Conceptual Fruit- Lesson plan 1 ( 11 )

to know the author-  Thaisa Frank  click here

An interview with  Thaisa Frank 

Conceptual Fruit by Thaisa Frank

1.Activity 1 after the first reading( home assignment )

What do you think is -not the theme of the story ?

The story

* reveals the human face of technology in helping a young girl shape the world around her.

* is about the internet and the world of computers

* is about a middle class family of a speacial child-about the way they live and hope and how they are trying to make life comfortable using the inernet.

* tells us that a special child needs a special school to learn.

* about a caring father who thinks that technology will help him to make life happier for his specially gifted daughter.

2.A detailed discussion of the story

The summary of the story

worksheet to prepare a summary( a self learning kit )

text activity 1-6

extended activities 1-3

analysis based on text

characters-Greta,- a sixteen year old girl,differently abled,goes to a special school, takes time to understand things,likes working on computers but types very slowly.

her father- anxious about the girl's future,tries to do every thing possible to make her feel comfortable

her mother -works sitting before a computer all day, not interested in her husband's attempt to create a virtual house for her daughter , does not care much about her daughter

her brother- a programmer who has lost interest in computers and books, fond of learning karatte now.

the computer- a non living character creating a virtual world for these characters.(will be continued..)

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A short film based on the poem DEATH THE LEVELLER by JESBIN K SASI AND OTHERS

Students from NSS ALAKODE, KANNUR respond to the poem DEATH THE LEVELLER making a short film.LET US CONGRATULATE THEM.This video can be used as a teaching material while discussing the poem.

GREAT WORK,GUYS.You have edited and mixed meaningful images so as to bring out the meaning of the poem.It shows your deep understanding of the poem.The first clip used was excellent and good enough to bring out an insight into the long journey of evolution which makes us think deeply about the origin of all the competitions and that death has been leveling our souls.It was a brilliant idea to use that clip.The remaining clips and the lines of the poem are synchronised beautifully.The only disagreement I have is with the way you introduced the last lines.(Only the actions of the just smell sweet...)It could have been delayed and introduced with another clip focusing on a nice act like rescue scenes.The positive tone of the poem could have been maintained then. .However, accolades to what you have accomplished ,especially in these busy hours of examinations.It is simply superb.This is the standard of response we expect from students and teachers in the technological world.Please let me publish it in our blog- http://ckrenglishclass.blogspot.in/ .Welcome to the English club,DHSE,KERALA. watch this on youtube

Humour in the story ,CRIME AND PUNISHMENT by R K NARAYAN

Humour in the play ,CRIME AND PUNISHMENT

worksheet that can be used for brainstorming.
  
humour / satire / criticism  ?

subtle / strong / light / superficial / deep / thought provoking / introspective  ?

situations and events.( let the learners select)

The boy blinking and repeating his mistakes deliberately.
The boy is an angel to the the parents but to the teacher he is a gorilla.
The parents giving the teacher  half an hour class on human psychology every day .

The teacher slaps on the boy's face
The teacher appalled and begging the child for mercy.

The teacher made to dance to the tunes of the boy.

The parents declare that the teacher should try to bring up a healthy citizen.
The boy assembling the track.

The teacher hunched up in a corner to take the role of the station master.

The teacher blowing the whistle and crying out instructions to the engine driver.

The teacher running around the garden thrice to catch up with the boy ,then fainting and falling.

The boy hiding behind the parents and requesting the teacher not to give him up

The explanation  by the teacher that he was trying to cheer him up.

The attempt by the teacher to cover up things.

The decision of the teacher to tell the parents the truth.
The parents filling up  the cupboard with plenty of eatables.
The artificial laugh of the teacher when the boy threatens to shoot him(if he were a soldier )

The dialogues
the short dialogues by the child and the writer .......agile / crisp / picked out from real life / tit for tat approach / the long segments of dialogues by  parents full of psychological jargons like contrariness and repression.....


