Poem 'Animals' by WALT WHITMAN [From ‘Song of Myself ’ in Leaves of Grass] Summary Q&A Solved and Explained

Summary

In the poem ‘Animals’ by Walt Whitman, the poet admires animals for their simplicity and honesty. He wishes to turn into an animal and live with them. The poem highlights the virtues of animals and how humans can learn from them. The most important theme of the poem is not to admire how good animals are, but to compare humans with them in order to focus on the flaws of their nature. The poet believes that probably a very long time ago, humans possessed all the qualities such as calmness, the lack of greed and the ability to stay happy, but they have now lost them. So in this poem, Walt Whitman has given a pedagogic point before human beings.

Thinking About the Poem

1. Notice the use of the word ‘turn’ in the first line, “I think I could turn and live with animals…”. What is the poet turning from?

In the first line of "Animals," Whitman's "turn" could signify escape from various burdens: the anxieties of human life, societal pressures, a sense of alienation, or a lost connection with nature's simplicity. It's a multifaceted yearning for what animals embody - peace, contentment, and oneness with the earth.

2. Mention three things that humans do and animals don’t.

Whitman's "Animals" highlights three human burdens absent in their world: 1) self-inflicted woes like "whining about condition" and "weeping for sins," 2) societal baggage of "duty to God" and obsession with "owning things," and 3) existential angst like "dissatisfaction" and "mania of owning things." The poem paints animals as vessels of peace, content in their simple, unburdened existence. 

3. Do humans kneel to other humans who lived thousands of years ago? Discuss this in groups.

It is a cultural and religious tradition that humans worship their ancestors and pray by kneeling in front of their portraits. They hold religious sermons and ceremonies in their memory as a sign of respect and reverence. 

4. What are the ‘tokens’ that the poet says he may have dropped long ago, and which the animals have kept for him? Discuss this in class. (Hint: Whitman belongs to the Romantic tradition that includes Rousseau and Wordsworth, which holds that civilisation has made humans false to their own true nature. What could be the basic aspects of our nature as living beings that humans choose to ignore or deny?)

In the poem ‘Animals’ by Walt Whitman, the poet mentions that animals bring him “tokens of myself” and “evince them plainly in their possession”. The tokens mentioned in the poem represent the true nature of humans. These tokens of virtue include contentment, honesty, innocence, kindness, joy, satisfaction, and sharing. Humans developed vices such as greed, selfishness, the desire to possess everything, and other vices.

Whitman’s poem ‘Animals’ is a part of the Romantic tradition that includes Rousseau and Wordsworth. This tradition holds that civilization has made humans false to their own true nature. The basic aspects of our nature as living beings that humans choose to ignore or deny are our connection to nature, our animal instincts, and our emotions. Humans have become so engrossed in their materialistic pursuits that they have lost touch with their true selves. They have forgotten how to live in the moment and appreciate the beauty of nature. They have become slaves to their desires and have lost their sense of empathy and compassion.

The Hundred Dresses by ELEANOR ESTES - Summary, Q&A Solved and Explained

Summary of the Story 

Wanda Petronski, an immigrant girl in an American school, becomes the target of taunts for her worn dress and unusual name. Peggy, the popular girl, leads the teasing, while Maddie observes, torn between loyalty and empathy. Wanda escapes the cruelty by inventing a world of hundreds of colorful dresses at home, drawing them on the board with vibrant detail.

Suddenly, Wanda disappears from school. Maddie and Peggy are struck by guilt, realizing their behavior. The classroom, once filled with Wanda's fantastical creations, feels heavy with their regret. The discovery of a drawing contest entry – a beautiful dress labeled "For Wanda" – leaves them grappling with the consequences of their actions.

The Hundred Dresses is a poignant tale of childhood cruelty, imagination, and the lasting impact of unkindness. Through Maddie's awakening, the story reminds us of the importance of courage, standing up for others, and celebrating differences.

Click Here to Go to Part 2

Oral Comprehension Check (Part 1) 

1. Where in the classroom does Wanda sit and why?

Wanda sits in the back of the classroom, near the window. This placement is partly due to assigned seating, but it also reflects her social isolation. By choosing the back, she is possibly trying to shield herself from potential teasing.

2. Where does Wanda live? What kind of a place do you think it is?

She lives with her father and older brother in a section of town known as "Bogtown.". It suggests a working-class area, possibly with rundown houses and limited resources. Wanda's worn dress and lack of other clothing options imply financial hardship and simpler living conditions compared to her classmates.

3. When and why do Peggy and Maddie notice Wanda’s absence?

Peggy and Maddie first notice Wanda's absence during art class. They wanted to make fun of her as the art contest was related to 'dresses' and they made fun of Wanda about her dress.

