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Important Questions
Practice these important questions to strengthen your understanding
Question 1
Who is Henry in the story?
Answer:
Henry is the waiter who comes to the door with a tray containing a bottle and two glasses. He is not a police officer as Max initially fears. Ausable was expecting Henry to bring the drink.
Explanation:
This question checks the student's attention to detail and understanding of the plot. Recognizing Henry's role clarifies the tension in the story and how Ausable manages the situation without alerting Max.
This question checks the student's attention to detail and understanding of the plot. Recognizing Henry's role clarifies the tension in the story and how Ausable manages the situation without alerting Max.
Question 2
What motivates Horace Danby to commit theft once every year?
Answer:
To steal enough money to buy rare and expensive books
Explanation:
Horace Danby steals once every year because he loves rare books and needs money to buy them. He carefully plans his thefts to get enough money to last for a year, which he then uses to purchase books through an agent. This motivation is central to the story’s plot.
Horace Danby steals once every year because he loves rare books and needs money to buy them. He carefully plans his thefts to get enough money to last for a year, which he then uses to purchase books through an agent. This motivation is central to the story’s plot.
Question 3
What did the footprints followed by the boys signify?
Answer:
A They showed that Griffin was nearby even though invisible
Explanation:
This question is about the meaning of the footprints that the boys followed. The correct answer is A because the footprints indicated Griffin's physical presence even though he was invisible. The other options are incorrect as the footprints were not tricks, nor did they belong to someone else or were illusions.
This question is about the meaning of the footprints that the boys followed. The correct answer is A because the footprints indicated Griffin's physical presence even though he was invisible. The other options are incorrect as the footprints were not tricks, nor did they belong to someone else or were illusions.
Question 4
Why was the otter given the scientific name Lutrogale perspicillata maxwelli and associated with Maxwell?
Answer:
The otter was given the scientific name Lutrogale perspicillata maxwelli because it was a race previously unknown to science and was named after Maxwell, who discovered and kept it. This association honors Maxwell's role in bringing the otter to attention.
Explanation:
The scientific naming convention often includes the name of the person who discovered or first described the species. The text states that the otter was 'christened by zoologists Lutrogale perspicillata maxwelli, or Maxwell’s otter,' indicating that Maxwell’s involvement led to the naming. This helps students understand scientific naming and its significance.
The scientific naming convention often includes the name of the person who discovered or first described the species. The text states that the otter was 'christened by zoologists Lutrogale perspicillata maxwelli, or Maxwell’s otter,' indicating that Maxwell’s involvement led to the naming. This helps students understand scientific naming and its significance.
Question 5
Using the details from the third stanza, describe Custard the dragon’s physical traits as presented in the poem
Answer:
Custard the dragon has big sharp teeth and spikes on top of him. He has scales underneath his body. His mouth is compared to a fireplace, and his nose is like a chimney. Additionally, he has real daggers on his toes.
Explanation:
The third stanza gives a vivid description of Custard's physical appearance. It uses imaginative comparisons to help the reader visualize the dragon. For example, saying his mouth is like a fireplace and his nose like a chimney creates a strong image of a fiery dragon. The mention of spikes, scales, and sharp teeth emphasizes his fearsome look. This helps students understand how poets use descriptive language to build imagery.
The third stanza gives a vivid description of Custard's physical appearance. It uses imaginative comparisons to help the reader visualize the dragon. For example, saying his mouth is like a fireplace and his nose like a chimney creates a strong image of a fiery dragon. The mention of spikes, scales, and sharp teeth emphasizes his fearsome look. This helps students understand how poets use descriptive language to build imagery.
Question 6
List the two main routes from Bangalore to Coorg and identify which one is more commonly used by travelers.
Answer:
The two main routes from Bangalore to Coorg are:
1. The route via Mysore.
2. The route via Neelamangal, Kunigal, and Chanrayanapatna.
The route via Mysore is the more commonly used one by travelers.
1. The route via Mysore.
2. The route via Neelamangal, Kunigal, and Chanrayanapatna.
The route via Mysore is the more commonly used one by travelers.
Explanation:
The text mentions two routes from Bangalore to Coorg, both approximately the same distance.
One route goes through Mysore and is the most frequented.
The other route passes through Neelamangal, Kunigal, and Chanrayanapatna.
This question tests recall of factual information from the text.
The text mentions two routes from Bangalore to Coorg, both approximately the same distance.
One route goes through Mysore and is the most frequented.
The other route passes through Neelamangal, Kunigal, and Chanrayanapatna.
