Class 8

For effective revision, students can use BSE Odisha Class 8 English Solutions Chapter 12 Waiting for the Rain Question Answer to practice textbook exercises.

Class 8 English Waiting for the Rain Question Answer

Class 8 English Chapter 12 Question Answer Odia Medium

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

I. Have you ever waited for the rains? Why?
(ତୁମ୍ଭେ କେବେ ବର୍ଷା ପାଇଁ ଅପେକ୍ଷା କରିଛ ? କାହିଁକି ?)
Answer:
Yes, I have waited for rains. It was in April last year when the sizzling heat (ପ୍ରଚୁର ଗରମ) of summer had made me almost (ପ୍ରାୟ) jaded and faded. (କ୍ଳାନ୍ତ ଓ ଅବସନ୍ନ)

II. How do you feel when it rains after a long time?
(ବହୁତ ଦିନପରେ ଯେତେବେଳେ ବର୍ଷା ହୁଏ ତୁମେ କିପରି ଅନୁଭବ କର ?)
Answer:
When it rains after a long time, I feel absolutely thrilled. (ସମ୍ପୂର୍ଣ୍ଣ ରୋମାଞ୍ଚିତ ଅନୁଭବ କରେ)

III. Why do you think the farmers wait for the rains?
(ତୁମେ କାହିଁକି ଭାବୁଛ ଯେ କୃଷକମାନେ ବର୍ଷାପାଇଁ ଅପେକ୍ଷା କରନ୍ତି ?)
Answer:
I think the farmers wait (ଅପେକ୍ଷା କରନ୍ତି) for the rains to kick start (ଆରମ୍ଭ କରିବା ପାଇଁ) growing crops (ଫସଲ).

IV. Discuss in groups what happens when you wait for something or someone for a long period of time.
(ତୁମେ ଯେତେବେଳେ କୌଣସି ଜିନିଷକୁ ବା ବ୍ୟକ୍ତିକୁ ବହୁ ସମୟ ଧରି ଅପେକ୍ଷା କର, ତାହେଲେ କ’ଣ ହୁଏ ଦଳରେ ଆଲୋଚନା କର ।)

1. How do you spend the waiting period?
(ଅପେକ୍ଷା କରିବା ସମୟକୁ ତୁମେ କିପରି ଅତିବାହିତ କର ?)
Answer:
I spend (ଅତିବାହିତ କରେ) the waiting period by listening to tilting songs (ମଧୁର ଗୀତ) on mobile.

2. What do you think about ? (ତୁମେ କେଉଁ ବିଷୟରେ ଭାବ ?)
Answer:
I think about the arrival of my friend in time (ଠିକ୍ ସମୟରେ)

3. How do you feel ? (ତୁମେ କିପରି ଅନୁଭବ କର ?)
Answer:
I feel quite fed up with waiting. (ଅପେକ୍ଷା କରିବା ଅତ୍ୟନ୍ତ ବିରକ୍ତି ଲାଗେ)

Share your answers with your classmates and teacher.
(ଶ୍ରେଣୀ ସାଙ୍ଗ ଓ ଶିକ୍ଷକଙ୍କ ସହିତ ତୁମ ଉତ୍ତରଗୁଡ଼ିକୁ ବିନିମୟ କର ।)

Let us discuss (ଆସ ଆଲୋଚନା କରିବା):

Complete the table given below. One example has been done for you.
(ତଳ ସାରଣୀକୁ ପୂରଣ କର । ତୁମ ପାଇଁ ଗୋଟିଏ ଉଦାହରଣ ଦିଆଯାଇଛି ।)

Answer:

What was said (ตલશૂપ્‌દાવાજથૃണા)	Who said (প্જેง প্লপ্টিথৃણા)	To Whom was said ( જાજાજી પૂરીવારથുണ്‌।)	When said
1. It does not look encouraging	Velu	to himself (ત્રેજ્વરૂ)	He looked up the sky.
2. The rains came all these years without such consultations	Velu	To someone	Listening to someone saying to consult astrologer for rain.
3. So many favourable conditions but still no rain	The people at the weather office	to Velu	Responding to Velu

II. Do you think the old woman would help Velu? If yes, why? If no, why not?
ତୁମେ କ’ଣ ଭାବୁଛ ବୃଦ୍ଧ ମହିଳା ଭେଲୁକୁ ସାହାଯ୍ୟ କରିବ ? ଯଦି ହଁ, କାହିଁକି ? ଯଦି ନୁହେଁ, କାହିଁକି
Answer:
Yes, I think the old woman would help Velu. I think so because she might have come as a last minutes hope for the helpless and dissapointed Velu.

III. Will Velu’s wait continue on will it rain?
Answer:
I think it will rain.

Let us discuss

Complete the following statements given below with suitable reasons. (ଉପଯୁକ୍ତ କାରଣ ସହ ନିମ୍ନଲିଖତ ଉକ୍ତିଗୁଡ଼ିକୁ ପୂରଣ କର ।) (Question with Answer)

1. Velu asked the old woman to stop smiling (ସ୍ମିତହାସ୍ୟ ବନ୍ଦ କରିବାପାଇଁ) because there were no rains for months for which his land lay barren. (ତାର ଜମି ଚାଷ ନହୋଇ ପଡ଼ି ରହିଥୁଲା)

2. Velu said that it was hard not being able to work since he was a hard- working farmer.

3. Velu was confused when the old lady said that the land needed rest because it (the + land) wanted a break from the frequent /continuous year-round cultivation.

4. The old lady said that it was good for the land when it didn’t rain as it (the land) was perhaps breathing peacefully. (ଜମିଟି ବୋଧହୁଏ ଶାନ୍ତିରେ ନିଶ୍ଵାସ ମାରୁଥୁଲା)

5. Velu ran home laughing and happy because he felt a tiny drop of rain on his shoulders.
(or) the much-awaited rain had already come down.

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

I. Read the given extracts and answer the questions that follow:
(ପ୍ରଦତ୍ତ ଉଦ୍ଧୃତାଂଶଗୁଡ଼ିକୁ ପଢ଼ ଓ ତା’ପରେ ଦିଆଯାଇଥିବା ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. “…I can’t see how talking to astrologers will bring rain.”
He decided to go to the weather office in the city and talk to someone. But the
people at the weather office said they couldn’t really tell him when the sky
would gather clouds and bring rain. “We are at a loss ourselves!” they exclaimed.
“So many favourable conditions but still no rain. Very odd!”

(i) What does the first line of the extract tell us about Velu’s beliefs?
(ଉଦ୍ଧୃତାଂଶର ପ୍ରଥମ ଧାଡ଼ି ଭେଲୁର ବିଶ୍ଵାସ ବିଷୟରେ ଆମକୁ କ’ଣ କହୁଛି ?)
Answer:
The first line of the extract tells us that Velu had no belief in the consultations with the astrologers (ଜ୍ୟୋତିଷମାନଙ୍କ ସହିତ ଆଲୋଚନା କରିବାରେ) bringing rain. (ବର୍ଷା କରାଇବା ବିଷୟରେ)

(ii) Complete the following sentence with a suitable reason.
(ଏକ ଉପଯୁକ୍ତ କାରଣ ଦେଇ ନିମ୍ନଲିଖୁତ ବାକ୍ୟକୁ ପୂରଣ କର ।)
Velu is determined (go) to seek information about the (he was at a loss of words/he wants to find a practical rain because solution to the drought affecting his farm).
Answer:
he wants to find a practical solution (ବାସ୍ତବ ସମାଧାନ) to the drought (ଅନାବୃଷ୍ଟି) affecting his farm.

(iii) Velu went to weather office. What was his expectation and what was the actual outcome ?
(ଭେଲୁ ପାଣିପାଗ କାର୍ଯ୍ୟାଳୟକୁ ଗଲା | ଯାଇଥିଲା । ତା’ର ଆଶା କ’ଣ ଥିଲା ଏବଂ ପ୍ରକୃତ ଫଳାଫଳ କ’ଣ ଥିଲା ?) (Question with Answer)

Answer:

Expectation	Outcome
(What I think will happen) He would get the suitable reason for the delayed (rain)	What actually happened) He returned from the office disappointed (ഉலிஞ66 6ঘ സાવิણા)

(iv) Complete the following sentence with a suitable option.
(ଉପଯୁକ୍ତ ବିକଳ୍ପ ବସାଇ ନିମ୍ନଲିଖୂତ ବାକ୍ୟଟିକୁ ପୂରଣ କର ।)
The absence of rain despite favourable conditions, shows
A. ineffectiveness of farmers like Velu
B. lack of astrological knowledge
C. delay in understanding the weather
D. unpredictability of nature
Answer:
(D) Unpredictability of nature

2. “The soil, the land, the earth… shouldn’t someone let the land rest a bit ?” the old woman said, softly, smiling.
“Rest? Let the land rest? I don’t understand,” Velu looked at her; a little puzzled.
“Yes, my son, that is the difficulty. You don’t realise that the earth is old…”

(i) The old woman’s advice was accompained with a soft tone and a smile. What does that tell us about her.”
(ବୃଦ୍ଧା ମହିଳାଙ୍କ ଉପଦେଶରେ ଏକ ମୃଦୁ ସ୍ଵର ସହ ଏକ ସ୍ମିତହାସ୍ୟ ଥିଲା । ତାହା ତାଙ୍କ ବିଷୟରେ ଆମ୍ଭମାନଙ୍କୁ କ’ଣ କହୁଛି ?)
Answer:
The old woman’s advice was accompained with a soft tone and a smile. That tell us about her sober (ନମ୍ର) and mystic (ରହସ୍ୟମୟ) nature (ସ୍ଵଭାବ).

(ii) Fill in the blank with the correct option from those given below.
(ନିମ୍ନପ୍ରଦତ୍ତ ବିକଳ୍ପଗୁଡ଼ିକ ମଧ୍ୟରୁ ସଠିକ୍ ବିକଳ୍ପଦ୍ୱାରା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
The old woman’s advice
Answer:
Confused (ବିଚଳିତ କରିଦେଲା)
Velu at that moment. (ବିଚଳିତ କରିଦେଲା)

(iii) State one thing about the old woman when she referred to Velu as “My son”, While offering advice.
(ଭେଲୁକୁ ଉପଦେଶ ଦେଲାବେଳେ ବୃଦ୍ଧା ଯେତେବେଳେ କହିଲେ ‘‘ମୋ ପୁଅ !”’ ତାଙ୍କ ବିଷୟରେ ଗୋଟିଏ କଥା ଉଲ୍ଲେଖ କର ।)
Answer:
loving or affection (ପ୍ରେମ ବା ସ୍ନେହ)

(iv) Complete the following sentence with a suitable explanation.
(ଏକ ଉପଯୁକ୍ତ ବ୍ୟାଖ୍ୟା ସହ ନିମ୍ନଲିଖ୍ ବାକ୍ୟ ପୂରଣ କର ।)
The ‘difficulty’ that the old woman mentions is due to the fact that
Answer:
Velu couldn’t make out/understand what the old woman wanted to say.
(ବୃଦ୍ଧା ଯାହା କହିବାକୁ ଚାହୁଁଥିଲେ ଭେଲୁ ବୁଝିପାରିଲା ନାହିଁ ।)

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

Question 1.
How does the old woman convey Nature’s wisdom to Velu ?
(ବୁଢ଼ୀ କିପରି ଭେଲୁକୁ ପ୍ରକୃତିର ଜ୍ଞାନ କଥା କହିଛନ୍ତି ?)
Answer:
The old woman, while talking to Velu, telles him (Velu) that as he needs a break (ବିଶ୍ରାମ କରୁଛି) from his continuous hard work, the earth, the product of Nature need seeks (ଦରକାର କରୁଛି) a bit rest (ସାମାନ୍ୟ ବିଶ୍ରାମ) as it has worked for years (ବର୍ଷ ବର୍ଷ ଧରି) like Velu.

Question 2.
The writer says, “‘The fields lay untended (ଚାଷ ନହୋଇ ପଡ଼ିରହିଛି)…….
Why couldn’t the farmers tend to their fields in the absence of rain?
(ଲେଖୁ କହିଛନ୍ତି, ‘କ୍ଷେତସବୁ ଜାଷ ନହୋଇ ପଡ଼ିରହିଲା………” କୃଷକମାନେ କାହିଁକି ବର୍ଷାରେ ସେମାନଙ୍କର କ୍ଷେତରେ କାମ କିଛି ପାଇଲେ ନାହିଁ ?)
Answer:

• Hardened soil (ଶକ୍ତ ମାଟି)
• Lack of germination (ଗଜା ହେବାପାଇଁ ଜଳର ଅଭାବ)
• Economic loss (ଆର୍ଥିକ କ୍ଷତି)
• Hope for monsoon (ମୌସୁମୀକୁ ଅପେକ୍ଷା)

Question 3.
Support the old woman’s perspective that the land needs rest just like people do.
(ବୃଦ୍ଧା ଜଣକ ବିଚାରରେ ମଣିଷ ପରି ଜମିକୁ ବିଶ୍ରାମ ଆବଶ୍ୟକ ଏ ବିଷୟରେ ନିଜର ସମର୍ଥନ ବ୍ୟକ୍ତ କର ।)
Answer:

• destoration (ପୁନରୁଦ୍ଧାର)
• sustainability (ସହନଶୀଳତା)
• Natural cycle (ପ୍ରାକୃତିକ ଜୀବନଚକ୍ର)

Or
The old woman’s such perspective is not only her feelings but these are the truth based on ecology.

Question 4.
What can be inferred about Velu’s character based on his reaction to the drought ?
(ଅନାବୃଷ୍ଟି ପ୍ରତି ଭେଲୁର ପ୍ରତିକ୍ରିୟା ଆଧାରରେ ତାଙ୍କର ଚରିତ୍ର ବିଷୟରେ କ’ଣ ଅନୁମାନ କରାଯାଇ ପାରେ ?)
Answer:
Based on Velu’s reaction to the drought the following can be inferred (କରାଯାଇପାରେ) about his character.

• His resilence (ତାହାର ସହନଶୀଳତା)
• His desperation / frustration (ତାହାର ନିରାଶା)
• His submission to Nature (ତାହାର ପ୍ରକୃତି ପ୍ରତି ସମର୍ପଣ)
• His adaptability (ଆଗକୁ ଆଉ ଚଳିବାର ସାମର୍ଥ୍ୟ/ଯୋଗ୍ୟତା)

Question 5.
What does the story suggest about the life of farmers and their relationship with nature ?
(କୃଷକମାନଙ୍କ ଜୀବନ ଓ ପ୍ରକୃତି ସହିତ ସେମାନଙ୍କର ସମ୍ପର୍କ ବିଷୟରେ ଗଳ୍ପଟି କ’ଣ ସୂଚିତ କରୁଛି ?)
Answer:
About the life of farmers and their relationship with nature, the story suggests that their life entirely (ସଂପୂର୍ଣ୍ଣ) depends on nature and they have to accept (ଗ୍ରହଣ କରିବାକୁ ପଡ଼ିବ) the wills (ଇଚ୍ଛା ଶକ୍ତି) of nature.

Question 6.
How might the rest and care of land contribute to a balanced and sustainable ecosystem ?
(ଜମିର ବିଶ୍ରାମ ଓ ଯନ୍ତ୍ର କିପରି ଏକ ସନ୍ତୁଳିତ ଓ ଧାରଣୀୟ ପରିସଂସ୍ଥାକୁ ଅବଦାନ ଦେଇଥାଏ ?)
Answer:
The rest and care of land contributes (ସାହାଯ୍ୟ କରିଥାଏ) to a balanced and sustainable ecosystems through the following steps.
(ନିମ୍ନଲିଖୁତ ଶବ୍ଦକୋଷ ମାଧ୍ୟମରେ)

• Soil fertility (ମାଟିର ଉର୍ବରତା)
• Environmental protection (ପରିବେଶ ସୁରକ୍ଷା)
• Water retention (ଜଳଧାରଣ)
• Biodiversity support (ଜୈବ ବିବିଧତାର ସମର୍ଥନ)

Let us Learn:

I. Solve a crossword using picture and word clues. All clues are related to the words from the text that are connected to weather or agriculture.
(ଶବ୍ଦ ସଙ୍କେତ ବ୍ୟବହାର କରି ଦିଅଯାଇଥିବା ଶବ୍ଦ ଧନ୍ଦାକୁ ସମାଧାନ କର । ସମସ୍ତ ସଙ୍କେତଗୁଡ଼ିକ ପାଠ୍ୟ ବିଷୟର ପାଗ ଓ କୃଷି ସଂପର୍କିତ ଶବ୍ଦଗୁଡ଼ିକ ସହ ସମ୍ବନ୍ଧିତ ।) (Question with Answer)

Answer:

1. BREEZE
2. LIGHTNING
3. THUNDER
4. CROP
5. HARVEST
6. CLOUDS
7. RAIN
8. SUN
9. CULTIVATE
10. LOUGH
11. SOW

II. The text uses words like ‘piece’, ‘weather’, ‘son’, and ‘rain’. These words are the same as other words that are spelt differently-peace, whether, sun, and reign.
(ବିଷୟରେ କେତୋଟି ଶବ୍ଦ ଯଥା piece, weather, son, rain ବ୍ୟବହୃତ ହୋଇଛି । ଏଭଳି ଶବ୍ଦ ଅନ୍ୟ କେତେକ ଶବ୍ଦ ଭଳି ସମାନ ଭାବରେ ଉଚ୍ଚାରିତ, ଯଦିଓ ଏଗୁଡ଼ିକର ବନାନ
ଓ ଅର୍ଥ -peace, whether, sun 3 reign)
ଯେପରି – Piece – Peace
son – sun
Weather – whether
rain – reign

Words that are pronounced the same as other words but differ in meaning or in spelling are called homophones.
(ଯେଉଁ ଶବ୍ଦଗୁଡ଼ିକ ଅନ୍ୟ ଶବ୍ଦ ଭଳି ସମାନ ଉଚ୍ଚାରିତ ହୁଏ, କିନ୍ତୁ ବନାନ ଓ ଅର୍ଥ ଭିନ୍ନ ଥାଏ, ସେଗୁଡ଼ିକୁ ପ୍ରତିଶବ୍ଦ (homophones) କୁହାଯାଏ ।)
home – (same) + phone (sound) = homophone
Now, complete the paragraph by filling in the correct option of homophones given in the brackets.
(ଏବେ ବନ୍ଧନୀ ମଧ୍ଯରେ ଦିଆଯାଇଥିବା ପ୍ରତିଶବ୍ଦ ମଧ୍ୟରୁ ସଠିକ୍ ବିକଳ୍ପ ଦ୍ୱାରା ଅନୁଚ୍ଛେଦର ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

The farmer looked at the sky and wondered 1.______ (whether/whether) the clouds would finally bring rain. He sat down on the ground, breaking a small 2. _____ (piece/ peace) of roti for his meal. The 3. _____ (plain/plane) fields stretched endlessly before him, completely dry. He thought about how he could 4. _____ (sell/cell) his last sack of grain to buy some essentials for his family. Without the rains, It didn’t 5. ____ (seam/ seem) possible to grow another crop this season. Despite his worries, he smiled, knowing that every farmer hopes for the next 6. ______ (rain/reign) by nature to bring life back to the land.
Answer:
1. whether
2. piece
3. plain
4. sell
5. seem
6. rain

III. Choose the correct meanings from the given options for the underlined words or phrases in the following sentences.
(ତଳଲିଖତ ବାକ୍ୟଗୁଡ଼ିକରେ ରେଖାଙ୍କିତ ଶବ୍ଦ ବା ବାକ୍ୟାଶ ପାଇଁ ଦିଆଯାଇଥିବା ବିକଳ୍ପଗୁଡ଼ିକରୁ ସଠିକ୍ ଅର୍ଥ ବାଛ ।)

Question 1.
Being annoyed (ବିରକ୍ତ ହୋଇଯାଇଥିବାରୁ), She muttered (ଗୁଣୁଗୁଣୁ ହୋଇ କହିଲା) something which nobody heard.
(i) spoke in a low voice
(ii) spoke slowly
(iii) spoke angrily
Answer:
(i) spoke in a low voice.

Question 2.
At the new work place Riya felt forlorn for a week.
(i) upset and irritated
(ii) angry and bitter
(iii) sad and neglected
Answer:
(iii) sad and neglected

Question 3.
When all his friends had gone, he was at a loss because he did not know what to do.
(i) confused
(ii) shocked
(iii) lonely
Answer:
(i) confused

Question 4.
When the little child saw her father, her eyes sparkled.
(i) glowed dimly
(ii) showed joy
(iii) opened wide
Answer:
(ii) showed joy

IV. Match each word (adjective) in column 1 with a word (noun) that collocates in Column 2. Write the adjective-noun collocation in Column 3. One example has been done for you.
(ସ୍ତମ୍ଭ ‘1’ ରେ ଦିଆଯାଇଥିବା ବିଶେଷଣ ପଦଗୁଡ଼ିକୁ ସ୍ତମ୍ଭ ‘2” ରେ ପ୍ରଦତ୍ତ ସଂବଧୂତ ବିଶେଷ୍ୟ ପଦଗୁଡ଼ିକ ସହିତ ମିଳାଅ । ବିଶେଷଣ-ବିଶେଷ୍ୟ ଯୁଗ୍ମ ଶବ୍ଦକୁ ସ୍ତମ୍ଭ 3’ ରେ ଲେଖ । ଗୋଟିଏ ଉଦାହରଣ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)
(ବିଶେଷଣ ଓ ବିଶେଷ୍ୟ ପଦର ଏଭଳି ସ୍ଵାଭାବିକ ମିଶ୍ରଣକୁ collocation ବା ଶବ୍ଦ ବିନ୍ୟାସ ବା ଦୁଇ ବା ତତୋଧକ ଶବ୍ଦର ପ୍ରାକୃତିକ ମିଳନ ବା ଗଠନ କୁହାଯାଏ ।) ବିଶେଷ୍ୟ ପଦ ‘day’ ସହିତ କେତୋଟି adjective ବା ବିଶେଷଣ ପଦର ସ୍ଵାଭାବିକ ଉଦାହରଣ ଦିଆଯାଇଛି ।
For example:

Answer:

Column 1 (adjective)	Column 2 (noun)	Column 3 (adjective + noun collocation)
1. favourable 2. wrinkled 3. dejected 4. fragnant 5. ceaseless 6. beloved	(iii) weather (iv) skin (vi) expression (v) garden (ii) activity (i) country	favourable weather wrinkled skin dejected expression fragnant garden ceaseless activity beloved country

V. Underline the verbs and identify the forms of tenses for the following sentences from the text :
(ପାଠ୍ୟ ଓ ଏଗୁଡ଼ିକର tense ବା ବିଷୟରୁ ଥିବା ନିମ୍ନଲିଖତ ବାକ୍ୟ ଗୁଡ଼ିକର କ୍ରିୟାପଦଗୁଡ଼ିକୁ ରେଖାଙ୍କିତ କର କାଳରୂପ ଚିହ୍ନାଅ ।) (Questions with Answer)

1. Oh, it is hard not to be able to work….. (Simple present tense)
2. ….. I am too old. (Simple present tense)
3. What are smiling at, Amma? (Present progressive tense)
4. But my son, that is What I am talking about. (Simple present tense) am talking (Present progressive tense)
5. The earth has worked for years centuries. (Present perfect tense)
6. I have worked hard and honestly. (Present perfect tense)

Now fill in the blanks with the correct forms of simple present, present progressive or present perfect tense.
(ବର୍ତ୍ତମାନ ବନ୍ଧନୀ ମଧ୍ଯରେ ଥ‌ିବା କ୍ରିୟାପଦର ସଠିକ୍ କାଳରୂପ simple present, present progressive କିମ୍ବା present perfect ବ୍ୟବହାର କରି ଶୂନସ୍ଥାନ ପୂରଣ କର ।)
Ravi (i) ……………….. (be) a farmer who (ii)…………… (practise) crop rotation on his land. Each season, he (iii) ……………. (plant) different crops to maintain the soil’s health. This year, he (iv) …………….(grow) legume, which help restore the nutrients in the soil. Over the years, Ravi (v)………….. (learn) that planting the same crop repeatedly (vi) soil, making it less fertile. By rotating crops, he (vii). and fertile. He (viii) …………. (deplete) the (keep) the land productive (see) a noticeable improvement in his yields since adopting (share) his knowledge with other farmers, (benefit) both the soil and their harvests. this method. Now, Ravi (ix) ………..explaining how crop rotation (x)………..
Answer:
(i) is
(ii) practises
(iii) plants
(iv) has grown
(v) has learnt
(vi) deplete
(vii) is keeping
(viii) is seeing
(ix) is sharing
(x) benefits

VI. Study the highlighted words in the following sentences from the text.
(ନିମ୍ନଲିଖୂତ ବାକ୍ୟଗୁଡ଼ିକରେ highlighted ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ ।)

• The rains came all these years without any such consultations.
• So many favourable conditions, but still no rain.
• Every day they hoped that
• rains would come.
• But this year turned out to be different.
• This is the first season in five, no, six years that I have not sown, nor ploughed.
• We ought to talk to some astrologers.
• I have only done what any hard-working farmer would do.
• Velu looked at her, a little puzzled.
• She takes care to give her children the rest they need…
• Velu felt a cool breeze on his back.
• Velu felt a cool breeze on his back.

The highlighted words on phrases that come before a noun but don’t describe them are called ‘determiners‘
ଉପରଲିଵତ highlighted word ବା phrase (ଶବ୍ଦ ବା ବାକ୍ୟାଶ) ଗୋଟିଏ ବିଶେଷ୍ୟପଦ ପୂର୍ବରୁ ବ୍ୟବହୃତ ହୋଇଛି କିନ୍ତୁ ଏଗୁଡ଼ିକ noun ବା ବିଶେଷ୍ୟପଦଗୁଡ଼ିକୁ ବର୍ଣ୍ଣନା କରୁନାହିଁ । ଏଇଭଳି ଶବ୍ଦଗୁଡ଼ିକୁ determiners କୁହାଯାଏ ।

Let us learn the use of some common determiners.
(ଆସ କେତେକ ସାଧାରଣ determiner ର ବ୍ୟବହାର ଶିଖୁବା ।)

Articles: a, an, the
These articles are used to introduce nouns, ବିଶେଷ୍ୟ ପଦଗୁଡ଼ିକର ପରିଚୟ ଦେବାପାଇଁ a, an ବା the କୁ Article determiner ରୂପେ ବ୍ୟବହାର କରାଯାଏ ।
Examples: a car, an engineer, an apple, a mobile, the police, the Gita……….

Demonstrative Determiners: This, that, these, those
These are used to point out specific items.
(ଏଗୁଡ଼ିକ ନିର୍ଦ୍ଦିଷ୍ଟ item କୁ ଚିହ୍ନାଇବା ପାଇଁ ବ୍ୟବହାର ହୁଏ ।)
Examples: This mobile, that soldier, those mangoes, these children.
Possissive determiners: my, our, your, his, her its, their, one’s.
Examples: Naba sir’s writing, his knowledge, her kindness, your friend, their hospitality (ଆତିଥ୍ୟ)

Definite Numeral determiners: one, two, three etc.
Examples: Three girls, ten items, hundredth century,….

Indefinite Numeral determiners: some, any, no, all, much, many, few, less, several, little and few

• ‘Some’ is used in affirmative sentences, while ‘any’ and ‘no’ are used in negative and interrogative sentences.
‘All’ refers to the entirety of a group.
‘Much’ and ‘many’ denote large quantities of uncountable and
countable nouns, respectively.
Tew’ indicates a small number, ‘less’ refers to a smaller quantity, and ‘several’ means more than two but not many.
‘Little’ means not much, ‘few’ means not many. Use ‘a little’ and ‘a
few’ to convey a positive sense.
Examples: Some idea, no people, a lot of blood, much sugar, less jewellery, many guests.

Uses of some Indefinite Numeral determiners :

• I have some new books still left with me. (କେତେକ/ କିଛି) (positive – ଅସ୍ତିସୂଚକ)
  I have no / not any new books. (negative)

Much/Many :
Do you have much money on you? (negative)
(money – uncountable noun)
No, I don’t have much (money) (negative) (money- uncountable noun)
The school doesn’t have many girls. (negative) (girls-plural countable noun)
Does the school have many girls? (Interrogative)

a lot of lots of:
I have a lot of money. (positive)
We have a lots of mangoes on this tree. (positive)

Each:
Individual items/people (ଏକକ ବା ସୀମିତ ବସ୍ତୁ | ବ୍ଯକ୍ତି)
This is a line of ten children.
Each boy has a book. (boy – countable noun)

Either :
One of two options (ଦୁଇ ଭିତରୁ ଏକ)
Either chair is broken. (positive)

Little:
(not much) (with uncountable noun)
The pond has little water in it.

Every:
all items/peoples (ସମଗ୍ର ବସ୍ତ/ବ୍ୟକ୍ତି)
The Indian army has lakhs soldiers.
Every soldier is efficient.

Neither :
(Not one of the two options) (ଦୁଇଟି ଭିତରୁ ଗୋଟିଏ ବି ନୁହେଁ)
Neither chair is broken. (negative)

Few:
(not many with plural countable nouns) (ବହୁବଚନୀୟ ବିଶେଷ୍ୟ ସହ)
The garden has few mango trees.

Now, fill in the blanks by choosing the correct determiners from these given in the brackets
(ବନ୍ଧନୀ ମଧ୍ୟରେ ଥିବା ସଠିକ୍ determiner ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

It was 1. …… (a/an) rainy afternoon, and 2. ……….. Mala noticed a large puddle quickly forming in front of 3. ……….(her/their) house. Excited, she called for her brother to join her, knowing that both of them always loved playing in 4. …………. While jumping from 5. …….. (a/the) rain. (some/one) puddle to another, Mala spotted 6. ……….. (few/ a few) snails slowly creeping along the wet sidewalk and pointed them out to her brother. With 7. ………… (each/every) jump, the sound of both 8. ………… (her/their) squeals and laughter was heard through the soft patter of raindrops. Though they were fully drenched 9. ……………… (either/neither) siblings minded it. It had been a perfect rainy day.
Answer:
1. a
2. x
3. her
4. the
5. one
6. a few
7. each
8. their
9. neither.
[puddle – ଜଳସ୍ରୋତ ବା ନାଳୀ, excited – ଖୁସିହୋଇ, One puddle to another (ଗୋଟିଏ ତଳ ନାଳିରୁ ଅନ୍ୟ ଏକ ନାଳିକୁ), spotted – ହଠାତ୍ ଦେଖିଲା, snails – ଗେଣ୍ଡା, pointed out – ହାତ ମାରି ଦେଖାଇଦେଲା, squeals – ଚିତ୍କାର, patter – ବର୍ଷା ପଡ଼ିବାର ଫଡ଼ ଫଡ଼ ଶବ୍ଦ, were fully prenched – ପୂରାପୂରି ଭିଜି ଯାଇଥିଲେ, neither – ଭାଇ ଭଉଣୀ ମଧ୍ୟରୁ କେହି ନୁହଁନ୍ତି, siblings – ଭାଇଭଉଣୀ

Let us Listen (ଆସ ଶୁଣିବା) :

Listen to the weather forecaster. As you listen, fill in the blanks with the exact word you listen. (Transcript for teacher on Page 204)
(ପାଣିପାଗ ପୂର୍ବାନୁମାନ ଶୁଣ । ଶୁଣୁଥିଲାବେଳେ ଶୂନ୍ୟସ୍ଥାନଗୁଡ଼ିକୁ ଶୁଣିଥିବା ଅବିକଳ ଶବ୍ଦ ପୂରଣ କର ।)

1. Delhi will mostly have (ଅଧିକାଂଶ ସମୟ ପାଇଁ ରହିବ) a sky with light rain.
Answer: cloudy ମେଘୁଆ

2. Moderate rain is likely to happen in ____
Answer: Mumbai

3. Kolkata is likely to have a maximum temperature of around ____°C
Answer: 34

4. There is a chance of a ____ in Chennai.
Answer: thunderstorm (ବଜ୍ରଝଡ଼)

5. Bengaluru will have a ______temperature of 29°C.
Answer: maximum

6. Taking an ______ is advisable because of the weather conditions.
Answer: umbrella.

Let us speak (ଆସ କହିବା) :

I. Here is a tongue twister about ‘Weather’. Practice saying it as fast as you can.
(ଏଠାରେ ‘Weather’ ସମ୍ବନ୍ଧୀୟ ଜିଭରେ ଉଚ୍ଚାରଣ କଷ୍ଟସାଧ୍ୟ କିଛି ବାକ୍ୟ ଅଛି । ଏହାକୁ ଶୀଘ୍ର ଶୀଘ୍ର କହିବା ଅଭ୍ୟାସ କର ।)
Whether the weather be fine, or whether the weather be hot, whether the weather be cold, or whether the weather be hot, we’ll weather the weather, whatever the weather, whether we like it or not.
whether – ହୁଏଦର
weather – ଉଇଦର
Rain has arrived after a long dry spell on the Earth. Imagine the Rain and the Earth have a conversation. Work in pairs and present the role-play.
(ଦୀର୍ଘ ଦିନର ଶୁଖୁଲା ପରେ ବର୍ଷା ଆସିଛି । ବର୍ଷା ଓ ପୃଥ‌ିବୀ ମଧ୍ଯରେ ଏକ କଥୋପକଥନ ହେଉଥିବାର ଅନୁମାନ କର। ଦୁଇଜଣିଆ ଦଳରେ କାର୍ଯ୍ୟ କର ଏବଂ ଅଭିନୟ ଉପସ୍ଥାପନ କର ।)
You may use hings in the table given below.
(ତୁମେ ପ୍ରଦତ୍ତ ସାରଣୀରେ ଥିବା ସୂଚନା ବ୍ୟବହାର କରିପାର ।)
You may start the conversation in the following way.
(ତୁମେ ନିମ୍ନ ପ୍ରକାର କଥୋପକଥନ ଆରମ୍ଭ କରିପାର ।)

Rain: Greetings, Earth! It’s been a while since we’ve met. How have you been?
Earth: Hello Rain! I am so glad to see you.

To continue the conversation use the hints given below :
(କଥୋପକଥନ ଚାଲୁ ରଖୁବା ପାଇଁ ନିମ୍ନ ପ୍ରଦତ୍ତ ସୂଚନା ବ୍ୟବହାର କର ।)

Answer:
Rain – How have you been so long?
Earth – I have had a long spell of dryness, Why have you been so late?
Rain – I carried water vapours from you right and then went up to the sky to come down as rain.
Earth – Rain water brought onto me by you and sustains agriculture. Plants grow into trees and crops which help survive animals.
One question, please. How do you feel about being on earth?
Rain – Oh, Yes. My being on the Earth matters a lot to the animals and plants. Plants that need my water badly grow into corns, leaves and seeds which animals feed on.
Earth – Then whyn’t join the celebration involving (having) rivers, forests and the people of the Earth!
Rain – Thank you for your invitation. I would be fortunate if I become a part of the celebration. Promise to return on time next year.
Earth – You’re welcomed. See you, bye!

Let us write (ଆସ ଲେଖୁବା) :

You have observed the difficulties faced by the people in your neighbourhood due to scarcity of water especially during the summer months. Write a letter to the Councillor of your Municipal ward, requesting her/him to set up a rain water harvesting unit. Provide suggestions to address the issue.

(ମୁଖ୍ୟତଃ ଖରାମାସମାନଙ୍କରେ ତୁମ ଅଞ୍ଚଳର ଲୋକମାନେ ସମ୍ମୁଖୀନ ହେଉଥିବା ଜଳାଭାବର ଅସୁବିଧା ତୁମେ ଲକ୍ଷ୍ୟ କରିଛ । ତୁମ ଅଞ୍ଚଳରେ ଗୋଟିଏ ବୃଷ୍ଟି ଜଳ ଅମଳ କାରଖାନା ପ୍ରତିଷ୍ଠା ପାଇଁ ଅନୁରୋଧ କରି ତୁମ ପୌରପାଳିକା ୱାର୍ଡ଼ର କାଉନ୍ସିଲରଙ୍କୁ ଏକ ଚିଠି ଲେଖ । ସମସ୍ୟାର ସମାଧାନ ପାଇଁ ପ୍ରସ୍ତାବ ଦିଅ ।)

Remember to (ମନେରଖ) : use formal language (ଔପଚାରିକ ଭାଷା ବ୍ୟବହାର କର) keep sentences short and to the point (ବାକ୍ୟଗୁଡ଼ିକୁ କ୍ଷୁଦ୍ର ଓ ପ୍ରସଙ୍ଗଭିଭିକ କର ।) state the purpose clearly and concisely (ଉଦ୍ଦେଶ୍ୟ ସ୍ପଷ୍ଟଭାବରେ ଓ ସଂକ୍ଷେପରେ ଉଲ୍ଲେଖ କରି give relevant details (ପ୍ରାସଙ୍ଗିକ ବିବରଣୀ ପ୍ରଦାନ କର ।)

Format and Layout (ରୂପରେଖ ଓ ପଦ୍ଧତି)

Answer:

Tulasipur, Cuttack 3rd April 2026 To The Municipal Councillor, Tulsipur Cuttack Municipal Corporation. Sub: Request to install a Rainwater Harvesting Unit in Ward No-44). With due veneration (honour) I, on behalf of the residents of Ward No 44, Tulsipur, would like to propose the necessity of a Rainwater Harvesting Unit.In view of the approaching summer we apprehend (ଆଶଙ୍କା କରୁଛୁ) acute water scarcity (ଉତ୍କଟ ଜଳାଭାବ). The inhabitants (ଅଧ୍ବବାସୀ), will, no doubt, face the scarcity of drinking water. You can understand how the inhabitants, particularly (ବିଶେଷକରି )the woman of this ward have to carry water (ଜଳ ବୋହି ଆଣିବାକୁ ପଡ଼ିଥାଏ) from the neighburing (ପଡ଼ୋଶୀ) ward.Installing an effective Rainwater Harvesting Unit in the ward is the need of the hour. If it is installed, the locals can/will collect and store water from their rooftops for non-potable uses like gardening, cleaning and flushing, leading to the mitigation of our long-standing problems.I, therefore, request your highness to consider the gravity of the problem ( ଉତ୍କଟତାକୁ ବିଚାର କରିବାପାଇଁ) and do the needful at your disposal. Yours sincerely N.K. Sahoo (Naba Kishore Sahoo).

Let us explore (ଆସ ଅନ୍ଵେଷଣ କରିବା):

Rest is very important for us to function in a proper manner. Even the Earth needs rest. This is known as following.
ଠିକ୍ ଭାବରେ କାର୍ଯ୍ୟ କରିବାପାଇଁ ବିଶ୍ରାମ ଆମ୍ଭମାନଙ୍କ ପାଇଁ ଅତି ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଅଟେ । ଏପରିକି ଆମ ପୃଥ‌ିବୀକୁ ବିଶ୍ରାମ ଦରକାର କରେ । ଏହାକୁ ପଡ଼ିଆ (Fallowing) ରୂପେ ଜଣାଯାଏ ।
What is ‘Fallowing’?
Answer:
Fallowing is an agricultural technology that leaves land or soilwithout sowing for certain periods of time.
(Fallowing ନିୟମ ଯେଉଁଥୁରେ ନିର୍ଦ୍ଦିଷ୍ଟ ଅବଧୂ ପର୍ଯ୍ୟନ୍ତ ଜମି ବା ମୃତ୍ତିକାରେ ମଞ୍ଜି ନ ବୁଣି ଏହାକୁ ଛାଡ଼ି ଦିଆଯାଏ ।)

Read the facts given below related to following: (Following ସହ ସଂପର୍କିତ ନିମ୍ନ ପ୍ରଦତ୍ତ ତଥ୍ୟଗୁଡ଼ିକୁ ପଢ଼ 🙂

• A fallow year refers to the act of leaving the land without sowing for one, or several vegetable cycles.
  (ଜମିରେ ମଞ୍ଜି ନ ବୁଣି ଏକ ବା ଅନେକ ଫସଲ ଅମଳ ବର୍ଷ ପର୍ଯ୍ୟନ୍ତ ପଡ଼ିଆ ରଖୁବାକୁ fallow year କୁହାଯାଏ ।)
• This done to allow the land to recover its nutrients and retain moistures. It also helps to avoid spreading of diseases and controlling pests. (ପୋଷକ ତତ୍ତ୍ଵଗୁଡ଼ିକୁ ଫେରି ପାଇବା ଓ କରାଯାଏ । ରୋଗ ବ୍ୟାପିବା ଓ ଫସଲରେ ଲାଗୁଥିବା କୀଟଗୁଡ଼ିକୁ ନିୟନ୍ତ୍ରଣ କରିବାପାଇଁ ଏହା ସାହାଯ୍ୟ କରିଥାଏ ।)
• The sustainable land management method has been applied for centuries, wherein a filed is divided into two halves – one is planted with crops while the other remains unplanted. Then the process is reversed in the following year.
  (ଧାରଣୀୟ (ସହନଶୀଳ) ଚାଷଜମି ପରିଚାଳନା ବିଧ୍/ନିୟମକୁ ଶହ ଶହ ବର୍ଷ ଧରି ପ୍ରୟୋଗ କରାଯାଇଛି, ଯେଉଁଥରେ ଗୋଟିଏ ଜମିକୁ ଦୁଇ ଭାଗରେ ବିଭକ୍ତ କରାଯାଏ ଗୋଟିଏ ଅର୍ଷକରେ ଶସ୍ୟ ରୋପଣ କରାଯାଏ ଓ ଅନ୍ୟ ଅର୍ବଭାଗଟି ବିନାରୋପଣରେ ପଡ଼ିରହେ । ପରବର୍ତ୍ତୀ ବର୍ଷରେ ଏହି ପ୍ରକ୍ରିୟାକୁ ବଦଳ କରି ଦିଆଯାଏ ।)

II. Find out from your Vocational Education teacher about Agriculture as a vocation and other related vocations such as horticulture etc.
(ତୁମ ବୃତ୍ତି (ଧନ୍ଦା) ଶିକ୍ଷକଙ୍କଠାରୁ ଏକ ବୃଷ୍ଟି ଭାବେ କୃଷି ଏବଂ ଉଦ୍ୟାନ କୃଷି ଏବଂ ଉଦ୍ୟାନ କୃଷି ଭଳି ଅନ୍ୟାନ୍ୟ ବୃତ୍ତି ବିଷୟରେ ତଥ୍ୟ ସଂଗ୍ରହ କର ।)
Answer:
Agriculture as a vocation (କୃଷି ଏକ ଜୀବିକା ବା ଧନ୍ଦା)
Agriculture or Farming as a vocation serves as a vital, rewarding and challenging career or vocation. Agricutlrue as a vocation finds favour (ସମର୍ଥନ ମିଳୁଛି / ପ୍ରିୟଭାଜନ ହୋଇପାରୁଛି) with not the farmers doing it as a major source of livelihood (ଜୀବିକାର ମୁଖ୍ୟ ଉତ୍ସ) only but the educated youths (ଶିକ୍ଷିତ ଯୁବପିଢ଼ି) showing interest in agriculture and its various related sources with the emerging (coming up) sophisticated (ଅତି ଉନ୍ନତ ମାନର) technology.

Besides ensuring food security (ଖାଦ୍ୟ ନିରାପତ୍ତା ନିଶ୍ଚିତ କରିବା ଛଡ଼ା) agriculture involves agri-tech, smart farming and data-driven (ତଥ୍ୟଭିତ୍ୟିକ) decision. It remains a core economic driver offering diverse (different) career opportunities such as going in for (pursuing) researches (ଗବେଷଣା), horticulture (ଉଦ୍ୟାନ କୃଷି), dairy (ଦୁଗ୍‌ଧ) and poultry farming (କୁକୁଡ଼ା ପାଳନ). Since agriculture is realted to business the person accepting it as a vocation, should strike a balance between profitability (ଲାଭଯୋଗ୍ୟତା) with ecological health.

Horticulture as a vocation (ଏକ ଧନ୍ଦାଭାବେ ଉଦ୍ୟାନ କୃଷି)
Its objective (ଏହାର ଲକ୍ଷ୍ୟ/ଉଦ୍ଦେଶ୍ୟ): Horticulture is concerned with (ଜଡ଼ିତ) the science and art of cultivating plants for food, medicinal (ଔଷଧୀୟ) and ornamental (ଆଳଙ୍କାରିକ) purpose.
Opportunities in horticulture as a vocation: A vocation or career in horticulture offers (provides – ପ୍ରଦାନ କରିଥାଏ) diverse (ବିଭିନ୍ନ), sustainable (ଚିରନ୍ତନ/ ନିରବଚ୍ଛିନ୍ନ ) and growing opportunities in plant production, landscape design research (and agriculture business. Horticulture covers wide array (variety) of jobs suitable for different skill sets. be it indoor or outdoor environments.

Here is a list of vocational practices in horticulture

• Production and growth
  Green house manager, Nursery manager, Plant Breeder etc.
• Landscape design
  Landscape Architect, Certified Gardener, Interior Plant Technician.
• Science and Technical
  Plant scientists, Genetic Engineer, Horticulturist.
• Business and Retails
  Garden Centre Manager. Floral Designer, Chain Specialist.
• Education and Media
  Extension Agent, Horticulture Writer, Education

III. India’s rich tradition of meteorological knowledge includes indigenous forecasting systems, grounded in ancient wisdom. These provide sophisticated methods for predicting climate, calculating rainfall, and issuing early warnings.
References to rain and weather are found in numerous ancient texts, including the Rigveda, Shrirnad Bhagavad, Parashara Samhita, Panini’s Ashtadhyayi, and Meghmala. These texts offer insights into rainfall patterns and seasonal changes.

IV. Meteorological Services for Agriculture in India
The primary objective of the Agricultural Meteorology Division, India Meteorological Department (IMD) is to minimise the impact of adverse weather on crops and to leverage crop-weather relationships to boost agricultural production.
In addition to forecasts and advisories, several other weather related services are also provided.
For detailed information, please visit: https://mausam. imd.gov.in/responsive/ servicesMetEnvironment.php

Transcripts
The Cherry Tree
Let us listen (refer to page 170)

I. You will listen to a conversation between a son and his mother. As you listen, select four true statements from 1-7 given below.
Son: Amma, could you help me with this project?
Mother: Why not? What’s the project about?
Son: It’s about the Chipko Movement. I have to make a PowerPoint presentation and talk about it in class.
Mother: That’s good! Chipko Movement was all about hugging trees to prevent them from being cut, isn’t it ? Such an inspiring movement it was !
Son: Yes, it was the first time that common people came together for the noble cause of saving trees. It showed how people can also make a difference. Have you heard or read about something similar ?
Mother: Yes, of course. The success of the Chipko Movement led to the Appiko Movement.
Son: Really? Doesn’t appiko mean ‘hugging’ in Kannada? So, did they also hug trees to protect them?
Mother: Yes they did. In this movement people not only hugged trees to protect them but also regenerated the forest areas in the Western Ghats.
Son: That’s great! This reminds me of what my teacher shared about Saalumarada Thimakka last week. She is a Padma Shri awardee.
Mother: What an amazing personality! I’ve heard about her and I’m interested to know what your teacher has shared with you.
Son: She is an Indian environmentalist who has been planting trees since 1948. She has planted over 8000 trees in the area around her village.
Mother: Wonderful !
Son: What I admire about her is the commitment she has towards conserving the environment.
Mother: Incredible ! That is one superwoman! But do you know who the Forest Man of India is ?
Son: Yes, I’ve read about him. It is Jadav Payeng, from Assam. He too is a Padma Shri awardee. Isn’t he the one who single-handedly turned a barren land of around a thousand acres into a lush green forest? He did so by planting nearly forty million
trees.
Mother: Yes, you’re absolutely right. It was not something that happened overnight. It took him thirty years to achieve this. This forest has become a habitat for different kinds ( of animals including migratory birds.
Son: Fascinating, isn’t it? I’ve read a book and watched a documentary in school about him which has really inspired me.
Mother: I’m glad that you have begun to care about the environment too.

Harvest Hymn
Let us listen (refer to page 181)

Listen to this talk about paddy cultivation. As you listen, number the events in the correct order in which they happen.
Hello everyone!
Did you know that rice is actually a type of grass, and the part we eat is its seed? Let me tell you about the process of cultivating rice.
It all starts with preparing the land. First, the soil has to be ploughed. Rice is typically grown in fertile soil that holds a lot of water. The most important step in preparing the soil is to soak it with plenty of water. This step is called puddling. Once the nursery bed is prepared, the seeds can be planted. After that, we sow the seeds on the soil’s surface.

Paddy farmers have to ensure that their fields stay flooded with water because irrigation is crucial. It takes around 4 to 5 weeks for the seeds to grow into seedlings. After this comes the most important step-transplanting. The seedlings that were prepared in the nursery bed are uprooted and then transplanted into the flooded field.

In around 120 days, the rice plants are fully grown. At this point, the crops are harvested by cutting them. Following this, the seeds are separated from the plant. This is called threshing. To reduce the moisture content even more, the separated grains are dried. This ensures that they can be stored or processed further. Through a process called milling, the rice is separated from the outer covering on it.

Finally, the rice reaches the market, and that’s where we get it to make all kinds of delicious foods. Whether it’s Appam, Pulao, Khichdi, or Daal Bhaat, rice is a big part of many meals.

II. Now listen to the talk again. As you listen, choose the correct option to answer the questions that follow.

Waiting For The Rain
Let us listen (refer to page 197)

I. Listen to the weather forecast. As you listen, fill in the blanks with the exact word you listen to.
Hello and welcome to today’s weather forecast.
Delhi is expected to have a generally cloudy sky with light rain. The temperature will range between a minimum of 25 °C and a maximum of 36 °C.
The sky will generally be cloudy with moderate rain in Mumbai. The minimum temperature is 24 °C and the maximum will be around 30 °C.
Moving eastwards, Kolkata will have a partly cloudy sky with one or two spells of rain or thundershowers. The minimum temperature will be 28 °C and the maximum will be around 34 °C.
Chennai is expected to have a partly cloudy sky with a possibility of thunderstorm. The minimum temperature will be 27 °C and the maximum will be around 36 °C.
Bengaluru will have a generally cloudy sky with light rain. The minimum temperature will be 21 °C and will rise to a maximum of around 29 °C.
Hyderabad is expected to have a generally cloudy sky with light rain or drizzle. Temperature will be between a minimum of 23 °C and a maximum of 33 °C.
That’s all from me today. Have a beautiful day ahead. Don’t forget to carry your umbrellas!
https://www.newsonair.gov.in/weather-forecast-for-today/

Waiting for the Rain Class 8 Summary

Let us read (ଆସ ପଢ଼ିବା)

I. “I hope it rains at least today,” Velu thought, as he opened his eyes. Velu was a farmer. The sun was beginning to rise, glowing crimson like fire. Velu scanned the sky. There was not a cloud. “It doesn’t look encouraging,” he muttered to himself and got up. Rain or no rain, a farmer wakes up early. Velu worked hard. His piece of land never failed him. Season after season he cultivated it, harvesting jowar one season and clhal the next. Throughout the year he worked, never thinking of rest or taking a holiday. For nearly six years it had been so, ever since he had got his own piece of land.

‘ମୋର ଆଶା ଅତିକମ୍‌ରେ ଆଜି ବର୍ଷା ହେବ,’’ ଆଖୁ ଖୋଲିଲାବେଳେ ଭେଲୁ ଭାବୁଥିଲା । ଭେଲୁ ଜଣେ କୃଷକ ଥିଲା । ସୂର୍ଯ୍ୟ ନିଆଁଭଳି ଈଷତ୍ ଲାଲ ରଙ୍ଗ ଧାରଣ ଉଦୟ ହେଉଥିଲା । ଭେଲୁ ଆକାଶକୁ ଭଲରୂପେ ଚାହିଁଲା । ଆକାଶରେ ଗୋଟିଏ ବି ମେଘଖଣ୍ଡ ନଥିଲା । ‘ଉତ୍ସାହଜନକ ଜଣା ପଡୁନାହିଁ,’’ ଗୁଣୁଗୁଣୁ ହୋଇ ଭେଲୁ କହିଲା ଓ ଉଠି ଠିଆହେଲା । ବର୍ଷା ହେଉ ବା ନହେଉ, ଜଣେ କୃଷକ ଶୀଘ୍ର ଉଠିପଡ଼େ । ଭେଲୁ କଠିନ ପରିଶ୍ରମ କରୁଥିଲା । ତା’ପାଖରେ ଥୁବା ଖଣ୍ଡେ ଜମି ତା’କୁ କେବେ ବି ଧୋକା ଦେଇ ନଥିଲା । ସବୁ ଋତୁରେ ସେ ଏହାକୁ ଚାଷ କରୁଥିଲା, କେବେ ଗୋଟିଏ ଋତୁରେ ଜଓ୍ବାର ଓ ପରବର୍ତ୍ତୀ ଋତୁରେ ‘ଡାଲିଜାତୀୟ ଶସ୍ୟ’ । ବିଶ୍ରାମ ନେବା କଥା ଚିନ୍ତା ନ କରି ବା ଗୋଟିଏ ଛୁଟି ନନେଇ ସେ ବର୍ଷସାରା ତା’ କ୍ଷେତରେ କାମ କରୁଥିଲା । ଯେବେଠାରୁ ଭେଲୁ ତାହାର ନିଜର ଖଣ୍ଡେ ଜମିର ମାଲିକ ହେଲା, ସେବେଠାରୁ ପ୍ରାୟ ୬ ବର୍ଷ ଧରି ସେ ଏଇଭଳି ତା’ କ୍ଷେତରେ କାମ କରି ଆସୁଥିଲା ।

But this year turned out to be different. At the end of summer, the rains didn’t come. Velu and his neighbours waited, but their waiting didn’t end. Days, weeks and months passed, and still there was no rain. The fields lay untended, the earth hardened, crusted and cracked. The barren land looked forlorn and the farmers lived entirely on hope. Every day they hoped that the rains would come.

କିନ୍ତୁ ଏ ବର୍ଷ ଅଲଗା ରକମର ହୋଇଗଲା । ଗ୍ରୀଷ୍ମର ଶେଷରେ ବର୍ଷା ଆସିଲା ପଡ଼ୋଶୀମାନେ ବର୍ଷାକୁ ଅପେକ୍ଷା କଲେ, କିନ୍ତୁ ସେମାନଙ୍କର ଅପେକ୍ଷାର ଅନ୍ତ ଘଟିଲା ମାସ ବିତିଗଲା, କିନ୍ତୁ ତଥାପି ବର୍ଷା ହେଲାନାହିଁ । ନାହିଁ । ଦିନ, ସପ୍ତାହ ଓ ନାହିଁ ।  କ୍ଷେତ ସବୁ ଚାଷ ନ ହୋଇ ପଡ଼ିରହିଲା । ମାଟି ଟାଣ ହୋଇଗଲା, ଜମି ପୃଷ୍ଠସ୍ତର କଠିନ ହୋଇ ଫାଟିଗଲା । ପଡ଼ିଆ ଜମି ନୀରସ ଓ ଅବହେଳିତ ଦେଖାଯାଉଥିଲା ଏବଂ କୃଷକମାନେ ସଂପୂର୍ଣ୍ଣ ଭାବରେ ଆଶାରେ ବସି ରହିଲେ । ପ୍ରତ୍ୟେକ ଦିନ ସେମାନେ ଆଶା କରୁଥିଲେ ଯେ ବର୍ଷା ଆସିବ ।

Someone said, “We e ought to talk to some
to some astrologers. They can tell us what will
please the heavens and the heavens will send down rain.”
Velu didn’t agree. He said, “The’ rains came all these years without any such consultations; I can’t see how talking to astrologers will bring rain.”

କେହି ଜଣେ କହିଲା, ‘ଆମ୍ଭେମାନେ କୌଣସି ଜ୍ୟୋତିଷ ସହିତ କଥାହେବା ଉଚିତ । ସେମାନେ ଆମ୍ଭମାନଙ୍କୁ କହିପାରିବେ କ’ଣ ଆକାଶକୁ ଖୁସି କରିବ ଓ ଆକାଶ ପୃଥ‌ିବୀକୁ ବର୍ଷା ପଠାଇବ ।
ଭେଲୁ ଏଥ‌ିରେ ସମ୍ମତ ହେଲା ନାହିଁ । ସେ କହିଲା, ‘ଏଭଳି ପରାମର୍ଶ ବିନା ମଧ୍ଯ ଏହିସବୁ ବର୍ଷଗୁଡ଼ିକରେ ବର୍ଷା ଆସୁଥିଲା । ମୁଁ ବୁଝିପାରୁନି ଜ୍ୟୋତିଷମାନଙ୍କ ସହିତ କଥାହେବାଦ୍ଵାରା ବର୍ଷା କିଭଳି ଆସିବ ।’’

He decided to go to the weather office in the city and
talk to someone. But the people at the weather office said they couldn’t really tell him when the sky would gather clouds and bring rain. “We are at a loss ourselves!” they exclaimed. “So many favourable conditions but still no rain. Very odd !”
Velu, too, was at a loss. He walked back to the village, tired, and dejected. He was thirsty and the dust made him cough and sneeze. He decided to rest for a while. He saw a large tree. Its shade was cool and inviting. As he sat down, he noticed that an old woman was also sitting there, sheltering from the sun.

ସହରରେ ଥ‌ିବା ପାଣିପାଗ ଅଫିସକୁ ଯାଇ ଜଣେ କାହା ସହ କଥା ହେବାପାଇଁ ସେ (ଭେଲୁ) ସ୍ଥିର କଲା । କିନ୍ତୁ କେତେବେଳେ ଆକାଶରେ ବାଦଲସବୁ ଏକତ୍ର ହୋଇ ବର୍ଷା କରିବ ସେମାନେ ପ୍ରକୃତରେ କହିପାରିବେ ନାହିଁ ବୋଲି ପାଣିପାଗ କାର୍ଯ୍ୟାଳୟରେ ଥିବା ଲୋକମାନେ କହିଲେ । “ ଆମ୍ଭେମାନେ ବିଚଳିତ ହୋଇ ପଡ଼ିଛୁ,’’ ସେମାନେ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇ କହିଲେ । ‘‘ଏତେ ଅନୁକୂଳ ଅବସ୍ଥା ତଥାପି ବର୍ଷା ନାହିଁ, ବଡ଼ ବିଚିତ୍ର କଥା । ଭେଲୁ ମଧ୍ୟ ବିଚଳିତ ହୋଇପଡ଼ିଲା । କ୍ଳାନ୍ତ ଓ ହତୋତ୍ସାହିତ ହୋଇ ସେ ଗାଁକୁ ଚାଲି ଚାଲି ଫେରିଗଲା । ତାକୁ ଶୋଷ ଲାଗୁଥିଲା (ସେ ଶୋଷିଲା ଥିଲା) ହେଲା ଓ ସେ ଛିଙ୍କିବାକୁ ଲାଗିଲା । କିଛି ମୁହୂର୍ତ୍ତ ନେଲା । ଓ ଧୂଳି ଯୋଗୁଁ ତା’ର କାଶ ବିଶ୍ରାମ ନେବାକୁ ସେ ନିଷ୍ପତ୍ତି| ସେ ଗୋଟିଏ ବଡ଼ ଗଛ ଦେଖିଲା । ଏହାର ଛାଇ ଶୀତଳ ଓ ଆରାମଦାୟକ ଥିଲା । ସେ ଯେତେବେଳେ ବସି ପଡ଼ିଲା, ଗୋଟିଏ ବୁଢ଼ୀ ସୂର୍ଯ୍ୟକିରଣରୁ ଆଶ୍ରୟ ପାଇବା ପାଇଁ ସେଠାରେ ବସିଥିବାର ସେ ଦେଖୁଲା ।

II.  Her skin was wrinkled, but her eyes sparkled when she smiled. She looked at Velu and her smile grew wider, her wrinkles deeper.
“What are you smiling at, Amma?” Velu asked. “Without the rains, there’s nothing to smile about.” “Yes, yes, you’re right,” the old woman said, the smile leaving her lips.
“I wonder what I have done to deserve this,” Velu began. “I have worked hard and honestly. Yet I am being punished. Without the rains I can’t till the land. If I don’t till the land no crop will grow.

What will happen to me ? How shall I feed my family?” he asked, somewhat bitterly. He wasn’t speaking to anyone in particular, but the old lady thought that he was opening his heart to her.

ତାହାର (ବୃଦ୍ଧାଙ୍କର) ଚର୍ମ କଂଚିତ/ ଲୋଚାକୋଚା ଥିଲା । କିନ୍ତୁ ସେ ଯେତେବେଳେ ମୁରୁକି ହସୁଥୁଲା, ତାହାର ଆଖ୍ ଚମକି ଉଠୁଥିଲା । ସେ ଯେତେବେଳ ଭେଲୁକୁ ଚାହିଁଲା, ତାହାର ମୁରୁକି ହସ ଆହୁରି ବଢ଼ିଗଲା ଓ ତାହାର ପୁଂଚିତ ଚର୍ମ ଆହୁରି ଗଭୀର ଦେଖାଗଲା ।
‘‘କେଉଁଥିପାଇଁ ତୁ’ ମୁରୁକି ହସୁଛୁ, ଆମ୍ମା ?’’ ଭେଲୁ ପଚାରିଲା । ‘ବର୍ଷା ନାହିଁ, ହସିବାର କ’ଣ ଅଛି?’’ “‘ହଁ, ହଁ, ତୁ ଠିକ୍ କହୁଛୁ,’’ ବୁଢ଼ୀ କହିଲା, ମୁରୁକି ହସ ତାହାର ଓଠରୁ ଦୂରେଇଗଲା ।
‘ମୁଁ ବୁଝିପାରୁନି ଏହା ପାଇବାପାଇଁ ମୁଁ କ’ଣ କରିଛି’’ ଭେଲୁ ଆରମ୍ଭ କଲା । ‘ମୁଁ ସାଧୁତାର ସହିତ ପରିଶ୍ରମ କରିଛି । ତଥାପି ମୁଁ ଦଣ୍ଡ ପାଇଛି । ବର୍ଷା ବିନା ମୁଁ ଜମି ଚାଷ କରିପାରିବି ନାହିଁ ।’’ ମୁଁ ଯଦି ଜମି ଚାଷ କରିବି ନାହିଁ, କୌଣସି ଶସ୍ୟ ଫଳିବ ନାହିଁ ।’’
‘ମୋର କ’ଣ ହେବ ? ମୁଁ ମୋ ପରିବାରକୁ କିଭଳି ଖୁଆଇବି ?’’ ଭେଲୁ ସାମାନ୍ୟ ଉଦାସ ଭରା କଣ୍ଠରେ ବା ତିକ୍ତତାର ସହିତ କହିଲା । ସେ ପ୍ରକୃତରେ କାହାକୁ ନିର୍ଦ୍ଦିଷ୍ଟ କରି କହୁନଥିଲା, କିନ୍ତୁ ବୁଢ଼ୀ ଜଣକ ଭାବୁଥୁଲା ଯେ ଭେଲୁ ତାକୁ ତାହାର ହୃଦୟରେ ଥିବା କଥାକୁ ଖୋଲି କହୁଥିଲା ।

“Perhaps you have worked too hard,” she said.
“What do you mean? Can anyone work too hard? I have only done what any hard-working farmer would do.
I shall work and never rest until I am too old. This is the first season in five, no, six years that I have not sown, nor ploughed.Oh, it is hard not to be able to work…” said Velu a little angrily.

‘‘ବୋଧହୁଏ, ତୁ ବହୁତ କଠିନ ପରିଶ୍ରମ କରିଛୁ ।’’ ସେ କହିଲା ।
‘ତୁମେ କ’ଣ କହିବାକୁ ଚାହୁଁଛ ? କେହି କ’ଣ ଅତ୍ୟଧ‌ିକ ପରିଶ୍ରମ କରିପାରିବ ? ଯେ କୌଣସି ପରିଶ୍ରମୀ କୃଷକ ଭଳି ମୁଁ କେବଳ ଶ୍ରମ କରିଛି ।
ଅତି ବୁଢ଼ା ନ ହେବା ପର୍ଯ୍ୟନ୍ତ ମୁଁ କାମ କରି ଚାଲିଥ୍‌ ଓ ଆଦୌ ବିଶ୍ରାମ ନେବିନାହିଁ । ପାଞ୍ଚ ଋତୁ ଭିତରେ ଏହି ଋତୁ ପ୍ରଥମ । ନା, ଛଅ ବର୍ଷ ଧରି ମୁଁ ମଞ୍ଜି ବୁଣି ନାହିଁ କି ଜମି ଚାଷ/ହଳ କରିନାହିଁ । ହେ ଭଗବାନ ! କାର୍ଯ୍ୟ କରିବା ଅସମ୍ଭବ ହୋଇ ପଡୁଛି ।’’ ଭେଲୁ ଟିକେ ରାଗିଯାଇ କି କହିଲା ।

“But my son, that is what I am talking about. You have strength now. You can work without a break. But have you thought about the land ? The earth works, too, when you plough, and sow, and plant. The earth has worked for years, centuries, in fact, thousands of years. The soil, the land, the earth… shouldn’t someone let the land rest a bit?” the old woman said, softly, smiling.

“କିନ୍ତୁ/ହେଲେ ମୋ ପୁଅ, ମୁଁ ତ ସେହି କଥା କହୁଛି । ତୋ’ଠାରେ ଏବେ ଶକ୍ତି ଅଛି । ବିନା ବିଶ୍ରାମରେ ତୁ କାମ କରିପାରିବୁ । କିନ୍ତୁ ଜମି ବିଷୟରେ ତୁ କେବେ ଭାବିଛୁ ? ତୁ ଯେତେବେଳେ ହଳ କରୁ, ମଞ୍ଜି ବୁଣୁ ଓ ଚାରା ରୋପଣ କରୁ, ପୃଥ‌ିବୀ ମା’ ମଧ୍ୟ କାର୍ଯ୍ୟରେ ଲାଗିଥାଏ । ବର୍ଷ ବର୍ଷ, ଶହ ଶହ ବର୍ଷ ଧରି ପୃଥ‌ିବୀ କାମ କରିଆସୁଛି, ପ୍ରକୃତରେ ହଜାର ହଜାର ବର୍ଷ ଧରି । ମାଟି, ଜମି, ପୃଥ୍ବୀ……..ଏହା ଭିତରୁ କେହି କ’ଣ ଖେତକୁ ଟିକେ ବିଶ୍ରାମ ଦେବା ଉଚିତ ନୁହେଁ କି ??’ ବୁଢ଼ୀଟି ଧୀରେ ଧୀରେ (ମୃଦୁ ଭାବରେ) ମୁରୁକି ହସି କହିଲା ।

“Rest? Let the land rest? I don’t understand,” Velu looked at her, a little puzzled.
“Yes, my son, that is the difficulty. You don’t realise that the earth is old… But Nature is a mother to all of us. To you and to me. And to the trees, the water and the soil. She takes care to give her children the rest they need…”
Velu began to understand.
“When the rains don’t come, you are dejected. But in that way the land is left alone. The land lies undisturbed, staring at the sky, resting… And when the rains come, it will spring back into activity, fresh and ready for your crop. Go home, my son, Nature knows a thing or two… go home,” she said, and got up.

‘‘ବିଶ୍ରାମ ? ଖେତକୁ ବିଶ୍ରାମ ମିଳୁ | ଦିଆଯାଉ । ମୁଁ ବୁଝିପାରୁନି ?’’ ଭେଲୁ ବୁଢ଼ୀକୁ ସାମାନ୍ୟ ବିଚଳିତ ହୋଇ ଚାହିଁଲା ।
‘ହଁ, ମୋ ପୁଅ, ତା’ ହେଉଛି ଅସୁବିଧା । ତୁ ବୁଝିପାରୁନୁ କାହିଁକି ଯେ ପୃଥ‌ିବୀ ବୁଢ଼ୀ ହୋଇଗଲାଣି । କିନ୍ତୁ ପ୍ରକୃତି ଆମ ସମସ୍ତଙ୍କର ମାଆ ଅଟେ । ତୋ ପିଲାମାନେ ଦରକାର କରୁଥିବା ବିଶ୍ରାମ ଦେବା ଭେଲୁ ବୁଝିବାକୁ ଆରମ୍ଭ କଲା । ପାଇଁ ଓ ମୋ ପାଇଁ ! ଗଛଗୁଡ଼ିକ ପାଇଁ, ଜଳ ଓ ମାଟି ପାଇଁ ପାଇଁ ସେ ଯନ୍ ନିଏ…’
“ ‘ଯେତେବେଳେ ବର୍ଷା ଆସେ ନାହିଁ, ତୁ ଦୁଖ୍ୟ/ଅବସାଦ ହୋଇପଡୁ । କିନ୍ତୁ ଏ କ୍ଷେତ୍ରରେ ଜମି ଏକୁଟିଆ ହୋଇଯାଏ । ମାଟି (ଜମି) ତଳେ ବିଶ୍ରାମ ନେଇ ଅବିଚଳିତ ହୋଇ ଆକାଶକୁ ଚାହିଁ ରହେ । କିନ୍ତୁ ଯେତେବେଳେ ବର୍ଷା ଆସିବ ମାଟି (ଜମି) ହଠାତ୍ କ୍ରିୟାଶୀଳ ସତେଜ ହୋଇ ତୋ’ର ଚାଷ ପାଇଁ ପ୍ରସ୍ତତ ହୋଇଯିବ । ଘରକୁ ଯା, ମୋ ପୁଅ, ପ୍ରକୃତି ଗୋଟିଏ ବା ଦୁଇଟି ଜିନିଷ ଜାଣିଛି…….ଘରକୁ ଯା ।’’ ଏକଥା କହି ବୁଢ଼ୀଟି ଉଠି ଠିଆହେଲା ।

She walked away. After a while Velu, too, got up and walked home-ward. He thought about the land, his beloved piece of land, which, if he were to believe the old woman, was perhaps breathing peacefully, taking a break from the constant, ceaseless year-round cultivation
“Perhaps she is right,” he thought, as he approached the village. It was already evening. The sun was low in the sky. And… what was that? Velu felt a cool breeze on his back. Then he felt a tiny drop on his shoulder. He looked up. Yes… the clouds were gathering in the distance. It was growing dark. Soon there would be lightning. And thunder. And sweet, fragrant rain. Velu ran home, laughing and happy. — Kamakshi Balasubramanian

ବୁଢ଼ୀ ଚାଲିଗଲା । କିଛି ସମୟପରେ ଭେଲୁ ମଧ୍ୟ ଉଠି ପଡ଼ିଲା ଓ ଘର ଆଡ଼କୁ ଗଲା । ସେ ନିଜର ପ୍ରିୟ ଜମି ବିଷୟରେ ଭାବୁଥୁଲା, ଯାହା (ଯେଉଁ ଜମି) ଯଦି ସେ ବୁଢ଼ୀ କଥା ବିଶ୍ୱାସ କରେ, ବର୍ଷସାରା ଅବିରାମ ଓ ଅହରହ ଚାଷରୁ ସତେ ଯେପରି ଟିକେ ଆଶ୍ଵସ୍ତି ପାଇ ବୋଧହୁଏ ଶାନ୍ତିରେ ନିଃଶ୍ଵାସ ମାରୁଥିଲା । ଗାଁ ଆଡ଼କୁ ପାଖେଇ ଆସୁଥିଲାବେଳେ ଭେଲୁ ଭାବିଲା, ‘ବୋଧହୁଏ, ସେ ଠିକ୍ କହିଛି ।’’ ପ୍ରାୟ ସନ୍ଧ୍ୟା ହୋଇ ଯାଇଥିଲା । ସୂର୍ଯ୍ୟ ଆକାଶର ନିମ୍ନରେ ଅସ୍ତଗାମୀ ହେଉଥିଲା । ‘ଆରେ, ଏ କି’ଣ ? ପିଠି ଉପରେ ଭେଲୁ ଏକ ଶୀତଳ ପବନର ଅନୁଭବ କଲା । ତା’ପରେ ସେ ନିଜର କାନ୍ଧ ଉପରେ ଏକ ଅତି କ୍ଷୁଦ୍ର ବିନ୍ଦୁ ପଡ଼ିବାର ଅନୁଭବ କଲା । ସେ ଉପରକୁ ଚାହିଁଲା । ହଁ, ଦୂରେଇ ବାଦଲ/ମେଘଖଣ୍ଡ ସବୁ ଠୁଳ ହେଉଥିଲା । ଅନ୍ଧାର ମାଡ଼ି ଆସୁଥିଲା । ସଂଗେ ସଂଗେ ବିଜୁଳି ମାରିଲା ଏବଂ ଘଡ଼ଘଡ଼ି ମଧ୍ଯ । ଏଥୁସହିତ ମଧୁର, ସୁଗନ୍ଧିତ ବର୍ଷା । ହସି ହସି ଖୁସିରେ ଭେଲୁ ଘରକୁ ଦୌଡ଼ିଲା ।

Summary (ସାରକଥା) :

“Waiting for the Rain” narrates (ବର୍ଣ୍ଣନା କରୁଛି) the struggle (ସଂଘର୍ଷ) of Velu, a hard- working (ପରିଶ୍ରମୀ) farmer, during a year of drought (ଗୋଟିଏ ବର୍ଷର ଅନାବୃଷ୍ଟି ସମୟରେ). Velu rises early ly each day, hoping for rain (ବର୍ଷାକୁ ଆଶା କରି), but the sky remains cloudless. His land, which had sustained (ନିୟମିତ ପ୍ରତିପୋଷଣ କରିଥିଲା) for six years, becomes cracked (ଫାଟି) and barren (ଅନୁର୍ବର ବା ପଡ଼ିଆ). Fellow ( ସାଥୀ) villagers discuss consulting astrologers (ଜ୍ୟୋତିଷମାନଙ୍କ ସହିତ ଆଲୋଚନା କରି). But Velu does not believe that such practices (ଏଭଳି କାର୍ଯ୍ୟ) will ever bring rain (ବର୍ଷା କରାଇବ). Finding himself in a spot of bother (ନିଜକୁ ବିଚଳିତ ଅବସ୍ଥାରେ ଅନୁଭବ କରି) Velu rests under a tree where he meets an old woman.

Their conversation (କଥାବାର୍ତ୍ତା) changes his perspective (ଦୃଷ୍ଟିକୋଣ ବା ଧାରଣା). The old woman explains that justlike people need rest, the land mus rest (ନେବା ଉଚିତ) after continuous cultivation (ଅବିରାମ ଚାଷ ପରେ). As to her (ତାଙ୍କ ମତରେ), Nature (ପ୍ରକୃତି) is wise (ଜ୍ଞାନୀ) and restores balance (ସନ୍ତୁଳିତ | ସ୍ଵାଭାବିକ କରିଥାଏ) by allowing the earth to recover. Though Velu appears to be puzzled at first, he begins to understand that the absence of rain is also a way of letting the land breathe (ଜମିକୁ ଆରାମରେ ପ୍ରଶ୍ଵାସ ନେବାକୁ ଦେବାର ଏକ ମାଧ୍ୟମ). As Velu walks back to his village, he feels the cool breeze and finds clouds gathering, finally bringing the such-awaited rains (ବହୁ ପ୍ରତୀକ୍ଷିତ ବର୍ଷା). The story, in a nut shell (ସଂକ୍ଷେପରେ) describes (ବର୍ଣ୍ଣନା କରୁଛି) patience, resilience, and wisdom of nature.

Notes & Glossary (ଶବ୍ଦାର୍ଥ):

Waiting for the Rain Class 8 MCQ

Question 1.
For how many years had Velu been working in his piece of land ?
(a) four
(b) five
(c) six
(d) seven
Answer:
(c) six

Question 2.
What were the fields looked to be because there was no rain ?
(a) untended
(b) crusted
(c) forlorn
(d) all of these
Answer:
(d) all of these

Question 3.
“the rains came all these years without any such consultations.” Who said this ?
(a) Velu
(b) Velu’s neighbour
(c) the old woman
(d) People at the weather office
Answer:
(a) Velu

Question 4.
What does ‘be at a loss’ mean ?
(a) be unsuccessful
(b) be a loser
(c) be worried
(d) be puzzled
Answer:
(d) be puzzled

Question 5.
In spite of favourable conditions, there was no rain. It was very …………(Fill in the blanks.)
(a) odd
(b) normal
(c) encouraging
(d) useful
Answer:
(a) odd

Question 6.
What made Velu cough and sneeze ?
(a) the rain
(b) the wind
(c) the dust
(d) the sun
Answer:
(c) the dust

Question 7.
Why was the old woman sitting under the tree ?
(a) to take rest for some time
(b) to shelter from the sun
(c) to wait for Velu
(d) to enjoy the breeze
Answer:
(b) to shelter from the sun

Question 8.
What happened when the old woman smiled ?
(a) her eyes sparkled
(b) her voice become louder
(c) her hands trembled
(d) her lips shook
Answer:
(a) her eyes sparkled

Question 9.
Which of the following sentences reveals that Velu was free and frank while talking to the old woman ?
(a) How shall I feed my family
(b) What are you smiling at ?
(c) He was opening his heart to her
(d) I have worked hard and honestly
Answer:
(c) He was opening his heart to her

Question 10.
Who, according to the old woman, is a mother to all of us ?
(a) the rain
(b) the land
(c) Nature
(d) Goddess
Answer:
(c) Nature

Question 11.
Who, according to Velu, was perhaps breathing peacefully ?
(a) his wife
(b) his child
(c) the old woman
(d) his piece of land
Answer:
(d) his piece of land

Waiting for the Rain Class 8 Fill in the Blanks

1. The sun rose glowing ………… like fire.
Answer: crimson

2. Velu never thought of rest or taking ………….
Answer: a holiday

3. The barren land looked ………….
Answer: forlorn

4. Velu couldn’t see how talking to ………… would bring rain.
Answer: Astrologers

5. There were so many ………… but still there was no rain.
Answer: favourable conditions

6. While walking back to his village, Velu was tired and ………….
Answer: dejected

7. The shade of the large tree was ………….
Answer: cool and inviting

8. The old woman’s skin was ………….
Answer: wrinkled

9. Velu said that he had only done what any ………… farmer would do.
Answer: hard-working

10. ………… is a mother to all of us.
Answer: Nature

11. After the old woman had walked away, Velu too walked ………….
Answer: home-ward

12. Velu felt a ………… on his back.
Answer: cool breeze

Waiting for the Rain Class 8 Short Question Answer

Question 1.
Why did the fields lie untended?
Answer:
Water is essential for agricultural operations. As there was no other source of irrigation, the farmers waited for the rains which was delayed. Consequently they could not plough the land or sow seeds. So the fields lay untended.

Question 2.
Where and why did Velu rest for a while?
Answer:
While walking back to his village Velu felt tired. Moreover, he coughed and sneezed due to the dust in the atmosphere. Se he took rest for a while under a big tree.

Question 3.
What did Velu say to the old woman about his difficulties?
Answer:
Velu told old woman that he had worked hard and honestly. Despite that he was being punished without the rains. He further exclaimed what would happen to him and how he would feed his family.

Question 4.
Why was Velu sad and disappointed while returning from the weather office?
Answer:
Velu had gone to the weather office with the hope that he would have some positive information about the rains there. But it was in vain because the people in the weather office could not provide him any satisfactory reply. So he was sad and disappointed.

Question 5.
The earth also works and becomes tired – How could the old woman make Velu understand this ?
Answer:
The old woman said that the earth also works along with the frmers when they work hard during the time of ploughing, sowing and planting. She convinced Velu that we should let the land rest a bit.

Question 6.
How did Velu react when someone suggested to consult astrologers?
Answer:
Welu was practical and rational. He did not believe in superstitions. He felt that the suggestion to meet astrologers was superficial. He did not think that it would render any practical solution to their problem. Rather he was convinced that the rains had come all those years without any such consultations. So instead of going to the astrologers, he went to the weather office in the city.

Question 7.
Why did Velu feel that he was being punished?
Answer:
In course of his discussion with the old woman, Velu told her that he was being punished, It was because despite his ability to work had and with honesty, the circumstances did not allow him to do so. He could not till his land as it was hardened without the rains. He could not imagine about what would happen to him and how he would feed his family.

Question 8.
What message does the story convey?
Answer:
The subject matter of the story is based on our deep connection to nature and dependence on natural cycles. However, it emphasizes on hope, patience, resilience and positive thinking. The story also suggests that hard work should also be balanced with wisdom and trust in natural processes. Velu’s bond with his land should be admired as he calls it ‘my beloved piece of land.’

Question 9.
How did old woman’s wisdom bring transformation in Velu’s mind?
Answer:
The old woman tried to make Velu understand that the earth had worked for so many years as the farmers did. The fields also need rest as people need it after they work hard. After resting for some time the land would come to activity, being fresh and ready for new crops. At first it was hard for Velu to believe the words of the old woman. But gradually he realised that it was true. Thus there was transformation in his mind.

For effective revision, students can use BSE Odisha Class 8 English Solutions Chapter 11 Harvest Hymn Question Answer to practice textbook exercises.

Class 8 English Harvest Hymn Question Answer

Class 8 English Chapter 11 Question Answer Odia Medium

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

Work in pairs and answer the questions that follow. Share your answers with your classmate and teacher
(ଦୁଇଜଣିଆ ଦଳରେ କାମ କର ଏବଂ ପରବର୍ତ୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ । ତୁମର ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ଉତ୍ତରଗୁଡ଼ିକୁ ବିନିମୟ କର ।)

1. India celebrates many harvest festivals. When is the harvest festival ?
(ଭାରତରେ ବହୁତ ଫସଲ ଅମଳ ଉତ୍ସବ ପାଳିତ ହୁଏ । କେବେ ଅମଳ ଉତ୍ସବ ପାଳନ କରାଯାଏ ?)
Answer:
In Odisha Makar Sankranti is major harvest festival as this festival is closely linked to the completion of the harvest of paddy.

2. A hymn refers to a song of praise.
(ସ୍ତବ/ସ୍ତୁତି ପ୍ରଶଂସାର ଏକ ଗୀତକୁ ସୂଚିତ କରିଥାଏ ।)

(i) To whom do we offer a hymn ?
(ଆମ୍ଭେମାନେ କାହାକୁ ସ୍ତବ ବା ସ୍ତତି ଜଣାଇଥାଉ ?)
Answer:
To God (ଈଶ୍ବରଙ୍କୁ)

(ii) When and where do we sing a hymn ? (କେବେ ଓ କେଉଁଠାରେ ଆମ୍ଭେମାନେ ଗୋଟିଏ ସ୍ତୁତି ଗାଇଥାଉ ?)
Answer:
We sing a hymn in sacred places (ପବିତ୍ର ଜାଗାମାନଙ୍କରେ ) like temple, mosque (ମସ୍‌ଜିଦ୍), church or at home particulary (ବିଶେଷକରି ) etc. at evening or in the morning.

(ii) Why do we offer it ? (ଆମ୍ଭେମାନେ କାହିଁକି ସ୍ତୁତି କରିଥାଉ ?)
Answer:
We offer it (hymn) to praise God, Almighty (ସର୍ବଶକ୍ତିମାନ ଈଶ୍ଵର) for His wonderful creation (ତାଙ୍କର ଚମତ୍କାର ସୃଷ୍ଟିପାଇଁ) and having besttowed on us (ଆମ୍ଭମାନଙ୍କୁ ପ୍ରଦାନ କରିଥୁବା ପାଇଁ) so many natural beauties.

II. Work in pairs. Read the paragraph and select the correct meaning for each underlined word from the options given below. Share your answers with your classmates and teacher.
(ଦୁଇଜଣ ହୋଇ କାର୍ଯ୍ୟ କର । ଅନୁଚ୍ଛେଦଟିକୁ ପଢ଼ ଓ ପ୍ରତ୍ୟେକ ରେଖାଙ୍କିତ ଶବ୍ଦର ସଠିକ୍ ଅର୍ଥ ନିମ୍ନ ପ୍ରଦତ୍ତ ବିକଳ୍ପଗୁଡ଼ିକ ମଧ୍ୟରୁ ଚୟନ କର । ତୁମ୍ଭମାନଙ୍କର ଉତ୍ତରଗୁଡ଼ିକୁ ତୁମର ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)
Under the golden 1. radiance of the evening sun, the villagers gathered to pay 2. tribute to their 3. cherished elder, who had dedicated his life to their well-being. His wise 4. counsel had guided generations, steering them through challenges. Known for his 5. munificent spirit, he never hesitated to share his resources generously.

Let us discuss (ଆସ ଆଲୋଚନା କରିବା)

I. Write the stanza number for the main idea of each stanza given below. Share your answers with your classmates and teacher.
(ତଳେ ଦିଆଯାଇଥିବା ପ୍ରତ୍ୟେକ ପଂକ୍ତିର ମୁଖ୍ୟ ଧାରଣା ପାଇଁ ପଂକ୍ତିର କ୍ରମ ସଂଖ୍ୟା ଲେଖ । ତୁମର ଉତ୍ତରଗୁଡ଼ିକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ (Question with Answer)

Answer:

1. The speakers recognise the lord’s kindness and praise him for nourishing the field.	I
2. The speakers praise the generosity of the creator of the universe who ensures a rich harvest.	1
3. The speakers devote their lives and work as a mark of respect to the lord and seek his support, wisdom, and care.	4
4. The speakers pay homage to the Earth and appreciate her role in supporting life, by dedicating their harvest.	3
5. The speaker express their gratitude for the wealth of their village.	2

II. Fill in the blanks by choosing the appropriate words or phrases from within the brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରୁ ଥ‌ିବା ସଠିକ୍ ଶବ୍ଦ ବା ବାକ୍ୟଶ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

1. The setting of the poem is a rural landscape (ଗ୍ରାମ୍ୟ ଭୂଭାଗ), possibly (ସମ୍ଭବତଃ) during a  (harvest/religious) festival.
Answer: harvest

2. The tone (ଭାବ) of the poem is respectful and celebratory (ସମ୍ମାନପ୍ରଦ ଓ ଆନନ୍ଦଜନିତ) because it praises respect and gratitude. (the men and women/ nature and the Lord) with deep
Answer: nature and the Lord (ପ୍ରକୃତି ଓ ଈଶ୍ୱର)

3. In the line ‘Thou art our Hands and our Heart and our Home’, the letter ‘h’ is capitalised in ‘Hands’, ‘Heart’ and ‘Home’ because
work of farmers/God resides in them)
Answer: God resides in them

III. Identify the poetic device used in the following lines from the poem.
(କବିତାରୁ ଆସିଥିବା ନିମ୍ନଲିଖତ ଧାଡ଼ିଗୁଡ଼ିକରେ ବ୍ୟବହୃତ ଅଳଙ୍କାର ଚିହ୍ନାଅ ।)

Bright and munificent lord of the morn!
Answer: Alliteration

We bring thee our lives and our labours for tribute
Answer: Alliteration

IV. Match the lines from the poem in Column 1 with their expressions in Column 2. Choose the appropriate poetic device from the box given below and write in Column 3.
(ସ୍ତମ୍ଭ ‘1’ ରେ ଦିଆଯାଇଥବା କବିତାର ଧାଡ଼ିଗୁଡ଼ିକ ସ୍ତମ୍ଭ ‘2 ରେ ପ୍ରଦତ୍ତ ସେଗୁଡ଼ିକ ବ୍ୟାଖ୍ୟା ନିମ୍ନ ପ୍ରଦତ୍ତ ବାକ୍ସରୁ ସଠିକ ଅଳଙ୍କାର ବାଛି ସ୍ତମ୍ଭ ‘3’ ରେ ଲେଖ ।) (Question with Answer)

Answer:

Column 1	Column 2	Column 3
1. sweet and omnipotent mother	(i) creates a clear description of the scene and appeals to the senses	Personification
2. The wealth of our valleys, new-garnered and ripe	(ii) implied comparison of growth and reaping with beginning and end of all life	Metaphor
3. Thou art the Seed and the Scythe.	(iii) the earth is being given human-like qualities	Metaphor

V. Certain words or phrases are repeated in the same line of the poem.
(କବିତାର ଏକା ଧାଡ଼ିରେ କେତେକ ଶବ୍ଦ ବା ବାକ୍ୟାଶର ପୁନରାବୃତ୍ତି ହୋଇଛି ।)
For example: The gold of our fields and the gold of our fruit;
Find more such repetitions from the poem. What is the poet’s purpose of using repetition in the poem ?
(କବିତାରେ ଏଭଳି ଅଧ୍ବକ ପୁନରାବୃତ୍ତିଗୁଡ଼ିକୁ ବାହାର କର । କବିତାରେ repetation ବ୍ୟବହାର କରିବାରେ କବିଙ୍କ ଉଦ୍ଦେଶ୍ୟ କଣ ?)
Answer:
The lines with repetitions of words:

• We bring thee out songs and our garlands for tribute.
• Queen of the guard-flower, queen of the harvest.
• Lord of the rainbow, lord of the harvest.

The poet uses repetition to create a rhythmic and musical quality and emphasize the importance of gratitude and unify the voices of the community in praise.

VI. The poem uses ‘symbolism’ to convey deeper meanings Match the symbols in Column 1 with the meanings they convey in Column 2.
(ଗୂଢ଼ ଅର୍ଥ ପ୍ରକାଶ କରିବା ପାଇଁ କବିତାରେ ସଙ୍କେତ ପ୍ରତିକ ବ୍ୟବହାର ହୋଇଛି । ସ୍ତମ୍ଭ 1’ ରେ ଥ‌ିବା ସଙ୍କେତକୁ ସ୍ତମ୍ଭ ‘1’ ରେ ସେଗୁଡ଼ିକ ପ୍ରକାଶ କରୁଥିବା ଅର୍ଥ ସହ ମିଳାଅ ।)

Answer:

Column 1	Column 2
1. Prithvi (the Earth)	(iii) fertile land, motherhood, nurturing – the source of all life.
2. Surya (the Sun)	(i) light, energy, life – representing the given of warmth and prosperity.
3. Varuna (Rain)	(ii) mercy and nourishment – crucial for agriculture and sustenance

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

Read the given extracts and answer the questions that follow.
(ପ୍ରଦତ୍ତ ଉଦ୍ଧୃତାଂଶକୁ ପଢ଼ ଓ ପରବର୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. We bring thee our songs and our garlands for tribute,
The gold of our fields and the gold of our fruit;
O giver of mellowing radiance, we hail thee,
We praise thee, O Surya, with cymbal and flute.

(i) What does the act of bringing songs and garlands as tribute suggest about the people’s relationship with the divine ?
(ଈଶ୍ଵରଙ୍କ ନିକଟରେ ଗୀତ ଗାନ ଓ ତାଙ୍କୁ ଫୁଲହାର ଅର୍ପଣ ଭଳି ସମ୍ମାନ ଲୋକମାନଙ୍କର ତାଙ୍କ ସହିତ ଥବା ସଂପର୍କ ବିଷୟରେ କ’ଣ ସୂଚିତ କରୁଛି ?)
A. They fear the gods and wish to calm them in any way possible.
B. They have a deep sense of reverence and gratitude towards the divine.
C. They are forced to perform rituals without understanding the divine.
D. They depend on the gods for their daily needs and activities.
Answer:
B. They have a deep sense of reverence and gratitude towards the divine (God).

(ii) Complete the following sentence suitably. (ନିମ୍ନଲିଖତ ବାକ୍ୟକୁ ସଠିକ୍‌ଭାବରେ ପୂରଣ) (Question with Answer)
The word ‘gold’ in the phrases ‘the gold of our fields’ and ‘the gold of our fruit’ symbolises the fruit of labour, nature’s bounty, prosperity or growth (ପ୍ରଗତି ବା ଉନ୍ନତି).

(iii) How does the description ‘O giver of mellowing radiance’ help us understand Surya’s role in the harvest?
(ଉଜ୍ଜ୍ବଳତା) ବର୍ଣ୍ଣନା ଫସଲ ସୂର୍ଯ୍ୟର ଭୂମିକା ‘O giver of’ mellowing radiance’ ବୁଝିବାରେ ଆମ୍ଭମାନଙ୍କୁ ସାହାଯ୍ୟ କରୁଛି ?)
Answer:
In “Harvest Hymn” Surya on the Sun God is addressed as the giver of mellowing radiance to highlight his (Surya, role as the source of light, energy and life that help to grow and mature (ripen)( ପାଚିବାରେ ସାହାଯ୍ୟ କରିବାରେ) crops (ଫସଲ) or harvest. (ଅମଳ)

(iv) Fill in the blank by selecting the correct option from those given in the brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରୁ ଉପଯୁକ୍ତ ବିକଳ୍ପ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
The use of cymbal and flute signifies (joy and celebration/meditation and worship)
Answer:
……….. joy and celebration

Question 2.
All Voices:
Lord of the Universe, Lord of our being,
Father eternal, ineffable Om!
Thou art the Seed and the Scythe of our harvests,
Thou art our Hands and our Heart and our Home.

