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Chapter 4 From the Diary of Anne Frank translation
Chapter 4 From the Diary of Anne Frank
Textbook Questions and Answers
Oral Comprehension Check ( Page 51)
Question 1.
What makes writing in a diary a strange experience for Anne Frank?
डायरी में लिखना ऐन फ्रैंक के लिए
विचित्र अनुभव कैसे बनता है?
Answer:
Anne’s habit was of not writing anything before. Her thought that later on no
one would be interested in the musings of a thirteen year old school girl made
it a strange experience.
ऐन की पूर्व में कुछ नहीं लिखने की
आदत थी। उसका यह विचार कि बाद में कोई भी एक 13 वर्ष की …. विद्यालयी लड़की के चिन्तन में रुचि
नहीं रखेगा, इसे (डायरी में लिखने को) एक
विचित्र अनुभव बनाया।
Question 2.
Why does Anne want to keep a diary?
ऐन एक डायरी क्यों रखना चाहती है?
Answer:
Anne wants to keep a diary because she has no close friend to share her
thoughts. And unfortunately this situation is not going to change. So, diary
will help in getting all kinds of things off her chest.
ऐन एक डायरी रखना चाहती है क्योंकि
उसके निजी विचारों की सहभागिता के लिये कोई घनिष्ठ मित्र नहीं है। और दुर्भाग्यवश
यह परिस्थिति बदलने वाली नहीं है। अतः, डायरी उसके हृदय के बोझ को हलका करने में सहायता करेगी।
Question 3.
Why did Anne think she could confide more in her diary than in people ?
ऐन ऐसा क्यों सोचती थी कि वह लोगों
की बजाय डायरी को गोपनीय बात अधिक बता सकती थी?
Answer:
Anne thought that she could confide more in her diary than in people because
she believed in the saying that paper has more patience than people. Moreover,
she never found a real friend to confide in.
ऐन सोचती थी कि वह लोगों की बजाय
डायरी को गोपनीय बात अधिक बता सकती थी क्योंकि उसे इस कहावत में विश्वास था कि
लोगों की तुलना में कागज में अधिक धैर्य होता है। इसके अतिरिक्त, उसे गोपनीय बात के लिए एक पक्की मित्र मिली भी नहीं थी।
Page 51
Question 1.
Why does Anne provide a brief sketch of her life?
ऐन अपने जीवन का संक्षिप्त चित्रण
क्यों उपलब्ध कराती है?
Answer:
Anne provides a brief sketch of her life so that everybody can understand every
word of her stories to Kitty.
ऐन अपने जीवन का संक्षिप्त चित्रण
उपलब्ध कराती है ताकि प्रत्येक व्यक्ति किटी में लिखी उसकी कहानी का प्रत्येक शब्द
समझ सके।
Question 2.
What tells you that Anne loved her grandmother? आपको क्या चीज यह बताती है कि ऐन अपनी दादी माँ से प्रेम करती थी?
Answer:
Anne’s birthday passed with little celebration when Grandma fell ill in 1941
and had an operation. On Anne’s birthday in 1942, Grandma’s candle was also lit
along with the rest. These events tell us that Anne loved her
grandmother.
ऐन के जन्मदिन पर न के बराबर आयोजन
किया गया जब 1941 में दादी माँ बीमार हो गई और उसका
ऑपरेशन हुआ था। 1942 में ऐन के जन्मदिन पर अन्य
मोमबत्तियों के साथ दादी माँ की मोमबत्ती भी जलाई गई थी। ये घटनाएँ बताती हैं कि
ऐन अपनी दादी माँ को प्रेम करती थी।
Page 54
Question 1.
Why was Mr. Keesing annoyed with Anne? What did he ask her to do?
श्रीमान् कीसिंग, ऐन से क्यों नाराज थे? उसने उसे क्या करने को कहा?
Answer:
Mr. Keesing was annoyed with Anne because she talked too much in the class. He
asked her to write an essay on ‘A Chatterbox’, then on “An Incorrigible
Chatterbox’ and finally on ‘Quack, Quack, Quack’.
श्रीमान् कीसिंग, ऐन से नाराज थे क्योंकि वह कक्षा में बहुत अधिक बात करती थी। उसने
उसे ‘एक बातूनी’ पर, फिर An Incorrigible Chatterbox पर और आखिर में Quack, Quack, Quack पर निबंध लिखने
को कहा।
Question 2.
How did Anne justify her being a chatterbox in her essay?
ऐन ने अपने निबन्ध में स्वयं के
बातूनी होने को कैसे न्यायसंगत ठहराया?
Answer:
Anne justified it by saying that talking is a student’s trait. Moreover, she
inherited it from her mother who talked as much as she (Anne) talked. She would
try to control it.
ऐन ने यह कहकर न्यायसंगत ठहराया कि
बात करना एक विद्यार्थी का लक्षण है। इसके अतिरिक्त, उसने इसे वंशानुगत रूप से अपनी माँ से प्राप्त किया था, जो उतनी ही बातें किया करती थी जितनी की वह (ऐन) करती थी। वह इस पर
नियन्त्रण रखने का प्रयास करेगी।
Question 3.
Do you think Mr. Keesing was a strict teacher? क्या आपके विचार में श्रीमान् कीसिंग एक कठोर अध्यापक थे?
Answer:
Yes, I think Mr. Keesing was a strict teacher. He was an old fashioned
gentleman. He did not like talkative students in his class. He showed his
strictness by giving homework to his students.
हाँ, मैं समझता हूँ श्रीमान् कीसिंग एक कठोर शिक्षक थे। वह पुराने
रीति-रिवाजों वाले भद्र पुरुष थे। वह अपनी कक्षा में बातूनी छात्र-छात्राओं को
पसन्द नहीं करते थे। वह अपनी कठोरता छात्र/छात्राओं को गृहकार्य देकर प्रदर्शित
करते थे।
Question 4.
What made Mr. Keesing allow Anne to talk in class?
किस बात से श्रीमान् कीसिंग ने ऐन
को कक्षा में बात करने की आज्ञा दे दी? ।
Answer:
Anne’s interesting poem made Mr. Keesing allow her to talk in the class. He did
not want to be the father swan who killed his children.
ऐन की रुचिकर कविता ने श्रीमान्
कीसिंग से उसे अनुमति दिलवा दी कि वह कक्षा में बातें करें। वह स्वान पिता नहीं
बनना चाहता था जिसने अपने बच्चों को मार दिया था।
Thinking about the Text
Question 1.
Was Anne right when she said that the world would not be interested in the
musings of a thirteen-year-old girl?
क्या ऐन सही थी जब उसने कहा कि
संसार के लोग एक 13 वर्ष की आयु की लड़की के चिन्तन में रुचि नहीं लेंगे?
Answer:
Yes, Anne was right in saying so because people are generally interested in
reading about great men. They may not be interested in a teenager’s
thoughts.
हाँ, ऐन इस प्रकार कहने में सही थी क्योंकि लोग प्रायः महान् लोगों के
विषय में पढ़ना पसन्द करते हैं। वे एक किशोरावस्था के विचारों में रुचि नहीं ले
सकते।
Question 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?
