कक्षा 10 English First Flight Chapter 4 : "From The Diary of Anne Frank से जुड़े परीक्षा उपयोगी प्रश्न और NCERT समाधान

Class 10 English First Flight के Chapter 4 ‘From the Diary of Anne Frank’ में आपको एक किशोरी के जीवन, उसकी सोच और मुश्किल समय में उसके अनुभवों को समझने का मौका मिलता है। यह अध्याय ऐन की डायरी के जरिए किशोरावस्था को समझने और व्यक्तित्व के विकास को आसान तरीके से दिखाता है।

इन NCERT समाधानों में सभी प्रश्नों के सरल और सीधे उत्तर दिए गए हैं, जिससे आप अध्याय को अच्छे से समझ सकते हैं, आसानी से रिवीजन कर सकते हैं, सही तरीके से उत्तर लिखना सीख सकते हैं और अपनी बोर्ड परीक्षा की तैयारी को मजबूत बना सकते हैं।

"From The Diary of Anne Frank के NCERT समाधान यहां देखें 

Activity (पेज  49)

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

Answer 

Question 2:

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

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

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

01:00 p.m. Had lunch with the Chairman

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

09:30 p.m. Dinner at home

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

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

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

Answer:

(i) Diary (ii) Log (iii) Journal (iv) Memoir

Oral Comprehension Check (Page 51)

Question 1:What makes writing in a diary a strange experience for Anne Frank?

Answer:For Anne Frank, writing in a diary felt unusual because she had never done it before receiving one on her thirteenth birthday. Over time, the diary became much more than just a notebook—it turned into a trusted friend where she could openly share her thoughts and feelings. Even though she believed that others might not be interested in what a young girl had to say, she found comfort in expressing herself freely. The diary gave her a sense of relief and became a safe space where she could honestly reflect on her life and emotions.

Question 2 :Why does Anne want to keep a diary?

Answer: Anne Frank wanted to keep a diary because she often felt lonely and did not have a close friend to share her feelings with. She needed someone she could trust completely. Her diary became that companion—a place where she could express her thoughts, emotions, and worries freely. It gave her comfort and a sense of relief, as she could write honestly without worrying about being judged or misunderstood.

Question 3:Why did Anne think she could confide more in her diary than in people?

Answer: Frank felt that paper is more patient than people. Unlike humans, it would never interrupt, criticize, or judge her thoughts. This made her feel safe while expressing her emotions freely. Writing in her diary gave her a sense of comfort and relief, as she could share everything without hesitation.

She also trusted that her secrets would remain private within the diary’s pages. For her, the diary was not just a notebook but a dependable companion—one that listened quietly and allowed her to be completely honest without fear of being misunderstood or betrayed.

Oral Comprehension Check (Page 51)

Question 1: Why does Anne provide a brief sketch of her life?

Answer: Anne Frank includes a short description of her life to help readers understand who she is, along with her family and surroundings. By doing this, she makes it easier for readers to relate to her thoughts and experiences. It also helps them follow the events in her life more clearly and feel connected to her journey.

Question 2: What tells you that Anne loved her grandmother?

Answer: Anne’s strong affection for her grandmother is clear from the way she remembers and writes about her. She often mentioned her with warmth and respect. When her grandmother died in January 1942, Anne was deeply saddened. She also showed her love by remembering her on special occasions, like lighting a candle on her birthday, which reflects how important her grandmother was to her.

Oral Comprehension Check (Page 54)

Question 1: Why was Mr Keesing annoyed with Anne? What did he ask her to do?

Answer: Anne Frank’s teacher, Mr Keesing, was annoyed because Anne had a habit of talking continuously in class, which disturbed the teaching process and distracted other students. He wanted her to become more disciplined and attentive. To correct her behaviour, he gave her extra homework in the form of essays on topics related to talking too much, such as “A Chatterbox.” Through these assignments, he aimed to make her realise her mistake and improve her classroom behaviour.

Question 2: How did Anne justify her being a chatterbox in her essay?

Answer: Anne explained her talkative nature in a logical and clever way. She wrote that talking was a natural habit for her and that she had inherited it from her mother, who was also quite talkative. She argued that such traits are part of a person’s nature and are difficult to change completely. Through this explanation, she tried to justify that she was not talking deliberately to disturb others but because it was an inborn quality. Her reasoning was thoughtful and showed her intelligence and confidence.

