Class X - First Flight - How to Tell Wild Animals by CAROLYN WELLS Summary and Explanation

Summary of the Poem How to Tell Wild Animals

The poet presents an intriguing and amusing description of various wild animals. Despite their dangerous nature, the poetess introduces them in a lighthearted manner. The first animal mentioned is the Asian lion, described as having tawny skin and a roaring ability that instils fear. This indicates that one has encountered an Asian lion while exploring the jungles of the East.

Moving on, the poetess portrays the Bengal tiger as a regal creature that swiftly attacks and kills humans. In a humorous tone, she suggests that if someone is killed and eaten by a beautiful black-striped animal, it is undoubtedly a Bengal tiger.

The poetess then discusses the leopard, characterised by its black-spotted skin and its tendency to pounce on its prey without hesitation. She remarks that crying out in pain would be futile as the leopard would not cease its attack. Next, the bear is introduced as an animal that embraces its victims tightly, leading to their demise.

The poetess poses a question to the readers, inquiring if they are aware of the ways to identify predatory beasts. She proceeds to mention the hyena, known for its constant smiling expression, and the crocodile, which exhibits tears while killing its prey. These visual cues make it evident when these animals are on the hunt.

Lastly, the poetess introduces the chameleon, a lizard-like creature lacking ears and wings. She explains that its ability to change colour according to its surroundings distinguishes it from a regular lizard. By observing a tree and seeing only the tree, one can deduce the presence of a chameleon that has already blended into the brown colour of the branch.

In summary, the poet playfully describes the various wild animals, balancing their dangerous nature with humorous anecdotes. The poem encourages readers to appreciate the peculiarities of these creatures while showcasing their distinct characteristics in an entertaining manner.

Central Idea of the Poem

The central idea of the poem "How to Tell Wild Animals" by Carolyn Wells is the humorous and satirical exploration of the various ways to identify different wild animals based on their characteristics and behaviours. The poem takes a lighthearted approach and uses exaggeration and absurdity to entertain the reader.

Through playful descriptions, the poem offers comical advice on how to recognise wild animals by their distinctive features and actions. Each stanza introduces a new animal and provides humorous clues on how to identify them, often highlighting their peculiar traits or behaviours. The poem emphasises the contrast between the wild animals' characteristics and the familiar attributes of domesticated animals or human behaviour.

Overall, the poem aims to entertain and amuse readers through clever wordplay, whimsical descriptions, and unexpected twists and turns in identifying the wild animals. It highlights the joy of imagination and the delight in seeing the world from a humorous perspective.

Literary Devices Used in the Poem

The poem "How to Tell Wild Animals" by Carolyn Wells employs several literary devices to enhance its humorous and whimsical tone. Here are some of the literary devices used in the poem:

1. Hyperbole: The poem utilises exaggeration to create comedic effect. It exaggerates the characteristics and behaviours of wild animals, such as the lion's roar being described as potentially causing death out of fear.
2. Imagery: The poem uses vivid imagery to paint humorous pictures in the reader's mind. It describes the animals' physical attributes, like the tiger's black stripes and the leopard's black-spotted skin, to evoke visual images.
3. Personification: The poet personifies the animals by attributing human-like qualities to them. For example, the hyena is described as having a smiling face, and the crocodile is said to have tears in its eyes.
4. Irony: The poem utilises irony to create humour by presenting situations or statements that are the opposite of what is expected. An example is the hyena's constant smile while being a predator.
5. Metaphor: The poem uses metaphorical language to compare certain animal behaviours or traits to other familiar things. For instance, the bear's tight hug is compared to an act of killing, emphasising the potential danger.
6. Alliteration: The poem incorporates alliteration by repeating initial consonant sounds, which adds a playful and rhythmic quality to the lines. For instance, "black striped" in reference to the tiger and "hug very tightly" regarding the bear.
7. Rhyme: The poem employs a consistent rhyme scheme, using end rhymes that add to its rhythmic and musical quality.

These literary devices work together to create a whimsical and amusing atmosphere in the poem, enhancing the humorous descriptions and satirical elements used to portray the wild animals.

Rhyme Scheme of the poem How to Tell Wild Animals

The rhyme scheme of the poem "How to Tell Wild Animals" by Carolyn Wells follows an AABB pattern. This means that the end rhymes in each stanza alternate between two distinct sounds. Here is an example of the rhyme scheme in the first stanza:

A (east)

A (beast)

B (fear)

B (here)

The same rhyme scheme is maintained throughout the poem, with the end words of each line following this AABB pattern. This consistent rhyme scheme contributes to the poem's rhythmic and melodic flow, enhancing its playful and humorous tone.

How to Tell Wild Animals Questions and Answers

Question 1. Does ‘dyin’ really rhyme with ‘lion’? Can you say it in such a way that it does?

Answer:

It is correct that "dyin'" and "lion" do not technically rhyme in the conventional sense. However, in certain dialects or poetic licenses, they can be pronounced in a way that creates a slant rhyme or a near rhyme. One possible way to say it in a way that makes them rhyme is by pronouncing "dyin'" as "dye-in" (with a long "i" sound) and "lion" as "lye-in" (again with a long "i" sound). In this altered pronunciation, the words can be made to rhyme more closely.

Question 2. How does the poet suggest that you identify the lion and the tiger? When can you do so, according to him?

Answer:

The poet suggests identifying the lion by its tawny skin and roaring in the jungles of the east, which may evoke fear. As for the tiger, if a beautiful black-striped creature attacks and consumes a person, it signifies encountering a Bengal tiger. The poet uses exaggerated descriptions and actions to depict the characteristics of these wild animals.

