OU Degree 5th Sem English Unit 3 Vocabulary, Grammar

OU Degree 5th Sem English Unit 3 Vocabulary, Grammar

OU Degree 5th Sem English Unit 3 Vocabulary, Grammar

Vocabulary: Technical Vocabulary (Film, Literature)

Question 1.
Define the terms.
i. Technical Vocabulary
ii. Film vocabulary
i. Technical Vocabulary : Technical vocabulary is a set of words and phrases used in a specific domain. Every discipline has its own specialised vocabulary and in this unit, we will learn the vocabulary that is helpful to write about films and books.

ii. Film vocabulary

  • Film genres (categories or kinds of films): action, adventure, animation film, avant-garde (or experimental) film, biopic (biographies), comedy, detective, docudrama (documentary drama), drama, historical, horror, musical, mythological, rom-com (romantic comedy), sd-fl (science fiction), sitcom (situational comedy), suspense, thriller, western.
  • Themes: coming of age, conflict, fate, friendship, justice, love, prodigal son, revenge, romance, sacrifice, transformation, vengeance.
  • Characters: antagonist, anti-hero, archetype, cardboard character, confidant, foil, narrator, protagonist, two-dimensional character, stereotype.

Exercise I

Match the explanation in column I with the word in column II.

OU Degree 5th Sem English Unit 3 Vocabulary, Grammar 2

Question 2.
Define literacy vocabulary.
Answer:
Some of the common words are story, plot, theme, subject, narration, point of view, setting, characters, narrative technique, action, climax, resolution and so on. Writing genres can be broadly divided into two categories: works of imagination written in verse or prose) and works of information (or instruction; generally written in prose); in other words, fiction and nonfiction, which can be subdivided into the following:

Fiction: Adventure, bildungsroman, comedy, crime, detective, epic, fable, fairytale, fantasy, gothic, graphic, historical, horror, mystery, parody, realistic, satire, science, suspense, tragedy, western and so on.

Nonfiction :
Autobiography, biography, criticism, diaries, essay, journal, letters, memoirs, report, self-help,testimonio, travelogue, treatise, and so on.

Exercise II

Fill in the blanks with suitable words from the box.

empirical setting hagiography hypothesis irony
omniscient parody opinion piece pastiche epic
personification persuasive point of view polemical verisimilitude

Question 1.
A biography that treats its subject with undue reverence:
Answer:
hagiography

Question 2.
A mode of writing that uses vigorous and combative language to defend or oppose someone or something:
Answer:
polemical

Question 3.
Writing based on of verifiable by observation and experience:
Answer:
empirical

Question 4.
An idea or theory that is not proven but that leads to further study or discussion:
Answer:
hypothesis

Question 5.
A work that imitates, makes fun of, or comments on an original work:
Answer:
parody

Question 6.
A narrator who knows the thoughts and feelings of all the characters in the story:
Answer:
omniscient

Question 7.
A writing style that attempts to convince the reader adopt a particular opinion:
Answer:
persuasive

Question 8.
An article in a newspaper or magazine that mainly reflects the author’s opinion about a particular issue:
Answer:
opinion piece

Question 9.
The quality of appearing to be true or real:
Answer:
verisimilitude

Question 10.
A piece of writing which contains a mixture of different styles:
Answer:
pastiche

Question 11.
The time and place of the action:
Answer:
setting

Question 12.
The use of words to convey a meaning that is the opposite of its literal meaning:
Answer:
irony

Question 13.
Type of figurative language in which a nonhuman subject is given human
characteristics:
Answer :
personification

Question 14.
A book that is long and contains a lot of action, usually dealing with a historical subject:
Answer:
epic

Question 15.
The perspective from which a story is told:
Answer:
point of view

Exercise III

Fill in the blanks with suitable words from the box.

linguistics author Why What estimates
fascinating tongue Will three living

This is a commendably short book of only 142 pages, but it is a …………………….. work which addresses …………………….. questions: …………………….. makes a global language? is English the leading candidate? ‘ it continue to hold that position? The …………………….. is a former professor of …………………….. at the University of Reading (England). He tells us that there are today around 6,000 …………………….. languages, but some suggest …………………….. that perhaps 80% will die out in the next century. In terms of mother …………………….. use, Spanish is spoken in more countries and is growing in use more rapidly than any other language.
Answer:
This is a commendably short book of only 142 pages, but it is a fascinating work which addresses three questions: What makes a global language? Why is English the leading candidate? Will it continue to hold that position? The author is a former professor of linguistics at the University of Reading (England). He tells us that there are today around 6,000 living languages, but some estimates suggest that perhaps 80% will die out in the next century. In terms of mother tongue use, Spanish is spoken in more countries and is growing in use more rapidly than any other language.

Grammer : Conditionals

On the basis of the degree of possibility, conditionals are divided into different types:
1. Zero conditional is used to talk about general truths and things that are always true. In zero conditional sentences, if can be replaced with when without changing the meaning. (“The lawn gets wet if/when it rains”). Simple present tense Is used in both clauses (gets-rains).

2. First conditional is used to talk about real and possible situations. It refers to a situation that is real and a possible condition and its probable result. In these sentences, the if clause is in the simple present (If the meeting is confirmed), and the main clause is in the simple future (you will be informed).

3. Second conditional is used to refer to a situation that is unreal or impossible. The sentences are not based on fact, and they refer to a hypothetical condition and its probable result. In these sentences, the ill clause uses the simple past (If I were the Prime Minister of India) and the main clause uses would + infinitive (I would make you my secretary). It is not important which clause comes first.

4. Third conditional sentences refer to the past and describe things that didn’t happen. Thus, they are used to refer to an imaginary past condition and its probable past result. In third conditional sentences, the f clause uses the past perfect (if you had tried), and the main clause uses the perfect conditional (You could have done it).

5. In Mixed conditional sentences, the time in the ‘if’ clause is not the same as the time in the main clause. They refer to an unreal past condition and its probable result in the present. In these sentences, the if clause uses the past perfect (If you hod worked), and the main clause uses woukt’could might + infinitive (you would have).

Exercise I.

Make zero and first conditional sentences.

Ex:  1. (you / heat Ice / it/melt)
Answer:
If you heat ice, it melts. (Zero conditional)

2. If he ________ (come). I (be) surprised.
Answer:
If he comes, I will be surprised. (First conditional)

1. (People / eat I too many sweets / they / become fat).
Answer:
If people eat too many sweets, they become fat.

2. (you / smoke / you / get cancer).
Answer:
If you smoke, you get cancer.

3. (children / play outdoors / they / have healthy bodies).
Answer:
If children play outdoors, they have healthy bodies.

4. (water/freeze / it / (be) very cold).
Answer:
Water freezes, if it is cold.

5. (everyone / feel / happy / the weather / (be) good).
Answer:
Everyone feels happy, if the weather is good.

6. I early if you
Answer:
I will come early if you want.

7. If they invited, they the meeting.
Answer:
If they are invited, they will attend the meeting.

8. She ………….. in the city, if she ………….. a job.
Answer:
She will stay in the city, if she finds a job.

9. If he ………….. this exam, he ………….. a promotion.
Answer:
If he passes this exam, he will get a promotion.

10. I ………….. a new dress, if I ………….. extra money.
Answer:
I will buy a new dress, if I have extra money.

Exercise II

Make second, third, and mixed conditional sentences.

Ex: If she ………………. (study) Mandarin, she ………………  (go) to China. (Third conditional)
Ans: If she had studied Mandarin, she would have gone to China.

1. If it _______ (win) an international award, the book _______ (sell) in thousands.(Second conditional)
If it won an international award, the book would sell in thousands.

2. We _______ (arrive) on time if you _______ (give) the right directions. (Third conditional).
We would have arrived on time, if you had given the right directions.

3. I _______ (ban) the school bag if I _______ (be) the education minister_______ (Second conditional).
I would ban the school bag, if I were the education minister.

4. If she _______ (prepare) well, she _______ (answer) all the questions. (Third conditional).
If she had prepared well, she would have answered all the questions.

5. If he _______ (invest) wisely, he _______ (live) happily. (Mixed conditional).
If he had invested wisely, he would be living happily.

6. If he _______ (driven) so rashly, the accident _______ (happen). (Third conditional).
If he hadn’t driven so rashly, the accident wouldn’t have happened.

7. “If wishes _______ (be) horses, beggars _______ (will) ride.” (Second conditional)
“If wishes horses, beggars would ride.”

8. If he _______ (to go) to college tomorrow, he _______ (so sad) today. (Mixed conditional)
If he didn’t have to go to college tomorrow, he wouldn’t be so sad today.

9. You _______ (find) the book if you _______ (look) carefully. (Third conditional)
You would have found the book, if you had looked carefully.

10. I _______ (happy) to help you if I _______ (not) in the middle of another meeting. (Mixed conditional)
I would have been happy to help you, if i was not in the middle of another meeting.

Exercise III.

Match the clauses to make conditional sentences.

I Answer II
1. If you had informed in advance j a. if you had prepared well.
2. If I find your key h b. we would have won the match.
3. The door opens f c. if I were you.
4. We will be late i d. We’ll have enough time.
5. You would have had no problem in the interview a e. you wouldn’t feel so awful.
6. I would inform the police c f. if you turn the knob.
7. If we meet at 9 am d g. the audience would understand you.
8. If he had hit a boundary b h. I will call you.
9. If you spoke louder g i. If we don’t hurry.
10. If you hadn’t eaten too much oily stuff e j. I would have kept the lunch ready.

 

OU Degree 5th Sem English Study Material

OU Degree 5th Sem English Film Review, Book Review

OU Degree 5th Sem English Unit 3 Vocabulary, Grammar

OU Degree 5th Sem English Film Review, Book Review

Exercise-1.

Question 1.
Describe the process of writing a film review.
Answer:
Film review, also known as movie review, is a journalistic review written for the general readers and is usually published in newspapers, magazines, or published in electronic mode, such as websites, blogs, etc. A good film review typically informs, describes, analyses, evaluates,- and advises.

Step – 1. It gives the readers an assessment of the view-worthiness of a film without giving away too much of its plot: Therefore,-writing film review is a process which requires a special skill to write a good review. The writing of film review involves the following steps:

Step – 2. Understand the genre to which the film belongs. Knowing the features of the genre helps us assess the success or failure of the film according to the criteria relevant to the genre. For instance, we cannot find fault with a fantasy film for not being realistic, nor can we complain about sentimentality in a melodrama.

Step – 3. Understand the purpose of a review. A film review is not merely a narration of the story or plot of the film. It is not entirely an expression of the reviewer’s own opinions. The primary purpose of a film review is to help the reader arrive at a fairly accurate estimate of the film’s nature, quality, and suitability.

Therefore, a good film review should strike a balance between information, inference, and interpretation. Understand the structure of a film review. Although reviewers bring their own character to the reviews they write, most film reviews follow a fairly well-defined structure.

Step 4 : Understand the target reader. Knowing who we are writing for and who is likely to read the review helps us choose the appropriate style and vocabulary. Depending on the target reader, the review can be written in a formal or informal style using vocabulary that is appropriate to that group.

Step 5 : Understand the medium. Although film reviews are generally associated with print media (newspapers and magazines), they have now spread to the electronic media and the cyberspace. Each media has its own style and requirements. Therefore, we have to customize our writing according the medium. What works in one medium may not work in another.

Question 2.
Explain the structure of a film review.
Answer:
Film review, also known as movie review, is a journalistic review written for the general readers and is usually published in newspapers, magazines, or published in electronic mode, such as websites, blogs, etc. A good film review typically informs, describes, analyses, evaluates, and advises.

It gives the readers an assessment of the view-worthiness of a film without giving away too much of its plot. Therefore, writing film review is a process which requires a special skill to write a good review. Although there is no fixed format of a film review, the following structure would be useful.

1. Title/Headline:
The title of the review should be short, catchy and it may suggest the reviewer’s assessment of the film. For example,
‘Tubelight’ fails to light up
‘Tiger’ roars again

2. Subhead/Deck:
This is a summary line that highlights the most noteworthy or interesting feature of the film. The subhead is written below the headline and above the review and is typographically distinct from the rest of the review. For example,
A watchable routine drama with its share of moments.
A predictable storyline embellished with hilarious dialogues.

3. Introduction:
The first paragraph, also known as the ‘lead paragraph’ or the ‘lead’, is the most crucial one. It sets the tune for the rest of the review and makes the reader want to read further. It gives the reader the overview of the film. It also conveys the reviewer’s overall assessment of the film. The overview may also include the background information about the film, its context, and the criteria used for evaluation.

4. Analysis:
The second paragraph should give the outline of the story. The subsequent paragraphs make an evaluation of the film in detail; the assessment of the plot, comments on the lead role and other important characters, screenplay, music, lyrics, dialogues, scenery, cinematography, etc. Reviewers may also cite specific examples in support of their assessment of a poignant scene, a melodious song, a lewd dialogue, etc.

5. Conclusion:
The conclusion will consist of two parts: a summary of the reviewer’s assessment and their advisory (a must-watch, watchable, ignore, etc.)
Example: Karthavyam – Exposes loopholes in the system

It is serious and thought provoking Release Date: March 16, 2018 Starring: Nayanthara, Ramachandran, Sunu Lakshmi Director: GopiNainar Producer: SharathMarar Music Director: Ghibran Editor: Ruben

Introduction:  Lady Superstar, Nayanthara’s critically acclaimed Tamil film Aramm has been dubbed in Telugu as Karthavyam. Touted to be a social drama, the film has hit the screens today. Let’s see whether it impresses us or not.

i. Plot:
Varshini (Nayanthara) is a sincere IAS officer who takes up the challenge of rescuing a four-year kid who falls into a bore well. In this process, Varshini also comes across some unnoticed and political issues which are causing problems in the rural areas where she is deployed. She decides to sort all these issues and the rest of the story is as to how she goes all out and saves the kid and also changes the system for good.

ii. Plus Points:
As expected, Nayanthara is a major plus to the film. She literally lived in her role of a sincere government official and acted with a lot of ease. Being a commercial heroine, Nayan should be appreciated for accepting this unique script which addresses a core issue. The film has a very realistic approach without any deviations.

The last ten minutes of the first half and interval episode are executed well. Especially, the pre-climax sequence and the rescue operation scenes are narrated on an intense note. All the family members, who were showcased as poor and backward citizens did a good job in their given crucial roles. The ending which hints us of a sequel with strong political content looks good.

iii. Minus Points:
Though the film is straight to the point and narrated on a convincing note, it lacks proper commercial elements which may not appeal to the regular audience. Those who expect some good entertainment and glamour from Nayanthara may get disappointed as the film runs on a serious note.

Nayanthara resigning from her reputed post at a crucial conflict point has not been addressed properly. If the director would have handled those episodes quite effectively, things w’ould have been a lot better.

iv. Technical Aspects:
Director GopiNainar shines in addressing a social issue and interlinking it with various burning problems in the rural areas. His intention and questioning the loopholes in the system will make us think for a while.

Music by Ghibran is apt for the film’s mood and his background score brings a lot of depth to proceedings. Production values for this limited budget film are good. Cinematography by Om Prakash is superb. As the core film happens in a remote village, he succeeded in bringing the rustic texture in every frame. Editing by Ruben is good as he kept the film’s run time short and crispy.

v. Conclusion : On the whole, Karthavyam addresses a burning issue in a very straight forward and gripping manner. Nayanthara’scommandable screen presence and director’s intention to expose loopholes in the system are impressive.

But the film clearly lacks the regular commercial elements and this might not go well with the regular entertainment-seeking audience. For all those who like films which are serious and thought provoking, this film is surely worth a watch this weekend for its unique storyline. Rating: 3/5.

Question 3.
Write a review of a film you have enjoyed watching.
Answer:
Baahubaii 2 – Salute to Rajamouli
It is a visual treat to the film lovers Release Date: April 28, 2017 Rating: 4/5
Director: S. S. Rajamouli
Producer: ShobuYarlagadda, Prasad Devineni Music Director: M. M. Keeravani
Starring: Prabhas, Anushka Shetty, Rana Daggubati, Tamannaah

i. Introduction:
Off late, where ever you go, there is only topic and that is how Baahubali 2 is going to be. Directed by the genius Rajamouli, the magnum opus has released in over 8000 screens all over today. Let’s see whether the film reaches our expectations or not.

ii. Plot:
As shown in the first part, Baahubali (Prabhas) is declared as the king of Mahishmati. As part of the kingdom’s ancestral ritual, the would-be king needs to visit the countryside to know what problems the people in his kingdom are facing. In this process, Baahubali visits a small kingdom called Kuntala and falls in love with its princess Devasena (Anushka).

He woos Devasena with his charm and brings her to Mahishmati. But to his shock, Baahubali’s mother, Shivagami (Ramya Krishna) changes her decision suddenly and announces Bhallaladeva (Rana^as the king. Why did Shivagami suddenly announce Bhallaladeva as the king? What is the back story behind her decision? and why did Kattappa kill Baahubali? To know answers to these questions, you need to watch the film on the big screen.

iii. Plus Points:
There are way too many things that impress you in Baahubali 2 but it is practically impossible to pen all of them down in this review. Let me start by talking about the gigantic scale of the film. It is like a never before and never again kind of scenario as Baahubali 2 is huge in every aspect. Every visual of the film is filled with surprises either in terms of graphics or the extravagant sets that have been put up. The costumes, drama showcased and performances are a first of its kind in Telugu films.

Credit should go to Rajamouli for taking Indian films to another level with his mind blowing story telling. The way he has induced a terrific conflict between the two brothers is the major asset of the film. Prabhas unleashes his beastly side in the second part and takes away your senses with his striking performance. From the first scene, his screen presence is top notch and the way he takes Bhallaladeva head on is just terrific.

A lot was said about Anushka’s weight but boy she looks top class in this film. Right from her traditional costumes to her mature look, she has pulled off both the roles with ease. She looks slim and quite beautiful throughout the film. Coming to Rana, it would not be exaggerating to say that Rana will never get such a magnanimous role in the future. What makes the film even more fiery and ghastly is his fabulous villainous avatar. No other actor apart from him could have played this role of a lifetime and Rana has done full justice to it.

Nassar and Satyaraj are excellent in their roles and especially Nasser, is the major highlight among the supporting cast. Ramya Krishna showcases superb emotions and brings a lot of depth to the film. The family emotions are yet another highlight of the film as they elevate the proceedings with a lot of depth. The fistfight between Rana and’ Prabhas is a feast to the eye.

iv. Minus Points:
A number of audiences might get disappointed with the way Rajamouli has answered why Katappa killed Baahubali. Even though, the twist gels well with the script, it might not meet the expectations of many. Once the twist is revealed, the film becomes a bit predictable.

The climax looks a bit rushed upon as things happen way too quickly. Tamanna is hardly seen in the film and only appears during the climax. There are certain areas in the film where pace gets slow and some unforced drama overtakes the proceedings. The romance between Prabhas and Anushka could have been edited out a bit to make things better.

v. Technical Aspects:
Baahubali 2 is one of the most technically efficient films made in India. If part one surprised you with its scale, then second part will leave you speechless with excellent visual effects and emotions. The kingdoms shown and sets created look top-notch on screen. The entire team of Makuta should be appreciated for taking the film to another level with their VFX work.

What takes Baahubali to its peak is the stunning background score of M.M. Keeravani. Even though his songs are not that effective as the first part, the way he elevates the proceedings with his score is impressive. Dialogues are decent and so were the lyrics. Costumes done for every character look top class. The weaponry created and props used look quite lethal. Coming to the director Rajamouli, he has surely done India and the film fraternity proud with Baahubali.

He has dreamt of something out of the box and has also succeeded in bringing life to India’s biggest motion picture. The way he has continued the story in the second part and made the drama even more intense is superb. There is more depth in the proceedings and every character has been given complete justification.

Every frame of Baahubali is his creation and you can’t but salute to the genius of this filmmaker who will be the next big thing in Indian cinema. At times, you just wonder how did he perceive all this in his mind and execute it in such a convincing manner. Technicians like him are rare and Telugu folks should be proud that our own director has gone ahead and proved that nothing is impossible.

vi. Conclusion
On the whole, Baahubali 2 is one film which leaves you speechless. Right from the word go, it has intense drama and action as every frame in the film is a visual wonder. Be it the heroic fights or the lavish war scenes, Rajamouli showcases some never before scenes in Indian film history. This film will be remembered and spoken about for years to come and break every possible record in the country.

The performances, drama and the lavish scale look jaw dropping and make this film a never before experience for every movie lover. Finally, just ignore the simple story line and do yourself a favour by faking your entire family to watch this magnum opus called Baahubali as wonders like these only happen very rarely. Rating: 4/5 ****

Question 4.
Write a review of a film you did not enjoy watching.
Answer:
Review: MLA – Politics mixed with some fun
It is a typical mass masala movie with not much attraction Release Date: March 23, 2018 Starring: Kalyan Ram, Kajal Aggarwal Director: Upendra Madhav Producer: Kiran Reddy Music Director: Mani Sharma Editor: Tammi Raju

i. Introduction
Out of the two films, Kalyan Ram is doing, a typical commercial entertainer called MLA has hit the screens today. Let’s see how it is.

ii. Plot
Kalyan (Kalyan Ram) is a happy-go-lucky youth who falls in love with Indu (Kajal). He proposes to her but Indu rejects him and sets off to her village. Kalyan follows her and requests Indu’s family for her hand. This is the time when Indu’s dad (Jaya Prakash Reddy) throws a challenge at Kalyan and asks him to become an MLA and then marry his daughter. Why did Indu’s dad ask Kalyan to become an MLA? Will Kalyan take up the challenge? And how does he become an MLA is the whole story of the Film.

iii. Plus Points
Kalyan Ram is perfect in the central character of MLA. He looks quite handsome and fit in his new look and carries his role sincerely. Kalyan Ram has improved a lot with his performance and mouthed all the mass dialogues with ease. All his confrontation scenes with Ravi Kishen have been executed well.
Kajal looks lovely as always and the whole story revolves around her.

