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CBSE Worksheets for Class 10 English

CBSE Worksheets for Class 10 English: One of the best teaching strategies employed in most classrooms today is Worksheets. CBSE Class 10 English Worksheet for students has been used by teachers & students to develop logical, lingual, analytical, and problem-solving capabilities. So in order to help you with that, we at WorksheetsBuddy have come up with Kendriya Vidyalaya Class 10 English Worksheets for the students of Class 10. All our CBSE NCERT Class 10 English practice worksheets are designed for helping students to understand various topics, practice skills and improve their subject knowledge which in turn helps students to improve their academic performance. These chapter wise test papers for Class 10 English will be useful to test your conceptual understanding.

Board: Central Board of Secondary Education(www.cbse.nic.in) Subject: Class 10 English Number of Worksheets: 28

CBSE Class 10 English Worksheets PDF

All the CBSE Worksheets for Class 10 English provided in this page are provided for free which can be downloaded by students, teachers as well as by parents. We have covered all the Class 10 English important questions and answers in the worksheets which are included in CBSE NCERT Syllabus. Just click on the following link and download the CBSE Class 10 English Worksheet. CBSE Worksheets for Class 10 English can also use like assignments for Class 10 English students.

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Mrs. Packletide’s Tiger Summary, Explanation, Difficult Words and Question Answers

Cbse class 10 english chapter 2 mrs. packletide’s tiger.

CBSE Class 10 English Chapter 2 Mrs. Packletide’s Tiger Summary , detailed explanation of the story along with meanings of difficult words . Also, the explanation is followed by a Summary of the lesson. All the exercises and Question and Answers given at the back of the lesson have also been solved.

Mrs. Packletide’s Tiger Summary

• Mrs. Packletide’s Tiger Summary in Hindi
• Mrs. Packletide’s Tiger Lesson Explanation
• Mrs. Packletide’s Tiger Question Answers
• Mrs. Packletide’s Tiger FAQs
• Class 10 Mrs. Packletide’s Tiger Extra Questions and Answers
• Class 10 Communicative English Important Character Sketches
• Character Sketch of Mrs Packletide, Loona Bimberton and Miss Mebbin | Mrs Packletide’s Tiger
• CBSE Class 10 English Communicative Study Guide
• CBSE Class 10 Communicative English Syllabus 2024-25

Mrs. Packletide’s Tiger PDF Download here

Author: Hector Hugh Munro (1870 -1916)

Mrs. Packletide is jealous of Loona Bimberton’s achievement and in order to show her down, she wants to shoot a tiger. Loona Bimberton had travelled to the jungles in Africa in an aero plane in order to hunt a tiger. Her achievement was the talk of the town and so Mrs. Packletide herself wanted to get a tiger skin and a lot of photographs with the hunt. She felt that by getting the photographs published in the newspapers, she could attract all the attention and show Loona down.

She planned to organize a lunch party in honour of Loona but her actual motive was to display the tiger skin that she procured and show Loona down.

Mrs. Packletide announced a reward of a thousand rupees to anyone who arranged a suitable tiger – one which was easier to shoot for her. The villagers were eager to earn the reward money and so they made suitable arrangements for her to shoot with ease. They arranged an old, ill tiger and restricted it to the jungle so that it did not run away.

Children were positioned to guard the jungle area, goats were left in the jungle to act as food for it. A platform was raised from where the tiger could be shot at easily. The village women also scolded their children to not to disturb the tiger from it’s sleep. A goat, as a bait, was tied at the perfect spot. On the night fixed for the shooting, Mrs. Packletide and her paid companion Miss. Mebbin sat hidden on the raised platform.The goat’s persistent sound attracted the beast but it rested rather than attacking it. Miss Mebbin suggested that as the tiger was too old, the amount of money paid for it was very huge. Also, that they need not pay for the goat if the tiger did not eat it. Mrs. Packletide aimed at her prey and fired the gun shot. The tiger lay flat on the ground. The villagers and Mrs. Packetide were joyous and celebrated her achievement of killing the tiger. It was Miss. Mebbin who noticed that the tiger did not die of the gun shot and that the gun shot had killed the goat. The beast died of heart failure due to the loud sound of gunshot. Mrs. Packletide did not bother about it as she had got what she wanted – the tiger skin. Even the villagers did not object to it as they wanted the reward money. The newspapers were loaded with Mrs. Packletide’s photographs and Loona Bimberton was shown down upon. Miss. Mebbin was a greedy woman. When Mrs. Packletide gained a lot of publicity, she threatened to disclose her secret to the world. She assured Mrs. Packletide that Loona would surely believe that the bullet had killed the goat and not the tiger. The tiger died due to heart failure as it was old and ill. She demanded a price for keeping her secret saying that she wanted to buy a weekend cottage but had no money for it. Mrs. Packletide was forced to give her six hundred and eighty pounds to buy the cottage. She had to pay the hush money  in order to prevent being disgraced. However, she gave up hunting as the added secondary expenses were too high.

Mrs Packletide’s Tiger Summary (in Hindi)

श्रीमती पैकलेटाइड को लूना बिम्बर्टन की उपलब्धि से ईर्ष्या होती है और उसे नीचा दिखाने के लिए वह एक बाघ को गोली मारना चाहती है। लूना बिम्बर्टन एक बाघ का शिकार करने के लिए हवाई जहाज से अफ्रीका के जंगलों में गई थीं। उनकी उपलब्धि शहर में चर्चा का विषय थी और इसलिए श्रीमती पैकलेटाइड स्वयं एक बाघ की खाल और शिकार के साथ ढेर सारी तस्वीरें लेना चाहती थीं। उसे लगा कि अखबारों में तस्वीरें छपवाकर वह सबका ध्यान अपनी ओर खींच सकती है और लूना को नीचा दिखा सकती है। उसने लूना के सम्मान में एक लंच पार्टी आयोजित करने की योजना बनाई थी लेकिन उसका असली मकसद अपने द्वारा खरीदी गई बाघ की खाल को प्रदर्शित करना और लूना को नीचा दिखाना था। श्रीमती पैकलेटाइड ने एक उपयुक्त बाघ की व्यवस्था करने वाले को एक हजार रुपये का इनाम देने की घोषणा की – ऐसा बाघ जिसे उनके लिए शूट करना आसान हो। ग्रामीण इनाम की रकम कमाने के लिए उत्सुक थे और इसलिए उन्होंने उसके लिए आसानी से शूटिंग करने के लिए उपयुक्त व्यवस्था की। उन्होंने एक बूढ़े, बीमार बाघ की व्यवस्था की और उसे जंगल तक सीमित कर दिया ताकि वह भाग न जाए। बच्चों को जंगल क्षेत्र की रखवाली के लिए तैनात किया गया था, बकरियों को भोजन के रूप में जंगल में छोड़ दिया गया था। एक ऐसा मंच बनाया गया जहां से बाघ पर आसानी से गोली चलाई जा सके। गाँव की महिलाओं ने अपने बच्चों को भी डांटा कि वे बाघ की नींद में खलल न डालें। एक बकरी, चारे के रूप में, उत्तम स्थान पर बाँधी गई थी। शूटिंग के लिए तय की गई रात को, श्रीमती पैकलेटाइड और उनके वेतनभोगी साथी मिस मेबिन ऊंचे मंच पर छुपकर बैठी थी। बकरी की लगातार आवाज ने जानवर को आकर्षित किया लेकिन उसने उस पर हमला करने के बजाय आराम किया। मिस मेबिन ने सुझाव दिया कि चूंकि बाघ बहुत बूढ़ा था, इसलिए इसके लिए भुगतान की गई राशि बहुत बड़ी थी। साथ ही, यदि बाघ ने बकरी को नहीं खाया तो उन्हें उसके लिए भुगतान करने की आवश्यकता नहीं है। श्रीमती पैकलेटाइड ने अपने शिकार पर निशाना साधा और बंदूक से गोली चला दी। बाघ ज़मीन पर सीधा लेट गया। ग्रामीण और श्रीमती पैकेटाइड खुश थे और उन्होंने बाघ को मारने की अपनी उपलब्धि का जश्न मनाया। यह मिस मेबिन ही थीं जिन्होंने देखा कि बाघ बंदूक की गोली से नहीं मरा था और बंदूक की गोली से बकरी की मौत हुई थी। गोली की तेज आवाज से वह जानवर हृदय गति रुकने से मर गया। श्रीमती पैकलेटाइड ने इसके बारे में चिंता नहीं की क्योंकि उन्हें वह मिल गया था जो वह चाहती थीं – बाघ की खाल। यहां तक कि गांव वालों ने भी इस पर कोई आपत्ति नहीं जताई क्योंकि उन्हें इनाम की रकम चाहिए थी. अखबार श्रीमती पैकलेटाइड की तस्वीरों से भरे हुए थे और लूना बिम्बर्टन को नीचा दिखाया गया था। मिस मेबिन एक लालची महिला थी। जब श्रीमती पैकलेटाइड को बहुत प्रचार मिला, तो उन्होंने अपना रहस्य दुनिया के सामने उजागर करने की धमकी दी। उन्होंने श्रीमती पैकलेटाइड को आश्वासन दिया कि लूना निश्चित रूप से विश्वास करेगी कि गोली से बकरी की मौत हुई है, बाघ की नहीं। बाघ की मृत्यु हृदय गति रुकने से हुई क्योंकि वह बूढ़ा और बीमार था। उसने अपनी बात गुप्त रखने के लिए कीमत की मांग करते हुए कहा कि वह एक सप्ताहांत कॉटेज खरीदना चाहती थी लेकिन उसके पास इसके लिए पैसे नहीं थे। श्रीमती पैकलेटाइड को कॉटेज खरीदने के लिए छह सौ अस्सी पाउंड देने के लिए मजबूर किया गया था। बदनामी से बचने के लिए उसे गुप्त धनराशि चुकानी पड़ी। हालाँकि, अतिरिक्त अतिरिक्त खर्चे बहुत अधिक होने के कारण उसने शिकार करना छोड़ दिया।   Top  

