B.A. , B.Com निकाल पाहण्यासाठी खालील लिंक वर क्लिक करा.
PRN No. &
(Exam.Event : Apr/May 2021)
Select karava
Tuesday, September 28, 2021
*Spot the error*
*Spot the error*
*1) "The most" used instead of "most of the".*
*Wrong:* The most of girls are not present.
*Correct:* Most of the girls are not present.
The phrase "the most of" is incorrect. Say: most of the.
*2) Mentioning oneself first.*
*Wrong:* Only I and my mother are present.
*Correct:* Only my mother and I are present.
English idiom requires that when a person is speaking of himself/herself and others, he/she must mention the other person or persons first and leave himself/herself last.
*3) To and At*
*(a) To*
*Wrong:* We come at school every morning.
*Correct:* We come to school every morning.
*(b) At*
*Wrong:* Someone is standing to the door.
*Correct:* Someone is standing at the door.
Use "to" to express motion from one place to another, use "at" to denote position.
*Enjoy learning*
Monday, September 27, 2021
Parent's Consent Letter- 2021
Parent's Consent Letter- 2021
Click on the following link and download the Parent's consent letter to allow the students to attend the school or college.
शाळा / कॉलेज मध्ये प्रत्यक्ष उपस्थित राहून शिक्षण घेण्यासाठी पालकांचे संमतीपत्र आवश्यक आहे. ते खालील लिंक वर जाऊन डाउनलोड करा.
👇
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Sunday, September 26, 2021
DAILY HOMEWORK**Sub*- ENGLISH*Std.12* (State Board)*Date*- 27/09/2021
https://www.myenglishsolution.com/mh-state-board-std-12-english-homework/
📝📝📝📝
*DAILY HOMEWORK*
*Sub*- ENGLISH
*Std.12* (State Board)
*Date*- 27/09/2021
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*Topic*: GRAMMAR
*AS SOON AS*
*NO SOONER...THAN*
*HARDLY...WHEN*
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*Click the link.
*(Write in your ENGLISH HOMEWORK notebook)*
Saturday, September 25, 2021
Std. XII - First Term Exam - Model Activity Sheet
Std. XII - First Term Exam - Model Activity Sheet
First Term Exam - Model Activity Sheet for Practice:
First Term Exam- Std. XII
Marks: 50 Activity Sheet
Time: Two Hours
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SECTION I – PROSE (24 marks)
(Reading for Comprehension, Language Study and Summary)
Q. 1 A. Read the extract and complete the activities given below. (12)
Punctually at midday, he opened his bag and spread out his professional equipment, which consisted of a dozen cowrie shells, a square piece of cloth with obscure mystic charts on it, a notebook and a bundle of palmyra writing. His forehead was resplendent with sacred ash and his eyes sparkled with a sharp abnormal gleam which was really an outcome of a continual searching look for customers, but which his simple clients took to be a prophetic light and felt comforted. The power of his eyes was considerably enhanced by their position—placed as they were between the painted forehead and the dark whiskers which streamed down his cheeks: even a half-wit's eyes would sparkle in such a setting. To crown the effect he wound a saffron-colored' turban around his head. This color scheme never failed. People were attracted to him as bees are attracted to cosmos or dahlia stalks. He sat under the boughs of a spreading tamarind tree which flanked a path running through the Town Hall Park. It was a remarkable place in many ways: a surging crowd was always moving up and down this narrow road morning till night. A variety of trades and occupations was represented all along its way: medicine-sellers, sellers of stolen hardware and junk, magicians and, above all, an auctioneer of cheap cloth, who created enough din all day to attract the whole town. Next to him in vociferousness came a vendor of fried groundnuts who gave his ware a fancy name each day, calling it Bombay Ice-Cream one day, and on the next Delhi Almond, and on the third Raja’s Delicacy, and so on and so forth, and people flocked to him. |
A1. Web (2)
Compete the web with the professional equipment of the astrologer mentioned in the extract.
A2. Describe (2)
Describe the market place in 50 words.
A3. Find (2)
The prophet made special arrangements to attract people. Find its proof from the extract
A4. Personal Response (2)
Write in 50 words about the career you like to choose in your life.
A5. Language Study (2)
Do as directed.
1) This color scheme never failed.
(Make affirmative without changing the meaning)
2) To crown the effect, he wound a saffron-colored turban around his head.
(Choose the correct compound sentence form for this sentence.)
a) To crown the effect and he wound a saffron-colored turban around his head.
b) He crowned the effect and wound a saffron-colored turban around his head.
c) He wound a saffron-colored turban around his head and crowned the effect.
A6. Vocabulary (2)
Match the words given in ‘A’ with their meanings given in ‘B’.