Performance wise, she has nothing much to do but Kajal does her best in whatever she gets. Posani generates a few laughs here and there. The interval bang has been highlighted quite well and ends the first half on an interesting note. Certain emotions regarding the kids in the second half have been executed well.

iv. Minus Points
MLA is yet another routine commercial drama which has nothing new to offer. The same old storyline, hero challenging the villain and helping the village people have been showcased in many films to date.  The story of the film only kick starts during the interval point and till then the proceedings that are showcased are just below average. The way Kalyan Ram and his gang cheat Ajay looks a bit silly. More romance should have been added between Kajal and Kalyan Ram to make things better.

v. Technical Aspects
Production values of the film are pretty decent as the village set up and mass elements have been showcased well. Mani Sharma’s music is good as all the songs have been also shot well. The camerawork is top notch and so was the background score which elevated the mass scenes quite well. Editing is decent and so was the production design.

Coming to the director Upendra, he has done just an okay job with the film. He chooses a simple story and narrates it in an okayish manner. The only problem with his direction is that he has showcased the same old stuff which we have seen in many movies. The difference here is the energetic performance of Kalyan Ram.

vi. Conclusion
On the whole, MLA is a routine commercial entertainer with some good moments here and there. The confrontation scenes between Kalyan Ram and Ravi Kishan and some decent emotions are major assets. There is nothing new that this film showcases and all those who do not mind this factor and want to watch a typical mass masala movie, this film is for them. Others can look out for better options. Rating: 3/5 ***.

Book Review

Question 1.
Explain the difference between a book report and a book review?
Answer:
A book review is a balanced assessment of a book. It offers a brief description of the book’s key points and provides an evaluation of its strengths and weaknesses. A book review should not be confused with book reports. Book reports are short descriptions of books.

They summarize and explain the content of a book- its theme, plot, characters, and so on and give a personal opinion-whether they like it or not. Book reviews, on the other hand, are relatively longer. They analyze a book and give a reasoned argument about the strengths and weaknesses of a book. Book reviews provide the following:

  • Basic information about the book-about its title, its author, publisher, number of pages it contains, its price, etc.
  • A preview of the book-what it is about, what it is like, how it works, etc.
  • The reviewer’s response-whether or not the reviewer enjoyed it and for what reason.
  • The reviewer’s advice-whether the book is worth the time, efforts, and money the reader is likely to spend on it.

Question 2.
Describe the process of writing a book review.
Answer:
A book review is a balanced assessment of a book. It offers a brief description of the book’s key points and provides an evaluation of its strengths and weaknesses. Book reviews, are longer in length. They analyze a book and give a reasoned argument about the strengths and weaknesses of a book. Writing a book review is a process which requires constant practice to master. A book review could be written in four distinct steps:

Step 1: Before reading the book
Before you begin to read the book, think of the elements that could go into your review. For example, try to find out the answers for the following questions:

  • What is the title of the book? What meaning does it convey to you?
  • Who is the author and what else has she/he written?
  • What does the author usually write about? Politics, religion, social issues, etc.
  • What kind of a book is it? Is it a work of imagination or of practical utility?
  • What is the structure of the book? Is it divided into chapters? Do chapters have titles? Is there a preface, introduction, disclaimers, postface, appendix, etc.
  • What is the physical quality of the book? Its appearance, size, bulk, print, quality, etc.

Step 2: While Reading the Book
As you read the book, think of the components of the book which you want to focus in your proposed review. Generally, every book consists of two broad components: content and form. The answer to the question ‘what is the book about?’ is content, and the answer to the question ‘how is it done?’ is form. Content of the book can be divided into the following:

Theme: Theme is the abstract idea that a book explores-freedom, slavery, friendship, beauty, etc. It generally remains unstated and has to be inferred.

Subject: Subject is the concrete manifestation of the abstract idea. For example, to convey the abstract idea of nature’s beauty, the writer may write about flowers or rainbow, or the writer may write about a caged bird to convey the idea of slavery.

Similarly, form is abroad category, and it includes everything that a writer uses to transmit the content: language, style, narrative technique, point of view, setting, symbolism, imagery, and so on. Besides, the review writer uses the following means to convey the idea behind the text:

  • The main theme or chief argument of the book
  • The substantiation of the argument with proof or evidence
  • The important characters or events in the book
  • The language and style of the author
  • The tone and mood of the book-humorous, polemical, genial, informal, etc.
  • Any special feature of the book-illustrations, references to other sources of information

Step 3: As you write
After reading the book and forming an opinion about it, get down to writing about it. Go back to the notes you have made while reading the book and write the first draft of the review when the book is still fresh in your mind.

a. Begin with a short summary of the book without going into details of the book. In the same paragraph, try and contextualize (not evaluate) the book-by referring to other books of author or books by other writers on the subject.

b. After the first paragraph, which introduces the main plot or chief argument of the book, provide further details of the book-how the plot progresses, who the main characters are, how the argument is developed, what the supporting arguments are, etc.

c. After information about the book and discussion, provide your evaluation. Remember that purpose of the review is to give not merely a summary of the book, but also a critical evaluation. If the review is meant for a general readership, description and discussion may be given more space than evaluation. If the review is intended for a specialist readership, evaluation may be given preference over description.

Step 4: After you write
While you should write the first draft of the review as soon as you have read the book and formed an opinion about it, it is advisable to not send the review for publication immediately after writing it.

You should reread your review, preferably after a time gap, and see if you still want to say the same things about the book and in the same manner. While revising and finalizing the review, you should recheck the following:

  • Spelling, particularly of the title, names of the people and places, punctuation and grammar.
  • Factual information about the book, publisher, year of publication, etc.
  • Accuracy of your quotations from the book
  • Logic of your argument based on the evidence from the book or on the basis of your assumptions, opinions, and impressions.
  • Check whether language used is clear or opaque; the style straightforward or convoluted; and the tone cordial or prejudicial. Revision is not a waste of time, but is as important, if not more, as the writing itself. Revision helps you moderate some of the strong impressions you had earlier and thereby makes it more impartial and professional.

Question 3.
Explain the. structure of a book review.
Answer:
A book review is a balanced assessment of a book. It offers a brief description of the book’s key points and provides an evaluation of its strengths and weaknesses. Book reviews are long in length. They analyze a book and give a reasoned argument about the strengths and weaknesses of a book. Though there is no fixed blueprint or structure for writing review of a book. However, writing book review may broadly follow the following structure:

a. Headline/Title: The title of the review should be short and may suggest the reviewer’s assessment of the book. For example,

  • Shashi Tharoor’s Inglorious Empire: Atonement of the British
  • Chetan Bhagat’s Half Girlfriend: Old wine in an Old Bottle
  • Ramachandra Guha’s Makers of Modem India: Conformity as history

b. Opening Statement: A strong introduction is crucial to the success of a review. The lead paragraph should grab the attention of the readers and make them read the rest of the review. It should provide basic information about the book-title, author, publication details, genre, etc.; a short synopsis of the book; and the reviewer’s overall impression of it.

c. Discussion: Paragraphs following the lead, discuss the book further. The discussion may be spread over two to three paragraphs which form the body of the review. The discussion should cover the important aspects of book-central theme, supporting evidence, style of writing, etc. Relevant passages may be quoted to illustrate the points being made.

d. Assessment: Evaluation of the book should be based on its merits and demerits and not on personal opinions. Praise or criticism of the book should be substantiated by evidence from the book. While unsupported praise is unconvincing, unsupported criticism betrays professionalism and is prejudice. While assessing a book, it is important to remember that the review is of the book that the author has written and not the book the reviewer wishes the author had written.

e. Conclusion: The final paragraph is as important as the lead paragraph. Readers are likely to remember and be influenced by the reviewer’s comments in the last paragraph. The concluding paragraph contains the reviewer’s final comments on the success or failure.

Question 4.
Write a review of a book of fiction (i.e., a book with a story).
Answer:
Bibliography : The Blue Umbrella Author : Ruskin Bond
Publication : Rupa Cover Art : Prasun Mazumdar
It was a Saturday noon when I and my son sat together after lunch. We were discussing the past week’s events at his school. Meanwhile, he insisted on reading a book as it’s been a long time, we read anything. And here is our review of the blue umbrella by Ruskin Bond.

i. Introduction:
The blue umbrella is a children’s novella written by the legendary author Ruskin Bond. The fiction story is set in the hill village of Garhwal. The story revolves around the heroic acts of ordinary characters. A short entertaining story about the ordinary life of people in hills. It’s a reader’s delight to read, how a simple urban stylish blue umbrella makes its owner popular and envied among others in the village.

ii. Plot:
A little girl Binya, loves herding her cows in the Himalayas. While roaming in the hills, she saw a beautiful blue umbrella. The umbrella belonged to some tourists. Binya was desperate to get the beautiful umbrella. She exchanged her lucky charm pendant for an umbrella. Her proud ownership of the attractive umbrella caused her to earn the jealousy of some villagers.

Especially of the shopkeeper Ram Bharosa who wanted to own the best umbrella in the village by hook or crook. The story is engaging and interesting. No, I am not going to reveal if the shopkeeper was able to get the umbrella or not. Read the book and find about it yourself. Let kids enjoy reading fiction.

iii. Characters:
Binya is the main character of the story. She is a simple mountain girl with fair skin. She loved going out with cows. She is brave and kind. The other characters are Vijay (Binya’s brother), Ram Bharosa (the shopkeeper), tourists and a little boy. All the characters have their own quality of being shrewd, kind, clever, and brave. There is also a character who does the wrong action of stealing. And kids, you should not do such actions ever in life.

iv. My Favourite:
I liked the simple writing style of the author. The beautiful village life of Binya roaming in the hillside.Her acts of bravery, kindness and her fondness for the umbrella. The kids tackling the daily chores and helping their mother. The dramatic scenarios and beautification of Garhwal Hills are all well-crafted. Children will learn to be kind, and empathetic with this fiction work.

v. Recommendation:
A good read for youngsters in the age group 8 to 10. Though it is only a one time read, yet a good option to engage your kids. The sketch illustrations are not very appealing to children.

Question 5.
Write a review of a book of non-fiction (i.e., a book with an argument).
Answer:
Title of Review of the Book: Playing It My Way: Inspiring Autobiography Title and Author: Playing It My Way and Bona Mujumdar and Sachin Tendulkar Pages: 486 Price: Rs. 899
Publisher: Hodder and Stoughton
Rating: 3/5 Lead Paragraph

When it was first announced that Sachin Tendulkar was writing an autobiography, the initial feeling was of euphoria. Who would not like to get personal insights from the most popular Indian cricketer ever? Sachin Tendulkar is not merely a person or player: he has become an icon, even an institution. A peek into the heart and mind of such an institution is always a hugely welcome proposition.

However, on second thoughts, the conscientious cricket fan would have realized that the autobiography could not be expected to shake the foundations of world cricket. Tendulkar, who was a reticent man during his career both on and off the pitch, preferring to duck controversy rather than confront it, could not be expected to suddenly throw caution to the winds-. This would not be an image-altering exercise in exposes.

Synopsis of the Book:
This impression was sought to be challenged by the PR exercises Tendulkar and his team carried out before the release of the book. They kept feeding interesting tidbits about the book to the media. Greg Chappell circa 2007 still had the potential to create controversy, and it did. There was a rallying cry from India’s seniors, now happily retired but once hugely disgruntled with Chappell. There were photo ops, television appearances and posturing.

Anyone who has read the book now would know that most of the juicy bits had already been told before the book released. After the storm was over, what we received was rather dull weather. In the form of a mediocre, run-of-the-mill narrative of Tendulkar’s career which is exactly how ‘Playing It My Way’ can be described in stark terms. It would be fitting to describe the book as a chronological recollection of Tendulkar’s career rather than an insight into the genius of Sachin Tendulkar. For a hardcore Indian cricket fan, there is not much to savour.

Details of the Plot:
Every cricket fanatic in India for example, knows that Tendulkar made his debut against a hostile Pakistan attack in 1989. Most also know that he was struck on the mouth by a Waqar delivery in one of the Tests that followed, bled profusely and continued to bat on.

But these pieces of information would at least be of interest to a casual fan, or a very young fan who has fed off the Dhonis and Rainas of the world. It’s the even more mundane bits which challenge a cricket fan’s intelligence. For at the book’s core is a tepid description of the events of every important match and series in Tendulkar’s career.

That kind of information could easily be obtained online. Few really want to be reminded for example, that Tendulkar scored a hundred on a minefield in Perth in 1992. They already know that. The book does not attempt to scratch beneath the surface to reveal the mental and psychological aspects of that great innings, or of most other innings.

Consequently, there is little in the book that could spark fan interest. One aspect of an interesting sports autobiography is the politics behind the scenes, or behind the curtains of power. We get none of this in the book. The 1990s were tumultuous times for Indian cricket off the pitch, and so were the early 2000s.

But Playing It My Way does not even attempt to venture close.Another aspect of a good sports autobiography is an insight into the workings of an art. In the case of Tendulkar, this means insights into the science of batting. While the master batsman does give us some information in this regard, it never becomes the focal point of any chapter.

Nor do we get much in the way of captain-coach relationships, captain-team mate relationships, board-captain relationships, or any kind of cricketing relationships at all. Sachin only consents to blow the cover off his secretive relationship in the early 1990s with his eventual wife Anjali.

The chapter, titled ‘Anjali’, becomes the best chapter of the book simply because Indians love romantic tales (though it has to be conceded that Sachin-Anjali was one of the more interesting romantic stories). This says a lot about the quality of the book itself – if romance is the best part of a megastar sportsman’s autobiography, the manuscript cannot be held in high regard.

Some autobiographies flop because fan expectations are too high. Some flop despite being full of spicy controversies. Tendulkar’s book has outsold most others in India already and yet it a major let down, simply because the author did not TRY to make it insightful which is extremely unfortunate. Eventually, you get the feeling that Tendulkar holds himself back nearly as much in’ his autobiography as he did during his high-profile, extremely successful cricketing career.

SRT merely feeds the fans with things they would like to discuss, and that too without scraping the surface much. Between the chronological drivel, the sub-headings merely speak about issues widely discussed and debated by media and fans. The book is not so much a revelation of Sachin Tendulkar the man as it as an attempt to give the casual fan a reason to discuss Tendulkar’s career.

Nor can it be said that the book is a masterpiece in linguistic expression. The language is plain, even cliched at times. One also gets the impression that the book was written with haste, for there are several statistical inaccuracies.

But the sad truth is that good autobiographies can never be written with haste, for an autobiography is meant to be a revelation of the person behind the image. Another disappointing aspect of Playing It My Way is the lack of first-person insights. Events are described almost dispassionately, like an observer in third person. There is also no attempt to bring in diverse perspectives on any single subject, to make the ardent fan think.

Why then, was this autobiography written? It ends up being a brilliant opportunity that has been superbly wasted. There can be no argument that Tendulkar needed the limelight – he still has it more than some of the players in the current Indian team. Nor is he a struggling ex-cricketer looking to improve his finances, and he is unlikely to ever go down that path. Without the spice of controversy, the force of cricketing intellect or eloquence of language, Playing It My Way is just another ordinary book.

Assessment:
There are a few positives though. Despite the mundaneness, an unbiased fan would come to appreciate and respect Tendulkar the cricketer after reading Playing It My Way. It is simply amazing that a man could play cricket at near-peak level for over a decade while in constant pain. The book succeeds in bringing out the passion for cricket that the master batsman possessed.

It also nullifies half-baked theories that Tendulkar, unlike Dravid, Laxman or Kumble, relied more on genius than on hard work to achieve success. Incredibly, one can say that Tendulkar’s performance over the second half of his career remained underappreciated because we knew little of his physical and mental struggles.

Conclusion:
In conclusion, the book succeeds in elevating Tendulkar the batsman, but fails in revealing Tendulkar the person. It is a decent one-time read but would never rank anywhere amongst the greatest sporting autobiographies ever written.

OU Degree 5th Sem English Study Material

OU Degree 5th Sem English Unit 2 Vocabulary, Grammar

OU Degree 5th Sem English Unit 2 Vocabulary, Grammar

OU Degree 5th Sem English Unit 2 Vocabulary, Grammar

Vocabulary: Analogy and Odd Word Our

Verbal Analogy

Verbal Analogy or Word Analogy is an interesting way to enrich our vocabulary. ‘Verbal’ means related to words and ‘analogy’ means similarity, resemblance or comparison. ‘ Verbal analogy involves identifying relationships or similarities between pairs of words. Verbal analogy can build one’s vocabulary as well as enhance the ability to analyse the relationships between words. Verbal analogies are useful tools to achieve a higher-level ‘ thinking about words and language. Verbal Analogy can help

  • In understanding the relationships between ideas.
  • In improving the ability to think methodologically.
  • In thinking critically and logically.
  • In recognising the multiple meanings of the words.
  • In interpreting the word meaning from the context.

Many verbal aptitude tests in competitive, entrance or professional examinations use verbal analogy to assess the applicant’s logic and reasoning skills and word knowledge. Look at the following pairs of words and try to understand the relationship between them.

  • Love-Hate
  • Create-Destroy
  • Regret-Past
  • Spider-Insect
  • Crocodile-Reptile
  • Whisper-Speak
  • Bat-Ball
  • Bow-Arrow

Let us learn some primary types of relationships which can help us identify the verbal analogy:

Analogy types Examples
Synonyms big-huge, show-reveal, cease-stop, sad-unhappy, weak-frail
Antonyms stop-go, big-tiny, narrow-wide, clumsy-elegant, dumb-intelligent
Function fork-eat, knife-cut, pen-write, shovel-dig, spectacles-see, legs- walk
Degree cold-freezing, difficult-impossible, rare-unique, clean- immaculate
Lack ugly-beautiful, serious-humour, hope-pessimism
Characteristic courage-hero, grass-green, sponge-porous, ball-round, elephant-big
Part to Whole leaf-tree, month-year, student-classroom, letter-alphabet, wheel-car
Type/Kind orange-fruit, anger-emotion, lotus-flower, jazz-music, sonnet- poem
Cause and Effect spin-dizzy, fire-burn, trip-fall, cavity-toothache, earthquake- tsunami

Exercise I.

Fill in the blanks.

Question 1.
Rose : Flower : : Hammer: ………….
a. Tool
b. Instrument
c. Car
d. Song
Answer:
a. Tool

Question 2.
Pencil: Write : : Knife: ………….
a. Erase
b. Cut
c. Clean
d. Cook
Answer:
b. Cut

Question 3.
Banana : Yellow : : Carrot: ………….
a. Blue
b. Red
c. Orange
d. Pink
Answer:
c. Orange

Question 4.
Hungry : Eat : : Tired: ………….
a. Play
b. Run
c. Limp
d. Rest
Answer:
d. Rest

Question 5.
Up : Down : : Left: ………….
a. Right
b. Centre
c. Arrived
d. After
Answer:
a. Right

Exercise II.

Choose the sentences that make sense as per the analogy type.

Question 1.
Function
a. A car is used to walk.
b. A house is used to move.
c. A cup is used to drink
Answer:
c. A cup is used to drink

Question 2.
Type/Kind
a. Salmon is a kind offish.
b. Rice is a type of dessert
c. Parrot is a type of inseri.
Answer:
a. Salmon is a kind offish.

Question 3.
Characteristic
a. A characteristic of ram is to sing.
b. A characteristic of a book is to be Interesting.
c. A characteristic of ice cream is to be cold.
Answer:
c. A characteristic of ice cream is to be cold.

Question 4.
Part to Whole
a. A sister is part of home.
b. A word is part of a sentence.
c. A window is part of cupboard.
Answer:
b. A word is part of a sentence.

Question 5.
Degree
a. Something that is scrumptious is very tasty.
b. Something that is tiny is heavy.
c. Something that is huge is terrible.
Answer:
a. Something that is scrumptious is very tasty.

Exercise III.

Read the following verbal analogies and choose the correct alternative.

Question 1.
Big : Huge: :Tiny: …………….
a. Good
b. Happy
c. Small
d. New
Answer:
c. Small

Question 2.
Amnesia : Memory: : Paralysis: …………….
a. Movement
b. Limbs
c. Handicapped
d. Legs
Answer:
a. Movement

Question 3.
Homeless : Home: : Unemployed: …………….
a. Salary
b. Job
c. Money
d. Sad
Answer:
b. Job

Question 4.
Milk : White: : Honey: …………….
a. Good
b. Costly
c. Sticky
d. Healthy
Answer:
c. Sticky

Question 5.
Selfish: Compassion: : Childish: …………….
a. Playfulness
b. Imagination
c. Intelligence
d. Maturity
Answer:
d. Maturity

Question 6.
Contract: Agreement: : …………….
a. Limerick: Poem
b. Human: Monster
c. Scarf: Jeweflery
d. Dog: Feline
Answer:
a. Limerick: Poem

Question 7.
Conclusion: Essay: : …………….
a. Theme: Song
b. Meal: Dessert
c. Scene: Play
d. Music: Party
Answer:
c. Scene: Play

Question 8.
Nearby: Distant: : …………….
a. permanent: Eternal
b. Criminal: illegal
c. Timid: Brave
d. Speech: Language
Answer:
c. Timid: Brave

Question 9.
Enigma : Mysterious: : …………….
a. Professor: Glib
b. Bigot: Prejudiced
c. Beetle: Venomous
d. Politician: Obtuse
Answer:
b. Bigot: Prejudiced

Question 10.
Blatant : Obvious: : …………….
a. Preeminent: Important
b. Legendary: Incredible
c. Novel: Obsolete
d. Powerful: Dominant
Answer:
d. Powerful: Dominant

Odd Word Out

Read the group of words given below and circle the odd word out

OU Degree 5th Sem English Unit 2 Vocabulary, Grammar 1
You must have circled the odd words, clock (does not refer to the weather), bicycle(does not use fuel), bird (does not rhyme), hammer (is not pointed) and peel (can be done just by hand). In odd word out exercises, we are given a list of four or five words and asked to identify the word that does not fit with the rest of the group. There may be different types of lists. The list could contain words that have.

  • similar meanings,
  • similar functions,
  • similar qualities,
  • same part of speech,
  • same rhyme, etc.

Strategies for Solving

The best way to find out the answer is to first determine which words share similarities. If all the words have similarities, then we should approach the problem in a different way. if we think carefully, and logically, we will notice that while the other words have similarities, one word stands out from the rest. Some of the questions that we can ask are:

Do these words:

  • share a similar definition?
  • belong to a similar vocabulary group (E.g., fruits, vehicles, plants; etc….)?
  • rhyme?
  • all begin with the a same letter?
  • represent a specific part of speech?
  • have a similar function?
  • have a common characteristic?

