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NCERT Solutions for Class 10 English Main Course Book Unit 4 Chapter 3 Let’s Clean up are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English Main Course Book Unit 4 Chapter 3 Let’s Clean up.

Board	CBSE
Textbook	NCERT
Class	Class 10
Subject	English Main Course Book
Chapter	Unit 4 Chapter 3
Chapter Name	Let’s Clean up
Category	NCERT Solutions

CBSE Class 10 English Main Course Book Unit 4 Environment Chapter 3 Let’s Clean up

TEXTUAL EXERCISES

Question 1.
Read the inputs given as I and II and have a class discussion on ‘Food Wastage’.

Answer:

Mainly for discussion at class level. A sample of how the discussion is to proceed is given below.

Teacher : Students, all of you know how much food goes into waste during wedding parties. What do you say about it ?

Student A : Some guests fill their plates with various food items that they cannot eat. They realize it later and discard the food in the bins.

Student B : I know many people who say it’s a status symbol to leave food in the plate.

Student C : One thing that I find surprising is that these people are already having enough. They do not think of those who barely manage a single meal.

Student D : It has been rightly said, ‘Generosity is not in serving food ; generosity is in serving food to those who are hungry.’

Student E : There should be a law to check the rampant wastage of food in lavish wedding parties and celebrations.

Student A : Yes, in most marriages, the wastage of food is really very much. The half- eaten food items that are costly can be seen in the dustbins or on the floor.

Teacher : Food wastage is more of a habit than practice especially in children.

Student F : In ruy opinion, parents should be watchful enough to guide their children about the proper amount of food they should take. They should be taught not to waste food at all. They should take only those foods items that they can eat.

Student B : The best way to save food is to take spoonfuls of each dish to taste and decide which are to be taken more. They shouldn’t fill the plate with every food item and then discard it all in the bins.

Student G : I feel, it is the responsibility of the guests to help the size of the servings according to their appetite.

Teacher : Yes, so dear students, there are millions who go to bed without a morsel. The left over food in marriages can feed thousands of hungry people. Food inflation is going high. Everyone should try to save food at home also.

Student H : I have heard of BIOTECH of Kerala. It has succeeded in tackling the problem of waste food being dumped in the streets. This has been done by setting up biogas plants that use the food waste to produce gas for cooking.

Teacher : It is an excellent idea but we all should think of 3R’s of food —
‘Reduce wastage.’
‘Reuse wastage.’
‘Recycle waste food.’

All :We have learnt a lot that we should not waste food. We should save every grain and every morsel and try to follow good food habits. Thank you Madam.

Question 2.
Punctuate the passage given below :

what exactly is waste waste is anything discarded, rejected, or otherwise released into the environment in a manner that could have an impact on that environment how can we help we can help by practicing the three rs of waste management reduce reuse and recycle it has been estimated that every ton of recycled paper saves 17 trees 7000 gallons of water 4100 kilowatt hour of energy and three cubic yards of landfill space how does reduce and reuse help reducing consumption is decreasing waste whereas the reuse of products such as recyclable plastics prevents the need for excess production of these exact same plastics hence the emission released from factories is lessened recycled products also take less energy to produce

Answer:

What exactly is waste ? Waste is anything discarded, rejected, or otherwise released into the environment in a manner that could have an impact on that environment. How can we help ? We can help by practising the three R’s of waste management : reduce, reuse and recycle. It has been estimated that every ton of recycled paper saves 17 trees, 7000 gallons of water, 4100 kilowatt hour of energy and three cubic yards of Landfill space. How does reduce and reuse help ? Reducing consumption is decreasing waste whereas the reuse of products such as recyclable plastics prevents the need for excess production of these exact same plastics. Hence, the emission released from factories is lessened. Recycled products also take less energy to produce.

Question 3.
With the help of the inputs given below, write a letter to the Editor of a newspaper on the colossal wastage of food in the lavish Indian weddings.

Answer:

129, HBC ,
Faridabad
22 September, 20 – –
The Editor
The Daily Times
New Delhi
Sir

Subject: Wastage of food in Indian Weddings

Through this letter, I want to draw attention of all concerned to the colossal wastage of food in the lavish Indian weddings. Wedding is a special occasion for Indians. Money is spent lavishly on this occasion on clothes, decoration, banquets and above all on food by the host. The more the items are, the better the celebrations are. Host’s hospitality is judged by the food served on unlimited occasions and ceremonies such as Mehndi, D.J. Night and Wedding day. I will not be wrong if I say Indians spend life’s savings on weddings of their son or daughter.

Surprisingly, wedding market in India is approximately ₹ 1,50,000 crores per year. It has been rightly said that the guests eat less and waste more in the marriages. Ironically, India also hosts one of the biggest armies of starving people in the world. Millions of people hardly get a meal per day in India. Is it India ? If all the people of India observe a fast every week, it can feed the millions of starving people.

It is high time that we should think of it, think of the wastage of food as well as . hard-earned money. It is the responsibility of the guests to limit the size of the servings according to their appetite. Instead of filling the plate with every dish, the guests may take spoonfuls of each food item to taste first and decide how much to take. The host must avoid extravagance in the wedding and preparing the maximum number of food items. A big sum of money can be saved by avoiding show-off and by arranging simple marriage parties.

I urge you to issue a special supplement on this issue to awaken the masses. This will bring a change in their thinking and attitude towards wastage of food as well as money in marriages.

Thanking you in anticipation.
Yours faithfully
Samarth Chhabra
(A Concerned Citizen)

We hope the NCERT Solutions for Class 10 English Main Course Book Unit 4 Chapter 3 Let’s Clean up help you. If you have any query regarding NCERT Solutions for Class 10 English Main Course Book Unit 4 Chapter 3 Let’s Clean up, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 10 English Main Course Book Unit 2 introduction are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English Main Course Book Unit 2 introduction.

Board	CBSE
Textbook	NCERT
Class	Class 10
Subject	English Main Course Book
Chapter	Unit 2
Chapter Name	Introduction
Category	NCERT Solutions

CBSE Class 10 English Main Course Book Unit 2 Education Introduction

TEXTUAL EXERCISES

INTRODUCTION

Question 1.
Discuss the following questions in groups of four. Then share your views with the whole class.

• Why do you come to school ?
• Why is it essential to receive an education ?
  • (a) ………………………………………………………………
  • (b) ………………………………………………………………
  • (c) ………………………………………………………………
  • (d) ………………………………………………………………
• Do you know of anyone who is not educated ?
• Why did he/she not receive an education ?
• Does he/she want to receive an education now ?
• Why/why not ?
• What are the reasons that may prevent a child from receiving education ?

Complete the web-chart given below on the basis of your discussion.

Answer:

Classroom activity. Some information given below shall help the students in this activity :

I come to school to receive education. Any four out of the following :

(a) Without it human progress is not possible. .
(b) An illiterate person is liable to be exploited. But a literate person can’t be.
(c) He can be discriminated against.
(d) Govt, schemes meant for his economic upliftment do not reach him.
(e) He can be wrongly used by unscrupulous persons.
(f) But a literate person can’t be misused as given above.
(g) So going to school means to be literate and be free from these misuses.

Yes, I know a rickshaw puller who is not educated.

He didn’t receive an education because of poverty and there were no schools in his village long in the past.

Yes, he wants to receive an education now.

He wants to receive education because he now sees its advantages. He can’t receive education now because he feels shy of it. Secondly, he is 55 years old and has other priorities at family level.