A | B |
1) punctually | a) unclear |
2) remarkable | b) holy |
3) obscure | c) striking |
4) sacred | d) at the proper time |
B) Language Study (4)
1) Do as directed / Transformation of Sentence (3)
a) We have been in Sector 9, Jalgaon ---------------1990.
(Rewrite the sentence choosing the correct preposition from the following alternatives)
1) from
2) about
3) since
4) for
b) The information ------------- be true. I do not know.
(Rewrite the sentence choosing the correct modal auxiliary from the following alternatives)
1) should
2) must
3) ought to
4) may
c) If you are not strong, you will fail.
( Rewrite the sentence removing 'not')
2) Spot the error (1)
The sun will rise in the East.
Q. 2 A. Read the extract and complete the activities given below. (05)
Human resources is used to describe both the people who work for a company or organization and the department responsible for managing resources related to employees. The term human resources was first coined in the 1960s when the value of labour relations began to garner attention and when notions such as motivation, organizational behavior, and selection assessments began to take shape. Human resource management is a contemporary term used to describe the management and development of employees in an organization. It is also called personnel or talent management. Human resource management involves overseeing all things related to managing an organization’s human capital. Human resource management is therefore focused on a number of major areas, including: Recruiting and staffing, Compensation and benefits, Training and learning and Labor and employee relations. Due to the many areas of human resource management, it is typical for professionals in this field to possess specific expertise in one or more areas. Human resource management involves developing and administering programs that are designed to increase the effectiveness of an organization or business. It includes the entire spectrum of creating, managing, and cultivating the employer-employee relationship. For most organizations, agencies, and businesses, the human resources department is responsible for: 1) Managing job recruitment, selection, and promotion 2) Developing and overseeing employee benefits and wellness programs 3) Developing, promoting, and enforcing personnel policies 4) Promoting employee career development and job training 5) Providing orientation programs for new hires 6) Providing guidance regarding disciplinary actions 7) Serving as a primary contact for work-site injuries or accidents HR department pays attention on employee strengths. Companies must make every effort to understand what candidates and employees do best and put them into roles where they can play to their strengths as much as possible. |
A1. True or False (2)
Rewrite the following statements and state whether they are true or false.
1) Human resource department works only for employees and not for the companies or businesses.
2) Human resource management involves developing and administering programs to increase the effectiveness of an organization or business.
3) The term human resources was first coined in the 1950s.
4) Human resource department includes the entire spectrum of creating, managing, and cultivating the employer-employee relationship.
A2. Complete (2)
Human resource management is focused on -----------
1) -------------------------------------------
2) -------------------------------------------
3) -------------------------------------------
4) -------------------------------------------
A3. Language study (1)
1) Human resource management is a contemporary term used to describe the management and development of employees in an organization.
(Choose and write the correct use of ‘not only ------ but also’)
a) Human resource management is not only a contemporary term used to describe the management but also development of employees in an organization.
b) Human resource management is a contemporary term used to not only describe the management but also development of employees in an organization.
c) Human resource management is a contemporary term used to describe not only the management but also development of employees in an organization.
B) Summary Writing (3)
Write a brief summary of the above extract with the help of the points given below. Suggest a suitable title for it.
Points: Importance of HRD dept, its work, work system, major responsibilities etc.
SECTION II – POETRY (POETRY AND APPRECIATION)
Q.3 A. Read the extract and complete the activities given below (10)
WEAVERS, weaving at break of day, Why do you weave a garment so gay? . . . Blue as the wing of a halcyon wild, We weave the robes of a new-born child.
Weavers, weaving at fall of night, Why do you weave a garment so bright? . . . Like the plumes of a peacock, purple and green, We weave the marriage-veils of a queen.
Weavers, weaving solemn and still, What do you weave in the moonlight chill? . . . White as a feather and white as a cloud, We weave a dead man's funeral shroud. |
A1. Complete (2)
Complete the table taking information from the extract.
Weaver’s work | |
Time of the day | Events of life |
Early Morning | Birth |
------------------ | ----------------- |
------------------ | ----------------- |
A2. Describe (2)
Describe the work of weavers at the fall of night.
A3. Personal response (2)
Express your views in 50 words about the present condition of weavers working in the cloth factory.
A4. Poetic device (2)
Like the plumes of a peacock, purple and green.
(Name and explain the figure of speech. Find another example of the same from the extract)
A5. Poetic creativity (2)
Compose two poetic lines making rhyme with the following line.
Weavers, weaving solemn and still,
----------------------------------------------
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B. APPRECIATION (04)
Read the extract and write as per the instruction given below.