(i) In the phrase ‘Lord of our being,’ what does the word ‘being’ most likely refer to ?
(ବାକ୍ୟାଶ ‘Lord of our being’ ରେ ‘being’ ଶବ୍ଦଟି କ’ଣ ସୂଚାଉଛି ?)
A. Our physical body
B. Our entire existence
C. Our spiritual practices
D. Our earthly possessions
Answer:
B. Our entire existence

(ii) Identify whether the following statement is true or false.
(ନିମ୍ନୋକ୍ତ ଉକ୍ତି ଠିକ୍ କି ଭୁଲ ଚିହ୍ନଟ କର ।)
The imagery of ‘the Seed and the Scythe’ symbolises the divine’s role as both the beginning (creation) and the end (harvest) of the agricultural cycle.
Answer:
True

(iii) Identify the phrases from the extract that mean the following:
(ଉଦ୍ଧୃତାଂଶରୁ ନିମ୍ନଲିଖତକୁ ବୁଝାଉଥବା ବାକ୍ୟାଶ ଚିହ୍ନଟ କର ।)
A. The divine as a timeless, everlasting presence.
B. Beyond human comprehension or description
Answer:
A. Father eternal
B. ineffable

(iv) How do we know that these lines from the extract are spoken as a chorus ?
(ଆମ୍ଭେମାନେ କିପରି ଜାଣୁଛୁ ଯେ ଉଦ୍ଧୃତାଂଶର ଏହି ଧାଡ଼ିଗୁଡ଼ିକ ସମବେତ ସ୍ଵରରେ ଗାୟନ କରାଯାଇଛି ?)
Answer:
Because these lines are related to “All Voices”.

II. Some poets and authors use words that are no longer a part of common usage. Such words are called ‘archaic’ words.
(କେତେକ କବି ଓ ଲେଖକ ଶବ୍ଦ ବ୍ୟବହାର କରିଥାନ୍ତି ଯେଉଁଗୁଡ଼ିକ ସାଧାରଣ ବ୍ୟବହାରର ଏକ ଅଂଶ ନୁହେଁ । ଏଭଳି ଶବ୍ଦକୁ archaic words ବା ପୁରୁଣାକାଳିଆ ଶବ୍ଦ କୁହାଯାଏ ।)
Work in pairs. Read the sentences given below. Match the underlined archaic words in Column 1 with their meanings in Column 2. Share your answers with your classmates and teacher.
(ଦୁଇଜଣିଆ ଦଳରେ କାମ କର । ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ି । ସ୍ତମ୍ଭ ‘1’ ରେ ଥିବା ରେଖାଙ୍କିତ ପୁରୁଣାକାଳିଆ ଶବ୍ଦଗୁଡ଼ିକୁ ସ୍ତମ୍ଭ ‘2 ରେ ଥ‌ିବା ସେମାନଙ୍କ ଅର୍ଥ ସହ ମିଳାଅ । ତୁମ ଉତ୍ତରଗୁଡ଼ିକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)
“Thou art my friend, and I trust thee. Thy kindness is great, and everything that is mine is thine.’

Answer:

Column 1	Column 2
1. thou 2. art 3. thee 4. thy 5. thine	(iii) you (subject) (iv) are (ii) you (object) (v) your (possessive adjective) (v) yours (possessive pronoun)

III. Answer the following questions.

Question 1.
Why do the farmers hail the God of rain?
(ବର୍ଷାର ଦେବତାଙ୍କୁ କୃଷକମାନେ କାହିଁକି ପ୍ରଶଂସା କରନ୍ତି ?)
Answer:
The farmers hail (admire) the God of rain for helping their crops grow before they are ready for harvest (ଅମଳ ହେବା ପୂର୍ବରୁ).

Question 2.
What is being referred to as ‘wealth of our valleys’? Why?
(‘Wealth (ସମ୍ପତ୍ତି) of our valleys’ (ଉପତ୍ୟକା) କ’ଣ ସୂଚିତ କରୁଛି ? କାହିଁକି ?)
Answer:
Prosperity is being referred to as “Wealth of our valleys” as fertile valleys (ଉର୍ବର ଉପତ୍ୟକା ସବୁ) provide (ଯୋଗାଇଥାଏ ) us happiness or pleasure like prosperity through fresh, abundant crops and grains.

Question 3.
State one reason why the women refer to the Earth as a ‘source of manifold gladness’.
(ନାରୀମାନେ କାହିଁକି ପୃଥ‌ିବୀ ବା ବସୁଧାକୁ ଅସଂଖ୍ଯ ଖୁସି/ଆନନ୍ଦର ଉତ୍ସ ବୋଲି ଅଭିସିତ କରିଛନ୍ତି, ଗୋଟିଏ କାରଣ ଦର୍ଶାଅ ।)
Answer:
The women refer to the earth as a “source of manifold gladness”
(ବିଭିନ୍ନ ଆନନ୍ଦ ଉଲ୍ଲାସର ଉତ୍ସ ରୂପେ) because of the Earth’s providing (ଅର୍ପଣ କରିବା) numerous/ manifold (ଅସଂଖ୍ୟ) benefits like food, water, resources (ସମ୍ବଳ) and happiness.

Question 4.
Why does everyone in the poem offer their ‘labours for tribute”?
(କବିତାରେ ସମସ୍ତେ କାହିଁକି ଈଶ୍ବରଙ୍କ ପ୍ରତି ଶ୍ରଦ୍ଧାଞ୍ଜଳି ବା ସମ୍ମାନ ପାଇଁ ସେମାନଙ୍କର ଶ୍ରମ ବିନିଯୋଗ କରିଛନ୍ତି ?)
Answer:
Everyone in the poem offers their labour or hard work in fields to get the crops or grains as an expression of deep gratitude (ଗଭୀର କୃତଜ୍ଞତାର ଏକ ଅଭିବ୍ୟକ୍ତି ରୂପେ) to God for his blessings.

Question 5.
Why has the poet presented the poem as voices of men, women, and all voices ?
(କବି କାହିଁକି କବିତାକୁ ପୁରୁଷ, ନାରୀ ଓ ସମସ୍ତଙ୍କର ସ୍ୱର ରୂପେ ଉପସ୍ଥାପିତ କରିଛନ୍ତି ?)
Answer:
The poet has presented the poem as voices of men, women and all voices to show the entire community (ସଂପୂର୍ଣ୍ଣ ସଂପ୍ରଦାୟ) collective gratitude (ସାମଗ୍ରିକ କୃତଜ୍ଞତା) to God through different natural elements like sun, earth and rain.

Question 6.
How does the poet create the joyous atmosphere of rural India at harvesting time ?
(ଫସଲ ଅମଳ ସମୟରେ କବି କିପରି ଗ୍ରାମ୍ୟ ଭାରତର ଆନନ୍ଦପୂର୍ଣ୍ଣ ପରିବେଶ ସୃଷ୍ଟି କରିଛନ୍ତି ?)
Answer:
It is the harvest time in rural India. The poet creates the joyous (pleasant) atmosphere in the poem as (when) the Indians celebrate the time by praising gods with deep thanks for the good harvest using cymbol, flute, pipe and drum.

Question 7.
Why is the poem presented as a hymn ?
(କବିତାକୁ କାହିଁକି ଏକ ସ୍ତବ ବା ପ୍ରାର୍ଥନା ରୂପେ ଉପସ୍ଥାପିତ କରାଯାଇଛି ?)
Answer:
A hymn is a devotional song (ଭକ୍ତିଗୀତ) meant (ଉଦ୍ଦିଷ୍ଟ) for admiring God for his wonderful gifts of crops and grains to people during harvest time.

Let us learn (ଆସ ଶିଖୁବା) :

Match the pictures of the farming implements given in Column 1 with their use given in Column 2. Then, fill in the blanks in Column 3 to complete the name of the – implement.
(ସ୍ତମ୍ଭ 1’ ରେ ଥିବା କୃଷି ଉପକରଣଗୁଡ଼ିକର ସମ୍ବନ୍ଧିତ ଛବିଗୁଡ଼ିକୁ ସ୍ତମ୍ଭ ‘2 ରେ ଥିବା ସେଗୁଡ଼ିକ ବ୍ୟବହାର ସହିତ ମିଳାଅ । ତାପରେ ସ୍ତମ୍ଭ ‘3’ ରେ ଦିଆଯାଇଥବା ଶୂନ୍ୟସ୍ଥାନଗୁଡ଼ିକୁ ଉପକରଣଗୁଡ଼ିକର ନାମ ଲେଖୁ ପୂରଣ କର ।)

Answer:

II. Choose the correct synonyms for the underlined words in the given sentences from the box below. Circle the words or phrases in the sentences that helped you to infer the meanings. One example has been done for you.
(ପ୍ରଦତ୍ତ ବାକ୍ୟଗୁଡ଼ିକରେ ରେଖାଙ୍କିତ ଶବ୍ଦଗୁଡ଼ିକ ପାଇଁ ସଠିକ୍ ପ୍ରତିଶବ୍ଦ ନିମ୍ନ ପ୍ରଦତ୍ତ ବାକ୍ସରୁ ବାଛ । ତୁମକୁ ଉତ୍ତର ପାଇବା ପାଇଁ ସାହାଯ୍ୟ କରୁଥିବା ଶବ୍ଦ ବା ବାକ୍ୟାଶ ଚାରିପଟେ ଗୋଲ ବୁଲାଅ ।’ ଗୋଟିଏ ଉଦାହରଣ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

1. The king was beneficent to the poor because he took good care of them.
synonym: kind

2. He was munificent towards the needy and donated a lot for their health care.
synonym: generous

3. When he lost his job, all his friends gave him succour by supporting him with money.
synonym: help

4. When the sun’s rays came into the dark room, the whole room was full of radiance.
synonym: brightness

5. The little girl was speechless with ineffable joy when she got her birthday gift from her aunt.
synonym: indescribable

Let us listen:

I. Listen to the talk about paddy cultivation. As you listen, number the events in the correct order in which they happen. (Transcript for teacher on page 203)
(ଧାନ ଚାଷ ବିଷୟରେ ହେଉଥିବା କଥାବାର୍ତ୍ତା ଶୁଣ । ଶୁଣୁଥିବାବେଳେ ଘଟଣାଗୁଡ଼ିକୁ ସେମାନେ ଘଟିଥିବା କ୍ରମରେ ସଜାଅ । ଶିକ୍ଷକଙ୍କ ପାଇଁ Transcript ପୃଷ୍ଠା 203 ରେ ଅଛି ।)

1. Transplanting of seedlings
2. Ploughing of soil
3. Threshing of grains
4. Puddling of land
5. Harvesting of paddy
6. Irrigating the field
7. Milling of rice
Answer:
2. Ploughing of soil (દા|ડิ શ્રોઈ)
4. Puddling of land (જવે6ર દા|ઠิત્તાળ)
6. Irrigating the field (னா6ঘত্নে)
1. Transplanting of seedlings
3. Threshing of grains ( ઈવ૫/ ટાવજ જ઼ને।)
7. Milling of rice (યાત્તથૂ 6જાવા ณઙ્‌વાવજી ભાર્વપ)
5. Harvesting of paddy (યાજ થવન્ન)

II. Now, listen to the talk again. As you listen, choose the correct option to answer the questions that follow.
(ବର୍ତ୍ତମାନ, ଆଉଥରେ କଥୋପକଥନ ଶୁଣ । ଶୁଣୁଥ‌ିବାବେଳେ ପ୍ରଦତ୍ତ …… ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉପଯୁକ୍ତ/ସଠିକ୍ ବିକଳ୍ପ ବାଛ ।) ଓ

Question 1.
What is the main step (ପ୍ରଧାନ/ମୁଖ୍ୟ ପଦକ୍ଷେପ) in preparing the soil (ମୃଭିକା) for cultivation of rice?
(i) Ploughing the soil
(ii) Clearing the soil
(iii) Puddling the soil
Answer:
(iii) Puddling the soil

Question 2.
How long does it take for rice seeds to grow into seedlings before being transplanted?
(i) 2-3 weeks
(ii) 4-5 weeks
(iii) 6-7 weeks
Answer:
(ii) 4-5 weeks

Question 3.
Why is drying rice grains important after threshing?
(i) To get rice seeds for plantation
(ii) To separate the rice grains easily
(iii) To store the rice grains for longer
Answer:
(iii) To store the rice grains for longer

Let us Speak (ଆସ କହିବା) :

I. In English, some letters are not pronounced in certain words. For example, in words like ‘knife’, ‘knowledge’, and ‘know’, the first letter k” is not pronounced.
Let us look at a few more such examples.
(ଇଂରାଜୀରେ କେତେକ ନିର୍ଦ୍ଦିଷ୍ଟ ଶବ୍ଦରେ କେତେକ ଅକ୍ଷର ଉଚ୍ଚାରିତ ହୁଏ ନାହିଁ । ଉଦାହରଣ ସ୍ୱରୂପ knife, knowledge ଓ know ଭଳି ଶବ୍ଦରେ ପ୍ରଥମ ଅକ୍ଷର k? ଉଚ୍ଚାରିତ ହୁଏ ନାହିଁ, ଅର୍ଥାତ୍ ଅକ୍ଷର k’ mute ବା silence ରହେ । ଆସ ଆଉ କିଛି ଅଧ୍ବକ ଉଦାହରଣ ଦେଖ‌ିବା ।)

More Exmples:
In the words given below the letter ‘n’ is silent when it appears with ‘m’ at the end of the word.
(ନିମ୍ନରେ ଦିଆଯାଇଥିବା ଶବ୍ଦଗୁଡ଼ିକରେ ଶେଷରେ ଥିବା ଅକ୍ଷର ‘n’ ଅକ୍ଷର ଉଚ୍ଚାରିତ ହୁଏ ନାହିଁ ରହେ ଯଦି ଏହା (n) ପୂର୍ବରୁ ଅକ୍ଷର ‘m’ ଥାଏ ।)

• hymn (ହିମ୍) (ହିନ୍ x)
• autumn (ଅଟମ୍) (ଅଟନ୍ x)
• column (କଲମ୍) (କଲନ୍ x)
• solemn (ସଲେମ୍ବ) (ସଲେନ୍ x)

Now, say these words aloud.
(ଏବେ ଏହି ଶବ୍ଦଗୁଡ଼ିକୁ ବଡ଼ପାଟିରେ ପଢ଼ ।)

In the words given below the letter ‘b’ is silent when it appears with ‘m’.
(ନିମ୍ନ ପ୍ରଦତ୍ତ ଶବ୍ଦଗୁଡ଼ିକ ‘b’ ଅକ୍ଷର ନୀରବ ରହେ ଯେତେବେଳେ ଏହା ‘m’ ସହ ମିଶିକରି ଥାଏ ।)

• womb (ଉମ୍) (ଊମ୍‌ x)
• bomb (ବମ୍) (ବମ୍‌ବ୍ x)
• comb (କୋମ୍) (କୋମ୍‌ବ୍ x)
• tomb (ଟୋମ୍) (ଟୋମ୍‌ x)
• climb (କ୍ଲାଇମ୍) (କ୍ଲାଇମ୍‌ବ x)

Now, say these words aloud.
(ଏବେ ଏହି ଶବ୍ଦଗୁଡ଼ିକୁ ବଡ଼ପାଟିରେ ପଢ଼ ।)

II. In our country, harvest is celebrated with the preparation of delicious dishes. Work in groups and make a presentation on any popular dish made during the harvest festival in your region. Use the prompts given in the box to make your presentation. Make sure that all the members share their views.

(ଆମ ଦେଶରେ ସ୍ଵାଦିଷ୍ଟ ଖାଦ୍ୟ ବ୍ୟଞ୍ଜନ ପ୍ରସ୍ତୁତ କରି ଅମଳ ଉତ୍ସବ ପାଳିତ ହୋଇଥାଏ । ଦଳରେ କାମ କର ଏବଂ ତୁମ ଅଞ୍ଚଳରେ ଅମଳ ଉତ୍ସବ ପାଳନ ସମୟରେ ପ୍ରସ୍ତୁତ ହେଉଥ‌ିବା କୌଣସି ଲୋକପ୍ରିୟ ବ୍ୟଞ୍ଜନ ବା ଖାଦ୍ୟ ବିଷୟରେ ଗୋଟିଏ ଉପସ୍ଥାପନ ରଖ । ଉପସ୍ଥାପନ ପାଇ ବାକ୍ସରେ ପ୍ରଦତ୍ତ ସୂଚନା ବ୍ୟବହାର କର । ନିଶ୍ଚିତ ହୁଅ ଯେ ସମସ୍ତ ସଦସ୍ୟ ସେମାନଙ୍କର ମତ ବିନିମୟ କରଛନ୍ତି ।)

Include the following : (ନିମ୍ନଲିଖିତଗୁଡ଼ିକୁ ଅନ୍ତର୍ଭୁକ୍ତ କର ।)

• What is the dish called? Is it known by any other name in other parts of India?
• What ingredients are used to make the dish?
• How is the dish prepared?
• How is the dish served?
• What does the dish taste like?
• What is the special ritual related to the preparation of this dish?
• Describe any special memory associated with the preparation of this dish.

Answer:

Answer:
Making Poda-pitha (ପୋଡ଼ପିଠା ତିଆରି)

My dear children, today I would like to share with you all about the preparation of a particular delicious dish of our own state Odisha. It is nothing other than the famous Poda-pitha, a tasty dish prepared in almost all houses of Odia origin, just before the season of transplatation of paddy seedlings comes. This dish goes by the same name everywhere.
It is made by slowly baking fermented rice, black gram, grated coconut and jaggery overnight. These are the ingredient (ବା ଉପାଦାନ) used to make the dish.

After the ingradients are collected the slow-cooked pitha is allowed to look properly, particularly for a specific period at night. Since this dish nees burning on a continuous fire with low heat, it is called ‘Poda’. The pitha is put in a pot after the fermented rice is mixed with black gram, grated coconut and jaggery in right quantity.

Poda pitha has a tasty flavour if it is served hot. The mixture of grated coconut and jaggery gives the pitha a unique taste. The crust of the poda pitha is slightly burnt while the inside is soft. The special Raja ritual is related to the preparation of this dish. The uniqueness of making poda pitha is associated with the Jagannath temple at Puri. Poda pitha is served to Lord Jagannath and his siblings (elder brother Lord Balabhadra and his sister Devi Subhadra) at Mausi Maa temple on their way back after Ratha Yatra from Gundicha temple to Jagannath temple.
Or
Good morning to all of you gathered here, my classmates and the senior ones. Today we, the students of class VIII and some of our upper class students are here to tell you about the preparation of a popular dish being made during the harvest festival of our region. We will start off with the name of the dish (food) getting popular at Salipur, my locality. This dish is ‘Poda Pitha’ a stuffed cake for everyone to relish (eat and enjoy) it. Now I’ll move on to the ingredients required to make ‘Poda Pitha’.

The dish requires fermented rice along with black gram, grated coconut and jaggery. After the mixture of these elements with fermented rice is done, the new dish is put on mild heat in the hearth overnight to allow it to be brunt outside, its crust. The inside remains soft. Before the onset (beginning) of paddy cultivation making of this favourite Odia dish is linked to the celebration of Raja.

To conclude, Poda pitha has its uniqueness in Odia culture since this dish is served to Lord Jagannath at Mausi Maa temple with His elder brother God Balabhadra and His sister Subhadra share during their stay (ରହଣି ସମୟରେ) in this temple.
Thank you for your patient listening.

Let us Write (ଆସ ଲେଖୁବା) :

I. Creative slogans are used to spread a message to capture the reader’s attention. Some examples are given below:
(ପାଠକଙ୍କର ଧ୍ୟାନ ଆକର୍ଷଣ ନିମନ୍ତେ ସୃଜନଶୀଳ ସ୍ଲୋଗାନ ବା ସମୂହ ଧ୍ଵନି ବ୍ୟବହାର କରାଯାଏ । ତଳେ କେତୋଟି ଉଦାହରଣ ପ୍ରଦାନ କରାଯାଇଛି ।)

Education is the Key, Unlock Your Destiny!
Protect the Environment Today for a Better Tomorrow.
Learn, Grow, Succeed
Go Green by Keeping the Planet Clean.

Your school wishes to express gratitude to the farmers who play an important role in providing us the food on our plates. Draft a creative slogan to be put up on the school notice board.
(ତୁମ ବିଦ୍ୟାଳୟ କୃଷକମାନଙ୍କ ପ୍ରତି କୃତଜ୍ଞତା ଜଣାଇବାକୁ ଚାହୁଁଛି, ଯେଉଁମାନେ ଆମ ଥାଳିରେ ଆମ୍ଭମାନଙ୍କୁ ଖାଦ୍ୟ ଯୋଗାଣରେ ଏକ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଭୂମିକା ନିର୍ବାହ କରିଥାନ୍ତି । ତୁମ ବିଦ୍ୟାଳୟର ବିଜ୍ଞାପନ ବୋର୍ଡ଼ରେ ଲଗାଇବା ପାଇଁ ଏକ ସୃଜନଶୀଳ ସ୍ଲୋଗାନ ଲେଖ ।)

Remember to (ମନେରଖ):

focus the main idea to be expressed. (ପ୍ରକାଶ କରିବାକୁ ଥିବା ମୁଖ୍ୟ ପ୍ରସଙ୍ଗ ଉପରେ ଗୁରୁତ୍ଵ ଦିଅ ।)
use simple language. (ସରଳ ଭାଷା ବ୍ୟବହାର କର ।)
be concise – express yourself in a few words. (ନିଜ ସ୍ଲୋଗାନକୁ ସୀମିତ ଶବ୍ଦ ମଧ୍ଯରେ ପ୍ରକାଶ କର ।)
You may write the slogan on a chart paper and decorate it. (ତୁମେ ଏକ ଚାର୍ଟ କାଗଜ ଉପରେ ସ୍ଲୋଗାନ ଲେଖୁ ଏହାକୁ ସଜାଇ ପାର ।)
Answer:
No Farmer. No Food
As of Farmers Make Earth Smile

Let us explore (ଆସ ଅନ୍ଵେଷଣ କରିବା) :

Millets are a varied group of small-seeded grasses. They have more fibre and minerals than other cereals. Millets have been a part of the Indian cuisine for years. They have MBD been rediscovered worldwide as superfoods.

(ମାଣ୍ଡିଆ ହେଉଛି ଭିନ୍ନ ଧରଣର କ୍ଷୁଦ୍ର ମଞ୍ଜି ବିଶିଷ୍ଟ ଖାଦ୍ୟ । ଅନ୍ୟ ଶସ୍ୟଜାତୀୟ ଖାଦ୍ୟ ତୁଳନାରେ ମାଣ୍ଡିଆରେ ଅଧୂକ ତନ୍ତୁ ଓ ଧାତୁସାର ଥାଏ । ବର୍ଷ ବର୍ଷ ଧରି ଭାରତୀୟ ଖାଦ୍ୟ ପରମ୍ପରାରେ ମାଣ୍ଡିଆ ଏକ ଅଂଶବିଶେଷ ହୋଇ ରହିଛି । ସଂପୂର୍ଣ୍ଣ ପୃଥ‌ିବୀରେ ପୁନଃ ଆବିଷ୍କୃତ କରାଯାଇ ଏହାକୁ ଅତି ଉଚ୍ଚମାନର ଖାଦ୍ୟ ରୂପେ ସ୍ଵୀକୃତି ଦିଆଯାଇଛି ।)

Question 1.
Read the information on Pearl Millet given below.
(ନିମ୍ନରେ ଦିଆଯାଇଥ‌ିବା Pearl Millet (ବାଜାରା) ଉପରେ ଆଧାରିତ ସୂଚନା ବା ତଥ୍ୟ ପଢ଼ ।)

Use the link given below to know more about other kinds of millets.
(ଅନ୍ୟ ପ୍ରକାର ମାଣ୍ଡିଆଗୁଡ଼ିକ ବିଷୟରେ ଜାଣିବା ପାଇଁ ନିମ୍ନସ୍ଥ Link କୁ ବ୍ୟବହାର କର ।)
haps://eatrightindia.gov.i/imillets2023/assets/documents/Millets%20-%2020Cereal%20of%20India.pdf

Question 2.
Work in groups of four and do the following activities.
2017 ଚାରି ଜଣ ମିଶି ଗୋଟିଏ ଦଳ ଗଠନ କରି ନିମ୍ନଲିଖତ କାର୍ଯ୍ୟାବଳୀ କର ।)

(i) Find out if millets are a part of your cuisine.
(ମାଣ୍ଡିଆ ତୁମ ଖାଦ୍ୟର ଏକ ଅଂଶବିଶେଷ ଅଟେ କି ନାହିଁ ନିର୍ଣ୍ଣୟ କର ।)
Answer:
Undoubtedly have been an integral part (ଅବିଚ୍ଛେଦ୍ୟ ଅଂଶ) of Indian cusinary (cooking – ରୋଷେଇ ) heritage (ଐତିହ୍ୟ ବା for thousands of years. Definitely this golden grain (very top quality) has been/is a vital (very important) of our/my cuisine. In these days of fast, junk (useless)

and unhygenic (unhealthy) food culture taken to (accepted) by our youths, millet’s often called as a “poor man’s food” has found unprecedent demand among all sectors of the society for its affordability (purchasing power – କ୍ରୟ କ୍ଷମତା), nutritional (ପୁଷ୍ଟିସାର) values, rich fibre (ପ୍ରଚୁର ତନ୍ତୁ) and minerals. Millets often called as a regular foodstuff at my breakfast table.

The Indian families, particularly in their breakfast, prefer (like more) millet to stay fit and strong for the rest of the day. Milletes are used for centuries as staples (main food) providing diverse flavours in dishes (food items) like bajra roti (ବାଜରା ରୋଟି), jawar flat breads (ଜଓ୍ବାର ପରଟା) dosa and even (ଏପରିକି) sweets. Today, I find myself energetic and cheerful thanks to this super food.

(ii) Find recipes with millets and compile them into a booklet.
(ମାଣ୍ଡିଆରୁ ପ୍ରସ୍ତୁତ ବିଭିନ୍ନ ଖାଦ୍ୟର ପ୍ରସ୍ତୁତି ପ୍ରଣାଳୀ ଖୋଜ ଏବଂ ତାହାକୁ ଏବ ପୁସ୍ତିକାରେ ଟିପି ରଖ ।)

Booklet (ପୁସ୍ତିକା)
Answer:
Features: Milet is a highly versatile having various qualities or bebefits, gluten-free and nutritious grain that can be used in both sweet and savory (ପୋଦିନାଶାଗ ଜାତୀୟ) dishes (food), ranging (ବ୍ୟାପ୍ତ) from fluffy (କୋମଳ) side dishes to porridge (କ୍ଷୀରି ) and burgers. (ହାଲୁକା ଓ ନରମ ଖାଦ୍ୟ). Here are several (many) recipes and ways to use millet:

Breakfast Recipes (ପ୍ରାତଃ ଭୋଜନର ରନ୍ଧନ ପଦ୍ଧତି):

• Creamy millet receipes (ମଲାଇଦାର ମିଲେଟ୍), Porridge (ଜାଉ)

Receipe:

• Cook millet with three cups of liquid (water or milk), cinamom and vanilla
• Top with nuts (କୋଳି), fruits or a fruit compote (ଫଳର ମିଠା ପାକ)
  Ragi (Finger millet) Malt/Porridge
  A nutritious, cooling drink made from ragi flour ideal for breakfast.
  Vegan carrot cherry breakfast.

1. For extra crunch cookies (ଅତିରିକ୍ତ କୁର୍‌କୁରା ବା ଚର୍ବଣ ପାଇଁ) :
Barnyward Millet Poha (ସୁଆଁ ମାଣ୍ଡିଆ ପୋହା )
A nutritious savoury breakfast dish made with flattened millet (ଚପଟା ମାଣ୍ଡିଆ) tempered (ତଡ଼କା ଯୁକ୍ତ) curry leaves (ଭୁସୁରୁଙ୍ଗା ପତ୍ର) and spices (ମସଲା)

(iii) Create a receipe of your choice.
Answer:
Here are the receipe of mawing millet of my choice.
Step-by-step method:
(a) Throughly rinse (wash properly) one cup of millet in a fine sieve under running water.
(b) In a dry pot or saucepen toast the millet over medium heat for 4-5 minutes until it turns a rich golden brown and smells deep nutty.
(c) Add 2 cups of water and 1/4 teaspoons of salt and bring to a boil.
(d) Reduce heat to low, cover and cook for about 15 minutes until most of the water is absorbed. (ଅଧୁକାଂଶ ଜଳ ନ ଶୋଷି ନେବା ପର୍ଯ୍ୟନ୍ତ)
(e) Remove from heat and let it stand, covered for minutes. Fluff (ନରମ କର) it with a fork (କଣ୍ଟା ଚାମଚରେ).

II. Songs related to harvest season form a part of our culture and heritage.
(ଅମଳ ଋତୁ ସହିତ ସଂପର୍କିତ ସଙ୍ଗୀତ ଆମ ସଂସ୍କୃତି ଓ ଐହିହ୍ୟର ଏକ ଅଂଶ ଗଠନ କର ।)
Talk to the elders in your house and learn a song sung on a harvest festival. Share it with your classmates and teacher. Then, compile all the songs to create a songbook with the help of teacher.
(ତୁମ ଘରର ବରିଷ୍ଠ/ବୟସ୍କମାନଙ୍କ ସହିତ କଥାବାର୍ତ୍ତା କର ଓ ଏକ ଅମଳ ଋତୁରେ ଗାୟନ କରାଯାଇଥିବା ଏକ ଗୀତ ଗାଇବା ଶିଖ । ତୁମ ଶ୍ରେଣୀ ସାଙ୍ଗ ଓ ଶିକ୍ଷକଙ୍କ ସହିତ ଆଲୋଚନା କର । ତା’ପରେ ସବୁ ଗୀତକୁ ନେଇ ତୁମ ଶିକ୍ଷକଙ୍କ ସହାୟତାରେ ଏକ ଗୀତ ପୁସ୍ତିକା ପ୍ରସ୍ତୁତ କର ।)
Answer:
It is harvest time
It is harvest time
It is harvest time
Let’s celebrate it!

We’re here to give our thanks
For the good things that we have
Celebrate, celebrate,
It’s harvest time

India is busy growing,
Different kinds of tea,
Food from every corner of the world.
If we work together,
We can lend a helping hand
It’s precious’
Gathered from the land.

2. I was out in a field one day and said,
“Farmer, what are you growing ?”
He looked up at me, then he smiled and said,
“Look at what I am sowing.”

3. Harvest time is here again
Thank you for the sun and rain
Plant the seeds and watch them sprout
Grow it, cook it, dish it out !
Don’t be greedy, why n’t share ?
Not my problem, I don’t care !
So much good, lots to spare
Think about the world
Idon’t care !
Harvest time is here again,
Thank you for the sun and rain
Tasty food for us to eat
Grow it, cook it, what a treat !

4. Everybody rise up
It is harvest time
The fields are white
The time is right
The call is yours and mine
No time to play
Let’s work today,

5. It is harvest time, harvest time
The Savior’s calling
Grain is falling
Oh, don’t wait
It is growing late
Behold, the fields are white,
It’s harvest time.

6. We have sown
Rains have fallen
Now we reap for it’s harvest time
There were good times
There were bad times,
But this is God’s time.

Harvest Hymn Class 8 Summary

Men’s Voices:

Lord of the lotus, lord of the harvest,
Bright and munificent lord of the morn!
Thine is the bounty that prospered our sowing,
Thine is the bounty that nurtured our corn.
We bring thee our songs and our garlands for tribute,
The gold of our fields and the gold of our fruit;
giver of mellowing radiance, we hail thee,
We praise thee, O Surya, with cymbal and flute.
Lord of the rainbow, lord of the harvest,
Great and beneficent lord of the main!
Thine is the mercy that cherished our furrows,

Thine is the mercy that fostered our grain.
We bring thee our thanks and our garlands for tribute,
The wealth of our valleys, new-garnered and ripe;
O sender of rain and the dewfall, we hail thee,
We praise thee, Varuna, with cymbal and pipe.

Men’s Voices (ପୁରୁଷମାନଙ୍କର ସ୍ଵର)
କମଳର ପ୍ରଭୁ, ଅମଳର (ଫସଲର) ପ୍ରଭୁ,
ପ୍ରଭାତର ଉଜ୍ଜ୍ଵଳ ଓ ଦୟାଳୁ ପ୍ରଭୁ !
ତୁମର ସେହି ଦାନ ଯାହା
ତୁମର ସେହି ଦାନ ଯାହା
ଆମର ବିହନକୁ ସମୃଦ୍ଧ କରିଥିଲା,
ଆମର ଶସ୍ୟକୁ ପୋଷଣ| ଫଳପ୍ରସୂ କରିଥିଲା ।
ଆମ୍ଭେ ତୁମପାଇଁ ଆମ୍ଭମାନଙ୍କର ଗୀତ ଓ ଶ୍ରଦ୍ଧାଞ୍ଜଳି ପାଇଁ ମାଳା ଆଣିଛୁ,
ଆମ କ୍ଷେତର ସୁନା ଓ ଆମର ଫଳର ସୁନା,
(ଏଠାରେ ସୁନାଭଳି ଉତ୍ତମ ଫସଲ ଓ ଅମଳର ଉଜ୍ୱଳତାର ସୂଚନା ପ୍ରଦାନ କରାଯାଇଛି ।)
ହେ ମଳିନ ଆଲୋକର ଦାତା, ଆମ୍ଭେ ତୁମକୁ ପ୍ରଶଂସା କରୁଛୁ,
ଏଥୁ ସହିତ ଝାଞ୍ଜ ଓ ବଂଶୀ ବାଦନପୂର୍ବକ ଆପଣଙ୍କ ସୃଷ୍ଟି ସୂର୍ଯ୍ୟ ଦେବତାଙ୍କୁ ମଧ୍ୟ
ହେ ଇନ୍ଦ୍ରଧନୁର ଈଶ୍ଵର (ପ୍ରଭୁ) ଫସଲର ପ୍ରଭୁ,
ମହାନ ଓ ଉପକାରୀ ପ୍ରଭୁ,
ତୁମର ସେହି ଦୟା ଯାହା ଆମ୍ଭମାନଙ୍କର କ୍ଷେତକୁ ପୋଷଣ କରିଥିଲା,
ତୁମର ସେହି ଦୟା ଯାହା ଆମ୍ଭମାନଙ୍କର ଶସ୍ୟକୁ ବୃଦ୍ଧି କରିଥିଲା ।
ଆମେ ତୁମକୁ ଆମର ଧନ୍ୟବାଦ ଶ୍ରଦ୍ଧାଞ୍ଜଳି ପୂର୍ବକ ପୁନର୍ବାର ଅର୍ପଣ କରୁଛୁ,
ଆମ ଉପତ୍ୟକାର ସଂପରି, ସଂଗୃହୀତ ପାଚିଲା ଫସଲ,
ହେ ବର୍ଷା ଓ ଶିଶିରପାତର ପ୍ରେରକ, ଆମେ ତୁମକୁ ପ୍ରଶଂସା କରୁଛୁ,
ହେ ବରୁଣ (ସମୁଦ୍ର) ଗ୍ରହ, ଆମ୍ଭେମାନେ ଝାଞ୍ଜ ଓ ପେଁକାଳିର ନିନାଦରେ ତୁମ୍ଭକୁ ବନ୍ଦନା କରୁଛୁ ।

Women’s Voices:
Queen of the gourd-flower, queen of the harvest,
Sweet and omnipotpnt mother, O Earth !
Thine is the plentiful bosom that feeds us,
Thine is the womb where our riches have birth.
We bring thee our love and our garlands for tribute,
With gifts of thy opulent giving we come;
O source of our manifold gladness,
we hail thee, We praise thee, Prithvi, with cymbal and drum.

Women’s Voices (ନାରୀର ସ୍ଵର)
ଲାଉ ଫୁଲର ରାଣୀ, ଅମଳର ରାଣୀ
ହେ ପୃଥ‌ିବୀ ! ତୁମେ ମଧୁର ଓ ସର୍ବବିଦ୍ୟମାନ ମାତା !
ଆମ୍ଭମାନଙ୍କୁ ଖାଦ୍ୟଦେଇ ପ୍ରତିପୋଷଣ କରୁଥିବା ତୁମ୍ଭେ ହେଉଛ ପ୍ରଚୁର ବ୍ୟାପକ କୋଳ,
ତୁମ୍ଭେ ହେଉଛ ସେହି ଗର୍ଭାଗାର ଯେଉଁଠାରେ ଆମ୍ଭମାନଙ୍କର ଧନ/ବୈଭବର ସୃଷ୍ଟି ହୋଇଥାଏ ।
ଆମେମାନେ ତୁମକୁ ଆମର ପ୍ରେମ ଓ ଶ୍ରଦ୍ଧାଞ୍ଜଳିର ହାର ପ୍ରଦାନ କରୁଛୁ
ହେ ପୃଥ‌ିବୀ ମାତା ! ତୁମର ପ୍ରଦତ୍ତ ସଂପରିର ଦାନ ଦେଇ ଆମେମାନେ ତୁମକୁ ଧନ୍ୟବାଦ ଦେବାପାଇଁ ଆସିଛୁ,
ହେ ମାତା ! ଆମମାନଙ୍କର ଚିରନ୍ତନ ଆଲୋକର ଉତ୍ସ !
ଆମେମାନେ ତୁମକୁ ବନ୍ଦିତ (ପ୍ରଶଂସା) କରୁଛୁ
ଝାଞ୍ଜ ଓ ଢୋଲ ବାଦନ ସହ ଆମେମାନେ ତୁମର ଗୁଣଗାନ କରୁଛୁ ।

All Voices:
Lord of the Universe, Lord of our being,
Father eternal, ineffable Om!
Thou art the Seed and the Scythe of our harvests,
Thou art our Hands and our Heart and our Home.
We bring thee our lives and our labours for tribute,
Grant us thy succour, thy counsel, thy care.
O Life of all life and all blessing, we hail thee,
We praise thee, Bramha, with cymbal and prayer.

All Voices (ସମସ୍ତ ସ୍ଵର)
ବ୍ରହ୍ମାଣ୍ଡର ପ୍ରଭୁ, ଆମ୍ଭମାନଙ୍କର ସତ୍ତା/ ଜୀବନଜୀବିକାର ପ୍ରଭୁ
ଅନନ୍ତ/ଶାଶ୍ଵତ ପିତା, ଅବର୍ଣ୍ଣନୀୟ ଓମ୍ !
ତୁମେ ଆମ ଫସଲର ବୀଜ ଓ ଆମମାନଙ୍କର ଫସଲ ଅମଳର ଦାଆ ସଦୃଶ ତୁମେ ଆମମାନଙ୍କର ହାତ, ହୃଦୟ ଓ ଘର ।
ଶମ ଅର୍ପଣ କରିଛ
ତୁମକୁ ଶ୍ରଦ୍ଧାଞ୍ଜଳି ଦେବା ନିମନ୍ତେ ଆମେମାନେ ତୁମପାଇଁ ଆମର ଜୀବନ ଓ ଶ୍ରମ
ହେ ଈଶ୍ଵର ! ତୁମ ସାହାଯ୍ୟ, ପରାମର୍ଶ ଓ ଯନ୍ ଆମମାନଙ୍କୁ ପ୍ରଦାନ କର । ହେ, ସମସ୍ତ ଜୀବର ଜୀବନ ଓ ସମସ୍ତ ଆଶୀର୍ବାଦ ଆମେମାନେ ତୁମକୁ ପ୍ରଶଂସା କରୁଛୁ,
ହେ ବ୍ରହ୍ମା (ବ୍ରହ୍ମାଣ୍ଡର ସୃଷ୍ଟିକର୍ତ୍ତା) ଝାଞ୍ଜବାଦନ ଓ ପ୍ରାର୍ଥନା ପୂର୍ବକୁ ଆମେ ତୁମର ଗୁଣଗାନ କରୁଛୁ ।

Notes & Glossary (ଶବ୍ଦାର୍ଥ):

Harvest Hymn Class 8 MCQ

Question 1.
Who is called the Lord of louts?
(a) the sun
(b) the moon
(c) the earth
(d) the Universe
Answer:
(a) the sun

Question 2.
Why is the sun called the Lord of the morn ?
(a) because we see it only in the morning
(b) because we see it only in the day time
(c) because we worship it in the morning
(d) because it brings us the first light of the day
Answer:
(d) because it brings us the first light of the day

Question 3.
What does the sunshine nurture ?
(a) seeds
(b) corn
(c) harvest
(d) garlard
Answer:
(b) corn

Question 4.
Who is called the Lord of the rainbow ?
(a) Lord Varuna
(b) the Earth
(c) the Universe
(d) Lord Brahma
Answer:
(a) Lord Varuna

Question 5.
What does Lord Varuna bring us ?
(a) rainfall
(b) dewfall
(c) both of these
(d) neither of these
Answer:
(c) both of these

Question 6.
What does ‘wealth of our valleys’ refer to ?
(a) newly gathered ripe grains
(b) beautiful show of rainbows
(c) the garlands of tribute
(d) the well-cherished furrows
Answer:
(a) newly gathered ripe grains

Question 7.
Who is called the ‘queen of the gourd-flower’ ?
(a) the moon
(b) the women
(c) the rains
(d) the earth
Answer:
(d) the earth

Question 8.
Where do our grains of corn take birth ?
(a) seed and scythe of harvests
(b) rainfall and dewfall
(c) womb of the earth
(d) our sincerity and hard work
Answer:
(c) womb of the earth

Question 9.
With what do the women sign the praise song for the Earth ?
(a) the cymbal and the flute
(b) the cymbal and the pipe
(c) the cymbal and the drum
(d) the cymbal and prayer
Answer:
(c) the cymbal and the drum

Question 10.
Who is called ‘Father eternal’ ?
(a) Lord of the lotus
(b) Lord of the Universe
(c) Lord of the rainbow
(d) Lord of the harvest
Answer:
(b) Lord of the Universe

Question 11.
What has the Lord of the Universe granted us ?
(a) His succour
(b) His counsel
(c) His care
(d) all of these
Answer:
(d) all of these

Question 12.
What does ‘seed and scythe of the harvest’ mean ?
(a) sowing seeds and cutting grains of corn
(b) the entire cycle of planting and harvesting
(c) the wealth of our corn-field
(d) our riches that have birth in the womb of the earth
Answer:

Harvest Hymn Class 8 Fill in the Blanks

1. The sun’s ………… prospers the sowing.
Answer: bounty

2. The farmers offer ………… for tribute.
Answer: garlands

3. The sun gives mellowing ………….
Answer: radiance

4. The rains cherish ………….
Answer: the furrows

5. The farmers praise the Lord of lotus with ………….
Answer: cymbals and flutes

6. The farmers praise the Lord of rainbow with ………….
Answer: cymbals and pipes

7. Prithvi is said to be the ………… mother.
Answer: omnipotent

8. The women bring ………… for tribute.
Answer: love and garlands

9. The Lord of Universe is the ………… Om.
Answer: ineffable

10. ………… is our Hands, Heart and Home.
Answer: the Lord of the Universe

11. The women praise Prithvi with ………….
Answer: cymbals and drums

12. ………… praise Brahma with cymbal and prayer.
Answer: All of the men and women

Harvest Hymn Class 8 Short Question Answer

Question 1.
How does the sun nurture the corn ?
Answer:
Plants can grow well with the availability of required amount of sunlight, warmth and energy. The sun provides all these requirments and so nurtures the corn.

Question 2.
Why do the farmers convey their thanks to Varuna ?
Answer:
Varuna brings water during the rainfall and the dewfall. Water is very necessary for the growth and survival of plants. After harvesting plenty of ripe corn, the farmers feel contented and they thank Varuna for the gift of water.

Question 3.
Who is described as the ‘Queen of the harvest’ and why?
Answer:
The Earth is described as the ‘Queen of the harvest’. It is because growth of plants cannot be imagined without soil or earth. The corn is nurtured with the water, minerals and manure extracted from the earth and harvest is possible after the corn is ripened.

Question 4.
Why is the Sun God described as the ‘Lord of the lotus’?
Answer:
The lotus usually opens its petals when the sun rises in the morning and closes them at sunset. As the life cycle of the lotus is directly tied to the presence of the sun, the Sun God is described as the ‘Lord of the lotus’.

Question 5.
Why is the poem titled ‘Harvest Hymn’?
Answer:
The poem describes the farmers’ song of praise and gratitude towards the divine forces for their help in fostering and nurturing their crops. The poem has a devotional composition that justifies it as a hymn. As the rural people sang it during the harvest festivals, the poem is aptly titled ‘The Harvest Hymn’.

Question 6.
What moral lessons does the poem convey to students ?
Answer:
The first moral lesson that the poem conveys to students is that they should always be grateful to those who help them and render services for their well-being. It also teaches them to value harmony, respect nature and environment so that they can enjoy lives full of happiness and contentment.

Question 7.
What does ‘seed and scythe’ symbolize ?
Answer:
The phrase ‘seed and scythe’ symbolizes the beginning and the end of the agricultural circle. It is an imagery used in the poem regarding sowing of seeds (creation) and finally cutting them with the scythe (harvest). Secondly, it also signifies the cycle of life and death. This connects nature, spirituality and human labour.

For effective revision, students can use BSE Odisha Class 8 English Solutions Chapter 10 The Cherry Tree Question Answer to practice textbook exercises.

Class 8 English The Cherry Tree Question Answer

Class 8 English Chapter 10 Question Answer Odia Medium

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

Work in pairs and answer the questions that follow. Share your answers with your classmate and teacher
(ଦୁଇଜଣିଆ ଦଳରେ କାମ କର ଓ ପରବର୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ । ତୁମର ଉତ୍ତରକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)

Question 1.
Have you ever used a seed or a sapling to grow a plant?
(ତୁମେ କେବେ ଏକ ଗଛ ବଢ଼ାଇବା ପାଇଁ ବୀଜ (ମଞ୍ଜି) କିମ୍ବା ଚାରାଗଛ ବ୍ୟବହାର କରିଛ କି ?)
Answer:
Yes, once I have used a mango sapling (ଆମ୍ବ ଚାରା) to grow a plant.

Question 2.
What kind of care did the plant need?
(ଗଛଟି କେଉଁ ପ୍ରକାର ଯନ୍ ଆବଶ୍ୟକ କରିଥିଲା ?)
Answer:
The plant needed water, sunlight, manure and care to grow.

Question 3.
Who helped with it ?
(କିଏ ଏଥରେ ତୁମକୁ ସାହାଯ୍ୟ କରିଥିଲା ?)
Answer:
My little brother helped me with it.

Question 4.
How did you feel when you saw the plant grow?
(ତୁମେ ଯେତେବେଳେ ଗଛଟିକୁ ବଢ଼ିବାର ଦେଖୁଲ ତୁମେ କିପରି ଅନୁଭବ କଲ ?)
Answer:
When I saw the plant grow (ବଢ଼ୁଥିବାର), I felt hugely (ବହୁତ) happy.

II. What kind of trees do people plant in their homes? Why is it important to plant trees ?
(ଲୋକମାନେ ସେମାନଙ୍କ ବାଡ଼ିରେ|ଘରେ କେଉଁ ପ୍ରକାର ଚାରା ରୋପଣ କରନ୍ତି ? ଚାରା ରୋପଣ କରିବା କାହିଁକି ଗୁରୁତ୍ୱପୂର୍ଣ୍ଣ ଅଟେ ?)
Answer:
Usually (ସାଧାରଣତଃ) people plant mango, guava (ପିଜୁଳି), jackfruit (ପଣସ), coconuts, betel nuts, etc. in their homes. It is important to plant trees because they provide (ଯୋଗାଇଥାଏ) us with fruits, leaves (ପତ୍ର), twigs (ମୁଡୁଡାଳ), shade (ଛାଇ), etc. fil. Name some fruit trees that grow in your region.

III. What type of conditions help these fruit trees to grow?
(ତୁମ ଅଞ୍ଚଳରେ ବଢ଼ୁଥ‌ିବା କେତୋଟି ଫଳଗଛର ନାମ ଲେଖ । କେଉଁ ପ୍ରକାର ଅବସ୍ଥା ଏସବୁ ଫଳଗଛଗୁଡ଼ିକୁ ବଢ଼ିବାରେ ସାହାଯ୍ୟ କରିଥାଏ ?
Answer:
Some fruit trees that grow in our region are mango, banana, pineapple (ସେଓ), guava, tamarind. Condition that help these trees to grow are air, sunlight, water, manure (ସାର), and proper care.

Let us discuss (ଆସ ଆଲୋଚନା କରିବା):

Arrange the events in order of occurrence in the story. Two have been done for you. Share your answers with your classmates and the teacher.

1. Rakesh discovered that the small, well-rooted twig had grown into a cherry tree.
2. Rakesh was sent to live with his grandfather in Mussoorie.
3. Rakesh pressed the cherry seed into the soft soil with his thumb.
4. The cherry tree grew quickly after the rains arrived early.
5. Rakesh bought a bunch of cherries and ate most of them.
6. A goat entered the garden and ate all the leaves of the young cherry tree.
7. Rakesh’s parents grew maize, rice, and barley in a village. (1)
8. Rakesh sprinkled water on the cherry tree and surrounded it with pebbles.
9. Grandfather told Rakesh that cherry trees were tough.
10. Rakesh kept rolling the last cherry seed in his mouth.
Answer:
7. Rakesh’s parents grew maize, rice, and barley in a village. (1)
2. Rakesh was sent to live with his grandfather in Mussoorie.
5. Rakesh bought a bunch of cherries and ate most of them.
10. Rakesh kept rolling the last cherry seed in his mouth.
9. Grandfather told Rakesh that cherry trees were tough.
3. Rakesh pressed the cherry seed into the soft soil with his thumb.
4. The cherry tree grew quickly after the rains arrived early.
6. A goat entered the garden and ate all the leaves of the young cherry tree.
8. Rakesh sprinkled water on the cherry tree and surrounded it with pebbles.
1. Rakesh discovered that the small, well-rooted twig, had grown into a cherry tree.

Let us discuss ( થાવ થાલજાેશ્વિ વ્રહીરણ)

1. Complete the table given below based on your understanding of Part II of the story. One example has been done for you. Share your answers with your classmates and teacher.

Answer:

Cause	Effect
1. A woman cut the cherry tree while cutting	Grandfather scolded the woman.
2. Rakesh was eight now a sturdy boy with curly black hair and deep black eyes.	Rakesh was thinner but stronger when he came back.
3. A hairy caterpillar started eating the leaves of the cherry tree.	Rakesh removed it quickly and dropped it on a heap of dry leaves.
4. There was a pale pink blossom at the end of a branch.	Rakesh and grandfather gazed at the tree as though it was a miracle.
5. Rakesh tasted one of the small cherries during summer.	He spat it out.

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

I. Read the given extracts and answer the questions that follow.
(ନିମ୍ନସ୍ଥ ଉଦ୍ଧୃତାଂଶକୁ ପଢ଼ ଓ ଏହାପରେ ଦିଆଯାଇଥିବା ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. “Have a cherry, Grandfather;” he said, as soon as he saw his grandfather in the garden.
Grandfather took one cherry and Rakesh promptly ate the other two. He kept the last seed in his mouth for some time, rolling it round and round on his tongue until all the tang had gone. Then he placed the seed on the palm of his hand and studied it.
“Are cherry seeds lucky?” asked Rakesh.
“Of course.”
“Then I’ll keep it.
“Nothing is lucky if you put it away. If you want luck, you must put it to some use.”

(i) Substitute the underlined phrase with a correct word from the extract.
(ଉଦ୍ଧୃତାଂଶରୁ ସଠିକ୍/ଉପଯୁକ୍ତ ଶବ୍ଦ ନେଇ ରେଖାଙ୍କିତ ବାକ୍ୟାଶ ବଦଳରେ ବ୍ୟବହାର କର ।)
The Kho-kho captain changed her strategy quickly and without delay when a new player came in from the opening team.
Answer:
The Kho-kho captain changed her strategy promptly when a new player came in from the opposing team.

(ii) What does Rakesh’s action of rolling the cherry seed in his mouth most likely suggest about his mood at that moment?
(ରାକେଶର ନିଜ ମୁହଁ ଭିତରେ ଚେରି ମଞ୍ଜିକୁ ବୁଲାଇବାର କାର୍ଯ୍ୟ ସେହି ମୁହୂର୍ତ୍ତରେ ତା’ର କେଉଁ ମନୋଭାବକୁ ସୂଚାଉଛି ?)
A. He is feeling impatient and restless.
B. He is enjoying the taste and the moment.
C. He is bored and has nothing better to do.
D. He is thoughtful and feeling playful.
Answer:
B. He is enjoying the taste and the moment.

(iii) Complete the following sentence suitably with reference to Rakesh and his grandfather.
(ରାକେଶ ଓ ତାହାର ଜେଜେବାପାଙ୍କୁ ଭିଡ଼ିକରି ନିମ୍ନଲିଖତ ବାକ୍ୟକୁ ପୂରଣ କର ।)
Answer:
Rakesh’s decision to plant the seed shows that he respects and values his grandfather’s advice. (he respects and values his grandfather’s advice/he has a close bond with his grandfather and a willingness to learn from him)

(iv) What is grandfather’s view about luck ?
(ଭାଗ୍ୟ ବିଷୟରେ ଜେଜେବାପାଙ୍କର ମତ କ’ଣ ଅଟେ ?)
Answer:
According to grandfather if Rakesh wants luck, he must put it to some use. (ସେ ଏହାକୁ କୌଣସି ଭଲ କାର୍ଯ୍ୟରେ ଲଗାଇବା ଦରକାର ।)

2. Winter came early. The cherry tree bent low with the weight of snow. Field- mice sought shelter in the roof of the cottage. The road from the valley was blocked, and for several days there was no newspaper; and this made Grandfather quite grumpy. His stories began to have unhappy endings. In February it was Rakesh’s birthday. He was nine-and the tree was four; but almost as tall as Rakesh.

(i) Complete the following sentence suitably.
(ନିମ୍ନଲିଖୂତ ବାକ୍ୟକୁ ସଠିକ୍ ଭାବରେ ପୂରଣ କର ।)
(Questions with Answer)
The phrase “field mice sought shelter in the roof of the cottage” suggests that the field mice badly needed warmth (ନିହାତି ଉଷ୍ଣତା ଦରକାର କରୁଥିଲା) by avoiding the cold snow. (ଥଣ୍ଡା/ଶୀତଳ ବରଫରୁ ଦୂରେଇ ରହି). The snow was too cold for them to bear.

(ii) What can be inferred about the cherry tree’s toughness from the line, “The cherry tree bent low with the weight of snow?’
(“The cherry tree bent low (ନଇଁ ପଡ଼ିଥିଲା) with the weight of snow (ବରଫର ଓଜନରେ) ଏହି ବାକ୍ୟ / ଧାଡ଼ିରୁ ଚେରି ଗଛ ବିଷୟରେ କ’ଣ ଅନୁମାନ କରାଯାଇପାରେ ?)
Answer:
(B) The tree could withstand harsh weather (କଠୋର ପାଗ )

(iii) How did the early winter affect grandfather’s mood and story telling?
(ସହଳ ଶୀତ କିପରି ଜେଜେବାପାଙ୍କର ମନୋଭାବ ଓ ଗପ କଥନକୁ ପ୍ରଭାବିତ କରୁଥିଲା ?)
Answer:
The early winter made grandfather quite grumpy (ଅଧ୍ବକ ଚିଡ଼ିଚିଡ଼ା) as (ଯେହେତୁ) newspaper didn’t come for several (many) days and also his stories showed endings with sadness of bes

(iv) Complete the sentence by choosing the correct option.
The comparison of Rakesh’s age to the cherry tree’s age symbolises ……………… (the tree’s growth paralleling Rakesh’s own development/the tree standing as a dear one on Rakesh’s birthday
Answer:
The comparison of Rakesh’s age to the age of cherry trees symbolise. (କରୁଛି) the tree’s growth (ବୃଦ୍ଧି/ବିକାଶ) paralleling ( ସମାନ୍ତରାଳ ଭାବରେ) Rakesh’s own development.

Answer the following questions.

Question 1.
Why did Rakesh’s parents send him to Mussoorie?
(ରକେଶର ବାପାମା’ କାହିଁକି ତାଙ୍କୁ ମସୁରୀ ପଠାଇଲେ ?)
Answer:
Rakesh’s parents sent him (Rakesh) to Mussoorie because/as there were no schools in their village. Besides they thought that he (Rakesh) should go to school.

Question 2.
Why did Rakesh let the praying-mantis remain on the branch of the cherry tree?
(ରାକେଶ କାହିଁକି ଶିକାରୀ ଝିଣ୍ଟିକାଟିକୁ ଚେରିଡାଳରେ ବସିବାକୁ/ରହିବାକୁ ଦେଲା ?)
Answer:
Rakesh let the praying-mantis remain on the branch of the cherry tree because it was the tree’s first visitor.

Question 3.
How is life in the Himalayan foothills described in the story?
(ଗଳ୍ପରେ ହିମାଳୟ ପାଦଦେଶରେ ଜୀବନକୁ କିଭଳି ବର୍ଣ୍ଣନା କରାଯାଇଛି ?)
Answer:
In the Himalaya foothills Rakesh lived with his parents. There were a few fruit trees as the stony soil and the dry cold winds had impeded the growth of most plants. But forests of oak and deodar grew on the more sheltered slops in the mountains.

Question 4.
What might Rakesh mean when he says, “Is this what is feels to be God?” at the end of the story?
(ଗପର ଶେଷରେ ଯେତେବେଳେ ରାକେଶ କହିଛି, “‘ଏହା କ’ଣ ଈଶ୍ୱରଙ୍କ ଭଳି ଅନୁଭୂତ ହେଉଛି ?” ଏହାର ଅର୍ଥ ସେ କ’ଣ ବୁଝିଥାଇପାରେ ?
Answer:
At the end of the story when Rakesh says, “Is this what it feels to be God?”

Question 5.
here he might mean the miracles in the cherry tree with smooth bark, trunk and leaves produced from just a seed as it is God who is the other name of miracle. How does the writer describe the relationship between Rakesh and his grandfather?
(ଲେଖକ କିଭଳି ରାକେଶ ଓ ତାହାର ଜେଜେବାପା ଭିତରେ ଥିବା ସମ୍ପର୍କ ବର୍ଣ୍ଣନା କରିଛନ୍ତି ?)
Answer:
As the writer describes, Rakesh and his grandfather were intimately (deeply – 1860) related to each other. Grandfather was very affectionately and loving to Rakesh. Rakesh on the other hand looked upon 292ilodri him (ତାଙ୍କୁ ବିବେଚନା କରୁଥିଲା) as his adviser (ପରାମର୍ଶଦାତା), guide or mentor (ସଠିକ୍ ମାର୍ଗଦର୍ଶନକାରୀ).

Question 6.
What can you infer about the connection between humans and nature based on the story ?
(ଗଳ୍ପ ଉପରେ ଭିଭିକରି ମାନବ ଓ ପ୍ରକୃତି ମଧ୍ୟରେ ସଂପର୍କିତ ତୁମେ କ’ଣ ଅନୁମାନ କରୁଛ ?)
Answer:
So far as the connection between humans and nature based on the story is concerned (ଜଡ଼ିତ) I can guess the cherry tree grows luxuriantly (ଛନଛନିଆ ଭାବେ) adding to the beauty of nature as Rakesh does (grows) both (tree and Rakesh) fostering (ବୃଦ୍ଧିଲାଭ କରି) on care (ଯନ୍ତ୍ର), patience (ସହନଶୀଳତା) and fortitude (ସାହସିକତା),

Question 7.
Imagine Rakesh reflects on his wonderful experience of watching a seed being transformed into a full-grown cherry tree. Write how he must have felt.
(କଳ୍ପନା କର ଗୋଟିଏ ମଞ୍ଜି ଏକ ପୂର୍ବ-ବର୍ଦ୍ଧିଷ୍ଠ ଚେରି ଗଛରେ ପରିଣତ ହେବାର ଦେଖୁ ରାକେଶ ନିଜର ଚମତ୍କାର ଅନୁଭୂତି ବିଷୟରେ ଗଭୀର ଭାବେ ଚିନ୍ତା କରୁଛି ।)
Answer:
Rakesh has the wonderful experience of watching a seed being transformed into a full grown cherry tree. As he (Rakesh) himself was involved (ଜଡ଼ିତ ଥୁଲା ) right from planting the seed and till it assumed (took) the form of a tree, he must have been excited and thrilled (ନିଶ୍ଚୟ ଉତ୍ସାହିତ ଓ ରୋମାଞ୍ଚିତ ହୋଇଥୁବ).

Let us Learn (ଆସ ଶିଖୁବା):

I. Each word list has one word that doesn’t match with the other words. Identify the odd word. One example has been done for you. (ପ୍ରତ୍ୟେକ ଶବ୍ଦ ତାଲିକାରେ ଗୋଟିଏ ଶବ୍ଦ ଅନ୍ୟ ଶବ୍ଦଗୁଡ଼ିକ ସହିତ ମେଳ ଖାଉନାହିଁ ବା ସମ୍ପର୍କିତ ନୁହେଁ । ଭିନ୍ନ ଶବ୍ଦଟିକୁ ଚିହ୍ନଟ କର । ତୁମ ପାଇଁ ଗୋଟିଏ ଉଦାହରଣ କରି ଦିଆଯାଇଛି ।)
Example: Chop, trim, slice, mince
(‘chop’, ‘slice’ and ‘mince’ are words used for cutting with knife; whereas ‘trim’ is to cut a part with a pair of scissors)
(‘trim’ କଇଁଚିରେ କାଟିବାକୁ ବୁଝାଉଥବା ବେଳେ ‘chop’, ‘slice’, ‘mince’ ଛୁରୀରେ କାଟିକାକୁ ବୁଝାଏ ।)

1. plodded, galloped, scrambled, trudged
Answer:
[galloped – ran quickly (ତୀବ୍ରଭାବରେ ଦୌଡ଼ିଲା)
plodded – walked slowly, tiredly (କ୍ଳାନ୍ତ ହୋଇ ଧୀରେ ଧୀରେ ଚାଲିଲା)
scrambled – walked quickly with difficulty
trudged – walked slowly due to hard work (ପରିଶ୍ରମ ହେତୁ ଧୀରେ ଧୀରେ ଚାଲିଲା)]

2. tender, delicate, soft, smooth
Answer:
delicate – ସୂକ୍ଷ୍ମ ବା ଭଙ୍ଗୁର
[tender, soft, smooth – ନରମ ବା ମସୃଣ]

3. stared, peered, pecked, gazed
Answer:
[pecked – heat with beak
peered, stared, gazed – ନିରିଖେଇ ଚାହିଁଲା |ଏକ ଦୃଷ୍ଟିରେ ଦେଖୁଲା]

4. growing, blossoming, progressing, planting
Answer:
planting, growing, blossoming, progressing ( ବା ବୃଦ୍ଧି କରିବା)

II. Choose the most suitable taste words given in the box below and write against the food items that follow.
(ନିମ୍ନ ପ୍ରଦତ୍ତ ସବୁଠାରୁ ଉପଯୁକ୍ତ ସ୍ୱାଦଯୁକ୍ତ ଶବ୍ଦକୁ ବାଛି ପରବର୍ତ୍ତୀ ଖାଦ୍ୟପଦାର୍ଥ ପାଖରେ ଲେଖ ।)


1. tamarind
2. jaggery
3. neem leaves
4. paneer (cottage cheese)
5. lemon
6. pickle
7. a dish of vegetables

Now, use any five taste words and make sentences of your own.
(ଏବେ ଯେ କୌଣସି ପାଞ୍ଚଟି ସ୍ଵାଦଯୁକ୍ତ ଶବ୍ଦ ବ୍ୟବହାର କରି ତୁମର ନିଜ ବାକ୍ୟ ଲେଖ ।)
Answer:
1. tamarind (ତେନ୍ତୁଳି) – sour (ଖଟା)
Tamarind tastes sour. (ତେନ୍ତୁଳି ଖଟା ଲାଗେ)

2. jaggery – sweet
Jaggery tastes sweet.

3. neem leaves – bitter

4. paneer (cottage cheese) – bland (tasteless)
Paneer tastes bland.

5. lemon – tangy
Lemon tastes tangy.

6. pickle – salty

7. a dish of vegetables – spicy
A dish of cooked vegetables tastes spicy.

III. Choose the correct antonyms for the textual words given below from the box. There are two extra words that you will not need.
(ତଳେ ବାକ୍‌ସ ଭିତରେ ଦିଆଯାଇଥ‌ିବା ପାଠ୍ୟ ବିଷୟଗତ ଶବ୍ଦଗୁଡ଼ିକର ସଠିକ୍ ବିପରୀତ ଶବ୍ଦ ବାଛ । ଦୁଇଟି ଅତିରିକ୍ତ ଶବ୍ଦ ଅଛି ଯାହା ତୁମର ଦରକାର ନାହିଁ ।)

Answer:

IV. Read the following lines from the text and underline the verbs in the forms of tense.
(ପାଠ୍ୟ ବିଷୟରୁ ନିମ୍ନଲିଖିତ ଧାଡ଼ିଗୁଡ଼ିକୁ ଓ ରେଖାଙ୍କିତ ଶବ୍ଦଗୁଡ଼ିକୁ କାଳ (Tense) ରୂପକୁ ପଢ଼ ।)
Answer:
1. Rakesh was on his way home from school when bought the cherries.
2. Rakesh was looking for Grandfather without finding him in any of his favourite places around the house.
3. Rakesh and Grandfather gazed (ଅପଲକ ଚାହିଁ ରହିଲେ) at the tree as though (ସତେଯେପରି) it had performed (କରିଥିଲା) a miracle.

Now, fill in the blanks with the correct form of Simple Past, Past Progressive, or Past Perfect Tenses of the verbs given in brackets. One example has been done for you. (ଏବେ | ବର୍ତ୍ତମାନ ବନ୍ଧନୀ ମଧ୍ଯରେ ଦିଆଯାଇଥିବା କ୍ରିୟାଗୁଡ଼ିକର Simple Past, Past Progressive କିମ୍ବା Past perfect Tense ଦ୍ଵାରା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ତୁମପାଇଁ ଗୋଟିଏ ଉଦାହରଣ କରି ଦିଆଯାଇଛି ।)
(i) I was sitting (sit) with my grandparents in the garden, sharing the wonderful memories from my childhood. As we (ii) ………… (talk), I (iii) ………… (realise) how much wisdom they (iv) ………… (impart) to me over the years. While I (v) ………… (listen) to their stories for hours together, I (vi) ………… (remember) the times we (vii) ………… (spend) together planting flowers and learning about life. By the time I left, the sun (viii) ………… (set), and I (ix) ………… (feel) a deep sense of gratitude for the bond we (x) ………… (nurture) through love, care, and countless memories.
Answer:
(ii) were talking (past progressive,
(iii) realised (simple past
(iv) had imparted (past perfect)
(v) was listening (ଶୁଣୁଥିଲି – past progressive),
(vi) remembered (ମନେ ପକାଇଥୁଲି – simple past),
(vii) spent (simple past)
(viii) has set (past perfect),
(ix) felt (ଅନୁଭବ କଲି – simple pasat)
(x) had nurtured (ପ୍ରତିପୋଷଣ କରିଥିଲୁ – past perfect)

V. Study the punctuation marks in the following sentences from the text.
(ପାଠ୍ୟ ବିଷୟରୁ ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକରେ ବ୍ୟବହୃତ ବିରାମ ଚିହ୍ନ ଲକ୍ଷ୍ୟ କର ।)

(a) “Hey, not there,” said Grandfather; “I’ve sown mustard in that bed. Plant it in that shady corner; where it won’t be disturbed.”
(b) When Grandfather saw what had happened, he went after the woman and scolded her; but the damage could not be repaired.
(c) She did not try to avoid the tree: one sweep, and the cherry tree was cut in two. Punctuation (ବିରାମ ଚିହ୍ନ) refers to (ସୂଚିତ କରେ) the symbols used in writing to clarify (ସ୍ପଷ୍ଟ କରିବାପାଇଁ) meaning and separate sentences and their components (ଅଂଶବିଶେଷ). Proper punctuation ensures (ନିଶ୍ଚିତ କରିଥାଏ) the clarity (ସ୍ପଷ୍ଟତା) and flow of a text, guiding readers through its structure (ଏହାର ଗଠନ ମାଧ୍ୟମରେ).

Here are some of the most common punctuation marks :
(ଏଠାରେ କେତେକ ବହୁଳ ବ୍ୟବହୃତ ବିରାମ ଚିହ୍ନ ଦିଆଯାଇଛି ।)

• Full stop (.) (ପୂର୍ଣ୍ଣଛେଦ) – ends a declarative sentence. (ଏକ ବିବୃତିମୂଳକ ବାକ୍ୟର ଶେଷକରେ)
  For example: She went to the store.
• Comma (,) – separates components in a list, clauses, or phrases within a sentence. (ଗୋଟିଏ ବାକ୍ୟରେ ଥ‌ିବା ଅଂଶବିଶେଷ, ବାକ୍ୟାଶ ବା ଖଣ୍ଡବାକ୍ୟଗୁଡ଼ିକୁ ଅଲଗା କରିଥାଏ ।) For example: We bought apples, oranges and bananas.
• Question Mark (ପ୍ରଶ୍ନସୂଚକ ଚିହ୍ନ) (?) – ends a direct question. (ଏକ ପ୍ରତ୍ୟକ୍ଷ ପ୍ରଶ୍ନକୁ ସମାପ୍ତ କରିଥାଏ ।)
  For example: Where are you going?
  Exclamation Mark (ବିସ୍ମୟସୂଚକ ଚିହ୍ନ) (!) — indicates strong emotion or emphasis. (ଦୃଢ଼ ଆବେଗ (ଖୁସି, ଈର୍ଷା, ଦୁଃଖ ଇତ୍ୟାଦି)କୁ ସୂଚିତ କରିଥାଏ ।)
• For example : Watch out ! (ଲକ୍ଷ୍ୟ କର !)
  Colon (:) — introduces a list, explanation or elaboration. (ଏକ ତାଲିକା, ବ୍ୟାଖ୍ୟା ଓ ବିସ୍ତାରଣକୁ ସୂଚିତ କରିଥାଏ ।)
• For example: He had one goal (ଲକ୍ଷ୍ୟ) : win the race.
  (ତା’ର ଏକମାତ୍ର ଉଦ୍ଦେଶ୍ୟ ଥିଲା : ଦୌଡ଼ ଜିତିବା ।)
• Semicolon (;) (ଅର୍ଦ୍ଧଚ୍ଛେଦ) connects closely related independent clauses or separates complex list items. (ପରସ୍ପର ସଂବନ୍ଧିତ ପ୍ରଧାନ ଖଣ୍ଡବାକ୍ୟ ବା ଭିନ୍ନ ଜଟିଳ ଖଣ୍ଡ ବାକ୍ୟଗୁଡ଼ିକୁ ଅଲଗା କରିଥାଏ ।)
  For example: She likes reading; he prefers writing.
• Apostrophe (‘)
  ✓ In contractions – He’s (He is), they’ll (they will), I’m (I am)
  ✓ To show possession – Jagan’s book , the girl’s toys (ବାଳିକାଟିର ଖେଳନାଗୁଡ଼ିକ)
  ✓ If the noun ends in -s, add only the apostrophe – Manas’s car.
• Quotation Marks  (“ ”) – enclose direct speech or quotations (direct speech ବା ପ୍ରତ୍ୟକ୍ଷ ଉକ୍ତିକୁ ଉଦ୍ଧାର କରିବାରେ)
  For example: She said, “I’m happy.”
• Dash (-or-) – adds emphasis or separates related thoughts (ସମ୍ପର୍କିତ ଭାବନାକୁ ଅଲଗା କରିବାରେ)
  For example: He was late – again.

Capitalisation Rules (ବଡ଼ ଅକ୍ଷର କରିବାର ନିୟମ) :

✓ Names of people and places – Priya, India
✓ With Names – Sneha, Dipu, Purbi…
✓ Deities and holy books – God, the Quran, the Bhagawad Gita
✓ First person pronoun – I
✓ Titles of books, poems or plays – Malgudi Days, The Road Not Taken, Good Heavens, etc.
✓ Adjectives from proper nouns – Indian, American.
✓ Geographical features, races, religions, languages – the Himalayas, Hindu, French.
✓ Languages Odia, Hindi, Sanskrit, Urdu, Persian, Malayalam.
✓ Rivers, lakes, seas – Mahanadi, Quavery, Ganga, Nile (1991), Chilika, Sambar, Arabian sea.
✓ States, blocks, tahasils, towns – Odisha, Gujurat, Salipur, Mahanga, Puri.

Now, punctuate the following paragraph appropriately.
(ଏବେ ନିମ୍ନଲିଖତ ଅନୁଚ୍ଛେଦକୁ ବିରାମ ଚିହ୍ନ ଦେଇ ଲେଖ ।)
every sunday roshni would visit her grandparents house on their farm come sit grandpa would say patting the bench on their porch roshni loved these moments where the world slowed down and stories flowed like magic grandma would bring tea her eyes twinkling with joy.

I’m excited to hear about your younger days the adventures the lessons and the memories roshni said eagerly grandpa smiled softly his wrinkled hands resting on the cane ah the old days… when everything was simple and happiness was all we had roshni could feel the warmth of those memories he sat in silence bound not bywords but by a timeless bond
Answer:
Every Sunday, Roshni would visit her grandparents’ house on their farm. “Come, sit,”, Grandpa would say, patting the bench on their porch. Roshni loved these moments, where the world slowed down and stories flowed like magic. Grandma would bring tea, her eyes twinkling with joy.

“I’m excited to hear about your younger days – the adventures the lessons and the memories (ସ୍କ ତିସବୁ),” Roshni said eagerly (ଉତ୍ସୁକତାର ସହିତ). Grandpa smiled softly, his wrinkled hands resting on the cane. “Ah! The old days… when everything was simple and happiness was all we had.” Roshni could feel the warmth of those memories. He sat in silence bound not by words but by a timeless bond.

Let us Listen:

I. You will listen to a conversation between a son and his mother. As you listen, select four true statements from 1-7 given below. (Transcript for teacher on page 201)
(ତୁମେ ଜଣେ ପୁଅ ଓ ତା’ ମା ଭିତରେ ଚାଲିଥିବା ଏକ କଥୋପକଥନ ତୁମେ ଶୁଣିବ । ଶୁଣୁଥ‌ିବା ବେଳେ ନିମ୍ନପ୍ରଦତ୍ତ ୧–୭ ମଧ୍ୟରୁ ଚାରୋଟି ସତ୍ୟ ଅଭିବ୍ୟକ୍ତି ଚୟନ କର । ଶିକ୍ଷକଙ୍କ ପାଇଁ Transcript ପୃଷ୍ଠା 201 ରେ ଅଛି ।)

1. The mother encouraged her son to deliver a presentation on the Chipko Movement.
2. The son was surprised to know about the Appiko Movement.
3. The son agreed that the Chipko Movement was about people uniting to make an impact.
4. The mother expressed a desire to share more details about Saalumarada Thimakka.
5. The mother was curious to hear about Saalumarada Thimakka.
6. The mother and son were in disagreement about the work of Jadav Payeng.
7. The son found the information on Jadav Payeng wonderful.
Answer:
The four true statements are:
1. The mother encouraged her son to deliver a presentation on the Chipko Movement.
2. The son was surprised to know about the Appiko Movement.
5. The mother was curious to hear about Saalumarada Thimakka.
7. The son found the information on Jadav Payeng wonderful

Let us speak (ଆସ । କହିବା) :

A syllable is a single, unbroken vowel sound in a word. Some words have only one syllable. Some have two and some more than two. For example, the word ‘tree’ has one syllable. The word ‘cherry’ has two syllables-che-rry. (Here the hyphen is used to mark the gap between the two syllables.)

A syllable can also be called a ‘beat’ because you can clap out the ‘beats’ in the word. A syllable is a single, unbroken vowel sound in a word.
(ଗୋଟିଏ ପଦାଶ ହେଉଛି ଏକ ଶବ୍ଦରେ ଥିବା ଏକ ଓ ଅଭଙ୍ଗ ସ୍ଵରଧ୍ଵନି)
Tree -(One syllable)
Che-rry-two syllable
Hyphen (-) is used to mark the gap between two syllables.
Beat – In speech, a “beat” refers to a single syllable. (দ্বেপাতার্থাচে 6০াবিণ beat ଏକ syllable ବା ପ୍ରଦଂଶ)

I. Work in pairs. Read aloud the following words from the text. Write the number of syllables in each word. Check your answers with your classmates and teacher.
(ଦୁଇଜଣିଆ ଦଳରେ କାର୍ଯ୍ୟ କର । ପାଠ୍ୟ ବିଷୟରେ ଥିବା ନିମ୍ନଲିଖୁତ ଶବ୍ଦଗୁଡ଼ିକୁ ବଡ଼ପାଟିରେ ପଢ଼ । ତୁମର ପ୍ରତ୍ୟେକ ଶବ୍ଦରେ ଥିବା syllable ସଂଖ୍ୟା ଲେଖ । ଶ୍ରେଣୀ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହିତ ନିଜର ଉତ୍ତରଗୁଡ଼ିକୁ ଠିକ୍ ଅଛି କି ନାହିଁ ପରୀକ୍ଷା କର ।)

mountains-ma-oun-tains (three syllables or beats)
caterpillar-ca-ter-pi-llar (four syllables or beats)
slope – (one syllable or beat).
grandfather-grandfa-ther (two syllables or beats)
Himalayan – Hi-ma-layan (three syllables or beats)
newspaper – neo-ws-pa-pers (four syllables or beats)
tender -te-nder (two syllables or beats)
performed – (one syllable or beat)
favourite-fa-vo-rite (three syllables or beats)
disturbed-dis-turbed (two syllables or beats)
intention–in-ten-tion (three syllables or beats)

Now, read the words aloud again with the beats. Check if the number ofsyllables matches with the number of beats.
(ଏବେ ଉପରୋକ୍ତ ଶବ୍ଦଗୁଡ଼ିକୁ beats (ଏକ ପଦଂଶ) ସହ ବଡ଼ପାଟିରେ ପଢ଼ି । ପଦଂଶ’ ଓ beat ସଂଖ୍ୟା ସମାନ ହେଉଛି କି ନାହିଁ ପରୀକ୍ଷା କର ।)

II. Speak about Van Mahotsav Diwas and its significance. Before you speak in the class or assembly, prepare yourself on the following points :
(‘‘ବନ ମହୋତ୍ସବ ଦିବସ’’ ଓ ଏହାର ଗୁରୁତ୍ଵ ବିଷୟରେ କୁହ । ତୁମେ ଶ୍ରେଣୀରେ ବା ସଭାରେ କହିବା ପୂର୍ବରୁ ନିମ୍ନୋକ୍ତ ନିମ୍ନୋକ୍ତ ବିନ୍ଦୁଗୁଡ଼ିକ ଉପରେ ନିଜକୁ ପ୍ରସ୍ତୁତ କର ।

• When is it celebrated?
• Who celebrates it?
• Why is it celebrated?
• How is it celebrated?
• What is the message it conveys ?

Answer:
It (Van Mahotsav) is celebrated from 1-7 July every year.

• Everyone in India including citizens, students, schools, NGOs (Non-Govt organisation) and government bodies celebrates it.
• Van Mahotsav is celebrated to raise awareness (ସଚେତନତା ବୃଦ୍ଧି କରିବା ପାଇଁ) about forest conservation (ଜଙ୍ଗଲ ସଂରକ୍ଷଣ) and promote afforestation (ବନୀକରଣର ବୃଦ୍ଧି କରିବା ପାଇଁ) emphasizing (ଗୁରୁତ୍ଵ ଦେଇ) vital roles (ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଭୂମିକା) of trees for clean air, biodiversity mitigating climate changer and creating a greener sustainable India.
• The core activity behind the celebration of Van Mahotsav is planting saplings of native (trees in homes, schools, public places and forests, often with government support for distribution.
• The message Van Mahotsav conveys is the urge call (ଆହ୍ବାନ) of talking utmost care (ସର୍ବାଧ୍ଯକ ଯନ୍ତ୍ର ନେବା) of saplings (ଚାରା) or trees to help them grow as our safety and happy life (ନିରାପଦ ଓ ସୁଖୀ ଜୀବନ) lies (ନିହିତ ଅଟେ) in the preservation of nature (ପ୍ରକୃତିର ସଂରକ୍ଷଣରେ).

Let us write (ଆସ ଲେଖିବା)

An article is a piece of writing on a specific topic. It show cases independent opinions expressed by a writer. Articles are published in newspapers, newsletters, magazines, journals, and online portals.
(‘Article’ ହେଉଛି ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ବିଷୟବସ୍ତୁ ଉପରେ ଆଧାରିତ ଗୋଟିଏ ଲେଖା । ଏହା ଜଣେ ଲେଖକଙ୍କର ସ୍ଵାଧୀନମତ ପ୍ରଦର୍ଶିତ କରିଥାଏ । ସାଧାରଣତଃ articles ସମ୍ବାଦପତ୍ର, ମୁଦ୍ରିତ ବିବରଣୀ, ପତ୍ରପତ୍ରିକା ବା online portals ରେ ପ୍ରକାଶିତ ହୋଇଥାଏ ।)

Let us understand how to draft an article for a school magazine.
(ଆସ ଏବେ ବୁଝିବା ଗୋଟିଏ ବିଦ୍ୟାଳୟ ପତ୍ରିକା ପାଇଁ କିଭଳି ଗୋଟିଏ article ଲେଖୁବାକୁ ହୁଏ ।)

Remember to

• write the heading or title at the top, (ଲେଖାର ଶୀର୍ଷରେ ବିଷୟର ଶୀର୍ଷକ (ନାମ) ଲେଖ ।)
• write the name of the writer below it as a byline, and (ଶୀର୍ଷକ (ତଳ/ପ୍ରାୟ ମଝିରେ। ଲେଖଙ୍କର ନାମ ଲେଖ ।)
• follow the correct layout. (ସଠିକ୍ ନମୂନା ଅନୁସରଣ କର ।)
  ✓ Paragraph 1: Give a brief introduction of the topic or issue. Focus on the main idea of the paragraph. (ନିଜର ବସ୍ତୁ ବା ଶୀର୍ଷକ ସମ୍ବନ୍ଧରେ ଏକ ସଂକ୍ଷିପ୍ତ ଉପକ୍ରମ ଦିଅ । Paragraph ର ମୁଖ୍ୟ ପ୍ରସଙ୍ଗ ଉପରେ ଧ୍ୟାନକେନ୍ଦ୍ରିତ କର ।)
  ✓ Paragraph 2: Elaborate by giving facts and advantages.
  ✓ Paragraph 3: Include consquences and disadvantages.
  ✓ Paragraph 4: Provide suggestions. End with a word of hope, a word of caution or a call for action. (ପ୍ରସ୍ତାବ ଉପସ୍ଥାପନ କର । ଆଶାବ୍ୟକ୍ତ କରି ଏକ ଶବ୍ଦ କିମ୍ବା ଏକ ଚେତାବନୀସୂଚକ ଏକ ଶବ୍ଦ କିମ୍ବା ଏକ ଆହ୍ଵାନ ଦେଇ ଅନୁଚ୍ଛେଦ ସଂପୂର୍ଣ୍ଣ କର ।)

Now, complete the article for a magazine on ‘Trees-Our Lifeline’. Use the words and phrases given in the box below.
(ଏବେ ଏକ ପତ୍ରିକା ପାଇଁ ‘Trees our Lifeline’ ବିଷୟ ଉପରେ ଏକ ପ୍ରବନ୍ଧ ଲେଖ । ନିମ୍ନ ପ୍ରଦତ୍ତ କୋଠାରିରେ ଦିଆଯାଇଥିବା ଶବ୍ଦ ଓ ବାକ୍ୟାଶଗୁଡ଼ିକୁ ବ୍ୟବହାର କର ।)

(i) …………by (write your name and class) Trees are essential for life on Earth. Without them, life as we know (ii) …………. This is the reason why trees are our lifeline. Trees provide us with food, shelter, and even medicine. Trees (iii) ………… and release oxygen, helping us breathe. This process also (iv) ………… and keeps the environment clean. (v) ………… trees give us fruits, nuts, and other foods. Trees also help in (vi) ………… and prevention of soil erosion. (vii) …………, the air would be would (viii) ………… would be barren, lacking food, shelter, and life-giving greenery. (ix) ………… trees are true friends. Protecting and planting trees (x) ………. for everyone on Earth. Therefore, we must act now to protect and plant more trees, preserving Earth’s green lifeline for future generations.

Trees-Our Lifeline — By Jyoti Biswal, Class – VIII

Trees are essential (very necessary) for life on earth. Without them, life as well know, would stop existing. This is reason (ଏଇଥପାଇଁ) why trees are our lifeline (ଜୀବନରେଖା ) Trees provide (ଯୋଗାଇଥାଏ) us with food, shelter (ଆଶ୍ରୟ/ବାସସ୍ଥଳ) and even (ଏପରିକି) medicine. Trees absorb carbon dioxide and release oxygen, helping us breath. This process also reduces pollution and keeps the environment clean. Additionally trees give us fruits, nuts and other foods.

Trees also help in climate control ( ନିୟନ୍ତ୍ରଣ) and prevention of soil erosion (ମୃଭିକା କ୍ଷୟରୋଧ). If trees weren’t there the air would be hot. The earth would be barren, lacking foud, shelter and life-giving greenery. To conclude trues are our tree friend. Protecting and planting trees ensures a better life (ଏକ ଉତ୍ତମ ଜୀବନ ସୁନିଶ୍ଚିତ କରିଥାଏ) for everyone on Earth. Therefore, we must act now to protect and plant more trees, preserving Earth’s green lifeline for future generations (ଭବିଷ୍ୟତ ପୀଢ଼ି ପାଇଁ ).

Let us explore (ଆସ ଅନ୍ଵେଷଣ କରିବା)

I. Did you know that the banyan tree is the National Tree of India?
(ତୁମେ ଜାଣିଥୁଲ କି ବରଗଛ ହେଉଛି ଭାରତର ଜାତୀୟ ବୃକ୍ଷ ?)
Our country has age-old banyan trees. Some of them are:
(ଆମ ଦେଶରେ ଅନେକ ପ୍ରାଚୀନ ବରଗଛ ଅଛି । ସେଗୁଡ଼ିକ ମଧ୍ୟରୁ କେତେକ ହେଲା
1. The Great Banyan, located in Shibpur, Howrah, near Kolkata.
2. Dodda Aalada Mara, located in Kethohalli village, near Bengaluru.
3. Thimmamma Marrimanu, in Anantapur District in Andhra Pradesh. It was recorded as the largest tree specimen in the world in the Guinness Book of World Records in 1989.

II. The Chilika Lake in Odisha is a vital echosystem particularly for migratory birds and the Odisha Government has implemented various mesures to protect it. This lake is designed as a wet land of international importance under the Ramsar Convention in 1981 highlighting its global significance (ଏହାର ବୈଶିକ ଗୁରୁତ୍ଵକୁ ଆଲୋକପାତ କରି)..

The core area of Chilika lake Nalabana Island is designated as a Bird sancturary protecting significant wintering ground for migrating birds. The Chilika Development Authority monitors and manages the lake’s echosystem including it’s water quality. It prevents all illegal actions like Prawn and encroachment (ଜବରଦଖଲ).

The Cherry Tree  Class 8 Summary

Let us read (ଆସ ପଢ଼ିବା) :

One day, when Rakesh was six, he walked home from the Mussoorie bazaar eating cherries. They were a little sweet, a little sour; small, bright red cherries, which had come all the way from the Kashmir Valley. Here in the Himalayan foothills where Rakesh lived, there were not many fruit trees. The soil was stony, and the dry cold winds stunted the growth of most plants. But on the more sheltered slopes there were forests of oak and deodar.

Rakesh lived with his grandfather on the outskirts of Mussoorie, just where the forest began. His father and mother lived in a small village fifty miles away, where they grew maize and rice and barley in narrow terraced fields on the lower slopes of the mountain. But there were no schools in the village, and Rakesh’s parents were keen that he should go to school. As soon as he was of school-going age, they sent him to stay with his grandfather in Mussoorie.

ଆସୁ ଏବେ ରାକେଶ ଛ’ ବର୍ଷର ଥିଲା ଦିନେ ସେ ମସୌରୀ ବଜାରରୁ ଚେରି ଖାଇ ଖାଇ ଘରକୁ ଚାଲି ଚାଲି ଚେରିଗୁଡ଼ିକ ସାମାନ୍ୟ ମିଠା, ଟିକେ ଖଟା, କ୍ଷୁଦ୍ର ଈଷତ୍ ଲାଲ ରଙ୍ଗର ଥିଲା, ଯେଉଁଗୁଡ଼ିକ କାଶ୍ମୀର ଉପତ୍ୟକାରୁ ଦୀର୍ଘପଥ ଦେଇ ମସୌରୀ ବଜାରକୁ ଆସିଥିଲା ।

ହିମାଳୟ ପାଦଦେଶରେ ଯେଉଁଠାରେ ରାକେଶ ବାସ କରୁଥିଲେ ସେଠାରେ ଅଧିକ ଫଳଗଛ ନଥିଲା । ମାଟି ପଥୁରିଆ ଥୁଲା ଓ ଶୁଷ୍କ ଶୀତୁଆ ପବନ ଅଧିକାଂଶ ଚାରାର ବୃଦ୍ଧିକୁ ବାଧା ଦେଉଥିଲା । କିନ୍ତୁ ଅଧିକ ସୁରକ୍ଷିତ ନିମ୍ନ ବା ଢାଲୁ ଅଞ୍ଚଳରେ ଓକ୍ ଓ ଦେବଦାରୁ ଗଛର ଜଙ୍ଗଲ ଥିଲା ।

ମସୌରୀର ଉପାନ୍ତରେ ରାକେଶ ତାହାର ଜେଜେବାପା ସହିତ ରହୁଥିଲା, ଠିକ୍ ଯେଉଁଠାରେ ଆରମ୍ଭ ହୋଇଥିଲା । ପଚାଶ ମାଇଲ୍ ଦୂରରେ ତାହାର ବାପାମା’ ଏକ ଛୋଟ ଗ୍ରାମରେ ରହୁଥିଲେ ସେମାନେ ପର୍ବତର ନିମ୍ନ ଢାଲୁର ଉପରିସ୍ଥ ସଂକୀର୍ଣ୍ଣ ସୋପାନରେ ମକା, ଧାନ ଓ ଯଅ ଚାଷ କରୁଥିଲେ ।କିନ୍ତୁ ଗାଁରେ କୌଣସି ବିଦ୍ୟାଳୟ ନଥିଲା ଓ ରାକେଶର ବାପାମା’ ଚାହୁଁଥିଲେ ଯେ ସେମାନଙ୍କର ପୁଅ ରାକେଶ ବିଦ୍ୟାଳୟକୁ ଯିବା ଉଚିତ । ସେ (ରାକେଶ) ବିଦ୍ୟାଳୟ ଯିବାର ବୟସ ପ୍ରାପ୍ତ ହେବାମାତ୍ରେ ସେମାନେ ତାକୁ ମସୌରୀରେ ରହୁଥ‌ିବା ତାହାର ଅଜାଙ୍କ ବାପାଙ୍କ ପାଖକୁ ପଠାଇଦେଲେ ।

He had a little cottage outside the town.
Rakesh was on his way home from school when he bought the cherries. He paid fifty paise for the bunch. It took him about half-an-hour to walk home, and by the time he reached the cottage there were only three cherries left. ‘Have a cherry, Grandfather,’ he said, as soon as he saw his grandfather in the garden. Grandfather took one cherry and Rakesh promptly ate the other two. He kept the last seed in his mouth for some time, rolling it round and round on his tongue until all the tang had gone. Then he placed the seed on the palm of his hand and studied it.

ସହର ବାହାରେ ତାଙ୍କର ଗୋଟିଏ ଛୋଟ କୁଡ଼ିଆ ଥିଲା ।
ବିଦ୍ୟାଳୟରୁ ଘରକୁ ଫେରୁଥିଲାବେଳେ ରାକେଶ ଚେରି କିଣିଥିଲା । ପେନ୍ଥାଏ ଚେରି ପାଇଁ ସେ ପଚାଶ ପଇସା ଦେଇଥିଲା । ଚାଲିଚାଲି ଘରକୁ ଆସିବାପାଇଁ ତାକୁ ପ୍ରାୟ ଅଧଘଣ୍ଟା ଲାଗୁଥିଲା ଓ ଯେତେବେଳେ ସେ କୁଡ଼ିଆ ପାଖରେ ପହଞ୍ଚିଲା ସେଥ‌ିରେ କେବଳ ତିନୋଟି ଚେରି ଥିଲା । ଅଜାଙ୍କୁ ବଗିଚାରେ ଦେଖିବାମାତ୍ରେ ସେ ଚେରି ନେଲେ ଓ ରାକେଶ ସଙ୍ଗେ ସଙ୍ଗେ ଅନ୍ୟ ତାଙ୍କୁ କହିଲା, ‘ଅଜା, ଗୋଟିଏ ଚେରି ଖାଅ ।’’ ଅଜା ଗୋଟିଏ ଦୁଇଟି ଚେରି ଖାଇ ପକାଇଲା । ଜିଭରେ ଶେଷ ଚେରି ମଞ୍ଜିକୁ ଘୂରାଇ ଘୂରାଇ ସେ ପାଟିରେ ଏହାକୁ ରଖୁଲା ଯେ ପର୍ଯ୍ୟନ୍ତ ଏହାର କଟୁସ୍ଵାଦ ଶେଷ ନ ହୋଇଛି । ତା’ପରେ ସେ ହାତର ପାପୁଲି ବା ଚକିରେ ମଞ୍ଜିଟିକୁ ରଖୁଲା ଓ ଏହାକୁ ତନ୍ନ ତନ୍ନ କରି ପରୀକ୍ଷଣ କଲା ।

‘Are cherry seeds lucky?’ asked Rakesh.
‘Of course.’
“Then I’ll keep it.’
‘Nothing is lucky if you put it away. If you want
luck, you must put it to some use.’ up
What can I do with a seed? ‘Plant it.’
So Rakesh found a small space and began to dig Up a flowerbed.

