Parents often use SCERT Class 10 English Solutions Unit 3 Chapter 3 A Piece of String Questions and Answers Activities Notes Pdf to assist their kids with homework.
Class 10 English A Piece of String Question Answer Notes Kerala Syllabus
Std 10 English A Piece of String Question Answer
Let’s read and reflect
The story “War” reveals how war shatters the hearts of the affected families. Now, think about how it would feel to be misunderstood or wrongly judged. How would you react if your honesty is questioned? The story “A Piece of String” by Guy de Maupassant depicts the pain of being falsely accused.
“യുദ്ധം” എന്ന കഥ, യുദ്ധം എങ്ങനെയാണ് ദുരിതമനുഭവിക്കുന്ന കുടുംബങ്ങളുടെ ഹൃദയങ്ങളെ തകർക്കു ന്നതെന്ന് വെളിപ്പെടുത്തുന്നു. ഇനി, തെറ്റിദ്ധരിക്കപ്പെടുകയോ തെറ്റായി വിധിക്കപ്പെടുകയോ ചെയ്യുന്നത് എങ്ങനെയായിരിക്കുമെന്ന് ചിന്തിക്കുക. നിങ്ങളുടെ സത്യസന്ധത ചോദ്യം ചെയ്യപ്പെട്ടാൽ നിങ്ങൾ എങ്ങനെ പ്രതികരിക്കും? ഹൈ ഡി മൗപാസാന്റിന്റെ “എ പീസ് ഓഫ് സിംഗ്’ എന്ന കഥ തെറ്റായി ആരോപിക്ക പ്പെടുന്നതിന്റെ വേദന ചിത്രീകരിക്കുന്നു.
10th Class English A Piece of String Question Answer – Textual Questions
(a) Why were the peasants and their wives coming to town?
കർഷകരും അവരുടെ ഭാര്യമാരും പട്ടണത്തിലേക്ക് വരുന്നത് എന്തുകൊണ്ടാണ്?
Answer:
The peasants and their wives were coming to town because it was market day. They sell and buy things on that day.
ചന്ത ദിവസമായതിനാൽ കർഷകരും അവരുടെ ഭാര്യമാരും പട്ടണത്തിലേക്ക് വരികയായിരുന്നു. ആ ദിവസം അവർ സാധനങ്ങൾ വിൽക്കുകയും വാങ്ങുകയും ചെയ്യുന്നു.
(b) How does Hauchecome behave when he notices Malandain watching him?
മലാൻഡെയ്ൻ തന്നെ നിരീക്ഷിക്കുന്നത് കണ്ടപ്പോൾ ഹൗചെകോം എങ്ങനെയാണ് പെരുമാറിയത്?
Answer:
Hauchecome did not want to appear to be a cheap man picking up a piece of string from the street. He and Malandain were not in good terms. So he hid it in his trousers’ pocket. Then he pretended to be looking on the ground for something else.
തെരുവിൽ നിന്ന് ഒരു ചരട് എടുക്കുന്ന വിലകുറഞ്ഞ മനുഷ്യനായി തോന്നാൻ ഹൗചെകോം ആഗ ഹിച്ചില്ല. അയാളും മലാൻഡെയ്നും നല്ല ബന്ധത്തിലായിരുന്നില്ല. അതിനാൽ അയാൾ അത് തന്റെ ട്രൗസറിന്റെ പോക്കറ്റിൽ ഒളിപ്പിച്ചു. പിന്നെ അയാൾ മറ്റെന്തെങ്കിലും നിലത്ത് നോക്കുന്നതായി നടിച്ചു.
(c) “He concealed his find quickly in his trousers’ pocket.” What does the word “find” refer to in this sentence?
“അയാൾ തന്റെ കണ്ടെത്തൽ ട്രൗസറിന്റെ പോക്കറ്റിൽ വേഗത്തിൽ ഒളിപ്പിച്ചു. ഈ വാക്യത്തിൽ ‘കണ്ടെത്തൽ’ എന്ന വാക്ക് എന്താണ് സൂചിപ്പിക്കുന്നത്?
Answer:
The word “find” in this sentence refers to the piece of string.
ഈ വാക്യത്തിലെ “കണ്ടെത്തൽ” എന്ന വാക്ക് ചരടിന്റെ കഷണത്തെ സൂചിപ്പിക്കുന്നു. EXAM POINT
(d) What did the peasants discuss at the tavern?
കർഷകർ മദ്യശാലയിൽ എന്താണ് ചർച്ച ചെയ്തത്?
Answer:
At the tavern the peasants discussed their crops, their purchases and sales and the weather.
മദ്യശാലയിൽ കർഷകർ അവരുടെ വിളകൾ, വാങ്ങലുകൾ, വിൽപ്പനകൾ, കാലാവസ്ഥ എന്നിവയെ ക്കുറിച്ച് ചർച്ച ചെയ്തു.
(e) What did the public crier announce?
പൊതുജനങ്ങൾക്കുള്ള വിളംബരക്കാരൻ എന്താണ് പ്രഖ്യാപിച്ചത്?
Answer:
The public crier announced that in the morning between nine and ten o’clock, a black leather pocketbook containing five hundred francs and some business papers was lost. The finder is requested to return the same with all haste to the mayor’s office. There will be twenty francs reward to the finder.
