Text Book Solutions All Class

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

• Belinda – the main character
• Blink – a little grey mouse
• Mustard – a little yellow dog
• Custard – a little pet dragon
• The Pirate – the antagonist
• Ink – a little black kitten

Q2. Why did Custard cry for a nice, safe cage? Why is the dragon called a “cowardly dragon”?
Ans: Custard cried for a nice, safe cage because he felt afraid and wanted to feel secure. It is called a “cowardly dragon” because, unlike the other pets in the house, he lacked bravery. Belinda was as brave as a barrel of bears. Ink and Blink are described as so brave that they could chase lions down the stairs and Mustard was as brave as a tiger in a rage. Compared to them, Custard cried asking for a nice and safe cage, which is why it is called a coward.

Q3. “Belinda tickled him, she tickled him unmerciful…” Why? 
Ans: Belinda tickled the dragon unmercifully because it was very scared and cried for a safe cage. They all laughed at it as it was a coward.

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?
Ans: The poet employs various poetic devices throughout the poem, enhancing its richness. Here are some notable examples:

• Repetition: The word ‘little’ is repeated in the first stanza to highlight that everything, from the house to Belinda and her pets, is small.
• Incorrect Spelling: In the seventh stanza, the poet uses ‘winda’ instead of ‘window’ to maintain the rhyme with ‘Belinda’.
• Alliteration: In the tenth stanza, phrases like ‘Custard crashed’ and ‘clatter’ create a rhythmic sound.
• Imagery: The poet uses vivid descriptions, such as the pirate ‘gaping’ and ‘gulping’ grog, to paint a clear picture.
• Similes: The poet frequently uses similes, such as “clashed his tail like iron in a dungeon.”

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

Ans: The poet describes the appearance of the dragon, Custard as one which had big sharp teeth and spikes on top of its body and scales underneath. Its mouth was like a fireplace with a chimney-like nose and sharp dagger-like toes.

Q6. Can you find out the rhyme scheme of two or three stanzas of the poem?
Ans: The rhyme scheme of each stanza of this poem is aabb.

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?
Ans: Some use words used to give us a picture or image are:

• chimney for a nose
• brave as a barrel full of bears
• brave as a tiger in a rage
• went at the pirate like a robin at a worm
• mouth like a fireplace

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.
Ans: The Tale of Custard the Dragon is a light-hearted poem. It is almost a parody. The names of the pets of Belinda are all rhyming and funny. Belinda has been compared to a barrel full of bears. The kitten and mouse, both little, could chase lions down the stairs. The little yellow dog was as brave as a tiger, while the dragon was a coward and they all teased him. However, when the pirate came to their little house, all of them were engulfed in fear and had hid themselves. Ironically, the ‘cowardly’ dragon came to their rescue and jumped snorting like an engine. It clashed its tail and charged at the pirate like a robin at a worm and ate him up. Even as everybody became happy to see the bravery of the dragon, they again came back to glorifying themselves that they could have been twice or thrice braver than the dragon. Finally, at the end of the poem, the situation again came back to the other pets being brave and the dragon being the coward.

Page No: 119

Oral Comprehension Check

Q1. What was Valli’s favorite pastime?

Ans: Valli’s favourite pastime was standing in the front doorway of her house.

She enjoyed watching the activities happening in the street outside. This simple act brought her much joy and entertainment.

Q2. What was a source of unending joy for Valli? What was her strongest desire?

Ans: Valli’s unending joy came from watching the bus that travelled between her village and the nearest town. Each time it passed, it was filled with a new set of passengers, which fascinated her.

Her strongest desire was to ride on that bus herself.

Q3. What did Valli find out about the bus journey? How did she find out these details?

Ans: Valli discovered several key details about the bus journey:

• The town is six miles from her village.
• The one-way fare is thirty paise.
• The journey takes forty-five minutes.
• If she stays in her seat and pays another thirty paise, she can return home on the same bus.

Valli obtained this information by:

• Listening to conversations between her neighbours.
• Speaking with regular bus users.
• Asking them a few questions.

Q4. What do you think Valli was planning to do?

Ans: Valli was planning to travel on that bus.

Page No: 122

Oral Comprehension Check

Q1. Why does the conductor call Valli ‘madam’?

Ans: Valli is attempting to act more mature than her age, presenting herself as confident and clever. The conductor finds her behaviour amusing and teases her by calling her ‘madam’.

Q2. Why does Valli stand up on the seat? What does she see now?

Ans: Valli stood up in her seat because her view was blocked by a canvas blind covering the lower part of her window. By standing, she could look over the blind.

From this position, she observed:

• The road was very narrow.
• On one side, there was a canal, with palm trees, grassland, distant mountains, and a blue sky beyond it.
• On the other side, a deep ditch and many acres of green fields.

Q3. What does Valli tell the elderly man when he calls her a child?

Ans: When the elderly man called her a child, Valli replied that there was no one on the bus who was a child. She emphasised that she had paid her fare of thirty paise like everyone else.

Q4. Why didn’t Valli want to make friends with the elderly woman?

Ans: Valli didn’t want to befriend the elderly woman because:

• The woman had large earlobes with noticeable holes.
• She was chewing betel nut, with juice threatening to spill from her mouth.
• Valli perceived her as unrefined and unattractive.

These factors influenced Valli’s decision to avoid friendship.

Page No: 125

Oral Comprehension Check

Q1. How did Valli save up money for her first journey? Was it easy for her?

Ans: Valli saved every coin she received by making significant sacrifices. She controlled her usual childhood desires for:

• Candies
• Toys
• Joyrides

This was likely challenging for her, as children often struggle to resist the temptation for sweets and toys.

Q2. What did Valli see on her way that made her laugh?

Ans: Valli saw a young cow with its tail held high, running directly in front of the bus on the road. The bus slowed down, and the driver honked his horn loudly. However:

• The more the driver honked, the more scared the cow became.
• It kept running faster right in front of the bus.

Valli found this situation so amusing that she had tears in her eyes from laughing. Eventually, the cow moved off the road.

Q3. Why didn’t she get off the bus at the bus station?

Ans: She did not get off the bus at the bus station because she needed to return on the same bus. She took out another thirty paise from her pocket and handed the coins to the conductor. She simply wanted to continue riding the bus.

Q4. Why didn’t Valli want to go to the stall and have a drink? What does this tell you about her?

Ans: Valli did not want to go to the stall for a drink because she lacked the money to pay for it. Even when the conductor offered her a free cold drink, she refused, insisting that she only wanted her ticket.

This behaviour reveals that Valli possesses strong self-will and pride. She likely did not want to accept anything for free, especially from a stranger.

Page No: 127

Thinking about the Text

Q1. What was Valli’s deepest desire? Find the words and phrases in the story that tell you this.

Ans: Valli’s deepest desire was to ride on the bus she saw every day. This is illustrated in the story through the following points:

• “Day after day she watched the bus.”
• “Gradually a tiny wish crept into her head and grew there.”
• “She wanted to ride on that bus, even if just once.”
• “This wish became stronger and stronger until it was an overwhelming desire.”

Q2. How did Valli plan her bus ride? What did she find out about the bus, and how did she save up the fare?

Ans: Valli planned to take the one o’clock afternoon bus. Here’s how she organised her trip:

• She aimed to reach the town by 1:45 PM and return home by 2:45 PM.
• The town is six miles from her village.
• The bus fare was thirty paise one way.
• The journey took forty-five minutes.

Upon arriving in town, Valli discovered that:

• If she stayed in her seat and paid another thirty paise, she could return home on the same bus.