पढ़ने से पूर्व वाले भाग में डायरी
अथवा जर्नल प्रविष्टियों के कुछ उदाहरण हैं। इनकी तुलना ऐन की डायरी में लिखे भाग
से करें। डायरी मूल रूप से किस भाषा में लिखी गई थी? ऐन की डायरी किस रूप में भिन्न है?
Answer:
Anne’s the diary was originally written in Dutch language.
Anne’s diary is a different one. It is in the form of a letter. It has the
features of a journal also__describes feelings and thoughts.
ऐन की डायरी मूलतः डच भाषा में लिखी
गई थी।
ऐन की डायरी एक अलग प्रकार की है।
यह एक पत्र के रूप में है। इसमें एक जर्नल की विशेषताएँ भी .. हैं—भावनाएँ व विचारशीलता व्यक्त करती है।
Question 3.
Why does Anne need to give a brief sketch about her family? Does she treat
‘Kitty’ as an insider or an outsider?
ऐन को अपने परिवार का संक्षिप्त
चित्रण करने की क्यों आवश्यकता पड़ती है? क्या वह ‘किट्टी’ को एक अन्तरंग सदस्य या बाहरी व्यक्ति के रूप में मानती है?
Answer:
Anne needs to give a brief sketch about her family because she thinks that no
one can understand a word of her stories to ‘Kitty’ without it.
She treats ‘Kitty’ as an insider. She treats Kitty as her close friend and
confides in her (Kitty) to get all kinds of things off her chest.
ऐन को अपने परिवार का संक्षिप्त
चित्रण करने की आवश्यकता पड़ती है क्योंकि वह सोचती है कि इसके बिना कोई भी ‘किट्टी’ में लिखी उसकी कहानी का एक शब्द भी
नहीं समझ सकता।
वह किट्टी को एक अन्तरंग सदस्य भी
मानती है। वह किट्टी को अपने घनिष्ठ मित्र की तरह मानती है और अपने हृदय का बोझ
हल्का करने के लिए उसे गोपनीय बात भी बता देती है।
Question 4.
How does Anne feel about her father, her grandmother, Mrs. Kuperus and Mr.
Keesing? What do these tell you about her?
ऐन अपने पिता, दादी, श्रीमती क्युपरस व श्रीमान् कीसिंग
के प्रति क्या भाव रखती है? ये आपको उसके विषय में क्या बताते
हैं?
Answer:
Anne feels that her father was the most adorable one; her grandmother was
affectionate; Mrs. Kuperus was attached to her and Mr. Keesing was on old
fogey. These tell us about her that she was affectionate, intelligent and
a chatterbox.
ऐन महसूस करती है कि उसका पिता
सर्वाधिक प्रिय पिता था; उसकी दादी स्नेहशील थी; श्रीमती क्युपरस उससे मोह रखती थी, और श्रीमान् कीसिंग एक पुराने फैशन वाले थे।
ये हमें उसके बारे में बताते हैं कि
वह स्नेही, होशियार व बातूनी थी।
Question 5.
What does Anne write in her first essay?
अपने प्रथम निबन्ध में ऐन क्या
लिखती है?
Answer:
In her first essay, Anne writes that talking is a student’s trait. She would
try to control it but she can’t as it is an inherited trait she got from her
mother. Thus, the arguments were convincing and proved the necessity of
talking.
अपने प्रथम निबन्ध में, ऐन लिखती है कि बातें करना एक विद्यार्थी का लक्षण है। वह इसे
नियन्त्रित करने का प्रयास करेगी किन्तु कर नहीं सकती क्योंकि यह एक वंशानुगत गुण
है जो उसे अपनी माँ से मिला था। इस प्रकार, उसके तर्क विश्वासपूर्ण थे और बात करने की आवश्यकता को प्रमाणित
करते थे।
Question 6.
Anne says teachers are most unpredictable. Is Mr. Keesing unpredictable?
How?
ऐन कहती है कि अध्यापकों के लिए कभी
कोई भविष्यवाणी नहीं की जा सकती है। क्या श्रीमान् कीसिंग के बारे में भी ऐसा ही
है? कैसे?
Answer:
Yes, Mr. Keesing is unpredictable. A teacher never plays jokes on students but
Mr. Keesing does so. Finally, the subject-matter of the versified essay should
have made him angry but he read it and added his comments. He allowed Anne to
talk in the class.
हाँ, श्रीमान् कीसिंग अपूर्वानुमेय हैं। एक अध्यापक, विद्यार्थियों से मजाक नहीं करता है किन्तु श्रीमान् कीसिंग ऐसा
करते हैं । अन्त में, काव्यात्मक निबन्ध की विषय-वस्तु से
उसे नाराज होना चाहिए था किन्तु उसने तो इसे पढ़ा और अपनी टिप्पणियाँ जोड़ीं। उसने
ऐन को कक्षा में बात करने की आज्ञा दे दी।
Question 7.
What do these statements tell you about Anne Frank as a person?
ये कथन आपको एक व्यक्ति के रूप में
ऐन फ्रैंक के बारे में क्या बताते हैं?
(i) We don’t seem to be able to get any closer, and that’s the problem. May be
it’s my fault that we don’t confide in each other.
हमें ऐसा नहीं लगता कि हम कोई
घनिष्ठता प्राप्त कर सकेंगे, और यही तो समस्या है। शायद यह मेरी
गलती है कि हम एक-दूसरे को अपनी गोपनीय बात नहीं बताते हैं।
Answer:
Anne doesn’t have any real friend.
ऐन के कोई नजदीकी मित्र नहीं है।
(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.
मैं तथ्यों को डायरी में संक्षेप
में ऐसे नहीं लिखना चाहती जैसाकि अधिकतर लोग करते हैं, बल्कि मैं डायरी को अपना मित्र बनाना चाहती हूँ।
Answer:
Anne has an intelligent and creative mind. Treating her diary as a friend, she
.’ wants to write it in an advanced way.
ऐन के पास तेज व सृजनात्मक दिमाग
है। अपनी डायरी के साथ एक मित्र जैसा व्यवहार करते हुए वह इसे एक आधुनिक तरीके से
लिखना चाहती है। .
(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.
मारगॉट दिसम्बर में हॉलैंड गई, और मैं फरवरी में गई, और मुझे मारगॉट के जन्मदिवस उपहार के रूप में मेज पर पटक दिया गया।
Answer:
Anne here conveys information in a humorous way.
ऐन यहाँ हास्य के साथ सूचना प्रेषित
करती है।
(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.
यदि आप मुझसे पूछते हैं, तो इतने अधिक मूर्ख इस कक्षा में हैं कि एक-चौथाई विद्यार्थियों को
फेल कर देना चाहिए, किन्तु इस पृथ्वी पर अध्यापकगण
सर्वाधिक अपूर्वानुमेय प्राणी हैं।
Answer:
Anne is observant, analytical and self-opined person.
ऐन पर्यवेक्षक, विश्लेषक व स्वयं का विचार रखने वाली व्यक्ति है।
(v) Anyone could ramble on and leave big spaces between the words, but the
trick was to come up with convincing arguments to prove the necessity of
talking.