Afoot and light-hearted I take to the open road, Healthy, free, the world before me, The long brown path before me leading wherever I choose. Henceforth I ask not good-fortune, I myself am good-fortune, Henceforth I whimper no more, postpone no more, need nothing, Done with indoor complaints, libraries, querulous criticisms, Strong and content I travel the open road. The earth, that is sufficient, I do not want the constellations any nearer, I know they are very well where they are, I know they suffice for those who belong to them.
(Still here I carry my old delicious burdens, I carry them, men and women, I carry them with me wherever I go, I swear it is impossible for me to get rid of them, I am fill’d with them, and I will fill them in return.) |
With the help of the following points, write a poetic appreciation of the above poem.
1) About the poem
2) The theme
3) Poetic style
4) Your opinion about the poem
SECTION III – WRITING SKILLS (08 Marks)
Q.4 A) Complete the activities as per the instructions given below.(04)
1) E-mail Writing
Write an e mail with proper format to the service department to raise the complaint about newly purchased mobile phone. Use the following points.
You have bought a mobile phone on Bumper Sale by Amazing India Online Service. Mobile has heating and software problem. Problem arises within guaranteed replacement period. Request to replace the phone. Write a mail to: service@amazingindia.com |
OR
2) Report Writing
Write a report of the celebration of Maharashtra day in your junior college.
Hints: The time students assembled in college, the arrival of the chief guest and others dignitaries, flag – hoisting, Speeches, detailed program, cultural programme, vote of thanks etc. |
OR
3) Framing Interview Questions
Imagine that the election is over and you have new ‘Sarpanch’ for your village. You have to take an interview of the newly elected ‘Sarpanch’. Frame questions with introductory and concluding sentences. |
Q.4 B) Complete the activities as per the instructions given below.(04)
1) Review Writing
Write a film review that you have seen recently using the following points
1) Story 2) Characterisation 3) Music and songs 4) Theme 5) Action 6) Special features 7) Weak points 8) Your opinion about the film |
OR
2) Blog Writing
Write a blog using proper format on the topic- ‘Trees our Best Friends’.
Hints: Explain the concept, give benefits of trees, suggest ways to protect trees, draw picture of tree or plant. |
OR
3) Appeal Writing
Prepare an appeal through your organization for Eye Donation.
Use the following points: a) Give programme b) Make a persuasive c) Venue and date d) Contact information |
SECTION IV – LIITERARY GENRE (04 Marks)
Q.5. Complete the activities given below as per the instructions (04)
1) Pick out the odd element from the group. (2)
(i) Arun Joshi, Vikram Seth, Graham Greene, Kiran Nagarkar
(ii) Place, Period, Theme, Climate, Lifestyle
(iii) Theme, Plot, Character, Novella
(iv) Billy Budd, Pearl, Joseph Conrad, Death In Venice
2) Fill in the blanks with the right words. (2)
1) There are ------------------ elements essential of ‘Novel’ or “Novella’.
(five, six, seven)
2) Theme is the ------------------ in the novel which can be expressed in a nutshell.
(central idea, setting, plot)
3) In the first half of the 20th century a cult of ‘----------------- magazines’ became popular.
(amazing, pulp, powerful)
4) Space travel, time travel, and extraterrestrial life may be seen in ------------fiction.
(historical, gothic, science)
Thursday, September 9, 2021
Tuesday, September 7, 2021
Topic*: WRITING SKILLS*EXPANSION OF IDEA
📝📝📝📝
*DAILY HOMEWORK*
*Sub*- ENGLISH
*Std.12* (State Board)
*Date*- 08/09/2021
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*Topic*: WRITING SKILLS
*EXPANSION OF IDEA*
👤👤👤👤
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*Click the link below to study the ACTIVITIES-*
*(Write in your ENGLISH HOMEWORK notebook)*
Sunday, September 5, 2021
Marksheet - Get HSC or SSC Board Marksheet
Marksheet - Get HSC or SSC Board Marksheet
E- Marksheet
1990 पासून आत्तापर्यंतच्या कालावधीत परीक्षा दिलेल्या कोणाची 10 वी किंवा 12 वी ची गुणपत्रिका अथवा बोर्ड प्रमाणपत्र हरवले किवा खराब झाले असेल आणि जर ते परत हवे असेल तर ते PDF मध्ये खाली दिलेल्या वेबसाईटवर मिळेल.
www.boardmarksheet.maharashtra.gov.in
जर website ओपन होत नसेल तर advance वर क्लिक करा व नवीन लिंक वर क्लिक करून website ओपन करा.
eMarksheet is a web portal for online verification of "statement of marks" and "passing certificate" for SSC (10th exam) /HSC (12th exam).
The data from 1990 is available on this portal.
