Class 10

Haryana State Board HBSE 10th Class English Solutions Grammar Reported Speech Exercise Questions and Answers.

Haryana Board 9th Class English Grammar Reported Speech

Direct Speech and Indirect Speech :
किसी व्यक्ति द्वारा कही गई बात को दो प्रकार से व्यक्त कर सकते हैं-
(a) पहला तरीका है वक्ता के शब्दों को ज्यों का त्यों व्यक्त करना। इसे Direct Speech कहते हैं। इसमें वक्ता के शब्दों को Inverted Commas (” “) के अंदर रखते हैं, जैसे
Mohan said, “I am going to Delhi.”

(b) दूसरा तरीका है कि हम वक्ता की बात को अपने शब्दों में कहें। इसे Indirect Speech कहते हैं, जैसे
Mohan said that he was going to Delhi.

* Direct Speech के बारे में कुछ महत्त्वपूर्ण बातें :
(a) Direct Speech के दो भाग होते हैं। इसमें Inverted Commas से बाहर के भाग को Reporting Verb कहते हैं।
(b) वक्ता के कथन को अर्थात “Inverted Commas” के अंदर के भाग को Reported Speech कहते हैं।
(c) वक्ता को Reporting Verb का subject कहते हैं। अगर वह किसी को संबोधित कर रहा है तो उसे Reporting Verb का object कहते हैं। निम्नलिखित उदाहरण से यह बात स्पष्ट हो जाएगी :

(d) Reported Speech को सदा Inverted Commas के बीच में रखा जाता है।
(e) Reporting Verb और Reported Speech को Comma द्वारा अलग किया जाता है।

* Indirect Speech के बारे में महत्त्वपूर्ण बातें:
(a) इसमें Inverted Commas (” “) का प्रयोग नहीं किया जाता।
(b) Reporting Verb और Reported Speech के बीच वाला Comma हटा दिया जाता है।
(c) बहुत से वाक्यों में Reported Speech से पहले that, if, whether आदि conjunction का प्रयोग होता है।
(d) Reporting Verb का tense कभी नहीं बदलता।
(e) Reporting Verb में Reported Speech के भाव के अनुसार कुछ परिवर्तन होता है।
(f) Reported Speech को assertive sentence में बदल देते हैं।
(g) Reported Speech में tense और pronouns आदि के आधार पर कुछ परिवर्तन किए जाते हैं।
इन परिवर्तन करने के नियमों का अब हम अध्ययन करेंगे।

* Rules for the Change of Tenses :
(a) अगर Reporting Verb वर्तमान काल या भविष्य काल में हो तो Reported Speech का tense नहीं बदलता, जैसे-
Direct : He says, “I am going to Agra.”
Indirect : He says that he is going to Agra.

Direct : Amit says, “Ram will write a letter.”
Indirect : Amit says that Ram will write a letter.

Direct : He will say, “Sudha has a doll.”
Indirect : He will say that Sudha has a doll.

Direct : They say, “Raju will be late.”
Indirect : They say that Raju will be late.

(b) अगर reporting verb भूतकाल में हो तो reported speech के tense निम्नलिखित प्रकार से बदले जाते हैं :

Tense बदलने के नियर्मों का सार :

Examples:
I. Direct : He said, “The servant has posted the letter.”
Indirect : He said that the servant had posted the letter.

2. Direct : I said, “It has been raining since morning.”
Indirect : I said that it had been raining since morning.

3. Direct : She said, “I gave him the pen.”
Indirect : She said that she had given him the pen.

4. Direct : He said, “I was solving sums.”
Indirect : He said that he had been solving sums.

5. Direct : Ram said, “I shall nor lake part in the drama.”
Indirect : Ram said that he would not take part in the drama.

6. Direct : The teacher said, “The boys may go home.”
Indirect : The teacher said that the boys might go home.

(ix) ‘Must’ वाले वाक्यों का Tense निम्नलिखित ढंग से बदला जाता है :
(a) अगर ‘Must’ का अर्थ कथन के समय अनिवार्यता या बाध्यता (Necessity or Compulsion at the moment of speaking) हो तो इसे ‘had to’ में बदला जाता है, जैसे
Direct : He said, “Rani must go at once.”
Indirect : He said that Rani had to go at once.

(b) अगर ‘Must’ का अर्थ भविष्य काल की अनिवार्यता या बाध्यता (Necessity or Compulsion in the Future) हो तो ‘Must’ को ‘Would have to’ में बदलते हैं, जैसे
Direct : He said, “Rani must go after a week.”
Indirect . He said that Rani would have to go after a week.

(c) अगर ‘Must’ का अर्थ मनाही (Prohibition) या Permanent Ruling (स्थायी आदेश या व्यवस्था) हो तो Must को नहीं बदला जाता, जैसे
Direct : He said, “One must be punctual.”
Indirect : He said that one must be punctual.

Change of Person :

Rule 1. Direct Speech में यदि Reported Speech में Ist Person का प्रयोग किया हो तो उसे Reporting Verb के Subject के अनुसार बदलते हैं; जैसे-

Direct : He said, “I am reading my book.”
Indirect : He said that he was reading his book.

Direct : She said, “We are reading our books.”
Indirect : She said that they were reading their books.

Direct : Geeta said. “Mine is the best school.”
Indirect : Geeta said that hers is the best school.

Direct : Gopal said, “Ours is the best team.”
Indirect : Gopal said that theirs is the best team.

Rule 2. Direct Speech में यदि Reported Speech में 2nd Person का प्रयोग किया हो तो उसे Reporting Verb के Object के अनसार बदलते हैं; जैसे-

Direct : He said to me, ‘TOM are helping your brother.”
Indirect : He told me that I was helping my brother.

Direct : He said to her, “You are wasting your time.”
Indirect : He told her that she was wasting her time.

Direct : He said to us, ‘TOM have not doneyour duty.”
Indirect : He told us that we had not done our duty.

Direct : Renu said to me, “Yours is the best painting.”
Indirect : Renu told me that mine is the best painting.

Rule 3. Direct Speech में यदि Reported Speech में 3rd Person का प्रयोग किया हो तो उसे नहीं बदलते है; जैसे

Direct : Ram said, ”He\s working in the office.”
Indirect : Ram said that he was working in the office.

Direct : I said,”She is preparing herself.”
Indirect : I said that she was preparing herself.

इसे हम निम्न सूत्र की सहायता से आसानी से याद रख सकते हैं –

The change of words showing nearness:
Direct Speech को Indirect Speech में बदलते समय Reported Speech में प्रयोग किए गए समय व स्थान की निकटता प्रकट करने वाले शब्दों को प्रायः दूरी प्रकट करने वाले शब्दों में बदल दिया जाता है। ऐसे शब्द नीचे दिए गए हैं-

Direct : He said to me, “I shall meet you here tomorrow.”
Indirect : He told me that he would meet me there the next day.

Direct : She said to me, “I will meet you now.” .
Indirect : She told me that she would meet me then.

Direct : They said, “We bought the new house six months ago.”
Indirect : They said that they had bought the new house six months before.

I. Assertive Sentences

(a) यदि Direct Speech में Reporting Verb वर्तमान काल या भविष्य काल में हो तो Indirect Speech में Reported Speech के Tense को नहीं बदलते; जैसेsay को बदलते हैं-

say को बदलते हैं – say में
says को बदलते हैं – says में
say to को बदलते हैं – tell में
says to को बदलते हैं – tells में

Direct : He says, “I am going to Agra.”
Indirect : He says that he is going to Agra.

Direct : Ramesh says to me, “I need your help.”
Indirect : Ramesh tells me that he needs my help.

Direct : He will say to me, “It is your book.”
Indirect : He will tell me that it is my book.

Exercise 1

Change the following sentences into indirect speech :
1. He says, “1 am going to Agra.”
2. Amit says, “Ram will write a letter.”
3. He will say, “Sudha has a doll.”
4. They say, “Raju will be late.”
5. The crow will say, “1 cannot sing so well.”
6. The oldman says to his sons, “I need some money.”
7. He will say to me, “1 am not telling a lie.”
8. He says to his father, “I have done my work.”
9. I say to Sheela, “You are my best friend.”
10. Harish will say to me, “You have spoiled my pen.”
Answers:
1. He says that he is going to Agra.
2. Amit says that Ram will write a letter.
3. He will say that Sudha has a doll.
4. They say that Raju will be late.
5. The crow will say that it cannot sing so well.
6. The oldman tells his sons that he needs some money.
7. He will tell me that he is not telling a lie.
8. He tells his father that he has done his work.
9. I tell Sheela that she is my best friend.
10. Harish will tell me that I have spoiled his pen.

(b) यदि Direct Speech में Reporting Verb Past Tense अर्थात said या said to में हो और Reported Speech में किसी संज्ञा की नियमित आदत या सार्वजनिक सच्चाई या कहावतों का वर्णन किया होता है तो Reported Speech का Tense नहीं बदलते हैं।

said को बदलते हैं – said में
said to को बदलते हैं – told में
Reporting Verb को Reported Speech के साथ जोड़ने के लिए that का प्रयोग करते हैं।

Direct : He said to me, “I go for a walk daily.”
Indirect : He told me that he goes for a walk daily.

Direct : The teacher said, “The earth revolves round the sun.”
Indirect : The teacher said that the earth revolves round the sun.

Direct : The father said, “Slow and steady wins the race.”
Indirect : The father said that slow and steady wins the race.

Exercise 2

Change the following sentences into indirect speech :
1. The oldman said, “Eyes are a great blessing.”
2. The saint said, “Man is mortal.”
3. Gopal said, “My father often gets up at 5 a.m.”
4. He said, “Two and two make four.”
5. The teacher said, “The Ganga rises from the Himalayas.”
6. He said, “Honesty is the best policy.” ‘
7. The oldman said, “Union is strength.”
8. The teacher said, “The sun is stationary.”
9. He said to me, “Hard work is the key to success.”
10. The teacher said, “The Himalaya stands in the north of India.”
Answers:
1. The oldman said that eyes are a great blessing.
2. The saint said that man is mortal.
3. Gopal said that his father often gets up at 5 a.m.
4. He said that two and two make four.
5. The teacher said that the Ganga rises from the Himalayas.
6. He said that honesty is the best policy.
7. The oldman said that Union is strength.
8. The teacher said that the sun is stationary.
9. He told me that hard work is the key to success.
10. The teacher said that the Himalayas stand in the north of India.

(c) यदि Direct Speech में Reporting Verb Past Tense अर्थात said/said to में हो और Reported Speech में कोई सामान्य Statement हो तो Reported Speech के Tense को नियमानुसार बदलते हैं।
said को बदलते हैं – said में
said to को बदलते हैं – told में
Reporting Verb को Reported Speech के साथ जोड़ने के लिए that का प्रयोग करते हैं।

Direct : He said to me, “You are not helping me.”
Indirect : He told me that I was not helping him.

Direct : He said, “I can drive a car.”
Indirect : He said that he could drive a car.

Direct : He said, “I can do this work.”
Indirect : He said that he could do that work.

Exercise 3

Change the following sentences into Indirect Speech :

1. She said to her mother, “It is no longer safe to live here.”
2. Sita said to the teacher, “I need your help.”
3. Margie said, “I hate school.”
4. The little girl said to me, “This is my doll.”
5. John said to me, “1 hope to win this prize.”
6. I said to Anil, “You are not coming to school regularly.”
7. “Last week our school won a football match,” said Mohan to Leela.
8. The teacher says to the boys, “You can play now.”
9. Rahim said to his brother, “Fortune favours the brave.”
10. Rahul said to me, “I posted your letter.”
Answers:
1. She told her mother that it was no longer safe to live there.
2. Sita told the teacher that she needed her help.
3. Margie said that she hated school.
4. The little girl told me that this was her doll.
5. John told me that he hoped to win that prize.
6. I told Anil that he was not coming to school regularly.
7. Mohan told Leela that the previous week their school had won a football match.
8. The teacher tells the boys that they can play then.
9. Rahim told his brother that fortune favours the brave.
10. Rahul told me that he had posted my letter.

Exercise 4

Change the following sentences into Indirect Speech :

1. He said, “1 do not like coffee.”
2. My teacher says to me, “You are a brilliant student.”
3. Priyanka said, “Mine is the best school.”
4. The teacher said, “The sun sets in the west.”
5. My father says, “You can be a good player.”
6. Mohan said to me, “I met your brother yesterday.”
7. He said to me, “Slow & steady wins the race.”
8. He said , “Light travels in a straight line.”
9. They said, “The captain will not play the match.”
10. She said, “1 gave him the pen.”
Answers:
1. He said that he did not like coffee.
2. My teacher tells me that I am a brilliant student. .
3. Priyanka said that hers was the best school.
4. The teacher said that the sun sets in the west.
5. My father says that I can be a good player.
6. Mohan told me that he had met my brother the previous day.
7. He told me that slow and steady wins the race.
8. He said that Light travels in a straight line.
9. They said that the captain would not play the match.
10. She said that she had given him the pen.

II. Interrogative Sentences

Interrogative Sentences या Questions को Direct Speech से Indirect Speech में बदलने के नियम-
1. Reporting Verb ‘say’ को ‘ask’, ‘demand’, ‘enquire’ या ‘inquire’ आदि में बदला जाता है।

2. ‘Ask’ के बाद Reporting Verb के Object से पहले to’ का प्रयोग नहीं किया जाता। लेकिन ‘demand’, ‘enquire’ या inquire’ के बाद और Reporting Verb के Object से पहले ‘of’ का प्रयोग करते हैं।

3. यदि Direct Question किसी सहायक क्रिया (is, am, are, was, were, shall, should, will, would, can, could, may, might, do, does, did, have, has, had, must, ought; need, dare आदि) से आरंभ हो तो Indirect Question से पहले Conjunction के रूप में ‘if’ या ‘whether’ का प्रयोग होता है।

4. अगर Direct Question किसी Question Word (what, where, why, which, who, whom, how आदि) से आरंभ हो तो Indirect Question से पूर्व ‘if’ या ‘whether’ आदि किसी भी Conjunction का प्रयोग नहीं होता।

5. Direct Speech के Question को Statement (Assertive Sentence) में बदल दिया जाता है, अर्थात सहायक क्रियाओं का प्रयोग Subject के बाद किया जाता है और प्रश्नचिह्न (?) के स्थान पर full stop (.) का प्रयोग किया जाता है।

6. अगर Direct Question ‘do’, ‘does’ या ‘did’ से आरंभ हो तो Indirect Question में इनका प्रयोग नहीं करते। और do या does को हटाकर verb की Ist Form को verb की 2nd Form में बदल देते हैं तथा Did को हटाकर verb की Ist Form को had + verb की 3rd Form में बदल देते हैं।

7. Direct Speech के Inverted Commas तथा Reporting Verb और Reported Speech को अलग करने वाले Comma को हटा दिया जाता है।

8. Words showing Nearness, Tenses तथा Pronouns आदि नियमानुसार बदल दिए जाते हैं।

Some Solved Examples

Direct

1. She said to him, “Why did you keep me waiting?”
2. The policeman said to Ram, “Did you go out yesterday?”
3. I say to you, “Have you gone off your head?”
4. He said to me, “Who taught me English ?”
5. The teacher said to him, “When did the bus leave?”
6. He said to me, “Have you taken your lunch?”
7. My father said to me “why have you failed?”
8. My mother said to me, “Have you done your homework?”
9. The doctor said to me, “How is your mother?”
10. She said to me, “Are you going to Agra tomorrow?”
11. I said to Ram, “Do you know Sita?”
12. He asked me, “Where is the station?”
13. The Postmaster said to Lencho, “Why are you sad?”
14. The landlady wondered, “Why does Griffin wear bandages on his face?
15. He said to her, “Will you accompany me to the theatre.”

Indirect

1. She asked him why he had kept her waiting.
2. The policeman asked Ram if (whether) he had gone out the previous day.
3. I ask you if you have gone off your head.
4. He asked me who had taught him English.
5. The teacher asked him when the bus had left.
6. He asked me if 1 had taken my lunch.
7. My father asked me why I had failed.
8. My mother asked me if I had done my home work.
9. The doctor asked me how my mother was.
10. She asked me if (whether) 1 was going to Agra the next day.
11. I asked Ram if he knew Sita.
12. He asked me where the station was. .
13. The Postmaster asked Lencho why he was sad.
14. The landlady wondered why Griffin wore bandages on his face.
15. He asked her if she would accompany him to the theatre.

Exercise 5

Change the following sentences into Indirect Speech :

1. She said to me, “Are you going to Agra tomorrow?”
2. He said to me, “Can you meet me at the bus stand?”
3. The stranger said to man “can you tell me the way to a good hotel?
4. The mother said, “What do you want, my children?”
5. The teacher said, “Boys, why are you making a noise?”
6. The lion said to the mouse, “Why were you jumping on me?”
7. He said to me, “Why does your uncle not help you ?”
8. The boss said to the clerk, “Are you satisfied with your salary?”
9. I said to him, “Please don’t smoke here.”
10. Mother said to me, “Go and wash your hand.”
Answers:
1. She asked me whether I was going to Agra the next day.
2. He asked me if I could meet him at the bus stand.
3. The stranger asked me if 1 could tell him the way to a good hotel.
4. The mother asked her children what they wanted.
5. The teacher asked the boys why they were making a noise.
6. The lion asked the mouse why it had been jumping on him.
7. He asked me why my uncle did not help me.
8. The boss asked the clerk whether he was satisfied with his salary.
9. I requested him not to smoke there.
10. Mother ordered me to go and wash my hands.

III. Imperative Sentences

आज्ञासूचक वाक्यों को Direct से Indirect Speech में बदलने के लिए निम्नलिखित बातों को ध्यान में रखें
Rule 1.
Reporting Verb को भावों के अनुसार tell, ask, request, order, beg, command, forbid आदि में बदला जाता है।
1. उपदेश वाले वाक्यों में said to को advised में बदला जाता है।
2. आदेश वाले वाक्यों में said to को ordered में बदला जाता है।
3. प्रार्थना वाले वाक्यों में said to को requested में बदला जाता है।
4. याचना वाले वाक्यों में said to को begged में बदला जाता है।
5. साधारण Imperative वाक्यों में said to को asked में बदला जाता है।
6. नकारात्मक वाक्यों में said to को forbade में बदल दिया जाता है। याद रहे कि forbade के बाद ‘not’ का प्रयोग नहीं किया जाता।

Rule 2.
Comma को हटाकर उसके स्थान पर ‘to’ शब्द का प्रयोग किया जाता है। ‘to’ के बाद verb की पहली form का प्रयोग करते हैं।
7. ‘Let’ वाले वाक्यों का भावार्थ अगर ‘अनुमति’ हो तो ‘Let’ को ‘to let’ या ‘might be allowed to’ में बदला जाता है। ‘Let’ को ‘should’ में बदला जाता है।
8. ‘Let’ वाले वाक्यों का भावार्थ अगर ‘सुझाव’ या ‘प्रस्ताव’ हो तो Reporting Verb ‘say’ को Suggest to + Object या Propose to + object में बदला जाता है। तथा ‘Let’ को ‘should’ में बदलकर इसे subject के बाद लगाया जाता है।
9. ‘Let us’ वाले वाक्यों का भावार्थ अगर ‘सुझाव’ या ‘प्रस्ताव’ हो तो Reported Speech के ‘us’ को निम्नलिखित ढंग से बदला जाता है-
(a) अगर Reporting Verb का Subject या Object उत्तम पुरुष (First Person) हो तो ‘us’ को ‘we’ में बदला जाता है।
(b) अगर Reporting Verb का Subject या Object मध्यम पुरुष (Second Person) हो तो ‘us’ को ‘you’ में बदला जाता है।
(c) बाकी सभी अवस्थाओं में ‘us’ को ‘they’ में बदला जाता है।

Rule 3.
Reported Speech में यदि do not या never शब्द हों तो Inverted Commas को हटाकर not to या never to लगा दिया जाता है। परंतु जब said to को forbade में बदलें तो do not तथा never को हटाकर उनके स्थान पर केवल ‘to’ ङ्के शब्द का प्रयोग किया जाना चाहिए।

Exercise 6

Change into Indirect Speech :

1. I said to Naman, “Look at the map.”
2. He said to me, “Help the poor.”
3. The mother said to Ritu, “Do not waste your time.”
4. Radha said to Reeta, “Do what I say.”
5. I said to my teacher, “Allow me to meet my uncle.”
6. “Work hard if you want to pass,” said the teacher.
7. He sai’d to me, “Don’t touch this wire. It’s live.”
8. The beggar said to the traveller, “Give me some money, please.”
Answers:
1. I asked Naman to look at the map.
2. He advised me to help the poor.
3. The mother advised Ritu not to waste her time.
4. Radha asked Reeta to do what she said.
5. I requested my teacher to allow me to meet my uncle.
6. The teacher advised the students to work hard if they wanted to pass.
7. He forbade me to touch that wire because it was live.
8. The beggar requested the traveller to give him some money.

Exercise 7

Change the following sentences into Indirect Speech :

1. The Principal said to the peon, “Ring the bell.”
2. The teacher said to the boys, “May you pass in the first division!”
3. The hostess said, “Did you sleep well?”
4. She said to the servant, “Open the door.”
5. He said to his son, “Never tell a lie.”
6. The captain said to the soldiers, “Fire at the enemy.”
7. Ram said to Mohan, “Listen to what I say.”
8. The manager said to the servant, “Go and post this letter.”
9. The teacher said to the Vishal, “Get out of the class.”
10. Mother said to her son, “Do what you are told.”
Answers:
1. The Principal ordered the peon to ring the bell.
2. The teacher blessed the boys that they might pass in the first division.
3. The hostess asked if he had slept well.
4. She ordered the servant to open the door.
5. He advised his son never to tell a lie.
6. The captain ordered the soldiers to fire at the enemy.
7. Ram asked Mohan to listen to what he said.
8. The manager ordered the servant to go and post that letter.
9. The teacher ordered vishal to get out of the class.
10. Mother ordered her son to do what he was told.

Exercise 8

Change the form of narration in the following sentences:

1. I said to her, “Let us sit in the shade.”
2. Mohan said to me, “Let us take tea.”
3. He said to his friend, “Please lend me your book.”
4. I said to him, “Let the child sleep.”
5. Ramesh said to me, “My book is better than yours.”
6. I said, “Let us go out for a walk.”
Answers:
1. 1 proposed to her that we should sit in the shade.
2. Mohan proposed to me to take tea.
3. I requested his friend to lend him his book.
4. I asked him to let the child sleep.
5. Ramesh told me that his book was better than mine.
6. I proposed that we should go out for a walk.

IV. Exclamatory Sentences

V. Opetative Sentences

Optative Sentences May या Would that से शुरू होते हैं और वाक्य के अंत में Mark of Exclamation (!) लगा होता है।
Rule 1. said को prayed या wished में बदलते हैं।
Rule 2. Reporting Verb को Reported Speech के साथ जोड़ने के लिए that का प्रयोग करते हैं।
Rule 3. वाक्य के अंत में Mark of Exclamation (!) के स्थान पर Full Stop (.) का प्रयोग करते हैं।

1. I said, “May our teacher live long”.
I prayed that our teacher might live long.

2. The beggar said, “May God bless you!”.
The beggar wished that God might bless me/him.

3. He said, “Would that I were a bird!”
He wished that he had been a bird.

4. He said to me, “May you win a scholarship!”
He wished that I might win a scholarship.

5. They said, “May her soul rest in peace!”
They prayed that her soul might rest in peace.

Exercise 10

Change the following into Indirect Speech :

1. Mohan said, “I met her last year.”
2. He said, “Will you listen to me” ?
3. Sonali said, “Where did you find it ?”
4. My teacher said to me, “How many brothers & sisters are you ?”
5. She said to me, “Welcome to the party.”
6. The teacher said to me, “Why have you been absent ?”
7. He said to his brother, “Go and post the letter”.
8. You said to me, “Where there is a will, there is a way.”
9. You said to me, “I am thankful to you.”
10. She said to me, “Has Ravi invited you to the party?”
Answers:
1. Mohan said that he had met her the previous year.
2. He said me if 1 would listen to him.
3. Sonali asked me where I had found that.
4. My teacher asked me how many brothers & sisters are we.
5. She welcomed me to the party.
6. The teacher asked me why I had been absent.
7. He ordered his brother to go and post the letter.
8. You told me that where there is a will there is a way.
9. You told me that you were thankful to me.
10. She asked me that if Ravi had invited me to the party.

Haryana State Board HBSE 10th Class English Solutions Grammar Simple Compound Complex Sentences Exercise Questions and Answers.

Haryana Board 9th Class English Grammar Simple Compound Complex Sentences

What is a Sentence ?
A sentence is a group of words which makes complete sense.
(शब्दों के सार्थक समूह को वाक्य कहते हैं।)
He goes to school.
She runs a race.
I won a prize.
They made a mistake.
उपरोक्त सभी शब्द समूह Sentence का निर्माण करते हैं।

* Phrase : Phrase is also a group of words which makes complete sense.
(Phrase भी शब्दों का एक सार्थक समूह होता है।)
Here and there
in my pocket
on the roof.
उपरोक्त सभी शब्द समूह Phrase के उदाहरण हैं।

Sentence और Phrase में अन्तर:

A sentence has a Subject and a Predicate of its own but a Phrase has no Subject or a Predicate of its own. He goes. (यह वाक्य है क्योंकि इसका Subject (He) और Predicate (goes) है।)
here and there. (यह एक सार्थक शब्द समूह तो है परन्तु वाक्य नहीं है क्योंकि इसका न तो कोई Subject है और न ही Predicate है।)

* Clause:
A group of words which is meaningful and has a subject and a Predicate of its own but forms part of a sentence is called a clause.
(Clause शब्दों का सार्थक समूह होता है जिसका अपना Subject और Predicate होता है लेकिन यह स्वतन्त्र न होकर एक वाक्य का अंग होती है।)

Kinds of Sentences :

There are three kinds of sentences from structure point of view. They are :
1. Simple Sentence
2. Compound Sentence
3. Complex Sentence.
Now we shall discuss the features of these types of sentences :

1. Simple Sentence :
(साधारण वाक्य में केवल एक Subject और एक Predicate होता है)
The predicate has one finite verb.

Examples:
Gurpreet is writing a letter.
Satwant is proud of her new dress.
Manoj invited his friends to tea.
Swami solved the sum.
Sid and Tom studied together.

In the above sentences ‘Gurpreet’, ‘Satwant’, ‘Manoj’, ‘Swami’ ‘Sid and Tom’ are subjects. The rest of each sentehce is a predicate.
‘writing’, ‘is’, ‘invited’, ‘solved’ and ‘studied’ are finite verbs.

2. Compound Sentence :
A compound sentence is that sentence which consists of two or more co-ordinate or independent clauses. These clauses are joined to each other by means of conjunctions. (दो या दो से अधिक Independent Clauses के मेल से बने वाक्य को Compound (संयुक्त) Sentence कहते हैं।)

Note : The following are the main co-ordinating conjunctions :
and, as well as, so, therefore, or, otherwise, but, yet, still, nevertheless, consequently, either…or, neither…nor, not only…but (also), etc.

Examples:
Mohan met me and gave me a pen.
Hurry up or you will miss the train.
He wanted to study, but his father asked him to run the family business.
He came late, so he was fined.
He is poor, yet he is honest.
He is mischievous, nevertheless, he is intelligent.

3. Complex Sentence:
A complex sentence has one Main Clause and one or more Subordinate Clauses.
(जिस वाक्य में एक Main Clause और एक Subordinate Clause होती है, उसे Complex (मिश्रित) Sentence कहते हैं।)

Examples:
I met a man who was an engineer.
He walks as if he were the king of Patiala.
When he saw the police, he ran away.
You will pass if you work hard.

Exercise 1

Tell whether the following sentences are simple, complex or compound :

1. Work hard otherwise you will fail.
2. I will tell you the whole truth about the matter.
3. Since you say so, I believe it.
4. He approached me to get my favour.
5. Two and two make four.
6. She does not want to oblige you.
7. If you have a ticket, you may go inside.
8. You cannot come in until you feel sorry.
9. Walk fast lest you should miss the train.
10. As soon as I reached my house, it started raining.
Answers:
1. compound sentence
2. simple sentence
3. complex sentence
4. simple sentence
5. simple sentence
6. simple sentence
7. complex sentence
8. complex sentence
9. complex sentence
10. complex sentence.

Kinds of Subordinate Clauses :

Three kinds of Subordinate Clauses :
(i) Noun Clauses
(ii) Adjective Clauses
(iii) Adverb Clauses

(i) Noun Clauses

A noun in a sentence functions as a subject or an object. So a noun clause also does the function either of subject or of an object.
(एक वाक्य में संज्ञा एक कर्ता या कर्म के रूप में कार्य करती है। इसलिए एक Noun clause भी एक कर्ता या कर्म का कार्य करती है।)

How can we recognise a noun clause in a complex sentence ?
Replace the whole subordinate clause with the word‘something’.
If the sentence remains grammatical it will be a Noun Clause.

(पूरी Subordinate Clause के स्थान पर ‘something’ शब्द लिखो।)
यदि वाक्य व्याकरण के आधार पर सही लगता है तो वह clause निश्चित रूप से Noun Clause ही होगी। जैसे-
He told me that he would go to Mumbai.
Subordinate Clause = that he would go to Mumbai = something.
Sentence = He told me something.
(उसने मुझे कुछ बताया।)

Something what ?
Ans. ‘that he would go to Mumbai’ = Noun Clause.
(जब Subordinate Clause, Principal Clause के main verb से किए गए प्रश्न ‘क्या ?’ का उत्तर दे देती है, तब भी वह Noun Clause ही होती है।)

Combination of Simple Sentences into a complex sentence by using a noun clause:

(दो वाक्य दिए होंगे। जिनमें से एक वाक्य Noun Clause होता है और दूसरा वाक्य Principal Clause होता है। इन्हें एक वाक्य में जोड़ना है।)

1. यदि Noun Clause Question Word से शुरू होती है और Principal Clause के अन्त में thisit लगा होता है तो Principal Clause को पहले लिखते हैं, This या it को हटा देते हैं और Noun Clause को बाद में लिखते हैं लेकिन Noun Clause को लिखते समय इस बात का ध्यान रखते हैं कि Helping Verb (सहायक क्रिया) को Noun/Pronoun के बाद लिखते हैं।

(a) Where is your pen ? Tell me this.
Tell me where your pen is.

(b) When will the next train arrive ? Go and ask the guard.
Go and ask the guard when the next train will arrive.

2. यदि Noun Clause Question Word से शुरू होती है और This/It Principal Clause के शुरू में लगा होता है तो Noun Clause को वाक्य के शुरू में लिखते हैं और This/lt को हटाकर Principal Clause को वाक्य के अंत में लिखते हैं।

(a) When did he leave the town ? It is a wonder.
When he left the town is a wonder.

(b) What does he do for a living ? It is a mystery.
What he does for a living is a mystery.

3. यदि Noun Clause साधारण वाक्य में है और Principal Clause के अंत में this/it लगा है तो Principal Clause को पहले लिखते हैं (this/it को हटाकर) और उसके बाद that लगाकर Noun Clause को लिखते हैं
(a) He would pass. I knew it.
I knew that he would pass.

(b) The patient will recover soon. The doctor is confident of it.
The doctor is confident that the patient will recover soon.

4. निम्नलिखित परिवर्तनों पर ध्यान दीजिए
(a) (Something को हटाकर योजक शब्द What का प्रयोग करते हैं।)
(i) He said something. I am not impressed by it.
I am not impressed by what he said.

(ii) He does something. It is not known to me.
What he does is not known to me.

(b) (Somewhere और the place को हटाकर योजक शब्द Where का प्रयोग करते हैं।)
He worked somewhere. Tell me the place.
Tell me where he worked.

(c) (The reason को हटाकर योजक शब्द Why का प्रयोग करते हैं।)

(i) You have rejected my application. Tell me the reason.
Tell me why you have rejected my application.

(ii) You come late daily. I want to know the reason.
I want to know why you come late daily.

HBSE 9th Class English Grammar Transformation of Sentences

(d) (Someone को हटाकर who का प्रयोग करते हैं।)
Someone has stolen your book. I know him.
I know who has stolen your book.

5. (Noun Clause का प्रयोग Verb (क्रिया) के complement के रूप मैं)
(i) He will improve. This is our hope.
Our hope is that he will improve.

(ii) I have not got the money. This is the fact.
The fact is that I have not got the money.

6. (Noun Clause का प्रयोग Noun/Pronoun के object के रूप में)
(i) Who is responsible for the loss ? My question has not been answered.
My question who is responsible for the loss has not been answered.

(ii) India has won the match. The news is true.
The news that India has won the match is true.

Exercise 1

Combine the following pairs of sentences into complex sentences by using Noun Clause:
1. What the thieves did with all the money. It is a mystery.
2. The prices will not come down. You can be sure.
3. He will pass. I am confident.
4. He was saying something. They were listening to it.
5. He has lost his way. This is my fear.
6. He would go on a pilgrimage. He said that.
7. He will win the election. It is clear.
8. The bridge will collapse. The engineers are afraid.
9. They suggested something. We were all against it.
10. He will win a scholarship. I am sure.
Answers:
1. What the thieves did with all the money is a mystery.
2. You can be sure that the prices will not come down.
3. I am confident that he will pass.
4. They were listening to what he was saying.
5. My fear is that he has lost his way.
6. He said that he would go on a pilgrimage.
7. It is clear that he will win the election.
8. The engineers are afraid that the bridge will collapse.
9. We were all against what he suggested.
10. I am sure that he will win a scholarship.

Exercise 2

Combine the following sentences into complex sentences by using one of the sentences in each set into a Noun Clause:

1. He says something. We can’t rely on that.
2. You demand some money. I am ready to lend it.
3. You are innocent. That is a fact.
4. He would soon pay back the debt. He promised it.
5. He was a party to the plot. It is not a fact.
6. The result will be out tomorrow. I am sure of it.
7. He may be honest. I do not know.
8. The accident took place somewhere. I shall take you to the place.
9. I said something. I am sorry for it.
10. Death keeps no calendar. We all know it.
Answers:
1. I can’t rely on what he says.
2. I am ready to lend you what you demand.
3. The fact is that you are innocent.
4. He promised that he would soon pay back the debt
5. It is not a fact that he was a party to the plot
6. I am sure that the result will be out tomorrow.
7. I do not know that he is honest.
8. I shall take you to the place where the accident took place.
9. I am sorry for what I said.
10. We all know that death keeps no calendar.

Exercise 3

Join the following pairs of sentences, into complex sentences using noun clauses:

1. The patient has died. This is my fear.
2. The police has arrested the murderer. This is the news.
3. She was taking a risk. She realised that.
4. He will get first division. This is certain.
5. The conversation was upsetting him. It was a fact.
6. We should drop the plan. This is my suggestion.
7. There is a lot of corruption in the country. The opposition pointed out this fact.
8. The audience listened to the speech. The speaker gave that speech.
9. The audience followed the speaker. It was a wonder.
10. Mohan has no money. That is a fact.
Answers:
1. My fear is that the patient has died.
2. The news is that the police has arrested the murderer.
3. She realised that she was taking a risk.
4. This is certain that he will get first division.
5. The fact was that the conversation was upsetting him.
6. My suggestion is that we should drop the plan.
7. The opposition pointed out the fact that there was a lot of corruption in the country.
8. The audience listened to what the speaker said.
9. It was a wonder that the audience followed the speaker.
10. The fact is that Mohan has no money.

Exercise 4

Combine the sentences using a noun clause in each case.

1. Why is he coming here? Does Mohan know this?
2. When will I catch the train ? I don’t know this.
3. Why does Mohan beat his brother ? I cannot understand this.
4. The money is missing. This is the fact.
5. When did she leave the town? It is a mystery.
6. How does he earn so much money? Nobody knows this.
7. He would come. I was certain of that.
8. What does the teacher say? Listen to it.
9. He did something. I am not impressed by it.
10. The principal was coming. The whole class knew it.
Answers:
1. Does Mohan know why he is coming here ?
2. I don’t know when I will catch the train.
3. I can’t understand why Mohan beats his brother.
4. The fact is that the money is missing.
5. When she left the town is a mystery.
6. Nobody knows how he earns so much money.
7. I was certain that he would come.
8. Listen to what the teacher says.
9. I am not impressed by what he did.
10. The whole class knew that the principal was coming.

(ii) Adjective Clauses

An adjective qualifies a noun or a pronoun. So an adjective clause also qualifies a noun or a pronoun. (विशेषण किसी संज्ञा या सर्वनाम की विशेषता बताता है। इसलिए Adjective Clause भी किसी संज्ञा या सर्वनाम की विशेषता बताती है।)

जैसे- This is the house where I was born.
(यह वह घर है जहाँ पर मेरा जन्म हुआ था।)

Here, the adjective clause ‘where I was born’ qualifies the house’.
(यहाँ पर adjectiveclause where I was born’ ‘the house’ की विशेषता बताती है।)

How to recognise an adjective clause ?
Conjunction (योजक) से पहले कोई संज्ञा या सर्वनाम अवश्य होंगे; (जैसे उपरोक्त वाक्य में योजक ‘where’ से पहले ‘the house’ था।)

Sub ordinate clause (Adjective Clause) ‘something’ शब्द को अपना स्थान नहीं देगी। (यदि ‘something’ उसके स्थान पर रख भी दिया तो वाक्य निरर्थक हो जाएगा; जैसे)
This is the house something.

(वाक्य निरर्थक है। Main clause से मुख्य verb से यदि प्रश्न किया जाए कि ‘कौन’, ‘कौन-सा’, किसे ?, किसका ? तो subordinate clause उसका उत्तर देती है; जैसे This is the house where I was born.)

Principal Clause = This is the house.
(प्रश्न करो-कौन-सा घर ?)
(उत्तर मिलेगा-where I was borm.)
(जहाँ पर मेरा जन्म हुआ था।)

Similarly we may have one more example:
The boy who is wearing a red shirt is a friend of mine.

Principal Clause = The boy is a friend of mine.
(प्रश्न करो कि कौन-सा लड़का है ?)
(उत्तर Subordinate Clause देगी-)
(‘जिसने लाल कमीज पहन रखी है।’)

‘Whois wearing a red shirt’.
Thus we can recognise an adjective clause.
Conjunctions of relative clauses:
(i) Relative Pronouns: who, whose, whom, which, that etc.
(ii) Relative adverbs when, how, where, why, etc.

Exercise 1

Combine the following pairs of sentences by using defining relative (adjectival) clauses:

1. The man composed this song. He is visiting us tomorrow.
2. I saw several houses. They were quite unsuitable.
3. She was dancing with a student. He had a slight limp.
4. The woman is begging. Her husband is dead.
5. This is Jaidev. His son won the scholarship this year.
6. I saw a picture. It fascinated me.
7. I have bought a watch. It shows date.
8. I met Mohan. He gave me ten rupees.
9. This is Miss Deepika. I talked to you about her.
10. This is Harish. His pocket was picked yesterday.
11. That is the painting. It was praised by everyone.
12. He is the man. I went to see him.
13. The man was sitting in the chair. I had gone to meet him.
14. I was waiting for a man. He did not come.
15. He introduced me to Sheela. She has become famous for painting.
Answers:
1. The man who composed this song is visiting us tomorrow.
2. I saw several houses which were quite unsuitable.
3. She was dancing with a student who had a slight limp.
4. The woman whose husband is dead is begging.
5. This is Jaidev whose son won the scholarship this year.
6. I saw a picture which fascinated me.
7. I have bought a watch which shows date.
8. I met Mohan who gave me ten rupees.
9. This is Miss Deepika about whom I talked to you.
10. This is Harish whose pocket was picked yesterday.
11. That is the painting which was praised by everyone.
12. He is the man with whom I went to see him.
13. The man whom I had gone to meet was sitting in the chair.
14. I was waiting for a man who did not come.
15. He introduced me to Sheela who has become famous for painting.

(iii) Adverb Clauses

An adverb clause functions as an adverb in the sentence.
(एक adverb clause में क्रिया विशेषण का कार्य करती है।)

Kinds of Adverb Clauses:
1. Adverb Clauses of Time (कब ?):
Conjunctions: when, whenever, while, after, before, since, as soon as etc. You may come to my office whenever you like.
The bell rang after I reached school.
The patient had died before the doctor came.

2. Adverb Clauses of Place (कहाँ ?):
Conjunctions: where, wherever, whence.
I left the car where it broke down.
You may go wherever you like Go whence you came.

3. Adverb Clause of Reason/cause (क्यों ?):
Conjunctions: because, since, as, etc.
I could not attend you properly because I was so busy.
Since you say so, I believe you.

4. Adverb Clause of Manner (कैसे ?):
Conjunctions: as if, as though, as Do as I tell you.
She behaves as though she is a fairy queen.

5. Adverb Clause of Purpose (उद्देश्य):
Conjunctions: that, so that, in order that, for fear that etc.
We eat so that we may live. He drove fast in order that he might reach on time.

6. Adverb Clause of Result (परिभाषा):
Conjunctions: So + adjective + that etc.
He worked so hard that he scored 80% marks.

7. Adverb Clause of Contrast/concession:
Conjunctions: though, although, even though etc.
Although he has crossed seventy, he is very active.
Though he is poor, he is very contented.

8. Adverb Clause of Comparison:
Conjunctions: as-as; so-as; than.
She is not so rude as her mother.
She is as bold as her father.
He speaks more softly than his friends.

9. Adverb Clause of Condition:
Conjunctions: if, in case, unless, whether, provided that, as long as supposing that, etc.
If you work hard, you will pass.
Unless you work, you cannot succeed in life.

10. Adverb Clause of Proportion:
The higher you go, the cooler it is.

Exercise 1

Combine the following sentences using an Adverb Clause in each case:

1. He injured himself. He was alighting from the bus. (use as or while)
2. The platform became quiet. The train had left. (use when or after)
3. Arrange these books. I have shown you. (use as)
4. I was veiy upset. I felt like crying. (use so + adj + that)
5. Your brother is tall. My brother is taller. (use then)
6. You finish the work early. We can play tennis. (use if)
7. It was raining cats and dogs. They were playing football. (use although)
8. Mohan should start very early. It will be better. (use the earlier, yhe better)
9. My brother could not do homework. There was no power last night. (use because)
10. She dan’ces extremely well. You cannot help clapping. (use so…. that)
Answers:
1. He injured himself as/while he was alighting from the bus.
2. The platform became quiet after the train had left.
3. Arrange these books as I have shown you.
4. I was so upset that I left like crying.
5. My brother is taller than your brother.
6. If you finish the work early, we can play tennis.
7. Although it was raining like cats and dogs, they were playing football.
8. The earlier Mohan start, the better it will be for him.
9. My brother could not do homework because there was no power last night
10. She dances so extremely well that you cannot help clapping.

Compound Sentences:

A compound sentence has more than one main clauses. These clauses are joined together by co-ordinating conjunctions such as…… (and, but, yet, still, so, therefore, or, otherwise, neither……. nor, not only but also, either……. or)

(एक compound sentence में एक से अधिक main clauses होती हैं। ये clauses co-ordinating conjunctions के द्वारा जुड़ी होती हैं।

Co-ordinating conjunctions के द्वारा जोड़ी गई दोनों clause एक समान status की होती हैं।
He came in.
He saw everything with his own eyes.
He said nothing.
He came in and he saw everything with his own eyes but he kept silent.
(उपरोक्त वाक्य में तीन main clauses को co-ordinating conjunctions का प्रयोग करके जोड़ा गया है अतः यह एक compound sentence (संयुक्त वाक्य) है।)

Examples:
He should work hard or he will fail.
you can either eat an apple or you can drink apple juice.
He is neither intelligent nor is he a hard worker.
He is ill but he is still working.
He closed the shop and then he went to a temple.

Exercise 1

Combine each of the following groups of sentences into compound sentences using co-ordinating conjunctions.

1. He got the best treatment. He is not out of danger.
2. Mohan worked hard. He passed the examination.
3. He was absent. He was fined.
4. Vinod burnt the midnight oil. He did not get 1st division.
5. Kamla went to the market. She purchased a suit.
6. Work hard. You will fail otherwise.
7. Suresh is very rich. He is not happy.
8. You may write with a pen. You may use a pencil.
9. He knocked several times. No one came to open the door.
10. He is honest. He is faithful.
Answers:
1. He got the best treatment, yet he is not out of danger.
2. Mohan worked hard and passed the examination.
3. He was absent, so he was fined.
4. Vinod burnt the midnight oil, but he did not get 1st division.
5. Kamla went to the market and purchased a suit.
6. Work hard or you will fail.
7. Suresh is very rich, yet he is not happy.
8. You may either write with a pen or you may use a pencil.
9. He knocked several times, but no one came to open the door.
10. He is honest as well as faithful.

Exercise 2

Combine each of the following groups of sentences into compound sentences using co-ordinating conjunctions.

1. You may read. You may play.
2. The villager could not read. He could not write.
3. Radha’s marks were not high. She was able to get admission to a College.
4. Suresh is intelligent. His brother is dull.
5. I lost my way. I asked a passer-by the way. Being new he could not guide me.
6. He took me to his home. He gave me good food. He helped me with money.
7. He taught me. He also gave me books free.
8. He is very rich. He is not proud.
9. Mohan is not at school. He is not at home.
10. Iam tired. I have been working all day.
Answers:
1. You may either read or play.
2 The villager could neither read nor write.
3. Radha’s marks were not high, yet she was able to get admission to a college.
4. Suresh is intelligent, but his brother is dull.
5. I lost my way and asked a passer-by the way, but being new he could not guide me.
6. He took me home, gave me good food and helped me with money.
7. He not only taught me, but also gave me books free.
8. He is very rich yet he is not proud.
9. Mohan is neither at school nor at home.
10.1 am tired as I have been working all day.

Exercise 3

Combine each of the following groups of sentences into compound sentences using co-ordinating conjunctions.

1. Gopal passed. His sister failed.
2. Work hard. You will fail.
3. I help the poor. You tease them.
4. He did not come. He did not send any message.
5. Hire a taxi. You will miss the train.
6. We visited Agra. We visited Mathura also.
7. You should give up smoking. You will suffer from cancer.
8. He talked. The teacher taught.
9. Our team played well. We won the match.
10. Our team played well. We lost the match.
Answers:
1. Gopal passed, but his sister failed.
2. Work hard or you will fail.
3. I help the poor while you tease them.
4. Neither he came nor sent any message.
5. Hire a taxi or you will miss the train.
6. We visited not only Agra but Mathura also.
7. You should give up smoking otherwise you will suffer from cancer.
8. He talked while the teacher taught.
9. Our team played well and we won the match.
10. Our team played well but we lost the match.

• What is transformation?

When a sentence is changed from one grammatical form to another, without changing its meaning, it is called Transformation or Conversion of a sentence.

I. Change Of Simple Sentences Into Compound Sentences

1. Simple : You must work hard to get good marks
Compound : You must work hard and get good marks.

2. Simple : To our disgrace, he betrayed the country.
Compotind : He betrayed our country and this was a disgrace to us.

3. Simple : Seeing the police, the culprit escaped.
Compound : The culprit saw the police and escaped.

4. Simple : To our surprises he had reached home before us.
Compound : He had reached home before us and it surprised us.

5. Simple : He fell on the ground to escape being crushed.
Compound : He fell on the ground or he would have been crushed.

6. Simple : Owing to ill health he could not get a promotion.
Compound : He was ill, therefore, he could not get a promotion.

7. Simple : Besides being beautiful, the girl is clever.
Compound : The girl is not only beautiful but also clever.

8. Simple : Being hungry, he demanded food.
Compound : He was hungry and demanded food.

9. Simple : Inspite of being tired, he went on.
Compound : He was tired, but he went on.

10. Simple : Mohan having confessed, Sudhir will now be acquitted.
Compound : Mohan has confessed and Sudhir will now be acquitted.

II. Change Of Compound Sentences Into Simple Sentences

1. Compound : He climbed up the tree and plucked some mangoes.
Simple : Climbing the tree, he plucked some mangoes.

2. Compound : You must take some medicine, otherwise you cannot get well.
Simple : You cannot get well without taking some medicine.

3. Compound : I gave him not only food, but some money also.
Simple : Besides food, I gave him some money also.

4.Compound : He had good luck and was advised by a clever advocate.
Simple : Owing to his good luck he was advised by a clever advocate.

5. Compound : He made sincere efforts and got good marks.
Simple : Through his sincere efforts, he got good marks.

6. Compound : He worked hard but failed.
Simple : Now withstanding his hard work, he failed.

7. Compound : He appeared in the examination a third time and was successful.
Simple : After appearing in the examination a third time, he was successful.

8. Compound : Not only was the stranger given food but was provided with money.
Simple : Besides being given food the stranger was provided with money.

9. Compound : The president arrived and the meeting began.
Simple : The president having arrived, the meeting began.

10. Compound : The train stopped and we returned home.
Simple : The train having stopped, we returned home.

11. Compound : He went to London and studied English.
Simple : He went to London in order to study English.

III. Change Of Simple Sentences Into Complex Sentences Using Noun Clauses

Transform the following simple sentences into complex sentences using noun clauses:
1. Simple : Mohan promised to help me.
Complex : Mohan promised that he would help me.

2. Simple : According to his order, it must be done.
Complex : He ordered that it must be done.

3. Simple : He admitted defeat.
Complex : He admitted that he had been defeated.

4. Simple : Please listen to me.
Complex : Please listen to what I am saying.

5. Simple : This is my pay.
Complex : This is what I am paid.

6. Simple : He will certainly help you.
Complex : That he will help you is certain.

7. Simple : I am glad to hear of your success.
Complex : I am glad to hear that you have succeeded.

8. Simple : I cannot understand the reason of his failure.
Complex : I cannot understand why he has failed.

9. Simple : The clerk admitted his mistake.
Complex : The clerk admitted that he was mistaken.

10. Simple : Do you want me to go there ?
Complex : Do you want that I should go there ?

IV. Change Of Simple Sentences Into Complex Sentences Using Adjective Clauses

Transform the following simple sentences into complex sentences using adjective clauses:

1. Simple : He has a mischievous son.
Complex : He has a son who is mischievous. Please bring the big chair.

2. Simple : Please bring the chair which is big.
Complex : I have loving parents.

3. Simple : I have parents who love me.
Complex : This is my book.

4. Simple : This is the book which belongs to me.
Complex : He was the first man to come.

5. Simple : He was the first man who came.
Complex : I saw a girl in a red dress.

6. Simple : I saw a girl who was in a red dress.
Complex : This is the time to go.

7. Simple : This is the time when you should go.
Complex : The writer of this book is coming tomorrow.

8. Simple : The man who wrote this book is coming tomorrow.
Complex : The man who wrote this book is coming tomorrow.

9. Simple : I want a red pen.
Complex : I want a pen which is red.

10. Simple : He was coming with a lame man.
Complex : He was coming with a man who was lame.

V. Change Of Simple Sentences Into Complex Sentences Using Adverbial Clauses

1.Simple : The cat being absent, the mice will play.
Complex : When the cat is away, the mice will play.

2. Simple : I will go on receiving his message.
Complex : I will go when I receive his message.

3. Simple : We eat to live.
Complex : We eat so that we live.

4. Simple : I went early to get a good seat.
Complex : I went early so that I could get a good seat.

5. Simple : We waited for his finishing his work.
Complex : We waited until he finished his work.

6. Simple : He is honest inspite of his poverty.
Complex : Although he is poor, he is honest.

7. Simple : We stayed at home because of the bad weather.
Complex : We stayed at home as the weather was bad.

8. Simple : He acted according to my expectation.
Complex : He acted as I had expected.

9. Simple : He could not speak because of his anger.
Complex : He was so angry that he could not speak.

10. Simple : I met him at our usual meeting place.
Complex : I met him where we usually meet.

VI. Change Of Complex Sentences Into Simple Sentences

1. Complex : He remarked how beautiful the sunset was
Simple : He remarked on the beauty of the sunset.

2. Complex : He said that he was innocent.
Simple : He declared his innocence.

3. Complex : I cannot tell you how long my speech will be.
Simple : I cannot tell you about the length of my speech.

4. Complex : This is the letter which he was written by him.
Simple : This was the letter written by him.

5. Complex : Such as are wise can think.
Simple : Only the wise can think.

6. Complex : This is the road which marks the frontier.
Simple : This is the road marking the frontier.

7. Complex : Give me the book which is red.
Simple : Give me the red book.

8. Complex : I saw an animal which was three-footed.
Simple : I saw a three-footed animal.

9. Complex : I was glad when I heard of your success
Simple : 1 was glad to hear of your success.

10. Complex : The boy is so weak that he cannot walk.
Simple : The boy is too weak to walk.

VII. Change Of Compound Sentences Into Complex Sentences

1. Compound : Spare the rod and spoil the child.
Complex : If you spare the rod, you will spoil the child.

2. Compound : You must work hard or face punishment.
Complex : If you don’t work hard, you will get punishment.

3. Compound : He took medicine but he did not get well.
Complex : He did not get well although he took medicine.

4. Compound : She worked hard so she got a prize.
Complex : She got a prize as she had worked hard.

5. Compound : Trust God and you will not fail.
Complex : You will not fail if you trust God.

6. Compound : I did not go to Kashmir and missed the fun.
Complex : I missed the fun because I did not go to Kashmir.

7. Compound : Ask no questions and you will be told no lies.
Complex : If you ask no questions, you will not be told lies.

8. Compound : The teacher was strict but always loving.
Complex : Though the teacher was strict, he was always loving.

9. Compound : It is now late, so we had better go to bed.
Complex : As it is now late, we had better go to bed.

10. Compound : Take care of your money, and you will be happy in your old age.
Complex : If you take care of your money, you will be happy in your old age.

VIII. Transformation Of Complex Sentences Into Compound Sentences

1. Complex : Although he is poor, he is contented.
Compound : He is contented, though poor.

2. Complex :As he is generous, people like him.
Compound :He is generous, so people like him.

3. Complex :He would began again after he had taken off his coat.
Compound : He would take off his coat and begin again.

4. Complex :When the nail was found, he would have lost the hammer.
Compound :The nail would be found but he would have lost the hammer.

5. Complex :If you do not hold your tongue, you will be beaten.
Compound :Hold your tongue or you will be beaten.

6. Complex :As soon as the bell rang, the school work commenced.
Compound :The bell rang and the school work commenced.

7. Complex :I am glad that you have recovered from illness.
Compound :You have recovered from illness and I am glad.

8. Complex :Unless you do your home work, your teacher will be angry with you.
Compound :You must do your work or the teacher will be angry with you.

Solved Exercises

Exercise 1

Transform the following simple sentences into compound sentences:

1. He was too honest a man to tell a lie.
2. Besides the judge the jury believe the man to be guilty.
3. The sun having shone the mist cleared up.
4. Inspite of my advice, he made no use of his time.
5. Through his sincere efforts, he succeeded in life.
6. Not with standing his hard work, he failed.
7. Though frightened, he was not much hurt.
8. On this verandah the poet sat gazing at the scenery.
9. The man sat near the house, smoking and drinking.
10. Though young, he was wise.
Answers:
1. He was very honest and would not tell a lie.
2. He Jury as well as the judge believed the man to the guilty.
3. The sun shone and the mist cleared up.
4. I advised him but he made no use of his time.
5. He made sincere efforts and succeeded in life.
6. He worked hard but failed.
7. He was frightened but not much hurt.
8. The poet sat in the verandah and gazed at the scenery.
9. The man sat near the bouse and smoked and drank.
10. He was young but wise.