To afford the fare, Valli:

• Saved up stray coins she found.
• Resisted buying peppermints, toys, and balloons.
• Managed to save a total of sixty paise.

Q3. What kind of a person is Valli? To answer this question, pick out the following sentences from the text and fill in the blanks. The words you fill in are the clues to your answer.

(i) “Stop the bus! Stop the bus!” And a tiny hand was raised ________________.
(ii) “Yes, I ____________ go to town,” said Valli, still standing outside the bus.
(iii) “There’s nobody here ____________,” she said haughtily. “I’ve paid my thirty paise like everyone else.”
(iv) “Never mind,” she said, “I can ___________. You don’t have to help me. “I’m not a child, I tell you,” she said, _____________.
(v) “You needn’t bother about me. I _____________,” Valli said, turning her face toward the window and staring out.
(vi) Then she turned to the conductor and said, “Well, sir, I hope ______________.”

Ans: 
(i) “Stop the bus! Stop the bus!” And a tiny hand was raised commandingly.
(ii) Yes, I have to go to town,” said Valli, still standing outside the bus.
(iii) “There’s nobody here who’s 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, irritably.
(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 to see you again.”

For Valli, the bus journey probably symbolized the adult world. Like anyone else, she spent her money to buy the ticket. She would have attained a great sense of pride and satisfaction in doing so. Therefore, though a child, Valli wanted to be treated as a grown-up on the bus. She had a great sense of self respect which prevented her from taking anyone’s help. She felt she was able to take care of herself very well, and was easily irritated when anyone treated her as a child.

Q4. Why does the conductor refer to Valli as ‘madam’?

Ans: When the conductor offered to help Valli onto the bus, she firmly stated that she could manage on her own and did not need assistance. This showed her maturity, prompting the conductor to address her as ‘madam’.

Additionally:

• Valli responded to an elderly man who called her a child, insisting that no one on the bus was a child.
• She emphasised that she had paid her fare like everyone else, asserting her right to be treated equally.

Q5. Find the lines in the text that tell you that Valli was enjoying her ride on the bus.

Ans: The following lines in the text show that Valli was enjoying her ride on the bus:

• “Valli devoured everything with her eyes.”
• “The canal, palm trees, grasslands, mountains, and the blue sky on one side; green fields stretching endlessly on the other. It was all so wonderful!”
• “Everyone laughed, and Valli clapped her hands with glee.”
• “She laughed until there were tears in her eyes.”
• “Valli wasn’t the slightest bit bored, greeting everything with excitement.”

Q6. Why does Valli refuse to look out of the window on her way back?

Ans: Valli refused to look out of the window on her way back because she was upset by the sight of a young cow that had been killed by a fast-moving vehicle.

• The cow was the same one that had run in front of their bus during the trip to the town.
• Seeing the dead cow made her feel very sad.
• The memory of the cow lingered in her mind, causing her to avoid looking out.

Q7. What does Valli mean when she says, ‘I was just agreeing with what you said about things happening without our knowledge.’

Ans:

Valli reflects on her mother’s comment that many things occur without our awareness. She had recently taken a bus ride to town alone and returned safely, all without her mother’s knowledge. This experience led her to agree with her mother’s perspective.

• Valli’s mother emphasised that many events happen around us unnoticed.
• Valli’s solo bus trip to town was an example of this.
• She returned unharmed, highlighting her independence.
• Her agreement with her mother shows her understanding of this concept.

Q8. 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?

Ans: The author describes Valli’s experiences from a child’s perspective. Key evidence includes:

• Valli’s fascination with the bus, where she was thrilled by the constant flow of new passengers.
• Her strong desire to ride the bus, saving money by giving up small pleasures like peppermints, toys, and merry-go-round rides.
• The bus’s gleaming white colour, silver overhead bars, and soft, luxurious seats captivated her.
• Through Valli’s eyes, vibrant colours such as the blue, blue sky and acres of green fields reflect her childlike wonder.
• She laughed with delight at a cow running in front of the bus but felt deep sadness upon seeing it dead on her return.
• Her refusal to look out afterward highlights a young child’s sensitivity.

Oral Comprehension Check – Page No. 84

Q1: What ‘experiment’ did Maxwell think Camusfearna would be suitable for?

Ans: Maxwell thought Camusfearna would be suitable for an experiment in rearing and taming an otter as a pet. He was looking for a natural, remote, and peaceful place where such an experiment could take place, as he believed the area’s environment was ideal for the otter’s habitat and his lifestyle.

Q2: Why does he go to Basra? How long does he wait there, and why?

Ans: Maxwell went to Basra to the Consulate-General to collect and respond to his mail from Europe. However, while his friend’s mail had arrived, his own hadn’t. He called England and even made a phone call three days later, which had to be scheduled 24 hours in advance. On the first day, the phone line was down; on the second day, the exchange was closed due to a religious holiday; and on the third day, there was another technical issue. Meanwhile, his friend left, and Maxwell arranged to meet him a week later. After five days, his mail finally arrived, so Maxwell had to wait five days to receive it.

Q3: How does he get the otter? Does he like it? Pick out the words that tell you this.

Ans: When the writer’s mail finally arrived, he took it to his bedroom to read. There, he noticed two Arabs sitting on the floor with a sack that occasionally moved. They handed him a note from his friend, which mentioned that he had sent him an otter. Maxwell was pleased with this, as indicated by his use of the phrase “An otter fixation” to describe his deep attachment to otters. He believed this phrase captured the strong bond that otter owners often feel. Zoologists sometimes referred to the otter as “Lutrogale Perspicillata Maxwelli,” which was commonly shortened to “Maxwell’s otter.”

Q4: Why was the otter named ‘Maxwell’s otter’?

Ans: Zoologists often referred to the otter as “Lutrogale Perspicillata Maxwelli,” giving rise to the shortened name “Maxwell’s otter.”

Q5: Tick the right answer. In the beginning, the otter was:
(a) aloof and indifferent
(b) friendly
(c) hostile
Ans: (c) In the beginning, the otter was aloof and indifferent.

In the beginning, the otter was aloof and indifferent because it was unfamiliar with Maxwell and its new surroundings. It showed no interest in interacting and kept to itself, displaying typical cautious behavior in a new environment.

Q6: What happened when Maxwell took Mijbil to the bathroom? What did it do two days after that?

Ans: When Maxwell first introduced Mijbil to the bathroom, the otter displayed boundless excitement in the water for the first half-hour. He eagerly plunged in, rolled around, and darted up and down the bathtub, creating a splashy commotion reminiscent of a hippo. However, after two days, Mijbil mysteriously disappeared from Maxwell’s bedroom and made his way to the bathroom. There, he curiously perched at the edge of the bathtub and began fiddling with the chrome taps using his paws. The author watched in amazement as the small creature skillfully turned the tap, first producing a slow trickle of water, and eventually managing to release a full flow.

Oral Comprehension Check – Page No. 86

Q1: How was Mij to be transported to England?
Ans: Maxwell booked a flight to Paris and from there he would go on to London. The airline insisted that Mij should be packed in a box (not more than eighteen inches square) that was to be placed on the floor, near his feet.

Q2: What did Mij do to the box?
Ans: The box was lined with metal sheet. Mij didn’t find it comfortable to be there so tried to escape. In its attempt to escape Mij tore into the metal lining of the box. As a result, it hurt itself and started bleeding.

Oral Comprehension Check – Page No. 87

Q3: Why did Maxwell put the otter back in the box? How do you think he felt when he did this?
Ans: Maxwell knew that there was no other way he could carry Mij to London, so he put the otter back into the box. He was anxious and felt sorry by looking at the otter’s condition as he hurt himself while trying to escape from the box.

