were sharp and perfect, ready to write,
Now you’re missing-gone from sight!

(ହେ ମୋର ପେନ୍‌ସିଲ୍, ତୁମେ କେଉଁଠିକୁ ଯାଇଛି ! ମୁଁ ତୁମକୁ ପ୍ରତ୍ଯୁଷରେ ଏକ ମିନିଟ୍ ପାଇଁ ଧରିଥୁଲି । ତୁମେ ତୀକ୍ଷ୍ଣ ଏବଂ ସଠିକ୍ ଥୁଲ, ଲେଖୁବାକୁ ପ୍ରସ୍ତୁତ ଥିଲ । ବର୍ତ୍ତମାନ ତୁମେ ହଜିଯାଇଛ ଦୃଶ୍ୟପଟ୍ଟରେ ନାହିଁ ।)

Did you roll off my desk? Did you fall to the floor?
Did someone swipe you for sure?
It’s always the same, I’ve lost fifty this year,
By the end of the month, they just disappear!

(ତୁମେ ମୋ ଡେସ୍କ ଉପରୁ ଖସି ପଡ଼ିଲ କି ? ତୁମେ ତଳେ ଚଟାଣ ଉପରେ ପଡ଼ିଗଲ କି ? ତୁମକୁ କେହି ଜଣେ ନିଶ୍ଚିତ ଭାବରେ ଚୋରି କରି ନେଇଛି କି ? ଏ ବର୍ଷ ପଚାଶଟା ହରେ ଇଛି । ମାସ ଶେଷରେ ସେମାନେ ଅଦୃଶ୍ୟ ହୋଇଯାଆନ୍ତି ।)

Next time, I’ll tie you with tape or a string,
Because losing my pencils is a real thing.

(ଆରଥରକୁ ମୁଁ ତୁମକୁ ଗୋଟିଏ ଟେପ୍ କିମ୍ବା ତାରରେ ବାନ୍ଧିଦେବି, କାରଣ ମୋ ପେନ୍‌ସିଲ୍‌ଗୁଡ଼ିକ ହଜେଇବା ଏକ ବାସ୍ତବ ଘଟଣା ।)

A Funny Man Class 7 Summary

Let us read (ଆସ ପଢ଼ିବା) :

One day a funny kind of man
Came walking down this street
He wore a shoe upon his head
And hats upon his feet.

ଓଡ଼ିଆ ଅନୁବାଦ :
ଦିନେ ଜଣେ କୌତୁକିଆ ଲୋକ ଏହି ରାସ୍ତାରେ ଚାଲି
ଚାଲି ଆସିଲେ, ସେ ତାଙ୍କ ମୁଣ୍ଡରେ ଜୋତା ଏବଂ
ତାଙ୍କ ପାଦରେ ଟୋପି ପିନ୍ଧିଥିଲେ ।

He raised the shoe and smiled at me,
His manners were polite;
But never had I seen before
Such a funny sounding sight.

ଓଡ଼ିଆ ଅନୁବାଦ
ସେ ଜୋତା ଉପରକୁ ଉଠାଇଲେ ଏବଂ ମୋତେ ଦେଖୁ
ହସିଲେ, ତାଙ୍କର ବ୍ୟବହାର ଭଦ୍ର ଥିଲା କିନ୍ତୁ ମୁଁ ଆଗରୁ
କେବେ ଦେଖୁ ନଥୁଲି ଏଭଳି ଏକ ମଜାଳିଆ ଶୁଣାଯାଉଥ‌ିବା
ଦୃଶ୍ୟ।

He said, “Allow me to present
Your Highness with a ‘rose:’
And taking out a currant bun
He held it to my nose.

ଓଡ଼ିଆ ଅନୁବାଦ :
ସେ କହିଲେ, ‘‘ମୋତେ ଆପଣଙ୍କୁ ଗୋଟିଏ ଗୋଲାପ ଫୁଲ ଦେବାକୁ ଅନୁମତି ଦିଅନ୍ତୁ ଏବଂ ଏକ କସିମିସ୍ ଦିଆ ପାଉଁରୁଟି ବାହାର କରି ମୋ ନାକ ପାଖକୁ ଧରିଲେ ।

I staggered back against the wall
And then I answered, “Well!
I never saw a rose with such
A funny looking smell’

ଓଡ଼ିଆ ଅନୁବାଦ
ମୁଁ ପଛକୁ ହଟି ଆସି କାନ୍ଥକୁ ଆଉଜି ପାଡ଼ିଲି ଏବଂ ତା’ପରେ ମୁଁ ଉତ୍ତର ଦେଲି, ‘ଆଚ୍ଛା ! ମୁଁ କେବେହେଲେ ଏଭଳି ଏକ ଅଜବ ବାସ୍ନାର ଗୋଲାପ ଦେଖୁନଥିଲି ।’’

He then began to sing a song,
And sat down on the ground;
You never heard in all your life
Such a funny feeling sound.

ଓଡ଼ିଆ ଅନୁବାଦ :
ସେ ତା’ପରେ ଗୋଟିଏ ଗୀତ ଗାଇବାକୁ ଆରମ୍ଭ କଲା ଜୀବନରେ କେବେ ଶୁଣି ନଥ‌ିବ, ଏପରି ଏକ ମଜାଳିଆ ଏବଂ ଭୂମି ଉପରେ ବସିପଡ଼ିଲା ତୁମେ ଅନୁଭୂତିପୂର୍ଣ୍ଣ ଶବ୍ଦ ।

“My friend, why do you wear two hats
Upon your feet?” I said.
He turned the other way about,
And hopped home on his head.

ଓଡ଼ିଆ ଅନୁବାଦ :
ମୁଁ ପଚାରିଲି, ‘ହେ ମୋର ସାଙ୍ଗ ତୁମେ କାହିଁକି ଦୁଇଟି ଟୋପି ତୁମ ପାଦରେ ପିନ୍ଧିଚ ?’’ ସେ ଅନ୍ୟ ରାସ୍ତାରେ ବୁଲିପଡ଼ି ମୁଣ୍ଡରେ ଡେଇଁ ଡେଇଁ ଘରକୁ ପଶିଗଲା
NATALIE JOAN

Summary of The Poem
(ପାଠ୍ୟ କବିତାର ସଂକ୍ଷିପ୍ତ ସାରକଥା) :

The poem describes an encounter with a humorous and peculiar man who behaves in a very unusual way. He walks down the street wearing a shoe on his head and hats on his feet. The narrator is surprised by his strange manners and appearance. The man politely offers him a currant bun as rose, which has a funny smell. He sings a peculiar song, creating a funny sound. When asked why he wears hats on his feet, the man humorously turns the other way and hops home on his head. The poem captures the amusement and surprise of the narrator at this comical scene.

Central Idea / Theme (ମୁଖ୍ୟ ପ୍ରସଙ୍ଗ)

The poem celebrates humour, playfulness, and the joy of observing strange and funny things. It shows how the unusual behaviour of the man amuses the narrator and creates a light-hearted, entertaining scene.

Notes & Glossary (ଶବ୍ଦାର୍ଥ) :

• staggered – walked unsteadily (ଟଳମଳ ହୋଇଚାଲିବା।)
• currant bun – small sweet bread with dried fruit (କିସ୍‌ମିସ୍ ଦିଆ ପାଆଁରୁଟି)
• sight – something seen (ଦୃଶ୍ୟ)
• smell – odour, fragrance (ସୁଗନ୍ଧ)
• sounding – making a sound (ଶବ୍ଦ କରିବା)
• hopped – jumped lightly (ହାଲୁକା ଭାବରେ ଡେଇଁବା)

A Funny Man Class 7 MCQ

Question 1.
Where was the shoe worn by the funny man?
(a) on his foot
(b) on his head
(c) on his hand
(d) on his bag
Answer:
(b) on his head

Question 2.
The funny man smiled and raised the shoe to show his _________.
(a) anger
(b) fear
(c) politeness
(d) sadness
Answer:
(c) politeness

Question 3.
What did the man say he would present?
(a) a gift
(b) a bun
(c) a rose
(d) a hat
Answer:
(c) a rose

Question 4.
The poet staggered because he was __________.
(a) tired
(b) frightened
(c) angry
(d) shocked and confused
Answer:
(d) shocked and confused

Question 5.
What did the funny man do after offering the bun?
(a) ran away
(b) sang a song
(c) fell asleep
(d) spoke loudly
Answer:
(b) sang a song

Question 6.
The sound of his song was __________.
(a) sweet
(b) loud
(c) funny-feeling
(d) musical
Answer:
(c) funny-feeling

Question 7.
How did the funny man answer the poet’s question?
(a) by speaking
(b) by laughing
(c) by ignoring
(d) by hopping on his head
Answer:
(d) by hopping on his head

Question 8.
The poem mainly creates humour through ________.
(a) sadness
(b) exaggeration and absurdity
(c) anger
(d) fear
Answer:
(b) exaggeration and absurdity

Question 9.
The poet’s attitude towards the funny man is __________.
(a) hateful
(b) mocking
(c) amused and curious
(d) jealous
Answer:
(c) amused and curious

Question 10.
The funny man ignores social rules to show __________.
(a) rebellion
(b) madness
(c) individuality
(d) weakness
Answer:
(c) individuality

Question 11.
The phrase “Your Highness” shows __________.
(a) fear
(b) respect
(c) pride
(d) anger
Answer:
(b) respect

Question 12.
The ending of the poem makes the reader feel __________.
(a) worried
(b) sad
(c) cheerful
(d) confused.
Answer:
(c) cheerful

A Funny Man Class 7 Fill in the Blanks

1. The funny man came ______ down the _________.
Answer: running, street

2. The funny man _________ home on his _________.
Answer: hopped, head

3. The poet ______ back to avoid the funny man’s __________.
Answer: staggered, offer

4. The funny man presented a __________ as if a __________.
Answer: currant bun, rose

5. The funny man’s __________ were __________.
Answer: manners, polite

6. The ______ man placed a shoe on his ______.
Answer: funny, head

A Funny Man Class 7 True or False

1. The poet considered the funny man’s song ‘a funny feeling sound’.
Answer: True

2. The funny man’s conduct followed the traditions.
Answer: False

3. The poem creates a dramatic situation.
Answer: True

4. ‘Hopped home’ is an example of simile.
Answer: False

5. The poet called the smell of rose funny-looking.
Answer: True

6. The funny man came walking down the street.
Answer: False

A Funny Man Class 7 Very Short Question Answer

Question 1.
How do the poet’s reaction show his surprise at the funny man’s behaviour?
Answer:
The poet staggered back and feels confused by the man’s reaction.

Question 2.
Why does the poet say the man’s manners were polite?
Answer:
Because he smiled and spoke respectfully to the poet.

Question 3.
What made the poet stagger back against the wall?
Answer:
He was shocked and confused by the strange behaviour.

Question 4.
What does the phrase “funny looking smell” suggest?
Answer:
It means a strange and unusual smell.

Question 5.
How does the funny man respond to the poet’s question about the clothes?
Answer:
He does not speak and hops away on his head.

Question 6.
What kind of song does the funny man sing?
Answer:
He sings a strange and funny-feeling song.

Question 7.
How does the poem create humour through contrast?
Answer:
Humour is created through his strange and unexpected actions.

Question 8.
What do the funny man’s actions tell us about his attitude to social rules?
Answer:
He does not care about social rules.

Question 9.
Do you think the funny man is foolish or wise? Give reasons.
Answer:
The funny man is wise because he enjoys being himself.

A Funny Man Class 7 Short Question Answer

Question 1.
What message does the poem give about individuality?
Answer:
The poem teaches us to appreciate individuality. We come to know that being different from others has its own charm.

Question 2.
Why did the funny man behave in such odd manners?
Answer:
The funny man behaved in such manners to create a lighthearted situation for humour and amusement.

Question 3.
Why did the poet stagger back?
Answer:
The poet staggered back when the funny man offered her a currant bun instead of a rose, and the bun had a bad smell.

Question 4.
How did the funny man sing?
Answer:
The funny man sang a song full of funny sounds to create a situation for more amusement.

For effective revision, students can use BSE Odisha Class 7 English Solutions Chapter 4 Animals Birds and Dr Dolittle Question Answer to practice textbook exercises.

Class 7 English Animals Birds and Dr Dolittle Question Answer

Class 7 English Chapter 4 Question Answer Odia Medium

Let us do these activities before we read
(ଆସ ପଢ଼ିବା ପୂର୍ବରୁ ଏହି କାର୍ଯ୍ୟଗୁଡ଼ିକୁ କରିବା)

I. Do you have a pet or a domestic animal? If yes, why? If not, why not? How do people usually spend time with a pet or domestic animal? Share your thoughts with your classmates and the teacher.
(ତୁମର ଏକ ପୋଷା କିମ୍ବା ଗୃହପାଳିତ ପଶୁ ଅଛନ୍ତି କି ? ଯଦି ହଁ, କାହିଁକି ? ଯଦି ନାହିଁ, କାହିଁକି ନାହିଁ । ଲୋକମାନେ ସାଧାରଣତଃ କିପରି ଏକ ପୋଷାଜୀବ କିମ୍ବା ଗୃହପାଳିତ ପଶୁଙ୍କ ସହ ବେଳେବେଳେ ସମୟ ବିତାନ୍ତି ? ତୁମର ଚିନ୍ତାଧାରାକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)
Answer:
Yes, I have a pet dog. People play with pets, feed them and take care.

II. You must have read stories where animals and birds talk. If you had a chance to communicate with an animal or a bird, who would you like to speak to and why? Share your thoughts with your classmates and the teacher.
(ତୁମେ ନିଶ୍ଚୟ ଗପସବୁ ପଢିଥୁବ ଯେଉଁଥରେ ଏକ ପଶୁ କିମ୍ବା ଏକ ପକ୍ଷୀ କଥା କହୁଛନ୍ତି । ଯଦି ତୁମକୁ ଏକ ପଶୁ କିମ୍ବା ଏକ ପକ୍ଷୀ ସହ ଭାବ ବିନିମୟ କରିବାକୁ ସୁଯୋଗ ମିଳେ ତୁମେ କାହା ସହ କଥା ହେବାକୁ ଚାହିଁବ ଏବଂ କାହିଁକି ?) (ତୁମ ଚିନ୍ତାଧାରାକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)
Answer:
Yes, I have read the stories where animals talk. I should like to talk with birds and share my feelings.

III. If we closely observe the body language of animals and birds, we can understand what they want to tell us.
(ଆମେ ଯଦି ପଶୁ ଓ ପକ୍ଷୀମାନଙ୍କର ଶାରୀରିକ ଅଙ୍ଗ ଭଙ୍ଗୀ ନିକଟରୁ ଲକ୍ଷ୍ୟ କରିବା ଆମେ ବୁଝିପାରିବା ସେମାନେ ଆମକୁ କ’ଣ କହିବାକୁ ଚାହୁଁଛନ୍ତି ।)
Work in pairs and study the pictures given below. Find out what emotions these animals and birds are trying to convey. Share your observations with your classmates and the teacher.
(ଦୁଇ ଜଣିଆ ଦଳରେ କାର୍ଯ୍ୟ କର ଏବଂ ନିମ୍ନ ପ୍ରଦତ୍ତ ଚିତ୍ରଗୁଡ଼ିକୁ ଲକ୍ଷ୍ୟ କର । ପଶୁ ଓ ପକ୍ଷୀମାନେ କେଉଁ ଆବେଗ ଜଣାଇବାକୁ ଚେଷ୍ଟା କରୁଛନ୍ତି ନିରୂପଣ କର । ତୁମ ପର୍ଯ୍ୟବେକ୍ଷଣଗୁଡ଼ିକ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର
Answer:
1. Bird – Angry or Scared
2. Cat – Afraid or Angry
3. Dog – Happy
4. Bird – Cool or Alert

Teacher may use digital video/audio of animals giving out sound in class and students may be asked to guess their emotions. Students may be given chance to act as animals and birds. They may produce the sounds of animals and birds to convey their feelings.

ଶିକ୍ଷକ ଶ୍ରେଣୀରେ ପଶୁମାନଙ୍କର ଧ୍ଵନି ସହ ଡ଼ିଜିଟାଲ ଭିଡ଼ିଓ ଓ ଅଡ଼ିଓ ବ୍ୟବହାର କରିପାରନ୍ତି । ଛାତ୍ରଛାତ୍ରୀମାନଙ୍କୁ ସେମାନଙ୍କ ଭାବନା ଅନୁମାନ କରିବାକୁ କୁହାଯାଇପାରେ । ଛାତ୍ରଛାତ୍ରୀମାନେ ପଶୁ ଓ ପକ୍ଷୀ ପରି ଅଭିନୟ କରିପାରନ୍ତି । ସେମାନଙ୍କ ସହ ଭାବନା ପ୍ରକାଶ କରିବା ପାଇଁ ପଶୁ ଓ ପକ୍ଷୀଙ୍କ ଧ୍ଵନି କରିପାରନ୍ତି ।

Let us discuss
(ଆସ ଆଲୋଚନା କରିବା)

I. Complete the following sentence by selecting a suitable reason.
(ଉପଯୁକ୍ତ କାରଣ ବାଛି ବାକ୍ୟଟିକୁ ସଂପୂର୍ଣ୍ଣ କର ।)
The Cat’s-food-Man suggests to Doctor Dolittle that he should become an animal doctor because he believes that Dolittle _____.
1. earns less fee by treating human patients
2. enjoys the company of animals as they speak less
3. dislikes spending time with human patients
4. knows more about animals than the local veterinarians
Answer:
4. knows more about animals than the local veterinarians.

II. Fill in the blanks by choosing the suitable option given in the brackets.
(ବନ୍ଧନୀ ମଧ୍ୟରେ ପ୍ରଦତ୍ତ ଉପଯୁକ୍ତ ବିକଳ୍ପ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
Doctor Dolittle reacts to Polynesia’s information about animal languages with both excitement and __________.
(certainty/curiosity). He rushes to _________ (write/memorise) the bird words she provides and is interested in learning more.
Answer:
curiosity, write

III. Do you think Doctor Dolittle would be famous as an animal doctor? If yes, why? If not, why not?
(ତୁମେ ଭାବୁଛ କି ଜଣେ ପଶୁ ଡାକ୍ତର ଭାବରେ ଡୁଲିଟିଲି ପ୍ରସିଦ୍ଧ ହୋଇପାରିବେ ?) (ଯଦି ହଁ, କାହିଁକି ? ଯଦି ନୁହେଁ, କାହିଁକି ନୁହେଁ ?)
Answer:
Yes, Dr. Dolittle would be a famous as an animal doctor. He wrote a wonderful book on cats. He understood the animals well. And after learning their languages, it would become easy for him to understand their problems and treat them effectively.

Let us discuss
(ଆସ ଆଲୋଚନା କରିବା)

I. What became a common sight in Puddleby after Doctor Dolittle started treating animals? (Select the correct one.)
(ଡାକ୍ତର ଡୁଲିଟିଲ୍ ପଶୁମାନଙ୍କୁ ଚିକିତ୍ସା କରିବା ଆରମ୍ଭ କରିବା ପରେ ପୁଡୁଲବିରେ କ’ଣ ଏକ ସାଧାରଣ ଦୃଶ୍ୟ ପାଲଟିଗଲା ?)
1. Humans talking to farm animals
2. Farm animals wearing glasses
3. Farm animals learning bird language
4. Birds riding atop farm animals
Answer:
2. Farm animals wearing glasses.

II. What did Doctor Dolittle do when lots of animals came to see him
(ଯେତେବେଳେ ଅଧ‌ିକ ସଂଖ୍ୟକ ପଶୁ ତାଙ୍କୁ ଦେଖୁବାକୁ ଆସିଲେ ଡାକ୍ତର ଡୁଲିଟିଲ୍ କ’ଣ କଲେ ?)
Answer:
When lots of animals came to see him, Doctor Dolittle made special arrangements for them. He built special doors for different kinds of animals. He wrote ‘HORSE’ over the front door, ‘COWS’ over the side door, ‘SHEEP’ over the kitchen door. He also made a tiny tunnel going into the cellar for the mice. All animals waited patiently in row for their turn.

Question 1.
How might he overcome these challenges to ensure that he provides good treatment?
(ଭଲ ଚିକିତ୍ସା ଦେଉଛନ୍ତି, ବୋଲି ନିଶ୍ଚିନ୍ତ କରିବା ପାଇଁ ସେ ଆହ୍ଵାନଗୁଡ଼ିକୁ କିପରି ଅତିକ୍ରମ କରିବେ ?)
Answer:
He can overcome challenges by keeping more doctors and teaching them the animals’ languages. He has to build a hospital with all the equipment and machines for checkups. He has to fix a timetable for different animals.

III. Arrange the following events in correct order according to the story. Three have been done for you. Share your answers with your classmates and the teacher.
(ନିମ୍ନୋକ୍ତ ଘଟଣାଗୁଡ଼ିକୁ ଗଳ୍ପ ଅନୁଯାୟୀ ସଠିକ୍ କ୍ରମରେ ସଜାଇ ଲେଖ । ତିନୋଟି ତୁମ ପାଇଁ କରିଦିଆଯାଇଛି । ତୁମ ଉତ୍ତରଗୁଡ଼ିକୁ ଶ୍ରେଣୀ ସାଥୀ ଏବଂ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)
(Question with Answer)

Answer:

1. Doctor Dolittle decides to stop being a doctor for people and becomes a doctor for animals	(iv)
2. Animals from near and far come to Doctor Dolittle for help, crowding his garden.	(viii)
3. A man with a stomach-ache visits Doctor Dolittle and suggests he should treat animals instead of people.	(i)
4. Polynesia teaches Doctor Dolittle animal languages, and he starts understanding and communicating with animals.	(iii)
5. A plough horse with vision problems visits Doctor Dolittle, who prescribes green spectacles, to improve the horse’s eyesight.	(vi)
6. The parrot, Polynesia, encourages Doctor Dolittle to become an animal doctor, revealing that animals can talk.	(ii)
7. Doctor Dolittle installs special doors for different animals to enter his house for treatment.	(ix)
8. Doctor Dolittle’s ability to communicate with animals helps him diagnose and treat their illnesses effectively.	(vii)
9. Doctor Dolittle gains fame among animals worldwide, and they come to him from various places for his help.	(x)
10. Word spreads, and people start bringing their sick pets and farm animals to Doctor Dolittle for treatment.	(v)

Let us think and reflect
(ଆସ ଚିନ୍ତା କରିବା ଓ ବିଚାର କରିବା) :

I. Read the extracts given below and answer the questions that follow.
(ନିମ୍ନରେ ପ୍ରଦତ୍ତ ଉଦ୍ଧୃତାଂଶ ଗୁଡ଼ିକୁ ପଢ଼ ଏବଂ ପରବର୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. “If I say, ‘Polly wants a cracker’, you understand me. But hear this: Ka-ka oi- ee, fee-fee?”
“Good Gracious!” cried the Doctor. “What does that mean?” “That means, ‘Is the porridge hot yet?’-in bird language.”
“My! You don’t say so!” said the Doctor. “You never talked that way to me before.”
“What would have been the good?” said Polynesia, dusting some cracker crumbs off her left wing. “You wouldn’t have understood me if I had.”

(i) Why had Polynesia never used bird language with the Doctor earlier?
(ପଲିନେସିଆ ଡାକ୍ତରଙ୍କ ସହ ପୂର୍ବରୁ ପକ୍ଷୀଭାଷାରେ କଥା ହୋଇ ନଥୁଲା କାହିଁକି ?)
Answer:
Polynesia had never used bird language with the Doctor, as she knew the Doctor would not understand bird language

(ii) Identify whether the following statement is true or false.
(ନିମ୍ନଲିଖ୍ତ ଉକ୍ତିଟି ସତ୍ୟ ବା ମିଥ୍ୟା ଚିହ୍ନାଅ ।)
Polynesia had been enjoying on a food item while talking to Doctor Dolittle.
Answer:
False

(iii) How did Doctor Dolittle feel according to the extract?
(ଉଦ୍ଧୃତାଂଶ ଅନୁଯାୟୀ ଡାକ୍ତର ଜୁଲିଟିଲ କିପରି ଅନୁଭବ କରୁଥିଲେ ?)
A. anxious
B. surprised
C. angry
D. relaxed
Answer:
B. surprised

2. “I would like a pair like yours,” said the horse-“only green. They’ll keep the Sun out of my eyes while I’m ploughing the field.
“”
“Certainly,” said the Doctor. “Green ones you shall have.”
“You know, the trouble is, Sir,” said the plough horse as the Doctor opened the front door to let him out “the trouble is that anybody thinks he can doctor animals-just because the animals don’t complain. As a matter of fact, it takes a much cleverer man to be a really good animal doctor than it does to be a good people’s doctor.”

(i) Choose a word from the extract to complete the analogy.
(ତୁଳନାଟି ସଂପୂର୍ଣ୍ଣ କରିବା ପାଇଁ ଉଦ୍ଧୃତାଂଶରୁ ଏକ ଶବ୍ଦ ବାଛ ।)
digging: flower bed:: __________ : field
Answer:
ploughing

(ii) Choose the correct word to complete the sentence.
(ବାକ୍ୟଟି ପୂରା କରିବାପାଇଁ ସଠିକ୍ ଶବ୍ଦ ବାଛ ।)
Doctor Dolittle’s attitude in the extract is
A. respectful
B. sentimental
C. understanding
D. careful
Answer:
C. understanding

(iii) Complete the sentence with an appropriate reason.
(ଗୋଟିଏ ଉପଯୁକ୍ତ କାରଣ ସହ ବାକ୍ୟଟିକୁ ସଂପୂର୍ଣ୍ଣ କର ।)
Based on the extract, we can conclude that doctors take animals for granted because
Answer:
they don’t try to understand the animal’s actual pain or detect diseases as they are unaware of their language.

(iv) Do you agree with the concluding sentence of the extract? Why/Why not?
(ତୁମେ ସିଦ୍ଧାନ୍ତ ବାକ୍ୟଟି ସହ ସହମତ କି ? କାହିଁକି/କାହିଁକି ନୁହେଁ ?)
Answer:
Yes, I agree because ‘it takes a much cleverer man to be a really good animal doctor than it does to be a good people’s doctor’. Only an intelligent and caring person like Dolittle. Dolittle can understand their language. Moreover, he had lots of love and attachment towards animals.

Answer the following questions.
(ନିମ୍ନଲିଖତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
How can we say that Polynesia was a good trainer of animal language?
(ଆମେ କିପରି କହିପାରିବା ଯେ ପଲିନେସିଆ ପଶୁ ଭାଷାର ଜଣେ ଉତ୍ତମ ପ୍ରଶିକ୍ଷକ ଥୁଲା ?)
Answer:
We can say that Polynesia was a good trainer because she patiently explained the different languages of animals to the doctor, one by one. For instance, she told him that parrots have two languages. That afternoon, while it was raining outside, she sat at the kitchen table and taught him the A, B, C of the birds’ language.

Question 2.
Explain how Doctor Dolittle gave equal and individual attention to each animal who came to him for treatment.
(ଡାକ୍ତର ଜୁଲିଟଲ୍ କିପରି ତାଙ୍କ ପାଖକୁ ଆସୁଥ‌ିବା ପ୍ରତିଟି ପଶୁକୁ ସମାନ ଏବଂ ବ୍ୟକ୍ତିଗତ ଦୃଷ୍ଟି ଦେଉଥିଲେ ବୁଝାଅ ।)
Answer:
Doctor Dolittle was a caring and understanding doctor. He listened to the animals who came to him for treatment. When they told him their exact problem and the location of their pain, he listened patiently. He gave proper time to each animal and treated them according to their ailment. Everyone was cured and left happily.

Question 3.
How does the parrot’s advice highlight the importance of listening in different?
(ଶୁଆର ଉପଦେଶ କିପରି ବିଭିନ୍ନ ପ୍ରକାର ଶୁଣିବା ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ବୋଲି ଉଲ୍ଲେଖ କରିଥଲା ।)
Answer:
After the Cat’s-food-Man left advising Dr. Dolittle to become an animal doctor, his pet parrot, Polynesia, advised him the same. She told him that those humans who did not give him much regard, would soon realise that he was the best animal doctor. The parrot also cleared his doubt that the other animal doctors were not as good. He listened to the parrot when she taught him animal languages, which helped him become a famous animal doctor. This shows sometimes listening in different ways is beneficial.

Question 4.
State the qualities of Doctor Dolittle that made him famous among the animals?
(ଡାକ୍ତର ଜୁଲିଟିଲଙ୍କର ଗୁଣଗୁଡ଼ିକ ଉଲ୍ଲେଖକର ଯାହା ତାଙ୍କୁ ପଶୁମାନଙ୍କ ମଧ୍ୟରେ ପ୍ରସିଦ୍ଧ କରିଥିଲା ?)
Answer:
Doctor Dolittle became famous among the animals because he was a caring, understanding and was able to understand their languages. He listened carefully to the animals about their exact problems and the location of their pain. He gave proper time to each animal and treated them according to their ailments. When the plough horse told him he had a sight problem and needed green glasses to protect his eyes from the sun, the doctor gave him spectacles. Secondly he could talk with the animals in their languages. So, with these qualities Doctor Dolittle became famous.

Question 5.
What changes do you think would happen in the world if people suddenly gained the ability like Doctor Dolittle, to understand and communicate with animals?
(ଯଦି ଲୋକମାନେ ଡାକ୍ତର ଜୁଲିଟିଲ୍ ଭଳି ପଶୁମାନଙ୍କୁ ବୁଝି ସେମାନଙ୍କ ସହ ଯୋଗାଯୋଗ କରିବାର ଦକ୍ଷତା ଲାଭ କରନ୍ତେ ତେବେ କ’ଣ ପରିବର୍ତ୍ତନ ଘଟନ୍ତା ?)
Answer:
You can take some hints like…….love for animals/birds, quick treatment for animals, more shelter for old pet animals, as the family members…….etc. The world would become a better place for both men and animals. They would be given exact treatment as per their problem. Time and life could be saved. Moreover, animals could perform more tasks given by humans.

Let us learn
(ଆସ ଶିଖୁବା) :

Read the following words from the text.
(ପାଠ୍ୟ ବିଷୟରୁ ନିମ୍ନୋକ୍ତ ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ ।)
Cat’s-food-Man, bird language, flowerpots
Are all the words that are combined to form another word written the same way?
Compound words are formed by combining two words of different parts of speech to create a new word that has an entirely new meaning. They are of three types hyphenated (Cat’s-food-Man), open compound words (bird language) and closed compound words (flowerpots).

Complete the following table correctly by choosing words from the box given below. An example has been done for you.
(ନିମ୍ନ ପ୍ରଦତ୍ତ କୋଠରିରୁ ଶବ୍ଦଗୁଡ଼ିକ ବାଛି ସଠିକ୍ ଭାବେ ସାରଣୀ ସମ୍ପୂର୍ଣ୍ଣ କର ।)


Answer:

Hyphenated Words	Open Compound Words	Closed Compound Words
check-in well-bred	Sailor song harvest mice plough horse	tea time windowsill

II. Join a word from Column A with another word from Column B. Mark that a new (compound) word is formed with a new meaning. One has been done for you.
(ସ୍ତମ୍ଭ A ରୁ ଗୋଟିଏ ଶବ୍ଦ ସହ ସ୍ତମ୍ଭ B ରୁ ଅନ୍ୟ ଏକ ଶବ୍ଦକୁ ଯୋଗ କର । ଲକ୍ଷ୍ୟକର ଯେ ଗଠିତ ନୂଆ (ଯୌଗିକ) ଶବ୍ଦଟିର ଗୋଟିଏ ନୂଆ ଅର୍ଥ ଅଛି । ଗୋଟିଏ ତୁମପାଇଁ କରି ଦିଆଯାଇଛି ।)

Answer:

(iii) Now, complete the paragraph with suitable compound words from the table.
An example has been done for you.
(ଉପଯୁକ୍ତ ଯୌଗିକ ଶବ୍ଦଗୁଡ଼ିକ ଦ୍ଵାରା ଅନୁଚ୍ଛେଦଟି ସଂପୂର୍ଣ କର । ତୁମ ପାଇଁ ଗୋଟିଏ ଉଦାହରଣ କରି ଦିଆଯାଇଛି ।)

After being treated by Doctor Dolittle, the A. fun-loving dolphins danced playfully in his sanctuary. The B. _________ chatter of monkeys echoed through the C. _________, their ailments cured. D. _________ eagles soared gracefully E. __________ their health restored. F. _________ among the G. _________ chirped joyfully from the branches. All creatures were happy with Doctor Dolittle’s care.
Answer:
After being treated by Doctor Dolittle, the A. fun-loving dolphins danced playfully in his sanctuary. The B. song-birds’ chatter of monkeys echoed through the C. treetops, their ailments cured. D. High-flying eagles soared gracefully E. never ending their health restored. F. Early-risers among the G. overhead chirped joyfully from the branches. All creatures were happy with Doctor Dolittle’s care.

IV. Underline the names of animals that are hidden in the sentences given below. Clues are given within the brackets. An example has been done for you.
(ନିମ୍ନ ପ୍ରଦତ୍ତ ବାକ୍ୟ ଗୁଡ଼ିକରେ ଗୁପ୍ତଥିବା ପଶୁମାନଙ୍କର ନାମକୁ ରେଖାଙ୍କିତ କର । ବନ୍ଧନୀ ମଧ୍ଯରେ ସୂଚନା ଦିଆଯାଇଛି । ଗୋଟିଏ ତୁମପାଇଁ କରି ଦିଆଯାଇଛି ।)
1. Dr. Dolittle was eating oatmeal for his breakfast. (a farm animal)
2. Old ladies began to bring him their pets. (an insect)
3. The author sees the connection between humans and animals. (a farm animal)
4. The three baby dinosaurs are from ice age. (field animal)
5. The patients who came late didn’t know where to go. (ship of the desert)
Answer:
1. goat
2. ant
3. horse
4. mice
5. camel

V. Read the following sentences from the text.
(ପାଠ୍ୟବିଷୟରୁ ନିମ୍ନୋକ୍ତ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ।)

• That man’s (man has) got sense.
• Can’t you see that it has stopped raining?

In the first sentence the verb, ‘has got’ denote an action that is relevant at the time of speaking.
In the second sentence, the verb ‘has stopped’ denote an action that is recently completed.

We use present perfect tense to indicate :

• a recently completed action
• an action that started in the past and is relevant even at the present moment of speaking
• an action in the past where the focus is on the action and not on the time of occurrence (but relevant at the time of speaking)

ଆମେ present perfect tense କୁ ନିମ୍ନଲିଖତ କ୍ଷେତ୍ରରେ ବ୍ୟବହାର କରିଥାଉ ।

• ନିକଟରେ ଶେଷ ହୋଇଥ‌ିବା କାର୍ଯ୍ୟକୁ ଦର୍ଶାଇବା ପାଇଁ ।
• ଅତୀତରେ ଆରମ୍ଭ ହୋଇ କହିବା ସମୟରେ ମଧ୍ୟ ପ୍ରାସଙ୍ଗିକତା ଦର୍ଶାଉଥ୍ଲେ ।
• ଅତୀତରେ ଏକ କାର୍ଯ୍ୟ ଯାହା କେବେ ଘଟିଛି ତାକୁ ଗୁରୁତ୍ଵ ନ ଦେଇ, କହିବା ସମୟରେ କାର୍ଯ୍ୟର ପ୍ରାସଙ୍ଗିକତାକୁ ଦର୍ଶାଉଥଲେ ।

Structure of Present Perfect Tense: has/ have + verb third form (past participle form)
Present Perfect Tense: The present perfect tense is used to show that an action has happened at some point in the past and has relevance to the present.
Structure: has/have + past participle
Examples:
She has finished her homework.
I have visited the museum before.

Fill in the blanks using the correct form of verbs (present perfect) given within brackets.
(ବନ୍ଧନୀ ମଧ୍ୟରେ ପ୍ରଦତ୍ତ କ୍ରିୟାଗୁଡ଼ିକ ସଠିକ୍ ରୂପ (present perfect) ବ୍ୟବହାର କରି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

Since becoming an animal doctor, Doctor Dolittle 1. _________ (learn) to communicate with all animals and birds. He 2. _______ (treat) countless farm animals and pets with care. The parrot, Polynesia, 3. _________ (teach) him bird-language, Animal Language and he 4. _________ (write) books about his adventures. Many people 5. ________ (bring) their sick animals to his door. Over the years, Dolittle 6. _________ (become) renowned worldwide for his unique abilities.

Answer:
1. has learnt,
2. has treated,
3. has taught
4. has written
5. have brought
6. has become

Let us listen
(ଆସ ଶୁଣିବା) :

I. You will listen to an announcement. As you listen, state whether the following statement is true or false. (Transcript for the teacher on pg. 88)
(ତୁମେ ଏକ ଘୋଷଣା ଶୁଣିବ । ଶୁଣିବାବେଳେ ନିମ୍ନଲିଖ୍ତ ଉକ୍ତିଟି ସତ୍ୟ କି ମିଥ୍ୟା ଉଲ୍ଲେଖ କର । ଶିକ୍ଷକଙ୍କ ପାଇଁ Transcript ପୃଷ୍ଠା ୮୮ରେ ଅଛି ।)
Dr. Dolittle’s new clinic presents an offer for free medicines.
Answer:
False (It is not mentioned in the transcript).

II. You will listen to the announcement again. As you listen, complete the details given below with one or two exact words you hear.
(ତୁମେ ଘୋଷଣାଟିକୁ ଆଉ ଥରେ ଶୁଣ । ଶୁଣିବା ବେଳେ ତୁମ ଶୁଣିଥିବା ଗୋଟିଏ ବା ଦୁଇଟି ଅବିକଳ ଶବ୍ଦ ଲେଖୁ ନିମ୍ନପ୍ରଦତ୍ତ ବିବରଣୀଗୁଡ଼ିକୁ ସଂପୂର୍ଣ୍ଣ କର ।)

1. The new clinic is located in the town of _____.
2. The address is 12, _____ Lane.
3. The clinic is open Monday to Friday from _____ a.m. to 5 p.m.
4. Special timings for _____ are on Saturdays from 11 a.m. to 2 p.m.
5. Dr. Dolittle will ensure that animals get the _____.
6. All animals-horses, cows _____, wild animals, and others are welcome.
Answer:
1. The new clinic is located in the town of Woodstock.
2. The address is 12 Rose Lane.
3. The clinic is open Monday to Friday from 9 a.m. to 5 p.m.
4. Special timings for birds are on Saturdays from 11 a.m. to 2 p.m.
5. Dr. Dolittle will ensure that animals get the best care.
6. All animals-horses, cows to pets, wild animals, and others are welcome.

Let us speak
(ଆସ କହିବା)

I. Conversation between a doctor and a patient
(ଜଣେ ଡାକ୍ତର ଓ ଜଣେ ରୋଗୀ ମଧ୍ଯରେ କଥୋପକଥନ)

Read the information about problems 1-4.
Use the cue cards provided to guide your conversation.
Take turns to play parts of doctor and patient. (One is done for you.)

Problem 1: Cough and cold (କାଶ ଏବଂ ଥଣ୍ଡା)
Solution:
Ginger and honey mix
Additional Advice: Drink warm fluids and have a rest.

Problem 2: Dry lips (ଶୁଖୁଲା ଓଠ)
Solution:
Apply ghee
Additional Advice: Drink sufficient water and avoid wetting your lips.

Problem 3: Sore throat (ଗଳା ଦରଜ)
Solution:
Gargle with warm salt water.
Additional Advice: Drink herbal teas and avoid cold drinks.

Problem 4: Fatigue (କ୍ଳାନ୍ତି)
Solution:
Ensure adequate sleep and a balanced diet.
Additional Advice: Take short walks to increase energy levels.

Cue Cards (ରହସ୍ୟର ଖୁ)

One is done for you: Problem 1 taking cue cards.

Let us write
(ଚାଲ ଲେଖୁବା)

A notice is a means of formal communication for a particular group of persons. It informs them about some important event, such as an invitation to a meeting, an announcement, to give instructions, make appeals etc.

Write a notice in about 50 words about the Annual Health Check-up for students of Grades 6-8. Remind students to collect their health check-up cards from the class teacher. Include all othher necessary details about date, time and venue.

Complete the draft of the notice by using the words and phrases given in the box below.
ଏକ ନୋଟିସ୍ ହେଉଛି ନିର୍ଦ୍ଦିଷ୍ଟ ଗୋଷ୍ଠୀର ଲୋକମାନଙ୍କ ପାଇଁ ଔପଚାରିକ ଯୋଗାଯୋଗର ଏକ ମାଧ୍ୟମ । ଏହା ସେମାନଙ୍କୁ କିଛି ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଘଟଣା ବିଷୟରେ ସୂଚନା ଦିଏ, ଯେପରିକି ଏକ ସଭାକୁ ଆମନ୍ତ୍ରଣ, ଘୋଷଣା, ନିର୍ଦ୍ଦେଶ ଦେବା, ଅନୁରୋଧ କରିବା ଇତ୍ୟାଦି ।
ଶ୍ରେଣୀ ୬-୮ ଛାତ୍ରଛାତ୍ରୀମାନଙ୍କ ପାଇଁ ବାର୍ଷିକ ସ୍ଵାସ୍ଥ୍ୟ ପରୀକ୍ଷା ବିଷୟରେ ପ୍ରାୟ ୫୦ଟି ଶବ୍ଦରେ ଏକ ନୋଟିସ୍ ଲେଖ । ଛାତ୍ରଛାତ୍ରୀମାନଙ୍କୁ ଶ୍ରେଣୀ ଶିକ୍ଷକଙ୍କଠାରୁ ସ୍ଵାସ୍ଥ୍ୟ ପରୀକ୍ଷା କାର୍ଡ଼ ସଂଗ୍ରହ କରିବାକୁ ସ୍ମରଣ କରାଅ । ତାରିଖ, ସମୟ ଏବଂ ସ୍ଵାସ୍ଥ୍ୟ ସମ୍ପର୍କିତ ସମସ୍ତ ଆବଶ୍ୟକ ବିବରଣୀ ବାକ୍ସରେ ଥ‌ିବା ଶବ୍ଦ ଓ ବାକ୍ୟାଶ ବ୍ୟବହାର କରି ନୋଟିସ୍‌ର ଖସଡ଼ା

Answer:

Let us explore
(ଆସ ଅନ୍ଵେଷଣ କରିବା) :

The word ‘goshala’ (ଗୋଶାଳା) translates to ‘cowshed’ (ଗୁହାଳ) in English. It is a Sanskrit word that is made up of the words ‘go’, which means ‘cow’, and sala, which means ‘shed’ or ‘hall’.
(‘ଗୋଶାଳା’ ଶବ୍ଦଟିର ଇଂରାଜୀ ଅନୁବାଦ ‘cowshed’ ଅଟେ । ଏହା ଏକ ସଂସ୍କୃତ ଶବ୍ଦ ଯାହା ‘ଗୋ’ ଅର୍ଥାତ୍ ‘ଗାଈ’, ଏବଂ ‘ଶାଳା’ ଅର୍ଥାତ୍ ଆଶ୍ରୟସ୍ଥଳ ବା ହଲକୁ ବୁଝାଏ।

Plan a visit with the teacher to a ‘goshala’ and find out how the cows are looked after.
(ଶିକ୍ଷକଙ୍କ ସହ ଏକ ଗୋଶାଳକୁ ବୁଲିଯିବାର ଯୋଜନା କର ଏବଂ ଗାଈମାନଙ୍କର କିପରି ଯନ୍ ନିଆଯାଉଛି ଦେଖ ।)

II. What is the best way to take care of stray and abandoned animals?
(ବୁଲା ଏବଂ ପରିତ୍ୟକ୍ତ ପ୍ରାଣୀମାନଙ୍କର ଯନ୍ତ୍ର ନେବାର ସର୍ବୋତ୍ତମ ଉପାୟ କ’ଣ ?)

