MCQ of Mackbeth , Class xi (wbchse)

  MCQ of Macbeth 

Complete the sentences which follow, choosing the correct answer from the alternatives given : [1 mark each] 

1. Duncan was the king of ---

 (a) Ireland, (b) England, (c) Scotland, (d) France. XI-'14

Ans. (c) Scotland

2. The witches looked like -

(a) charming ladies, (b) mad creatures, (c) unearthly creatures, (d) queens. XI-18, 15

Ans. (c) unearthly creatures.

3. The three unearthly creatures that met with Macbeth and Banquo, were singing -

(a) Heave ho!, (b) Fair is foul, and foul is fair, (c) Hey and a ho and a hey nonnino!, (d) Avaunt! XI-16

Ans. b) Fair is foul, and foul is fair.

4. The first of the three witches saluted Macbeth with the title of -

(a) Thane of Glamis, (b) Thane of Cawdor, (c) King of Scotland, (d) Great General. XI-19, '17

Ans. (a) Thane of Glamis.

 5. "Lesser than Macbeth and greater". The man who was talked about is ---

(a) Macduff's father, (b) an Irish general, (c) Malcolm's father, (d) Banquo  . XI-19

Ans. (d) Banquo

6. Malcolm and Donalbain were the sons of -

(a) Macduff, (b) Banquo, (c) The Thane of Cawdor, (d) Duncan. XI-15, '18

Ans. (d) Duncan.

7. The name of Macbeth's castle was -

 (a) Dunsinane, (b) Inverness, (c) Invernes, (d) Birnam. XI-'17 

Ans. (b) Inverness.

8. Lady Macbeth could not kill Duncan because---

 (a) Duncan resembled her father, (b) Macbeth did not allow her, (c) there were guards sitting at the door, (d) she was weak and irresolute. XI-'14

Ans. (a) Duncan resembled her father.

 9. Macduff was the Thane of --

 (a) Cawdor, (b) Ross, (c) Fife, (d) Glamis. XI-'16

Ans. (c) Fife

10. Macbeth was killed by ---

(a) Malcolm, (b) Donalbain, (c) Macduff, (d) Banquo. XI-'17 - 

Ans. (c) Macduff.

11. Duncan was the king of-

(a) Ireland (b) England  (c) Scotland (d) Greenland

Ans. (c) Scotland

12. Duncan was a- 

(a) cruel king (b) meek king (c) foolish king (d)  tyrant king

Ans. (b) meek king

13.  At first Macbeth was a great thane of- 

(a)  Cawdor (b) Glamis (c) Kent (d) Cumberland

Ans. (b) Glamis 

14. Macbeth was a near kinsman to- 

(a) Banquo (b) Malcolm (c) Duncan (d)  Fleance

Ans.  (c) Duncan

15.  Banquo was-

(a) Irish general (b) a Scottish general  (c) an English general (d) an Ireland general

Ans. (b) a Scottish general 

16. The three figures whom a unearthly creatures Macbeth and Banquo saw were-

(a) unhealthy creatures (b) witches (c) women (d) fairies

Ans. (b) witches

17. Macbeth was saluted with the title of Thane of Cawdor by the-

(a) first of the weird creatures

(b) second of the witches 

(c) third of them

(d) both (a) and (b)

Ans. (b) second of the witches

18. The witches spoke to Banquo in-

(a) simple words  (b) riddling terms (c) weird language (d) mysterious language

Ans. (b) riddling terms

19. Lady Macbeth was-

(a) a good natured woman (b) sympathetic woman (c) mean-minded woman (d) ambitious woman

Ans. (d) ambitious woman

20. The prophecy of the witches inflamed Lady Macbeth with-

(a) courage (b) ambition (c) frustration (d) hope

Ans. (b) ambition

21. Lady Macbeth continuously spurred Macbeth to ----

(a) be a king of Cumberland

(b) go to the witches 

(c) be a Scottish general

(d) murder Duncan

Ans. (d) murder Duncan

22. Duncan visited Macbeth's castle to-

(a) give him presents 

(b) honour him 

(c) make him a king of Scotland 

(d) making a army-general

Ans. (b) honour him 

23. Duncan was highly pleased at-

(a) Macbeth's success in the battle 

(b) Banquo's soldiership 

(c) the gentle reception of Mackbeth

((d) the prophecy of the witches

Ans. (a) Macbeth's success in the battle 

 24. Lady Macbeth waked up at-

(a) dawn (b) midnight (c) evening (d) noon

Ans. (b) midnight

25. Lady Macbeth woke up to-

(a) visit Duncan

(b) know how Duncan was sleeping 

(c) welcome Banquo

(d) plot the murder of Duncan

Ans. (d) plot the murder of Duncan

26. Lady Macbeth herself took a dagger because-

(a) she could execute the deed 

(b) she feared Duncan

(c) she was doubtful of Macbeth's purpose

(d) she was confident of her decision 

Ans. (c) she was doubtful of Macbeth's purpose

27.  She intoxicated the grooms of Duncan's chamber with-

(a) drug  (b) wine (c) milk (d) opium

Ans. (b) wine

28. Lady Macbeth accused her husband of-

(a) cowardice (b) fickleness (c) indifference (d) fickleness and cowardice 

Ans. (d) fickleness and cowardice 

29. Lady Macbeth thought of laying the guilt of the deed upon-

(a) Banquo 

(b) one of the messengers 

(c) the grooms

(d) Fleance

Ans. (c) the grooms

30. Macbeth saw a blood-stained dagger-

(a) in his room (b) in the castle (c) in the air (d) in his room

Ans. (c) in the air

31. Duncan was murdered-

(a) in his own house (b)  in Macbeth's castle (c) in the royal court (d) in Ireland

Ans. (b)  in Macbeth's castle

32. The blood-stained dagger that Macbeth saw in the air was- 

(a) mere blade (b) real (c) unreal (d) a knife

Ans. (c) unreal

33. Duncan's murder was committed with- 

(a) one stroke (b) two strokes (c) three strokes (d) four strokes

Ans. (a) one stroke

34. Macbeth could not pronounce the word-

(a) God  (b) Amen  (c) murder  (d)  christ

Ans.  (b) Amen 

35. The murder was discovered in the-

(a) evening  (b) next morning (c) afternoon (d)  midnight

Ans. (b) next morning

36. The entire suspicion fell upon- 

(a) the grooms (b) Macbeth (c) Lady Macbeth  (d) Banquo

Ans. (b) Macbeth

37.  The name of the eldest son of Duncan was-

(a) Donalbaina (b)  Malcolm (c) Angus (d) Macduff

Ans. (b)  Malcolm 

38. Macbeth and Lady Macbeth wanted to kill-

(a) Banquo (b) weird sisters (c) Macduff (d) both Banquo and his son

Ans. (d) both Banquo and his son

39. Macbeth had arranged a great supper and invited-

(a) only the Thanes  (b) Banquo only  (c) only Duncun  (d) all the chief Thanes, Banquo and his son

Ans. (d) all the chief Thanes, Banquo and his son

40. Banquo was murdered-

(a) in the palace  

(b) in his own house 

(c) on the way to the palace 

(d) in Mackbeth's castle

Ans. (c) on the way to the palace

41. Banquo was stabbed by-

(a) Macbeth (b) murderers (c) Fleance (d) Macduff

Ans. (b) murderers

42. At super Macbeth was discussing freely with--

(a)  Banquo (b) his thanes and nobles (c) Macduff (d) his queen

Ans. (b) his thanes and nobles 

43 The ghost of Banquo entered the room-

(a) at midnight (b) during supper (c) after dinner (d) in the evening

Ans. (b) during supper

44. Banquo's ghost was seen by-

(a) all the chief Thanes (b) Macbeth alone (c) Lady Macbeth (d) none of them

Ans.  (b) Macbeth alone 

45 Macbeth saw the ghost of Banquo and- 

(a) stood firmly before it

(b) talked freely with it

(c) trembled in fear

(d) pleased to see it

Ans. (c) trembled in fear

46. Lady Macbeth scolded Macbeth for his- 

(a) fit of distraction (b) infirmity of mind (c) unfriendly behaviour (d) gazing at the chair

Ans. (b) infirmity of mind 

47. Macbeth could not sleep peacefully for many days because-- 

(a) he was afraid of Banquo's ghost

(b) he thought of Fleance's successors to be the Kings after him

(c) he dreamt of keeping himself out of the throne

(d) he was afraid of Macduff

Ans. (b) he thought of Fleance's successors to be the Kings after him

48. The weird sisters came to know about Macbeth's visit by their- 

(a) imagination (b) insight (c) foresight (d) intuition

Ans. (c) foresight 

49. The weird sisters would like to conjure up- 

(a) angels (b)  spirits (c) ghosts (d) Macbeth

Ans. (b)  spirits

50. Macbeth wanted to have his doubts resolved by-

(a) the weird sisters (b) infernal spirits  (c) supernatural power (d) demons

Ans. (b) infernal spirits  

51. The first spirit made Macbeth aware of-

(a) Banquo's children (b) Fleance (c) Macduff (d) grooms

Ans. (c) Macduff

52. Macduff was the Thane of-

(a) Fife (b)  Glamis (c) Cawdor (d) Scotland

Ans. (a) Fife

53. Macbeth had entertained a jealousy of-

(a) Malcolm (b) Donalbain (c) Macduff (d) Banquo

Ans. (c) Macduff 

54. Macbeth was told to scorn the power of man by--

(a) first witch (b) the second spirit (c) third witch (d) one of the weird sisters

Ans. (b) the second spirit 

55. According to the prophecy of the third spirit Macbeth should never be vanquished until----

(a) he would go to Dunsinane Hill 

(b) Dunsinane Hill should come against him 

(c) the wood of Birnam to Dunsinane Hill came against him

(d) Dunsinane Hill moved to Scotland

Ans. (c) the wood of Birnam to Dunsinane Hill came against him

56. Hearing the prophecy of the third spirit Macbeth was----

(a) unhappy (b) frightened (c) joyful (d) distracted

Ans. (c) joyful 

57. Macbeth saw shadows which were-

(a) eight (b) nine (c) ten (d) eleven

Ans. (a) eight

58. The shadow that came at last in the series was that of---

(a) Macduff (b) Malcolm (c) Banquo (d) Donalbain 

Ans. (c) Banquo

59. A glass which showed many shadowy figures was carried by----

(a) Banquo (b) Donalbain (c) Macbeth (d) Malcolm

Ans. (a) Banquo

60. Macbeth understood that the shadowy figures in the glass were----

(a) Duncan's heir (b) Banquo's successors (c) the posterity of Macduff (d) Fleance's sons

Ans. (b) Banquo's successors

61. The first thing that Macbeth heard after getting out of the cave was that--- 

(a) Malcolm was going to compromise with him

(b) Macduff had fled to England

(c) Malcolm and Macduff were ready to visit Macbeth

(d) Birnam wood was coming to Dunsinane Hill

Ans. (b) Macduff had fled to England

62. Macbeth visited the castle of Macduff to---

(a) present gifts 

(b) attend supper 

(c) glorify Macduff before his wife

 (d) to slaughter Macduff's wife, children and relatives

Ans. (d) to slaughter Macduff's wife, children and relatives

63. Malcolm and Macduff were now approaching Macbeth with-

(a) a powerful army (b) Thanes and nobles (c) their followers (d) messengers

Ans. (a) a powerful army

64. Macbeth began to envy the condition of--

(a) Banquo (b) Duncan  (c) Macduff (d)  Fleance

Ans. (b) Duncan

65. Lady Macbeth was unable to bear-

(a)  the treason against her

(b) the remorse of guilt 

(c) the pangs of separation

(d) her husband's wicked purpose

Ans. (b) the remorse of guilt 

66. Lady Macbeth seemed to have died- 

(a) of a disease (b) by her own hands (c) in an accident (d) for the country.