Q4: Why does Maxwell say the air hostess was “the very queen of her kind”?
Ans: The air hostess was exceptionally kind and compassionate toward Maxwell after hearing his story. She understood his feelings and concerns about the incident with the box and allowed him to take the otter out and keep it on his knee. This gesture made the author deeply admire her, leading him to refer to her as “the very queen of her kind.”

Q5: What happened when the box was opened?
Ans: As soon as the box was opened, Mij jumped out and quickly disappeared, running all over the airplane and scaring the other passengers. The otter caused a lot of trouble, with people getting frightened by the little creature. A woman even stood up on her seat when Mij ran under the legs of a chubby man wearing a white turban. Maxwell tried to catch Mij but couldn’t. The air hostess told Maxwell not to worry and that she would help find the otter. Soon, Mijbil came back to the author, clung to his knee, and started nuzzling his face and neck.

Oral Comprehension Check – Page No. 88

Q1: What game had Mij invented?

Ans: Mij devised a playful game involving a ping-pong ball. Utilizing one of the author’s suitcases with a sloping lid, Mij would position the ball at the higher end of the inclined surface and then eagerly chase after it as it rolled down toward the lower end.

Q2: What are ‘compulsive habits’? What does Maxwell say are the compulsive habits of
(i) school children
(ii) Mij?

Ans: Compulsive habits often refer to unusual actions that a person repeats without a clear reason. For example, a child might choose to jump over a fence instead of using the regular path. This behavior is common in children because they tend to be playful by nature.

(i) In the story, Maxwell exhibits compulsive habits similar to those of children who, on their way to and from school, feel the need to step exactly in the center of each paving block, touch every seventh upright of the iron railings, or walk around every second lamp post.

(ii) Likewise, Mijbil also showed compulsive behavior. On his way home, he would leap over the boundary wall railing and race along its entire thirty-yard length, much to the distraction of both students and staff inside.

Q3: What group of animals do otters belong to?

Ans: Otters belong to a relatively small group of animals known as Mustellines. The other animals of this group are badger, mongoose, weasel, stoat, mink and others.

Q4: What guesses did the Londoners make about what Mij was?

Ans: Maxwell observed that the average Londoner often failed to correctly identify an otter. When Londoners caught sight of Mij, their guesses about his identity varied widely. Some speculated that he might be a baby seal, a squirrel, a walrus, a hippo, a beaver, a bear cub, a leopard, or even a brontosaur, highlighting the intriguing and diverse range of interpretations.

Thinking about the Text
Q1: What things does Mij do that tell you that he is an intelligent, friendly and fun-loving animal who needs love?

Ans: Mij showed impressive intelligence by creating its own game with ping-pong balls and skillfully turning the tap to make water for playing and splashing. Initially, Mij was shy and distant, but it gradually formed a strong bond with Maxwell. It recognized and responded to its name when Maxwell called, showing a deep connection.
Mij’s attachment was so strong that it became upset when left in a box, even injuring itself while trying to escape. When Maxwell returned, Mij clung to his feet, seeking comfort and reassurance.
Mij’s joyful nature was clear in its love for play, enjoying various games with toys like ping-pong balls, marbles, rubber fruit, and a terrapin shell. It thrived on the love and care from Maxwell, easily forming a heartwarming connection.

Q2: What are some of the things we come to know about otters from this text?

Ans: Otters belong to a small animal group called Mustellines, which includes animals like badgers, mongooses, weasels, stoats, and minks. Maxwell’s otter, which was previously unknown, was later identified by zoologists as “Lutrogale perspicillata maxwelli” or Maxwell’s otter.
These animals are commonly found in marshy areas and are often kept as pets by the Arab people. Otters have a unique habit of making sure that any water they find is spread around their environment. If there’s a bowl of water, they’ll either tip it over or sit in it and splash until it overflows. For otters, water always needs to be in motion, and they particularly enjoy playing games, especially with balls.

Q3: Why is Mij’s species now known to the world as Maxwell’s otter?

Ans: Maxwell’s otter was of a race previously unknown to science and was at length named by zoologistsLutrogale perspicillata maxwelli or Maxwell’s otter.Page No: 89
Q4: Maxwell in the story speaks for the otter, Mij. He tells us what the otter feels and thinks on different occasions. Given below are some things the otter does. Complete the column on the right to say what Maxwell says about what Mij feels and thinks.

Ans:
Q5: Read the story and find the sentences where Maxwell describes his pet otter. Then choose and arrange your sentences to illustrate those statements below that you think are true.
Maxwell’s description
(i) makes Mij seem almost human, like a small boy.
(ii) shows that he is often irritated with what Mij does.
(iii) shows that he is often surprised by what Mij does.
(iv) of Mij’s antics is comical.
(v) shows that he observes the antics of Mij very carefully.
(vi) shows that he thinks Mij is a very ordinary otter.
(vii) shows that he thinks the otter is very unusual.

Ans: 
(i) True. The statement – “He spent most of his time in play.”
(ii) False
(iii) True. The statement – “I watched, amazed; in less than a minute he had turned the tap far enough to produce a trickle of water, and after a moment or two achieved the full flow.”
(iv) True. The statement – “Marbles were Mij’s favourite toys for this pastime: he would lie on his back rolling two or more of them up and down his wide, flat belly without ever dropping one to the floor.
(v) True. The statement – “A suitcase that I had taken to Iraq had become damaged on the journey home, so that the lid, when closed, remained at a slope from one end to the other. Mij discovered that if he placed the ball on the high end it would run down the length of the suitcase. He would dash around to the other end to ambush its arrival, hide from it, crouching, to spring up and take it by surprise, grab it, and trot off with it to the high end once more.”
(vi) False
(vii) True. The statement – “It is not, I suppose, in any way strange that the average Londoner should not recognize an otter, but the variety of guesses as to what kind of animal this might be came as a surprise to me.”

Thinking about the Language

QI: From the table below, make as many correct sentences as you can using would and/or used to, as appropriate. (Hint: First decide whether the words in italics show an action, or a state or situation, in the past.) Then add two or three sentences of your own to it. Ans: 
(i) Emperor Akbar used to be fond of musical evenings.
(ii) Every evening we used to take long walks on the beach.
(iii) Fifty years ago, very few people used to own cars.
(iv) Till the 1980s, Shanghai used to have very dirty streets.
(v) My uncle would spend his holidays by the sea.
(vi) My uncle used to take long walks on the beach.
(vii) My uncle used to be fond of musical evenings

Page No: 90

II. Noun Modifiers
Q1: Look at these examples from the text, and say whether the modifiers (in italics) are nouns, proper nouns, or adjective plus nouns.
(i) An otter fixation (ii) The iron railings
(iii) The Tigris marshes (iv) The London streets 
(v) soft velvet fur (vi) A four-footed soccer player
Ans:
(i) Noun
(ii) Noun
(iii) Proper noun
(iv) Proper noun
(v) Adjective plus noun
(vi) Adjective plus noun

Q2: Given below are some nouns, and a set of modifiers (in the box). Combine the nouns and modifiers to make as many appropriate phrases as you can. (Hint: The nouns and modifiers are all from the texts in this book.)

