English Class 10 Chapter 4 Question Answer First Flight

From the Diary of Anne Frank

Solutions For All Chapters First Flight 10

Activity (Page 49)

Question 1. Do you keep a diary? Given below under A are some terms we use to describe a written record of personal experience. Can you match them with their descriptions under ‘B’?
(You may look up the terms in a dictionary if you wish.)

Answer:

Question 2. Here are some entries from personal records. Use the definitions above to decide which of the entries might be from a diary, a journal, a log or a memoir.

1. I woke up very late today and promptly got a scolding from Mum! I can’t help it — how can I miss the FIFA World Cup matches?
Answer: Diary

2. 10:30 a.m. Went to the office of the Director 01:00 p.m. Had lunch with Chairman 05:45 p.m. Received Rahul at the airport 09 : 30 p.m. Dinner at home
Answer: Log

3. The ride to Ooty was uneventful. We rested for a while every 50 km or so and used the time to capture the magnificent landscape with my HandyCam From Ooty we went on to Bangalore. What a contrast! The noise and pollution of this once-beautiful city really broke my heart.
Answer: Journal

4. This is how Raj Kapoor found me – all wet and ragged outside RK Studios. He was then looking for just someone like this for a small role in ‘Mera Naam Joker and he cast me on the spot. The rest, as they say, is history.
Answer: Memoir

Oral Comprehension Check (Page 51)

1. What makes writing in a diary a strange experience for Anne Frank?
Ans: Writing in a diary was a strange experience for Anne because she had never written anything before, and she felt that neither she nor anyone else would be interested in the thoughts of a thirteen-year-old schoolgirl.

2. Why does Anne want to keep a diary?
Ans: Anne wanted to keep a diary because she felt lonely and did not have a true friend with whom she could share her feelings.

3. Why did Anne think she could confide more in her diary than in people?
Ans: Anne thought she could confide more in her diary because she could not share her deeper thoughts with her friends. With them, she could only talk about ordinary everyday things, but not about what she really felt.

Oral Comprehension Check (Page 51)

1. Why does Anne provide a brief sketch of her life?
Ans: Anne provided a brief sketch of her life so that no one would misunderstand her stories. She wanted to give a clear picture of her background before writing in her diary.

2. What tells you that Anne loved her grandmother?
Ans: Anne’s love for her grandmother is shown when she says that she often thought of her and still loved her. She even lit a candle for her along with the rest on her birthday in 1942 to remember her.

Oral Comprehension Check (Page 54)

1. Why was Mr Keesing annoyed with Anne? What did he ask her to do?
Ans: Mr Keesing was annoyed with Anne because she talked too much in class. As punishment, he asked her to write an essay on the subject “A Chatterbox.”

2. How did Anne justify her being a chatterbox in her essay?
Ans: Anne wrote that talking was a student’s trait and she could not stop it completely because she had inherited it from her mother, who also talked a lot.

3. Do you think Mr Keesing was a strict teacher?
Ans: Mr Keesing was a bit strict at first, but he was not harsh. He enjoyed Anne’s humour and finally allowed her to talk, which shows that he had a kind and understanding side.

4. What made Mr Keesing allow Anne to talk in class?
Ans: Anne wrote a funny poem with the help of her friend Sanne, about a duck family whose children quacked too much. Mr Keesing enjoyed the joke and took it in the right spirit. After that, he stopped punishing Anne and even began making jokes himself.

Thinking about the Text (Page 54)

1. Was Anne right when she said that the world would not be interested in the musings of a thirteen-year-old girl?
Ans: Anne was not right. The world became very interested in her diary. It is now one of the most widely read books, translated into many languages, and it tells the daily life of Jews under Nazi rule.

2. There are some examples of diary or journal entries in the ‘Before You Read’ section. Compare these with what Anne writes in her diary. What language was the diary originally written in? In what way is Anne’s diary different?
Ans: The examples given are short notes of events. Anne’s diary was originally written in Dutch, and it is different because she writes her diary as if it is her friend “Kitty.” She shares her deep thoughts and feelings, not just facts.

3. Why does Anne need to give a brief sketch about her family? Does she treat ‘Kitty’ as an insider or an outsider?
Ans: Anne gives a sketch of her family so that her stories will be understood clearly. She treats Kitty as an insider because she writes to her like a close and trusted friend.