Question 3. Do you think the words ‘lept’ and ‘lep’ in the third stanza are spelt correctly? Why does the poet spell them like this?

Answer:

In the third stanza, the poet describes the leopard's behaviour. The word "lept" is the past tense of "leap," indicating the swift and sudden action of the leopard pouncing on its prey. The word "lep" is a variation of "leap" used to maintain the rhyme scheme and rhythm of the poem.

The lines suggest that when encountering a beast with a spotted hide if it swiftly leaps onto you, it indicates that it is indeed a leopard. The following line humorously implies that no matter how much one roars in pain, the leopard will continue to pounce repeatedly.

Question 4. Look at the line “A novice might nonplus”. How would you write this ‘correctly’? Why is the poet’s ‘incorrect’ line better in the poem?

Answer:

The line "A novice might nonplus" in the poem is intentionally written that way by the poet. The correct form would be "A novice might be nonplussed." However, the poet chooses to use "nonplus" as a verb to maintain the rhyme scheme and add to the playful nature of the poem. This creative choice contributes to the poem's whimsical and humorous atmosphere.

Question 5. Much of the humour in the poem arises from the way language is used, although the ideas are funny as well. If there are particular lines in the poem that you especially like, share these with the class, speaking briefly about what it is about the ideas or the language that you like or find funny?

Answer:

Indeed, the poet's skillful use of language in the poem creates a humorous effect. There are several lines that stand out in terms of their comedic impact. One such line is "If he roars at you as you're dyin', You'll know it is the Asian Lion." This line plays with the juxtaposition of a lion roaring while someone is in a dying state, resulting in a humorous and unexpected situation.

Another line that adds to the humor is "A noble wild beast greets you." This phrase brings together the contrasting concepts of a noble and wild beast, creating a comical contradiction.

Overall, the poet's approach to describing the characteristics of wild animals is marked by a delightful sense of humor. By presenting these animals in amusing scenarios and using clever wordplay, the poet effectively engages readers and elicits laughter.

Black Aeroplane by FREDERICK FORSYTH Class X English Lesson 3 Explanation, Summary, Question Answers

The article provides a summary of Chapter 3 "Black Aeroplane" from CBSE Class 10 English, including a detailed explanation of the lesson and definitions of challenging vocabulary. Additionally, the summary is accompanied by answers to exercises and questions at the end of the chapter.

Introduction

The narrative "Black Aeroplane" by Frederick Forsyth portrays how one's discernment can become convoluted by indulging in fantasy, ultimately leading to difficulties. The protagonist, a pilot, is excessively eager to reunite with his kin and savour a delectable breakfast, causing him to make the imprudent decision of flying straight into a tempest instead of opting for the judicious choice. Remarkably, he narrowly escapes perilous circumstances with the assistance of an enigmatic aeroplane.

Theme

At times, decision-making can be arduous, and apprehension spawns immense trepidation within us. We tend to view certain fortuitous events as miraculous and inexplicable phenomena. These occurrences extricate us from predicaments and are, in actuality, nothing but manifestations of the inner fortitude and valor of our psyche, which externalizes into a propitious force and liberates us from states of skepticism. The protagonist, a seasoned pilot at the helm of an antiquated Dakota plane, undergoes a similar experience when a cryptic "Black Aeroplane" ferries him away from the throes of a tempestuous storm.

Summary

The story "Black Aeroplane" follows a pilot flying from Paris to London who is enjoying the peaceful night-time view of a sleeping city below. The pilot daydreams about his upcoming holiday with his family and the delicious breakfast he will have once he lands. However, as he crosses Paris, he notices ominous dark clouds signaling an approaching storm. Despite the safer option of turning back, the pilot is blinded by his dreams and proceeds straight into the storm, endangering the lives of his passengers. In the midst of the storm, all direction instruments fail, and the pilot loses control of the plane. Just as hope is fading, another plane appears, piloted by an anonymous figure who selflessly guides them out of the storm before disappearing without a trace. With little fuel left, the pilot is understandably shaken and, upon landing, he inquires about the other pilot to the control tower. The response leaves him in shock: his plane was the only one in the sky.

Summary in Urdu

"بلیک ایروپلین" کی کہانی ایک ایسے پائلٹ کے بارے میں ہے جو سوئے ہوئے شہر (رات کے وقت) پر اڑان بھرنے کے لیے خوش اور خوش محسوس ہوتا ہے۔ وہ پیرس سے لندن کے لیے پرواز کر رہا ہے۔ اپنی پرواز کے دوران، وہ اپنے خاندان کے ساتھ طویل تعطیلات کا خواب دیکھتا ہے۔ وہ اس شاندار ناشتے کے بارے میں بھی تصور کرتا ہے جو اسے لینڈنگ کے بعد ملے گا۔ جیسے ہی وہ پیرس کو عبور کرتا ہے، اسے سیاہ بادلوں کی نظر پڑتی ہے جو آنے والے طوفان کی علامت تھے۔ صحیح فیصلہ یہ ہوتا کہ حفاظت کی خاطر پیرس کا رخ کیا جائے۔ لیکن وہ اپنے خوابوں کے زیر سایہ ہے اور ان میں تاخیر نہیں کرنا چاہتا، اپنے مسافروں کی جان کو خطرے میں ڈالتا ہے اور سیدھا طوفان کی طرف جاتا ہے۔ سب کچھ اندھیرا ہو جاتا ہے، وہ دیکھنے سے قاصر رہتا ہے، اس کے تمام ڈائریکشن والے آلات کام کرنا بند کر دیتے ہیں اور اس نے جہاز کا کنٹرول کھو دیا تھا۔ جب تمام امیدیں دم توڑ گئیں تو اس نے ایک اور جہاز دیکھا جس کا پائلٹ انہیں بچانے کے لیے زیادہ تیار تھا۔ مصنف گھبرا رہا تھا کیونکہ ایندھن کی بہت کم مقدار باقی تھی۔ گمنام پائلٹ نے انہیں طوفان سے باہر نکالا اور روشنی دیکھتے ہی غائب ہو گئے۔ لینڈنگ کے بعد جب وہ کنٹرول روم میں موجود خاتون سے دوسرے پائلٹ کے بارے میں پوچھتا ہے تو وہ حیران رہ جاتا ہے جب وہ کہتی ہے کہ آسمان پر اس کا واحد طیارہ تھا۔

