The Proposal | Play 1 | Plays | English 10th | Summary | Questions and Answers |

 

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The Proposal | Play 1 | Plays | English 10th | Summary | Questions and Answers |

 

Short Summary

            "The Proposal" by Anton Chekhov is a one-act farce that humorously portrays the absurdities of upper-class courtship in 19th-century Russia. The story revolves around Ivan Lomov, a nervous and hypochondriac landowner, who visits his wealthy neighbour, Stepan Chubukov, to propose to his daughter, Natalya. However, instead of a smooth proposal, the situation quickly escalates into a series of heated arguments over petty issues like the ownership of a piece of land and the superiority of their respective dogs. Despite these quarrels, the proposal is eventually made and accepted, but the constant bickering foreshadows a turbulent marriage. The play highlights the trivial nature of human disputes and the ridiculousness of the characters' behaviour, making it a satirical commentary on the superficiality of marriage and social status.

 

Thinking about the Text

Question 1. What does Chubukov at first suspect that Lomov has come for? Is he sincere when he later says "And I've always loved you, my angel, as if you were my own son"? Find reasons for your answer from the play.

Answer: At first, Chubukov suspects that Lomov has come to borrow money, which is why he is taken aback when Lomov hesitantly reveals that he has come to ask for Natalya's hand in marriage. Chubukov’s initial suspicion highlights his distrust and pragmatic nature. When Chubukov later says, "And I've always loved you, my angel, as if you were my own son," his sincerity is questionable. The sudden shift in his attitude after learning of Lomov’s true intentions suggests that his affection is more tied to the prospect of a favourable marriage alliance than genuine love. His immediate eagerness to call Lomov "son" appears to be motivated by the material benefits of the match rather than any deep emotional connection.

Question 2. Chubukov says of Natalya: as if she won't consent! She's in love: egad, she's like a lovesick cat.. .’’Would you agree? Find reasons for your answer.

Answer: Chubukov's statement that Natalya is "like a lovesick cat" reflects his perception that she is eager to marry and that she has feelings for Lomov. This is partially accurate, as Natalya does show a strong emotional reaction when she learns that Lomov had come to propose, expressing deep distress when she realizes she may have lost the opportunity. However, the play doesn’t explicitly show that she is in love with Lomov. Instead, her behaviour seems driven more by social expectations and the fear of being unmarried rather than genuine affection for Lomov. Therefore, while Chubukov's observation has some basis, it is an exaggeration of her true feelings, which seem more tied to social pressures than romantic love.

Question 3.

(i) Find all the words and expressions in the play that the characters use to speak about each other, and the accusations and insults they hurl at each other. (For example, Lomov in the end calls Chubukov an intriguer; but earlier, Chubukov has himself called Lomov a “malicious, double-faced intriguer.” Again, Lomov begins by describing Natalya as "an excellent housekeeper, not bad-looking, well-educated.")

Answer: Words and Expressions in the Play:

 

Lomov about Natalya:

  - "an excellent housekeeper"

  - "not bad-looking"

  - "well-educated"

 

Chubukov about Lomov:

  - "a good neighbour"

  - "a fine fellow"

  - "a malicious, double-faced intriguer"

 

Natalya about Lomov:

  - "a scarecrow"

  - "a stuffed sausage"

  - "a blind hen"

 

Lomov about Chubukov:

  - "an intriguer"

  - "an old rat"

  - "a land-grabber"

 

Chubukov about Natalya:

  - "a lovesick cat"

  - "a silly goose"

(ii) Then think of five adjectives or adjectival expressions of your own to describe each character in the play.

Answer: Adjectives for Each Character:

 

Lomov:

  1. Hypochondriac

  2. Nervous

  3. Petty

  4. Insecure

  5. Stubborn

 

Natalya:

  1. Argumentative

  2. Headstrong

  3. Proud

  4. Emotional

  5. Persuasive

 

Chubukov:

  1. Opportunistic

  2. Manipulative

  3. Short-tempered

  4. Sarcastic

  5. Greedy

(iii) Can you now imagine what these characters will quarrel about next?