Explanation of Chapter 2 Mrs. Packletide’s Tiger

Passage – It was Mrs. Packletide’s pleasure and intention that she should shoot a tiger. Not that the lust to kill had suddenly descended on her, or that she felt that she would leave India safer and more wholesome than she had found it, with one fraction less of wild beast per million of inhabitants. Word meaning Descended: Develop suddenly. Wholesome: “Better than before”, in general Inhabitants: A person or animal that lives in a particular place. Explanation of the above passage – The author introduces the main character, Mrs. Packletide. She wanted to shoot a tiger. He discusses the reason for her new interest. She was neither a hunter nor did she feel that by killing one tiger, she would make the huge population of India feel safer. One fraction less of wild beast per million of inhabitants means one tiger less in ratio to the huge population of the country.

Passage – Mrs. Packletide had already arranged in her mind the lunch she would give at her house in Curzon Street, ostensibly in Loona Bimberton’s honour, with a tiger-skin rug occupying most of the foreground and all of the conversation. She had also already designed in her mind the tiger-claw brooch that she was going to give Loona Bimberton on her next birthday. Word meaning Ostensibly: Supposedly Foreground: The part of a scene or picture that is nearest to and in front of the viewer. Explanation of the above passage – Mrs. Packletide was a wishful thinker, she planned to organize a lunch party in honour of Loona but her actual motive was to display the tiger skin that she procured and show Loona down.She had also planned to gift her a brooch in the shape of a tiger’s claw. The design of the brooch was intended in such a manner so as to make fun of Loona and to mock at her.

Passage – In a world that is supposed to be chiefly swayed by hunger and by love Mrs. Packletide was an exception; her movements and motives were largely governed by dislike of Loona Bimberton. Word meaning Swayed: Influence Explanation of the above passage – Unlike the world which gets motivated by the want to fulfill their hunger and desire to love, Mrs. Packletide’s actions on the other hand reflected the dislikes off Loona Bimberton. The push factor for her was her jealousy.

Passage – Circumstances proved propitious Mrs. Packletide had offered a thousand rupees for the opportunity of shooting a tiger without over-much risk or exertion, and it so happened that a neighbouring village could boast of being the favoured rendezvous of an animal of respectable antecedents, which had been driven by the increasing infirmities of age to abandon game-killing and confine its appetite to the smaller domestic animals. Word meaning Propitious: Likely to have or produce good results. Boast: Possess. Rendezvous: A place or point where a group meets. Antecedents: Predecessor. Infirmities: The state of being weak or ill because of age. Explanation of the above passage – The circumstances were favourable for Mrs. Packletide. She had announced a reward of a thousand rupees to anyone who arranged a suitable tiger – one which was easier to shoot for her, without putting her life in danger. The neighbouring village was a famous point where a lot of tigers were found. The villagers were eager to earn the reward money and so they made suitable arrangements for her to shoot with ease. They arranged a tiger of good lineage (humour intended). Also, the tiger was old and ill due to old age, hence, it was not as ferocious. It had given up big time hunting and now satisfied its hunger by hunting smaller animals. Such a tiger was easier to shoot at and was not dangerous for Mrs. Packletide.

Passage – The prospect of earning the thousand rupees had stimulated the sporting and commercial instinct of the villagers; children were posted night and day on the outskirts of the local jungle to head the tiger back in the unlikely event of his attempting to roam away to fresh hunting-grounds, and the cheaper kinds of goats were left about with elaborate carelessness to keep him satisfied with his present quarters. The one great anxiety was lest he should die of old age before the date appointed for the memsahib’s shoot. Mothers carrying their babies home through the jungle after the day’s work in the fields hushed their singing lest they might curtail the restful sleep of the venerable herd-robber. Word meaning Prospect: Hope or likelihood. Stimulated: Encourage or arouse interest. Herd-robber: refers to a tiger that hunts and preys on other animals. Explanation of the above passage – The reward money lured the villagers. They wanted the shooting expedition to be a success in order to win the reward. They made many efforts in order to make it easier for Mrs. Packletide. The children were asked to guard the outskirts of the jungle, in case the tiger tried to escape (humour intended). Cheap goats were left in the jungle to act as food for it, lest it should die due to starvation before being shot down by Mrs. Packletide (humour intended). A platform was raised from where the tiger could be shot at easily. The village women hushed their children to not to disturb the tiger from it’s sleep. A cheap goat, as a bait, was tied at the spot which had a clear view from the raised platform so that  Mrs, Packletide could shoot the tiger when it pounced upon it.

Passage – The great night duly arrived, moonlit and cloudless. A platform had been constructed in a comfortable and conveniently placed tree, and thereon crouched Mrs. Packletide and her paid companion, Miss Mebbin. Word meaning Crouched: Adopt a position where the knees are bent and the upper body is brought forward and down, typically in order to avoid detection or to defend oneself. Explanation of the above passage – The night chosen for the shooting was also a perfect one. The sky was moonlit so that Mrs. Packletide could spot the tiger with ease. Mrs. Packletide had got along a paid companion, Miss. Mebbin who would publicize her achievement back home in London.  They sat hidden on the raised platform constructed for their comfort, between the trees.

Passage – A goat, gifted with a particularly persistent bleat, such as even a partially deaf tiger might be reasonably expected to hear on a still night, was tethered at the correct distance. Word meaning Persistent: Continuing beyond the usual or expected time. Bleat: The loud cry of sheep or goat. tethered: fastened Explanation of the above passage – The goat tied was so loud that even a partially deaf tiger might hear its sound. (humour intended). The goat bleated so loudly that no one, not even a partially deaf tiger could miss it’s sound. The scene was all set for the tiger to attack it’s prey.