Question 3: Do you think Mr Keesing was a strict teacher?

Answer: Mr Keesing cannot be called extremely strict, but he was definitely disciplined and serious about maintaining order in the classroom. He expected students to listen carefully and not interrupt the lesson. Although he punished Anne by giving her extra work, his intention was to correct her behaviour, not to be harsh. At the same time, he appreciated Anne’s witty and creative responses, even laughing at her essays. This shows that he was fair, understanding, and had a sense of humour, making him a balanced teacher.

Question 4: What made Mr Keesing allow Anne to talk in class?

Answer: Anne’s final essay, written in the form of a humorous poem titled “Quack, Quack, Quack, Said Mistress Chatterbox,” impressed Mr Keesing greatly. In this poem, she described a mother duck and her ducklings who were punished for quacking too much. The poem was creative, funny, and meaningful. Mr Keesing appreciated her imagination and sense of humour. This changed his attitude towards Anne, and he realised that her talkativeness was harmless. As a result, he stopped giving her extra homework and became more lenient, allowing her some freedom in class.

Thinking about the Text (Page 54–55)

Question 1: Was Anne right when she said that the world would not be interested in the musings of a thirteen-year-old girl?

Answer: Anne Frank was not completely right in thinking so. Although she felt that people might ignore a young girl’s thoughts, her diary later became one of the most widely read works in the world. It touched millions of readers and gave a powerful insight into life during the The Holocaust. Her writing proves that even a young person’s ideas can be meaningful, inspiring, and important for the world.

Question 2: There are some examples of diary or journal entries in the ‘Before You Read’ section. Compare these with what Anne writes in her diary. What language was the diary originally written in? In what way is Anne’s diary different?

Answer: Anne’s diary was originally written in Dutch. Unlike ordinary diary entries, her writing is more personal, lively, and expressive. She even named her diary “Kitty” and treated it like a close friend. While most diaries simply record daily events, Anne’s diary includes her feelings, thoughts, and reflections in a detailed and engaging way. This personal and emotional style makes her diary unique and interesting.

Question 3: Why does Anne need to give a brief sketch of her family? Does she treat ‘Kitty’ as an insider or an outsider?

Answer: Anne gives a short description of her family to help readers understand her background and personal life better. She feels that without this information, it would be difficult for readers to connect with her thoughts and experiences. She treats “Kitty” as an insider and her closest friend, with whom she shares everything openly and honestly.

Question 4: How does Anne feel about her father, her grandmother, Mrs Kuperus and Mr Keesing? What do these tell you about her?

Answer: Anne writes about her father, grandmother, Mrs Kuperus, and Mr Keesing with love, respect, and warmth. She admires her father deeply, remembers her grandmother with affection, and respects her teachers. These feelings show that Anne was caring, sensitive, and capable of understanding others. It also reflects her emotional maturity and strong bonding with people around her.

Question 5: What does Anne write in her first essay?

Answer: In her first essay titled “A Chatterbox,” Anne explains her habit of talking too much in a humorous way. She argues that she inherited this quality from her mother and that such traits are natural and difficult to change. Her logical explanation and witty style make the essay interesting and amusing.

Question 6: Anne says teachers are most unpredictable. Is Mr Keesing unpredictable? How?

Answer: Yes, Mr Keesing is shown to be unpredictable. At first, he is strict and punishes Anne for talking by giving her extra assignments. However, after reading her clever and humorous essays, he changes his attitude. He begins to appreciate her creativity and stops punishing her. This sudden change in behaviour clearly shows his unpredictable nature.

Question 7: What do these statements tell you about Anne Frank as a person?

(i) “We don’t seem to be able to get any closer, and that’s the problem. Maybe it’s my fault that we don’t confide in each other.”
Answer: This line shows Anne’s thoughtful and self-analytical nature. She feels lonely at times and honestly reflects on her relationships. Instead of blaming others, she considers her own role, which highlights her maturity and emotional awareness.

(ii) “I don’t want to jot down the facts in this diary the way most people would, but I want the diary to be my friend.”
Answer: This reveals Anne’s emotional depth and her need for companionship. She does not treat her diary as just a record book but as a close friend with whom she can share her true feelings. It shows her openness and trust.

(iii) “Margot went to Holland in December, and I followed in February, when I was plunked down on the table as a birthday present for Margot.”
Answer:This statement reflects Anne’s sense of humour and lively personality. She uses playful language to describe a situation, showing that she has a cheerful and imaginative way of expressing herself.