Asking these questions can help us determine the relationship among the words and identify the word that does not fit into the group.

Exercise IV.

Choose the odd word.

OU Degree 5th Sem English Unit 2 Vocabulary, Grammar 2
Answer:
1. Nylon
2. Brush/ink
3. Cauliflower
4. Cashew
5. Linger
6. Robust
7. Elated
8. Derision
9. Still
10. Fake
11. Cianfy
12. Talk
13. Refund
14. Cease
15. Flute

Grammer Verbs

I. Regular and irregular Verbs
Read the following sentences and observe the different forms of the verb.

1. a. I always smile at her. (present)
b. I always smiled at her. (past)
c. I have always smiled at her. (past participle)

2. a. She always hurts me. (present)
b. She hurt me when I was young. (past)
c. She has hurt everyone in her family. (past participle)

3. a. They came here very often.(present)
b. They came here last month. (past)
c. They have just come. (past participle

4. a. We speak to her every week. (present)
b. We spoke to her last week. (past)
c. We have already spoken to her. (past participle

Regular Verbs
The past and past participle of the regular verbs in English are formed using the ending—ed.

For example,
OU Degree 5th Sem English Unit 2 Vocabulary, Grammar 3
Here are some spelling rules to remember with regard to the past and past participle forms of regular verbs:

1. Most verbs: add – ed
E.g., wish – wished; fill – filled

2. Verbs ending in -e: add -d.
E.g., date – dated; close – closed

3. Verbs ending in a consonant followed by – y: change the  – yto  – led.
E.g., carry – carried; study – studied

4. Verbs ending in a single vowel followed by a single consonant: double the consonant and add – ed.
E.g., chat – chatted; tap  – tapped

Exercise I.

Write the past form of these regular verbs.

1. talk ______
2. stop ______
3. marry ______
4. rate ______
5. by ______
6. worry ______
7. knot ________
8. call _________
9. arrive _________
10. finish _________
Answer:
1. taled
2. stopped
3. married
4. rated
5. tried
6. worried
7. knotted
8. called
9. arrived
10. finished

Irregular Verbs

Irregular verbs have different ending in their past and past participle forms. Many common and frequently used verbs in English have irregular forms. Irregular verbs form their past and past partide forms in different ways. Broadly, there are four types of irregular verbs:

1. Verbs in which all the three forms – present, past and past participle, are the same.

OU Degree 5th Sem English Unit 2 Vocabulary, Grammar 4

2. Verbsin which two of the three forms, past and past participle, are the same.
OU Degree 5th Sem English Unit 2 Vocabulary, Grammar 5

3. Verbs in which all the three, precinct, past and past participle, are different.
OU Degree 5th Sem English Unit 2 Vocabulary, Grammar 6

4. Verbs in which two of the three, the present and the past participle, are the same.
Some verbs can be both regular and Irregular
OU Degree 5th Sem English Unit 2 Vocabulary, Grammar 7

Exercise II.

Write the past and past participle forms of the Irregular verbs given below.

1. drink ____ _____
2. begin ____ _____
3. swim ____ _____
4. fly ____ _____
5. fall ____ _____
6. sleep ____ _____
7. teach ____ _____
8. slept ____ _____
9. do ____ _____
10. be ____ _____
Answer:
1. drank-drunk
2. Began-begun
3. Swam-swum
4. Flew-flown
5. Fell-fallen
6. Slept-slept
7. Taught-taught
8. slept-slept
9. did-done
10. Been-being (an umbrella word)

Exercise III.

Fill in the blanks with the appropriate form of the verbs in brackets.

1. I ___________ (rang/rung) the bell many times, but no one opened the door.
2. Have you ___________ (bring/brought) your guitar with you?
3. The cat has ___________ (drank/drunk) all the milk
4. He did not ___________ (lock/locked) the door last night.
5. Have you ___________ (did/done) your duty?
6. They ___________ (dig/dug) well in the backyard.
7. He ___________ (drove/driven) all the way from Hyderabad
8. She ___________ (went/gone)to a convent school
9. They ___________ (grew/grown) up during the 90s.
10. The man ___________ (become/became) very angry.
Answers:
1. rang
2. brought
3. drunk
4. lock
5. done
6. dug
7. drove
8. went
9. grew
10. became

Exercise IV.

Fill in the blanks with the past or the past participle form of the verb given in brackets.

1. The children —————– (eat) a lot of chocolates in the party.
2. I have —————– (write) a letter of application to the manager.
3. They —————– (have) lunch at a restaurant.
4. Tina has —————– (send) the latest news?
5. Have you —————– (hear) an email to all vendors.
6. She ————— (talk) to the friends.
7. We ————— (go) to see a film last evening.
8. She has not ————— (think) about it yet
9. He ————— (buy) a motorcycle with his first salary.
10. The parents ————— (leave) the child with her grandparents.
Answers:
1. ate
2. written
3. had
4. sent
5. heard
6. talked
7. went
8. thought
9. bought
10. left

ii. Transitive and Intransitive Verbs

Look at the sentences given below and indentify the ones that make complete sense and those which appear to be incomplete:

1. I bought a bag.(complete)
2. She brought.(Incomplete)
3. The girl laughed.(complete)
4. The teacher took.(incomplete)
5. He opened the door.(complete)
6. The baby cried.(complete)

Transitive Verbs
A transitive verb always has an object. (A noun that receives the action of the verb called the object). The subject transfers the action to the object. Therefore, it can be said that a verb that normally requires an object to complete its meaning is known as a transitive verb.

  • I – took – my bike to the shop.
  • we- played- football last Sunday.
  • In the above examples, the verbs ‘took’ and ‘played’ are followed by the objects
    ‘bike’ and ‘football respectively. Some verbs can have two objects:
  • My sister – gave – me – a laptop.
  • She – showed – us – the new house.

It is also to be remembered that only transitive verbs can be used in the passive examples,

  • My mother bought the books.
  • She explained the problem to her house owner.
  • I received a phone call.
  • The students sent a text massage to the school leader.
  • The girl saw a bird in the bush.

Exercise V

Tick the sentences that are correct and put a cross (×) after the ones in which the objects are missing.

1. hike. (×)
2. She is lying. (✓)
3. Idon’trun.(✓)
4. We enjoyed on the holiday. (✓)
5. She has fallen (✓)
6. Did you buy today? (×)
7. We are trying to do. (×)
8. Where did she go? (×)
9. He was wearing. (×)
10. She is talking. (×)

Intransitive Verbs

An intransitive verb does not require any object to receive its action. Therefore, an intransitive verb does not need an object in a sentence to complete its meaning. However, there may be other information after the verb but not an object. For examples,

  • The old woman collapsed.
  • An accident happened.
  • Dinosaurs existed millions of years ago.
  • The girl worked for five hours.
  • The president arrived in city.

Exercise VI

Look at the verbs in the following sentences and circle whether they are transitive or intransitive. (The answer is in Bold)

OU Degree 5th Sem English Unit 2 Vocabulary, Grammar 8

Exercise VII

Underline the verb and state whether they are transitive or Intransitive.

1. It rained hard yesterday.
2. A noise awakened me.
3. Many soldiers die during a war.
4. In a fairy tale, a princess kissed a frog.
5. Did the Koreans invent gunpowder?
Answers:
1. It rained hard yesterday. Intransitive
2. A noise awakened me. Transitive
3. Many soldiers die during a war. Intransitive
4. In a fairy tale, a princess kissed a frog. Transitive
5. Did the Koreans invent gunpowder? Transitive

Transitive and Intransitive

Some verbs can be both transitive and intransitive because they have more than one meaning. The verbs can be transitive in one meaning and intransitive in another meaning. For instance, run when used to refer to the physical movement is intransitive whereas when run refers to guiding or managing, It is transitive.

  • I ran every day when I was 15 years old.(Intransitive)
  • She runs every day to stay fit. (Transitive)
  • My cousin runs his own restaurant. (Transitive)
  • All the friends ran the business successfully. (Transitive)

E.g.:
1. They continued the meeting. (Transitive)
2. The meeting continued till 9 p.m. (Intransitive)
3. The girls are playing outside. (Intransitive)
4. The boys played the sitar very well. (Transitive)

Exercise-VI.

Identify whether the verbs in the following sentences are transitive or intransitive.

1. I have grown tomatoes in my garden.
2. She has grown taller.
3. I returned the books to the library.
4. The children returned to the school after the summer break.
5. The dancer moved gracefully.
6. The boy moved the heavy table easily.
7. My aunt drives very well.
8. She drives the car well.
9. She sings melodiously.
10. She sang the national anthem.
Answers:
(The underlined words are Objects of the Verbs)
1. I have grown tomatoes in my garden. — Transitive
2. She has grown taller. — Intransitive
3. I returned the books to the library. — Transitive
4. The children returned to the school after the summer break. — Intransitive
5. The dancer moved gracefully. — Intransitive
6. The boy moved the heavy table easily. — Transitive
7. My aunt drives very well. — Intransitive
8. She drives the car well. — Transitive
9. She sings melodiously. — Intransitive
10. She sang the national anthem. — Transitive

Exercise IX

Choose the correct alternative. If necessary, use a dictionary to check if the verbs are transitive or intransitive.

1. The teacher cautioned us / cautioned to us that we had a test the next day.
2. Please remember to telephone to them / telephone them after you reach.
3. This morning I sent to you/sent you an email.
4. You should never glue to anyone/glue anyone personal information over the internet.
5. Last week. I lent you/lent to you 200 rupees.
Answer:
1. The teacher cautioned us that we had a test the next day. Transitive
2. Please remember to telephone them after you reach. Transitive
3. This morning I sent you an email. Transitive
4. You should never glue anyone personal information over Transitive the internet.
5. Last week, I lent you 200 rupees. Transitive

OU Degree 5th Sem English Study Material

Gender Equality Is Your Issue Too Questions and Answers & Summary by Emma Watson

Gender Equality Is Your Issue Too Questions and Answers & Summary by Emma Watson

OU Degree 5th Sem English – Gender Equality Is Your Issue Too Questions and Answers & Summary

Comprehension I (Short Answer Questions)

Question 1.
In the title “Gender Equality is Your issue Too”, who does ‘your’ refer to?
Answer:
In the title “Gender Equality is Your issue Too”, the term ‘your’ refers to ‘Men’.

Question 2.
Who does the campaign “He For She’ seek to Involve?
Answer:
The campaign “He For She’ seeks to involve as many men and boys as possible to advocates for gender equality. The campaigntries to make sure to galvanize their support to get tangible results in this regard.

Question 3.
What is the main objective of the ‘He For She’ campaign?
Answer:
The main objective of the ‘He For She’ campaign is to try men and boys as possible to be advocates for gender equality and galvanize as many

Question 4.
What according to Emma Watson is ‘feminism’?
Answer:
According to Emma Watson, feminism means, “The belief that men and women should have equal rights and opportunities. it is the theory of the political, economic and social equality of the sexes.”

Question 5.
Why has the word ‘feminism’ become popular?
Answer:
According to the speaker, the word ‘feminism’,which is ‘fightin for women’s rights’, has too often become synonymous with man hating.

Question 6.
What kind of gender-based assumptions did Emma Watson notice as she was growing up?
Answer:
As Emma Watson was growing up, she noticed some gender-based assumptions: when she was 8 year old, she was confused at being called “bossy,”; when she was 14, she started being sexualized by certain elements of the press; when at 15, her girlfriends started dropping out of their sports teams because they didn’t want to appear “muscly.”; and when at 18 her male friends were unable to express their feelings.

Question 7.
According to Emma Watson, what rights should women have?
Answer:
According to Emma Watson, women should have the right to be paid the same as their male counterparts; the right to make decisions about their own body; the right to be involved on their behalf in the policies and decision-making of their country; the right that socially they are afforded the same respect as men. However, she is sad to say that there is no one country in the world where all women can expect to receive these rights.

Question 8.
Why does Emma Watson say that life is a ‘sheer privilege’?
Answer:
Emma Watson says that life is a ‘sheer privilege’ for her because her parents didn’t love her less because she was born a daughter. Her school did not limit her because she was a girl. Her mentors didn’t assume she would go less far because she might give birth to a child one day. Emma Watson considers these influencers as the gender equality ambassadors that made her who she is today.

Question 9.
What was the most noticeable and disappointing aspect of Hiflary Clinton’s speech in Beijing?
Answer:
In 1995, Hitary Clinton made a famous speech In Beijing about women’s rights. Emma Watson feels sad to notice that many of the things that Hillary Clinton wanted to change are still these today.However, the most noticeable and disappointing aspect of Hillary Clinton’s speech was that only 30 per cent of her audience were male.

Emma questions how we can affect change in the world when only half of it is Invited or feel welcome to participate in the conversation of gender quality. Emma Watson would like to take the opportunity to extend the formal invitation to men and famously says that gender equality is their (men’s) issue too.

Comprehension – II (Essay Type Questions)

Question 1.
What is the central argument of Emma Watson’s speech and how does she support it?
Answer:
As the UN Women Goodwill Ambassador, Emma Watson delivered an enduring speech at United Nations Headquarters, New York, on 20 September 2014. She was speaking for the HeForShe campaign. In the title of her speech “Gender Equality is Your Issue Ted’, the term ‘you? refers to ‘Men’. The campaign “He For She’ seeks to involve as many men and boys as possible to be advocates for gender equality.

The central argument of Emma Watson’s speech is to make sure to galvanize the support of men in efforts to achieve gender equality. According to Emma Watson, feminism means, “The belief that men and women should have equal tights and opportunities. It is the theory of the political, economic and soda! equality of the sexes.” According to the speaker, the word ‘feminism’, which is ‘fighting for women’s rights’, has too often become synonymous with man-hating.

As Emma Watson was growing up, she noticed some gender-based assumptions: when she was 8 year old, she was confused at being called “bossy,”; when she was 14, she started being sexualized by certain elements of the press; when at 15, her girlfriends started dropping out of their sports teams because they didn’t want to appear “musdy.” and when at 18 her male friends were unable to express their feelings.

According to Emma Watson, women should have the right, to be paid the same as their male counterparts; the tight to make decisions about their own body; the right to be involved on their behalf in the policies and decision-making of their country; the right that socially they are afforded the same respect as men. However, she is sad to say that there is no one country in the world where all women can expect to receive these rights. In 1995, Hilary Clinton made a famous speech in Beijing about women’s rights.

Emma Watson feels sad to notice that many of the things that Hillary Clinton wanted to change are still there today. However, the most noticeable and disappointing aspect of Hillary Clinton’s speech was that only 30 percent of her audience were male. Emma questions how we can affect change in the world when men remain uninvolved in or excluded from participating in the conversation of gender quality.

Emma Watson would like to take the opportunity to extend the formal Invitation to men and famously says that gender equality Is their (men’s) issue too. Emma cites the example of her own father’s suicide to show the suicide rate among young men in the UK and says that men too “don’t have the benefit of equality,” and they too are “imprisoned by gender stereotypes.”

Emma Watson reminds the audience that the “He For She’ campaign is not just about women, but about freedom. It is an invitation to both men and women to free themselves from binaries and recognise their total self. She says: “If men don’t have to be aggressive in order to be accepted: women won’t feel compelled to be submissive.”

Question 2.
Explain how gender stereotyping affects both women and men.
Answer:
Emma Watson, the UN Women Goodwill Ambassador, delivered an enduring speech at United Nations Headquarters, New York, on 20 September 2014. She was speaking for the HeForShe campaign. In the title of her speech “Gender Equality Is Your Issue Too”, the term ‘your’ refers to ‘Men’. The campaign “HeForShe’ seeks to involve as many men and boys as possible to be advocates for gender equality.

The central argument of Emma Watson’s speech is to make sure to galvanize the support of men in efforts to achieve gender equality. According to Emma Watson, feminism means, “The belief that men and women should have equal rights and opportunities. It is the theory of the political, economic and social equality of the sexes.” According to the speaker, the word ‘feminism’, which is ‘fighting for women’s rights’, has too often become synonymous with man-hating.

In 1995, Hilary Clinton made a famous speech in Beijing about women’s rights. Emma Watson feels sad to notice that many of the things that Hillary Clinton wanted to change are still there today. However, the most noticeable and disappointing aspect of Hillary Clinton’s speech was that only 30 per cent of her audience were male. Emma questions how we can affect change in the world when men remain uninvolved in or excluded from participating in the conversation of gender quality.

Emma Watson would like to take the opportunity to extend the formal invitation to men and famously says that gender equality is their (men’s) issue too. Emma cites the example of her own father’s suicide to show that the suicide rate among young men in the UK and says that men too “don’t have the benefit of equality,” and they too are “imprisoned by gender stereotypes.”

Emma Watson reminds the audience that the “HeForShe’ campaign is not just about women, but about freedom. It is an invitation to both men and women to free themselves from binaries and recognize their total self. She remarks that when men free themselves from the constraints of gender stereotypes, it will quite naturally lead to change in the status of women. She says: “If men don’t have to be aggressive in order to be accepted, women won’t feel compelled to be submissive.”

Question 3.
Explain how understanding gender as a spectrum, instead of as a binary, will free both men and women.
Answer:
Emma Watson, the UN Women Goodwill Ambassador, delivered an enduring speech at United Nations Headquarters, New York, on 20 September 2014. She was speaking for the HeForShe campaign. In the title of her speech “Gender Equality Is Your Issue Too”, the term ‘your’ refers to ‘Men’. The campaign ‘HeForShe’ seeks to involve as many men and boys as possible to be advocates for gender equality.

Emma Watson mentions Hillary Clinton’s famous speech in Beijing,in 1995 about women’s rights. Emma Watson feels sad to notice that many of the things that Hillary Clinton wanted to change are still there today. However, the most noticeable and disappointing aspect of Hillary Clinton’s speech was that only 30 percent of her audience were male.

Emma questions how we can affect change in the world when men remain uninvolved in or excluded from participating in the conversation of gender quality. Emma cites the example of her own father’s suicide to show that the suicide rate among young men in the UK and says that men too “don’t have the benefit of equality,” and they too are “imprisoned by gender stereotypes.”

Emma Watson reminds the audience that the “He For She’ campaign is not just about women, but about freedom. It is an invitation to both men and women to free themselves from binaries and recognize their total self. She remarks that when men free themselves from the constraints of gender stereotypes, it will quite naturally lead to change in the status of women.

She says: “If men don’t have to be aggressive in order to be accepted, women won’t feel compelled to be submissive.” Therefore, Emma Watson would like to take the opportunity to extend the formal invitation to men and famously says that gender equality is their (men’s) issue too.

Question 4.
Why has gender equality remained unachieved in any country? Give reasons implied In the speech.
Answer:
As the UN Women Goodwill Ambassador, Emma Watson delivered an enduring speech at United Nations Headquarters, New York, on 20 September 2014. She was speaking for the He For She campaign. in the title of her speech “Gender Equality Is Your Issue Too”, the term ‘you? refers to ‘Men’. The campaign “He For She’ seeks to involve as many men and boys as possible to be advocates for gender equality. The campaign tries to make sure to galvanize their support to get tangible results in this regard.

According to Emma Watson, feminism means, “The belief that men and women should have equal rights and opportunities. It is the theory of the political, economic and social equality of the sexes.” According to the speaker, the word ‘feminism’, which is lighting for women’s rights’, has too often become synonymous with man-hating.

As Emma Watson was growing up, she noticed some gender-based assumptions: when she was 8 year old, she was confused at being called “bossy,”; when she was 14, she started being sexualized by certain elements of the press; when at 15, her girlfriends started dropping out of their sports teams because they didn’t want to appear “muscty.”; and when at 18 her male friends were unable to express their feelings.

Emma Watson says that life is a ‘sheer privilege’ for her because her parents didn’t love her less because she was born a daughter. Her school did not limit her because she was a girl. Her mentors didn’t assume she would go less far because she might give birth to a child one day. Emma Watson considers these influencers as the “gender equality

ambassadors” o “inadvertent feminists” that made her who she is today. She feels sad to say that not many women in the world have been fortunate enough to receive such equality of treatment.

According to Emma Watson, women should have the right to be paid the same as their male counterparts; the right to make decisions about their own body; the right to be involved on their behalf in the policies and decision-making of their country; the right that socially they are afforded the same respect as men.

However, she is sad to say that there is no one country in the world where all women can expect to receive these rights.According to Emma Watson, gender equality has remained unachieved in any country because of the gender bias and non-involvement of men in the campaign for gender equality. Emma Watson, therefore, would the to take the opportunity to extend the formal invitation to men and famously says that gender equality is their (men’s) issue too.

Question 5.
Justify how women’s rights are human rights.
Answer:
Emma Watson mentions Hillary Clinton’s famous speech in Beijingin 1995 about women’s rights as human rights. Emma Watson also advocates the same in her speech. However, the most noticeable and disappointing aspect of Hillary Clinton’s speech was that only 30 percent of her audience were male. Emma questions how we can affect change in the world when men remain uninvolved in or excluded from participating in the conversation of gender quality. Therefore, she advocates for the involvement of boys and men in the campaign for gender equality.

According to Emma Watson, women’s rights are human rights. She asserts that women should have the right to be paid the same as their mate counterparts; the right to make decisions about their own body; the right to be involved on their behalf in the policies and decision-making of their country; the right that socially they are afforded the same respect as men. However, she is sad to say that there is no one country in the world where all women can expect to receive these rights.

Emma Watson feels that men are also imprisoned in gender stereotypes. She cites the example of her own father’s suicide to show that the suicide rate among young men in the UK and says that men too “don’t have the benefit of equality,” and they too are “imprisoned by gender stereotypes.” Emma Watson reminds the audience that the “He For She’ campaign is not just about women, but about freedom.

It is an invitation to both men and women to free themselves from binaries and recognize their total self. She remarks that when men free themselves from the constraints of gender stereotypes, it will quite naturally lead to change in the status of women. She says: “1f men don’t have to be aggressive in order to be accepted, women won’t feel compelled to be submissive.” Therefore, Emma Watson would like to take the opportunity to extend the formal invitation to men and famously says that gender equality is their (men’s) issue too.