‘Hey, not there,’ said Grandfather. ‘I’ve sown mustard in that bed. Plant it in that shady corner, where it won’t be disturbed.’ Rakesh went to a corner of the garden where the earth was soft and yielding. He did not have to dig.
He pressed the seed into the soil with his thumb and it went right in.
Then he had his lunch, and ran off to play cricket with his friends, and forgot all about the cherry seed.
When it was winter in the hills, a cold wind blew down from the snows and went whoo-whoo-whoo in the deodar trees, and the garden was dry and bare.

‘‘ଚେରି ମଞ୍ଜିଗୁଡ଼ିକ ଶୁଭପ୍ରଦ କି ?’’ ରାକେଶ ପଚାରିଲା ।
‘ଅବଶ୍ୟ/ନିଶ୍ଚୟ ।’’
‘ତା’ ହେଲେ ମୁଁ ଏହାକୁ ରଖୁଛି ।’’
‘‘ତୁ ଯଦି ଏହାକୁ କେବଳ ରଖୁଦେବୁ ତା’ହେଲେ ତୋ’ପାଇଁ କିଛି ଶୁଭପ୍ରଦ ହେବନାହିଁ । ତୁ’ ଯଦି ଶୁଭଫଳ ଚାହୁଁଛୁ, ତୁ ଏହାକୁ କିଛି କାର୍ଯ୍ୟରେ ଲଗାଇଦେ ।’’
‘ମୁଁ ଗୋଟିଏ ମଞ୍ଜିକୁ କ’ଣ କରିପାରିବି ???
‘‘ଏହାକୁ ମାଟିରେ ପୋତି ପକା ।’’
ଏବେ ରାକେଶ ଗୋଟିଏ ଛୋଟ ଖାଲି ଜାଗା ପାଇଗଲା ଓ ଗୋଟିଏ ଫୁଲ ପଟାଳିକୁ ଖୋଳିବାକୁ ଲାଗିଲା ।
“ ‘ଆରେ, ସେଠାର ନୁହେଁ,’’ ଅଜା କହିଲେ । ‘ମୁଁ ସେଠାରେ ସୋରିଷ ବୁଣିଛି, ତୁ ମଞ୍ଜିଟିକୁ ସେଇ ଛାଇଥିବା କୋଣରେ ପୋତିଦେ ଯେଉଁଠାରେ ଏହାର ଅସୁବିଧା ହେବନି ।’’
ରାକେଶ ବଗିଚାର ଗୋଟିଏ କୋଣକୁ ଗଲା, ଯେଉଁଠାରେ ମାଟି ନରମ ଓ ସନ୍ତସନ୍ତିଆ ଥିଲା । ତେଣୁ ରାକେଶକୁ ମାଟି ଖୋଳିବାକୁ ପଡ଼ିଲା ନାହିଁ ।
ବୁଢ଼ା ଅଙ୍ଗୁଳିରେ ସେ ମାଟି ଭିତରେ ମଞ୍ଜିଟିକୁ ଚାପି ଦେଲା ଓ ମଞ୍ଜିଟି ଠିକ୍ ଭାବରେ ଭିତରେ ରହିଗଲା । ତା’ପରେ ସେ ନିଜର ମଧ୍ୟାହ୍ନ ଭୋଜନ କଲା ଓ ସାଙ୍ଗମାନଙ୍କ ସହିତ କ୍ରିକେଟ ଖେଳିବାକୁ ଦୌଡ଼ି ପକାଇଲା ଏବଂ ଚେରି ମଞ୍ଜି ବିଷୟରେ ସବୁକିଛି ଭୁଲିଗଲା ।
ଯେତେବେଳେ ପାହାଡ଼ଗୁଡ଼ିକରେ ଶୀତ ଆରମ୍ଭ ହେଲା, ବରଫରୁ ଏକ ଶୀତଳ ପବନ ତଳକୁ ପ୍ରବାହିତ ହେଲା ଓ ଦେବଦାରୁ ଗଛରେ ସୁ ସୁ କରି ବହିଲା ଏବଂ ବଗିଚାଟି ଶୁଷ୍କ (ଶୁଖୁଲା) ଓ ଥୁଣ୍ଟା ହୋଇଗଲା ।

They knew it was spring when the wild duck flew north again, to Siberia. Early in the morning, when he got up to chop wood and light a fire, Rakesh saw the V-shaped formation streaming northward, the calls of the birds carrying clearly through the thin mountain air. One morning in the garden he bent to pick up what he thought was a small twig and found to his surprise that it was well rooted. He stared at it for a moment, then ran to fetch Grandfather, calling, ‘Dada, come and look, the cherry tree has come up!’

ସେମାନେ ଜାଣିଥିଲେ ଏବେ ବସନ୍ତ ଋତୁ, ଯେତେବେଳେ ଜଙ୍ଗଲୀ ବତକ ପୁନଶ୍ଚ ଉତ୍ତର ଦିଗଦେଇ ସାଇବେରିଆକୁ ଉଡ଼ିଗଲେ । ବଡ଼ି ସକାଳେ ଯେତେବେଳେ ସେ କାଠଚିରି ଏଥୁରେ ନିଆଁ ଲଗାଇବାକୁ ଉଠିପଡ଼ିଲା, ରାକେଶ ପତଳା ପାର୍ବତୀୟ ବାୟୁ ଦେଇ ଉତ୍ତର ଆଡ଼କୁ ଉଡୁଥ‌ିବା ପକ୍ଷୀମାନଙ୍କର V ଆକୃତିରେ ଏକ ରୂପରେଖ ଲକ୍ଷ୍ୟ କଲା ।
ବଗିଚାରେ ଦିନେ ସକାଳେ ଏକ ଛୋଟ ଡାଳକୁ ଉଠାଇବା ପାଇଁ ରାକେଶ ନଇଁ ପଡ଼ିଲା ଏବଂ ତା’ର ଆଶ୍ଚର୍ଯ୍ୟର ସୀମା ରହିଲା ନାହିଁ, ଯେତେବେଳେ ସେ ଏହି ଡାଳକୁ ଭଲ ଭାବରେ ଚେରରେ ଦୃଢ଼ ଭାବରେ ବାନ୍ଧି ହୋଇଥିବାର ଦେଖୁଲା । ଗୋଟିଏ ମୁହୂର୍ତ୍ତ ପର୍ଯ୍ୟନ୍ତ ସେ ଏହି ଡାଳକୁ ଏକ ଦୃଷ୍ଟିରେ ଦେଖୁଲା ଓ ଉତ୍ସୁକତାର ସହିତ ଜେଜେବାପାଙ୍କୁ ଡାକିବାପାଇଁ ଦୌଡ଼ିଯାଇ କହିଲା, ‘ଜେଜେ ! ଆସି ଦେଖ ଚେରି ଗଛ ଉଠିଛି ।’

‘What cherry tree?? asked Grandfather, who had forgotten about it. “The seed we planted last year look, it’s come up!’
Rakesh went down on his haunches, while Grandfather bent almost double and peered down at the tiny tree. It was about four inches high.
‘Yes, it’s a cherry tree,’ said Grandfather. You should water it now and then.’ water.
Rakesh ran indoors and came back with a bucket of
‘Don’t drown it!’ said Grandfather.
Rakesh gave it a sprinkling and circled it with pebbles.
‘Yes, it’s a cherry tree,’ said Grandfather. You should water it now and then.’
Rakesh ran indoors and came back with a bucket of water.
‘Don’t drown it!’ said Grandfather.
Rakesh gave it a sprinkling and circled it with pebbles.
‘What are the pebbles for?’ asked Grandfather. Tor privacy,’ said Rakesh.

‘‘କେଉଁ ଚେରି ଗଛ ?’’ ଅଜା ପଚାରିଲେ, ଯିଏକି ସେ ବିଷୟରେ ଭୁଲି ଯାଇଥିଲେ । ‘‘ଆମେ ଗତବର୍ଷ ଯେଉଁ ମଞ୍ଜି ପୋତିଥିଲୁ – ଦେଖ, ଏହା ବାହରି ଆସିଛି ।’’
ରାକେଶ ନଇଁ ପଡ଼ିଲା ଯେତେବେଳେ କି ତା’ର ଅଜା ଦୁଇଗୁଣ ନଇଁପଡ଼ି ଛୋଟ ଗଛଟିକୁ ନିରିଖେଇ ଚାହିଁଲେ । ଗଛଟି ପ୍ରାୟ ୪ ଇଞ୍ଚର ଉଚ୍ଚ ଥିଲା ।
“ ‘ହଁ ଏ ହେଉଛି ଗୋଟିଏ ଚେରି ଗଛ,’’ ଅଜା କହିଲେ । ‘‘ତୁ ଏବେ ଏହାକୁ ନିୟମିତ ଜଳ ଦେ ।’’ ରାକେଶ ଘର ଭିତରକୁ ଦୌଡ଼ିଲା ଓ ଏକ ବାଲ୍ଟି ଭର୍ତ୍ତି ଜଳ ଧରି ଫେରି ଆସିଲା । ‘‘ଏହାକୁ ବୁଡ଼ାନା ।’’ ଅଜା କହିଲା ।
ରାକେଶ ଗଛରେ ଜଳ ସିଞ୍ଚନ କଲା ଓ ଏହା ଚାରିପଟକୁ ଗୋଡ଼ିସବୁ ପୋତିଦେଲା । ‘ଗୋଡ଼ିସବୁ କେଉଁଥିପାଇଁ ?’’ ଅଜା ପଚାରିଲେ ।
‘ଗୋପନୀୟତା ପାଇଁ,’’ ରାକେଶ କହିଲା ।

He looked at the tree every morning but it did not seem to be growing very fast, so he stopped looking at it except quickly, out of the corner of his eye. And, after a week or two, when he allowed himself to look at it properly, he found that it had grown—at least an inch !
That year the monsoon rains came early and Rakesh plodded to and from school in raincoat and chappals. Even if sprang from the trunks of trees, strange-looking lilies came up in the long grass. Even If it wasn’t raining the trees dripped and mist came curling up the valley. The cherry tree grew quickly in this season.
It was about two feet high when a goat entered the garden and ate all the leaves. Only the main stem and two thin branches remained.
‘Never mind,’ said Grandfather, seeing that Rakesh was upset. “It will grow again, cherry trees are tough.’

ରାକେଶ ସବୁଦିନ ସକାଳେ ଗଛଟିକୁ ଦେଖୁଥିଲା କିନ୍ତୁ ଏହା ଅତି ଶୀଘ୍ର କ୍ଷିପ୍ର ଭାବରେ ବଢୁଥ‌ିବାର ଜଣାପଡୁ ନଥିଲା । କେବଳ କଣେଇକରି ଚାହିଁବା ଛଡ଼ା ସେ ଗଛଟିକୁ ଦେଖୁବା ବନ୍ଦ କରିଦେଲା । ଏବଂ ଗୋଟିଏ ବା ଦୁଇ ସପ୍ତାହ ପରେ ସେ ଯେତେବେଳେ ନିଜେ ଗଛଟିକୁ ଭଲଭାବରେ ଦେଖ‌ିବାକୁ ଚାହିଁଲା, ସେ ଦେଖୁଲା ଯେ ଗଛଟି ଅତିକମ୍‌ରେ ଗୋଟିଏ ଇଞ୍ଚ ବଢ଼ିଛି ।
ସେହି ବର୍ଷ ମୌସୁମୀ ବର୍ଷା ଶୀଘ୍ର ଆସିଗଲା ଏବଂ ରାକେଶ ବର୍ଷାତି ପିନ୍ଧି ଓ ଚପଲ ପିନ୍ଧି ଧୀରେ ଧୀରେ ବିଦ୍ୟାଳୟକୁ ଯିବା ଆସିବା କଲା । ସତେ ଯେପରି ଗଛର ଗଣ୍ଡିରୁ ହଠାତ୍ ବାହାରି ଆସିବାପରି ଲମ୍ବା ଘାସ ମଧ୍ୟରେ ବିଚିତ୍ର ଦେଖାଯାଉଥିବା କଇଁଫୁଲଗୁଡ଼ିକୁ ଖେଳିଗଲା । ଯଦିଓ ବର୍ଷା ହେଉ ନଥୁଲା, ଗଛଗୁଡ଼ିକରୁ ବିନ୍ଦୁବିନ୍ଦୁ ଜଳ ପଢୁଥିଲା ଓ କୁହୁଡ଼ି ଉପତ୍ୟକା ଉପର ଦେଇ ମୋଡ଼ି ମୋଡ଼ି ହୋଇ ଆସୁଥିଲା । ଏହି ଋତୁରେ ଚେରି ଗଛ ଶୀଘ୍ର ବଢ଼ିବାରେ ଲାଗିଥିଲା ।
ଗଛଟି ପ୍ରାୟ ଦୁଇ ଫୁଟ ବଢ଼ିଯାଇଥିଲା, ଯେତେବେଳେ ଗୋଟିଏ ଛେଳି ବଗିଚାରେ ପଶିଗଲା ଓ ଗଛର ପତ୍ରସବୁ ଖାଇପକାଇଲା । କେବଳ ମୁଖ୍ୟ ଡେମ୍ଫ ଓ ଦୁଇଟି ପତଳା ଡାଳ ରହିଥିଲା । ରାକେଶକୁ ଚିନ୍ତାଶୀଳ ଦେଖୁ ଅଜା ଅଟେ ।’’

II. Do you think the cherry tree would survive? Why do you think so?
Answer:
I think so (ଏଭଳି) because it has a strong will (ଦୃଢ଼ ଇଚ୍ଛା) to live, strength (ଶକ୍ତି) patience (ଧୈର୍ଯ୍ୟ) and the power of growth.

II. Towards the end of the rainy season new leaves appeared on the tree. Then a woman cutting grass scrambled down the hillside, her scythe swishing through the heavy monsoon foliage. She did not try to avoid the tree: one sweep, and the cherry tree was cut in two. When Grandfather saw what had happened, he went after the woman and scolded her; but the damage could not be repaired.
‘May be it will die now,’ said Rakesh.
‘May be,’ said Grandfather.
But the cherry tree had no intention of dying.
By the time summer came round again, it had sent out several new shoots with tender green leaves.

ବର୍ଷାଋତୁ ଶେଷବେଳକୁ ଗଛରେ ନୂଆ ପତ୍ର ଆସିଲା । ଏହାପରେ ବର୍ଷାକାଳୀନ ଗହଳ ଘନ ସବୁଜ ପତ୍ର ଦେଇ ଲମ୍ବା ବେଣ୍ଟ ଥିବା ଦାଆ ଧରି ଘାସ କାଟୁଥିବା ଜଣେ ସ୍ତ୍ରୀ ଲୋକ ଲୋକ ପାହାଡ଼ ପାର୍ଶ୍ଵ ବା ଜାଗା ତଳକୁ ସୁ ସୁ କରି ଚଞ୍ଚଳ ଓହ୍ଲାଇ ଆସିଲା । ସେ ଗଛକୁ ଏଡ଼େଇ ଯିବାକୁ ଚେଷ୍ଟା କରୁ ନଥିଲା । ଗୋଟିଏ କଟାରେ ଚେରି ଗଛଟି ଦୁଇଖଣ୍ଡ ହୋଇଗଲା । ଯେତେବେଳେ ଗଛର କ’ଣ ଘଟିଲା ବୋଲି ଜେଜେବାପା ଦେଖ‌ିଲେ ସେ ସ୍ତ୍ରୀ ଲୋକର ପଛରେ ଗୋଡ଼ାଇଲେ ଓ ତାକୁ ଗାଳିଦେଲେ, ହେଲେ ଗଛର କ୍ଷତିକୁ ଭରଣା କରାଯାଇ ପାରିଲା ନାହିଁ ।
“‘ଏବେ ଏହା ମରିଯିବ,’’ ରାକେଶ ପଚାରିଲା ‘ବୋଧହୁଏ, ’’ ଅଜା ଉତ୍ତର ହେଲେ ।
କିନ୍ତୁ ଚେରି ଗଛର ମରିବାର ଉଦ୍ଦେଶ୍ୟ ନଥିଲା ।
ଯେତେବେଳେ ଗ୍ରୀଷ୍ମ ପୁଣି ପର୍ଯ୍ୟାୟକ୍ରମେ ଆସିଲା, ଅନେକ ନୂଆ କ୍ଷୁଦ୍ର ଡାଳ ଓ କୋମଳ ସବୁଜ ପତ୍ର ଚେରି ଗଛରେ ପଲ୍ଲବିତ ହେଲା ।

Rakesh had grown taller too. He was eight now, a sturdy boy with curly black hair and deep black eyes. Blackberry eyes, Grandfather ‘called them. That monsoon Rakesh went home to his village, to help his father and mother the planting and ploughing and sowing. He was thinner but stronger when he came back to Grandfather’s house at the end of the rains to find that the cherry tree had grown another foot. It was now up to his chest. Even when there was rain, Rakesh would sometimes water the tree. He wanted it to know that he was there.

ଏହା ଭିତରେ ରାକେଶ ମଧ୍ଯ ଡେଙ୍ଗା ହୋଇଯାଇଥିଲା । ସେ ଏବେ କୁଞ୍ଚକୁଞ୍ଚିଆ କେଶ ଓ ଈଷତ୍ କଳା ଆଖୁ ଧାରଣ କରିଥିବା ଆଠ ବର୍ଷର ଏକ ମଜବୁତ ବାଳକ/ଯୁବକ ଥିଲା । ଅଜା ତା’ ଆଖୁକୁ ଜାମୁକୋଳିଆ ଆଖ୍ ବୋଲି କହୁଥିଲେ ।
ସେହି ବର୍ଷା / ମୌସୁମୀ ଋତୁରେ ନିଜ ବାପାମା’ଙ୍କୁ ରୋପଣ, ଚାଷ ଓ ବୁଣା କାର୍ଯ୍ୟରେ ସାହାଯ୍ୟ କରିବାପାଇଁ ରାକେଶ ଗାଁରେ ଥିବା ନିଜ ଘରକୁ ଗଲା । ସେ ଯେତେବେଳେ ବର୍ଷା ଶେଷରେ ତା’ ଜେଜେବାପା ଘରକୁ ଆସିଲା, ରାକେଶ ପତଳା ଦେଖାଯାଉଥିଲେ ବି ଅଧ‌ିକ ଶକ୍ତିଶାଳୀ ଥିଲା । ସେ ଦେଖିବାକୁ ପାଇଲା ଯେ ଚେରି ଗଛରେ ଆଜି ଗୋଟିଏ ଫଳ ଫଳିଛି । ଫଳଟି ତା’ ଛାତି ଉଚ୍ଚତାର ଥିଲା
ଯଦିଓ ବର୍ଷା ଥିଲା ରାକେଶ ବେଳେବେଳେ ଚେରି ଗଛରେ ଜଳ ଦେଉଥିଲା । ସେ ଗଛକୁ ଜଣାଇବାକୁ ଚାହୁଁଥିଲା ଯେ ସେ (ରାକେଶ) ସେଠାରେ ଅଛି ।

One day he found a bright green praying-mantis perched on a branch, peering at him with bulging eyes. Rakesh let it remain there; it was the cherry tree’s first visitor. The next visitor was a hairy caterpillar, who started making a meal of the leaves. Rakesh removed it quickly and dropped it on a heap of dry leaves.
“Come back when you’re a butterfly,’ he said.

ଦିନେ ସେ (ରାକେଶ) ଗୋଟିଏ ଡାଳ ଉପରେ ବସିଥିବା ଏକ ଶିକାରୀ ଝିଣ୍ଟିକାଟି ତାକୁ ଏକ ଲକ୍ଷ୍ୟରେ ଚାହିଁଥିବାର ଦେଖୁଲା । ରାକେଶ ଝିଣ୍ଟିକାଟିକୁ ସେଭଳି ବସିବାକୁ ଦେଲା । ଏହା ଚେରି ଗଛର ପ୍ରଥମ ଦର୍ଶନକାରୀ ଥିଲା ।
ଚେରି ଗଛରେ ଦ୍ଵିତୀୟ ଦର୍ଶନକାରୀ ଥିଲା ଏକ ଲୋମଶ ସଁବାଳୁଆ ଯିଏକି ଗଛରେ ପତ୍ରଗୁଡ଼ିକୁ ଆରାମରେ ଭୋଜନ କରୁଥିଲା । ରାକେଶ ଏହାକୁ ଶୀଘ୍ର ବାହାର କରି ଆଣିଲା ଓ ଗୋଟିଏ ଶୁଖୁଲା ପତ୍ର ଗଦା ଉପରେ ପକାଇଦେଲା । ସତେଯେପରି ସେ (ରାକେଶ) ସଁବାଳୁଆକୁ କହିଲା, ‘ତୁ ଯେତେବେଳେ ପ୍ରଜାପତି ହୋଇଯିବୁ, ଏଠିକି ଆସିବୁ ।’’

Winter came early. The cherry tree bent low with the weight of snow. Field-mice sought shelter in the roof of the cottage. The road from the valley was blocked, and for several days there was no newspaper, and this made Grandfather quite grumpy. His stories began to have unhappy endings. In February it was Rakesh’s birthday. He was nine—and the tree was four, but almost as tall as Rakesh.

One morning, when the sun came out, Grandfather came into the garden to let some warmth ‘get into my bones,’ as he put it. He stopped in front of the cherry tree, stared at it for a few moments, and then called out, Rakesh! Come and look ! Come quickly before it falls !’

ଶୀଘ୍ର ଶୀତ ଆସିଗଲା । ବରଫର ଓଜନ ଭାରରେ ଚେରି ଗଛଟି ନଇଁ ପଡ଼ିଲା । କ୍ଷେତର ମୂଷା କୁଡ଼ିଆର ଛାତରେ ବିଶ୍ରାମ ନେଉଥିଲା । ଉପତ୍ୟକରୁ ବାହାରିଥିବା ରାସ୍ତା ବନ୍ଦ ହୋଇଯାଇଥିଲା ଏବଂ ବହୁତ ଦିନ ପର୍ଯ୍ୟନ୍ତ ଖବରକାଗଜ ଆସିଲା ନାହିଁ ଓ ଏହା ଅଜାଙ୍କୁ ରଗାଇ ଦେଲା । ତାଙ୍କ ଗପଗୁଡ଼ିକ ଶେଷରେ ଦୁଃଖଦ ହେବାକୁ ଲାଗିଲା ।
ଫେବୃଆରୀରେ ରାକେଶର ଜନ୍ମଦିନ ପଡ଼ିଲା । ତାକୁ ନ’ ବର୍ଷ ହୋଇଥିବାବେଳେ ଗଛର ବୟସ ଥିଲା ଚାରି, କିନ୍ତୁ ଗଛଟି ରାକେଶ ଭଳି ପ୍ରାୟ ଡେଙ୍ଗା ହୋଇଯାଇଥିଲା ।
ଦିନେ ସକାଳେ ଯେତେବେଳେ ସୂର୍ଯ୍ୟ ଆକାଶରୁ ବାହାରି ଆସିଲା, ତାଙ୍କ ଶରୀରକୁ କିଛି ଉତ୍ତାପ ଦେବାପାଇଁ ଅଜା ବଗିଚା ଭିତରକୁ ଆସିଲେ । ସେ ଚେରିଗଛ ଆଗରେ ଅଟକିଗଲେ, କିଛି ମୁହୂର୍ତ୍ତ ଏହାକୁ ନିରେଖୁ ଚାହିଁଲେ ଓ ତା’ ପରେ ରାକେଶକୁ ଡାକିଲେ, ‘ରାକେଶ ! ଆ’ ଦେଖ । ଶୀଘ୍ର ଆସ, ନଚେତ୍ ଏହା ଝଡ଼ିପଡ଼ିବ ।’’

Rakesh and Grandfather gazed at the tree as though it had performed a miracle. There was a pale pink blossom at the end of a branch.
The following year there were more blossoms.
And suddenly the tree was taller than Rakesh, even though it was less than half his age. And then it was taller than Grandfather, who was older than some of the oak trees. But Rakesh had grown too. He could run and jump and climb trees as well as most boys, and he read a lot of books, although he still liked listening to Grandfather’s tales.
In the cherry tree, bees came to feed on the nectar in the blossoms, and tiny birds pecked at the blossoms and broke them off. But the tree kept blossoming right through the spring, and there were always more blossoms than birds.

ରାକେଶ ଓ ଜେଜେବାପା ଚେରି ଗଛଟିକୁ ବହୁତ ସମୟ ଏକ ଦୃଷ୍ଟିରେ ଚାହିଁଲେ ସତେ ଯେପରି ଏହା ଏକ ଅଲୌକିକ କାର୍ଯ୍ୟ କରିଥିଲା । ଗୋଟିଏ ଡାଳର ଶେଷରେ ଗୋଟିଏ ମଳିନ ଗୋଲାପୀ ବଉଳ ଥିଲା । ଆଗମୀ ବର୍ଷରେ ଚେରି ଗଛରେ ଅଧୂକ ବଉଳ ଆସିଯାଇଥିଲା ।
ଯଦିଓ ଚେରି ଗଛଟି ରାକେଶ ବୟସର ଅଧାରୁ କମ୍ ଥିଲା, ତା’ଠାରୁ (ରାକେଶ) ଅଧ‌ିକ ଡେଙ୍ଗା ଥିଲା । ଏବଂ ପରେ ପରେ ଗଛଟି ଅଜାଙ୍କଠାରୁ ଅଧ‌ିକ ଡେଙ୍ଗା ହୋଇଗଲା ‘ଯିଏକି ଅଧିକ ବୟସ୍କ ଥିଲେ । କେତେକ ଓକ୍ ଗଛଠାରୁ
କିନ୍ତୁ ରାକେଶ ବି ବଢ଼ିଯାଇଥିଲା । ଅଧିକାଂଶ ବାଳକମାନଙ୍କ ଭଳି ସେ ଦୌଡ଼ିପାରୁଥିଲା, ଡେଇଁ ପାରୁଥିଲା ଓ ଗଛ ଚଢ଼ିପାରୁଥିଲା ଓ ଅଧିକ ବହି ପଢ଼ିଥିଲା ଯଦିଓ ସେ ଏବେବି ଅଜାଙ୍କଠାରୁ ଗପ ଶୁଣି ଉପଭୋଗ କରୁଥିଲା ।
ଏକ ଆରାମଦାୟକ ଉଷ୍ଣ ବା ଖରାଟିଆ ଅପରାହ୍ନରେ ଯେତେବେଳେ ମହୁମାଛି ବି ନିଦ୍ରାଳୁ ଦେଖାଯାଇଥିଲେ, ଘର ଚାରିପଟେ ନିଜର ପ୍ରିୟ ଜାଗାମାନଙ୍କରେ ନପାଇ ଅଜାଙ୍କୁ ରାକେଶ ଖୋଜୁଥିଲା । ତା’ପରେ ସେ ଶୋଇବାଘର ଝରକାରୁ ବାହାରକୁ ଚାହିଁଲା ଓ ଚେରିଗଛ ତଳେ ଅଜା ଗୋଟିଏ ବେତ ଚେୟାର୍‌ରେ ପଛକୁ ଆଉଜିହୋଇ ବସିଥିବାର ଦେଖୁଲା ।
‘‘ଏଠାରେ ଠିକ୍ ପରିମାଣର ଛାଇ ଅଛି,’’ ଜେଜେବାପା କହିଲେ । ଏବଂ ମୁଁ ପତ୍ରଆଡ଼କୁ ଚାହିଁବାକୁ ଉପଭୋଗ କରୁଛି ।’
‘‘ସେଗୁଡ଼ିକ ସୁନ୍ଦର ପତ୍ର’’, ରାକେଶ କହିଲା । ‘ଯଦି ଧୀର ପବନ ବହିବ, ପତ୍ରସବୁ ନାଚିବାକୁ ପ୍ରସ୍ତୁତ ଅଛନ୍ତି ।’’

After Grandfather had come indoors, Rakesh went into the garden and lay down on the grass beneath the tree. He gazed up through the leaves at the great blue sky; and turning on his side, he could see the mountains striding away into the clouds. He was still lying beneath the tree when the evening shadows crept across the garden. Grandfather came back and sat down beside Rakesh, and they waited in silence until the stars came out and the nightjar began to call. In the forest below, the crickets and cicadas began tuning up; and suddenly the trees were full of the sound of insects.

ଅଜା ଘର ଭିତରକୁ ଆସିବାପରେ ରାକେଶ ବଗିଚା ଭିତରକୁ ଗଲା ଓ ଏକ ଗଛତଳ ଘାସରେ ଶୋଇ ପଡ଼ିଲା । ପତ୍ରଗୁଡ଼ିକ ଦେଇ ନୀଳ ଆକାଶକୁ ଏକ ଦୃଷ୍ଟିରେ ଚାହିଁଲା ଓ ପର୍ବତଶ୍ରେଣୀ ସତେ ଯେପରି ବଡ଼ ବଡ଼ ପାଦରେ ମେଘଗୁଡ଼ିକ ଭିତରେ ପ୍ରବେଶ କରୁଥିବାର ରାକେଶ ବୁଲିପଡ଼ି ଦେଖିପାରୁଥିଲା । ସେ ଏବେବି ଗଛତଳେ ପଡ଼ିରହିଥିଲା ଯେତେବେଳେ ସନ୍ଧ୍ୟା ଛାଇ ଧୀରେ ଧୀରେ ବଗିଚାର ଚାରିଆଡ଼େ ଖେଳିଗଲା । ଅଜା ଫେରି ଆସିଲେ ଓ ରାକେଶ ପାଖରେ ବସି ପଡ଼ିଲେ ଏବଂ ତାରା ନ ଦେଖାଯିବା ପର୍ଯ୍ୟନ୍ତ ଓ ବଣଚକୁଆ ବା ଛଞ୍ଚାଣୀ (ଏକ ରାତ୍ରିଚର ପକ୍ଷୀ) ରାବ ନ ଦେବା ପୂର୍ବ ପର୍ଯ୍ୟନ୍ତ ସେମାନେ ଅପେକ୍ଷାକରି ରହିଲେ । ତଳ ଜଙ୍ଗଲରେ ଝିଙ୍କାରୀ ଓ ସିକାଡ଼ା ସଙ୍ଗୀତ ଗାନ କଲେ ଓ ହଠାତ ଗଛଗୁଡ଼ିକରେ କୀଟମାନଙ୍କର କାକଳି ଭରିଗଲା । ନ ନୀରବରେ

“There are so many trees in the forest,’ said Rakesh. ‘What’s so special about this tree? Why do we like it so much ?’
“We planted it ourselves,’ said Grandfather. ‘That’s why it’s special.’
‘Just one small seed,’ said Rakesh, and he touched the smooth bark of the tree that he had grown. He ran his hand along the trunk of the tree and put his finger to the tip of a leaf. ‘I wonder,’ he whispered. ‘Is this what it feels to be God?’ — Ruskin Bond

‘ଜଙ୍ଗଲରେ ବହୁତ ଗଛ ଅଛି,’’ ରାକେଶ କହିଲା । ‘‘ଏହାର ଏମିତି କ’ଣ ବିଶେଷତା ଅଛି ? “ ଆମ୍ଭେ ଏହି ଗଛକୁ ଏତେ ଭଲପାଉଛୁ କାହିଁକି ???
“ ‘ ଆମେ ନିଜେ ଏହାକୁ ପୋତିଥୁଲୁ’’, ଜେଜେ କହିଲେ । ‘ସେଥ‌ିପାଇଁ ଏହା ବିଶେଷ/ସୂତନ୍ତ୍ର ଅଟେ ।’’ “‘କେବଳ ଗୋଟିଏ ଛୋଟ ମଂଜି,’’ ରାକେଶ କହିଲା ଓ ସେ ବଢ଼ାଇଥିବା ଗଛର ଚିକ୍‌ଣ ଛେଲି/ ବଳ୍‌କଳକୁ ସ୍ପର୍ଶ କଲା । ସେ ଗଛର ଗଣ୍ଡିର ଏପଟ ସେପଟ ହାତ ବୁଲାଇଲା ଓ ଗୋଟିଏ ପତ୍ରର ଆଗରେ ନିଜର ଆଙ୍ଗୁଠି ରଖୁଲା । ମୋତେ ଆଶ୍ଚର୍ଯ୍ୟ ଲାଗୁଛି, ଇଏ କ’ଣ (ଈଶ୍ଵର) ଭଗବାନଙ୍କ ଭଳି ମନେ ହେଉଛି, ରାକେଶ ଫୁସ୍‌ଫୁସ୍ ହୋଇ କହିଲା ।’’

Summary (ସାରକଥା) :

‘The Cherry Tree’ written by (ଲେଖାଯାଇଥିଲା) Ruskin Bond highlights (ଆଲୋକପାତ କରୁଛି) various efforts (ଚେଷ୍ଟା) put in (ପ୍ରୟୋଗ କରାଯାଇଥିବା) by a boy named Rakesh to grow a cherry tree right from planting a cherry seed (ଚେରି ମଞ୍ଜି ପୋତିବାରୁ ଆରମ୍ଭ କରି). As a child needs constant help, support and guidance of others to grow, a cherry sapling (ଚାରା) has grown into a complete tree with air, sunlight and water and most importantly due care (ସଠିକ୍ ଯନ୍) besides his grandfather’s guidance.

The poet is about a boy who plants a cherry seed, nurturing (taking care of) it through struggles with goats, grass cutters and harsh weather (goals) over several days, symbolizing perseverance (ଅଧ୍ୟବସାୟ), joys of nature and the reward of patience (ଧୈର୍ଯ୍ୟର ଫଳ) exhibited by him (ତା ଧାରା ପ୍ରଦର୍ଶିତ ହୋଇଥିଲା), when the sapling grows a beautiful fruit-bearing (ଫଳପ୍ରସୂ) tree.

Notes & Glossary (ଶବ୍ଦାର୍ଥ) :

The Cherry Tree Class 8 MCQ

Question 1.
How old was Rakesh when he planted the cherry seed ?
(a) four years
(b) five years
(c) six years
(d) seven years
Answer:
(c) six years

Question 2.
Where did Rakesh plant the cherry seed ?
(a) in a flowerbed
(b) in a corner of the garden
(c) under a big tree
(d) between two trees
Answer:
(b) in a corner of the garden

Question 3.
In which trees did the cold wind go whoo-whoo-whoo ?
(a) the deodar trees
(b) the pine trees
(c) the oak trees
(d) the cherry trees
Answer:
(a) the deodar trees

Question 4.
To which region did the wild duck fly in spring ?
(a) Ethiopia
(b) Siberia
(c) Indonesia
(c) Malayesia
Answer:
(b) Siberia

Question 5.
Who had forgotten about the cherry seed being planted ?
(a) Rakesh
(b) Grandfather
(c) both of them
(d) neither of them
Answer:
(c) both of them

Question 6.
What for did Rakesh circle the little cherry plant with pebbles ?
(a) for security
(b) for safety
(c) for privacy
(d) for supremacy
Answer:
(c) for privacy

Question 7.
Who was the cherry tree’s first visitor ?
(a) a goat
(b) a praying-mantis
(c) a woman
(d) a caterpillar
Answer:
(b) a praying-mantis

Question 8.
What made the grandfather quite grumpy ?
(a) having no newspaper for several days
(b) the cherry tree being cut in two
(c) the goat entering the garden
(d) the cherry tree not growing well.
Answer:
(a) having no newspaper for several days

Question 9.
At what time were the trees of the garden full of the sounds of insects ?
(a) morning
(b) evening
(c) noon
(d) midnight
Answer:
(b) evening

Question 10.
What did Rakesh whisper after touching the bark, trunk and leaves of the cherry tree ?
(a) Is this what it feels to be God ?
(b) What is so special about this tree ?
(c) Why do we like it so much ?
(d) Are cherry seeds lucky ?
Answer:
(a) Is this what it feels to be God ?

The Cherry Tree Class 8 Fill in the Blanks

1. There were forests of oak and deodar trees on the more ………….
Answer: sheltered slopes

2. Rakesh’s parents grew maize, rice and barley in narrow ………….
Answer: terraced fields

3. It took Rakesh about ………… to walk home from the Mussoorie bazar.
Answer: half-an-hour

4. The seed went right into the soil because the earth was soft and ………….
Answer: yielding

5. Rakesh and his grandfather knew it was spring when the ………… flew north again to Siberia.
Answer: wild duck

6. Rakesh circled the cherry plant with pebbles for its ………….
Answer: privacy

7. A woman cutting grass ………… the hillside.
Answer: scrambled down

8. Seeing Rakesh’s deep black eyes, his grandfather called them ………….
Answer: blackberry eyes

9. When grandfather was quite grumpy, his stories began to have ………….
Answer: unhappy ending

10. Lying down on the grass beneath the cherry tree, Rakesh could see mountains ………… into the clouds.
Answer: striding away

The Cherry Tree Class 8 Short Question Answer

Question 1.
Where did Rakesh live during his childhood ?
Answer:
During his childhood Rakesh lived with his grandfather on the outskirts of Mussoorie, a hill town situated in the Himalayan foothills. The forests began just from the place they lived.

Question 2.
When did Rakesh find the young cherry tree ?
Answer:
One morning Rakesh went to the garden. There he saw something like a small twig. But he was surprised to find that it was not a twig, but the well rooted young plant of cherry.

Question 3.
Why did Rakesh’s grandfather scold the woman?
Answer:
While cutting grass, a woman came down the hillside and entered the garden. Without being careful about the cherry tree, she cut it along with the grass. So the grandfather scolded her.

Question 4.
What did Rakesh do with the last seed of the cherry that he had bought ?
Answer:
Rakesh kept the last seed in his mouth for some time. He rolled it round and round on his tongue until there was no strong, sharp taste in it. Finally, he planted it in the garden.

Question 5.
When and why was Rakesh’s grandfather reclining on a cane chair under the cherry tree ?
Answer:
On a warm sunny afternoon Rakesh saw his grandfather reclining on a cane chair under the cherry tree. He was doing so because the place was shady and he liked looking at leaves of the cherry tree.

Question 6.
How is the winter in the Himalayan foothills described in the story ?
Answer:
The winter is painful in the Himalayan foothills. During this time cold wind blows down from the snows in the vally and it goes in the deodar trees with a whoo-whoo-whoo sound. The gardens become dry and bare. People make fire with twigs or charcoal to keep their homes warm.

Question 7.
‘Just one small seed’ – What truth does this statement of Rakesh reveal ?
Answer:
It is well-known that the possibility of a grand and flourishing tree always lies in its small seed. So the great role of a small seed in making a huge tree cannot be ruled out. Rakesh planted the cherry seed and took care of it for several years. In the end he was proud of what he did and after realising the truth he emotionally said, ‘Just one small seed.’

Question 8.
‘But the cherry tree had no intention of dying’. In which context has it been said in the story.
Answer:
The cherry tree survived despite several odds and obstacles in the way of its growth. Especially, after a woman had cut it along with grass there was no hope of its surviral. Both Rakesh and his grandfather thought that it would die. But that didn’t happen. During the summer it grew with new shoots and leaves. ‘But he cherry tree had no intention of dying’ has been said in this context.

For effective revision, students can use BSE Odisha Class 8 English Solutions Chapter 9 Spectacular Wonders Question Answer to practice textbook exercises.

Class 8 English Spectacular Wonders Question Answer

Class 8 English Chapter 9 Question Answer Odia Medium

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

I. Look at the pictures given below and sort them into natural and man-made wonders.
(ନିମ୍ନ ପ୍ରଦତ୍ତ ଚିତ୍ରଗୁଡ଼ିକୁ ଲକ୍ଷ୍ୟକର ଏବଂ ସେଗୁଡ଼ିକୁ ପ୍ରାକୃତିକ ଓ କୃତ୍ରିମ ଆଶ୍ଚର୍ଯ୍ୟ ଭାବରେ akgala (Question with Answer)

Natural:
(3) Dzukou Valley
(4) Ice-Stupa in Ladakh
(2) Desert
(7) Moon over the Himalayas
(8) Marble rock with cable car

Manmade:
(1) Cricket Stadium
(5) Bogibeel bridge
(6) Factory

II. Which of these wonders-man-made or natural – are more appealing and why? Share your answer with your classmates and teacher.
(ଏହି ବିସ୍ମୟଗୁଡ଼ିକ ମଧ୍ୟରୁ (ପ୍ରାକୃତିକ ବା କୃତ୍ରିମ) କେଉଁଟି ଅଧିକ ମୁଗ୍‌ଧକାରୀ ଓ କାହିଁକି ? ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହିତ ତୁମର ଉତ୍ତର ଆଲୋଚନା କର ।)
Answer:
Talking about the ‘moon’ its appeal stems (comes, from its eternal (heavenly beauty, universal presence, inspiring (ପ୍ରେରଣାଦାୟକ) wonder, coolness (ଶୀତଳତା) and a sense of connection to nature and the cosmos (universe). Its cool and soft light provides (supplies) calmness (ଶାନ୍ତି) to the mind and influences (ପ୍ରଭାବିତ କରିଥାଏ) art (କଳା), folklore (ଲୋକଗୀତ) and even (ଏପରିକି) human behaviour (ମାନବୀୟ ବ୍ୟବହାର) across culture. Its gentle, cool light at night serves as a guide to the passers-by (ବାଟୋଇମାନଙ୍କୁ).

III. Work in pairs. Write down two wonders of nature that have amazed you. Discuss what makes them impressive. Share your answers with your classmates and teacher. (ଦୁଇ ଦୁଇ ଜଣ କରି କାମ କର । ପ୍ରକୃତିର ଯେଉଁ ଦୁଇଟି ବିସ୍ମୟ ତୁମ୍ଭମାନଙ୍କୁ ଆଶ୍ଚର୍ଯ୍ୟାନ୍ବିତ କରିଛି ଲେଖ । କ’ଣ ସବୁ ସେଗୁଡ଼ିକୁ ଆକର୍ଷଣୀୟ କରିଛି ଆଲୋଚନା କର । ତୁମ୍ଭମାନଙ୍କ ଉତ୍ତର ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହିତ ଆଲୋଚନା କର ।)
Answer:
In picture No. 4 the ice-stupa in Ladakh, the cold desert of India, that creates artificial glaciers, used for storing winter water in the form of conical-shaped ice heaps.

Ice-stupas in Ladakh are so impressive due to their ingenious (clever) solution to the region’s severe water crisis. They are shaped like Buddhist stupas (ବୌଦ୍ଧ ସ୍ତୁପ ଆକୃତିର) turning barren land (ପଡ଼ିଆ ଭୂମି) green,fostering eco-tourism and demonstrating (showing) sustainable, community- led, climate adaption. Here is another nature’s wonder.

It is the Dzukou valley shown in picture If you are really excited to enjoy nature at her very best the Dzukou valley, nested (located – 2) on the border of Nagaland and Manipur in North-east India is absolutely a perfect tourist destination. It is a breath-taking (very beautiful) high-altitude valley continues to attract tourists from home and abroad for its rolling green hills, unique flora (ଅଦ୍ୱିତୀୟ ଉଦ୍ଭଦ ମଣ୍ଡଳ), cascading streams (ନିମ୍ନମୁଖୀ ଝରଣା) and vibrant (very bright) seasonal flowers especially the rare Dzukou (Lily ) making the valley a must trekking for serenity and sublimity (beauty).

IV. Work in groups of four. Complete the web chart given below with words that you associate with the phrase, ‘Nature’s Power’. Share your answers with your classmates and teacher.
(ଚାରିଜଣିଆ ଦଳରେ କାମ କର । ‘Nature’s Power’ ସହିତ ତୁମେ ସଂପର୍କିତ କରିପାରୁଥିବା ଶବ୍ଦଗୁଡ଼ିକଦ୍ୱାରା ନିମ୍ନରେ ପ୍ରଦତ୍ତ web chart କୁ ପୂରା କର । ତୁମ ଉତ୍ତରକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)

Answer:
Nature’s power refers to primarily a brand of beauty soaps in India made from herbal or natural inredients (ପ୍ରାକୃତିକ ଉପାଦାନ).

Let us discuss
ଆସନ୍ତୁ ଆଲୋଚନା କରିବା

Complete the information in the table given below. One example has been done for you. Share your answers with your classmates and teacher.
(ନିମ୍ନ ପ୍ରଦତ୍ତ ସାରଣୀରେ ସୂଚନା ପୂରଣ କର । ଗୋଟିଏ ଉଦାହରଣ ତୁମ୍ଭମାନଙ୍କ ପାଇଁ କରିଦିଆଯାଇଛି । ତୁମର ଉତ୍ତରଗୁଡ଼ିକୁ ଶ୍ରେଣୀସାଙ୍ଗ ଓ ଶିକ୍ଷକଙ୍କ ସହ ଆଲୋଚନା କର ।) (Questions with Answer)

Answer:

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

Question 1.
Read the given extracts and answer the questions that follow :
(ପ୍ରଦତ୍ତ ଉଦ୍ଧୃତାଂଶଗୁଡ଼ିକୁ ପଢ଼ି ପରବର୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

(i) India is home to some of the most mystifying natural phenomena that surprise and spark our imagination.
Replace the underlined phrase with one from the extract.
(ରେଖାଙ୍କିତ ବାକ୍ୟାଶକୁ ବଦଳାଇ ଉଦ୍ଧୃତାଂଶ ଗୋଟିଏ ଶବ୍ଦ ଲେଖ ।)
India is the birth place of several ecosystems.
Answer:
India is home to several ecosystems.

(ii) What does the phrase ‘nature’s unusual side’ suggest about the phenomena described ?
(ବର୍ଣ୍ଣିତ ଦୃଶ୍ୟ ସମ୍ବନ୍ଧରେ ‘nature’s unusual side’ ବାକ୍ୟଶଟି କଣ ସୂଚାଉଛି ? )
Answer:
The phrase ‘nature’s unusal side’ suggests that the natural world is not always predictable, serene ot pretty as we think conventionally, but it may be ecentric or surreal.
(Nature’s unusal side ସୂଚିତ କରୁଛି ଯେ ପ୍ରାକୃତିକ ପୃଥ‌ିବୀ ସର୍ବଦା ଅନୁମେୟ ବା ଶାନ୍ତ ବା ସୁନ୍ଦର ନୁହେଁ, ଯାହା ଆମ୍ଭେମାନେ ପାରମ୍ପରିକ ଭାବେ ମନେକରୁ । ଏହା (ପ୍ରାକୃତିକ ପୃଥ‌ିବୀ) ବିଚିତ୍ର ବା ଅପ୍ରାକୃତିକ ବା ଅବାସ୍ତବ ।)

(iii) Complete the similarity by choosing the correct option. (ସଠିକ୍ ବିକଳ୍ପ ବାଛି ସାଦୃଶ୍ୟ ପୂରଣ କର ।)
Spark Imagination :: ……………… , ……………
Answer:
Wonder : amazement (ଆଶ୍ଚର୍ଯ୍ୟ : ବିସ୍ମୟ)

(iv) Identify whether the following statement is true or false.
(ନିମ୍ନ ଉକ୍ତିଟି ସତ୍ୟ କି ମିଥ୍ୟା ଚିହ୍ନାଅ ।)
Some natural phenomena can surprise people.
Answer:
False

Question 2.
The correct answer is Most natural phenomena can surprise imagination. Have you seen things disappearing in front of your eyes? Well, such things happen at times, when we keep things at some place, and just forget where we have kept them. But, what if there’s a sea that disappears ?
(ତୁମ ଆଖ୍ ଆଗରେ ଜିନିଷଗୁଡ଼ିକ ଅଦୃଶ୍ୟ ହୋଇଯାଉଥିବାର ତୁମ୍ଭେ ଦେଖୁଛ ? ହଁ, ଏଭଳି ଜିନିଷ ବେଳେ ବେଳେ ଘଟେ, ଠିକ୍ ଯେତେବେଳେ ଆମ୍ଭେ କୌଣସି ଜାଗାରେ ଜିନିଷ ରଖୁ ଏବଂ ଭୁଲି ଯାଉ ଏସବୁ ଜିନିଷ କେଉଁଠାରେ ରଖୁଛୁ ? କିନ୍ତୁ, ଯଦି ଗୋଟିଏ ସମୁଦ୍ର ଅଦୃଶ୍ୟ ହୋଇଯାଏ ?)

This happens in Odisha. It is a beach in the Balasore district where one can witness the sea disappearing mysteriously the Chandipur Beach which is known for its unique feature of playing hide-and-seek with its visitors.
(ଏହା ଓଡ଼ିଶାରେ ହୁଏ । ବାଲେଶ୍ଵର ଜିଲ୍ଲାରେ ଏଭଳି ଏକ ବେଳାଭୂମି ଅଛି ଯେଉଁଠାରେ ଜଣେ ରହସ୍ୟମୟ ଭାବରେ ସମୁଦ୍ର ଅଦୃଶ୍ୟ ହେଉଥ‌ିବାର ଦେଖୁପାରିବ । ଏଇଭଳି ଏକ ସମୁଦ୍ରକୂଳ/ ବେଳାଭୂମି ହେଉଛି ଚାନ୍ଦିପୁର ଯାହାକି ପର୍ଯ୍ୟଟକମାନଙ୍କ ସହିତ ଲୁଚକାଳି ଖେଳୁଥୁବାର ଏକ ଅସାଧାରଣ ଅଲୌକିକତା ପାଇଁ ଜଣାଶୁଣା ।)

(i) Complete the following sentence with a suitable reason.
(ସଠିକ/ଯୁକ୍ତିଯୁକ୍ତ କାରଣ ସହ ନିମ୍ନଲିଖୁତ ବାକ୍ୟ ପୂରଣ କର ।)
Complete the following sentence with a suitable reason. The writer’s most likely purpose to introduce the information about the Chandipur Beach phenomenon with a question is to (engage the reader’s curiosity and create a sense of suspense/draw the reader to learn more about the unusual phenomenon/set the tone for the surprising nature of the content that follows)
Answer:
engage the reader’s curiosity and create a sense of suspension.

(ii) Select the option that is correct for both Assertion (A) and Reason (R).
(ଉଭୟ Assertion (A) ଓ Reason (R) ପାଇଁ ଠିକ୍ ହେଉଥୁବା ବିକଳ୍ପଟି ଚୟନ କର ।)
A. Chandipur Beach in Odisha is known for its unique freature of the sea disappearing.
B. The tides retreat (ଫେରିଯାଏ) drastically (ପ୍ରଖର ଭାବରେ), exposing (ଦୃଶ୍ୟମାନ ) the Chandipur beach.
C. (A) is true, but (R) is false.
D. (A) is false, but (R) is true
Answer:
(B) Both (A) and (R) are true, but (R) is not the correct explanation of (A).

(iii) What does the term unique suggest about the beach in Balasore ?
(ବାଲେଶ୍ଵର ବେଳାଭୂମି ବିଷୟରେ ‘unique’ ଶବ୍ଦ କ’ଣ ସୂଚିତ କରୁଛି ?)
A. very popular
B. one of its kind
C. ancient place
D. far from city
Answer:
(B) One of its kind

(iv) What does the winter want to convey with the use of the phrase ‘playing hide and-seek with the visitors’ ?
Answer:
With the use of the phrase “playing hide-and-seek with its visitors” the writer wants to convey the appearing and disappearing of the sea in Chandipur.

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

Question 1.
How are the living root of the bridges a boon for the local people of Meghalaya ?
(ମେଘାଳୟର ସ୍ଥାନୀୟ ଅଧିବାସୀମାନଙ୍କ ପାଇଁ living root bridges କିପରି ଏକ ଆଶୀର୍ବାଦ ଅଟେ ?)
Answer:
For the local people of Meghalaya the living root bridges are a boon as/because these bridges have been built by the local people with unbelievable feats of engineering (ଅବିଶ୍ୱସ୍ତ ଯାନ୍ତ୍ରିକ କଳା ବା କୌଶଳରେ) which help them cross many water ways (ବହୁତ ଜଳପଥ ଅତିକ୍ରମ କରିବାରେ ସକ୍ଷମ କରିଥାଏ) ending the age- old problem. (ବର୍ଷ ବର୍ଷର ସମସ୍ୟା ଶେଷକରି)

Question 2.
Why is the Lonar Crater Lake considered a remarkable and rare site ?
(Lonar Crater Lake କାହିଁକି ଏକ ଅସାଧାରଣ ଏବଂ ବିରଳ ପର୍ଯ୍ୟଟନ ସ୍ଥଳୀ ଅଟେ ?)
Answer:
Lonar Crater lake in Maharashtra is considered a remarkable and rate site because it (the lake) is a blend of celestial impact and terrestrial beauty (ପାର୍ଥିବ ସୌନ୍ଦର୍ଯ୍ୟ).

Question 3.
What is the writer’s purpose of highlighting the awe-inspiring not unequal ‘wonders of India ?
(ଭାରତର ମୁଗ୍ଧକର ପ୍ରେରଣାଦାୟୀ ବିସ୍ମୟ ବିଷୟରେ ଉଲ୍ଲେଖ କରିବାର ଉଦ୍ଦେଶ୍ୟ କଣ ?)
Answer:
The writer’s purpose of highlighting the awe-inspiring natural wonders of India to describe nature’s artistic flair and enigmatic charm (ରହସ୍ୟମୟ ସୌନ୍ଦର୍ଯ୍ୟ).

Question 4.
Which of these unusal pehnomena did you find most interesting and why?
(ଏହିସବୁ ଅସାଧାରଣ ବା ଅଲୌକିକ ଦୃଶ୍ୟାବଳୀ ମଧ୍ୟରୁ କାହାକୁ ତୁମେ ଅଧିକ ସୁନ୍ଦର ମନେକରୁଛ ଓ କାହିଁକି ?)
Answer:
Of (these unusal phenomena I find the Magnetic Hills in Leh, Ladakh and the Invisible Chandipur Beach, Odisha most (interesting). Reason: Magnetic Hills in Leh, Ladakh, the vehicles parked at the indicated spot begin moving forward as if appear to roll uphill. And in Chandipur beach in the Balasore district one can witness the sea disappearing mysteriously (ରହସ୍ୟମୟ ଭାବରେ ଅଦୃଶ୍ୟ ହେଉଥୁବାର).

Let us Learn (ଆସ ଶିଖୁବା) :

I. Fill in the blanks with the correct expressions from the text given in the box below.
(ନିମ୍ନ ବାକ୍‌ସରେ ଦିଆଯାଇଥିବା ସଠିକ୍ ଉକ୍ତିଗୁଡ଼ିକ ମଧ୍ୟରୁ ଠିକ୍ ଉକ୍ତି ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
1. I have read many stories
2. Do you know when this little town ?
3. His hard work has helped him
4. There are no simple solutions to the
5. He opened the ancient wooden box and stared at the treasure of traffic jams.
6. The garden is in spring with lots of beautiful flowers in bloom.
Answer:
(1) to name a few
(2) came into existence (ପ୍ରତିଷ୍ଠା ହୋଇଥିଲା )
(3) to no end (a lot ବହୁତ)
(4) age-old problem
(5) in disbelief (ନିର୍ବାକ୍ ହୋଇ)
(6) in full glory (ସମାହାରରେ ଭରିଯାଏ)

II. Select the correct synonyms from the box given below that match the list of words in 1-5. You may refer to a thesaurus.
(ନିମ୍ନ ପ୍ରଦତ୍ତ ବାକ୍ସ ମଧ୍ଯରୁ ସଠିକ୍ ପ୍ରତିଶବ୍ଦ ବାଛ ଯାହା 1-5 ପର୍ଯ୍ୟନ୍ତ ଶବ୍ଦଗୁଡ଼ିକ ସହ ମେଳ ଖାଉଥବ । ତୁମେ ଏକ ପ୍ରତିଶବ୍ଦାବଳୀ ଶବ୍ଦକୋଷ ଅନୁସରଣ କରିପାର ।)


1. mysterious, puzzling, baffling
2. mighty, gigantic, huge
3. breath-taking, stunning, awe-inspiring
4. peaceful, calm, tranquil
5. unusual, peculiar, foreign
Answer:
1. Mysterious, puzzing, baffling – enigmatic
2. mighty, gigantic, huge – colossal
3. breath-taking, stunning, awe-inspiring – spactacular
4. peaceful, calm, tranquil – serene
5. unusal, peculiar, foreign – exotic

III. The expressions ‘hide-and-seek’ and ‘flora and fauna’ are used in the text. These are a pair of fixed words joined by ‘and’ or ‘or’. They are mostly synonyms, antonyms, rhyming words, same sound words (alliterations), etc.
Match the pair of fixed words in Column 1 with their meanings in Column 2. You may refer to a dictionary.
(ସ୍ତମ୍ଭ ‘୧’ରେ ଥ‌ିବା ନିର୍ଦ୍ଦିଷ୍ଟ ଯୋଡ଼ା ଶବ୍ଦ ବା ଶବ୍ଦ ଯୁଗଳଗୁଡ଼ିକୁ ସ୍ତମ୍ଭ ‘୨’ରେ ଥ‌ିବା ସେଗୁଡ଼ିକର ଅର୍ଥ ସହିତ ମିଳାଅ । (ତୁମେ ଏକ ଅଭିଧାନର ସାହାଯ୍ୟ ନେଇପାର ।)

Answer:
Use the binomials given in Column 1 in sentences of your own.
(ସ୍ତମ୍ଭ ‘୧’ ରେ ଦିଆଯାଇଥିବା ଯୁଗ୍ମ ଶବ୍ଦଗୁଡ଼ିକୁ ବ୍ୟବହାର କରି ତୁମ ନିଜ ବାକ୍ୟ ଗଠନ କର ।)

Column 1	Column 2
1. odds and ends	(vii) small, unimportant things
2. on and off	(v) sometimes, occasionally
3. mix and match	(i) put different things together to get a range of possibilities.
4. all or nothing	(viii) something to be done completely or not at all.
5. part and parcel	(ii) complete part of or belong to
6. pick and choose	(iii) choose only the best (things, people, etc)
7. sooner or later	(iv) at some time in the future
8. leaps and bounds	(vi) increase or develop very quickly

IV. Study the highlighted words in the following sentences from the text.
(ପାଠ୍ୟ ବିଷୟର ନିମ୍ନଲିଖୂତ ବାକ୍ୟଗୁଡ଼ିକରେ ଉଲ୍ଲିଖୂତ ଶବ୍ଦଗୁଡ଼ିକୁ ଅଧ୍ୟୟନ କର ।)

• The living root bridges are one of Meghalaya’s most beautiful…..
• ………… creating a striking visual contrast against the surrounding rugged terrain. In the given sentences, the highlighted words giving’, ‘striking’, and `rugged’ are examples of verbs used as adjectives. Such verbs are called participles.
  (ଏହି ବାକ୍ୟଗୁଡ଼ିକରେ ଉଲ୍ଲିଖତ ଶବ୍ଦଗୁଡ଼ିକ ଗୋଟିଏ ଗୋଟିଏ verb ବା କ୍ରିୟାପଦ ଯାହା adjective ବା ବିଶେଷଣ ରୂପେ ବ୍ୟବହୃତ । ଏଇଭଳି verbal adjective କୁ participle କୁହାଯାଏ ।)

For example :
When the vehicles are parked (દ્વાત્તવુષ્ટિ થ્વિદાવા ) at the indicated (วิช้ิง) spot, they begin moving forward at a speed of almost 20 km/hr. indicated – past participle
Now fill in the blanks using present participle or past participle form of the প্বিধা past particple प्रप्रമുട്ടര മുഖ് ജുറ്റുമുന്റ ঘূতি യമ ।)
stand, amaze, carve, scatter, glow

1. The ………… marble monument looks even more spectacular in the moonlight.
2. The ………… view of the Himalayas from Darjeeling attracts visitors from all over the world.
3. The Sun Temple in Konark features intricately ………… stone wheels and walls.
4. ………… at a height of 182 m, the Statue of Unity is dedicated to Sardar Vallabhbhai Patel.
5. The ………… islands of the Andaman and Nicobar offer some of the cleanest beaches in India.
Answer:
1. glowing (Present participle) (ঞ্চেণীর্ 6স্বপ্তৃথা)
2. amazing.(Present participle) ( થાકાર્વપજતજી)
3. Carved (Past participle)
4. Standing (Present participle)
5. Scattered (Past participle)

(v) Study the highlighted word in the following sentence from the text :
(ନିମ୍ନଲିଖତ ବାକ୍ୟରେ ବିଶେଷଭାବେ ପ୍ରଦର୍ଶିତ ଶବ୍ଦଟିକୁ ଅଧ୍ୟୟନ କର ।)

Crossing the many waterways without bridges was difficult for people in the past during monsoons. (ମୌସୁମୀ ବା ବର୍ଷା ସମୟରେ)
In the above sentence, the highlighted word ‘crossing’, is one example of a verb used as a noun. Such a verb is called gerund. (ଏହି ବାକ୍ୟରେ highlighted word “crossing’ ହେଉଛି ଏକ verb ବା କ୍ରିୟାପଦ ଯାହା ଏକ noun ବା ବିଶେଷ୍ୟ ପଦ ରୂପେ ବ୍ୟବହୃତ । ଏପରି verb କୁ gerund କୁହାଯାଏ ।

Remember:
When a verb with ing is used as a noun, it is called gerund. (ଯୋଗକରି ତାହାକୁ ବିଶେଷ୍ୟ ରୂପେ ବ୍ୟବହାର କଲେ, ତାହାକୁ gerund କୁହାଯାଏ ।) Underlined the gerunds and participles in the following sentences. Write ‘G’ for gerunds and ‘P’ for participles in the space provided. One example has been done for you. (ତଳଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକରେ gerund ଓ participle ଗୁଡ଼ିକୁ ରେଖାଙ୍କିତ କର । Gerund ଗୁଡ଼ିକ ପାଇଁ ‘G’ ଓ participle ଗୁଡ଼ିକ ପାଇଁ ‘P’ ଲେଖ । ଗୋଟିଏ ଉଦାହରଣ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।) (Questions with Answer)

1. Dancing is a great way to express emotions. (G)
2. Travelling can broaden your perspective (idea). (G)
3. The falling leaves signalled the arrival of autumn. (P)
4. She enjoys cooking new recipes for her family. (G)
5. Reading helps improve your vocabulary (word power). (G)
6. He watched the shimmerng stands in the night sky. (P)
7. Forgetting the keys inside, Kanchan locked the door. (P)

VI. Combine the following pairs of sentences using participles or gerunds. You may use the clues given in brackets. One example has been done for you.
(ନିମ୍ନଲିଖୁତ ବାକ୍ୟଯୋଡ଼ିକୁ participle ବା gerund ବ୍ୟବହାର କରି ଯୋଗକର । ବନ୍ଧନୀ ମଧ୍ଯରେ ପ୍ରଦତ୍ତ ସୂଚନାକୁ ତୁମେ ବ୍ୟବହାର କରିପାର । ଗୋଟିଏ ଉଦାହରଣ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

1. Nitesh entered the room. He saw his friend sitting in the corner. (participle).
Answer:
Entering (present participle) the room Nitesh saw his friend sitting in the corner.

2. Smitha walked carelessly. She slipped on the doormart. (participle).
Answer:
Walking (present participle) carelessly Smitah slipped on the doormart.

3. Sleep for eight hours. It is good for health.
Answer:
Sleeping for eight hours is good for health.

4. Ranjith felt happy about the result. He called his parents. (participle)
Answer:
Feeling happy about the result, Ranjith called his parents.

5. Father encouraged. Meena. Meena joined the course. (gerund)
Gerund can’t be used here.
Answer:
Encouraged by father, Meena joined the course.

Let us learn (ଆସ ଶିଖୁବା)

You will listen to a brother and sister discuss a natural phenomenon. As you listen, mark the four true statements from 1-6 given below. (Transcript for teacher on page 153)
(ଜଣେ ଭାଇ ଓ ଜଣେ ଭଉଣୀ ଏକ ପ୍ରାକୃତିକ ଦୃଶ୍ୟ ବିଷୟରେ କଥାବାର୍ତ୍ତା ହେଉଥ‌ିବାର ତୁମେ ଶୁଣିବ । ତୁମେ ଶୁଣୁଥ‌ିବା ସମୟରେ ନିମ୍ନ ପ୍ରଦତ୍ତ ୧-୬ ପର୍ଯ୍ୟନ୍ତ ଉକ୍ତିଗୁଡ଼ିକ ମଧ୍ୟରୁ ଚାରୋଟି ଠିକ୍ ଭକ୍ତିକୁ ଚିହ୍ନଟ କର ।) (୧୫୩ ପୃଷ୍ଠାରେ ଶିକ୍ଷକଙ୍କ ପାଇଁ Transcript ଦିଆଯାଇଛି ।)

1. The brother was taken aback to see the posted pictures.
2. The brother admitted to not knowing about his sister’s favourite picture.
3. The sister stated that the rainbow mountain was like any other mountain.
4. The brother was aware of the reason for the formation of colours on the mountain.
5. The brother was surprised to learn about the mountain being covered with snow till recently.
6. The sister understood nature’s role in the beauty of the mountain.
Answer:
Correct sentences.
1. The brother was taken aback to see the posted pictures.
2. The brother admitted to not knowing about his sister’s favourite picture.
5. The brother was surprised to learn about the mountain being covered with snow till recently.
6. The sister understood nature’s role in the beauty of the mountain.

Let us Speak (ଆସ କହିବା)

I. Work in groups of four. Make a presentation on a place of interest in and around your region that people like to visit. You may use the following guidelines to make your presentation.

(ଚାରିଜଣିଆ ଦଳରେ କାମ କର । ତୁମ ଅଞ୍ଚଳରେ ଓ ଏହାର ଚତୁଃପାର୍ଶ୍ଵରେ ଥିବା ଏକ ସୁନ୍ଦର ସ୍ଥାନ ବିଷୟରେ ଏକ ଉପସ୍ଥାପନା ଦିଅ ଯାହାକୁ ଲୋକମାନେ ବୁଲିଯିବାକୁ ଚାହୁଁଛନ୍ତି । ନିଜର ଉପସ୍ଥାପନା ନି ମ୍ନ ଲି ଖ୍ ତ ପାଇଁ ନିୟମାବଳୀକୁ ଅନୁସରଣ କରିପାରିବ ।)
Guidelines:
1. Slides 1-2: Choose any popular place of interest in your region.
2. Slides 3-4 Mention where it is located and how to reach there.
3. Slides 5-6 Describe the attractions of the place, why it is popular and explain its historical importance, if any.
4. Slides 7-8 List out weather conditions, local food, customs, and language.
5. Slides 9-10: Suggest the best time of the year to visit and why you recommend this place.
Answer:
Ratnagiri, Famous Buddhist Monastry
It is a very popular place of interest for the Buddhist followers and the general public. (Slides – 1-2). It is near Brahmani and Birupa confluence in the district of Jajpur. It is about 83 kms from the capital city Bhubaneswar by road. (Slides- 3-4)

This place continues to attract streams of visitors for the magnificient carving of the sculpted image of Lord Buddha. The greenery, the perrenial Brahmani and the vast vegetation (a) with the temple dedicated to (ଉତ୍ସର୍ଗୀକୃତ) to Lord (ଭଗବାନ୍) Buddha attracts thousands of tourists (ହଜାର ହଜାର ପର୍ଯ୍ୟଟକମାନଙ୍କୁ) to this splendid site. (ଏହି ସୁନ୍ଦର ପର୍ଯ୍ୟଟନସ୍ଥଳୀକୁ) (Slides 5-6)

Of the local food available (ମିଳୁଥିବା ସ୍ଥାନୀୟ ଖାଦ୍ୟ ମଧ୍ୟରେ) at Ratnagiri the staple (ମୁଖ୍ୟ) items (ସାମଗ୍ରୀ) are water rice (ପଖାଳ ଭାତ) with curd (ଦହି ସହିତ), dalma (lentils and vegetables) (ମସୁର ଡାଲି ଓ ପରିବାରେ ତିଆରି), Chhena Poda (baked cottage cheese) (ଛେନାପୋଡ଼) and Rasabali (ରସାବଳୀ). Customs (ପ୍ରଥା) associated (ସଂଶ୍ଳିଷ୍ଟ) with the festival of Lord Jagannath, pithas and pancake (ଆରିସାପିଠା) a hold significant (ଗୁରୁତ୍ଵବହନ କରୁଛି) here.

The official (ସରକାରୀ) and mostly widely (ଅଧିକାଂଶ ବ୍ୟବହୃତ) spoken language here is Odia. (Slides 7-8).
This historical site experiences tropical climate (ନାତିଶୀତୋଷ୍ଣ ଜଳବାୟୁ). In winter temperature (ତାପମାତ୍ରା) ranges from 10°C to 22°C with skies appearing typically (ସାଧାରଣତଃ) clear. In summer (March to June) the weather remains hot from 35°C to 40°C. In monsoon (ମୌସୁମୀ ବା ବର୍ଷା ଋତୁରେ) the annual average of rainfall hovers around 1500 mm. (Slides 7-8).
The best time to visit the site is from November to February. We recommended (କରୁଛୁ) for people to visit this place to derive (ପାଇବା ପାଇଁ) pleasure or joy of spiritualism (ଆଧ୍ୟାତ୍ମିକ ଆନନ୍ଦ) and hunting beauty of nature. (slides 9-10)

Let us Write (ଆସ ଲେଖୁବା) :

You just read vivid descriptions of the natural wonders of our country. Write a descriptive essay for your school magazine describing anything from nature that attracted your attention. It may be an object, a place, or an event experienced by you. Remember to give a title to your essay. Use proper format and content organisation begin with a title, include introduction (one paragraph), body (two to three paragraphs), and conclusion (One paragraph).

(ଆମ ଦେଶର ପ୍ରାକୃତିକ ବିସ୍ମୟଗୁଡ଼ିକର ସ୍ପଷ୍ଟ ବର୍ଣ୍ଣନା ବିଷୟରେ ତୁମେ ଏବେ ପଢ଼ିଲ । ତୁମର ଦୃଷ୍ଟିକୁ ଆକର୍ଷିତ କରୁଥ‌ିବା ପ୍ରକୃତିର ଯେକୌଣସି ଦୃଶ୍ୟକୁ ନେଇ ତୁମ ବିଦ୍ୟାଳୟର ପତ୍ରିକା ପାଇଁ ଏକ ବର୍ଣ୍ଣନାମୂଳକ ପ୍ରବନ୍ଧ ଲେଖ । ଏହା ଏକ ଦ୍ରବ୍ୟ ବା ସ୍ଥାନ ବା ଘଟଣା ହୋଇପାରେ । ପ୍ରବନ୍ଧର ଏକ ‘ଶୀର୍ଷକ’ ବା ‘ନାମ’ ଦେବାକୁ ମନେରଖ ।
ଉପଯୁକ୍ତ ସଂରୂପ (ଆକାର) ଏବଂ ବିଷୟବସ୍ତର ସଜ୍ଜା ବ୍ୟବହାର କର – ଶୀର୍ଷକ ଲେଖ, ଲେଖା ଆରମ୍ଭ କର, ଉପକ୍ରମ (ଗୋଟିଏ ଅନୁଚ୍ଛେଦ), ବିଷୟବସ୍ତୁ (୨ ରୁ ୩ ଟି ଅନୁଚ୍ଛେଦ ଏବଂ ଉପସଂହାର (ଗୋଟିଏ ଅନୁଚ୍ଛେଦ) କ୍ରମରେ ଲେଖ ।)

A Wedding Ceremony (ଏକ ବିବାହ ଉତ୍ସବ)

Attending (ଯୋଗଦେବା) a wedding or a marriage is an unforgettable (ସ୍ମରଣୀୟ) occasion (ଘଟଣା). This was the wedding of my favourite (ପ୍ରିୟ) or ideal (ଆଦର୍ଶ) teacher of Sj. Naba Kishore Sahoo, fondly called વૃષ્ટ6 ૪Qધાવાถથૃજા) Naba Sir, a teacher whose very presence (ଉପସ୍ଥିତି) sparks (produces – ସୃଷ୍ଟି କରିଥାଏ) a sensation (ଏକ ଶିହରଣ). Father and I were specially invited (ସ୍ଵତନ୍ତ୍ର ଭାବରେ ନିମନ୍ତ୍ରିତ ହୋଇଥିଲୁ) to the occasion at his Jairampur village of Salipur.

On reaching his humble dwelling, we were delighted when Naba Sir himself came to welcome us into the home. Naba Sir in bridegroom attire sat on a bed surrounded by by his sister’s-in-law and some close relatives. He was all smiles (ସ୍ମିତହାସ୍ୟ କରୁଥିଲେ). His parents after a brief wait (କିଛି ସମୟ ଅପେକ୍ଷା କରିବା ପରେ) led us (ଆମ୍ଭମାନଙ୍କୁ ନେଇଗଲେ) into the hall of feast. (ଭୋଜି ହଲ୍‌କୁ)

The dishes were absolutely palatable. We ate our fill (ଖାଇଲୁ). There was a flurry of movements (ଚଳ ପ୍ରଚଳ ଜୋର୍‌ରେ ଚାଲିଥିଲା). The environment (ପରିବେଶ) wore a colourful look (ଏକ ରଙ୍ଗୀନ ଚାହାଣି ଧାରଣ କରିଥିଲା). I gifted an English dictionary to my sir and sought his blessings (ତାଙ୍କର ଆଶୀର୍ବାଦ କାମନା କଲି). Every moment of our stay was very thrilling. The exciting experience still stands out in my memory. I pray to God to grant my teacher a long and happy life.

Let us explore (ଆସ ଅନ୍ଵେଷଣ କରିବା) :

Man-made Wonders ମାନବନିର୍ମିତ ବିସ୍ମୟ

1. Kallanai Dam (The Grand Anaicut) in Tamil Nadu is one of the world’s oldest dams and is still in use. The Kallanai Dam represents a significant achievement in ancient Indian hydraulic engineering. It was built by the Chola King Karikala around 150 CE.

2. Another spectacular legacy of ancient wisdom that we have is the world’s first residential university at Nalanda in Bihar. Nalanda was established much before any European university, providing higher education to thousands of students. It was declared as a UNESCO heritage site in 1980. You may visit the site given below to know more about this.

History and Revival

3. The Konark Sun Temple, a UNESCO World Heritage site since 1984, is one of the most iconic structures in Odisha. It is also called the black Pagoda; It was built by King Narasinghadeva-1 of the Eastern Ganga Dynasty in 1250 A.D. This temple reflects the grandeur of the traditions style of Kalinga Architecture. The temple is designed in the shape of a chariot that is pulled by seven horses (on 24 wheels), carrying the Sun God to the heaven.

Some of the man-made wonders of modern India include the Bandra-Worli Sea Link in Mumbai; Statue of Unity in Gujarat; Bhupen Hazarika Setu (The Dhola-Sadiya Bridge) in Assam; and many more.
Answer:
Do it yourself.

II. Some micro-planktons in the sea are bioluminescent. Have you seen any other life form that has this quality? Identify the insect given below and find out what it is called in your language. Look out for it when you visit a field or a place with a wetland. (ଆର୍ଦ୍ରଭୂମି ସହ)

Answer:
Moth (butterfly-like insect)
In my Odia language it is called ‘ঘওศ’.

Transcripts
The Case Of The Fifth Word
Let us listen (refer to page 117)

I. You will listen to a podcast about ways of improving observation skills.
As you listen, mark true or false for the statements 1-4.
Hello everyone! In today’s episode, we’ll be discussing some simple but effective ways to improve our observation skills. Being observant isn’t just about seeing, it’s about truly noticing details in the world around us. Whether it’s in daily life or in the workplace, observation skills can help us become more aware, make better decisions, and even improve memory. Let’s get started !

First, slow down and take your time. Rushing through tasks often leads to missed details. When you take time to focus on what’s in front of you, you’re more likely to notice features you might otherwise overlook. When you pause and observe, the details become clearer.

Another effective method is to engage all your senses. Observation isn’t just about seeing; it’s also about hearing, smelling, touching, and even tasting. The more senses you engage, the more information you absorb. For example, when you’re in a new environment, don’t just look around-pay attention to sounds, smells, and textures too.

A third tip is to ask questions. Curious people tend to be better observers because they actively try to understand what they’re noticing. Asking questions about what you see, like “Why is this here?” or “What purpose does it serve?” forces your brain to think critically about what you’re observing.

Next, take notes or make sketches. Writing down what you observe can help reinforce details in your memory. Even quick sketches of an object or place can strengthen your understanding of its features. Finally, it’s important to practise mindfulness. Mindfulness helps you stay present in the moment and fully engage with your surroundings. When you’re mindful, you’re not distracted by anything, this leads to improved observation skills. Start incorporating these techniques into your daily routine, and soon you’ll be observing things you never noticed before!

II. You will once again listen to the podcast. As you listen, complete the given sentences by filling in the blanks with one to three exact words you hear.

The Magic Brush Of Dreams
Let us listen (refer to page 132)

I. You will listen to five speakers speak about a magical power they wish for. As you listen, match statements 1-7 with speakers (i)-(v). There are two statements you do not need.

Speaker (i): If I could have any magical power, I’d choose the ability to predict the future. Imagine being able to see profits and losses before time. I could make better savings and secure my business. Plus, I’d use it to help others make wise financial decisions as well.

Speaker (ii): I think having the power to learn instantly would be amazing! Exams would be easy, and I’d have more time for activities I enjoy, like playing cricket. If I could remember everything, it would make life so much easier!

Speaker (iii): I would want the power of flying. Imagine being able to see the world from up above clearly. I would be able to go from one place to another quickly without using any means of transport. It would be a dream come true.

Speaker (iv): At my age, I’d love to have the power of healing. There are so many aches and pains that come with growing old, but it’s not just for me. If I could heal others too, I’d help my family stay healthy and happy.

Speaker (v): If I had a magical power, I’d want control over the weather. We depend so much on the rains. With this power, I could ensure that crops always get the right amount of rain and sunshine.

Spectacular Wonders
Let us listen (refer to page 148)

I. You will listen to a brother and sister discuss a natural phenomenon. As you listen, mark the four true statements from 1-6 given below.

Brother: I liked the pictures Uncle Dileep posted yesterday from the Republic of Peru. Can you guess which was my favourite?

Sister: I know it was the Rainbow Mountain. I say that because it was certainly my favourite.

Brother: Really! I didn’t know it was your favourite too. Can you imagine the creativity in Nature? What a marvellous natural phenomenon !

Sister: I could not believe my eyes when I saw that picture. There are so many colours there. Do you know how it’s formed

Brother: Of course! It’s actually quite amazing. The mountain gets its colours from layers of minerals like clay, limestone, and sandstone that got deposited millions of years ago.

Sister: Wow, I read that too. I think each colour is due to a different mineral. Like, the green comes from copper, and the red from clay. It’s like nature painted the mountain !

Brother: I cannot believe the fact that it was all buried unders n o wuntil recently.

Sister: Oh ! The melting snow must have made it visible again. That’s why it looks so fresh and bright today.

Brother: Those layers of minerals were actually deposited by waterfrom ancient seas and lakes.

Sister: Each colour represents a different time in history. That’swhy it’s called the rainbow mountain.

Spectacular Wonders Class 8 Summary

Let us read (ଆସ ପଢ଼ିବା)

India is home to some of the most mystifying natural phenomena that surprise and spark our imagination. (ଅନେକ ରହସ୍ୟମୟ ପ୍ରାକୃତିକ ଅସାଧାରଣ ଘଟଣାର ବାସସ୍ଥଳୀ ହେଉଛି ଭାରତ, ଯାହାକି ଆମ୍ଭମାନଙ୍କର କଳ୍ପନାକୁ ବିସ୍ମିତ ଓ କ୍ରିୟାଶୀଳ କରିଥାଏ ।)

1. The Valley Of Flowers, Uttarakhand

The Valley of Flowers is an eye-catching spectacle with around 600 species of exotic flowers, including orchids, poppies, primulas, marigold, daisies, and anemones. It is a place where nature blooms in its full glory offering an attractive view. The trek to the valley offers spectacular views of beautiful waterfalls and wild streams. The valley is also home to rare wildlife species like the grey langur, flying squirrel, red fox, lime butterfly, and snow leopard, to name a few.

With a stunning backdrop of the mighty Himalayan ranges, the Valley of Flowers National Park presents an unforgettable experience for visitors. Spread over a huge area in the Chamoli district, the Valley of Flowers National Park is a UNESCO World Heritage Site. Between the months of May and October, this area turns into a botanical wonderland !

ଅର୍ଜିଡ୍, ପପି, ପ୍ରିମୁଲା, ମେରିଗୋଲ୍ଡ, ଡେଜି, ଆନିମୋନ୍ ଆଦି ପାଖାପାଖୁ ଛଅଶହ କିସମ ଫୁଲର ଭଣ୍ଡାରକୁ ନେଇ ଆଖୁ ଲାୱଗଲା ଭଳି ସୁନ୍ଦର ଦୃଶ୍ୟରେ ପରିପୂର୍ଣ୍ଣ ସ୍ଥାନ ହେଉଛି ଉତ୍ତରାଖଣ୍ଡର ପୁଷ୍ପ ଉପତ୍ୟକା । ଏହା ଏପରି ଏକ ସ୍ଥାନ ଯେଉଁଠି ପ୍ରକୃତି ମହିମାମୟ ହୋଇ ଆକର୍ଷଣୀୟ ଦୃଶ୍ୟରାଜି ପ୍ରଦର୍ଶିତ କରେ । ଏଠାକାର ପାର୍ବତ୍ୟ ରାସ୍ତାରେ ସୁନ୍ଦର ଜଳପ୍ରପାତ ଓ ବନ୍ୟଝରଣାର ଦୃଶ୍ୟପଟ ଉପଲବ୍‌ଧ ହୋଇଥାଏ ।

ଧୂସର ମାଙ୍କଡ଼, ଉଡ଼ନ୍ତା ଗୁଣ୍ଡୁଚିମୂଷା, ନାଲି କୋକିଶିଆଳି, ଲେମ୍ବୁ ପ୍ରଜାପତି ଓ ତୁଷାର ଚିତାବାଘ ଆଦି ବହୁ ବିରଳ ବନ୍ୟପ୍ରାଣୀ ଏହି ଉପତ୍ୟକାରେ ରହିଛନ୍ତି । ଶକ୍ତିଶାଳୀ ହିମାଳୟ ପର୍ବତମାଳାର ଅଦ୍ଭୁତ ପୃଷ୍ଠଭୂମିସ୍ଥିତ ଏହି ପୁଷ୍ପ ଉପତ୍ୟକା ଜାତୀୟ ଭ୍ରମଣକାରୀମାନଙ୍କୁ ଅଭୁଲା ଅନୁଭୂତି ପ୍ରଦାନ କରେ । ଗାମୋଲି ଜିଲ୍ଲାର ଏକ ବିସ୍ତୃତ ଅଞ୍ଚଳରେ ପରିବ୍ୟାପ୍ତ ଏହି ପୁଷ୍ପ ଉପତ୍ୟକା ଜାତୀୟ ଉଦ୍ୟାନ ୟୁନେସ୍କୋ ମାନ୍ୟତାପ୍ରାପ୍ତ ବିଶ୍ୱ ଐତିହ୍ୟସ୍ଥଳ ଅଟେ । ମେ’ ମାସଠାରୁ ଅକ୍ଟୋବର ମାସ ମଧ୍ୟରେ ଏହି ଅଞ୍ଚଳ ଏକ ବୃକ୍ଷ ସମ୍ବନ୍ଧିତ ବିସ୍ମୟ ସ୍ଥାନରେ ପରିଣତ ହୋଇଯାଏ ।

Notes & Glossary (ଶବ୍ଦାର୍ଥ):

UNESCO – United Nation’s Educational, Scientific and Cultural Organisation. (ସଂଯୁକ୍ତ ରାଷ୍ଟ୍ର ଶିକ୍ଷାଗତ, ବୈଜ୍ଞାନିକ ଓ ସାଂସ୍କୃତିକ ସଂଗଠନ)

2. The Living Root Bridge, Meghalaya (ମେଘାଳୟର ଲିଭିଙ୍ଗ ରୁଟ୍ ବ୍ରିଜ୍ ଜୀବନ୍ତ ଚେରରେ ତିଆରି ପୋଲ)

Imagine building a bridge without the use of cement, stones, concrete, etc. Is it possible? The living root bridges are incredible feats of engineering built by the indigenous people of Meghalaya. The living root bridges are one of Meghalaya’s mos beautiful tangible UNESCO world heritage sites.Crossing the many waterways without bridges was difficult for people in the past, during monsoons.

Mystery and Magic Attempts to use bamboo or wooden bridges across these waterways proved futile as these bridges could not last long in the heavy rains and strong waters. Living root bridges are an innovative and indigenous solution to solve this age-old problem. They are made of intertwined roots which are a sort of magic, but they aren’t imaginary. These bridges have been built for centuries by the indigenous people of the land.

It is a naturally built ecosystem of local flora. It also symbolises the relationship and knowledge that the local people have over their region and the cultural significance that it holds for them. Under ideal conditions, a root bridge is thought to be able to persist for hundreds of years. These bridges frequently rise 50 to 100 feet in the air. The state’s longest living root bridge is said to be a whopping 175 feet in length. There are approximately 100 or so known living root bridges across different villages.

ସିମେଣ୍ଟ, ପଥର, କଂକ୍ରିଟ ଆଦି ବ୍ୟବହାର ନ କରି ଏକ ସେତୁ ନିର୍ମାଣ କରିବା କଳ୍ପନା କର । ଏହା କ’ଣ ସମ୍ଭବ ? ମେଘାଳୟର ମୂଳବାସିନ୍ଦାମାନଙ୍କଦ୍ଵାରା ନିର୍ମିତ ଜୀବନ୍ତ ଚେର ନିର୍ମିତ ସେତୁମାଳା ପୂର୍ଣକଳାର ଏକ ଅବିଶ୍ଵସନୀୟ ଅବଦାନ ଅଟେ । ମେଘାଳୟର ଏହି ଜୀବନ୍ତ ଚେର ନିର୍ମିତ ସେତୁମାଳା ୟୁନେସ୍କୋ ବିଶ୍ଵ ଐତିହ୍ୟ ସ୍ଥଳମାନଙ୍କ ମଧ୍ୟରେ ମେଘାଳୟର ଏହି ଦୃଶ୍ୟମାନ ସୌନ୍ଦର୍ଯ୍ୟ ଅବିଶ୍ଵସନୀୟ ହୋଇପାରିଛି ।

ଅତୀତରେ ବର୍ଷାଋତୁରେ ସେତୁ ବିନା ବହୁ ଜଳଧାରାକୁ ଅତିକ୍ରମ କରିବା ଲୋକଙ୍କ ପାଇଁ କଷ୍ଟସାଧ୍ୟ ଥିଲା । ଏହିସବୁ ଜଳଧାରା ଉପରେ ବାଉଁଶ କିମ୍ବା କାଠପୋଲ ନିର୍ମାଣ କରିବା ବିଫଳ ହେଉଥିଲା, କାରଣ ପ୍ରବଳ ବର୍ଷା ‘ଓ ପ୍ରଖର ସ୍ରୋତ ହେତୁ ଏଗୁଡ଼ିକ ଦୀର୍ଘସ୍ଥାୟୀ ହୋଇପାରୁ ନଥିଲା । ଜୀବନ୍ତ ଚେରରେ ନିର୍ମିତ ସେତୁମାଳା ଏହି ଦୀର୍ଘକାଳୀଳ ସମସ୍ୟାର ସମାଧାନ କ୍ଷେତ୍ରରେ ଏକ ସ୍ଥାନୀୟ ଓ ଅଭିନବ ପନ୍ଥା ଅଟେ ।

ଏକ ପ୍ରକାର ଯାଦୁବିଦ୍ୟା ଭଳି ଚେରଗୁଡ଼ିକୁ ମୋଡ଼ି ମୋଡ଼ି ଏହାକୁ ନିର୍ମାଣ କରାଯାଏ, କିନ୍ତୁ ଏସବୁ କାଳ୍ପନିକ ନଥିଲା । ଏହି ଅଞ୍ଚଳର ମୂଳବାସିନ୍ଦାଙ୍କଦ୍ୱାରା ଏହିସବୁ ସେତୁ ଶତାବ୍ଦୀ ଧରି ନିର୍ମିତ ହୋଇଆସୁଛି । ଏହା ପ୍ରାକୃତିକଭାବେ ନିର୍ମିତ ସ୍ଥାନୀୟ ଉଦ୍ଭଦସମୂହର ଏକ ପରିସଂସ୍ଥା । ସ୍ଥାନୀୟ ଲୋକମାନଙ୍କର ନିଜ ଅଞ୍ଚଳ ସମ୍ବନ୍ଧରେ ଥିବା ଜ୍ଞାନ ଓ ସଂପର୍କ ଏବଂ ସେମାନଙ୍କ ପାଇଁ ସେ ଅଞ୍ଚଳର ସାଂସ୍କୃତିକ ଗୁରୁତ୍ଵ ରୂପେ ଏହିସବୁ ସେତୁ ପ୍ରତୀକାତ୍ମକ ହୋଇ ରହିଛି । ଅକୂଳ ସ୍ଥିତିରେ ଏହିସବୁ ଚେର ତିଆରି ସେତୁ ଶହ ଶହ ବର୍ଷ ଧରି ତିଷ୍ଠି ରହିପାରେ । ଏହିସବୁ ସେତୁ ବାୟୁମଣ୍ଡଳର 50 ରୁ 100 ଫୁଟ ଉଚ୍ଚତାରେ ଉଠି ରହିଥାଏ । ଏହି ରାଜ୍ୟର ଦୀର୍ଘତମ ବିଶାଳ କ ଜୀବନ୍ତ ଚେରରେ ନିର୍ମିତ ସେତୁର ଦୈର୍ଘ୍ୟ 175 ଫୁଟ । ବିଭିନ୍ନ ଗ୍ରାମ ମଧ୍ଯରେ ଏହିପରି ପ୍ରାୟ 100 ପାଖାପାଖୁ ଜୀବନ୍ତ ଚେରନିର୍ମିତ ସେତୁ ରହିଥ‌ିବା ଜଣାଯାଏ ।

Notes & Glossary (ଶବ୍ଦାର୍ଥ):

3. The Lonar Crater Lake, Maharashtra (ମହାରାଷ୍ଟ୍ରର ‘ଲୋନାର କ୍ରେଟର ହ୍ରଦ’)

The Lonar Crater Lake is a geological wonder, nestled in the town of Lonar in Buldhana district, Maharashtra. It is believed to have been formed thousands of years ago. This ancient landform, consisting of a giant hole, came into existence when a colossal meteorite, blazing at an extremely high speed, crashed into the Earth, leaving behind a stunning mark.

It is the only crater in India formed in basaltic rock by a meteorite impact and ranks as the third largest in the world, placing it among the top five largest craters globally. The crater’s perfectly circular depression cradles a unique saline lake at its core, creating a striking visual contrast against the surrounding rugged terrain. This site is a rare and extraordinary blend of celestial impact and terrestrial beauty. The rim of the meteor crater offers a breath-taking spectacle of nature’s power and the enduring allure of our planet’s ancient past.

