Comprehension
COMPREHENSION(విషయ గ్రహణము) ఒక పరిచ్ఛేదము (passage), గద్య (prose) భాగము అయియుండవచ్చును లేక పద్య (poetry) భాగము అయి యుండవచ్చును. అది పరిచితమైనది (seen) గాని, అపరిచితమైనది (unseen) గాని అయి ఎండవచ్చును. అందలి భావమును అవగాహన (understand) చేసికొనుటయే విషయ గ్రహణము (Comprehension).
పరిచ్ఛేదమందలి విషయముపై (subject matter) చిన్న చిన్న ప్రశ్నలువేసి ఆ పరిచ్ఛేదము అవగాహన (comprehend) అయినది లేనిది పరీక్షింతురు. అందలి సారాంశమును (substanc) గ్రహించుటకును, దానిపై వేయబడిన ప్రశ్నలకు తగు సమాధానములు నిచ్చుటకును ఈ దిగువ సూచనలు (instructions) ఉపకరించును.
Note (i) ప్రశ్నలు వేయుటలోను, వానికా సమాధానముల నిచ్చుటలోను గల పారిభాషిక పద్ధతి (technique) తెలిసికొనుట మిగుల అవసరము .
Note (ii) ఆ పరిచ్ఛేదములోని ప్రతి పదముయొక్క గాని, ప్రతి వాక్యము యొక్క గాని, అర్థము మనకు తెలియనవసరము లేదు; ఏలన దాని సారాంశము తెలిసిన, గద్య పరిచ్ఛేదము యొక్క సంగ్రహము (precis) గాని పద్య పరిచ్ఛేదమునందలి కథాసంగ్రహము (substance) గాని దానిలోని విషయముపై వేయబడిన ప్రశ్నలకు సమాధనములుగాని వ్రాయ వీలగును.
సారంశము సాధించుటకు కొన్ని సూచనలు ఈ దిగువ నీయబడినది.
Read and Learn more English Grammar Topics
1. పరిచ్ఛేదమును అమూలాగ్రముగ జాగరూకతతో చదివి దానిని సాధ్యమైనంత వరకు బోధపరచుకొనవలయును. అవసరమును బట్టి దానిని రెండు లేక మూడుసార్లు చదివి, దానియొక్క విషయశీర్షికను (theme or title or heading of the passage) నిర్ణయింపనగును.
2. ఆ శీర్షిక తట్టనపుడు పరిచ్ఛేదముపై నియబడిన ప్రశ్నలు అందలి ముఖ్యాంశములపై సూటిగా (directly) ఆధారపడి యుండును. కనుక ఇచ్చిన ప్రశ్నలన్నిటిని ఒకమారు స్థూలముగ (cursorily) చదువ వలెను..
పిమ్మట ప్రశ్నలకును పరిచ్ఛేదమునకును గల ఉభయ సామాన్య పదములు లేక పద సముదాయములు (common words or phrases) గమనించిన ప్రశ్నలకు సమాధానము, పరిచ్ఛేదములో ఎచ్చట నున్నది తెలియును.
ఇట్టి ఉభయ సామాన్యములు లేనపుడు ప్రశ్నయందలి ప్రధాన పదమును గుర్తించి దానిని గురించి యోచించిన ఆ ప్రశ్నకు సమాధానముగల ఒకటి రెండు వాక్యములు పరిచ్ఛేదములో కానవచ్చును.
ప్రశ్నయందలి ఇట్టి భావస్పోరకమగు ప్రధాన పదమును Key-word, Idea-word or Functional word అందురు. ఈ key-word ను శీర్షికతో సమన్వయ పఱచిన ప్రశ్నకు సమాధానము సుబోధకమగును.
అట్లు ఏ కారణము వలననైన సుబోధకము కానిచో, పరిచ్ఛేదము స్థూలముగా చదువగా తెలియవచ్చిన అభిప్రాయములతో ఈ key- word ను జతపరచిన (relate) ఆ ప్రశ్నకు సమాధానము బోధపడి తీరును.
ఇపుడు పరిచ్చేద శీర్షికను నిర్ణయించుట సులభసాధ్యము కావున ప్రశ్నలకు సమాధానములు వ్రాయుటలో ఈ శీర్షిక (title) విలువ చెప్పనలవికాదు.