Answer: Given the nature of the characters and their propensity to argue over trivial matters, it’s easy to imagine what they might quarrel about next. Perhaps they will argue about the wedding arrangements, with each character insisting on having their way about the smallest details, such as the seating arrangement or the choice of music. Another possibility is that they could argue about the division of property or the boundaries of their estates, much like they did in the original dispute over the Oxen Meadows. The pattern of petty squabbles is likely to continue, fuelled by their stubborn and argumentative natures.

 

Language Work

I. 1. This play has been translated into English from Russian original. Are there any expressions or ways of speaking that strike you as more Russian than English? For example, would an adult man be addressed by an older man as my darling or my treasure in an English play?

Read through the play carefully and find expressions that you think are not used in contemporary English, and contrast these with idiomatic modern English expressions

that also occur in the play.

Answer:

In Anton Chekhov's play *"The Proposal,"* there are several expressions that reflect the language of the time, contrasting with more modern English idioms and expressions. Below are some examples of these older expressions and their modern equivalents, where applicable.

 

1. Older Expressions:

"Egad!"

Meaning: An exclamation of surprise or emphasis, equivalent to "Oh my God!" or "Wow!" in contemporary English.

Modern Equivalent: "Wow!" or "Oh my goodness!"

 

"Lovesick cat"

Meaning: An older way of describing someone who is overly sentimental or infatuated.

Modern Equivalent: "Head over heels" or "smitten."

 

"I shall say no more."

Meaning: A formal way of indicating that the speaker will not continue speaking on the subject.

Modern Equivalent: "I'm done talking about this" or "I'll leave it at that."

 

"Stuffed sausage"

Meaning: An insult that describes someone as being overfed or bloated, both physically or with self-importance.

Modern Equivalent: "Full of oneself" or "a pompous ass."

 

"You are like a lovesick cat!"

Meaning: An old-fashioned way to describe someone who is overly eager or desperate in matters of love.

Modern Equivalent: "You're acting desperate" or "You're behaving like a hopeless romantic."

 

2. Modern Idiomatic Expressions:

"Malicious, double-faced intriguer"

Meaning: This phrase is still somewhat formal, but its meaning of calling someone deceitful and manipulative is clear and could still be used today.

Modern Equivalent: "Two-faced liar" or "Backstabber."

 

"My heart is thumping loudly."

Meaning: Expressing anxiety or nervousness, this expression is still commonly understood today.

Modern Equivalent: "My heart is racing."

 

"Not bad-looking"

Meaning: This expression is used to describe someone as being fairly attractive.

Modern Equivalent: "Pretty decent-looking" or "Good-looking."

 

"You are a scarecrow!"

Meaning: An insult comparing someone to a scarecrow, implying they are unattractive or poorly dressed.

Modern Equivalent: "You look a mess" or "You're a sight for sore eyes."

 

 Conclusion:

 

The older expressions in *"The Proposal"* tend to be more formal, elaborate, or rooted in the idioms of Chekhov's time. In contrast, modern idiomatic expressions are more direct and less formal, reflecting changes in the way English is spoken today. By examining these contrasts, readers can gain insight into how language evolves while still conveying similar meanings and emotions across different eras.

2. Look up the following words in a dictionary and find out how to pronounce them. Pay attention to how many syllables there are in each word, and find out which syllable is stressed, or said more forcefully.

Palpitations     interfere               implore               thoroughbred pedigree          principle               evidence             misfortune malicious        embezzlement       architect             neighbour accustomed    temporary             behaviour           documents

 

Answer:

Here are the pronunciations, syllable counts, and stressed syllables for each of the words:

 

1. Palpitations

    Pronunciation: /ˌpæl.pɪˈteɪ.ʃənz/

    Syllables: 4

    Stressed Syllable: Second (te)

 

2. Interfere

    Pronunciation: /ˌɪn.tərˈfɪər/

    Syllables: 3

    Stressed Syllable: Third (fere)

 

3. Implore

    Pronunciation: /ɪmˈplɔːr/

    Syllables: 2

    Stressed Syllable: Second (plore)

 

4. Thoroughbred

    Pronunciation: /ˈθʌr.ə.bred/

    Syllables: 3

    Stressed Syllable: First (thor)