4. What do you think “to have fun with her” means?

The phrase "to have fun with her" refers to Peggy and the other girls' teasing of Wanda. They derive amusement from her claims of having hundreds of dresses, exploiting her vulnerabilities and difference for their own entertainment. 

5. In what way was Wanda different from the other children?

A. Wanda was an immigrant girl with a Polish last name and worn clothes, making her stand out amidst her American classmates.

6. Did Wanda have a hundred dresses? Why do you think she said she did?

A. Wanda likely didn't have a hundred dresses. She invented them as an escape from teasing and to create a world where she fit in.

7. Why is Maddie embarrassed by the questions Peggy asks Wanda? Is she also like Wanda, or is she different?

A. Maddie is embarrassed because Peggy's questions expose Wanda's vulnerability and make her feel complicit in the teasing. Maddie is different from Wanda in being more social and accepted, but she grapples with guilt and empathy. 

8. Why didn’t Maddie ask Peggie to stop teasing Wanda? What was she afraid of?

A. Maddie didn't stand up to Peggie's teasing out of fear and peer pressure. She likely feared becoming the next target if she defended Wanda, jeopardizing her own social standing within the group.

9. Who did Maddie think would win the drawing contest? Why?

A. Maddie initially assumed Peggy would win the drawing contest. Peggy was popular and known for her artistic talent, making her the likely frontrunner in Maddie's eyes.

10. Who won the drawing contest? What had the winner drawn?

A. Wanda won the drawing contest with a beautiful dress labeled "For Wanda." This unexpected victory reveals the impact of her imaginary wardrobe and underscores the classmates' missed opportunity to appreciate her creativity and kindness. 

Think About the Text (Part 1)

Q.1 How is Wanda seen as different by the other girls? How do they treat her?

A.1 The other girls see Wanda as foreign and poor based on her worn clothes, unfamiliar name, and quiet demeanor. They tease and exclude her, calling her names and laughing at her claims of having hundreds of dresses.

Q.2 How does Wanda feel about the dresses game? Why does she say that she has a hundred dresses?

A.2 Wanda initially enjoys the dresses game as it offers an escape from reality and allows her to express her creativity and imagination. However, it later becomes a painful reminder of her isolation and the bullying she faces. She says she has a hundred dresses as a defense mechanism, a way to fit in and gain some respect.

Q.3 Why does Maddie stand by and not do anything? How is she different from Peggy? (Was Peggy’s friendship important to Maddie? Why? Which lines in the text tell you this?)

A.3 Maddie stands by because of fear and peer pressure. She doesn't want to become Peggy's next target and jeopardize her own social standing. While not actively cruel like Peggy, Maddie still lacks the courage to stand up for what's right, highlighting the bystander effect. Lines suggesting Peggy's importance to Maddie include references to their shared secrets and Maddie's fear of losing Peggy's approval.

Q.4 What does Miss Mason think of Wanda’s drawings? What do the children think of them? How do you know?

A.4 Miss Mason appreciates Wanda's artistic talent and imagination, finding beauty and detail in her dress drawings. She even uses Wanda's work as inspiration for the drawing contest. The children, influenced by Peggy, initially mock Wanda's fantastical creations, but their silence and surprise after discovering Wanda's winning entry hints at a shift in their perception. 

Part 2

Oral Comprehension (Part 2)

1. What did Mr Petronski’s letter say? 

Mr. Petronski's letter informs Miss Mason that Wanda and Jake are moving away due to the bullying they faced. It emphasizes the hurtful impact of the teasing by stating "no more holler 'Pollack'" and suggests Wanda might find acceptance in a more diverse environment.

2. Is Miss Mason angry with the class, or is she unhappy and upset? 

Miss Mason isn't explicitly angry with the class, but her reaction shows deep sadness and disappointment. She reads the letter several times, adjusts her glasses deliberately, and speaks in a low, serious tone, indicating the gravity of the situation and her understanding of the hurt caused.

3. How does Maddie feel after listening to the note from Wanda’s father? 

Maddie feels a "sick feeling" in her stomach after listening to the letter. She recognizes her own complicity in the bullying even though she didn't actively participate, acknowledging "she had stood by silently, and that was just as bad as what Peggy had done. Worse."

4. What does Maddie want to do? 

Maddie is driven by a desire to make amends and connect with Wanda before she leaves. She feels a strong urge to apologize, explain how Wanda's talent is appreciated, and assure her that moving away isn't necessary. 

5. What excuses does Peggy think up for her behaviour? Why?

Peggy thought up excuses for her behaviour because she was feeling bad about what had happened, thinking that it probably was her teasing because of which Wanda left the school. She never called Wanda a foreigner or made fun of her name. She also said that she never thought Wanda had even the sense to know that they were making fun of her. She thought Wanda was too dumb.