ఈ శీర్షిక కూర్చుటలో వార్తాపత్రికా సంపాదకుడు బహునిపుణత గలవాడై డును. ఈ శక్తి precis వ్రాయుటలో అలవడగలదు. ప్రతి ప్రశ్నకు పైపద్ధతి నవలంభించి సమాధానములు వ్రాయవలెను.
3. ప్రశ్నాక్రమమునకు (mode of the question) అనుగుణముగా సుండునట్లు జవాబును రూపొందించవలెను.
4. ప్రశ్నకు సరిపడు సమాధానమే వ్రాయవలెను. అవసరమగు దానికంటే ఎంతమాత్రము హెచ్చుగాని తగ్గుగాని లేకుండుట (the answer must be equivalent to or commensurate with the question)
ముఖ్యవషయము. అట్లుకానిచో, ఆ సమాధానము కొట్టివేయుటయో లేక మార్కులు బహుతగ్గించి యిచ్చుటయో జరుగును; ఏలన అట్టియెడల విద్యార్థి, ప్రశ్ననుగాని పరిచ్ఛేదమునుగాని రెండింటిని గాని అర్థము చేసికొనలేదని విశదము.
5. ప్రశ్నకు సమాధానము, పరిచ్చేదమునుండి తు.చ. తప్పకుండ (verbatim) ఎత్తి వ్రాయుట మంచిదికాదు. కాని అందలి పదములు, పద సముదాయములు ధారాళముగ వాడుకొనవచ్చును. వాక్యసరళి (sentence structure) మాత్రము వీలగునంతవరకు స్వంతముగానే యుండవలెను.
ఇందులకు Transformation of sentences లోని వివిధ పద్ధతులు ఉపకరించును.
6. (a) సమాధానములు సంపూర్ణవాక్యములై సులభ శైలిలో సూటిగా నుండవలెను. కోరినపుడు మాత్రమే జవాబును ఒకమాటగనో (word) నూటం — సముదాయము (phrase) గనో వ్రాయవచ్చును.
(b) ఖాళీలను (blanks) పూర్తిచేయవలసినపుడు వానిని పూర్తిచేసి, వాక్యమంతటిని తిరిగి వ్రాయవలెను.
(C) ఇచ్చిన అసంపూర్ణవాక్యములలోని ఖాళీలను మనకు ఇచ్చిన మాటతోనో, phrase తోనో లేక clause తోనో పూరింపవలసి యుండును. అట్టి తఱి మూడు నాలుగు జవాబులు వికల్పములు (alternatives) గా brackets లో ఈయబడును. అందొకటి మాత్రమే సరియై నది అయియుండును.
అట్టి దానిని ఎన్నుకొనుటలో అర్థసమన్వయమే ప్రధాన లక్ష్యము. సరియైన దానిని ఎన్నుకొనుటలో ఒక్కొక్కప్పుడు అర్థ సమన్వయములేని వికల్పములను విసర్జించు పద్ధతియు ఉపకరించును.
7. పెనుదహరించిన 2 మొదలు 6 వరకు గల సూచనలు ప్రశ్నలకు జవాబులు వ్రాయుటకు ఉపకరించును.
8. (a) ప్రశ్నలు పరిచ్ఛేదక్రమములో (sequence of passage) లేనపుడు, పరిచ్ఛేదము బాగుగా అర్థమైనగాని, సమాధానములు వ్రాయుట కష్టము.
(b) ప్రశ్నల నివ్వకమే గద్యపరిచ్ఛేదము యొక్క సంగ్రహమును (precis, summary,gist, abridgement, epitome or substanc) వ్రాయవచ్చును. లేదా ఒక పద్యము యొక్క కథా సంగ్రహమును (substance of story) వ్రాయమన వచ్చును.
Note: అట్టి సందర్భములలో ఈ క్రింది అనుబంధ సూచనలు (sup- plemental instructions) ఉపయోగించును.
అనుబంధ సూచనలు : (Supplemental instructions)
సామాన్యముగా పరిచ్ఛేదములోని ఒక వాక్యమునందలి కాని poem లోని stanza యందలి గాని రెండు మూడు key-words (such as the verb, the subject and the object) సహాయమున దాని యర్ధమును తెలిసికొనవచ్చును.
