Complete NCERT Solutions Class 11 English The Portrait of a Lady

Complete NCERT Solutions Class 11 English The Portrait of a Lady. The ultimate NCERT solutions for Class 11 English The Portrait of a Lady will provide the answer to the topics given below:

• Khushwant Singh, the Author of The Portrait of a Lady
• Difficult words and their meanings in Class 11 English: The Portrait of a Lady.
• Summary of The Portrait of a Lady
• Explanation of Class 11 English: The Portrait of a Lady.
• Theme, Title of Class 11 English, The Portrait of a Lady
• Most Important Short and Long Questions and Answers in Class 11 English: The Portrait of a Lady
• Poetic Devices in Class 11 English The Portrait of a Lady

Khushwant Singh, the Author of The Portrait of a Lady

1. Khushwant Singh was a prominent Indian author and journalist known for his literary works in English.
2. He was born on February 2, 1915, in Hadali, Punjab, which is now in Pakistan.
3. Singh was educated at Government College in Lahore and later pursued a career in law, studying at King’s College London and qualifying as a barrister at the Inner Temple.
4. Despite his legal background, Singh found his true calling in writing and journalism. He worked as an editor for several prestigious publications, including The Illustrated Weekly of India and The Hindustan Times.
5. Singh’s literary career spanned over six decades, during which he wrote numerous novels, short stories, and essays that often explored themes of Indian society, politics, and history.
6. Some of his most notable works include “Train to Pakistan,” “The Company of Women,” and “Delhi: A Novel.”
7. Singh was known for his candid and often controversial opinions, which he expressed fearlessly through his writing.
8. Throughout his life, he received several prestigious awards and honors, including the Padma Bhushan, one of India’s highest civilian awards.
9. Singh’s writing style was characterized by its simplicity, wit, and keen observation of human nature.
10. He passed away on March 20, 2014, leaving behind a rich literary legacy that continues to inspire readers around the world.

Difficult Words and their meanings in Class 11 English: The Portrait of a Lady.

