Gujarat Board GSEB Solutions Class 11 English Second Language Unit 3 Read 2 Woodman, Spare that Tree Textbook Exercise Questions and Answers.
GSEB Std 11 English Textbook Solutions Unit 3 Read 2 Woodman, Spare that Tree (2nd Language)
GSEB Class 11 English Woodman, Spare that Tree Text Book Questions and Answers
Comprehension
1. Put True (✓) or False (✗)
(1) This oak is wider than its height. (✗)
(2) The tree is known only in the poet’s village. (✗)
(3) The woodcutter did not listen to the poet’s appeal. (✗)
(4) The roots of the oak tree have gone deep into the soil. (✓)
(5) The woodcutter was invited to cut the oak tree. (✗)
2. Arrange the sentences in a proper sequence according to the poem:
(1) The tree is very high. [ 4 ]
(2) It was a very famous tree. [ 2 ]
(3) It was planted by the poet’s grandfather. [ 1 ]
(4) The poet passed his life in the company of that tree. [ 6 ]
(5) It is well-known in surrounding areas. [ 3 ]
(6) The poet wished to sit under the shade of the big oak. [ 5 ]
3. Complete this table :
| Description | Line | Paraphrase |
| Poet’s appeal to the woodcutter | Woodman, spare that tree | Don’t cut the tree and leave it. |
| Poet’s appeal to the woodman | Thy ax shall harm it not; | Don’t harm it with your axe. |
| Description of the tree | That old familiar tree; | It was a famous tree. |
| Description of the tree’s height | Now towering to the skies! | It is very tall. |
4. Answer the following questions in one or two sentences each:
Question 1.
What does the poet appeal to the woodman?
Answer:
The poet, G. P. Morris, appeals to the woodman not to fell the tree. The poet owes a lot to the tree and was emotionally attached to the tree. Therefore, he requests the woodman to spare the tree.
Question 2.
What does ‘earth-bound ties’ mean ?
Answer:
Every tree has roots and roots are deeply bound into the earth. Therefore, ‘earth-bound ties’ means the roots of the tree with which the tree is bound to the earth.
Question 3.
Describe the tree in brief.
Answer:
The oak tree for which the poet appeals to the woodman not to cut, was sown by his forefather. It was a very old and huge tree. It was a popular tree whose glory and fame was spread till long distances – over land and sea.
Question 4.
Which feelings of the poet for the oak tree appeal to you? Mark three priorities.
(1) The tree was planted by the poet’s grandfather.
(2) It was planted near his house.
(3) The poet played with his sisters under the tree.
(4) He experienced the tender love of mother under the tree.
(5) It was a very huge and well-known tree.
Answer:
The three priorities are sentences nos. (4), (3) and ( 1 ).
Additional Questions And Answers
Answer the following questions in two to three sentences each:
Question 1.
What is the poet’s request to the woodman?
Answer:
The poet requests the woodman not to cut the tree. He asks the woodman to spare it and not to touch even a bough. He urges him to let the tree stand and not harm it with his axe.
Question 2.
Which childhood memories come alive in the poet’s mind when the woodman is about to cut the tree?
Answer:
When the woodman is about to cut the tree, the poet’s mind is full of the childhood memories. The poet recalls that when he was an idle boy, he used to play in the shade of the huge tree. His sisters also played there joyfully. His mother kissed him there and his father pressed his hand under that oak tree.
Question 3.
Describe the tree in three or four sentences,
Answer:
The oak tree was planted by the poet’s forefather. It was very old. The poet’s family had a great love for it. It was glorious and famous. It was very tall. It looked as if it were touching the skies. The poet was emotionally attached to it.
Question 4.
Why do you think that the poet is emotionally attached to the tree?
Answer:
The tree was planted by the poet’s forefather. When the poet was young, he played in the shade of the tree. His sisters also played there. His mother kissed him and his father pressed his hand under that tree. The poet’s feelings for the tree are as close to it as the tree’s own bark. The poet is emotionally moved when the woodman is ready to cut the tree.
2. Poetry Comprehension
Read the stanzas and answer the questions:
Question 1.
That old familiar tree;
Whose glory and renown
Are spread o’er land and sea-
And wouldst thou hew it down ?
Woodman, forbear thy stroke!
Cut not its earth-bound ties;
Oh, spare that aged oak Now towering to the skies !
Questions:
(1) For what reasons should the tree not be felled?
(2) What does the poet mean by ‘its earth- bound ties’ ?
(3) Find out different expressions in which the poet asks the woodman not to cut the tree.