Ans:
Temple − white temple, stone temple, first temple
Person − incorrigible person, ridiculous person
Gifts − hundred gifts, ordinary gifts, birthday gifts
Time − college time, rough time, first time
Crossing − railroad crossing, first crossing
Physique − plump physique, ordinary physique
Three girls − first three girls, incorrigible three girls
Thoughts − incorrigible thoughts, uncomfortable thoughts, ridiculous thoughts, heartbreaking thoughts, first thoughts, ordinary thoughts
Scream − tremendous scream, scream
Subject − college subject, ordinary subject
Flight − rough flight, first flight
Coffee − invigorating coffee, ordinary coffee
Triangle − love triangle
Boys − college boys, incorrigible boys, rough boys, hundred boys
Farewell − college farewell, heartbreaking farewell
Landscape − bare landscape, rough landscape, white landscape
Chatterbox − incorrigible chatterbox
View − tremendous view, panoramic view, ordinary view
Dresses − hundred dresses, ordinary dresses, birthday dresses, marriage dresses
Roar − tremendous roar, loud roar
Expression − bare expression, slang expression, slack expression
Handkerchief − white handkerchief, ordinary handkerchief
Profession − family profession, first profession, ordinary profession
Celebration − tremendous celebration, family celebration, birthday celebratio

Page No: 91

III. 
Q1: Match the words on the left with a word on the right. Some words on the left can go with more than one word on the right.
(i) a portion of – blood 
(ii) a pool of – cotton 
(iii) flakes of – stones 
(iv) a huge heap of – gold 
(v) a gust of – fried fish 
(vi) little drops of – snow 
(vii) a piece of – water 
(viii) a pot of – win
Ans:
Q2: Use a bit of/a piece of/a bunch of/a cloud of/a lump of with the italicized nouns in the following sentences. The first has been done for you as an example.

Ans:

Q1: (i) Find, in the first stanza, three things that cannot happen in a treeless forest.
(ii) What picture do these words create in your mind: “… sun bury its feet in shadow…”? What could the poet mean by the sun’s ‘feet’?

Ans:

(i) The three things that cannot happen in a treeless forest are listed below:
(a) the sitting of a bird on trees, 
(b) the hiding of insects on the trees,
(c) the sun burying its feet in the shadow of the forest.
(ii) The sun radiates heat and the given words create a picture of the hot, radiating sun cooling its feet in the cool shadow of the forest. The sun’s ‘feet’ refers to its rays that reach the earth.

Q2:  (i) Where are the trees in the poem? What do their roots, their leaves and their twigs do?
(ii) What does the poet compare their branches to?

Ans:
(i) In the poem, the trees are in the poet’s house. Their roots work all night to disengage themselves from the cracks in the veranda floor. The leaves make efforts to move towards the glass, while the small twigs get stiff with exertion.

(ii) The poet compares the ‘long-cramped’ branches that have been shuffling under the roof to newly discharged patients who look half-dazed as they move towards the hospital doors after long illnesses and wait to get out of the hospital. The branches also have cramped under the roof and want to get out into the open to spread themselves in fresh air.

Q3:  (i) How does the poet describes the moon: (a) at the beginning of the third stanza, and (b) at its end? What causes this change?
(ii) What happens to the house when the trees move out of it?
(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.) 

Ans:
(i) In the beginning of the third stanza, the poet says that the whole moon is shining in the open sky in the fresh night. However, at the end of the stanza, she describes the moon as broken into many pieces such as a shattered mirror. This change is caused by the trees that have made their way from her home to outside. . The transformation occurs because the trees have moved outside, their branches rising into the sky and obscuring the moon. As a result, the moon appears broken, with its pieces glimmering atop the tallest oak tree.

(ii) When the trees move out of the house, the glass gets broken and the smell of the leaves and lichens still reaches the rooms of the house.

(iii) The poet scarcely mentions about “the departure of the forest from the house” in her letters because human beings generally don’t care for nature in the first place. Hence, she thinks that nobody would be interested to know how hard the trees are trying to set themselves free. She also mentions that if humans would have really cared for the trees, they would never think of destroying them. Therefore, we can understand that the poet could feel the whole beauty of trees moving back to the forest and she was immensely happy to realise it.

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?
 (i) 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’?
 (ii) 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?

Ans: The poem may connote different meanings to different readers. The poet tries to explain two different things using the same metaphors in the poem.

(i) Yes, the poem presents a conflict between man and nature. While nature is more free and unbounded, man prefers to live in bounded spaces and also wants to curb nature. He uses plants for interior decoration of houses, cuts trees to make a house for himself, kills animals for food or other purposes and cages them in zoos. In all these ways, man curbs nature and denies plants and animals the freedom in which they should live. The poem shows that trees and plants are rebelling against man as they strive to work their way out into the open. For instance, in the poem A Tiger in the Zoo, the poet presents the fact that animals feel bound by cages. They can only take a few steps inside the cage, whereas they really want to run and leap into the open. This signifies the fact that plants and animals feel caged by humans and want to break out from imprisonment at the hands of humans.
(ii) If trees are symbolic of human beings, then it could be said that humans too want to break away from the shackles of the busy and selfish lives they lead. They also want to go out into nature and be free. They work all day and sometimes all night to try and achieve something even though they do not have the time to enjoy it. They keep striving hard in their routines as they feel cramped under the roofs of their homes and offices. Even if they want to break free and go out into the peaceful nature.

Page No: 64 
Oral Comprehension Check 
Q1: What are the elders in Goa nostalgic about?

Ans: The elders in Goa are nostalgic about the good old Portuguese days and their love for the famous bread loaves. The writer also mentions that although the eaters of loaves have vanished, the bread makers still do exist.

Q2: Is bread-making still popular in Goa? How do you know?

Ans: Yes, bread-making is still popular in Goa. It is evident from the fact that the bread makers still exist, though the eaters have gone away. The presence of the mixers, moulders, the ones who bake the loaves and the time-tested furnaces are a proof of their existence

Q3: What is the baker called?

Ans: The bakers are known as pader.

Q4: When would the baker come every day? Why did the children run to meet him?

Ans: The baker came twice every day, once when he set out in the morning on his selling round, and then again when he returned after emptying his huge basket. The children ran to meet him not because of their love of the loaf, which was bought by the maid-servant of the house. They actually longed for the bread bangles, which they chose carefully. Sometimes, it was a sweet bread of special make.

Page No: 65
Oral Comprehension Check
Q1: Match the following. What is a must   Ans:Q2: What did the bakers wear: (i) in the Portuguese days? (ii) when the author was young?

Ans: (i) In the Portuguese days, the bakers had a peculiar dress known as the kabai. It was a single-piece long frock reaching down to the knees.
(ii) When the author was young, he saw the bakers wearing a shirt and trousers, which were shorter than full-length ones and longer than half pants.

Q3: Who invites the comment − “he is dressed like a pader”? Why?

Ans: Anyone who wears a half-pant that reaches just below the knees invites the comment that “he is dressed like a pader”. This was so because the bakers were known as pader and they wore such half pants.

Q4: Where were the monthly accounts of the baker recorded?

Ans: The bakers usually collected their bills at the end of the month and their monthly accounts were recorded on some wall in the house with a pencil.

Q5: What does a ‘jackfruit-like appearance’ mean?

Ans: A ‘jackfruit-like appearance’ means a plump physique. Such a physique was linked to the bakers because they never starved. Baking was a profitable profession. The baker, his family, and his servants always looked happy and prosperous and had a ‘jackfruit-like appearance’.

Page No: 66
Thinking About the Text
Q1: Which of these statements are correct?
(i) The pader was an important person in the village in the old times.
(ii) Paders still exist in Goan villages.
(iii) The paders went away with the Portuguese.
(iv) The paders continue to wear a single-piece long frock.
(v) Bread and cakes were an integral part of Goan life in the old days.
(vi) Traditional bread-baking is still a very profitable business.
(vii) Paders and their families starve in the present times.