1. Seclusion: isolation or separation from others
2. Monopoly: exclusive control or possession of something
3. Disapproval: the act or state of disagreeing or expressing dissatisfaction
4. Resignation: acceptance of something undesirable but inevitable
5. Imprint: a mark or impression left behind by something
6. Overstraining: exerting too much force or pressure
7. Pallor: an unhealthy pale appearance
8. Customary: according to the customs or practices of a particular society or group.
9. Crude: rudimentary or lacking refinement
10. Stretcher: a device used for carrying a person who is unable to walk.
11. Cremated: disposed of by burning the body to ashes.
12. Verandah: a roofed platform along the outside of a house
13. Blaze: a strong and bright display of light or fire
14. Scattered: spread out or dispersed
15. Chirruping is the sound of birds singing or chirping.
16. Protests: objections or expressions of disagreement
17. Funeral: a ceremony or service held for a deceased person
18. Corpse: a dead body, especially of a human being
19. Sweeper: a person or device used for cleaning floors or surfaces
20. Dustbin: a container for holding waste or garbage
21. Pivotal – (English) of crucial importance; (Hindi) महत्वपूर्ण
22. Autonomy – (English) the right or condition of self-government; (Hindi) स्वायत्तता
23. Introspective – (English) characterized by examination of one’s own thoughts and feelings; (Hindi) आत्मविचारी
24. Individuality – (English) the quality or character of a particular person or thing that distinguishes them from others of the same kind; (Hindi) व्यक्तित्व
25. Reverence – (English) deep respect for someone or something; (Hindi) श्रद्धा
26. Stoic – (English) a person who can endure pain or hardship without showing their feelings or complaining; (Hindi) संयमी
27. Resignation – (English) the acceptance of something undesirable but inevitable; (Hindi) इस्तीफा
28. Monotonous – (English) dull, tedious, and repetitious; lacking in variety and interest; (Hindi) एकरस
29. Harlot – (English) a prostitute or promiscuous woman; (Hindi) वेश्या
30. Disapproval – (English) the feeling of not considering something or someone to be good, acceptable, or suitable; (Hindi) अस्वीकृति
31. Seclusion – (English) the state of being private and away from other people; (Hindi) अलगाव
32. Chirrup – (English) a series of short, sharp sounds made by small birds or insects; (Hindi) चिटकना
33. Frivolous – (English) not having any serious purpose or value; (Hindi) ओछे
34. Dilapidated – (English) in a state of disrepair or ruin as a result of age or neglect; (Hindi) बिगड़ा हुआ
35. Pallor – (English) an unhealthy pale appearance; (Hindi) पीलापन
36. Cremated – (English) dispose of (a dead person’s body) by burning it to ashes, typically after a funeral ceremony; (Hindi) शवदह
37. Stretcher – (English) a framework of two poles with a long piece of canvas slung between them, used for carrying sick, injured, or dead people; (Hindi) पालना
38. Customary – (English) according to the customs or usual practices associated with a particular society, place, or set of circumstances; (Hindi) आचारभाष्य
39. Crude – (English) in a natural or raw state; not yet processed or refined; (Hindi) कच्चा
40. Blaze – (English) a very large or fiercely burning fire; (Hindi) आग
41. Scattered – (English) thrown in various random directions; dispersed; (Hindi) बिखरा हुआ
42. Corpse – (English) a dead body, especially of a human being rather than an animal; (Hindi) लाश
43. Sweeper – (English) a person employed to clean the streets; (Hindi) सफाईकर्मी
44. Dustbin – (English) a large container with a lid for depositing household refuse; (Hindi) कूड़ादान
45. Serenity – (English) the state of being calm, peaceful, and untroubled; (Hindi) शांति
46. Absurd – (English) wildly unreasonable, illogical, or inappropriate; (Hindi) बेतुका
47. Undignified – (English) lacking in dignity or respect; (Hindi) गिरा हुआ
48. Monotonous – (English) dull, tedious, and repetitious; lacking in variety and interest; (Hindi) एकरस
49. Harlot – (English) a prostitute or promiscuous woman; (Hindi) वेश्या
50. Disapproval – (English) the feeling of not considering something or someone to be good, acceptable, or suitable; (Hindi) अस्वीकृति
51. Seclusion – (English) the state of being private and away from other people; (Hindi) अलगाव
52. Chirrup – (English) a series of short, sharp sounds made by small birds or insects; (Hindi) चिटकना
53. Frivolous – (English) not having any serious purpose or value; (Hindi) ओछे
54. Dilapidated – (English) in a state of disrepair or ruin as a result of age or neglect; (Hindi) बिगड़ा हुआ
55. Pallor – (English) an unhealthy pale appearance; (Hindi) पीलापन
56. Cremated – (English) dispose of (a dead person’s body) by burning it to ashes, typically after a funeral ceremony; (Hindi) शवदह
57. Stretcher – (English) a framework of two poles with a long piece of canvas slung between them, used for carrying sick, injured, or dead people; (Hindi) पालना
58. Customary – (English) according to the customs or usual practices associated with a particular society, place, or set of circumstances; (Hindi) आचारभाष्य
59. Crude – (English) in a natural or raw state; not yet processed or refined; (Hindi) कच्चा
60. Blaze – (English) a very large or fiercely burning fire; (Hindi) आग

 

MY grandmother, like everybody’s grandmother, was an old woman. She had been old and wrinkled for the twenty years that I had known her. People said that she had once been young and pretty and had even had a husband, but that was hard to believe. My grandfather’s portrait hung above the mantelpiece in the drawing room. He wore a big turban and loose-fitting clothes. His long, white beard covered the best part of his chest and he looked at least a hundred years old. He did not look the sort of person who would have a wife or children. He looked as if he could only have lots and lots of grandchildren. As for my grandmother being young and pretty, the thought was almost revolting. She often told us of the games she used to play as a child. That seemed quite absurd and undignified on her part and we treated it like the fables of the Prophets she used to tell us. She had always been short and fat and slightly bent. Her face was a criss-cross of wrinkles running from everywhere to everywhere. No, we were certain she had always been as we had known her. Old, so terribly old that she could not have grown older, and had stayed at the same age for twenty years. She could never have been pretty; but she was always beautiful. She hobbled about the house in spotless white with one hand resting on her waist to balance her stoop and the other telling the beads of her rosary. Her silver locks were scattered untidily over her pale, puckered face, and her lips constantly moved in inaudible prayer. Yes, she was beautiful. She was like the winter landscape in the mountains, an expanse of pure white serenity breathing peace and contentment.