Exercise 2

Transform the following compound sentences into simple sentences:

1. The thief saw the police and ran away.
2. He finished the exercise and put away his books.
3. He put the spade aside and took rest.
4. We are tired, so we should take some tea.
5. The work was completed so I made the payment.
6. He finished his work in the city and came back by train.
7. He slept late and got up late next morning.
8. The child saw the sweets, and his mouth watered.
9. He burst into tears and went away.
10. I looked at the scene and was surprised.
Answers:
1. Seeing the police, the thief ran away.
2. Having finished the exercise, he put away his books.
3. Putting aside the spade, he took rest.
4. Being tired, we should take some tea.
5. The work having been completed, I made payment.
6. Having finished the work in the city, he came back by train.
7. Having slept late, he got up late next morning.
8. Seeing the sweets, the child’s mouth watered.
9. Bursting into tears, he went away.
10. Looking at the scene, I was surprised.

Exercise 3

Transform the following simple sentences into complex sentences using noun clauses:

1. I saw the trouble brewing.
2. This is not the way to clean things.
3. He had evidently expected the challenge.
4. His main work seems to make cigarettes.
5. They seemed to enjoy it.
6. We never expected to see such an animal.
7. The island seemed to be divided up into squares.
8. His aptitude for science was soon apparent.
9. And 1 don’t expect to see his here again.
10. 1 want you to take him out.
Answers:
1. I saw that the trouble was brewing.
2. This is not the way how things are cleared.
3. It was evident that he had expected the challenge.
4. It seemed that his main work was to make cigarettes.
5. It seemed that they enjoyed it
6. We never expected that we would see such an animal.
7. It seemed that the island was divided up into squares.
8. It was soon apparent that he had aptitude for science.
9. And I don’t expect that I should see him again.
10. I want you should take him out.

Exercise 4

Transform the following simple sentences into complex sentences using adjective clauses:

1. I want to talk to this man.
2. He was bom in this city.
3. He got my letter.
4. Yesterday I met an intelligent girl.
5. Uneasy lies the crowned head.
6. She is a stupid girl.
7. He left because of this reason.
8. Mihir Sen undertook a perilous swim.
9. A hardworking man is liked by all.
10. I cannot understand the hard sum.
Answers:
1. This is the man to whom I want to talk.
2. This is the city where he was born.
3. He got the letter which I sent.
4. Yesterday I met a girl who was intelligent.
5. Uneasy lies the head which wears the crown.
6. She is the girl who is stupid.
7. This is the reason why he left.
8. Mihir Sen undertook the swim which was perilous.
9. A man who is hardworking is liked by all.
10. I cannot understand the sum which is hard.

Exercise 5

Change the following simple sentences into complex sentences using adverbial clauses:

1. It makes my flesh crawl to hear you.
2. Your tooth being out, you can go to school.
3. His mouth began to water at the thought of mangoes.
4. I met him at our usual place.
5. She walks like a queen.
6. Inspite of being poor, he is honest.
7. The conductor pulled the bell and the bus stopped.
8. He will die of sun stroke by keeping on like this.
9. 1 looked at it more closely and found her right.
10. She talked like a mad woman.
Answers:
1. It makes my flesh crawl when I hear you.
2. You can go to school as your tooth is out
3. His mouth began to water when he thought of the mangoes.
4. I met him where we usually met
5. She walks as if she were a queen.
6. Although he is poor, yet he is honest
7. The bus stopped when the conductor pulled the bell.
8. He will die if he keeps on like this.
9. I found her right when I looked at it more closely.
10. She talked as if she were a mad woman.

Exercise 6

Transform the following complex sentences into simple sentences:

1. I know that you are the noblest of men.
2. I have no sentiments in this matter which are religious.
3. He sat down with us after he had taken bath.
4. I wept when I thought of my own calamity.
5. I bid them that they should drink the poison.
6. It was only Socrates who remained calm.
7. You know what my errand is.
8. We were ashamed when we heard his words.
9. The boy who was carrying a letter, entered.
10. I shall look as if I were poverty stricken.
Answers:
1. I known you to be the noblest of men.
2. I have no religious sentiments in this matter.
3. He sat down with us after taking bath.
4. I wept when 1 thought of my own calamity.
5. I bid them to drink the poison.
6. Only Socrates remained calm.
7. You know my errand.
8. We were ashamed when we heard his words.
9. The boy carrying a letter entered.
10. I shall look poverty stricken.

Exercise 7

Transform the following compound sentences into complex sentences:

1. Do the sum and I will let you go.
2. They reached the top and looked for the man.
3. He is poisonous and will cause sores.
4. He is old but he is full of activity.
5. We started for home and the rain came at once.
6. The TV was not working properly and the mechanic repaired it.
7. He worked hard but he did not get good marks.
8. The teacher came and the students became calm.
9. She came late, so she was punished.
10. He picked up the bag and went to the car.
Answers:
1. If you do the sum, I will let you go.
2. They looked for the man when they reached the top.
3. As he is poisonous the will cause sores.
4. Although he is old, he is full of activity.
5. As soon as he started for home the rain came.
6. As the TV was not working properly, the mechanic repaired it.
7. Although he worked hard, he did not get good marks.
8. When the teacher came, the students became calm.
9. She was punished because she came late.
10. He went to the car after he had picked the bag.

Exercise 8

Transform the following complex sentences into compound ones :

1. I am certain that you have broken the glass.
2. As soon as I received the information I left for Delhi.
3. The rain came as soon as we started for home.
4. Although he is strict, he is good at heart.
5. Although he was defeated, he could still argue.
6. If you buy a cheap thing, you will repent.
7. As he was sick, he could not eat.
8. I shall receive you at the station when the train arrives.
9. He works hard so that he can please his master.
10. The sun rose and the fog disappeared.
Answers:
1. You have broken the glass and I am certain of it.
2. I received the information and immediately left for Delhi.
3. I started for home and the rain came immediately.
4. He is strict, but he is good at heart
5. He was defeated but he could still argue.
6. Buy a cheap thing and you will repent
7. He was sick and could not eat
8. The train arrives and I will receive at the station.
9. He wants to please his master and therefore works hard.
10. The fog disappeared when the sun rose.

Haryana State Board HBSE 10th Class English Solutions Grammar Idioms Exercise Questions and Answers.

Haryana Board 9th Class English Grammar Idioms

1. Above all (chiefly, before everything else) – He is rich and good. Above all, he is honest.
2. Above-board (not open to question, honest, straightforward, beyond reproach) – His integrity is above-board.
3. Above par (of superior quality) – Of all my suits, the blue one is above par.
4. On account of – (for the sake of) – The college will be closed on account o/holidays.
5. On no account (not for any reason) – On no account will I help you.
6. To give a good account of oneself (to act with credit to oneself) – She gave a good account of herself in singing.
7. A fidus Achates (a faithful friend) – I can trust Gurgeet as he is a fidus Achates.
8. The heel of Achilles (a weak spot) – Drinking of wine proved to be the heel ofAchilles for him.
9. An Adonis (a very handsome man) – Simran fell in love with Harjeet as he is an Adonis.
10. To build castles in the air (to think of something impossible of realisation; to day-dream; to conceive fanciful ideas) – Do some solid work; do not build castles in the air.
11. To assume airs (to affect superiority) – He is an egoist; he always assumes airs.
12. To air one’s opinions (to give vent to one’s feelings in public) – Don’t air your opinions in this controversial matter.

13. To stand aloof (to keep to oneself and not mix with others) – I have decided to stand aloof on this issue.
14. To lead to the altar (to marry) – He is willing to lead Harsharan to the altar.
15. An Amazon (a warlike woman) – He fears his wife as she is an Amazon.
16. An Ananias (a liar) – Nobody trusts him, because he is known as an Ananias.
17. To weigh anchor (to be about to sail) – I boarded the ship as it was to weigh anchor.
18. To cast anchor (to drop anchor into the sea; to fix oneself) – The captain ordered the crew to cast anchor at New York.
19. An Apollo (a man with a perfect physique) – Even an Apollo cannot lift this stone.
20. The apple of discord (a cause of strife, contention, or quarrel) – Land is the apple of discord between the two brothers.
21. To upset the apple cart (to disturb the peace) – His tricks have upset the apple cart of his rival.
22. Apple pie order (in perfect order) – I keep all my things in an apple pie order.
23. To be tied to his mother’s apron strings (to be under the control and influence of his mother) – As he is tied to his mother’s apron strings, he cannot take any decision by himself.
24. Arcadian life (A blissfully happy rural and simple life) – People living in big cities are not acquainted with the Arcadian life.
25. To keep a person at arm’s length (to avoid coming in contact with a person) – I always keep selfish friends at arm’s length.
26. To take up arms (to fight; to go to war) – Bhagat Singh took up arms against the British Rule.
27. To receive with open arms (to welcome cordially) – My friend in Mumbai received me with open arms.
28. Attic salt [refined subtle wit (for which the Athenians were famous)] – Among the scholarly circles, he is known as a man of attic salt.
29. To cleanse the Augean stables (to effect great improvements in government, or to abolish great abuses) – To remove corruption is like cleansing the Augean stables.
30. To have an axe to grind (to have some selfish objective in view) – Behind his offer of help, he has an axe to grind.

31. Not to know B from a bull’s foot (to be ignorant of even the simplest things) – He cannot succeed in life as he does not know B from bull s foot.
32. A Babel (A confused noise) – I was disturbed by a Babel of voices from the next room.
33. To break the back of anything (to perform the most difficult part of it) – I have broken the backbone of the problem.
34. To backbite a person (to slander or to speak ill of someone) – He is in the habit of backbiting others.
35. To get one’s back up (to rouse one s anger) – By making a noise, the students got the teacher s back up.
36. He is the backbone of his team (he is the one on whom his team mainly relies for its successes) – Virat is the backbone of our cricket team.
37. He has no backbone (he has no will of his own) – A henpecked husband has no backbone.
38. Backstairs influence (influence exerted in an underhand or clandestine manner) – He went scot-free in the case because of his backstairs influence.
39. To cause bad blood (to cause strife and enmity) – The land dispute has caused bad blood between the two brothers.
40. A bad egg (a bad penny a worthless fellow) – He has proved a bad egg!penny in his family.
41. Bad form (bad manners) – To curse is bad form.
42. Bag and baggage (with all one’s belongings) – He has shifted from Ludhiana to Phagwara with bag and
baggage. .
43. To keep the ball rolling (to keep things going on) – Don’t stop the fun; keep the ball rolling.
44. To bandy words (to wrangle or exchange arguments) – You should not bandy words with your seniors.
45. Baptism of fire (a soldier’s first experience of actual war) – He faced his baptism office in the Kargil sector.
46. To call to the bar (to admit as a barrister) – Kulwant was called to the bar last year.
47. Barmicide’s feast (imaginary benefits) – Barmicide s feast has no charm for me.
48. Off one’s own bat (on one s own initiative) – I’ll succeed in life off my own bat.
49. To bear down on (to sail in the direction of) – The angry mob was bearing down on the culprit.

50. To lose one’s bearings (to be uncertain of one sposition) – He is sure to lose his bearings when confronted with corrupt police.
51. To beat about the bush (to talk in a round about manner) – Come to point; don’t beat about the bush.
52. To be dead beat (worn out by fatigue) – After a long journey, I am dead beat.
53. Bed and board (lodgings and food) – You will be provided with bed and board at our expenses.
54. As you make your bed, so you must lie on it (you will have to bear the consequences of your own mistakes or misdeeds) – You will have to suffer for your sins for as you make your bed, so you must lie on it.
55. To take to one’s bed (to have to be confined to bed as a result of sickness) – Due to over work, he took to his bed.
56. To have a bee in one’s bonnet (to be cranky) – He is a mechanic but wants to buy a Roll Royce car. He must be having a bee in his bonnet.
57. Bee-line (the shortest distance between two places) – There is no bee-line to success. You must work hard for it.
58. To go a-begging (to be sold very cheaply because no one cares to buy) – Soon after the summer season, fans go a begging.
59. Behind one’s back (without one’s knowledge) – My son started learning music behind my back.
60. Behind the scenes (in private; out of sight) – Most of the politicians do evil things behind the scenes.
61. To make’believe (to feign or pretend) – He made me believe that he was rich.
62. To bell the cat (to do something extremely dangerous) – Asking the boss for Increasing the salary was like belling the cat.
63. To hit below the belt (to act unfairly in a contest) – If you hit below the belt, you will be punished.
64. To give a person a wide berth (to keep as far away from him as possible) – As he is dishonest, I always like to give him a wide berth.
65. His better half (a man s wife) – He is fully under the control of his better half.
66. A bird in the hand is worth two in the bush (certainly is better than possibility) – I don’t want to wait for the prices to go up for selling my scooter as I believe that a bird in the hand is worth two in the bush.
67. An old bird is not to be caught with chaff (Experienced people are not easily fooled or deceived)-You cannot make him pay you money; an old bird is not to be caught with chaff.
68. To take the bit between one’s teeth (to get out of control; to become unmanageable) – Because his father’s excessive love, Manpreet has taken the bit between his teeth.
69. To bite the dust (to be defeated in war) – In the war India made Pakistan bite the dust.

70. The bitter bit (to cheat the cheater) – The bitter was bitten at last when he picked the pocket of a thief.
71. His bark was worse than his bite (He usually makes a lot of vain verbal threats) – Although his actions were harmless his bark was worse than his bite.
72. Let me see it in black and white (Write it down) – The agreement was in black and white.
73. A wet blanket (a person who discourages others; one who is a damper to enjoyment) – Don’t take him to the picnic, he is like a wet blanket.
74. To have kissed the blarney stone (to have a very persuasive tongue) – Although he has kissed the blarney storie, he cannot be fool me.
75. In cold blood (deliberately; not in passion) – It was a murder in cold blood.
76. Blood is thicker than water (One usually takes the side of one s relation against another who is not of one s own blood) – He appeared as a witness in favour of his criminal son; after all blood is thicker than water.
77. To blow hot and cold (to do one thing at one time and the opposite soon after) – I don’t trust him, for he always blows hot and cold.
78. A blue stocking (a learned woman, inclined to pedantry) – She is respected in the society of scholars, as she is a blue stocking.
79. Once in a blue moon (a very rare occurrence) – He visits me once in a blue moon.
80. Blue Ribbon (the highest prize in any sport competition or tournament) – He won the Blue Ribbon in the athletic meet.
81. At first blush (at first sight) – He fell in love with her at first blush.
82. In the same boat (in the same misfortune or circumstances) – My friends and I are sailing in the same boat.
83. A bolt from the blue (a sudden and unexpected occurrence) – The crash of the stock market was bolt from the blue for him.
84. A bone of contention (a cause of dispute) – Property is the bone of contention between the two brothers.
85. To have a bone to pick with someone (to have something to say to someone which might cause a quarrel) – He is rough and always has a bone to pick with one or the other.
86. A bookworm (a person who has excessive love of reading books) – He spends most of his time in the library as he is a bookworm.
87. By leaps and bounds (with remarkable speed) – India is making progress by leaps and bounds.
88. Homeward bound (on the way home) – As our cricket team did not reach the semifinals, it was soon homeward bound.
89. To Bowdlerise (to remove all the objectionable passages from a book (Thomas Bawdier in 1818 published an expurgated version of Shakespeare s works) – hence the name)-His speech was published after it had been bowdlerised.

90. To boycott (to avoid; to shun; to have no dealings with) – Lala Lajpat Rai boycotted the Simon Commission.
91. Breach of promise (Failure to keep a promise to marry one to whom you are betrothed) – She accused Jhanda Singh of breach of promise.
92. One’s bread and butter (one s means of livelihood) – He earns his bread and butter by selling fruit.
93. His bread is well buttered (He is in fortunate circumstances As his bread is well buttered; he does not care for expenses.)
94. To bread winner – (one who provides the means of livelihood for himself and his family) – Kuldeep is the breadwinner of his family.
95. To break in (to tame; to bring under control in a gentle manner) – The lion was broken in with a great difficulty.
96. To break the news (to reveal something unpleasant in a gentle manner) – I don’t know how to break the news of his failure.
97. To break the ice (to be the first to begin; to break the silence) – Mohan broke the ice in this matter.
98. To make a clean breast of anything (to make a full confession) – He made a clean breast of having committed the theft. Rahul made a clean breast his role in the conspiracy.
99. To breathe one’s last (to die) – He breathed his last after a long illness.

100. To breathe freely again (to feel comfortable) – She was able to breathe freely again after the death of her mother-in-law.
101. To make bricks without straw (to attempt to do something without proper materials or due preparation) – Trying to cross the ocean in a boat is like trying to make bricks without straw.
102. Never cross the bridge until you come to it (Do not anticipate difficulties) – Your fear about offending your officer is baseless. In fact, never cross the bridge until you come to it.
103. To bring down the house (to cause rapturous applause) – His musical performance brought down the house.
104. To bring up the rear (to be the last in the line) – As I reached, late, I brought up the rear.
105. It is as broad as it is long (It is the same whichever way you view it) – This room is as broad as it is long.
106. To knit the brow (to frown) – It is a bad habit to knit one’s brow.
107. To brow beat (to bully) – He is in the habit of brow beating others.
108. To kick the bucket (to die) – He kicked the bucket after a long distance.
109. To buckle on one’s armour (to set to work energetically) – During the examination days, students buckle on their armour.
110. To take the bull by the horns (to tackle any difficulty in a bold and direct manner) – Don’t be afraid of the difficulty and take the bull by the horns.
111. John Bull (an Englishman) – A John Bull considers himself superior to others.
112. To burke a question (to suppress or prevent any discussion on it.) – The Prime Minister tried to burke the question raised by the opposition parties.
113. To bury the hatchet (to forget past quarrels and be friends again) – The American Indians had the custom of burying their tomahawks when peace was concluded, as a symbol of their peaceful intentions – Let us bury the hatchet and be good friends once again.
114. Good wine needs no bush (there is no need to advertise something good) – Every student knows a good professor because a good wine needs no bush.
115. But me no buts (Do not bring forward objections) – But me no buts in my efforts to help the poor.
116. To raise cain (to rebuke severely) – Do not raise coin your child.
117. To take the cake (to take the first prize; to be the best of the lot) – He, being the best player, took the cake.
118. To burn the candle at both ends (expend energy in two directions at the same time) – He is a spendthrift and bums the candle at both ends.
119. The game is not worth the candle (the undertaking is not worth the trouble) – Don’t run after that worthless girl; the game is not worth the candle.
120. To paddle your own canoe (to be responsible for your actions; to act independently) – Now you are a grown up boy and must learn to paddle your own canoe.

121. If the cap fits, wear it (If you think the remarks made refer to you, then act accordingly) – The officer has great trust in you; if the cap fits, wear it.
122. To go cap in hand (to beseech in a humble manner) – After making mischief, he went cap in hand to apologise to the teacher.
123. Capital punishment (the death sentence or penalty) – Some people think that capital punishment is better than life imprisonment.
124. Capital ship (a warship of the most powerful kind) – The Capital ship was sunk in the war.
125. To put the cart before the horse (to do first what ought to be done afterwards; to reverse the proper order of things) – By taking the last step first, he tried to put the cart before the horse.
126. To let the cat out of the bag (to expose the trick; to let out the secret) – He let the cat out of the bag by disclosing that his friend was the culprit.
127. To fight like cats and dogs (to be always quarrelling and fighting) – Gurbux and his wife always fight like cats and dogs.
128. Care killed the cat (Don’t worry and fret yourself to death) – You should not worry much about this problem, for care killed the cat.
129. See which way the cat jumps (Sit on the fence; see how things are likely to turn out before deciding on a course of action) – Before joining any party, I will see which way the cat jumps.
130. To rain cats and dogs (to rain incessantly) – It has been raining cats and dogs since morning.
131. He is a cat’s paw (one used as a tool to do something dangerous.) – In the fable the Monkey used the Cat’s paw to pull chestnuts out of the fire. He is not guilty but he has been used as a cat’s paw by his officer.
132. To catch one’s eye (to attract attention)- – -She caught everyone’s eye at the function.
133. To give a sop to Cerberus (to appease someone by gift or bribe; to bribe) – These days you have to give a sop to Cerberus in every office for getting your work done.
134. To take the chair (to preside at a meeting) – Mohan took the chair at the meeting of the working committee.
135. To ring the changes (to be continually making alterations and trying new methods) – He never follows old methods and is always ringing the changes.
136. Chauvinism (absurd patriotism which manifests itself in warlike conduct) – From Nicholas Chauvin, a soldier ardently devoted to Napoleon. Chauvinism is a dangerous trait of character.
137. Catch at a straw (a help in dire need) – A drowning man catches at a straw.
138. She is no chicken (She is older than she says, or appears to be) – She appears to be very young but she is no chicken.
139. Chicken-hearted (weak timid, cowardly) – He appears to be very brave but in fact he is a chicken- hearted fellow.

140. Don’t count your chickens before they are hatched (Don’t calculate your gains before they are realised) – Let the result come; don t count your chickens before they are hatched.
141. A chip of the old block (a son resembling his father in face, disposition, habits etc) – He resembles his father in appearance and actions; he is a chip of the old block.
142. Chock full (full to overflowing) – The drains of the city are chock full.
143. Hobson’s choice (no alternative; take what you are offered or none at all.) – Girls these days are not given Hobson ’s choice at the time of their marriage.
144. To pick and choose (to make a careful selection) – It is not easy to pick and choose a wife.
145. A Cicerone (a guide who takes strangers and tourists over a country and explains to them all the curiosities and features of the place ) – A Cicerone enlighted us about the importance of the ancient monument.
146. Cimmerian darkness (profound darkness) – There was Cimmerian darkness in the room.
147. To square the circle (to attempt something impossible) – By trying to reform Harbhajan, you are trying to square the circle.
148. Close fisted (mean, miserly) – Don’t expect any charity from him as he is a close-fisted man.
149. Every cloud has a silver lining (Adverse conditions do not last for ever, brighter days are usually in store) – Don’t lose heart in your adversity as every cloud has a silver lining.
150. To have one’s head in the clouds (to live in dreamland; to have fanciful ideas) – He is not a practical man; he has his head in the clouds.
151. To live in clover; to be in clover (to be living in great luxury) – Almost all the film stars live in clover he is the son of a millionaire and lives in clover.
152. To carry coals to Newcastle (to do anything superfluous or unnecessary) – Newcastle, a great coal port in England.’ By teaching business tips to that great businessman, you are trying to carry coal to Newcastle.
153. To haul over the coals (to scold severely; to reprimand) – If you make a noise, your teacher will haul you over the coals.
154. To heap coals of fire (to return good for evil) – A saint has no ill will; he heaps coals of fire.
155. The coast is clear (the danger is past; there is no sign of interference) – Don’t be afraid. Everybody is asleep and the coast is clear.
156. Cut your coat according to your cloth (Live within your income; make what you possess serve your needs) – If you don’t cut your coat according to your cloth, you will repent.
157. A cock and bull story (a foolishly incredible story) – Nobody will believe your cock and bull story of having seen a ghost.
158. To be cock-sure (to be absolutely certain; extremely self-reliant) – He is cock-sure of getting first division.
159. To throw cold water upon anything (to discourage effort) – His treachery threw cold water upon my plans.

160. To give the cold shoulder (to rebuff, to treat with indifference) – He went to meet his friend with great hope but was given a cold shoulder by him.
161. Off colour (not in the usual form) – He is off colour and does not appear cheerful.
162. To show one’s colours (to reveal one s true intentions by no longer pretending) – In time of my need he showed his colours.
163. To come off flying colours (to succeed brilliantly) – He came off with flying colours in the final examination.
164. To commit to memory (to learn by heart) – He has committed the whole book to memory.
165. Too many cooks spoil the broth (When there are more workers than necessary they are likely to get in each other s way and the result is apt to be a failure) – He was attended by four doctors, yet he died; too many cooks spoiled the broth.
166. To send to Coventry (to boycott; to refuse to be on familiar terms or to have any dealings with someone) – He tried to be friendly with his class-fellows but they sent him to Coventry.
167. An admirable Crichton (a very talented person) – An admirable Crichton is successful in life.
168. Crocodile tears (hypocritical tears) – He shed crocodile’s tears at his uncle’s death.
169. By hook or crook (by fair means or foul) – He wants to succeed in life by hook or crook.
170. As the crow flies (in a direct line, the shortest distance between two points) – For reaching the post office, turn left and then go as the crow flies.
171. To take up the cudgels (to champion or fight for someone) – He has taken up the cudgels against his corrupt officer.
172. To curry favour (to seek favour by flattery) – He does not work but tries to curry favour of his officer.
173. Cut and dry (ready made) – He is in search of a cut and dry formula for success.
174. To cut a dash (to make an impression) – He cut a dash by his excellent performance.
175. A cut-throat (a murderer) – The police has caught the cut-throat who committed two murders.
176. To be at daggers drawn (to be deadly enemies) – Santa Singh dnd Banta Singh are at daggers drawn over a piece of land.
177. To have the sword of Damocles hanging over one’s head (to be in imminent danger of losing one’s life; to live in constant fear of some impending danger) – As his post is temporary, he has the sword of Damocles hanging over his head.
178. A Daniel – (an imperial judge) (‘Shakespeare, “Merchant of Venice”; Daniel I-VI) – The officer is so honest that people call him a Daniel.
179. A dare-devil (a fearless, reckless man) – He fought like a dare-devil in the battle.

180. Up to date (recent, modem) – This is an up to date directory.
181. In Davy Jones’s locker (drowned, at the bottom of the sea) – He got in Davy Jones’s locker when swimming.
182. He has seen better days (He was once prosperous) – He is a bankrupt, but he has seen better days.
183. Evil days (a period of misfortune) – I have fallen on evil days. You should face these evil days bravely.
184. To gain or win the day (to be victorious) – Our hockey team has won the day.
185. Halcyon days (a time when there is peace and happiness in the land) – During the reign of Harshwardhan India witnessed its Halcyon days.
186. Dead beat (quite exhausted) – After the long journey, I am dead beat.
187. Dead broke (penniless) – Gambling made him dead broke.
188. To run dead heat (a race in which the contestants came in together) – It was a dead heat race and the winner was judged with the help of video re-play.
189. A dead letter (something which no longer exists) – In some parts of India Sati system is still not a dead letter.
190. To step into dead man’s shoes (to come into an inheritance; to succeed someone who died) – He has stepped into the dead man’s shoes and is managing his father’s business.
191. To give the devil his due (give a person credit for his good qualities however worthless he may be) – He is mischievous, but to give the devil his due he is intelligent also.
192. Go to the devil (Be off) – Go to the devil, and don’t disturb me.
193. Devil’s playthings (playing cards) – He has been ruined by Devil’s playthings.
194. Devil’s bones (dice) – In the past a kind of gambling was played with Devil s bones.
195. To be between the devil and the deep sea (to be faced with two dangerous situations, each of which is to be dreaded as much as the other) – I will be ruined both ways; I am between the devil and the deep sea.
196. To be on the horns of a dilemma (to be in such a position that it is difficult to decide what to do) – I am on the horns of a dilemma whether I should lend him money or not.
197. Give a dog a bad name and hang him (Once a person loses his reputation, he is likely to be blamed for the misdeeds of other) – He is not guilty, but the opposition parties are trying to give a dog a bad name and hang him.
198. To be a dog in the manger (to prevent others from using what one cannot use oneself; to be selfish) – He neither plays himself nor lets others play. He is a dog in the manger.
199. Every dog has his day (Sooner or later, everyone has his share of good fortune) – From a clerk, he has become an officer. Every dog has his day.

200. To be in the doldrums (to be in low spirits; to be out of sorts) – After losses in business Mahinder is in doldrums.
201. The Dole (money given in charity, and also allowances to the unemployed) – The dole granted to the war widow is not sufficient.
202. To dole out (to give out in small quantities) – A very small amount of money is being doled out to the flood victim.The government has doled out a small amount of money to be spent on education.
203. To darken one’s door (to pay a visit to one’s house) – Yesterday, one of my old friends darkened my door.
204. Ups and downs (varying fortunes; changes and chances of life) – Life is full of ups and downs.
205. Down and out (penniless, ruined) – After loss in business, he is down and out.
206. Draconian legislation (very severe laws) – From Draco an Athenian legislator, whose laws were extremely severe) – The government passed Draconian legislation during the emergency.
207. To draw the long bow (to relate fantastic stories) – He draws the long bow about his visit to America.
208. To draw the line at (to refuse to go beyond a certain limit) – I have drawn the line and will not give you any more money.
209. To throw dust in one’s eyes (to try to deceive someone) – He threw dust in the police’s eyes and ran away.
210. Dutch courage (bravery induced by alcoholic liquors) – His Dutch courage has been of no use to him.
211. Eagle-eye (quick to discover, very discerning) – Nothing can escape Mohan’s eagle-eye.
212. To set by the ears (to cause strife or incite to quarrel) – The clever wife set her husband by the ears against his own brother.
213. To eat one’s words (to apologise; to take back what one has said) – He spoke without thinking and had to eat his words later.
214. A bad egg (a worthless person) – Satvinder is a bad egg in the whole class.
215. To egg on (to spur on to further action) – He egged me on to talk to the officer, but I was hesitant.
216. Do not put all your eggs in one basket (Do not stake all your money on a single industry; Spread your resources over a variety of transactions) – By purchasing the shares of one company, he has put all his eggs in one basket.
217. A white elephant (a useless possession which is extremely expensive to keep) – His imported car is a white elephant for him.
218. At the eleventh hour (at the last moment) – I reached the railway station at the eleventh hour and caught the train.
219. Give him an inch he’ll take an ell (He will abuse his privilege and take great libertie) – Don’t give him any concession, for if you give him an inch, he ‘ll take an ell.

220. Elysian happiness (a state of perfect bliss) – The period of a few months after marriage was Elysian happiness for him.
221. At his Writ’s end (utterly confounded) – He was at his wit’s end when he got the news of his failure.
222. At the end of his tether (unable to proceed any further) – After working for ten hours, I was at the end of my tether.
223. Odds and ends (remnants) – He gathered his odds and ends and went away.
224. To make both ends meet (lo keep expenses within one income) – These days it is difficult for a poor man lo make both ends meet.
225. Without end (forever lasting) – These days student unrest seems to be without end
226. A blot on the escutcheon (a disgrace on the reputation of a family) – His bad ways are a blot on the escutcheon
227. An exodus (the departure of a large body of people. From the Exodus of the is raelites from Egypt under Moses) – These days there is an exodus of people from villages to cities.
228. An eye for an eye (tit for tat; to return evil for evil; retaliaze) – He believes in the principle of an eye for an eye.
229. To keep an eye on (to watch carefully) – You should keep an eye on your expenses.
230. To see eye to eye (to be in complete agreement with the views of another) – The two brothers cannot see each other eye to eye.
231. Fabian tactics (a policy of wearing down an opponeni by delaying action; harassing an enemy by avoiding open battle) – Fabians Maximus, a Roman Consul, wore down Hannibal by refraining from engaging him in actual battle in the second Public War. The employers adopted Fabian tactics when the workers went on strike.
232. To save one’s face (to avoid disgrace) – In order lo save face, the corrupt minister resigned.
233. The fairer sex (women) – Many battles have been fought for the sake of the fairer sex.
234. Bad faith (dishonest intentions) – I cannot trust him as he is a man of bad faith,
235. In good faith (with honest intentions) – l told him my secret in good faith.
236. A breach of faith (to act contraly to what one had professed) – It was a breach off faith on your part to disclose my secret to my enemies.
237. To fall out (lo quarrel) – The two friends have fallen out on a trivial matter.
238. To fall through (to fail) – The plan fell through for want of funds.
239. To fall upon (to anack) – The lion fell upon the lamb.

240. To sail under false colours (to attempt to deceive) – The criminal tried to sail under false colours but was caught.
241. A feather In one’s cap (an honour; a distinction) – He added another feather in his cap by getting first division.
242. Birds of a feather flock together (People of similar tastes and dispositions crave each other s company) – Most of his friends are of his age, for birds of a feather flock together.
243. To feather one’s nest (to provide for the furture) – He has feathered his nest by saving a lot of money.
244. To show the white feather (to show signs of cowardice) – H e showed a white feather in the battle.
245. To sit on the fence (to remain neutral; to take neither side in a conhvversy) – He has not joined any party; he is sitting on the fence.
246. As fit as a fiddle (in excellent health) – He remained ¡II for many days but now he is flt as a fiddle.
247. To play second fiddle (to take a subordinate position) – He plays second fiddle to his wife.
248. To march In single, or Indian file (to march in a single line, one behind another) – The students came out of the class in Indian file.
249. To have at one’s finger tips (to know thoroughly) – I have all the details of the case at my finger tips.
250. To set the Thames on fire (to do something sensational or remarkable) – His interview to the press has set the Thames on fire.

Haryana State Board HBSE 10th Class English Solutions Grammar Modals Exercise Questions and Answers.

Haryana Board 9th Class English Grammar Modals

What is a Modal?
Modals एक प्रकार की सहायक क्रियाएं हैं। ये main verb के साथ मिलकर कार्य करने के mode या तरीके को बताती हैं। ये योग्यता, अनुमति, संभावना, कर्तव्य जैसे विचारों को व्यक्त करती हैं। मुख्यतः will, shall, would, should, can, could, may, might, must, need, dare, ought to और used to आदि modal auxiliaries हैं।

Features of Modals (सहायक क्रियाओं की विशेषताएँ)
(a) Modals कभी अकेली नहीं आतीं। इनका प्रयोग सदा main verb के साथ किया जाता है; जैसे
You must do this work.
I can solve this sum.

(b) Subject के number, gender या person का modals पर कोई प्रभाव नहीं होता; जैस
I can go there.
We can go there.
You can go there.
They can go there.
He can go there.
She can go there.

(c) Modals के साथ verb की Ist form का प्रयोग होता है। परंतुought और used के साथ ‘to’ Infinitive का प्रयोग होता है; जैसे
He will leave for Mumbai today.
You should work hard.
I can help you.
We ought to serve our country.
He used to help me in the past

(d) Modals के साथ ‘be’ लगाने पर उसके बाद verb की Ist form और ing का प्रयोग करते हैं, जैसे
Sudha will be writing a letter.
I shall be travelling in a train tomorrow.
Poonam will be dancing.

(e) Modals के बाद ‘have’ लगने पर उसके बाद verb की IIIrd form का प्रयोग करते हैं, जैसे
He must have done this work.
He should have passed the test.
He may have gone to Delhi.

Uses of Modals:

1. SHALL

(i) Shall का प्रयोग Ist person (I, we) के साथ साधारण future tense को व्यक्त करने के लिए किया जाता है; जैसे
I shall know my result tomorrow.
We shall leave for Mumbai in the evening.

(ii) आदेश (command) के लिए second और third persons के pronouns के साथ; जैसे
You shall do as I say.
You shall not disobey your parents.

(iii) वचन (promise) को व्यक्त करने के लिए; जैसे
You shall get a prize.
You shall have a wrist watch on your birthday

(iv) बाध्यता या अनिवार्यता (compulsion or necessity) को व्यक्त करने के लिए; जैसे
You shall not enter the kitchen with dirty feet.
You shall not make a noise.

(v) संकल्प (determination) अथवा निश्चय (certainty) को व्यक्त करने के लिए; जैसे
He shall take revenge on his enemy.
He shall get good marks, I am sure.

(vi) प्रश्नवाचक वाक्यों (interrogative sentences) में shall का प्रयोग I/we के साथ किसी दूसरे के सामने अपनी सेवा . प्रस्तुत करने के लिए या प्रार्थना करने के लिए किया जाता है; जैसे
Shall I carry your heavy bag ?
Shall we go to see a film today ?

2. WILL

(i) Will का प्रयोग IInd और IIIrd person (you, he, she, they, it आदि) के साथ simple future tense को व्यक्त करने के लिए किया जाता है; जैसे
He will come here at Diwali.
They will never learn good manners.

(ii) प्रार्थना या निमंत्रण के लिए; जैसे
Will you open the door, please?
Will you have a cup of tea?

(iii) आदत के लिए; जैसे
A dog’s tail will never become straight.
He will never tell the truth.

(iv) Ist person (I/we) के साथ निश्चय (certainty) को व्यक्त करने के लिए; जैसे
I will write a letter to her in the evening.
We will visit the theatre next week.

(v) I/we के साथ संकल्प (determination) को व्यक्त करने के लिए, जैसे
I will get 1st division.
We will win the race.
I will become a great man one day.

(vi) ‘इच्छा’ (willingness) को व्यक्त करने के लिए; जैसे
I will come with you if you want.
I will help you in this matter.

(vii)आदेश (order) या निर्देश (instruction) को व्यक्त करने के लिए; जैसे
You will do as I say.
You will not beat your brother.

(viii) अनुमान या संभावना (inference or probability) को व्यक्त करने के लिए; जैसे
The boys in blue dress will be his brother.
By this time Mohan will be there.

(ix) शर्त वाले (conditional) वाक्य के लिए; जैसे
If you work hard, you will pass.
If you don’t run, you will miss the train.

(x) चेतावनी देने के लिए or या otherwise वाले वाक्यों में; जैसे
Work hard otherwise you will fail.
Run fast or you will miss the train.

3. SHOULD

(i) Indirect speech में shall के past tense के रूप में; जैसे-
I told him that I should help him.
He said that they should go there.

(ii) कर्त्तव्य (duty) की भावना प्रकट करने के लिए; जैसे-
We should obey our parents.
We should help the poor.

(iii) सलाह तथा सझाव (advice or suggestion) को व्यक्त करने के लिए; जैसे-
You should work hard.
You should take exercise.

(iv) Lest के पश्चात उद्देश्य (purpose) को व्यक्त करने के लिए; जैसे-
Work hard lest you should fail.
Walk carefully lest you should fall.

(v) नैतिक उत्तरदायित्व (moral obligation) को व्यक्त करने के लिए; जैसे-
You should not drink wine.
You should help your sister.

(vi) कल्पना (supposition), संभावना (possibility) तथा शर्त (condition) की भावना को व्यक्त करने के लिए; जैसे-
Should you see my brother ? Tell him to send me a good book.
I think you should win the championship.

(vii) अनुमान (assumption) की भावना को दर्शाने के लिए; जैसे-
She should be here by now.
They should have reached Delhi.

4. WOULD

(i) Indirect speech में will के past के रूप में; जैसे
He told me that he would go to Mumbai.
Mohan said that he would not do that work.

(ii) Past के किसी कार्य को करने की आदत को व्यक्त करने के लिए; जैसे
Gandhiji would spin for hours.
He would often study till late in the night.

(iii) विनम्र प्रार्थना (polite request) के लिए; जैसे
Would you open the door, please?
Would you lend me your bicycle for an hour?

(iv) किसी की इच्छा को जानने के लिए; जैसे
Would you have a cup of tea?
Would you like to come with me?

(v) कोरी कल्पना (wish) को व्यक्त करने के लिए; जैसे
Would that I were a king!
Would that my son were a hard worker!

(vi) असंभावित परिस्थिति (improbable condition) को व्यक्त करने के लिए; जैसे
If a thief came here, he would find only books.
If I got a lottery, I would be very happy.

(vii) दृढ़-निश्चय (determination) को व्यक्त करने के लिए; जैसे
He would have his own way.
I would buy that car at any cost.

(viii)अधिमान (preference) को बताने के लिए; जैसे
I would like to have coffee.
I would rather starve than beg.

5. CAN

(i) योग्यता (ability) को व्यक्त करने के लिए; जैसे

He can swim across the river.
Can you stand on your head ?

(ii) अनुमति (permission) देने के लिए; जैसे
You can see a film if you like.
You can go home if you have done your work.

(iii) अनुमति मांगने के लिए; जैसे
Can I use your dictionary?
Can I go home?

(iv) संभावना (possibility) को व्यक्त करने के लिए; जैसे
Death can come anytime.
He can reach here anytime.

(v) क्षमता या शक्ति (capacity or power) को व्यक्त करने के लिए; जैसे
I can lift this heavy table.
The headmaster can remit your fine.

6. COULD

(i) Indirect speech में can के past के रूप में; जैसे
Mohan said that he could solve the sum.
He asked me if I could help him.

(ii) Past की अनुमति (permission) को दर्शाने के लिए; जैसे
Father said that he could see the film.
She asked me if she could meet me.

(iii) Past की संभावना (possibility) को व्यक्त करने के लिए; जैसे
If he had money, he could buy a scooter.
I wondered whether the news could be true.

(iv) भूतकाल में क्षमता (capacity) या योग्यता (ability) को व्यक्त करने के लिए; जैसे
I could swim when I was young.
She could solve the sum when she was only five years old.

7. MAY

(i) औपचारिक अनुमति (formal permission) लेने या देने के लिए; जैसे
May I come in, Sir ? Yes, you may.
May I use your book? Yes, you may use it.

(ii) इच्छा (wish), प्रार्थना (prayer) या आशीर्वाद (blessing) को व्यक्त करने के लिए; जैसे
May you live long !
May I be able to cross the river !
May God bless her with a son!

(iii) संभावना (possibility) को व्यक्त करने के लिए; जैसे
There are clouds in the sky. It may rain.
Mohan may reach here anytime.

(iv) उद्देश्य (purpose) को बताने के लिए so that से पहले verb की Ist Form लगी होती है। जैसे
We eat so that we may live.
I go to school so that I may become a great man.

(v) अतीत की संभावना (Past possibility) को व्यक्त करने के लिए may have का प्रयोग होता है; जैसे
He may have reached Kanpur.
You may have heard about Akbar.

8. MIGHT

यह may का past रूप है। इसका प्रयोग निम्नलिखित अवस्थाओं में किया जाता है।
(i) भूतकाल में अनुमति लेने या देने के लिए; जैसे
I asked him if I might use his book.
My father told me that I might see a picture.

(ii) भूतकाल (past) में संभावना (possibility) को व्यक्त करने के लिए; जैसे
The doctor said that the patient might recover.

(iii) भूतकाल की इच्छर (wish) को व्यक्त करने के लिए; जैसे
I wished that I might pass the examination.
Mohan wished that his sister might win the race.

(iv) भविष्य काल में किसी क्षीण संभावना (remote possibility) को व्यक्त करने के लिए; जैसे
I might go to the market, but I am not sure.
He might come, if he gets time.
The prices might fall down a little.

(v) उद्देश्य को बताने के लिए; so that से पहले verb की 2nd form लगी होती है। जैसे
He died so that his country might survive.
He worked hard so that he might pass.
If he worked hard, he might get 1st prize.

9. MUST

(i) तीव्र आवश्यकता (dire necessity) को व्यक्त करने के लिए: जैसे
You must take an umbrella as it is raining.
We must run if we want to catch the train.

(ii) अनिवार्यता (compulsion) या बंधन (obligation) को व्यक्त करने के लिए कार्य न करने पर यदि सजा मिलने का प्रावधान हो; जैसे
A servant must obey his master.
We must obey the laws of our country.

(iii) दृढ़-संकल्प (determination) को व्यक्त करने के लिए; जैसे
I must finish this work by evening.
We must attack the enemy before day-break.

(iv) कर्त्तव्य (duty) को व्यक्त करने के लिए; जैसे
You must obey your parents.
We must serve our country.

(v) मनाही (prohibition) को व्यक्त करने के लिए; जैसे
We must not touch electricity.
You must not disobey your elders.
Children must not play on the road.

(vi) संभावना (possibility) को व्यक्त के लिए; जैसे
He must have reached Delhi,
She must have gone to bed by now.

10. OUGHT

Ought का प्रयोग should के स्थान पर किया जा सकता है, मगर इसके साथ ‘to’ का प्रयोग आवश्यक है। इसके प्रयोग निम्नलिखित हैं

(i) नैतिक एवं सामाजिक कर्त्तव्य (moral and social duty) के लिए; जैसे
We ought to obey our teachers.
You ought to help the poor and the needy.
We ought to take pity on the beggars.

(ii) सलाह (Advice) या सुझाब (Suggestion) को व्यक्त करने के लिए; जैसे
You ought to work hard for the examination.
You ought to consult the doctor.

(iii) Ought to + have + verb की IIIrd form के द्वारा यह व्यक्त किया जाता है कि कार्य होना चाहिए था, मगर हुआ नहीं; जैसे
You ought to have met the principal (but you did not).
You ought to have informed the police.

11. NEED

Need एक नियमित क्रिया भी है और एक modal भी। Modal के रूप में इसका प्रयोग केवल नकारात्मक (Negative) तथा प्रश्नवाचक (Interrogative) वाक्यों में होता है; जैसे
(i) आवश्यकता का न होना; जैसे
You needn’t take an umbrella as it has stopped raining.
You need not go on foot.

(ii) आवश्यकता के बारे में कोई प्रश्न पूछना; जैसे
Need you go home so soon? .
Need you speak so fast?
Need she run for catching the bus ?

12. DARE

Need की तरह dare का प्रयोग भी नियमित क्रिया एवं modal दोनों प्रकार से होता है। Modal के रूप में इसका प्रयोग केवल नकारात्मक (Negative) और प्रश्नवाचक (Interrogative) वाक्यों में निम्नलिखित रूप से होता है
(i) साहस का न होना; जैसे-
I dare not enter the Headmaster’s office.
The child dare not go into a dark room at night.

(ii) साहस के बारे में प्रश्न करना; जैसे
Dare you catch a lion by its tail?
How dare you insult me?

13. USED TO

Used to का प्रयोग निम्नलिखित अवस्थाओं में किया जाता है :

(i) भूतकाल की किसी आदत (past habitual action) को दशनि के लिए; जैसे
In the past people used to believe that the earth was flat.
Before marriage, he used to drink a lot.

(ii) भूतकाल में किसी वस्तु के अस्तित्व के लिए; जैसे-
There used to be a big building at the comer.
A fair used to be held in this ground every year.

Exercise 1

Fill in the blanks-with the models given in brackets :

1. We …………… (serve) our country, (must, should, could)
2. He has burnt midnight oil. He …………… win a scholarship, (will/would/ought to)
3. He …………… read and write english. (can, could, must)
4. …………… your future be bright! (Would/May/Might)
5. …………… we go to see a movie today ? (Will/Would/Shall)
6. …………… you like to come with me? (would, should, could)
7. I have no pets. They …………… be very troublesome, (can, must, should)
8. Before marriage, he …………… drink a lot. (would/could/used to)
9. ……….. she have good health ! (Might/Would/May)
10. It …………… be not in the evening; who knows? (will, shall, may)
Answers:
1. We must (serve) our country, (must, should, could)
2. He has burnt midnight oil. He ought to win a scholarship, (will/would/ought to)
3. He can read and write english. (can, could, must)
4. May your future be bright! (Would/May/Might)
5. Shall we go to see a movie today ? (Will/Would/Shall)
6. Would you like to come with me? (would, should, could)
7. I have no pets. They can be very troublesome, (can, must, should)
8. Before marriage, he used to drink a lot. (would/could/used to)
9. May she have good health ! (Might/Would/May)
10. It may be not in the evening; who knows? (will, shall, may)

Exercise 2

Fill in the blanks with the modals given in brackets :

1. The candidates …………… to appear for an interview, (must, will, have)
2. Work hard lest you …………… fail, (must, will, should)
3. …………… that I were rich (would, could, may)
4. Radha…………… play harmonium well, (will/shall/can)
5. …………… I fetch a doctor, (will, shall, can)
6. We …………… practise virtue, (must/may/might)
7. I still remember my childhood. I …………… play hockey then, (might, used to, must)
8. …………… you have a cup of tea? (Would, Can, Must)
9. I go to school so that I …………… become a great man. (can/may/might)
10. …………… that I were a millionaire, (can, shall, would)
Answers:
1. The candidates have to appear for an interview, (must, will, have)
2. Work hard lest you should fail, (must, will, should)
3. Would that I were rich (would, could, may)
4. Radha can play harmonium well, (will/shall/can)
5. shall I fetch a doctor, (will, shall, can)
6. We must practise virtue, (must/may/might)
7. I still remember my childhood. I used to play hockey then, (might, used to, must)
8. Would you have a cup of tea? (Would, Can, Must)
9. I go to school so that I may become a great man. (can/may/might)
10. Would that I were a millionaire, (can, shall, would)

Exercise 3

Fill in the blanks with the modals given in brackets:

1. Walk slowly lest you …………… fall, (should, could, may)
2. We …………… try to speak correct English, (may/shall/should)
3. …………… that I were a bird ! (Must/Should/Would)
4. You …………… give him a lift. He has his own car. (shouldn’t/mustn’t/needn’t)
5. You …………… to pay your debts, (should, ought, could)
6. He …………… come home late at night, (used, used to, use to)
7. I …………… study day and night in my student life, (can/would/used to)
8. If you work hard, you …………… pass, (could, will, would)
9. …………… I assist you? (shall, will would)
10. …………. build a hospital if I won a lottery, (might, must, wolud)
Answers:
1. Walk slowly lest you should fall, (should, could, may)
2. We should try to speak correct English, (may/shall/should)
3. Would that I were a bird ! (Must/Should/Would)
4. You needn’t give him a lift. He has his own car. (shouldn’t/mustn’t/needn’t)
5. You ought to pay your debts, (should, ought, could)
6. He used to come home late at night, (used, used to, use to)
7. I used to study day and night in my student life, (can/would/used to)
8. If you work hard, you will pass, (could, will, would)
9. Shall I assist you? (shall, will would)
10. Would build a hospital if I won a lottery, (might, must, wolud)

Exercise 4

Fill in the blanks with modals given in the brackets:

1. A dog ………… usually obey his master. (will/can/must)
2. I …………. rather have coffee than tea. (would/should/could)
3. …………. you succeed in the exams ! (may/can/would)
4. …………. that I were a king ! (Would/Should/Might)
5. If you do not run, you …………. miss the flight. (will/shall/can)
6. Rani said that she …………. solve the sum. (could/should/would)
7. …………. that I were a rich man. (Shall/Should/Would)
8. They …………. to pass the exams to appear for interview. (must/have/will)
9. You are strong & wise, you help me. (will/may/can)
10. Children …………. obey their parents. (must/should/would)
11. Talk slowly lest you …………. awaken the baby. (should/would/could)
12. ………. I help you ? (May/Can/Shall)
Answers:
1. A dog must usually obey his master. (will/can/must)
2. I would rather have coffee than tea. (would/should/could)
3. May you succeed in the exams ! (may/can/would)
4. Would that I were a king ! (Would/Should/Might)
5. If you do not run, you will miss the flight. (will/shall/can)
6. Rani said that she could solve the sum. (could/should/would)
7. Would that I were a rich man. (Shall/Should/Would)
8. They have to pass the exams to appear for interview. (must/have/will)
9. You are strong & wise, you help me. (will/may/can)
10. Children should can obey their parents. (must/should/would)
11. Talk slowly lest you should awaken the baby. (should/would/could)
12. May I help you ? (May/Can/Shall)

Exercise 5

We use would to express willingness, an unreal condition and a past habit Example:

(a) If he were a millionaire, he would donate every penny to the needy, (unreal condition)
(b) She would sit for hours listening to music, (past habit)

Complete the following paragraph using will/won’t/would/wouldn’t. ‘

We won’t be here in the school next July. It is hard to believe, isn’t it ? Soon we ____ (a) ____ complete our ten years of general education. Once the results are out, I ____ (b) ____ be sure what stream I should take. Then I ____ (c) ____ know where I am heading. It ____ (d) ____ take long. Who knows what the future ____ (e) ____ bring ? I ____ (f) ____ agree with this idea. I feel, as a student I ____ (g) ____ put in my sincere efforts and ____ (h) ____ let any obstacle come in my way. I ____ (i) ____ go by my teacher’s advice. ____ (j) ____ you mind taking a tip ? ‘To achieve something in life one should have faith in oneself.
Answers:
We won’t be here in the school next July. It is hard to believe, isn’t it ? Soon we Will complete our ten years of general education. Once the results are out, I would be sure what stream I should take. Then I will know where I am heading. It won’t take long. Who knows what the future will bring ? I would agree with this idea. I feel, as a student I will put in my sincere efforts and won’t let any obstacle come in my way. I will go by my teacher’s advice. would you mind taking a tip ? ‘To achieve something in life one should have faith in oneself.

Exercise 6

Complete the conversation. Fill ¡n the blanks with should/can/could/mwst/wih/would/can ‘t.

Suhani : How many instruments (a) ______ you play?
Deepak : Three — the harmonium, the flute and the violin.
Suhani : That’s terrific. (b) ______ you please play violin for us?
Deepak : Yes, of course. But you’ve to come to my house with me.
Suhani : I (c) ______ say this music room looks like a place of worship.
Deepak : Yes. One has to concentrate and practice a lot to have a mastery over a particular art.
Suhani : How many hours (d) ______ you practise at a stretch?
Deepak : It depends. Normally I practise two hours a day in this room. (e) ______ you like to try the harmonium?
Suhani : I’m not musical at all. I (j) ______ sing.
Deepak : But you appreciate music! You (g) ______ learn if you are interested. For that matter every individual is musical. Even animals, birds and plants react to music.
Suhani : With your encouragement I (h) ______ definitely try.
Answers:
Suhani : How many instruments (a) can you play?
Deepak : Three — the harmonium, the flute and the violin.
Suhani : That’s terrific. (b) will you please play violin for us?
Deepak : Yes, of course. But you’ve to come to my house with me.
Suhani : I (c) must say this music room looks like a place of worship.
Deepak : Yes. One has to cóncentrate and practice a lot to have a mastery over a particular art.
Suhani : How many hours (d) can you practise at a stretch?
Deepak : It depends. Normally I practise two hours a day in this room. (e) would you like to try the harmonium?
Suhani : I’m not musical at all. I (j) can’t sing.
Deepak : But you appreciate music! You (g) should learn if you are interested. For that matter every individual is musical. Even animals, birds and plants react to music.
Suhani : With your encouragement I (h) will definitely try.

Haryana State Board HBSE 10th Class English Solutions Grammar Articles Exercise Questions and Answers.

Haryana Board 9th Class English Grammar Articles

Articles :
The demonstrative adjectives a, an and the have been given the collective name ‘Articles’. These are divided into two categories :
(a) The Definite Article : The
(b) The Indefinite Article : A or an

The Definite Article:

Uses of the Definite Article:

(a) ‘The’ is used before a noun which has become definite as it has been mentioned a second time. When it is introduced the first time, it takes ‘a/an’.
(‘The’ का प्रयोग ऐसी संज्ञा से पहले किया जाता है जो दोबारा जिक्र करने के कारण विशेष हो जाती है। जब इसका जिक्र पहली बार करते हैं तो इसके साथ a / a n लगाते हैं।)
A man is going on a road. The man has a bag.
The bag contains clothes. The road goes to Kamal.

(b) It is used before nouns of which there is only one, or which are considered as one:
(ऐसी संज्ञाओं के साथ जो केवल एक ही हैं या एक ही माने जाते हैं।)
The earth, the sky, the weather, the North Pole

(c) It is also used with a noun of which there is only one example in some given situation.
(ऐसी संज्ञा के साथ जिसका किसी विशेष हालत में केवल एक ही उदाहरण है।)
The Principal is on leave.
Has the postman come yet ?