Summary in Hindi

कहानी "ब्लैक एरोप्लेन" एक पायलट के बारे में है जो सोते हुए शहर (रात के समय) पर उड़ान भरने के लिए खुश और संतुष्ट महसूस करता है। वह पेरिस से लंदन के लिए उड़ान भर रहा है। अपनी उड़ान भरते समय, वह अपने परिवार के साथ लंबी छुट्टी के सपने देखता है। वह उस शानदार नाश्ते के बारे में भी कल्पना करता है जो वह लैंडिंग पर करेगा। जैसे ही वह पेरिस को पार करता है, उसे काले बादलों का आभास होता है जो आने वाले तूफान का संकेत थे। सुरक्षा के लिहाज से पेरिस वापस जाने का सही फैसला होता। लेकिन वह अपने सपनों पर भारी पड़ता है और उन्हें देरी नहीं करना चाहता, अपने यात्रियों के जीवन को जोखिम में डालता है और सीधे तूफान में जाता है। सब कुछ अंधेरा हो जाता है, वह देखने में असमर्थ होता है, उसके सभी दिशा-यंत्रों ने काम करना बंद कर दिया और उसने विमान का नियंत्रण खो दिया। जब सारी उम्मीद टूट गई, तो उन्होंने एक और विमान देखा जिसका पायलट उन्हें बचाने के लिए तैयार था। लेखक घबरा रहा था क्योंकि बहुत कम ईंधन बचा था। अनाम पायलट ने उन्हें तूफान से बाहर निकाला और रोशनी देखते ही गायब हो गए। उतरने पर, जब वह नियंत्रण कक्ष में महिला से दूसरे पायलट के बारे में पूछता है, तो वह सदमे में रह जाता है जब वह कहती है कि आकाश में उसका एकमात्र विमान था।

Ch 3 The Black Aeroplane Questions Answers

Q1. “I’ll take the risk.” What is the risk? Why does the narrator take it?

ANSWER:

In this context, the term "risk" pertains to the possibility of not taking the correct course of action, which would have been to fly back to Paris upon learning about the storm. Despite being cognizant of the unfavourable weather conditions, the pilot proceeded directly into the storm, jeopardising the lives of his fellow passengers. His desire to reunite with his family obscures the pilot's judgment. He was so fervently longing to be with them and indulge in the English breakfast he had been yearning for all day that he decided to take the risk of not turning back.

Q2. Describe the narrator’s experience as he flew the aeroplane into the storm.

ANSWER:

The narrator was terrified when he found himself losing control of the aircraft. He felt powerless as the compass and other instruments had ceased to function. He could not see anything outside the plane when unexpectedly, in the middle of nowhere, he caught sight of an unfamiliar plane, and the pilot was enthusiastic about lending a hand. The storyteller was in a state of panic because there was very little fuel left, but he somehow managed to evade the storm with the aid of the mysterious pilot, to whom he could not express his gratitude.

Q3. Why does the narrator say, “I landed and was not sorry to walk away from the old Dakota…”?

ANSWER:

When the narrator landed the plane, he felt relieved to be able to walk away from the old Dakota. Flying that plane had been a terrifying experience, so he was glad it was over. Ultimately, the narrator was grateful that he had managed to land the plane safely.

Q4. What made the woman in the control centre look at the narrator strangely?

ANSWER:

The woman in the control centre looked at the narrator strangely when he asked her where he was and who the other pilot was because no other plane had landed or crashed. The narrator's friend in the black aeroplane had disappeared, and there was no trace of him.

Q5. Who do you think helped the narrator to reach safely? Discuss this among yourselves and give reasons for your answer.

ANSWER:

The pilot relied on his conscience to guide him through the storm since no other plane was in sight on that dark and turbulent night. It's possible that he may have been experiencing hallucinations, but his skill as a pilot ultimately helped him navigate his way out of the ominous black cloud.

His First Flight - A Comprehensive Summary and Analysis

Introduction:

"His First Flight" is an engaging story that showcases the qualities of courage, determination, and the excitement of experiencing new things. Liam O'Flaherty, the author of this timeless masterpiece, successfully conveys the burstiness of emotions that come with embarking on new adventures. In this article, we provide a comprehensive summary and analysis of the story, exploring its themes, characters, and the author's writing style, all while keeping the language accessible for 10th-grade readers.