1. Question: How does the narrator describe his grandmother’s appearance? Answer: The narrator describes his grandmother as old, wrinkled, short, fat, and slightly bent. Her face is depicted as a “criss-cross of wrinkles running from everywhere to everywhere.”
2. Question: What is the narrator’s perception of his grandfather’s portrait? Answer: The narrator perceives his grandfather’s portrait as that of an elderly man wearing a big turban and loose-fitting clothes. The grandfather appears to be at least a hundred years old and does not seem like someone who would have a wife or children.
3. Question: How does the narrator feel about the idea of his grandmother being young and pretty? Answer: The narrator finds the idea of his grandmother being young and pretty almost revolting. He considers it absurd and undignified, akin to the fables of the prophets she used to tell them.
4. Question: How does the narrator describe his grandmother’s physical movements? Answer: The narrator describes his grandmother as hobbling about the house, with one hand resting on her waist to balance her stoop. She moves slowly and carefully, telling the beads of her rosary with her other hand.
5. Question: What comparison does the narrator make between his grandmother and the winter landscape in the mountains? Answer: The narrator compares his grandmother to the winter landscape in the mountains, describing her as an expanse of pure white serenity, breathing peace and contentment.
6. Question: What is the significance of the grandmother’s rosary? Answer: The rosary is significant as it symbolizes the grandmother’s devotion to prayer and her religious faith. She is often seen telling the beads of her rosary with her lips moving in inaudible prayer.
7. Question: How does the narrator perceive his grandmother’s beauty? Answer: Despite her age and physical appearance, the narrator perceives his grandmother as always beautiful. He acknowledges that she could never have been pretty, but her inner beauty shines through her serene and peaceful demeanor.
8. Question: How does the narrator’s perception of his grandmother change over time? Answer: Initially, the narrator finds it hard to believe that his grandmother could have been young and pretty. However, as he reflects on her character and inner beauty, he comes to see her in a new light and appreciates her timeless beauty.
9. Question: What role does the grandmother’s physical appearance play in the narrative? Answer: The grandmother’s physical appearance serves as a contrast to societal norms of beauty and challenges conventional notions of attractiveness. Despite her age and wrinkles, she is portrayed as beautiful due to her inner qualities and serenity.
10. Question: How does the narrator’s description of his grandmother reflect his love and admiration for her?

Answer: The narrator’s detailed description of his grandmother’s appearance and inner beauty reflects his deep love and admiration for her. Despite her physical imperfections, he sees her as a source of inspiration and finds beauty in her resilience and devotion.

My grandmother and I were good friends. My parents left me with her when they went to live in the city and we were constantly together. She used to wake me up in the morning and get me ready for school. She said her morning prayer in a monotonous sing-song while she bathed and dressed me in the hope that I would listen and get to know it by heart; I listened because I loved her voice but never bothered to learn it. Then she would fetch my wooden slate which she had already washed and plastered with yellow chalk, a tiny earthen ink-pot and a red pen, tie them all in a bundle and hand it to me. After a breakfast of a thick, stale chapatti with a little butter and sugar spread on it, we went to school. She carried several stale chapattis with her for the village dogs. My grandmother always went to school with me because the school was attached to the temple. The priest taught us the alphabet and the morning prayer. While the children sat in rows on either side of the verandah singing the alphabet or the prayer in a chorus, my grandmother sat inside reading the scriptures. When we had both finished, we would walk back together. This time the village dogs would meet us at the temple door. They followed us to our home growling and fighting with each other for the chapattis we threw to them

Question: How does the narrator describe his relationship with his grandmother?

Answer: The narrator describes his relationship with his grandmother as that of good friends. They spend a lot of time together, and the narrator’s grandmother takes care of him while his parents are away.

Question: What was the morning routine like for the narrator and his grandmother?

Answer: The morning routine involved the grandmother waking up the narrator, bathing and dressing him while reciting her morning prayer, preparing his school materials, and having breakfast together before going to school.

Question: Why did the grandmother recite her morning prayer while getting the narrator ready for school?

Answer: The grandmother recited her morning prayer in the hope that the narrator would listen and memorize it by heart. She bathed and dressed him while chanting the prayer, hoping to instill it in him.

Question: What school materials did the grandmother prepare for the narrator?

Answer: The grandmother prepared the narrator’s wooden slate, washed and plastered with yellow chalk, a tiny earthen inkpot, and a red pen. She tied them all in a bundle and handed them to him before school.

Question: Why did the grandmother accompany the narrator to school?