Passage – With an accurately sighted rifle and a thumb- nail pack of patience cards the sportswoman awaited the coming of the quarry. Word meaning thumb- nail pack of patience cards : small sized playing cards to play solitaire Quarry: Prey, victim Explanation of the above passage – Mrs. Packletide has been referred to as a sportswoman. She had a rifle in one hand to shoot the tiger. In the other hand she had a pack of cards (called ‘patience cards’ as they helped her keep patience, she played cards with Louisa Mebbin while waiting for the tiger to arrive).

Passage – “I suppose we are in some danger?” said Miss Mebbin. She was not actually nervous about the wild beast, but she had a morbid dread of performing an atom more service than she had been paid for. “Nonsense,” said Mrs. Packletide; “it’s a very old tiger. It couldn’t spring up here even if it wanted to.” “If it’s an old tiger I think you ought to get it cheaper. A thousand rupees is a lot of money.” Word meaning Morbid: Unpleasant. Explanation of the above passage – Miss Mebbin enquired if she is in danger. She was not nervous that the beast could attack them, but didn’t want to do even a slightest of extra service for which she was not paid. She was getting impatient due to the wait time. This shows her greedy and money – minded nature. With the rifle and ammunition Mrs. Packletide was ready to hunt, to Miss Mebbin’s question she replied that the tiger was too old, it won’t be able to jump at this height. Miss Mebbin’s reply again shows her money minded attitude as she said that if the tiger was too old then the amount of money paid for it was very huge. Also, that they need not pay for the goat if the tiger did not eat it.

which would have driven them headlong from less sympathetic hands. relates to Mrs Packletide who was wasteful and spendthrift. It was Miss Mebbin’s intervention which saved the money as she stopped her from spending it mindlessly.

Passage – Her speculations as to the market depreciation of tiger remnants were cut short by the appearance on the scene of the animal itself. Word meaning Speculations: Ideas or guesses about something that is not known. Depreciation: Decrease in value. Explanation of the above passage – While Miss Mebbin was calculating the price of the kind of tiger that was arranged for shooting, her thoughts were cut short by the appearance of the tiger on the scene.

Passage – As soon as it caught sight of the tethered goat it lay flat on the earth, seemingly less from a desire to take advantage of all available cover than for the purpose of snatching a short rest before commencing the grand attack. Explanation of the above passage – It seemed that rather than taking advantage of the night time and the dense forest surrounding them, the tiger was taking some rest before making the ‘grand attack’ (humour intended).

Passage – “I believe it’s ill,” said Louisa Mebbin, loudly in Hindustani, for the benefit of the village headman, who was in ambush in a neighbouring tree. Explanation of the above passage – Seeing the tiger’s reaction, Louisa spoke up loudly that it seemed that the tiger was ill. She wanted to be heard by the village headman, spoke in their native language of ‘hindustani’. The headman was busy in another hunting expedition. She was complaining for the poor quality of the tiger arranged for shooting as this could help them save some money. Passage – “Hush!” said Mrs. Packletide, and at that moment the tiger commenced ambling towards his victim. “Now, now!” urged Miss Mebbin with some excitement; “if he doesn’t touch the goat we needn’t pay for it.” (The bait was an extra.) Word meaning Commenced: To begin. Ambling: To walk slowly in a free and relaxed way. Explanation of the above passage – As soon as the tiger started to approach the prey, Miss Mebbin got excited and said “if the goat remained unharmed you need not to pay for it” and asked Mrs. Packletide to go for the aim.

Passage – The rifle flashed out with a loud report, and the great tawny beast sprang to one side and then rolled over in the stillness of death. In a moment a crowd of excited natives had swarmed on to the scene, and their shouting speedily carried the glad news to the village, where a thumping of tom-toms took up the chorus of triumph. Explanation of the above passage – Mrs. Packletide aimed at her prey and fired the gun shot. The tiger lay flat on the ground. The villagers and Mrs. Packletide were joyous and celebrated her achievement of killing the tiger. Villagers started shouting, dancing and even started playing drums.

Passage – And their triumph and rejoicing found a ready echo in the heart of Mrs. Packletide; already that luncheon-party in Curzon Street seemed immeasurably nearer. Explanation of the above passage – Everyone was so happy, Mrs. Packletide could foresee the party she was long waiting for.

Passage – It was Louisa Mebbin who drew attention to the fact that the goat was in death-throes from a mortal bullet-wound, while no trace of the rifle’s deadly work could be found on the tiger. Evidently the wrong animal had been hit, and the beast of prey had succumbed to heart-failure, caused by the sudden report of the rifle, accelerated by senile decay. Word meaning Senile: Showing a loss of mental ability in old age. Succumbed: To die. Explanation of the above passage – It was Miss. Mebbin who noticed that the tiger did not die of the gunshot and that the gunshot had killed the goat. The beast died of heart failure due to the loud sound of gunshot.

Passage – Mrs. Packletide was pardonably annoyed at the discovery; but, at any rate, she was the possessor of a dead tiger, and the villagers, anxious for their thousand rupees, gladly connived at the fiction that she had shot the beast. And Miss Mebbin was a paid companion. Explanation of the above passage – Mrs. Packletide initially got annoyed to find the truth but did not bother about it as she had got what she wanted – the tiger skin, she was the owner of it. Even the villagers did not object to it as they wanted the reward money.

Passage – Therefore did Mrs. Packletide face the cameras with a light heart, and her pictured fame reached from the pages of the Texas Weekly Snapshot to the illustrated Monday supplement of the Novoe Vremya. Explanation of the above passage – Miss Packletide was getting photographs clicked with a smile but at the back of her mind, the truth of her expedition was lurking. Stll as long as she had the tiger skin and the photographs published in the newspapers, she could fulfil her aim of outshining Loona.

Passage – As for Loona Bimberton, she refused to look at an illustrated paper for weeks, and her letter of thanks for the gift of a tiger-claw brooch was a model of repressed emotions. The luncheon-party she declined; there are limits beyond which repressed emotions become dangerous. Word meaning Tiger-claw brooch: A small piece of jewellery in the shape of a tiger’s claw with a pin at the back that is fastened to a woman’s clothes. Explanation of the above passage – When Mrs. Packletide gained a lot of publicity Loona Bimberton couldn’t see it, she was so depressed and angry. She in-fact declined the invitation for the luncheon-party. was a model of repressed emotions means that the letter of thanks reflected her jealousy. there are limits beyond which repressed emotions become dangerous The author wants to say that Loona’s jealousy was about to cross the limit and subsequently, she could go to any extent which would become dangerous.

Passage – “How amused everyone would be if they knew what really happened,” said Louisa Mebbin a few days after the ball. “What do you mean?” asked Mrs. Packletide quickly. “How you shot the goat and frightened the tiger to death,” said Miss Mebbin, with her disagreeably pleasant laugh. Explanation of the above passage – Miss Mebbin started showing her true colours. She threatened to disclose her secret to the world and tried to extort money to keep her secret.. She assured Mrs. Packletide that Loona would surely believe that the bullet had killed the goat and not the tiger. The tiger died due to heart failure as it was old and ill.

Passage – “No one would believe it,” said Mrs. Packletide, her face changing colour as rapidly as though it were going through a book of patterns before post-time. “Loona Bimberton would,” said Miss Mebbin. Mrs. Packletide’s face settled on an unbecoming shade of greenish white. “You surely wouldn’t give me away?” she asked. Word meaning Book of patterns : Book showing the colour patterns of racing, stables, with colours worn by jockeys. Post-time: The start of horse race and deadline for placing a bet Explanation of the above passage – Mrs. Packletide couldn’t believe those words coming out of Miss Mebbin’s mouth, she got pale, and hesitatingly said no one would believe her word. Taking advantage of their rivalry Miss Mebbin said Loona Bimbeton would surely believe her.