Maharashtra state board of secondary and higher secondary education (MSBSHSE) board collaborated with National e-Governance Division, Ministry of Electronics & Information Technology (MeitY) Govt of India, to provide SSC (class 10th) and HSC (class 12th) mark sheets, passing certificates to students in Digital Format in their DigiLocker account.
Digilocker is the Indian Government's flagship program aimed at transforming India into a digitally empowered society and knowledge economy.
DigiLocker is a platform for issuance and verification of documents & certificates in a digital way. eMarksheet portal is integrated with DigiLocker.
MSBSHE SSC (10th exam) and HSC (12th exam) mark sheet & passing certificate can be stored and accessed from
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Thursday, September 2, 2021
Speak English Fluently
🤷♀️🤷♂️🤷♀️🤷♂️
*Speak English Fluently...*
*Lesson No. 40*
⚪⚪⚪⚪
*COMMON EXPRESSIONS:*
*ASKING ABOUT PREFERENCE"*
☝️☝️☝️☝️
When you have a firm affinity for something, you have a *preference* for it. *Preference* is nothing but a greater linking for one alternative over another or others. It is the reality that you like something or someone more than another thing or person.
☝️☝️☝️☝️
*Click the link below to practise most commonly used expressions for "ASKING ABOUT PREFERENCE"*:
*Share to all...*
Tuesday, August 31, 2021
Std. XII- Practice test Marks 25
Std. XII- Practice test Marks 25
Marks: 25
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Q. Read the extract and complete the activities given below. (12)
A considerable portion of this crowd dallied before the astrologer too. The astrologer transacted his business by the light of flare which crackled and smoked up above the groundnut heap nearby. Half the enchantment of the place was due to the fact that it did not have the benefit of municipal lighting. The place was lit up by shop lights. One or two had hissing gaslights, some had naked flares stuck on poles, some were lit up by old cycle lamps and one or two, like the astrologer's, managed without lights of their own. It was a bewildering criss-cross of light rays and moving shadows. This suited the astrologer very well, for the simple reason that he had not in the least intended to be an astrologer when he began life; and he knew no more of what was going to happen to others than he knew what was going to happen to himself next minute. He was as much a stranger to the stars as were his innocent customers. Yet he said things which pleased and astonished everyone: that was more a matter of study, practice and shrewd guesswork. All the same, it was as much an honest man's labor as any other, and he deserved the wages he carried home at the end of a day. |
Q.1) Do as directed.
A) Rewrite the statements and state whether they are true or false. (2)
1) The market place was lighted as it got the benefit of the municipal lighting.
Answer: -------------------------------------------------------------------------------------------------------------
2) The astrologer conducted his business by the light of flare made by the groundnut seller.
Answer: -------------------------------------------------------------------------------------------------------------
B) Complete the statements. (2)
1) The astrologer got benefit of -------------------------------- seller’s light of flare.
Answer: -------------------------------------------------------------------------------------------------------------
2) The criss-cross of light rays and --------------------------- suited the astrologer.
Answer: -------------------------------------------------------------------------------------------------------------
C) Select the correct alternative. (2)
1) The market area was not lit up by the following.
i) gaslight
ii) flares stuck on poles
iii) old cycle lamps
iv) electric bulbs
Answer: ----------------------------------------------------------------------------------------------------------
2) The astrologer didn’t have------
i) study of human nature
ii) knowledge of astrology
iii) practical experience
iv) guessing power
Answer: ------------------------------------------------------------------------------------------------------------
D) According to you, which quality is not essential for becoming a successful astrologer. (2)
i) boldness
ii) confidence
iii) timidity
iv) sincerity
Answer: ------------------------------------------------------------------------------------------------------------
E) Language study (2)
1) The place was lit up by shop lights.
(Choose the alternative showing the correct active voice)
i) Shop lights lits up the place.
ii) Shop lights lighted up the place.
iii) Shop lights lited up the place.
iii) Shop lights lit up the place.
Answer: ----------------------------------------------------------------------------------------------------------
2) He was as much a stranger to the stars as were his innocent customers.
(Choose the correct alternative to change the sentence into comparative degree)
i) His innocent customers are not more a stranger to the stars than he.
ii) His innocent customers were not more a stranger to the stars than he.
iii) His innocent customers had not more a stranger to the stars than he.
iv) His innocent customers did not more a stranger to the stars than he.
Answer: - ---------------------------------------------------------------------------------------------------------------
F) Vocabulary (2)
Find and write any four compound words from the extract.
Answer: -
a) ------------------------------
b) -----------------------------
c) -----------------------------
d) -----------------------------
Q.2. Choose the correct alternative and rewrite the sentence.