Answer: The grandmother accompanied the narrator to school because the school was attached to the temple, and she wanted to attend religious teachings while the narrator was in class.

Question: What did the narrator and his classmates learn at school?

Answer: At school, the narrator and his classmates learned the alphabet and the morning prayer, taught by the priest.

Question: How did the narrator and his grandmother return home from school?

Answer: After finishing school, the narrator and his grandmother would walk back home together. Village dogs who were eagerly awaiting the chapattis they threw to them would follow them along the way.

Question: Why did the narrator’s grandmother carry stale chapattis with her?

Answer: The grandmother carried stale chapattis with her to school to feed the village dogs that followed them home. It was a daily routine to provide food for the stray animals.

Question: What role did the temple play in the narrator’s daily routine?

Answer: The temple served as the location of the school, where the narrator and his classmates learned the alphabet and morning prayer. It also served as a meeting point for the narrator and his grandmother on their way home.

Question: What does the interaction with the village dogs reveal about the grandmother’s character?

Answer: The grandmother’s kindness and compassion are evident in her habit of carrying stale chapattis to feed the village dogs. This demonstrates her caring nature and concern for all living beings, even stray animals.

When my parents were comfortably settled in the city, they sent for us. That was a turning-point in our friendship. Although we shared the same room, my grandmother no longer came to school with me. I used to go to an English school in a motor bus. There were no dogs in the streets and she took to feeding sparrows in the courtyard of our city house. As the years rolled by we saw less of each other. For some time she continued to wake me up and get me ready for school. When I came back she would ask me what the teacher had taught me. I would tell her English words and little things of western science and learning, the law of gravity, Archimedes’ Principle, the world being round, etc. This made her unhappy. She could not help me with my lessons. She did not believe in the things they taught at the English school and was distressed that there was no teaching about God and the scriptures. One day I announced that we were being given music lessons. She was very disturbed. To her music had lewd associations. It was the monopoly of harlots and beggars and not meant for gentlefolk. She said nothing but her silence meant disapproval. She rarely talked to me after that. When I went up to University, I was given a room of my own. The common link of friendship was snapped. My grandmother accepted her seclusion with resignation. She rarely left her spinning-wheel to talk to anyone. From sunrise to sunset she sat by her wheel spinning and reciting prayers. Only in the afternoon she relaxed for a while to feed the sparrows. While she sat in the verandah breaking the bread into little bits, hundreds of little birds collected round her creating a veritable bedlam of chirrupings. Some came and perched on her legs, others on her shoulders. Some even sat on her head. She smiled but never shooed them away. It used to be the happiest halfhour of the day for her. When I decided to go abroad for further studies, I was sure my grandmother would be upset. I would be away for five years, and at her age one could never tell. But my grandmother could. She was not even sentimental. She came to leave me at the railway station but did not talk or show any emotion. Her lips moved in prayer, her mind was lost in prayer. Her fingers were busy telling the beads of her rosary. Silently she kissed my forehead, and when I left I cherished the moist imprint as perhaps the last sign of physical contact between us. But that was not so. After five years I came back home and was met by her at the station. She did not look a day older. She still had no time for words, and while she clasped me in her arms I could hear her reciting her prayers. Even on the first day of my arrival, her happiest moments were with her sparrows whom she fed longer and with frivolous rebukes.

1. Question: What event marks a turning point in the narrator’s friendship with his grandmother? Answer: The event that marks a turning point is when the narrator’s parents send for them to join them in the city, resulting in a change in their relationship dynamics.
2. Question: How does the narrator’s routine change after moving to the city? Answer: The narrator’s routine changes as he attends an English school in a motor bus and no longer accompanies his grandmother to school. Additionally, there are no dogs in the city streets, so his grandmother begins feeding sparrows instead.
3. Question: Why does the grandmother become unhappy with the narrator’s education? Answer: The grandmother becomes unhappy because she cannot help the narrator with his English school lessons and disagrees with the teachings, particularly the absence of education about God and scriptures.
4. Question: What disturbs the grandmother when the narrator announces music lessons? Answer: The grandmother finds the idea of music lessons upsetting because she associates music with lewdness and thinks it is inappropriate for respectable people.
5. Question: How does the narrator’s departure for university affect his relationship with his grandmother? Answer: The narrator’s departure marks a further separation, as he is given a room of his own at university, snapping the common link of friendship with his grandmother.
6. Question: How does the grandmother spend her days in seclusion? Answer: The grandmother spends her days by her spinning wheel, spinning and reciting prayers from sunrise to sunset. She also spends time feeding sparrows in the afternoon.
7. Question: Why does the narrator anticipate his grandmother being upset when he decides to go abroad for further studies? Answer: The narrator anticipates his grandmother being upset because he would be away for five years, and he believes her age may make her sensitive to his absence.
8. Question: How does the grandmother bid farewell to the narrator when he leaves for further studies? Answer: The grandmother bids farewell silently, praying and busy with her rosary beads. She kisses the narrator’s forehead without speaking.
9. Question: How does the narrator find his grandmother upon his return after five years? Answer: The narrator finds his grandmother unchanged, still devoted to her prayers and feeding sparrows, showing no signs of aging or resentment towards his absence.
10. Question: What brings the grandmother the most happiness upon the narrator’s return? Answer: The grandmother finds happiness in the company of her sparrows, whom she feeds and interacts with, even giving them playful rebukes. This brings her the most joy upon the narrator’s return.