6. What are Maddie’s thoughts as they go to Boggins Heights? 

Maddie was ashamed of herself and felt apologetic for being a silent spectator while Peggy humiliated Wanda. She was upset and distraught for Wanda and herself. She hoped to find Wanda and tell her that they were sorry they had picked on her and how wonderful the whole school thought she was. She also thought of fighting anyone who will not be nice to her.

7. Why does Wanda’s house remind Maddie of Wanda’s blue dress?

Wanda’s house was sparse, old and shabby but neat and clean, like the blue dress that she wore every day to school, which was also old and faded, but clean. This reminded Maddie of Wanda’s old blue dress.

8. What does Maddie think hard about? What important decision does she come to?

Maddie thought hard about how she could make amends for all that had happened. She decided to go to Wanda’s house with Peggy to apologize and amend for all that had happened but Wanda had moved to a different city with her family. She felt bad because she thought of herself as a coward who did not stop Peggy to insult Wanda. So, she decided to raise voice against injustice and bullying. She was firm of not being a mute spectator anymore.

9. What did the girls write to Wanda? 

The girls wrote a friendly letter telling Wanda about the drawing contest and informing her that she had won. They complimented her beautiful drawings and even asked about her new life and teacher. However, the letter lacked a proper apology for their earlier behavior.

10. Did they get a reply? Who was more anxious for a reply, Peggy or Maddie? How do you know? 

The girls did receive a reply from Wanda! Her letter expressed gratitude for the drawings and wished them a happy Christmas. We can infer that Peggy was more anxious for a reply as she was the one who initiated the idea of contacting Wanda and was very excited upon finding Wanda's house.

11. How did the girls know that Wanda liked them even though they had teased her? 

The girls know Wanda liked them because she sent them each a drawing as a gift and wished them a happy Christmas and sent greetings to "Room Thirteen." without mentioning any negative thing in her letter.

Thinking About the Text (Part 2)

1. Why do you think Wanda’s family moved to a different city? Do you think life there was going to be different for their family?

Mr. Petronski's letter explicitly states they're moving due to hurtful taunts about Wanda's name and background. The city offers the hope of escaping prejudice and finding a more diverse and accepting environment where Wanda won't be singled out.

2. Maddie thought her silence was as bad as Peggy’s teasing. Was she right?

I think she was right. Both actions contributed to Wanda's hurt, though in different ways. Maddie's inaction made her complicit, highlighting the bystander effect's negative impact.

3. Peggy says, “I never thought she had the sense to know we were making fun of her anyway. I thought she was too dumb. And gee, look how she can draw!” What led Peggy to believe that Wanda was dumb? Did she change her opinion later?

Peggy's judgment of Wanda's intelligence stems from prejudice and a lack of understanding. Her appreciation for Wanda's talent clashes with her dismissive assumption, revealing an internal conflict. I think Peggy changes her mind, after receiving Wanda's gift and learning about her kindness that offered her a chance for reflection.

4. What important decision did Maddie make? Why did she have to think hard to do so?

Maddie decided to never again stand by silently in the face of bullying. This choice required considerable courage, as it might mean facing social pressures or even losing friends. It signifies her personal growth and commitment to speaking up for what's right.

5. Why do you think Wanda gave Maddie and Peggy the drawings of the dresses? Why are they surprised?

Wanda's drawings, representing her talent and imagination, symbolize forgiveness and generosity. They surprise the girls because they didn't expect such kindness after their behavior. It's a reminder that judging others unfairly can lead to misinterpretations.

6. Do you think Wanda really thought the girls were teasing her? Why or Why not? 

Wanda definitely understood the teasing because Wanda and her sister complained about it to their father and in turn the family decided to move to a bigger city. But her letter's warmth suggests she might have wanted to move forward and focus on the positive aspects of their connection.

The Thief's Story by Ruskin Bond Summary and Q&A Solved CBSE Class 10

READ AND FIND OUT

1. Who does ‘I’ refer to in this story?

"I" refers to Hari Singh, a 15-year-old thief who encounters Anil and ends up struggling between his old habits and Anil's kind influence.

2. What is he “a fairly successful hand” at?

Hari Singh is a "fairly successful hand" at stealing. He has experience and manages to acquire things without getting caught for a while.

3. What does he get from Anil in return for his work?

Initially, Hari gets food and a place to sleep on Anil's balcony in exchange for helping with chores. Later, Anil offers to teach him cooking, writing, and arithmetic.

4. How does the thief think Anil will react to the theft?

Hari anticipates sadness rather than anger from Anil. He understands Anil's trusting nature and believes he will be more disappointed in the loss of trust than the money itself.

5. What does he say about the different reactions of people when they are robbed?

Hari mentions different reactions based on people's personalities:

Greedy men: show fear

Rich men: show anger

Poor men: show acceptance

He predicts Anil's unique reaction of sadness due to his trusting and compassionate nature.

