Class 10 English Previous Year Question Paper (2026) with Solutions

by Jatinder Kaur | Oct 27, 2026 | General | 0 comments

CBSE Class 10 English Chapter-wise Previous Years Questions (2026) with Solution

Class 10 English Question Paper (2026) – Solved Question papers from previous years are very important for preparing for the CBSE Board Exams. It works as a treasure trove. It helps to prepare for the exam precisely. One of key benefits of solving question papers from past board exams is their ability to help identify commonly asked questions. These papers are highly beneficial study resources for students preparing for the upcoming class 10th board examinations. Here we have compiled chapter-wise questions asked in all the sets of CBSE Class 10 English question paper (2026).

First Flight Book Lessons

Chapter 1 – A Letter to God

Extract-Based Questions:

1. The postmaster — a fat, amiable fellow — also broke out laughing, but almost immediately he turned serious and, tapping the letter to his desk, commented, “What faith! I wish I had the faith of the man who wrote this letter. Starting up a correspondence with God!’’ So, in order not to shake the writer’s faith in God, the postmaster came up with an idea: answer the letter.

(i) Justify the statement: “What faith! I wish I had the faith of the man who wrote this letter.”
Ans. Lencho wrote to God as if He were an ordinary person who reads mail and sends money. Such complete, unquestioning trust amazed the postmaster, who could not match it himself.

(ii) Fill in the blank:
The postmaster turned serious on seeing the letter addressed to God because he realized that the writer had _______ (immense/limited) faith in God.
Ans. immense

(iii) Examine the portrayal of the postmaster in the given extract.
Ans. He is jovial and amiable, which is why he laughs at first. He then turns serious, showing sensitivity. He is kind and generous, because he wants to protect Lencho’s faith and decides to answer the letter, even though it means collecting money from others.

(iv) Why did the postmaster initially laugh on seeing the letter?
(A) It was a blank sheet of paper.
(B) He lacked faith in God.
(C) He had received such letters earlier.
(D) He had never known such an address.
Ans. (D) He had never known such an address. The postman had never come across a letter addressed to God.

Short Answer Questions (40–50 words)

1. Lencho’s last letter to God depicts astute faith on one level and irony on the other. Bring about the element of faith and irony in the situation.
Ans. Faith: Lencho is sure God cannot err, so he asks Him to send the missing 30 pesos. Irony: he asks God not to use the post, calling its employees crooks, though those very employees had raised the 70 pesos out of kindness. He thanks no one and blames his helpers.

2. Explain the irony in Lencho blaming the postmaster for stealing money.
Ans. Irony lies in the opposite of what is expected. The postmaster and his staff gave Lencho money from their own pockets to keep his faith alive. Yet Lencho suspects them of keeping the other 30 pesos, so the people who helped him are accused of theft.

Long Answer Questions (100–120 words)

1. How do Lencho in ‘A Letter to God’ and Kisa Gotami in ‘The Sermon at Benares’ respond to their experiences of suffering and loss? How did they overcome their respective losses?
Ans. Lencho loses his whole crop to hail, and Kisa Gotami loses her only son. Both are overwhelmed, but they turn outward. Lencho does not despair; he writes to God for 100 pesos, believing no one dies of hunger. Kisa Gotami, blinded by grief, carries her dead child from house to house asking for medicine. Lencho recovers through help, as the postmaster’s kindness gives him money to sow again. His loss can be made good with money. Kisa Gotami’s cannot, so she recovers through understanding. Buddha asks for mustard seed from a house untouched by death, and she learns that death comes to every home and that she had been selfish in her grief. Accepting this brings her peace.

2. Compare the two stories, ‘Letter to God’ and ‘The Black Aeroplane’ from ‘Stories About Flying’. Examine how both these stories illustrate that help can come in unexpected forms.
Ans. In ‘A Letter to God’ Lencho expects help from God, but it arrives through the postmaster and his colleagues, ordinary people who pool their money in God’s name. In ‘The Black Aeroplane’ the pilot, lost in thick clouds with a failing fuel supply, is led to safety by a mysterious black aeroplane. When he asks about it, the controller says no other plane was in the sky. In both stories the helper is not who the person expects. Lencho never knows who helped him, and the pilot never learns who guided him. Both show that help may come from kind people or from unexplained sources.

3. How does Lencho’s faith in God, as shown in ‘A Letter to God’ contrast with the skepticism of Kisa Gotami in ‘Sermon at Benares’. Support your answer with details from the two texts.
Ans. Lencho’s faith is total. He believes God sees everything, writes without doubt, and is not surprised to get a reply. When the sum is short, he blames people, never God. Kisa Gotami begins in denial. She refuses to believe her son is dead, ignores those who say so, and seeks a cure from house to house. Where Lencho trusts without questioning, she doubts the plain fact of death until she tests it herself in the search for mustard seed. Lencho’s belief is never shaken, while Kisa Gotami’s denial is replaced by acceptance.

Also See:

Chapter 2 – Nelson Mandela Long Walk to Freedom

Extract-Based Questions:

1. We have, at last, achieved our political emancipation. We pledge ourselves to liberate all our people from the continuing bondage of poverty, deprivation, suffering, gender and other discrimination. Never, never, and never again shall it be that this beautiful land will again experience the oppression of one by another. The sun shall never set on so glorious a human achievement.

(i) What is the tone Nelson Mandela is UNLIKELY to have used in his speech?
(A) inspirational
(B) assertive
(C) conflicted
(D) direct
Ans. (C) conflicted

(ii) According to Mandela, emancipation is not merely political. Elaborate.
Ans. Mandela pledges to free the people from poverty, deprivation, suffering, and gender and other discrimination. For him, political freedom is only the start. Real emancipation also means ending economic and social bondage.
(iii) Fill in the blank:
Mandela’s speech swings between references to the past and a _______ (bleak/promising) future.
Ans. promising

(iv) With reference to the extract explain the sentence, “The sun shall never set on so glorious a human achievement.”
Ans. Mandela means that the achievement of a free, non-racial democracy will never fade. It will be remembered with pride, and its glory will last forever.

2. Out of the experience of an extraordinary human disaster that lasted too long, must be born a society of which all humanity will be proud. We, who were outlaws not so long ago, have today been given the rare privilege to be host to the nations of the world on our own soil. We thank all of our distinguished international guests for having come to take possession with the people of our country of what is, after all, a common victory for justice, for peace, for human dignity.

(i) Which of the following options justifies the statement made by Mandela, “We, who were outlaws …”?
(A) The international leaders who came to attend the ceremony
(B) Due to Apartheid, many countries broke diplomatic relations with South Africa
(C) The Commonwealth countries and their people
(D) The people who fought in the Anglo-Boer War
Ans. (B) Due to Apartheid, many countries broke diplomatic relations with South Africa

(ii) Complete the sentence appropriately:
Mandela thanked all the distinguished international guests because ____________.
Ans. they had come to share in a common victory for justice, peace and human dignity.

(iii) In the above lines, Mandela mentions ‘extraordinary human disaster’. What is the significance of this phrase in his speech?
Ans. The phrase refers to apartheid, the system of racial domination that oppressed the black majority for decades. By calling it a human disaster, Mandela condemns its cruelty and says that a society all humanity can be proud of must now be built from that suffering.

(iv) The tone of Mandela in the above excerpt is:
1. unifying
2. determined
3. aggressive
4. pessimistic
5. hopeless
Select the correct option:
(A) 1, 2 and 4
(B) 2 and 4
(C) 1 and 2
(D) 4 and 5
Ans. (C) 1 and 2

3. “I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die”.

(i) What is the main ideal Mandela is talking about?
(A) economic prosperity
(B) representative and free society
(C) absolute power
(D) finishing racism
Ans. (B) representative and free society.

(ii) How does the statement reflect Mandela’s commitment to justice? (In about 40 words)
Ans. Mandela says he has cherished a democratic, free society where everyone lives in harmony with equal opportunities. He is ready to die for this ideal if needed. This shows that justice and equality mattered to him more than his own life, and that he would never compromise on them.

(iii) Fill in the blank:
Nelson’s vision was not simply to reverse the oppression but to end it completely as he wishes to _______ (fight / appease) all forms of domination.
Ans. fight

(iv) The phrase “prepared to die” shows Mandela’s:
(A) anxiety
(B) desperation
(C) passion
(D) uprightness
Ans. (C) passion. It shows how deeply he is committed to his ideal.

Short Answer Questions (40–50 words)

1. Why does Mandela mention that he was prevented from fulfilling his obligations as a son, a brother, a father, and a husband?
Ans. Mandela says a man’s twin obligations are to his family and to his people. Under apartheid, a black man could not fulfil both. Being kept from family duty showed him that he was not truly free, and it deepened his resolve to fight for the freedom of all.

2. Although Mandela cherished the illusion of freedom during his boyhood, when he realized the harsh reality, it ignited the spark for a broader and more meaningful freedom for his people. Justify.
Ans. As a boy he felt free to run in the fields, swim in the stream and ride bulls. As a young man he saw that these were only transitory freedoms. Black people had no basic rights, so his hunger for personal freedom grew into a hunger for the freedom of his whole people.

3. Mandela emphasizes the need to liberate the oppressor. Illustrate.
Ans. Mandela says that a man who takes away another’s freedom is a prisoner of hatred, prejudice and narrow-mindedness. The oppressor is therefore not free either. Both the oppressed and the oppressor must be liberated, and only then can true freedom come.

4. What is the vision of freedom that comes through the speech of Nelson Mandela?
Ans. Mandela’s vision is a democratic, non-racial South Africa where no one is oppressed by another. It is a land free from poverty, suffering and discrimination, where all live in harmony with equal opportunities. His freedom is for everyone, and it includes the oppressor as well.

5. What are Mandela’s views of freedom as described in his autobiography?
Ans. Mandela writes that his boyhood idea of freedom was an illusion. He came to see that freedom is not only one’s own, because to be free is to respect and enhance the freedom of others. Freedom, in his view, cannot be divided, and it must include both the oppressed and the oppressor.

6. After achieving political emancipation, what does Mandela want to do in South Africa?
Ans. Mandela wants to liberate all people from poverty, deprivation, suffering, and gender and other discrimination. He promises that the land will never again see the oppression of one group by another, and he hopes to build a society that all humanity can be proud of.