Question 6.
What are the objectives of the ‘He For She’ campaign and how does Emma Watson seek to achieve them?
Answer:
As the UN Women Goodwill Ambassador, Emma Watson delivered an enduring speech at United Nations Headquarters, New York, on 20 September 2014. She was speaking for the HeForShe campaign. In the title of her speech “Gender Equality is Your Issue Too”, the term ‘your’ refers to ‘Men’. The campaign “He For She’ seeks to involve as many men and boys as possible to be advocates for gender equality. The campaign tries to make sure to galvanize their support to get tangible results in this regard.

According to Emma Watson, feminism means, “The belief that men and women should have equal tights and opportunities. It is the theory of the political, economic and social equality of the sexes.” According to the speaker. the word ‘feminism’, which is ‘fighting for women’s rights’, has too often become synonymous with man-hating.

As Emma Watson was growing up, she noticed some gender-based assumptions: when she was 8 year ok, she was confused at being called “bossy,”; when she was 14, she started being sexualized by certain elements of the press; when at 15, her girlfriends started dropping out of their sports teams because they didn’t want to appear “muscly.”; and when at 18 her male friends were unable to express their feelings.

According to Emma Watson, women should have the right to be paid the same as their male counterparts; the right to make decisions about their own body; the right to be involved on their behalf in the policies and decision-making of their country the right that socially they are afforded the same respect as men. However, she is sad to say that there is no one country in the world where all women can expect to receive these rights.

Emma Watson says that life is a ‘sheer privilege’ for her because her parents didn’t love her less because she was born a daughter. Her school did not limit her because she was a girl. Her mentors didn’t assume she would go less far because she might give birth to a child one day. Emma Watson considers these influencers as the gender equality ambassadors that made her who she is today.

In 1995, Hilary Clinton made a famous speech in Beijing about women’s rights. Emma Watson feels sad to notice that many of the things that Hilary Clinton wanted to change are still there today. However, the most noticeable and disappointing aspect of Hillary Clinton’s speech was that only 30 percent of her audience were male. Emma questions how we can affect change in the world when men remain uninvolved in or excluded from participating In the conversation of gender quality.

Emma Watson would like to take the opportunity to extend the formal invitation to men and famously says that gender equality is their (men’s) issue too. Emma cites the example of her own father’s suicide to show that the suicide rate among young men in the UK and says that men too “don’t have the benefit of equality,” and they too are “imprisoned by gender stereotypes.” Emma Watson reminds the audience that the “He For She’ campaign is not just about women, but about freedom.

It is an invitation to both men and women to free themselves from binaries and recognise their total self. She says: “If men don’t have to be aggressive in order to be accepted, women won’t feel compelled to be submissive.” Emma Watson concludes her speech by commending the “inadvertent feminists” who believe in equality.

She also assures that even if a “uniting word”, as an alternative to the ‘divisive word’ feminism, may not yet be available, a “uniting movement” is now available in the form of ‘He For She’. Therefore, Emma Watson, through the campaign “He For She’, seeks to involve as many men and boys as possible to be advocates for gender equality. The campaign tries to make sure to galvanize their support to get tangible results in this regard.

Gender Equality Is Your Issue Too Poem Summary in English

As the UN Women Goodwill Ambassador, Emma Watson delivered an enduring speech at United Nations Headquarters, New York, on 20 September 2014. She was speaking for the He For She campaign. In the title of her speech “Gender Equality Is Your Issue Too”, the term ‘your’ refers to ‘Men’. The campaign “He For She’ seeks to involve as many men and boys as possible to be advocates for gender equality. The campaign tries to make sure to galvanize their support to get tangible results in this regard.

According to Emma Watson, feminism means, “The belief that men and women should have equal rights and opportunities. It is the theory of the political, economic and social equality of the sexes.” According to the speaker, the word ‘feminism’, which is ‘fighting for women’s rights’, has too often become synonymous with man-hating.

As Emma Watson was growing up, she noticed some gender-based assumptions: when she was 8 year old, she was confused at being called “bossy,”; when she was 14, she started being sexualized by certain elements of the press; when at 15 her girlfriends started dropping out of their sports teams because they didn’t want to appear “muscly.”; and when at 18 her male friends were unable to express their feelings.

According to Emma Watson, women should have the right to be paid the same as their male counterparts; the right to make decisions about their own body; the right to be involved on their behalf in the policies and decision-making of their country; the right that socially they are afforded the same respect as men. However, she is sad to say that there is no one country in the world where all women can expect to receive these rights.

Emma Watson says that life is a ‘sheer privilege’ for her because her parents didn’t love her less because she was born a daughter. Her school did not limit her because she was a girl. Her mentors didn’t assume she would go less far because she might give birth to a child one day. Emma Watson considers these influencers as the gender equality ambassadors that made her who she is today.

In 1995, Hilary Clinton made a famous speech in Beijing about women’s rights. Emma Watson feels sad to notice that many of the things that Hillary Clinton wanted to change are still there today. However, the most noticeable and disappointing aspect of Hillary Clinton’s speech was that only 30 percent of her audience were male.

Emma questions how we can affect change in the world when men remain uninvolved in or excluded from participating in the conversation of gender quality. Emma Watson would like to take the opportunity to extend the formal invitation to men and famously says that gender equality is their (men’s) issue too. Emma cites the example of her own father’s suicide to show that the suicide rate among young men in the UK and says that men too

Along side practiced advice, the mother also instructs her daughter on how to live a fulfilling life. She offers sympathy, such as when she talks about the relationships her daughter will have with men and talks about how to “bully” men and how a man may bully her daughter. She also warns her daughter “not to speak to wharf-rat boys” (loafers).

She also says that there are many kinds of relationships and some never work out. The mother advises her daughter, ‘If they (relationships) don’t work, don’t feel too bad about giving up’. The mother also tells the girl how to behave in different situations, including how to talk with people she doesn’t like.

However, the, mother’s advice seems caustic and castigating, out of fear that her daughter is already well on her way to becoming a “slut.” She tells the girl, for example, not to squat while playing marbles, not to sing benna (Calypso-like folk songs, focussed on scandalous gossip and sung in a call-and-response form, broadly Antiguan folk songs) in Sunday school, and to always walk like a lady. The girl periodically interjects to protest her innocence.

Gender Equality Is Your Issue Too Poem Summary in Telugu

UN ఉమెన్ గుడ్విల్ అంబాసిడర్గా, ఎమ్మా వాట్సన్ 20 సెప్టెంబర్ 2014న యునైటెడ్ నేషన్స్ హెడ్కార్టర్స్, న్యూయార్క్లో శాశ్వతమైన ప్రసంగం చేసారు. ఆమె ప్రచారం కోసం ప్రసంగించారు. ఆమె ప్రసంగ శీర్షిక “లింగ సమానత్వం మీ సమస్య కూడా”, ‘మీ’ అనే పదం ‘పురులను’ సూచిస్తుంది. “ప్రచారం లింగ సమానత్వం కోసం న్యాయవాదులుగా వీలైనంత ఎక్కువ మంది పురుషులు మరియు బాలురు పాల్గానడానికి ప్రయత్నిస్తుంది. ఈ విషయంలో స్పష్టమైన ఫలితాలను పొందడానికి వారి మద్దతును బలపరచడానికి ప్రచారం ప్రయత్నిస్తుంది.

ఎమ్మా వాట్సన్ ప్రకారం, స్త్రీవాదం అంటే, “పరుషులు మరియు స్తీలకు సమాన హక్కులు మరియు అవకాశాలు ఉండాలనే నమ్మకం. ఇది లింగాల రాజకీయ, ఆర్థిక మరియు సామాజిక సమానత్వం యొక్క సిద్ధాంతం. స్పీకర్ ప్రకారం, ‘మహిళల హక్కుల కోసం పోరాటం’ అనే ‘ఫెమినిజం’ అనే పదం చాలా తరచుగా పురుష ద్వేషానికి పర్యాయపదంగా మారింది.

ఎమ్మా వాట్సన్ ఎదుగుతున్నప్ళుడు, ఆమె కొస్ని లింగ-ఆధారిత ఊహలను గమనించింది: ఆమె 8 సంవత్సరాల వయస్సులో ఉన్నప్పుడు, ఆమె “బాసీ” అని పిలవబడటంలో గందరగోళం చెందింద్మి ఆమె 14 సంవత్సరాల వయస్సులో, ఆమె [ైస్ యొక్క కొన్ని అంశాల ద్వారా లైంగిక సంబంధం కలిగి ఉండటం ప్రారంభించింద్ష్మి 15 ఏళ్ళ వయసులో, ఆమె స్నేహితులు తమ క్రీడా జట్ల నుండి తప్పుకోవడం మొదలుపెట్టారు ఎందుకంటే వారు “కండలు” గా కనిపించడానికి ఇష్టపడలేద్షుమ్ర మరియు 18 ఏళ్ళ వయసులో ఆమె మగ స్నేహితులు తమ భావాలను వ్యక్తం చేయలేకపోయారు.

ఎమ్మా వాట్సన్ ప్రకారం, మహిళలకు వారి పురుష సహచరులకు సమానంగా చెల్లించే హక్కు ఉండాల్ష్మి వారి స్వంత శరీరం గురించి నిర్ణయాలు తీసుకునే హక్కుక్క వారి దేశం యొక్క విధానాలు మరియు నిర్ణయం తీసుకోవడంలో వారి తరపున పాల్గొనే హక్కుక్క సామాజికంగా వారికి పురుషులో సమానమైన గౌరవం లభించే హక్కు, ఏదేమైనా, మహిళలందరూ ఈ హక్కులను అందుకోవాలని ఆశించే ప్రపంచంలో ఏ ఒక్క దేశం లేదని ఆమె చెప్పడం బాధాకరం.

ఎమ్మా వాట్సన్ జీవితం తనకు ‘గొప్ప హక్కు’ అని చెప్పింది, ఎందుకంటే ఆమె కుమార్తెగా జన్మించినందున ఆమె తల్లిదండ్రులు ఆమెను తక్కువ [పేమించలేదు. ఆమె ఒక అమ్మాయి కాబట్టి ఆమె పాఠశాల ఆమెను పరిమితం చేయలేదు. ఆమె ఒకరోజు బిడ్డకు జన్మనిచ్చే అవకాశం ఉన్నందున ఆమె తక్కువ దూరం వెళ్తుందని ఆమె సలహాదారులు ఉహించలేదు. ఎమ్మా వాట్సన్ ఈ ఇన్ఫ్మయెన్సర్లను లింగ సమానత్వ అంబాసిడర్లుగా పరిగణిస్తుంది, ఈ రోజు తనను ఆమెగా చేసింది.

1995 లో, హిల్లరీ క్లింటన్ వీజింగ్లో మహిళల హక్కుల గురించి ఒక ప్రసిద్ధ ప్రసంగం చేశారు. ఎమ్మా వాట్సన్ హిల్లరీ క్లింటన్ మార్చాలనుకున్న అనేక విషయాలు ఈనాటికీ ఉన్నాయని గమనించడం బాధగా ఉంది.

అయితే, హిల్లరీ క్లింటన్ ప్రసంగంలో అత్యంత గుర్తించదగిన మరియు నిరాశపరిచే అంశం ఏమిటంటే, ఆమె [పేక్షకులలో 30 శాతం మాత్రమే పురుషులు. లింగ నాణ్యత సంభాషణలో పురుషులు పాల్గానకుండా లేదా మినహాయించబడినప్పుడు ప్రపంచంలో మార్పును మనం ఎలా ప్రభావితం చేస్తామని ఎమ్మా ప్రశ్నించింది.

ఎమ్మా వాట్సన్ పరుషులకు అధికారిక ఆహ్వానాన్ని అందించడానికి అవకాశాన్ని తీసుకోవాలనుకుంటున్నారు మరియు లింగ సమానత్వం వారి (పురుషుల) సమస్య అని ప్రముఖంగా చెప్పారు. ఎమ్మా యువకలలో ఆత్మహాత్రల రేటును చూపించడానికి తన స్వంత తండ్రి ఆత్మహత్య ఉదాహరణను ఉదహరించింది మరియు పురుషులు కూడా “సమానత్వం యొక్క ప్రయోజనం కలిగి ఉండరు” అని మరియు వారు కూడా “లింగ మూస పద్ధతుల ద్వారా ఖైదు చేయబడ్కారు” అని చెప్పింది.

ఎమ్మా వాట్సన్ క్యాంపెయిన్ కేవలం మహిళలకు సంబంధించినది కాదు, స్వేచ్ఛకు సంబంధించినది అని [పేక్షకులకు గుర్తు చేస్తుంది. పురుషులు మరియు మహిళలు ఇద్దరూ తమను బైనరీల నుండి విడిపించుకోవాలని మరియు వారి మొత్తం స్వీయతను గుర్తించాలని ఆహ్వానించారు. ఆమె చెప్పింది: “అంగీకరించబడాలంటే పురుషులు దూకుడుగా ఉండాల్సిన అవసరం లేకపోతే, మహిళలు లొంగదీసుకోవలసిన అవసరం లేదు.”

ఎమ్మా వాట్సన్ సమానత్వాన్ని విశ్వసించే “అజాగ్రత్త స్త్రీవాదులను” ప్రశంసిస్తూ తన ప్రసంగాన్ని ముగించారు. ‘విథజన పదం’ స్త్రీవాదానికి ప్రత్యామ్నాయంగా “ఏకీకరించే పదం” ఇంకా అందుబాటులో లేకపోయినా, ఇప్పుడు ‘హెఫోర్షే’ రూపంలో “ఏకమైన ఉద్యమం” అందుబాటులో ఉందని ఆమె హామీ ఇచ్చింది.

Glossary:

Gender Equality Is Your Issue Too Questions and Answers & Summary by Emma Watson 1
Gender Equality Is Your Issue Too Questions and Answers & Summary by Emma Watson 2

OU Degree 5th Sem English Study Material

Girl Poem Questions and Answers & Summary by Jamaica Kincaid

OU Degree 5th Sem English – Girl Poem Questions and Answers & Summary

Comprehension – I

Question 1.
List the various tasks the girl is being trained to perform.
Answer:
In the text, ‘Girl’, the mother advices her daughter to focus on doing certain household tasks that a girl or woman is traditionally supposed to perform. She tells her daughter how to do such household chores as laundry, sewing, ironing, cooking, setting the table, sweeping, and washing.

The mother also tells the girl how to do other things she’ll need to know about, including how to make herbal medicines and catch a fish. The mother also suggests to her daughter not to sing ‘benna’ (a Calypso-like folk songs, focussed on scandalous gossip and sung in a call-and-response form, broadly Antiguan folk songs) in Sunday school. She warns her not to talk to loafer boys. She talks about relationships with different people. The daughter is also supposed to do agriculture work.

Question 2.
Can you divide the various tasks into different categories (such as ‘domestic tasks’, etc.)?
Answer:
The mother prescribed to her daughter to perform different tasks. The tasks may be divided into different categories. Domestic tasks such as laundry, sewing, ironing, cooking, setting the table, sweeping, and washing; Educational tasks such as not to sing benna (traditional folk songs which are generally considered as seductive; Agriculture tasks such as growing different types of produce; Behavioural tasks such as societal etiquette-what to do and what not to do; Relationship tasks such as how to behave with boys, guests, etc.

Question 3.
Besides instructions, the passage also contains advices, warnings, etc. List all of them separately.
Answer:
The passage contains not only instructions but also advices, warnings, etc. The mother dispenses much practical and helpful advice that will help her daughter keep a house of her own someday. She tells her daughter how to do such household chores as laundry, sewing, ironing, cooking, setting the table, sweeping, and washing. The mother also advices the girl how to do other things she’ll need to know about, including how to make herbal medicines and catch a fish.

Alongside practical advice, the mother also warns her daughter on how to live a fulfilling life. She offers some suggestions about the relationships her daughter will have with men and talks about how to “bully” men and how a man may bully her daughter. She also warns her daughter “not to speak to wharf-rat boys” (loafers). She also says that there are many kinds of relationships and some never work out. The mother-advises her daughter, ‘If they (relationships) don’t work, don’t feel too bad about giving up’.

However, the mother’s advice or warning seems caustic and castigating, out of fear that her daughter is already well on her way to becoming a “slut.” She tells the girl, for example, not to squat while playing marbles, not to singbenna (Calypso-like folk songs, focussed on scandalous gossip and sung in a call-and-response form, broadly Antiguan folk songs) in Sunday school, and to always walk like a lady. The girl periodically interjects to protest her innocence.

Question 4.
Do you think the mother is giving all the instructions at once or at different times and places, and at different stages of the girl’s growing up?
Answer:
Though the prose poem “Girl” is a single literary entity, it consists of the mother giving instructions to her daughter at different times and places, and at different stages of the girl’s growing up. The mother’s instructions range from the behaviour at the school to cooking different dishes, to arranging table for the guests, to agriculture work, to maintaining relationships with different people, etc.

It indicates that they are applicable to different places and times. They are also relevant to different stages of her growing up. The mother dispenses much practical and helpful advice that will help her daughter keep a house of her own someday.

Question 5.
How does the girl respond to the instructions?
Answer:
The prose poem “Girl” consists of a single sentence, punctuated by semi-colons. Throughout the text, the mother’s voice dominates the narratives. She gives instructions to her teenage daughter to prepare the girl to be a woman, to mould her character, and to control her private and public behaviour. The entire narrative is interrupted only twice by the daughter who makes a feeble attempt to ask a question or defend herself. The girl periodically interjects to protest her innocence.

For instance, when her mother warns her not to sing benna (a Calypso-like folk songs, focussed on scandalous gossip and sung in a call-and-response form, broadly Antiguan folk songs) in Sunday school, the daughter tries to protest and says, “but I don’t sing benna on Sundays at all and never in Sunday school.”

At the end of the text, when the mother talks about preparing bread, the daughter asks her mother a question “but what if the baker won’t let me feel the bread?” Except the two instances, the daughter’s role is mostly limited to passive listener.

Question 6.
List the words and phrases that suggest the setting to be West Indies.
Answer:
In the text, “Girl”, the writer tries to describe her own struggle as a young girl when she was in Antigua. She portrays the mother-daughter relationship. The entire text is contextualized in Antigua, West Indies which is Kamaica Kincaid’s birth place. There are certain words and phrases that suggest the setting to be West Indies such as

“is it true that you sing benna in Sunday school?”
“this is how to make doukona”
“pepper-pot”

Here, the word ‘benna’ means Calypso-like folk songs, focussed on scandalous gossip and sung in a call-and-response form, broadly Antiguan folk songs. Antiguan folksongs, or benna, symbolize sexuality, a subject the mother fears her daughter already knows too much about.

Historically, native Antiguans sang benna to secretly spread scandalous rumors and gossip under the uncomprehending British people’s noses. Singing benna in Sunday school, therefore, represents not only disobedience but also sinful, forbidden knowledge that can’t be discussed openly in public, let alone in church.

Similarly, ‘doukona’ represents a Caribbean food item. It is a kind of pudding made from starchy food like dried corn or banana. The compound word “pepper-pot” is West Indian dish consisting of stewed meat or fish with vegetables. Therefore, it is clear that the milieu of “Girl” is purely West Indian.

Interestingly, foods such as ‘doukona’ and ‘pepper-pot’ also act as anchors that squarely place the story in Antigua and the Caribbean. Mentioning these specific regional foods allows Kincaid to recreate a world that’s vivid and different from our own without ruining the story’s structure with unnecessary descriptions.

Question 7.
What could be social and economic status of the family? What clues can you cite to justify your answer?
Answer:
The prose poem “Girl” is set in a particular social and economic milieu. There are certain words of wisdom that suggest that the women live in a poor economic and socially backward status. Similarly, it is the rural setting, wherein passing on such advice is essential for daily living.

She tells her daughter how to do such household chores as laundry, sewing, ironing, cooking, setting the table, sweeping, washing, making herbal medicines, catching a fish, making bread pudding, making pepper-pot, etc. The mother dispenses much practical and helpful advice that will help her daughter keep a house of her own someday.

Question 8.
Although the mother’s voice dominates the passage, it is titled as “Girl”? Comment on the appropriateness of the title.
Answer:
The short story “Girl,” written by Jamaica Kincaid deals with the experience of a mother as a young and female in a poor country. Kincaid’s complicated relationship with her mother comes out in the mother-daughter dynamic in the story. She describes her mother as a literate woman who struggled against her poor circumstances, eventually feeling bitterness toward her children because of all her problems.

The text explores the life of a woman stuck in poverty and resentful of her children. She has also said that her mother’s anger toward her seemed to get worse when Kincaid became a teenager. Just as the voice of the mother in “Girl” resents and worries about her daughter becoming a woman, Kincaid’s mother seemed to become more oppressive and bitter toward Kincaid as she grew older.

Throughout the text, the mother’s voice dominates the narratives. She gives instructions to her teenage daughter to prepare the girl to be a woman, to mould her character, and to control her private and public behaviour. The entire narrative is interrupted only twice by the daughter who makes a feeble attempt to ask a question or defend herself.

The girl periodically interjects to protest her innocence. For instance, when her mother warns her not to sing benna (a Calypso-like folk songs, focussed on scandalous gossip and sung in a call-and-response form, broadly Antiguan folk songs) in Sunday school, the daughter tries to protest and says, “but I don’t sing benna on Sundays at all and never in Sunday school.”

At the end of the text, when the mother talks about preparing bread, the daughter asks her mother a question “but what if the baker won’t let me feel the bread?” Except the two instances, the daughter’s role is mostly limited to passive listener.

Comprehension – II

Question 1.
Attempt a character sketch of the mother.
Answer:
The present literary work “Girl” is taken from Kincaid’s first short story collection titled At the Bottom of the River (1983). The “prose poem” is broadly based on Kincaid’s own experiences of growing up in relative poverty with her domineering mother. It consists of a series of instructions, advices and warnings given by a mother to her teenage daughter.

The instructions are intended to prepare the girl to be a woman, to mould her character, and to control her private and public behaviour. Though the title Is after the daughter ‘Girl’, the voice erf the mother dominates throughout the text.

The mother sees herself as the only person who can save her daughter from living a. life of disrespect and promiscuity. She believes the girl has already started down this path because of the way she walks, sits, and sings benna (Antiguan folksongs) during Sunday school, and she imparts her domestic knowledge to keep the girl respectable.