In the evening a change came over her. She did not pray. She collected the women of the neighbourhood, got an old drum and started to sing. For several hours she thumped the sagging skins of the dilapidated drum and sang of the home-coming of warriors. We had to persuade her to stop to avoid overstraining. That was the first time since I had known her that she did not pray. The next morning she was taken ill. It was a mild fever and the doctor told us that it would go. But my grandmother thought differently. She told us that her end was near. She said that, since only a few hours before the close of the last chapter of her life she had omitted to pray, she was not going to waste any more time talking to us. We protested. But she ignored our protests. She lay peacefully in bed praying and telling her beads. Even before we could suspect, her lips stopped moving and the rosary fell from her lifeless fingers. A peaceful pallor spread on her face and we knew that she was dead. We lifted her off the bed and, as is customary, laid her on the ground and covered her with a red shroud. After a few hours of mourning we left her alone to make arrangements for her funeral. In the evening we went to her room with a crude stretcher to take her to be cremated. The sun was setting and had lit her room and verandah with a blaze of golden light. We stopped half-way in the courtyard. All over the verandah and in her room right up to where she lay dead and stiff wrapped in the red shroud, thousands of sparrows sat scattered on the floor. There was no chirruping. We felt sorry for the birds and my mother fetched some bread for them. She broke it into little crumbs, the way my grandmother used to, and threw it to them. The sparrows took no notice of the bread. When we carried my grandmother’s corpse off, they flew away quietly. Next morning the sweeper swept the bread crumbs into the dustbin.

1. Question: What change occurs in the grandmother’s behavior in the evening? Answer: In the evening, the grandmother stops praying and instead gathers the women of the neighborhood to sing and play an old drum, singing songs about the homecoming of warriors.
2. Question: How do the narrator and others react to the grandmother’s drumming and singing? Answer: The narrator and others have to persuade the grandmother to stop drumming and singing to avoid overstraining herself.
3. Question: What does the grandmother believe about her health after omitting to pray? Answer: The grandmother believes that her end is near because she omitted to pray, seeing it as a sign that the close of her life is approaching.
4. Question: How do the family members react to the grandmother’s beliefs about her health? Answer: The family members protest and try to reassure the grandmother, but she ignores their protests and continues praying.
5. Question: What happens to the grandmother shortly after she expresses her beliefs about her health? Answer: Shortly after expressing her belief about her health, the grandmother peacefully passes away while praying, with her rosary falling from her fingers.
6. Question: What rituals are performed after the grandmother’s death? Answer: After the grandmother’s death, her body is laid on the ground and covered with a red shroud. The family mourns for a few hours before making arrangements for her funeral.
7. Question: Describe the scene in the grandmother’s room the evening after her death. The sun is setting and lighting up the grandmother’s room as thousands of sparrows are flying around the verandah and room. They are silent, showing no chirruping.
8. Question: How do the family members respond to the presence of the sparrows? Answer: The family members feel sorry for the sparrows and offer them bread, mimicking the grandmother’s actions. However, the sparrows show no interest in the bread.
9. Question: What happens to the bread offered to the sparrows? Answer: The sparrows take no notice of the bread, and when the family carries the grandmother’s corpse away, the sparrows quietly fly away. The next morning, the sweeper sweeps the bread crumbs into the dustbin.
10. Question: What does the presence of the sparrows symbolize in the context of the grandmother’s passing? Answer: The presence of the sparrows may symbolize a connection between the grandmother and nature, or it may represent a peaceful acceptance of her death by the natural world.