ମହାରାଷ୍ଟ୍ର ରାଜ୍ୟର ବୁଲ୍‌ଧାନା ଜିଲ୍ଲାର ଲୋନାର ସହରରେ ଥିବା କ୍ରେଟର ହ୍ରଦ ଏକ ଭୂତାତ୍ତ୍ଵିକ ବିସ୍ମୟ ଅଟେ । ଏହା ହଜାର ହଜାର ବର୍ଷ ପୂର୍ବେ ସୃଷ୍ଟି ହୋଇଥ‌ିବାର ବିଶ୍ଵାସ କରାଯାଏ । ଏକ ବିଶାଳ ଉଲ୍‌କାପିଣ୍ଡ ପ୍ରବଳ ବେଗରେ ପୃଥ‌ିବୀ ଆଡ଼କୁ ମାଡ଼ିଆସି ଭୂପତିତ ହୋଇ ଏକ ଅଦ୍ଭୁତ ଭୂମିରୂପ ସୃଷ୍ଟି କଲା ଯାହାଫଳରେ ବିଶାଳ ଗର୍ଭ ଆକାରର ଏହି ଭୂମିରୂପ ସୃଷ୍ଟି ହେଲା । ଏହା ଭାରତର ଏକମାତ୍ର କ୍ରେଟର ହ୍ରଦ ଯାହା ଉଲ୍‌କା ପ୍ରଭାବଜନିତ ବାସାଲ୍ଟ ଶିଳାରେ ଗଠିତ ।

ପୃଥ‌ିବୀର ପାଞ୍ଚଟି ଅଗ୍ରଣୀ କ୍ରେଟର ହ୍ରଦ ମଧ୍ୟରେ ଏହା ତୃତୀୟ ବୃହତ୍ତମ ଏହି କ୍ରେଟରର ମଧ୍ୟବର୍ତୀ ଗୋଲାକାର ଅଂଶ ଭିତରେ ଏକ ଲବଣାକ୍ତ ହ୍ରଦ ରହିଛି ଯାହା ଏହା ଚାରିପାଖରେ ଥ‌ିବା ଆବଡ଼ାଖାବଡ଼ା ଅଞ୍ଚଳର ବିପରୀତ ଅଟେ । ଏହା ଭୌଗୋଳିକ ପ୍ରଭାବ ଏବଂ ଜାଗତିକ ସୌନ୍ଦର୍ଯ୍ୟର ଏକ ବିରଳ ଓ ଅନନ୍ୟ ସମ୍ମିଶ୍ରଣ ଅଟେ । ଏହି ହ୍ରଦର ଗୋଲାକାର ଧାର ପ୍ରକୃତିର ମନରମ ସୌନ୍ଦର୍ଯ୍ୟରେ ପରପୂର୍ଣ୍ଣ, ଯାହା ପୃଥ‌ିବୀର ଏହି ପ୍ରାଚୀନ ସ୍ଥାନ ପ୍ରତି ପର୍ଯ୍ୟଟକମାନଙ୍କୁ ଆକର୍ଷିତ କରିଥାଏ ।

Notes & Glossary (ଶବ୍ଦାର୍ଥ)

4. Magnetic Hills In The Leh District, Ladakh (ଲଦାଖର ‘ଲେହ’ ଜିଲ୍ଲାରେ ଅବସ୍ଥିତ ଚୁମ୍ବକୀୟ ପାହାଡ଼)

In the travels around Leh-Ladakh, is a fascinating sight which arouses curiosity to no end—the Magnetic Hill, a place where gravity takes a backseat ! Lying at a distance of around 30 km from Leh, the Magnetic Hill is marked by a yellow signboard which reads “The Phenomenon That Defies Gravity’.

It also instructs visitors to park vehicles in the box marked with a white point on the road, which is known as the Magnetic Road. When the vehicles are parked at the indicated spot, they begin moving forward at a speed of almost 20km/h. This unusual place creates an optical illusion where vehicles appear to roll uphill, a sight that has left tourists in disbelief for years, caused by the peculiar alignment of surrounding slopes and the horizon line.

ଲେହ–ଲଦାଖ ଭ୍ରମଣ କାଳରେ ଏକ ଚିତ୍ତାକର୍ଷକ ଦୃଶ୍ୟ ମନରେ ଅଶେଷ କୌତୂହଳ ଜାଗ୍ରତ କରାଏ । ତାହା ହେଉଛି, ଏଠାରେ ଥିବା ଚୁମ୍ବକୀୟ ପାହାଡ଼ ଯେଉଁଠି ମାଧ୍ୟାକର୍ଷଣ ଶକ୍ତି ଗୁରୁତ୍ଵହୀନ ହୋଇଯାଏ । ଲେହଠାରୁ ପ୍ରାୟ 30 କିଲୋମିଟର ଦୂରରେ ଅବସ୍ଥିତ ଏହି ସ୍ଥାନରେ ଏକ ସୂଚନା ଫଳକରେ ‘ମାଧ୍ୟାକର୍ଷଣ ଶକ୍ତି ପରାହତ ହେବା ଏକ ବିସ୍ମୟକର ସ୍ଥାନ’ ବୋଲି ଉଲ୍ଲେଖ ରହିଛି । ଆହୁରି ମଧ୍ୟ ନିଜ କାର୍‌କୁ ଧଳାରଙ୍ଗରେ ଚିହ୍ନିତ ସ୍ଥାନରେ ରଖୁବା ପାଇଁ ପର୍ଯ୍ୟଟକମାନଙ୍କୁ ନିର୍ଦ୍ଦେଶ ଦେଲା ଭଳି ଏକ ଲେଖା ଏହି ଫଳକରେ ରହିଛି । ଏହି ଚିହ୍ନିତ ପଥକୁ ଚୁମ୍ବକୀୟ ପଥ କୁହାଯାଏ ।

ଏହି ଚିହ୍ନିତ ସ୍ଥାନରେ ଯାନଗୁଡ଼ିକ ରଖାଗଲେ ସେସବୁ ଘଣ୍ଟା ପ୍ରତି ପ୍ରାୟ 20 କି.ମି. ବେଗରେ ଆଗକୁ ଗଲା ଭଳି ଜଣାଯାଏ । ଏହା ଚକ୍ଷୁବନ୍ଧନ ଶକ୍ତି ଭଳି ଏକ ଭ୍ରମ ସୃଷ୍ଟି କରେ, ଯାହାଦ୍ଵାରା ଯାନଗୁଡ଼ିକ ପାହାଡ଼ ଉପରକୁ ଗତି କଲାଭଳି ଜଣାଯାଏ । ଚତୁର୍ଦ୍ଦିଗରୁ ଘେରି ରହିଥ‌ିବା ପାହାଡ଼ର ଢାଲୁ ଅଂଶ ସଜ୍ଜୀକରଣ କାରଣରୁ ପର୍ଯ୍ୟଟକମାନଙ୍କୁ ଅବିଶ୍ଵାସ ମନେହେଉଥ‌ିବା ଏହି ଦୃଶ୍ୟ ବର୍ଷ ବର୍ଷ ଧରି ଦେଖାହୋଇ ଆସୁଛି ।

Notes & Glossary (ଶବ୍ଦାର୍ଥ) :

5. Glowing Waters Of Kerala (କେରଳର ଝିଲ୍‌ମିଲ୍ କରୁଥିବା ଜଳରାଶି)

Situated 15 kms from Kerala’s Kochi town, Kumbalangi is a beautiful village with vast green vegetation. In the serene backwaters of Kumbalangi village, one can see magically glowing waters in the night.

This phenomenon is called bioluminescence and is caused by a high concentration of micro-plankton in the sea, which are small organisms found in marine and freshwater. This beautiful sight has captured the attention of locals as well as tourists, making Kumbalangi an eco- tourism village in India. One can experience the village life in all its beauty and simplicity, and acquaint oneself to their cuisine and culture.

କେରଳ ରାଜ୍ୟର କୋଚି ସହରଠାରୁ 15 କିଲୋମିଟର ଦୂରରେ ସବୁଜିମା ପରିବେଷ୍ଟିତ ଏକ ସୁନ୍ଦର ଗାଆଁ କୁମ୍ଭାଲାଙ୍ଗି ଅବସ୍ଥିତ । ଏହି ଗାଆଁର ପାର୍ଶ୍ଵସ୍ଥ ସ୍ଥିର ଜଳରାଶି ରାତିରେ କୁହୁକ କଲାଭଳି ଝଲସି ଉଠେ ।

ଏହି ଦୃଶ୍ୟପଟକୁ bioluminescene ବା ରାସାୟନିକ ପ୍ରତିକ୍ରିୟାରୁ ସୃଷ୍ଟ ଜୈବ ଆଲୋକ କୁହାଯାଏ । ଉଭୟ ସମୁଦ୍ର ଜଳ ଓ ମଧୁର ଜଳରେ ବହୁଳଭାବେ ଥିବା ପ୍ଳାଙ୍କଟନ ନାମକ ଅତି କ୍ଷୁଦ୍ର ଜୀବ ଯୋଗୁଁ ଏହିପରି ହୋଇଥାଏ । ଏହି ସୁନ୍ଦର ଦୃଶ୍ୟ ସ୍ଥାନୀୟ ଲୋକ ତଥା ପର୍ଯ୍ୟଟକମାନଙ୍କ ଦୃଷ୍ଟି ଆକର୍ଷଣ କରେ । ଏହାଫଳରେ କୁମ୍ଭାଲାଙ୍ଗି ଭାରତର ଏକ ପରିବେଶ ପର୍ଯ୍ୟଟନ ଗ୍ରାମରେ ପରିଣତ ହୋଇପାରିଛି । ଏହି ସ୍ଥାନକୁ ପରିଭ୍ରମଣରେ ଗଲେ ଗ୍ରାମ୍ୟଜୀବନର ସୌନ୍ଦର୍ଯ୍ୟ ଓ ସରଳତା ତଥା ସେମାନଙ୍କର ଖାଦ୍ୟପେୟ ଓ ସଂସ୍କୃତି ବିଷୟରେ ଜାଣିହେବ ।

Notes & Glossary (ଶବ୍ଦାର୍ଥ) :

6. The Sunderbans (ସୁନ୍ଦରବନ)

Can a forest exist in a coastal zone? Yes, they are called mangrove forests, where trees take root under water in the low-oxygen soil. The roots slow down the movement of tidal waters, stabilising the coastline and reducing erosion. The Sundarbans is one such mangrove forest spread over 1,400 kms in West Bengal, lying in the delta of rivers, such as the Ganga, the Brahmaputra, and the Meghna. The name is derived from sundari trees that are plentiful in the area. The area is also populated by an extensive range of flora and fauna, including many bird species, the majestic Bengal tiger, and other threatened species, such as the estuarine crocodile and the Indian python.

ସମୁଦ୍ର ଉପକୂଳବର୍ତ୍ତୀ ଅଞ୍ଚଳରେ ବଣଜଙ୍ଗଲ ତିଷ୍ଠି ରହିପାରେ କି ? ହଁ, ତାହାକୁ ହେନ୍ତାଳବଣ କୁହାଯାଏ, ଯେଉଁ ବଣରେ ଉଭିଦମାନଙ୍କର ଚେର ପାଣି ଭିତରେ ସ୍ଵଳ୍ପ ଅମ୍ଳଜାନ ଥିବା ମୃଭିକାରେ ରହିଥାଏ । ଏହି ଚେରସବୁ ସାମୁଦ୍ରିକ ଜୁଆରର ବେଗ କମାଇବା ସଂଗେ ସଂଗେ ଉପକୂଳ ରେଖାକୁ ସୁଦୃଢ଼ କରାଏ ଏବଂ ମୃତ୍ତିକାକ୍ଷୟ ରୋକିଥାଏ । ସୁନ୍ଦରବନ ଏପରି ଏକ ହେନ୍ତାଳ ବଣ ଯାହା ଗଙ୍ଗା, ବ୍ରହ୍ମପୁତ୍ର ଓ ମେଘନା ନଦୀର ତ୍ରିକୋଣଭୂମିରେ ପଶ୍ଚିମବଙ୍ଗର ୧୪୦୦ କି.ମି. ଅଞ୍ଚଳରେ ପରିବ୍ୟାପ୍ତ । ଏହି ଅଞ୍ଚଳରେ ବହୁସଂଖ୍ୟକ ସୁନ୍ଦରୀ ବୃକ୍ଷ ଥିବାରୁ ଏହାର ଏପରି ନାମକରଣ ହୋଇଛି । ଏହି ଅଞ୍ଚଳରେ ବହୁସଂଖ୍ୟକ ବିଭିନ୍ନ ପ୍ରଜାତିର ପ୍ରାଣୀ ଓ ଉଦ୍ଭିଦ ଦେଖାଯା’ନ୍ତି । ସେଗୁଡ଼ିକ ହେଲା, ବିଭିନ୍ନ ପ୍ରଜାତିର ପକ୍ଷୀ, ମହାବଳ ବାଘ ଓ ଅନ୍ୟାନ୍ୟ ବିପଦଗ୍ରସ୍ତ ପଶୁ ପ୍ରଜାତି, ନଦୀମୁହାଣ ନିକଟସ୍ଥ କୁମ୍ଭୀର ଓ ଭାରତୀୟ ଅଜଗର ଇତ୍ୟାଦି ।

Notes & Glossary (ଶବ୍ଦାର୍ଥ) :

7. The Invisible Chandipur Beach, Odisha (ଓଡ଼ିଶାର ଅଦୃଶ୍ୟ ଚାନ୍ଦିପୁର ବେଳାଭୂମି)

Have you seen things disappearing in front of your eyes? Well, such things happen at times, when we keep things at some place, and just forget where we have kept them. But, what if there’s a sea that disappears? This happens in Odisha. It is a beach in the Balasore district where one can witness the sea disappearing mysteriously the Chandipur Beach which is known for its unique feature of playing hide-and-seek with its visitors. The sea can actually be witnessed disappearing and reappearing.

This is because the sea water moves. It retreats by 2-5 km during ebb tide, the duration between the high tide and low tide, and comes back to the shore at the time of high tide. This unusual natural phenomenon keeps on happening daily, where one can actually see the sea, and then watch it disappear in front of their eyes! sach These awe-inspiring natural wonders of India highlight the mystique of the country’s landscapes, each phenomenon telling its own story of nature’s artistic flair and enigmatic charm.

They challenge our understanding of the natural world and captivate our senses. They serve as a reminder of the extraordinary forces that shape our environment, blending scientific intrigue with the magic of folklore.

ତୁମ ଆଖ୍ ସାମନାରେ କୌଣସି ଜିନିଷ ଅଦୃଶ୍ୟ ହୋଇଯିବା ଘଟଣା ତୁମେ କେବେ ଦେଖୁଛ କି ? ଯେତେବେଳେ ଆମେ କିଛି ଜିନିଷ କୌଣସି ସ୍ଥାନରେ ରଖୁଦେଉ ଏବଂ ତାହା କେଉଁଠି ରଖୁଛୁ ଭୁଲିଯାଉ, ସେତେବେଳେ ଏହିପରି ହୋଇଥାଏ । କିନ୍ତୁ ଦୃଶ୍ୟମାନ ଏକ ସମୁଦ୍ର ଯଦି ଅଦୃଶ୍ୟ ହୁଏ ? ଓଡ଼ିଶାର ଏକ ସ୍ଥାନରେ ଏହପରି ହୁଏ । ଏହା ହେଉଛି ବାଲେଶ୍ଵର ଜିଲ୍ଲାରେ ଥିବା ଏକ ବେଳାଭୂମି ଯେଉଁଠି ସମୁଦ୍ର ରହସ୍ୟଜନକ ଭାବେ ଅଦୃଶ୍ୟ ହୋଇଯିବା ଦେଖିବାକୁ ମିଳେ । ଚାନ୍ଦିପୁର ବେଳାଭୂମିରେ ଏହି ଅନନ୍ୟ ଚିତ୍ର ଦେଖାଯାଏ । ମନେହୁଏ, ସତେ ଯେମିତି ସମୁଦ୍ର ଏଠାରେ ପର୍ଯ୍ୟଟକମାନଙ୍କ ସହିତ ଲୁଚକାଳି ଖେଳ ଖେଳୁଛି ।

ବାସ୍ତବରେ ଏଠାରେ ସମୁଦ୍ର ଅଦୃଶ୍ୟ ହେବା ଓ ପୁଣି ପୂର୍ବାବସ୍ଥାକୁ ଫେରିଆସିବା ଦେଖାଯାଏ । ସମୁଦ୍ରଜଳ କିଛି ଦୂର ଅପସାରିତ ହୋଇଯିବା ଏହାର କାରଣ ଅଟେ । ଉଚ୍ଚ ଜୁଆର ଓ ନିମ୍ନ ଜୁଆର ମଧ୍ୟବର୍ତ୍ତୀ ସମୟରେ ଏପରି ହୋଇଥାଏ । ପୁଣି ଉଚ୍ଚ ଜୁଆର ସମୟରେ ଏହା ଫେରିଆସେ । ଏହି ବିଚିତ୍ର ପ୍ରାକୃତିକ ଦୃଶ୍ୟ ପ୍ରତିଦିନ ଦେଖାଯାଏ । ଜଣେ ବ୍ୟକ୍ତି ଏହାର ଉପସ୍ଥିତି ଏବଂ ଅଦୃଶ୍ୟ ହେବା ଘଟଣା ସ୍ଵଚକ୍ଷୁରେ ଦେଖିପାରେ । ପ୍ରକୃତିର ଏହିସବୁ ପ୍ରେରଣାଦାୟୀ ବିସ୍ମୟରାଜି ଭାରତରେ ଥ‌ିବା ବିଭିନ୍ନ ରହସ୍ୟମୟ ଭୂଭାଗର ବିଶେଷତ୍ଵ ପ୍ରକଟ କରେ । ଏସବୁ ଆମ ଜ୍ଞାନଗରିମାକୁ ଆବଦ୍ଧ କରିବା ସଙ୍ଗେ ସଙ୍ଗେ ପ୍ରକୃତିଜଗତ ସଂପର୍କରେ ଥିବା ଆମ ଧାରଣା ପ୍ରତି ଏକ ଆହ୍ଵାନ ସୃଷ୍ଟି କରିଥାଏ । ଆମ ପରିବେଶକୁ ରୂପାୟିତ କରୁଥିବା ଅସାଧାରଣ ଶକ୍ତି ତଥା ବୈଜ୍ଞାନିକ ଚିନ୍ତାଧାରା ଓ ଲୋକସଂସ୍କୃତିର ଚମତ୍କାରିତାର ଏହା ଏକ ସମନ୍ଵୟ ଅଟେ ।

Notes & Glossary (ଶବ୍ଦାର୍ଥ) :

Spectacular Wonders Class 8 MCQ

Question 1.
The Valley of Flowers is situated in …………. (Fill in the blank.)
(a) Uttar Pradesh
(b) Himachal Pradesh
(c) Jammu and Kashmir
(d) Uttarakhand
Answer:
(d) Uttarakhand

Question 2.
Which of the following is a Word Heritage sight ?
(a) the valley of Flowers National Park of Uttrakhand
(b) the Living Root Bridges of Meghalaya
(c) both of these
(d) neither of these
Answer:
(c) both of these

Question 3.
How long is the longest living root bridge of Meghalaya ?
(a) 50 feet
(b) 100 feet
(c) 175 feet
(d) 75 feet
Answer:
(c) 175 feet

Question 4.
Which site is a rare and extraordinary blend of celestial impact and terrestrial beauty ?
(a) the Living Root Bridges of Meghalaya
(b) Glowing Waters of Kerala
(c) the Invisible Chandipur Beach of Odisha
(d) the Lonar Crater Lake of Maharashtra
Answer:
(d) the Lonar Crater Lake of Maharashtra

Question 5.
In which state is the Magnetic Hill situated ?
(a) Himachal Pradesh
(b) Arunachal Pradesh
(c) Uttarakhand
(d) none of these
Answer:
(d) none of these

Question 6.
Where can one see magically glowing waters in the night ?
(a) Chandipur
(b) Ladakh
(c) Kumbalangi
(d) Lonar
Answer:
(c) Kumbalangi

Question 7.
In which state is the Sundarbans situated ?
(a) Odisha
(b) West Bengal
(c) Uttarakhand
(d) Himachal Pradesh
Answer:
(b) West Bengal

Question 8.
What plays hide-and-seek with its visitors ?
(a) the mangrove forests of the Sundarbans
(b) the sea at Chandipur Beach of Odisha
(c) the backwaters of Kumbalangi village
(d) the exotic flowers of the valleys in Uttarakhand
Answer:
(b) the sea at Chandipur Beach of Odisha

Spectacular Wonders Class 8 Fill in the Blanks

1. There are ………… species of exotic flowers in the Valley of Flowers.
Answer: 600

2. The Valley of Flowers National park is a ………… World Heritage Site.
Answer: NESCO

3. The Living Root Bridges of Meghalaya are made of ………… roots.
Answer: intertwined

4. The Lonar Crater Lake is a ………… wonder.
Answer: geological

5. The Lonar Crater Lake ranks as the ………… in the world.
Answer: third largest

6. The ………… is a place where gravity takes a backdrop.
Answer: Magnetic Hill

7. Bioluminescence is caused by a high concentration of ………… in the sea.
Answer: micro-planktons

8. The Sundarbans lies in the delta of rivers such as the Ganga, the Brahmaputra and …………
Answer: the Meghna

9. The Chandipur Beach is in the ………… district of Odisha.
Answer: Balasore

Spectacular Wonders Class 8 Short Question Answer

Question 1.
What is an eye-catching spectacle in the Valley of Flowers?
Answer:
Around 600 species of exotic flowers is the eye-catching spectacle in the Valley of Flowers. They include orchids, poppies, primulas, marigold, daisies and anemones. In this place the nature blooms in its full glory offering an attractive view.

Question 2.
Why is it said that the living root bridges of Meghalaya are incredible feats of engineering?
Answer:
Bridges are usually built by using cement, stones, concrete etc. But the native people of Meghalaya make this difficult task possible by using interwined roots. So these bridges are said to be incredible feats of engineering.

Question 3.
How has Lonar Crater Lake been formed?
Answer:
The Lonar Crater Lake has been formed after an extremely large blazing high speed meteorite crashed into the earth. The crash made a large bowl-shaped cavity which later turned into a lake.

Question 4.
Where can glowing waters be seen?
Answer:
Kumbalangi is a beautiful village with vast green vegetation near Kerala’s Kochi town. Glowing waters can be seen here. In the serene backwaters of this village waters glow magically due to high concentration of micro-planktons.

Question 5.
Give a description of the flora and fauna found in the Sundarbans.
Answer:
There are widespread mangrove forest in the Sundarbans, especially plentiful of sundari trees. The area is populated by many species of birds, majestic Bengal tigers, estuarine crocodiles and Indian pythons.

Question 6.
What is mysterious about the Chandipur Beach?
Answer:
The disappearing and reappearing of the sea is mysterious about the Chandipur Beach. It goes backwards by 2 to 5 km. during ebb tide and comes back to the shore when there is high tide. Chandipur Beach is known for its unique feature of playing hid-and-seek with the travellers.

Question 7.
How has Kumbalangi become an eco-tourism village in India?
Answer:
Kumbalangi is a beautiful village near Kerala’s Kochi town. It has become an eco-tourism village due to the phenomenon of bioluminescence caused by a high concentration of micro-planktons in the sea. A large number of tourists visit this village to see the magically glowing waters in the night in the serene backwaters of this village.

Question 8.
Where is the Sundarbans situated? What are its significant features?
Answer:
The Sundarbans is a mangrove forest spread over 1400 kms in West Bengal. It lies in the delta of rivers, such as the Ganga, the Brahmaputra and the Meghna. Its significant features are plentiful of Sundari trees and an extensive range of flora and fauna spread over all the whole region.

Question 9.
What is ‘ebb-tide’ ? How does it effect the Chandipur Beach?
Answer:
‘Ebb-tide’ is a period of time between the high tide and low tide. During this period the sea water flows away from the shore. It is the opposite of high tide when water moves in towards the coast. Due to this phenomenon, the seabed at Chandipur Beach reveals and offers the visitors an opportunity to explore the sea floor. It is known for its unique feature of playing hide-and-seek with its visitors.

For effective revision, students can use BSE Odisha Class 8 English Solutions Chapter 8 The Magic Brush of Dreams Question Answer to practice textbook exercises.

Class 8 English The Magic Brush of Dreams Question Answers

Class 8 English Chapter 8 Question Answer Odia Medium

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

Work in pairs. Choose the acts of kindness and unkindness from the box that you have heard, read or experienced. Write them separately in appropriate boxes. (ଦୁଇ ଦୁଇ ଜଣ କାର୍ଯ୍ୟ କର । ତୁମ୍ଭେମାନେ ଶୁଣିଥିବା, ପଢ଼ିଥିବା, ଅନୁଭୂତି ଲାଭ, କରିଥିବା ଦୟାଶୀଳ ଓ ନିର୍ଦ୍ଦୟ କାର୍ଯ୍ୟଗୁଡ଼ିକୁ ଚୟନ କର/ବାଛ । ସଠିକ୍ ବାକ୍ସ ଭିତରେ ଶବ୍ଦଗୁଡ଼ିକୁ ଅଲଗା ଲେଖ ।) Share your answers with your classmates and teacher.
(ଶ୍ରେଣୀସାଥୀ ଓ ଶିକ୍ଷକଙ୍କ ସହିତ ତୁମର ଉତ୍ତରଗୁଡ଼ିକର ଆଲୋଚନା କର ।)
(friendly, heartfelt, mean, thoughtful, impatient, caring, selfish, unfriendly, nice, pleasant, hateful, thoughtfulness.)

Answer :

II. Use appropriate words to express the qualities of a kind child on a Kind Child following aspects mentioned in the box. Here is an example for you.
(ଗୋଟିଏ ଦୟାଳୁ ପିଲାର ଗୁଣାବଳୀ ପ୍ରକାଶ କରିବାପାଇଁ ନିମ୍ନଲିଖୁତ ପରିପ୍ରେକ୍ଷୀରେ କୋଠରିରେ ଉଲ୍ଲିଖତ ସଠିକ୍ ଶବ୍ଦ ବ୍ୟବହାର କର । ଏଠାରେ ତୁମ୍ଭପାଇଁ ଗୋଟିଏ ଉଦାହରଣ ଦିଆଯାଇଛି ।)

Answer:
A kind child says ‘Thank you”.
He believes in sharing joys and sorrows with others.
He is polite.
He never cheats people.

I. Let us discuss (ଆସ ଆଲୋଚନା କରିବା)

Arrange the events in order of occurrence in the poem. The last one has been marked for you. Share your answers with your classmates and teacher.
(କବିତାରେ ଘଟିଥିବା କ୍ରମ ଅନୁସାରେ ଘଟଣାଗୁଡ଼ିକୁ ସଜାଅ । ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହିତ ଆଲୋଚନା Q 1) (Questions with Answer)

Answer:

1. Gopi paints a bowl of khichdi, which becomes real and amazes the villagers.	3
2. The Zamindar orders Gopi to paint treasures for him.	5
3. Gopi is told to gather food but instead sits drawing pictures in the sand	1
4. Gopi returns to the village with the Zamindar and his men chasing her.	8
5. The Zamindar throws Gopi into prison.	6
6. Gopi paints a road and a horse to escape.	7
7. Gopi uses the magic brush to paint useful items for the villagers.	4
8. Gopi paints a wide river, stopping the Zamindar and his men.	9
9. A man gives a magic brush to Gopi to paint only for the poor.	2
10. Gopi scares the Zamindar away, and celebrates with the villagers.	10

II. Fill in the blanks by choosing the correct answer from the box given below.
(ନିମ୍ନ ପ୍ରଦତ୍ତ କୋଠରିରୁ ସଠିକ୍ ଉତ୍ତର ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।) (Questions with Answer)
The tone of the poem shifts throughout, reflecting the different moods of the story. Initially, the tone is 1. playful and innocent as Gopi uses her imagination to draw in the sand, and later when the Zamindar enters the story, the tone shifts to one of 2. tension and suspense. In the final part of the poem, the tone becomes 3. triumphant and celebratory as Gopi escapes, the Zamindar is defeated, and the villagers rejoice.

III. Fill in the blanks by choosing the correct option from within the brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରୁ ସଠିକ୍ ବିକଳ୍ପ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

1. The poem mostly follows a simple rhyme scheme,…………which adds a rhythmic flow. (ABCB, ABBA, ABAB)
Answer:
ABCB (Example from the first stanza)
Gopi – A, rice (B), mangoes (C), nice (B)

2. This poem belongs to the ………….. poetry genre, which tells a story through verse.
(descriptive, narrative or ballad, free style)
Answer:
narrative or ballad

IV. Choose the correct answer from the options given.
(ପ୍ରଦତ୍ତ ବିକଳ୍ପଗୁଡ଼ିକ ମଧ୍ୟରୁ ଠିକ୍ ଉତ୍ତର ବାଛ ।)

(a) What is special about the brush in the poem ?
(କବିତାରେ ‘ବ୍ରଶ୍ ବା ତୂଳୀର ବିଶେଷତ୍ଵ କ’ଣ ?)
(i) It can paint.
(ii) It can bring painting to life.
(iii) It is made of gold.
(iv) It has magical power.
Answer:
(ii) It can bring painting to life
(ଏହା ଚିତ୍ରକୁ ଜୀବନରେ ରୂପାନ୍ତରିତ କରିପାରିବ ।)

(b) What does the poem ultimately teach us?
(କବିତାଟି ଶେଷରେ ଆମ୍ଭମାନଙ୍କୁ କି ଶିକ୍ଷା ପ୍ରଦାନ କରୁଛି ?)
(i) Art is more valuable than money.
(ii). Power and kindness should be used to help the poor and needy.
(iii) Wealth is the most important thing.
(iv) Magic solves all problems.
Answer:
(ii) Power and kindness should be used to help the poor and needy.
(କ୍ଷମତା ଓ ଦୟା ଦରିଦ୍ର ଓ ଅଭାବୀମାନଙ୍କୁ ସାହାଯ୍ୟ କରିବା ପାଇଁ ବ୍ୟବହାର ହେବା ଉଚିତ୍ ।)

(V) Match the phrases from the poem in Column 1 with what they symbolise in Column 2. (Questions with answer)
(‘ସ୍ତମ୍ଭ’ ୧ ରେ ଥିବା କବିତାର ବାକ୍ୟାଶଗୁଡ଼ିକୁ ‘ସ୍ତମ୍ଭ’ ୨ ରେ ସେଗୁଡ଼ିକ ସୂଚିତ କରୁଥିବା ବାକ୍ୟାଶ ସହ ଯୋଗକର ।)

Answer:

Column 1	Column 2
1. The magic paintbrush	(iii) the power of art and imagination to change the world
2. The grand fortress	(i) greed and the desire for wealth
3. The river and the beast	(ii) barriers to protect Gopi from the Zamindar’s anger

VI. Identify whether the following statement is true or false.
(ନିମ୍ନଲିଖତ ଭକ୍ତିଟି ଠିକ୍ କି ଭୁଲ୍ ଚିହ୍ନାଅ)
While Gopi uses the magic brush to help others, the Zamindar wants to use it for personal gain. This contrast drives the moral of the story.
Answer:
True

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

Read the given extracts and answer the questions that follow.
(ଦିଆଯାଇଥିବା ଉଦ୍ଧୃତାଂଶଟି ପଢ଼ ଓ ପରବର୍ତ୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. But on a stone there sits a man,
A brush is in his hand.
He looks around. He calls to Gopi.
“Come here!” he whispers. “Hush!
We mustn’t let the village know
About this magic brush.”
He slips the brush into her hand
And tells her to be sure,
“Paint not for the wealthy ones,
But only for the poor.”

(i) Fill in the blank by selecting the correct option from those given in the brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରେ ପ୍ରଦତ୍ତ ବିକଳ୍ପଗୁଡ଼ିକ ମଧ୍ୟରୁ ସଠିକ୍ ବିକଳ୍ପ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
The man is whispering and telling
Gopi to keep the brush a secret reflects his (careful and secretive/magical and delightful) nature.
Answer:
careful and secretive

(ii) What is the significance of the man slipping the brush into Gopi’s hand?
(ଅଜଣା ବ୍ୟକ୍ତିର ଗୋପୀର ହାତକୁ ଗୁପ୍ତରେ ଯାଦୁ ତୂଳୀଟିକୁ ବତାଇ ଦେବାର ଗୁରୁତ୍ଵ କ’ଣ ଅଟେ ?)
Answer:
The significance of the man slipping the brush into Gopi’s hand is the use of the brush by Gopi for the benefits of the poor and the needy.

(iii) Complete the following sentence with a suitable reason.
(ଏକ ଯୁକ୍ତିଯୁକ୍ତ କାରଣ ସହିତ ନିମ୍ନଲିଖତ ବାକ୍ୟଟିକୁ ପୂରଣ କର ।) (Questions with Answer)
Answer:
The most likely reason (ସବୁଠାରୁ ସମ୍ଭାବ୍ୟ କାରଣ), the man instructs Gopi ‘to paint not for wealthy ones but only for the poor is because they (the poor) need our help and support to live a better life.

(iv) Select the most appropriate title for the extract from the two given below.
(ନିମ୍ନରେ ଦିଆଯାଇଥବା ଦୁଇଟି ମଧ୍ୟରୁ ଉଦ୍ଧୃତାଂଶପାଇଁ ସଠିକ/ ସାର୍ଥକ ଶୀର୍ଷକ ତତ୍ସନ କର ।)
A. The Magic Brush’s Secret
B. Gopi’s Special Gift
Answer:
A. The Magic Brush’s Secret.

2. And soon the news spread far and wide,
Through forests, fields, and plains,
Until the Zamindar himself
Hears of these magic gains.
“I order you to paint for me,
A fortress tall and grand.
Paint treasures, jewels, and riches rare,
Enough to rule this land.

Complete the following sentence with the correct reason.
(ସଠିକ୍ କାରଣ ସହ ନିମ୍ନଲିଖତ ବାକ୍ୟକୁ ପୂରଣ କର ।) (Questions with Answer)

The news of Gopi’s magic brush spreads through forests, fields and plains because of its amazing magical touch turning every lifeless object into life or reality.
(ପ୍ରତ୍ୟେକ ନିର୍ଭିକ ବସ୍ତରେ ସଜୀବତା ବା ବାସ୍ତବତାର ଅଲୌକିକ ଯାଦୁର ସ୍ପର୍ଶ ପ୍ରଦାନ କରିବାର ଶକ୍ତି ।)

The things painted by Gopi’s paintbrush are compared to magic gains. Why ?
(ଗୋପୀର ରଂଗତୁଳିଦ୍ଵାରା ଅଙ୍କିତ ଜିନିଷଗୁଡ଼ିକୁ ଯାଦୁକରୀ ଲାଭ ସହିତ ତୁଳନା କରାଯାଇଛି । କାହିଁକି ?)
Answer:
The things painted by Gopi’s paintbrush are compared to magic gains because they become original objects offering profits instantly as the spell of magic.

(iii) Which of the following statements given below is false? Rectify the false statement.
ନିମ୍ନଲିଖ୍ତ ଉକ୍ତିଗୁଡ଼ିକ ଭିତରୁ କେଉଁଟି ଭୁଲ୍? ଭୁଲ ଉକ୍ତିଟିକୁ ସଂଶୋଧନ କର ।)
A. Gopi’s magic brush draws the attention of the powerful Zamindar.
B. The Zamindar requests Gopi to paint a grand fortress and jewels.
Answer:
B. The Zamindar requests Gopi to paint a grand fortress (ଅଙ୍କନ କରିବା ପାଇଁ) and jewels (ଗହଣା).
Correct Statement: The Zamindar orders Gopi to paint a grand fortress and jewels.

(iv) What does the Zamindar’s demand for a grand fortress and jewels reveal about his character ?
(ଏକ ବିଶାଳ ଦୁର୍ଗ ଓ ଗହଣାଗୁଡ଼ିକ ପାଇଁ ଦାବି ଜମିଦାରଙ୍କ ଚରିତ୍ର ବିଷୟରେ କ’ଣ ପ୍ରକାଶ କରୁଛି ?)
Answer:
The Zamindars demand for a grand fortress and jewels reveals about his greed and jealousy.

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

Question 1.
Explain why Gopi made the right decision by refusing to paint for the Zamindar.
(ଜମିଦାରଙ୍କ ପାଇଁ ଚିତ୍ର ଆଙ୍କିବାକୁ ମନା କରି ଗୋପୀ କାହିଁକି ଠିକ୍ ନିଷ୍ପତ୍ତି ନେଇଥୁଲା, ବୁଝାଅ ।)
Answer:
Truly, Gopi made the right decision by refusing to paint for the Zamindar because the magic brush was meant for the poor to improve their condition as told it committed to her by the stranger.
(ତାକୁ ଯେଉଁଭଳି ଅଜଣା ବ୍ୟକ୍ତି ଦ୍ଵାରା ଶପଥ କରାଇ ଦିଆଯାଇଥିଲା ।)

Question 2.
Gopi threatens to draw a beast to scare away the Zamindar. Justify her action. How would you have dealt with the situation differently.
(ଜମିଦାରଙ୍କୁ ଘଉଡ଼େଇ ଦେବାପାଇଁ ଗୋପୀ ଏକ ହିଂସ୍ର ପ୍ରାଣୀ ଆଙ୍କିବାର ଧମକ ଦେଲା । ତାଙ୍କ କାର୍ଯ୍ୟର ଯଥାର୍ଥତା ପ୍ରମାଣ କର । ତୁମେ କିପରି ପରିସ୍ଥିତିକୁ ଭିନ୍ନ ଭାବରେ ମୁକାବିଲା କରିଥା’ନ୍ତ ?)
Answer:
Gopi threatens to draw a beast to scare away (ଘଉଡ଼େଇ ଦେବାପାଇଁ) the Zamindar. Because if she had not done so (ସେ ଯଦି ଏଭଳି କରିନଥା’ନ୍ତା), the Zamindar would have killed (ମାରିଦେଇଥା’ନ୍ତେ) for not having heeded his order (ତାଙ୍କର ଆଦେଶ ଅବମାନନା କରିଥିବାରୁ). As for myself (ମୋ ବିଷୟରେ କହିବାକୁ ଗଲେ) I would have dealt with the situation by mesmerizing him with the spell of the magic brush. ‘ (ତାକୁ ବଶୀଭୂତ କରି ।)

Question 3.
What is the significance of Gopi celebrating with the villagers at the end of the poem ?
(କବିତାର ଶେଷରେ ଗ୍ରାମବାସୀମାନଙ୍କ ସହିତ ଗୋପୀର ଆନନ୍ଦ ଉତ୍ସବ ପାଳନର ତାତ୍ପର୍ଯ୍ୟ କ’ଣ ଅଟେ ?)
Answer:
Gopi truly loved the villagers and tried his best to improve the condition of the poor people. So she celebrated with the villagers. Besides this (1918!) she had outsmarted (ବୁଦ୍ଧିଦ୍ୱାରା ପରାସ୍ତ କରିଥିଲା) the Zamindar’s men with the miracle
(ଅଲୌକିକତା) of the magic brush like a victor. (ଜଣେ ବିଜୟୀଭଳି)

Question 4.
Compare Gopi’s use of the magic brush to how the Zamindar would have used it ?
(ଗୋପୀର ଯାଦୁକରୀ ବା କୁହୁକ ତୂଳୀର ବ୍ୟବହାରକୁ ଜମିଦାରଙ୍କ ଏହାର ବ୍ୟବହାର ବିଷୟରେ ତୁଳନା କର ।)
(ବା, ଗୋପୀ ଯେଉଁଭଳି କୁହୁକ ତୂଳୀ ବ୍ୟବହାର କରୁଥିଲେ, ଯଦି ଏହା ଜମିଦାରଙ୍କ ପାଖରେ ଥା’ନ୍ତା, ତାକୁ ସେ କିଭଳି ବ୍ୟବହାର କରିଥା’ନ୍ତେ ?)
Answer:
As per the commitment made to the stranger (ଅଜଣା ବ୍ୟକ୍ତିଙ୍କୁ କରିଥିବା ଶପଥ ଅନୁସାରେ) Gopi used the magic brush for the well-being (ମଙ୍ଗଳ ବା ଉନ୍ନତି) of the poor. But if the brush had come to the Zamindar’s possession (କିନ୍ତୁ ଯଦି ଏହା ଜମିଦାରଙ୍କ ଅଧିକାରକୁ ଆସିଥା’ନ୍ତା) he would have used it exclusively (ମୁଖ୍ୟତଃ ବ୍ୟବହାର କରିଥାନ୍ତେ) for gathering more and more wealth unjustly. (ଅନ୍ୟାୟଭାବେ ଅଧିକରୁ ଅଧିକ ସମ୍ପତ୍ତି ଜମା କରିବାରେ)

Question 5.
What can be inferred about Gopi’s character based on her refusal to follow the Zamindar’s orders?
(ଜମିଦାରଙ୍କର ଆଦେଶ ମାନିବାକୁ ଅସ୍ଵୀକାର କରିବା ପଛରେ ଗୋପୀର ଚରିତ୍ର ବିଷୟରେ କ’ଣ ଅନୁମାନ କରାଯାଇପାରେ ?)
Answer:
Based on her refusal (ପ୍ରତ୍ୟାଖ୍ୟାନର ଆଧାରରେ) to follow (ମାନିବାପାଇଁ) the Zamindar’s order it can be inferred (ଅନୁମାନ କରାଯାଇପାରେ) about Gopi’s character that (ଯେ) she was fearless (ନିର୍ଭିକ) and practical (ବାସ୍ତବବାଦୀ) to the core (ସଂପୂର୍ଣ୍ଣ ଭାବରେ) and committed. (ଅଙ୍ଗୀକାରବଦ୍ଧ).

Question 6.
Justify appropriateness of the title of the poem.
(କବିତାର ଶୀର୍ଷକ ବା ନାମକରଣର ସାର୍ଥକତା ପ୍ରତିପାଦନ କର ।)
Answer:
The title of the poem is “The Magic Brush of Dreams”. I think the title is apt (ସାର୍ଥକ) as the entire poem moves around the gift (ଉପହାର ) of the magic brush to Gopi and her escape (ପଳାୟନ) from the cruel (ନିଷ୍ଟର) Zamindar when she was dreaming about the wonders of the magic brush.

Question 7.
If you had the magic brush, how would you use it in today’s world ?
(ତୁମ ପାଖରେ ଯଦି କୁହୁକ ତୂଳୀ ରହନ୍ତା, ତୁମେ ଏହାକୁ କିପରି ବର୍ତ୍ତମାନରେ ପୃଥ‌ିବୀରେ ବ୍ୟବହାର କରନ୍ତ ?)
Answer:
If fortunately (ସୌଭାଗ୍ୟବଶତଃ) I had the magic brush, I would use it for removing poverty, diseses and suffering and crimes in today’s world to make it (the world) a better and beautiful place for everyone to live in it.

Let us Learn (ଆସ ଶିଖୁବା):

The verb ‘draw’ has different meanings in different contexts. Match the sentence in column-1 with their appropriate meanings in column 2.
ବିଭିନ୍ନ କ୍ଷେତ୍ରରେ କ୍ରିୟାପଦ ‘draw’ ର ଭିନ୍ନ ଭିନ୍ନ ଅର୍ଥ ରହିଛି । ସ୍ତମ୍ଭ ‘୧’ରେ ଥିବା ଶବ୍ଦଗୁଡ଼ିକ ସହିତ ସ୍ତମ୍ଭ ?ରେ ଦିଆଯାଇଥିବା ସଠିକ୍ ଅର୍ଥକୁ ଯୋଗକର ।)

Answer:

Column – 1	Column – 2
1. His speech drew loud applause from the audience	(iii) got a reaction
2. The event will draw huge crowds from all neighbouring places.	(iv) attract
3. Plants draw water from the soil.	(vi) absorb
4. I reached the station when the train was drawing into the station.	(v) moving
5. The room was dark, so she drew the curtain to let the sunlight in.	(i) opened
6. He drew a piece of paper from the folder.	(ii) pull out

II. Fill in the cross word. Clues have been given below. You will find the words in the poem.
(ଶବ୍ଦ ଧନ୍ଦାଟିକୁ ପୂରଣ କର । ନିମ୍ନରେ ସୂଚନା ଦିଆଯାଇଛି । ତୁମେ କବିତାରେ ଶବ୍ଦଗୁଡ଼ିକ 1) (Question with Answer)

III. There are certain expressions that convey a sudden feeling or reaction. They can be used to express a variety of emotions and thoughts.
(କେତେକ ନିର୍ଦ୍ଦିଷ୍ଟ ଉକ୍ତି ରହିଛି ଯାହା ବକ୍ତାଙ୍କର ତ୍ଵରିତ ଆବେଗ ବା ପ୍ରତିକ୍ରିୟା ପ୍ରକାଶ କରେ । ବିଭିନ୍ନ ଆବେଗ ଓ ଭାବନା ସୂଚିତ କରିବାପାଇଁ ସେଗୁଡ଼ିକୁ ବ୍ୟବହାର କରାଯାଇପାରିବ ।)
Example: … he whispers. “Hush!”
(‘Hush’ denotes the act of silencing someone).
(କାହାକୁ ନୀରବ ରହିବାପାଇଁ ସୂଚିତ କରିବାପାଇଁ ‘Hush’ ବ୍ୟବହାର କରାଯାଏ ।)
Now, much the expressions in Column 1 with what emotions or reactions they convey, in Column 2.
(ଏବେ ସ୍ତମ୍ଭ ‘1’ ରେ ଥ‌ିବା ଉକ୍ତିଗୁଡ଼ିକୁ ସ୍ତମ୍ଭ ‘2 ରେ ଥିବା ସେଗୁଡ଼ିକ ପ୍ରକାଶ କରୁଥିବା ଆବେଗ ବା ପ୍ରତିକ୍ରିୟା ସହିତ ଯୋଗ କର ।) (Questions with Answer)

Answer:

Column I	Column II
1. Phew! I finished my homework. It was tough.	(v) relief
2. Ouch! It is painful.	(vi) pain
3. Oops! hit the wrong button.	(i) mistake
4. Hey! Can you help me with this?	(vii) attention
5. Yippee/ We are going on vacation.	(ii) delight
6. Eek! There is a spider on the wall.	(iv) alarm
7. Woah! This picture is amazing! You’re a good painter.	(iii) surprise

Now make sentences using any five expression from column I.
(ସ୍ତମ୍ଭ ‘୧’ରୁ କୌଣସି ପାଞ୍ଚଟି ଉକ୍ତିକୁ ନେଇ ବାକ୍ୟ ଗଠନ କର ।)
Answer:
(i) Ouch ! What a pain in the neck.
(ii) Phew ! (ଆଶ୍ୱସ୍ତି) I finally finish the project.
(iii) Eek! (ସାବଧାନ) The road is slippery. (ଖସଡ଼ା)
(iv) Yippee! (ହୁରେ) We have won the trophy.
(v) Woah! (ଆହା) Very beautiful mobile.

Let us listen (ଆସ ଶୁଣିବା):

I. You will listen to five speakers speak about a magical power they wish for. As you listen, match statements 1-7 with speakers (i)-(v). There are two statements you do not need. (Transcript for teacher on page 152 )
(ପାଞ୍ଚଜଣ ବ୍ୟକ୍ତି ସେମାନେ ଇଚ୍ଛା କରୁଥିବା ଏକ କୁହୁକ ଶକ୍ତି ବିଷୟରେ କହୁଥ‌ିବା ତୁମେ ଶୁଣିବ । ତୁମେ ଶୁଣିବା ସମୟରେ ଉକ୍ତି 1 ରୁ 7 କୁ ବକ୍ତା (i) ରୁ (v) ସହିତ ମିଳାଇବ । ଦୁଇଟି ଭକ୍ତି ଅଛି ଯାହା ତୁମ ପାଇଁ ଦରକାର ନୁହେଁ ।)

Answer:

Remember, the statements against ‘2’ and ‘6’ aren’t given by any speaker.
(ମନେରଖ, ଭକ୍ତି ‘2’ ଓ ‘5’କୌଣସି ବକ୍ତା କହିନାହାନ୍ତି ।)

Let us speak (ଆସ କରିବା) :

I. Intonation is the rise and fall of the pitch of the tone while speaking. (କହିଲା ବେଳେ ସ୍ଵରର pitch ରେ ଥିବା ଊର୍ଦ୍ଧ୍ବ ଓ ନିମ୍ନ ଗତିକୁ intonation ବା ସ୍ଵର ଲହରୀ କୁହାଯାଏ ।
The ‘falling’ tone is the fall in the pitch of the voice from a high level to a low level. It is marked N. The falling tone is generally used in imperative sentences. Such sentences are used in speech for different communicative purposes-to express a command or an instruction, to ask for a favour or to give a warning.
ଏହି ଚିହ୍ନଦ୍ଵାରା ଶବ୍ଦର ଉଚ୍ଚାରଣରେ ସ୍ଵରର ନିମ୍ନଗତିକୁ ବୁଝାଯାଏ ।

Use (ବ୍ୟବହାର) :
‘Falling tone’ ନିମ୍ନ ବା ତଳମୁଖୀ ସ୍ୱର ସାଧାରଣତଃ Imperative sentence ବା ଆଦେଶ, ଉପଦେଶ, ଆଶିଷ ବା ଅନୁରୋଧସୂଚକ ବାକ୍ୟରେ ବ୍ୟବହାର କରାଯାଏ ।

Read the following sentences from the text with the falling tone.
(ପାଠ୍ୟ ବିଷୟରୁ ନିମ୍ନାଭିମୁଖୀ ସ୍ତରଯୁକ୍ତ ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ।)

II. Work in pairs. Take turns to make requests for the following formal and informal situations.
(ଦୁଇଜଣିଆ ଦଳରେ କାମ କର । ନିମ୍ନରେ ଦିଆଯାଇଥିବା ପାଳି ଅନୁସାରେ ଆନୁଷଙ୍ଗିକ ଓ ଅଣଆନୁଷଙ୍ଗିକ ଅନୁରୋଧ କର ।)

Answer:

Let us write (ଆସ ଲେଖୁବା)

1. The writing of an essay is like the construction of a house. Before constructing a house, we make a plan. Likewise we plan out that we want to write about the subject in the form of outlines/hints.
(ଏକ ପ୍ରବନ୍ଧ ବା ରଚନା ଲେଖୁବା ଏକ ଗୃହ ନିର୍ମାଣ ଭଳି । ଘର ତିଆରି ପୂର୍ବରୁ ଆମ୍ଭେମାନେ ଏକ ଯୋଜନା କରିଥାଉ । ସେହିଭଳି ପ୍ରବନ୍ଧ ଲେଖୁବା ପାଇଁ ଆମେ ବିଷୟବସ୍ତୁର ରୂପରେଖ/ସୂଚନା ପ୍ରସ୍ତୁତ କରିଥାଉ ।)

(i) While developing the outlines, efforts should be made to link one idea.
(ରୂପରେଖକୁ ବ୍ୟାପକ କରିବା ସମୟରେ ତାହାକୁ ଗୋଟିଏ ଧାରଣା ସହିତ ସଂଯୁକ୍ତ କରିବାରେ ଚେଷ୍ଟା କରାଯିବା ଉଚିତ ।)

(ii) Put space between paragraphs.
(Paragraph ଗୁଡ଼ିକ ମଧ୍ୟରେ କିଛି ବ୍ୟବଧାନ ବା ଶୂନ୍ୟ ଜାଗା ରଖ ।)

(iii) Choose the greatest information.
(ବ୍ୟାପକ ସୂଚନା ବା ତଥ୍ୟ ଚୟନ କର ।)

(iv) Organise the information/ ideas in sequence.
ତଥ୍ୟ ବା ସୂଚନାଗୁଡ଼ିକ ଏକ କ୍ରମରେ ସଂଗଠିତ କର ବା ସଜାଅ ।)

(v) Use short and cut sentences.
(କ୍ଷୁଦ୍ର ଏବଂ ଖଣ୍ଡିତ ବାକ୍ୟଶଗୁଡ଼ିକୁ ବ୍ୟବହାର କର ।)

(vi) Choose sweet soothing easy words.
(ମଧୁର ଶୁଭୁଥ‌ିବା ଓ ସହଜ ଶବ୍ଦଗୁଡ଼ିକୁ ବାଛ ।)

(vii) Each sentences in a paragraph should have magnetic touch.
(ଗୋଟିଏ Paragraph ରେ ପ୍ରତ୍ୟେକ ବାକ୍ୟର ଆକର୍ଷଣୀୟ ସ୍ପର୍ଶ/ଛାପ ରହିବା ଉଚିତ୍ ।)

(viii) Due care should be given to appropriateness of the language or grammaticality.
(ଭାଷାର ବ୍ୟାକରଣଗତ ସଠିକତା ପ୍ରତି ଉପଯୁକ୍ତ ଗୁରୁତ୍ଵ ଦିଆଯିବା ଉଚିତ ।)

(ix) Read your essay over and over again to improve your expressions and constructions.
(ତୁମର ଉକ୍ତି ଓ ବାକ୍ୟର ଗଠନଶୈଳୀକୁ ଉନ୍ନତ କରିବାପାଇଁ ପ୍ରବନ୍ଧକୁ ବାରମ୍ବାର ପଠନ କର ।)

(x) The beginning and the end must be short and effective.
(ପ୍ରବନ୍ଧର ଆରମ୍ଭ ଓ ସମାପ୍ତ (ଉପସଂହାର) କ୍ଷୁଦ୍ର ଓ ପ୍ରଭାବୀ ହେବା ଉଚିତ ।)

Now write the following essays in about 100 words developoing the outlines given :
(ସଂକ୍ଷିପ୍ତ ଧାରଣାଗୁଡ଼ିକ ବିକଶିତ କରି ନିମ୍ନଲିଖୁତ ପ୍ରବନ୍ଧଗୁଡ଼ିକୁ ପ୍ରତ୍ୟେକ ୧୦୦ ଶବ୍ଦରେ ଲେଖ ।)

(a) Trees (Title)
Outlines: The role (ଭୂମିକା) of trees in human life and its usefulness, (ଉପକାରିତା) how they supply oxygen, timber (କାଠ ଗଣ୍ଡି) and essential conveniences (ଦରକାରୀ ସୁବିଧା), protect the surface soil (ପୃଷ୍ଠମାଟି) of the earth, cause (ସୃଷ୍ଟ କରିଥାଏ) rain and prevent floods – country’s wealth. One should look after there well.
Answer:
Trees:
What soul is to human existence is trees for our survival. Trees are the nature’s greatest gift for human beings and animals and most importantly for the ecological balance.

Trees produce oxygen through photosynthesis (ଆଲୋକ ସଂଶ୍ଳେଷଣ ମାଧ୍ୟମରେ) a process where they use sunlight, water (from soil) and carbon dioxide (from air) to produce their food (sugars/glucose) and release oxygen, vital for the living human and animal kingdom. Timbers of trees are used for making carts, rail lines, roof beams and building materials. Among other essential conveniences are fruits, roots, leaves, flowers, twigs etc. they provide for the comforts of life.

Trees protect the surface soil of the earth with the roots binding the soil (ମାଟିକୁ ବାନ୍ଧିରଖ୍) from being eroded
Trees help clouds make cold and heavy, causing rain. We know how indispensable this rain is for life and growth. Floods are prevented where we find large scales states of trees with the soil remaining firm or intact. (ଦୃଢ଼ ବା ଅକ୍ଷୁଣ୍ଣ)

Trees are the country’s wealth. Economic development largely depends on the extensive cover of trees are used for manifold purposes of a country as all the plants Since trees are the major source of our programmes, it is our first and foremost (ପ୍ରଥମ ଓ ସର୍ବପ୍ରଧାନ) duty to look after them (ସେଗୁଡ଼ିକର ଯନ୍ତ୍ର ନେବା).

(b) When I was a child. (Title)
Outlines: The happiest period, free from sorrow and burdens how you were looked after by your parents. (ତୁମେ କିପରି ବାପା ମା’ଙ୍କ ଦ୍ଵାରା ଲାଳିତପାଳିତ ହୋଇଥୁଲ) How you were loved by your grandparents. Some unforgotable memories when you joined your first school love of teachers (ଶିକ୍ଷକଙ୍କ ସ୍ନେହ) your liking of the stage. (ତୁମର ସେ ସମୟର ପସନ୍ଦ)
Answer:
When I was child (ମୁଁ ଯେତେବେଳେ ପିଲା | ଶିଶୁ ଥୁଲି)
Childhood is the golden period in man’s life. An innocent and simple child is unaffected (ପ୍ରଭାବିତ ହୋଇନଥାଏ) by sorrow (ଦୁଃଖ) and burdens. (ଦାୟିତ୍ୱ)

My parents are my living God and Goddess in the temple-like family. They took every care to make me happy and comfortable. In them I found the fountain source of pleasure. My grandparents were still alive when I was five. Since I am the pinbasket (youngest one) of the family, they poured all sorts of joys and jovialities on me. During most of the parts of day and night. I stuck to them. (ସେମାନଙ୍କ ପାଖରେ ଲାଗିରହୁଥୁଲି)

When I went to school with father, the very first day produced before me a colourful world of school where the children in colourful dresses looked joyous with sparkling (shining) smiles on thin lips. My teachers, like my parents and grandparents, were very loving, affectionate (ସ୍ନେହୀ) and caring. The stage of childhood is still itched out (ସତେଜ ହୋଇ ରହିଛି) on my mind.

Let us explore (ଆସ ଅନ୍ଵେଷଣ କରିବା):

Have you heard of Odisha’s famous magician P.L, Sundarka (Senior). His fall name is Panna Lal. He is known as one of the “India’s Gretest Magician’. He was from Nayagarh, Itamati, Odisha. He was known for being a disciple of the renowned magician P.C. Sorcar.

He was also known as the “Emperor of Magic” or “Jadusamrat” in India. He was known for his grand stage illusions and captivating performances which drew large crowds.

II. Words can also play tricks. Read the riddles about things that seem to be unreal and find what they refer to.
(ଶବ୍ଦଗୁଡ଼ିକ ମଧ୍ୟ ଯାଦୁ ସଦୃଶ ହୋଇପାରେ । ଦ୍ରବ୍ୟ ବିଷୟରେ ପ୍ରହେଳିକାଗୁଡ଼ିକୁ ପଢ଼ ଯାହା ଅବାସ୍ତବ ଜଣାଯାଏ ଏବଂ କୁହ ସେଗୁଡ଼ିକ କାହାକୁ ବୁଝାଉଛି ।)

Question 1.
I can fill a room, but I take up no space. I’m often heard, but never seen. What am I?
(ମୁଁ ଏକ କୋଠରି ଭର୍ତ୍ତି କରିଦେଇପାରେ, କିନ୍ତୁ କୌଣସି ଜାଗା ନିଏ ନାହିଁ । ମୁଁ ସବୁବେଳେ ଶୁଣାଯାଏ, ‘ମାତ୍ର କେବେ ଦେଖାଯାଏନା । ମୁଁ କିଏ ?)
Answer: Air

Question 2. The more you take, the more you leave behind. What am I?
(ତୁମେ ଯେତେ ଅଧ୍ବକ ନେବ, ସେତେ ଅଧିକ ଛାଡ଼ିବ । ମୁଁ କିଏ ?)
Answer: Foot steps / Foot prints

Question 3. I have cities but no houses, I have forests but no trees. What am I ?
(ମୋର ସହରି ଅଛି ମାତ୍ର ଘର ନାହିଁ, ମୋର ଜଙ୍ଗଲ ଅଛି ମାତ୍ର ଗଛ ନାହିଁ । ମୁଁ କିଏ ?)
Answer: Map (ମାନଚିତ୍ର)

Question 4. I am tall when I’m young and short When I’m old, in a dark room. My story is
told. (ମୁଁ ପିଲା ଅବସ୍ଥାରେ ଡେଙ୍ଗା ଓ ବୃଦ୍ଧାବସ୍ଥାରେ ଗେଡ଼ା, ଅନ୍ଧାର କୋଠରିରେ ମୋ ଗପ କୁହାଯାଏ ?)
Answer: Shadow (ଛାଇ)

III. You are asked to create a magical object. What object would you create ? Make a drawing with all its details and mention its special quality on the same sheet. Put up the sheet on the display board.
(ତୁମକୁ ଗୋଟିଏ କୁହୁକ ଦ୍ରବ୍ୟ ତିଆରି କରିବାକୁ କୁହାଗଲା । ତୁମେ କେଉଁ ଦ୍ରବ୍ୟ ତିଆରି କରିବ ? ଗୋଟିଏ କାଗଜ ଫର୍କରେ ଏହାର ସମସ୍ତ ବିବରଣୀ ଅଙ୍କନ କର ଏବଂ ସ୍ଵତନ୍ତ୍ର ଗୁଣାବଳୀ ଉଲ୍ଲେଖ କର । Display board ଉପରେ କାଗଜ ଫର୍ଦ୍ଦକୁ ଲଗାଇ ଦିଅ ।)

Magical Tree (କୁହୁକ/ ଯାଦୁକରୀ ଗଛ)

A magical tree drawing can be explained in many ways, often drawing on mythology (ପୁରାଣ), folklore (ଲୋକଗୀତ) and fantasy (ସ୍ଵପ୍ନ ବା ଅବାସ୍ତବତା).

Here is a detailed explanation of the magical tree drawn above.

• Its roots (ଚେର ବା ମୂଳ):
  Its roots are intricate on entangled spreading deep into the earth. The strength (ଶକ୍ତି) of the roots make the tree stand tall and straight.
  It is the main support of the tree, transporting from roots to leaves and holding up the branches.
• Branches: Branches extend from the trunk, holding leaves (ପତ୍ର), providing (ପ୍ରଦାନ କରି) habitat (ଆଶ୍ରୟ) for wildlife (ବନ୍ୟଜନ୍ତୁ).
• Leaves (ପତ୍ର): Leaves are called food factories of the tree using sunlight, water and carbon dioxid for “Photosynthesis” making energy.
• Flowers: Flowers are the colourful structures that attract pollinators, leading to fruit and seed production.
• Fruits: Fruits protect the seeds and help in their dispersal (ବିକ୍ଷୀପ୍ତିକରଣରେ).
• Crown/Canopy: It is the entire upper section of the tree, including all the branches and leaves, maximizing sunlight absorption (ସୂର୍ଯ୍ୟକିରଣ ଶୋଷଣ ବା ଗ୍ରହଣକୁ ଅତ୍ୟନ୍ତ ବଢ଼ାଇ).

The Magic Brush of Dreams Class 8 Summary

Let us read (ଆସ ପଢ଼ିବା) :

“Go and gather wild beans,
Gopi, Go and fetch some rice.
Go and pluck the mangoes
And bring home something nice.”
Gopi sits beneath the banyan,
A twig is in her hand.
She sits there drawing pictures,
Pictures in the sand.
The winds blow by and sweeps away-
The pictures in the sand.

‘‘ଗୋପୀ, ଯା’ ଜଙ୍ଗଲୀ ଶିମ୍ବ ସଂଗ୍ରହ କର,
ଯା’ କିଛି ଚାଉଳ ଆଣ ।
ଯା’ ଆମ୍ବସବୁ ତୋଳି ଆଣ
ଓ ଘରକୁ କିଛି ସୁନ୍ଦର ଜିନିଷ ଆଣ ।’’
ଗୋପୀ ବସିଥାଏ ବରଗଛ ତଳେ
ଗୋଟିଏ ଡାଳ ଥାଏ ତା’ ହାତରେ ।
ସେଠାରେ ସେ ବସିପଡ଼ିଛି
ବାଲିରେ ଛବି ସବୁ ଆଙ୍କିଛି । ଏତିକି ବେଳେ ପବନ ବହି
ତାର ଛବିସବୁକୁ ଦେଲା ଲିଭାଇ ।

But on a stone there’sits a man,
A brush is in his hand.
He looks around. He calls to Gopi.
“Come here!” he whispers. “Hush!
We mustn’t let the village know
About this magic brush.”
He slips the brush into her hand
And tells her to be sure,
“Paint not for the wealthy ones,
But only for the poor.”

ଜଣେ ଲୋକ ପଥର ଉପରେ ଥାଏ ବସି
ହାତରେ ଧରିଣ ଏକ ତୁଳୀ ।
ଚାରିଆଡ଼ ଚାହିଁ ସେ ଗୋପୀକୁ ଡାକିଲା,
‘‘ଏଠାକୁ ଆସ’’ ବୋଲି ଧୀରେ କହିଲା ।
‘‘ ନୀରବ ରହିବୁ ତୁହି
ଗ୍ରାମବାସୀଙ୍କୁ କହୁକ ତୁଳୀ କଥା ନିଦେବା ଜଣାଇ ।’’
ଗୋପୀ ହାତେ ଧରାଇ ସେ ତୁଳୀ
କହିଲା ତାକୁ ନିଶ୍ଚୟ କରି, କେବଳ ଗରିବ ପାଇଁ
ଧନୀ ପାଇଁ କେବେ ଆଙ୍କିବୁ ନାହିଁ ।’’

“Did you gather wild beans, Gopi?
Did you fetch some rice?
Did you pluck 616-n tangoes?
And bring horrie- something nice?”
“No beans, no rice, no mangoes!”
Gopi grins and runs inside.
She paints a bowl of khichdi and waits,
Until the paint has dried.

‘‘ଗୋପୀ, ତୁ ଆଣିଲୁ କି ବନ୍ୟ ଶିମ୍ବ ?
ଆଣିଲୁ କି କିଛି ଚାଉଳ ?
ତୁ ତୋଳିଲୁ କି କିଛି ଆମ୍ବ
ଓ ଘରକୁ ଆଣିଲୁ କି କିଛି ସୁନ୍ଦର ଜିନିଷ ???
‘ଚାଉଳ କି ଆମ୍ବ, ଶିମ୍ବ ନାହିଁ’’
ଗୋପୀ ପଶିଗଲା ଘରେ ଦାନ୍ତ ଦେଖାଇ ।
ଆଙ୍କି ବସେ ଏକ ହାଣ୍ଡି ଖେଚେଡ଼ିର ଛବି ଅପେକ୍ଷା
କରଇ ରଙ୍ଗ ଯିବାଯାଏ ଶୁଖୁ ।

“The bowl is full of khichdi, Gopi!”
Into the house the villagers streamed
The young and old all wish to see
The magic brush of dreams.
She paints a muffler for a farmer,
A plough for another man,
A shawl for a grandmother,
And fora girl, a fan.
And soon the news spreads far and wide,
Through forests, fields, and plains,
Until the Zamindar himself
Hears of these magic gains.

‘‘ଗୋପୀ, ହାଣ୍ଡିଟି ତ ଖେଚିଡ଼ିରେ ଭର୍ତ୍ତି ।’’
ଖୁସିରେ ଚିତ୍କାର କରି ଗ୍ରାମବାସୀ ଘରେ ଗଲେ ପଶି ।
ପିଲାଠାରୁ ବୁଢ଼ାଯାଏ ସଭିଏଁ ଚାହାନ୍ତି
ଦେଖିବାକୁ କୁହୁକ ତୁଳୀ କରାମତି ।
ଚାଷୀ ପାଇଁ ଆଙ୍କିଲା ବସି ଏକ ମଫଲର,
ଅନ୍ୟ ଜଣକ ପାଇଁ ଆଙ୍କିଲା ଗୋଟିଏ ଲାଙ୍ଗଳ ।
ବୁଢ଼ୀ ମା’ ପାଇଁ କଲା ଶାଲଟିଏ
ବାଳିକାଟି ପାଇଁ କଲା ପଙ୍ଖାଟିଏ ।
ସଙ୍ଗେ ସଙ୍ଗେ ଖବରଟି ଚାରିଆଡ଼େ ଗଲା ବ୍ୟାପି
ଡେଇଁ ଜଙ୍ଗଲ, ବିଲ ଓ ସମତଳ ଭୂଇଁ ।
ନ ଶୁଖୁବା ଯାଏ ଜମିଦାର

“I order you to paint for me,
A fortress tall and grand.
Paint treasures, jewels, and riches rare,
Enough to rule this land.”
Gopi bows and shakes her head.
“My lord, I can’t comply.
I swore to use this magic brush
To help the needy by.”
The Zamindar roars and stamps his foot.
He bellows to his men,
“Seize this brush and seize the girl.
Throw her in the pen!”

ଆଙ୍କ ମୋ ପାଇଁ ମୋର ଆଦେଶ,
ଗୋଟିଏ ବିଶାଳ, ଭବ୍ୟ ଓ ଉତ୍ତୁଙ୍ଗ ଦୁର୍ଗ ।
ଆଙ୍କ ସମ୍ପଦ, ଅଳଙ୍କାର ଓ ଦୁର୍ଲଭ ମୂଲ୍ୟବାନ ଜିନିଷ,
ଯାହା ଦରକାର ଶାସନ କରିବାକୁ ଦେଶ ।

ଗୋପୀ ନାସ୍ତି କଲା ପୁଣି ମୁଣ୍ଡକୁ ହଲାଇ
ଆପଣଙ୍କ ଆଦେଶ ପାଳି ପାରିବି ନାହିଁ ।
ମୁଁ ଶପଥ କରିଛି ଏହି ମୋର ତୁଳୀ
କେବଳ ଗରିବଙ୍କ ସାହାଯ୍ୟ ପାଇଁ ।

ଜମିଦାର ଗୋଡ଼ କଚାଡ଼ି କଲେକ ଗର୍ଜନ
ଡାକିଲେ ତାଙ୍କର ଯେତେ ବୋଲ କରାଗଣ ।
ତୂଳୀକୁ ଜବତ କରି ସେ ଝିଅକୁ ଧର
ନେଇ ତାକୁ କାରାଗାରେ ନିକ୍ଷେପ କର

Now Gopi waits inside the cell,
Upon a cold mud floor.
Until the Zamindar returns
And shouts through the door.

He holds the brush. He thunders loud,
“Paint my fortress tall!
Paint gold and rubies, emeralds bright,
And you shall leave this hall!”

ଗୋପୀ ରହିଅଛି କାରାଗାରର ଭିତରେ
ମାଟିର ନିର୍ମିତ ଏକ ଥଣ୍ଡା ଚଟାଣରେ ।
ବାହୁଡ଼ି ଆସିଲା ପରେ ସେହି ଜମିଦାର
ଦ୍ଵାର ପାରୁଶେ ରହିଣ କଲେକ ଗର୍ଜନ

ହାତରେ ଧରିଣ ତୁଳୀ କଲେକ ଗର୍ଜନ
ମୋର ପାଇଁ ଆଙ୍କ ତୁହି ଦୁର୍ଗ ଯେ ଉତ୍ତୁଙ୍ଗ
ସୁନା, ଲାଲ ମୁକ୍ତା ଓ ଉଜ୍ଜ୍ଵଳ ନୀଳମଣି ଆଙ୍କ
ତେବେ ଯାଇ ବନ୍ଦୀଘରୁ ହୋଇବୁ ତୁ ମୁକ୍ତ ।

That night the Zamindar lies in bed,
Dreaming of his gold,
While Gopi paints a winding road,
A horse both strong and bold.

The road leads out of prison gates.
The horse, she swiftly urges
Gopi leaps on and gallops fast,
Through fields and many villages.

‘It’s Gopi! It’s Gopi! She’s back again!”
Say the villagers, merry and kind.
But Gopi keeps on painting still,
With the Zamindar’s men following behind.

ସେହି ରାତିରେ ଜମିଦାର ଶୋଇ ପଲଙ୍କରେ
ଆଶା କରିଥିବା ସୁନା ରୂପା ସପନରେ ।
ଗୋପୀ ଆଙ୍କୁଥାଏ ଏଣେ ଅଙ୍କାବଙ୍କା
ରାସ୍ତା ସବଳ ଆଉ ସାହସୀ ଏକ ଶକ୍ତ ଘୋଡ଼ା

କାରାଗାର ବାହାରକୁ ରାସ୍ତା ଲମ୍ବିଥିଲା
ଘୋଡ଼ାକୁ ସେ ବେଗଶାଳୀ ହେବାକୁ ବାଛିଲା ।
ଗୋପୀ ବସି ଘୋଡ଼ାପରେ ଝପଟାଇ ଦେଲା
କେତେ ଗ୍ରାମ କେତେ କ୍ଷେତ ଅତିକ୍ରମି ଗଲା ।

ଏଇ ଗୋପୀ ଆମ ପାଖେ ଆସିଛି, ଯେ ଫେରି
ଗ୍ରାମବାସୀଏ କହିଲେ ଅତି ଖୁସି ହୋଇ ।
ତଥାପି ଗୋପୀ ଚାଲିଥାଏ ଆଙ୍କି
ଜମିଦାର ଲୋକମାନେ ପଛୁ ଆସୁଥା’ନ୍ତି ଛୁଟି ।

She paints a mighty river wide,
Its currents fast and deep.
The Zamindar and all his men
Stop short and cannot leap.
“Now should I paint a beast
To leap and chase you through?
Stop this chase or it will feast
On you, and you and you!”
The Zamindar cries, ‘No, no, no more!
I’ll leave, I’ll go away!”
He turns and flees; his men behind
Dare not choose to stay.
Now Gopi paints for the village folk,
A feast of sweets and tea
A courtyard bright, a band to play,
And songs of victory. — Adapted from a Folk Tale

ଆଙ୍କିଲା ସେ ଶକ୍ତିଶାଳୀ ନଦୀ ଓସାରିଆ
ତୀବ୍ର ତା’ର ସ୍ରୋତ ପୁଣି ଅଟେ ଗହୀରିଆ ।
ଜମିଦାର ଓ ଭୃତ୍ୟ ସବୁ ପଛେ ରହିଗଲେ
କିଛି ନ କରିପାରି ହତାଶ ହୋଇଲେ ।

ଏବେ ମୁଁ ଆଙ୍କିବି ଏକ ହିଂସ୍ର ପଶୁ
ଲମ୍ଫ ଦେଇ ଗୋଡ଼ାଇବ ସେ ତୁମକୁ ।
ଗୋଡ଼ାଇବା ଛାଡ଼ି ନୋହିଲେ ସେ ଖାଇଯିବ
ତୁମକୁ ତୁମ ଲୋକଙ୍କୁ ନଛାଡ଼ିବ ।

ଜମିଦାର ଚିତ୍କାର କଲେ ଆଉ ନୁହେଁ
ଛାଡ଼ି ଚାଲିଯିବ ମୁହଁ ବହୁ ଦୂରେ ।
ବୁଲିପଡ଼ି ପଛକୁ ସେ କଲେ ପଳାୟନ
ରହିବାକୁ ନଥୁଲା ଯେ ସାହସ ତାଙ୍କର ।

ଏବେ ଗୋପୀ ଆଙ୍କିଲା ଗ୍ରାମବାସୀ ପାଇଁ ଚା’
ଆଉ ମିଠା ସବୁ ଖାଇବାର ପାଇଁ ।
ବିଜୟ ଗୀତିକ ଗାଇ ସର୍ବେ ପ୍ରାଙ୍ଗଣରେ
ବାଜା ବଜାଇ ନାଚିଲେ ଆନନ୍ଦ ମନରେ ।

Adapted from a Folk Tale.
(ଗୋଟିଏ ଲୋକ ଗଳ୍ପରୁ ସଂଗୃହୀତ)

The Magic Brush of Dreams Class 8 MCQ

Question 1.
What was Gopi asked to bring in addition to beans, mangoes and rice ?
(a) some useful things
(b) some nice things
(c) some pictures
(d) the magic brush
Answer:
(b) some nice things

Question 2.
What did the old man whisper to make Gopi silent?
(a) Phew!
(b) Hey!
(c) Ouch!
(d) Hush!
Answer:
(d) Hush!

Question 3.
“And tells her to be sure”- What does the old man want Gopi to do?
(a) to decide
(c) to promise
(b) to remember
(d) to follow
Answer:
(c) to promise

Question 4.
Who came to Gopi’s house to see the bowl full of Khichdi ?
(a) all the villagers
(b) the old man
(c) the Zamindar
(d) the Zamindar’s men
Answer:
(a) all the villagers

Question 5.
What does ‘magic gains’ of the brush imply ?
(a) its magical quality
(b) its ownership
(c) the benefit of using it
(d) dreams of having it
Answer:
(c) the benefit of using it

Question 6.
What did the Zamindar order his men to seize ?
(a) the girl
(b) the brush
(c) both of these
(d) neither of these
Answer:
(c) both of these

Question 7.
“It’s Gopi ! It’s Gopi !” What does the repetition of this expression by the villagers imply ?
(a) their happiness
(b) their kindness to Gopi
(c) both of these
(d) neither of these
Answer:
(c) both of these

Question 8.
Why did Gopi paint ‘a band to play’?
(a) to be loyal to her promise
(b) to celebrate her victory over the Zamindar
(c) to scare the Zamindar and his men
(d) to drive away the Zamindar and his men
Answer:
(b) to celebrate her victory over the Zamindar

The Magic Brush of Dreams Class 8 Fill in the Blanks

1. Sitting under the banyan tree, Gopi was drawing pictures with ………….
Answer: a twig

2. The winds ………… the pictures that Gopi drew in the sand.
Answer: swept away

3. The man sitting on the stone told Gopi to use the magic brush only for ………….
Answer: the poor

4. The news about the magic brush spread ………….
Answer: far and wide

5. Gopi painted a ………… horse.
Answer: strong and bold

6. Gopi threatened the Zamindar and his men that she would paint a ………… to kill them.
Answer: beast

7. The courtyard that Gopi painted was ………….
Answer: bright

The Magic Brush of Dreams Class 8 Short Question Answer

Question 1.
What was Gopi asked to do?
Answer:
Gopi was asked to go out and gather wild beans, fetch some rice and pluck the mangoes. In addition to these, she was also asked to bring home something nice.

Question 2.
What did the man say to do Gopi with the brush?
Answer:
The man told Gopi to use the brush to paint pictures only for the poor people, but not for the wealthy people. He also told her to make sure that she would act upon his advice. He told her not to tell the villagers about the magic brush.

Question 3.
How did Gopi use the magic brush to paint different things for the poor people of her village?
Answer:
With the magic brush, Gopi painted a muffler for a farmer and a plough for another man. She also painted a shawl for an old woman and a fan for a girl.

Question 4.
What did the Zamindar order Gopi and why?
Answer:
The Zamindar ordered Gopi to paint a tall and grand fortress, treasures, jewels and rare riches for him. Being greed, he liked to possess more and more wealth and be proud of it.

Question 5.
What did Gopi do to escape from the prison?
Answer:
Gopi painted a winding road as well as a strong and bold horse to escape from the prison. She rode the horse and moved very fast through fields and many villages to reach her village as soon as possible.

Question 6.
How did Gopi obstruct the chase of the Zamindar and his men?
Answer:
When Gopi saw that the Zamindar and his men were chasing her, she painted a mighty and wide river which had strong and fast currents. She could obstruct their chase as they could not come across the river.

Question 7.
What qualities of Gopi do you find in the poem?
Answer:
Gopi was a simple and kind-hearted girl. The man who gave her the magic brush could see these qualities in her. She used the brush to help the poor people of the village. Being bold enough against injustice, she refused the Zamindar to paint wealth for him. She was very clever and fearless so that she could be free her from the clutch of the Zamindar and made his dreams impossible.

Question 8.
What moral lessons do you learn from the poem?
Answer:
The poem emphasizes that power and talent should be used for selfless good, but not to satisfy greed. It also highlights that one can help others with creativity and kindness. The important moral lesson of the poem is that greatness is found in using abilities for others, but not for own selfish gain.

For effective revision, students can use BSE Odisha Class 8 English Solutions Chapter 7 The Case of the Fifth Word Question Answer to practice textbook exercises.

Class 8 English The Case of the Fifth Word Question Answer

Class 8 English Chapter 7 Question Answer Odia Medium

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

Work in pairs. Solve the crossword puzzle given below with the clues in the form of anagrams.
(An ‘anagram’ is a word or phrase that is made by rearranging the letters in a different order to make a new word or phrase, For example, ‘North’ is an anagram of ‘Thorn’.)

Answer:

Let us discuss
(થાવ થાલ્ભાવજ્રા જીગેા)

I. Complete the following statements with suitable reasons. Share your answers with your classmates and teacher.

1. Leroy’s nickname was Encyclopedia and everyone called him by that name because ………….
Answer: he knew almost everything and has a sharp brain.

2. At the dinner table on Tuesday night, Chief Brown stared at his cream-of-mushroom soup as ………….
Answer: he was confused and was thinking about the strange case.

3. Encyclopedia sat quietly at the dinner table because ………….
Answer: he was trying to solve the mystery.

4. Nolan put the will on the kitchen table because ………….
Answer: he wanted others to find it easily.

II. Do you think Chief Brown would need Leroy’s help to solve this case? If yes, why ? If no, why not ?
Answer:
Yes, Chief Brown would need Leroy’s help because the boy is intelligent and notices small details.

Let us discuss (ଆସ ଆଲୋଚନା କରିବା)

A fact is something that can be proven true or false. A fact is not based on people’s beliefs. An opinion on the other hand is a belief, feeling, or judgement, and can vary from one person to another. An opinion cannot be proven.
(‘ତଥ୍ୟ’ ହେଉଛି ଏପରି କିଛି ଜିନିଷ ଯାହାକୁ ସତ୍ୟ ବା ମିଥ୍ୟା ଭାବରେ ପ୍ରମାଣ କରାଯାଇପାରିବ, ଏବଂ ଏହା ଲୋକମାନଙ୍କର ବିଶ୍ଵାସ ଉପରେ ଆଧାରିତ ନୁହେଁ । ‘ମତ’ ହେଉଛି ଏକ ବିଶ୍ଵାସ, ଅନୁଭୂତି ବା ବିଚାର । ଏହା ବ୍ୟକ୍ତିରୁ ବ୍ୟକ୍ତି ପର୍ଯ୍ୟନ୍ତ ଭିନ୍ନ ହୋଇଥାଏ ଓ ଏହା ପ୍ରମାଣଯୋଗ୍ୟ ନୁହେଁ ।)
Identify which of the following statements from part I and II of the story are facts or opinions. One example has been done for you. Share your answers with your classmates and teacher. (Question with Answer)

• Encyclopedia’s father was the Chief of Police. (fact)
• Everyone thought that Chief Brown must be the smartest police chief in the country. (opinion — it proven)
• An encyclopedia is a book or set of books filled with facts from A to Z. (fact)
• Leroy’s friends said that he was like a library and computer rolled into one, and more user-friendly. (opinion)
• Two masked men held up the Diamond Mart on Sixth Avenue. (fact)
• Nolan and Davenport had met while both were in prison in South Carolina. (fact)
• Chief Brown’s hunch was that Davenport and Nolan decided to hide the loot until things cooled down. (opinion)
• Nolan wrote a four words code to tell Davenport where he had hidden the stolen jewellery. (fact)

II. Complete the table by choosing the character traits of Leroy given in the box below. There is an extra word that you do not need. One example has been done for you.
(ସାରଣୀରେ ପ୍ରଦତ୍ତ ଲେରୟ ବା ଏନ୍‌ସାଇକ୍ଳୋପେଡ଼ିଆର ଚାରିତ୍ରିକ ଗୁଣାବଳୀ ମଧ୍ୟରୁ ସଠିକ୍ ଗୁଣ ବାଛି ସାରଣୀକୁ ପୂରଣ କର ।)
(Questions with Answer)

Answer:

Textual Evidences (ପାଠ୍ୟଗତ ପ୍ରମାଣ)	Traits (ଗୁଣାବଳୀ)
1. He read more books than anyone in Idaville, and he nerver forgot a fact.	knowledgeable (ଜ୍ଞାନୀ)
2. Encyclopedia never spoke of the help he gave his father. He didn’t want to seem different from other boys.	humble (ନମ୍ର)
3. Encyclopedia sat quietly. He knew his mother and father were discussing the case for his benefit.	keen (ତୀବ୍ର ଇଚ୍ଛୁକ)
4. Usually, he needed to ask only one question to solve a case before dessert.	cleverness (ଚତୁରତା )

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

I. Read the given extracts and answer the questions that follow.
(ଦିଆଯାଇଥବା ଅନୁଚ୍ଛେଦଟି ପଢ଼ ଓ ନିମ୍ନ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଲେଖ ।)

1. Chief Brown would have liked to tell everyone about his only child. But who would believe him? Who would believe that the best detective live was an eighth grader? So, he said nothing. Encyclopedia never spoke of the help he gave his father. He didn’t want to seem different from other boys. But there was nothing he could do about his nickname. He was stuck with it. Only his parents and teachers called him by his real name, Leroy. Everyone else called him Encyclopedia.

(i) Complete the following sentence with a suitable reason.
(ଏକ ସଠିକ/ ସାର୍ଥକ କାରଣ ସହ ନିମ୍ନଲିଖୂ ବାକ୍ୟ ପୂରଣ କର ।) (Questions with Answer)
Chief Brown’s dilemma (ଦ୍ବନ୍ଦ୍ବ) can be called unique (ସ୍ଵତନ୍ତ୍ର ବା ବିଶେଷ ଧରଣର କୁହାଯାଇପାରେ) because of his taking help from his 8th grade son Encyclopedia will be believed by none.
(କାରଣ ସେ ଚତୁର ଅଷ୍ଟମ standard ବା ଶ୍ରେଣୀରେ ପଢୁଥ‌ିବା ପୁଅ Encyclopedia ର ସାହାଯ୍ୟ ଏହାକୁ କେହି ସହଜରେ ବିଶ୍ଵାସ କରିବେ ନାହିଁ ।)

(ii) What can be inferred (କ’ଣ ଅନୁମାନ କରାଯାଇପାରେ) about why Encyclopedia never spoke of the help he gave his father?
(Encyclopedia କାହିଁକି ବାପାଙ୍କୁ ଦେଉଥ‌ିବା ସାହାଯ୍ୟ ବିଷୟରେ କେବେ କାହାକୁ କହୁ ନଥୁଲା, ଏଥୁରୁ କ’ଣ ଅନୁମାନ କରାଯାଇପାରେ ?)
(A) He is shy and lacks confidence in his abilities to share his insights.
(B) He wants to avoid the jealousy others might feel about his skills.
(C) He desires to blend with the other boys to prevent seeming different.
(D) He is embarrassed about being smarter than most adults around him.
Answer:
(C) He desires to blend with the other boys to prevent seeming different.
(ସେ ନିଜକୁ ଭିନ୍ନ ରୂପେ ପ୍ରଦର୍ଶିତ ନ କରିପାରିବା ପାଇଁ ଅନ୍ୟ ବାଳକମାନଙ୍କ ସହିତ ମିଶିବାକୁ ଇଚ୍ଛୁକ ଥିଲା ।)

(iii) The parents not choose to call (ଡାକିବାକୁ ପସନ୍ଦ କରୁ ନଥ୍ଲେ) their son Encyclopedia’. Select the reason that is false.
(A) For them he is more than his unique abilities; he is their child, with a personal identity.
(B) Calling him by his real name reflects their affection and the desire to acknowledge him as an ordinary boy.
(C) They want him to be remembered as different from the others around.
Answer:
(B) Calling him by his real name reflects their affection and the desire to acknowledge him as an ordinary boy.
(Encyclopedia କୁ ତା’ ନିଜର ପ୍ରକୃତ ନାମରେ ବାପାମା’ଙ୍କ ଡାକିବା ତାକୁ ଏକ ସାଧାରଣ ବାଳକ ଭାବରେ ଗ୍ରହଣ କରିନେବା ସେମାନଙ୍କର (ତା’ ବାପା ମାଆ)ଙ୍କର ତା’ ପ୍ରତି ଥିବା ସ୍ନେହ ବା ଭଲପାଇବାକୁ ପ୍ରତିଫଳିତ କରୁଛି ।)

(iv) What do you mean by the fact that Leroy was ‘stuck with’ the name Encyclopedia ?
(‘ଲେରୟ’ ‘ଏନ୍‌ସାଇକ୍ଳୋପେଡ଼ିଆ’ ନାମରେ ପରିଚିତ ଥିଲା, ଏହାର କାରଣ କ’ଣ ?
Answer:
Because as the the name ‘Encyclopedia’ suggests, Leroy who was called “Encyclopedia’ had all sources of knowledge at his finger tipes.
(କାରଣ ଏକ ‘ଶବ୍ଦକୋଷ’ ଭଳି ସମସ୍ତ ପ୍ରକାର ଜ୍ଞାନର ସେ ଅଧିକାରୀ ଥୁଲା ।)

2. Chief Brown studied the four words: Nom Utes Sweden Hurts. He shook his head and passed the notebook to Mrs. Brown again. “Can youfigure it out?”
“Nom is a shortening of nominative, a grammatical term,” stated Mrs. Brown, who had taught English and other subjects in high school. “Utes is an American Indian tribe. Sweden is a country in northern Europe. Hurts is hurts.”
She lifted her gaze to Encyclopedia and shook her head.
“I can’t figure it out,” she confessed.
“Davenport disappeared right after the hold-up,” Encyclopedia reminded her.

(i) What does Chief Brown’s reaction of shaking his head suggest about his understanding of the four words?
(‘ଚାରୋଟି ଶବ୍ଦ’ ବୁଝିବାରେ ପୁଲିସ ମୁଖ୍ୟ ବ୍ରାଉନଙ୍କର ମୁଣ୍ଡ ହଲାଇ ‘ନାହିଁ’ର ଇସାରା ଦେବା ତାଙ୍କର କେଉଁ ପ୍ରତିକ୍ରିୟାକୁ ସୂଚିତ କରୁଛି ?)
(A) He is confident that the words are a clue.
(B) He is confused, unable to make sense of the words.
(C) He believes the words are random and meaningless.
(D) He thinks the words are unrelated to the case
Answer:
(B) He is confused, unable to make sense of the words.
(ସେ ଦ୍ଵନ୍ଦ୍ବରେ ପଡ଼ିଯାଇଛନ୍ତି ଓ ଶବ୍ଦଗୁଡ଼ିକର ସଠିକ୍ ଅର୍ଥ ବୁଝିବାରେ ଅସମର୍ଥ ।)

(ii) Identify whether the given statement is true or false.
(ନିମ୍ନଲିଖ୍ତ ଉକ୍ତି ‘ଠିକ୍’ କି ‘ଭୁଲ୍’ ଚିହ୍ନାଅ ।)
Mrs. Brown explained the actual meanings of the individual words rather than decoding the hidden message behind them.
Answer:
false

(iii) What does Mrs. Brown’s inability to decode the words suggest about the message ?
(ସନ୍ଦେଶରେ ଲେଖାଯାଉଥ‌ିବା ଶବ୍ଦଗୁଡ଼ିକର ଅର୍ଥ ବାହାର କରିବାରେ Mrs Brownଙ୍କର ଅସାମର୍ଥ୍ୟତା କ’ଣ ସୂଚିତ କରୁଛି ?)
Answer:
Her (Mrs Brown’s) working knowledge of grammar only and not the deep or inner hidden meanings.
Or
Her lackness of sharp intelligence about understanding hidden meanings.
(ଶବ୍ଦଗୁଡ଼ିକର ଲୁକ୍‌କାୟିତ ଅର୍ଥ ବୁଝିବାରେ ତାଙ୍କର ତୀକ୍ଷଣ ବୁଦ୍ଧିର ଅଭାବ)

(iv) Complete the following sentence suitably.
(ଯଥୋପଯୁକ୍ତ ଭାବେ ନିମ୍ନ ବାକ୍ୟଟିକୁ ପୂରଣ କର ।)
The purpose of Encyclopedia’s reminder in the last line of the extract (ଉଦ୍ଧୃତାଂଶ) was to ……………… (refocus the discussion on the context of the crime/suggest that the coded message was meant for Davenport/imply that the message was likely a clue about the location of the stolen jewellery)
Answer:
imply that the message was likely a clue about the location of the stolen jewellery.
(ଏହା ପ୍ରକାଶ କରିବା ପାଇଁ ଯେ ଚୋର ଗହଣାର ସ୍ଥାନ ବିଷୟରେ ସନ୍ଦେଶଟି ଏକ ରହସ୍ୟର ସୂତ୍ର ଭଳି ଥିଲା ।)

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

(i) Answer the following questions. (ନିମ୍ନଲିଖତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)
Why didn’t father tell anyone that Leroy was the real detective ?
(ବାପା (Mr. Brown) କାହିଁକି କାହାକୁ କହୁ ନଥୁଲେ ଯେ ‘ଲେରୟ’ ପ୍ରକୃତ ଗୋଇନ୍ଦା ଥିଲା ?)
Answer:
Father (Mr, Brown) didn’t tell anyone that Leroy was the real detective because he was sure (ନିଶ୍ଚିତ) nobody would believe an eight standard boy to be a detective. (ଜଣେ ଗୁଇନ୍ଦା ହୋଇଥୁବାର)

(ii) Why didn’t Leroy even speak of the help he gave his father? ́
(Leroy ବାପାଙ୍କୁ ଦେଉଥୁବା ସାହାଯ୍ୟ ବିଷୟରେ କେବେ କାହିଁକି କହୁ ନଥୁଲା ?)
Answer:
Leroy didn’t even spoke of the help he gave his father because he did n’t want to seem different (ଭିନ୍ନ ଥିବାର ଜଣାଯିବା ପାଇଁ) from other boys.

(iii) Why was Leroy nicknamed Encyclopedia ? Do you think it was a suitable name ?
(Leroy ର ଛଦ୍ମନାମ Encyclopedia କାହିଁକି ଥୁଲା ? ତୁମେ କ’ଣ ଭାବୁଛ ଏହା ଉପଯୁକ୍ତ/ ଯୋଗ୍ୟ | ସାର୍ଥକ ନାମ ଥିଲା ?)
Answer:
Lenoy was nicknamed Encyclopedia because as an encyclopedia he was gifted with the knowledge of everything. Yes, I think it was suitable.

(iv) Nolan and Davenport were very close. Support this statement with evidence from the text.
(Nolan ଓ Davenport ଅତି ଘନିଷ୍ଠ ଥୁଲେ । ଏହି ଉକ୍ତିର ସମର୍ଥନ ପାଇଁ ପାଠ୍ୟ ବିଷୟରୁ ପ୍ରମାଣ ସଂଗ୍ରହ କର ।)
Answer:
To prove that Nolan and Davenport were very close, it can be justified (ପ୍ରମାଣ କରିହେବ) from Mr. Brown’s statement when he told his son Encyclopedia and Mrs. Brown that when Nolan and Davenport both were in prison in South Carolina on their first meeting, they became friendly because of shared interests. (ଉଭୟଙ୍କର ସମାନ ସ୍ୱାର୍ଥ ଯୋଗୁଁ)

(v) Why did Davenport disappear right after the jewellery hold-up ?
(ଗହଣା ଡକାୟତି ପରେ Davenport କାହିଁକି ହଠାତ୍ ଅଦୃଶ୍ୟ ହୋଇଗଲେ ?)
Answer:
After the jewellery hold-up (ଡକାୟତି) Davenport disappeared right for the fear of being detected.(ଚିହ୍ନା ପଡ଼ିବା ଭୟରେ) by the police.

