Showing posts with label first flight. Show all posts
Showing posts with label first flight. Show all posts

Tuesday, October 1, 2024

The Proposal by Anton Chekhov - Summary, Q&A, Important Questions and MCQs

Summary of "The Proposal" by Anton Chekhov

"The Proposal" is a one-act farce that explores the comedic and absurd nature of courtship between the wealthy landowners Ivan Lomov and Natalya Stepanovna. Lomov visits Stepan Chubukov’s house to propose to his daughter, Natalya. However, instead of smoothly asking for her hand in marriage, they begin to argue over trivial matters like the ownership of Oxen Meadows and whose dog is better. These petty arguments escalate to the point where the proposal itself is almost forgotten. In the end, despite their endless bickering, Chubukov persuades them to get married, although they continue arguing even after their engagement is secured.

Answers to Questions

  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"?

    • Chubukov initially suspects that Lomov has come to borrow money. He is not entirely sincere when he later claims that he has always loved Lomov like his own son. His exaggerated reaction to Lomov's proposal, followed by the rapid change in his behavior when Lomov starts arguing with Natalya, shows that his affection is more tied to the material benefit of the marriage than genuine emotion.
  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?

    • Yes, Chubukov's statement is partly true. Natalya’s reaction after learning that Lomov came to propose — she becomes extremely upset and demands that he be brought back immediately — suggests that she has feelings for Lomov, even if they are not overtly romantic. Her sudden switch from arguing with Lomov to eagerly accepting his proposal reflects emotional confusion, much like a "lovesick cat."
  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.

    • Lomov calls Chubukov a "malicious, double-faced intriguer" and accuses him of being a "grabber." Chubukov, in turn, calls Lomov a "fool," a "pettifogger," and an "intriguer." Natalya and Lomov also insult each other, with Lomov claiming that Natalya’s dog, Squeezer, is "overshot" and a poor hunter, while Natalya calls Lomov’s dog, Guess, "old" and "ugly."

    (ii) Five adjectives to describe each character:

    • Lomov: Nervous, argumentative, insecure, excitable, indecisive.
    • Natalya: Stubborn, emotional, quarrelsome, passionate, prideful.
    • Chubukov: Manipulative, opportunistic, impatient, hypocritical, dramatic.

    (iii) What will they quarrel about next?

    • They are likely to quarrel about household matters, future decisions regarding their land or livestock, or continue bickering about trivial matters like their dogs, as their argumentative nature seems to be a core part of their personalities.

The Sermon at Benaras - First Flight - English - Class X - Q&A Solved

Table of Content

Story Summary: The Sermon at Benares

The story begins with Gautama Buddha, who lived as Prince Siddhartha Gautama before he became enlightened. After witnessing human suffering, he renounced his royal life in search of understanding. Upon gaining enlightenment, he shared his teachings through sermons, the first of which was delivered at Benares.

A woman named Kisa Gotami, stricken by grief over her only son’s death, sought medicine to bring him back to life. When the Buddha met her, he asked her to bring mustard seeds from a household that had never experienced death. As she searched, she realized that death had touched every family, and she could not find a household untouched by it. This led her to the understanding that death is inevitable and affects everyone.

The Buddha taught that life is short, filled with suffering, and that death is a part of life. He encouraged Kisa Gotami to stop grieving and instead seek peace by understanding this truth.

Questions and Answers:

  1. What does Kisa Gotami ask for when her son dies? Does she get it? Why not?

    • Kisa Gotami asks for medicine to bring her dead son back to life. However, she does not get it because no medicine can cure death. The people around her recognized that her son was dead and that nothing could revive him.
  2. What does Kisa Gotami ask for the second time, after speaking with the Buddha? Does she get it? Why not?

    • The second time, Kisa Gotami asks for mustard seeds from a household that has not experienced death. She does not get it because every house she visited had faced the death of a loved one. This taught her that death is a universal experience.
  3. What does Kisa Gotami understand the second time that she failed to understand the first time? Was this what the Buddha wanted her to understand?

    • The second time, Kisa Gotami understands that death is a natural part of life and affects everyone. This is exactly what the Buddha wanted her to realize—that her personal grief was not unique, and death is inevitable for all.
  4. Why do you think Kisa Gotami understood this only the second time? In what way did the Buddha change her understanding?

    • Kisa Gotami was blinded by her grief the first time and could not accept her son’s death. By sending her to gather mustard seeds from households untouched by death, the Buddha made her realize through experience that death spares no one. This practical journey opened her eyes to the truth.
  5. How do you usually understand the idea of ‘selfishness’? Do you agree with Kisa Gotami that she was being ‘selfish in her grief’?

    • Selfishness typically means thinking only of oneself. Kisa Gotami may have been selfish in her grief because she wanted her son back, ignoring the reality that death is unavoidable. Her grief focused on her personal loss rather than understanding that suffering is part of life for everyone.

Extract Based MCQs

1. Extract:
"Kisa Gotami repaired to the Buddha and cried, 'Lord and Master, give me the medicine that will cure my boy.' The Buddha answered, 'I want a handful of mustard-seed. And when the girl in her joy promised to procure it, the Buddha added, 'The mustard-seed must be taken from a house where no one has lost a child, husband, parent or friend.' "

MCQs:

  1. Who did Kisa Gotami approach to find a cure for her dead son?

    • a) A doctor
    • b) Her neighbors
    • c) The Buddha
    • d) A wise monk
  2. What did the Buddha ask Kisa Gotami to bring?

    • a) A special herb
    • b) A handful of mustard seeds
    • c) A magical potion
    • d) A piece of cloth
  3. What was the condition placed by the Buddha for the mustard seeds?

    • a) They must be freshly harvested
    • b) They must come from a holy place
    • c) They must come from a house where no one has ever died
    • d) They must be bought from the market

2. Extract:
"Poor Kisa Gotami now went from house to house, and the people pitied her and said, 'Here is mustard-seed; take it!' But when she asked, 'Did a son or daughter, a father or mother, die in your family?' they answered her, 'Alas! the living are few, but the dead are many.' "

MCQs:

  1. How did people react when Kisa Gotami asked for mustard seeds?

    • a) They ignored her
    • b) They pitied her and offered mustard seeds
    • c) They laughed at her request
    • d) They scolded her for asking
  2. What did Kisa Gotami inquire about in each house she visited?

    • a) If anyone had lost a loved one
    • b) If they had extra mustard seeds
    • c) If they knew a doctor
    • d) If they believed in the Buddha’s teachings
  3. What truth did the people reveal to Kisa Gotami about life and death?

    • a) No one ever dies
    • b) The dead are few
    • c) The living are few, but the dead are many
    • d) Everyone lives forever

3. Extract:
"Kisa Gotami became weary and hopeless, and sat down at the wayside watching the lights of the city, as they flickered up and were extinguished again. At last, the darkness of the night reigned everywhere."

MCQs:

  1. Why did Kisa Gotami feel weary and hopeless?

    • a) Because she was unable to find mustard seeds
    • b) Because she could not find a house without death
    • c) Because her son had fallen ill again
    • d) Because she could not meet the Buddha again
  2. What did Kisa Gotami observe as she sat by the wayside?

    • a) The rising sun
    • b) The lights of the city flickering and going out
    • c) The bustling market
    • d) The moon rising in the sky
  3. What is symbolized by the darkness that enveloped the city?

    • a) Life and hope
    • b) Death and the end of life
    • c) A new beginning
    • d) A bright future ahead

4. Extract:
"The Buddha said, 'The life of mortals in this world is troubled and brief and combined with pain. For there is not any means by which those that have been born can avoid dying; after reaching old age there is death.' "

MCQs:

  1. How does the Buddha describe the life of mortals?

    • a) Joyful and endless
    • b) Long and peaceful
    • c) Troubled, brief, and painful
    • d) Full of happiness and laughter
  2. According to the Buddha, what is inevitable for all living beings?

    • a) Happiness
    • b) Wealth
    • c) Death
    • d) Success
  3. What happens to mortals after they reach old age, as per the Buddha?

    • a) They live forever
    • b) They gain wisdom
    • c) They die
    • d) They become rich

5. Extract:
"He who seeks peace should draw out the arrow of lamentation, and complaint, and grief. He who has drawn out the arrow and has become composed will obtain peace of mind; he who has overcome all sorrow will become free from sorrow, and be blessed."