అట్లు కానిచో దాని పూర్వపద వాక్యముల లేక stanza ల యొక్క అర్ధమునుబట్టి వాని యర్థమును తీయవచ్చును. ఇట్లు రాబట్టిన అర్థమును శీర్షికతో సమన్వయించి (relate)’ సరి చూడవచ్చును.
Precis of a passage and Substance of a poem Precis గాని Substance or story of a poem గాని వ్రాయుటలో ఈ క్రింది సూచన గమనింపనగును.
Comprehension వలె పరిచ్చేదము యొక్క శీర్షికను (theme or heading) నిర్ణయించిన పిమ్మట దానికి దగ్గర సంబంధము గల పరిచ్ఛేదములోని భావములను margin లో గుర్తించి (tick off) వానిని వరుసగా అన్వయానుగుణముగా (in a connected manner) వ్రాయగా వచ్చునది గద్య రచనకు సంగ్రహము (precis) పద్యమునకు కథ (story) యు అగును.
Example Read this passage carefully and answer in complete sentences the questions given at the end: Before the days of motor-cars and buses, no one thought of the roads as specially dangerous places. People walked, or rode on horseback, or travelled in horse-drawn carts and carriages.
Nothing went at a greater speed than a bicycle; so, very few people got knocked down or hurt. But to-day the roads which are full of motor traffic, are the most dangerous places in the world.
Many thousands of people are killed on them every year, and thousands more are injured. Sad to say, among these are large numbers of children. Every year a thousand boys and girls are killed on the roads in England.
Two thirds of the number are under seven years of age. Of course everything possible is done to preveent accidents. Parents and teachers tell children about the dangers and warn them to be careful.
But little children easily forget what they are told and step off the pavement or start to cross the road without looking to see whether anything is coming. One of the best ways to prevent children from losing their lives in the streets is to help them to form certain habits. If day after day, they do the same thing in the same way, they at last do it as a habit.
Questions:
(1) Why were roads not dangrous before the days of motor-cars?
(2) How many children under seven years of age are killed every year on the roads of England?
Pavement = The path at the out-side of the road.
(3) How do older people try to prevent children being killed?
(4) Why do they not succeed in preventing accidents ? (5) How do children form habits?
1. పై పరిచ్ఛేదమును రెండు మూడుసార్లు చదివిన మీదట ఈ దిగువ మూడు అంశములు ముఖ్యముగా కానవచ్చును
1. Roads are the most dangerous places in the world. 2. Every year a thousand boys and girls are killed on the roads. 3. One of the best ways to prevent children from losing their lives is to help them to form certain habits.
2. వీని వలన గ్రహింపతగ్గ శీర్షిక ఏది? Prevention of road accidents to children ఈ శీర్షిక తట్టలేదనుకొందము. అపుడు ఇచ్చిన ప్రశ్నలు స్థూలముగా చదివిన, వీనికిని, పరిచ్చేదనకును గల common phrase లు మఱియు ప్రశ్నలోని keywords (or key phrases), మనకు శీర్షికను స్ఫురింపజేయును.
Note : అప్పటికిని శీర్షిక తట్టకపోయినను ఆధైర్యపడనవసరము లేదు.
3. ఇపుడు ప్రశ్నలు ఒక్కొక్కటి వరుసగా గమనింపవలయును.
Q.-1. Why were roads not dangerous before the days of motor-cars?
Common phrase: Roads not dangerous before the days of motor-cars.
కావున సమాధానము పరిచ్ఛేదములోని మొదటి ఆరు పంక్తులలోని ఈ దిగువదై యుండునని తెలియవచ్చును.
Ans: Before the days of motor-cars, people walked or rode on horse back or travelled in the horse-driven carts. Nothing went at a greater speed than the bicycle; so, very few people got hurt.
Q.-2. How many children under seven years of age are killed every year on the roads of England?
Common phrase: Large numbers of children under seven years of age killed on the roads in England every year.
కావున సమాధానము 11, 12, 13 పంక్తులలో ఈ దిగువదై యుండునని తోచును
Ans: Two thirds of a thousand children under seven years of age are killed every year on the roads in England.
Q.-3. How do older people try to prevent children being killed?
ఈ ప్రశ్న పై రెండింటికన్న కష్టము కాని common words: ‘prvent’ ‘tell’ వలన దాని సమాధానము 7, 9 పంక్తులలో నుండవచ్చునని. ఊహింపనగును. ఈ విషయమును శీర్షికతో సమన్వయించిన ఈ దిగువది సమాధానమని తేలును.