Ans: 
(i) Correct

(ii) Correct

(iii) Incorrect. The paders still exist in Goan villages.

(iv) Incorrect. The priests wear shirts and trousers that are shorter than full-length ones and longer than half pants.

(v) Incorrect. Bread and cakes are still an integral part of Goan life.

(vi) Correct

(vii) Incorrect. Baking is still a very profitable business in Goa.

Q2: Is bread an important part of Goan life? How do you know this?

Ans: Yes, bread is an important part of Goan life. It is often used for marriage gifts and feasts. Bread is also used by mothers for preparing sandwiches during their daughters’ engagement. The author mentions that the fragrance of fresh loaves is loved by everyone in Goa. The elders are served loaves and the youngsters long for bread-bangles. Therefore, it is necessary to have bread for all occasions in every household. Baking is therefore considered a profitable business in Goa as people have loved tasty bread since the Portuguese days.

Q3: Tick the right answer. What is the tone of the author when he says the following?
(i) The thud and the jingle of the traditional baker’s bamboo can still be heard in some places. (nostalgic, hopeful, sad)
(ii) Maybe the father is not alive but the son still carries on the family profession. (nostalgic, hopeful, sad)
(iii) I still recall the typical fragrance of those loaves. (nostalgic, hopeful, naughty)
(iv) The tiger never brushed his teeth. Hot tea could wash and clean up everything so nicely, after all. (naughty, angry, funny)
(v) Cakes and bolinhas are a must for Christmas as well as other festivals. (sad, hopeful, matter-of-fact)
(vi) The baker and his family never starved. They always looked happy and prosperous. (matter-of-fact, hopeful, sad)

Ans: (i) Nostalgic
(ii) Hopeful
(iii) Nostalgic
(iv) Funny
(v) Matter-of-fact
(vi) Matter-of-factPage No: 78

​Writing

I. In this extract, the author talks about traditional bread-baking during his childhood days. Complete the following table with the help of the clues on the left. Then write a paragraph about the author’s childhood days.

Ans: 

II. Q1: Compare the piece from the text (on the left below) with the other pieceon Goan bakers (on the right). What makes the two texts so different?Are the facts the same? Do both writers give you a picture of the baker?

Q2: Now find a travel brochure about a place you have visited. Look at thedescription in the brochure. Then write your own account, adding detailsfrom your own experience, to give the reader a picture of the place,rather than an impersonal, factual description.

Ans: Do it Yourself!

Page No: 70
Thinking about the Text
Q1: Where is Coorg?

 Ans: Coorg is the smallest district of Karnataka, located midway between Mysore and Mangalore.

Q2: What is the story about the Kodavu people’s descent?
Ans: The fiercely independent people of Coorg are believed to be the descendants of people of Greek or Arabic origin. As the story goes, a section of Alexander’s army moved south along the coast and settled there when they could not return to their country. These people married amongst the locals and their culture is apparent in the martial traditions, marriage and religious rites, which are distinct from the Hindu mainstream. This is the beautiful story about the Kodavu people’s descent.

Q3: What are some of the things you now know about
(i) the people of Coorg?
(ii) the main crop of Coorg?
(iii) the sports it offers to tourists?
(iv) the animals you are likely to see in Coorg?
(v) its distance from Bangalore, and how to get there?

Ans: 

(i)The people of Coorg are independent. They are of Greek or Arabic descent. They have a tradition of hospitality. They enjoy recounting numerous tales of valor related to their sons and fathers. Kodavas are the only people in India permitted to carry firearms without a license. The author has described the people of Coorg as a proud race of martial men and beautiful women.

(ii) Coffee is the main crop of Coorg. The air smells of invigorating coffee. Coffee estates and colonial bungalows stand tucked under tree canopies in prime corners of the town.

(iii) The sports that Coorg offers to tourists are river rafting, canoeing, rappelling, rock climbing, mountain biking, and trekking.

(iv) The animals that you are likely to see in Coorg include Macaques, Malabar squirrels, langurs, slender lorises, wild elephants, etc. You can also see birds, bees and butterflies giving you company around the corner.

(v) By road, Coorg is around 250 – 260 kilometres from Bangalore and there are two routes to reach there. One route is via Mysore, which is the most frequented one. The other route is via Neelamangal, Kunigal and Chanrayanapatna.

Page No: 71
Q4: Here are six sentences with some words in italics. Find phrases from the text that have the same meaning. (Look in the paragraphs indicated)
(i) During monsoons, it rains so heavily that tourists do not visit Coorg. (para 2)
(ii) Some people say that Alexander’s army moved south along the coast and settled there. (para 3)
(iii) The Coorg people are always ready to tell stories of their sons’ and fathers’ valor. (para 4)
(iv) Even people who normally lead an easy and slow life get smitten by the high-energy adventure sports of Coorg. (para 6)
(v) The theory of Arab origin is supported by the long coat with embroidered waist-belt they wear. (para 3)
(vi) Macaques and Malabar squirrels observe you carefully from the tree canopy. (para 7)
Ans: 
(i) Keep many visitors away

(ii) as one story goes

(iii) are more than willing to recount

(iv) The most laidback individuals become converts to

(v) draws support from

(vi) keep a watchful eye

Thinking about the Language
Q1: Here are some nouns from the text.Work with a partner and discuss which of the nouns can collocate with which of the adjectives given below. The first one has been done for you.

Ans:
Page No. 72
Q2: Complete the following phrases from the text. For each phrase, can you find at least one other word that would fit into the blank?

(i) tales of _______________

(ii) coastal _______________

(iii) a piece of ______________

(iv) evergreen ______________

(v) _____________ plantations

(vi) _____________bridge

(vii) wild __________________

You may add your own examples to this list.
Ans: From the text
(i) tales of valor
(ii) coastal town
(iii) a piece of heaven
(iv) evergreen rainforests
(v) coffee plantations
(vi) rope bridge
(vii) wild elephants

Other than the text
(i) tales of morality
(ii) coastal food
(iii) a piece of cake
(iv) Evergreen hero
(v) crop plantations
(vi) sturdy bridge
(vii) wild animals

Thinking about the LanguageQ1: Look at these words: upkeep, downpour, undergo, dropout, walk-in. They are built up from a verb (keep, pour, go, drop, walk) and an adverb or a particle (up, down, under, out, in).
Use these words appropriately in the sentences below. You may consult a dictionary.
(i) A heavy ___________ has been forecast due to low pressure in the Bay of Bengal.
(ii) Rakesh will ___________major surgery tomorrow morning.
(iii) My brother is responsible for the ______________of our family property.
(iv) The ____________rate for this accountancy course is very high.
(v) She went to the Enterprise Company to attend a _______________ interview.

Ans: 
(i) A heavy downpour has been forecast due to low pressure in the Bay of Bengal.
(ii) Rakesh will undergo major surgery tomorrow morning.
(iii) My brother is responsible for the upkeep of our family property.
(iv) The dropout rate for this accountancy course is very high.
(v) She went to the Enterprise Company to attend a walk-in-interview.

Q2: Now fill in the blanks in the sentences given below by combining the verb given in brackets with one of the words from the box as appropriate.