6. Does Anil realize that he has been robbed?

Yes, Anil realizes he has been robbed. The text mentions that the next morning, he offers Hari a fifty-rupee note, which is still wet from the rain, indicating he knows Hari took the money.

7. How does Anil react to discovering the theft?

Despite knowing about the theft, Anil does not express anger or accusation. He simply offers Hari the stolen money as payment and proposes starting their writing lessons, suggesting forgiveness and a desire to continue their relationship.

THINK ABOUT IT

1. What are Hari Singh’s reactions to the prospect of receiving an education? Do they change over time? (Hint: Compare, for example, the thought: “I knew that once I could write like an educated man there would be no limit to what I could achieve” with these later thoughts: “Whole sentences, I knew, could one day bring me more than a few hundred rupees. It was a simple matter to steal — and sometimes just as simple to be caught. But to be a really big man, a clever and respected man, was something else.”) What makes him return to Anil? 

Hari first sees learning as a way to get rich with fancy writing. But Anil shows him that words bring more than just rupees. They can open doors to knowledge, respect, and growth. This makes Hari want to learn for real, not just for money. After stealing from Anil, Hari feels bad and lonely. Seeing Anil's trust makes him want to be better, not like a thief anymore. He chooses to go back for a new start, leaving behind his old ways and choosing a brighter future with Anil's help.

2. Why does not Anil hand the thief over to the police? Do you think most people would have done so? In what ways is Anil different from such employers?

Anil didn't send Hari to the police for a few reasons. First, he believed in Hari's goodness and wanted to help him change, not punish him. Anil saw Hari's tough life and understood why he might have stolen. Instead of yelling, he offered Hari kindness and the chance to learn writing and cooking, giving him tools for a better future. Most people might have been scared or angry, but Anil chose forgiveness and hope. This makes Anil special because he had a big heart, believed in second chances, and wanted to see Hari grow and succeed. 

TALK ABOUT IT

1. Do you think people like Anil and Hari Singh are found only in fiction, or are there such people in real life?

The characters like Anil and Hari Singh in "The Thief's Story" might seem to belong purely to the realm of fiction but their qualities can certainly be found in real life, though perhaps not in exactly the same way.

Anil's traits of immense compassion, unwavering belief in rehabilitation, and commitment to empowering others through education resonate with numerous real-life individuals and organizations. Social workers, educators, mentors, and community leaders often dedicate their lives to guiding individuals from disadvantaged backgrounds or difficult circumstances towards positive change. They offer support, opportunities, and second chances, believing in the potential within each person.

Hari Singh's journey of internal conflict, initial focus on personal gain shifting to appreciation for knowledge and self-improvement, and ultimate decision to embrace guidance also reflects stories of real people who have navigated challenging environments and made choices to break free from negative patterns. This process of transformation might not always involve a kind mentor like Anil, but can be driven by internal desires for a better life, exposure to positive influences, or access to educational and personal development opportunities.

2. Do you think it a significant detail in the story that Anil is a struggling writer? Does this explain his behaviour in any way?

The text doesn't explicitly draw a connection between Anil's writing and his behavior towards Hari but there are some subtle hints that suggest it might play a role:

Empathy and understanding: Writers, by nature, tend to be skilled observers of human behavior and possess a deep understanding of emotions and motivations. This could explain Anil's ability to see beyond Hari's criminal past and recognize his potential for good. He approaches Hari with compassion and understanding, perhaps akin to how he might develop fictional characters with complex backstories and potential for redemption.

Second chances and belief in potential: The writing profession itself often involves characters overcoming challenges, facing setbacks, and ultimately finding redemption or transformation. This inherent theme of second chances and belief in potential might translate into Anil's real-life interactions. He sees the possibility of a happier future for Hari, similar to how he might craft narratives where characters rewrite their destinies.

Focus on individual stories and personal growth: Writers often delve into the personal journeys of their characters, exploring their inner struggles and motivations. This focus on individual stories and personal growth might be reflected in Anil's engagement with Hari. He doesn't simply provide shelter and food, but invests in Hari's education and self-improvement, treating him as an individual with a unique story to tell.

Patience and hope: The creative process of writing often requires patience, perseverance, and unwavering hope. Even when faced with rejection or setbacks, writers continue to believe in their stories and strive for improvement. This could be another facet that connects to Anil's behavior. He doesn't give up on Hari even after the theft, offering him another chance and demonstrating unwavering faith in his ability to change.

These are just potential interpretations and the story doesn't provide definitive answers. However, the parallel between Anil's creative profession and his approach towards Hari adds a layer of depth and complexity to his character. By portraying him as a struggling writer, the author might be subtly influencing the reader's perception of his motivations and actions, suggesting that Anil's own life experience and artistic inclinations contribute to his unique compassion and belief in second chances.

3.  Have you met anyone like Hari Singh? Can you think and imagine the circumstances that can turn a fifteen-year-old boy into a thief? 