Topics

1.What would happen .............when we lose our patience / when children are bought up with too much affection / if we try to cover up our crimes / when  maths is taught in a dull way /

2.intensive coaching methods through rote memory and mugging up facts./ the challenges of teaching / spare the rod and spoil the child / cajoling -a new approach in education has its limits / the mischief created by loneliness / the social status of a tuition teacher

The irony in the opening ,ending,throughout the story and in the title

1. The teacher begs the student to save him from the boy's parents in the opening part-
the student begs  the teacher to save him from the boy's parents in the end.
2. Begins in a quarrel ; ends in agreement and friendship
3. The crime  becomes no crime but "helping to prepare for a test" , the punishment becomes no punishment but 'playing with the boy to cheer him up'
4.The child orders and the teacher obeys.Still nothing bad happens.
5.The psychological awareness of the parents and their false ambitions -the desire for double promotion and the shortcut method of intensive coaching through mugging up facts.-the teacher and the children become the victims of over parenting
6.Who is mischievous and impatient ? not the boy;not the teacher; but the parents.

phrases /verbs  for practice.
...... adds to the humour /creates laughter/ makes us laugh and think

......is against / criticizes/ attacks / makes fun of  / ridicules / reveals/ provokes our thoughts.....( as a satire )
..........funny / humorous  / creates laughter / a lighter moment ( a humorous situation )
the funniest moment  / a hilarious moment / one of the humorous events / an ironical situation / .....

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A DISCUSSION ON GOING OUT FOR A WALK-VAGULA AND WAYULA(unit 5 / 11 English )

 A DISCUSSION ON TWO SENTENCES  FROM THE ESSAY -GOING OUT FOR A WALK

1.Luncheon at the A.s, however, salves him and floats him in full sail. 

2. Behold him once more the life and soul of the party.

 LET ME QUOTE FROM THE ESSAY BY BEERBOHM(PAGE 150;MIDDLE PART;XI READER,ENGLISH;DHSE)

 .......And in due course "Trespassers," he says, "Will Be Prosecuted." Poor man!--mentally a wreck.

(MY VIEW POINT : THE MAN WHO HAD TAKEN THE WRITER OUT FOR A WALK  IS CRESTFALLEN.THE WALK HAS BECOME TOO BORING TO CONTINUE.BUT THE PROSPECTS OF A LUNCHEON KEEP HIM ON... 

ANOTHER HINT IS THAT IT IS HIS STOMACHE THAT TAKES HIM OUT FOR A WALK,NOT HIS BRAIN .

THE 'SHIP' ASSOCIATION BEGINS WITH THE WORD 'wreck' and BECOMES HILARIOUS IN THE NEXT LINE WHERE WE SEE 'A WRECKED SHIP' SAILING ON TO THE SITE OF THE PARTY / THE LUNCHEON !)  

³ Luncheon at the A.s, however, salves him and floats him in full sail.

in full sail -DIRECT MEANING-with all the sails spread. EG-The ship was in full sail.

 (MY VIEW POINT -THE 'SHIP' IMAGE CONTINUES.HE MOVES FAST ON TEMPTED BY THE FEAST.IT IS HIS APPETITE THAT DRAWS HIM ON.NOT HIS BRAIN.NOT HIS INTELLIGENCE. THE WRITER'S COMPAINION IS NOW A PATHETIC BORE.) 

Behold him once more the life and soul of the party. 

Direct meaning -

The life and soul of the party- someone who is ​energetic and ​funny and at the ​centre of ​activity during ​social ​occasions

  (MY VIEW POINT - 

THE SENTENCE MEANS - SEE THE MAN WHO THINKS AND LIVES ONLY FOR HIMSELF . THIS KIND OF WALK IS NOT A NOBLE ACTION.IT IS NOT THE WORK OF HIS BRAIN.