This question tests recall of factual information from the text.
Question 7
What events led to Horace Danby’s capture after the theft at Shotover Grange, and what were the outcomes of his arrest?
Answer:
Horace was captured because he left his fingerprints all over the room when he opened the safe without gloves. Despite his claim that the young lady had asked him to open the safe, no one believed him. The wife of the owner denied his story, leading to his arrest. As a result, Horace was imprisoned and later became the assistant librarian in the prison, reflecting the consequences of his actions.
Explanation:
Horace’s capture was a direct result of his carelessness in leaving fingerprints, which is a crucial mistake for a thief. His inability to prove the truth about the woman’s request shows how difficult it is to defend oneself when involved in crime. The outcome, his imprisonment and new role in the prison library, highlights the story’s message about justice and consequences. This helps students understand cause and effect in narrative and the importance of responsibility.
Horace’s capture was a direct result of his carelessness in leaving fingerprints, which is a crucial mistake for a thief. His inability to prove the truth about the woman’s request shows how difficult it is to defend oneself when involved in crime. The outcome, his imprisonment and new role in the prison library, highlights the story’s message about justice and consequences. This helps students understand cause and effect in narrative and the importance of responsibility.
Question 8
Describe the changes in weather during the story and their impact on Lencho's crops.
Answer:
At the beginning of the story, the weather was dry, and Lencho was hoping for rain to help his crops grow.
Then, big drops of rain started falling, and Lencho felt happy as the rain promised a good harvest.
Suddenly, the rain changed to a hailstorm with strong wind and large hailstones.
The hailstorm damaged the crops severely, destroying the corn and flowers in the field.
As a result, Lencho's crops were completely ruined, and he feared that his family would go hungry.
Then, big drops of rain started falling, and Lencho felt happy as the rain promised a good harvest.
Suddenly, the rain changed to a hailstorm with strong wind and large hailstones.
The hailstorm damaged the crops severely, destroying the corn and flowers in the field.
As a result, Lencho's crops were completely ruined, and he feared that his family would go hungry.
Explanation:
The story shows a clear progression of weather changes that directly affect Lencho's livelihood.
Initially, the dry weather causes concern, but the arrival of rain brings hope.
However, the hailstorm that follows causes destruction, illustrating how nature can be unpredictable and harsh.
This sequence helps students understand cause and effect in a narrative and the impact of natural events on human life.
The story shows a clear progression of weather changes that directly affect Lencho's livelihood.
Initially, the dry weather causes concern, but the arrival of rain brings hope.
However, the hailstorm that follows causes destruction, illustrating how nature can be unpredictable and harsh.
This sequence helps students understand cause and effect in a narrative and the impact of natural events on human life.
Question 9
What does Anne's description of her family background and movements tell us about her early life experiences?
Answer:
Anne's description shows that her early life was marked by significant changes and challenges.
She was born in Germany and moved to Holland due to the rise of the Nazis.
Her family was separated temporarily when she and her sister stayed with their grandmother.
These movements reflect the impact of political events on her personal life and the instability faced by Jewish families during that time.
It also shows Anne's awareness of her family's history and the difficulties they endured.
She was born in Germany and moved to Holland due to the rise of the Nazis.
Her family was separated temporarily when she and her sister stayed with their grandmother.
These movements reflect the impact of political events on her personal life and the instability faced by Jewish families during that time.
It also shows Anne's awareness of her family's history and the difficulties they endured.
Explanation:
Anne's account of her family's movements helps students understand the historical context of her life.
Teachers would explain how political persecution forced families like Anne's to relocate and face uncertainty.
This background provides insight into the challenges Anne faced even before going into hiding.
It also illustrates how personal histories are intertwined with larger historical events.
Anne's account of her family's movements helps students understand the historical context of her life.
Teachers would explain how political persecution forced families like Anne's to relocate and face uncertainty.
This background provides insight into the challenges Anne faced even before going into hiding.
It also illustrates how personal histories are intertwined with larger historical events.
Question 10
50. Describe the reasons that make Hari Singh return to Anil.
Answer:
Hari Singh returns to Anil because he realizes that education and learning are more valuable than stealing money. After stealing Anil's money, he feels guilty and understands that being clever and respected through knowledge is better than being a thief. He also appreciates Anil's trust and kindness, which motivates him to come back and continue learning to read, write, and improve himself.
Explanation:
Hari Singh's return is driven by his changed mindset about life and success. The story highlights the importance of trust, education, and personal growth. This question encourages students to reflect on character motivation and the moral lessons in the story.
