Class 10 English Chapter 5 The Hundred Dresses Part 1

Class 10 English Chapter 5 The Hundred Dresses Part 1 Questions and answers

Page No 49:

Question 1:

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

A

B

(i) Journal A book with a separate space or
page for each day, in which you write down your thoughts and
feelings or what has happened on that day
(ii) Diary A full record of a journey, a
period of time, or an event, written every day.
(iii) Log A record of a person’s own
life and experiences (usually, a famous person)
(iv) Memoir(s) A written record of events with
times and dates, usually official

Answer:

A

B

(i) Journal A full record of a journey, a
period of time, or an event, written everyday
(ii) Diary A book with a separate space or
page for each day, in which you write down your thoughts and
feelings or what has happened on that day
(iii) Log A written record of events with
times and dates, usually official
(iv) Memoir(s) A record of a person’s own
life and experiences (usually, a famous person)

Page No 49:

Question 2:

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

(i) I
woke up very late today and promptly got a scolding from Mum! I
can’t help it − how can I miss the FIFA World Cup
matches?

Ans:
_____________________________

(ii) 10:30
a.m. Went to the office of the Director

01:00
p.m. Had lunch with Chairman

05:45
p.m. Received Rahul at the airport

09:30
p.m. Dinner at home

Ans:
_____________________________

(iii) The
ride to Ooty was uneventful. We rested for a while every 50 km or so,
and used the time to capture the magnificent landscape with my Handy
Cam. From Ooty we went on to Bangalore.

What
a contrast! The noise and pollution of this once − beautiful
city really broke my heart.

Ans:
_____________________________

(iv) This
is how Raj Kapoor found me − all wet and ragged outside R. K.
Studios. He was then looking for just someone like this for a small
role in Mera Naam Joker, and he cast me on the spot. The rest, as
they say, is history?

Ans:
_____________________________

Answer:

(i)

I
woke up very late today and promptly got a scolding from Mum! I
can’t help it − how can I miss the FIFA World Cup
matches?

Ans:
Diary

(ii)

10:30 a.m. Went to the office of
the Director

01:00
p.m. Had lunch with Chairman

05:45
p.m. Received Rahul at the airport

09:30
p.m. Dinner at home

Ans:
Log

(iii)

The
ride to Ooty was uneventful. We rested for a while every 50 km or so,
and used the time to capture the magnificent landscape with my Handy
Cam. From Ooty we went on to Bangalore.

What
a contrast! The noise and pollution of this once − beautiful
city really broke my heart.

Ans:
Journal

(iv)

This
is how Raj Kapoor found me − all wet and ragged outside R. K.
Studios. He was then looking for just someone like this for a small
role in Mera Naam Joker, and he cast me on the spot. The rest, as
they say, is history?

Ans:
Memoir

 

Page No 51:

Question 1:

Why does
Anne provide a brief sketch of her life?

Answer:

Even
though she disliked doing so, Anne provides
a brief sketch of her life since no one would understand a word of
her musings if she were to jump right in.

Page No 51:

Question 2:

Why
does Anne want to keep a diary?

Answer:

Anne
wanted to keep a diary because she did not have a “real”
friend. She thought that paper had more patience than people. She had
loving parents, a sixteen year old sister and about thirty people
whom she could call her friends. However, she did not have that one
true friend. She did not confide in any of her friends. She knew the
situation would never change. That is why she decided to keep a
diary.

Page No 51:

Question 3:

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

Answer:

Anne
did not have a true friend. She had many friends,
but she only talked to them about ordinary everyday things. She did
not seem to get any closer to them. She felt that maybe it was her
fault that she could not confide in them. Knowing that the situation
would not change and believing a paper to have more patience than
people, she decided to write and confide in a diary.

 

Page No 54:

Question 1:

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

Answer:

No, Anne
was not right when she said that the world would not be interested in
the musings of a thirteen year old girl. Her diary was published
under the name ‘The Diary of a young girl’. It was
translated from its original Dutch into many languages and it became
one of the world’s most widely read books. There have also been
several films, television and theatrical productions, and even an
opera based on the diary. It was described as the work of a mature
and insightful mind. It provides an intimate examination of life
under Nazi occupation. Anne Frank became one of the most renowned and
discussed of the Holocaust victims.

