Tamilnadu Board

Tamilnadu State Board Class 10 English Vocabulary Synonyms

A word or phrase that means exactly or nearly the same as another word or phrase is called synonym.

♦ Synonym Unit – 1 His First Flight

Choose the most appropriate synonyms of the underlined words.

1. The young seagull was (i) alone on his (ii) ledge. He had been (iii) 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 (iv) expanse of sea stretched down (v) beneath, and it was such a long way down – miles down.

(i) (a) accompanied (b) unaccompanied (c) prevalent (d) together
Answer:
(b) unaccompanied

(ii) (a) trench (b) cavity (c) narrow shelf (d) dent
Answer:
(c) narrow shelf

(iii) (a) bold (b) valiant (c) confident (d) frightened
Answer:
(d) frightened

(iv) (a) limitation (b) area (c) height (d) extreme
Answer:
(b) area

(v) (a) lofty (b) above (c) below (d) higher
Answer:
(c) below

2. The sun was now (i) ascending the sky, (ii) blazing warmly on his ledge that faced the south. He felt the heat because he had not eaten since the (iii) previous nightfall. Then, he had found a (iv) dried piece of mackerel’s tail at the far end of his ledge. There was not a single (v) scrap of food left.

(i) (a) slumping (b) going down (c) rising (d) absconding
Answer:
(c) rising

(ii) (a) apathetic (b) burning brightly (c) freezing (d) impassive
Answer:
(b) burning brightly

(iii) (a) current (b) on time (c) preceding (d) well timed
Answer: (c) preceding

(iv) (a) parched (b) dampened (c) engulfed (d) moistened
Answer:
(a) parched

(v) (a) tiny bit (b) lot (c) load (d) harmony
Answer: (a) tiny bit

3. She (was standing on a little high (i) hump on the (ii) plateau, her white breast thrust forward. The sight of the food (iii) maddened him. How he loved to tear food that way, scraping his beak now and again to (iv) whet it! He uttered a low (v) cackle. His mother cackled too, and looked at him.

(i) (a) mound (b) hollow (c) dent (d) depression
Answer:
(a) mound

(ii) (a) valley (b) plains (c) precipice (d) mountain
Answer:
(b) plains

(iii) (a) pleased (b) pacified (c) enraged (d) calmed
Answer:
(c) enraged

(iv) (a) dampen (b)sharpen (c) dull (d) blunt
Answer:
(b) sharpen

(v) (a) sob (b) bark (c) moan (d) cluck
Answer:
(d) cluck

4. He could feel the tips of his wings cutting through the air. He was not falling (i) headlong now. He was soaring (ii) gradually, downwards and outwards. He was no longer (iii) afraid. He just felt a bit (iv) dizzy. Then, he flapped his wings once and he (v) soared upwards.

(i) (a) cautiously (b) attentively (c) carefully (d) recklessly
Answer:
(d) recklessly

(ii) (a) slowly (b) suddenly (c) abruptly (d) immediately
Answer:
(a) slowly

(iii) (a) calm (b) fearful (c) composed (d) valiant
Answer:
(b) fearful

(iv) (a) stable (b) clever (c) giddy (d) sensible
Answer:
(c) giddy

(v) (a) descended (b) slumped (c) lowered (d) flew
Answer:
(d) flew

♦ Synonym Unit – 2 The Night the Ghost Got in

The (i) slamming of the doors had (ii) aroused mother: she (iii) peered out of her room. ‘What on earth are you boys doing?’ she (iv) demanded. Herman ventured out of his room. ‘Nothing,’ he said, (v) gruffly, but he was, in colour, a light green. ‘What was all that running around downstairs?’ said mother.

(i) (a) opening (b) tapping (c) shutting noisily (d) flattering
Answer:
(c) shutting noisily

(ii) (a) awakened (b) put out (c) dissuaded (d) stopped
Answer:
(a) awakened

(iii) (a) disappeared (b) appeared (c) pursued (d) pulled
Answer:
(b) appeared

(iv) (a) directed (b) deputed (c) asked (d) replied
Answer:
(c) asked

(v) (a) happily (b) kindly (c) softly (d) harshly
Answer:
(d) harshly

2. Since the phone was downstairs, mother made one of her (i) quick, incomparable decisions. She (ii) flung up a window of her bedroom which faced the bedroom windows of the house of a neighbour, picked up a shoe, and (iii) whammed it through a pane of glass across the (iv) narrow space that (v) separated the two houses.

(i) (a) idle (b) fast (c) clumsy (d) sluggish
Answer:
(b) fast

(ii) (a) threw (b) caught (c) faced (d) followed
Answer:
(a) threw

(iii) (a) lost (b) pulled (c) struck forcefully (d) tapped
Answer:
(c) struck forcefully

(iv) (a) wide (b) large (c) tolerant (d) small width
Answer:
(d) small width

(v) (a) secured (b) divided (c) shared (d) sheltered
Answer:
(b) divided

3. Flashlights shot (i) streaks of (ii) gleam up and down the walls, across the yard, down the walk between our house and Bodwell’s. ‘Open up!’ cried a (iii) hoarse voice. ‘We’re men from Headquarters!’ I wanted to go down and (iv) let them in, since there they were, but mother wouldn’t (v) hear of it.

(i) (a) scales (b) shades (c) rays (d) signals
Answer:
(c) rays

(ii) (a) depression (b) brightness (c) dullness (d) obscurity
Answer:
(b) brightness

(iii) (a) moderate (b) gentle (c) rough (d) soft
Answer:
(c) rough

(iv) (a) hold (b) forbid (c) hinder (d) allow
Answer:
(d) allow

(v) (a) shun (b) listen (c) ignore (d) overstep
Answer:
(b) listen

4. Downstairs, we could hear the (i) tromping of the other police. Police were all over the place; doors were (ii) yanked open, drawers were yanked open, windows were shot up and pulled down, furniture fell with (iii) dull tKumps. A half-dozen policemen (iv) emerged out of the darkness of the front hallway upstairs. They began to (v) ransack the floor.

(i) (a) walking heavily (b) limping (c) staggering (d) stumbling
Answer:
(a) walking heavily

(ii) (a) whisked (b) pulled (c) left (d) hastened
Answer:
(b) pulled

(iii) (a) exciting (b) lively (c) not sharp (d) energetic
Answer:
(c) not sharp

(iv) (a) appeared (b) dissipated (c) receded (d) faded
Answer:
(a) appeared

(v) (a) clean (b) sort out (c) search thoroughly (d) mend
Answer:
(c) search thoroughly

♦ Synonym Unit – 3 Empowered Women Navigating The World

1. Women (i) occupy almost all the maj or positions in society, (ii) Currently, women’s (iii) accomplishments are (iv) tremendous in many fields. One such achievement is the All-women Indian Navy crew who (v) circumnavigated the world for 254 days all alone, in a sailboat called INSV Tarini.

(i) (a) hold (b) provide (c) change (d) commute
Answer:
(a) hold

(ii) (a) once (b) historically (c) at present (d) beforehand
Answer:
(c) at present

(iii) (a) failures (b) attempts (c) defeats (d) achievements
Answer:
(d) achievements

(v) (a) enormous (b) awful (c) feeble (d) marginal
Answer:
(a) enormous

(v) (a) elude around (b) travel around (c) chase around (d) immobilise
Answer:
(b) travel around

2. INSV (i) stands for Indian Naval Ship Vessel. Tara-Tarini is the (ii) patron-deity for sailors and is (iii) worshipped for (iv) safety and success at sea. INSV Tarini is the second sailboat of the Indian Navy. It is a 55 foot sailing vessel built (v) indigenously in India by M/s Aquarius Shipyard Pvt. Ltd, located in Goa.

(i) (a) yields (b) rests (c) spins (d) denotes
Answer:
(d) denotes

(ii) (a) captain (b) protector (c) witch (d) assailant
Answer:
(b) protector

(iii) (a) despised (b) disdained (c) adored (d) dishonoured
Answer:
(c) adored

(iv) (a) hazard (b) risk (c) threat (d) protection
Answer:
(d) protection

(v) (a) domestically (b) globally (c) foreignly (d) spuriously
Answer:
(a) domestically

3. The special (i) feature of this sailboat is that it (ii) encouraged use of environment friendly non-ccmventional (iii) renewable energy resources such as the wind; collected and updated meteorological, ocean and wave data on regular basis for (iv) accurate weather forecast by India Meteorological Department and also collected data for (v) monitoring marine pollution on high seas.

(i) (a) quite (b) aspect (c) shabby (d) blunder
Answer:
(b) aspect

(ii) (a) scared (b) deterred (c) supported (d) dejected
Answer:
(c) supported

(iii) (a) frail (b) appalling (c) perishable (d) inexhaustible
Answer:
(d) inexhaustible

(iv) (a) vague (b) exact (c) deceptive (d) flawed
Answer:
(b) exact

(v) (a) controlling (b) promoting (c) ignoring (d) neglecting
Answer:
(a) controlling

4. I wanted to make sure that I complete this journey with (i) ultimate honesty. I didn’t set out for a destination; it was the journey that (ii) mattered to me the most. So my (iii) contention was to make sure that we go by the rules of circumnavigation which say that you don’t have to use any (iv) auxiliary means of (v) repulsion.

(i) (a) least (b) best (c) worst (d) inferior
Answer:
(b) best

(ii) (a) excluded (b) abstracted (c) exchanged (d) concerned
Answer:
(d) concerned

(iii) (a) affection (b) serenity (c) strenuous effort (d) patience
Answer:
(c) strenuous effort

(iv) (a) important (b) additional (c) chief (d) superior
Answer:
(b) additional

(v) (a) hatred (b) attraction (c) delight (d) sympathy
Answer:
(a) hatred

♦ Synonym Unit – 4 The Attic

We were driving along (i) National (ii) Highway 40. We had reached a point where the road (iii) bifurcated. If we drove ten kilometres along the road that (iv) branched off to the right, we would reach Bramhapur. I asked Aditya whether he was interested in (v) revisiting the place of his birth.

(i) (a) rural (b) state (c) local (d) international
Answer:
(b) state

(ii) (a) bypass (b) back road (c) alleyway (d) main road
Answer:
(d) main road

(iii) (a) divided into two (b) linked (c) connected (d) joined
Answer:
(a) divided into two

(iv) (a) converged (b) out spread (c) united (d) decorated
Answer:
(b) out spread

(v) (a) going over (b) leaving (c) abandoning (d) avoiding
Answer:
(a) going over

2. Trying to (i) revive old childhood (ii) memories may prove (iii) disappointing, but he said he wished to visit the tea shop of Nagen uncle, if it still (iv) existed. We drove to Bramhapur of which Aditya’s (v) ancestors were once the Zamindars.

(i) (a) win (b) bring back (c) weaken (d) destroy
Answer:
(b) bring back

(ii) (a) forgetfulness (b) ignorance (c) amnesia (d) remembrances
Answer:
(d) remembrances

(iii) (a) encouraging (b) pleasing (c) disheartening (d) agreeable
Answer:
(c) disheartening

(iv) (a) ceased (b) left (c) survived (d) discontinued
Answer:
(c) survived

(v) (a) descendant (b) forerunner (c) children (d) people
Answer:
(b) forerunner

3. The (i) attic has always been a favourite with children. A portion of the wall of the attic (ii) crumbled down and through the window that had been (iii) created, we could see the sky, the fields, the (iv) spire of the old temple. The floor was (v) strewn with twigs and straw.

(i) (a) bottom (b) underground (c) loft (d) platform
Answer:
(c) loft

(ii) (a) built (b) improved (c) developed (d) crushed
Answer:
(d) crushed

(iii) (a) developed (b) demolished (c) denied (d) refused
Answer:
(a) developed

(iv) (a) base (b) low (c) top (d) ground
Answer:
(c) top

(v) (a) exposed (b) spattered (c) passed over (d) emptied
Answer:
(b) spattered

4. The (i) spoilt child of (ii) affluent parents. He was a (iii) fairly good student, but could never beat me. He was (iv) extremely (v) jealous of me. And used to tell lies.

(i) (a) enhanced (b) praised (c) ruined (d) protected
Answer:
(c) ruined

(ii) (a) wealthy (b) empty (c) conservative (d) poor
Answer:
(a) wealthy

(iii) (a) ugly (b) some extent (c) good (d) extraordinary
Answer:
(b) some extent

(iv) (a) highly (b) hardly (c) credibly (d) partly
Answer:
(a) highly

(v) (a) content (b) unworried (c) envious (d) satisfied
Answer:
(c) envious

♦ Synonym Unit – 5 Tech Bloomers

Anything which is below a (i) pre-defined limit or below certain (ii) threshold, can be self-ordered by the (iii) appliance. Your refrigerator can directly link to the ecommerce site and order for milk if it is about to be (iv) exhausted. Consumable products such as ink (v) cartridges may be capable of self-ordering replacements.

(i) (a) told already (b) portico (c) stated clearly (d) judged in advance
Answer:
(b) defined in advance

(ii) (a) verandah (b) package (c) approach (d) degree
Answer:
(c) approach

(iii) (a) vehicle (b) very active (c) computer (d) machine
Answer:
(d) machine

(iv) (a) very tired (b) containers (c) very vigorous (d) very strong
Answer:
(a) very tired

(v) (a) packets (b) defined in advance (c) bottles (d) glasses
Answer:
(b) containers

2. Technology can help us make friends, (i) communicate and control our (ii) environment like turning the lights on and out. It can help us study, get (iii) qualifications and find opportunities for work. It can make us (iv) confident and (v) independent.

(i) (a) speak (b) conceal (c) ignore (d) suppress
Answer:
(a) Speak

(ii) (a) country (b) surrounding (c) forefront (d) locality
Answer:
(b) surrounding

(iii) (a) commencement (b) unfulfilment (c) disagreement (d) accomplishment
Answer:
(d) accomplishments

(iv) (a) doubtful (b) bashful (c) hopeful (d) fearful
Answer:
(c) hopeful

(v) (a) self-respect (b) self-reliant (c) self-devoted (d) self-defence
Answer:
(b) self-reliant

3. David will now use his EC02 to speak in complete sentences with correct (i) syntax It has increased the number of words he uses meaningfully and (ii) comment (iii) socially using the language of his (iv) peers, thereby becoming a confident and (v) competent communicator.

(i) (a) diagram (b) structure (c) disorder (d) system
Answer:
(b) structure

(ii) (a) neglect (b) avoid (c) ignore (d) remark
Answer:
(d) remark

(iii) (a) publicly (b) privately (c) unpleasantly (d) unfriendly
Answer:
(a) publicly

(iv) (a) opponents (b) superior (c) counterparts (d) inferior
Answer:
(c) counterparts

(v) (a) thoughtful (b) skilful (c) rightful (d) careful
Answer:
(b) skilful

♦ Synonym Unit – 6 The Last Lesson

1. Then, as I hurried by as fast as I could go, the (i) blacksmith Wachter, who was there,with his (ii) apprentice reading the (iii) bulletin. Usually, when school began, there was a great (iv) bustle the opening and closing of desks, lessons repeated in (v) unison.

(i) (a) person who deals with iron (b) deals with gold (c) deals with silver (d) deals with steel
Answer:
(a) person who deals with iron

(ii) (a) employer (b) trainer (c) trainee (d) coach
Answer:
(c) trainee

(iii) (a) train (b) board (c) official statement (d) message
Answer:
(c) official statement

(iv) (a) slow (b) busy movement (c)lazy (d)free
Answer:
(b) busy movement

(v) (a) together (b) combined (c) individual (d) separate
Answer:
(a) together

2. The teacher s great (i) ruler was (ii) rapping on the on the table. But now it was all so (iii) still. I had (iv) counted (v) commotion to get to my desk.

(i) (a) king (b) scale (c) chip (d) role
Answer:
(b) scale

(ii) (a) tapping (b) biting (c) hanging (d) pulling
Answer:
(a) tapping

(iii) (a) even though (b) calm (c) loud (d) noisy
Answer:
(b) calm

(iv) (a) take advantage (c) noticed (b) followed (d) waited
Answer:
(a) taken advantage

(v) (a) clear (b) loud (c) near (d) confusion
Answer:
(d) confusion

3. It was the most beautiful language in the world – the clearest, the most (i) logical, that we must guard it among us and never forget it, because when a people are (ii) enslaved as long as they (iii) hold fast to their language. Then he read us our lesson. I was (iv) amazed to see how well I understood it. I had never listened so (v) carefully.

(i) (a) reasoning (b)loud (c) moving (d) understanding
Answer:
(a) reasoning

(ii) (a) left (b) freed (c) captured (d)saved
Answer:
(c) captured

(iii) (a) catch (b) stick to (c)take (d) carry
Answer:
(b) stick to

(iv) (a) bored (b) explained (c) surprised (d) expected
Answer:
(c) surprised

(v) (a) brutally (b) recklessly (c) attentively (d) grimly
Answer:
(c) attentively

4. M. Hamel sitting (i) motionless in his chair and (ii) gazing first at one thing, then at another, as if he wanted to (iii) fix in his mind just how everything looked in that little school-room (iv) fancy For forty years he had been there in the same place. Only the desks and benches had been (v) worn smooth.

(i) (a) careless (b) still (c) hopeless (d) fearless
Answer:
(b) still

(ii) (a) waiting (b) guarding (c) staring (d) grazing
Answer:
(c)staring

(iii) (a) ignore (b) set (c) disturb (d) alter
Answer:
(b) set

(iv) (a) dream (b) reality (c) fact (d) dislike
Answer:
(a) dream

(v) (a) tattered (b) pristine (c) new (d) costly
Answer:
(a) tattered

♦ Synonym Unit – 7 The Dying Detective

1. In the dim light of a (i) foggy November day, the sick-room was a (ii) gloomy spot, but it was the (iii) gaunt face staring form the bed that brought (iv) chill to my heart. His eyes had the brightness of fever, his cheeks were (v) flushed.

(i) (a) bright (b) light (c) clear (d) musty
Answer:
(d) musty

(ii) (a) happy (b) peace (c) noisy (d) sad
Answer:
(d) sad

(iii) (a) exhausted and thin (b) fresh (c) flourishing (d) best
Answer:
(a) exhausted and thin

(iv) (a) cold (b) fear (c) boldness (d) happiness
Answer:
(b) fear

(v) (a) pale (b) clear (c) reddened (d) bright
Answer:
(c) reddened

2. “It is the disease from Sumatra. It is (i) deadly and (ii) contagious, Watson – that’s it, by touch.” “Good heavens, Holmes! Do you think this can stop me?” I said (iii) advancing towards him. My feelings as a doctor were (iv) aroused. I said, “you are not yourself whether you like it or not. I will examine your (v) symptoms.