Also See:

Chapter 3 – Two Stories About Flying

Short Answer Questions (40–50 words)

1. Bring out the literal and metaphorical meaning of the word “plunge” with reference to the young seagull who failed to muster up the courage to the plunge.
Ans. Literally, to plunge is to dive or jump downward, which is what the young seagull feared to do from his ledge. Metaphorically, it means taking a bold step into the unknown. The seagull’s plunge is both a physical leap and the first step toward independence.

2. In ‘Two Stories About Flying – Part I’, how does the young seagull’s hesitation reflect a universal human fear? How is it eventually overcome?
Ans. The seagull fears the unknown and failure, as everyone does when facing something new. His brothers and sister already fly, but he stays on the ledge. Hunger and his mother’s offer of food push him to leap. Once he starts flying, he finds that the fear was unfounded.

3. In ‘Two stories about Flying – Part II (Black Aeroplane)’, what does the narrator’s experience suggest about unexpected help and mystery?
Ans. The pilot, caught in storm clouds, is guided to safety by a mysterious black aeroplane. Afterwards he learns that no other plane had been in the air. The experience suggests that help can come from unexpected and unexplained sources, and that some events cannot be fully explained.

4. In ‘His First Flight’, the reactions of the young seagull’s family serve as both a challenge and a catalyst for his growth. How does this dual role reflect the complexities of support systems in real life?
Ans. The seagull’s father ignores him, which makes him feel worthless. His brothers and sister fly around him and call him to join them, which is encouraging but also shames him. His mother finally dangles a fish just out of reach, and hunger makes him leap. In real life, too, support can be tough, and pressure and encouragement together help a person grow.

Long Answer Questions (100–120 words)

1. How does the method of the seagull’s mother to teach her child to be independent contrast with Amanda’s mother’s constant nagging? Examine how this affects the emotional responses of the seagull and Amanda.
Ans. The seagull’s mother lets the chick learn for himself. She keeps him hungry and holds a piece of fish just out of reach, so that his own need drives him to leap. Amanda’s mother, in the poem, issues endless commands: don’t bite your nails, sit straight, eat your food. The seagull is frightened at first but ends with joy and confidence, and he flies. Amanda is irritated and cut off. She escapes into daydreams of being free, a mermaid, an orphan or a lady at peace. Trust brings out courage in the seagull, while constant nagging only breeds resentment and longing in Amanda.

2. How does the contrast between the pilot’s fear in ‘The Black Aeroplane’ and Custard’s initial cowardice in ‘The Tale of Custard the Dragon’ highlight that courage can be found in the most unexpected characters when circumstances demand it?
Ans. The pilot in ‘The Black Aeroplane’ flies into a storm because he is eager to reach home. Inside the clouds his compass and radio go dead and his fuel runs low. He is terrified, yet he follows the mysterious black aeroplane and lands safely. Custard the dragon is mocked by everyone else in the house, who boast of their courage, because he is timid and cries for a safe cage. When a pirate attacks, the brave ones run away and Custard fights and defeats him. Both show that courage is not a fixed trait. Even a frightened pilot and a cowardly dragon act bravely when the moment demands it.

Also See:

Chapter 4 – From the Diary of Anne Frank

Short Answer Questions (40–50 words)

1. Give a brief description of Anne Frank’s family.
Ans. Anne’s father Otto Frank married at thirty-six and her mother at twenty-five. Her sister Margot was born in Frankfurt in 1926 and Anne on 12 June 1929. They lived in Frankfurt until Anne was four. Her father moved to Holland in 1933, and the girls stayed with their grandmother in Aachen before following.

2. Mention the details that Anne provides about her family in her diary.
Ans. Anne writes that her father is the most adorable father she has known. Margot went to Holland in December and Anne followed in February, arriving as a birthday present for Margot. Their grandmother, whom Anne loved dearly, died in January 1942. A special candle was lit for her on Anne’s birthday. Anne also attended a Montessori school and loved her headmistress, Mrs Kuperus.

3. What was the last task assigned to Anne Frank by Mr. Keesing due to her habit of talking and how does she show her ingenuity to answer it?
Ans. The last task was an essay titled “Quack, Quack, Quack, said Mistress Chatterbox.” Anne, with her friend Sanne’s help, wrote it in verse about a father swan who bit his three ducklings to death for quacking too much. Mr Keesing took the joke the right way, read it to the class, and never punished her again.

4. In her essay ‘A Chatterbox’, how does Anne Frank justify her habit of talking as an aspect of her personality?
Ans. Anne argues that talking is a student’s trait and that she will try to control it. But she says she can never cure it, since her mother talks as much as she does, if not more, and there is little one can do about inherited traits. She treats her chatter as a natural part of who she is.

5. Anne calls herself that she is a chatterbox in her essay. Justify.
Ans. Mr Keesing, her maths teacher, gave Anne extra homework after several warnings about her talking. She had to write three essays on being “A Chatterbox”, “An Incorrigible Chatterbox” and “Quack, Quack, Quack, said Mistress Chatterbox.” Writing on these topics shows that she is a chatterbox, and she defends the habit as a family trait.

6. In ‘From the Diary of Anne Frank’, how does Anne’s relationship with her diary help her cope with isolation and the fear of hiding?
Ans. Anne has loving parents, a sister and about thirty friends, yet she cannot confide in anyone. She says paper has more patience than people, so she names her diary Kitty and treats it as a true friend. Writing lets her share her feelings freely and eases her loneliness and fear in hiding.

7. In ‘From the Diary of Anne Frank’, Anne’s writing reflects her maturity despite her young age. Elaborate.
Ans. Though only thirteen, Anne writes with honesty and insight. She reflects on her loneliness, explains why she needs a friend, sketches her family background so that a future reader can follow, and judges teachers and classmates thoughtfully. She also argues cleverly to win over Mr Keesing, which shows maturity.

Also See:

Chapter 5 – Glimpses of India

Short Answer Questions (40–50 words)

1. Bread plays a pivotal role in Goan culture and tradition. Support the statement with evidences from the text.
Ans. In Goa bread is part of every occasion. Bol, the sweet bread, is a must for marriage gifts, sandwiches for a daughter’s engagement, and cakes and bolinhas for Christmas. The baker, called a pader, wears the traditional kabai and visits homes twice a day. A bakery stands in every Goan village, which shows how central bread is to Goan culture.

2. Mention the transition in the baker’s costume from the Portuguese days to that of the author’s childhood.
Ans. In the Portuguese days the baker wore the kabai, a single-piece long frock reaching down to the knees. In the author’s childhood he wore a shirt and trousers that were shorter than full-length ones and longer than half pants. Even today, anyone wearing knee-length shorts is teased as “dressed like a pader”.

3. Personal anecdotes and memories of the author in ‘A Baker from Goa’ display the baker’s enduring presence and significance in Goan culture. Justify.
Ans. The author recalls the jingling thud of the baker’s bamboo waking the children, who ran to greet him, not for the loaves but for the bread-bangles. They peeped into his basket and ate the bread without brushing their teeth. The baker was their friend, companion and guide. His family continues the trade and his furnace still burns, which shows his lasting place in Goan life.

4. How are the cultural and social fabric of Goa closely knit together with the traditional baker and his bread?
Ans. The baker’s furnace is essential in every Goan village, because bread is needed for weddings, engagements, feasts and Christmas. The baker comes twice a day, is treated as a friend, companion and guide, and is respected. His trade is profitable and passes from father to son. Through him, Portuguese traditions live on in Goan food and festivals.

5. The people of Coorg are said to be descendants of the Arabs. Elaborate.
Ans. The Kodavus are said to be of Greek or Arabic descent. Their long black coat, the kuppia, with an embroidered waist-belt, resembles the kuffia worn by Arabs. They are also the only people in India allowed to carry firearms without a licence, which recognises their courage.

6. In ‘Glimpses of India – Part I (Goa)’, how is the baker portrayed as a symbol of cultural nostalgia and changing times?
Ans. The elders fondly recall the good old Portuguese days and their famous loaves. The eaters of loaves may be gone, but the makers remain, with the thud and jingle of the baker’s bamboo still heard in some places and sons carrying on the trade. The change of dress from the kabai to short trousers marks changing times, while the baker keeps a link with the past.

7. In ‘Glimpses of India – Part III (Tea from Assam)’, how does the story connect tea with both culture and economic significance?
Ans. Tea is tied to legend and to livelihood. In the Indian legend, the ascetic Bodhidharma cut off his eyelids to stay awake in meditation, and ten tea plants grew from them. Rajvir had read up on tea, including its flushes, plucking seasons and its history as a drink and medicine, which impressed Pranjol’s father Mr Barua. Assam’s vast gardens, where women pluck the leaves, show tea’s importance as a crop and employer.

Long Answer Questions (100–120 words)

1. Both, Rajvir in ‘Tea from Assam’ and Valli in ‘Madam Rides the Bus’ are motivated by a strong desire to experience the world beyond their everyday life. How do their respective journeys reflect their curiosity, enthusiasm for discovering new things and shape their understanding of the world around them?
Ans. Rajvir travels by train to Assam with his friend Pranjol. He has read about tea beforehand and shares facts with Pranjol. He puts aside his detective book to look at the green fields and the sea of tea bushes, and he is captivated, while Pranjol, who knows the route, stays calm. Valli, only eight, plans her first bus ride to town in secret. She saves sixty paise, collects details about the journey and stands on the seat to see outside. Both are curious and eager. Rajvir’s journey widens his knowledge of his own country and its livelihoods. Valli’s makes her mature when she sees the dead cow and learns that life holds sorrow as well as joy.

Also See:

Chapter 6 – Mijbil the Otter

Short Answer Questions (40–50 words)

1. “Mijbil the Otter” sensitises human beings especially city people to wildlife. What emotions are conveyed through the association of Mijbil and Maxwell?
Ans. Maxwell and Mij share deep affection, care and trust. Maxwell feels anxious and guilty when Mij is hurt, delighted by his play and protective of him. Mij, in turn, grows attached to him. Their bond shows that humans, including city dwellers, can understand and love wild creatures.

2. Describe the physical appearance of Mijbil, the Otter.
Ans. Mijbil is a small, sleek otter with a smooth, dense coat and whiskers. He has webbed feet, a rounded head, bright eyes and a thick, tapering tail that acts like a rudder in the water. His body is built for swimming and playing.