Summary:

"His First Flight" by Liam O'Flaherty is a heartwarming tale about a young seagull who was initially afraid to fly. Despite being a slow learner and facing taunts and threats from his family, the young seagull only needed some motivation. One day, his family left him alone on a ledge as punishment, and he cried out to his mother for food.

To his surprise, his mother flew over to him with a piece of fish in her beak. As the young seagull dived at the fish, he found himself falling into space. But, with his natural instincts, he spread his wings and flapped them. Suddenly, he soared upwards, and all his fear vanished in an instant. This was a joyous moment for his family, and the young seagull realized that he had forgotten his fear of flying.

Through the story's burstiness, Liam O'Flaherty illustrates how overcoming one's fears can lead to newfound joy and confidence. 

Analysis:

The story of "His First Flight" is a metaphor for life. The young seagull's fear and uncertainty represent the challenges we face when we try something new. However, his mother's encouragement and guidance represent the support we receive from our loved ones. The hawk that attacks the seagull represents the obstacles and difficulties we encounter on our journey. But the seagull's determination and bravery represent the qualities that we need to overcome these obstacles and succeed.

The author's writing style is simple yet powerful. He uses vivid descriptions to bring the story to life and make it relatable. For example, when the young seagull takes his first flight, the author writes, "The air was like a warm bath as it rushed over his body, and the wings were moving so fast that the feathers whistled." This description creates a sensory experience that allows the reader to feel the same sense of exhilaration as the seagull.

Themes:

The story of "His First Flight" explores several themes, including:

Courage: The young seagull shows courage by facing his fear and taking his first flight. He also shows courage by fighting back against the hawk that attacks him.

Determination: Despite being injured, the seagull does not give up. He fights back and ultimately succeeds in defeating the hawk.

Family: The young seagull's mother plays an important role in the story. She encourages him to take his first flight and supports him throughout his journey.

Discovery: The young seagull discovers the beauty of the world from above when he takes his first flight.

Conclusion:

"His First Flight" is a beautiful and inspiring story that teaches us the importance of courage, determination, and the support of loved ones. By providing a comprehensive summary and analysis of the story, we hope to have created content that is valuable to readers and helps you outrank other websites in Google search results. We recommend reading the story for yourself and discovering its beauty and meaning firsthand.

His First Flight Questions and Answers

Q 1. For how long had the seagull been alone?

Answer:

The seagull had been alone for twenty-four hours.

Q 2. Why did the seagull not go with the rest of his family?

Answer:

The reason why the seagull did not join its family was due to its fear of flying.

Q 3.

(i) What were the ways the seagull had thought of joining his family?

(ii) Did he try any one of them?

Answer:

(i) The seagull seemed quite apprehensive about flying alongside its family. It pondered the idea of rejoining them without having to take to the skies, and so it started running back and forth along the ledge. However, the ledge abruptly ended with a sheer drop, leaving the seagull stranded on one side. As it gazed across the gap, the seagull yearned for a way to reunite with its family without having to fly.

(ii) No, he didn’t try anyone of them.

Q 4. Did the seagull think the sea was like a land? Pick out the words from the text that suggest this.

Answer:

The seagull was under the impression that the sea was just like any other land. It confidently landed on the water's surface, but as soon as its legs sank into the salty waves, it let out a terrified screech and frantically attempted to take flight once again by flapping its wings. This behaviour strongly suggests that the seagull had assumed the sea was solid ground, which was clearly not the case.

Q 5.

(i) When did the seagull’s flight begin?

(ii) Where did it end?

Answer:

(i) His journey started as he fell away from the safety of Earth, spreading his wings to slow his descent. Rather than plummeting straight down, he began to glide downward and outward through the vast expanse of space.

(ii) His flight ended floating on the sea.

Q 6. When did the seagull get over his fear of the water?

Answer:

The seagull thought the sea was just like any other land but the moment he landed on the sea, he was in for a surprise - his feet sank right into it! Poor birdie got so scared that he couldn't even flap his wings and fly away. He was too exhausted to even try. His belly touched the water and he just floated there. But guess what? He soon realized that he wasn't sinking any further! That's when it hit him that he was actually floating on the sea! And just like that, his fear of water disappeared.

Q 7. Do you sympathise with the seagull? Give reasons.

Answer:

Birds have a natural instinct to fly, but sometimes even the young ones can get a little scared. Take this seagull for example - he was frightened of flying! It's understandable, and we feel for him because he had to go through a lot before he finally overcame his fear. Not only did he have to deal with teasing from his own family, but he also had to go without any food for a whole day.

Q 8. How did the seagull express his excitement when he saw his mother bringing food for him?

Answer:

The seagull had a rumble in his tummy and was feeling super hungry. And then, he spotted his mama bringing him some food! Oh boy, was he thrilled! He let out a happy screech and leaned out eagerly, tapping his little feet on the rock beneath him. He even tried to get closer to her as she flew over with his meal. That's how excited he was!

Q 9. How did the young seagull’s parents teach him the art of flying?

Answer:

It's in a bird's nature to fly, but sometimes they need a little help to get started, like in the story of the young seagull who was afraid of flying. Thankfully, his parents were there to teach him how it's done! They showed him the ropes by flying alongside him, curving, banking, soaring, and diving - all the fancy moves that make flying such an art. And just like that, the little seagull became a pro!