There are many complex factors that can contribute to a teenager turning to theft, often a combination of personal, social, and economic circumstances. Here are some possible situations that might nudge a 15-year-old boy towards such a dangerous path:

Poverty and lack of opportunities:

Financial hardship: Living in poverty can lead to desperation and the feeling that theft is the only way to meet basic needs like food and shelter.

Limited access to education or employment: Without options for legitimate income or social mobility, stealing might seem like the only way to gain some control over their situation.

Debt: Being burdened with debt from family or peers can create significant pressure to find money quickly, even if it means stealing.

Family and social environment:

Neglect or abuse: A lack of love, support, or positive role models at home can leave a teenager feeling isolated and vulnerable, increasing the risk of engaging in risky behaviors like theft.

Gang involvement: Peer pressure from older or delinquent friends can be powerful, making it difficult to resist criminal activities like theft.

Witnessing or experiencing crime: Growing up in a community with high crime rates can normalize criminal behavior and make it seem like a valid solution to problems.

Psychological and emotional factors:

Low self-esteem or feelings of hopelessness: Feeling worthless or like their future is bleak can lead to a sense of apathy and a lack of motivation to pursue legal ways to improve their lives.

Mental health issues: Undiagnosed or untreated mental health problems like depression, anxiety, or impulsivity can contribute to reckless decision-making and risky behaviors.

Seeking excitement or a sense of belonging: Theft can sometimes be motivated by a desire for thrills or a feeling of belonging to a group, especially if legitimate avenues for excitement or social connection are lacking.

4. Where is the story set? (You can get clues from the names of the persons and places mentioned in it.) Which language or languages are spoken in these places? Do you think the characters in the story spoke to each other in English?

The story's setting can be deduced from several clues:

Character names: "Anil" is a common name in India. "Hari Singh" also suggests an Indian origin, particularly North India.

Place names: The Jumna Sweet Shop suggests a location near the Jamuna River, which flows through Delhi.

Cultural details: The mention of wrestling matches, street life near a bazaar, and Anil borrowing and celebrating with money are consistent with everyday life in many Indian cities.

Therefore, the story is most likely set in Delhi, India.

The languages spoken in this area are predominantly Hindi and Punjabi, followed by English as a secondary language, especially in urban areas like Delhi. While the story doesn't explicitly mention the language used, it's most likely that the characters, including Anil and Hari Singh, primarily converse in Hindi. 

Amanda Poem by Robin Klein CBCE Class 10 Summary Q&A Solved

Summary of the Poem

Think About the Poem

1. How old do you think Amanda is? How do you know this?

Amanda is most likely a teenager. This is because the poem talks about things that teenagers typically experience, such as being told to do their homework, clean their room, and not eat chocolate. Additionally, the poem mentions that Amanda has acne, which is common teenage problem.

2. Who do you think is speaking to her?

The speaker of the poem is most likely Amanda's parent or guardian. This is because the speaker is giving Amanda commands and instructions, such as telling her to do her homework and clean her room. The speaker is also concerned about Amanda's appearance, telling her not to hunch her shoulders or bite her nails.

3. Why are Stanzas 2, 4 and 6 given in parenthesis?

Stanzas 2, 4, and 6 are given in parentheses because they represent Amanda's daydreams or fantasies. In these stanzas, Amanda imagines herself as a mermaid, an orphan, and Rapunzel. These fantasies are a way for Amanda to escape the realities of her life, where she feels controlled and restricted.

4. Who is the speaker in Stanzas 2, 4 and 6? Do you think this speaker is listening to the speaker in Stanzas 1, 3, 5, and 7?

The speaker in stanzas 2, 4, and 6 is Amanda herself. In these stanzas, Amanda is expressing her desire for freedom and independence. She wants to be able to do whatever she wants, without being told what to do by others. I don't think the speaker in stanzas 2, 4, and 6 is listening to the speaker in stanzas 1, 3, 5, and 7. This is because Amanda's daydreams are a way for her to escape from the realities , so she is not paying attention to what is happening around her.

5. What could Amanda do if she were a mermaid?

Amanda could swim freely in the ocean, explore the world, and make new friends if she were a mermaid.

6. Is Amanda an orphan? Why does she say so?

Amanda is not an orphan. She says that she is an orphan roaming the street, as a metaphor for her desire to be free and not to be nagged all the time.

7. Do you know the story of Rapunzel? Why does she want to be Rapunzel?

Amada wants to be Rapunzel because Rapunzel lives in a tower, where she is isolated from the world. Amanda may feel like she is trapped in her own life, and experiences Rapunzel's freedom.

8. What does the girl yearn for? What does this poem tell you about Amanda?

Amanda yearns for freedom and independence. She wants to be able to make her own choices and live her life on her own terms. The poem tells us that Amanda is a creative and imaginative girl who feels trapped by the realities of her life.