 

5. Pedigree

    Pronunciation: /ˈpɛd.ɪˌɡriː/

    Syllables: 3

    Stressed Syllable: First (ped)

 

6. Principle

    Pronunciation: /ˈprɪn.sɪ.pəl/

    Syllables: 3

    Stressed Syllable: First (prin)

 

7. Evidence

    Pronunciation: /ˈɛv.ɪ.dəns/

    Syllables: 3

    Stressed Syllable: First (ev)

 

8. Misfortune

    Pronunciation: /ˌmɪsˈfɔːr.tʃən/

    Syllables: 3

    Stressed Syllable: Second (for)

 

9. Malicious

    Pronunciation: /məˈlɪʃ.əs/

    Syllables: 3

    Stressed Syllable: Second (li)

 

10. Embezzlement

     Pronunciation: /ɪmˈbɛz.əl.mənt/

     Syllables: 4

     Stressed Syllable: Second (bez)

 

11. Architect

     Pronunciation: /ˈɑːr.kɪ.tekt/

     Syllables: 3

     Stressed Syllable: First (ar)

 

12. Neighbour

     Pronunciation: /ˈneɪ.bər/

     Syllables: 2

     Stressed Syllable: First (neigh)

 

13. Accustomed

     Pronunciation: /əˈkʌs.təmd/

     Syllables: 3

     Stressed Syllable: Second (cus)

 

14. Temporary

     Pronunciation: /ˈtɛmpəˌrɛri/ or /ˈtɛmpəˌrəri/ (depending on dialect)

     Syllables: 4

     Stressed Syllable: First (tem)

 

15. Behaviour

     Pronunciation: /bɪˈheɪ.vjər/

     Syllables: 3

     Stressed Syllable: Second (hav)

 

16. Documents

     Pronunciation: /ˈdɒk.jʊ.mənts/

     Syllables: 3

     Stressed Syllable: First (doc)

 

3. Look up the following phrases in a dictionary to find out their meaning, and then use each in a sentence of your own.

(i) You may take it that.

(ii) He seems to be coming round.

(iii) My foot's gone to sleep.

(iv) Having a go

Answer:

Here are the meanings of the phrases and sentences using each:

 

1. You may take it that

Meaning: You can assume or be sure that something is true.

Sentence: You may take it that she will attend the meeting on time, as she never misses one.

 

2. He seems to be coming round

Meaning: He appears to be regaining consciousness or changing his opinion.

Sentence: After hearing everyone's arguments, he seems to be coming round to the idea of extending the deadline.

 

3. My foot's gone to sleep

Meaning: My foot has become numb, often due to sitting or lying in the same position for a long time.

Sentence: I need to stretch; my foot's gone to sleep after sitting cross-legged for so long.

 

4. Having a go

Meaning: Attempting to do something or making an effort; it can also mean criticizing someone.

Sentence: She’s never tried painting before, but she’s having a go at creating her first landscape.

II. Reported Speech

A sentence in reported speech consists of two parts: a reporting clause, which contains the reporting verb and the reported clause. Look at the following sentences:

(A) "I went to visit my grandma last week," said Mamta.

(b) Mamta said that she had gone to visit her grandma the previous week.

In sentence (a), we have Mamta's exact words. This is an example of direct speech. In sentence (b), someone is reporting what Mamta said. This is called indirect speech or reported speech. A sentence in reported speech is made up of two parts a reporting clause and a reported clause.

In sentence (b) Mamta said is the reporting clause containing the reporting verb 'said'. The other clause that she had gone to visit her grandma last week is the reported clause.

Notice that in sentence (b) we put the reporting clause first. This is done to show that we are not speaking directly, but reporting someone else's words. The tense of the verb also changes: past tense (went) becomes past perfect (had gone).