Answer:
(1) The tree should not be felled for the reason that it was old and familiar. Over land and sea it is well-known.
(2) By the words ‘its earth-bound ties’ the poet means ‘its roots’ spreading deep down the earth.
(3) The expressions with which the poet asks the woodman not to cut the tree are as follows:
- Woodman, forbear thy stroke !
- Cut not its earth-bound ties.
- Oh, spare that aged oak.
(2) When but an idle boy,
I sought its grateful shade;
In all their gushing joy Here, too, my sisters played.
My mother kissed me here;
My father pressed my hand- Forgive this foolish tear,
But let that old oak stand.
Questions :
(1) Why is the shade of the tree called ‘grateful’ ?
(2) Describe the associations of the poet and his family members with the tree.
(3) Pick out the line from the stanza showing the poet’s emotional attachment to the tree.
Answer:
(1) The shade of the tree is called ‘grateful’ because it provided shelter to the children playing under it under the scorching sun.
(2) The poet and his family members were closely associated with the old oak tree. As a boy the poet himself played in the shade of the oak tree. His sisters also played there joyfully. The poet recalls that his mother kissed him there and his father pressed his hand under that tree.
(3) The line showing the poet’s emotional attachment to the tree is : ‘Forgive this foolish tear’.
Question 5.
Do you remember any tree which you liked when you were a child ? Mention two to three memories connected with that tree.
Answer:
Yes, it was a huge tamarind tree. In my childhood, I did not want to keep confined to my house, especially on summer noons, so the tree was our shelter. It was our play-house, too. In the shade of it, I played with my friends. We played hide and seek. We climbed the tree like monkeys. We swung over the branches. We picked off tamarind fruits.
They tasted so sour that all our facial expressions changed. Many birds had their nests on the tree. Even cows took shelter in the shade. We made groups and played quite a few country-popular games. For us in our childhood, this tree was much more than a gym, clubhouse and what not!
Question 6.
Read any Gujarati poem about a your thoughts feelings about the poem.
[Note: This activity is to be done by the students themselves.
Vocabulary
To correct the meaning of the sentence, rewrite one of the underlined parts:
Example: In modern times, the gladiators were made to fight till the last breath of life.
Answer:
In ancient times, the gladiators were made to fight till the last breath of life.
Question 1.
Afforestation is the hewing down a lot of trees in the forest area.
Answer:
Deforestation is the hewing down a lot of trees in the forest area.
Question 2.
Forestry is the science and craft of creating, managing, using, destroying and repairing forests.
Answer:
Forestry is the science and craft of creating, managing, using, renewing and repairing forests.
Question 3.
Deforestation is the permanent construction of forests in order to make the land available for other uses.
Answer:
Afforestation is the permanent construction of forests in order to make the land available for other uses.
Question 4.
Examples of deforestation include conservation of forestlands into croplands.
Answer:
Examples of regeneration include conservation of forestlands into croplands.
Question 5.
Deforestation is the natural or intentional restocking of existing forests and woodlands that have been destroyed.
Answer:
Afforestation is the natural or intentional restocking of existing forests and woodlands that have been destroyed.
2. Read the sentence and tick the option that best conveys its meaning more appropriately:
Question 1.
Woodman, spare that tree.
(A) Woodman is prevented from saving the tree.
(B) Woodman is instructed not to use even a branch of the tree.
(C) Woodman is prevented from cutting the tree.
Answer:
(C) Woodman is prevented from cutting the tree.
Question 2.
It was my forefather’s hand that placed it near his cot.
(A) The poet had a forefather who used a cot.
(B) The cot of his forefather always stayed near the tree.
(C) The tree was planted by the poet’s forefather.
Answer:
(C) The tree was planted by the poet’s forefather.
Question 3.
Whose glory and renown are spread o’er land and sea-
(A) Many people like the poet were emotionally attached to the tree.
(B) Oak trees are found everywhere.
(C) Oak tree is famous everywhere.
Answer:
(C) Oak tree is famous everywhere.
Question 4.
When but and idle boy –
(A) The poet has never been idle.
(B) When the poet was a young boy who had a lot of spare time and no activities.
(C) When the poet liked to sleep idly.
Answer:
(B) When the poet was a young boy who had a lot of spare time and no activities.
Question 5.
I sought its grateful shade.
(A) The tree was grateful to the poet for using its shade.
(B) The poet always needed and praised the tree’s shade for which he was grateful.
(C) The poet always had a sight of the shadow of the tree when he was a young boy.