(iv) “If you ask me, there are so many dummies that about a quarter of the class should be kept back, but teachers are the most unpredictable creatures on earth.”
Answer: Here, Anne shows confidence and sharp observation. She expresses her opinions boldly and adds humour while talking about teachers. It highlights her intelligence and her ability to think independently.

(v) “Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking.”
Answer:This line shows Anne’s creativity and seriousness towards her work. Even when given a punishment, she tries to complete it in a meaningful and thoughtful way. It reflects her originality, strong reasoning skills, and dedication to doing things properly.

Thinking about Language (Page 55–58)

Question I: Look at the following words.

headmistress long-awaited homework
notebook stiff-backed outbursts

Answer: These are called compound words because they are made by combining two or more words to form a single word with a specific meaning.

Compound words are of different types:

• Nouns: headmistress, homework, notebook, outbursts

• Adjectives: long-awaited, stiff-backed

• Verbs: sleepwalk, babysit

These combinations help make language more precise and expressive by joining related ideas into one word.

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

Answer 

Sentences : 

• Her friend’s departure was heartbreaking news for her.

• Staying in the hostel away from her parents made Riya feel homesick.

• Rihan behaves like a blockhead and often becomes a subject of ridicule.

• One aim of education is to develop law-abiding citizens.

• Never overdo things when trying to impress others.

• The little girl sat daydreaming in class, unaware of the teacher’s gaze.

• Traffic came to a halt due to a breakdown in the middle of the road.

• The government took steps to improve agricultural output.

Thinking about Language (Page 55–58)

Question II: Phrasal Verbs

1. Find the meanings of the following phrasal verbs:

(i) plunge (right) in
Answer: To start something quickly and without hesitation.

(ii) kept back
Answer: To stop someone from moving forward or to make a student repeat a class (not promoted).

(iii) ramble on
Answer: To talk or write continuously in a confused or unorganized way, often for a long time.

(iv) get along with
Answer: To have a friendly and comfortable relationship with someone.

These phrasal verbs are commonly used in everyday English and often have meanings different from the individual words.

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

Answer:

plunge in: “…if I were to plunge right in, I’d better provide a brief sketch of my life…”

kept back: “…who will move up to the next form and who will be kept back.”

move up: “…teachers decide who will move up to the next form…”

ramble on: “Anyone could ramble on and leave big spaces…”

get along with: “I get along pretty well with all my teachers.”

calm down: “…my angry outbursts can’t calm them down.”

stay in: “…wondering whether to stay in or go out.”

make up for: “…intended to make up for the other…”

hand in: “I handed it in, and Mr Keesing had nothing to complain about…”

1. Meanings of the following phrasal verbs:

Answer:

plunge (right) in: to start immediately without any delay

kept back: to be stopped from being promoted to the next class

ramble on: to talk or write in a confused or aimless way for a long time

get along with: to have a friendly and comfortable relationship with someone

Question III: Idioms

Idioms

Idioms are groups of words with a fixed order, and a particular meaning, different from the meanings of each of their words put together. (Phrasal verbs can also be idioms; they are said to be ‘idiomatic’ when their meaning is unpredictable.) For example, do you know what it means to ‘meet one’s match’ in English? It means to meet someone who is as good as oneself, or even better, in some skill or quality. Do you know what it means to ‘let the cat out of the bag’? Can you guess?

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

(i) Our entire class is quaking in its boots. __________________________________________

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

(iii) Mr Keesing was annoyed with me for ages because I talked so much. ____________________

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

1. Meanings of idiomatic expressions

Answer:

(i) quaking in its boots – trembling with fear
(ii) not to lose heart – not to lose hope
(iii) for ages – for a very long time
(iv) the joke was on him – he was cleverly outsmarted

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

Answer:

(i) caught my eye: The beautiful painting in the gallery immediately caught my eye.

(ii) he’d had enough: After being disturbed again and again, he’d had enough and decided to leave.

(iii) laugh ourselves silly: We watched a funny movie and laughed ourselves silly the whole time.

(iv) can’t bring myself to: I can’t bring myself to tell her the truth because I don’t want to hurt her feelings.

Question IV:

Do you know how to use a dictionary to find out the meanings of idiomatic expressions? Take, for example, the expression caught my eye in the story.