कोई भी अनर्गल प्रलाप कर सकता था और
शब्दों के बीच अधिक स्थान छोड़ सकता था, किन्तु चाल यह थी कि बात करने की अनिवार्यता को प्रमाणित करने के
लिए विश्वसनीय तर्कों को चुना जाए।
Answer:
Anne was thoughtful and creative.
ऐन विवेकशील व सृजनात्मक थी।
Thinking about Language
I. Match the compound words under ‘A’ with their meanings under ‘B’. Use each
in a sentence.
कॉलम A में दिये गये संयुक्त शब्दों को कॉलम B में दिये गये उनके अर्थों से मिलाइए। प्रत्येक पर एक वाक्य बनाइए।
A — B
1. Heartbreaking — obeying and respecting the law
2. Homesick — think about pleasant things, forgetting about the present
3. Blockhead — something produced by a person, machine or organisation
4. Law-abiding — producing great sadness
5. Overdo — an occasion when vehicles/machines stop working
6. Daydream — an informal word which means a very stupid person
7. Breakdown — missing home and family very much
8. Output — do something to an excessive degree
Answer:
A — B
1. Heartbreaking — producing great sadness.
• Sentence — Mahatma Gandhi’s death was heartbreaking.
2. Homesick — missing home and family very much
• Sentence — A boarding school student may become homesick.
3. Blockhead — an informal word which means a very stupid person.
• Sentence – A blockhead always takes wrong decision.
4. Law-abiding — obeying and respecting the law.
• Sentence — Law-abiding citizens are assets of a nation.
5. Overdo — do something to an excessive degree.
• Sentence — Some film actresses overdo their make-up.
6. Daydream — think about pleasant things, forgetting about the
present.
• Sentence — Today’s youth is lost in day-dreaming.
7. Breakdown — an occasion when vehicles/machines stop working.
• Sentence — The bus brokedown on the way so I got late.
8. Output — something produced by a person, machine or
organisation.
• Sentence — We should check the output of our daily work.
II. Phrasal Verbs :
एक Phrasal Verb एक ऐसी क्रिया है जिसके बाद एक preposition या एक adverb का प्रयोग होता है। इसका अर्थ अक्सर
इसके भागों के अर्थों से भिन्न होता है। क्रियाओं get on और run away के अर्थों की
तुलना नीचे दिये वाक्य (a) व (b) से करें। आप वाक्य (a) की phrasal verbs का अर्थ आसानी से
समझ सकते हैं किन्तु वाक्य (b) की phrasal verbs का अर्थ विशेष है।
(a)
·
She got on at Agra when the bus stopped for breakfast.
·
Dev Anand ran away from home when he was a teenager.
(b)
·
She’s eager to get on in life. (succeed)
·
The visitors ran away with the match. (won easily) कुछ phrasal verbs के तीन भाग होते
हैं : क्रिया के बाद एक adverb व एक preposition.
(c) Our car ran out of petrol just outside the city limits.
(d) The government wants to reach out to the people with this new campaign.
Question 1.
The text you’ve just read has a number of phrasal verbs commonly used in
English. Look up the following in a dictionary for their meanings (under the
entry for the italicised word).
जो मूल पाठ आपने अभी पढ़ा है, उसमें बहुत-सी phrasal verbs हैं जो अंग्रेजी
में अक्सर प्रयोग की जाती हैं। निम्न को उनके अर्थों के लिए शब्दकोश में देखें
(तिरछे शब्द के लिए आने वाली प्रविष्टि के अन्तर्गत देखें)।
(i) plunge (right) in
(ii) kept back
(iii) ramble on
(iv) get along with
Answer:
(i) plunge (right) in : enter suddenly and forcibly
(ii) kept back : withheld
(iii) ramble on : talk or write aimlessly for long
(iv) get along with : to make progress with something you are doing
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 of
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.)
पाठ में से उन वाक्यों को ढूँढ़िए
जिनमें नीचे दी गई phrasal verbs दी गई हैं। इनको
उनके अर्थों से मिलाइए। (उनमें से कुछ का अर्थ तो आप पहले ही ढूँढ़ चुके हैं)।
क्या उनके अर्थ वही हैं जो उनके भागों के अर्थ हैं? (ध्यान दें कि phrasal verb के दो भाग मूल
पाठ में अलग-. अलग भी आ सकते हैं।)
(i) plunge in – speak or write without focus
(ii) kept back – stay indoors
(iii) move up – make (them) remain quiet
(iv) ramble on – have a good relationship with
(v) get along with – give an assignment (homework) to a person in authority
(the teacher)
(vi) calm down – compensate
(vii) stay in – go straight to the topic
(viii) make up for – go to the next grade
(ix) hand in – not promoted
Answer:
|
Phrasal
Verb |
Meaning |
Sentence
from Text |
|
(i)
plunge in |
go
straight to the topic not promoted |
Since,
no one would understand a word |
|
(ii)
kept back. |
not
promoted |
There
are so many dummies that about |
|
(iii)
move up |
go
to the next grade |
The
reason, of course, is the forthcoming |
|
(iv)
ramble on |
speak
or write without focus |
Any
one could ramble on and leave big spaces between the words. |
|
(v)
get along with |
have
a good relation ship with |
I
get along pretty well with all my teachers. |
|
(vi)
calm do |
make
(them) remain quiet |
Even
G. ‘s pleading glances and my angry |
|
(vii)
stay in |
stay
indoors |
I
was feeling a little depressed and was sitting at home with m chin in my
hands. bored and listless, wondering whether to slay in or go out. |
|
(viii)
make up for |
compensate |
This
birthday celebrations in 1942 was intended to make up for the other. |
|
(ix)
hand in |
give
an assignment (homework) to a person in authority (the teacher) |
I
handed it in and Mr, Keesing had |
III. Idioms
Question 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.)
यहाँ मूल पाठ से कुछ वाक्य हैं
जिनमें मुहावरात्मक अभिव्यक्तियाँ हैं। क्या आप बता सकते हैं कि प्रत्येक क्या
अर्थ देता है? (हो सकता है आप पहले शब्दकोश को
देखना चाहें।)
(i) Our entire class is quaking in its boots.
Answer:
Shaking with fear and nervousness.
(ii) Until then, we keep telling each other not to lose heart.
Answer:
Not to get disheartened.
(iii) Mr. Keesing was annoyed with me for ages because I talked so much.
Answer:
for a long time.
(iv) Mr. Keesing was trying to play a joke on me with this ridiculous
subject, but I’d make sure the joke was on him.
Answer:
The joke made fun of him.
Question 2.
Here are a few more idiomatic expressions that occur in the text. Try to
use them in sentences of your own.
यहाँ कुछ मुहावरात्मक अभिव्यक्तियाँ
दी गई हैं जो मूल पाठ में आती हैं। इनको अपने वाक्यों में प्रयोग करने का प्रयत्न
करें।
(i) caught my eye
(ii) he’d had enough
(iii) laugh ourselves silly
(iv) can’t bring myself to
Answer:
(i) In market, my friend’s presence caught my eye.
(ii) In the class, we’d had enough of drills so our pronunciation is correct.
(ii) We, intelligent students, laughed ourselves silly when the weak students
tried to guide us.
(iv) In such a situation, I can’t bring myself to the level I want.
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.