There are various reasons that may prevent a child from receiving an education. These are :

— availability of educational institutions
— poverty social environment
— lack of inherent initiatives to receive education
— ignorance about the usefulness of education etc

We hope the NCERT Solutions for Class 10 English Main Course Book Unit 2 introduction help you. If you have any query regarding NCERT Solutions for Class 10 English Main Course Book Unit 2 introduction, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 10 English First Flight Poem Chapter 4 How to Tell Wild Animals are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English First Flight Poem Chapter 4 How to Tell Wild Animals.

Board	CBSE
Textbook	NCERT
Class	Class 10
Subject	English First Flight Poem
Chapter	Chapter 4
Chapter Name	How to Tell Wild Animals
Category	NCERT Solutions

NCERT Solutions for Class 10 English First Flight Poem Chapter 4 How to Tell Wild Animals

TEXTUAL QUESTIONS
(Page 45)

Thinking About the Poem

Question 1.
Does ‘dyin’ really rhyme with ‘lion’ ? Can you say it in such a way that it does ?
Answer:
It does not really rhyme with ‘lion’. But it can be said to be rhyming if it is spoken that way. There is very small difference when it is spoken that way.

Question 2.
How does the poet suggest that you identify the lion and the tiger ? When can you do so, according to him ? (Imp.)
Answer:
The poet suggests that we should identify a lion. We should do so by his large and brownish-yellow colour and roar. It can be done when the lion comes near. The tiger has black stripes on the yellow background. He looks noble. He eats one as soon as he comes near.

Question 3.
Do you think the words “lept’and ‘lep’in the third stanza are spelt correctly ? Why does the poet spell them like this ? (Imp.)
Answer:
These words are not spelt correctly. The poet spells them on his own. He does so to create rhyming between them and an eating effect of the tiger.

Question 4.
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) ?
Answer:
A ‘bearhug’ is the bear’s tight embrace. Hyenas never laugh. But their faces look like that. Crocodiles do not weep but tears come when they swallow their victims. In our language we have similar expressions like : मगरमच्छ के आँसू , हथी के दाँत खाने के और , दिखाने के और : खिसियानी बिल्ली खम्भा नोचे ,etc.

Question 5.
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 ?
Answer:
It would be written like : ‘A novice might be nonplussed. The poet’s incorrect line is better because it rhymes with ‘caress’.

Question 6.
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) ?
Answer:
Yes, many poets take such liberties to create proper rhyming. These are for example : kirk is used for ‘church’ to rhyme with ‘work’. Ken is used for ‘see’ to rhyme with ‘pen’.

Question 7.
Much of the humour in the poem arises from the way language is used, although the ideas are funny as well. If there are particular lines in the poem that you especially like, share these with the class, speaking briefly about what it is about the ideas or the lan¬guage that you like or find funny.
Answer:
Mainly meant for the students at class level.
I like the following lines :

— Just notice if he eats you.
— ‘Twill do no good to roar with pain.
— He’ll give you just one more caress.
— A novice might nonplus.
— Hyenas come with merry smiles

Then the ideas are treated humorously. There are wild beasts. They see one and kill at once. They never embrace, ‘hug’ or smile merrily on their victims. Bears are said to ‘hug’ one to death as they press one very hard.

We hope the NCERT Solutions for Class 10 English First Flight Poem Chapter 4 How to Tell Wild Animals help you. If you have any query regarding NCERT Solutions for Class 10 English First Flight Poem Chapter 4 How to Tell Wild Animals drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 10 English First Flight Chapter 1 A Letter to God are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English First Flight Chapter 1 A Letter to God.

Board	CBSE
Textbook	NCERT
Class	Class 10
Subject	English First Flight
Chapter	Chapter 1
Chapter Name	A Letter to God
Category	NCERT Solutions

NCERT Solutions for Class 10 English First Flight Chapter 1 A Letter to God

TEXTUAL EXERCISES

ORAL COMPREHENSION CHECK
(Page 5)

Question 1.
What did Lencho hope for ?
Answer:
Lencho hoped for water in the form of rain.

Question 2.
Why did Lencho say the raindrops were like ‘new coins’ ?
Answer:
He said this because his crop really needed rain for being a good harvest. So when it rained, he saw it in the form of ‘new coins’.

Question 3.
How did the rain change ? What happened to Lencho’s fields ?
Answer:
The rain changed into a hailstorm. Hails fell on the house, the garden, the hillside and the cornfield. They destroyed Lencho’s fields completely.

Question 4.
What were Lencho’s feelings when the hail stopped ? (CBSE 2012)
Answer:
Lencho felt completely broken. The hail had left nothing. He felt that they would have no corn that year.

ORAL COMPREHENSION CHECK
(Page 6)

Question 1.
Who or what did Lencho have faith in ? What did he do ?
Answer:
Lencho had faith in God. He felt that God’s eyes saw everything. He wrote a letter to God.

Question 2.
Who read the letter ?
Answer:
The postman and the postmaster read Lencho’s letter (to God).

Question 3.
What did the postmaster do then ?
Answer:
The postmaster helped Lencho by sending money on behalf of God. Lencho had written a letter to God to help him with money. The postmaster didn’t want to shake Lencho’s faith in God. So he collected money and sent to Lencho.

ORAL COMPREHENSION CHECK
(Page 7)

Question 1.
Was Lencho surprised to find a letter for him with money in it ?
Answer:
No, Lencho was not surprised to find a letter for him with money. It was because he had full faith in God. He knew that God saw everything even in one’s conscience.

Question 2.
What made him angry ?
Answer:
Lencho had requested God to send him 100 pesos. But God sent him only 70 pesos. It was not good on God’s part. This made him angry.

THINKING ABOUT THE TEXT
(Page 7)

Question 1.
Who does Lencho have complete faith in ? Which sentences in the story tell you this ?
Answer:
Lencho has complete faith in God. The sentences are : “All through the night, Lencho thought only of his one hope : the help of God, whose eyes … see everything, even what is deep in one’s conscience”.

Question 2.
Why does the postmaster send money to Lencho ? Why does he sign the letter ‘God’ ?
Answer:
The postmaster doesn’t want that Lencho’s faith in God should break. He, in fact, feels proud that Lencho has such a great faith in God. He signs the letter again to keep Lencho’s faith intact. If he doesn’t do so, Lencho might think differently. His faith in God may shake.

Question 3.
Did Lencho try to find out who had sent the money to him ? Why /Why not ?
Answer:
Lencho did not try to find out who had sent the money to him. It was because he had complete faith in God. He, therefore, didn’t bother about the sender.

Question 4.
Who does Lencho think has taken the rest of the money ? What is the irony in the situation ? (Remember that the irony of a situation is an unexpected aspect of it. An ironic situation is strange or amusing because it is the opposite of what is expected.)
Answer:
Lencho thinks that the rest of the money has been taken by the post office officials. The irony in the situation is that the post office officials contribute money for Lencho. Yet he looks at them as ‘crooks’.

Question 5.
Are there people like Lencho in the real world ? What kind of a person would you say he is ? You may select appropriate words from the box to answer the question. (Value Based Question)

Answer:
Yes, there are still people like Lencho in the world. He is such a person who can go to any extent in his faith in God. He is resolute, determined and firm. Lencho is also ‘naive’, ‘stupid’ and ‘comical’.