Here are some pairs of sentences in direct and reported speech. Read them carefully, and do the task that follows:

1. (i) LOMOV: Honoured Stephan Stepanovitch, do you think I may count on her consent? (Direct Speech)

(ii) Lomov asked Stephan Stepanovitch respectfully if he thought he might count on her consent. (Reported Speech)

2. (i) LOMOV: I'm getting a noise in my ears from excitement. (Direct Speech)

(ii) Lomov said that he was getting a noise in his ears from excitement. (Reported Speech)

3. (i) NATALYA: Why haven't you been here for such a long time? (Direct Speech)

(ii) Natalya Stepanovna asked why he hadn't been there for such a long time. (Reported Speech)

4. (i) CHUBUKOV: What's the matter? (Direct Speech)

(ii) Chubukov asked him what the matter was. (Reported Speech)

5. (i) NATALYA: My mowers will be there this very day! (Direct Speech)

(ii) Natalya Stepanovna declared that her mowers would be there that very day. (Reported Speech)

You must have noticed that when we report someone's exact words, we have to make some changes in the sentence structure. In the following sentences fill in the blanks to list the changes that have occurred in the above pairs of sentences. One has been done for you.

1. To report a question, we use the reporting verb asked (as in Sentence Set 1).

2. To report a declaration, we use the reporting verb ________.

3. The adverb of place here changes to __________.

4. When the verb in direct speech is in the present tense, the verb in the reported speech is in the _________ tense (as in Sentence Set 3).

5. When reporting verb is in _______ and _______ tense, the tense in the reported speech remains ________.

6. If the verb in direct speech is in the present continuous tense, the verb in the reported speech changes to ________ tense. For example, _______ changes to was getting.

7. When the sentence in direct speech contains a word denoting respect, we add the adverb ________ in the reporting clause (as in Sentence Set 1).

8. The pronouns I, me, our and mine, which are used in the first person in direct speech, change to third person pronouns such as, _______, _______, _________ or ________ in the reported speech.

Answer:

1. To report a question, we use the reporting verb asked (as in Sentence Set 1).

2. To report a declaration, we use the reporting verb said.

3. The adverb of place here changes to there.

4. When the verb in direct speech is in the present tense, the verb in the reported speech is in the past tense (as in Sentence Set 3).

5. When the reporting verb is in present and future tense, the tense in the reported speech remains the same.

6. If the verb in direct speech is in the present continuous tense, the verb in the reported speech changes to past continuous tense. For example, is getting changes to was getting.

7. When the sentence in direct speech contains a word denoting respect, we add the adverb respectfully in the reporting clause (as in Sentence Set 1).

8. The pronouns I, me, our, and mine, which are used in the first person in direct speech, change to third-person pronouns such as, he, him, their, or theirs in the reported speech.

Now change the Narration of the following sentences:

1. He said, “I have finished my work.”

2. The tortoise said, “Slow and steady wins the race.”

3. The students told the teacher that they had been speaking the truth.

4. The teacher said to the students, “India became free in 1947.”

5. My friend said, “Can you lend me some money?”

6. He asked me if I had finished my work.

7. He said to him, “What do you want?”

8. The principal said to the students, “Why are you making a noise? Can't you sit still?”

9. The doctor said to the patient, “Take medicines after every six hours.”

10. The servant begged the master to forgive him that time.

11. My friend said to me, “Let us go for shopping.” (Hint: My friend proposed...)

12.1 said, “May God grant peace to the departed soul! ” (Hint: I prayed that God might....)

13. The mother wished that her daughter might win a scholarship.

14. He said, “Forgive me.”

15. She said, “Let him try ever so hard, he cannot pass.”

Answer:

1. Direct Speech: He said, “I have finished my work.”

   Indirect Speech: He said that he had finished his work.

 

2. Direct Speech: The tortoise said, “Slow and steady wins the race.”

   Indirect Speech: The tortoise said that slow and steady wins the race.

 

3. Direct Speech: The students told the teacher that they had been speaking the truth.

   Indirect Speech: The students said to the teacher, “We have been speaking the truth.”

 

4. Direct Speech: The teacher said to the students, “India became free in 1947.”

   Indirect Speech: The teacher told the students that India became free in 1947.

 

5. Direct Speech: My friend said, “Can you lend me some money?”

   Indirect Speech: My friend asked if I could lend him some money.

 

6. Direct Speech: He asked me if I had finished my work.

   Indirect Speech: He said, “Have you finished your work?”