Page No 54:

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 dairy different?

Answer:

Anne’s
diary was originally written in Dutch. Her diary is different from
the others in many aspects. She had named her diary ‘Kitty’.
She thought of it as her only true friend whom she could confide in.
She treated it as another person who was
listening to her daily accounts. She wrote all her stories in it. She
started by writing ‘Dearest kitty’ and ended the account
by writing, ‘Yours, Anne’. Her diary was a lot more
personal than other diaries.

Page No 54:

Question 3:

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

Answer:

Anne
gave a brief sketch of her life since no one would understand a word
of her stories to her diary if she were to plunge right in. She,
therefore, wrote a brief sketch of her life, even though she disliked
doing so. She treated Kitty as an insider because she called it her
best friend and was ready to confide in it.

Page No 54:

Question 4:

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

Answer:

Anne
felt that her father was the most adorable father
she had ever seen.

Anne
remembered her grandmother even after her death. She wrote in her
diary that no one knew how often she thought of her grandmother and
still loved her.

In the
sixth form at the Montessori nursery school, her teacher was Mrs
Kuperus, who was also the headmistress. At the end of the year, they
were both in tears as they said a heartbreaking farewell.

Mr
Keesing was her Maths teacher. He was
annoyed with her because she talked too much. However, Anne was able
to justify her talkative nature every time she was punished by Mr.
Keesing. On each occasion he was impressed by the manner in which she
presented her arguments.

All
these incidents show how lovable and smart Anne was. Everybody was
attached to her, and even Mr Keesing could
not help but laugh at her essays and acknowledge her smart mind.

Page No 54:

Question 5:

What
does Anne write in her first essay?

Answer:

In
her first essay, titled ‘A Chatterbox’, Anne wanted to
come up with convincing arguments to prove the necessity of talking.
She began thinking about the subject. She wrote three pages and was
satisfied. She argued that talking was a student’s trait and
that she would do her best to keep it under control. She further
wrote that she would never be able to cure herself of the habit since
her mother talked as much as she did. There was not much that one
could do about inherited traits. Mr Keesing
too had a good laugh reading her arguments.

Page No 54:

Question 6:

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

Answer:

Anne
felt that a quarter of her class was dumb,
and should be kept back and not promoted to the next class. However,
she also felt that teachers were the most unpredictable creatures on
earth. Mr Keesing could be termed as unpredictable. The way Anne
always talked while the class was going on, any teacher would lose
his temper. However, after several warnings, all Mr Keesing did was
to assign her extra homework. She had to write an essay on ‘A
Chatterbox’. In this way, he tried to play a joke on her. Each
time that he asked her to write such essays, she wrote very well. She
kept countering his jokes. One could not have predicted that he would
take all the jokes in the right spirit. Finally, he accepted her
talkative nature and actually allowed her to talk in class. He did
not even assign her any more extra homework. That is why it can be
said that Mr Keesing was unpredictable.

Page No 54:

Question 7:

What
do these statements tell you about Anne Frank as a person?

(i) We
don’t seem to be able to get any closer, and that’s the
problem. Maybe it’s my fault that we don’t confide in
each other.

(ii) I
don’t want to jot down the facts in this diary the way most
people would, but I want the diary to be my friend.

(iii) Margot
went to Holland in December, and I followed in February, when I was
plunked down on the table as a birthday present for Margot.

(iv) If
you ask me, there are so many dummies that about a quarter of the
class should be kept back, but teachers are the most unpredictable
creatures on earth.

(v) Anyone
could ramble on and leave big spaces between the words, but the trick
was to come up with convincing arguments to prove the necessity of
taking.

Answer:

(i)
These lines show that Anne had no true friend whom she could confide
in. She even put the blame on herself that the fault might be hers.

(ii)
This line shows that Anne really considered her diary as a friend
whom she could trust and narrate all her stories to. She did not want
just a diary in which she could write down the facts like others did.
She considered it as her friend and named her Kitty.