A Letter to God by G. L. Fuentes

Class 10 - English - First Flight - A Letter to God - Solution

The theme of the Story

The story is about a diligent farmer named Lencho who is hoping for a successful harvest if it rains. When the rain does come, followed by a devastating hailstorm, Lencho turns to God for help. He writes a letter to God asking for 100 pesos, which is enough to replant his crops. The postman and postmaster come across the letter and, in an act of kindness, collect money from their employees to send Lencho 70 pesos. Despite his initial joy, Lencho becomes upset when he realizes the missing 30 pesos and accuses the post office employees of being dishonest.

The tale highlights Lencho's unwavering faith in God, the generosity of the postmaster and employees, and the innocence of the farmer. However, it also conveys that even acts of kindness may go unrecognized and one may be mistakenly perceived as dishonest.

Short Summary

1. Lencho a Farmer: Lencho was a farmer. His house was the only one in the entire valley It was on the top of a hill. His fields needed a good harvest. He was looking towards the sky hoping for a rain. During the meal, big drops of rain began to fall. He went out to feel the rain on his body.

2. Raindrops Like Coins: Lencho was satisfied. The drops of rain were like the coins. The big drops were ten cent pieces and the little ones were worth five each. Suddenly, a strong wind began to blow Lencho was worried.

3. Hailstorm: Along with the rain came very large hailstones. They truly did resemble silver coins. The house, the fields and the hill-side were covered with the white hails. Not a leaf remained on the trees. The corn was totally destroyed. So were the flowers. Lencho was sorrowful. They would have no corn that year.

4. Only Hope; Help from God: Lencho thought that there was only one hope. It was the help from God. The following Sunday, he wrote a letter to God. He wrote that if he did not help, his whole family would die. He needed a hundred pesos in order to sow his field again and to live until the new crop came. He wrote 'To God' on the envelope, placed stamp on it and dropped it into the mailbox.

5. Strange Address: One of the postmen who read the address laughed heartily and took it to the postmaster. The postmaster was quite a friendly and pleasant man. He too broke out laughing. But soon he became serious. He realised that the sender of the letter had a great faith in God. He didn't want to shake the writer's faith in God. He decided to answer the letter.

6. Help from the Postmaster: The generous postmaster collected money from his employees. He himself gave a part of his salary. He put seventy pesos, all the money he could collect, in an envelope and sent it to Lencho by mail.

7. Lencho's Anger Against Post Office Employees: Lencho had a firm and unshaken faith in God. He did expect help from God. When he received the money, he was not surprised. But his happiness was just for some moments. When he counted the money, he became very angry. He believed that God never deceive him. Immediately, he wrote a second letter to God and posted it. The postmaster opened the letter eagerly. Lencho wrote that he received seventy pesos that had been sent by God. He requested God to send him the rest of the money. He asked God not to send the money through the mail. The post-office employees were a bunch of crooks'.

Character Sketch

1. Lencho: Lencho is the main character in the story "A Letter to God" written by G. L. Fuentes. He is a hard-working farmer who lives a simple and honest life. Despite facing adversity and the destruction of his crops by a hailstorm, Lencho holds an unwavering faith in God. He demonstrates his belief in divine intervention by writing a letter to God asking for help. Lencho is depicted as an innocent and hopeful individual who places his trust in a higher power. He is determined and resourceful, as evidenced by his willingness to replant his crops if he received the funds he asked for in his letter. Despite his disappointment when he receives only 70 pesos, Lencho remains virtuous, and writes to God again for remaining 30 pesos. In short, Lencho is a faithful, determined, and virtuous person who represents the resilience and hope of the rural community and their unwavering faith in God.

2. Postmaster: The postmaster has all that is good in human thinking and behaviour. He has thorough understanding of a sharp, sympathetic and sensitive mind. He knows how the mind of a God-fearing rustic like Lencho works. He doesn't want to break the deep faith of Lencho in God. First, he laughed at the man who wanted to have a direct correspondence with God. After reading the letter, he was deeply moved and impressed by Lencho's faith in God. He knew that merely goodwill was not sufficient. The farmer needed financial help. So he collected a sum of 70 pesos from his employees. He also contributed a part of his salary and sent the money to Lencho.

3. The Post Office Employees: The post-office employees make every effort to help Lencho. They believed that only an innocent and foolish farmer can write a letter to God. They were considerate and full of compassion. They wondered at the faith of the man who wrote that letter. But they contributed something for an act of charity'. They couldn't collect the hundred pesos but sent only seventy pesos to Lencho. Only a single word was written as a signature: 'God'.

NCERT TEXTBOOK QUESTIONS SOLVED

Oral Comprehension Check(Page 5)

Question 1. What did Lencho hope for?

Answer:
Lencho hoped for rain because his fields needed rain. 

Question 2. Why did Lencho say the raindrops were like 'new coins'?

Answer:

Lencho said it because rain would bring good harvest which in turn will bring money for Lencho.

Question 3. How did the rain change? What happened to Lencho's fields?

Answer: 

The rain changed into hailstones. Lencho's whole crop was completely destroyed.

Question 4. What were Lencho's feelings when the hail stopped? 

Answer: 

Lencho became very sad due to the hailstorm.

Oral Comprehension Check(Page 6)

Question 1. Who or what did Lencho have faith in? What did he do? 

Answer: 

Lencho had a deep faith in God. So, he wrote a letter to God asking for 100 pesos. 

Question 2. Who read the letter?

Answer:

The postman saw the letter and he took it to the postmaster. The postmaster read the letter and was impressed to see Lencho's faith in God.

Question 3. What did the postmaster do then? 

Answer: 

The postmaster collected money from his employees and gave a part of his salary and sent the money to Lencho.