3. What happened when Maxwell took Mijbil to the bathroom?
Ans. Mijbil was delighted. He rolled and frolicked in the water for nearly half an hour. Two days later, to Maxwell’s surprise, he left his bedroom and went to the bathroom on his own to play. This showed his love of water and his intelligence.

4. In the statement, “When I returned, there was an appalling spectacle,” which spectacle is the author referring to? Elucidate.
Ans. Maxwell had left Mij in his box and gone for a hurried meal. When he returned, the box was silent and blood had dried and seeped through the air vents. The lining was torn. Mij had injured himself trying to escape. Maxwell was horrified and full of remorse.

5. How does the author’s portrayal of the air hostess in ‘Mijbil the Otter’ unveil the theme of kindness and empathy?
Ans. The air hostess listens to Maxwell’s story kindly, takes the fish parcel to keep cool, and promises to help find Mij when he escapes on the plane. She treats the otter gently and calms Maxwell. He calls her “the very queen of her kind”, showing how compassion makes people helpful.

6. Mention the peculiarities of Otters based on your understanding of “Mijbil the Otter”.
Ans. Otters are playful, curious and strongly drawn to water. Mij enjoys splashing in the bath, turning taps, and playing with a rubber ball. He has compulsive habits, is intelligent, and becomes attached to a person. He is also sensitive to confinement, and he reacts fiercely when shut in a box.

7. In ‘Mijbil the Otter’, how does the narrator’s patience contrast with the reactions of fellow passengers and local people? What does this reveal about human understanding of the unfamiliar?
Ans. Maxwell is calm and patient with the otter, treating him as a pet and learning his ways. Other passengers and local people are startled, curious or nervous about the strange animal. This shows that people tend to fear what they do not know, while patience and empathy lead to understanding.

Also See:

Chapter 7 – Madam Rides the Bus

Extract-Based Questions:

1. It was a new bus, its outside painted a gleaming white with some green stripes along the sides. Inside, the overhead bars shone like silver. Directly in front of Valli, above the windshield, there was a beautiful clock. The seats were soft and luxurious. Valli devoured everything with her eyes. But when she started to look outside, she found her view cut off by a canvas blind that covered the lower part of her window. So she stood up on the seat and peered over the blind.

(i) The effect on Valli as she describes the bus reveals that she is _________. Choose the most suitable option.
(A) awed
(B) scared
(C) disgusted
(D) repulsed
Ans. (A) awed

(ii) How does the author’s use of descriptive language enhance the narrative technique in the passage?
Ans. Vivid details such as the gleaming white body, the green stripes and the overhead bars that “shone like silver” help the reader picture the bus as Valli sees it. The description is filtered through her wonder, so we share her excitement and see how special the experience is for her.

(iii) Fill in the blank with the correct word from the bracket.
The use of the word ‘devoured’ adds to a sense of _______ (fascination / hunger) in the extract.).
Ans. fascination

(iv) Which action of Valli shows that she did not want to miss out on any part of the experience?
Ans. When the canvas blind blocked her view, she stood up on the seat and peered over it so that she could see the scenery outside.

Short Answer Questions (40–50 words)

1. How does “Madam Rides the Bus” bring alive Valli’s attributes and experiences through its narrative style?
Ans. The story is told close to Valli’s point of view, with sharp detail and gentle humour. We see her thrift, curiosity and determination as she saves coins and gathers information. Lively dialogue, especially the conductor calling her “madam”, and her reactions to the scenery bring her personality alive.

2. During her journey, Valli absorbed the natural beauty and clapped her hands in happiness on seeing a young cow running very fast. What does this reveal about Valli?
Ans. It reveals that Valli is an innocent, joyful and observant child who delights in simple things. She is sensitive to nature, responds spontaneously, and finds laughter in the world around her. Her enthusiasm makes the journey a happy adventure.

3. What unexpected event does Valli face and how is it ironically significant for the little child?
Ans. On the return journey she sees a young cow lying dead by the road, struck by a vehicle. It is the same cow that had amused her earlier. The irony is that the journey meant for joy gives the child her first encounter with death, and it makes her grow up.

4. Despite her young age, how does Valli manage to gather the subtle details about the bus journey?
Ans. Valli stands at her doorway and watches the bus come and go. She listens to the conversations of others, notes the timings and asks questions. She also finds out the fare, and her careful observation lets her plan her trip without any help from adults.

5. What sacrifices did Valli have to make in order to save enough money for fulfilling her long-cherished desire and how do these sacrifices reflect her strong will power?
Ans. Valli saved every stray coin and resisted buying peppermints, toys and balloons. She even gave up a merry-go-round ride at the fair. In this way she collected sixty paise for the fare. Giving up childish pleasures for a distant goal shows her strong will and self-control.

6. The conductor’s cheerful attitude and light-hearted teasing transformed Valli’s ordinary bus journey into a memorable adventure. Illustrate with evidence from the text.
Ans. The conductor calls Valli “madam” teasingly, as she wants to be treated like an adult. He plays along when she stays on the bus, asks him to stop it for her, and answers her questions. His warm banter makes her feel important and the ride more enjoyable.

7. Valli made careful and painstaking plans for her first bus journey. What were her plans?
Ans. Valli found out the fare and timings of the bus and saved sixty paise by collecting stray coins. She planned to go to town and come back on the same bus, and to return before her mother woke from her afternoon nap, so she told nobody about the trip.

8. In ‘Madam Rides the Bus’, how does the contrast between Valli’s boldness and her emotional response to the dead cow shape your view of her maturity?
Ans. Valli is brave enough to travel alone and speak confidently to the conductor. Yet the dead cow shocks and saddens her, and the memory stays with her. This shows that she is not just bold but sensitive, and the experience makes her face a harsh truth about life.

Also See:

The Sermon at Benares

Short Answer Questions (40–50 words)

1. Why did Kisa Gotami, despite her desperate efforts to find a solution for her grief, ultimately become weary and hopeless?
Ans. Kisa Gotami went from house to house asking for mustard seeds from a home untouched by death. Every household had lost someone. She realised that no such house existed. After a long, fruitless search, she was worn out and lost hope of reviving her child.

2. Though he knew it was impossible, why did Buddha ask Kisa Gotami to bring mustard seeds from a house untouched by death?
Ans. Buddha knew that argument would not move a grieving mother. By sending her to look for a home without death, he let her find out for herself that death comes to every family. The gentle task helped her accept the truth.

3. Why did Kisa Gotami, in her grief, fail to realize the universality of death and what does she ask for despite the impossibility of reviving the dead?
Ans. Kisa Gotami was so absorbed in her own sorrow that she believed only she had suffered. She could not accept that her child was dead. She asked Buddha for medicine that would bring the dead child back to life, even though this was impossible.

4. According to Buddha, who are wise men?
Ans. Buddha says wise men do not grieve for the dead or the living, because they understand that death is the natural end of all that is born. Such people are calm and self-controlled, and they find peace by accepting this truth instead of mourning it.

Long Answer Questions (100–120 words)

1. “The Sermon at Benaras” and “For Anne Gregory”, deal with the themes of ‘love’ and ‘life’. Discuss.
Ans. In ‘The Sermon at Benares’, Kisa Gotami’s love for her son is so strong that she cannot accept his death. Buddha shows that life is transient and death is universal, and that love must grow into understanding and acceptance. ‘For Anne Gregory’ treats love differently. A young man says he can never love her for anything but her yellow hair, and the old man replies that only God can love her for herself. The story teaches acceptance of the nature of life. The poem teaches that true love looks beyond outward appearance. Both stress that deep love and a true view of life go beyond surface things.

Also See:

Chapter 9 – The Proposal

Short Answer Questions (40–50 words)

1. What was the cause of conflict between Natalya and Lomov?
Ans. The quarrel began over the ownership of Oxen Meadows, which both families claimed. Then it moved to a fight about whose dog was better, Lomov’s Guess or Natalya’s Squeezer. Neither would yield, so a proposal visit turned into a heated argument.

2. What was Chubukov’s reaction when he discovered the actual purpose behind Lomov’s visit?
Ans. Chubukov first thought Lomov wanted to borrow money. When he learned that Lomov had come to ask for Natalya’s hand, he was overjoyed. He embraced Lomov, called him dear, and hurried to tell Natalya, eager to see the marriage settled.

3. What reasons did Lomov put forward to assert his ownership of Oxen Meadows, despite facing strong opposition from Natalya and her father?
Ans. Lomov said that his aunt’s grandmother had given the peasants of Natalya’s father’s grandfather free use of Oxen Meadows in return for their making bricks for her. The peasants used it freely for forty years and started to think it was theirs. He said this gave them no ownership, and he stood by it despite Natalya and her father.

4. How does Natalya’s behaviour in ‘The Proposal’ reflect her stubbornness and insecurity?
Ans. Natalya refuses to give up any argument, whether about the meadows or the dogs. Yet when she learns that Lomov had come to propose, she is horrified and demands that he be brought back. Her stubbornness is clear, and so is her fear of losing a chance to marry.

5. Explain the contention of the families of Lomovs and Chubukov’s over the ownership of Oxen Meadows.
Ans. Natalya says the meadows have belonged to her family for nearly three hundred years, and that her great-grandfather and grandfather reckoned their land reached Burnt Marsh, which includes Oxen Meadows. Lomov insists they are his, because his aunt’s grandmother only allowed the peasants free use. Neither side accepts the other’s claim, and the argument grows heated.

6. What was Chubukov’s reaction when he heard about Lomov’s proposal for his daughter’s hand?
Ans. Chubukov, who had been polite but puzzled, was delighted. He called Lomov his dear fellow, said he had always loved him like a son and wanted the match. He rushed to fetch Natalya, so that the proposal could go ahead and be settled at once.

7. While arguing with Lomov, Natalya always emerged the winner. Justify.
Ans. Natalya is firm and forceful in both quarrels. She does not retreat over the meadows or the dogs, and Lomov, nervous and unwell, gives way, near collapse. Even at the end she is still arguing, which shows she has not given up her ground.

Also See:

First Flight Book Poems

Poem 1 – Dust of Snow

Short Answer Questions (40–50 words)

1. “Dust of Snow” presents the polar opposites black and white in a colour pallet. Justify, that ‘black’ and ‘white’ signify something deeper than the superficial meaning in the poem.
Ans. Black stands for gloom, sorrow and negativity: the crow is traditionally an omen of death, and the hemlock tree is poisonous. White stands for purity, hope and joy. The shower of white snow from the black crow lifts the speaker’s despair, so the colours show a change of mood, not just of appearance.