Complete NCERT Solutions Class 11 English The Portrait of a Lady

Understanding the text

1. Three phases of the author’s relationship with his grandmother before he left the country to study abroad:
   • Childhood companionship: The grandmother and the narrator shared a close bond during his early years, as she cared for him and accompanied him to school.
   • Adolescence and distance: As the narrator grew older and moved to the city for education, their relationship became more distant due to physical separation and cultural differences.
   • Reunion and departure: When the narrator returned home after studying abroad, he briefly reunited with his grandmother before her passing, highlighting the final phase of their relationship.
2. There are three reasons why the author’s grandmother was disturbed when he started going to the city school:
   • Cultural disapproval: The grandmother disapproved of the Western education and lifestyle imparted at the city school, contrasting with her traditional beliefs and practices.
   • Lack of religious instruction: The grandmother was upset that the city school curriculum did not include any religious instruction or lessons about God or the Bible.
   • Concern for moral influence: The grandmother perceived the city school environment, including music lessons, as potentially corrupting and inappropriate for her grandson.
3. Three ways in which the author’s grandmother spent her days after he grew up:
   • Devotion to prayer: The grandmother dedicated much of her time to prayer, continuously reciting her rosary and engaging in religious rituals.
   • Feeding sparrows: She found solace in feeding sparrows, symbolizing her connection to nature and simple pleasures.
   • Rejection of worldly pursuits: Despite changes in her surroundings, such as the move to the city, the grandmother maintained her devout and humble lifestyle, rejecting modern influences.
4. The odd way in which the author’s grandmother behaved just before she died:
   • The grandmother chose to spend her final moments in silent prayer, refusing to engage in conversation with her family members.
   • She expressed a sense of urgency to pray, believing that her end was near and prioritizing spiritual matters over worldly concerns.
   • Her demeanor shifted from peaceful acceptance to a sudden cessation of prayer, signaling her departure from the world.
5. The way in which the sparrows expressed their sorrow when the author’s grandmother died:
   • The sparrows gathered around the grandmother’s room in silence, indicating a somber mood among the birds.
   • They refused to eat the bread offered to them, reflecting their mourning and lack of interest in usual activities.
   • The birds flew away quietly when the grandmother’s corpse was carried away, symbolizing their acknowledgment of her passing.

Talking about the text

1. The author’s grandmother was a religious person, as evident in:
   • Her continuous recitation of prayers and engagement in religious rituals.
   • Disapproval of the secular education system and preference for spiritual teachings.
   • Finding solace in feeding sparrows and connecting with nature through simple acts of kindness.
2. The changing relationship between the author and his grandmother:
   • Initially, they shared a close bond characterized by companionship and care.
   • As the narrator grew older and pursued education in the city, their relationship became strained due to physical separation and cultural differences.
   • Despite the distance, their affection for each other remained evident, especially during brief reunions.
3. The author’s grandmother was a person strong in character, as demonstrated by:
   • Her unwavering devotion to religious practices despite societal changes.
   • Resilience in the face of adversity, such as her acceptance of seclusion after the narrator’s departure,.
   • Her stoic demeanor and prioritization of spiritual matters, even in her final moments.
4. Personal experiences of loss and connection:
   • Students can reflect on their relationships with elderly relatives and the impact of their absence.
   • They may share anecdotes or memories of loved ones and consider how those experiences shape their understanding of loss and affection.

Thinking about language

1. The author and his grandmother likely used their native language, reflecting their cultural background and upbringing.
2. Students can discuss the languages they use with elderly relatives, considering factors such as cultural heritage and linguistic preference.
3. ‘A dilapidated drum’ could be expressed differently in various languages, depending on cultural and linguistic nuances.
4. Students can share songs or poems in their language that evoke themes of homecoming, reflecting cultural expressions of nostalgia and belonging.

Working with words

I. Match the meanings to the uses listed above:

• 1. Make something known to someone in spoken or written words.
• 2. count while reciting
• 3. be sure
• 4. give information to somebody

II. Phrases like “to take to something” and “to take ill” are idiomatic expressions used to convey specific meanings related to habits or health.