Ans. (b) by her own hands

67. When Macbeth saw the approach of Malcolm's army; it roused his-

 (a) ancient courage (b) hope (c) unknown fear (d) unseen agony

Ans.  (a) ancient courage

68. Macbeth shut himself up in the- 

(a)  hall (b) castle (c) cave (d) terrace

Ans. (b) castle

69. A messenger who came to Macbeth was almost unable to report because he was- 

(a) terribly  frightened (b) dumb (c) very sad (d) confused

Ans. (a) terribly  frightened

70. Macbeth regarded the messenger as liar because-

(a) his report was false 

(b) he made Macbeth angry

(c) Macbeth could not believe him

(d) Macbeth did not understand his message

Ans. (c) Macbeth could not believe him

71. Macbeth had understood the idea of a wood moving- 

(a) in the same way the spirit meant 

(b) in a different sense

(c) in the sense that the wood would move about without killing him

(d) in the sense that the wood would hardly move to kill him

Ans. (b) in a different sense

72. When a skirmish took place, Macbeth was- 

(a) strongly supported by his friends

(b) inclined to join the party of Malcolm and Macduff 

(c) cutting to pieces all who were opposed to him

(d) desperate to save himself

Ans. (c) cutting to pieces all who were opposed to him

73. A fierce contest ensued between- 

(a) Macduff and Malcolm

(b)  Macbeth and Macduff

(c) Malcolm and Macbeth

(d) Malcolm and Duncun

Ans. (b)  Macbeth and Macduff

74. Macduff was-

(a)  born of a woman

(b) untimely taken from his mother

(c) born in the manner of ordinary men 

(d) born after the death of his mother 

Ans. (b) untimely taken from his mother

75. The witches and spirits deceived  Macbeth--

(a) in their promise 

(b) with confusing words 

(c) in sense and meaning 

(d) with false show of honour

Ans. (c) in sense and meaning

76. Macduff would have a show of Macbeth as men showed---

(a) monsters (b) animals (c) demons (d) goblins

Ans. (a) monsters

77. In the fight Macbeth was-

(a) killed (b) defeated (c) victorious (d)  humiliated

Ans. (a)  killed

78. In the end Macduff presented Malcolm- 

(a) a sword (b) Macbeth's skull (c) a throne (d) a wand

Ans.  (b) Macbeth's skull 

79. Malcolm ascended the throne of-

(a) Macbeth  (b) Duncan (c) Fleance (d) Macduff

Ans. (b) Duncan

80. When Macbeth and Banquo saw the three witches, they were —

(a) dancing and playing 

(b) dancing and singing

(c) playing and singing

(d) dancing and shouting

Ans: (b) dancing and singing

81. According to the song of the witches, they hover through —-

(a) fog and filth   

(b) foggish air and filth     

(c) filthy air and mist  

(d) fog and filthy air

Ans: (d) fog and filthy air

82. The first witch saluted Macbeth with the title of —-

(a) the thane of Glamis 

(b) the thane of  Cawdor 

(c) the thane of Norway 

(d) the thane of thanes 

Ans: (a) the thane of Glamis 

83. The second witch addressed Macbeth as —-

(a) the thane of Norway   

(b) the thane of Glamis

(c) the thane of Cawdor  

(d) the would-be king of Scotland

Ans: (c) the thane of Cawdor  

84. The third witch told that Macbeth will be —-

(a) the thane of Glamis hereafter

(b) the thane of Cawdor hereafter    

(c) the thane of Norway hereafter   

(d) the future king of Scotland

Ans. (d) the future king of Scotland

85. In the sleeping Duncan Lady Macbeth found a replica of —-

(a) her nephew  (b) her uncle (c) her grandfather  (d) her father

Ans. (d) her father

86. Malcolm, the eldest son of Duncan, fled to —-

(a) Ireland (b) Scotland (c) England   (d) Finland

Ans.(c) England   

87. Donalbain, the youngest son of Duncan, fled to —-

(a) Finland (b) England (c) Iceland (d) Ireland

Ans. (d) Ireland

88. The charm of the witches was prepared in a —-

(a) huge pot   (b) huge jug  (c) huge cauldron (d) huge mug

Ans: (c) huge cauldron

89. The charm which the weird sisters prepared was cooled with —-

(a) the blood of a goat    

(b) the blood of a cat    

(c) the blood of a child 

(d) the blood of a baboon 

Ans: (d) the blood of a baboon 

90. The number of the spirits who answered the doubts of Macbeth was —-

(a) three (b) four (c) two    (d) one

Ans. (a) three

91. The first spirit looked like —-

(a) a bloody child (b) an armed head    (c) a crowned head (d) a royal

Ans. (b) an armed head 

92. The first spirit told Macbeth to be aware of —-

(a) the thane of Glamis    

(b) the thane of Cawdor  

(c)  the thane of Fife

(d) the thane of Norway 

Ans.(c)  the thane of Fife

93. The name of the thane of Fife was —-

(a) Macbeth    (b) Banquo (c) Duncan  (d)  Macduff  

Ans. (d)  Macduff  

94. The second spirit looked like —

(a) a bloody child (b) a crowned head (c) a dead man (d) a withered creature

Ans. (a) a bloody child

95. The second spirit told Macbeth —

(a) to be aware of the thane of Fife   

(b) to laugh and scorn at the power of a man born naturally of a woman’s womb

(c) not to worry till the Woods of Birnam come to Dunsinane

(d) none of the above

Ans. (b) to laugh and scorn at the power of a man born naturally of a woman’s womb

96. The weird sisters had - (a) balded head, (b) moustache, (c) beards; (d) wings.

Ans. (c) beards

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Explain the significance of the title of the story "The Comedy of Errors" (

 

Explain the significance of the title of the story "The Comedy of Errors" ('কমেডি অফ এররস" গল্পটির নামকরণের যৌক্তিকতা বিচার করো)

Ans. The story of this comedy  is really funny where the wife sends her husband to jail.  The twin brothers Antipholus and the twin servant Dromio caused a lot of confusion and funny incidents one after another.  Adriana claimed that her husband was  in the convent custody, and at that very moment her real husband and servant Dromio also appeared there.  Antipholus complained that he had to stay in jail for falsely accusing her of insanity.  Adriana didn't really understand who her real husband was as the two brothers were looking  same as well as their twin servants.  Throughout the whole story, comedy and characters make mistakes at every step.  So the title of the story is appropriate.

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Write a paragraph on 'A Visit to a Place of Historic Interest.

 Write a paragraph on 'A Visit to a Place of Historic Interest. 

You may use the following points: date and time of departure-place of visit your companions/Friends and relations with you-Details of the journey/mode of transport-Date of visit-Interesting sights and scenes/worth-seeing place or places/Sight seeing-Your impressions-Conclusion.

A Visit to a Place of Historic Interest

Ans:

  I love to travel.  My parents encouraged me to travel.  I have been cherishing the dream of visiting the Taj Mahal for a long time.  My dream came true during the last Puja vacation.  I went to Agra with my parents.  I also had some friends with me.  On 7th October, at about 5 pm we started for New Delhi by the Rajdhani Express from Howrah.  As the speed of the train increased, I feasted my eyes on the passing charming scenes through the window.  Green fields, village huts, hills and trees greeted our eyes.  The next morning we reached Agra.  The marvelous Taj looks like a beautiful dream on a moonlit night.  What a wonderful architecture!  I had only heard of its majestic beauty earlier.  But this time with my own eyes I got boundless joy and thrill.  My friends were also amazed to see this majestic edifice.  In addition to the Taj, we visited Akbar's tomb at Sekundra and the deserted fort at Fatehpur Sikri.  Moti Masjid(Mosque), Red Fort, Jumma Masjid(Mosque) and Qutub Minar have fascinated us a lot.  We were simply fascinated by visiting Dewan-i-am and Dewan-i-Khas.  Agra casts a hypnotic spell on us with its old appearance and historical ruins.    One day my parents took us to Sangsad Bhaban, Shantiban, Rajghat and Vijayghat.  Such a tour is in fact a kind of discovery as well as history itself.  As I returned, I remembered Keats' line: 'A thing of beauty is a joy forever'.

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HS English - A question and answer of the play 'The Proposal'

THE PROPOSAL ------ Anton chekhov

                 Class xii (wbchse)

 Question:  “Oh, What burden, Lord, to be father of a grown-up daughter” Who is the father? Who is the daughter? Why is the daughter a burden to the father? [1+1+4] 

      Ans. Here Chubukov is the father in Chekhov's hilarious farce, 'The Proposal'.

      The daughter is Natalya. 

       In patriarchal societies, daughters are often seen as a liability. Finding a groom for a daughter is an uncomfortable thing for a father. He wants his daughter anyhow to get married. This will relieve him from the burden of being the father of an grown-up daughter. Chubukov is not only embarrassed by his father's responsibility, he cannot understand her daughter's whimsical attitude. Chubukov sends Natalia to settle the issue of marriage, but she starts furious quarrel. When this impudent man leaves their home, she is suddenly overwhelmed by his passion for him. Social pressure for his daughter's marriage, controlling the whims of a motherless girl and middle-class mentality combine together to  form such attitude.

বঙ্গানুবাদ: চেকভের দমফাটা হাসির গ্রহসন 'The Proposal'-এ পিতাটি হলেন চুবুকভ।

       মেয়েটি নাতালিয়া।

পিতৃতান্ত্রিক সমাজে কন্যাসন্তানকে প্রায়ই দায় হিসেবে মনে করা হয়। মেয়ের জন্য পাত্র খোঁজা বাবার কাছে একটি অস্বস্তিকর ব্যাপার। সে যে-কোনোভাবে তার মেয়ের বিয়ে দিতে চায়। এটা তাকে প্রাপ্তবয়স্ক মেয়ের বাবা হওয়ার বোঝা থেকে রেহাই দেবে। চুবুকভ শুধু বাবার এই দায়িত্ব নিয়েই বিব্রত নয়, সে তার মেয়ের খামখেয়ালি মনোভাব বুঝতে পারে না। চুবুকভ নাতালিয়াকে বিয়ের বিষয়টি ঠিকঠাক করতে পাঠায়, কিন্তু সে তীব্র বিবাদ শুরু করে দেয়। যখন এই উদ্ধত মানুষটি তাদের বাড়ি ছেড়ে চলে যায় তখন সে হঠাৎ তার জন্য তাঁর আবেগে ভেসে যায়। মেয়ের বিয়ের জন্য সামাজিক চাপ, মা-হারা মেয়ের ঘামখেয়ালিপনা সামলানো, মধ্যবিত্তসুলভ মানসিকতা, সব কিছু মিলে চুবুকভের এমন মনোভাব গড়ে দিয়েছে।

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HS English - The title of 'The Proposal'

THE PROPOSAL - 

                 ANTON CHEKHOV

Q: Comment on the aptness of the title 'The Proposal'. [The Proposal' নামকরণের যথার্থতা আলোচনা করো।] 

Or, Justify the title of the play 'The Proposal'. ['The Proposal' নাটকের শিরোনামের যথার্থতা বিচার করো।]

 Or, Discuss the appropriateness of the title of Chekhov's play 'The Proposal'. [চেকফের 'The Proposal' নাটকের শিরোনামের যথার্থতা আলোচনা করো।]

Or, Comment on the title of the play 'The Proposal'. [The Proposal' নাটকের শিরোনাম সম্পর্কে মন্তব্য করো।] 

Or, Comment upon the significance of the title 'The Proposal'. ['The Proposal' নাটকের শিরোনামের তাৎপর্য নিয়ে মন্তব্য করো]

Ans. In Anton Chekhov's one-act play 'The Proposal', all of the characters are some way or the other influenced by the marriage proposal. Lomov is now desperate for a wife. Natalia has not yet found  her man. Chubukov wants his daughter to get married soon. Lomov's intention makes Chubukov happy. Lomov, meanwhile, gets into a long-running feud with Natalia before proposing to her, first over a  disputed plot of land and then over their hunting dogs. So Natalia does not get any proposal from Lomov. The proposal is eventually fulfilled through a marriage due to Chubukov's presence of mind. This is why the title 'The Proposal' becomes more meaningful.