Passage – “I’ve seen a week-end cottage near Darking that I should rather like to buy,” said Miss Mebbin with seeming irrelevance. “Six hundred and eighty, freehold. Quite a bargain, only I don’t happen to have the money.” Explanation of the above passage – Louisa Mebbin, being a greedy woman and taking advantage of the situation, demanded a price for keeping this secret. She said she had seen a weekend cottage that she would love to buy but had no money for it. Hence, Mrs Packletide is forced to give her the money (the six hundred and eighty pounds) so that Louis can buy the cottage and keep her image as it is.

Passage – Louisa Mebbin’s pretty week-end cottage, christened by her “Les Fauves,” and gay in summer-time with its garden borders of tiger-lilies, is the wonder and admiration of her friends. Word meaning Les Fauves: French for ‘The Wild Animals’ Explanation of the above passage – She named it “Les Fauves” which is a French word meaning ‘For the wild beasts’ and planted Tiger lilies in the garden as a note of thanks to the tiger due to which she had got it.

Passage – “It is a marvel how Louisa manages to do it,” is the general verdict. Mrs. Packletide indulges in no more big-game shooting. “The incidental expenses are so heavy,” she confides to inquiring friends. Word meaning Incidental : secondary. Explanation of the above passage – Louis Mebbin’s weekend cottage is a wonder and an admiration among her friends. Meanwhile, Mrs Packletide has given up hunting ; confiding to her friends who keep asking her why, that the added expenses that comes with it is too much.

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Questions Answers:

Q1. Why did Mrs. Packletide wish to kill a tiger? OR What was the motive behind Mrs. Packletide’s decision to shoot a tiger? A1. Mrs. Packletide wished to kill a tiger as she was jealous of the accomplishment made by Loona Bimberton. She wanted to outshine Loona by procuring a tiger skin and getting photographs of herself with the haul published in all the leading newspapers.

Q2. What made her decide to give a party in Loona Bimberton’s honour? What did she intend to give Loona on her birthday? A2. Mrs. Packletide was jealous of Loona Bimberton and wanted to show her down. She had decided to host a party supposedly in Loona’s honour but actually she wanted to diminish her success by having an edge over her. As she wanted to shoot a tiger, she decided to gift her a brooch in the shape of the tiger’s claw as a birthday gift.

Q3. How was the tiger shooting arranged? What kind of a tiger was chosen for the purpose? A3 . The villagers spotted an old, infirm tiger for shooting. A goat was tied at the perfect distance as bait for it. A platform was also constructed from where Mrs. Packletide could easily shoot the tiger. The tiger chosen was of a good lineage but it was weak and old. Due to old age and illness it had given up hunting bigger animals and restricted itself to hunting smaller domestic animals to satisfy hunger.

Q4.  In what way did the villagers help Mrs. Packletide shoot the tiger? OR What preparations did the villagers make to arrange for a suitable tiger for Mrs. Packletide and earn a thousand rupees? A4. The villagers were lured by the reward money of a thousand rupees. They were interested in helping Mrs. Packletide achieve success in her hunting expedition. So, they left no stone unturned. They arranged an old and weak tiger which was easier to shoot. They made sure that the tiger was restricted to the particular jungle area where they were to arrange the shooting. So, they placed cheap goats in the jungle area for the tiger to eat, also, children were deployed at the outskirts of the jungle in order to prevent it from escaping. The village women also hushed their babies from making noise so as not to disturb the tiger from its sleep. They tied a goat as bait at the perfect distance so that the tiger could be shot easily when it approached it. Also, a platform was constructed from where Mrs. Packletide could easily shoot at the tiger.

Q5. Who was Miss Mebbin? Was she really devoted to Mrs. Packletide? How did she behave during the tiger shooting? A5. Miss Mebbin was a paid companion of Mrs. Packletide. She charged money from her to accompany her on her trips. She was a greedy and money minded woman. Still, she behaved like an elder sister to Mrs. Packletide and prevented her from carelessly wasting money. She would stop Mrs. Packletide from wasting money on tips, in restaurants. During the tiger shooting she commented that as the tiger was old and weak, it should have been cheaper. Also, they would not pay for the goat which was bait if the tiger did not eat it.

Q6. What comment did Miss Mebbin make after Mrs Packletide had fired the shot? Why did Miss Mebbin make this comment? How did Mrs Packletide react to this comment? A6. Miss Mebbin discovered that Mrs. Packletide had missed the shot. She had shot the goat which had a gunshot wound. The goat had a painful death due to it. On the other hand, the tiger died silently and had no wound on its body because it died of a heart attack which was caused due to the sudden loud sound of the gun fire. Miss Mebbin was greedy for money and so she reminded Mrs. Packletide that this fact of her shooting expedition would turn her fame into a mockery. Mrs. Packletide was angry at Louisa Mebbin as her plans of outshining Loona Bimberton would get defeated.

Q7. How did the villagers react to the tiger’s death? A7. The villagers were overjoyed and celebrated when they saw the tiger lying dead. They were happy as the success of Mrs. Packletide’s shooting expedition assured them of earning the reward money. They danced to the beats of the drum and were happy to have earned the reward money.

Q8. Do you think Mrs. Packletide was able to achieve her heart’s desire? Give reasons for your answer. A8. I think Mrs. Packletide’s heart’s desire was partially fulfilled. She had successfully procured a tiger skin and got her photographs published in the newspaper. This came to an end when Louisa Mebbin started blackmailing her. She had to pay a big amount to bribe Louisa from giving away her secret. This made her rather disturbed than being happy.

Q9. How did Miss Mebbin manage to get her week-end cottage? Why did she plant so many tiger lilies in her garden? A9. Miss. Mebbin managed to get the week-end cottage by threatening Mrs. Packletide to disclose the truth of her hunting expedition to everyone including Loona. She planted tiger lilies in the cottage as a thanks giving tribute to the tiger because of which she had managed to get it.

Q10. Do you think the tiger shooting organized by the villagers was a serious affair? Give reasons for your answer. A10. The tiger shooting was a serious affair for the villagers because they were eager to earn the reward money. They helped Mrs. Packletide by arranging a tiger of ‘respectable antecedents’, got a goat as a bait to lure the tiger. They even posted children at the outskirts of the jungle day and night to prevent the tiger from escaping. A platform was constructed by them from where she could aim at the tiger easily.

Q11. Do you think the writer is trying to make fun of the main characters in the story i.e. Mrs. Packletide, Miss Mebbin and Loona Bimberton? Pick out instances from the story that point to this fact. A11. The author is humorous in description of the women. 1) Loona’s refusal to attend the lunch party shows her jealousy. 2) Mrs. Packletide’s planning and meticulous execution of the shooting followed by her failure is satirical. 3) Miss. Mebbin’s elder sister attitude is also a satire on the otherwise greedy woman.

Q12. A person who is vain is full of self importance and can only think of himself/herself and can go to great lengths to prove his/her superiority. Do you think Mrs Packletide is vain? Give reasons in support of your answer. A12. Mrs. Packletide is vain as she is only concerned with the jealousy towards Loona. She goes to such an extent as to kill a tiger, put goats as a bait for it, spend money, hire a companion and is not bothered about the losses she is suffering in order to put all this together.

Q13. There are many amusing lines in the story. Here are a few of them. Rewrite each one in ordinary prose so that the meaning is retained. 1) Mrs. Packletide had already arranged in her mind the lunch she would give at her house in Curzon Street, ostensibly in Loona Bimberton’s honour, with a tiger-skin rug occupying most of the foreground and all of the conversation. 1) Mrs. Packletide had planned a lunch in honour of Loona Bimberton’s success in tiger hunting.