MCQs:

  1. What does the Buddha suggest one must do to find peace?

    • a) Seek wealth
    • b) Remove sorrow and grief
    • c) Meditate in solitude
    • d) Speak with monks
  2. According to the Buddha, what must one overcome to be free from sorrow?

    • a) Fear
    • b) Anger
    • c) Lamentation, complaint, and grief
    • d) Desire for success
  3. What is the result of drawing out the 'arrow of lamentation'?

    • a) Attaining peace of mind
    • b) Receiving enlightenment
    • c) Acquiring wealth
    • d) Gaining knowledge

Saturday, August 10, 2024

The Tale of Custard the Dragon by OGDEN NASH - Theme - Summary - Q&A Solved - First Flight - Class 10 - NCERT

Table of Contents

Summary of the Poem

Illustration of The Tale Custard the Dragon

The Tale of Custard the Dragon
is a humorous ballad that tells the story of Belinda and her brave pets. Belinda lives with a kitten named Ink, a mouse named Blink, a dog named Mustard, and a dragon named Custard. Despite Custard's frightening appearance, with sharp teeth and spikes, he is a coward and often cries for a safe cage. One day, a pirate breaks into their home, and while the other pets flee in fear, Custard bravely fights the pirate and saves the day. Despite his heroism, Custard humbly continues to believe he is the most cowardly among them.

Themes of the Poem

  • Courage and Cowardice: The poem contrasts the apparent bravery of Belinda’s other pets with Custard’s perceived cowardice. However, in a moment of crisis, it is Custard who shows true courage.
  • Appearances vs. Reality: The poem highlights how appearances can be deceptive, as the seemingly brave characters run away while the 'cowardly' dragon proves to be the real hero.
  • Humour and Irony: The poem uses humour and irony to convey its message, with Custard’s actions contradicting his usual behaviour.

Literary Devices Used in the Poem

  • Simile: "Clashed his tail like irons in a dungeon" compares the sound of Custard’s tail to clashing irons.
  • Repetition: The phrase "realio, trulio" is repeated to emphasize the uniqueness of Custard.
  • Alliteration: "Belinda giggled till she shook the house" uses the repetition of the 'g' sound for a rhythmic effect.
  • Imagery: Descriptions like "Mouth like a fireplace" create vivid images in the reader’s mind.

Thinking About the Text

Q1. Who are the characters in this poem? List them with their pet names.

A. The characters in the poem are Belinda and her four pets: a kitten named Ink, a mouse named Blink, a dog named Mustard, and a dragon named Custard.

Q2. Why did Custard cry for a nice safe cage? Why is the dragon called a “cowardly dragon”?

A. Custard cried for a nice safe cage because he was scared and wanted to feel protected. He is called a “cowardly dragon” because, despite his fierce appearance, he was afraid and did not show bravery like the other pets.

Q3. “Belinda tickled him, she tickled him unmerciful...” Why?

A. Belinda tickled Custard unmercifully because she, along with the other pets, found it amusing to make fun of Custard’s timid and cowardly nature.

Q4. The poet has employed many poetic devices in the poem. For example: “Clashed his tail like iron in a dungeon” — the poetic device here is a simile. Can you, with your partner, list some more such poetic devices used in the poem?

A. The poem uses several poetic devices. For example, “Mouth like a fireplace” is a simile comparing Custard’s mouth to a fireplace. Alliteration is used in the phrase “Belinda giggled,” where the 'g' sound is repeated. The repetition of “realio, trulio” emphasizes the uniqueness of Custard.

Q5. Read stanza three again to know how the poet describes the appearance of the dragon.

A. In stanza three, the poet describes Custard as having big sharp teeth, spikes on top of him, scales underneath, a mouth like a fireplace, and daggers on his toes.

Q6. Can you find out the rhyme scheme of two or three stanzas of the poem?

A. The poem follows an AABB rhyme scheme. For example, in the first stanza:

    • "Belinda lived in a little white house" (A)
    • "With a little black kitten and a little grey mouse" (A)
    • "And a little yellow dog and a little red wagon" (B)
    • "And a realio, trulio, little pet dragon" (B)

Q7. Writers use words to give us a picture or image without actually saying what they mean. Can you trace some images used in the poem?

A. The poem uses vivid images such as Custard’s fierce appearance, the pirate’s entry with pistols, and the cowardly behavior of the other pets when they face danger.

Q8. Do you find The Tale of Custard the Dragon to be a serious or a light-hearted poem? Give reasons to support your answer.

A. The Tale of Custard the Dragon is a light-hearted poem. Although it deals with themes of courage and cowardice, the playful language, humorous situations, and ironic twist make it entertaining and fun rather than serious.

Q9. This poem, in ballad form, tells a story. Have you come across any such modern song or lyric that tells a story? If you know one, tell it to the class. Collect such songs as a project.

A. Modern songs like "The Devil Went Down to Georgia" by Charlie Daniels or "Stan" by Eminem tell stories in a similar way to ballads, where the lyrics narrate a sequence of events or a story.

Challenging MCQs to Test Comprehension of "The Tale of Custard the Dragon"

  1. Which of the following is not a characteristic of Custard as described in the poem?
    a) Sharp teeth
    b) Spikes on top
    c) Scaly skin
    d) Fire-breathing

  2. Why does the poet describe Custard's mouth as "like a fireplace"?
    a) To show that Custard breathes fire
    b) To emphasize Custard's warm and gentle nature
    c) To highlight Custard's fierce appearance
    d) To indicate that Custard is always eating

  3. What is the significance of the repetition of "realio, trulio" in the poem?
    a) It adds humor to the poem
    b) It creates a serious tone
    c) It emphasizes Custard’s bravery
    d) It makes the poem more rhythmic

  4. How do Ink, Blink, and Mustard react when the pirate enters Belinda's house?
    a) They bravely confront the pirate
    b) They hide in fear
    c) They run away
    d) They try to protect Belinda

  5. What does the pirate symbolize in the context of the poem?
    a) A real danger that tests the bravery of the characters
    b) An imaginary threat created by Custard
    c) The internal fears of the pets
    d) A symbol of Custard’s cowardice

  6. Why does Custard, despite being a dragon, desire a safe cage?
    a) He wants to protect himself from the other pets
    b) He is afraid of the outside world
    c) He is inherently a coward
    d) He wants to sleep peacefully

  7. What is the rhyme scheme of the stanza: "Belinda lived in a little white house, With a little black kitten and a little grey mouse, And a little yellow dog and a little red wagon, And a realio, trulio, little pet dragon"?
    a) ABAB
    b) AABB
    c) ABBA
    d) AAAB

  8. How does the poet create irony in the poem?
    a) By making the bravest characters act cowardly
    b) By giving Custard a fierce appearance but a timid nature
    c) By showing that Custard, the supposed coward, is the real hero
    d) All of the above

  9. What message does the poem convey about appearances and reality?
    a) Appearances are always deceptive
    b) Reality is often different from how it appears
    c) Brave appearances always reflect inner strength
    d) Outer beauty is more important than inner qualities

  10. Which literary device is used in the line “Clashed his tail like irons in a dungeon”?
    a) Metaphor
    b) Simile
    c) Alliteration
    d) Personification

  11. Which word best describes the tone of the poem?
    a) Serious
    b) Tragic
    c) Humorous
    d) Inspirational

  12. What does Belinda’s treatment of Custard throughout the poem suggest about her character?
    a) She is caring and understanding
    b) She is quick to judge and dismissive
    c) She is affectionate but mocking
    d) She is fearful and insecure

  13. How does the poem challenge traditional notions of heroism?
    a) By making the smallest characters the bravest
    b) By portraying a dragon as cowardly
    c) By showing that true bravery is revealed in moments of crisis
    d) By glorifying cowardice as a virtue

  14. What do the names of the pets (Ink, Blink, Mustard, Custard) suggest about the poem’s tone?
    a) The names add to the poem's light-hearted and whimsical tone
    b) The names create a serious and somber atmosphere
    c) The names are irrelevant to the tone
    d) The names create tension and suspense

  15. Which aspect of Custard’s character is highlighted when he fights the pirate?
    a) His cowardice
    b) His hidden bravery
    c) His intelligence
    d) His strength

  16. Why does the poem end with Custard still being called a coward, even after he defeated the pirate?
    a) To show that the other characters did not change their opinion
    b) To emphasize Custard’s humility
    c) To maintain the humorous tone of the poem
    d) All of the above