Ans: Parents and teachers tell children about the dangers of motor-traffic and warn them to be careful. Thus the older people try to prevent children being killed.
Q.-4. Why do they not succeed in preventing accidents? (a) భావానుక్రమణ (sequence of ideas) ను బట్టియు,
(b) శీర్షికను బట్టియు, ఈ దిగువ సమాధానమని తేలును :
Ans: Little children forget what they are told by the older people and start to cross the road without looking to see whether anything is coming.
Q.-5. How do children form habits?
(a) Common word: ‘habit’ (b) aron: 500 by సమాధానము చివరి పంక్తిలో నుండునని విశదమగుచున్నది.
Ans: If the children are helped to observe the traffic rules in the same way, day after day, they form correct habits. Precis (about 1/2 its size) Before the days of motor-cars people never travelled at a greater speed than a bicycle: so very few got hurt.
But to-day owing to motor-traffic, in England every year many thousands of people are killed, a thousand being children mostly under seven years of age.
Parents and teachers tell the children about the dangers, but they easily forget the warning and cross the road, without looking to see whether anything is coming. To prevent acci- dents, children must be helped to form certain habits. If daily they do the same thing in the same way, they at last do it as a habit.
Precis (about 1/3 its size) Before the days of motor-cars, very few people got hurt on roads. But to-day owing to motor-traffic, every year in England a thousand children mostly under seven years of age are killed.
Typical Exercise with Model Questions
Read the following passage and answer the questions given below:
A hare once met a tortoise and was rude to him. She not only boasted of her own speed in running but made fun of the slow and clumsy way in which the tortoise moved.
“Slow as I am”, said the tortoise, “I am willing to run a race with you whenever you like.” “Very well”, replied the hare, “let us start now.”
So the race began. Away they both went, the hare bounding away at great speed, and the tortoise plodding along at a slow and steady pace.
When the hare reached the middle of the course, she resolved to take a nap, thinking that if the tortoise passed her, she could easily overtake him. But she overslept herself, and when she reached the goal, she found that the tortoise had got there before her.
Questions:
1. (1) Why did the tortoise offer, to run a race with the hare?
(2) If the hare and the tortoise had been equally wise, which would have won the race?
(3) How can you say that the hare knew of its superiority?
(4) Why was the hare defeated in spite of its greater speed?
(5) When did the tortoise pass the hare?
B. Supply the proper word (from those in brackets) which makes the best ending to the sentences below:
(1) The hare was too….. (swift, lazy, confident)
(2) Th tortoise won, because he was….. (slow, diligent, steady, silent)
(3) Slow and steady….. (pays, gains, wins) the race.
Note: The above questions can be seen to be sensible and purposive in as much as they require not only an intelligent understanding of the passage but provide a real test of the condidate’s capacity to frame correct sentences.
N.B. Now-a-days, below the passage set for compre- hension, are given three or four alternatives from which the correct answer is to be chosen.
Precis (about 1/2 its size)
Once a hare made fun of the slow movement of a tortoise. Stung by it, the latter, offerd to run a race with her. There upon the race began. Bounding speedily, the hare covered half the course much in advance. So she took a nap feeling confident of easily overtaking him, if he passed her. But the tortoise had reached the goal earlier, having plodded along slowly and steadily.
Exercise
Read the following passage carefully and (a) answer in com- plete sentences the questions given at the end, (b) write their precis reducing them each into (i) half their size, (ii) a third of their size:
1. Hercules saw the sea god, Nereus, sleeping on the sea shore. He woke up the sleeper with a shout, “Nereus, you who know everything, tell me the way to the garden of the He- sprites or I will fight with you and force out the information”.
At first Nereus would not listen to the request. So Hercules leaped upon him; the sea-god and the mighty hero wrested fiercely on the lovely sand. Nereus was no match in strength to young Hercules. So he tried to win by tricks. First he changed himself into a lion hoping to frighten Hercules. But the latter was not so easily discouraged.
Then Nereus turned into a big brown bear and after that into a tiny bird that was almost too small for the large fingers of Hercules to close upon. He changed into other shapes also a snake with shining, golden eyes and even a fly which for all its quickness and tiny size could not escape Hercules.