1. Provide food and water for the animal
(ପ୍ରାଣୀମାନଙ୍କୁ ଖାଦ୍ୟ ଓ ଜଳ ଦେବା)
2. Take them to an animal shelter
(ସେମାନଙ୍କୁ ପ୍ରାଣୀ ଆଶ୍ରୟସ୍ଥଳକୁ ନେବା ।)
3. Adopt them by taking them home
(ସେମାନଙ୍କୁ ଘରକୁ ନେଇ ପୋଷାଜୀବ କରିବା ।)
Give reasons for your responses.

Answer:
1. Provide food and water for the animal
Reason: They stay healthy and strong.
2. Take them to an animal shelter
Reason: They get medical care and a safe place to live.
3. Adopt them by taking them home
Reason: They become part of your family and receive love.

III. Ayurveda is the oldest existing medical systems in India. Animals received good medicinal care in ancient India. Indian medical treatises like Charaka Samhita, Sushruta Samhita, and Harita Samhita contain references of care of animals. Find out names of different organisations that work for the welfare of animals with the help of the teacher.
(ଭାରତରେ ଆୟୁର୍ବେଦ ହେଉଛି ପ୍ରାଚୀନ ପ୍ରଚଳିତ ଚିକିତ୍ସା ପଦ୍ଧତି । ପ୍ରାଚୀନ ଭାରତରେ ପ୍ରାଣୀମାନେ ଉତ୍ତମ ଚିକିତ୍ସା ପାଉଥିଲେ । ପ୍ରାଚୀନ ଭାରତୀୟ ଚିକିତ୍ସା ଗ୍ରନ୍ଥ ଚରକ ସଂହିତା । ଶଶ୍ରୁତ ସଂହିତା ଓ ହରିତ ସଂହିତାରେ ପଶୁମାନଙ୍କ ଯନ୍ ବିଷୟରେ ଉଲ୍ଲେଖ ଅଛି । ଶିକ୍ଷକଙ୍କ ସହାୟତାରେ ପ୍ରାଣୀମାନଙ୍କ ଯନ୍ ପାଇଁ ଥ‌ିବା ସଂଗଠନ ଗୁଡ଼ିକର ନାମ ଅନୁସନ୍ଧାନ କର ।)
Answer:
Different organisations include:

1. People for Animals (PFA), Odisha
2. Society for prevention of cruelty to animals (SPCA), Odisha.
3. Animal Welfare Trust (AWT), Bhubaneswar
4. Kalinga Animal Welfare Society (KAWS), Bhubaneswar.
5. Jeevika, Bhubaneswar
6. Wild Orissa
7. Blue Cross of Odisha.
8. Sneha’s Care, Bhubaneswar.

Animals Birds and Dr Dolittle Class 7 Summary

Let us read
(ଆସ ପଢ଼ିବା) :

TEXT-I

Doctor Dolittle was sitting in his kitchen talking with the Cat’s-food-Man who had come to see him with a stomach-ache. ‘Why don’t you give up being a people’s doctor, and be an animal doctor? asked the Cat’s-food-Man. The parrot, Polynesia, was sitting in the window looking out at the rain and singing a sailor song to herself. She stopped singing and started to listen. “You see, Doctor:’ the Cat’s-food-Man went on, ‘you know all about animals-much more than what these here do. You’ve written a wonderful book about cats. I can’t read or write myself-my wife, Theodosia, is a scholar, and she read your book to me. You might have been a cat yourself. You know the way they think:’

ଓଡ଼ିଆ ଅନୁବାଦ :
ଡାକ୍ତର ଜୁଲିଟିଲ ନିଜ ରୋଷେଇ ଘରେ ବସି ବିଲେଇ-ଖାଦ୍ୟ-ବିକାଳି ସହିତ କଥା ହେଉଥିଲେ ଯିଏକି ତାଙ୍କ ପେଟ ଯନ୍ତ୍ରଣା ପାଇଁ ତାଙ୍କ ପାଖକୁ ଆସିଥିଲେ । ‘ଆପଣ ଲୋକଙ୍କ ଡାକ୍ତର ହେବା କାହିଁକି ଛାଡ଼ି ଦେଉ ନାହାନ୍ତି’’ ବିଲେଇ-ଖାଦ୍ୟ-ବିକାଳି ଜଣକ କହିଲା । ପଲିନେସିଆ ନାମକ ଶୁଆଟି ଝରକା ଉପରେ ବସି ବାହାରେ ହେଉଥ‌ିବା ବର୍ଷାକୁ ଚାହିଁଥିଲା ଏବଂ ଏକ ନାବିକ ଗୀତ ଗାଉଥିଲା । ସେ ଗୀତ ବନ୍ଦ କରି ଦେଲା ଏବଂ ଶୁଣିବା ଆରମ୍ଭ କଲା ବିଲେଇ ଖାଦ୍ୟ-ବିକାଳି କହି ଚାଲିଲା, ‘‘ଦେଖ ଡାକ୍ତର, । ‘ତୁମେ ପଶୁମାନଙ୍କ ବିଷୟରେ ସବୁ ଜାଣ -ଏଠାରେ ଥ‌ିବା ପଶୁ ଡାକ୍ତରମାନଙ୍କ ଠାରୁ ଅଧିକ ଜାଣିଛ । ଆପଣ ବିଲେଇ ବିଷୟରେ ଏକ ଚମତ୍କାର ପୁସ୍ତକ ଲେଖୁଛନ୍ତି । ମୁଁ ନିଜେ ଲେଖୁବା କିମ୍ବା ପଢ଼ିବା ଜାଣି ନାହିଁ – କିନ୍ତୁ ମୋ ସ୍ତ୍ରୀ ଥଓଡ଼ୋସିଆ ଜଣେ ବିଦ୍ଵାନ ଏବଂ ସେ ତୁମର ବହିକୁ ପଢ଼ି ମୋତେ ଶୁଣାଇଛନ୍ତି । ଆପଣ ବୋଧହୁଏ ନିଜେ ଗୋଟେ ବିଲେଇ ଥିଲେ । ତୁମେ ଜାଣ ସେମାନେ କିପରି ଚିନ୍ତା କରନ୍ତି ।

When the Cat’s-food-Man had gone the parrot flew off the window on to the Doctor’s table and said, “That man’s got sense. That’s what you ought to do. Be an animal doctor. Give the silly people up-if they haven’t brains enough to see you’re the best doctor in the world. Take care of animals instead- they’ll soon find it out. Be an animal doctor:” “ Oh, there are plenty of animal doctors,” said John Dolittle, putting the flowerpots outside on the windowsill to get the rain. “Yes, there are plenty:’ said Polynesia. ‘But none of them are any good at all. Now listen, Doctor, and I’ll tell you something. Did you know that animals can talk?”

ଓଡ଼ିଆ ଅନୁବାଦ :
ଯେତେବେଳେ ବିଲେଇ ଖାଦ୍ୟ ବିକାଳି ଯାଇସାରିଲା, ଶୁଆଟି ଝରକା ଉପରୁ ଉଡ଼ିଆସି ଡାକ୍ତରଙ୍କ ଟେବୁଲ ଉପରେ ବସିଗଲା ଏବଂ କହିଲା, ‘ସେ ଲୋକଟିର ବୁଦ୍ଧି ଅଛି । ଆପଣ ତାହାହିଁ କରିବା ଉଚିତ । ଏକ ପଶୁଡାକ୍ତର ହୁଅ । ସେହି ବୋକା ଲୋକମାନଙ୍କୁ ଛାଡ଼ି ଦିଅ – ସେମାନଙ୍କର ଯଦି ଯଥେଷ୍ଟ ବୁଦ୍ଧି ନାହିଁ ଜାଣିବା ପାଇଁ ଯେ ଆପଣ ପୃଥ‌ିବୀର ସର୍ବଶ୍ରେଷ୍ଠ ଡାକ୍ତର । ସେମାନଙ୍କ ବଦଳରେ ପଶୁମାନଙ୍କର ଯନ୍ ନିଅ- ସେମାନେ ଖୁବ୍ ଶୀଘ୍ର ବୁଝିପାରିବେ ପଶୁ ଡାକ୍ତର ହୋଇଯାଅ ।’’ ଫୁଲକୁଣ୍ଡଗୁଡ଼ିକୁ ବର୍ଷାଜଳ ପାଇବା ପାଇଁ ଝରକାର ବାହାରପଟେ ରଖିବାବେଳେ, ଡାକ୍ତର ଜନ୍ ଜୁଲିଟିଲ କହିଲେ, ‘ଦେଖ ବହୁତ ପଶୁ ଡାକ୍ତର ଅଛନ୍ତି ।’’ ପଲିନେସିଆ କହିଲା, ‘ହଁ ବହୁତ ପଶୁଡାକ୍ତର ଅଛନ୍ତି କିନ୍ତୁ କେହି ଜଣେ ବି ଭଲ ଡାକ୍ତର ନୁହଁନ୍ତି । ଏବେ ଶୁଣ ଡାକ୍ତର ଏବଂ ମୁଁ ତୁମକୁ କିଛି କଥା କହିବି । ପଶୁମାନେ କଥା କହିପାରନ୍ତି ବୋଲି ତୁମେ ଜାଣିଥୁଲ କି ?’’

“I knew that parrots can talk:’ said the Doctor. “Oh, we parrots can talk in two languages-people’s language and bird language said Polynesia proudly. “If I say, ‘Polly wants a cracker’, you understand me. But hear this: Ka-ka oi- ee, fee-fee?” “Good Gracious!” cried the Doctor. “What does that mean?” “That means, ‘Is the porridge hot yet?-in bird language’

“My! You don’t say so!” said the Doctor. “You never talked that way to me before’ “What would have been the good?” said Polynesia, dusting some cracker crumbs offher left wing. ‘You wouldn’t have understood me if I had:’
“Tell me some more said the Doctor, all excited; and he rushed over to the drawer and came back with a book and a pencil. “Now don’t go too fast-and I’ll write it down. This is interesting-very interesting-something quite new. Give me the Birds’ A.B.C. first-slowly
now:’

ଓଡ଼ିଆ ଅନୁବାଦ
ଡାକ୍ତର କହିଲେ, ‘ମୁଁ ଜାଣିଥିଲି ଯେ ଶୁଆମାନେ କଥା କହି ପାରନ୍ତି ?’’ ପଲିନେସିଆ ଗର୍ବର ସହ କହିଲା, ‘‘ହଁ, ଆମେ ଶୁଆମାନେ ଦୁଇପ୍ରକାର ଭାଷାରେ କଥା କହିପାରୁ – ଲୋକଙ୍କ ଭାଷା ଏବଂ ପକ୍ଷୀଙ୍କ ଭାଷା, ମୁଁ ଯଦି କହେ, ପଲି ଏକ ବିସ୍କୁଟ ଚାହେଁ, ଆପଣ ବୁଝିପାରିବେ । କିନ୍ତୁ ଏହା ଶୁଣ, କା-କା ଓ ଇ-ଇଇ-ଫିଫି ?”’ ‘‘ହେ ଭଗବାନ୍’’, ଡାକ୍ତର ଚିତ୍କାର କଲେ, ‘ଏହାର ଅର୍ଥ କ’ଣ ପକ୍ଷୀ ଭାଷାରେ ‘ତାର ଅର୍ଥ ହେଉଛି ‘କ୍ଷୀରି କ’ଣ ଏ ଯାଏ ଗରମ ଅଛି ?’’ ଡାକ୍ତର କହିଲେ, ‘ତୁମେ ତ ଏପରି କୁହ ନାହିଁ ?’’ ତୁମେ ମୋ ସହିତ ସେପରି ଭାଷାରେ ଆଗରୁ କେବେ କଥା ହୋଇ ନାହିଁ ।’’ ପଲିନେସିଆ ତାର ବାମ ଡ଼େଣାରେ ପଡ଼ିଥିବା ଗୁଣ୍ଡ ବିସ୍କୁଟକୁ ଝାଡ଼ିବାବେଳେ କହିଲା, ‘କ’ଣ ଆଉ ଲାଭ ହୋଇଥାଆନ୍ତା ! ମୁଁ କହିଥିଲେ ତୁମେ କ’ଣ ମୋତେ ବୁଝିପାରିଥା’ନ୍ତ ?”” ‘ମୋତେ ଆଉ କିଛି କୁହ’’, ଏକଥା କହି ଡାକ୍ତର ଉତ୍ସାହିତ ହୋଇ ତାଙ୍କ ଡ୍ରୟର ପାଖକୁ ଚାଲିଗଲେ ଏବଂ ଏକ ଖାତା ଓ ଏକ ପେନ୍‌ସିଲ ଆଣି ବସିପଡ଼ିଲେ ଏବଂ କହିଲେ, ‘ଏବେ ତରତର ନହୋଇ ଧୀରେ ସବୁ କୁହ, ମୁଁ ସବୁ ଲେଖୁ । ଏହା ବହୁତ ମଜାଦାର- ବହୁତ ମଜାଦାର- କିଛି ପୂରା ନୂଆ । ମୋତେ ପକ୍ଷୀଙ୍କ ବର୍ଣ୍ଣମାଳା ପ୍ରଥମେ ଦିଅ ଏବେ ଧୀରେ ଧୀରେ କୁହ ।’’

So that was the way the Doctor came to know that animals had a language of their own and could talk to one another. And all that afternoon, while it was raining, Polynesia sat on the kitchen table giving him bird words to put down in the book. At teatime, when the dog, Jip, came in, the parrot said to the Doctor, ‘See, he’s talking to you.”

“Looks to me as though he were scratching his ear:’ said the Doctor. “But animals don’t always speak with their mouths, said the parrot in a high voice, raising her eyebrows. “They talk with their ears, with their feet, with their tails-with everything. Sometimes they don’t want to make a noise. Do you see now the way he’s twitching up one side of his nose?” “What’s that mean?” asked the Doctor.” That means, ‘Can’t you see that it has stopped raining?” Polynesia answered. “He is asking you a question. Dogs nearly always use their noses for asking questions:’ After a while, with the parrot’s help, the Doctor got to learn the language of the animals so well that he could talk to them himself and understand everything they said. Then he gave up being a people’s doctor altogether.

ଓଡ଼ିଆ ଅନୁବାଦ :
ଏହିପରି ଭାବେ ଡାକ୍ତର ଜାଣିଲେ ଯେ ପଶୁମାନଙ୍କର ଏକ ନିଜସ୍ଵ ଭାଷା ଅଛି ଏବଂ ସେମାନେ ପରସ୍ପର ମଧ୍ୟରେ କଥା ହୋଇପାରନ୍ତି । ସେଦିନ ସାରା ଉପରଓଳି ପଲିନେସିଆ ରୋଷେଇ ଘରର ଟେବୁଲ ଉପରେ ବସି ଡାକ୍ତରଙ୍କୁ ପକ୍ଷୀମାନଙ୍କର ଶବ୍ଦ ସବୁ ଦେଇ ଚାଲିଲା ଯାହା ସେ ଏକ ଖାତାରେ ଲେଖିଗଲେ । ଚା ପିଇବା ସମୟରେ କୁକୁର ଜିପ୍ ଘରକୁ ପଶି ଆସିଲା, ଶୁଆଟି ଡାକ୍ତରଙ୍କୁ କହିଲା, ‘ଦେଖ ସେ ତୁମକୁ କିଛି କହୁଛି ।’’ ଡାକ୍ତର କହିଲେ, ‘ସେ ମୋ ଆଡ଼କୁ ଅନାଇ ତା’ର କାନ କୁଣ୍ଡାଉଛି ।’’ ଶୁଆଟି ତା’ର ଆଖୁ ଭ୍ରୂଲତାକୁ ଉଠେଇ କରି ଏକ ବଡ଼ ପାଟିରେ କହିଲା, ‘ପଶୁମାନେ ସବୁବେଳେ ପାଟିରେ କଥା କୁହନ୍ତି ନାହିଁ । ସେମାନେ ସେମାନଙ୍କର କାନ, ପାଦ, ଲାଞ୍ଜ ଇତ୍ୟାଦି ସବୁଥରେ କଥା ହୁଅନ୍ତି । ବେଳେବେଳେ, ସେମାନେ ଶବ୍ଦ କରିବାକୁ ଚାହାନ୍ତି ନାହିଁ । ଏବେ ଦେଖୁଛ ସେ କୁକୁରଟି କିଭଳି ତାର ନାକର ଗୋଟିଏ ପଟ ଟେକି ଦେଇଛି ।’’ ଡାକ୍ତର ପଚାରିଲେ, ‘ଏହାର ଅର୍ଥ କ’ଣ ? ପଲିନେସିଆ ଉତ୍ତର ଦେଇ କହିଲା, ’’ ଏହାର ଅର୍ଥ ହେଉଛି ତୁମେ କ’ଣ ଦେଖିପାରୁ ନାହିଁ କି ବର୍ଷା ବନ୍ଦ ହୋଇଗଲାଣି । ସେ ଆପଣଙ୍କୁ ଏକ ପ୍ରଶ୍ନ ପଚାରୁଛି । କୁକୁରମାନେ ପ୍ରାୟତଃ ପ୍ରଶ୍ନ ପଚାରିବା ପାଇଁ ସେମାନଙ୍କର ନାକ ବ୍ୟବହାର କରିଥା’ନ୍ତି ।’’ କିଛି ସମୟ ପରେ ଶୁଆର ସାହାଯ୍ୟ ନେଇ ଡାକ୍ତରଜଣକ ସବୁ ପଶୁଙ୍କ ଭାଷା ଏପରି ବୁଝିଗଲେ ଯେ ସେ ସେମାନଙ୍କ ସହିତ ନିଜେ କଥା ହୋଇ ପାରିଲେ । ତା’ପରେ ଲୋକମାନଙ୍କ ଡାକ୍ତର ଏକାବେଳକେ ଛାଡ଼ିଦେଲା ।

TEXT – II

As soon as the Cat’s-food-Man had told everyone that John Dolittle was going to become an animal doctor, old ladies began to bring him their pet pugs and poodles who had eaten too much cake; and farmers came many miles to show him sick cows and sheep. One day a plough horse was brought to him; and the poor thing was terribly glad to find a man who could talk in horse language. “You know, Doctor;’ said the horse, “that vet over the hill knows nothing at all. He has been treating me six weeks now- for something or the other. What I need is spectacles. I am going blind in one eye. There’s no reason why horses shouldn’t wear glasses, the same as people. But that stupid man over the hill never even looked at my eyes. He kept on giving me big pills. I tried to tell him, but he couldn’t understand a word of horse language. What I need is spectacles.”

ଓଡ଼ିଆ ଅନୁବାଦ :
ଯେତେବେଳେ ବିଲେଇ-ଖାଦ୍ୟ ବିକାଳି ସମସ୍ତଙ୍କୁ କହିଲେ ଯେ ଜନ୍ ଡୁଲିଟିଲ୍ ଜଣେ ପଶୁ ଡାକ୍ତର ହେବାକୁ ଯାଉଛନ୍ତି, ବୃଦ୍ଧା ମହିଳାମାନେ ସେମାନଙ୍କ ପୋଷା କୁକୁର ଓ କୁକୁର ଛୁଆଙ୍କୁ ଧରି ତାଙ୍କ ପାଖକୁ ଆସିଲେ ଯେଉଁମାନେ ଅଧ୍ବକ ପିଠା ଖାଇ ଦେଇଥିଲେ, ଏବଂ ମାଇଲ୍ ମାଇଲ୍ ଦୂରରୁ କୃଷକମାନେ ମଧ୍ୟ ସେମାନଙ୍କ ରୋଗିଣା ଗାଈ ଓ ମେଣ୍ଢାକୁ ଧରି ଚିକିତ୍ସା କରିବାକୁ ଆସିଲେ । ଦିନେ ଏକ ହଳ କରୁଥିବା ଘୋଡ଼ାକୁ ତାଙ୍କ ପାଖକୁ ଅଣାଗଲା ଏବଂ ବିଚରା ପଶୁଟି ଘୋଡ଼ା ଭାଷାରେ କଥା କହି ପାରୁଥିବା ଜଣେ ଲୋକକୁ ପାଇ ଖୁବ୍ ଖୁସି ହୋଇଗଲା । ଘୋଡ଼ା କହିଲା, ‘ଡାକ୍ତର ମହାଶୟ ଆପଣ ଜାଣନ୍ତି, ପାହାଡ଼ ଉପରେ ଥ‌ିବା ପଶୁ ଡାକ୍ତର ଜଣକ କିଛି ଜାଣି ନାହାଁନ୍ତି । ସେ ମୋତେ ଛଅ ସପ୍ତାହ ଧରି କିଛି ଗୋଟାଏ ପାଇଁ ନହେଲେ ଆଉ କିଛି ପାଇଁ ଚିକିତ୍ସା କରି ଆସୁଛନ୍ତି । ଯାହା ମୋର ଦରକାର ତାହା ହେଉଛି ଚଷମା । ମୋର ଗୋଟିଏ ଆଖୁକୁ ଦେଖାଯାଉନି । ମଣିଷଭଳି ଘୋଡ଼ାମାନେ ଚଷମା ନ ପିନ୍ଧି ପାରିବାର କୌଣସି କାରଣ ନାହିଁ । କିନ୍ତୁ ସେହି ନିର୍ବୋଧ ବ୍ୟକ୍ତିଟି କେବେ ହେଲେ ମୋ ଆଖୁକୁ ଚାହିଁଲା ନାହିଁ । ସେ ମୋତେ ବଡ଼ ବଡ଼ ବଟିକା ଦେଇ ଚାଲିଲା । ମୁଁ ତାଙ୍କୁ କହିବାକୁ ଚେଷ୍ଟା କଲି କିନ୍ତୁ ସେ ଘୋଡ଼ା ଭାଷାର ଶବ୍ଦଟିଏ ବି ବୁଝି ପାରିଲା ନାହିଁ । ମୋର ଯାହା ଦରକାର ସେଇଟା ହେଉଛି ଚଷମା ।’’

“Of course-of course said the Doctor. “T’ll get you some at once:’
“I would like a pair like yours:’ said the horse-“only green. They’ll keep the Sun out of my eyes while I’m ploughing the field:’ “Certainly,” said the Doctor. “Green ones you shall have:’
“You know, the trouble is, Sir,” said the plough horse as the Doctor opened the front door to let him out-“the trouble is that anybody thinks he can doctor animals-just because the animals don’t complain. As a matter of fact, it takes a much cleverer man to be a really good animal doctor than it does to be a good people’s doctor:’ “Well, well!” said the Doctor. “When will my glasses be ready?” “T’ll have them for you next week,” said the Doctor. “Come in again Tuesday-Good morning!”

ଓଡ଼ିଆ ଅନୁବାଦ :
‘‘ଅବଶ୍ୟ, ଅବଶ୍ୟ ମୁଁ ତୁମକୁ ଆଣିଦେବି,’’ ଡାକ୍ତର କହିଲେ ଘୋଡ଼ା କହିଲା, ‘ମୋର ଆପଣଙ୍କ ଭଳି ଏକ ହଳ ଚଷମା ଦରକାର- କେବଳ ସବୁଜ ରଙ୍ଗର । ମୁଁ ହଳ କରିବା ସମୟରେ ସେଗୁଡ଼ିକ ମୋ ଆଖୁକୁ ସୂର୍ଯ୍ୟ କିରଣରୁ ରକ୍ଷା କରିବ ।’’ ‘ନିଶ୍ଚିନ୍ତ ରୂପେ’’ ‘ତୁମକୁ ଏକ ହଳ ସବୁଜ ଚଷମା ଦିଆଯିବ’’ ଡାକ୍ତର କହିଲେ । ଯେତେବେଳେ ହଳ କରୁଥୁବା ଘୋଡ଼ାଟି ଯିବା ପାଇଁ ଡାକ୍ତର ତାଙ୍କ ସମ୍ମୁଖ ଦ୍ଵାର ଖୋଲିଦେଲେ, ସେତିକିବେଳେ ସେ କହିଲା, ‘‘ମହାଶୟ ଆପଣ ଜାଣିଛନ୍ତି, ସମସ୍ୟା କେଉଁଠି ଅଛି । ଅସୁବିଧା ହେଉଛି ଯେ କେହି ବ୍ୟକ୍ତି ଭାବନ୍ତି ସେ ପଶୁମାନଙ୍କ ଚିକିତ୍ସା କରିପାରିବେ -କାରଣ ପଶୁମାନେ ଅଭିଯୋଗ କରନ୍ତି ନାହିଁ । ବାସ୍ତବରେ ଦେଖିବାକୁ ଗଲେ ଜଣେ ମଣିଷ ଡାକ୍ତର ହେବା ଅପେକ୍ଷା ଜଣେ ପଶୁ ଡାକ୍ତର ହେବାକୁ ହେଲେ ବ୍ୟକ୍ତି ଅଧ‌ିକ ଚତୁର ହୋଇଥିବା ଆବଶ୍ୟକ ।’’ ଡାକ୍ତର କହିଲେ, ‘ଆଛା, ଆଛା’ । କେବେ ମୋ ଚଷମା ପ୍ରସ୍ତୁତ ହୋଇଯିବ ?’’ ଘୋଡ଼ାଟି ପଚାରିଲା, ଡାକ୍ତର କହିଲେ, ‘ସେଗୁଡ଼ିକୁ ମୁଁ ଆର ସପ୍ତାହରେ ତୁମ ପାଇଁ ଆଣି ଦେବି ।’’ ଆସନ୍ତା ମଙ୍ଗଳବାର ଦିନ ଆଉ ଥରେ ଆସ, ଶୁଭ ସକାଳ ।’’

Then John Dolittle got a fine, big pair of green spectacles; and the plough horse stopped going blind in one eye and could see as well as ever.
And soon it became a common sight to see farm animals wearing glasses in the countryside, round Puddleby; and a blind horse was a thing unknown.
And so it was with all the other animals that were brought to him. As soon as they found that Doctor Dolittle could talk their language, they told him where the pain was and how they felt. And it was easy for the doctor to cure them.
Now all these animals went back and told their brothers and friends that there was a doctor in the little house with the big garden who really was a doctor. And whenever any creatures got sick-not only horses and cows and dogs-but all the little things of the fields, like harvest mice, badgers, and bats, all came at once to his house on the edge of the town. So his big garden was nearly always crowded with animals trying to get into see him.

ଓଡ଼ିଆ ଅନୁବାଦ :
ତା’ପରେ ଜନ୍ ଡୁଲିଟିଲ୍ ଏକ ସୁନ୍ଦର ବଡ଼ ସବୁଜ ଚଷମା ହଳକ ଆଣିଦେଲେ ଓ ହଳ କରୁଥିବା ଘୋଡ଼ାଟିର ଗୋଟିଏ ଆଖୁର ଅନ୍ଧତ୍ଵ ଦୂର ହୋଇଗଲା ଏବଂ ସେ ପୂର୍ବ ଭଳି ସ୍ପଷ୍ଟ ରୂପେ ଦେଖପାରିଲା । ଖୁବ୍ ଶୀଘ୍ର ଗ୍ରାମାଞ୍ଚଳରେ କୃଷିକ୍ଷେତ୍ରର ପଶୁମାନେ ଚଷମା ପିନ୍ଧି କାମ କରୁଥିବାର ଦୃଶ୍ୟ ଏକ ସାଧାରଣ ଦୃଶ୍ୟପଟ୍ଟ ହୋଇଗଲା । ତାଙ୍କ ପାଖକୁ ଅଣାଯାଉଥ‌ିବା ଅନ୍ୟ ପଶୁମାନଙ୍କ କ୍ଷେତ୍ରରେ ମଧ୍ୟ ସେଇ ଏକା କଥା ଘଟିଲା । ଯେତେବେଳେ ସେମାନେ ଦେଖୁଲେ ଡାକ୍ତର ଡୁଲିଟିଲ୍ ତାଙ୍କ ଭାଷାରେ କହିପାରୁଛନ୍ତି ସେମାନେ ତାଙ୍କୁ ତାଙ୍କର କେଉଁଠି ଯନ୍ତ୍ରଣା ଥିଲା ଓ ସେମାନେ କିପରି ଅନୁଭବ କରୁଥିଲେ ତାଙ୍କୁ କହିପାରିଲେ । ଡାକ୍ତରଙ୍କ ପାଇଁ ଅତି ସହଜ ହୋଇଗଲା ସେମାନଙ୍କୁ ଭଲ କରିବା ପାଇଁ । ଏବେ ସେହି ପଶୁଗୁଡ଼ିକ ଫେରିଯାଇ ସେମାନଙ୍କ ଭାଇ ଓ ସାଙ୍ଗମାନଙ୍କୁ କହିଲେ ଯେ ବଡ଼ ବଗିଚାରେ ଥ‌ିବା ଛୋଟ ଘରଟିରେ ଜଣେ ଡାକ୍ତର ରହୁଛନ୍ତି ଯିଏ ପ୍ରକୃତରେ ଜଣେ ଡାକ୍ତର । ଯେତେବେଳେ ଯେଉଁ ପ୍ରାଣୀ ଅସୁସ୍ଥ ହେଉଥ୍ଲା- କେବଳ ଘୋଡ଼ା, ଗାଈ ଏବଂ କୁକୁର ନୁହଁନ୍ତି, ବରଂ କ୍ଷେତର ଛୋଟ ଛୋଟ ଜୀବମାନେ ଯଥା ମୂଷା, ଶାଳିଆ ପତିନି ତୁରନ୍ତ ସହର ମୁଣ୍ଡରେ ଥିବା ତାଙ୍କ ଘରକୁ ଆସୁଥିଲେ । ତେଣୁ ତାଙ୍କ ବଡ଼ ବଗିଚାଟିରେ ତାଙ୍କୁ ଦେଖା କରରିବାକୁ ଆସୁଥ‌ିବା ପ୍ରାଣୀମାନଙ୍କର ଗହଳି ପ୍ରାୟତଃ ଲାଗି ରହୁଥିଲା ।

So many animals came there. He had to have special doors made for the different kinds. He wrote ‘HORSES’ over the front door, ‘COWS’ over the side door, and SHEEP’ on the kitchen door. Each kind of animal had a separate door-even the mice had a tiny tunnel made for them into the cellar, where they waited patiently in rows for the Doctor to come round to them.

And so, in a few years’ time, every living thing for miles and miles got to know about John Dolittle, M.D. And the birds who flew to other countries in the winter told the animals in foreign lands about Dolittle who could understand their talk and help them in their troubles. In this way he became famous among the animals-all over the world. He was happy and liked his life very much.

ଓଡ଼ିଆ ଅନୁବାଦ :
ତାଙ୍କ ଘରକୁ ବହୁ ସଂଖ୍ୟକ ପ୍ରାଣୀ ଆସିଲେ । ତାଙ୍କୁ ବିଭିନ୍ନ ପଶୁଙ୍କ ପାଇଁ ଭିନ୍ନ ଭିନ୍ନ ପ୍ରବେଶ ପଥ ତିଆରି କରିବାକୁ ପଡ଼ିଲା । ସେ ସମ୍ମୁଖ ଦ୍ଵାର ଉପରେ ‘ଘୋଡ଼ା’, ପାର୍ଶ୍ଵ ଦ୍ଵାରରେ ‘ଗାଈ’ ରୋଷେଇ ଘର ଦ୍ଵାରରେ ‘ମେଣ୍ଢା’ ଲେଖୁଲେ । ପ୍ରତ୍ୟେକ ପ୍ରାଣୀଙ୍କର ଏକ ଅଲଗା ଦ୍ଵାର ଥିଲା । ଏପରିକି ମୂଷା ପାଇଁ ମଧ୍ୟ ଭୂତଳ ଘରକୁ ଯିବାପାଇଁ ଏକ ସୁଡ଼ଙ୍ଗ ଥିଲା । ସମସ୍ତେ ନିଜ ନିଜ ଦ୍ଵାର ଦେଶରେ ଡାକ୍ତର ଆସିବାକୁ ଅପେକ୍ଷା କରୁଥିଲେ । ଏବଂ ଏହିପରି କେଇ ବର୍ଷ ମଧ୍ୟରେ କୋଶ କୋଶ ଦୂରରେ ରହିଥ‌ିବା ପ୍ରତ୍ୟେକ ପ୍ରାଣୀ ଡାକ୍ତର ଜୁଲିଟିଲ୍‌ଙ୍କ ବିଷୟରେ ଜାଣିବାକୁ ପାଇଲେ ଏବଂ ଯେଉଁ ପକ୍ଷୀମାନେ ଶୀତ ଦିନରେ ବିଦେଶକୁ ଉଡ଼ି ଯାଉଥିଲେ ସେମାନେ ବି ସେଠାରେ ବିଦେଶରେ ପଶୁ ପକ୍ଷୀମାନଙ୍କୁ ଡାକ୍ତର ଜୁଲିଟିଲଙ୍କ କଥା କହିଲେ ଯିଏକି ସେମାନଙ୍କର ଭାଷା ବୁଝିପାରନ୍ତି ଓ ସେମାନଙ୍କ ଅସୁବିଧାରେ ସାହାଯ୍ୟ କରନ୍ତି । ଏହିପରି ଭାବରେ ସେ ସମଗ୍ର ପୃଥ‌ିବୀରେ ପଶୁମାନଙ୍କ ମଧ୍ୟରେ ପ୍ରସିଦ୍ଧ ହୋଇଗଲେ । ସେ ବହୁତ ଖୁସିଥିଲେ ଓ ଜୀବନକୁ ବହୁତ ଭଲ ପାଉଥିଲେ ।

Summary of The Text
(ପାଠ୍ୟ ବିଷୟର ସଂକ୍ଷିପ୍ତ ସାରକଥା) :

Dr. John Dolittle was a doctor for humans but had a special interest in animals. One day, the Cat’s-food-Man suggested that he give up treating humans and become an animal doctor, as he knew more about animals than ordinary veterinarians. The parrot, Polynesia, supported this idea, revealing to Dr. Dolittle that animals had their own language, which they used to communicate. Excited, Dr. Dolittle began learning the language of animals with Polynesia’s help, recording the words in a book.

Once Dr. Dolittle could understand and communicate with animals, he gave up treating humans and focused solely on animals. Animals from far and wide, including farm animals and smaller creatures, came to him for treatment. He even provided spectacles to a horse, and animals learned to rely on him for their care. Special doors were made for each type of animal, ensuring they could enter and wait patiently. Over time, Dr. Dolittle became famous among animals worldwide for his ability to understand their language and help them in need. He was happy with his work and enjoyed his life.

Notes & Glossary (ଶବ୍ଦାର୍ଥ) :

Animals Birds and Dr Dolittle Class 7 MCQ

Question 1.
Who advised Dr. Dolittle to become an animal doctor?
(a) Jip, the dog
(b) The Cat’s-food-Man
(c) Polynesia, the parrot
(d) The farmers
Answer:
(c) Polynesia, the parrot

Question 2.
What helped Dr. Dolittle become famous all over the world?
(a) Newspapers
(b) Migratory birds
(c) Farmers
(d) Sailors
Answer:
(b) Migratory birds

Question 3.
Why were separate doors made for animals?
(a) to decorate the house
(b) to avoid confusion and crowding
(c) to save time
(d) to please people
Answer:
(b) do avoid confusion and crowding

Question 4.
What does the behaviour of animals waiting patiently show?
(a) fear
(b) hunger
(c) anger
(d) discipline and trust
Answer:
(d) discipline and trust

Question 5.
Which animals came from fields and forests?
(a) dogs and cats
(b) harvest mice, badgers, bats
(c) horses and cows
(d) sheep and goats
Answer:
(b) harvest mice, badgers, bats

Question 6.
What does the tunnel for mice symbolize?
(a) luxury
(b) equality for all creatures
(c) fear of mice
(d) decoration
Answer:
(b) equality for all creatures

Question 7.
What value does Dr.Dolittle teach us most?
(a) compassion
(b) competition
(c) wealth
(d) power
Answer:
(a) compassion

Question 8.
If birds had not spread the news, what would happen?
(a) animals would stop coming
(b) Dr.Dolittle would remain unknown
(c) animals would speak to people
(d) doors would not be needed
Answer:
(b) Dr.Dolittle would remain unknown

Question 9.
Why did animals trust Dr.Dolittle?
(a) he wore spectacles
(b) he lived alone
(c) he understood and respected them
(d) he was old
Answer:
(c) he understood and respected them

Question 10.
What kind of doctor was Dr. Dolittle at first?
(a) Animal doctor
(b) Village doctor
(c) Army doctor
(d) Human doctor
Answer:
(d) Human doctor

Question 11.
Which door was meant for sheep?
(a) kitchen door
(b) back door
(c) front door
(d) cellar door
Answer:
(a) kitchen door

Question 12.
What should humans learn from animals in the story?
(a) to fight
(b) to trust kindness
(c) to be greedy
(d) to stay silent
Answer:
(b) to trust kindness

Question 13.
What kind of society is shown in the animal world?
(a) disorderly
(b) violent
(c) careless
(d) organised and patient
Answer:
(d) organised and patient

Question 14.
What lesson does the chapter mainly teach?
(a) fame as important
(b) money brings happiness
(c) kindness creates trust
(d) animals are weak
Answer:
(c) kindness creates trust

Animals Birds and Dr Dolittle Class 7 Fill in the Blanks

1. _____ the parrot advised Dr. Dolittle to become an animal doctor.
Answer: Polynesia

2. Animals from far and near came to Dr. Dolittle’s _____ for treatment.
Answer: house

3. The garden of Dr. Dolittle’s house was almost always _____ with animals.
Answer: crowded

4. Separate _____ were made for different kinds of animals.
Answer: doors

5. Sheep were asked to entre through the _____ door.
Answer: kitchen

6. Mice waited patiently in a tiny _____ made for them.
Answer: tunnel

7. Harvest mice, badgers and bats came from the _____ and fields.
Answer: forests

8. Dr. Dolittle treated all animals with _____ and care.
Answer: kindness

9. Dr. Dolittle became famous among animals all over the _____.
Answer: world

10. The chapter teaches us to show _____ towards animals.
Answer: compassion

Animals Birds and Dr Dolittle Class 7 True or False

1. Doctor Dolittle learnt animal language from Polynesia.
Answer: True

2. The plough horse didn’t respect the vet over the hill.
Answer: True

3. The Cat’s-food-Man read the book written by Dr.Dolittle.
Answer: False

4. Doctor Dolittle continued practice both as an animal doctor and human doctor.
Answer: False

5. The plough ox wanted green colour spectacles.
Answer: False

6. Dr.Dolittle lived a happy life after becoming an animal doctor.
Answer: True

Animals Birds and Dr Dolittle Class 7 Very Short Question Answer

Question 1.
Why did animals preferred Dr. Dolittle to another doctor?
Answer:
Animals preferred Dr. Dolittle because he could understand their language and treated them kindly.

Question 2.
What was special about the tunnel made for mice?
Answer:
It showed that even small creatures were treated with care and respect.

Question 3.
How did Dr. Dolittle show equal attention to all animals?
Answer:
He listened patiently to each animal and treated them one by one.

Question 4.
Why do you think Dr. Dolittle chose animals over humans as his main patients?
Answer:
Dr. Dolittle chose animals because they trusted him, understood his kindness and never complained unnecessarily. He also felt happier helping animals who truly needed care.

Question 5.
How does the parrot’s advice change Dr. Dolittle’s life? Explain.
Answer:
The parrot encouraged Dr. Dolittle to become an animal doctor. This decision changed his life completely, made him famous and gave him happiness and purpose.

Question 6.
What does the behaviour of animals waiting patiently tell us about discipline and trust?
Answer:
The animals waiting calmly show discipline and trust in Dr. Dolittle. It proves that kindness creates respect and order even among animlas.

Question 7.
Why is Dr. Dolittle’s ability to listen considered more important than medicines?
Answer:
By listening carefully Dr. Dolittle understood the exact problems of animals. This helped him give correct treatment, providing listening is as important as medicine.

Question 8.
How would the world change if people treated animals the way Dr. Dolittle did?
Answer:
Animals would live safer lives, receive timely treatment and humans would develop compassion and responsibility towards nature.

Question 9.
Whose advice first came for the doctor to treat animals?
Answer:
The Cat’s food-Man first advised Dr. Dolittle to treat the animals.

Question 10.
Why was the plough-horse displeased with the vet?
Answer:
The vet didn’t try to know the cause of sickness and giving many pills.

Question 11.
What was the colour of the horse’s spectacles of the plough horse?
Answer:
The colour of the horse’s spectacles was green.

Animals Birds and Dr Dolittle Class 7 Short Question Answer

Question 1.
How did the doctor become famous all over the world?
Answer:
The doctor learnt animal languages. He understood their problems. All animals got cured. The doctor even made special arrangement for the treatment. Thus all the animals and birds spread the news everywhere and the Doctor Dolittle became famous animal doctor all over the world.

Question 2.
Why was the plough horse very happy?
Answer:
The plough horse was happy that Doctor Dolittle could understand his language and problem of sickness. Realising that the horse was going blind in one eye, he prescribed spectacles. The colour of spectacles was green as the plough horse desired.

Question 3.
What did the doctor learn from Polynesia?
Answer:
The doctor learnt from Polynesis the birds language. He learnt that animals also speak using their tails, nose, ears, feet etc. Thus he learnt animal language and could communicate with them.

For effective revision, students can use BSE Odisha Class 7 English Solutions Chapter 3 Three Days to See Question Answer to practice textbook exercises.