(i) (a) dead (b) fatal (c) live (d) great
Answer:
(b) fatal

(ii) (a) harmless (b) painful (c) curable (d) spreads
Answer:
(d) spreads

(iii) (a) background (b) against (c) move forward (d) still
Answer:
(c) move forward

(iv) (a) lazy (b) sleep (c) awakened (d) lethargy
Answer:
(c) awakened

(v) (a) signs (b) emblem (c) gesture (d) voice
Answer:
(a) signs

3. (i) Finally I came to the (ii) mantel piece, where among other things I saw a small black and white ivory box with sliding lid. As I held it in my hand to (iii) examine it, I heard a dreadful cry. “Put it down! Down at once, Watson,” he said, “I hate to have my things touched. Sit down man, and let me have my rest!” Then I sat in silent (iv) dejection until the (v) stipulated time had passed.

(i) (a) beginning (b) firstly . (c) early (d) at last
Answer:
(d) at last

(ii) (a) wooden structure (b) cloak (c) cloth (d) clock
Answer:
(a) wooden structure

(iii) (a) observe deeply (b) exams (c) test (d) finalise
Answer:
(a) observe deeply

(iv) (a) success (b) happy (c) confident (d) sad
Answer:
(d) sad

(v) (a) exceed (b) given (c) border (d) boundless
Answer:
(b) given

4. I was (i) hesitant to leave him now. He was (ii) delirious. He said, “He is the man i who has the knowledge of this disease. I hope you will be able to (iii) persuade him to come. You must tell him that I’m dying (iv) plead with him, Watson. “I’ll bring him in a (v) cab,” I said.

(i) (a) ready (b) allow (c) doubtful (d) hasty
Answer:
(c) doubtful

(ii) (a) restlessness (b) calm (c) serene (d) short
Answer:
(a) restlessness

(iii) (a) lenient (b) soft (c) deliberate (d) force
Answer:
(d) force

(iv) (a) command (b) request (c) beg (d) order
Answer:
(c) beg

(v) (a) truck (b) van (c) taxi (d)lorry
Answer:
(c) taxi

Tamilnadu Board Class 10 English Solutions

Tamilnadu State Board Class 10 English Vocabulary Affixes (Prefix & Suffix)

♦ Affixes (Prefix & Suffix) (Text Book Page No.: 101)

In the English language, new words can be formed by a process called affixation. Affixation means adding affixes to the root word to form a new word. Affixes can be classified into prefix and suffix. If an affix is attached to the beginning of a word, it is called a Prefix. If an affix is attached to the end of the word, it is called a Suffix.

Exampels:
Prefixes: illiterate, disqualify, supernatural, suburban, malnutrition.
Suffixes: childhood, ability, examination, establishment, slavish.

Prefix

Prefix	Root Word
bi	cycle, lingual, monthly
CO	workers, operators, authors
de	recognise, regulate, compose, valuation, train
ex	minister, principal, student, councillor
extra	ordinary, sensory, curricular
fore	front, runner, finger, word, tell, cast, arm, hand
im	balance, perfect, possible, material, measurable
in	door, active, side, valuable, efficient
inter	national, dependant, racial, religious, state
ir	recoverable, regular, rational, respective
mega	show, phone, star, event
mis	quote, understand, spell, manage, calculate
non	stop, toxic, existent, sense, violence
out	moded, smart, number, door, patient, house, let, post
over	coat, shadow, throw, come, bearing
post	graduate, pone, script, graduation
pre	university, natal, face, caution, fabricate
sub	sect, human, editor, title, way
super	man, human, editor, title, way
ultra	violet, modern, sound
un	happy, welcome, told, wept, sung, honoured
under	ground, pay, cut, sell, secretary, stand
vice	president, principal, chairman, admiral

Prefix	Root Word	New Word
CO	operate	cooperate
em	power	empower
hyper	active	hyperactive
ig	noble	ignoble
in	direct	indirect
inter	lock	interlock
multi	national	multinational
over	lap	overlap
sub	standard	substandard
trans	form	transform
ultra	violet	ultraviolet
un	quenchable	unquenchable
un	fair	unfair

Suffix

Root Word	Suffix
arrange, manage, ship	ment
betray, dismiss, apprais	al
care, power, hair, rest, odour	less
child, man, woman, boy	hood
clock, penny, tax	wise
collabor, declare, explore	ation
count, profit, like, read, eat	able
expert, special, real, popular,	ise
capital	ize
kind, polite, forgive, sick ready, selfish, useful	ness
meddle, quarrel, awe, irk	some
mile, post, bag, home	age
music, critic, physique	cal
accident, sentiment	al
philosophy, sympathy, majesty, photograph	ic
politic, electric, mathematic, music	ian
president, confident	ial
pure	fy
responsible, public, simple	ity
scholar, friend, workman, craftsman	ship
sleep, fun, stick, choose, mess	y
conclude, inspire, admit	ion
sorrow, thought, cup, forget, colour	ful
luxury	ious

Root Word	Suffix	New word
1. announce	ment	announcement
2. bright	ness	brightness
3. clear	anee	clearance
4. colour	ful	colourful
5. craftsman	ship	craftsmanship
6. credit	able	creditable
7. danger	ous	dangerous
8. direct	or	director
9. enormous	ity	enormity
10. exception	al	exceptional
11. metal	ic	metalic
12. narrate	ion	narration
13. need	y	needy
14. perform	ance	performance
15. quench	able	quenchable
16. secret	ive	secretive
17. wash	able	washable

Exercises

Question 1.
Add a prefix to the word polite to complete the sentence.
The shopkeeper dismissed his assistant because he was __________ polite to his customers.
(a) un
(b) dis
(c) im
(d) mis
Answer:
(c) im

Question 2.
Add a suffix to the word associate to complete the sentence.
Sastha had close associate __________ with many learned persons.
(a) ly
(b) ness
(c) ion
(d ) or
Answer:
(c) ion

Question 3.
Add a prefix to the word placed to complete the sentence.
Geetha _________ placed the book that she borrowed.
(a) dis
(b) un
(c) mis
(d) im
Answer:
(c) mis

Question 4.
Attach a prefix to the word visible to complete the sentence.
The artistes are the ones who might be able to help us with our internal, __________ visible lives.
(a) in
(b) dis
(c) im
(d) il
Answer:
(a) in

Question 5.
Add a suffix to the word kind to complete the sentence.
Even a small help is an act of kind __________
(a) ness
(b) our
(c) ship
(d) ment
Answer:
(a) ness

Question 6.
Add a prefix to the word legal to complete the sentence.
The act was proved __________ legal by the court.
(a) un
(b) il
(c) en
(d) dis
Answer:
(b) il

Question 7.
Add a suffix to the word announce to complete the sentence.
The Headmaster made an announce __________
(a) er
(b) mg
(c) ship
(d) ment
Answer:
(d) ment

Question 8.
Add a suffix to the word danger to complete the sentence.
A snake is a very danger __________ reptile.
(a) ness
(b) ous
(c) able
(d) ly
Answer:
(b) ous

Question 9.
Add a prefix to the word obey to complete the sentence.
Children should not _________ obey their elders.
(a) mis
(b) dis
(c) in
(d) un
Answer:
(b) dis

Question 10.
Attach a prefix to the word violet to complete the sentence.
Some times __________ violet rays are harmful.
(a) trans
(b) inter
(c) ultra
(d) over
Answer:
(c) ultra

Question 11.
Add a suffix to the word perform to complete the sentence.
The chief guest appreciated his perform __________.
(a) ing
(b) ance
(c) ness
(d) ic
Answer:
(b) ance

Question 12.
Attach a prefix to the word legal to complete the sentence.
They fought __________ legal battle.
(a) in
(b) un
(c) il
(d) non
Answer:
(c) il

Question 13.
Add a suffix to the word beautiful to complete the sentence.
Guru plays the Piano beautiful __________.
(a) ly
(b) er
(c) less
(d) ness
Answer:
(a) ly

Question 14.
Attach a suffix to the word exception to complete the sentence.
It is an exception __________ case.
(a) ment
(b) al
(c) ance
(d) ful
Answer:
(b) al

Question 15.
Attach a prefix to the word national to complete the sentence.
Kumar started his career at a __________ national company.
(a) trans
(b) multi
(c) ultra
(d) over
Answer:
(b) multi

Question 16.
Add a prefix to the word active to complete the sentence.
_________ children should be given more attention.
(a) hyper
(b) ultra
(c) sub
(d) trans
Answer:
(a) hyper

Question 17.
Add a suffix to the word dream to complete the sentence.
My friend is a day-dream __________.
(a) er
(b) y
(c) ist
(d) istic
Answer:
(a) er

Question 18.
Add a prefix to the word national to complete the sentence.
An __________ national conference is to be held next year.
(a) Co
(b) Sub
(c) Inter
(d) Hyper
Answer:
(c) Inter

Question 19.
Add a prefix to the word belief to complete the sentence.
She received the news with __________ belief.
(a) non
(b) anti
(c) un
(d) dis
Answer:
(d) dis

Question 20.
Add a prefix to the word noble to complete the sentence.
Don’t be _________ noble.
(a) in
(b) ig
(c) un
(d) no
Answer:
(b) ig

Tamilnadu Board Class 10 English Solutions

Tamilnadu State Board Class 10 English Vocabulary Antonyms

Antonym is a word opposite in meaning to another word.

♦ Antonym Unit – 1 His First Flight

Chose the most appropriate antonym of the underlined words.

1. She screamed back (i) mockingly. But he kept calling (ii) plaintively, and after a minute or so, he (iii) uttered a (iv) joyful scream. His mother had picked up a piece of fish and was flying across to him with it. He leaned out (v) eagerly, tapping the rock with his feet.

(i) (a) respectfully (b) jeeringly (c) sarcastically (d) ridiculously
Answer:
(a) respectfully

(ii) (a) cheerfully (b) mournfully (c) dismally (d) wistfully
Answer:
(a) cheerfully

(iii) (a) released (b) suppressed (c) expressed (d) divulged
Answer:
(b) suppressed

(iv) (a) genial (b)happy (c) mirthful (d) sorrowful
Answer:
(d) sorrowful

(v) (a) anxiously (b) fervently (c) unwillingly (d) earnestly
Answer:
(c) unwillingly

2. Then a (i) monstrous terror seized him and his heart stood (ii) still. He could hear nothing. But it only (iii) lasted a moment. The next moment, he felt his wings (iv) spread outwards. The wind (v) rushed against his breast feathers, then under his stomach and against his wings.

(i) (a) horrible (b) dreadful (c) beautiful (d) unnatural
Answer:
(c) beautiful

(ii) (a) motionless (b) moving (c) restful (d) silent
Answer:
(b) moving

(iii) (a) continued (b) persisted (c) discontinued (d) stayed
Answer:
(c) discontinued

(iv) (a) abridged (b) extended (c) stretched (d) opened
Answer:
(a) abridged

(v) (a) hurried (b) pressed (c) raced (d) slowed down
Answer:
(d) slowed down

3. He dropped his legs to stand on the green sea. His legs (i) sank into it. He screamed with (ii) fright and attempted to rise again, flapping his wings. But he was tired and (iii) weak with hunger and he could not rise (iv) exhausted by the (v) strange exercise. His feet sank into the green sea.

(i) (a) drowned (b) floated (c) immersed (d) plunged
Answer:
(b) floated

(ii) (a) dismay (b) panic (c) calm (d) fear
Answer:
(c) calm

(iii) (a) feeble (b) sluggish (c) unsteady (d) strong
Answer:
(d) strong

(iv) (a) energetic (b) crippled (c) weakened (d) depleted
Answer:
(a) energetic

(v) (a) unfamiliar (b) extra ordinary (c) common (d) peculiar
Answer:
(c) common

4. He then (i) trotted back and forth from one end of the ledge to the other, his long gray legs stepping (ii) daintily, trying to find some means of reaching his parents. But on each side of him, the ledge ended in a sheer fall of (iii) precipice, with the sea (iv) beneath. And between him and his parents, there was a (v) deep, wide crack.

(i) (a) rushed (b) hurried (c) stopped (d)jogged
Answer:
(c) stopped

(ii) (a) difficultly (b) casually (c) moderately (d) tenderly
Answer:
(a) difficultly

(iii) (a) rock face (b) plateau (c) crag (d) steep cliff
Answer:
(b) plateau

(iv) (a) inferior (b) under (c) subordinate (d)above
Answer:
(d) above

(v) (a) far down (b) long way (c) shallow (d) great depth
Answer:
(c) shallow

♦ Antonym Unit – 2 The Night the Ghost Got in

1. Five or six cops sprang for the attic door before I could (i) intervene or explain. I realized that it would be (ii) bad if they burst in on grandfather unannounced, or even announced. He was going through a (iii) phase in which he believed that General Meades men were beginning to (iv) retreat and even (v) desert.

(i) (a) step in (b) interfere (c) disregard (d) mediate
Answer:
(c) disregard

(ii) (a) dangerous (b) nice (c) detrimental (d) grim
Answer:
(b) nice

(iii) (a) level (b) period (c) stage (d) whole
Answer:
(d) whole

(iv) (a) withdraw (b) advance (c) escape (d) decamp
Answer:
(b) advance

(v) (a) relinguish (b) support (c)leave ‘ (d)abandon
Answer:
(b) support

2. The cops were (i) reluctant to leave without getting their hand on somebody (ii) besides grandfather; the night had been (iii) distinctly a (iv) defeat for them. Furthermore, they (v) obviously didn’t like the ‘layout’; something looked – and I can see their viewpoint – phony. They began to poke into things again.

(i) (a) hesitant (b) bashful (c)reserved (d) eager
Answer:
(d) eager

(ii) (a) in addition (b) on the contrary (c) moreover (d) further
Answer:
(b) on the contrary

(iii) (a) abstractly (b) clearly (c) sharply (d) surely
Answer:
(a) abstractly

(v) (a) failure (b) collapse (c) success (d) frustration
Answer:
(c) success

(v) (a) evidently (b) noticeably (c) patently (d) doubtfully
Answer:
(d) doubtfully

3. ‘Grandfather was (i) fresh as a daisy and full of jokes at breakfast next morning. We thought at first he had (ii) forgotten all about what had happened, but he hadn’t. Over his third cup of coffee, he (iii) glared at Herman and me. ‘What was the idee of all them cops tarryhootin round the house last night?’ he demanded. “None of you (iv) bothered to leave a bottle of water (v) beside my bed.”

(i) (a) different (b) old (c) unusual (d) radical
Answer:
(b) old

(ii) (a) out of mind (b) over-looked (c) remembered (d) disregarded
Answer:
(c) remembered

(iii) (a) stared (b) smiled (c) frowned (d) gazed
Answer:
(b) smiled

(iv) (a) worried (b) provoked (c) concerned (d) unworried
Answer:
(d) unworried

(v) (a) far away (b) alongside (c) abreast of (d) adjacent to
Answer:
(a) far away

4. With that, he (i) fetched the officer who found the zither a flat – handed smack alongside his head that sent him sprawling. The others beat a retreat, but not enough; grandfather (ii) grabbed zither’s gun from its holster. A cop (iii) cursed and shot his hand to his shoulder. Somehow, we all (iv) finally got downstairs again and (v) locked the door against the old gentleman.

(i) (a) released (b) brought (c) captured (d) transported
Answer:
(a) released

(ii) (a) clenched (b) seized (c) freed (d) snatched
Answer:
(c) freed

(iii) (a) damned (b) blessed (c) ill-fated (d) confounded
Answer:
(b)blessed

(iv) (a) once for all (b) at last (c) primarily (d) eventually
Answer:
(c) primarily

(v) (a) secured (b) fastened (c) sealed (d)opened
Answer:
(d) opened

♦ Antonym Unit – 3 Empowered Women Navigating The World

1. Navika Sagar Parikrama was a project undertaken in (i) consonance with the National policy to (ii) empower women to (iii) attain their full potential. “The Project is considered essential towards promoting ocean sailing activities in the Navy while (iv) depicting Government of India’s (v) thrust for Nari Shakti,” said Admiral Sunil Lanba in his welcome speech.

(i) (a) agreement (b) disagreement (c) deny (d) authorise
Answer:
(c) deny

(ii) (a) allow (b) entrust (d) consistency

(iii) (a) achieve (b) lose (c) accomplish (d) gain
Answer:
(b) lose

(iv) (a) distorting (b) portraying (c) copying (d) picturing
Answer:
(a) distorting

(v) (a) boost (b) apathy (c) push (d) nudge
Answer:
(b) apathy

2. When we were crossing the Tasman Sea, we (i) witnessed the (ii) brilliant Southern Lights from sea. It was (iii) rare to watch that in those months, that too from sea. We were absolutely (iv) awestruck as we were not expecting it, to see the (v) entire sky lit up in green light.

(i) (a) watched (b) unobserved (c) endorsed (d) deposed
Answer:
(b) unobserved

(ii) (a) famous (b) superb (c) dull (d) bright
Answer:
(c) dull

(iii) (a) common (b) unlikely (c) strange (d) occasional
Answer:
(a) common

(iv) (a) wonderstruck (b) amazed (c) shocked (d) bored
Answer:
(d) bored

(v) (a) whole (b) perfect (c) partial (d) integrated
Answer:
(c)partial

3. We (i) picked up some hobbies and kept posting pictures of (ii) delicacies like golgappas and cakes. We also read books when the weather was (iii) pleasant. I loved cooking as well so I (iv) indulged in baking. I love it when people (v) appreciate the food that I cook.

(i) (a) ignored (b) chose (c) preferred (d) selected
Answer:
(a)ignored

(ii) (a) softness (b) beauties (c) eyesore (d) elegance
Answer:
(c) eyesore

(iii) (a) cool (b) gloomy (c) nice (d) gracious
Answer:
(b)gloomy

(iv) (a) took part (b) involved (c) yielded to (d) abstained
Answer:
(d) abstained

(v) (a) like (b) despise (c) praise (d) admire
Answer:
(b) despise

4. Whenever the winds dropped, it wouldn’t have taken me even a (i) fraction of second to switch on the engine and say let’s go one mile (ii) ahead. But inside of me something poked me and said that you have to be (iii) honest with yourself. I am (iv) glad that we were able to (v) finish it successfully.