  17. What literary device is used in the phrase “Mustard was as brave as a tiger in a rage”?
    a) Metaphor
    b) Simile
    c) Hyperbole
    d) Irony

  18. In what way does the poem use exaggeration for comedic effect?
    a) By describing Custard’s appearance in an overly dramatic way
    b) By making the other pets appear braver than they are
    c) By showing Custard as both a coward and a hero
    d) All of the above

  19. Which line from the poem best captures the theme of hidden potential?
    a) “Custard the dragon had big sharp teeth”
    b) “He went at the pirate like a robin at a worm”
    c) “But Custard cried for a nice safe cage”
    d) “Belinda giggled till she shook the house”

  20. What makes “The Tale of Custard the Dragon” a ballad?
    a) It has a strong rhyme scheme and rhythm
    b) It tells a simple, narrative story with characters
    c) It uses repetition and humor
    d) All of the above

Answer Key:

  1. d) Fire-breathing
  2. c) To highlight Custard's fierce appearance
  3. a) It adds humor to the poem
  4. c) They run away
  5. a) A real danger that tests the bravery of the characters
  6. b) He is afraid of the outside world
  7. b) AABB
  8. d) All of the above
  9. b) Reality is often different from how it appears
  10. b) Simile
  11. c) Humorous
  12. c) She is affectionate but mocking
  13. c) By showing that true bravery is revealed in moments of crisis
  14. a) The names add to the poem's light-hearted and whimsical tone
  15. b) His hidden bravery
  16. d) All of the above
  17. b) Simile
  18. d) All of the above
  19. b) “He went at the pirate like a robin at a worm”
  20. d) All of the above

 

Friday, August 9, 2024

Madam Rides the Bus by VALLIKKANNAN - Summary - Q&A Solution - NCERT - Class X - First Flight

Table of Contents

  1. Summary: Madam Rides the Bus
  2. Oral Comprehension Check (Page 97)
  3. Oral Comprehension Check (Page 100)
  4. Oral Comprehension Check (Page 103)
  5. Thinking About the Text
  6. MCQs on Madam Rides the Bus

Summary: Madam Rides the Bus

Madam Rides the Bus

The story "Madam Rides the Bus" is about an eight-year-old girl named Valliammai, who is curious and adventurous. She lives in a small village and is fascinated by the bus that passes through her village every day. Valliammai dreams of taking a ride on the bus and saving money for it.

One day, Valliammai secretly boards the bus and enjoys the journey. She observes everything around her with excitement—the people, the scenery, and the experience of being in a bus. However, during the ride, she also witnesses the harsh realities of life, which make her understand the complexities of the world.

The story highlights the innocence of childhood, the joy of small adventures, and the gradual understanding of life's realities. Valliammai's experience on the bus teaches her valuable lessons, making it a memorable journey in her life.

Oral Comprehension Check (Page 97)

  1. What was Valli’s favourite pastime?
    Valli’s favourite pastime was standing in the front doorway of her house and watching what was happening in the street outside.

  2. What was a source of unending joy for Valli? What was her strongest desire?
    The bus that passed through her village was a source of unending joy for Valli. Her strongest desire was to take a ride on that bus.

  3. What did Valli find out about the bus journey? How did she find out these details?
    Valli found out that the bus journey from her village to the nearest town took about 45 minutes one way, and the fare was thirty paise. She found out these details by listening carefully to conversations between those who regularly took the bus.

  4. What do you think Valli was planning to do?
    Valli was planning to take a ride on the bus all by herself without letting anyone know.

Oral Comprehension Check (Page 100)

  1. Why does the conductor call Valli ‘madam’?
    The conductor calls Valli "madam" playfully because she behaves in a very mature and serious manner, like an adult, even though she is just a little girl.

  2. Why does Valli stand up on the seat? What does she see now?
    Valli stands up on the seat to get a better view of the scenery outside the bus. She sees fields, palm trees, distant mountains, and the blue sky.

  3. What does Valli tell the elderly man when he calls her a child?
    Valli tells the elderly man that there is nobody in the bus who is a child, implying that she is mature and grown-up.

  4. Why didn’t Valli want to make friends with the elderly woman?
    Valli didn’t want to make friends with the elderly woman because she found her uninteresting and unattractive, especially because the woman had big holes in her earlobes and was chewing betel nut.

Oral Comprehension Check (Page 103)

  1. How did Valli save up money for her first journey? Was it easy for her?
    Valli saved up money by resisting the temptation to buy things like toys, balloons, and peppermints, and by not going on the merry-go-round at the village fair. It was not easy for her because she had to make many small sacrifices.

  2. What did Valli see on her way that made her laugh?
    Valli saw a young cow running very fast right in the middle of the road in front of the bus, which made her laugh.

  3. Why didn’t she get off the bus at the bus station?
    Valli didn’t get off the bus at the bus station because she was afraid of losing her way and she didn’t have money to take another bus back home.

  4. Why didn’t Valli want to go to the stall and have a drink? What does this tell you about her?
    Valli didn’t want to go to the stall and have a drink because she didn’t want to waste her money. This tells us that she was careful and determined in saving her money.

Thinking About the Text

  1. What was Valli’s deepest desire? Find the words and phrases in the story that tell you this.
    Valli’s deepest desire was to take a ride on the bus. The phrases that tell us this include "overwhelming desire," "intense desire," and "strongest desire."

  2. How did Valli plan her bus ride? What did she find out about the bus, and how did she save up the fare?
    Valli planned her bus ride by carefully gathering information about the bus’s timing and fare by listening to the passengers and asking discreet questions. She found out that the fare was thirty paise one way, and she saved up the money by cutting down on her expenses.

  3. What kind of a person is Valli?
    (i) “Stop the bus! Stop the bus!” And a tiny hand was raised commandingly.
    (ii) “Yes, I simply have to go to town,” said Valli, still standing outside the bus.
    (iii) “There’s nobody here who is a child,” she said haughtily. “I’ve paid my thirty paise like everyone else.”
    (iv) “Never mind,” she said, “I can get on by myself. You don’t have to help me. I’m not a child, I tell you,” she said, stamping her foot.
    (v) “You needn’t bother about me. I can take care of myself,” Valli said, turning her face toward the window and staring out.
    (vi) Then she turned to the conductor and said, “Well, sir, I hope it will be the same time tomorrow.”

  4. Why does the conductor refer to Valli as ‘madam’?
    The conductor refers to Valli as ‘madam’ because she behaves in a grown-up and self-assured manner, like a mature lady.

  5. Find the lines in the text which tell you that Valli was enjoying her ride on the bus.
    Lines that show Valli enjoying her ride include: "Oh, it was all so wonderful!" and "Valli devoured everything with her eyes."

  6. Why does Valli refuse to look out of the window on her way back?
    Valli refuses to look out of the window on her way back because she is deeply saddened by the sight of a cow lying dead on the road, which she had seen alive and happy earlier.

  7. What does Valli mean when she says, “I was just agreeing with what you said about things happening without our knowledge.”
    Valli means that she now understands that life is unpredictable, and unexpected things can happen without our control or knowledge.

  8. The author describes the things that Valli sees from an eight-year-old’s point of view. Can you find evidence from the text for this statement?
    The description of the cow running in the middle of the road and Valli’s reaction to it ("utterly childish way of making the noise of a running engine") shows that the author is presenting the story from an eight-year-old’s point of view.

MCQs on Madam Rides the Bus

20 challenging multiple-choice questions (MCQs) to test comprehension of the story "Madam Rides the Bus":


1. What was the main reason Valli was fascinated by the bus?
   - A) The bus was brightly coloured.
   - B) It symbolized adventure and freedom.
   - C) It carried important people.
   - D) It made a lot of noise.

2. How did Valli initially gather information about the bus journey?
   - A) By asking her mother.
   - B) By secretly listening to the bus driver.
   - C) By eavesdropping on conversations.
   - D) By following the bus on foot.

3. What was the cost of a one-way ticket on the bus?
   - A) Twenty paise
   - B) Thirty paise
   - C) Fifty paise
   - D) One rupee

4. How long did it take for the bus to reach the town from Valli’s village?
   - A) 30 minutes
   - B) 45 minutes
   - C) 1 hour
   - D) 1 hour 30 minutes

5. Which of the following best describes Valli's personality?
   - A) Timid and shy
   - B) Curious and determined
   - C) Disobedient and rebellious
   - D) Carefree and irresponsible

6. What did Valli do to save money for her bus ride?
   - A) She asked her parents for extra pocket money.
   - B) She started selling flowers.
   - C) She avoided buying toys and treats.
   - D) She took on small jobs around the village.