(i) The Army attempted unsuccessfully to ___________ the government. (throw)
(ii) Scientists are on the brink of a major ___________in cancer research. (break)
(iii) The State Government plans to build a ______________for Bhubaneswar to speed up traffic on the main highway. (pass)
(iv) Gautama’s ____________on life changed when he realized that the world is full of sorrow. (look)
(v) Rakesh seemed unusually _______________ after the game. (cast)
Ans: (i) The Army attempted unsuccessfully to overthrow the Government.
(ii) Scientists are on the brink of a major breakthrough in cancer research.
(iii) The State Government plans to build a bypass for Bhubaneswar to speed up traffic on the main highway.
(iv) Gautama’s outlook on life changed when he realized that the world is full of sorrow.
(v) Rakesh seemed unusually downcast after the game.

Page No: 75
Q1: Think of suitable −ing or −ed adjectives to answer the following questions.
How would you describe
(i) a good detective serial on television? ___________________
(ii) debate on your favorite topic ‘Homework Should Be Banned’?_______
(iii) how you feel when you stay indoors due to incessant rain?_____________
(iv) how do you feel when you open a present? __________________
(v) How did you feel when you watch your favorite program on television? _______________
(vi) the look on your mother’s face as you waited in a queue? ______________
(vii) how you feel when tracking a tiger in a tiger reserve forest?______________
(viii) the story you have recently read, or a film you have seen?______________
Ans: 
(i) a good detective serial on television? Interesting
(ii) a debate on your favorite topic ‘Homework Should Be Banned’? Exciting
(iii) how you feel when you stay indoors due to incessant rain? Bored
(iv) how you feel when you open a present? Excited
(v) how you feel when you watch your favorite program on television? Interested
(vi) the look on your mother’s face as you waited in a queue? Tired
(vii) how you feel when tracking a tiger in a tiger reserve forest? Thrilled
(viii) the story you have recently read, or a film you have seen? Boring

Q1: How old do you think Amanda is? How do you know this?

Ans: Amanda is about a 9-10 year old school going girl. She is being scolded for things typical for that particular age. Her parents are trying to inculcate in her good manners and etiquettes. Amanda is very innocent and immature.

Q2: Who do you think is speaking to her?

Ans: Amanda is being spoken to by one of her parents. It is most likely that it’s her mother. Generally speaking, a mother is the first teacher for a child. She always tries to guide and instruct her child to follow the righteous path. Hence, from the range of instructions given to Amanda, it exhibits that the speaker is her mother.

Q3: Why are Stanzas 2, 4 and 6 given in parenthesis?

Ans: Stanzas 2, 4 and 6 are given in parenthesis because they exhibit the inner thoughts and reaction of Amanda as she receives instructions from her mother given in stanzas 1, 3 and 5. As there is an alternate sequence of scolding by Amanda’s mother, she gives a corresponding reaction to it on the following stanzas in parenthesis. Thus, the parenthesis is used by the poet to convey the friendly tone of the poem.

Q4: 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?

Ans: The speaker of the stanzas 2, 4 and 6 is the child, Amanda herself. No, she is not listening or paying heed to her mother’s words in stanzas 1, 3 and 5 as she is lost in her own dream world. Her imagination lets her escape from reality as she is lost in her Sorry reality.

Q5: What could Amanda do if she were a mermaid?

Ans: If Amanda were a mermaid, she could drift away slowly and carelessly on a languid emerald sea. She wished if she could be the sole inhabitant of the green sea and would slowly move on it. manda longs for a place where she is all by herself as her happiness is not dependant on any other human being. Hence, she desires to be a mermaid because for a child, mermaid is a symbol of freedom and wonder.

Q6: Is Amanda an orphan? Why does she say so?

Ans: No, Amanda is not an orphan, though she wishes to be one. She is so much stressed with the continuous nagging of her parents that she imagines herself to be better without them. The mere presence of her parents around her depresses her. Amanda is a little girl who seeks ‘golden’ silence and ‘sweet’ freedom. She wishes to roam around streets and draw patterns with her bare feet. Indeed it is horribly depressing that Amanda expects being an orphan.

Q7: Do you know the story of Rapunzel? Why does she want to be Rapunzel?
Ans: The story of Rapunzel revolves around her life on a high tower. She was locked in that tower by an evil witch. In due course of time, she got used to living there. She was very happy and content with her life in the tower. She had very long blonde hair which was used by the witch to climb the tall tower. One fine day, a prince came to meet her as he climbed the tower using her hair. When the witch came to know about it, she punished both of them by separating them. Finally, after many years the couple united together forever. Similarly, Amanda wishes to live her life like Rapunzel on a high tower on her own, away from everyone. She yearns for freedom, peace and harmony. Due to this reason, Amanda wants to be like Rapunzel. However, she also states that since she doesn’t want to be disturbed, she would never let her bright hair down for anyone to climb to her. She simply desires a happy and satisfied life with no disturbance from others.

Q8: What does the girl yearn for? What does this poem tell you about Amanda?

Ans: A girl like Amanda yearns for freedom and space for herself. She is incapable to fulfil the expectations of her parents. Amanda is no less than a symbol for all the children who face similar fate irrespective of class, colour or nationality. Traditional societies demand a certain type of behaviour from the individuals and the training to produce such begins at a very young age. Parents ignore the innocence and understanding level of their children and thereby the young ends up killing their imagination and thoughts.

Q9: Read the last stanza. Do you think Amanda is sulking and is moody?

Ans: No, Amanda is neither sulking nor moody. She simply longs for her freedom as she is fed up of following the instructions given by her parents. She has a strong imaginative power as she visualizes herself to the likes of Rapunzel’s story and she wants to lead a carefree life free from all nagging and scolding from her parents who are always trying to teach mannerisms and inculcate good habits in her.

Page No. 51

Oral Comprehension Check

Q1: What makes writing in a diary a strange experience for Anne Frank?

Ans: Writing in a diary was a strange experience for Anne Frank because she had never written anything before in a diary as she had received it as a gift on her thirteenth birthday. She considered the diary to be her best friend, where she could write all her thoughts and feelings. However, she also felt that no one would be interested in the musings of a thirteen-year-old schoolgirl. Hence she could write freely in the diary to get all her worries off her chest. 

Q2: Why does Anne want to keep a diary?

Ans: Anne always used to feel lonely and upset as she had no friends. She wanted to get all the burdens and worries off her chest. Hence she decided to keep a diary where she could confide her secrets and treat it as a true friend.

Q3: Why did Anne think she could confide more in her diary than in people?

Ans: Anne believed that paper was more patient than people when it came to understanding her thoughts. She found it easier to write down everything she was thinking and feeling in her diary.  For her, the diary became the perfect place to share her secrets, as it was her closest companion and wasn’t meant for anyone else to read.

Oral Comprehension Check

Q1: Why does Anne provide a brief sketch of her life?

Ans: Anne gave a short overview of her life because she wanted to introduce her family, school, and herself. By reading her diary, she hoped the reader would feel a connection with her and the events happening around her at that time.

Q2: What tells you that Anne loved her grandmother?

Ans: Anne lived at Aachen with her grandmother while her parents settled down in Holland. She was extremely close to her grandmother and wrote about her in her diary. However, when her grandmother died in January 1942, she said, “No one knows how often I think of her and still love her”. She wanted to convey through this message how dearly she loved her grandmother. On her thirteenth birthday, she lit up one candle along with the rest to express her love and gratitude for her beloved grandmother.

Page No. 54

Oral Comprehension Check

 Q1: Why was Mr Keesing annoyed with Anne? What did he ask her to do?

Ans: Mr. Keesing was annoyed with Anne because she talked very much in class.  He punished her by giving her extra homework to write essays on the subject like  ‘A Chatterbox’ to keep her silent and these topics always related to her nature.