2) Mothers carrying their babies home through the jungle after the day’s work in the fields hushed their singing lest they might curtail the restful sleep of the venerable herd-robber. 2) The mothers, on their way through the jungle asked the children to keep quiet so as not to disturb the sleep of the tiger.

3) Louisa Mebbin adopted a protective elder-sister attitude towards money in general, irrespective of nationality or denomination. 3) Louisa was cautious towards monetary expenditure irrespective of the country they were in.

4) Evidently the wrong animal had been hit, and the beast of prey had succumbed to heart-failure, caused by the sudden report of the rifle, accelerated by senile decay. 4) The gun shot had hit the wrong animal and the intended prey was a victim of heart failure due to the sudden sound of gun shot as it suffered ill health due to old age.

5) As for Loona Bimberton, she refused to look at an illustrated paper for weeks, and her letter of thanks for the gift of a tiger-claw brooch was a model of repressed emotions. 5) Loona Bimberton was jealous and so did not look at the photographs of Mrs. Packletide published in the newspaper, her letter of thanks for the gift of the tiger – claw brooch also hinted at it.

Q14. What was Mrs. Packletide’s plan to show Loona Binberton down? A14. Mrs. Packletide had planned to herself shoot a tiger and procure it’s skin. She would then arrange a lunch in Loona’s honour and place the tiger skin as a rug. This would attract the guests’ attention towards her and humiliate Loona. She would further show her down by gifting her a brooch in the shape of a tiger’s claw on her birthday.

Q15. Why is Mrs. Packletide compared to Nimrod? A15. Nimrod, the great grandson of Noah was a character in the Bible. He is known to be a mighty hunter. Mrs. Packletide’s desire to hunt a tiger was so intense that she is appropriately compared to him.

Q16. Why was the tiger called “herd – robber” and “venerable”? A16. The tiger was called “venerable” as it was old and so commanded respect. It had earned the reputation of a “herd – robber” as it hunted many animals to satisfy hunger.

Q17. What was the cause of the tiger’s death? A17. The tiger died due to heart attack. As it was old and infirm, the sudden loud sound of gun fire gave it a heart attack and it died.

Q18. How did Louisa Mebbin discover that the tiger had not been shot? A18. Louisa Mebbin found the goat writhing in pain. On a close look, she found a gunshot wound on it’s body. There was no such wound on the tiger’s body and also, it died peacefully. This led her to conclude that the goat had been shot instead of the tiger and that the tiger had died due to a heart attack.

Q19. Why did Loona avoid looking at the newspapers for weeks? How did she react to Mrs. Packletide’s gift of tiger – claw brooch and invitation to luncheon – party? A19. Loona Bimberton was shocked to know of Mrs. Packletide’s achievement. As she was jealous of her achievement, she did not look at the newspaper which was full of her photographs and achievement. She sent Mrs. Packletide a letter of thanks for the brooch which also reflected her jealousy. She was so furious and jealous that she refused to attend the lunch party.

Q20. What is the message conveyed in this story? A20. The author conveys the message in the story that the people who outsmart others can also be outsmarted. A person’s actions can often backfire on him and he can also be outsmarted.

Q21. What kind of tiger did Mrs. Packletide want to kill? Why? A21. Mrs. Packletide wanted such a tiger which could be killed easily without endangering her life. She did not want much risk or exertion in shooting the tiger. An old, weak and infirm tiger was the perfect one for her shooting.

Q22. Mrs. Packletide was not afraid that the secret of her tiger kill will be exposed. Why? A22. Mrs. Packletide was not afraid that the secret of her tiger kill will be exposed because she was in possession of a tiger skin.

Q23. “Six hundred and eighty, freehold. Quite a bargain.” Who makes this statement? In what context? A23. This statement is made by Louisa Mebbin. She is talking about the price of a week – end cottage. She wants Mrs. packletide to pay the price of the cottage as she does not have the money. She calls it “quite a bargain” as she feels that the amount is very less in comparison to the secret which she has to keep.

Q24. How was the name of Miss Mebbin’s cottage ironical? A24. Miss Mebbin named her cottage “Les Fauves”. It is a French word which means the wild animals. The irony in the name is from the fact that although a tiger is supposed to be wild, the particular tiger due to which she got the cottage was not so. It was weak and disabled due to old age and had given up hunting big animals.

Q25. Read the extract and answer the questions which follow: Mrs. Packletide had already arranged in her mind the lunch she would give at her house in Curzon Street. a) In whose honour did Mrs. Packletide wish to host the lunch at her house? What prompted her to plan this move? b) What trait of Mrs. Packletide’s character does the idea of hosting the lunch bring out? c) What do you understand by the expression “arranged in her mind”?

A25. a) Mrs. Packletide wished to host the lunch in honour of Loona Bimberton. Her desire to outshine Loona by achieving a greater target and show her down was her motive behind it. b) This idea of hers shows that she can go to any extent and spend unlimited money in jealousy and rivalry. c) The expression “arranged in her mind” means that she had already planned out the details of the lunch party mentally.

Q26. Answer the following question in 80 – 100 words: ‘In a world that is supposed to be chiefly swayed by hunger and by love Mrs. Packletide was an exception; her movements and motives were largely governed by dislike of Loona Bimberton.’ On the basis of the above extract describe the kind of relationship that Mrs. Packletide shares with Mrs. Loona Bimberton. What values govern it? How do these values harm both the ladies? What values do you think would have saved both of them from such an ugly situation? A26.  Mrs. Packletide and Loona Bimberton hated each other. They were in competition with each other. The prime aim of Mrs. Packletide’s life was to outshine Loona and show her down. She was willing to go to any extent and spent as much money in order to humiliate Loona. Mrs. Packletide is jealous of Loona’s achievement and in order to be more successful than her, she makes a wasteful expenditure of money. Loona is also jealous when she comes to know that Mrs. Packletide has achieved more than her. She refuses the invitation to the luncheon – party hosted in her honour. I think that if they would have been introspective and realized the outcome of their acts, they could have prevented fooling themselves in future. They were being fleeced by others just to guard their secrets which would help them outshine each other.

Q27. Briefly bring out the similarities in the characters of Mrs. Packletide and Loona Bimberton. A27. The women are full of jealousy and rivalry. They have such great ambitions to outshine each other that they are willing to go to any extent to achieve it. All their acts are driven by this jealousy.

Q28. Who gains the most out of the vanity match between the two rival ladies in “Mrs. Packletide’s Tiger” and how? A28. In the story “Mrs. Packletide’s Tiger” it is Louisa Mebbin who gains the most. Firstly, as she is a paid companion of Mrs. Packletide, she earns by accompanying her on her trips. Secondly, as she knows Mrs. Packletide’s secret of the tiger’s death, she extorts money for guarding it. This shows that Louisa is not driven by jealousy and rivalry. As she has no weakness and secrets, she is able to blackmail and extort money from Mrs. Packletide. In this way, Louisa Mebbin makes the most of the rivalry between the two women.

Q29. What important message is given out by the author in the story? A29. The author talks about the negative aspects of human behaviour like greed and jealousy. The people are driven by jealousy, rivalry, greed  and fear and waste time and money in meaning less pursuits. He displays human greed and lust for money through the character of Louisa Mebbin. He highlights the fact of human exploitation of beasts. People like Mrs. Packletide and Loona Bimberton indulge in trophy hunting. They do not realize the harshness of their acts which they merely commit in order to outshine each other. The story conveys the message that we should not involve ourselves in jealousy or hatred. We must resist greed and money should be spent wisely.