Answer:
(B) The poet always needed and praised the tree’s shade for which he was grateful.
Question 6.
My father pressed my hand.
(A) The poet’s father punished him by painfully pressing his hand.
(B) The poet’s father consoled or encouraged him.
(C) The poet’s father oppressed the poet.
Answer:
(B) The poet’s father consoled or encouraged him.
Question 3.
Match pairs of words in part A with part B appropriately and use them in the sentences of your own. Read them loud.
4. Tick mark to the text:
(1) A.branch
B. bough
C. twig
D. forest [ ✓ ]
(2) A. exploit
B. oppose
C. destroy [ ✓ ]
D. oppress
(3) A felling [ ✓ ]
B. conservation
C. forestation
D. reforestation
(4) A fruits
B. nuts
C. herbs
D. jam [ ✓ ]
(5) A.ban
B. resistance [ ✓ ]
C. policy
D.government
(6) A. mother
B. grave [ ✓ ]
C. longing
D. death
5. Tick mark the word or pair of words that best completes the relationships to the given pair. Consult text for clarifying the relationship between words.
Question 1.
thou : woodman :: ……. : …….. :
(a) old tree : friend
(b) thee: the oak tree
(c) the poet: hand
(d) axe : woodman
Answer:
(b) thee: the oak tree
Question 2.
towering: oak :: ……. : …….. :
(a) idle : boy
(b) forgive: tear
(c) spare : tree
(d) wild-bird : sing
Answer:
(a) idle : boy
Question 3.
thy : your :: ……….. : ………..
(a) you : thee
(b) thou : you
(c) you : your
(d) your : you
Answer:
(b) thou : you
Question 4.
forefather : planted :: ……. : …….. :
(a) woodman : cut
(b) poet: planted
(c) branches : bend
(d) birds : sing
Answer:
(a) woodman : cut
Function
1. Mr Kotak was an employee in the Monarch Company. Though he worked sincerely, he was never promoted. He met the manager with an application in this regard but he was not heard. However gentle the manager was, he did not show any sympathy towards him. In spite of being angry, Mr Kotak tolerated the injustice. Fed up as he was, he continued working.
| Situation | Contrast | Connector |
| he worked sincerely | he was never promoted | Though |
| he met the manager with an application | he was not heard | but |
| the manager was gentie | he did not show any sympathy | However |
| Mr Kotak was angry | he tolerated the injustice | In spite of |
| he was fed up | he continued working | as |
2. Study the table and frame sentences:
| Situation | Contrast | Connector |
| was a barrister is old immensely rich a man of honesty affected by earthquake |
remained a typical farmer active miser never appreciated not lose courage |
though although as In spite of however |
(1) Though Sardar Patel was a barrister, he remained a typical farmer till his death.
(2) Although Bachukaka is old, he is active.
(3) Immensely rich as Mr Kulkarni is, he is a miser.
(4) Sudesh was never appreciated, in spite of being a man of honesty.
(5) The Kutchhi people were affected by earthquake, however they did not lose courage
3. Collect the information of your three classmates and fill in the boxes:
| Name | Situation | Contrast | Connector | Sentence |
| Kavita | ran fast | won race | but | Kavita ran fast but she could not win the race. |
| Bhavya | performed well | appreciated | though | Though Bhavya performed well, he/she was not appreciated. |
| Satyam | diligent | not promoted | however | However diligent Satyam was, he was not promoted. |
| Atman | lost the race | did not lose courage | in spite of | In spite of losing the race, Atman did not lose courage. |
4. Write five sentences about yourself which express contrast. :
Example: I would like to give a speech in school assembly, but I have stage fright.
Answer:
(1) Though I read the paragraph twice, I couldn’t comprehend it.
(2) However clever I am, I can’t solve certain riddles.
(3) In spite of my sincere efforts, I couldn’t convince my sister.
(4) Even if I was tired a lot, I couldn’t have a sound sleep.
(5) Don’t force me to eat to my fill or I will fall ill.
5. Complete the following sentences using the guiding words given in the brackets:
(1) The boy didn’t give up playing …… (though, injured)
(2) … I work for minimum wage.(though, master degree)
(3) However well Tejal performed (not get, prize)
(4) Though the police drove fast…….. (thief, escape)
(5) The novel was interesting …. (but, my cousin, enjoy)
(6) ….. the match was not won. (in spite of, put in, sincere efforts, players)
Answer:
(1) The boy didn’t give up playing,though he was injured.