Question 6.
There are two kinds of conflicts in the story : between humans and nature, and between humans themselves. How are these conflicts illustrated ?
Answer:
These conflicts are illustrated in the form of hailstorm destroying Lencho’s crop. So he thinks of God and writes a letter to Him for help. The other conflict is illustrated by Lencho. It is in his not believing in the post office officials’ honesty. He thinks them ‘crooks’ and dishonest persons.

THINKING ABOUT LANGUAGE

I. Look at the following sentence from the story :

Suddenly a strong wind began to blow and along with the rain very large hailstones began to fall.

‘Hailstones’ are small balls of ice that fall like rain. A storm in which hailstones fall is a ‘hailstorm’. You know that a storm is bad weather with strong winds, rain, thunder and lightning.

There are different names in different parts of the world for storms, depending on their nature. Can you match the names in the box with their descriptions below, and fill in the blanks ? You may use a dictionary to help you.

Question 1.
A violent tropical storm in which strong winds move in a circle : _ _ c _ _ _ _
Answer:
cyclone

Question 2.
An extremely strong wind : _ a _ _
Answer:
gale

Question 3.
A violent tropical storm with very strong winds : _ _ p _ _ _ _
Answer:
typhoon

Question 4.
A violent storm whose centre is a cloud in the shape of a funnel: _ _ _ n _ _ _
Answer:
tornado

Question 5.
A violent storm with very strong winds, especially in the western Atlantic Ocean : _ _ r _ _ _ _ _ _
Answer:
hurricane

Question 6.
A very strong wind that moves very fast in a spinning movement and causes a lot of damage : _ _ _ _ l _ _ _ _
Answer:
whirlwind

II. Notice how the word ‘hope’ is used in these sentences from the story.
(a) I hope it (the hailstorm) passes quickly.
(b) There was a single hope : help from God.

In the first example, ‘hope’ is a verb which means you wish for something to happen. In the second example it is a noun meaning a chance for something to happen.

Match the sentences in column ‘A’ with the meanings of ‘hope’ in column ‘B’:

A	B
1. Will you get the subjects you want to study in college ? I hope so.	(i) a feeling that something good will probably happen.
2. ‘I hope you don’t mind my saying this, but I don’t like the way you are arguing.’	(ii) thinking that this would happen (It may or may not have happened.)
3. This discovery will give new hope to HIV/AIDS sufferers.	(iii) stopped believing that this good thing would happen.
4. We were hoping against hope that the judges would not notice our mistakes.	(iv) wanting something to happen (and thinking it quite possible).
5. I called early in the hope of speaking to her before she went to school.	(v) showing concern that what you say should not offend or disturb the other person : a way of being polite.
6. Just when everybody had given up hope, the fishermen came back, seven days after the cyclone.	(vi) wishing for something to happen, although this is very unlikely.

Answer:

1. → (i)
2. → (ii)
3. → (v)
4. → (vi)
5. → (iv)
6. → (iii)

III. Relative Clauses
Look at these sentences

(а) All morning Lencho—who knew his fields intimately—looked at the sky.
(b) The woman, who was preparing supper, replied, “Yes, God willing.”

The italicised parts of the sentences give us more information about Lencho and the woman. We call them ‘relative clauses’. Notice that they begin with a ‘relative pronoun’ who. Other common relative pronouns are whom, whose, and which.

The relative clauses in (a) and (b) above are called ‘non-defining’, because we already know the identity of the person they describe. Lencho is a particular person, and there is a particular woman he speaks to. We don’t need the information in the relative clause to pick these people out from a larger set.

A non-defining relative clause usually has a comma in front of it and a comma after it (some writers use a ‘dash’ (—) instead, as in the story). If the relative clause comes at the end, we just put a full stop.

Join the sentences given below using who, whom, whose, which, as suggested.

Question 1.
I often go to Mumbai.
Mumbai is the commercial capital of India, (which)
Answer:
I often go to Mumbai which is the commercial capital of India.

Question 2.
My mother is going to host a TV show on cooking.
She cooks very well, (who)
Answer:
My mother who cooks very well is going to host a TV show on cooking.

Question 3.
These sportspersons are going to meet the President.
Their performance has been excellent, (whose)
Answer:
These sportspersons whose performance has been excellent are going to meet the President.

Question 4.
Lencho prayed to God.
His eyes see into our minds, (whose)
Answer:
Lencho prayed to God whose eyes see into our minds.

Question 5.
This man cheated me.
I trusted him. (whom)

Sometimes the relative pronoun in a relative clause remains ‘hidden’. For example, look at the first sentence of the story :

(a) The house—the only one in the entire valley—sat on the crest of a low hill.
We can rewrite this sentence as :

(b) The house—which was the onjly one in the entire valley—sat on the crest of a low hill.
In (a), the relative pronoun ‘which’ land the verb ‘was’ are not present.

Answer:
This man whom I trusted cheated me.

IV. Using Negatives for Emphasis
We know that sentences with words such as no, not or nothing show the absence of something, or contradict something. For example :

(а) This year we will have no com. (Com will be absent.)

(b) The hail has left nothing. (Absence of a crop.)

(c) These aren’t raindrops falling from the sky, they are new coins. (Contradicts the common idea of what the drops of water falling from the sky are.)

But sometimes negative words are used just to emphasise an idea. Look at these sentences from the story:

(d) Lencho…had done nothing else but see the sky towards the north-east. (He had done only this.)

(e) The man went out for no other reason than to have the pleasure of feeling the rain on his body. (He had only this reason.)

(f) Lencho showed not the slightest surprise on seeing the money. (He showed no surprise at all.)

Now look back at example (c). Notice that the contradiction in fact serves to emphasise the value or usefulness of the rain to the farmer.

Find sentences in the story with negative words, which express the following ideas emphatically.

Question 1.
The trees lost all their leaves.
Answer:
Not a leaf remained on the trees.

Question 2.
The letter was addressed to God himself.
Answer:
It was nothing less than a letter to God.

Question 3.
The postman saw this address for the first time in his career.
Answer:
Never in his career as a postman had he known that address.

V. Metaphors

The word ‘metaphor9 comes from a Greek word meaning ‘transfer’. Metaphors compare two things or ideas : a quality or feature of one thing is transferred to another thing. Some common metaphors are

• the teg of the table : The leg supports our body. So the object that supports a table is described as a leg.
• the heart of the city : The heart is an important organ in the centre of our body. So this word is used to describe the central area of a city.

In pairs, find metaphors from the story to complete the table below. Try to say what qualities are being compared. One has been done for you.

Object	Metaphor	Quality or Feature Compared
Cloud	Huge mountains of clouds	The mass or “hugeness’ of mountains
Raindrops
Hailstones
Locusts
		An epidemic (a disease) that spreads very rapidly and leaves many people dead
	An ox of a man

Answer:

Object	Metaphor	Quality or Feature Compared
Cloud	Huge mountains of clouds	The mass or “hugeness’ of mountains
Raindrops	Coins, New silver coins	Crop and its being very good
Hailstones	frozen pearls	destruction of the crop

 

Locusts	A plague	An epidemic (a disease) that spreads
		An epidemic (a disease) that spreads very rapidly and leaves many people dead
Lencho	An ox of a man	his robustness, strength and resoluteness

SPEAKING
Have you ever been in great difficulty, and felt that only a miracle could help you ? How was your problem solved ? Speak about this in class with your teacher.