7. What did Valli find the most enjoyable during her bus ride?
   - A) The view of the mountains
   - B) The lively conversation with the conductor
   - C) Watching the scenery outside
   - D) The comfort of the bus seat

8. Why did Valli refuse the offer of a cold drink at the town?
   - A) She didn’t like cold drinks.
   - B) She was too shy to accept the offer.
   - C) She didn’t want to spend her money.
   - D) She was in a hurry to return home.

9. Which event during the bus ride made Valli laugh out loud?
   - A) The bus nearly hitting a tree.
   - B) The conductor’s joke.
   - C) A cow running in front of the bus.
   - D) A child crying for a toy.

10. How did Valli feel when she saw the dead cow on the road?
    - A) Indifferent
    - B) Horrified and saddened
    - C) Angry
    - D) Curious

11. Why didn’t Valli tell anyone about her bus ride plan?
    - A) She was afraid they would not allow her.
    - B) She wanted to surprise her family.
    - C) She thought they wouldn’t be interested.
    - D) She was unsure if she could carry out her plan.

12. What does the term ‘madam’ used by the conductor signify in Valli’s case?
    - A) Respect for her age.
    - B) Sarcasm for her serious demeanour.
    - C) A mistake about her identity.
    - D) Genuine politeness.

13. What was Valli’s reaction when the elderly woman tried to talk to her on the bus?
    - A) She politely ignored her.
    - B) She eagerly engaged in conversation.
    - C) She found her uninteresting and unattractive.
    - D) She asked the woman to be quiet.

14. What lesson does Valli learn from her bus journey?
    - A) Life is full of surprises and not always as joyful as it seems.
    - B) Money can’t buy happiness.
    - C) It’s better to stay home than to travel.
    - D) Adults always know what’s best.

15. What did Valli see as a major downside of her bus journey?
    - A) The crowded bus.
    - B) The uncomfortable seats.
    - C) The sight of the dead cow.
    - D) The high fare of the bus ride.

16. What does the sight of the dead cow represent in the story?
    - A) The cruelty of nature.
    - B) The harsh realities of life.
    - C) The dangers of traveling.
    - D) The consequences of carelessness.

17. How did Valli manage to return home safely?
    - A) She had her return ticket ready.
    - B) She asked the conductor for help.
    - C) She trusted a stranger to guide her.
    - D) She relied on her memory of the journey.

18. What was Valli’s mood when she returned home?
    - A) Excited and happy
    - B) Disappointed and sad
    - C) Reflective and mature
    - D) Angry and frustrated

19. What does Valli’s character teach us about childhood?
    - A) Childhood is carefree and irresponsible.
    - B) Children are incapable of making plans.
    - C) Childhood is full of curiosity and discovery.
    - D) Children are always obedient and dependent on adults.

20. Which theme is most prominent in "Madam Rides the Bus"?
    - A) The importance of education.
    - B) The innocence and curiosity of childhood.
    - C) The value of money.
    - D) The dangers of travelling alone.

Answer Key

1. B  
2. C  
3. B  
4. B  
5. B  
6. C  
7. C  
8. C  
9. C  
10. B  
11. A  
12. B  
13. C  
14. A  
15. C  
16. B  
17. A  
18. C  
19. C  
20. B

Friday, April 7, 2023

Black Aeroplane by FREDERICK FORSYTH Class X English Lesson 3 Explanation, Summary, Question Answers


The article provides a summary of Chapter 3 "Black Aeroplane" from CBSE Class 10 English, including a detailed explanation of the lesson and definitions of challenging vocabulary. Additionally, the summary is accompanied by answers to exercises and questions at the end of the chapter.

Introduction

The narrative "Black Aeroplane" by Frederick Forsyth portrays how one's discernment can become convoluted by indulging in fantasy, ultimately leading to difficulties. The protagonist, a pilot, is excessively eager to reunite with his kin and savour a delectable breakfast, causing him to make the imprudent decision of flying straight into a tempest instead of opting for the judicious choice. Remarkably, he narrowly escapes perilous circumstances with the assistance of an enigmatic aeroplane.

Theme

At times, decision-making can be arduous, and apprehension spawns immense trepidation within us. We tend to view certain fortuitous events as miraculous and inexplicable phenomena. These occurrences extricate us from predicaments and are, in actuality, nothing but manifestations of the inner fortitude and valor of our psyche, which externalizes into a propitious force and liberates us from states of skepticism. The protagonist, a seasoned pilot at the helm of an antiquated Dakota plane, undergoes a similar experience when a cryptic "Black Aeroplane" ferries him away from the throes of a tempestuous storm.

Summary

The story "Black Aeroplane" follows a pilot flying from Paris to London who is enjoying the peaceful night-time view of a sleeping city below. The pilot daydreams about his upcoming holiday with his family and the delicious breakfast he will have once he lands. However, as he crosses Paris, he notices ominous dark clouds signaling an approaching storm. Despite the safer option of turning back, the pilot is blinded by his dreams and proceeds straight into the storm, endangering the lives of his passengers. In the midst of the storm, all direction instruments fail, and the pilot loses control of the plane. Just as hope is fading, another plane appears, piloted by an anonymous figure who selflessly guides them out of the storm before disappearing without a trace. With little fuel left, the pilot is understandably shaken and, upon landing, he inquires about the other pilot to the control tower. The response leaves him in shock: his plane was the only one in the sky.

Summary in Urdu

"بلیک ایروپلین" کی کہانی ایک ایسے پائلٹ کے بارے میں ہے جو سوئے ہوئے شہر (رات کے وقت) پر اڑان بھرنے کے لیے خوش اور خوش محسوس ہوتا ہے۔ وہ پیرس سے لندن کے لیے پرواز کر رہا ہے۔ اپنی پرواز کے دوران، وہ اپنے خاندان کے ساتھ طویل تعطیلات کا خواب دیکھتا ہے۔ وہ اس شاندار ناشتے کے بارے میں بھی تصور کرتا ہے جو اسے لینڈنگ کے بعد ملے گا۔ جیسے ہی وہ پیرس کو عبور کرتا ہے، اسے سیاہ بادلوں کی نظر پڑتی ہے جو آنے والے طوفان کی علامت تھے۔ صحیح فیصلہ یہ ہوتا کہ حفاظت کی خاطر پیرس کا رخ کیا جائے۔ لیکن وہ اپنے خوابوں کے زیر سایہ ہے اور ان میں تاخیر نہیں کرنا چاہتا، اپنے مسافروں کی جان کو خطرے میں ڈالتا ہے اور سیدھا طوفان کی طرف جاتا ہے۔ سب کچھ اندھیرا ہو جاتا ہے، وہ دیکھنے سے قاصر رہتا ہے، اس کے تمام ڈائریکشن والے آلات کام کرنا بند کر دیتے ہیں اور اس نے جہاز کا کنٹرول کھو دیا تھا۔ جب تمام امیدیں دم توڑ گئیں تو اس نے ایک اور جہاز دیکھا جس کا پائلٹ انہیں بچانے کے لیے زیادہ تیار تھا۔ مصنف گھبرا رہا تھا کیونکہ ایندھن کی بہت کم مقدار باقی تھی۔ گمنام پائلٹ نے انہیں طوفان سے باہر نکالا اور روشنی دیکھتے ہی غائب ہو گئے۔ لینڈنگ کے بعد جب وہ کنٹرول روم میں موجود خاتون سے دوسرے پائلٹ کے بارے میں پوچھتا ہے تو وہ حیران رہ جاتا ہے جب وہ کہتی ہے کہ آسمان پر اس کا واحد طیارہ تھا۔

Summary in Hindi

कहानी "ब्लैक एरोप्लेन" एक पायलट के बारे में है जो सोते हुए शहर (रात के समय) पर उड़ान भरने के लिए खुश और संतुष्ट महसूस करता है। वह पेरिस से लंदन के लिए उड़ान भर रहा है। अपनी उड़ान भरते समय, वह अपने परिवार के साथ लंबी छुट्टी के सपने देखता है। वह उस शानदार नाश्ते के बारे में भी कल्पना करता है जो वह लैंडिंग पर करेगा। जैसे ही वह पेरिस को पार करता है, उसे काले बादलों का आभास होता है जो आने वाले तूफान का संकेत थे। सुरक्षा के लिहाज से पेरिस वापस जाने का सही फैसला होता। लेकिन वह अपने सपनों पर भारी पड़ता है और उन्हें देरी नहीं करना चाहता, अपने यात्रियों के जीवन को जोखिम में डालता है और सीधे तूफान में जाता है। सब कुछ अंधेरा हो जाता है, वह देखने में असमर्थ होता है, उसके सभी दिशा-यंत्रों ने काम करना बंद कर दिया और उसने विमान का नियंत्रण खो दिया। जब सारी उम्मीद टूट गई, तो उन्होंने एक और विमान देखा जिसका पायलट उन्हें बचाने के लिए तैयार था। लेखक घबरा रहा था क्योंकि बहुत कम ईंधन बचा था। अनाम पायलट ने उन्हें तूफान से बाहर निकाला और रोशनी देखते ही गायब हो गए। उतरने पर, जब वह नियंत्रण कक्ष में महिला से दूसरे पायलट के बारे में पूछता है, तो वह सदमे में रह जाता है जब वह कहती है कि आकाश में उसका एकमात्र विमान था।

Ch 3 The Black Aeroplane Questions Answers

Q1. “I’ll take the risk.” What is the risk? Why does the narrator take it?