In some ways, the mother is wise: not only does she know how to cook, clean, and keep a household, but she also has a keen sense of social etiquette and decorum, knowing how to act around different types of people. For her, domestic knowledge and knowing how to interact with people bring happiness along with respect from family and the larger community. Her instructions suggest that community plays a large role in Antiguans’ lives and that social standing within the community bears a great deal of weight.

However, there is bitterness in the mother’s voice, and she takes her anger and frustration out on her daughter. She seems to think that none of her wisdom will make any difference and that the girl is already destined for a life of ill repute. She even repeatedly hints that the girl wants to live promiscuously and be a “slut.”

Her fears for the girl actually belie deeper fears of the precarious state of womanhood in traditional Antiguan society. Despite the mother’s caustic remarks and accusations, the fact that she knows how to make abortion-inducing elixirs implies that she has had some illicit relations with men or at least understands that such encounters sometimes occur.

Question 2.
Describe the mother-daughter relationship in the passage.
Answer:
Jamaica Kincaid (born 1949) is an award-winning Caribbean-American writer of fiction and nonfiction. Born, Elaine Potter Richardson, on the island of Antigua, West Indies, she was sent to New York in 1965 to work as an au pair (nanny). In New York, she attended college, studied photography and worked for the New Yorker magazine.

In 1973, she changed her name to Jamaica Kincaid in order to write and publish anonymously. Many of her stories and novels describe the struggles of a young girl’s growing up and the mother-daughter relationship. She teaches at Harvard University and lives in Vermont.

The present literary work “Girl” is taken from Kincaid’s first short story collection titled At the Bottom of the River (1983). The ten interconnected stories in this collection, often described as “prose poem”, are broadly based on Kincaid’s own experiences of growing up in relative poverty with her domineering mother. In turn, it also talks about the mother-daughter relationship.

The prose poem “Girl” consists of a series of instructions, advices and warnings given by a mother to her teenage daughter. The instructions are intended to prepare the girl to be a woman, to mould her character, and to control her private and public behaviour. The mother sees herself as the only person who can save her daughter from living a life of disrespect and promiscuity.

She believes the girl has already started down this path because of the way she walks, sits, and sings benna (Antiguan folksongs) during Sunday school, and she imparts her domestic knowledge to keep the girl respectable. In some ways, the mother is wise: not only does she know how to cook, clean, and keep a household, but she also has a keen sense of social etiquette and decorum, knowing

how to act around different types of people. For her, domestic knowledge and knowing how to interact with people bring happiness along with respect from family and the larger community. However, there is also bitterness in the mother’s voice, and she takes her anger and frustration out on her daughter.

She seems to think that none of her wisdom will make any difference and that the girl is already destined for a life of ill repute. She even repeatedly hints that the girl wants to live promiscuously and be a “slut.” Her fears for the girl actually belie deeper fears of the precarious state of womanhood in traditional Antiguan society.

Even though the girl says very little in the story, the fact that readers perceive the mother’s words through her ears makes her the silent narrator and protagonist. The daughter narrates “Girl” as if recalling the memory of her mother from a distant future place. “Girl” is not a word-for-word transcript of an actual conversation between the mother and daughter but a compilation of advice the daughter remembers her mother saying.

She remembers, for example, how her mother constantly accused her of promiscuity and impropriety, an accusation that has apparently haunted her through the years. The inclusion of such remarks in the story illustrates how deeply they affected her while growing up and just how powerful a mother’s influence and opinions can be on her children.Therefore the text “Girl” explains all the complexities involved in the mother-daughter relationship, especially in the Antiguan society.

Question 3.
Based on the mother’s instructions and warnings, attempt a description of the society and culture they are living in?
Answer:
Jamaica Kincaid (born 1949) is an award-winning Caribbean-American writer of fiction and non-fiction. Born, Elaine Potter Richardson, on the island of Antigua, West Indies, she was sent to New York in 1965 to work as an au pair (nanny).

In New York, she attended college, studied photography and worked for the New Yorker magazine. In 1973, she changed her name to Jamaica Kincaid in order to write and publish anonymously. Many of her stories and novels describe the struggles of a young girl’s growing up and the mother-daughter relationship. She teaches at Harvard University and lives in Vermont.

The present literary work “Girl” is taken from Kincaid’s first short story collection titled At the Bottom of the River (1983). The ten interconnected stories in this collection, often described as “prose poem”, are broadly based on Kincaid’s own experiences of growing up in relative poverty with her domineering mother when she was living in Antigua, West Indies.

It also talks about the mother-daughter relationship in the society. The ‘Girl’ presents the vivid description of the Antiguan society and the culture of the main characters-mother and her daughter. From the understanding of the text, we can assume that the Antiguan society is evolving one, with poverty and strong gender roles. Here, the mother is particular about her daughter’s upbringing as a responsible and acceptable young woman in the society.

Importance of Domesticity in the Antiguan Society. The mother believes that domestic knowledge will not only save her daughter from a life of promiscuity and ruin but will also empower her as the head of her household and a productive member of the Antiguan community. She basically believes that there are only two types of women: the respectable kind and the “sluts.”

Undoubtedly for many Antiguan women, domestic knowledge leads to productivity, which in turn wins respect from family and society. Household work therefore brings power and even prestige to women in addition to keeping them busy and away from temptation.

From the reading of the text ‘Girl’, we canrecognize the reverence the mother has for the power of domesticity. Hence, she gives her daughter the numerous specific instructions, such as how to cook pumpkin fritters, sweep, grow okra, buy bread, and wash clothes. For her, domesticity brings respectability in their society.

Food Habits of the Antiguan Society:

The text ‘Girl’ mentions the food habits of the Antiguan people. For example, the mother repeatedly emphasizes food throughout her lecture to reinforce her belief that happiness comes from domesticity. The acts – and art – of making pumpkin fritters, tea, bread pudding, doukona, and pepper pot thus take on greater meaning as elements that link women to their families, their households, and the greater community.

In many ways, food will also be the mother’s greatest legacy as she passes old family recipes and culinary traditions down to her daughter and future generations of women. Interestingly, foods such as doukona and pepper pot also act as anchors that squarely place the story in Antigua and the Caribbean. Mentioning these specific regional foods allows Kincaid to recreate a world that’s vivid and different from our own without ruining the story’s structure with unnecessary descriptions.

Clothing Habits of the Antiguan Society:

The text ‘Girl’ also talks about the clothing habits of the Antiguan people. Cloth and its relationship to appearances and proper housekeeping reappear throughout the story to highlight the importance of respectability. The mother knows that a person’s clothing reveals much about character and personality and that shabbiness implies laziness and poverty.

Washing, sewing, and ironing allow women not only to project their status but also their productivity and self-worth. Neatness in appearance also corresponds to the community’s perception of a woman’s sexual respectability and morality. Organized, productive, well-groomed women appear competent and in control and consequently have much less chance of falling under suspicion of having had illicit relationships with men. The mother therefore stresses the importance of dress and appearance to save the daughter from a life of disrespect.

Benna :

The mother cautions her daughter not to sing benna, i.e. Antiguan folksongs, in the Sunday school. Benna symbolizes sexuality, a subject the mother fears her daughter already knows too much about. Historically, native Antiguans sang benna to secretly spread scandalous rumours and gossip under the uncomprehending British people’s noses.

Therefore, singing benna in Sunday school represents not only disobedience but also sinful, forbidden knowledge that can’t be discussed openly in public, let alone in church. Even though the daughter may not consciously equate benna with sexuality as her mother does, her protestations nevertheless suggest she knows full well benna’s seductive power, mystique, and forbidden qualities. In fact, the girl desperately denies that she has not sung benna in Sunday school with her friends.

Question 4.
Beyond being one mother’s instructions to her daughter, what is the larger relevance of the passage? Explain.
Answer:
Jamaica Kincaid (born 1949) is an award-winning Caribbean-American writer of fiction and nonfiction. Born, Elaine Potter Richardson, on the island of Antigua, West Indies, she was sent to New York in 1965 to work as an au pair (nanny). In New York, she attended college, studied photography and worked for the New Yorker magazine.

In 1973, she changed her name- to Jamaica Kincaid in order to write and publish anonymously. Many of her stories and novels describe the struggles of a young girl’s growing up and the mother-daughter relationship. She teaches at Harvard University and lives in Vermont.

The present literary work “Girl” is taken from JamaicaKincaid’s first short story collection titled At the Bottom of the River (1983). The ten interconnected stories in this collection, often described as “prose poem”, are broadly based on Kincaid’s own experiences of growing up in relative poverty with her domineering mother. In turn, it also talks about the mother-daughter relationship, the gender roles in the traditional. Antiguan society, poverty, food habits, clothing habits, and traditional folk songs, etc.

The prose poem “Girl” represents the mother – daughter relationships. The relationship is presented in the form mother’s instructions to the daughter and the daughter’s little interaction. The text consists of a series of instructions, advices and warnings given by a mother to her teenage daughter.

She tells her daughter how to do such household chores as laundry, sewing, ironing, cooking, setting the table, sweeping, washing, making herbal medicines, catching a fish, making bread pudding, making pepper-pot, etc. The mother dispenses much practical and helpful advice and imparts her domestic knowledge to keep the girl respectable. The instructions are intended to prepare the girl to be a woman, to mould her character, and to control her private and public behaviour.

The prose poem “Girl” is set in a particular social and economic milieu. There are certain words of wisdom that suggest that the women live in a poor economic and socially backward status. Similarly, it is the rural setting, wherein passing on such advice is essential for daily living.

In the text, “Girl”, the writer tries to describe her own struggle as a young girl when she was in Antigua. The entire text is contextualized in Antigua, West Indies which is Kamaica Kincaid’s birth place. There are certain words and phrases that suggest the setting to be West Indies such as

“is it true that you sing benna in Sunday school?”
“this is how to make doukona”
“pepper-pot”

The word ‘benna’ means a Calypso-like folk songs, focussed on scandalous gossip and sung in a call-and-response form, broadly Antiguan folk songs. Antiguan folksongs, or benna, symbolize sexuality, a subject the mother fears her daughter already knows too much about.

Historically, native Antiguans sang benna to secretly spread scandalous rumours and gossip under the uncomprehending British people’s noses. Singing benna in Sunday school, therefore, represents not only disobedience but also sinful, forbidden knowledge that can’t be discussed openly in public, let alone in church.

Similarly, ‘doukona’ represents a Caribbean food item. It is a kind of pudding made from starchy food like dried corn or banana. The compound word “pepper-pot” is West Indian dish consisting of stewed meat or fish with vegetables. Therefore, it is clear that the milieu of “Girl” is purely West Indian.

Interestingly, foods such as ‘doukona’ and ‘pepper pot.’ also act as anchors that squarely place the story in Antigua and the Caribbean. Mentioning these specific regional foods allows Kincaid to recreate a world that’s vivid and different from our own without mining the story’s structure with unnecessary descriptions.

Therefore, the text ‘Girl’ has more than just a mother’s instructions to her daughter. It also talks about the mother daughter relationship, importance of domesticity and gender roles in the Antiguan society in West Indies. It offers the social, economic, and cultural conditions of the traditional Antiguan society.

Girl Poem Summary in English

Jamaica Kincaid (born 1949) is an award-winning Canbbearì-American writer of fiction and non-fiction. Born, Elaine Rtter Richardson, on the island of Antigua, West Indies, she was sent to New York In 1965 to work as an au pair (nanny). In New York, she attended college, studied photography and worked for the New Yorker magazine. In 1973, she changed her name to Jamaica Kincaid in order to write and publish anonymously.

Many of her stories and novels describe the struggles of a young girl’s growing up and the mother-daughter relationship. She teaches at Harvard University and lives in Vermont. The present literary work “Girl” is taken from Kincaid’s first short story collection titled At the Bottom of the River (1983). The ten interconnected stories in this collection, often described as “prose poem”, are broadly based on Kincaid’s own experiences of growing up in relative poverty with her domineering mother.

The prose poem “Girl” consists of a series of instructions, advices and warnings given by a mother to her teenage daughter. The instructions are intended to prepare the girl to be a woman, to mould her character, and to control her private and public behaviour.

The entire text consists of a single sentence, punctuated by semi-colons. The mother’s voice dominates the narratives and is interrupted only twice by the daughter who makes a feeble attempt to ask a question or defend herself. The mother intends the advice to both help her daughter and scold her at the same time. Kincaid uses semi-colons to separate the admonishments and words of wisdom but often repeats herself, especially to warn her daughter against becoming a “slut.”

Besides these repetitions, the prose poem “Girl” doesn’t move forward chronologically: there is no beginning, middle, or end to the stream. The mother dispenses much practical and helpful advice that will help her daughter keep a house of her own someday.

She tells her daughter how to do such household chores as laundry, sewing, ironing, cooking, setting the table, sweeping, arid washing. The mother also tells the girl how to do other things she’ll need to know about, including how to make herbal medicines and catch a fish. These words of wisdom suggest that the women live in a poor, rural setting, where passing on such advice is essential for daily living. Moreover, the repetition of phrases observes a specific structural pattern which moves from the part to the whole. See for example the lines below:

This is how you sweep a corner;
This is how you sweep a whole house;
This is how you sweep a yard;

Those lines quoted above also show the mother’s way of thinking and reveal the daughter’s over whelmingness, stress position and submission in opposite to the mother’s pressing, persuasive and oppressive instructive tone.

Alongside practical advice, the mother also instructs her daughter on how to live a fulfIlling lIfe. She offers sampathy, such as when she talks about the relationships her daughter will have with men and talks about how to “bully” men and how a man may bully her daughter. She also warns her daughter “not to speak to wharf-rat boys” (loafers).

She also says that there are many kinds of relationships and some never work out. The mother advises her daughter, ‘If they (relationships) don’t work, don’t feel too bad about giving up’. The mother also tells the girl how to behave in different situations, including how to talk with people she doesn’t like.

However, the, mother’s advice seems caustic and castigating, out of fear that her daughter is already well on her way to becoming a “slut.” She tells the girl, for example, not to squat while playing marbles, not to singbenna(Calypso-like folk songs, focussed on scandalous gossip and sung in a call-and-response form, broadly Antiguan folk songs) in Sunday school, and to always walk like a lady. The girl periodically Inteijects to protest her innocence.

Girl Poem Summary in Telugu

జమైకా కిన్కైడ్ (జననం 1949) కరేబియన్ – అమెరికన్ కల్పన మరియు నాన్-ఫిక్ష్ రచయిత. వెస్టిండీస్లోని ఆందిగ్వా ద్వీపంలో జన్మించిన, ఎలైన్ పాటర్ రిచర్డ్సన్, ఆమెను 1965 లో న్యూయార్క్కు పంపారు. న్యూయార్క్రీ, ఆమె కళాశాలలో చదువుకుంది, ఫోటోగ్రోఫిని అభ్యసించింది మరియు న్యూయార్కర్ మ్యాగజైన్లో పనిచేసింది. 1973లో, అనామకంగా ప్రాయడానికి మరియు ప్రచురించడానికి ఆమె తన పేరును జమైకా కిన్కైడ్గా మార్చుకుంది. ఆమె అనేక కథలు మరియు నవలలు ఒక యువతి పెరుగుతున్న పోరాటాలను మరియు తల్లి-కుమార్తె సంబంధాన్ని వివరిస్తాయి. ఆమె హోర్వర్డ్ విశ్వవిద్యాలయంలో టోధిస్తంది మరియు వెర్మోంట్లో నివసిస్తుంది.

ప్రస్తుత సాహిత్య రచన “గర్ల” కిన్కైడ్ యొక్క మొదటి చిన్న కథా సంకలనం ఎట్ ది బాటమ్ ఆఫ్ ది రివర్ (1983) నుండి తీసుకోబడింది. ఈ సంకలనంలో పరస్పరం అనుసంధానించదిిన పది కథలు, తరచుగా “గద్య పద్యం” గా వర్ణించబడ్డాయి, ఆమె ఆధిపత్య తల్లితో సాపేక్ష పేదరికంలో పెరిగిన కిిన్కైడ్ యొక్క సొంత అనుభవాలపై విస్తృతంగా ఆధారపడి ఉన్నాయి. “గర్ల్ల” అనే గద్య కవితలో ఒక తల్లి తన్ దీనేజ్ కుమార్తెకు ఇచ్చిన సూచనలు, సలహాలు మరియు హెచ్చరికల (శేణి ఉంటుంది.

అమ్మాయిని ఒక మహిళగా తయారు చేయడానికి, ఆమె పాత్రను మలచడానికి మరియు ఆమె ढైవేట్ మరియు పబ్లిక్ ప్రవర్తనను నియంత్రించడానికి ఈ సూచనలు ఉద్దేశించబడ్డాయి. మొత్తం టెక్ప్ ఒకే వాక్యాన్ని కలిగి ఉంటుంది, సెమీ కోలన్లతో విరామ చిహ్నాలు ఉంటాయి. తల్లి స్వరం కథనాలపై ఆధిపత్యం చెలాయిస్తుంది మరియు ఒక ప్రశ్న అడగడానికి లేదా తనను తాను రక్షించుకోవడానికి బలహీనమైన ప్రయత్నం చేసిన కుమార్తె రెండుసార్లు మాత్రమే అంతరాయం కలిగింది.

తల్లి తన కుమార్తెకు సహాయం చేయడానికి మరియు అదే సమయంలో ఆమెను తిట్టడానికి సలహా ఇస్తుంది. కిన్కాయిడ్ సెమీ కోలన్లను వివేకం యొక్క హెచ్చరికలు మరియు పదాలను వేరు చేయడానికి ఉపయోగిస్తుంది, కానీ తరచూ ఆమె పునరావృతం, చేస్తుంది, ప్రత్యేకించి తన కుమార్తె “మురికివాడ” గా మారకుండా హెచ్చరించడానికి.

ఈ పునరావృత్తులు కాకుండా, గర్ల్ పద్యం “అమ్మాయి” కాలక్రమంలో ముందుకు సాగదు: ప్రవాహానికి ప్రారంభం, మధ్య లేదా ముగింపు లేదు. తల్లి చాలా ఆచరణాత్మకమైన మరియు సహాయకరమైన సలహాలను అందజేస్తుంది, అది తన కుమార్తెకు ఏదో ఒక రోజు స్వంత ఇందిని ఉంచుకోవడంలో సహాయపడుతుంది. బట్టలు ఉతకడం, కుట్టుపని చేయడం, ఇ్ట్రీ చేయడం, వంట చేయడం, టేబుల్ వేయడం, ఉడ్చడం, ఉతకడం వంటి ఇంది పనులు ఎలా చేయాలో ఆమె తన కూతురికి చెబుతుంది.

మూలికా ఔషధాలను ఎలా తయారు చేయడం మరియు చేపలను పట్టుకోవడం వంటి వాటి గురించి తెలుసుకోవలసిన ఇతర విషయాలను కూడా తల్లి అమ్మాయికి చెఱుతుంది. మహిళలు పేద, గ్రామీణ నేపధ్యంలో జీవిస్తున్నారని ఈ వివేకవంతమైన మాటలు సూచిస్తున్నాయి, ఇక్కడ రోజువారీ జీవనానికి అలాంది సలహాలను అందించడం చాలా అవసరం. అంతేకాకుండా, పదబంధాల పునరావృతం ఒక నిర్దిష్ట నిర్మాణ నమూనాను గమనిస్తుంది, ఇది భాగం నుండి మొత్తం వరకు కదులుతుంది. ఉదాహరణకు క్రింది పంక్తులను చూడండి:

ఈ విధంగా మీరు ఒక మాలను తుడుచుకుంటారు
మీరు ఇల్లు మొత్తం తుడుచుకునే విధానం ఇలా ఉంటుంది
మీరు యార్డ్ని ఇలా తుడుచుకుంటారు

పైన ఉదహరించిన ఆ పంక్తులు తల్లి ఆలోచనా విధానాన్ని కూడా చూపుతాయి మరియు తల్లి ఒత్తిడి, ఒప్పించే మరియు అణచివేసే బోధనా స్వరానికి ఎదురుగా కూతురు యొక్క తీవ్రత, ఒత్తిడి స్థానం. మరియు సమర్పణను వెల్లడిస్తాయి.

ఆచరణాత్మక సలహాతో పాటు, తల్లి తన కుమార్తెకు సంతృప్తికరమైన జీవితాన్ని ఎలా జీవించాలో కూడా నిర్రేశిస్తుంది. ఆమె తన కుమార్తె పురుషులతో కలిగి ఉండే సంబంధాల గురించి మాట్లాడేటప్పుడు మరియు పరుషులను ఎలా “వేధించాలి” మరియు ఒక వ్యక్తి తన కుమార్తెను ఎలా వేధించవచ్చు అనే దాని గురించి మాట్లాడేటప్చడు ఆమె సానుభూతిని అందిస్తంది.

ఆమె తన కుమార్తెను “వార్ఫ్-ఎలుక అబ్బాయిలతో మాట్లాడకూడదని” (లోఫర్లు) హెచ్చరించింది. అనేక రకాల సంబంధాలు ఉన్నాయని మరియు కొన్ని ఎన్నదికీ పని చేయలేదని కూడా ఆమె చెప్పింది. తల్లి తన కూతురికి సలహా ఇస్తుంది, ‘వారు (సంబంధాలు) పని చేయకపోతే, వదులుకోవడం గురించి చాలా బాధపడకండి. తల్లి తనకు నచ్చని వ్యక్తులతో ఎలా మాట్లాడాలో సహా వివిధ వరిస్థితులలో ఎలా ప్రవర్తించాలో కూడా అమ్మాయికి చెబుతుంది.