THERE IS STRONG SATIRE HERE -

HE LIVES / MOVES ONLY TO ENJOY THE PARTY ,NOTHING ELSE ! HIS SOUL CRINGES FOR THE PARTY.THERE WILL BE  NO OTHER PERSON  WHO IS MORE INTERESTED IN THE PARTY THAN HE IS .IF HE WERE NOT SO INTERESTED IN  THE PARTY,HE WOULD HAVE ABANDONED THE IDEA OF WALIKING WITH THE AUTHOR WHO HAD BEEN SO DULL AND SILENT.SO THIS MAN CAN BE CALLED AS THE LIFE AND SOUL OF THE PARTY ! IS THERE A HINT THAT A PARTY IS A PLACE WHERE GREEDY PEOPLE MEET ?

ANY OTHER INTELLIGENT OR WISE MAN WOULD HAVE GIVEN UP THE IDEA OF THIS ABSURDITY.BUT THIS MAN'S BRAIN IS SHUT.ONLY HIS SOUL FUNCTIONS.AND THAT HIS SOUL IS GUIDED BY HIS APPETITE /GREED !

THE USE OF THE WORD 'SOUL' CAN BE LINKED TO THE LAST PART OF THE ESSAY WHERE THE WRITER  HUMOROUSLY PRESENTS THE DIALOGUE BETWEEN THE SOUL AND THE BRAIN.THIS DIALOGUE ALLUDES TO THE POEM ADDRESSED TO THE SOUL BY ROMAN EMPORER HADRIAN -A GREAT TRAVELLER !

-Emperor Hadrian’s farewell to life.THE POEM IS GIVEN BELOW

https://en.wikipedia.org/wiki/Hadrian

I believe sharing knowledge is not a crime.This is a purely educational blog without any monetary benefit.

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 P.S.: DEAR READERS ,PLEASE COMMENT ON THIS DISCUSSION

ENTRY LEVEL ACTIVITIES FOR CRIME AND PUNISHMENT

 PERIOD 1
1.A DISCUSSION ON THE IMPORTANCE OF HUMOUR IN LIFE
BASED ON THE POEM- LAUGHTER ( PAGE 149;READER )(10 MINUTES )

2.READ THE STORY CRIME AND PUNISHMENT AND FIND OUT THE LIGHTER MOMENTS OF LIFE DISCUSSED THERUPON(15 MINUTES )

3.USE  WORKSHEET  1 AND FIND OUT THE DESCRIPTIONS WHICH ARE TRUE BASED ON THE STORY.(15 MINUTES )

 4.PREPARE A SUMMARY OF THE STORY USING THE WORKSHEET.(HOME ASSIGNMENT )

 PERIOD 2

1.DISCUSS THE SUMMARY OF THE STORY WITH THE HELP OF PREVIOUS NOTES.

2.DISTRIBUTE WORK SHEET 2 AND ASK THE LEARNERS TO COMPLETE IT AFTER READING THE STORY AGAIN.( GROUP WORK )

3.DISCUSS THE  ANSWERS( 2/3 QINS TO EACH GROUP ) AND ASK THE STUDENTS TO SUPPORT THEIR ARGUMENTS USING A RELEVANT PART OF THE STORY.

4.LET THE STUDENTS SUBSTANTIATE ALL THE ARGUMENTS ( HOME ASSIGNMENT )

 PERIOD 3.


1.USE WORKSHEET 3 AND DISCUSS THE RELEVANT PARTS OF THE PLAY.(GROUP WORK )

2.PREAPARE THE PLOT OF THE STORY BASED ON  WORK SHEET 1.(PAIR WORK )

3.CHOOSE ANY PART OF THE PLOT AND DISCUSS PREARING A SCRIPT BASED ON IT( ACTIVITY -VII CAN BE USED AS A MODEL OFA SCRIPT.)

4.LET THE BASIC GROUPS ENACT THE SCRIPT IN THE CLASS( REHEARSAL  OF THE SKIT GIVEN AS ASSIGNMENT)

PERIOD 4 
DISCUSS THE LIGHTER MOMENTS IN THE STORY ?(CLASS DISCUSSION )

WHAT IS THE CRIME AND WHAT IS THE PUNISHMENT ?LET THE LEARNERS DISCUSS AND FIND OUT .( PAIR WORK )

DISCUSS ANSWERS TO  THE THINK AND WRITE QUESTIONS ( PAGE 155 ,READER)



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AN ANALYSIS OF CRIME AND PUNISHMENT-WORK SHEET 3

AN ANALYSIS OF CRIME AND PUNISHMENT-WORK SHEET 3

(STAGE 3 :Which part of the story tells you so ? )

1.The boy makes the mistake purposefully / accidently.