[আন্তন চেকফের একাঙ্ক নাটক 'The Proposal'-এ প্রতিটি চরিত্রই কোনো না কোনোভাবে বিবাহপ্রস্তাবটির দ্বারা প্রভাবিত হয়। লোমভ এখন বউয়ের জন্য মরিয়া। নাতালিয়া এখনও তার মনের মানুষ খুঁজে পায়নি। চুবুকফ চায় তার মেয়ের শীঘ্র বিয়ে হয়ে যাক। লোমভের উদ্দেশ্য তাকে আনন্দিত করে। এদিকে নাতালিয়ার কাছে বিবাহপ্রস্তাব পেশ করার আগেই লোমভ নাতালিয়ার সঙ্গে দীর্ঘ বিবাদে জড়িয়ে পড়ে, প্রথমে একখণ্ড বিতর্কিত জমি নিয়ে এবং তারপর তাদের শিকারি কুকুর নিয়ে। তাই নাতালিয়া লোমভের কাছ থেকে কোনো প্রস্তাব পায় না। প্রস্তাবটি শেষপর্যন্ত একটি বিবাহের মাধ্যমে পূর্ণতা পায় চুবুকফের উপস্থিত বুদ্ধির কারণে। এইজন্যই 'The Proposal' শিরোনামটি আরও অর্থপূর্ণ হয়ে ওঠে।]

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PROJECT: DRAMATIZATION OF KING ARTHUR'S TALE

 DRAMATIZATION OF KING ARTHUR'S TALE

Source: BLOSSOMS'-An English Text Book for Class -VIII by W.B.B.S.E.

                   CHARACTERS

Uther-Perdragon, King of Britain Igraine, Queen of the king. Counsellors-Merlin, Sir Ulfius, King Arthur. Son of Pendragon and Igraine, Barons, Peasants and courtiers. Place: A countryside of England hundreds of years ago. 

                             CURTAIN RISES

Entrance: A street, a few peasants in rustic attere

SCENE-1

Peasant 1: How fortunate we are! We are really fortunate to live in the reign of King Uther-Pendragon.

Peasant 2: Absolutely, King Uther is our God, not lord. 

Peasant 3: I can hardly remember the days we faced invasion from neighbouring kingdom.

Peasant 1: Had the king not been on the throne, we could hardly live in peace and prosperity. 

Peasant 3: Now we have no trouble to till the field and to graze the herds.

Peasant 1: Last year, I cultivated wheat in plenty and I am not worried at all even for this year.

Exit: all as

SCENE 2

(Kings Palace, the king, all the courtiers, noblemen look worried. They all held their chins on their palms but the king is restless.)

King:  Have you gathered any news, Batram?

Batram

(Courtier): No, your majesty. The attendants have not fetched any news yet.

King : Oh! Lord save me. How long do I have to suffer this? (A lady attendant comes running and bursts into screaming.)

King : What happened?

The lady :  [Still bewailing in loud noise your majesty....... How can I utter with my own lips?

 King : Speak out fast. What happened? Please tell me what has happened with the queen?

The Lady: (stammering) Our.... mother the queen... is no more. (Still mourning) But she has given a birth to a son. Your majesty, be calm.

King : Oh! My God, What have I heard!

(Sudden scream and the king falls on the floor of the palace.) 

Courtier 1 : Bring water, Help Help! Help the king!

Courtier 2: Where are you all? Save our king. Oh! God save our king. 

       (Everyone got involved in a scurry of commotion.) 

The Lady : Oh! God, Damn on us! What more do we have to witness? 

Courtier 1: Our king is no more!

Coutier 2 : We have now become orphans. God, Have mercy on us!

 Courtier 3 : Whem do we depend on to? We are now parentless children... God save us!

(Two Collors-Merlin and Sir Ulfius appear)

Merlin: We must do something in such a crisis. 

Ulfius: You are absolutely right, hon'ble prophet. We have to shift the newborn to somewhere else otherwise the baby's life would be at stake.

Merlin: The greedy barons would kill the baby for seizing the throne.

 Ulfius: Then we can hand the baby over to the custody of our loyal subject, Sir Ector...

 Merlin: I am also thinking so. So, we must not waste a moment now. We must set out right now

(They exit)

SCENE 3

(Sir Ector's House A cold windy night. Enter Merlin and Ulfius) with the baby in a red sheet of wrapper)

Merlin: Sir Ector We, the counsellors of the king Uther-Pendragon, are here to talk to you.

(Sir Ector comes out)

Sir Ector: Yes... yes... your honour. What can I do for you?

 Ulfius: Right... you have to do nothing. You have surely heard of the sad demise of our beloved king and queen.

 Sir Ector: I can hardly hold my tears and I could not believe my ears at first. It's really unbelieveable. It came to me just as a bolt from the blue.

Merlin: Now, we order you and your wife to bring up this child as though he were your own son. 

(Merlin hands the baby over to Sir Ector)

Ulfius: The boy is to be called Arthur.

Sir Ector: As your majesty pleases. I will surely carry out your order

(They exit)

 SCENE-4

(Sir Ector's House, Arthur is spending days in joy, safety and security ar Sir Ector)

Sir Ector: Arthur, you have spent eighteen springs and now you have been a gallant young man

Arthur: (laughs) Sir. you please stop jesting with me.

 Ector: No Arthur, Britain is being torn by rivalry over the possession of the throne. You need to come forward to rescue Britain from the state of lawlessness.

Arthur: I will put my best efforts to bring back peace and prosperity in Britain as it used to be in my father's regime.

Sir Ector: There on the churchyard, a magnificent sword has been found to be fixed on as stone and upon the stone it is written in gold letter. Who ever pulls out this sword is by right of birth, will become the king of England.

Arthur: Right... Sir... I am ready for the trial. I have heard that the barons are now fighting among themselves to capture the throne.

Sir Ector: Yes... They are like vultures. you do your own job. Best wishes to you my dear.

Arthur: Thank you.

(They exit)

SCENE-5

(Churchyard, A huge crowd with barons, commoners gathered there to witness the trial.)

 Baron 1: Now it is my turn. I will lift the sword and rule England. Ha...Ha...Ha...

(Baron I failed)

Baron 2: I am the future king of England because I can lift the sword easily. Do you have any doubt about it?

 (Crowd gave up loud yell but the Baron 2 also failed)

Baron 3: None of you could succeed. I am sure to succeed. (About to lift the sword but he fell upon his waist)

Arthur: Since all the respected Barons failed to pull the sword, I should give it a try. 

      (As Arthur lifted the sword, an ovation from the crowd, filled the air and they hailed the new king warmly.)

SCENE-6

(Arthur's Palace, a few years later)

Merlin: Why are you looking worried, king? Are you worried over the lost sword? Please be thoughtful. It was destined to get lost.

Arthur: No... Wise Merlin. I am thinking about another reason...I want to abolish the acts of thefts and robberies which are taking place these days.

Merlin: Your excellency... You have got the Excaliber. Only a fearless and honest knight like you can possess that sword. I believe with that sword you will remove every evil from our land.

Arthur: (in awe) I shall never use this sword for any personal objective. I will pay true dignity to this enchanted sword.

SCENE-7

(A richly guilded Pavilion with a huge, round, oak table, richly carved at the centre)

Enter King Arthur, his queen, Knights, Warriors

King Arthur: Then we all are going to take an oath that we would always extend our helping hands to the needy and punish the culprits. This is the message from this solemn ceremony.

Warriors: (In chorus) Yes, your majesty. We are ready to undertake perilous adventures for the sake of the common men of our country. We would not be afraid of death. 

King Arthur: (Clapping) Bravo! Bravo! I expected that. I am really proud of you.

Warrior 1 : My Lord.... Please give us command. 

Warrior 2: We are on our toe to protect Britain from right now.

King Arthur: The feast is ready. Let's relish the feast tonight and after that we all take an oath to fight against the enemies of the people.

Warriors: (In chorus) Certainly your majesty.

(Music is heard, light slowly fades out. A chorus of 'Long live King Arthur' overlaps the music.)

                  CURTAIN

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ADVERB AND ITS CLASSIFICATION (ক্রিয়া - বিশেষণ এবং ইহার প্রকারভেদ)

 ADVERB AND ITS CLASSIFICATION

(ক্রিয়া - বিশেষণ এবং ইহার প্রকারভেদ)

Adverb: Adverb যে সকল শব্দ Noun, Pronoun ও Interjection ছাড়া অন্যান্য Parts of Speech, Phrase এবং কোনও sentence কে modify বা বিশেষিত করতে পারে সেই শব্দগুলিকে Adverb বলা হয় ।

     ইংরেজী modify শব্দের অর্থ কোনও পদের অর্থকে কোনওভাবে পরিমিত করা, বিশেষত্ব দেওয়া।

Example: 

* Adverb যখন Verb কে modify করে।

তিনি ধীরে ধীরে হাঁটেন— He walks slowly. 

এই বাক্যটিতে 'walk' Verb টিকে slowly Adverb টি modify করছে। অর্থাৎ তিনি (He) কেমনভাবে হাঁটেন (walks), তা বােঝানাে হচ্ছে slowly (ধীরে ধীরে) এই শব্দটি দিয়ে। বাংলায় ধীরে ধীরে হল ক্রিয়া বিশেষণ, ইংরেজীতে তাকে বলা হয় Adverb। 

* Adverb যখন Adjective কে imodify করে

  তুমি খুবই ভালাে ছেলে— You are a very good boy . 

এই বাক্যটিতে 'good' Adjective টিকে ‘very' Adverb টি modify করছে । 

* Adverb যখন অন্য একটি Adverb কে modify করে : 

ঘোড়া খুব জোরে দৌড়াতে পারে। — The horse can run very fast .

 এখানে fast Adverb টিকে ‘very' Adverb টি modify করছে।

 *Adverb যখন Preposition কে modify করে। 

তার আসার ঠিক পরেই আমি সেখানে হাজির হলাম— I appeared there just after his arival. 

এই বাক্যটিতে 'just' Adverb টি 'after' Preposition কে modify করছে। 

*Adverb যখন Conjuiction কে modify করে

সে বিদ্যালয়ে আসে নি শুধুমাত্র শরীর খারাপের জন্য— He did not come to school only because he was ill . 

এখানে because 'Conjunction' টিকে modify করছে ‘only' Adverb টি । 

*Adverb যখন Participle কে modify করে : 

শিলং - এর আবহাওয়া খুবই মনােরম— The weather of Shillong is very charming. 

এই বাক্যে 'very' Adverb টি একটি Participle 'charming' কে modify করছে। 

* Adverb যখন কোনও সম্পূর্ণ sentence কে modify করে ।

 দুর্ভাগ্যবশতঃ ছেলেটি অকৃতকার্য হল— Unfortunately the boy failed. 