രാവിലെ ഒൻപതിനും പത്ത് മണിക്കും ഇടയിൽ അഞ്ഞൂറ് ഫ്രാങ്കുകളും ചില ബിസിനസ് പേപ്പറു കളും അടങ്ങിയ ഒരു കറുത്ത തുകൽ പോക്കറ്റ് ബുക്ക് നഷ്ടപ്പെട്ടതായി പൊതുജനങ്ങൾക്കുള്ള വിളംബരക്കാരൻ അറിയിച്ചു. കണ്ടെത്തിയയാൾ അത് തിടുക്കത്തിൽ മേയറുടെ ഓഫീസിലേക്ക് തിരികെ നൽകാൻ അഭ്യർത്ഥിച്ചു. കണ്ടെത്തിയയാൾക്ക് ഇരുപത് ഫ്രാങ്ക് പ്രതിഫലം ലഭിക്കും.
(f) Why did the Mayor summon Hauchecome to his office?
മേയർ എന്തിനാണ് ഹൗഷെക്കോമിനെ തന്റെ ഓഫീസിലേക്ക് വിളിപ്പിച്ചത്?
Answer:
The Mayor summoned Hauchecome to his office to question him about the lost pocketbook. Malandain who had seen Hauchecome picking up the piece of string and hiding it in his pocket must have informed the mayor that Hauchecome has got the pocketbook.
നഷ്ടപ്പെട്ട പോക്കറ്റ് ബുക്കിനെക്കുറിച്ച് ചോദിക്കാനാണ് മേയർ ഹൗഷെക്കോമിനെ തന്റെ ഓഫീസി ലേക്ക് വിളിപ്പിച്ചത്. ഹൗഷെക്കോം ചരടിന്റെ കഷണം എടുത്ത് പോക്കറ്റിൽ ഒളിപ്പിച്ചത് കണ്ട മലാൻഡെ യ്ൻ, ഹൗഷെക്കോം പോക്കറ്റ് ബുക്ക് കൈവശം വച്ചിട്ടുണ്ടെന്ന് മേയറെ അറിയിച്ചു.
(g) Why did Hauchecome feel terrified?
ഹൗഷക്കോമിന് എന്തിനാണ് ഭയം തോന്നിയത്?
Answer:
Hauchecome felt terrified because the mayor suspected him of having kept the pocket book which was lost by someone.
നഷ്ടപ്പെട്ട പോക്കറ്റ് പുസ്തകം തന്റെ കൈവശമുണ്ട് എന്ന് മേയർ സംശയിച്ചതിനാൽ ഹൗഷെക്കോ മിന് ഭയം തോന്നി.
(h) What did the mayor say when Hauchecome showed him the piece of string? ഹാഷക്കാം ചരടിന്റെ കഷണം കാണിച്ചപ്പോൾ മേയർ എന്താണ് പറഞ്ഞത്?
Answer:
When Hauchecome showed him the piece of string, the mayor said that he would not make him believe that Mr. Malandain, who is a man worthy of credence, mistook the piece of string for a pocketbook.
ഹൗഷെകോം ആ ചരടിന്റെ കഷണം മേയറിനെ കാണിച്ചപ്പോൾ, വിശ്വാസയോഗ്യനായ മിസ്റ്റർ മലാൻഡെയ്ൻ ആ നൂലിന്റെ കഷണം പോക്കറ്റ് ബുക്കായി തെറ്റിദ്ധരിച്ചുവെന്ന് അദ്ദേഹത്തെ വിശ്വ സിപ്പിക്കാൻ പറ്റില്ലെന്ന് മേയർ പറഞ്ഞു.
(i) How did the people react when Hauchecome told his history about the piece of string?
ഹൗഷാം നൂൽക്കഷണത്തെക്കുറിച്ച് തന്റെ ഭാഗം പറഞ്ഞപ്പോൾ ജനങ്ങൾ എങ്ങനെ പ്രതിക രിച്ചു
Answer:
When Hauchecome told his history about the piece of string, people did not believe him. They laughed at him.
ഹൗഷെകോം നൂൽക്കഷണത്തെക്കുറിച്ച് തന്റെ ഭാഗം പറഞ്ഞപ്പോൾ ആളുകൾ വിശ്വസിച്ചില്ല. അവർ അവനെ പരിഹസിച്ചു.
(j) Why did the person who found the pocketbook take it to his employer?
പോക്കറ്റ് ബുക്ക് കണ്ടെത്തിയയാൾ അത് തൊഴിലുടമയുടെ അടുത്തേക്ക് എന്തിന് കൊണ്ടുപോയി?
Answer:
The person who found the pocketbook took it to his employer because he did not know how to read.
അയാൾക്ക് വായിക്കാൻ അറിയാത്തതിനാൽ പോക്കറ്റ് ബുക്ക് കണ്ടെത്തിയയാൾ അത് തൊഴിലുടമ യുടെ അടുത്തേക്ക് കൊണ്ടുപോയി.
(k) Did people believe Hauchecome’s story after the pocketbook was found? Give reasons.
പോക്കറ്റ് ബുക്ക് കണ്ടെത്തിയതിന് ശേഷം ആളുകൾ ഹൗഷാമിന്റെ കഥ വിശ്വസിച്ചോ? കാരണ ങ്ങൾ നൽകുക.
Answer:
People did not believe Hauchecome’s story even after the pocketbook was found. People had the air of joking while they listened. They did not seem convinced.
പോക്കറ്റ് ബുക്ക് കണ്ടെത്തിയതിന് ശേഷം ആളുകൾ ഹൗഷെകോമിന്റെ കഥ വിശ്വസിച്ചില്ല. ആളു കൾ അതു കേൾക്കുമ്പോൾ തമാശ പറയുന്ന ഒരു അന്തരീക്ഷം ഉണ്ടായിരുന്നു. അവർക്ക് ആ കഥ ബോധ്യപ്പെട്ടില്ല.
(l) “At any rate you are mixed up with it.”What did the horse dealer mean by the statement? “എന്തായാലും നിങ്ങൾ അതിൽ ആശയക്കുഴപ്പിലാണ്.” ഈ പ്രസ്താവനയിലൂടെ കുതിരക്കച്ചവട ക്കാരൻ എന്താണ് ഉദ്ദേശിച്ചത്?