Class 7 English Three Days to See Question Answer

Class 7 English Chapter 3 Question Answer Odia Medium

Let us do these activities before we read
(ଆସ ପଢ଼ିବା ପୂର୍ବରୁ ଏହି କାର୍ଯ୍ୟଗୁଡ଼ିକୁ କରିବା ।)

I. Work in pairs. Recall a visit to a place that you liked. Discuss the details of that place and write about the following:
(ଯୋଡ଼ି ହୋଇ କାମ କର । ତୁମେ ପସନ୍ଦ କରୁଥିବା ଏକ ବୁଲିଯାଇଥିବା ସ୍ଥାନକୁ ମନେ ପକାଅ । ସେହି ସ୍ଥାନ ଉପରେ ବିଶଦ ଆଲୋଚନା କର ଏବଂ ନିମ୍ନୋକ୍ତ ପ୍ରଶ୍ନର ଉତ୍ତର ଲେଖା (Question with Answer)

1. Name of the place: Puri Beach
2. Persons you went with: Family/Friends
3. Things you could:

• see: waves, sand, people playing
• listen: sound of waves, birds
• smell: sea breeze, flowers
• taste: ice cream, local food
• touch/feel: sand, water, shells

II. How does this memory make you feel?
(ଏହି ସ୍ମୃତି ତୁମକୁ କିପରି ଅନୁଭବ ହେଉଛି ।)
Answer:
Happy, relaxed, excited, and peaceful.

III. Do you think your visit/experience would be different if you could not see or hear? Share your answers with your classmates and the teacher.
(ତୁମେ ଭାବୁଛ କି, ତୁମର ପରିଦର୍ଶନ ଅଭିଜ୍ଞତା ଅଲଗା ହୋଇଥା’ନ୍ତା ଯଦି ତୁମେ ଶୁଣିପାରୁ ନଥା’ନ୍ତ ବା ଦେଖିପାରୁନଥା’ନ୍ତ । ତୁମ ଉତ୍ତରଗୁଡ଼ିକୁ ତୁମ ଶ୍ରେଣୀସାଥୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)

Answer:
Yes, because our senses help us experience the world fully. Without them, the experience would have been limited.

Did you know that our five senses are essential for us to experience and make sense of the world around us?
(ତୁମେ ଜାଣିଥୁଲ କି ଆମର ପାଞ୍ଚଟି ଇନ୍ଦ୍ରିୟ ଆମ ଚାରିପାଖରେ ଥିବା ପୃଥିବୀକୁ ଅନୁଭବ କରିବାପାଇଁ ଆବଶ୍ୟକ ?)
Answer:
Yes, our five senses are essential for us to experience and make sense of the ‘world around us.

Let us discuss
(ଆସ ଆଲୋଚନା କରିବା)

I. Work in pairs. Identify the statements that are true from the ones given below. Share your answers with the teacher.
(ଯୋଡ଼ି ହୋଇ କାମ କର । ନିମ୍ନ ପ୍ରଦତ୍ତ ଉକ୍ତିଗୁଡ଼ିକ ମଧ୍ୟରୁ କେଉଁଗୁଡ଼ିକ ସତ୍ୟ ଚିହ୍ନାଅ । ତୁମର ଉତ୍ତରଗୁଡ଼ିକୁ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)
1. The author expresses a deep longing to experience the world through the sense of hearing.
2. The author would like exploring the city only to observe how people are suffering.
3. The author would spend the first day seeing the people whose kind-heartedness and friendship have enriched her life.
4. The author acknowledges that even in three days, she would not be able to see everything.
5. The author feels that everyone can find the greatest joy merely by the sense of touch.
6. The author advises those who can see to appreciate every moment as if they might lose their senses tomorrow.
7. On the third day, the author would like to observe people in their daily lives and understand their experiences.
8. The author focuses that the sight must be the most delightful one.
Answer :
1. False. The author does not emphasize hearing. Instead, she expresses a deep longing to experience the world through the sense of sight.
2. False. She would like to explore the city to observe people’s daily lives – their smiles, determination, and emotions – not only their suffering.
3. True. On the first day, the author would spend her time seeing the people whose kindness, love, and friendship have enriched her life.
4. True. She acknowledges that three days are too short, and she would not be able to see everything she longed to see.
5. False. While she finds joy through touch, the author clearly states that sight must be the most delightful sense of all.
6. True. She advises them to use their eyes as if they might lose their sight tomorrow, and similarly, to cherish all other senses as if they could be lost the next day.
7. True. On the third day, she would like to observe people in their daily lives, watch their activities in the city, and understand their experiences.
8. True. The author considers sight to be the most delightful of all the senses.

II. Complete the table given below with what Helen Keller wanted to do on the three days if she had sight.
(ହେଲେନ୍ କେଲର ତିନିଦିନ ପାଇଁ ଯଦି ଦୃଷ୍ଟିଶକ୍ତି ପାଆନ୍ତି ତେବେ ସେ କ’ଣ କରିବେ ଲେଖୁ ସାରଣୀ ପୂରଣ କର ।)

Answer:

Day 1	Day 2	Day 3
see the people, know her friends from the feel of their faces, whose kindness and companionship enriched her life.	arise with the dawn observe the transformation of night into day, visit museums to see Earth’s history and man’s progress.	observe people in their daily lives, understand their experiences by sight, explore work a day world.

Let us think and reflect
(ଆସ ଭାବିବା ଓ ବିଚାର କରିବା):

I. Read the extracts given below and answer the questions that follow.
(ନିମ୍ନ ପ୍ରଦତ୍ତ ଉଦ୍ଧୃତାଂଶଗୁଡ଼ିକୁ ପଢ଼ ଓ ପରବର୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)
“I feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver birch, or the rough, shaggy branch of a pine. In spring, I touch the branches of trees hopefully in search of a bud, the first sign of awakening Nature after her winter’s sleep. Occasionally, I am very fortunate; I place my hand gently on a small tree and feel the happy quiver of a bird in full song.”

(i) How many times the word ‘I’ is used in the passage?
(ଅନୁଚ୍ଛେଦରେ ‘I? ଶବ୍ଦଟି କେତେଥର ବ୍ୟବହୃତ ହୋଇଛି ?)
Answer:
The word ‘I’ is used five times in the passage.
(ii) The word I refers to ________. (Choose the correct option)
‘T’ ଶବ୍ଦଟି ________ କୁ ବୁଝାଉଛି । (ସଠିକ୍ ବିକଳ୍ପଟି ବାଛ ।)
A. Leaf
B. Tree
C. Author
D. Nature
Answer:
C. Author

(iii) Complete the sentence appropriately. (Choose the correct option) (VÔN ଭାବରେ ବାକ୍ୟଟିକୁ ସଂପୂର୍ଣ କର । ସଠିକ୍ ବିକଳ୍ପଟି ବାଛ ।)
The phrase ‘awakening Nature after her winter’s sleep’ refers to
A. winter
Answer:
B. spring
B. spring
C. summer
D. autumn

2. “The next day I should arise with the dawn and see the thrilling miracle by which night is transformed into day. I should behold with awe the magnificent panorama of light with which the sun awakens the sleeping earth. This day I should devote to a hasty glimpse of the world, past and present. I should want to see the pageant of man’s progress, and so I should go to the museums.

(i) The word ‘thrilling’ has been used with ‘miracle’.
Which of the following words does not match with the word ‘thrilling’?
(‘thrilling’ ଶବ୍ଦଟି ‘miracle’ ସହ ବ୍ୟବହୃତ ହୋଇଛି । ନିମ୍ନଲିଖତ କେଉଁ ଶବ୍ଦଟି ‘thrilling’ ସହ ମେଳ ଖାଉନାହିଁ ।)
A. experience
B. tale
C. knowledge
D. adventure
Answer:
C. knowledge

(ii) Why does the author refer to the earth as ‘sleeping earth’ ?
(ଲେଖକ କାହିଁକି ପୃଥ‌ିବୀକୁ ସୁପ୍ତ ପୃଥ‌ିବୀ (sleeping earth) ବୋଲି କହିଛନ୍ତି ?)
Answer:
The author calls the earth as ‘sleeping earth’ because during the night everything rests in darkness, and with the sunrise, life, light, and activity return, as if the earth has woken up from sleep.

(iii) Complete the sentence with an appropriate reason.
(ଉପଯୁକ୍ତ କାରଣ ଲେଖୁ ବାକ୍ୟଟିକୁ ସଂପୂର୍ଣ୍ଣ କର ।)
The writer wishes to dedicate the day to a brief look at the present and past world because _____.
(ଲେଖକ ଦିନଟିକୁ ପୃଥ‌ିବୀର ବର୍ତ୍ତମାନ ଏବଂ ଅତୀତକୁ ଏକ ସମ୍ୟକ ଦର୍ଶନ କରିବାକୁ ଇଚ୍ଛା କରିଛନ୍ତି କାରଣ ______)
Answer:
The writer wishes to dedicate the day to a brief look at the present and the past world because she wanted to understand human progress, nature, and history in a short time, and museums would provide her that opportunity through a condensed glimpse of the world.

(iv) How many times is the word ‘should’ used in the extract?
(ଊଦ୍ଧୃତାଂଶରେ ‘should’ ଶବ୍ଦଟି କେତେଥର ବ୍ୟବହାର ହୋଇଛି ?)
Answer:
The word ‘should’ is used five times in the extract.

(v) What does the use of ‘should’ focus on in the extract? (ଶବ୍ଦଟି କାହା ‘should’s ଶବ୍ଦଟି କେତେଥର ବ୍ୟବହାର ହୋଇଛି ?)
Answer:
The repeated use of ‘should’ shows that the author is imagining or wishing what she would do if given the chance to see for a limited time. It conveys her longing and hypothetical plans.

Answer the following questions.
(ନିମ୍ନଲିଖତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
The sense of touch makes up for the loss of sight and hearing. Explain this statement with reference to the text. (ସ୍ପର୍ମେନ୍ଦ୍ରିୟ ଦୃଷ୍ଟି ଏବଂ ଶ୍ରବଣର କ୍ଷତିକୁ ଭରଣା କରୁଛି । ଏହି ଉକ୍ତିକୁ ପାଠ୍ୟବିଷୟ ଆଧାରରେ ବୁଝାଅ ।)
Answer:
Helen Keller explains that although she cannot see or hear, the sense of touch helps her connect with the world. She feels the texture of leaves, the smoothness of birch bark, or the roughness of a pine branch. She can even sense a bird quivering in song through touch. Thus, touch provides her with a unique way of experiencing nature and compensates for the absence of sight and hearing.

Question 2.
Why does the author believe that the sense of sight is the most wonderful one?
(ଲେଖକ କାହିଁକି ବିଶ୍ଵାସ କରନ୍ତି ଯେ ଦୃଷ୍ଟି ଶକ୍ତି ସବୁଠାରୁ ଆଶ୍ଚର୍ଯ୍ୟଜନକ ଅଟେ ?)
Answer:
The author believes sight is the most wonderful sense because it reveals the beauty, colours, and expressions of the world in an instant. While touch and hearing give limited understanding, sight allows one to grasp emotions, nature, art, history, and daily life directly. She feels that among all senses, sight provides the richest and most delightful experiences.

Question 3.
How might the author’s opinion on making the most of our senses guide us to be kinder towards people with special abilities ?
(ଲେଖକଙ୍କ ମତ କିପରି ଆମର ସମସ୍ତ ଇନ୍ଦ୍ରିୟକୁ ଭିନ୍ନକ୍ଷମ ବ୍ୟକ୍ତିକୁ ଦୟାଶୀଳ ହେବା ପାଇଁ ପରିଚାଳିତ କରେ ।)
Answer:
The author’s view reminds us to value our senses and not take them for granted. It also teaches us empathy for those with special abilities, like the blind or deaf, who rely on their remaining senses. By appreciating our blessings, we can respect their struggles, understand their strengths, and support them with kindness rather than pity.

Question 4.
What is the significance of the loss of a sense, according to the author?
(ଲେଖକଙ୍କ ମତରେ, ‘‘ଗୋଟିଏ ଇନ୍ଦ୍ରିୟ ହରାଇବାର ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ କ’ଣ ?)
Answer:
According to the author, the loss of a sense makes people realize its true value. She suggests that if we imagine losing sight, hearing, or touch tomorrow, we will use them more meaningfully today. Hence, losing a sense highlights the importance of making the best use of the abilities we still possess.

Question 5.
How does the author encourage people to approach their everyday sensory experiences ?
(ଲେଖକ ଲୋକମାନଙ୍କୁ ସେମାନଙ୍କର ପ୍ରତ୍ୟେକ ଦିନର ଇନ୍ଦ୍ରିୟଜନିତ ଅନୁଭୂତିକୁ କିପରି ଗ୍ରହଣ କରିବାକୁ ଉତ୍ସାହିତ କରିଛନ୍ତି ?)
Answer:
The author encourages people to treat every sensory experience as precious. She advises to hear music as if tomorrow one would be deaf, to smell flowers as if tomorrow the sense of smell would vanish, and to see everything as if one would be blind tomorrow. In this way, she urges us to enjoy and value every moment of sensory experience fully.

Let us learn (ଆସ ଶିଖ୍):

Sensory words are descriptive – they describe how we experience the world: how we see, hear, smell, taste or feel something. (ସମ୍ବେଦନଶୀଳ ଶବ୍ଦଗୁଡ଼ିକ ବର୍ଣ୍ଣନାତ୍ମକ – ସେଗୁଡ଼ିକ ଆମେ କିପରି ପୃଥ‌ିବୀକୁ ଅନୁଭବ କରୁ ତାହା ବର୍ଣ୍ଣନା କରିଥା’ନ୍ତି- ଆମେ କିପରି ଦେଖୁ, ଶୁଣୁ, ସ୍ଵାଦବାରୁ ଏବଂ କିଛି ଜିନିଷକୁ କିପରି ଅନୁଭବ କରୁ ।
Some sensory words from the text are given in column 2 for the 5 senses in column 1. Read the text again and add the new words in column 3. (Question with Answer) (ପାଠ୍ୟ ବିଷୟରୁ କେତେକ ଇନ୍ଦ୍ରିୟ ସମ୍ପର୍କିତ ଶବ୍ଦ ସ୍ତମ୍ଭ ‘2 ରେ ସ୍ତମ୍ଭ ‘1’ ରେ ଥିବା 5 ଟି ଇନ୍ଦ୍ରିୟ ପାଇଁ ଦିଆଯାଇଛି । ପାଠ୍ୟ ବିଷୟକୁ ଆଉଥରେ ପଢ଼ ଏବଂ ସ୍ତମ୍ଭ ‘3’ କିଛି ନୂଆ ଶବ୍ଦ ଯୋଗକର ।)

Answer:

Column 1 (Sense)	Column 2 (From text)	Column 3 (New words from text)
What you see	panorama	dawn, light, museums
What you hear	music	voice, bird song, orchestra
What you smell	perfume	fragrance, flowers, smell
What you taste	relish	morsel, taste, flavour
What you feel	rough	smooth, delicate, quiver, shaggy

II. Read the following sentences from the text and underline the verbs.
(ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକ ପଢ଼ ଏବଂ verbଗୁଡ଼ିକ ତଳେ ଗାର ଟାଣ ।) (Questions with Answers)
I should divide the period into three parts.
On the first day, I should want to see.
The next day I should arise with the dawn…
I should behold with awe…
The words you have underlined are a combination of two verbs. In each of these sentences, ‘should’ is the modal verb (suggestion), and the second verb (divide, want, arise, behold) is the main verb.
Modal verbs are auxiliary verbs that express necessity, possibility, permission, or ability. They are used before the main verb to give additional information about the function of the main verb. Common modal verbs include can, could, may, might, shall, should, will, would, must, and ought to.

Look at the chart
(ତଳ ଚାର୍ଟକୁ ଦେଖ ।)

Modal verbs are auxiliary verbs that express necessity, possibility, permission, or ability.
(Modal verb ଗୁଡ଼ିକ ଆବଶ୍ୟକତା, ସମ୍ଭାବନା, ଅନୁମତି କିମ୍ବା ଦକ୍ଷତା ପ୍ରକାଶ କରିଥା’ନ୍ତି ।)
They are used before the main verb to give additional information about the function of the main verb. (ସେଗୁଡ଼ିକ ମୁଖ୍ୟ କ୍ରିୟାର ପୂର୍ବରୁ ବ୍ୟବହାର ହୋଇ main verb ବିଷୟରେ ଅଧିକ ତଥ୍ୟ ପ୍ରଦାନ କରିଥା’ନ୍ତି ।)

III. Identify the modal verbs in the following sentences. Choose the functions they express from those given in the box below.
(ନିମ୍ନ ବାକ୍ୟଗୁଡ଼ିକରେ Modal verb ଗୁଡ଼ିକୁ ଚିହ୍ନାଅ । ସେମାନେ କେଉଁ କାର୍ଯ୍ୟ କରୁଛନ୍ତି ତଳ ବାକ୍ସରୁ ବାଛି ଲେଖ ।)
(necessity, polite request, ability, moral obligation, possibility)
1. You can learn a lot from this experience.
Answer:
Modal verb – can’! Function: ability

2. They might arrive late due to traffic.
Answer:
Modal verb – might’! Function: possibility

3. She must finish her homework before dinner.
Answer:
Modal verb – must’! Function: necessity

4. They ought to apologise for their mistake.
Answer:
Modal verb – ought to ‘! Function: moral obligation

5. He would like to have some lassi, please.
Answer:
Modal verb – would ‘! Function: polite request

IV. Read the situations in Column 1 and functions in Column 2. Fill in the blanks in the sentences in Column 4 with appropriate modal verbs from Column 3. After filling in the blanks, the teacher makes groups and allows the students to discuss the function of each modal.
(ସ୍ତମ୍ଭ ‘1’ ରେ ଥ‌ିବା ପରିସ୍ଥିତିଗୁଡ଼ିକୁ ଓ ସ୍ତମ୍ଭ ‘2’ ରେ ଥ‌ିବା କାର୍ଯ୍ୟଗୁଡ଼ିକୁ ପଢ଼ । ସ୍ତମ୍ଭ ‘3’ ରୁ ଉପଯୁକ୍ତ Modal verb ଗୁଡ଼ିକୁ ନେଇ ସ୍ତମ୍ଭ 4” ର ବାକ୍ୟଗୁଡ଼ିକୁ ପୂରଣ କର । ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କରିସାରିବା ପରେ ଶିକ୍ଷକ ଦଳ ଗଢ଼ିବେ ଏବଂ ପିଲାମାନଙ୍କୁ ପ୍ରତି modal ର କାର୍ଯ୍ୟ ଆଲୋଚନା କରିବାକୁ ଅନୁମତି 6769 1) (Question with Answer)

Answer:

Let us listen (ଆସ ଶୁଣିବା):

You will listen to a conversation between a mother and son. As you listen, select four true statements from 1-7 given below. (Transcript for the teacher on page – 42) (ତୁମେ ମାଆ ଓ ପୁଅଙ୍କ ମଧ୍ୟରେ ଏକ କଥୋପକଥନ ଶୁଣ । ଶୁଣିବା ସମୟରେ ୧–୭ ଉକ୍ତିଗୁଡ଼ିକ ମଧ୍ୟରୁ ଚାରୋଟି ଠିକ୍ ଉକ୍ତି ବାଛ । ଶିକ୍ଷକଙ୍କ ପାଇଁ Transcript ପୃଷ୍ଠା 42 ରେ ଅଛି ।)
(Question with Answers)

Let us read (ଆସ ପଢ଼ିବା)
Let us read

Answer:

Let us speak (ଆସ କହିବା)

Work in pairs. Take turns to speak for a minute on any one of the senses you value the most, Use the given prompts to frame your response before you speak.
(ଦୁଇ ଜଣିଆ ଦଳରେ କାମ କର । ଇନ୍ଦ୍ରିୟଗୁଡ଼ିକ ମଧ୍ୟରୁ ତୁମେ ସବୁଠାରୁ ଅଧିକ ମୂଲ୍ୟବାନ ମନେ କରୁଥୁବା ଇନ୍ଦ୍ରିୟ ତୁମ ପାଳି ଆସିଲେ ଏକ ମିନିଟ୍ ପାଇଁ କୁହ । ତୁମ କହିବା ପୂର୍ବରୁ ତୁମ ଉତ୍ତର ପ୍ରସ୍ତୁତି ପାଇଁ ନିମ୍ନଲିଖତ ସୂଚନାଗୁଡ଼ିକ ବ୍ୟବହାର କର ।)
I value my sense of sight/sound/touch/smell/taste the most because…
One of my favourite experiences is…
This is so because…
I appreciate being able to see/hear/touch/smell/taste…
God forbid, if I were to lose the sense of sight/sound/touch/smell/taste, it would make me feel…
I would not be able to…
I thank God that I am able to see/hear/touch/smell/taste.
Remember to
speak clearly and confidently
glance at your notes for reference rather than reading
make eye contact
use gestures if you wish to
pronounce words clearly and avoid mumbling
speak at a steady, moderate pace
Answer:
I value my sense of sight the most because it lets me seel everything around me. One of my favlourite experiences is watching colourful sunsets. This is so because they are beautiful and peaceful.
I appreciate being able to see my family’s faces and read my favourite books. If I were to lose my sense of sight it would make me feel very sad and lonely. I would not be able to see my friends or enjoy movies.
I thank God that I am able to see.

Let us write (ଆସ ଲେଖୁବା)

A descriptive paragraph describes a person, place, object or event to create a memorable experience for the reader. Write a descriptive paragraph describing a place that you visited recently.
(ଏକ ବର୍ଣ୍ଣନାତ୍ମକ ଅନୁଚ୍ଛେଦ ପାଠକଙ୍କ ପାଇଁ ସ୍ମରଣୀୟ ଅନୁଭୂତି ସୃଷ୍ଟି କରିବା ନିମନ୍ତେ ଏକ ବ୍ୟକ୍ତି, ସ୍ଥାନ, ବସ୍ତ କିମ୍ବା ଘଟଣା ବିଷୟରେ ବର୍ଣ୍ଣନା କରିଥାଏ । ତୁମେ ନିକଟ ଅତୀତରେ ବୁଲିବାକୁ ଯାଇଥିବା ଏକ ସ୍ଥାନ ବିଷୟରେ ଏକ ବର୍ଣ୍ଣନାତ୍ମକ ଅନୁଚ୍ଛେଦ ଲେଖ ।)

Follow the guidelines given below to draft this paragraph.
(ଅନୁଚ୍ଛେଦଟି ଲେଖୁବା ପାଇଁ ନିମ୍ନ ପ୍ରଦତ୍ତ ନିର୍ଦ୍ଦେଶାବଳୀ ଅନୁସରଣ କର ।)
1. In the opening line, begin with something interesting to capture the reader’s attention. Introduce the place you visited.
2. In the supporting lines, describe the place using adjectives and specific details that appealed to your five senses-sight, sound, smell, taste, and touch. You may repeat words, phrases, and sentences; compare objects and use personification to hold the reader’s attention.
3. Use fresh, soothing, ear kissing words.
4. Sentences must have a magnetic touch.
5. Try not to use long sentences.
6. In the concluding lines, summarise the description to provide a final impression. Mention what was the most important thing about that place which others should also experience.
Answer:
I visisted Indira Park in Bhubaneswar last Sunday morning. It was full of life and colour. The green lawn were like soft carpets. Children played on the slides. The happy shouts filled the air. I saw bright yellow and red flowers. They smiled at the sun. The smell of the wet soil and roses was refreshing. A cool fountain sprayed tiny water drops. They touched my skin like a soft mist. I sat on a bench under a big tree. Its shade was cool and peaceful. The most wonderful thing was the toy train. It moved in a slow circle. Everyone, young and old, should take a ride. It makes me feel like a happy child again.

Let us explore
(ଆସ ଅନ୍ଵେଷଣ କରିବା):

Do you know how persons with visual challenges are able to read and write? They read through touch with the help of Braille, a code of raised dots that represents the letters of the alphabet. This touch code (tactile) was developed over a period of nine years by Louis Braille, who became blind at a very young age due to an accident.
Study the code given below and write your name using it. You may use bindis or grains of daal to make the dots that you can touch and feel.
(ନିମ୍ନ ପ୍ରଦତ୍ତ କୋଡ଼ଗୁଡ଼ିକୁ ପଢ଼ ଓ ଏହାକୁ ବ୍ୟବହାର କରି ତୁମ ନାମ ଲେଖ । ତୁମେ ଛୁଇଁ ପାରୁଥ‌ିବା ଓ ଅନୁଭବ କରି ପାରୁଥିବା ବିନ୍ଦି କିମ୍ବା ଡାଲି ଦାନ ବ୍ୟବହାର କରିପାର ।)

(Students will write their names themselves using the code.)

II. Have you heard about the International Day of Persons with Disabilities? Find out when and how it is observed in India. Write your findings on a sheet and put it up on the class board.
(ତୁମେ ଆନ୍ତର୍ଜାତିକ ଭିନ୍ନକ୍ଷମ ଦିବସ ବିଷୟରେ ଶୁଣିଛ କି ? ଏହା କେବେ ଓ କିପରି ଭାରତରେ ପାଳିତ ହୁଏ ନିରୂପଣ କର । ତୁମେ ପାଇଥିବା ତଥ୍ୟଗୁଡ଼ିକୁ ଏକ କାଗଜରେ ଲେଖୁ ଶ୍ରେଣୀ ବୋର୍ଡ଼ରେ ଲଗାଅ ।)

III. Do you like to know about sign language? Go to the link given below to learn about the Indian sign language. (ତୁମେ ସଙ୍କେତ ଭାଷା ବିଷୟରେ ଜାଣିବାକୁ ପସନ୍ଦ କରୁଛ କି । ନିମ୍ନ ପ୍ରଦତ୍ତ linkରେ ଅନୁସନ୍ଧାନ କରି ଭାରତୀୟ ସଙ୍କେତ ଭାଷା ବିଷୟରେ ଶିକ୍ଷା କର ।) https:/ncert.nic.in/pdf/accessibility.ISL 200word_v15.pdf
Answer:
Do Yourself.

Three Days to See Class 7 Summary

Let us read (ଆସ ପଢ଼ିବା):

I, who cannot see, find hundreds of things to interest me through mere touch. I feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver birch, or the rough, shaggy branch of a pine. In spring, I touch the branches of trees hopefully in search of a bud, the first sign of awakening Nature after her winter’s sleep. Occasionally, I am very fortunate; I place my hand gently on a small tree and feel the happy quiver of a bird in full song.

ଓଡ଼ିଆ ଅନୁବାଦ:
ମୁଁ ଯେ କି ଦେଖିପାରେ ନାହିଁ କେବଳ ସ୍ପର୍ଶଦ୍ଵାରା ଶହ ଶହ ଜିନିଷ ପ୍ରତି ଆଗ୍ରହ ସୃଷ୍ଟି ହୁଏ । ମୁଁ ଏକ ପତ୍ରର ସୂକ୍ଷ୍ମ ସମରୂପତା ସ୍ପର୍ଶଦ୍ଵାରା ଅନୁଭବ କରେ । ମୁଁ ମୋର ହାତକୁ ଅତି ପ୍ରେମର ସହିତ ଭୁର୍ଜଗଛର ସୂକ୍ଷ୍ମ ଧବଳ ବକଳ କିମ୍ବା ପାଇନ୍ ଗଛର ଖଦଖଦଡ଼ିଆ, ଅଡୁଆ ଚତୁଆ ଡାଳ ଉପରେ ବୁଲାଇ ଦିଏ । ବସନ୍ତ ଋତୁରେ, ମୁଁ ଆଶାର ସହ ଗଛମାନଙ୍କ ଡାଳରେ ହାତର ସ୍ପର୍ଶ କରେ କଢ଼ଟିଏ ଖୋଜିବାକୁ, ଯାହାକି ପ୍ରକୃତିକୁ ଜାଗରଣ କରିବାର ପ୍ରଥମ ସଂକେତ ଏବଂ ଯିଏକି ତାର ଶୀତର ନିଦ୍ରାରୁ ଉଠିଛି । ସମୟ ସମୟରେ, ମୁଁ ବହୁତ ଭାଗ୍ୟବାନ୍, ମୁଁ ମୋ ହାତକୁ,ଏକ ଛୋଟ ଗଛର ଉପରେ ଥୋଇଦିଏ ଏବଂ ଏକ ପକ୍ଷୀର ସଙ୍ଗୀତ ଭରା ଥରିବା ଅନୁଭବରେ ଖୁସି ହୁଏ ।

At times, my heart cries out with longing to see all these things. If I can get so much pleasure from mere touch, how much more beauty must be revealed by sight.
And I have imagined what I should most like to see if I were given the use of my eyes, say, for just three days.

ଓଡ଼ିଆ ଅନୁବାଦ:
ବେଳେବେଳେ, ମୋ ହୃଦୟ ବିଳପି ଉଠେ, ଏ ସବୁକୁ ଦେଖିବା ଇଚ୍ଛାରେ । ଯଦି ଏ ସବୁକୁ ସ୍ପର୍ଶ କରିବାରେ ମୋତେ ଏତେ ଆନନ୍ଦ ମିଳୁଛି, ତେବେ ଏମାନଙ୍କୁ ଆଖରେ ଦେଖୁ ପାରିଲେ ଆଉ କେତେ ସୌନ୍ଦର୍ଯ୍ୟର ପରିପ୍ରକାଶ ହୋଇପାରିଥା’ନ୍ତା ଏବଂ ମୁଁ କଳ୍ପନା କରିପାରିଛି ଯେ ଯଦି ମୋତେ ଦୃଷ୍ଟିଶକ୍ତି ମିଳନ୍ତା, ମାତ୍ର ତିନିଦିନ ପାଇଁ ମୁଁ କେତେକ ଭଲ ପାଉଥ‌ିବା ଜିନିଷ ଦେଖୁବା ଉଚିତ ମନେ କରିଥା’ନ୍ତି ।

I should divide the period into three parts. On the first day, I should want to see the people whose kindness and companionship have made my life worth living. I do not know what it is to see into the heart of a friend through that ‘window of the soul’, the eye.
I can only ‘see’ through my fingertips the outline of a face. I can detect laughter, sorrow and other obvious emotions. I know my friends from the feel of their faces.

ଓଡ଼ିଆ ଅନୁବାଦ:
ପ୍ରଥମ ଦିନ, ମୁଁ ସେହି ଲୋକମାନଙ୍କୁ ଦେଖିବାକୁ ଯୋଗ୍ୟ କରିଦେଇଛି । ମୁଁ ଜାଣେନାହିଁ, ସେହି ଦେଖୁବା ମୁଁ କେବଳ ମୋର ଆଙ୍ଗୁଠି ଛାପରେ ମୁଁ ସେ ସମୟକୁ ତିନୋଟି ଭାଗରେ ବିଭକ୍ତ କରିଥା’ନ୍ତି । ଇଚ୍ଛା ଯେଉଁମାନଙ୍କ ଦୟାଳୁତା ଏବଂ ବନ୍ଧୁତ୍ଵ ମୋ ଜୀବନକୁ ବଞ୍ଚିବା ଆଖୁ, ଯାହାକି ଆତ୍ମାର ଝରକା, ଜଣେ ବନ୍ଧୁର ହୃଦୟକୁ କିପରି ଜଣକର ମୁଖମଣ୍ଡଳକୁ ଦେଖିପାରିବି । ମୁଁ ହସ, ଦୁଃଖ ଏବଂ ଅନ୍ୟାନ୍ୟ ଭାବପ୍ରବଣତାକୁ ଚିହ୍ନଟ କରିପାରିବି । ମୁଁ ସାଙ୍ଗମାନଙ୍କୁ ଜାଣିପାରିବ ସେମାନଙ୍କ ମୁଖମଣ୍ଡଳର ସ୍ପର୍ଶଦ୍ଵାରା ।

The next day I should arise with the dawn and see the thrilling miracle by which night is transformed into day. I should behold with awe the magnificent panorama of light with which the sun awakens the sleeping earth. This day I should devote to a hasty glimpse of the world, past and present.

ଓଡ଼ିଆ ଅନୁବାଦ:
ତା’ପରଦିନ ମୁଁ ପ୍ରଭାତରେ ଉଠିଯିବି ଏବଂ ସେହି ରୋମାଞ୍ଚକର ଚମତ୍କାର ଦୃଶ୍ୟ ଦେଖୁବି ଯହା ରାତ୍ରକୁ ଦିନରେ ପରିବର୍ତ୍ତିତ କରୁଛି । ମୁଁ ବିସ୍ମୟର ସହ ଦେଖୁ ସେହି ମନୋରମ ଆଲୋକର ଦୃଶ୍ୟ ଯେତେବେଳେ ସୂର୍ଯ୍ୟ ଜାଗ୍ରତ କରିଦିଅନ୍ତି ସୁପ୍ତ ପୃଥ‌ିବୀକୁ । ଏହିଦିନ ମୁଁ ପୃଥ‌ିବୀ ଉପରେ ସମ୍ୟକ ଦୃଷ୍ଟିପାତ କରି କଟାଇବି । ତାର ଅତୀତ ଓ ବର୍ତ୍ତମାନ ବିଷୟରେ ଜାଣିବାକୁ ଚାହିଁବି ।

I should want to see the pageant of man’s progress, and so I should go to the museums. There my eyes would see the condensed history of the earth-animals and the races of men pictured in their native environment; gigantic carcasses of dinosaurs and mastodons that roamed the earth before man appeared, with his tiny stature and powerful brain, to conquer the animal kingdom.

ଓଡ଼ିଆ ଅନୁବାଦ:
ମୁଁ ମାନବ ପ୍ରଗତିର ଦୃଶ୍ୟ ଦେଖିବାକୁ ଚାହିଁବି, ସେଥ‌ିପାଇଁ ମୋତେ ସଂଗ୍ରହାଳୟକୁ ଯିବାକୁ ପଡ଼ିବ । ସେଠାରେ ମୋ ଆଖୁ ପୃଥ‌ିବୀର ସଂକ୍ଷିପ୍ତ ଇତିହାସକୁ ଦେଖୁବ । ସଂଗ୍ରାହଳୟରେ ଥ‌ିବା ପଶୁ ଏବଂ ବିଭିନ୍ନ ପ୍ରଜାତି ମାନବର ପ୍ରତିମା, ଡାଇନାସୋର ଦେଖୁବି ଯାହାକି ମାନବ ଆସିବା ପୂର୍ବରୁ ପୃଥ‌ିବୀରେ ବିଚରଣ କରୁଥିଲା । ପୃଥ‌ିବୀକୁ ପରେ ଆସି ଆଜି ଏହି ଛୋଟ ଶରୀର ଏବଂ ଶକ୍ତିଶାଳୀ ମସ୍ତିଷ୍କ ଧାରଣ କରିଥିବା ମାନବ ସମଗ୍ର ପଶୁଜଗତକୁ ଅଧିକାର କରିଛି ।

The following morning, I should again greet the dawn, anxious to discover new delights, new revelations of beauty. Today, this third day, I shall spend in the workaday world, amid the haunts of men going about the business of life. The city becomes my destination.

ଓଡ଼ିଆ ଅନୁବାଦ:
ପରବର୍ତୀ ସକାଳର ମୁଁ ପ୍ରଭାତକୁ ଶୁଭେଚ୍ଛା ଜଣାଇବା ସହ ଅନେକ ଆନନ୍ଦକୁ ଆବିଷ୍କାର କରିବି ଏବଂ ସୌନ୍ଦର୍ଯ୍ୟର ବିଭିନ୍ନ ରୂପକୁ ଦେଖୁବାକୁ ଚାହିଁବି । ଆଜି ହେଉଛି ତୃତୀୟଦିନ । ମୁଁ ଆଜି ଏହି ବ୍ୟସ୍ତବହୁଳ ପୃଥ‌ିବୀରେ ସହରକୁ ଦେଖାସାକ୍ଷାତ୍ ଉଦ୍ଦେଶ୍ୟରେ ଆସୁଥ‌ିବା ବ୍ୟକ୍ତିଗଣଙ୍କ ମଧ୍ୟରେ କାଟିବି । ସହର ବର୍ତ୍ତମାନ ମୋର ଲକ୍ଷ୍ୟସ୍ଥଳ ।

First, I stand at a busy corner, merely looking at people, trying by sight of them to understand something of their daily lives. I see smiles, and I am happy. I see serious determination, and I am proud. I see suffering, and I am compassionate.

ଓଡ଼ିଆ ଅନୁବାଦ:
ପ୍ରଥମେ ମୁଁ ଏକ କୋଣରେ ଛିଡ଼ା ହୋଇ ସହରର ଲୋକମାନଙ୍କୁ ଦେଖ‌ିବା ସହିତ ସେମାନଙ୍କ ଦୈନନ୍ଦିନ ଜୀବନ ବିଷୟରେ ଜାଣିବାକୁ ଚାହିଁବି । ମୁଁ ଲୋକଙ୍କ ହସ ଦେଖ‌ିଲେ, ଖୁସି ହେବି । ମୁଁ ଲୋକଙ୍କ ଗମ୍ଭୀର ଦୃଢ଼ ମନ ଦେଖିଲେ, ଗର୍ବ ଅନୁଭବ କରିବି ଏବଂ ମୁଁ ଲୋକଙ୍କ ଯନ୍ତ୍ରଣା ଦେଖୁଲେ ଅନୁକମ୍ପା କରିବି ।

At midnight, permanent night would close in on me again. Naturally in those three short days I should not have seen all I wanted to see. Only when darkness had again descended upon me should I realise how much I had left unseen.

ଓଡ଼ିଆ ଅନୁବାଦ:
ମଧ୍ୟରାତ୍ରରେ, ମୋର ସ୍ଥାୟୀ ଅନ୍ଧକାର ପୁଣି ଆସିଯିବ । ପ୍ରକୃତରେ ସେହି ତିନିଦିନରେ ମୁଁ ଚାହିଁଥ‌ିବା ସମସ୍ତ ଜିନି ଦେଖୁପାରିବି ନାହିଁ । ଯେତେବେଳେ ଅନ୍ଧକାର ମୋ ଉପରକୁ ଓହ୍ଲାଇ ଆସିବ ମୁଁ ସେତେବେଳେ ଭାବିବି ମୁଁ ଆଉ କେତେ ଜିନିଷ ଛାଡ଼ି ଦେଇଛି ଦେଖିବା ପାଇଁ ।

I who am blind can give one hint to those who can see: use your eyes as if tomorrow you would be stricken blind. And the same method can be applied to your other senses. Hear the music of voice, the song of a bird, the mighty strains of an orchestra, as if you would be stricken deaf tomorrow. Touch each object as if tomorrow your tactile sense would fail. Smell the perfume of flowers, taste with relish each morsel, as if tomorrow you could never smell and taste again. Make the most of every sense; glory in all the facets of pleasure and beauty, which the world reveals to you through the several means of contact, which Nature provides. But of all the senses, I am sure that sight must be the most delightful one.
HELEN KELLER

ଓଡ଼ିଆ ଅନୁବାଦ:

ମୁଁ ଜଣେ ଅନ୍ଧ ହିସାବରେ ଦେଖିପାରୁଥିବା ବ୍ୟକ୍ତିମାନଙ୍କୁ ଗୋଟିଏ ସଙ୍କେତ ଦେବାକୁ ଚାହୁଁଛ, ତୁମର ଆଖୁକୁ ଏପରି ବ୍ୟବହାର କର ଯେପରି ଆସନ୍ତାକାଲି ତୁମେ ଅନ୍ଧ ହୋଇଯିବ । ଏବଂ ସେହି ଏକା ପ୍ରକାର ଉପାୟ ତୁମେ ତୁମର ଅନ୍ୟ ଇନ୍ଦ୍ରିୟମାନଙ୍କ ଉପରେ ପ୍ରୟୋଗ କର । ସଙ୍ଗୀତର ସ୍ଵର ଶୁଣ, ପକ୍ଷୀଟିର ଗୀତ, ଅର୍କେଷ୍ଟ୍ରାର ଜୋର ବାଦ୍ୟ ଶୁଣ ଯେପରିକି ତୁମେ ଆସନ୍ତାକାଲି ବଧୂର ହୋଇଯିବ । ପ୍ରତ୍ୟେକ ଦ୍ରବ୍ୟକୁ ସ୍ପର୍ଶ କର ଯେପରିକି ତୁମର ସ୍ପର୍ମେନ୍ଦ୍ରିୟ ଫେଲ୍ ହୋଇଯିବ । ଫୁଲଗୁଡ଼ିକର ବାସ୍ନା ଗ୍ରହଣ କର, ପ୍ରତି ଖାଦ୍ୟ ଦାନକୁ ଆନନ୍ଦରେ ଖାଅ ଯେପରି କାଲି ତୁମେ ବାସ୍ନା ନା ସ୍ଵାଦ ବାରିପାରିବ ନାହିଁ । ସମସ୍ତ ଇନ୍ଦ୍ରିୟର ସମ୍ପୂର୍ଣ୍ଣ ଉପଯୋଗ କର, ସୁଖ ଏବଂ ସୌନ୍ଦର୍ଯ୍ୟର ସମସ୍ତ ଦିଗର ଗୌରବ ଯାହା ତୁମ ପାଖକୁ ଆସିବ ବିଭିନ୍ନ ସଂଯୋଗର ଉପାୟରେ ଯାହା ପ୍ରକୃତି ଯୋଗାଇ ଦେଇଛି । କିନ୍ତୁ ସମସ୍ତ ଇନ୍ଦ୍ରିୟ ଅପେକ୍ଷା, ମୁଁ ନିଶ୍ଚିତ ଯେ ଦୃଷ୍ଟି ଶକ୍ତି ସବୁଠାରୁ ଅଧିକ ଆନନ୍ଦପୂର୍ଣ୍ଣ ।
-ହେଲେନ୍ କେଲ୍‌ର

Summary of Text
(ପାଠ୍ୟ ବିଷୟର ସଂକ୍ଷିପ୍ତ ସାରକଥା):

The essay “Three Days to See” by Helen Keller is a reflection on the value of sight and other senses. Keller, who is blind, imagines what she would do if she could see for just three days.
Day 1: She would spend time with the people who have brought kindness and companionship into her life, appreciating their expressions and emotions through sight.
Day 2: She would explore the natural world, from the sunrise to museums, observing the progress of humanity, animals, and history.
Day 3: She would go to the city and observe the lives of ordinary people, their happiness, determination, and suffering.
Keller emphasizes that sight is precious and urges people to use all their senses fully, appreciating the world as if they might lose them tomorrow. Her message is to value every sense and never take the pleasures of life for granted.