এক্ষেত্রে sentence- এর শুরুতে 'Unfortunately'- এই Adverb টি বসে সম্পূর্ণ sentence টিকেই modify করছে।

*Adverb যখন কোনও Phrase কে modify করে-

 যন্ত্রটি পুরােপুরি বিকল হয়েছিল— The machine was completely out of order. এখানে 'completely' এই Adverb টি একটি Phrase 'out of order' কে modify করছে।

CLASSIFICATION OF ADVERBS (ADVERB এর শ্রেণীবিভাগ):

ব্যবহার অনুযায়ী Adverb কে মূলতঃ চারভাগে ভাগ করা যায় 

1. Simple or Independent Adverb 

2. Indicating Adverb 

3. Adverbs denoting Number and Amount

 4. Emphasising Adverb 

1. SIMPLE OR INDEPENDENT ADVERB : যে Adverb দ্বারা সরাসরি কোন শব্দ বা বাক্যের রূপ, অবস্থা ইত্যাদি বোঝায় তাকে Simple Adverb বলে।

Simple Adverb নয় প্রকারের হয়—

 (i) Adverb of Manner(carefully, honestly, beautifully, well, fast, etc.)

 (ii) Adverb of Time (daily, soon, before, never, always, now etc.)

 (iii) Adverb of Place (Here, nowwhere, everywhere, away, out,etc)

 (iv) Adverb of Reason or Purpose( therefore, so, hence, so that, etc.)

(v) Adverb of Affirmation and Negation (surely, certainly, undoubtedly, not, never)

 (vi) Introductory Adverb (Here, there)

(vii) Sentence Adverb (probably, fortunately, hopefully, etc.)

 (viii) Intensifier (thoroughly, indeed, utterly, etc.)

 (ix) Downtoner (nearly, hardly, rather, barely, etc.)

(i) Adverb of Manner :  ইহা কিভাবে কিছু ঘটে বা কাজ করা হয়, অর্থাৎ ক্রিয়া কিরূপে নিষ্পন্ন হয়, তাহা বুঝাইয়া বা দেখাইয়া দেয়। 

well, fast, gently, carefully, deeply, swiftly, peacefully, honestly,  certainly, easily, loudly, strongly, bravely ইত্যাদি হল এই ধরনের Adverb এর উদাহরণ। 

**অধিকাংশ Adverb of Manner শব্দগুলি সাধারনত: Adjective-এর সাথে –ly যুক্ত করে গঠিত হয়। যেমন:

deep— deeply

easy——–easilyo

loud——–loudly

clever——-cleverly

quick———quickly

strong——–strongly

 Example: 

(১)ছেলেটি বেশ পড়ে— The boy reads well

(২) সে মৃদুভাবে কথা বলে— She speaks gently. 

(৩) তারা সাবধানে হাঁটে— They walk carefully. 

(৪) তিনি আমাদের খুব ভালবাসেন— He loves us deeply. 

(৫) তারা শান্তিতে বাস করে— They live peacefully.

(৬) শরৎবাবু সভাবে জীবন যাপন করেন—— Saratbabu lives honestly. 

[ Note: ওপরের sentence গুলিতে প্রতিটি Verb অন্য আর একটি শব্দের দ্বারা modified হয়েছে বা ক্রিয়াটি কিভাবে সম্পাদিত হয়েছে তা বর্ণিত হয়েছে; অর্থাৎ Verb টি কিভাবে ( in what mater) বা কেমন করে (how) সম্পাদিত হয়েছে, ঐ শব্দটির দ্বারা তা বােঝানাে হয়েছে।]

( ii ) Adverb of Time : এই Adverb গুলি কোন কিছু ঘটার সময় দেখাইয়া দেয়। অর্থাৎ ইহারা ক্রিয়ার কাল বা সময় নির্দেশ করে। 

 soon (শীঘ্র), every week (প্রতি সপ্তাহে), before (আগে), early (সকাল সকাল), yesterday (গতকাল), now (এখন), lately (সম্প্রতি), always (সর্বদা), never  (কখনও না), tomorrow (আগামীকাল), recently (সম্প্রতি) ইত্যাদি এই ধরনের Adverb এর উদাহরণ। 

Example: 

(১) সে রােজ এখানে আসে— He comes here daily. 

(২) সে শিগগিরই ফিরবে— He will return soon.

(৩) আমি এটি আগে শুনেছি— I have heard this before. 

(৪) রাম তাড়াতাড়ি এসেছিল— Ram came early.

(৫)  আগামীকাল ছুটি— It is a holiday tomorrow. 

[Note : ওপরের sentence গুলিতে প্রত্যেকটি কাজ কখন করা হয় বা ঘটে তা বােঝাবার জন্যে একটি করে সময়সূচক Adverb (Adverb of Time) ব্যবহার করা হয়েছে। 

(iii) Adverb of Place : ইহারা কোথায় কিছু ঘটে বা কোন কাজ হয় তাহা দেখাইয়া দেয়। অর্থাৎ ইহারা ক্রিয়ার স্থান নির্দেশ করে । 

[ Here, there, nowhere, somewhere, in, out, everywhere, forward, backward,, within প্রভৃতি শব্দকে Adverb of Place হিসেবে ব্যবহার করা হয়।]

Example: 

১) সে ওপরের দিকে তাকালাে— He looked up. 

(২) সরমা বাইরে গিয়েছে— Sarama has gone out. 

(৩)  ঐখানে গিয়ে বােসো— Go and sit there.  

(৪) ঘােড়াগুলি ছুটে চলে গেল— The horses galloped away. 

[Note : ওপরের উদাহরণগুলিতে প্রত্যেকটি sentence- এ একটি করে স্থানবাচক Adverb ব্যবহার করা হয়েছে। Verb টি কোথায় ঘটছে কোথা থেকে ঘটেছে বা কোথায় ঘটবে তা এই Adverb of Place এর হারা সূচিত হয়।]

(iv) Adverb of Reason : কোনও কাজ বা ঘটনার কারণ বা উদ্দেশ্য বােঝানাের জন্য যেসমস্ত Adverb ব্যবহার করা হয়, তাদের Adverb of Reason / Purpose বলা হয়। Therefore, Hence, so, so that, that is why ইত্যাদি হল এই ধরনের Adverb এর উদাহরণ। 

 Example: 

১) সেজন্য তিনি কাজটি ছেড়ে দিলেন— He therefore left the job . 

 ২) সুতরাং আমি স্থানটি পরিত্যাগ করলাম— So I left the place. 

৩) এই কারণে আমি খেলতে যাই না— I therefore do not go to play.

৪) পরিশ্রম কর যাতে সফল হতে পারাে— Work hard so that you can succeed . . 

(v) Adverbs of Affirmation এবং Adverb of Negation : অস্ত্যর্থক ( হাঁ - সূচক— Affirmative ) এবং not নঞর্থক ( না - সূচক— Negative ) অর্থ প্রকাশে যে সমস্ত Adverb ব্যবহার করা হয়, তাদের Adverbs of Affirmation এবং Adverb of Negation বলা হয়। 

Example: 

(১) ভারত নিশ্চিতভাবে জিতবে— Surely India will win. 

(২) নিশ্চিতরূপেই তুমি সফল হবে— You will certainly succeed .

(৩) হ্যা , আমি ভাত খেয়েছি— Yes, I have taken rice. 

(৪) নিঃসন্দেহে তিনি একজন সুবক্তা-- undoubtedly he is a good speaker.

(৫) আমি তাকে চিনি না— I do not know him.

[Note : ওপরের উদাহরণগুলিতে surely, certainly, undoubtedly,  এই পদগুলি অস্ত্যর্থক ( হাঁ - সূচক— Affirmative ) এবং not নঞর্থক ( না - সূচক— Negative ) অর্থ প্রকাশে সাহায্য করছে। তাই এই পদগুলিকে যথাক্রমে Adverbs of Affirmation এবং Adverb of Negation বলা হয়।]

(vi) Introductory Adverb:  শুধু sentence আরম্ভ করার জন্য যখন Here, there (কোনও sentence এর প্রথমেই) ব্যবহৃত হয় তখন তাদের Introductory Adverb বলা হয়। 

Example: 

(১) এই গ্রামে একটি বিদ্যালয় আছে— There is a school in this village. 

(২) একজন লােক তােমার জন্য অপেক্ষা করছে— Here is a man waiting for you .  

[Note :  Here এবং there দিয়ে কোনও sentence শুরু হলে Finite Verb সবসময় Subject এর আগে বসে। যেমন : এই গ্রামে একটি ধনী লােক বাস করতেন— There lived a rich man in this village এখানে লক্ষ্য কর ‘lived' এই Finite Verb টি 'a rich man' এর আগে বসেছে। যদি লেখা হত— There a rich man lived in this village— তাহলে Finite Vrrb এর অবস্থান Subject এর পরে বসতো, তাই এইধরনের বাক্যগঠনরীতি ভুল হতাে। সঠিক বাক্য গঠন করতে হলে ( Introductory Adverb দিয়ে ) Finite Verb এর অবস্থান Subject এর আগে হবে।]

(vii) Sentence Adverb: কখনও কখনও sentence- এর একেবারে প্রথমে যে Adverb বসিয়ে তার দ্বারা sentence টির সম্পূর্ণ বক্তব্যকে modify বা তার চিন্তার প্রকৃতি প্রকাশ করা হয়, তাদের Sentence Adverb বলে। এই Adverb গুলি বাক্যের কোনও বিশেষ Verb বা Adjective বা অন্য কোনও Adverb কে modify করে না। 

Example: 

(১) সৌভাগ্যক্রমে সেদিন কোনও বৃষ্টি হয় নি— Fortunately there was no rain that day. 

(২) সম্ভবতঃ তিনি এখানে দেরিতে পৌঁছবেন—- Probably he will reach here late. 

(৩) স্পষ্টতঃই তিনি সব তথ্য জানেন না— Evidently he does not know all the facts.

(viii) Intensifier Adverb: যে Adverb গুলি Verb এর কাজের ওপর বিশেষ জোর প্রয়ােগ করে, সেগুলিকে Intensifier বলে। actually, certainl , thoroughly, definitely, surely, really, indeed, absolutely, practically প্রভৃতি শব্দগুলি Intensifier. 

Example: 

(১) বইটি সম্পূর্ণরূপে পড়– Read the book thoroughly . 

(২) সত্যিই তিনি সৎলােক— Really he is an honest man. 

(৩) প্রকৃতপক্ষে রাখালই আমটি খেয়েছে— Actually it is Rakhal who has eaten the mango. 

 (ix) Downtone:  যে Adverb গুলি Verb, Adjective বা অন্য কোনও Adverb এর গুরুত্ব কমিয়ে দেয়, তাদের Downtoder বলা হয়।

 Example: 

(১) সে কাজটি প্রায় শেষ করেছে — He has nearly finished the work . 

(২) আমি তাকে প্রায় চিনতেই পারি নি I hardly recognized him . 

(৩) তুমি কিছুটা ক্লান্ত— You are rather tired.

(৪) কদাচিৎ আমি মিথ্যে কথা বলি— l scarcely tell a lie.

 (৫) কদাচিৎ তিনি লেখেন— He seldom writes. 

2. INDICATING ADVERB : 

Indicating Adverb তিনটি শ্রেণীতে বিভক্ত। যথা-

 (i) Interrogative Adverb

 (ii) Relative Adverb

 (iii) Exclamatory Adverb 

(i) Interrogative Adverb : যখন where (স্থানসূচক Adverb ), when (সময়সূচক Adverb), why (কারণসূচক Adverb), how (পদ্ধতিসূচক Adverb) প্রভৃতি Adverb প্রশ্ন করার জন্য sentence- এর প্রথমে ব্যবহার করা হয় তখন তাদের Interrogative Adverb বলা হয়। 

Example: 

(১) তুমি কলমটি কোথায় পেলে? —Where did you get the pen ?

(২) তুমি কখন শুতে যাও? —When do you go to bed? 

(৩) কেন সে ভাত খেল ? —Why did he eat rice? 

(৪) তুমি কেমন আছ ? How are you? 