Oral Comprehension Check (Page 7) 

Question 1. Was Lencho surprised to find a letter for him with money in it? 

Answer: 

No, Lencho was not surprised. He had a very strong faith in God.

Question 2. What made him angry?

Answer:

When he received 30 pesos less than he asked from God, he became angry thinking post office employees might have stolen the missing money.

Thinking About the Text (Page 7)

Question 1. Who does Lencho have complete faith in? Which sentences in the story tell you this? 

Answer: 

Lencho has complete and unshaken faith in God. He hopes that God will help him and his family from dying of starvation. So, he writes a letter to God. The line Lencho thought only of his one hope: the help of God, whose eyes as he had been instructed, see everything, even what is deep in one's conscience" proves it. 

Question 2. Why does the postmaster send money to Lencho? Why does he sign the letter 'God"?

Answer: 

The postmaster is a generous and noble person. He knows that sender of the letter, Lencho, has a deep faith in God. He doesn't want to shake the writer's faith in God. So, he decides to send money to him. He signs the letter 'God' so that it may assure Lencho that the money has really been sent by God to help him. 

Question 3. Did Lencho try to find out who had sent the money to him? Why/Why not? 

Answer: 

No, Lencho didn't try to find out who had sent the money to him. He had an unshaken faith in God. He expected a definite help from Him. So, he showed no surprise when he received the money neither did he try to find out the sender.

Q4. Who does Lencho think has taken the rest of the money? What is the irony in the situation? 

(Remember that the irony of a situation is an unexpected aspect of it. An ironic situation is strange or amusing because it is the opposite of what is expected.)

Answer: 

Lencho considers that the post-office employees are a bunch of crooks. They have taken the rest of the money. The ending of the story is ironical. The postmaster and his employees who contributed to collect seventy pesos to help Lencho are thought to be cheats by him.

Q5. Are there people like Lencho in the real world? What kind of a person would you say he is? You may select appropriate words from the box to answer the question.

Answer:

It takes all sorts of people to make this world. Though people like Lencho are rare but they do exist in this world. He is a person who has an unshaken faith in God. He can be called a "naive' 'unquestioning' and even 'stupid'.

Question 6. There are two kinds of conflict in the story: between humans and nature, and between humans themselves. How are these conflicts illustrated?

Answer: 

There are two type of conflicts in the story. The conflict between humans and nature is illustrated by the fall of huge hailstones. The rain does come but comes accompanied by hailstones that destroy everything leaves, trees and fields. The other conflict is among humans themselves. The postmaster and his employees who collect money to help Lencho are ironically considered to be a bunch of crooks by him.

ADDITIONAL QUESTIONS SOLVED

SHORT ANSWER TYPE QUESTIONS

Question 1. Where was Lencho's house situated?

Answer: 

Lencho was a farmer. His house was the only one in the valley. It was situated on the top of a low hill overlooking the valley. From this height, he could see the river. He could also see his fields of ripe corn dotted with flowers. The flowers always promised a good harvest. 

Question 2. What did Lencho and the earth need immediately?

Answer: 

The only thing the earth needed was rain. Lencho, being a farmer wished for a heavy rain. At least, a shower was necessary His fields needed water immediately otherwise the crop would be completely ruined. So, he would constantly look at the sky towards the north-east.

Question 3. How did the rain come as predicted by Lencho and how did he receive it? 

Answer: Lencho's wife was preparing supper. The older boys were working in the field. It was during the meal, in the north- east huge mountains of clouds could be seen approaching. Then, as Lencho had predicted, big drops of rain began to fall. Lencho went out to have the pleasure of feeling the rain on his body. To him, the rain drops were like the new coms. 

Question 4. Why were the rain drops like new coins for Lencho?

Answer: 

Lencho had been impatiently waiting for the rain. The earth needed a downpour immediately. At least, a shower was necessary to save the crops. Fortunately for Lencho, in the north-east huge of clouds could be seen approaching. Big drops of rain began to fall. Every drop was precious for the fields and the crops. The bigger drops were worth ten cent pieces and the little ones were fives.

Question 5. Why did Lencho's happiness change into deep concern?

Answer: 

As Lencho had predicted the rain did came. At the meal time, it came in the form of big drops. Naturally, the rain gladdened his heart. He could see better prospects of a good crop. However, his happiness was short lived. Suddenly, a strong wind began to blow. The rain turned into big hailstones. The falling of heavy ball of big hailstones for an hour completely alley. destroyed everything- leaves, trees and the standing crops. Naturally, such a heavy loss put Lencho into a deep concern.

 

Class X - English - First Flight - Poem - Fire and Ice by Robert Frost

Fire and Ice

-Robert Frost

Some say the world will end in fire

Some say in ice.

From what I’ve tasted of desire

I hold with those who favour fire.

But if it had to perish twice,

I think I know enough of hate

To say that for destruction ice

Is also great

And would suffice.

Explanation

The poem "Fire and Ice" by Robert Frost presents a contrast between the fire of desire and the coldness of hate, both of which are powerful passions. The speaker reflects on the idea that the world may end either in fire or in ice, and expresses their preference for fire due to their experience with desire. However, they acknowledge that the coldness of hate is equally destructive, as it can lead to the same result of destruction and the end of the world. The poem implies that intense passion, whether it be the fiery desire or the icy hate, is capable of bringing about the end of the world. The contrast between the two emotions highlights the idea that both are equally dangerous and destructive, and serves as a warning against the dangers of unchecked passion.