WEAVERS, weaving at break of day, Why do you weave a garment so gay? . . . Blue as the wing of a halcyon wild, We weave the robes of a new-born child.
Weavers, weaving at fall of night, Why do you weave a garment so bright? . . . Like the plumes of a peacock, purple and green, We weave the marriage-veils of a queen.
We weave a dead man's funeral shroud. |
A) At the early morning the weavers weave -------------- (1)
i) A wedding veil
ii) A robe for a new born child
iii) A shroud for a for a dead man’s funeral
Answer: -------------------------------------------------------------------------------------------------------------
B) Choose the colour that is not mentioned in the poem. (1)
i) White
ii) Blue
iii) Purple
iv) Black
Answer: -------------------------------------------------------------------------------------------------------------
C) The theme of the poem ‘Indian Weavers’ is------------- (1)
i) To show the work of weavers.
ii) To show the three phases of life.
iii) To show the different times of day.
Answer: -------------------------------------------------------------------------------------------------------------
D) Blue as the wing of halcyon wind.
(Name the figure of speech) (1)
i) Personification
ii) Metaphor
iii) Simile
Answer: -------------------------------------------------------------------------------------------------------------
E) Break of day.
(Name the figure of speech) (1)
i) Simile
ii) Metaphor
iii) Personification
Answer: -------------------------------------------------------------------------------------------------------------
Q.3. Complete the activities as per the instructions. (History of Novel)
A1. Pick out the odd element from the group. (2)
(i) Arun Joshi, Vikram Seth, Graham Greene, Kiran Nagarkar
(ii) Place, Period, Theme, Climate, Lifestyle
(iii) Theme, Plot, Character, Novella
(iv) Billy Budd, The Turn Of The Screw, Pearl, Joseph Conrad, Death In Venice
Answer-
(i) ---------------------------------------------------------
(ii) --------------------------------------------------------
(iii) -------------------------------------------------------
(iv) -------------------------------------------------------
A1. Fill in the blanks with the right words and rewrite the sentences. (2)
1) There are ------------------ elements essential of ‘Novel’ or “Novella’.
(five, six, seven)
Answer: -------------------------------------------------------------------------------------------------------------
2) Theme is the ------------------ in the novel which can be expressed in a nutshell.
(central idea, setting, plot)
Answer: ------------------------------------------------------------------------------------------------------------
3) In the first half of the 20th century a cult of ‘----------------- magazines’ became popular.
(amazing, pulp, powerful)
Answer: -------------------------------------------------------------------------------------------------------------
4) Space travel, time travel, and extraterrestrial life may be seen in ----------------fiction.
(historical, gothic, science)
Answer: -------------------------------------------------------------------------------------------------------------
Q.4. Complete the activities as per the instructions. (Writing Skill) (4)
1) Write a report of the celebration of the Independence Day held in your college.
Hints: The time students assembled in college, the arrival of the chief guest and others dignitaries, flag – hoisting, Speeches, detailed program, cultural programme, vote of thanks etc. |
Answer:
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Download PDF of Std. XII- Practice Test: Marks 25
PDF of Objective Test - Std. XII (Download)
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Friday, August 27, 2021
Wednesday, August 25, 2021
Std. XII- 4.2 To Sir, with Love
Std. XII- 4.2 To Sir, with Love
4.2 To Sir, with Love
Writer:- E.R. Braithwaite: (1912-2016)
Eustace Edward Ricardo Braithwaite, known as E.R. Braithwaite, was a Guyanese-American writer, teacher and diplomat. He was best known for his stories of social conditions and racial discrimination against black people. He was the author of one of the famous autobiographical novels, ‘To Sir, with Love’. He wrote a number of books exposing racial discrimination in post-war Britain, all of which were inspired by his personal experiences.
About Novel: ‘To Sir, with Love’
It is an autobiographical novel. The narrator is an engineer, but to earn money, he accepts the job of a teacher in ‘East End school’ at London. The school is full of troublemaker students who were rejected from other schools for their behaviour. At the beginning, the narrator is ridiculed and humiliated by the students, but later his calm behaviour and desire to see them succeed gradually earn him their respect.
Introduction of Characters:-
Ricky Braithwaite- Narrator and Teacher
Mr. Florian- Head Master
Mrs. Dale-Evans- Teacher
Miss. Phillips- Teacher
Mr. Watson- Teacher
Miss. Gillian Blanchard- Teacher
Denham- Student
Miss. Dare- Student.
Miss Joseph- Student.
Patrick Fernman- Student.
Jackson- Student.
Miss Pegg- Student.
Dodd- Student.
Pamela Dare- Student
Theme of the Novel:
Student-teacher relationship, prejudice and racism are the major themes of the novel.