III. Words referring to a manner of walking:

• shuffle, waddle, and trudge

Noticing form

The sentences contain past perfect forms of verbs used to recount events in the remote past. Students can practice recognizing and using this tense in their own writing.

Things to do

Encourage students to discuss their experiences with elderly relatives and write a short description of someone they hold dear, fostering reflection and expression of personal connections.

Poetic Devices in The Portrait of a Lady

In the story “The Portrait of a Lady,” there are several poetic devices used to enhance the narrative and create vivid imagery. Here are some examples:

1. Imagery: The author uses descriptive language to paint vivid pictures in the reader’s mind. For example, describing the grandmother’s appearance as “an expanse of pure white serenity breathing peace and contentment” creates a visual image of her serene demeanor.
2. Metaphor: The comparison between the grandmother and “the winter landscape in the mountains” is a metaphor that highlights her tranquil and timeless presence.
3. Simile: When the narrator describes his grandmother’s face as “a criss-cross of wrinkles running from everywhere to everywhere,” it employs a simile to emphasize the intricate network of lines on her face.
4. Symbolism: The portrait of the narrator’s grandfather hanging above the mantelpiece serves as a symbol of tradition and familial legacy, representing the grandmother’s connection to her past.
5. Personification: The author personifies the sparrows in the grandmother’s courtyard, describing them as creating “a veritable bedlam of chirrupings,” giving human-like qualities to the birds.
6. Alliteration: The repetition of the “s” sound in phrases like “silver locks” and “spotless white” creates a musical quality to the language and draws attention to specific characteristics.
7. Repetition: The repetition of phrases such as “always beautiful” and “always been” emphasizes the enduring nature of the grandmother’s character and presence in the narrator’s life.

These poetic devices contribute to the richness and depth of the story, engaging the reader’s senses and emotions while conveying the themes of love, family, and the passage of time.

30 multiple-choice questions (MCQs) based on “The Portrait of a Lady” by Khushwant Singh:

What is the primary setting of “The Portrait of a Lady”?

1. a) A rural village
2. b) A bustling city
3. c) An English school
4. d) A university campus

1. Answer: a) A rural village

What is the narrator’s relationship with his grandmother?

1. a) Distant
2. b) Hostile
3. c) Close
4. d) Indifferent

1. Answer: c) Close

How does the narrator describe his grandmother’s appearance?

1. a) Young and beautiful
2. b) Old and wrinkled
3. c) Tall and slender
4. d) Elegant and refined

1. Answer: b) Old and wrinkled

What is the narrator’s reaction to his grandmother’s stories of her childhood games?

1. a) Disinterest
2. b) Revulsion
3. c) Amusement
4. d) Admiration

1. Answer: a) Disinterest

Why does the grandmother accompany the narrator to school?

1. a) To learn English
2. b) To pray at the temple
3. c) To feed the village dogs
4. d) To study scriptures

1. Answer: b) To pray at the temple

What disrupts the narrator’s relationship with his grandmother after his parents move to the city?

1. a) Language barrier
2. b) Cultural differences
3. c) Lack of shared interests
4. d) Educational pursuits

1. Answer: d) Educational pursuits

How does the grandmother react to the narrator’s music lessons?

1. a) Approval
2. b) Indifference
3. c) Disapproval
4. d) Enthusiasm

1. Answer: c) Disapproval

What does the narrator study when he goes to university?

1. a) Literature
2. b) Science
3. c) Music
4. d) History

1. Answer: b) Science

What does the grandmother do during the narrator’s absence abroad?

1. a) Pray incessantly
2. b) Feed sparrows
3. c) Sing with neighbors
4. d) Spin wool

1. Answer: b) Feed sparrows

How does the grandmother’s behavior change before her death?

1. a) She stops praying
2. b) She becomes more talkative
3. c) She takes up painting
4. d) She travels abroad

1. Answer: a) She stops praying

What do the sparrows do when the grandmother dies?

1. a) Sing loudly
2. b) Fly away
3. c) Bring food
4. d) Attack the narrator

1. Answer: b) Fly away

How does the narrator feel about his grandmother’s death?

1. a) Relieved
2. b) Indifferent
3. c) Devastated
4. d) Happy

1. Answer: c) Devastated

What is the significance of the grandmother’s spinning wheel?

1. a) It represents modernity
2. b) It symbolizes tradition
3. c) It signifies wealth
4. d) It embodies spirituality

1. Answer: b) It symbolizes tradition

What does the narrator cherish as a last sign of physical contact with his grandmother?