Girl – Jamaica Kincald

Wash the white clothes on Monday and put them on the stone heap; wash the color clothes on Tuesday and put them on the clothesline to dry don’t walk bare-head in the hot sun; cook pumpkin fritters in very hot sweet oil; soak your little doths right after you take them off; when buying cotton to make yourself a nice blouse, be sure that it doesn’t have gum in it, because that way it won’t hold up well after a wash; soak salt fish overnight before you cook

It is it true that you sing benna in Sunday school?; always eat your food In such a way that it won’t turn someone else’s stomach; on Sundays try to walk like a lady and not like the slut you are so bent on becoming; don’t sing benna in Sunday school, you mustn’t speak to wharf-rat boys, not even to give directions; don’t eat fruits on the street – flies will follow you; but I don’t sing bernia on Sundays at all and never in Sunday school; this is how to sew on a button; this Is how to make a buttonhole for the button you have

Just sewed on; this is how to hem a dress when you see the hem coming down and so to prevent yourself from looking like the slut I know you are so bent on becoming; this is how you iron your father’s khaki shirt so that it doesn’t have a crease; this is how you iron your father’s khaki pants so that they don’t have a crease; this is how you grow okra – far from the house, because okra tree harbors red ants;

when you are growing dasheen, make sure it gets plenty of water or else it makes your throat itch when you are eating it; this is how you sweep a corner; this is how you sweep a whole house; this is how you sweep a yard; this is how you smile to someone you don’t like too much; this is how you smile to someone you don’t like at all; this is how you smile to someone you like completely;

this is how you set a table for tea; this is how you set a table for dinner; this is how you set a table for dinner with an important guest; this is how you set a table for lunch; this is how you set a table for breakfast, this is how to behave in the presence of men who don’t know you very well, and this way they won’t recognize Immediately the slut

I have warned you against becoming; be sure to wash every day, even if it is with your own spit; don’t squat down to play marbles – you are not a boy, you know; don’t pick people’s flowers – you might catch something; don’t throw stones at blackbirds, because it might not be a blackbird at all; this is how to make a bread pudding; this is how to make doukona; this is how to make pepper

Glossary:
Girl Poem Questions and Answers & Summary by Jamaica Kincaid

OU Degree 5th Sem English Study Material

OU Degree 5th Sem English Unit 1 Vocabulary, Grammar

OU Degree 5th Sem English Unit 1 Vocabulary, Grammar

OU Degree 5th Sem English Unit 1 Vocabulary, Grammar

Exercise I.

Match the expressions in column I with the words In column II.

I Answer II
1. English medicine e a. Complaining
2. Cent percent i b. Lighter skin colour
3. Cut the call g c. Blender, mixer
4. Non-veg h d. Best
5. Batchmate j e. Allopathy
6. Wheatish b f. Memorize, cram
7. Cribbing a g. Hang up abruptly
8. Mixie c h. Food containing meat
9. Level best d i. Hundred percent
10. Mug up f j. Classmate

Exercise II.

Make the following sentences more acceptable.

1. I ordered for a coffee.
Answer:
I ordered a coffee.

2. Let us discuss about common errors in English.
Answer:
Let us discuss common errors in English.

3. The meeting is preponed.
Answer:
The meeting is advanced.

4. I was out of station last week.
Answer:
I was out of town last week.

5. I am sending you an application. Please do the needful.
Answer:
I am sending you an application. Please do what needs to be done / Please do what is required.

6. He bought this car a few years back.
Answer:
He bought this car a few years ago.

7. He had studied law. He passed out last year.
Answer:
He had studied law. He graduated last year.

8. Kindly revert back at the earliest.
Answer:
Kindly respond/reply at the earliest.

9. “My computer is not working”. “ok. Do one thing”.
Answer:
“My computer is not working”. “ok, what you can do is” … / “ok, you can do this” / “ok, do this …“ / “ok, here is what you can do.”

10. I am having a headache.
Answer:
I have a headache.

11. On Sundays, I am sitting at home only.
Answer:
On Sundays, I stay at home.

12. I can be able to do it.
Answer:
I can do it. It will be able to do it.

13. Take the umbrella, rain is coming.
Answer:
Take the umbrella, it is raining.

14. I forgot to give key to the watch.
Answer:
I forgot to wind the watch.

15. He failed to get a job and so he is keeping quiet.
Answer:
He failed to get a job and so he is doing nothing.

16. What is your good name, please?
Answer:
May I know your name, please?

17. I’ll go and come.
Answer:
I’ll come back.

18. No parking before the gate.
Answer:
No parking in front of the gate.

19. Parking at the backside.
Answer:
Parking at the back. / Parking in the rear.

20. Have you taken your meals?
Answer:
Have you had your food? / Have you had your lunch (or dinner)?

21. She is my cousin sister but he is my real brother.
Answer:
She is my cousin but he is my brother.

22. Kindly attend the meeting without fail.
Answer:
Kindly attend the meeting.

23. He told he was going to America.
Answer:
He said he was going to America.

24. I will explain you.
Answer:
I will explain to you.

25. Let me suggest you something.
Answer:
Let me suggest to you something. / Let me suggest something to you.

26. Why not you try this idea?
Answer:
Why don’t you try this idea?

27. Please correct if I’m incorrect.
Answer:
Please correct me if I’m wrong.

28. You are calling regarding?
Answer:
Your call regarding

29. Can you repeat it again, please?
Answer:
Can you repeat it, please? / Could you please repeat it?

30. Sorry for the delay in replying to your letter.
Answer:
Sorry for the delay in replying your letter. / Sorry for the delay in replying to you.

Grammer: Framing Questions

information questions (or ‘Wh’ questions)
“Where do you work?”
Information questions begin with ‘Who’, ‘What’, ‘Where’, ‘Hàw’, ‘How much’ and so on, which are called ‘question words’, Questions usin2 these words cannot be answered with ‘Yes’ or ‘No’. Some information is given in response. Hence, they are called information questions.

E.g., What is your name? Where do you study? Whose choice was it? Who teaches you English? Which subject do you like most? Why is it your favourite subject? How do you go to college?

‘Yes’/’No’ questions “Are you a teacher?”
The response to such questions may be affirmative (“yes”) or negative (‘so”), but it should be all affirmation or all neative.

  • Are you a student?
  • Yes, I am. I No, I’m not.
    Never say
  • Yes, I’m not. / No, I am.

Alternative questions
“Do you Like teaching or administration?”
Such questions offer alternatives and the response may be either or both or neither of the alternatives. Such questions are called alternative questions. Alternative questions are used with the word or’, and they cannot be answered with ‘Yes’ or ‘No’. A full sentence is needed as an answer.

Tag questions
“Teaching is a noble profession, isn’t it?”
Note that the question tag at the end draws attention to the statement that precedes it. Such questions are called ‘tag questions’. Question tags are not actually questions they only expect agreement (hence, they may be remembered as ‘confirmation questions’). Tag questions are usually used only in conversation and not in formal English.

→ If the statement is in the affirmative, the tag is in the negative.
You are a student, aren’t you?

→  If the statement is in the negative, the tag is in the affirmative.
You aren’t a bad student, are you?

→  The subject of the tag question is always a pronoun, and it is a substitute for the subject of the statement.
Ramesh is a student, isn’t he?
Zahira isn’t a teacher, is she?

→  The pronoun is used in the tag according to the number (singular/plural), gender
(masculine/feminine) and person (1st, 2nd, 3rd) of the subject of the statement.
Ramesh is a student, isn’t he?
Zahira isn’t a teacher, is she?
Ramesh and Zahira are students, aren’t they?

→ In the tag, as in other ‘Yes-No’ type questions, the verb is shifted to the beginning of the tag.
Your mother is a teacher, isn’t she?

→ The other ‘be’ forms (‘are, is, was, were’) are repeated in the tag.
They are students, aren’t they?
They were in the college yesterday, weren’t they?

→  In the case of linking verbs other than ‘be’, the appropriate form of ‘dd in the statement is repeated in the tag.
They attend college every day, don’t they? (Present tense, third person plural).
You got good marks last year, didn’t you? (Past tense, second person singular).
She also works at home, doesn’t she? (Present tense, third person singular).

Exercise I

Frame questions to elicit the following answers:

1. He is my friend.
Who is that man? / Who is he?

2. It’s and audio book.
What is this? I What is it?

3. It’s a Thursday.
What day is today? / What day is it today?

4. English is my favourite subject.
what is your favourite subject? (Where selection among indefinite number
Is Involved) / Which is your favourite subject? (Where selection among a limited [definite] number Is involved)

5. I would like to become an astronaut.
What would you like to become?

6. I study in New Ideas College
Where do you study?

7. It is near Charminar
Where is It?

8. I joined last year.
When did you join (the college)?

9. Igobybus.
How do you go to college?

10. I am 18 years old.
How old are you?

Exercise Il

Frame questions to elicit the following answers:

1. My college is about 10 kilometres from home.
How far is your college from your home?

2. I spend nearly Rs. 30 every day on transport.
How much do you spend on transport?

3. I go to the playground once a week.
How often do you go to the playground?

4. I play football.
What game do you play?

5. I play quite well.
How well do you play?

6. I have been playing form the last three years.
How long have you been playing?

7. The one with No. 10 is my jersey.
Which one is your Jersey?

8. I like Ronaldo the most
Who do you like the most? Which player do you like the most?

9. Yes, I would love to meet him.
Would you like to meet him?

10. No I dont watch cricket.
Do you watch cricket?

11. Yes, I used to play cricket when I was in school.
Did you ever play cricket?

12. I prefer to play football.
What do you prefer to play?

Exercise III.

Add question tags to the following statements:

1. Seema sings well, ———–
doesn’t she?

2. He did not go to college, ———–
did he?

3. She is suffering from fever, ———–
Isn’t she?

4. He doesn’t swim well, ———–
does he?

5. They are celebrating their victory, ———–
aren’t they?

6. Gautham should buy this book, ———–
shouldn’t he?

7. Hecanwalkfst, ———–
can’t he?

8. She would like this gift, ———–
wouldn’t she?

9. They had their lunch, ———–
hadn’t they?

10. She will listen to you, ———–
won’t she?

11. They don’t go to the market often,
do they?

12. You paint well,
don’t you?

OU Degree 5th Sem English Study Material

What’s the Language of the Future? Questions and Answers & Summary by Henry Hitchings

What’s the Language of the Future Questions and Answers & Summary by Henry Hitchings

OU Degree 5th Sem English – What’s the Language of the Future? Questions and Answers & Summary

Comprehension-I. (Short Answer Question)

Question 1.
What is the status of English In the twenty-first century?
Answer:
In the twenty-first century, the world is becoming more urban and more middle class, and the adoption of English is a symptom of this, for increasingly English serves as the lingua franca of business and popular culture. It is dominant or at least very prominent in other areas such as shipping, diplomacy, computing, medicine and education.

Question 2.
What are the Arabic and English languages associated with the UAE?
Answer:
According to the author, a recent study has suggested that among students in the United Arab Emirates “Arabic is associated with tradition, home, religion, culture, school, arts and social sciences,” whereas English “is symbolic of modernity, work, higher education, commerce, economics and science and technology.” In Arabic-speaking countries, science subjects are often taught in English because excellent textbooks and other educational resources are readily available in English.

Question 3.
What helped the spread of the English language in the past and what helps it spread in the present?
Answer:
According to the author, English has spread because of British colonialism, the technological advances of the Industrial Revolution, American economic and political ascendancy, and further (mostly American) technological developments in the second half of the twentieth century.

Its rise has been assisted by the massive exportation of English as a second language, as well as by the growth of an English-language mass media. Hitchings opines that today it is English that is the world’s auxiliary tongue. There are more people who use English as a second language than there are native speakers.

Estimates of the numbers vary, but even the most guarded view is that English has 500 million second- language speakers. Far more of the world’s citizens are eagerly jumping on board than trying to resist its progress. In some cases the devotion appears religious and can involve what to outsiders looks a lot like self-mortification.

Question 4.
What example does the author cite to show the craze for English in Korea?
Answer:
The author cites the example given by Mark Abley of the lengths people will go to in order to learn English, seduced by the belief that linguistic capital equals economic capital. According to Abley, some rich Koreans pay for their children to have an operation that lengthens the tongue because it helps them speak English convincingly. The suggestion is that it enables them to produce r and l sounds, although the evidence of the many proficient English-speakers among Korean immigrants in America and Britain makes one wonder whether the procedure is either necessary or useful.

Question 5.
Which two languages may appear to pose a challenge to English in the twenty-first century? What are their strengths and weaknesses?
Answer:
According to the author, Spanish and Mandarin Chinese are the two languages that may appear to pose a challenge to the position of English as the dominant world language in the twenty-first century. Hitchings opines that both the languages have more first-language users than English.

However, at present neither of the two languages is much used as a lingua franca, i.e., a connecting language among different language groups. The majority of speakers of Mandarin Chinese live in one country, and, excepting Spain, most Spanish- speakers are in the North and South Americas.

Question 6.
What does the author mean when he says that the main challenge to English may come from ‘within’?
Answer:
Henry Hitchings explains that the main challenges to English may come from ‘within’. There is a long history of people using the language for anti-English ends-of creative artists and political figures asserting in English their distance from Englishness or Britishness or Americanness.

For instance, many writers whose first language has not been English have infused their English writing with foreign flavours; this has enabled them to parade their heritage while working in a medium that has made it possible for them to reach a wide audience.

Question 7.
Which two countries are mentioned as potential sites of challenge to the English language?
Answer:
The author mentioned India and China as potential sites of challenge to the English language.

Question 8.
Why are the Chinese learning English in large numbers? Which unconventional method of teaching English in China does the author mention?
Answer:
In his essay, Henry Hitchings explained the reason why the Chines are learning English in large numbers. According to him, the entrepreneur Li Yang has developed Crazy English, an unorthodox teaching method. It involves a lot of shouting. This, Li explains, is the way for Chinese to activate their “international muscles.” His agenda is patriotic.

Kingsley Bolton, head of the English department at the City University of Hong Kong, calls this “huckster nationalism.” It certainly has a flamboyant quality; one of Li’s slogans is “Conquer English to Make China Strong.” A few dissenting voices suggest that he is encouraging racism, but the enthusiasm for his populist approach is in no doubt, and it is a symptom of China’s English Fever: the ardent conviction that learning English is the essential skill for surviving in the modern world.

Question 9.
What is the result of the two most populous countries adopting the English language? How does it affect the native speakers of the language?
Answer:
Henry Hitchings opines that due the embrace of English in India and China, the English language is changing. Some of the changes are likely to prove disconcerting for its native speakers. The “English-ness” of English is being diluted. English’s centre of gravity is moving; in fact, in the twenty-first century the language has many centres.

The author feels that as this continues, native English speakers may find themselves at a disadvantage. At the same time, native speakers of English tend to assume that their command over English makes it unimportant to learn other languages.

Moreover, there is a chance that a command of English will within twenty or thirty years be regarded as a basic skill for business, and native speakers of the language will no longer enjoy any competitive advantage. The reality is different. British companies often miss out on export opportunities because of a lack of relevant language skills.

Question 10.
What disadvantages are the native speakers likely to face for knowing only English?
Answer:
The author shows that English is both ‘pushed’ and is equally ‘pulled’. He explains that large companies such as British Petroleum (now BP Amoco) have worked with the British Council, set up in 1934 as an “international cultural relations body”, funding educational schemes to encourage foreign nationals to learn English.

The author feels that this is not exactly an act of altruism but for what Robert Phillipson says, “English for business is business for English.” The British Council tries to promote or ‘push’ the British English – for protecting both ‘cultural’ and ‘corporate’ interests. However, the english is the most attractive language in the world today that people are attracted or ‘pulled’ towards learning it

Question 11.
How does the author show that English is both ‘pushed’ and ‘pulled’?
Answer:
According to the author, the result of English spreading to different places is complex. Even as vast amounts are spent on spreading British English, the reality is that English is taking on more and more local colour in the different places where it is used. Accordingly, while the number of languages in the world is diminishing, the number of English is increasing.

Comprehension II. (Essay Type Question)

Question 1.
Explain the main argument of the essay?
Answer:
Henry Hitchings (born 1974) is an author and critic specializing in language and cultural history. The present essay, “What’s the Language of the Future?” is an excerpt from his book The Language Wars: A History of Proper English (2001).

The essay outlines the factors that helped the spread of English in the past, the reasons for the ‘English Fever’ in the present and the challenges that English is likely to face in the near future. Presently, English serves as the lingua franca (link language) business and popular culture.

In the countries like, the UAE, English “is symbolic of modernity, work, higher education, commerce, economics, and science and technology.” The spread of English has a business or monetary purpose because excellent books are available in English. According to Sir Richard Francis, the Director General of the British Council, “Britain’s black gold is not North Sea oil, but the English Language.”

Hence the propagation of English is an industry, not a happy accident. The spread of English is for the benefit of the British corporate interests. It is not an act of altruism-welfare of others. As Robert Phillipson says, “English for business is business for English.”

Hitchings feels that there are challenges to the position of English in the 21st century. The main challenges are from Spanish and Mandarin Chinese. Both have more first- language users. But they are not used as lingua franca (link language) and limited to a specific geographical areas.

According the author, the main challenge to English may come from within. Due to the embrace of English by Indians and Chinese, the language is changing. Hitchings feels that English’s centre of gravity is moving. In the 21st century, there are many centres. This leads to the creation of many “Englishes”. Increasingly, English is taking more local colour in different places where it is used.

Hence the number of Englishes is increasing. The non native speakers of English, especially creative artists and political figures, are now using the English language for anti-English ends by distancing themselves from Englishness or Britishness or American-ness. Hence, the “English-ness” or “American-ness” of English is being diluted. As a result, the native speakers of English may find themselves at a disadvantage. The number of non-natives speakers increases, the competitive advantage the native speakers enjoy decreases.

Question 2.
Discuss the current status of English as a global language.
Answer:
Henry Hitchings (born 1974) is an author and critic specializing in language and cultural history. The present, essay, “What’s the Language of the Future?” is an excerpt from his book The Language Wars: A History of Proper English (2001). The essay outlines the factors that helped the spread of English in the past, the reasons for the ‘English Fever’ in the present and the challenges that English is likely to face in the near future.

In the twenty-first century, the world is becoming more urban and more middle class, and the adoption of English is a symptom of this, for increasingly English serves as the lingua franca of business and popular culture. It is dominant or at least very prominent in other areas such as shipping, diplomacy, computing, medicine and education.

According to the author, English has spread because of British colonialism, the technological advances of the Industrial Revolution, American economic and political ascendancy, and further (mostly American) technological developments in the second half of the twentieth century. Hitchings opines that today it is English that is the world’s auxiliary tongue.

There are more people who use English as a second language than there are native speakers. Estimates of the numbers vary, but even the most guarded view is that English has 500 million second-language speakers.

The author cites the example given by Mark Abley of the lengths people will go to in order to learn English, seduced by the belief that linguistic capital equals economic capital.According to Abley, some rich Koreans pay for their children to have an operation that lengthens the tongue because it helps them speak English convincingly.

The suggestion is that it enables them to produce r and l sounds, although the evidence of the many proucient English-speakers among Korean immigrants in America and Britain makes one wonder whether the procedure is either necessary or useful. In this way, the devotion crazy towards learning English in the 21st century appears to be religious and can involve what to outsiders looks a lot like self-mortiucation.

Question 3.
Describe the image and the advantages that English has vis-a-vis the other languages mentioned in the essay.
Answer:
Henry Hitchings (born 1974) is an author and critic specializing in language and cultural history. The present essay, “What’s the Language of the Future?” is an excerpt from his book The Language Wars: A History of Proper English (2001). The essay outlines the factors that helped the spread of English in the past, the -reasons for the ‘English Fever’ in the present and the challenges that English is likely to face in the near future.

According to the author, Spanish and Mandarin Chinese are the two languages that may-appear to pose a challengeto the position of English as the dominant world language in the twenty-first century. Hitchings opines that both the languages have more first-language users than English. However, at present neither of the two languages is much used as a lingua franca, i.e., a connecting language among different language groups. The majority of speakers of Mandarin Chinese live in one country, and, excepting Spain, most Spanish-speakers are in the North and South Americas.

However, Henry Hitchings explains that the main challenges to English may come from ‘within’. There is a long history of people using the language for anti-English ends – of creative artists and political ugures asserting in English their distance from Englishness or Britishness or American-ness. According to the author, the English language has advantages over Mandarin Chinese and Spanish. Presently, English serves as the lingua franca (link language) business and popular culture. Moreover, more people in the world are now attracted or ‘pulled’ towards learning English.

Question 4.
According to the propagation of English is neither ‘a happy accident” nor “an act of altruism”.
Answer:
Henry Hitchings (born 1974) is an author and critic specializing in language and cultural history. The present essay, “What’s the Language of the Future?” is an excerpt from his book The Language Wars: A History of Proper English (2001).

The essay outlines the factors that helped the spread of English in the past, the reasons for the ‘English Fever’ in the present and the challenges that English is likely to face in the near future.The author explains how the number of people who can speak English around the world is increasing.

He presents the figures from a survey of 2005 which reveals that more than 80 per cent of people in the Netherlands, Denmark and Sweden claimed to be able to speak English. The ugure was around 60 per cent in Finland, 50 per cent in Germany, 30 per cent in France and Italy, and 20 percent in Spain and Turkey.

The author feels that propagation of English around the World isneither ‘a happy accident” nor “an act of altruism’The author explains that the spread of English is actually done for what Robert Phillipson says, “English for business is business for English.” The author explains that large companies such as British Petroleum (now BP Amoco) have worked with the British Council, set up in 1934 as an “international cultural relations body”, funding educational schemes to encourage foreign nationals to leam English.

The author explains that the British Council tries to promote or ‘push’ the British English for protecting both ‘cultural’ and ‘corporate’ interests. However, the English is the most attractive language in the world today that people are attracted or ‘pulled’ towards learning it

Question 5.
What, according to Hitchings, is the likely impact of the “centre of gravity of English” moving?
Answer:
Henry Hitchings (born 1974) is an author and critic specializing in language and cultural history. The present essay, “What’s the Language of the Future?” is an excerpt from his book The Language Wars: A History of Proper English (2001). The essay outlines the factors that helped the spread of English in the past, the reasons for the ‘English Fever’ in the present and the challenges that English is likely to face in the near future.

Henry Hitchings opines that due the embrace of English in India and China, the English language is changing. Some of the changes are likely to prove disconcerting for its native speakers. The “English-ness” of English is being diluted. The ‘centre of gravity of English’ is moving; in fact, in the twenty-first century the language has ‘many centres’.

The author feels that as this continues, native English-speakers may and themselves at a disadvantage. At the same time, native speakers of English tend to assume that their command over English makes it unimportant to learn other languages. Moreover, there is a chance that a command of English will within twenty or thirty years be regarded as a basic skill for business, and native speakers of the language will no longer enjoy any competitive advantage.