(iii)
This statement shows that Anne was a fun-loving person. She was witty
and knew how to present things in a funny way. She narrated this
incident with a lot of fun. The use of ‘plunked down’
shows her sense of humour.

(iv)
This statement shows that she had an opinion on everything. She
thought that a quarter of her class was full of dummies, signifying
that she herself was intelligent enough to make it to the next class.
She thought of teachers as the most unpredictable creatures on earth
because nobody could say which students they would fail and which
students would be passed on to the next class.

(v)
This statement shows that Anne knew a lot about writing. She was
given the task of writing an essay as a punishment. She took it on
with full vigour. She did not want to write it like others who merely
left big spaces between the words to make the essay look voluminous.
She knew that the trick was to come up with a convincing argument to
prove the necessity of talking. She was different in her approach
from everybody else.

Page No 54:

Question 1:

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

Answer:

Mr.
Keesing was annoyed with Anne because she talked too much
in the class. He assigned her extra homework, asking her to write an
essay on the subject, ‘A Chatterbox’.

Page No 54:

Question 2:

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

Answer:

In
her essay, Anne wanted to come up with
convincing arguments to prove the necessity of talking. She argued
that talking was a student’s trait and that she would do her
best to keep it under control. She further wrote that she would never
be able to cure herself of the habit since her mother talked as much
as she did. There was not much that one could do about inherited
traits. This was how she justified her being a chatterbox in the
essay.

Page No 54:

Question 3:

Do
you think Mr Keesing was a strict teacher?

Answer:

Mr.
Keesing was a strict teacher. However, he was not rigidly strict. He
expected discipline and silence in his class while he was teaching,
which is acceptable. He punished Anne by asking her to write an essay
on ‘A Chatterbox’. When Anne
wrote a convincing essay on it, he received it with a good laugh.
However, when Anne continued with her talking, he punished her again
by asking her to write another essay; this time the topic was ‘An
Incorrigible Chatterbox’. Even after this when she kept
talking, he asked her to write on the topic ‘Quack Quack Quack,
said Mistress Chatterbox”. He was trying to play a joke on her.
However, she came up with a brilliant poem, and he read this poem in
the class, acknowledging its content. Therefore, in regard of these
events, Mr. Keesing cannot be entirely labelled as a strict teacher.
He was fun-loving too.

Page No 54:

Question 4:

What
made Mr Keesing allow Anne to talk in class?

Answer:

Anne
was able to justify her talkative nature every time she was punished
by Mr. Keesing. On three occasions, as
punishment, he gave her topics to write essays on. However, on each
occasion he was impressed by the manner in which she presented her
arguments. Finally, Mr. Keesing accepted the fact that Anne would
always be that way. Hence, she was allowed to talk in class.

 

Page No 55:

Question 1:

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

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
2. Homesick – missing home and family very
much
3. Blockhead – an informal word which means a
very stupid person
4. Law-abiding – obeying and respecting the
law
5. Overdo – do something to an excessive
degree
6. Daydream – think about pleasant things,
forgetting about the present
7. Breakdown – an occasion when
vehicles/machines stop working
8. Output – something produced by a
person, machine or organisation

Page No 55:

Question 2:

Phrasal Verbs

Find
the sentences in the lesson that have the phrasal verbs given below.
Match them with their meanings.

(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 (home
work) to a person 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:

(i)
plunge in − go straight to the topic

Since
no one would understand a word of my stories to Kitty if I were to
plunge
right in,
I’d better provide a brief sketch of my life, much as I dislike
doing so.

(ii)
kept back − not promoted

The
reason, of course, is the forthcoming meeting in which the teachers
decide who’ll move up to the next form and who’ll be kept
back
.

(iii)
move up − go to the next grade

The
reason, of course, is the forthcoming meeting in which the teachers
decide who’ll move up
to the next form and who’ll be kept back.

(iv)
ramble on − speak or write without focus

Anyone
could ramble on
and leave big spaces between the words, but the trick was to come up
with convincing arguments to prove the necessity of talking.

(v)
get along with − have a good relationship with

I
get along
pretty well with
all my teachers.

(vi)
calm down − make (them) remain quite

Even
G.’s pleading advances and my angry outbursts can’t calm
them down.