Q. Choose extracts from the story that illustrate the character of the people in it. 1. Mrs. Packletide had offered a thousand rupees for the opportunity of shooting a tiger without over-much risk or exertion Ans. vain

2. Mrs. Packletide faced the cameras with a light heart, and her pictured fame reached from the pages of the Texas Weekly Snapshot to the illustrated Monday supplement of the Novoe Vremya. Ans. Jealous

3. “If it’s an old tiger I think you ought to get it cheaper. A thousand rupees is a lot of money.“ Ans. Manuplative.

4. Louisa Mebbin adopted a protective elder-sister attitude towards money in general, irrespective of nationality or denomination Ans. Shrewd

5. “How amused every one would be if they knew what really happened,” said Louisa Mebbin a few days after the ball. Ans. Shrewd

6. Louisa Mebbin’s pretty week-end cottage, christened by her “Les Fauves,“ and gay in summer-time with its garden borders of tiger-lilies, is the wonder and admiration of her friends Ans. Materialistic

7. As for Loona Bimberton, she refused to look at an illustrated paper for weeks, and her letter of thanks for the gift of a tiger-claw brooch was a model of repressed emotions Ans. Jealous

8. there are limits beyond which repressed emotions become dangerous. Ans. Spiteful

Q. An oxymoron is a figure of speech that combines normally-contradictory terms. The most common form involves an adjective-noun combination of two words. The story has a number of oxymorons. Identify them.

Ans. The Oxymoron in the chapter are: Deviation towards Elaborate carelessness Venerable herd – robber Beast of prey Pardonably annoyed There are limits beyond which Disagreeably pleasant laugh

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Mrs Packletide’s Tiger FAQs

Q1. Who was Mrs. Packletide? Ans. Mrs Packletide was a high-society woman in England. She was jealous and competitive in nature. She makes the decision to go hunting in an effort to undermine Loona Bimberton’s successes.

Q2. Out of the three women in the story ‘Mrs Packletide’s Tiger’ who do you think got the most benefit? Ans. Out of Mrs Packletide, Loona Bimberton and Miss Mebbin, I think that Miss Mebbin got the most benefit. She got a cottage worth six hundred and eighty pounds as a bribe for zipping her mouth.

Q3. What gift had Mrs Packletide decided for Loona Bimberton? Ans. Mrs Packletide had planned to gift Loona a brooch in the shape of a tiger’s claw. She would organize a lunch party in Loona’s honour and gift her the brooch.

Q4. Name the important characters in Mrs Packletide’s Tiger. Ans. The important characters in the story, Mrs Packletide’s Tiger are Mrs Packletide, Loona Bimberton and Miss Mebbin.

Q5. Is Class 10 Communicative English difficult? Ans. Prepare a daily study plan and follow the study guide for scoring above 95 marks with ease. Students can also prepare for Communicative English paper with our specialised course .

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NCERT Solutions of Class 10 English First Flight Chapter 2 Nelson Mandela: Long Walk to Freedom

Here, we have provided NCERT Solutions of Class 10 English First Flight Chapter 2. Students can view these NNCERT Solutions of Class 10 English First Flight Chapter 2 before exams for better understanding of the chapter.

May 10, 2024

Table of Contents

NCERT Solutions of Class 10 English First Flight Chapter 2: In Class 10 English First Flight Chapter 2, you’ll find answers and explanations for the questions and exercises in the second chapter of the book.

The solutions help you understand the text better by explaining its meaning, identifying important parts, and discussing the main ideas. Using these solutions can help you improve your English skills and do well in your exams. They are a helpful resource for students studying Class 10 English First Flight.

NCERT Solutions of Class 10 English First Flight Chapter 2 PDF

The NCERT Solutions of Class 10 English First Flight Chapter 2 are available in PDF format, providing students with a convenient and accessible resource for understanding the chapter “Nelson Mandela: Long Walk to Freedom.” These solutions provide detailed explanations and answers to questions posed in the textbook.

Activity (Page 17)

In Column A are some expressions you will find in the text. Make a guess and match each expression with an appropriate meaning from Column B.

Oral Comprehension Check (Page 18-19)

Question 1:

Where did the ceremonies take place? Can you name any public buildings in India that are made of sandstone?

The ceremonies happened in the beautiful sandstone amphitheater created by the Union Buildings in Pretoria. Dignitaries and world leaders from various nations attended the event. Similarly, in India, we have two famous public buildings made of red sandstone: the Rashtrapati Bhavan and the Red Fort.

Question 2:

Can you say how 10 May is an ‘autumn day’ in South Africa?

South Africa is situated in the Southern Hemisphere, below the equator. In this part of the world, the timing of seasons is opposite to that of Europe and Asia, which are located in the Northern Hemisphere. In Southern Africa, autumn occurs from March to April, and winter lasts from June to September. Therefore, May 10 is considered a “lovely autumn day” in South Africa because it falls within the autumn season in this region.

Question 3:

At the beginning of his speech, Mandela mentions “an extraordinary human disaster”. What does he mean by this? What is the “glorious … human achievement” he speaks of at the end?

In Mandela’s speech titled “an extraordinary human disaster,” he passionately condemned the practice of Apartheid in South Africa. Apartheid was a system of racial segregation that discriminated against people based on their skin color, with black individuals suffering the most severe consequences. Under Apartheid, blacks were denied basic rights and freedoms, and faced various forms of discrimination. Mandela himself experienced the brutality of Apartheid firsthand during his 18-year imprisonment on Robben Island, where he was subjected to mistreatment by authorities. Despite the immense challenges and injustices faced by black South Africans, Mandela considered it a remarkable achievement to become the first black President of South Africa. His presidency marked a significant milestone in the fight against Apartheid and the struggle for equality and justice for all citizens.

Question 4:

What does Mandela thank the international leaders for?

Mandela felt deeply honored to welcome dignitaries and international leaders to the swearing-in ceremony because not too long ago, South Africans were considered outlaws. He expressed gratitude to all the attendees for traveling from afar to witness the historic oath-taking ceremony of South Africa’s first Black President. This gesture of international recognition was significant for a newly liberated democratic nation. The event symbolized a shared victory for justice, peace, and human dignity, reflecting the collective efforts of people around the world who supported the struggle against oppression and apartheid.

Question 5:

What ideals does he set out for the future of South Africa?

Mandela advocated for the liberation of the people of South Africa from various forms of oppression, including poverty, deprivation, suffering, and discrimination based on gender and other factors. He envisioned a society where all individuals could enjoy the fundamental right to freedom from any form of bondage or prejudice.

Mandela’s ideals aimed to create a nation where every person had equal opportunities and rights, regardless of their background or circumstances. He dedicated his life to the pursuit of justice, equality, and human dignity for all South Africans, striving to build a society where everyone could live with dignity and respect.

Oral Comprehension Check (Page 21)

What do the military generals do? How has their attitude changed and why?

The fact that the highest military generals of the South African defense forces and police saluted and pledged their loyalty to Mandela held immense significance. During the Apartheid era, these same individuals would have arrested Mandela and imprisoned him. However, their attitude towards black South Africans underwent a profound transformation due to the struggles and sacrifices of many heroes of the country.

The fight for freedom not only challenged Apartheid but also brought about a monumental shift in the mindsets of numerous individuals. Mandela firmly believed that love could be taught and that humans are inherently inclined towards love rather than hate. This belief underscored his commitment to reconciliation and building a society based on equality, respect, and understanding.

Why were two national anthems sung?

During the inauguration ceremony, two national anthems were sung to mark the occasion. The white South Africans sang “Nkosi Sikelel’iAfrika,” while the black South Africans sang “Die Stem,” which was the former anthem of the Republic. The singing of both anthems symbolized the recognition of equality of rights between whites and blacks in South Africa.