9. Read the last stanza. Do you think Amanda is sulking and is moody?

It is possible that Amanda is sulking and moody like other teenagers, but the poem does not explicitly say so. The last stanza simply says that "anyone would think that I nagged at you, Amanda." This could be interpreted in a number of ways, and it is up to the reader to decide what they think it means.

Summary of the poem 'Amanda' by Robin Klein

"Amanda" by Robin Klein paints a portrait of a teenage girl yearning for freedom and escape from the constraints of her reality. Through her daydreams of being a mermaid, an orphan, and Rapunzel, Amanda envisions a life of autonomy and adventure. The poem contrasts the mundane tasks and expectations imposed on her with her vibrant inner world, highlighting a teenage struggle for independence and self-discovery. Despite the ambiguity of the ending, Amanda's voice resonates with a powerful desire to break free and find her own place in the world.

Here are some key elements of the poem:

Confined Reality: Amanda faces limitations and expectations set by an unnamed adult figure.

Escape Through Fantasy: Stanzas 2, 4, and 6 represent Amanda's imaginative escapes into fantasy worlds.

Yearning for Freedom: Each fantasy reflects a different aspect of freedom - the mermaid's boundless ocean, the orphan's self-reliance, and Rapunzel's isolation from societal constraints.

Unresolved Ending: The final line leaves the reader to ponder whether Amanda's sulking stems from frustration or a deeper yearning for something beyond her reach.

Overall, "Amanda" is a poignant exploration of the adolescent desire for freedom and the struggle to reconcile inner aspirations with the limitations of reality. 

From the Diary of Anne Frank Class 10 CBSE Q&A Solved

 Oral Comprehension Check

1. What makes writing in a diary a strange experience for Anne Frank?

For Anne, writing in a diary is strange because she imagines herself interacting with a real person, Kitty. This creates a unique dynamic where she expresses her thoughts and feelings openly, knowing she won't receive immediate response or judgment.

2. Why does Anne want to keep a diary?

Anne desires a confidante, someone to share her innermost thoughts and experiences with. She feels she can't fully express herself to friends or family, hence her longing for a diary as a trusted companion.

3. Why did Anne think she could confide more in her diary than in people?

Anne confides in her diary because it offers a safe space without fear of judgment, misunderstanding, or interruption. She can be completely honest and vulnerable with Kitty, something she might not feel comfortable doing with others.

4. Why does Anne provide a brief sketch of her life?

Anne provides a life sketch to introduce herself to Kitty and establish context for her future entries. It helps the reader understand her background, personality, and circumstances, making her diary entries more relatable.

5. What tells you that Anne loved her grandmother?

Anne describes her grandmother with warmth and affection, mentioning how she spent every Sunday with her and enjoyed their conversations. This suggests a close bond and loving relationship between them.

6. Why was Mr Keesing annoyed with Anne? What did he ask her to do?

Mr Keesing was annoyed by Anne's constant chattering in class, disrupting the learning environment. He asked her to write an essay explaining why she talks so much.

7. How did Anne justify her being a chatterbox in her essay?

Anne playfully defended her talkativeness by comparing it to a spring bubbling over and highlighting its positive aspects like sharing knowledge and keeping others entertained. She cleverly turned a negative into a positive attribute.

8. Do you think Mr Keesing was a strict teacher?

While Mr Keesing might seem strict through Anne's perspective, assigning an essay as punishment, his approach seems more curious than harsh. He encourages Anne to reflect on her behavior and express herself differently.

9. What made Mr Keesing allow Anne to talk in class?

Mr Keesing's essay assignment allowed Anne to channel her talkativeness into writing, potentially addressing the disruption while providing her an outlet for expression. This suggests his open-mindedness and willingness to understand her.

Thinking About the Text

1. Was Anne right when she said that the world would not be interested in the musings of a thirteen-year-old girl?

Anne initially underestimated the power of her words and experiences. Her diary, "The Diary of a Young Girl," became a global phenomenon, offering an intimate glimpse into the Holocaust through the eyes of a young girl. Her musings resonated with people across generations and cultures, proving her wrong.

2.There are some examples of diary or journal entries in the ‘Before You Read’ section. Compare these with what Anne writes in her diary. What language was the diary originally written in? In what way is Anne’s diary different?

Anne's writing is more personal and introspective compared to the other examples, which are more factual or report-like. She uses vivid descriptions, humor, and philosophical reflections, making her diary unique and engaging. The original language of the diary is Dutch, further adding to its cultural significance.

3.Why does Anne need to give a brief sketch about her family? Does she treat ‘Kitty’ as an insider or an outsider?

Anne needed to give a brief sketch about her family because it helped Anne introduce Kitty to her background and relationships, building context for future entries.