Synopsis of the Novel extract:
In this extract, Braithwaite recounts the half-yearly report of the Students’ Council, in which the students of the school report to the faculty and other students on what they have been studying thus far. Braithwaite’s class representatives speak knowledgeably about their coursework and place a considerable amount of emphasis on how much they have learnt about different people, cultures, customs, and the importance of international and interracial cooperation. The students presented their humanitarian and broad outlook on the background of racism and discrimination of that time. They also showed respect to other students and the teachers. The extract also deals with the clash between the student Denham and the teacher Mrs. Dale-Evans about the need of P.T. in the curriculum of school. Here Mrs. Dale-Evans outwitted Denham by telling the importance of P.T. Denham accepted his defeat.
Story events:
1) Activity arranged in the school:-
The half-yearly report of the Students’ Council arranged on November 15th. It was one of the important days in the calendar of Greenslade School. It was entirely children’s day. It was arranged, presented and controlled by them.
2) Introductory speech:-
Mr. Florian, the headmaster of the school, addressed the school. He spoke at length, reiterating the aims and policy of the school and of the important contribution each child could make to the furtherance of those aims. He gave praise wherever it was indicated, but insisted that there was yet a great deal to be done, by themselves, towards a general improvement in conduct, cleanliness and the pursuit of knowledge.
3) Students’ representatives:-
Miss Joseph and Denham, the two most senior students, sat on the stage. They were the representative of the students and continued the session.
4) Second Speech:
Miss Joseph stood up, and gave a short explanation of the Council’s purpose and its activities. Each class would report, through its representatives, on the studies pursued during the half year which began after Easter, a representative having been chosen for each subject. When all the classes had completed their reports a panel of teachers would be invited to occupy the stage and answer questions from the body of the hall on matters arising out of the various reports.
5) Procedure of Selection of teachers:-
The selection of the panel, as with everything else, was entirely at the discretion of the children and no members of the staff knew either how many or which teachers would be invited to sit.
6) Actual presentation of reports:
The reports began with the lowest or youngest class first. These were mainly twelve-year-olds who had joined the school the previous summer. Most of them were shy and rather frightened at standing up before the entire school, but nevertheless they managed it creditably; they had been newly introduced to the difficulties of seeking information for themselves, so their report was understandably rather short.
7) Essence of the reports:-
Throughout all the reports, the emphasis was on what the students understood rather than on what they were expected to learn.
8) Presentation of Narrator’s class:-
Potter- Arithmetic
Sapiano- Nature Study
Miss Pegg & Jackson- Geography
Miss Dare & Fernman- Physiology
Miss Dodd- History
Denham- P.T. & games
Miss Joseph- Domestic Science
9) What students said in their presentation:-
Miss Joseph:-
She said that their lessons had a particular bias towards the brotherhood of mankind, and that they had been learning through each subject how all mankind was interdependent in spite of geographical location and differences in colour, races and creeds.
Potter:-
He explained the work the relationship between the kilogram and the pound as well as the metre and the foot. He said that throughout the world one or other of those two methods was either in use or understood, and that it was a symbol of the greater understanding which was being accomplished between peoples.
Sapiano:-
He spoke of the study the class had made of pests. He showed how many countries had pooled their knowledge and results of research on the behaviour, breeding habits and migration of these pests, and were gradually reducing the threat they represented to these important products.
Miss Pegg and Jackson:-
They divided the report on Geography between them. Jackson spoke first on the distribution of mineral deposits and vegetable produce over the earth’s surface. He made it clear how a country rich in one was often deficient in the other. So their interchange and interdependence is inevitable.
Miss Pegg dealt with human relationships, stressing the problems facing the post-war world for feeding, clothing and housing its populations. She also made a reference to the thousands of refugees, stateless and unwanted; and to the efforts and programmes of U.N.I.C.E.F.
Fernman:-
He had a trump card up his sleeve. By using the skeleton, Fernman began to speak. Calmly he told them that it was a female skeleton; that was a fact and could easily be proved. But he could not say with any assurance whether she had been Chinese or French or German or Greek; nor could he say if she had been brown or white or a mixture of both. And from that, he said, the class had concluded that basically all people were the same; the trimmings might be different but the foundations were all laid out according to the same blue- print.
Miss Dare:-
She spoke about the problems which all humanity has to face in terms of sickness and disease, and of the advantages gained by interchange of knowledge, advice and assistance.
Miss Dodd:-
She reported on the period of History the class had studied – the Reformation in England. She told of the struggles of men of independent spirit against clerical domination and of their efforts to break from established religious traditions. From those early beginnings gradually grew the idea of tolerance for the beliefs and cultures of others, and the now common interest in trying to study and understand those cultures.