(d) The definite article is placed before the superlative degree of adjectives.
(विशेषण के तीसरे दर्जे से पहले ‘The’ लगाते हैं।)
He is the best teacher I have known.
She is the most intelligent girl in the class.

(e) When the nouns like English, Russian, French, and Greek mean language’ no article is placed before them. But when they stand for People (Nations), they are preceded by the definite article :
(ऐसी संज्ञाएँ जैसे कि English, Russian, French, Greek आदि के साथ अगर article न लगा तो उनका अर्थ है वह भाषा। लेकिन इनसे पहले ‘The’ लगाने से उनका अर्थ लोग या राष्ट्र हो जाता है।)

The English ruled India for a long time. They introduced English as a medium of education in India.

(f) The nouns like hospital, school, college, church, temple, prison, cinema, bed, table, market, office, etc. denote their primary function if no article is placed before them. The use of the’ before them makes them definite and particular.

(इस प्रकार की संज्ञाएँ जैसे कि हस्पताल, स्कूल, कॉलेज, गिरजाघर, जेल, सिनेमा, बिस्तर, मेज, बाजार, दफतर आदि से पहले अगर कोई article न हो तो उनका प्राथमिक कार्य स्पष्ट होता है। उनसे पहले ‘The’ लगाने से वह विशेष हो जाते हैं।)
He met with an accident and was taken to hospital.
When I came to know of it, I went to the hospital to meet him.

(g) It is used before singular nouns to represent a class of things.
(इसका प्रयोग एकवचन संज्ञाओं के साथ चीजों के वर्ग को बताने के लिए होता है।)
The donkey is lazy (All donkeys are lazy).

(h) It is used before an adjective to represent a class of things.
(इसका प्रयोग तब भी होता है जब किसी विशेषण द्वारा पूरे वर्ग को बताया जाए।)
The rich should not exploit the poor.
Today a gap exists between the old and the young.

(i) ‘The’ is used when we refer to a particular thing or a person.
(‘The’ का प्रयोग तब होता है जब हम विशेष वस्तु या व्यक्ति का जिक्र करें।)
In that group, the boy in red shirt is my son.

(j) The definite article is used before ‘first/second’, etc. and ‘only’.
(‘प्रथम द्वितीय’ आदि तथा ‘केवल’ से पहले ‘The’ का प्रयोग करते हैं।)
He was the first man to reach the party. Sunita was the second guest. In fact, she was the only lady present there.

(k) Before the plural names of countries.
(उन देशों के साथ जिनके नाम बहुवचन में हैं।)
The United States of America, The West Indies.

(l) Before Special meals; as (विशेष भोजनों के साथ।)
I take dinner at 9.00 p.m. (usual dinner)
but Are you attending the dinner being given by Mohan ?

(m) Article the is used before the names of the following nouns:
Mountain ranges : The Himalayas, the Alps. the Pyrenees etc.
Rivers : The Ganga, The Brahamputra, the Thames, etc.
Oceans : The Indián Ocean, the Pacific, the Antractic, etc.
Islands : The Andamans, The West Indies etc.
Holy Books : The Geeta, The Quran, The Bible etc.
Newspapers : The Indian Express, The Times of India. etc.
Magazines : The Reader’s Digest. The Competition Master. etc.
Historical Buildings : The Parliament. The White House. etc.
Historical Events : The First Battle of Panipat. The First/Second World War.
Trains, Ships. Planes : The Shatabadi Express, The Vikrant. The Ashoka. etc.

The Indefinite Article:

Form
The form of the Indefinite article is a or an. The form ‘a’ is used before a word beginning with a consonant. It is also used with a word beginning with a vowel which sounds like a consonant:
a pen, a table, a boy
also : a university, a European, a useful thing.

The form ‘an’ is used before words beginning with a vowel (a, e, i. o, u) or words beginning with a mute ‘h’.
an owl, an elephant, an apple, an hour, an honourable man.

Uses of the Indefinite Article
(a) It is used before a singular noun which is countable, when it is mentioned for the first time.
(इसका प्रयोग ऐसी एकवचन संज्ञा के साथ होता है जो गिनी जा सके और जब इसका जिक्र पहली बार हो।)
I see a bird on that tree.
A house has a roof.

(b) Before a singular countable noun which is used as an example of the class of things or species.
(ऐसी एकवचन गिनी जा सकने योग्य संज्ञा के साथ, जो चीजों के वर्ग या जाति का उदाहरण हो।)
A horse is an animal. A cow has homs.
A pine tree grows very tall.

(c) In the numerical sense of the word ‘one’
(‘एक’ शब्द के गणनात्मक भाव के रूप में।)
He gave me a gift.
Not a word was spoken.

(d) In expressions of price, speed, etc. ‘alan’ are used in the sense of ‘per’.
(‘a/an’ का प्रयोग कीमत, गति आदि के लिए “प्रति” के अर्थ के रूप में किया जाता है।)
Milk sells eight rupees a kilo.
He drives at forty miles an hour.

(e) The names of professions and occupations take the indefinite article:
(व्यवसायों या धन्धों के नामों के साथ हम Indefinite article लगाते हैं।)
My father is a doctor.
He grew up to be a politician.

(f) Sometimes ‘a’ can be used before Mr./Mrs./Miss + surname. Then it means a man/woman/girl of that name:
(कई बार ‘a’ का प्रयोग श्री/श्रीमती कुमारी के नाम के पहले लगता है। तब इसका अर्थ है कि उस नाम का कोई आदमी, औरत, लड़की आदि।)
Mr. Mehta came to see you when you were away.
(This sentence means : “Aman called Mr. Mehta came …..”)

(g) Use of ‘a’ before few and little :

(i) a few and a little mean a small number or a small amount (‘few stands for number and little for amount).
(a few और alittle का अर्थ है कुछ संख्या या कुछ मात्रा। few का अर्थ संख्या और little का अर्थ मात्रा से होता है।)

(ii) ‘few’ and ‘little without article have an almost negative meaning.
(बिना article के few और little का अर्थ लगभग नकारात्मक होता है।)

I am thirsty but I am afraid there is little water in the pitcher.
But there is a little water in the fridge.
The college reopened today but there were few students in the classes. A few senior students came to the college but remained away from the classes.

(h) To attribute the qualities of a man (usually someone famous) to another person.
(किसी प्रसिद्ध व्यक्ति के गुणों का जिक्र किसी अन्य व्यक्ति के नाम के साथ करने के लिए।)

He is a Shakespeare (He is a genius like Shakespeare).

Omission of Articles :

Articles are not used in the following cases :
(Articles का प्रयोग निम्नलिखित हालातों में नहीं किया जाता।)

(a) No article is placed before abstract nouns when they are used in a general sense.
(जिस भाववाचक संज्ञा का प्रयोग सामान्य रूप से किया जाता है तो उसके साथ article नहीं लगता।)
Honesty is the best policy.
Happiness is what everyone longs for.

But abstract nouns take “the” before them when they are used in the particular sense.
(मगर-जब भाववाचक संज्ञा का प्रयोग विशेष रूप से होता है तो उसके साथ ‘The’ लगता है।)

We must work for the happiness of all sections of society.

(b) The article is omitted before ‘man’ and ‘woman’ when they are used in a general sense.
(जब man या woman का प्रयोग सामान्य रूप से हो तो उनके साथ article नहीं लगता।)
Man is mortal.
Woman is considered weaker than man.

(c) The article ‘the’ is omitted before the names of meals when used in a general sense. But we use ‘the’ when a specific meal is mentioned.
(सामान्य रूप से प्रयोग किए जाने पर भोजनों के नाम से पहले हम ‘the’ नहीं लगाते। मगर जब भोजन का जिक्र विशेष रूप से हो तो ‘the’ का प्रयोग करते हैं।)
He invited me to dinner. We take breakfast at 8 a.m.
The lunch given by him was fine.

(d) Collective nouns such as humanity, labour, mankind, posterity, society, don’t usually take an article.
(सामूहिक संज्ञाओं के साथ आमतौर पर article नहीं लगाते।)
Society must take care of its old persons.
Mother Teresa has devoted her life to the welfare of humanity.

(e) Articles are not used before proper nouns :
(व्यक्तिवाचक संज्ञा से पहले articles नहीं लगाते।)
Shakespeare was a genius.
Mumbai is a metropolitan city.

(f) No article is placed before the names of metals, materials and games when used in a general sense. But when they are used specifically, the is placed before them.
(सामान्य रूप से प्रयोग किए जाने पर धातुओं, पदार्थों तथा खेलों के नाम से पहले article नहीं लगाते। मगर जब वे विशेष रूप से प्रयोग किए जाएँ तो ‘the’ उनसे पहले लगता है।)

Gold is a costly metal. Many people in India play cricket
The Gold found in Kolar mines is of superior quality.

(g) Articles are not used in certain phrases consisting of a preposition followed by its object :
(उन निश्चित वाक्यांशों में जहाँ preposition का प्रयोग कर्म के साथ किया हो तो articles का प्रयोग नहीं होता।)
at home, in hand, in debt, by day/night, on demand, at sunset/night, on earth, by land/water/air, on foot etc.
You must finish the work in hand.
He started the journey at day break.

Exercise 1

Fill in the blanks with ‘a’, ‘an’ or ‘the’:

1. The box was made of ……………. wood.
2. According to ……………. Bible, God Made ……………. the world in six days.
3. I saw ……………. one-rupee note lying on the ground.
4. ……………. rose smells sweet.
5. By ……………. united effort w’e may achieve success.
6. He is ……………. African by birth, not European.
7. ……………. camel is ……………. ship of the desert.
8. ……………. man is mortal.
9. This is ……………. first time I have asked for help.
10. My son will be old enough to go to …………… school next year.
Answers:
1. The box was made of wood.
2. According to the Bible, God Made the the world in six days.
3. I saw a one-rupee note lying on the ground.
4. Rose smells sweet.
5. By a united effort w’e may achieve success.
6. He is an African by birth, not European.
7. The camel is a ship of the desert.
8. ……………. man is mortal.
9. This is the first time I have asked for help.
10. My son will be old enough to go to school next year.

Exercise 2

Fill in the blanks with appropriate articles, wherever necessary:
1. Ink is ……………. useful article .
2. ……………. Taj Mahal is ……………. most beautiful building.
3. ……………. flowers in that vase are very beautiful.
4. ……………. Gold is found in Australia and South Africa.
5. The more you earn ……………. more you spend.
6. What are we having for ……………. lunch ?
7. He did not speak ……………. word in self-defence.
8. Have you read ……………. Ramayana.
9. ……………. owl cannot see during day time.
10. She thanked me for ……………. present I gave her.
Answers:
1. Ink is a useful article .
2. The Taj Mahal is the most beautiful building.
3. The flowers in that vase are very beautiful.
4. Gold is found in Australia and South Africa.
5. The more you earn the more you spend.
6. What are we having for lunch ?
7. He did not speak a word in self-defence.
8. Have you read the Ramayana.
9. Owl cannot see during day time.
10. She thanked me for the present I gave her.

Exercise 3

Fill in the blank spaces in the following sentences with the word or words given in brackets. Use either the plain noun, or the noun preceded by the (whichever you think is correct) :

1. In Austria the people speak ……………. (German).
2. ……………. (English) is spoken in many countries.
3. ……………. lunch given by him was fine.
4. Can you speak ……………. ?
5. ……………. (Italians) are a very musical nation.
6. ……………. wise should be sober.
7 ……………. (India) is a very large country in ……………. (Asia)
8. ……………. wisdom is better than wealth.
9. His uncle is manager of ……………. (Overseas Bank) in this town.
10. Everest is ……………. highest mountain peak in ……………. world.
Answers:
1. In Austria the people speak German.
2. English is spoken in many countries.
3. The lunch given by him was fine.
4. Can you speak ?
5. The (Italians) are a very musical nation.
6. The wise should be sober.
7 India is a very large country in Asia.
8. Wisdom is better than wealth.
9. His uncle is manager of the (Overseas Bank) in this town.
10. Everest is the highest mountain peak in the world.

Exercise 4

Insert a or an in the blank spaces in the following sentences:

1. ……………. elephant is a very strong animal.
2. He had always hoped that his son would go to ……………. university.
3. Italy is ……………. European country.
4. He has ……………. ulcer on his mouth.
5. Is there ……………. hospital in this town?
6. Everyone respects ……………. honest person.
7. His brother is ……………. university professor.
8. Ram is ……………. one eyed person.
9. He is ……………. M.P
10. ……………. honour was conferred on him for his services to his country.
Answers:
1. An elephant is a very strong animal.
2. He had always hoped that his son would go to a university.
3. Italy is a European country.
4. He has an ulcer on his mouth.
5. Is there a hospital in this town?
6. Everyone respects an honest person.
7. His brother is a university professor.
8. Ram is a one eyed person.
9. He is an M.P
10. An honour was conferred on him for his services to his country.

Exercise 5

Fill in the blanks with appropriate articles, wherever necessary:

1. Westayedat ……………. hotel in the centre of the town.
2. It is ……………. great honour to be invited to such a gathering.
3. The English introduced ……………. English as a medium of education in India.
4. ……………. honorary secretary is one who is not paid for his services.
5. The proposal was accepted by ……………. unanimous vote.
6. There is ……………. hourly bus service on this route.
7. ……………. pine tree grows very tall.
8. We shall come if we get ……………. opportunity.
9. That was not ……………. very honest thing to do.
10. He gave me ……………. one rupee note.
Answers:
1. Westayedat a hotel in the centre of the town.
2. It is a great honour to be invited to such a gathering.
3. The English introduced English as a medium of education in India.
4. An honorary secretary is one who is not paid for his services.
5. The proposal was accepted by a unanimous vote.
6. There is an hourly bus service on this route.
7. A pine tree grows very tall.
8. We shall come if we get an opportunity.
9. That was not a very honest thing to do.
10. He gave me a one rupee note.

Exercise 6

Fill in the blanks with ‘a’, ‘an’ or ‘the’:

1. I ate ……………. orange.
2. This is ……………. first university in Northern India.
3. ……………. Tribune is a daily newspaper.
4. ……………. dinner given by me was appreciated by all.
5. I shall be back in less than ……………. hour.
6. ……………. rose smells sweet.
7. New York is ……………. large city.
8. I respect him because he is ……………. honest man.
9. ………. little knowledge is ……………. dangerous thing.
Answers:
1. I ate an orange.
2. This is the first university in Northern India.
3. The Tribune is a daily newspaper.
4. The dinner given by me was appreciated by all.
5. I shall be back in less than an hour.
6. Rose smells sweet.
7. New York is a large city.
8. I respect him because he is an honest man.
9. A little knowledge is a dangerous thing.

Haryana State Board HBSE 10th Class English Solutions Grammar Tenses Exercise Questions and Answers.

Haryana Board 10th Class English Grammar Tenses

Tense :
(काल किसे कहते हैं ?)
The tense of a verb shows the time of an action or event. (क्रिया का काल, कार्य या घटना के समय के बारे में । जानकारी देता है।)

Verb (क्रिया किसे कहते हैं ?)
The word that tells us about the process of doing any action or event is known as a verb. (जो शब्द किसी कार्य या घटना के करने या होने के बारे में जानकारी देता है, उसे क्रिया कहते हैं।)
अंग्रेज़ी भाषा में verb के तीन रूप होते हैं-
(1) Present
(2) Past
(3) Past Participle.

Some Important Three Forms of The Verb:

There ate three main tenses corresponding the three divisions of time, these are :
(काल मुख्य रूप से तीन प्रकार के होते हैं।)
(a) The Present Tense.
(b) The Past Tense.
(c) The Future Tense.

Sack of these thtee main tenses has four forms :
(i) Simple or Indefinite
(ii) Continuous or Progressive
(iii) Perfect
(iv) Perfect Continuous

There are three main, tenses corresponding the three divisions of time. These are:

(a) The Present Tense.
(b) The Past Tense.
(c) The Future Tense.

Each of these three main tenses has four forms :
(i) Simple or Indefinite
(ii) Continuous or Progressive
(iii) Perfect
(v) Perfect Continuous

(A)

I. The Simple Present (Or The Present Indefinite)

Form:
इस Tense से संबंधित वाक्य का जब हिंदी में उच्चारण किया जाता है तो वाक्य के अंत में ता है, ती है, ता हूँ… ते हैं, की आवाज आती है।
HBSE 9th Class English Grammar Tenses -10

S= Subject (कर्ताकारक)
V= Verb (क्रिया)
O= Object (कर्म कारक)
यदि Subject (he, she, it, singular Noun हो तो V1 के साथ s/es लगाते हैं। जैसे-)
My mother goes to temple daily.
My mother does not go to temple daily.
Does your mother go to temple daily?
I play cricket.
They work in a factory.

Uses :
इन वाक्यों में daily, every, always, often, usually, generally शब्द लगे होते हैं।
(a) To describe habitual actions.
(आदत वाले कार्य को बताने के लिए।)
Ram gets up early in the morning. Then he goes for a walk.
He always speaks the truth.

(b) To express a general, universal or scientific truth.
(सामान्य, शाश्वत या वैज्ञानिक तथ्य को बताने के लिए।)
The sun rises in the east.
The rain falls from the clouds.

(c) To express a fact which is true at the time of speaking.
(ऐसे तथ्य को व्यक्त करने के लिए जो बात करते समय सत्य है।)
Krishma lives in Mumbai.
The Express train does not stop at this station.

(d) In describing running commentaries :
(आँखों देखा हाल बताने के लिए।
Raman passes the ball to Kamal and he hits it into the goal.

II. The Present Continuous Tense

Form :
इस Tense से संबंधित वाक्य का जब हिंदी में अनुवाद किया जाता है तो वाक्य के अंत में रहा है, रही है, रहे। हैं, की आवाज आती है।

Simple Sentences – S+ Is/Am/Are + Vi+ing +O
Negative Sentences – S + Is/Am/Are +not+V, + ing+O
Interrogative Sentences – Is/Am/Are +S+V.+ing +O?

I के साथ am का प्रयोग करते हैं।
He, She, It और singular noun के साथ is का प्रयोग करते हैं।
We, you, they और Plural Noun के साथ are का प्रयोग करते हैं; जैसे-
Look ! the two boys are fighting. I am doing my work.

Uses :
(a) It shows what is happening now, at the time of writing or speaking.
(जो कार्य अब बात करते या लिखते समय हो रहा है।)
Shubham is studying in his room, but his brother Arun is playing in the garden.

(b) To express an action which may not be actually going on at the time of speaking, but it is going on in general.
(जो कार्य बात करते समय नहीं चल रहा, मगर सामान्य रूप से चल रहा है, उसे व्यक्त करने के लिए।)
She is writing a book on Economics.
He is building a new house.

(c) To express an action which is likely to happen in near future.
(उस घटना को व्यक्त करने के लिए जो निकट भविष्य में हो सकती है।)
My brother is coming next week.
I am going to Delhi tomorrow.

Exercise 1

Put the verbs in brackets into the simple present tense or the present continuous tense :
1. Suman generally (wear) a white suit but today she (wear) a blue one.
2. He (go) for a walk everyday.
3. What (make) the moon go round the earth?
4. Crime never (pay).
5. The workers (repair) the road at present.
6. People (wear) new clothes at Diwali.
7. My children generally (go) to their uncle during the holidays. But they (not go) this summer as we all (go) to Shimla.
8. I usually (drink) coffee but now I (drink) tea.
9. We (have) our lunch at the Ashoka Restaurant this afternoon.
10. Look! she (tremble) with fear.
11. The doctor (examine) the patient in the next room.
12. Do not make a noise. The baby (sleep) in the cradle. .
13. Bad students never (work) hard.
14. Going to war (mean) killing a lot of people.
15. He (want) to buy a scooter.
Answers:
1. wears; is wearing
2. goes
3. makes
4. pays
5. are repairing
6. wear
7. go ; are not going; are going
8. drink; am drinking
9. are having
10. is trembling
11. is examining
12. is sleeping
13. work
14. means
15. wants.

Exercise 2

Put the verbs in brackets into the simple present or present continuous tense:
1. Ice (melt) at 0” centigrade.
2. ‘Silence please’. The students (write) their examination in the next room.
3. What (make) an apple fall ?
4. I (hear) a continuous noise in the next room. What (go on) there ?
5. She (write) a book on English nowadays.
6. The car (need) servicing. I (send) it to the garage tomorrow.
7. It (rain) hard. 1 am afraid the match will have to be cancelled.
8. My sister (take) lessons in Western music. She (practise) on the piano everyday.
9. He (say) that he (not leave) now.
10. The boys (rehearse) a play for College Day.
Answers:
1. melts
2. are writing
3. makes
4. hear; is going on
5. is writing
6. needs; am sending
7. is raining
8. is taking; practises
9. says; is not leaving
10. are rehearsing.

Exercise 3

Put the verbs in brackets into the simple present or present continuous tense :
1. Snakes (not make) holes. They (live) in the holes made by other creatures.
2. You cannot see Raman; he (have) a bath.
3. Kalpana usually (drink) tea, but today she (drink) coffee.
4. I (write) a book at a present moment.
5. Our teacher (speak) so quickly that most of the students (not understand) him.
6. In Tamil Nadu men usually (wear) lungis.
7. He (wear) a coat today as it is very cold.
8. I cannot answer the telephone because I (make) an omelette.
9. He always (buy) tickets but he never (win) anything.
10. You (love) her ? No, I (like) her manners but I (not love) her.
11. You (know) why water (boil) when we (heat) it ?
12. Who (make) so much noise in the next room ?
13. Irregular work (not bring) success.
14. The stars (shine) during the night.
15. Look! The two boys (fight).
Answers:
1. do not make; live
2. is having
3. drinks; is drinking
4. am writing
5. speaks; do not understand
6. wear
7. is wearing
8. am making
9. buys; wins
10. Do you love; like; do not love
11. Do you know; boils; heat
12. is making
13. does not bring
14. shine
15. are fighting.

III. The Present Perfect Tense

Form :
इस Tense से संबंधित वाक्य का जब हिंदी में अनुवाद किया जाता है तो वाक्य के अंत में चुका है, या लिया है, की आवाज आती है।

Simple Sentences – S + has/have + V3 + O
Negative Sentences – S + has/have + not + V3 + O
Interrogative Sentences – Has/Have + S + V3 + 0 + ?

He, she, it और singular noun के साथ has का प्रयोग होता है।
I, we, you, they और plural noun के साथ have का प्रयोग होता है। जैसे-
The Bell has gone.
I have learnt my lesson.
Have you returned the library books ?

Uses
(a) To express an action which has just been completed.
(किसी ऐसे कार्य का वर्णन करने के लिए जो अभी-अभी पूर्ण हुआ है।)
Have you written a letter ?
Yes, I-have just completed it.

(b) To express an action which began in the past and has continued upto the present. For this use of the tense, for and since can be used to denote the length of time. For is used to show the length of time and since to show the point of time.
(किसी ऐसे कार्य का वर्णन करने के लिए जो भूतकाल से चलकर वर्तमान समय तक जारी रहा हो। समय की अवधि कां वर्णन करने के लिए since और for का प्रयोग किया जाता है। For का प्रयोग समय की अवधि दर्शाने के लिए और Since का प्रयोग निश्चित समय-बिंदु को दर्शाने के लिए किया जाता है।)
He has been a teacher since 1995.
I have known him for the last ten years.

(c) To express an action which happened in the past at an indefinite time. We either don’t know the time of its happening or we don’t mention it.
(भूतकाल में किसी अनिश्चित समय में घटित होने वाले कार्य का वर्णन करने के लिए। हम कार्य के होने के समय के बारे में नहीं जानते और न ही उसका वर्णन करते हैं।)
I have seen the Taj Mahal.
I have met the author of this book.

(d) In the sentences having ‘yet’, negative sentences of this are formed.
(जिस वाक्य में yet लगा होता है उसमें इस tense के साथ not का प्रयोग करते हैं।)
The match has not started yet.
He has not come yet.
They have not visited us yet.

IV. The Present Perfect Continuous Tense

पहचान : वाक्य के अंत में से रहा है, से रही है, से रहा हूँ, से रहे हैं, इत्यादि लगा होता है।
Simple Sentences – S + has/have + been + V1 + ing + O
Negative Sentences – S + has/have + not been + V1 + ing + O
Interrogative Sentences – Has/Have + S + been + V1 + ing + O + ?

I have been living here only for five years.
No, I have not been living here since long.
Have you been living here for a long time ?

Uses :
(a) To express an action which began in the past but is still continuing. Since and For are used to denote the length of time.
(किसी ऐसे कार्य का वर्णन करने के लिए जो भूतकाल में किसी समय से आरंभ होकर अभी भी निरंतर रूप से चल)
It has been raining since morning.
We have been waiting for the rain to stop.

(b) To express an action, which has just finished, but whose effect or result still continues.
(किसी ऐसे कार्य का वर्णन करने के लिए जो अभी-अभी पूरा हुआ है लेकिन उसका प्रभाव या परिणाम अभी भी जारी है।)
I am tired; I have been watering the plants since morning.
I am late because I have been washing my car.

Exercise 4

Put the verbs in the present perfect or present perfect continuous tense:
1. He (take) his meal and is playing in the garden now.
2. Please give me your pen. I (forget) mine at home.
3. I (ring) the bell for five minutes, but nobody (come) to answer.
4. This woman (visit) the shop five times, but so far she (not purchase) anything.
5. He is a famous player. He (play) football since he was ten years old.
6. I (wait) for you for the last one hour.
7. Mohan (live) in this town since 1985.
8. You cannot meet Rajesh. He (just go) out.
9. Geeta went to Delhi six months ago, but I (not hear) from her so far.
10. I (not see) the Taj Mahal but I am planning to visit Agra next week.
11. India and Pakistan (fight) three wars.
12. You cannot go out till you (complete) your home work.
13. I (help) him five times in the past, but he (not improve).
14. He already (write) five letters and is still writing.
15. My uncle just (arrive) from Kolkata.
Answers:
1. has taken
2. have forgotten
3. have been ringing; has come
4. has visited; has not purchased
5. has been playing
6. have been waiting
7. has been living
8. has just gone
9. have not heard
10. have not seen
11. have fought
12. have completed
13. have helped; but has not improved
14. has already written
15. has just arrived.

Exercise 5

Put the verb in brackets into the correct tense (simple present, present continuous, present perfect or present perfect continuous) :
1. He always (find) fault with others.
2. He (play) for two hours and still (not stop).
3. The burglars (try) to get into the house for two hours.
4. We (wait) for the school bus at the moment.
5. He generally (go) to college in a car, but today he (go) on a cycle.
6. Sugar (cost) thirty rupees a kilo.
7. I (not met) the minister so far but I (meet) him tomorrow.
8. There is no use of calling the doctor; the patient already (die).
9. He (work) in the bank since 1976.
10. No one besides the nurse (know) this secret.
11. He (wear) that coat for fifteen years and it (wear out) at the elbows.
12. I never (see) such a beautiful garden.
13. I shall not go to his house unless he (invite) me.
14. I hear that Ram Lai (go) to London.
15. I want to go to the theatre; I not (see) a good play for a long time.
Answers:
1. finds
2. has been playing; has still not stopped
3. have been trying
4. are waiting
5. goes; is going
6. costs
7. have not met; am meeting
8. has already died
9. has been working
10. knows
11. has been wearing; has worn out
12. have never seen
13. invites
14. has gone
15. have not seen.

(B)
I. The Simple Past Tense

Form:
इस Tense वाले वाक्यों का हिंदी अनुवाद करने पर वाक्य के अंत में आ, ए, ई, की आवाज आती है।
Simple Sentences – S + V2 + O
Negative Sentences – S + did not + V1 + O
Interrogative Sentences – Did + S + V1 + O?
Mohan went to Agra.
Mohan did not go to Agra.
Did Mohan go to Agra?

Some other examples :

(a) To express an action completed in the past at a definite time.
(अतीत में निश्चित समय पर पूरे हुए कार्य को व्यक्त करने के लिए।)

Nehru died in 1964. (die)
I met Shyam yesterday, (meet)
I visited Lucknow four years ago. (visit)
She did not visit us last year, (visit)

इन वाक्यों में भूतकाल का वर्णन करने के लिए yesterday, last, ago और in + सन् (year) आदि शब्द लगे होते हैं।

(b) To express a past habit.
(अतीत की आदत को व्यक्त करने हेतु।)

My grandfather always went for a walk in the morning, (go)
He always carried an umbrella, (carry)

(c) To express an action which took place at a definite time in the past even though the time is not given.
(अतीत के उस कार्य को व्यक्त करने के लिए जो किसी निश्चित समय पर हुआ था चाहे उसका समय नहीं बताया गया।)

Kamal arrived ten minutes late and his officer rebuked him. (arrive)
I bought this suit at Connaught Place, (buy)

(d) To express some historical events.
(कुछ ऐतिहासिक घटनाओं का वर्णन करने के लिए, जैसे-)

Shahjahan built the Taj. (build)
Babar founded the Mughal Empire, (found)
Columbus discovered America, (discover)
Gandhiji span on the charkha daily, (spin)

(e) If one part of the sentence is in Past Continuous Tense.
(यदि वाक्य का एक भाग Past Continuous Tense में है।)

I was taking my lunch when he arrived, (arrive)
I saw that the two boys were fighting. (see)

(f) To express the condition of past.
(भूतकाल की शर्त का वर्णन करने के लिए if वाले वाक्यों में यदि एक भाग में would/should/could + Verb की 1st form लगी हो तो दूसरे भाग में Verb की IInd form का – प्रयोग करते हैं।)
He would pass if he worked hard, (work)
She would get a job if she applied for it. (apply)

(g) Connectors (neither, and, but, because, as) के साथ यदि एक भाग में Verb की IInd form लगी हो तो दूसरे भाग में भी Verb की IInd form का प्रयोग करते हैं।

Neither he came nor sent any message, (send)
He failed because he did not work hard, (fail)
He came in and saw everything with his own eyes, (see)

Exercise 6

Fill in the blanks with the simple Past Tense:
1. I was walking along the road when suddenly I ………….. (meet) an old lady.
2. My uncle just ………….. (arrive) from Kolkata.
3. I ………….. (tell) him that I was going to Pindara.
4. The old man was a beggar. He ………….. (beg) me to give him something.
5. “I have not eaten anything since morning,” the old man ………….. (say).
6. I ………….. (save) fifty hundred rupees last month.
7. I ………….. (feel) happy for helping an old and hungry man.
8. I returned from Pindara after one hour and ………….. (meet) the same old man again.
9. I recognised him but he ………….. (not recognise) me.
10. My servant ………….. (leave) me two weeks ago.
Answers:
1. I was walking along the road when suddenly I met (meet) an old lady.
2. My uncle just arrived (arrive) from Kolkata.
3. I told (tell) him that I was going to Pindara.
4. The old man was a beggar. He begged (beg) me to give him something.
5. “I have not eaten anything since morning,” the old man said (say).
6. I saved (save) fifty hundred rupees last month.
7. I felt (feel) happy for helping an old and hungry man.
8. I returned from Pindara after one hour and met (meet) the same old man again.
9. I recognised him but he did not recognise (not recognise) me.
10. My servant left (leave) me two weeks ago.

II. Past Continuous Tense

Form
वाक्य का हिंदी अनुवाद करने पर वाक्य के अंत में रहा था, रही थी, रहे थे की आवाज आती है।
Simple Sentences – S + was/were + V) + ing + O
Negative Sentences – S + was/were + not + V, + ing + O
Interrogative Sentences – Was/Were + S + V] + ing + 0?

He was writing a letter.
He was not writing a letter.
Was he writing a letter?

Uses
(a) इस Tense का प्रयोग भूतकाल में किसी निश्चित समय पर किसी क्रिया के निरंतर रूप से जारी रहने के बारे में किया जाता है; जैसे,

The teacher found that the boys were making a noise.
When I visited his house, he was taking his bath.

(b) Past Continuous Tense के साथ मुख्य रूप से when या while के साथ Past Indefinite Tense का प्रयोग होता है।
Past Indefinite Tense में क्रिया पूर्ण हो जाती है और Past Continuous Tense में क्रिया चल रही होती है।

A car left me when I was crossing the road.
He fell down while he was trying to climb a tree.

Exercise 7

Fill in the blanks using Simple Past or Past Continuous Tense:
1. When the teacher came, the students …………. (make) a noise.
2. I …………. (not notice) that the teacher was standing behind me.
3. I did not see the teacher …………. (stand) behind me.
4. I …………. (take) my breakfast when the door bell rang.
5. The snake bit the boy while he …………. (try) to catch it.
6. Columbus …………. (discover) America.
7. A thief …………. (break) into our house last night.
8. He jumped off the train while it …………. (move).
9. She …………. (copy) from a paper when the teacher caught her red handed.
10. Who …………. (found) the Mughal Empire ?
Answers:
1. When the teacher came, the students were making (make) a noise.
2. I did not notice (not notice) that the teacher was standing behind me.
3. I did not see the teacher was standing (stand) behind me.
4. I was taking (take) my breakfast when the door bell rang.
5. The snake bit the boy while he was trying (try) to catch it.
6. Columbus discovered (discover) America.
7. A thief broke (break) into our house last night.
8. He jumped off the train while it was moving (move).
9. She was copying (copy) from a paper when the teacher caught her red handed.
10. Who founded (found) the Mughal Empire ?

III. Past Perfect Tense

Form
वाक्य का हिंदी अनुवाद करने पर वाक्य के अंत में चुका था, चुके थे, चुकी थी की आवाज आती है।

Simple Sentences S + had + V3 + O
Negative Sentences S + had + not + V3 + O
Interrogative Sentences Had + S + V3 + O ?
Mohah had made a plan.
Mohan had not made a plan.
Had Mohan made a plan?

Some other examples :

Uses

(a) To express an action that has completed before the fixed time in past.
(किसी ऐसे कार्य को व्यक्त करने के लिए जो किसी दूसरे कार्य के आरंभ होने से पहले पूरा हो चुका था;)
जैसे-
The fire had burnt the huts before the fire brigade came, (bum)
The thief had run away before the police came, (run)
The patient had died before the doctor came, (die)
The train had left before we reached the station, (leave)

नोट-इन वाक्यों में कार्य के संपन्न होने का वर्णन करने के लिए before, after, already, by, till और until शब्द लगे होते हैं।

(b) To express an action that has completed before the beginning of second action. (किसी ऐसे कार्य को व्यक्त करने के लिए जो past के निश्चित समय से पहले पूरा हो गया था;) जैसे-
I had already done my work by 6 p.m. yesterday, (do)
He had not met me before, (not meet)
She had not reached Agra till yesterday, (not reach)

(c) To express an unfulfilled wish of the past. (अतीत की किसी अपूर्ण इच्छा को व्यक्त करने के लिए);
जैसे-
He wished that he had accepted the offer, (accept)
If only you had worked hard, (work)

(d) If in past happens more than one action, for former action past perfect is used.
(अगर past में एक से अधिक कार्य हुए हों तो पहले होने वाले कार्य के लिए Past Perfect का प्रयोग करते हैं);
जैसे-
I went home after I had finished the work, (finish)
He returned after he had seen off his wife at the station, (see)

(e) To express an impossible condition of the past.
(अतीत की असंभव शर्त को व्यक्त करने के लिए if वाले वाक्यों में); जैसे-
If he had walked carefully, he would not have fallen, (walk)
If you had worked hard, you would have passed, (work)
You would have caught the train if you had run faster, (run)

Exercise 8

Supply the correct Past Tense of the verb given in the brackets:
1. He told the doctor that his son just …………… (break) his leg.
2. The accident …………… (occur) at 6 o’clock this evening.
3. When I reached the house I …………… (find) that thieves …………… (break) into it.
4. I …………… (finish) my homework.
5. The thieves …………… (run) away before I reached the house.
6. If I …………… (have) a dictionary of my own, I would not bother you.
7. The thieves …………… (run) away before the police (arrive).
8. When I reached the cinema hall, the picture already …………… (begin).
9. I wish I …………… (work) harder.
10. If he …………… (walk) carefully, he would not have fallen.
Answers:
1. He told the doctor that his son just had just broken (break) his leg.
2. The accident occurred (occur) at 6 o’clock this evening.
3. When I reached the house I found (find) that thieves had broken (break) into it.
4. I had finished (finish) my homework.
5. The thieves had run away (run) away before I reached the house.
6. If I had (have) a dictionary of my own, I would not bother you.
7. The thieves had run away (run) away before the police arrived (arrive).
8. When I reached the cinema hall, the picture already had already begun (begin).
9. I wish I had worked (work) harder.
10. If he had walked. (walk) carefully, he would not have fallen.

IV. Past Perfect Continuous Tense

Form
वाक्य का हिंदी अनुवाद करने पर वाक्य के अंत में, से रहा था, से रही थी, से रहे थे की आवाज आती है।

Uses
(I) इस Tense से संबंधित वाक्यों में since/for के साथ वाक्य के एक भाग में verb की 2nd Form लगी होती है अर्थात् भूतकाल में किसी निश्चित समय तक कोई कार्य किसी समय से निरंतर रूप से चला आ रहा था।

Exercise 9

Fill in the blanks with correct forms of verbs given in the brackets:
1. She …………. (sleep) for half an hour w hen I w’ent to her house.
2. I …………. (study) for three hours when the lights off.
3. The maid …………. (cook) the vegetables for fifteen minutes when my mother came.
4. The earthquake …………. (occur) before we reached there.
5. The clouds …………. (gather) in the sky since morning when the storm came.
6. I …………. (wait) for him for an hour when I received this message.
7. It …………. (rain) heavily for a week and the dam was flooded.
8. When I saw her, she …………. (weep).
9. I …………. (prepare) for the test for the last two months, when I received your letter.
10. We …………. (go) for a walk after the rain had stopped.
Answers:
1. She had been sleeping (sleep) for half an hour w hen I w’ent to her house.
2. I had been studying (study) for three hours when the lights off.
3. The maid had been cooking (cook) the vegetables for fifteen minutes when my mother came.
4. The earthquake had occurred (occur) before we reached there.
5. The clouds had been gathering (gather) in the sky since morning when the storm came.
6. I had been waiting (wait) for him for an hour when I received this message.
7. It had been raining (rain) heavily for a week and the dam was flooded.
8. When I saw her, she was weeping (weep).
9. I had been preparing (prepare) for the test for the last two months, when I received your letter.
10. We went (go) for a walk after the rain had stopped.

(C)
I. The Simple Future Tense

Form
वाक्य का हिंदी अनुवाद करने पर गा, गे, गी की आवाज़ आएगी।
Simple Sentences – S + will/shall + V, + O
Negative Sentences – S + will/shall + not + V] + O
Interrogative Sentences – Will/Shall + S + V, + O ?

Geeta will visit us next week.
Geeta will not visit us next week.
Will Geeta visit us next week?

Uses
(a) To show future. (भविष्य को दर्शाने के लिए)
की राय या
He will go to Mumbai next week.

(b) To express the speaker’s opinions or assumptions about the future. (भविष्य के बारे में वक्ता मत को व्यक्त करने के लिए)
I think he will not come back.
We hope that Mohan will get First Division.

(c) Sometimes, the simple future tense is used to express habitual actions or general truths.
(का प्रयोग कई बार आदत संबंधी कार्यों और सामान्य सच्चाइयों के लिए भी किया जाता है।)
He will always tell lies.
A dog’s tail will remain crooked.

(d) Generally, shall is used with first person (I, we) and will is used with 2nd and 3rd persons. But will can be used with 1st person in order to express intention or promise. Shall can be used with promise, prohibition, etc. etc.
(प्रायः I, we के बाद shall तथा अन्य Nouns/pronouns के साथ will का प्रयोग होता है, लेकिन धमकी देने या वचन देने के बदले I, we के बाद will तथा अन्य Nouns के साथ shall का प्रयोग होता है।)

I will always help you in your need (promise).
We will fight to the finish (determination).
You shall not enter my room with muddy feet (prohibition).

II. The Future Continuous Tense

Form
इस Tense के वाक्यों के अन्त में रहा होगा, रही होगी, रहे होंगे की आवाज आती है।
Simple Sentences S + will/shall + be + V, + ing + O
Negative Sentences S + will/shall + not + be + V| + ing + O
Interrogative Sentences Will/Shall + S + be + Vj + ing + O ?

She will be watching movie.
She will not be watching movie.
Will she be watching movie?

Uses
(a) To express an action which is expected to take place in the normal course. It is less definite than the present continuous.
(भविष्यकाल में सामान्य रूप से होने के कार्य का वर्णन करने के लिए। यह Present Continuous से कम निश्चित होता है।)
We are seeing the manager tomorrow (definite arrangement).
We shall be seeing the manager tomorrow (less definite).

(b) To express an action that will be in progress at a given point of time in future :
(भविष्यकाल में किसी निश्चित समय पर कोई कार्य चल रहा होगा।)
When you reach Shimla, it will be snowing there.
At this time tomorrow, I shall be travelling in a train.

(c) In the interrogative, the Future Continuous implies a polite request or query.
(प्रश्नवाचक वाक्यों में Future Continuous बिना प्रार्थना को व्यक्त करता है।)
Will you be coming with me?

III. The Future Perfect Tense

Form
इस Tense के वाक्यों के अन्त में चुका होगा या लिया होगा इत्यादि की आवाज आती है।

Simple Sentences – S + will/shall + have + V3 + O
Negative Sentences – S + will/shall + not + have + V3 + O
Interrogative Sentences – Will/Shall + S + have + V3 + O ?

She will have done this work.
She will not have started the next work. She will have gone home.
Will she have started the next work also ?

Uses
(a) To express an action which is expected to be completed by a given future time.
(भविष्यकाल में किसी निश्चित समय से पहले किसी कार्य के पूर्ण होने का वर्णन करने के लिए)
By the time the doctor arrives, the patient will have died.

(b) To express the speaker’s belief or guess about an action.
(वक्ता के अनुमान का वर्णन करने के लिए)
Mohan will have reached Chandigarh by now.
You will have read about Alexander the Great.

IV. The Future Perfect Continuous Tense

Form
वाक्य के अन्त में से रहा होगा, से रही होगी, से रहे होंगे, की आवाज़ आती है।
Simple Sentences S + will/shall + have been + V j + ing + O
Negative Sentences S + will/shall + not + have been + V, + ing + O
Interrogative Sentences Will/Shall + S + have been + Vj + ing + O ?
She will have been waiting for you for two hours when you reach there.
She will not have been watering the plants.
Will the gardener have been watering the plants in the evening ?

Uses

This tense is used to express an action which began in the past, or will begin before a certain time in the future, will be continuing at that certain point of time and will continue even after that.
(भविष्यकाल में किसी point of time से पहले कार्य आरंभ होकर उस point of time के बाद तक भी जारी रहेगा।)

When you reach the ground, the match will have been going on for one hour. (The match will begin, one hour before you reach, will still be in progress at the time of your reaching there and will continue even after your arrival).

Exercise 10

Put the verbs in brackets into the correct future form :
1. I wonder if I ………… (get) tickets in advance.
2. I ………… (know) the results in a week’s time.
3. This is February. Then the next month ………… (be) march.
4. Perhaps he ………… (arrive) in time for lunch.
5. At this time tomorrow, I ………… (travel) in a train.
6. By six p.m. tomorrow, I ………… (do) this work.
7. You ………… (open) the door, please ?
8. There is going to be a bus strike. Everyone ………… (look) for taxis and rickshaws next week.
9. I don’t like that man and I ………… (not help) him.
10. Mohan says that he ………… (not lend) me the book, because I never return the books.
Answers:
1. I wonder if I shall get (get) tickets in advance.
2. I shall know (know) the results in a week’s time.
3. This is February. Then the next month will be (be) march.
4. Perhaps he will arrive (arrive) in time for lunch.
5. At this time tomorrow, I shall be travelling (travel) in a train.
6. By six p.m. tomorrow, I shall have done (do) this work.
7. You will you open (open) the door, please ?
8. There is going to be a bus strike. Everyone will be looking (look) for taxis and rickshaws next week.
9. I don’t like that man and I will not help (not help) him.
10. Mohan says that he will not lend me (not lend) me the book, because I never return the books.

Exercise 11

Put the verbs in brackets into the correct future form (Future Simple, Future Continuous, Future Perfect, Future Perfect Continuous) :
1. If you walk fast, you ………… (catch) the train.
2. When you reach there he ………… (read) a book.
3. By evening I ………… (read) half the book.
4. By the end of this month I ………… (learn) driving for two months.
5. I ………… (return) your book tomorrow.
6. I ………… (finish) my work by 12 p.m.
7. You ………… (know) your result next week.
8. A number of tourists (arrive) Shimla next summer.
9. The train ………… (leave) by the time you reach the station.
10. As you sow, so you ………… (reap).
11. The gardener ………… (water) the plants before the sun rises.
12. The sun ………… (rise) before we reach the top.
13. I ………… (do) the washing tomorrow morning.
14. I ………… (buy) a shirt for you, if I go to market.
15. He ………… (be) sixteen next Monday.
Answers:
1. If you walk fast, you will catch (catch) the train.
2. When you reach there he will be reading (read) a book.
3. By evening I will have read (read) half the book.
4. By the end of this month I shall have been learning (learn) driving for two months.
5. I shall return (return) your book tomorrow.
6. I will finish (finish) my work by 12 p.m.
7. You shall know (know) your result next week.
8. A number of tourists will arrive (arrive) Shimla next summer.
9. The train will have left (leave) by the time you reach the station.
10. As you sow, so you shall you reap (reap).
11. The gardener will have watered (water) the plants before the sun rises.
12. The sun will have arisen (rise) before we reach the top.
13. I will do (do) the washing tomorrow morning.
14. I shall buy (buy) a shirt for you, if I go to market.
15. He will be (be) sixteen next Monday.

Exercise 12

Supply the correct tense forms of the verbs given in brackets:
1. I …………. (finish) my homework.
2. India …………. (get) independence in 1947.
3. It …………. (rain) since morning. .
4. He …………. (kill) a tiger before I reached the forest.
5. They …………. (live) here for many years.
6. The river …………. (overflow) its banks before the dam was built.
7. He …………. (stand) first in the class.
8. I …………. (like) to take tea daily.
9. I …………. (go) out for a walk daily.
10. It …………. (rain) when you reach home.
11. The police …………. (catch) the thief last night.
12. I …………. (not finish) my work yet.
Answers:
1. I have finished (finish) my homework.
2. India got (get) independence in 1947.
3. It has been raining (rain) since morning. .
4. He had killed (kill) a tiger before I reached the forest.
5. They lived (live) here for many years.
6. The river had overflown (overflow) its banks before the dam was built.
7. He stood (stand) first in the class.
8. I like (like) to take tea daily.
9. I go (go) out for a walk daily.
10. It will be raining (rain) when you reach home.
11. The police caught (catch) the thief last night.
12. I have not finished (not finish) my work yet.

Exercise 13

Supply the correct tense forms of the verbs given in brackets:
1. What you …………. (do) in the afternoon ?
2. You …………. (like) playing cricket ?
3. I …………. (live) here since 1958.
4. Curd …………. (cost) fifty rupees a litre.
5. My mother just …………. (arrive) from Kamal.
6. My sister …………. (write) a book at the present moment.
7. Why not two & two …………. (make) five ?
8. Kashmir …………. (call) heaven on the earth by people.
9. My friend recognized one but I …………. (not recognize) him.
10. Our school …………. (begin) with prayer everyday.
11. We …………. (do) our homework. Do not disturb us.
12. He …………. (buy) a new house last year.
Answers:
1. What you do you do (do) in the afternoon?
2. You Do you like (like) playing cricket ?
3. I have been living (live) here since 1958.
4. Curd costs (cost) fifty rupees a litre.
5. My mother just arrived (arrive) from Kamal.
6. My sister is writing (write) a book at the present moment.
7. Why not two & two do not two & two make (make) five?
8. Kashmir is called (call) heaven on the earth by people.
9. My friend recognized one but I did not recognize (not recognize) him.
10. Our school begins (begin) with prayer everyday.
11. We are doing (do) our homework. Do not disturb us.
12. He bought (buy) a new house last year.

Haryana State Board HBSE 10th Class English Solutions First Flight Chapter 6 The Hundred Dresses Part 2 Textbook Exercise Questions and Answers.