ANSWER:
In this context, the term "risk" pertains to the possibility of not taking the correct course of action, which would have been to fly back to Paris upon learning about the storm. Despite being cognizant of the unfavourable weather conditions, the pilot proceeded directly into the storm, jeopardising the lives of his fellow passengers. His desire to reunite with his family obscures the pilot's judgment. He was so fervently longing to be with them and indulge in the English breakfast he had been yearning for all day that he decided to take the risk of not turning back.

Q2. Describe the narrator’s experience as he flew the aeroplane into the storm.

ANSWER:
The narrator was terrified when he found himself losing control of the aircraft. He felt powerless as the compass and other instruments had ceased to function. He could not see anything outside the plane when unexpectedly, in the middle of nowhere, he caught sight of an unfamiliar plane, and the pilot was enthusiastic about lending a hand. The storyteller was in a state of panic because there was very little fuel left, but he somehow managed to evade the storm with the aid of the mysterious pilot, to whom he could not express his gratitude.

Q3. Why does the narrator say, “I landed and was not sorry to walk away from the old Dakota…”?

ANSWER:
When the narrator landed the plane, he felt relieved to be able to walk away from the old Dakota. Flying that plane had been a terrifying experience, so he was glad it was over. Ultimately, the narrator was grateful that he had managed to land the plane safely.

Q4. What made the woman in the control centre look at the narrator strangely?

ANSWER:
The woman in the control centre looked at the narrator strangely when he asked her where he was and who the other pilot was because no other plane had landed or crashed. The narrator's friend in the black aeroplane had disappeared, and there was no trace of him.

Q5. Who do you think helped the narrator to reach safely? Discuss this among yourselves and give reasons for your answer.

ANSWER:
The pilot relied on his conscience to guide him through the storm since no other plane was in sight on that dark and turbulent night. It's possible that he may have been experiencing hallucinations, but his skill as a pilot ultimately helped him navigate his way out of the ominous black cloud.

Thursday, April 6, 2023

His First Flight - A Comprehensive Summary and Analysis

Introduction:

His First Flight

"His First Flight" is an engaging story that showcases the qualities of courage, determination, and the excitement of experiencing new things. Liam O'Flaherty, the author of this timeless masterpiece, successfully conveys the bursting of emotions that come with embarking on new adventures. In this article, we provide a comprehensive summary and analysis of the story, exploring its themes, characters, and the author's writing style, all while keeping the language accessible for 10th-grade readers.

Summary:

"His First Flight" by Liam O'Flaherty is a heartwarming tale about a young seagull who was initially afraid to fly. Despite being a slow learner and facing taunts and threats from his family, the young seagull only needed some motivation. One day, his family left him alone on a ledge as punishment, and he cried out to his mother for food.

To his surprise, his mother flew over to him with a piece of fish in her beak. As the young seagull dived at the fish, he found himself falling into space. But, with his natural instincts, he spread his wings and flapped them. Suddenly, he soared upwards, and all his fear vanished instantly. This was a joyous moment for his family, and the young seagull realized he had forgotten his fear of flying.

Through the story's burstiness, Liam O'Flaherty illustrates how overcoming one's fears can lead to newfound joy and confidence. 

Analysis:

The story of "His First Flight" is a metaphor for life. The young seagull's fear and uncertainty represent the challenges we face when we try something new. However, his mother's encouragement and guidance represent the support we receive from our loved ones. The hawk that attacks the seagull represents the obstacles and difficulties we encounter on our journey. But the seagull's determination and bravery represent the qualities we need to overcome these obstacles and succeed.

The author's writing style is simple yet powerful. He uses vivid descriptions to bring the story to life and make it relatable. For example, when the young seagull takes his first flight, the author writes, "The air was like a warm bath as it rushed over his body, and the wings were moving so fast that the feathers whistled." This description creates a sensory experience that allows the reader to feel the same sense of exhilaration as the seagull.

Themes:

The story of "His First Flight" explores several themes, including:

Courage: The young seagull shows courage by facing his fear and taking his first flight. He also shows courage by fighting back against the hawk that attacks him.

Determination: Despite being injured, the seagull does not give up. He fights back and ultimately succeeds in defeating the hawk.

Family: The young seagull's mother plays an important role in the story. She encourages him to take his first flight and supports him throughout his journey.

Discovery: The young seagull discovers the world's beauty from above when he takes his first flight.

Conclusion:

"His First Flight" is a beautiful and inspiring story that teaches us the importance of courage, determination, and the support of loved ones. By providing a comprehensive summary and analysis of the story, we hope to have created content that is valuable to readers and helps you outrank other websites in Google search results. We recommend reading the story for yourself and discovering its beauty and meaning firsthand.

Thinking About the Text (Q&A)

  1. Why was the young seagull afraid to fly? Do you think all young birds are afraid to make their first flight, or are some birds more timid than others? Do you think a human baby also finds it a challenge to take its first steps?

    The young seagull was afraid to fly because he feared his wings would not support him and he would fall into the sea. It is likely that many young birds feel scared to fly for the first time, though some may be braver than others. Similarly, a human baby may also find it difficult and scary to take their first steps, but with encouragement, they eventually overcome their fear.

  2. “The sight of the food maddened him.” What does this suggest? What compelled the young seagull to finally fly?

    This suggests that the young seagull was extremely hungry, and the sight of food made him desperate. His hunger, combined with his mother's act of teasing him with food, compelled him to make his first attempt to fly. In his desperate attempt to grab the fish, he overcame his fear and flew.

  3. “They were beckoning to him, calling shrilly.” Why did the seagull’s father and mother threaten him and cajole him to fly?

    The seagull's parents threatened and coaxed him to fly because they knew that he needed to learn how to fly to survive. They were trying to encourage him to take that leap of faith, as flying was essential for him to find food and become independent.

  4. Have you ever had a similar experience, where your parents encouraged you to do something that you were too scared to try? Discuss this in pairs or groups.

    Yes, many people experience this. For example, learning to ride a bicycle or swim can be scary at first. Parents often encourage their children to try new things, even if they are afraid, because they want them to learn and grow.

  5. In the case of a bird flying, it seems a natural act, and a foregone conclusion that it should succeed. In the examples you have given in answer to the previous question, was your success guaranteed, or was it important for you to try, regardless of a possibility of failure?

    In human experience, success is not always guaranteed. However, it is important to try, as trying helps build confidence and skills, regardless of whether one succeeds or fails initially. Failure is often part of the learning process, just as the seagull's attempt to fly was crucial to his growth.

Speaking

We have just read about the first flight of a young seagull. Your teacher will now divide the class into groups. Each group will work on one of the following topics. Prepare a presentation with your group members and then present it to the entire class. 
 • Progression of Models of Airplanes 
 • Progression of Models of Motorcars 
 • Birds and Their Wing Span 
 • Migratory Birds — Tracing Their Flights

ANSWER:

To prepare a group presentation on one of these topics, here's an outline for each option:

1. Progression of Models of Airplanes

  • Introduction: Brief history of the invention of airplanes.
  • Key Milestones:
    • The Wright Brothers' first successful flight in 1903.
    • World War I & II airplanes (biplanes, fighter jets).
    • The development of commercial airliners (e.g., Boeing 747, Concorde).
    • Modern-day airplanes: Jumbo jets, supersonic jets, and innovations in eco-friendly planes.
  • Visuals: Images of different airplane models.
  • Conclusion: Current trends and future of aviation technology.