Nereus changed himself into fire and water next, and when these too failed to discourage Hercules, the sea-god gave up the struggle and taking his- usual shape of a small, greyhaired man, he gave Hercules the information he wanted.
Questions:
1. Where did the fight take place?
2. What was the information that Hercules wanted? 3. What was the fifth shape that Nereus put on, and what was his natural form?
4. Complete the following sentence by choosing one of the words within brackets:-
Nereus was not equal to Hercules in strength; so he tried to escape by using….. (force, bribery, cunning).
5. Complet the following sentence by using one of the clauses within brackets and write out the whole sentence. Nereus took differnt forms because…..
(he wanted to amuse Hercules; he did not like his original shape; he could live longer in those shapes; he wished to frighten Hercules).
2. “Listen, my friend,” said the wolf, ‘you need not be despondent, for I have a plan to help you.
Tomorrow early the master will go with his wife to the hayfield, and they will take the child with them and leave no one in the house. They generally put the child in the shade behind th hedge. You lie down beside it as if to guard it. I will come out of the wood and steal the child, and you must spring on me as if you wanted to hurt me away.
I will let the child fall out of my mouth and you must take it back to its parents who will be lieve you have saved its life; and will be so grateful to you that there is no fear of their allowing you to be hurt. On the country, they are certain to overwhelm you with kindness in future”.
The plan met the dog’s approval and was successfully carried out. The father screamed aloud when he saw his child in the wolf’s jaws; and when old Sultan brought it back, he was rejoiced, stroked the old dog and said, “No one shall touch a hair of your head, and you shall enjoy grace and bread till the end of your days.”
To his wife he said, “Go home and cook old Sultan a tasty hash that will be no trouble to bite, and take the pillow out of my bed, so that his resting place may be comfort-able”.
Questions:
(1.) How did the wolf encourage his friend?
(2) Where would the master go and what would he take?
(3) Where would they put the child?
(4) What should the dog do?
(5) Who would steal the child?
(6) What should the dog do then?
(7) What would the wolf then do?
(8) What should be done to the child?
(9) What would the parents believe?
(10) Would the dog be hurt?
(11) Was the plan carried out?
(12) What did the father do when he saw the child in the wolf’s jaws ?
(13) Who brought it back?
(14) Who rejoiced?
(15) What did the child’s father say to the dog?
(16) What did he say to his wife?
Make precis of the following reducing them to about a third of their length. A stout old lady was walking down the middle of a street in Moscow to the great confusion of the traffic and with no small peril to herself. It was pointed out to her that the pavement was the place of foot-passengers, but she replied:
“I am going to walk where I like. We’ve got liberty now. It did not occur to the dear old lady that if liberty entitled the foot- passengers to walk down the middle of the road, it also entitled the taxi-driver to drive on the pavement and that the end of such-liberty would be universal confusion. Everybody would be getting in everybody else’s way and nobody would get anywhere.
It is good to remind ourselves of what the rule of the road means. It means that in order that the liberties of all may be preserved, the liberties of everybody must be curtailed. When the policeman, say, at Abdi’s Corner, steps into the middle of the road and puts out his hand, he is a symbol not of tyranny, but of liberty.
You may not think so. You may being in a hurry and seeing your car pulled up, feel that your liberty has been outraged. How dare this fellow interfere with your free use of the public high-way? Then, if you are a reasonable person, you will reflect that if he did not incidentally, interfere with you, he would interfere with no one and the result would be that Abdi’s Corner would be a whirlpool that you would never cross at all. (M.P. & S.S.L.C. 1961) B
Three are also many discoveries of Science which have definitely brought unhappiness into the world. That is not because the discoveries are bad but because men are using them badly.
For example consider the discovery of gunpowder and of other explosives; each more powerful than the previous one discovered. In ancient times, men could wound and kill each other only if they were near enough to strike each other with stones, arrows, spears or swords.
Even in the battles of olden times which History calls ‘great battles’ the armies on both sides usually consisted only of a few thousand men; so the number wounded and killed in the wars of those times was not very great.
In most wars the peasants went on cultivating their fields peacefully, even when the armies were fighting a few miles away. But the invention of fire arms and high explosives caused a great change. A modern machine-gun, or quick-firing gun, worked by a single man, can wound and kill hundreds of people in a few minutes.
One modern bomb can kill thousands. It is said that the latest type of atomic bomb could kill hundreds of thousands of people immediately if it was dropped in the big city. The scientists who invented these terrible weapons are not wicked men who enjoy killing.