(vi) What does Mrs. Brown’s interest in the case tell us about her ?
(ଘଟଣା ବିଷୟରେ ଶ୍ରୀମତୀ ବ୍ରାଉନ୍‌ଙ୍କର ଆଗ୍ରହ ସଂପର୍କରେ ଆମମାନଙ୍କୁ କ’ଣ ସୂଚନା ଦେଉଛି ?)
Answer:
Mrs. Brown’s interest in the jewellery robbery case tells us about her guessing the meanings of the four coded words which she thought to make them out ( ବୁଝିବା ପାଇଁ) on her having taught English grammar at the high school.
Or
Mrs. Brown’s interest in the jewellery case tells us about her growing curiosity (ଉତ୍ସାହ) for the case as the coded words were related to her grammar teaching though she failed to make them out. (ଯଦିଓ ସେ ଶବ୍ଦଗୁଡ଼ିକର ଅର୍ଥ ବୁଝିବାରେ ଅସମର୍ଥ ହୋଇଥିଲେ)

(vii) Explain why Chief Brown was proud of his son ?
(ପୁଲିସ ମୁଖ୍ୟ ବ୍ରାଉନ୍ କାହିଁକି ତାଙ୍କ ପୁଅ ପାଇଁ ଗର୍ବିତ ଥିଲେ ? ବୁଝାଅ ।)
Answer:
It was no doubt Encyclopedia or Leroy was extremely intelligent having gained command over all areas of knowledge. (ଜ୍ଞାନର ସମସ୍ତ କ୍ଷେତ୍ର ଉପରେ ଦକ୍ଷତା ହାସଲ କରିଥିବା). But his silence (ନୀରବତା), humility (ନମ୍ରତା) and keen understanding (ତୀକ୍ଷ୍ଣ ବୁଝିବା ଶକ୍ତି) had made his father Mr Brown proud.

(viii) Think of five words to describe Encyclopedia.
(ଏନ୍‌ସାଇକ୍ଲୋପେଡ଼ିଆ ବିଷୟରେ ବର୍ଣ୍ଣନା କରିବା ପାଇଁ ପାଞ୍ଚଟି ଶବ୍ଦ ଚିନ୍ତା କର ।)
Answer:
Five words that fit into the character of Encyclopedia are his sharp intelligence (186 ବୁଦ୍ଧି), silence (ନୀରବତା), humility (ନମ୍ରତା), knowledge (ଜ୍ଞାନ) and keen listening (ଏକାଗ୍ର ଶ୍ରବଣ).

(ix) What is the four-word coded message in the story ?
(ଗଳ୍ପରେ ଚାରିଶବ୍ଦ ବିଶିଷ୍ଟ ସାଙ୍କେତିକ ବାର୍ତ୍ତା ବା ସନ୍ଦେଶ କ’ଣ ଅଟେ ?)
Answer:
The four word-coded message in the sroty is

• ‘Nom’ for Monday.
• ‘Sweden’ for Wednesday.
• ‘Utes’ for Tuesday.
• ‘Hurts’ for Thursday.

Let us Learn (ଆସ ଶିଖ୍)

Match the phrasal verbs from the text given in Column 1 with their meanings in Column 1. You may refer to a dictionary.
(ପାଠ୍ୟ ବିଷୟରୁ ଦର୍ଶାଯାଇଥିବା phrasal verbs ବା କ୍ରିୟାଯୁକ୍ତ ଋଢ଼ିଗୁଡ଼ିକର ସ୍ତମ୍ଭ ଏକ ଓ ସ୍ତମ୍ଭ ଦୁଇ ସହିତ ଯୋଗ କର ।

Answer:

Column – 1 (Phrasal verbs)	Column – 2 (Phrasal Meaning)
1. put on	(iv) wear (clothes, hat etc) ପିନ୍ଧିବା (ପୋଷାକ, ଟୋପି ଇତ୍ୟାଦି)
2. cooled down	(iii) became normal or calmed (ଶାନ୍ତ ହୋଇଗଲେ)
3. turned up	(i) appeared / been discovered (ଆସିଲେ ଦେଖାଦେଲେ )
4. make of	(ii) solve a problem (ସମାଧାନ କରିବା ଏକ ସମସ୍ୟାର)
5. figure out	(vi) have and idea or understanding of something (ବୁଝିବା)
6. got away with	(v) escaped without being punished (ବିନା ଦଣ୍ଡରେ ଖସି ପଳାଇଲେ)

Now, fill in the blanks with the phrasal verbs given in Column 1.
(ସ୍ତମ୍ଭରେ ଦିଆଯାଇଥ‌ିବା phrasal verbs ଗୁଡ଼ିକୁ ଶୂନ୍ୟସ୍ଥାନରେ ପୂରଣ କର ।)

A. Finally, some important evidence about the case has ……………..
Answer: been made of

B. After I I understood that I had made a big mistake……………..
Answer: cooled down

C. I couldn’t D. He ………….. why he was angry with me.
Answer: figure out

D. He ………….. his special coat and went to his friend’s birthday party.
Answer: put on

E. Ravi forgets to do his homework but he ………… it as teacher didn’t ask for it that day.
Answer: got away with (ଦଣ୍ଡ ପାଇବାରୁ ବର୍ତ୍ତିଗଲା)

F. I do not know what to ……… his behaviour.
Answer: make of (ସମାଧାନ କରିବା ପାଇଁ)

II. Fill in the blanks in the following sentences by choosing the correct word pairs from the box given below.
(କୋଠରୀରେ ଦିଆଯାଇଥିବା ଯୋଡ଼ା ଶବ୍ଦରୁ ଠିକ୍ ଶବ୍ଦ ବାଛି ନିମ୍ନଲିଖୁତ ବାକ୍ୟଗୁଡ଼ିକର ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

1. After running for 50 kilometres last …… I felt ………… for two days.
Answer: week (ହ୍ରାସ)/weak (ଦୁର୍ବଳ)

2. When the committee met yesterday, they brought ………..local cases to the…………..
Answer: four (ଚାରି)/fore (ପ୍ରକାଶ/ଉପସ୍ଥାପନ

3. While learning to drive, Rina used too much force on the…………….causing the car to………….down.
Answer: brake/break down

4. He has composed a beautiful ……..of music in order to bring …………… to thousands of people.
Answer: piece/peace

5. She was busy ___ her hair not caring about the …………. flowers in her garden.
Answer: dyeing/dying

III. Leroy solved the mystery of the missing fifth word with his critical thinking abilities. Work in pairs to solve the puzzles given in the illustrations below and infer what they say. One example has been done for you.

Answer:
First – underage
Second – try to understand
Third – up/upward
Fourth – got it, do it
Fifth – sixth sense
Sixth – one in a million/extraordinary
Seventh – once upon a time

IV. Read the following sentences from the text and study the highlighted words.
କ, ପାଠ୍ୟ ବିଷୟରେ ବର୍ଣ୍ଣିତ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ଓ କଳା ଅକ୍ଷରରେ ଲିଖ୍ତ ଶବ୍ଦଗୁଡ଼ିକୁ ଲକ୍ଷ୍ୟ କର

1. Everyone thought that he must be the smartest police chief in the country.
2. She read what he had copied.
3. They tell where the jewellery is hidden.
4. Nom is a shortening of nominative, a grammatical term,” stated Mrs. Brown, who had taught English and other subjects in high school.
5. “Nolan and Davenport had met,” Chief Brown said, while were in prison in South Carolina.”
6. When (668696m) he came up against a case he couldn’t solve, he acted at once.
7. The code is simple, especially as it’s written on a sheet from a calendar.
8. They became friendly because of shared interests.
9. Encyclopedia solved the case for him before dinner was over.
Bold types ବା କଳା ଅକ୍ଷରରେ ଲିଖିତ ଶବ୍ଦଗୁଡ଼ିକ subordinators ବା ଅବ୍ୟୟ ପଦ ଅଟେ, ଯେଉଁଗୁଡ଼ିକ ଦୁଇ ବା ତହିଁରୁ ଅଧୁକ clause ବା ବାକ୍ୟଖଣ୍ଡଗୁଡ଼ିକୁ ଯୋଗ କରୁଛି ।

Examples:
1. Everyone thought – clause
he must be the smartest police chief in the country – clause
ଏହି ଦୁଇଟି clause ବା ଖଣ୍ଡବାକ୍ୟ subordinating conjuction ବା subordinator (that) ଦ୍ଵାରା ସଂଯୁକ୍ତ ।

2. She need-clause
He had copied
clause
What subordinator
ସେ ପଢ଼ିଲେ ଯାହା ସେ କପି କରିଥିଲା ।

Remember (ମନେରଖ):

• A clause is a part of a sentence having a subject and a tense verb.
  clause ଖଣ୍ଡବାକ୍ୟ ହେଉଛି ଏକ ବାକ୍ୟର ଅଂଶ ଯାହାର ଗୋଟିଏ କର୍ତ୍ତା ଓ ଗୋଟିଏ କାଳରୂପକ କ୍ରିୟା ଥାଏ ।
• Two or more clauses make a sentence.
  ଦୁଇ ବା ତହିଁରୁ ଅଧ୍ଵକ ଖଣ୍ଡବାକ୍ୟର ଯୋଗରେ ଗୋଟିଏ ବାକ୍ୟ ତିଆରି ହୋଇଥାଏ ।

Now, fill in the blanks with the words in the box given below to complete the following sentences. There are two extra words that you do not need.
(ବାକ୍‌ସରେ ଦିଆଯାଇଥିବା ଶବ୍ଦଗୁଡ଼ିକ ସାହାଯ୍ୟରେ ବାକ୍ୟଗୁଡ଼ିକରେ ପ୍ରଦତ୍ତ ଶୂନ୍ୟସ୍ଥାନଗୁଡ଼ିକୁ ପୂରଣ କର । ଦୁଇଟି ଅତିରିକ୍ତ ଶବ୍ଦ ରହିଛି, ଯାହା ଅଦରକାରୀ ଅଟେ ।)

Detective stories are exciting the real culprit is. They take place in settings (ii) ………… clues are hidden carefully. (iii) ………… the mystery seems tricky, a clever detective always finds answers. Readers often wonder (iv) ………… criminals leave small but important clues. The challenge is to decide (v) ………… suspect is guilty. (vi) ………… the truth is revealed, everything makes sense. But one may wonder (vii) ………… they could have solved it themselves. These stories are fun (viii) ………… they make readers think till the very end.

• exciting — ଉତ୍ସାହପ୍ରଦ
• detective stories — ଗୁଇନ୍ଦା ଗଳ୍ପ
• real culpirt — ପ୍ରକୃତ ଦୋଷୀ
• keeping reading guessing – ପାଠକମାନଙ୍କୁ ଅନୁମାନରେ ପକାଇ
• taka place — ଘଟିଥାଏ
• clues — ସଂକେତ
• seems tricky — କୌଶଳପୂର୍ଣ୍ଣ ଜଣାପଡ଼େ
• is revealed — ଜଣାପଡ଼ି ଯାଏ

Answer:
(i) who
(ii) where
(iii) though
(iv) why
(v) which
(vi) when
(vii) if
(viii) because

V. Combine the following pairs of sentences using the word given in brackets. One example has been done for you.
(ବନ୍ଧନୀ ଭିତରେ ଦିଆଯାଇଥିବା ଶବ୍ଦଗୁଡ଼ିକଦ୍ଵାରା ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକୁ ଯୋଗ କର । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି ।)

1. We gave him the signal. He was waiting for the signal.
Answer: We gave him the signal that he was waiting for.

2. We went to a place. The incident occurred there.
Answer: We went to a place where the incident occurred.

3. The teacher said she would retire soon. She is now nearly sixty.
Answer: The teacher who is now nearly sixty said she would retire soon.

4. It was the day. Half the class was absent.
Answer: It was the day when half the class was absent.

VI. Read the following sentences from the text.
(ପାଠ୍ୟ ବିଷୟରୁ ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ।)

“What’s suspicious about that?” Mrs. Brown asked. “What do you make of the four words, Leroy?”
“Wasn’t he mixed up in a jewellery robbery a few years ago?” “Didn’t you search Nolan’s house, dear?”
“Is there a young fir tree in Mr. Nolan’s palm-tree nursery ?”

The sentences above are the direct words of the speaker, hence, they are in direct speech.
(ଏହି ବାକ୍ୟଗୁଡ଼ିକରେ ଉଦ୍ଧୃତି ଚିହ୍ନ (“ _”) ମଧ୍ୟରେ ଥ‌ିବା ଶବ୍ଦଗୁଡ଼ିକ speaker ବା ବକ୍ତାଙ୍କର ନିଜସ୍ଵ ବା ପ୍ରତ୍ୟକ୍ଷ ଉକ୍ତି । ତେଣୁ ଏଭଳି ବାକ୍ୟଗୁଡ଼ିକୁ ପ୍ରତ୍ୟକ୍ଷ ଉକ୍ତି ବା Direct speech କୁହାଯାଏ ।) While reporting these direct words to someone else at some other time and some other place, we make certain modifications in person, tense and adverbs of place and time. (ବକ୍ତାଙ୍କର ପ୍ରତ୍ୟକ୍ଷ ଶବ୍ଦଗୁଡ଼ିକ ଅନ୍ୟ କାହାକୁ ଅନ୍ୟ ସମୟରେ ଏବଂ ଅନ୍ୟସ୍ଥାନରେ ଜଣାଇବା ପାଇଁ ଆମ୍ଭେ ବ୍ୟକ୍ତି, କାଳ, ସ୍ଥାନର ଓ ସମୟର କ୍ରିୟା ବିଶେଷଣରେ କେତେକ ପରିବର୍ତ୍ତନ କରିଥାଉ

1. Tense change (Time shift)
(କାଳ ପରିବର୍ତ୍ତନ : ସମୟ ସ୍ଥାନାନ୍ତର)


Answer:

2. Pronoun Changes (Subject-Perspective Shift)
ସର୍ବନାମ ପରିବର୍ତ୍ତନ (କର୍ତ୍ତା-ଦୃଷ୍ଟିକୋଣ ପରିବର୍ତ୍ତନ)

Direct speech	Indirect speech / Reported speech
I you (singular) you (plural) we our my your me us mine ours yours	he/she he/she us they their his/her his/her/their hers/him them hers/his theirs his/hers/theirs

3. Time and Place Changes
(ସମୟ ଓ ସ୍ଥାନ ପରିବର୍ତ୍ତନ)

Direct speech	Indirect speech / Reported speech
now ago today tomorrow yesterday next week/month/year here this these	then before that day the following day the day before the following week/month/year there that those

There are two-types of Interrogative sentences.
(a) Wh-questions and (b) Yes/No questions.
(ଦୁଇ ପ୍ରକାର ପ୍ରଶ୍ନସୂଚକ ବାକ୍ୟ ଅଛି । ‘Wh – ପ୍ରଶ୍ନ’ ଏବଂ ‘ହଁ ନାହିଁ ପ୍ରଶ୍ନ’)
Examples:
Who are you? (Wh – interrogative, Who – wh question)
Are you his brother? (Yes/No interrogative, Are – main verb)
Steps for Reporting Wh-questions and Yes/No questions:
(Wh Question Yes/No Questions Reporting

1. Replace the reporting verb said with with words like ‘asked, ‘inquired ‘interrogated, or ‘questioned’.
ପ୍ରତ୍ୟକ୍ଷ ଉକ୍ତିରେ ଥିବା Reporting verb said ବଦଳିଯାଇ Indirect speech ବା Reported speech asked / inquired / interrogated/questioned

2. Convert the interrogative sentence into a declarative one.
(ପ୍ରଶ୍ନସୂଚକ ବାକ୍ୟକୁ ବିବୃତିମୂଳକ ବାକ୍ୟରେ ରୂପାନ୍ତରିତ କର ।)

3. Apply the appropriate tense shift as per the rules of tense changes.
(କାଳ ପରିବର୍ତ୍ତନ ନିୟମାନୁସାରେ Tense ଯଥୋପଯୁକ୍ତ ପରିବର୍ତ୍ତନ କର ।)

4. Remove quotation marks and the question mark.
(ଉଦ୍ଧୃତି ଚିହ୍ନ ଓ ପ୍ରଶ୍ନସୂଚକ ଚିହ୍ନଗୁଡ଼ିକୁ ଉଠାଇ ଦିଅ ।)

5. Omit the conjunction that in the reported speech.
(Conjunction ବା ସଂଯୋଜକ ଅବ୍ୟୟ ପଦ that କୁ ଉଠାଇ ଦିଅ ।)

6. In Wh-questions, place the Wh- word immediately after the reporting verb in the reported speech.
Wh-ପ୍ରଶ୍ନର ପରୋକ୍ଷ ଉକ୍ତିରେ Reporting verb ପରେ Wh-word ବ୍ୟବହାର କର ।

7. In Yes/No questions, use ‘if’ or ‘whether’ immediately after the reporting verb in the reported speech.
Yes/No ପ୍ରଶ୍ନରେ ପରୋକ୍ଷ ଉକ୍ତିରେ reporting verb ପରେ if ବା whether ବ୍ୟବହାର କର ।

Now, follow these steps to transform the sentences given as examples from direct speech to indirect speech.
(ଏବେ ଏହି ନିୟମଗୁଡ଼ିକୁ ଅନୁସରଣ କରି ଉଦାହରଣରେ ପ୍ରତ୍ୟକ୍ଷ ଉକ୍ତିରେ ଦିଆଯାଇଥିବା ବାକ୍ୟଗୁଡ଼ିକୁ । ପରୋକ୍ଷ ଉକ୍ତିରେ ପରିଣତ କର ।)

Direct speech: (Questions with answer)
(i) Mrs. Brown asked, “what was suspicious about that ?”
(ii) Mrs. Brown questioned Leroy what he made of the four words.
(iii) Mrs. Brown inquired if he wasn’t mixed up in a jewellery robbery a few years ago. (Yes-No pattern)
(iv) Mrs. Brown asked Chief Brown, if he had not searched Nolan’s house.
(v) Mrs. Brown inquired if there was a young fir tree in Nolan’s palm-tree nursery.

VII. Rewrite the following sentences in Reported Speech.
(ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକୁ ପରୋକ୍ଷ ଉକ୍ତିରେ ପରିଣତ କର ।)

1. Why did you stop talking to me ?” asked Rohan.
Answer: Rohan questioned why he stopped/had stopped talking to him.

2. Did you enjoy the family gathering yesterday?” asked my aunt.
Answer: My aunt asked if he had enjoyed the family gathering the day before.

3. “When will you visit us again?” asked my grandmother.
Answer: My grandmother inquired when I/he/she would visit them again.

4. Madhavi said to Ravi, “Will you come with me to meet our old teacher tomorrow?” asked Madhavi.
Answer:
Madhavi asked Ravi when he would come with her to meet their old teacher the next/following day.

5. My friend said “What gift are you planning to give your brother?
Answer: My friend inquired what gift he/she/I was planning to give his/her/my brother.

6. “Shall I carry these notebooks to the staffroom, Ma’am?” asked Veenu.
Answer: Veenu asked her teacher if he would carry there note books to the staffroom.

VIII. Read the conversation between Aditi and Rahul.
(ଅଦିତି ଓ ରାହୁଲ ମଧ୍ୟରେ କଥୋପକଥନକୁ ପଢ଼ ।)

Aditi: Did you see anyone leave a package near the lift?
Rahul: I noticed a man wearing a blue jacket drop it off.
Aditi: What time did you see this happen?
Rahul It was around 6:45 p.m.
Aditi: Were you able to see his face?
Rahul: He wore a hood and so I couldn’t see his face.

Complete the following paragraph by transforming the dialogue in indirect speech.
(କଥୋପପଥନକୁ ପରୋକ୍ଷ ଉକ୍ତିରେ ପରିଣତ କରି ନିମ୍ନଲିଖତ ଅନୁଚ୍ଛେଦଟିକୁ ପୂରଣ କର ।) (Questions with Answer)
Answer:
Aditi asked Rahul 1. If he / Rahul had seen anyone leave a package near the lift.
Rahul replied that he had noticed a man wearing a blue jacket drop it off.

Aditi asked Rahul 2. what time he had seen that happen.
Rahul replied that it had been around 6.45 p.m.

Aditi further inquired 3. if he had been able to see that face.
Rahul said that he had worn a hood. So he couldn’t see his face.

Let us listen (ଆସ ଶୁଣିବା) :

You will listen to a podcast podcast about ways of improving observation skills. As you listen, mark the statements 1-4 as true or false.
(Transcript for teacher in Page – 151) (ପର୍ଯ୍ୟବେକ୍ଷଣ ଦକ୍ଷତାରୁ ଉନ୍ନତି ପାଇଁ ଦିଆଯାଇଥିବା Podcast ଟିକୁ ଶୁଣ । ଶୁଣିବା ସମୟରେ ୧–୪ ଉକ୍ତିଗୁଡ଼ିକ ଠିକ୍ ବା ଭୁଲ ଚିହ୍ନାଅ । ) (Questions with Answer)

Answer:
(i) Observation skills help improve your common sense. (False)
(ii) Rushing through tasks helps you focus better and observe more. (True)
(iii) Taking notes or making sketches helps with what you observe. (True)
(iv) Incorporating tips on observation skills will soon lead to Success. (True)

II. You will once again listen to the podcast. As you listen, complete the given sentences by filling in the blanks with one to three exact words you hear.
(Podcast ଟିକୁ ତୁମେ ଆଉଥରେ ଶୁଣିବ । ଶୁଣିବା ସମୟରେ ତୁମେ ଶୁଣିଥୁବା ଗୋଟିଏରୁ ତିନୋଟି ଅବିକଳ ଶବ୍ଦ ଲେଖୁ ଦିଆଯାଇଥିବା ବାକ୍ୟଗୁଡ଼ିକୁ ପୂରଣ କର । (Questions with Answer)
1. It is important to slow down and take your time to notice several aspects around you – more clearly.
2. The more senses like hearing and smelling you use, the more information you absorb.
3. People who are curious (ଉତ୍ସାହୀ ବା ଆଗ୍ରହୀ/କୌତୂହଳୀ) tend to be better observers because they seek to understand what they notice.
4. When you make a note of things, it helps reinforce details (ବ୍ୟାପକତା /ପୁଙ୍ଖାନୁପୁଙ୍ଖତା) in your memory.
5. Practising mindfulness (ମନଯୋଗିତାକୁ ଅଭ୍ୟାସ କରିବା) help a person stay present and engaged with their surroundings. (ପାରିପାର୍ଶ୍ବକ ବାତାବରଣ ସହିତ)

Let us speak (ଆସ କହିବା)

Read the following words from the text loudly with the help of pronunciation guide given in brackets.
(ପାଠ୍ୟ ବିଷୟରୁ ନିମ୍ନଲିଖତ ଶବ୍ଦଗୁଡ଼ିକୁ ବନ୍ଧନୀରେ ଦିଆଯାଇଥିବା ଉଚ୍ଚାରଣ ନିୟମ ଅନୁସାରେ ବଡ଼ ପାଟିରେ ପଢ଼ ।)

Now, practise reading the following words.

II. Work in groups of five or six. Conduct a group discussion on the topic. “The Interesting Aspects of a Mystery Jewellery story.”
(ପାଞ୍ଚ ବା ଛ ଦଳରେ ବିଭକ୍ତ ହୋଇ କାମ କର । “The Interesting Aspects of a Mystery Story” ଏକ ଦଳଗତ ଆଲୋଚନା କର ।)
jewellery (jool-ree) clerk (claak) dessert (dih-zuht)—a sweet dish.

Guidelines (ନିୟମ) :

• The moderator initiates the discussion inviting the speakers to share their views on the
  subject. (ସଂଯୋଜକ ବିଷୟବସ୍ତୁ ଉପରେ ନିଜ ନିଜର ମତ ଉପସ୍ଥାପନ କରିବା ପାଇଁ ବକ୍ତାମାନଙ୍କୁ ନିମନ୍ତ୍ରଣ କରି ଆଲୋଚନା କରିବେ ।)
• The speaker takes tunes to put forth their viewpoint using polite expressions to agree or disagree.
  (ସମ୍ମତି ବା ଅସମ୍ମତିଭିତ୍ତିକ ନିଜସ୍ୱ ମତ ପ୍ରଦାନ କରିବାପାଇଁ ବକ୍ତାମାନେ କ୍ରମ ଅନୁସାରେ ଆସିବେ ।)
• The speakers may interrupt by raising their hands to add or clarify a point,
  (ଗୋଟିଏ ପ୍ରସଙ୍ଗକୁ ସ୍ପଷ୍ଟ କରିବା ନିମିତ୍ତ ବକ୍ତାମାନେ ସେମାନଙ୍କ ହାତ ଉଠାଇ ଆଲୋଚ୍ୟ ବିଷୟକୁ କିଛି -ମୁହୂର୍ତ୍ତ ଅଟକାଇ ପାରିବେ ।)
• The moderator ensures equal participation of all the members in the group, consolidates views, and calls upon other speakers to respond.
  (ସଂଯୋଜକ ଦଳର ସମସ୍ତ ସଦସ୍ୟଙ୍କର ସମାନ ଅଂଶଗ୍ରହଣ ନିଶ୍ଚିତ କରିବେ, ମତାମତ ଗ୍ରହଣ କରିବେ ଓ ଅନ୍ୟ ବକ୍ତାମାନଙ୍କୁ ମତାମତ ଦେବା ପାଇଁ ଡାକିବେ ।)
• The moderator sums up the points of discussion, suggests guidelines for future action and thanks the members of the group.
  (ସଂଯୋଜକ ଆଲୋଚନାର ସାରାଂଶ ନିର୍ଣ୍ଣୟ କରିବେ, ଭବିଷ୍ୟତ କାର୍ଯ୍ୟପନ୍ଥା ପାଇଁ ପ୍ରସ୍ତାବ ଦେବେ ଓ ଦଳର ସଦସ୍ୟମାନଙ୍କୁ ଧନ୍ୟବାଦ ଦେବେ ।)

Note: Choose a moderator. Decide upon the duration of the discussion.
ଜଣେ ସଂଯୋଜକ ବା ମଧ୍ୟସ୍ଥ ଚୟନ କର । ଆଲୋଚନାର ସମୟ ଅବଧୂ ସ୍ଥିର କର ।

Phrases for turn-taking :
(ପାଳି ଅନୁସାରେ ନିଜସ୍ଵ ମତାମତ ଉପସ୍ଥାପନ ପାଇଁ କେତେକ ବାକ୍ୟାଶ ।)

• If I may say something…..
• May I draw the attention of this group…
• If I may interrupt…
• Sorry for this interruption…
• I would like to add to what (speaker) mentioned a few minutes ago…

Phrases for Expressing Agreement : (ସମ୍ମତି ପ୍ରଦାନ ସୂଚକ ବାକ୍ୟାଶ)

• I’m totally in agreement with that…
• That’s absolutely true.
• There’s no question about that…
• I fully agree…
• I am with (speaker) on this…

Phrases for Expressing Disagreement : (ଅସମ୍ମତି ପ୍ରଦାନ ସୂଚକ ପଦଂଶ)

• I’m afraid I don’t agree…
• Not quite so…
• I’m sorry, but I don’t quite agree…
• Maybe I’m wrong…
• If you look at it this way, then…

Let us Write (ଆସ ଲେଖୁବା) :

Report (ବିବରଣୀ) :
A report is written for an event that has already occurred). (ପ୍ରାୟ ଘଟିଯାଇଥିବା ଏକ ଘଟଣା ବା କାର୍ଯ୍ୟକୁ ନେଇ ଏକ ବିବରଣୀ ଲେଖାଯାଏ ।)
Its Purpose (ଏହାର ଉଦ୍ଦେଶ୍ୟ) :
The main purpose of a report is to provide first-hand details of an incident or event. (ଗୋଟିଏ ବିବରଣୀର ମୁଖ୍ୟ ଉଦ୍ଦେଶ୍ୟ ହେଉଛି ଏକ ଘଟଣାର ପ୍ରାଥମିକ ବିବରଣୀ ପ୍ରଦାନ କରିବା ।)

Order of Events (ଘଟଣାଗୁଡ଼ିକର କ୍ରମ ଲେଖନ):
A good report presents the information in a proper sequence :
(ଏକ ଉତ୍ତମ ବିବରଣୀ ଉପଯୁକ୍ତ କ୍ରମ ଅନୁସାରେ ଉପସ୍ଥାପନ କରାଯାଇଥାଏ ।)

Read the sample report written about the ‘Inter-school Football Tournament’ organised by your Vidyalaya.
(ନମୂନା ବିବରଣୀକୁ ପାଠ କର ଯାହାକି ତୁମ ବିଦ୍ୟାଳୟରେ ସଂଗଠିତ ଏକ ଆନ୍ତଃ-ବିଦ୍ୟାଳୟ ଫୁଟବଲ ପ୍ରତିଯୋଗିତା ବିଷୟରେ ବିବରଣୀ ଅଟେ ।)


Answer:

Now, as a member of the Art and Craft Club, write a report on an ‘Inter-school Art Exhibition’ organised by your school, Include the necessary details.
(ବର୍ତ୍ତମାନ Art and Craft Club ର ଜଣେ ସଦସ୍ୟ ଭାବରେ ତୁମ ବିଦ୍ୟାଳୟ ଦ୍ଵାରା ଆୟୋଜିତ ଏକ ‘ଆନ୍ତଃ-ବିଦ୍ୟାଳୟ କଳା ପ୍ରଦର୍ଶନୀ ଉପରେ ଏକ ବିବରଣୀ ଲେଖ । ଆବଶ୍ୟକୀୟ ବିବରଣୀ ଅନ୍ତର୍ଭୁକ୍ତ କର ।)
Answer:
Inter-School Art Exhibition by Srikrishna Academy.
Reporter – Prabhat Kumar Nayak. (Class 8)
An Inter-school Art Exhibition was organised by our Vidyalaya from 12th to 16th November 2026 at Jagatsinghpur Academy ampitheatre . Six teams of the neighbouring (nearby) SIX schools participated (ଅଂଶଗ୍ରହଣ କରିଥିଲେ) in this Talent-search Exposure (ପ୍ରତିଭା ଅନ୍ଵେଷଣ ବିକାଶ କାର୍ଯ୍ୟକ୍ରମରେ )
The Exhibition was declared open (ଉଦ୍‌ଘାଟନ ଘୋଷଣା କରାଯାଇଥିଲା) by the Chief Guest, Mr. Rajat Mohanty, the eminent art designer of the district on Friday 12th November, 2025 in the presence of participant teams, the spectators and all concerned. The headmaster hosted the program, offering thanks to each and everyone for their inspiring presence The participants displayed their hand-made projects before the five judges and explained to them the objects used and the ‘hows’ and ‘whys’ of their invented (developed) exhibits.

The display of arts and crafts was held from 10 am to 12 p.m. everyday. On the final day of the ongoing exhibition the three projects namely a hand- made moving fan, a water-operated cycle and a multi-coloured flower- pot (ଫୁଲଦାନୀ) caught the fancy (ଆକର୍ଷିତ କରିଥିଲା) of the panelists (ବିଚାରପତିମାନଙ୍କର ). Other exhibits were no less soothing to the eyes of the viewers. The children showed curiosity when they caught sight of (noticed) – ଦେଖ‌ିଲେ) the amazing crafts (ଆଶ୍ଚର୍ଯ୍ୟ ଜନକ ହୀତକାର୍ଯ୍ୟ) The Govt. Girls’ High School, Jagatsinghpur Headquarters was declared the winner. The winning trophy and certificates were presentedamidst tremendous applause (ପ୍ରଚଣ୍ଡ ତାଳି ମଧ୍ୟରେ). The Chief Guest admired (ପ୍ରଶଂସା କଲେ) the tiny talents (କୁନି ପ୍ରତିଭାମାନଙ୍କୁ) and motivated them to uphold ( ଅକ୍ଷୁଣ୍ଣ ରଖୁବାପାଇଁ) the good name of their schools and the state. It was a hugely-successful program.

Let us explore : (ଆସ ଅନୁସନ୍ଧାନ କରିବା)

Work in pairs. Read the words and observe the images given below. Check if your answers match. Share your answers with your classmate and teacher.
( ଦୁଇ ଜଣ କରି କାର୍ଯ୍ୟ କର । ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ ଓ ନିମ୍ନରେ ପ୍ରଦତ୍ତ ଛବିଗୁଡ଼ିକୁ ନିରୀକ୍ଷଣ କର । ତୁମର ଉତ୍ତର ମେଳ ଖାଉଛି କି ନାହିଁ ଦେଖ । ତୁମର ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହିତ ଉତ୍ତର ଆଦାନ ପ୍ରଦାନ କର ।)

Answer:
1. teach, learn.
2. hate, love
3. Good, evil
4. Tree, tiger.
5. dolphin, whale.
6. figures, silhouttes
These are optical illusion (ଚକ୍ଷୁ ଭ୍ରମ) which may trick (ଭ୍ରମିତ କରିପାରେ) the eye and make you think that you can see two different things.

II. Read the steps to play a language game – Name the mystery objects. (ରହସ୍ୟ ବସ୍ତର ନାମ ଲେଖ)
1. Divide the class into teams.
2. Each team chooses an object and prepares three hints to enable the other teams to name the object.
3. Each team takes turns to name the object given by the other team.
4. If a team names the object with the first hint, they get 20 points, with the second hint 10 points, and with the third hint, 5 points.

One example with three hints:

(i) I display (ଦେଖାଇଥାଏ | ପ୍ରଦର୍ଶିତ କରିଥାଏ) information for all to share, with a swipe
I’m clean and bare.
(ii) I am rectangular (ଆୟତାକାର) or a square (ବର୍ଗାକାର), whom neither teacher nor student can spare (ଯାହାକୁ ଶିକ୍ଷକ ବା ଛାତ୍ରଛାତ୍ରୀଙ୍କୁ ଛାଡ଼ି ରହିପାରିବେ ନାହିଁ)
(iii) am mostly (ଅଧିକାଂଶ) black, sometimes green, now in white too I am seen.
Answer:
Blackboard.

III. Visit the library and look for an ‘encyclopedia’. What is it? Check how it is different from a dictionary. Share your answers with your classmates and teacher.
(ପାଠାଗାରକୁ ଯାଇ ଗୋଟିଏ ଜ୍ଞାନକୋଷ ଖୋଜ । ଏହା କ’ଣ ? ଏହା କିପରି ଏକ dictionary ଅଭିଧାନଠାରୁ ଭିନ୍ନ ପରୀକ୍ଷା କର ।)
Encyclopedia (ଜ୍ଞାନକୋଷ) :
Answer:
‘Encyclopedia’ explains subjects like people, places, concepts, offering-in-depth knowledge and context.
(ଏକ ଜ୍ଞାନକୋଷ ବିଭିନ୍ନ ବିଷୟ ଯଥା ବ୍ୟକ୍ତିବିଶେଷ, ସ୍ଥାନ, ଧାରଣା ଆଦି ସଂବଳିତ ଗଭୀର ଜ୍ଞାନ ଓ ପୃଷ୍ଠଭୂମିକୁ ବ୍ୟାଖ୍ୟା କରିଥାଏ ।)

Dictionary (ଅଭିଧାନ):
A dictionary defines words (meaning, usage and origin, focusing on language).
(ଗୋଟିଏ ଅଭିଧାନ ଶବ୍ଦବିଶେଷ, ସେଗୁଡ଼ିକର ଅର୍ଥ, ବ୍ୟବହାର ଓ ଉତ୍ସର ସଂଜ୍ଞା ପ୍ରଦାନ କରିଥାଏ ।)
In a nutshell, while a Dictionary describes the meanings of words, an ‘Encyclopedia’ describes the “nature of things”.
(ସଂକ୍ଷେପରେ କହିଲେ, ଯେତେବେଳେ ଅଭିଧାନ ଶବ୍ଦଗୁଡ଼ିକର ଅର୍ଥ ବର୍ଣ୍ଣନା କରିଥାଏ, ଏକ ଜ୍ଞାନକୋଷ ଜିନିଷ ବା ପଦାର୍ଥଗୁଡ଼ିକର ପ୍ରକୃତି ବା ଉତ୍ସ ବର୍ଣ୍ଣନା କରିଥାଏ ।)

The Case of the Fifth Word Class 8 Summary

I. Encyclopedia Brown is a young boy who lives in Idaville, USA. His father is the Chief of Police. In spite of being so young he often helps his father solve mysteries that even the police find difficult to solve. Their discussions are generally held at the dining table. Read this story to find out how the boy wonder solves a case that has been troubling his father…

ଏନସାଇକ୍ଲୋପେଡ଼ିଆ ବ୍ରାଉନ୍ ଆମେରିକାର ଇଡ଼ାଭିଲେରେ ବାସ କରୁଥିବା ଜଣେ ବାଳକ ଅଟେ । ତାହାର ବାପା ଜଣେ ପୁଲିସ ମୁଖ୍ୟ । ଛୋଟ ଥିବା ସତ୍ତ୍ୱେ ତାହାର ବାପାଙ୍କୁ ରହସ୍ୟଗୁଡ଼ିକୁ ସମାଧାନ କରିବାରେ ଅଧିକାଂଶ ସମୟରେ ସାହାଯ୍ୟ କରେ ଯାହାକୁ ପୁଲିସ ମଧ୍ୟ ସମାଧାନ କରିବାକୁ କଷ୍ଟକର ମନେକରିଥା’ନ୍ତି । ସାଧାରଣତଃ ରାତ୍ରିଭୋଜନ ଟେବୁଲରେ ସେମାନଙ୍କର (ବ୍ରାଉନ୍ ଓ ତା’ ପୋଲିସ ବାପାର) ଆଲୋଚନା ହୋଇଥାଏ । ନିମ୍ନସ୍ଥ ଗଳ୍ପଟିକୁ ପଢ଼ ଯେଉଁଥରେ ଉଲ୍ଲେଖ ଅଛି ଏହି ବିସ୍ମୟ ବାଳକ କିପରି ତା’ ବାପାକୁ ଦ୍ୱନ୍ଦରେ ପକାଇଥିବା ଏକ ଘଟଣାକୁ ସମାଧାନ କରିଛି ।

Encyclopedia’s father was Chief of Police. Everyone thought that he must be the smartest police chief in the country. Chief Brown was smart and quick. He didn’t sit around and worry. When he came up against a case he couldn’t solve, he acted at once. He cleared his desk, put on his hat, and went home to dinner. Encyclopedia solved the case for him before dinner was over.

ଏନ୍‌ସାଇକ୍ଲୋପେଡ଼ିଆର ବାପା ପୁଲିସ ମୁଖ୍ୟ ବୁଦ୍ଧିମତ୍ତାସମ୍ପନ୍ନ ପୁଲିସ ହୋଇଥବେ । ପୁଲିସ ଅଧିକାରୀ ବସିରହି ଚିନ୍ତିତ ହୋଇପଡୁନଥିଲେ । ଯେତେବେଳେ ସେ ଗୋଟିଏ ସମସ୍ୟାର ସମ୍ମୁଖୀନ ହେଉଥିଲେ, ସେ ଯେ କେବଳ ଏହାକୁ ସମାଧାନ କରୁଥିଲେ ତା’ ନୁହେଁ, ସଙ୍ଗେ ସଙ୍ଗେ କାର୍ଯ୍ୟରେ ଲାଗିପଡୁଥିଲେ । ସେ ଡେସ୍କ ଉପରେ ଥ‌ିବା ସମସ୍ତ ନଥୂପତ୍ରଗୁଡ଼ିକର କାମ ଶେଷକଲେ, ଟୋପି ପିନ୍ଧି ରାତ୍ରିଭୋଜନ ନିମନ୍ତେ ଘରକୁ ଯାଉଥିଲେ । ରାତ୍ରିଭୋଜନ ଶେଷ ହେବା ପୂର୍ବରୁ ପୁତ୍ର ଏନ୍‌ସାଇକ୍ଳୋପେଡ଼ିଆ ସମସ୍ୟାକୁ ସମାଧାନ କରିଦେଉଥିଲା । ଥିଲେ । ସମସ୍ତେ ଭାବୁଥିଲେ ସେ ଆମେରିକାରେ ଅଧୂକ ବ୍ରାଉନ୍ ବୁଦ୍ଧିମାନ ଓ ସକ୍ରିୟ ଥିଲେ । ସେ କେବଳ

Chief Brown would have liked to tell everyone about his only child. But who would believe him? Who would believe that the best detective alive was an eighth grader? So, he said nothing. Encyclopedia never spoke of the help he gave his father. He didn’t want to seem different from other boys. But there was nothing he could do about his nickname. He was stuck with it.

Only his parents and teachers called him by his real name, Leroy. Everyone else called him Encyclopedia. An encyclopedia is a book or set of books filled with facts from A to Z. So was Encyclopedia’s head. He read more books than anyone in Idaville, and he never forgot a fact. His pals said he was like a library and computer rolled into one, and more user- friendly.

ପୁଲିସ ମୁଖ୍ୟ ବ୍ରାଉନ୍ ସମସ୍ତଙ୍କୁ ନିଜର ଏକମାତ୍ର ପୁତ୍ରର ଦକ୍ଷତା ବିଷୟରେ କହିବାକୁ ଚାହୁଁଥାଇ ପାରନ୍ତି, କିନ୍ତୁ ତାଙ୍କ କଥାରେ ବିଶ୍ଵାସ କରିବ କିଏ ? କିଏ ବିଶ୍ଵାସ କରିବ ଯେ ବଞ୍ଚିଥ‌ିବା ସର୍ବଶ୍ରେଷ୍ଠ ଗୁଇନ୍ଦା ଜଣେ ଅଷ୍ଟମ ଶ୍ରେଣୀର ଛାତ୍ର । ତେଣୁ ସେ କିଛି କହିପାରୁ ନଥିଲେ । ଅପରପକ୍ଷରେ ନିଜ ବାପାଙ୍କୁ କରୁଥିବା ସାହାଯ୍ୟ ବିଷୟରେ ମଧ୍ୟ ବାଳକ ଏନ୍‌ସାଇକ୍ଳୋପେଡ଼ିଆ କେବେ କିଛି କହୁ ନଥୁଲା । ଅନ୍ୟ ବାଳକମାନଙ୍କଠାରୁ ସେ ନିଜକୁ ଭିନ୍ନରୂପେ ପ୍ରଦର୍ଶିତ କରିବାକୁ ଚାହୁଁ ନଥିଲା । କିନ୍ତୁ ନିଜର ଛଦ୍ମନାମ ବିଷୟରେ ସେ କିଛି କରିପାରୁ ନଥିଲା । ସେ ଏହାକୁ ଆଦରି ନେଇଥିଲା । କେବଳ ତା’ର ବାପା ମା’ ଓ ଶିକ୍ଷକମାନେ ତାକୁ ତାହାର ବାସ୍ତବ ନାମ ‘ଲେରୟ’ ନାମରେ ସମ୍ବୋଧନ କରୁଥିଲେ । ଅନ୍ୟମାନେ ତାକୁ ‘ଏନସାଇକ୍ଳୋପେଡ଼ିଆ’ ନାମରେ ଡାକୁଥିଲେ ।

ଗୋଟିଏ ‘ଏନସାଇକ୍ଲୋପେଡ଼ିଆ’ ହେଉଛି ଏକ ପୁସ୍ତକ କିମ୍ବା କେତେକ ପୁସ୍ତକର ସମାହାର ଯେଉଁଥୁରେ ସମସ୍ତ ପ୍ରକାର ତଥ୍ୟ ବା ସୂଚନାର ଉଲ୍ଲେଖ ରହିଥାଏ । ଠିକ୍ ସେହିଭଳି ଯେପରି ବାଳକ ‘ଏନ୍‌ସାଇକ୍ଲୋପେଡ଼ିଆର ମସ୍କିଷ୍କ’ । ନିଜର ଜନ୍ମିତ ଗ୍ରାମ ଇଡାଭିଲେର ଯେ କୌଣସି ବ୍ୟକ୍ତିଙ୍କ ଅପେକ୍ଷା ସେ ଅଧ୍ବକ ପୁସ୍ତକ ପଢ଼ିଥିଲା ଓ ସେ କେବେ ବି କୌଣସି ଏକ ତଥ୍ୟ ବା ସୂଚନାକୁ ଭୁଲୁ ନଥିଲା । ତାହାର ସାଙ୍ଗମାନେ କହୁଥିଲେ ଯେ ଏନ୍‌ସାଇକ୍ଳୋପେଡ଼ିଆ ହେଉଛି ଏକ ପାଠାଗାର ଏବଂ କମ୍ପ୍ୟୁଟରର ଏକ ମିଶ୍ରଣ ଏବଂ ଅଧିକ ବ୍ୟବହାର ଅନୁକୂଳ ।

At the dinner table on Tuesday night, Chief Brown stared at his cream-of-mushroom soup. Encyclopedia and his mother knew what that meant. He had a mystery he could not solve.
“Tim Nolan died yesterday,” he announced in a matter-of-fact manner.
“That name is familiar,” Mrs. Brown said. “Wasn’t he mixed up in a jewellery robbery a few years ago ?”

“Five years ago,” Chief Brown replied. “Two masked men held up the Diamond Mart on Sixth Avenue. They got away with a million dollars worth of jewellery.” “I thought Tim Nolan was arrested,” Mrs. Brown said.
“He was questioned, not arrested,” Chief Brown corrected.
“I always believed that Nolan and a friend, a man named Daniel Davenport, pulled the hold-ups. There wasn’t any proof, though.” Encyclopedia sat quietly. He knew his mother and father were discussing the case for his benefit.
His father filled, in the facts.

ମଙ୍ଗଳବାର ରାତ୍ରିର ଡିନର ଟେବୁଲ୍‌ରେ ପୁଲିସ ମୁଖ୍ୟ ବ୍ରାଉନ୍ ତାଙ୍କ ପାଇଁ ପ୍ରସ୍ତୁତ ଛତୁ ଝୋଳର ମଲେଇକୁ ଲକ୍ଷ୍ୟ କରୁଥିଲେ । ସେ କ’ଣ ଚାହୁଁଥିଲେ ଏନ୍‌ସାଇକ୍ଳୋପେଡ଼ିଆ ଓ ତାହାର ମା’ ଜାଣିପାରୁଥିଲେ । ତାଙ୍କୁ ଏକ ରହସ୍ୟ ‘କବଳିତ କରିଥିଲା ଯାହାକୁ ସେ ସମାଧାନ କରିପାରୁ ନଥିଲେ ।
‘ଟିମ୍ ନୋଲାନ୍ ଗତକାଲି ମରିଗଲେ,’’ ବିନା ଆବେଗରେ ସେ କହିଲେ ।
‘‘ସେ ନାମଟି (ଟିମ୍ ନୋଲାନ୍) ପରିଚିତ ଲାଗୁଛି । ସେ କ’ଣ କିଛି ବର୍ଷ ପୂର୍ବରୁ ଏକ ଗହଣା ଡକାୟତିରେ ସଂପୃକ୍ତ ନଥିଲେ କି ?’’ ଶ୍ରୀମତୀ ବ୍ରାଉନ କହିଲେ ।
‘ପାଞ୍ଚ ବର୍ଷ ପୂର୍ବେ ଦୁଇ ମୁଖାପିନ୍ଧା ମଣିଷ Sixth Avenue ରେ ଅବସ୍ଥିତ Diamond Mart ରେ ଡକାୟତି କରିଥିଲେ ଓ ଏକ ନିୟୁତ ଡଲାର୍ ମୂଲ୍ୟର ଗହଣା ନେଇ ପଳାଇଲେ,’’ ପୁଲିସ ମୁଖ୍ୟ ବ୍ରାଉନ୍ କହିଲେ । ‘ମୁଁ ଭାବୁଥୁଲି ଟିମ୍ ନୋଲାନ୍ ଗିରଫ୍ ହୋଇଛି,’’ ଶ୍ରୀମତୀ ବ୍ରାଉନ କହିଲେ ।
‘‘ତାକୁ (ନୋଲାନ୍‌କୁ) ଜେରା କରାଯାଇଛି, ଗିରଫ ନୁହେଁ ।’’ ବ୍ରାଉନ ସଂଶୋଧନ କରି କହିଲେ । ମୁଁ ସର୍ବଦା ବିଶ୍ଵାସ କରୁଥୁଲି ଯେ ବୋଲାନ, ଓ ଡାନିଏଲ ଡାଭେନପୋର୍ଟ ନାମରେ ତା’ର ଜଣେ ବନ୍ଧୁ ହିଂସାତ୍ମକ ଡାକାୟତିରେ ସଂପୃକ୍ତ ଥିଲେ । ଯଦିଓ ଏନେଇ କୌଣସି ପ୍ରମାଣ ନଥିଲା ।’’
ଏନ୍‌ସାଇକ୍ଲୋପେଡ଼ିଆ ଚୁପଚାପ୍ ବସି ରହିଥିଲା । ସେ ଜାଣିଥିଲା ଯେ ତା’ ବାପା ମା’ ତା’ ସୁବିଧାପାଇଁ କେସ୍‌ଟିକୁ ଆଲୋଚନା କରୁଛନ୍ତି ।
ତା’ ବାପା ତଥ୍ୟ ବା ସତକଥାଗୁଡ଼ିକୁ ସଂପୂର୍ଣ୍ଣ ଉପସ୍ଥାପିତ କଲେ ।

“Nolan and Davenport had met,” Chief
Brown said, “while both were in prison in South Carolina. They became friendly because of shared interests.
Nolan was let out first. He settled in Idaville and started a small palm-tree nursery. It barely yielded him a living.”
“Davenport came to live with Nolan a week before the jewellery store hold-up. During the hold-up, one gunman’s mask slipped. A clerk thought she recognised Nolan. But she wasn’t absolutely sure.”

ପୁଲିସ ମୁଖ୍ୟ ବ୍ରାଉନ୍ କହିଲେ, ‘ନୋଲାନ ଓ ଡାଭେନପୋର୍ଟ ଯେତେବେଳେ ସାଉଥ୍ କରୋଲିନା ବନ୍ଦୀଶାଳାରେ ଥିଲେ ପରସ୍ପରକୁ ଭେଟିଥିଲେ । ଉଭୟଙ୍କର ସ୍ଵାର୍ଥ ସମାନ ଥିବାରୁ ସେମାନେ ପରସ୍ପରର ବନ୍ଧୁ
ହୋଇଗଲେ ।
ପ୍ରଥମେ ନୋଲାନ୍‌କୁ ଛାଡ଼ିଦିଆଗଲା । ସେ ଇଡାଭିଲେରେ ସ୍ଥାୟୀଭାବରେ ରହିଗଲା ଓ ସେଠାରେ ଏକ କ୍ଷୁଦ୍ର ତାଳଚାରା ନର୍ସରୀ ଖୋଲିଲା । କିନ୍ତୁ ଏହି ବ୍ୟବସାୟରେ ସେ ଭଲଭାବରେ ଚଳିପାରିଲା ନାହିଁ ।

ଗହଣା ପ୍ରତିଷ୍ଠାନର ଡକାୟତିର ଏକ ସପ୍ତାହ ପୂର୍ବରୁ ନୋଲାନ୍ ସହିତ ରହିବାପାଇଁ Davenport ଚାଲିଆସିଲା । ଡକାୟତି ସମୟରେ ଜଣେ ବନ୍ଧୁକଧାରୀର ମୁଖା ଖସିପଡ଼ିଥିଲା । ଜଣେ ମହିଳା କିରାଣୀ ନୋଲାନକୁ ଚିହ୍ନିଛନ୍ତି ବୋଲି ଭାବୁଥୁଲେ; ହେଲେ ସେ ପୂର୍ଣରୂପେ ନିଶ୍ଚିତ ନଥୁଲେ ।

“I remember now,” Mrs. Brown said. “The clerk refused to testify against him, and no trace of the stolen jewellery ever turned up.”
‘Davenport hasn’t been seen since the hold-up,” Chief Brown said. “My hunch is that he and Nolan decided to hide the loot until things cooled down.”
‘Didn’t you search Nolan’s house, dear?”
“I got a court order this morning,” Chief Brown said. “Officers Lewis and Maloney just about took Nolan’s house apart. They didn’t find one piece of the stolen jewellery.” “Is there some mystery about Nolan’s death yesterday?” Mrs. Brown inquired. “Yes and no,” Chief Brown answered. “Nolan suffered from a bad heart for many years. Yesterday morning he had a stroke. He must have realised he was dying. With his last strength, he managed to put his will on the kitchen table. It leaves everything he owns, including his palm-tree nursery to Davenport.”

ଶ୍ରୀମତୀ ବ୍ରାଉନ୍ କହିଲେ, ‘ମୋର ଏବେ ମନେ ପଡୁଛି, ମହିଳା କିରାଣୀ ତା’ ବିରୋଧରେ ଅଦାଲତରେ ସାକ୍ଷ୍ୟ ଦେବାକୁ ମନା କରିଦେଲେ ଏବଂ ଚୋରି ଗହଣାର କୌଣସି ସନ୍ଧାନ ମିଳିପାରି ନଥିଲା ।’’
ମୁଖ୍ୟ ଅଧିକାରୀ ବ୍ରାଉନ୍ କହିଲେ, ‘ଡକାୟତି ପରଠାରୁ ଡାଭେନ୍‌ପୋର୍ଟର ଦେଖା ମିଳିନାହିଁ । ମୋର ଦୃଢ଼ ଧାରଣା ହେଉଛି ସେ ଓ ନୋଲାନ୍ ଘଟଣାଗୁଡ଼ିକ ଶାନ୍ତ ପଡ଼ିବା ପର୍ଯ୍ୟନ୍ତ ଲୁଣ୍ଠିତ ଦ୍ରବ୍ୟ ଲୁଚାଇବାକୁ ନିଷ୍ପରି ନେଇଥିଲେ ।’’
‘ତୁମେ କ’ଣ ନୋଲାନ୍‌ର ଘର ଖୋଜାଖୋଜି କରି ନଥିଲେ ?”
“ ଆଜି ସକାଳେ ମୁଁ ଏକ ଅଦାଲତ ଆଦେଶ ପାଇଲି’’, ବ୍ରାଉନ୍ କହିଲେ ।’’ ‘ଅଧିକାରୀ ଲୁଇସ୍ ଓ ମାଲୋନୀ ନୋଲାନର ଘରକୁ ଅନୁସନ୍ଧାନ କରିସାରି ଏବେ ଫେରିଲେ; କିନ୍ତୁ ସେମାନେ ଖଣ୍ଡିଏ ମଧ୍ୟ ଚୋରି ଗହଣା ପାଇଲେ ନାହିଁ ।’’
ଶ୍ରୀମତୀ ବ୍ରାଉନ୍, ‘ଗତକାଲି ନୋଲାନ୍‌ର ମୃତ୍ୟୁକୁ ନେଇ କୌଣସି ରହସ୍ୟ ଅଛି କି ?’’
ଚିଫ୍ ବ୍ରାଉନ୍ ଉତ୍ତର ହେଲେ, ‘ହଁ ଓ ନାହିଁ ମଧ୍ଯ । ନୋଲାନ୍ ବହୁବର୍ଷଧରି ହୃଦ୍‌ରୋଗରେ ପୀଡ଼ିତ ଥିଲା । ଗତକାଲି ସକାଳେ ସେ ହୃଦ୍‌ଘାତର ଶିକାର ହୋଇଥିଲା । ମରିବାକୁ ଯାଉଛି ବୋଲି ସେ ନିଶ୍ଚିତ ବୁଝିଯାଇଥବ । ଅନ୍ତିମ ଶକ୍ତି ସହାୟତାରେ ସେ ନିଜର ଇଚ୍ଛାପତ୍ରକୁ ରୋଷେଇଘର ଟେବୁଲ ଉପରେ ରଖିବାକୁ ସଫଳ ହୋଇଥିଲା । ତାହାର ସମସ୍ତ ଅଧିକାରଭୁକ୍ତ ଦ୍ରବ୍ୟ, ଏପରିକି ନିଜର ତାଳଚାରା ନର୍ସରୀ ଡାଭେନପୋର୍ଟ ନିମନ୍ତେ ଛାଡ଼ିଦେଇ ଗଲା ।

II.

“What’s suspicious about that?” Mrs. Brown asked.
“Nothing about the will itself-just about a sheet from his desk calendar. It was clipped to the will,” said Chief Brown.
He took out his pocket notebook and leafed through the pages.
“I copied what Nolan wrote on the sheet,” he said. “Here it is.”
He handed the notebook to Mrs. Brown.
She read what he had copied. “It has Davenport’s name and address,” she said, “and a few words I don’t understand.” She handed the notebook to Encyclopedia.
“What do you make of the four words, Leroy?”

‘ସେଥ‌ିରେ ସନ୍ଦେହ କ’ଣ ଅଛି ?’’ ଶ୍ରୀମତୀ ବ୍ରାଉନ୍ ପଚାରିଲେ ।
‘ଇଚ୍ଛାପତ୍ର ବିଷୟରେ କିଛି ନୁହେଁ – କେବଳ ତାଙ୍କର ଡେସ୍କ ପଞ୍ଜିକାରୁ ଗୋଟିଏ ଫର୍ଦ । ଏହାକୁ କାଟି ଇଚ୍ଛାପତ୍ର କରାଯାଇଛି’’, ପୋଲିସ ମୁଖ୍ୟ ବ୍ରାଉନ୍ କହିଲେ ।
ସେ ନିଜର ପକେଟ୍ ନୋଟ୍‌ଖାତାକୁ ବାହାର କରି ପୃଷ୍ଠାଗୁଡ଼ିକୁ ଲେଉଟାଇବାରେ ଲାଗିଲେ ।
ସେ କହିଲେ, ‘‘ନୋଲାନ୍ କାଗଜଫର୍ଦ୍ଦରେ ଯାହା ଲେଖୁଥିଲା ମୁଁ ତାହାକୁ ଟିପି ଦେଇଥିଲି । ହେଇ ନିଅନ୍ତୁ ।’’ ସେ ନୋଟ୍ ଖାତାଟିକୁ ଶ୍ରୀମତୀ ବ୍ରାଉନ୍‌କୁ ଧରାଇଦେଲେ ।
ସେ ଯାହା ଟିପିଥିଲେ ଶ୍ରୀମତୀ ବ୍ରାଉନ୍ ପଢ଼ିଲେ । ସେ କହିଲେ, ‘ଏଥ‌ିରେ ଡେଭେନ୍‌ପୋର୍ଟର ନାମ ଓ ଠିକଣା ଅଛି, କିନ୍ତୁ କିଛି ଶବ୍ଦ ମୁଁ ବୁଝି ପାରୁନାହିଁ ।’’
ସେ (ଶ୍ରୀମତୀ ବ୍ରାଉନ୍) ଏନ୍‌ସାଇକ୍ଳୋପେଡ଼ିଆକୁ ନୋଖାତାକୁ ଧରାଇ ଦେଲେ ।
ଲେରୟ, ‘‘ଏହି ଚାରୋଟି ଶବ୍ଦରୁ ତୁ କ’ଣ ବୁଝିପାରୁଛୁ ?’’

Encyclopedia read the four words below Davenport’s name and address: Nom Utes Sweden Hurts.
Mrs. Brown looked at him hopefully. Usually he needed to ask only one question to solve a case before dessert.
They were still on the soup.
Encyclopedia leaned back and closed his eyes when he did his hardest thinking. After several seconds, he opened his eyes and asked his question.
“Is there a young fir tree in Mr. Nolan’s palm-tree nursery?” Chief Brown thought a moment. “Yes, there is… one.
On the south side of the house. How did you know?”
“The four words say so,” Encyclopedia answered.
“They do?” said Chief Brown.
“See for yourself,” Encyclopedia urged.

ଡାଭେନ୍‌ପୋର୍ଟଙ୍କର ନାମ ଓ ଠିକଣା ତଳେ ଲିଖୁ ‘Nom Utes Sweden Hurts’’ ଚାରୋଟି ଶବ୍ଦକୁ ଏନ୍‌ସାଇକ୍ଳୋପେଡ଼ିଆ ପଢ଼ିଲା ।
ଶ୍ରୀମତୀ ବ୍ରାଉନ୍ ପୁଅ ଉପରେ ଆଶାଭରା ଦୃଷ୍ଟିରେ ଚାହିଁଲେ । ସାଧାରଣତଃ ଫଳ ଓ ମିଠା ଭୋଜନ ପୂର୍ବରୁ ଏକ କେସ୍‌ର ସମାଧାନ ପାଇଁ କେବଳ ଗୋଟିଏ ପ୍ରଶ୍ନ ପଚାରିବାକୁ ଚାହୁଁଥିଲା ।
ସେତେବେଳ ପର୍ଯ୍ୟନ୍ତ ସେମାନେ ସୁପ୍ ପିଉଥିଲେ ।
ଏନସାଇକ୍ଳୋପେଡ଼ିଆ ପଛକୁ ଆଉଜେଇ ହେଲା ଓ ନିଜର ଆଖୁ ଦୁଇଟି ବନ୍ଦ କରିଦେଲା ସେତେବେଳେ ସେ ଏକ ସମସ୍ୟା ଉପରେ ଗଭୀର ଚିନ୍ତାମଗ୍ନ ଥିଲା ।
କିଛି ସେକେଣ୍ଡ ପରେ ଏନ୍‌ସାଇକ୍ଳୋପେଡ଼ିଆ ଆଖୁ ଖୋଲି ତାହାର ପ୍ରଶ୍ନ ପଚାରିଲା, ‘ଶ୍ରୀଯୁକ୍ତ ନୋଲାନ୍‌ଙ୍କର ଚାଳଚାରା ନର୍ସରୀରେ ଗୋଟିଏ ଛୋଟ ଦେବଦାରୁ ଗଛ ଅଛି କି ?ପୁଲିସ୍ ମୁଖ୍ୟ ବ୍ରାଉନ୍ ଏକ ମୁହୂର୍ତ୍ତ ଚିନ୍ତା କରି ଚଟାପଟ୍ କହି ପକାଇଲେ, ‘ହଁ, ଏଭଳି ଗୋଟିଏ ଗଛ ଅଛି,
ଘରର ଦକ୍ଷିଣ ପାର୍ଶ୍ଵରେ । ତୁ କେମତି ଜାଣିଲୁ ?’
‘‘ଚାରୋଟି ଶବ୍ଦ ଏଭଳି କହୁଛି’’, ଏନସାଇକ୍ଳୋପେଡ଼ିଆ କହିଲା ।
‘‘ସେଥୁରୁ ଜାଣିହେଉଛି ?’’ ଶ୍ରୀଯୁକ୍ତ ବ୍ରାଉନ୍ ପଚାରିଲେ ।
‘ତୁମେ ନିଜେ ଦେଖ’’ । ଏନ୍‌ସାଇକ୍ଳୋପେଡ଼ିଆ ଜୋର୍ ଦେଇ କହିଲା ।

Chief Brown studied the four words: Nom Utes Sweden Hurts. He shook his head and passed the notebook to Mrs. Brown again. “Can you figure it out?”
“Nom is a shortening of nominative, a grammatical term,” stated Mrs. Brown, who had taught English and other subjects in high school. “Utes are an American Indian tribe. Sweden is a country in northern Europe. Hurts is hurts.”
She lifted her gaze to Encyclopedia and shook her head.
“I can’t figure it out,” she confessed.
“Davenport disappeared right after the hold-up,”
Encyclopedia reminded her.
“As Dad said, Davenport and Nolan must have hidden the stolen jewellery. Probably not a week or so ago, Nolan changed the hiding place.”
“You think that he tried to tell Davenport by phone and failed to reach him?” Mrs. Brown asked. “So he wrote the four words as he was dying?”
Chief Brown nodded. “We’ll find Davenport now that we know his address.”
“He’ll learn he has been left the palm-tree nursery,” Mrs. Brown said. “And the four words will tell him where the jewellery is hidden!”
“Right,” Encyclopedia said. “The code is simple, especially as it’s written on a sheet from a calendar. Davenport will understand it easily. Still, it wouldn’t make much sense to someone who isn’t looking for a hiding place.”imed. “What do the four words mean?” “You already guessed, Mom. They tell where the jewellery is hidden.”Mrs. Brown looked ready to explode with impatience, “Where?”
Encyclopedia smiled.
“Why, under the fifth word,” he said. What Was The Fifth Word?

ପୁଲିସ ମୁଖ୍ୟ ବ୍ରାଉନ୍ ଚାରୋଟି ଶବ୍ଦକୁ ପଢ଼ିଲେ : Nom, Utes, Sweden, Hurts । ସେ ନାସ୍ତିସୂଚକ ମୁଣ୍ଡ ହଲାଇଲେ ଓ ଟିପାଖାତାଟିକୁ ପୁଣି ଶ୍ରୀମତୀ ବ୍ରାଉନ୍‌ଙ୍କୁ ବଢ଼ାଇଦେଲେ, ‘ତୁମେ ଏଥୁରୁ କିଛି ବୁଝି ପାରୁଛ କି ? ଉଚ୍ଚ ବିଦ୍ୟାଳୟରେ ଇଂରାଜୀ ଓ ଅନ୍ୟାନ୍ୟ ବିଷୟ ପଢ଼ାଉଥବା ଶୀମତୀ ବ୍ରଉନ କହିଲେ, ‘Nom ହେଉଛି ଏକ ବ୍ୟାକରଣଗତ ଶବ୍ଦ nominative ର ସଂକ୍ଷିପ୍ତ ରୂପ । Utes ଏକ ଆମେରିକୀୟ ଭାରତୀୟ ଜନଜାତି । Sweden ଉତ୍ତର ୟୁରୋପର ଏକ ଦେଶ । Hurt’s ଅର୍ଥ ହେଉଛି ଆଘାତ ପାଇବା ।’’
ସେ (ଶ୍ରୀମତୀ ବ୍ରାଉନ୍) ଏନସାଇକ୍ଳୋପେଡ଼ିଆ ଆଡ଼କୁ ସ୍ଥିର ଦୃଷ୍ଟି ପକାଇଲେ ଓ ମୁଣ୍ଡ ହଲାଇଲେ (ନାସ୍ତି ସୂଚନା ଦେଲେ) ।
ସେ ସ୍ଵୀକାର କଲେ, ‘ମୁଁ ଏହାକୁ (ଚାରୋଟି ଶବ୍ଦ) ବୁଝିପାରୁନାହିଁ ।’’?
“‘ଡକାୟତିର ଠିକ୍ ପରେ ପରେ ଡାଭେନପୋର୍ଟ ଚାଲିଯାଇଥିଲା । ଏନ୍‌ସାଇକ୍ଳୋପେଡ଼ିଆ ତା’ ମାଆଙ୍କୁ ମନେ ପକାଇଦେଲା ।
ବାପା ଯେପରି କହୁଥିଲେ, ଡାଭେନ୍‌ପୋର୍ଟ ଓ ନୋଲାନ୍ ଚୋରି ଗହଣା ନିଶ୍ଚୟ ଲୁଚାଇ ଦେଇଥ‌ିବେ ।
ସମ୍ଭବତଃ ଏକ ସପ୍ତାହ ପୂର୍ବରୁ ନୋଲାନ୍ ଲୁଚିଥିବା ଜାଗା ବଦଳାଇ ଦେଇଥିଲା ।’’
‘ତୁମେ କ’ଣ ଭାବୁଛ ସେ ଫୋନ୍‌ରେ ଡାଭେନପୋର୍ଟକୁ କହିବାକୁ ଚେଷ୍ଟା କରୁଥିଲା, କିନ୍ତୁ ତାଙ୍କ ସହିତ ସଂପର୍କ ହୋଇପାରିଲା ନାହିଁ ?’’ ଶ୍ରୀମତୀ ବ୍ରାଉନ୍ ପଚାରିଲେ ।
‘ତେଣୁ ସେ ମୃତ୍ୟୁପୂର୍ବରୁ ଚାରୋଟି ଶବ୍ଦ ଲେଖିଦେଇଥିଲା ।’’
ପୁଲିସ ମୁଖ୍ୟ ବ୍ରାଉନ୍ ସମ୍ମତିସୂଚକ ସହ ମୁଣ୍ଡ ହଲାଇ କହିଲେ, ‘ଏବେ ଯେହେତୁ ଡାଭେନପୋର୍ଟର ଠିକଣା ଜାଣିଯାଇଛୁ ଆମେ ତାକୁ ପାଇପାରିବା ।’’
ଶ୍ରୀମତୀ ବ୍ରାଉନ୍ କହିଲେ, ‘ସେ ଜାଣିବ ଯେ ତାଳଚାରା କେନ୍ଦ୍ରଟି ତା’ ପାଇଁ ଛାଡ଼ିଦେଇଛନ୍ତି, ’’ ଶ୍ରୀମତୀ ବ୍ରାଉନ କହିଲେ । ‘ଏବଂ ଏହି ଚାରୋଟି ଶବ୍ଦ କହିଦେବେ ଯେ ଗହଣାକୁ କେଉଁଠାରେ ଲୁଚାଇ ରଖାଯାଇଛି ।’’ ‘‘ଠିକ୍ କହିଛ,’’ ଏନ୍‌ସାଇକ୍ଳୋପେଡ଼ିଆ କହିଲା । ‘କୋଡ୍‌ ସରଳ, ବିଶେଷକରି ଯେହେତୁ ଏହା ଗୋଟିଏ ପଞ୍ଜିକାର ଏକ କାଗଜଫର୍କରେ ଲେଖାଯାଇଛି । ଡାଭେନପୋର୍ଟ ଏହାକୁ ସହଜରେ ବୁଝିଯିବ । ହେଲେ ‘ଯିଏ ଏକ ଲୁଚିବା ଜାଗା ନ ଖୋଜୁଛି ତା’ ପାଇଁ ଏହି କୋଡ଼ର ବିଶେଷ’ କିଛି ଅର୍ଥ ନାହିଁ ।
ଶ୍ରୀମତୀ ବ୍ରାଉନ୍ ଆଶ୍ଚର୍ଯ୍ୟ ହୋଇ ପଚାରିଲେ, ‘ଏହି ଚାରୋଟି ଶବ୍ଦର ଅର୍ଥ କ’ଣ ?’
‘ମା’ ତୁ ପ୍ରାୟ ଅନୁମାନ କରିସାରିଛୁ । ଶବ୍ଦଗୁଡ଼ିକ କହୁଛି ଗହଣାକୁ କେଉଁଠାରେ ଲୁଚାଯାଇଛି ?’’ ଏହା ଶୁଣି ଶ୍ରୀମତୀ ବ୍ରାଉନ୍ ଅଧୈର୍ଯ୍ୟ ହୋଇ କହି ଉଠିଲେ, ‘‘କେଉଁଠାରେ ?”
ଏନ୍‌ସାଇକ୍ଲୋପେଡ଼ିଆ ସ୍ମିତହାସ୍ୟ କଲା ।
“‘କାହିଁକି, ପଞ୍ଚମ ଶବ୍ଦ ତଳେ,’’ ସେ କହିଲା ।
ପଞ୍ଚମ ଶବ୍ଦଟି କ’ଣ ଥିଲା ?

To tell Davenport where he had hidden the stolen jewellery, Nolan wrote a four word code.
As the key to the code, he wrote the four words on a sheet from a desk calendar.
The four words stood for days of the week.
Nolan dropped the letters d-a-y. Then he used the other letters to form words. So, Nom = Monday, Utes = Tuesday, Sweden = Wednesday and Hurts = Thursday. The unwritten fifth word was Fir, or Friday.
The jewellery was found inside a twenty-gallon jug of earth from which grew the young fir tree in Nolan’s nursery-just as Encyclopedia had foreseen.

ସେ (ନୋଲାନ୍) କେଉଁଠାରେ ଚୋରି ଗହଣା ଲୁଚାଇଥିଲା। ଏହାକୁ ଡାଭେନପୋର୍ଟକୁ ଜଣାଇବା ପାଇଁ ଗୋଟିଏ ଚାରିଶବ୍ଦର code ଲେଖିଲା ।
Code ର key ବା ଅର୍ଥ ଅନୁସାରେ ସେ ଗୋଟିଏ ଡେସ୍କ ପଞ୍ଜିକାର ଫର୍ଦ୍ଦେ କାଗଜରେ ଚାରି ଶବ୍ଦ ବିଶିଷ୍ଟ ଏକ କୋଡ଼ ଲେଖୁଥିଲେ ।
ଚାରୋଟି ଶବ୍ଦ ସପ୍ତାହର ଦିନଗୁଡ଼ିକୁ ସୂଚିତ କରୁଥିଲା ।
ନୋଲାନ୍ d-a-y ଅକ୍ଷରଗୁଡ଼ିକୁ ବାଦେଇ ଅନ୍ୟ ଅକ୍ଷରଗୁଡ଼ିକୁ ଏକାଠି କରି ଶବ୍ଦକୁ ତିଆରି କରିଥିଲା । ତେଣୁ code ର ସଂପୂର୍ଣ୍ଣ ଶବ୍ଦସମୂହ ହେଲା-
Nom Monday (ସୋମବାର), Utes
Tuesday (ମଙ୍ଗଳ ବାର), Sweden –
Wednesday (ବୁଧବାର) and Hurts – Thrusday (ଗୁରୁବାର) ।
ଲେଖାଯାଇ ନଥିବା ପଞ୍ଚମ ଶବ୍ଦଟି ଥିଲା Fir ବା Friday ।
ଏକ କୋଡ଼ିଏ ଗାଲନ୍ ମାଟି ଜଗ୍ ଭିତରେ ଗହଣାକୁ ଠାବ କରାଗଲା, ଯେଉଁଠାରେ ନୋଲାନଙ୍କ ଚାରା କେନ୍ଦ୍ରରେ ଛୋଟ ଦେବଦାରୁ ଗଛ ବଢ଼ିଥିଲା – ଠିକ୍ ଯେପରି ଏନସାଇକ୍ଳୋପେଡ଼ିଆ ପୂର୍ବାନୁମାନ କରିଥିଲା ।

Detailed Summary:

Encyclopedia Brown, a young American boy from Idaville, lives with his parents. His father is the Chief of Police. Although (ଯଦିଓ) Encyclopedia is only in 8th grade (ଶ୍ରେଣୀ), he secretely (ଗୁପ୍ତରେ) helps his police father solve (ସମାଧାନ କରିବାରେ) some of the most complex (ସବୁଠାରୁ ଜଟିଳ) cases faced by (ସମ୍ମୁଖୀନ ହେଉଥ‌ିବା) the police. The Brown family consists of (0) Mr Brown, Mrs Brown and their only son Encyclopedia. The boy is called Encyclopedia by name as an encyclopedia (ଏକ ଶବ୍ଦକୋଷ ବା ଅଭିଧାନ ଭଳି) he has sound knowledge in all things. The Brown family are often found involved (ଜଡ଼ିତ ଥ‌ିବାର ଦେଖାଯାଏ) in the discussion of mysteries (ରହସ୍ୟଗୁଡ଼ିକର ଆଲୋଚନାରେ) at the dinner table, where the boy Encyclopedia solves them before desserts (ସ୍ଵତନ୍ତ୍ର ଫଳ ଓ ମିଠା).
One evening, Chief Brown comes (ଆସିଛନ୍ତି ) home, looking worried (ଚିନ୍ତିତ ଦେଖାଯାଉଥୁବାର) and tells that Tim Nolan has died, This fellow (ଏହି ବ୍ୟକ୍ତି) had once been suspected of a jewellery robbery five years ago (ଏକଦା ପାଞ୍ଚ ବର୍ଷ ପୂର୍ବରୁ ଏକ ଗହଣା ଡକାୟତିଘଟଣାରେ ସନ୍ଦେହରେ ଥିଲା). But he (Tim Nolan) escaped arrest (ପୋଲିସ ଗିରଫରୁ ବର୍ତ୍ତିଯାଇଥୁଲା ) because he had no proof  against him. Chief Brown always belived that Nolan and his friend Daniel Davenport had committed (done) the robbery
The friendship between Nolan and Davenport runs like this, Nolan later started a palm-tree nursery in Idaville. A week before the so-called jewellery robbery. Davenport moved in with him.

During the robbery  a clerk almost identified Nolan when his mask slipped. After the robbery Davenport vanished (ସମ୍ପୂର୍ଣ୍ଣ ଅଦୃଶ୍ୟ ହୋଇଯାଥିଲା). At the dinner table Chief Brown says that Nolan died of a stroke. Before dying he left a will (ଏକ ଇଚ୍ଛାପତ୍ର ଛାଡ଼ିଦେଇଥିଲା) giving all his property including the nursery (ଚାରା ବିକ୍ରୟ 6) to Davenport. Along with the will there was a page from a calender with four strange words written on it: “Nom Utes Sweden Hurts”. Unfortunately Chief Brown could not understand what these words meant (ଏହି ଶବ୍ଦଗୁଡ଼ିକର ଅର୍ଥ କ’ଣ ହୋଇପାରେ ବୁଝିପାରିଲେ ନାହିଁ) and brought it to the table for discussion (ଆଲୋଚନା ପାଇଁ).

Even  Mrs Brown, Encyclopedia’s mother failed to make out the words. Encyclopedia read the words carefully, closed his eyes for a minute and asked a single question to his father, Mr Brown, the Police Chief. It was “Is there a fir tree in Mr. Nolan’s nursery ?” This made Mr. Brown surprised and he nodded. He told that there was just one fir tree near the south side of the nursery.

Encyclopedia beamed up. He exclaimed to his Dad (Chief Brown) that the four words printed on the page ‘Nom’ stands for ‘Monday’, ‘Utes’ ‘for Tuesday’, ‘Sweden’ for ‘Wednesday’ and ‘Hurts’ for ‘Thursday’. Nolan had cleverly removed the letters ‘d-a-y’ from each of these four days. The ‘fifth’ unwritten day was ‘Friday’, represented as ‘Fir’, pointing to the young fir tree in the nursery.

With that final clue Chief Brown realised that the stolen jewellery must have been hidden under the fir tree. When they searched the spot they found the stolen jewellery hidden inside a 20-gallon jug of earth from which the tree was growing. Nolan’s coded message was finally solved by the smart boy Encyclopedia. It was Enclopedia who must be thanked for dealing with (ସମାଧାନ କରିବାରେ) a baffled code (ଭ୍ରମ ସୃଷ୍ଟିକାରୀ ସଙ୍କେତ) and Help retrieved the stolen jewellery. Thanks a lot to the young detective Encyclopedia. Code – A system of words, letters or signs used to represent something else, often kept secret.

Notes and Glossary :

The Case of the Fifth Word Class 8 MCQ

Question 1.
Which country does Leroy live in ?
(a) Germany
(b) France
(c) The United States of America
(d) The United Kingdom
Answer:
(c) The United States of America

Question 2.
What was Encyclopedia stuck with ?
(a) reading books
(b) remembering facts
(c) his real name
(d) his nickname
Answer:
(d) his nickname

Question 3.
What does ‘computer rolled into one’ mean ?
(a) many computers made into one
(b) a computer like mind
(c) an all-in-one computer
(d) all of these
Answer:
(c) an all-in-one computer

Question 4.
“I thought Tim Nolan was arrested”. Who said this ?
(a) Chief Brown
(b) Mrs. Brown
(c) Leroy
(d) a servant
Answer:
(b) Mrs. Brown

Question 5.
Why could not Nolan be arrested ?
(a) because there wasn’t any proof
(b) because he hid in his palm-tree nursery
(c) because he hasn’t been seen since the hold-up
(d) because the situation cooled down
Answer:
(a) because there wasn’t any proof

Question 6.
How many police officers searched the stolen jewellery in Nolan’s house ?
(a) One
(b) two
(c) three
(d) four
Answer:
(b) two

Question 7.
When did Encyclopedia usually need to ask only one question ?
(a) before dinner
(b) after dinner
(c) before dessert
(d) after dessert
Answer:
(c) before dessert

Question 8.
Why did Chief Brown shake his head after studying the four obscure words again ?
(a) because he found a solution
(b) because he found no solution
(c) because he wanted to pass the note book to his wife
(d) because he wanted to pass the notebook to his son
Answer:
(b) because he found no solution

Question 9.
What would have been Nolan’s purpose of writing the four words?
(a) to tell his friend where the jewellery was hidden
(b) to tell his friend that he was going to die soon
(c) to ask his friend to come soon and meet him
(d) to inform his friend that the police is in search of him.
Answer:
(a) to tell his friend where the jewellery was hidden

Question 10.
What was the unwritten fifth word?
(a) Utes to Tuesday
(b) Sweden or Wednesday
(c) Hurts or Thursday
(d) Fir or Firday
Answer:
(d) Fir or Friday

The Case of the Fifth Word Class 8 Fill in the Blanks

1. Chief Brown, his wife and his son generally held their discussion on mysteries at …………
Answer: the dining table

2. Leroy’s ………… was Encyclopedia.
Answer: nickname

3. On Tuesday night Chief Brown stared at his …………
Answer: cream-of-mushroom soup

4. After being let out of prison, Nolan started a small …………nursery.
Answer: palm-tree

5. The code words were written on a sheet from a …………
Answer: desk calendar

6. According to Encyclopedia, the jewellery was hidden under the …………
Answer: fifth word

7. The jewellery was found inside a …………jug of earth.
Answer: twenty gallon

The Case of the Fifth Word Class 8 Short Question Answer

Question 1.
What does ‘two masked men’ refer to as stated by Chief Brown?
Answer:
The expression ‘two masked men’ refers to Daniel Davenport and Tim Nolan who hold up the Diamond Mart on Sixth Avenue at gunpoint and took away jewellery of million dollars worth.

Question 2.
What did Chief Brown do when he faced any unsolvable case?
Answer:
When Chief Brown faced any unsolvable case, he tried for its solution without any delay or hesitation. After clearning his day’s work in the office, he came home and discussed the case at the dining table with his son for its solution.

Question 3.
What does ‘in a matter-of-fact’ mean? What did Chief Brown say in a matter- of-fact manner?
Answer:
The expression ‘in a matter-of-fact’ means state an information without showing much emotion, especially in a situation when emotion would be expected. Chief Brown told about Nolan’s death in a matter-of-fact manner.

Question 4.
Why couldn’t Davenport and Nolan be arrested after the hold up?
Answer:
Davenport and Nolan couldn’t be arrested after the hold-up because there was no proof against them. Besides, the police did not find a single piece of the stolen jewellery in Nolan’s house. Moreover, Davenport was not seen anywhere since the hold-up.

Question 5.
Why did Chief Brown say to his wife, “Nothing about the will itself ?”
Answer:
Chief Brown said to his wife “Nothing about the will itself” because there was nothing to suspect about the will. But the sheet of Nolan’s desk calender clipped to the will was really suspicious.

Question 6.
Why did Encyclopedia think that Davenport would understand the hidden message easily?
Answer:
Encyclopedia thought that Davenport would understand the secret message easily as the code was simple and written on a sheet from a calendar. The sheet of calendar would remind him the days of a week so that he could
understand the message easily.

Question 7.
Why is Encyclopedia alias Leroy describe in the story as ‘the boy wonder?
Answer:
The expression ‘the boy wonder’ means a very talented boy. Being a student of grade eight, Encyclopedia acquired the wonderful ability of solving critical problems. As it has been found in the story, he helped his father, the chief of police and solve cases that had been troubling him. So he is described in the story as ‘the boy wonder’.

Question 8.
What was Leroy stuck with and why?
Answer:
Leroy was stuck with his nickname Encyclopedia. Only his parents and teachers called him by his real name Leroy, but others called him Encyclopedia. ‘Being stuck’ with means continuing with something without stopping or changing it. As his nickname was based on his knowledge, intelligence and his ability to remember facts, he was stuck with it.

Question 9.
The story describes a particular case that had been troubling Chief Brown? What was it?
Answer:
The story describes the case of a jewellery hold up in which Tim Nolan and Daniel Davenport were involved. It was troubling Chief Brown because there was no proof against them. Besides, the stolen jewellery was not found in Nolan’s house. The police suspected that they might have hidden it somewhere.

Question 10.
What was the real suspicion – the will or the code words?
Answer:
The real suspicion was the calendar sheet clipped to the will on which the four code words were written. Leaving one’s belongings to someone else through a will before death is nothing important. But the message containing four obscure words was rather important because it was not easy to make it out.

For effective revision, students can use BSE Odisha Class 8 English Solutions Chapter 6 Verghese Kurien – I Too Had A Dream Question Answer to practice textbook exercises.

Class 8 English Verghese Kurien – I Too Had A Dream Question Answers

Class 8 English Chapter 6 Question Answer Odia Medium

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

I. Arrange the worldwide means of communication given below in the timeline provided. Share your answers with your classmates and teacher.
ଯୋଗାଯୋଗ ମାଧ୍ୟମରେ କ୍ରମବିକାଶ ନିମ୍ନରେ ଦିଆଯାଇଛି । ଏହିଗୁଡ଼ିକୁ ବ୍ୟବସ୍ଥିତ କର ।

Answer:
carrier pigeons → telegraph → postcard → telephone → mobile phone → email

II. Work in pairs and discuss the following things. Share your answers with your classmates and teacher.
(ଦୁଇଜଣିଆ ଦଳରେ କାମ କର ଓ ନିମ୍ନଲିଖତଗୁଡ଼ିକୁ ଆଲୋଚନା କର । ତୁମ ଉତ୍ତରକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ଆଲୋଚନା କର ।)

Question 1.
The reasons for change in the means of communication over the years.
(ବର୍ଷ ବର୍ଷ ଧରି ଯୋଗାଯୋଗ ମାଧ୍ୟମର କାରଣ କ’ଣ ?)
Answer:
The means of communication has been changed over the years. In the past people used messengers and letters to send news. After that telephones and radios were used to send messages. But today we have mobile phones, internet and video calls. These changes make communication faster and easier.

Question 2.
The means of communication that you prefer to use and the reason for your choice.
Answer:
I prefer to use the mobile phone to talk and send messages along with video calls. It is very easy to use. I can also send pictures, videos and voice messages quickly to my family and friend easily.

Question 3.
Communication through social media: its benefits and precautions that one should take against its misuse.
(ସାମାଜିକ ଗଣମାଧ୍ୟମ ଜରିଆରେ ଯୋଗାଯୋଗ : ଏହାର ସୁବିଧା ଏବଂ ଏହାର ଭୁଲ ବ୍ୟବହାର ବିରୋଧରେ ଜଣେ କି ପଦକ୍ଷେପ ନେବା ଉଚିତ ।)
Answer:
Communication through social media helps use keep connected with everyone we want. Its benefits are countless. We can share our ideas, news and photos with our friends and family. But we must be very careful when we talk to strangers. We shouldn’t share our personal information to others. We should always use privacy setting and in case of confusion we must take the help of our family members.

Let us discuss:
ଆସନ୍ତୁ ଆଲୋଚନା କରିବା:

A fact is something that can be proven true or false. A fact is not based on people’s beliefs. An opinion on the other hand is a belief, feeling or judgement, and can vary from one person to another. An opinion cannot be proven.
(ତଥ୍ୟ (fact) ଏକ ଜିନିଷ ଯାହାକୁ ସତ୍ୟ କିମ୍ବା ମିଥ୍ୟା ବୋଲି ପ୍ରମାଣ କରାଯାଇପାରିବ । ତଥ୍ୟ ଲୋକଙ୍କର `ବିଶ୍ଵାସ ଉପରେ ପ୍ରତିଷ୍ଠିତ ନୁହେଁ । କିନ୍ତୁ ମତାମତ (opinion) ଏକ ବିଶ୍ଵାସ, ଅନୁଭୂତି କିମ୍ବା ବିଚାର ଯାହା ବ୍ୟକ୍ତି ବ୍ୟକ୍ତି ମଧ୍ୟରେ ଭିନ୍ନ ହୋଇଥାଏ ।)

I. Identify which of the following statements are facts and which are opinions. Share your answers with your classmates and teacher.
(ନିମ୍ନଲିଖ୍ତ ଉକ୍ତିଗୁଡ଼ିକ ମଧ୍ୟରୁ କେଉଁଗୁଡ଼ିକ ତଥ୍ୟ ଓ କେଉଁଗୁଡ଼ିକ ମତାମତ ଚିହ୍ନାଅ । ତୁମର ଉପରକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)

1. But speaking on the telephone only gives us an immediate but fleeting joy.
Answer: Opinion

2. I started my working life soon after our country became independent.
Answer: Fact

3. To be quite honest, service to our nation’s farmers was not the career I had envisioned for myself.
Answer: Opinion

4. I knew I could make a more meaningful contribution by working here in Anand, Gujarat.
Answer: Opinion

5. Values that I saw in my mentor and supporter here in Anand-Tribhuvandas Patel.
Answer: Fact

6. Life is a privilege, and to waste it would be wrong.
Answer: Opinion

7. I hope that you, too, will discover, as I did, that failure is not about not succeeding.
Answer: Opinion

8. ……….. the magnificent ceremony in which the President awarded me the Padma Vibhushan in 1999 ?
Answer: Fact

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

Read the given extracts and answer the questions that follow.
(ନିମ୍ନରେ ଥ‌ିବା ଅନୁଚ୍ଛେଦଟିକୁ ପଢ଼ ଓ ପରବର୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. In today’s fast-paced world we have become so addicted to instant communication that we prefer to use a telephone. But speaking on the telephone only gives us an immediate but fleeting joy. Writing is different. Writing-even if it is a letter not only conveys our present concerns and views of the events taking place around us but it becomes a possession that can be treasured and re-read over the years, with great, abiding pleasure.

(i) Fill in the blank given below by selecting the correct option from the brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରୁ ସଠିକ୍ ବିକଳ୍ପ ବାଛି ନିମ୍ନରେ ଥ‌ିବା ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
When the writer refers to a ‘fast-paced world’, he is speaking of a world where______.
(communication happens quickly but lacks depth/people have more time to write and reflect)
Answer:
communication happens quickly but lacks depth

(ii) Select the option that applies correctly to both Assertion (A) and Reason (R).
(ଉଭୟ Assertion (A) ଏବଂ Reason (R) ପାଇଁ ପ୍ରୟୋଗ ହୋଇପାରୁଥିବା ବିକଳ୍ପଟି ବାଛ ।)
(A): Writing letters can be treasured and re-read over the years.
(R): Speaking on the telephone provides long lasting joy.
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. Both (A) and (R) are false.
Answer:
C. (A) is true, but (R) is false.

(iii) Identify whether the statement given below is true or false.
(ନିମ୍ନଲିଖ୍ତ ଉକ୍ତିଟି ସତ୍ୟ କିମ୍ବା ମିଥ୍ୟା ଚିହ୍ନଟ କର ।)
The writer feels that letter-writing is a class apart from other kinds of writing.
Answer: True

(iv) Which of the following is the most appropriate title for the given extract?
(ପ୍ରଦତ୍ତ ଉଦ୍ଧୃତାଂଶ ପାଇଁ କେଉଁଟି ଉପଯୁକ୍ତ ଶୀର୍ଷକ ହେବ ?)
A. The Rise of Instant Communication
B. The Fleeting Delight of Phone Calls
C. The Lasting Joy of Written Words
D. Living in a Fast-paced World
Answer:
C. The Lasting Joy of Written Words

Your grandmother too made an important choice. She knew, in those early days, life in Anand could not offer even the simple comforts that we take for granted today. However, she ardently supported my choice to live and work in Anand. That choice of your grandmother to stand by me has given me an everlasting strength, always ensuring that I shouldered my responsibilities with poise.

(i) Pick out the line that tells you the grandmother shared her husband’s dedication to a greater cause ?
(ଯେଉଁ ଧାଡ଼ି ଜେଜେମା’ ତାଙ୍କ ସ୍ଵାମୀଙ୍କର ମହାନ୍ କାର୍ଯ୍ୟ ସାଧନ ଉଦ୍ଦେଶ୍ୟରେ ତ୍ୟାଗରେ ଅଂଶଗ୍ରହଣ କରିଥିବା କଥା କହିଛି ବାଛ ?)
Answer:
She gave up comforts to support her husband’s choice to serve farmers.

(ii) Complete the following with the correct option from the two given in brackets.
(ବନ୍ଧନୀରେ ପ୍ରଦତ୍ତ ଦୁଇଟି ବିକଳ୍ପ ମଧ୍ୟରୁ ସଠିକ୍ ବିକଳ୍ପ ବାଛି ନିମ୍ନଲିଖତ ବାକ୍ୟକୁ ପୂରା କର ।)
The fact that the writer (grandfather) praises his wife tells us that he ………. (truly values/quietly accepts) her role in his life.
Answer:
truly values

(iii) Complete the following sentence with the correct option from those given below.
(ନିମ୍ନରେ ପ୍ରଦତ୍ତ ବିକଳ୍ପଗୁଡ଼ିକ ମଧ୍ୟରୁ ସଠିକ୍ ବିକଳ୍ପ ବାଛି ବାକ୍ୟଟିକୁ ପୂରା କର ।)
Based on the information in the extract, we can infer that the grandmother had all of the following traits EXCEPT
A. encouraging
B. understanding
C. comforting
D. thoughtful
Answer:
C. comforting

(iv) Select the phrase that conveys- ‘showed grace under pressure and carried out my duties with dignity and confidence’.
Answer:
Shouldered my responsibilities with poise.

