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प्रश्न
What are the titles of King Chaupat?
उत्तर
The titles of King Chaupat are:
- the most noble
- the most revered
- the most gracious
- the most learned
- the Royal Monarch
- most great king
APPEARS IN
संबंधित प्रश्न
What is the name of the King?
What is the speciality of the land?
What Indian proverb is reflected in the play?
Do you think this is a good land to settle in? Why?
If you had been the merchant, what would you have said?
List the characters that have appeared so far in the play.
List all the different titles they use to address the King.
Copy the orders (imperative sentences) from the play.
Use your imagination and the details from the play and draw a map of Andher Nagari.
Write what following should have said after listening to the complaint against him:
Merchant
What is the Goldsmith’s excuse?
What is the Sage's request?
What does the king want to know?
Is the King willing to hang the Sage?
The Goldsmith blamed the King for the delay in his work.
The King thought that the Goldsmith had a good reason to delay the Daughter’s work.
The Goldsmith was hanged.
The Sage wanted to die on that day.
The Sage wanted to save his Disciple.
Form groups. Translate one page of the play into your mother tongue as a group activity. Gather the pages translated by different groups and prepare a translated script of the entire play.
Divide the play (Part I as well as Part II) into sections. Form groups and assign roles. Practise your lines in groups. Hold play reading sessions in the classroom. Which group/student presents the most effective reading?
Note the features that make an oral presentation effective. Some of them are :
- Meaningful reading - taking proper pauses (breaking the speech into meaningful chunks)
- Using suitable intonation
- Speaking clearly
- Good pronunciation - using English sounds and stress patterns
- Pleasant and confident appearance of the speakers.
Note the way the dialogue in the play is presented. Look up the word ‘colon’ in the ‘Language Study’ pages and note how it is used in the play.