They are people with kind hearts, like yours and mine, but they are more clever and thy earn their living by discovering new things. It is the leaders of the various nations who kill the people of other nations.
The same discoveries could be used only for useful purposes, if the leaders did not allow them to be used for killing. It is not the discoveries and inventions that are bad but the ways in which men use them. (P.U.C. Sept. 1961)
Substance of a Story Poem
Read the following poem (1) Answer in complete sentences the questions given at the end. (2) Give the story contained in it:
George Naiver
1. Men have done brave deeds,
And bards have sung them well;
I of good Georg Naiver
Now the tale will tell.
2. In Californian mountains
A hunter bold was he,
Keen his eye and sure his aim
As any you should see.
3.A little Indian boy
Followed him everywhere
Eager to share the hunter’s joy
The hunter’s meal to share
4.And when the bird or deed
Fell by the hunter’s skill,
The boy was always near
To help with right good-will
5.One day, as through the cleft
Betwen two mountains steep,
Shut in both right and left,
Their weary way they keep.
6. They see two grizzly bears,
With hunger fierce and fell
Rush at them unawares
Right down the narrow dell.
7. The boy turned with screams,
And ran with terror wild;
One of the pair of savage beasts
Pursued the shrieking child.
8. He knew one charge was all
And through the boy’s pursuing foe
He sent his only ball.
9. The other on Georg Naiver
Came on with dreadful face;
The hunter stood unarmed,
And met him face to face.
10. I say unarmed he stood;
Against those frightful paws
The rifle butt, or club of wood,
Could stand no more than straws.
11. George Naiver stood still
And looked him in the face;
The wild beast stopped amazed,
Then came with slackening pace.
12. Still firm the hunter stood
Although his heart beat high,
Again the creature stopped;
And gazed with wondering eye.
13. The hunter met his gaze,
Not yet an inch gave;
The bear turned slowly round,
And slowly moved away.
14. What thoughts were in his mind
It would be hard to spell;
What thoughts were in George Naiver
I rather guess than tell.
15.But sure that rifle’s aim
Swift choice of generous part
Showed in its passing gleam
Th depths of a brave heart.
(a) Questions:
(1) Who was George Naiver? Who was his constant follower?
(2) How did the boy help Naiver ?
(3) What happened to them one day in the valley?
(4) How did Naiver save the Indian boy?
(5) Had he any more bullets to discharge when the other bear attackd him?
(6) What did he do then ?
(7) What effect had his fearless and steady look on the animal?
(8) What were his feelings when the animal went away?
(9) What do you think of Nadeer’s action ?
పద్య పరిచ్ఛేదములో ఈయబడిన ప్రశ్నలకు సమాధానములు వ్రాయుట, అందలి కథాసంగ్రహము తెలిసిన పిమ్మట అతి సులువు; కావున ఈ రెండింటికిని గూడ దిగువ సూచనలు ఈయబడినవి.
1. ఆ పరిచ్ఛేదము ఒకటి రెండుసార్లు మానసికమగ చదివిన అందలి కధాభాగములోని కొన్ని విషయములు పాడకట్టును. వాని సమన్వయము ఒక్కొక్కప్పుడు కానరాక పోవచ్చును.
2. అప్పుడు ఒక్కొక్క stanza యే తీసికొని అందలి ముఖ్యవిషయమును గ్రహించుటకు, మూడు నాలుగు మాటల అర్థములు తెలిసిన చాలు, మఱియు తఱచు, పంక్తులను గద్యరచన (prose) లోనికి మార్చిన అర్థమగును. ఇది చాల అవసరము.
3. Its Stanza Naiver’; 2nd stanza 6 bold hunter’; 3rd stanza everywhere”; 4th stanza 6 with right good-will’; 5th stanza way between two steep mountains’; 6th stanza two grizzly bears and with hunger they rush at them’; 7th stanza “The boy ran with terror, one of the beasts pursued the child’; 8th stanza 6 The hunter raids his gun and sent his only ball through the boy’s pursuing foe’; 9the stanza ‘The other came on George Naiver, the hunter stood unarmed and met him face to face’; 10th stanza 6 ‘He stood unarm against those frightful paws’; 11the stanza 5 The wild beast ‘Now I will tell the tale of good Gorge ‘In Californian mountains he was a ‘A little Indian boy followed him The boy was always near to help ‘They keep their weary They see stopped amazed and came with slackening pace’; 12th stanza Still the hunter stood firm and again the creature stopped’; 13the stanza “The bear turned round and moved slowly away’; 14th stanza 6 ‘It would be hard to tell what thoughts were in his (Nadeer’s) mind’; 15th stanza action showed the depths of a brave heart’. ‘His
Note : మఱియు 10 వ stanza లోని విషయమును పూర్తిగా వదలివేయవచ్చును. 11,12లు కూడ పాటించక పోయినను కధ అన్వయమునకు లోటురాదు.