Answer:

Yes, once I fell in a great difficulty. I had mild asthma. I couldn’t take the medicine in time. In fact, I forgot. The weather became cloudy and stuffy. There came the asthmatic attack on me. I had my inhaler with me. But it had only one puff. I puffed at it. There was no relief. I started gasping for breath. I saw my end was near as I gasped and gasped for Breath. Suddenly, my mother found another inhaler. She gave it to me to puff. I puffed and felt some relief. I was at once taken to hospital.

LISTENING
Listen to the letter (given below ‘In This Lesson’) read out by your teacher/on the audio tape. As you listen fill in the table given below.

The writer apologises (says sorry) because
The writer has sent this to the reader
The writer sent it in the month of
The reason for not writing earlier
Sarah goes to
Who is writing to whom ?
Where and when were they last together ?

Answer:
Mainly to be attempted at class level with the help of the teacher. The appropriate answers are given below :

(a) she did not write to Art) for a very long time.
(b) after sending a birthday card
(c) September, 2005
(d) was the writer’s shifting from Bangalore to Kanpur
(e) a primary school called ‘Little Feet’.
(f) Jaya is writing to Arti
(g) They were at Bangalore.

We hope the NCERT Solutions for Class 10 English First Flight Chapter 1 A Letter to God help you. If you have any query regarding NCERT Solutions for Class 10 English First Flight Chapter 1 A Letter to God, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 10 English First Flight Poem Chapter 3 A Tiger in the Zoo are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English First Flight Poem Chapter 3 A Tiger in the Zoo.

Board	CBSE
Textbook	NCERT
Class	Class 10
Subject	English First Flight Poem
Chapter	Chapter 3
Chapter Name	A Tiger in the Zoo
Category	NCERT Solutions

NCERT Solutions for Class 10 English First Flight Poem Chapter 3 A Tiger in the Zoo

TEXTUAL EXERCISES
(Page 30)

This poem contrasts a tiger in the zoo with the tiger in its natural habitat. The poem moves from the zoo to the jungle and back again to the zoo. Read the poem silently once, and gay which stanzas speak about the tiger in the zoo, and which ones speak about the tiger in the jungle.

Answer:

Stanzas 1, 4 and 5 speak about the tiger in the zoo. Stanzas 2 and 3 speak about the tiger in the jungle.

Thinking About the Poem

Question 1.
Read the poem again, and work in pairs or groups to do the following tasks :
(i) Find the words that describe the movements and actions of the tiger in the cage and in the wild. Arrange them in two columns.
(ii) Find the words that describe the two places, and arrange them in two columns. Now try to share ideas about how the poet uses words and images to contrast the two situations.
Answer:

The poet uses these words to create an apt contrast. This contrast is between the cage and the jungle. He is able to create apt pictures of these places in a real sense. These show the life of the tiger in a cage and in a jungle.

Question 2.
Notice the use of a word repeated in lines such as these :

(i) On pads of velvet quiet,
In his quiet rage.

(ii) And stares with his brilliant eyes
At the brilliant stars.
What do you think is the effect of this repetition ?

Answer:
The effect is clear. It stresses the importance of‘brilliant’. It also increases the images of the eyes of the tiger. It does so, of the shining stars also. The tiger’s eyes look like the shining stars.

Question 3.
Read the following two poems—one about a tiger and the other about a panther. Then discuss :

Are zoos necessary for the protection or conservation of some species of animals ? Are they useful for educating the public ? Are there alternatives to zoos ?

Answer:

Zoos are necessary for the protection or conservation of the species of animals. The sole reason is that their habitats are shrinking. It is due to urbanisation and industrialisation. Then poachers are killing them for trade etc. Many wild species of animals have already become extinct.

Zoos are useful for educating the public because public becomes aware of them. Then it starts knowing about their usefulness to human life. Ecological balance of nature is because of these animals. If it is not maintained, all sorts of life will be in danger.

There are no alternatives. It is because we can’t save them except the zoos, reserves or national parks.

Question 4.
Take a point of view for or against zoos, or even consider both points of view and write a couple of paragraphs or speak about this topic for a couple of minutes in class.
Answer:
Zoos are both necessary and unnecessary for many reasons. But the reasons favouring them are more. So they are there all over the world.

Zoos are necessary for protection and conservation of many species. Many species of wild animals are already extinct. Some are on the way to extinction. Animals are necessary for the ecological balance of the earth. It guarantees life of all. Then these zoos educate the public about wildlife. So they must be there.

Zoos are not required because in them many animals die. They are not kept properly. They do not reproduce. They starve because they can live well in their natural habitats. So zoos should not be there.

There are no alternatives to zoos. Only one thing remains. Animals should be kept well like our own children. But this is a far cry.

Students can speak in the class using the above given ideas.

We hope the NCERT Solutions for Class 10 English First Flight Poem Chapter 3 A Tiger in the Zoo help you. If you have any query regarding NCERT Solutions for Class 10 English First Flight Poem Chapter 3 A Tiger in the Zoo drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 10 English First Flight Poem Chapter 2 Fire and Ice are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English First Flight Poem Chapter 2 Fire and Ice.

Board	CBSE
Textbook	NCERT
Class	Class 10
Subject	English First Flight Poem
Chapter	Chapter 2
Chapter Name	Fire and Ice
Category	NCERT Solutions

NCERT Solutions for Class 10 English First Flight Poem Chapter 2 Fire and Ice

TEXTUAL EXERCISES
(Page 15)

Thinking About the Poem

Question 1.
There are many ideas about how the world will ‘end’. Do you think the world will end some day ? Have you ever thought what would happen if the sun got so hot that it ‘burst or grew colder and colder?
Answer:
I think it would end some day. But no one can say when that day will come. Yes, I have thought about it. If the sun got hot, it will bum everything. If it grew colder, everything shall die.

Question 2.
For Frost, what do ‘fire’ and ‘ice’ stand for ? Here are some ideas :

Answer:
For Frost ‘fire’ and ‘ice’ stand for different ideas. These are given below :

Question 3.
What is the rhyme scheme of the poem ? How does it help in bringing out the contrasting ideas in the poem ?
Answer:
The rhyme scheme of the poem is : a, b, aa ; b, c, b, c, b.

It helps in bringing out the contrasting ideas by separating them. Different ideas symbolise ‘fire’ and ‘ice’. They are given different rhyme scheme in both the stanzas.

We hope the NCERT Solutions for Class 10 English First Flight Poem Chapter 2 Fire and Ice help you. If you have any query regarding NCERT Solutions for Class 10 English First Flight Poem Chapter 2 Fire and Ice drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 10 English First Flight Poem Chapter 1 Dust of Snow are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English First Flight Poem Chapter 1 Dust of Snow.

Board	CBSE
Textbook	NCERT
Class	Class 10
Subject	English First Flight Poem
Chapter	Chapter 1
Chapter Name	Dust of Snow
Category	NCERT Solutions

NCERT Solutions for Class 10 English First Flight Poem Chapter 1 Dust of Snow

TEXTUAL EXERCISES
(Page 14)

Thinking About the Poem

Question 1.
What is a ‘dust of snow’ ? What does the poet say has changed his mood ? How has the poet’s mood changed ? (V. Imp.)
Answer:
A ‘dust of snow’ means particles of snow held together. The falling of the dust of snow on him changed his mood. First he felt sad. But the falling of the dust of snow changed his mood. It changed it towards the beauty of nature or in a different way.

