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प्रश्न
Why did the farmer think of having a pet?
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उत्तर
The farmer loved his only son very much. He wanted the boy to have a companion when he grew up. So he decided to bring home a pet to give his son the company.
APPEARS IN
संबंधित प्रश्न
Thinking about Language
Here are some sentences from the text. Say which of them tell you, that the author:
(a) was afraid of the snake, (b) was proud of his appearance, (c) had a sense of humour,
(d) was no longer afraid of the snake.
1. I was turned to stone.
2. I was no mere image cut in granite.
3. The arm was beginning to be drained of strength.
4. I tried in my imagination to write in bright letters outside my little heart the words, ‘O
God’.
5. I didn’t tremble. I didn’t cry out.
6. I looked into the mirror and smiled. It was an attractive smile.
7. I was suddenly a man of flesh and blood.
8. I was after all a bachelor, and a doctor too on top of it!
9. The fellow had such a sense of cleanliness…! The rascal could have taken it and used it
after washing it with soap and water.
10. Was it trying to make an important decision about growing a moustache or using eye
shadow and mascara or wearing a vermilion spot on its forehead?
Look at the words the poet uses to describe what he sees and hears at Innisfree
- Bee-loud glade
- Evenings full of the linnet’s wings
- Lake water lapping with low sounds
What pictures do these words create in your mind?
Pick out word from the text that mean the same as the following word or expression. (Look in the paragraph indicated.)
the power to endure, without falling ill : _________
The following are the dictionary entries for some of the words that appear in 'The Mystery of Bermuda Triangle'. Study the words and their meanings before you read the mystery for better comprehension.
• Halloween/halau in/ : the night of 31st October when it was believed in the past that dead people appeared from their graves. This is now celebrated in the US, Canada and Britain by children who dress as ghosts and witches.
• vector/'vekta/: an insect or animal which carries a disease from one animal or plant to another; a course taken by an aircraft; a quantity, such as velocity, completely specified by a magnitude and direction.
• crackle/' krak(a)l/: to make short sharp sounds .
• ascent/ a' sent/: the act of climbing or moving up .
• roger/' rod3a /: in communication by radio to show that they have understood a message; an expression of agreement.
• probe/praub/: to ask questions in order to find out some secret or hidden information; an exploratory action; expedition, or device, especially one designed to investigate and obtain information on a remote or unknown region.
• abduct/ ab' dAkt/ : to take somebody away illegally, by using force.
• time warp/ taimwarp /: a situation in which it is possible for people or things from the past or the future to move to the present.
• phenomenon/ fa' nomrnan/: a fact or an event in nature or society, especially one that is not fully understood.
• erratic/ I' rat.Ik/: not happening at regular times.
• engulf /In· g /\ If/,/ &n · g /\ If/: to surround or to cover somebody or something completely.
This is a meeting of the school's Parent-Teacher Association. Some student representatives have also been invited to participate to discuss the role that Information Technology I Computers play in the growth and development of children.
What does he plant who plants a tree?
He plants, in sap and leaf and wood,
In love of home and loyalty
And far-cast thought of civic good____
His blessing on the neighbourhood,
Who in the hollow of his hand
Holds all the growth of all our land____
A nation's growth from sea to sea
Stirs in his heart who plants a tree.
Read the lines given above and answer the question that follow:
What motivates the man to plant a tree according to the poet?
The boy looked up. He took his hands from his face and looked up at his teacher. The light from Mr. Oliver’s torch fell on the boy’s face, if you could call it a face. He had no eyes, ears, nose or mouth. It was just a round smooth head with a school cap on top of it.
And that’s where the story should end, as indeed it has for several people who have had similar experiences and dropped dead of inexplicable heart attacks. But for Mr. Oliver, it did not end there. The torch fell from his trembling hand. He turned and scrambled down the path, running blindly through the trees and calling for help. He was still running towards the school buildings when he saw a lantern swinging in the middle of the path. Mr. Oliver had never before been so pleased to see the night watchman. He stumbled up to the watchman, gasping for breath and speaking incoherently.
What is it, Sahib? Asked the watchman, has there been an accident? Why are you running?
I saw something, something horrible, a boy weeping in the forest and he had no face.
No face, Sahib?
No eyes, no nose, mouth, nothing.
Do you mean it was like this, Sahib? asked the watchman, and raised the lamp to his own face. The watchman had no eyes, no ears, no features at all, not even an eyebrow. The wind blew the lamp out and Mr. Oliver had his heart attack.
Read the extract given below and answer the question that follow.
Why did Mr Oliver tell the boy that he should not be out at that hour?
After considering the matter, and talking it over with his wife, farmer Jones said that he would take John, and do well by him, now that his mother was out of the way; and Mrs. Ellis, who had been looking out for a bound girl, concluded that it would be charitable in her to make choice of Katy, even though she was too young to be of much use for several years.
“I could do much better, I know,” said Mrs. Ellis; “but as no one seems inclined to take her, I must act from a sense of duty expect to have trouble with the child; for she’s an undisciplined thing—used to having her own way.”
But no one said “I’ll take Maggie.” Pitying glances were cast on her wan and wasted form and thoughts were troubled on her account. Mothers brought cast-off garments and, removing her soiled and ragged clothes, dressed her in clean attire. The sad eyes and patient face of the little one touched many hearts, and even knocked at them for entrance. But none opened to take her in. Who wanted a bed-ridden child?
“Take her to the poorhouse,” said a rough man, of whom the question “What’s to be done with Maggie?” was asked. “Nobody’s going to be bothered with her.”
“The poorhouse is a sad place for a sick and helpless child,” answered one.
“For your child or mine,” said the other, lightly speaking; “but for tis brat it will prove a blessed change, she will be kept clean, have healthy food, and be doctored, which is more than can be said of her past condition.”
Read the extract given below and answer the question that follow.
How did the villagers look at Maggie? Why did no one want to take her?
The crocodile lay on the bank of the Limpopo river. Golu thought it was
Why were the red chilli kept in the backyard?
What all facts Maya collected about Mr Nath?
Why did Soapy like to go to the prison?
What was the metal door’s function? How did it open?
Who is the ‘he’ in the line "I couldn’t quite hear what he said" of the extract?
Why do you think the child ran away on seeing the snake?
Multiple Choice Question:
According to the poet, a lot is left unsaid because of _________.
Put each of the following in the correct order. Then use them appropriately to fill in the blanks in the paragraph that follows. Use correct punctuation marks.
- English and Hindi/both/in/he writes
- and only / a few short stories/many books in English/in Hindi
- Is/my Hindi / than my English/much better
Ravi Kant is a writer and ………….. Of course, he is much happier writing in English than in Hindi. He has written …………….. . I find his books a little hard to understand ………………… .
Do you think Mr Gessler was a failure as a bootmaker or as a competitive businessman?
What is the significance of the title? To who or to what does it refer?
Read the extract given below and answer the questions that follow:
| He gave her a shove. But she did not move, rather she let herself be moved only by him and nothing else. They edged away from her; they would not look at her. She felt them go away. |
- Who is ‘she’? On which planet is this story set? [2]
- Mention any two ways in which life on this planet differs from life on earth. [2]
- Who are ‘they’? Why did ‘they’ not come to her aid when William shoved her? [3]
- What do ‘they’ do to her at the end of the story? Why did they behave in this manner? [3]