(ii) Relative Adverb : যে সকল Adverb, বাক্যে আগে উল্লেখ হয়েছে এমন কোনও Noun এর সঙ্গে সম্পর্ক রক্ষা করে দু'টি Clause কে যুক্ত করে তাদের Relative Adverb বলা হয়। Relative Adverb বাক্যটির প্রথম অংশে ব্যবহৃত যে Noun এর সঙ্গে সম্পর্ক রক্ষার জন্য sentence- এ ব্যবহৃত হয় সেই Noun টিকে Antecedent ( Ante = before ; cedent = going ) বলে। How, when, why, where প্রভৃতি Adverb গুলি Relative Adverb ।

 Example: 

(১) এখানে আমি জন্মেছিলাম— This is the place where I was born .

(২) আমি জানি তিনি কোন সময় আসবেন— I know the time when he will come. 

(৩) আমি জানি না কী কারণে সে অকৃতকার্য হয়েছিল— I do not know the reason why he failed. 

[Note: ওপরের বাক্যগুলিতে where , when , why এই Adverb গুলি Relative Adverb এবং place , time ও reason যথাক্রমে এদের Antecedents.]

(iii) Exclamatory Adverb : 'How' শব্দটি Exclamatory Pronoun এর মত Exclamatory Adverb রূপে ব্যবহৃত হয়। 

Example:

(১) ঘুম কি সুন্দর ! –How beautiful sleep is! 

(২) কিরকম সুস্বাদু মাছ! —How tasteful the fish is! 

(৩) কি বিস্ময়কর বালক! —How wonderful the boy is! 

3. Adverbs Denoting Number & Amount সংখ্যা এবং পরিমাণসূচক Adverb

 Adverbs denoting Number and Amount দু'টি শ্রেণীতে বিভক্ত

 (i) Adverbs denoting Number or Frequency 

( ii ) Adverbs denoting Amount 

(i) Adverbs Denoting Number:  কোনও Verb কতবার (frequency) ঘটছে বা একবারও ঘটছে কিনা ইত্যাদি বােঝাবার জন্য যে  Adverb গুলি ব্যবহার করা হয় তাদের Adverbs Denoting Number বলে। 

এই Adverb গুলি হল— twice (দুবার), never (কখনও না), often (প্রায়), seldom (খুব কম / কদাচিৎ), frequently ( প্রায় / ঘনঘন ), once (একবারমাত্র), thrice (তিনবার), again (পুনরায়), repeatedly ( বারবার ), regularly (নিয়মিত), ইত্যাদি।

Example:

(১) সে দু’বার অঙ্কটি করার চেষ্টা করল— He tried to do the sum twice. 

(২)  তিনি কখনও এখানে আসেন না— He never comes here. 

(৩) তিনি প্রায়ই আমার সঙ্গে দেখা করেন— He often meets me. 

[Note: one , two , three প্রভৃতি Cardinal Numerals থেকে গঠিত  once, twice, thrice প্রভৃতি Adverb যেমন Adverbs denoting Nuruber- এর মধ্যে পড়ে, তেমনই first ( firstly এখন আর প্রচলিত নয়), secondly, thirdly প্রভৃতি Ordinal Numerals থেকে গঠিত Adverb গুলিও Adverbs deioting Number- এর পর্যায়ভুক্ত। ]

(ii) Adverbs Denoting Amount or Quantity:  যে  Adverb গুলি Degree  (মাত্রা বা তুলনা) বা Quantity (পরিমাণ) -সূচক  হিসাবে ব্যবহার করা হয়, তাদের বলা হয় Adverb of Degree বা Quantity বা Adverbs denoting Amount। 

Almost  (প্রায়), quite (সম্পূর্ণরূপে), entirely, fully, partly (আংশিকরূপে) , enougli (যথেষ্ট), pretty, rather, as, half as ইত্যাদি হল এই ধরনের Adverb ।

Example: 

(১) আমগুলি প্রায় পাকা— The mangoes are almost ripe. 

(২) আমার কাজ প্রায় শেষ হয়েছে - My work is almost complete.

(৩) তোমার ধারণা সম্পূর্ণ ভুল- Your idea is entirely wrong.

(৪) তুমি যা বলেছ তা সম্পূর্ণ সত্যি- What you say  is quite true.

4. Emphasising Adverb : Too, only, even এই Adverb -গুলি শুধু পরবর্তী বা পূর্ববর্তী word টির ওপর জোর দেওয়ার জন্য ব্যবহৃত হয় বলে তাদের Eimpliasising Adverb বলা হয়।

Example: 

(১) সেও আমাকে ছেড়ে চলে গেল— He too left me . 

(২) শুধু সে - ই এসেছিল— Only he came. 

(৩) তুমিও আমাকে ছেড়ে গেলে— Even you left me. 

(৪) তােমাকেও ধন্যবাদ— Thank you too.

General Rules for the position of Adverb ( Adverb- এর অবস্থানের সাধারণ নিয়ম )

 1. Adverb সাধারণতঃ Intransitive verb- এর পরে বসে। যথা- 

(i) He comes late. 

(ii) We rise early. 

2. Transitive verb- এর Adverb সাধারণতঃ Object- এর পরে বসে। যথা- 

(i) He reads the book attentively. 

3. Adverb সাধারণতঃ Auxiliary Verb এবং Finite verb- এর মধ্যে বসে। যথাঃ 

(i) He is carefully examining the scripts. 

4. Adjective বা Adverb কে modify করে এমন Adverb, modifying Adjective বা Adverb- এর পুর্বে বসে । যথাঃ

 i) It is most beautiful .

 ii) He is moving very slowly.

 5. Always, seldom, never, often প্রভৃতি Adverb of time সর্বদা 'to be' ছাড়া অন্যান্য Verb এর পূর্বে বসে। যথা-

 (i) He never tells a lie. 

6. জোর বুঝানাের জন্য অনেক সময় Adverb বাক্যের প্রথমে বসে। যথাঃ 

(i) Surely, I shall meet you. 

(ii) Accidentally, we won the game.

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6 Questions and Answers of OUR CULTURE THEIR CULTURE

 OUR CULTURE THEIR CULTURE-- Rabindranath Tagore

Questions and Answers (5 Marks)

1. Estimate Rabindranath Tagore's view of Indian culture vis - a - vis European culture.  [ইউরোপীয় সংস্কৃতির প্রেক্ষিতে ভারতীয় সংস্কৃতির ব্যাপারে রবীন্দ্রনাথের মতের মূল্যায়ন করো। ]

Ans . According to Rabindranath, if Indians want to create a center of Indian culture, they must believe that India has a culture and that this culture deserves to be given to everyone else.  Rabindranath, however, admits that Indian culture has its superstitions and shortcomings.  But as Indian culture has ceased moving, its shortcomings and superstitions are becoming more and more apparent.  European culture also has its superstitions and shortcomings.  But these are not fatally unhealthy because they are dynamic and changing.

বঙ্গানুবাদ:

রবীন্দ্রনাথের মতে যদি ভারতীয়রা ভারতীয় সংস্কৃতির কেন্দ্র সৃষ্টি করতে চায় তাহলে তাদের বিশ্বাস করতেই হবে যে ভারতের একটি সংস্কৃতি আছে এবং এই সংস্কৃতি অন্য সকলকে দেওয়ার যোগ্য। রবীন্দ্রনাথ অবশ্য স্বীকার করেন যে ভারতীয় সংস্কৃতির কুসংস্কার ও ত্রুটি আছে। কিন্তু যেহেতু ভারতীয় সংস্কৃতি গতিহীন হয়ে পড়েছে, সেজন্য এর ত্রুটি ও কুসংস্কারগুলি বেশি করে চোখে পড়ছে। ইউরােপীয় সংস্কৃতিরও তুটি ও কুসংস্কার আছে। কিন্তু এগুলি মারাত্মকভাবে অস্বাস্থ্যকর হয় না কারণ তারা গতিশীল এবং পরিবর্তিত হচ্ছে। 

  2. What does Rabindranath say about a pupil's knowledge of geography? [ একটি ছাত্রের ভূগােলের জ্ঞান সম্বন্ধে রবীন্দ্রনাথের মন্তব্য লেখাে। ] 

Ans . A pupil's knowledge of geography was wrong, because he thought that his familiar world  could never be the learned world of geography.  That is why in later life, when he hears from a foreign tourist that India is a great big country, that the Himalayas are big mountains, he must be mentally disturbed.  When he recovers from the shock, he will loudly declare that other countries are  merely countries, but his country itself is heaven.

বঙ্গানুবাদ: একটি ছাত্রের ভূগােলের জ্ঞান ভুল ছিল, কারণ সে মনে করত তার পরিচিত জগৎ কখনও ভূগােলের পাণ্ডিত্যপূর্ণ মহান জগৎ হতে পারে না। সেজন্য পরবর্তী জীবনে যখন সে কোনও বিদেশি পর্যটকের কাছে শুনবে যে ভারতবর্ষ একটি মহান বিরাট দেশ, যে হিমালয় বিশাল পর্বতমালা, তখন সে নিশ্চয়ই মানসিকভাবে বিপর্যস্ত হয়ে থাকবে। যখন সে মানসিক আঘাত কাটিয়ে উঠবে তখন সে উচ্চকণ্ঠে ঘােষণা করবে যে অন্যান্য দেশ কেবলমাত্র দেশ, কিন্তু তার দেশ নিজেই হল স্বর্গ।

 3. "The same thing happens in the case of our Indian culture. " ( Para 2) 

Describe how the same thing happens in the case of Indian culture. [ ভারতীয় সংস্কৃতির ক্ষেত্রে কীভাবে একই জিনিস ঘটে তা বর্ণনা করাে।]

Ans . We take it for granted that India has no culture or even if it does not exist. Then when we hear some foreign pundits praise our Indian culture, we can no longer hold ourselves  and rend the sky with the shout that the cultures of other countries are merely human, but ours is divine - it is a special creation of Brahma. 

 বঙ্গানুবাদ:

 আমরা বিনা বিচারে সত্য বলে ধরে নিই যে ভারতের কোনও সংস্কৃতি নেই বা থাকলেও তা না থাকার মতাে। তারপর আমরা যখন কোনও বিদেশি পণ্ডিতদের কাছে ভারতীয় সংস্কৃতির প্রশংসা শুনি, তখন আমরা আর নিজেদেরকে ধরে রাখতে পারি না এবং আকাশ ফাটিয়ে চিৎকার করে বলি যে অন্যান্য দেশের সংস্কৃতি কেবলমাত্র মানবীয়, কিন্তু আমাদের সংস্কৃতি ঐশ্বরিক - ইহা ব্রহ্মার বিশেষ সৃষ্টি। 

4 . How does Rabindranath view the doctrine of special creation and the idea of a specially favoured race? [ বিশেষ সৃষ্টি ও বিশেষ অনুগ্রহপুষ্ট জাতির মতবাদ সম্বন্ধে রবীন্দ্রনাথের মতামত কী? ]

 Ans : According to Rabindranath, the doctrine of special creation is outdated and the idea of ​​a specially favored nation is a matter of barbaric age.  In modern times we know that any special truth or special culture which is completely detached from universal objects is not at all true.  According to Rabindranath, those who declare that Indian culture is separate from all other cultures of the world do not help to glorify Indian culture.

বঙ্গানুবাদ: রবীন্দ্রনাথের মতে বিশেষ সৃষ্টির মতবাদ সেকেলে এবং বিশেষ অনুগ্রহপুষ্ট জাতির ধারণা বর্বর যুগের বিষয় । আধুনিক যুগে আমরা জানি যে বিশেষ কোনও সত্য বা বিশেষ কোনও সংস্কৃতি যা বিশ্বজনীন বস্তু থেকে সম্পূর্ণভাবে বিচ্ছিন্ন তা মােটেই সত্য নয়। রবীন্দ্রনাথের মতে যারা প্রচার করে যে ভারতীয় সংস্কৃতি পৃথিবীর অন্য সব সংস্কৃতি থেকে পৃথক তারা ভারতীয় সংস্কৃতিকে মহিমান্বিত করতে সাহায্য করে না।

5. What does Rabindranath say about 'the struggle for existence'? ['টিকে থাকার জন্য লড়াই ’ সম্বন্ধে রবীন্দ্রনাথের বক্তব্য কী ?