Hari Singh's return is driven by his changed mindset about life and success. The story highlights the importance of trust, education, and personal growth. This question encourages students to reflect on character motivation and the moral lessons in the story.
Question 11
What noise did the traditional baker make with his bamboo staff to signal his arrival?
Answer:
The baker made a jingling and thudding sound with his bamboo staff to signal his arrival.
Explanation:
The traditional baker used a specially made bamboo staff to create a distinctive jingling and thudding noise as he walked through the village. This sound announced his arrival and was eagerly awaited by the children. Understanding this sensory detail helps students visualize the scene and appreciate the cultural practices associated with the baker's profession.
The traditional baker used a specially made bamboo staff to create a distinctive jingling and thudding noise as he walked through the village. This sound announced his arrival and was eagerly awaited by the children. Understanding this sensory detail helps students visualize the scene and appreciate the cultural practices associated with the baker's profession.
Question 12
In the story, why does Valli insist on standing on the bus seat even after paying for it?
Answer:
Valli insists on standing on the bus seat because she wants to see outside the window over the canvas blind that blocks her view.
Explanation:
The lower part of Valli’s window was covered by a canvas blind which blocked her view.
To see the beautiful sights outside, she stood on the seat and peered over the blind.
This action shows her curiosity and eagerness to experience the journey fully.
It also reflects her childlike excitement and determination to enjoy the new experience despite minor obstacles.
The lower part of Valli’s window was covered by a canvas blind which blocked her view.
To see the beautiful sights outside, she stood on the seat and peered over the blind.
This action shows her curiosity and eagerness to experience the journey fully.
It also reflects her childlike excitement and determination to enjoy the new experience despite minor obstacles.
Question 13
What was the main reason Griffin became a homeless wanderer in London?
Answer:
B) He was evicted and set fire to his landlord’s house
Explanation:
Griffin became a homeless wanderer because his landlord disliked him and tried to evict him. In revenge, Griffin set fire to the house, which forced him to leave without clothes or money. This is a straightforward fact from the story that explains his situation clearly.
Griffin became a homeless wanderer because his landlord disliked him and tried to evict him. In revenge, Griffin set fire to the house, which forced him to leave without clothes or money. This is a straightforward fact from the story that explains his situation clearly.
Question 14
Create a sentence using the homophone pair 'refuse' (verb) and 'refuse' (noun) to show their different meanings.
Answer:
I refuse to throw my refuse into the river.
Explanation:
This question asks to create a sentence using both meanings of the homophone 'refuse'.
First, understand that 'refuse' as a verb means to decline or reject.
'Refuse' as a noun means waste or garbage.
The sentence demonstrates both meanings clearly by using 'refuse' as a verb (I refuse) and as a noun (my refuse).
This shows the importance of context in understanding homophones.
This question asks to create a sentence using both meanings of the homophone 'refuse'.
First, understand that 'refuse' as a verb means to decline or reject.
'Refuse' as a noun means waste or garbage.
The sentence demonstrates both meanings clearly by using 'refuse' as a verb (I refuse) and as a noun (my refuse).
This shows the importance of context in understanding homophones.
Question 15
What might Amanda's daydreams as a mermaid, orphan, and Rapunzel represent about her feelings and desires in the poem?
Answer:
Amanda's daydreams represent her feelings of being controlled and her desire for freedom, adventure, and peace. As a mermaid, she drifts blissfully alone in the sea, symbolizing her wish for calm and escape. As an orphan, she enjoys silence and sweet freedom, showing her longing to be unburdened by rules. As Rapunzel, she experiences a tranquil life, representing her hope for a peaceful existence away from nagging.
Explanation:
Each imagined role reflects a different aspect of Amanda's inner feelings.
The mermaid shows her desire for peaceful solitude.
The orphan represents freedom from responsibilities and control.
Rapunzel symbolizes a wish for calm and a life without constant interference.
These daydreams reveal Amanda's deep yearning to escape her constrained reality and express her true self.
Each imagined role reflects a different aspect of Amanda's inner feelings.
The mermaid shows her desire for peaceful solitude.
The orphan represents freedom from responsibilities and control.
Rapunzel symbolizes a wish for calm and a life without constant interference.
These daydreams reveal Amanda's deep yearning to escape her constrained reality and express her true self.
Question 16
What was the name of the traditional garment worn by bakers?
Answer:
Kabai
Explanation:
The text states that bakers wore a peculiar dress known as the kabai, which was a single-piece long frock reaching down to the knees. This identifies the traditional garment clearly.