Answer:
The horse dealer means that Hauchecome had a role in the finding and returning of the pocketbook. Indirectly he is saying that Hauchecome sent the pocketbook to the mayor through another person.
കുതിരക്കച്ചവടക്കാരൻ അർത്ഥമാക്കുന്നത് പോക്കറ്റ് ബുക്ക് കണ്ടെത്തുന്നതിലും തിരികെ നൽകുന്ന തിലും ഹൗഷെകോമിന് പങ്കുണ്ടെന്നാണ്. പരോക്ഷമായി അദ്ദേഹം പറയുന്നത് ഹൗഷെകോം മറ്റൊരു വ്യക്തി വഴി മേയർക്ക് പോക്കറ്റ് ബുക്ക് അയച്ചു എന്നാണ്.
(m) What was the impact of the injustice of the suspicion on Hauchecome?
സംശയത്തിന്റെ അനീതി ഹൗഷാമിൽ ചെലുത്തിയ ആഘാതം എന്തായിരുന്നു?
Answer:
As people did not believe him, his mind was touched to the depth. He began to weaken. Towards the end of December he took to his bed and in the first days of January he died.
ആളുകൾ അദ്ദേഹത്തെ വിശ്വസിക്കാതിരുന്നതിനാൽ, അദ്ദേഹത്തിന്റെ മനസ്സ് ആഴത്തിൽ മുറിവേൽക്ക പ്പെട്ടു. അദ്ദേഹം ദുർബലനാകാൻ തുടങ്ങി. ഡിസംബർ അവസാനത്തോടെ അദ്ദേഹം കിടക്കയിലാ യി. ജനുവരി ആദ്യ ദിവസങ്ങളിൽ അദ്ദേഹം മരിച്ചു.
(n) What were Hauchecome’s last words? Explain their significance.
ഹാഷെക്കോമിന്റെ അവസാന വാക്കുകൾ എന്തായിരുന്നു? അവയുടെ പ്രാധാന്യം വിശദീകരിക്കുക.
Answer:
Hauchecome’s last words were “A piece of string, a piece of string, look – here it is, Your Honour, the Mayor.” It means what he put in his trousers’ pocket, when Malandain was watching, was a piece of string and not any pocketbook. He was proclaiming his innocence even as he was breathing his last.
ഹൗഷെക്കോമിന്റെ അവസാന വാക്കുകൾ “ഒരു കഷണം നൂൽ, ഒരു കഷണം നൂൽ, നോക്കൂ ഇതാ, യുവർ ഓണർ, മേയർ, അതായത്, മലാൻഡെയ്ൻ നോക്കിനിൽക്കുമ്പോൾ അദ്ദേഹം തന്റെ ട്രൗസറിന്റെ പോക്കറ്റിൽ ഇട്ടത് ഒരു കഷണം നൂൽ ആയിരുന്നു. പോക്കറ്റ് ബുക്കല്ല എന്നാണ്. അന്ത്യ ശ്വാസം വലിക്കുമ്പോഴും അദ്ദേഹം തന്റെ നിരപരാധിത്വം പ്രഖ്യാപിക്കുകയായിരുന്നു.
10th Std English A Piece of String Question Answer Notes – Let’s rewind
Question 1.
Hauchecome picks up a a piece of string, but the innocent action is misunderstood. Have you had a similar experience of being misunderstood by others? Describe your personal experience or that of someone you know.
Answer:
I had an experience of being misunderstood once when I was in class 9. One day I was going to school on foot. Near the school on the road, I saw something like a golden ring. I picked it up and was examining it when I saw another student, who did not like me, looking at me. I then put it in my pocket, and pretended I was looking for a lost coin. Later I took the ring out and I found it was just a broken, shiny plastic ring. I threw it out and forgot all about it.
When the class began a girl complained to the teacher that she lost her golden ring while coming to school. She was crying. Then the boy who saw me pocketing the plastic ring told the teacher that he saw me picking up a golden ring and putting it into my pocket. The teacher asked me and I told him what I picked was a plastic ring and I threw it away. The teacher took me out of the class the examined my bag, my shoes and also my pockets. I felt very embarrassed. Even now some students who don’t like me think, I have got that golden ring! Whenever that girl sees me she looks at me with anger.
Question 2.
Does Malandain actually believe that Hauchecome took the pocket book? Give reasons.
Answer:
Malandain does not actually believe that Hauchecome took the pocket book. He saw Hauchecome rolling the piece of string carefully. He just wanted to malign the good name of Hauchecome with whom he was not on good terms.
Question 3.
Hauchecome keeps on claiming his innocence until his death. Write a short paragraph on his sense of honour and dignity.
Answer:
Hauchecome had just arrived at Goderville. He was walking towards the public square. Then he saw a little piece of string on the ground. He thought that everything useful ought to be picked up. He took the bit of thin cord from the ground. He began to roll it carefully. Then he noticed Malandain, on the threshold of his door, looking at him. They were on bad terms with each other. Hauchecome was seized with shame to be seen thus by his enemy. He concealed his “find” in his trousers’ pocket. He pretended to be looking on the ground for something else. Then he went toward the market. Then the public crier announces the loss of a pocket book with 500 francs and some business papers asking the finder to give it to the mayor’s office. Malaidain informs the mayor that he saw Hauchecome picking up the “pocketbook” and putting it in his trousers’ pocket. The mayor summons Hauchecome. Hauchecome denies having seen the pocketbook. He is searched. Later the pocketbook is found as someone else had got it and returned it. But the shame continued to torment Hauchecome. He went on repeating his innocence to everyone he met, but they all thought he had some role in finding the pocketbook. The torments make him sick and he dies soon. His last words were, “A piece of string! Look here it is. Your Honour, Mayor.” We feel sorry for Hauchecome and hatred for the villain Malandain.