2. How does the short structure of poem ‘Dust of Snow’ enhance its message about emotional renewal? Support your answer briefly.
Ans. The poem has only eight lines in two short stanzas, mirroring how quickly a tiny incident changes the speaker’s mood. Its brevity, simple words and quick rhyme show that renewal needs no grand event, only a small, unexpected moment, so the form itself carries the message.

3. In ‘Dust of Snow’, what role does the unexpected moment play in shifting the speaker’s mood?
Ans. The speaker is brooding in sadness when snow suddenly falls on him from a hemlock tree shaken by a crow. The surprise breaks his gloomy thoughts and fills him with cheer. This trivial incident saves part of a day he had regretted, showing how small things can heal the mind.

Also See:

Poem 2 – Fire and Ice

Extract-Based Questions:

1. Some say the world will end in fire some say in ice.
From what I’ve tasted of desire
I hold with those who favour fire.
But if it had to perish twice,
I think I know enough of hate
To say that for destruction ice
Is also great
And would suffice.

(i) Complete the following suitably:
According to Robert Frost, fire refers to _______.
Ans. desire (intense passion, greed and lust).

(ii) Why does the poet believe both fire and ice can destroy the world equally?
Ans. Fire stands for destructive emotions like desire and greed, while ice stands for hatred and cold indifference. Both emotions are strong enough to ruin the world and human relationships, so the poet says ice ‘is also great and would suffice’.

(iii) Fill the blank with one word:
In the line “But if it has to perish twice”, ‘it’ refers to the _______.
Ans. world

(iv) Select the option with same rhyme scheme as lines in Stanza 1:
(A) They are all gone away, / The House is shut and still, / There is nothing more to say.
(B) Tell me not, in mournful numbers, / Life is but an empty dream! / For the soul is dead that slumbers.
(C) The dog chased the ball down the lane, / He ran with such incredible speed, / His tail was a blur, a joyful glee.
(D) The Sun is high, / The clouds drift past, / In the blue sky which is so vast.
Ans. Options (A)

Short Answer Questions (40–50 words)

1. In the poem ‘Fire and Ice’, how does the intense human emotion symbolised by fire, lead to the destruction of the world?
Ans. Fire symbolises desire, greed and passion. When these emotions grow unchecked they cause jealousy, conflict, violence and wars. Like a blaze, such emotions spread quickly and consume everything, so the poet fears human desire could burn the world down.

2. In what ways do the symbols of ‘Fire’ and ‘Ice’ in the poem ‘Fire and Ice’ serve as metaphors for opposing human impulses? How do they contribute to the exploration of destructive capabilities of human beings?
Ans. Fire is the hot impulse of desire, greed and anger; ice is the cold impulse of hatred, indifference and apathy. They are opposites, yet both destroy. By pairing them, the poet shows that human beings can ruin the world through burning passion or cold cruelty.

3. The tone of Robert Frost in the poem ‘Fire and Ice’ reflects his attitude towards the end of the world and human behaviour. Elaborate.
Ans. The tone is calm, casual and ironic. The speaker discusses the world’s end as if it were an ordinary choice, which makes the warning more chilling. This detached tone shows a pessimistic yet cautionary attitude: humans carry the seeds of destruction within their own emotions.

4. Why does the poet say that the world will perish twice in the poem Fire and Ice?
Ans. The poet imagines the world ending first by fire, which he links with desire. If it had to be destroyed a second time, hatred, symbolised by ice, would do the job equally well. ‘Twice’ suggests destructive emotions can ruin the world again and again.

5. In ‘Fire and Ice’, how does the poet use extreme symbols to warn against self-destructive emotions?
Ans. Fire and ice are the extremes of temperature and represent the extremes of emotion, burning desire and freezing hatred. Using such dramatic symbols on a cosmic scale shocks the reader into seeing that greed and hate can end civilisation, and so warns us to control them.

Also See:

Poem 3 – A Tiger in the Zoo

Extract-Based Questions:

1. But he’s locked in a concrete cell,
His strength behind bars,
Stalking the length of his cage,
Ignoring visitors.

(i) Complete the sentence suitably:
The tiger ignores the visitors because ___________.
Ans. because his mind is on the forest he has lost; he is bored and resentful of captivity, and visitors mean nothing to him.

(ii) The above lines juxtapose the tiger’s natural instincts with its caged existence. Justify.
Ans. The tiger’s natural instincts are to stalk, roam and hunt with great strength, but he is ‘locked in a concrete cell’ with his ‘strength behind bars’. His power is wasted and he can only pace the length of his cage, so wild nature and captive life are sharply contrasted.

(iii) What mood is created by the poet in the above lines?
(A) sympathetic and thoughtful
(B) angry and violent
(C) cheerful and happy
(D) exciting and fun
Ans. (A) sympathetic and thoughtful

(iv) Fill in the blank with the correct option from the brackets.
The length of his cage highlights the __________ (vast space/limited space/free space) in which the tiger is confined.
Ans. limited space

Long Answer Questions (100–120 words)

1. Examine the similarities and differences between the tiger in “A Tiger in the Zoo” and the dragon in “The Tale of Custard the Dragon”.
Ans. Both creatures are fierce by reputation, yet each is shut out from a natural, happy life. The tiger is caged against his will and the dragon is mocked by those around him, so both are lonely and misunderstood. Both also stand apart from others in their surroundings.
The differences are clear. The tiger is genuinely powerful, majestic and angry, and the poem’s tone is serious and sympathetic. Custard, on the other hand, is a self-confessed coward, and the tone is comic. The tiger stays imprisoned and dreams of the forest, while Custard lives with friends and finally proves his courage by defeating the pirate, winning acceptance. Thus one poem ends in sorrow and the other in a humorous triumph.

Also See:

Poem 4 – How to Tell Wild Animals

Extract-Based Questions:

1. Though to distinguish beasts of prey
A novice might nonplus,
The crocodile you always may
Tell from the Hyena thus:
Hyenas come with merry smiles
But if they weep they’re crocodiles.

(i) What is the most likely reason the poet uses the word ‘nonplus’ instead of confused?
Ans. ‘Nonplus’ is a formal, bookish word that rhymes with ‘thus’ and creates a mock-serious, humorous tone. It makes the poem sound like a pompous guidebook, which adds to the fun.

(ii) Explain the irony in the last two lines of the stanza.
Ans. Hyenas are known for a laughing cry, so their ‘merry smiles’ seem harmless, and crocodiles are famous for fake ‘tears’. The irony is that you can tell them apart only when one of them is already close enough to attack you, so the clue is useless for survival.

(iii) Fill in the blank with one word:
The word ‘novice’ signifies a/an _______ person.
Ans. inexperienced (a beginner)

(iv) What kind of atmosphere is created through these lines?
Select the correct option:
1. humorous
2. mysterious
3. aggressive
4. confusing
5. fearful 1
Options:
(A) 1 and 4
(B) Only 5
(C) 1, 2 and 3
(D) 4 and 5
Ans. (A) 1 and 4: the atmosphere is humorous and slightly confusing.

2. Though to distinguish beasts of prey
A novice might nonplus,
The Crocodile you always may
Tell from the Hyena thus:
Hyenas come with merry smiles;
But if they weep they’re Crocodiles.
The true Chameleon is small,
A lizard sort of thing;
He hasn’t any ears at all,
And not a single wing.
If there is nothing on the tree,
’Tis the chameleon you see.

(i) How does the poet describe the crocodile’s tears? Choose the correct option:
(A) genuine and heartfelt
(B) joyful and sincere
(C) false and deceptive
(D) cold and indifferent
Ans. (C) false and deceptive

(ii) What confusion will a newcomer face while distinguishing between a hyena and a crocodile, as described humorously by the poet in the above extract?
Ans. A newcomer will be confused because the two animals seem to do opposite things: the hyena appears to smile or laugh while the crocodile weeps. The only way to tell them apart is to see which one smiles and which weeps, which humorously means getting dangerously close to a wild animal.

(iii) Mention any two characteristics of a chameleon on the basis of the given extract.
Ans. The chameleon is small and lizard-like; it has no ears and no wings. (Any two.)

(iv) Fill in the blank with the correct option from those given in the brackets:
The tone of the poet in the above lines is __________ (playful and humorous/serious and confused).
Ans. playful and humorous

Short Answer Questions (40–50 words)

1. What lesson does the poet convey about nature in ‘How to Tell Wild Animals’?
Ans. The poem teaches that wild animals are unpredictable and appearances can deceive. Because identification is not easy, we must not underestimate nature or approach wild creatures casually. The humorous tone hides a practical lesson: observe nature carefully, respect its dangers and keep a safe distance.

Also See:

Poem 5 – The Ball Poem

Extract-Based Questions:

1. A dime, another ball, is worthless. Now
He senses first responsibility
In a world of possessions. People will take
Balls, balls will be lost always, little boy.
And no one buys a ball back. Money is external
He is learning, well behind his desperate eyes,
The epistemology of loss, how to stand up
Knowing what every man must one day know
And most know many days, how to stand up.

(i) Comment on the portrayal of the character of the boy in the given extract.
Ans. The boy is sensitive, thoughtful and vulnerable. His ‘desperate eyes’ show deep grief, but he is also quietly responsible and mature, learning the first hard lesson of loss and starting to stand up to it.

(ii) Complete the following suitably:
“Money is external” implies that the boy _______
(A) values material possessions.
(B) learns the money cannot restore what is lost.
(C) believes money is the solution to all problems.
(D) is indifferent to material wealth.
Ans. (B) learns that money cannot restore what is lost.

(iii) What does the poet mean by the phrase, ‘epistemology of loss’?
Ans. ‘Epistemology’ means knowledge. The ‘epistemology of loss’ is the understanding and knowledge a person gains about how to face and accept loss, a lesson every human being must learn through experience.

(iv) What kind of atmosphere is created through these lines?
Select the correct option.
1. reflection
2. intrigue
3. acceptance
4. anger
5. fear
(A) 1, 4 and 5
(B) Only 2
(C) 1 and 3
(D) 4 and 5
Ans. (C) 1 and 3: the mood is one of reflection and acceptance.

2. What, what is the boy now
who has lost his ball.
What, what is he to do.
I saw it go
Merrily bouncing, down the street and then Merrily over – there it is
in the water !”
No use to say ’O there are other balls’.