Question 2.
How does Frost present nature in this poem ? The following questions may help you to think of an answer :

(i) What are the birds that are usually named in poems ? Do you think a crow is often mentioned in poems ? What images come to your mind when you think of a crow ?

(ii) Again, what is “a hemlock tree” ? Why doesn’t the poet write about a more’‘beautiful’ tree such as a maple, or an oak, or a pine ?

(iii) What do the ‘crow’ and ‘hemlock’ represent—joy or sorrow ? What does the dust of snow that the crow shakes off a hemlock tree stand for ?

Answer:

(i) Birds with great qualities are usually named in poems. Some of such popular birds are cuckoo, mynah, peacock, parrot etc. A crow is rarely mentioned in poems. However, it is mentioned where there are tragic or serious themes. It is looked at ominously. When I think of a crow I make images of sadness. These may also be of some bad happening or somebody’s coming to my house.

(ii) ‘A hemlock tree’ is a poisonous plant. It has small white flowers. Thejaoet does not do so. It is because it (the crow) suits better the occasion. It also suits the pitiable mood he is in.

(iii) The ‘crow’ and ‘a hemlock tree’ represent sorrow and evil. The dust of snow stands for some natural joy or something joyful. It means the sad day is going to change. It is going to change into something joyful for the poet.

Question 3.
Have there been times when you felt depressed or hopeless ? Have you experienced a similar moment that changed your mood that day ?
Answer:
There have been times when I have felt sad, depressed and hopeless.

But after that something has taken place. That has changed those sad moments into those of relief.

For example, once I felt sad when I got a letter of rejection for a job. But after an hour or so I got a telephone. I was asked to join another job.

We hope the NCERT Solutions for Class 10 English First Flight Poem Chapter 1 Dust of Snow help you. If you have any query regarding NCERT Solutions for Class 10 English First Flight Poem Chapter 1 Dust of Snow drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 10 English First Flight Chapter 11 The Proposal are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English First Flight Chapter 11 The Proposal.

Board	CBSE
Textbook	NCERT
Class	Class 10
Subject	English First Flight
Chapter	Chapter 11
Chapter Name	The Proposal
Category	NCERT Solutions

NCERT Solutions for Class 10 English First Flight Chapter 11 The Proposal

TEXTUAL EXERCISES

BEFORE YOU READ
(Page 142)
Activity

1. The word ‘proposal’ has several meanings. Can you guess what sort of proposal the play is about ?

(i) a suggestion, plan or scheme for doing something
(ii) an offer for a possible plan or action
(iii) the act of asking someone’s hand in marriage

A Russian Wedding
Do you know anything about a Russian marriage ceremony ? Read this article about a Russian wedding. ………………..

Answer:

(iii) the act of asking someone’s hand in marriage.

2. Do you think Indian and Russian weddings have any customs in common ? With the help of a partner, fill in the table below.

Wedding Ceremonies in Russia and India

Customs similar to Indian ones	Customs different from Indian ones

‘The Proposal’ (originally titled ‘A Marriage Proposal’) is a one act play, a farce, by the Russian short story writer and dramatist Anton Chekov.
……………………………………………………………………………………………………………………………………….
Answer:

Indian and Russian weddings have many customs in common. The information showing it is given below :

Customs similar to Indian ones	Customs different from Indian ones
1. wedding procession 2.  groom coming to bride’s house to fetch her 3.  honeymoon 4.  reception 5.  ‘stealing’ of the shoe 6.  grooms paying	1.  making posters, writing speeches, organising contests 2.  fight involving this 3.  climbing stairs and answering questions etc, 4.  city tour 5.  ceremonial toasting 6.  kissing the bride 7.  ‘stealing’ of the bride

THINKING ABOUT THE PLAY
(Page 157)

Question 1.
What does Chubukov at first suspect that Lomov has come for ? Is he sincere when he later says “And I’ve always loved you, my angel, as if you were my own son” ? Find reasons for your answer from the play.
Or
Why does Chubukov suspect Lomov when he comes to his house ? (CBSE 2016)
Answer:
Chubukov at first suspects that Lomov has come to borrow money. He is not sincere in saying this. After some moments, Chubukov starts fighting with Lomov over petty matters. In fact, he sides with his daughter in fighting with Lomov. He even abuses Lomov. He calls him bad names. This shows his insincerity in saying this flattering sentence.

Question 2.
Chubukov says of Natalya : “… as if she won’t consent ! She’s in love; egad, she’s like a lovesick cat…” Would you agree ? Find reasons for your answer.
Answer:
Yes, Natalya is in love. This is clear in her behaviour when she knows that Lomov came to propose to her. When she knows it, she starts weeping. She calls her father to bring him back at once. He has gone out after the quarrel. She becomes hysteric.

Question 3.
(i) Find all the words and expressions in the play that the characters use to speak about each other, and the accusations and insults they hurl at each other. (For example, Lomov in the end calls Chubukov an intriguer ; but earlier, Chubukov has himself called Lomov a “malicious, doublefaced intriguer.” Again, Lomov begins by describing Natalya as “an excellent housekeeper, not bad-looking, well-educated.”)

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

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

Answer:

(i) Natalya calls Lomov ‘rascal’, ‘The monster’.

Chubukov calls him ‘The villain ! The scarecrow !’ ‘that blind hen’, ‘turnip-ghost’, ‘The stuffed sausage’ ‘The wizen-faced frump’, ‘malicious, double-faced intriguer’, ‘Pup’, ‘Old rat’, ‘Jesuit’, ‘Milksop’, ‘Fool’.

Chubukov calls Lomov’s father as ‘a guzzling gambler’.
Lomov calls Chubukov ‘Intriguer’, Natalya’s mother as ‘hump-backed’, ‘backbiters’ etc.

Chubukov calls Lomov as ‘my precious’.

Lomov calls Natalya as ‘an excellent housekeeper, not bad-looking , well-educated’.

(ii) Lomov : assertive, weak-hearted, diffident, stupid, idiotic, ‘cultured’ in dress etc.
Natalya : quarrelsome, foolish, idiotic, unwise, immature, mean
Chubukov : mean, assertive, low-minded, abusive, quarrelsome, insensible

(iii) They will fight on very petty matters.

I. THINKING ABOUT LANGUAGE

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

Read through the play carefully, and find expressions that you think are not used in contemporary English, and contrast these with idiomatic modern English expressions that also occur in the play.
Answer:
Expressions or ways of speaking that strike as more Russian than English :

Spit it out, she’s like a lovesick cat, honoured Natalya Stepanovna, You pettifogger, malicious, doublefaced intriguer, rascal, The villain’! The scarecrow ! The stuffed sausage ! The wizen-faced frump! Pup ! And you’re under the slipper of your house-keeper !

She’s willing, kiss and be damned to you.

These ‘abuses’ are not used in contemporary English. These expressions of abuse are contrasted with the ones like :

‘pumpkin’; ‘buffoon’, ‘ostrich’, ‘pig’, ‘swine’, ‘fool’, ‘dog’ Villain’, ‘scoundrel’, ‘owl’, etc.

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

Answer:

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

1. You may take it that
2. He seems to be coming round
3. My foot’s gone to sleep.

Answer:

1. You may take it that = You may understand that.
   You may take it that I shall not attend the party.
2. He seems to be coming round = He seems to be understanding .
   He seems to be coming round the point proposed by you.
3. My foot’s gone to sleep = I feel agitated.
   Oh ! What should I do ? My foot’s gone to sleep after hearing your remarks.

