4.
From the Diary of Anne Frank
Complete Glossary & Textual Solutions
Glossary
|
Sl. No. |
Word / phrase |
Meaning in English |
|
1 |
Musings
(n) |
Serious
thoughts |
|
2 |
Brooding
(v) |
Thinking
|
|
3 |
Listless
(adj) |
With
no energy or interest |
|
4 |
Confide
(v) |
trust
(someone) enough to tell them of a secret or private matter. |
|
5 |
Jot
down (phr v) |
to write something quickly on a piece of paper so you
can remember it |
|
6 |
Plunge
right in (phr) |
To start doing something with enthusiasm and energy |
|
7 |
Adorable
(adj) |
Loveable |
|
8 |
Plunked
down (informal) |
Put
down in a casual way |
|
9 |
Quacking
in its boots (idm) |
Shaking with fear and nervousness |
|
10 |
Staked
(v) |
Invested |
|
11 |
Not
to lose heart (phr) |
Be hopeful |
|
12 |
Ramble
on |
Talk
or write aimlessly for a long time |
|
13 |
Come
up with (phr v) |
Produce
something (when pressured) |
|
14 |
Chatterbox
(n) |
A person who likes to talk more |
|
15 |
Trait
|
A quality |
|
16 |
Inherited
traits (phr) |
Qualities
(physical or mental) that one gets from one’s parents |
|
17 |
Ingenuity
(n) |
Originality
and inventiveness |
Oral Comprehension Check-1
(Ref pg no. 51)
1. What makes writing in a diary a
strange experience for Anne Frank?
Answer: Writing in a diary is strange for Anne
because she's never done it before. She also thinks no one, including herself,
will care about a young girl's writing.
2.
Why does Anne want to keep a diary?
Answer: Anne wants to keep a diary because she
feels lonely and doesn’t have a close friend with whom she can share her
thoughts. She hopes the diary can be that friend.
3.
Why did Anne think she could
confide more in her diary than in people?
Answer: Anne feels she can be
more honest in her diary because it won’t judge her, and she can share things
she can’t talk about with other people.
Oral
Comprehension Check-2
(Ref pg no. 51)
1.
Why does Anne provide a brief
sketch of her life?
Answer: Anne gives a brief sketch of her life
so that anyone reading her diary in the future will understand her background
and what her life has been like.
2.
What tells you that Anne loved her
grandmother?
Answer: Anne shows her love for her grandmother
by mentioning how much she thinks about her. She used to light a candle for her grandmother
on her birthday, even after she passed away.
Oral
Comprehension Check-3
(Ref pg no. 54)
1. Why was Mr. Keesing annoyed with
Anne? What did he ask her to do?
Answer: Mr.
Keesing was annoyed with Anne because she talked too much in class. He asked
her to write an essay about being ‘a chatterbox’.
2. How did Anne justify her being a
chatterbox in her essay?
Answer: Anne explained in her essay that
talking was something she had inherited from her mother. So, she couldn't help
it, even if she tried.
3. Do you think Mr. Keesing was a
strict teacher?
Answer: Mr.
Keesing seemed strict at first because he punished Anne for talking, but he
also had a sense of humour and eventually allowed her to talk in class.
4. What made Mr. Keesing allow Anne
to talk in class?
Answer: Mr.
Keesing allowed Anne to talk in class after she had written a funny poem that
made him laugh. He also realized she wasn’t trying to be disrespectful.
Thinking
about the Text
(Ref pg no. 54)
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
was wrong because her diary became very famous and is now one of the most
important books from that time.
2.
There are some examples of diary or
journal entries in the ‘Before You Read’ section. Compare the examples of diary
or journal entries 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 regular diaries that just list events, Anne’s diary is more
personal and written like she’s talking to a friend. She shares her thoughts,
feelings, and experiences in a very open way.
3.
Why does Anne need to give a brief
sketch about her family? Does she treat ‘Kitty’ as an insider or an outsider?
Answer: Anne
gives a brief sketch of her family so that anyone reading her diary, including
"Kitty," will understand her life and background. She treats
"Kitty" as an insider, like a close friend she can trust.
4.
How does Anne feel about her
father, her grandmother, Mrs. Kuperus, and Mr. Keesing? What do these tell you
about her?
Answer: Anne loves and admires her father and
grandmother deeply. She was very fond of her teacher, Mrs. Kuperus, and thought
Mr. Keesing was strict but later found him to be kind. These feelings show that
Anne is thoughtful and cares deeply about the people in her life.
5.
What does Anne write in her first
essay?
Answer: In her first essay, Anne writes about
why she talks so much, explaining that it’s a habit she inherited from her
mother.
6.