Notes & Glossary (ଶବ୍ଦାର୍ଥ)

Three Days to See Class 7 MCQ

Question 1.
What does the writer feel to understand the symmetry of nature?
(a) a flower
(b) a leaf
(c) a stone
(d) a bird
Answer:
(b) a leaf

Question 2.
What does the writer feel on a small tree?
(a) cold wind
(b) rough bark
(c) rain drops
(d) happy quiver of a bird
Answer:
(d) happy quiver of a bird

Question 3.
Why does the writer touch tree branches in spring?
(a) to find fruit to eat
(b) to feel for the first new bud
(c) to break off a branch
(d) to see if the tree is strong
Answer:
(b) to feel for the first new bud

Question 4.
What does the speaker logically conclude from her experience of touch?
(a) the world is a dangerous place
(b) there must be even more beauty accessible through sight
(c) other senses are unreliable
(d) imagination is superior to reality
Answer:
(b) there must be even more beauty accessible through sight

Question 5.
The tone of the essay can best be described as ______.
(a) bitter and sarcastic
(b) wistful and reflective
(c) humorous and light-hearted
(d) detached and analytical
Answer:
(b) wistful and reflective

Question 6.
What can the author primarily recognise her friends?
(a) by the sound of their voice
(b) by the feel of their faces
(c) by their kindness and companionship
(d) by looking into their eyes
Answer:
(b) by the feel of their faces

Question 7.
Why does the writer value seeing people more than objects?
(a) objects are easy to imagine
(b) people give meaning to her life
(c) she dislikes nature
(d) she is afraid of places
Answer:
(b) people give meaning to her life

Question 8.
Which creatures roamed the earth before humans?
(a) lions and tigers
(b) birds and fish
(c) dinosaurs and mastodons
(d) monkeys
Answer:
(c) dinosaurs and mastodons

Question 9.
The writer spends the third day ______.
(a) in the countryside
(b) in the city
(c) in a museum
(d) in a forest
Answer:
(b) in the city

Question 10.
The writer stands to observe people ______.
(a) in a park
(b) in an office
(c) at a busy street corner
(d) at home
Answer:
(c) at a busy street corner

Three Days to See Class 7 Fill in the Blanks

1. If I ______ given the use of my eyes.
Answer: were

2. Much more beauty must be revealed by ______.
Answer: sight

3. I should divide the period into ______ parts.
Answer: three

4. My heart cries out with ______ to see all these things.
Answer: longing

5. I feel the ______ symmetry of a leaf.
Answer: delicate

Three Days to See Class 7 True or False

1. The author uses the sense of touch to know the world.
Answer: True

2. The author feels the delicate symmetry of a bud.
Answer: False

3. The tree Silver Birch has rough skin.
Answer: False

4. The author considers the sense of sight most useful.
Answer: True

5. The first day is spent by the author in museum.
Answer: False

6. The third day is spent at busy corner.
Answer: True

7. Tactile sense refers to smelling.
Answer: False

8. The author suggests ‘to make best use of every sense’.
Answer: True

Three Days to See Class 7 Very Short Question Answer

Question 1.
How does the writer enjoy nature without sight?
Answer:
The wirter enjoys nature through her sense of touch. She feels leaves, tree bark, buds and even the movement of birds using her hands.

Question 2.
Why does the writer describe sunrise as a “magnificent panorama of light”?
Answer:
Becuse the sunrise fills the world with beauty, light, and wonder, creating a powerful visual experience.

Question 3.
What does the contrast between dinosaurs and humans suggest?
Answer:
It suggests that physical size is less important than intelligence, as humans conquered nature using their powerful brains.

Question 4.
Why does the writer feel happy, proud, and compassionate watching people?
Answer:
Because people’s expression reflect joy, determination and suffering, which awaken different human emotions in the writer.

Question 5.
What does the phrase “permanent night” suggest?
Answer:
It suggests that the writer will lose the power of sight again and return to complete darkness.

Question 6.
Why does the writer realise how much she had left unseen only after darkness returns?
Answer:
Because the limited time makes her understand the true value of sight and how much more there is to see in the world.

Question 7.
What does the writer suggest about touch, smell and taste?
Answer:
The writer suggests touching objects, smelling flowers and testing food fully, as if these might fail the next day.

Question 8.
Which sense does the writer consider the most delightful and why?
Answer:
The writer considers sight the most delightful sense because it reveals the beauty and pleasure of the world most richly.

Three Days to See Class 7 Short Question Answer

Question 1.
What is basis for the speaker’s belief that sight must reveal great beauty?
Answer:
The basis is her own experience. She reasons that if the sense of touch alone can give her so much pleasure, then sight-a much more comprehensive sense-must reveal a far greater dimension of beauty.

Question 2.
In your own words, what is the “thought experiment” the speaker is conducting?
Answer:
The speaker is imagining and planning how she would use the gift of eye sight, if it were granted to her for only three days, to see the things she considers most important and beautiful.

Question 3.
Why does the author say, “I am very fortunate”?
Answer:
The author, in spite of being blind, considers herself fortunate because her other four senses are perfect. She can use these senses to live her life happily. There are people who are without many senses. But the author has lost only the sense of sight, so she considers herself fortunate.

Question 4.
How does the author plan to spend the third day?
Answer:
The author plans to spend the third day among the common people, their business of life, their happiness and sufferings. She would be compassionate toward them. She would feel pride for such experiences.

Question 5.
What advice does the author provide to the people with sight and other senses?
Answer:
The author advises the people having the sense of sight and other senses, to use them fully with appreciation for the wonderful creation as if they might lose these senses tomorrow.

Question 6.
Describe what does the author want to experience with the sense of sight.
Answer:
The author thinks with the sense of sight she could discover the beauty of creation, such as how her near and dear ones appear, the change of day into night, the history of earth in museum, people’s busy life, and the world of work. She would understand everything in a better manner.

Question 7.
What values does the author exhibit in her writing?
Answer:
The author is very sensitive. She is eager to know everything in detail. She does not feel bad though she is blind. She compensates for her blindness by using her other senses. She has concern for mankind. She loves to be amidst them and share their sorrow and happiness. She is very much compassionate towards mankind. She is simple and straight towrad in her statement.

For effective revision, students can use BSE Odisha Class 7 English Solutions Chapter 2 Try Again Question Answer to practice textbook exercises.

Class 7 English Try Again Question Answer

Class 7 English Chapter 2 Question Answer Odia Medium

Let us do these activities before we read
(ଆସ ପଢ଼ିବା ପୂର୍ବରୁ ଏହି କାର୍ଯ୍ୟଗୁଡ଼ିକୁ କରିବା ।)

I. Who inspires you to do your best?
(କିଏ ତୁମକୁ ତୁମ ସର୍ବୋତ୍ତମ କରିବାପାଇଁ ଉତ୍ସାହିତ କରନ୍ତି ?)
Answer:
People or examples that inspire me could be parents, teachers or elders who guide and encourage me. Famous personalities like scientists, athletes, or leaders, even small creatures or events in nature, like the spider in the poem, can teach us persistence and courage. These persons and things inspire me to do my best.

II. Work in pairs. Identify what you see in the pictures given below. What can we learn from them? Share your answers with your classmates and the teacher.
(ଦୁଇ ଜଣିଆ ଦଳ ହୋଇ କାର୍ଯ୍ୟ କର, ନିମ୍ନରେ ପ୍ରଦତ୍ତ ଛବିରେ କ’ଣ ଦେଖୁଛ ତାକୁ ଚିହ୍ନ । ଆମେ ସେମାନଙ୍କଠାରୁ କ’ଣ ଶଙ୍ଖା । ତୁମ ଉତ୍ତରଗୁଡ଼ିକୁ ଶ୍ରେଣୀସାଥୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)

Let us discuss (ଆସ ଆଲୋଚନା କରିବା) :

Complete the summary choosing the suitable words given in the box. Share your answers with the teacher. An example has been given.
(ତଳେ ବାକ୍ସରେ ଦିଆଯାଇଥିବା ଉପଯୁକ୍ତ ଶବ୍ଦ ବାଛି କବିତାର ସାରାଂଶକୁ ସମ୍ପୂର୍ଣ୍ଣ କର । ଉତ୍ତରଗୁଡ଼ିକ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର । ଗୋଟିଏ ଉଦାହରଣ ତୁମ ପାଇଁ କରିଦିଆଯାଇଛି ।)

The poem, written in a narrative style, tells the story of King Bruce of Scotland, who was feeling 1. _____ after falling multiple times to achieve something 2. _____ great for his people. In a moment of 3. _____ despair, he observed a spider trying to reach its web high above. The spider 4. _____ every time it fell after getting close to its goal. It made nine 5. _____ and finally succeeded. The king said that the spider had 6. _____ and so would he. Inspired by the spider’s determination, King Bruce decided to 7. _____ When he 8. _____ this time, he ultimately succeeded.
Answer:
1. low
2. great
3. despair
4. mounted 8. tried
5. attempts
6. conquered
7. strive

II. Complete the following sentence suitably
(ନିମ୍ନୋକ୍ତ ବାକ୍ୟକୁ ଉପଯୁକ୍ତ ଭାବରେ ପୂରଣ କର ।)
The central idea of the poem is: _____.
Answer:
The central idea of the poem is that perseverance, determination, and courage makes one successful; so one should never give up, even after repeated failures.

III. Pick three examples from the poem for each of the following:
(ପ୍ରତ୍ୟେକଙ୍କ ପାଇଁ କବିତାରୁ ତିନୋଟି ଉଦାହରଣ ବାଛ ।)
1. Lines that describe the spider’s efforts :
(ଯେଉଁ ଧାଡ଼ିରେ ବୁଢ଼ିଆଣୀର ଉଦ୍ୟମ ବିଷୟରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ।)
Answer:
(i) “Up, up it ran, not a second to stay, To utter the least complaint.”
(ii) “Again it fell and swung below, But again it quickly mounted.”
(iii) “Steadily, steadily, inch by inch, Higher and higher he got.”

2. Alliteration (the repetition of the same consonant sounds at the beginning of closely connected words)
Answer:
Examples of alliteration:
(i) “Bold little run”
(ii) “Foolish thing will strive”
(iii) “Fell still lower”

IV. Why does the poet repeat the following words or phrases in the poem ? ( କବି କବିତାରେ ନିମ୍ନୋକ୍ତ ଶବ୍ଦ ସମୂହ କିମ୍ବା ବାକ୍ୟାଶକୁ ପୁନରାବୃତ୍ତି କରିଛନ୍ତି ?)
tried and tried; steadily, steadily; up, up
Answer:
tried and tried: To show that King Bruce made repeated efforts and did not give up. steadily, steadily: To emphasize the slow, careful, and consistent effort of the spider. up, up: To highlight the spider’s repeated climbing attempts and determination.

V. In stanza 1, ‘down’ rhymes with ‘crown’. Now find the pairs of rhyming words in the poem. Discuss in groups also.
(ପଂକ୍ତି ‘p’ ରେ ‘down’ ସହିତ ‘crown’ର ଯତିପାତ ହେଉଛି । ଏବେ କବିତାରୁ ସେହିପରି ଯତିପାତ ହେଉଥ‌ିବା ଶବ୍ଦ ବାହାର କର । ଦଳରେ ମଧ୍ୟ ଆଲୋଚନା କର ।)
Answer:
Rhyming words in the poem (କବିତାରେ ଶବ୍ଦଗୁଡ଼ିକ))
down/ crown; deed/succeed; glad/sad; despair/there; be/he; dropped/stopped; clue/ do; dome/home; fine/divine; craw/sprawl; endeavour/ever; stay/lay; complaint/faint; below/slow; mounted/counted; thing/cling; more/dore; minitute/it; inch/pinch; got/cot; tail/fail.

Let us think and reflect
(ଆସ ଚିନ୍ତା କରିବା ଓ ବିଚାର କରିବା) :

1. Read the extracts given below and answer the questions that follow.
(6 ଉଦ୍ଧୃତାଂଶଗୁଡ଼ିକୁ ପଢ଼ ଏବଂ ପରବର୍ତ୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

“He flung himself down in low despair,
As grieved as man could be;
And after a while he pondered there,
“I’ll give it all up,” said he.
Now just at that moment a spider dropped,
With its silken, filmy clue;”

(i) Select the phrase which shows the physical
expression of the King’s emotional state.
(ଆବେଗପ୍ରବଣ ଅବସ୍ଥାକୁ ଦର୍ଶାଉଥବା ଶାରୀରିକ ଭାବଭଙ୍ଗୀ ସୂଚକ ବାକ୍ୟାଶଟି ଚୟନ କର ।)
Answer:
“He flung himself down in low despair” – shows
his physical expression on sadness and helplessness.

(ii) The poet has used the word ‘low’ before despair. What does it mean here?
(କବି ‘low’ ଶବ୍ଦକୁ despair ପୂର୍ବରୁ ବ୍ୟବହାର କରିଛନ୍ତି । ଏହାର ଅର୍ଥ କ’ଣ?)
Answer:
‘Low’ here means deep or extreme, indicating the King’s intense sadness.

(iii) Choose the correct option to complete the sentence.
(ବାକ୍ୟଟିକୁ ପୂରଣ କରିବାପାଇଁ ସଠିକ୍ ବିକଳ୍ପଟି ବାଛ ।)
In the line, ‘And after a while he pondered there’, the word ‘pondered’ means _____.
(A) paused
(B) thought
(C) noticed
(D) rested
Answer:
(B) thought

(iv) Choose the correct option from the words given in the brackets.
The phrase ‘silken, filmy clue’ creates an image of something that is ______. (long and light/very delicate and soft)
Answer:
very delicate and soft

2. “…when it toils so hard to reach and cling,
And tumbles every time.”
But up the insect went once more,
Ah me! it is an anxious minute;
He’s only a foot from his cobweb door,
Oh say, will he lose or win it?”

(i) List any two characteristics of the spider highlighted in the line, ‘But up the insect went once more’.
(‘But up the insect went once more’ ଧାଡ଼ିଟିରେ ବୁଢ଼ିଆଣୀର ଦୁଇଟି ବୈଶିଷ୍ଟ୍ୟର ତାଲିକା କର।)
Answer:
Persistence – The spider continues trying despite falling.
Courage / Determination – It does not give up and keeps moving toward its goal.

(ii) Choose the correct option to complete the sentence.
The expression ‘Ah me!’ in the extract indicates a sense of _____.
A. happiness
B. stress
C. relief
D. loneliness
Answer:
B. stress

(iii) Complete the sentence with an appropriate reason.
(ଏକ ଉପଯୁକ୍ତ କାରଣ ଦେଇ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
Readers are able to relate to this extract because _____.
Answer:
Readers are able to relate to this extract because they also face difficulties and challenges, and just like the spider, they can learn to keep trying despite failures.

3. Answer the following questions
(ନିମ୍ନ ଲିଖ୍ତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଲେଖ ।)

Question 1.
How does the first stanza help in setting the mood of the poem?
(ପ୍ରଥମ ପଦ କିପରି କବିତାର ଭାବକୁ ଉପସ୍ଥାପନା କରିବାରେ ସହାୟକ ହୋଇଛି ?)
Answer:
The first stanza describes King Bruce’s sadness and despair, setting a serious and reflective mood. It shows his disappointment and hopelessness, which prepares the reader to understand the lesson of perseverance later.

Question 2.
Describe how King Bruce’s attitude changes from the beginning towards the end of the poem.
(ରାଜା ବ୍ରୁସ୍‌ଙ୍କର ମନୋଭାବ କିପରି କବିତାର ଆରମ୍ଭରୁ ଶେଷ ପର୍ଯ୍ୟନ୍ତ ପରିବର୍ତ୍ତିତ ହୋଇଛି ?)
Answer:
At the beginning, King Bruce feels sad, disappointed, and ready to give up. By the end, after observing the spider, he becomes determined, courageous, and hopeful, ready to try again and succeed.

Question 3.
The poet describes every action of the spider in great detail. What does this tell us about her attitude towards the spider? (କବି ବୁଢ଼ୀଆଣୀର ପ୍ରତ୍ୟେକ କାର୍ଯ୍ୟକୁ ପୁଙ୍ଖାନୁପୁଙ୍ଖ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ତାଙ୍କର ବୁଢ଼ିଆଣୀ ପ୍ରତି ମନୋଭାବ ସମ୍ପର୍କରେ ଏହା ଆମକୁ କ’ଣ କହୁଛି ?)
Answer:
The poet’s detailed description shows that she admires the spider and wants readers to notice its effort, determination, and persistence, highlighting the lesson of never giving up.

Question 4.
How does the spider inspire us to overcome despair and not give up?
(ନିରାଶାକୁ ଅତିକ୍ରମ କରିବା ପାଇଁ ଓ ତ୍ୟାଗ ନକରିବା ପାଇଁ ବୁଢ଼ିଆଣୀ ଆମକୁ କିପରି ପ୍ରେରଣା ଦେଉଛି ?)
Answer:
The spider inspires us because it keeps trying despite repeated failures, showing that determination and effort can lead to success even when the situation seems hopeless.

Question 5.
The poem teaches us that failures are stepping stones to success. Explain.
(କବିତାଟି ଶିକ୍ଷା ଦିଏ, ‘ବିଫଳତା ହିଁ ସଫଳତାର ପାହାଚ’’, ବୁଝାଅ ।)
Answer:
The spider falls multiple times but finally reaches its web. Similarly, failures teach us lessons and help us grow, and by learning from them, we can eventually achieve our goals.

Question 6.
The spider’s journey tells us that anyone can be a source of inspiration in our lives. Elaborate.
(ବୁଢ଼ୀଆଣୀର ଯାତ୍ରା ଆମକୁ କହେ ଯେ, ଆମ ଜୀବନରେ ଯେକୌଣସି ବ୍ୟକ୍ତି ଉତ୍ସାହର ଉତ୍ସ ହୋଇପାରେ !)
Answer:
Even a small creature like a spider can inspire great lessons. It shows that inspiration can come from unexpected sources, teaching us courage, perseverance, and hope in our own challenges.

Let us learn (ନିମ୍ନଲିଖତ) :

I. Write the opposite word in meaning of the following.
ଗୁଡ଼ିକର ବିପରୀତ ଅର୍ଥବୋଧକ ଶବ୍ଦ ଲେଖ)
(Question with Answer)

Answer:

Word	Opposite Meaning
1. up	down
2. fast	slow
3. glad	sad
4. win	lose
5. succeed	fail

II. Read the following sentences. Match the meaning of the underlined words with the expressions given in the box.
(ନିମ୍ନୋକ୍ତ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ । ରେଖାଙ୍କିତ ଶବ୍ଦର ଅର୍ଥ ସହ କୋଠରିରେ ଥ‌ିବା ଭକ୍ତିଗୁଡ଼ିକ ସହ ମିଳାଅ ।)
1. work very hard and/or for a long time
2. prepared themselves for something difficult
3. an attempt to do something new or difficult
4. to try very hard to achieve something
(i) Please make every endeavour to arrive on time.
(ii) Ants toil tirelessly to save food for rainy season.
(iii) We encourage all students to strive to do their best.
(iv) The sailors braced themselves against the strong wind.
Answer:

Sentence (ବାକ୍ୟ)	Meaning (થર્થ) of the underlined word
(i) Please make every endeavour to arrive on time.	3. an attempt to do something new or difficult
(ii) Ants toil tirelessly to save food for rainy season.	1. work very hard and/or for a long time
(iii) We encourage all students to strive to do their best.	4. to try very hard to achieve something
(iv) The sailors braced themselves against the strong wind.	2. prepared themselves for something difficult

II. The poem uses words that show distance.
(କବିତାରେ ଦୂରତାକୁ ଦର୍ଶାଉଥବା ଶବ୍ଦ ବ୍ୟବହୃତ ହୋଇଛି ।)
For example (ଉଦାହରଣ ସ୍ଵରୂପ) :
a long way up, inch by inch, higher and higher, half-yard higher
Some of the words are given below in a box. They relate to distance ‘Far’ and ‘Near’. Separate them into two groups in the space provided. (You may take the help of a dictionary)
(କେତେକ ଶବ୍ଦ ନିମ୍ନ କୋଠରିରେ ଦିଆଯାଇଛି । ସେମାନେ ‘ଦୂର’ ଓ ‘ନିକଟ’ ସହ ସମ୍ପର୍କିତ । ସେମାନଙ୍କୁ ପ୍ରଦତ୍ତ ସ୍ଥାନରେ ଦୁଇଟି ଗ୍ରୁପ୍‌ରେ ଅଲଗା ଅଲଗା କର । ତୁମେ ଏକ ଶବ୍ଦକୋଷ ଦେଖୁପାର ।)


Answer:

Far	Near
remoteness light yea middle of nowhere yonder afar farther	proximity hairline vicinity adjacent a stone’s throw

Let us listen (ଆସ ଶୁଣିବା) :

I. You will listen to a story about an ant. Read the questions given below and before you. Listen, guess the answers to these questions. (Transcript for the teacher on page-41)
(ତୁମେ ଏକ ପିମ୍ପୁଡ଼ି ବିଷୟରେ ଏକ ଗପ ଶୁଣ । ନିମ୍ନରେ ଦିଆଯାଇଥିବା ପ୍ରଶ୍ନଗୁଡ଼ିକୁ ପଢ଼ି । ଶୁଣ ଏବଂ ଏହି ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଅନୁମାନ କର । ଶିକ୍ଷକଙ୍କ ପାଇଁ Transcript ପୃଷ୍ଠା 41 ରେ ଦିଆଯାଇଛି ।)

Question 1.
What was the ant known for?
(କ’ଣ ପାଇଁ ପିମ୍ପୁଡ଼ି ଜଣାଶୁଣା ଥିଲା ?)
(i) determination
(ii) strength
(iii) wisdom
Answer:
(i) determination

Question 2.
Why was the ant unable to take the roti home ?
(କାହିଁକି ପିମ୍ପୁଡ଼ି ରୁଟିକୁ ଘରକୁ ନେବାକୁ ଅସମର୍ଥ ଥୁଲା ?)
(i) It was stuck under a rock.
(ii) It was too heavy to carry.
(iii) It was pulled by other ants.
Answer:
(ii) It was too heavy to carry

Question 3.
What was the bird doing ?
(ପକ୍ଷୀଟି କ’ଣ କରୁଥିଲା ?)
(i) playing with the ant
(ii) searching for food
(iii) picking up leaves
Answer:
(iii) picking up leaves

Question 4.
How did the bird make the ant feel ?
(ପକ୍ଷୀଟି ପିମ୍ପୁଡ଼ିକୁ କିପରି ଅନୁଭବ କରେଇଲା)
(i) proud
(ii) inspired
(iii) relaxed
Answer:
(ii) inspired

Question 5.
How did the fellow ants help ?
(ସାଥୀ ପିମ୍ପୁଡ଼ିମାନେ କିପରି ସାହାଯ୍ୟ କଲେ ?)
(i) by advising the ant continuously
(ii) by standing still near the ant
(iii) by joining the ant in her efforts
Answer:
(iii) by joining the ant in her efforts

III. Now, listen to the story once again and as you listen, check whether your answers are correct.
(ଗଳ୍ପଟିକୁ ଆଉଥରେ ଶୁଣ ଏବଂ ତୁମର ଉତ୍ତର ଠିକ୍ କି ନାହିଁ ଚେକ୍ କର ।)
Answer:
Students are supposed to listen to the story again to verify their guesses. The answers given above are correct according to the story.

Let us speak (ଆସ କହିବା) :

Narrate a personal experience about a time when you were motivated by someone or something to carry on and never give up. Your perseverance helped you!
(ଏକ ବ୍ୟକ୍ତିଗତ ଅନୁଭୂତି ବର୍ଣ୍ଣନା କର ଯେତେବେଳେ ତୁମେ କୌଣସି ବ୍ୟକ୍ତି ବିଶେଷ ଦ୍ଵାରା କିମ୍ବା ବସ୍ତ ବିଶେଷ ଦ୍ଵାରା ପ୍ରେରଣାପ୍ରାପ୍ତ ହୋଇ ନିଜ ଲକ୍ଷ୍ୟରେ ଅଟଳ ରହିବାକୁ ଓ ବିଚ୍ୟୁତ ନହେବାକୁ ସ୍ଥିର କରିଛ । ତୁମର ଅଧ୍ୟବସାୟ ତୁମକୁ ସାହାଯ୍ୟ କଲା ।)
Use the following sentence prompts as a guide for your narration. Use as per your topic.
(ତୁମର ବର୍ଣ୍ଣନା ପାଇଁ ନିମ୍ନଲିଖତ ସୂଚନାଗୁଡ଼ିକୁ ବ୍ୟବହାର କର । ତୁମ ବିଷୟ ଅନୁସାରେ ବ୍ୟବହାର କର ।)

1. Introduction: (ଉପକ୍ରମ)

• I remember a time when I felt like giving up. It was when…..
• There was a moment in my life when I faced a big challenge. It happened when…

2. Describe the challenge: (ଆହ୍ୱାନକୁ ବର୍ଣ୍ଣନା କର)

• The challenge I faced was…
• I was struggling with…
• The problem seemed too big because…

3. Feeling disheartened: (ନିରାଶା ଅନୁଭୂତ ହେଲା ।)

• At first, I felt discouraged and thought about giving up because…
• I didn’t think I could succeed because…
• I felt upset and wanted to leave because…

4. The source of motivation : (ପ୍ରେରଣାର ଉତ୍ସ)

• But then, I saw/heard/read about…
• Someone/something inspired me to keep going. It was…
• I remembered the poem… do not quit…

5. Taking action : (କାର୍ଯ୍ୟାନୁଷ୍ଠାନ ନେବା)

• After feeling inspired, I decided to…
• I gathered my strength and…
• With a new sense of willpower, I…
• I asked for help from…

6. The result: (ଫଳାଫଳ)

• In the end, I was able to…
• Thanks to standing firm and never giving up, I achieved…
• I felt proud because…
• It was worth it because…

7. Reflection : (ପ୍ରତିଫଳନ)

• This experience taught me that…
• I learned that perseverance is the key to success
• Now, I always remember to…
• The lesson I learnt from this is…

Personal Experience: Never Giving Up
Answer:
1. Introduction: I remember a time when I felt like giving up. It was when I was preparing for my school science competiton. There was a moment in my life when I faced a big challenge. It happened when I realized that my experiment was not working as I had planned.

2. Describe the challenge: The challenge I faced was designing a working model for my project. I was struggling with getting the results to match my hypothesis. The problem seemed too big because I had limited time and the materials kept failing.

3. Feeling disheartened: At first, I felt discouraged and thought about giving up because every attempt ended in failure. I didn’t think I could succeed because I had tried everything I knew. I felt upset and wanted to leave the project aside.

4. The source of motivation : But then, I remembered the poem “King Bruce and the Spider”. The spider kept trying despite falling many times, and it finally succeeded. Someone/Something inspired me to keep going. It was the story of the spider that reminded me that perseverance leads to success.

5. Taking action : After feeling inspired, I decided to try again, this time with a new approach. I gathered my strength and focused on small improvements. With a new sense of willpower, I worked patiently and carefully tested my experiment. I asked for help from my teacher whenever I was stuck.

6. The result : In the end, I was able to complete my project successfully. Thanks to standing firm and never giving up, I achieved first place in the science competition. I felt proud because all my hard work and persistence paid off. It was worth it because I learned that challenges can be overcome with determination.

7. Reflection : This experience taught me that perseverance is the key to success. I learned that even when things seem impossible, small steps and continuous effort can lead to achievement. Now, I always remember to keep trying, no matter how difficult the situation. The lesson I learnt from this is: never give up, and success will follow.

Let us write (ଆସ ଲେଖୁବା)

King Bruce was inspired by the spider that kept on trying till it was successful. Think about the steps you can take to overcome a difficult situation and write them down. Now, write a letter to your cousin on how you plan to overcome any difficult situation. Also advise to carryon and not to quit, to carry on and not to quit.
(ଏବେ ନିଜର ସମ୍ପର୍କୀୟ ଭାଇକୁ ଏକ ଚିଠି ଲେଖ ଯେ ତୁମେ କିପରି ଏକ କଷ୍ଟଦାୟକ ପରିସ୍ଥିତିକୁ ଅତିକ୍ରମ କରିବା ପାଇଁ ତୁମେ କିପରି ଯୋଜନା କରିଥିଲା । କାମରେ ଲାଗି ରହିବାକୁ ଓ ପରିତ୍ୟାଗ ନକରିବାକୁ ଉପଦେଶ ମଧ୍ୟ ପ୍ରଦାନ କର ।)
Use transition words like “To begin with…,’ Next…,”After that…,’ ‘Then…,’ ‘Finally…,’ to share the steps of your plan.
Look at an informal letter writing: Remember you are going to write a letter (informal/ personal letter) to your cousin Aletter formal or informal has generally 6 steps:

Example of an informal letter
(ଏକ ଅନୌପଚାରିକ ପତ୍ରର ଉଦାହରଣ:)

Step 1: The heading: a) Address of the sender without name Date : 5th May 2025/May 5th, 2025
Step 2: The greeting/ salutation: Dear Siddhy, (First name/nick name but not full name, Comma is optional)
Step 3: The body part/subject……………
Step 4: The ending: Yours truly/ever/ truly yours, not your’s (comma is optional)
Step 5: The signature: Sender’s name (Only nick name/first name),
Step 6: Adress on the envelope

You may begin this way :
(ତୁମେ ଏହିପରି ଆରମ୍ଭ କରିପାର 🙂

21, Bijaya Ramchandrapur, Baripada
25 May 2026
Dear Sunita
Thank you for your letter asking me about…

You may end this way
(ତୁମେ ଏହିପରି ଶେଷ କରିପାର 🙂

Yours affectionately, Rashmi
Answer:
Letter

21, Bijaya Ramachandrapur, Baripada
25 May, 2026

Dear Sunita,
Thank you for your letter asking me about how I plan to overcome a difficult situation. You know, I have decided to stay calm and understand the problem clearly before reacting.

Next, I will break the big task into small and easy steps so that I don’t feel stressed. After that, I will practise regularly and try to improve a little every day.

Then, if I find somethng too difficult, I will ask my teachers or parents for help.
Finally, I will remember king Bruce’s lesson- to carry on and not to quit, even if I fail sometimes.

I hope these steps will also help you whenever you face a difficult situation. Remember, success comes to those who keep trying.

Yours affectionately
Rashmi

Let us explore
(ଆସ ଅନ୍ଵେଷଣ କରିବା) :

I. Collect folk songs in your own language that connect us with nature and compile them as a class project.
(ତୁମେ ନିଜ ଭାଷାର କିଛି ଲୋକଗୀତ ସଂଗ୍ରହ କର ଯାହା ତୁମକୁ ପ୍ରକୃତି ସହ ଯୋଡୁଥ‌ିବ ଏବଂ ତାହାକୁ ଏକ ଶ୍ରେଣୀ ପ୍ରକଳ୍ପ ଭାବେ ସଙ୍କଳନ କର ।)

II. Did you know that spiders are not insects? They belong to a group called the arachnids. Observe a spider and an ant from a distance and note down the differences between them. Share your observations with your classmates. Ask your Science teacher for more information to know about spiders better.

(ବୁଢ଼ିଆଣୀ ଏକ କୀଟ ନୁହେଁ ବୋଲି ତୁମେ ଜାଣିଥୁଲା କି ? ସେମାନେ arachnids ଗ୍ରୁପର ଅଟନ୍ତି । ଏକ ବୁଢ଼ିଆଣୀ ଓ ଏକ ପିମ୍ପୁଡ଼ିକୁ କିଛି ଦୂରରୁ ରହି ଦେଖ ଓ ସେମାନଙ୍କ ମଧ୍ୟରେ ଥ‌ିବା ଭିନ୍ନତା ଟିପି ରଖ । ତୁମ ପର୍ଯ୍ୟବେକ୍ଷଣକୁ ତୁମ ସହପାଠୀମାନଙ୍କ ସହ ବିନିମୟ କର । ଅଧୂକ ତଥ୍ୟ ପାଇଁ ତୁମ ବିଜ୍ଞାନ ଶିକ୍ଷକଙ୍କୁ ପଚାର ।)

Let us learn how to weave a spider web.
(ଆସ ଏକ ବୁଢ଼ିଆଣୀ ଜାଲ ବୁଣିବା ଶିଖୁବା ।)

1. Take three sticks (each about eight inches long) and a roll of old wool.
2. Tie the sticks together in the centre with the wool (Fig. 1).
3. Start weaving the web by putting a loop around every stick (Fig. 2 and 3).
4. Complete the web and tie the thread in a knot on the stick where the web is complete (Fig. 4).

Now, decorate it with words and phrases you learnt about the spider in the poem or anything else that you like.
(ଏବେ ଏହାକୁ ତୁମେ କବିତାରେ ପଢ଼ିଥିବା କିମ୍ବା ତୁମ ଇଚ୍ଛା ଅନୁସାରେ କେତେକ ଶବ୍ଦ ଓ ବାକ୍ୟାଶକୁ ଲେଖୁ ସଜାଅ ।)

Answer:
Do Yourself.

Try Again Class 7 Summary

Let us read (ଆସ ପଢ଼ିବା) :

King Bruce of Scotland flung himself down
In a lonely mood to think;
‘Tis true he was monarch, and wore a crown,
But his heart was beginning to sink.

ଓଡ଼ିଆ ଅନୁବାଦ :
ସ୍କଟଲାଣ୍ଡର ରାଜା ବ୍ରୁସ୍ ନିଜକୁ ଭୂମି ଉପରେ ଲୋଟାଇ ଦେଲେ । ଏକାନ୍ତରେ ଭାବିବାକୁ ଲାଗିଲେ । ଏହା ସତ୍ୟ ଯେ ସେ ଜଣେ ସମ୍ରାଟ ଏବଂ ମୁକୁଟ ପିନ୍ଧିଛନ୍ତି, କିନ୍ତୁ ତାଙ୍କ ହୃଦୟ ଦୁଃଖରେ, ଭାଙ୍ଗି ପଡ଼ିବାରେ ଲାଗୁଛି ।

For he had been trying to do a great deed,
To make his people glad;
He had tried and tried, but couldn’t succeed
And so he became quite sad.

ଓଡ଼ିଆ ଅନୁବାଦ :
ସେ ଏକ ମହାନ୍ କାର୍ଯ୍ୟ କରିବା ପାଇଁ ଚେଷ୍ଟା କରୁଥିଲେ ତାଙ୍କ ଲୋକଙ୍କୁ ଖୁସି କରିବା ପାଇଁ । ସେ ଚେଷ୍ଟା ପରେ ଚେଷ୍ଟା କରିଥିଲେ କିନ୍ତୁ କୃତକାର୍ଯ୍ୟ ହୋଇପାରି ନଥିଲେ । ତେଣୁ ସେ ପୂରା ଦୁଃଖୀ ହୋଇପଡ଼ିଥିଲେ ।

He flung himself down in low despair,
As grieved as man could be;
And after a while he pondered there,
“I’ll give it all up,” said he.

ଓଡ଼ିଆ ଅନୁବାଦ :
ଅତି ହତାଶାରେ ସେ ତଳେ ଲୋଟି ପଡ଼ିଲେ ଯେମିତିକି ଜଣେ ମଣିଷ ଅତି ଦୁଃଖରେ ହୋଇଯାଏ । କିଛି ସମୟ ପରେ ସେ ଗଭୀର ଭାବରେ ଚିନ୍ତାକଲେ ଓ କହିଲେ, ଏହି ସବୁକୁ ମୁଁ ପରିତ୍ୟାଗ କରିବି ।

Now just at that moment a spider dropped,
With its silken, filmy clue;
And the King, in the midst of his thinking, stopped
To see what the spider would do.

ଓଡ଼ିଆ ଅନୁବାଦ
ଏବେ ଠିକ୍ ସେହି ମୁହୂର୍ତ୍ତରେ ଏକ ବୁଢ଼ିଆଣୀ ଖସି ପଡ଼ିଲା ରାଜା ଚିନ୍ତାମଗ୍ନ ଅବସ୍ଥାରେ ବୁଢ଼ିଆଣୀଟି କ’ଣ କରିବ ଦେଖୁବା ତା’ର ସୂକ୍ଷ୍ମ ସିକ ସୂତାକୁ ସାଙ୍ଗରେ ନେଇ; ଏବଂ ପାଇଁ ଅଟକିଗଲେ ?

‘Twas a long way up to the ceiling dome,
And it hung by a rope so fine;
That how it would get to its cobweb home,
King Bruce could not divine.

ଓଡ଼ିଆ ଅନୁବାଦ :
ଛାତ ଗମ୍ବୁଜ ପର୍ଯ୍ୟନ୍ତ ଲମ୍ବା ପଥ ଥିଲା ଏବଂ ଏହା ଏକ ସୂକ୍ଷ୍ମ ତାରରେ ସେ ଓହଳିଥିଲା । ତେବେ ସେ କିପରି ତା’ର ଜାଲଘରକୁ ଫେରିପାରିବ । ରାଜା ବ୍ରୁସ ଅନୁମାନ କରିପାରିଲେ ନାହିଁ ।

It soon began to cling and crawl
Straight up with strong endeavour;
But down it came with a slippery sprawl,
As near to the ground as ever.

ଓଡ଼ିଆ ଅନୁବାଦ :
ଏହା ଖୁବ୍ ଶୀଘ୍ର ତା ସିଲ୍‌ ସୂତାକୁ ଜାବୁଡ଼ି ଧରି ଉପରକୁ ଚାଲିଲା । କଠିନ ପରିଶ୍ରମ କରି ଉପରକୁ ଉଠୁଥିଲା । କିନ୍ତୁ ପୁଣି ସେ ତଳକୁ ଖସି ଆସୁଥୁଲା, ପ୍ରାୟ ତଳକୁ ବା ଭୂମିର ଅତି ପାଖକୁ ।

Up, up it ran, not a second to stay,
To utter the least complaint;
Till it fell still lower, and there it lay,
A little dizzy and faint.

ଓଡ଼ିଆ ଅନୁବାଦ :
ଉପରକୁ ଉପରକୁ ଏହା ଦୌଡ଼ିଲା, ଏକ ସେକେଣ୍ଡ ବି ଅଟକୁ ନଥିଲା । ତା’ର ଟିକିଏ ବି ଅଭିଯୋଗ ନଥିଲା । ଏହା ପୁଣି ଆହୁରି ତଳକୁ ଖସି ପଡ଼ିନଥିଲା ଏବଂ ସେଠାରେ ପଡ଼ି ରହିଲା । ତାକୁ ଟିକିଏ ହାଲିଆ ଲାଗିଲା ଏବଂ ସେ କିଛି ସମୟ ପଡ଼ି ରହିଲା ।

Its head grew steady – again it went,
And travelled a half-yard higher;
‘Twas a delicate thread it had to tread,
And a road where its feet would tire.

ଓଡ଼ିଆ ଅନୁବାଦ :
ତା’ପରେ ସେ ଉଠିଗଲା ତା’ର ମୁଣ୍ଡ ସିଧା ହୋଇଗଲା ଏବଂ ଅଧଗଜ ବାଟ ଉଠିଗଲା ।
ଏହା ସୂକ୍ଷ୍ମ ସୂତା ଯାହା ଉପରେ ତାକୁ ଚାଲିବାକୁ ପଡୁଥିଲା । ଏହା ଏପରି ଏକ ରାସ୍ତା ଯେଉଁଥରେ ତା’ର ପାଦ କ୍ଳାନ୍ତ ହୋଇଯିବ ।

Again it fell and swung below,
But again it quickly mounted;
Till up and down, now fast, now slow,
Nine brave attempts were counted.

ଓଡ଼ିଆ ଅନୁବାଦ :
ପୁଣିଥରେ ସେ ଖସିପଡ଼ିଲା ଏବଂ ତଳକୁ ଓହଳି କରି ରହିଲା । କିନ୍ତୁ ପୁଣି ସେ ଶୀଘ୍ର ଚଢ଼ିଗଲା । ସେ ପର୍ଯ୍ୟନ୍ତ ସେ ଉପରକୁ ଓ ତଳକୁ ହେଉଥାଏ । କେତେବେଳ ଦ୍ରୁତଗତି ତ ଆଉ କେତେବେଳେ ମନ୍ଥର । ନଅଥର (୯) ସେ ସାହସିକ ପଦକ୍ଷେପ ନେବାର ରାଜା ଦେଖ‌ିଲେ ।

“Sure,” cried the King, “that foolish thing
Will strive no more to climb;
When it toils so hard to reach and cling,
And tumbles every time

ଓଡ଼ିଆ ଅନୁବାଦ
ରାଜା ଚିତ୍କାର କରି କହିଲେ, ଏଥର ନିଶ୍ଚିତ ରୂପେ ସେ ବୋକା ଆଉ ଚଢ଼ିବା ପାଇଁ ଚେଷ୍ଟା କରିବ ନାହିଁ । ଯେତେବେଳେ ସେ କଠିନ ପରିଶ୍ରମ କରୁଛି ପହଞ୍ଚିବା ପାଇଁ ଏବଂ ଧରିବା ପାଇଁ, ସେ ପ୍ରତ୍ୟେକ ଥର ପଡ଼ିଯାଉଛି ।

But up the insect went once more,
Ah me! ’tis an anxious minute;
He’s only a foot from his cobweb door,
Oh say, will he lose or win it?

ଓଡ଼ିଆ ଅନୁବାଦ :
ସେ କୀଟଟି ଆଉଥରେ ଚଢ଼ିଗଲା । ମୋ ପାଇଁ ଏହାଥିଲା ଏକ ଚିନ୍ତିତ ମୁହୂର୍ତ୍ତ । ସେ ବର୍ତ୍ତମାନ ତା’ର ଜାଲଘର ଦ୍ଵାରଠାରୁ ଏକ ଫୁଟ୍ ଦୂରରେ ଥିଲା । କୁହ, ସେ ହାରିବ ନା ଜିତିବ ।

Steadily, steadily, inch by inch,
Higher and higher he got;
And a bold little run at the very last pinch
Put him into his native cot.

ଓଡ଼ିଆ ଅନୁବାଦ :
ଧୀରେ ଧୀରେ ଇଞ୍ଚ ପରେ ଇଞ୍ଚ ଉଚ୍ଚରୁ ଉଚ୍ଚତର ସେ ଉଠିଗଲା ଏବଂ ଏକ ସାହସର ସହ ଏକ ଛୋଟ ଦୌଡ଼ ଶେଷ ମୁହୂର୍ତ୍ତରେ ସେ ନିଜକୁ ତା’ର ସ୍ଵଦେଶୀ (ନିଜସ୍ଵ) ଖଟରେ ଥୋଇଦେଲା ।

“Bravo, bravo!” the King cried out,
“‘All honour to those who try;
The spider up there, defied despair;
He conquered, and why shouldn’t I?”