10th English A Piece of String Question Answer – Let’s recall and recreate
Question 1.
Hauchecome has a strong and determined nature. His sense of justice impels him to defend himself tirelessly. He tries to justify himself even when everyone mistrusts him. Prepare a character sketch of Hauchecome.
Answer:
Character sketch of Hauchecome
Hauchecome is the protagonist of the story “A Piece of String” by the French writer Guy de Maupassant. What impresses us first about him is his frugality. He believes tht nothing useful should be wasted. That is why when he sees a piece of string lying in the street, he picks up, rolls it carefully and puts it in his trousers’ pocket. But this simple action proves too costly for him. His adversary Malandain says to the mayor that Hauchecome has the lost pocketbook because he saw him picking it up. What actually he picked was a piece of string.
Another thing about Hauchecome is his desire to clear his name from the false accusation against him. He went on telling his version of the story to everyone he met, even to strangers. He was obsessed with it. He could not get the stigma away. This made him sick and he dies. One thing we notice here is that he does not speak ill of Malandain although he knows it was Malandain who maligned him.
Hauchecome impresses me as a very touchy person. He could have just forgotten the accusation made against him and go on with his life, but instead he was going on telling everyone about his innocence. He was making a fool of himself by doing that. It wounds his soul deeply and then he becomes sick and dies just because of the villainy of the evil-minded Malandain. We can say that Hauchecome is a victim of false rumour and gossip who dies in shame and humiliation.
Question 2.
In ‘A Piece of String’ Hauchecome dies in shame and humiliation because of the attitude of society. Prepare a write-up on how society can make or break an individual, drawing on the story and your personal knowledge and experience.
Answer:
Society can make or break an individual
Society can certainly make or break an individual. Society not only fulfils a person’s physical needs and determines his social nature but also determines his personality and guides the course of development of his mind.
Society moulds our attitudes, beliefs, morals, ideals and thereby moulds an individual’s personality. In the course of living and with the process of socialization man’s personality develops and he becomes a fully fledged individual. From birth to death an individual acquires different social qualities by social interaction with his fellow beings which moulds his personality. Individual remains neutral without society. Society can make a person great by attributing qualities which he may not have or break him by spreading rumours and gossips against him. I remember the story of a poor young girl named Gowri who committed suicide last month.
She wanted to help her poor parents by earning some money. So Gowri took up the job as a housemaid in a rich man’s family. Her special duty was taking care of a two-year boy in the house. The boy had an expensive golden chain. One day the chain was lost. The police came for investigation. They suspected Gowri. She was taken the police and questioned. She and her family members were embarrassed. When she came back home, she felt so ashamed that she committed suicide.
Question 3.
Hauchecome is devastated when he is falsely accused of stealing the pocketbook. No one believes him. He couldn’t control his emotions. He pours out his feelings in his diary. Prepare the likely diary entry.
Answer:
Diary Entry
This is the worst day of my life. I was walking towards the public square. Then I saw a little piece of string on the ground. I thought that everything useful ought to be picked up. I took the bit of thin cord from the ground. I began to roll it carefully. Then I noticed Malandain, on the threshold of his door, looking at me. He does not like me. I felt ashamed to be seen picking up a piece of string by my enemy. I concealed the piece in my trousers’ pocket. I pretended to be looking on the ground for something else. Then I went toward the market. I heard the public crier announcing the loss of a pocket book with 500 francs and some business papers asking the finder to give it to the mayor’s office. I was soon taken by a police officer to the mayor’s office. The mayor asked me where I kept the pocketbook I picked in the street. I told him I did not know anything about it. Ehatlpicked was aspiece of string. But the mayor said someone like Malandain could tell a lie and . h I was searched. Later the pocketbook was found as someone else had got it and returned it. But the shame continues to torment me. People look at me with suspicion thinking that I have some role in returning the pocket book through another person. My God, what will do to wash away this stain!
Question 4.
The news of the missing pocketbook spreads like wildfie and Hauchecome is seen as the likely thief. You are an inhabitant of Goderville and you come across Hauchecome on your way to the market. Prepare the likely conversation between you and Hauchecome.
Answer:
Conversation
I : Good afternoon, Mr. Hauchecome!
H: Good Morning! Long time no see! Were you not here?
I : I was not here. I had gone to Mumbai in connection with my work. I returned only yesterday.
H :I see. I didn’t know that.
I : Hauchecome: I heard that you had a problem this morning.
H: Yes, you are right. I was walking towards the public square this morning. Then I saw a little piece of string on the ground. I thought that everything useful ought to be picked up. I took the bit of thin cord from the ground. I began to roll it carefully. Then I noticed Malandain, on the threshold of his door, looking at me. He does not like me. I felt ashamed to be seen picking up a piece of string by my enemy. I concealed the piece in my trousers’ pocket.
I : Then what happened?
H : In the the market. I heard the public crier announcing the loss of a pocket book with 500 francs and some business papers asking the finder to give it to the mayor’s office. I was soon taken by a police officer to the mayor’s office. The mayor asked me where I kept the pocketbook I picked in the street.
I : How did he ask you that?
H: He said like that because my enemy Malandain told him that he saw me picking up the pocketbook found in the street.
I : Then what happened?
H: The pocketbook was later found. But the mayor and all others believe I had something to do with the pocketbook and I sent it with another person.
I: I am sorry. I hope soon people will know the truth.
H I doubt it. People continue to think of me is a lair. Let God help me!