2.The parents try to bring up their children as ( a healthy citizen / a disciplined guy /  a hardworking man.)

3.The boy ...........( plays with  / tests / blackmails / cooperates with) the teacher throughout the story.

4.At the end of the story the teacher........ ( supports / betrays / encourages / punishes ) the student

5.The child in the story behaves curiously because he is...... ( mischievous / left alone in a big house / spoilt by overcare and affection / a gorilla )

6.The punishment in the story is ........( slapping on the face / the teacher being made to dance to the tunes of the boy / the teacher compelled to support the boy )

7.The crime in the story is....... ( over parenting / slapping on the face / the teacher being made to dance to the tunes of the boy / the teacher compelled to support the boy )

8.The story  stresses that corporal punishment ..... ( is a must / must be avoided / cannot be avoided / is something to be used very carefully.)

9.Spare the rod and spoil the child. The story  ( supports / is against / tells nothing about / takes a cautious stand on ) the idea

 10.The teacher pupil relationship in the story is..... ( strained / usual / commendable / exemplary ).

11. The quality a teacher should have is ( patience ,the abilty to tell stories,courage ,the ability to adjust and innovate according to the needs of the learner,all these )

12.This story is ( really humorous / not so humorous / serious / meloncholic ).

13.If the angel in the story is a boy ,who is the gorilla ?( the boy / the teacher / the father / the mother / none of these )

AN ANALYSIS OF CRIME AND PUNISHMENT-WORK SHEET 2

AN ANALYSIS OF CRIME AND PUNISHMENT-WORK SHEET 2

1.The boy makes the mistake purposefully / accidently.

2.The parents try to bring up their children as ( a healthy citizen / a disciplined guy /  a hardworking man.)

3.The boy ...........( plays with  / tests / blackmails / cooperates with) the teacher throughout the story.

4.At the end of the story the teacher........ ( supports / betrays / encourages / punishes ) the student

5.The child in the story behaves curiously because he is...... ( mischievous / left alone in a big house / spoilt by overcare and affection / a gorilla )

6.The punishment in the story is ........( slapping on the face / the teacher being made to dance to the tunes of the boy / the teacher compelled to support the boy )

7.The crime in the story is....... ( over parenting / slapping on the face / the teacher being made to dance to the tunes of the boy / the teacher compelled to support the boy )

8.The story  stresses that corporal punishment ..... ( is a must / must be avoided / cannot be avoided / is something to be used very carefully.)

9.Spare the rod and spoil the child. The story  ( supports / is against / tells nothing about / takes a cautious stand on ) the idea

 10.The teacher pupil relationship in the story is..... ( strained / usual / commendable / exemplary ).

11. The quality a teacher should have is ( patience ,the abilty to tell stories,courage ,the ability to adjust and innovate according to the needs of the learner,all these )

12.This story is ( really humorous / not so humorous / serious / meloncholic ).

13.If the angel in the story is a boy ,who is the gorilla ?( the boy / the teacher / the father / the mother / none of these )


 -PREPARED BY CKR  ; CLICK HERE TO DOWNLOAD IN PDF

A summary of CRIME AND PUNISHMENT-work sheet 1

A teenaged boy was making mistakes in maths .The tuition teacher thought that the boy was trying to make him a fool deliberately.

The parents had requested the teacher to help the boy score 50 out of 50 so that the boy would get a double promotion to the first form.They had also told the teacher to handle their ward only softly and make him a healthy citizen.

But the  teacher thought that he was in charge of a gorilla who deserved an anna worth of cane.Still he was aware that he would lose his job if he had not been patient with the boy.

 The teacher lost his patience when the boy went on repeating that sixteen into three is twenty four.The teacher slapped him on his face hardly ,felt appalled by his own action in the next moment ant begged the boy not to tell any one about the incident.