II. Reported Speech

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

1. (i) Lomov : Honoured Stepan Stepanovitch, do you think I may count on her consent ? (Direct Speech)
(ii) Lomov asked Stepan Stepanovitch respectfully if he thought he might count on her consent. (Reported Speech)

2. (i) Lomov : I’m getting a noise in my ears from excitement. (Direct Speech)
(ii) Lomov said that he was getting a noise in his ears from excitement. (Reported Speech)

3. (i) Natalya : Why haven’t you been here for such a long time ? (Direct Speech)
(ii) Natalya Stepanovna asked why he hadn’t been there for such a long time. (Reported Speech)

4. (i) Chubukov : What’s the matter ? (Direct Speech)
(ii) Chubukov asked him what the matter was. (Reported Speech)

5. (i) Natalya : My mowers will be there this very day ! (Direct Speech)
(ii) Natalya Stepanovna declared that her mowers would be there that very day. (Reported Speech)

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

1. To report a question, we use the reporting verb asked (as in Sentence Set I).
2. To report a statement, we use the reporting verb _______
3. The adverb of place here changes to _______
4. When the verb in direct speech is in the present tense, the verb in reported speech is in the _______ tense (as in Sentence Set 3).
5. If the verb in direct speech is in the present continuous tense, the verb in reported speech changes to _______ tense. For example, _______ changes to was getting.
6. When the sentence in direct speech contains a word denoting respect, we add the adverb _______ in the reporting clause (as in Sentence Set 1).
7. The pronouns I, me, our and mine, which are used in the first person in direct speech, change according to the subject or object of the reporting verb such as _______ , _______ , _______ or _______ in reported speech.

Answers:

2. declared
3. there
4. past
5. past continuous ……… is getting
6. respectfully
7. he, him, their or his

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

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

Answer

90-year-old A.K. Hangal, one of Hindi cinema’s most famous character actors laughs asking why they want to know his age. For his age, he is rather energetic. They ask him what is the secret. He replies that it is his intake of everything in small quantities and he walks a lot. He further states that he joined the industry when people retire. He had been in his 40s. So he doesn’t miss being called a star. He is still respected and given work when actors of his age are living in poverty and without work. He doesn’t have any complaints, he says adding that he has always been underpaid. Recipient of the Padma Bhushan, Hangal had never hankered after money or materialistic gains. He regrets that no doubt he is content today but money is important. He had been a fool not to understand the value of money earlier.

We hope the NCERT Solutions for Class 10 English First Flight Chapter 11 The Proposal help you. If you have any query regarding NCERT Solutions for Class 10 English First Flight Chapter 11 The Proposal drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 10 English First Flight Chapter 6 The Hundred Dresses – II are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English First Flight Chapter 6 The Hundred Dresses – II.

Board	CBSE
Textbook	NCERT
Class	Class 10
Subject	English First Flight
Chapter	Chapter 6
Chapter Name	The Hundred Dresses – II
Category	NCERT Solutions

NCERT Solutions for Class 10 English First Flight Chapter 6 The Hundred Dresses – II

TEXTUAL EXERCISES

ORAL COMPREHENSION CHECK
(Page 74)

Question 1.
What did Mr. Petronski’s letter say ?
Answer:
Petronski’s letter said that Wanda won’t come to school any more. They were moving to a big city. There would be no more fun on names. There were plenty of funny names in the city.

Question 2.
Is Miss Mason angry with the class, or is she unhappy and upset ?
Answer:
Miss Mason is unhappy and upset with the class. She calls it unfortunate. It all happened in utter thoughtlessness. She asks the class to think. She also asks not to hurt anyone’s feelings because of a longer name.

Question 3.
How does Maddie feel after listening to the note from Wanda’s father ? (Imp.)
Answer:
Maddie feels greatly hurt. She has a very sick feeling in the bottom of her stomach. She looks silently. She has a feeling to go and tell Wanda that they hadn’t meant to hurt her feelings.

Question 4.
What does Maddie want to do ?
Answer:
Maddie wants to go to Wanda at once. She would tell her that they hadn’t meant to hurt her feelings. She thinks to tell Wanda that they thought her to be smart. Also her dresses were beautiful.

ORAL COMPREHENSION CHECK
(Page 76)

Question 1.
What excuses does Peggy think up for her behaviour ? Why ?
Answer:
Peggy thinks up that she didn’t call her a foreigner. She also did not make fun of her name. She thought that Wanda was too dumb. She never thought that she could know that they were mocking at her.

Question 2.
What are Maddie’s thoughts as they go to Boggins Heights ?
Answer:
Maddie hoped that they would find Wanda. She wanted to tell her that they were sorry. The whole school thought that she was just wonderful. All would be nice to her. She should not move away from there. She and Peggy would fight anybody who was not nice to her.

Question 3.
Why does Wanda’s house remind Maddie of Wanda’s blue dress ?
Answer:
Wanda’s house reminds Maddie of Wanda’s blue dress because both look similar. When Maddie goes there she finds the house shabby but clean. So was Wanda’s faded blue cotton dress.

Question 4.
What does Maddie think hard about ? What important decision does she come to ? (V. Imp.)
Answer:
She decided not to stand by any more and say nothing again. She would speak up if she heard anybody speaking badly or treating others unkindly. She wouldn’t mind losing Peggy’s friendship for that. She decided never to make anybody unhappy.

ORAL COMPREHENSION CHECK
(Page 79)

Question 1.
What did the girls write to Wanda ? (Imp.)
Answer:
They wrote about Wanda’s pretty drawings. They asked her if she liked where she was living and if she liked her new teacher. They regretted over what had happened. It was a friendly letter.

Question 2.
Did they get a reply ? Who was more anxious for a reply, Peggy or Maddie ? How do you know ?
Answer:
They did not get a reply to their letter. Maddie was more anxious for a reply. It is clear in the sense that she couldn’t sleep properly. She burst out crying ‘stop’ as per her decision. It was that she would not allow anybody to hurt others or make fun of them.

Question 3.
How did the girls know that Wanda liked them even though they had teased her ?
Answer:
The girls knew this fact from Wanda’s letter to Miss Mason. In that letter she gave her drawings to Peggy and Maddie. She also wrote that she missed her teacher. She wished all a merry Christmas.

THINKING ABOUT THE TEXT
(Page 79)

Question 1.
Why do you think Wanda’s family moved to a different city ? Do you think life there was going to be different for their family ?
Answer:
I think that Wanda’s family moved to a different city due to racial prejudice. Life there in a big city was going to be different. It was because people over there were not hard and harsh in their racial prejudice. They were not so in petty things like long and funny names.

Question 2.
Maddie thought her silence was as bad as Peggy’s teasing. Was she right ?
Answer:
Yes, Maddie thought that her silence was as bad as Peggy’s teasing. It was because it amounted to supporting Peggy. She was right in thinking so.

Question 3.
Peggy says, “I never thought she had the sense to know we were making fun of her anyway. I thought she was too dumb. And gee, look how she can draw!” What led Peggy to believe that Wanda was dumb ? Did she change her opinion later ?
Answer:
Wanda never reacted to Peggy’s teasing in an arrogant way. She said everything silently and seriously. She had more understanding than that of Peggy or Maddie. But Wanda was never dumb. Peggy changed her opinion later. It is clear in her regretting later and writing a kind of apology.