 

7. Direct Speech: He said to him, “What do you want?”

   Indirect Speech: He asked him what he wanted.

 

8. Direct Speech: The principal said to the students, “Why are you making a noise? Can't you sit still?”

   Indirect Speech: The principal asked the students why they were making a noise and if they couldn't sit still.

 

9. Direct Speech: The doctor said to the patient, “Take medicines after every six hours.”

   Indirect Speech: The doctor advised the patient to take medicines every six hours.

 

10. Direct Speech: The servant begged the master to forgive him that time.

    Indirect Speech: The servant said to the master, “Please forgive me this time.”

 

11. Direct Speech: My friend said to me, “Let us go shopping.”

    Indirect Speech: My friend proposed that we should go shopping.

 

12. Direct Speech: I said, “May God grant peace to the departed soul!”

    Indirect Speech: I prayed that God might grant peace to the departed soul.

 

13. Direct Speech: The mother wished that her daughter might win a scholarship.

    Indirect Speech: The mother said, “May my daughter win a scholarship!”

 

14. Direct Speech: He said, “Forgive me.”

    Indirect Speech: He asked to be forgiven.

 

15. Direct Speech: She said, “Let him try ever so hard, he cannot pass.”

    Indirect Speech: She said that even if he tried ever so hard, he could not pass.

III. Here is an excerpt from an article from the Times of India, dated: 27 August 2006. Rewrite it, changing the sentences in direct speech into reported speech. Leave the other sentences unchanged.

"Why do you want to know my age? If people know I am so old, I won't get work!” laughs 90-yearold A. K. Hangal, one of Hindi cinema's most famous character actors. For his age, he is rather energetic. "What's the secret?" we ask. "My intake of everything is in small quantities. And I walk a lot," he replies. "I joined the industry when people retire. I was in my 40s. Sol don't miss being called a star. I am still respected and given work, when actors of my age are living in poverty and without work. I don't have any complaints," he says, adding, "but yes, I have always been underpaid." Recipient of the Padma Bhushan. Hangal never hankered after money or materialistic gains. "No doubt I am content today, but money is important. I was a fool not to understand the value of money earlier,” he regrets.

Answer: Here is the excerpt from the article rewritten with the sentences in direct speech changed to reported speech:

A. K. Hangal, one of Hindi cinema's most famous character actors, laughed when asked about his age, saying that if people knew how old he was, he wouldn't get work. Despite being 90 years old, he was rather energetic for his age. When asked about the secret to his vitality, he replied that his intake of everything was in small quantities and that he walked a lot. Hangal mentioned that he had joined the industry when most people retire, in his 40s, so he didn't miss being called a star. He expressed contentment with the fact that he was still respected and given work, while actors of his age were living in poverty and without work. However, he added that he had always been underpaid. Hangal, a recipient of the Padma Bhushan, had never hankered after money or materialistic gains. While he was content today, he regretted not understanding the value of money earlier, acknowledging that money was important.

 

Writing Work

1. Anger Management

As adults, one important thing to learn is how to manage our temper. Some of us tend to get angry quickly, while others remain calm. Can you think of three ill effects that result from anger? Note them down. Suggest ways to avoid losing your temper in such situations. Are there any benefits from anger?

Answer:

Three ill Effects of Anger

 

1. Strained Relationships: Anger can damage relationships with friends, family, and colleagues. Harsh words spoken in anger can hurt others deeply, leading to misunderstandings, conflicts, and a loss of trust.

 

2. Poor Decision-Making: When angry, people often make rash decisions without considering the consequences. This impulsiveness can lead to regrettable actions or missed opportunities.

 

3. Health Problems: Frequent anger can have negative effects on physical and mental health, including increased blood pressure, headaches, stress, and even long-term issues like heart disease.

 

Ways to Avoid Losing Your Temper

 

1. Practice Deep Breathing: Taking deep, slow breaths can help calm the mind and body. Focusing on your breathing can divert your attention from the anger and reduce its intensity.

 

2. Count to Ten: Before reacting in anger, count to ten to give yourself time to cool down. This pause can help you respond more thoughtfully and avoid saying or doing something you'll regret.