5. పై దానిని బట్టి తెలియగా వచ్చిన కథాసంగ్రహము ఈ దిగువ యబడెను.
George Naiver was a bold hunter in Californian mountains. A little Indian boy followed him wherever he went and shared his joy and meal. When the hunter killed a bird or deer, the boy helped him.
On day they passed between two steep mountains.
Then they saw two bears, which were hungry and fierce. The beasts rushed at them. Thereupon the boy ran with wild terror, and one of the bears pursued him. At once the hunter raised his gun and sent his only ball through the bear that pursued the boy.
Soon the other bear came on George Naiver who stood unarmed, for he had no more balls to send. He therefore stood face to face with the bear. The bear first stopped but soon came nearer to him. Still the hunter stood firm but did not go back even an inch. Again the creature stopped, looked with wonder, slowly turned and moved away.
It is hard to tell the thoughts in Nadeer’s mind, but two things are clear; first he was noble, for he used his only ball to save the boy without any thought of saving his own life; secondly he had a brave heart.
Answers to Questions
(1) George Naiver was a bold hunter in Californian mountains. A little Indian boy was his constant follower.
(2) The boy followed him everywhere. When the hunter killed a bird or deer, he was always near to help him most heartily.
(3) In the valley, one day, two grizzly bears rushed at them unawares.
(4) The hunter sent his only ball through the bear that pursued the boy and thus saved him.
(5) Now he had no more bullets to discharge when the other bear attacked him.
(6) He stood firm and met him face to face and did not give way even an inch.
(7) The animal stopped amazed but soon came near. But again it stopped with wonder and slowly moved away.
(8) It is hard to tell Nadeer’s feelings, but he must have felt glad that he saved the boy.
(9) His action shows that he was brave and self-less.
Read the following poem
1) Answer in complete sentences the questions given at the end
2) Give the story contained in it: After Blenheim
It was a summer evening,
Old Kampar’s work was done, And he before his cottage door, Was sitting in the sun;
green And by him sported on the His little grandchild, Wilhelmina. She saw her brother Peterkin Roll something large and round Which he beside the rivulet
In playing there had found;
He came to ask what he had found
That was so large and smooth and round.
Old Kampar took it from the boy
Who stood expectant by;
And then the old man shook his head
And with a natural sigh,
“Tis some poor fellow’s skull”, said he “Who fell in the great victory”. “I find them in the garden, For there’s many here about; And often when I go to plough, The ploughshare turns them out! For many thousand men,” said he, “Were slain in that great victory”.
“Now tell us what ‘t was all about”, Young Peterkin, he cries; And little Wilhelmine looks up With wonder-waiting eyes; “Now tell us all about the war, And what they fought each other for”, “It was the English”, Kampar cried, “Who put the French to rout; “But what they fought each other for, I could not well make-out.
“But everybody said, “quota he, “That ‘t was a famous victory”.
My father lived at Blenheim then, You little stream hard by;
They burnt his dwelling to the ground, And he was forced to fly;
So with his wife and child he fled,
Nor had he where to rest his head.
With fire and sword the country round
Was wasted far and wide
And many a childing mother then, And new-born baby died;
But things like that, you know, must be
At every famous victory.
“They say it was a shocking sight
After the field was won;
For many thousand bodies here Lay rotting in the sun;
But things like that, you know, must be After a famous victory.
“Great praise the Duke of Marlboro” won, And our good Prince Eugene. “Why, ‘t was a very wicked thing!” Said little Wilhelmine.
“Nay… nay… my little girl”, quoth he, “It was a famous victory”.
“And everybody praised the Duke Who this great fight did win”. “But what good came of it at last?” Quoth little Peterkin:
“Why, that I cannot tell”, said he, “But, ‘t was a famous victory”.