4. How does Anne feel about her father, her grandmother, Mrs Kuperus and Mr Keesing? What do these tell you about her?
Ans: Anne calls her father the most adorable father she had ever seen. She loved her grandmother deeply and often thought of her after she died. She was close to her teacher Mrs Kuperus and cried at the farewell. She respected Mr Keesing and made him laugh with her essays. This shows that Anne was loving, affectionate, respectful, and humorous.

5. What does Anne write in her first essay?
Ans: In her first essay, “A Chatterbox,” Anne wrote that talking was a student’s trait and she inherited it from her mother, who also talked a lot.

6. Anne says teachers are most unpredictable. Is Mr Keesing unpredictable? How?
Ans: Yes, Mr Keesing was unpredictable. At first he punished Anne for talking, then he enjoyed her humour and poems, and finally he allowed her to talk in class and even started making jokes himself.

Question 7. What do these statements tell you about Anne Frank as a person?
1. 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.
2. I don’t want, to jcft; down the facts in this diary the way most people would, but I want the diary to be my friend.
3. 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.
4. 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.
5. 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.

Answers:
1.A. Anne is reserved.
2.A. She is self-confident and inventive.
3.A. She is humorous as well.
4.A. Anne is intelligent.
5.A. She has a sense of propriety and convincing attitude.

Thinking about Language (Page 55,56,57)

I. Look at the following words.

These words are compound words. They are made up of two or more words. Compound words can be:
• nouns: headmistress, homework, notebook, outbursts
• adjectives: long-awaited, stiff-backed
• verbs: sleep-walk, baby-sit

Question 1. Match the compound words under A with their meanings under ‘B’. Use each in a sentence.

Answers:

Question 2. Now find the sentences in the lesson that have the phrasal verbs given below. Match them with their meanings. (You have already found out the meanings for some of them.) Are their meanings the same as that of their parts? (Note that two parts of a phrasal verb may occur separated in the text.)

Answers: 1. (g), 2. (b), 3. (h), 4. (a), 5. (d), 6. (c), 7. (b), 8. (f), 9. (e).

Question 3(a). 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 quacking in its boots.
2. Until then, we keep telling each other not to lose heart.
3. Mr Keesing annoyed with me for ages because I talked so much.
4. Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him.

Answers:
1. Shaking with fear and nervous.
2. Not to think about negative side, but hope for the best.
3. For quite a long time.
4. Joke would be on him only.

Question 3(b). Here are a few more idiomatic expressions that occur in the text. Try to use them in sentences of your own.
1. Caught my eye
Sentence: The bright red dress in the shop window immediately caught my eye.

2. He’d had enough
Sentence: After listening to the loud music for hours, he finally said he’d had enough.

3. Laugh ourselves silly
Sentence: We watched a funny movie last night and laughed ourselves silly.

4. Can’t bring myself to
Sentence: I can’t bring myself to tell her the bad news.

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 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

Answer:
1. break somebody’s heart – to make someone very sad.
Sentence: It will break my mother’s heart if I fail in the exam.

2. close/dear to heart – something very special and important.
Sentence: This painting is very close to my heart because my best friend made it for me.

3. from the (bottom of your) heart – with deep and sincere feelings.
Sentence: I thank you from the bottom of my heart for helping me.

4. have a heart – to show kindness and sympathy.
Sentence: Please have a heart and forgive the poor boy.

5. have a heart of stone – to be cruel and without feelings.
Sentence: He did not help the crying child; he really has a heart of stone.

6. your heart goes out to somebody – to feel sympathy for someone.
Sentence: My heart goes out to the people who lost their homes in the flood.

V. Contracted Forms (page 58)

When we speak, we use ‘contracted forms’ or short forms such as these:
can’t (for can not or cannot) I’d (for I would or I had) she’s (for she is)

Notice that contracted forms are also written with an apostrophe to show a shortening of the spelling of not, would, or is as in the above example. Writing a diary is like speaking to oneself. Plays (and often, novels) also have speech in written form. So we usually come across contracted forms in diaries, plays and novels.

1. Make a list of the contracted forms in the text. Rewrite them as full forms of two words.
For example:
I’ve = I have
Answer:

• I’ve = I have
• I’d = I had / I would
• I’m = I am
• don’t = do not
• can’t = cannot
• won’t = will not
• that’s = that is
• they’re = they are
• we’ll = we will
• it’s = it is
• hasn’t = has not

2. 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.
Answer:

• I’d = I had / I would
• she’d = she had / she would
• he’d = he had / he would