आपने मूल पाठ में मुहावरा not to lose heart पद़ा है| अब heart शब्द के प्रयोग वाली निमन अभिव्यक्तियों (मुहावरों) के अर्थ पता कीजिए। उनमें से प्रत्येक पर
अपने शब्दों में एक वाक्य बनाइए।
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 – make one very sad
• Sentence : The poor result has broken my heart.
2. close/dear to heart. – like somebody/something very much
• Sentence : Good students are close to my heart.
3. from the (bottom of your) heart – sincerely or from the deep of the
heart
• Sentence : Parents love children from the (bottom of their) heart.
4. have a heart – have mercy
• Sentence : Please, have a heart and help the beggar.
5. have a heart of stone – hard-hearted
• Sentence : We should never have a heart of stone.
6. your heart goes out to somebody – fall in love with
• Sentence : My heart has gone out to my guide.
V. Contracted Forms
Question 1.
Make a list of the contracted forms in the text. Rewrite them as full forms of
two words.
मूल पाठ से contracted forms (लघु रूपों) की एक सूची बनाइए। उन्हें दो शब्दों की full form में लिखिए।
For example : I’ve — I have
Answer:
doesn’t – does not
I’m – Iam
can’t – cannot
that’s – that is
don’t – do not
didn’t – did not
haven’t – have not
it’s – itis
I’d – Iwouldorlhad
Keesing’s – Keesing is
Question 2.
Find in the text the contracted forms that stand for two different full forms,
and say what these are :
मूल पाठ में ऐसी contracted forms दूँढ़िये जो दो अलग-अलग full forms के लिए प्रयोग होती हैं और बतायें कि ये कौन-कौन सी हैं?
Answer:
‘that’s – that is or that has
its. -it is or it has
Speaking:
Here is an extract adapted from a one-act play. In this extract, angry
neighbours who think Joe the inventor’s new spinning machine will make them
lose their jobs come to destroy Joe’s model of the machine.
यहाँ एक एकल नाटक से एक अंश लिया
गया है। इस अंश में क्रोधित पड़ोसी जो सोचते हैं कि ‘जो’ आविष्कारक की नई घूमने वाली मशीन
उनसे उनका कार्य छीन लेगी, ‘जो’ के मशीन के मॉडल को नष्ट करने आते हैं।
You’ve just seen how contracted forms can make a written text sound like actual
speech. Try to make this extract sound more like a real conversation by
changing some of the verbs back into contracted forms. Then speak out the
lines.
आपने अभी देखा है कि contracted forms (लघु रूप) मूल पाठ को ऐसा बना देते हैं कि यह वास्तविक भाषण. जैसा
लगता है। इस मूल पाठ में भी इसकी कुछ क्रियाओं को लघु रूप (contracted form) में बदल कर ऐसा बनाएं कि यह एक वास्तविक वार्तालाप जैसा लगे। फिर
इन पंक्तियों को बोलें।
(The door is flung open, and several men tramp in. They carry sticks, and one
of them, Hob, has a hammer.)
MOB Now where is your husband, mistress ?
MARY : In his bed. He is sick, and weary. You would not harm him!
HOB : We are going to smash his evil work to pieces. Where is the machine
?
SECOND : On the table yonder. MAN HOB
Then there is the end of it !
[HOB smashes the model. MARY screams.]
HOB : And now for your husband !
MARY : Neighbours, he is a sick man and almost a cripple. You would
not hurt him !
HOB ; He is planning to take away our daily bread…. We will show him
what we think of him and his ways !
MARY : You have broken his machine…. You have done enough.
Answer:
MOB : Now where’s your husband, mistress ?
MARY : In his bed, He’s sick, and weary. You’d not harm him!
HOB : We’re going to smash his evil work to pieces. Where’s the machine ?
SECOND : On the table yonder.
MAN HOB : Then here’s the end of it.
(HOB smashes the model. Mary screams.)
НOB : And now for your husband !
MARY : Neighbours, he’s a sick man and almost a cripple. You you’d not
hurt him!
HOB : He’s planning to take away our daily bread………..we’ll show him
what we think of him and his ways !
MARY : You’ve broken his machine……. You’ve done enough……..
Writing
Now you know what a diary is and how to keep one. Can you keep a diary for a
week recording the events that occur ? You may share your diary with your
class, if you wish to. Use the following hints to write your diary.
आप जानते हैं कि एक डायरी क्या होती
है और इसे कैसे रखा जाता है। क्या आप एक डायरी एक सप्ताह तक रख कर घटनाओं का
रिकार्ड रख सकते हैं? यदि आप चाहें तो अपनी डायरी आप
कक्षा के साथ बाँट सकते हैं। अपनी डायरी लिखने के लिए निम्न संकेतों का उपयोग कर
सकते हैं।
·
Though your diary is very private, write as if you are writing
for someone else.
·
Present your thought in a convincing manner.
·
Use words that convey your feelings and words that “paint
pictures for the reader. Be brief.
Diary language’ has some typical features such
as subjectless sentences (Got up late in the morning), sentence
fragments without subjects or verbs (…too bad, boring, not
good), contracted forms (they’re, I’ve, can’t, didn’t, etc.), and
everyday expressions which people use in speech. Remember not to use such
language in more formal kinds of writing.
‘डायरी भाषा’ की कुछ उल्लेखनीय विशेषताएँ होती हैं जैसे कि कर्त्ताविहीन वाक्य (Got up late in the
morning); वाक्यांश बिना कर्ता या क्रिया के
जैसे (……too bad, boring, not good), लघु रूप (contracted forms) जैसे (they’re, I’ve,
can’t, didn’t आदि) और दैनिक जीवन में प्रयोग होने
वाले मुहावरे आदि। ध्यान रखें कि ऐसी भाषा औपचारिक प्रकार की रचनाओं/लेखन में
प्रयोग नहीं करनी है।
Answer:
Do yourself with the help of your teacher
Listening
Your teacher will read out an extract from the Diary of Samuel
Pepys (given below) about the great fire of London. As you listen complete this
summary of the happenings.
आपके अध्यापक (नीचे दी गई) ‘डायरी ऑव सैमुअल पेपिस’ से एक अंश पढ़ेंगे जो लंदन की भयानक आग के बारे में है। जब आप सुन
लें तो घटनाओं के इस सार (summary) को पूरा करें। ..
The Great Fire of London (1966)
September 2nd (Lord’s Day). Jane called us up about three in the
morning, to tell us of a great fire they saw in the city. So I rose and slipped
on my nightgown, and went to her window, and thought it to be on the
backside of Marke-Lane at the farthest; but being unused to such fire as
followed, I thought it far enough off, and so went to bed again and to
sleep.
About seven rose again to dress myself, and then looked out of the window, and
saw the fire not so much as it was and further off. By and by Jane comes and
tells me como much was a member hombre en una notte that she hears that
above 300 houses have been burned down tonight by the fire we saw, and that it
is now burning down all Fish Street, by London Bridge. So I made myself
ready presently, and walked to the Tower, and there got up upon one of the high
places, Sir J. Robinson’s little son going up with me; and there I did see the
houses at that end of the bridge all on fire, and an infinite great fire on
this and the other side of the bridge. [From The Diary of Samuel
Pepys]
Summary
This entry in the diary has been made on ……………… by …………. . The person who told
Pepys about the fire was called ……………. . She called at ……………. in the morning.