 Or , 

What is Rabindranath's view about the theory of 'the struggle for existence'? [ 'টিকে থাকার জন্য লড়াই’ মতবাদের সম্বন্ধে রবীন্দ্রনাথের দৃষ্টিভঙ্গি কী? ] 

Ans . A few years ago Europe used to see the whole world through the formula 'the struggle for existence'. It influenced the outlook for Europe and fixed her viewpoint. Indians also took this phrase from Europe and thought that not believing in it was a sign of incomplete education. The theory of 't thehe struggle for existence' has of late showed change, and it is now thought that the power of sympathy, the power to unite lies at the basis of natural selection. 

বঙ্গানুবাদ: কয়েক বছর পূর্বে 'টিকে থাকার জন্য লড়াই' — এই ফর্মুলার মধ্য দিয়ে ইউরােপ সমগ্র পৃথিবীকে দেখত। এটি ইউরােপের দৃষ্টিভঙ্গিকে প্রভাবিত করে এবং তার দৃষ্টিকোণকে স্থির  করে দেয়। ভারতীয়রাও ইউরােপের কাছ থেকে এই শব্দসমষ্টি নেয় এবং ভাবে যে এতে  বিশ্বাস না কাটা অসম্পূর্ণ শিক্ষার চিহ্ন। সম্প্রতি 'টিকে থাকার জন্য লড়াই' এই মতবাদে পরিবর্তন দেখা যাচ্ছে এবং এখন মনে হয় যে সহানুভূতির ক্ষমতা তথা একত্রিত হওয়ার ক্ষমতা প্রাকৃতিক নির্বাচনের ভিত্তি। 

6. Why does Rabindranath point out the superstitions and shortcomings of Indian culture,  and how does he compare them with those of European culture?  [ কেন রবীন্দ্রনাথ ভারতীয় সংস্কৃতির কুসংস্কার এবং ত্রুটিগুলিকে নির্দেশ করেছেন এবং কিভাবে এদের সঙ্গে ইউরােপীয় সংস্কৃতির কুসংস্কার ও ত্রুটিগুলির তুলনা করেছেন ? ]

 Ans . Taking cue from western pundits the Indians consider their culture to be a special creation of the divine- Brahma. Rabindranath thinks that the habit of regarding Indian culture as superlative is sophisticated foolishness. According to him, there are superstitions and shortcomings in Indian culture.  These are seen prominently because the movement of Indian culture has stopped. European culture also has superstitions. But they are not harmful to the people, because they are dynamic and changeable.

বঙ্গানুবাদ: পশ্চিমি পণ্ডিতদের কাছ থেকে খেই ধরে ভারতীয়রা তাদের সংস্কৃতিকে ঐশ্বরিক - ব্রহ্মার  বিশেষ সৃষ্টি বলে মনে করে। রবীন্দ্রনাথ মনে করেন যে, ভারতীয় সংস্কৃতিকে সর্বোৎকৃষ্ট বলে মনে করার অভ্যাস হল কৃত্রিমতাপূর্ণ মূর্খতা। তারঁ মতে ভারতীয় সংস্কৃতির কুসংস্কার ও ত্রুটি - বিচ্যুতি আছে। এই ত্রুটি - বিচ্যুতি ও কুসংস্কারগুলি আমাদের খুব বেশি চোখে পড়ে, কেননা ভারতীয় সংস্কৃতির গতিথেমে গেছে। ইউরােপীয় সংস্কৃতিরও কুসংস্কার আছে। কিন্তু লােকেদের পক্ষে এরা ক্ষতিকারক হয় না, কেননা এরা গতিশীল ও পরিবর্তনশীল।

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SOME MCQ & SAQ For Class ix (wbchse)

 MCQ & SAQ OF CLASS XI (WBCHSE)

1. Complete the sentences which follow, Choosing the correct answers from the alternatives given: 1x5  

(a) Leela  keenly examined the ball for traces of- 

(i)  dust (ii) cloud v (iii) moon (iv) stars. 

(b) Jimmy got his pardon from the- 

 (i) President (ii) Governor (iii) Jailor( iv) Warden. 

(c)  Mother Teresa began her Nobel Lecture with the prayer of -  

(i) St. Francis of Assisi (ii) the Bible (iii) St. John (iv) the Gospel   

(d) According to Nandalal Bose, the vitality of art lies in its-  

 (i) sense of beauty and order (ii) status value (iii) face value. (iv) money value 

 (e) The interclass Zenana compartment -. 

(i) just after the engine (ii) next to the guard's van(iii) in the middle of the train. (iv) at the tail end of the train 

(a) Leela lost her 

 (i) doll (ii) diamond necklace (iii) ear ring (iv) gold chain.

 (b) Lachmi stopped by a hawker's stall to buy- 

 (i) Chapati (ii) Pan parag (iii) Mango pickle (iv) Betel leaves.

 (c) The number Jimmy got in the jail was- 

 (i) 9272 (ii) 9726 (iii) 9762 (iv) 9762   

(D)According to Mother Teresa the greatest destroyer of peace today is - 

 (i) divorce (ii) abortion (iii) war (iv) drug addiction

  (e) Fine art liberates our mind from- 

(i) sorrows and conflicts (ii) professionalism (iii) joy and grief (iv) materialism.

2. Answer any five of the following questions in a single sentence 1x5 5  

(a) What kind of job did Sidda do in the Sivasanker household? 

 Ans. Sidda looked after Leela, ran errands and did all sorts of household chores. 

(b) Where did Leela's mother find the chain?

 Ans. Leela's mother found the chain from the tamarind pot in the Kitchen. 

 (c) What, according to Mother Teresa, is the greatest destroyer of peace today?  

Ans. According to Mother Teresa, the gretest distroyer of peace today is abortion. 

 (d) "I was hungry I was naked I was homeless I was unwanted." Who said these? 

 Ans.  These words were said by Christ.  

(e) What did Lachmi take out from the brass carrier?  

 Ans. Lachmi took out Chapatti from the brass carrier.   

(f) Who is the investigator in the story 'Jimmy Valentine''?  

 Ans. Ben Price is the investigator in the story Jimmy Valentine. 

 (g) Whom did Jimmy Valentine rescue from the vault? 

 Ans. Jimmy Valentine rescued Agatha, a girl a five- year- old girl. 

 (h) How does the absence of a sense of beauty harm a man? 

 Ans. The absence of a sense of beauty harms man's physical and mental health.

 (i) Where do the roots of art education lie?

 Ans. The roots of art education lie in close observation of nature and good works of art.

(j) Where did Sir Mohan Lal wait before the train arrived?

Ans. Before the arrival of the train Sir Mohan Lal waited in the first class waiting room.

Why did Sidda leave the old master's house?  

Ans Sidda  left the old master's house as his old master left the town   

(b) who asked Sidda to throw the ball into the sky?   

Ans.  Leela, Mr. Sivasanker's daughter in R K Narayan's short story threw the ball into the sky. 

 (c) Whom did Sir Mohan meet in the compartment of the train? 

Ans. Sir Mohan met two English soldiers in the compartment of the train. 

(d) "Get the nigger out" - Whom does the word 'nigger' refer to? 

Ans.  The word 'nigger' refers to Sir Mohan Lal in Khuswant Singh's short story "Karma".

 (e) In which hotel did Jimmy engage a room in Elmore?

Ans. Jimmy engaged a room in Elmore at Planters Hotel. 

(f ) What did the clerk at the prison give Jimmy Valentine? 

The clerk at the prison gave Jimmy Valentine railroad ticket and the dollar bill. 

(g) According to Mother Teresa who can "teach us so many beautiful things? 

Ans.  According to Mother Teresa, poor people can teach us so many beautiful things.  

(h) What was the age of the boy who wanted to give his sugar to Mother Teresa?  

Ans. The bou who wanted to give his sugar to Mother Teresa was four ears boy. 

 (i) On grounds of utility, what do the educated use in place of "(elegant) earthen pitchers"?  

Ans. On grounds of utility the educated use tin containers in place of elegant earthen pitchers.  

(j) What, according to Nandalal Bose, has our country's economic decline followed closely?

Ans. According to Nandalal Bose, our country's economic decline has followed closely the decay of its functional arts. 

3. Complete the sentences which follow, choosing the correct answers alternatives given

 (a) The person who passes without enjoying the beauty of the London morming - 

(i) innovative (ii) imaginative (iii) busy (iv) dull  

(b) "Meeting at Night'- 

 (i) an adventure poem (i) a war poem (iv) a religious poem. (iii) a love poem.

 (e) In the poem 'Daybreak, the wind asks Chanticleer to-  

(i) sing (ii) blow darion call (iii) sleep (iv) sail. 

 (d) What do the stars write?

 (i) The magnitude of the galaxy  (i) Every human beings's place in the world (iii) The insignificance of the human being (iv) The immortality of the gods. 

(e) To the rose the worm is - 

(i) noble. (ii) visible (iii) loving (iv) invisible.

(b) The invisible worm flies in the- (I) afternoon (ii) morning (iii) evening (iv) night.  

 (c) The poet in the poem 'Brotherhood' feels that the night is - 

(i) small (ii) enormous (iii)very small (iv) short 

 (d) In the poem 'Day break, the wind crossed the churchyard with a - (i) shout (ii) cry (iii) sigh (iv) smile

 (e) The spurt of a lighted match, as described in"Meeting at Night' is - 

(i) grey (ii) black (iii) blue iv) yellow 

(j) In upon "Westminster Bridge", the poet views the city- (I) in the morning (ii) at noon (iii) in the evening (iv) at night.

4. Answer any five of the following questions in a single sentence each 1x5 

 (a) What is described as the garment of the city in the Westminster Bridge? 

 Ans. The morning beauty of London is described as the garment of the city. 

(b)" Unknowing I understand. " What does the poet understand? 

 Ans. The poet understands the mystery of the universe. 

 (c) What do the stars control in the poem Brotherhood'? 

 Ans. The stars control the activities and life of human beings. 

 (d) Why is the rose sick? 

 Ans. The rose is sick because the worm is eating into its vitals. 

e) When did the worm creep into the rose's bed? 

 Ans. The worm crept into the rose's bed in a stormy night. 

 (f) How long is the "Sea-scented beach? 

 Ans. The Sea-scented beach is one mile long. 

g) How many fields will the poet have to cross before a farm appears?  

 Ans. The poet has to cross three fields 

(h) What did the wind say when it crossed the Churchyard? 

Ans. The wind asked the Churchyard to rest in peace. 

 (i) From where did the wind come in Daybreak'? 

Ans. The wind came from the Sea. 

 (j) Which city does the poet refer to in the poem 'Upon Westminster Bridge'? 

 Ans. The poet in the poem refers to the city of London.

 (a) How does Wordsworth describe the beauty of the morning?  

Ans Wordsworth describes the touching sunlit beauty of the morning as a garment worn by the city. 

 (b) Which city, according to Wordsworth, is the fairest one?  

Ans. London, according to Wordsworth, is the fairest one. 

 (c) How does Browning describe the half-moon? 

Ans. Browning describes the half-moon as yellow, large and low. 

 (d) What is the colour of the sea in "Meeting at Night'? 

Ans. The colour of the sea in Meeting at Night grey.

 E) What destroys the life of the rose? 

 Ans. A nocturnal worm of evil intent destroys the life of the rose. 

 (f) What does the rose stand for? 

Ans.  The rose stands for purity. 