Haryana Board 10th Class English Solutions First Flight Chapter 6 The Hundred Dresses Part 2

HBSE 10th Class English The Hundred Dresses Part 2 Textbook Questions and Answers

Oral Comprehension Check (Page 74)

1. What did Mr Petronski’s letter say? (मि० पेट्रोंसकी के पत्र में क्या कहा गया था?)
Answer:
Miss Mason received a letter from Wanda’s father, Mr Petronski. The letter said that Wanda would not come to school any more. They were moving to a big city. In that city, there would be no more fun on names. There were plenty of funny names in the city.
(मिस मेसन को वाण्डा के पिता मि० पेट्रोंसकी का पत्र मिला। पत्र में कहा गया था कि अब वाण्डा स्कूल में नहीं आएगी। वे एक बड़े शहर में जा रहे थे। उस शहर में, नामों को लेकर मजाक नहीं किया जाएगा। शहर में बहुत सारे मजाकिया नाम पाए जाते थे

2. Is Miss Mason angry with the class, or is she unhappy and upset ?
(क्या मिस मेसन कक्षा से नाराज है, अथवा क्या वह दुखी और परेशान है?)
Answer:
Miss Mason is not angry with the class. She is unhappy and upset with the class. She feels sad that Wanda has left because the other students made fun of her. She calls it unfortunate. She advises the class to think and not hurt anyone’s feelings because of a longer name.
(मिस मेसन कक्षा से नाराज नहीं है। वह कक्षा के व्यवहार से दुखी और परेशान है। उसे महसूस होता है कि वाण्डा ने स्कूल इसलिए छोड़ा क्योंकि दूसरे विद्यार्थी उसका मजाक उड़ाते थे। वह इसे दुर्भाग्यपूर्ण मानती है। वह कक्षा से विचार करने और किसी के लंबे नाम के कारण उसकी भावनाओं को आहत न करने की सलाह देती है।)

3. How does Maddie feel after listening to the note from Wanda’s father? (वाण्डा के पिता के नोट को सुनने के पश्चात् मैडी को कैसा महसूस होता है?)
Answer:
Maddie is very sad. She feels greatly hurt. She has a very sick feeling in the bottom of her stomach. She has a feeling to go and tell Wanda that they hadn’t meant to make fun of her and hurt her feelings.
(मैडी बहुत उदास है। वह बहुत अधिक आहत महसूस करती है। अपने पेट के निचले हिस्से में वह बहुत अस्वस्थ महसूस करती है। वह वाण्डा के पास जाकर यह बताने की सोचती है कि उनका भाव उसका मजाक उड़ाने अथवा उसकी भावनाओं को आहत करना नहीं था।)

4. What does Maddie want to do? (मैडी क्या करना चाहती है?)
Answer:
Maddie wants to go to Wanda at once and feel sorry for her behaviour. She wants to tell her that they hadn’t meant to hurt her feelings. She wants to tell Wanda that they thought her to be smart and her dresses were beautiful.
(मैडी तुरंत वाण्डा के पास जाना चाहती है और अपने व्यवहार के लिए क्षमा माँगना चाहती है। वह उसे बताना चाहती थी कि उनका भाव उसकी भावनाओं को आहत करना नहीं था। वह वाण्डा को बताना चाहती है कि वे उसे चुस्त मानते थे और उसकी सभी पोशाकें सुंदर थीं।)

Oral Comprehension Check (Page 76)

1. What excuses does Peggy think up for her behaviour ? Why ?
(पेग्गी अपने व्यवहार के लिए कौन-से बहाने सोचती है? क्यों?)
Answer:
Peggy is also sad that Wanda has left the school. But she tries to make excuses for her behaviour. She says that she didn’t call her a foreigner. She also did not make fun of her name. She only thought that Wanda was dumb and had no sense to know that they were mocking at her.
(पेग्गी भी उदास है कि वाण्डा ने स्कूल छोड़ दिया है। लेकिन वह अपने व्यवहार के लिए बहाने बनाने का प्रयास करती है। वह कहती है कि वह उसे विदेशी नहीं कहती थी। वह उसके नाम का भी मजाक नहीं उड़ाती थी। वह तो वाण्डा को केवल गूंगी मानती थी और यह मानती थी कि उसमें इतनी बुद्धि ही नहीं थी कि वह यह समझ सके कि वे उसका मजाक उड़ा रहे थे।)

2. What are Maddie’s thoughts as they go to Boggins Heights ? (जब वे बोगिंस हाईट्स जाती है तो मैडी क्या सोच रही होती है?)
Answer:
Maddie goes to Boggins Heights in order to meet Wanda. On the way she hopes that they will find Wanda. She wants to tell her that they are sorry. The whole school thinks that she is just wonderful.
(मैडी वाण्डा से मिलने के लिए बोगिंस हाईट्स जाती है। रास्ते में वह सोचती है कि वह वाण्डा को ढूँढ़ लेंगी। वह उसे बताना चाहती है कि उन्हें खेद है। सारा स्कूल सोचता है कि वह सिर्फ एक अद्भुत लड़की है।)

3. Why does Wanda’s house remind Maddie of Wanda’s blue dress ? (वाण्डा का घर मैडी को उसकी नीली पोशाक की याद क्यों दिलाता है?)
Answer:
Wanda’s house is simple, shabby but clean. The house reminds Maddie of Wanda’s blue dress because both look similar. Wanda’s faded blue cotton dress was also shabby but clean.
(वाण्डा का घर सादा, भद्दा दिखने वाला लेकिन साफ है। वह घर मैडी को वाण्डा की नीली पोशाक की याद दिलाता है क्योंकि दोनों एक-जैसे दिखते थे। वाण्डा की रंग उड़ी हुई नीली पोशाक देखने में तो भद्दी थी परंतु साफ थी।)

4. What does Maddie think hard about ? What important decision does she come to ? (मैडी किस विषय में जोर लगाकर सोचती है? वह किस महत्त्वपूर्ण निर्णय पर पहुँचती है?)
Answer:
She decides that in future she will not just stand by see girls making fun of others. She will speak up if she finds someone treating others unkindly. She won’t mind even losing Peggy’s friendship for that. She will never make anybody unhappy.
(वह निर्णय लेती है कि भविष्य में वह लड़कियों को किसी दूसरे का मजाक उड़ाते हुए चुपचाप सहन नहीं करेगी। भविष्य में यदि वह किसी को भी किसी के साथ निर्दयता का व्यवहार करता देखेगी तो अपनी आवाज उठाएगी। वह इसके लिए पेग्गी की मित्रता के खो जाने की भी परवाह नहीं करेगी। वह कभी किसी को भी दुखी नहीं करेगी।)

Oral Comprehension Check (Page 79)

1. What did the girls write to Wanda ? (लड़कियों ने वाण्डा को क्या लिखा?)
Answer:
Maddie and Peggy wrote a letter to Wanda. In the letter, they wrote about Wanda’s pretty drawings. They asked her if she liked her new place and her new teacher. They had meant to feel sorry for their behavior. But in the end, it turned out to be just a friendly letter.
(मैडी और पेग्गी ने वाण्डा को एक पत्र लिखा। पत्र में उन्होंने वाण्डा के सुंदर चित्रों के बारे में लिखा। उन्होंने उससे पूछा कि क्या उसे अपना नया स्थान और नई शिक्षक पसंद आ गई है। वे अपने व्यवहार के लिए खेद प्रकट करना चाहती थीं। लेकिन आखिर में, वह केवल एक मैत्री पत्र के रूप में ही प्रतीत हुआ।)

2. Did they get a reply? Who was more anxious for a reply, Peggy or Maddie? How do you know?
(क्या उन्हें उत्तर प्राप्त हुआ? उत्तर के लिए कौन ज्यादा उत्तेजित हो रही थी, पेग्गी या मैडी? आपको कैसे पता चला?)
Answer:
No, they did not get a reply to their letter. Maddie was more anxious for a reply. Peggy had begun to forget the whole incident. But Maddie still couldn’t sleep properly. She tried to go to sleep making speeches
about Wanda.
(नहीं, उन्हें अपने पत्र का कोई उत्तर प्राप्त नहीं हुआ। उत्तर के लिए मैडी अधिक उत्तेजित थी। पेग्गी ने तो सारी घटना को ही भूलना शुरू कर दिया था। लेकिन मैडी अभी भी ठीक ढंग से नहीं सो सकती थी। वह वाण्डा के बारे में भाषण बना-बनाकर सोने का प्रयास करती थी।)

3. How did the girls know that Wanda liked them even though they had teased her ?
(लड़कियों को कैसे पता चला कि वाण्डा उन्हें पसंद करती थी यद्यपि वे उसे चिड़ाया करती थी?)
Answer:
In her letter Wanda wrote that two special drawings should be given to Peggy and Maddie. She wished all a merry Christmas. This shows that Wanda liked the girls.
(अपने पत्र में वाण्डा ने लिखा कि उसके दो खास चित्र पेग्गी और मैडी को दे दिए जाएँ। वह सभी को खुशहाल क्रिसमस की बधाई देती है। इससे पता चलता है कि वाण्डा लड़कियों को पसंद करती थी।)

Thinking about the Text

1. Why do you think Wanda’s family moved to a different city? Do you think life there was going to be different for their family?
(आपके विचार में वाण्डा का परिवार एक दूसरे शहर में क्यों गया था? क्या आपके विचार में उनके परिवार का जीवन एक भिन्न प्रकार का होगा?)
Answer:
It is possible that Wanda’s family moved to a different city in order to avoid the racial prejudice. In a big city people are busy with their own life and have no time to make fun of others only because of their funny names. Moreover, there are other people with funny names and Wanda will not feel isolated.
(यह संभव हो सकता है कि वाण्डा के परिवार ने जातीय भेदभाव से बचने के लिए दूसरे शहर में जाने का निर्णय लिया हो। एक बड़े शहर में लोग अपने जीवन के साथ ही व्यस्त रहते हैं और उनके पास दूसरों के मजाकिया नामों का मजाक उड़ाने का समय ही नहीं होता। साथ-ही-साथ वहाँ पर मजाकिया नामों वाले बहुत-से लोग होते हैं। इससे वाण्डा वहाँ पर अलग-थलग महसूस नहीं करेगी।)

2. Maddie thought her silence was as bad as Peggy’s teasing. Was she right?
(मैडी सोचती थी कि उसकी चुप्पी, पेग्गी के चिड़ाने जितनी ही बुरी थी। क्या वह सही थी?)
Answer:
Yes, Maddie thought that her silence was as bad as Peggy’s teasing. She thought that she was a cowards because she did not stop Peggy from teasing Wanda. Remaining silent amounted to supporting Peggy. She was right in thinking so.
(हाँ, मैडी सोचती थी कि उसकी चुप्पी भी पेग्गी के चिड़ाने के जितनी ही बुरी थी। वह स्वयं को कायर मानती थी क्योंकि वह पेग्गी को वाण्डा को चिड़ाने से नहीं रोकती थी। शांत रहने का मतलब पेग्गी को समर्थन देना था। ऐसा वह बिल्कुल सही सोच रही थी।)

3. Peggy says, “I never thought she had the sense to know we were making fun of her anyway. I thought she was too dumb. And gee, look how she can draw!” What led Peggy to believe that Wanda was dumb ? Did she change her opinion later ?
(पेग्गी कहती है, “मैंने तो कभी सोचा भी नहीं था कि उसमें ऐसी बुद्धि भी है जिससे उसे पता चल जाएगा कि हम उसका मजाक उड़ा रहे थे। मैं तो उसे बिल्कुल गूंगी मानती थी। और हाँ, वह कितने अच्छे चित्र बना लेती है।” पेग्गी वाण्डा को गूंगी क्यों मानती थी? क्या बाद में उसने अपना दृष्टिकोण बदल लिया? ) ,.
Answer:
Peggy and other girls often teased Wanda. They made fun of her by asking her how many dresses she had. But Wanda never got angry. She would only draw her mouth tight. She would reply innocently that she had hundred dresses. She said everything silently and seriously. That is why Peggy thought that Wanda was dumb. Peggy changed her opinion later.
(पेग्गी और दूसरी लड़कियाँ प्रायः वाण्डा का मजाक उड़ाया करती थीं। वे उससे यह पूछकर कि उसके पास कितनी पोशाकें हैं उसका मजाक उड़ाती थीं। लेकिन वाण्डा को कभी गुस्सा नहीं आता था। वह केवल अपने मुँह को कसकर बंद कर लेती थी। वह भोलेपन से उत्तर दिया करती थी कि उसके पास एक सौ पोशाकें हैं। वह सब कुछ शांत और गंभीर भाव से कहती थी। यही कारण था कि पेग्गी वाण्डा को गूंगी समझती थी। पेग्गी ने बाद में अपने दृष्टिकोण को बदला।)

4. What important decision did Maddie make ? Why did she have to think hard to do so ?
(मैडी ने क्या महत्त्वपूर्ण निर्णय लिया? उसे ऐसा करने के लिए बहुत अधिक क्यों सोचना पड़ा?)
Answer:
Maddie decided that in future she would not just stand silently when someone was making fun of others. She would speak up even if that meant breaking Peggy’s friendship. She would not make anybody unhappy.
(मैडी ने निर्णय लिया कि भविष्य में वह उस समय एक मूकदर्शक बनकर खड़ी नहीं रहेगी जब कोई दूसरों का मजाक उड़ा रहा होगा। वह अपनी आवाज उठाएगी चाहे इससे पेग्गी की मित्रता ही क्यों न टूट जाए। वह किसी को भी दुख नहीं पहुंचाएगी।)

5. Why do you think Wanda gave Maddie and Peggy the drawings of the dresses ? Why are they surprised ?
(आपके विचार में वाण्डा ने मैडी और पेग्गी को पोशाकों के चित्र क्यों दिए थे ? वे हैरान क्यों हैं?)
Answer:
Wanda was a girl with a golden heart. Although Peggy made fun of her and Maddie kept silent, she never hated them. In her letter she asked her teacher to give a drawing each to.Peggy and Maddie. This shows that Wanda did not hate them. She was above petty things like dresses etc. She had great human qualities.
(वाण्डा एक सुनहरी हृदय वाली लड़की थी। यद्यपि पेग्गी उसका मजाक उड़ाया करती थी और मैडी उसे चुपचाप देखा करती थी, फिर भी वह उनसे नफरत नहीं करती थी। टीचर के नाम अपने पत्र में वह अपना एक-एक चित्र पेग्गी और मैडी को देने के लिए कहती है। इससे पता चलता है कि वाण्डा उनसे घृणा नहीं करती थी। वह पोशाकों जैसी छोटी-छोटी चीजों से कहीं ऊपर थी। उसमें महान् मानवीय गुण थे।)

6. Do you think Wanda really thought the girls were teasing her ? Why or Why not?
(आपके विचार में क्या वाण्डा सचमुच जानती थी कि लड़कियाँ उसे चिड़ा रही हैं? क्यों अथवा क्यों नहीं ?)
Answer:
Yes, she really thought so. She was an intelligent and sensitive girl. She had more understanding and maturity of mind than others. But she was very wise. She never hated even those who laughed at her. She forgave Peggy and Maddie and gifted them two of her drawings.
(हाँ, वह सचमुच में ऐसा सोचती थी। वह एक बुद्धिमान और भावुक लड़की थी। उसमें दूसरों की अपेक्षा अधिक समझ और मन की परिपक्वता थी। लेकिन वह बहुत बुद्धिमान थी। वह कभी उनसे भी नफरत नहीं करती थी जो उस पर हँसते थे। उसने पेग्गी और मैडी को क्षमा कर दिया और अपने दो चित्र उन्हें भेंट कर दिए।)

Thinking about Language

I. Here are thirty adjectives describing human qualities. Discuss them with your partner and put them into two word webs (given below) according to whether you think they show positive or negative qualities. You can consult a dictionary if you are not sure of the meanings of some of the words. You may also add to the list the positive or negative ‘pair of a given word.

kind, sarcastic, courteous, arrogant, insipid, timid, placid, cruel, haughty, proud, zealous, intrepid, sensitive, compassionate, introverted, stolid, cheerful, contented, thoughtless, vain, friendly, unforgiving, fashionable, generous, talented, lonely, determined, creative, miserable, complacent

Answer:
Meant for class level. These adjectives can be classified as given below :
im

II. What adjectives can we use to describe Peggy, Wanda and Maddie ? You can choose adjectives from the list above. You can also add some of your own.

1. Peggy
2. Wanda
3. Maddie
Answer:
1. Peggy : sarcastic, arrogant, cruel, haughty, proud, zealous, thoughtless, vain, unforgiving.
2. Wanda : kind, courteous, intrepid, sensitive, compassionate, introverted, contented, friendly, generous, talented, lonely, determined, creative, complacent.
3. Maddie : insipid, timid, placid, stolid.

III. 1. Find the sentences in the story with the following phrasal verbs.

lined up
thought up
took off
stood by
Answer:
(a) “Yeah, a hundred and all lined up,” said Wanda.
(b) Peggy, who had thought up this game, and Maddie, her inseparable friend, were always the last to leave.
(c) Miss Mason took off her glasses.
(d) She had stood by silently and that just as bad as Peggy had done.

2. Look up these phrasal verbs in a dictionary to find out if they can be used in some other way. (Look at the entries for line, think, take and stand in the dictionary.) Find out what other prepositions can go with these verbs. What does each of these phrasal verbs mean?
Answer:
Line with-
lined with trees
line up (form a queue)
line something up (arrange or organize)

Think up-
(make a plan)
think about (recall)
think ahead (anticipate)
think back (recall, reconsider)
Think over (reflect upon)

Take off-
(remove)
take on (assume)
take out (bring out )
take over (take charge of)
take away (bought)

Stand by-
(stand near, give support)
stand back (move back)
stand down (leave the witness box)
stand in (take someone’s place)
stand out (be prominent)

3. Use at least five such phrasal verbs in sentences of your own.
Answer:
(i) Line with : This road is lined with beautiful trees.
(ii) Think about : I thought about what I had done and felt regret.
(iii) Took off : He took off his shirt and jumped into the river.
(iv) Stood by : My friend has always stood by me through thick and thin.
(v) Take over : The new manager has taken over the charge of his office.

IV. Colours are used to describe feelings, moods and emotions. Match the following ‘colour expressions’ with a suggested paraphrase.

(i) the Monday morning blues — feel embarrassed/angry/ashamed
(ii) go red in the face – feel very sick, as if about to vomit
(iii) look green – sadness or depression after a weekend of fun .
(iv) the red carpet – the sign or permission to begin an action
(v) blue-blooded – a sign of surrender or acceptance of defeat, a wish to stop fighting
(vi) a green belt in an unlawful act; while doing something wrong
(vii) a blackguard a photographic print of building plans; a detailed plan or scheme
(viii) a grey area
land around a town or city where construction is prohibited
by law
(ix) a white flag :- an area of a subject or a situation where matters are not very clear
(x) a blueprint – a dishonest person with no sense of right or wrong
(xi) red-handed – a special welcome
(xii) the green light – of noble birth or from a royal family
Answer:
(i) the Monday morning blues – sadness or depression after a weekend of fun (ii) go red in the face — feel/embarrassed/angry/ashamed
(ii) look green – feel very sick, as if about to vomit
(iv) the red carpet – a special welcome
(v) blue-blooded – of noble birth or from a royal family
(vi) a green belt — land around a town or city where construction is prohibited by law
(vii) a blackguard – a dishonest person with no sense of right or wrong
(viii) a grey area – an area of a subject or a situation where matters are not very clear
(ix) a white flag – a sign of surrender or acceptance of defeat, a wish to stop fighting
(x) a blueprint – a photographic print of building plans; a detailed plan or scheme
(xi) red-handed – in an unlawful act; while doing something wrong
(xii) the green light – the sign or permission to begin an action.

Speaking

Role Play The story of Wanda Petronski presents many characters engaged in many kinds of behaviour (teasing, playing, sitting in class. ….). Form groups. Choose an episode or episodes from the story. Assign roles to each member of the group from that episode, and try to act it out like a play, using the words in the story.
Answer:
For doing at class level.

Writing

1. Look again at the letter which Wanda’s father writes to Miss Mason, Wanda’s teacher. Mr Petronski is not quite aware how to write a formal letter in English. Can you rewrite it more appropriately ? Discuss the following with your partner before you do so.

The format of a formal letter: How to begin the letter and how to end it; the language of the letter needs to be formal. (Avoid informal words like “holler” and fragments like “No more ask why funny name.”) Write complete sentences.
Answer:
For discussion with a partner at class level. The following language shall help in understanding the appropriateness of language for such letters. The formal letter shall be written like the one given below:

Dear Miss Mason
I am father of Wanda Petronski. I wish to inform you that my daughter, Wanda, shall not be able to come to your school any more. Jake is also leaving your school. We all are moving away to another city. In a big city nobody makes fun of someone because of his long and funny name. We hope that in that city we shall have good times.

Thanking you
Yours sincerely
Jan Petronski

2. Are you interested in drawing and painting ? Ritu Kumar, one of India’s best known dress designers, has no formal training in designing. She started by sketching ideas for her own dresses, and getting them stitched by a tailor. Ritu’s friends liked her dresses so much that they asked her to design clothes for them, and even paid her for it!

Imagine you are going to make a career out of your hobby. What sort of things will you need to learn ? Write a paragraph or two on this topic after consulting an expert or doing reference work on your chosen area.
Answer:
Students should themselves undertake such tasks.

3. Rewrite a part of the story as if Wanda is telling us her own story.
Answer:
I have left my old school as my family has moved to a big city. In that school, I had a very bad time. There was racial discrimination. Some girls laughed at me because of my strange and long name. They considered me a foreigner. Although, they did not say it openly, yet it was clear that they made fun of me because of my poverty. I came to the school daily in a blue faded dress. That is why they asked me how many dresses I had in my closet. I always tried to evade their answers. I said that I had a hundred dresses. And when my back was turned, I could hear their laughter and giggling. My teacher, Miss Mason was a kind and understanding teacher. The two girls, Peggy and Maddie also joined the girls in making fun of me. However, Maggie never said anything. But she did not stop Peggy either. My father was hurt when I told him these things. In the end, he decided to leave that city and move to a big city. Now, in this city, I am at peace. However, I often remember my school and my teacher.

HBSE 10th Class English The Hundred Dresses Part 2 Important Questions and Answers

Very Short Answer Type Questions

Question 1.
What was the content of Mr Petronski’s letter ?
Answer:
The letter said that Wanda would come no more to that school because students made fun of her strange name.

Question 2.
Where was Wanda’s family moving ?
Answer:
Her family was moving to a big city.

Question 3.
Who read Mr Petronski’s letter to the class ?
Answer:
Miss Mason read Mr Petronski’s letter to the class.

Question 4.
What happened when Miss Mason read the letter ?
Answer:
There was a deep silence in the class.

Question 5.
What did Miss Mason say about the hurting of any one’s feeling ?
Answer:
She said that it was unfortunate and sad to hurt someone’s feelings.

Question 6.
Why did Maddie have a sick feeling at the bottom of her stomach ?
Answer:
Maddie felt it very bad of making fun of Wanda by Peggy for her poverty.

Question 7.
Where did Peggy and Maddie go that evening after the school hours ?
Answer:
They both went to the Boggins Heights to meet Wanda.

Question 8.
What did Wanda’s house remind Maddie of ?
Answer:
Wanda’s shabby but clean house reminded Maddie of her faded blue cotton dress.

Question 9.
Who did Maddie and Peggy write a letter to ?
Answer:
They wrote a letter to Wanda

Question 10.
What gift did Wanda give to Peggy ?
Answer:
She gave her the drawing of a dress with green colour.

Question 11.
What gift did Wanda give to Maddie ?
Answer:
She gave her the drawing of a dress with blue colours.

Question 12.
What did Maddie find when she looked at the drawing intently ?
Answer:
She found that the head and face in the drawing resembled her own.

Short Answer Type Questions

Question 1.
Which drawing did Wanda ask to give to Peggy ? (वाण्डा ने पेग्गी को कौन-सा चित्र देने के लिए कहा?)
Answer:
Wanda wrote in the letter that she would like Peggy to have the drawing of the green dress with the red trimming.
(वाण्डा ने अपने पत्र में लिखा कि वह चाहेगी कि पेग्गी लाल गोटा लगी हुई हरी पोशाक का चित्र ले जाए।)

Question 2.
Where had Maddie pinned Wanda drawing in her bed room ? (मैडी ने वाण्डा के चित्र को अपने कमरे में कहाँ लगा दिया?).
Answer:
Maddie carried Wanda’s drawing carefully. She pinned her drawing over a torn place in the pinkflowered wall paper in her bedroom. The shabby room came alive from the brilliancy of the colours.
(मैडी वाण्डा के चित्र को सावधानीपूर्वक ले गई। उसने उस चित्र को अपने शयनकक्ष की गुलाबी फूलों वाले दीवारी कागज के एक फटे हुए स्थान पर लगा दिया। शानदार रंगों के कारण वह भद्दा-सा दिखने वाला कमरा सजीव हो उठा।)

Question 3.
What did Wanda do for the dresses ? .. (वाण्डा ने पोशाकों का क्या किया था?)
Answer:
Wanda gave away hundred dresses to the girls and blue as well as green to Maddie and Peggy respectively. .
(वाण्डा ने सभी सौ पोशाकें लड़कियों को दे दी और नीली तथा हरी पोशाकें क्रमशः मैडी और पेग्गी को दे दी।)

Question 4.
Mention the important conclusion of Maddie. (मैडी के द्वारा लिए गए महत्त्वपूर्ण निष्कर्ष के विषय में बताइए।)
Answer:
Maddie was deeply troubled. She took up an important decision. She found that if anyone speaks unkindly she would speak up. She would not make anybody unhappy again.
(मैडी बहुत अधिक व्यथित थी। उसने एक महत्त्वपूर्ण निर्णय लिया। उसने तय किया कि यदि कोई निर्दयतापूर्वक बोलता है तो वह उसके खिलाफ बोलेगी। अब वह कभी भी किसी को दुखी नहीं करेगी।)

Question 5.
How did Peggy and Maddie find Wanda house at Boggins Heights ? (पेग्गी और मैडी ने बोगिंस हाईट्स पर वाण्डा के घर को कैसे पाया?)
Answer:
They found that it was a little white house. Straws of old grass stuck up here and there along the pathway. The house and its little yard looked shabby but clean.
(उन्होंने पाया कि वह एक छोटा-सा सफेद घर था। पुराने घास के तिनके रास्ते के साथ-साथ लगे हुए थे। घर और उसका छोटा-सा आँगन भद्दे दिख रहे थे परंतु स्वच्छ थे।)

Question 6.
How was Room Thirteen decorated ? (कमरा नंबर तेरह कैसे सजाया गया?)
Answer:
Room Thirteen was decorated with Christmas bells and a small tree. (कमरा नंबर तेरह क्रिसमस घंटियों और एक छोटे-से पेड़ के साथ सजाया गया।)

Essay Type Question

Question 1.
What did Wanda’s father wrote in his letter ? How did Maddie feel after listening to that . letter ?
(वाण्डा के पिता ने अपने पत्र में क्या लिखा? उस पत्र को सुनकर मैडी को कैसा लगा?)
Answer:
In his letter, Wanda’s father had informed Miss Mason that Wanda would not come to the school any more. They were moving to a big city. In that city nobody would consider her name funny and laugh at her. The entire class became silent and felt bad about Wanda. Miss Mason understood their feelings. She told them that no one should hurt anyone’s feelings because his or her name was long or funny. She said that what had happened in the school about Wanda was bad. She asked them to think about that. Maddie listened to what Miss Mason said about Wanda. She could not concentrate on her studies. She had a sick feeling. It was true that she had never made fun of Wanda herself. But at the same time, she had not objected Peggy’s asking Wanda about her dresses. She felt that she was a coward.

(अपने पत्र में, वाण्डा के पिता ने मिस मेसन को सूचित किया था कि अब वाण्डा उस स्कूल में और अधिक नहीं आएगी। वे एक बड़े शहर में जा रहे थे। उस शहर में कोई भी उसके नाम को मजाकिया नहीं मानेगा और उस पर हँसेगा नहीं। सारी कक्षा शांत हो गई और उन्हें वाण्डा के बारे में बुरा लगा। मिस मेसन ने उनकी भावनाओं को समझ लिया। उसने उन्हें बताया कि किसी को भी दूसरे की भावनाओं को आहत नहीं करना चाहिए क्योंकि उसका नाम लंबा है अथवा मजाकिया। उसने कहा कि स्कूल में वाण्डा के साथ जो कुछ भी हुआ वह बुरा था। उसने उन्हें उसके बारे में विचार करने को कहा। मैडी ने मिस मेसन के द्वारा वाण्डा के बारे में कही गई सारी बातें सुनीं। वह अपनी पढ़ाई पर ध्यान केंद्रित न कर सकी। उसे एक अस्वस्थ भावना का अहसास हो रहा था। यह सच था कि उसने स्वयं कभी वाण्डा का मजाक नहीं उड़ाया था। लेकिन साथ-ही-साथ उसने कभी भी पेग्गी के द्वारा वाण्डा से उसकी पोशाकों के बारे में पूछे जाने का विरोध नहीं किया था। उसे लगता था कि वह तो कायर है।)

Question 2.
What did Maddie decide to do after listening to the letter from Wanda’s father ? (वाण्डा के पिता के पत्र को सुनने के पश्चात् मैडी ने क्या करने का निर्णय लिया?)
Answer:
Maddie wondered if she could do anything. She wanted to meet Wanda and tell her that she had never meant to hurt her feelings. She made up her mind to go to her house and tell Wanda that she had won the contest and her hundred dresses were beautiful. She decided that she would find out Wanda Petronski. She and Peggy would go to her house to meet her. When school was over, Maddie told Peggy to go to Wanda’s house. They walked towards her colony. On the way, Peggy said that she had never called Wanda a foreigner. She always thought that Wanda was a dumb girl. She never imagined that Wanda could sense the girls had been making fun of her. Maddie said nothing. She just wanted to meet Wanda and tell her that they were sorry for their rude treatment. She would request her not to move away.

(मैडी हैरान थी कि क्या वह कुछ कर सकती थी। वह वाण्डा से मिलकर उसे यह बताना चाहती थी कि उसका आशय कभी भी उसकी भावनाओं को आहत करना नहीं था। उसने अपना मन बनाया कि वह वाण्डा के घर जाएगी और उसे बताएगी कि उसने मुकाबला जीत लिया है और उसकी सौ पोशाकें बहुत सुंदर थीं। उसने तय कर लिया कि वह वाण्डा पेट्रोसकी का पता लगाएगी। वह और पेग्गी उससे मिलने के लिए उसके घर जाएँगी। जब स्कूल की छुट्टी हुई तो मैडी न पेग्गी से वाण्डा के घर चलने को कहा। वे उसकी कालोनी की ओर चले। रास्ते में पेग्गी ने कहा कि उसने वाण्डा को कभी भी विदेशी नहीं कहा है। वह तो हमेशा ही वाण्डा को एक गूंगी लड़की मानती थी। वह कभी भी ऐसा नहीं मानती थी कि वाण्डा को पता होगा कि अन्य लड़कियाँ उसका मजाक उड़ा रही हैं। मैडी ने कुछ नहीं कहा। वह तो केवल वाण्डा से मिलना चाहती थी और उसे यह बताना चाहती थी कि उन्हें अपने अभद्र व्यवहार का खेद है। वह उससे वहाँ से न जाने की प्रार्थना करेगी।)

Question 3.
What happened when Maddie and Peggy reached to Wanda’s house ? What decision did Maddie make ?
(जब मैडी और पेग्गी वाण्डा के घर पहुँचे तो क्या हुआ? मैडी ने क्या निर्णय लिया?)
Answer:
Peggy and Maddie found Wanda’s house in Boggins Heights. The house looked shabby but clean. It reminded Maddie of Wanda’s one dress. But there was no one in the house. Peggy knocked at the door. There was no response. Wanda and her family had already left the place. They came back. Peggy said that her asking Wanda about her dresses actually helped her. Otherwise, perhaps she might not have won the drawing contest. But Maddie was not satisfied. She could not sleep that night. She thought of Wanda, her drawings and her house. At last she made a decision. She decided that she would not keep quiet if someone made fun of anybody before her. She would not mind even she had to lose Peggy’s friendship. She had no way of making things right with Wanda, but now she would never make anybody unhappy.

(पेग्गी और मैड़ी ने बोगिंस हाईट्स में वाण्डा का घर खोज निकाला। घर भद्दा लेकिन स्वच्छ दिखाई दे रहा था। यह मैडी को वाण्डा की एक पोशाक की याद दिला रहा था। लेकिन घर में कोई नहीं था। पेग्गी ने दरवाजे पर दस्तक दी। लेकिन किसी ने उत्तर नहीं दिया। वाण्डा और उसका परिवार पहले ही उस स्थान को छोड़कर जा चुके थे। वे वापस आ गईं। पेग्गी ने कहा कि पोशाकों के बारे में उसके द्वारा पूछे गए सवालों ने उसकी बहुत अधिक मदद की है। वरना, शायद वह चित्रकारी मुकाबला नहीं जीत सकती थी। लेकिन मैडी संतुष्ट नहीं थी। वह उस रात सो न सकी। वह वाण्डा, उसके चित्रों और उसके घर के बारे में सोचती रही। अंततः उसने एक निर्णय लिया। उसने तय किया कि भविष्य में यदि कोई उसके सामने किसी का भी मजाक उड़ाएगा तो वह चुप नहीं. रहेगी। इसके लिए वह पेग्गी की मित्रता के खो जाने की भी परवाह नहीं करेगी। उसके पास वाण्डा के साथ मामलों को सही करने का कोई रास्ता नहीं था, लेकिन अब वह किसी को भी दुखी नहीं करेगी।)

Question 4.
What did Peggy and Maddie write to Wanda ? What happened on the last day of the school before Christmas ?
(पेग्गी और मैडी ने वाण्डा को क्या लिखा? क्रिममस से पहले स्कूल के आखिरी दिन क्या हुआ?)
Answer:
Peggy and Maddie wrote a letter to Wanda. They praised Wanda’s drawings. They wrote to her that she had won the contest. A number of days passed but there was no answer from Wanda. Peggy had begun to forget the whole incident. Maddie tried to sleep at night making speeches about Wanda. Then it was Christmas time. On the last day of the school, Miss Mason received a letter from Wanda. She showed the letter to the class and read it. Wanda had written that the girls could keep those hundred dresses because in her new house she had hundred new ones. She had gifted the green dress with the red trimmings to Peggy. She wrote that Maddie could have the blue dress. She wished merry Christmas to all. They accepted the drawings. On the way home Peggy and Maddie held their drawings very carefully:

(पेग्गी और मैडी ने वाण्डा को एक पत्र लिखा। उन्होंने वाण्डा के चित्रों की प्रशंसा की। उन्होंने उसे लिखा कि उसने मुकाबला जीत लिया था। बहुत दिन बीत गए परंतु वाण्डा का कोई पत्र नहीं आया। पेग्गी ने तो इस सारी घटना को ही भूलना शुरू कर दिया था। मैडी रात को वाण्डा के बारे में भाषण तैयार करते हुए सोने का प्रयास करती थी। तब क्रिसमस के त्योहार का समय आ गया। स्कूल में आखिरी दिन मिस मेसन को वाण्डा का एक पत्र प्राप्त हुआ। उसने वह पत्र कक्षा को दिखाया और उसे पढ़ा। वाण्डा ने लिखा था कि लड़कियाँ उन सभी सौ पोशाकों को अपने पास रख सकती थीं क्योंकि उसके नए घर में उसके पास सौ पोशाकें और
थीं। उसने लाल गोटे वाली हरी पोशाक पेग्गी को भेंट कर दी। उसने लिखा कि नीली पोशाक मैडी ले सकती थी। उसने सभी को क्रिसमस की शुभ कामनाएँ दीं। उन्होंने चित्रों को स्वीकार कर लिया। घर लौटते समय पेग्गी और मैडी अपने चित्रों को बड़ी सावधानी से सँभाल रही थीं।)

Question 5.
How did Maddie and Peggy realize that Wanda loved them ? (मैडी और पेग्गी ने कैसे महसूस किया कि वाण्डा उन्हें प्यार करती थी?)
Answer:
Maddie was missing Wanda too much. There were tears in her eyes. She felt sad to think that she would never see Wanda again. She felt that Wanda had been nice to her. She gazed at the drawing for a long time. Suddenly, she noticed the face and head in the drawing. It looked like her own head and face. She was excited to find that Wanda had made that drawing specially for her. She ran to Peggy’s house. She told Peggy that Wanda had drawn the drawing for her. Then they saw her drawing also. There was Peggy’s face in the drawing. Peggy was also happy to see that the face and head of the drawing looked like her. Peggy told Maddie that Wanda really liked them. There were tears in Maddie’s eyes every time, she thought of Wanda Petronski.

(मैडी को वाण्डा की बहुत अधिक याद आ रही थी। उसकी आँखों में आँसू थे। वह यह सोचकर उदास हो जाती थी कि अब कभी वह वाण्डा से नहीं मिल पाएगी। उसे लगता था कि वाण्डा उसके प्रति अच्छी थी। वह बहुत देर तक चित्र की ओर निहारती रही। अचानक ही उसने चित्र में बने चेहरे और सिर को देखा। यह उसके सिर और चेहरे जैसा था। वह यह जानकर उत्तेजित हुई कि वाण्डा ने वह चित्र खासतौर पर उसी के लिए बनाया था। वह भागकर पेग्गी के घर गई। उसने पेग्गी को बताया कि वाण्डा ने वह चित्र उसी के लिए बनाया था। तब उन्होंने उसका चित्र भी देखा। इस चित्र में पेग्गी का चेहरा था। पेग्गी भी यह देखकर खुश . . थी कि चित्र का चेहरा और सिर उसके जैसा दिखाई देता है। पेग्गी ने मैडी को बताया कि वाण्डा सचमुच ही उन्हें पसंद करती थी। जब भी मैडी वाण्डा पेट्रोसकी के विषय में सोचती थी तो हर बार उसकी आँखों में आँसू आ जाते थे।)

Multiple Choice Questions

Question 1.
Who wrote a letter to Miss Mason ?
(A) Mr Petronski
(B) the headmistress .
(C) Peggy .
(D) Maddie
Answer:
(A) Mr Petronski

Question 2.
What was the content of Mr Petronski’s letter ?
(A) grant leave to Wanda for one month
(B) Wanda will not come to school any more
(C) Wanda will attend the school regularly
(D) none of the above
Answer:
(B) Wanda will not come to school any more

Question 3.
Who read Mr Petronski’s letter to the class ?
(A) the headmistress
(B) Peggy
(C) Maddie
(D) Miss Mason
Answer:
(D) Miss Mason

Question 4.
Who visited Boggins Heights that evening ?
(A) Peggy
(B) Maddie
(C) both (A) and (B)
(D) none of the above
Answer:
(C) both (A) and (B)

Question 5.
Where had Wanda’s family gone ?
(A) to a village
(B) to a big city
(C) to their own country
(D) none of the above
Answer:
(B) to a big city

Question 6.
Who has hurt the feelings of Wanda ?
(A) Peggy
(B) Maddie
(C) Miss Mason
(D) the whole class
Answer:
(D) the whole class

Question 7.
Who wrote a letter to Wanda ?
(A) Miss Mason
(B) the headmistress
(C) both Peggy and Maddie
(D) none of the above
Answer:
(C) both Peggy and Maddie

Question 8.
Where did Peggy and Maddie mail the letter to Wanda ?
(A) Boggirts Heights
(B) the big city
(C) Poland
(D) none of the above
Answer:
(A) Boggins Heights

Question 9.
How did Wanda’s house at Boggins Heights look ?
(A) shabby
(B) clean
(C) both (A) and (B)
(D) beautiful
Answer:
(C) both (A) and (B)

Question 10.
Who is Miss Mason ?
(A) headmistress
(B) teacher
(C) Wanda’s mother
(D) a student
Answer:
(B) teacher

Question 11.
Who did Wanda send a letter to ?
(A) Peggy
(B) Maddie
(C) the headmistress
(D) Miss Mason
Answer:
(D) Miss Mason

Question 12.
Who was really troubled over Wanda’s incident ?
(A) Peggy
(B) Maddie
(C) Miss Mason
(D) all of the above
Answer:
(B) Maddie

Question 13.
What drawing did Peggy get ?
(A) the green coloured dress with red trimmings
(B) the blue coloured dress the hundred dresses
(D) all of the above
Answer:
(A) the green coloured dress with red trimmings

Question 14.
What drawing did Maddie get ?
(A) the green dress with red trimmings
(B) the blue dress
(C) all the hundred dresses
(D) none of the above
Answer:
(B) the blue dress

Question 15.
Who did Maddie find in her bedroom drawing ?
(A) Peggy
(B) Wanda Petronski.
(C) Maddie herself
(D) an unknown girl
Answer:
(C) Maddie herself

The Hundred Dresses Part 2 Important Passages for Comprehension

Read the following passages and answer the questions that follow :

PASSAGE 1

While the class was circling the room, the monitor from the principal’s office brought Miss Mason a note. Miss Mason read it several times and studied it thoughtfully for a while. Then, she clapped her hands.
“Attention, class. Everyone back to their seat.”
When the shuffling of feet had stopped and the room was still and quiet, Miss Mason said, “I have a letter from Wanda’s father that I want to read to you.”
Miss Mason stood there a moment and the silence in the room grew tense and expectant. The teacher adjusted her glasses slowly and deliberately. Her månner indicated that what was coming—this letter from Wanda’s father—was a matter of great importance. Everybody listened closely as Miss Mason read the brief note.

Word-meanings : Circling = moving around (आसपास घूमना); shuffling = making sound of feet while walking (चलते समय पैरों से आवाज़ करना); tense = serious (गंभीर); deliberately = knowingly (जान-बूझकर); brief = short (संक्षिप्त )

Questions :

(a) What happened when the class was circling the room ?
(b) Why did Miss Mason read the letter of Wanda’s father several times ?
What happened when she said that she wanted to read the letter to the class ?
(d) How did Miss Mason treat the letter of Wanda’s father ?
(e) Find a word from the passage which means ‘showed’.
Answers :
(a) The monitor from the principal’s office came and brought a note to Miss Mason.
(b) She read it several times because it had important things about the class.
(c) The shuffling of feet stopped and the room became calm and quiet.
(d) She treated the letter as something very important.
(e) ‘indicated’.

PASSAGE 2

A deep silence met the reading of this letter. Miss Mason took off her glasses, blew on them and wiped them on her soft white handkerchief. Then she put them on again and looked at the class. When she spoke her voice was very low.
“I am sure that none of the boys and girls in Room Thirteen would purposely and deliberately hurt anyone’s feelings because his or her name happened to be a long, unfamiliar one. I prefer to think that what was said was said in thoughtlessness. I know that all of you feel the way I do, that this is a very unfortunate thing to have happened—unfortunate and sad, both. And I want you all to think about it.”

Word-meanings : Unfamiliar = unacuainted (अपरिचित); thoughtlessness = without thinking (बिना सोचे); unfortunate = unlucky (अभागा)

Questions :

(a) What happened when Miss Mason read the letter ?
(b) How did Miss Mason behave after reading the letter ?
(c) What did Miss Mason say about the hurting of anyone’s feelings ?
(d) What advice did she give to the class ?
(e) Find a word from the passage which means ‘injure’.
Answers :
(a) There was a deep silence in the class.
(b) She took off her glasses, blew on them and wiped them on her handkerchief. ”
(c) She said that it was ‘unfortunate and sad’ to hurt someone’s feeling. .
(d) She advised the class to think about the incident deeply.
(e) ‘hurt.

PASSAGE 3

The first period was a study period. Maddie tried to prepare her lessons, but she could not put her mind on her work. She had a very sick feeling in the bottom of her stomach. True, she had not enjoyed listening to Peggy ask Wanda how many dresses she had in her closet, but she had said nothing. She had stood by silently, and that was just as bad as what Peggy had done. Worse. She was a coward. At least Peggy hadn’t considered they were being mean but she, Maddie, had thought they were doing wrong. She could put herself in Wanda’s shoes.

Word-meanings : Closet = almirah (अलमारी ); coward = lacking courage (कायर); mean = with bad meantality (कमीना)

Questions :

(a) How did Maddie feel in the first period ?
(b) How did Maddie behave when Peggy teased Wanda ?
(c) What had Maddie not enjoyed ?
(d) Why did Maddie think that she herself was a coward & mean?
(e) Find words from the passage which mean the same as : (a) almirah, (b) lacking courage.
Answers :
(a) In the first period, Maddie had a very sick feeling at the bottom of her stomach.
(b) She felt very bad.
(c) She had not enjoyed listening to Peggy ask Wanda how many dresses she had in her closet.
(d) Maddie thought that she herself was a coward because she remained silent when Peggy teared Wanda.
(e) (a) closet, (b) coward.

PASSAGE 4

“I think that’s where the Petronskis live,” said Maddie, pointing to a little white house. Wisps of old grass stuck up here and there along the pathway like thin kittens. The house and its sparse little yard looked shabby but clean. It reminded Maddie of Wanda’s one dress, her faded blue cotton dress, shabby but clean.
There was not a sign of life about the house. Peggy knocked firmly on the door, but there was no answer. She and Maddie went around to the backyard and knocked there. Still there was no answer.
There was no doubt about it. The Petronskis were gone. How could they ever make amends ? ‘ They turned slowly and made their way back down the hill.

Word-meanings : Wisps = pieces (टुकड़े); kittens = young ones of cats (बिल्ली के बच्चे); sparse = not dense (पतला); shabby = simple and cheap (सादा एवं सस्ता)।

Questions :

(a) Why did Maddie and Peggy go Wanda’s house?
(b) How did Wanda’s house look ?
(c) What did Wanda’s house remind Maddie of?
(d) Were Maddie and Peggy able to meet Wanda ?
(e) Find a word from the passage which means ‘young ones of cats’.
Answers :
(a) They went to Wanda’s house to feel sorry what they had done to Wanda.
(b) Wanda’s house looked shabby but clean.
(c) Wanda’s house reminded Maddie of Wanda’s one dress, her faded blue cotton dress.
(d) No, they were not able to meet her as Wanda’s family had already moved to another city:
(e) ‘kittens’.

PASSAGE 5

Maddie turned this idea carefully over in her head, for if there were anything in it she would not have to feel so badly. But that night she could not get to sleep. She thought about Wanda and her faded blue dress and the little house she had lived in. And she thought of the glowing picture those hundred dresses made—all lined up in the classroom. At last Maddie sat up in bed and pressed her forehead tight in her hands and really thought. This was the hardest thinking she had ever done. After a long, long time, she reached an important conclusion.

She was never going to stand by and say nothing again.
If she ever heard anybody picking on someone because they were funny looking or because they had strange names, she’d speak up. Even if it meant losing Peggy’s friendship. She had no way of making things right with Wanda, but from now on she would never make anybody else that unhappy again.

Word-meanings : Faded = insipid (फीका); glowing = beautiful (सुंदर); conclusion = result (परिणाम); picking on someone = teasing someone (किसी को तंग करना) |

Questions :

(a) Maddie could not sleep that night. What did she think about ?
(b) What did Maddie do at last ?
(c) What was the hardest thing she had ever done ?
(d) What decision did Maddie take that night ?
(e) Find a phrase from the passage which means ‘teasing someone’.
Answers :
(a) She thought Wanda and her faded blue dress and her little house.
(b) She sat up in bed and pressed her forehead tight in her hands and really thought about the matter.
(c) Thinking really was the hardest thing she had ever done.
(d) She decided that from now onwards she would not make anybody unhappy again.
(e) “picking on someone’.

PASSAGE 6

Now it was Christmas time and there was snow on the ground. Christmas bells and a small tree decorated the classroom. On the last day of school before the holidays, the teacher showed the class a letter she had received that morning.
“You remember Wanda Petronski, the gifted little artist who won the drawing contest? Well, she has written me, and I am glad to know where she lives, because now I can send her medal. I want to read her letter to you.” The class sat up with a sudden interest and listened intently.

Word-meanings : Decorated = (here) beautiful (सुंदर), gifted = talented (गुणी), glad=happy (प्रसन्ना )

Questions :

(a) Name the chapter and its author.
(b) When and how was the classroom decorated?
(c) From whom did the teacher receive the letter and when?
(d) Why was the teacher glad to have this letter?
(e) How did the class react to what the teacher was saying?
Answers :
(a) The name of the chapter is ‘The Hundred Dressés-II’ and author is Eleanor Estes.
(b) The classroom was decorated with bells and small tree on the occasion of christmas.
(c) The teacher received the letter from wanda that morning.
(d) The teacher was glad to receive this letter because she came to know where Wanda lived.
(e) The class sat up with a sudden interest and listened intently.

PASSAGE 7

On Saturday Maddie spent the afternoon with Peggy. They were writing a letter to Wanda Petronski. It was just a friendly letter telling about the contest and telling Wanda she had won. They told her how pretty her drawings were. And they asked her if she liked where she was living and if she liked her new teacher. They had meant to say they were sorry, but it ended up with their just writing a friendly letter, the kind they would have written to any good friend, and they signed it with lots of X’s for love. They mailed the letter to Boggins Heights, writing ‘Please Forward’ on the envelope.

Days passed and there was no answer, but the letter did not come back, so maybe Wanda had received it. Perhaps she was so hurt and angry she was not going to answer. You could not blame her.

Word-meanings : Contest = competition (मुकाबला); mailed = sent by post (डाक से भेजना); maybe = perhaps (शायद); blame = censure (दोष लगाना)।

Questions :

(a) What did they write about in the letter?
(b) What did they mean to say by their letter ?
(c) What did they write to Wanda about her drawings ?
(d) Why did they write “Please Forward’ on the letter ?
(e) Find out a word from the passage similar in meaning to ‘Censure’.
Answers :
(a) They wrote about the painting contest and told Wanda that she had won.
(b) They meant to say sorry him their letter.
(c) They wrote to Wanda that her drawing were very pretty.
(d) They wrote ‘Please Forward’ on the letter because Wanda’s family was not living at Boggins Heights, now. They had moved to a new place.
(e) Blame.

The Hundred Dresses Part 2 Summary in English

The Hundred Dresses Part 2 Introduction in English

In this Lesson the author teaches us a lesson of not to hurt anybody’s feelings. All the girls in the school made fun of Wanda, a Polish girl. As a result she left the school. Then the feeling of repentance arose among the students who teased Wanda. Peggy and Maddie even goes to her house to stop her from leaving that place but they could not meet her as she had already left. They write a letter to her accepting their fault. Wanda sends a letter to Miss Mason on the eve of Christmas. She greets everybody ‘Merry Christmas’ and give them the gifts of her paintings.

The Hundred Dresses Part 2 Summary in English

The students were circling the room and admiring the dress designs made by Wanda. A notice from the principal’s office came. Miss Mason told the class that she had received a letter from Wanda’s father. She said that she was going to read it before the class. The students got ready to listen. In his letter, Wanda’s father had informed Miss Mason that Wanda would not come to the school any more. They were moving to big city. In that city nobody would consider her name funny and laugh at her.

The entire class became silent and felt bad about Wanda. Miss Mason understood their feelings. She told them that no one should hurt anyone’s feelings because his or her name was long or funny. She said that what had happened in the school about Wanda, was bad. She asked them to think about that. Maddie listened to what Miss Mason said about Wanda. She could not concentrate on her studies. She had a sick feeling. It was a true that she had never made fun of Wanda herself. But at the same time, she had not enjoyed Peggy’s asking Wanda about her dresses. On such occasions, she said nothing and stood silently. But that was also bad. She felt that she was a coward and never stopped Peggy from making fun of Wanda.

Maddie wondered if she could do anything. She wanted to meet Wanda and tell her that she had never meant to hurt her feelings. She made up her mind to go to her house and tell Wanda that she had won the contest and her hundred dresses were beautiful. She decided that she would find out Wanda Petronski. She and Peggy would go to her house to meet her. When school was over, Maddie told Peggy to go to Wanda’s house. They walked towards her colony. On the way, Peggy said that she had never called Wanda a foreigner. She always thought that Wanda was a dumb girl. She never imagined that Wanda could sense the girls had been making fun of her. Maddie said nothing. She just wanted to meet Wanda and tell her that they were sorry for their rude treatment. She would request her not to move away.

After sometime, Peggy and Maddie found Wanda’s house in the Boggins Heights. The house looked shabby but clean. It reminded Maddie of Wanda’s one dress. But there was no one in the house. Peggy knocked on the door. There was no response. Wanda and her family had already left the place. They came back. Peggy said that her asking Wanda about her dresses actually helped her. Otherwise, perhaps she might not have won the drawing contest. But Maddie was not satisfied. She could not sleep that night. She thought of Wanda, her drawings and her house. At last, she made a decision. She decided that she would not keep quiet if someone made fun of anybody before her. She would not mind even she had to lose Peggy’s friendship. She had no way of making things right with Wanda, but now she would never make anybody unhappy.

On Saturday, Peggy and Maddie wrote a letter to Wanda. It was just a friendly letter. They praised Wanda’s drawings. They wrote to her that she had won the contest. They mailed it to Boggins Heights with the request that it be sent to her new address: A number of days passed but there was no answer from Wanda. Peggy had begun to forget the whole incident. Maddie tried to sleep at night making speeches about Wanda.

Then it was Christmas time. On the last day of the school, Miss Mason received a letter from Wanda. She showed the letter to the class and read it. Wanda had written that the girls could keep those hundred dresses because in her new house she had hundred new ones. She had gifted the green dress with the red trimmings to Peggy. She wrote that Maddie could have the blue dress. She wished merry Christmas to all. They accepted the drawings. On the way home Peggy and Maddie held their drawings very carefully. They pinned the drawings in their bed rooms.

Maddie was missing Wanda too much. There were tears in her eyes. She felt sad to think that she would never see Wanda again. She felt that Wanda had been nice to her. She gazed at the drawing for a long time. Suddenly, she noticed the face and head in the drawing. It looked like her own head and face. She was excited to find that Wanda had made that drawing specially for her. She ran to Peggy’s house. She told Peggy that Wanda had drawn the drawing for her. Then they saw her drawing also. There was Peggy’s face in the drawing. Peggy was also happy to see that the face and head of the drawing looked like her. Peggy told Maddie that Wanda really liked them. There were tears in Maddie’s eyes every time she thought of Wanda Petronski.