Where — under which word — would you look for it in the dictionary?

Look for it under the first word. But if the first word is a ‘grammatical’ word like a, the, for, etc., then take the next word. That is, look for the first ‘meaningful’ word in the expression. In our example, it is the word caught.

But you won’t find caught in the dictionary, because it is the past tense of catch. You’ll find caught listed under catch. So you must look under catch for the expression caught my eye. Which other expressions with catch are listed in your dictionary?

Note that a dictionary entry usually first gives the meanings of the word itself, and then gives a list of idiomatic expressions using that word. For example, study this partial entry for the noun ‘eye’ from the Oxford Advanced Learner’s Dictionary, 2005

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

1. break somebody’s heart

2. close/dear to heart

3. from the (bottom of your) heart

4. have a heart

5. have a heart of stone

6. your heart goes out to somebody

Answer:

1 break somebody’s heart: to deeply hurt someone emotionally
It is wrong to break someone’s heart intentionally.

2 close/dear to heart: someone very special
Music has always been close to my heart.

3 from the bottom of your heart: sincerely
I thank my teachers from the bottom of my heart.

4 have a heart: show kindness
Please have a heart and help the needy.

5 have a heart of stone: lack sympathy
Only a person with a heart of stone can behave so cruelly.

6 your heart goes out to somebody: feel sympathy
My heart goes out to the victims of the accident.

Question V: Contracted Forms

When we speak, we use ‘contracted forms’ or short forms such as these:

can’t (for can not or cannot) I’d (for I would or I had) she’s (for she is)

Notice that contracted forms are also written with an apostrophe to show a shortening of the spelling of not, would, or is as in the above example.

Writing a diary is like speaking to oneself. Plays (and often, novels) also have speech in written form. So we usually come across contracted forms in diaries, plays and novels.

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

For example:

I’ve = I have

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

I’d = I had or I would

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

1. List of contracted forms and their full forms

Answer:

• I’ve – I have

• Can’t – cannot

• I’m – I am

• Won’t – would not

• Don’t – do not

• Doesn’t – does not

• Didn’t – did not

• Who’ll – who will

• You’re – you are

• There’s – there is

• I’d – I would

• We’ll – we will

• He’d – he had

• That’s – that is

• Who’s – who is

• Haven’t – have not

• It’s – it is

• Wouldn’t – would not

2. Contracted forms with two meanings

Answer:

• I’d – I had / I would

• It’s – It is / It has

• Who’s – Who is / Who has

• That’s – That is / That has

Speaking (Page 58-59)
Question 1: Here is an extract adapted from a one-act play. In this extract, angry neighbours who think Joe the Inventor’s new spinning machine will make them lose their jobs come to destroy Joe’s model of the machine.

You’ve just seen how contracted forms can make a written text sound like actual speech. Try to make this extract sound more like a real conversation by changing some of the verbs back into contracted forms. Then speak out the lines.

[ The door is flung open, and several men tramp in. They carry sticks, and one of them, HOB, has a hammer .]

MOB : Now, where is your husband, mistress?

MARY : In his bed. He is sick, and weary. You would not harm him!

HOB : We are going to smash his evil work to pieces. Where is the machine?

SECOND : On the table yonder.

MAN

HOB : Then here is the end of it!

[ HOB smashes the model. MARY screams. .]

HOB : And now for your husband!

MARY : Neighbours, he is a sick man and almost a cripple. You would not hurt him!

HOB : He is planning to take away our daily bread… We will show him what we think of him and his ways!

MARY : You have broken his machine… You have done enough…

Answer: यह Activity स्वयं करें।

Writing (Page 59) 

Question 1: Now you know what a diary is and how to keep one. Can you keep a diary for a week, recording the events that occur? You may share your diary with your class, if you wish to. Use the following hints to write your diary.

• Though your diary is very private, write as if you are writing for someone else.

• Present your thoughts in a convincing manner.

• Use words that convey your feelings, and words that ‘paint pictures’ for the reader. Be brief.

‘Diary language’ has some typical features such as subjectless sentences (Got up late in the morning), sentence fragments without subjects or verbs (…too bad, boring, not good), contracted forms (they’re, I’ve, can’t, didn’t, etc.), and everyday expressions which people use in speech. Remember not to use such language in more formal kinds of writing.

Answer: यह Activity स्वयं करें।