Advertisements
Advertisements
प्रश्न
Write a composition (in approximately 400-450 words) on the following subject:
Cooking should be made a compulsory subject in the higher classes. Argue either FOR or AGAINST the given statement.
Advertisements
उत्तर
For the Motion:
Cooking is a need as well as an art. You might like the cooking or gripe and cook. In both respects it fulfils a need. But early scientific awareness of cooking can have a big impact on one's attitude to this vital ability. The best forum for such learning is found in schools. Age-old is the case against making cookery a required course of study in the curriculum of the schools. Critics point out the difficulty of scheduling time from courses judged more important for professional development, the seeming simplicity of cooking that purportedly does not call for formal education, and the necessity of hiring more faculty members. Howevet', I strongly feel that, among other disciplines, the science and art of cuisine are as vital and rich of opportunities.
Cooking is a branch of science. All things can be learnt categorically from school lessons: what ingredients to use in the proper method, what procedures preserve the maximum nutrients, the correct amount of heat to the right food stuff, and which type of food is better eaten- raw or unprocessed? For the newbie, learning under a professional who has perfected the science of culinary art will be invaluable. Add to this the enjoyment group learning offers.
Cooking also provides aesthetic pleasure. Table setup, knife arrangement, and deft garnishing can improve the meal experience and inspire more conscious and pleasurable eating practices. These elements of cooking, stressing the gastronomic and artistic experience, ought to be taught in schools naturally. Moreover, cooking presents work possibilities. Unlike conventional disciplines like physics, chemistry, or mathematics, which are seen as better, home science has become a popular and esteemed field allowing several job paths. Highly sought-after cooks abound in the gastronomic scene whose knowledge not only commands great pay but also improves their social position. This emphasises the need of taste in the enjoyment of life.
One should realise that not all cooking techniques are acquired at home. Many, especially in societies where cooking is not expected of boys, may never walk into the kitchen without official education. Thus, a mandatory cooking curriculum in schools is rather beneficial since it offers fundamental information and skills that everyone may use.
Ultimately, requiring cooking as a mandatory course for higher classes would help to not only improve the quality of life for pupils by imparting necessary life skills but also create new job routes and promote a more inclusive and skillful society. I lay my case and salute the motion.
Against the Motion:
Making any topic required sometimes reduces the enjoyment of learning. Cooking is not something to approach like rocket science. It is a precise mathematical activity without requiring complex methods or significant computation to be accurate. It calls for imagination, feelings, and some common sense. And what better approach than to learn from our seniors in the comfort of our homes instead of following the grind of a boring and mandated activity in a school? Offering it as an optional topic is better suitable for individuals really interested in the finer points of cooking. In upper courses, science and humanities are options; so, insisting on mandatory cookery education seems to be an unduly burden for students. Let pupils pursue cooking as a hobby and you will greatly improve their educational process. A better approach of learning than following theory is tasting, adding, tempering, and garnishing in line with one's taste.
Regarding the career opportunities in cookery, students have the choice to follow hotel management and related studies even after they graduate from their university. There is little significance of a school-level cooking course for admittance in these sectors. Many acclaimed chefs worldwide never taught cooking as a required course of instruction in their schools. Their entrance into the gastronomic scene was either accidental or deliberate, without negative effects for their careers or capacity for creativity. Natural reaction to imposition is resistance. Cooking is intrinsically distinct, even if mandatory education in math, languages, physics, and humanities justifies their broad educational value, which may be difficult for some to appreciate independently. Driven by creativity and mood, it involves our senses-taste, smell, touch-in the making of a food.
Cooking is an art to be appreciated, not a set formula to be adopted everywhere. For those who are passionate about it, it should remain an optional topic rather than a forced one. Let's keep cooking optional in the curriculum so that we may preserve the delight and personal connection it offers.
APPEARS IN
संबंधित प्रश्न
Fill in the blanks in the passage givben below with the appropriate form of the verb given in brackets. Do not write the passage, but write the verbs in the correct order.