(i) (a) fragment (b) whole (c) portion (d) division
Answer:
(b) whole

(ii) (a) across (b) advanced (c) forward (d) backward
Answer:
(d) backward

(iii) (a) truthful (b) impartial (c) corrupt (d) proper
Answer:
(c) corrupt

(iv) (a) contented (b) sad (c) happy (d) willing
Answer:
(b) sad

(v) (a) conclude (b) discharge (c) commence (d) terminate
Answer:
(c)commence

♦ Antonym Unit – 4 The Attic

1. When I left our (i) ancestral house, twenty-nine years ago, the house was almost two hundred years (ii) recollected Aditya. ‘I doubt if even the school building, which may have (iii) undergone many (iv) changes, will be (v) recognisable any more.

(i) (a) traditional (b) familial (c) non-inheritance (d) hereditary
Answer:
(c) non-inheritance

(ii) (a) recalled (b) retained (c) reminded (d) unremembered
Answer:
(d) unremembered

(iii) (a) encountered (b) supported (c) avoided (d) endured
Answer:
(c) avoided

(iv) (a) corrections (b) advances (c) adjustments (d) similarities
Answer:
(d) similarities

(v) (a) noticeable (b) unrecognizable (c) placeable (d) indentable
Answer:
(b) unrecognizable

2. After about ten minutes, we came to the (i) local school, (ii) Beyond the iron gates were the playing field and the two-storeyed school building. We got down from the car and stood in (iii) front of the gate. I asked Aditya whether (iv) everything was still the (v) same.

(i) (a) native (b) domestic (c) towm (d) foreign
Answer:
(d) foreign

(ii) (a) above (b) outside (c) below (d) ahead
Answer:
(c) below

(iii) (a) ahead (b) back (c) before (d) against
Answer:
(b) back

(iv) (a) everywhere (b) every bit (c) nothing (d) all of it
Answer:
(c) nothing

(v) (a) different (b) identical (c) equal (d) similar
Answer:
(a) different

3. The owner of the tea shop, now over sixty, a little (i) rustic in (ii) appearance, with his white (iii) neatly-combed hair and (iv) clean look, was the same as (v) before. He was wearing a dhoti and a blue striped shirt.

(i) (a) rural (b) country (c) urban (d)crude
Answer:
(c) urban

(ii) (a) occurrence (b) happening (c) disappearance (d) cost
Answer:
(c) disappearance

(iii) (a) clearly (b) orderly (c) untidily (d) tidily
Answer:
(c) untidily

(iv) (a) neat (b) dirty (c) wash (d) polish
Answer:
(b) dirty

(v) (a) after (b) prior (c) in advance (d) in front of
Answer:
(a) after

4. The jeweller (i) remarked that it was an antique. Our next stop was the house of Jogesh Kabiraj. Though I was a little (ii) curious, I didn’t ask Aditya anything. We (iii) entered the house and went to the room where Sasanka Sanyal stayed. Sasanka uncle was (iv) busy (v) reciting verses from Tagore.

(i) (a) commented (b) observed (c) noted (d) ignored
Answer:
(d) ignored

(ii) (a) eager (b) strange (c) incurious (d) unusual
Answer:
(c) incurious

(iii) (a) left (b) came (c) involved (d) began
Answer:
(a) left

(iv) (a) idle (b) active (c) excessive (d) engaged
Answer:
(a) idle

(v) (a) chanting (b) suppressing (c) delivering (d) explaining
Answer:
(b) suppressing

Antonym Unit – 5 Teach Bloomers

1. Technology has not only made a (i) normal person’s life (ii) easier but it is also a (iii) boon to citizens with (iv) special needs. India is home to 2.7 crore people living with one or the other kind of (v) disability.

(i) (a) strange (b) odd (c) extraordinary (d) ordinary
Answer:
(c) extraordinary

(ii) (a) stronger (b) simplier (c) harder (d) faster
Answer:
(c) harder

(iii) (a) curse (b) bare (c) gift (d) moments
Answer:
(c) gift

(iv) (a) unique (b) common (c) strange (d) ordinary
Answer:
(d) ordinary

(v) (a) inability (b) infirmity (c) ability (d) incapacity
Answer:
(c) ability

2. We can now look (i) forward to a more (ii) inclusive way of (iii) learning, instead of the (iv) cloistered (v) existence that most differently- abled learners had to face in the past.

(i) (a) backward (b) upward (c) exclusive (d) illusive
Answer:
(a) backward

(ii) (a) comprehensive (c) sideward (b) excessive (d) downward
Answer:
(c) exclusive

(iii) (a) grasping (b) reading (c) gaining (d) teaching
Answer:
(d) teaching

(iv) (a) sheltered (b) exposed (c) shielded (d) protected
Answer:
(b) exposed

(v) (a) non-existence (b) non-significant (c) nonchalant (d) non-profit
Answer:
(a) non-existence

♦ Antonym Unit – 6 The Lost Lesson

1. I did not know the first word about them. For a moment I thought of running away and spending the day out of doors. It was so (i) warm, so (ii) bright. In the open field back of the saw mill the Prussian soldiers were drilling. It was all much more (iii) tempting than the rule for participles, but I had the (iv) strength to resist, and (v) hurried off to school.

(i) (a) cool (b) hot (c) light (d) heat
Answer:
(a) cool

(ii) (a) shine (b) light (c) dull (d) glow
Answer:
(c) dull

(iii) (a) unattractive (b) trying (c) inviting (d) attractive
Answer:
(a) unattractive

(iv) (a) power (b) strong (c) weakness (d) force
Answer:
(c) weakness

(v) (a) slowed (b) rushed (c) accelerated (d) hastened
Answer:
(a) slowed

2. Usually (i) when school began (ii) there was a great bustle, which could be heard out in the street, the opening and closing of desks, lessons repeated in unison (iii) very loud (iv) and the teachers great ruler rapping on the table. But now it was all so still (v)_______

(i) (a) always (b) regularly (c) unusually (d) ever
Answer:
(c) unusually

(ii) (a) closed down (b) started (c) opened (d) established
Answer:
(a) closed down

(iii) (a) together (b) disharmony (c) accordance (d) unity
Answer:
(b) disharmony

(iv) (a) booming (b) calm (c) heavy (d) noisy
Answer:
(b) calm

(v) (a) immobile (b) quiet (c) static (d) blaring
Answer:
(d) blaring

3. Besides, the (i) whole school seemed so (ii) strange and (iii) solemn. But the thing that (iv) surprised me the most was to see, on the back benches that were always (v) empty, the village people sitting quietly like ourselves.

(i) (a) complete (b) partial (c) full (d) overall
Answer:
(b) partial

(ii) (a) peculiar (b) queer (c) crazy (d) familiar
Answer:
(d)familiar

(iii) (a) gloomy (b) dark (c) excited (d) pensive
Answer:
(c) excited

(iv) (a) shocked (b) alarmed (c) dazed (d) expected
Answer:
(d) expected

(v) (a) full (b) hollow (c) drain (d) blank
Answer:
(a) full

4. M.Hamel mounted his chair, and, in the same (i) grave and (ii) gentle tone which he had used to me, said, “this is the (iii) last lesson I shall give you. The order has come from Berlin to teach only German in the schools of Alsace and Lorraine. This is your last French lesson. I want you to be very (iv) attentive.” I (v) hardly knew how to write!

(i) (a) serious (b) mysterious (c) cheerful (d) grim
Answer:
(c) cheerful

(ii) (a) harsh (b) soft (c) pleasant (d) mild
Answer:
(a) harsh

(iii) (a) final (b) ultimate (c) first (d) latest
Answer:
(c) first

(iv) (a) careful (b) cautious (c) considerate (d) inattentive
Answer:
(d) inattentive

(v) (a) scarcely (b) fully (c) seldom (d) rarely
Answer:
(b) fully

♦ Antonym Unit – 7 The Dying Detective

1. “There are (i) many problems of the disease in the East. I have learnt that much during my (ii) recent researches. And during this course I caught this illness,” he said. “I will bring Dr. Ainstree then,” I said going (iii) towards the door, (iv) Never have I had such a (v) shock when the dying man bolted the door.

(i) (a) a lot (b) numerous (c) huge (d) few
Answer:
(d) few

(ii) (a) modern (b) old (c) fresh (d) new
Answer:
(b) old

(iii) (a) close to (b) nearly (c) facing (d) away
Answer:
(d) away

(iv) (a) at no time (b) no way (c) always (d) not ever
Answer:
(c) always

(v) (a) surprise (b) expectation (c) scare (d) horrify
Answer:
(b) expectation

2. The butler (i) appeared at the doorway. Through the half-open door I heard a man’s voice telling the butler, “I am not at home, say so.” I (ii) pushed past the butler and (iii) entered the room. I saw a (iv) frail man with bald head sitting. “I am sorry,” I said, “but the matter cannot be (v) delayed.

(i) (a) show (b) seen (c) beneath (d) vanished
Answer:
(d) vanished

(ii) (a) thrust (b) open (c) pulled (d) held
Answer:
(c) pulled

(iii) (a) arrived (b) exited (c) came (d) got in
Answer:
(b) exited

(iv) (a) strong (b) thin (c) weak (d)lazy
Answer:
(a) strong

(v) (a) slow (b) leisurely (c) quickened (d) denied
Answer:
(c) quickened

3. I told him (i) everything. He (ii) smiled and (iii) agreed to come. Pretending that I had some other appointment. I left him. With a (iv) sinking heart I reached Holmes’ room. He said. “You have done everything that a good friend could do. Now you (v) disappear to the next room.

(i) (a) all (b) everyone (c) nothing (d) few
Answer:
(c) nothing

(ii) (a) frowned (b) giggled (c) gleamed (d) laughed
Answer:
(a) frowned

(iii) (a) accepted (b) followed (c) disagreed (d) disobeyed
Answer:
(c) disagreed

(iv) (a) rising (b) vanish (c) heightened (d) dawned
Answer:
(a) rising

(v) (a) appear (b) encouraged (c) away (d) evaporate
Answer:
(a) appear

4. “Do you know the symptoms?” asked Smith. “Only too well, Mr. Smith,” and he (i) described the symptoms. “They are the (ii) same, Holmes,” Smith said, “Poor Victor was a (iii) dead man on the fourth day – a (iv) strong and (v) healthy young man.

(i) (a) elaborated (b) explained (c) briefed (d) told
Answer:
(c) briefed

(ii) (a) different (b) similar (c) familiar (d) known
Answer:
(a)different

(iii) (a) passed away (b) killed (c) alive (d) being
Answer:
(c)alive

(iv) (a) weak (b) vibrant (c) solid (d) worthy
Answer:
(a)weak

(w) (a) fresh (b) lively (c) Jubilant (d) unhealthy
Answer:
(d) unhealthy

Tamilnadu Board Class 10 English Solutions

Tamilnadu State Board Class 10 English Grammar Active & Passive Voice

♦ Active & Passive Voice (Text Book Page No.: 14–16)

The voice of a verb tells whether the subject of the sentence performs or receives the action. When a verb represents a person or a thing as doing something, it is said to be in Active Voice.

In most English sentences with an action verb, the subject performs the action denoted by the verb. So, when we express an idea giving importance to the doer, the sentence is written in the active form.

Structure of active voice :
Subject + verb + object.

Examples:
Hari won the prize.
Sona sang a song.

These examples show that the subject is doing the action. The subject does or “acts upon” the verb in such sentences so, the sentences are said to be in the active voice.

On the other hand, when a verb represents a person or thing being acted upon, it is said to be in Passive Voice. When we express an idea giving importance to the action rather than to the doer, the sentence is written in the passive form.

Structure of Passive Voice :
Object + be verb + verb as past participle + by + subject.

Examples:
The prize was won by Hari.
A song was sung by Sona.

Pronouns get changed when they change their positions in the following way:
I ↔ Me; We ↔ Us You You; He ↔ Him She ↔ Her; It ↔ It; They ↔ Them

Note: Only the third form of Verb is used in Passive Constructions.

Change Of Voice Exercises

Active Voice — Passive Voice

Simple Present

Arjun sees a deer. – A deer is seen by Arjun.
I do not like kites. – Kites are not liked by me.
He does not eat apples. – Apples are not eaten by him.
Do you take tea? – Is tea taken by you?

Present Continuous

Arjun is seeing a deer. – A deer is being seen by Arjun.
He is not eating apples. – Apples are not being eaten by him.
Are you taking tea? – Is tea being taken by you?

Present Perfect

Partha has played violin. – Violin has been played by Partha.
He has not eaten apples. – Apples have not been eaten by him.
Have you taken tea? – Has tea been taken by you?

Present, Past and Future Indefinite Tenses

He sings a song – A song is sung by him.
Do you like music? – Is music liked by you?
I do not play chess. – Chess is not played by me.
He told a lie. – A lie was told by him.
Did he help you? – Were you helped by him?
She did not like them. – They were not liked by her.
You will win the prize. – The prize will be won by you.
Will you take tea? – Will tea be taken by you
He will not harm you. – You will not be harmed by him.

Exercises
Change the sentences to passive voice.

Question 1.
Many people begin new projects in January.
Answer:
New projects are begun in January.

Question 2.
The mother is going to prepare the food.
Answer:
The food is going to be prepared by mother.

Question 3.
They make shoes in that factory.
Answer:
Shoes are made in that factory.

Question 4.
We will have to examine you again.
Answer:
You will have to be examined again by us.

Question 5.
We must look into the question.
Answer:
The question must be looked into by us.

Question 6.
Someone reads the newspaper to him every day.
Answer:
The newspaper is read to him every day.

Question 7.
The Chinese discovered acupuncture thousands of years ago.
Answer:
Acupuncture was discovered by the Chinese thousands of years ago.

Question 8.
The police locked up the criminals.
Answer:
The criminals were locked up by the police.

Question 9.
They must have left the keys behind.
Answer:
The keys must have been left behind.

Question 10.
The boy is eating the cake.
Answer:
The cake is being eaten by the boy.

Question 11.
The spider scared her.
Answer:
She was scared by the spider.

Question 12.
The guide will show us the Museum in the afternoon.
Answer:
We will be shown the Museum by the guide in the afternoon.

Tamilnadu Board Class 10 English Solutions

Tamilnadu State Board Class 10 English Solutions Prose Chapter 1 His First Flight

His First Flight In Text Questions

a. Why did the seagull fail to fly?
Answer:
The seagull failed to fly because he did not have confidence on his wings and he had fear to fly.

b. What did the parents do, when the young seagull failed to fly?
Answer:
His parents tried to make him fly by scolding him and threatening him to starve on his ledge.

c. What was the first catch of the young seagull’s older brother?
Answer:
The first catch of the young sea gull’s older brother was a herring.

d. What did the young seagull manage to find in his search for food on the ledge?
Answer:
The young seagull managed to find dried pieces of eggshell in his search for food on the ledge.

e. What did the young bird do to seek the attention of his parents?
Answer:
He stood on one leg with the other leg hidden under his wing. He closed one eye, then the other and
pretended to be falling asleep. This was done by the bird to seek the attention of his parents.

f. What made the young seagull go mad?
Answer:
His mother was standing on a little high hump on the plateau. She was tearing a piece of fish that lay at her feet. She scraped each side of her beak on the rock. The sight of the food maddened him.

g. Why did the young bird utter a joyful scream?
Answer:
The young bird saw his mother picking up a piece of fish and flying across to him. Seeing this, the bird uttered a joyful scream.

h. Did the mother bird offer any food to the young bird?
Answer:
No, the mother bird did not offer any food to the young bird.

i. How did the bird feel when it started flying for the first time?
Answer:
He felt his wings spread outwards. The wind rushed against his breast feathers, stomach and wings. He could feel the tips of his wings cutting through the air.

j. What did the young bird’s family do when he started flying?
Answer:
They were flying around him, praising, soaring and diving together with him.

His First Flight Textual Questions

A. Answer the following questions in one or two sentences.

Question 1.
How was the young seagull’s first attempt to fly?
Answer:
The young seagull tried to fly. But he was scared to do so. His parents, brothers and sister persuaded him to fly. They also motivated him. But the young seagull felt that his wings would not support him.

Question 2.
How did the parents support and encourage the young seagull’s brothers and sister?
Answer:
His parents were flying about with his brothers and sister. They were perfecting them in the art of flight. They also taught them how to skim the waves and how to dive for fish.

Question 3.
Give an instance that shows the pathetic condition of the young bird.
Answer:
The young seagull had not eaten since the previous nightfall. There was not a single scrap of food left. He searched for food every inch of the straw nest. He even chewed at the dried pieces of eggshell.

Question 4.
How did the bird try to reach its parents without having to fly?
Answer:
The young seagull ran back and forth from one end of the ledge to the other end. His long grey legs stepped daintily, trying to find some means of reaching his parents without flying.

Question 5.
Do you think that the young seagulls parents were harsh to him? Why?
Answer:
Yes, they were harsh towards the seagull because they wanted him to learn the art of flying without any one’s help.

Question 6.
What prompted the young seagull to fly finally?
Answer:
His mother picked up a piece of fish and flew across to him with it. But then she halted, just opposite to him. She was almost within reach of his beak. Maddened by hunger, the young seagull dived at the fish. This act of his mother prompted the young seagull to fly finally.

Question 7.
What happened to the young seagull when it landed on the green sea?
Answer:
When the young seagull landed on the green sea, his legs sank into it. He screamed with fright and attempted to rise again. He was exhausted. His feet sank into the sea. His belly touched it. He sank no further. He was floating on it.

Short Questions & Answers – Additional

Question 1.
How many brothers and sisters did the young seagull have? When did they fly away from the ledge?
Answer:
The young seagull had two brothers and one sister. They flew away the previous day from the ledge.

Question 2.
Where did the seagull run back, when he was frightened to fly? Why was he afraid?
Answer:
The young seagull ran back to the little hole under the ledge, where he slept at night. He was afraid to see the vast expanse of the sea beneath him.

Question 3.
What appeared so desperate to the seagull?
Answer:
The seagull failed to gather the courage to take a plunge into the sea. This appeared so desperate to him.

Question 4.
How long was the seagull alone without anyone near him? Why did he feel the heat?
Answer:
He was alone for twenty four hours without anyone near him. He felt the heat because he had not eaten since the previous nightfall.

Question 5.
Where did he search for food?
Answer:
He searched every inch, rooting among the rough, dirt-caked straw nest, where he and his brothers and sister had been hatched.