Question 4.
What important decision did Maddie make ? Why did she have to think hard to do so ?
Answer:
Maddie decided that in future she would not stand silently when someone was mocking (at) others or making fun of them. She would speak up even if that meant breaking Peggy’s friendship. She decided that she would not make anybody unhappy.

Question 5.
Why do you think Wanda gave Maddie and Peggy the drawings of the dresses ? Why are they surprised ?
Answer:
Wanda gave Maddie and Peggy the drawings of the dresses. She did so in reply to their making fun for her dresses and her poverty. She showed through this that she was above petty things like dresses etc. Human values and qualities of mind were more important than dresses etc.

They are surprised because the drawings had their individual faces drawn in them.

Question 6.
Do you think Wanda really thought the girls were teasing her ? Why or Why not ?
Answer:
Yes, Wanda really thought so because she was a highly intelligent and sensitive girl. She had more understanding and maturity of mind than them. This she showed in her drawing and letter by sketching them and forgiving them.

THINKING ABOUT LANGUAGE

I. Here are thirty adjectives describing human qualities. Discuss them with your partner and put them in the two word webs (given below) according to whether you think they show positive or negative qualities. You can consult a dictionary if you are not sure of the meanings of some of the words. You may also add to the list the positive or negative ‘pair’ of a given word.

Answer:

Meant for class level. These adjectives can be classified as given below :

II. What adjectives can we use to describe Peggy, Wanda and Maddie ? You can choose adjectives from the list above. You can also add some of your own.

1. Peggy __________
2. Wanda __________
3. Maddie __________

Answer:

1. Peggy : sarcastic, arrogant, cruel, haughty, proud, zealous, thoughtless, vain, unforgiving.
2. Wanda : kind, courteous, intrepid, sensitive, compassionate, introverted, contented, friendly, generous, talented, lonely, determined, creative, complacent.
3. Maddie : insipid, timid, placid, stolid.

III. 1. Find the sentences in the story with the following phrasal verbs.

2. Look up these phrasal verbs in a dictionary to find out if they can be used in some other way. (Look at the entries for line, think, take and stand in the dictionary.) Find out what other prepositions can go with these verbs. What does each of these phrasal verbs mean ?

3. Use at least five such phrasal verbs in sentences of your own.

Answer:

1. Class-room activity.

2. Yes, they can be used in some other way also. The other prepositions that can go with them are given below :

3. Sentence formation :

Line with — This road is lined with big trees.
Think about — She thought about her dead child and started weeping.
Think over — She thought over the matter again and decided to leave.
Take over — Mr. Arun took over as the President of this company.
Stand down — We saw him stand down the witness box in the court.

IV. Colours are used to describe feelings, moods and emotions. Match the following ‘colour expressions’ with a suggested paraphrase.

Answer:

We hope the NCERT Solutions for Class 10 English First Flight Chapter 6 The Hundred Dresses – II help you. If you have any query regarding NCERT Solutions for Class 10 English First Flight Chapter 6 The Hundred Dresses – II, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 10 English First Flight Chapter 5 The Hundred Dresses – I are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English First Flight Chapter 5 The Hundred Dresses – I.

Board	CBSE
Textbook	NCERT
Class	Class 10
Subject	English First Flight
Chapter	Chapter 5
Chapter Name	The Hundred Dresses – I
Category	NCERT Solutions

NCERT Solutions for Class 10 English First Flight Chapter 5 The Hundred Dresses – I

TEXTUAL EXERCISES

ORAL COMPREHENSION CHECK
(Page 65)

Question 1.
Where in the classroom does Wanda sit and why ? (CBSE 2012)
Answer:
Wanda sits in the next to the last seat in the last row in Room Thirteen. She sits in the comer of the room. There is noise by the scuffling of feet and roar of laughter.

Question 2.
Where does Wanda live 1 What kind of a place do you think it is ? (Imp.)
Answer:
Wanda lives up on Boggins Heights. It is not a clean place. It is muddy. Wanda’s feet are usually caked with mud. She has to walk through it as it is muddy.

Question 3.
When and why do Peggy and Maddie notice Wanda’s absence ?
Answer:
Peggy and Maddie noticed Wanda’s absence when they were not late from school. Wanda had made them late to school. They used to make fun of her for her muddy shoes.

Question 4.
What do you think ‘to have fun with her’ means ?
Answer:
‘To have fun with her’ means to laugh at her or to make a fool of her.

ORAL COMPREHENSION CHECK
(Page 67)

Question 1.
In what way was Wanda different from the other children ?
Answer:
Wanda was different from the other children by her name. Then she always wore a faded blue dress. It didn’t hang right though it was always clean. She didn’t have any friends.

Question 2.
Did Wanda have a hundred dresses ? Why do you think she said she did ? (V. Imp.)
Answer:
Wanda did not have a hundred dresses. She said this to counter the fun of other children. They made fun of her due to her only one dress.

Question 3.
Why is Maddie embarrassed by the questions Peggy asks Wanda ? Is she also like Wanda, or is she different ?
Answer:
Maddie is embarrassed by the questions Peggy asks Wanda. It is so because she is poor, though not exactly, like Wanda. She is like Wanda in temperament though she is an American. She doesn’t want others to make fun of Wanda due to her dress or her ‘funny’ name.

ORAL COMPREHENSION CHECK
(Page 70)

Question 1.
Why didn’t Maddie ask Peggy to stop teasing Wanda ? What was she afraid of?
Answer:
Maddie didn’t ask Peggy to stop teasing Wanda because she lacked courage to say so. She was afraid of losing her friendship with Peggy.

Question 2.
Who did Maddie think would win the drawing contest ? Why ? (Imp.)
Answer:
Maddie thought that Peggy would win the girls’ medal. It was so as she drew better than anyone else in the room.

Question 3.
Who won the drawing contest ? What had the winner drawn ?
Answer:
Peggy’s drawings always won prizes in the past. But now Wanda Petronski was the winner of the girls’ medal. In fact, she had drawn one hundred designs. All were different and beautiful. In the opinion of the judges, anyone of the drawings was worthy of winning the prize. They all had a strange magic about them.

THINKING ABOUT THE TEXT
(Page 70)

Question 1.
How is Wanda seen as different by the other girls ? How do they treat her ?
Answer:
Wanda is seen as different by the other girls. It is because of her origin and dress. She always wears the same dress. Then her feet are usually caked with dry mud. They treat her badly. They make fun of her. They also belittle her.

Question 2.
How does Wanda feel about the dresses game ? Why does she say that she has a hundred dresses ? (Imp.)
Answer:
Wanda feels badly about the dresses game. She says that she has a hundred dresses. It is to counter the fun,’other girls make of her. She feels insulted.

Question 3.
Why does Maddie stand by and not do anything ? How is she different from Peggy ? (Was Peggy’s friendship important to Maddie ? Why ? Which lines in the text tell you this ?)
Answer:
Maddie stands by and does nothing. It is because she doesn’t have the courage to speak to Peggy. She is different from Peggy as she doesn’t make fun of Wanda. She remains silent while Peggy makes fun of Wanda. Peggy’s friendship is important to her. It is because she is the best-liked girl in the whole room. She hopes Peggy would not do anything wrong to anybody.

The lines are : “She was Peggy’s best friend and Peggy was the best-liked girl in the whole room. Peggy could not possibly do anything that was really wrong.”