Q2: How did Anne justify her being a chatterbox in her essay?

Ans:  Anne defended her talkativeness in her essay by explaining that she got it from her mother, who was just as talkative, if not more.  She also mentioned that inherited traits like this can’t really be changed.

Q3: Do you think Mr Keesing was a strict teacher?

Ans: No, Mr Keesing was not a bad or strict teacher because a teacher did something for the welfare of his students. Any teacher would be annoyed if children keep on talking in the class. Secondly, if he had been strict he would not have laughed at Anne’s funny arguments

Q4: What made Mr Keesing allow Anne to talk in class?

Ans: Anne’s final essay, titled ‘Quack, Quack, Quack, Said Mistress Chatterbox,’ was written as a poem and revealed her playful side to Mr. Keesing.  He was impressed by how she expressed her points in a rhythmic way. This helped improve their relationship, and after that, he never gave her extra homework again.

Thinking about the Text
Q1: Was Anne right when she said that the world would not be interested in the musings of a thirteen-year-old girl?

Ans: Yes, Anne was right in saying that, as many people tend to dismiss a child’s perspective, believing that children are too immature to understand the complexities of the world. Adults often don’t take children seriously. At just thirteen, Anne felt that most people would overlook a child’s view, assuming they lacked the maturity to grasp serious matters.

Yet, Anne Frank’s diary gained global recognition, was translated into numerous languages, and she became one of the most recognized and remembered victims of the Holocaust.

Q2: 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 dairy different?

Ans: Anne’s diary, originally written in Dutch, stood out from others in several ways. She named her diary ‘Kitty’ and wrote in a casual, informal style that reflected her carefree teenage spirit. She confided her feelings and secrets in it as she considered her diary to be her best friend. She wrote a lot of personal events and memories in her diary, which made it different from other diaries.

Q3: Why does Anne need to give a brief sketch of her family? Does she treat ‘Kitty’ as an insider or an outsider?

Ans: Anne Frank claims that paper has more patience than people. She usually sits depressed and all alone. 

 She claims to have no real friends. This lends the reader the perception that there isn’t anybody to take care of Anne Frank. To clear the clouds of doubt, Anne Frank gives the sketch of her adorable father, compassionate mother, kind grandmother, and loving sister. She treated Kitty as an insider because she called it her best friend and was ready to confide in it.

Q4: How does Anne feel about her father, her grandmother, Mrs Kuperus and Mr Keesing? What do these tell you about her?

Ans: Anne had fond memories of her adorable father, her grandmother, Mrs Kuperus, and Mr Keesing, her Maths teacher, who had left indelible impressions on her mind and had a major impact on her life. The way she wrote about all of them in her diary revealed that Anne was very attached to each of these people and was quite good at understanding people. She had developed an everlasting bond and a wonderful interpersonal relationship with each of them.

Q5: What does Anne write in her first essay?

Ans: Mr Keesing had asked Anne to write an essay on the topic ‘A Chatterbox’ as a punishment for her talkative nature. In the essay, she wrote about the effects of being talkative and also argued that she had inherited it from her mother, who was also very talkative. She justified this by saying that nobody could do anything about inherited traits. It was, therefore, difficult to give up a habit so easily, and it also formed a part of a student’s trait. Reading this, Mr Keesing also had a hearty laugh at the argument given by Anne.

Q6: Anne says teachers are most unpredictable. Is Mr Keesing unpredictable? How?

Ans: Anne cited the perfect example of Mr Keesing as an unpredictable teacher because she felt that Mr Keesing was indifferent towards her behaviour and always rebuked her for her talkative nature. Although he punished her initially by assigning extra homework, after reading her essays, he enjoyed a good laugh and thereafter never gave her such punishment and allowed Anne to talk in class.

Q7: 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 taking.

Ans:

(i) These lines show that Anne did not have any close friends in whom she could confide her secrets. Therefore, she blamed herself for her reserved nature.
(ii) This line shows that Anne really considered her diary as a friend whom she could trust and narrate all her stories. She did not want just a diary in which she could write down the facts as others did. She considered it as her friend and named her Kitty.
(iii) This statement implies the humorous nature of Anne. She had a witty personality and wrote the line in a funny tone. The words ‘plunked down’ exhibit her sense of humour.
(iv) This statement shows that she had an opinion on everything. She thought that a quarter of her class was full of dummies, signifying that she herself was intelligent enough to make it to the next class. She thought of teachers as the most unpredictable creatures on earth because nobody could say which students they would fail and which students would be passed on to the next class.
(v) This statement implies that Anne was talking about writing. She was given extra homework to write essays by Mr Keesing as a punishment for her talkative nature. Although that was extra work for her, she wanted to do it with full vigour. She did not want to leave big spaces between the words to make the essay look voluminous. She wanted to write convincing arguments to prove the essence of talking. That way, her approach to writing was different from others.

Page No. 55
Thinking about Language 
I. Match the compound words under ‘A’ with their meanings under ‘B’. Use each in a sentence. 

Ans:

II. 2. Now find the sentences in the lesson that have the phrasal verbs given below. Match them with their meanings.

Ans: (i) Plunge in − go straight to the topic
Sentence: Since no one would understand a word of my stories to Kitty if I were to plunge right in, I’d better provide a brief sketch of my life, much as I dislike doing so.

(ii) kept back − not promoted
Sentence: The reason, of course, is the forthcoming meeting in which the teachers decide who’ll move up to the next form and who’ll be kept back.

(iii) move up − go to the next grade
Sentence: The reason, of course, is the forthcoming meeting in which the teachers decide who’ll move up to the next form and who’ll be kept back.

(iv) ramble on − speak or write without focus
Sentence: 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.

(v) get along with − having a good relationship with
Sentence: I get along pretty well with all my teachers.

(vi) calm down − make (them) remain quite
Sentence: Even G.’s pleading advances and my angry outbursts can’t calm them down.

(vii) stay in − stay indoors
Sentence: I thought of this saying on one of those days when I was feeling a little depressed and was sitting at home with my chin in my hands, bored and listless, wondering whether to stay in or go out.

(viii) make up for − compensate
Sentence: This birthday celebration in 1942 was intended to make up for the other.

(ix) hand in − give an assignment (homework) to a person in authority (the teacher)
Sentence: I handed it in, and Mr Keesing had nothing to complain about for two whole lessons.

Page No. 56
 III. 1. Here are a few sentences from the text which have idiomatic expressions. Can you say what each means? (You might want to consult a dictionary first.) 
1. Our entire class is quaking in its boots. ________________________
2. Until then, we keep telling each other not to lose heart. ___________
3. Mr Keeping was annoyed with me for ages because I talked so much.______________
4. Mr Keeping was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him.______
Ans: 1. Our entire class is quaking in its boots. Shaking with fear and nervousness
2. Until then, we keep telling each other not to lose heart. Not to lose hope
3. Mr. Keeping was annoyed with me for ages because I talked so much. Since a long time
4. Mr. Keeping was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him. He was outwitted by her

2. Here are a few more idiomatic expressions that occur in the text. Try to use them in sentences of your own.Ans: (i) caught my eye: A small red car passing by caught my eye.
(ii) he’d had enough: Harry suffered a lot due to his illness. He’s had enough of mental trauma.
(iii) laugh ourselves silly: One girl said something funny, and we laughed ourselves silly.
(iv) can’t bring me to: I can’t bring myself to eat anything but chocolates.