The 'mischievous' boy began  threatening the teacher that he would tell his parents about this cruel punishment and made the teacher dance to his tunes.

The teacher had to act like a station master for half an hour.Then he had to repair the toy train when it had refused to move and.when he failed in repairing , he was compelled to tell him various stories as and when commanded by the boy.

When the  teacher grows tired of telling stories ,he stops being short of breath.The boy runs towards his house blackmailing the teacher that he will tell his father  everything .The teacher follows the boy who runs playfully in circles .The teacher sinks down at the doorstep as the parents turn up at the very moment.

When the parents ask the teacher about his maths,the boy slinks behind them and appeals to the teacher by looks and gestures not to betray him.The teacher feels confident that the boy would not give him up .So he declares that his ward is doing well in Maths.He also explains his present predicament .That he was just playing with the boy, trying to cheer him up after a long period of hard work  !

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difficult words in crime and punishment

appalled- greatly dismayed or horrified.

"bankers are appalled at the economic incompetence of some ministers"

synonyms:

horrify, shock, dismay, distress greatly, outrage, scandalize, alar

contrariness-the ​quality of being someone who ​intentionally ​wants to ​disagree with and ​annoy other ​people

repression-

1. the action of subduing someone or something by force.

   "students sparked off events that ended in brutal repression"

   synonyms:

   suppression, quelling, quashing, subduing, crushing, squashing, stamping out; More informalsquelching "the brutal repression of the peaceful protests" oppression, subjugation, suppression, domination, tyranny, subjection, despotism, dictatorship, authoritarianism; censorship "20 years of militarism and political repression"

   antonyms:

   freedom, liberty

   • the restraint, prevention, or inhibition of a feeling, quality, etc.

     "the repression of anger can be positively harmful"

     synonyms:

     restraint, restraining, holding back, keeping back, biting back, suppression, keeping in check, control, keeping under control, stifling, smothering, bottling up; More inhibition, frustration "the repression of sexual urges"

     antonyms:

     expression

   • the action or process of suppressing a thought or desire in oneself so that it remains unconscious.

     "children and adults pay a heavy price for their deep repression of thoughts about death"

      

     cajoling-
     

     1. persuade (someone) to do something by sustained coaxing or flattery.

        "he hoped to cajole her into selling him her house"

        synonyms:

        persuade, wheedle, coax, talk into, manoeuvre, get round, prevail on, beguile, blarney, flatter, seduce, lure, entice, tempt, inveigle, woo; More informalsweet-talk, soft-soap, butter up, twist someone's arm; archaicblandish "he had been cajoled into escorting Nadia to a concert"

        antonyms:

        bully

     Origin

     

     mid 17th century: from French cajoler .

      

     slink: to move in a way that does not attract attention especially because you are embarrassed

     unobtrusively- not attracting attention in a way that bothers you 

      

     face fall- If someone's face ​falls, they ​suddenly ​look very ​disappointed: Her face ​fell when she ​heard he wasn't coming. 

      

     pull through-get through an illness or other dangerous or difficult situation.

     "the illness is difficult to overcome, but we hope she'll pull through"

     synonyms:

     get better, get well again, improve, recover, rally, survive, come through, recuperate;

      

     
     

     
     

CRIME AND PUNISHMENT-NOTES 1

About the story

"Crime and punishment" is a thought provoking short story which keeps its

suspense and twist from the beginning to the end. In this story, R K Narayan

describes humorously how the surroundings, the parent's mentality and

the teacher's attitude influence the personality of a child.

Concept/skills

• Expression of humour through the

medium of short stories

 Role of corporal punishment in a learning atmosphere



Essay writing

Essays are generally scholarly pieces of writing giving the author's own

argument. However, this definition is vague, overlapping with those of an

article, a pamphlet and a short story

There are four different types of essays: the expository essay, the persuasive essay, the analytical essay and the argumentative essay.

An expository essay is a specific kind of essay that involves investigating an

idea, evaluating the evidence, presenting the idea, and supporting the presentation with an argument.