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

Question 1.
What event does Dr. Kurien give to his grandson Sidharth receiving the Padma Vibhushan ?
(ପଦ୍ମ ବିଭୂଷଣ ପାଇଲାବେଳେ Dr. Kurien ତାଙ୍କର ନାତିକୁ କେଉଁ ଘଟଣାଟି କହିଥିଲେ ?)
Ans.
Dr. Kurien refers to the award ceremony which was held in Delhi in 1999. The President of India conferred upon him the Padma Vibhusan. He recollects the event fondly. His grandson, Siddharth wore the medal and asked whether he could keep it.

Question 2.
How did Dr. Kurien’s decision to join the cooperative in Anand affect his life ?
(Dr. Kurien ଙ୍କର ନିଷ୍ପତ୍ତି ଆନନ୍ଦରେ cooperative ରେ ଯୋଗଦାନ ତାଙ୍କ ଜୀବନକୁ କିପରି ପ୍ରଭାବିତ କଲା ?)
Answer:
Dr. Kurien’s decision to join the cooperative of diary farmers in Anand changed his life completely. Though it was not his career, he became a way of meaningful service to the farmers of the nation. His decision shaped to bring dairy revolution in India. He spent a life of integrity and responsibility.

Question  3.
Dr. Kurien’s decision to work in Anand reveals his values and sense of duty. Explain.
(ଆନନ୍ଦରେ କାମକରିବା Dr. Kurien ଙ୍କର ଜୀବନର ମୂଲ୍ୟବୋଧ ଓ କର୍ତ୍ତବ୍ୟବୋଧ ସୂଚାଉଛି । ବାଖ୍ୟା କର ।
Answer:
Dr. Kurien shares how he started his career just after India got her independence. He could pursue his career in engineering, the army or abroad. But he got involved with a small dairy in Anand. His decision to work in Anand reveals that he chose to dedicate his life to improve the condition of rural farmers. His decision reflects his deep values of humility, integrity and sense of duty to national progress.

Question 4.
Why did Dr. Kurien write the letter to his grandson?
(Dr. Kurien ତାଙ୍କ ନାତି ପାଖକୁ ଚିଠି ଲେଖୁଥିଲେ କାହିଁକି ?)
Answer:
Dr. Kurien wrote an emotional letter to his grandson, Siddharth from Anand. He wanted his grandson to share his life experiences. He hoped the world one day inspire him and future generations to realise the importance of serving others and living with integrity. He encourages young people to use their talents and contribute to the common good.

Question 5.
According to Dr. Kurien “life is a privilege and it is wrong to waste it”. What is your opinion on this?
Answer:
According to Dr Kurien “Life is a previlege and it is wrong to waste it. He believes that life is a precious gift. Wasting it on selfish intention means missing out the opportunity to help others. He encourages young people to use their talents, take responsibility and contribute to the common good.

Question 6.
What message does Dr. Kurien want to convey about selfless service and its long-term impact on the society?
(ନିଃସ୍ୱାର୍ଥପର ସେବା ଓ ଏହାର ସମାଜ ଉପରେ ଦୀର୍ଘକାଳୀନ ପ୍ରଭାବ ସମ୍ବନ୍ଧରେ Dr. Kurien କେଉଁ ବାର୍ତ୍ତା ଦେବାକୁ ଚାହିଁଛନ୍ତି ?)
Answer:
Dr. Kurien says that selfless service can have a significant impact on the society. He believes that dedication and welfare of others bring true reward. By dedicating his life to the rural India, he understood that helping others can create stronger communities, economic empowerment and social justice. He advises the young generation to treat life as a previlege and it shouldn’t be wasted. He says that true rewards in life come from meaningful contributions.

Let us learn (ଆସ ଶିଖୁବା) :

I. Replace the underlined words in each sentence with the correct synonym from the box. You may refer to a dictionary.
(ପ୍ରତ୍ୟେକ ବାକ୍ୟରେ ଥିବା ରେଖାଙ୍କିତ ଶବ୍ଦ ସ୍ଥାନରେ ଏହାର ସଠିକ୍ ପ୍ରତିଶବ୍ଦ କୋଠରିରୁ ଆଣି ବସାଅ । ତୁମେ ଏକ ଶବ୍ଦକୋଷ ଅନୁସରଣ କରିପାର ।)

1. He received the award in a magnificent ceremony.
Answer: magnificent – splendid

2. I felt a fleeting joy when I received the appreciation for my song.
Answer: fleeting – momentary

3. With today’s instant communication, we can share information across the world in seconds.
Answer: instant – swift

4. Our school focuses on the core values-collaboration, innovation, and unity.
Answer: core- essential

5. My teacher’s advice on time management is a valuable reminder of the importance of planning.
Answer: valuable – useful

6. Reading books and listening to music can give abiding pleasure that will last forever.
Answer: abiding – lifelong

II. Match the expressions from the text in Column 1 with their meanings in Column 2.
(Column 1 ରେ ଥିବା ପାଠ୍ୟ ବିଷୟର ଅଭିବ୍ୟକ୍ତିଗୁଡ଼ିକୁ Column 2 ରେ ଥ‌ିବା ସେଗୁଡ଼ିକର ଅର୍ଥ ସହିତ ମିଳାଅ ।)

Answer:

Column 1	Column 2
1. in all humility	(iv) being humble and having no feeling of self-importance
2. hold their heads high	(vi) be confident and have a positive feeling
3. to be quite honest	(i) to speak in a truthful way
4. to the best of your ability	(ii) doing something using all your skills, talents, and knowledge
5. looked at in awe	(iii) observed with great respect and wonder
6. somewhere deep down	(v) in the innermost part of the self

III. Make as many words as you can out of the following words. One example has been done for you.
(ନିମ୍ନଲିଖତ ଶବ୍ଦଗୁଡ଼ିକରୁ ତୁମେ ଯେତେ ସମ୍ଭବ ଶବ୍ଦ ତିଆରି କର । ଗୋଟିଏ ଉଦାହରଣ ତୁମପାଇଁ କରି ଦିଆଯାଇଛି ।) (Questions with answer)
pain, train, main top, tin, fame, mate, fine, game, name, sad, fit, set, fist, site, fade, note, tone, near, gate, rate, giant, team, tame, heat
1. community – city, toy, tune, unity, mutiny, cot
2. important – port, part, ramp, point, ant, rat, pain, train, main, top, tin
3. magnificent — magic, gift, cent, tent, gain, main, fame, mate, fine, game, name
4. satisfied-said, side, date, safe, fist, sat, sad, fit, set, fast, site, fade
generation – ratio, gene, ring, rate, ear, rat, note, tone, near, gate, rate, giant achievement-time, cheat, vent, men, event, team, tame, heat

IV. Let us play a word game – antakshari.
(ଆସ ଅନ୍ତାକ୍ଷରୀ ଖେଳ ଖେଳିବା)

1. Write the synonym of the word according to the clues given below.
2. For example, the synonym of the first word, ‘IMPORTANT’ ends with the letter ‘T’. The synonym of the second word begins with “T”, ‘TROUBLE’. Then write the synonym of the third word starting with the letter ‘E’.
3. Now, continue with the word game. (Questions with Answer)

(i) major (synonym) – important
(ii) problem (synonym) – trouble
(iii) uneven (antonym) – even
(iv) related to post office – letter
(v) our moral duty – respensibility
(vi) related to time – years
(vii) prosperous (synonym) – successful
(viii)related to being alive – life

V. Study the highlighted punctuation marks in the following sentences from the text.
(ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକରେ ପାଠ୍ୟ ବିଷୟରେ ଉଲ୍ଲିଖତ ବିରତି ଚିହ୍ନଗୁଡ଼ିକୁ ଅଧ୍ୟୟନ କର ।)

1. ……. but that you should not be satisfied in merely keeping my awards – the challenge before you was to earn your own rewards for the work that you did in your lifetime.
2. Writing — even if it is a letter not only conveys our present concerns and views of the events taking place around us, but it becomes a possession.

The highlighted punctuation is a long dash that can be used to link words or numbers or to create a pause in a sentence. There are two main types: the shorter en dash (-) and the longer em dash (—).
The en dash (-) represents a span or range in numbers or dates.
For example, it can indicate time periods, like ‘train operates June – September’ or page numbers, such as ‘refer to pages 50-75’ or to show scores, ‘India won the series 2-1′.
The em dash (—) is used to add extra information or to show a change in thought within a sentence. For example, “The exhibition-held in the main hall – features local artists.’ Or ‘I bumped into someone unexpected-my old teacher.’

Note: Do not add spaces around the dash and avoid overusing them.

Read the sentences below and insert either an em dash (-) or an en dash (-) suitably.
(ନିମ୍ନ ବାକ୍ୟଗୁଡ଼ିକୁ ପଢ଼ ଏବଂ ଉପଯୁକ୍ତ ଭାବେ em dash (–) କିମ୍ବା en dash (–) ବସାଅ ।)
(i) The conference will be held from March 15 March 20,
(ii) I have lived in Kanpur Raipur for five years now.
(iii) The artist known for her vibrant paintings will be showcasing her work in Guwahati.
(iv) The scores for the final match were 23.
(v) My favourite snacks samosas, pakoras, and jalebis are all from India.
(vi) The train journey from Belagavi Bengaluru takes less than ten hours.
(vii) I just finished reading the book it was absolutely amazing!
(viii) The event will take place on September 1 September 5.
Answer:
(i) The conference will be held from March 15 – March 20.
(ii) I have lived in Kanpur – Raipur for five years now.
(iii) The artist-known for her vibrant paintings – will be showcasing her work in Guwahati.
(iv) The scores for the final match were 2-3.
(v) My favourite snacks samosas, pakoras, and jalebis are all from India.
(vi) The train journey from Belagavi – Bengaluru takes less than ten hours.
(vii) I just finished reading the book it was absolutely amazing!
(viii) The event will take place on September 1 – September 5.

VI. Study the highlighted words in the following sentences from the text.
(ପାଠ୍ୟ ବିଷୟରୁ ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକରେ ଉଲ୍ଲିଖତ ଶବ୍ଦଗୁଡ଼ିକୁ ଅଧ୍ୟୟନ କର ।)

1. We told you that of course, this medal was yours as much as it was mine…
2. …who were trying to gain control over their lives.
3. I have always emphasised that it’s a recognition of the achievements of many people…
In the given sentences, ‘yours’ and ‘theirs’ indicate possession-something belonging to you and them, respectively. But, ‘it’s’ does not indicate possession rather is the contracted form of ‘it is’.

Note the following differences
(ନିମ୍ନଲିଖତ ପାର୍ଥକ୍ୟଗୁଡ଼ିକୁ ଲକ୍ଷ୍ୟ କର ।)

It’s is the contraction of ‘it is’ or ‘it has’
• It’s getting dark outside.

Its indicates that something belongs to you.
• The dog wagged its tail.

You’re is the contraction of ‘you are’
• You’re going to love this book.

Your: indicates that something belongs to you.
• Can I have one of your books?

They’re is the contraction of “they are’
• They’re coming to the field trip.

Their indicates possession
• We should contact their manager.

Fill in the blanks by choosing the correct word from the options given in the brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରେ ପ୍ରଦତ୍ତ ବିକଳ୍ପଗୁଡ଼ିକ ମଧ୍ୟରୁ ସଠିକ୍ ଶବ୍ଦ ଚୟନ କରି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

(i) Please remember to bring …………(your/you’re) assignment book.
Answer: your

(ii) The team celebrated …………(their/they’re) victory after the match.
Answer: their

(iii) …………(its/it’s) important to stay hydrated during the hot summer days.
Answer: it’s

(iv) I can’t believe …………(your/you’re) going to the mango festival today.
Answer: you’re

(v) The students said …………(they’re/their) excited for the field trip tomorrow.
Answer: they’re

(vi) The tree lost …………(its/it’s) leaves in the winter.
Answer: its

VII. Read the following phrases from the text.
(ପାଠ୍ୟ ବିଷୟରୁ ନିମ୍ନଲିଖତ ବାକ୍ୟାଶଗୁଡ଼ିକୁ ପଢ଼ ।)

1. In today’s fast-paced world
2. On the telephone
3. With great, abiding pleasure
4. In the chapters that follow
5. At a certain time
6. With equal respect and love
The given phrases are Prepositional Phrases.
Prepositional phrases are groups of words that begin with a preposition and include a noun or pronoun as the object of the preposition. These phrases provide additional information about time, place, manner, cause, direction, or relationship.

Now, complete the following sentences with suitable prepositional phrases.
(ଏବେ ଉପଯୁକ୍ତ prepositional phrases ବ୍ୟବହାର କରି ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକୁ ପୂରା କର ।) (Questions with Answer)

(i) The children played happily in the garden.
(ii) Nisha placed the vase on the table.
(iii) We discussed the project in the meeting.
(iv) Preethi found the lost book under the bed.
(v) The cat slept on the sofa.

VIII. Rearrange the following jumbled words and phrases into meaningful sentences.
(ଏପଟ ସେପଟ ହୋଇଥ‌ିବା ଶବ୍ଦ ଓ ବାକ୍ୟାଶଗୁଡ଼ିକୁ ପୁନଃସଜିତ କରି ଅର୍ଥପୂର୍ଣ୍ଣ ବାକ୍ୟ ଗଠନ କର ।)

1. barked/at the strangers/the dog/loudly/the house/walking by ……………….
Answer:
The dog barked loudly at the strangers walking by the home.

2. wrote/my classmate/during the/a story/summer vacations
Answer:
My classmate wrote a story during the summer vacations. enjoyed/under the trees/they/by the lake/a picnic

3. enjoyed/under the trees/they/by the lake/a picnic
Answer:
They enjoyed the picnic under the trees by the lake.

4. in his/grandfather’s room/hung/he/the painting
Answer:
He hung the painting in his grandfather’s room.

5. studied/with great determination/for/students/the/exam
Answer:
The students studied with great determination for the exam.

Let us listen (ଆସ ଶୁଣିବା) :

I. You will listen to the passage about Evelyn Glennie’s journey in overcoming her hearing loss through music and turning a physical disability into a success story. (Transcript for teacher on page 100)
(ତୁମେ ଯାତ୍ରା ବିଷୟରେ ଯାହା ସଙ୍ଗୀତ ମାଧ୍ୟମରେ ତାଙ୍କ ଶ୍ରବଣ ଦୋଷକୁ ଅତିକ୍ରମ କରି ଏକ ଶାରୀରିକ ଅକ୍ଷମତାକୁ ଏକ ଫଳପ୍ରଦ କାହାଣୀରେ ରୂପାନ୍ତରିତ କରିଥିଲେ ତାହା ଶୁଣିବ ।) After listening, match the words given in Column 1 with their meanings given in Column 2. (ଶୁଣିସାରିବା ପରେ ସ୍ତମ୍ଭ ‘୧’ ରେ ଥ‌ିବା ଶବ୍ଦଗୁଡ଼ିକୁ ସ୍ତମ୍ଭ ‘୨’ ରେ ଥିବା ସେଗୁଡ଼ିକର ଅର୍ଥ ସହ ମିଳାଅ ।)

Answer:

Column 1	Column 2
1. percussionist	(i) a person who plays drums and similar instruments
2. impaired	(v) damaged or weakend
3. vibrations	(iv) physical sensations caused by sound damaged or weakened
4. determination	(ii) the ability to keep going despite difficulties
5. gradual	(iii) slow and steady over time

II. Listen to the passage once again and state whether the statements given below are true or false.
(ଅନୁଚ୍ଛେଦଟି ଆଉ ଥରେ ଶୁଣ ଏବଂ ନିମ୍ନ ପ୍ରଦତ୍ତ ଉକ୍ତିଗୁଡ଼ିକ ସତ୍ୟ କିମ୍ବା ମିଥ୍ୟାକୁହ ।)

1. Evelyn Glennie became deaf suddenly.
Answer: False

2. Her headmistress ignored the signs of her hearing loss.
Answer: False

3. Ron Forbes was a percussionist who helped Evelyn.
Answer: True

4. Evelyn used her skin and bones to sense music.
Answer: True

5. She gave up on music after her diagnosis.
Answer: False

III. Answer the following questions in one or two words.
(ଗୋଟିଏ କିମ୍ବା ଦୁଇଟି ଶବ୍ଦରେ ନିମ୍ନଲିଖତ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. How did Evelyn turn her disability into strength?
(Evelyn କିପରି ଶାରୀରିକ ଅକ୍ଷମତାକୁ ଶକ୍ତିରେ ରୂପାନ୍ତରିତ କରିଥିଲେ ?)
Answer: by sensing vibration.

2. What role did Ron Forbes play in her life?
(ତାଙ୍କ ଜୀବନରେ Ron Forbes ଙ୍କର କ’ଣ ଭୂମିକା ଥିଲା ?)
Ans. mentor/percussionist

3. What lessons can we learn from Evelyn’s story about how to treat others who have different abilities or challenges?
(Evelyn ଙ୍କ କାହାଣୀରୁ ଶାରୀରିକ ଅକ୍ଷମ ଲୋକମାନଙ୍କୁ କିପରି ବ୍ୟବହାର କରିବା ବିଷୟରେ କ’ଣ ଶିଖୁଲେ ?
Ans.
respect and support them

Let us Speak (ଆସ କହିବା) :

I. Read the highlighted word in the following sentence from the text.
(ପାଠ୍ୟ ବିଷୟରୁ ନିମ୍ନଲିଖତ ବାକ୍ୟରେ ଉଲ୍ଲିଖ୍ତ ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ ।)
That common good will present itself to you in many forms every day.
The highlighted word is pronounced with the stress on the second syllable.
PreSENT (verb) the stress is on the second syllable.
PREsent (noun) the stress is on the first syllable.

Now, read aloud the given words with the correct syllable stress according to the part of speech given in the brackets. (ବର୍ତ୍ତମାନ ନିମ୍ନଲିଖୂତ ଶବ୍ଦଗୁଡ଼ିକୁ ବନ୍ଧନୀ ମଧ୍ଯରେ ପ୍ରଦତ୍ତ Part of speech ଅନୁଯାୟୀ ସଠିକ୍ Syllable ସହ ବଡ଼ପାଟିରେ ପଢ଼ ।)

I. Read the highlighted words in the following sentence from the text.
(ପାଠ୍ୟ ବିଷୟରୁ ନିମ୍ନଲିଖୁତ ବାକ୍ୟଗୁଡ଼ିକରେ ଉଲ୍ଲେଖ୍ତ ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ ।)
….but it becomes a possession that can be treasured and re-read over the years, with great, abiding pleasure.
treasure [treh-Zhuh] pleasure [pleh-Zhuh]
In the highlighted words, -sure has a ‘Zhuh’ sound.
There are some words which end in -sure, but have a ‘shuh’ sound as in pressure [preh-shuh].

Now, read aloud the words given below with the ‘shuh’ or ‘zhuh’ sound.
(ଏବେ ନିମ୍ନ ପ୍ରଦତ୍ତ ଶବ୍ଦଗୁଡ଼ିକୁ ‘shih’ ବା ‘zhuh’ ଧ୍ଵନି ସହ

Answer:
Words with ‘zhuh’ sound – measure, leisure, enclosure, exclosure, composure
Words with ‘shuh’ sound – reassure, fissure, ensure, unsure

III. Pausing and chunking are techniques used when speaking, to organise information for the listener. Speakers can split what they say into smaller segments either individual words or groups of words-to convey ideas or emphasise key points clearly.

1. Read aloud the following lines from the poem.
(କବିତାର ଏହି ଧାଡ଼ିଗୁଡ଼ିକୁ ପଢ଼ ।)
Don’t Quit
When things go wrong, as they sometimes will, when the road you’re trudging seems all uphill, when the funds are low and the debts are high, and you want to smile but you have to sigh, when care is pressing you down a bit-rest if you must, but don’t you quit.
EDGAR ALBERT GUEST
Now, read the lines of the poem once again by taking a shorter pause (/) or a long pause (//). Notice which version is easier for a listener to follow and understand.
(ଏବେ କବିତାର ଧାଡ଼ିଗୁଡ଼ିକୁ ଅଳ୍ପ ସମୟ ବରିତି (/) ଓ ଦୀର୍ଘ ସମୟ ବିରତି (//) ସହି ପଢ଼ । କେଉଁ ରୂପଟି ସ୍ରୋତାଙ୍କ ପଢ଼ିବା ଓ ବୁଝିବା ପାଇଁ ସହଜ ହୋଇଛି ଲକ୍ଷ୍ୟ କର ।)
When things go wrong,/as they sometimes will,// when the road you’re trudging/seems all uphill,// when the funds are low/and the debts are high,// and you want to smile/but you have to sigh,// when care is pressing you down a bit/-rest if you must,/ but don’t you quit.//
Have you listened to this song in Hindi or in your language? Share with your classmates and teacher.
(ତୁମେ ଏହି କବିତାକୁ ହିନ୍ଦୀ କିମ୍ବା ନିଜ ଭାଷାରେ ଶୁଣିଛ କି ? ତୁମ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)

Question 2.
Chunk the stanzas with (/) or (//) and read it aloud.
(ପଂକ୍ତିଟିକୁ (/) କିମ୍ବା (||) ଭାବେ ଚିହ୍ନିତ କରି ବଡ଼ ପାଟିରେ ପଢ଼ ।)
Life is queer with its twists and turns. As everyone of us sometimes learns. And many a fellow turns about when he might have won had he stuck it out. Don’t give up though the pace seems slow-you may succeed with another blow. Often the goal is nearer than it seems to a faint and faltering man.

Ans. Life is queer with its twists and turns. / As everyone of us sometimes learns. // And many a fellow turns about / when he might have won had he stuck it out. // Don’t give up/though the pace seems slow-you may succeed with another blow. // Often the goal is nearer than it seems / to a faint and faltering man. //

Let us write (ଆସ ଲେଖୁବା)

I. Here is a letter of a grandson to his grandparents. Read this letter and try to make necessary changes wherever needed. (Mind you. A letter to grandparents is an informal letter.)
(ଏଠାରେ ଜଣେ ନାତିର ତା’ ଜେଜେବାପାଙ୍କ ପାଖକୁ ଚିଠି ଅଛି । ଏହି ଚିଠିଟିକୁ ପଢ଼ ଏବଂ ଆବଶ୍ୟକସ୍ଥଳେ ଦରକାରୀ ସଂଶୋଧନ କର । ମନେରଖ ଜେଜେବାପାଙ୍କ ପାଖକୁ ଚିଠି ଏକ ଅନୌପଚାରିକ ପତ୍ର ।)
Answer:
Rohan Samantray, Pratapur, Badasahi
My dear Grandparents,
12 August 2025
My heartfelt congratulations to both of you for receiving the Best Grandparents Award from the collector of our district on 15th of August this year. Really, you are, my heroes for what you have been doing for me from my early childhood days.
Thank you for being the guiding force in my life, for teaching me to be brave and kind.

The stories that you have been telling me from the Ramayan and the Mohabharat is of much help to me now as I face some challenges in the hostel and also in my study. You have referred once the life of Lal Bahadur Shastri crossing the flooded river as a child. This episode has taught me the power of hard work and courage. I am really grateful for all these lessons that you have taught.

Grandfather, I am serious as you are not keeping good health these days. It is my request and also order to both of you to take care of your health. Before I close, thank you for sharing your wisdom and for being a source of inspiration and guidance. I am forever grateful to you.
Yours lovingly
Rohan Samantray

Let us explore (ଆସ ଅନ୍ଵେଷଣ କରିବା) :

I. The White Revolution led to a increase in milk production in India primarily due to the efforts of Dr. Verghese Kurien. Therefore, he is known as ‘the Milkman of India’.

The Green Revolution in India introduced high-yielding varieties of wheat and rice. It was initiated by Dr. M.S. Swaminathan. He was awarded the Padma Shri in 1967, Padma Bhushan in 1972, Padma Vibushan in 1989, and Bharat Ratna in 2024.

The Blue Revolution focused on increasing fisheries production and productivity in India. This initiative was led by Dr. Hiralal Chaudhuri. In groups of four, research more information about these revolutions. Share your findings with your classmates and teacher.

(ଚାରିଜଣିଆ ଦଳରେ ଏହି ବିପ୍ଳବଗୁଡ଼ିକ ବିଷୟରେ ଅଧ୍ବକ ଅନୁସନ୍ଧାନ କରି ତଥ୍ୟ ସଂଗ୍ରହ କର । ପାଇଥିବା ତଥ୍ୟଗୁଡ଼ିକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)
Answer:
Let us explore:
White Revolution.
45 5000

• Leader:
  Dr. Verghese Kurien
  The Milkman of India
• Period: started in 1970
• Key idea: Increase of milk production through a nationwide dairy development programme.

Results:

• India became the largest milk producer in the world. Improved income of the rural farmers.
• Set up cooperative societies like Amul.
• Help less depedence on milk imports.

Green Revolution:
Leader: Dr. M.S. Swaminathan, Father of Green Revolution in India. Period: Mid 1960s
Key idea: Use of high yielding seeds, chemical fertilizers, pesticides and modern agricultural equipment.

Results: Improved production of wheat and rice reducing food shortage in India. India became self sufficient in foodgrains.
Started storing food and created Food Corporation in India. Dr. Swaminathan was awarded Padmashri, Phadma Bhusan and Padma Vibhushan.

• Challenges: Punjab, Haryana, Western Uttar Pradesh met environmental problem.

Blue Revolution:

• Leader: Dr. Hiralal Choudhuri, Father of breading in fish.
• Period: Started in 1970s.
• Key idea: Increased fish production and aquaculture.
• Results: Improved inland and marine fish production in India. Improved rural employment.
• Help India became one of the largest producers of fish.

II. Vocational training for people in rural regions is provided by the Jan Shikshan Sansthan (JSS), under the Ministry of Skill Development and Entrepreneurship, Government of India. The objective of JSS is to economically uplift the rural population by imparting essential skill-based training. This enables local trades to grow and creates new opportunities for the people in the region. Find out more about JSS with the help of the link given below.
https://jss.gov.in/staticPages
Answer:
Students will do this activity themselves.

III. Financial Literacy

Read the passage and discuss the questions given below.
(ଅନୁଚ୍ଛେଦଟିକୁ ‘ପଢ଼ ଏବଂ ନିମ୍ନ ପ୍ରଦତ୍ତ ପ୍ରଶ୍ନଗୁଡ଼ିକୁ ଆଲୋଚନା କର ।)

Financial literacy is an essential lifelong skill that should be taught to children from an early age. Preparing children with financial literacy skills is an investment for their future well-being. By imparting an understanding of money, saving, budgeting, and wise spending, we empower them to navigate the financial world with confidence as they grow up.

Whether it is managing a cooperative society, a start-up, or a household budget, financial literacy is an ongoing learning process that evolves as children grow and their understanding deepens. An introduction to concepts of saving, budgeting, investing, and responsible spending equips them with essential life skills. Children learn best through practical examples. Real-life situations help them understand the value of money and the importance of making wise financial choices.

Thinking critically before spending helps cultivate responsible habits. The concept of saving and investing can be explained through relatable examples, such as planting seeds that grow into trees bearing fruit. As children grow older, they will learn to differentiate between needs and wants, compare prices before making a purchase and understand importance of financial literacy.

Discuss in groups
(ଦଳଗତ ଆଲୋଚନା କର ।)

Question 1.
The importance of learning about money and saving from a young age. Share one example of it.
(ବାଲ୍ୟ ବୟସରୁ ଟଙ୍କା ବିଷୟରେ ଜ୍ଞାନପ୍ରାପ୍ତ ହେବା ଏବଂ ସଞ୍ଚୟ କରିବାର ଗୁରୁତ୍ଵ । ଗୋଟିଏ ଉଦାହରଣ ଦିଅ ।)
Answer:
Financial literacy is an essential skill to be tought to the children from an early age because it helps children learn the habits of understanding of money, saving budgeting and wise spending. It empowers them to navigate the financial world with confidence when they grow up.

Question 2.
Imagine you received some money as a gift. How would you decide whether to save it, spend it, or invest it? What factors would you consider ?
(କଳ୍ପନା କର ଯେ ତୁମେ ଟଙ୍କା ଆକାରରେ କିଛି ପୁରସ୍କାର ପାଇଲ । ତୁମେ ଏହାକୁ ସଞ୍ଚୟ କରିବ, ଖର୍ଚ୍ଚ କରିବ ନା ବିନିଯୋଗ କରିବ ତାହା ତୁମେ କିପରି ବିଚାର କରିବ । ତୁମେ କେଉଁ ଉପାଦାନଗୁଡ଼ିକ ଉପରେ ବିବେଚନା କରିବ ?)
Answer:
If I received some money as a gift, I would save a small part of it for future needs. I must invest a part of it if I want to grow the money over time. I would spend some amount of it on something useful. Factors like how urgent the needs are, how much money I have saved, and what investment options are available would be my consideration.

Question 3.
If you were in charge of planning a small event at school with a limited budget, how would you manage the money ?
(ତୁମେ ଯଦି ବିଦ୍ୟାଳୟରେ ସ୍ଵଳ୍ପ ଅର୍ଥରେ ଏକ କ୍ଷୁଦ୍ର ଉତ୍ସବ ପାଳନ ଦାୟିତ୍ଵରେ ରହିଥିଲ, ତେବେ ତୁମେ କିପରି ଅର୍ଥ ପରିଚାଳନା କରିଥିଲ ?)
Answer:
If I was in-charge of planning a small event at school, I would first list all the necessary items and activities required for the event. I would estimate their costs. After that I would spend on the most important things within the limited budget. I would make wise financial choices. I would keep a record of all expenses to avoid overspending.

Question 4.
Why is financial literacy important for everyone ?
(ସମସ୍ତଙ୍କ ପାଇଁ ଆର୍ଥିକ ସାକ୍ଷରତା କାହିଁକି ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ?)
Answer:
Financial literacy is important for everyone because it helps children make wise decisions about managing money, saving, budgeting and investing. It also helps to improve confidence, to face financial problems and promotes responsible spending habits. Financial literacy ensures to understand the value of money and the importance of making wise financial choices.

Transcripts

A Tale Of Valour Major Somnath Sharma And The Battle Of Badgam
Let us listen (ฆ।વ ฐরীণ।) (refer to page 66)

I. You will listen to a talk about the Param Vir Chakra. As you listen, complete the sentences by filling in the blanks with one or two exact words or phrases you hear.
Answer:
Hello, everyone !
Let me tell you about the Param Vir Chakra. It is one of the most prestigious awards in India and signifies the ‘Wheel of the Ultimate Brave.’ This award is granted for ‘exemplary bravery in the presence of the enemy.’ This means that this award is given to someone who shows extraordinary courage and bravery while fighting the enemy.

The medal was instituted as a Gallantry Medal with retrospective effect from 15 August 1947 by Dr. Raj endra Prasad, the then President of India. The medal was designed by Mrs. Savitri Khanolkar, who drew inspiration from Sage Dadhichi, a Vedicrishi, who made the ultimate sacrifice by giving up his body so that the gods could create a deadly weapon called Vajra, or Thunderbolt, from his spine.

The Param Vir Chakra is cast in bronze. At its centre, on a raised circle, is the State Emblem of India. Surrounding it are four replicas of Indra’s Vajra, lined with lotus flowers. That, my dear friends, is the Param Vir Chakra, a true symbol of bravery.
Thank you.
Somebody’s Mother

Let us listen ( થાવ ตูสิจ। ) (refer to page 78)

I. You will listen to a woman read a special broadcast of the news. As you listen, arrange the pictures in the correct sequence of events that took place.
Answer:
Now, for the special broadcast, we bring you the story of a young hero whose courage has captured the nation’s heart.
On a fateful morning in Rajouri, young Rohan Ramchandra Bahir, a 15 -year-old student, became a local hero when he fearlessly saved the life of a woman who had fallen into the Domri River while washing clothes.

The 43-year-old woman was struggling to stay afloat in the strong currents, when Rohan, without a moment’s hesitation, leapt into the river, putting his own life at risk. With great determination and courage, Rohan managed to reach the woman and pull her to safety, despite the dangerous conditions of the river. Onlookers who witnessed the incident were in awe of the young boy’s bravery.

Rohan’s selfless act did not go unnoticed. His incredible courage was recognised at Vigyan Bhawan, where he was honoured with the prestigious Pradhan Mantri Rashtriya Bal Puraskar 2023 by the President of India, Droupadi Murmu. This remarkable young boy is now a symbol of heroism in his community, and his story is an inspiration to all. We commend Rohan for his bravery and for showing that age is no barrier when it comes to saving lives.

(Adapted)
Courtesy: Times of India

Source: https://timesofindia.indiatimes.com/city/delhi/they-know-nofear-childrens-acts-of-bravery-innovative-ideas-honoured/ articleshow/97261236.cms

II. You will once again listen to a special broadcast of the news. As you listen, complete the following sentences in one to three exact words.

Verghese Kurien – I Too Had A Dream
Let us listen (খাঘ હૂતિશ્વા) (refer to page 93)

I. You will listen to the passage about Evelyn Glennie’s journey in overcoming her hearing loss through music and turning a physical disability into a success story.
Answer:
Evelyn Glennie’s loss of hearing had been gradual. By the time she was 11 her performance in school had deteriorated and her headmistress urged her parents to take her to a specialist. It was then discovered that her hearing was severely impaired as a result of gradual nerve damage. “Everything suddenly looked black,” says Evelyn. But Evelyn was not going to give up. She was determined to lead a normal life and pursue her interest in music. One day she noticed a girl playing a xylophone and decided that she wanted to play it too. Most of the teachers discouraged her but percussionist Ron Forbes spotted her potential.

He began by tuning two large drums to different notes. “Don’t listen through your ears,” he would say, “try to sense it some other way.” Says Evelyn, “Suddenly I realised I could feel the higher drum from the waist up and the lower one from the waist down.” Forbes repeated the exercise, and soon Evelyn discovered that she could sense certain notes in different parts of her body. “I had learnt to open my mind and body to sounds and vibrations.” She explains, “It pours in through every part of my body. It tingles in the skin, my cheekbones and even in my hair.” The rest was sheer determination and hard work. She never looked back from that point onwards. And she got right to the top, the world’s most sought-after multi percussionist with a mastery of some thousand instruments.

Verghese Kurien – I Too Had A Dream Class 8 Summary

Let us read (ଆସ ପଢ଼ିବା) :

My dear Siddharth,
When did I write to you last? I have trouble even remembering! In today’s fast-paced world we have become so addicted to instant communication that we prefer to use a telephone. But speaking on the telephone only gives us an immediate but fleeting joy. Writing is different. Writing even if it is a letter-not only conveys our present concerns and views of the events taking place around us but it becomes a possession that can be treasured and re-read over the years, with great, abiding pleasure.

ପ୍ରିୟ ସିଦ୍ଧାର୍ଥ,
ମୁଁ ତୁମ ପାଖକୁ କେବେ ଶେଷ ଚିଠିଟି ଲେଖୁଥିଲି ? ମୁଁ ମନେରଖିବାରେ ଅସୁବିଧା ଅଛି । ଆଜିର ଦ୍ରୁତ ପରିବର୍ତ୍ତନଶୀଳ ଦୁନିଆରେ ଆମେ ଯୋଗାଯୋଗ ପାଇଁ ତ୍ଵରିତ ମାଧ୍ୟମକୁ ଏତେ ନିର୍ଭର କରୁଛୁ ଯେ ଟେଲିଫୋନ୍ ବ୍ୟବହାରକୁ ବେଶୀ ପସନ୍ଦ କରୁଛୁ । କିନ୍ତୁ ଟେଲିଫୋନ୍ ବାର୍ତ୍ତାଳାପ ଆମକୁ କ୍ଷିପ୍ର ଓ କ୍ଷଣିକ ଆନନ୍ଦ ଦେଇଥାଏ । ଚିଠି ଲେଖାଲେଖୁ କରିବା ଭିନ୍ନ କଥା । ଚିଠିଟିଏ ଲେଖୁବାଦ୍ଵାରା ଆମେ ବର୍ତ୍ତମାନ ସମୟର ଚିନ୍ତାଧାରା ଓ ଘଟଣାସମୂହକୁ ରୂପ ଦେଇଥାଉ । କିନ୍ତୁ ମୂଲ୍ୟବାନ୍ ଘଟଣା ଓ ମତାମତକୁ ଏଥିରେ ସାଇତି ରଖାଯାଏ ଏବଂ ବର୍ଷ ବର୍ଷ ପରେ ମଧ୍ୟ ଏହାକୁ ପଢ଼ିବାଦ୍ଵାରା ଅପାର ଆନନ୍ଦ ପାଇପାରିବା ।

You may not wish to read it all right away but, perhaps, a couple of decades or more from now, you will pick up these jottings of mine again and they will give you a deeper understanding of what I have done, and the reasons I pursued a life of service to our nation’s farmers. You will then discover in them a valuable reminder of the days just before the world entered the twenty-first century. And you may want to share my memories with those of your generation, or even younger, to provide a glimpse of the world your grandparents lived in and knew.

ତୁମେ ଏବେ ଏହାକୁ ପଢ଼ିବାକୁ ଇଚ୍ଛା କରି ନପାର, କିନ୍ତୁ ବୋଧହୁଏ ଦୁଇ ଦଶନ୍ଧି ପରେ କିମ୍ବା ଅଧିକ ସମୟ ପରେ ତୁମେ ମୋର ଏହି କ୍ଷୁଦ୍ର ଲେଖାଗୁଡ଼ିକୁ ପୁଣିଥରେ ପଢ଼ିବ ଓ ସେଗୁଡ଼ିକୁ ମୁଁ କ’ଣ ପାଇଁ କରିଛି ତାହା ପଢ଼ିଲେ ତୁମେ ଗଭୀର ଅନୁପ୍ରାଣିତ ହେବ । କାରଣ ମୁଁ ଦେଶର କୃଷକମାନଙ୍କ ପାଇଁ ଗୋଟିଏ ସେବାର ଜୀବନ ଅନୁସରଣ କରୁଥୁଲି । ଆମ ଦେଶ ଏକବିଂଶ ଶତାବ୍ଦୀରେ ପ୍ରବେଶ କରିବା ପୂର୍ବରୁ ତୁମେ ମୂଲ୍ୟବାନ୍ ଦିନଗୁଡ଼ିକୁ ସ୍ମରଣ କରିବ ଏବଂ ତୁମେ ମୋର ସ୍ମୃତିଗୁଡ଼ିକୁ ତୁମ ପିଢ଼ି କିମ୍ବା ଏପରିକି ତୁମଠାରୁ ସାନମାନଙ୍କୁ ତୁମେ ଏହି ଘଟଣାର ଏକ ଝଲକ ଦେବ । ତୁମେ ଜଣାଇଦେବ ଯେ କେଉଁ ବିଶ୍ଵରେ ତୁମର ଜେଜେବାପା ଓ ଜେଜେମାଆ ରହିଥିଲେ ଓ ସେମାନେ କ’ଣ ସବୁ ଜାଣିଥିଲେ ।

I started my working life soon after our country became independent. The noblest task in those days was to contribute in whatever way we could towards building an India of our dreams- a nation where our people would not only hold their heads high in freedom but would be free from hunger and poverty.

A nation where our people could live with equal respect and love for one another. A nation that would eventually be counted among the foremost nations of the world. It was then that I realised, in humility, that choosing to lead one kind of life means putting aside the desire to pursue other options. This transformation took place within me fifty years ago, when I agreed to work for a small cooperative of dairy farmers who were trying to gain control over their lives.

To be quite honest, service to our nation’s farmers was not the career I had envisioned for myself. But somehow, a series of events swept me along and put me in a certain time with a choice that would transform my life. I could have pursued a career in metallurgy and become the chief executive of a large company. Or, opted for a commission in the Indian Army and maybe retired as a general. Or, I could have left for the US and gone on to become a highly successful NRI. Yet, I chose none of these because somewhere, deep down, I knew I could make a more meaningful contribution by working here in Anand, Gujarat.

ମୁଁ ମୋର କର୍ମମୟ ଜୀବନ ଆରମ୍ଭ କରିଥୁଲି ଆମ ଦେଶ ସ୍ଵାଧୀନ ହେଲାପରେ । ସେହି ଦିନଗୁଡ଼ିକରେ ମୋର ଶ୍ରେଷ୍ଠ କାର୍ଯ୍ୟ ଥିଲା ଯେ କୌଣସି ଉପାୟରେ ଆମେ ଆମର ସ୍ଵପ୍ନର ଭାରତ’ ନିର୍ମାଣ କରିବୁ । ‘ଏହା ଗୋଟିଏ ଦେଶ ହେବ ଯେଉଁଠାରେ ଆମର ଲୋକମାନେ ସ୍ଵାଧୀନ ରହିବେ, ନିଜ ନିଜର ମଥା ଉଚ୍ଚ କରିବେ, କ୍ଷୁଧା, ଦାରିଦ୍ର୍ୟ ମଧ୍ଯରୁ ମୁକ୍ତ ହୋଇପାରିବ । ଗୋଟିଏ ଦେଶ ଯେଉଁଠାରେ ଆମର ଲୋକମାନେ,ସମ୍ମାନ, ସମ୍ମାନ

ଓ ପରସ୍ପରକୁ ଶ୍ରଦ୍ଧା କରୁଥ‌ିବେ । ଏପରି ଦେଶ ଯାହାକି ସଂସାରର ଶ୍ରେଷ୍ଠ ଦେଶଗୁଡ଼ିକ ମଧ୍ୟରୁ ଗୋଟିଏ ଭାବେ ପରିଗଣିତ ହେବ । ସେତେବେଳେ ମୁଁ ହୃଦୟଙ୍ଗମ କରିଥିଲି ବିନମ୍ରତା ଯାହା ଏକ ପ୍ରକାର ଜୀବନଯାପନ ପାଇଁ ପ୍ରେରଣା ଦିଏ, ଅର୍ଥାତ୍ ଅନ୍ୟ ବିକଳ୍ପଗୁଡ଼ିକୁ ଚାଲୁ ରଖିବାପାଇଁ ଇଚ୍ଛାଶକ୍ତିକୁ ପରିହାର କରିବାକୁ ପଡ଼ିବ । ପଚାଶ ବର୍ଷ ପୂର୍ବେ ଏହି ପରିବର୍ତ୍ତନ ମୋ’ଠାରେ ଘଟିଥିଲା ଯେତେବେଳେ ଗୋଟିଏ ଛୋଟ Cooperative of diary କୃଷକମାନେ ସେମାନଙ୍କର ଜୀବନକୁ ସୁସଂଯତ କରିବାକୁ ଚେଷ୍ଟା କରୁଥିଲେ । ସତ କହୁଛି, ଆମ ଦେଶର କୃଷକମାନଙ୍କ ସେବା କରିବା, ଏକ ପେଷା ନଥିଲା । ଏହା ମୁଁ ଆଶାକରି ନଥୁଲି ।

କିନ୍ତୁ ବହୁତଗୁଡ଼ିଏ ଘଟଣା ମୋତେ ଅନୁପ୍ରାଣିତ କଲା ଏବଂ କୌଣସି ଗୋଟିଏ ସମୟରେ ମୋ ପସନ୍ଦ ଅନୁସାରେ ମୋ ଜୀବନକୁ ନିମଜ୍ଜିତ ରଖୁଲି ଯାହା ମୋର ଜୀବନକୁ ବଦଳାଇ ଦେଲା । ମୁଁ ଧାତୁ ବିଜ୍ଞାନରେ ମୋର ପେଷା କରିପାରି ଥାଆନ୍ତି ଓ ଗୋଟିଏ ବୃହତ୍ କମ୍ପାନୀରେ Chief Executive ହୋଇ କିମ୍ବା ବୋଧହୁଏ General ହୋଇ ଅବସର ନେଇ ଥାଆନ୍ତି କିମ୍ବା ହୋଇଥାଆନ୍ତି । ତଥାପି ଗୋଟିଏ ହେଲେବି ପସନ୍ଦ କରି ଦେଶପାଇଁ ସଫଳ ଅବଦାନ ହେବ ଏହି ଗୁଜୁରାଟର ଆନନ୍ଦଠାରେ କାମ କରିବା । Indian Army ରେ Commission ହୋଇଥାଆନ୍ତି, ଯଦି ଆମେରିକା ଯାଇଥାଆନ୍ତି ଜଣେ ସଫଳ NRI ନଥୁଲି । ମୋର ହୃଦୟରେ ମୁଁ ଜାଣିଥିଲି ମୋର

Your grandmother too made an important choice. She knew, in those days, life in Anand could not offer even the simple comforts that we take for granted today. However, she ardently supported my choice to live and work in Anand. That choice of your grandmother to stand by me has given me an everlasting strength, always ensuring that I shouldered my responsibilities with poise.

ତୁମର ଜେଜେମାଆ ମଧ୍ଯ ଗୋଟିଏ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ପସନ୍ଦ କରିଥିଲେ । ସେ ଜାଣିଥିଲେ ସେତେବେଳେ ଆନନ୍ଦରେ ସାଧାରଣ ଆରାମ ମିଳିପାରିବ ନାହିଁ, ଯାହା ଆଜି ଆମେ ପାଇଛୁ । ଯାହାହେଉନା କାହିଁକି ସେ ମୋତେ ଅକୁଣ୍ଠ ସମର୍ଥନ କରିଥିଲେ ଓ ଆନନ୍ଦରେ ରହି କାମ କରିବାକୁ ପସନ୍ଦ କରିଥିଲେ । ତୁମର ଜେଜେମାଆଙ୍କର ପସନ୍ଦ ଓ ସମର୍ଥନ ମୋତେ ଚିରନ୍ତନୀ ଶକ୍ତି ଦେଇଥିଲା, ସର୍ବଦା ସୁନିଶ୍ଚିତ କରିଥିଲା ଯେ ମୁଁ ଆତ୍ମବିଶ୍ଵାସର ସହିତ ଦାୟିତ୍ଵଗୁଡ଼ିକୁ ବହନ କରିପାରିବି ।

Whenever I have received any recognition for my contributions towards the progress of our country, I always emphasised that it is a recognition of the achievements of many people with whom I had a privilege to be associated with. I would like to stress even more strongly that my contributions have been possible only because I have consistently adhered to certain values.

Values that I have inherited from my parents and other family elders; values that I saw in my mentor and supporter here in Anand-Tribhuvandas Patel. I have often spoken of integrity as the most important of these values, realising that integrity-and personal integrity, at that-is being honest to yourself. If you are always honest to yourself, it does not take much effort in always being honest with others.

ଯେତେବେଳେ ଦେଶର ପ୍ରଗତି ପାଇଁ ମୋର ଯୋଗଦାନ କୌଣସି ସମ୍ମାନ ପାଇଛି, ମୁଁ ଗୁରୁତ୍ଵ ଦେଇଛି ଯେ ଏହି ସମ୍ମାନ ମୁଁ ଯେଉଁମାନଙ୍କ ସହିତ ସଂପୃକ୍ତ, ସେହି ଲୋକମାନଙ୍କର ଅଟେ । ମୁଁ ଜୋରଦେଇ କହୁଛି ଯେ ମୋର ଯୋଗଦାନ ଏକ ନିର୍ଦ୍ଦିଷ୍ଟ ମୂଲ୍ୟବୋଧକୁ ପାଳନ କରିଛି । ଏହି ମୂଲ୍ୟବୋଧ ମୋର ପିତାମାତା ଓ ପରିବାରର ବୟସ୍କମାନେ ମୋତେ ଶିଖାଇଛନ୍ତି । ମୋର ମାର୍ଗଦର୍ଶକ ଓ ସହଯୋଗୀ ତ୍ରିଭୁବନ ଦାସ ପଟେଲଙ୍କଠାରେ ଏହି ମୂଲ୍ୟବୋଧ ମୁଁ ଦେଖୁଛି । ସତ୍ୟନିଷ୍ଠା ଏହି ମୂଲ୍ୟବୋଧଗୁଡ଼ିକ ମଧ୍ୟରେ ଅତ୍ୟନ୍ତ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଅଟେ । ମୁଁ ଅନୁଭବ କରିଛି ଯେ ସତ୍ୟନିଷ୍ଠା ଓ ବ୍ୟକ୍ତିଗତ ସତ୍ୟନିଷ୍ଠା ନିଜକୁ ସଟ କରିଥାଏ । ତୁମେ ନିଜେ ସତ୍ୟନିଷ୍ଠ ହୁଅ, ଅନ୍ୟମାନଙ୍କ ସହିତ ସଟ ରହିବାକୁ ଅଧିକ ପ୍ରଚେଷ୍ଟା କରିବାକୁ ପଡ଼ିବ ନାହିଁ

I have also learnt what I am sure you, too, will find out some day. Life is a privilege and to waste it would be wrong. In living this privilege called ‘life’, you must accept responsibility for yourself, always use your talents to the best of your ability and contribute somehow to the common good. That common good will present itself to you in many forms every day. If you look around you, you will find there is a lot waiting to be done: your friend may need some help, your teacher could be looking for a volunteer, or the community you live in will need you to make a contribution. I hope that you, too, will discover, as I did, that failure is not about not succeeding. Rather, it is about not putting in your best effort and not contributing, however modestly, to the common good.

ମୁଁ ମଧ୍ଯ ଶିଖୁଛି ଯାହା ମୁଁ ନିଶ୍ଚିତ ତୁମେ ନିଶ୍ଚିତ ଗୋଟିଏ ଦିନ ପାଇବ । ଜୀବନ ଏକ ବରଦାନ ଅଟେ ଏବଂ ଏହାକୁ ନଷ୍ଟ କରିବା ବହୁତ ଭୁଲ ଅଟେ । ଏହି ବରଦାନକୁ ଜୀବନ କୁହାଯାଏ । ତୁମେ ନିଜ ପାଇଁ ନିଶ୍ଚୟ ଦାୟିତ୍ଵ ଗ୍ରହଣ କରିବ । ତୁମ ଗୁଣକୁ ସର୍ବାଧ‌ିକ ବ୍ୟବହାର କରିବ ଓ ସାଧାରଣ ଲୋକଙ୍କ ପାଇଁ ଯୋଗଦାନ କରିବ । ସେହି ଜନମଙ୍ଗଳ କାର୍ଯ୍ୟ ତୁମକୁ ବିଭିନ୍ନ ପ୍ରକାରରେ ଉପହାର ଦେବ । ତୁମେ ଯଦି ତୁମ ଚାରିପାଖକୁ ଲକ୍ଷ୍ୟ କରିବ, ତୁମକୁ ଅନେକ କାମ ଶେଷହେବାକୁ ଅପେକ୍ଷା କରିଛି । ତୁମର ବଂଧୁ ତୁମର ସାହାଯ୍ୟ ଅପେକ୍ଷାରେ ଥାଇପାରେ, ତୁମର ଶିକ୍ଷକ ଜଣେ ସ୍ଵେଚ୍ଛାସେବୀଙ୍କୁ ଖୋଜୁଥ‌ିବେ, ତୁମେ ରହୁଥ‌ିବା ଅଞ୍ଚଳରେ ତୁମର ଯୋଗଦାନକୁ ଦରକାର କରୁଥିବ । ମୁଁ ଆଶାକରୁଛି ମୁଁ ଯାହା କରିଛି, ତୁମେ ଆବିଷ୍କାର କରିବ ବିଫଳତା ସଫଳତା ନୁହେଁ । ବରଂ ଏହା ତୁମର ସର୍ବାଧ‌ିକ ପ୍ରଚେଷ୍ଟା ଓ ସାମୁହିକ ଯୋଗଦାନ ନୁହେଁ ।

In life you, too, will discover as I did, that anything can go wrong at any time and mostly does. Yet, there is little correlation between the circumstances of people’s lives and how happy they are. Most of us compare ourselves with someone we think is happier-a relative, an acquaintance, or often, someone we barely know. But when we start looking closely we realise that what we saw were only images of perfection. And that will help us understand and cherish what we have, rather than what we don’t have.

ମୋ ଭଳି ତୁମେ ତୁମ ଜୀବନରେ ବୁଝିପାରିବ ଯେ କୌଣସି ସମୟରେ କିଛି ନା କିଛି ଭୁଲ ହୋଇପାରେ ଏବଂ ହୋଇଯାଏ ମଧ୍ୟ । ତଥାପି ଲୋକଙ୍କ ଜୀବନର ପାରିପାର୍ଶ୍ଵକ ସ୍ଥିତି ଓ ସେମାନେ କେତେ ସୁଖୀ, ଏ ଦୁଇଟି ମଧ୍ୟରେ କ୍ଵଚିତ୍ ସମ୍ବନ୍ଧ ଥାଏ । ଆମ ଭିତରୁ ଅଧୁକାଂଶ ଅନ୍ୟଜଣକ ସହିତ ତୁଳନା କରୁ । ଆମେ ଭାବୁ ସେହିଜଣ ଆମଠାରୁ ଅଧ‌ିକ ଖୁସି ଅଛି । ସେ ଆମର ସଂପର୍କୀୟ ଓ ପରିଚିତ ବ୍ୟକ୍ତି ମଧ୍ୟ ହୋଇଥାଇପାରେ । ଆମେ ଯେତେବେଳେ ଗଭୀର ଭାବରେ ଦେଖୁବା, ଆମେ ଅନୁଭବ କରିବା ସେଗୁଡ଼ିକ କେବଳ ପ୍ରତିବିମ୍ବ ଅଟେ । ଆମେ ବୁଝିପାରିବା ଆମ ପାଖରେ କ’ଣ ଅଛି ଆଉ ଆମ ପାଖରେ କ’ଣ ନାହିଁ ।

Do you remember when you accompanied me at the magnificent ceremony in Delhi where our President awarded me the Padma Vibhushan in 1999 ? With great pride, you slipped the medal around your neck, looked at it in awe and asked me very innocently if you could keep it. Do you remember the answer your grandmother and I gave you? We told you that of course, this medal was yours as much as it was mine but that you should not be satisfied in merely keeping my award-the challenge before you was to earn your own reward for the work that you did in your lifetime.

ତୁମେ ମନେରଖୁଛି ଯେତେବେଳେ ତୁମେ ମୋ ସାଥୀରେ ଦିଲ୍ଲୀଠାରେ ଅନୁଷ୍ଠିତ ଏକ ଭବ୍ୟ ଉତ୍ସବରେ ୧୯୯୯ ମସିହାରେ ଯୋଗ ଦେଇଥିଲେ ଯେଉଁଠି ଆମର ରାଷ୍ଟ୍ରପତି ମୋତେ ପଦ୍ମବିଭୂଷଣ ସମ୍ମାନ ଦେଇଥିଲେ ? ତୁମେ ସଗର୍ବରେ ତୁମ ବେକରେ ମେଡ଼ାଲଟିକୁ ପକାଇଥୁଲ, ଖୁସିରେ ଏହାକୁ ଚାହିଁ ରହିଥିଲ ଏବଂ ସେ ମେଡ଼ାଲଟିକୁ ତୁମ ପାଖରେ ରଖୁବାକୁ ମୋତେ କହିଥୁଲ । ତୁମର ମନେ ଅଛି ତୁମ ଜେଜେମା’ ଓ ମୁଁ କ’ଣ ଉତ୍ତର ଦେଇଥୁଲୁ ? ଆମେ ଅବଶ୍ୟ କହିଥିଲୁ ମେଡ଼ାଲଟି ଯେ ପର୍ଯ୍ୟନ୍ତ ମୋ ପାଖରେ ଅଛି ସେ ପର୍ଯ୍ୟନ୍ତ ଏହା ତୁମର । କିନ୍ତୁ ତୁମେ ମୋର ମେଡ଼ାଲଟିକୁ ରଖି ସନ୍ତୁଷ୍ଟ ହେବାର ନୁହେଁ । ତୁମେ ତୁମର ଜୀବନବ୍ୟାପି କରିଥିବା କାର୍ଯ୍ୟ ନିମନ୍ତେ ପୁରସ୍କାର ଅର୍ଜନ କରିବା ତୁମ ପାଇଁ ଏକ ଆହ୍ଵାନ ଥିଲା ।

And in the end, if we are brave enough to love, strong enough to rejoice in another’s happiness and wise enough to know that there is enough to go around for all, then we would have lived our lives to the fullest.

ପରିଶେଷରେ ଆମେ ଯଦି ଭଲପାଇବା ପାଇଁ ଅଧୂକ ସାହସୀ ହେବା, ଅନ୍ୟର ଆନନ୍ଦରେ ଖୁସି ହେବା ପାଇଁ ବଳିଷ୍ଠ ହେବା, ସମସ୍ତଙ୍କ ଚାରିପଟେ ଅନେକ କିଛି ଘଟିବ ବୋଲି ଭଲଭାବେ ଜାଣିବା ପାଇଁ ବିଜ୍ଞ ହେବ । ତା’ହେଲେ ଆମେ ଆମ ଜୀବନକୁ ପୂର୍ଣ୍ଣମାତ୍ରାରେ ଉପଭୋଗ କରିପାରିବା ।

I would like to dedicate these musings to you, Siddharth, and to the millions of other children of your generation in our country, in the hope that upon reading them you will be inspired enough to go bravely out into the world and work tirelessly in your chosen field for the larger good of the country, for the larger good of humanity. Remember, rewards that come to you then are the only true rewards for a life well-spent.

ସିଦ୍ଧାର୍ଥ, ମୁଁ ମୋର ଏହି ଅନୁଚିନ୍ତାକୁ ତୁମକୁ ଏବଂ ତୁମ ପିଢ଼ିର ଆମ ଦେଶରେ ଥିବା ଲକ୍ଷ ଲକ୍ଷ ପିଲାମାନଙ୍କୁ ଉତ୍ସର୍ଗ କରିବା ପାଇଁ ଆଗ୍ରହ ପ୍ରକାଶ କରୁଛି ଏବଂ ଆଶା କରୁଛି ଯେ ସେସବୁ ପଢ଼ି ତୁମେମାନେ ସାହସର ସହିତ ଏହି ଦୁନିଆରେ ଅବତୀର୍ଣ୍ଣ ହୋଇ ସମାଜର ମଙ୍ଗଳ ପାଇଁ ନିରନ୍ତର ଅକ୍ଳାନ୍ତ ପରିଶ୍ରମ କରିବ । ମନେରଖ ସେତେବେଳେ ଯେଉଁ ପୁରସ୍କାର ତୁମ ପାଖକୁ ଆସିବ ତାହା ବାସ୍ତବ ପୁରସ୍କାର । ତୁମେ ମଙ୍ଗଳମୟ ଜୀବନଯାପନ କରିବାପାଇଁ ଏଗୁଡ଼ିକ ଉଦ୍ଦିଷ୍ଟ ।
ହାର୍ଦ୍ଦିକ ସ୍ନେହ ଶ୍ରଦ୍ଧା ସହ|

Notes and Glossary :

Verghese Kurien – I Too Had A Dream Class 8 MCQ

Question 1.
In which year did Dr. Kurien write the letter to his grandson ?
(a) 2005
(b) 2006
(c) 2007
(d) 2008
Answer:
(a) 2005

Question 2.
What did Dr. Kurien view to be the noblest task?
(a) making India free
(b) taking part in the Freedom Movement
(c) working for the poor
(d) building an India of our dreams
Answer:
(d) building an India of our dreams

Question 3.
Which transformation took place within Dr. Kurien ?
(a) pursuing a career in metallurgy
(b) becoming an executive of a large company
(c) being commissioned in the Indian Army
(d) working for a small cooperative of dairy farmers
Answer:
(d) working for a small cooperative of dairy farmers

Question 4.
Who ardently supported Dr. Kurien to work in Anand ?
(a) his father
(b) his mother
(c) his wife
(d) his mentor
Answer:
(c) his wife

Question 5.
How did Dr. Kurien treat his recognition ?
(a) his own
(b) the people of India
(c) the people he was associated with
(d) his parents and family elders
Answer:
(c) the people he was associated with

Question 6.
What, according to Dr. Kurien, is the most important of the values that he adhered to ?
(a) honesty
(b) truthfulness
(c) integrity
(d) non-violence
Answer:
(c) integrity

Question 7.
What will help us understand and cherish what we have rather than what we don’t have?
(a) correlation between circumstances
(b) images of perfection
(c) contributing to the common good
(d) finding life as a privilege
Answer:
(b) images of perfection

Question 8.
How would the young generation win rewards?
(a) by going bravely out into the world
(b) by working tirelessly for the larger good of the country
(c) by working tirelessly for the larger good of humanity
(d) all of these
Answer:
(d) all of these

Verghese Kurien – I Too Had A Dream Class 8 Fill in the Blanks

1. Letters can be re-read with great ………….
Answer: abiding pleasure

2. Dr. Kurien made up his mind to work for a small coorperative of ………….
Answer: dairy farmers

3. Dr. Kurien could have left for ………… to become a highly successful NRI.
Answer: the United States

4. Dr. Kurien has consistently ………… certain values on his life.
Answer: adhered to

5. Life is a ………… and to waste it would be wrong.
Answer: privilege

6. Most of us compare ourselves with someone we think is ………….
Answer: happier

7. Dr Kurien liked to dedicate his ………… to his grand son.
Answer: musings

Verghese Kurien – I Too Had A Dream Class 8 Very Short Question Answer

Question 1.
What is an example of Dr. Kurien’s decision to work in Anand ?
Answer:
Kurien’s decision to work in Anand is an example of sacrificing personal ambition for public service.

Question 2.
What does Dr. Kurien tell his grandson not to waste ?
Answer:
Dr. Kurien tells his grandson not to waste previlege in life.

Question 3.
When did Dr. Kurien start his working life ?
Answer:
Dr. Kurien started his working life after India had got her independence.

Question 4.
Why was there a magnificant ceremony in Delhi ?
Answer:
There was a magnificient ceremony in Delhi where Dr. Kurien was awarded the Padma Vibhushan by the President of India.

Question 5.
How does Dr. Kurien describe happiness ?
Answer:
Dr. Kurien believes real happiness comes from being content with what we have.

Question 6.
Why did Dr. Kurien not have the opportunity to build a career in metallurgy ?
Answer:
Dr. Kurien was trained in metallurgy but his fate brought him to Anand in Gujarat,
where he started working with dairy farmers. So he didn’t have the opportunity to build a successful career in metallurgy.

Question 7.
What qualities did Dr. Kurien inherit ?
Answer:
Dr. Kurien inherited qualities such as honesty, humility, integrity and great responsibility. Those qualities shaped him and thereby became the foundation of his career.

Question 8.
How does Dr. Kurien describe the importance of writing skill ?
Answer:
Dr. Kurien thinks that writing letters hold a long lasting value. The letters can be preserved and re-read. They can have deep reflection and connection across generation. He belives writing is a meaningful form of communication and can be a treasure for a long time.

Question 9.
Why does Dr. Kurien say “Life is a privilage” ?
Answer:
Dr. Kurien believes life is a special opportunity that must not be wasted. Each individual should use their talents for good of others. Serving others gives meanig to life but wasting life can’t be the best effort.

Question 10.
Why is Dr. Kurien called the milkman of India?
Answer:
Dr. Kurien is called the milk man of India became he empowered millions of farmers by making India the largest milk producer country.

Question 11.
What choice did Dr. Kurien make?
Answer:
Dr. Kurien preferred working with dairy farmers in Anand instead of taking a more comfortable job.

Question 12.
What according to Dr. Kurien is true failure?
Answer:
According to Dr. Kurien true failure is not contributing to the common good.

Question 13.
What does service to the nation’s farmers mean?
Answer:
Service to the nation’s farmers means dedicating oneself to improving the lives of the Indian dairy farmers by working with coopératives and supporting rural growth.

Question 14.
What does Dr. Kurien want the next generation to value ?
Answer:
Dr. Kurien wants the next generation to value integrity and responsibility.

Question 15.
What does Dr. Kurien advise his grandson about rewards.
Answer:
Dr. Kurien advises his grandson not to be satisfied with inheriting rewards. He tells him to work hard in order to earn recognition through personal contribution.

Verghese Kurien – I Too Had A Dream Class 8 Short Question Answer

Question 1.
Do you agree with Dr. Kurien that life is a unique gift?
Answer:
I agree with Dr. Kurien. Life is a unique gift and it shouldn’t be wasted. Life offers oppertunities to learn, grow and leave a positive mark. We must use our lifetime to work hard, help others and do good things that can make our life meaningful.

Question 2.
What does Dr. Kurien say about success in life?
Answer:
Dr. Kurien believes that success in life comes from selfless service. He demonstrates that helping others can bring positive charges in the society and inspire future generations.

Question 3.
What event does Dr. Kurien refer in his letter to his grandson ?
Answer:
Dr. Kurien refers to the event when he was honoured with the Padma Vibushan India’s second highest vivilian award in recognition of his major contributions to the white revolution and to the development of India’s dairy industry and rural development.

Question 4.
Why did Dr. Kurien decide to serve the dairy farmers ?
Answer:
Dr. Kürein’s decision to join the cooperative is Anand transformed up live completely. He close to stay and serve the dairy farmers of India. Although he had other career options, this decision led to the white revolution in India and improved the lives of farmers which gave him a meaningful purpose and national recognition.

Question 5.
What did Dr. Kurien’s choice to work in Anand reflects ?
Answer:
Dr. Kurien’s choice to work in Anand reflects his commitment, sense of redponsibities and empathy for farmers. He gave up being a government employee and decided to serve the rural community which reflects his strong values like honesty and dedication towards the nation.

Question 6.
Why did Dr. Kurien write a letter to his grandfather?
Answer:
Dr. Kurien wrote a letter to his grandson to share the wisdom of his life experiment and inspire his younger generation. He wanted to teach important lessons to live a meaningful life based on purpose, hardwork and importance of making choices.

Question 7.
What feelings did Siddharth have on the day when his grandfather was awarded the Padma Vibhushan?
Answer:
Siddharth had a lot of jouous feelings on th day when his grandfather was awarded with the Padma Vibhushan. With great pride he hung the medal around his neck and wished to keep it with him.

Question 8.
What was Dr. Kurien’s idea about building a flousished India?
Answer:
Regarding building a flourished India, Dr, Kurien had the idea that people of India would hold their heads high in freedom, They would also be free from hunger and poverty. They should also live with equal respect and love for one another. In the end our country would be one among the developed countries of the world.

Question 9.
What does Dr. Kurien view about his own contributions towards the progress of our country?
Answer:
Dr. Kurien contributed immensely to the extensive increase in the milk production of India. Despite this honour, he humbly said that the recognition he had received was not only for his contributions towards the progress of the country. Rather he said that the contributions, were the achievement of many people he associated with.

For effective revision, students can use BSE Odisha Class 8 English Solutions Chapter 5 Somebody’s Mother Question Answer to practice textbook exercises.

Class 8 English Somebody’s Mother Question Answer

Class 8 English Chapter 5 Question Answer Odia Medium

Let us do these activities before we read.
(ଏହି କାର୍ଯ୍ୟଗୁଡ଼ିକ ପଢ଼ିବା ପୂର୍ବରୁ କରିବା ।

I. Recall a time you helped someone. Write two words describing :
(ସ୍ମରଣ କର ଗୋଟିଏ ସମୟ, ତୁମେ କାହାରିକୁ ସାହାଯ୍ୟ କରିଥିଲ । ବର୍ଣ୍ଣନା କରି ଦୁଇଟି ଶବ୍ଦ ଲେଖ ।)
Answer:
Once I helped an old woman carry her heavy bag.

Question 1.
What were your feeling after you did so?
(ତୁମେ ସେହି କାର୍ଯ୍ୟ କଲାପରେ ତୁମର ଅନୁଭୂତି କ’ଣ ହୋଇଥିଲା ?)
Answer:
After I had helped her I felt happy and proud.

Question 2.
What might have been the feelings of the person whom you helped?
(ତୁମେ ଯାହାକୁ ସାହାଯ୍ୟ କଲ ତାଙ୍କର ଅନୁଭୂତି କ’ଣ ହୋଇଥାଇପାରେ ?)
Answer:
The feelings of the person whom I helped might have been relieved and grateful.

II. Work in pairs. Read the words given below. Circle the words you would associate with an elderly person and underline the words you would associate with a school student. Share the reasons for your choices with your classmates and teacher.
(ଦୁଇଜଣିଆ ଦଳରେ କାର୍ଯ୍ୟ କର । ନିମ୍ନ ପ୍ରଦତ୍ତ ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ । ଯେଉଁ ଶବ୍ଦଗୁଡ଼ିକୁ ତୁମେ ବୟସ୍କ ବ୍ୟକ୍ତିଙ୍କ ସମ୍ବନ୍ଧିତ କରିବ ତା’ ତାରିପଟେ ଗୋଲ ବୁଲାଅ ଏବଂ ସ୍କୁଲ ପିଲା ସହିତ ସମ୍ବନ୍ଧିତ ଶବ୍ଦଗୁଡ଼ିକୁ ରେଖାଙ୍କିତ କର । ତୁମ ପସନ୍ଦର କାରଣ ତୁମ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)
(Questions with Answer)

III. Read the lines (ଧାଡ଼ିଗୁଡ଼ିକୁ ପଢ଼)

The woman was old and ragged and grey
And bent with the chill of the Winter’s day.

Select the suitable meaning of ‘ragged’ as used in these lines. There are other four meanings given below. Discuss with your classmates and teacher.
(ଏହି ଧାଡ଼ିରେ ବ୍ୟବହୃତ ‘ragged’ ର ଉପଯୁକ୍ତ ଅର୍ଥ ବାଛ । ନିମ୍ନରେ ଅନ୍ୟ ଚାରୋଟି ଅର୍ଥ ଦିଆଯାଇଛି । ତୁମର ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହିତ ଆଲୋଚନା କର ।)

1. (of clothes) old and torn; synonym: shabby

• a ragged jacket

2. Having an outline, an edge, or a surface that is not straight or even

• a ragged coastline

3. Not smooth or regular; not showing control or careful preparation.

• I could hear the sound of his ragged breathing.
• Their performance was still very ragged.

4. (Informal) very tired, especially after physical effort.

• The elderly man was ragged after climbing the stairs.

Answer:
The suitable meaning of ‘ragged’ as used in the lines is
1. (of clothes) old and torn; synonym: shabby

• a ragged jacket

Let us discuss (ଆସ ଆଲୋଚନା କରିବା)

I. Arrange the events of the poem in the correct order of sequence. Share your answers with your classmates and teacher.
(କବିତାରେ ଘଟଣା ପ୍ରବାହକୁ କ୍ରମ ଅନୁସାରେ ସଜାଅ । ତୁମ ଉତ୍ତରକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)

1. The boy returned to his friends, feeling proud of what he had done.
2. The old woman stood alone at the crossing, hesitant to move.
3. A group of schoolboys passed by, playing, and laughing.
4. The boy offered to help the old woman cross the street.
5. The woman prayed for the boy who helped her.
6. The children hurried past the old woman without offering help.
7. The woman placed her hand on the boy’s arm, and he guided her safely across the street.
8. The boy thought about his own mother and hoped someone would help her one day.
Answer:
Correct Order:
2. The old woman stood alone at the crossing, hesitant to move.
3. A group of schoolboys passed by, playing, and laughing.
6. The children hurried past the old woman without offering help.
4. The boy offered to help the old woman cross the street.
7. The woman placed her hand on the boy’s arm, and he guided her safely across the street.
1. The boy returned to his friends, feeling proud of what he had done.
8. The boy thought about his own mother and hoped someone would help her one day.
5. The woman prayed for the boy who helped her.

II. Fill in the blanks by choosing the correct answer from the options given in the brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରେ ପ୍ରଦତ୍ତ ବିକଳ୍ପଗୁଡ଼ିକ ମଧ୍ୟରୁ ସଠିକ୍ ଉତ୍ତର ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

1. The central theme of the poem is …………. (kindness and empathy/ adventure and courage)
Answer: kindness and empathy

2. The tone of the poem is …………. (humorous and playful/sympathetic and hopeful)
Answer: sympathetic and hopeful

3. The poem is written in couplets with lines in each stanza …………. (four/two)
Answer: sympathetic and hopeful

4. The structure of the poem gives a rhythmic flow that reflects both the …………. (narrative and emotions/story’s pace and message)
Answer: narrative and emotions

5. The poem follows a rhyme scheme of …………. (AABB/ABAB)
Answer: AABB

III. Pick examples from the poem for the following poetic devices.
(ନିମ୍ନରେ ଥିବା poetic devices ପାଇଁ କବିତାରୁ ଉଦାହରଣ ବାଛ ।)

1. Simile – Came the boys like a flock of sheep.
2. Alliteration – Her aged hand on his strong young arm.
3. Repetition – So week, so tired.

IV. Complete the following sentences appropriately explaining the imagery
(Imanary କୁ ବ୍ୟାଖ୍ୟା କରି ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକୁ ଉପଯୁକ୍ତ ଭାବେ ପୂରଣ କର ।)

Question 1.
The poem uses imagery to describe scenes of a bustling steet. We know this by the phrase …………..
Answer:
‘Amid the throng of human beings who passed her by’

Question 2.
The line “The street was wet with a recent snow’ suggests a cold and _______ weather, emphasising the woman’s helplessness.
Answer:
slippery

V. Complete the following sentence with a suitable reason.
(ଉପଯୁକ୍ତ କାରଣ ସହିତ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
The poet repeats the phrase Somebody’s mother because it………….
Answer:
emphasises the idea that every mother deserves care, kindness and respect.

VI. Complete the analogy:

The old woman: vulnerable and neglected:: The young boy: ……………
Answer:
strong and compassionate

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

I. Read the given extracts and answer the questions that follow.
(ପ୍ରଦତ୍ତ ଉଦ୍ଧୃତାଂଶଟିକୁ ପଢ଼ ଓ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. The woman was old and ragged and grey
And bent with the chill of the Winter’s day.
The street was wet with a recent snow
And the woman’s feet were aged and slow.
What does the phrase ‘ragged and grey’ refer to?
(‘ragged and grey’ ର ବାକ୍ୟାଶଟି କ’ଣ ସୂଚାଉଛି ?)

A. The woman’s emotional state that day.
B. The woman’s old and worn-out appearance.
C. The weather conditions of the particular day.
D. The colour of the street and the surroundings.
Answer:
B. The woman’s old and worn-out appearance.

(ii) Complete the following sentence with a suitable reason:
(ଉପଯୁକ୍ତ କାରଣ ସହ ନିମ୍ନଲିଖତ ବାକ୍ୟଟିକୁ ପୂରଣ କର ।)
The woman was ‘bent’ with the chill of the Winter’s day because she was
Answer:
weak due to old age and the cold weather.

(iii) Identify the fact and opinion from the following sentences:
(ନିମ୍ନଲିଖୂତ ବାକ୍ୟଗୁଡ଼ିକରୁ fact ଏବଂ opinion ଚିହ୍ନଟ କର ।)
A. The street was wet with recent snow……………
Answer: Fact

B. The woman was too weak to cross the street on her own.
Answer: opinion

(iv) Why do you think the woman’s feet were described as ‘aged and slow’ ?
(ତୁମେ କାହିଁକି ଭାବୁଛ ଯେ ମହିଳା ଜଣଙ୍କର ପାଦକୁ ‘aged and slow’ ବର୍ଣ୍ଣନା କରାଯାଇଛି ?)
Answer:
The woman’s feet were described as ‘aged and slow’ because she was old and physically weak. It was difficult for her to walk quickly in the cold wealth and in the slippery snow covered street.

2. He guided the trembling feet along,
Proud that his own were firm and strong.
Then back again to his friends he went,
His young heart happy and well content.

(i) What does the contrast between the ‘trembling feet’ of the old woman and the ‘firm and strong’ feet of the boy emphasise ?
(ବାଳକଟିର ଦୃଢ଼ ଏବଂ ବଳିଷ୍ଠ ପାଦର ପାର୍ଥକ୍ୟରେ କି ଗୁରୁତ୍ଵ ରହିଛି ?)
Answer:
The contrast between the ‘trembling feet of the old woman and the firm and strong feet of the boy emphasises the differences between the weakness of old age and the strength of the youth.

(ii) Fill in the blank given below by selecting the correct option from the brackets.
(ବନ୍ଧନୀ ମଧ୍ୟରୁ ଠିକ୍ ବିକଳ୍ପ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
The poem tells us that the boy was ‘proud’ that his feet were strong.
This tells us that the boy was…………..
(arrogant about being strong/grateful for his ability to help)
Answer:
grateful for his ability to help

(iii) What is the boy most likely to tell his friends on getting back?
(ବାଳକଟି ଫେରିଗଲା ପରେ ତା’ର ସାଙ୍ଗମାନଙ୍କୁ କ’ଣ କହିଛି ?)
A. I’m so glad I could help her.
C. I’m surprised she forgot to thank me.
Answer:
A. I’m so glad I could help her.

(iv) Rectify the false sentence given below.
(ନିମ୍ନ ପ୍ରଦତ୍ତ ଭୁଲ୍ ବାକ୍ୟକୁ ଠିକ୍ କର ।)
B. I’m worried about her safety.
D. I’m thankful for all your support.
The young boy’s actions were driven by a logical decision.
Answer:
The young boy’s actions were driven by empathy and kindness.

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

Question 1.
What might be the old woman’s fears as she waited for a long time at the crossing?
(ବୁଢ଼ୀ ଲୋକଟିର କ’ଣ ଆଶଙ୍କା ହୋଇଥିଲା ଯେ ସେ ରାସ୍ତା ପାରିହେବା ପାଇଁ ଛକ ସ୍ଥାନରେ ଦୀର୍ଘ ସମୟ ଧରି ଅପେକ୍ଷା କରିଥିଲା ?)
Answer:
The old woman waited for a long time at the crossing because she might be afraid of falling on the slippery road or getting hit by carriages or horses feet.

Question 2.
How does the poet show the helplessness of the old woman? Support your answer with evidence from the poem.
(କବି ବୁଢ଼ୀ ଲୋକଟିର ଅସହାୟତାକୁ କିପରି ବର୍ଣ୍ଣନା କରିଛନ୍ତି ? ତୁମର ଉତ୍ତର ସମର୍ଥନରେ କବିତାର ପ୍ରମାଣ ଦିଅ ।)
Answer:
The poet shows the helplessness of the old woman by describing her as old and, aged, grey and bent with the chill of the winter day and the words timid, meek

Question 3.
and afraid to stir standing and uncared for reflect her fear and loneliness. Why does the boy decide to help the old woman? What does this tell us about him ?
(ବାଳକଟି ବୁଢ଼ୀ ଲୋକଟିକୁ ସାହାଯ୍ୟ କରିବାକୁ ନିଷ୍ପତ୍ତି ନେଲା କାହିଁକି ? ଏହା ତା’ ବିଷୟରେ କ’ଣ କହୁଛି ?)
Answer:
The boy decides to help the old woman because he is strong, kind-hearted and empathetic and judicious. It shows that he values others needs and acts accordingly.

Question 4.
How was the boy’s approach towards the old woman different from that of the other boys in the group ?
(ବାଳକଟିର ବୁଢ଼ୀଲୋକଟି ପ୍ରତି ଦୃଷ୍ଟିଭଙ୍ଗୀ ଅନ୍ୟ ବାଳକମାନଙ୍କଠାରୁ ଭିନ୍ନ କିପରି ?)
Answer:
The boy’s approach towards the old woman was different from that of the other boys in the group because the other boys ignored the presence of the old woman. They were indiffferent and careless to offer help. The boy noticed her difficulty and offered to help her cross the street. This action of the boy show that he was considerate and compassionate.

Question 5.
Justify the appropriateness of the title of the poem.
Answer:
The title of the poem ‘Somebody’s Mother’ suggests that, every elderly woman is the mother of someone like ours. It reminds the readers that every woman is loved and valued by someone. It also highlights the fact that every mother deserves our respect and care.

Question 6.
What does the poem suggest about the role of empathy and humanity in society ?
(କବିତାଟି ସମାଜରେ ସହାନୁଭୂତି ଓ ମାନବିକତା ବିଷୟରେ କ’ଣ ପରାମର୍ଶ ଦେଇଛି ?)
Answer:
The poem suggests that empathy and humanity are essential qualities of a human being. A small act of kindness reflects the best of human nature and can have a deep and lasting impact.

Let us Learn:

I. The grid given below has the antonyms of the words from the text. Locate these words in the grid horizontally, vertically, and diagonally. One example has been done for you. You may refer to a dictionary.
(ନିମ୍ନ ପ୍ରଦତ୍ତ ଗ୍ରିଡ୍‌ରେ ପାଠ୍ୟ ବିଷୟରେ କେତେକ ଶବ୍ଦର ବିପରୀତ ଶବ୍ଦ ଅଛି । ଏହି ଶବ୍ଦଗୁଡ଼ିକୁ ଗ୍ରୀଡ଼ରେ ଧାଡ଼ିରେ, ସ୍ତମ୍ଭରେ, କୌଣିକ ଭାବେ ଦର୍ଶାଅ । ଗୋଟିଏ ତୁମ ପାଇଁ କରି ଦିଆଯାଇଛି । ତୁମେ ଏକ ଶବ୍ଦକୋଷ ଅନୁସରଣ କରିପାର ।) (Questions with Answer)

Answer:

II. Match the words from the text given in Column 1 with the underlined phrases in Column 2.
(ସ୍ତମ୍ଭ ‘୧’ ରେ ଥିବା ପାଠ୍ୟ ବିଷୟର ଶବ୍ଦଗୁଡ଼ିକୁ ସ୍ତମ୍ଭ ‘୨’ ରେ ଥ‌ିବା ରେଖାଙ୍କିତ ବାକ୍ୟାଶ ସହ ମିଳାଅ ।)

Answer:

	Column 1	Column 2
1.	hastened	(iii) The students worked quickly to complete the project and submit it on time.
2.	heeded	(vi) The stranded people were brought to safety because they paid attention to our advice.
3.	stir	(i) The mother heard the baby move slightly in the cradle at night.
4.	lend	(ii) It is our duty to give support to the poor.
5.	piled	(iv) All the boxes were kept in a heap in one place.
6.	offered	(v) They came forward to help us when we were in need.

III. In the poem, the poet uses the idiom ‘lend a hand’ which means ‘help somebody’. Some more idioms using ‘hand’ are given in Column 1. Match these idioms with their meanings in Column 2. You may refer to a dictionary.
(କବିତାରେ କବି ହାତ ବଢ଼ାଇବା (lend a hand) ରୂଢ଼ି ବ୍ୟବହାର କରିଛନ୍ତି ଯାହାର ଅର୍ଥ ଜଣକୁ ସାହାଯ୍ୟ କରିବା (help somebody । କେତେକ ରୂଢ଼ି ସ୍ତମ୍ଭ ‘୧’ ରେ ‘hand’ ବ୍ୟବହାର କରି ଦିଆଯାଇଛି । ଏହି ରୂଢ଼ିଗୁଡ଼ିକୁ ସ୍ତମ୍ଭ ‘୨’ରେ ଥିବା ତା’ର ଅର୍ଥ ସହ ମିଳାଅ ।)

Answer:

Column 1	Column 2
1. get out of hand	(iv) become difficult to control
2. try your hand at something or	(i) do something new
3. give somebody a free hand	(vi) allow somebody to do something with full freedom
4. give somebody a big hand	(ii) applaud somebody
5. work hand in hand	(iii) work together
6. have your hands full	(v) be very busy

IV. Complete the following analogy by filling in the blanks with the correct words from the poem.
(ନିମ୍ନଲିଖତ ତୁଳନାକୁ କବିତାରୁ ଠିକ୍ ଶବ୍ଦ ବ୍ୟବହାର କରି ତୁଳନା କର ।)

1. ______: winter :: heat : summer
2. hurt: ______ :: old: aged
3. whispered: shouted:: humble: ______
4. eyes : ______ :: legs : walk
5. having a lot money: wealthy:: densely packed people:______
Answer:
1. chill
2. harm
3. proud
4. glance
5. throng

Let us listen (ଆସ ଶୁଣିବା) :

You will listen to a woman read the special broadcast of the news. As you listen, arrange the pictures in the correct sequence of the events that took place.
(Transcript for teacher on page 99) (ତୁମେ ଜଣେ ସ୍ତ୍ରୀଲୋକ ସ୍ଵତନ୍ତ୍ର ସମ୍ବାଦ ପଢ଼ୁଥିବାର ଶୁଣ । ଶୁଣିବା ସମୟରେ ଛବିଗୁଡ଼ିକୁ ଘଟଣା ଘଟିଥିବା କ୍ରମ ଅନୁସାରେ ସଜାଅ । (ଶିକ୍ଷକଙ୍କ ପାଇଁ Transcript ପୃଷ୍ଠା ୯୯ ରେ ଅଛି ।)

Answer:
Arrangement of pictures:
The correct sequence of low events in the pictures are:
3→6 → 1→5 → 2 → 4

II. You will once again listen to the special broadcast of the news. As you listen, complete the following sentences with one to three exact words.
(ତୁମେ ଆଉଥରେ ସମ୍ବାଦ ପ୍ରଚାର ଶୁଣ । ଶୁଣିବାବେଳେ ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକୁ ଗୋଟିଏରୁ ତିନୋଟି ଅବିକଳ ଶବ୍ଦ ବ୍ୟବହାର କରି ପୂରଣ କର ।)

1. The woman was having a difficult time staying a float due to the ……..
Answer: strong currents

2. Rohan leapt into the river to save the woman without any ……..
Answer: hesitation

3. Rohan’s act of bravery was witnessed by ……..
Answer: onlookers

4. Rohan was honoured at the Vigyan Bhawan for his incredible courage and ……..
Answer: selfless act

5. Rohan proved that when it comes to saving lives, age is ……..
Answer: no barrier

Let us speak (ଆସ କହିବା):

Read aloud the list of words from the poem that end in ‘-ed’. As you read, focus on the final sound of each word and place them in the appropriate columns. One example has been done for you.
(କବିତାରୁ ‘–ed’ ରେ ଶେଷ ହୋଇଥିବା ତାଲିକାଭୁକ୍ତ ଶବ୍ଦଗୁଡ଼ିକୁ ଉଚ୍ଚ ସ୍ୱରରେ ପଢ଼ । ପଢ଼ିବା ସମୟରେ ପଦଗୁଡ଼ିକ ଶେଷ ଉଚ୍ଚାରଣରେ ଧ୍ୟାନକେନ୍ଦ୍ରିତ କର ଏବଂ ସେଗୁଡ଼ିକ ଉକଯୁକ୍ତ ସ୍ତମ୍ଭରେ ସ୍ଥାନିତ କର । ତୁମ ପାଇଁ ଗୋଟିଏ ଉଦାହରଣ କରି ଦିଆଯାଇଛି ।)

Note: Adjectives that come before a noun and end with ‘-ed’ have /id/as the final sound.
Answer:

II. Work in pairs. Narrate an incident where you helped someone in the past. Take turns to speak and use the cue cards given below.
(ଦୁଇଜଣିଆ ଦଳରେ କାମ କର । ଏକ ଘଟଣା ବର୍ଣ୍ଣନା କର, ଯେଉଁଥରେ ତୁମେ ଅତୀତରେ କାହାକୁ ସାହାଯ୍ୟ କରିଥିଲେ । ପାଳି ଅନୁସାରେ କୁହ ଏବଂ ନିମ୍ନ ପ୍ରଦତ୍ତ ସୂଚନାକୁ ବ୍ୟବହାର କର ।)

At school: One day my best friend was confused about a poem during the lunch break. He looked worried because he had to appear test. I knew the poem very well. I wanted to help him. I sat with him and explained the poem, At that moment I understood teaching could make my knowledge stronger.

Incident: Helping an elderly person carrying bags I went to the Krushak Bazzar last Sunday. The day began like any other, but I still remember seeing an oldman struggling to carry two heavy bags full of vegetables and at that time I realised that he needed help. Soon I requested him to carry one of the bags for him. He smiled and thanked me, The next I was deligated to see that such a small act brought comfort to him, A wave of relief washed over me as he said.” “May god bless you!” In the end I realized (uns îm) that helping a person makes the world a pleasant place. This memory reminds me to be kind and helpful to others.

Let us write (ଚାଲ ଲେଖୁବା)

I. Write a diary entry of a day you helped someone in need.
(ତୁମେ ସାହାଯ୍ୟ ଆବଶ୍ୟକ କରୁଥିବା ବ୍ୟକ୍ତିକୁ ସାହାଯ୍ୟ କରିଥିବା ଦିନର ଦିନଲିପି ଲେଖ ।)
Remember to include the following points while writing it.
(ଏହି ଲେଖୁବା ସମୟରେ ନିମ୍ନଲିଖତ ବିନ୍ଦୁଗୁଡ଼ିକୁ ଅନ୍ତର୍ଭୁକ୍ତ କରିବାକୁ ମନେରଖ)

✓ Start with a sentence describing the day.
✓ Mention whom you helped.
✓ Explain the situation in which the other person needed help.
✓ Add the place and time of the day when the situation arose.
✓ Describe how you helped the other person.
✓ Describe the reaction of the person you helped.
✓ Mention how you felt during and after helping the person.
✓ Conclude by mentioning why you would do something like this again.
You may begin like this:
26 April 2025, Saturday    8:00 p.m.
Dear Diary,
Today, I feel was a special day…
Answer:
26 April 2025      8.00 p.m.
Saturday
Dear Diary,
Today I feel it was a special day for me. I helped an elderly man carry a heavy shopping bag. He seemed to be in need of some help. I approached him and assisted him. I felt happy and proud of myself. The man was very grateful and thanked me with big smile. I learned that helping others makes the world a better place to live in. I get a chance. Today reminded me that we must lend a helping hand when someone needs it.
Good night.

Let us explore (ଆସ ଅନ୍ଵେଷଣ କରିବା) :

I. Did you know that even Earth has been referred to as mother in the ancient scriptures of India? In section 12.1.12 of Prithvi-Sk kta (hymn-to the-earth) of Atharva Veda, Earth is referred to as mother and us as her children by stating:
(ତୁମେ ଜାଣକି ଭାରତର ପ୍ରାଚୀନ ଧର୍ମଗ୍ରନ୍ଥର ପୃଥ‌ିବୀକୁ ମାତା ରୂପେ ବର୍ଣ୍ଣନା କରାଯାଇଛି । ଅଥର୍ବ ବେଦର ପୃଥ୍ବୀ—ସୂକ୍ତ ୧୨.୧.୧୭ ରେ ପୃଥ‌ିବୀକୁ ମାତା ଆମକୁ ତାର ସନ୍ତାନ ରୂପେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ।) माता भूमि: पुत्रोऽहं पृथिव्याः
It can be transmitted as ‘Earth is my mother and I am her child.”
Answer:
The ‘Earth is my mother and I am her child’ the line reflects how deeply our ancestors worshipped nature and treated it as a mother. The verse tells us to respect and protect the nature just like a child could care for his/her mother.

II. Work in groups of four. Find out the names of countries that refer to their country as ‘motherland’ and a few others as ‘fatherland’. Share your findings with your classmates and teacher.
(ଚାରିଜଣିଆ ଦଳରେ କାମ,କର । ସେହି ଦେଶଗୁଡ଼ିକର ନାମ ନିରୂପଣ କର ଯେଉଁ ଦେଶର ଅଧିବାସୀମାନେ ସେମାନଙ୍କ ଦେଶକୁ ମାତୃଭୂମି କହନ୍ତି, ଆଉ କେତେକ ଦେଶରେ ପିତୃଭୂମି କହନ୍ତି । ତୁମ ଉତ୍ତରକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)
Answer:

Motherland	Fatherland
1. India: often reffered to Bharatmata	1. Germany: Vaterland
2. Russia: call ‘Rodina mat’	2. Netherlands: Vaderland
3. Philippines: call Inang Bayan	3. Denmark: Fadreland
4. Srilanka: call as Mother Lanka	4. Poland – ojczyzna

Some, nations think of the land as a mother as she nourishes her children. Others think of the country as a father because he offers strength, protection and authority.