One day I ____________ (1)(be) in the lunch line, and there I saw a pile of apples. The teacher-incharge _____________ (2)(state) at me and said, “Just __________ (3)(take) one. God ________ (4)(watch)”. So, I ____________ (5)(take) an apple, and the line __________ (6)(move) along. At the next table there ____________ (7)(be) a pile of chocolate chip cookies. I ____________ (8)(not know) what to do. “Put,” the kid behind me ____________ (9)(whisper), “_____________ (10)(take) all you want. God’s watching the apples. ”
What do you think of the mentality of the crowd?
Why is the old man at the bridge?
Discuss the theme of the story ‘ Hearts and Hands.’
Write a composition (350 - 400 words) on the following:
Study the picture given below. Write a story or a description or an account of what it suggests to you. Your composition may be about the subject of the picture or you may take suggestions from it; however, there must be a clear connection between the picture and your composition.
Fill in the blank with an appropriate word:
There is no use crying __________ spilt milk
When did he realise that there was something wrong?
‘Working women make better mothers than women who stay at home’. Express your views either for or against this statement.
Join the following sentence to make one complete sentence without using and, but or so.
The child helped her mother to make breakfast. She washed the tomatoes.
Look for some more poems in the rain and see how this one is different from them.
The author's comment on crime and punishment.
Surf the net and obtain more information about the conservation work done by Shaaz. Prepare posters to inspire others and display them on your college noticeboard.
What was Kalpana Chawla’s great achievement?
Write your opinion, in your own words:-
What did the aunt fail to realize in Bertha’s story?
Say ‘WHY’?
The writer claims that all false beliefs need not be replaced by cold science.
Imagine yourself as the writer. Narrate the story of your visit to your ancestral house.
The man who came to the house gave the cross as a gift to the girl. Why did he do this? What do you think would have happened if he had taken back the cross with him?
Work in groups and write a paragraph on “Laughter is the best medicine.”
Fill in the blank by choosing the preposition from the option.
The girl was thrilled ______ see her new bicycle.
Narrate an incident when you have experienced happiness, excitement, surprise. You can use the following clues.
With whom...
When did it happen...
Why...
Where...
Correct the use of the describing word in the following sentence.
This is the simpler problem of them all.
Which do you think would be more fun — travelling by aeroplane or sailing on a ship? Write why you think so.
What made the dogs follow the grandmother after school hours?
‘Tell me who your friends are and I shall tell you who you are’. How will you explain this statement in the light of Jimmy’s and Bob’s friendship?
Why did K.C’s words shock Sletherby?
Explain the following phrase selected from the story in your own word and work with a partner to make sentence using these phrase:
a tinge of coldness
Do you think you can afford to buy all of these at once?
On returning home, Tishani Doshi writes her thoughts reflecting on how her decision to enrol for the Students on Ice programme has been the single most important decision of her life that has completely transformed her.
Imagine yourself to be Tishani and express these thoughts.
You may begin like this:
I can’t thank my stars enough for having cashed in on the opportunity of........
“What man calls civilization always results in deserts. Man is never on the square he uses up the fat and greenery of the earth. Each generation wastes a little more of the future with greed and lust for riches”- Don Marquis
With our modern awareness of ecology are we likely to make sufficient progress in conservation, or are we still in danger of damaging the earth beyond repair? Write a discursive essay discussing the issue being raised.
Read the passage given below and answer the questions (i), (ii) and (iii) that follow.