The Hundred Dresses Part 2 Summary in Hindi

The Hundred Dresses Part 2 Introduction in Hindi

(इस लेख में लेखक हमें सबक सिखाता है कि हमें किसी भी व्यक्ति की भावनाओं को ठेस नहीं पहुँचानी चाहिए। स्कूल में सभी लड़कियाँ वाण्डा नाम की पोलैंड वासी एक लड़की का मजाक उड़ाया करती थीं। परिणामस्वरूप उसने स्कूल छोड़ दिया। तब उन विद्यार्थियों में, जो वाण्डा को चिड़ाया करते थे, पश्चाताप की भावना पैदा हुई। पेग्गी और मैडी तो उसके घर भी जाती हैं ताकि उसे वह स्थान छोड़कर जाने से रोक सकें लेकिन वे उससे नहीं मिल सकी क्योंकि वह पहले ही जा चुकी थी। वे अपनी गलती को स्वीकार करते हुए उसे एक पत्र लिखती हैं। वाण्डा क्रिसमस की पूर्व संध्या पर मिस मेसन को एक पत्र लिखती है। वह सभी को ‘क्रिसमस की शुभकामनाएँ देती है और उन्हें अपने चित्रों के उपहार देती है।)

The Hundred Dresses Part 2 Summary in Hindi

छात्र कमरे का चक्कर लगा रहे थे और वाण्डा द्वारा बनाए गए डिज़ाइनों की प्रशंसा कर रहे थे। प्रिंसिपल के कमरे से एक नोटिस आया। मिस मेसन ने कक्षा को बताया कि उसे वाण्डा के पिता से एक पत्र मिला है। उसने कहा कि वह इस पत्र को कक्षा में पढ़ने जा रही है। छात्र पत्र को सुनने के लिए तैयार हो गए। अपने पत्र में वाण्डा के पिता ने मिस मेसन को बताया कि वाण्डा अब स्कूल में नहीं आएगी। वे एक बड़े शहर में जा रहे हैं। उस शहर में कोई भी उसके नाम को हास्यपूर्ण नहीं समझेगा और उस पर हँसेगा नहीं।
सारी कक्षा शांत हो गई और उन्हें वाण्डा के बारे में बहुत दुःख हुआ। मिस मेसन उनकी भावनाओं को समझ गई। उसने उन्हें बताया कि किसी को किसी की भावनाओं को इसलिए ठेस नहीं पहुँचानी चाहिए क्योंकि उसका नाम लंबा या हास्यपूर्ण है। उसने कहा कि स्कूल में वाण्डा के बारे में जो कुछ हुआ वह बुरा था। उसने उन्हें कहा कि वे इस बारे में सोचें। मैडी ने उसके बारे में सोचा जो कुछ मिस मेसन ने वाण्डा के बारे में कहा। वह अपनी पढ़ाई पर ध्यान नहीं दे पाई। उसे बीमारी जैसी भावनाएँ महसूस हुईं। यह सच था कि उसने खुद कभी वाण्डा का मजाक नहीं उड़ाया था। मगर इसके साथ-साथ, उसने कभी भी पेग्गी को तब नहीं रोका था जब वह वाण्डा से उसकी पोशाकों के बारे में पूछती थी। ऐसे अवसरों पर वह कछ नहीं कहती थी और खामोश खडी रहती थी। मगर यह बात भी बुरी थी। उसने महसूस किया कि वह कायर है और उसने कभी भी पेग्गी को वाण्डा का मजाक उड़ाने से नहीं रोका।

मैडी को हैरानी हुई कि क्या वह कुछ कर सकती है। वह वाण्डा से मिलना चाहती थी और उसे बताना चाहती थी कि उसका इरादा कभी भी उसकी भावनाओं को ठेस पहुँचाना नहीं था। उसने फैसला किया वह उसके घर जाएगी और वाण्डा को बताएगी कि उसने प्रतियोगिता जीत ली है और उसकी सौ पौशाकें बहुत सुंदर हैं। उसने फैसला किया कि वह वाण्डा पेट्रोस्की को ढूंढ निकालेगी। वह और पेग्गी उससे मिलने उसके घर जाएँगी। जब स्कूल का समय खत्म हो गया तो मैडी ने पेग्गी से वाण्डा के घर चलने को कहा। वे उसकी कॉलोनी की तरफ चल दी। रास्ते में पेग्गी ने कहा कि उसने कभी भी वाण्डा को विदेशी नहीं कहा था। वह सदा सोचती थी कि वाण्डा बुद्ध लड़की है। उसने कभी कल्पना भी नहीं की थी कि वाण्डा को इस बात का आभास होगा कि लड़कियाँ उसका मजाक उड़ा रही हैं। मैडी ने कुछ नहीं कहा। वह तो केवल वाण्डा से मिलना चाहती थी और उसे बताना चाहती थी कि वे उसके प्रति किए गए अपने अभद्र व्यवहार के लिए शर्मिंदा हैं। वह उससे प्रार्थना करेगी कि वह उस शहर को छोड़कर न जाए।

कुछ देर बाद पेग्गी और मैडी को बोगिंज़ हाईट्स में वाण्डा का घर मिल गया। घर सस्ता मगर साफ था। इससे मैडी को वाण्डा की वह एकमात्र पोशाक याद आ गई। मगर घर में कोई नहीं था। पेग्गी ने दरवाजे पर दस्तक दी। कोई उत्तर नहीं मिला। वाण्डा और उसका परिवार पहले ही वहाँ से जा चुका था। वे वापिस आ गईं। पेग्गी ने कहा कि उसके द्वारा वाण्डा को उसकी पोशाकों के बारे में पूछने से वास्तव में उसे फायदा हुआ था। नहीं तो शायद वह ड्राइंग प्रतियोगिता न जीत पाती। मगर मैडी संतुष्ट नहीं थी। वह उस रात को सो नहीं सकी। वह वाण्डा, उसकी ड्राइंग और उसके घर के बारे में सोचती रही। अंत में उसने एक फैसला किया। उसने फैसला किया कि भविष्य में अगर कोई उसके सामने किसी का मजाक उड़ाएगा तो वह चुप नहीं रहेगी। अगर ऐसा करने से उसे पेग्गी की मित्रता भी गँवानी पड़े तो भी वह परवाह नहीं करेगी। उसके सामने वाण्डा से माफी माँगने का कोई रास्ता नहीं था। मगर वह अब किसी को भी दुःखी नहीं करेगी।

शनिवार को पेग्गी और मैडी ने वाण्डा को एक पत्र लिखा। यह केवल एक मित्रतापूर्ण पत्र था। उन्होंने वाण्डा की ड्राइंगों की तारीफ की। उन्होंने उसे लिखा कि वह प्रतियोगिता जीत गई है। उन्होंने वह पत्र बोगिंज़ हाईट्स के पते पर भेज दिया और साथ ही यह प्रार्थना भी लिख दी कि इसे उसके नए पते पर भेज दिया जाए। कई दिन बीत गए, मगर वाण्डा से कोई जवाब नहीं आया। पेग्गी ने सारी घटना को भूलना आरंभ कर दिया। मैडी रात को वाण्डा के बारे में भाषण बनाते हुए सोने का प्रयत्न करती थी।

फिर क्रिसमस का समय आ गया। स्कूल के अंतिम दिन, मिस मेसन को वाण्डा से एक पत्र मिला। उसने वह पत्र कक्षा को दिखाया और उसे पढ़कर सुनाया। वाण्डा ने उसे लिखा था कि लड़कियाँ उन सौ पोशाकों की ड्राइंगों को रख सकती हैं क्योंकि उसके घर में सौ नई पोशाकें हैं। उसने लाल सजावट वाली हरी पोशाक पेग्गी को उपहार में दी। उसने लिखा कि मैडी नीली पोशाक ले सकती है। उसने सबको क्रिसमस की बधाई दी। उन्होंने ड्राइंगों को स्वीकार कर लिया। घर के रास्ते में पेग्गी और मैडी ने अपनी ड्राइंगों को सावधानी से पकड़े रखा। उन्होंने अपनी ड्राइंगों को अपने-अपने बेडरूम में लगा दिया।

मैडी को वाण्डा की बहुत याद आ रही थी। उसकी आँखों में आँसू थे। उसे यह सोचकर उदासी हुई कि वह अब वाण्डा को कभी नहीं मिल पाएगी। उसे महसूस हुआ कि वाण्डा उसके प्रति अच्छी थी। वह ड्राइंग को बड़ी देर तक देखती रही। अचानक उसने ड्राइंग के सिर और चेहरे पर ध्यान दिया। यह उसके अपने सिर और चेहरे की तरह लगता था। उसे यह सोचकर उत्तेजना हुई कि वाण्डा ने वह ड्राइंग विशेष तौर पर उसके लिए बनाई थी। वह भागकर पेग्गी के घर गई। उसने पेग्गी को बताया कि वाण्डा ने उसके लिए ही ड्राइंग बनाई थी। तब उन्होंने पेग्गी की ड्राइंग भी देखी। ड्राइंग में पेग्गी का चेहरा था। पेग्गी को भी यह देख कर खुशी हुई कि ड्राइंग का सिर और चेहरा उससे मिलता है। पेग्गी ने मैडी को कहा कि वाण्डा सचमुच उनसे प्यार करती थी। जब भी मैडी वाण्डा पेट्रोंसकी के बारे में सोचती थी तो उसकी आँखों में आँसू आ जाते थे।

The Hundred Dresses Part 2 Translation in Hindi

[PAGES73-74] : जिस समय कक्षा कमरे का चक्कर लगा रही थी, मॉनिटर प्रधानाचार्य कार्यालय से मिस मेसन के लिए एक नोट लेकर आया। मिस मेसन ने उसे कई बार पढ़ा और थोड़ी देर के लिए उसका ध्यानपूर्वक अध्ययन किया। तब उसने अपने हाथों से ताली बजाई।
“सभी बच्चो, सुनिए, सभी अपनी-अपनी सीटों पर वापस चले जाएँ।” जब पैरों के रगड़ने की आवाज बंद हो गई और कमरा पूर्ण रूप से शांत हो गया, मिस मेसन ने कहा, “मेरे पास वाण्डा के पिता का पत्र है जो मैं आपको पढ़कर सुनाना चाहती हूँ।”
मिस मेसन एक क्षण के लिए वहाँ खड़ी रही और कमरे के अंदर की खामोशी तनावपूर्ण तथा उत्सुकतापूर्ण हो गई थी। अध्यापिका ने धीरे-से और जान-बूझकर के अपने चश्मों को ठीक करके लगाया। उसका भाव दिखा रहा था कि क्या होने जा रहा था यह वाण्डा के पिता की ओर से पत्र था। प्रत्येक ने बड़े ध्यान के साथ सुना। जब मिस मेसन ने उसे छोटे-से नोट को पढ़ा।

प्रिय अध्यापक,

अब मेरी वाण्डा आपके स्कूल में नहीं आएगी, जेक भी नहीं आएगा। अब हम एक बड़े शहर में जा रहे हैं अब हमें ‘पोलक’ कहकर पुकारा जाना और अधिक नहीं सुनना है। अब हमें और अधिक यह नहीं सुनना है कि यह मजाकिया नाम क्यों है। बड़े शहर में मजाकिया नामों वाले बहुत-से लोग होते हैं।

भवदीय
जॉन पेट्रोंसकी

इस पत्र को पढ़े जाने के समय गहरी खामोशी रही। मिस मेसन ने अपना चश्मा उतारा, उसने शीशों पर फूंक मारी और उन्हें अपने नर्म सफेद रूमाल के साथ पोंछ दिया। तब उसने चश्में को पुनः पहन लिया और कक्षा की ओर देखा। जब वह बोली तो उसकी आवाज बहुत धीमी थी।

“मुझे पक्का यकीन है कि कमरा नंबर तेरह में किसी भी लड़के या लड़की ने जान-बूझकर किसी की भावनाओं को इस कारण तो ठेस नहीं पहुँचाई होगी कि उसका नाम लंबा है अथवा अपरिचित है।

मैं यही सोचना पसंद करूँगी कि जो कुछ भी कहा गया है वह बिना सोच-विचार के कहा गया है। मैं जानती हूँ कि आप सभी भी मेरी तरह ही सोचते होंगे, और ऐसा घटित होना एक बहुत ही दुर्भाग्यपूर्ण घटना है दुर्भाग्यपूर्ण और दुखद दोनों, और मैं चाहती हूँ कि आप . सभी इसके बारे में विचार करें।”

पहला पीरियड पढ़ाई करने का पीरियड था। मैडी ने अपने पाठ तैयार करने की कोशिश की। लेकिन वह अपने दिमाग को अपने काम पर नहीं लगा पाई। उसे अपने पेट के सबसे निचले हिस्से में बहुत अस्वस्थता महसूस हो रही थी। सचमुच, उसे पेग्गी द्वारा वाण्डा को यह पूछते हुए सुनना बिल्कुल अच्छा नहीं लगा था कि उसके पास अलमारी में कितनी पोशाकें हैं, लेकिन उसने तो कुछ नहीं कहा था। वह तो चुपचाप खड़ी रहती थी और वह भी उतना ही बुरा काम था जितना कि पेग्गी ने किया था। उससे भी बुरा था। वह एक कायर थी। कम-से-कम पेग्गी ने ऐसा तो नहीं सोचा था कि वे नीचता वाला काम कर रही है, परंतु उसने, मैडी ने, ऐसा अवश्य सोचा था। वह स्वयं को वाण्डा की स्थिति में रखकर महसूस कर सकती थी।

हे भगवान! क्या वह अब कुछ भी नहीं कर सकती थी? काश वह वाण्डा को यह बता सकती कि उसका भाव उसकी भावनाओं को ठेस पहुँचाना नहीं था। वह पीछे की ओर घूमी और चोरी से पेग्गी की ओर देखा, लेकिन पेग्गी ने ऊपर आँख उठाकर नहीं देखा। वह अपनी पढ़ाई में गहराई से डूबी हुई लग रही थी। ठीक है, चाहे पेग्गी को अच्छा लगे या बुरा मैडी को कुछ-न-कुछ तो करना था। उसे वाण्डा पेट्रोंसकी को ढूँढना था। हो सकता है कि वह अभी न गई हो। शायद पेग्गी भी उसके साथ Heights पर चढ़ जाएगी, और वे वाण्डा को बताएँगी कि उसने, मुकाबला जीत लिया है, तथा यह कि वे उसे होशियार मानती थी और उसकी सौ पोशाकें सुंदर थीं।

[PAGE 75] : जब दोपहर बाद स्कूल से छुट्टी हुई, पेग्गी ने बनावटी लापरवाही के भाव से कहा, “अरे, आओ जाकर देखते हैं अतः पेग्गी के दिमाग में भी वही विचार था। मैडी खिल उठी। सचमुच ही पेग्गी ठीक कह रही थी।”

दोनों लड़कियाँ तेजी के साथ उस भवन से बाहर निकलीं और बोगिंस हाईट्स की ओर जाने लगी, नगर का वह हिस्सा जहाँ नवंबर मास की शाम को बूंदा-बाँदी वाली, नमीयुक्त, मनहूस डरावनी हवा चल रही थी।

“तो आखिर” पेग्गी ने कर्कश स्वर में कहा, “मैंने तो उसे कभी विदेशी नहीं कहा अथवा उसके नाम का मजाक नहीं उड़ाया। मैंने कभी ऐसा नहीं सोचा था कि उसमें इतनी बुद्धि होगी कि वह जान जाएगी कि हम उसका मजाक उड़ा रहे हैं। मैं तो उसे बिल्कुल गूंगी समझती थी और देखो वह कैसे चित्र बना सकती है।” ।

मैडी कुछ भी नहीं कह सकी। वह तो सिर्फ यह आशा लगाए थी कि उन्हें वाण्डा मिल जाए। वह उसे बताना चाहती थी कि उन्हें इस बात का खेद था कि उन्होंने उसके साथ ऐसा व्यवहार किया था और किस प्रकार से सारा स्कूल उसे एक अद्भुत लड़की समझता था और कृपया वह वहाँ से कहीं न जाए और हर कोई उसके साथ अच्छा व्यवहार करेगा।

दोनों लड़कियाँ जल्दी-से आगे बढ़ती गईं। वे अँधेरा होने से पहले पहाड़ी के शिखर पर पहुँचने की आशा लगाए थी।

“मेरे विचार में पेट्रोसकी यहीं पर रहते हैं,” मैडी ने एक छोटे-से सफेद घर की ओर इशारा करते हुए कहा। पगडंडी के साथ-साथ इधर-उधर पुरानी घास के छोटे-छोटे गट्ठर से लटक रहे थे जैसे कि वे बिल्ली के बच्चे हों घर और उसका छोटा-सा आँगन देखने में भद्दा परंतु साफ प्रतीत होता था। यह मैडी को वाण्डा की एक पोशाक की याद दिला रहा था, उसकी रंग उड़ी हुई नीली पोशाक जोकि देखने में भद्दी परंतु साफ लगती थी।

घर के आस-पास जीवन के होने का कोई संकेत नहीं था। पेग्गी ने दरवाजे पर जोर-से दस्तक दी, लेकिन कोई उत्तर नहीं मिला। वह और मैडी पीछे वाले आँगन की तरफ गए और वहाँ जाकर दस्तक दी। वहाँ भी कोई उत्तर नहीं मिला।

[PAGE 76] : इसके बारे में कोई संदेह नहीं था। पेट्रोसकी जा चुके थे वे कभी भी अपना पश्चाताप कैसे व्यक्त कर सकेंगी? वे धीमे-से मुड़ी और पहाड़ी से नीचे उतरने का रास्ता लिया।
“चलो, कुछ भी हो” पेग्गी ने कहा, “अब वह जा चुकी है, अतः अब हम क्या कर सकते हैं? इसके अतिरिक्त जब मैं उससे उसकी सभी पोशाकों के बारे में पूछ रही थी, तो संभवतः वह अपनी चित्रकारी के लिए अच्छे विचार प्राप्त कर रही थी। वरना शायद वह उस मुकाबले को जीत न पाती।” .

मैडी ने इस विचार को ध्यानपूर्वक अपने दिमाग में घुमाया क्योंकि यदि इसमें कुछ भी ऐसी बात थी तो उसे इतना बुरा लगना ही नहीं चाहिए था। लेकिन उस रात वह सो न सकी। वह वाण्डा और उसकी रंग उड़ी हुई नीली पोशाक और उस छोटे-से घर जिसमें वह रहती थी, के बारे में सोचती रही। और वह उन चमकदार सौ पोशाकों से बने नजारे के बारे में सोचती रही। सभी कक्षा के कमरे में एक पंक्ति में थीं। अंततः मैडी बिस्तर पर उठ बैठी और अपने माथे को अपने हाथों से कसकर दबाया और सचमुच में सोचने लगी। यह सबसे गहन विचार था जो मैडी ने कभी किया था। काफी देर के बाद वह एक निष्कर्ष पर पहुँची।

वह न तो कभी किसी ऐसी बात का साथ देगी और न ही कभी कुछ कहेगी। .
यदि कभी वह किसी को किसी के साथ अभद्रता का व्यवहार करता देखेगी सिर्फ इस कारण से कि वे दिखने में मजाकिया हैं, या, फिर उनके अजीबो-गरीब नाम हैं तो वह चुप नहीं रहेगी। चाहे इससे पेग्गी की मित्रता ही क्यों न खो जाए। अब उसके पास वाण्डा से रिश्ते सुधारने का कोई रास्ता नहीं बचा था, लेकिन अब के बाद से वह कभी भी दोबारा किसी को इतना दुखी नहीं करेगी।

[PAGE 77]: शनिवार के दिन मैडी ने दोपहर बाद का समय पेग्गी के साथ बिताया। वे वाण्डा पेट्रोसकी को पत्र लिख रही थी। यह एक मित्रता भरा पत्र था जिसमें उसे मुकाबले के बारे में और वाण्डा की विजय के बारे में बता रही थी। उन्होंने उसे बताया कि उसकी चित्रकारियाँ कितनी सुंदर थीं और उन्होंने उससे पूछा कि क्या उसे वह जगह पसंद आ गई थी जहाँ वह रह रही थी और कि क्या उसे अपनी नई टीचर पसंद आ गई थी। उनका कहने का भाव था कि उन्हें खेद है। किंतु अंत में यह एक मित्रों वाले पत्र के रूप में समाप्त हो गया, एक ऐसा पत्र जो वे किसी एक अच्छे मित्र को लिखती, उन्होंने इस पर प्यार के अनेक प्रतीकों के रूप में x अक्षर बनाकर इसे Boggins Heights के पते पर डाक में डाल दिया और लिफाफे पर लिख दिया, “कृपया अग्रेषित करें।”

कई दिन बीत गए परंतु कोई उत्तर नहीं आया लेकिन पत्र भी वापस नहीं आया, शायद वह वाण्डा को मिल गया हो। शायद वह इतनी आहत और क्रोधित हो कि पत्र का उत्तर ही न देना चाहती हो। आप उसे दोष नहीं दे सकते थे।

कई सप्ताह बीत गए परंतु वाण्डा ने अभी भी उत्तर नहीं दिया। पेग्गी ने इस सारे मामले को भूलना शुरू कर दिया था और मैडी रात को वाण्डा के बारे बातें करते हुए स्वयं को सुला लेती थी, उसे लड़कियों की भारी भीड़ों से बचाते हुए जो उसे यह कह कर सताने की कोशिश कर रही होती-“तुम्हारे पास कितनी पोशाकें हैं?” और इससे पहले कि वाण्डा अपने होठों को एक पतली रेखा के रूप में कसकर बंद कर लेती जैसा कि वह उत्तर देने से पहले किया करती थी। तब मैडी चिल्ला उठती, “बंद करो।” तब हर कोई शर्मिंदा महसूस करता जैसाकि वह स्वयं को किया करती थी।

अब क्रिसमस का समय था और जमीन बर्फ से ढक गई थी। क्रिसमस की घंटियों और एक छोटे-से वृक्ष ने कक्षा के कमरे को सजा दिया। छुट्टियों से पहले स्कूल के आखिरी दिवस को अध्यापिका ने कक्षा को एक पत्र दिखाया जो उसे उस सुबह ही मिला था।

[PAGE 78] : क्या आपको वाण्डा पेट्रोंसकी की याद है, वह छोटी-सी प्रतिभावान कलाकार जिसने चित्रकारी मुकाबला जीता था? हाँ, उसने मुझे पत्र लिखा है, और मैं यह जानकर प्रसन्न हूँ कि वह कहाँ रहती है, क्योंकि अब मैं उसे पदक भेज़ सकती हूँ। मै उसका पत्र आपको पढ़कर सुनाती हूँ।”

कक्षा एकदम से पैदा हुई रुचि के साथ ध्यान से सुनने के लिए बैठ गई।
प्रिय मिस मेसन,

आप और कमरा नंबर तेरह कैसे हैं? कृपया लड़कियों से कह दीजिएगा कि वे उन सौ पोशाकों को अपने पास रख सकती हैं क्योंकि मेरे नए घर में मेरे पास सौ नई पोशाकें हैं, मेरी अलमारी में सारी पोशाकें पंक्ति में रखी हैं। मैं चाहूँगी कि पेग्गी नाम की लड़की लाल गोटे वाली हरे रंग की पोशाक का चित्र रख ले; और उसकी सहेली मैडी नीले वाली पोशाक ले। क्रिसमस के समय मुझे उस स्कूल की बहुत याद आ रही है और नई शिक्षक आपकी बराबरी की नहीं है। आपको तथा सबको शुभ क्रिसमस।

आपकी अपनी
वाण्डा पेट्रोसकी

स्कूल से घर लौटते समय मैडी और पेग्गी अपने-अपने चित्रों को बड़ी सावधानी से पकड़े हुए थीं। सभी घरों की खिड़कियों पर मालाएँ और पवित्र पेड़ के पत्ते लटक रहे थे। करियाने की दुकान के बाहर क्रिसमस ट्री गड्डियों में बाँधकर रखे गए थे और खिड़की में मीठी पिपरमिंट और फूलों से भरे बर्तन जिनमें पारदर्शक चमकदार कागज लगे थे, वे बँधे हुए थे। हवा क्रिसमस की भाँति सुगंधित थी और प्रकाश की चमक बर्फ पर हर जगह भिन्न-भिन्न रंगों का प्रदर्शन कर रही थी।

“वाह!” पेग्गी ने कहा “इससे पता चलता है कि वह सचमुच हमें पसंद करती है। इससे पता चलता है कि उसे हमारा पत्र मिल गया था और यह उसका यह बताने का एक तरीका है कि सब कुछ ठीक ठाक है, और यही सब है।”

“मैं भी ऐसी ही आशा करती हूँ,” मैडी ने उदासीपूर्वक कहा। वह उदास थी क्योंकि वह जानती थी कि वह फिर कभी उस कसे हुए होठों वाली पोलैंड वासी लड़की को नहीं देख पाएगी और फिर कभी भी अपने बीच की बात को नहीं सुधार पाएगी।

वह घर चली गई और उसने अपने चित्र को सोने वाले गुलाबी फूलों वाली दीवारी कागज की फटी हुई जगह के ऊपर पिन लगाकर चिपका दिया। शानदार रंगों के कारण वह भद्दा-सा दिखने वाला कमरा चमक उठा। मैडी अपने बिस्तर पर बैठ गई और चित्र की ओर देखने लगी। वह पास खड़ी रहती थी और कुछ नहीं बोलती थी लेकिन फिर भी वाण्डा उससे कितनी अच्छी तरह से पेश आई थी।

[PAGE 79] : आँसुओं ने उसकी आँखों को धुंधला कर दिया और वह बहुत देर तक उस चित्र को देखती रही। तब जल्दी से उसने अपनी आँखों को रगड़ा और ध्यान से चित्र का अध्ययन किया। पोशाक में दिए गए रंग इतने स्पष्ट थे कि उसने चित्र में बने चेहरे और सिर की तरफ मुश्किल से ही कोई ध्यान दिया था। लेकिन वह उसके (मैडी) जैसा प्रतीत होता था। वह उसके अपने मुँह की भाँति दिखाई देता था। वह सचमुच में उसके जैसा क्यों दिखाई दे रहा था। वाण्डा ने सचमुच ही यह चित्र उसके लिए बनाया था। उत्तेजनापूर्वक वह भागकर पेग्गी के पास गई।

“पेग्गी।” उसने कहा, “मुझे अपने वाला चित्र देखने दो।”
“क्या बात है?” पेग्गी ने पूछा, जब वे खट-खट की आवाज करती हुई ऊपर उस कमरे में गई जहाँ वाण्डा का चित्र बिस्तर पर उल्टा पड़ा था। मैडी ने उसे ध्यानपूर्वक उठाया।
“देखो! उसने तुम्हारा चित्र बनाया है। यह तुम हो।” उसने विस्मयपूर्वक कहा। और चित्र का सिर और चेहरा पेग्गी की तरह दिख रहा था।
“मैंने क्या कहा था?” पेग्गी ने कहा, “वह सचमुच हमें पसंद करती थी, किसी भी तरह से।”
“हाँ, वह अवश्य ही पसंद करती होगी,” मैडी ने सहमति प्रकट की तथा उसने आँखें झपकते हुए उन आँसुओं को हटा दिया जो हर बार निकल आते थे, जब वह वाण्डा बारे मे सोचती थी कि वह किस तरह से स्कूल के प्रांगण में धूप वाली जगह पर अकेली खड़ी रहा करती थी। जब वह हँस रही लड़कियों के समूह को भावशून्य ढंग से देखने के बाद चल दी होती थी, यह कहने के बाद, “निश्चित रूप से एक सौ, और सभी एक पंक्ति में रखी हुई।”

The Hundred Dresses Part 2 Word-Meanings in Hindi

[PAGE 73] : Circling = moving round (आसपास घूमना); thoughtfully = thinking deeply (गहरा सोचना); shuffling = making sound of feet while walking (चलते समय पैरों से आवाज़ करना); tense = serious (गंभीर); deliberately = intentionally (जान-बूझकर); indicated = showed (दिखाया); listened closely = heard attentively (ध्यान से सुना); holler = cry loudly (जोर-से चीखना); pollack = a word suggesting anger (गुस्सा दर्शाने वाला शब्द); plenty = enough (काफी); unfamiliar = unacquainted (अपरिचित)।

[PAGE 74] : Thoughtlessness == without thinking (बिना सोचे); unfortunate = unlucky (अभागा); stood by = supported (सहारा दिया); coward = lacking courage (कायर); mean = with bad mentality (कमीना); stoleaglance = looked secretly (चोरी से देखा)।

[PAGE 75] : Pretended = showy (दिखावापूर्ण); casualness = carelessness (लापरवाही); glowed= became hopeful (आशावान); forbidding = bad (बुरा); drizzly = rainy (बरसात वाला); damp = wet (गीला); dismal = sad (उदास); gruffly = roughly (कठोरता से); dumb = unfeeling (बिना भावना के); gee = exclamation of joy (खुशी की अभिव्यक्ति); wisps = pieces (टुकड़े); pathway = footpath (फुटपाथ); kittens = young ones of cats (बिल्ली के बच्चे); shabby = simple and cheap (सादा एवं सस्ता)।

[PAGE 76] : Make amends = patch up (समझौता करना); probably = perhaps (शायद); glowing = beautiful (सुंदर); conclusion = result (परिणाम); picking on someone = teasing someone (किसी को तंग करना)।

[PAGE 77]: Mailed = sent by post (डाक से भेजना); defending = protecting (बचाना); tease = trouble someone (किसी को तंग करना); decorated = beautiful (सुंदर)।

[PAGE 78] : Gifted = talented (गुणी); intently = with attention (ध्यान से); trimming = decorating (सजाना); wreaths = garlands (मालाएँ); holly = a plant (एक पौधा); grocery = a provisions shop (किरयाने की दुकान); stacked = kept (रखा); candy = a sweet (मिठाई); cornucopias = decorative containers (सजावटी डिब्बे); shiny = bright (चमकीला); reflected = shown back (परावर्तित किया); brilliancy = brightness (चमक)।

[PAGE 79] : Blurred = unclear (धुंधला); gazed = looked intently (ध्यान से देखा); vivid = clear (स्पष्ट); stolidly = without any feeling (बिना सोचे)।

Haryana State Board HBSE 10th Class English Solutions First Flight Chapter 5 The Hundred Dresses Part 1 Textbook Exercise Questions and Answers.

Haryana Board 10th Class English Solutions First Flight Chapter 5 The Hundred Dresses Part 1

HBSE 10th Class English The Hundred Dresses Part 1 Textbook Questions and Answers

Before You Read

1. How do we judge the people around us by their money, wealth and possessions ? Or is there something of more enduring value to look for in a person ?
(हम अपने इर्द-गिर्द लोगों की परख कैसे करते हैं उनके रुपया-पैसा, धन अथवा संपत्ति से? या और कोई चिरस्थायी मूल्य वाली वस्तु है जिसके गुण किसी व्यक्ति में पाकर उसकी परख करते हैं?) .
Answer:
In today’s life we usually judge the people around us by their money, wealth and possessions. But it is not of enduring value. We should judge people by their human qualities. It is the most enduring and appropriate.
(आज के जीवन में हम अपने इर्द-गिर्द के लोगों की परख उनके रुपए-पैसे, धन और संपत्ति के आधार पर करते हैं। लेकिन ये चीजें चिरस्थायी महत्त्व वाली नहीं हैं। हमें लोगों की परख उनके मानवीय गुणों के आधार पर करनी चाहिए। यही सबसे अधिक चिरस्थायी और उचित है।)

2. This story is a sensitive aecount of how a poor young girl is judged by her classmates. Wanda Petronski is a young Polish girl who goes to school with other American children in an American town. These other children see Wanda as ‘different’ in many ways. Can you guess how they treat her ?
(यह कहानी एक रोचक वर्णन है कि एक छोटी गरीब लड़की की परख उसके सहपाठियों के द्वारा कैसे की जाती है। वाण्डा पेट्रोंसकी पोलैंड वासी एक छोटी लड़की है जोकि एक अमेरिकी कस्बे में अमेरिकी बच्चों के साथ स्कूल जाती है। ये दूसरे बच्चे वाण्डा को कई प्रकार से अपने से भिन्न पाते हैं। क्या आप अनुमान लगा सकते हो कि वे उससे कैसे व्यवहार करते हैं।) .
Answer:
These other children see Wanda as different’ in many ways. It may be because of her different physical appearance. Secondly her name is long and different from the names of other students. Thirdly, she wears the same dress everyday. So they make fun of her.
(ये दूसरे बच्चे वाण्डा को विभिन्न प्रकार से अपने से अलग पाते हैं। ऐसा उसकी शारीरिक बनावट की भिन्नता के कारण हो सकता है। दूसरे उसका नाम अन्य बच्चों की तुलना में लंबा और भिन्न है। तीसरे वह हर रोज़ एक ही पोशाक पहनकर आती है। इसलिए वे उसका मजाक उड़ाते हैं।)

3. Read the information in the box below. Find out more about this community (or about a related topic) from an encyclopedia, or the Internet.
(नीचे खाने में दी गई जानकारी को पढ़िए। इस समुदाय के बारे में विश्वकोष या इंटरनेट से और अधिक जानकारी हासिल कीजिए (या किसी और संबंधित विषय पर)

The Polish-American Community in the United States

The first Polish immigrants arrived in America in 1608, but the largest wave of Polish immigration occurred in the early twentieth century, when more than one million Poles migrated to the United States. The Polish State did not exist at that time, and the immigrants were identified according to their country of origin rather than to ethnicity. They were identified as Russian Poles, German Poles and Austrian Poles.

One of the most notable Polish-American communities is in Chicago and its suburbs; so Chicago is sometimes called the second largest ‘Polish’city in the world, next only to Warsaw, the capital of Poland. Polish-Americans were sometimes discriminated against in the United States, as were the Irish, Italians, and Jews.

According to the United States 2000 Census, 667,414 Americans of age Five years and older reported Polish as the language spoken at home, which is about 1.4 percent of the people who speak languages other than English, or 0.25 percent of the U.S. population.
Answer:
For self-attempt.

Oral Comprehension Check (Page 65)

1. Where in the classroom does Wanda sit and why ?
(कक्षा-कक्ष में वाण्डा कहाँ बैठती है और क्यों?)
Answer:
Wanda sits in the next to the last seat in the last row in Room Thirteen. She sits in the corner of the room. There is noise by the scuffling of feet and roar of laughter. Wanda is not rough and noisy. But she sits there as she does not mix with other students.
(वाण्डा कमरा नंबर तेरह में आखिरी पंक्ति की अंतिम सीट से आगे बैठती है। वह कमरे के कोने में बैठती है। वहाँ पर पैरों के रगड़े जाने और हँसी के ठहाकों का शोर है। वाण्डा अभद्र और शोर करने वाली नहीं है। लेकिन वह वहाँ इसलिए बैठती है क्योंकि वह दूसरे बच्चों के साथ घुली-मिली नहीं है।)

2. Where does Wanda live ? What kind of a place do you think it is ?
(वाण्डा कहाँ रहती है? यह किस तरह का स्थान है?) .
Answer:
Wanda lives at Boggins Heights. It is not a clean place. It is muddy. That is why, Wanda’s feet are usually caked with mud on her way to school daily.
(वाण्डा बोगिंस हाईट्स पर रहती है। यह एक साफ-सुथरा स्थान नहीं है। यह कीचड़ भरा है, यही कारण है कि वाण्डा के पाँव हर रोज़ स्कूल आते समय धूल से सन जाते हैं।)

3. When and why do Peggy and Maddie notice Wanda’s absence ? (पेग्गी और मैडी वाण्डा की अनुपस्थिति पर कब और क्यों ध्यान देती हैं?)
Answer:
Peggy and Maddie notice Wanda’s absence on Wednesday. It was because Wanda had made them late to school. They used to make fun of her for her muddy shoes.
(पेग्गी और मैडी बुधवार के दिन वाण्डा की अनुपस्थिति पर ध्यान देती हैं। ऐसा इसलिए था क्योंकि उस दिन वे वाण्डा के कारण स्कूल से लेट हो गई थीं। वे प्रायः उसके मिट्टी से सने जूतों के कारण उसका मजाक उड़ाती थीं।)

4. What do you think “to have fun with her” means ?
(इस कथन का क्या अर्थ है, “उसके साथ मजाक करें”?)
Answer:
“To have fun with her” means to laugh at her or to make a fool of her.
(“उसके साथ मजाक करें” का अर्थ है उस पर हँसे या उसको मूर्ख बनाएँ।)

Oral Comprehension Check (Page 67)

1. In what way was Wanda different from the other children ?
(वाण्डा दूसरे बच्चों से किस प्रकार भिन्न थी?)
Answer:
Wanda was different from the other children because her name was long and strange. Secondly, she always wore a faded blue dress. It didn’t hang right. She didn’t have any friends.
. (वाण्डा दूसरे बच्चों से भिन्न थी क्योंकि उसका नाम लंबा और अजीब था। दूसरे वह हमेशा हल्के नीले रंग की ही पोशाक पहनती थी। वह उसे ठीक प्रकार से नहीं पहनकर आती थी। उसका कोई भी मित्र नहीं था।)

2. Did Wanda have a hundred dresses ? Why do you think she said she did ? (क्या वाण्डा के पास एक सौ पोशाकें थीं? आपके विचार में उसने ऐसा क्यों कहा?)
Answer:
No, Wanda did not have a hundred dresses. She said this because she was making a hundred drawings of different kinds of dresses for the contest.
(नहीं, वाण्डा के पास एक सौ पोशाकें नहीं थीं। उसने ऐसा इसलिए कहा क्योंकि वह मुकाबले के लिए विभिन्न प्रकार की पोशाकों के चित्र बना रही थी।)

3. Why is Maddie embarrassed by the questions Peggy asks Wanda ? Is she also like Wanda, or is she different ?
(पेग्गी द्वारा वाण्डा से प्रश्न पूछे जाने पर मैडी क्यों घबरा जाती है? क्या वह भी वाण्डा की तरह है या उससे भिन्न है?)
Answer:
Maddie is embarrassed by the questions Peggy asks Wanda because she was also poor. She is like Wanda in temperament though she is an American
(पेग्गी द्वारा वाण्डा से पूछे गए प्रश्नों से मैडी घबरा जाती है क्योंकि वह भी गरीब थी। अमेरिकी मूल की होने पर भी उसका स्वभाव बिल्कुल वाण्डा जैसा है।)

Oral Comprehension Check (Page 70)

1. Why didn’t Maddie ask Peggie to stop teasing Wanda ? What was she afraid of ? (मैडी ने पेग्गी से क्यों नहीं कहा कि वह वाण्डा को चिढ़ाना बंद कर दे? वह किस बात से डरी हुई थी?)
Answer:
Maddie didn’t ask Peggy to stop teasing Wanda because she didn’t have the courage to say so. Secondly, she was afraid of losing her friendship with Peggy. Moreover, she shuddered to think what would happen if Peggy started making fun of Maddie instead of Wanda.
(मैडी ने पेग्गी से नहीं कहा कि वह वाण्डा को चिढ़ाना बंद कर दे क्योंकि उसके अन्दर ऐसा कहने का साहस नहीं था। दूसरे, उसे पेग्गी के साथ मित्रता टूट जाने का डर था। लेकिन फिर भी वह सोचकर काँपने लग जाती थी कि यदि पेग्गी ने वाण्डा के स्थान पर उसका मजाक उड़ाना शुरू कर दिया तो उसका क्या होगा।)

2. Who did Maddie think would win the drawing contest ? Why? (मैडी के विचार में चित्रकारी मुकाबला कौन जीतेगा और क्यों?)
Answer:
Maddie thought that Peggy would win the girls’ medal as she drew better than anyone else in the room.
(मैडी सोचती थी कि लड़कियों का पदक पेग्गी जीतेगी क्योंकि वह कमरे में अन्य सभी से अच्छे चित्र बनाती थी।)

3. Who won the drawing contest? What had the winner drawn ? (चित्रकारी मुकाबला किसने जीता? विजेता ने क्या बनाया था?)
Answer:
Wanda won the drawing contest. She had drawn the designs of one hundred dresses. These were all different and all beautiful.
(चित्रकारी मुकाबला वाण्डा ने जीता था। उसने एक सौ पोशाकों के नमूने बनाए थे। वे सभी भिन्न थे और सभी संदर थे।)

Thinking about the Text

1. How is Wanda seen as different by the other girls ? How do they treat her ? (दूसरी लड़कियाँ वाण्डा को किस प्रकार अलग देखती हैं ? वे उसके साथ कैसे व्यवहार करती हैं ?)
Answer:
The other girls see Wanda as different because of her origin and dress. She is Polish by origin. Her name is long and strange. She always wears the same faded blue dress. Her feet are usually caked with dry mud. The other girls often make fun of her.

(दूसरी लड़कियाँ वाण्डा को उसके जन्म और उसकी पोशाक के कारण भिन्न देखती हैं। जन्म से वह पोलैंड वासी है। उसका नाम लंबा और विचित्र है। वह हमेशा रंग उड़े हुए नीले रंग की एक ही पोशाक पहनती है। उसके पाँव हमेशा सूखी मिट्टी से सने रहते हैं। दूसरी लड़कियाँ प्रायः उसका मजाक उड़ाती रहती हैं।)

2. How does Wanda feel about the dresses game ? Why does she say that she has a hundred dresses ?
(पोशाकों वाले खेल के विषय में वाण्डा क्या महसूस करती है? वह क्यों कहती है कि उसके पास एक सौ पोशाकें हैं?)
Answer:
Wanda feels badly about the dresses game. She tells them that she has a hundred dresses at home. In fact, she doesn’t have these dresses. She says so because she is making a hundred drawings of dresses.
(पोशाकों वाले खेल के बारे में वाण्डा को बुरा लगता है। वह उन्हें बताती है कि उसके पास घर पर एक सौ पोशाकें हैं। वास्तव में उसके पास ये पोशाकें नहीं हैं। वह ऐसा इसलिए कहती है क्योंकि वह एक सौ पोशाकों के चित्र बना रही है।)

3. Why does Maddie stand by and not do anything ? How is she different from Peggy ? (Was Peggy’s friendship important to Maddie ? Why? Which lines in the text tell you this ?)
(मैडी पेग्गी का साथ क्यों देती है और वह कुछ नहीं करती है? वह किस प्रकार पेग्गी से अलग है। क्या पेग्गी की मित्रता मैडी के लिए महत्त्वपूर्ण थी? क्यों? अध्याय में कौन-सी लाइन आपको इसके बारे में बताती है?)
Answer:
In her heart Maddie does not like that Peggy should make fun of Wanda. But she stands by and does nothing because she doesn’t have the courage to do so. She does not want to lose Peggy’s friendship. She is different from Peggy as she doesn’t make fun of Wanda. Peggy’s friendship is important to her because she is the best-liked girl in the whole room. The lines are : “She was Peggy’s best friend and Peggy was the best-liked girl in the whole room. Peggy could not possibly do anything that was really wrong.”
(अपने हृदय से मैडी नहीं चाहती कि पेग्गी वाण्डा का मजाक उड़ाए। लेकिन वह उसका साथ देती है और कुछ नहीं करती है क्योंकि उसमें ऐसा करने का साहस नहीं है। वह पेग्गी की मित्रता को खोना नहीं चाहती। वह पेग्गी से अलग है क्योंकि वह वाण्डा का मज़ाक नहीं बनाना चाहती। पेग्गी से मित्रता उसके लिए महत्त्वपूर्ण है क्योंकि वह पूरे कक्ष में सबसे अधिक पसंद की जाने वाली लड़की है।
ये पंक्तियाँ उसके बारे में बताती हैं “वह पेग्गी की सबसे पक्की मित्र थी और पेग्गी पूरे कमरे में सबसे अधिक पसंद की जाने वाली लड़की थी। पेग्गी संभवतः कुछ भी ऐसा काम नहीं कर सकती थी जो गलत हो।”)

4. What does Miss Mason think of Wanda’s drawings ? What do the children think of them ? How do you know?
(मिस मेसन वाण्डा की ड्राइंग के विषय में क्या सोचती थी? बच्चे उसके बारे में क्या सोचते थे? आप कैसे जानते हो?)
Answer:
Miss Mason thinks of Wanda’s drawings as “exquisite”, “all different and all beautiful”. The children think of them as amazing’. They stop short and gasp when they look at these drawings. The reaction of children shows that the dresses were beautiful. They praise their dazzling colours and lavish designs.
(मिस मेसन वाण्डा की चित्रकारी को “शानदार” मानती है, “बिल्कुल भिन्न और सुंदर।” बच्चे उन्हें विस्मयकारी मानते हैं। जब उन्होंने उन चित्रों की ओर देखा तो वे रुककर हैरानी’ से देखने लगे। बच्चों की प्रतिक्रियाएँ दिखाती हैं कि वे पोशाकें बहुत सुंदर थीं। वे उनके चमकदार रंगों और शानदार नमूनों की प्रशंसा करते हैं।)

Thinking about Language

I. Look at these sentences :

(a) She sat in the corner of the room where the rough boys who did not make good marks sat, the corner of the room where there was most scuffling of feet, …
(b) The time when they thought about Wanda was outside of school hours …
These italicised clauses help us to identify a set of boys, a place, and a time. They are answers to the questions ‘What kind of rough boys ?’ ‘Which corner did she sit in ?’ and ‘What particular time outside of school hours ?’ They are ‘defining’ or ‘restrictive’ relative clauses. (Compare them with the ‘non-defining’ relative clauses discussed in Unit 1.)

Combine the following to make sentences like those above.

1. This is the bus (what kind of bus ?). It goes to Agra. (use which or that)
2. I would like to buy (a) shirt (which shirt ?). (The) shirt is in the shop window. (use which or that)
3. You must break your fast at a particular time (when ?). You see the moon in the sky. (use when)
4. Find a word (what kind of word ?). It begins with the letter Z. (use which or that)
5. Now find a person (what kind of person). His or her name begins with the letter 2. (use whose)
6. Then go to a place (what place ?). There are no people whose name begins with Z in that place.(use where)
Answer:
1. This is the bus which (that) goes to Agra.
2. ‘I would like to buy the shirt which is in the shop window.
3. You must break your fast when you see the moon in the sky.
4. Find a word which begins with the letter Z.
5. Now find a person whose name begins with the letter Z.
6. Then go to a place where there are no people whose name begins with Z.

II. The Narrative Voice

This story is in the third person’that is, the narrator is not a participant in the story. But the narrator often seems to tell the story from the point of view of one of the characters in the story. For example, look at the italicised words in this sentence. Thank goodness, she did not live up on Boggins Heights or have a funny name. Whose thoughts do the words ‘Thank goodness’ express ? Maddie’s, who is grateful that although she is poor, she is yet not as poor as Wanda, or as different’. (So she does not get teased; she is thankful about that.)

1. Here are two other sentences from the story. Can you say whose point of view the italicised words express ?

(i) But on Wednesday, Peggy and Maddie, who sat down front with other children who got good marks and who didn’t track in a whole lot of mud, did notice that Wanda wasn’t there.
(ii) Wanda Petronski. Most of the children in Room Thirteen didn’t have names like that. They had names easy to say, like Thomas, Smith or Allen.
Answer:
(i) The italicised words express the point of view of Peggy and Maddie.
(ii) These italicised words express the point of view of other children excluding Peggy and Maddie.

2. Can you find other such sentences in the story ? You can do this after you read the second part of the story as well.
Answer:
The other such sentences are there in the second part of the story which are as follows: “Goodness! Wasn’t there anything she could do ? If only she could tell Wanda she hadn’t meant to hurt her feelings.”

III. Look at this sentence. The italicised adverb expresses an opinion or point of view.
Obviously, the only dress Wanda had was the blue one she wore every day. (This was obvious to the speaker.)

Other such adverbs are apparently, evidently, surprisingly, possibly, hopefully, incredibly, luckily. Use these words appropriately in the blanks in the sentences below. (You may use a word more than once, and more than one word may be appropriate for a given blank.)

1. …………….., he finished his work on time.
2. ………………,it will not rain on the day of the match.
3. ……………., he had been stealing money from his employer.
4. Television is …………….. to blame for the increase in violence in society.
5.’ The children will …………………. learn from their mistakes.
6. I can’t ………….. lend you that much money.
7. The thief had …………. been watching the house for many days.
8. The thief …………….. escaped by bribing the jailor.
9. ……………… no one had suggested this before.
10. The water was ………………. hot.
Ans.
1. Surprisingly
2. Hopefully
3. Possibly
4. evidently
5. apparently
6. possibly
7. incredibly
8. luckily
9. Incredibly
10. incredibly

HBSE 10th Class English The Hundred Dresses Part 1 Important Questions and Answers

Very Short Answer Type Questions

Question 1.
Where did Wanda Petronski live ?
Answer:
She lived at Boggins Heights.

Question 2.
Where did Wanda use to sit in the class ?
Answer:
She used to sit in the seat next to the last.

Question 3.
Who was Peggy’s best friend ?
Answer:
Maddie was Peggy’s best friend.

Question 4.
Who was Miss Mason ?
Answer:
She was Peggy’s class teacher.

Question 5.
Why were Wanda’s shoes always mud caked ?
Answer:
Wanda’s shoes were always mud caked because she had to come on foot all the way from Boggins Height to the school.

Question 6.
What was strange about Wanda’s name?
Answer:
She had a long name which was a funny one.

Question 7.
What was the attitude of the other children towards Wanda ?
Answer:
They often made fun of her.

Question 8.
What was Wanda’s response to Peggy’s question about dresses?
Answer:
She said that she had one hundred dresses, all lined up in her closet.

Question 9.
How did Peggy react when she saw an animal mistreated ?
Answer:
When Peggy saw an animal mistreated, she would cry for hours.

Question 10.
What kind of dress did Wanda wear ?
Answer:
She always wore a faded blue dress.

Short Answer Type Questions

Question 1.
Who was Maddie? (AST anta eft?)
Answer:
Maddie belonged to a poor family. She wore old clothes which were given by others. Her parents were not rich.’ They lived in a simple house.
(मैडी का संबंध एक गरीब परिवार से था। वह दूसरों के द्वारा दिए गएं पुराने कपड़े पहनती थी। उसके माता-पिता अमीर नहीं थे। वे एक साधारण मकान में रहते थे।)

Question 2.
What was the opinion of the judges about Wanda?
(वाण्डा के प्रति निर्णायकों का क्या मत था?)
Answer:
Wanda had drawn one hundred designs of dresses, which were all different and all beautiful. In the opinion of the judges any one of the drawings was worthy of winning the prize. So she was declared winner of the girls medal.
(वाण्डा ने पोशाकों के एक सौ नमूने चित्रित किए थे, जोकि सभी भिन्न और सुंदर थे। निर्णायकों के मतानुसार इन सभी चित्रों में से कोई एक पुरस्कार का पात्र था। इसलिए उसे लड़कियों के पदक का विजेता घोषित कर दिया गया।)

Question 3.
How can you say that Peggy was a soft girl ? (आप कैसे कह सकते हो कि पेग्गी एक सौम्य स्वभाव की लड़की थी?)
Answer:
Peggy was not really cruel. She protected smaller children from bullies. If she saw an animal mistreated, she would cry for hours.
(पेग्गी एक निर्दयी लड़की नहीं थी। वह छोटे बच्चों को धौंस जमाने वालों से बचाती थी। यदि वह किसी जानवर के साथ गलत व्यवहार होता देखती थी तो वह घंटों चिल्लाती रहती थी।)

Question 4.
Maddie wrote a note for Peggy but she tore it away. Why? (मैडी ने पेग्गी के लिए एक नोट लिखा परंतु उसने उसे फाड़ दिया। क्यों?)
Answer:
Maddie wanted that Peggy should stop teasing and making fun of Wanda. So she wrote a note to . Peggy. But she lacked courage to give that note to Peggy fearing lest she should lose Peggy’s friendship. So she tore the note.
(मैडी चाहती थी कि पेग्गी वाण्डा को चिढ़ाना और उसका मजाक उड़ाना बंद कर दे। इसलिए उसने पेग्गी को एक नोट लिखा। लेकिन उसमें इतना साहस नहीं था कि वह नोट पेग्गी को दे दे क्योंकि उसे पेग्गी की मित्रता के खो जाने का भय था। इसलिए उसने वह नोट फाड़ दिया।)

Essay Type Question

Question 1.
What does this story tell us about Wanda Petronski? (यह कहानी हमें वाण्डा पेट्रोसकी के विषय में क्या बताती है?)
Or
Give a brief character sketch of Wanda Petronski. (वाण्डा पेट्रोसकी का चरित्र-चित्रण कीजिए।) Or
What do you learn about Wanda Petronski from the stroy “The Hundred Dresses”? (“The Hundred Dresses” कहानी से वाण्डा पेट्रोंसकी के विषय में तुमने क्या सीखा?) Or
Answer:
Wanda Petronski was a Polish girl. Her family had immigrated to America. She studied in a school with other American students. She belonged to a very poor family. Daily she came to school in a faded blue dress. It was clean but not properly ironed. She used to sit in the corner of room number thirteen in the last row. This was a corner where the rough boys, who did not make good marks, sat. Wanda did not sit there because she was rough and noisy. On the contrary she was very quiet. But she came on foot from Boggins Heights area and brought a lot of dirt with her shoes. She was a reserve girl and did not speak much in the class. No one had ever heard her laugh.

(वाण्डा पेट्रोसकी पोलैंड मूल की रहने वाली थी। उसका परिवार अमेरिका विस्थापित हो गया था। वह अन्य अमेरिकी विद्यार्थियों के साथ एक स्कूल में पढ़ती थी। वह एक बहुत ही गरीब परिवार से संबंध रखती थी। हर रोज़ वह रंग उड़ी हुई एक नीले रंग की पोशाक में स्कूल आती थी। वह साफ तो होती थी परंतु उस पर सही प्रकार से प्रैस नहीं की होती थी। वह कमरा नंबर तेरह में आखिरी पंक्ति में बैठा करती थी। यह वह कोना था जिसमें वे लड़के बैठते थे जिनके अच्छे अंक नहीं आते थे। वाण्डा वहाँ इसलिए नहीं बैठती थी कि वह अभद्र और शोर मचाने वाली थी। इसके बिल्कुल विपरीत वह बहुत शांत थी। परंतु वह बोगिंस हाईट्स से पैदल स्कूल आती थी और अपने जूतों के साथ ढेर सारी धूल मिट्टी लेकर आती थी। वह एक आत्मकेंद्रित लड़की थी और कक्षा में अधिक नहीं बोलती थी। कभी किसी ने भी उसे हँसते हुए नहीं सुना था।)

Question 2.
Who were Peggy and Maddie? How did they and other girls make fun of Wanda? (पेग्गी और मैडी कौन थी? वे और दूसरी लड़कियाँ वाण्डा का मजाक कैसे उड़ाती थीं?)
Answer:
Peggy and Maddie were the two classmates of Wanda. Peggy was the most popular girl in the school. She was pretty and had curly hair. She belonged to a rich family. She had many pretty clothes. Maddie was her closest friend. Peggy and Maddie were not bad girls but they used to have some fun with Wanda Petronski. The students in Wanda’s class found her name funny. Wanda was always alone in her class. Peggy made fun of Wanda and asked her how many dresses she had in her closet. Wanda replied that she had one hundred dresses. Then Peggy would ask her whether the dresses were of silk or velvet. Wanda would reply that she had dresses of velvet as well as silk. The girls would ask her how many pairs of shoes she had. At this Wanda would tell them that she had sixty pairs of shoes. The girls would suppress their laugh while talking to her. But as soon as Wanda’s back was turned, they would burst into peals of laughter.

(पेग्गी और मैडी वाण्डा की दो सहपाठी थीं। पेग्गी स्कूल में सबसे प्रसिद्ध लड़की थी। वह सुंदर थी और उसके धुंघराले बाल थे। उसका संबंध एक अमीर परिवार के साथ था। उसके पास बहुत-से सुंदर कपड़े थे। मैडी उसकी सबसे निकटतम सहेली थी। पेग्गी और मैडी बुरी लड़कियाँ नहीं थीं लेकिन वे वाण्डा पेट्रोंसकी के साथ मजाक कर लिया करती थी। वाण्डा की कक्षा के विद्यार्थियों को उसका नाम मजाकिया लगता था। वाण्डा अपनी कक्षा में हमेशा अकेली रहती थी। पेग्गी वाण्डा को मजाक करती थी और उससे पूछती थी कि उसकी अलमारी में उसके पास कितनी पोशाकें हैं। वाण्डा उत्तर देती थी कि उसके पास सौ पोशाकें हैं। तब पेग्गी उससे पूछती थी कि क्या वे पोशाकें रेशम की हैं या मखमल की। तब वाण्डा उत्तर देती थी कि उसके पास रेशमी और मखमली दोनों प्रकार की पोशाकें हैं। लड़कियाँ उससे पूछती थीं कि उसके पास कितने जोड़ी जूते हैं। इस पर वाण्डा उन्हें बताती थी कि उसके पास साठ जोड़ी जूते हैं। उससे बातें करते समय तो लड़कियाँ अपनी हँसी को दबाकर रखती थीं लेकिन जैसे ही वाण्डा अपनी पीठ घुमाती थी, तो वे ठहाके लगाकर हँसना शुरू कर देती थी।)

Question 3.
What do you know about Maddie? (आप मैडी के विषय में क्या जानते हो ?)
Answer:
Maddie was one of the classmates of Wanda. She was Peggy’s best friend. Maddie herself was a poor girl. She used to wear the clothes given by other persons. So she was sympathetic to Wanda. She and Peggy were fast friends. That is why she never said anything when Peggy made fun of Wanda. But she herself never laughed at Wanda. She did not like Peggy’s asking Wanda about the dresses. Whenever, Peggy mocked at Wanda, Maddie felt bad. She wished that Peggy would stop teasing Wanda Petronski. Maddie decided to write a note for Peggy asking her to stop making fun of Wanda but she could not muster the courage to give the note to her.

(मैडी वाण्डा की एक सहपाठी थी। वह पेग्गी की सबसे पक्की सहेली थी। मैडी स्वयं एक गरीब लड़की थी। वह हमेशा दूसरे लोगों द्वारा दिए गए कपड़े पहना करती थी। इसलिए उसे वाण्डा के प्रति सहानुभूति थी। वह और पेग्गी पक्की सहेलियाँ थीं। इसलिए जब भी पेग्गी वाण्डा का मजाक उड़ाती थी तो मैडी कुछ नहीं करती थी। लेकिन वह स्वयं कभी भी वाण्डा पर नहीं हँसती थीं। वह पेग्गी के द्वारा वाण्डा को उसकी पोशाकों के बारे में पूछना पसंद नहीं करती थी। जब भी पेग्गी वाण्डा का मजाक उड़ाती थी तो मैडी को बुरा लगता था। उसकी इच्छा थी कि पेग्गी वाण्डा का मजाक उड़ाना बंद कर दे। मैडी ने पेग्गी के लिए एक नोट लिखने का भी निर्णय लिया जिसमें वह पेग्गी से वाण्डा का मजाक उड़ाना बंद करने को कहेगी लेकिन वह उस नोट को पेग्गी को देने के लिए साहस नहीं जुटा सकी।)।

Question 4.
When did Peggy and Maddie notice Wanda’s absence from school?
(पेग्गी और मैडी ने वाण्डा की स्कूल से अनुपस्थिति पर कब ध्यान दिया?)
Answer:
Wanda did not come to school on Monday. But nobody noticed her. She did not come on Tuesday also. But when she missed the school on Wednesday also, Peggy and Maddie noted her absence. They wondered why she had not come to school. Maddie remembered Wanda talking about one of her dresses which was pale blue with coloured trimmings. Then Maddie thought about the drawing and colour contest in the school. The girls were to design dresses and the boys were to design motorboats. Maddie thought that Peggy would win the contest as she was very good in designing.

(वाण्डा सोमवार के दिन स्कूल नहीं आई। लेकिन किसी ने भी उसकी ओर ध्यान नहीं दिया। वह मंगलवार को भी नहीं आई। लेकिन जब वह बुधवार को भी स्कूल नहीं आई तो पेग्गी और मैडी ने उसकी अनुपस्थिति पर ध्यान दिया। वे हैरान थीं कि वह स्कूल क्यों नहीं आई है। मैडी को वाण्डा की वह बात याद आ रही थी जब वह हल्के नीले रंग की गोटा लगी हुई पोशाक के बारे में बात कर रही थी तब मैडी ने स्कूल में होने वाले चित्रकारी और रंगों के मुकाबले के बारे में सोचा। लड़कियों को पोशाकों के नमूने बनाने थे और लड़कों को मोटर वाली किश्तियों के। मैडी सोचती थी कि पेग्गी ही चित्रकारी प्रतियोगिता का पदक जीतेगी क्योंकि नमूने बनाने में वह माहिर थी।)

Question 5.
Describe the scene where Wanda’s dress drawings are displayed? Who won the drawing contest for the girls ?
(उस दृश्य का वर्णन कीजिए जहाँ वाण्डा की पोशाकें प्रदर्शित की गई थीं ? लड़कियों के लिए चित्रकारी मुकाबला किसने जीता था ?)
Answer:
The next day it was drizzling. Peggy and Maddie hurried to their school as Miss Mason would announce the results of the drawing contest. They did not wait for Wanda. When the girls reached their school they were surprised. There were hundreds of designs of dresses displayed in the room. Then Miss Mason announced the names of the winners. Jack Beggles had won for the boys. She said that all the hundred designs of dresses had been made by one girl and she had won the Medal. Her name was Wanda Petronski. But Wanda was absent. The children clapped their hands in joy. Maddie asked Peggy to look at the blue dress about which Wanda had told them earlier. They appreciated the drawings made by Wanda.