B. Answer each of the following questions in a paragraph of about 100-150 words.

Question 1.
Describe the struggles underwent by the young seagull to overcome its fear of flying.
Answer:
The young seagull was afraid of flying. His parents strove their level best to teach the young seagull to fly but in vain. The parents, brothers and sister thought a plan to teach him to fly. They flew away to another rock and left him alone. They did not give him anything to eat. He stood there on one leg and closed his eyes. He was very hungry. He searched for food everywhere. He even chewed the dried pieces of the eggshells. He saw his mother tearing a piece of fish. He begged his mother to give him food. So the mother flew with the piece of fish to the young seagull. When she reached over him, she became motionless in the air. She did not get down on the rock. She wanted to give the young seagull an incentive to fly. The seagull bent forward and jumped at the fish. He was much frightened. But he began to flap his wings to save himself.

Question 2.
Your parents sometimes behave like the young bird’s parents. They may seem cruel and unrelenting. Does it mean that they do not care for you? Explain your views about it with reference from the story.
Answer:
Parents really care for about their children. They may be seen as cruel, but they are not so. The mother seagull turned to be cruel but her intention was kind. She wanted to give the young seagull an incentive to fly. Likewise, our parents may be sometimes harsh and strict. We would feel that they don’t understand our feelings and are cruel to us. But we realize later that they are like this, only to give us encouragement and to avoid our fear and doubts. They guide us to overcome our fears in life. We have to conquer our fear and venture forth. Only then we will realize that we are born with wings.

Paragraph Question & Answer Additional

Question 1.
What is the message of the lesson ‘His first flight’?
Answer:
‘His first flight’ is a parable. The seagulls convey the message of self-confidence, motivation and self-reliance. The mother seagull motivates the young one enough to get him to learn flying. The young seagull realises the importance of belief and faith. He flaps his wings to learn . flying and gain the confidence to be independent. The story conveys “Give a man a fish and you feed him for a day; teach a man to fish and you feed him for a lifetime”. The parable also stresses the importance of family ties and devoted support. It tells about the painful process of learning an important lesson in life.

Vocabulary

C. Change the parts of speech of the given words in the chart.

Noun	Verb	Adjective	Adverb
exhaustion	exhaust	exhaustible	exhaustively
wideness	widen	wide	widely
madness	madden	mad	madly
perfection	perfect	perfect	perfectly

D. Read the following sentences and change the form of the underlined words as directed.

Question 1.
His family was screaming and offering him food. (to adjective)
Answer:
His screaming family was offering him food.

Question 2.
The young seagull gave out a loud call. (to adverb)
Answer:
The young seagull gave out a call loudly.

Question 3.
The bird cackled amusedly while flying. (to noun)
Answer:
The bird cackled in amusement while flying.

Question 4.
The depth of the sea from the ledge scared the seagull. (to adjective)
Answer:
The deep sea scared the seagull.

Question 5.
The successful flight of the bird was a proud moment for the seagull’s family. (to verb)
Answer:
The bird successfully flighted and it was a proud moment for the seagull’s family.

E. Use the following words to construct meaningful sentences on your own.

1. coward – They called him a coward.
2. gradual – We noticed a gradual increase in temperature.
3. praise – She received a lot of praise.
4. courageous – She is a very courageous girl.
5. starvation – Many children die of starvation in Somalia.

Listening

F. *Here is a travelogue by the students of Government Girls Higher Secondary School, Pattukkottai after their trip to Darjeeling. Listen to the travelogue and answer the following questions.

(i) Fill in the blanks with suitable words.

1. The students visited …………. city.
2. ………….. is the third highest mountain in the world.
3. …………… hill is 13 km away from Darjeeling.
4. The drinking water is supplied by ……….. lake to the city.
5. After Senchal lake, they visited ………………… .

Answers:

1. Darjeeling
2. Kanchenjunga
3. Tiger
4. Senchal
5. Batasia Loop, a spiral railway near Ghum

(ii) Do you think they had a memorable and enjoyable school trip?
Answer:
Yes. They had a memorable and enjoyable school trip.

(iii) Name a few places that you wish to visit with your classmates as a school trip.
Answer:
Ooty, Kodaikanal, Thanjavur, Hogenakkal, Kanyakumari.

(iv) State whether the following statements are True or False.

1. As the sky was cloudy, they could get the glimpse of the Mount Everest.
2. The toy train covers 14 km in three hours.
3. Tiger hill has earned international fame for the best sunset view.

Answers:

1. False (The sky was not cloudy.)
2. True
3. False (Best sunrise view.)

Speaking

Dialogue

G. Here is a dialogue between a father and his daughter. Continue the dialogue with at least five utterances and use all the clues given above.

Father : Hi Mary, it has been a very long time since we went on a trip. Let’s plan one.
Mary : Yes, dad. I am also longing to go. Why don’t we plan one for this weekend?
Father : Sure. Tell me, where shall we go?
Mary : Some place nearby but for at least two days.
Father : Hmm… I think we should go to the reserved forest nearby.
Mary : Yeah. I’ve never been to a forest. I have seen a forest only on the TV and movies. The forest is a good choice!
Father : OK. If we are going to the forest, we must list out what we should carry with us for two days.
Mary : I think we should carry suitable clothes like long-sleeved shirts and jean pants.
Father : What about the food? Do you have any idea, Mary?
Mary : Yeah. For food, I suggest taking bread, jam and biscuit packets.
Father : Anyway, we will stay in the Government guest house inside the jungle.
Mary : Will they provide breakfast or lunch?
Father : I think they will. I will inquire about food whole booking accommodation.
Mary : “Will the forest animals hurt the inmates of the guest house?
Father : No. Our stay will be safe.
Mary : Is it possible to see all the places in the forest just by walking?
Father : No. Nature watch and wildlife viewing are possible in an open four wheeler Jeep or on elephant back.

Reading

H. Read the following passage and answer the questions that follow.

Question 1.
What is Bungee Jumping?
Answer:
Bungee jumping is an activity that involves jumping from a tall structure while connected to a long elastic cord.

Question 2.
Can Bungee be performed from a movable object? How?
Answer:
Yes. Bungee can be performed from a movable object, such as a hot-air-balloon or helicopter, that can hover above the ground.

Question 3.
When do you think Bungee becomes thrilling?
Answer:
The thrill comes from the free-falling and the rebound.

Question 4.
What is the experience when one falls off the platform?
Answer:
When the person jumps, the cord stretches and the jumper flies upwards again as the cord recoils and continues to oscillate up and down until all the kinetic energy is dissipated. It is an experience of breathtaking quality.

Question 5.
Where is the Bungee jumping point located in India?
Answer:
The Bungee jumping point is located in Mohan Chatti village, in Rishikesh.

Question 6.
What is the minimum age to Bungee jump?
Answer:
The minimum age to Bungee jump is 12 years.

Writing

I. Prepare attractive advertisements using the hints given below.

Question 1.
Home appliances – Aadi Sale – 20-50% – Special Combo Offers – Muthusamy & Co., Raja Street, Gingee.
Answer:

Question 2.
Mobile Galaxy – Smartphones – accessories – SIM cards – Recharge – Free Power banks on Mobile purchase – No.1, Tollgate, Trichy
Answer:

Writing

J. Write a report of the following events in about 100-120 words.

Question 1.
‘Educational Development Day’ was organized in your school on 15th July. The District Collector was the Chief Guest of the event. As part of the event, many competitions were held and the prizes were distributed to the winners and participants. It was a grand and successful event. Now, as the member of the organizing committee, write a report on the event in about 120 words.
Answer:
Educational Development Day
by Ravi Tej
Ratna Matriculation Higher Secondary organized the Educational Development Day on 15th July 2018. The event was to inculcate the skills of writing, reading, listening and speaking in the students. Approximately 500 students participated in this Programme. The programme began with a prayer song sung by the school choir. After this, the Headmaster delivered the welcome speech. This programme was inaugurated by the Chief Guest Mrs. Malini Ramesh, the District Collector.

Many competitions were held for the students in three levels – Sub. Junior, Junior and Senior levels. In each level, there were various competitions like recitation, elocution, slogan reading and some listening activities. Many students took part in all these competitions with enthusiasm and a winning spirit. At the end of the programme, prizes were distributed to the winners and participants. They were given valuable books and certificates. The Chief Guest praised all the winners and participants for their wonderful performance. The event ended with the National Anthem. It was a grand and successful event.

Question 2.
You are the School Pupil Leader. You have been asked to write a report on the Inaugural Ceremony of English Literary Association of your school which was held recently. Write a report on the same in not more than 120 words.
Answer:
Inaugural Ceremony of English Literary Association
by Karen Raj (School Pupil Leader)
Christ Matriculation School organized the inaugural ceremony of English Literary Association on 22nd February 2019. The event was to create a better learning atmosphere in our school and to make the students overcome their fear, when they perform in front of the audience. The Chief Guest was our Headmaster Mr. Rahul Pandey. The programme began with an invocation (prayer) by our school choir. Our English teacher, Mrs. Premalatha welcomed the gathering. Our Headmaster addressed the gathering with an inspirational speech and guidance. After his speech, he inaugurated the English Literary Association. A skit was enacted by the students of X Std and elocution on the, Importance of Education, was given by R. Ranjini of X Std A? The programme ended with the vote of thanks by the Asst. School Pupil Leader, R. Bharath, of XII Std.

Question 3.
You are the Coordinator of the Science Forum of your school. An event had been organized on account of National Science Day for the members of the forum. Now, write a report based on your observation of “National Science Day” at your school.
Answer:
National Science Day
by Suhasini (Coordinator of Science Forum)
St. John’s School of Pallavaram organized a Science Exhibition in the event of National Science Day for the members of the forum on 28th February 2019. The purpose of this event was to commemorate and honour Sir C. V. Raman for his legacy. He had discovered Raman Effect on the 28th February 1928. All the members of this forum and the students from nearby schools were invited to have a glance at the science exhibition. The Chief Guest for this event was Mr. Natesan, Professor of S.G. Arts & Science College, Vellore. He gave some motivational tips and guidelines to promote our Forum and Science department. The event came to an end with the National Anthem.

Grammar

A. Complete these sentences using appropriate modals. The clues in the brackets will help you.

1. When I was a child, I ………. climb trees easily but now I can’t. (ability in the past)
2. I ………… win this singing contest. (determination)
3. You …………. buy this book. It is worth buying. (advice or suggestion)
4. Poongothai ………….. speak several languages. (ability in the present)
5. I swear I …………. tell lies again. (promise)
6. My father ………… play badminton in the evenings when he was at college. (past habit)
7. You ……………. do as I say! (command)
8. ………… I have another glass of water? (request)
9. Sibi has not practised hard but he ……………. win the race. (possibility)
10. We …………… preserve our natural resources. (duty)
Answers:

1. could
2. can
3. should
4. can
5. shall not
6. used to
7. should
8. May
9. can
10. ought to

B. Rewrite the following sentences by rectifying the errors in the use of models.

Question 1.
Would I have your autograph?
Answer:
May l have your autograph?

Question 2.
I can be fifteen next April.
Answer:
I shall be fifteen next April.

Question 3.
Take an umbrella. It should rain later.
Answer:
Take an umbrella. It may rain later.

Question 4.
The magistrate ordered that he might pay the fine.
Answer:
The magistrate ordered that he must pay the fine.

Question 5.
Make me a cup of tea, shall you?
Answer:
Make me a cup of tea, will you?

Question 6.
You may speak politely to the elders.
Answer:
You must / ought to speak politely to the elders.

Question 7.
You will get your teeth cleaned at least once a year.
Answer:
You should get your teeth cleaned at least once a year.

Question 8.
We could grow vegetables in our kitchen garden but we don’t do it now.
Answer:
We used to grow vegetables in our kitchen garden but we don’t do it now.

Question 9.
Must I get your jacket? The weather is cold.
Answer:
Shall I get your jacket? The weather is cold.

Question 10.
Could the train be on time?
Answer:
Will the train be on time?

C. Read the dialogue and fill in the blanks with suitable modals.

Dad : Shall we go out for dinner tonight?
Charan : Yes, Dad. We shall go to a restaurant where I can have some ice cream.
Dad : OK. Then, I shall be home by 7 p.m. Mom and you must be ready by then.
Charan : Sure. We shall. My friend told me that there is a magic show nearby. Will you please take us there?
Dad : We may not have time to go for the magic show, I suppose. If we have enough time left, we shall plan.
Charan : By the way, must we inform our gate keeper about our outing?
Dad : Yes, we must so that he will be aware we aren’t at home.
Charan : Shall I call up Mom and tell her about our plan today?
Dad : You have to. Otherwise, we might be in trouble when she returns home.
Charan : Hmm… by the time you come home in the evening, we will be waiting for you. Hope you won’t be late. Bye.

D. Read the following dialogues and supply appropriate modals.

Student : Can we leave our bags in the class during the break?
Teacher : Yes, you may but arrange them neatly.
Passenger : My child is 6 years old. Do I have to buy him a ticket?
Conductor : Yes, you must. It costs half of the price of an adult ticket.
Vani : Can we go for coffee after the meeting?
Yoga : No, I shan’t. I have to go home.
Salesman : When will I receive my order?
Customer : I shall assure you sir, the order will be delivered tomorrow.
Neela : Do you think I should write about my education background in the resume?
Preethi : Yes, you must. You may get a better job.

E. Here are a few sentences already done for you. The clues given would be helpful to \ make more sentences on your own.

1. I would suggest that you take the Uzhavan Express to Thanjavur from Chennai.
2. You will be more comfortable if you could book 3 tier A/C.
3. You could enjoy the trip.
4. You should visit the temples,
5. You mustn’t miss visiting the Big Temple.
6. You can buy many artistic things.
7. You must see the Saraswathi Mahal and its library.
8. A big palace can be seen in Thanjavur.
9. We shall buy Dancing Dolls.
10. Thiruvaiyaru, Kallanai Dam and Poondi Church can be visited from Thanjavur.

F. Active and Passive Change the following sentences to the other voice.

Question 1.
The manager appointed many office assistants.
Answer:
Many office assistants were appointed by the manager.

Question 2.
You are making a cake now.
Answer:
A cake is being made by you.

Question 3.
That portrait was painted by my grandmother.
Answer:
My grandmother painted that portrait.

Question 4.
Malini had bought a colourful hat for her daughter.
Answer:
A colourful hat had been bought by Malini for her daughter.

Question 5.
They have asked me to pay the fine.
Answer:
I was asked to pay the fine by them.

Question 6.
The militants were being taken to prison by the police.
Answer:
The police were taking the militants to prison.

Question 7.
His behaviour vexes me.
Answer:
I am vexed by his behaviour.

Question 8.
Rosy will solve the problem.
Answer:
The problem will be solved by Rosy.

Question 9.
Our army has defeated the enemy.
Answer:
The enemy has been defeated by our army.

Question 10.
The salesman answered all the questions patiently.
Answer:
All the questions were answered patiently by the salesman.

G. Change the following into Passive voice.

Question 1.
Please call him at once.
Answer:
You are requested to call him at once.

Question 2.
How did you cross the river?
Answer:
How was the river crossed by you?

Question 3.
No one is borrowing the novels from the library.
Answer:
The novels are not being borrowed from the library.

Question 4.
Will you help me?
Answer:
Will I be helped by you?

Question 5.
Go for a jog early in the morning.
Answer:
You are advised to go for a jog early in the morning.

Question 6.
Why have you left your brother at home?
Answer:
Why has your brother been left at home by you?

Question 7.
Nobody should violate the rules.
Answer:
The rules should not be violated.

Question 8.
Someone has to initiate it immediately.
Answer:
It has to be initiated immediately.

Question 9.
Have you invited Raman to the party?
Answer:
Has Raman been invited to the party by you?

Question 10.
Please do not walk on the grass.
Answer:
You are requested not to walk on the grass.

Question 11.
Cross the busy roads carefully.
Answer:
You are advised to cross the busy roads carefully. / Let the busy roads be crossed carefully.

Question 12.
When will you book the tickets to Bengaluru?
Answer:
When will the tickets be booked to Bengaluru by you?

H. In the following sentences the verbs have two objects namely Direct and Indirect objects. Change each of the following sentences into two passives using direct object as the subject in one and indirect in the other.

Question 1.
John gave a bar of chocolate to Jill.
Answer:
(a) Jill was given a bar of chocolate by John.
(b) A bar of chocolate was given to Jill by John.

Question 2.
Pragathi lent a pencil to Keerthana.
Answer:
(a) Keerthana was lent a pencil by Pragathi.
(b) A pencil was lent to Keerthana by Pragathi.

Question 3.
Sudha told the truth to her friend.
Answer:
(a) The truth was told to her friend by Sudha.
(b) Her friend was told the truth by Sudha.

Question 4.
They offered the job to Venkat.
Answer:
(a) Venkat was offered a job by them.
(b) A job was offered to Venkat by them.

Question 5.
The boss showed the new computer to Kaviya.
Answer:
(a) Kaviya was shown the new computer by the boss.
(b) The new computer was shown to Kaviya by the boss.

I. Rewrite the following passage in Passive Voice.

A few days ago, someone stole Ambrose’s motorbike. Ambrose had left it outside his house. He reported the theft to the police. The police told him that they would try to find his motorbike. This morning, they found his motorbike. The police called Ambrose to the police station. The thieves had painted it and then sold it to someone else. The new owner had parked the motorbike outside a mall when the police found it. After an enquiry, the police arrested the thieves.
Answer:
A few days ago, Ambrose’s motorbike was stolen by someone. It had been left outside his house by Ambrose. The theft was reported to the police by him. He was told by the police that they would try to find his motorbike. This morning, his motorbike was found by them. Ambrose was called to the police station by the police. It had been painted and then sold to someone else by the thieves. The motorbike had been parked outside a mall by the new owner, when it was found by the police. After an enquiry, the thieves were arrested by the police.

J. Write a recipe of your favorite dish in passive voice. Remember to list out the ingredients of the dish you have chosen and their quantity. Use Simple Present tense to write your recipe.
Answer:
Recipe of my favorite dish:
Pulka Chapathi Roti

Ingredients :

1. 500 gms wheat flour
2. 1 teaspoon salt
3. 1 tablespoon vegetable oil
4. 400 ml water

500 gm of wheat flour should be taken in a bowl. A teaspoon of salt should be added to it. One tablespoon of vegetable oil should be added to it. Water should be poured little by little and kneaded well. It should not be kneaded too hard. After kneading it, it should be covered with wet cloth for twenty minutes. Little rolls should be taken to be rolled to a circle. Then it should be heated on a low flame on both sides in a tava. Then it can be eaten hot with potato kurma.

