Class 11 English Unit 15 War and Peace Complete Guide (NEB New Syllabus) | Notes, Exercise Solutions & Summary | Language Development

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Class 11 English Unit 15 War and Peace

Complete Resource Guide: Notes, Solutions & Summaries

Navigate Class 11 English Unit 15 War and Peace with exact textbook solutions, detailed vocabulary notes, practical essays, and grammar rules on past tenses.

Welcome to your premier destination for the Class 11 English Unit 15 War and Peace academic syllabus. This complete online textbook companion offers fully resolved answers to all end-of-chapter questions and professional writing exercises.

Through this comprehensive resource on Class 11 English Unit 15 War and Peace, you will explore the historical and social themes of Khushwant Singh’s *Train to Pakistan*, understand the linguistic borrowings in English from Sanskrit and Hindi, and practice English grammar focusing on past simple, continuous, and perfect tenses.

To acquire more context on the historical background of the partition depicted in the lesson, you can explore the themes of Train to Pakistan online.

Access our general index for additional chapters here: Class 11 English Notes.

Class 11 English Unit 15 War and Peace study notes

1. Class 11 English Unit 15 War and Peace: Working with Words

A. What do the underlined words in the following sentences mean? Tick the best answer.

a. clamour: a loud and confused noise

b. precariously: not securely

c. scrutiny: examination

d. absconded: hid somewhere secretly

e. anglicized: made English in form or character

f. platitudes: dull, commonplace, or moral remarks

B. Many words have been borrowed in English from different languages. Find the meaning of the following words which are borrowed from Hindi/Sanskrit.

Veranda: a roofed platform along the outside of a house, level with the ground floor.

Khaki: A strong, earthy-colored cloth of wool or cotton, often used for military or police uniforms.

Pashmina: a shawl made from fine-quality, luxurious Kashmiri goat’s wool.

Pajamas: loose-fitting jacket and trousers designed for sleeping in.

Pukka: genuine, excellent, or top-quality.

Pundit: an expert in a particular subject or field who is frequently called upon to give their opinions publicly.

Avatar: the earthly incarnation of a Hindu deity, particularly Vishnu; or a digital representation.

Bangle: a rigid, circular bracelet or anklet, especially one without a clasp.

Cheetah: a large, slender spotted cat found in Africa and parts of Asia, known as the fastest land animal.

Guru: a Hindu or Sikh spiritual teacher, guide, or influential mentor.

Jungle: an area of land overgrown with dense forest and tangled vegetation, typically in the tropics.

Karma: the sum of a person’s actions in this and previous states of existence, viewed as deciding their fate.

Nirvana: a transcendent state in which there is neither suffering, desire, nor sense of self, releasing a person from the cycle of rebirth.

Shampoo: a liquid preparation for washing the hair; originally from the Hindi root meaning to massage or knead.

Raita: an Indian side dish of spiced yogurt containing chopped cucumber, mint, or other vegetables.

C. Add the given suffixes to the following words to make new words. Notice whether ‘e’ is retained or dropped.

a. change + -able / -ing / -ed / -less
→ changeable (retained), changing (dropped), changed (dropped), changeless (retained)

b. time + -ly / -ing / -ed / -less
→ timely (retained), timing (dropped), timed (dropped), timeless (retained)

c. notice + -able / -ing / -ed
→ noticeable (retained), noticing (dropped), noticed (dropped)

d. praise + -worthy / -ing / -ed
→ praiseworthy (retained), praising (dropped), praised (dropped)

e. home + -less / -ing / -ly
→ homeless (retained), homing (dropped), homely (retained)

2. Class 11 English Unit 15 War and Peace: Comprehension Solutions

Answer the following questions based on the text.

a. Why did Iqbal want to sleep in the afternoon?

Iqbal wanted to sleep in the afternoon because he had spent the entire exhausting previous night sitting uncomfortably on his hard bedroll in a heavily crowded, noisy, third-class compartment of the train.

b. How did people react with each other in the train?

People reacted with each other in a very loud, communal, and highly physical way. They argued over space, talked continuously, shared details about their lives, and packed the compartment to the brim.

c. Why did the book Iqbal was reading bring commotion in the compartment?

The English-language book Iqbal was reading brought a sudden commotion because the passengers viewed reading English as a sign of supreme wisdom, authority, and high social prestige. They assumed he must be an educated, powerful official (a Babu Sahib) because he could read the foreign text.

d. Why did Iqbal have to give clarification with his personal details?

Iqbal had to give clarification regarding his personal background because the curious, persistent travelers in the train regarded him as an elite intellectual. They continuously nudged him and insisted he reveal his origin, caste, name, and purpose of travel.

e. Who was Meet Singh and what did he report to Iqbal?