(अगले दिन दा-बाँदी हो रही थी। पेग्गी और मैडी जल्दी से स्कूल गईं क्योंकि मिस मेसन चित्रकारी मुकाबले का परिणाम घोषित करने जा रही थी। उन्होंने वाण्डा की प्रतीक्षा नहीं की। जब लड़कियाँ अपने स्कूल पहुंची तो वे बहुत हैरान थीं। कमरे में पोशाकों के सैकड़ों नमूने प्रदर्शन के लिए थे। तब मिस मेसन ने विजेताओं के नामों की घोषणा की। जैक बेग्गल्ज़ ने लड़कों का पदक जीता था। उसने कहा कि पोशाकों के सारे सैकड़ों नमूने एक ही लड़की के द्वारा बनाए गए हैं और उसी ने ही पदक जीता था। उसका नाम वाण्डा पेट्रोंसकी था। लेकिन वाण्डा अनुपस्थित थी। बच्चों ने खुशी से तालियाँ बजाईं। मैडी ने वाण्डा से कहा कि वह उस नीली पोशाक को देखे जिसके बारे में वाण्डा ने उन्हें पहले बताया था। उन्होंने वाण्डा के द्वारा बनाए गए चित्रों की प्रशंसा की।)

Multiple Choice Questions

Question 1.
Who was Wanda ?
(A) a Polish girl
(B) a French girl
(C) anAmerican girl
(D) an English girl
Answer:
(A) a Polish girl

Question 2.
Who was the most popular girl of the school ?
(A) Wanda
(B) Peggy
(C) Maddie
(D) Miss Mason
Answer:
(B) Peggy

Question 3.
Who was Peggy’s closest friend ?
(A) Wanda
(B) Maddie
(C) both (A) and (B)
(D) none of the above
Answer:
(B) Maddie

Question 4.
Wanda’s class used to sit in Room No. :
(A) ten
(B) eleven
(C) twelve
(D) thirteen
Answer:
(D) thirteen

Question 5.
Where did Wanda Petronski live ?
(A) Poland
(B) Boston
(C) Boggins Heights
(D) London
Answer:
(C) Boggins Heights

Question 6.
On which particular day was Wanda’s absence noticed ?
(A) Sunday
(B) Monday
(C) Tuesday
(D) Wednesday
Answer:
(D) Wednesday

Question 7.
How did the other girls treat Wanda ?
(A) they made fun of her
(B) they helped her in studies
(C) they sympathised with her
(D) all of the above
Answer:
(A) they made fun of her

Question 8.
What was the contest for the boys ?
(A) dress designs
(B) motorboats
(C) motorbikes
(D) all of the above
Answer:
(B) motorboats

Question 9.
Who was the first winner among the boys ?
(A) Thomas
(B) Smith
(C) Jack Beggles
(D) Bounce
Answer:
(C) Jack Beggles

Question 10.
What was the contest for the girls ?
(A) dress designs
(B) motorboats designs
(C) both (A) and (B)
(D) none of the above
Answer:
(A) dress designs

Question 11.
Who was the first winner among the girls ?
(A) Peggy
(B) Wanda
(C) Maddie
(D) Miss Mason
Answer:
(B) Wanda

Question 12.
Who decides to write a note to Peggy ?
(A) Maddie
(B) Wanda
(C) Smith
(D) Jack Beggles
Answer:
(A) Maddie

Question 13.
Who was Wanda’s friend in the school ?
(A) Peggy
(B) Maddie
(C) both (A) and (B)
(D) she had no friend in the school
Answer:
(D) she had no friend in the school

Question 14.
Who did Peggy protect small children from ?
(A) bullies
(B) clever
(C) foolish
(D) teacher
Answer:
(A) bullies

Question 15.
Where were Wanda’s designs at display?
(A) Room No. Ten
(B) Room No. Eleven
(C) Room No. Twelve
(D) Room No. Thirteen
Answer:
(C) Room No. Twelve

The Hundred Dresses Part 1 Important Passages for Comprehension

Read the following passages and answer the questions that follow :

PASSAGE 1

Today, Monday, Wanda Petronski was not in her seat. But nobody, not even Peggy and Madeline, the girls who started all the fun, noticed her absence. Usually Wanda sat in the seat next to the last seat in the last row in Room Thirteen. She sat in the corner of the room where the rough boys who did not make good marks sat, the corner of the room where there was most scuffling of feet, most roars of laughter when anything funny was said, and most mud and dirt on the floor.

Wanda did not sit there because she was rough and noisy. On the contrary, she was very quiet and rarely said anything at all. And nobody had ever heard her laugh out loud. Sometimes she twisted her mouth into a crooked sort of smile, but that was all.

Word-meanings : Rough = indisciplined (अनुशासनहीन); scuffing of feet = creating noise by thumping shoes (पैर पटककर शोर करना); on the contrary = on the other hand (इसके विपरीत); roars = cries (चीखे); rarely = very seldom (बहुत कम); crooked sort = awkward ( बेढंगी) :

Questions :

(a) Where did Wanda Petronski usually sit ?
(b) Did Peggy and Madeline notice Wanda’s absence ?
(c) How did most of the boys create fun in the classroom?
(d) What kind of a girl was Wanda ?
(e) Find words or phrases from the passage which mean the same as :
(i) on the other hand,
(ii) very seldom.
Answers :
(a) She usually sat in the corner next to the last seat in the last row.
(b) No, Peggy and Madeline did not notice Wanda’s absence.
(c) They created fun by scuffling their feet on the ground and laughing loudly.
(d) Wanda was a quiet and calm girl.
(e) (i) on the contrary, (ii) rarely.

PASSAGE 2

Nobody knew exactly why Wanda sat in that seat, unless it was because she came all the way from Petronski, once she sat in the corner of the room.
The time when they thought about Wanda was outside of school hours – at noon-time when they were coming back to school or in the morning early before school began, when groups of two or three, or even more, would be talking and laughing on their way to the school yard.
Then, sometimes, they waited for Wanda – to have fun with her.

Word-meanings : Caked with = covered with (से ढकी हुई); exactly = correctly (सही ढंग से) I

Questions :

(a) Where did Wanda come from ?
(b) What happened after Wanda sat in the corner of the room ?
(c) When did classmates think of Wanda ?
(d) Why did they wait for Wanda ?
(e) Find a word in the passage which means ‘precise’.
Answers :
(a) Wanda came from Boggins Heights.
(b) After she sat in the corner of the room nobody thought much of her.
(c) They thought of her outsides of school hours.
(d) They waited for her to have fun with her.
(e) exactly

PASSAGE 3

Peggy was the most popular girl in school. She was pretty, she had many pretty clothes and her hair was curly. Maddie was her closest friend. The reason Peggy and Maddie noticed Wanda’s absence was because Wanda had made them late to school. They had waited and waited for Wanda, to have some fun with her, and she just hadn’t come.

They often waited for Wanda Petronski – to have fun with her.
Wanda Petronski. Most of the children in Room Thirteen didn’t have names like that. They had names easy to say, like Thomas, Smith or Allen. There was one boy named Bounce, Willie Bounce, and people thought that was funny, but not funny in the same way that Petronski was.

Word-meanings : Popular = famous (प्रसिद्धा ); curly hair = wavy hair (घुंगराले बाल)

Questions :

(a) Name the chapter.
(b) Who was Maddie’s closest friend ?
(c) Why did most of the children not like Wanda’s name?
(d) Why had Peggy and Maddie waited for Wanda ?
(e) Find out a word from the passage similar in meaning to ‘famous’.
Answers :
(a) The name of the chapter is ‘The Hundred Dresses-i’.
(b) Peggy was Maddie’s closest friend.
(c) They did not like Wanda’s name because it was a long and funny name.
(d) They wanted to have some fun with Wanda.
(e) Popular

PASSAGE 4

Wanda didn’t have any friends. She came to school alone and went home alone. She always wore a faded blue dress that didn’t hang right. It was clean, but it looked as though it had never been ironed properly. She didn’t have any friends, but a lot of girls talked to her. Sometimes, they surrounded her in the school yard as she stood watching the little girls play hopscotch on the worn hard ground.

“Wanda,” Peggy would say in a most courteous manner as though she were talking to Miss Mason. “Wanda,” she’d say, giving one of her friends a nudge, “tell us. How many dresses did you say you had hanging up in your closet ?”
“A hundred,” Wanda would say.

“A hundred!” exclaimed all the little girls incredulously, and the little ones would stop playing hopscotch and listen.

Word-meanings : Didn’t hang right = not fit properly (ठिक से न आना ); ironed = pressed with iron (प्रेस करना); surrounded = circled (दायरा बनाना); hopscotch = a kind of game (एक प्रकार का खेल); incredulously = showing disbelief (अविश्वास प्रकट करते हुए) |

Questions :
(a) What kind of dress did Wanda wear ?
(b) How did Peggy make fun of Wanda ?
(c) Did Wanda have many friends ?
(d) What would Wanda say when Peggy questioned her about dresses ?
(e) Find a word from the passage which means “polite’.
Answers :
(a) She wore a faded blue dress.
(b) Peggy made fun of Wanda by asking a question about how many dresses she had at home.
(c) No, Wanda did not have many friends.
(d) Wanda would say that she had a hundred dresses lined up in her closet.
(e) courteous.

PASSAGE 5

Finally Wanda would move up the street, her eyes dull and her mouth closed, hitching her left shoulder every now and then in the funny way she had, finishing the walk to school alone.

Peggy was not really cruel. She protected small children from bullies. And she cried for hours if she saw an animal mistreated. If anybody had said to her, “Don’t you think that is a cruel way to treat Wanda ?” She would have been very surprised. Cruel ? Why did the girl say she had a hundred dresses ? Anybody could tell that was a lie. Why did she want to lie ? And she wasn’t just an ordinary person, else why did she have a name like that? Anyway, they never made her cry.
As for Maddie, this business for asking Wanda every day how many dresses and how many hats, and how many this and that she had was bothering her.

Word-meanings : Bullies = those who frighten the weaker persons (धौंसिया); mistreated = behaved cruelly (क्रूरतापूर्ण व्यवहार); cruel = unkind (निर्दयी); ordinary = simple (साधारण)।

Questions :

(a) Name the chapter.
(b) Who protected small children from bullies ?
(c) What was bothering Maddie ?
(d) What did Peggy think was clearly a lie ?
(e) Find out a word from the passage which means “those who use their strength to frighten weaker people’.
Answers:
(a) The name of the chapter is ‘The Hundred Dresses-l’.
(B) Peggy protected small children from bullies.
(c) The business for asking Wanda every day how many dresses, she had was bothering Maddie.
(d) Peggy thought that the girl’s saying that she had one hundred dresses was clearly a lie.
(e) Bullies.

PASSAGE 6

Sometimes, when Peggy was asking Wanda those questions in that mocking polite voice, Maddie felt embarrassed and studied the marbles in the palm of her hand, rolling them around and saying nothing herself. Not that she felt sorry for Wanda, exactly. She would never have paid any attention to Wanda if Peggy hadn’t invented the dresses game. But suppose Peggy and all the others started in on her next ? She wasn’t as poor as Wanda, perhaps, but she was poor. Of course she would have more sense than to say she had a hundred dresses. Still she would not like for them to begin on her. She wished Peggy would stop teasing Wanda Petronski.

Word-meanings : Mocking = making fun of (मज़ाक उड़ाना); embarrassed = ashamed of (शर्मसार होना); invented = discovered (आविष्कार किया); teasing = bothering (परेशान करना) |

Questions :

(a) How did Maddie feel and behave when Peggy mocked Wanda ?
(b) What made Maddie pay attention to Wanda ?
(c) What was the fear in Maddie’s mind when she saw Peggy mocking Wanda ?
(d) What did Maddie wish ?
(e) Name the chapter and its writer.
Answers :
(i) Maddie felt embarrassed and studied the marbles in the palm of hand, rolling them around but said nothing.
(ii) Peggy’s invention of the dresses game, made Maddie pay attention to Wanda. (iii) The fear in Maddie’s mind was that Peggy and other girls may start mocking her too.
(iv) Maddie wished that Peggy would stop tearing Wanda.
(v) Chapter : ‘The Hundred Dresses-l’. Writer : ‘Eleanor Estes’

PASSAGE 7

Today, even though they had been late to school, Maddie was glad she had not had to make fun of Wanda. She worked her arithmetic problems absent-mindedly. “Eight times eight-let’s see …” She wished she had the nerve to write Peggy a note, because she knew she never would have the courage to speak right out to Peggy, to say, “Hey, Peg, let’s stop asking Wanda how many dresses she has.” When she finished her arithmetic she did start a note to Peggy. Suddenly she paused and shuddered. She pictured herself in the school yard, a new target for Peggy and the girls. Peggy might ask her where she got the dress that she had on, and Maddie would have to say it was one of Peggy’s old ones that Maddie’s mother had tried to disguise with new trimmings so no one in Room Thirteen would recognise it.

Word-meanings : Absent-mindedly = without thinking much paused-stopped (बिना सोचे-समझे); shuddered = trembled (काँपने लगी); target = mark (निशाना); disguise = conceal (छुपाना) |

Questions :

(a) Why was Maddie glad ?
(b) How did Maddie want to ask Peggy not to make fun of Wanda ?.
(c) What made Maddie feel ‘shuddered’?
(d) How did Maddie think Peggy would humiliate her ?
(e) Find a word from the passage which means ‘trembled’.
Answers :
(a)Maddie was glad she had not had to make fun of Wanda.
(b) She wanted to ask Peggy not to make fun of Wanda by writing a note to her.
(c) She shuddered when she thought that Peggy would find Maddie a new target for making fun of her.
(d) She thought that Peggy would humiliate her by pointing out that she was wearing a dress given to her by her (Peggy’s) mother.
(e) ‘shuddered’.

The Hundred Dresses Part 1 Summary in English

The Hundred Dresses Part 1 Introduction in English

This is a beautiful story about a small girl Wanda by Eleanor Estes Ester. Wanda used to go to school on foot and sit next to the last bench in one corner of her room. All the girls of her class used to make fun of her poverty and funny name. She never quarrelled with anyone. She was always calm. When a drawing competition was held in her school, Wanda took part in that competition. He made design of one hundred dresses. All the designs were very beautiful. She was selected for the first prize. This surprised everyone very much.

The Hundred Dresses Part 1 Summary in English

This is a story about a Polish girl. Her name was Wanda Petronski. Her family had immigrated to America. She studied in a school with other American students. She belonged to a very poor family. Daily she came to school in a faded blue dress. It was clean but not properly ironed. She used to sit in the corner of room number thirteen in the last row. This was a corner where the rough boys, who did not make good marks, sat. They made a lot of noise. There was the most noise of the feet when some fun occurred. Wanda did not sit there because she was rough and noisy. On the contrary she was very quiet. But she came on foot from Boggins Heights area and brought a lot of dirt with her shoes.

She was an introvert girl and did not speak much in the class. No one had ever heard her laugh. Nobody really thought much about Wanda. Students thought of Wanda only outside the school hours. They waited for her while she was going to or coming from home. They waited for her in order to have fun with her. Two girls of her class, Peggy and Maddie, often talked to her and made fun of her. Peggy was the most popular girl in the school. She was pretty and had curly hair. She belonged to a rich family. She had many pretty clothes. Maddie was her closest friend.

Peggy and Maddie were not bad girls but they used to have some fun with Wanda Petronski. The students in Wanda’s class found her name funny. Wanda was always alone in her class. Wanda did not have any friend but a lot of girls talked to her. They surrounded her in the school yard. Peggy made fun of Wanda and asked her how many dresses she had in her closet. Wanda replied that she had one hundred dresses. These dresses were of different colours and designs. Then Peggy would ask her whether the dresses were of silk or velvet. Wanda would reply that she had dresses of velvet as well as silk. The girls would ask her how many pairs of shoes she had. At this Wanda would tell them that she had sixty pairs of shoes. The girls would suppress their laugh when talking to her. But as soon as Wanda’s back was turned, they would burst into peals of laughter.

Peggy was rich but she was not arrogant. She was not cruel. On the other hand, she saved younger girls from bullies. But she and other girls could not understand why Wanda told a lie about her dresses and shoes. But the girls only made fun of Wanda. They never made her cry.

Maddie herself was a poor girl. She used to wear the clothes given by other persons. So she was sympathetic to Wanda. She and Peggy were fast friends. That is why she never said anything when Peggy made fun of Wanda. But she herself never laughed at Wanda. She did not like Peggy’s asking Wanda about the dresses. Whenever, Peggy mocked at Wanda, Maddie felt bad. She wished that Peggy would stop teasing Wanda Petronski. Maddie decided to write a note for Peggy asking her to stop making fun of Wanda but she could not muster the courage to do so.

Wanda did not come to school on Monday. But nobody missed her. She did not come on Tuesday also. But when she missed the school on Wednesday also, Peggy and Maddie noted her absence. They wondered why she had not come to school. Maddie remembered Wanda talking about one of her dresses which was pale blue with coloured trimmings. Then Maddie thought about the drawing and colour contest in the school. The girls were to design dresses and the boys were to design motorboats. Maddie thought that Peggy would win the contest as she was very good in designing.

Next day it was drizzled. Peggy and Maddie hurried to their school as Miss Mason would announce the results of the drawing contest. They did not wait for Wanda. When the girls reached their school they were surprised. There were hundreds of designs of dresses displayed in the room. Then Miss Mason announced names of the winners. Jack Beggles had won for the boys. She said that all the hundred designs of dresses had been made by one girl and she had won the Medal. Her name was Wanda Petronski.
But Wanda was absent. The children clapped their hands in joy. Maddie asked Peggy to look at the blue dress about which Wanda had told them earlier. They appreciated the drawings made by Wanda.

The Hundred Dresses Part 1 Summary in Hindi

The Hundred Dresses Part 1 Introduction in Hindi

(यह वाण्डा नाम की एक छोटी-सी लड़की के बारे में Eleanor Estes द्वारा लिखित एक सुंदर कहानी है। वाण्डा पैदल स्कूल जाया करती थी और अपने कमरे के कोने में आखिरी सीट से पहले वाली सीट पर बैठा करती थी। उसकी कक्षा की सभी लड़कियाँ उसकी गरीबी और उसके मजाकिया नाम का उपहास उड़ाया करती थीं। वह कभी किसी के साथ झगड़ा नहीं करती थी। वह हमेशा शांत रहती थी। जब उसके स्कूल में एक चित्रकारी प्रतियोगिता का आयोजन किया गया तो उसने भी इस प्रतियोगिता में हिस्सा लिया। उसने एक सौ पोशाकों के चित्र बनाए। सभी चित्र बहुत ही सुंदर थे। उसे प्रथम पुरस्कार के लिए चुना गया। उसकी इस उपलब्धि से प्रत्येक बहुत हैरान था।)

The Hundred Dresses Part 1 Summary in Hindi

यह एक पोलिश (पोलैंड के मूल की) लड़की की कहानी है। उसका नाम वाण्डा पेट्रोंसकी था। उसका परिवार अमेरिका में आकर बसा हुआ था। वह एक स्कूल में अन्य अमेरिकी छात्रों के साथ पढ़ती थी। वह एक बहुत गरीब घर की लड़की थी। वह हर रोज स्कूल में मंद पड़े नीले रंग की पोशाक पहनकर आती थी। यह साफ-सुथरी होती थी मगर इस पर सही तरीके से इस्री नहीं की होती थी। वह कमरा नंबर तेरह की आखिरी पंक्ति में एक कोने में बैठती थी। यह वह कोना था जहाँ पर ऐसे लड़के बैठते थे जो या तो बहुत बातूनी थे या पढ़ाई में कमजोर थे। वे बहुत अधिक शोर मचाते थे। जब कोई मजाक की बात होती थी तो पैरों का बहुत अधिक शोर होता था। वाण्डा वहाँ इसलिए नहीं बैठती थी क्योंकि वह पढ़ाई में कमजोर और ज्यादा शोर मचाती थी। इसके विपरीत वह बहुत शांत थी। मगर वह बोगिंस हाईट्स के इलाके से पैदल आती थी और अपने पैरों के साथ बहुत अधिक मिट्टी लाती थी।

वह एक अंतर्मुखी लड़की थी और कक्षा में अधिक नहीं बोलती थी। किसी ने उसे कभी हँसते हुए नहीं देखा था। कोई भी वाण्डा के बारे में अधिक नहीं सोचता था। छात्र वाण्डा के बारे में केवल स्कूल के समय के बाद सोचते थे। जब वह घर को जा रही होती थी या घर से आ रही होती थी तो वे उसका इंतजार करते थे। वे उसका मजाक उड़ाने के लिए उसका इंतज़ार करते थे। उसकी कक्षा की दो लड़कियाँ, पेग्गी और मैडी, अकसर उससे बात करती थीं और उसका मजाक उड़ाती थीं। पेग्गी स्कूल की सबसे लोकप्रिय लड़की थी। वह सुंदर थी और उसके बाल घुघराले थे। वह एक अमीर परिवार से थी। उसके पास बहुत-सी अच्छी-अच्छी पोशाकें थीं। मैडी उसकी सबसे पक्की सहेली थी।

– पेग्गी और मैडी बुरी लड़कियाँ नहीं थीं मगर वे वाण्डा पेट्रोसकी का कुछ मजाक उड़ाया करती थीं। वाण्डा की कक्षा के छात्र सोचते थे कि उसका नाम मज़ाकिया है। वाण्डा कक्षा में सदा अकेली थी। वाण्डा का कोई मित्र नहीं था मगर उससे बहुत-सी लड़कियाँ बातें करती थीं। वे उसे स्कूल के प्रांगण में घेर लेती थीं। पेग्गी वाण्डा का मजाक उड़ाती थी और उससे पूछती थी कि उसकी अलमारी में कितनी पोशाकें हैं। वाण्डा उत्तर देती थी कि उसके पास एक सौ पोशाकें हैं। ये पोशाकें अलग-अलग रंगों और डिज़ाइनों की थीं। तब पेग्गी उससे पूछती थी कि क्या वे पोशाकें रेशम की हैं या मखमल की। वाण्डा उत्तर देती थी कि उसकी पोशाकें रेशम की और मखमल दोनों की हैं। लड़कियाँ उससे पूछती थीं कि उसके पास कितने जोड़ी जूते हैं। इस पर वाण्डा उन्हें बताती कि उसके पास साठ जोड़े जूते हैं। लड़कियाँ उससे बात करते समय अपनी हँसी को दबाए रखती थीं। मगर ज्यों ही वाण्डा की पीठ मुड़ती, वे ज़ोर-ज़ोर से हँस देती थीं।

पेग्गी अमीर थी मगर वह घमंडी नहीं थी। वह क्रूर भी नहीं थी। इसके विपरीत वह छोटी लड़कियों को धौंसिया लड़कियों से बचाती थी। मगर वह और अन्य लड़कियाँ यह नहीं समझ पाती थीं कि वाण्डा अपनी पोशाकों और जूतों के बारे में झूठ क्यों बोलती थी। मगर लड़कियाँ वाण्डा का केवल मजाक उड़ाती थीं। वे उसे कभी भी रुलाती नहीं थीं।

मैडी स्वयं एक गरीब लड़की थी। वह अन्य लोगों के द्वारा दिए गए कपड़े पहनती थी। इसलिए वह वाण्डा के प्रति सहानुभूतिपूर्ण थी। वह और पेग्गी पक्की सहेलियाँ थीं। इसीलिए जब पेग्गी वाण्डा का मजाक उड़ाती थी तो वह कुछ नहीं बोलती थी। मगर वह स्वयं कभी भी वाण्डा पर नहीं हँसती थी। वह इस बात को पसंद नहीं करती थी कि पेग्गी वाण्डा से उसकी पोशाकों के बारे में पूछे। जब भी पेग्गी वाण्डा पर हँसती थी तो मैडी को बुरा लगता था। वह चाहती थी कि पेग्गी वाण्डा पेट्रोंसकी को तंग करना बंद कर दे। मैडी ने फैसला किया कि वह पेग्गी को एक चिट्ठी लिखेगी और उससे कहेगी कि वह वाण्डा का मजाक उड़ाना बंद कर दे मगर वह ऐसा करने का साहस नहीं जुटा पाई।

वाण्डा सोमवार को स्कूल नहीं आई। मगर किसी को भी उसकी अनुपस्थिति खली नहीं। वह मंगलवार को भी नहीं आई। मगर जब वह बुधवार को भी स्कूल नहीं आई तो पेग्गी और मैडी को उसकी अनुपस्थिति का आभास हुआ। उन्हें इस बात पर हैरानी हुई कि वाण्डा स्कूल क्यों नहीं आई। मैडी को याद आया कि वाण्डा ने एक ड्रैस के बारे में कहा था जो हल्के नीले रंग की थी और जिसमें रंगीन सजावट लगी हुई थी। तब मैडी ने स्कूल में हुए ड्राइंग और रंग के मुकाबले के बारे में सोचा। लड़कियों ने पोशाकों के डिज़ाइन बनाने थे और लड़कों ने मोटरबोटों के चित्र बनाने थे। मैडी ने सोचा कि पेग्गी मुकाबले को जीतेगी क्योंकि वह डिज़ाइनिंग में बहुत अच्छी थी।

अगले दिन बूंदा-बाँदी आरंभ हो गई। पेग्गी और मैडी स्कूल जल्दी-जल्दी गईं क्योंकि मिस मेसन ने ड्राइंग के मुकाबले के परिणाम घोषित करने थे। उन्होंने वाण्डा का इंतज़ार नहीं किया। जब लड़कियाँ अपने स्कूल में पहुँची तो वे हैरान हो गईं। कमरें में पोशाकों के सैकड़ों डिज़ाइन प्रदर्शित किए हुए थे। तब मिस मेसन ने विजेताओं के नाम घोषित किए। लड़कों की तरफ से जैक बेग्गल्ज़ ने इनाम जीता था। उसने कहा कि पोशाकों के सभी सौ डिज़ाइन एक ही लड़की ने बनाए थे और उसी ने इनाम जीता है। उसका नाम है वाण्डा पेट्रोसकी।

मगर वाण्डा अनुपस्थित थी। बच्चों ने खुशी से तालियाँ बजाईं। मैडी ने पेग्गी से कहा कि वह उस नीली पोशाक को देखे जिसके बारे में वाण्डा ने पहले उन्हें बताया था। उन्होंने वाण्डा के द्वारा बनाए गए चित्रों की सराहना की।

From the Diary of Anne Frank Translation in Hindi

[PAGE 64] : आज, सोमवार वाण्डा पेट्रोंसकी अपनी सीट पर नहीं थी। लेकिन पेग्गी और मेडलीन सहित उन सभी लड़कियों ने जिन्होंने उसका मजाक उड़ाना शुरू किया था। किसी ने भी उसकी गैर-हाजिरी पर ध्यान नहीं दिया। आमतौर पर वाण्डा कमरा न० 13 में आखिरी सीट से आगे बैठती थी। वह कमरे के एक कोने में बैठती थी जहाँ पर अभद्र लड़के जो अच्छे अंक नहीं लेते थे बैठते थे, कमरे के इस कोने में अधिकतर बच्चे पैर रगड़कर शोर करते थे, अधिकतर बच्चे जरा-सी भी मजाक की बात होने पर जोर से हँसते थे और फर्श पर सबसे अधिक मिट्टी और धूल पड़ी होती थी।

वाण्डा वहाँ इसलिए नहीं बैठती थी कि वह अभद्र थी या शोर मचाती थी। इसके बिल्कुल विपरीत वह बहुत शांत थी और कभी-कभार ही कुछ बोलती थी। और किसी ने भी उसे कभी भी जोर से हँसते हुए नहीं सुना था। कई बार वह अपने मुँह को मरोड़कर हल्की मुस्कान भर लेती थी, बस इतना ही।

सचमुच में यह कोई भी नहीं जानता था कि वाण्डा उस सीट पर क्यों बैठती थी क्योंकि ऐसा था कि वह Boggins Height से सारे रास्ते पैदल चलकर आई थी और उसके पाँव सूखी मिट्टी से सने होते थे। लेकिन जब वाण्डा पेट्रोंसकी कमरे के एक कोने में बैठ जाती थी तो कोई भी उसके बारे में कुछ नहीं सोचता था।

वे वाण्डा के बारे में केवल स्कूल के समय बाद ही सोचते थे-या तो दोपहर के समय जब वे स्कूल में वापस आ रहे होते थे या सवेरे जल्दी स्कूल लगने से पहले, जब दो या तीन समूहों अथवा इससे भी अधिक स्कूल प्राँगण तक आते समय बातें करते रहते थे या हँसते रहते थे।

तब कई बार तो वे वाण्डा की प्रतीक्षा भी करते थे-ताकि उसके साथ मजाक कर सकें।
अगला दिन, मंगलवार था। वाण्डा उस दिन भी स्कूल नहीं आई थी। और फिर किसी ने भी उसकी अनुपस्थिति पर ध्यान नहीं दिया। लेकिन बुधवार को पेग्गी और मैडी जोकि बाकी बच्चों के साथ अगली सीटों पर बैठती थीं और अच्छे अंक प्राप्त करती थीं और जोकि मिट्टी वाले रास्ते पर चलकर नहीं आती थीं, उन्होंने देखा कि वाण्डा नहीं आ रही थी। पेग्गी स्कूल की सबसे प्रसिद्ध लड़की थी। वह सुंदर थी, उसके पास बहुत-सी सुंदर पोशाकें थी और उसके बाल घुघराले थे। मैडी उसकी सबसे नजदीकी सहेली थी। पेग्गी और मैडी ने वाण्डा की अनुपस्थिति का कारण इसलिए सोचा क्योंकि वाण्डा ने उन्हें स्कूल से लेट कर दिया था।

[PAGE 65] : वे बहुत देर तक वाण्डा की प्रतीक्षा करती रहीं, ताकि उसके साथ कुछ मजाक कर सकें, और वह आई ही नहीं। वे उसके साथ मजाक करने के लिए हमेशा वाण्डा पेट्रोसकी की प्रतीक्षा करती थी।
वाण्डा पेट्रोंसकी। कमरा नं० 13 में अधिकतर बच्चों के नाम इस तरह के नहीं थे। उनके ऐसे नाम थे जो आसानी से कहे जा सकें जैसे थॉमस, स्मिथ, अलैन। एक लड़के का नाम बाउन्स भी था-विली बाउन्स और लोग उसके नाम को मजाकिया मानते थे लेकिन उतना मजाकिया नहीं जितना कि पेट्रोंसकी को।

वाण्डा का कोई भी मित्र नहीं था। वह अकेली स्कूल आती थी और अकेली ही घर जाती थी। वह हमेशा ही रंग उड़ी हुई एक नीले रंग की पोशाक पहनती थी जो उसे ठीक से नहीं आती थी। वह साफ तो थी लेकिन ऐसा लगता था कि कभी भी उस पर ठीक प्रकार से प्रैस नहीं की गई थी। उसका कोई भी मित्र नहीं था, परंतु बहुत सारी लड़कियाँ उससे बात करती थीं। कई बार वह जब छोटी लड़कियों को टूटे-फूटे और कठोर मैदान में hopscotch(टप्पा) का खेल खेलते देखती थी तो दूसरी लड़कियाँ उसे घेर लेती थीं। _ “वाण्डा” पेग्गी अति विशिष्टता के साथ कहती थी जैसे कि वह मिस मेसन से बातें कर रही हो, वह अपनी एक सहेली को एक प्यार भरा धक्का देकर कहती थी “वाण्डा, हमें बताइए, तुम्हारे पास तुम्हारी अलमारी में कितनी पोशाकें लटक रही हैं।”

[PAGE66] : “एक सौ” वाण्डा कहती थी “एक सौ!” सभी छोटी लड़कियाँ अविश्वसनीय ढंग से आचंभित हो जाती थीं, और उनसे भी छोटी लड़कियाँ तो hopscotch का खेल बंद करके उसकी बात सुनती थी।
“हाँ, एक सौ, सभी एक पंक्ति में रखी हुई हैं” वाण्डा कहती थी और फिर उसके पतले होंठ खामोशी में इकडे मिल जाते थे।
“वे कैसी लगती हैं? सभी रेशमी हैं, मैं शर्त के साथ कह सकती हूँ, पेग्गी कहती थी।
“हाँ, सभी रेशमी हैं, सभी प्रकार के रंगों की हैं।”
“मखमली भी हैं?”
“हाँ, मखमली भी हैं, एक सौ पोशाकें हैं,” वाण्डा बिना किसी भावना के पुनः दोहराती, “सभी पोशाकें मेरी अलमारी में पंक्ति में रखी हैं।”

तब वे उसे जाने देती और तब जब वह अधिक दूर भी नहीं गई होती तो वे हँसी की चीखें और ठहाके लगाए बिना नहीं रह सकती थीं।
एक सौ पोशाकें! स्पष्टतया, वाण्डा के पास केवल एक ही नीले रंग वाली पोशाक थी जिसे वह हर रोज पहनकर आती थी। इसलिए वह क्यों कहती थी कि उसके पास सौ पोशाकें हैं? क्या कहानी है।

“तुम्हारे पास कितने जोड़ी जूते हैं?”
“साठ जोड़े! सारे जूते अलमारी में पंक्ति में रखे हैं?
बहुत बढ़ा-चढ़ाकर कही गई इस विनम्रता की चीखें इस उत्तर का स्वागत करतीं। “क्या सभी जूते एक-जैसे हैं?”
“अरे, नहीं, प्रत्येक जोड़ी अलग-किस्म की है। सभी रंगों के हैं। सभी एक पंक्ति में रखे हैं।”

पेग्गी और उसकी कभी जुदा न होने वाली सहेली मैडी जिन्होंने इस खेल के विषय में सोचा था, वहाँ से सबसे बाद में जाती थी। अंततः वाण्डा भी गली में आगे को बढ़ती उसकी आँखें नीरस और मुँह बंद होता तथा वह हर थोड़ी देर के बाद अपने कंधे को जैसी कि उसकी आदत थी झटक देती थी और स्कूल तक अपना रास्ता अकेले ही पूरा करती।

पेग्गी वास्तव में निर्दयी नहीं थी। वह छोटे-छोटे बच्चों की धौंस जमाने वालों से रक्षा करती थी। और यदि वह किसी जानवर के साथ दुर्व्यवहार होता देखती थी तो वह घंटों चिल्लाती थी यदि कोई उससे कहता, “क्या आपके विचार में कि वाण्डा के साथ ऐसा व्यवहार करना निर्दयी नहीं है? तो उसे बहुत हैरानी महसूस होती। निर्दयतापूर्वक? तो उस लड़की ने ऐसा क्यों कहा कि उसके पास एक थी? कोई भी समझ सकता था कि वह एक झूठी बात थी। वह झूठ क्यों बोलना चाहती थी। और वह एक साधारण व्यक्ति मात्र नहीं थी, वरना उसका ऐसा नाम क्यों था? कुछ भी हो वे उसे कभी रुलाती नहीं थी।”

जहाँ तक मैडी का संबंध है, वाण्डा से हर रोज यह पूछा जाना कि उसके पास कितनी पोशाकें, कितने टोप, कितनी ये चीजें, और कितने वे चीजें हैं, उसे परेशान करने लगी थी।

(PAGE 67] : मैडी स्वयं गरीब थी। वह प्रायः दूसरों के पहने हुए कपड़े पहना करती थी। भगवान का शुक्र है कि वह Boggins Height पर नहीं रहती थी और उसका मजाकिया नाम नहीं था।

कई बार जब पेग्गी वाण्डा से अपनी विनम्र और मजाकिया शैली में प्रश्न पूछती थी, तो मैडी परेशान हो जाती थी और अपने हाथ में पकड़ी गोलियों को गिनने लग जाती थी और उन्हें इधर-उधर घुमाने लग जाती थी और कहती कुछ नहीं थी। ऐसा नहीं कि वह वास्तव में वाण्डा के लिए दुखी हो रही थी। यदि पेग्गी यह पोशाकों वाला खेल न खेलती तो उसका वाण्डा की ओर कभी भी ध्यान न गया होता। परंतु मान लो पेग्गी और दूसरी लड़कियों ने अगली बार अपना निशाना बना लिया? शायद वह वाण्डा जितनी गरीब नहीं थी लेकिन वह थी गरीब । निसंदेह उसमें यह कहने कि उसके पास सौ पोशाकें हैं की ज्यादा बुद्धि थी। फिर भी वह नहीं चाहती थी कि वे उसी पर शुरू हो जाए। वह चाहती थी कि पेग्गी वाण्डा पेट्रोसकी को चिढ़ाना बंद कर दे।

यद्यपि आज उन्हें स्कूल से देर हो गई थी, मैडी प्रसन्न थी क्योंकि आज उसे वाण्डा का मजाक नहीं उड़ाना पड़ा था। उसने अपने गणित के प्रश्न अनमने ढंग से पूरे कर लिए ‘आठ गुणा आठ-कितना होता है’-इसकी इच्छा थी कि काश वह पेग्गी को एक पत्र लिखने का साहस कर सके क्योंकि वह जानती थी कि वह कभी भी पेग्गी को यह कहने का साहस नहीं कर सकेगी, “अरे पेग्गी,

आओ हम वाण्डा से यह पूछना बद कर दें कि उसके पास कितनी पोशाकें हैं। जब उसने अपने गणित के प्रश्न हल कर लिए तो उसने पेग्गी को एक पर्ची लिखनी आरंभ की। अचानक ही वह रुक गई और काँप उठी। उसने अपने मन में कल्पना की कि वह स्कूल प्रांगण में खड़ी है, और पेग्गी तथा उसकी सहेलियों के लिए एक नया निशाना है। शायद पेग्गी उससे पूछ ले कि जो पोशाक उसने पहन रखी है वह कहाँ से प्राप्त की है, और मैडी को शायद कहना पड़े कि वह पेग्गी की पुरानी पोशाकों में से एक थी जिस पर मैडी की माँ ने गोटा-पट्टी लगाकर छिपाने की कोशिश की थी ताकि कमरा नं० 13 में कोई उसे पहचान न ले।”

[PAGE 68] : काश पेग्गी अपनी इच्छा से ही वाण्डा का मजाक उड़ाना बंद कर दे। चलो छोड़ो, मैडी ने अपना हाथ अपने छोटे-छोटे सुनहरी बालों में फेरा जैसे कि वह बेचैन करने वाले उन विचारों को दूर भगा दे। इससे क्या अंतर पड़ना था? धीरे-धीरे मैडी ने उस परची जो लिखनी शुरू की थी के छोटे-छोटे टुकड़े कर दिए। वह पेग्गी की सबसे घनिष्ठ मित्र थी और पेग्गी पूरे कमरे में सर्वप्रिय लड़की थी पेग्गी सम्भवतः कोई भी ऐसा काम नहीं कर सकती थी, जो गलत हो, उसने सोचा।

जहाँ तक वाण्डा का संबंध था वह तो मात्र एक लड़की थी जो Boggins Height पर रहती थी और स्कूल के प्रांगण में अकेली खड़ी रहती थी। उसने कभी किसी से कुछ भी नहीं कहा था। एकमात्र समय जब उसने स्कूल प्रांगण में अपनी सौ पोशाकों के बारे में कुछ कहा था। मैडी को याद था कि किस तरह उसने अपनी एक पोशाक के बारे में बताया था, हल्के नीले रंग की जिस पर विभिन्न रंगों के गोटे लगे हुए थे और उसे एक और पोशाक की याद आ रही थी जो गहरे रंग की थी और जिसकी कमर पर एक पेटी बनी हुई थी “इसमें तो तुम एक क्रिसमस ट्री की तरह लगोगी।” लड़कियों ने प्रशंसा करने का नाटक करते हुए कहा।

वाण्डा और उसकी अलमारी में एक पंक्ति में रखी सौ पोशाकों के विषय में सोचते हुए, मैडी को हैरानी होने लगी कि ड्राईंग और रंगों के मुकाबले में कौन जीतेगा। लड़कियों के लिए पोशाकों के चित्र बनाने का मुकाबला था और लड़कों के लिए मोटर वाली किश्तियों के चित्र बनाने का। निःसंदेह लड़कियों का पदक पेग्गी जीतेगी। पेग्गी पूरे कमरे में सबसे अच्छा चित्रांकन करती.थी। कम-से-कम प्रत्येक के दिमाग में यही बात थी। वह किसी पत्रिका में दिए गए चित्र को देखकर उसके जैसा चित्र बना सकती थी या किसी फिल्मी सितारे के सिर का चित्र बना सकती थी जिसे देखकर आप उसकी पहचान बता सकते थे। ओह, मैगी को पक्का यकीन था कि पेग्गी ही जीतेगी। ठीक है, कल अध्यापक विजेताओं के नाम घोषित करेंगे तब उन्हें पता चल जाएगा।

अगले दिन बूंदा-बाँदी हो रही थी। पेग्गी का छाता लेकर मैगी और पेग्गी जल्दी-जल्दी स्कूल गईं। स्वाभाविक रूप से ऐसे दिन उन्होंने ओलिवर स्ट्रीट के कोने पर खड़े होकर वाण्डा की प्रतीक्षा नहीं की। उसके बाद की सड़क, जो दूर स्थित थी जो रेल की पटरियों के नीचे से होकर जाती थी और ऊपर पहाड़ी पर जाती थी वह Boggins Heights जाती थी। कुछ भी हो उस दिन वे स्कूल से लेट होने का मौका नहीं पाना चाहती थी, क्योंकि आज का दिन महत्त्वपूर्ण था।

[PAGE 69] : “आपके विचार में क्या आज विजेताओं के नामों की घोषणा मिस मेसन करेंगी?” पेग्गी ने पूछा। “हाँ मुझे ऐसी आशा है, जैसे ही हम प्रवेश करेंगे,” मैडी ने कहा, “निःसंदेह तुम ही जीतोगी, पेग्गी।”

“ऐसी ही आशा है,” पेग्गी ने उत्सुकतापूर्वक कहा। जिस क्षण उन्होंने कक्षा में प्रवेश किया तो वे अचानक ठहर गई और हाँफने लगी। सारे कमरे में चित्र-ही-चित्र थे, प्रत्येक सिरे और खिड़की के बाहर निकले शेल्फों पर, चमकदार रंग और शानदार तथा प्रभावशाली नमूने थे, सभी बड़े-बड़े लपेटने वाले कागजों के ऊपर बने हुए थे। उनकी संख्या लगभग सौ होगी और वे सभी एक पंक्ति में रखे थे। वे चित्र अवश्य ही मुकाबले के लिए रखे गए होंगे। वे मुकाबले के लिए ही थे। हर कोई वहीं रुक गया और सीटियाँ बजाने लगा या धीमे स्वर में प्रशंसा करने लगा।

जैसे ही कक्षा एकत्रित हई मिस मेसन ने विजेताओं के नामों की घोषणा की। लड़कों में जैक बेग्गल्ज़ ने मुकाबला जीता था, उसने कहा और उसका किश्ती के बाहर की तरफ लगी हुई मोटर वाला नमूना बारह नंबर कमरे में नुमाइश के लिए पड़ा था, वहाँ दूसरे लड़कों के चित्र भी पड़े थे। – ‘जहाँ तक लड़कियों की बात है,’ उसने कहा, “यद्यपि अधिकतर लड़कियों द्वारा एक या दो चित्र ही प्रस्तुत किए गए-एक लड़की ने और कमरा नंबर तेरह को इसके लिए गर्व करना, चाहिए- इस एक लड़की ने वास्तव में ही सौ चित्र बनाए थे। सभी विभिन्न प्रकार के और सभी सुंदर थे। जजों (निर्णायकमंडल) के दृष्टिकोण में उन चित्रों में से कोई-सा भी इनाम जीतने का पात्र था। मुझे यह कहते हुए अति प्रसन्नता हो रही है कि लड़कियों के पदक की विजेता वाण्डा पेट्रोंसकी है।

[PAGE70] : दुर्भाग्यवश, वाण्डा कुछ दिनों से स्कूल से गैर-हाजिर चल रही है और वह उस प्रशंसा को प्राप्त करने के लिए वहाँ नहीं है जो उसे मिलनी चाहिए। आओ आशा करें कि वह कल स्कूल आ जाए। अब इस कक्षा के विद्यार्थियों, आप चुपचाप लाइन बनाकर उस कमरे का चक्कर लगाएँ और उसके शानदार चित्रों को देखें।”

बच्चे एकदम से तारीफ करने लगे, और लड़के तो अपने पाँवों को फर्श पर पटकने का अवसर पाकर, अपनी उँगलियों को मुँह में डालने और सीटियाँ बजाने का अवसर पाकर प्रसन्न थे, यद्यपि उनकी पोशाकों में कोई रुचि नहीं थी।
“पेग्गी देखो” मैडी धीरे-से बोली “ये रही वह नीले वाली पोशाक जिसके बारे में उसने हमें बताया था। क्या यह सुंदर नहीं है?” “हाँ” पेग्गी ने कहा, “और वहाँ वह हरे रंग की पोशाक है, बच्चे और मैंने सोचा कि मैं भी इसे चित्रित कर सकती थी।”

From the Diary of Anne Frank Word-Meanings in Hindi

[PAGE 63]:Possessions =wealth/things kept (दौलत/पास रखी वस्तुएँ); enduring = long lasting (देर तक चलने वाली);account=detail (विस्तार);judged = assessed (मूल्यांकन किया);encyclopedia=book dealing with all branches of knowledge (fagachtgt); immigrants = settlers in another country (Farcit); occurred = took place (ufca ESTT); identified =recognised (पहचाना); ethnicity =pertaining to race (जाति संबंधी); treat= behave with (व्यवहार करना); notable = famous (प्रसिद्ध); suburbs = outskirts of the city (बाहरी बस्ती); discriminated = made discrimination (भेदभाव किया); census = counting of people (जनगणना)।

[PAGE 64] : Rough = (here) indisciplined (अनुशासनहीन); scuffling of feet = creating noise by thumping shoes (पैर पटककर शोर करना); roars=cries (शोर चीखें); on the contrary = on the other hand (इसके विपरीत); rarely = very seldom (बहुत कम); twisted=moved (हिले); crooked sort=awkward (बेढंगी); caked with =covered with (से ढकी हुई); curly hair = wavy hair (घुघराले बाल)।

[PAGE 65] : Faded = dim coloured (मद्धम रंग की); hang right= fit properly (सही ढंग से फिट होना); ironed = pressed with iron (प्रेस करना); surrounded = encircled (दायरा बनाना); hopscotch = a kind of game (एक प्रकार का खेल); courteous = polite (विनम्र); nudge = a gentle push (हल्का-सा इशारा करना)।

[PAGE 66] : Incredulously = showing disbelief (अविश्वास प्रकट करते हुए); velvet = a kind of cloth (मखमल); stolidly = without showing any feeling (बिना भावना के); peals of laughter = loud laughter (जोरदार हँसी); obviously = apparently (स्पष्ट रूप से); exaggerated = enhanced (बढ़ा-चढ़ाकर कहना); greeted = welcomed (स्वागत किया); inseparable = that which cannot be separated (अभिन्न); hitching = catching (पकड़ना); protected = saved (बचाया); bullies = those who frighten the weaker persons (धौंसिया); cruel = unkind (क्रूर)।

[PAGE 67] : Mocking = making fun of (मज़ाक उड़ाना); embarrassed = ashamed of (शर्मसार होना); exactly = correctly (सही ढंग से); invented = discovered (आविष्कार किया); teasing = bothering (परेशान करना); absent-mindedly = without thinking much (बिना सोचे-समझे); paused = stopped (रुकी); shuddered = trembled (काँपने लगी); target = person chosen for attack (निशाना); disguise = conceal (छुपाना)।

[PAGE 68] : Trimmings = ornamentation of a dress (पोशाक की सजावट); accord = wish (इच्छा); blonde hair = golden hair (सुनहरी बाल); scarcely = hardly (मुश्किल से ही); brilliant = shining (चमकता हुआ); sash = scarf (स्काफ); pretended = false (झूठ); admiration = praise (तारीफ); probably = perhaps (शायद); announce = declare (घोषणा करना); drizzling = light rain (बूंदा-बाँदी)।

[PAGE 69] : Eagerly with eagerness (उत्सुकता से); gasped = breathed with open mouth (खुले मुँह से साँस लेना); ledge = outer part (बाहरी भाग); windowsill = lower portion of a window (खिड़की का नीचे का भाग); dazzling = shining (चमकता हुआ); lavish = grand (भव्य); wrapping = outer cover of something wrapped (बाहरी कवर); contest = competition (प्रतियोगिता); murmured = muttered (बुड़बुड़ाना); admiringly = in a praising manner (प्रशंसात्मक रूप से); assembled = gathered (इकट्ठे हुए) exhibition = on show (दिखाना); sketches = drawings (ड्राइंग)।

[PAGE 70] : Unfortunately = unluckily (दुर्भाग्यपूर्ण); applause = praise (तारीफ); exquisite = beautiful (सुंदर); stamp = strike floor with feet (पैरों से फर्श थपथपाना); whispered = spoke in a low voice (काना-फूसी करना)।

Haryana State Board HBSE 10th Class English Solutions Grammar Punctuation Exercise Questions and Answers.

Haryana Board 10th Class English Grammar Punctuation

What is Punctuation?
Punctuation का अर्थ है, विराम चिह्नों का सही प्रयोग। लिखते समय भावों को समझाने के लिए कहीं-कहीं रुकना पड़ता है। इसके लिए कुछ चिह्न लगाने होते हैं। इन रुकने के या विराम चिह्नों के प्रयोग को Punctuation कहते हैं। इनके लिए कुछ विशेष नियम हैं जिनका अध्ययन हम एक-एक करके करेंगे।

Important Marks of Punctuation :

1. Capital letters (A, B, C, …………)
2. Full stop (.)
3. Comma (,)
4. Mark of interrogation or Question Mark (?)
5. Inverted commas (” “)
6. Apostrophe (‘)
7. Sign of exclamation (!)
8. Semicolon (;)
9. Colon (:)
10. Hyphen (-)
11. Dash (_)
12. Brackets or Parenthesis [( )]

Uses Of The Marks of Punctuation :

1. Capital Letters (A, B, C, ………..) :

(a) प्रत्येक वाक्य का पहला अक्षर Capital (बड़ा) होता है; जैसे-
Radha is an intelligent girl. She goes to school daily. Last year she stood first in the class. Her teachers praise her.

(b) Proper Nouns और Proper Adjectives का पहला अक्षर बड़ा होता है।
He is Mohan, (proper noun)
John is a European, (proper adjective)
She lives in Mumbai, (proper noun)
I love Chinese food, (proper adjective)

(c) Direct Speech Inverted Commas (“ ”) के भीतर लिखे वाक्य का पहला अक्षर बड़ा होता है।
I She said, “I am going to Ludhiana.”

(d) दिनों, महीनों और त्योहारों के नामों के पहले अक्षर Capital (बड़े) होते हैं; जैसे-
I shall visit Delhi in December.
He came here on Friday.
People wear new clothes on Diwali.

(e) Abbreviations अर्थात् संक्षिप्त रूप का पहला अक्षर बड़ा होता है; जैसे-
M.A., M.B.B.S., M.L.A., P.M., Mr., etc.

(f) धर्मों या मतों के नाम के पहले अक्षर Capital होते हैं, जैसे-
Hinduism, Christianity, Jainism.

(g) भाषाओं और विषयों के नामों के पहले अक्षर capital होते हैं, जैसे-
History, English, Science, Hindi, etc.

2. Full Stop (.)
(a) प्रत्येक वाक्य के अंत में Full Stop लगता है। मगर यह नियम विस्मयसूचक एवं प्रश्नवाचक वाक्यों पर लागू नहीं होता, जैसे-
Mohan is a good singer.
Come here.
Post this letter.
Go and bring some sugar.

(b) Abbreviations और उन छोटे रूपों के साथ full Stop का प्रयोग होता है जो बड़े शब्दों के स्थान पर प्रयोग किए जाते जैसे-
M.L. Verma, M.B.B.S., M.P., N.R., Mr., Mrs., etc.

3. Comma (,) :
Comma एक महत्त्वपर्ण विराम चिहन है। इसलिए इसके प्रयोग के नियमों को ध्यान से पढ़ें।

(a) विभिन्न nouns, adjectives आदि को एक-दूसरे से अलग व्यक्त करने के लिए, जैसे-
I want a pen, a pencil, an inkpot, a few books, some papers and a table.
He is kind, brave, gentle and handsome.

(b) Apposition अर्थात् किसी शब्द के साथ लगकर व्याख्या करने के लिए Comma का प्रयाग करत है।
Akbar. the Great, ruled India for a long time.
Pawan, my friend, is a reporter.
Madan, a landlord, is very famous.

(c) Direct Narration के वाक्यों में Reporting Verb और Reported Speech के बीच में Comma लगता है।
Navneet said, “I am going, to Delhi.”
Radha said, “I love Krishan.”

(d) Yes या No के पश्चात्; जैसे-
Yes, I will help you.
No, I cannot do this work.

(e) तिथि को साल से अलग करने के लिए; जैसे-
May 10, 20….. या 10th May 10…………

(f) When, if, as आदि से आरम्भ होने वाले Clauses को मुख्य Clause से अलग करने के लिए, जैसे-
When I saw a lion, I ran away.
As I was going in, I met Subhash.
If you work hard, you will get first division.

4. Marks of interrogation Or Question Works (?)

प्रश्नसूचक चिह्न (?) का प्रयोग सीधे प्रश्न (Direct Question) में किया जाता है; जैसे-
Are you going to Jaipur?
Have you taken your lunch?
May I come in, Sir? .
What is your name?
मगर अप्रत्यक्ष प्रश्नों (Indirect Questions) के साथ Sign of Interrogation का प्रयोग नहीं होता; जैसे-
The teacher asked me where I was going.

5. Inverted Commas (“ ”) :

Inverted Commas के प्रयोग निम्नलिखित हैं-
(a) Direct Speech में; जैसे-
I said to him, “What are you doing ?”
Kishore said, “I have won the first prize.”

(b) किताबों, कविताओं, कहानियों, फिल्मों आदि के नामों को Inverted Commas में रखा जाता है-
Shakespeare has written the play “The Merchant of Venice.”
I have seen the film “Dil Se.”
I am reading the chapter “The Clever Rogue.”

6. Apostrophe (’) :

यह विराम चिह्न अधिकारात्मक बात को प्रकट करने के लिए प्रयोग किया जाता है।

(a) संज्ञा का Possessive Case बनाने के लिए यह विराम चिह्न Noun के अन्तिम अक्षर और ‘s’ के बीच में लगाया जाता है।
Shyam’s house.
I saw Ram’s book lying on Sohan’s table.
Sheela’s father met Naren’s father.

(b) ऐसे बहुवचन Noun जिनके पीछे ‘s’ आता है, उनमें Apostrophe को ‘s’ के बाद में लगाते हैं-
This is a girls’school.
That is the kids’room.
She went to a boys’ hostel.
The teachers’ rooms are separate.

(c) विस्मयसूचक वाक्यों अर्थात् सुख, दुःख आदि वाले वाक्यों के लिए इसका प्रयोग करते हैं; जैसे-
M.L.A.’s, M.P.’s, the three’s

(d) किसी वस्तु या व्यक्ति के बारे में हमारे विचारों को जोर देकर बताने के लिए; जैसे-
Don’t, Won’t, Didn’t, That’s.

7. Sign of Exclamation (!) :

(a) शुभकामना प्रकट करने वाले वाक्यों के अन्त में यह चिह्न लगाया जाता है; जैसे-
Alas ! I have injured my foot.
Hurrah ! We have won the match.

(b) किसी वस्तु या व्यक्ति के बारे में हमारे विचारों को जोर देकर बताने के लिए; जैसे-
What a beautiful girl!
How fine is the weather !

(c) शुभकामना प्रकट करने वाले वाक्यों के अन्त में यह चिह्न लगाया जाता है; जैसे-
May you live long !
May you stand first!

8. Semicolon (;) :

The semicolon is a pause longer than the comma but shorter than that of the full stop. It is used :
(a) When two opposite things are said in the same sentence :
I admire his intelligence; I hate his character.
God made the country; man made the town.

(b) to separate co-ordinate clauses, joined by the conjunctions, for, therefore, while, otherwise, etc. You must work hard; otherwise you will not get good marks.

(c) between itcnis in a suies of items that contain commas
The bedroom contained one wardrobe, one double bed. two chairs. one dressing cable; the nursery. one cot, one cheat of drawers, two chairs, one racking horse: the dinning room, six chairs. one table and one side board.

9. Colon (:) :

A colon is used:
(a) Lo imi’oducc a quotation
Keats said : ‘A thing of beauty la a joy for ever”.

(b) to explain and ebboraLe what has already been said
There is bad news : our team has lost the match.

(c) to introduce allai or a sencs
Faut boys have wan prizes : Suresh. Mahesh, Lalit and Rain.

10. Dash (_) :

The dash is used:
(a) to expees.s a sudden change of thought:
I don’t like it—but let us forget the matter altogether.

(b) to indicate a break in thought or hesitation:
I—l don’t accept this charge.

(c) to act as a bracket:
Drinking of wine—we all know it is a curse—has spoiled the Lives of countless people.