III. Read the poem and enjoy.
(କବିତାଟିକୁ ପଢ଼ ଓ ଉପଭୋଗ କର ।)

A Nation’s Strength
Not gold, but only men can make
A people great and strong… Men who for truth and honour’s sake Stand fast and suffer long.
Brave men who work while others sleep,
Who dare while others fly…
They build a nation’s pillars deep
And lift them to the sky. —- Ralph Waldo Emerson

(Note: Here, men refers to both men and women)

IV. Make a gratitude card for your mother/grandmother to thank her for at least five things that she does for you. Also write two things that you would do regularly to help them. Use recycled material to make and decorate the card.
(ତୁମ ମା/ଜେଜେ ମା ତୁମ ପାଇଁ କରିଥିବା ଅନ୍ୟୁନ ପାଞ୍ଚଟି କାର୍ଯ୍ୟ ପାଇଁ ଧନ୍ୟବାଦ ଜଣାଇ ଏକ ଅଭିନନ୍ଦନ ପତ୍ର ତିଆରି କର । ତୁମେ ତାଙ୍କୁ ନିୟମିତ ଭାବେ ସାହାଯ୍ୟ କରିବା ପାଇଁ କରୁଥିବା ଦୁଇଟି କାର୍ଯ୍ୟ ଲେଖ । ପତ୍ରଟିକୁ ତିଆରି କରିବା ଓ ସଜ୍ଜିତ କରିବା ପାଇଁ ପୁନଶ୍ଚକ୍ରଣ ପଦାର୍ଥ ବ୍ୟବହାର କର ।)
Write your own message (ତୁମ ନିଜ ବାର୍ତ୍ତା ଲେଖ ।)
Answer:
Thank you for

• Telling me stories.
• Cooking tasty food for me.
• Looking after me when I am ill
• Making our home a happy place
• Loving me unconditionally
• Helping me with my homework

I will

• Help you clean the room.
• Spend more time with you.
• Care for you when you are sick
• Admire your wisdom and guidance
• Appreciate your efforts

Somebody’s Mother Class 8 Summary

Let us read (ଆସ ପଢ଼ିବା) :

The woman was old and ragged and grey
And bent with the chill of the Winter’s day.
The street was wet with a recent snow
And the woman’s feet were aged and slow.
She stood at the crossing and waited long,
Alone, uncared for, amid the throng
Of human beings who passed her by
Nor heeded the glance of her anxious eyes.
Down the street, with laughter and shout,
Glad in the freedom of “school let out,”
Came the boys like a flock of sheep,
Hailing the snow piled white and deep.
Past the woman so old and grey
Hastened the children on their way.
Nor offered a helping hand to her—
So meek, so timid, afraid to stir
Lest the carriage wheels or the horses’ fe
Should crowd her down in the slippery street.
At last came one of the merry troop,
The gayest laddie of all the group;
He paused beside her and whispered low,
“I’ll help you cross, if you wish to go.”
Her aged hand on his strong young arm
She placed, and so, without hurt or harm,

He guided the trembling feet along,
Proud that his own were firm and strong.
Then back again to his friends he went,
His young heart happy and well content.
‘She’s somebody’s mother, boys, you know,
For all she’s aged and poor and slow”,
“And I hope some fellow will lend a hand
To help my mother, you understand’,
“If ever she’s poor and old and grey,

When her own dear boy is far away.
” And “somebody’s mother” bowed low her head
In her home that night, and the prayer she said
Was “God be kind to the noble boy,
Who is somebody’s son, and pride and joy !” — Mary Dow Brine

ଓଡ଼ିଆ ଅନୁବାଦ : ଏହି କବିତାଟି ଗୋଟିଏ ବୁଢ଼ୀର କାହାଣୀ ପାରି ହେବାପାଇଁ ସେ ଚେଷ୍ଟା କରୁଥିଲା । ବୁଢ଼ୀ କେଶ ଧଳା ହୋଇଯାଇଥିଲା । ଶୀତ ଦିନର ଅସହ୍ୟ ଯୋଗୁ ରାସ୍ତା ଓଦା ଥିଲା ଏବଂ ବୁଢ଼ୀର ବୟସାଧ୍ଵ ସ୍ଥାନରେ ଠିଆ ହୋଇଥିଲେ । ଏକୁଟିଆ ବହୁ ସମୟଧରି ଜନଗହଳି ସ୍ଥାନରେ ଅସହାୟ ହୋଇ ଅପେକ୍ଷା କରିଥିଲା । ଜନଗହଳି ଭିତରୁ କେହିହେଲେ ତାଙ୍କୁ ରାସ୍ତାପାରି କରାଇବାକୁ ଇଚ୍ଛା କରୁ ନଥିଲେ । ତାଙ୍କ । ପାର୍ଶ୍ଵଦେଇ ଯାଉଥ‌ିବା ଲୋକମାନେ ମଧ୍ୟ ତାଙ୍କପ୍ରତି ଦୃଷ୍ଟି ଦେଉ ନଥିଲେ । ରାସ୍ତାର କିଛି ଦୂରରୁ ସ୍କୁଲ ଭିତରୁ ସ୍ଵାଧୀନତାର ଆନନ୍ଦରେ ପିଲାମାନେ ହସୁଥିଲେ ଓ ଚିତ୍କାର କରୁଥିଲେ । ମେଷପଲ ପରି ପିଲାମାନେ ସ୍କୁଲ ଭିତରୁ ବାହାରିଲେ ଓ ଜମା ହୋଇଥିବା ତୁଷାରକୁ ଦେଖ୍ ଖୁସି ମନରେ ତୁଷାରକୁ ଅଭିବାଦନ ଜଣାଇଲେ । ପିଲାମାନେ ବୁଢ଼ୀ ଲୋକଟିର ପାର୍ଶ୍ଵରାସ୍ତା ଦେଇ ସଅଳ ଚାଲିଗଲେ ।

କେହିହେଲେ ସାହାଯ୍ୟର ହାତ ବଢ଼ାଇଲେ ନାହିଁ । ଘୋଡ଼ାଗାଡ଼ିର ଚକ କିମ୍ବା ଘୋଡ଼ାର ଟାପୁରେ ଖସଡ଼ା ରାସ୍ଥାରେ ବୁଢ଼ୀଟି ପଡ଼ିଯିବାର ସମ୍ଭାବନା ଥିଲା । ଶେଷରେ ହସଖୁସିରେ ଆସର ଭିତରୁ ଜଣେ ବାହାରି ଆସିଲା । ସେହି ଦଳରେ ସେ ବହୁତ ଆନନ୍ଦିତ ଥିଲା । ସେ ବୁଢ଼ୀ ପାଖରେ ଅଟକିଗଲା ଓ କହିଲା, ‘‘ଆପଣ ଯଦି ଯିବାପାଇଁ ଇଚ୍ଛୁକ, ମୁଁ ଆପଣଙ୍କୁ ରାସ୍ତା ଅତିକ୍ରମ କରିବାକୁ ସାହାଯ୍ୟ କରିବି ।’’ ବୁଢ଼ୀଟି ତାର ଦୁର୍ବଳ ହାତଟିକୁ ବାଳକର ବାହୁ ଉପରେ ରଖିଲା ଏବଂ କୌଣସି କଷ୍ଟ ହେଲାନାହିଁ । ଥରୁଥୁବା ଗୋଡ଼ରେ ବୁଢ଼ୀଟିକୁ ସେ ରାସ୍ତା ପାର କରାଇଦେଲା । ପିଲାଟି ନିଜର ଶକ୍ତ ଓ ଦୃଢ଼ . ଗୋଡ଼ପାଇଁ ଖୁବ୍ ଖୁସିହେଲା ।

ତା’ ପରେ ସେ ନିଜ ସାଥୀମାନଙ୍କ ପାଖକୁ ଫେରିଆସିଲା । ସେ ତା’ର ହୃଦୟରେ ଆନନ୍ଦ ଓ ସନ୍ତୁଷ୍ଟ ‘ଅନୁଭବ କଲା । ପିଲାଟି ତା’ର ସାଥୀମାନଙ୍କୁ କିହଲା, ‘ହେ ବାଳକମାନେ, ସେ କାହାରି ମାଆ । ସେ ବୃଦ୍ଧା, ଗରିବ ଓ ଧୀର ହୋଇଯାଇଛନ୍ତି । ମୁଁ ଆଶାକରୁଛି କେହି ବ୍ୟକ୍ତି ନିଶ୍ଚୟ ମୋ ମାଆକୁ ଅଟେ । ସେ ଏକ ଥଣ୍ଡା ଦିନରେ ଏକ ବ୍ୟସ୍ତବହୁଳ ରାସ୍ତାକୁ ଲୋକଟି ପୁରୁଣା ବସ୍ତ୍ର ପରିଧାନ କରିଥିଲା ଏବଂ ତାଙ୍କର ଥଣ୍ଡାରେ ସେ ଭାଙ୍ଗିପଡ଼ିଥିଲା । ସଦ୍ୟ ତୁଷାରପାତ ଯୋଗୁ ସେ ମନ୍ଥର ଥିଲା । ସେ ରାସ୍ତା ପାରିହେବା ସାହାଯ୍ୟ କରିବ ଯଦି ସେ ବୁଢ଼ୀ, ଗରିବ ଓ ପାଚିଲା କେଶ ହୋଇଥବ । ଯେତେବେଳେ ତା’ର ପ୍ରିୟ ସନ୍ତାନ ଖୁବ୍ ଦୂରରେ ରହିଥ‌ିବ । ଏହାପରେ ବୁଢୀ ମାଆ ସେହିଦିନ ରାତିରେ ଘରେ ପ୍ରାର୍ଥନା କଲାବେଳେ ମୁଣ୍ଡ ନୁଆଁଇ ପ୍ରଣାମ କଲେ ଓ କହିଲେ, ‘ଭଗବାନ, ଏହି ମହାନ୍ ବାଳକର ମଙ୍ଗଳ କରନ୍ତୁ ।’’

Notes and Glossary :

Somebody’s Mother Class 8 MCQ

Question 1.
Answer the following questions, choosing the correct option from the ones given below each. How was the weather of the day?
(a) rainy and windy
(b) hot and sunny
(c) cold and snowy
(d) warm and pleasant
Answer:
(c) cold and snowy

Question 2.
Where did the woman wait?
(a) at the crossing
(b) at the gate
(c) beside the road
(d) in the middle of the road
Answer:
(a) at the crossing

Question 3.
What does ‘amid the throng’ refer to?
(a) vehicles
(b) horses
(c) soldiers
(d) human beings
Answer:
(d) human beings

Question 4.
What is described as ‘white and deep’?
(a) the road
(b) the snow
(c) the winter weather
(d) the street crossing
Answer:
(b) the snow

Question 5.
The old woman was afraid of being run over by …………. (Fill in the blank.)
(a) the carriage wheels
(b) the horses’ feet
(c) both of these
(d) neither of these
Answer:
(c) both of these

Question 6.
What was the boy proud of?
(a) his strong young arm
(b) his firm and strong feet
(c) his low whispering
(d) his gayest mood
Answer:
(b) his firm and strong feet

Somebody’s Mother Class 8 Fill in the Blanks

1. The recent snow made the street ………….
Answer: wet

2. The ………… were aged and slow.
Answer: the old woman’s feet

3. The schoolboys came along the road with ………….
Answer: laughter and shout

4. The ………… was very meek and timid.
Answer: old woman

5. The group of schoolboys is described as a merry ………….
Answer: troop

6. After helping the old woman, the young boy’s heart was happy and ………….
Answer: well contented

Somebody’s Mother Class 8 Very Short Question Answer

Question 1.
What was the old woman, like?
(ବୁଢ଼ୀଲୋକଟି କିପରି ଥୁଲା ?)
Answer:
The old woman was weak, ragged and grey.

Question 2.
Where was the old woman standing?
(ବୁଢ଼ୀଲୋକଟି କେଉଁଠାରେ ଛିଡ଼ା ହୋଇଥିଲା ?)
Answer:
The old woman was standing at the street crossing.

Question 3.
What made the old woman hesitant to cross the street?
(କେଉଁଥିପାଇଁ ବୁଢ଼ୀଲୋକଟି ଛକ ରାସ୍ତା ପାରି ହେବାପାଇଁ ବିଧାବୋଧ କରୁଥିଲା ?)
Answer:
Her slow steps, fear of carriages and horses and the slippery road made her hesitate to cross the street.

Question 4.
What was the condition of the street?
(ରାସ୍ତାର ଅବସ୍ଥା କିପରି ଥୁଲା?)
Answer:
The street was wet and slippery due to recent snowfall. The carriages and horses were seen moving about.

Question 5.
How did the people in the street behave the old woman?
(ରାସ୍ତାରେ ଲୋକମାନେ ବୁଢୀ ପ୍ରତି କିଭଳି ବ୍ୟବହାର କରିଥିଲେ ?)
Answer:
The people in the street were indifferent to the presence of the old woman.

Question 6.
What were the school boys doing when they passed by the old woman?
(ବୁଢ଼ୀକୁ ଅତିକ୍ରମ କରି ଗଲାବେଳେ ସ୍କୁଲ ପିଲାମାନେ କ’ଣ କରୁଥିଲେ ?)
Answer:
The school boys were very happy after the school. They were shouting and playing with the snow. They ignored the presence of the old woman.

Question 7.
Who helped the old woman cross the street?
(ବୁଢ଼ୀକୁ ରାସ୍ତାପାର କରିବାରେ କିଏ ସାହାଯ୍ୟ କଲା ?)
Answer:
A kind-hearted boy from the group helped the old woman. He is described on the gayest laddie (QI) of the group.

Question 8.
How did the boy speak to the old woman?
(ବାଳକଟି ବୁଢ଼ୀ ସହ କିପରି କଥାହେଲା ?)
Answer:
The boy spoke to the old woman in a low voice politely. He didn’t want the old woman to feel unsafe and frightened.

Question 9.
How did the old woman accept the offer?
(ବୁଢ଼ୀଟି ସାହାଯ୍ୟକୁ କିପରି ଗ୍ରହଣ କଲା ?)
Answer:
The old woman accepted the boy’s offer gladly. She placed her trembling hand on his strong arm of the boy.

Question 10.
What did the boy feel after helping the old woman?
(ବୁଢ଼ୀକୁ ସାହାଯ୍ୟ କଲାପରେ ବାଳକଟି କିପରି ଅନୁଭବ କଲା ?)
Answer:
The boy felt proud and happy. His heart was filled with satisfaction for doing a good deed (ଉତ୍ତମ କାର୍ଯ୍ୟ).

Question 11.
What did the boy tell his friends after helping the old woman?
(ବୁଢ଼ୀକୁ ସାହାଯ୍ୟ କରିସାରିବା ପରେ ବାଳକଟି ତା’ ସାଙ୍ଗମାନଙ୍କୁ କ’ଣ କହିଲା ?)
Answer:
The boy told his friends that the old woman was somebody’s mother. He also told that if his mother would be ever in such a situation, someone should help her.

Somebody’s Mother Class 8 Short Question Answer

Question 1.
What is the message of the poem “Somebody’s Mother”?
Answer:
The poem teaches us to be kind and helpful to the elderly. The poem emphasises that we should help the elderly in need. Helping old people with sympathy and kindness can connect people across the world.

Question 2.
What was the old woman’s prayer at the end of the poem ?
(କବିତାର ଶେଷରେ ବୁଢ଼ୀଟିର ପ୍ରାର୍ଥନା କ’ଣ ଥିଲା ?)
Answer:
The old woman was filled with gratitude and emotion. Her words show that good deeds are always remembered and helping the elderly can bring blessings in return.

Question 3.
Why is the poem titled ‘Somebody’s Mother’ ?
(କବିତାର ଶୀର୍ଷକ ‘Somebody’s Mother ରଖାଯାଇଛି କାହିଁକି ?)
Answer:
The title reminds us that the elderly are not just strangers. The title effectively highlights the act of kindness that has a powerful impact on us. We shouldn’t ignore the elderly in need. It reminds that a small act today will return as blessings in the future.

Question 4.
How does the boy’s action show that – true kindness brings blessings in return?
(ପ୍ରକୃତ ଦୟାଶୀଳତା ପ୍ରତିବଦଳରେ ଆଶୀର୍ବାଦ ମିଳିଥାଏ ଏହା ବାଳକଟିର କାର୍ଯ୍ୟ କିପରି ଏହା ଦର୍ଶାଉଛି ?)
Answer:
The old woman’s prayer at her home is filled with gratitude and emotion. Her words reflect that how deeply good deeds are remembered. The poet says that kindness often returns not in things but it returns through blessings.

Question 5.
Why did the boy whisper his offer to help the old woman?
(ବାଳକଟି ବୁଢ଼ୀଟିକୁ ନିମ୍ନ ସ୍ତରରେ ସାହାଯ୍ୟ ଯାଚିଲା କାହିଁକି ?)
Answer:
The boy whispered his offer to help the old woman because he wanted to show his gentle and respectful approach. He didn’t want to embrass the woman. So he offered help in a low voice instead of saying loudly.

Question 6.
Why is the boy described as ‘the gayest laddie all of the group’?
(ବାଳକଟିକୁ କାହିଁକି ଦଳରେ ସମସ୍ତଙ୍କଠାରୁ ଅଧିକ ଖୁସିଥୁବା ବାଳକଭାବେ ବର୍ଣ୍ଣନା କରାଯାଇଛି ?)
Answer:
The boy is described as ‘the gayest laddie of all the group’ because he is carefree, kind and thoughtful. It tells that goodness can come from happiness.

Question 7.
How do you know that the old woman was afraid to cross the street?
(ତୁମେ କିପରି ଜାଣୁଛ ଯେ ବୁଢ଼ୀଲୋକଟି ରାସ୍ତା ପାର ହେବାପାଇଁ ଭୟ କରୁଥିଲେ ?)
Answer:
The old woman was afraid of slipping on the snowy street. She also saw the carriage wheels, horses feet along the street. Her timid behaviour reflects her fear of crossing the street alone due to her old age and weakness.

Class 8 English Jasmine Question Answer Odia Medium, 8th Class English Book Odia Medium Question Answer Pdf Download, BSE Odisha Guru Class 8 English Book Solutions Odia Medium.

8th Class English Book Odia Medium Question Answer

Class 8 English Question Answer Odia Medium

Jasmine English Book Class 8 Solutions Unit 1 Wit and Wisdom

• Chapter 1 The Wit that Won Hearts Question Answer
• Chapter 2 A Concrete Example Question Answer
• Chapter 3 Wisdom Paves the Way Question Answer

Class 8 English Solutions Odia Medium Unit 2 Values and Dispositions

• Chapter 4 A Tale of Valour: Major Somnath Sharma and the Battle of Badgam Question Answer
• Chapter 5 Somebody’s Mother Question Answer
• Chapter 6 Verghese Kurien – I Too Had A Dream Question Answer

Class 8 English Odia Medium Question Answer Unit 3 Mystery and Magic

• Chapter 7 The Case of the Fifth Word Question Answer
• Chapter 8 The Magic Brush of Dreams Question Answer
• Chapter 9 Spectacular Wonders Question Answer

BSE Odisha Class 8 English Solutions Unit 4 Environment

• Chapter 10 The Cherry Tree Question Answer
• Chapter 11 Harvest Hymn Question Answer
• Chapter 12 Waiting for the Rain Question Answer

BSE Odisha 8th Class English Solutions Unit 5 Science and Curiosity

• Chapter 13 Feathered Friend Question Answer
• Chapter 14 Magnifying Glass Question Answer
• Chapter 15 Bibha Chowdhuri: The Beam of Light that Lit the Path for Women in Indian Science Question Answer

BSE Class 8 English Solutions Stories Past and Present (Old Syllabus)

Part – I

• Lesson 1 Whose Horse Was It?, A Wise King
• Lesson 2 Math-Magic, Six Wise Men

Part – II

• Lesson 1 The Missing Ring, Finding The Thief 
• Lesson 2 The Thief and the Tiger, The Liger on A Tiger 
• Test-I
• Lesson 3 A Wise Grandmother, The Land Without Old Men
• Lesson 4 The Stonecutter, Punarmushika Bhaba
• Lesson 5 Gopi Made Them Fools, The Magic Picture
• Test-II

BSE Odisha 8th Class Text Book Solutions

For effective revision, students can use BSE Odisha Class 8 English Solutions Chapter 3 Wisdom Paves the Way Question Answer to practice textbook exercises.

Class 8 English Wisdom Paves the Way Question Answer

Class 8 English Chapter 3 Question Answer Odia Medium

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

I. Why do we seek advice of the elderly in our family? Share your thoughts with your classmates and teacher.
(ଆମେ ପରିବାରରେ ବୟସ୍କମାନଙ୍କର ଉପଦେଶ କାହିଁକି ନେଇଥାଉ ? ତୁମ ଭାବନାକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)
Answer:
We seek advice of the elderly in our family because they have a lot of wisdom that helps us make better decisions. Their guidance helps us avoid wrong actions and choose the right path.

II. Knowledge is about learning facts and information, while wisdom is about using that knowledge with good judgement.
(ଜ୍ଞାନ ହେଉଛି ତଥ୍ୟ ଓ ସୂଚନା ଅଧ୍ୟୟନ କରିବା, ଯେତେବେଳେ କି ବିଜ୍ଞତା ହେଉଛି ସେହି ଜ୍ଞାନକୁ ଉତ୍ତମ ବିଚାର ସହିତ ପ୍ରୟୋଗ କରିବା ।)
Work in pairs. Read the following situations and classify each one as either ‘knowledge’ or ‘wisdom’. One example has been done for you.
(ଦୁଇ ଜଣିଆ ଦଳରେ କାମ କର । ନିମ୍ନଲିଖୁତ ପରିସ୍ଥିତିଗୁଡ଼ିକୁ ପଢ଼ ଏବଂ ପ୍ରତ୍ୟେକ ‘ଜ୍ଞାନ’ କିମ୍ବା ‘ବିଜ୍ଞତା’ ଭାବେ ଶ୍ରେଣୀଭୁକ୍ତ କର । ତୁମ ପାଇଁ ଗୋଟିଏ ଉଦାହରଣ କରିଦିଆଯାଇଛି ।)

• Riya’s understanding of plant care helped her grow a healthy vegetable garden in her backyard.
• Mr. Kumar values time with family over chasing wealth.
• Karuna’s expertise in computer programming helped her develop a successful app.
• Rohan understood the value of time management and created a timetable to complete his assignments systematically.
• Ramesh chose to forgive his friend for a misunderstanding.
• Ms. Vaijayanthi delivered a lecture on Indian Classical music at the cultural festival.

Answer:

Knowledge	Wisdom
1. Riya’s understanding of plant care helped her grow a healthy vegetable garden in her backyard.	2. Mr. Kurar values time with family over chaing wealth.
3. Karuna’s expertise in computer programming helped her develop a successful app.	4. Rohan uderstood the value of time managnent and created a timetable to complete his assignments systentically.
6. Ms. Vaijayanthi delivered a lecture on Indian Classical music at the cultural festival.	5. Rames chose to forgive his friend for a misuderstanding.

III. Observe the picture carefully. What do you think night have happened? Share your answers with your classmates and teacher.
ଛବିଟିକୁ ପର୍ଯ୍ୟବେକ୍ଷଣ କର । କ’ଣ ଘଟିଥାଇପାରେ ବୋଲି ତୁମେ ଭାବୁଛ ? ତୁମମାନଙ୍କର ଉତ୍ତର ଶ୍ରେଣୀସାଥୀ ଓ ଶିକ୍ଷକଙ୍କ ସହିତ ବିନିମୟ କର ।)

Answer:
It is thought that the man has lost something. It might be an animal and he is not able find it. He approaches a house where sme women are standing outside the house. The man asks them about his animal an wants to know where his animal is. It seems that the three women don’t help the man.

Let us discuss (ต ซ|લ્લાવ્ત્રા ตอิશ)

I. Complete the following sentences with suitable reasons. One example has been done for you. Share your answers with your classmates and teacher.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟଗୁଡ଼ିକୁ ଉପଯୁକ୍ତ କାରଣ ଲେଖୁ ପୂରଣ କର । ତୁମ ପାଇଁ ଗୋଟିଏ ଉଦାହରଣ କରି ଦିଆଯାଇଛି । ତୁମ ଉତ୍ତରକୁ ଶ୍ରେଣୀ ସାଥୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)
(Questions with Answer)

1. Shiv Datt said, “I believe it has been over a week, perhaps even longer,” because it had been a long time since they left the village.
2. Dev Datt said, “Indeed, we ought to be united in this hope. That is why we press on towards Ujjain,” because they all hoped to get employed by the king.
3. Har Datt said, “Look there, friends. A camel has passed this way. The tracks are fresh,” because he had seen the fresh camel tracks on the dusty road.
4. Shiv Datt said, “It appears to be a merchant, running as if pursued by trouble,” because the merchant was running fast and seemed worried.
5. The merchant said, “How could you possibly know that? The poor creature has been unwell for two weeks now. Surely you are a healer!” because Devdatt correctly observed that camel had stomach pain.
6. Dev Datt said, “You are free to do as you wish, sir. If the King desires our presence, we shall be waiting under that banyan tree yonder,” because Devdatt had nothing to fear and was ready to face the king. He had faith that justice must be given in the king’s court.

Curtain
Let us discuss

Arrange the following events in order of their occurrence from Scene II, of the play. One example has been done for you. Share your answers with your classmates and teacher.
(ଦୃଶ୍ୟ ରେ ଥିବା ନିମ୍ନଲିଖତ ଘଟଣାବଳୀକୁ ସେଗୁଡ଼ିକର ଘଟିଥିବା କ୍ରମ ଅନୁସାରେ ସଜାଇ ଲେଖ । ଗୋଟିଏ ଉଦାହରଣ ତୁମ ପାଇଁ ଦିଆଯାଇଛି । ତୁମ ଉତ୍ତରକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।) (Question with Answer)

1. The King makes the four young men his advisers, impressed by their skills. (8)
2. Ram Datt explains how he infers from the tracks that the camel is lame. (3)
3. The King asks the merchant to clearly state his accusation. (2)
4. The King praises the young men for their observations and dismisses the merchant’s accusation. (7)
5. Shiv Datt reveals that the camel is blind in its right eye as it had only chewed on the leaves on the left side of the road. (4)
6. Dev Datt explains his observation about the camel’s pain and careful movement. (6)
7. Har Datt clarifies how he knew that the camel has a short tail. (5)
8. The merchant accuses the four men of knowing a lot about his missing camel. (1).

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

Read the given extracts and answer the questions that follow.
(ପ୍ରଦତ୍ତ ଉଦ୍ଧୃତାଂଶଟି ପଢ଼ ଏବଂ ପରବର୍ତ୍ତୀ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. DEV DATT: Ten days are but a short span in the grand scheme of things. We may still have many more roads to wander before we find employment befitting all four of us.
RAM DATT: If only we could secure an audience with the King of Ujjain. I am confident he would recognise our talents and appoint us to his service.
SHIV DATT: I share your belief.
DEV DATT: Indeed, we ought to be united in this hope. That is why we press on towards Ujjain.
HAR DATT: (Pausing thoughtfully) Gaining an audience with the King is no simple task. We need to devise a strategy.

(i) Identify the false statement from the two given below and rectify it.
(ତଳେ ଦିଆଯାଇଥବା ଦୁଇଟିରୁ ଭୁଲ୍ ଭକ୍ତି ଚିହ୍ନଟ କର ଏବଂ ଏହାକୁ ସଂଶୋଧନ କର ।)
A. Dev Datt believes that finding employment is an easy task.
B. Ram Datt is confident that the King would recognise their talents.
Answer:
False Statement: A. Dev Datt believes that finding employment is an easy task.
Correction: Dev Datt believes that the journey may still be long and they have many more roads to travel before getting employment be.

(ii) What does Ram Datt’s confidence in gaining the King’s recognition tell us about him ?
(ରାଜାଙ୍କ ସ୍ଵୀକୃତି ଲାଭ କରିବାର ଦୃଢ଼ ବିଶ୍ଵାସ ରାମଦତ୍ତ ବିଷୟରେ କ’ଣ କହୁଛି ?)
Answer:
Ram Datt’s confidence in gaining the King’s recognition tells us that he is confident and optimistic.

(iii) Complete the sentence given below with the correct option from those given.
(ପ୍ରଦତ୍ତ ବିକଳ୍ପମାନଙ୍କ ମଧ୍ୟରୁ ସଠିକ୍ ବିକଳ୍ପ ବାଛି ବାକ୍ୟଟିକୁ ପୂରଣ କର ।)
In the line, “That’s why we press on towards Ujjain’, the phrase `press on’ refers to _____
A. walking with heavy steps
B. moving forward with determination
C. slowing down frequently for rest
D. stopping briefly to save time
Answer:
B. moving forward with determination

(iv) Har Datt says, “We need to devise a strategy.” What can be inferred about Har Datt’s character from his statement?
A. He is doubtful of their abilities and wants to give up.
B. He is eager to rush into the palace without preparation.
C. He is cautious and thoughtful, preferring to plan ahead.
D. He relies on others to make decisions for the group.
Answer:
C. He is cautious and thoughtful, preferring to plan ahead.

2. King: (To the four men) You have demonstrated remarkable intelligence and the ability to see beyond the obvious. Such minds are rare and highly valued in my court. I extend to you the honour of becoming my advisers. Your counsel shall guide my decisions, and your wisdom shall be a beacon for my kingdom. What do you say to my offer?
Ram Datt: (Stepping forward) Your Highness, it is an honour we had not dared to dream of

(i) Select the option that is true for both Assertion (A) and Reason (R).
(ଉଭୟ Assertion (A) ଓ Reason (R) ପାଇଁ ସତ୍ୟ ହୋଇଥିବା ବିକଳ୍ପଟି ଚୟନ କର ।)
(A): The Merchant left the court feeling humbled and ashamed.
(R): The King commanded that the four wise men join his court.
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.
Answer:
A. Both (A) and (R) are true, and (R) is the correct explanation of (A).

(ii) Complete the following sentence by choosing the correct option.
(ଠିକ୍ ବିକଳ୍ପଟିକୁ ବାଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
The line, ‘See beyond the obvious,’ means that the men had the ability to
A. challenge common beliefs with reasoning
B. interpret information in traditional ways
C. notice details that others might overlook
D. predict what is going to happen in the future
Answer:
C. notice details that others might overlook

(iii) Complete the following sentence with a suitable reason.
(ଉପଯୁକ୍ତ କାରଣ ସହିତ ନିମ୍ନ ବାକ୍ୟଟିକୁ ପୂରଣ କର ।)
Ram Datt described the King’s offer as ‘an honour we had not dared to dream of because
Answer:
he had never imagined such honour from the king.

(iv) How does the King’s offer to the four men reflect his values as a ruler?
(ରାଜାଙ୍କର ଚାରିଜଣ ଲୋକଙ୍କୁ ସୁଯୋଗ ପ୍ରଦାନ ତାଙ୍କର ଜଣେ ଶାସକଭାବେ କିପରି ମୂଲ୍ୟାୟନ କରୁଛି ?)
Answer:
The king’s offer to the four men reflects that he values observation, intelligence and justice.

Answer the following questions.

Question 1.
What does the dusty road leading to Ujjain tell us about the challenges of the young men’s journey ?
(ଉଜୟନୀକୁ ଯାଇଥିବା ଧୂଳିପୂର୍ଣ୍ଣ ରାସ୍ତା ଚାରି ଜଣ ଯୁବକଙ୍କ ଯାତ୍ରାରେ ପ୍ରତିବନ୍ଧକ ବିଷୟରେ ଆମକୁ କ’ଣ କହୁଛି ?)
Answer:
Dusty roads are not easy to travel. It takes a lot of courage and determination to travel on a dusty road. The dusty road leading to Ujjain tells us about the challenges of the young men’s journey. They must have faced many difficulties to cross the road.

Question 2.
Why did the merchant become suspicious of the four men? What does this tell us about him ?
(ବ୍ୟବସାୟୀ ଜଣକ ଚାରିଜଣ ଲୋକଙ୍କୁ କାହିଁକି ସନ୍ଦେହ କଲା ? ଏଥୁରୁ ଆମକୁ ତା’ ବିଷୟରେ କ’ଣ ସୂଚନା ମିଳୁଛି ?)
Answer:
The merchant became suspicious of the four young men because they gave a detailed description about the merchant’s camel without seeing it. He was sure that they had stolen the camel. He was unable to judge the four young men. It tells us that the merchant was impulsive and he came to the conclusion that the young men were thieves.

Question 3.
How do the four young men’s observations about the camel serve as a turning point in the play ?
(ଚାରିଜଣ ଯୁବକଙ୍କର ଓଟ ବିଷୟରେ ପର୍ଯ୍ୟବେକ୍ଷଣ କିପରି କାହାଣୀରେ ମୋଡ଼ ଆଣିଥିଲା ?)
Answer:
The observations of the four young men about the camel served as a turning point in the play, became the youngmen explained the king that they had n’t seen the camel. The king got impressed by their intelligence. The king realized that they were so wise that they could see beyond the things. Finally he offered them to be his advisors. Their intelligence and sharp thinking impressed the king and changed their fate.

Question 4.
Why did the King believe the four young men and not the merchant?
(ରାଜା କାହିଁକି ଚାରିଜଣ ଯୁବକଙ୍କୁ ବିଶ୍ୱାସ କଲେ ଏବଂ ବ୍ୟବସାୟୀଙ୍କୁ ବିଶ୍ଵାସ କଲେ ନାହିଁ ?)
Answer:
The king believed the four young men because they explained how they knew about the camel without seeing it. The king realised that the merchant’s accusation against the young men were false and baseless. Since the merchant had no proof, the king valued wisdom and intelligence of the four young men.

Question 5.
How does the capability of the four young men make them suitable to become advisors ?
(ଚାରିଜଣ ଯୁବକଙ୍କ ସାମର୍ଥ୍ୟ କିପରି ରାଜାଙ୍କ ଉପଦେଷ୍ଟାରେ ପରିଣତ କରିପାରିଥିଲା ?)
Answer:
The four young men’s capability shows that they are clever and full of wisdom. The four young men have the capability to see beyond the things. Their honesty and truthfulness make them good advisors. These are the capability needed in persons who must guide the king.

Question 6.
Why does the merchant feel ashamed for accusing the four young men of stealing his camel? Explain in your own words.
Answer:
The merchant feels ashamed for accusing the four young men of slealing his camel because they explained how they knew the camel’s characteristics without ever seeing it, The merchant understood that his accussations were wrong.

Let us learn (ଆସ ଶିଖୁବା):

I. Complete the sentences by filling in the noun form of the textual words given in the brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରେ ଦିଆଯାଇଥିବା ପାଠ୍ୟ ବିଷୟରେ ଶବ୍ଦଗୁଡ଼ିକର ବିଶେଷ୍ୟ ରୂପ ଲେଖୁ ବାକ୍ୟଗୁଡ଼ିକୁ ପୂରଣ କର ।)

1. Some word games need a lot of thought and ______ (deduce)
Answer: deduction

2. We need to make close of animals in order to understand their behaviour. (observe)
Answer: observation

3. A detailed____ of the documents shows a lot of errors. (scrutinise)
Answer: scrutiny

4. You should not make any false _____ against anyone. (accuse)
Answer: accusation

5. She was given an award in ____ of her contribution to literature. (recognise)
Answer: recognition

II. Match the expressions in Column 1 with their meanings in Column 2.
(ସ୍ତମ୍ଭ ‘1’ ରେ ଥିବା ଉକ୍ତ ସହ ସ୍ତମ୍ଭ ‘2’ରେ ଥ‌ିବା ସେମାନଙ୍କର ଅର୍ଥକୁ ମିଳାଅ ।)

Answer:

Column 1	Column 2
1. with all our hearts 2. to be precise 3. gain an audience with 4. catch his breath 5. erupts in applause 6. grand scheme of things 7. taken aback 8. more than meets the eye	(vi) complete sincerity (iv) exact and accurate (v) meeting or hearing someone (vii) to pause or rest for some time (ii) starts cheering together (viii) overall plan of life in a larger context (i) surprised (iii) hidden information that is not obvious

Now, make sentences using any five of the expressions from Column 1.
(ଏବେ ସ୍ତମ୍ଭ ‘1’ ରୁ ଯେକୌଣସି ପାଞ୍ଚଟି ଉକ୍ତି ବ୍ୟବହାର କରି ବାକ୍ୟ ଗଠନ କର ।)
Answer:
1. with all our hearts: The soldiers fought with the enemies with all their hearts.
2. to be precise: The meeting is at 2 p.m. to 2:15 p.m. to be precise.
3. erupts in applause: When India won the match, the audience erupted in applause.
4. gain an audience with: The minister helped to gain an audience with the chief minister.
5. more than meets the eye: The judge suspected the case more than meets the eye.

III. Match the different meanings of ‘face’ and ‘bear’ with the correct usage in the sentences given in the table below.
(n. stands for the word noun and v. stands for the word verb)
(ନିମ୍ନରେ ପ୍ରଦତ୍ତ ସାରଣୀରେ ‘face’ ଓ ‘bear’ ର ବିଭିନ୍ନ ଅର୍ଥକୁ ଓ ତାହାର ସଠିକ୍ ବ୍ୟବହାର ସହ ମିଳାଅ । n ର ଅର୍ଥ noun ଓ v ର ଅର୍ଥ verb 1)

Answer:

Words	Meanings	Sentence
face	1. (n.) the front part of a person’s head from the forehead to the chin	(iii) She has a round, smiling face.
	2. (v.) to be positioned with the face or front towards	(i) Ravi turned to face his father, when he was called.
	3. (v.) to deal with a difficult task or situation	(iv) We should be ready to face life’s challenges.
	4. (n.) the front or surface of a thing	(ii) The face of the clock was painted red and blue.
bear	1. (v.) tolerate	(iv) I can’t bear the sound of vehicles honking.
	2. (v.) accept	(iii) Riva agreed to bear the responsibilities with confidence.
	3. (n.) a large heavy mammal	(ii) I spotted a bear on a wildlife safari.
	4. (v.) produce; give birth to	(i) The trees that I planted in my garden took a long time to bear fruit

IV. Match the highlighted words in the sentences in Column 1 with the functions they express in Column 2.
(ସ୍ତମ୍ଭ ‘1’ରେ କଳା ଅକ୍ଷରରେ ଲିଷ୍କୃତ ଶବ୍ଦକୁ ସ୍ତମ୍ଭ ‘2’ରେ ଥିବା ତାହାର ଅର୍ଥ ସହିତ ମିଳାଅ ।)

Answer:

Column 1	Column 2
1. I will gladly pay your fee if you can cure it.	(xi) possibility
2. You must have stolen it and sold it off.	(v) logical conclusion
3. You shall come with me to face the King!	(x) command
4. How could you possibly know that?	(iv) challenge
5. I am confident he would recognise our talents and appoint us to his service.	(viii) prediction
6. A camel with a long tail would have fended off these pests with ease.	(ii) imagined(hypothetical) possibility
7. They may tell us more than meets the eye.	(xi) possibility
8. May your wisdom shine upon Ujjain and guide us to prosperity.	(vi) wish or hope
9. Indeed, we ought to be united in this hope.	(iii) moral obligation or advice
10. We need to devise a strategy.	(vii) necessity
11. You speak of my camel as if it stood before you, yet you dare to claim not to have seen it!	(i) expression of disbelief

(V) Complete the following story with modal verbs in the box given below by using the clues from the functions given within brackets.
(ବନ୍ଧନୀ ମଧ୍ଯରେ ଥ‌ିବା କାର୍ଯ୍ୟର ସୂଚନାକୁ ବ୍ୟବହାର କରି ନିମ୍ନ କୋଠରିରେ ପ୍ରଦତ୍ତ modal verbକୁ ବ୍ୟବହାର କରି ସାରଣୀ ପୂରଣ କର ।)

An old man, known for his wisdom, lived in a small village. One day, a young boy asked him, “How 1. ……… (ability) I become wise like you?” The old man smiled and said, “Wisdom 2. ……… (necessity) be earned through patience. You 3. ……… (suggestion) listen, more than you speak.” The boy thought for a while and replied, “It 4. ………(weak possibility) take years, but I’ll try.” The old man nodded. “You 5. ……… (obligation) learn from your mistakes too. Wisdom 6. ………(possibility) come slowly, but it always arrives for those who seek it.” The boy knew he 7. ……… (ability) become wise if he followed the old man’s advice.
Answer:
1. can 2. must 3. should 4. might 5. need to 6. may 7. could

VI. Rewrite the following sentences using appropriate modal verbs. You may take clues from the highlighted words. One example has been done for you.
(ଉପଯୁକ୍ତ modal ବ୍ୟବହାରକରି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ତୁମେ ଉଲ୍ଲିଖତ ଶବ୍ଦରୁ ସୂଚନା ପାଇପାରିବ । ତୁମ ପାଇଁ ଗୋଟିଏ ଉଦାହରଣ କରି ଦିଆଯାଇଛି । )
1. It is advisable for you to think before you speak.
You should think before you speak.
2. It is unnecessary to worry about things beyond your control.
3. It is not possible for a person to gain experience without taking risks.
4. It is essential to treat others with kindness, even when they disagree with you.
5. It is not allowed to interrupt when someone else is speaking.
Answer:
2. You needn’t worry about things beyond your control.
3. One can’t gain experience without taking risks.
4. You must treat others with kindness even when they disagree with you.
5. You must not interrupt when someone is speaking.

Let us listen (ଆସ ଶୁଣିବା):

I. You will listen to four people sharing their thoughts on why they enjoy witty characters in stories. As you listen, match the statements 1-6 given below to the speakers (i) – (iv). There are two statements you do not need. (Transcript for teacher on page 48) (ତୁମେ ଚାରିଜଣ ଲୋକ ସେମାନେ କାହିଁକି ଗଳ୍ପରେ ଚତୁର ଚରିତ୍ରରେ ଅଭିନ

Answer:

	Statements	Speaker No.
1.	Witty characters prove that cleverness is as powerful as strength.	Speaker (ii)
2.	Witty characters show us ways to make learning enjoyable.
3.	Witty characters in a story keep the reader involved.	Speaker (iv)
4.	Witty characters teach me that tricky situations can be managed calmly.	Speaker (iii)
5.	Witty characters add excitement to a story by their extraordinary deeds.
6.	Witty characters can deactivate tense situations with their cleverness.	Speaker (i)

Let us speak (ଆସ କହିବା) :

I. The way in which a word is stressed in a sentence can change its meaning. Read the following examples.
(ଗୋଟିଏ ବାକ୍ୟରେ ଏକ ଶବ୍ଦର ଉଚ୍ଚାରଣ ଉପରେ ଜୋର ଦେଲେ ଏହାର ଅର୍ଥ ବଦଳିଯାଇପାରେ । ନିମ୍ନଲିଖୁତ ଉଦାହରଣଗୁଡ଼ିକ ପଢ଼ ।)
Now, work in pairs. Take turns to say the following sentences aloud by stressing on the highlighted words. Share the meanings of the sentences with each other and teacher.
(ଏବେ ଦୁଇଜଣିଆ ଦଳରେ କାମ କର । ପାଳି ଅନୁସାରେ ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକୁ ଉଲ୍ଲିଖତ ଶବ୍ଦ ଉପରେ ଜୋର୍ ଦେଇ କୁହ । ବାକ୍ୟର ଅର୍ଥ ବିଷୟରେ ଅନ୍ୟମାନଙ୍କ ସହ ଓ ଶିକ୍ଷକଙ୍କ ସହ ଆଲୋଚନା କର ।)
I take my dog for a walk in the evening.
I take my dog for a walk in the evening.
I take my dog for a walk in the evening.
I take my dog for a walk in the evening,
I take my dog for a walk in the evening,
Answer:

• emphasis: I, not anyone else.
  meaning: I personally do it.
• emphasis: take, not carry.
  meaning: I make the dog walk with me.
• emphasis: My, not someone else,
  meaning: The dog belongs to me.
• emphasis: dog, not other pet.
  meaning: I take my dog, not other animal.
• emphasis: in the evening, not at any other time.

II. Statements and exclamatory sentences usually end with a falling tone. Listen to the teacher read these sentences aloud and repeat it with the correct intonation.
(ବିବୃତି ସୂଚକ ଓ ବିସ୍ମୟସୂଚକ ବାକ୍ୟଗୁଡ଼ିକ ସାଧାରଣତଃ ସ୍ଵରର ନିମ୍ନଗତିରେ ଶେଷ ହୁଏ । ଶିକ୍ଷକ ଏହି ବାକ୍ୟଗୁଡ଼ିକ ଉଚ୍ଚସ୍ଵରରେ ପଢ଼ୁଥିବାର ଶୁଣ ଏବଂ ସଠିକ୍ ସ୍ଵରଗତି (intonation) ସହ ଏହାର ପୁନରାବୃତ୍ତି କର ।)

Now, practise by saying the following sentences with the correct intonation.
(ଏବେ ନିମ୍ନଲିଖୁତ ବାକ୍ୟଗୁଡ଼ିକ ସଠିକ୍ ସ୍ୱରଗତି (intonation) ସହ କହି ଅଭ୍ୟାସ କର ।)

• Good day, kind sirs.
• We regret to inform you that we do not know where it is.
• You describe it perfectly!
• You shall come with me to face the King!

Answer:
The following sentences are with the correct intonation.

• Good day, kind sirs – This is a polite greeting. The falling tone is at the end.
• We regret to inform you that we do not know where it is. – This informs you that we do not know where it is.
  To mouriboo bad reninge
• You describe it perfectly! – This is an explanation expressing surprise. The following to the expresses speaker’s stars feeling.
• You shall come with me to face the King ! – This is a command

Let us write (ଆସ ଲେଖୁବା) :

I. You have observed that the kutcha road leading to your colony is in a very bad condition due to heavy rains. The potholes are dangerous for people and can lead to accidents. They also serve as a breeding ground for mosquitoes as there is stagnant water all around.

Write a letter of complaint to the Commissioner, Municipal Corporation or the Sarpanch, Gram Panchayat to look into the matter and take necessary action.
(ମ୍ୟୁନିସିପାଲ କର୍ପୋରେସନର କମିଶନର କିମ୍ବା ଗ୍ରାମପଞ୍ଚାୟତର ସରପଞ୍ଚଙ୍କୁ ଘଟଣାର ଅନୁଧ୍ୟାନ ଏବଂ ଦରକାରୀ କାର୍ଯ୍ୟାନୁଷ୍ଠାନ ପାଇଁ ଏକ ଅଭିଯୋଗ ପତ୍ର ଲେଖ ।)
Follow the format of a formal letter and draft the letter with the help of cues given below. (ଏକ ଔପଚାରିକ ପତ୍ରର ରୂପରେଖ ଅନୁସରଣ କର ଏବଂ ନିମ୍ନ ପ୍ରଦତ୍ତ ସୂଚନା ଆଧାରରେ ପତ୍ର ଲେଖ ।)

Answer:
LIC Colony, Rourkela, Sundargarh
05 May 2026
The Commissioner,
Rourkela Municipal Corporation, Rourkela
Sub: Complaint against bad condition of Kutcha road leading to LIC colony.
I am writing to draw your attention towards the bad condition of the kutcha road leading to our colony. The road has developed many potholes increasing chances of accidents. The stagnant water is serving as the breeding place of mosquitoes, flies and harmful insects increasing the chances of diseases like malaria and dysentry. As a result the residents are facing a lot of inconvenience and health problems.
I kindly request you to take proper action hastily. Firstly it is suggested that the road should be repaired. Secondly the proper drainage facilities should be ensured to prevent water logging. We hope you will look into the matter seriously.
We look forward to your positive and quick response.
Thanking you
Yours faithfully
Ashutosh Behera

Let us explore (ଆସ ଅନ୍ଵେଷଣ କରିବା):

I. Staging a play requires creativity, organisation and team work. Steps involved staging a play.

1. Choose a director, a stage manager, a light and sound incharge, a props manager, a costume designer, and a makeup artist.
2. Hold auditions and decide the roles.
3. Read the script and plan stage movements, and positions for each scene.

Now, present the enactment of the play ‘Wisdom Paves the Way’ with the help of the steps you have just read. Ensure you use the correct intonation and sentence stress.
(ବର୍ତ୍ତମାନ ତୁମେ ପଢ଼ିଥିବା ସୋପାନଗୁଡ଼ିକର ସହାୟତାରେ ‘Wisdom Paves the Way’ ନାଟକ ଅଭିନୟ କର । ତୁମେ ସଠିକ୍ ସ୍ୱରଗତି ଓ ଶବ୍ଦ ଉପରେ ପ୍ରାଧାନ୍ୟ ଦେଉଛ ବୋଲି ନିଶ୍ଚିତ ହୁଅ ।)

II. Stories related to wit and wisdom have always fascinated the readers. Go to the library and read the stories associated with the following.
(ବୁଦ୍ଧିମତ୍ତା ଓ ବିଜ୍ଞତା ସଂପର୍କିତ ଗପଗୁଡ଼ିକ ସର୍ବଦା ପାଠକମାନଙ୍କୁ ଆକର୍ଷିତ କରିଥାଏ । ପାଠାଗାରକୁ ଯାଅ ଓ ନିମ୍ନଲିଖତ ସମ୍ବନ୍ଧିତ ଗଳ୍ପଗୁଡ଼ିକୁ ପଢ଼ ।)

Vikramaditya and Betal
Tenali Rama
Gopal the Jester
Panchatantra Tales
Jadumani GapaNataka
Akbar Birbal

“The highest education is that which does not merely give us information but that makes our life in harmony with all existence”. — Rabindranath Tagore

The Wit That Won Hearts
Let us listen (refer to page 12)

I. You will listen to a woman narrating a story. As you listen, fill in the blanks for the following sentences given below by selecting the correct options.

Hello everybody! Today I’ll be narrating a story about a quick-witted courtier in the kingdom of Vijayanagara.
A renowned scholar, proud of his abilities, once visited the kingdom of Vijayanagara. You see, he wanted to challenge the scholars in the court of King Krishnadeva Raya. The court scholars did not want to accept the challenge as they were worried of being defeated by the visitor. Besides this, they were also afraid that the king would be angry if they refused to face the scholar.

They knew that only the quick-witted Tenali Rama would be able to manage the situation. So, naturally, they asked him for a solution. As expected, Rama told them that he would accept the challenge. The next day, Rama arrived at the palace. Rama and the challenger sat facing each other. There was a bundle wrapped in silk kept near Rama. He placed his hand on the bundle and said to the visitor, “Let us start by discussing the merits of tila-kashta-mahisha- bandhana”. The visitor was taken aback. He had read thousands of works. But he had never heard of this work. He had no idea what to say. The scholar had to accept his defeat. Ashamed, he quietly left the palace.

Now, the king was curious to know about the great work Rama had mentioned. Rama smiled and removed the silk cloth. There was a huge bundle of sticks tied with a thick rope! The king was puzzled and asked for an explanation.

Rama told him, “O king! tila is sesame; kashta is stick, tilakashta means sticks of sesame plants”. Then, displaying the rope Rama said, “This is the rope used to tie a buffalo mahisha means buffalo, bandhana means the rope used for tying-so, this is tila-kashta- mahisha-bandhana.” The king burst out laughing. The poor visitor had become scared hearing such a difficult name. In this way, Rama had taught the arrogant scholar a lesson.

II. You will once again listen to the woman narrating the story. As you listen, number the events of the story in the correct order of occurrence.

A Concrete Example
Let us listen (refer to page 23)

I. You will listen to a presentation about the wonderful Rock Garden of Chandigarh. As you listen, answer the questions in one to three exact words.

Hello everyone! The Rock Garden is a spacious open-air exhibition. It is a proof of human creativity with waste materials. This garden was created by Nek Chand, in 1957. This is the reason the garden is also known as Nek Chand’s Rock Garden. The garden was featured on an Indian postage stamp in 1983 and Nek Chand was awarded the Padma Shri a year later.
The Rock Garden is spread across a massive 40-acre wonderland. Do you know why I say this? Well, it is because it has several colourful sculptures and mosaic of art pieces.

What is unique about the Rock Garden is that it is divided into three distinct phases. Each area reveals a unique collection of installations including terracotta pots, light fixtures, and even broken toilet pots, that have been transformed into extraordinary masterpieces. You will be surprised to know that the borders of the Rock Garden are lined with around 5,0000 statues. The Rock Garden is truly a place that celebrates the best from waste. I sincerely recommend that you visit this extraordinary national treasure.

Wisdom Paves The Way
Let us listen (refer to page 42)

I. You will listen to four people sharing their thoughts on why they enjoy witty characters in stories. As you listen, match statements 1-6 given below to the speakers (i)-(iv). There are two statements you do not need.

Speaker (i):
I love witty characters because they make serious situations funny! Even when things seem tense, they always have a clever response. Such characters never panic, think fast, and solve problems in the smartest way. I wish I could think that quickly!

Speaker (ii):
Witty characters are the best because they make stories exciting. I especially like how they turn ordinary moments into something memorable. It makes me feel like intelligence and humour are just as powerful as strength.

Speaker (iii):
I enjoy witty characters because they always have an answer for everything! They use humour instead of fighting, and that’s really wonderful. Even in folktales, they prove that smart thinking can win over force. It makes me laugh but also teaches me to stay calm in tricky situations.

Speaker (iv):
Witty characters add charm to a story. Their intelligence keeps the reader engaged, and their humour makes learning fun. Whether it’s a folktale or a modern one, a clever character always stands out. I often feel that wit and wisdom go hand-in-hand!

Wisdom Paves the Way Class 8 Summary
Let us read (ଆସ ଫିବା)

Characters
THE KING OF UJJAIN : a young King
FOUR YOUNGMEN: Ram Datt, Shiv Datt, Har Datt and Dev Datt
THE MERCHANT TWO SETRIES SETTING: A road leading to Ujjain, visible in the distance. Later, the King’s court, adorned with rich tapestries, tall pillars, and regal decor. The time is midday.

ଚରିତ୍ର ସମୂହ :
ଉଜ୍ଜୟିନର ରାଜା: ଜଣେ ଯୁବରାଜ
ଚାରିଜଣ ଯୁବକ : ରାମଦତ୍ତ, ଶିବଦତ୍ତ,ହରଦତ୍ତ ଓ ଦେବଦତ୍ତ, ଜଣେ ବ୍ୟବସାୟୀ, ଦୁଇଜଣ ସୈନିକ
ପୃଷ୍ଠଭୂମି : ଗୋଟିଏ ରାସ୍ତା ଉତ୍ଥାନୀକୁ ବହୁଦୂର ପର୍ଯ୍ୟନ୍ତ ଲମ୍ବିଥିବା ଦୃଶ୍ୟମାନ । ରାଜଦରବାର, ଗାଲିଚାରେ ସଜାଯାଇଛି, ଉଚ୍ଚସ୍ତ ଓ ସୁସଜ୍ଜିତ ହୋଇଛି । ସମୟ ମଧ୍ୟାହ୍ନ ।

Scene I: The Road to Ujjain
(ପ୍ରଥମ ଦୃଶ ଉଜ୍ଜୟନୀକୁ ରାସ୍ତା):

(Four young men – Ram Datt, Shiv Latt, Har Datt and Dev Datt – are walking along a dusty road leading to Ujjain. They appear travel-worn but resolute, their eyes fixed on the city that looms ahead. The suns high, and the distant noise of the bustling city faintly reaches them.)

ଓଡ଼ିଆ ଅନୁବାଦ :
(ରାମ ଦତ୍ତ, ଶିବ ଦତ୍ତ, ହର ଦତ୍ତ ଓ ଦେବ ଦା ନାମକ ଚାରିଜଣ ଯୁବକ ଉଜ୍ଜୟିନୀ ଆଡ଼କୁ ଲମ୍ବିଥୁବା ଧୂଳି ଧୂସରିତ ପତରେ ଚାଲିବାରେ ଲାଗିଛନ୍ତି । ସୋନେ ପଥଶ୍ରାନ୍ତ ହେଲେ ମଧ୍ୟ ଦୃଢ଼ ପ୍ରତିଜ୍ଞ ଜଣାଯାଉଛନ୍ତି । ସମ୍ମୁଖରେ ଅସ୍ପଷ୍ଟ ଦେଖାଯାଉଥ‌ିବା ନଗରୀ ଉପରେ ସେମାନଙ୍କ ଦୃଷ୍ଟି ନିବଦ୍ଧ । ସମୟ ମଧ୍ୟାହ୍ନ ଏବଂ ବ୍ୟସ୍ତବହୁଳ ନଗରୀର କୋଳାହଳ ସେମାନ୍ ଅସ୍ପଷ୍ଟ ଭାବେ ଶୁଣାଯାଉଛି ।)

RAM DATT: (Wiping his brow) We have journeyed far from home, yet the prospect of finding work still eldes us.
HAR DATT: How long has it been since we left our village?
SHIV DATT: I believe it has been over a week— perhaps even longer.

ରାମଦତ୍ତ: (କପାଳ ପୋଛି ଦେଲା) ଆମେ ଘରଠାରୁ ବହୁତ ଦୂରକୁ ଆସିଗଲୁଣି, ତଥାପି କାମ ମିଳିବା ସମ୍ଭାବନା
ହରଦତ୍ତ: ଆମେ ଗାଁ ଛାଡ଼ିବାଠାରୁ କେତେ ସମୟ ହୋଇଗଲାଣି ? ଏପର୍ଯ୍ୟନ୍ତ ଦେଖାଯାଉନାହିଁ ।
ଶିବଦତ୍ତ : ମୋତେ ଲାଗୁଛି ଗୋଟିଏ ସପ୍ତାହଠାରୁ ଅଧ୍ଵ ହୋଇଗଲାଣି ବୋଧହୁଏ ଆହୁରି ଅଧୂକ ହୋଇଥବ ।

RAM DATT: Ten days, to be precise. Every day feels longer than the last.
DEV DATT: Ten days are but a short span in the grand scheme of things. We may still have many more roads to wander before we find employment befitting all four of us.
RAM DATT: If only we could secure an audience with the King of Ujjain. I am confident he would recognise our talents and appoint us to his service.
SHIV DATT DEV DATT:
HAR DATT:(Pausing thoughtfully) Gaining 1 audience with the King is no simple task. We need to devise a strategy

ରାମଦତ୍ତ : ଠିକ୍ ଦଶଦିନ ହୋଇଗଲାଣି । ପ୍ରତିଦିନ ପୂର୍ବଦିନ ‘lପେକ୍ଷା ଲମ୍ବା ଲାଗୁଛି ।
ଦେବଦତ୍ତ: ଦଶଦିନ ଏକ ବିଶାଳ ଯୋଜନାର ଏକ ଛୋଟ ଅଧ୍ ଅଟେ । ଆମ ଚାରିଜଣକୁ ଉପଯୁକ୍ତ ନିଯୁକ୍ତି ପାଇବା ପର୍ଯ୍ୟନ୍ତ ତଥାପି ଅନେକ ରାସ୍ତା ବୁଲିବା ଘଟିପାରେ ।
ରାମଦତ୍ତ: ଯଦି ଉଜ୍ଜୟିନୀର ରାଜା ଆମ କଥା ଶୁଣିପାରିବାରଅବସର ମିଳନ୍ତା, ମୋର ଦୃଢ଼ ବିଶ୍ଵାସ ଯେ ସେ ଆମର ପ୍ରତିଭାକୁ ଚିହ୍ନିପାରନ୍ତେ ଓ ତାଙ୍କ ସେବାର ଆମକୁ ନିଯୁକ୍ତି ଦିଅନ୍ତେ ।
ଶିବଦତ୍ତ : ମୁଁ ତୁମର ବିଶ୍ୱାସକୁ ମାନୁଛି ।
ଦେବଦତ୍ତ : ବାସ୍ତବରେ, ଆମେ ଏହି ଆଶାରେ ଏକାଠି ରହି ଉଚିତ । ଏହି କାରଣରୁ ଆମେ ଉଜ୍ଜୟିନୀ ଆଡ଼କୁ ଯିବା ।
ହରଦତ୍ତ : (କିଛି ସମୟ ଚିନ୍ତାକରି) ରାଜାଙ୍କ ସହିତ ଶ୍ଳୋକରିବା ଏକ ସହଜ କାମ ନୁହେଁ । ଆମକୁ କୌଣସି ଯୋଜନା କରିବାକୁ ହେବ ।

DEV DATT: Let us reach the city gates first. We can deliberate once we are there.
(As they walk, Ram Datt notices something on the ground.)
SHIV DATT: Look there, friends. A camel has passed this way. The tracks are fresh.
RAM DATT: (Studying the track) Yes, let us observe them as we continue. They may tell us more than the eye.
(The four men continue walking, occasionally stopping to examine the camel’s tracks. They scrutinise every detail, exchanging glances but saying little.)
RAM DATT: I have discovered something peculiar about this camel.
SHIV DATT: So have I.

ଦେବଦତ୍ତ : ଚାଲ ପ୍ରଥମେ ନଗର ଗେଟ୍ ପୀରେ ପହଞ୍ଚିବା । ଆମେ ନିକଟବର୍ତ୍ତୀ ହୋଇଗଲେ, ଚିନ୍ତା କରିବା । (ସେମାନେ ଚାଲୁଥିବାବେଳେ, ମଦତ୍ତ ଭୂମି ଉପରେ କିଛି ଦେଖୁପାରିଲା।)
ଶିବଦତ୍ତ : ଦେଖ ସାଙ୍ଗମାନେ, ଗୋଟିଏ ଟ ଏହି ବାଟଦେଇ ଯାଇଛି । ଖୁରା ଚିହ୍ନ ଅଳ୍ପ ସମୟର ମନେ ହେଉଛି ।
ରାମଦତ୍ତ : (ଖୁରା ଚିହ୍ନକୁ ଅନୁଧ୍ୟାନ କରି), ଚାଲ ସେଗୁଡ଼ିକୁ ଧାନର ସହିତ ପର୍ଯ୍ୟବେକ୍ଷଣ କରିବା ଓ ଆଗକୁ ଯିବା । ଆମେ ଆସ୍‌ରେ ଦେବାଠାରୁ ସେଗୁଡ଼ିକ କିଛି ଅଧ୍ଵକ କହିପାରିବ । (ଚାରିଜଣ ଚାଲିବା ଜାରି ଖୁଲେ, ବେଳେବେଳେ ଅଟକିଯାଇ ଓଟର ଖୁରା ଚିହ୍ନ ପରୀକ୍ଷା କରୁଥିଲେ, ଚକ୍ଷୁରେ ଭାବ ବିମୟ କରୁଥିଲେ ମାତ୍ର ଅଳ୍ପ କଥା କହୁଥିଲେ ।)
ରାମଦତ୍ତ: ମୁଁ ଏହି ଓଟ ବିଷୟରେ କିଛି ଅଦ୍ଭୁତ କଥା ଆବିଷ୍କାର କରିଛି ।
ଶିବଦତ୍ତ: ମୁଁ ମଧ୍ଯ ।

HAR DATT: I, too, have notice a strange detail.
DEV DATT: (Smiling) It seems each of us has learnt something unique, yet I believe my discovery is urike any of yours.
HAR DATT: Let us rest beneath a large tree and share our findings. But wait-someone approaches in haste!
SHIV DATT: (Peering ahead) It appears to be a merchant, running as if pursued by trouble.
RAM DATT: A merchant indeed, and judging by his countenance, he has lost something of great value—perhaps his camel. (The Merchant, panting and distressed, reaches the group. He pauses to catch his breath, then addresses them anxiously.)

ହରଦତ୍ତ: ମୁଁ ମଧ୍ୟ ଏକ ଅଦ୍ଭୁତ ଘଟଣା ଲକ୍ଷ୍ୟ କରୁଛି ।
ଦେବଦତ୍ତ: (ହସି ଦେଇ) ମୋତେ ଲାଗୁଛି, ଆମେ ସମସ୍ତେ କିଛି ଅନନ୍ୟ କଥା ଜାଣିପାରୁଛୁ, ତଥାପି ମୁଁ ଭାବୁଛି ମୋର ଆବିଷ୍କାର ସମସ୍ତଙ୍କଠାରୁ ଭିନ୍ନ ଅଟେ ।
ହରଦତ୍ତ: ଚାଲ ଏହି ବିରାଟ ବୃକ୍ଷତଳେ ବିଶ୍ରାମ ନେବା ଆମେ କ’ଣ ପାଇଲୁ ପରସ୍ପରକୁ ଜଣାଇଦେବା । କିନ୍ତୁ ଅପେକ୍ଷା କର । କେହି ଜଣେ ଆମ ପାଖକୁ ଦ୍ରୁତଗତିରେ ଆସୁଛି ।
ଶିବଦତ୍ତ: (ଆଗକୁ ଚାହିଁ) ମୋତେ ଲାଗୁଛି ଜଣେ ବ୍ୟବସାୟୀ କୌଣସି ଅସୁବିଧାରେ ପଡ଼ି ଦୌଡ଼ୁଅଛି ।
ରାମଦତ୍ତ : ହଁ, ପ୍ରକୃତରେ ଜଣେ ବ୍ୟବସାୟୀ ଏବଂ ତା’ର ହାବଭାବ ଜଣାପଡୁଛି ସେ କୌଣସି ମୂଲ୍ୟବାନ ଜିନିଷ ହଜାଇ ଦେଇଛନ୍ତି । –ବୋଧହୁଏ ତାଙ୍କ ଓଟ ।
(ବ୍ୟବସାୟୀ ଜଣକ ବ୍ୟସ୍ତବିବ୍ରତ ଓ ଧଇଁସଇଁ ହୋଇ ସେଠାରେ ପହଞ୍ଚିଲେ । ସେ ନିଃଶ୍ଵାସ ନେବାକୁ ଅଟକିଗଲେ, ତା’ପରେ ବ୍ୟସ୍ତ ହୋଇ ସେମାନଙ୍କୁ ପଚାରିଲେ ।)

MERCHANT: (Breathlessly) Good day, kind sirs.
ALL FOUR: Good day, brother.
MERCHANT: I seek your help. My camel has gone astray. Have you, by chance, seen it?
RAM DATT: Is your camel lame in one leg, by any chance?
MERCHANT: (Surprised) Yes, yes, it is 1
SHIV DATT: Is it blind in the right eye?
MERCHANT: Precisely! It is blind in one eye-the right one, as you say.
HAR DATT: And does it have a short tail?
MERCHANT: (Astonished) You describe it perfectly! Yes, it has a short tail.
DEV DATT: Tell me, sir, has it not been suffering from a pain in the stomach?

ବ୍ୟବସାୟୀ : (ଅଣନିଃଶ୍ଵାସୀଭାବେ) ନମସ୍କାର ଦୟାରୁ ମହାଶହ । ଚାରିଜଣ ନମସ୍କାର ଭାଇ
ବ୍ୟବସାୟୀ : ମୁଁ ଆପଣମାନଙ୍କର ସାହାଯ୍ୟ ମାଗୁଛି । ମୋର ଓଟଟା ପଥହରା ହୋଇଯାଇଛି । ଆପଣମାନେ, ଦୈବାତ୍‌, ଏହାକୁ ଦେଖୁଛନ୍ତି କି ?
ରାମ ଦତ୍ତ : ଆପଣଙ୍କ ଓଟର ଗୋଟିଏ ଗୋଡ଼ ଛୋଟା କି ?
ବ୍ୟବସାୟୀ : (ବିସ୍ମିତ ହୋଇ) ହଁ, ହଁ, ଏହାର ଗୋଟିଏ ଗୋଡ଼ ଛୋଟା ?
ଶିବ ଦର : ଏହାର ଡାହାଣ ଆଖୁ ଅନ୍ଧ କି ? ଡାହାଣ ଆଖୁ, ଆପଣ ଯେପରି କହିଲେ ।
ବ୍ୟବସାୟୀ : ପୂରା ଠିକ୍ ! ଏହା ଗୋଟିଏ ଆଖୁ ଅନ୍ଧ ହର ଦତ୍ତ : ଏହାର ଛୋଟିଆ ଲାଞ୍ଜ ଅଛି କି ?
ବ୍ୟବସାୟୀ : (ବିସ୍ମିତ ହୋଇ) ଆପଣ ଠିକ୍ ବର୍ଣ୍ଣନା କରିଛନ୍ତି । ହଁ, ଏହାର ଲଞ୍ଜଟା ଛୋଟ ।
ଦେବ ଦତ୍ତ : ମହାଶୟ ମୋତେ କୁହନ୍ତୁ, ଏହାର ପାକସ୍ଥଳୀରେ ଯନ୍ତ୍ରଣା ହେଉଛି କି ?

MERCHANT: (Taken aback) How could you possibly know that? The poor creature has been unwell for two weeks now. Surely you are a healer! I will gladly pay your fee if you can cure it. But tell me, where is my camel?
RAM DATT: We regret to inform you that we do not know where it is.
SHIV DATT: We have not seen your camel, not even once.
MERCHANT: (Indignant) How can that be? You speak of my camel as if it stood before you, yet you dare to claim not to have seen it! You are deceivers ! You must have stolen it and sold it off. I will take this matter to the King himself.

ବ୍ୟବସାୟୀ : (ଚମକିପଡ଼ି) ଆପଣ ଏହା ସମ୍ଭବ ବୋଲି ଜାଣିଲେ ? ଏହି ଅସହାୟ ପ୍ରାଣୀଟା ଦୁଇ ସପ୍ତାହ ହେଲାଣି ଅସୁସ୍ଥ ଅଛି । ଆପଣ ନିଶ୍ଚୟ ଜଣେ ଆରୋଗ୍ୟକାରୀ । ଆପଣ ଯଦି ଏହାକୁ ଭଲ କରିଦେବେ, ମୁଁ ଆପଣଙ୍କୁ ଫିସ୍ ଦେବି । କିନ୍ତୁ କୁହନ୍ତୁ, ମୋର ଓଟ କେଉଁଠି ?
ରାମ ଦତ୍ତ : ଆମେ ଦୁଃଖର ସହିତ ଜଣାଉଛୁ ଯେ ଏହା କେଉଁଠି ଅଛି, ଆମେ ଜାଣିନାହୁଁ ।
ଶିବ ଦତ୍ତ: ଆମେ ଆପଣଙ୍କ ଓଟକୁ ଏପରିକି ଥରେ ମଧ୍ୟ ଦେଖୁନାହୁଁ ।
ବ୍ୟବସାୟୀ : (ରାଗିଯାଇ) ଏହା କିପରି ସମ୍ଭବ ? ଆପଣମାନେ ଓଟ ବିଷୟରେ କହୁଛନ୍ତି ଯେପରି ଏହା ଆପଣଙ୍କ ଆଗରେ ଠିଆ ହୋଇଥିଲା, ତଥାପି କହୁଛନ୍ତି ଆମେ ଏହାକୁ ଥରେ ମଧ୍ୟ ଦେଖୁନାହୁଁ । ଆପଣମାନେ ଠିକ୍ ଅଟନ୍ତି । ଆପଣମାନେ ଏହାକୁ ଚୋରି କରଛନ୍ତି ଓ ଏହାକୁ ବିକ୍ରିକରି ଦେଇଛନ୍ତି । ମୁଁ ଏହି ଘଟଣାକୁ ନିଜେ ରାଜାଙ୍କ ପାଖକୁ ନେବି ।

DEV DATT: You are free to do as you wish, sir. If the King desires our presence, we shall be waiting under that banyan tree yonder.
MERCHANT: I do not trust your words. I will not leave you here to slip away. You shall come with me to face the King!
ALL FOUR: Very well. We shall go to the King. (They follow the Merchant towards the city gates. As they arrive at the palace, the Merchant speaks urgently to a Sentry. The Sentry leads the Merchant inside.)

ଦେବଦତ୍ତ : ଆପଣ ଯାହା ଇଚ୍ଛା କରୁଛନ୍ତି, ତାହା କରିବାପାଇଁ ସ୍ୱଚ୍ଛନ୍ଦରେ କରନ୍ତୁ । ଯଦି ରାଜା ଆମର ଉପସ୍ଥିତିକୁ ଇଚ୍ଛା କରିବେ, ଆମେମାନେ ସେଠାରେ ଥ‌ିବା ବରଗଛ ତଳେ ଅପେକ୍ଷା କରିଥୁବୁ ।
ବ୍ୟବସାୟୀ : ମୁଁ ଆପଣଙ୍କ କଥାକୁ ବିଶ୍ଵାସ କରିପାରିନି । ମୁଁ ଏଠାରେ ଆପଣମାନଙ୍କୁ ଖସିଯିବାପାଇଁ ଛାଡ଼ି ଯାଇପାରିନାହିଁ । ଆପଣମାନେ ମୋ ସାଙ୍ଗରେ ନିଶ୍ଚୟ ଆସିବେ ରାଜାଙ୍କର ସମ୍ମୁଖୀନ ହେବେ । ଚାରିଜଣ : ଠିକ୍ ଅଛି । ଆମେ ରାଜାଙ୍କ ପାଖକୁ ଯିବୁ । (ସେମାନେ ବ୍ୟବସାୟୀକୁ ଅନୁସରଣ କରି ସହରର ଗେଟ୍ ପାଖକୁ ଗଲେ । ଯେତେବେଳେ ରାଜପ୍ରାସାଦରେ ପହଞ୍ଚିଲେ, ବ୍ୟବସାୟୀ ଜଣେ ସୈନିକଙ୍କୁ ଖୁବ୍ ଶିଘ୍ର କଥା ହେଲେ । ସୈନିକ ଜଣକ ବ୍ୟବସାୟୀଙ୍କୁ ଭିତର ଆଡ଼କୁ ନେଇଗଲେ ।)

Notes and Glossary (ଶବ୍ଦାର୍ଥ):

Scene II: The King’s Court
(ଦୃଶ୍ୟ – ୨ : ରାଜାଙ୍କ ଦରବାର)

(The King of Ujjain sits upon his throne, surrounded by courtiers. They! grand hall is adorned with rich draperies, tall columns, and a golden canopy. The King, regal in his bearing, watches intently as the Merchant and the Sentry bow before him.)
KING: (Commanding) What is the matter that brings you to my court?
SENTRY: Your Highness, this merchant has come with a grievance against four travellers. He accuses them of stealing his camel.
KING: Bring forth the accused.
(The Sentry bows and exits, returning shortly with the four young men. They bow respectfully before the King, maintaining calm despite the accusations against them.)

ରାଜା: (ଆଦେଶ ଦେଇ) କେଉଁ ଘଟଣା ତୁମମାନଙ୍କୁ ମୋର ଦରବାରକୁ ଆଣିଛି ?
ପ୍ରହରୀ: ମହାରାଜ ! ଏହି ବ୍ୟବସାୟୀ ଚାରିଜଣ ଭ୍ରମଣକାରୀଙ୍କ ବିରୁଦ୍ଧରେ ଅଭିଯୋଗ ନେଇ ଆସିଛନ୍ତି । ତା’ର ଅଭିଯୋଗ ଯେ ସେମାନେ ତା’ର ଓଟ ଚୋରି କରିଛନ୍ତି ।
ରାଜ: ଅଭିଯୁକ୍ତମାନଙ୍କୁ ହାଜର କର ।
(ପ୍ରହରୀ ଅଭିବାଦନ ଜଣାଇ ପ୍ରସ୍ଥାନ କରିଛି, ଶୀଘ୍ର ଚାରିଜଣ ଯୁବକଙ୍କୁ ଧରି ଫେରିଛି ସେମାନେ ମୁଣ୍ଡ ନୁଆଇଁ ରାଜାଙ୍କୁ ସମ୍ମାନ ଜଣାଇ ସେମାନଙ୍କ ବିରୁଦ୍ଧରେ ଅଭିଯୋଗ ସତ୍ତ୍ଵେ ଶାନ୍ତ ରହିଛନ୍ତି ।)
ରାଜ: (ବ୍ୟବସାୟୀଙ୍କୁ) ତୁମ ଅଭିଯୋଗ ସ୍ପଷ୍ଟ ଭାବରେ କୁହ । ମୁଁ ମୋର ଦରବାରରେ କୌଣସି ଦ୍ଵନ୍ଦ ସହ୍ୟ କରିବି ନାହିଁ ।

MERCHANT: Your Majesty, these men know every detail of my missing camel, yet they insist they have never seen it. They are undoubtedly the thieves. How else could they know so much about it?
KING: (Turning to Ram Datt) You, speak. What do you know of this camel?
RAM DATT: Your Highness, I discovered that the camel is lame in one of its legs.
KING: And how did you deduce this?

RAM DATT: From its tracks on the road, I observed that only three feet left distinct impressions. The fourth was faint, indicating a limp. The pattern of the tracks told the tale of a creature struggling to bear its weight evenly.
KING: (Nodding thoughtfully) Impressive observation. You have sharp eyes, indeed. (To Shiv Datt) And what of you? What did you discern about this camel?
SHIV DATT: I observed that the camel was blind in its right eye, Your Majesty.
KING: How did you arrive at this conclusion?
SHIV DATT: It had nibbled only on the foliage to the left of the road, leaving the right side untouched. The leaves on the right hung undisturbed, as if unseen. From this, I deduced it could not see with its right eye.
KING: (Smiling) Well-reasoned indeed. Such detail is not easily noticed by a casual traveller. (To Har Datt) And your finding?

ବ୍ୟବସାୟୀ: ମହାରାଜ ! ଏହି ଚାରିଜଣ ଲୋକ ମୋର ହଜିଥିବା ଓଟର ସମସ୍ତ ବିବରଣୀ ଜାଣିଛନ୍ତି, ତଥାପି ସେମାନେ ମୋ ଓଟକୁ ଦେଖୁନାହାନ୍ତି ବୋଲି ଦୃଢ଼ଭାବେ କହୁଛନ୍ତି । ସେମାନେ ନିଃସନ୍ଦେହରେ ଚୋର । ନହେଲେ ସେମାନେ ମୋ ଓଟ ବିଷୟରେ ଏତେ କଥା ଜାଣିଲେ କିପରି ?
ରାଜା:(ରାମଦତ୍ତ ଆଡ଼କୁ ବୁଲିପଡ଼ି) ତୁମେ କୁହ । ତୁମେ ଏହି ଓଟ ବିଷୟରେ କ’ଣ ଜାଣିଛ ?
ରାମ ଦତ୍ତ: ମହାରାଜ ! ମୁଁ ଆବିଷ୍କାର କରିଛି ଯେ ଓଟଟିର ଗୋଟିଏ ଗୋଡ଼ ଛୋଟା ।
ରାଜା: ତୁମେ ଏକଥା କେମିତି ଜାଣିଲ ?
ରାମ ଦତ୍ତ: ରାସ୍ତାରେ ତାହାର ଖୁର ଚିହ୍ନରୁ, ଓଟଟି ଯେଉଁ ରାସ୍ତା ଦେଇ ଯାଇଥିଲା, ମୁଁ ଲକ୍ଷ୍ୟ କରିଛି ଯେ, ତା’ର ତିନିଗୋଟି ସ୍ପଷ୍ଟ ପଦଚିହ୍ନ ଦେଖାଯାଉଥିଲା । ଚତୁର୍ଥ ପଦଚିହ୍ନଟି ଅସ୍ପଷ୍ଟ ଥିଲା ଯାହା ସୂଚିତ କରୁଥୁଲା ଯେ ଏହାର ଏକ ଗୋଡ଼ ଛୋଟା । ଖୁରା ଚିହ୍ନରୁ ଜଣାଯାଉଥିଲା ଶରୀରକୁ ଠିକ୍ ଭାବେ ବହନ କରିବା ପାଇଁ ସଂଘର୍ଷ କରୁଥିଲା ।
ଯେ ଜୀବଟି ତା’ର ଓଜନିଆ
ଶିବ ଦତ୍ତ: (ଚିନ୍ତାଶୀଳ ଭାବେ ମୁଣ୍ଡ ହଲାଇ) ଚିତ୍ତାକର୍ଷକ ପର୍ଯ୍ୟବେକ୍ଷଣ । ବାସ୍ତବରେ ତୁମର ତୀକ୍ଷ୍ଣ ଦୃଷ୍ଟି ରହିଛି । (ଶିବ ଦତ୍ତ ଆଡ଼କୁ ଚାହିଁ) ଆଉ ତୁମ କଥା କ’ଣ ? ଏହି ଓଟଟି ବିଷୟରେ ତୁମେ କ’ଣ ସବୁ ଲକ୍ଷ୍ୟ କଲ ?
ରାଜା:ମଣିମା, ମୁଁ ପର୍ଯ୍ୟବେକ୍ଷଣ କରି ଜାଣିପାରିଲି ଯେ ଓଟଟିର ଡାହାଣ ଆଖୁ ଅନ୍ଧ ।
ଶିବ ଦତ୍ତ: ତୁମେ କିପରି ଏହି ଉପସଂହାରରେ ଉପନୀତ ହେଲ ?
ଏହା କେବଳ ରାସ୍ତାର ବାମପାର୍ଶ୍ଵରେ ଥିବା ସବୁଜ ଘାସପତ୍ରକୁ ହିଁ ଖାଇଥିଲା ଏବଂ ଡାହାଣ ପାର୍ଶ୍ଵର ପତ୍ର ସବୁ ସ୍ପର୍ଶ କରି ନଥିଲା । ଡାହାଣ ପାର୍ଶ୍ଵର ପତ୍ରସବୁ ଅତୁଟ ରହିଥୁଲା, ସତେ ଯେମିତି ସେ ସେସବୁ ଦେଖୁ ନଥିଲା । ଏଥୁରୁ ମୁଁ ସିଦ୍ଧାନ୍ତରେ ଉପନୀତ ହେଲି ଯେ ଓଟଟି ତା’ର ଡାହାଣ ଆଖୁ ଅନ୍ଧ ।
ରାଜା : (ସ୍ମିତହାସ୍ୟ କରି) ବାସ୍ତବିକ୍, ତୁମ ବିଚାର ଉତ୍ତମ । ଏହିପରି ସୂକ୍ଷ୍ମ ଓ ଟିକିନିଖ୍ ତଥ୍ୟ ସାଧାରଣ ପଥକମାନଙ୍କର ଦୃଷ୍ଟିକୁ ଆସି ନଥାଏ । (ହରଦତ୍ତ ଆଡ଼କୁ ଚାହିଁ) ତୁମର ଉପଲବ୍‌ କ’ଣ ?

HARDATT: I discovered that the camel’s tail is short, Your Highness.
KING: Explain how you came to such a conclusion.
HARDATT: I noticed small droplets of blood along the track, likely from mosquito bites. A camel with a long tail would have fended off these pests with ease. These small specks told me of an animal lacking such defence, hence the short tail.
KING: (Impressed) You reasoned with great insight, showing both observation and deduction. (Turning to Dev Datt) And you, what did you observe that set you apart from your companions?
DEV DATT: I noticed, Your Majesty, that the prints of the camel’s forefeet were deep and clear, while those of the sound hind foot were faint. This indicated that the camel was drawing up its hind legs, likely due to discomfort. It moved cautiously, burdened by a pain in its belly, trying to spare itself further suffering with every step.
KING: (Marvelling) Extraordinary! You have not seen the camel, yet you know it intimately. Your reasoning is flawless and speaks of wisdom that goes beyond mere sight. (Turning to the Merchant) Your accusations are baseless and misguided. These are men of wisdom, not thieves. Go, and continue your search for your camel, and be mindful of whom you accuse in the future. (The Merchant, chastened and embarrassed, bows deeply and exits, his face red with shame.)

ଶିବ ଦତ୍ତ:ମହାଭାଗ, ଓଟଟିର ଲାଞ୍ଜ ଛୋଟ ଥ‌ିବା କଥା ମୁଁ ଆବିଷ୍କାର କରିଛି ।
ରାଜା: ତୁମେ କିପରି ଏହି ଉପସଂହାରରେ ଉପନୀତ ହେଲ ତାହା ବୁଝାଇ କୁହ ।
ଶିବ ଦତ୍ତ:ରାସ୍ତାରେ ଛୋଟ ଛୋଟ ରକ୍ତ ବିନ୍ଦୁ ପଡ଼ିଥିବା ମୁଁ ଲକ୍ଷ୍ୟ କଲି, ଠିକ୍ ମଶା କାମୁଡ଼ାରୁ ଯେମିତି ପଡ଼ିଲା ପରି । ଏହିଭଳି କୀଟମାନଙ୍କୁ ଲମ୍ବ ଲାଞ୍ଜଥ‌ିବା ଓଟଟିଏ ସହଜରେ ପ୍ରତିରୋଧ କରିପାରିଥା’ନ୍ତା । ଏହିସବୁ ଛୋଟ ଛୋଟ ଦାଗ ଦେଖୁ ମୁଁ, ଜାଣିପାରିଲି ଯେ ପଶୁଟିର ପ୍ରତିରୋଧକ ଶକ୍ତିର ଅଭାବ ରହିଛି, ସୁତରାଂ ତାହାର ଲଞ୍ଜ ଛୋଟ ଥିଲା ।
ରାଜା:(ପ୍ରଭାବିତ ହୋଇ) ତୁମେ ମହାନ୍ ଅନ୍ତଦୃଷ୍ଟି ଓ ଗଭୀର ଅନୁଶୀଳନ କରି ପର୍ଯ୍ୟବେକ୍ଷଣ
ସିଦ୍ଧାନ୍ତରେ ଉପନୀତ ହୋଇଛ । (ଦେବ ଦତ୍ତ ଆଡ଼କୁ ବୁଲି ପଡ଼ି) ଆଉ ତମେ, ତୁମେ ଏପରି କ’ଣ ପର୍ଯ୍ୟବେକ୍ଷଣ କଲ, ଯାହା ତୁମ ସାଥୀମାନଙ୍କଠାରୁ ଭିନ୍ନ ଥିଲା ।
ଦେବ ଦତ୍ତ: ମଣିମା, ମୁଁ ଲକ୍ଷ୍ୟ କଲି ଯେ ଓଟଟିର ଆଗପାଦ ଦୁଇଟିର ଚିହ୍ନସବୁ ଗଭୀର ଓ ସ୍ପଷ୍ଟ ଥିଲାବେଳେ ତା’ର ସୁସ୍ଥ ସବଳ ଥ‌ିବା ପଛପାଦ ଦୁଇଟିର ଚିହ୍ନସବୁ ଅସ୍ପଷ୍ଟ ଥିଲା । ଏହା ସୂଚାଇଦେଲା ଯେ ବ୍ୟଥା
ହେତୁ ଓଟଟି ତା’ର ପଛଗୋଡ଼ ଦୁଇଟିକୁ ଘୋଷାରି ଘୋଷାରି ଚାଲୁଥିଲା । ପେଟ ବ୍ୟଥା ସମସ୍ୟାରେ ଆକ୍ରାନ୍ତ ହୋଇ ସେ ଅତ୍ୟନ୍ତ ସତର୍କତାର ସହିତ ଆଗକୁ ଯାଉଥିଲା ଏବଂ ପ୍ରତି ପଦକ୍ଷେପରେ ନିଜକୁ ଅଧ‌ିକ ଯନ୍ତ୍ରଣାରୁ ମୁକ୍ତ ରଖୁବାପାଇଁ ଚେଷ୍ଟା କରୁଥିଲା ।
ରାଜା: (ବିସ୍ମିତ ହୋଇ) ଅସାଧାରଣ ! ତୁମେ ଓଟଟିକୁ ଦେଖୁନାହଁ, ତଥାପି ତାହା ବିଷୟରେ ସବୁକଥା ଜାଣିଛ । ତୁମର ତାର୍କିକ ଚିନ୍ତାଧାରା ନିଖୁଣ ଅଟେ ଏବଂ ଏହା ପ୍ରତିପାଦିତ କରୁଛି ଯେ କେବଳ ଦେଖୁବାଠାରୁ ତୁମର ବୁଦ୍ଧିମତ୍ତା ବହୁ ଉର୍ଦ୍ଧରେ । (ବଣିକ ଆଡ଼କୁ ଚାହିଁ) ତୁମର ଅଭିଯୋଗ ଭିତ୍ତିହୀନ ଓ ଭ୍ରାନ୍ତଧାରଣା ଦ୍ୱାରା ପରିଚାଳିତ । ଏହି ଯୁବକମାନେ ଧୀଶକ୍ତି ସଂପନ୍ନ ବ୍ୟକ୍ତି, ଚୋର ନୁହଁନ୍ତି । ଯାଅ, ଓଟ ଖୋଜିବା କାମ ଜାରି ରଖ । ଭବିଷ୍ୟତରେ କାହାକୁ ଦୋଷାରୋପ କରିବା ପୂର୍ବରୁ ଭଲ ଭାବେ ଚିନ୍ତା କରିବ । (ବଣିକ ଜଣକ ଦୁଃଖୁତ ଓ ଲଜ୍ଜିତ ହୋଇ ଏବଂ ନୁଆଇଁ ସେହି ସ୍ଥାନ ପରିତ୍ୟାଗ କଲା । ଲଜ୍ଜାବଶତଃ ତାଙ୍କ ମୁହଁ ଲାଲ୍ ହୋଇଯାଇଥିଲା ।)
ରାଜାଙ୍କ ଆଗରେ ସମ୍ମାନର ସହ ମୁଣ୍ଡ

KING: (To the four men) You have demonstrated remarkable intelligence and the ability to see beyond the obvious. Such minds are rare and highly valued in my court. I extend to you the honour of becoming my advisers. Your counsel shall guide my decisions, and your wisdom shalt be a beacon for my kingdom. What do you say to my offer?

DEV DATT: (Stepping forward) Your Highness, it is an honour we had not dared to dream of.
SHIV DATT: We are humbled and deeply grateful for your trust in our abilities.
HAR DATT: To serve a wise and just ruler like yourself is a privilege we accept with all our hearts.
DEV DATT: We shall dedicate ourselves to your service, offering our insights and counsel in all matters you see fit.
KING:(Rising from his throne) Then let it be known across the kingdom that four new advisers stand by my side. May your wisdom shine upon Ujjain and guide us to prosperity. (The court erupts in applause as the King steps down to greet his new advisers. The four men stand proud and humbled, their journey fulfilled in a manner they had never anticipated.)

ରାଜା:(ଚାରି ଯୁବକଙ୍କ ପ୍ରତି) ତୁମେମାନେ ତୁମର ଅସାଧାରଣ ବୁଦ୍ଧିମତ୍ତା ଓ ସାଧାରଣ ଭାବେ ଆଖୁକୁ ଦେଖାଯାଉଥ‌ିବା ଜିନିଷଠାରୁ ଅଧ‌ିକ ପର୍ଯ୍ୟବେକ୍ଷଣ କରିବାର ସାମର୍ଥ୍ୟ ପ୍ରଦର୍ଶିତ କରିଅଛ । ତୁମମାନଙ୍କ ପରି ଧୀମାନ୍ ବ୍ୟକ୍ତି ବିରଳ ଏବଂ ମୋ ଦରବାରରେ ଅଧିକ ମର୍ଯ୍ୟାଦା ପାଇବାକୁ ଯୋଗ୍ୟ । ମୋର ପରାମର୍ଶଦାତା ରୂପେ ସମ୍ମାନିତ ହେବା ସୌଭାଗ୍ୟ ମୁଁ ତୁମ୍ଭମାନଙ୍କୁ ପ୍ରଦାନ କରୁଛି । ତୁମ୍ଭମାନଙ୍କ ପରାମର୍ଶ/ଉପଦେଶ ମୋର ନିଷ୍ପଭିସବୁର ପଥପ୍ରଦର୍ଶକ ହେବ । ତୁମମାନଙ୍କର ବିଜ୍ଞତା ମୋର ରାଜ୍ୟର ଆଲୋକବର୍ତ୍ତିକା ହେବ । ମୋର ଏହି ପ୍ରସ୍ତାବ ସମ୍ପର୍କରେ ତୁମେମାନେ କ’ଣ କହିବାକୁ ଚାହଁ ?
ରାମ ଦତ୍ତ: (ଅଗ୍ରସର ହୋଇ) ମହାଭାଗ, ଏହିଭଳି ଏକ ସମ୍ମାନର ଅଧିକାରୀ ହେବୁ ବୋଲି ଆମେ ସ୍ଵପ୍ନରେ ଭାବିବାର ସାହସ କରି ନଥୁଲୁ ।
ଶିବ ଦତ୍ତ: ଆମ ସାମର୍ଥ୍ୟ ଉପରେ ଆପଣ ଆସ୍ଥା ପ୍ରକଟ କରିଥିବାରୁ ଆମ୍ଭେମାନେ ଅତ୍ୟନ୍ତ ବିନୀତ ଏବଂ ଗଭୀର ଭାବେ କୃତଜ୍ଞ ।
ହର ଦତ୍ତ: ଆପଣଙ୍କ ପରି ଜଣେ ବିଜ୍ଞ ଓ ନ୍ୟାୟପରାୟଣ ରାଜାଙ୍କ ସେବାରେ ନିୟୋଜିତ ହେବା ସୁଯୋଗକୁ ଆମେ ଆନ୍ତରିକତାର ସହିତ ସ୍ଵୀକାର କରୁଅଛୁ ।

ଦେବ ଦତ୍ତ :ଆମ୍ଭେମାନେ ଆପଣଙ୍କ ସେବାରେ ନିଜ ନିଜକୁ ଉତ୍ସର୍ଗ କରିବୁ ଏବଂ ଆପଣ ଉପଯୁକ୍ତ ମନେ କରୁଥିବା ସମସ୍ତ ବିଷୟରେ ଆମ୍ଭମାନଙ୍କର ଅନ୍ତର୍ବୃଷ୍ଟି ପ୍ରୟୋଗ ପୂର୍ବକ ଆପଣଙ୍କୁ ପରାମର୍ଶ ପ୍ରଦାନ କରିବୁ ।
ରାଜା:(ସିଂହାସନରୁ ଉଠିପଡ଼ି) ତାହାହେଲେ ଏହି ଚାରିଜଣ ନୂତନ ପରାମର୍ଶଦାତା ମୋର ସହାୟତା ନିମନ୍ତେ ମୋ ପାଖେ ପାଖେ ରହିଛନ୍ତି ବୋଲି ରାଜ୍ୟସାରା ଲୋକକୁ ଜଣାଇ ଦିଅ । ତୁମ୍ଭମାନଙ୍କ ଜ୍ଞାନ ଓ ବିଚାରଧାରା ଉଜ୍ଜୟିନୀରେ ଉଦ୍ଭାସିତ ହେଉ ଏବଂ ଆମକୁ ସମୃଦ୍ଧି ଆଡ଼କୁ ପଥ ପ୍ରଦର୍ଶନ କରୁ ।
(ନୂତନ ପରାମର୍ଶଦାତାମାନଙ୍କୁ ଅଭିନନ୍ଦନ ଜଣାଇବା ପାଇଁ ରାଜା ସିଂହାସନରୁ ଓହ୍ଲାଇ ଆସିବା ସମୟରେ କରତାଳିରେ ଦରବାରଟି ମୁଖରିତ ହୋଇଉଠିଲା । ସେମାନଙ୍କ ଉଜ୍ଜୟିନୀ ଯାତ୍ରା ଏଭଳି ସଫଳ ହେବ ବୋଲି ଆଶା କରି ନ ଥ‌ିବା ଯୁବକମାନେ ବିନୀତ ଓ ଗୌରବାନ୍ବିତ ହୋଇ ଠିଆ ହୋଇଥିଲେ ।)

Notes and Glossary (ଶବ୍ଦାର୍ଥ) :

Wisdom Paves the Way Class 8 MCQ

Question 1.
Answer the following questions, choosing the correct option from the ones given below each.
What are the two settings of the play “Wisdom Paves the way?”
(a) the bustling city of Ujjain and the King’s court
(b) a road leading to Ujjain and the King’s court
(c) The King’s court and a street in the city of Ujjain
(d) Four young men continue walking and a merchant in the King’s court
Answer:
(b) a road leading to Ujjain and the King’s court

Question 2.
Who appeared travel-worn?
(a) the young men
(b) the camel
(c) the merchant
(d) the sentry
Answer:
(a) the young men

Question 3.
When did Ram Datt feel that the hope of finding work was difficult?
(a) after leaving his village
(b) after arriving at Ujjain
(c) after facing the king
(d) after journeying far from home
Answer:
(d) after journeying far from home

Question 4.
Why did the four young men proceed to Ujjain determinedly ?
(a) to find suitable employment
(b) to visit all parts of the city
(c) to complain against the merchant
(d) to face the charges framed against them
Answer:
(a) to find suitable employment

Question 5.
Who saw the camel’s tracks at first ?
(a) Ram Datt
(b) Shiv Datt
(c) Har Datt
(d) Dev Datt
Answer:
(a) Ram Datt

Question 6.
Why did the young men stop occasionally while continuing their journey ?
(a) to rest for some time
(b) to wait for the merchant
(c) to share their findings
(d) to examine the camel’s tracks
Answer:
(d) to examine the camel’s tracks

Question 7.
Why did the four young men want to rest under a large tree ?
(a) to see the camel return that way
(b) to meet the merchant
(c) to share their findings
(d) to discuss on their future course of action
Answer:
(c) to share their findings

Question 8.
How did Ram Datt judge that the person approaching them had lost something of great value ?
(a) from his facial expression
(b) from his hasty movement
(c) from his continuous panting
(d) from his distressed state of mind
Answer:
(a) from his facial expression

Question 9.
By saying what did the merchant greet the young men ?
(a) Hello young men
(b) Hey young men
(c) Kind sirs
(d) esteemed sirs
Answer:
(c) Kind sirs

Question 10.
What did Shiv Datt ask the merchant ?
(a) Has the camel not been suffering from stomach pain ?
(b) Does the camel have a short tail ?
(c) Is the camel blind in the right eye ?
(d) Is your camel lame in one leg ?
Answer:
(c) Is the camel blind in the right eye ?