It represented a significant step towards reconciliation and unity in a country that had long been divided by apartheid and racial segregation. This gesture demonstrated the commitment to building a new, inclusive South Africa where all citizens, regardless of their race or background, could come together as equals.

How does Mandela describe the systems of government in his country –

(i) in the first decade, and (ii) in the final decade, of the twentieth century?

(i) In the first decade of the twentieth century, Mandela describes the system of government in his country as one where the white-skinned people of South Africa came together to establish a system of racial domination over the dark-skinned peoples of their own land. This system created one of the harshest and most inhumane societies the world has ever known, characterized by racial discrimination and oppression.

(ii) In the final decade of the twentieth century, Mandela describes a significant transformation in the system of government. The previous system of racial dominance and discrimination was overturned forever, and a new government was established. This new government recognized the rights and freedoms of all peoples, regardless of the color of their skin. This marked a monumental shift towards equality and justice in South Africa, signifying the end of apartheid and the beginning of a new era of inclusivity and respect for all individuals.

Oral Comprehension Check (Page 24)

What “twin obligations” does Mandela mention?

Mandela emphasizes two fundamental obligations that every individual has in life. Firstly, he mentions the obligation to one’s family, including parents, spouse, and children. This obligation involves caring for and supporting one’s family members, ensuring their well-being, and nurturing strong familial bonds.

Secondly, Mandela highlights the obligation to one’s people, community, and country. This broader obligation extends beyond the family unit to encompass the collective welfare and prosperity of one’s community and nation. It involves actively contributing to the betterment of society, advocating for social justice, and working towards the advancement of one’s country and its people.

By acknowledging and fulfilling both of these obligations, individuals can lead meaningful and fulfilling lives while positively impacting their families, communities, and nations.

Thinking about the Text (Page 24)

Why did such a large number of international leaders attend the inauguration? What did it signify the triumph of?

Participating in the inauguration ceremony, international leaders demonstrated solidarity with the end of Apartheid, symbolizing support from the global community. This gesture represented the triumph of justice over injustice and the establishment of a tolerant society free from prejudice and discrimination based on caste, color, or creed. It underscored the collective victory of humanity in overcoming oppression and striving towards a more inclusive and equitable world.

What does Mandela mean when he says he is “simply the sum of all those African patriots” who had gone before him?

By saying that he is “simply the sum of all those African patriots,” Mandela pays homage to the countless individuals who sacrificed their lives in the fight for freedom. He expresses gratitude and reverence for those who came before him, acknowledging their immense contribution to the struggle for liberation. Mandela credits these freedom fighters for laying the groundwork of cooperation and unity, which paved the way for his own journey.

With their support and cooperation, Mandela believed that he could bring about equality among his people and lead them towards a brighter future. His words reflect a deep sense of humility and acknowledgment of the collective effort that led to the dismantling of apartheid and the dawn of a new era in South Africa.

Would you agree that the “depths of oppression” create “heights of character”? How does Mandela illustrate this? Can you add your own examples to this argument?

The statement that “depths of oppression create heights of character” finds resonance in the examples cited by Nelson Mandela and in the history of India’s pre-Independence era. Mandela’s reference to South African heroes like Oliver Tambo, Walter Sisulu, Chief Luthulis, Yusuf Dadoos, Bram Fischers, and Robert Sobukwes highlights how individuals rose to greatness through their unwavering commitment and sacrifice in the struggle for freedom.

Similarly, in India, during the pre-Independence era, a constellation of remarkable leaders emerged who refused to yield to the oppression of British rule. Figures like Netaji Subhash Chandra Bose, Mahatma Gandhi, Sardar Vallabhbhai Patel, Lala Lajpat Rai, Chandra Shekhar Ajad, and Bhagat Singh, among others, demonstrated extraordinary courage and resilience in the face of adversity. Their leadership and unwavering dedication to the cause of independence inspired millions and played a pivotal role in India’s journey towards freedom.

Comparing these leaders to those who came later, it becomes evident that the crucible of oppression and suffering often breeds remarkable individuals with exceptional qualities of character and leadership. The struggles and challenges they faced shaped their values, principles, and resolve, making them iconic figures in history and beacons of inspiration for generations to come.

How did Mandela’s understanding of freedom change with age and experience?

With age and life experiences, Mandela’s understanding of freedom evolved significantly. As a young boy, he believed he was inherently free, able to do as he pleased as long as he adhered to his father’s guidance and tribal customs. However, as he matured, his concept of freedom expanded beyond personal autonomy to encompass broader aspects of life, such as providing for a family and earning a livelihood. Mandela gradually realized that his previous notion of freedom was limited and somewhat selfish.

Over time, Mandela became increasingly aware of the systemic oppression and discrimination faced by Black people in South Africa. This realization ignited a deep-seated desire within him to fight for the freedom of his people. He recognized that the denial of freedom extended not just to himself, but to all Black individuals in his country. This awakening instilled in Mandela a profound sense of responsibility and a fervent determination to advocate for the liberation of his people from the shackles of apartheid and injustice. Thus, Mandela’s understanding of freedom evolved from a personal concept to a collective struggle for the rights and dignity of all oppressed individuals.

How did Mandela’s ‘hunger for freedom’ change his life?

During his youth, Mandela came to the profound realization that the curtailment of freedom extended beyond himself to encompass the entire Black population. The hunger for his own freedom gradually transformed into a burning desire for the liberation of his fellow brothers and sisters. This transformative journey from self-interest to collective struggle empowered Mandela to shed his fear and embrace bold rebellion.

Sacrificing the comforts of a settled family life, Mandela committed himself to the cause of freedom for his countrymen. Joining the African National Congress (ANC), he embarked on a courageous journey to challenge racial prejudice and color discrimination.

This pivotal decision marked a significant turning point in Mandela’s life, propelling him from a timid young man to a fearless advocate for justice and equality. Through his unwavering dedication and determination, Mandela emerged as a beacon of hope and resilience in the fight against oppression and injustice.

NCERT Solutions of Class 10 English First Flight Chapter 2 FAQs

The title "Long Walk to Freedom" symbolizes Nelson Mandela's lifelong journey of struggle and perseverance in the fight against apartheid and for the freedom and equality of all South Africans.

Mandela describes his childhood as one filled with traditions and customs of his Thembu tribe. He highlights the influence of his father and the importance of education in shaping his early years.

Mandela's concept of freedom was personal, but it evolved to encompass the collective struggle for liberation of all oppressed individuals in South Africa.

Mandela's imprisonment strengthened his resolve and commitment to the anti-apartheid struggle. It also solidified his leadership role, turning him into a symbol of resistance and resilience for the oppressed.

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CBSE Class10 English Language & Literature Sample Question Paper -2 (2017-18)

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CBSE Class10 English Language & Literature Sample Question Paper -2

Having a good grip on the English language is a very important aspect of education for students nowadays. And English is now a compulsory subject for the students to learn and pass their exams. The CBSE Sample Papers For Class 10 English Language Literature will help students to have higher chances of scoring in the board examinations. High school students are under tremendous pressure to score in the board examinations. The chances of it increase when they have a strong base in the English language. Vedantu subject matter experts have specially curated the CBSE Class 10 English Sample Question Paper 2017-18. Using the link provided below you can freely access the required PDF for practice and ace your examinations. Vedantu is a platform that provides free CBSE Solutions (NCERT) and other study materials for students. Maths and Students who are looking for better solutions can download Class 10 Maths NCERT Solutions and Class 10 Science NCERT Solutions to help you to revise the complete syllabus and score more marks in your examinations.

Students will find this CBSE Class 10 English Language & Literature Sample Question Paper -2 (2017-18) to be very helpful and will aid in boosting their exam preparation for CBSE Class10 English Language & Literature exam. The CBSE Class10 English Language & Literature Sample Question Paper -2 (2017-2018) will help students know how different types of questions can be asked in the CBSE Class10 English Language & Literature exam.