Denham:-
His report was a bit of a shock. He severely criticized the general pattern of P.T. and games, emphasising the serious limitations of game activities. He complained that the P.T. was ill-conceived and pointless, and its routine was monotonous. He could see no advantage in doing it. He would prefer a jolly good game instead of P.T..
Teachers selected for giving answers to students:-
Mr. Weston, Mrs. Dale-Evans and Miss Phillips.
Question and Answer session:-
The questions were mostly from the two top classes, probably because the young children were either too timid or too uninformed to formulate their questions. The teachers had no briefing, and were often caught out stammering in their indecision. The frilly, seemingly brainless Miss Euphemia Phillips proved to be the coolest and best informed of the three. She answered the questions with honesty and authority, and would often intervene skillfully to assist one of the others without causing embarrassment. She outwitted Denham and showed the importance of P.T. in the curriculum.
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Sample Questions and answers on 4.2 To Sir, with Love
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1) Half yearly report of the student’s council highlights the conduct of Braithwaite’s’ class. Justify.
Answer:
The novel ‘To Sir, with Love’ describes the Half Yearly Report of the school where the narrator Braithwaite was working as a teacher. During the work, students of his class were behaving like professionals. They allocated proper tasks to various students for the program. They discussed with other about their arrangements. They dressed smartly. Denham conducted the proceedings with courtesy. He called the girl students giving respect. Other students from his class presented their reports perfectly. There was variety in the presentation of their reports. They managed the event showing good conduct. So it is rightly said that ‘Half yearly report of the student’s council highlights the conduct of Braithwaite’s’ class’.
2) In the questioning session Denham was expressing few students’ feelings. Illustrate.
Answer:
The novel ‘To Sir, with Love’ describes the Question-and-answer session. This session was arranged to give a chance to students to express their queries freely. Denham raised his objections about the necessity of P.T. and games. He severely criticized the general pattern of P.T. and games. He emphasised the serious limitations of it. He complained that the P.T. was ill-conceived and pointless, and its routine was monotonous. He could see no advantage in doing it. When he was voicing this, few children cheered him loudly. They were appreciating his objections. There was noise everywhere. So it is true that in the questioning session Denham was expressing few students’ feelings.
3) Match the presenter to the subject.
A | B |
1) Potter | Physiology |
2) Sapiano | Geography |
3) Miss Pegg and Jackson | Nature Study |
4) Miss Dare and Fernman | Arithmetic |
Answer-
The presenter and the subject:
A | B |
1) Potter | Arithmetic |
2) Sapiano | Nature Study |
3) Miss Pegg and Jackson | Geography |
4) Miss Dare and Fernman | Physiology |
4) Plot: Arrange the incidents in correct sequence as per their occurrence in the extract.
(a) Student representatives presented their tasks.
(b) Denham asserted that P.T. periods were a waste of time.
(c) Denham called out the names of the representatives.
(d) Students’ Council was held every year on November 15th.
Answer: -
A2. Sequence of incidents:
(d) Students’ Council was held every year on November 15th.
(c) Denham called out the names of the representatives.
(a) Student representatives presented their tasks.
(b) Denham asserted that P.T. periods were a waste of time.
5) Theme: Select the two statements describing the theme of the extract:
(a) Half-yearly report of the Students’ Council was not an important event for the students and the teachers of school.
(b) The writer was immensely pleased to notice the progress of his students.
(c) The students showed a remarkable change in their behaviour and were progressing in all the subjects.
(d) The head of the institution was against conducting such activities in the school.
Answer:
Statements describing the theme of the extract are:
(b) The writer was immensely pleased to notice the progress of his students.
(c) The students showed a remarkable change in their behaviour and were progressing in all the subjects.
(Remaining Questions will be available soon)
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For Questions based on this topic, do buy the following Activity Work Book by Prof. Tushar Chavan
Second Edition also included Marathi Summary of this novel.