11. Hyphen (-) :

A hyphen is a shorter horizontal line than the dash. h is used to join the parts of a compound word:
Father-in-law, prisoner-of-war. toodi-brush.

Brackets or Parenthesis [()] :
Brackets serve the purpose of double dashes. They are used to separate from the main part of the
sentence a phrase or a clause which doca not belong to it.
Pappu (I do not know his full name) is a very intelligent boy.

Exercises for Pratice (Solved)

Exercise 1

Punctuate the following:
1. her father died on 24th jane 2004
2. his marriage has been fixed for monday the 26th may 20…
3. his father mr s m acharya is ma.bed
4. he says i am ill
5. sit down my Friend i have to talk to you
6. ram says that mr sham lad teaches him Hindi
7. i met mohan on friday
8. drop Sharma is an mbb
9. the name of his wife is veena gaba
Answers :
1. Her father died on 24th June, 2004.
2. His marriage has been fixed for Monday, the 26th May, 20..
3. His father, Mr. S. M. Acharya, is M.A., B.Ed.
4. He says, “I am ill.”
5. Sit down, my friend, I have to talk to you.
6. Ram says that Mr. Sham Lai teaches him Hindi.
7. I met Mohan on Friday.
8. Dr. O.P. Sharma is an M. B. B. S.
9. The name of his wife is Veena Gaba.

Exercise 2

Punctuate the following:
1. she is a beautiful lady
2. she has done her ma in english
3. for some time she worked as lecturer in english
4. ram said i am a good boy
5. sham and ram live in delhi
6. delhi is the capital of india
7. you should help the poor the teacher said
8. in that room there is an indian a Chinese a japanese a russian and a Pakistani
9. i am william tell replied the man
Answers:
1. She is a beautiful lady.
2. She has done her M. A. in English.
3. For some time, she worked as Lecturer in English.
4. Ram said, “I am a good boy.”
5. Sham and Ram live in Delhi.
6. Delhi is the capital of India.
7. “You should help the poor,” the teacher said.
8. In that room, there is an Indian, a Chinese, a Japanese, a Russian and a Pakistani.
9. “I am William Tell”, replied the man.

Exercise 3

Punctuate the following:
1. alas my dog is thirsty said the old man will you give him a drop of water
2. the monkey took away the money of mithu
3. delhi is 121 kms from kamal
4. mohan das karam chand gandhi was born in a small town in gujarat
5. our prime minister knows german Chinese and russian languages
6. mohan said i go to the library
7. hari said sheela is my sister
8. the himalayas are in the north of india
9. they, all said it is a lovely scene
Answers :
1. “Alas ! My dog is thirsty,” said the old man, “Will you give him a drop of water ?”
2. The monkey took away the money of Mithu.
3. Delhi is 121 kms from kamal.
4. Mohan Das Karam Chand Gandhi was born in a small town in Gujarat.
5. Our Prime Minister knows German, Chinese and Russian languages.
6. Mohan said, “I go to the library.”
7. Hari said, “Sheela is my sister.”
8. The Himalayas are in the north of India.
9. They all said, “It is a lovely scene.”

Exercise 4

Punctuate the following :
1. he said to me why do you want so much money
2. ranti deva helped the poor
3. i want a pen a pencil a book and a table
4. go home raju said gopal
5. if you were a king what would you do
6. father i want a knife
7. yes replied mohan i beat him
8. the fox said these grapes are sour
9. mr m l verma is a reporter
Answers:
1. He said to me, “Why do you want so much money ?”
2. Ranti Deva helped the poor.
3. I want a pen, a pencil, a book and a table.
4. “Go home, Raju,” said Gopal.
5. If you were a king what would you do? ‘
6. Father, I want a knife.
7. “Yes”, replied Mohan, “I beat him.”
8. The fox said, “These grapes are sour.”
9. Mr. M.L. Verma is a reporter.

Exercise 5

Punctuate the following:
1. gandhi fought for india’s freedom
2. the ramayana is the holy book of the hindus
3. how did you spend the money, father asked sohan
4. he was poor hungry and sad
5. we went to nainital on friday
6. we saw many buildings in agra
7. the taj mahal stands on the banks of the yamuna
8. i purchased one shirt one tie two socks and shoes
9. Chandigarh is the capital of haryana
Answers :
1. Gandhi fought for India’s freedom.
2. The Ramayana is the holy book of the Hindus.
3. “How did you spend the money ?” father asked Sohan.
4. He was poor, hungry and sad.
5. We went to Nainital on Friday.
6. We saw many buildings in Agra.
7. The Taj Mahal stands on the banks of the Yamuna.
8. I purchased one shirt, one tie, two socks and shoes.
9. Chandigarh is the capital of Haryana.

Exercise 6

Punctuate the following:
1. he said this is gods will
2. he said to rama he has got his fathers share
3. what have you to sell dear lady he asked
4. the fox said these grapes are sour
5. he said to me please give me your pen
6. work hard because the examination is drawing near said the father to his son
7. rewari is twenty miles from my village
8. of all the mughal emperors akbar is the most popular
Answers :
1. He said, “This is God’s will.”
2. He said to Rama, “He has got his father’s share.”
3. “What have you to sell, dear lady,” he asked.
4. The fox said, “These grapes are sour.”
5. He said to me, “Please give me your pen.”
6. “Work hard because the examination is drawing near,” said the father to his son.
7. Rewari is twenty miles from my village.
8. Of all the Mughal Emperors, Akbar is the most popular.

Exercise 7

Rewrite the following sentences with marks of punctuation by using capital letter, full stops and question marks where necessary:
1. please bring three cups of ice-cream
2. what do you want
3. all the boys are present
4. where are they sitting
5. was there a theft in your house last night
6. you , are a very kind man
7. have you any red bangles
8. two policemen came to our house this morning
9. open your books at page twenty
10. look at the blackboard
Answers:
1. Please bring three cups of ice-cream.
2. What do you want?
3. All the boys were present.
4. Where are they sitting?
5. Was there a theft in your house, last night?
6. You are a very kind man.
7. Have you any red bangles?
8. Two policemen came to our house this morning.
9. Open your books at page twenty.
10. Look at the blackboard.

Exercise 8

Rewrite the following sentences by using capital letters, full stops and question marks where necessary :
1. she knows sita and gopal
2. his name is balbir singh
3. when will kuldip come here
4. i am going to ludhiana
5. durga dass is a rich man
6. the himalayas are in the north of india
7. the rajdhani express is a very fast train
8. did mohan and kamala go to the park with their father and mother
9. a hockey team from delhi went to sri lanka last month
10. who is he talking to he is talking to rajinder singh
Answers :
1. She knows Sita and Gopal.
2. His name is Balbir Singh.
3. When will Kuldip come here ?
4. I am going to Ludhiana.
5. Durga Dass is a rich man.
6. The Himalayas are in the north of India.
7. The Rajdhani Express is a fast train.
8. Did Mohan and Kamla go to the park with their father and mother ?
9. A hockey team from Delhi went to Sri Lanka last month.
10. Who is he talking to ? He is talking to Rajinder Singh.

Exercise 9

Punctuate the following sentences with commas and inverted commas where necessary :
1. Rajan said Goodbye.
2. Meena said I will miss you.
3. Sheela says In our house there are chairs tables fans and radios.
4. Kamla says Are your parents coming ?
5. Leela said have you any small bangles ?
6. The driver said Which way shall we go ?
7. The headmaster said Perhaps it is in your bag. Did you look for it there?
8. Mohan said I looked for my pen everywhere.
9. Ajit said We will go to the dam. It is a beautiful spot and we shall enjoy the trip.
10. mr das said whose books are these
Answers:
1. Rajan said, “Goodbye.”
2. Meena said, “I will miss you.”
3. Sheela says, “In our house there are chairs, tables., fans and radios.”
4. Kamla says, “Are your parents coming ?”
5. [cela said, “Have you any small bangles ?”
6. The driver said, “Which way shall we go ?”
7. The headmaster said, “Perhaps it is in your bag. Did you look for it there ?”
8. Mohan said. “I looked for my pen everywhere.”
9. Ajit said, “We will go to the dam. It is a beautiful spot and we shall enjoy the trip.”
10. Mr. Das said, “Whose books are these ?”

Exercise 10

Punctuate the following sentences with commas and inverted commas where necessary :
1. my sister is a ph d student
2. i would rather die she said than beg
3. may i come in sir
4. the ramayana is a sacred book of the hindus
5. harpreet was elected an m 1 a
6. he asked me why i was crying
7. he passed the b a exam last year
8. long live the president
9. he was honest sincere and hard working
10. the teacher said honesty is the best policy
11. my uncle dr c 1 sharma lives in shimla
12. if you go to agra do visit the taj mahal
Answers:
1. My sister is a Ph.D student.
2. “I would rather die,” she said, “than beg.”
3. May I come in, sir ?
4. The Ramayana is a sacred book of the Hindus.
5. Harpreet was elected an M.L.A.
6. He asked me w hy I was crying ?
7. He passed the B.A. exam last year.
8. Long live the President.
9. He was honest, sincere and hard working.
10. The teacher said, “Honesty is the best policy.”
11. My uncle, Dr C.L. Sharma, lives in Shimla.
12. If you go to Agra, do visit the Taj Mahal.

Haryana State Board HBSE 10th Class English Solutions First Flight Chapter 3 Two Stories about Flying Textbook Exercise Questions and Answers.

Haryana Board 10th Class English Solutions First Flight Chapter 3 Two Stories about Flying

HBSE 10th Class English Two Stories about Flying Textbook Questions and Answers

Part I: His First Flight

Thinking about the Text

I. Answer these questions in a few words or a couple of sentences each.

Before You Read

1. A young seagull is afraid to fly. How does he conquer his fear? (एक छोटा सीगल पक्षी उड़ान भरने से डर रहा है। वह अपने भय पर कैसे विजय प्राप्त करता है ?)
Answer:
The seagull is very hungry. He thinks if he does not fly, he will remain hungry. So he conquers his fear of flying. Finally he is able to fly.
(सीगल पक्षी बहुत भूखा है। वह सोचता है कि यदि उसने उड़ना नहीं सीखा तो वह भूखा ही रह जाएगा। इसलिए वह अपनी उड़ान के प्रति भय पर विजय हासिल कर लेता है। अंततः वह उड़ान भरने में सफल हो जाता है।)

Thinking about the Text

1. Why was the young seagull afraid to fly? Do you think all young birds are afraid to make their first flight, or are some birds more timid than others ? Do you think a human baby also finds it a challenge to take its first steps ?
(छोटा सीगल पक्षी उड़ान भरने से क्यों डर रहा था? आपके विचार में क्या सभी छोटे पक्षी अपनी पहली उड़ान भरने से डरते हैं, या कुछ पक्षी दूसरों की अपेक्षा अधिक कमजोर होते हैं? आपके विचार में क्या एक बच्चा भी अपने पहले कदमों को एक चुनौती मानता है ?)
Answer:
The young seagull was afraid to fly. When he tried to flap his wings, he was seized with fear. The birds take care of their young ones. But a time comes when the young bird has to fly on its own. All young birds are afraid to fly for the first time. Same is the case with human babies. When a baby learns to walk, it is afraid to take its first steps.

(छोटा सीगल पक्षी उड़ान भरने से डर रहा था। जब उसने अपने पंख फड़फड़ाने का प्रयास किया, तो वह डर से भर गया। पक्षी अपने छोटे बच्चों की देखभाल करते हैं। लेकिन एक समय वह भी आता है जब पक्षी को स्वयं उड़ान भरनी पड़ती है। सभी छोटे पक्षी पहली बार उड़ान भरते हुए डरते हैं। यही मामला बच्चों के साथ है। जब एक शिशु चलना सीखता है, तो वह अपने पहले कदम उठाने से डरता है।)

2. “The sight of the food maddened him.” What does this suggest ? What compelled the young seagull to finally fly ?
(“भोजन के दृश्य ने उसे पागल बना दिया” इससे क्या पता चलता है ? किस चीज ने छोटे सीगल को अंततः उड़ने के लिए बाध्य कर दिया ?)
Answer:
The seagull did not want to fly. But in order to get food, he had to fly. He was very hungry. The sight of food that made the seagull risk flying for the first time.
(सीगल उड़ना नहीं चाहता था। लेकिन भोजन प्राप्त करने के लिए उसे उड़ना पड़ा। वह बहुत भूखा था। भोजन के दृश्य ने सीगल को अपनी पहली उड़ान भरने का जोखिम उठाने के लिए बाध्य कर दिया।)

3. “They were beckoning to him, calling shrilly.” Why did the seagull’s father and mother threaten him and cajole him to fly ?
(“वे उसे तेज आवाज में चिल्लाकर पुकार रहे थे” सीगल के पिता और माता ने उसे चेतावनी क्यों दी और उसे उड़ान भरने के लिए क्यों फुसलाया ?)
Answer:
The seagull’s father and mother wanted that the seagull should learn to fly. They wanted to make him fight his fear. So they threatened him and cajoled him to fly because if he did not fly, he would starve to death.
(सीगल के पिता और माता चाहते थे कि वह उड़ना सीख जाए। वे चाहते थे कि वह अपने डर को दूर भगा दे। इसलिए उन्होंने उसे चेतावनी दी और खुशामद भी की कि वह उड़ान भरें क्योंकि यदि वह उड़ान न भरता तो वह भूखा मर जाता।)

4. Have you ever had a similar experience, where your parents encouraged you to do something that you were too scared to try ? Discuss this in pairs or groups.
(क्या आपके साथ भी कभी ऐसा हुआ है, जहाँ आपके माता-पिता ने उस काम को करने के लिए आपका हौसला बढ़ाया हो जिसे करने से आप डर रहे थे ? समूह बनाकर इस पर चर्चा करो।)
Answer:
Yes, I had a similar experience. My parents wanted me to learn cycling. They purchased a bicycle for me. My father made me sit on the saddle and slowly moved it. I was very nervous. I feared that I would fall down. I wavered this way or that and then fell down. But my parents encouraged me. I got up and after three or four attempts, I was able to control the bicycle. (To be discussed in groups).
(हाँ, मेरा भी एक ऐसा ही अनुभव रहा है। मेरे माता-पिता चाहते थे कि मैं साइकिल सीखू। उन्होंने मेरे लिए एक साइकिल खरीद ली। मेरे पिता ने मुझे गद्दी पर बिठा दिया और उसे धीरे-धीरे चला रहा था। मैं बहुत घबराया हुआ था। मुझे डर था कि मैं नीचे गिर जाऊँगा। मैं इधर-उधर डगमगाया और तब नीचे गिर गया। लेकिन मेरे माता-पिता ने मेरा हौंसला बढ़ाया। मैं उठ खड़ा हुआ और तीन चार प्रयासों के बाद मैं साइकिल को नियंत्रित करने में सफल हो गया था।)

5. In the case of a bird flying, it seems a natural act, and a foregone conclusion that it should succeed. In the examples you have given in answer to the previous question, was your success guaranteed, or was it important for you to try, regardless of a possibility of failure ?
(पक्षी के उड़ान भरने के मामले में, यह तो एक प्राकृतिक कार्य था जिसमें पक्षी को सफलता मिलनी ही थी। लेकिन जो उदाहरण आपने इससे पहले प्रश्न के उत्तर के लिए दिया है, क्या उससे आपकी सफलता पक्की थी, या आपके लिए असफलता की परवाह किए बिना निरंतर प्रयास करते रहना महत्त्वपूर्ण था?)
Answer:
It is said that success comes to those who don’t lose heart. My success was not guaranteed. It only depended on my determination. Simply wishing would not have taught me cycling. It was more important for me to try and try. Success comes to those who are determined.
(कहा जाता है कि सफलता उन्हीं को मिलती है जो हिम्मत नहीं हारते हैं। मेरी सफलता यकीनी नहीं थी। यह केवल मेरी इच्छा शक्ति पर निर्भर करती थी। केवल चाहने मात्र से मैं साइकिल चलाना नहीं सीख सकता था। बार-बार प्रयास करना मेरे लिए अधिक महत्त्वपूर्ण था। सफलता उन्हीं को मिलती है जिनके इरादे मजबूत होते हैं।)

Speaking

We have just read about the first flight of a young seagull. Your teacher will now divide the class into groups. Each group will work on one of the following topics. Prepare a presentation with your group members and then present it to the entire class.

• Progression of Models of Airplanes
• Progression of Models of Motorcars
• Birds and Their Wing Span :
• Migratory Birds-Tracing Their Flights
Answer:
Meant only for class level. The students should attempt it under the teacher’s supervision and guidance.

Writing

Write a short composition on your initial attempts at learning a skill. You could describe the challenges of learning to ride a bicycle or learning to swim. Make it as humorous as possible.
Answer:
When I Learnt to Ride a Bicycle :

My school was about five miles from my home. I had to go to school on foot. It was a long way and I was often late. So my father bought a bicycle for me. I was very glad. But when the time came to learning cycling, I was very nervous. My father took me to a ground. There he taught me how to ride the bicycle. He made me sit on the saddle. He placed my hands on the handle bars. Then he told me to control the bicycle and push it ahead with the pedals. I tried very hard but the cycle would not move. After a few attempts I was able to move it. But I could not control it. As a result, I had hardly gone five yards when I lost the balance and fell down. I was on the ground and the bicycle was on me. A few onlookers started laughing. I was red in the face. But my father encouraged me. The next time I went twenty yards before falling. After about ten trials, I was able to control the bicycle and move it slowly though I was very awkward in my motions. However, with the encouragement given by my father, I soon learnt it perfectly well.
I was thrilled when I first went to school on my own new bicycle.

Part II: The Black Aeroplane

Before You Read

1. A pilot is lost in storm clouds. Does he arrive safe ? Who helps him ? (एक पायलट तूफानी बादलों में भटक जाता है। क्या वह सुरक्षित वापिस आता है ? उसकी मदद कौन करता है ?)
Answer:
Yes, he arrives safe. The pilot of another strange plane helps him to take out of the cloud storm safe. None knew who the pilot of the other plane was and where the plane was.
(हाँ, वह सुरक्षित वापस लौट आता है। एक अन्य विचित्र जहाज का पायलट तूफानी बादलों से बाहर निकलने में उसकी मदद करता है। कोई नहीं जानता था कि दूसरे जहाज का पायलट कौन था और वह जहाज कहाँ था।)

Thinking about the Text

1. “I’ll take the risk.” What is the risk ? Why does the narrator take it ? [B.S.E.H. 2018 (Set-B)] (“मैं जोखिम उठाऊँगा।” यह जोखिम क्या है? वर्णनकर्ता जोखिम क्यों उठाता है ?)
Answer:
The author wanted to get home to be present at the breakfast table. He wanted to fly the old Dakota aeroplane though the storm clouds. So he took the risk of flying straight into the storm cloud.
(लेखक नाश्ते की मेज पर उपस्थित होने के लिए घर पहुँचना चाहता था। वह अपने पुराने डाकोटा जहाज को तूफानी बादलों के बीच से उड़ाना चाहता था। इसलिए उसने जहाज को तूफानी बादलों के बीच से उड़ाने का जोखिम लेने का निर्णय लिया।)

2. Describe the narrator’s experience as he flew the aeroplane into the storm. [B.S.E.H. 2019 (Set-C)] (वर्णनकर्ता के अनुभव का वर्णन कीजिए जब वह तूफान के बीच से अपने जहाज को उड़ाता है।)
Answer:
The narrator flew his aeroplane through the storm cloud. Suddenly, he found that there was blackness around him inside the clouds. He could see nothing. The aeroplane jumped and twisted in the air. The compass did not work. The radio also went out of order. He was lost in the storm. Then he saw another aeroplane. It had no light on its wings. But it guided him ahead. Then it went out of sight. But the author was safe. The black clouds were behind him.
(वर्णनकर्ता ने तूफानी बादलों के बीच से अपना जहाज उड़ाया। अचानक ही उसने पाया कि बादलों में उसके चारों ओर अँधेरा था। वह कुछ भी नहीं देख सकता था। जहाज हवा में उछला और डगमगाने लगा। दिशासूचक यंत्र काम नहीं कर रहा था। रेडियो भी खराब हो चुका था। वह तूफान में खो चुका था। तब उसने दूसरा जहाज देखा। उसके पंखों पर लाइटें नहीं लगी थीं। लेकिन उसने आगे चलकर उसका मार्गदर्शन किया। तब वह आँखों से ओझल हो गया। लेकिन अब लेखक सुरक्षित था। वह काले बादलों से बाहर आ चुका था।) .

3. Why does the narrator say, “I landed and was not sorry to walk away from the old Dakota…” ?
(वर्णनकर्ता क्यों कहता है, “मैं नीचे उतरा और मुझे ओल्ड डाकोटा के पास से पैदल चलकर आने का अफसोस नहीं था”?)
Answer:
The author had landed safely. He was not sorry to walk away from the old Dakota because it had saved his life. He had come safely out of the storm cloud though it seemed impossible.
(लेखक सुरक्षित रूप से नीचे उतर चुका था। उसे ओल्ड डाकोटा जहाज के पास से पैदल चलकर जाने का अफसोस नहीं था क्योंकि उसने उसका जीवन बचा लिया था। वह तूफानी बादलों से सुरक्षित बाहर आ चुका था यद्यपि ऐसा असंभव लगता था।)

4. What made the woman in the control centre look at the narrator strangely ? (नियंत्रण केंद्र में उपस्थित महिला ने वर्णनकर्ता की ओर हैरानी के साथ क्यों देखा?)[B.S.E.H. March, 2019 (Set-D)]
Answer:
After landing, the narrator asked about the mysterious aeroplane that had guided him through the dark clouds. But no such aeroplane had been seen on the radar. The lady did not come into contact with that aeroplane. So she was startled when the narrator asked questions about that aeroplane.
(नीचे उतरने के बाद, वर्णनकर्ता ने उस रहस्यमयी जहाज के बारे में पूछा जोकि काले बादलों में उसका मार्गदर्शन करके उसे बाहर लाया था। लेकिन ऐसा कोई भी जहाज राडार पर नहीं देखा गया था। वह महिला उस जहाज के संपर्क में नहीं आई थी। इसलिए जब वर्णनकर्ता ने उस जहाज के बारे में सवाल पूछा तो वह चौंक गई।)

5. Who do you think helped the narrator to reach safely? Discuss this among yourselves and give reasons for your answer.
(आपके विचार में सुरक्षित पहुँचने में किसने वर्णनकर्ता की सहायता की? इस बात पर स्वयं के बीच चर्चा करें और अपने उत्तर के पक्ष में कारण दीजिए।)
Answer:
I think God helped the narrator. He employed some supernatural power to help the narrator to reach safely. Otherwise how could he fly safely through those dark clouds? Various things suggest this. For example, the appearance of the mysterious aeroplane at that particular time; how it knew the narrator was in trouble; how the pilot of the mysterious plane could guide him; where it disappeared; why the control tower had no such contact, etc.
(मेरे विचार में भगवान ने वर्णनकर्ता की सहायता की थी। उसने किसी दैविक शक्ति को वर्णनकर्ता की सहायता के लिए भेजा था ताकि वह सुरक्षित रूप से जमीन पर उतर सके। वरना वह उन काले बादलों के बीच से कैसे सुरक्षित उड़ सकता था? कई बातें इसका समर्थन करती हैं। उदाहरणस्वरूप; उस विशेष समय पर रहस्यमयी जहाज की उपस्थिति, उसको कैसे पता था कि वर्णनकर्ता मुसीबत में है, रहस्यमयी जहाज का पायलट उसका मार्गदर्शन कैसे कर सकता था, वह कहाँ अदृश्य हो गया, नियंत्रण कक्ष का उसके साथ संपर्क क्यों नहीं था, इत्यादि।)

Thinking about Language

I. Study the sentences given below :

(a) They looked like black mountains.
(b) Inside the clouds, everything was suddenly black.
(c). In the black clouds near me, I saw another aeroplane.
(d) The strange black aeroplane was there.

The word black’ in sentences (a) and (c) refers to the very darkest colour. But in (b) and (d) (here) it means without light/with no light. ‘Black’ has a variety of meanings in different contexts.

For example:
(a) ‘I prefer black tea’ means ‘I prefer tea without milk”.
(b) ‘With increasing pollution the future of the world is black’ means ‘With increasing pollution the . future of the world is very depressing/without hope’.

Now, try to guess the meanings of the word ‘black’in the sentences given below. Check the meanings in the dictionary and find out whether you have guessed right.

1. Go and have a bath; your hands and face are absolutely black.
2. The taxi-driver gave Ratan a black look as he crossed the road when the traffic light was green.
3. The bombardment of Hiroshima is one of the blackest crimes against humanity.
4. Very few people enjoy Harold Pinter’s black comedy.
5. Sometimes shopkeepers store essential goods to create false scarcity and then sell these in black.
6. Villagers had beaten the criminal black and blue.
Answer:
1. black refers to black colour
2. black refers to angry look
3. black means here a very horrible crime .
4. black here means “grim’ (not pleasing)
5. black here means charging more
6. black and blue means severely

II. Look at these sentences taken from the lesson you have just read :

(a) I was flying my old Dakota aeroplane.
(b) The young seagull had been afraid to fly with them. In the first sentence the author was controlling an aircraft in the air. Another example is : Children are flying kites. In the second sentence the seagull was afraid to move through the air, using its wings.

Match the phrases given under Column A with their meanings given under Column B:
A — B
1. Fly a flag – Move quickly/suddenly
2. Fly into rage – Be successful
3. Fly along – Display a flag on a long pole
4. Fly high – Escape from a place
5. Fly the coop – Become suddenly very angry
Answer:
A — B
1. Fly a flag – Display a flag on a long pole
2. Fly into rage – Become suddenly very angry
3. Fly along – Move quickly/suddenly
4. Fly high – Be successful
5. Fly the coop – Escape from a place

III. We know that the word “fly’ (of birds/insects) means to move through air using wings. Tick the words which have the same or nearly the same meaning.

Answer:
The following words have the same or nearly the same meaning of ‘move through air using wings’:

Writing

Have you ever been alone or away from home during a thunderstorm ? Narrate your experience in a paragraph.
Answer:
When I was Caught in a Thunderstorm

Once I had an experience of a natural upheaval. I went to Himachal Pradesh to meet my uncle who lives at Joginder Nagar. I was in a car along with my father, my younger brother, my sister and mother. My father was driving the car. After crossing Kullu, the weather suddenly changed. Strong winds started blowing. There were dark clouds in the sky. Soon a thunderstorm began to blow. The velocity of the wind was very rapid. There was no shelter in sight for many miles. My father stopped the car on one side of a hill under a big tree. But it appeared as if the tree itself would be uprooted. The car seemed to be shaking in the storm. It was not safe to keep sitting in the car. So we came out. Luckily we found a small cave-type hollow in the hill. We took refuge in the hollow.

Then it started raining. The rain, the hails and the wind lashed against the car. It was getting dark. It was clear that we could not remain in the cave for the whole night. Luckily, after two hours, the thunderstorm stopped. We came out and resumed our journey. After going for a few miles, we spotted a hotel. We took rest there for the night. The next morning we resumed our journey for Joginder Nagar.

HBSE 10th Class English Two Stories about Flying Important Questions and Answers

Part I: His First Flight

Very Short Answer Type Questions

Question 1.
For how long had the seagull been alone?
Answer:
The seagull had been alone for twenty-four hours.

Question 2.
Why did the seagull not go with the rest of his family ?
Answer:
He did not go because he was afraid to fly.

Question 3.
Why was the seagull afraid to fly?
Answer:
He was afraid to fly because he felt that his wings could not support him.

Question 4.
What were the ways the seagull had thought of to join his family?
Answer:
He thought of joining his family by jumping and by walking up to them.

Question 5.
Why did the seagull dived towards his mother?
Answer:
The seagull dived towards his mother because he wanted the fish in his mother’s beak.

Question 6.
He stood at the edge of the ledge on one leg and closed his eyes. Why?
Answer:
He wanted to get the attention of his family.

Question 7.
Who included the seagull’s family except him ?
Answer:
There were five members in his family except him his father, mother, two brothers and a sister.

Question 8.
For how long time had the seagull been alone ?
Answer:
He had been alone for the last twenty four hours.

Question 9.
How was the seagull feeling ?
Answer:
He was feeling very hungry.

Question 10.
What sight maddened the young seagull ?
Answer:
The sight of food maddened him.

Short Answer Type Questions

Question 1.
Did the seagull think the sea was like land ? Pick out the words that suggest this.
(क्या सीगल पक्षी ने ऐसा सोचा कि सागर धरती की तरह है ? वे शब्द चुनिए जो यह बताते हैं।)
Answer:
Yes, the seagull thought that the sea was like land. He called it the green flooring. When he had learnt how to fly, he flew for sometime. Then he came down and stood on the sea surface thinking it to be like land: But his legs sank into the sea. ‘Dropped his legs to stand on’, ‘sank into’ and ‘screamed with fright’ are the words that suggest this.

(हाँ, सीगल पक्षी ने सोचा था कि सागर धरती की तरह है। उसने इसे हरा फर्श कहा। जब उसने उड़ना सीख लिया तो वह कुछ समय तक उड़ता रहा। तब वह नीचे आया और सागर की सतह को ज़मीन की तरह का समझकर उस पर खड़ा हुआ। मगर उसकी टाँगें सागर में डूब गईं। ‘खड़े होने के लिए टाँगें सीधी की’, ‘धंस गई’ और ‘डर से चिल्लाया’ वे शब्द हैं जो यह बताते हैं।)

Question 2.
When did the seagull’s flight begin ? (सीगल पक्षी की उड़ान कब आरंभ हुई ?)
Answer:
The seagull was very hungry. When he saw his mother bringing food in her beak, he dived towards her. But he fell from the brink of the ledge. He screamed with fear. But his fear lasted only for a moment. The next moment, he felt that his wings spread outwards. He was flying now. Now he screamed with joy.

(सीगल पक्षी बहुत भूखा था। जब उसे अपनी माँ को चोंच में भोजन लाते देखा तो उसने उसकी तरफ छलाँग लगाई। मगर वह शिखाफलक के किनारे से गिर गया। वह डर के मारे चिल्लाया। मगर उसका डर केवल एक क्षण का था। अगले क्षण उसने अपने पंखों को बाहर की ओर फैलते महसूस किया। अब वह उड़ रहा था। अब वह खुशी से चिल्लाया।)

Question 3.
Where did the seagull’s flight end ? (सीगल पक्षी की उड़ान कहाँ समाप्त हुई ?)
Answer:
The seagull was very happy as he had learnt how to fly. He kept flying for sometime. His parents, brothers and sister flew around him. Then they landed on the sea surface. The seagull also came down. When he tried to land, his legs sank into the sea. He cried with fear again. But then his belly touched the water. He did not drown. He started floating on the surface of the sea. Thus his first flight ended.

(सीगल पक्षी बहुत खुश था क्योंकि उसने उड़ना सीख लिया था। वह कुछ देर तक उड़ता रहा। उसके माता-पिता, भाई एवं बहन उसके आसपास उड़ने लगे। फिर वे सागर की सतह पर उतर गए। सीगल पक्षी भी नीचे आ गया। जब उसने सतह पर उतरने का प्रयास किया तो उसकी टाँगें सागर में धंस गई। वह फिर डर से चिल्लाया। मगर तब उसका पेट पानी से छुआ। वह नहीं डूबा। उसने सागर की सतह पर तैरना आरंभ कर दिया। इस प्रकार, उसकी पहली उड़ान खत्म हुई।)

Question 4.
When did the seagull get over his fear of the water ? (सीगल पक्षी ने पानी के डर से कैसे छुटकारा पाया ?)
Answer:
After flying for some time, the seagull saw that his parents and brothers and sister were sitting on the surface of the sea. He came down and landed on it. But his legs sank into it. He cried with fear. However, his belly touched the surface and he did not drown. Now the seagull got over his fear of the water.

(कुछ समय तक उड़ने के बाद सीगल पक्षी ने देखा कि उसके माता-पिता, भाई एवं बहन सागर की सतह पर बैठे हुए थे। वह नीचे आया और इस पर उतरा। मगर उसकी टाँगें इसमें डूब गईं। वह डर से चिल्लाया। लेकिन उसके पेट ने सतह को स्पर्श किया और वह नहीं डूबा। अब सीगल पक्षी ने पानी के अपने भय पर काबू पा लिया था।)

Question 5.
Do you sympathise with the seagull ? Give reasons. (क्या आपको सीगल पक्षी से सहानुभूति है ? कारण दीजिए।)
Answer:
Yes, we sympathise with the seagull. He is a very young bird. He has not yet learnt how to fly. His parents want that he should fly. They encourage him. But he is afraid of falling. His parents starve him for twenty-four hours. In the end, however, the seagull learns how to fly.

(हाँ, हमें सीगल पक्षी से सहानुभूति है। वह बहुत छोटा पक्षी है। उसने अभी उड़ना नहीं सीखा है। उसके माता-पिता चाहते हैं कि वह उड़े। वे उसे प्रोत्साहित करते हैं। मगर उसे गिरने से डर लगता है। उसके माता-पिता उसे चौबीस घंटे तक भूखा रखते हैं। अंत में, लेकिन, सीगल पक्षी उड़ना सीख जाता है।)

Question 6.
How did the seagull express his excitement when he saw his mother bringing food for him ?
(जब सीगल पक्षी ने अपनी माँ को उसके लिए भोजन लाते देखा तो उसने अपनी उत्तेजना को कैसे व्यक्त किया ?)
Answer:
The seagull saw his mother bringing food for him. He screamed with joy. He leaned out eagerly. He tapped rock with his feet and tried to get nearer to her as she flew towards him.

(सीगल पक्षी ने अपनी माँ को अपने लिए भोजन लाते देखा। वह खुशी से चिल्लाया। वह उत्सुकता से आगे झुका। उसने चट्टान पर पाँव पटके और जब वह उसके पास आई तो उसने जितना अधिक पास हो सके, होने का प्रयास किया।)

Question 7.
How did the young seagull’s parents teach him the art of flying ? (युवा सीगल के माता-पिता ने उसे उड़ने की कला किस प्रकार सिखाई ?)
Answer:
The seagull’s parents encouraged him to fly. But he was too afraid to fly. Then they kept him hungry for twenty-four hours. Even then the seagull did not fly. Then they thought that experience would teach him. So they made him fall from the ledge. Now when he fell, he felt his wings spread and started flying.
(सीगल पक्षी के माता-पिता ने उसे उड़ने के लिए प्रोत्साहित किया। मगर वह इतना भयभीत था कि उड़ नहीं सकता था। तब उन्होंने उसे चौबीस घंटे के लिए भूखा रखा। फिर भी सीगल पक्षी नहीं उड़ा। तब उन्होंने सोचा कि अनुभव उसे सिखाएगा। इसलिए उन्होंने उसे शिखाफलक से गिरने पर मजबूर किया। अब, जब वह गिरा तो उसने अपने पंख फैले हुए अनुभव किए और उड़ना आरंभ कर दिया।)

Essay Type Question

Question 1.
Compare and contrast the young seagull in the beginning and at the end of the lesson. You can use the words given in the following box.
frightened
coward
terrified
desperate
afraid
impatient
confident
joyous
triumphant
amused
(कहानी के आरंभ एवं अंत के युवा सीगल की तुलना करो। आप नीचे दिए गए बॉक्स में से शब्दों का प्रयोग कर सकते हैं)
डरा हुआ
डरपोक
भयभीत
निराश
भयभीत
अधीर
विश्वस्त
प्रसन्न
विजयी .
प्रसन्न
Answer:
In the beginning, the seagull is a coward. He lacks confidence. The time has come when he should fly. His parents try to teach him how to fly. But he is too afraid to fly. He refuses to fly. His parents leave him alone on the ledge. They threaten him that he would starve. His brothers and sister make fun of him. They call · him a coward. Even then the seagull does not fly. However, he falls from the rock when he tries to get the fish from his mother. The next moment he flaps his wings and starts flying. Now he is full of confidence crying with joy. He flies higher and higher. He is no longer afraid. He overcomes his fear of the water also. He finds that he can float on the surface of the sea. His family members praise him and give him pieces of fish to eat. In this way, there is difference in the behaviour of the seagull at the beginning and end of the story.

(आरंभ में सीगल कायर है। उसमें विश्वास की कमी है। समय आ गया है जब उसे उड़ना चाहिए। उसके माता-पिता उसे उड़ना सिखाने का प्रयत्न करते हैं। मगर वह इतना भयभीत है कि उड़ता नहीं। वह उड़ने से इंकार कर देता है। उसके माता-पिता उसे शिखाफलक पर अकेला छोड़ देते हैं। उसे धमकी देते हैं कि वह भूखा मरेगा। उसके भाई एवं बहन उसका मजाक उड़ाते हैं। वे उसे कायर कहते हैं। फिर भी सीगल पक्षी नहीं उड़ता। लेकिन जब वह अपनी माँ से मछली लेने का प्रयत्न करता है तो वह चट्टान से गिर जाता है। अगले क्षण वह अपने पंख फड़फड़ाता है और उड़ना आरंभ कर देता है। अब वह विश्वास से भर गया है। वह खुशी से चिल्लाने लगता है। वह और अधिक ऊँचे उड़ता है। अब वह भयभीत नहीं है। वह पानी के अपने डर पर भी काबू पा लेता है। वह देखता है कि सागर की सतह पर तैर सकता है। उसके परिवार के लोग उसकी तारीफ करते हैं और उसे मछली के टुकड़े खाने के लिए देते हैं। इस प्रकार सीगल पक्षी के व्यवहार में कहानी के आरंभ एवं अंत में अंतर है।)

Question 2.
Describe the methods used by the seagull family to help the young seagull overcome his fear and fly.
(उन तरीकों का वर्णन करो जो सीगल पक्षी के परिवार ने उसे उड़ने के बारे में डर पर काबू पाने में सहायता देने के लिए प्रयोग किए।)
Or Write the story of the chapter ‘His First Flight’.
(प्राठ ‘His First Flight’ की कहानी का वर्णन करें।)
Answer:
This story is about a young seagull. The time had come when he should fly like his parents and brothers and sister. But he was afraid to fly. His parents tried their best to teach him how to fly. But he refused to fly. They left him alone on his ledge. They threatened him that he would starve. Even then he was too afraid to fly. His brothers and sister made fun of him. They laughed at his cowardice. At last, his mother thought of a plan. She took a piece of fish in her beak and flew towards him. She came near him but did not land on the ledge. The young seagull was very hungry. He came to the brink of the ledge. In order to get food, he dived at the fish. But he fell from the rock. He became terrified. But it was only for a moment. The next moment, he flapped his wings and started flying. In this way, his mother was able to make him fly.

(यह कहानी एक युवा सीगल पक्षी के बारे में है। वह समय आ गया है जब उसे अपने माता-पिता, भाइयों एवं बहन की तरह उड़ना चाहिए। मगर उसे उड़ने से डर लगता है। उसके माता-पिता ने उसे उड़ना सिखाने का बहुत प्रयत्न किया। मगर उसने उड़ने से इंकार कर दिया। वे उसे उसकी शिखाफलक पर अकेला छोड़ गए। उन्होंने उसे धमकी दी कि वह वहाँ भूख से मरेगा। फिर भी वह उड़ने से बहुत डरता था। उसके भाइयों एवं बहन ने उसका मजाक उड़ाया। वे उसकी कायरता पर हँसे। आखिर उसकी माँ को एक योजना सूझी। उसने अपनी चोंच में मछली का एक टुकड़ा लिया और उसकी तरफ उड़कर आई। वह उसके पास आई मगर वह शिखाफलक पर नहीं उतरी। युवा सीगल बहुत भूखा था। वह शिखाफलक के किनारे तक आया। भोजन प्राप्त करने के लिए वह मछली की तरफ कूदा। मगर वह चट्टान से गिर गया। वह भयभीत हो गया। मगर ऐसा केवल एक क्षण के लिए हुआ। अगले क्षण उसने अपने पंख फड़फड़ाए एवं उड़ना आरंभ कर दिया। इस प्रकार उसकी माँ उसे उड़ाने में सफल हो गई।)

Question 3.
What message does the story ‘His First Flight’ convey?
(कहानी ‘His First Flight’ क्या संदेश देती है ?)
Answer:
This is an imaginary story. The story conveys the message that we learn by taking courage and not by sitting idle. A young seagull is fed lovingly by his parents. But when the time comes for him to fly, he feels afraid. His parents try many tricks to teach him to fly. But he is so afraid that he refuses to fly. At last, his mother hits upon a plan. She tempts him with food in her beak. But she only flies near his ledge and does not land there. In order to get food, the hungry seagull comes to the edge of the rock and falls from it. At first he is terrified but then he opens his wings and starts flying. He is happy to note that he did not fall in the sea. In this way, the young seagull makes the first flight of his life when he takes courage.

(यह एक काल्पनिक कहानी है। कहानी यह संदेश व्यक्त करती है कि हम साहस करने से सीखते हैं न कि सुस्त बैठकर। एक युवा सीगल पक्षी को उसके माता-पिता प्यार से भोजन करवाते हैं। मगर जब उसके उड़ने का समय आता है तो उसे डर लगता है। उसके माता-पिता उसे उड़ना सिखाने के लिए कई तरीकों का प्रयोग करते हैं। मगर वह इतना भयभीत है कि वह उड़ने से इंकार कर देता है। आखिर उसकी माँ को एक योजना सूझती है। वह अपनी चोंच में भोजन लेकर उसे लुभाती है। मगर वह केवल उसके शिखाफलक के पास उड़ती है और वहाँ उतरती नहीं है। भोजन प्राप्त करने के लिए भूखा सीगल पक्षी चट्टान के किनारे के पास आता है और वहाँ से गिर जाता है। पहले तो वह डरता है मगर फिर वह अपने पंख फैलाता है एवं उड़ना आरंभ कर देता है। उसे यह देखकर प्रसन्नता होती है कि वह सागर में नहीं गिरता। इस प्रकार युवा सीगल जब हिम्मत करता है तो अपनी पहली उड़ान को पूरा करता है।)

Question 4.
When did the seagull’s flight begin and where did it end?
(सीगल पक्षी की उड़ान कब आरंभ हुई एवं यह कहाँ समाप्त हुई ?)
Or
Describe how the young seagull made his maiden flight.
(वर्णन कीजिए कि सीगल ने अपनी पहली उड़ान कैसे भरी ?)
Answer:
The seagull was very hungry. When he saw his mother bringing food in her beak, he dived towards her. But he fell from the brink of the ledge. He screamed with fear. But his fear lasted only for a moment. The next moment, he felt that his wings spread outwards. He was flying now. Now he screamed with joy. The seagull was very happy as he had learnt how to fly. He kept flying for some time. His parents, brothers and sister flew around him. Then they landed on the sea surface. The seagull also came down. When he tried to land, his legs sank into the sea. He cried with fear again. But then his belly touched the water. He did not drown. He started floating on the surface of the sea. Thus the seagull made the first flight of his life.

(सीगल पक्षी बहुत भूखा था। जब उसने अपनी माँ को चोंच में भोजन लाते देखा, तो उसने उसकी तरफ छलाँग लगाई। मगर वह शिखाफलक के किनारे से गिर गया। वह डर के मारे चिल्लाया। मगर उसका डर केवल एक ही क्षण का था। अगले क्षण उसने अपने पंखों को बाहर की ओर फैलते महसूस किया। अब वह उड़ रहा था। अब वह खुशी से चिल्लाया। सीगल पक्षी बहुत प्रसन्न था क्योंकि उसने उड़ना सीख लिया था। वह कुछ देर तक उड़ता रहा। उसके माता-पिता, भाई एवं बहन उसके आसपास उड़े। फिर वे सागर की सतह पर उतर गए। सीगल पक्षी भी नीचे आया। जब उसने उतरने का प्रयत्न किया तो उसकी टाँगें सागर में धंस गईं।

वह फिर डर से चिल्लाया। मगर तब उसका पेट पानी से छुआ। वह नहीं डूबा। उसने सागर की सतह पर तैरना आरंभ कर दिया। इस प्रकार सीगल पक्षी ने अपने जीवन की प्रथम उड़ान भरी।)

Question 5.
What happened after the seagull had learnt how to fly ? (जब सीगल पक्षी ने उड़ना सीख लिया तो क्या हुआ ?)
Answer:
The seagull came to the brink of the ledge in order to get the fish from his mother. But his mother remained in the air, a little away from the ledge. The seagull dived at the fish. But he fell from the rock into the space. He cried with fear. But this fear lasted only a moment. The next moment, he flapped his wings. He was surprised to find that he was flying. He screamed with joy. He soared higher and higher. His parents flew around him. They praised him for learning how to fly. Then his parents, brothers and sister landed on the sea. They beckoned the young seagull to come to them. The seagull dropped his legs and came down on the surface of the sea. He had thought that the surface of the sea was green flooring. But his legs started sinking into the water. He again screamed with fear. However, his belly touched the water and he did not drown. He started floating on the water. His family members were also happy. They gave him pieces of a fish to eat.

(सीगल पक्षी अपनी माँ से मछली प्राप्त करने के लिए शिखाफलक के किनारे तक आया। मगर उसकी माँ शिखाफलक से कुछ दूर हवा में रही। सीगल मछली पर कूदा। मगर वह चट्टान से हवा में गिर गया। वह डर के मारे चिल्लाया। मगर यह डर केवल एक क्षण तक रहा। अगले क्षण उसने अपने पंख फड़फड़ाए। उसे यह देखकर हैरानी हुई कि वह उड़ रहा था। वह खुशी से चिल्लाया। वह और अधिक ऊँचा उठा। उसके माता-पिता उसके आसपास उड़े। उन्होंने उसकी उड़ना सीखने के लिए तारीफ की। तब उसके माता-पिता, भाई एवं बहन सागर के ऊपर उतर गए। उन्होंने युवा सीगल को उनके पास आने का इशारा किया। सीगल ने अपनी टाँगें नीचे की और सागर की सतह पर आया। उसने सोचा था कि सागर की सतह एक हरा फर्श है। मगर उसकी टाँगें पानी में डूबने लगीं। वह फिर डर से चिल्लाया। लेकिन उसके पेट ने पानी को छुआ एवं वह डूबा नहीं। उसने पानी पर तैरना आरंभ कर दिया। उसके परिवार के सदस्य भी प्रसन्न हो गए। उन्होंने उसे खाने के लिए एक मछली के टुकड़े दिए।)

Multiple Choice Questions

Question 1.
Who was there on the ledge with the young seagull for the last twenty four hours ?
(A) his two brothers
(B) his sister
(C) his parents
(D) he was alone
Answer:
(D) he was alone

Question 2.
How did the young seagull feel to fly ?
(A) afraid
(B) enjoyed
(C) willing
(D) all of the above
Answer:
(A) afraid

Question 3.
There was a great expanse of …. stretched down beneath.
(A) land
(B) rocks
(C) sky
(D) sea
Answer:
(D) sea

Question 4.
What were the young seagull’s parents doing to him ?
(A) calling to him shrilly
(B) upbraiding him
(C) threatening him
(D) all of the above
Answer:
(D) all of the above

Question 5.
Nobody had come near the young seagull for the last :
(A) ten hours
(B) twelve hours
(C) twenty hours
(D) twenty-four hours
Answer:
(D) twenty-four hours

Question 6.
His parents were perfecting his brothers and sisters in the art of ………………. (A) flying
(B) hunting
(C) swimming
(D) chirping
Answer:
(A) flying

Question 7.
Only one family member was looking at the young seagull. It was his :
(A) father
(B) mother
(C) brother
(D) sister
Answer:
(B) mother

Question 8.
Whom did the young seagull beg to bring him some food ?
(A) his father
(B) his mother
(C) his brothers
(D) his sister
Answer:
(B) his mother

Question 9.
The young seagull dived at the fish maddened by …..
(A) hunger
(B) heat
(C) tiredness
(D) sleep
Answer:
(A) hunger

Question 10.
How did the young seagull fall into the air ?
(A) upward
(B) downward
(C) both (A) and (B)
(D) none of the above
Answer:
(C) both (A) and (B)

Question 11.
What were the young seagull’s brothers and sister doing around him ?
(A) curveting
(B) banking
(C) soaring
(D) all of the above
Answer:
(D) all of the above

Question 12.
Of what colour vast sea did the young seagull see beneath him ?
(A) blue
(B) green
(C) white
(D) brown
Answer:
(B) green

Question 13.
The seagull dived towards his mother because :
(A) a strong wind pushed him
(B) he wanted to fly
(C) he wanted the fish in his mother’s beak
(D) he wanted to reach his mother
Answer:
(C) he wanted the fish in his mother’s beak

Question 14.
He stood at the edge of the ledge on one leg and closed his eyes because :
(A) he was feeling sleepy
(B) it was a natural habit of seagulls
(C) he wanted to get the attention of
(D) he was afraid of the sea his family
Answer:
(C) he wanted to get the attention of his family

Question 15.
The young seagull was afraid to fly because :
(A) he had hurt his wings
(B) his wings were not as well developed as those of his brothers and sister
(C) he felt that his wings could not support him
(D) he was not confident
Answer:
(C) he felt that his wings could not support him

Question 16.
Who is the author of the lesson ‘His First Flight ?
(A) Fredrick Forsyth
(B) Cynthia Moss
(C) Liam O’Flaherty
(D) Jayanta Mahapatra
Answer:
(C) Liam O’Flaherty

Question 17.
Was the young seagull successful in making his first fly?
(A) yes
(B) no
(C) may be
(D) not known
Answer:
(A) yes

Two Stories about Flying Important Passages For Comprehension

PASSAGE 1

The young seagull was alone on his ledge. His two brothers and his sister had already flown away the day before. He had been afraid to fly with them. Somehow when he had taken a little run forward to the brink of the ledge and attempted to flap his wings he became afraid. The great expanse of sea stretched down beneath, and it was such a long way down-miles down. He felt certain that his wings would never support him, so he bent his head and ran away back to the little hole under the ledge where he slept at night.

Word-meanings : Brink = edge (किनारा); attempted = tried (प्रयत्न किया); expanse = stretch (फैलाव)।

Questions:

(a) How many brothers and sisters did the young seagull have?
(b) Why had he not gone with them?
(c) What happened when he ran to the brink of the ledge?
(d) What was he certain about?
(e) Find in the passage a word which means ‘edge’.
Answers :
(a) He had two brothers and one sister.
(b) He had not gone with them because he was afraid to fly.
(c) When he ran to the brink of the ledge and attempted to flap his wings he became afraid.
(d) He was certain that his wings would never support him.
(e) brink.

PASSAGE 2

That was twenty-four hours ago. Since then nobody had come near him. The day before, all day long, he had watched his parents flying about with his brothers and sister, perfecting them in the art of flight, teaching them how to skim the waves and how to dive for fish. He had, in fact, seen his older brother catch his first herring and devour it, standing on a rock, while his parents circled around raising a proud cackle. And all the morning the whole family had walked about on the big plateau midway down the opposite cliff taunting him with his cowardice.

Word-meanings : Watched = saw (देखा); skim=touch lightly (हल्के से छूना); cackle = cawing (काँय काँय); taunting = mocking (व्यंग्य करना , ठाणे करना) |

Questions :
(a) Name the chapter and its author.
(b) What two lessons had his parents taught the day before ?
(c) Why did his parents circle around his elder brother ?
(d) What had he seen his brother do ?
(e) Find a word from the passage which means ‘to swallow’.
Answers :
(a) ‘His First Flight’: Liam O’Flaherty.
(b) (i) how to skim the waves, (ii) how to dive for fish.
(c) to show their pride at his ability.
(d) He had seen his brother catch and eat his first fish.
(e) The word is ‘devour’.

PASSAGE 3

He stepped slowly out to the brink on the ledge, and standing on one leg with the other leg hidden under his wing, he closed one eye, then the other, and pretended to be falling asleep. Still they took no notice of him. He saw his two brothers and his sister lying on the plateau dozing with their heads sunk into their necks. His father was preening the feathers on his white back. Only his mother was looking at him. She was standing on a little high hump on the plateau, her white breast thrust forward. Now and again, she tore at a piece of fish that lay at her feet and then scrapped each side of her beak on the rock. The sight of the food maddened him. How he loved to tear food that way, scrapping his beak now and again to whet it.

Word-meanings : Brink=edge (किराना); pretended =made a show (दिखावा करना); preening = dressing (सँवारना); plateau = level stretch of land on a mountain (पठारा); scrapped = rubbed (रगड़ा)

Questions :

(a) What did the seagull pretend ?
(b) What were his two brothers and sister doing ?
(c) What was his father doing ?
(d) What maddened him ?
(e) Find a word or a phrase in the passage that means “paid no attention’. Answers :
(a) The seagull pretended to be asleep.
(b) His two brothers and sister were dozing.
(c) His father was preening his feathers.
(d) The sight of food maddened him.
(e) ‘took no notice’.

PASSAGE 4

He waited a moment in surprise, wondering why she did not come nearer, and then maddened by hunger, he dived at the fish. With a loud scream he fell outwards and downwards into space. Then a monstrous terror seized him and his heart stood still. He could hear nothing. But it only lasted a minute. The next moment he felt his wings spread outwards. The wind rushed against his breast feathers, then under his stomach, and against his wings.

Word-meanings : Screamed=cried (चिल्लाया); monstrous = very big (बहुत बड़ा); stomach=belly (पेट) |

Questions :

(a) Name the lesson and its author.
(b) Why did ‘he’ wait a moment in surprise ?
(c) What happened when he dived at the fish ?
(d) What did he feel about his wings ?
(e) Which word in the passage means “extreme fear’.
Answers :
(a) Lesson : ‘His First Flight, Author : ‘Liam O’Flaherty’.
(b) He wondered why his mother did not come nearer to supply him food.
(c) He fell outwards and downwards into the space.
(d) He felt his wings spread outwards.
(e) The word is ‘terror’.

PASSAGE 5

His parents and his brothers and sister had landed on this green flooring ahead of him. They were beckoning to him, calling shrilly. He dropped his legs to stand on the green sea. His legs sank into it. He screamed with fright and attempted to rise again flapping his wings. But he was tired and weak with hunger and he could not rise, exhausted by the strange exercise. His feet sank into the green sea, and then his belly touched it and he sank no farther. He was floating on it, and around him his family was screaming, praising him and their beaks were offering him scraps of dog-fish.

Word-meanings : Beckoning = calling (पुकारना); fright = terror (भय); exhausted = tired (थका हुआ); floating = swimming (तैरना); scraps = pieces (टुकड़े)

Questions :

(a) What has been called the green flooring ?
(b) What had the seagull’s parents and brothers and sister done?
(c) Why did he scream with fright?
(d) Did the seagull drown in the sea ?
(e) Find words from the passage which mean the same as : (i) terror (ii) tired.
Answers :
(a) The green sea has been called the green flooring.
(b) They had landed on the sea surface.
(c) He screamed with fright because his legs sank into the sea.
(d) No, he did not drown in the sea.
(e) (i) Fright (ii) exhausted.

PASSAGES FOR PRACTICE (UNSOLVED)

PASSAGE 6

He felt certain that his wings would never support him; so he bent his head and ran away back to the little hole under the ledge where he slept at night. Even when each of his brothers and his little sister, whose wings were far shorter than his own, ran to the brink, flapped their wings, and flew away, he failed to muster up courage to take that plunge which appeared to him so desperate. His father and mother had come around calling to him shrilly, upbraiding him, threatening to let him starve on his ledge unless he flew away.