Meet Singh was the simple, chatty priest of the local Gurudwara. Upon Iqbal’s arrival at the village, Meet Singh reported the shocking news about the recent murder of a fellow wealthy villager (Ram Lal), suspecting that the crime was committed by Jugga’s gang of dacoits.

f. How, according to Meet Singh, was Jugga Singh different from his forefathers?

According to Meet Singh, Jugga was different from his ancestors. Although his father and grandfather were also notorious dacoits, they strictly followed an ethical code: they never looted or harmed their own village folk, and actually protected Manny Majra from outside bandits. Jugga, conversely, had crossed the line by robbing and murdering a man from his own village.

g. How does the author show contradiction in Meet Singh’s character?

The author shows a stark contradiction in Meet Singh’s religious character by showing that despite knowing Jugga was a violent criminal, Meet Singh was not deeply bothered by the murder. In fact, as a holy priest of the Gurudwara, he was willing to lie and falsely swear on the sacred Granth Sahib to save Jugga from police prosecution.

h. Who was Hukum Chand and how did he succeed in his career?

Hukum Chand was the powerful District Magistrate and Deputy Commissioner (Deputy Sahib). He successfully climbed his career ladder by cleverly flattering and pleasing his colonial British superiors, securing continuous promotions through cunning obedience rather than merit.

3. Class 11 English Unit 15 War and Peace: Critical Thinking Analysis

a. Iqbal is addressed as Babu Sahib by general folk simply because he knew English. Are Nepali people who can speak English taken with respect? Discuss the importance of learning English in the Nepali context.

Yes, in Nepalese society, individuals who speak fluent English are generally regarded with a high degree of social respect and academic prestige. Historically, English has been treated as the language of the elite, ruling classes, and intellectual giants. Much like the general folk in the train compartment who immediately addressed Iqbal as “Babu Sahib” simply because of his English book, many Nepalese automatically associate English fluency with superior intellect, sophistication, and elevated socio-economic class.

This is a lingering psychological legacy of the colonial educational frameworks that have heavily influenced South Asia. If a person speaks fluent, accented English, they are often perceived as highly educated and capable of achieving great things in life. This bias can be compared to the way people are treated differently based on their clothing; a person in a smart, professional suit often commands instant respect compared to someone dressed in simple, traditional attire. People frequently judge competence based on outward markers, and in Nepal, English is a major cultural marker of capability.

The importance of learning English in the contemporary Nepali context is immense and multifaceted:

1. Global Opportunities: English is the undisputed international language of business, science, and technology. For Nepali youths seeking foreign employment or higher studies, English is a vital survival skill.

2. Higher Education: Almost all advanced textbooks, research journals, and technological resources are published in English, making it necessary for academic excellence.

3. Information Technology & Tourism: As Nepal’s digital economy and tourism industries grow, English serves as the primary bridge to communicate with international clients and travelers.

4. Career Growth: In the domestic job market, multinational companies, NGOs, and corporate offices strictly prioritize candidates with strong English communication skills.

b. Do you agree with Iqbal’s comments on crime and punishment? In your view, what should the state, society and individuals do for peace and order in social lives?

Yes, I agree with Iqbal’s critical, sociological commentary on crime and punishment. Iqbal implies that crime is not always just an isolated act of individual evil, but is often a symptom of systemic social failures, economic desperation, and lack of opportunities. To establish genuine peace and order in our collective social lives, the state, society, and individuals must play complementary, highly responsible roles.

Role of the Individual:

• True, lasting peace begins in the minds of individuals. Every citizen must cultivate personal self-discipline, respect for others, and non-violent conflict resolution.

• Individuals must stand up against local injustices, report criminal activities rather than acting as silent bystanders, and actively promote harmony within their immediate families and neighborhoods.

Role of the Society:

• Society must foster a supportive community environment where moral values, mutual cooperation, and communal peace are prioritized over extreme individual greed.

• Neighborhood watch committees and community mediation groups can be formed to resolve small disputes peacefully before they escalate into serious crimes.

• Society must actively work to break down barriers of discrimination based on caste, class, or religion, as marginalization is a major breeding ground for criminal resentment.

Role of the State:

• The state must strictly enforce the rule of law, ensuring that punishment is swift, fair, and applied equally to both the rich and the poor, without any political favoritism.

• State policies must focus on reducing extreme economic inequality by providing access to quality public education, vocational training, and employment opportunities to minimize the financial desperation that drives individuals to crime.

• The justice system must prioritize rehabilitation alongside punishment, helping convicts reform into productive citizens rather than hardened criminals.

4. Class 11 English Unit 15 War and Peace: Writing Tasks

A. Meet Singh says Jugga is a “badmash” (a wicked person). There can be such people in your locality, too. Write a paragraph describing him / her.