(vii)
stay in − stay indoors

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

(viii)
make up for − compensate

This
birthday celebration in 1942 was intended to make
up
for the other.

(ix)
hand in − give an assignment (homework) to a person in
authority (the teacher)

I
handed it
in, and Mr
Keesing had nothing to complain about for two whole lessons.

 

Page No 56:

Question 3:

Idioms

1. Here
are a few sentences from the text which have idiomatic expressions.
Can you say what each means? (You might want to consult a dictionary
first.)

  1. Our
    entire class is quaking
    in its boots
    .
    ________________________________________________________________________________________________________________________
  1. Until
    then, we keep telling each other not
    to lose heart
    .
    ________________________________________________________________________________________________________________________
  1. Mr
    Keeping was annoyed with me for
    ages
    because I talked
    so
    much.___________________________________________________________________________________________________________________
  1. Mr
    Keeping was trying to play a joke on me with this ridiculous
    subject, but I’d make sure the
    joke was on him
    .____________________________.

2. Here
are a few more idiomatic expressions that occur in the text. Try to
use them in sentences of your own.

(i) caught my eye (iii) laugh ourselves silly
(ii) he’d had enough (iv) can’t bring myself
to

Answer:

1.

(i)Our entire
class is quaking in its
boots
. Shaking
with fear and nervousness

(ii)
Until then, we keep telling each other not
to lose heart
. Not
to lose hope

(iii)
Mr. Keeping was annoyed with me for
ages
because I talked
so much. Since a long
time

(iv)
Mr. Keeping was trying to play a joke on me with this ridiculous
subject, but I’d make sure the
joke was on him
. He
was outwitted by her

2.

(i) caught
my eye

The
beautiful diamond necklace placed in the shop caught my eye.

(ii) he’d
had enough

He’d
had enough of the bullying that he faced everyday.

(iv) laugh
ourselves silly

John and I
laugh ourselves silly at the new cartoon show.

(v) can’t
bring myself to

I can’t
bring myself to eat anything but sweets.

 

Page No 57:

Question 4:

You have
read the expression ‘not to lose heart’ in this text. Now
find out the meanings of the following expressions using the word
‘heart’. Use each of them in a sentence of your own.

1.
break somebody’s heart

2.
close/dear to heart

3.
from the (bottom of your) heart

4.
have a heart

5.
have a heart of stone

6.
your heart goes out to somebody

Answer:

1.
break somebody’s heart − to upset somebody deeply

It has
unfortunately become very easy these days to break somebody’s
heart.

2.
close/dear to heart − something or someone who is near and
close to you

The
drawing given to me by my little daughter is very close to my heart.

3.
from the (bottom of your) heart − genuinely meaning or feeling
something

He loved
his son from the bottom of his heart.

4.
have a heart − to evoke the feeling to help someone in distress

The poor
beggar asked the rich man to have a heart and give him something to
eat.

5.
have a heart of stone − to not feel anything or any sentiment

The cruel
landlady has a heart of stone as she beats up her children.

6.
your heart goes out to somebody − to sympathise with someone
else and understand his feelings and distress

My heart
goes out to the little girl who lost both her parents in a car
accident.

 

Page No 58:

Question 5:

Contracted
Forms

1. Make a list of the
contracted forms in the text. Rewrite them as full forms of two
words.

For example:

I’ve = I have

2. We have seen that
some contracted forms can stand for two different full forms:

I’d = I had or I would

Find in
the text the contracted forms that stand for two different full
forms, and say what these are.

Answer:

1

(i) I’ve
− I have

(ii)
Doesn’t − does not

(iii)
Won’t − would not

(iv) I’m
− I am

(v)
Don’t − do not

(vi)
Can’t − cannot

(vii) it’s
− it is

(viii)
That’s − that is

(ix)
I’d − I would

(x)
Didn’t − did not

(xi)
Who’ll − who will

(xii)
You’re − You are

(xiii)
We’ll − We will

(xiv)
There’s − there is

(xv)
He’d − he had

(xvi)
Who’s − who is

(xvii)
Haven’t − have not

2

(i) I’d
− I had or I would

(ii) He’d
− He had or he would

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