 

3. Express Yourself Constructively: If you feel anger building up, try to express your feelings calmly and clearly. Use "I" statements to describe how you feel without blaming others. For example, say, "I feel upset when..." instead of "You always..."

 

Benefits of Anger

 

While anger is often seen as negative, it can have some benefits when managed appropriately:

 

1. Motivation for Change: Anger can serve as a powerful motivator to address injustices or wrongs. It can drive you to take action and make necessary changes in your life or society.

 

2. Boundary Setting: Anger can help you recognize when your boundaries have been crossed, prompting you to assert yourself and protect your rights or well-being.

 

3. Emotional Release: When expressed constructively, anger can provide an emotional release, helping you to process and move past difficult situations rather than bottling up negative feelings.

 

Learning to manage anger effectively can lead to better relationships, improved health, and a more balanced life.

2. In pairs, prepare a script based on the given excerpt from The Home and the World by Rabindranath Tagore. You may write five exchanges between the characters with other

directions such as movements on stage and way of speaking, etc.

One afternoon, when I happened to be specially busy, word came to my office room that Bimala had sent for me, I was startled.

'Who did you say had sent for me?” I asked the messenger.

“The Rani Mother”.

“The Bara Rani?”

“No, sir, the Chota Rani Mother.”

The Chota Rani! It seemed a century since I had been sent for by her. I kept them all waiting there, and went off into the inner apartments. When I stepped into our room I had another shock of surprise to find Bimala there with a distinct suggestion of being dressed up. The room, which from persistent neglect had latterly acquired an air of having afternoon. I stood there silently, looking enquiringly at Bimala.

She flushed a little and the fingers of her right hand toyed for a time with the bangles on her left arm. Then she abruptly broke the silence. “Look here! Is it right that ours should be the only market in all Bengal which allows foreign goods?”

“What then, would be the right thing to do?” I asked.

“Order them to be cleared out!”

“But the goods are not mine.”

“Is not the market yours?”

“It is much more theirs who use it for trade.”

“Let them trade in Indian goods, then.”

“Nothing would please me better. But suppose they do not?”

“Nonsense! How dare they be so insolent? Are you not...”

“I am very busy this afternoon and cannot stop to argue it out. But I must refuse to tyrannise.”

“It would not be tyranny for selfish gain, but for the sake of the country.”

“To tyrannise for the country is to tyrannise over the country. But that I am afraid you will never understand.” With this I came away.

Answer: Script Based on "The Home and the World" by Rabindranath Tagore

 

Characters:

·       Nikhil (husband)

·       Bimala (wife)

 

Scene:

The room is modestly furnished, with a traditional Indian setting. A small writing desk is placed near a window, and a few cushions are scattered on the floor. Bimala is standing near the desk, dressed slightly more elaborately than usual. Nikhil enters from stage left, looking surprised.

 

 

Nikhil: (enters, surprised, and pauses near the door) You sent for me, Bimala? It's been so long since... (trails off, looking at her)

 

Bimala: (flushing slightly, toying with her bangles) Yes, I did. There’s something important we need to discuss. (pauses and gathers courage) Don’t you think it’s wrong that our market is the only one in Bengal that still allows foreign goods?

 

Nikhil: (walks towards her slowly, curious) What do you suggest we should do about it?

 

Bimala: (determined, stepping closer to him) Order them to be cleared out! We should only support Indian goods.

 

Nikhil: (calmly, looking directly at her) But the goods aren't mine to remove, Bimala. The market belongs to the traders, not just to me.

 

Bimala: (frustrated, raising her voice slightly) The market may be theirs, but it’s your responsibility! Why not insist they trade in Indian goods only?

 

Nikhil: (sighing, glancing at his desk, then back at her) That would please me too, but what if they refuse? I can’t force them.

 

Bimala: (angrily, moving closer to him) Refuse? How dare they! You’re the master of this place, aren't you?

 

Nikhil: (gently but firmly, shaking his head) I won’t be a tyrant, Bimala. I won’t force them for the sake of the country or any other reason.