Sunday, August 22, 2021
*Verb forms. Do remember the verb forms. For students- यात दिलेले क्रियापदाचे तिन्ही रुपं वही मध्ये लिहा व लक्षात ठेवा*
Verb Forms
Learn Verb Forms:
Sr. No. | V1 | मराठी अर्थ | V2 | V3 |
Base Form of Verb | Marathi Meaning | Past Simple | Past Participle | |
1 | arise | उत्पन्न होणे | arose | arisen |
2 | awake | जागृत होणे | awoke | awoken |
3 | be (is, am, are) | असणे, होणे | was, were | been |
4 | beat | मारणे | beat | beaten |
5 | become | बनणे | became | become |
6 | begin | सुरू करणे, सुरु होणे | began | begun |
7 | bend | वाकणे | bent | bent |
8 | bet | पैज लावणे | bet | bet |
9 | bid | बोली लावणे | bid | bid |
10 | bite | चावणे | bit | bitten |
11 | bleed | रक्त वाहणे | bled | bled |
12 | blow | धक्का | blew | blown |
13 | break | खंडित होणे | broke | broken |
14 | bring | आणणे | brought | brought |
15 | build | बांधणे | built | built |
16 | burn | जाळणे | burnt | burnt |
17 | buy | खरेदी करणे | bought | bought |
18 | catch | झेलणे | caught | caught |
19 | choose | निवडणे | chose | chosen |
20 | come | येणे | came | come |
21 | cost | खर्च होणे | cost | cost |
22 | cut | कापणे | cut | cut |
23 | dig | खणणे | dug | dug |
24 | dive | डुबकी मारणे | dove | dived |
25 | do | करणे | did | done |
26 | draw | काढणे | drew | drawn |
27 | dream | स्वप्न पाहणे | dreamt | dreamt |
28 | drive | चालवणे | drove | driven |
29 | drink | पिणे | drank | drunk |
30 | eat | खाणे | ate | eaten |
31 | fall | पडणे | fell | fallen |
32 | feel | वाटणे | felt | felt |
33 | fight | लढणे | fought | fought |
34 | find | शोधणे | found | found |
35 | fly | उडणे | flew | flown |
36 | forbid | मनाई करणे | forbade | forbade |
37 | forget | विसरणे | forgot | forgotten |
38 | forgive | क्षमा करणे | forgave | forgiven |
39 | freeze | गोठवणे | froze | frozen |
40 | get | मिळवणे | got | gotten |
41 | give | देणे | gave | given |
42 | go | जाणे | went | gone |
43 | grow | वाढणे | grew | grown |
44 | hang | फाशी देणे | hung | hung |
45 | have | असणे | had | had |
46 | hear | ऐकणे | heard | heard |
47 | hide | लपवणे | hid | hidden |
48 | hit | मारणे | hit | hit |
49 | hold | धरून ठेवणे | held | held |
50 | hurt | दुखापत होणे | hurt | hurt |
51 | keep | ठेवणे | kept | kept |
52 | know | माहित असणे | knew | known |
53 | lay | घालणे | laid | laid |
54 | lead | आघाडी घेणे | led | led |
55 | leap | उडी मारणे | leapt | leapt |
56 | leave | सोडणे | left | left |
57 | lend | उधार देणे | lent | lent |
58 | lie | खोटे बोलणे | lay | lain |
59 | lose | हरवणे | lost | lost |
60 | make | बनवणे | made | made |
61 | mean | म्हणजे, अर्थ सांगणे | meant | meant |
62 | meet | भेटणे | met | met |
63 | pay | वेतन, देणे | paid | paid |
64 | put | ठेवणे | put | put |
65 | quit | सोडून देणे | quit | quit |
66 | read | वाचणे | read | read |
67 | ride | स्वार होणे | rode | ridden |
68 | ring | रिंग वाजणे, | rang | rung |
69 | rise | उदय होणे | rose | risen |
70 | run | धावणे | ran | run |
71 | say | म्हणणे | said | said |
72 | see | पाहणे | saw | seen |
73 | sell | विकणे | sold | sold |
74 | send | पाठवणे | sent | sent |
75 | show | दाखवणे | showed | shown |
76 | shut | बंद होणे | shut | shut |
77 | sing | गाणे म्हणणे | sang | sung |
78 | sit | बसणे | sat | sat |
79 | sleep | झोपणे | slept | slept |
80 | sow | पेरणे | sowed | sown |
81 | speak | बोलणे | spoke | spoken |
82 | spend | खर्च करणे | spent | spent |
83 | stand | उभे रहाणे | stood | stood |
84 | swear | शपथ घेणे | swore | swore |
85 | sweep | झाडणे | swept | swept |
86 | swim | पोहणे | swam | swum |
87 | take | घेणे | took | taken |
88 | teach | शिकवणे | taught | taught |
89 | tear | अश्रू येणे | tore | torn |
90 | tell | सांगणे | told | told |
91 | think | विचार करणे | thought | thought |
92 | throw | फेकणे | threw | thrown |
93 | understand | समजून घेणे | understood | understood |
94 | wake | जागे होणे | woke | woken |
95 | wear | परिधान करणे | wore | worn |
96 | weave | विणणे | wove | woven |
97 | weep | रडणे | wept | wept |
98 | wind | गुंडाळणे | wound | wound |
99 | win | विजय होणे | won | won |
100 | write | लिहणे | wrote | written |
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