Anne says teachers are most
unpredictable. Is Mr. Keesing unpredictable? How?
Answer: Yes, Mr. Keesing is
unpredictable. Even though he was strict at first, he ended up laughing at
Anne’s essays and even allowed her to talk in class.
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 shows that Anne is self-aware and
thoughtful. She wonders if she’s the reason her friendships aren’t
deeper.
(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 shows that Anne is creative and
imaginative, treating her diary like a trusted friend instead of just a book.
(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
shows that Anne has a sense of humour and is playful in how she describes
things.
(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: This shows that Anne is not afraid to
express her thoughts, even when it comes to criticizing others in a
light-hearted way.
Thinking
about the Language
(Ref pg no. 55)
I) Compound Words
1) Match the compound words under
‘A’ with their meanings under ‘B’. Use each in a sentence.
|
A |
answers |
B |
|
1.
Heartbreaking |
[d] |
a.
Obeying and respecting the law |
|
2.
Homesick |
[g] |
b.
Think about pleasant things, forgetting
about the present |
|
3.
Blockhead |
[f] |
c.
Something produced by a person, machine or
organisation |
|
4.
Law-abiding |
[a] |
d.
Producing great sadness |
|
5.
Overdo |
[h] |
e.
An occasion when vehicles/machines stop
working |
|
6.
Daydream |
[b] |
f.
An informal word which means a very stupid person |
|
7.
Breakdown |
[e] |
g.
Missing home and family very much |
|
8.
Output |
[c] |
h.
Do something to an excessive degree |
Usage
of the above words
|
Word |
Usage
in a sentence |
|
1. Heartbreaking |
a. The loss of his
father is a heartbreaking news. |
|
2. Homesick |
b. She felt homesick
during her first week at college. |
|
3. Blockhead |
c. My father calls
me a blockhead because I do silly things. |
|
4. Law-abiding |
d. These citizens
are law-abiding. |
|
5. Overdo |
e. You may be
injured if you overdo it at the gym. |
|
6. Daydream |
f.
He daydreams about his marriage. |
|
7. Breakdown |
g. My bike had a breakdown
on the road. |
|
8. Output |
h. The output
of hard work is a success. |
II) Phrasal Verbs
1) The text you’ve just read has a
number of phrasal verbs commonly used in English. Look up the following in a
dictionary for their meanings (under the entry for the italicised word).
|
Phrasal
verb |
Meaning
|
|
i) Plunge (right) in |
i)
To start doing something quickly and with energy. |
|
ii) Kept back |
ii)
To hold something and not share it. |
|
iii) Ramble on |
iii)
talk or write aimlessly for a long time |
|
iv) Get along with |
iv) To have a good
relationship with someone. |
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.)
|
A |
answers |
B |
|
1. Plunge in |
[
g ] |
a) Speak or write without focus |
|
2. Kept back |
[
I ] |
b) Stay indoors |
|
3. Move up |
[
h ] |
c) Make (them) remain quiet |
|
4. Ramble on |
[
a ] |
d) Have a good relationship with |
|
5. Get along with |
[
d ] |
e) Give an assignment (homework)
to a person of authority (the teacher) |
|
6. Calm down |
[
c ] |
f) Compensate |
|
7. Stay in |
[
b ] |
g) Go straight to the topic |
|
8. Make up for |
[
f ] |
h) Go to the next grade |
|
9. Hand in |
[
e ] |
i) Not promoted |
|
Phrasal
Verb |
Sentences
from the textbook using some of these Phrasal Verbs |
|
1. Plunge in |
1. --- |
|
2. Kept back |
2. There are so many dummies that
about a quarter of the class should be kept back. |
|
3. Move up |
3. The teachers decide who’ll move
up to the next form a |
|
4. Ramble on |
4. Anyone could ramble on
and leave big spaces between the words |
|
5. Get along with |
5. --- |
|
6. Calm down |
6. --- |
|
7. Stay in |
7. I am wondering whether to
stay in or go out. |
|
8. Make up for |
8. This birthday celebration in
1942 was intended to make up for the other, and Grandma’s
candle was lit along with the rest |
|
9. Hand in |
9. --- |
III) Idioms
1) Here are
a few sentences from the text which have idiomatic expressions. Can Can 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.
|
Idiomatic
Expression |
Its
meaning |
|
i) Quacking in its boots |
i)
nervous |
|
ii) not to lose heart |
ii)
to stay hopeful |
|
iii) for ages |
iii) for a long time |
|
iv) the joke was on him |
iv) to turn the joke
on him |
2.