G)  What does the poet see when he looks up in the poem "Brotherhood. 

 When the poet looks up in the poem. "Brotherhood he sees the stars writing his fate.   

H) Who, according to octavio Paz, writes the destiny of man? 

Ans. According to Octavio Paz, the stars write the destiny of man. 

I)  Who announces day break in the poem "Daybreak"?  

Ans. The wind that comes out of the sea announces daybreak in the poem "Day break".

Shakespeare

 (a) As ransom of his life Aegeon was demanded of  

(i) one thousand marks (ii) one hundred marks (iii) five thousand mark (iv) all his belongings.

 (b) The Elder Antipholus lived at Ephesus for-

 (i) eighteen years (ii) two years (iii) five years (iv) twenty years. 

 (c) Malcolm and Donalbain were the sons of- 

 (i) Banquo (ii) the Thane of Cawdor(iii) Macduff (iv) Duncan 

 (d) The witches looked like (i) chanrming ladies (ii) made creatures (iii) unearthly creatures (iv) queens 

 (e) Othello had promoted Cassio to the rank of -

 (I) General (ii) Duke (iii) Lieutenant iv) Senator 

F)  The Turks had prepared to invade -

 (i) Cyprus (ii Africa (iii) France (iv) five thousand marks 

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Two questions & answers of On Killing a Tree.

  1. Why does it take much time to kill a tree? How is the tree finally killed? [গাছকে মেরে ফেলতে প্রচুর সময় লাগে কেন? গাছটিকে শেষ পর্যন্ত কিভাবে মেরে ফেলা হয়?] (3+3) 

ANS. The tree has grown slowly by consuming the earth's nutrients and absorbing sunlight, air and water. It feeds upon the earth's crust and gains much strength. Neither a simple jab of the knife nor hacking and chopping can kill a tree at all because new shoots come out again. So, it takes much time to kill a tree.

 * To kill a tree, its root is to be pulled out. The root is to be kept in the sun and air to get scorched and choked. The root is to be left till they get dry and become brown. In time, it becomes hardened, twisted and withered. Thus the tree is finally killed.

বঙ্গানুবাদ:

[ গাছ ধীরে ধীরে পৃথিবীর পুষ্টিদ্রব্য ভোগ করে এবং সূর্যলোক, বাতাস আর জল শোষণ করে বেড়ে উঠেছে। সেটি ভূত্বক থেকে খাদ্যসংগ্রহ করে প্রচুর শক্তি অর্জন করেছে। সাধারণ ছুরিকাঘাতে অথবা প্রবল আঘাতে টুকরো টুকরো করে কাটলেও গাছকে মেরে ফেলা যায় না।  কারণ আবার সেটির নতুন পাতা গজায়। তাই গাছকে মেরে ফেলতে প্রচুর সময় লাগে। 

 গাছকে মেরে ফেলতে হলে তার শিকড় টেনে তুলতে হবে। শিকড়টিকে দগ্ধ ও শাসরুদ্ধ করার জন্য সুর্যের তাপে ও বাতাসে ফেলে রাখতে হবে। শিকড়টি শুকিয়ে না-যাওয়া ও বাদামি বর্ণ ধারণ করা পর্যন্ত ফেলে রাখতে হবে। যথাসময়ে সেটি শক্ত হয়ে যায়, মুচড়ে যায় আর পুরােপুরি শুকিয়ে যায়। এইভাবে গাছটিকে শেষপর্যন্ত মেরে ফেলা হয়। ]

2. Justify the significance of the title of the poem "On Killing aTree". (  "On Killing aTree" কবিতাটির নামকরণের তাৎপর্য বিচার করো।)

ANS. In his poem 'On Killing a Tree' Gieve Patel gives a graphic description of the total destruction  of a tree. The poet states that  a simple jab of the knife  cannot kill a tree.  It is not so easy  task because  the tree has grown slowly, consuming the earth and absorbing  sunlight, air and water. Moreover, when it is hacked and chopped, the bleeding bark heals itself. When a man wants to destroy the tree completely, it is uprooted from the earth-cave. This destruction passes through scorching, choking, browning, hardening, twisting and finally withering. Thus the poem describes the process of killing a tree. Hence, the title is appropriate.

বঙ্গানুবাদ:

'On Killing a Tree' কবিতায় গিয়েভ প্যাটেল একটি গাছকে সম্পূর্ণভাবে ধ্বংস করার এক নিখুঁত চিত্র এঁকেছেন। কবি বলেছেন যে, ছুরির সাধারণ আঘাত  গাছকে মেরে ফেলতে পারে না। এটা অত সহজ কাজ নয় কারণ গাছটি পৃথিবীর পুষ্টিকর উপাদান নিয়ে এবং সূর্যালোক, বাতাস ও জল আত্মস্থ করে ধীরে ধীরে বেড়ে উঠেছে। তা ছাড়া যখন সেটিকে কুপিয়ে ও কুচিয়ে কাটা হয়, তখন সে নিজে নিজেই সেরে ওঠে। মানুষ যখন গাছকে সম্পূর্ণরূপে ধ্বংস করতে চায় তখন সেটিকে মাটির - গুহা থেকে মূলােৎপাটিত করা হয়। এই ধ্বংসকাণ্ড অতিক্রান্ত হয় রােদের তাপে দগ্ধ হওয়া, শ্বাসরুদ্ধ হওয়া, বাদামি বা তামাটে রঙে পরিণত হওয়া, শক্ত হওয়া, মুচড়ে যাওয়া এবং শেষে শুকিয়ে যাওয়া প্রভৃতির মধ্য দিয়ে। এইভাবে কবিতাটি গাছকে মেরে ফেলার পদ্ধতির বর্ণনা দেয়। তাই নামকরণটি যথােপযুক্ত । ]

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MCQ OF THE POETRY OF EARTH

 THE POETRY OF EARTH

                   John Keats

Choose the Correct Option from the Alternatives Provided 

1) The poetry of earth is never- 

(a) alive (✓b) dead (c) eternal (d) immortal 

2. "The Poetry of Earth" is a - 

(✓a) sonnet (b) lyric (d) narrative poem () war poenm

 3. "The poetry of earth is never dead..."- Here 'poetry' refers to- 

(✓a) music (b) composition (d) rhythm (c) narration

4)  "The poetry of earth is never dead :" Here 'earth' refers to 

(a) rock (b) soil (c) globe (✓d) nature

 5) According to Keats, birds are faint with - 

(a) storm (b) cold (✓c) hot sun (d) hail

 6) "When all the birds are faint with the hot sun, .." - Here the word 'faint' means 

(a) conscious (b) dead () injured (✓d) unconscious

 7) The birds hide in cooling trees due to - 

(a) rain (b) frost (✓c) heat (d) landslide 

8) The sun in the poem 'The Poetry of Earth' is -  

(a) mild (b) pleasant (c) yellow (d✓) hot

 9) "And hide in cooling trees, ..."- The word 'hide' means - 

(a✓) taking shelter (b) going away (c) making fun (d) only dancing

 10) When all the birds are faint with the hot sun, they hide in cooling --

 (✓a) trees (c) caves (b) bushes (d) cotes

 11) " ... a voice will run" -- It is the voice of - 

(a) bee (c) Cricket (b✓) Grasshopper (d) bird

12) The voice of the Grasshopper runs from-  (a) field to field (b) flower to flower

 (✓c) hedge to hedge (d) forest to forest 

13) The Grasshopper sings in - 

(a) winter (✓b) summer (c) autumn (d) spring.

14) The voice of the Grasshopper will run from hedge to hedge about freshly cut --

(a) trees  (b) garden (c✓) Mead (d) leaves 

15) "... a voice will run From hedge to hedge" - The word 'hedge means a line of - 

(a) hazes (b) buds (c) hazels (✓d) bushes 

16) The Grasshopper is an agent of-

 (a✓) summer (b) winter  (c) autumn (d) spring

17) ... about the new-mown mead; " - The word 'mead' means - 

(a) pond (b) middle (✓c) meadow  (d) crop 

18) "That is the Grasshopper" - Here That refers to --------- the of the Grasshopper. 

(a) beauty (b) liveliness (c) idleness (d✓) voice

 19) When birds are faint with the hot sun,  summer song is carried out by -

(a) the Cricket (b✓) the Grasshopper  (c) the wind  (d) the clouds. 

20) " - he takes the lead" - Who is 'he' referred to here? 

(a) the poet (b✓) the Grasshopper (c) the Cricket (d) the fly

21) In the scorching heat of summer, the Grasshopper feels - 

(a) sorrow  (b) tired (✓c) happy (d) safe

22) " --- he takes the lead" Here the word 'lead' means - 

 (a) position  (b) leadership (c) control  (d✓) role

23) The Grasshopper takes the lead in the luxury of - (✓a) summer (b) winter (c) autumn  (d) spring

 24) "In summer luxury" - Here the word 'luxury' means - 

(a) richness (b✓) delight (c) brightness (d) comfort.

25) "In summer luxury..." Who enjoys 'summer luxury'? 

(a) the Cricket (b) the bird (c✓) the Grasshopper (d) the poet 

26) "- he has never done With his delights ;..." Who is 'he' referred to here? 

(a) the poet (b) the bird (c) the Cricket   (✓d) the Grasshopper

 27 "- he has never done With his delights; Whose delights never come to an end? 

(a) the Cricket (b) the poet(c) the bird (✓d) the Grasshopper

28 "... for when tired out with fun" - Who is tired out with fun? 

(a) the poet (b) the Cricket (c) the poetry (✓d) the Grasshopper  

29) "... for when tired out with fun" - Here the word 'fun' means  

 (✓a) merriment  (b) sports (c) jokes (d) fan 

30) "He rests at ease beneath some .... " --- Who is  'he' referred to here ? 

(a) the poet (✓b) the Grasshopper(c) the poet's friend (d) the Cricket.

31) "He rests at ease beneath some ..." – The expression 'at ease' means -

 (a) easily (b) calmly (✓c) comfortably (d) readily

 32) The Grasshopper is tired out with 

(a) heat (b) cold (c✓) fun (d) hard work.

 33) "He rests at ease beneath some..." – The word 'beneath' means 

(a) behind (b) before (✓c) under (d) besides 

34) When the Grasshopper is tired, he takes rest beneath some pleasant - 

(✓a) weed (b) wedge (c) weather  (d) willow

35) "... beneath some pleasant weed."- The word 'weed' means- 

(✓a) unwanted wild plant (b) wide plant (c) tree (d) group of plants 

36) How is the weed as mentioned in the sonnet 'The Poetry of Earth' ? 

(✓a) pleasant (b) unpleasant  (c) cold (d) frosty

37) The poetry of earth is ceasing- 

(a) forever  (b✓) never (c) once (d) twice 

38) "The Poetry of earth is ceasing never :" - The word 'ceasing' means –

 (a) seizing (b) trading (c) happening (✓d) stopping 

 39) How is the winter evening in the sonnet "The Poetry of Earth'? 

(a) pleasant (b✓) lone  (c) noisy (d) hot 

40) "On a lone winter evening, ." – The word 'lone' means - 

(a) single (b) isolated (✓c) solitary  (d) unhappy 

41) What has wrought a silence on a lone winter evening? 

(a) the Cricket (b) the sun  (✓c) the frost  (d) the Grasshopper 

 42) In "The Poetry of Earth" the frost represents - (a) the summer (b) the autumn  (c) the spring (✓d) the winter 

43) "....... when the frost Has wrought a silence," -- The word 'wrought' means- 

(✓a) made (b) shown  (c) spoken (d) Sung

 44) '... from the stove there shrills" - What shrills from the stove? 