The reality is different. British companies often miss out on export opportunities because of a lack of relevant language skills. As the result of shifting centre of gravity of English, the English language is taking on more and more local colour in the different parts of the world where it is used. Accordingly, while the number of languages in the world is diminishing, the number of English is increasing.

What’s the Language of the Future Poem Summary in English

Henry Hitchings (born 1974) is an author and critic specializing in language and cultural history. Henry Hitchings was born in 1974. He is the author of Dr Johnson’s Dictionary: The Extraordinary Story of the Book that Defined the World (2005), The Secret Life of Words: How English Became English (2008), Who’s Afraid of Jane Austen?: How toReally Talk About Books You Haven’t Read(2008), The Language Wars: A History of Proper English (2011), Sorry!

The English and their Manners (2013), and has recently edited a collection of essays Browse: The World in Bookshops.He has contributed to many newspapers and magazines and is the theatre critic for the London Evening Standard. He became a fellow of the Royal Society of Literature in 2015
.
The present essay, “What’s the Language of the Future?” is an excerpt from his book The Language Wars: A History of Proper English (2001). The essay outlines the factors that helped the spread of English in the past, the reasons for the ‘English Fever’ in the present and the challenges that English is likely to face in the near future.

Presently, English serves as the lingua franca (link language) business and popular culture. In the countries like, the UAE, English “is symbolic of modernity, work, higher education, commerce, economics, and science and technology.” The spread of English has a business or monetary purpose because excellent books are available in English.

According to Sir Richard Francis, the Director General of the British Council, “Britain’s black gold is not North Sea oil, but the English Language.” Hence the propagation of English is an industry, not a happy accident. The spread of English is for the benefit of the British corporate interests. It is not an act of altruism- welfare of others. As Robert Phillipson says, “English for business is business for English.”

Hitchings feels that there are challenges to the position of English in the 21st century. The main challenges are from Spanish and Mandarin Chinese. Both have more first- language users. But they are not used as lingua franca (link language) and limited to a specific geographical area. According the author, the main challenge to English may come from within. Due to the embrace of English by Indians and Chinese, the language is changing. Hitchings feels that English’s centre of gravity is moving.

In the 21st century, there are many centres. This leads to the creation of many “Englishes”. Increasingly,English is taking more local colour in different places where it is used. Hence the number of Englishes is increasing. The non-native speakers of English, especially creative artists and political figures, are now using the English language for anti-English ends by distancing themselves from Englishness or Britishness or American-ness.

Hence, the “English-ness” or “American-ness” of English is being diluted. As a result, the native speakers of English may find themselves at a disadvantage. The number of non-natives speakers increases, the competitive advantage the native speakers enjoy decreases.

What’s the Language of the Future Poem Summary in Telugu

హెద్రీ హిచింగ్స్ (జననం 1974) భాష మరియు సాంస్ృతిక చరిత్రలో ప్రత్యేకత కలిగిన రచయిత మరియు విమర్శకుడు. హెన్రీ హిచింగ్స్ 1974 లో జన్మించారు. అతను డా. జాన్సన్ డిక్షనరీ: ది ఎక్స్టటరర్డినరీ స్టోరీ ఆఫ్ ది బుక్ డిఫైన్డ్ ది వరల్డ్ (2005), ది సీక్రెట్ లైఫ్ ఆఫ్ వర్స్: హౌ ఇంగ్లీష్ బీమ్ ఇంగ్లీష్ (2008), జేన్ ఆస్టెన్కి ఎవరు భయపడ్డారు : మీరు చదవని పుస్తకాల గురించి నిజంగా ఎలా మాట్లాడాలి (2008), భాషా యుద్ధాలు: సరైన ఇంగ్లీష్ చరిత్ర (2011), క్షమించండి!

ఇంగ్లీష్ మరియు వారి మర్యాదలు (2013), మరియు ఇటీవల బ్రౌజ్: ది వరల్డ్ ఇన్ బుక్ షాప్స్ అనే వ్యాసాల సేకరణను సవరించారు. అతను అనేక వార్తాపత్రికలు మరియు మ్యాగజైన్లకు సహకరించాడు మరియు లండన్ ఈవెనింగ్ స్టాండర్డ్ కోసం థియేటర్ విమర్శకుడు. అతను 2015 లో రాయల్ సొసైటీ ఆఫ్ లిటరేచర్లో ఫెలో అయ్యాడు.

ప్రస్తుత వ్యాసం, “భవిష్యత్ భాష ఏమిది?” అనేది అతని పస్తకం ది లాంగ్వేజ్ వార్స్: ఎ హిస్టరీ ఆఫ్ ప్రాపర్ ఇంగ్లీష్ (2001). ఈ వ్యాసం గతంలో ఆంగ్ల వ్యాప్తికి దోహదపడిన అంశాలు, వర్తమానంలో ‘ఇంగ్లీష్ ఫీవర్’ కారణాలు మరియు సమీప భవిష్యత్తులో ఇంగ్లీష్ ఎదుర్కొనే సవాళ్లను వివరిస్తుంది. ప్రస్తుతం, ఇంగ్లీష్ లింగువా ఫ్రాంకా (లింక్ లాంగ్వేజ్) వ్యాపారం మరియు ప్రముఖ సంస్తృిిగా పనిచేస్తోంది. యుఎఇ వంటి దేశాలలో, ఇంగ్లీష్ “ఆధునికత, పని, ఉన్నత విద్య, వాణిజ్యం, ఆర్థిక శాస్తం మరియు సైన్స్ అండ్ టెక్నాలజీకి ప్రతీక.”

ఆంగ్ల వ్యాప్తికి వ్యాపారం లేదా ద్రవ్య ప్రయోజనం ఉంది ఎందుకంటే అద్భుతమైన పుస్తకాలు ఆంగ్లంలో అందుబాటులో ఉన్నాయి. బ్రిటిష్ కౌన్సిల్ డైరెక్టర్ జనరల్ సర్ రిచర్డ్ ఫాన్సిస్ ప్రకారం, “బ్రిటన్ యొక్క నల్ల బంగారం ఉత్తర సముద్రపు నూనె కాదు, ఆంగ్ల భాష.” అందువల్ల ఇంగ్లీష్ ప్రచారం ఒక పరిశ్రమ, సంతోషకరమైన ప్రమాదం కాదు. ఇంగ్లీష్ వ్యాప్తి బ్రిటీష్ కార్పొరేట్ ప్రయోజనాల ప్రయోజనం కోసం. ఇది పరోపకార చర్య కాదు- ఇతరుల సంక్షేమం. రాబర్ట్ ఫిలిప్సన్ చెప్పినట్లుగా, “వ్యాపారం కోసం ఇంగ్లీష్ అనేది ఆంగ్లానికి వ్యాపారం.”

21 వ శతాబ్దంలో ఇంగ్లీష్ స్థానానికి సవాళ్లు ఉన్నాయని హిచింగ్స్ భావిస్తున్నారు. ప్రధాన సవాళ్లు స్పానిష్ మరియు మాండరిన్ చైనీస్ నుండి. ఇద్దరికీ మొదటి భాష వాడుకదారులు ఎక్కువ. కానీ అవి భాషా ఫ్రాంకా (లింక్ లాంగ్వేజ్) గా ఉపయోగించబడవు మరియు నిర్దిష్ట భౌగోళిక ప్రాంతాలకు పరిమితం చేయబడ్డాయి. రచయిత ప్రకారం, ఆంగ్లానికి ప్రధాన సవాలు లోపల నుండి రావచ్చు.

భారతీయులు మరియు చైనీయులు ఇంగ్లీషును ఆలింగనం చేసుకోవడం వలన, భాష మారుతోంది. ఆంగ్ల గురుత్వాకర్షణ కేంద్రం కదులుతున్నట్లు హిచింగ్స్ భావిస్తున్నారు. 21 వ శతాబ్దంలో, అనేక కేంద్రాలు ఉన్నాయి. ఇది అనేక “ఇంగ్లీష్ల” సృష్టికి దారితీస్తుంది. పెరుగుతున్న కొద్దీ, ఆంగ్లం ఉపయోగించబడే వివిధ ప్రదేశాలలో మరింత స్థానిక రంగును పొందుతోంది.

అందువల్ల ఇంగ్లీషుల సంఖ్య పెరుగుతోంది. ఆంగ్లంలో స్థానికేతరులు, ప్ర్యేకించి సృజనాత్మక కళాకారులు మరియు రాజకీయ ప్రముఖులు, ఇంగ్లీషు లేదా బ్రిటీష్నెస్ లేదా అమెరికన్-నెస్ నుండి తమను దూరం చేయడం ద్వారా ఆంగ్ల వ్లతిరేక చివరల కోసం ఇప్పుడు ఆంగ్ల భాషను ఉపయోగిస్తున్నారు. అందువల్ల, ఇంగ్లీష్ యొక్క “ఇంగ్లీష్-నెస్” లేదా “అమెరికన్-నెస్” పలుచన చేయబడుతున్నాయి. ఫలితంగా, ఇంగ్లీషు మాతృభాష మాట్లాడేవారు తమను తాము నష్ట్రోవచ్చు. స్థానికేతరుల మాట్లాడేవారి సంఖ్య పెరుగుతుంది, స్థానిక మాట్లాడేవారు అనుభవించే పోటీ ప్రయోజనం తగ్గుతుంది.

Glossary:

What’s the Language of the Future Questions and Answers & Summary by Henry Hitchings

OU Degree 5th Sem English Study Material

Ecology Poem Questions and Answers & Summary by A.K. Ramanujan

Ecology Poem Questions and Answers & Summary by A.K. Ramanujan

OU Degree 5th Sem English – Ecology Poem Questions and Answers & Summary

Comprehension-I. (Short Answer Question)

Question 1.
What season does the ‘action’ of the poem take place?
Answer:
From the first stanza, we can understand that the action of the poem takes place in the ‘rainy season’.

Question 2.
How often do the “Red Champak trees” burst into flowers?
Answer:
The “Red Champak trees” burst into flowers every year.

Question 3.
What caused a “blinding migraine” to the poet’s mother?
Answer:
The poet’s mother has a severe attack of migraine-a very bad kind of headache. Her migraine is caused by the fragrance of the pollen of the flower of the Red Champak trees every time they are in bloom. The fragrance is heavy and suffocating as the yellow pollen spreads everywhere.

Question 4.
The poet says that the “walls had ears and eyes”. What does this mean?
Answer:
The fragrance is heavy and suffocating as the yellow pollen spreads everywhere. Even the doors of the speaker’s house cannot prevent the strong smell from entering the house. The walls of the house are able to absorb almost everything-the sounds, sights, human voices, the harsh sounds produced when new shoes are worn. But they cannot stop the fog of pollen dust from the Champak trees. Therefore, the poet says that the “walls had ecus and eyes”.

Question 5.
How did the Champak tree take birth in the house? How old is it?
Answer:
According to the poem, the poet’s mother says that the Red Champak tree took their birth by the droppings of a passing bird by chance. It means that its seed was seeded by a passing bird’s providential droppings, i.e. a bird (which is a sign of good omen) dropped the seeds of those plants. She says that the tree is as old as she is.

Question 6.
How does the mother try to deal with her migraine?
Answer:
The poet’s mother tries to deal with her migraine with patience as the cold pack on her head and ‘flashing temper’ like her silver ornaments.

Question 7.
Why would the mother not let anyone cut the trees? What does this suggest?
Answer:
The mother would not let anyone cut the trees because she sees the positive side of the tree in her garden. She says that the tree is as old as her and had been fertilized by the droppings of a passing bird by chance which is considered to be a very good omen. Moreover, the tree provides basketful of flowers to be offered to her gods and to ‘her daughters and daughter’s daughters’ every year. This suggests that she has a kind of emotional attachment to the tree, saying that it is as old as her.

Question 8.
How widespread and powerful is the pollen?
Answer:
The yellow dust of pollen carried in the air is thick and heavy like fog. It covers the earth. No amount of wind can sweep the pollen fog away or ‘lift’ it from the house.

Question 9.
What does the tree give to the daughters and the cousins?
Answer:
According to the poem, the tree provides many basketful of flowers to be offered to her gods and to ‘her daughters and daughter’s daughters’ every year, although the tree would give a terrible migraine to one line of cousins as a legacy.

Question 10.
The entire poem, as you may have noticed, can be seen as a single sentence. Identify the connectors that hold the different parts of the sentence together.
Answer:
The entire poem, as you have noticed, can be seen as a single sentence. However, A.K. Ramanujan, the poet, skillfully maneuvers different connectors and punctuation marks to conclude the poem in one single line. The poem can be read either as a single sentence or in stanzas.

There is no rhyme scheme in the poem. The poet uses a number of literary devices in the poem like metaphor, personification, and simile to bring cohesion in the poem.

Comprehension II. (Essay Type Question)

Question 1.
Attempt a character sketch of the mother, as portrayed in the poem “Ecology”.
Answer:
Attipat Krishnaswami Ramanujan (AK Ramanujan) is an Indo-Anglican writer. His literary work represents the Indian culture and tradition. His poem ‘Ecology’ is a mix of the Indian tradition and modernity. The poem highlights the relationship between human beings and nature. It stresses the need for protecting our ecology and environment.

She has a kind of emotional attachment to the tree, saying that it is as old as she is. The speaker’s mother is the centre of the poem. Her attitude towards nature represents the traditional attitude of the Indians towards nature. She suffers from a severe migraine due to the pollen from the Champak trees in their backyard. Every year the tress blossoms at the beginning of the rainy season. The speaker wants to protect his mother from the Champak trees.

He is angry and wants to cut the trees. However the mother strongly opposes his move and is ready to suffer. She argues that the trees give her flowers for offering to God. She thinks about her daughters and granddaughters find happiness in the beautiful flowers.

She loves the Champak trees which are as old as she is. She feels as a part of her family. As she says that the trees are sown by a bird’s providential droppings. The speaker’s mother is sentimental towards the trees and finds happiness among trees in nature. She represents the Indians’ attitude towards Nature.

The Champak trees are a cause of happiness and joy for the mother. But they are the reason for the speaker’s rage, as their pollen causes severe migraine to his mother. The trees are red in colour. They blossom at the beginning of every rainy season.

Their yellow pollen causes severe migraine to the mother. The speaker loves his mother very much. He worries about his mother’s health. He becomes angry and wants to cut down the trees to protect his mother. The mother is sentimental towards the trees. The son has great affection for his mother. Their attitudes are contrary to each other. Here lies irony in the poem.

Question 2.
Describe the Champak trees and their effect on the people and the place.
Answer:
In AK Ramanujan’s poem ‘Ecology’, the “Red Champak trees” play an important role since they have strong effect on the people and the place. They represent the Mother Nature and have influenced the entire family and their relationship.

In the beginning of rainy season, the Red Champak trees burst into flowers. The speaker’s mother suffers from a severe migraine due to the yellow pollen from the Champak trees in their backyard. The speaker becomes furious at the trees and wants to protect his mother from the Champak trees. He is so angry that he wants to cut down the trees.

However, the mother strongly opposes his move and is ready to suffer. The Champak trees are a cause of happiness and joy for the mother. She argues that the trees give her flowers for offering to God. She thinks about her daughters and granddaughters find happiness in the beautiful flowers.

She loves the Champak trees which are as old as she is. She feels as a part of her family. As she says that the trees are sown by a bird’s providential droppings. The speaker’s mother is sentimental towards the trees and finds happiness among trees in nature. She represents the Indians’ attitude towards Nature.

The Champak trees are a cause of happiness and joy for the mother. However, they are the reason for the speaker’s rage, as their pollen causes severe migraine to his mother. The speaker loves his mother very much. He worries about his mother’s health. He becomes angry and wants to cut down the trees to protect his mother. The mother is sentimental towards the trees. The son has great affection for his mother. Their attitudes are contrary to each other. Here lies irony in the poem.

Question 3.
Compare and contrast the attitudes of the speaker and the mother towards the Champak trees.
Answer:
Attipat Krishnaswami Ramanujan (AK Ramanujan) is an Indo-Anglican writer. His literary work represents the Indian culture and tradition. His poem ‘Ecology’ is a mix of the Indian tradition and modernity. The poem highlights the relationship between human beings and nature. If stresses the need for protecting our ecology and environment. The poem depicts the contrastive attitudes of two kinds of people towards the Champak tree and Mother Nature.

The mother loves the trees, though they cause her pain and suffering. The mother feels that the trees are the members of the family. She loves the Champak trees which are as old cis she is. She feels as a part of her family. As she says that the trees are sown by a bird’s providential droppings and they are considered a sign of good omen. She argues that the trees give her flowers for offering to God.

She thinks about her daughters and granddaughters find happiness in the beautiful flowers. She has a kind of emotional attachment to the tree, saying that it is as old as she is. She is sentimental and represents the Indian tradition. In the contrast, the speaker of the poem (her son) becomes furious at the trees and wants to protect his mother from the Champak trees.

He is so angry that he wants to cut down the trees. He is indifferent to ecology and represents modernity. He wants to cut down the trees for their inconvenience to his mother. The poem sensitizes the readers towards the need to protect ecology by depicting the contrasting attitudes of the people from two different generations.

Question 4.
Explain how Ramanujan humanises the issue of ecology in the poem.
Answer:
Tennyson called his present poem “The Flower” as “My Little Fable”. The central idea of the poem is about the way people react to the new ideas and things. Here the poem explains how people react to the growth of a ‘flower’. The narrator sows a ‘seed’ and it sprouts a ‘flower’. But people call it a ‘weed.’ They criticise and curse the narrator as well as the flower with ‘muttering discontent’.

When the flower grows tall and attractive, the same people are also curious. And they start appropriating it as a ‘splendid flower’. As the time progresses, the new is adopted widely and assimilated into the old. Gradually, it loses it novelty aind becomes commonplace. Once again, people lose interest in it and abandon it as useless. Finally the same people call the flower ‘weed’.

The speaker of the poem says that the meaning of clear and uncomplicated. He says:
Read my little fable.
He that runs may read.

However, the poem is not clear in its meaning and complicated one. It throws up multiple interpretations. The flower in the poem is interpreted in different ways; as the Industrial Revolution, Christianity or Tennyson’s own poetry.

In Tennyson’s days, it was the beginning of the Industrial Revolution. However, Tennyson suggested that the poem be read as a “universal apologue and parable”. The narrator reflects while everyone may see things differently, they should avoid jumping to conclusions on their opinions of things.

Question 5.
Give an account of the house and its occupants as described in the poem.
Answer:
In his poem, ‘Ecology’, A.K. Ramanujan provides a detailed account of the house and its occupants. In turn he humanizes the issue of ecology in the poem. The poem speaks about a house and its occupants. There are three red Champak trees in the backyards of the house. The mother feels that the trees are the members of the family.

‘The black-pillared house whose walls had ears and eyes.’ It had holes and cracks. The walls of the house are able to absorb almost everything-the sounds, sights, the human voices, the harsh sounds produced when new shoes are worn. But they cannot stop the fog of pollen dust from the Champak trees.

The poem depicts the contrastive attitudes of two kinds of people-mother and her son. The mother loves the trees, though they cause her pain and suffering. She is sentimental and represents the Indian tradition. Her son is indifferent to ecology and represents modernity.

He wants to cut down the trees for their inconvenience to his mother. The poem sensitizes the readers towards the need to protect ecology. The speaker, his mother, the daughters and the grand daughters are the occupants of the house. All of them, except the speaker (the son), enjoy the flowers from the trees.

Question 6.
Discuss the tone and the use of irony in “Ecology”.
Answer:
Attipat Krishnaswami Ramanujan (AK Ramanujan) is an Indo-Anglican writer. His literary work represents the Indian culture and tradition. His poem ‘Ecology’ is a mix of the Indian tradition and modernity. The poem highlights the relationship between human beings and nature. In the poem “Ecology” Ramanujan employs an empathetic tone towards nature. Irony plays an important role in the poem. It depicts the traditional and sentimental attitude of an Indian mother towards ecology.

The speaker’s mother has a kind of emotional attachment to the tree, saying that it is as old as she is. She suffers from a severe migraine due to the pollen from the Champak trees in their backyard. Every year the tress blossoms at the beginning of the rainy season. The speaker wants to protect his mother from the Champak trees. He is angry and wants to if the trees. However the mother strongly opposes his move and is ready to suffer. She argues that the trees give her flowers for offering to God.

She thinks about her daughters and granddaughters find happiness in the beautiful flowers. She loves the Champak trees which are as old as she is. She feels as a part of her family. As she says that the trees are sown by a bird’s providential droppings. The speaker’s mother is sentimental towards the trees and finds happiness among trees in nature. She represents the Indians’ attitude towards Nature.

In the contrast, the speaker represents modernism. His rage towards the Champak trees comes from his affection for his mother. The Champak trees are a cause of happiness and joy for the mother. But they are the reason for the speaker’s rage, as their pollen causes severe migraine to his mother. The speaker loves his mother very much.

He worries about his mother’s health. He becomes angry and wants to cut down the trees to protect his mother. The mother is sentimental towards the trees. The son has great affection for his mother. Their attitudes are contrary to each other. Here lies irony in the poem.

Ecology Poem Summary in English

AK. Ramanujan (1929-93) Is the first contemporary Indian English poet to have achieved a remarkable breakthrough in cross-fertilizing English with native literary traditions. AK Ramanujan was a poet, translator, folklorist, and philologist. He was born in Mysore. India and earned degrees at the University of Mysore and Deccan College in Pune and a Ph.D. from Indiana University. Ramanujan wrote in both English and Kannada, and his poetry is known for its thematic and formal engagement with modernist transnationalism.

As a scholar Ramanujan contributed to a range of disciplines, including linguistics and cultural studies. Issues such as hybridity and transculturation figure prominently in such collections as The Striders (1966), Selected Poems (1976), and Second Sight (1986). The Collected Poems of A.K Ramanujan (1995) received a SahltyaAkademi Award after the author’s death.

For much of his career, Ramanujan taught at the University of Chicago, where he helped develop the South Asian studies program. In 1976, the Indian government honored him with the title Padma Shri, the fourth-highest civilian award in the country. Ramanujan’s other honors induded a MacArthur Fellowship. The South Asia Council of the Association for Asian Studies awards the A.K Ramanujan Book Prize for Translation in honor of his contributions to the field.