Pepys went back to sleep because ……………….. Pepys rose again at . in the
morning. By then about ……………. houses had been burned down. The fire had spread
to ……………. by London Bridge. Pepys then walked to the …………… along with Sir J.
Robinson’s……..
Answer:
This entry in the diary has been made on September 2nd by Samuel
Pepys. The person who told Pepys about the fire was called Jane. She
called at about three in the morning. Pepys went back to sleep
because the fire was at the farthest end (on the backside of
Marke-Lane). Pepys rose again at about seven in the morning. By then
about 300 houses had been burned down. The fire had spread
to Fish Street by London Bridge. Pepys then walked to the Tower along
with Sir J. Robinson’s little son.
Important Questions and Answers
Answer the following questions in about 80 words each :
Question 1.
Why is writing a diary a really strange experience for Anne? डायरी लिखना ऐन के लिए वास्तव में एक अजीब अनुभव क्यों है?
Answer:
At the very beginning, Anne says that writing in a diary is a really strange
experience for her. The reasons for this are that she has not written anything
before and she thanks that later on neither she nor anyone else will be
interested in the thoughts of a thirteen-year-old school girl. However, it
doesn’t matter. She feels like writing and has a greater need to put all kinds
of things out of her heart on paper.
प्रारम्भ में ही ऐन कहती है कि
डायरी में लिखना वास्तव में उसके लिए एक अजीब अनुभव है। इसके लिए कारण हैं कि उसने
इसे पहले कभी कुछ नहीं लिखा है और वह सोचती है कि बाद में न तो वह स्वयं और न ही अन्य कोई 13 वर्ष की स्कूल जाने वाली लड़की के विचारों में रुचि रखेगा। किन्तु
इससे फर्क नहीं पड़ता। वह लिखने की इच्छा रखती है और उसकी अधिक बड़ी आवश्यकता है, उसके दिल की सभी प्रकार की बातों को कागज पर लिखना।।
Question 2.
Why did Anne start to write in a diary?
ऐन ने डायरी में लिखना क्यों
प्रारम्भ किया?
Answer:
Anne says that she had no friend. She did not have any intimate friend in whom
she could confide her personal, secret thoughts and feelings. It is not that
she has alone. She had her parents, who were very loving, an elder sister and
about thirty people whom she could call friends. But she had no true friend.
She could think of only having a good time with friends. She could not open her
heart to them. The diary was going to be something like a true friend to her.
ऐन कहती है कि उसका कोई मित्र नहीं
था। उसका कोई घनिष्ठ मित्र नहीं था जिसे वह उसके व्यक्तिगत एवं गोपनीय विचारों तथा
भावनाओं को बता सकती। ऐसा नहीं था कि वह अकेली थी। उसके माता-पिता थे, जो उसके प्रति प्रेम रखते थे, एक बड़ी बहिन थी और करीब 30 ऐसे लोग थे जिन्हें वह मित्र कह सकती थी। लेकिन उसके सच्चा मित्र
नहीं था। वह मित्रों के साथ केवल अच्छा समय बिताने की बात ही सोच सकती थी। वह उनके
समक्ष दिल की बात नहीं कह सकती थी। डायरी उसके लिए सच्चा मित्र बनने जा रही थी।
Question 3.
Why does Anne think that paper has more patience than people?
ऐन ऐसा क्यों सोचती है कि लोगों की
तुलना में कागज अधिक धैर्य रखता है?
Answer:
A man who has no true friend to share his thoughts with finds one such friend
in a diary. Anne too, has no true friend in whom she could confide her thoughts
and feelings. She is reminded of the saying that paper has more patience than
people. Thoughts and feeling are safely stored on paper, in a diary. A diary
does not betray its writer. One’s innermost thoughts, ideas and feelings remain
safe and secret until one lets others to read his personal diary. It patiently
keeps your thoughts to itself.
एक व्यक्ति जिसका कोई सच्चा मित्र
नहीं है, जिसके साथ वह उसके विचारों को बांट
सके तो एक डायरी के रूप में उसे ऐसा एक मित्र मिल जाता है। ऐन का भी ऐसा कोई मित्र
नहीं है जिसे वह उसके विचारों एवं भावनाओं को बता सके (अर्थात् जिस पर वह विश्वास
कर सके कि वह इन्हें गोपनीय रखेगा)। उसे एक कहावत याद आती है कि कागज मनुष्यों की
अपेक्षा अधिक धैर्य रखता है। विचारों एवं भावनाओं को सुरक्षित रूप से कागज पर, अर्थात् डायरी में, रखा जा सकता है। एक डायरी उसके लेखक को धोखा नहीं देती है। एक
व्यक्ति के सर्वाधिक गुप्त विचार, धारणाएँ तथा भावनाएँ सुरक्षित एवं
गोपनीय तब तक बने रहते हैं जब तक व्यक्ति किसी अन्य को उसकी व्यक्तिगत डायरी को
पढ़ने की अनुमति नहीं दे देता। डायरी
आपके विचारों को धैर्यपूर्वक अपने
पास रखती है।
Question 4.
What do you know about Anne’s family?
ऐन के परिवार के बारे में आप क्या
जानते हैं?
Answer:
As Anne says, her father was the most lovable father she had ever seen. She had
a sister, Margot, who was born in Frankfurt in Germany in 1926. She herself was
born in June 1929. She lived in Frankfurt until she was four. Her father
emigrated to Holland in 1933. Her mother, Edith Hollander Frank went with her
father to Holland. Margot and Anne were sent to Aachen to stay with their grandmother.
Margot went to Holland in December 1933 and Anne followed her two months
later.
जैसा कि ऐन कहती है, उसके पिता जैसे प्रिय पिता उसने कभी नहीं देखे थे। उसके एक बहिन थी, मारगॉट, जो जर्मनी के फ्रैंकफर्ट शहर में 1926 में जन्मी थी। स्वयं ऐन जून, 1929 में पैदा हुई थी। वह फ्रैंकफर्ट में चार वर्ष की उम्र तक रही। उसके
पिता 1933 में हॉलैण्ड जाकर बस गए। उसकी माँ, एडिथ हॉलैण्डर फ्रैंक, उसके पिता के साथ हॉलैण्ड चली गई। मारगॉट तथा ऐन को उनकी दादी के
पास ठरहने को ऑकन भेज दिया गया था। मारगॉट
दिसम्बर, 1933 में ही हॉलैण्ड चली गई तथा दो महीने
बाद ऐन भी वहीं चली गई।
Question 5.
What details of thoughts does Anne give before the dedication of her
diary?
डायरी के समर्पण से पूर्व ऐन उसके
विचारों का क्या विवरण देती है?
Answer:
Anne says that writing in a diary was a strange experience for her. She had not
written anything before. She felt like writing and needed to get all kinds of
things off her chest. Following the saying that “Paper has more patience than
people”, she planned to write a diary and show it to a real friend if she ever
found one. She decided to keep a diary because she did not have a friend,
a true friend. She wanted the diary to be her friend, whom she would call
‘Kitty’. She also thought it better to provide a brief sketch of her life.