K. Write a report of an event held at your school using Passive voice. Use Simple Past Tense to narrate the event.
Answer:
Report of an event :
Farewell Party
A farewell party was organized for our XII Std students on 28th February 2019. The students of X were invited by the students of XII Std. Teachers handling XII and XI Std were present for the party. Two or three events were arranged by the students of XI Std. Then the XII Std students were given some snacks and a memento each as a token of remembrance by the students of XI. The party was enjoyed by each and every student and it ended at 6.00 p.m with a farewell speech by an XI Std student.

His First Flight  by Liam O’Flaherty

Liam O’Flaherty (1896 – 1984) is an Irish novelist and short-story . Lwriter. He is a major figure of the Irish Renaissance. He was a founding member of the Communist Party of Ireland. Some of his best short stories were written in Irish. His autobiography, Shame the Devil, was published in 1934. His novel The Informer was made into a film. His First Flight and The Sniper are regarded as some of his best short stories. Collections of his short stories and letters were republished after his death. He is regarded as a strong voice for Irish nature and its culture.

His First Flight Key Points

• “His first flight” is an interesting story of a young seagull who was afraid of flying.
• He did not have confidence. He was full of pessimism.
• His parents, brothers and sister encouraged, scolded, tempted and taunted him to make his first flight.
• But he did not have enough courage to fly.
• He was left alone for twenty four hours, and he ate nothing. He was extremely hungry.
• He begged his mother for food.
• She picked up a piece of fish and flew across him. The sight of food maddened him. He dived.
• He cried and screamed. His wings opened up automatically. He flapped his wings.
• His family joined him in his first flight and praised him for his efforts.
• They offered him scraps of dogfish.

His First Flight Summary

‘His first flight by Liam O’Flaherty is a true parable about overcoming fears in life. Every journey of a thousand miles begins with a single step. But that single step is the most difficult one to make. When we conquer the fear and venture forth, we will realize that we are born with wings.

A young seagull looked desperately at the vast expanse of water that stretched before him. His parents, brothers and little sister had flown away. They left him along on the rock. There was no food and he was hungry. He could not fly. Many times, he had tried to run forward to the brink of the ledge and flap his wings. But he was afraid that his wings would not support him. His parents made countless efforts to make him fly. Yet they could not persuade him, to make an attempt to fly. He was starving and felt that he would die, if he did not get any food. He saw his mother tearing a piece of fish with her beak.

When he cried out to her, she just screamed back. Then he saw his mother approaching him with food and was very happy. But she stopped at a distance. He was very hungry. So he dived at the fish. His mother flew upward and he started falling. He was terrified for a moment, but then he realized that he was flying. In this way, he made his ‘first flight. His parents and sister praised him. He was offered scraps of dogfish..

His First Flight Glossary

beckoning (v) – making a gesture with the hand or head to encourage someone to approach or follow
cackle (n) – a sharp, broken noise or cry of a hen, goose or seagull
devour (v) – to eat something eagerly and in large amounts, so that nothing is left
gnaw (v) – to bite or chew something repeatedly
herring (n) – a long silver fish that swims in large groups in the sea
ledge (n) – a narrow shelf that juts out from a vertical surface
mackerel (n) – a sea fish with a strong taste, often used as food
plaintively (adv.) – sadly, calling in a sad way
precipice (n) – a very steep side of a cliff or a mountain
preening (v) – cleaning feathers with beak
shrilly (adv.) – producing a high-pitched and piercing voice or sound
soared (v) – rose quickly to a high level
swoop (v) – to move very quickly and easily through the air
trot (v) – to run at a moderate pace with short steps
whet (v) – to sharpen

Words given in bold in this Glossary are taken from Textbook Glossary.

Tamilnadu Board Class 10 English Solutions

Tamilnadu State Board Class 9 English Solutions Poem Chapter 3 On Killing a Tree

B. Read the following lines from the poem and answer the questions in a sentence or two.

1. It takes much time to kill a tree,
Not a simple jab of the knife
Will do it.

Question (i).
Can a ‘simple jab of the knife’ kill a tree?
Answer:
No.

Question (ii).
Why does it take much time to kill a tree?
Answer:
It takes much time to kill a tree as it has grown strong all through the years.

2. It has grown
Slowly consuming the earth,
Rising out of it, feeding
Upon its crust, absorbing

Question (i).
How has the tree grown?
Answer:
The tree has grown slowly consuming the earth, rising out of it, feeding upon its crust.

Question (ii).
What does the tree feed from the crust?
Answer:
The tree feeds sunlight, air, water from the crust.

3. And out of its leprous hide
Sprouting leaves.

Question (i).
What does the phrase ‘leprous hide’ mean?
Answer:
‘Leprous hide’ means the discoloured bark of the tree.

Question (ii).
What comes out of the leprous hide?
Answer:
Sprouting leaves come out of the leprous hide.

4. The bleeding bark will heal
And from close to the ground
Will rise curled green twigs,
Miniature boughs

Question (i).
What will happen to the bleeding bark?
Answer:
The bleeding bark will heal.

Question (ii).
What will rise from close to the ground?
Answer:
Curled green twigs and miniature boughs will rise from close to the ground.

5. The root is to be pulled out –
One of the anchoring earth;

Question (i).
Why should the root be pulled out?
Answer:
The root should be pulled out to kill the tree.

Question (ii).
What does ‘anchoring earth’ mean?
Answer:
Anchoring earth means that the roots fixed to the earth strongly like an anchor.

Poem Comprehension and Poetic Devices Additional Questions

There is no particular rhyme scheme followed in this poem. The poem is divided into 4 stanzas. Each stanza comprises varying lines. The poem is then written in free verse.

1. So hack and chop
But this alone won’t do it.
Not so much pain will do it.

Question (a).
Does hacking and chopping enough to bring a tree down?
Answer:
No, hacking and chopping off a bough is not enough to bring a tree down.

Question (b).
What happens to a tree when it’s hacked and chopped?
Answer:
Hacking and chopping inflicts pain on the tree.

2. The bleeding bark will heal
And from close to the ground
Will rise curled green twigs,

Question (a).
What is a bleeding bark?
Answer:
It is a part of a tree, where it has been wounded or where a bough is chopped off.

Question (b).
What will grow again close to the ground?
Answer:
New green twigs will grow again.

Question (c).
Name the figure of speech used here?
Answer:

• Personification. The tree is portrayed as a human being.
• Alliteration is also used here in bleeding bark.

3. It is to be roped, tied,
And pulled out — snapped out
Or pulled out entirely,
Out from the earth-cave,

Question (a).
What must be pulled out?
Answer:
The root must be pulled out of its earth cave.

Question (b).
How should the tree be pulled out?
Answer:
It should be roped, tied and pulled out.

Question (c).
What does the tree symbolizes?
Answer:
It symbolizes the human being and spiritual death.

4. The source, white and wet,
The most sensitive, hidden
For years inside the earth.

Question (a).
What is the ‘source’ mentioned here?
Answer:
The source mentioned here is the life source – the root of the tree.

Question (b).
Why is it white and wet?
Answer:
The root of the tree contains sap, which is a white liquid and is made up of all the important nutrients and chemicals necessary to sustain it.

5. Then the matter
Of scorching and choking
In sun and air,

Question (a).
What do you mean by ‘scorching’?
Answer:
‘Scorching’ means burning at a high intensity.

Question (b).
Name the Alliterated words In the first line.
Answer:
Then – the are the alliterated words.

6. And out of its leprous hide
Sprouting leaves.

Question (a).
What is the figure of speech employed here?
Answer:
Metaphor: Hidden comparison. ‘Bark of the tree’ is compared to ‘leprous hide’.

C. Based on the understanding of the poem, write down the summary of the poem by filling in the blanks.

The poet explains the process of ______(1)______. A lot of work has to be done in order to ______(2)______ completely. It cannot be accomplished by merely cutting it with ______(3)_____ _. The tree has grown strong with the help of ______(4)______for a countless years. Even the ______(5)______ of the tree gives rise to______(6)______. The______(7)______ sprouts new twigs and leaves. In a short period, they grow into a new tree. So, to ______(8)______ completely, one should take out its roots completely from the soil. Then they should be exposed to ______(9)______. Only then the tree will be completely killed.
Answers:

1. killing a tree
2. root it out
3. a knife
4. sunlight, water and nutrients of the soil
5. bark
6. leaves
7. boughs
8. kill it
9. sunlight and heat

D. Based on the understanding of the poem, answer the following questions in a sentence or two.

Question 1.
What is the poem about?
Answer:
The poem is about killing a tree.

Question 2.
What are the lessons to be learnt from the poem?
Answer:
The poet teaches us about nature and the sturdiness and longevity of the tree. To kill the tree or anything else, the heart of the thing has to be destroyed.

Question 3.
What are the life sources needed for a tree to grow?
Answer:
Soil, Water, Oxygen and Sunlight.

Question 4.
What does the poet mean by ‘bleeding bark’?
Answer:
The cut in the bark oozes sap. The poet compares the fluid to blood.

Question 5.
Why the poet says ‘No’ in the beginning of the third stanza?
Answer:
He wants to emphasize that it is not so easy to kill a tree.

Question 6.
How should the root be pulled out?
Answer:
The root must be roped, tied, pulled out, snapped out, and exposed.

Question 7.
What is hidden inside the earth for years?
Answer:
Life and legacy is hidden inside the earth.

Question 8.
What finally happens to the tree in this poem?
Answer:
The tree is killed.

Short Questions and Answers: Additional

Question 1.
Is it easy to kill a tree? Why?
Answer:
No, it is not easy to kill a tree, as it is time consuming.

Question 2.
How does the bark of a tree look?
Answer:
The bark of a tree looks irregular and scaly.

Question 3.
What will replace the chopped boughs?
Answer:
Chopped boughs will be replaced by new boughs, which will grow into their former size.

Question 4.
What does the poet mean by ‘earth-cave’?
Answer: The poet means by the word ‘earth-cave’, the point, deep inside the earth, where the root is attached.

Question 5.
What happens to the root when exposed to the sun and air?
Answer:
The root will be scorched due to the heat, becomes brown, withers, dries and bent out of shape, leaving a corpse, where a tree used to be.

Question 6.
What does the poet mean by the word ‘hide’?
Answer:
Hide means skin. Here, it means the bark of a tree.

E. Answer the following questions in about 80-100 words.

Question 1.
How well does the post bring out the pain of the tree?
Answer:
Gieve Patel spins a very visual tale of pain where the reader can almost feel the hacks made at a tree. The ‘bleeding bark’ is the visual representation of the pain, Patel envisions the tree going through. The tone of the poem is sarcastic and filled with caustic remarks. The poet, Gieve Patel, takes this ironic stance to propose his actual view on cutting down trees, which is according to him, not short of committing an act of murder. The cutting down of trees is equated with death. Every time Patel talks of cutting down a tree, he portrays it as killing it. The death the poet incorporates in this poem is both natural and spiritual.

Question 2.
‘A tree doesn’t grow in a day.’ Explain it with reference to the poem.
Answer:
Gieve Patel tells us that killing a tree is not easy. It is very time-consuming. Ajab of a knife is not enough. A tree grows straight out the earth, nourishing itself on the nutrients found in the earth, along with years of sunlight, water, and air. And even though the bark looks irregular and scaly, leaves and branches sprout of it. The lines

“It has grown
Slowly consuming the earth,
Rising out of it, feeding
Upon its crust, absorbing
Years of sunlight, air, water”

justify the longevity of the tree.

Question 3.
Why do you think the poet describes the act of cutting a tree? What effect does it have on you as a reader?
Answer:
The poet wants to highlight the harmful effects of deforestation in a sarcastic style. Therefore, Deforestation is another major theme of this poem. Deforestation has become a problem, especially in the modem times, where forests are cleared to make roads, or for furniture or for fossil fuel. It is incredibly harmful to the ecosystem and the imminent danger is felt throughout the poem. I feel we should grow more trees.

Paragraph Questions and Answers : Additional

Question 1.
What is the theme of the poem ‘On Killing a Tree’?
Answer:
Death is the fore most theme in this poem. The cutting down of trees is equated with death. Everytime Patel talks of cutting down a tree, he portrays it as killing it. The death that the poet incorporates in this poem is both natural and spiritual.

Deforestation is another major theme. Deforestation has become a problem, especially in the modem times, where forests are cleared to make roads, furniture or fossil fuel. It is incredibly harmful to the eco-system and the imminent danger is felt throughtout the poem. The tone of the poem is scarcastic and filled with caustic remarks. The poet spins a thought provoking poem and through his imaginative description, makes us aware of the vulnerability of human lives, physical of spiritual. He insists that the proper care of our inner spirituality can keep us safe from harm.

F. Complete the table by identifying lines, against the poetic devices from the poem.

Listening

G. Listen to the passage about Nammazhwar, an environmental crusader from Tamil Nadu. As you listen, answer the following questions. The listening act can be repeated if required.

Question 1.
Who is Nammazhwar? What is his contribution to farmers and farming?
Answer:
Nammazhwar was an agricultural scientist. He conducted trials on spacing and use of various fertilizers in cotton and millet crops.

Question 2.
In 1963 he worked for ______ as _______.
Ans :
Agricultural Regional Research Station in Kovilpatti as a scientist.

Question 3.
What was the turning point in the life of Nammazhwar?
Answer: During his period as agronomist, he realised that farmers should rely minimally on external inputs. All inputs should come from within the farm. Waste should be recycled and used as input. This revelation was a turning point in his life.

Question 4.
How is the “Bread sandwich method” a boon to the farmers?
Answer:
In this method, once the soil is made ready and the suggested practices followed,
one need not work for the second time. They can go on sowing and reaping all through the year.

Question 5.
Pick out ideas from the passage to show that he learnt first and then shared with farmers.
Answer:
He said that it was no use trying to teach a farmer. He never stopped learning from them and had become a vast repository of farming practices and knowledge that he shared with whoever was interested.

Question 6.
Explain in your own words the meaning of “Farming __________ even in the 21st Century”.
Answer:
Farming is not only for making money. It is necessary to do farming to live even in the 21st century.

Question 7.
Give the synonyms of ‘rely’ and ‘sustainable’.
Answer:
Rely – depend
Sustainable – maintainable

Question 8.
“He never pushed ideas down anyone’s throat” means
(a) favoured
(b) compelled
(c) opposed
Answer:
(b) compelled

Writing

H. Based on the iding of the poem, complete the web chart given below.

Answer:

• A deep rooted evil.
• The social evil can’t be put out just by criticising them. The society should root them up to die forever.
• Man has devastated another part of nature.

I. Look at the two trees. One is a green flourishing tree and the other, a brown withering tree.

The class will now be divided into two groups. Group A will list down the agents that support a tree’s growth. Group B will list down those that prevent it. Once the groups are ready with their lists, a few representatives from each group will write down the lists on the black board.
Answer:
(To be done by the students)

Taking clues from the lists on the board, complete the following chart.

J. Work in par Create three slogans on ‘Saving Trees’
Answer:
Trees On !! Global Warming Gone !!
Don’t make Trees Rare, Protect them with Care !!
Plant a tree a day, Keep Erosion and Floods away.

Speaking

K. Deliver a short speech for about five minutes on the following.

Question 1.
Imagine what will happen if ail the trees in the earth disappear. Discuss with your friends and share it with your classmates.
Answer:
My dear friends,

I am Harsha from IX A. I am going to speak on what will happen if trees in the earth disappear.

Have you ever wondered what a world without trees would look like? Close your eyes, and try to imagine a desolate Earth.

There’d be no more paper, and everyone would have to resort to technological use—that is, if anyone was left. Trees are a crucial factor to our existence not only because they produce paper, lumber and chewing gum, but because they serve an important role in the carbon cycle. Life could not exist on Earth without trees because they produce most of the oxygen that humans and wildlife breathe.

Trees absorb carbon dioxide from the atmosphere and release oxygen using the process of photosynthesis. There would also be no rain without trees since trees absorb water from the soil and release it through evapo-transpiration. Water vapour released through evapo-transpiration is the major mechanism by which air is remoistened.

Without trees, humans would not be able to survive because the air would be unsuitable for breathing. If anything, people would have to develop gas masks that filter the little oxygen that would be left in the air. Trees are a crucial part of the carbon cycle, a global process in which carbon dioxide constantly circulates through the atmosphere into organism and back again.

Carbon is the second most valuable element to life, after water. Anyway, trees take carbon from the atmosphere through photosynthesis in order to make energy. This carbon is then either transferred into oxygen and released into the air by respiration or is stored inside the trees until they decompose into the soil. Therefore, the absence of trees would result in significantly HIGHER amounts of carbon dioxide in the air and LOWER amounts of oxygen.

If the air hadn’t already wiped out everybody, the next disastrous consequence of deforestation is its damaging effect on soil. According to the Food and Agriculture Organization, 2.5 billion people depend on agriculture for their livelihood. If deforestation gets its way, those people won’t be the only ones affected. The soil would become full of dangerous chemicals and pollutants that are usually filtered by trees. In addition, soil erosion is currently prevented by trees because they protect the land.

However, soil would be unprotected, and vulnerable to reduction in soil quality and top soil nutrients. Soil erosion would become more prevalent, and eventually all the soil will lose its arability and agriculture will fall…leaving us people to starve.

Arid conditions will surface not only because of dangerous unfiltered substances, but also because at one point it will rarely rain. Sounds crazy, right? During the ’ “dry season,” trees regulate and anchor the dirt by releasing water. Deforested areas, however, are liable to chronic droughts that obstruct river navigation, disrupt industrial operations and kill crop production. Storm water runoff (if it rains) not reduced, but increased which’ll contribute to small floods and topsoil erosion. Furthermore, trees add humidity into the air through transpiration—but the lack of trees results in the lack of moisture in the air.

Of course, if there aren’t trees, there won’t be any products you can get from them. We use waste paper every day without realizing we’re helping to kill four billion trees cut down every year. Due to global deforestation, there’d be no paper, baseball bats, barrels, books, guitars, furniture, etc.

Food harvested from trees like fruits, nuts, berries would be non-existent as well. Other causes of deforestation today include agricultural expansion, infrastructure expansion, conversion to cropland/pasture and the construction of roads. Moreover, countries are forced to increase the rate of forest loss by population pressures, profits, and internal social/ political influences.

‘ So, Let’s not dream of a earth without trees. It sounds terrific !!

Thank you.

Question 2.
Think of a situation where all the trees can speak. What will they talk about?
Answer:
If Trees Speak ?