(i) What does the repetition of the word “merrily” suggest in the context of the ball’s movement?
Ans. The repetition of ‘merrily’ suggests the carefree, joyful and playful bouncing of the ball. It is ironic because this cheerfulness leads straight to the loss, which makes the sudden sorrow sharper.

(ii) How does this moment contrast the mood of the poem before and after the ball falls into the water? (Answer in about 40 words)
Ans. Before the fall the mood is light, playful and cheerful as the ball bounces down the street. Once it drops into the water, the mood turns serious and sorrowful, and the poem moves from play to reflection on loss and helplessness.

(iii) Fill in the blank with the correct word from the bracket:
The poet uses the ball as a symbol of the boy’s _______. (childhood/adventure)
Ans. childhood

(iv) The line, ‘No use to say, oh there are other balls’ signifies:
(A) Words of consolation are inappropriate.
(B) The boy must be left alone and play with other toys.
(C) The boy should not be left alone.
(D) No ball will be as expensive as the one the boy has lost.
Ans. (A) Words of consolation are inappropriate.

Short Answer Questions (40–50 words)

1. Explain why time is probably one of the most valuable possessions that one intensely regrets losing.
Ans. A lost ball can be replaced, but lost time can never be bought back. Missed chances, moments with loved ones and wasted years cannot be recovered. Since nothing can restore time once it has gone, people regret its loss most deeply.

2. What is the important lesson of life that the boy learns from the loss of the ball?
Ans. The boy learns that loss is a part of life and that money cannot always repair it. He must accept what has gone, take responsibility for his feelings and ‘stand up’ again. This painful experience helps him grow in maturity and strength.

3. How does the line ‘people will take balls, balls will be lost always’, justify that material losses are necessary for emotional growth and to understand the harsh realities of life?
Ans. The line says possessions are temporary and can be lost at any time. Facing such loss teaches the boy resilience, acceptance and responsibility. By learning to cope with small losses, he becomes ready for the harsher realities and bigger losses of adult life.

4. How does the expression ‘he is learning, well behind his desperate eyes’, convey the idea that though the boy is helpless yet he is learning a deeper lesson?
Ans. Outwardly the boy looks helpless and desperate, but ‘behind’ his eyes a silent process is taking place. He is absorbing the truth about loss, responsibility and growing up. The phrase shows that the real learning is inner and unspoken.

5. In ‘The Ball Poem’, the poet asserts, ‘A dime, another ball, is worthless’, though material possessions can be easily replaced. Justify.
Ans. A coin or a new ball can replace the object, but not the boy’s attachment to his ball, which stands for his childhood. Offering a substitute misses the real loss. The poet means that the value of what we lose is emotional, so money cannot repair it.

Also See:

Poem 6 – Amanda

Extract-Based Questions:

1. Did you finish your homework, Amanda?
Did you tidy your room, Amanda?
I thought I told you to clean your shoes, Amanda!
(I am an orphan, roaming the street.
I pattern soft dust with my hushed, bare feet.
The silence is golden, the freedom is sweet.)

(i) Complete the sentence appropriately:
Amanda wants to be an orphan because ___________.
Ans. she is tired of constant nagging and orders and wants freedom from adult control.

(ii) What does the image of Amanda “roaming barefoot in the dusty street” signify?
Ans. Roaming barefoot in the dusty street signifies a carefree, free and peaceful life without rules or criticism, though it is a romantic fantasy of what being an orphan means.

(iii) Amanda’s tone while imagining herself as an orphan is:
(A) excited
(B) fearful
(C) angry
(D) peaceful
Ans. (D) peaceful

(iv) What does the speaker do on the dust?
Ans. The speaker patterns the soft dust with her hushed, bare feet, leaving footprints as she walks.

Short Answer Questions (40–50 words)

1. Explain with examples, why the poet uses allusions in the poem ‘Amanda’.
Ans. The poet refers to fairy-tale and fantasy figures such as the mermaid drifting in an emerald sea and Rapunzel with her free-flowing hair. These allusions make Amanda’s daydreams vivid and show how she longs for beauty, freedom and escape from the scolding that surrounds her.

2. How are the daydreams that Amanda has different from her reality?
Ans. In reality she is constantly corrected about her homework, room, shoes and posture. In her daydreams she is a mermaid drifting peacefully, an orphan roaming free or a carefree Rapunzel. Her reality is control and criticism, while her fantasies offer peace, solitude and freedom.

Long Answer Questions (100–120 words)

1. Analyse how Amanda in the poem ‘Amanda’ and the dragon in the poem ‘The Tale of Custard the Dragon’ yearn for acceptance and a life free from criticism.
Ans. Amanda is nagged about her nails, posture, homework and food. To escape, she imagines herself as a mermaid, an orphan and Rapunzel, living peacefully without orders. Her daydreams show a desire to be free and accepted as she is.
Custard, too, is ridiculed by Belinda, Ink, Blink and Mustard, who boast of their courage while he cries for a ‘nice safe cage’. He longs to be accepted for his gentle nature. Both are misunderstood by those closest to them. The difference lies in the outcome: Amanda can only escape in imagination, while Custard proves his bravery against the pirate and finally gains respect. Both characters remind us that everyone deserves acceptance without constant criticism.

Also See:

Poem 7 – The Trees

Extract-Based Questions:

1. I sit inside, doors open to the veranda
writing long letters
in which I scarcely mention the departure
of the forest from the house.
The night is fresh, the whole moon shines
in a sky still open
the smell of leaves and lichen
still reaches like a voice into the rooms.

(i) Comment on the portrayal of the narrator in the given extract.
Ans. The narrator is calm, reflective and composed. She sits quietly writing letters and hardly mentions the trees’ departure, which suggests acceptance and emotional restraint, yet her awareness of the night, moon and scent of leaves shows her sensitivity to nature.

(ii) Complete the following suitably:
The trees’ movement from the house to the forest, reflect the broader theme of _______.
Ans. freedom (the trees’ liberation from confinement and return to nature)

(iii) What has the poet hardly mentioned in her letter?
Ans. She has hardly mentioned the departure of the forest from the house (the trees’ moving out).

(iv) What kind of atmosphere is created through the given extract?
Select the correct option(s):
1. nostalgia 2. serenity 3. detachment 4. loss 5. joy
(A) 1 and 4
(B) Only 2
(C) 1, 2 and 3
(D) 2 and 5
Ans. (C) 1, 2 and 3: nostalgia, serenity and detachment.

2. “All night the roots work
To disengage themselves from the cracks
in the veranda floor. The leaves strain towards the glass
small twigs stiff with exertion
long-cramped boughs shuffling
under the roof
like newly discharged patients
half dazed, moving to the clinic doors

(i) What do the roots work upon all night?
Ans. The roots work all night to disengage themselves from the cracks in the veranda floor.

(ii) Each part of the trees works to get itself free. Describe their struggle. (answer in about 40 words)
Ans. The roots struggle to pull free of the cracks, the leaves strain towards the glass, the twigs are stiff with effort and the long, cramped boughs shuffle under the roof. Each part labours painfully to escape its confinement and reach the open.

(iii) Fill the blank with one word.
The long branches are compared to _______.
Ans. newly discharged patients

(iv) The phrase ‘half-dazed’ is used for the branches as they adjust from being indoors to being in the open. It highlights the branches’:
(A) disorientation and fragility
(B) experience and privilege
(C) hurt and injury
(D) barrenness and pain
Ans. (A) disorientation and fragility

Short Answer Questions (40–50 words)
1. Support with textual evidence that the poem ‘The Trees’ symbolises emotion and exhaustion.
Ans. ‘All night the roots work to disengage themselves’ shows tireless effort. ‘Small twigs stiff with exertion’ and ‘long-cramped boughs shuffling’ show physical exhaustion. The comparison to ‘newly discharged patients half dazed’ suggests weakness and recovery. Together they symbolise emotional strain and the tiring struggle to break free.

Also See:

Fog

Extract-Based Questions:

The fog comes
on little cat feet.
It sits looking
over harbour and city
on silent haunches
and then moves on.

(i) Examine the strategic use of imagery in the above lines.
Ans. The poet likens fog to a cat. ‘Little cat feet’ and ‘silent haunches’ give touch and sight imagery, showing that fog comes silently, softly and stealthily. The single extended image makes an abstract thing vivid and alive with very few words.

(ii) How does the poet portray the relationship between nature and the urban environment?
Ans. Fog silently settles over the harbour and city and then moves on, so nature quietly takes over the man-made world. The city is passive, watched over by nature, which shows nature’s gentle yet powerful presence over urban life.

(iii) On the basis of the extract, select the correct option. The image of a cat moving “on little cat feet” evokes:
(A) softness
(B) roughness
(C) wilderness
(D) hardness
Ans. (A) softness

(iv) Fill in the blank with the appropriate option from the brackets:
In the given extract, the tone of the poet is __________ (playful and mysterious/cold and rough/pessimistic and aggressive).
Ans. playful and mysterious

Short Answer Questions (40–50 words)

1. What is the contribution of the extended metaphor in the poem “Fog”?
Ans. The whole poem compares fog to a cat that arrives silently, sits and watches over the harbour and city, then moves on. This extended metaphor makes fog seem alive and familiar, shows its quiet, passing nature and gives the poem unity, charm and brevity.

Also See:

Poem 9 – The Tale of Custard the Dragon

Long Answer Questions (100–120 words)

2. Analyse how Amanda in the poem ‘Amanda’ and the dragon in the poem ‘The Tale of Custard the Dragon’ yearn for acceptance and a life free from criticism.
Ans. Amanda is nagged about her nails, posture, homework and food. To escape, she imagines herself as a mermaid, an orphan and Rapunzel, living peacefully without orders. Her daydreams show a desire to be free and accepted as she is.
Custard, too, is ridiculed by Belinda, Ink, Blink and Mustard, who boast of their courage while he cries for a ‘nice safe cage’. He longs to be accepted for his gentle nature. Both are misunderstood by those closest to them. The difference lies in the outcome: Amanda can only escape in imagination, while Custard proves his bravery against the pirate and finally gains respect. Both characters remind us that everyone deserves acceptance without constant criticism.