(Note: Blenheim = a village in Bavaria, where in 1740, the Duke of Marlborough and his ally, Prince Eugene defeated the French and the Bavarians. Ploughshare the cutting part of the plough. Where to rest his head = a shelter).
Questions:
1. Who was Caspar?
2. What was he doing one summer evening?
3. What was his grandchild Wilhelmine doing?
4. What did she see her brother, Peterkin, doing?
5. Where did be find it?
6. What did he ask his grandfather?
7. What was he old man’s reply ?
8. What did Peterkin ask him to tell him?
9. What did Kampar tell the children about the battle?
10. Did he tell the children why the battle was fought? Why?
11. How did he describe the effects of the battle?
12. What opinion did he give as regards the horrible sight?
13. What did the children think of the victory?
14. What did the old man say thereupon?
15. Which of the two was right? Why?
Writing the substance of a Reflective Poem and suggesting a title to it The following hints will be helpful:
(1) Read the passage silently and attentively at least two or three times, master the sense of the passage and then get at the central idea, which gives the clue to the title of the poem, which has to be supplied in case it is not given.
(2) Next express the thoughts directly related to the central idea in simple language, connectedly and briefly.
(3) For the sake of clearness :-
(a) the original has to be condensed, when it has repeti- tion or diffuseness or both.
(b) a little elaboration and elucidation are necessary when the original contains condensed thought, allusions or figurative language.
(c) the passa(w.ere necessary) is to be put in the prose order, removing inversions whether poetical rhetorical, and supplying all ellipses.
(d) proper quivalents in prose must be used in the case of
(a) archaic words (eg. thou art, brethren, saith, methinks, in sooth, quoth etc.,)
(b) words covered by poetic diction (eg. -lea, sere, grot, morn, ye, mead etc.,)
(c) highly poetic expressions (eg. the flower of light, the flower of chivalry, leafy luxury, branched thought, etc.,)
Example
Give the substance of the following poem and suggest a title to it:
“It is not growing like a tree
In bulk, doth Make Man better be;
Or standing long an oak, three hundred year,
To fall a log at last, dry, bald and sere?
A lily of a day
Is fairer far in May,
Although it fall and die that night; it was th plant and flower of Light. In small proportions we just beauties’ see;
But in short measures life may be perfect”.
(a)The main thoughts are
(a)The character of man is made better neither
(b)by growing in bulk nor living long.
The tiny lily is much more beautiful though it lives for a few hours. The nobility of man’s rapture is important but not his longevity. Hence “The noble nature” may be set down for the title. (ii) Meaning: A man’s character is not made better either by growing in size like an oak or by merely living for a number of years.
Thika tree grows to a huge size and lives for hundreds of years only to fall at length a bald, dry and withered log. Even so, one may live long, growing stronger in body, without becoming a whit better in character.
On the other hand a lily which lives hardly for a day in May is far more beautiful. By its radiant whiteness, lively freshness and small but perfect proportions, sheds fragrance and knowledge, beauty and joy,
on all around.
Just as true and real beauties may be seen in small objects, life may be perfect, though. simple and short-lived. Therefore what really makes man great is the practice of true nobility but not his longevity or high life or both.
Exercise
Give the substance of the following poems and suggest titles to them:
Happy the man, whose wish and care
A few paternal acres bound,
Content to breathe his native air
In his own ground.
Whose herds with milk, whose fields
with bread,
Whose flocks supply him with attire; Whose trees in summer yield him shade, In winter, fire.
Blest, who can unconcernedly find Hours, days and years slide swift away In health of body, peace of mind, Quiet by day.
Sound sleep by night; study and ease Together mixed; sweet recreation,
And innocence, which most does please With meditation.
Thus let me live, unseen, unknown; Thus unlamented let me die;
Steal from the world, and not a stone Tell where I lie.
As a fond mother, when the day is o’er, Leads by the hand her little child to bed, Half willing, half reluctant to be led, And leaves his broken playthings on the floor, Still gazing at them through the open door, Nor wholly reassured and comforted By promises of others in their stead, Which though more splendid may not please him more; So Nature deals with us, and takes away Our playthings one by one and by the hand Leads us to rest so gently, that we go, Scarce knowing if we wished to go or stay, Being too full of sleep to understand. How far the unknown transcends what we know.