ऐन कहती है कि डायरी में लिखना उसके
लिए एक अजीब अनुभव था। उसने पहले कभी कुछ नहीं लिखा था। उसे लिखने की इच्छा हुई और
उसे आवश्यक लगा कि दिल की सभी प्रकार की बातें वह डायरी में लिखेगी। इस कहावत का
अनुसरण करते हुए कि “कागज लोगों की तुलना में अधिक धैर्य
रखता है”, उसने एक डायरी लिखने की योजना बनाई, और इसे एक सच्चे मित्र को दिखाने का विचार किया बशर्ते उसे ऐसा मित्र कभी मिले। उसने एक डायरी रखने का निश्चय किया, क्योंकि उसका कोई सच्चा मित्र नहीं था। वह डायरी को ही मित्र बनाना
चाहती थी, जिसे वह ‘किटि’ कहकर पुकारेगी। वह उसके जीवन की
संक्षिप्त रूपरेखा भी देना बेहतर मानती थी।
Question 6.
Highlight the importance of Anne Frank’s diary.
ऐन फ्रेंक की डायरी के महत्त्व पर
प्रकाश डालिए।
Answer:
Besides being a biographical sketch of Anne Frank, her diary is also an
authentic record of racial killings, destruction caused by the War, an intimate
account of the daily life under Nazi occupation, the hellish’ life at
concentration. camps and so on. Anne Frank (12 June 1929-February/March 1945),
was a German-born Jewish girl, wrote while in hiding with her family and four
friends in Amsterdam during German occupation of the Netherlands in World War
II.
ऐन फ्रेंक की जीवनी की रूपरेखा होने
के अतिरिक्त उसकी डायरी एक सच्चा लेखाजोखा है, प्रजातीय हत्याओं का, महायुद्ध द्वारा किए गए विनाश का, नाजियों के प्रभुत्व के अन्तर्गत रोजमर्रा की जिन्दगी का, बंदी शिविरों में नारकीय जीवन का। ऐन फ्रेंक (12 जून, 1929-फरवरी/मार्च, 1945) एक जर्मनी में जन्मी यहूदी बालिका थी। उसने इस डायरी को तब लिखा जब
वह उसके परिवार तथा चार मित्रों के साथ एम्स्टर्डम नामक शहर में छिपकर जीवन बिता
रही थी। ऐसा तब हुआ जब नीदरलैण्ड पर द्वितीय विश्वयुद्ध में जर्मनी का प्रभुत्व स्थापित हो गया था।
Question 7.
Why was Anne’s entire class quaking in its boots?
ऐन की सम्पूर्ण कक्षा बुरी तरह से
क्यों डरी हुई थी?
Answer:
Anne’s entire class was trembling with fear because a promotion meeting of
teachers was going to be held. In this meeting, it was going to be decided who
would be promoted to the next form (class) and who would be kept back. This
made the students terribly afraid and anxious. Half the class was making bets.
Anne and her friend made fun of the students sitting behind them. They had
staked their entire holiday savings on their bet. Anne thought that about a
quarter of the class should be kept back, stupid as they were.
ऐन की सम्पूर्ण कक्षा भय से काँप
रही थी क्योंकि अध्यापकों की एक सभा आयोजित होने वाली थी जिसे छात्रों को अगले
कक्षा में भेजे जाने के सम्बन्ध में निर्णय करना था। इस मीटिंग में यह तय किया
जाना था कि किन छात्रों को अगली कक्षा में प्रोन्नत करना था और किसे उसी कक्षा में
रखना था। इस कारण से छात्र भयानक रूप से डरे हुए तथा चिन्तित थे। आधी कक्षा तो
शर्ते लगा रही थी। ऐन तथा उसके मित्र ने उनके पीछे बैठे छात्रों का मजाक उड़ाया।
उन्होंने उनकी सारी छुट्टियों की बचत की राशि को दाँव पर लगा दिया था। ऐन सोचती थी
कि कक्षा के एक-चौथाई छात्रों को उसी कक्षा में रोक लिया जाना चाहिए, क्योंकि वे मूर्ख थे।
Question 8.
How did Anne react to the coming promotional meeting of the teachers?.
अध्यापकों की उस मीटिंग के बारे में
ऐन की प्रतिक्रिया किस प्रकार की थी जिसमें छात्रों को अगली कक्षा में भेजे जाने
पर निर्णय होना था?
Answer:
Anne’s reaction to the forthcoming meeting of the teachers was take-it easy
type. She did not panic as other students of her class did. They were
even making bets about whether they would be sent to the next class or
kept back. Anne was not worried about herself and her girl-friends. They would
make it, she hoped. The only subject she was not sure about was maths. However,
keeping heart was the only thing to do. A quarter of the students deserved to
be kept back, she thought.
अध्यापकों की होने वाली मीटिंग के
बारे में ऐन की प्रतिक्रिया इसे-सामान्य-समझो प्रकार की थी। वह उस प्रकार भयभीत
नहीं थी जिस प्रकार से उसकी कक्षा के अन्य छात्र थे। वे तो शर्ते भी लगा रहे थे कि
उन्हें अगली कक्षा में भेजा जाएगा अथवा नहीं। ऐन स्वयं तथा उसकी बालिका-मित्रों के
बारे में चिन्तित नहीं थी। वे तो अगली कक्षा में भेज दिए जाएंगी, उसे आंशा थी। एकमात्र विषय जिसमें उसे निश्चितता नहीं थी, वह था गणित। किन्तु हिम्मत बनाए रखना ही एकमात्र चीज थी। वह सोचती
थी कि एक-चौथाई छात्र उसी कक्षा में रोक लिए जाने योग्य थे।
Question 9.
How did Anne get on with her teachers, particularly with Mr. Keesing?
ऐन की उसके अध्यापकों, विशेष रूप से मि. कीसिंग, के साथ कैसी निभती थी?
Answer:
Anne got on pretty well with her teachers. There were nine of them seven men
and two women. Mr. Keesing, her maths teacher was annoyed with her for a very
very long time because she talked so much in the class. Anne called her “old
fogey” because she considered him to be an old-fashioned person. Also, she has
not good at maths. He had a peculiar way to punish her for her talkativeness.
He assigned her extra homework unrelated to the subject he taught. However, she
faced him boldly.
ऐन की उसके अध्यापकों के साथ अच्छी
तरह निभती थी। उसके स्कूल में नौ अध्यापक थे, सात पुरुष तथा दो महिलाएँ। मि. कीसिंग उसके गणित के अध्यापक उससे
काफी समय से क्रुद्ध थे क्योंकि वह कक्षा में बहुत अधिक बातें करती थी। ऐन उसे ‘ओल्ड फोगी’ अर्थात् पुराने ढंग का व्यक्ति कहती
थी। इसके अतिरिक्त वह गणित में कमजोर भी थी। वह उसे उसके बातूनीपन के लिए दण्डित
करने हेतु एक अनूठा तरीका काम में लेता था। वह उसे असम्बद्ध विषय पर अतिरिक्त
गृहकार्य करने के लिए देता था जिसका सम्बन्ध उसके द्वारा पढ़ाए जाने वाले विषय से
नहीं होता था। किन्तु वह मि. कीसिंग का सामना बहादुरी से करती थी।
Question 10.