ଓଡ଼ିଆ ଅନୁବାଦ :
‘ସାବାସ, ସାବାସ,’’ ରାଜା ଚିତ୍କାର କଲେ, ସମସ୍ତ ସମ୍ମାନ ତାଙ୍କୁ ଯିଏ ଚେଷ୍ଟା କରେ । ଉପରେ ଥ‌ିବା ବୁଢ଼ୀଆଣିଟି ନିରାଶାକୁ ଦୂରେଇ ଦେଇ ବିଜୟ ଲାଭ କଲା, ତେବେ ମୁଁ କାହିଁକି ନପାରିବି ?

And Bruce of Scotland braced his mind,
And gossips tell the tale,
That he tried once more as he tried before,
And that time did not fail.

ଓଡ଼ିଆ ଅନୁବାଦ :
ଏବଂ ସ୍କଟଲ୍ୟାଣ୍ଡର ବ୍ରୁସ୍ ନିଜକୁ ମାନସିକ ସ୍ତରରେ ପ୍ରସ୍ତୁତ କଲେ । ଆଗରୁ ଯେପରି ସେ ସେପରି ସେ କଲେ ଆଉ ଥରେ ଚେଷ୍ଟା କଲେ ଏବଂ ଏଥର ସେ ବିଫଳ ହେଲେ ନାହିଁ । ଏହା ପାଲଯି ଯାଇଛି ।
ELIZA COOK

Central Idea / Theme (ବିଷୟବସ୍ତୁର କେନ୍ଦ୍ରୀୟ ଭାବଧାରା)

The poem teaches the importance of perseverance, courage, and determination. It shows that even small creatures like a spider keep trying despite repeated failures, and humans can learn to overcome difficulties by never giving up.
Key message: Success comes to those who are patient, persistent, and brave.

Summary of the Poem (କବିତାର ସାରକଥା) :

King Bruce was sad and disappointed because he had tried many times to do something great for his people but had failed. He sat alone, thinking about giving up. While thinking, he notices a spider trying to climb to its web. The spider keeps falling, but each time it climbs higher, showing determination and courage. the spider finally reaches its web after several attempts. King Bruce is inspired by its perseverance. He realizes that if a small spider can keep trying, he too can achieve his goal. King Bruce gathers courage, tries again, and succeeds. The poem ends by celebrating the qualities of persistence, patience, and courage.

Notes & Glossary (ଶବ୍ଦାର୍ଥ)

Try Again Class 7 MCQ

Question 1.
Choosing the correct option from the ones given below each. The spider fell “still lower” because
(a) The thread was delicate
(b) It was tired and dizzy
(c) Someone pushed it
(d) It wanted to rest
Answer:
(b) It was tired and dizzy

Question 2.
The “road where its feet would tire” refers to
(a) A long journey
(b) A smooth path
(c) A challenging climb
(d) A rust place
Answer:
(c) A challenging climb

Question 3.
What does the king call the spider?
(a) Brave
(b) Foolish
(c) Clever
(d) Lazy
Answer:
(b) Foolish

Question 4.
How far is the spider from its cobweb door?
(a) A meter
(b) A span
(c) A yard
(d) A foot
Answer:
(d) A foot

Question 5.
The question “Oh say, will he lose or win it ?” is an example of _____.
(a) Prediction
(b) Sarcasm
(c) Simile
(d) Irony
Answer:
(a) Prediction

Question 6.
The line “defied despair” suggests that the spider _____.
(a) Gave up
(b) Ignored the king
(c) Fought against hopelessness
(d) Rested for a long time
Answer:
(c) Fought against hopelessness

Question 7.
What made the king doubt the spider’s ability to success?
(a) Its colour
(b) Its tiny size and thin rope
(c) It was tired
(d) It was not trying
Answer:
(b) Its tiny size and thin rope

Question 8.
Why did the spider fall ?
(a) It jumped
(b) Someone pushed it
(c) The rope broke
(d) It slipped
Answer:
(d) It slipped

Question 9.
What was the result of the repeated failures?
(a) He became angry
(b) He became quite sad
(c) He became lazy
(d) He stopped trying immediately
Answer:
(b) He became quite sad

Question 10.
The king’s sadness mainly came from _____.
(a) Being tired
(b) Being hungry
(c) Not succeeding in helping his people
(d) Losing his kingdom
Answer:
(c) Not succeeding in helping his people

Try Again Class 7 Fill in the Blanks

1. King Bruce learns that success often comes only after one shows _____ and determination.
Answer:
Patience

2. The spider’s repeated attempts show that giving up is never a solution but a barrier to _____.
Answer:
success

3. The poem suggest that every failure is a chance to learn and _____ our efforts.
Answer:
improve

4. The spider did not succeed at first because the task was difficult, but it kept trying because it had strong _____.
Answer:
will power

5. The spider teaches that effort is meaingful only when we _____ it constantly.
Answer:
continue

6. The poem suggests that determination grows stronger when we face repeated _____.
Answer:
failures

7. King Bruce drew hope from the spider because he saw his own struggles reflected in its _____.
Answer:
struggle

8. The spider inspired Bruce to gather his soldiers again and ______ for Scotland.
Answer:
fight

9. The poem warns that quitting too soon prevents us from discovering our true ______.
Answer:
potential

10. the king realizes that success belongs to those who rise each time they ______.
Answer:
fall

11. Bruce learns that determination can turn despair into ______.
Answer:
hope

12. The message of the poem encourages us to try again until the work is ______ completely.
Answer:
done

Try Again Class 7 True or False

1. Bruce was a monarch but he was unhappy.
Answer: True

2. The king decided to give up after watching the spider’s repeated failure.
Answer: True

3. The spider defied despair and conquered.
Answer: True

4. The spider moved sometimes fast and sometimes slow.
Answer: True

Try Again Class 7 Very Short Question Answer

Question 1.
What quality is more important-strength or determination? Explain.
Answer:
Determination is more important. The spider is small and weak, but its strong will power helps it continue despite falling and feeling tired.

Question 2.
What lessons can we learn from the spider’s repeated attempts to climb higher despite its difficulties?
Answer:
We learn that persistence and patience lead to success. No matter how many times we fail, we should keep trying-just like the spider.

Question 3.
What message does the king convey when he says, “He conquered, and why shouldn’t I?
Answer:
The king understands that success is possible for one who tries repeatedly. The line encourages human beings to believe in themselves and not to accept failure.

Question 4.
If you were watching the spider like the king, what would you feel and why ?
Answer:
I would feel both worry and admire worry because the spider keeps falling and admiration because it continues trying despite repeated failure.

Question 5.
Why do repeated failure affect the king so deeply?
Answer:
Because he feels his responbility for his people’s well-being. Each failure makes him feel that he is letting them down, causing emotional stress and sadness.

Question 6.
Why did the spider achieve success?
Answer:
Because he spider kept on trying in spite of many failures.

Question 7.
What did King Bruce want to do?
Answer:
The King Bruce wanted to do some great deed for happiness of his people.

Try Again Class 7 Short Question Answer

Question 1.
Why do you think the king quickly assumes the spider will stop trying? What does this reveal about his state of mind?
Answer:
The king is discouraged and hopeless after losing many battles, so he assumes failure easily. His negative thinking reflects his weakened confidence and belief that trying again is meaningless.

Question 2.
What effect does the spider’s success have on the king?
Answer:
The king feels inspired and gains new courage. He realizes that if the spider can conquer its difficulties, he too can overcome his problmes with determination and effort.

Question 3.
Describe the spider’s attempt to climb and what happened afterward?
Answer:
The spider cling to the thread and crawled upward with strong effort. But after climbing some distance, it slipped and fell down again, ending up as close to the ground as before.

Question 4.
How does the king’s sadnesss prepare the reader for the lesson he later learns from the spider?
Answer:
The king’s sadness shows how discouraged he is, making the spider’s message of perseverance more powerful. When he sees the spider keep trying, it becomes a turning point in his mindset.

Question 5.
How does the spider’s continuous effort influence the king’s perspective on his own situation?
Answer:
The spider’s determination inspires the king. It makes him realise that repeated failures do not mean the end. He understands that he, too, must keep trying instead of giving up.

Question 6.
What changed the king?
Answer:
The king lying in despair observed a spider trying to climb up to its cobweb home. It also failed in its attmept like him. The king thought that the spider would make no more attempt. But the spider could succeed after nine attempts. This changed the king and he decided to try again to acheive success.

Question 7.
Why did the king cry out ‘All honour to those who try ?’
Answer:
The king was astonished to see the spider’s success through repeated attempts. He realised that one who succeeds, he never stops. Continuous effort shall bring success. So he said “All honours to those who try”.

For effective revision, students can use BSE Odisha Class 7 English Solutions Chapter 1 The Day the River Spoke Question Answer to practice textbook exercises.

Class 7 English The Day the River Spoke Question Answer

Class 7 English Chapter 1 Question Answer Odia Medium

Let us do these activities before we read
(ଚାଲ ପଢ଼ିବା ପୂର୍ବରୁ ଏହି କାର୍ଯ୍ୟଗୁଡ଼ିକୁ କରିବା ।)

I. Close your eyes and quietly listen to the sounds around you for a minute.
(ଆଖୁ ବନ୍ଦ କର ଏବଂ ଏକ ମିନିଟ୍ ପାଇଁ ଶାନ୍ତଭାବରେ ତୁମ ଚତୁଃପାର୍ଶ୍ଵର ଶବ୍ଦକୁ ଶୁଣ ।)

Question 1.
Are they trying to tell you something?
(ସେମାନେ ତୁମକୁ କିଛି କହିବାକୁ ଚେଷ୍ଟା କରୁଛନ୍ତି କି ?
Answer:
Yes, the sounds around us can tell us many things. For example, birds chirping might indicate morning or nature, a train’s whistle shows that a train is passing, or the rustling of leaves can tell us that the wind is blowing.

Question 2.
Do you think the things around you also listen to you all day long?
(ତୁମେ ଭାବୁଛ କି ତୁମ ଚତୁଃପାର୍ଶ୍ଵର ଥ‌ିବା ଜିନିଷଗୁଡ଼ିକ ତୁମକୁ ସାରାଦିନ ଶୁଣୁଛନ୍ତି ?)
Answer:
Not literally, but we can feel as if the surroundings notice us. Talking to nature or observing it can help us understand our environment better, like Jahnavi listening to the river in the story.

II. Jahnavi was a bright young girl. She lived with her parents and three brothers in a coastal (a) village in India. Her parents worked on the farm. She had a dream
(ସ୍ଵପ୍ନ). (ଜାହ୍ନବୀ ଜଣେ ଉଜ୍ଜ୍ଵଳ ଯୁବା ବାଳିକା ଥିଲା । ସେ ତା’ର ପିତାମାତା ଓ ତିନିଭାଇଙ୍କ ସହ ଭାରତର ଏକ ଉପକୂଳ ଗ୍ରାମରେ ବାସ କରୁଥିଲା । ତା’ର ପିତାମାତା ଏକ କୃଷିକ୍ଷେତ୍ରରେ କାର୍ଯ୍ୟ କରୁଥିଲେ । ତା’ର ଏକ ସ୍ଵପ୍ନ ଥିଲା ।)

Question 1.
What could be the dream of Jahnavi?
(ଜାହ୍ନଭୀର ସ୍ଵପ୍ନ କ’ଣ ହୋଇପାରିଥାଏ ?)
Answer:
Jahnavi’s dream was to go to school and learn, just like her brothers. She wanted to read, write, and explore the world through education.

Question 2.
How could she make her dream come true?
(ସେ କିପରି ତା’ର ସ୍ଵପ୍ନକୁ ସତ୍ୟରେ ପରିଣତ କଲା ?)
Answer:
She could make her dream come true by gathering courage (12), asking her parents for permission, attending school, and listening carefully to her lessons.

Question 3.
What is your dream? (ତୁମର ସ୍ଵପ୍ନ କ’ଣ ?)
Answer:
(Students can write their own personal dream, e.g., “My dream is to become a doctor.”)

Question 4.
What can you do to make your dream come true?
(ତୁମେ ତୁମର ସ୍ଵପ୍ନକୁ ସତ୍ୟରେ ପରିଣତ କରିବା ପାଇଁ କ’ଣ କରିପାରିବ ?)
Answer:
(Students can answer based on their dream, e.g., “I will study hard, take guidance from teachers, and practise regularly to achieve my goal.”)
Share your answers with your classmates and the teacher.
(ତୁମ ଉତ୍ତରଗୁଡ଼ିକୁ ତୁମ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)

Let us discuss
(ଆସ ଆଲୋଚନା କରିବା)

Question 1.
What was Jahnavi’s dream? Was it important to her? Why? (ଜାହ୍ନବୀର ସ୍ଵପ୍ନ କ’ଣ ଥିଲା ? ଏହା ତା ପାଇଁ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଥିଲା କି ? କାହିଁକି ?
Answer:
Jahnavi’s dream was to go to school and learn like her brothers. It was very important to her because she wanted to read, write, and know the answers to the many questions in her mind. Education was her way to explore the world.

Question 2.
Do you think the river can help her in fulfilling her dream? How? (ତୁମେ ଭାବୁଛ କି ନଦୀଟି ତା’ର ସ୍ଵପ୍ନ ପୂରଣ କରିବାରେ ସାହାଯ୍ୟ କରିପାରିବ ? କିପରି ?
Answer:
The river could not directly take her to school, but it gave her courage and confidence. It encouraged Jahnavi to overcome her fear and try attending school on her own. Thus, the river played an important role in motivating her to fulfil her dream.

Let us discuss
(ଆସ ଆଲୋଚନା କରିବା)

1. Complete the table given below with Jahnavi’s questions in Column 1 and the River’s answers in Column 2. Check your answers with the teacher. (ସ୍ତମ୍ଭ ‘1’ ରେ ଜାହ୍ନବୀର ପ୍ରଶ୍ନ ଓ ସ୍ତମ୍ଭ ‘2’ ରେ ନଦୀର ଉତ୍ତର ଲେଖୁ ନିମ୍ନ ସାରଣୀ ପୂରଣ କର । ତୁମର ଉତ୍ତରଗୁଡ଼ିକୁ ଶିକ୍ଷକଙ୍କ ଦ୍ଵାରା ଯାଞ୍ଚ କରାଅ ।)
Question with Answer:

Answer:

Column 1 (Jahnavi’s Questions)	Column 2 (River’s Answers)
why the moon always comes from behind the hills ____ ?	It goes down towards the sea, I’ve seen, it always takes the same way-over the mountains and down the see, like me !
Can I do something ?	little girls can do as much as little boys.
What are ships?	Big boats, so big that they can take hundreds of people, and they sail along the sea with lights that shine all night.
Will they come here?	I’m afraid not. Too large, you know, Chandu’s catamaran is good enough for me. Chandu can take you to see a ship someday.

2. The following persons and the river helped Jahnavi to go to school. How?
(ବ୍ୟକ୍ତିଗଣ ଏବଂ ନଦୀଟି ଜାହ୍ନବୀକୁ ବିଦ୍ୟାଳୟକୁ ଯିବାକୁ ସାହାଯ୍ୟ କଲେ, କିପରି ?)
(Question with Answer)

Answer:

Persons & river	How
River	Encouraged Jahnavi to be brave and try going to school.
Teacher	Welcomed her in class and spoke to her father and persuaded him to send Jahnavi to school.
Parents	Finally agreed and supported her decision to study.
Herself (Jahnavi)	Gathered courage, went to school, and proved her determination.

Let us think and reflect
(ଆସ ଭଲ ଭାବରେ ଚିନ୍ତା କରିବା)

I. Read the extracts given below and answer the questions that follow.
(ନିମ୍ନଲିଖତ ଉଦ୍ଧୃତାଂଶଗୁଡ଼ିକୁ ପଢ଼ ଓ ପରବର୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)
1. “You shouldn’t cry, you know,” the voice went on. “And you really shouldn’t be scared, when you have been coming here to see me every day, well, almost every day.” She was puzzled. It was such a voice, like the river. It couldn’t be the river! “Well, tell me all about it,” said the River, for it was the River. “I’ve got to hurry to reach the sea, you know.”

(i) Complete the sentence with the correct option from those given in the brackets.
(ବନ୍ଧନୀ ଭିତରେ ଦିଆଯାଇଥିବା ବିକଳ୍ପଗୁଡ଼ିକ ମଧ୍ୟରୁ ଠିକ୍ ବିକଳ୍ପଟି ବାଛି ବାକ୍ୟକୁ ସମ୍ପୂର୍ଣ୍ଣ କର ।)
The tone of the River in the given extract is. (assuring/sympathising)

(ii) Select a phrase from the extract which shows that Jahnavi was a frequent visitor to the spot.
(ଉଦ୍ଧୃତାଂଶରୁ ଏକ ବାକ୍ୟଶ ଚୟନ କର ଯାହା ଜାହ୍ନବୀ ସ୍ଥାନଟିକୁ ବାରମ୍ବାର ବୁଲିବାକୁ ଆସୁଥ‌ିବାର ଦର୍ଶାଉଛି ।)

(iii) Choose the correct option to complete the sentence.
(ବାକ୍ୟଟିକୁ ସମ୍ପୂର୍ଣ୍ଣ କରିବ । ପାଇଁ ଠିକ୍ ବିକଳ୍ପଟି ବାଛି ।)
The use of an exclamation mark at the end of the line, ‘It couldn’t be the river!’ expresses
A. excitement
B. hesitation
C. irritation
D. disbelief

(iv) Choose three qualities of the River highlighted in the extract from the words in the box given below.
(ଉଦ୍ଧୃତାଂଶରେ ଉଲ୍ଲିଖତ ନଦୀର ତିନୋଟି ଗୁଣ ନିମ୍ନ ପ୍ରଦତ୍ତ କୋଠରିରୁ ବାଛ ।)

Answer:
(i) The tone of the River in the given extract is assuring.
(ii) Phrase: “When you have been coming here to see me every day, well, almost every day.”
(iii) D. disbelief
(iv) Three qualities of the River: affectionate, thoughtful, kind-hearted

2. “Can I do something?” asked Jahnavi. “Well, it’s up to you,” said the River. “Seems. to me little girls can do as much as little boys-they swim as fast as little boys. You just slip along one morning and sit there in the school and listen to what’s going on, and may be the teacher will let you stay.”
“I couldn’t,” gasped Jahnavi. “I couldn’t! They’d scare
me! They’d chase me out.”

(i) Complete the sentence with an appropriate reason.
(ଉପଯୁକ୍ତ କାରଣ ସହ ବାକ୍ୟକୁ ସମ୍ପୂର୍ଣ କର ।)
According to the River, there was no difference between girls and boys because
Answer:
According to the River, there was no difference between girls and boys because they can do the same things equally well, like swimming and learning.

(ii) Identify whether the following statement is true or false.
(ନିମ୍ନସ୍ଥ ଉକ୍ତିଟି ଠିକ୍ ନା ଭୁଲ୍ ଚିହ୍ନଟ କର ।)
The River encourages Jahnavi to have faith in herself and fulfill her desire to go to school.
Answer:
True

(iii) Choose the correct option to complete the sentence.
(ବାକ୍ୟଟିକୁ ସମ୍ପୂର୍ଣ୍ଣ କରିବା ପାଇଁ ଠିକ୍ ବିକଳ୍ପଟି ବାଛ ।)
When the River suggests that Jahnavi should ‘slip along’, it means that she should move.
A. quickly
B. casually
C. quietly
D. confidently
Answer:
C. quietly

(iv) What does the repetition of the phrase I couldn’t, tell us?
(‘I couldn’t’ ବାକ୍ୟାଶଟିର ବାରମ୍ବାର ବ୍ୟବହାର ଆମକୁ କ’ଣ କହୁଛି ?)
Answer:
The repetition of “I couldn’t” shows Jahnavi’s fear and lack of confidence about going to school.

(v) In the phrase “I could not “I stands for, ______
Answer:
A. river
B. Jahnvi
C. lizard
D. writer
Answer:
B. Jahnavi

Answer the Following Questions
(ନିମ୍ନ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

Question 1.
The writer describes different aspects of nature through different animals, birds and objects at the beginning of the story. They are?
(ଲେଖକ ଗଳ୍ପ ଆରମ୍ଭରେ ବିଭିନ୍ନ ଦୃଷ୍ଟିକୋଣକୁ ବିଭିନ୍ନ ପଶୁ, ପକ୍ଷୀ ଏବଂ ବସ୍ତ୍ର ମାଧ୍ୟମରେ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ସେଗୁଡ଼ିକ ହେଲା
Answer:
They are a kingfisher, a green lizard, parrots, a snake, spiders, frogs, bamboo trees and the river.

Question 2.
How did the River know so much about Jahnavi?
(ନଦୀଟି ଜାହ୍ନବୀ ବିଷୟରେ ବହୁତ କିଛି ଜାଣିଲା କିପରି ?)
Answer:
The River knew so much about Jahnavi because she often visited the riverbank, spoke her thoughts aloud, and shared her feelings there.

Question 3.
Jahnavi says, “And I’m so old now, they’ll never let me go.” What do you think about?
(ଜାହ୍ନବୀ କହୁଛି, ‘ମୁଁ ବର୍ତ୍ତମାନ ଅଧୁକ ବୟସର ହୋଇଗଲିଣି, ସେମାନେ ମୋତେ ଯିବାକୁ ଦେବେନି !”’ ତୁମେ ଏ ବିଷୟରେ କ’ଣ ଭାବୁଛ ?)
Answer:
Jahnavi felt sad and hopeless because she thought that at her age she would no longer be allowed to join school like the younger children.

Question 4.
Why did the River laugh when Jahnavi said she would be scared at school?
(ନଦୀଟି କାହିଁକି ହସିଲା ଯେତେବେଳେ ଜାହ୍ନବୀ କହିଲା ସେ ବିଦ୍ୟାଳୟରେ ଡରିଯିବ ?)
Answer:
The River laughed because Jahnavi was brave in facing snakes, lizards, and trains, yet she was afraid of going to school, which was not dangerous at all.

Question 5.
Why did Jahnavi follow the River’s advice?
(ଜାହ୍ନଭୀ ନଦୀଟିର ଉପଦେଶକୁ କାହିଁକି ଅନୁସରଣ କଲା ?)
Answer:
Jahnavi followed the River’s advice because she trusted the River and wanted to achieve her dream of going to school and learning.

Question 6.
What is the main message that the writer intends to convey?
(6m almalg ଚାହୁଁଥିବା ମୁଖ୍ୟ ବାର୍ତ୍ତାଟି କ’ଣ ?)
Answer:
The writer intends to convey the message that girls deserve equal opportunities in education as boys, and with courage and determination they can fulfill their dreams despite obstacles.

Let us Learn (ଆସ ଶିଖୁବା)

I. You have learnt that naming words are called nouns and only proper nouns begin with a capital letter. Why has the author used a capital letter for the ‘River’ even when it is a common noun? (Clue: Has the River been given qualities of a human being?)
(ତୁମେ ଶିକ୍ଷା କରିଛ ଯେ ନାମବାଚକ ଶବ୍ଦଗୁଡ଼ିକୁ ବିଶେଷ୍ୟ କୁହାଯାଏ ଏବଂ ନାମବାଚକ ବିଶେଷ୍ୟଗୁଡ଼ିକ ବଡ଼ ଅକ୍ଷରରେ ଆରମ୍ଭ ହୁଏ । ମାତ୍ର ନଦୀ ବା ରିଭର ଏକ ଜାତିବାଚକ ବିଶେଷ୍ୟ ହୋଇଥିବାବେଳେ ଲେଖକ ‘River’ରେ କାହିଁକି କ୍ୟାପିଟାଲ ଲେଟର ବ୍ୟବହାର କରିଛନ୍ତି ?) (ସୂଚନା : ନଦୀକୁ କ’ଣ ମନୁଷ୍ୟର ଗୁଣାବଳୀ ଦିଆଯାଇଛି କି ?)
Answer:
The author used a capital letter for the ‘River’ because the River has been given human qualities like speaking, advising, and laughing. It is treated as a character in the story.

II. There are a few words related to sound in the text. Pick the words from the text and write them next to the correct definition.
(ପାଠ୍ୟ ବିଷୟରେ ଧ୍ଵନି ସହ ସମ୍ପର୍କିତ କେତେକ ଶବ୍ଦ ଅଛି । ପାଠ୍ୟ ବିଷୟରୁ ଶବ୍ଦଗୁଡ଼ିକ ବାଛ ଏବଂ ସେଗୁଡ଼ିକୁ ସଠିକ୍ ସଂଜ୍ଞା ପରେ ଲେଖ ।)

1. made a high-pitched piercing sound’
2. to cause liquid to strike or fall on something’
3. a low continuous background noise
4. cry with loud uncontrollable gasps ‘
5. to make a soft dry sound, like paper or leaves moving’
6. took a short quick breath through the mouth due to surprise, pain or shock gasped
7. shaking rapidly to make continuous short, sharp sounds’
8. making a lot of noise’
9. made a long, high cry, usually because of pain or sadness’
Answer:
1. shrieked
2. splashed
3. murmuring
4. sob
5. rustle
6. gasped
7. rattling
8. noisy
9. wailed

Now, fill in the blanks with suitable sound words from exercise (II).
(ବର୍ତ୍ତମାନ ଅଭ୍ୟାସ (I)ରେ ବ୍ୟବହାର ହୋଇଥିବା ଉପଯୁକ୍ତ ଧ୍ଵନାତ୍ମକ ଶବ୍ଦ ବସାଇ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
The classroom grew (i) _____as the students noticed the teacher carrying the answer papers. As the teacher turned the pages with a (ii) _____, the children (iii) _____wondering what comments awaited. Someone (iv) _____in frustration, and the (v) _____of the students steadily increased. Finally, when the teacher praised the students for their excellent performance, the students (vi) _____with excitement.
Answer:
(i) noisy
(ii) rustled
(iii) gasped
(iv) wailed
(v) murmuring
(vi) shrieked

III. The word ‘catamaran’ is used in the text. The word originates from the Tamil language ‘kattu maram’ meaning ‘tied wood’.
(ପାଠ୍ୟ ବିଷୟରେ ‘catamaran’ ଶବ୍ଦଟି ବ୍ୟବହୃତ ହୋଇଛି । ଶବ୍ଦଟି ତାମିଲ ଭାଷାର ‘kattu maram’ ଶବ୍ଦରୁ ଉତ୍ପତ୍ତି ହୋଇଛି ଯାହାର ଅର୍ଥ ‘ବନ୍ଧାଯାଇଥିବା କାଠ’)

IV. Find out the meanings of these words. From which Indian language these words were borrowed. An example has been given. (ଏହି ଶବ୍ଦଗୁଡ଼ିକର ଅର୍ଥ ବାହାର କର । କେଉଁ ଭାରତୀୟ ଭାଷାରୁ ଏହି ଶବ୍ଦଗୁଡ଼ିକୁ ଅଣାଯାଇଛି । ଏକ ଉଦାହରଣ ଦିଆଯାଇଛି ।)
1. karma (Sanskrit)
2. sahib
3. chutney
4. guru
5. verandah
6. jungle
7. palanquin

Answers:
1. karma – Results of your action (Sanskrit)
2. sahib – Word for Sir (Urdu/Hindi)
3. chutney – Spicy Sauce (Hindi)
4. gurur-Teacher (Sanskrit)
5. verandah – Roofed Porch (Hindi)
6. jungle – Forest (Hindi/Sanskrit)
7. palanquin – (Sanskrit / Hindi)

(i) Which boat would you like to travel in?
(କେଉଁ ଡ଼ଙ୍ଗାରେ ତୁମେ ଯାତ୍ରା କରିବାକୁ ପସନ୍ଦ କରିବ ।)
Answer:
I would like to travel in a shikara, because it is beautiful, colourful, and peaceful, and it floats gently on lakes.

(ii) Make a colourful drawing of a boat that you would like to travel in.
(ଗୋଟିଏ ରଙ୍ଗୀନ ଡଙ୍ଗା ଚିତ୍ର କର, ଯେଉଁଥୁରେ ତୁମେ ଯାତ୍ରା କରିବାକୁ ପସନ୍ଦ କରିବ ।)
Answer:
(Students should draw the picture themselves)

V. Solve the crossword puzzle based on words related to water transport.
(ଜଳ ପରିବହନ ସହିତ ସମ୍ବନ୍ଧିତ ଶବ୍ଦ ବ୍ୟବହାର ଶବ୍ଦଧନ୍ଦାଟିକୁ ସମାଧାନ କର ।)
(Question with Answer)

Across
1. a large vessel used for transporting goods or passengers by sea
2. a small vessel for travelling on water, typically propelled by oars, sails, or an engine
3. a flat floating structure for travelling across water
4. a boat or ship driven by steam.
5. a small, light, narrow boat, pointed at both ends and moved using a paddle
6. a boat with a powerful engine which can change direction easily and is used to pull large ships into and out of port
Answer:
Across
1. SHIP
2. BOAT
3. RAFT
4. STEAMER
Down :
5. CANOF
6. TUGBOAT
7. YACHT

VI. Read the highlighted words in the following lines from the text. They are called prepositions. (ପାଠ୍ୟବିଷୟରୁ ଆସିଥିବା ତଳ ଧାଡ଼ିଗୁଡ଼ିକରେ ଥିବା କଳା ଚିହ୍ନିତ ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ । ସେଗୁଡ଼ିକ Preposition (ଅବ୍ୟୟ) ଅଟନ୍ତି ।)
“She goes down towards the sea. I’ve seen her; she always takes the same way— over the mountains and down to the sea, like me!”
Prepositions are words that indicate the relationship between nouns or pronouns and other elements in a sentence. They show direction, location, time or logical relationships between ideas. (ଅବ୍ୟୟଗୁଡ଼ିକ ହେଉଛି ସେହି ଶବ୍ଦ ଯାହା ବାକ୍ୟରେ ବିଶେଷ୍ୟ ବା ସର୍ବନାମ ଓ ଅନ୍ୟାନ୍ୟ ଉପାଦାନଗୁଡ଼ିକର ସମ୍ପର୍କ ସୂଚିତ କରିଥାଏ । ସେଗୁଡ଼ିକ ଦିଗ, ଅବସ୍ଥିତି, ସମୟ କିମ୍ବା ଯୁକ୍ତିସଙ୍ଗତ ସମ୍ପର୍କ ଦର୍ଶାଇଥାଏ ।)

A. Here are six pictures, Look at them and say what you see in about 5/6 sentences.
(ଏଠାରେ ଛଅଟି ଚିତ୍ର ଅଛି । ସେଗୁଡ଼ିକୁ ଦେଖ ଏବଂ ତୁମେ କ’ଣ ଦେଖୁଛ ୫/୬ଟି ବାକ୍ୟରେ କୁହ ।) (Divide the entire class into five groups and provide each group with one picture from the following set of the pictures. Give 2/3 minutes time for discussion in the group. Their team leader will present with meaningsful sentences.) Use of Propositions. (ସାରାଶ୍ରେଣୀକୁ ପାଞ୍ଚଟି ଦଳରେ ବିଭକ୍ତ କର ଏବଂ ପ୍ରତ୍ୟେକ ଦଳକୁ ନିମ୍ନ ଚିତ୍ର ସେଗୁଡ଼ିକ ମଧ୍ୟରୁ ଗୋଟିଏ ଦିଅ । ଦଳରେ ଆଲୋଚନା ପାଇଁ ୨/୩ ମିନିଟ୍ ସମୟ ଦିଅ । ସେମାନଙ୍କ ଦଳ ମୁଖ୍ୟ ଅର୍ଥସୂଚକ ବାକ୍ୟ ସବୁ ଉପସ୍ଥାପନ କରିବେ ।) ଅବ୍ୟୟ ପଦ ସବୁ ବ୍ୟବହାର କର ।

Note: (The teacher in the classroom will make some groups as per the feasibility (1) of the class. Ask the students to frame questions about the positions of different objects in the picture and answer them.)
Example:
Questions: Where is the bird?
Answer: The bird is on the table.
Answer:
In the picture I see that :
1. The bird is on the table.
2. The ball is on the table.
3. The dog is under the table.
4. The cat is near the tree.
5. The apple is on the tree.
6. The dog is beside the table.
Similarly studetns will make groups, frame questions and answer them under the guidance of teacher.

B. Now, fill in the blanks with suitable prepositions given within the brackets.
(ବନ୍ଧନୀ ମଧ୍ୟରେ ଦିଆଯାଇଥିବା ଉପଯୁକ୍ତ ଶବ୍ଦ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
Jahnavi takes the River’s advice and goes to school. On her first day 1. _____ (at/in/ on) school, Jahnavi stood nervously 2. _____ (in/outside/above) the gate, clutching her bag close to her. The bell rang and she hurried 3. _____ (outside/through/inside) the bustling classroom. She found a seat. 4. _____ (among/between/from) two friendly classmates. The teacher greeted them warmly and started the lesson. 5. _____ (about/ in/for) numbers. Jahnavi listened attentively, feeling excited 6. _____ (at/about/for) the new adventure ahead.
Answer:
Prepositions
1. at
2. outside
3. inside
4. between
5. about
6. about

VII. Read the highlighted words in the following sentence from the text.
(ପାଠ୍ୟ ପୁସ୍ତକରୁ ପ୍ରଦତ୍ତ ନିମ୍ନ ବାକ୍ୟଗୁଡ଼ିକରେ କଳାଚିହ୍ନିତ ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ ।)
A kingfisher swept down, its wings an arrow of blue in the sunlight.
Words like on, off, up, down can function both as preposition and as adverb particle.

For example (ଉଦାହରଣ ସ୍ଵରୂପ):

A preposition is usually followed by an object (noun) whereas an adverb will tell you more about the action (verb).
(ବାକ୍ୟରେ Preposition ସାଧାରଣତଃ ଏକ ବସ୍ତ (noun) ପୂର୍ବରୁ ବସେ, ମାତ୍ର Adverb (କ୍ରିୟା) ବିଶେଷଣ କାର୍ଯ୍ୟ (verb) ବିଷୟରେ ଅଧିକ କିଛି କହିଥାଏ ।)

Fill in the blanks with prepositions or adverbs.
(Preposition ବା Adverb ବ୍ୟବହାର କରି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

1. The cat jumped ______ the table. (preposition)
Answer:
The cat jumped on the table. (preposition)

2. The children played ______ until dark. (adverb)
Answer:
The children played outside until dark. (adverb)

3. She quickly ran ______ the park. (preposition)
Answer:
She quickly ran to the park. (preposition)

4. The helicopter was hovering ______. (adverb)
Answer:
The helicopter was hovering above. (adverb)

5. We were just walking. ______, chatting. (adverb)
Answer:
We were just walking along chatting. (adverb phrase)

6. After thoroughly wiping his shoes, he stepped ______. (adverb)
Answer:
After thoroughly wiping his shoes, he stepped inside. (adverb)

7. She drove slowly ______, the sharp curve. (preposition)
Answer:
She drove slowly around the sharp curve. (preposition)

8. He placed the keys ______ the mat before leaving. (preposition)
Answer:
He placed the keys on the mat before leaving. (preposition)

Let us listen (ଆସ ଶୁଣିବା) :

I. Read the words given in the box below. You will listen to five people speak about school life. As you listen, circle the words that are used by the speakers. There are two words you do not need. (Transcript for the teacher on page-40)
(ନିମ୍ନରେ କୋଠରୀ ମଧ୍ୟରେ ଥିବା ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ । ତୁମେ ୫ ଜଣ ବ୍ୟକ୍ତି ବିଦ୍ୟାଳୟ ଜୀବନ ଉପରେ କହୁଥିବାର ଶୁଣିବ । ଶୁଣିବାବେଳେ, ବକ୍ତାଦ୍ଵାରା କୁହାଯାଇଥିବା ଶବ୍ଦଗୁଡ଼ିକ ଚାରିପଟେ ଗୋଲ ବୁଲାଅ । ଏଠାରେ ଥ‌ିବା ଦୁଇଟି ଶବ୍ଦ ତୁମର ଦରକାର ନାହିଁ । ଶିକ୍ଷକଙ୍କ ପାଇଁ transcript ପୃଷ୍ଠା ୪୦ରେ ଅଛି ।)
(Question with Answer)

Answer:

II. You will once again listen to the five speakers. As you listen, match each statement 1-7 to each speaker (i)-(v). There are two statements that you do not need.
(ତୁମେ ପୁଣିଥରେ ୫ଜଣ ବକ୍ତା କହୁଥ‌ିବାର ଶୁଣିବ । ଶୁଣିବା ସମୟରେ ତୁମେ ବାକ୍ୟକୁ ୧-୭ ଉକ୍ତିଗୁଡ଼ିକୁ (i)-(v) ବକ୍ତାଙ୍କ ସହିତ ମିଳାଅ । ଏଠାରେ ଥିବା ଦୁଇଟି ଉକ୍ତି ତୁମର ଆବଶ୍ୟକ ନାହିଁ ।)
(Question with Answer)

Answer:

Statements	Speaker No
1. Promotes active participation for all in school activities	(v)
2. Comments on how school makes learning Mathematics joyful	–
3. Believes in the power of education that leads to freedom of choice	(i)
4. Shares that school also means companionship	(iv)
5. Understands that boys and girls have different abilities	–
6. Persuades the parent to grant permission to attend school	(i)
7. Believes that learning skills is not gender-based	(iii)

Statement 2 and 5 do not match with any speaker.

Let us read (ଆସ ପଢ଼ିବା) :

I. Read the sentence given below
(ନିମ୍ନରେ ପ୍ରଦତ୍ତ ବାକ୍ୟକୁ ପଢ଼ ।)
“Dear, dear! What’s the matter?… You shouldn’t cry, you know. And you really shouldn’t be scared, when you have been coming here to see me every day, well, almost every day.”
(ପିଲାମାନେ ହର୍ଷ, ବିସ୍ମୟ, କ୍ରୋଧ, ଭୀତତ୍ରସ୍ତ, ଦୁଃଖ୍ତ ଏବଂ ବ୍ୟସ୍ତବିବ୍ରତ ଭାବ ପ୍ରକାଶ ପାଇଁ ବାକ୍ୟଟି କିପରି ଉଚ୍ଚାରଣ କରାଯିବ ଶିକ୍ଷକଙ୍କ ସମ୍ମୁଖରେ ତା’ର ଅଭ୍ୟାସ କରିବେ ।)
The River spoke to Jahnavi in a ‘sleepy’ voice. Work in pairs and take turns to speak the same sentence in ‘other’ voices. Some hints are given below.
(ନଦୀଟି ଜାହ୍ନବୀକୁ ନିଦୁଆ ସ୍ୱରରେ କହିଲା । ଦୁଇଜଣିଆ ଦଳରେ କାମ କରି ଏବଂ ପାଳି ଅନୁସାରେ ସେହି ବାକ୍ୟଟିକୁ ଅନ୍ୟ ସ୍ୱରରେ କୁହ । ତୁମକୁ କେତେକ ସୂଚନା ଦିଆଯାଇଛି ।)
(Students try to do this activity themselves)

II. Janhavi asks the River for advice and the River gives advice. Read the given situations and work in pairs to ask for and give advice. Take turns to change your roles. Use the prompts given below.
(ଜାହ୍ନବୀ ନଦୀଟିକୁ ଉପଦେଶ ମାଗିଛି ଏବଂ ନଦୀ ଉପଦେଶ ଦେଇଛି । ନିମ୍ନରେ ପ୍ରଦତ୍ତ ପରିସ୍ଥିତିକୁ ପଢ଼ ଏବଂ ଦୁଇଜଣିଆ ହୋଇ ଜଣେ ଜଣକୁ ଉପଦେଶ ମାଗ ଏବଂ ଅନ୍ୟ ଜଣେ ଉପଦେଶ ଦେଉ । ତଳେ ଥିବା ସୂଚନା ବ୍ୟବହାର କର ।)
1. Situation (i): You wish to play football at school but it has an all-boys’ team only.
2. Situation (ii): You have been unable to score well in Mathematics due to nervousness during exams.
3. Situation (iii): You really enjoy music classes but do not get enough time to practise for it.
4. Situation (iv): You cannot see the blackboard clearly from the last bench.