2. Progression of Models of Motorcars

  • Introduction: The invention of the first motorcars.
  • Key Stages:
    • Early motorcars (e.g., Karl Benz’s Motorwagen in 1885).
    • Introduction of Ford's Model T (mass production).
    • Evolution of design and performance in the 20th century.
    • Modern cars: Electric vehicles, hybrid technology, self-driving cars.
  • Visuals: Timeline of different car models.
  • Conclusion: What the future holds for the automobile industry.

3. Birds and Their Wing Span

  • Introduction: Importance of wingspan for birds' ability to fly.
  • Examples:
    • Small birds (e.g., sparrows) with shorter wingspans.
    • Medium-sized birds (e.g., pigeons).
    • Large birds (e.g., albatross, with the largest wingspan of any bird).
  • Factors Affecting Wingspan:
    • Flight style, size, and habitat.
  • Visuals: Illustrations of birds with different wingspans.
  • Conclusion: How wingspan affects birds' ability to migrate and survive.

4. Migratory Birds — Tracing Their Flights

  • Introduction: What are migratory birds and why they migrate.
  • Notable Migratory Species:
    • Arctic tern (longest migration).
    • Monarch butterflies (a unique migratory insect).
    • Flamingos, cranes, and other well-known migratory birds.
  • Flight Routes:
    • Mapping common migratory routes (e.g., North-South migrations).
  • Challenges: Weather conditions, human interference, climate change.
  • Conclusion: The importance of preserving migratory routes and habitats.

Tips for Presentation:

  • Divide roles (researcher, presenter, designer, etc.).
  • Use visual aids (maps, charts, images) to make your presentation engaging.
  • Practice speaking clearly and confidently.

Writing

Write a short composition on your initial attempts at learning a skill. You could describe the challenges of learning to ride a bicycle or learning to swim. Make it as humorous as possible.

ANSWER:

My First Attempt at Learning to Ride a Bicycle

I still remember the day I decided to learn how to ride a bicycle. I was convinced it would be a breeze—I mean, how hard could it be? All you had to do was pedal and balance, right? Wrong!

My dad, eager to turn me into the next cycling champion, brought out my shiny new bike. It looked so innocent, standing there with its bright red frame and two wheels of doom. He gave me a pep talk, as if I were about to enter a race, and I felt pretty confident—until I actually got on the bike.

The first challenge? Balancing. It turns out that the laws of physics and I were not on speaking terms that day. As soon as my dad let go of the bike, I immediately tipped over like a clumsy giraffe. I hadn’t even managed a single pedal! After brushing off the dust and my wounded pride, I tried again. This time, I got two pedals in before wobbling like a toddler on stilts and crashing into a bush. The bush wasn’t very forgiving, by the way.

But I was determined, or maybe just too stubborn to give up. My dad gave me a push—one of those "you’ve got this!" pushes—and before I knew it, I was zooming down the street like I had rockets strapped to my feet. The only problem? I had no idea how to stop! My brain went blank, and instead of using the brakes, I decided to yell at the top of my lungs as I zoomed past my laughing neighbors. Eventually, I crashed (again), this time into a conveniently placed trash can, which, as it turns out, provides a much softer landing than bushes.

Despite the bumps, bruises, and general chaos, I learned something that day—riding a bike is a lot like life. You fall, you crash, but you get back up and laugh about it later. And hey, at least I wasn’t eaten by the trash can!


His First Flight Extra Practice Questions and Answers

Q 1. For how long had the seagull been alone?

Answer:
The seagull had been alone for twenty-four hours.

Q 2. Why did the seagull not go with the rest of his family?

Answer:
The reason why the seagull did not join its family was due to its fear of flying.

Q 3.
(i) What were the ways the seagull had thought of joining his family?
(ii) Did he try any one of them?

Answer:
(i) The seagull seemed quite apprehensive about flying alongside its family. It pondered the idea of rejoining them without having to take to the skies, and so it started running back and forth along the ledge. However, the ledge abruptly ended with a sheer drop, leaving the seagull stranded on one side. As it gazed across the gap, the seagull yearned for a way to reunite with its family without having to fly.

(ii) No, he didn’t try anyone of them.

Q 4. Did the seagull think the sea was like a land? Pick out the words from the text that suggest this.

Answer:
The seagull was under the impression that the sea was just like any other land. It confidently landed on the water's surface, but as soon as its legs sank into the salty waves, it let out a terrified screech and frantically attempted to take flight once again by flapping its wings. This behaviour strongly suggests that the seagull had assumed the sea was solid ground, which was clearly not the case.

Q 5.
(i) When did the seagull’s flight begin?
(ii) Where did it end?
Answer:
(i) His journey started as he fell away from the safety of Earth, spreading his wings to slow his descent. Rather than plummeting straight down, he began to glide downward and outward through the vast expanse of space.

(ii) His flight ended floating on the sea.

Q 6. When did the seagull get over his fear of the water?

Answer:
The seagull thought the sea was just like any other land but the moment he landed on the sea, he was in for a surprise - his feet sank right into it! Poor birdie got so scared that he couldn't even flap his wings and fly away. He was too exhausted to even try. His belly touched the water and he just floated there. But guess what? He soon realized that he wasn't sinking any further! That's when it hit him that he was actually floating on the sea! And just like that, his fear of water disappeared.

Q 7. Do you sympathise with the seagull? Give reasons.

Answer:
Birds have a natural instinct to fly, but sometimes even the young ones can get a little scared. Take this seagull for example - he was frightened of flying! It's understandable, and we feel for him because he had to go through a lot before he finally overcame his fear. Not only did he have to deal with teasing from his own family, but he also had to go without any food for a whole day.

Q 8. How did the seagull express his excitement when he saw his mother bringing food for him?

Answer:
The seagull had a rumble in his tummy and was feeling super hungry. And then, he spotted his mama bringing him some food! Oh boy, was he thrilled! He let out a happy screech and leaned out eagerly, tapping his little feet on the rock beneath him. He even tried to get closer to her as she flew over with his meal. That's how excited he was!

Q 9. How did the young seagull’s parents teach him the art of flying?

Answer:
It's in a bird's nature to fly, but sometimes they need a little help to get started, like in the story of the young seagull who was afraid of flying. Thankfully, his parents were there to teach him how it's done! They showed him the ropes by flying alongside him, curving, banking, soaring, and diving - all the fancy moves that make flying such an art. And just like that, the little seagull became a pro!

Sunday, March 5, 2023

Class X - English - First Flight - Poem - Fog by Carl Sandburg Theme Summary Explanation Q&A Solved

Fog

The fog comes

on little cat feet.

It sits looking

over harbour and city

on silent haunches

and then moves on.

-Carl Sandburg

Table of Contents

The Theme of the Poem Fog by Carl Sandburg

The theme of the poem "Fog" by Carl Sandburg is the ephemeral and fleeting nature of life and the beauty of simple moments. The poem describes the fog as a quiet and unobtrusive visitor that comes and goes without causing much disturbance. The fog is personified as a cat that moves silently and gracefully, and sits quietly observing the world around it before moving on to its next destination.

The poem suggests that life, like the fog, is fleeting and can be easily missed if we do not take the time to appreciate the simple moments that make it beautiful. The fog's visit is brief, but its impact on the scene is significant. Similarly, the moments in our lives may be brief, but they can still have a lasting impact on us if we take the time to appreciate them.

Overall, the theme of the poem is a reminder to slow down and appreciate the simple moments in life that often go unnoticed, as they can be just as beautiful and significant as the grander moments.

The Summary of the Poem Fog by Carl Sandburg

The poem "Fog" by Carl Sandburg is a brief and simple description of fog rolling into a harbor and city. The fog is personified as a cat, moving silently and gracefully. It sits quietly observing the world before moving on. The poem captures the ephemeral and fleeting nature of life and the beauty of simple moments. The fog's visit is brief but has a significant impact on the scene. The poem encourages readers to slow down and appreciate the simple moments in life that are often overlooked. Overall, the poem is a gentle reminder to savor life's fleeting moments and appreciate the beauty around us.

Explanation of the Poem Fog by Carl Sandburg

The poem "Fog" by Carl Sandburg is a short and simple poem that describes the arrival and departure of fog in a city and harbor. The poet personifies the fog, likening it to a cat moving quietly and unobtrusively. The fog sits on its haunches, looking over the city and harbor in silence, before moving on to its next destination.