Word-meanings : Flapped = hutlered (फड़फड़ाना); upbraiding = scolding (डाँटना) i

Questions :

(a) Name the chapter.
(b) Name the author
(c) How did the seagull’s brothers and sister fly away ?
(d) What did his parents tell him ?
(e) Find a word from the passage which means “scolding/reproaching’.

PASSAGE 7

“Ga, ga, ga,” he cried begging her to bring him some food. “Gaw-col-ah,” she screamed back derisively. But he kept calling plaintively, and after a minute or so he uttered a joyful scream. His mother had picked up a piece of the fish and was flying across to him with it. He leaned out eagerly, tapping the rock with his feet, trying to get nearer to her as she flew across. But when she was just opposite to him, she halted, her wings motionless, the piece of fish in her beak almost within reach of his beak. He waited a moment in surprise, wondering why she did not come nearer, and then maddened by hunger, he dived at the fish.

Word-meanings : Derisively = scornfully (दुःख से); plaintively = sadly (उदासी से); halted = stopped (रुका); dived = jumped (छलाँग लगाई)।

Questions :

(a) Name the chapter this passage has been taken from.
(b) Who screamed back derisively ?
(c) What had his mother picked up?
(d) Maddened by hunger, what did the seagull do ?
(e) Find words from the passage which mean the same as: (i) stopped (ii) jumped.

Part II: The Black Aeroplane

Very Short Answer Type Questions

Question 1.
Why was the pilot happy ? Give two reasons.
Answer:
He was happy because he was flying up above the sleeping countryside. Secondly, he was going to be with his family.

Question 2.
Why did the pilot call the Paris Control Room the first time ?
Answer:
He called the Paris Control Room to guide him on his way to England.

Question 3.
What was the advice of the Paris Control ?
Answer:
The Paris Control advised him to turn twelve degrees west.

Question 4.
How many fuel tanks were there in the plane? How much fuel was left ?
Answer:
There were two fuel tanks in the plane. There was fuel for five or ten minutes only.

Question 5.
What did the pilot encounter 150 kilometers from Paris?
Answer:
He encountered big stormy clouds 150 kilometers from Paris.

Question 6.
Why did the pilot fly straight into the storm instead of returning to Paris ?
Answer:
He did not return to Paris because he wanted to get home.

Question 7.
Did Paris control hear the pilot the second time he called ? Why?
Answer:
The Paris Control did not hear him because his radio had gone dead.

Question 8.
Which plane was the narrator flying ?
Answer:
He was flying the old Dakota plane DS088.

Question 9.
Which country was the narrator flying his plane over ?
Answer:
He was flying his plane over France.

Question 10.
What type of a story is the ‘Black Aeroplane ?
Answer:
It is a mysterious story.

Short Answer Type Questions

Question 1.
Describe the black clouds from the point of view of the pilot. (पायलट के दृष्टिकोण से काले बादलों का वर्णन करो।)
Answer:
The writer was going from France to England. He was flying his Dakota aeroplane. When he had gone 150 kilometers from France, he saw storm clouds. They were huge. They looked like black mountains standing in front of him across the sky.
(लेखक फ्रांस से इंग्लैंड जा रहा था। वह अपना डाकोटा हवाई जहाज़ उड़ा रहा था। जब वह फ्रांस से 150 किलोमीटर जा चुका था, तो उसने तूफानी बादल देखे। वे बहुत बड़े थे। वे आकाश में उसके सामने खड़े काले पहाड़ प्रतीत होते थे।)

Question 2.
Recount the experience of the pilot of the Dakota inside the black clouds. (काले बादलों में डाकोटा के पायलट के अनुभव का वर्णन करो।)
Answer:
The pilot found that everything was black inside the clouds. It was impossible to see anything outside the aeroplane. The old aeroplane rolled and jumped in the air. The compass and other instruments stopped working. Suddenly his radio also went dead.
(पायलट ने देखा कि बादलों के अंदर हर वस्तु काली थी। हवाई जहाज़ के बाहर कुछ भी देखना असंभव था। पुराना जहाज़ हवा में लुढ़क एवं कूद रहा था। दिशा-सूचक यंत्र एवं अन्य यंत्रों ने काम करना बंद कर दिया। अचानक उसका रेडियो भी खराब हो गया।)

Question 3.
How did the black aeroplane rescue the first pilot ? (काले हवाई जहाज ने पहले पायलट को कैसे बचाया ?)
Answer:
The pilot of the black aeroplane waved his hand. He gestured the first pilot to follow him. The writer followed him. He followed the black plane for half an hour. Suddenly, his plane was out of the clouds. He could see the lights of the airport and landed his aeroplane. In this way, the black aeroplane rescued the first pilot.
(काले हवाई जहाज़ के पायलट ने अपना हाथ हिलाया। उसने पहले पायलट को अपने पीछे आने का इशारा किया। लेखक ने उसका पीछा किया। उसने काले जहाज़ का आधे घंटे तक पीछा किया। अचानक उसका जहाज़ बादलों से बाहर था। वह हवाई अड्डे की रोशनियाँ देख सकता था और उसने जहाज़ को नीचे उतार दिया। इस प्रकार काले जहाज़ ने पहले पायलट को बचाया।)

Question 4.
Was the pilot of the Dakota able to meet the pilot of the black aeroplane ? (क्या डाकोटा का पायलट काले हवाई जहाज के पायलट को मिलने में सफल हुआ ?)
Answer:
No, he was not able to meet the pilot of the black aeroplane. When he was going to land his plane, he looked behind him. But the black plane was not there. The sky was empty. The woman at the control centre told him that no other planes were flying on that stormy night.
(नहीं, वह काले हवाई जहाज़ के पायलट को मिलने में सफल नहीं हुआ। जब वह उसका जहाज़ उतार रहा था उसने मुड़कर देखा। मगर काला हवाई जहाज़ वहाँ नहीं था। आकाश खाली था। नियंत्रण केंद्र की स्त्री ने उसे बताया कि उस तूफानी रात में कोई अन्य जहाज़ नहीं उड़ रहे थे।)

Question 5.
Why did the writer feel frightened once again ? (लेखक एक बार फिर से क्यों भयभीत हो गया ?) .
Answer:
The pilot of the black plane waved to the writer to follow him. The writer flew his plane behind him for half an hour. He found that there was fuel in his aeroplane for five or ten minutes more. So he felt frightened once again. ..
(काले जहाज के पायलट ने लेखक को इशारा किया कि वह उसका अनुसरण करे। लेखक आधे घंटे तक अपने जहाज को उसके पीछे उड़ाता रहा। उसने महसूस किया कि जहाज में पाँच से दस मिनट के लिए ही ईंधन है। इसलिए वह फिर से भयभीत हो गया।)

Essay Type Questions

Question 1.
The author asks a question at the end, “Who was the pilot on the strange black aeroplane ?” Try to answer this question.
(लेखक अंत में एक प्रश्न पूछता है, “उस अजीब काले वायुयान में पायलट कौन था ?” इस प्रश्न का उत्तर देने का प्रयत्न कीजिए।
Answer:
‘The BlackAeroplane’ is an interesting story. The writer is a pilot. One day, he was returning from France in his Dakota aeroplane. He was going to England. Suddenly, he saw huge storm clouds on his way.

He had not much fuel in his plane. So he could not fly around the clouds. He took a risk and entered the clouds. His compass and other instruments failed. His radio also went out of order. The writer’s life was in danger. Suddenly, he saw a black aeroplane near him. The pilot of the plane gestured him to follow him. The writer followed him and landed his plane safely. But when he looked back, he did not find the black aeroplane anywhere. The woman at the control tower told him that there had been no other plane that night. Then who saved the writer’s life? Who was the pilot of the black aeroplane ? The writer had no answer to these questions. Thus it is a mysterious story.

(‘The BlackAeroplane’ एक रोचक कहानी है। लेखक एक पायलट है। एक दिन वह अपने डाकोटा जहाज़ में फ्रांस से लौट . रहा था। वह इंग्लैंड जा रहा था। अचानक उसने अपने रास्ते में बड़े-बड़े तूफानी बादल देखे। उसके जहाज़ में अधिक ईंधन नहीं था। इसलिए वह बादलों के इर्द-गिर्द से नहीं उड़ सकता था। उसने खतरा मोल लिया और बादलों में प्रवेश कर लिया। उसका दिशा-सूचक यंत्र एवं अन्य यंत्र बंद हो गए। उसका रेडियो भी खराब हो गया। लेखक का जीवन खतरे में था। अचानक उसने अपने नज़दीक एक काला हवाई जहाज़ देखा। जहाज़ के पायलट ने उसे इशारा किया कि वह उसके पीछे आए। लेखक ने उसका पीछा किया एवं जहाज़ को सुरक्षात्मक रूप से नीचे उतार लिया। मगर जब उसने मुड़कर पीछे देखा तो उसे काला हवाई जहाज़ कहीं भी नज़र नहीं आया। कंट्रोल टॉवर की स्त्री ने उसे बताया कि उस रात वहाँ पर कोई भी अन्य जहाज़ नहीं था। तो फिर लेखक की जान किसने बचाई ? काले जहाज़ का पायलट कौन था ? लेखक के पास इन प्रश्नों का उत्तर नहीं था। इस प्रकार, यह एक रहस्यात्मक कथा है।)

Question 2.
Describe the flight of the pilot before he encountered dark clouds.
(काले बादलों से सामना होने से पहले पायलट की उड़ान का वर्णन करो।)
Answer:
The writer of this story is a pilot. One night he was flying his old Dakota aeroplane over France. It was a starry night. He was going to England. He hoped to spend his holiday with his family. It was an easy journey and he was in a joyful mood. He looked at his watch. It was one thirty in the morning. Through – his wireless, he contacted the Paris Control. They told him to turn twelve degrees west. He did as he was advised to do. He was 150 kilometres from Paris. Suddenly the writer saw huge black clouds before him. It was not possible to fly up and over the clouds. He had not much fuel with him. So it was not possible to fly around the big mountains of clouds to the right or left. He decided to take the risk and flew his aeroplane straight into the clouds.

(इस कहानी का लेखक एक पायलट है। एक दिन वह अपना पुराना डाकोटा हवाई जहाज़ फ्रांस के ऊपर उड़ा रहा था। यह एक तारों-भरी रात थी। वह इंग्लैंड जा रहा था। उसे अपनी छुट्टियाँ अपने परिवार के साथ बिताने की आशा थी। यात्रा आसान थी एवं वह प्रसन्नचित्त था। उसने अपनी घड़ी देखी। सुबह के एक बजकर तीस मिनट हुए थे। उसने अपने बेतार से पेरिस कंट्रोल से संपर्क किया। उन्होंने उसे बारह डिग्री पश्चिम में मुड़ने को कहा। उसे जैसा कहा गया उसने वैसा ही किया। वह पेरिस से 150 किलोमीटर दूर आ गया था। अचानक लेखक ने अपने सामने बड़े-बड़े बादल देखे। बादलों के ऊपर से उड़ान भरना संभव नहीं था। उसके पास अधिक ईंधन नहीं था। इसलिए बादलों के बड़े पहाड़ों के गिर्द दाएँ या बाएँ से जाना संभव नहीं था। उसने खतरा मोल लेने का फैसला किया और अपने जहाज़ को उड़ाकर सीधे बादलों में ले गया।)

Question 3.
How was the writer rescued ? (लेखक को कैसे बचाया गया ?)
Answer:
The writer flew his aeroplane into the big dark clouds. As he entered the clouds, everything suddenly went black. He found that his compass had ceased to work. He tried to contact the Paris Control for directions. But he was shocked to find that his radio had also stopped working. Suddenly, the writer saw a black aeroplane near him. He could also see the pilot in it. The pilot waved the writer to follow him. He followed the black aeroplane like an obedient child. Now it was half an hour since the writer had been following the black aeroplane. He was worried because the fuel in his plane could last only five or ten minutes. But just then the black aeroplane started to go down and the writer followed it. Suddenly the writer was out of the clouds. He could see the lights of the runway of the airport. The writer landed his Dakota aeroplane. In this way, he was rescued.

(लेखक अपने जहाज़ को उड़ाकर बड़े काले बादलों के बीच ले गया। जब वह बादलों में घुसा तो हर वस्तु अचानक काली हो गई। उसने देखा कि उसके दिशा-सूचक यंत्र ने काम करना बंद कर दिया था। उसने निर्देशों के लिए पेरिस कंट्रोल को संपर्क करने का प्रयत्न किया। मगर उसे यह देखकर धक्का लगा कि उसके रेडियो ने भी काम करना बंद कर दिया था। अचानक, लेखक ने अपने पास एक काला हवाई जहाज़ देखा। वह उसके अंदर के पायलट को भी देख सकता था। पायलट ने लेखक को अपने पीछे-पीछे आने का इशारा किया। वह काले जहाज़ के पीछे-पीछे एक आज्ञाकारी बच्चे की तरह गया। अब उसे काले जहाज़ का पीछा करते आधा घंटा हो गया था। उसे चिंता हो गई, क्योंकि उसके जहाज़ में केवल पाँच या दस मिनट का ईंधन ही रह गया था। मगर तभी काले जहाज़ ने नीचे जाना आरंभ किया और लेखक ने उसका पीछा किया। अचानक लेखक बादलों से बाहर था। वह हवाई अड्डे की पट्टी की रोशनियों को देख सकता था। लेखक ने अपना डाकोटा जहाज़ उतारा। इस प्रकार वह बच गया।)

Multiple Choice Questions

Question 1.
What was coming up in the east behind the pilot ?
(A) the moon
(B) the sun
(C) the stars
(D) all of the above
Answer:
(A) the moon

Question 2.
Which plane was the author flying ?
(A) Dakota
(B) Boing-47
(C) Mig-29
(D) none of the above
Answer:
(A) Dakota

Question 3.
Which country was the pilot flying over ?
(A) England
(B) France
(C) India
(D) Italy
Answer:
(B) France

Question 4.
Which country did the pilot belong to ?
(A) England
(B) France
(C) India
(D) Italy
Answer:
(A) England

Question 5.
What happened when the pilot had covered a distance of 150 kilometres from Paris ?
(A) he saw another plane
(B) a strong wind began to blow
(C) a heavy rain began to fall
(D) there were storm clouds all around
Answer:
(D) there were storm clouds all around

Question 6.
Inside the clouds how was everything ?
(A) green
(B) fresh
(C) black
(D) all of the above
Answer:
(C) black

Question 7.
What happened as the plane entered the storm clouds ?
(A) the aeroplane jumped and twisted in the air
(B) the compass was dead
(C) the other instruments were suddenly dead
(D) all of the above
Answer:
(D) all of the above

Question 8.
When the author’s plane was caught in the storm who came to help him?
(A) another aeroplane
(B) a helicopter
(C) a god
(D) all of the above
Answer:
(A) another aeroplane

Question 9.
How did the author follow the strange aeroplane ?
(A) like a disciplined soldier
(B) like an obedient boy
(C) like a mischievous boy
(D) all of the above
Answer:
(B) like an obedient boy

Question 10.
What made the pilot frighten again while following the strange aeroplane ?
(A) the density of the storm
(B) the technical problem in the engine
(C) the shortage of fuel
(D) all of the above
Answer:
(C) the shortage of fuel

Question 11.
What did the pilot notice when he was safe at the airport ?
(A) the other plane was still in the sky
(B) the sky was empty
(C) the other plane was following him
(D) none of the above
Answer:
(B) the sky was empty

Question 12.
What was the advice of Paris control ?
(A) turn to twelve degree east
(B) turn to twelve degree west
(C) turn to twelve degree south
(D) turn to twelve degree north
Answer:
(B) turn to twelve degree west

Question 13.
How many fuel tanks were there in the plane DS 088 ?
(A) one
(B) two
(C) three
(D) four
Answer:
(B) two

Question 14.
Did Paris Control hear the pilot the second time he called ?
(A) yes
(B) no
(C) may be
(D) not know
Answer:
(B) no

Question 15.
Who is the author of the lesson ‘The Black Aeroplane’?
(A) Cynthia Moss
(B) Frederick Forsyth
(C) Kofi Annan
(D) Liam O’Flaherty
Answer:
(B) Frederick Forsyth

The Black Aeroplane Important Passages For Comprehension

PASSAGE 1

The moon was coming up in the east, behind me, and stars were shining in the clear sky above me. There wasn’t a cloud in the sky. I was happy to be alone high up above the sleeping countryside. I was flying my old Dakota aeroplane over France back to England. I was dreaming of my holiday and looking forward to being with my family. I looked at my watch : one thirty in the morning.

I should call Paris Control soon,’ I thought. As I looked down past the nose of the aeroplane, I saw the lights of a big city in front of me. I switched on the radio and said, “Paris Control, Dakota DS 088 here. Can you hear me ? I’m on my way to England. Over.”

The voice from the radio answered me immediately: “DS 088, I can hear you. You ought to turn twelve degrees west now, DS 088. Over.”

Word-meanings : Countryside = rural area ( ग्रामीण क्षेत्र); looking forward to = waiting eagerly (उस्तुकदा से इतजारा करना ); immediately = at once (एकदम )

Questions :
(a) What did the writer see when he looked down past the nose of the aeroplane?
(b) What did he do to talk to Paris Control?
(c) What plane was the writer flying?
(d) Where was he going?
(e) What advice did he get from Paris Control?
Answers :
(a) He saw the lights of a big city in front of him.
(b) He switched on the radio to talk to the Paris control.
(c) The writer was flying Dakota DS 088.
(d) He was going to England.
(e) He got advice to turn twelve degrees west.

PASSAGE 2

I checked the map and the compass, switched over to my second and last fuel tank, and turned the Dakota twelve degrees west towards England.

“I’ll be in time for breakfast,’ I thought. A good big English breakfast! Everything was going well-it was an easy flight.

Paris was about 150 kilometres behind me when I saw the clouds. Storm clouds. They were huge. They looked like black mountains standing in front of me across the sky. I knew I could not fly up and over them, and I did not have enough fuel to fly around them to the north or south.

“I ought to go back to Paris,” I thought, but I wanted to get home. I wanted that breakfast.
I’ll take the risk,’ I thought, and flew that old Dakota straight into the storm.

Word-meanings : Compass = instrument for telling direction (दिशा सूचकयंत्र); fuel = petrol, diesel etc. (ईंधन ); huge = big (बड़े ); risk = danger (खतरा)

Questions :

(a) Where did the writer turn his aeroplane ?
(b) What did he think about his breakfast ?
(c) When did he see the clouds ?
(d) How did the clouds look ?
(e) Find words from the passage which mean the same as:
(1) big, (ii) danger.
Answers :
(a) The writer turned his aeroplane twelve degrees west towards England.
(b) He thought that he would be in time for breakfast.
(c) He saw the clouds when he was about 150 kilometres from Paris.
(d) The clouds looked like huge mountains.
(e) (i) huge, (ii) risk.

PASSAGE 3

Inside the clouds, everything was suddenly black. It was impossible to see anything outside the aeroplane. The old aeroplane jumped and twisted in the air. I looked at the compass. I couldn’t believe my eyes : the compass was turning round and round and round. It was dead. It would not work! The other instruments were suddenly dead, too. I tried the radio.
“Paris control ? Paris control ? Can you hear me ?”
There was no answer. The radio was dead too. I had no radio, no compass, and I could not see where I was. I was lost in the storm.

Word-meanings : Suddenly = at once (एकदम); twisted = rolled (हिलना); instruments = machines (यंत्र)

Questions :

(a) Name the chapter these lines have been taken from.
(b) How was the scene inside the clouds ?
(c) How did the old aeroplane behave ?
(d) What happened to the compass and other instruments ?
(e) Why did the writer not receive a reply from the Paris Control ?
Answers :
(a) These lines have been taken from the chapter ‘The Black Aeroplane’.
(b) Inside the clouds, everything was suddenly black.
(c) The old aeroplane jumped and twisted in the air.
(d) The compass and other instruments went dead.
(e) He did not receive a reply because his radio was dead.

PASSAGE 4

“Paris Control? Paris Control? Can you hear me?”
There was no answer. The radio was dead too. I had no radio, no compass, and I could not see where I was. I was lost in the storm. Then, in the black clouds quite near me, I saw another aeroplane. It had no lights on its wings, but I could see it flying next to me through the storm. I could see the pilot’s face-turned towards me. I was very glad to see another person. He lifted one hand and waved.

“Follow mę,” he was saying. “Follow me.” “He knows that I am lost,” I thought. “He’s trying to help me.”
He turned his aeroplane slowly to the north, in front of my Dakota, so that it would be easier for me to follow him. I was very happy to go behind the strange aeroplane like an obedient child.

Word-meanings : Compass = instrument for telling direction (दिशा सूचक यंत्र ); follow = come after (पीछा करना); obedient = one who obeys the orders (आज्ञाकारी )

Questions :
(a) How do you know that the pilot was completely lost in the storm?
(b) Where did the writer see the another plane?
(c) According to the writer, why was the another plane there?
(d) What did the pilot of Dakota do when the other pilot gave him a signal?
(e) Which word in the passage means the same as “an instrument used to know the direction ?
Answers :
(a) The pilot had no radio, no compass and he could not see where he was.
(b) He saw the another plane in the black cloud just near him.
(c) According to the writer, the another plane was there to help him.
(d) The pilot of Dakota followed the other plane like an obedient boy.
(e) ‘Compass’.

PASSAGE 5

He turned his aeroplane slowly to the north, in front of my Dakota, so that it would be easier for me to follow him. I was very happy to go behind the strange aeroplane like an obedient child.
After half an hour the strange black aeroplane was still there in front of me in the clouds. Now there was only enough fuel in the old Dakota’s last tank to fly for five or ten minutes more. I was starting to feel frightened again. But then he started to go down and I followed through the storm. [B.S.E.H. 2020 (Set-C)]

Word-meanings : Obedient = one who obeys the orders (आज्ञाकारी); frightened = terrified (भयभीत); followed = chased (पीछा किया ) |

Questions :

(a) Name the chapter and its author.
(b) What did the other pilot do and why?
(c) How did the narrator follow the strange aeroplane ?
(d) Why did the narrator feel terrified again ? (e) What is the noun form of “obedient” ?
Answers :
(a) Chapter : ‘The Black Aeroplane’.
Author : Frederick Forsyth’.
(b). He turned his aeroplane slowly to the porth because it was easier to follow the other aeroplane by the Dakota aeroplane’s Pilot.
(c) He followed the strange aeroplane like an obedient child.
(d) The narrator felt terrified again because there was only enough fuel in plane’s tank to fly for five or ten minutes more.
(e) “Obedience”.

PASSAGES FOR PRACTICE (UNSOLVED)

PASSAGE 6

Then, in the black clouds quite near me, I saw another aeroplane. It had no lights on its wings, but I could see it flying next to me through the storm. I could see the pilot’s face turned towards me. I was very glad to see another person. He lifted one hand and waved.
“Follow me,” he was saying. “Follow me.”
‘He knows that I am lost,’ I thought. “He’s trying to help me.’ He turned his aeroplane slowly to the north, in front of my Dakota, so that it would be easier for me to follow him. I was very happy to go behind the strange aeroplane like an obedient child.

Word-meanings : Glad = happy (प्रसन्न); waved = shook (हिलाया); follow = come after (पीछा करना ); obedient = one who obeys (आज्ञाकारी)

Questions :
(a) Name the chapter this passage has been taken from.
(b) What did the writer see?
(c) What did the pilot of the black aeroplane do?
(d) What did the writer think?
(e) What was the writer happy to do?

PASSAGE 7

After half an hour the strange black aeroplane was still there in front of me in the clouds. Now there was only enough fuel in the old Dakota’s last tank to fly for five or ten minutes more. I was starting to feel frightened again. But then he started to go down and I followed through the storm.
Suddenly I came out of the clouds and saw two long straight lines of lights in front of me. It was a runway! An airport ! I was safe ! I turned to look for my friend in the black aeroplane, but the sky was empty. There was nothing there. The black aeroplane was gone. I could not see it anywhere.

Word-meanings : Frightened = terrified (भयभीत); followed = chased (पीछा किया); run away = a strip of land at the airport (हवाई हड्डे की पट्टी)

Two Stories about Flying Summary

His First Flight Introduction in English

This is an imaginary story. The story conveys the message that one learns by taking courage and not by sitting idle. A young seagull is fed lovingly by his parents. But when the time comes for him to fly, he feels afraid. His parents try many tricks to teach him to fly. But he is so afraid that he refuses to fly. At last, his mother hits upon a plan. She tempts him with food in her beak. But she only flies near his ledge but does not land there. In order to get food, the hungry seagull comes to the edge of the rock and falls from it. At first he is terrified but then he opens his wings and starts flying. He is happy to note that he did not fall in the sea. În this way, the young seagull learns how to fly.

His First Flight Summary in English

This is an imaginary story of a young seagull. The time had come when he must learn how to fly. His two brothers and a little sister had learnt how to fly by emulating their parents. They had simply run to brink of the ledge, flapped their wings and flown a way. But when the young seagull came to the brink and tried to fly in the air, he became afraid. He felt sure that if he tried to fly, he would fall into the sea below. So he ran back to his hole on the ledge.

The seagull’s parents came to take him along with them. But he refused to fly. They threatened that he would starve on the ledge. But the bird was too afraid to move. Twenty four hours passed. The seagull had not eaten anything. He began to feel very hungry. He saw his mother sitting on a plateau. She was eating a fish. This sight only increased his hunger. He requested his mother to bring him some food. The mother looked at him derisively. But then she picked up a piece of fish and flew towards him.

The mother did not come to him. She halted her wings and became motionless. The seagull wondered why she was not coming near him. He could not bear it any longer. He was maddened by hunger. He dived at fish. He could not reach his mother but fell from the ledge downwards into space. He was filled with fear and cried. But this fear lasted only a minute. He spread his wings and tried to fly. Suddenly he found that he was flying. He cried with joy and started flying higher and higher. His parents, brothers and sister flew around him and screamed with joy.

After some time, the seagull’s parents, brothers and sister landed on the sea. They asked him to come there. The seagull thought that it was green flooring. He dropped his legs to stand on the green sea. His legs sank into it and he cried with fear. But his belly touched the water and he did not drown. He began to float on the sea. His family members praised him and gave him pieces of fish to eat. Thus the seagull had made his first flight.

His First Flight Introduction in Hindi

(यह एक काल्पनिक कहानी है। कहानी यह संदेश देती है कि कोई व्यक्ति साहस के साथ ही कुछ करना सीखता है न कि निकम्मा बैठे रहने से। एक छोटे सीगल पक्षी को उसके माता-पिता के द्वारा लाड़-प्यार के साथ भोजन खिलाया जाता है। लेकिन जब उसके लिए उड़ान भरने का समय आता है तो वह डर जाता है। उसके माता-पिता उसे उड़ना सिखाने के लिए बहुत-सी चालें चलते हैं। लेकिन वह इतना भयभीत है कि उड़ान भरने से मना कर देता है। अंत में, उसकी माँ को एक योजना सूझी। वह अपनी चोंच में भोजन लेकर उसे ललचाती है। लेकिन वह केवल उसकी चट्टान तक ही उड़ान भरती है, लेकिन वहाँ नीचे नहीं उतरती है। भूखा सीगल पक्षी भोजन प्राप्त करने के लिए चट्टान के सिरे तक आता है और उससे नीचे गिर जाता है। पहले तो वह भयभीत हो जाता है लेकिन तब वह अपने पंख फैलाता है और उड़ना शुरु कर देता है। वह यह देखकर बड़ा प्रसन्न होता है कि अब वह समुद्र में नीचे नहीं गिर रहा था। इस प्रकार से छोटा सीगल पक्षी उड़ना सीखता है।)

His First Flight Summary in Hindi

यह एक शिशु सीगल पक्षी की काल्पनिक कहानी है। वह समय आ गया था जब उसे अवश्य ही उड़ना सीखना था। उसके दो भाइयों एवं छोटी-सी बहन ने अपने माता-पिता की नकल करके उड़ना सीख लिया था। वे केवल शिखाफलक के किनारे तक पहुँचे थे, अपने पंख फड़फड़ाए और उड़ गए थे। मगर जब बच्चा सीगल पक्षी किनारे तक आया एवं हवा में उड़ने का प्रयास किया, वह डर गया। उसे विश्वास था कि अगर उसने उड़ने का प्रयत्न किया तो वह नीचे सागर में गिर जाएगा। इसलिए वह भागकर शिखाफलक पर अपने छिद्र में चला गया।

सीगल पक्षी के माता-पिता उसे अपने साथ लेने आए। मगर उसने उड़ने से इंकार कर दिया। उन्होंने धमकी दी कि वह शिखाफलक पर भूखा मर जाएगा। मगर पक्षी इतना भयभीत था कि वह उड़ा नहीं। चौबीस घंटे बीत गए। सीगल पक्षी ने कुछ नहीं खाया था। उसे बहुत भूख लगनी आरंभ हो गई। उसने अपनी माँ को एक पठार पर बैठे देखा। वह एक मछली खा रही थी। इस दृश्य ने केवल उसकी भूख को और बढ़ा दिया। उसने अपनी माँ से उसके लिए कुछ भोजन लाने की प्रार्थना की। माँ ने उसकी ओर निंदात्मक तरीके से देखा। मगर तब उसने मछली का एक टुकड़ा उठाया एवं उसकी तरफ उड़कर आई।

माँ उस तक नहीं आई। उसने अपने पंख रोक दिए एवं गतिहीन बन गई। सीगल पक्षी को हैरानी हुई कि वह उसके पास क्यों नहीं आ रही थी। वह और अधिक सहन नहीं कर सका। वह भूख से पागल हो गया। उसने मछली पर छलांग लगाई। वह अपनी माँ तक नहीं पहुँच सका, मगर वह शिखाफलक से नीचे हवा में गिर गया। वह भयभीत हो गया एवं चिल्लाया। मगर यह भय केवल एक मिनट तक रहा। उसने अपने पंख फैलाए एवं उड़ने का प्रयत्न किया। अचानक उसने देखा कि वह उड़ रहा था। वह खुशी से चिल्लाया और अधिक ऊँचा उड़ना आरंभ कर दिया। उसके माता-पिता, भाई एवं बहन उसके चारों ओर उड़े और खुशी से चिल्लाए।

कुछ देर के बाद, सीगल के माता-पिता, भाई और बहन समुद्र की सतह पर उतर गए। उन्होंने उसे वहाँ आने के लिए कहा। सीगल ने सोचा था कि यह एक हरा फर्श है। उसने हरे समुद्र पर खड़े होने के लिए अपनी टाँगें नीचे कीं। उसकी टाँगें इसमें डूब गईं और वह डर के मारे चिल्लाया। परंतु उसके पेट ने पानी को छुआ और वह डूबा नहीं। उसने समुद्र में तैरना आरंभ कर दिया। उसके परिवार के सदस्यों ने उसकी प्रशंसा की और उसे मछली के टुकड़े खाने के लिए दिए। इस प्रकार सीगल ने अपनी पहली उड़ान भर ली थी।

His First Flight Word-Meanings

[PAGE 32] : Seagullsa sea bird (समुद्री पक्षी); ledge=a part of arock that is jutting out (शिखाफलक); brink= edge (किनारा); flap = move (फड़फड़ाना); expanse = stretch (फैलाव); beneath = under (के नीचे); muster = gather (इकट्ठा करना); courage = boldness (साहस); desperate = full of disappointment (निराशापूर्ण)।

[PAGE 33] : Shrilly = in a sharp voice (तीखी आवाज़ में); upbraiding = rebuking (डाँटना); watched = saw (देखा); perfecting = making perfect (पूर्ण करना); skim = touch lightly (हल्के-से छूना); herring = fish (मछली); devour = eat (खाना); cackle = sound of a bird (पक्षी की आवाज़); plateau = level stretch on a mountain (पठार); cliff = hill (पहाड़ी); taunting = mocking (व्यंग्य करना); cowardice = lack of courage (कायरता); ascending = rising (उठना); blazing = burning (जलना)।

[PAGE 34] : Pretended = made a show (दिखावा किया); dozing = sleeping (ऊँघना); preening = dressing (सँवारना); hump = raised rock (उठी हुई चट्टान); scrapped =rubbed (रगड़ना); whet = sharpen (तीखा करना); screamed = cried (चिल्लाया); derisively = scornfully (निंदा से); plaintively = sadly (उदासी से); uttered = spoke (बोला); leaned = bent forward (आगे झुका)।

[PAGE 35] : Dived = jumped (कूदा); scream = cry (चीख); swoop = fly (उड़ना); swish = soft sound (हल्की आवाज़); monstrous = very big (बहुत बड़ा); stomach = belly (पेट); soaring = flying (उड़ना); gradually = slowly (धीरे-धीरे); curveting = jumping (कूदना); commended = praised (तारीफ करना); shrieking = crying (चिल्लाना); vast= big (बड़ा); ridges = small waves (छोटी लहरें); beckoning = calling (पुकारना); fright= fear (डर); exhausted = tired (थका हुआ)।

[PAGE 36] : Belly = stomach (पेट); floating = swimming (तैरना) praising = admiring (तारीफ करना); scraps = pieces (टुकड़े)।

His First Flight Translation in Hindi

पढ़ने से पहले आरंभिक काल से ही मनुष्य का आसमान पर विजय प्राप्त करना एक स्वप्न रहा है। यहाँ उड़ान भरने से संबंधित दो कहानियाँ दी गई हैं।

[PAGE 32] : बच्चा सीगल पक्षी अपनी शिखाफलक पर अकेला था। उसके दो भाई एवं उसकी बहन एक दिन पहले ही उड़ गए थे। वह उनके साथ उड़ने से डरता था। किसी रूप में जब वह थोड़ा-सा दौड़कर शिखाफलक के किनारे तक आया था और उसने अपने पंख फड़फड़ाने का प्रयत्न किया था तो वह डर गया था। सागर का महान् विस्तार उसके सामने फैला हुआ था और नीचे की तरफ कितना लंबा रास्ता था मीलों नीचे। उसे पक्के तौर पर ऐसा लगा कि उसके पंख कभी उसे सहारा नहीं देंगे, इसलिए उसने अपना सिर झुकाया और शिखाफलक के नीचे छोटे-से छेद में आ गया जहाँ वह रात को सोया था। यहाँ तक कि जब उसके दोनों भाइयों एवं उसकी बहन ने, जिनके पंख उसके पंखों से छोटे थे अपने पंख फड़फड़ाए एवं उड़ गए, तो भी वह उस साहसिक कदम को उठाने की हिम्मत नहीं जुटा पाया जो उसे बहुत अधिक निराशाजनक लगता था। उसके माता एवं पिता उसके पास आ गए थे और उसे चीख-चीखकर पुकार रहे थे, उसे डाँट रहे थे,

[PAGE 33] : उसे भूखा रखने की धमकी दे रहे थे, अगर वह नहीं उड़ेगा तो। मगर वह किसी भी हालत में हिल नहीं सका। ऐसा चौबीस घंटे पहले हुआ था। तब से उसके पास कोई नहीं आया था। उससे पहले दिन, सारा दिन अपने माता-पिता को उसके भाइयों एवं बहनों के साथ उड़ते, और उन्हें उड़ने की कला में पारंगत करते हुए तथा यह सिखाते हुए कि कैसे लहरों को हल्के-से . छूना है और मछलियों के लिए डुबकी लगानी है, वास्तव में उसने अपने बड़े भाई को अपनी पहली मछली पकड़ते एवं उसे एक चट्टान पर खड़े होकर खाते देखा था जबकि उसके माता-पिता आसपास चक्कर काटते हुए गर्व से चिल्ला रहे थे और सारी प्रातः पूरा परिवार सामने की पहाड़ी के बीच के पठार पर चलता रहा था और उसकी कायरता के लिए उसे चिढ़ाता रहा था।

अब सूर्य आकाश में चढ़ रहा था और उसको तेज रोशनी से चमका रहा था जोकि दक्षिण की तरफ था। उसे गर्मी महसूस हुई क्योंकि उसने पिछली रात से कुछ नहीं खाया था।

वह धीरे-धीरे शिखाफलक के किनारे तक आ गया और एक टाँग पर खड़े होकर तथा दूसरी टाँग को अपने पंख के नीचे छुपाकर उसने सोए हुए होने का ढोंग किया।

PAGE 34] : फिर भी उन्होंने उसकी तरफ कोई ध्यान नहीं दिया। उसने अपने दोनों भाइयों एवं बहन को पठार पर लेटे हुए तथा अपने सिर को अपनी गर्दन में छिपाकर ऊँघते देखा। उसका पिता अपनी सफेद गर्दन के ऊपर वाले पंखों को साफ कर रहा था। केवल उसकी माता ही उसकी ओर देख रही थी। वह पठार के ऊपर एक छोटे-से टीले पर खड़ी थी और उसकी सफेद छाती आगे को बढ़ी हुई थी। थोड़ी-थोड़ी देर बाद वह उस मछली के टुकड़े जो उसके कदमों के पास था, उसे नोचकर खाती थी और फिर वह अपनी चोंच के दोनों सिरों को बारी-बारी से चट्टान पर रगड़ती थी। भोजन को देखकर वह पागल हो उठा। उसे उस तरह से नोच-नोचकर भोजन खाना और अपनी चोंच को तेज करने के लिए उसे पत्थर पर रगड़ना उसे बहुत अच्छा लगता था।
“गा, गा, गा,” वह चिल्लाया एवं उससे प्रार्थना की कि वह उसके लिए कुछ भोजन लाए। “गा-कोल-आह” वह निंदाजनक ढंग से वापिस चिल्लाई। मगर वह उदासी से चिल्लाता रहा और लगभग एक मिनट के बाद उसने प्रसन्नता से चीख मारी। उसकी माँ ने मछली का एक टुकड़ा उठा लिया था और उसे लेकर उसकी तरफ उड़कर आ रही थी।

[PAGE 35] : वह उत्सुकता से चट्टान पर पाँव पटकता हुआ आगे की ओर झुका और जबकि वह उड़ रही थी, उसकी तरफ और निकट आने का प्रयास किया। मगर जब वह बिल्कुल उसके सामने थी, वह रुक गई। उसके पंख गतिहीन हो गए और उसकी चोंच में मछली का टुकड़ा लगभग उसकी (बच्चे की) चोंच की पहुँच में था। उसने हैरानी से एक क्षण इंतजार किया, उसे हैरानी हो रही थी कि वह नजदीक क्यों नहीं आ रही थी और फिर भूख से पागल हो वह मछली पर झपटा। एक जोरदार चीख के साथ वह आगे एवं नीचे खाली स्थान में गिरा। तब बहुत बड़े डर ने उसे जकड़ लिया एवं उसका दिल थम गया। वह कुछ नहीं सुन सकता था।

मगर ऐसा केवल एक मिनट के लिए हुआ। अगले क्षण उसने अपने पंखों को बाहर की ओर फैलते हुए महसूस किया। हवा उसके छाती के पंखों से टकराई, तब उसके पेट के नीचे एवं फिर उसके पंखों से। वह अपने पंखों के सिरों को हवा को काटते महसूस कर सकता था। अब एकदम सीधा नहीं गिर रहा था। वह धीरे-धीरे नीचे एवं बाहर की ओर उड़ रहा था। अब वह भयभीत नहीं था। वह केवल थोड़ा-सा भौचक्का महसूस कर रहा था। तब उसने अपने पंखों को एक बार फड़फड़ाया और वह ऊँचा उठा। “गा-गा-गा-गा-गा-गा-गा-कोल-आह” कहती हुई उसकी माँ उसके पास से तेजी से निकल गई, जबकि उसके पंख तेज़ आवाज़ पैदा कर रहे थे। उसने अपनी माँ का जवाब एक अन्य चीख से दिया। तब उसका पिता चीखता हुआ उसके ऊपर उड़ा। उसने अपने दो भाइयों और अपनी बहन को उछल-कूद करते हुए बिना पंख हिलाए उड़ते हुए तथा डुबकी लगाते हुए अपने इर्द-गिर्द उड़ते हुए देखा।

फिर वह पूरी तरह से भूल गया कि वह कभी भी उड़ने में असमर्थ था और उसने स्वयं की गोता लगाने, मँडराने और तिरछा उड़ने के लिए तारीफ की और खुशी से चीखने लगा।

अब वह सागर के निकट था और सीधे उसके ऊपर उड़ रहा था, बिना किसी झिझक के वह सागर के ऊपर था। उसने अपने नीचे विशाल हरा सागर देखा जिसके ऊपर छोटी-छोटी लहरें हिल रही थी और उसने अपनी चोंच को एक तरफ हिलाया और खुशी से काँय-काँय करने लगा।

उसके माता-पिता एवं उसके भाई एवं बहन सागर के हरे फर्श पर उससे पहले ही बैठ गए थे। वे तेज़ आवाजें करते हुए उसे बुला रहे थे। उसने हरे सागर पर खड़े होने के लिए अपनी टाँगें सीधी कीं। उसकी टाँगे सागर में धंस गईं। वह डर से चिल्लाया एवं अपने पंखों को फड़फड़ाते हुए फिर से उठने की कोशिश की। मगर वह थका हुआ था और भूख से कमज़ोर था और इस अजीब व्यायाम के कारण अत्यधिक थका होने के कारण वह उठ न पाया।

[PAGE 36] : उसके पाँव हरे सागर में धंस गए तब उसका पेट इसको छुआ और वह और अधिक नहीं डूबा। वह इसके ऊपर तैर रहा था और उसके आसपास उसका परिवार आवाजें कर रहा था, उसकी तारीफ कर रहा था और उनकी चोंचें उसे छोटी शार्क मछली के टुकड़े प्रस्तुत कर रहीं थीं। उसने अपनी पहली उड़ान भर ली थी।

The Black Aeroplane Summary

The Black Aeroplane Introduction in English

This is a mysterious story. The writer was flying his Dakota aeroplane. Suddenly he was caught in a big cloud. His compass, radio and other instruments failed. There was not much fuel in the plane. Suddenly he saw a black aeroplane near him. The pilot of the black aeroplane guided the writer and he was able to land his plane safely. But he was greatly surprised when the woman at the control centre told him that there had been no other plane except the writer’s Dakota on the sky that night.

The Black Aeroplane Summary in English

The writer of this story is a pilot. One night he was flying his old Dakota aeroplane over France. It was a starry night. He was going to England. He hoped to spend his holiday with his family. It was an easy journey and he was in a joyful mood. He looked at his watch. It was one thirty in the morning. Through his wireless, he contacted the Paris control. They told him to turn twelve degrees west. He did as he was advised to do. He was 150 kilometres from Paris.

Suddenly the writer saw huge black clouds before him. It was not possible to fly up and over the clouds. He had not much fuel with him. So it was not possible to fly around the big mountains of clouds to the right or left. He decided to take the risk and flew his aeroplane straight into the clouds. As he entered the clouds, everything suddenly went black. He found that his compass had ceased to work. He tried to contact the Paris Control for directions. But he was shocked to find that his radio had also stopped working.

Suddenly, the writer saw a black aeroplane near him. He could also see the pilot in it. The pilot waved the writer to follow him. He followed the black airplane like an obedient child. Now it was half an hour since the writer had been following the black aeroplane. He was worried because the fuel in his plane could last only five or ten minutes. But just then the black aeroplane started to go down and the writer followed it.

Suddenly, the writer was out of the clouds. He could see the lights of the runway of the airport. He turned to look at the black aeroplane. But he could not find it anywhere. The sky was empty. The writer landed his Dakota aeroplane. He went to the control centre and asked a woman there who that other pilot was ? The woman looked at the writer strangely. Then she laughed and said that no other planes were flying in such a stormy night. She told him and his plane was the only one that she could see on the radar.

The Black Aeroplane Introduction in Hindi

(यह एक रहस्यात्मक कथा है। लेखक अपना डाकोटा हवाई जहाज़ उड़ा रहा था। अचानक वह एक बहुत बड़े बादल में फँस गया। उसका दिशा-सूचक यंत्र, रेडियो एवं अन्य यंत्र बेकार हो गए। उसके जहाज़ में अधिक ईंधन भी नहीं था। अचानक उसने अपने नज़दीक एक काला जहाज़ देखा। काले जहाज़ के पायलट ने लेखक का पथ-प्रदर्शन किया और वह अपने जहाज़ को सुरक्षात्मक रूप से उतारने में सफल हो गया। मगर तब उसे बहुत अधिक हैरानी हुई जब नियंत्रण केंद्र की स्त्री ने उसे बताया कि उस रात आकाश पर लेखक के डाकोटा के अतिरिक्त कोई अन्य जहाज़ नहीं था।)

The Black Aeroplane Summary in Hindi

इस कहानी का लेखक एक पायलट है। एक रात वह अपना पुराना डाकोटा जहाज़ फ्रांस के ऊपर उड़ा रहा था। यह तारों भरी रात थी। वह इंग्लैंड जा रहा था। उसे अपनी अपने परिवार के साथ छुट्टियाँ बिताने की आशा थी। यह एक आसान यात्रा थी एवं वह प्रसन्नचित्त था। उसने अपनी घड़ी को देखा। सुबह के एक बजकर तीस मिनट हुए थे। उसने बेतार के द्वारा पेरिस कंट्रोल को संपर्क किया। उन्होंने उसे बारह डिग्री पश्चिम को मुड़ने की सलाह दी। उसे जो करने की सलाह दी गई, उसने वैसा ही किया। वह पेरिस से 150 किलोमीटर दूर था।

अचानक लेखक ने अपने सामने बड़े-बड़े बादल देखे। बादलों के ऊपर से जहाज़ को उड़ाना संभव नहीं था। उसके पास अधिक ईंधन नहीं था। इसलिए बादलों के बड़े-बड़े पहाड़ों के बाएँ या दाएँ से जहाज़ को उड़ाकर ले जाना संभव नहीं था। उसने खतरा मोल लेने का फैसला किया और जहाज़ को सीधा बादलों के बीच ले गया। जब वह बादलों में घुसा तो हर चीज एकदम काली हो गई। उसने देखा कि उसके दिशा-सूचक यंत्र ने काम करना बंद कर दिया। उसने निर्देशों के लिए पेरिस कंट्रोल से संपर्क करने का प्रयत्न किया। मगर उसे यह देखकर सदमा लगा कि उसके रेडियो ने भी काम करना बंद कर दिया था।

अचानक लेखक ने अपने पास एक काला हवाई जहाज़ देखा। वह उसके अंदर के पायलट को देख सकता था। पायलट ने लेखक को अपने पीछे-पीछे आने का इशारा किया। उसने काले हवाई जहाज़ का पीछा एक आज्ञाकारी बच्चे की तरह किया। अब लेखक को काले हवाई जहाज़ के पीछे चलते हुए आधा घंटा हो गया था। उसे चिंता हो गई क्योंकि उसके जहाज़ का ईंधन केवल पाँच या दस मिनट का ही और था। मगर तभी काले जहाज़ ने नीचे जाना आरंभ किया और लेखक ने उसका पीछा किया।

अचानक लेखक बादलों के बाहर था। वह हवाई जहाज़ की पट्टी को देख सकता था। वह काले जहाज़ को देखने के लिए मुड़ा। मगर उसे वह कहीं नज़र नहीं आया। आकाश खाली था। लेखक ने अपना डाकोटा जहाज़ उतारा । वह नियंत्रण कक्ष पर गया और वहाँ की स्त्री से पूछा कि अन्य पायलट कौन था? स्त्री ने लेखक को अजीब ढंग से देखा। तब वह हँसी और उसने कहा वैसी तूफानी रात में कोई भी अन्य जहाज़ नहीं उड़ रहे थे। उसने लेखक को बताया कि उसे राडार पर केवल उसी का जहाज़ नज़र आया था।

The Black Aeroplane Word-Meanings

[PAGE 37] : Looking forward to = waiting eagerly (उत्सुकता से इंतजार करना); immediately = at once (एकदम); compass = Instrument for telling direction (दिशा-सूचक यंत्र); huge = big (बड़े); risk = danger (खतरा); twisted = shook (हिला)।

[PAGE 38] : Instruments = machines (यंत्र); waved = shook (हिलाया); follow = come after (पीछे-पीछे आना); obedient = one who obeys the orders (आज्ञाकारी)।

[PAGE 39] : Fuel = petrol, diesel etc. (ईंधन); frightened = terrified (भयभीत); runway = the narrow strip the plane lands on or takes off from (हवाई अड्डे की पट्टी); strangely = in a strange manner (अजीब ढंग से); arrive = reach (पहुँचना)।

The Black Aeroplane Translation in Hindi

[PAGE 37] : चाँद पूर्व में मेरे पीछे उग रहा था और तारे आकाश में मेरे ऊपर चमक रहे थे। आकाश में एक भी बादल नहीं था। मैं सोते हुए देहाती इलाके से काफी ऊपर होने पर प्रसन्न था। मैं अपना पुराना डाकोटा जहाज़ फ्रांस के ऊपर वापिस इंग्लैंड को जाता हुआ उड़ा रहा था। मैं अपनी छुट्टी का सपना ले रहा था और अपने परिवार से मिलने का इंतजार कर रहा था, मैंने अपनी घड़ी को देखा : सुबह के एक बजकर तीस मिनट।

“मैं शीघ्र ही पेरिस के कंट्रोल से बात करूँगा,” मैंने सोचा।

जब मैंने जहाज़ के नाक से परे नीचे को देखा, तो मैंने अपने सामने एक बड़े शहर की रोशनियाँ देखीं। मैंने रेडियो चालू कर दिया और कहा, “पेरिस कंट्रोल, डाकोटा डी०एस० 088 यहाँ। क्या आप मेरी आवाज सुन सकते हैं; मैं इंग्लैंड के रास्ते पर हूँ ओवर।”

रेडियो में से आवाज ने फौरन मुझे उत्तर दिया; “डी०एस० 088, मैं तुम्हें सुन सकता हूँ। अब तुम्हें बारह डिग्री पश्चिम में मुड़ जाना चाहिए, डी०एस० 088 ओवर।”

मैंने नक्शे एवं दिशा-सूचक यंत्र की जाँच की और अपने दूसरे एवं आखिरी ईंधन के टैंक को चालू किया और अपने डाकोटा को बारह डिग्री पश्चिम में इंग्लैंड की ओर मोड़ दिया।

“मैं नाश्ते के लिए समय पर पहुँच जाऊँगा,” मैंने सोचा। एक बड़ा, अच्छा अंग्रेज़ी नाश्ता! हर काम ठीक हो रहा था। यह एक आसान उड़ान थी।
जब मैंने बादल देखे तो पेरिस 150 किलोमीटर मेरे पीछे था। तूफानी बादल। वे बहुत बड़े थे। वे मेरे सामने आकाश में खड़े काले पहाड़ लगते थे। मैं जानता था कि मैं उनके ऊपर से जहाज़ को नहीं उड़ा सकता था, और मेरे पास इतना ईंधन नहीं था कि मैं उत्तर या दक्षिण में उनके गिर्द से जहाज़ को ले जाऊँ।

“मुझे वापिस पेरिस चला जाना चाहिए,” मैंने सोचा, मगर मैं घर जाना चाहता था। मैं नाश्ता करना चाहता था। “मैं खतरा मोल लूंगा”, मैंने सोचा और पुराने डाकोटा को सीधे तूफान में डाल दिया।
बादलों के अंदर हर चीज़ अचानक काली हो गई। जहाज़ के बाहर की किसी भी चीज़ को देखना असंभव था। पुराना जहाज़ हवा में उछला एवं बल खाने लगा। मैंने दिशा-सूचक यंत्र को देखा।

(PAGE 38] : मैं अपनी आँखों पर विश्वास नहीं कर सका : दिशा-सूचक गोल-गोल घूमे जा रहा था। यह बंद हो गया था। यह काम नहीं कर रहा था ! बाकी के यंत्र भी अचानक ठप्प हो गए। मैंने रेडियो चालू करने का प्रयत्न किया।
“पेरिस कंट्रोल ? पेरिस कंट्रोल ? क्या तुम मुझे सुन सकते हो ?”.

कोई उत्तर नहीं मिला। रेडियो भी ठप्प हो गया था। मेरा रेडियो और दिशा-सूचक यंत्र ठप्प हो गए थे और मैं नहीं देख सकता था कि मैं कहाँ था, मैं तूफान में खो गया था। तब काले बादलों में, मेरे बहुत नज़दीक मैंने एक अन्य जहाज़ को देखा। इसके पंखों पर कोई रोशनी नहीं थी, मगर मैं तूफान के बीच में से इसे अपने नज़दीक उड़ता देख सकता था। मैं पायलट के चेहरे को मेरी तरफ मुड़ा हुआ देख सकता था। मैं अन्य व्यक्ति को देखकर बहुत प्रसन्न हुआ। उसने एक हाथ उठाया और उसे हिलाया।

“मेरे पीछे आओ”, वह कह रहा था। “मेरे पीछे आओ।”
“वह जानता है कि मैं भटक गया हूँ,” मैंने सोचा। “वह मेरी सहायता करने का प्रयत्न कर रहा है।”
उसने अपना जहाज़ धीरे-से मेरे डाकोटा के सामने उत्तर की तरफ मोड़ लिया ताकि मेरे लिए उसका पीछा करना आसान हो जाए। मुझे एक आज्ञाकारी बच्चे की तरह उस अजीब जहाज़ के पीछे-पीछे जाने में बड़ी प्रसन्नता हुई।
आधे घंटे के बाद वह अजीब काला हवाई जहाज़ अभी भी मेरे सामने बादलों में था।

[PAGE 39] : अब डाकोटा के आखिरी ईंधन के टैंक में केवल पाँच या दस मिनट तक और उड़ने के लिए ईंधन था। मैंने फिर से डरा हुआ महसूस करना आरंभ कर दिया था। मगर तब उसने नीचे जाना आरंभ कर दिया और मैंने तूफान के अंदर से उसका पीछा किया।

अचानक मैं बादलों से निकल आया और मैंने अपने सामने रोशनियों की दो लंबी कतारें देखीं। यह हवाई पट्टी थी। हवाई अड्डा! मैं काले हवाई जहाज़ वाले अपने मित्र को देखने मुड़ा, मगर आकाश खाली था। वहाँ कुछ भी नहीं था। काला हवाई जहाज़ जा चुका था। मुझे ये कहीं भी नज़र नहीं आ रहा था।

मैंने जहाज़ को नीचे उतारा और मुझे नियंत्रण मीनार के पास पुराने डाकोटा से उतरकर जाने का अफसोस नहीं था। मैं गया और नियंत्रण केंद्र में एक स्त्री से पूछा कि मैं कहाँ था एवं दूसरा पायलट कौन था। मैं उसका धन्यवाद करना चाहता था।
उसने मेरी तरफ अजीब ढंग-से देखा और फिर हँसने लगी।

“अन्य हवाई जहाज़ ? वहाँ ऊपर तूफान में ? आज रात कोई अन्य जहाज़ नहीं उड़ रहे थे। राडार पर मैं केवल आपका जहाज़ देख सकती थी।”
तो वहाँ पर बिना दिशा-सूचक यंत्र या रेडियो और मेरे टैंकों में अधिक ईंधन के बिना, वहाँ सुरक्षित पहुँचने में मेरी सहायता किसने की थी ? तूफान में, बिना रोशनियों के उड़ता हुआ उस अज़ीब काले जहाज़ का पायलट कौन था ?