The teacher gives an example of how to ask for advice and how to give advice on any one situation using the prompts given.
(ଦିଆଯାଇଥ‌ିବା ସୂଚନାକୁ ବ୍ୟବହାର କରି କିପରି ଉପଦେଶ ମଗାଯିବ ଓ ଉପଦେଶ ଦିଆଯିବ ଶିକ୍ଷକ ତାହାର ଏକ ଉପଦେଶ ଦେବେ ।)

Let us write (ଚାଲ ଲେଖୁବା)

Observing Nature
(ପ୍ରକୃତି ପର୍ଯ୍ୟବେକ୍ଷଣ)

Take some time to observe the world around you. Over the next few days, pay attention to the colours, shapes, patterns, and textures found in nature. Look closely at the plants, trees, flowers, birds, and even the sky. Make detailed notes of what you observe, focusing on textures, movements, and how light plays with these elements. Record your observations in detail and the features that draw your attention the most— whether it’s the soft ripple of water, the vibrant flutter of a butterfly or the colour of the birds or flowers.
Now, write a descriptive paragraph based on what you’ve observed. Highlight the colours, shapes, textures, and unique details that made an impression on you.
(ତୁମେ କ’ଣ ପର୍ଯ୍ୟବେକ୍ଷଣ କଲ ତାହାର ଅଧାରରେ ଏକ ବର୍ଣ୍ଣନାତ୍ମକ ଅନୁଚ୍ଛେଦ ଲେଖ । ତୁମକୁ ପ୍ରଭାବିତ କରିଥିବା ଜିନିଷର ରଙ୍ଗ, ଆକାର, ସଂରଚନା ଓ ସଂପୂର୍ଣ୍ଣ ବିବରଣୀ ଲେଖ ।)

Give a title to your paragraph.
(ତୁମ ଅନୁଚ୍ଛେଦର ଏକ ଶୀର୍ଷକ ଦିଅ ।)

Answer:

Ideas	Prompts
What do you observe?	Every day, I see nature’s beauty in small things. While walking in the garden, I fear the soft sound of leaves in the wind. The morning sun makes golden spots on the ground. I find it very interesting that every leaf is different. Some are smooth and shiny, while others are twisted
How do you feel? Why?	I like watching butterflies because they bring colour and beauty to every place. I feel calm and happy as nature becomes quiet and beautiful around me.
What is your message to everyone around you?	I want to tell you that even ordinary things become extraordinary when we look carefully around us. My advice to all is to spend a moment observing pature

Let us explore (ଆସ ଅନ୍ଵେଷଣ କରିବା) :

I. Discuss why rivers in India are considered to be sacred and most of them are referred to as female. Some rivers are referred to as male, for example, the Brahmaputra and the Sone.
(ଭାରତରେ ନଦୀଗୁଡ଼ିକ କାହିଁକି ପବିତ୍ର ମନେକରାଯାଏ ଏବଂ ଅଧିକାଂଶକୁ କାହିଁକି ନାରୀ ମନେକରାଯାଏ । କେତେକ ନଦୀକୁ ପୁରୁଷ ମନେକରାଯାଏ । ଉଦାହରଣ ସ୍ଵରୂପ- ବ୍ରହ୍ମପୁତ୍ର ଏବଂ ସୋନ)

II. Whole Class Activity (ସମସ୍ତ ଶ୍ରେଣୀ କାର୍ଯ୍ୟାବଳୀ)

1. India is a multilingual country, and many of us can speak two to three languages easily. Make a list of the languages that everyone in the class can speak and display it on a chart paper in the classroom.
(ଭାରତ ଏକ ବହୁ ଭାଷାଭାଷୀ ଦେଶ ଏବଂ ଆମ ମଧ୍ୟରୁ ଅନେକ ସହଜରେ ଦୁଇ ବା ତିନୋଟି ଭାଷାରେ କଥା ହୋଇପାରନ୍ତି । ଶ୍ରେଣୀର ପ୍ରତ୍ୟେକ କହୁଥିବା ଭାଷାର ଏକ ତାଲିକା କର ଏବଂ ଶ୍ରେଣୀଗୃହରେ ଚାର୍ଟ କାଗଜରେ ପ୍ରଦର୍ଶନ କର ।)

2. In which language do you enjoy reading and learning the most?
(ତୁମେ କେଉଁ ଭାଷାରେ ଅଧ‌ିକ ପଢ଼ିବା ଓ ଶିଖୁବାକୁ ଆନନ୍ଦ ଅନୁଭବ କର ।)

III. Read the poster given below and answer the questions that follow.
(ତଳେ ଦିଆଯାଇଥ‌ିବା ପୋଷ୍ଟରକୁ ପଢ଼ ଓ ପରବର୍ତ୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଲେଖ ।)

1. What are the things you can observe in the poster?
(ତୁମେ ପୋଷ୍ଟରରେ ଥିବା କେଉଁ କେଉଁ ଜିନିଷକୁ ପର୍ଯ୍ୟବେକ୍ଷଣ କରିପାରିବ ?)

2. Why do you think the girls look happy?
(ବାଳିକାମାନେ ଖୁସି ଅଛନ୍ତି ବୋଲି ତୁମେ କାହିଁକି ଭାବୁଛ ?)

3. Dignity means ‘self-respect’. What is the relation between ‘dignity’ and ‘happiness’ ?
(ମର୍ଯ୍ୟାଦା ଅର୍ଥ ଆତ୍ମ ସମ୍ମାନ । ଆତ୍ମ ମର୍ଯ୍ୟାଦା ଓ ଖୁସି ମଧ୍ଯରେ କ’ଣ ସମ୍ପର୍କ ଅଛି ?)

4. How does a Nation prosper when its daughters are happy?
(ଯେତେବେଳେ ଦେଶର ବାଳିକାମାନେ ଖୁସି ରହନ୍ତି ଦେଶ କିପରି ଉନ୍ନତି କରିଥାଏ ?)

IV. The Government has launched many schemes for the education of the girl child. Some of them are ‘Beti Bachao Beti Padhao’, ‘Balika Samridhi Yojana’, ‘Samagra Shiksha Scheme – Kasturba Gandhi Balika Vidyalayas’, etc.
(ସରକାର ବାଳିକା ଶିକ୍ଷା ପାଇଁ ଅନେକଗୁଡ଼ିଏ ଯୋଜନା କରିଛନ୍ତି । ସେମାନଙ୍କ ମଧ୍ୟରୁ କେତେକ ହେଲା – ‘ବେଟୀ ବଚାଓ ଓ ବେଟୀ ପଢ଼ାଓ’, ‘ବାଳିକା ସମୃଦ୍ଧି ଯୋଜନା’, ‘ସମଗ୍ର ଶିକ୍ଷା ଯୋଜନା’, ‘କସ୍ତରବା ଗାନ୍ଧି
ବାଳିକା ବିଦ୍ୟାଳୟ’, ଇତ୍ୟାଦି । ଶିକ୍ଷକଙ୍କ ଠାରୁ ଅନ୍ୟାନ୍ୟ ଯୋଜନାଗୁଡ଼ିକ

Find out more such schemes from the internet or from your teacher and spread awareness in your neighbourhood.
(ଇଣ୍ଟରନେଟ୍ କିମ୍ବା ବୁଝ ଏବଂ ତୁମ ପଡ଼ୋଶୀ ଅଞ୍ଚଳରେ ସଚେତନତା ବୃଦ୍ଧି କର ।)

The Day the River Spoke Class 7 Summary

Let us read (ଆସ ପଢ଼ିବା)

TEXT – I

A big bright tear splashed down her nose. And another. A kingfisher swept down, its wings an arrow of blue in the sunlight. And a green lizard slithered down to the river’s edge to bask in the sun.

ଓଡ଼ିଆ ଅନୁବାଦ :
ଲୁହ ଟୋପାଏ ତା’ ନାକ ଉପରେ ପଡ଼ିଲା । ଆହୁରି ଟୋପାଏ ମଧ୍ଯ ପଡ଼ିଲା। ଗୋଟିଏ ମାଛରଙ୍କା ପକ୍ଷୀଟି ତଳକୁ ଉଡ଼ି ଖସିଲା, ତା’ର ନୀଳ ଡେଣା ଦୁଇଟା ସୂର୍ଯ୍ୟ ଆଲୋକର ତୀର ଭଳି ଦେଖାଯାଉଥିଲା ଏବଂ ଏକ ସବୁଜ ରଙ୍ଗର ଏଣ୍ଡୁଅଟିଏ ଖରା ଖାଇବାପାଇଁ ନଦୀ ଧାର ନିକଟକୁ ଧୀର ଭାବରେ ଖସି ଆସିଲା ।

“Dear, dear!” said a sleepy, murmuring voice, “What’s the matter?”
Jahnavi was startled, because she was sure she had been quite alone. It couldn’t have been the lizard. And the kingfisher was up in the thicket of bamboo eating the fish it had caught. It couldn’t be the parrots, because parrots shrieked and this was such a sleepy voice. She looked around her. There wasn’t a soul in sight. She was rather scared and wanted to run away. “You shouldn’t cry, you know,” the voice went on. “And you really shouldn’t be scared, when you have been coming here to see me every day, well, almost every day.”
She was puzzled. It was such a voice, like the river. It couldn’t be the river! “Well, tell me all about it,” said the River, for it was the River. “I’ve got to hurry to reach the sea, you know:’

ଓଡ଼ିଆ ଅନୁବାଦ :
ଏକ ନିଦୁଆ ଗୁଣୁଗୁଣୁ ସ୍ୱରରେ କହିଲା, ‘‘ପ୍ରିୟ, ପ୍ରିୟ ! ଘଟଣା କ’ଣ ?’’ ଜାହ୍ନଭୀ ଚକିତ ହୋଇଗଲା କାରଣ ସେଠାରେ ସେ ଏକାକୀ ନୀରବରେ ଥିଲା । ଏହା ତ ଏଣ୍ଡୁଅର ସ୍ଵର ହୋଇନପାରେ । ଏବଂ ମାଛରଙ୍କା ପକ୍ଷୀଟି ଉପରକୁ ଉଠିଯାଇ ଘଞ୍ଚ ବାଉଁଶ ଗଛ ଉପରେ ଧରିଥିବା ମାଛଟିକୁ ଖାଉଥିଲା । ଏହା ମଧ୍ୟ ଶୁଆମାନେ ବି ନହୋଇ ପାରନ୍ତି କାରଣ ସେମାନେ ଚିତ୍କାର କରି ବୋବାନ୍ତି କିନ୍ତୁ ଏଇଟା ଗୋଟେ ନିଦୁଆ ସ୍ଵର । ସେ ତା’ର ଚାରିପଟକୁ ଅନେଇଲା । କୌଣସି ଆତ୍ମାଟିଏ ଦେଖାଯାଉ ନଥିଲା । ସେ ବରଂ ଭୟଭୀତ ହେଲା ଏବଂ ଦୌଡ଼ି ପଳାଇବାକୁ ଚାହିଁଲା। ‘ସ୍ଵର ପୁଣି ଶୁଭିଲା, ତୁମେ କାନ୍ଦିବା ଉଚିତ୍ ନୁହେଁ, ତୁମେ ମଧ୍ଯ ଭୟଭୀତ ହୁଅ ନାହିଁ । ଯେହେତୁ ତୁମେ ମତେ ପ୍ରତ୍ୟେକଟି ଦେଖା କରିବାକୁ ଆସୁଛି ।
ସେ ଚକିତ ହୋଇଗଲା । ଏହା ତ ନଦୀ ସ୍ଵର ଭଳି ଲାଗୁଛି । ଏହା ନଦୀର ସ୍ଵର ହୋଇନପାରେ । ଆଚ୍ଛା, ଘଟଣା କ’ଣ ମତେ କୁହ’’, ନଦୀଟି କହିଲା, ‘ତୁମେ ଜାଣ ମୁଁ ସମୁଦ୍ରରେ ପହଞ୍ଚିବାକୁ ତରବର ଅଛି ।
“They won’t let me go to school: said Jahnavi. “I asked my mother, “Why can’t I go to school like my elder brother Gopi and Ramu.” And Mother had replied, ‘You are too small, baby. May be later.’ “ But when she was five, little Ramu was born and Mother still said, “May be next year. Jahnavi, mind your little brother while I go to the fields” Now, she was nearly ten and minding Little Appu, who was the smallest. “They don’t want me. They only..7″ —she stopped with a
sob…

“I am scared to go to school. And I’m so old now, they’ll never let me go. But I want to go. I want to learn to read like Gopi and Ramu” “I want to know why spiders are yellow in yellow flowers, why bamboo trees rustle, why the moon always comes from behind the hills, never the other way, why the baby fish in the field water become frogs, why..:’

ଓଡ଼ିଆ ଅନୁବାଦ
ଜାହ୍ନବୀ କହିଲା, ‘ସେମାନେ ମୋତେ ବିଦ୍ୟାଳୟକୁ ଯିବାକୁ ଦେଉ ନାହାଁନ୍ତି । ମୁ ମୋ ମାଆଙ୍କୁ ପଚାରିଲି, ‘ମୁଁ କାହିଁକି ମୋ ବଡ଼ ଭାଇ ଗୋପୀ ଓ ରାମୁଙ୍କ ଭଳି ସ୍କୁଲକୁ ଯାଇପାରିବିନି’’ ? ମା’ ଉତ୍ତର ଦେଲେ, ‘ତୁ ଅତି ଛୋଟ ପିଲା, ପରେ ଯିବୁ ।’’ ମୁଁ ଯେତେବେଳେ ୫ ବର୍ଷର ହୋଇଥିଲି ରାମୁ ସେତେବେଳେ ଜନ୍ମ ହୋଇଥିଲା । ମା’, କହିଲେ ତଥାପି ଦେଖୁବା ଆରବର୍ଷକୁ ଯିବୁ । ବର୍ତ୍ତମାନ ତୁ ତୋର ସାନ ଭାଇକୁ ଦେଖାରଖା କର, କାରଣ ମୁଁ ବିଲକୁ ଯାଉଛି । ବର୍ତ୍ତମାନ ମତେ ୧୦ ବର୍ଷର ହେଲାଣି ଏବଂ ସବା ସାନଭାଇ ଆପୁକୁ ଜଗାରଖା କରୁଛି । ସେମାନେ ମୋତେ ବିଦ୍ୟାଳୟକୁ ପଠାଇବାକୁ ଚାହୁଁ ନାହାନ୍ତି ।’’ ଏହା ସେ କୋହଭରା କଣ୍ଠରେ କହିଲା, ମୁଁ ସ୍କୁଲକୁ ଯିବାକୁ ଭୟ କରୁଛି । ମୋତେ ବହୁତ ବର୍ଷ ହେଲାଣି। ସେମାନେ ମତେ ଯିବାକୁ ଦେବେନି। କିନ୍ତୁ ମୁଁ ଯିବାକୁ ଚାହୁଁଛି । ମୁଁ ଗୋପୀ ଏବଂ ରାମୁଙ୍କ ଭଳି ପଢ଼ିବାକୁ ଚାହୁଁଛି ।

“Stop!” said the River. “You make me breathless. So many whys! I can tell you where the moon goes,” the River said secretly. “It goes down towards the sea. I’ve seen; it always takes the same way-over the mountains and down to the sea, like me!”

ଓଡ଼ିଆ ଅନୁବାଦ :
ମୁଁ ଜାଣିବାକୁ ଚାହୁଁଛି ବୁଢ଼ୀଆଣୀଟା ହଳଦିଆ ଫୁଲ ଭିତରେ କାହିଁକି ହଳଦିଆ ଦେଖାଯାଏ, ବାଉଁଶ ଗଛଗୁଡ଼ିକ କାହିଁକି ଖସ୍ ଖସ୍ ଶବ୍ଦ କରନ୍ତି, କାହିଁକି ଚନ୍ଦ୍ର ସବୁବେଳେ ପାହାଡ଼ ପଛରୁ ଆସେ, କାହିଁକି ଅନ୍ୟ ପ୍ରକାରେ ନୁହେଁ, କାହିଁକି ଛୁଆ ମାଛଟା ବେଙ୍ଗ ହୋଇଯାଏ କାହିଁକି…….. ।
ଏତେ କଥା ଶୁଣି ନଦୀଟି କହିଲା, ‘ଅଟକିଯା, ଝିଅ । ତୁ ମତେ ଅଣନିଶ୍ୱାସୀ କରିଦେବୁ । ଏତେଗୁଡ଼ିଏ କାହିଁକି ! ମୁଁ ତତେ କହିପାରିବି ଚନ୍ଦ୍ର କୁଆଡ଼େ ଯାଏ । ସେ ତଳ ମୁହାଁ ହୋଇ ସମୁଦ୍ରକୁ ଯାଏ । ମୁଁ ଦେଖୁଛି ସେ ମୋଭଳି ଉଚ୍ଚ ପାହାଡ଼କୁ ଅତିକ୍ରମ କରି ତଳ ମୁହାଁ ହୋଇ ସମୁଦ୍ରକୁ ଯାଏ ।’’

TEXT – II

“Even little Ramu goes to school:” said Jahnavi, “pity, the school isn’t by the sea: said the River. “Then I could take you along, you know. But, I suppose I couldn’t really. You’d get your feet wet. And that would never do! I’m afraid there’s only one thing you can do.”

ଓଡ଼ିଆ ଅନୁବାଦ :
ଜାହ୍ନବୀ କହିଲା, ‘ଏପରିକି କୁନିପିଲା ରାମୁ ବି ବିଦ୍ୟାଳୟକୁ ଯାଉଛି ।’’ ନଦୀଟି କହିଲା, ‘ବଡ଼ ଦୁଃଖର କଥା, ବିଦ୍ୟାଳୟଟା ସମୁଦ୍ର କୂଳରେ ନାହିଁ, ନଚେତ୍ ମୁଁ ତୁମକୁ ନେଇଯାଇଥା’ନ୍ତି । କିନ୍ତୁ ମୁଁ ଭାବୁଛି ବାସ୍ତବରେ ତା’ ମୁଁ କରିନଥା’ନ୍ତି, କାରଣ ତୁମ ଗୋଡ଼ ଓଦା ହୋଇଯାଇଥା’ନ୍ତା । ତା’ କେବେ ହୋଇ ନଥା’ନ୍ତା । ମୁଁ ଦୁଃଖ ଯେ କେବଳ ଗୋଟିଏ କାର୍ଯ୍ୟ ତାହା ତୁମେ କରିପାରିବ ।

“Can I do something?” asked Jahnavi. “Well, it’s up to you:” said the River. ‘Seems to me little girls can do as much as little boys-they swim as fast as little boys. You just slip along one morning and sit there in the school and listen to what’s going on, and may be the teacher will let you stay:’
“I couldn’t,” gasped Jahnavi. “I couldn’t! They’d scare me! They’d chase me out:’

ଓଡ଼ିଆ ଅନୁବାଦ :
‘ମୁଁ କିଛି କରିପାରିବି’, ଜାହ୍ନବୀ ପଚାରିଲା, ‘ଏହା ତୁମ ଉପରେ ନିର୍ଭର କରେ’’ ନଦୀଟି କହିଲା । “ ମୋତେ ଯାହା ଲାଗେ ଯେ ଛୋଟ ଝିଅମାନେ ମଧ୍ୟ ଛୋଟ ଛୋଟ ପୁଅମାନଙ୍କ ଭଳି କାର୍ଯ୍ୟ କରିପାରନ୍ତି । ଝିଅମାନେ ପୁଅମାନଙ୍କ ଭଳି ଶୀଘ୍ର ପହଁରି ପାରନ୍ତି । ତୁମେ ଦିନେ ସକାଳେ ଘରୁ ଖସିଯାଇ ବିଦ୍ୟାଳୟକୁ ଯାଅ ଏବଂ ଶ୍ରେଣୀ କକ୍ଷରେ ବସିପଡ଼ ଏବଂ କ’ଣ ସବୁ ହେଉଛି ଦେଖ, ହୁଏତ୍ ଶିକ୍ଷକ ତୁମକୁ ରହିବାକୁ କହିପାରନ୍ତି ।
‘‘ମୁଁ ପାରିବି ନାହିଁ, ଧଇଁସଇଁ ହୋଇ ଜାହ୍ନବୀ କହିଲା । ‘ସେମାନେ ମୋତେ ଭୟ ଦେଖାଇବେ । ସେମାନେ ମୋତେ ଗୋଡ଼ାଇ ବିଦ୍ୟାଳୟରୁ ତଡ଼ିଦେବେ ।’’

The River laughed. “You? Scared?” the River said, “when you’re not afraid of the green lizard, or of the snake in the bamboo clump, (Jahnavi startled) or the big trains rattling past that bridge:’ “Trains are noisy; I prefer ships:’ said the River.
asked.
Jahnavi never knew the snake lived in the bamboo clump. “What are ships?” she
“Big boats:” said the River, “so big that they can take hundreds of people, and they sail along the sea with lights that shine all night.”

ଓଡ଼ିଆ ଅନୁବାଦ :

ନଦୀଟି ହସିଲା ଏବଂ କହିଲା, ‘ତୁମେ ଡରିଯିବ । ଯେତେବେଳେ ତୁମେ ନୀଳ ଏଣ୍ଡୁଅକୁ ଭୟ କର ନାହିଁ କିମ୍ବା ବାଉଁଶ ବୁଦାରେ ଥ‌ିବା ସାପକୁ ଭୟ କର ନାହିଁ, କିମ୍ବା ବ୍ରିଜ୍ ଉପରେ ଗର୍ଜନ କରି ଯାଉଥ‌ିବା ରେଳକୁ ଭୟ କର ନାହିଁ । ରେଳଗୁଡ଼ିକ ଭୟଙ୍କର ଶବ୍ଦ କରନ୍ତି; ମୁଁ ଜାହାଜକୁ ପସନ୍ଦ କରେ ।’’
ଜାହ୍ନବୀ କେବେ ବି ଜାଣି ନଥୁଲା ବାଉଁଶ ବୁଦାରେ ସାପ ରୁହନ୍ତି ବୋଲି । ‘ଜାହାଜଗୁଡ଼ିକ କ’ଣ ?’’ ସେ ପଚାରିଲା ।
‘ବଡ଼ ଡଙ୍ଗାମାନ’ ନଦୀଟି କହିଲା, ‘ଏତେବଡ଼ ଯେ ଶତାବ୍ଦିକ ଲୋକକୁ ନେଇ ଯାଇପାରିବ ଏବଂ ସେମାନେ ସମୁଦ୍ରରେ ରାତ୍ରିସାରା ଯାତ୍ରା କରନ୍ତି ଚକ୍ ଚକ୍ ଆଲୋକ ସହ ।’’

Jahnavi held her breath. “Will they come here?” she asked.
“T’m afraid not,” said the River. “Too large, you know. Chandu’s catamaran is good enough for me. Chandu can take you to see a ship, someday.”
“They’d never let me!” wailed Jahnavi.
“Try going to school first,” said the River. “Remember-it’s up to you!”

ଓଡ଼ିଆ ଅନୁବାଦ :
ଜାହ୍ନବୀ ନିଃଶ୍ୱାସ ବନ୍ଦ କରି କହିଲା, ‘ସେମାନେ କ’ଣ ଏଠିକୁ ଆସିବେ । ନଦୀଟି କହିଲା, ‘‘ମୁଁ କିନ୍ତୁ ଭୟ କରେ ନାହିଁ । ତୁମେ ଜାଣ, ସେଗୁଡ଼ିକ ବହୁତ ବଡ଼ । ଚନ୍ଦୁର ଡଙ୍ଗା ମୋ ପାଇଁ ବହୁତ ଭଲ । ଚନ୍ଦୁ ତୁମକୁ ଦିନେ ଜାହାଜ ଦେଖ‌ିବାକୁ ନେଇଯିବ ।’’
‘ସେମାନେ ମୋତେ କେବେହେଲେ ଛାଡ଼ିବେ ନାହିଁ ।’’ ଜାନବୀ କାନ୍ଦି ଉଠିଲା, ନଦୀଟି କହିଲା, ‘ପ୍ରଥମେ ବିଦ୍ୟାଳୟକୁ ଯିବାକୁ ଚେଷ୍ଟା କର । ମନେରଖ, ଏହା ତୁମ ଉପରେ ନିର୍ଭର କରେ ।’’

Jahnavi gathered courage. The next day she reached the school, panting and out of breath and stood by the door listening while the teacher read out the lesson. It was a story about a prince called Ashoka, who became a great king. Little Appu had fallen asleep on her shoulder. She crept nearer and nearer till she was in the back row, squatting with the others on the earthen floor. Little Appu made no noise and she listened.

“Where did you spring from, little girl?” asked the teacher. “And what is your name? You’re new in my class.”
She’s Gopi’s sister, Gopi is in the next class:’ said one of the boys. “It’s Jahnavi,” said another. “So, you’re Gopi’s little sister? Nice lad, Gopi.“
– If you really, really want to come to my school, Jahnavi,” the teacher had said, “we’ll talk to your father about it. Don’t you worry. We’ll find a way.”
Jahnavi saw the teacher walking up the steps to their gate the next evening when she was lighting the lamp. She could see her father scratching his cheek the way he did when he was worried.

ଓଡ଼ିଆ ଅନୁବାଦ :
ଜାହ୍ନବୀ ସାହସ ଜୁଟାଇଲା । ତା’ପରଦିନ ସେ ବିଦ୍ୟାଳୟରେ ପହଞ୍ଚିଗଲା । ଘନ ଘନ ନିଃଶ୍ଵାସ ନେଇ, ସେ ଶ୍ରେଣୀରେ ଦ୍ଵାରଦେଶରେ ଛିଡ଼ା ହୋଇ ଶିକ୍ଷକ ପଢ଼ାଉଥିବାର ଶୁଣୁଥିଲା । ଏହା ଏକ ଗପ ରାଜକୁମାର ଅଶୋକଙ୍କ ବିଷୟରେ ଯିଏ ଦିନେ ଏକ ମହାନ୍ ରାଜା ହୋଇଥିଲେ । କୁନିପିଲା ଆପୁ ତା’ କାନ୍ଦରେ ଶୋଇପଡ଼ିଲାଣି । ସେ ନୀରବରେ ଧୀରେ ଧୀରେ ନଇଁ ନଇଁ ମାଟି ଚଟାଣ ଉପରେ ପଛ ଧାଡ଼ିକୁ ଚାଲିଗଲା । ତା’କାନ୍ଧରେ ଥ‌ିବା ଆପୁ କିଛି ବି ଶବ୍ଦ କରୁନଥିଲା ।
ଏହି ସମୟରେ ଶିକ୍ଷକ ପଚାରିଲେ, ‘ହେ କୁନିଝିଅ, ତୁମେ କେଉଁଠୁ ଆସିଲ । ତୁମ କାମ କ’ଣ ? ତୁମେ ମୋ ଶ୍ରେଣୀରେ ନୂଆ ଆସିଛ ।’’
‘ସେ ଗୋପିର ଭଉଣୀ ଗୋପୀ ଆର ଶ୍ରେଣୀରେ ଅଛି,’’ ଏକଥା ଏକ ବାଳକ କହିଲା । ‘‘ସେ ହେଉଛନ୍ତି ଗୋପୀର ଭଉଣୀ,’’’ ଅନ୍ୟ ଏକ ପିଲା କହିଲା ।
ଶିକ୍ଷକ କହିଲେ, ‘ଆଚ୍ଛା, ତୁମେ ଗୋପୀର ସାନ ଭଉଣୀ । ଗୋପୀ ବହୁତ ଭଲ ପିଲାଟେ ।’’, ଶିକ୍ଷକ କହିଲେ, ‘ତୁମେ ଯଦି ବାସ୍ତବରେ ବିଦ୍ୟାଳୟକୁ ଆସିବାକୁ ଚାହୁଁଚ, ଆମେ ତୁମ ବାପାଙ୍କ ସାଥ୍‌ରେ କଥା ହେବୁ । ବ୍ୟସ୍ତ ହୁଅ ନାହିଁ । ଆମେ ଏକ ରାସ୍ତା ବାହାର କରିଦେବୁ ।
ତା’ପରଦିନ ସନ୍ଧ୍ୟାରେ ଜାହ୍ନବୀ ଲ୍ୟାମ୍ପ ଲଗାଉଥ‌ିବା ବେଳେ ଶିକ୍ଷକ ତାଙ୍କ ଘର ଫାଟକ ଆଡ଼କୁ ଚାଲିଚାଲି ଆସୁଥ‌ିବା ଦେଖୁଲା । ଜାହ୍ନବୀ ଦେଖିଲା ବାପା ତାଙ୍କ ଗାଲକୁ କୁଣ୍ଡାଉଛନ୍ତି । ଯେତେବେଳେ ସେ ଅଧିକ ବ୍ୟସ୍ତ ହୋଇଯାଆନ୍ତି, ଏପରି କରନ୍ତି ।

The teacher was nodding and saying something she couldn’t make out. And Mother said, “Little Jahnavi, I shall miss you when you go to school. Girls should learn as much as they want. When I was your age, I wanted to go to school, but your grandmother said ‘No’, but now, I am glad the teacher came to talk to your father:”

ଓଡ଼ିଆ ଅନୁବାଦ
ଶିକ୍ଷକ ମୁଣ୍ଡ ହଲାଇ କିଛି କହୁଥୁବାର ସେ ଦେଖୁଲା, କିନ୍ତୁ କିଛି ବୁଝି ପାରୁନଥିଲା । ମା’ କହିଲେ, ‘କୁନି ଝିଅ ଜାହ୍ନବୀ ତୁ ବିଦ୍ୟାଳୟକୁ ଗଲେ ମୁଁ ତୋ ଅନୁପସ୍ଥିତି ଅନୁଭବ କରିବି । ଝିଅମାନେ କିନ୍ତୁ ଯେତେପର୍ଯ୍ୟନ୍ତ ଚାହାନ୍ତି ପଢ଼ିବା କଥା । ମୁଁ ଯେତେବେଳେ ତୋ ବୟସର ଥୁଲି, ମୁଁ ବିଦ୍ୟାଳୟକୁ ଯିବାକୁ ଇଚ୍ଛା କରୁଥିଲି, କିନ୍ତୁ ତୋର ଆଈ ମନା କଲେ । କିନ୍ତୁ ଆଜି ମୁଁ ଖୁସି ଯେ ଶିକ୍ଷକ ତୋ ପାଇଁ ତୋ ବାପାଙ୍କୁ କହିବାକୁ ଆସିଲେ ।’’

And Jahnavi said, “Mother, when I grow up, I’ll be a teacher. I’ll go from house to house in our village and ask all the little girls to come to my school. And I’ll teach them all that I’m going to learn.”
And she went down the path between the fields the next morning before school began, to meet the River. “I did it!” she told the River. “I was scared, but I did it! And they’re letting me go. I’m going to learn to write my name and do sums. And I am going to find out why our little fishes in the rice fields turn into frogs.” She heard the river’s sleepy chuckle, “Come again, little girl, and I’ll tell you all about the ships that sail the sea.”
KAMALA NAIR (An extract adapted from The Day the River Spoke)

ଓଡ଼ିଆ ଅନୁବାଦ :
ଜାହ୍ନବୀ କହିଲା, ‘ମା’, ମୁଁ ବଡ଼ ହେଲେ ଜଣେ ଶିକ୍ଷକ ହେବି । ଏବଂ ମୁଁ ଗ୍ରାମରେ ଘରକୁ ଘର ଯାଇ ଝିଅମାନଙ୍କୁ ମୋ ବିଦ୍ୟାଳୟକୁ ପଢ଼ିବାକୁ ଆସିବାକୁ କହିବି । ମୁଁ ସେମାନଙ୍କୁ ଶିକ୍ଷା ଦେବି ଯାହା ମୁଁ ଶିକ୍ଷା କରିବାକୁ ଯାଉଛି ।’’
ତା’ପରଦିନ ସକାଳେ ବିଦ୍ୟାଳୟ ଆରମ୍ଭ ହେବା ପୂର୍ବରୁ ସେ ଜମିରେ ଚାଲି ଚାଲି ନଦୀ ପାଖକୁ ଗଲା ଏବଂ କହିଲା, ‘ମୁଁ ଏହା କରିଦେଲି, କିନ୍ତୁ ମୁଁ ଡରିଯାଉଥିଲି,”’ । ସେମାନେ ମୋତେ ଯିବାକୁ ଦେଲେ । ମୁଁ ବର୍ତ୍ତମାନ ଯାଉଛି ମୋ ନାମ ଲେଖୁବା ଏବଂ ଗଣିତ କଷିବା ଶିଖୁବି । ଏବଂ ମୁଁ ଜାଣିବାକୁ ଚାହୁଁଛି ଆମ ଧାନ କିଆରିର ଥ‌ିବା ଛୋଟ ମାଛଗୁଡ଼ିକ ବେଙ୍ଗ କାହିଁକି ହୋଇଯାଉଛନ୍ତି’’ ସେ ନଦୀଟି ଧୀର ଭାବରେ କହୁଥ‌ିବାରୁ ଶୁଣିଲା, ‘ହେ କୁନିଝିଅ ତୁମେ ଆଉଥରେ ଆସ, ମୁଁ ତୁମକୁ କହିବି ଜାହାଜମାନେ କିପରି ସମୁଦ୍ରରେ ଯାତ୍ରା କରନ୍ତି ।’’

Summary of The Text
(ପାଠ୍ୟ ବିଷୟର ସଂକ୍ଷିପ୍ତ ସାରକଥା)

Jahnavi was a bright girl living in a coastal village with her parents and three brothers. She wanted to go to school like her brothers, but her parents always asked her to take care of her younger siblings. This made her sad, and one day she cried by the river. To her surprise, the river spoke to her and encouraged her to be brave. The river told her that little girls are as capable as boys and advised her to go to school on her own.

The next day, Jahnavi gathered courage and entered the classroom quietly with her youngest brother Appu. The teacher noticed her and welcomed her, promising to speak to her father. Later, her father and mother agreed to let her study. Jahnavi was overjoyed and dreamed of becoming a teacher in the future, so she could educate all the girls in her village. This story highlights the importance of education for girls and the courage needed to follow one’s dreams.

Notes and Glossary :

• splashed – fell on a surface in drops (ଭୂମି ଉପରେ ଟୋପା ଟୋପା ହୋଇ ପଡ଼ିଲା)
• Swept – come down ( ବୋହି ଗଲା।। ଝାଡ଼ିଦେଲା)
• Slithered – moved smoothly by sliding from side to side (ଘୁଷୁରି ଘୁଷୁରି ଗଲା)
• murmuring – speaking in a low voice (ଗୁଣୁଗୁଣୁ ହେବା)
• startled – surprised or shocked suddenly (ହଠାତ୍ ଆଶ୍ଚର୍ଯ୍ୟ ହେଲା)
• thicket – a dense group of bushes or trees (ଏକ ଘଞ୍ଚ ବୁଦା ବା ବୃକ୍ଷଗହଳି)
• shrieked – screamed loudly (ଚିତ୍କାର କଲା)
• puzzled – confused (ବିବ୍ରତ ହେଲା)
• minding – taking care (ଧ୍ୟାନ ଦେବା / ଯନ୍ ନେବା)
• sob – crying sound (କାନ୍ଦିବା ଶବ୍ଦ)
• rustle – soft sound of leaves moving (ପତ୍ର ହଲିବାର ହାଲକା ଶବ୍ଦ)
• breathless – out of breath (ଶ୍ଵାସରୁଦ୍ଧ)
• conspiratorially – secretly (ଗୋପନରେ ଷଡ଼ଯନ୍ତ୍ର କରିବା ପରି)
• slip – to go/move quietly (ଖସିଯିବା)
• chase out – to drive away (ଘଉଡ଼ାଇ ଦେବା)
• gasped – breathed quickly in surprise (ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇ ସଁ ସଁ ହୋଇ ନିଃଶ୍ଵାସ ନେବା)
• rattling – noise made by shaking things (ଖଡ଼ଖଡ଼ ଶବ୍ଦ),
• clump – a group of plants growing together (ଗଛର ଗୋଛା)
• bailed – cried loudly (ଜୋର୍ ରେ କାନ୍ଦିଲା)
• catamaran – a type of small boat (ଏକ ପ୍ରକାର ଛୋଟ ଡଙ୍ଗା)
• panting – breathing quickly due to running (ଦୌଡ଼ିବା ଯୋଗୁଁ ଖର ନିଃଶ୍ୱାସ ନେବା)
• crept – moved very quietly (ଲୁଚି ଲୁଚି ଗଲେ)
• spring from- come from (ସୃଷ୍ଟି ହେବ। / ବାହାରିବା)
• squatting sitting on one’s heels close to the ground (ଜଣେ ନିଜ ଗୋଇଠି ଉପରେ ମାଟିରେ ବସିବା)
• earthen floor – soil floor (ମାଟି ଚଟାଣ)
• scratching – rubbing skin with nails (କୁଣ୍ଡାଇବା)
• worried – feeling troubled (ଚିନ୍ତିତ)
• nod – move the head to show agreement (ରାଜି ହେ ବା ଉଦ୍ଦେଶ୍ୟରେ ମୁଣ୍ଡ ହଲାଇବା)
• make out – to understand (ବୁଝିପାରିବା)
• chuckle – A soft, gentle laugh (ମୃଦୁ ହାସ୍ୟ)

The Day the River Spoke Class 7 MCQ

Question 1.
What was the kingfisher doing in the bamboo thicket?
(a) Building a nest
(b) Playing in the water
(c) Eating the fish it had caught
(d) sleeping
Answer:
(c) Eating the fish it had caught

Question 2.
Who actually spoke to Jahnavi?
(a) The parrot
(b) The lizard
(c) The River
(d) Her mother
Answer:
(c) The River

Question 3.
What did the River suggest Jahnavi should try first?
(a) Visit the sea
(b) Go to school and listen to the lessons
(c) Learn swimming
(d) Take care of Appu
Answer:
(b) Go to school and listen to the lessons

Question 4.
Who helped Jahnavi by talking to her father?
(a) Gopi
(b) A neighbour
(c) The River
(d) The teacher
Answer:
(d) The teacher

Question 5.
What did Jahnavi want to become in the future?
(a) A doctor
(b) A singer
(c) A teacher who will bring girls to school and teach them
(d) A fisher woman
Answer:
(c) A teacher who will bring girls to school and teach them

Question 6.
What colour was the lizard mentioned in the story?
(a) blue
(b) red
(c) green
(d) yellow
Answer:
(c) green

Question 7.
Jahnavi was being spoken to by ______.
(a) the lizard
(b) the river
(c) the kingfisher
(d) her mother
Answer:
(b) the river

Question 8.
What did Jahnavi want to do like Gopi and Ramu?
(a) play games
(b) go to school
(c) go fishing
(d) travel to the city
Answer:
(b) go to school

Question 9.
How old was Jahnavi?
(a) four
(b) eight
(c) nearly ten
(d) twelve
Answer:
(c) nearly ten

Question 10.
Jahnavi was puzzled because ______.
(a) the river was flooding
(b) she thought she was alone but heard a voice
(c) she saw a strange animal
(d) she forgot her way
Answer:
(b) she thought she was alone but heard a voice

The Day the River Spoke Class 7 Fill in the Blanks

1. Jahnavi was nearly ________ years old.
Answer:
ten

2. Little Appu was the ________ brother of Jahnavi.
Answer:
smallest

3. The ________ spoke to Jahnavi and asked what the matter was.
Answer:
River

4. The River said little girls can do as much as little ________.
Answer:
boys

5. Jahnavi was scared that others would ________ her out of school.
Answer:
chase

6. Jahnavi wants to learn why baby fishes become ________.
Answer:
frogs

7. Chandu’s ________ is good enough for the River.
Answer:
catamaran

8. The teacher promised to talk to Jahanvi’s ________ about allowing her to study.
Answer:
father

9. The kingfisher’s wings shone like an arrow of ________ in the sunlight.
Answer:
blue

10. The River said it must hurry to reach the ________.
Answer:
sea

The Day the River Spoke Class 7 True or False

1. Jahnavi was startled because the kingfisher spoke to her.
Answer: False

2. The River spoke to Jahnavi in a sleepy, gentle voice.
Answer: True

3. Jahnavi’s mother allowed her to go to school when she was five.
Answer: False

4. Chandu is Jahnavi’s elder brother’s real name.
Answer: False

5. The lizard slithered down to the river to bask in the sun.
Answer: True

6. Jahnavi was afraid of the snake in the bamboo clump.
Answer: False

7. The River said ships are small boats with only a few pople.
Answer: False

8. Jahnavi stood at the door and listened before entering the classroom.
Answer: True

The Day the River Spoke Class 7 Very Short Question Answer

Question 1.
Why did Jahnavi feel scared when she heard the voice?
Answer:
Jahnavi felt scared because she thought she was alone. There was no one nearby, and
she could not understand where the voice came from.

Question 2.
How is the river described when it speaks to Jahnavi?
Answer:
The river speaks in a sleepy, murmuring voice and tries to comfort her like a friend.

Question 3.
Why did Jahnavi think people would chase her out of school?
Answer:
Jahnavi feared that the teachers and students would not accept her because she had never been to school before and was nervous to try it.

Question 4.
How did Jahnavi feel when she finally entered the school?
Answer: Jahnavi was scared and nervous at first, but she slowly gained courage and sat in the back listening to the lesson happily.

Question 5.
What made Jahnavi’s mother happy about her joining school?
Answer:
Jahnavi’s mother remembered how she was not allowed to study as a child, so she was glad that Jahnavi got the chance to learn.

Question 6.
How did the River try to comfort Jahnavi?
Answer:
The river spoke gently, telling her not to cry or be scared. It reminded her that she
visited it everyday and encouraged her to share her problems.

Question 7.
Why could Jahnavi not go to school when she was five?
Answer:
Jahnavi couldn’t go to school then as little Ramu was born and she had to mind her brother.

Question 8.
Why did the teacher come to Jahnavi’s house?
Answer:
The teacher came to her house to request her father to send Jahnavi to school.

The Day the River Spoke Class 7 Short Question Answer

Question 1.
Describe the scene near the river that Jahnavi experienced before hearing the voice.
Answer:
A tear fell from Jahnavi’s nose as she cried. A kingfisher swept down shining blue in the sunlight and a green lizard moved to the river bank to enjoy the sun. The surroundings were calm and natural.

Question 2.
Describe Jahnavi’s experience on the day she entered school.
Answer:
Jahnavi went to school early with Appu asleep on her shoulder. She stood at the door and listened to a story about king Ashoka. Slowly she moved to the back row and sat with the other children. The teacher welcomed her and promised to talk to her father.

Question 3.
What was Jahnavi’s dream for the future and why?
Answer:
Jahnavi wanted to become a teacher and visit every house it the village to invite all girls to school. She wished to teach them everything she learned because she understood how important education was for girls.

Question 4.
How did Jahnavi share her happiness with the River at the end?
Answer:
Jahnavi went to the River before school and excitedly told it that she did it. She gained courage, went to school and got permission to study. She hapily said she would learn many new things and the River responded happily too.

Question 5.
Why didn’t Jahnavi’s mother allow her to go to school?
Answer:
When Jahnavi was five, her brother Ramu was born. Her mother worked in the fields. So, she asked Jahnavi to mind the baby instead of going to school.

Question 6.
Jahnavi told the River that she was curious to know certain things. What were they?
Answer:
Jahnavi told the River that she wanted to know “why spiders are yellow in yellow flowers, why bamboo trees rustle, why the moon always comes from behind the hills, why the baby fish in the field water become frogs, why….”

Question 7.
What was Jahnavi’s mother’s reaction when she came to learn about her daughter’s Schooling?
Answer:
The teacher reached Jahnavi’s house and explained to her father about her schooling. Her mother could realise that Jahnavi should go to school. She supported it. She admitted that her mother-in-law didn’t allow her to go to school. But she was glad that Jahnavi could go to school.

Question 8.
Why was Jahnavi startled?
Answer:
Jahnavi was sitting beside the River. Suddenly, she heard a voice calling ‘Dear, dear’. She knew that there was nobody else except her. The voice could not be of the kingfisher or fish or even a parrot. So she got startled.

Class 7 English Jasmine Question Answer Odia Medium, 7th Class English Book Odia Medium Question Answer Pdf Download, BSE Odisha Guru Class 7 English Book Solutions Odia Medium.