Thinking About the Poem

Question 1. There are many ideas about how the world will ‘end’. Do you think the world will end some day? Have you ever thought what would happen if the sun got so hot that it ‘burst’, or grew colder and colder?

Answer:

It is widely accepted by scientists that the sun will eventually run out of fuel and expand into a red giant, engulfing the inner planets, before finally cooling down into a white dwarf. This process will likely take billions of years to occur.

As for the end of the world, there is currently no scientific evidence to support the idea that the world will end in a specific event. It's possible that events such as natural disasters, climate change, or even human actions could have significant impacts on life on Earth, but the Earth and the universe are expected to continue existing for a long time into the future.

Question 2. For Frost, what do ‘fire’ and ‘ice’ stand for?

Answer:

In Robert Frost's poem "Fire and Ice," "fire" and "ice" are used as metaphors to represent two opposing forces or passions. Fire is often associated with intense emotions, such as desire, passion, and energy. It is seen as a powerful and transformative force that can bring about change, but also destruction.

On the other hand, ice is often associated with coldness, detachment, and lack of emotion. It is seen as a force of destruction through its ability to freeze and preserve, but also to shatter and break.

In the poem, fire and ice are used to represent the two potential causes of the end of the world. The speaker suggests that the world may end due to the intense passion of fire or the intense hatred of ice, and reflects on the destructive power of both emotions. The contrast between the two forces serves as a reminder of the dangers of unchecked passion and the need for balance and moderation.

Question 3. What is the rhyme scheme of the poem? How does it help in bringing out the contrasting ideas in the poem?

Answer:

The rhyme scheme of Robert Frost's poem "Fire and Ice" 'is abaabcbcb'. This rhyme scheme, with its simple and repetitive pattern, helps to reinforce the contrast between the two opposing forces of fire and ice. The repetition of the rhyme reinforces the idea that the two forces are equal in their destructive power, and highlights the stark contrast between them.

The rhyme scheme also contributes to the overall rhythm and flow of the poem, making it easier to read and remember. The simple, straightforward language and repetition of the rhyme scheme add to the impact of the contrasting ideas, making them more memorable and emphasizing the importance of the message being conveyed.

In this way, the rhyme scheme supports the overall message of the poem, which is to highlight the dangers of unchecked passion and the need for balance and moderation. By using a simple rhyme scheme, Frost emphasizes the simplicity of the ideas being presented, making it easier for the reader to understand and internalize the message.

Extra Questions from old CBSE Examination Papers

Question 1. “Fire and Ice” was first published in 1920. Briefly explain how the WW I might have influenced the theme of the poem. 

[CBSE QB, 2020-21]

"Fire and Ice" was first published in 1920, which was shortly after the conclusion of World War I in 1918. The War had a profound impact on the world and on the collective consciousness of the time, and it is likely that the events of the War influenced the theme of the poem in several ways.

First, the War was characterized by its destructive power and the widespread loss of life, and the poem's theme of the end of the world can be seen as an allegory for the devastating effects of the War. The contrast between fire and ice in the poem can also be seen as a representation of the opposing forces of good and evil that were at play during the War, with fire representing the passions and emotions that led to conflict, and ice representing the coldness and cruelty that characterized the War.

Additionally, the War marked a time of great change and upheaval in the world, with the collapse of old empires and the birth of new nations. The idea of the end of the world in the poem can also be seen as a representation of the end of an era and the birth of a new world order.

Question 2. According to the poet, what do ‘ice’ and ‘fire’ symbolise? 

[CBSE QB, 2020-21]

Answer:

In Robert Frost's poem "Fire and Ice," "fire" and "ice" symbolize opposing forces or passions. Fire represents intense emotions such as desire and passion, while ice symbolizes coldness, detachment, and lack of emotion. The poem uses these symbols to represent the potential causes of the end of the world and highlights the destructive power of unchecked passion. The contrast between fire and ice serves as a reminder of the dangers of unchecked passion and the need for balance and moderation.

Question 3. What is the message of the poem ‘Fire and Ice’? 

[CBSE QB, 2020-21]

Answer:

The message of Robert Frost's poem "Fire and Ice" is that unchecked passion, whether it be desire or hate, can lead to destruction. The poem presents two opposing forces, "fire" and "ice," which are used to represent the two potential causes of the end of the world. The speaker reflects on the destructive power of both emotions, suggesting that the world may end due to the intense passion of fire or the intense hatred of ice.

Question 4. The tone of the speaker contrasts with the seriousness of the subject matter. Justify.

[CBSE QB, 2020-21]

Answer:

The speaker of Robert Frost's poem "Fire and Ice" uses a light-hearted tone that contrasts with the serious subject matter of the poem. The speaker presents the idea of the end of the world with a sense of humor, as though it were a matter of personal preference, whether the world will end in fire or ice. The speaker's tone is nonchalant, almost whimsical, as they consider the two opposing forces and the consequences of each.

However, despite the light-hearted tone of the speaker, the subject matter of the poem is extremely serious. The end of the world is a weighty and somber topic, one that has been the subject of speculation and contemplation for centuries. The contrast between the speaker's light-hearted tone and the serious subject matter highlights the paradox of life and the human condition, reminding us of the importance of balancing humor and levity with seriousness and contemplation.

Question 5. Evaluate the line- Some say the world will end in fire/Some say in ice- in the context of volcanic eruptions, forest fires, meteor collisions, melting ice caps etc. 