How did Anne justify her necessity of talking?
ऐन ने उसकी बातें करने की आवश्यकता
को किस प्रकार तर्कसंगत सिद्ध किया?
Answer:
One day, Mr. Keesing, Anne’s maths teacher, assigned her an essay to write on a
strange topic. The topic was, ‘A Chatterbox’. She came home. She began thinking
on the subject. She wanted to argue in favour of the necessity of talking. She
argued that talking is a student’s trait, a natural habit, and that she would
do her best to keep it under control. But she would not be able to cure herself
of the habit as her mother also talked as much. She could not do much about her
inherited traits.
एक दिन उसके गणित के अध्यापक मि.
कीसिंग ने उसे एक अजीब विषय पर निबंध लिखने का काम दिया। विषय था, ‘एक बातूनी व्यक्ति’। वह घर आई। उसने इस विषय पर सोचना शुरू किया। वह बात करने की
आवश्यकता के पक्ष में तर्क देना चाहती थी। उसने तर्क दिया कि बातें करना एक छात्र
का गुण होता है, एक स्वाभाविक गुण, और कि वह पूरी कोशिश करेगी कि इस गुण को नियंत्रित रखे। लेकिन वह
इस आदत से स्वयं को मुक्त नहीं कर सकेगी क्योंकि उसकी माँ भी उतनी ही बातें करती
थी। वह उसके विरासत में पाए गए गुणों के बारे में अधिक नहीं कर सकती थी।
Question 11.
How did Anne ensure that “the joke was on him”, Mr. Keesing?
ऐन ने किस प्रकार सुनिश्चित किया कि
मजाक मि. कीसिंग पर ही जाएगा?
Answer:
Mr. Keesing, Anne’s maths teacher, gave her his third essay to write as a
punishment for talking too much in the class. This time, she had to write
on Quack, Quack, Quack, said Mistress Chatterbox”. This time, she wanted
to write something original. Her friend, Sanne, helped her. It was to be in
verse. She wrote a poem about a mother duck and a father swan. Their three baby
ducklings were bitten to death by the father for quacking too much. Here,
Keesing was compared to father swan. The joke turned on him.
मि. कीसिंग, ऐन के गणित विषय के अध्यापक, ने उसे कक्षा में बुहत बातें करने के कारण दण्ड के रूप में तीसरा
निबन्ध लिखने को दिया। इस बार उसे ‘काँ-काँ-काँ-मालकिन बातूनी ने कहा’ विषय पर निबन्ध लिखना था। इस बार वह कुछ मौलिक लिखना चाहती थी।
उसकी सहेली, सैन, ने उसकी मदद की। इस निबन्ध को काव्य में लिखा जाना था। उसने एक
कविता लिखी जो एक बतख माँ तथा हंस पिता के बारे में थी। उनके तीन बच्चों को पिता
हंस ने चोंच मार-मारकर इसलिए मार डाला क्योंकि वे बहुत अधिक काँ-काँ करते थे। यहाँ
कीसिंग की तुलना पिता हंस से की गई थी। मजाक उसी पर उलटकर आ
Comprehension Passages
Passage 1.
‘Paper has more patience than people.’ 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. I
finally stayed where I was, brooding: Yes, paper does have more patience, and
since I’m not planning to let anyone else read this stiff-backed notebook
grandly referred to as a ‘diary’, unless I should ever find a real friend, it
probably won’t make a bit of difference. Now I’m back to the point that
prompted me to keep a diary in the first place: I don’t have a friend.
Tick (✓) the correct answers :
Question 1.
(i) Paper has more patience than people’. This saying means
(a) People like to write their thoughts on paper.
(b) People should learn patience from paper.
(c) Thoughts written on paper are kept secret unless others are allowed by
you to read them.
(d) None of the above.
Answer:
(c) Thoughts written on paper are kept secret unless others are allowed by
you to read them.
(ii) How could Anne keep her personal thoughts and feelings secret?
(a) By letting her diary be read only by a real friend.
(b) By keeping her diary hidden from others.
(c) By not recording them in her diary.
(d) None of the above.
Answer:
(a) By letting her diary be read only by a real friend.
Question 2.
(i) What inspired Anne to write in a diary?
(ii) What was Anne’s problem?
Answer:
(i) She was inspired to write her thoughts in a diary so that she could
keep them secret until she allowed someone to read them.
(ii) She didn’t have a real friend with whom she could share her
private thoughts and feelings.
Question 3.
(i) Find out from the passage the word which means with no energy or
interest.
(ii) Give an opposite word for – depressed.
Answer:
(i) Listless.
(ii) Cheerful, glad or blissful.
Passage 2.
Let me put it more clearly, since no one will believe that a thirteen-year-old
girl is completely alone in the world. And I’m not. I have loving parents and a
sixteen-year-old sister, and there are about thirty people I can call friends.
I have a family, loving aunts and a good home. No, on the surface I seem to
have everything, except my one true friend. All I think about when I’m with
friends is having a good time. I can’t bring myself to talk about anything but
ordinary everyday things. 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.
Tick (✓) the correct answers :
Question 1.
(i) Was Anne completely alone in the world?
(a) Yes, she was.
(b) No, she wasn’t.
(c) She had one true friend.
(d) None of the above.
Answer:
(b) No, she wasn’t.
(ii) What is her problem?
(a) She is having a good time.
(b) She is unable to get any closer to a friend.
(c) She confides freely in her friends.
(d) None of the above.
Answer:
(b) She is unable to get any closer to a friend.
Question 2.
(i) She has so many people with her. What does she not have?
(ii) What, she thinks, is her fault?
Answer:
(i) There are about thirty people besides her parents and sister, but no
true friend.
(ii) Her fault, it seems to her, is that she cannot come close to anyone in
her talks. She cannot confide in others.
Question 3.
(i) Find out the word from the passage which means – to tell personal things,
privately to a person whom one trusts’.
(ii) Give a word opposite in meaning to–‘surface’.
Answer:
(i) Confide.
(ii) Inside or interior.
Passage : 3
I started right away at the Montessori nursery school. I stayed there until I
was six, at which time I started in the first form. In the sixth form my
teacher was Mrs Kuperus, the headmistress. At the end of the year we were both
in tears as we. said a heartbreaking farewell.
In the summer of 1941 Grandma fell ill and had to have an operation, so my
birthday passed with little celebration.
Grandma died in January 1942. No one knows how often I think of her and still
love her. This birthday celebration in 1942 was intended to make up for the
other, and Grandma’s candle was lit along with the rest.
Tick (✓) the correct answers :
Question 1.
(i) “At the end of the year, we were both in tears …….”. What does it
mean?
“At the end ……….. in tears” इसक क्या तापिय
है
(a) Mrs Kuperus and Anne were emotionally, attached to each other.
(b) Both of them disliked each other.
(c) Both had some issue with their eyes.
(d) None of the above.
Answer:
(a) Mrs Kuperus and Anne were emotionally, attached to each other.
(ii) Her birthday in the summer of 1941 passes without much celebration
because
(a) Her family were angry with her.
(b) Her grandmother fell ill and had to undergo an operation.
(c) There was danger of being caught by the Nazis.
(d) None of the above.