Question 5.
After Hauchecome dies, the Mayor appears deeply remorseful and troubled. He writes a letter of condolence to Hauchcome’s wife. Write the likely letter.
Answer:
Condolence letter
Mayor’s Office
Goderville
15 June 2018
Mrs. Hauchecome
XV/25 Palace Street
Goderville
Madam,
It is with great sorrow and regret that I write this letter to you. I was shocked to hear about the untimely demise of your husband Hauchecome. It was a mistake on our part to suspect his involvement in the lost and found pocketbook issue. I understand that he was much grieved after that unfortunate incident. Well, there is nothing we can do except to say we are sorry.
Please accept our heartfelt condolences. May God give you the courage to accept the untimely departure of your beloved husband.
Yours sincerely,
Jacques Rousau
Mayor
A Piece of String Activities
10th Standard English A Piece of String Question Answer Notes – Let’s play with words:
Activity 1
Read the sentences given below.
1. Hauchecome couldn’t put up with the ridicule of the villagers.
2. The stout passenger put on his fawn coat.
Did you notice the words highlighted in these sentences?
These are called ……………………………
Can you guess the meaning of the phrasal verbs from the context?
- put up with: ………………………………….
- put on: …………………………………………..
As part of a campaign to create awareness on the consequences of war, your school conducted a speech competition. Let’s read the script of one of the speeches.
| Good morning, everyone. I am here to put across my views on the consequences of war. It’s high time that the war-mongering nations put aside their aggression and united for a better tomorrow. For centuries, common people, including children, have had to put up with the atrocities of war, but enough is enough. Many suggestions to end war once and for all have been put forward by great thinkers and leaders. There may be differences of opinion, but these should all be put aside to achieve a common goal, the goal of peace. A peaceful life is the birthright of every citizen. So, dear friends, put off all your other commitments for the day. Let’s put in our best efforts to organise a flash mob to spread awareness about the consequences of war. Dear friends… put up a strong resistance to war… it’s your right! Let me wind up my speech. Thank you. |
Answer:
“Put up with” and “put on” are called phrasal verbs.
put up with = tolerate
put on = wear
a. Now, identify the phrasal verbs in the speech and write them in the table, along with their meanings. One has been done for you.
Answer:
| Phrasal Verbs | Meaning |
| put across | communicate |
| put aside | keep away |
| put up with | tolerate |
| put forward | submit a plan, proposal, or theory for consideration |
| put off | postpone |
| put in | make, bring in |
| put up | erect, build |
b. The following passage is incomplete. Complete the passage choosing from the phrases given in the brackets.
For children who have ……………………… violence, exploitation, or abuse, the trauma may not subside even after years. Child victims have limited knowledge of their rights, and at times, they find it diffiult to ……………….. their inner trauma to others. They may also struggle to …………………. their fear of judgment and isolation. Without proper guidance, they might not know how to …………………….. their need for help and support. It is important not to ……………….. the concerns of child victims, as acknowledging their trauma is the fist step to healing. Healthcare professionals should …………………. clear guidelines on how to support children who have experienced violence, ensuring that they know help is available.
(put forward, put across, put up with, put aside, put out, put down)
Answer:
a. put up with
b. put across
c. put down
d. put forward
e. put aside
f. put out
Activity 2
a. Read the following passage and fill in the blanks using appropriate words from those given in the brackets.
The Sahayata Foundation is a prominent organisation dedicated to promoting social justice through education. It works to provide quality schooling for children from underprivileged backgrounds, ensuring every child’s …….(a)……. to good education. Providing such children with education is the ……(b)….. way to protect them from exploitation. By fostering an inclusive environment, the Foundation aims to …….(c)……. the issues which hinder the development of the children. Exploitation of all ……..(d)……. has to be prevented. The foundation organises campaigns in which professionals …….(e)……. the people. This should make society ……(f)….. and considerate to the marginalised. As children grow in confience, they become advocates for the community, inspiring others to join the fight for equality and social justice.
(address, right, kind/kinds)
Each of the words in brackets has been used twice to fil in the blanks. Have these words been used in exactly the same sense both times? Explain.
Answer:
a. right
b. right
c. address
d. kinds
e. address
f. kind
b. Now, match the words in column B with their meanings in column A and C.
As you can see, these words have been used in two different contexts in two different senses.
What do we call such words?
…………………………………………………………………………………………………………………………………………………………
Answer:
The words right, address and kind are used twice each with two different meanings in the sentences. Now, match the words with their meanings:
right: i) a legal or moral entitlement; ii) true or correct d as a fact.
address: i) throw light on/begin to deal with; ii) a formal speech delivered to an audience.
kind: i) a group of things with similar characteristics; ii) showing generosity and consideration to others.
Such words that the same spelling or pronunciation but different meanings are called homonyms.
c. Fill in the blanks using appropriate homonyms. The letters of the words have been jumbled in brackets.
1. The ……….. was a lot of fun, and the weather was also ………… outside. (i/f/a/r)
2. The security personnel will soon ………. the door which is ………. to the reception. (l/c/e/o/s)
3. The secretary took thirty ……….. to prepare the ………… of the meeting. (n/t/i/m/e/s/u)
4. The ……….. information about the missing person is that he was swept away by the strong …………………… of water. (r/c/u/r/t/n/e)
5. It was a small………, but it had always been ……. maintained by the people of the locality. (l/e/w/l)
Answer:
1. The fair was a lot of fun and the weather was also fair outside.
2. The security personnel will soon close the door which is close to the reception.
3. The secretary took thirty minutes to prepare the minutes of the meeting.
4: The current information about the missing person is that he was swept away by the strong current of water.