J.C. Bose, the great Indian scientist, has proved that trees have life, as do the animals and humans. They feel and react but have no language or tongue to express their feelings. Only if they had the power of speech, they would express themselves in much the same way as we do.

Leaves would say how they hate winter that heralds their impending death. Tree trunks would boast to one another of their advanced age and experience. Fruits would tell stories about their childhood. Branches would talk about the visits they have had from their insect, bird and animal friends. The spring would have sweet songs of welcome from them.

The trees would also react to express their pain. They would say ‘ouch’, if the leaves on their branches were pricked. They would be found screaming with pain, if we were cruel enough to break their twigs or branches.

Their flowers would cry piteously, when they were plucked off, and so would every leaf on each tree, if smoke from a nearby chemical factory were to blow continuously across it.

There is no doubt that after being blessed with the power of speech, the trees would talk of the joys of summer and the thrill they feel as the cool breeze blows through them.

They would speak of the wonder of being alive and the multiple uses they provide to all living creatures, including men and women; birds and animals. They would be too copious to boast of their utility to living-beings.

But most of all, trees would complain about their bitter enemy, man. “Isn’t he involved in the countless murders of our kith and kin?” they would angrily complain. They would discuss disdainfully his thoughtlessness in cutting them down for more and more houses. They would never forgive him for refusing to treat them with due consideration and regard.

Even if trees cannot speak, their agony and bitterness has been forcefully expressed by a number of poets and environmentalists. Botanists too have repeatedly reminded us what the trees need and how great their usefulness is for us. It is for us to give them their due and by saving them save the very survival of the earth. If trees are gone, our Mother Planet would not have any trace of life, whatsoever.

Let us laugh together

Question.
How do trees access the internet?
Answer:
They simply log in.

Question.
What will the tree do, if the banks are closed?
Answer:
It will start its own Branch

Question.
What type of tree fits in your hand?
Answer:
A Palm tree.

On Killing a Tree Textual Activities

Warm up

Question 1.
What is a tree?
Answer:
A tree is a woody perennial plant, typically having a single stem or trunk growing to a considerable height, and bearing lateral branches at some distance from the ground.

Question 2.
Why trees are important for our survival?
Answer:
Trees give us oxygen, store carbon, stabilise the soil and give life to the world’s wildlife. So they are important for our survival.

Question 3.
How long does it take a tree to grow to its full size?
Answer:
Trees take 20 to 30 years to grow to its full size.

Question 4.
How much time does it take to cut down a tree?
Answer:
A tree may take a couple of hours to be cut down.

On Killing a Tree About the Author

(born 18 August 1940) is an Indian poet, playwright, painter, as well as a practicing physician/doctor based in Mumbai. Patel belongs to a group of writers who have subscribed themselves to the ‘Green Movement’ which is involved in an effort to protect the environment. His poems speak of deep concerns for nature and expose man’s cruelty to it. Patel’s works include ‘Poems’ (1966), How Do You Withstand Body (1976) and Mirrored Mirroring (1991). He has also written three plays titled Princes, Savaska, and Mr Behram.

On Killing a Tree Summary

“On Killing a Tree” written by Gieve Patel literally describes the difficulty of cutting down a tree. On another level, the poet writes about nature and the sturdiness and longevity of the tree. Only man would want to fell the tree.

The third person narration describes the tree graphically comparing the bark to a leper’s skin and sores. Because it has lived for so long, the tree has deep roots which enable it to recoup from attacks by the axe. The attitude of the poet seems neutral, but on closer examination of his vocabulary choice, he casts a sardonic look on the cutting down of an important part of nature.

The tree has grown slowly consuming the earth, rising out of it, feeding upon its crust, absorbing Years of sunlight, air, water. When the tree is small, it takes only a little area to live. After time passes, the tree takes more room through its feeding from the earth, the sun, the oxygen, and water. To the environmentalist, the man who cuts the tree hacks at and chops it, irritating the tree on the surface; however, this will not bring down the tree. The watcher feels the pain of the tree as the bark gives off the sap which produces little trees that will sprout if nothing stops their growth.

To kill the tree or anything else, the heart of the thing has to be destroyed. The root of the tree has to be cut away from the earth that holds it down. How is that done? With these harsh words to fit the task—roped, tied, pulled out, snapped out, and exposed—the white, sensitive roots that have been protected by the earth will die. Man extinguishes a tree that has taken hundreds of years to propagate and grow.

After the root is exposed to the elements, it will brown, harden, wither, and die. Then, the work is completed. Man has devastated another part of nature. Hopefully, one of the sprouts will keep its life and renew the cycle of the tree. Of course, that will take many years of care by nature to bring another of the great trees to its glory.

On a figurative level, the poem may also speak to the destruction of a man. It is not so easy to kill a human being. To kill a person, it is only through his heart (or root) that the deed can be done. When the heart stops, the man will die. A human being can recover from injuries: a cut, an amputation, a brain injury. It is the heart that provides the life blood to keep the man alive.

On Killing a Tree Main Character is :  A Tree

On Killing a Tree Poem Overview

Stanza 1.

Poem Line
It takes much time to kill a tree, Not a simple jab of the knife Will do it. It has grown Slowly consuming the earth, Rising out of it, feeding Upon its crust, absorbing Years of sunlight, air, water, And out of its leprous hide Sprouting leaves.

Explanation:
The stanza tells us that killing a tree is not easy. It is very time-consuming. A jab of a knife is not enough. A tree grows straight out the earth, nourishing itself on the nutrients found in the earth, along with years of sunlight, water, and air. And even though the bark looks irregular and scaly, leaves and branches sprout of it.
(‘leprous hide’- bark of the tree. Leprous because the surface of a bark is disfigured and irregular.
‘hide’ means skin. Here it means the bark of the tree.)

Stanza 2.

Poem Line
So /JOCA: and chop But this alone won’t do it.
Not so much pain will do it.
The bleeding bark will heal And from close to the ground Will rise curled green twigs, Miniature boughs
Which if unchecked will expand again To former size.

Explanation:
The hack of a knife or an axe, or chopping off a bough is not enough to bring a tree down. These jabs may inflict pain on the tree but the pain is not enough to kill it. The ‘bleeding bark’, the part where it has been wounded or where a bough is chopped off, will heal with time. New green twigs will grow again; boughs chopped off will be replaced by new boughs, which w’ill grow into their former size.
(‘hack and chop’- hacking or chopping means cutting off something, usually with a sharp instrument/weapon.) . ‘unchecked’- unwatched; unstopped; uncontrolled

Stanza 3.

Poem Line
No,
The root is to be pulled out –
One of the anchoring earth;
It is to be roped, tied,
And pulled out – snapped out
Or pulled out entirely,
Out from the earth-cave,
And the strength of the tree exposed
The source, white and wet,
The most sensitive, hidden
For years inside the earth.

Explanation:
In this stanza, the poet explains how a tree could be killed. He says to kill a tree its root has to be pulled out. The root, which is the source of a tree’s life, must be pulled out of its cave, in order to mortally harm the tree. By ‘earthcave’ the poet means the point, deep inside the earth, where the root is attached. Once the center, the life source- the root is exposed, the tree becomes vulnerable. The source is described as white and wet, probably alluding to tree sap which is a white liquid.

‘earthcave’- the earthbed, underground, where the root was firmly attached
‘source, white and wet’- the root of the tree containing sap, which is a white liquid and is made up of all the important nutrients and chemicals necessary to sustain it.

Stanza 4.

Poem Line
Then the matter
‘Of scorching and choking In sun and air,
Browning, hardening, Twisting, withering,
And then it is done.

Explanation:
The exposed life source, which when left open to the sun and air, will be scorched due to the heat and the air won’t be able to reach the scorched places to relieve it of the heat. Slowly, it will start to become brown, with all the softness fading out leaving a hard, lifeless remainder behind. With time, it will start to wither, become dry and bent out of shape, leaving a corpse where a tree used to be. In short, the exposure will leave the root vulnerable to all vagaries of weather, which will ultimately weaken the tree and kill it.
‘scorching’- burning at a high intensity ‘withering’- waning; fading from life

On Killing a Tree Mind Map

On Killing a Tree Glossary

Tamilnadu Board Class 9 English Solutions

Tamilnadu State Board Class 10 English Slogan Writing

♦ Slogan Writing (Text Book Page No.: 70, 71)

A slogan is usually a short phrase that is easy and catchy to remember. They are often used in advertisements and by political parties or organizations who expect people to remember what they are selling, the words used in a slogan are simple, relevant, attractive and brief.

Exercises: Type 1

Match the following products and slogans appropriately :

Question 1.
(a) Call taxi – Learn management
(b Generator – If you call it will reach in minutes
(c) Business studies – The cup that cheers
(d) Glass – Non stop power
(e) Tea – Handle with care
Answer:
(a) If you call it will reach In minutes
(b) Non stop power
(c) Learn management
(d) Hmd1e with care
(e) The cup that cheers

Question 2.
(a) Air conditioner – Quick solutions
(b) Calculator – Feel the chillness all over
(c) Water – Protects from sun and rain
(d) Cycle – Waste not, want not
(e) Umbrella – Easy ride
Answer:
(a) Feel the chillness all over
(b) Quick solutions
(c) Waste not, want not
(d) Easy ride
(«) Protects from Sun and rain

Question 3.
(a) Health drink – For long shiny hair
(b) Camera – Plastic money
(c) Hair oil – Save your bones
(d) Motor bike – Keep the moments
(e) Credit cards – Moves like wind
Answer:
(a) Save your bones
(b) Keep the moments
(c) For long shiny hair
(d) Moves like wind
(e) Plastic money

Question 4.
(a) Chewing gum – Say hello’ with flowers
(b) Bouquet – Waters with ease
(c) Lozenges – Massages your gums gently
(d) Tooth brush – Cool comfort for sore throat
(e) Garden hose – Makes your teeth strong
Answer:
(a) Massages your gums gently
(b) Say ‘hello’ with flowers
(c) Cool comfort for sore throat
(d) Makes your teeth Strong
(e) Waters with ease

Question 5.
(a) ATM Card – World in your hand
(b) Cell phone – Gives knowledge
(c) Tea – Your smile becomes a wonder
(d) Book – The cup that gives refreshment
(e) Tooth paste – Any Time Money
Answer:
(a) Any Time Money
(b) World in your hand
(c) The cup that gives refreshment
(d) Gives knowledge
(e) Your smile becomes a wonder

Question 6.
(a) Bathing soap – say cheese and freeze
(b) Health drink – increases your IQ
(c) Wall Paper – glowing skin
(d) Digital camera – gives you strength
(e) Books – no paints, no colour
Answer:
(a) glowing skin
(b) gives you strength
(c) no paints, no colour
(d) say cheese and freeze
(e) increases your IQ

Question 7.
(a) cement – it removes adamant stains
(b) bike – it binds for centuries
(c) pen – storehouse of knowledge
(d) library it glides on the paper
(e) washing powder – it races like a horse
Answer:
(a) it binds for centuries
(b) it races like a horse
(c) it gildes on the paper
(d) storehouse of knowledge
(e) it removes adamant stains

Question 8.
(a) Books – The Cup that Chees
(b) Ointment – Everlasting Friends
(c) Shoes – Smooth Cure
(d) Mixer grinder – Kitchen Mate
(e) Tea – Comfortable soles
Answer:
(a) Everlasting Friends
(b) Smooth Cure
(c) Comfortable soles
(d) Kitchen Mate
(e) ‘tle Cup that Cheers

Question 9.
(a) Motor Bike – Best look guaranteed
(b) Sun Glasses – Flawless writing flows
(c) Ice – cream – The world in your room
(d) Computer – Ride with pride
(e) Micro-tip pen – Melts in your mouth
Answer:
(a) Ride with Pride
(b) Best look guaranteed
(c) Melts in your mouth
(d) The world in your room
(e) Flawless writing flows

Question 10.
(a) Calender – Handle with care
(b) Glass – Makes your travel easy
(c) Suitcase – Sharp time for sharp people
(d) Tea – Passing of days
(e) Watch – The cup that cheers
Answer:
(a) Passing of days
(b) Handlewithcare
(c) Makes your travel easy
(d) The cup that cheers
(e) Sharp time for sharp people

Exercise: Type 2

Write a slogan for the products mentioned.

Question 1.
Jewelry
Answer:
Dazzle and sparkle.

Question 2.
Lens
Answer:
A clear vision of future.

Question 3.
Binoculars
Answer:
Bring close the distant.

Question 4.
Camera
Answer:
Lets capture the moment.

Question 5.
Credit card
Answer:
Plastic money/buy now pay later.

Question 6.
Eraser
Answer:
Erases everything.

Question 7.
Shaving cream
Answer:
a neat face in two seconds.

Question 8.
Wet grinder
Answer:
A friend in your kitchen.

Question 9.
Fridge
Answer:
Keeps our food cool.

Question 10.
Helmet
Answer:
Protect your head.

Question 1.
Shampoo
Answer:
Leaves our hair smooth.

1Question 2.
Footwear
Answer:
We care your foot.

Question 3.
Gum
Answer:
Fixes everything.

Question 4.
Watch
Answer:

Sharp time.

Question 5.
Diary
Answer:
Pen your thoughts.

Exercises: Type 3

Look at the pictures given below and frame your own slogans.

Answer:
If you cut the tree, you kill a life. If you save a tree, you save a life. If you plant a tree, you plant a life.

Answer:
Eat right, be bright. Take care of your body and it will take care of you. Those who do not find time for exercise will have to find time for illness. Eat a healthy meal to help your body heal.

Answer:
If you’re a blood donor, you’re a hero to someone. Somewhere, who receives your gracious gift of life.

Answer:
Save Earth! Keep it cool! Stop global warming.

Answer:
Save water and save it for future!!

Answer:
Recycle and reuse plastics!! Avoid plastic garbage.

Tamilnadu Board Class 10 English Solutions

Tamilnadu State Board Class 10 English Vocabulary Compound Words

♦ Compound Words (Text Book Page No.: 99-100)

A compound word is a combination of two or more words that a function is a single unit of meaning. There are three types of compound:

1. Closed compound words are formed when two unique words are joined together, e.g. flowerpots.
2. Open compound words have a space between the words, but when they are read together, a new meaning is formed,
   E.g: living room.
3. Hyphenated compound words are connected by a hyphen, e.g brother-in-law.

Read these sentences :

1. Beyond the iron gates were the playing field and the two-storeyed school building.
2. The owner of the tea shop, now over sixty, a little fustic in appearance, with his white neatly-combed hair and clean look, was the same as before.
3. His nerves seemed overwrought for some reason. The words in italics are Compound words

By Formation:

1. Compound Nouns:

Type	Word 1	Word 2	Compound Word
1. Noun + Noun	moon	light	moonlight
	chess	board	chess-board
	shoe	maker	shoemaker
	man	servant	manservant
2. Adjective + Noun	sweet	heart	sweetheart
	noble	man	nobleman
	short	hand	shorthand
	black	board	blackboard
3. Verb + Noun	pick	pocket	pickpocket
	play	ground	playground
	hang	man	hangman
	dare	devil	daredevil
4. Gerund + Noun	spelling	book	spelling-book
	walking	stick	walking-stick
	drawing	room	drawing-room
	visiting	card	visiting-card
5. Adverb(or Preposition) + Noun	in	side	inside
	over	coat	overcoat
	by	path	bypath
	off	spring	offspring
6. Verb + Adverb	draw	back	drawback
	lock	up	lockup
	die	hard	diehard
	send	off	sendoff
7. Adverb + Verb	out	set	outset
	up	keep	upkeep
	out	cry	outcry
	in	come	income

2. Compound Adjectives:

Type	Word 1	Word 2	Compound Word
1. Noun + Adjective (or Participle)	hand	made	handmade
	heart	broken	heartbroken
	home	sick	homesick
	sky	blue	sky blue
2. Adjective + Adjective	red	hot	red-hot
	blue	black	blue-black
	white	hot	white-hot
	dull	grey	dull-grey
3. Adverb + Participle	in	born	inborn
	out	spoken	outspoken
	never	ending	never-ending
	long	suffering	long-suffering

3. Compound Verbs:

Type	Word 1	Word 2	Compound Word
Noun + Verb	back	bite	back-bite
	type	write	type-write
	brow	beat	brow-beat
	ear	mark	earmark
Adjective + Verb	white	wash	whitewash
	safe	guard	safeguard
Adverb + Verb	over	throw	overthrow
	over	take	overtake
	under	take	undertake
	under	go	undergo

More examples:

Word 1	Word 2	Compound Word
air	port	airport
blood	count	blood count
blood	bank	blood bank
blood	shed	bloodshed
blue	cross	blue cross
book	marks	bookmarks
book	seller	book seller
break	fast	break fast
car	park	car park
child	labour	child-labour
child	hood	childhood
cricket	ground	cricket ground
cup	board	cupboard
day	break	daybreak
deep	fry	deep fry
dining	table	dining table
door	step	doorstep
down	cast	downcast
dry	clean	dry clean
eye	brow	eyebrow
fast	food	fast food
flash	back	flashback
fly	catcher	fly catcher
foot	steps	foot steps
gear	box	gearbox
good	will	good will
hair	cut	haircut
hair	dresser	hairdresser
hand	made	handmade
hand	written	handwritten
hand	cuff	handcuff
hard	copy	hard copy
hard	disk	hard disk
head	ache	headache
head	master	headmaster
head	light	headlight
ice	caps	ice caps
in	coming	incoming
in	sight	insight
land	mark	landmark
light	sensitive	light sensitive
make	over	make over
mdon	light	moonlight
mouth	wash	mouthwash
mouth	piece	mouthpiece
night	fall	nightfall
open	mind	open mind
out	post	outpost
out	come	outcome
out	let	outlet
out	sourcing	outsourcing
over	draft	overdraft
over	load	overload
over	weight	overweight
over	come	overcome
radio	wave	radio wave
radio	active	radio active
river	bank	river bank
river	bed	river bed
river	side	riverside
root	cause	root cause
safe	guard	safeguard
school	boy	school boy
sea	food	seafood
sea	shore	seashore
sewing	machine	sewing machine
soft	ware	software
star	gazing	star gazing
sun	set	sunset
sun	rise	sunrise
table	tennis	table tennis
tax	free	tax-free
tea	cup	teacup
tea	time	tea time
tele	pathy	telepathy
tele	cast	telecast
time	out	time out
two	fold	twofold
type	writer	typewriter
under	value	undervalue
under	take	undertake
under	estimate	underestimate
walking	stick	walking stick
wall	clock	wall clock
wall	paper	wallpaper
wash	out	washout
watch	dog	watchdog
water	fall	waterfall
water	mark	water mark
well	defined	well defined
wheel	chair	wheelchair
white	house	white house
whole	some	wholesome
whole	sale	wholesale
wind	screen	windscreen
wind	fall	windfall
wind	power	wind power
world	class	world-class
world	war	world war