Question 11.
Who, according to the merchant, was a healer ?
(a) Ram Datt
(b) Shiv Datt
(c) Har Datt
(d) Dev Datt
Answer:
(d) Dev Datt

Question 12.
Who said, “Very well, we shall go to the king” ?
(a) Ram Datt and Shiv Datt
(b) Shiv Datt and Har Datt
(c) Har Datt and Dev Datt
(d) all the four young men
Answer:
(d) all the four young men

Question 13.
What was adorned with rich draperies ?
(a) the King’s throne
(b) the court hall
(c) the tall columns
(d) the golden canopy
Answer:
(b) the court hall

Question 14.
Who did the king watch intently ?
(a) the sentry
(b) the merchant
(c) both of them
(d) neither of them
Answer:
(c) both of them

Question 15.
What was the merchant’s accusation against the four young men ?
(a) They had seen his camel.
(b) They had known every detail of his missing camel.
(c) They insist on not seeing his camel.
(d) They had stolen his camel.
Answer:
(d) They had stolen his camel.

Question 16.
How, according to the king, was ram Datt’s observation ?
(a) impressive
(b) exhaustive
(c) progressive
(d) effective
Answer:
(a) impressive

Question 17.
How, according to the king, was Shiv Datt’s observation ?
(a) impressive
(b) well-reasoned
(c) insightful
(d) extraordinary
Answer:
(b) well-reasoned

Question 18.
With what would the camel have guarded against pests ?
(a) a long tail
(b) a short tail
(c) a thick tail
(d) a thin tail
Answer:
(a) a long tail

Question 19.
What, according to the king, goes beyond mere eyes ?
(a) wisdom
(b) knowledge
(c) experience
(d) cleverness
Answer:
(a) wisdom

Question 20.
Which quality of the four young men did the king appreciate ?
(a) their freen and frank explanations
(b) their fearless replies
(c) their patience to observe things
(d) their ability to see beyond the obvious
Answer:
(d) their ability to see beyond the obvious

Question 21.
How did Shiv Datt react to the king’s offer ?
(a) expressed their deep gratitude to the king
(b) praised the king as a wise and just ruler
(c) announced their willingness to serve the king
(d) accepted the offer with all their hearts
Answer:
(a) expressed their deep gratitude to the king

Question 22.
What did the king wish in the end ?
(a) Your counsel shall guide my decisions
(b) Your wisdom shall be a beacon for my kingdom.
(c) May your wisdom shine upon Ujjain and guide us to prosperity.
(d) I extend to you the honour of becoming my advisers.
Answer:
(c) May your wisdom shine upon Ujjain and guide us to prosperity.

Wisdom Paves the Way Class 8 Fill in the Blanks

1. The King’s court was adorned with rich tapestries, tall pillats and ………….
Answer: regal decor

2. The young men were determined to reach Ujjain although they were ………….
Answer: travel-worn

3. While continuing their journey, the young men ………… stopped to examine the camel’s tracks.
Answer: occasionally

4. The merchant paused to ………….
Answer: catch his breath

5. The camel was suffering from ………… pain.
Answer: stomach

6. Shiv Datt told the merchant that they had not seen his camel, not ………… once.
Answer: even

7. The sentry said to the king that the merchant had come with a ………… against four travellers.
Answer: grievance

8. The king said that he would not tolerate any ………… in his court.
Answer: confusion

9. The king told Ram Datt that he had ………… eyes.
Answer: sharp

10. Har Datt noticed small ………… along the track.
Answer: droplets of blood

11. Being chastened and ………… the merchant left the king’s court.
Answer: embarassed

12. The four young men were ready to ………… themselves to the king’s service.
Answer: dedicate

Wisdom Paves the Way Class 8 Very Short Question Answer

Question 1.
Why were the four friends going to Ujjain?
Answer:
The four friends were going to Ujjain to seek employment.

Question 2.
What did Dev Datt mean by saying, ‘Ten days are, but a short span’ ?
Answer:
Dev Datt meant that their journey was small in comparison to their larger goal.

Question 3.
Who noticed the camel’s footprints?
Answer:
Ram Datt noticed the camel’s footprints.

Question 4.
What clue helped Shiv Datt know about the camel’s eyes?
Answer:
Siv Datt saw the leaves on the left side of the road were eaten, but the leaves on the right side were untouched. This let him to think that the camel was blind in its right eye.

Question 5.
Why was the merchant surprised?
Answer:
The merchant was surprised because the four young men described the camel accurately.

Question 6.
Why did the king favour the young men?
Answer:
The king favoured the young men because of their wisdom paved logical statement.

Question 7.
What does the play teach about wisdom?
Answer:
The play teaches that wisdom is more important than knowledge. Wisdom helped one earn honour.

Question 8.
Why did the merchant feel ashamed?
Answer:
The merchant felt ashamed because the young men were innocent and intelligent.

Question 9.
How did the young men win the king’s trust?
Answer:
The young men won the king’s trust using their wisdom.

Question 10.
What does the play teach about false accusations?
Answer:
The play teaches that truth and confidence are powerful tools against false accusation.

Wisdom Paves the Way Class 8 Short Question Answer

Question 1.
What qualities did the four young men show during their journey?
Answer:
The four young men showed witty, patience, observation and unity during their journey. Though they were unemployed they were hopeful and belived in teamwork to find a path for employment.

Question 2.
How did the play prove that wisdom is more powerful than sight ?
Answer:
The four young men had never seen the camel but their observation about the camel was accurate. Their explanations about the camel revealed their wisdom, intelligence and thinking capacity. Thus it proves that wisdom can reveal more than physical sight.

Question 3.
Describe the King’s court during the trial?
Answer:
The King’s court was decorated beautifully with tapestries, pillars and sunlight steaming. The King listened to case of the merchant. He carefully undrape the truth behind the case.

Question 4.
What did the King’s decision reveal about his character?
Answer:
The King was wise, sober and respectful to wisdom. Instead of punishing the four young men, the king rewarded them for their sharp thinking and wisdom. He also appointed them as his advisors which showed that the King was fair, wise and respectful.

Question 5.
Why do you think that the title ‘Wisdom Paves the Way’ is appropriate for the play?
Answer:
The entire journey of the four young men is made by their intelligence and capacity. They don’t rely on fate. Their wisdom not only clears the way but also earns them a position in the King’s court. The title reflects that wisdom creates new path in life and helps overcome all the hostilities and challenges.

Question 6.
How did the King listen to the arguments of both sides?
Answer:
The king was a wise and fair ruler who valued justice. He listened to the both sides: the merchant and then the four young men. He asked questions and carefully analysed their answers. He came to know that the young men’s logic was sound. Instead of punishing them, he rewarded them for their intelligence.

For effective revision, students can use BSE Odisha Class 8 English Solutions Chapter 4 A Tale of Valour: Major Somnath Sharma and the Battle of Badgam Question Answer to practice textbook exercises.

Class 8 English A Tale of Valour: Major Somnath Sharma and the Battle of Badgam Question Answer

Class 8 English Chapter 4 Question Answer Odia Medium

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

I. Work in pairs. Share your thoughts with you classmates and teacher.
(ଦୁଇଜଣିଆ ଦଳରେ କାମ କର । ତୁମ ଚିନ୍ତାଧାରାକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)

(i) What images come to you when you think of our Republic Day of Jan 26 Parade in New Delhi ?
(ଯେତେବେଳେ ତୁମେ ସାଧାରଣତନ୍ତ୍ର ଦିବସ ଜାନୁଆରୀ ୨୬ ର ନୂଆଦିଲ୍ଲୀର ପ୍ୟାରେଡ଼ ବିଷୟରେ ଚିନ୍ତାକର ସେତେବେଳେ ତୁମ ମନରେ କେଉଁ ଧାରଣାଗୁଡ଼ିକ ?)
Answer:
I think the Republic Day parade on 26th January is a grand show and full of self-identity. The Parade reflects the strength and courage of Indian armed forces. It reminds how the Indian Constitution came into force. Parade is held at Rajpath, New Delhi to celebrate the event, The President of India hoists the National flag.

(ii) Who takes salute on this day there ?
Answer:
The President of India who is the supreme commander of the armed forces takes the military salute on the Republic Day.

(iii) What military equipment are displayed ?
Answer:
The military equipment displayed on 26 January Rupublic Day includes:

• Missile systems: The Brahmos missile.
• Armed fighting vehicles: T-90 Bhishma tank, Arjun Battle Tank etc.
• Artillery stems: Artillery gun, Dhanus gun, Drones, MIG-29, Fighter Jets, Apache helicopters and Prachand Light Combat Helicopters.

II. Work in groups of four and discuss.
(ଚାରିଜଣିଆ ଜଳରେ କାମ କର ଓ ଆଲୋଚନା କର ।)

Question 1.
What bravery awards are given to our soldiers on this day?
(ଏହିଦିନ କେଉଁ ସାହସିକତା ପୁରସ୍କାର ଆମର ସୈନିକମାନଙ୍କୁ ଦିଆଯାଏ ?)
Answer:
The bravery awards like Param Vir Chakra, Ashok Chakra are given to the soldiers by the President of India.

Question 2.
Who receives the awards ?
(କିଏ ପୁରସ୍କାର ଗ୍ରହଣ କରନ୍ତି ?)
Answer:
On Republic Day India honours with prestigious awards to the soldiers, the police and the firemen. They receive the awards.

Question 3.
Can you recall any soldier from Odisha receiving any award for his great work in Indian army?
(ଭାରତୀୟ ଆର୍ମିରେ ଓଡ଼ିଶାର କୌଣସି ସୈନିକ ପୁରସ୍କାର ପାଇବା ତୁମେ ମନେପକାଇ ପାରିବ ?
Answer:
Major Prabhanjan Padhi an army officer from Odisha was awarded ‘Sena Medal’ by the President on Army day 2024.

Question 4.
Discuss the qualities of a soldier.
বচ্জ 6ইत्रेокจ ঘুজাপ্লি খারোপ্নি। জর
Answer:
A soldier should have courage, discipline, loyalty to the nation. He should be ready to sacrifice his life for the honour of the country.

Let us discuss
(ଚାଲ ଆଲୋଚନା କରିବା):

I. Arrange the following events in chronological order. The first and the last events have been marked for you. Share your answers with your classmates and teacher.
(ନିମ୍ନରେ ଦିଆଯାଇଥବା ଘଟଣାଗୁଡ଼ିକୁ କ୍ରମାନ୍ୱୟରେ ସଜାଇ ଦିଅ । ପ୍ରଥମ ଘଟଣା ଓ ଶେଷ ଘଟଣାଗୁଡ଼ିକୁ ତୁମମାନଙ୍କ ପାଇଁ ଚିହ୍ନଟ କରାଯାଇଛି । ତୁମର ଉତ୍ତରଗୁଡ଼ିକ ଶ୍ରେଣୀସାଥୀ ଓ ଶିକ୍ଷକଙ୍କ ମଧ୍ୟରେ ଆଲୋଚନା କର ।)

1. Major Somnath Sharma was born in 1923 in Kangra, Himachal Pradesh.
2. Even after losing Major Somnath Sharma, the soldiers fought bravely to save Srinagar for India.
3. The D Company, under the command of Major Somnath Sharma, was flown into Srinagar.
4. Major Somnath Sharma underwent training at the Royal Military College, Sandhurst.
5. Major Somnath Sharma requested air strikes to combat the enemy at Badgam.
6. Major Somnath Sharma was commissioned into the 19th Hyderabad Regiment in 1942.
7. Major Somnath Sharma was killed immediately after a mortar shell hit him.
8. Major Somnath Sharma was the first recipient of the Param Vir Chakra. (8)
Answer:
1. Major Somnath Sharma was born in 1923 in Kangra, Himachal Pradesh. (1)
4. Major Somnath Sharma underwent training at the Royal Military College, Sandhurst.
6. Major Somnath Sharma was commissioned into the 19th Hyderabad Regiment in 1942.
3. The D Company, under the command of Major Somnath Sharma, was flown into Srinagar.
5. Major Somnath Sharma requested air strikes to combat the enemy at Badgam.
7. Major Somnath Sharma was killed immediately after a mortar shell hit him.
2. Even after losing Major Somnath Sharma, the soldiers fought bravely to save Srinagar for India.
8. Major Somnath Sharma was the first recipient of the Param Vir Chakra. (8)

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

I. Read the given extracts and answer the questions that follow.
(ପ୍ରଦତ୍ତ ଉଦ୍ଧୃତାଂଶଟିକୁ ପଢ଼ ଓ ପ୍ରଶ୍ନଗୁଡ଼ିକର ଉତ୍ତର ଦିଅ ।)

1. Vastly outnumbered and facing devastating fire, Major Somnath Sharma and his men stood resolute. The air was thick with the sound of gunfire and the cries of battle, but Major Somnath Sharma’s voice cut through the chaos, urging his men to fight with tenacity and valour. Despite heavy casualties and his own injuries, Major Somnath Sharma displayed unparalleled bravery. He moved fearlessly through the battlefield, directing fire, filling magazines for his gunners, and encouraging his men to hold their ground.

(i) What do you understand about the conditions from the line: “The air was thick with gunfire…’
(‘ଗୁଳିଚାଳନାରେ ବାୟୁମଣ୍ଡଳ ବହଳିଆ ହୋଇଥିଲା’ । ଏହି ଧାଡ଼ିରୁ ତୁମେ ସେତେବେଳେ କି ଅବସ୍ଥା ଥିଲା ବୁଝିପାରୁଛ ?)

A. The gunshots had stopped for a while.
B. There was intense fighting on the battlefield.
C. The invaders were retreating from the fight.
D. The Indian soldiers had achieved victory.
Answer:
B. There was intense fighting on the battlefield.

(ii) Complete the sentence with a suitable reason.
(ଉପଯୁକ୍ତ କାରଣ ସହ ବାକ୍ୟ ପୂରଣ କର ।)
Despite heavy casualties, Major Somnath Sharma continued to lead his men because ………..
Answer:
Despite heavy casualities, Major Somnath Sharma continued to lead his men because he knew his bravery would keep his soldiers fightings. Even when hurt, he wanted to protect his country and help his team stay strong against the enemies.

(iii) Select the correct option for both Assertion (A) and Reason (R) given below:
(ନିମ୍ନରେ ପ୍ରଦତ୍ତ Assertion (A) ଓ Reason (R) ପାଇଁ ସଠିକ୍ ବିକଳ୍ପ ଚୟନ କର ।)

(A): Major Somnath Sharma moved fearlessly through the battlefield, even though he was injured.
(R): He believed his courage was important to motivate the soldiers.
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.
Answer:
A. Both (A) and (R) are true, and (R) is the correct explanation of (A).

(iv) Fill in the blank with the correct word from those given in the brackets:
(ବନ୍ଧନୀ ମଧ୍ଯରୁ ଉପଯୁକ୍ତ ଶବ୍ଦ ଅଛି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)
Major Somnath Sharma was filling magazines, and encouraging his men to hold their ground despite (injuries/worry)
Answer:
injuries

2. Born on 31 January 1923, in the picturesque town of Dadh in Kangra, Himachal Pradesh, Somnath Sharma belonged to a family with a rich military legacy. His father; Major General Amar Nath Sharma, had served the nation. with distinction, and young Somnath was deeply inspired by the valorous tales of the Mahabharata, imparted to him by his grandfather.

(i) What can be inferred about Somnath Sharma’s early influences on his career?
(ସୋମନାଥ ଶର୍ମାଙ୍କ ବୃତ୍ତି ଉପରେ ପ୍ରାରମ୍ଭିକ ପ୍ରଭାବ ସମ୍ବନ୍ଧରେ କ’ଣ ଅନୁମିତ ହୁଏ ?)
A. He was primarily influenced by his father’s achievements in the military.
B. His inspiration came solely from the tales of the Mahabharata.
C. His family and heritage inspired his bravery and sense of duty.
D. He decided to join the military out of necessity rather than passion.
Answer:
A. He was primarily influenced by his father’s achievements in the military.

(ii) Identify whether the following statement is true or false.
(ନିମ୍ନଲିଖ୍ ବାକ୍ୟଟି ସତ୍ୟ କିମ୍ବା ମିଥ୍ୟା ଚିହ୍ନଟ କର ।)
Somnath Sharma belonged to a wealthy family.
Answer:
True

(iii) What does the phrase ‘served the nation with distinction’ tell us about Major General Amar Nath Sharma ?
(4° ‘served the nation with distinction’ ଆଗକୁ ମେଜର ଜେନେରାଲ ଅମର ନାଥ ଶର୍ମାଙ୍କ ବିଷୟରେ କ’ଣ କହୁଛି ?)
(He performed his duties with exceptional dedication, honour, and excellence./He was highly respected for his contributions to the country.)
Answer:
He performed his duties with exceptional dedication, honour, and excellence

(iv) Replace the underlined phrase with a word from the extract that has a similar meaning.
(ରେଖାଙ୍କିତ ବାକ୍ୟାଶକୁ ସମାନ ଅର୍ଥ ଥ‌ିବା ପାଠ୍ୟ ବିଷୟରେ ଏକ ଶବ୍ଦଦ୍ୱାରା ବଦଳାଅ ।)
My family and I visited a popular hill station and stayed in an old but visually charming house surrounded by trees.
Answer:
Picturesque

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

Question 1.
Why do you think Major Somnath’s leadership was critical during the Battle of Badgam ?
(ତୁମେ କାହିଁକି ଭାବୁଛ ଯେ ବଡ଼ଗାମ ଯୁଦ୍ଧ ସମୟରେ ମେଜର ସୋମନାଥ ଶର୍ମାଙ୍କ ନେତୃତ୍ଵ ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଥିଲା ?)
Answer:
Major Somnath’s leadership was critical during the battle of Badgam because he remained calm under pressure and inspired his men to fight bravely. He also made strategic decisions such as requesting air strikes. Though he was injured, he helped his troops by filling magazines. His leaderlship delayed the enemies giving time for reinforcements to arrive and protect Srinagar.

Question 2.
What were Major Somnath’s last words? What do they reflect about his sense of duty ?
(ମେଜର ସୋମନାଥଙ୍କର ଅନ୍ତିମ ବାର୍ତ୍ତା କ’ଣ ଥିଲା ? ସେଗୁଡ଼ିକ ତାଙ୍କ କର୍ତ୍ତବ୍ୟଜ୍ଞାନ ବିଷୟରେ କି ସୂଚନା ଦେଉଛି ?)
Answer:
Major Somnath’s last words were, “The enemy is only fifty yards from us. We are heavily outunmbered . We are under devastating fire. I shall not withdraw an inch, but will fight to the last man and the last round.”

Question 3.
These words reflect his promise to his mission and eagerness to protect his country. There words show his deep loyalty, bravery and ideal leadership. What might have been the outcome of the Battle of Badgam if Major Somnath and his company had not held their ground?
(ଯଦି ମେଜର ସୋମନାଥ ଓ ତାଙ୍କର ସୈନ୍ୟଦଳ ସେମାନଙ୍କ ଭୂମିକୁ ସୁରକ୍ଷା ଦେଇ ନଥାନ୍ତେ ତେବେ ବଡ଼ଗାମ ଯୁଦ୍ଧର ପରିଣତି କ’ଣ ହୋଇଥା’ନ୍ତା ?)
Answer:
If Major Somnath and his company had not held their ground during the battle of Badgam, the enemies might have captured the Srinagar Airport and the Kashmir valley. That could have been a major loss for India. They hold their position, his company gave enough time for reinforcements to arrive. Without their brave stand, Kashmir might have fallen to the enemy’s hand.

Question 4.
Why do you think Major Somnath’s story continues to inspire soldiers and civilians today ?
(ତୁମେ କାହିଁକି ଭାବୁଛ ମେଜର ସୋମନାଥଙ୍କ କାହାଣୀ ଆଜିମଧ୍ୟ ସୈନ୍ୟମାନଙ୍କୁ ଓ ସାଧାରଣ ଲୋକଙ୍କୁ ପ୍ରେରଣା ଦେବ ?)
Answer:
Major Somnath’s story continues to inspire the soldiers and civilians today because his story shows courage, selflessness and love for the country. Being injured, he chose to fight bravely and lead his men. His courage and loyalty are a powerful example of patriotism for all the generations to come.

Question 5.
How can the values demonstrated by Major Somnath Sharma-courage, duty, and self-sacrifice – be applied in our daily lives?
(ମେଜର ସୋମନାଥ ଶର୍ମାଙ୍କ ଦ୍ଵାରା ପ୍ରଦର୍ଶିତ ସାହସ, କର୍ତ୍ତବ୍ୟ, ଆୟୋତ୍ସର୍ଗ ଭଳି ମୂଲ୍ୟବୋଧ ଆମର ଦୈନିକ ଜୀବନରେ କିପରି ପ୍ରୟୋଗ ହୋଇପାରିବ ?)
Answer:
The values demonstrated by Major Somnath Sharma courage, duty and self sacrifice – can be used in our daily lives in many ways. We can be brave by standing up by what is right. We can take our responsibilities and can think about others.

Let us learn:

I. Match the expressions from the text in Column 1 with the most suitable situations given in Column 2.
(ସ୍ତମ୍ଭ–୧ ରେ ଥ‌ିବା ପାଠ୍ୟ ବିଷୟର ଉକ୍ତିଗୁଡ଼ିକୁ ସ୍ତମ୍ଭ-୨ ରେ ଥ‌ିବା ଉପଯୁକ୍ତ

Answer:

Column 1	Column 2
1. Fight to the last man	(ii) The soldiers fought valiantly until each one laid down his life for the nation.
2. Foil the plan	(iv) A spy disrupts the enemy’s efforts to invade a country by intercepting their communications.
3. Deliver a blow	(i) A sports team scores a last-minute goal, giving them the lead and shaking the opponent’s confidence.
4. Hold their ground	(iii) Soldiers stay in their position and fight back, even though the enemy is stronger.

(iii) Now, complete the following sentences using the expressions from Column – 1
(ଏବେ ସ୍ତମ୍ଭ–୧ ରେ ଥ‌ିବା ଅଭିବ୍ୟକ୍ତିକୁ ବ୍ୟବହାର କରି ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକୁ ସଂପୂର୍ଣ୍ଣ କର ।)

A. The detective managed to by finding the hidden evidence before the culprit could get rid of it.
Answer: foil the pain (ଯନ୍ତ୍ରଣାକୁ ବିଫଳ କରିବା)

B. The company’s new advertising campaign was meant to sales.
Answer: deliver a blow

C. The hikers chose to ……….. despite the heavy rain, refusing to turn back on their journey.
Answer: hold their ground (ନିଜସ୍ଥାନରେ ଅଟଳ ରହିବା)

D. Despite being heavily outnumbered, the soldiers vowed to defend their homeland and, refusing to surrender to the enemy forces.
Answer: fight to the last man (ଶେଷ ବ୍ୟକ୍ତିଥିବା ପର୍ଯ୍ୟନ୍ତ ଲଢ଼ିବା)

II. Read the highlighted words in the following sentence from the text.
(ପାଠ୍ୟ ବିଷୟର ନିମ୍ନଲିଖତ ବାକ୍ୟରେ କଳା ଅକ୍ଷରରେ ଲିଖୁତ ଶବ୍ଦକୁ ପଢ଼ ।)

A contingent of troops posted to Jammu and Kashmir was air-lifted into Srinagar… There are many such collective nouns used in the context of armed forces. Match the Collective nouns in Column 1 to their meanings in Column 2. You may refer to a dictionary.
(ସଶସ୍ତ୍ର ସୈନ୍ୟବାହିନୀ ପରିପ୍ରେକ୍ଷୀରେ ଏହିଭଳି ଅନେକ collective nouns ଅଛି । ଏବେ ସ୍ତମ୍ଭ ‘୧’ ରେ ଥ‌ିବା collective noun ଗୁଡ଼ିକୁ ସ୍ତମ୍ଭ ‘୨’ ରେ ଥ‌ିବା ଏହାର ଅର୍ଥ ସହ ମିଳାଅ ।

Answer:

Column 1	Column 2
1. regiment	(ii) a permanent unit of an army typically commanded by a lieutenant colonel/colonel and divided into several companies
2. squadron	(iii) a small unit, typically comprising 12-24 aircrafts and their crews used in air force, naval, or army aviation services.
3. fleet	(iv) a group of ships sailing together, engaged in the same activity, or under the same ownership
4. battalion	(i) a large body of troops ready for battle, especially an infantry unit

Now, fill in the blanks suitably with words from Column 1 in the table.
(ଏବେ ସାରଣୀରେ ଥ‌ିବା ସ୍ତମ୍ଭ ‘୧’ର ଶବ୍ଦଗୁଡ଼ିକୁ ନେଇ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

A. The commanding officer addressed the entire ………….. of morning assembly
Answer: regiment (ସେନାବାହିନୀର ଏକ ଅଂଶ)

B. The admiral ordered the entire____ of to set sail for battle.
Answer: fleet

C. The ______ of infantry advanced slowly through the dense forest.
Answer: battalion

D. A_____ of fighter jets was sent to intercept the enemy planes.
Answer: squadron

III. Read the following words from the text and fill in the blanks with the correct words by taking clues from the meanings given below in the box.
(ପାଠ୍ୟ ବିଷୟରୁ ନିମ୍ନଲିଖତ ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ ନିମ୍ନପ୍ରଦତ୍ତ ଅର୍ଥଗୁଡ଼ିକର ସୂଚନାକୁ ପଢ଼ି ଠିକ୍ ଶବ୍ଦ ବ୍ୟବହାର କରି ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

Meanings:

1. To take and seize control:……………..
Answer: overthrow

2. To invade or occupy an area in large numbers : ……………..
Answer: overrun (ସୀମା ଟପିଯିବା)

3. To flood or overpower someone or something emotionally :……………..
Answer:
overwhelm (ଅଭିଭୂତ କରିବା ବା ଭାରାକ୍ରାନ୍ତ କରିବା)

Now, create a list of at least five other verbs that begin with ‘over’ and frame sentences of your own.
(ଏବେ ଅତି କମ୍‌ରେ ପାଞ୍ଚଟି ‘Over’ରେ ଆରମ୍ଭ ହୋଇଥିବା ପାଞ୍ଚଟି କ୍ରିୟାପଦ ତିଆରି କର ଓ ତୁମ ନିଜ ବାକ୍ୟ ଗଠନ କର ।)

1. Overcome: He was trying to overcome his fear of darkness.
2. Overdo: You shouldn’t overdo it.
3. Overlook: If you overlook a fact, you ignore it.
4. Overrule: The judgement was overluled by the Suprime Court.
5. Overwork Farmers in Chaina overwork the soil.

IV. In the following pairs of words, ‘c’ is used for nouns, while ‘s’ is used for verbs.
(ନିମ୍ନଲିଖତ ଯୁଗ୍ମ ଶବ୍ଦରେ ‘c’ ବିଶେଷ୍ୟ ପଦପାଇଁ ଓ ‘s’ କ୍ରିୟା ପଦପାଇଁ ବ୍ୟବହୃତ ହୋଇଅଛି ।)

• advice (noun) and advise (verb)
• practice (noun) and practise (verb)
• device (noun) and devise (verb)
• council (noun) and counsel (verb)

Now, fill in the blanks correctly with the words given in the brackets.
(ବନ୍ଧନୀ ମଧ୍ୟରେ ଥିବା ଶବ୍ଦଗୁଡ଼ିକୁ ନେଇ ଠିକ୍ ଭାବରେ ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

1. The teacher’s (i) _______ is always helpful, and she continues to (ii) their career choices. (advice/advise)
Answer:
(i) advice
(ii) advise

2. The musician believes that daily (i) ………………. helps a lot, so she is always ready to
(ii) ______ her harmonium lessons. (practice/practise)
Answer:
(i) practice
(ii) practise

3. The scientist uses a strange (i) _____ for experiments and plans to (ii) new _____ methods for his analysis. (device/devise)
Answer:
(i) device
(ii) devise

4. The village (i) ………………. met to discuss issues and decided to (ii) …………… the villagers on important matters. (council/counsel)
Answer:(i)

V. Read the highlighted words in the following sentences from the text.
(ତୁମ ପାଠ୍ୟ ବିଷୟରୁ ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିରେ ଥ‌ିବା କଳାଅକ୍ଷର ଚିହ୍ନିତ ଶବ୍ଦଗୁଡ଼ିକୁ ପଢ଼ ।)

• …… ended with echoes of courage that serve as an inspiration…
• A contingent of troops posted to Jammu and Kashmir was airlifted into Srinagar…
• D Company with 90 soldiers was the last and they were expected to return by 2:00 p.m.

The life and sacrifice of Major Somnath Sharma embody the highest ideals of duty, honour, and patriotism. The highlighted words are either singular verbs or plural verbs. They are in agreement with the subject of the sentence. They take a singular verb when referring to the group as a whole, but plural when refering to the individual member. This is called Subject-Verb Agreement.

(ହାଇଲାଇଟେଡ଼ ଶବ୍ଦଗୁଡ଼ିକ ଏକ ବଚନାନ୍ତ କ୍ରିୟାପଦ କିମ୍ବା ବହୁ ବଚନାନ୍ତ କ୍ରିୟାପଦ ରହିଛି । ଏଗୁଡ଼ିକ ବାକ୍ୟର କର୍ତ୍ତା (subject) ସହିତ ସମ୍ବନ୍ଧିତ ଅଛନ୍ତି । ସମଗ୍ର ଗ୍ରୁପ୍ ପାଇଁ ଏକ ବଚନାନ୍ତ କ୍ରିୟା ରହିଛି କିନ୍ତୁ ବହୁବଚନ ବ୍ୟକ୍ତି ପାଇଁ ବହୁବଚନ କ୍ରିୟାପଦ ବ୍ୟବହୃତ ହୋଇଛି । ଏହାକୁ Subject verb agreement କୁହାଯାଏ ।)

Now, fill in the blanks for the following sentences by choosing the correct verb given within brackets.
(ଏବେ ବନ୍ଧନୀ ମଧ୍ଯରୁ ଉପଯୁକ୍ତ କ୍ରିୟାପଦ ବାଛି ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକର ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର ।)

1. The bouquet of flowers …………(is/are) beautiful.
2. Neither the teacher nor the students …………(was/were) aware of the change in the schedule.
3. Each of the participants …………(has/have) submitted their projects on time.
4. The data collected by the researchers …………(shows/show) significant trends.
5. One of the players …………(was/were) injured during the match.
6. Either the children or their guardian …………(has/have) to attend the meeting.
7. A pair of shoes …………(is/are) missing from the rack.
8. Neither of the statements …………(is/are) true.
9. The members of the jury …………(has deliver/have delivered) their verdict to the court.
10. Mathematics …………(is/are) an interesting subject for many students.
Answer:
1. is
2. were
3. has
4. show
5. was
6. has
7. is.
8. is
9. have delivered
10. is

VI. Read the following passage and correct the incorrect usage of verbs. One example has been done for you.
(ନିମ୍ନଲିଖୂତ ଅନୁଚ୍ଛେଦକୁ ପଢ଼ ଏବଂ କ୍ରିୟାପଦର ଭୁଲ ବ୍ୟବହାରକୁ ସଂଶୋଧନ କର । ଗୋଟିଏ ଉଦାହରଣ ତୁମ ପାଇଁ ଦିଆଯାଇଛି ।)
A battalion of soldiers stand at attention as the National flag are raised.
A battalion of soldiers stands at attention as the National flag is raised.
Each soldier salute with pride while the commander and his assistants inspects the parade.
The sound of marching feet echo through the air as a group of cadets prepare for their drill.

Meanwhile, a convoy of military vehicles pass by, drawing cheers from the gathered crowd.
Answer:
incorrect — correction
salute — salutes
inspects — inspect
prepare — prepares
pass by — passes by

Let us listen (ଆସ ଶୁଣିବା) :

You will listen to a talk about the Param Vir Chakra. As you listen, complete the sentences by filling in the blanks with one or two exact words or phrases you hear. (Transcript for teacher on page 98)
(ତୁମେମାନେ Param Vir Chakra ସମ୍ବନ୍ଧରେ ଏକ ବାର୍ତ୍ତାଳାପ ଶୁଣିବ । ଶୁଣିବା ସମୟରେ, ଅବିକଳ ଗୋଟିଏ କିମ୍ବା ଦୁଇଟି ଶବ୍ଦ କିମ୍ବା ବାକ୍ୟାଶଦ୍ଵାରା ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକର ଶୂନ୍ୟସ୍ଥାନ ପୂରଣ କର । ଶିକ୍ଷକଙ୍କ ପାଇଁ Transcript ପୃଷ୍ଠା ୯୮ରେ ଅଛି ।)

1. The Param Vir Chakra signifies the ‘Wheel of the Ultimate _______
Answer: Brave

2. The Param Vir Chakra is awarded to someone who shows exemplary bravery while fighting with the _______
Answer: enemy

3. The Param Vir Chakra was introduced as a Gallantry Medal in 1947 by the _______
Answer: President of India

4. The design of the Param Vir Chakra is inspired by Sage Dadhichi, who was _______
Answer: Vedicrishi

5. The state emblem in the centre of the Param Vir Chakra is surrounded by the Vajra and _______
Answer: Lotus flowers weapon

Let us speak (ଆସ କହିବା) :

As the citizens of a nation, we all must fulfil our duty. In groups of 4-5, speak about how you propose to serve your nation.
(ଦେଶର ନାଗରିକ ରୂପେ ଆମେ ନିଶ୍ଚୟ ଆମର କର୍ତ୍ତବ୍ୟ ସଂପୂର୍ଣ୍ଣ କରିବାକୁ ହେବ । ୪ ରୁ ୫ ଜଣିଆ ଗ୍ରୁପ୍‌ରେ ତୁମେ କିପରି ଦେଶର ସେବା କରିବାର ଉଦ୍ଦେଶ୍ୟ ରଖୁଛି କୁହ ।)
You may use the sentence’ prompts given below to organise what you speak about.
(ତୁମେ ଯାହା କହିବାକୁ ସ୍ଥିର କରିଛ ସେଥ‌ିପାଇଁ ନିମ୍ନଲିଖତ ବାକ୍ୟଗୁଡ଼ିକୁ ଚୟନ କରିପାରିବ ।)

“I believe one of the best ways to serve the nation is by…
A small change we can make is… and it will have a big impact because…

If everyone contributes by…, it can lead to…..
One of the biggest challenges we face is… and I propose we address it by…
We can make a difference by working together as a team, if we…
Serving the nation is not just about big actions; even small efforts like… matter.

You can choose from the themes given below :
(ନିମ୍ନ ପ୍ରଦତ୍ତ ବିଷୟବସ୍ତୁକୁ ତୁମେ ଚୟନ କରିପାରିବ ।)

Saving the Environment (ପରିବେଶ ସୁରକ୍ଷା) :
We believe one of the best ways to serve our motherland by saving the environment. The small charge that we can make is planting a lot of trees. It will have a big impact because it will keep the environment clean and fresh. If everyone contributes by throwing waste meterials in dustbins it can make a healthy and greener nation, One of the biggest challenges we face today is pollution and it will have a big impact on everyone.

I propose we can make a difference by using public transport instead of using personal vehicles which contribute pollutants into the environment. We should work as a team. Saving the nation is not just about big actions; even small efforts like preferring reusable bags. Let’s adopt a lifestyle which preserves our planet, ensuring safe and joyful lives for evryone.

Health and Well-being:
I believe one of the best ways to serve the nation by keeping health fit. A small change we can make is eating healthy food and taking care of our health, It will have a big impact because it keeps us strong and happy.
If everyone contributes by keeping their houses and surroundings clean, it can lead to a heal their nation. One of the biggest challenges we face in growing population. Many people eat contaminated food and polluted water. I propose we address it by spreading awareness about health and cleanliness.

Helping Others:

I believe one of the ways to serve the nation is by helping others. A small change we can make is sharing things to the people who are in need. It will have a big impact because it will bring unity and happiness among people. If everyone contributes by being helpful, it can lead to a peaceful nation. One of the biggest challenges we face today is people being selfish and indifferent to others. I propose we address it by telling everyone to help others. We can make a difference by working together as a team if we organise help groups. Serving the nation is not just about by actions even small efforts like helping a neighbour in need matter.

Righteous Conduct (ଉପଯୁକ୍ତ ବ୍ୟବହାର):

I believe one of the best ways to serve the nation by doing honest things. A small change we can make is being honest and doing right action. It will have a big impact because it invites integreaty among people. If everyone contributes by being kind, truthful, it can lead to personal peace, strengthens character and promotes social harmony. It connects individual to divine purpose. It also hels build a society without corruption and conflict. Righteousness is regarded as a way to a higher spiritual state.

Maintaining Cleanliness:

I believe one of the best way to serve the nation is by maintaining cleanliness. A small change we can make is creating healthy environment, It will have a big impact because it keeps our air clean and the earth healthy. If everyone contributes by throwing their wastage in dustbins, it can lead a cleaner and beautiful country. One of the biggest challenges we face is pollution. I propose we address it by saying no plastic we can make a difference by working together.

Let us write (ଚାଲ ଲେଖୁବା)

A letter of enquiry is a formal letter written to seek detailed information about something the writer wants to know. For example, it can be used for joining a course, organising an event, knowing details about a trip, etc. The language used is formal and specific, with relevant queries. Now, write a letter of enquiry. Your school wishes to organise a visit to a Memorial in your state/region. Write the letter to the incharge of that memorial requesting for information regarding available dates for visits, the duration of the tour, any entry fees, and guidelines for student groups.

(ଏବେ ଏକ ଅନୁସନ୍ଧାନମୂଳକ ପତ୍ର ଲେଖ । ତୁମ ବିଦ୍ୟାଳୟ ତୁମ ରାଜ୍ୟର ଏକ ସ୍ମାରକସ୍ଥଳ ପରିଦର୍ଶନ ପାଇଁ ଇଚ୍ଛୁକ ଅଛି । ପରିଦର୍ଶନ ପାଇଁ ତାରିଖ, ଭ୍ରମଣ ସମୟ ଅବଧୂ, କୌଣସି ପ୍ରବେଶ ଶବ୍ଦ, ଛାତ୍ରଛାତ୍ରୀ ଦଳ ପାଇଁ ନିୟମାବଳୀ ସମ୍ବନ୍ଧରେ ତଥ୍ୟ ଦେବାକୁ ଅନୁରୋଧ କରି ସ୍ମାରକସ୍ଥଳର ତତ୍ତ୍ଵାବଧାରକଙ୍କ ନିକଟକୁ ଏକ ପତ୍ର ଲେଖ ।)

• Follow the given layout. (ନିମ୍ନ ରୂପରେଖ ଅନୁସରଣ କର ।)
• Use the cues given below to draft the letter. (ପତ୍ର ଲିଖନ ପାଇଁ ନିମ୍ନପ୍ରଦତ୍ତ ସୂଚନା ବ୍ୟବହାର କର ।)

(Sender’s address)
(Date) (ତାରିଖ)
(Receiver’s address)
Subject: Enquiry about a School Visit to a Memorial
Dear Sir,
(Body of the letter) (ଚିଠିର ମୁଖ୍ୟଭାଗ)
Yours faithfully, (Name)
ଆପଣଙ୍କର ବିଶ୍ଵସ୍ତ, (ନାମ)

Answer:

85 Green Valley School Rourkela Sundargarh 20 May 2026 Sub : Enquiry about a school visit the memorial Dear Sir, This is to enquire about our school planning to organise an educational visit to the Netaji Birth Place Memorial on the Republic Day. I should be grateful if you could provide us with information regarding the available dates for visit. Then we intend to plan our trip accordingly. Additionally kindly let us know the duration of the tour, if there is any entry fee for the students and if there are any specific guidelines to follow during the visit. The information will help us in making the necessary arrangements.We look forward to your guidance and support for making this trip meaningful. Thanking you Yours faithfully Ashutosh Parida

Let us explore (ଆସ ଅନ୍ଵେଷଣ କରିବା) :

Out of twenty-one PVC awardees, Major Somnath Sharma was the first recipient of the PVC, and Captain Vikram Batra was the last recipient of the PVC, the highest gallantry award. Captain Vikram Batra, is popularly remembered as the “Shershah of Kargil”. His iconic success signal was ‘Yeh Dil Mange More’. Captain Vikram Batra, the D Company commander was tasked to capture Point 5140 on 20 June 1999, which he did with exemplary courage.

After Point 5140 was captured, 13 JAK RIF was tasked to capture Point 4875. On 07 July 1999, Captain Batra led the assault from the front and engaged in a physical fight with the enemy. He killed five enemy soldiers at point blank range and himself sustained serious injuries. Despite his injuries, his dauntless determination inspired his men to clear the enemy from a dominating position. Later, he succumbed to his injuries. His fearless determination and leadership encouraged his company men to avenge his death and finally captured Point 4875.

His inspiring leadership, dedication to duty, and steadfast love for his country continue to be an inspiration for the younger generation. He attended the call of duty with absolute disregard for his personal safety. He was awarded the Param Vir Chakra, (Posthumously).

II. Gallantry awards in India are given to military personnel and others for displaying extraordinary courage in the line of duty.

Some of the gallantry awards in India are:

• Param Vir Chakra: The highest military award in India, awarded for the most conspicuous bravery in the presence of the enemy.
• Maha Vir Chakra: The second-highest military award in India, awarded for acts of gallantry in the presence of the enemy.
• Vir Chakra: Awarded for acts of gallantry in the presence of the enemy.
  Find out more about gallantry awards. (ଅଧ୍ବକ ବୀରତ୍ଵ ପୁରସ୍କାର ସମ୍ବନ୍ଧରେ ଅନୁସନ୍ଧାନ କର ।)

Answer:
Some other gallentry awards of India are :

Ashok Chakra: Highest peace time gallantry award for most conspicious bravery from the battle field.
Vir Chakra: the third war time gallantry award
Kirti Chakra: The second highest peace time gallantry award.
Shaurya Chakra: The third highest peacetime gallantry award.

III. The Indian government has been steadfast in its initiatives to boost the representation of women in the Indian Armed Forces. These women have been serving the nation selflessly and with pride. Find out the key roles of women in the Indian Army. Share the information with your classmates and teacher. (ଭାରତୀୟ ସୈନ୍ୟବାହିନୀରେ ମହିଳାମାନଙ୍କ ପ୍ରତିନିଧୁତ୍ଵ ବୃଦ୍ଧି ପାଇଁ ଭାରତ ସରକାର ଦୃଢ଼ ପଦକ୍ଷେପ ନେଉଛନ୍ତି । ସେହି ମହିଳାମାନେ ଗର୍ବର ସହିତ ନିଃସ୍ୱାର୍ଥପରଭାବେ ଦେଶର ସେବା କରୁଛନ୍ତି । ଭାରତୀୟ ସୈନ୍ୟବାହିନୀରେ ମହିଳାମାନଙ୍କ ମୁଖ୍ୟଭୂମିକା ଅନୁସନ୍ଧାନ କର । ତଥ୍ୟଗୁଡ଼ିକୁ ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)
Answer:
Some notable women in Indian Armed force:

1. On 27 August 1976 Gertrude Alice Ram became the first female officer in Indian Army to attain the rank of Major General.
2. In 1992 Alka Khurana Sharma joined the Indian Army and served ten years.
3. In 2000 Mitali Madhusmita, Lieutenant Colonel was the first woman officer who received the Sena Medal in 2011.
4. Captain Swati Singh was the first woman to be deployed at Nathu La Pass as a Signal in charge.
5. Madhuri Kanitkar became woman officer in Indian Army.
6. Dr. Barbara Ghosh became the first woman officer in the Indian Navy to reach the second highest rank of Lieutenant General.
7. Avani Chaturvedi, Mohana Singh Jitarwal and Bhawana Kanth became the first three female fighter pilots.

IV. Veer Surendra Sai

Veer Surendra Sai, an Indian revolutionary and a great freedom fighter from Sambalpur, Odisha He made significant contribution to the Indian Independence struggle through his prolonged and tenacious resistance against British colonial rule, particularly in the Sambalpur region. He also fought for the indigenous people and against the imposit in of British administrative and land revenue system. His efforts significantly delayed British control over western Odisha.

He is hounoured in Odisha through institutions like the Veer Surendra Sai University of Technology (VSSU) and hospitals named after him. He is also recognised with a postal stamp in his honour and a statue installed at the premises of the Parliament of India. His bravery and dedication to the cause of freedom have earned him the title “Veer” (brave) and made him a folk hero of Odisha.

V. Make a list of the patriotic songs in any language, including songs from your region. Share the songs with your classmates and teacher.
(ତୁମ ଅଞ୍ଚଳର ଦେଶପ୍ରେମ ଗୀତ ସହିତ ଅନ୍ୟ କୌଣସି ଭାଷାରେ ଦେଶପ୍ରେମ ସଙ୍ଗୀତର ଏକ ତାଲିକା କର । ଗୀତଗୁଡ଼ିକୁ ତୁମର ସହପାଠୀ ଓ ଶିକ୍ଷକଙ୍କ ସହ ବିନିମୟ କର ।)
Answer:
A list of patriotic songs:

• Sundara Mo Desha
• Tuhi Maa Janama Bhumi
• Ame Odia Ama desha Bharat
• Aei Desha Aei Mati
• Vande Mataram
• Saare Jahan Se Aachha
• Dil Diya Hai Jaan Bhi Denge
• Aisa Des Hai Mera
• Jana Gana Mana
• Jai Hindustani

A Tale of Valour: Major Somnath Sharma and the Battle of Badgam Class 8 Summary

Let us read (ଆସ ପଢ଼ିବା):

This is a tribute to the valiant Major Somnath Sharma, India’s first recipient of the Param Vir Chakra, whose name is etched in the annals of history. His bravery and sacrifice stand as a beacon of inspiration for generations. At every intersection of patriotism whether through the National War Memorial, soul stirring patriotic songs, books, and stories recounting acts of valour, or the celebrations of Azadi ka Amrit Mahotsav his memory is honoured. Major Somnath Sharma’s legacy of courage and devotion to the nation remains forever alive, forever alive… reminding us of the ultimate price paid for our freedom.

ଏହି ଶ୍ରଦ୍ଧାଞ୍ଜଳି ବୀର ମେଜର ସୋମନାଥ ଶର୍ମାଙ୍କ ପାଇଁ, ଯିଏକି ଭାରତର ପ୍ରଥମ ପରମବୀର ଚକ୍ର ସମ୍ମାନ ପାଇଥିଲେ, ଯାହାଙ୍କର ନାମ ଇତିହାସ ପୃଷ୍ଠାରେ ଲିପିବଦ୍ଧ । ତାଙ୍କର ସାହସିକତା ଏବଂ ବଳିଦାନ ଏକ ଜ୍ୱଳନ୍ତ ମଶାଲ ରୂପେ ଠିଆ ହୋଇଛି, ଆଗାମୀ ପିଢ଼ିକୁ ପ୍ରେରଣା ଦେବାପାଇଁ । ଦେଶପ୍ରେମର ପ୍ରତ୍ୟେକ ବିଭାଗରେ – ଜାତୀୟ ସମର ସ୍ମୃତିରେ, ହୃତ୍‌ତନ୍ତ୍ରୀରେ କମ୍ପନ ସୃଷ୍ଟିକାରୀ ଦେଶପ୍ରେମୀ ସଙ୍ଗୀତଗୁଡ଼ିକରେ କିମ୍ବା ସ୍ଵାଧୀନତାର ଅମୃତ ମହୋତ୍ସବ ପାଳନରେ ତାଙ୍କର ବୀରତ୍ଵର ସ୍ମୃତିକୁ ସମ୍ମାନିତ କରାଯାଏ । ମେଜର ସୋମନାଥ ଶର୍ମାଙ୍କର ସାହସ ଓ ତ୍ୟାଗ ଦେଶବାସୀଙ୍କ ମନରେ ଚିରଦିନ ଅମର ରହିଛି; ଦେଶର ସ୍ଵାଧୀନତା ପାଇଁ ତାଙ୍କୁ ବହୁମୂଲ୍ୟ ଦେବାକୁ ପଡ଼ିଛି, ଏହା ଆମର ମନେପକାଇ ଦେଉଛି ।

The serene Kashmir valley in the shadows of the majestic Himalayas witnessed a tale of extraordinary heroism and sacrifice to protect the integrity of Indian borders. The day began with the silence of a cold November dawn but ended with echoes of courage that served as an inspiration for generations to come.

ଶାନ୍ତ କାଶ୍ମୀର ଉପତ୍ୟକା, ରାଜକୀୟ ହିମାଳୟର ଛାୟାତଳେ ଏହି ଅସାଧାରଣ ବୀରତ୍ଵ ଓ ବଳିଦାନର କାହାଣୀ ଭାରତୀୟ ସୀମା ସୁରକ୍ଷା ଓ ଏକତା ବଜାୟ ରଖୁବାର ମୂକସାକ୍ଷୀ । ନଭେମ୍ବର ମାସର ସୂର୍ଯ୍ୟୋଦୟର ନୀରବତା ମଧ୍ଯରେ ଦିନର ଆରମ୍ଭ ହୋଇଥିଲା । କିନ୍ତୁ ଶେଷ ହୋଇଥିଲା ଅସାଧାରଣ ସାହସର ପ୍ରତିଧ୍ଵନିରେ, ଯାହା ଆଗାମୀ ପିଢ଼ିକୁ ପ୍ରେରଣା ଯୋଗାଇବ ।

This is the story of Major Somnath Sharma and the brave men that he led on a mission to protect the Srinagar airport from falling into the hands of a guerrilla force trained and backed by Pakistan. This is a story of how 90 men managed to foil the plan of some 500 infiltrators who wanted to capture Srinagar and the Kashmir Valley and deliver a blow to newly-independent India.

ଏହା ମେଜର ସୋମନାଥ ଶର୍ମା ଏବଂ ସାହସୀ ଲୋକମାନଙ୍କଦ୍ଵାରା ଶ୍ରୀନଗର ବିମାନ ବନ୍ଦରକୁ ପାକିସ୍ତାନ ତାଲିମ୍ପ୍ରାପ୍ତ ଓ ସାହାଯ୍ୟପ୍ରାପ୍ତ ଗରିଲା ସୈନ୍ୟମାନଙ୍କ କବଳରୁ ରକ୍ଷା କରିବାର ଏକ ମିଶନ ଥିଲା । ଏହି କାହାଣୀରେ ଭାରତର ୯୦ ଜଣ ସୈନିକ, ଶ୍ରୀନଗର ଓ କାଶ୍ମୀର ଉପତ୍ୟକା ଅଧିକାର କରିବାକୁ ଓ ସଦ୍ୟ ସ୍ଵାଧୀନତା ପାଇଥିବା ଭାରତ ଭୂଇଁକୁ ଅଧିକାର କରିବାକୁ ଆସିଥିବା ୫୦୦ ଜଣ ଅନୁପ୍ରବେଶକାରୀଙ୍କ ଯୋଜନାକୁ କିପରି ଶକ୍ତ ଆଘାତ ଦେଇ ପଣ୍ଡ କରିଦେଇଥିଲେ ତାହା ବର୍ଣ୍ଣନା କରାଯାଇଛି ।

The events that led to the Battle of Badgam started in August 1947, when Pakistan launched Operation Gulmarg to annex the Kashmir Valley. This was in violation of an existing agreement with Hari Singh, the Maharaja of Jammu and Kashmir, who had committed Pakistan not to attack the state.

ଘଟଣାସମୂହ ଯାହା ବଡ଼ଗାମ ଯୁଦ୍ଧ ପାଇଁ ବାଟ ଫିଟାଇ ଥୁଲା 1947 ମସିହା ଅଗଷ୍ଟ ମାସରେ ଆରମ୍ଭ ହୋଇଥୁଲା, ଯେତେବେଳେ ପାକିସ୍ତାନ Operation Gulmarg ଆରମ୍ଭ କରି କାଶ୍ମୀର ଉପତ୍ୟକା ପାକିସ୍ତାନରେ ମିଶାଇ ଦେବାର ଯୋଜନା କରିଥିଲା । ଏହା ଜାମ୍ମୁକାଶ୍ମୀରର ମହାରାଜା ହରି ସିଂହ ଓ ପାକିସ୍ତାନ ମଧ୍ୟରେ ହୋଇଥୁବା ଚୁକ୍ତିନାମାକୁ ଉଲ୍ଲଙ୍ଘନ କରୁଥିଲା । ପାକିସ୍ତାନ ଓ ହରିସିଂହଙ୍କ ମଧ୍ୟରେ ହୋଇଥିବା ଚୁକ୍ତିରେ ପାକିସ୍ତାନ କାଶ୍ମୀର ଆକ୍ରମଣ କରିବ ନାହିଁ ବୋଲି କୁହାଯାଇଥିଲା ।

However, instead of honouring the commitment, the Pakistani Army trained and equipped around 1000 invaders who possessed deep knowledge of mountain passes and the local terrain to enter Kashmir and take control of strategic locations, including the Srinagar airport. The ultimate goal of their plan was to engineer a revolt in Kashmir, overthrow the government, and capture the territory. If they had succeeded, it would have allowed them to control strategic mountain passes, peaks, and rivers. On 22 October, Operation Gulmarg was launched and these infiltrators invaded Kashmir, which led to the Princely State becoming a part of India on 26 October 1947.

ଯାହାହେଉ ନିଜର ଚୁକ୍ତିନାମାକୁ ସମ୍ମାନ ଦେବା ପରିବର୍ତ୍ତେ, ପାକିସ୍ତାନରୁ ତାଲିମ୍ପ୍ରାପ୍ତ ଓ ଅସ୍ତ୍ରଶସ୍ତ୍ରରେ ସୁସଜ୍ଜିତ ପ୍ରାୟ ଏକ ହଜାର ସୈନିକ ଯେଉଁମାନଙ୍କର ପାର୍ବତ୍ୟ ଗିରିପଥ ଓ ସ୍ଥାନୀୟ ସମତଳ ଦେଇ କାଶ୍ମୀରକୁ ପ୍ରବେଶ କରିବା ରାସ୍ତା ସଂପର୍କରେ ଗଭୀର ଧାରଣା ଥିଲା ଓ ସ୍ଥାନୀୟ ରଣନୀତିର ଲକ୍ଷ୍ୟସ୍ଥଳଗୁଡ଼ିକ ସହିତ କାଶ୍ମୀର ବିମାନଘାଟି ନିୟନ୍ତ୍ରଣ କରିବାକୁ ପ୍ରେରଣ କରାଯାଇଥିଲା । ତାଙ୍କର ଯୋଜନା ଥୁଲା କାଶ୍ମୀରରେ ବିଦ୍ରୋହ କରି ସରକାରଙ୍କୁ ଗାଦିଚ୍ୟୁତ କରି ସେହି ଅଞ୍ଚଳକୁ ଅଧିକାର କରିବେ । ଯଦି ସେମାନେ ସଫଳ ହୋଇଥାଆନ୍ତେ, ତା’ହେଲେ ସେମାନେ କାଶ୍ମୀରର ସାମରିକ ପାର୍ବତ୍ୟ ରାସ୍ତା, ଶୃଙ୍ଗଗୁଡ଼ିକ ଏବଂ ନଦୀସମୂହକୁ ନିୟନ୍ତ୍ରଣ କରିବାକୁ ସମର୍ଥ ହୋଇଥାଆନ୍ତେ । ଅକ୍ଟୋବର ୨୨ ତାରିଖରେ ଅପରେସନ ଗୁଲମାର୍ଗ ଶୁଭାରମ୍ଭ ହୋଇଥିଲା ଏବଂ ସେହି ଅନୁପ୍ରବେଶକାରୀମାନେ କାଶ୍ମୀର ଆକ୍ରମଣ କରିଥିଲେ ଯାହା ଫଳରେ ଅକ୍ଟୋବର ମାସ ୨୬ ତାରିଖ ୧୯୪୭ ରେ ପ୍ରିନ୍ସଲି ରାଜ୍ୟ ଭାରତର ଏକ ଅଂଶରେ ପରିଣତ ହେବାର ପଥ ସୁଗମ ହେଲା ।

In response to this invasion, the Government of India sent its troops to defend the people of Kashmir and India’s borders on 27 October 1947. A contingent of troops posted to Jammu and Kashmir was airlifted into Srinagar because the land route through Pathankot was not in a good condition.

ଆକ୍ରମଣର ପ୍ରତିକାରରେ ଭାରତ ସରକାର ସୈନ୍ୟମାନଙ୍କୁ କାଶ୍ମୀରବାସୀଙ୍କ ସୁରକ୍ଷା ପାଇଁ ଏବଂ ଭାରତର ସୀମାନ୍ତ ଅଞ୍ଚଳ ସୁରକ୍ଷାପାଇଁ ୧୯୪୭ ମସିହା ଅକ୍ଟୋବର ମାସ ୨୭ ତାରିଖରେ ପଠାଇଲେ । ଜାମ୍ମୁ ଓ କାଶ୍ମୀରରେ ନିଯୁକ୍ତ ସୈନ୍ୟଦଳରୁ ଗୋଟିଏ ଦଳ ଆକାଶପଥରେ ଶ୍ରୀନଗରକୁ ପଠାଗଲା, କାରଣ ପଠାଣକୋଟକୁ ସ୍ଥଳପଥ ସୁଗମ ନଥିଲା ।

On 31 October, the D Company of the 4th Battalion of Kumaon Regiment, under the command of Major Somnath Sharma, was also flown into Srinagar. At that time, Major Somnath Sharma’s left hand was in plaster, but he insisted on being with his company while in combat He knew that this mission would be very challenging and told his senior officers, “I know my men better than anyone else, and if they are going into action, they are not going in without me.” These words highlighted his commitment to his men and his country.

ଅକ୍ଟୋବର ୩୦ ତାରିଖରେ the D Company କୁମାୟୁନର ଚତୁର୍ଥ ବାଟାଲିୟନକୁ ମେଜର ସୋମନାଥ ଶର୍ମାଙ୍କ ତତ୍ତ୍ଵାବଧାନରେ ଆକାଶପଥରେ ଶ୍ରୀନଗରକୁ ପଠାଗଲା । ସେହି ସମୟରେ ମେଜର ସୋମନାଥଙ୍କ ବାମହାତ ପ୍ଲାଷ୍ଟର ହୋଇଥିଲା, କିନ୍ତୁ ସେ ତାଙ୍କର ସୈନ୍ୟଦଳ ସହିତ ଯିବା ପାଇଁ ସ୍ଥିର କଲେ । ସେ ଜାଣିଥିଲେ ତାଙ୍କର ଅଭିଯାନ ଯେ କୌଣସି ଆହ୍ୱାନର ସମ୍ମୁଖୀନ ହୋଇପାରେ ଏବଂ ସେ ବରିଷ୍ଠ ଅଫିସରମାନଙ୍କୁ କହିଲେ, ‘ମୁଁ ଜାଣେ ମୋର ସୈନ୍ୟମାନେ ଅନ୍ୟମାନଙ୍କଠାରୁ ଅଧିକ ଭଲ, ଯଦି ସେମାନେ ଆକ୍ରମଣ ପାଇଁ ଯାଉଛନ୍ତି, ମୋତେ ଛାଡ଼ିଯିବାଟା ଠିକ୍ ହେବ ନାହିଁ ।’’ ଏହି ଉକ୍ତି ତାଙ୍କର ଲୋକ ଓ ଦେଶପାଇଁ ଆଦର୍ଶପୂର୍ଣ୍ଣ ହୋଇଥିଲା ।

Before their arrival in Srinagar, there had been unfounded rumours of tribal movement towards the village of Badgam, less than 5 kilometres away from the Srinagar airport. The village was on a higher altitude than the airfield, and access was through the village. Hence, it was important for Indian forces to retain control of the area in order to protect troops and facilitate supplies arriving via air.

ସେମାନେ ଶ୍ରୀନଗରରେ ପହଞ୍ଚିବା ପୂର୍ବରୁ ଗୁଜବ ହେଲା ଯେ ଶ୍ରୀନଗର ବିମାନଘାଟିଠାରୁ ପାଞ୍ଚ କିଲୋମିଟର ଦୂରରେ ଥିବା Badgam ଆଡ଼କୁ ଆଦିବାସୀମାନେ ମାଡ଼ି ଆସୁଛନ୍ତି । ଗ୍ରାମଟି ବିମାନ ପଡ଼ିଆଠାରୁ ଅଧିକ ଉଚ୍ଚରେ ଥିଲା । ସେଠାକୁ ଯିବାପାଇଁ Badgam ଗ୍ରାମ ମଧ୍ଯରେ ଯିବାକୁ ଥିଲା । ତେଣୁ ଭାରତୀୟ ସୈନ୍ୟଦଳ ସେହି ଅଞ୍ଚଳକୁ ନିଜ ଅଧୀନରେ ରଖିବା, ସୈନ୍ୟମାନଙ୍କୁ ସୁରକ୍ଷା ଦେବା ଓ ଆକାଶ ପରିବହନ ଚାଲୁରଖୁବାପାଇଁ ଏହା ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ ଥିଲା ।

In reality, the enemy had started arriving in Badgam in small groups to avoid detection. On 03 November 1947, several companies, including Major Somnath Sharma’s D Company, were sent to patrol and assess emerging threats in and around the village. Throughout the day, the valley was eerily silent. Around afternoon, the companies were ordered to return one by one. D company with 90 soldiers was the last, and they were expected to return by 2:00 p.m.

ବାସ୍ତବରେ ଶତ୍ରୁମାନେ Badgam ଛୋଟ ଛୋଟ ଦଳରେ ପହଞ୍ଚିବା ଆରମ୍ଭ କରି ଦେଇଥିଲେ । ନଭେମ୍ବର ୩ ତାରିଖ ୧୯୪୭ ଦିନ କେତେକ କମ୍ପାନୀ, ମେଜର ସୋମନାଥ ଶର୍ମାଙ୍କର ଡି. କମ୍ପାନୀକୁ ଗାଁର ଭିତର ଓ ଚାରିପାଖ ଆସନ୍ନ ଧମକ ଯାଞ୍ଚ କରିବାକୁ ପଠାଗଲା । ଦିନତମାମ ଉପତ୍ୟକା ଅସ୍ଵାଭାବିକ ଭାବେ ନୀରବ ରହିଲା । ଅପରାହ୍ନକୁ କମ୍ପାନୀଗୁଡ଼ିକ ଗୋଟିଏ ପରେ ଗୋଟିଏ ଫେରିବାକୁ ଆଦେଶ ଦିଆଗଲା । ଡି. କମ୍ପାନୀ ସହିତ ୯୦ ସୈନିକ ଆଗକୁ ଥିଲେ ଓ ସେମାନେ ଦିନ ଦୁଇଟା ସୁଦ୍ଧା ଫେରିବେ ବୋଲି ଆଶା କରାଗଲା ।

When the enemy (tribal guerrilla invaders), under the command of the Pakistani army, saw that only a small group of Indian soldiers were left behind in Badgam, they attacked them. Their initial attack was met with stiff resistance by Major Somnath and his men. However, Major Somnath correctly visualised that the first attack was just a distraction. Shortly thereafter,a major attack came from another side. By then, Major Somnath Sharma and his 90 soldiers were facing about 500 invaders.

ଯେତେବେଳେ ଶତ୍ରୁମାନେ (ଗରିଲା ଅନୁପ୍ରବେଶକାରୀ) ପାକିସ୍ତାନୀ ସୈନ୍ୟ ଅଧୀନରେ ରହି ଦେଖ‌ିଲେ ଯେ କେବଳ ଗୋଟିଏ ଛୋଟ ଗ୍ରୁପ୍‌ରେ ଭାରତୀୟ ସୈନ୍ୟ Badgam ରେ ରହିଛନ୍ତି, ସେମାନେ ଭାରତୀୟ ସୈନ୍ୟମାନଙ୍କୁ ଆକ୍ରମଣ କଲେ । ମେଜର ସୋମନାଥଙ୍କ ସୈନ୍ୟମାନେ ପ୍ରଥମେ ଏହାର ଦୃଢ଼ ପ୍ରତିରୋଧ କଲେ । ମେଜର ସୋମନାଥ ା ଅନୁମାନ କଲେ ଯେ ପ୍ରଥମ ଆକ୍ରମଣ ଠିକ୍ ଗୋଟିଏ ଅନ୍ୟମନସ୍କତା ଥିଲା । କିଛି ସମୟ ପରେ ଅନ୍ୟପଟରୁ ବଡ଼ ଧରଣର ଆକ୍ରମଣ ହେଲା, ସେତେବେଳକୁ ମେଜର ସୋମନାଥ ଶର୍ମା ଓ ତାଙ୍କ ୯୦ ସୈନିକ ୫୦୦ ଅନୁପ୍ରବେଶକାରୀଙ୍କ ସମ୍ମୁଖୀନ ହେବାକୁ ପଡ଼ିଲା ।

The Pakistani invaders sought to capture the Srinagar airfield and its surrounding areas. It was clear to Major Somnath Sharma that defending Srinagar town, the airfield, and the wider valley was indeed difficult until reinforcements arrived.

ପାକିସ୍ତାନୀ ଆତଙ୍କବାଦୀମାନେ ଶ୍ରୀନଗର ବିମାନ ପଡ଼ିଆ ଓ ଚାରିପାଖ ଅଞ୍ଚଳକୁ କବ୍‌ଜା କରିବାର ଲକ୍ଷ୍ୟ ରଖୁଥିଲେ । ମେଜର ସୋମନାଥ ଶର୍ମା ଅନୁମାନ କଲେ ଅତିରିକ୍ତ ସୈନ୍ୟ ପହଞ୍ଚିବା ପର୍ଯ୍ୟନ୍ତ ଶ୍ରୀନଗର ସହର, ବିମାନ ପଡ଼ିଆ ଓ ସୁଦୀର୍ଘ ଉପତ୍ୟକା ରକ୍ଷା କରିବା ବାସ୍ତବରେ କଷ୍ଟକର ଥିଲା ।

After assessing the situation, he requested air strikes. He bravely laid out ground panels to guide the aircraft towards their target. The aerial attacks were successful in hitting the tribal invaders, but they still outnumbered D Company by almost seven to one, the attack on the positions occupied by Major Somnath’s men continued.

ପରିସ୍ଥିତିକୁ ଅନୁଧ୍ୟାନ କରିବା ପରେ ସେ ଆକାଶ ମାର୍ଗରୁ ଆକ୍ରମଣ ପାଇଁ ଅନୁରୋଧ କଲେ । ଆକାଶବାହିନୀକୁ ଲକ୍ଷ୍ୟସ୍ଥଳ ଦେଖାଇବା ନିମନ୍ତେ ସେ ସାହସର ସହ ଭୂପୃଷ୍ଠରେ ଫଳକସବୁ ସ୍ଥାପନ କଲେ । ଆକାଶମାର୍ଗରୁ ଆକ୍ରମଣ ଆତଙ୍କବାଦୀଙ୍କୁ ବାଧାଦେବାରେ ସଫଳ ହେଲା । ସେମାନେ ତଥାପି ଅସଂଖ୍ୟ ଥିଲେ । ଡି. କମ୍ପାନୀର ଜଣକ ପାଇଁ ସେମାନେ ସାତଜଣ ଥିଲେ । ମେଜର ସୋମନାଥ ନିଜ ସ୍ଥାନରେ ରହି ପ୍ରତି ଆକ୍ରମଣ ଚାଲୁ ରଖୁଲେ ।

Vastly outnumbered and facing devastating fire, Major Somnath Sharma and his men stood resolute. The air was thick with the sound of gunfire and the cries of battle, but Major Somnath Sharma’s voice cut through the chaos, urging his men to fight with tenacity and valour.

ବହୁ ସଂଖ୍ୟକ ସୈନ୍ୟ ଓ ଧ୍ଵଂସକାରୀ ଗୁଳିଗୋଳା ବର୍ଷଣର ସମ୍ମୁଖୀନ ହୋଇ ମେଜର ସୋମନାଥ ଓ ତାଙ୍କର ସୈନ୍ୟମାନେ ଦୃଢ଼ ପ୍ରତିଜ୍ଞ ରହିଲେ । କାଶ୍ମୀର ଆକାଶ ବନ୍ଧୁକ ଚାଳନାର ଓ ଯୁଦ୍ଧର ଚିତ୍କାର ଧ୍ଵନିରେ ପୂରିଗଲା । କିନ୍ତୁ ମେଜର ସୋମନାଥଙ୍କ ସ୍ଵର ଉଚ୍ଚରେ ଥିଲା ଓ ସେ ତାଙ୍କର ଲୋକମାନଙ୍କୁ ସଂକଳ୍ପ ଓ ସାହସର ସହିତ ଲଢ଼ିବାପାଇଁ ନିର୍ଦ୍ଦେଶ ଦେଲେ ।

Despite heavy casualties and his own injuries, Major Somnath Sharma displayed unparalleled bravery. He moved fearlessly through the battlefield, directing fire, filling magazines for his gunners, and encouraging his men to hold their ground.

ଭୀଷଣ ମୃତାହତ ଓ ତାଙ୍କର ନିଜ କ୍ଷତ ସତ୍ତ୍ବେ ମେଜର ସୋମନାଥ ଶର୍ମା ଅପୂର୍ବ ସାହସ ପ୍ରଦର୍ଶନ କରିଥିଲେ । ଯୁଦ୍ଧଭୂମିରେ ସେ ନିର୍ଭୟରେ ବୁଲିଲେ, ଆକ୍ରମଣ ପାଇଁ ଆଦେଶ ଦେଲେ, ବନ୍ଧୁକଧାରୀଙ୍କ ବନ୍ଧୁକରେ ଗୁଳି ଭର୍ତିକଲେ ଏବଂ ସେମାନଙ୍କୁ ଯୁଦ୍ଧଭୂମିରେ ଅଟଳ ରହିବା ପାଇଁ ଉତ୍ସାହିତ କଲେ ।

However, as the battle progressed, D Company began running out of ammunition. When Major Somnath Sharma informed Brigade headquarters about this, he was asked to pull back. Aware of the gravity of the situation, he responded with the words, “The enemy is only 50 yards from us. We are heavily outnumbered. We are under devastating fire. I shall not withdraw an inch but will fight to the last man and the last round”.

ଯୁଦ୍ଧ ଚାଲିଥିବା ସମୟରେ ଡି. କମ୍ପାନୀ ପାଖରୁ ଗୋଳାବାରୁଦ ଶେଷ ହୋଇ ଆସିଲା । ଯେତେବେଳେ ମେଜର ସୋମନାଥ, ବ୍ରିଗେଡ୍ ହେଡ୍‌କ୍ୱାଟର୍‌ସ ଜଣାଇଲେ, ତାଙ୍କୁ ପଛକୁ ହଟିଯିବାପାଇଁ କୁହାଗଲା । ପରିସ୍ଥିତିର ଗମ୍ଭୀରତା ଉପଲବ୍ଧି କରି, ସେ ଉତ୍ତର ଦେଇ କହିଲେ, ‘ଶତ୍ରୁ ଆମଠାରୁ ୫୦ ଗଜ ଦୂରରେ ଅଛନ୍ତି, ଆମେ ବହୁତ ଶତ୍ରୁମାନଙ୍କ ମଧ୍ୟରେ ରହିଛୁ । ଆମେ ଭୀଷଣ ଗୁଳିବର୍ଷା ମଧ୍ଯରେ ଅଛୁ । ମୁଁ ଗୋଟିଏ ଇଞ୍ଚ ପଛକୁ ଯିବି ନାହିଁ ଏବଂ ଶେଷ ବ୍ୟକ୍ତି ଓ ଶେଷ ଆକ୍ରମଣ ଥିବା ପର୍ଯ୍ୟନ୍ତ ଲଢ଼ିବୁ ।’’

Just a few minutes later, when he was crouched in a trench next to a machine gun operator, in order to help him load the gun, his position was hit by a mortar shell, killing him instantly.

ଠିକ୍ କିଛି ମିନିଟ୍ ପରେ ଯେତେବେଳେ ସେ ମେସିନ୍‌ନ୍ ଅପରେଟରଙ୍କ ପାଖରେ ବସିଥିଲେ, ବନ୍ଧୁକରେ ଗୁଳି ଭର୍ତ୍ତି କରୁଥିଲେ, ସେ ଗୋଟିଏ ମୋଟାର ସେଦ୍ଵାରା ଆଘାତ ପାଇଲେ ଓ ମୃତ୍ୟୁବରଣ କଲେ ।

Despite losing their Major and faced with the overwhelming numerical superiority of the enemy, the heroic actions of late Major Somnath Sharma motivated his men to hold on to their position for over six more hours before being overrun by the enemy.

ମେଜରଙ୍କୁ ହରାଇବା ସତ୍ତ୍ୱେ ଶତ୍ରୁମାନଙ୍କ ପ୍ରାଧାନ୍ୟ ସମ୍ମୁଖୀନ ହୋଇମଧ୍ଯ ମେଜର ସୋମନାଥଙ୍କ ଲୋକମାନେ ନିଜ ସ୍ଥାନରେ ଛଅଘଣ୍ଟାରୁ ଅଧ‌ିକ ସମୟ ଅଟକି ରହିଥିଲେ ।

Their brave resistance provided time for reinforcements to arrive, including flying in soldiers from the Punjab regiment to Srinagar. The heroic deeds of Major Somnath and his men thoroughly demotivated the enemy, causing more than 300 casualties, including injuring their leader

ସେମାନଙ୍କର ବଳିଷ୍ଠ ପ୍ରତିରୋଧ ଯୋଗୁ ପଞ୍ଜାବ ରେଜିମେଣ୍ଟରୁ ଶ୍ରୀନଗରକୁ ସୈନ୍ୟ ଉଡ଼ାଣ ଓ ଅନ୍ୟାନ୍ୟ ଯୁଦ୍ଧ ଉପକରଣ ପହଞ୍ଚାଇବା ନିମନ୍ତେ ସମୟ ମିଳିଲା । ମେଜର ସୋମନାଥ ଓ ତାଙ୍କର ଲୋକମାନଙ୍କର ବୀରତ୍ଵପୂର୍ଣ୍ଣ କାର୍ଯ୍ୟ ଶତ୍ରୁମାନଙ୍କୁ ନିରୁତ୍ସାହିତ କରିଥିଲା, ସେମାନଙ୍କ ମଧ୍ୟରୁ ୩୦୦ ମୃତ୍ୟୁବରଣ କରିଥିଲେ ଓ ତାଙ୍କର ନେତା ଆହତ ହୋଇଥିଲେ ।

In many significant ways, D Company’s sacrifice and Major Somnath’s leadership saved Srinagar for India. The 4 KUMAON battalion was awarded the Battle Honour, Srinagar. Major Somnath laid down his life for the nation at the young age of 24. For this act of conspicuous bravery, Major Somnath Sharma was awarded the Param Vir Chakra (PVC). His citation reflects his heroism, patriotism, and courage. He was the first recipient of the PVC, awarded posthumously for gallantry and supreme sacrifice.

ଅନେକ ଉଲ୍ଲେଖନୀୟ ଉପାୟରେ D. Company ର ବଳିଦାନ ଏବଂ ସୋମନାଥଙ୍କର ନେତୃତ୍ଵ ଯୋଗୁ ଶ୍ରୀନଗର ଭାରତରେ ରହିପାରିଲା । 4 Kumaon ବାଟାଲିୟନ୍‌କୁ Battle Honour ପୁରସ୍କାର ଦିଆଗଲା । ମେଜର ସୋମନାଥ ମାତ୍ର ୨୪ ବର୍ଷ ବୟସରେ ଦେଶପାଇଁ ଆତ୍ମବଳି ଦେଲେ । ଏହି କାର୍ଯ୍ୟ ପାଇଁ ମେଜର ସୋମନାଥଙ୍କୁ ମରଣୋତ୍ତର ‘ପରମବୀର ଚକ୍ର’ ପୁରସ୍କାର ଦିଆଗଲା । ତାଙ୍କର ଉଦାହରଣ ବୀରତ୍ଵ, ଦେଶପ୍ରୀତି ଓ ସାହସ ପ୍ରତିଫଳନ କରେ । ନିଜର ପରାକ୍ରମ ଓ ଆତ୍ମବଳିଦାନ ପାଇଁ ମେଜର ସୋମନାଥଙ୍କୁ ମରଣୋତ୍ତର ପରମବୀର ଚକ୍ର ଉପାଧ୍ ପ୍ରଦାନ କରାଯାଇଥିଲା ।

We have delved into how the events of 03 November 1947 played out. It is also worth knowing more about the early life of Major Somnath and the events that led him to make the ultimate sacrifice for the nation.

ଆମେ ବିଶଦ ଆଲୋଚନା କଲେ କିପରି ୩ ନଭେମ୍ବର ୧୯୪୭ ଘଟଣା ଘଟିଥିଲା । ଏହା ଜାଣିବା ଯୋଗ୍ୟ ମେଜର ସେମାନାଥଙ୍କ ବାଲ୍ୟଜୀବନୀ କେଉଁ ଘଟଣାଗୁଡ଼ିକ ପାଇଁ ସେ ଦେଶ ପାଇଁ ବଳିଦାନ ଦେଲେ ।

Born on 31 January 1923, in the picturesque town of Dull’ in Kangra, Himachal Pradesh, Somnath Sharma belonged to a family with a rich military legacy. His father, Major General Amar Nath Sharma, had served the nation with distinction. Young Somnath was also deeply inspired by the valorous tales of the Mahabharata, imparted to him by his grandfather.

ହିମାଚଳ ପ୍ରଦେଶର ସୁନ୍ଦର ସହର Dadh ରେ 31.1.1923 ରେ ସୋମନାଥ ଜନ୍ମଗ୍ରହଣ କରିଥିଲେ । ତାଙ୍କର ପରିବାରର ଉଚ୍ଚ ସାମରିକ ପୃଷ୍ଠଭୂମି ଥିଲା । ତାଙ୍କର ପିତା ମେଜର ଜେନେରାଲ ଅମରନାଥ ଶର୍ମା ଦେଶର ସମ୍ମାନ ପାଇଁ କାର୍ଯ୍ୟ କରିଥିଲେ । ମେଜର ସୋମନାଥ ତାଙ୍କର ଜେଜେବାପାଙ୍କଠାରୁ ମହାନତାର କାହାଣୀ ଶୁଣିଥିଲେ ଓ ଗଭୀର ଅନୁପ୍ରାଣିତ ହୋଇଥିଲେ ।

From his early education at Sherwood College, Nainital, to his rigorous training at the Royal Military College, Sandhurst, Major Somnath Sharma’s life was a testament to discipline and dedication. Commissioned into the 8th Battalion, 19th Hyderabad Regiment in 1942, he served with distinction during World War II in the Arakan Campaign in Burma, earning mentions in despatches for his bravery. However, it was during the Indo-Pakistan War of 1947-1948, particulary in the battle of Badgam, that the legacy of Major Somnath Sharma was truly forged.

ତାଙ୍କର ଶିକ୍ଷା Sherwood College ନୈନିତାଲଠାରୁ ଜଟିଳ ତାଲିମ ପାଇଥିବାର Royal Military College, Sandhurst ପର୍ଯ୍ୟନ୍ତ ମେଜର ସୋମନାଥଙ୍କ ଜୀବନ ଥିଲା ଶୃଙ୍ଖଳା ଓ ତ୍ୟାଗର ସାକ୍ଷୀ । ସେ 8th ବାଟାଲିୟନ୍ 19th Hyderabad Regiment 1942 ରେ କାର୍ଯ୍ୟ କରିଥିଲେ । ଭାରତ-ପାକିସ୍ତାନ ଯୁଦ୍ଧ 1947- 1948 ମସିହାରେ Badgam ଠାରେ କାର୍ଯ୍ୟ କରିଥିଲେ ।

The life and sacrifice of Major Somnath Sharma embody the highest ideals of duty, honour, and patriotism. He has been a source of inspiration for soldiers and citizens alike. Most importantly, his story is a reminder of the sacrifices made by countless men and women in defence of the motherland and highlights the profound sense of duty that inspired them.

ମେଜର ସୋମନାଥ ଶର୍ମାଙ୍କର ଜୀବନ ଓ ଆତ୍ମତ୍ୟାଗ ସାକାର କରେ ତାଙ୍କର ଉଚ୍ଚ ଆଦର୍ଶର କର୍ତ୍ତବ୍ୟବୋଧ, ସମ୍ମାନ ଓ ଦେଶପ୍ରେମ । ସେ ସୈନିକ ଓ ସାଧାରଣ ନାଗରିକମାନଙ୍କ ପାଇଁ ଏକାଭଳି ପ୍ରେରଣାର ଉତ୍ସ ଅଟନ୍ତି । ଅତି ଗୁରୁତ୍ଵପୂର୍ଣ୍ଣ କଥା ଯେ ସେ ଦେଶପାଇଁ ଆତ୍ମତ୍ୟାଗ କରିଥିବା ଅସଂଖ୍ୟ ପୁରୁଷ ଓ ନାରୀମାନଙ୍କର ସ୍ମରଣ ପାତ୍ର ଅଟନ୍ତି । ତାଙ୍କର ଅମାପ କର୍ତ୍ତବ୍ୟବୋଧ ସେମାନଙ୍କୁ ଅନୁପ୍ରାଣିତ କରୁଅଛି ।

In the quiet of the Kashmir Valley, where the echoes of D Company’s battle with infiltrators have long since faded, the story of Major Somnath Sharma remains a beacon of courage and sacrifice. His valour ensured that the tricolour would continue to fly over Srinagar, and his name is forever etched in the golden pages of India’s military history.

The life and legacy of Major Somnath Sharma stands as a poignant reminder of the price of freedom and the enduring spirit of those who fought to protect it. His story, marked by selflessness and bravery, will continue to inspire and guide generations to come, ensuring that his sacrifice is never to be forgotten. His name is etched on the Honour Wall of the National War Memorial.

ଶାନ୍ତ କାଶ୍ମୀର ଉପତ୍ୟକା ଯେଉଁଠାରେ D. Company ସହ ଅନୁପ୍ରବେଶକାରୀଙ୍କ ଯୁଦ୍ଧ ହୋଇଥିଲା, ତା’ର ପ୍ରତିଧ୍ଵନି ଆଜି ଶୁଣିବାକୁ ମିଳେନାହିଁ । ମେଜର ସୋମନାଥ ଶର୍ମାଙ୍କର ଆତ୍ମକାହାଣୀ ସାହସ ଓ ବଳିଦାନର ଆକାଶଦୀପ ପରି ସ୍ମରଣୀୟ ହୋଇ ରହିଅଛି । ଭାରତର ସାମରିକ ଇତିହାସର ସୁବର୍ଣ୍ଣ ପୃଷ୍ଠାରେ ତାଙ୍କର ଜୀବନ କାହାଣୀ ନିଃସ୍ୱାର୍ଥପରତା ଓ ସାହସିକତା ଆଗାମୀ ପିଢ଼ିକୁ ପ୍ରେରଣା ଦେବ । ତାଙ୍କର ବଳିଦାନକୁ କେବେହେଲେ ଭୁଲିହେବ ନାହିଁ । ତାଙ୍କର ନାମ ଜାତୀୟ ସମର ସ୍ମୃତି କାନ୍ଥରେ ସସମ୍ମାନେ ଲିପିବଦ୍ଧ ହୋଇ ରହିଛି ।

Let us salute this bravehearts
Vande Mataram, vande mataram
Sujalam suphalam malayaj a shitalam,
Shasya shyamalam mataram !
Vande Mataram, vande mataram
vande mataram…
Jai Hind

Notes and Glossary

A Tale of Valour: Major Somnath Sharma and the Battle of Badgam Class 8 MCQ

Question 1.
Why was Major Somnath Sharma awarded the Param Vir Chakra?
(a) because of his death in the Battle of Badgam
(b) because of his death at a young age
(c) because of his bravery and sacrifice
(d) because he was born in a Family with rich military legacy
Answer:
(c) because of his bravery and sacrifice

Question 2.
Which of the following statememnts about Major Somnath Sharma is True ?
(a) He was born in Jammu and Kasmir
(b) He was commissioned into the Indian Army in 1942
(c) He underwent training at Indian Military Academy, Dehradun
(d) He fought the Battle of Badgam with his right hand in plaster
Answer:
(b) He was commissioned into the Indian Army in 1942

Question 3.
How many infiltrators tried to capture the Kashmir valley ?
(a) 500
(b) 400
(c) 300
(d) 200
Answer:
(a) 500

Question 4.
On which date was Operation Gulmarg launched ?
(a) 27 October 1947
(b) 22 October 1947
(c) 20 October 1947
(d) 31 October 1947
Answer:
(b) 22 October 1947

Question 5.
Why did the invaders start arriving in Badgam in small groups ?
(a) to remain unnoticed
(b) to assess the possibility of invasion
(c) to show that they were not many in number
(d) to find out the number of Indian soldiers
Answer:
(a) to remain unnoticed

Question 6.
What, according to Major Somnath Sharma, was just a distraction ?
(a) the initial attack of the invaders
(b) the major attack of the invaders
(c) arrival of reinforcements
(d) obedience of the order to return
Answer:
(a) the initial attack of the invaders

Question 7.
How did Major Somnath Sharma direct fire, fill magazines and encourage his men to hold their ground ?
(a) by leading his company bravely
(b) by moving through the battlefield fearlessly
(c) by being crouched in a trench secretly
(d) by remaining behind his soldiers safely
Answer:
(b) by moving through the battlefield fearlessly

Question 8.
Why was Major Somnath Sharma crouched in trench next to a machine gun operator ?
(a) to keep himself safe
(b) to watch the situation secretly
(c) to help the gun operator load his gun
(d) to encourage the gun operator for heavy firing
Answer:
(c) to help the gun operator load his gun

A Tale of Valour: Major Somnath Sharma and the Battle of Badgam Class 8 Fill in the Blanks

Fill in the blanks in the following sentences with correct words/expressions.

1. Major Somnath Sharma’s name is etched in the …………
Answer: annals of history

2. Major Somnath Sharma’s legacy of courage and devotion for the nation remains forever …………
Answer: majestic

3. The infiltrators wanted to capture Srinagar and the …………
Answer: Kashmir Valley

4. Kashmir, a ………… became a part of India on 26th October 1947.
Answer: Princely state

5. Major Somnath Sharma laid out ………… to guide the air craft towards their target.
Answer: ground panels

6. The brave ………… of the soldiers of D Company provided time for reinforcements.
Answer: resistance

7. Major Somnath Sharma was born in ………… in Kangra, Himachal Pradesh.
Answer: Dadh

8. During World War II Major Somnath served with distinction in the ………… in Burma.
Answer: Arakan Compaign

A Tale of Valour: Major Somnath Sharma and the Battle of Badgam Class 8 Very Short Question Answer

Question 1.
How did Major Somnath Sharma’s early life shape his character ?
Answer:
Major Somanath Sharma’s family military background shaped his character as a soldier.

Question 2.
How many soldiers were under Major Somnath Sharma during the attack at Badgam ?
Answer:
There were ninety soldiers under Major Somnath Sharma during the attack at Badgam.

Question 3.
How does Major Somanath Sharma’s leadership inspire to face challenges in life ?
Answer:
Major Somanath Sharma’s leadership (6त्तд) reflects courage, responsibility and determination. One can be inspired by his example to face the challenges bravely.

Question 4.
What was in violation of the esisting agreement with Hari Singh ?
Answer:
Pakistan launched operation Gulmarg to annex the Kashmir valley. This was in violation of an exsisting agreement with Hari Singh, the Maharaja of Jammu and Kashmir.

Question 5.
What was the ultimate goal of Pakistani Army trained invaders ?
Answer:
The ultimate goal of their plan was to engineer a revolt in Kashmir and capture the territory, Kashmir valley including Srinagar airport.

Question 6.
When did the Battle of Badgam start ?
Answer:
The Battle of Badgam started in August 1947 when Pakistan lunched Operation Gulmarg to take possession of the Kashmir valley.

Question 7.
What state did the Kashmir valley witness in the shadow of the majestic Himalayas ?
Answer:
The Kashmir valley in the shadow of the majestic (શક્ષ્વી ) Himalayas witnessed a tale of extraordinary heroism and bravery of Indian soldiers.

Question 8.
How did Major Somnath Sharma guide the aircraft during the battle ?
Answer:
Major Somnath Sharma guided the air craft by laying out ground panels for direct air strikes at the invaders (ரலூற்கெவெவி).

Question 9.
What injury did Major Somnath Sharma have during the battle ?
Answer:
Major Somnath Sharma had a broken hand injury during the Battle of Badgam.

Question 10.
When and where was Major Somnath Sharma born ?
Answer:
Major Somnath Sharma was born on 31 January 1923 in Dadh in Himachal Pradesh.

A Tale of Valour: Major Somnath Sharma and the Battle of Badgam Class 8 Short Question Answer

Question 1.
What is the central theme of the tale of valour ?
Answer:
The central theme of ‘A Tale of Valour’ is patriotism, bravery and dutifulness ( શ્રુપિષ્ણવ) of Major Somnath Sharma and his men. It also hignlights courage and discipline that is required to face the challenges bravely in serving one’s nation. The tale makes Major Somnath Sharma’s shining image of patriotism.

Question 2.
What was the significance of the Battle of Badgam ?
Answer:
The significance of the Battle of Badgam was that Major Somnath Sharma along with his D. Company held back Pakistani invaders for a long time. Despite of being heavily outnumbered the Indian soldiers delayed them allowing the reinforcements to enter the Kashmir valley and capturing Srinagar airport. Major Somnath Sharma laid down his life for the nation.

Question 3.
Why did Major Somanath Sharma say that he would fight to the last man and this last round ?
Answer:
When the Battle of Badgam progressed, D. Company began running out of ammunition. The news was reported to Brigade Headquarters. Unfortunately he was asked to pull back. But due to the gravity of the situation, Major Somnath Sharma showed his conspicious bravery and decided not to withdraw an inch but would fight to the last man and the last round. The heroic actions of their Major motivated his men to hold on to their position for over six hours before being overrun by the invaders.