5. It was a small well, but it had always been well maintained by the people of the locality.
Activity 3
Complete the Crossword Puzzle.
Answer:
Across
4. one who helps another in a crime (10)
6. unable to believe (11)
8. ashamed or shy (11)
10. anger (11)
13. strange (11)
14. too solemn or grand (7)
15. fireplace (6)
Down
1. causing distress (9)
2. a bubble on the skin caused by friction, burns or infection (7)
3. twisted out of shape (9)
5. black dress worn when a close relative or friend dies (8)
7. a disturbed state of mind (8)
9. strength (8)
11. the armed French police (9)
12. the entrance to a building or room (9)
Answer:
Across
4. ACCOMPLICE
6. INCREDULOUS
8. EMBARRASSED
10. INDIGNATON
13. INCONGRUOUS
14. POMPOUS
16. HEARTH
Down
1. HARROWING
2. BLISTER
3. DISTORTED
5. MOURNING
7. DELIRIUM
9. VITALITY
11. GENDARMES
12. THRESHOLD
A Piece of String Questions and Answers – Let’s Analyse
Activity 1
Read the following sentence.
The woman, bundled in a corner, had been listening till he finished speaking.
What is the main action in the sentence?
The woman had been ………………………………..
When did the action begin ? ……………………………………………………………….
The action was in progress till ……………………..
Thus, this sentence tells us about an action that began in the past and continued till a certain point of time in the past.
| The past perfect continuous tense is used to indicate an action that began before a certain point in the past and continued up to that point of time. We use the ‘had + been + -ing’ form of the verb to denote an action in the past perfect continuous tense. |
Now, let’s read what Hauchecome says.
What is the main action in the statement?
……………………………………………………………………………
When did Hauchecome begin to speak about his innocence?
…………………………………………………………………………..
How long has the action been going on?
…………………………………………………………………………..
Is he trying to prove his innocence at the time of his statement?
……………………………………………………………………………
This sentence tells us about an action that began in the past and is in progress at the time of speaking.
| The present perfect continuous tense denotes an action which began at a certain point in the past and continues at the time of speaking. We use the ‘has/have + been + -ing’ form of the verb to denote an action in the present perfect continuous tense. |
Answer:
In this activity, we are going to see the use of the past perfect continuous tense and the present perfect continuous tense.
The past perfect continuous tense is made by using 3 words: had + been + ing-form of the verb.
Example: The woman had been listening till he finished speaking.
This tense shows that an action which began in the past continued until a certain point of time in the past. The present perfect continuous tense is made by using 3 words: has/have + been + ing-form of the verb.
Example: I have been trying to prove my innocence for over a week now.
The present perfect continuous tense shows an action which began in the past is still continuing at the time of speaking.
a. Read the conversation given below.
Dad : Arjun, you have been avoiding us and your friends for weeks now. What’s happening?
Arjun : I have been trying to handle things on my own, Dad, but it’s diffiult.
Mom : Until last week, we had been living with the impression that you were fie.
Arjun : What happened then, Mom?
Mom : We got a call from your college informing us about your bad company and your use of drugs. They said they were shocked by the change in your behaviour. We’ve been waiting to talk to you since then.
Dad : You have been hiding a lot of things from us, Arjun. Why on earth did you start taking drugs?
Arjun : I’m sorry. I’d been trying to stay away from drugs till my new friends persuaded me to try it out. Now, I understand it was wrong.
Mom : You had been working so hard towards your dream of becoming a pilot until you joined the hostel. What happened to you, my dear?
Arjun : Please help me. I don’t think I can deal with this by myself. Addiction has been tightening its grip on me ever since I started using drugs.
Dad : Don’t worry son. We’ll get through this together.
Pick out the verbs in the present perfect continuous tense and in the past perfect continuous tense in the above conversation and complete the table.
Answer:
| present perfect continuous tense | past perfect continuous tense |
| have been avoiding | had been living |
| have been trying | had been trying |
| have been waiting | |
| have been hiding | |
| has been tightening |
b. Fill in the blanks with appropriate tense forms given in brackets.
1. My mother …………………………. (had been teaching/has been teaching)in a college for 20 years before her retirement.
2. I …………………………. (have been reading/had been reading) this book for almost two hours now.
3. We …………………………. (had been living/have been living) in Rome before we shifted to our hometown in Kerala.
4. It …………………………. (has been raining/had been raining) since morning and so the cricket match is cancelled.
Answer:
1. had been teaching
2. have been reading
3. had been living
4. has been raining
Activity 2
Read the sentences given below.
- The finder is requested to return the pocketbook either to the Mayor’s office or to the police.
- Neither the Mayor nor the villagers believed Hauchecome.
Can you split the fist sentence into two? Let’s try.
a. The fider is requested to return the pocketbook to the Mayor’s offie.
b. ……………………………………………………………………………….
Which are the connecting words used to combine the above sentences?
………………………………………………………………………………
Now, shall we split the second sentence into two? Let’s try.
a. The Mayor did not believe Hauchecome.
b. …………………………………………………………………………………
What are the connecting words that combine the above sentences?
………………………………………………………………………….
What do we call these connecting words?
Connecting words like either…or and neither…nor are conjunctions.
Either… or and neither…nor are pairs of conjunctions. They correlate words, phrases or clauses of equal importance. Such pairs of conjunctions are called correlative conjunctions. ‘Either…or’ is used to indicate two possibilities or choices. ‘Neither… nor’ connects two negative alternatives.
Now, take a look at the sentences given below. Can you identify the subject and the verb in each sentence?
a. Neither the woman’s husband nor her friends understand the depth of her sorrow.
Subject – the woman’s husband, her friends
Verb – ……………………….
b. Neither the villagers nor the Mayor trusts Hauchecome.