Question 4.
What does Miss Mason think of Wanda’s drawings ? What do the children think of them ? How do you know ?
Answer:
Miss Mason thinks of Wanda’s drawings as “exquisite”, “all different and all beautiful.” The children think of them as ‘amazing’. They stop short and gasp when they look at their beauty and brilliance. I know this from their reaction. They are taken in surprisingly by their dazzling colours and lavish designs.

THINKING ABOUT LANGUAGE

I. Look at these sentences
Combine the following to make sentences like those above : (Page 71)

Question 1.
This is the bus (what kind of bus ?). It goes to Agra, (use which or that)
Answer:
This is the bus which (that) goes to Agra.

Question 2.
I would like to buy (a) shirt (which shirt ?). (The) shirt is in the shop window, (use which or that)
Answer:
I would like to buy the shirt which is in the shop window.

Question 3.
You must break your fast at a particular time (when ?). You see the moon in the sky. (use when)
Answer:
You iriust break your fast when you see the moon in the sky.

Question 4.
Find a word (what kind of word ?). It begins with the letter Z. (use which or that)
Answer:
Find a word which begins with the letter Z.

Question 5.
Now find a person (what kind of person). His or her name begins with the letter Z. (use whose)
Answer:
Now find a person whose name begins with the letter Z.

Question 6.
Then go to a place (what place ?). There are no people whose name begins with Z in that place, (use where)
Answer:
Then go to a place where there are no people whose names begin with Z.

II. The Narrative Voice

Question 1.
Here are two other sentences from the story. Can you say whose point of view the italicised words express ? (Page 71)

1. But on Wednesday, Peggy and Maddie, who sat down front with other children who got good marks and who didn’t track in a whole lot of mud, did notice that Wanda wasn’t there.
2. Wanda Petronski. Most of the children in Room Thirteen didn’t have names like that. They had names easy to say, like Thomas, Smith or Allen.

Answer:

1. The italicized words express the point of view of Peggy and Maddie.
2. These italicized words express the point of view of other children excluding Peggy ‘ and Maddie.

Question 2.
Can you find other such sentences in the story ? You can do this after you read the second part of the story as well.
Answer:
The other such sentences are there in the second part of the story. These are like “Goodness ! Wasn’t there anything she could do ? If only she could tell Wanda she hadn’t meant to hurt her feelings.”

III. Look at this sentence. The italicised adverb expresses an opinion or point of view.

Obviously, the only dress Wanda had was the blue one she wore every day. (This was obvious to the speaker.)

Other such adverbs are apparently, evidently, surprisingly, possibly, hopefully, incredibly, luckily. Use these words appropriately in the blanks in the sentences below. (You may use a word more than once, and more than one word may be appropriate for a given blank.)

1. ……………. , he finished his work on time.
2. ……………. , it will not rain on the day of the match.
3. ……………. , he had been stealing money from his employer.
4. Television is ……………. to blame for the increase in violence in society.
5. The children will ……………. learn from their mistakes.
6. I can’t ……………. lend you that much money.
7. The thief had ……………. been watching the house for many days.
8. The thief ……………. escaped by bribing the jailor.
9. ……………. , no one had suggested this before.
10. The water was ……………. hot.

Answers:

1. Surprisingly
2. Hopefully
3. Possibly
4. evidently
5. apparently
6. possibly
7. incredibly
8. luckily
9. Incredibly
10. incredibly

We hope the NCERT Solutions for Class 10 English First Flight Chapter 5 The Hundred Dresses – I help you. If you have any query regarding NCERT Solutions for Class 10 English First Flight Chapter 5 The Hundred Dresses – I, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 10 English First Flight Chapter 10 The Sermon at Benares are part of NCERT Solutions for Class 10 English. Here we have given NCERT Solutions for Class 10 English First Flight Chapter 10 The Sermon at Benares.

Board	CBSE
Textbook	NCERT
Class	Class 10
Subject	English First Flight
Chapter	Chapter 10
Chapter Name	The Sermon at Benares
Category	NCERT Solutions

NCERT Solutions for Class 10 English First Flight Chapter 10 The Sermon at Benares

TEXTUAL EXERCISES

BEFORE YOU READ (Page 133)
Activity

Use a dictionary or ask for your teacher’s help as you discuss the following questions in groups.

Question 1.
What is a sermon ? Is it different from a lecture or a talk ? Can this word also be used in a negative way or as a joke (as in “my mother’s sermon about getting my work done on time …”) ?
Answer:
A sermon is a ‘spoken or written address on a religious or moral subject’. It is a serious talk. It is different from a lecture or a talk. It is because a lecture or a talk can be on anything. A sermon has to be on religion or a moral subject.

This word can also be used in a negative way or as a joke. In that case it will mean a taunt, an irony or a sarcasm.

Question 2.
Find out the meanings of the words and phrases given in the box :

Answer:
Afflicted with means affected with bodily or mental trouble.
Be composed means to be under mental control or at peace with self.
Desolation means in a ruined or neglected state.
Lamentation means expressing one’s sorrow or grieving.
Procure means to obtain, to get, to find etc.
Be subject to means to be under the effect of.

Question 3.
Have you heard of the Sermon on the Mount ? Who delivered it ? Who do you think delivered a sermon at Benares ?
Answer:
I think the ‘Sermon on the Mount’ was delivered by Lord Christ. ‘A Sermon at Benares’ was delivered by Gautama the Buddha. It was his first sermon after he got Enlightenment.

THINKING ABOUT THE TEXT
(Page 135)

Question 1.
When her son dies, Kisa Gotami goes from house to house. What does she ask for ? Does she get it ? Why not ?
Answer:
Gotami asks the people for a medicine. She does not get it because there is none to cure the dead. It is so because death is incurable.

Question 2.
Kisa Gotami again goes from house to house after she speaks with the Buddha. What does she ask for, the second time around ? Does she get it ? Why not ? (CBSE 2011, 2015)
Answer:
She asks for a handful of mustard seed. The Buddha tells her that he will cure her dead son. For that she should bring a handful of mustard seed. It must be brought from a house where death hasn’t occurred. She does not get it because she can’t find such a house where death has not occurred. Now she knows that death spares nobody who has been born.

Question 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 ?
Answer:
She now understands that death is inevitable. She thinks over the fate of men. Their lives are like the light of the city which flickers and extinguishes again. Yes, it is this truth that Gautama the Buddha wanted her to understand.

Question 4.
Why do you think Kisa Gotami understood this only the second time ? In what way did the Buddha change her understanding ?
Answer:
She understood this only the second time. All families told her that there had occurred a death in their families. Then they asked her not to remind them of their deep grief. Buddha made her understand cleverly that death is inevitable to all.

Question 5.
How do you usually understand the idea of‘selfishness’ ? Do you agree with Kisa Gotami that she was being ‘selfish in her grief ’ ?
Answer:
By the idea 8f‘selfishness’ I understand thinking of oneself only. It is also of thinking of those things that concern one only. I agree with Kisa Gotami that she is selfish in her grief. She now understands that death is common to all. One who is born has to die one day. One should not grieve over a thing that is common to all.

THINKING ABOUT LANGUAGE

I. This text is written in an old-fashioned style, for it reports an ……….
Answer:
No question as per CBSE examination paper.

We hope the NCERT Solutions for Class 10 English First Flight Chapter 10 The Sermon at Benares help you. If you have any query regarding NCERT Solutions for Class 10 English First Flight Chapter 10 The Sermon at Benares drop a comment below and we will get back to you at the earliest.