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प्रश्न
What is the Goldsmith’s excuse?
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उत्तर
The Goldsmith's reason was that the King had directed him to set aside all other work and focus on completing the Queen's ornaments first. In order to follow through with this instruction, he was forced to delay the delivery of the Moneylender's daughter's bridal jewellery.
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संबंधित प्रश्न
What Indian proverb is reflected in the play?
Do you think this is a good land to settle in? Why?
What are the titles of King Chaupat?
If you had been the merchant, what would you have said?
Is the Daughter’s complaint about the Goldsmith true?
List all the different titles they use to address the King.
Copy the exclamations from the play. (At least 5)
Copy the orders (imperative sentences) from the play.
Write what following should have said after listening to the complaint against her:
Daughter
Write what following should have said after listening to the complaint against him:
Potter
Write what following should have said after listening to the complaint against him:
Mortar-maker
Write what following should have said after listening to the complaint against him:
Merchant
What should the King have said to the Thief?
Will a thief appear in a court on his own? Why does this Thief dare to do so?
What is the Sage's request?
Is the King willing to hang the Sage?
The Goldsmith blamed the King for the delay in his work.
The King thought that the Goldsmith had a good reason to delay the Daughter’s work.
The Goldsmith was hanged.
The noose did not fit the disciple’s neck.
List the proverbs and sayings used in the play.
Read the entire play and complete the following blame game flow chart.
| Blame-game flow chart | ||
| Who is blaming? | Who does he blame? | For what does he blame that person |
| Thief | Owner of the house | For not constructing a strong wall |
| Owner of the house (Merchant) | ||
| Bricklayer | ||
| Mortar-maker | ||
| Potter | ||
| Money-lender’s Daughter | ||
| Goldsmith | ||
Form groups. Translate one page of the play into your mother tongue as a group activity. Gather the pages translated by different groups and prepare a translated script of the entire play.
Divide the play (Part I as well as Part II) into sections. Form groups and assign roles. Practise your lines in groups. Hold play reading sessions in the classroom. Which group/student presents the most effective reading?
Note the features that make an oral presentation effective. Some of them are :
- Meaningful reading - taking proper pauses (breaking the speech into meaningful chunks)
- Using suitable intonation
- Speaking clearly
- Good pronunciation - using English sounds and stress patterns
- Pleasant and confident appearance of the speakers.
Note the way the dialogue in the play is presented. Look up the word ‘colon’ in the ‘Language Study’ pages and note how it is used in the play.