Here are a few more idiomatic expressions that occur in the text. Try to use
them in sentences of your own.
|
Idiomatic
Expression |
Usage Sentence |
|
i) Caught my eye |
i)
The colourful book cover caught my eye in the
store. |
|
ii) Laugh ourselves silly |
ii)
We watched a funny movie and laughed ourselves silly. |
|
iii) He’d had enough |
iii)
On seeing the students’ arguments, the teacher finally said he’d
had enough. |
|
iv) can’t bring myself to |
iv) I can’t
bring myself to throw away my old teddy bear. |
IV) Finding Idioms from a Dictionary
Find out the
meanings of the following expressions using the word ‘heart’.Use each of them
in a sentence of your own
|
Idiom
|
Meaning
and Example sentence |
|
1. Break somebody’s heart |
= To
make someone very sad. Eg: The sad news broke my
heart. |
|
2. Close/dear to heart |
= Something
or someone very important or loved. Eg: My friends are dear to
my heart. |
|
3. From the (bottom of your) heart |
=To say or do something with
true feelings. Eg: She thanked them from
the bottom of her heart. |
|
4. Have a heart |
= To
be kind or show sympathy. Eg: Please have a heart
and help him. |
|
5. Have a heart of stone |
= To
be unkind and not care about others' feelings. Eg: The Businessman has a
heart of stone for his employees. |
|
6. Your heart goes out to somebody |
= To
feel sorry for someone. Eg: My heart goes out to her
after hearing her story. |
IV) Contracted Froms
Make a list
of the contracted forms in the text. Rewrite them as full forms of two words.
Find in the
text the contracted forms that stand for two different full forms, and say what
these are
‘See and find from the above list’
Speaking
The following is the conversation changed using the contractions (ref.
p.58)
Answer:
MOB : Now where’s
your husband, mistress?
MARY : In his bed. He’s
sick and weary. You’d not harm him!
HOB : We’re
going to smash his evil work to pieces. Where’s the machine?
SECOND MAN: On the table yonder.
HOB : Then here’s
the end of it!
[HOB smashes the model. MARY screams.]
HOB : And now for your husband!
MARY : Neighbours, he’s a sick man
and almost a cripple. You’d not hurt
him!
HOB : He’s
planning to take away our daily bread… We’ll show him what we
think
of him and his ways!
MARY : You’ve
broken his machine… You’ve done enough…
Writing
Saturday,
14th
September
Lazy
morning since it was a second Saturday—didn’t get out of bed until noon.
Watched a movie, then met up with friends. We talked about everything and
nothing. Just what I needed. Evening was peaceful. Feeling calm.
Sunday,
14th
September
Quiet day.
Finished homework early, so I could enjoy the evening. Went for a walk alone,
just thinking about the week. Realized how much I enjoy these simple moments.
Life’s not so bad, after all.
(Note: observe
the style of the language)
|
Amanda!
(poem) |
Thinking about the Poem
1.
How old do you think Amanda is? How do
you know this?
Answer:
Amanda is likely a young girl, around 9-12 years old. The instructions she
receives, like not biting nails, sitting up straight, and finishing homework,
suggest she’s still a child.
2.
Who do you think is speaking to her?
Answer:
The speaker is probably a parent or guardian.
3.
Why are Stanzas 2, 4, and 6 given in
parenthesis?
Answer:
These stanzas are in parentheses because they show
Amanda’s thoughts and daydreams, which are different from what the adult is
saying.
4.
Who is the speaker in Stanzas 2, 4, and
6? Do you think this speaker is listening to the speaker in Stanzas 1, 3, 5,
and 7?
Answer: The
speaker in Stanzas 2, 4, and 6 is Amanda herself, imagining different
scenarios. She is not really listening to the adult; she’s lost in her
daydreams.
5.
What could Amanda do if she were a
mermaid?
Answer:
If Amanda were a mermaid, she could swim freely in the sea and be completely
alone, away from all the rules and nagging.
6.
Is Amanda an orphan? Why does she say
so?
Answer:
Amanda is not really an orphan. She imagines being one because she thinks it
would mean freedom—no one to tell her what to do constantly.
7.
Do you know the story of Rapunzel? Why
does she want to be Rapunzel?
Answer:
Yes, Rapunzel is a girl who lives in a tower. Amanda
wants to be Rapunzel because living in a tower sounds peaceful, without anyone
bothering her.
8.
What does the girl yearn for? What does
this poem tell you about Amanda?
Answer:
Amanda yearns for freedom and peace. The poem shows
that she feels trapped and overwhelmed by constant instructions and rules.
9.
Read the last stanza. Do you think Amanda
is sulking and is moody?
Answer:
No, Amanda isn’t sulking or moody. She’s just tired
of being nagged and escapes into her imagination instead of responding.
******** End of Unit-4 Textual Solutions********