| (1) | “Can I see the Manager?” I said, and added solemnly, “Alone.” I don't know why I said “Alone.” “Certainly,” said the accountant and fetched him. | |
| (2) | The Manager was a grave, calm man. I held my fifty-six dollars clutched in a crumpled ball in my pocket. “Are you the Manager?” I asked. God knows I did not doubt it. “Yes,” he said. “Can I see you …. alone?” I asked. |
5 |
| (3) | The Manager looked at me in some alarm. He felt that I had an awful secret to reveal. “Come in here,” he said, and led the way to a private room. He turned the key in the lock. “We are safe from interruption here,” he said; “Sit down.” We both sat down and looked at each other. I found no voice to speak. “You are one of Pinkerton’s men, I presume,” he said. |
10 |
| (4) |
He had gathered from my mysterious manner that I was a detective. I knew what he was thinking, and it made me worse. |
15
20
|
| (5) | The Manager got up and opened the door. He called to the accountant. “Mr. Montgomery,” he said unkindly loud, “this gentleman is opening an account, he will deposit fifty-six dollars. Good morning.” I rose. A big iron door stood open at the side of the room. “Good morning,” I said, and stepped into the safe. “Come out,” said the Manager coldly and showed me the other way. |
30 |
| (6) | I went up to the accountant’s wicket and poked the ball of money at him with a quick convulsive movement as if I were doing a conjuring trick. My face was ghastly pale. “Here,” I said, “deposit it.” The tone of the words seemed to mean, “Let us do this painful thing while the fit is on us.” He took the money and gave it to another clerk. |
35 |
| (7) | He made me write the sum on a slip and sign my name in a book. I no longer knew what I was doing. The bank swam before my eyes. “Is it deposited?” I asked in a hollow, vibrating voice. “It is,” said the accountant. “Then I want to draw a cheque.” My idea was to draw out six dollars of it for present use. Someone gave me a chequebook through a wicket and someone else began telling me how to write it out. The people in the bank had the impression that I was an invalid millionaire. I wrote something on the cheque and thrust it in at the clerk. He looked at it. |
40
45 |
| (8) | “What! Are you drawing it all out again?” he asked in surprise. Then I realised that I had written fifty-six instead of six. I was too far gone to reason now. I had a feeling that it was impossible to explain the thing. I had burned my boats. All the clerks had stopped writing to look at me. Reckless with misery, I made a plunge. “Yes, the whole thing.” “You withdraw all your money from the bank?” “Every cent of it.” “Are you not going to deposit anymore?” said the clerk, astonished. “Never.” |
50
55 |
| (9) | An idiot hope struck me that they might think something had insulted me while I was writing the cheque and that I had changed my mind. I made a wretched attempt to look like a man with a fearfully quick temper. | |
| (10) | The clerk prepared to pay the money. “How will you have it?” he said. This question came as a bolt from the blue. “What?” “How will you have it?” “Oh!”— I caught his meaning and answered without even trying to think— “in fifties.” He gave me a fifty-dollar bill. “And the six?” he asked dryly. “In sixes,” I said. He gave it to me and I rushed out. As the big door swung behind me. I caught the echo of a roar of laughter that went up to the ceiling of the bank. Since then, I bank no more. I keep my money in cash in my trousers pocket and my savings in silver dollars in a sock. |
60
65
70 |
| Adapted from: My Financial Career By Stephen Leacock |
||
-
- Find a single word from the passage that will exactly replace the underlined word or words in the following sentences. [3]
- The kind stranger went and got back the ball from where it had rolled into the bush.
- I took offence at the expression on his face that was clearly meant to insinuate I was a liar.
- The firm experienced a financial loss when the contract went to a contender who had just entered the business.
- For each of the words given below, choose the correct sentence that uses the same word unchanged in spelling, but with a different meaning from that which it carries in the passage. [3]
- alarm (line 8)
- The silence from the other end set off alarm bells in her head.
- The pallor of his skin alarmed those standing around.
- I set my alarm for six o’clock but slept through it.
- The sound of the approaching jets caused some alarm in the war room.
- wicket (line 44)
- The wicketkeeper was the true saviour of the day for that one match.
- The team wanted to bat while the wicket was still dry.
- The man at the window handed us our tickets through the wicket.
- The quick loss of wickets demoralised the team.
- reason (line 48)
- After the tragedy, his ability to reason is severely diminished.
- They reasoned they could get better seats if they arrived early.
- Recipients of funds were selected without rhyme or reason.
- We have every reason to celebrate.
- alarm (line 8)
- Find a single word from the passage that will exactly replace the underlined word or words in the following sentences. [3]
- Answer the following questions as briefly as possible in your own words.
- With reference to the passage, explain the meaning of the expression of the ‘I had burned my boats?’ [2]
- Cite any two instances of the behaviour of the bank employees that indicate the insignificance of a deposit of fifty-six dollars. [2]
- Why do you think the people in the bank thought of the narrator as an “invalid millionaire?” [2]
- Summarise why the narrator decided ‘to bank no more’ (paragraphs 6 to 10). You are required to write the summary in the form of a connected passage in about 100 words. Failure to keep within the word limit will be penalised. [8]