Exercises

Choose the word from the options given to form a compound word:

Question 1.
Which of the words given below can be placed after safe to form a compound word?
(a) chair
(b) guard
(c) shop
(d) van
Answer:
(b) guard

Question 2.
Which of the words given below can be placed after water to form a compound word?
(a) food
(b) stick
(c) fall
(d) out
Answer:
(c) fall

Question 3.
Which of the words given below can be placed after blue to form a compound word?
(a) cane
(b) print
(c) see
(d) land
Answer:
(b) print

Question 4.
Which of the words given below can be placed after moon to form a compound word?
(a) day
(b) light
(c) mark
(d) shine
Answer:
(b) light

Question 5.
Which of the words given below can be placed before gazing to form a compound word?
(a) goat
(b) star
(c) boy
(d) land
Answer:
(b) star

Question 6.
Which of the words given below can be placed after land to form a compound word?
(a) hood
(b) mark
(c) load
(d) drive
Answer:
(b) mark

Question 7.
Which of the words given below can be placed after soft to form a compound word?
(a) play
(b) ware
(c) run
(d) cycle
Answer:
(b) ware

Question 8.
Which of the words given below can be placed before post to form a compound word?
(a) gate
(b) out
(c) late
(d) quick
Answer:
(b) out

Question 9.
Which of the words given below can be placed after fast to form a compound word?
(a) mark
(b) port
(c) good
(d) food
Answer:
(d) food

Question 10.
Which of the words given below can be placed after hand to form a compound word?
(a) light
(b) mark
(c) write
(d) written
Answer:
(d) written

Question 11.
Which of the words given below can be placed after walking to form a compound word?
(a) pole
(b) stick
(c) belt
(d) cane
Answer:
(b) stick

Question 12.
Which of the words given below can be placed before brow to form a compound word?
(a) brown
(b) eye
(c) hair
(d) thick
Answer:
(b) eye

Question 13.
Which of the words given below can be placed after head to form a compound word?
(a) role
(b) leader
(c) manager
(d) master
Answer:
(d) master

Question 14.
Which of the words given below can be placed after sea to form a compound word?
(a) toll
(b) roar
(c) thunder
(d) food
Answer:
(d) food

Question 15.
Which of the words given below can be placed after air to form a compound word?
(a) sea
(b) port
(c) pool
(d) loom
Answer:
(b) port

Question 16.
Which of the words given below can be placed before power to form a compound word?
(a) head
(b) house
(c) horse
(d) mute
Answer:
(c) horse

Question 17.
Which of the words given below can be placed after child to form a compound word?
(a) ship
(b) hood
(c) law
(d) game
Answer:
(b) hood

Question 18.
Which of the words given below can be placed after a break to form a compound word?
(a) car
(b) fast
(c) house
(d) stone
Answer:
(b) fast

Question 19.
Which of the words given below can be placed after car to form a compound word?
(a) street
(b) park
(c) house
(d) top
Answer:
(b) park

Question 20.
Which of the words given below can be placed after cricket to form a compound word?
(a) field
(b) court
(c) ground
(d) area
Answer:
(c) ground

Tamilnadu Board Class 10 English Solutions

Tamilnadu State Board Class 10 English Solutions Supplementary Chapter 1 The Tempest

The Tempest Textual Questions

A. Choose the correct answer.

1. _______ was the chief of all spirits.
(a) Sycorax
(b) Caliban
(c) Ariel
(d) Prospero
Answer:
(c) Ariel

2. _______ raised a threadful storm.
(a) Ariel
(b) Prospero
(c) Miranda
(d) Sycorax
Answer:
(b) Prospero

3. Miranda was brought to the island _______ years ago.
(a) fourteen
(b) ten
(c) twelve
(d) five
Answer:
(c) twelve

4. Prospero ordered Arief to bring _______ to his place.
(a) Gonzalo.
(b) Ferdinand
(c) King of Naples
(d) Antonio
Answer:
(b) Ferdinand

5._______ had provided Prospero formerly with books and provisions.
(a) Antonio
(b) Ferdinand
(c) Gonzalo
(d) Antonio
Answer:
(c) Gonzalo

6. The second human being that Miranda saw on the island was _______.
(a) Ariel
(b) Próspero
(c) Ferdinand
(d) Gonzalo
Answer:
(c) Ferdinand

MCQ – Additional

(i) They lived in a cave made out of _______.
(a) bricks
(b) wood
(c) cement
(d) rock
Answer:
(d) a rock

(ii) There he kept his books, which chiefly treated of _______.
(a) strength
(b) power
(c) magic
(d) wisdom
Answer:
(c) magic

(iii) Caliban was employed like a slave to _______ and do the most laborious offices.
(a) guard the cave
(b) fetch wood
(c) fetch water
(d) run errands
Answer:
(b) fetch wood

(iv) With the help of these spirits, Prospero could _______.
(a) support the people
(b) bring in commotion
(c) work on his study
(d) command the winds
Answer:
(d) command the winds

(v) By his orders, they raised _______.
(a) violent storm
(b) a great commotion
(c) fearful fight
(d) a building
Answer:
(a) violent storm

(vi) Our food lasted till we landed on this _______.
(a) rural area
(b) desert island
(c) Peninsula
(d) forest
Answer:
(b) desert island

(vii) She timidly answered, she was no _______.
(a) fairy
(b) princess
(c) angel
(d) goddess
Answer:
(d) goddess

(viii) This young man you see was in the _______.
(a) forest
(b) ship
(c) island
(d) cave
Answer:
(b) ship

(ix) Prospero had commanded _______ to pile up some heavy logs of wood.
(a) Gonzalo
(b) Ariel
(c) Ferdinand
(d) Caliban
Answer:
(c) Ferdinand

(x) Ariel soon returned with the king, Antonio and _______.
(a) Old Gonzalo
(b) Caliban
(c) Young Ferdinand
(d) wicked Sycorax
Answer:
(a) Old Gonzalo

B. Identify the character or speaker

1. She imprisoned the spirits in the bodies of large trees.
Answer:
Sycorax, the witch

2. He was the chief of all spirits.
Answer:
Ariel

3. It seems to me like the recollection of a dream.
Answer:
Miranda

4. I was Duke of Milan, and you were a princess.
Answer:
Prospero

5. What a trouble must I have been to you then!
Answer:
Miranda

6. Now pray tell me, sir, your reason for raising this sea-storm?
Answer:
Miranda

7. I will soon move you.
Answer:
Ariel

8. I will tie your neck and feet together.
Answer:
Prospero

9. I must finish my task before I take my rest.
Answer:
Ferdinand

10. He repented and implored his brother’s forgiveness.
Answer:
Antonio

Character or Speaker – Additional

1. ‘That was my delicate Ariel’
Answer:
Prospero

2. ‘I left them searching for Ferdinand’
Answer:
Ariel

3. ‘Heaven thank you my dear father’
Answer:
Miranda

4. ‘Wherefore, did they not that hour destroy us’
Answer:
Miranda

5. ‘Be not so amazed daughter, Miranda’
Answer:
Prospero

6. Poor souls ‘they will all perish.
Answer:
Miranda

7. I will resist this?
Answer:
Ferdinand

8. Why are you so ungentle
Answer:
Miranda

9. ‘Come on young man’
Answer:
Prospero

10. O my dear lady I dare not’
Answer:
Ferdinand

C. Answer the following questions in one or two sentences.

1. Who were the inhabitants of the island?
Answer:
The inhabitants of the island were an old man named Prospero and his daughter Miranda.

2. What powers did Prospero possess?
Answer:
Prospero possessed magical powers.

3. Who was Caliban? What was he employed for?
Answer:
Caliban was the son of a witch named Sycorax. He was employed like a slave to fetch wood and do the most laborious work.

4. Who were on the ship? How were they related to Prospero?
Answer:
Prospero’s brother Antonio, the King of Naples, the king’s son Ferdinand and an old lord Gonzalo were on the ship. Antonio, with the help of the King of Naples, deprived Prospero of his dukedom.

5. Why had Prospero raised a violent storm in the sea?
Answer:
Prospero raised a violent storm in the sea to make his enemies repent for the injustice done to him and his daughter.

6. How did Miranda feel when her father raised the storm to destroy the ship?
Answer:
Miranda felt extremely sad for the distress of the members in the ship. She wanted Prospero to have pity on the poor souls.

7. What was Ariel ordered to do with the people on the ship?
Answer:
Prospero ordered Ariel to torment the inmates of the ship by raising a violent storm. He also instructed Ariel to bring Ferdinand, the Prince of Naples to his cave.

8. Give two reasons why Miranda was so concerned about Ferdinand.
Answer:
Ferdinand was the second human whom Miranda had seen after her father. She was attracted by him and had more concern towards him.

9. Why did Prospero set Ferdinand a severe task to perform?
Answer:
Prospero set Ferdinand a severe task to perform to try his constancy. He resolved to throw some difficulties in his way.

10. How was Gonzalo helpful to Prospero when he left Milan?
Answer:
Gonzalo had privately placed water, provisions, clothes and some books, which Prospero loved the most in the boat.

D. Answer the questions in a paragraph of about 100 – 150 words.

Question 1.
Write a detailed character sketch of Prospero.
Answer:
Prospero was skilled magically and used his powers to create storms, provide entertainment, manipulate others, exercise power and control over the lives of others. He enjoyed knowledge and learning of spells. He became so entranced by his magic that he did not notice his brother trying to take his title and kill him. Prospero controlled all those who were around him. In the beginning of the play, he got the help of Ariel, the chief of gentle spirits, to create a violent and windy storm to punish his enemies who harmed him and his daughter. Ariel worked for Prospero in exchange for his freedom from a witch, Sycorax. But Caliban was the son of Prospero’s old enemy Sycorax. So, Prospero employed Caliban like a slave, to fetch wood and do the most laborious work.

Question 2.
Narrate how Prospero made his enemies repent to restore his dukedom.
Answer:
Prospero, the Duke of Milan, was more interested in reading books and in the art of magic. He trusted his brother Antonio and asked him to look after his affairs in his kingdom. But Antonio overthrew Prospero out of the kingdom, with the help of the king of Naples. Prospero reached an island with his daughter and stayed there for twelve years. He released many good spirits from the clutches of the witch Sycorax. With the help of Ariel, he created a violent storm in the sea. He made his enemies travelling in the ship, to suffer for their mistakes done to him. He asked Ariel to bring Ferdinand to the cave. There, Miranda and Ferdinand were attracted to each other. But Prospero tested Ferdinand to try his constancy. At last, he forgave all of them, as they realized their mistakes and repented. Everyone left the island and Prospero restored his dukedom.

Paragraph Questions & Answers – Additional

Question 1.
What role does the storm play in the development of the plot (Tempest)?
Answer:
In Shakespeare’s classic play the tempest, the storm is the plot’s inciting incident, which causes the King of Naples and the royal party to be shipwrecked on Prospero’s island. There he can seek revenge and regain his position as Duke of Milan. With Ariel’s assistance, Prospero takes revenge on his enemies. Once the royal party arrives on the island, Prospero uses his magic to manipulate and confuse his captives, before attaining his revenge and being restored to his rightful position of authority. Overall, the storm serves as the catalyst for placing the royal party on the island, which leads to Prospero’s restoration. The storm also brings Ferdinand and Miranda together. After being separated from the king’s party, Ferdinand discovers Miranda and the two fall in love.

Question 2.
Why is Prospero overthrown?
Answer:
Prospero was so engrossed in his studies, in his books on magic, that he neglected his duties as Duke of Milan. He was more than happy to leave the day to day administration of the Dukedom to his brother, Antonio. This turned out to be a foolish mistake. If someone in a position of authority gives the impression that they are no longer interested in performing their duty, then one can be certain that someone will gladly step into the breach and do it for them. And that is precisely what happens in relation to Prospero. As Antonio was effectively left in charge of the government, he wondered why he couldn’t take over as Duke in form as well as substance. So he made his move and Prospero was removed from office and subsequently banished along with Miranda to a remote island.

E. Rearrange the following sentences in coherent order.

1. He ordered Ariel to torment the inmates of the ship.
2. Miranda was attracted by Ferdinand and had more concern towards him.
3. Prospero and Miranda came to an island and lived in a cave.
4. Prospero forgave them and restored his dukedom, Milan.
5. He raised a violent storm in the sea to wreck the ship of his enemies.
6. Prospero wanted to test Ferdinand and gave a severe task to perform.
Using his powers, Prospero released the good spirits from large bodies of trees.
8. The King of Naples, and Antonio the false brother, repented the injustice they had done to Prospero.
9. Ariel was instructed to bring Ferdinand, the prince of Naples to his cave.
10. Ferdinand was the second human whom Miranda had seen after her father.
Answer:
3,7,5, 1, 9, 10, 2, 6, 8, 4
3. Prospero and Miranda came to an island and lived in a cave.
7. Using his powers, Prospero released the good spirits from large bodies of trees.
5. He raised a violent storm in the sea to wreck the ship of his enemies.
1. He ordered Ariel to torment the inmates of the ship.
9. Ariel was instructed to bring Ferdinand, the prince of Naples to his cave.
10. Ferdinand was the second human whom Miranda had seen after her father.
2. Miranda was attracted by Ferdinand and had more concern towards him.
6. Prospero wanted to test Ferdinand and gave a severe task to perform.
8. The King of Naples, and Antonio the false brother, repented the injustice they had done to Prospero.
4. Prospero forgave them and restored his dukedom, Milan.

The Tempest Additional Questions

I. Fill in the blanks:

1. There was an (i)________ in the sea, the only (ii) ________ of which were an old man named Prospero and his daughter Miranda, a very (iii) ________young lady. She came to this island so young, that she had no (iv)________ of having seen any other human face than her (v)________.
(a) beautiful
(b) memory
(c) island
(d) father’s
(e) inhabitants
Answer:
(i) (c) island
(ii) (e) inhabitants
(iii) (a) beautiful
(iv) (b) memory
(v) (d) father’s

2. By (i)________ of his art, he had released many good spirits from a witch called (ii)________ who had them imprisoned in the bodies of large trees. These gentle (iii)________ were ever after (iv)________ to the will of Prospero of these (v)________ was the chief.
(a) obedient
(b) spirits
(c) virtue
(d) Ariel
(e) Sycorax
Answer:
(i) (c) virtue
(ii) (e) Sycorax
(iii) (b) spirits
(iv) (a) obedient
(v) (d) Ariel

3. Having so said, Prospero gently (i)________his daughter with his magic (ii)________and she fell fast asleep; for the spirit Ariel just then (iii) ________himself before his (iv)________, to give an account of the Tempest and how he had (v) ________ of the ship’s company.
(a) presented
(b) master
(c) wand
(d) disposed
(e) touched
Answer:
(i) (e) touched
(ii) (c) wand
(iii) (a) presented
(iv) (b) master
(v) (d) disposed

4. Ariel gave a (i) ________ description of the storm and of the terrors of the (ii) ________ and how the king’s son Ferdinand, was the first who (iii) ________ into the sea; and his father (iv) ________, he saw his dear son (v) ________ up by the waves and lost.
(a) thought
(b) swallowed
(c) lively
(d) mariners
(e) leaped
Answer:
(i) (c) lively
(ii) (d) mariners
(iii) (e) leaped
(iv) (a) thought
(v) (b) swallowed

II. Match the following

(a)

Answer:
1. (d)
2. (c)
3. (e)
4. (a)
5. (b)

(b)

Answer:
1. (d)
2. (a)
3. (b)
4. (e)
5. (c)

(c)

Answer:
1. (d)
2. (e)
3. (b)
4. (a)
5. (c)

III. Read the passage:

1. They lived in a cave made out of a rock; it was divided into several apartments, one of which Prospero called his study; there he kept his books, which chiefly treated of magic. By virtue of his art, he had released many good spirits from a witch called Sycorax who had them imprisoned in the bodies of large trees. These gentle spirits were ever after obedient to the will of Prospero. Of these Ariel was the chief.

(a) Where did they live?
Answer:
They lived in a cave made out of a rock.

(b) How was it divided?
Answer:
It was divided into several apartments.

(c) What did Prospero keep in one of his apartments?
Answer:
He kept his books which chiefly treated of magic.

(d) How did he release many good spirits?
Answer:
He released many good spirits by virtue of his art.

(e) Who was the chief of all the spirits?
Answer:
Ariel was the chief of all the spirits.

2. Ariel gave a lively description of the storm, and of the terrors of the mariners; and how the king’s son, Ferdinand, was the first who leaped into the sea; and his father thought he saw his dear son swallowed up by the waves and lost. “But he is safe,” said Ariel, “in a corner of the isle, sadly lamenting the loss of the king, his father.
“That’s my delicate Ariel,” said Prospero. “Bring him here: my daughter must see this young prince. Where is the king, and my brother?”
“I left them,” answered Ariel, “searching for Ferdinand, whom they have little hopes of finding, thinking they saw hitft perish. Of the ship’s crew not one is missing; though each one thinks himself the only one saved: and the ship, though invisible to them, is safe in the harbour.

(a) Who gave the lively description of the storm?
Answer:
Ariel gave the lively description of the storm.

(b) What did Ferdinand do?
Answer:
Ferdinand was the first to leap into the sea.

(c) What did the king of Naples think?
Answer:
He thought that his dear son was swallowed up by the waves and lost.

(d) Was the King of Naples safe?
Answer:
Yes the King of Naples was safe.

(e) What happened to the ship?
Answer:
The ship was safe in the harbour.

3. She timidly answered, she was no goddess, but a simple maid, and was going to give him an account of herself, when Prospero interrupted her. He was well pleased to find they admired each other, but to try Ferdinand’s constancy, he resolved to throw some difficulties in their way: therefore advancing forward, he addressed the prince with a stern air, telling him, he came to the island as a spy, to take it from him who was the lord of it. “Follow me,” said he, “I will tie your neck and feet together. You shall drink sea-water; shell-fish, withered roots, and husks of acorns shall be your food.” “No,” said Ferdinand, “I will resist this” and drew his sword; but Prospero, waving his magic wand, fixed him to the spot where he stood, so that he had no power to move.