She treats Kitty as a confidante and insider, sharing intimate details and seeking advice, suggesting an insider relationship.

4. How does Anne feel about her father, her grandmother, Mrs. Kuperus and Mr Keesing? What do these tell you about her?

For Anne her father is an affectionate and admiring person. She trusts him and considers him understanding. She has a warm and loving bond with her grandmother which is evident from their regular Sundays together. She dislikes and resents Mrs. Kuperus due to her perceived favoritism towards Margot. Anne is initially annoyed by Mr Keesing's strictness but later appreciates his unconventional approach. This shows that Anne is a very honest and loving child who has a sense of keen observation about people around her.

5. What does Anne write in her first essay?

She playfully defends her talkativeness, arguing that talking is the trait of students. Moreover she expresses her inability to cure her talkativeness because her mother was also very talkative and one cannot cure herself from a hereditary trait.

6. Anne says teachers are most unpredictable. Is Mr Keesing unpredictable? How?

Mr Keesing instead of reprimanding Anne assigns an essay, encouraging introspection and self-expression. Moreover Mr Keesing doesn't get angry when she writes and compares him with a father duck who bits his ducklings to death because they quacked too much. Instead he allows her to talk. This shows Mr Keesing's unpredictability.

7.What do these statements tell you about Anne Frank as a person?

(i) We don’t seem to be able to get any closer, and that’s the problem. Maybe it’s my fault that we don’t confide in each other.

(ii) I don’t want to jot down the facts in this diary the way most people would, but I want the diary to be my friend.

(iii) Margot went to Holland in December, and I followed in February, when I was plunked down on the table as a birthday present for Margot.

(iv) If you ask me, there are so many dummies that about a quarter of the class should be kept back, but teachers are the most unpredictable creatures on earth.

(v) Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking.

ANSWER: 

These statements tell us about Anne:

(i) Desire for deeper connection and vulnerability, possibly hinting at loneliness.

(ii) Longing for a genuine friend and confidante, valuing emotional connection.

(iii) Self-deprecating humor and playful exaggeration.

(iv) Sharp observations and critical thinking, combined with skepticism towards authority.

(v) Witty and persuasive, able to defend her actions with clever arguments.

These statements paint a picture of Anne as a thoughtful, insightful, and humorous young girl navigating life with intelligence, wit, and a yearning for deeper connection.

50 Subject-Verb Concord MCQs: Test Your Grammar Skills and Conquer Common Errors

Instructions: Choose the most grammatically correct verb form for each sentence.

1. The news of the earthquake ________(has/have) shaken everyone in the town.
2. The committee, along with its advisers, ________ (is/are) still deliberating the proposal.
3. Neither the coach nor the players ________ (seem/seems) happy with the outcome of the game.
4. A swarm of bees ________ (is/are) buzzing angrily around the hive.
5. Every student in the class ________ (has/have) completed the assignment on time.
6. The majority of the audience ________ (was/were) surprised by the comedian's sudden change of topic.
7. The instructions at the back of the package ________ (is/are) unclear and confusing.
8. The sum of all angles in a triangle ________ (is/are) 180 degrees.
9. The government's new policy ________ (has/have) met with strong opposition from the public.
10. A series of unfortunate events ________(has/have) led to the company's downfall.
11. The children, along with their dog, ________(are/is) playing in the park.
12. The silence in the room ________(was/were) deafening.
13. Measles ________(is/are) a highly contagious disease.
14. The physics textbook on my desk ________(contains/contain) several challenging equations.
15. The CEO, together with the board of directors, ________(has/have) decided to postpone the launch date.
16. The furniture in the living room ________(needs/need) dusting.
17. The majority of the blame ________(falls/fall) on the shoulders of the manager.
18. The jury ________(is/are) still undecided on the verdict.
19. The research ________(shows/show) a strong correlation between diet and health.
20. The news reporter, along with her cameraman, ________(was/were) caught in the crossfire.
21. A dozen cookies ________(is/are) still on the plate.
22. The flight ________(departs/depart) at 7:00 PM tomorrow.
23. The physics of the situation ________(dictates/dictate) the course of action.
24. The vast majority of the data ________(supports/support) our hypothesis.
25. The news of the victory ________(spreads/spread) like wildfire through the town.
26. The committee ________(is/are) divided over the issue of funding.
27. The sum of all the parts ________(equals/equal) the whole.
28. The orchestra ________(performs/perform) a Beethoven symphony tonight.
29. The furniture in the living room ________(needs/need) to be rearranged.
30. The vast majority of the blame ________(falls/fall) on the shoulders of the government.
31. The knowledge gained in this course ________(will/shall) be invaluable in your future career.
32. The silence in the room ________(was/were) broken only by the ticking of the clock.
33. The research ________(indicates/indicate) a potential cure for the disease.
34. The physics of the situation ________(dictates/dictate) that the building cannot be saved.
35. The news reporter, along with her cameraman, ________(were/was) injured in the attack.
36. A score of sheep ________(grazes/graze) peacefully in the meadow.
37. The flight ________(departs/depart) on time, despite the bad weather.
38. The knowledge gained from this experience ________(has/have) made me a more patient person.
39. The committee ________(is/are) hopeful that a solution can be found.
40. The physics of the situation ________(dictates/dictate) that the bridge cannot be built.
41. The vast majority of people ________(believes/believe) in the importance of education.
42. The book on the table ________(contains/contain) several interesting stories.
43. The orchestra ________(performs/perform) a Mozart concerto tonight.
44. The knowledge gained from this course ________(will/shall) be applied to solve real-world problems.
45. The research ________(indicates/indicate) that the new drug has promising results.
46. The committee ________(is/are) divided on the issue of funding, but they must reach a decision soon.
47. The furniture in the living room ________ (needs/need) to be rearranged.
48. The vast majority of the blame ________ (falls/fall) on the shoulders of the individual.
49. The book on the shelf ________ (belongs/belong) to my sister.
50. The research ________ (suggests/suggest) that the Earth's climate is changing rapidly.