1. a) A hug
2. b) A kiss on the forehead
3. c) A handshake
4. d) A pat on the back

1. Answer: b) A kiss on the forehead

What does the grandmother’s deathbed prayer focus on?

1. a) Forgiveness
2. b) Gratitude
3. c) Regret
4. d) Acceptance

1. Answer: d) Acceptance

Why does the grandmother stop praying before her death?

1. a) She loses her faith
2. b) She is too weak
3. c) She forgets
4. d) She believes her end is near

1. Answer: d) She believes her end is near

How does the narrator’s relationship with his grandmother change over time?

1. a) It strengthens
2. b) It weakens
3. c) It remains the same
4. d) It becomes strained

1. Answer: b) It weakens

What does the narrator study at university?

1. a) Literature
2. b) Science
3. c) Music
4. d) History

1. Answer: b) Science

Why does the grandmother disapprove of the narrator’s music lessons?

1. a) She believes music is lewd
2. b) She thinks it’s a waste of time
3. c) She prefers painting
4. d) She wants him to focus on prayer

1. Answer: a) She believes music is lewd

How does the grandmother spend her days after the narrator goes abroad?

1. a) Praying and feeding sparrows
2. b) Traveling the world
3. c) Learning new skills
4. d) Socializing with friends

1. Answer: a) Praying and feeding sparrows

What does the grandmother do in the evenings before falling ill?

1. a) Pray
2. b) Sing
3. c) Dance
4. d) Sleep

1. Answer: b) Sing

How does the narrator feel about leaving his grandmother to study abroad?

1. a) Excited
2. b) Guilty
3. c) Relieved
4. d) Sad

1. Answer: b) Guilty

What is the significance of the sparrows in the story?

1. a) They symbolize freedom
2. b) They represent death
3. c) They bring good luck
4. d) They are companions to the grandmother

1. Answer: d) They are companions to the grandmother

Why does the grandmother stop praying before her death?

1. a) She forgets
2. b) She believes her end is near
3. c) She loses her faith
4. d) She is too weak

1. Answer: b) She believes her end is near

How does the narrator’s relationship with his grandmother change after he goes to university?

1. a) It strengthens
2. b) It weakens
3. c) It remains the same
4. d) It becomes strained

1. Answer: d) It becomes strained

What does the narrator study at university?

1. a) Literature
2. b) Science
3. c) Music
4. d) History

1. Answer: b) Science

Why does the grandmother disapprove of the narrator’s music lessons?

1. a) She believes music is lewd
2. b) She thinks it’s a waste of time
3. c) She prefers painting
4. d) She wants him to focus on prayer

1. Answer: a) She believes music is lewd

How does the grandmother spend her days after the narrator goes abroad?

1. a) Praying and feeding sparrows
2. b) Traveling the world
3. c) Learning new skills
4. d) Socializing with friends

1. Answer: a) Praying and feeding sparrows

What does the grandmother do in the evenings before falling ill?

1. a) Pray
2. b) Sing
3. c) Dance
4. d) Sleep

1. Answer: b) Sing

How does the narrator feel about leaving his grandmother to study abroad?

1. a) Excited
2. b) Guilty
3. c) Relieved
4. d) Sad

1. Answer: b) Guilty

These questions cover various aspects of the story and can be used to test comprehension and critical thinking skills.

 

Value Based Question on The Portrait of a Lady

Speech on “Honoring Our Elders: The Key to Building a Stronger Community”

Respected Teachers, Staff, and Dear Students,

Good morning to all of you. Today, I would like to address a very important aspect of our lives: the importance of respecting our grandparents and elders. As principal of this esteemed institution, it is my duty to instill in our students the values of respect, love, and gratitude towards their elders.

Our grandparents and elders hold a wealth of wisdom and experience that we can learn from. They have dedicated their lives to nurturing and guiding us, shaping us into the individuals we are today. It is our moral obligation to honor and cherish them.

Respecting our grandparents and elders means listening to their stories, seeking their advice, and treating them with kindness and compassion. It means acknowledging their sacrifices and expressing our gratitude for all that they have done for us.

As we navigate through life, let us remember to always uphold the values of respect and love towards our grandparents and elders. Let us cherish every moment we have with them and make them feel valued and appreciated.

Thank you.

Principal, M.S. Yadav