Subject – …………………….
Verb – …………………………
In the fist sentence, the subjects of the sentence are ‘the woman’s husband’ and ‘her friends.’
Which subject is closer in position to the verb?
…………………………………………………………..
Is the subject closer to the verb in its singular or plural form?
………………………………………………………….
Here, the subject (her friends) which is closer in position to the verb is plural. Hence the verb in the sentence takes the plural form.
Now, consider the second sentence. Can you identify the subject and the verb?
………………………………………………………………
Identify the subject closer in position to the verb.
……………………………………………………………….
Here, the subject closer in position to the verb is in the singular form.
What should be the form of the verb? …………………………………………………..
What do you infer from the above sentences?
1. Either…or and neither…nor function as conjunctions. They connect two grammatically equal elements.
2. The verb agrees with the noun closer to it.
a. If both nouns are singular, the verb takes the singular form. It may be remembered that unlike nouns, verbs with’s’ or ‘es’ suffix are considered singular.
b. If both nouns are plural, the verb takes the plural form.
c. If one noun is singular and the other plural, the verb agrees with the noun closer to it.
Answer:
Here we are going to study the use of “either…..or” and “neither….nor”.
They are called correlative conjunctions because they correlate words, phrases or clauses of equal importance. “Either…or” shows two possible choices. “Neither …nor” shows two negative alternatives.
Remember these rules:
a) If both the nouns connected by “either… or” or “neither … nor” in the sentence are singular the verb will be singular.
Example: Either the father or the son is guilty.
b) If both nouns are plural the verb will be plural.
Example: Neither students nor the teachers want to go for a picnic.
c) If one noun is singular and the other one plural, the verb agrees with the noun closer to it.
Example: Either the mother or the children are guilty.
Either the children or the mother is guilty.
a. Fill in the blanks using appropriate words chosen from those given in the brackets.
1. The woman was ……… (either/neither) twisting and wriggling or growling like a wild animal.
2. His innocence was neither easy to prove ……………. (or/nor) recognised by others.
3. The pocketbook was ……….. (either/neither) taken by Hauchecome ………. (or/nor) seen by Malandain.
4. You may ……….. (either/neither) win ………. (or/nor) lose the game. Participation is the spirit of the game.
5. Neither New York nor London ………(is/are) a city in India.
6. Neither the teacher nor the children …………. (was/were) in the school bus.
Answer:
1. The woman was either twisting and wriggling or growling like a wild animal.
2. His innocence was neither easy to prove nor recognised by others.
3. The pocketbook was neither taken by Hauchecome nor seen by Malandain.
4. You may either win or lose the game. Participation is the spirit of the game.
5. Neither New York nor London is a city in India.
6. Neither the teacher nor the children were in the school bus.
Activity 3
Look at the following sentence from the story ‘War’.
The one who had had his son at the front since the first day of the war sighed.
Which is the expression given in bold?…………………………..
Now, look at the sentences given below and analyse the expressions given in bold type.
1. Rani is late for the evening session. She has had a headache all day.
2. Shanu and Rahul are preparing the script now. They have had a discussion with the author.
What does the second statement in each set indicate?
……………………………………………………………………………………………………………………………………………………
Such statements are used to indicate something that happened in the immediate past. In the above sentences, the initial verbs (has/have) serve as auxiliary verbs and the latter (had) is the main verb.
Now, read the following statements and analyse the expressions given in bold type.
1. Last weekend Prabith just wanted to relax because he had had a busy week.
2. The director told me that he had had a meeting with the producer.
What is the signifiance of the expressions given in bold in each sentence?
……………………………………………………………………………………………………….
Such expressions are used to indicate an action that happened at an earlier point in the past before another action.
Answer:
Here we are going to see why we find “had had”, “has had”, “have had” etc. in some sentences.
To make the past perfect tense we use “had + the past participle”.
To make the present perfect tense we use “has/have + the past participle”.
So, in the sentence “He had had his lunch before he came here”, the first had is the auxiliary, and the second had means “taken”. So, the sentence means “He had taken his lunch before he came here”.
In the sentence “They have had a discussion on the matter” have is the auxiliary and had is the main verb. It shows the discussion took place very recently.
Class 10 English A Piece of String Question Answer – Let’s converse
Activity 1
Read the passage given below.
The peasants of Goderville did not believe Hauchecome. They accused him of stealing the pocketbook. This false accusation deeply saddened Hauchecome and sparked a heated argument between him and another villager. How would they argue? Let’s see. Let’s read the transcript of the argument, shall we?
Hauchecome : Why should I take someone’s pocketbook?
Villager : That we don’t know, but it’s clear as day that you took it.
Hauchecome : Do you have any evidence to support your accusation? You can’t just accuse me without proof.
Villager : Of course we do. Malandain saw you with his own eyes.
Hauchecome : You’re too quick to judge! Could he see what I picked up from where he stood?
a. Pick out the expressions used by Hauchecome and the villager to present their arguments.
……………………………………………………………
……………………………………………………………
What are some other expressions that we may use in an argument? A few are given below. You may add more to the list.
- I’d beg to differ…
- It’s not necessarily that way…
- My point of view is diametrically opposite…
- That’s not a valid argument…
- Clearly, we have different perspectives on this…
- I’m not yet convinced…
- ………………………………………………………
- ………………………………………………………..
Answer:
1. Why should I take…..
2. That we don’t know.
3. It s clear as day
4. Do you have any evidence…
5. You can’t just accuse me…
6. Of course we do.
7. You’re too quick to judge.
8. Could he see….
Some expressions used in arguments:
- I’d beg to differ….
- It is not necessary that way…
- My point of view is diametrically opposite ….