Expository essays are usually written using comparison and contrast,

definition, example, and the analysis of cause and effect.

A persuasive essay is an essay used to convince a reader about a particular

idea or focus, usually one that you believe in. Your persuasive essay could

be based on anything about which you have an opinion.

An analytical essay seeks to explore a central idea or question based on a

text(s) and a learners engagement with that text.

The argumentative essay is a genre of writing that requires the learners to

investigate a topic; collect, generate, and evaluate evidence; and establish a

position on the topic in a concise manner.

The following is one of the ways of writing an essay.

• Collect maximum information on your topic. Go online, head to the

library, or search an academic database.

• Never ignore facts and claims that seem to disprove your original idea

or claim. A good essay writer either includes the contrary evidence and

shows why such evidence is not valid or alters his or her point of view in

the light of the evidence.

• Analyze well-written essays. In your research you'll probably come

across really well-written (and not so

well-written) arguments about your topic. Do some analysis to see what

makes them work. • Brainstorm your own ideas. You can use the arguments of others to back up what you want to say.

However, you need to come up with your original view or thoughts on the

topic to make it uniquely yours.

• Look at the ideas that you have generated. Choose one to three of

your strongest ideas that support your topic. You should be able to support

these ideas with evidence from your research.

• Plan your essay: Take the thoughts that you brainstormed and assemble

them into an outline. Write a topic sentence for your main ideas. Then,

underneath, make bullet points and list your supporting evidence.

Generally, you want three arguments or pieces of evidence to support

each main idea.

• Body of the essay. You have to think about length here; don't write

pages and pages if your teacher wants 5 paragraphs. However, you should

let your thoughts reveal themselves.

You can always make them more concise later.

• Avoid sweeping generalizations. Statements such as "______ is the

most important problem facing the world today," can cause your reader

dismiss your position out of hand if he/she disagrees with you. On

the other hand, "______ is a significant global problem" is more

accurate.

• Don't use "I" statements such as "I think." Likewise, avoid the

personal pronouns "you," "we," "my," "your" or "our". Simply stating

your argument with supporting facts makes you sound much more

authoritative. Instead of writing, "I found Frum to have a conservative

bias," tell the reader why your statement is true: "Frum displays

a conservative bias when he writes..."

• Title and introduction: Your title and introduction make people want

to read your essay. If your teacher is the audience, then of course your

teacher will read the whole piece.

However, if you're submitting to an essay contest or writing an essay for

college admissions, your title and introduction have to hook the reader

if you want to meet your objectives.

• Conclusion: Summarize your points and suggest ways in which your

conclusion can be thought of in a larger sense.

Process/Suggestion

• Teacher talks about the features of good essay. Give the learners

awareness about different types of essays and read a sample in the class.

• Allow the learners to dig into their own personal backgrounds to write

an expressive essay.

• Emphasize the importance of drafting and revising essays with this

lesson, and encourage students to use their imagination!

Assessment

Peer/Teacher assessment

Indicators:

• Comprehensiveness

• Topical sequencing of ideas

• Clarity

• Brevity

• Quality of language

 Portfolio:

• Appreciation

Indicators:

• Comprehensiveness

• Organization

• Appropriateness of language

ENTRY LEVEL ACTIVITIES -Lesson 1 / unit 5 :it is going to hurt just a little bit

 STEP : 1
Read the poem silently and Answer  the following

1. The poem is about -----------------------------  .( complete suitably  )

2. The poet ( exaggerates / presents a true picture of ) his experience of a dental treatment.
3.He (likes / does not like  ) sitting in a dentist's chair with his mouth wide open .

4.He finds it hard to keep calm then .

5.He ( feels proud of  himself / loses his dignity ) before the dentist.

6. It is (funny / pathetic ) to see a mouth which is like a section of road that is being worked on.

7.The dentist is like ( a male / female bear )

8.Also the patient feels that there is ( some danger / no  danger ) in using the  mirror during dental care.

9.Every thing makes the situation in the dentist's room a ( beautiful /  terrible ) experience.