(a) Who answered timidly?
Answer:
Miranda answered timidly that she was no goddess.

(b) Why was Prospero well pleased?
Answer:
He was well pleased to find they admired each other.

(c) Why was Prospero harsh towards Ferdinand?
Answer:
Prospero was harsh towards Ferdinand because he wanted to try Ferdinand’s constancy.

(d) What did he resolve to do?
Answer:
He resolved to throw some difficulties in their way.

(e) What did Prospero do to Ferdinand by his magic wand?
Answer:
By waving his magic wand, Prospero fixed Ferdinand to the spot where he stood, so that he had no power to move.

IV. Mind Map

1.

Answer:
(i) astonished
(ii) maid
(iii) Duke of Milan
(iv) never saw him
(v) second father

2.

Answer:
(i) astonished
(ii) maid
(iii) Duke of Milan
(iv) never saw him
(v) second father

The Tempest By William Shakespeare

William Shakespeare (1564 -1616) is an English poet, playwright and actor. He is regarded as the greatest writer in the English language and the worlds greatest dramatist of all time. He is often called ‘England’s National Poet’ and ‘Bard of Avon. His works consist of approximately 37 plays, 154 sonnets, two long narrative poems.

The Tempest Main characters

Prospero – An old man Rightful Duke of Milan Miranda’s father Antonio’s brother
Miranda – Beautiful young lady Prospero’s daughter
Sycorax –  A witch Caliban’s mother
Ariel – Chief of gentle spirits
Caliban – Ugly monster Son of Sycorax
King of Naples – Powerful prince Prospero’s enemy Father of Ferdinand
Ferdinand – Prince of Naples
Gonzalo – Kind lord of Prospero’s court

The Tempest Key Points

• Prospero and his daughter Miranda came to an island and lived in a cave.
• A witch, Sycorax, imprisoned many good spirits in the bodies of large trees.
• Prospero released these gentle spirits using his magical powers.
• Ariel was the chief of these gentle spirits. ‘
• Prospero raised a violent storm in die sea to wreck the ship of his enemies.
• He ordered Ariel to torment the inmates of the ship.
• Ariel was instructed to bring Ferdinand, the prince of Naples to his cave.
• Ferdinand was the second human whom Miranda had seen on the island, after her father.
• Prospero wanted to test Ferdinand and gave a severe task to perform.
• Miranda was attracted by Ferdinand and had more concern towards him.
• The King of Naples and Antonio, repented the injustice they had done to Prospero.
• Prospero forgave them and restored his dukedom, Milan.

The Tempest Summary

The play opens with a storm raised by Prospero. Earlier he was the rightful Duke of Milan. He had been set adrift in a boat with his three-year-old daughter, Miranda, by his usurping brother, Antonio. Prospero was more interested in his books and his magic than in the pragmatics of ruling Milan. This caused him to be overthrown by his brother. Arriving at an island, Prospero proceeded to make good use of his magic by freeing the spirit Ariel from the torment of imprisonment by a witch called Sycorax. Prospero found no living person on the island other than Sycorax’s son, an ugly monster, Caliban. Prospero employed Caliban, as a slave, to fetch wood and do the most laborious works. As the play begins, Prospero creates a tempest in order to dash a fine large ship, in which the King of Naples, his son Ferdinand, and Prospero’s brother, Antonio were travelling. He creates this tempest with the help of Ariel. He asks Ariel to bring Ferdinand to his cave. Before the arrival of Ferdinand, he tells his daughter of the misdeeds of his brother Antonio and the King of Naples. He tells the reason for creating the violent storm. He has no intentions of hurting them. But he wants them to realize their mistake and repent. When Ferdinand comes to his cave, he gets attracted to Miranda. They fall in love with each other. Prospero tests Ferdinand’s constancy by making him to perform severe tasks. Finally, Ariel makes Prospero’s enemies to realize their mistake. They repent for it. Prospero forgives them and restores his dukedom Milan.

The Tempest GLOSSARY

afflict – trouble
altered – changed
apparel – dress; clothes on
charge – duty
compelling – forcing
constancy – loyalty
deprive (v) – to take something important or necessary away from someone
dreadful (adj.) – extremely bad or unpleasant
duke (n) – a man of very high social rank in some European countries; a king
enchanted – charmed
famished (adj.) – extremely hungry
fatigue (n) – extreme tiredness
lamenting – shedding tears
mast – a tall upright post on a ship or boat
perish –  die
repent (v) – to be very sorry for something bad you have done.
resistance (n) – The act of fighting against something
resolved – determined to do something
stupefied – stunned
tackle – try to solve
tormenting (v) – making someone suffer or worry a lot
vexation (n) – worry or anger
voracious  (adj.) – very eager for something
withered – dried

Tamilnadu Board Class 10 English Solutions

Tamilnadu State Board Class 9 English Solutions Poem Chapter 1 Stopping by Woods on a Snowy Evening

B. Read the following lines and answer the following questions.

1. He will not see me stopping here
To watch his woods fill up with snow.

Question (a).
Who does ‘he refer to?
Answer:
‘He’ refers to the owner of the woods.

Question (b).
Identify the season with these lines.
Answer:
It is winter season.

2. My little horse must think it queer
To stop without a farmhouse near

Question(a).
Who Is the speaker?
Question:
The poet Robert Frost is the speaker.

Question (b).
Why should the horse think It queer?
Answer:
There is no farm house near and it is night time, the woods are dark. So the horse might think it strange to stop there.

Question (c).
Pick out the rhyming words.
Answer:
queer – near

3. He gives his harness bells a shake
To ask if there is some mistake.

Question (a).
Whom does ‘he’ refer to in these lines?
Answer:
‘He’ refers to the horse.

Question (b).
Why does ‘he’ give his harness bells a shake?
Answer:
He shakes the harness bells as if he is asking the poet whether there was any mistake in stopping at the wrong place.

Question (c).
How does the horse communicate with the poet?
Answer:
The horse communicates with the poet by shaking his harness bells.

4. The woods are lovely, dark and deep,
But I have promises to keep,

Question (a).
How are the woods?
Answer:
The woods are lovely, dark and dense.

Question (b).
Who does ‘I’ refer to?
Answer:
I refers to the poet, Robert Frost.

Question (c).
What are the promises the speaker is talking about?
Answer:
Duties and responsibilities in life are referred to as promises.

5. And miles to go before I sleep,
And miles to go before I sleep.

Question (a).
Why the poet has used the same line twice?
Answer:
In order to emphasize the fact that he has to fulfill his duties and responsibilities before his death, the poet has used the same line twice.

Question (b).
Explain miles to go before I sleep.
Question:
Miles to go refers to leading the rest of his life until his death.

Poem Comprehension And Poetic Devices

Additional Questions

1. Whose woods these are I think I know.
His house is in the village though;

Question (a).
What does the poet seem to know?
Answer:
The poet seems to know the person to whom the woods belonged.

Question (b).
Who lives in the village?
Answer:
The owner of the woods resides in a house in the village.

2. Between the woods and frozen lake
The darkest evening of the year.

Question (a).
Where has the horse stopped?
Answer:
The horse has stopped at a spot between the woods and the frozen lake.

Question (b).
Describe the evening of travel.
Answer:
It was the darkest evening of the year.

3. The only other sound’s the sweep
Of easy wind and downy flake.
The woods are lovely, dark and deep.
But I have promises to keep,

Question (a).
What sound does the poet hear?
Answer:
The poet hears the sound caused by the horse shaking his harness bells.

Question (b).
Bring out the alliteration in the third line.
Answer:
dark – deep

Alliteration:

Question 1.
His house is in the village though;
Answers:
his – house

Question 2.
He will not see me stopping here see – stopping
Answer:
see – stopping

Question 3.
To watch his woods fill up with snow. watch – woods
Answer:
watch – woods

Question 4.
He gives his harness bells a shake he -his – harness
Answer:
he – his – harness

Hyperbole: To watch his woods fill up with snow.

C. Complete the summary of the poem by filling in the blanks.

After a long travel the poet entered a ______(i)_______. He wondered to whom the wood ____(ii)________. He realized that the owner of the wood lived in a ___(iii)__________.  He thought that the owner would not be able to _______(iv)_________. him stopping in his woods to watch ______(v)__________ . fill the woods. The poet felt that the horse would think it very _______(vi)_________. to stop near the woods as he had never ______(vii)____________. He was actually standing between the woods and _______(viii)___________ . The time was ______(ix)___________. The horse indicated that the poet has made a _____(x)___________. by shaking its head. The poet felt that the woods are lovely, ______(xi)___________. and ______(xii)____________ (xii) . He suddenly realized that he had worldly _______(xiii)_____________. which would not allow him to ______(xiv)____________ .in the woods for a long time.
Answers:
(i) forest
(ii) belonged
(iii) village
(iv) see
(v) the snow
(vi) strange
(vii) before
(viii) frozen lake
(ix) evening
(x) mistake
(xi) dark
(xii) deep
(xiii) responsibilities
(xiv) stand

D. Answer the questions in two or three sentences.

Question 1.
What information does the poet highlight about the season and the time of the day in the poem?
Answer:
Winter season is highlighted and the time is said to be dark evening.

Question 2.
In which way is the reaction of the speaker different from that of the horse? What does it convey?
Answer:
The speaker, enjoys the scene of the snow filled woods but the horse finds it strange to stop in the woods without a farm house near in the dark evening.

Question 3.
What are the sounds heard by the poet?
Answer:
The poet hears the soft, gentle sound of the breeze. He also hears the sound of the falling snowflakes, apart from the sound of bells in the harness.

Question 4.
The poet Is aware of two choices. What are they? What choice does he make ultimately?
Answer:
The two choices are whether to stay and watch the woods filled with snow or to return to his village. The poet’s choice was to go to his village.

Question 5.
Pick out words from the poem that bring to mind peace and quite.
Answer:
“The woods fill up with snow”, “the darkest evening”, “easy wind”, “downy flakes”, “lovely dark and deep”.

E. Identify the rhyme scheme used in each stanza. One example has been done for you.

F. Complete the table by identifying lines, against the poetic devices from the poem. One example is done for you.

Writing

G. Answer the following questions in a paragraph about 80 -100 words.

Question 1.
It Irsald that, “the choices made by one, shapes one’s destiny”. Ponder on the thought and write a paragraph,
Answer:
The poet Robert Frost, in his poem ‘ Stopping by woods on a snowy evening ’ makes several choices, many of which his dearly beloved horse does not agree with. The biggest choice that he wrestles with is whether to return to the warmth and safety of the village or to stay and watch the woods fill up with snow. Our poet does seem to have a hard time making his decision. He ultimately decides to return home, but it seems to take all his will power. As he had worldly responsibilities and promises to fulfil, he leaves the woods reluctantly.

Paragraph Questions And Answers : Appitional

Question 1.
Identify and explain the contrast in the first line of the extract.
Answer:
The poet uses contrasting imagery to describe the woods. He calls them lovely, dark and deep all at the same time. The words ‘dark and deep’ connote an alarmingly mysterious characteristic while the word ‘lovely’ makes the woods an attractive location. The three words give the woods a mystical character. Though the darkness serves as a warning to the uncertainties lying within the forest, he is also mesmerized by its serene beauty.

Question 2.
Why is the last line repeated in this poem?
Answer:
The last two lines are the most important in this poem. The poet says two different things in both lines. In the second last line, he describes that he has to go a long way and it will take him a lot of time to reach his resting place. The last line describes that the narrator has miles of time or lots of time before he gets his final rest, death which he wants or desires, but before getting that rest, he has promises to keep or duties to fulfill.

Question 3.
Justify title of the poem ‘stopping by the woods on a snowy evening’.
Answer:
Robert frost’s poem ‘Stopping by the woods on a snowy evening’ shares with us an experience of the poet, who stopped on his way to enjoy the beauty of the snowy-filled woods one evening. Though he wanted to stay there, for a longer time to watch the lovely, dark and deep woods, he could not do so. He had to go, as he had promises to keep and a long way to go, before he sleeps. So, the title of the poem is rather simple and straight forward. It is something that suggests the very outline of the story. This title has the potential to build curiosity, as people generally don’t stop in the dark-woods, that too, on a snowy evening. So, we the readers feel that there might be something interesting in it. So, thematically the title is just and apt.

H. Work in pairs and discuss the factors that contribute towards making a choice and make a presentation to the class.

Hints: The factors that contribute towards making a choice are :

1. Make your decisions in the morning.
2. Eat first. Don’t make your choices, when you are hungry.
3. Cut down your choices to a tiny short list.
4. Open the windows and allow fresh air in.
5. Use a foreign language.

Stopping by Woods on a Snowy Evening Textual Activities

Warm Up

Question 1.
Have you ever travelled through a forest? How did you feel?
Answer:
I had once gone into a forest, for a one-hour walk along with my uncle. It was early
morning, around 6 a.m, and my uncle suggested a walk into the forest for a refreshing experience. It was quite an interesting hour, with a sweet fragrance from the plants and strange, unknown flowers and trees in the forest. There was a constant rustle of birds and small creatures moving on the branches of trees or bushes. I was quite scared that I would trample upon some dangerous insects or creatures such as huge spiders or snakes. But my uncle who was well accustomed with the route, guided me in a safe manner. The rays of the morning sun were gentle and warm. The breeze was soft and delicate. It was really a wonderful experience and I thought I should take my friends there once again, during the vacation.

Question 2.
Did you have any time to stop and enjoy the beauty of the forest?
Answer:
Yes, once, I had a chance to go to Pitchavaram forest. It is the second largest mangrove forest in the world, near the temple town of Chidambaram. It is one of the unique eco-tourism spots in south India. I enjoyed the beauty of this forest with my family members. The backwaters, inter-connected by the Vellar and Kollidam river systems, offer abundant scope for water sports. The beauty of mangrove trees, rooted in a few feet of water and the whole area stretching to over 3000 acres comprising more than, 1,700 islets, astounded me. A two-hour boat ride (Rs.125 per hour) through the forest was both soothing and exciting.

Yes, I had plenty of time to stop and enjoy the beauty of the forest. It was a summer holiday and I had no other commitments at home. Therefore I had good time to enjoy the beauty.

Stopping by Woods on a Snowy Evening by Robert frost

Robert Frost (1874 – 1968) was an American poet. He is well known for his realistic description of rural life. He received 4 Pulitzer prizes for poetry. He became a poetic force. He is known as the unofficial Poet Laureate of the US. Some of his famous works are The Road Not Taken, West Running Brook, Mending Wall, After Apple Picking etc.

Stopping by Woods on a Snowy Evening Summary

Once the poet happened to travel through the dense woods, on his horse. It was a cold evening with heavy snowfall. Enchanted by the beauty of the woods, the poet suddenly stopped to admire the scene of the woods being covered with snow. The poet seemed to know to whom the woods belonged. He also guessed that the owner of the woods must be residing at the village and would not know that the poet had halted at his woods enjoying the snowfall there. The poet’s horse too must have been equally puzzled at this sudden pause at a place where there was no farmhouse or resting area.

It happened to be the darkest evening of the year. Hence the horse shook his harness bells, as if to enquire if the poet had halted by mistake or to set right any sudden problem. There was total silence all around, except for the gentle sound of the breeze blowing, carrying with it snowflakes.

Though captivated by the splendid beauty of the lovely, dense and dark woods, the poet could not remain there for long, as he had to travel over a long distance, covering many miles. Further he had to fulfill many promises or carry out many duties before his daily sleep or the eternal one. Perhaps the poet is reminded of his unfulfilled duties and responsibilities that he had to carry out before his tenure on earth ended. Hence he, with regret, realises that he had to keep continuing his journey and could not rest before fulfilling his duties in life.

Stopping by Woods on a Snowy Evening poem overview

No.1.
Poem Line:
Whose woods these are I thinkI know.
Explanation:
The poet seems to know the owner of the woods.

No.2.
Poem Line:
His house is in the village though;
Explanation:
The owner must be residing in the village.

No.3
Poem Line:
He will not see me stopping here
Explanation:
He does not know that the author has stopped in the woods.

No.4
Poem Line:
To watch his woods fill up with snow.
Explanation:
To watch snow engulf the woods.

No.5
Poem Line:
My little horse must think it queer
Explanation:
The poet’s horse must have thought it strange

No.6
Poem Line:
To stop without a farmhouse near
Explanation:
To stop abruptly at a place where there is no farmhouse

No.7
Poem Line:
Between the woods and frozen lake
Explanation:
Between the woods and the lake that is frozen with snow

No.8
Poem Line:
The darkest evening of the year.
Explanation:
On an evening which happens to be the darkest one of the year

No.9.
Poem Line:
He gives his harness bells a shake
Explanation:
The horse expresses his surprise by shaking his harness bells

No.10.
Poem Line:
To ask if there is some mistake .
Explanation:
as if to know whether there is anything wrong with the situation.

No.11.
Poem Line:
The only other sound’s the sweep
Explanation:
The only other sound that could be heard

No.12.
Poem Line:
Of easy wind and downy flake.
Explanation:
is the blowing of the breeze and the fall of snow – flakes.

No.13.
Poem Line:
The woods are lovely, dark and deep.
Explanation:
The woods are attractive, very dark and dense.

No.14.
Poem Line:
But I have promises to keep,
Explanation:
But the poet cannot stop there, as he has many promises to fulfill.

No.15.
Poem Line:
And miles to go before I sleep,
Explanation:
He has to achieve much more in life before his sleep.

No.16.
Poem Line:
And miles to go before I sleep.
Explanation:
and has to fulfill many ambition before his sleep – the everyday sleep or the eternal one.

Stopping by Wood on a Snowy Evening poem Mind Map

Stopping by Woods on a Snowy Evening Glossary

Gist of Stanza 1.
While riding deep into the woods, the poet seems to know who the owner is. He states that the owner lives in a house in the village. Perhaps the owner is not aware of the poet travelling into his woods, or stopping there to watch snow covering the woods.

Stanza 2.
The poet’s little horse must think it strange to stop midway, without a farmhouse nearby, between the woods and a frozen lake. The evening is the darkest one of the year. So it is queer that they have stopped now.

Stanza 3.
Perhaps to know its owner’s intention, or to catch his attention, the horse sounds its harness ’ bell by shaking his head. The only other sounds heard in the vicinity are the sweep of the wind and the fall of snow.

Stanza 4.
The woods are lovely, dark and deep. The poet cannot afford to spend more time admiring the beauty and the calm atmosphere prevailing there, as he has many more important goals to achieve in life, before it comes to an end.

Tamilnadu Board Class 9 English Solutions