Answer:
(b) Her grandmother fell ill and had to undergo an operation.
Question 2.
(i) How can you say that Anne loved her grandma very much?
(ii) How did Mrs Kuperus and Anne express their pain at the farewell?
Answer:
(i) Her grandmother died in January 1942. Anne remembered her and still loved
her. Grandma’s candle was lit along with the rest during her birthday
celebration.
(ii) Their farewell was heartbreaking for them. Both of them were in tears at
the moment of parting.
Question 3.
(i) Find out from the passage the word that means – an event marked
with festivities’.
(ii) Give a word opposite in meaning to – ‘Farewell’.
Answer:
(i) Celebration.
(ii) Appearance or arrival.
Passage 4.
Our entire class is quaking in its boots. 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. Half the class is making bets. G.N. and I laugh
ourselves silly at the two boys behind us, C.N. and Jacques, who have staked
their entire holiday savings on their bet. From morning to night, it’s “You’re
going to pass”, “No, I’m not”, “Yes, you are”, “No, I’m not”. Even G.’s
pleading glances and my angry outbursts can’t calm them down. If you ask me,
there are so many dummies that about a quarter of the class should be kept
back.
Tick (✓) the correct answers :
Question 1.
(i) “Our entire class is
quaking in its boots”. This expression means
(a) All the class is happy.
(b) All the class is shaking with fear and anxiety.
(c) All the class is expecting a long holiday.
(d) All the class is sad and unhappy.
Answer:
(b) All the class is shaking with fear and anxiety.
(ii) What is half the class doing after hearing of the promotion meeting?
(a) They are enjoying the news.
(b) They are not worried about the result of the meeting.
(c) They are fearful and making bets.
(d) None of the above.
Answer:
(c) They are fearful and making bets.
Question 2.
(i) What have C.N. and Jacques done?
(ii) What is Anne’s opinion of her class?
Answer:
(i) They are so worried about the result of the teacher’s meeting that
they have staked their entire holiday savings on their bet.
(ii) Her opinion is that there are so many stupid students in her class
that about a quarter of them should be detained in the same class.
Question 3.
(i) Find out from the passage the word that means “Trembling’.
(ii) Give a word opposite in meaning to – Silly’.
Answer:
(i) Quaking.
(ii) Sensible or wise.
Passage 5.
I began thinking about the subject while chewing the tip of my
fountain pen. 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. I thought and thought, and suddenly I had an idea.
I wrote the three pages Mr. Keesing had assigned me and was
satisfied. I argued that talking is a student’s trait and that I would do my
best to keep it under control, but that I would never be able to cure myself of
the habit since my mother talked as much as I did if not more, and that there’s
not much you can do about inherited traits.
Tick (✓) the correct answers :
Question 1.
(i) In what way had Anne decided to write the essay?
(a) She had to leave big spaces between the words.
(b) She had to give convincing arguments in favour of the necessity of
talking
(c) She had to write an essay on a topic of her own choice.
(d) She had to write the essay in a different language.
Answer:
(b) She had to give convincing arguments in favour of the necessity of
talking
(ii) She could not cure herself of the habit because
(a) Her mother also talked much.
(b) Talking too much was her favourite habit.
(c) Talking too much was her inherited trait which could not be cured.
(d) None of the above.
Answer:
(c) Talking too much was her inherited trait which could not be cured.
Question 2.
(i) What did she want to prove and how?
(ii) What argument did she advance to prove her point?
Answer:
(i) She wanted to prove the necessity of talking. She wanted to do so by
giving convincing arguments in favour of it.
(ii) She argued that talking was a student’s trait. In her case, this trait was
an inherited trait also ‘and, therefore, could not be shaken off.
Question 3.
(i) Find out from the passage the word which means ‘Got from
one’s parents.
(ii) Give an opposite word for ‘satisfied”.
Answer:
(i) Inherited.
(ii) Dissatisfied or discontented.
Passage 6.
Mr. Keesing had a good laugh at my arguments, but when I proceeded to talk my
way through the next lesson, he assigned me a second essay. This time it was
supposed to be on ‘An Incorrigible Chatterbox’. I handed it in, and Mr. Keesing
had nothing to complain about for two whole lessons. However, during the third
lesson he’d finally had enough. “Anne Frank, as punishment for talking in
class, write an essay entitled– ‘Quack, Quack, Quack, Said Mistress
Chatterbox’.” The class roared. I had to laugh too, though I’d nearly
exhausted my ingenuity on the topic of chatterboxes..
Tick (✓) the correct answers :
Question 1.
(i) How many times did Mr. Keesing assign titles to Anne for essay writing?
(a) Once
(b) Twice
(c) Thrice
(d) Four times
Answer:
(c) Thrice
(ii) What was the third topic for the essay writing?
(a) A Chatterbox.
(b) Quack, Quack, Quack, Said Mistress Chatterbox.
(c) An Incorrigible Chatterbox.
(d) None of the above.
Answer:
(b) Quack, Quack, Quack, Said Mistress Chatterbox.
Question 2.
(i) Who is an incorrigible chatterbox?
(ii) What was Anne’s worry when Mr. Keesing assigned her the third
topic of chatterboxes?
Answer:
(i) An incorrigible chatterbox is a person whose habit of talking too
much cannot be corrected either by punishment or by reward.
(ii) She had already written two essays on the topics related to
chatterboxes. She had spent all her ideas on them. Now a third essay on a
similar topic worried her.
Question 3.
(i) Find out from the passage the word which means — ‘Something that cannot be
corrected’.
(ii) Give an opposite word for — ‘Punishment’.
Answer:
(i) Incorrigible.
(ii) Reward.
Passage 7.
It was time to come up with something else, something original. My friend,
Sanne, who’s good at poetry, offered to help me write the essay from beginning
to end in verse and I jumped for joy. Mr. Keesing was trying to play a joke on
me with this ridiculous subject, but I’d make sure the joke was on him. I
finished my poem, and it was beautiful! It was about a mother duck and a father
swan with three baby ducklings who were bitten to death by the father because
they quacked too much. Luckily, Mr. Keesing took the joke the right way.
Tick (✓) the correct answers :
Question 1.
(i) Who offered to help Anne with her essay?
(a) Her mother.
(b) Her neighour.
(c) Her friend, Sanne.
(d) None of the above.
Answer:
(c) Her friend, Sanne.
(ii) What would Anne make sure?
(a) She wanted to make sure that the joke turned on Mr. Keesing.
(b) She wanted to make sure that Mr. Keesing stopped assigning her more
essays.
(c) She wanted to make sure that she be allowed to talk in the class.
(d) None of the above.
Answer:
(a) She wanted to make sure that the joke turned on Mr. Keesing.
Question 2.
(i) What was Sanne’s offer?
(ii) Who bit the ducklings to death and why?
Answer:
(i) Sanne offered to help Anne in writing her essay in verse.
(ii) The father swan bit the ducklings to death because they quacked
too much.
Question 3.
(i) Find out from the passage the word which means – Deserving to be laughed
at’.
(ii) Give the opposite of – Luckily’.
Answer:
(i) Ridiculous.
(ii) Unluckily or unfortunately.
कक्षा 10 Exam रिवीजन
कक्षा 10 की तैयारी सुनकर 
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