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Write Down the Positive and Negative Traits of Private Quelch’S Character Instances from the Story. - English - Communicative

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प्रश्न

(a) Write down the positive and negative traits of Private Quelch’s character instances from the story.

Positive traits Instances from the story
i.          
ii.  
iii.  
iv.  
Negative traits Instances from the story
i.  
ii.  
iii.  
iv.  

(b) Now, share your notes with the class. Add details if you need to.
(c) Attempt a character sketch of Private Quelch using your notes in about 100 words.

थोडक्यात उत्तर
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उत्तर

Positive traits Instances from the story
i. Knew ‘too much’ All doubts on the subject lost after five minutes’ conversation with him.
ii. Very specific When a Sergeant told the trainees that a bullet leaves the rifle at the speed of over two thousand feet per second, the Professor immediately interrupted him. He corrected him by saying, “Two thousand, four hundred and forty feet  per second.”
iii. Meant to get on ‘He was sure to get a commission, before long.’
iv. Diligent Borrowed training manuals and stayed up late at night reading them.
Negative traits Instances from the story
i. Disturbing ‘A voice interrupted.’ The Professor interrupted when a Sergeant was delivering his lesson.
ii. Badgered the instructors He irritated and badgered the instructors with questions.
iii. Air of superiority ‘…………….. how condescending he was’.
iv. Exhibitionism His fellow soldiers fled to avoid his exhibitionism.

(b) Attempt yourself.
(c) Character Sketch of Private Quelch
Private Quelch was a soldier without a rank. He was a tall and stooping man. He appeared frowning through horn-rimmed spectacles. His appearance, his reading habit and his deep knowledge earned him a nickname of the Professor.

Private Quelch meant to get on in life. He had brains. He was sure to get a commission before long. But as on first step, he meant to get a ‘ V’-shaped stripe. Private Quelch was not only ambitious but also very diligent. Even his fellow soldiers gave him credit for that. He borrowed training manuals and read late at nights. He had a flair for details and hated vague generalisations. He was always correct to the last digit.

The great defeat in Private Quelch was his sense of exhibitionism. He utilised his “intelligent reading” only to badger the instructors with questions. He irritated a Sergeant by his interruption during the lesson. In the hope of revenge, he turned with his questions again and again to the Professor. Similarly, he annoyed Corporal Turnbull hying to correct him publicly. He was punished and nominated for permanent cookhouse duties. Private Quelch was too showy. He always tried to show that he was much superior to all his fellow soldiers. He was always condescending. In the end his colleagues tried to avoid him. They feared his sermonising and fled when he was nearby.

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पाठ 1.3: The Man Who Knew Too Much - Exercise [पृष्ठ २७]

APPEARS IN

सीबीएसई English Communicative - Literature Reader [English] Class 9
पाठ 1.3 The Man Who Knew Too Much
Exercise | Q 8 | पृष्ठ २७

संबंधित प्रश्‍न

Answer the following question briefly.
Why did the grandmother depend on her granddaughter to know the story?


Answer the following question briefly:

 Describe Corporal Turnbull.


The sequence of events has been jumbled up. Rearrange them and complete the given flowchart.
(1) Major Percy and Bill come to the house.
(2) Harold comes to know that his father is a boxer.
(3) Bill tells his wife that he is doing it for Harold.
(4) Jerry Fisher tries to convince Bill to reconsider.
(5) Mrs. Bramble is amazed to think that she has brought such a prodigy as Harold into the world.
(6) Harold wants to know what will happen to the money he had bet on Murphy losing.(7) Mrs. Bramble is informed that Bill had decided not to fight.
(8) Mrs. Bramble resumes work of darning the sock.
(9) Harold is alone with his mother in their home.


The following is a flow chart showing the course of the brook. Can you fill in the
blank spaces with help from the phrases given below?

a) passes under fifty bridges; b) comes from the place where coots and herons live;
c) passes lawns filled with flowers; d) crosses both fertile and fallow land; e) goes
through wilderness full of thorny bushes


Identify the rhyme scheme of the poem.


Answer the following question.

"I am like earthly life … "
Why does the poet compare rain to earthly life?


Rain in the hills and rain in the desert present entirely different scenario. In the
hills it revitalises the greenery and freshens the vegetation; it waters the parched
land and relieves the thirsty and panting souls in the desert.
(i) This has been a year of scanty rains. Imagine how the rain would be welcomed
when it pours in the hills and in the desert after a long dry spell. Choose one such
place and describe
(a) What are you likely to see?
(b) What would happen to the rain water?
(c) What would be the scene before and after the rain?
(ii) How would you express rain as


Answer the following question briefly.

Do you like/dislike Gaston? Give reasons.


Complete the following paragraph with suitable words/ phrases highlighting the
theme of the play. You can do it in pairs.

The play deals with a _________ and _________ Bishop who is always ready to lend a
__________ hand to anyone in distress. A __________ breaks into the Bishop's house
and is __________and warmed. The benevolence of the Bishop somewhat
_____________ the convict, but, when he sees the silver candlesticks, he
________them, and runs away. However, he is __________ and brought back. He
expects to go back to jail, but the Bishop informs the police they are a ___________.
The convict is_________by this kindness of the Bishop and before he leaves he seeks
the priest's blessing.