3. How does the contrast between the pilot’s fear in ‘The Black Aeroplane’ and Custard’s initial cowardice in ‘The Tale of Custard the Dragon’ highlight that courage can be found in the most unexpected characters when circumstances demand it?
Ans. The pilot in ‘The Black Aeroplane’ flies into a storm because he is eager to reach home. Inside the clouds his compass and radio go dead and his fuel runs low. He is terrified, yet he follows the mysterious black aeroplane and lands safely. Custard the dragon is mocked by everyone else in the house, who boast of their courage, because he is timid and cries for a safe cage. When a pirate attacks, the brave ones run away and Custard fights and defeats him. Both show that courage is not a fixed trait. Even a frightened pilot and a cowardly dragon act bravely when the moment demands it.

Also See:

For Anne Gregory

Short Answer Questions (40–50 words)

1. What is ‘yellow hair’ a symbol of in “For Anne Gregory”? Discuss.
Ans. Yellow hair symbolises outer, physical beauty, the surface quality that attracts young men. The poet uses it to show that human love is often drawn by appearance, whereas true love, as the old man says, should be for the person herself and not for such external features.

2. The religious man’s perspective in ‘For Anne Gregory’ reinforces the concept of divine love. Illustrate.
Ans. The old religious man says he has found a text proving that only God can love Anne for herself alone and not for her yellow hair. This shows that divine love is unconditional and sees the inner self, while human love is shallow and depends on looks.

3. How does the tone of the poet in the poem ‘For Anne Gregory’ highlight the distinction between external beauty and inner worth?
Ans. The tone is gently teasing, witty and yet earnest. Through Anne’s lighthearted dialogue with the poet and the older man’s serious insight, he shows that people notice looks first. The tone makes the point that real worth lies in character, not outward beauty.

4. Analyse the young woman’s mention of dyeing her hair in the poem ‘For Anne Gregory’. How does her statement support the fact that most people love only external beauty?
Ans. Anne says she can dye her hair brown, black or carrot so that young men will not love her for her yellow hair. This shows she knows that people love appearance and that a change in looks could end that love, so she wishes to be loved for herself.

5. What lesson does “For Anne Gregory” present for youthful love?
Ans. The poem teaches that youthful love is often based on beauty and appearance, which fade or can be altered. Real love should accept a person for qualities, character and inner self. We should therefore not judge or love others for looks alone.

Also See:

Footprints without Feet Book Lessons

A Triumph of Surgery

Short Answer Questions (40–50 words)

1. Considering the emotional attachment of Mrs. Pumphrey with Tricki, state the impact of the word ‘convalescing’ on her.
Ans. The word ‘convalescing’ made Mrs. Pumphrey believe Tricki was recovering from a serious illness and was being nursed back to health. It gave her great relief and joy, and she kept sending gifts for him. It shows how deeply she loved him and how easily she was reassured.

2. Why was Dr. Herriot really worried about Tricki?
Ans. Tricki was dangerously overweight and lazy because Mrs. Pumphrey overfed him with cream, cakes and chocolates and gave him no exercise. Herriot feared this pampering would seriously harm the dog’s health, and he was also worried about how to convince the doting owner without hurting her.

3. In ‘A Triumph of Surgery’, how does Tricki’s condition reflect the consequences of pampering pets excessively? What does this suggest about human attachment?
Ans. Tricki became fat, breathless and listless because of too much food and too little exercise. His condition shows that overindulgence harms rather than helps. It suggests that human attachment, however loving, can be blind and must be guided by good sense and the real needs of the one we love.

Long Answer Questions (100–120 words)

1. Evaluate how “A Triumph of Surgery” is a lesson in thoughtful parenting.
Ans. Mrs. Pumphrey acts like an over-indulgent parent. Out of love she feeds Tricki rich food and never lets him exercise, and he ends up ill and lazy. This is the effect spoiling can have on a child.
Dr. Herriot represents balanced care. He treats Tricki with a simple diet, exercise and the company of other dogs, and the dog becomes healthy and lively. The story teaches that parents should combine love with discipline, set limits and think of long-term well-being rather than short-term pleasure. Thoughtful parenting means giving what is good for the child, not everything the child wants.

2. Compare and contrast Tricki’s condition before and after his stay at the surgery. How does this contrast help in understanding the role of proper care, discipline and environment in ensuring Tricki’s well-being?
Ans. Before, Tricki was overweight, wheezing, bored and lethargic from too much rich food and no activity. After his stay, he played with the other dogs, ate simple meals heartily, regained his energy and became lively and healthy again.
The contrast shows that his illness came from his environment, not from any disease. Proper care, a controlled diet, regular exercise and company brought back his health. It proves that discipline and a healthy surrounding are as important as affection for the well-being of any living being.

3. How does Dr. Herriot’s approach to treat Tricki reflect his deep understanding of the animal’s needs and bring to the fore the character traits of patience, observation and empathy in ‘A Triumph of Surgery’?
Ans. Herriot carefully observes Tricki and realises that the dog’s problem is overfeeding and lack of exercise, not a serious illness. With patience, he keeps Tricki at the surgery, gives him a plain diet and lets him mix with other dogs, so the dog recovers naturally.
His empathy shows in the way he handles Mrs. Pumphrey. He does not blame her but uses the word ‘convalescing’ and later praises the ‘triumph of surgery’, protecting her feelings. His treatment reveals a deep understanding of both animal and owner.

4. How does Mr. Herriot’s practical approach to Tricki’s illness in contrast to Mrs. Pumphrey’s emotional attachment highlight his role as both, a skilled veteran and a perceptive human being?
Ans. Mrs. Pumphrey treats Tricki with emotion alone and shows love through gifts and treats. Herriot looks at the facts: he diagnoses the real cause of the dog’s laziness and prescribes a natural cure of rest, diet and exercise, which proves his skill as a veterinary surgeon.
He is equally perceptive about people. He understands that Mrs. Pumphrey would be hurt if told the truth bluntly, so he tactfully lets her believe in a miracle cure. His practical wisdom and kindness together make him both an expert and a thoughtful human being.

5. Evaluate the elements of humour and endearment in “A Triumph of Surgery”.
Ans. The humour lies in Mrs. Pumphrey’s exaggerated pampering of Tricki, the long list of gifts she sends, her dramatic worry about ‘convalescing’, and Herriot’s pretence of performing an operation. The very title is ironical, because no surgery was needed. Tricki’s greed adds to the comedy.
The endearment comes from Mrs. Pumphrey’s genuine affection for her dog, Tricki’s own charm, and Herriot’s gentle, caring way of handling both. The warm, light tone makes us smile while sympathising with every character.

Also See:

The Thief’s Story

Short Answer Questions (40–50 words)

1. Explain why Anil chose to overlook the breach of trust in spite of being aware of it.
Ans. Anil knew Hari Singh had taken his money, because the notes were still damp, but he chose to forgive him. He believed trust and kindness could reform the boy better than punishment. By giving him another chance, he wanted Hari to feel guilty and change for himself.

2. Why does Hari Singh find it pleasant to work for Anil, though he was a thief?
Ans. Anil treated Hari with kindness and trust. He gave him food and shelter, never scolded him and promised to teach him to read and write. For the first time Hari was respected rather than suspected, and he enjoyed the easy, affectionate atmosphere.

3. Why did Hari Singh approach Anil?
Ans. Hari Singh, a fifteen-year-old thief, met Anil, a young writer, at a wrestling match. He thought Anil was gullible and easy prey. He claimed he could cook and asked for a job so that he could win Anil’s trust and rob him.

4. Had Anil really forgiven Hari Singh? Support your answer with evidence from the text.
Ans. Yes. Anil knew about the theft, for the notes Hari returned were damp from the rain, yet he said nothing. The next morning he handed Hari a fifty-rupee note and said they would start writing full sentences. This silent forgiveness shows he had truly pardoned him.

Long Answer Questions (100–120 words)

1. Anil’s love, trust and compassion influenced Hari Singh’s inner conflict and played a crucial role in transforming him. Elucidate.
Ans. Hari Singh came to Anil only to rob him, but Anil gave him food, shelter and respect, and offered to teach him to read and write. Nobody had trusted Hari before, and this trust began to trouble his conscience.
After stealing the money, Hari could not find peace; he stood at the station with his guilt growing and finally decided to return. He quietly put the damp notes back under the mattress. Anil’s silence, his fifty-rupee gift and his promise to continue the lessons showed complete forgiveness. Such love, trust and compassion convinced Hari that an honest life was possible, and he began to change.

2. Support with textual evidence, the themes of ‘empathy over punishment’ in ‘The Thief’s Story’.
Ans. Anil does not hand Hari over to the police, though he has proof of the theft. He never accuses him, saying nothing about the damp notes, and instead gives him a fifty-rupee note and continues the lessons.
This understanding makes Hari feel more guilty than punishment ever could. Earlier, he expected cruelty and suspicion from everyone, but Anil’s empathy shows him a different way of life. The story therefore demonstrates that kindness and forgiveness can reform a wrongdoer more effectively than harsh punishment.

3. Those who go astray can change for the better when treated with trust and respect. Justify the statement by citing suitable evidences from ‘The Thief’s Story’.
Ans. Hari Singh was a habitual thief who changed his name every month and cheated for a living. Anil trusted him, left his money within reach and treated him as an equal, never as a criminal.
Hari felt uneasy about breaking that trust. Even after taking the money, he returned it, because he could not bear to betray the only person who had respected him. Anil’s calm acceptance and continued teaching gave Hari a new purpose: education and an honest life. Thus trust and respect, not force, brought about his reform.

Also See:

Chapter 3 – The Midnight Visitor

Extract-Based Questions

1. Ausable did not fit any description of a secret agent Fowler had ever read. Following him down the musty corridor of the gloomy French hotel where Ausable had a room, Fowler felt let down. It was a small room, on the sixth and top floor and scarcely a setting for a romantic adventure. Ausable was, for one thing, fat, very fat. And then there was his accent. Though he spoke French and German passably, he had never altogether lost the American accent he had brought to Paris from Boston twenty years ago. “You are disappointed,” Ausable said wheezily over his shoulder.

(i) Which of the following describes how Fowler felt on seeing Ausable for the first time?
(A) excited and happy
(B) indifferent and disgusted
(C) surprised and disappointed
(D) envious and in awe
Ans. (C) surprised and disappointed

(ii) How did the hotel’s atmosphere influence Fowler’s mood?
Ans. The gloomy, musty corridor and small, shabby room on the top floor were nothing like the romantic setting Fowler had imagined for a secret agent. This ordinary, dull atmosphere deepened his feeling of being let down.