The present poem, ‘Ecology’ is taken from Rarnanujan’s third volume of poems, ‘Second Sight (1986). The speaker in the poem, a devoted son to his mother, is very angry because his mother has a severe attack of migraine; a very bad kind of headache, which is caused by the fragrance of the pollen of the flower of the Red Champak trees every time they are in bloom. The fragrance is heavy and suffocating as the yellow pollen spreads everywhere.

Even the doors of the speaker’s house cannot prevent the strong smell from entering the house. The walls of the house are able to absorb almost everything-the sounds, sights, the human voices, the harsh sounds produced when new shoes are worn. However, they cannot stop the fog of pollen dust from the Champak trees to enter the house.

Therefore, the speaker decides to cut down the trees. However, he is prevented from doing so by his mother who sees the positive side of the tree in her garden. She says that the tree is as old as her and had been seeded by the droppings of a passing bird by chance which is considered to be a very good omen.

She also says that the trees provide basketful of flowers to be offered to her gods and to ‘her daughters and daughter’s daughters every year, although the tree would give a terrible migraine to one line of cousins as a legacy. The yellow dust of pollen is carried in the air which is thick and heavy like covering the earth.

This poem portrays AK Ramanujan’s strong Interest in the family as a very important theme of his poetic craft. His memories of the past would inevitably bring pictures of his family, especially his mother who is self-sacrificing. The sense of irony is indicated when the mother very angrily protests the idea of cuffing down the tree even though she Is suffering badly from the migraine caused by it. She has a kind of emotional attachment to the tree, saying that it is as old as her.

Ecology is a poem which could be read as one single sentence. However, each stanza has one particular idea. There is a casual connection between the ideas and they flow from one stanza to the next, ‘Flash her temper’; an instance of the use of Irony because she is very angry at the idea of having the tree cut down.

Ecology Poem Summary in Telugu

ఎ.క. రామానుజన్ (1929-93) స్థానిక సాహిత్య సంప్రదాయాలతో ఆంగ్లంలో క్రాస్ ఫలదీకరణం చేయడంలో విశేషమైన పరోగతిని సాధించిన మొదటి సమకాలీన భారతీయ ఆంగ్ల కవి. ఎకె రామానుజన్ కవి, అనువాదకుడు, జానపద రచయిత మరియు భాషా శాస్త్రవేత్త. అతను భారతదేశంలోని మైసూర్లో జన్మించాడు మరియు మైసూర్ విశ్వవిద్యాలయం మరియు పూణేలోని దక్కన్ కళాశాలలో డిగ్రీలు మరియు Ph.D. ఇండియానా విశ్వవిద్యాలయం నుండి.

రామానుజన్ ఇంగ్లీష్ మరియు కన్నడ రెండిందిలోనూ ప్రాసారు, మరియు అతని కవిత్వం ఆధునికవాద దేశీయతతో నేపథ్య మరియు అధికారిక నిశ్చితార్థానికి ప్రసిద్ధి చెందింది. పండితుడిగా, రామానుజన్ భాషాశాస్తం మరియు సాంస్కృతిక అధ్యయనాలతో సహా అనేక విభాగాలకు సహకరించారు. సంకలనం మరియు సంస్తతీకరణ వంది సమస్యలు ది స్రైర్స్ (1966), ఎంపిక చేసిన కవితలు (1976) మరియు సెకండ్ సైట్ (1986) వంది సేకరణలలో ప్రముఖంగా ఉన్నాయి.

కవితలు రచయిత మరణం తరువాత రామానుజన్ (1995) సాహిత్య అకాడెమీ అవార్డును అందుకున్నారు. అతని కరరీర్లో ఎక్కువ భాగం, రామానుజన్ చికాగో విశ్వవిద్యాలయంలో దోధించారు, అక్కడ అతను దక్షిణాసియా అధ్యయన కార్యకక్రమాన్ని అభివృధ్ధి చేయడంలో సహాయపడ్డాడు.

1976 లో, భారత ప్రభుత్వం దేశంలో నాలుగో అత్యున్నత పౌర పురస్కారమైన పద్మశరీ బిరుదుతో సత్కరించింది. రామానుజన్ యొక్క ఇతర గౌరవాలలో మాక్ ఆర్థర్ ఫెలోషిప్ కూడా ఉంది. దక్షిణాసియా కౌన్సిల్ ఆఫ్ ది అసోసియేషన్ ఫర్ ఏషియన్ స్ట్రీస్ అవార్డులు. ఈ రంగంలో ఆయన చేసిన కృషికి గౌరవార్ధం అనువాదానికి ఎ.కె.రామానుజన్ పుస్తక బహుమతి.

ప్రస్తుత కవిత, ‘ఏకాలజీ’ రామానుజన్ మూడవ కవితా సంపుది, ‘సెకండ్ సైట్ (1986) నుండి తీసుకోబడింది. తన తల్లికి అంకితభావంతో ఉన్న కుమారుడు థోపాయిమ్లోని స్పీకర్ చాలా కోపంగా ఉన్నాడు ఎందుకంటే అతని తల్లికి మైగ్రేన్ छీవ్రమైన దాడి ఉంద్ష్మి ఎర్రటి చంపక్ చెట్ల పువ్వు యొక్క పుప్పొడి వాసన వలన అవి వికసించిన ప్రతిసారీ చాలా తీ|వ్రమైన తలనొప్పి.

పసుపు పుప్పొడి ప్రతిచోటా వ్యాపించడంతో సువాసన భరీీగా మరియు ఉక్కిరిబిక్కిరి చేస్తుంది. స్పీకర్ ఇంటి తలుపలు కూడా తీవ్రమైన వాసన ఇంట్లోకి రాకుండా నిరోధించలేవు. ఇంటి గోడలు దాదాపు అన్నింటినీ గ్రహించగలవు-శట్దాలు, దృశ్యాలు, మానవ గాత్రాలు, కొత్త బూట్లు ధరించినప్పుడు ఉత్పన్నమయ్యే కఠినమైన శబ్దాలు. అయినప్పదికీ, చంపక్ చెట్ల నుండి పుప్పొడి ధూళి పొగమంచును వారు ఇంట్లోకి ప్రవేశించకుండా ఆపలేరు.

అందువల్ల, స్పీకర్ చెట్లను నరికివేయాలని నిర్ణయించుకున్నాడు. ఏదేమైనా, అతని తోటలో చెట్టు యొక్క సానుకూల వైపు చూసిన అతని తల్లి అతనిని అలా చేయకుండా నిరోధిస్తుంది. ఆ చెట్టు తనలాగే పాతదని, అదృష్టవశాత్తూ ప్రయాణిస్తున్న పక్షి రెట్టల ద్వారా విత్తనాలు వేయబడిందని ఆమె చెప్పింది, ఇది చాలా మంచి శకునంగా పరిగణించబడుతుంది.

చెట్లు తన దేవతలకు మరియు ప్రతి సంవత్సరం ‘తన కుమార్తెలు మరియు కుమార్తెల కుమార్తెలకు’ అందించే బుట్టల పువ్వులను అందిస్తాయని కూడా ఆమె చెప్పింది, అయితే ఒక చెట్టు వారసత్వంగా ఒక వరుస బంధువులకు భయంకరమైన మైగ్రేన్ ఇస్తుంది. పుప్పొడి యొక్క పసుపు ధూళి గాలిలో మోయబడుతుంది, ఇది భూమిని కప్పేలా మందంగా మరియు భారీగా ఉంటుంది.

ఈ కవిత కుటుంబంలో ఎకె రామానుజన్ యొక్క బలమైన ఆసక్తిని తన కవితా నైపుణ్యానికి చాలా ముఖ్యమైన అంశంగా వర్ణిస్తుంది. అతని గత జ్ఞాపకాలు తప్పనిసరిగా అతని కుటుంబం, ముఖ్యంగా ఆత్మత్యాగం చేసే తల్లి చిత్రాలను తెస్తాయి. వృక్షాన్ని నరికివేయాలనే ఆలోచనను తల్లి చాలా కోపంతో నిరసించినప్పుడు, దాని వలన మైగ్రేన్ కారణంగా ఆమె తీీర్రంగా బాధపడుతున్నప్పదికీ వ్యంగ్య భావం సూచించబడింది.

ఆమె చెట్టుతో ఒక రకమైన భావోద్వేగ అనుబంధాన్ని కలిగి ఉంది, అది ఆమెతో సమానమైనదని చెప్పింది. ఎకాలజీ అనేది ఒక వాక్యం వలె చదవగలిగే పద్యం. అయితే, ప్రతి చరణానికి ఒక నిర్దిష్ట ఆలోచన ఉంటుంది. ఆలోచనల మధ్య సాధారణం కనెక్షన్ ఉంది మరియు అవి ఒక చరణం నుండి మరొక చరణానికి ప్రవహిస్తాయి. ‘ఆమె కోపాన్ని ఫ్లాష్ చేయండి వృక్షాన్ని నరికివేయాలనే ఆలోచనతో ఆమె చాలా కోపంగా ఉన్నందున వ్యంగ్యం యొక్క ఉదాహరణ.

Ecology – A.K. Ramanujan

The day after the first rain,
for years, I would come home
in a rage,

for I could see from a mile away
our three Red Champak trees
had done it again,

had burst into flowers and given Mother
her first blinding migraine
of the season

with their street-long heavy-hung
yellow pollen fog of a fragrance
no wind could sift,

no door could shut out from our black-
pillared house whose walls had ears
and eyes

scales, smells, bone-creaks, nightly
visiting voices, and were porous
like us,

yellow pollen fog of a fragrance
no wind could sift,
no door could shut out from our black
pillared house whose walls had ears
and eyes,

scales, smells, bone-creaks, nightly
visiting voices, and were porous
like us,

but Mother, flashing her temper
like her mother’s twisted silver,
grand children’s knickers

wet as the cold pack on her head,
would not let us cut down
a flowing tree

almost as old as she, seeded,
she said, by a passing bird’s
providential droppings

to give her gods and her daughters
and daughters’ daughters basketfuls
of annual flower

and for one line of cousins
a dower of migraines in season.

Glossary:

Ecology Poem Questions and Answers & Summary by A.K. Ramanujan 1

OU Degree 5th Sem English Study Material

OU Degree 4th Sem English Unit 6 Vocabulary, Grammar

OU Degree 4th Sem English Unit 6 Vocabulary, Grammar

OU Degree 4th Sem English Unit 6 Vocabulary, Grammar

OU Degree 4th Sem English Unit 6 Vocabulary, Grammar 1OU Degree 4th Sem English Unit 6 Vocabulary, Grammar 2

Exercise 1:

Fill in the blanks with the correct option.

1. To make an “informed” choice, is to make a ________ choice. (wise/neutral)
2: The company wants to assess the ________ of age, income, etc. of their customer base. (democracy/demographics)
3. The company’s is to provide high quality educational services. (machine/mission)
4. A ‘white paper’ is an ________ document. (authoritative/authentic)
5. ________ is the supply of goods a company has for sale. (Inversion? Inventory)
6. When something is “on someone’s radar”, it means that the person is ________ (a pilot? aware of something)
7. To ‘hammer out’ a deal is to ________ a deal. (reach/come across)
8. To accept the first offer is to accept the ________ (initiai bid/first bidding)
9. If the talks are at a ‘stand still’, it means that there is ________. (no danger/no progress)
10. If you take ‘ownership’ of a task, it means you are________. (responsible for it/at risk)
11. In corporate jargon ________, means “things that have to be done”. (action items/act items)
12. If you pay ________, it means you pay in advance. (at the front/upfront)
13. If everyone is ________ , it means that they all agree to a proposal. (on the board/on board)
14. To “get the ball ________ is to start something. (going/rolling)
15. A ________ is one who supplies the goods. (vendor/vandal)
Answers:
1. To make an “informed” choice, is to make a wise choice.
2. The company wants to assess the demographics of age, income, etc. of their customer base.
3. The company’s mission is to provide high quality educational services.
4. A ‘white paper’ is an authoritative document.
5. Inventory is the supply of goods a company has for sale.
6. When something is “on someone’s radar”, it means that the person is aware of something.
7. To ‘hammer out’ a deal is to reach a deal.
8. To accept the first offer is to accept the initial bid.
9. If the talks are at a ‘stand still’, it means that there is no progress.
10. If you take ‘ownership’ of a task, it means you are responsible for It.
11. In corporate jargon, action items means “things that have to be done”.
12. If you pay upfront it means you pay in advance.
13. If everyone is on board it means that they all agree to a proposal.
14. To “get the ball rolling is to start something.
15. A vendor is one who supplies the goods.

Exercise II:

Match the words in the box with their meanings below.

a. Flier
b. Sitcom
c. Advert
d. Editorial
e. TaLk-show
f. Column
g. Paparazzi
h. Soap opera
i. Phone-in
j. Network
k. Propaganda
I. Talking heads
m. Trial balloons
n. Yellow journalism
o. Investigative journalism

1. A group of associated television or radio channels —————-
2. A photographer who follows celebrities in order to photograph them and sell the pictures to newspapers or magazines —————-
3. The term used to describe sensational news reporting —————-
4. A radio or television programme where listeners or viewers telephone the studio and participate in the programme —————-
5. A recurring piece or article in a newspaper or magazine —————-
6. The use of detective-like reporting methods to unearth scandals —————-
7. A serial television or radio drama dealing with daily events in the lives of the same group of characters —————-
8. A shot of a person’s face talking directly to the camera —————-
9. A television or radio programme in which stars and celebrities are invited to talk informally about various topics —————
10. An article presenting the opinion of the editors or publishers —————
11. Comedy programme based on everyday experiences —————
12. Commercial promotion of a product or service —————
13. Information leaked to determine what the political reaction will be —————
14. Small printed notice or advertisement —————
15. The dissemination of information aimed at influencing the opinions or behaviours of large numbers of people —————
Answer:
1. A group of associated television or radio channels. (Network)
2. A photographer who follows celebrities in order to photograph them and sell the pictures to newspapers or magazines. (Paparazzi)
3. The term used to describe sensational news reporting. (Yellow journalism)
4. A radio or television programme where listeners or viewers telephone the studio and participate in the programme. (Phone-In)
5. A recurring piece or article in a newspaper or magazine. (Column)
6. The use of detective-like reporting methods to unearth scandals. (Investigative journalism)
7. A serial television or radio drama dealing with daily events in the lives of the same group of characters. (Soap opera)
8. A shot of a person’s face talking directly to the camera. (Talking heads)
9. A television or radio programme in which stars and celebrities are invited to talk informally about various topics. (Talk-show)
10. An article presenting the opinion of the editors or publishers. (Editorial)
11. Comedy programme based on everyday experiences. (Sitcom)
12. Commercial promotion of a product or service. (Advert)
13. Information leaked to determine what the political reaction will be. (Thai Balloons)
14. Small printed notice or advertisement, (Flier)
15. The dissemination of information aimed at influencing the opinions or behaviours of large numbers of people. (Propaganda)

Grammer – Reported Speech (Including Reporting Verbs)

Exercise 1:

Fill in the blanks with say, said, tell or told.

1. She _____ them she wanted to resign.
2. The principal _____ us to participate in inter-collegiate sport competitions.
3. You don’t need to ____ us that.
4. He didn’t _____ a word.
5. I remember every word you _____ yesterday.
6. Why didn’t you _____ her that in the morning?
7. My friend ____ that he had completed his project report.
8. She called me last night and _____. “Dont worry. I will manage on my own”.
9. The girl _____ that she could speak Japanese fluently.
10. She ____ she had already seen the film.
Answers:
1. She told them she wanted to resign.
2. The principal told to us to participate in inter-collegiate sport competitions.
3. You don’t need to Tell us that.
4. He didn’t say a word.
5. I remember every word you _____ yesterday. (Said)
6. Why didn’t you her that in the morning? (Tell)
7. My friend ____ that he had completed his project report. (Said)
8. She called me last night and _____ “Don’t worry. I will manage on my own”. (Said)
9. The girl _____ that she could speak Japanese fluently. (Said)
10. She ____ she had already seen the film. (Said)

Exercise II.

Correct the following sentences:

1. The traffic police said me I couldn’t park my two-wheeler there.
2. He to he was AishwaryaRai’s husband.
3. He says he was sure that justice will be done,
4. The doctor advised me take bed rest and eat nutritious food.
5. They wanted to know what was my name?
6. He told me to come back tomorrow.
7. She said she was asked to come here.
8. 1 wondered whether he can help me.
9. My cousin said him that he should go out.
10. He said he had bought the bicycle 10 years ago.
Answers:
1. The traffic police told me I couldn’t park my two-wheeler there.
2. He said he was Aishwarya Rai’s husband.
3. He said he was sure that justice will be done.
4. The doctor advised me to take bed rest and eat nutritious food.
5. They wanted to know what my name was.
6. He told me to come back the next day.
7. She said she was asked to come there.
8. I wondered whether he could help me
9. My cousin told him that he should go out.
10. He said he had bought the bicycle 10 years before.

Exercise III:

Change the following sentences from direct to reported speech.

Pay attention to pronouns, tenses and time/place markers. Use suitable reporting verbs.
1. They said, “Dogs were fun to play with.”
2. She said, “Do you live near the school?”
3. The guest said, “I don’t like sugar in my coffee.”
4. Elisa said to me, “How old are you?”
5. She said to him, “When will you be back in your office?”
6. The boss said to the secretary, “Don’t forget to order AS-size paper.”
7. My friend said to me, “I am meeting my project head tomorrow.”
8. They said, “We were planning to visit you next week.”
9. He said, “Please help me lift these bags.”
10. The watchman said to us, “Don’t play cricket in the garden.”
Answers
1. They said that dogs are fun to play with.
2. She asked me if I lived near the school.
3. The guest said she didn’t like sugar in her coffee,
4. Elisa asked me how old I was.
5. She asked him when he would be back in his office.
6. The boss reminded the secretary not to forget to order AS-size paper.
7. My friend informed me she was meeting her project head the next day.
8. They told us that they were planning to visit us the week after.
9. He requested me to help him lift those bags.
10. The watchman warned us not to play cricket in the garden.

Exercise IV:

Now report the Interview In Indirect speech. Pay attention to tense, pronoun, and time/place markers. Use different reporting verbs wherever possible.

1. The interviewer congratulated the winner and asked him how he felt. The interviewer also asked him how long had been singing.
2. The winner thanked the interviewer and replied that _________
3. Next, the interviewer asked him _________
4. The winner _________
5. Next, the interviewer_________
6. The winner _________
7. The interviewer _________
8. The winner _________
9. The interviewer _________
10. The winner _________
11. Finally, the interviewer _________
12. And the winner advised _________
Answers:
1. The interviewer congratulated the winner and asked him how he felt. The interviewer also asked him how long he had been singing.
2. The winner thanked the interviewer and replied that he felt elated. He added that he had started singing when he was five.
3. Next, the interviewer asked him what the secret behind his success was.
4. The winner emphasised that it was hard work. He was there that day because of his hard work and perseverance.
5. Next, the interviewer enquired how it was recelvin the trophy from India’s most popular cricketer.
6. The winner answered it had been a dream-come-true to receive the trophy from his cricket idol.
7. The interviewer asked how it had felt to perform In front of other celebrities.
8. The winner replied that It was amazing. He added that all of them had complimented him on his singing.
9. The interviewer then asked what his future plans were.
10. The winner said that It was just the beginning and added that he wished to achieve a lot more.
11. Finally, the interviewer asked if he had any message for young people.
12. And the winner advised the young to work hard, to stay focused and to aim to excel in the field you choose and was confident that success was bound to chase them.

Exercise V.

Ask questions and write a report as directed.

Think of 10 questions to ask a friend, classmate, cousin, roommate, teacher, leader, etc. Ask questions and get answers from them. Then, write a report of the interview using reported speech. Use a separate sentence to report each question and answer. Bear in mind the use of pronouns, tenses, place and time markers and suitable reporting verbs while changing the sentences to reported speech.

Example:

Questions Answers
What are you studying?
What is your “favourite colour?
I am studying Fine Arts. I like black.

Written report using reported speech:
Shalu asked his friend Sam what he was studying. Sam replied that he was studying Fine Arts. Then Shalu asked him what his favourite colour was. Sam said he liked black.
Answer:

Questions Answers
1. What are you doing? 1. l am going to music classes.
2. What type of music classes are you going to? 2. I am going for Hindustani classical.
3. How long will it take to complete your course? 3. It will take two more years,
4. What are your plans after the course? 4. I want to become a good singer, preferably a back-ground singer of films.
5. Why do you want to become a singer in films? 5. I want to earn a lot of money,
6. Do you have any interest in acting? 6. No, I don’t have any interest in acting.
7. Are you interested in directing 7. No, I am not interested in directing films.
8. Do you like to sing for Telugu films? 8. No, I prefer to sing for Hindi films.
9. Why do you like to sing for Hindi films? I will get a 9. I like to sing for Hindi films because bettter remuneration.
10. So, are you interested in money? 10. Yes, I am interested only in money because money makes everything.

Written Report Using Reported Speech

Rahul asked his friend Rakesh what, he was doing now-a-days. Rakesh replied that he was going for Hindustani classical music classes. Rahul then asked Rakesh when he would complete his course. Rakesh told that his course of music would take two more years to complete. Rahul, then enquired Rakesh what was his plans after the course. Rakesh replied that he wanted to be a good singer of films, preferably a background singer of films. Rahul again questioned Rakesh why he wanted to be a singer in films.

Rakesh replied that he wanted to earn a lot of money. Rahul again asked whether he had any interest in acting. Rakesh answered negatively and said he was not interested in acting. Rahul also asked him whether he was interested in directing films to which Rakesh replied that he was not interested in directing films. Rahul then asked Rakesh whether he was singing for Telugu films.

Again, Rakesh replied negatively and said that he was interested in singing for Hindi film’s. Rahul asked Rakesh why he was interested in singing for Hindi films. Rakesh told Rahul that he was interested to sing for Hindi films because he would get a better remuneration. Rahul then asked Rakesh whether he was interested only in money. Rakesh said that he was interested in money only. According to Rakesh, money makes everything.

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Osmania University Degree 3rd Year 6th Sem English Study Material

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Osmania University Degree 3rd Year 6th Sem English Syllabus