Answer the following question briefly.

The convict says, "I am too old a bird to be caught with chaff." What does he mean
by this statement?


Imagine that you are on an uninhabited island with a group of children of your age. In groups of four, discuss and enumerate the strategies that will be adopted by you to survive. You can think on the following lines : 

food  protection against animals 
shelter  life-skills (problem-solving, decision-making) 
means of escape  protection against harsh weather conditions 

Simple Past and Past Continuous
There was a burglary in your neighbourhood. You saw something suspicious.
Tell the police officer all about it by filling in the blanks choosing the correct
forms of the words from the options given below.

It (a) was raining last night. I (b) _________ TV. I (c) _________ a little restless. I (d) _________ to the window and was looking out when I (e) _________ that Mr Sharma, my neighbour (f) _________ near the door. I thought he had gone to shut it. I also (g) _________ Mrs Sharma walking up and down in her garden. Then I heard Mr Sharma calling his wife to come in. I (h) _________ back to my table and opened my book. I (i) _________ when I heard a thud and a scream. I (j) _________ out of the house and saw a man in a black coat and hat running towards the gate. Mr and Mrs Sharma (k) _________ in the street. I saw a car speeding away with the burglar.

(a) (i) raining                  (ii) was raining                          (iii) were raining                      (iv) rained
(b) (i) were watching      (ii) watched                               (iii) was watching                    (iv) watching
(c) (i) has felt                  (ii) felt                                       (iii) was feeling                        (iv) feel
(d) (i) had gone              (ii) went                                    (iii) was going                          (iv) gone
(e) (i) noticing                (ii) was noticing                        (iii) were noticing                     (iv) noticed
(f) (i) stood                     (ii) were standing                      (iii) was standing                     (iv) were stood
(g) (i) seeing                   (ii) saw                                       (iii) was seeing                         (iv) seen
(h) (i) had come             (ii) was coming                          (iii) came                                  (iv) were came
(i) (i) hadread                 (ii) was reading                         (iii) were reading                       (iv) read
m (i) rushed                   (ii) was rushing                         (iii) were rushed                         (iv) rushing
(k) (i) had screamed      (ii) was screaming                     (iii) screamed                              (iv) were screaming


‘Since’or‘For’
We often use the Present Perfect with time expressions using ‘since’ or ‘for’.
Which expressions go with since and which go with for? (Indicate with a tick). (The first two have been done for you.)

We use ‘since’ to express ______ in time, whereas ‘for’ is used to express ______ of time.

since for  
    last week
a short time
    a decade
    deepawali
    the day before yesterday
    centuries
    june
    22 june
    several weeks
    2009
    6 months
    ages

Choose three ‘since’ expressions and three ‘for’ expressions from the table above. Then write six sentences using the pattern in the box below.

I haven’t seen him since the day before yesterday.
I have not seen him for ages.


Look at the numbers on the map, and match them with the names given in the box below.


Why do you use the determiners? Match the determiners with their uses, using the clues given below:

  1. their; his; her; your;____  _________
  2. a few; a little; some;____  _________
  3. any ____  _________
  4. this; these; other___  _________
  5. two____  _________


Work in pairs and recognise how many words belong to each set. Complete the sentences as in the example. Use words only from the box above:

  1. Chemical elements?
    Mercury, iron, ammonia__________ of___________ are chemical elements.
  2. Countries in South America?
    Brazil, Syria, Sumatra One____________ is a country in South America.
  3. Rivers?
    Hwang Ho, Mekong ____________ them are rivers.
  4. Languages?
    Telugu, Bengali, Punjabi, Holland____________are languages.
  5. Capital cities?
    Pokhara, Mandalay, New York, Melbourne___________of ____________a capital.
  6. Grow on trees?
    Pineapple, tomato_______________ of them grows on trees.
  7. Religions?
    Taoism, Democracy, Communism ____________of ____________ is a religion.
  8. Units of currency?
    rupee, kyat, yen, dollar, baht, rupiah ____________are units of currency.

Is there enough variety of content?


Answer the following question by ticking the correct option. 

The Manor House stood out because of its _______________


Now prepare a graph based on the students' response to the survey you conducted in Question 2. Then write a report for the newspaper taking the help of Question 5, Question 3 and Question 6. You may follow this pattern: 

Paragraph 1 : A suitable introduction as in B.4. 
Paragraph 2 : Hours per week spent on different activities - classes VI, IX and XI compared. 
Paragraph 3 : How extra time would be used - Classes VI, IX and XI compared. 
Paragraph 4 : Boys and girls compared - Classes VI, IX and XI 
The following words and phrases will be useful to you: 

To express proportion 
Most __
Many __ 
The majority of ___ 
A large number of ___ 
A small number of ___
Very few ____
Only a few ___ 
To express frequency 
Most of the time ___ 
Frequently ___
Occasionally ___ 
Often ____
At times ___ 
To express comparison and contrast 
__ compared with __
On the other hand, ___ 
In contrast, ___ 
By comparison, ___
___ however, ___
____ in comparison with ___ 
You may also find some of the phrases from B.5 useful. 


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