(iii) Fill in the blank with the correct word from the bracket:
Ausable’s reaction on seeing how Fowler felt shows that he was _______. (observant/ embarrassed)
Ans. observant

(iv) In what way does Ausable defy the typical spy image?
Ans. Ausable is fat, wheezy and has an American accent, whereas a typical spy is imagined as slim, dashing and mysterious. He lives in a plain room, not in glamour. In this way he defies the stereotype of a secret agent.

Short Answer Questions (40–50 words)

1. Mention how Ausable was always one step ahead of everyone.
Ans. Ausable guesses at once that Fowler is disappointed and speaks about it first. He is calm when Max suddenly appears with a pistol. He invents a story about a balcony and makes Max believe the police are outside, so Max jumps out of the window to the non-existent balcony.

2. Describe the role of the ‘balcony’ in the story ‘The Midnight Visitor’.
Ans. The balcony is Ausable’s clever invention. He says that his room has a balcony joined to the next apartment and that Max must have entered through it. When Max thinks the police have come, he chooses to hide on the balcony and falls, so it becomes the means of defeating Max.

3. “The Midnight Visitor” illustrates that “Stereotypes are often misleading”. Justify.
Ans. Fowler expects a slim, glamorous spy, but Ausable is fat, wheezy and ordinary-looking. Yet he proves far more intelligent and brave than Max, who looks like a threatening agent. The story shows that appearance can mislead, and that real ability lies in quick thinking, not in outward looks.

4. Ausable displayed a remarkable presence of mind combined with a good sense of humour to handle Max. Justify.
Ans. Faced with a gun, Ausable stays calm and thinks quickly. He complains about ‘that nuisance of a balcony’ with irritation and acts as if the hotel management has been careless, which humorously distracts Max. He then makes Max walk straight into the trap without any panic.

5. Why was Fowler interested in meeting Ausable?
Ans. Fowler was a young, aspiring writer who wanted to experience adventure and gather material for his stories. He had heard that Ausable was a secret agent, so he looked forward to meeting a real spy and finding the thrill and romance of the spy world.

6. How does the setting of the hotel room become a tool in Ausable’s plan to defeat Max?
Ans. Ausable uses the top-floor room and the window to fool Max. By inventing a balcony outside the window and complaining about it, he makes Max believe it can be used as a hiding place. When Max steps out of the high window, the room itself becomes the means of getting rid of him.

Also See:

Chapter 4 – A Question of Trust

Short Answer Questions (40–50 words)

1. How does the statement “society must be protected from men like you” prove to be ironical in the story “A Question of Trust”?
Ans. The woman who says this to Horace is herself a thief who has tricked him. She talks of protecting society from criminals, yet she is the greater culprit. Horace, who steals only once a year, is caught, while she escapes with the jewels.

2. Horace Danky’s final arrest was a blessing in disguise. Explain.
Ans. Although Horace was caught and sent to prison, it proved a blessing. He could no longer rob safes, and he could read the prison library’s many books at leisure, which was his real passion. Arrest also cured him of his dangerous habit of stealing every year.

3. Why does Horace Danby consider himself an honest man despite being a thief? How does this self-perception affect his decision in the story?
Ans. Horace steals only once a year to buy rare books and does not harm anyone, so he feels he is basically honest. This self-image makes him trust a stranger, the lady in the house, and he agrees to open the safe for her. His false confidence causes his downfall.

4. What was the passion of Horace Danby and how did he satisfy it?
Ans. Horace Danby loved collecting rare and expensive books. To pay for them, he worked as a locksmith and also robbed one safe every year. He planned each robbery carefully and spent the stolen money on books that he treasured in his collection.

Also See:

Chapter 5 – Footprints without Feet

Short Answer Questions (40–50 words)

1. Describe the extraordinary behaviour of the furniture when the Halls entered the stranger’s room.
Ans. The furniture seemed to be alive. The stranger’s clothes and bedclothes were thrown about, the chair appeared to move and press against Mrs. Hall, and it pushed her out of the room. The door then shut and locked by itself. It terrified the Halls because nobody was visible.

2. How do Griffin’s attributes as a great scientist fade before his darker traits?
Ans. Griffin is brilliant, determined and discovers the secret of invisibility. But his brilliance is overshadowed by his arrogance, selfishness and violent temper. He lies, steals, burns a house and threatens the villagers. His scientific gifts are therefore forgotten in the shadow of his harmful behaviour.

3. Why does Griffin, despite his scientific genius, end up leading a destructive life?
Ans. Griffin uses his discovery for selfish ends and is not responsible with it. His impatience, anger and desire for power make him break laws and hurt people. Invisible, he becomes isolated and desperate, and without a conscience to guide his genius, he becomes destructive.

Also See:

Chapter 6 – The Making of a Scientist

Extract-Based Questions:

1. “Richard was competitive,” Mr. Weiherer continued, “but not in a bad sense.” He explained, “Richard wasn’t interested in winning for winning’s sake or winning to get a prize. Rather, he was winning because he wanted to do the best job he could. For the right reasons, he wants to be the best.” And that is one of the ingredients in the making of a scientist. Start with a first-rate mind, add curiosity, and mix in the will to win for the right reasons. Ebright has these qualities.

(i) In light of the excerpt, what can we infer about Richard from Mr. Weiherer’s statement, “Richard was competitive, but not in a bad sense”?
Ans. We can infer that Richard had a healthy competitive spirit. He wanted to do his very best for the right reasons, out of passion for excellence, and not to win prizes or defeat others.

(ii) Mention the ‘ingredients’ which are necessarily required in the making of a scientist
Ans. The ingredients are a first-rate mind, curiosity, and the will to win for the right reasons.

(iii) Fill Answer: in the blank with the correct word from the brackets:
Mr. Weiherer suggests that Richard was _____________. (lethargic/persistent)
Ans. persistent

(iv) As per the above excerpt, what is not true about Ebright? Select the correct option.
(A) strongly curious
(B) bright minded
(C) competitive spirit
(D) irrational
Ans. (D) irrational

Short Answer Questions (40–50 words)

1. Working through his project of collecting and tagging butterflies, Ebright developed a scientific temperament. Elaborate.
Ans. While collecting and tagging butterflies, Ebright observed them closely, asked questions, kept records and searched for answers. He read widely and worked patiently, even when problems arose. This curiosity, discipline and persistence in studying nature helped him develop a scientific temperament.

2. What vision did Ebright have in raising a flock of butterflies?
Ans. Ebright wanted to raise a large number of butterflies, tag them and release them so that their migration could be traced. He hoped to contribute to scientific research on monarch butterflies and take part in a real research project, which gave his hobby a serious purpose.

3. Richard Ebright’s mother gifted him a book which became the turning point in his life. Discuss.
Ans. His mother gave him a book on monarch butterflies, which introduced him to the idea of tagging them to study migration. It sparked his curiosity and led him to collect, raise and tag butterflies. This simple gift started his journey from a curious child to a future scientist.

4. In what way was Richard Ebright’s scientific journey enhanced by the support of his mother?
Ans. Ebright’s mother encouraged his curiosity from the start. She gave him books, a microscope and a telescope and took him to interesting places, while allowing him freedom to explore. This constant support gave him confidence and the opportunity to grow into a scientist.

Also See:

Chapter 7 – The Necklace

Extract-Based Questions:

1. Mme Loisel was a great success. She was the prettiest of all – elegant, gracious, smiling, and full of joy. All the men noticed her, asked her name and wanted to be presented. She danced with enthusiasm, intoxicated with pleasure, thinking of nothing but all this admiration, this victory so complete and sweet to her heart.

(i) How is “success” perceived by Matilda?
Ans. For Matilda, success means being admired: being the prettiest woman at the ball, attracting attention and being noticed by everyone. She judges success by outward charm and social approval, not by inner worth.

(ii) Fill in the blank with the correct word from the bracket.
‘All the men noticed her, asked her name and wanted to be presented’ indicates that the men wanted to be formally _______ (introduced / withholden) to her.
Ans. introduced

(iii) Which of the following best describe Matilda’s state of mind in the context?
(A) overwhelmed
(B) anxious
(C) confused
(D) sad
Ans. (A) overwhelmed (with joy and pleasure at all the admiration)

(iv) Explain the phrase “this victory so complete and sweet to her heart”.
Ans. ‘Victory’ here means winning the admiration of everyone at the ball. It is ‘complete and sweet’ because she finally feels she has achieved the status and attention she has always craved. The irony is that this triumph is brief and leads to ruin.

Short Answer Questions (40–50 words)
1. How does Matilda face ‘the horrible life of necessity’?
Ans. Matilda faces it with courage and determination. She dismisses the maid, moves to a cheap attic, does heavy household work, washes dishes, scrubs floors and bargains with shopkeepers. For ten years she works hard with her husband to repay the debt, losing her beauty but gaining strength.

Long Answer Questions (100–120 words)

1. Evaluate how “The Necklace” critiques the obsession with appearances and social status.
Ans. Matilda is pretty but unhappy with her modest life, dreaming only of luxury and admiration. To seem rich at the ball she borrows a diamond necklace, and when she loses it, she cannot admit it because of pride.
The story criticises a society that values show over substance. Matilda’s desire for status and her vanity bring ten years of poverty and hard labour. The shocking twist that the necklace was only paste shows how foolish it is to chase appearances. Maupassant warns that a false sense of status can destroy happiness and honest living.

2. Analyze, how the theme of appearance versus reality is developed in ‘The Necklace’ through Matilda’s life choices and their consequences.
Ans. At the ball, Matilda appears wealthy and glamorous, but in reality she is the wife of a poor clerk. The necklace looks like real diamonds, but it is cheap imitation. She chooses to hide the loss and replace it with a costly necklace rather than confess.
These choices push the couple into debt and ten years of misery, turning her into a rough, worn woman. Madame Forestier, who seemed rich, owned only paste jewellery. Reality is revealed at the end, showing that outward show is deceptive and that Matilda’s choices were based on illusion.

3. The inability to accept one’s real circumstances led to suffering and an unhappy life, as reflected through the character of Matilda in ‘The Necklace’. Analyze.
Ans. Matilda was born into a modest family and married a clerk, but she never accepted her circumstances. She constantly suffered for the luxuries she lacked and was jealous of rich friends, so she remained dissatisfied despite a loving husband.
Her refusal to accept reality made her borrow the necklace, shamed her into silence when she lost it and caused her to ruin their lives with a heavy debt. Contentment with what she had would have saved her years of hardship. The story shows that discontent and false pride lead to real suffering.