7th Class English Book Odia Medium Question Answer

Class 7 English Question Answer Odia Medium

Class 7 Jasmine Question Answer Unit 1 Learning Together

• Chapter 1 The Day the River Spoke Question Answer
• Chapter 2 Try Again Question Answer
• Chapter 3 Three Days to See Question Answer

Class 7 English Odia Medium Question Answer Unit 2 Wit and Humour

• Chapter 4 Animals Birds and Dr Dolittle Question Answer
• Chapter 5 A Funny Man Question Answer
• Chapter 6 Say the Right Thing Question Answer

Class 7 Odia Medium English Solutions Unit 3 Dreams and Discoveries

• Chapter 7 My Brother’s Great Invention Question Answer
• Chapter 8 Paper Boats Question Answer
• Chapter 9 North South East West Question Answer

BSE Class 7 English Solutions Unit 4 Travel and Adventure

• Chapter 10 The Tunnel Question Answer
• Chapter 11 Travel Question Answer
• Chapter 12 Conquering the Summit Question Answer

Jasmine Class 7 Question Answer Unit 5 Bravehearts

• Chapter 13 A Homage to Our Brave Soldiers Question Answer
• Chapter 14 My Dear Soldiers Question Answer
• Chapter 15 Rani Abbakka Question Answer

BSE Odisha Class 7 English Solutions Stories Past and Present (Old Syllabus)

Part – I

• Lesson 1 Run! Run! Run!
• Lesson 2 The Jackal and the Rooster
• Lesson 3 The Camel

Part – II

• Lesson 1 I’d Like to Be….
• Follow-Up Lesson 1 When I Grow Up
• Lesson 2 How Poor We Are!
• Follow-Up Lesson 2 A Tiny Warrior
• Lesson 3 Magic
• Follow-Up Lesson 3 Mum
• Test-1
• Lesson 4 Birsa Munda
• Follow-Up Lesson 4 Tilka Majhi
• Tail-Piece Lesson Branding Babies by Hot Iron Rods-A Bad Practice
• Lesson 5 The Kind Tree
• Follow-Up Lesson 5 Loveliest of Trees
• Lesson 6 The Kangaroo
• Follow-Up Lesson 6 The Origin of Words
• Lesson 7 Cobwebs
• Follow-Up Lesson 7 Silver
• Lesson 8 The Tiger, The Brahman and The Jackal
• Follow-Up Lesson 8 The Fisherman and The Jinni
• Test-2

BSE Odisha 7th Class Text Book Solutions

For better exam readiness, students can include Class 7 Science MCQ and Curiosity Chapter 12 Earth, Moon, and the Sun MCQ in their daily study routine.

Class 7 Science Chapter 12 Earth, Moon, and the Sun MCQ

Earth, Moon, and the Sun MCQ Class 7

MCQ On Earth, Moon, and the Sun Class 7

Question 1.
Which motion leads to the cycle of day and night on the Earth?
(a) Revolution of the Earth around the Sun
(b) Rotation of the Earth on its axis
(c) Tilt of the Earth’s axis
(d) Rotation of the Sun
Answer:
(b) Rotation of the Earth on its axis

Question 2.
Which option correctly describes Earth’s rotation (observed from above the North Pole) and the apparent motion of the Sun?
(a) The Earth spins clockwise; the Sun appears to rise in the west.
(b) The Earth spins anticlockwise; the Sun appears to move from east to west.
(c) The Earth spins clockwise; the Sun appears fixed at one location.
(d) The Earth does not spin; day and night occur due to revolution.
Answer:
(b) The Earth spins anticlockwise; the Sun appears to move from east to west.

Question 3.
If the Earth rotated faster, then…………..
(a) days and nights would be shorter.
(b) days and nights would be longer.
(c) there would be no seasons.
(d) eclipses would not occur.
Answer:
(a) Faster rotation reduces the time taken for one day-night cycle.

Question 4.
Which motion of the Earth mainly causes the occurrence of different seasons?
(a) Rotation on its axis
(b) Rotation around the Sun
(c) Revolution around the Sun
(d) Revolution on its axis
Answer:
(c) Revolution around the Sun

Question 5.
Why do we see different stars at different times of the year?
(a) Stars change position
(b) The Earth rotates on its axis
(c) The Earth revolves around the Sun
(d) Stars disappear suddenly
Answer:
(c) As the Earth revolves around the Sun, we face different directions in space at different times of the year, so different stars become visible in the night sky.

Question 6.
If Earth’s axis were not tilted, which of the following would be true?
(a) Day and night would not occur
(b) Seasons would not occur
(c) Solar eclipses would not occur
(d) Lunar eclipses would not occur
Answer:
(b) Without tilt, sunlight would be evenly distributed throughout the year.

Question 7.
During which month does the Northern Hemisphere experience the longest day?
(a) December
(b) March
(c) June
(d) September
Answer:
(c) June

Question 8.
At which region of the earth are the lengths of day and night almost equal throughout the year?
(a) North Pole
(b) South Pole
(c) Tropic of Cancer
(d) Equator
Answer:
(d) Equator

Question 9.
At the North Pole, the Sun rises on 21 March and sets on 22 September. What happens at the South Pole during this time?
(a) Continuous daylight
(b) Continuous night
(c) Equal day and night
(d) The Sun rises and sets daily
Answer:
(b) Continuous night

Question 10.
Which option correctly identifies the equinoxes and solstices in the Northern Hemisphere?
(a) 21 March – spring equinox; 23 September – autumn equinox;
21 June – summer solstice; 22 December – winter solstice
(b) 21 March – autumn equinox; 23 September – spring equinox;
21 June – winter solstice; 22 December – summer solstice
(c) 21 March – summer solstice; 23 September – winter solstice;
21 June – spring equinox; 22 December – autumn equinox
(d) 21 March & 23 September – solstices (longest and shortest days);
21 June & 22 December – equinoxes (equal day and night)
Answer:
(a) 21 March – spring equinox; 23 September – autumn equinox;
21 June – summer solstice; 22 December – winter solstice

Question 11.
Three cities P, Q and R record their approximate daylight hours on four key dates:

City	21 March	21 June	23 September	22 December
P	12h	16h	12h	8h
Q	12h	8h	12h	16h
R	12h	12h	12h	12h

Which option correctly identifies the locations of the three cities?
(a) P – near equator, Q – Northern Hemisphere, R – Southern Hemisphere
(b) P – Southern Hemisphere, Q – Northern Hemisphere, R – near equator
(c) P – Northern Hemisphere, Q – Southern Hemisphere, R – near Equator
(d) P – Northern Hemisphere, Q – near equator, R – Southern Hemisphere
Answer:
(c) P – Northern Hemisphere, Q – Southern Hemisphere, R – near Equator

Question 12.
A solar eclipse occurs when
(a) the Earth comes between the Sun and the Moon.
(b) the Moon comes between the Sun and the Earth.
(c) the Sun comes between the Earth and the Moon.
(d) the Moon blocks stars.
Answer:
(b) the Moon comes between the Sun and the Earth.

Question 13.
A lunar eclipse occurs when……………..
(a) the Moon comes between the Sun and the Earth.
(b) the Earth comes between the Sun and the Moon.
(c) the Sun comes between the Earth and the Moon.
(d) the Moon blocks sunlight reaching Earth.
Answer:
(b) the Earth comes between the Sun and the Moon.

Question 14.
Which eclipse is safe to watch with the naked eye?
(a) Total solar eclipse
(b) Partial solar eclipse
(c) Lunar eclipse
(d) None of the above
Answer:
(c) Lunar eclipse

Question 15.
Which statement best compares the visibility of solar and lunar eclipses?
(a) Both can be seen only from polar regions.
(b) Solar eclipses are visible from the whole Earth.
(c) Lunar eclipses can be seen from the entire night side of Earth.
(d) Solar eclipses last longer than lunar eclipses.
Answer:
(c) Lunar eclipses can be seen from the entire night side of Earth.

Question 16.
Which of the following statements are true about lunar and solar eclipses?
(i) A lunar eclipse is safe to watch with the naked eye.
(ii) A solar eclipse is safe to watch without protection.
(iii) During a total solar eclipse, the Moon completely covers the Sun.
(iv) During a total lunar eclipse, the Moon completely disappears.
(a) (i) only
(b) (iii) only
(c) (i) and (iii) only
(d) (ii), (iii), and (iv)
Answer:
(c) Watching a solar eclipse without proper protection can damage the eyes. During a total lunar eclipse, the moon appears dark red in colour.

Question 17.
Consider the following phenomena:
(i) Sunrise happens earlier in eastern India than in western India on the same date.
(ii) Different constellations are visible in different months.
(iii) Day and night occur on Earth.
(iv) There are about 365 days in a year.
Which pair correctly matches each phenomenon with the correct motion of the Earth responsible for it?
(a) (i) – rotation, (ii) – revolution, (iii) – revolution, (iv) – rotation
(b) (i) – revolution, (ii) – rotation, (iii) – rotation, (iv) – revolution
(c) (i) – revolution, (ii) – revolution, (iii) – rotation, (iv) – rotation
(d) (i) – rotation, (ii) – revolution, (iii) – rotation, (iv) – revolution
Answer:
(d) (i) – rotation, (ii) – revolution, (iii) – rotation, (iv) – revolution

Question 18.
Look at the picture below carefully.

In which position would the Earth be if the Northern Hemisphere were to experience winter?
(a) I only
(b) II only
(c) III only
(d) II and IV
Answer:
(c) III only

Question 19.
Which of the following statements about eclipses is/are correct?
(i) A solar eclipse takes place when the Moon comes between the Earth and the Sun.
(ii) A lunar eclipse occurs when the Earth comes between the Sun and the Moon.
(iii) A ‘diamond ring’ is seen just after a total solar eclipse, when the Moon starts to move away.
(a) (i) only
(b) (ii) only
(c) (iii) only
(d) (i), (ii), and (iii)
Answer:
(d) (i), (ii), and (iii)

Earth, Moon, and the Sun Class 7 Assertion and Reason Questions

The following questions consist of two statements – Assertion (A) and Reason (R). Answer these questions by selecting the correct option:
(a) Both A and R are true and R is the correct explanation of A.
(b) Both A and R are true but R is not the correct explanation of A.
(c) A is true but R is false.
(d) A is false but R is true.

1. (A): The Sun appears to rise in the east and set in the west.
(R): The Earth rotates from west to east.
Answer:
(a) Both A and R are true and R is the correct explanation of A.

2. (A): Seasons occur because the Earth is sometimes closer to the Sun and sometimes farther.
(R): Earth’s orbit is nearly circular.
Answer:
(d) Seasons do not occur due to the varying distance between the Earth and the Sun. They arise because of the tilt of the Earth’s axis and its spherical shape.

3. (A): Different constellations are visible in the night sky at different times of the year.
(R): The Earth revolves around the Sun, changing the view of the night sky.
Answer:
(a) Both A and R are true and R is the correct explanation of A.

4. (A): When the northern hemisphere is tilted towards the Sun, it is summer there.
(R): The seasons are caused by the tilt of the Earth’s axis and the spherical shape of the Earth.
Answer:
(a) Both A and R are true and R is the correct explanation of A.

5. (A): During June, the Southern Hemisphere experiences winter.
(R): At this time, the Southern Hemisphere tilts away from the Sun.
Answer:
(a) Both A and R are true and R is the correct explanation of A.

6. (A): Solar eclipses are visible only from a small region on the Earth.
(R): The Moon is much smaller than Earth, so its shadow formed on Earth covers only a small region.
Answer:
(a) Both A and R are true and R is the correct explanation of A.

7. (A): When it is daytime in India, it can be nighttime in the USA at the same moment.
(R): This happens because the Earth does not rotate but only revolves around the Sun.
Answer:
(a) Both A and R are true and R is the correct explanation of A.

8. (A): During some months, the Sun never sets at the poles, while during others, it never rises.
(R): At the poles, the tilt of Earth’s axis keeps one pole continuously facing the Sun for about six months, and the other in darkness.
Answer:
(a) Both A and R are true and R is the correct explanation of A.

Earth, Moon, and the Sun Class 7 Fill in the Blanks

1. The Earth’s rotation on its axis causes ………… cycle.
Answer: day-night

2. The imaginary line about which the Earth spins is called the ………… of ………….
Answer: axis, rotation

3. When viewed from above the North Pole, the Earth rotates in a/an ………… direction.
Answer: anti-clockwise

4. The fixed curved path in which the Earth moves around the Sun is called its ………….
Answer: orbit

5. The longest day in the Northern Hemisphere occurs around ………….
Answer: 21 June

6. The Moon can appear to cover the Sun because it is much ………… to Earth than the Sun.
Answer: closer

Earth, Moon, and the Sun Class 7 True or False

1. At any moment, all places on Earth have either day or night because the Earth is spherical.
Answer:
False: At any moment, some places on the Earth have day and others have night because the Earth is spherical.

2. The Pole Star appears almost fixed in the sky because it lies above the equator.
Answer:
False: The Pole Star appears almost fixed in the sky because it lies nearly along the Earth’s axis of rotation above the North Pole.

3. If Earth rotated from east to west, the Sun would still appear to rise in the east.
Answer:
False: If Earth rotated from east to west, the Sun would appear to rise in the west.

4. At the equator, the length of day and night is almost equal throughout the year.
Answer:
True

5. When the Northern Hemisphere tilts towards the Sun, Earth is closer to the Sun in its orbit.
Answer:
False: When the Northern Hemisphere tilts towards the Sun, Earth is not closer to the Sun in its orbit.

6. When it is summer in the Northern Hemisphere, then it is spring in the Southern Hemisphere.
Answer:
False: When it is summer in the Northern Hemisphere, it is winter in the Southern Hemisphere.

7. At the North Pole, the Sun rises only once and sets only once in a year.
Answer:
True

Earth, Moon, and the Sun Class 7 Match the Following

Question 1.

Answer:

	Column I		Column II
(i)	Rotation	B.	Causes day and night
(ii)	Revolution	A.	Motion of the Earth around the Sun
(iii)	Lunar Eclipse	C.	Earth’s shadow falls on the Moon
(iv)	Solar Eclipse	D.	Moon’s shadow falls on Earth

Question 2.

Answer:

	Column I		Column II
(i)	Summer in the Northern Hemisphere	D.	Hemisphere is tilted towards the Sun
(ii)	Winter in the Northern Hemisphere	B.	Hemisphere is tilted away from the Sun
(iii)	Cause of seasons	C.	Earth’s axis is tilted
(iv)	No seasons would occur if	A.	Earth’s axis was not tilted

For better exam readiness, students can include Class 7 Science MCQ and Curiosity Chapter 11 Light: Shadows and Reflections MCQ in their daily study routine.

Class 7 Science Chapter 11 Light: Shadows and Reflections MCQ

Light: Shadows and Reflections MCQ Class 7

MCQ On Light: Shadows and Reflections Class 7

Question 1.
We are able to see a book kept on a table because
(a) the book gives out its own light
(b) light from a source falls on the book and is reflected into our eyes
(c) all the light passes through the book
(d) the book absorbs all the light falling on it
Answer:
(b) light from a source falls on the book and is reflected into our eyes

Question 2.
Which of the following objects will form the darkest shadow when placed in the path of light?
(a) Tracing paper
(b) Clear glass
(c) Thick cardboard
(d) Frosted plastic sheet
Answer:
(b) Clear glass

Question 3.
Which of the following is/are not always necessary to observe a shadow?
(a) Sun
(b) Screen
(c) Source of light
(d) Opaque object
Answer:
(a) Sun

Question 4.
Four students A, B, C and D looked through pipes of different shapes to see a candle flame as shown in the figure below.

Who will be able to see the candle flame clearly?
(a) A
(b) B
(c) C
(d) D
Answer:
(d) Only D is a straight pipe, while others are bent; light cannot bend to follow the curve of a pipe.

Question 5.
Ravi does an experiment with torches, ball, and screen. He places the ball in between the torch and the screen so that a shadow can be formed on the screen. Identify the correct set of observations for the situations.

Situations	Option A	Option B	Option C	Option D
Torch very close to the ball	Smaller shadow	Larger shadow	Smaller shadow	Smaller shadow
Torch far away from the ball	Larger shadow	Smaller shadow	Larger shadow	Smaller shadow
Two torches used, instead of one	One bright spot	Two shadows	Bright spot	No shadow
Screen between ball and torch	Dark shadow	Bright spot on the screen	Multiple shadows	No change

(a) Option A
(b) Option B
(c) Option C
(d) Option D
Answer:
(b) Option B

Question 6.
A student claims that changing the colour of an opaque object will change the colour of its shadow. Which response best addresses this claim?
(a) The shadow takes the colour of the object
(b) The shadow becomes coloured only under sunlight
(c) Shadows of objects always appear black or grey
(d) Only transparent objects form shadows of different colours
Answer:
(c) A shadow is the region where light is blocked. Since an opaque object stops light, the shadow usually looks black or grey, not the colour of the object.

Question 7.
Which of the following can never form a circular shadow?
(a) A ball
(b) A flat disc
(c) A shoe box
(d) An ice cream cone
Answer:
(c) A shoe box has flat rectangular faces and straight edges, so its shadow can be rectangular or other straight-edged shapes, but not a circle. (A ball, flat disc, and cone can form circular shadows in suitable positions.)

Question 8.
Observe the given figure carefully.
A patch of light is obtained at B, when the torch is lighted as shown. Which of the following is kept at position A to get this patch of light?

(a) A wooden board
(b) A glass sheet
(c) A mirror
(d) A sheet of white paper
Answer:
(c) A mirror

Question 9.
A student makes two setups using a torch and a ball to study (i) formation of shadows and (ii) reflection of light. The table alongside shows some…..

A mirror

A glass sheet

A cardboard sheet

A tracing paper

(a) Shadow: glass sheet, Reflection: mirror
(b) Shadow: cardboard sheet, Reflection: mirror
(c) Shadow: tracing paper, Reflection: glass sheet
(d) Shadow: cardboard sheet, Reflection: tracing paper
Answer:
(b) Shadow: cardboard sheet, Reflection: mirror

Question 10.
The word “Xamidea” written on a piece of paper is placed in front of a mirror. Which of the following options correctly represents the image formed by the plane mirror.

Answer:
(d)

Question 11.
Which of the following represents the correct image formed by a plane mirror?

Answer:
(c)

Question 12.
Which letter’s image on a plane mirror will not appear laterally inverted?
(a) L
(b) P
(c) M
(d) B
Answer:
(c) M

Question 13.
Ayesha places a toy in front of a plane mirror. She then looks at the mirror to see the image of the toy. Image of the toy will form at which point?

(a) Point 1
(b) Point 2
(c) Point 3
(d) Point 4
Answer:
(b) A plane mirror forms an image at the same distance behind the mirror as the object is in front of it.

Question 14.
A student observes a tree given in the figure alongside through a pinhole camera. Which of the diagrams given in the options (a) to (d), depicts the image seen by her correctly?


Answer:
(b) The image formed by a pinhole camera is upside down and laterally inverted.

Question 15.
A pinhole camera produces an image that is
(a) erect and of the same size as the object.
(b) erect and enlarged.
(c) inverted and can be obtained on a screen.
(d) inverted but cannot be obtained on a screen.
Answer:
(c) inverted and can be obtained on a screen.

Question 16.
A student observes a tree through a pinhole camera. When she moves the camera closer to the tree (keeping the screen position inside the camera unchanged), she notices that the image on the screen becomes larger. What can be concluded?
(a) Farther the object, larger the erect image.
(b) Farther the object, smaller the erect image.
(c) Closer the object, larger the inverted image.
(d) Closer the object, smaller the inverted image.
Answer:
(c) In a pinhole camera, when the object comes closer, the rays entering the pinhole spread out more, forming a larger image on the screen. The image remains inverted.

Question 17.
If two of the mirrors inside a kaleidoscope are replaced with thick opaque sheets, what will you observe when you look through it?
(a) Colourful patterns will still be seen because light bends inside the kaleidoscope.
(b) The patterns will become clearer because an opaque sheet reflects more light.
(c) The colourful patterns will mostly disappear because the opaque sheets do not produce the repeated reflections needed to form patterns.
(d) The image will become inverted like the image in a pinhole camera.
Answer:
(c) A kaleidoscope forms patterns due to multiple reflections between mirrors. If two mirrors are replaced by opaque sheets, multiple reflections do not occur, so the repeating pattern effect is lost.

Question 18.
Which of the images shown alongside are luminous objects?

(a) (i) and (ii) only
(b) (i) and (iii) only
(c) (i), (ii) and (iv)
(d) (ii), (iii) and (iv)
Answer:
(d) (ii), (iii) and (iv)

Question 19.
Riya places a ball between a torch and a wall. She first moves the ball closer to the torch, and then closer to the wall. Which statement(s) are true about her observations?
(i) The shadow becomes larger when the ball is moved closer to the torch.
(ii) The shadow becomes smaller when the ball is moved closer to the wall.
(iii) The shape of the shadow changes when the ball is moved, but its size remains constant.
(iv) The sharpness of the shadow does not depend on the distance between the ball and the torch.
(a) (i) and (ii)
(b) (iii) only
(c) (ii) only
(d) (iii) and (iv)
Answer:
(a) The ball is round, so the shape of its shadow remains almost the same, but its size changes when the ball is moved. The sharpness of the shadow can change with position.

Question 20.
A triangular object is placed between a torch and a screen as shown in the figure.

Among the given shapes ((i) to (iv)), identify the shadows that are formed by the object.
(a) (i) and (ii)
(b) (ii) and (iii)
(c) (i) and (iii)
(d) (i) and (iv)
Answer:
(c) (i) and (iii)

Question 21.
Which of the following statement(s) is/are correct?
(i) Image formed by a pinhole camera is inverted.
(ii) Image formed by a plane mirror is laterally inverted.
(iii) Pinhole cameras work on the principle of reflection of light.
(a) (ii) only
(b) (i) and (ii) only
(c) (i), (ii) and (iii)
(d) (ii) and (iii) only
Answer:
(b) Pinhole cameras work on the principle of linear propagation of light.

Light: Shadows and Reflections Class 7 Assertion and Reason Questions

The following questions consist of two statements – Assertion (A) and Reason (R). Answer these questions by selecting the correct option:
(a) Both A and R are true and R is the correct explanation of A.
(b) Both A and R are true but R is not the correct explanation of A.
(c) A is true but R is false.
(d) A is false but R is true.

1. (A): The Moon is a luminous object.
(R): The Moon reflects the sunlight that falls on its surface.
Answer:
(d) A luminous object gives out its own light. The Moon does not produce light. It looks bright only because it reflects sunlight.

2. (A): Light from a flame cannot be seen through a bent pipe, even if the flame is very bright.
(R): Light travels in a straight line.
Answer:
(a) Both A and R are true and R is the correct explanation of A.

3. (A): A shiny steel plate can redirect sunlight onto a wall where sunlight does not fall directly.
(R): A shiny surface changes the direction of light falling on it; this change in direction is called lateral inversion.
Answer:
(c) A shiny plate can send sunlight in another direction because light is reflected from its surface. But the change in direction of light is called reflection, not lateral inversion. Lateral inversion is about left-right reversal in a mirror image.

4. (A): A periscope helps a person to see an object not directly visible.
(R): A periscope uses three plane mirrors to reflect light into the eyes.
Answer:
(c) A simple periscope uses two plane mirrors (fixed at an angle), not three.

5. (A): The image formed in a pinhole camera is inverted.
(R): Light travels in a straight line and crosses at the pinhole, reversing the top and bottom positions of the image.
Answer:
(a) Both A and R are true and R is the correct explanation of A.

6. (A): A periscope will still work if its mirrors are replaced by cardboard sheets.
(R): A periscope works due to reflection of light by plane mirrors.
Answer:
(d) Cardboard is not a shiny reflecting surface like a mirror, so it will not reflect light properly into the eyes; the periscope will not work.

Light: Shadows and Reflections Class 7 Fill in the Blanks

Question 1.
Bioluminescent animals like fireflies (jugnu) and jellyfishes are ………… sources of light.
Answer: natural

Question 2.
Objects that allow some light to pass through but scatter it in different directions, resulting in a blurred or unclear view, are called ………… objects.
Answer: translucent

Question 3.
A cardboard sheet forms a dark shadow on the wall because it is a/an ………… material that blocks light.
Answer: opaque

Question 4.
If a screen is not placed behind an opaque object, the formation of the ………… cannot be observed because there is no surface on which it can be formed.
Answer: shadow

Question 5.
When an object is moved closer to the screen (torch fixed), the shadow generally becomes ……….. and more ………….
Answer: smaller, sharper

Question 6.
The size of the shadow depends on the ………… between the object, the light source and the screen.
Answer: distance

Question 7.
………… is an optical device commonly used in submarines and tanks.
Answer: periscope

Question 8.
………… work on the principle of reflection of reflections.
Answer: Kaleidoscope

Light: Shadows and Reflections Class 7 True or False

1. A fused bulb is a luminous object.
Answer: False: A fused bulb is a non-luminous object because it does not emit light.

2. Non-luminous objects become visible only when light from a luminous object falls on them and is reflected to our eyes.
Answer: True

3. A shadow is formed when a non-luminous object emits light.
Answer: False: A shadow is formed when an object blocks light from a source.

4. Shadows accurately reflect the shape of an object.
Answer: False: A shadow shows only the outline of an object, not its details.

5. An opaque object forms a lighter shadow than a translucent object.
Answer: False: An opaque object forms a darker shadow than a translucent object.

6. The colour of the shadow changes when the colour of the opaque object is changed.
Answer: False: The colour of a shadow does not change when the colour of the opaque object is changed.

7. The image formed by a plane mirror can be obtained on a screen.
Answer: False: The image formed by a plane mirror cannot be obtained on a screen.

8. The image formed by a pinhole camera does not depend on the shape of the hole.
Answer: True

Light: Shadows and Reflections Class 7 Match the Following

Question 1.

Answer:

	Column I		Column II
(i)	Torch is switched off	C.	Shadow is not formed
(ii)	Transparent object used	D.	Very faint or no shadow is formed.
(iii)	Opaque object used	E.	A dark shadow is formed.
(iv)	Object moved closer to the torch	A.	Shadow becomes larger
(v)	Object moved closer to the screen	B.	Shadow becomes smaller and sharper

Question 2.

Answer:

	Column I		Column II
(i)	Transparent objects	D.	Light passes completely
(ii)	Kaleidoscope	C.	Different patterns every time
(iii)	Shadow	B.	Formed when light is blocked by an object
(iv)	Reflection	A.	Bouncing back of light from a surface

Go through BSE Odisha Class 7 Social Science Notes Odia Medium Chapter 12 ବଜାରକୁ ବୁଝିବା to understand important topics more clearly.

7th Class Social Science Chapter 12 Notes Odia Medium

BSE Odisha Class 7 Social Science Chapter 12 Notes Odia Medium

‘ଲୋକମାନେ ଆବଶ୍ୟକ କରୁଥିବା ଦ୍ରବ୍ୟ ଓ ସେବା ନିଜେ ସୃଷ୍ଟି ନ କରିପାରିବା କାରଣରୁ ବଜାରର ବିକାଶ ହୁଏ ଓ ବଜାର ସମୃଦ୍ଧି ଆଣିଥାଏ ।’’
– ଆଦାମ ସ୍ମିଥ୍, ଅଷ୍ଟାଦଶ ଶତାବ୍ଦୀର ଅର୍ଥନୀତିଜ୍ଞ

ବିଷୟଭିଭିକ ସୂଚନା ଓ ବିଶ୍ଳେଷଣ

ବଜାର କ’ଣ ? :
ଯେଉଁ ସ୍ଥାନରେ ଲୋକମାନେ ସାମଗ୍ରୀ କିଣାବିକା କରିଥା’ନ୍ତି ତାକୁ ବଜାର କୁହାଯାଏ । ଏହାକୁ ହିନ୍ଦୀ ଓ ଓଡ଼ିଆରେ ହାଟ କୁହାଯାଉଥିଲାବେଳେ କନ୍ନଡ଼ ଭାଷାରେ ‘ମରୁକାଙ୍ଗେ’ କୁହାଯାଏ ।

ବର୍ଷବର୍ଷ ଧରି ଲୋକମାନେ ବିଭିନ୍ନ ସାମଗ୍ରୀ ଓ ସେବା ମାଧ୍ୟମରେ ସେମାନଙ୍କ ଚାହିଦା ଓ ଆବଶ୍ୟକତା ପୂରଣ ପାଇଁ ବଜାର ଉପରେ ନିର୍ଭର କରି ଆସୁଛନ୍ତି । ବଜାରଗୁଡ଼ିକ ଲୋକ, ପରମ୍ପରା ତଥା ଚିନ୍ତାଧାରା ଆଦିକୁ ଯୋଡ଼ିଥାଏ ।

‘ହାମ୍ପି’ କର୍ଣ୍ଣାଟକ ରାଜ୍ୟର ଏକ ଗୌରବମୟ ବଜାର ଥିଲା । ଏହା କର୍ଣ୍ଣାଟକର ବିଜୟନଗର ସାମ୍ରାଜ୍ୟ ଅନ୍ତର୍ଗତ ଏକ ସମୃଦ୍ଧ ବାଣିଜ୍ୟସ୍ଥଳୀ ଥିଲା । ଏହି ବଜାରଟି ବିରୁପାକ୍ଷ ମନ୍ଦିର ବିପରୀତ ପାର୍ଶ୍ଵରେ ଅବସ୍ଥିତ ଥିଲା । ଏହି ବଜାରଟିର ପ୍ରାଚୁର୍ଯ୍ୟ ଓ ସମୃଦ୍ଧି ବିଷୟରେ ଅନେକ ବୈଦେଶିକ ବିବରଣୀରେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ।

ପ୍ରସିଦ୍ଧ ପର୍ତ୍ତୁଗୀଜ ପରିବ୍ରାଜକ ‘ଡୋମିଙ୍ଗୋସ୍ ପେସ୍’ ‘ହାମ୍ପି’କୁ ବିଶ୍ଵର ସର୍ବୋତ୍ତମ ‘ଯୋଗଣ ଭିଭିକ ସହର’ ବୋଲି କହିଥିଲେ । କାରଣ ଏଠାରେ ବିଭିନ୍ନ ପ୍ରକାର ଉତ୍ପାଦ ଯଥା- ଶସ୍ୟ, ବିହନ, କ୍ଷୀର, ତେଲ, ରେଶମ, ଗାଈ, ଠେକୁଆ, ଘୋଡ଼ା ଓ ଏପରିକି ଗୁଣ୍ଡୁରୀ ଚଢ଼େଇ ଓ ହରଡ ଚଢ଼େଇ ଭଳି ପକ୍ଷୀ ଆଦିର କିଣାବିକା ହେଉଥିଲା ।

ଆଉ ଜଣେ ପର୍ତ୍ତୁଗୀଜ ପରିବ୍ରାଜକ ‘ଫର୍ଣ୍ଣାଓ ନୁନୀଜ’ ତାଙ୍କ ବିବରଣୀରେ ଆହୁରି ଅନେକ ତଥ୍ୟ ପ୍ରଦାନ କରିଛନ୍ତି । ତାଙ୍କ ମତରେ ‘ଏହି ବଜାରର ବିଭିନ୍ନ ଗଳିରେ କରତ ତିଆରି କାଠକାମ, ସୁନା ଅଳଙ୍କାର, ମୂଲ୍ୟବାନ ପଥର ଯଥା- ମାଣିକ୍ୟ, ହୀରା ଓ ମୁକ୍ତା ସମେତ ଅନ୍ୟାନ୍ୟ ମୂଲ୍ୟବାନ ପଥରର ବିଭିନ୍ନ ସାମଗ୍ରୀ କାରିଗରମାନେ ପ୍ରସ୍ତୁତ କରି ବିକ୍ରି କରୁଥିଲେ । ଏଠାରେ କପା ପ୍ରସ୍ତୁତ କପଡ଼ା ଓ ଲୁଗା ଏବଂ ପ୍ରଚୁର ପରିମାଣରେ ଘାସ ଓ ନଡ଼ା ମଧ୍ୟ ବିକ୍ରି ପାଇଁ ଉପଲବ୍ଧ ଥିଲା ।

ଏଠାକାର ନିରସ ଭୂମିରେ ପ୍ରାୟ ସମସ୍ତ ସାମଗ୍ରୀର ଭରପୁର ଭଣ୍ଡାର ବିଷୟରେ ବର୍ଣ୍ଣନା କଲାବେଳେ ଏହା ବିଶ୍ଵାସ କରିହୁଏ ନାହିଁ ।

କୌଣସି ସାମଗ୍ରୀର କିଣାବିକା ପାଇଁ କ୍ରେତା ଓ ବିକ୍ରେତା ପଡ଼ିଥାଏ । ସୁତରାଂ, ଦେଣନେଣ ପାଇଁ ସାମଗ୍ରୀର ମୂଲ୍ୟ ଉଭୟଙ୍କୁ ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମୂଲ୍ୟରେ ସହମତ ହେବାକୁ ଏକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ବୈଶିଷ୍ଟ୍ୟ ଅଟେ ।

ବହୁ ସମୟରେ କ୍ରେତା ଓ ବିକ୍ରେତାମାନେ ଏକ ଗ୍ରହଣୀୟ ମୂଲ୍ୟରେ ପହଞ୍ଚିବା ପାଇଁ ପରସ୍ପର ମଧ୍ୟରେ ମୂଲଚାଲ କରିଥାନ୍ତି ।

ଆବଶ୍ୟକତା (Needs) : ଅର୍ଥନୀତିରେ ଆବଶ୍ୟକତା ହେଉଛି ଏପରି ଏକ ଦ୍ରବ୍ୟ ଯାହା ଜଣେ ବ୍ୟକ୍ତିକୁ ବଞ୍ଚିବା ପାଇଁ ଆବଶ୍ୟକ ହୁଏ । ଯଥା- ଖାଦ୍ୟ, ଜଳ, ବସ୍ତ୍ର ଏବଂ ବାସଗୃହ ।

ଚାହିଦା (Wants) : ଅର୍ଥନୀତିରେ ଚାହିଦା ଏପରି ଏକ ଦ୍ରବ୍ୟ ଯାହା ଜଣେ ବ୍ୟକ୍ତି ପାଇବାକୁ ଇଚ୍ଛାକରେ କିନ୍ତୁ ତାହା ତା’ର ବଞ୍ଚିବା ପାଇଁ ଅତ୍ୟାବଶ୍ୟକ ନଥାଏ ।

ବାଣିଜ୍ୟ (Trade) : ବ୍ୟକ୍ତି କିମ୍ବା ଦେଶ ମଧ୍ୟରେ ଦ୍ରବ୍ୟ ଏବଂ ସେବାର କ୍ରୟ ଏବଂ ବିକ୍ରୟ କିମ୍ବା ବିନିମୟକୁ ବାଣିଜ୍ୟ କୁହାଯାଏ ।

ମୂଲ୍ୟ (Price) : ମୂଲ୍ୟ ହେଉଛି ସେହି ପରିମାଣ, ଯେଉଁଥରେ ଜଣେ କ୍ରେତା କିଣିବାକୁ ରାଜି ହୁଏ ଏବଂ ଜଣେ ବିକ୍ରେତ! ନିର୍ଦ୍ଦିଷ୍ଟ ସାମଗ୍ରୀ କିମ୍ବା ସେବା ବିକ୍ରୟ କରିବାକୁ ଇଚ୍ଛା ପ୍ରକାଶ କରେ ।

ମୂଲ୍ୟ ଓ ବଜାର :
କ୍ରେତାକୁ ମୂଲ୍ୟ ଅଧିକ ଲାଗିଲେ, ସେମାନେ ନିଜକୁ ସୁହାଇବା ଦରରେ କିଣିବାକୁ ଇଚ୍ଛା ପ୍ରକାଶ କରିଥାନ୍ତି ।

ବିକ୍ରେତା କିନ୍ତୁ କ୍ରେତାଙ୍କ ମନସ୍ଥ ଦର୍‌ରେ ବିକିବାକୁ ରାଜି ନହୋଇ ପାରନ୍ତି, କାରଣ ଏହାଦ୍ଵାରା ସେ କ୍ଷତିଗ୍ରସ୍ତ ହେବେ । ଉଭୟ କ୍ରେତା ଓ ବିକ୍ରେତା ଏକ ସହମତ ଦରରେ ପହଞ୍ଚିବା ପର୍ଯ୍ୟନ୍ତ ମୂଲଚାଲ ଚାଲିଥାଏ ।

ଦର ସ୍ଥିରୀକୃତ ହେବାପରେ ହିଁ କାରବାର ସମାପ୍ତ ହୋଇଥାଏ । ସହମତ ଭିଭିରେ ଦର ନଛିଡ଼ିଲେ କାରବାର ହୋଇପାରେ ନାହିଁ ।

ଆମ ଚତୁଃପାର୍ଶ୍ୱସ୍ଥ ବଜାର :
ବଜାର ପ୍ରାୟ ସବୁଠାରେ ଓ ବିଭିନ୍ନ ରୂପରେ ଉପଲବ୍ଧ ହୋଇଥାଏ ।

ଭୌତିକ ଓ ଅନ୍‌ଲାଇନ୍ ବଜାର :
ଭୌତିକ ବଜାରରେ କ୍ରେତା ଓ ବିକ୍ରେତା ପରସ୍ପରକୁ ଭେଟିଥା’ନ୍ତି ଏବଂ ମୁଦ୍ରା ବଦଳରେ ଦ୍ରବ୍ୟ ଓ ସେବା କ୍ରୟ କରିଥା’ନ୍ତି । ଏହା ବଜାରର ସବୁଠାରୁ ସାଧାରଣ ରୂପ । ଏଥୁରେ ସାପ୍ତାହିକ ବଜାର ବା ହାଟ ମଧ୍ୟ ଅନ୍ତର୍ଭୁକ୍ତ ।

ଦୋକାନ ଘର ଥ‌ିବା ସ୍ଥାନୀୟ ବଜାର ତଥା ରାସ୍ତାକଡ଼ ଖାଦ୍ୟ ଓ ଘର ସାଜସଜ୍ଜା ସାମଗ୍ରୀ ବିକୁଥ‌ିବା ଲୋକଙ୍କ ଦ୍ଵାରା ସୃଷ୍ଟ କୋଳାହଳ ପୂର୍ଣ୍ଣ ସ୍ଥାନ ମଧ୍ଯ ଭୌତିକ ବଜାର ଅନ୍ତର୍ଭୁକ୍ତ ।

ସହର ଓ ନଗରୀମାନଙ୍କରେ ବିସ୍ତୀର୍ଣ୍ଣ ଅଞ୍ଚଳରେ ଗଢ଼ି ଉଠିଥ‌ିବା ବହୁତଳ ବିଶିଷ୍ଟ କୋଠା ବା ମଲଗୁଡ଼ିକରେ ଅନେକଗୁଡ଼ିଏ ଷ୍ଟୋର ରହିଥାଏ ।

ଆଜିକାଲି କ୍ରେତା ବିକ୍ରେତାମାନେ କିଣାବିକା ନିମନ୍ତେ ପ ର ସ୍ପର କୁ ଭେଟିବାର ଆବଶ୍ୟକତା ନାହିଁ । ଏଥ‌ି ପାଇଁ ସେମାନେ ମୋବାଇଲ୍ ଫୋନ୍ ବା କମ୍ପ୍ୟୁଟରରେ ସପିଂ ଆପ୍ ବ୍ୟ ବ ହ। ର କ ରି ଥାନ୍ତି । ଏହ। ମାଧ୍ୟମରେ ସେମାନଙ୍କୁ ବିଭିନ୍ନ ପ୍ରକାର ସାମଗ୍ରୀ ଓ ସେବା ଯୋଗାଇ ଦିଆଯାଇଥାଏ ।

ଦ୍ରବ୍ୟଗୁଡ଼ିକ ବ୍ୟତୀତ ଘରୁ ବାହାରକୁ ନଯାଇ ଅନ୍‌ଲାଇନ୍ ପାଠପଢ଼ା ଭଳି ସେବା ମଧ୍ୟ ମିଳିପାରୁଛି । ଏସବୁ ସେବା ପାଇଁ ଦେୟ ମଧ୍ଯ ଅନ୍‌ଲାଇନ୍‌ରେ ପୈଠ କରାଯାଇପାରୁଛି ।

ଉତ୍ପାଦନ ପାଇଁ ସାଧନ (Inputs of Production) : ସାମଗ୍ରୀ କିମ୍ବା ସମ୍ବଳ ଯାହା ଦ୍ରବ୍ୟ ଏବଂ ସେବା ଉତ୍ପାଦନରେ ବ୍ୟବହୃତ ହୁଏ ।

ନିର୍ମାତା (Manufacturer) : ବିକ୍ରୟ ପାଇଁ ସାମଗ୍ରୀ ପ୍ରସ୍ତୁତ କରୁଥିବା ବ୍ୟକ୍ତି କିମ୍ବା କମ୍ପାନୀ

ରପ୍ତାନୀ (Export) : କୌଣସି ଦେଶର ଉତ୍ପାଦିତ ଦ୍ରବ୍ୟ ଓ ସେବା ଅନ୍ୟ ଦେଶର କ୍ରେତାଙ୍କୁ ବିକ୍ରି କରିବାକୁ ରପ୍ତାନୀ କୁହାଯାଏ ।

ଆମଦାନୀ (Input) : ଅନ୍ୟ ଦେଶରୁ ଦ୍ରବ୍ୟ ବା ସେବା କିଣି ନିଜ ଦେଶକୁ ଆଣିବାକୁ ଆମଦାନୀ କୁହାଯାଏ ।

ଘରୋଇ ଓ ଆନ୍ତର୍ଜାତିକ ବଜାର :
ଯେଉଁ ବଜାରରେ ଦେଶର ଭୌଗୋଳିକ ପରିସୀମା ଭିତରେ କିଣା ବିକା ହୋଇଥାଏ, ତାକୁ ଘରୋଇ ବଜାର କୁହାଯାଏ । ଉଦାହରଣ ସ୍ଵରୂପ, ଏହି ପାଠ୍ୟପୁସ୍ତକ ସଂକଳନରେ ବ୍ୟବହୃତ କାଗଜ ଦେଶର ବଡ଼ ବଡ଼ କାଗଜ ଶିଳ୍ପରେ ପ୍ରସ୍ତୁତ ହୋଇଛି । ଏଥ‌ିପାଇଁ କ୍ରେତା ଓ ବିକ୍ରେତାଙ୍କ ମଧ୍ୟରେ କାଗଜ କିଣାବିକା ଦେଶ ଭିତରେ ହିଁ ହୋଇଛି ।