- That is not a valid argument…
- Clearly, we have different perspective on this….
- I’m not convinced…
- You’re free to think like that.
- How illogical is your argument that …
- You can believe what you like but ……..
- What makes you think so?
b. Hauchecome and the villager engage in a heated argument. Hauchecome defends himself against the accusation. But the villager insists that Hauchecome is guilty of stealing the pocketbook. Using the expressions given above, prepare the draft of the argument between the two.
Answer:
Hauchecome and the villager engage in a heated argument. Prepare a draft of the argument between them.
Villager: Hauchecome, I never thought you are such a liar.
Hauchecome: Keep quiet, you fool. Why do you call me a liar?
Villager: Because you lied. You had the pocketbook with you. But when you realised you are in trouble you invented a story and returned the pocketbook through another person.
H: How do you know I had the pocketbook with me?
V: Didn’t Malandain see you picking it up from the mud? When you saw him noticing you, you slipped the pocketbook into your trouser’s pocket.
H: Malandain does not like me. To spoil my name he cooked up a story. It was a piece of string that I picked up, not any pocketbook.
V: Malandain is a decent man. He won’t tell a lie.
H: He may be a decent man for you, but for me he is an indecent, dirty fellow.
V: If you talk will of him again I will not tolerate it.
H: What will you do?
V: I will slap you.
H: You will slap me, a weakling like you?
V: I’m not a weakling.
H: Just keep your trap shut and go away!
Activity 2
Read the passage given below.
The stout man who had lost his son in the war, is deeply affected by the woman’s question to him. Unable to control his grief, he begins to weep. When he regains his composure, he apologises to the other passengers for his emotional outburst. How would he have apologised to them? He might have used expressions like the following:-
- I am sorry for this sudden outburst…
- I apologise for behaving like this…
- I regret my outburst…
Some other ways of extending and accepting apologies are given below. You may add to the list.
Extending an apology
- I didn’t mean to hurt your feelings…
- Please accept my apologies for…
- I take full responsibility for the error…
- I’m really sorry about what I said…
- I deeply regret what I said…
- I owe you an apology …
- I’m sincerely sorry for the misunderstanding…
Accepting an apology
- It’s okay. You didn’t mean any harm…
- That’s all right. It doesn’t matter…
- Never mind. I quite understand…
- It’s okay. You couldn’t help it…
a. The woman who asked the stout man about the death of his son now feels sorry for bringing up such a sensitive topic. She extends her sincere apologies and the stout man graciously accepts her apology. Using the expressions provided above, draft a conversation between the two.
Answer:
Woman: Gentleman, I am indeed sorry for asking you such a question.
Stout man: It’s okay. You had every right to ask it the way I was behaving.
Woman: When I heard you speaking so stoically and seeing you not wearing mourning, I was really surprised. I just could not believe that a person could accept the death of his son so stoically.
Stout man: I am quite emotional. But somehow I had to accept the tragedy. So I tried to put up a brave face. I pretended that my son had sacrificed his life for the king and the country and as the father I should look brave.
Woman: You are brave, aren’t you?
Stout man: My body is big but somehow my mind is not big or brave. I loved my so dearly. His loss was a shock to me. I tried to suppress my emotions. But when you asked me that question, suddenly the truth of the loss hit my heart like a hammer. I lost all my control and you saw me crying like a baby in distress. Woman: I am sorry once again, please forgive me,
Stout man: It’s alright. I have n ill feelings towards you! We are in the same boat!
Let’s team up:
Group project
The problems caused by inequality and injustice seem to be present everywhere in the world today. It is crucial to create awareness about such issues and to foster the values of compassion and empathy to make our world a better place. Let’s organise a seminar on ‘Compassion in Action: Exploring the Effects of Kindness and Empathy.’
What are the steps involved in conducting a seminar? Let’s discuss.
The following steps are suggested.
1. Planning the Seminar
A. Define the objectives and the outcome.
B. List the range of sub topics.
The following sub topics may be selected:
Group 1 : Compassion in times of crisis (examples of ordinary people helping others in difficult times)
Group 2 : Compassion in the lives and works of famous people who have fought injustice
Group 3 : Compassion in Art and Literature, with reference to popular stories that highlight the need for empathy and kindness
Group 4 : Compassion in the global arena, highlighting issues such as refugee aid, disaster relief and the need to offer voluntary service
C. Fix the date, time and venue of the seminar, and inform the target audience.
2. Content preparation
A. Collect data from a variety of sources.
B. Prepare multimedia presentation materials.
C. Review and fialise the content.
3. Day of the Seminar
A. Each group presents their seminar paper.
B. Post-presentation: the paper stands open for discussion.
4. Follow–up activity
Publish the Seminar Report: Create a digital record of the presentation and upload it on the school blog.
Answer:
This a group project to be done in the group.
A Piece of String Extra Questions and Answers
Question 1.
What was Hauchecome doing when he saw a little piece of string on the ground?
Answer:
When he saw a little piece of string on the ground, Hauchecome was walking towards the public square.
Question 2.
Why did Hauchecome pick up the string?
Answer:
Hauchecome picked up the string because he thought everything useful ought to be picked up.
Question 3.
“It made everybody’s mouth water.” What does “it” refer to in this sentence?
Answer:
The appetizing odour of roast meat rose from the hearth.
Question 4.
What is the meaning of the word ‘tavern’?
Answer:
Tavern means an inn or pub.
Question 5.
Fill in the blank in the following sentence with the right word taken from those given in brackets.
(trader, soldier, singer, peasant)
Mr. Hauchecome was a ___________
Answer:
Mr. Hauchecome was a peasant.
Question 6.
“In the delirium of death”. In this phrase what figure of speech is used?
Answer:
Alliteration.