4. A little confession might have saved Matilda from years of suffering and hardships. Analyse how Matilda’s vanity, pride, and fear of judgement caused her to live a miserable and tormented life.
Ans. If Matilda had told Madame Forestier about the loss and asked for time, the truth that the necklace was only paste would have come out, saving ten years of misery. But her vanity made her unwilling to admit she had lost a friend’s jewel.
Pride and fear of being thought careless or poor made her hide the truth, and she and her husband borrowed heavily to buy a replacement. This one decision led to poverty, exhausting work and the loss of her beauty. Honesty would have cost only a little embarrassment.

5. In ‘The Necklace’, Madam Loisel spends years repaying a debt for a necklace that was never valuable. How does this irony expose the illusion of wealth and the consequences of chasing appearances?
Ans. The Loisels spend ten years in poverty to pay for a diamond necklace that was actually worth very little. The irony is painful: the object that symbolised wealth was fake, and their sacrifice was for nothing.
Matilda’s youth and beauty were lost because of an illusion of riches. It exposes how appearances can deceive and how chasing status and show can bring ruin. Real value lies in honesty, contentment and character, not in glittering ornaments.

Also See:

Chapter 8 – Bholi

Short Answer Questions (40–50 words)

1. Mention any two reasons that substantiate that Bholi’s mother was a negative presence in her life.
Ans. Bholi’s mother treated her as a burden because of her scarred face and stammer, and this attitude crushed Bholi’s confidence. She also considered marriage the only solution and accepted a match with an older man without thinking about Bholi’s happiness.

2. Who did the teacher compare herself with when she sees the transformed version of Bholi? Why did she feel so?
Ans. The teacher felt like a sculptor who had carved a beautiful statue out of a rough stone. She had patiently built Bholi’s confidence and given her courage, and the girl who once stammered with fear now spoke boldly. This success filled the teacher with pride.

3. The teacher built up Bholi’s confidence on her first day at school. Discuss.
Ans. On her first day, the teacher spoke to Bholi gently, called her by name and encouraged her to speak without fear when the other children laughed at her stammer. This kindness made Bholi feel respected, so she began to trust herself and her confidence started to grow.

4. What makes Bholi believe that the place where she was taken was better than her home?
Ans. At home Bholi was neglected, scolded and treated as a burden. At school the teacher spoke to her gently and treated her with love and respect, and she met other children. This warmth and acceptance made her feel that school was a better place than home.

5. Based on your understanding of the story, how do you assess Bholi’s father?
Ans. Bholi’s father, Ramlal, is a practical man who cares for his reputation and money. He neglects his daughter and agrees to a hasty marriage to avoid dowry. Yet he ultimately sees his mistake, supports Bholi’s refusal and depends on her, which shows his regret.

6. Bholi had many apprehensions about going to school yet she knew that she was going to a better place than her home. Explain.
Ans. Bholi feared that the children would laugh at her stammer and scarred face, so she was nervous about school. But she also knew that at home she was unwanted. Thus, despite her fear, she hoped school would offer kindness, learning and a chance for a better life.

7. How did education change Bholi’s personality?
Ans. Education turned the timid, stammering Bholi into a confident, courageous woman. She learned to speak clearly and think for herself. She refused to marry the greedy Bishamber, decided to teach in the school and to care for her ageing parents, showing independence and self-respect.

Also See:

Chapter 9 – The Book that Saved the Earth

Extract-Based Questions:

1. OOP: I haven’t a clue. I’ve been to seven galaxies, but I’ve never seen anything like this. Maybe they’re hats. (He opens a book and puts it on his head.) Say, maybe this is a haberdashery!
OMEGA : (bowing low) Perhaps the Great and Mighty Think-Tank will give us the benefit of his thought on the matter.
THINK-TANK : Elementary, my dear Omega. Hold one of the items up so that I may view it closely. (Omega holds a book on the palm of her hand.) Yes, yes, I understand now. Since Earth creatures are always eating, the place in which you find yourselves is undoubtedly a crude refreshment stand.
OMEGA : (to Iota and Oop) He says we’re in a refreshment stand.
OOP : Well, the Earthlings certainly have a strange diet.

(i). “Elementary, my dear Omega.” What is Think-Tank’s tone in the sentence?
(A) patronising
(B) admonishing
(C) ironic
(D) sarcastic
Ans. (A) patronising

(ii). Why does Omega call Think-Tank great and mighty?
Ans. Omega addresses Think-Tank as ‘Great and Mighty’ to flatter him and to show respect for his position as the Martian commander. It also feeds his ego and persuades him to explain the puzzling objects.

(iii). Fill in the blank with the correct word from the bracket:
After viewing the book closely, Think-Tank concludes that Earth creatures _______ (enjoy/dislike) eating food.
Ans. enjoy

(iv) Why does Oop open the book and put it on his head?
Ans. Oop thinks the books might be hats, since he cannot understand what they really are. He puts one on his head to test this idea, which comically shows how little the Martians understand Earth.

2. OMEGA : Yes, sir. / Mistress Mary, quite contrary. / How does your garden grow? / With cockle shells and silver bells And pretty maids all in a row.
OOP : Ha, ha, ha. Imagine that. Pretty maids growing in a garden.
THINK-TANK : (alarmed) Stop! This is no time for levity. Don’t you realise the seriousness of this discovery? The Earthlings have discovered how to combine agriculture and mining. They can actually grow crops of rare metals such as silver. And cockle shells. They can grow high explosives, too. Noodle, contact our invasion fleet.
NOODLE : They are ready to go down and take over Earth, sir.

(i) What can we infer from the given statement, ‘‘This is no time for levity’’?
Ans. It implies that Think-Tank thinks the situation is serious and dangerous. He scolds Oop for laughing, believing the rhyme contains important information about Earth’s abilities, and he wants everyone to treat it with gravity.

(ii) Think-Tank thinks that Earthlings have reached a high level of civilisation. Why does he think so?
Ans. Think-Tank wrongly reads the rhyme literally: silver bells and cockle shells growing in a garden. He thinks the Earthlings have combined agriculture and mining and can grow rare metals and even high explosives, so he believes they are highly advanced.

(iii) Complete the sentence appropriately:
The piece of information that Noodle provides to Think-Tank is ___________.
Ans. the invasion fleet is ready to go down and take over Earth.

(iv) What is the tone of Omega while reading the rhyme?
1. happy
2. optimistic
3. serious
4. pessimistic
5. sarcastic
Select the correct option:
(A) Only 1
(B) 4 and 5
(C) Only 3
(D) 1 and 2
Ans. (C) Only 3: Omega reads the rhyme in a serious, dutiful way because she is obeying her commander.

Short Answer Questions (40–50 words)

1. How does Noodle deal with Think Tank mistakes without openly contradicting him?
Ans. Noodle is tactful and polite. He addresses Think-Tank respectfully and phrases his remarks as gentle suggestions or reminders instead of corrections. In this way he protects the commander’s pride while quietly directing him, and gets his own point across without offence.

Long Answer Questions (100–120 words)

1. How does Think-Tank’s arrogance and ignorance contribute to the theme of wit over power in ‘The Book that Saved the Earth’?
Ans. Think-Tank considers himself all-knowing and refuses to doubt his own conclusions. He treats books as food and hats and reads a nursery rhyme as a scientific secret. His pride blinds him to simple facts, and he trusts his own foolish reasoning.
Although the Martians have powerful ships and weapons, their commander’s ignorance makes them cancel the invasion. Noodle’s cleverness and the harmless rhyme book achieve what force could not. The play shows that wit, humility and knowledge matter more than power and arrogance.

2. The Martians, despite their advanced technology, are outsmarted by their own ignorance and an old book of rhymes. Comment with reference to ‘The Book that Saved the Earth’.
Ans. The Martians have travelled across galaxies and own a powerful invasion fleet, yet they do not understand ordinary Earth things. They mistake books for hats or food and take Mother Goose rhymes literally.
Think-Tank reads the verse about silver bells and cockle shells as evidence that Earthlings can grow metals and explosives, and so decides that the planet is dangerously advanced. Thus an old book of nursery rhymes saves Earth. The Martians’ technology is no match for their own ignorance, which defeats them.

3. The play ‘The Book that Saved the Earth’ conveys that misunderstanding cultural differences can cause uninvited chaos and disaster. Explain this statement in the light of Think-Tank’s interpretation of the rhymes in the book ‘Mother Goose’.
Ans. The Martians do not know Earth’s culture, so they misread a simple nursery rhyme. Think-Tank takes ‘silver bells and cockle shells’ literally and decides that Earthlings grow rare metals and high explosives.
His false interpretation nearly leads to war, and it is only the Martians’ own mistakes that stop it. In the play the confusion saves the Earth, but it shows that ignorance of another culture can cause fear, conflict and disaster. Understanding customs and context before judging others is essential.

4. Discuss how the play “The Book that Saved the Earth” depicts how misunderstanding of cultural differences and lack of awareness about other races cause confusion and conflict.
Ans. The Martians know nothing about Earthlings and judge them by their own assumptions. They think books are hats or food and a nursery rhyme is a military secret. Their lack of awareness makes them see Earth as a dangerous threat.
Think-Tank’s mistaken reading turns an innocent rhyme into a reason for invasion, creating confusion in the Martian camp and ending with the fleet’s retreat. The play uses comedy to warn that ignorance about other races and cultures leads to fear, misjudgement and conflict.

5. In ‘The Book That Saved the Earth’, how does the play use humour and irony to comment on both futuristic technology and human assumptions? What message do you think the author conveys through the Martians’ misinterpretation of a nursery rhyme?
Ans. The humour comes from the Martians’ absurd guesses: Oop wears a book as a hat and Think-Tank calls a bookshop a refreshment stand. The irony is that beings with advanced technology are fooled by a nursery rhyme, while pompous Think-Tank is the least wise of them all.
The play shows that technology cannot replace understanding, and that assumptions made without knowledge are dangerous. Through the misinterpreted rhyme, the author tells us not to judge others by our own limited view, and to value knowledge, humility and open-mindedness.

Also See:

Class 10 English Previous Year Question Paper (2026) with Solutions

CBSE Class 10 English Chapter-wise Previous Years Questions (2026) with Solution

First Flight Book Lessons

First Flight Book Poems

Footprints without Feet Book Lessons

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