(a) the Grasshopper's voice (b✓) the Cricket's song (c) the bird's song (d) none of the above 

45 from the stove there shrills" – The 'stove' stands for - 

(a) coldness (✓b) warmth (c) solitariness (d) liveliness

46 "... from the stove there shrills" - The word 'shrill' means 

(a) musical sound (b) high sound (✓c) piercing sound (d) low sound 

47) The Cricket finds comfort somewhere near- (a) a forest (b) a new-mown mead  (✓c) a stove (d) a bush 

48. The Cricket is an agent of - (a✓) winter (b) (c) summer (d) autumn

49) " ... in warmth increasing ever," What is increasing ever in warmth?

 (a) The Grasshopper's song (b) The bird's song (✓c) The Crickeť's song (d) The poet's song 

50 ". in warmth increasing ever," The word 'increasing' means -

 (✓a) growing (b) extending (c) developing (d) including 

51) "And seems to one in drowsiness half lost," - The word 'drowsiness' means -

 (a) sleeplessness (b) quietness (c✓) sleepiness (d) numbness

 52 "And seems to one in drowsiness half lost" - The word 'half lost means - 

(a) asleep (b) half-spent (c✓) half asleep (d) half-achieved

53) " ... one in drowsiness half lost" - One is half lost in drowsiness due to a spell of- 

(✓a) frosty weather (b) summer weather (c) magic (d) rains

 54)  "... among some grassy hills" - The word 'grassy' means - 

(a) covered with weeds (✓b) covered with grass (c) full of leaves (d) covered with flowers 

 55) "And seems to one in drowsiness---"  The Cricket's song seems to one to be the song of 

(a) the bird (b) the nature (✓c) the Grasshopper (d) the poet

 56) Grasshoppers fly in England 

(a) in autumn (b) in spring (c) in winter (✓d) in summer

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Project Work: Extension of the story 'Karma'

                      A

          PROJECT 

           REPORT

               ON  

EXTENSION OF A STORY 

                         Entitled 

                     KARMA

                     by Khushuant Singh

BANSIHARI BALIKA VIDYALAYA (H.S.)            

 P.O. Buniadpur, Dist. Dakshin Dinajpur

                  

                      Project Work

                       Submitted by

 Name of the Student.................................................

 Roll No. …………………Section ...............................

 Registration No……………………(2019-2020)

CERTIFICATE

This is to certify that this Project Report entitled EXTENSION OF KHUSHWANT SING'S SHORT STORY ‘KARMA’ prepared by ___________________ Class XI Roll No._______ Registration No. ______________ Year 201…-1…. submitted in partial fulfilment to class XI English Course during the academic year 201…-1… is a bonafied record of project work carried out under my guidance and supervision.

                              Signature of the Project Guide

                                                                           

      Name: ………………………………………

                                                                            

    Designation: …Assistant teacher

                                                                               

     Department:    English

                                                                          

   School: ………………………………………………

                                                                                          

ACKNOWLEDGEMENT

      The project, EXTENSION OF KHUSHWANT SINGH'S SHORT STORY, 'KARMA, has provided me with ample scope of learning through collaborative activity. I consider myself fortunate to have worked under Mr Amar Sengupta, whose support made my project-based learning quite joyful. I am grateful to him.

      Mr Shubhamay Mazumder has rendered important suggestions for the improvement of the project work. I cannot help acknowledging his contribution with gratitude. 

     I would like to thank Mr Chandan Basak for his precise suggestions which were very conducive to the accomplishment of the project work. 

      I owe my gratitude to Mr Ananta Ghose for his continuous support. And I am also grateful to my friends and my parents who have helped me to complete the project work.

                     Signature of the Student     

                        ...........…......                              

   

TABLE OF CONTENTS 

Introduction

Methods and Techniques

 Output of the Project 

Conclusion

 References

 INTRODUCTION

1.1 Project in our Syllabus 

The West Bengal Council for Higher Secondary Education has included the Project Work in the new syllabus of English as mandatory. The Project Work is to be written within 2000- 2500 words. In class XI, the three topics which have been selected for the Project Work are as follows: 

(i) Dramatization of a Story

(ii) Extension of a Story

 (iii) Writing an Autobiography 

     Out of the three topics, we chose the second- Extension of a story, as our project.

 1.2 Objectives 

(i) We will be able to dovelop our creative imagination. 

(ii) We learn how to extend a story following the end of particular story as the beginning.

 (iii) We learn how to portray different characters and to arrange events coherently.

 (iv) We learn how experience can be transformed to art. 

1.3 Resources 

The prescribed text book that contains stories is the resource. 

 1.4 Gulding Principles

 (i) Extension of the story depends on the realisation of the characters and events.

 (ii) Creative Imagination is of course very crucial in the extension of the story. 

(iii) Reading habit helps one to extend the story because rich experience is conducive to this kind of project work. 

(iv) Character portrayal is very important. A flat character may become a round one in keeping with the events of the story.

 (v) Rearrangement of the sequence of events may be needed to establish unity with the new end. 

(vi) The story which has been an extended one must end meaningfully.

 1.5 Limitations 

(i) Time for the whole project work is limited.

 (ii) We have not read many stories written in English. 

(II) At times we lack expressions because English is not our mother tongue.

 (iv) The structures of the short story are not known to us quite clearly. 

METHODS AND TECHNIQUES 

2.1 Introduction 

   There are some definite steps in the making of the project- Extension of a Story. We have chosen a suitable story for the project. Our teacher has provided us with the routine of day- wise activities. Only ten periods have been fixed for the whole task. We have worked in groups. An account of the collaborative activities along with methods and techniques are given in this chapter. 

2.2 First Day 

(i) We chose Khushwant Singh's short story, 'Karma', the project- Extension of a Story.

 (ii) We read out the story aloud in the class.

 (iii) We studied the characters, especially the characters Sir Mohan and his wife, very carefully. 

(iv) We came to know about the prejudice and snobbery Sir Mohan. In the extension of the story his disposition is essential. 

(v) We learned the background of the story. Historical perspective was no doubt crucial. India was then under British rule; and we realised that we could focus on it in the extension of the story.

 (vi) We were asked to review the main events of the story.

2.3 Second Day

 On the second day we began writing 'Paragraph One:-  'on the board and filling in the blank with what happened first the extension of the story. We thought about the setting and characters involved in that narrative. In this way, we divided the story into some events which would be narrated in specific paragraphs. 

2.4 Third Day

 (i) We formed groups. Each group was assigned to write a particular paragraph in the development of the story. 

(ii) We read out the narrative and discussed enough to change the structures and words in order to present the story more convincingly.

 (iii) We wrote the dialogues on the board for modifications. 

(iv) We repeated the same activity of modification and rectification for improvement. 

2.5 Fourth Day

 (i) We developed a manuscript following the instructions of our teacher. 

(ii) Our teacher asked us to read the manuscript once again.

2.6 Fifth Day 

(i) Copies of the manuscripts were distributed to each group; and they were asked to read the narrative once again. They were also asked to give their suggestions to make the story more coherent. 

(ii) We reviewed every situation, dialogue, and the character portrayal in keeping with the new suggestions. 

(iii) We decided to make the extension more concise. 

2.7 Sixth Day 

(i) Each group made necessary changes and submitted the manuscript.

2.8 Seventh Day 

 (i) We read out every manuscript.

 2.9 Eighth Day

 (i) We worked together to write the final manuscript.

2.10 Ninth Day 

 (i) We read aloud the final extension of the story. 

2.11 Tenth Day: Evaluation be

 (i) Finally, we submitted the Project Report for Evaluation.

 

 OUTPUT OF THE PROJECT

The collaborative project work has resulted in the extension of a story. we have developed the script by working in groups.

  EXTENSION OF A STORY

                            KARMA

     Sir Mohan Lal was at his wit's end. He wanted to give a strong punch to the soldier's face. He wanted to take revenge. But he thought for a moment. He decided he should not do such kind of thing. He thought perhaps none would help and support him. He wanted to remenmber his past days of struggle, success and failure. He thought about his special action and fancied English, his books, politics and people, his bottle of whisky, his English cigarettes and his English newspaper. He bragged of his association with Oxford colleges, rugby matches and Piccadilly prostitudes. But all these went in vain.

      He glanced at his thrown away bedding and suitease. He extended his arms to get them. Then he saw a group of soldiers coming towards him. They criticised him and addressed him as Nigro. Then Mohan Lal's cheeks turned red in anger. He rushed to the room of the station-master off the station to lodge a complaint against the soldiers in his coupe and on the platform and against the guard of the train. Entering the room of the station master, he saw another English in a busy mood. He gave the details of the incidents and the busy station-master in an indifferent way note down the complaint. He also told him that his wife had been in the train that he missed.

      Suddenly he remembered that he left his bedding and suitcase outside the room. He went towards them in a frantic way. However he got his bedding and suitcase. He then heaved a sigh of relief. Then a coolie came to him. He said, "Sir, what happened ?" It was the same coolie who helped Lady Lal to board on the train. So Mohan Lal did not answer and pretended as if he did not hear him. The coolie said, "The last train to town had passed." The coolie also asked him to stay with him in his cottage which was very near to the station. Sir Mohan at first was puzzled to hear the coolie's offer. But when he understood the fact, he dccided to go with him and to stay in his cottage. In the cottage the coolie gave a heartrendering details of his past and present life. Sir Mohan also gave the details of his life. Then Sir Mohan asked, "What do you think  about Mahatma Gandhi and his freedom struggle?" The coolie described Gandhi's Satyagraha movement, Quit India movement etc. and requested the babu to love India.

  

      Sir Mohan understood and he could not sleep. He spent the rest of the night in a sleepless condition. He thought how India was being tortured by the British. He thought of his Indian wife, the coolie, the British soldiers, guards and the station-master. He heard the sound of the cock. He opened the window. He saw that the coolie with his wife prepared food for him. He got up and ate the food. He then went to the station with the coolie to get some news about his wife from the enquiry counter. He heard the announcement of a coming train and the name of his wife. He ran towards the Zenana compartment. He saw his wife, Lachmi. She was escorted by two lady GRPs. She was crying and washing her eyes with the end of her red borderd saree out of fear and anxiety. One of the lady GRPs asked Lachmi, "Is this your husban?" Lachmi answered,  "Yes, he is my master." Sir Mohan realised his fault. He became a changed man. . He asked his wife to stay beside him. His wife asked, "What's the matter?" He took a small seat among the common passangers without giving answer. Being drunk the passangers around him moved aside. He took a betel leaf from his wife and began to chew. His wife could not understand the situation. Sir Mohan gave the details of his experience in past few hours. Then they went toward their house. He confessed his guilt and utter meaninglessness of his lurking ambition and decided to spend the rest of his life in a simple way. Lachmi said nothing. Tears rolled down from her cheeks. Sir Mohan requested his wife to stay with him in the ground floor. There after they cut a peaceful life.

CONCLUSION

      In conclusion, we offer a few cautions. First, stories and storytelling shouldn't be approached merely or only for "public relations" and marketing purposes. Stories are a way of knowing. If we rush to clean or airbrush troubling things out of our stories, we'll lose a great deal of their value. And what we end up with will be untrustworthy and misleading. Of course, we do and can use stories for public relations. But we must be cautious of the reasons and ways we do so and strive to be honest, truthful, and trustworthy.

      We shouldn't miss the fact that honest storytelling is risky when it is done or presented in public settings. Writing the extension of a story will help us to assess our work also. 

  REFERENCES

 Hornby, A.S. Oxford Advanced Learner's Dictionary :  A Current Course. Delhi : OUP, 2000. Print

 WBCHSE, Mindscapes: 

Higher Secondary English Selections. Kolkata :

 Orient BlackSwan, 2014. Print

 WBCHSE, A Text Book of English (B):

 Rapid Reader and A Book on ESP and Project. Kolkata : 

Deep Prakashan, 2013. Print

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