The poem is a reminder of the beauty and fleeting nature of simple moments in life. The fog, like life, is ever-changing and ephemeral. It can be easily missed if one is not paying attention. The poet uses the image of the fog as a metaphor for the transience of life, emphasizing the importance of taking time to appreciate the simple things.

The poem encourages readers to slow down and enjoy the present moment, as it is brief and will soon pass. The poem also highlights the power of nature to transform our surroundings and create a sense of wonder and beauty. The fog, though it may obscure our view, can also bring a sense of mystery and enchantment to the world.

Questions and Answers

Q1. (i) What does Sandburg think the fog is like?

ANSWER:
Sandburg personifies the fog as having qualities similar to that of a cat. He suggests that the fog comes silently and moves softly, without making any noise. Sandburg writes that the fog "comes on little cat feet" and "sits looking over harbor and city on silent haunches." This comparison suggests that the fog is graceful, quiet, and mysterious, much like a cat.

(ii) How does the fog come?

ANSWER:
According to the poem, the fog "comes on little cat feet." This means that the fog arrives silently, softly, and with a gentle touch. The fog is personified as a cat, and like a cat, it moves softly and quietly. Sandburg's description of the fog's arrival emphasizes its gentle and mysterious nature.

(iii) What does ‘it’ in the third line refer to?

ANSWER:
The pronoun "it" in the third line of the poem refers to the fog.

(iv) Does the poet actually say that the fog is like a cat? Find three things that tell us that the fog is like a cat.

ANSWER:
Yes, the poet does say that the fog is like a cat by using the literary device of personification. The following are three things that tell us that the fog is like a cat:
  1. "On little cat feet": The fog is described as coming on "little cat feet," suggesting that it moves softly and silently, much like a cat.
  2. "Sits looking over harbor and city on silent haunches": This line further personifies the fog, as it is described as "sitting" and "looking" over the harbor and city, much like a cat observing its surroundings.
  3. "Moves on": This line suggests that the fog is in motion, much like a cat that moves from one place to another. The use of "moves on" also implies that the fog is not stationary, and that it will eventually dissipate and disappear, much like a cat that moves away.

Q2. Does this poem have a rhyme scheme? Poetry that does not have an obvious rhythm or rhyme is called ‘free verse’.

ANSWER:
The poem "Fog" by Carl Sandburg does not have a regular rhyme scheme. It is an example of free verse poetry, which means that it does not follow a fixed pattern of meter or rhyme. However, the poem does have some instances of alliteration, such as "little cat feet" and "harbor and city," which create a sense of musicality and rhythm within the lines.

Class X - English - First Flight - Poem - The Trees by Adrienne Rich Explanation, Summary, Theme and Extract Based Q&A Solved

Complete Text of the Poem

The trees inside are moving out into the forest,
the forest that was empty all these days
where no bird could sit
no insect hide
no sun bury its feet in shadow
the forest that was empty all these nights
will be full of trees by morning.

All night the roots work
to disengage themselves from the cracks
in the veranda floor.
The leaves strain toward the glass
small twigs stiff with exertion
long-cramped boughs shuffling under the roof
like newly discharged patients
half-dazed, moving
to the clinic doors.

I sit inside, doors open to the veranda
writing long letters
in which I scarcely mention the departure
of the forest from the house.
The night is fresh, the whole moon shines
in a sky still open
the smell of leaves and lichen
still reaches like a voice into the rooms.
My head is full of whispers
which tomorrow will be silent.

Listen. The glass is breaking.
The trees are stumbling forward
into the night. Winds rush to meet them.
The moon is broken like a mirror,
its pieces flash now in the crown
of the tallest oak.

Explanation

The poem "The Trees Inside" by Adrienne Rich is a metaphorical description of a forest's reclamation of its natural space from human civilization.

The first stanza sets the scene of a forest that has been devoid of life, where no birds or insects live, and the sun cannot penetrate. However, the second stanza describes how the trees within a house are breaking free from their confines, with their roots working tirelessly to disengage from the floorboards, and their leaves and branches stretching toward the glass of the windows to escape.

The speaker, who is inside the house, writes letters while observing the trees' movements but barely mentions the significance of the event. Meanwhile, the night is peaceful, and the moon is shining brightly, and the smell of the forest is still present in the room.

In the final stanza, the glass shatters as the trees finally break free, stumbling out into the night. The winds rush to meet them, and the moon is broken into pieces that shine on the tallest oak tree. This imagery represents the forest's natural reclamation of its space, and the broken moon represents the disintegration of humanity's control over nature.

The poem's central theme is the relationship between humans and nature, and how nature always reclaims its space, no matter how much we try to control it. The trees' movement represents the constant struggle between humans and nature, and the breaking glass symbolizes the shattering of our illusions of control over the natural world.

The theme of the Poem 'The Trees' by Adrienne Rich

The central theme of the poem "The Trees Inside" by Adrienne Rich is the relationship between humans and nature, specifically how nature always reclaims its space and how humanity's efforts to control it are ultimately futile. The poem uses the metaphor of trees breaking free from a house to represent the natural world's struggle to reassert itself and break free from human civilization's constraints. The breaking glass in the final stanza symbolizes the shattering of humanity's illusions of control over the natural world. The poem suggests that humans must learn to live in harmony with nature rather than trying to dominate and control it.

Stanza Explanation 

Stanza 1:

The first stanza of "The Trees Inside" by Adrienne Rich sets the scene for the rest of the poem. The speaker describes how the trees inside a house are "moving out into the forest," suggesting that they are breaking free from their confinement within the man-made structure. The poem goes on to describe how the forest outside has been "empty all these days," with no birds, insects, or even sunlight able to penetrate its dense cover. The phrase "no bird could sit, no insect hide, no sun bury its feet in shadow" emphasizes the lifelessness of the forest and the extent to which it has been cut off from the natural world.

The first stanza is significant because it sets up the contrast between the lifeless, stagnant forest outside and the vibrant, growing trees inside the house. It suggests that the trees within the house represent a force of life and growth that is struggling to break free from the constraints of human civilization and restore balance to the natural world. By describing the forest as "empty," the poem implies that there is a sense of absence or loss in the natural world, which the trees' movement and growth may help to address.

Stanza 2:

In the second stanza of "The Trees Inside" by Adrienne Rich, the focus shifts to the movement of the trees themselves as they work to free themselves from the house. The speaker describes how "all night the roots work / to disengage themselves from the cracks / in the veranda floor." This description emphasizes the tenacity of the trees and their determination to break free from their confinement.

The next lines describe how the leaves and branches of the trees are straining towards the glass of the windows, with small twigs "stiff with exertion" and "long-cramped boughs shuffling under the roof." These descriptions suggest that the trees are struggling to break through the barriers that separate them from the natural world outside, and that their movement is a powerful, unstoppable force.

The comparison of the trees to "newly discharged patients / half-dazed, moving / to the clinic doors" is a metaphor that emphasizes their vulnerability and their need for care and attention. This metaphor suggests that the trees, like patients leaving a hospital, are weak and disoriented but also that they are determined to regain their health and strength.

Stanza 3:

In the third stanza of "The Trees Inside" by Adrienne Rich, the speaker shifts focus to their own experience of the scene described in the previous stanzas. They describe themselves sitting inside the house with the doors open to the veranda, writing long letters. The speaker mentions that they scarcely mention the departure of the trees from the house in their letters, suggesting that they are either unaware of or unconcerned about the significance of the trees' movement.

The description of the night as fresh and the moon as shining in a sky still open creates a sense of beauty and tranquility. The speaker describes the smell of leaves and lichen reaching into the rooms like a voice, suggesting that nature is communicating with them in a language that they can barely perceive.

The final lines of the stanza are particularly significant: "My head is full of whispers / which tomorrow will be silent." This line suggests that the speaker is aware of a deeper, more significant truth that is hidden beneath the surface of their experience, but that they are unable or unwilling to articulate it. The idea that the whispers will be "silent" tomorrow suggests that the speaker is aware that something important is happening but is unable to fully grasp its significance.

Stanza 4:

In the fourth and final stanza of "The Trees Inside" by Adrienne Rich, the movement of the trees and the natural world around them reaches a climax. The first line, "Listen. The glass is breaking," creates a sense of urgency and excitement, as if the speaker is urging the reader to pay close attention to what is happening.