Answer Key:

1. has
2. is
3. seems
4. is
5. has
6. was
7. are
8. is
9. has
10. have
11. are
12. was
13. is
14. contains
15. have
16. needs
17. falls
18. is
19. shows
20. were
21. are
22. departs
23. dictates
24. supports
25. spreads
26. is
27. equals
28. performs
29. needs
30. falls
31. will
32. was
33. indicates
34. dictates
35. were
36. graze
37. departs
38. has
39. is
40. dictates
41. believes
42. contains
43. performs
44. will be
45. indicates
46. is
47. needs
48. falls
49. belongs
50. suggests

Coursebook 7 Unit 4 Section Two 'A Tiger Comes to Town' Solved

Coursebook 7 Unit 4 Section One 'The Boy and the Swallow' Solved

What are the Different Types of Sentence Rearrangement Questions?

Following are different types of sentence rearrangement questions, followed by examples:

Certainly! Let's provide a definition for each type of sentence rearrangement question, followed by an example:

Random Order to Logical Order:

• Definition: Arrange a set of jumbled sentences into a coherent and logical sequence.
• Example: (A) The sun sets. (B) People gather on the beach. (C) The colors of the sky change.
• Correct Order: B, C, A

1. Chronological Order:

   • Definition: Organize sentences based on the chronological order of events or steps in a process.
   • Example: (A) Mix the ingredients. (B) Preheat the oven. (C) Bake for 30 minutes.
   • Correct Order: B, A, C

2. Beginning/Ending Sentence:

   • Definition: Identify the sentence that best serves as an introduction or conclusion to a paragraph.
   • Example: (A) It was a dark and stormy night. (B) Lightning flashed across the sky. (C) The adventure began.
   • Correct Sentence: A

3. Theme-Based Order:

   • Definition: Arrange sentences based on a common theme or topic for a logical flow of ideas.
   • Example: (A) Benefits of Exercise. (B) Regular physical activity. (C) Improved cardiovascular health.
   • Correct Order: B, C, A

4. Cause and Effect:

   • Definition: Sequence sentences to reflect a cause-and-effect relationship between events or ideas.
   • Example: (A) The road was wet. (B) It had rained heavily. (C) The car skidded.
   • Correct Order: B, A, C

5. General-to-Specific Order:

   • Definition: Organize sentences from a general statement to specific details or examples.
   • Example: (A) Vehicles are important for transportation. (B) Cars are one of the most popular vehicles. (C) They offer convenience.
   • Correct Order: A, B, C

6. Specific-to-General Order:

   • Definition: Organize sentences from specific details or examples to a general statement.
   • Example: (A) The cake was delicious. (B) The baker used premium ingredients. (C) Baking is an art.
   • Correct Order: B, C, A

7. Comparisons and Contrasts:

   • Definition: Arrange sentences that involve comparing or contrasting ideas or objects.
   • Example: (A) Dogs are loyal. (B) Cats are independent. (C) Both make great pets.
   • Correct Order: A, C, B

8. Conjunction-Based Rearrangement:

   • Definition: Reorder sentences using appropriate conjunctions to ensure coherence.
   • Example: (A) The movie was entertaining. (B) However, the ending was predictable. (C) It kept us engaged throughout.
   • Correct Order: A, C, B

9. Sentence Deletion:

   • Definition: Identify the sentence that disrupts the logical flow when removed from a paragraph.
   • Example: (A) The river flows through the city. (B) The mountains are covered in snow. (C) The trees sway in the wind.
   • Correct Sentence to Remove: C

These definitions and examples cover various types of sentence rearrangement questions, helping individuals understand the specific skills being tested in each case.