[CBSE QB, 2020-21]

Answer:

The line "Some say the world will end in fire/Some say in ice" from Robert Frost's poem "Fire and Ice" can be evaluated in the context of various natural disasters and environmental events, such as volcanic eruptions, forest fires, meteor collisions, and melting ice caps. This line highlights the idea that there are many different opinions and interpretations of the potential causes of the end of the world.

Volcanic eruptions and forest fires can be seen as representing the "fire" mentioned in the line, as they are destructive events that can cause widespread damage and loss of life. Similarly, meteor collisions and melting ice caps can be seen as representing the "ice" mentioned in the line, as they too have the potential to bring about the end of the world through their destructive power.

The line thus highlights the idea that there are many different forces and events that have the potential to bring about the end of the world. It serves as a reminder of the fragility of our planet and the importance of taking care of the environment to prevent potential disasters.

Question 6. Fire and Ice projects a pessimistic outlook. Comment. 

[CBSE QB, 2020-21]

Answer:

Yes, "Fire and Ice" by Robert Frost projects a pessimistic outlook, as it suggests that the world may end due to the unchecked passions of desire or hate. The poem presents two opposing forces, "fire" and "ice," both of which have the potential to bring about the end of the world through their destructive power.

The poem reflects the idea that unchecked passion, whether it be the heat of desire or the coldness of hate, can lead to destruction. The speaker of the poem does not offer any hope for the future, but instead warns of the dangers of unchecked passion and the need for balance and caution in our emotions and actions.

In this way, "Fire and Ice" presents a bleak and pessimistic outlook on the future, highlighting the dangers of unchecked passion and the need for balance and control in our lives. The poem serves as a warning against the dangers of extremism and a reminder of the importance of moderation in all things.

Question 7. The use of symbolism in the poem ‘Fire and Ice’ conveys the poet’s message effectively. Expand with reference to the poem. 

[CBSE QB, 2020-21]

Answer:

The use of symbolism in Robert Frost's poem "Fire and Ice" is a key element in conveying the poet's message effectively. The two opposing forces of "fire" and "ice" are used to symbolize two different forms of unchecked passion: desire and hate.

The "fire" symbolizes desire and its destructive power when left unchecked. The speaker of the poem suggests that the world may end due to the unchecked desire for pleasure and satisfaction, represented by the fire.

On the other hand, the "ice" symbolizes hate and its destructive power when left unchecked. The speaker suggests that the world may also end due to the unchecked hatred and coldness that can lead to conflict and destruction, represented by the ice.

The contrasting symbols of "fire" and "ice" effectively convey the poet's message of the dangers of unchecked passion and the need for balance and control in our lives. The poem highlights the idea that both desire and hate have the potential to bring about the end of the world through their destructive power.

Question 8. Most of your classmates, like Frost, feel that man’s greed and rage or hate, would lead the world to its destruction. You feel that the ‘fire and ice’ in Mankind can be addressed to create a harmonious world. Write a speech, for your classmates, expressing your belief/s with respect to the poem. 

[CBSE QB, 2020-21]

Answer:

Ladies and Gentlemen,

Today, I would like to express my belief with respect to the poem "Fire and Ice" by Robert Frost. This poem is a classic representation of the dangers of unchecked passion and the need for balance and control in our lives.

The poem presents two opposing forces, "fire" and "ice," both of which have the potential to bring about the end of the world through their destructive power. The "fire" symbolizes desire, while the "ice" symbolizes hate. The speaker of the poem suggests that the world may end due to the unchecked desire for pleasure and satisfaction, or the unchecked hatred and coldness that can lead to conflict and destruction.

In my belief, this poem serves as a warning against the dangers of extremism and a reminder of the importance of moderation in all things. It highlights the idea that both desire and hate have the potential to bring about the end of the world through their destructive power, and emphasizes the need for balance and control in our lives.

Unchecked passion can lead to destruction and bring chaos to our world. Whether it is the heat of desire or the coldness of hate, both have the power to cause harm and bring about the end of the world. We need to be mindful of the passions that drive us and keep them in check, ensuring that they do not become destructive forces in our lives.

In conclusion, "Fire and Ice" is a powerful and thought-provoking poem that highlights the dangers of unchecked passion and the need for balance and control in our lives. I hope that its message will inspire us all to be mindful of our passions and to strive for balance and control in all aspects of our lives.

Thank you.

Question 9. How can Frost’s poem ‘Fire and Ice’ be read as an extended metaphor? 

Answer:

"Fire and Ice" by Robert Frost can be read as an extended metaphor, where the two opposing forces of fire and ice symbolize different aspects of human behavior. The fire symbolizes desire, passion, and the heat of emotions, while the ice symbolizes hate, indifference, and coldness of emotions. The poem presents these two forces as two opposite sides of the same coin, and suggests that both have the potential to bring about the end of the world.

In the extended metaphor, the poem is not only about the end of the world, but also about the consequences of uncontrolled passions and emotions in human life. The poem presents a warning against the dangers of extremism and a reminder of the importance of moderation in all things. The poem suggests that both desire and hate have the power to bring about the end of the world, and that we need to be mindful of the passions that drive us and keep them in check, ensuring that they do not become destructive forces in our lives.

The use of the extended metaphor in the poem effectively conveys the poet's message about the dangers of unchecked passion and the need for balance and control in our lives. The contrasting images of fire and ice create a vivid and memorable visual that stays with the reader, making the message of the poem even more powerful and impactful.

In conclusion, "Fire and Ice" can be read as an extended metaphor that highlights the dangers of uncontrolled passion and the need for balance and control in human life.