 

Bimala: (desperate, pleading) But it’s not tyranny if it’s for the country, for our freedom!

 

Nikhil: (softening, but resolute) Tyranny, even in the name of the country, is still tyranny. We can't force people to love their country, Bimala. They must come to it on their own. (he looks at her sadly, then turns to leave)

 

Bimala: (softly, as he leaves) You’ll never understand...

 

 

Stage Directions:

Lighting: Soft, afternoon light filtering through the window, giving a warm, slightly nostalgic atmosphere.

Movements: Bimala should stand near the writing desk initially, moving closer to Nikhil as the conversation intensifies. Nikhil should maintain a calm and steady posture, contrasting with Bimala's growing agitation.

Speaking Style: Bimala’s tone should shift from tentative to determined, showing her growing passion for the cause. Nikhil’s voice remains calm and measured, reflecting his deep conviction and inner conflict.

 

Discussion

1. In group, discuss the qualities one should look for in a marriage partner. You might consider the following points:

• Person or looks

- Appearance or looks

- Attitude and beliefs

- Sense of humour

• Value system

- Compassion and kindness

- Tolerance, ambition

- Attitude to money and wealth

• Education and professional background

 

Answer: Qualities to Look for in a Marriage Partner

 

When considering qualities in a marriage partner, it's important to think beyond just appearances. Here are some key points to discuss:

 

Personality or Looks:

Appearance or Looks: While physical attraction can be important, it shouldn’t be the sole basis for choosing a partner. Over time, personality and character tend to have a more lasting impact on the relationship.

Attitude and Beliefs: Shared beliefs and a positive attitude are crucial. It’s important to find someone whose core values align with your own, whether it’s about family, religion, or life goals.

Sense of Humour: A good sense of humour can be a cornerstone of a strong relationship. It helps in navigating tough times and keeps the relationship light-hearted and fun.

Value System:

Compassion and Kindness: These traits are essential for building a nurturing and supportive relationship. A partner who is compassionate and kind will be understanding and empathetic, which is vital for a healthy marriage.

Tolerance and Ambition: Tolerance is important for accepting differences, while ambition shows that the person is motivated and driven. Finding a balance between the two can lead to a successful partnership.

Attitude to Money and Wealth: It’s important that both partners have similar views on money management and wealth. Whether it’s saving, spending, or investing, having aligned financial goals can prevent future conflicts.

Education and Professional Background:

While education and professional background might not be the top priority, they can influence compatibility, especially in terms of lifestyle and understanding each other's work-life balance. Shared or respected career paths can foster mutual respect and support in the relationship.

2. Are there parts of the play that remind you of film scenes from romantic comedies? Discuss this in groups, and recount to the rest of the class episodes similar to those in the play.

Answer: Comparing the Play to Romantic Comedies

Many scenes in the play "The Proposal" by Anton Chekhov are reminiscent of romantic comedies, particularly those with misunderstandings and humorous conflicts between characters. For example:

Quarrels Over Trivial Matters: In "The Proposal," the characters often argue over trivial issues like land or dog breeds, which is a common trope in romantic comedies. This can remind us of scenes from films where couples argue over small, inconsequential things, only to realize that their love for each other is what truly matters.

  Dramatic Misunderstandings: The misunderstandings in "The Proposal" are similar to those in many romantic comedies, where characters misinterpret each other's intentions, leading to humorous situations. For instance, in movies, characters might think their partner is hiding something serious, only to discover it’s something trivial or sweet, just like how the arguments in the play are overblown but end up being insignificant in the grand scheme of things.

Exaggerated Emotions: The exaggerated emotions in the play, with characters dramatically expressing their anger or frustration, are often mirrored in rom-coms where emotions are heightened for comedic effect. This can be compared to scenes in movies where characters make grand declarations or have over-the-top reactions to situations, leading to laughter and eventually a resolution.

In groups, students could discuss these similarities and perhaps recount specific scenes from popular romantic comedies that echo the themes and situations found in "The Proposal." Sharing these examples can help draw connections between classic literature and modern entertainment.

 

Suggested Reading

• Christmas Carol by Charles Dickens

• The Merchant Miracle by Saki