10. A dentist takes care of our ( eyes / ears / mind / teeth / all these )

11.Any other idea from the poem....................................

STEP : 2

Quote the line(s) which tells you the ideas presented above .

 eg :He (likes / does not like  ) sitting in a dentist's chair with his mouth wide open.: One thing I like less than most things is sitting in a dentist chair with my mouth wide open

2. The poet ( exaggerates / presents a true picture of ) his experience of a dental treatment.
3.He (likes / does not like  ) sitting in a dentist's chair with his mouth wide open .

4.He finds it hard to keep calm then .

5.He ( feels proud of  himself / loses his dignity ) before the dentist.

6. It is (funny / pathetic ) to see a mouth which is like a section of road that is being worked on.

7.The dentist is like ( a male / female bear )

8.Also the patient feels that there is ( some anger / no  danger ) in using the  mirror during dental care.

9.Everything makes the situation in the dentist's room a ( beautiful /  terrible ) experience.

10. A dentist takes care of our ( eyes / ears / mind / teeth / all these )

11. Dental care ( is / is not ) a torture.
STEP 3 :

Select a few questions from the list and ask the students to answer them based on their reading of the poem.

Help them to find the answer by initiating a detailed discussion of the poem.


 1.He (likes / does not like  ) sitting in a dentist's chair with his mouth wide open .why ?

2.He finds it hard to keep calm then . Why ?

3.He ( feels proud of  himself / loses his dignity ) before the dentist. How ?

4. It is (funny / pathetic ) to see a mouth which is like a section of road that is being worked on. What is the activity referred here ?

5.The dentist is like a( male / female bear ).How ?
6Also the patient feels that there is ( some danger / no  danger ) in using the  mirror during dental care.what is the reason ?

7.Everything makes the situation in the dentist's room a ( beautiful /  terrible ) experience.Do you agree ?
8. A dentist takes care of our ( eyes / ears / mind / teeth / all these ).
9. Dental care ( is / is not ) a torture. How is it a torture ?
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notes :SIMILE

Simile is a figure of speech in which something is compared with another and

said to be like it. This is in contradiction to metaphor,

where one thing is said to be the same as another. A simile

is usually introduced be ‘like’ and ‘as’ -

Example:

She is like an angel.

Your mouth is like a section

of road that is being worked

EXAGGERATION

Exaggeration is a statement which is made emphatic by overstatement. Such as

expression is not meant to be taken literally. It means claiming something is greater than it really is.



Example:

She shed an ocean of tears.

But it isn't because then

coats your mouth from cellar

to roof.

PUN

Pun is a figure of speech that consists in a play on the various meanings of a word and is mostly used in humorous sense.

Example:

Not on thy sole but on thy

sole harsh jew

Thou mak'st they knife keen

And your teeth are supposed

to be being polished

But you have reason to

believe they are being

demolished.

Who is Pavel Koustantinich ?

When we discuss THE GOOSEBERRIES  by Anton Checkov  as we come across this part......( READER FOR 11 ENGLISH ,SCERT)

Ivan Ivanich walked excitedly up and down the room and repeated:
"If I were young."
He suddenly walked up to Aliokhin and shook him first by one hand and then by the other.
"Pavel Koustantinich," he said in a voice of entreaty, "don't be satisfied, don't let yourself be lulled to sleep! While you are young, strong, wealthy, do not cease to do good! Happiness does not exist, nor should it, and if there is any meaning or purpose in life, they are not in our peddling little happiness, but in something reasonable and grand. Do good!"
Ivan Ivanich said this with a piteous supplicating smile, as though he were asking a personal favour.

      there is a possiblity  of being confused  at the underlined name-
"Pavel Koustantinich,".
( There are people who think that it is a Russian word meaning some thing else !)
Since it is addressed to Aliokhin,( it is the only clue available ),we can be pretty sure that it is a part of the  name of the farmer,the full name being Pavel Koustantinich Aliokhin.

Most reviews available  agree with this conclusion.

Please comment.

- CKR 6/1/2016