The text states that bakers wore a peculiar dress known as the kabai, which was a single-piece long frock reaching down to the knees. This identifies the traditional garment clearly.
Question 17
Explain how Robert Frost uses the images of fire and ice as symbols to represent different human feelings in the poem Fire and Ice.
Answer:
Robert Frost uses fire to symbolize desire and passion.
He uses ice to symbolize hate and coldness.
Fire represents strong, burning emotions like lust and greed.
Ice represents destructive emotions like hatred and indifference.
These images help convey how different human feelings can lead to destruction.
He uses ice to symbolize hate and coldness.
Fire represents strong, burning emotions like lust and greed.
Ice represents destructive emotions like hatred and indifference.
These images help convey how different human feelings can lead to destruction.
Explanation:
Frost chooses fire and ice as powerful natural elements to symbolize human emotions.
Fire is often associated with heat and burning, so it represents passionate feelings such as desire and lust.
Ice is cold and hard, symbolizing hate, cruelty, and indifference.
By using these contrasting images, Frost shows how both passionate and cold emotions can be equally destructive.
This symbolic use helps readers understand the poem's deeper meaning about human nature and the potential for destruction.
Frost chooses fire and ice as powerful natural elements to symbolize human emotions.
Fire is often associated with heat and burning, so it represents passionate feelings such as desire and lust.
Ice is cold and hard, symbolizing hate, cruelty, and indifference.
By using these contrasting images, Frost shows how both passionate and cold emotions can be equally destructive.
This symbolic use helps readers understand the poem's deeper meaning about human nature and the potential for destruction.
Question 18
Which phrase in the poem suggests that the boy has experienced a significant emotional loss?
Answer:
The phrase shaking grief suggests that the boy has experienced a significant emotional loss.
Explanation:
The phrase shaking grief is used in the poem to describe the boy's deep sadness. It indicates that his loss is not just about the ball but an emotional experience that affects him strongly. This helps the reader understand the intensity of the boy's feelings.
The phrase shaking grief is used in the poem to describe the boy's deep sadness. It indicates that his loss is not just about the ball but an emotional experience that affects him strongly. This helps the reader understand the intensity of the boy's feelings.
Question 19
How does the poem 'Amanda!' reflect the universal struggle between childhood freedom and adult authority?
Answer:
The poem reflects this struggle by showing the constant commands from adults restricting Amanda's actions.
At the same time, Amanda's imaginary stanzas reveal her desire for freedom and independence.
This duality captures the universal experience of children feeling controlled but yearning to express themselves.
The poem highlights how imagination becomes a refuge and a way to cope with adult authority.
At the same time, Amanda's imaginary stanzas reveal her desire for freedom and independence.
This duality captures the universal experience of children feeling controlled but yearning to express themselves.
The poem highlights how imagination becomes a refuge and a way to cope with adult authority.
Explanation:
The poem uses the interaction between adult commands and Amanda's fantasies to symbolize the struggle.
Teachers can explain that this is a common experience for many children.
It shows how children often feel limited but find ways to assert their identity.
Understanding this helps students empathize with Amanda and reflect on their own feelings about rules and freedom.
The poem uses the interaction between adult commands and Amanda's fantasies to symbolize the struggle.
Teachers can explain that this is a common experience for many children.
It shows how children often feel limited but find ways to assert their identity.
Understanding this helps students empathize with Amanda and reflect on their own feelings about rules and freedom.
Question 20
What does the phrase 'great honey-coloured ramparts at your ear' symbolize in the poem? How does this metaphor help us understand the young man’s emotional response?
Answer:
The phrase 'great honey-coloured ramparts at your ear' symbolizes the young woman’s golden hair, which is compared to strong, protective walls. This metaphor shows that her hair is both beautiful and formidable, creating a barrier that captivates and traps the attention of young men. It helps us understand the young man’s emotional response as one of being overwhelmed and powerless against the allure of her hair.
Explanation:
The metaphor of ramparts, which are defensive walls, suggests that the hair is not just attractive but also imposing.
Describing the hair as honey-coloured emphasizes its sweetness and richness.
This imagery conveys how the young man feels both enchanted and defeated by her appearance.
Teachers can highlight how metaphors deepen emotional meaning by linking physical traits to feelings.
The metaphor of ramparts, which are defensive walls, suggests that the hair is not just attractive but also imposing.
Describing the hair as honey-coloured emphasizes its sweetness and richness.
This imagery conveys how the young man feels both enchanted and defeated by her appearance.
Teachers can highlight how metaphors deepen emotional meaning by linking physical traits to feelings.