Page No: 58 
IV. You have read the expression ‘not to lose heart’ in this text. Now find out the meanings of the following expressions using the word ‘heart’. Use each of them in a sentence of your own.
1. break somebody’s heart
2. close/dear to the heart
3. from the (bottom of your) heart
4. have a heart
5. have a heart of stone
6. your heart goes out to somebody
Ans: 1. break somebody’s heart − to upset somebody deeply
Sentence: It has, unfortunately, become very easy these days to break somebody’s heart.

2. close/dear to heart − something or someone who is near and close to you
Sentence: The drawing given to me by my little daughter is very close to my heart.

3. from the (bottom of your) heart − genuinely meaning or feeling something
Sentence: He loved his son from the bottom of his heart.

4. have the heart − to evoke the feeling to help someone in distress
Sentence: The poor beggar asked the rich man to have a heart and give him something to eat.

5. have a heart of stone − to not feel anything or any sentiment
Sentence: The cruel landlady has a heart of stone as she beats up her children.

6. your heart goes out to somebody − to sympathize with someone else and understand his feelings
and distress.
Sentence: My heart goes out to the little girl who lost both her parents in a car accident.
Page No. 58 
V. Q1: Make a list of the contracted forms in the text. Rewrite them as full forms of two words.
For example: I’ve = I have

Q2: We have seen that some contracted forms can stand for two different full forms:
I’d = I had or I would
Find in the text the contracted forms that stand for two different full forms, and say what these are.
Ans: 1(i) I’ve − I have
(ii) Doesn’t − does not
(iii) Won’t − would not
(iv) I’m − I am
(v) Don’t − do not
(vi) Can’t − cannot
(vii) it’s − it is
(viii) That’s − that is
(ix) I’d − I would
(x) Didn’t − did not
(xi) Who’ll − who will
(xii) You’re − You are
(xiii) We’ll − We will
(xiv) There’s − there is
(xv) He’d − he had
(xvi) Who’s − who is
(xvii) Haven’t − have not

2 (i) I’d − I had or I would
(ii) He’d − He had or he would

(iii) It’s – It is or It has

(iv) Who’s – Who is or Who has

(v) That’s – That is or That has

Q1: Why does the poet say, “I would not intrude on him”? Why doesn’t he offer him money to buy another ball?

Ans: The poet says, “I would not intrude on him” because he does not want to intervene in the natural process of learning. He wants the boy to learn the meaning of loss on his own. He also doesn’t offer him money to buy another ball because that would be worthless. He wants the boy to learn the lesson of responsibility.

Q2: “… staring down/All his young days into the harbor where/His ball went…” Do you think the boy has had the ball for a long time? Is it linked to memories of days when he played with it?

Ans: Yes, the boy has had the ball for a long time. When it bounced into the water, all his memories of the days of childhood flashed in front of him. This led to a realisation that those moments would not come back, just like the ball. He can buy new balls and can similarly create new moments, but those that are gone would not return

Q3: What does “in the world of possessions” mean?

Ans: In the world of possessions” means that the world is full of materialistic things. Here everything and every action is made to possess something, whether it is the possession of land, property, money, or any other thing.  In the poem, the poet indicates that losing of the ball by the boy may be a very small thing, but this would give him a realization of loss and the experience of losing memories associated with it.

Q4: Do you think the boy has lost anything earlier? Pick out the words that suggest the answer.

Ans: No, it seems that the boy did not lose anything earlier. It is evident from the words ‘He senses first responsibility in a world of possessions’. This line suggests that the sense of loss gave him an experience of understanding how several precious moments are lost with the loss of a particular object.

Q5: What does the poet say the boy is learning from the loss of the ball? Try to explain this in your own words.

Ans: The poet tries to convey through his poem that the boy has learnt an important lesson to cope up with the loss of his ball. He is experiencing grief and sadness while he grows up in this world full of possessions.  He learns that there are several important things in life that are lost and cannot be brought back. He also senses his first sense of responsibility as he loses the ball. The boy learns to stand up and leave the loss behind as he moves ahead in his life and understands the true meaning and nature of loss. 

Q6: Have you ever lost something you liked very much? Write a paragraph describing how you felt then, and saying whether — and how — you got over your loss.

Ans: Yes, I had lost my pet dog in a road accident when he was just five years old. One day I was playing with my puppy with a ball in my garden. I threw the ball in the air while playing with him, my dog jumped to catch the ball but it bounced back and rolled to the street nearby. As my dog went to fetch the ball, a speeding car ran over my puppy and I could hear it crying in pain. I rushed to the spot and found my pup covered in blood. I rushed him to the hospital immediately but it was too late and he was bleeding profusely and succumbed to injuries. I was very upset and grief-stricken by this incident. With due course of time, I recovered with my loss, but that incident is fresh in my memories and I still love my dog and miss him dearly. 

(Note: Students can write this answer as per their personal experiences.)

Q1: Does ‘dying’ really rhyme with ‘lion’? Can you say it in such a way that it does?

Ans: No, ‘dyin’ does not rhyme with ‘lion’. If we pronounce the word ‘lion’ as ‘lying’, then probably it would rhyme with the word ‘dyin’.

Q2: How does the poet suggest that you identify the lion and the tiger? When can you do so, according to him?

Ans: The poet suggests that if a large and tawny beast in the jungle in the east advances towards us, then it is an Asian lion. We can identify it when it roars at us while we are dying with fear. When while roaming we come across a wild beast that is yellow in colour with black stripes, it is a Bengal tiger. We can identify it when it eats us.

Q3: Do you think the words ‘lept’ and ‘lep’ in the third stanza are spelt correctly? Why does the poet spell them like this?

Ans: The poet intentionally spells the words ‘lept’ and ‘lep’ incorrectly to maintain the rhythm and flow of the poem. The correct spellings are ‘leapt’ and ‘leap,’ but by altering them, the poet adds a humorous twist to the verse. This playful misspelling emphasizes the word “leopard” in each line, making the description of the animal more memorable and fun, while also fitting the poem’s light-hearted tone. The deliberate choice to spell the words this way enhances the poem’s rhythm and comedic effect.

Q4: Do you know what a ‘bearhug’ is? It’s a friendly and strong hug — such as bears are thought to give, as they attack you! Again, hyenas are thought to laugh, and crocodiles to weep (‘crocodile tears’) as they swallow their victims. Are there similar expressions and popular ideas about wild animals in your own language(s)?

Ans: A ‘bearhug’ refers to the tight, powerful embrace of a bear, often used when it attacks its prey. Similarly, other animals have expressions linked to their behaviors or appearances. For example, a hyena doesn’t actually laugh, but its face appears as if it’s smiling. Crocodiles, on the other hand, don’t weep out of sadness, but they seem to shed tears when they swallow their prey, giving rise to the expression “crocodile tears.”

Q5: Look at the line “A novice might nonplus”. How would you write this ‘correctly’? Why is the poet’s ‘incorrect’ line better in the poem?

Ans: The line “A novice might nonplus” can be correctly written as “A novice might be nonplussed”. The poet’s incorrect line is better in the poem as it maintains the rhyme scheme of the poem. By writing it incorrectly, ‘nonplus’ rhymes with ‘thus’.

Q6: Can you find other examples of poets taking liberties with language, either in English or in your own language(s)? Can you find examples of humorous poems in your own language(s)?

Ans: Yes, poets often take liberties with language to ensure the poem flows smoothly and maintains a proper rhyme scheme. For example, a poet may use the word ‘rest’ to rhyme with ‘best’ or ‘ten’ to rhyme with ‘pen,’ even if the pairing doesn’t follow strict grammatical or linguistic rules.