(2) Though I have a master’s degree, I work for minimum wage.
(3) However well Tejal performed, she did not get a prize.
(4) Though the police drove fast, the thief escaped.
(5) The novel was interesting, but my cousin didn’t enjoy it.
(6) Though the players put in sincere efforts, the match was not won.
6. Rewrite the passage by filling up the blanks using the words given in the brackets
(but, though, as, however, in spite of)
Answer:
Though we know that water is the elixir of life, we waste it. We admit it but we do not follow it. However easily available it is, somewhere there is a shortage of it. Important as it is for human life, we do not save it. In spite of the government’s appeal to all of us to use it rightly, nobody cares.
Writing
Question 1.
You are planning to visit the Sundarbans. Necessary information regarding the Sundarbans is given below. Search more information from the Internet and write a letter to your friend regarding your visit to the Sundarbans.
The Sundarbans National Park
Place : West Bengal
Area : 10000 sq km
Animals : Royal Bengal Tiger, reptiles,
aquatic mammals
Plants / Tree : World’s largest mangrove forest
River : Ganga, Brahmaputra, Meghna
Specialities : World’s largest River Delta with a lot many waterways
Answer:
The Sundarbans is a natural region comprising Southern Bangladesh and a small part of Eastern India. It is the largest single block of tidal mangrove forest in the world. The Sundarbans covers approximately 10,000 square kilometres (3900 square miles) most of which is in Bangladesh with the remainder covering a part in West Bengal in India. The Sundarbans is a UNESCO World Heritage Site.
The Sundarbans Mangroves ecoregion on the coast forms the seaweed fringe of the delta and is the world’s largest mangrove ecosystem with 20,400 square kilometres (7900 square miles) of area covered. The Sundarbans flora is characterised by the abundance of Sundari, gewa, goran and keora trees.
The Sundarbans covers an area of 14,600 square kilometres (5600 square miles) of the Vast Ganges-Brahmaputra Delta. It extends from the northern part of Khulna District and finishes at the mouth of the Bay of Bengal with scattered portions extending into India’s West Bengal State.
The Sundarbans provides a unique ecosystem and a rich wildlife habitat.
The Sundarbans is the largest reserves for the Royal Bengal Tiger. There is much more wildlife here than just the endangered Royal Bengal Tiger. There are fishing cats, macaques, wild boars, common grey mongooses, foxes, jungle cats, flying foxes, pangolins and spotted deer.
The forest is also rich in bird life. There are as many as 170 species of birds including brown-winged kingfishers, white-bellied sea eagles, open billed storks, black-headed ibis, etc. The Sundarbans has abundance of amphibians and reptiles.
Question 2.
Write a letter to the collector of your district for saving trees.
Answer:
Chiranjeev H. Shukla
At & Post-Kada-384 305.
Ta. Visnagar,
Dist. Mahesana April 9, 2019
To,
The Collector,
Mahesana District,
Office of Collector, Rajmahal Road, Mahesana – 384 001.
Sir,
Sub : Save Trees
This is to kindly bring to your notice that a large number of trees are being felled in the grazing grounds (Gochar) here around and sold out. The ‘Sarpanchs’ of these villages have their own interest in conniving at such activities. Very often we have brought this kind of activity in our village and the villages in proximity. Sir, it is a great threat to ecological balance.
The underground waters are going deeper and deeper. The rain is also scarce. By cutting down the trees, the inhabitants of these villages are being deprived of fuel and fodder. Our animals lose their shelters and birds that are supportive to human beings lose their natural habitat.
Sir, we are ready to cooperate you if you launch a project of afforestation. We are determined to regenerate forests but without your support, we are helpless. Therefore, it is our sincere appeal to you to take intense actions against tree-felling and concrete steps for afforestation.
Truly yours,
Chiranjeev Shukla
(On behalf of the villagers in the district)
Question 3.
Write a paragraph on ‘Forests, the Friends of People’ in about 150 words.
Answer:
Forest is an area with a high density of trees. Forests have been perennial friends of human beings for ages. They are a boon for the earth. Forests are one of the most important aspects of the earth’s biosphere. It is a precious resource given by nature.
Forests include living organisms like wild animals, trees, shrubs, ferns, mosses, lichens, fungi and microscopic soil organisms. Forests maintain water cycle on the earth. They maintain temperature and oxygen levels on the earth by photosynthesis. They prevent global warming. They prevent dust storms and soil erosion.
They are a rich source of wood. The products from forests have sustained human life. They provide us a variety of vegetables, fruits and medicinal products. They provide raw material for different industries.