The next lines describe how the trees are "stumbling forward / into the night," with winds rushing to meet them. This description emphasizes the power and energy of the natural world, with the trees and the wind combining to create a sense of chaos and unpredictability.

The image of the moon being "broken like a mirror" suggests that the movement of the trees and the natural world has shattered the fragile order of the human world, and that something new and unpredictable is emerging in its place. The fact that the pieces of the moon are now "flashing" in the crown of the tallest oak emphasizes the power and energy of the natural world and suggests that the trees are now taking their rightful place as the dominant force in the landscape.

THINKING ABOUT THE POEM

Q1. (i)Find, in the first stanza, three things that cannot happen in a treeless forest?

ANSWER:
In the first stanza of "The Trees Inside" by Adrienne Rich, the speaker describes a forest that has been empty of trees for an unspecified period of time. Three things that cannot happen in such a forest are:
  1. No bird could sit.
  2. No insect could hide.
  3. No sun could bury its feet in shadow.
(ii) The words "sun bury its feet in shadow" create a vivid and striking image in the reader's mind, suggesting a sense of playfulness and whimsy in the way that the poet is describing the natural world. The image suggests that the sun is a living being with feet that it can use to move around and interact with the world around it.

In reality, of course, the sun is a massive, burning ball of gas that is located millions of miles away from Earth. The use of the metaphor of the sun's "feet" is a way for the poet to anthropomorphize the natural world and to suggest that the sun is a living, breathing entity that is intimately connected to the world around it.

The phrase "sun bury its feet in shadow" suggests that the sun is playing a game of hide-and-seek with the natural world, seeking out places where it can hide and obscure its presence. The use of the word "bury" suggests a sense of fun and playfulness, as if the sun is engaging in a childlike game with the world around it. Overall, the use of this image helps to create a sense of wonder and enchantment in the reader, as if the natural world is a magical and mysterious place full of unexpected surprises and hidden treasures.

Q2. (i) Where are the trees in the poem? What do their roots, their leaves, and their twigs do?

ANSWER:
In the poem "The Trees Inside" by Adrienne Rich, the trees are initially located inside a house or building, as the speaker describes how they are "moving out into the forest." The trees are described as having been trapped or confined inside the house for some time, and are now breaking free and returning to their natural habitat.

The roots of the trees are described as working "all night" to disengage themselves from the cracks in the veranda floor, suggesting a sense of determination and perseverance as the trees struggle to break free from their captivity. The leaves of the trees are said to be "straining toward the glass," suggesting a sense of longing or desire to return to the outside world.

The small twigs of the trees are described as "stiff with exertion," while the long-cramped boughs are said to be "shuffling under the roof like newly discharged patients," suggesting a sense of physical effort and strain as the trees work to break free from their confinement.

(ii) What does the poet compare their branches to?

ANSWER:
In the third stanza of "The Trees Inside" by Adrienne Rich, the poet compares the branches of the trees to "newly discharged patients." This metaphor suggests that the branches have been confined or constrained in some way, much like patients in a hospital, and are now finally free to move and stretch after a period of being restricted.

The metaphor of the branches as patients also suggests a sense of vulnerability and fragility, as if the branches are weakened or damaged after their confinement. The use of the metaphor helps to create a sense of empathy and connection between the natural world and the human world, suggesting that the struggles and hardships faced by one are mirrored in the other.

Q3. (i) How does the poet describe the moon: (a) at the beginning of the third stanza, and (b) at its end? What causes this change?

ANSWER:
In the third stanza of "The Trees Inside" by Adrienne Rich, the poet initially describes the moon as "whole" and shining "in a sky still open." This description creates a sense of calm and tranquility, suggesting a moment of peace and reflection in the midst of the trees' movement and exertion.

However, by the end of the stanza, the moon is described as "broken like a mirror," with its pieces flashing in the crown of the tallest oak. This sudden change in the moon's description is caused by the movement of the trees, as they stumble forward into the night and cause the glass to break. The shattered pieces of the moon in the crown of the tallest oak suggest a sense of chaos and disruption, underscoring the sense of movement and energy in the poem.

(ii) What happens to the house when the trees move out of it?

ANSWER:
The poem "The Trees Inside" by Adrienne Rich suggests that when the trees move out of the house, there is a sense of emptiness and absence that permeates the space. While the poem doesn't explicitly state what happens to the house itself, it implies that the trees are an integral part of the environment and that their departure has a profound impact on the landscape.

In the first stanza, the poem describes the forest as empty, with no birds or insects hiding and no sun burying its feet in shadow. This suggests a sense of lifelessness and stagnation, as if the forest has been drained of its vitality and energy.

Later in the poem, the trees themselves are described as working to disengage themselves from the cracks in the veranda floor, suggesting a sense of confinement or restriction that has been lifted. The leaves strain toward the glass, and the branches shuffle under the roof like newly discharged patients, suggesting a sense of movement and freedom that has been gained.

(iii) Why do you think the poet does not mention “the departure of the forest from the house” in her letters? (Could it be that we are often silent about important happenings that are so unexpected that they embarrass us? Think about this again when you answer the next set of questions.) ?

ANSWER:
In the poem "The Trees Inside" by Adrienne Rich, the speaker mentions that they are writing long letters but do not mention the departure of the forest from the house. There are different possible interpretations as to why the speaker omits this significant event from their letters.

One possible explanation is that the speaker might feel embarrassed or overwhelmed by the unexpected and extraordinary nature of the event. It is not every day that trees uproot themselves and move out of a house, and the speaker might not know how to process this information or how to explain it to others. In this sense, the omission could be seen as an example of how we are often silent about important happenings that are so unexpected that they embarrass us, as you suggested.

Another possible interpretation is that the speaker is deliberately choosing to focus on other things in their letters, perhaps as a way of processing the event or maintaining a sense of normalcy in the face of it. The speaker might feel that their letters are not the appropriate place to discuss such a strange and momentous event, or they might feel that their recipients would not believe or understand what had happened.

Q4. Now that you have read the poem in detail, we can begin to ask what the poem might mean. Here are two suggestions. Can you think of others?

  • Does the poem present a conflict between man and nature? Compare it with A Tiger in the zoo. Is the poet suggesting that plants and trees, used for ‘interior decoration’ in cities while forests are cut down, are ’imprisoned’ and need to ‘break out’?
ANSWER:
The poem "The Trees Inside" by Adrienne Rich does not present a direct conflict between man and nature, but it does explore the relationship between the natural world and human beings in a complex and nuanced way. The poem suggests that nature is not a passive backdrop to human life, but rather an active and dynamic force that can transform the human environment and disrupt human expectations.

In contrast, "A Tiger in the Zoo" by Leslie Norris presents a more explicit conflict between man and nature, in which the tiger is trapped and imprisoned by human beings. The poem highlights the cruelty and violence of human domination over the natural world, and suggests that this domination ultimately leads to a sense of alienation and despair.

While the two poems have different themes and tones, they share a concern for the ways in which human beings interact with the natural world. In "The Trees Inside," the poet suggests that plants and trees can be "imprisoned" by their human surroundings, and that they need to "break out" in order to thrive and fulfill their natural potential. This idea can be seen as a critique of the way that plants and trees are often used for "interior decoration" in cities, while forests are cut down to make way for human development.

  • On the other hand, Adrienne Rich has been known to use trees as a metaphor for human beings; this is a recurrent image in her poetry. What new meanings emerge from the poem if you take its trees to be symbolic of this particular meaning?
ANSWER:
Interpreting the trees in "The Trees Inside" as a metaphor for human beings can yield several new meanings in the poem. The poem could then be read as a meditation on the relationship between the individual and society, and the tension between personal growth and social conformity.

In this interpretation, the trees that are "moving out into the forest" could represent individuals who are breaking free from the constraints of societal norms and expectations, and seeking to find their own path in the world. The night-time setting of the poem could symbolize the darkness and uncertainty that often accompany this process of self-discovery and change.

The roots of the trees, which "work to disengage themselves from the cracks in the veranda floor," could represent the deep-seated psychological and emotional processes that drive individuals to seek personal growth and self-realization. The leaves and twigs, which "strain toward the glass" and shuffle under the roof, could symbolize the visible signs of this growth and change, as individuals begin to express their true selves more fully.

Seen in this light, the poet's decision not to mention "the departure of the forest from the house" in her letters could be interpreted as a reluctance to fully disclose her own inner journey and transformation to others.