ଆନ୍ତର୍ଜାତିକ ବଜାର ଗୁଡ଼ିକ କୌଣସି ଦେଶର ସୀମା ବାହାରେ ଥାଏ । ଗୋଟିଏ ଦେଶର ବିକ୍ରେତାମାନେ ସେମାନଙ୍କର ଉତ୍ପାଦ ଅନ୍ୟ ଏକ ଦେଶକୁ ରପ୍ତାନୀ କରନ୍ତି ବା କୌଣସି ଦେଶର କ୍ରେତାମାନେ ଅନ୍ୟ ଏକ ଦେଶର ଉତ୍ପାଦକୁ ଆମଦାନୀ କରିଥାନ୍ତି । ଏହିପରି ଭାବେ ଦେଶରେ ସୀମା ପାର ବାଣିଜ୍ୟ ସଂଘଟିତ ହୋଇଥାଏ । ୨୦୨୪ ମସିହାରେ ତାଳତେଲ, ସୂର୍ଯ୍ୟମୁଖୀ ତେଲ ଓ ସୋୟାବିନ୍ ତେଲ ଆମଦାନୀରେ ଭାରତ ପୃଥ‌ିବୀରେ ଅଗ୍ରଣୀ ଥିଲା । ତାଳତେଲ ମୁଖ୍ୟତଃ ମାଲୟେସିଆ, ଇଣ୍ଡୋନେସିଆ ଓ ଥାଇଲାଣ୍ଡରୁ ଆମଦାନୀ କରାଯାଏ ।

ପାଇକାରୀ ଓ ଖୁଚୁରା ବଜାର :
ବଜାରରେ ସୁପରିଚାଳନାରେ ଅନେକ ଅଂଶଗ୍ରହଣକାରୀଙ୍କ ଭୂମିକା ରହିଛି ।

ଭୌତିକ ବଜାର କ୍ଷେତ୍ରରେ ପାଇକାରୀ ବ୍ୟବସାୟୀମାନେ ଉତ୍ପାଦ ନ କ।ରୀ ବା ନି ର୍ମାଣକାରୀଙ୍କ ଠାରୁ ବହୁ ପରିମାଣରେ ଦ୍ରବ୍ୟ କିଣିଥା’ନ୍ତି ।

ଶସ୍ୟ, ପନିପରିବା ଓ ଫଳ ଆଦି ପାଇକାରୀ ବ୍ୟବ ସାୟୀମାନେ ସିଧାସଳଖ କୃଷିଫାର୍ମ ଗୁଡ଼ିକରୁ କିଣିଥାନ୍ତି । ସେଗୁଡ଼ିକୁ ସେମାନେ ବୃହତ୍ ପଣ୍ୟାଗାରରେ ସାଇତି ରଖୁଥାନ୍ତି, ଯାହାକୁ ଗୋଦମ ଘର କୁହାଯାଏ ।

ଶୀଘ୍ର ପଚିସଢ଼ି ଯାଉଥ‌ିବା ଦ୍ରବ୍ୟ କ୍ଷେତ୍ର ରେ ଶୀତଳ ଭଣ୍ଡାର ବ୍ୟବହାର କରାଯାଇଥାଏ । ପରେ ସେଗୁଡ଼ିକୁ ବଜାରକୁ ଛଡ଼ାଯାଏ, ଯାହାକୁ ମଣ୍ଡି କୁହାଯାଏ ।

ଶୀତଳ ଭଣ୍ଡାର (Cold Storage) : ବିଶେଷ ଗୋଦାମ କିମ୍ବା ଶୀଘ୍ର ପଚିସଢ଼ି ନଷ୍ଟ ହୋଇଯାଉଥିବା ଦ୍ରବ୍ୟକୁ ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ନିମ୍ନ ତାପମାତ୍ରାରେ ସଂରକ୍ଷିତ କରି ରଖୁଥିବା ଗୃହ ।

ବିତରକ (Distributors) : ଉତ୍ପାଦନକାରୀ ଏବଂ ପାଇକାରୀ ବ୍ୟବସାୟୀଙ୍କଠାରୁ ଦ୍ରବ୍ୟ ଆଣି ବ୍ୟକ୍ତିବିଶେଷ କିମ୍ବା ବ୍ୟବସାୟୀଙ୍କୁ ଯୋଗାଉଥିବା ସଂସ୍ଥା ।

ସଂଗ୍ରାହକ ବା ଏକଜୁଟ୍‌କାରୀ (Aggregator) : ୱେବ୍‌ସାଇଟ୍ କିମ୍ବା ମୋବାଇଲ ଆପ୍ଲିକେସନ୍ ଯାହାକି ଏକାଧ୍ଵକ ବିକ୍ରେତାଙ୍କଠାରୁ ଅଫରଗୁଡ଼ିକ ସଂଗଠିତ ଏବଂ ମିଶ୍ରଣ କରି ସେଗୁଡ଼ିକୁ ଗୋଟିଏ ସ୍ଥାନରେ ଗ୍ରାହକଙ୍କୁ ବିକ୍ରୟ କରୁଥିବା ସଂସ୍ଥା ।

ପାଇକାରୀ ବ୍ୟବସାୟୀମାନେ ଛକ ତଥା ଗଳି କନ୍ଦିରେ ଥିବା ଛୋଟ ଛୋଟ ଦୋକାନୀମାନଙ୍କୁ ସାମଗ୍ରୀ ଯୋଗାଇଥା’ନ୍ତି । ଏହି ସବୁ ଦୋକାନୀମାନ ଙ୍କୁ ଖୁଚୁରା ଦୋକାନୀ କୁହାଯାଏ । ଶେଷରେ ଖୁଚୁରା ବେପାର – ମାନେ ଉପଭୋକ୍ତାମାନଙ୍କୁ ଅଳ୍ପ ଅଳ୍ପ ପରି ମାଣରେ ଦ୍ରବ୍ୟ ବିକିଥା’ନ୍ତି ।

ଏହା ପୁନଃବିକ୍ରିପାଇଁ ନୁହେଁ ବରଂ ଉପଭୋଗ ପାଇଁ ବ୍ୟବ ହୃ ତ ହୋଇଥାଏ । ବିଭିନ୍ନ ସେବା ଯଥା- ସେଲୁନ, ସିନେମା ହଲ୍ ଓ ରେଷ୍ଟୁରାଣ୍ଟ ଆଦି ଖୁଚୁ ର ବ୍ୟବସାୟ ଅନ୍ତର୍ଗତ । ଖୁଚୁରା ଦୋକାନୀମାନେ ଗୃହସ୍ଥମାନଙ୍କୁ ବିଭିନ୍ନ ଦ୍ରବ୍ୟ ଓ ସେବା ଉପଲବ୍ଧ କରାଇବାରେ ସାହାଯ୍ୟ କରିଥା’ନ୍ତି ।

କେତେକ କ୍ଷେତ୍ରରେ, ପାଇକାରୀ ବ୍ୟବସାୟୀମାନେ ଦୂରତା ତଥା ଭୂ-ଉଚ୍ଚବାଚ ଦୃଷ୍ଟିରୁ ସମସ୍ତ ଖୁଚୁରା ବ୍ୟବସାୟୀଙ୍କ ନିକଟରେ ସାମଗ୍ରୀ ଯୋଗାଇ ପାରିନଥା’ନ୍ତି । ବିତରଣକାରୀମାନେ ଏହି ବ୍ୟବଧାନକୁ ଦୂର କରିବାରେ ସାହାଯ୍ୟ କରିଥା’ନ୍ତି ।

ଅନ୍‌ଲାଇନ୍ ବଜାର କ୍ଷେତ୍ରରେ ବିତରଣ ପ୍ରଣାଳୀ ଭିନ୍ନ ଥାଏ । ଏଠାରେ ଉତ୍ପାଦନକାରୀମାନଙ୍କ ବିପୁଳ ପରିମାଣରେ ଦ୍ରବ୍ୟ ଅନ୍‌ଲାଇନ୍ ଆପ୍ ଜରିଆରେ ବିକ୍ରିପାଇଁ ବ୍ୟବସାୟୀଙ୍କ ଗୋଦାମକୁ ପଠାଇଥାନ୍ତି । ଗ୍ରାହକମାନେ ଅନ୍‌ଲାଇନ୍ ବିକଳ୍ପ ମାଧ୍ୟମରେ ଏସବୁ ଦ୍ରବ୍ୟ କିଣିଥାନ୍ତି । ଏପ୍ରକାର ବ୍ୟବସାୟକୁ ଏକଜୁଟକାରୀ କୁହାଯାଇଥାଏ । ଏକଜୁଟକାରୀମାନେ ବିଭିନ୍ନ ଦ୍ରବ୍ୟଗୁଡ଼ିକୁ ବନ୍ଦ ବା ପ୍ୟାକ୍ କରି ଅନ୍‌ଲାଇନ୍ ଗ୍ରାହକଙ୍କୁ ଯୋଗାଇ ଦେଇଥା’ନ୍ତି ।

ଗୁଜୁରାଟର ସୁରତର ଭୌତିକ କପଡ଼ା ବଜାର ଏସିଆ ମହାଦେଶର ସର୍ବବୃହତ୍ କପଡ଼ା ବଜାର । ସୁରତର ହଜାର ହଜାର କାରଖାନରୁ ପ୍ରସ୍ତୁତ ତୁଳାସୂତା ଓ ସିନ୍ଥେଟିକ୍ କପଡ଼ା ବଜାରକୁ ଆସିଥାଏ ।

କାର୍ପାସ ବୟନ କ୍ଷେତ୍ରରେ ବ୍ୟବହୃତ କପା ମହାରାଷ୍ଟ୍ରର କପା ବଜାର ତଥା ଗୁଜରାଟର ବିଭିନ୍ନ ଅଞ୍ଚଳରୁ ସଂଗ୍ରହ କରାଯାଇଥାଏ ।

କପାକୁ ବିଭିନ୍ନ ପର୍ଯ୍ୟାୟ ପ୍ରକ୍ରିୟାକରଣ ଯଥା- ଶକ୍ତିଚାଳିତ ତନ୍ତରେ ସୂତା କଟାଯାଏ, ପରେ ରଙ୍ଗ ଦିଆଯାଏ ଏବଂ ପରବର୍ତ୍ତୀ ପର୍ଯ୍ୟାୟରେ ଏହାକୁ କପଡ଼ା ବା ପୋଷାକରେ ପରିଣତ କରାଯାଏ ।

ଉତ୍ପାଦଟି ବଜାର ମାଧ୍ୟମରେ ଗୋଟିଏ ପର୍ଯ୍ୟାୟରୁ ଅନ୍ୟ ପର୍ଯ୍ୟାୟକୁ ଗତି କରେ । ବୁଣା କପଡ଼ା, ରଙ୍ଗୀନ କପଡ଼ା ତଥା ଶାଢ଼ି ଓ ପ୍ରସ୍ତୁତ ପୋଷାକ ଭଳି ଶେଷ ଉତ୍ପାଦନ ପାଇଁ ପର୍ଯ୍ୟାୟକ୍ରମେ ଅଲଗା ଅଲଗା ହୋଇଥାଏ ।

କପଡ଼ାରୁ ପ୍ରସ୍ତୁତ ଶେଷ ଉତ୍ପାଦଗୁଡ଼ିକ ପ୍ରକ୍ରିୟାକରଣ ଶିଳ୍ପ ମାଧ୍ୟମରେ ପାଇକାରୀ ବଜାରରେ ବିକ୍ରି କରାଯାଇଥାଏ ।

ସେମାନେ ଦେଶ ତଥା ଆନ୍ତର୍ଜାତୀୟ ସ୍ତରରେ ଛୋଟ ଦୋକାନୀ ଓ ବଡ଼ ଖୁଚୁରା ଦୋକାନୀମାନଙ୍କୁ ଉତ୍ପାଦ ବଣ୍ଟନର ଦାୟିତ୍ଵ ଦେଇଥା’ନ୍ତି ।

ସୁରତର ଶିଳ୍ପ ସଂସ୍ଥାଗୁଡ଼ିକ ଯଥେଷ୍ଟ ଉତ୍ପାଦନ ବଜାୟ ରଖୁବାରେ ସାହାଯ୍ୟ କରେ ଓ ଉପଭୋକ୍ତାମାନଙ୍କୁ ନିରବଚ୍ଛିନ୍ନ ଯୋଗାଣ ସୁନିଶ୍ଚିତ କରିଥାଏ ।

ବୟନ ଶିଳ୍ପ ବ୍ୟତୀତ, ସୁରତ ବିଶ୍ୱର ସର୍ବବୃହତ୍ ହୀରା ଶିଳ୍ପର କେନ୍ଦ୍ର ଅଟେ । ଏଠାରେ ପ୍ରାୟ ୧୫ ଲକ୍ଷ କାରିଗର ବିଶାଳ ସ୍ତରରେ ହୀରା କାଟିବା ଓ ଚିକ୍କଣ କରିବା କାର୍ଯ୍ୟକଳାପର ନିଯୁକ୍ତ ଅଛନ୍ତି । ଷୋଡ଼ଶ ଶତାବ୍ଦୀରୁ ଏଠାରେ ବାଣିଜ୍ୟ ବିକାଶ ଚାଲିଆସୁଛି । ଦେଶର ପଶ୍ଚିମ ତଟରେ ଅବସ୍ଥିତ ଏହି ସହର ଯୋଗୁଁ ବନ୍ଦର ଓ ସୁବ୍ୟବସ୍ଥିତ ସଡ଼କ ବ୍ୟବସ୍ଥା ଗଢ଼ି ଉଠିଥିଲା । ଏହି ପରିବହନ ଭିତ୍ତିଭୂମି ଆଜି ବି ଗୁରୁତ୍ଵପୂର୍ଣ ଭୂମିକା ଗ୍ରହଣ କରୁଛି । ବିଶେଷଜ୍ଞ କାରିଗର ଓ କୁଶଳୀ ବ୍ୟକ୍ତିବିଶେଷଙ୍କ ସମ୍ପ୍ରଦାୟ ଏଠାରେ ଶତାବ୍ଦୀ ଶତାବ୍ଦୀ ଧରି ବସବାସ କରୁଛନ୍ତି । ସେମାନଙ୍କର ଦକ୍ଷତା ପିଢ଼ି ପରେ ପିଢ଼ି ଏହାକୁ ସମୃଦ୍ଧ ସହର କରି ଗଢ଼ି ତୋଳିଛି

ଜନଜୀବନରେ ବଜାରର ଭୂମିକା:
ବଜାର ଜନସାଧାରଣଙ୍କ ଆର୍ଥିକ ଜୀବନରେ ଏକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଭୂମିକା ଗ୍ରହଣ କରିଥାଏ । ଏହା ଉତ୍ପାଦନକାରୀ ଓ ଉପଭୋକ୍ତାଙ୍କ ମଧ୍ୟରେ କାରବାରକୁ ସହଜ କରିଥାଏ । ବଜାରଗୁଡ଼ିକ ବ୍ୟକ୍ତି, ପରିବାର ଓ ବ୍ୟବସାୟ ସଂସ୍ଥାଗୁଡ଼ିକୁ ନିଜସ୍ଵ ଉତ୍ପାଦନ ନଥ‌ିବା ବିଭିନ୍ନ ସାମଗ୍ରୀ ଓ ସେବା ଉପଲବ୍ଧ କରିବାରେ ସାହାଯ୍ୟ କରିଥାଏ ।

କାନଭାସରେ ଅଙ୍କାଯାଇଥିବା ଏକ ତୈଳ ଚିତ୍ର କ୍ରୟକରିବା ପାଇଁ ବଜାରରେ ଗ୍ରାହକ ମିଳିବା କଷ୍ଟକର ହୋଇଥାଏ । ମାତ୍ର ପିଜୁଳି ବିକାଳି ପାଇଁ ଅନେକ ଗ୍ରାହକ ଥିବାବେଳେ ଚିତ୍ରକଳା କିଣିବାକୁ ଆଖପାଖରେ ଖୁବ୍ କମ୍ ଗ୍ରାହକ ମିଳିଥାନ୍ତି । ଏହା ହେଉଛି ବଜାରର ଅବସ୍ଥା ।

ବଜାର ସମାଜ ପାଇଁ କିପରି ଲାଭଦାୟକ :
କିଣାବିକା ମୁଦ୍ରା କାରବାର ଭିତ୍ତିକ ଏକ ଆର୍ଥିକ କାର୍ଯ୍ୟକଳାପ । ବଜାର କାରବାର ପ୍ରାୟତଃ ଉତ୍ପାଦ କିମ୍ବା ସେବା ବିଷୟରେ ବୁଝୁଥୁବା ବ୍ୟକ୍ତି ବା ଉଭୟ ପକ୍ଷ ମଧ୍ୟରେ ମୂଲଚାଲ ଆଦି ପାରସ୍ପରିକ କ୍ରିୟାଠାରୁ ଆଗକୁ ବଢ଼ିଥାଏ ।

ଅଧିକାଂଶ ସମୟରେ କ୍ରେତା ଓ ବିକ୍ରେତା ମଧ୍ୟରେ ସମ୍ପର୍କ ଏତେ ପରିମାଣରେ ବଢ଼ିଥାଏ ଯେ ଏହା ପିଢି ପିଢି ଜାରି ରହିଥାଏ ।

ଏପରି ଦେଖାଯାଏ ଯେ ଦର୍ଜୀ, ଗହଣା ଦେକାନୀ ଓ ଡାକ୍ତରଙ୍କ ସହ ଦଶନ୍ଧି ଦଶନ୍ଧି ଧରି ଦୀର୍ଘସ୍ଥାୟୀ ବିଶ୍ୱସ୍ତ ସମ୍ପର୍କ ଗଢ଼ି ଉଠିଥାଏ । ଆଉ କେତେକ ସ୍ଥାନରେ ଲୋକମାନେ ତେଜରାତି ଦୋକାନରେ ବାକି ଖାତାରେ ସଉଦା ଆଣିଥା’ନ୍ତି ଓ ମାସ ଶେଷରେ ଦେୟ ପ୍ରଦାନ କରିଥା’ନ୍ତି ।

ଆର୍ଥନୀତିକ କାର୍ଯ୍ୟକଳାପକୁ ପ୍ରୋତ୍ସାହନ ଦେବାରେ ବଜାର ପ୍ରାଥମିକ ଭୂମିକା ନେଇଥିଲେ ମଧ୍ୟ ଅନେକ ଲୋକଙ୍କ କ୍ଷେତ୍ରରେ ଏହାର ଅଣ-ଆର୍ଥିକ ଗୁରୁତ୍ଵ ମଧ୍ୟ ରହିଛି ।

ମଣିପୁରର ମଇତେଇ ଭାଷାରେ ଇମା କୈଥଲ (Ima Keithal) ‘ମା’ ମାନଙ୍କ ବଜାର’ ଭାବେ ଇମ୍ଫାଲର ଏକ ସ୍ଵତନ୍ତ୍ର ବଜାର । ପ୍ରାୟ ୩୦୦ ମହିଳା ବ୍ୟବସାୟୀ ଏହି ବଜାରକୁ ପରିଚାଳ ନ । କରନ୍ତି ।

ସେମାନେ ପନିପରିବା, ପାରମ୍ପରିକ ମଣିପୁରୀ ପୋଷାକ ସମେତ ହସ୍ତତନ୍ତ ଓ ହସ୍ତଶିଳ୍ପ, ସ୍ଥାନୀୟ ଉତ୍ପାଦିତ ସାମଗ୍ରୀ ଏବଂ ସହର ତଥା ଆଖପାଖ ଅଞ୍ଚଳର ଲୋକଙ୍କ ପାଇଁ ଆବଶ୍ୟକ ଦୈନନ୍ଦିନ ଜିନିଷପତ୍ର ବିକ୍ରୟ କରନ୍ତି ।

ଏହି ବଜାର ଅନେକ ଲୋକଙ୍କୁ ନିଯୁକ୍ତି ଦେବା ସହିତ ଅଧ୍ଵଂକାଂଶ ପରିବାର ପାଇଁ ଆୟର ଏକ ଉତ୍ସ ହୋଇଥାଏ । ଏଠାରେ ବିଭିନ୍ନ ସମ୍ପ୍ରଦାୟର ଲୋକମାନେ ଏକାଠି ହୁଅନ୍ତି ଓ ଭାବର ଆଦାନ ପ୍ରଦାନ ହୁଏ ।

ଆଜି ମଧ୍ୟ କିଣାବିକାର ଊର୍ଦ୍ଧ୍ବରେ ଅନେକ ପରମ୍ପରା ରହିଛି । ଦକ୍ଷିଣ ଭାରତରେ ହଳଦୀ ଓ କୁଙ୍କୁମ ବେପାରୀମାନେ କ୍ରେତାମାନଙ୍କ ମଙ୍ଗଳ ମନାସି ତଥା ଶୁଭକାମନା ପାଇଁ ହଳଦୀ ଓ କୁଙ୍କୁମ ପୁଡ଼ିଆ ମାଗଣାରେ ଦେଇଥା’ତି ।

ଚାହିଁବା (Demand) : ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ସମୟରେ ଏକ ଉତ୍ପାଦ କିମ୍ବା ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମୂଲ୍ୟରେ ଏବଂ ନିର୍ଦ୍ଦିଷ୍ଟ ସମୟରେ କିଣିବାକୁ ଇଚ୍ଛୁକ ବା
ସେବାର ପରିମାଣ ଯାହାକୁ ଗ୍ରାହକମାନେ ସକ୍ଷମ ଅଟନ୍ତି ।

ଯୋଗାଣ (Supply) : ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ସମୟରେ ନିର୍ଦ୍ଦିଷ୍ଟ ମୂଲ୍ୟରେ ବିକ୍ରେତାମାନେ ଏକ ଉତ୍ପାଦ କିମ୍ବା ସେବାର ପରିମାଣକୁ ବିକ୍ରୟ କରିବାକୁ ଇଚ୍ଛୁକ ବା ସକ୍ଷମ ଅଟନ୍ତି ।

ବଜାର ବ୍ୟାପାରରେ ସରକାରଙ୍କ ଭୂମିକା :
କ୍ରେତାଙ୍କ ଚାହିଦା ଓ କ୍ରେତା ତାଙ୍କ ଯୋଗାଣ ଜନିତ ପାରସ୍ପରିକ କ୍ରିୟାଦ୍ଵାରା ବଜାର କାର୍ଯ୍ୟ କରିଥାଏ ।

ତେବେ, କେତେକ ପରିସ୍ଥିତିରେ କିଣାବିକା କାର୍ଯ୍ୟ ସୂଚାରୁ ଭାବେ ସମ୍ପନ୍ନ ହୋଇପାରିନଥାଏ । ଏପରି ଅସ୍ଵାଭାବିକ ପରିସ୍ଥିତିରେ ସରକାର ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଭୂମିକା ଗ୍ରହଣ କରିଥା’ନ୍ତି ।

ସରକାର ଉପଭୋକ୍ତା ଓ ଉତ୍ପାଦନକାରୀଙ୍କ ପାରସ୍ପରିକ ସମ୍ପର୍କ ଉପରେ ନଜର ରଖୁଥା’ନ୍ତି ଓ ନ୍ୟାୟପୂର୍ଣ୍ଣ ମୂଲ୍ୟ ନିର୍ଦ୍ଧାରଣ କରିଥା’ନ୍ତି ।

କ୍ରେତା ଓ ବିକ୍ରେତାଙ୍କ ସୁରକ୍ଷା ନିମନ୍ତେ ମୂଲ୍ୟ ନିୟନ୍ତ୍ରଣ :
ସରକାର କେତେକ ସାମଗ୍ରୀର ମୂଲ୍ୟ ନିୟନ୍ତ୍ରଣ କରିଥାନ୍ତି । ଯଥା- ବିକ୍ରେତା କୌଣସି ସାମଗ୍ରୀ ସର୍ବାଧ‌ିକ ମୂଲ୍ୟ କେତେ ନେଇପାରିବେ, ତାହା ସରକାର ସ୍ଥିର କରିଥା’ନ୍ତି ।

ଜୀବନ ରକ୍ଷାକାରୀ ଔଷଧ ଭଳି ଅନେକ ଅତ୍ୟାବଶ୍ୟକ ଦ୍ରବ୍ୟ ସେବାର ମୂଲ୍ୟର ସର୍ବାଧ‌ିକ ସୀମା ଧାର୍ଯ୍ୟ କରିଥା’ନ୍ତି ।

କେତେକ ପ୍ରକାର ଶସ୍ୟ ଯଥା— ଧାନ, ଗହମ ଓ ମକା ଭଳି ଅତ୍ୟାବଶ୍ୟକୀୟ କୃଷି ଉତ୍ପାଦଗୁଡ଼ିକର ସର୍ବନିମ୍ନ ବଜାର ମୂଲ୍ୟ ସରକାରଙ୍କଦ୍ଵାରା ସ୍ଥିର କରାଯାଇଥାଏ । ଚାଷୀମାନେ ଯେପରି କ୍ଷତିଗ୍ରସ୍ତ ନ ହୁଅନ୍ତି, ଏହାଦ୍ଵାରା ନିଶ୍ଚିତ ହୋଇଥାଏ ।

ବିଭିନ୍ନ କ୍ଷେତ୍ରରେ ନିଯୁକ୍ତ କର୍ମଚାରୀମାନଙ୍କ ନିମନ୍ତେ ସରକାର ସର୍ବନିମ୍ନ ମଜୁରୀ ନିର୍ଦ୍ଧାରଣ କରିଥା’ନ୍ତି । ଏହାଦ୍ଵାରା ସମସ୍ତଙ୍କୁ ଉଚିତ ପ୍ରାପ୍ୟ ମିଳିଥାଏ ।

ସରକାର ମୂଲ୍ୟ ନିର୍ଦ୍ଧାରଣ କରିବା ସମୟରେ ଖୁବ୍ ସତର୍କତାର ସହିତ କାର୍ଯ୍ୟ କରିବା ଆବଶ୍ୟକ । ଏପରି ମୂଲ୍ୟ ସ୍ଥିର ହେବା ଦରକାର ଯାହା ଫଳରେ ଉଭୟ ଉତ୍ପାଦନକାରୀ ଓ ଉପଭୋକ୍ତାମାନେ ଲାଭବାନ ହୋଇପାରିବେ ।

ଗୁଣବତ୍ତା ଓ ସୁରକ୍ଷା ମାନଦଣ୍ଡ ସୁନିଶ୍ଚିତ କରିବା :
ଖାଉଟି କଲ୍ୟାଣ ତଥା ଖାଉଟିକୁ ବିଭିନ୍ନ ପ୍ରକାର ଶୋଷଣରୁ ରକ୍ଷା କରିବାରେ ସରକାରଙ୍କ ଭୂମିକା ରହିଥାଏ । ଦ୍ରବ୍ୟ ଓ ସେବାପ୍ରଦାନ କ୍ଷେତ୍ରରେ ଗୁଣବତ୍ତା ଓ ସୁରକ୍ଷା ମାନଦଣ୍ଡ ପାଳନ କରିବାପାଇଁ ସରକାର ସୁନିଶ୍ଚିତ କରିଥା’ନ୍ତି ।

ଔଷଧ ପ୍ରସ୍ତୁତକାରୀ କମ୍ପାନୀଗୁଡ଼ିକ ବିଭିନ୍ନ ରୋଗ ଚିକିତ୍ସା ପାଇଁ ଔଷଧ ପ୍ରସ୍ତୁତ କରିଥା’ନ୍ତି । ସରକାର ଔଷଧର ଅନୁମୋଦନ ପାଇଁ ପ୍ରକ୍ରିୟା ସ୍ଥିର କରନ୍ତି ଓ ଉତ୍ପାଦିତ ଔଷଧରର ଗୁଣବତ୍ତା ମାନଦଣ୍ଡ ପାଳନ କରିବାପାଇଁ ନମୁନା ପରୀକ୍ଷା କରିଥା’ନ୍ତି ।

ସରକାରୀ ନିୟମଗୁଡ଼ିକ ଔଷଧର ଗୁଣବତ୍ତା ଓ ସୁରକ୍ଷାକୁ ସୁନିଶ୍ଚିତ କରିଥାଏ । ଫଳତଃ ଗ୍ରାହକଙ୍କ ସ୍ୱାସ୍ଥ୍ୟ ପ୍ରତି କୌଣସି ବିପଦ ନଥାଏ ।

ବଜାରର ବାହ୍ୟ ପ୍ରଭାବକୁ ହ୍ରାସ କରିବା :
କିଣାବିକା ବ୍ୟତୀତ ବଜାରଗୁଡ଼ିକର ଅନ୍ୟାନ୍ୟ ଗୁରୁତ୍ଵପୂର୍ଣ ଭୂମିକା ରହିଛି । ବଜାରରେ ଆବଶ୍ୟକ କରୁଥିବା କେତେକ ସାମଗ୍ରୀର ଉତ୍ପାଦନ କଳକାରଖାନାମାନଙ୍କରେ ହୋଇଥାଏ । ଏହା ଯୋଗୁଁ ପରିବେଶ ପ୍ରଦୂଷିତ ହୋଇଥାଏ ।

ସରକାର ବଜାରର ଏପରି ପ୍ରଭାବକୁ ବୁଝିବା ଓ ନିୟନ୍ତ୍ରଣ କରିବାରେ ଗୁରୁତ୍ଵପୂର୍ଣ ଭୂମିକା ଗ୍ରହଣ କରନ୍ତି ।

ଏକକ ବ୍ୟବହାରଯୋଗ୍ୟ ପ୍ଲାଷ୍ଟିକ୍ ଭଳି କିଛି ସାମଗ୍ରୀର ଉତ୍ପାଦନ ପରିବେଶକୁ ପ୍ରଦୂଷିତ କରେ ଓ ଗ୍ରାହକମାନଙ୍କ ପାଇଁ ସ୍ଵାସ୍ଥ୍ୟ ସଙ୍କଟ ସୃଷ୍ଟି କରେ ।

ଏପରି ପରିସ୍ଥିତିରେ ସରକାର ଏହି ନକାରାତ୍ମକ ପ୍ରଭାବକୁ ହ୍ରାସ କରିବାପାଇଁ କଠୋର ନିୟମାବଳୀ ଜାରି କରି ହସ୍ତକ୍ଷେପ କରିଥା’ନ୍ତି ।

ସରକାର ମୁଦିତ ବା ପ୍ୟାକେଟ୍ ହୋଇଥିବା ଉତ୍ପାଦଗୁଡ଼ିକର ଓଜନ ଓ ପରିମାଣ ଯାଞ୍ଚ କରିବା ପାଇଁ ବିଭିନ୍ନ ବ୍ୟବସ୍ଥାର ପ୍ରଚଳନ କରିଛନ୍ତି ।

ବଜାର ନ୍ୟାୟସଙ୍ଗତ କାର୍ଯ୍ୟ କରିବା ତଥା ଖାଉଟିମାନଙ୍କୁ ଶୋଷଣ ମୁକ୍ତ କରିବା ପାଇଁ ନିୟମ ପ୍ରଣୟନ କରିଥାନ୍ତି । ତେବେ ଅଧୁକ ନିୟମକାନୁନ ବଜାରର ସଠିକ୍ କାର୍ଯ୍ୟ କରିବାରେ ବାଧା ସୃଷ୍ଟି କରିଥାଏ ।

କୌଟିଲ୍ୟଙ୍କ ଅର୍ଥଶାସ୍ତ୍ରରେ ମୂତ ବ୍ୟବସାୟୀମାନଙ୍କ ପାଇଁ ବିଧି ନିର୍ଦ୍ଦେଶ ରହିଛି । ମାପ ଘଡ଼ିରେ ଘିଅ ଲାଗି ରହୁଥିବାରୁ, କେତାମାନଙ୍କର କ୍ଷତିକରଣ ପାଇଁ କ୍ରୟ ପରିମାଣରେ ୧/୫୦ ଅଂଶ ଅଧିକ ଘିଅ ମାନଶୁଭ (Manasraya) ଭାବେ ବ୍ୟବସାୟୀମାନେ ଦେବାର ବ୍ୟବସ୍ଥା ଥିଲା ।

ସାର୍ବଜନୀନ ସାମଗ୍ରୀ (Public Goods) : ସେବା କିମ୍ବା ସାମଗ୍ରୀ ଯାହା ସମାଜର ସମସ୍ତ ସବସ୍ୟଙ୍କ ପାଇଁ ସୁଲଭ କିମ୍ବା ଉପଲବ୍ଧ । ଏହା ସେମାନଙ୍କର ବର୍ତ୍ତମାନ ବ୍ୟବହାର, ଭବିଷ୍ୟତ ବ୍ୟବହାର ପାଇଁ ଉପଲବ୍ଧତାକୁ ହ୍ରାସ କରେ ନାହିଁ ।

ସାର୍ବଜନୀନ ସାମଗ୍ରୀ ବା ଦ୍ରବ୍ୟ ଯୋଗାଇବା :
ଉତ୍ପାଦନକାରୀମାନେ ଲାଭ ପାଇବା ଆଶାରେ ବିଭିନ୍ନ ଦ୍ରବ୍ୟ ତିଆରି କରିବା ସହିତ ଯୋଗାଣ ମଧ୍ୟ କରିଥା’ନ୍ତି ।

ତେବେ କେତେକ ଦ୍ରବ୍ୟ ଓ ସେବା କ୍ଷେତ୍ରରେ ଉତ୍ପାଦନକାରୀମାନେ ଲାଭ ପାଇବା ଆଶା ରଖୁ ନଥା’ନ୍ତି ।

ସେଗୁଡ଼ିକ ହେଲା ସାର୍ବଜନୀନ ପାର୍କ, ରାସ୍ତା ତଥା ପୋଲିସ ବା ଗାର୍ଡ଼ ନିଯୁକ୍ତ କରିବା ଇତ୍ୟାଦି । ସରକାର ଲୋକମାନଙ୍କର ସେବାପାଇଁ ଅନେକ ଜନହିତକର କାର୍ଯ୍ୟ କରିଥା’ନ୍ତି ।

ଗ୍ରାହକମାନେ ଦ୍ରବ୍ୟ ଓ ସେବାର ଗୁଣବତ୍ତା କିପରି ମୂଲ୍ୟାଙ୍କନ କରିପାରିବେ ?
ବଜାରଗୁଡ଼ିକ ବିଭିନ୍ନ ଦ୍ରବ୍ୟ ଓ ସେବାର ଉପଲବ୍ଧ ସୁଯୋଗ ଗ୍ରାହକମାନଙ୍କୁ ଦେଇଥାଏ ।

ଗ୍ରାକକମାନେ ବଜାରରୁ ଦ୍ରବ୍ୟ କ୍ରୟ କରିବା ସମୟରେ ଅନେକ ବିଷୟରେ ଧ୍ୟାନ ଦେବାକୁ ପଡ଼ିବ । ଯଥା- ଦ୍ରବ୍ୟ ଉପରେ ଲେଖାଯାଇଥିବା ବ୍ୟାଚ୍ ନମ୍ବର, ସର୍ବାଧୁକ ଖାଉଟି ମୂଲ୍ୟ, ଉପାଦାନ ତାଲିକା, ମୋଟ ପରିମାଣ, ଉତ୍ପାଦନ ତାରିଖ, ନିର୍ମାତାଙ୍କ ନାମ ଓ ଠିକଣା ଓ ସର୍ବଶେଷରେ FASSI ଭଳି କୌଣସି ଗୁଣବତ୍ତା ଚିହ୍ନ ଏବଂ ଲାଇସେନ୍ସ ନମ୍ବର ଅଛି କି ନାହିଁ । ଏ ସମସ୍ତ ବିଷୟଗୁଡ଼ିକୁ ଦେଖୁ ଦ୍ରବ୍ୟ କ୍ରୟକଲେ ଆମେ ଠକାମିର ଶିକାର ହେବାନାହିଁ ।

FASSI (Food Safety and Standrds Authority of India) ଅର୍ଥ ଭାରତୀୟ ଖାଦ୍ୟ ସୁରକ୍ଷା ଓ ମାନକ ପ୍ରାତ୍ତ୍ଵିକରଣ ।

ଖାଦ୍ୟ ପ୍ୟାକେଟ୍‌ରେ ଏହି FASSI ଚିହ୍ନ ଥିଲେ ଏହା ସରକାରଙ୍କଦ୍ଵାରା ପରୀକ୍ଷିତ ହୋଇଛି ଓ ଏହା ଖାଇବା ନିରାପଦ ବୋଲି ଜଣାପଡ଼େ ।

ସରକାରୀ ସଂସ୍ଥାଗୁଡ଼କ ଏପରି ପ୍ରମାଣ ପତ୍ର ପ୍ରଦାନ କରିଥା’ନ୍ତି । ଏହା କ୍ରେତାମାନଙ୍କୁ ଉତ୍ପାଦର ଗୁଣବତ୍ତା ଓ ମୂଲ୍ୟାୟନ କରିବାରେ ସାହାଯ୍ୟ କରିଥାଏ ।

ଆମ ପ୍ରତ୍ୟେକ ପଟି ଚିହ୍ନ (Label) ବା ଲୋଗର ଅର୍ଥ କ’ଣ ଜାଣିବା :
ଭାରତୀୟ ଖାଦ୍ୟ ସୁରକ୍ଷା ଓ ମାନକ ପ୍ରାଧ୍ୟାକରଣ (FSSAI) ଭଳି ଭାରତୀୟ ମାନଟ ବିଭାଗ (BIS – Bureau of Indian Standards) ଦ୍ଵାରା ଜାରି ହୋଇଥିବା ଭାରତୀୟମାନଙ୍କ ପ୍ରତିଷ୍ଠାନ (ISI – Indian Standard Insti- tute) ଚିହ୍ନ ରହିଛି । ଏହା ସାଧାରଣତଃ ବୈଦ୍ୟୁତିକ ଉପକରଣ, ନିର୍ମାଣ ସାମଗ୍ରୀ, ମୋଟରଗାଡ଼ି ଟାୟାର ଓ କାଗଜ ଆଦିରେ ରହିଥାଏ । ଏହା ଗୁଣବତ୍ତା ସୁନିଶ୍ଚିତ କରେ ଓ ଉତ୍ପାଦ ବ୍ୟବହାର ପାଇଁ ସୁରକ୍ଷିତ ବୋଲି ଦର୍ଶାଏ ।

ସେହିପରି (AGMARK (AG – Agriculture) ବା କୃଷିକୁ ସୂଚାଇଥାଏ । ବିଭିନ୍ନ ପନିପରିବା, ଫଳ, ଶସ୍ୟ ଡାଲି, ମସଲା ଓ ମହୁ ଇତ୍ୟାଦି କୃଷି ଉତ୍ପାଦ ପାଇଁ ପ୍ରମାଣପତ୍ର ଚିହ୍ନ ।

ଟିଭି, ଲାପ୍‌ଟପ୍, ବାତାନୁକୂଳ ଯନ୍ତ୍ର (Air conditioner) ଆଦି ଇଲେକ୍ଟ୍ରୋନିକ୍ସ ସାମଗ୍ରୀର ମୂଲ୍ୟାୟନ BEE STAR ଦ୍ଵାରା କରାଯାଇଥାଏ । BEE (Bu- reau of Energy Efficiency) ର ଅର୍ଥ ଶକ୍ତି ଦକ୍ଷତା ବିଭାଗ । ଏହାଦ୍ଵାରା ଉତ୍ପାଦଗୁଡ଼ିକର ମୂଲ୍ୟାଙ୍କନ ଦ୍ଵାରା (Star) ଚିହ୍ନଦ୍ଵାରା ମୁଦ୍ରିତ ହୋଇଥାଏ । କୌଣସି ବିଦ୍ୟୁତ୍ ଚାଳିତ ଉପକରଣରେ ଅଧୂକ ତାରା ଚିହ୍ନ ଥିଲେ ଏକ କମ୍ ଶକ୍ତି ଓ ବିଦ୍ୟୁତ୍ ବ୍ୟବହାର ଉପଭୋକ୍ତାମାନଙ୍କ ବିଦ୍ୟୁତ୍ ବିଲ୍ କମ୍ ଆସିବ ଓ ଏହା ମଧ୍ୟ ପରିବେଶ ପାଇଁ ଅନୁକୂଳ ହେବ ।

ଆମେ ଯାହା ଜାଣିଲୁ

1. ବଜାରଗୁଡ଼ିକ କ୍ରେତା ଓ ବିକ୍ରେତାଙ୍କ ମଧ୍ୟରେ ପାରସ୍ପରିକ ସହମତି ମୂଲ୍ୟରେ ଦର ନିୟନ୍ତ୍ରଣର ସୁବିଧା ଦେଇଥାଏ । ଏହି ମୂଲ୍ୟ କ୍ରେତାଙ୍କ ଚାହିଦା ଓ ବିକ୍ରେତାଙ୍କ ଯୋଗାଣଦ୍ଵାରା ସ୍ଥିର ହୋଇଥାଏ ।
2. ବଜାରଗୁଡ଼ିକରେ ନିର୍ମାତା, ପାଇକାରୀ ବ୍ୟବସାୟୀ, ବିତରକ ଓ ଖୁଚୁରା ବ୍ୟବସାୟୀଙ୍କ ପରି ଅଂଶଗ୍ରହଣକାରୀଙ୍କ ଏକ ଶୃଙ୍ଖଳ ରହିଥାଏ । ଏହା ଶେଷରେ ରହିଥ‌ିବା ଗ୍ରାହକକୁ ଦ୍ରବ୍ୟ ବା ସାମଗ୍ରୀ ଯୋଗାଣରେ ସହାୟକ ହୋଇଥାଏ ।
3. ବଜାରଗୁଡ଼ିକ ମଧ୍ୟ ପାରସ୍ପରିକ କ୍ରିୟା ପାଇଁ ଏକ ସ୍ଥାନ । କାରଣ- ସେମାନେ ଲୋକଙ୍କୁ ଏକାଠି କରନ୍ତି ଏବଂ ଚିନ୍ତାଧାରା ଓ ପରମ୍ପରା ଆଦିର ବିନିମୟକୁ ସୁଗମ କରିଥା’ନ୍ତି ।
4. ବଜାରରେ ଉତ୍ପାଦ ଓ ସେବାପାଇଁ ଗୁଣାତ୍ମକ ମାନଦଣ୍ଡ ତଥା ନ୍ୟାୟପୂର୍ଣ୍ଣ କାରବାରକୁ ପ୍ରୋତ୍ସାହିତ କରିବା ପାଇଁ ସରକାର ଏକ ନିୟାମକ ଭୂମିକା ଗ୍ରହଣ କରିଥାନ୍ତି । ତଥାପି ଗ୍ରାହକମାନେ ଉତ୍ପାଦ ଉପରେ ସରକାରୀ ସଂସ୍ଥାଗୁଡ଼ିକ ପ୍ରଦତ୍ତ ପ୍ରମାଣ ପତ୍ର ଚିହ୍ନ ଓ ଅନଲାଇନ୍ ସମୀକ୍ଷା ମାଧ୍ୟମରେ ଉତ୍ପାଦ ଓ ସେବାର ମୂଲ୍ୟାୟନ କରିପାରିବେ ।