Since forests are natural habitat for a variety of wild plants and wildlife, they provide safe and favourable environment for their breeding. Tribals depend on forests for their livelihood. Majority of Indian people, especially poor sections of the society depend on immediate surrounding forests to meet their basic needs.
The entire economy of villages is based on forests. We cannot afford the degradation of forests at any l cost since they are the lifeline of human beings.
Activity
1. Listen to the song:
जिते भी लकड़ी मरते भी लकड़ी देख तमाशा लकड़ी का from YOUTUBE and choreograph It In the classroom. Collect photos poems. Sanskrit verses. Urdu she rs, etc. related to trees and display them on your noticeboard.
2. Relay game — Each student gives one use of wood. The next student will repeat it and add one more use. The next student repeats the uses said by previous students and will add one. If a student fails to do so, he I she Is disqualified. The five students to survive till the end are the winners.
3. Write three things you can learn from trees. Then sit in a group of five. Collect all responses and make posters with some drawings, photographs, etc. Arrange a class exhibition on the theme ‘Trees: Our Silent Gurus’. [Note: To be done by students. ]
Word Puzzle
Opposite meaning word to start with letter ‘G’:
(1) Lose
(2) Special
(3) Lady
(4) Take
(5) Boy
(6) Bad
(7) Little
(8) Bride
(9) Ripe
(10) Generous
Answer:
(1) Gain
(2) General
(3) Gentleman
(4) Give
(5) Girl
(6) Good
(7) Great
(8) Groom
(9) Green
(10) Greedy
Woodman, Spare that Tree Summary in Gujarati
વધતી જતી માનવવસ્તીની જરૂરિયાતોને પોષવા, વિચાર્યા વિના વૃક્ષો આડેધડ કપાતાં જાય છે ત્યારે પર્યાવરણની પરવા કરનારાઓ વૃક્ષોને બચાવવાનું અભિયાન ચલાવી રહ્યા છે. વૃક્ષોને બચાવવા જનજાગૃતિ અતિ આવશ્યક છે. એક અદનો માણસ પણ અગર વૃક્ષોનું મૂલ્ય ગંભીરતાથી સમજે, તો તે વૃક્ષ બચાવીને માનવહિતનું મોટું કાર્ય કરશે. બૌદ્ધિકો કે સંવેદનશીલ વ્યક્તિઓ ઘણાં બધાં માધ્યમો દ્વારા વૃક્ષોને બચાવવાનો સતત અને સમર્થ પ્રયાસ કરી રહ્યા છે. વૃક્ષ સાથે ભાવનાત્મક સંબંધે જોડાયેલા કવિ આ કાવ્યમાં કઠિયારાને ‘તે વૃક્ષ બક્ષી દે’ તેમ કહી તેમની સંવેદનાઓને વાચા આપે છે.
Glossary (શબ્દાર્થ)
ભાષાંતર
હે કઠિયારા, તે વૃક્ષ (કાપવું) રહેવા દે !
અડીશ નહિ (એની) એકેય ડાળીને !
કિશોરાવસ્થામાં એણે મને આશરો આપેલો
અને હવે તેનું રક્ષણ હું કરીશ.
મારા પૂર્વજે પોતાના હાથે રોપ્યું
હતું તેને તેમની ખાટ પાસે ત્યાં જ,
હે કઠિયારા, તેને ઊભું રહેવા દે,
તારી કુહાડી તેને ઈજા ન પહોંચાડે.
પેલું જૂનું પરિચિત વૃક્ષ,
જેની શાન અને કીર્તિ પ્રસર્યા છે સમસ્ત જલથલમાં
તેને શું તું કાપી નાખીશ? હે કઠિયારા, રોકી લે તારો ઘા!
કાપીશ નહિ તેનાં મૂળિયાંને અરે!
રહેવા દે તે વયોવૃદ્ધ ઓકને
હવે (જે) ચૂમી રહ્યું છે આકાશને!
જ્યારે હતો હું નવરો છોકરો,
હું માણતો હતો, તેનો કૃતજ્ઞ છાંયડો;
તેમના તમામ ઉમળકાભેર આનંદથી
મારી બહેનો પણ અહીં જ રમતી.
મારી માતાએ મને અહીં ચૂમ્યો હતો;
મારા પિતાએ મારો હાથ દાવ્યો હતો –
જવા દે આ બાલીશ આંસુને
પણ તે વૃદ્ધ ઓકને તું ઊભું રહેવા દે. – George Pope Morris