(Here is a descriptive paragraph analyzing a difficult individual, written by Amit:)

I met a guy during my early school days; initially, he seemed so genuinely good, helpful, and polite to me. However, as time went on, he tragically turned out to be the most dishonest and manipulative person I have ever encountered. I used to trustfully share all my tiny and big personal secrets with him, as we had become close friends in almost no time. As time passed, I shockingly found out that he was not worth that trust at all. He used to secretly reveal all my private matters to his other friends to mock me, and he constantly misrepresented my words and actions behind my back. When I got to thoroughly know about his betrayal, I was completely broken and intensely frustrated. But being emotionally resilient, I chose to forgive him, even though he didn’t ever sincerely apologize for his actions. I firmly believe in the motto—forget, forgive, and move on—and that is exactly how we should deal with such toxic people in our localities. But we must never forget the harsh lessons we learn from them.

B. You may have travelled by bus or train. During your travel, you might have got different experiences. Write a letter to your friend describing your unforgettable journey.

Date: 2082-10-13
Location: Pokhara-7, Kaski

Dear Pratik,
Hope this letter of mine finds you in the absolute best of health and spirit. My heart fills with immense joy to share with you one of my most memorable experiences of travelling by bus to my scenic hometown in Sankhuwasabha.
I traveled in the Manakamana Yatayat bus numbered Nine Hundred and Ten. I boarded the bus at exactly 05:30 AM on 10/10/2082 and reached my destination at 06:30 PM on the same day. The journey throughout the winding hilly roads was absolutely amazing and deeply relaxing.
The scenic view from the windowpane, where it felt like the lush green trees were running away from us, looked so relaxing and calming to the mind. Magnificent waterfalls cascading down by our side and the fresh, unpolluted mountain air coming through the open window also added a lot of excitement to the long journey. The ticket price was not expensive at all and was highly reasonable considering the long distance. Meal expenses were also neatly included in the ticket pricing. I got the perfect corner seat to enjoy the panoramic views. The passengers traveling along with me were so incredibly friendly that we played cards, ludo, and chess while traveling, and the long hours passed very easily and happily.
I strongly believe this is an experience everyone should have at least once in their lifetime. The time spent on the bus that day was very comforting and deeply enjoyable. I will surely be making another exciting trip plan in the coming days and will be definitely asking you to join me. Till then, please take good care of yourself.

Much love,
Aayusha Sharma

5. Class 11 English Unit 15 War and Peace: Grammar (Past Tenses)

C. Fill in the gaps with the suitable form of the verb in the brackets. Use past simple/past continuous/past perfect tenses. You may need to use negative too.

It was Sunday afternoon. I was watching (watch) a cookery programme on TV when I realised (realise) how hungry I was. But of course, I was hungry; I hadn’t eaten (eat) anything since lunch, and I had run (run) a race in the morning. “Biscuits!” I thought (think). My mother had given (give) me a jar of delicious home-made biscuits.

I went (go) into the kitchen, opened (open) the fridge and poured (pour) some milk in a big glass. Then I looked (look) for the kitchen chair but it wasn’t (be) there: somebody had taken (take) it away. And there were no biscuits in the biscuit jar: somebody had eaten (eat) them all! I was sure I had put (put) the jar there the previous day and I had eaten (eat) only one cookie. It was very strange.

A few minutes later, I was drinking (drink) my glass of milk when I heard (hear) a loud noise coming from the dining room. I went (go) there quickly and I opened (open) the door. I couldn’t believe my eyes. An enormous monkey was eating (eat) the biscuits excitedly on the kitchen chair.

D. Rewrite the following sentences correcting the mistakes.

a. She played the flute and then she had sung in their choir.
→ She played the flute and then she sang in their choir. (Or: She had played the flute and then she sang…)

b. I borrowed Rima’s car. Had you known about it?
→ I borrowed Rima’s car. Did you know about it?

c. After the lesson had finished, we run out of school.
→ After the lesson had finished, we ran out of school.

d. Had you be there? – Yes, the previous year.
→ Had you been there? – Yes, the previous year.

e. Did you liked my article published in the Himalayan Times yesterday?
→ Did you like my article published in the Himalayan Times yesterday?

f. I recognized him because I saw him before.
→ I recognized him because I had seen him before.

g. I hadn’t gone out because I hadn’t finished my homework.
→ I didn’t go out because I hadn’t finished my homework.

h. We had done nothing like this at that time.
→ We did nothing like this at that time.

i. It was quite difficult. I had had no idea what to do.
→ It was quite difficult. I had no idea what to do.

j. As far as I’d known, she had always had some pets.
→ As far as I knew, she had always had some pets.

k. When I met Jim, he was already a soldier for three years.
→ When I met Jim, he had already been a soldier for three years.

l. He had gone to the coffee because somebody had told him.
→ He went to the café because somebody had told him. (Correction of “coffee” spelling context to “café”)