Students from class 10 will also get an idea about the difficulty level of the CBSE English Language & Literature exam . Practice Vedantu’s CBSE Class10 English Language & Literature Sample Question Paper -2 (2017-18) thoroughly to perform well in CBSE Class 10 English Language & Literature exam. The CBSE Class10 English Language & Literature exam has been prepared to keep the latest CBSE syllabus changes and guidelines in mind.

How to download Class 10 English Language and Literature Sample Question Paper Free PDF from Vedantu?

The CBSE Sample Papers For Class 10 English Language Literature can be downloaded and accessed everywhere and anywhere on your phone, laptop and computers. Also for students who do not get much screen time, the pdf of the sample question paper class 10 2017-18 English Language and literature is printable. According to a suitable time, you can practice using a printed hard copy document. It is common knowledge that the CBSE has reduced 30% of the syllabus of all subjects and has been reduced for the final paper. The omission is not in the units per se, rather few topics of each subject are omitted. With that in mind the CBSE Class 10 English Sample Question Paper 2017-18, has been prepared.

Section-Wise Weightage for CBSE Class 10 English Language & Literature Paper

CBSE Class 10 English Language & Literature Syllabus

1. Below is the CBSE syllabus for Class 10 English Language & Literature Term 1:

 2. CBSE Syllabus for Class 10 English Language & Literature Term 2

The English language and literature in itself are so beautiful and interesting that it enhances subject knowledge along with world view. The Sample question paper Class 10 2017-18 English language and literature also contains all the important questions that cover the poems and stories from both the books of the English language and literature.

The Class 10 English Language and Literature Sample Question Paper has questions from the chapters of the book First Flight. Starting from the chapter A Letter to God, Nelson Mandela:-A Road to Freedom, Two Stories about Flying, From the Diary of Anne Frank, The Hundred Dresses I, The Hundred Dresses II, Glimpses of India, Mijbil The Otter, Madam Rides the Bus, The Sermon at Benaras and The Proposal.

The poems of English First flight include Dust of Snow, Fire, and Ice, A Tiger in the Zoo, How to Tell Wild Animals, The Ball Poem, Amanda, Animals, The Trees, Fog, The Tale of Custard the Dragon, and the final poem in the book is For Anne Gregory.

The supplementary English for class 10 CBSE is Footprints Without Feet. The chapters in the book are also included in the CBSE Sample Papers For Class 10 English Language Literature.

The chapters for the Supplementary reader includes A Triumph Of Surgery, The Thief’s Story, The Midnight Visitor, A Question of Trust,  Footprints Without Feet, The Making of a Scientist, The Necklace, The Hack Driver, Bholi, and the final one is The Book That Saved the Earth.

The paper is for 80 marks, with three sections, the first one tests the reading skills of 20 marks questions from reading a passage, the second one is for testing the writing skills of students, and the grammar knowledge weighs 30 marks. The final section is for 30 marks with questions from the aforementioned chapters and poems.

Practising these sample paper questions will help improve your appropriacy of writing style, format, reasoning, and interpretation skills as well.

When one improves in so many skills it is only given that the confidence and self-belief are boosted that helps students to crack the exam.

FAQs on CBSE Class10 English Language & Literature Sample Question Paper -2 (2017-18)

1. Has the Class 10 CBSE 2024-25 Syllabus Changed?

The subjects of Class 10 CBSE are divided into units and the syllabus has not changed entirely. The Central Board of Secondary Education (CBSE) has decided not to reduce the syllabus for the students of CBSE Class 10 for the academic year 2024-25, according to the new curriculum. The only change for the upcoming exams of 2024-25 is that there is 30% elimination of topics from units. This reduction in the syllabus will help the students to focus on the important concepts and excel in their respective subjects of interest.

2. What are the Grammar Topics for Class 10 CBSE 2024-25?

Knowing the syllabus is vital for the preparation of Class 10 CBSE board examinations. It gives students a clear idea regarding the concepts that will be covered in the Class 10 CBSE examinations. Here’re all the topics that will be covered in the Grammar section. The grammar topics included in this syllabus are Tenses, Modals, Subject-verb concord, Reported speech- Commands and requests, Statements, Questions, and Determiners. And, the omitted topics of the grammar syllabus are the Use of Passive Voice, Clauses: Noun, Adverb, Relative, and Prepositions.

3. How can I Top 10th CBSE Board Examinations?

The best way to score higher marks in the board exams is to have a basic knowledge of all the subjects. The core subjects must also be of main focus and the exercises in the NCERT book as well as from outside sources should be practised well. To write all the other subjects well, you must also ace your knowledge in English and that will only add value to your grade report for the board examinations. Practising CBSE Class 10 English Language & Literature Sample Question Paper -2 (2024-25) available on Vedantu will help students understand various types of questions asked in the Class 10 CBSE board exam.

You can avail all the well-researched and good quality chapters, sample papers, syllabus on various topics from the website of Vedantu and its mobile application available on the play store.

4. How can CBSE Class 10 English Language & Literature Sample Question Paper -2 (2024-25) help students prepare for the Class 10 CBSE board exam?

With the help of CBSE Class 10 English Language & Literature Sample Question Paper - 2 (2024-25), students can know how to attempt the English Language & Literature exam so as to get good marks in the Class 10 CBSE board exam. Students are advised to solve CBSE Class10 English Language & Literature Sample Question Paper -2 (2024-25)- Free PDF Download and take full-length mock tests as much as possible to boost the preparation level for the Class 10 CBSE board exam.

5. What are the benefits of practising Vedantu’s CBSE Class10 English Language & Literature Sample Question Paper -2 (2024-25)?

An abundance of advantages come along with practising Vedantu’s CBSE Class 10 English Language & Literature Sample Question Paper -2 (2024-25). Here are some of the obvious advantages.

Helps students from CBSE class 10 in identifying the difficulty level trends over the years.

Helps them concentrate on important topics of English Language & Literature.

Boosts students’ confidence and decreases their exam anxiety.

Helps students identify the time-consuming sections and improves speed, accuracy, and time management.

Helps students get acquainted with the type of questions that are usually asked in the exam.

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Class 10 Assignments Download Pdf

Please refer to Assignments for Class 10 for all subjects given below. We have given below free printable Assignments for Class 10 for easy and free download in PDF. The assignments have been developed based on the current year’s NCERT Books for Class 10. These Assignments for Grade 10 cover all critical topics which can come in your standard 10 class tests and exams. Free printable Assignments for CBSE Class 10 , school and class worksheets, and practice test papers have been developed by our experienced class 10 teachers. You can free download CBSE NCERT printable assignments for Class 10 with solutions and answers. All assignments and test sheets have been prepared by expert faculty as per the latest curriculum in Class 10. Students can simply click on the links below and download all Pdf assignments for class 10 for free. Latest Kendriya Vidyalaya Class 10 assignments and test papers are provided below.

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Assignments For Class 10 English

Assignments for Class 10 English have been developed for Standard 10 students based on the latest syllabus and textbooks applicable in CBSE, NCERT and KVS schools. Parents and students can download the full collection of class assignments for class 10 English from our website as we have provided all topic wise assignments free in PDF format which can be downloaded easily. Students are recommended to do these assignments daily by taking printouts and going through the questions and answers for Grade 10 English. You should try to do these test assignments on a daily basis so that you are able to understand the concepts and details of each chapter in your English book and get good marks in class 10 exams.

Assignments for Class 10 English as per CBSE NCERT pattern

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NCERT Solutions for Class 10 English First Flight Chapter 2 Nelson Mandela: Long Walk to Freedom

February 11, 2023 by Obul

NCERT Solutions for Class 10 English First Flight Chapter 2 Nelson Mandela: Long Walk to Freedom are part of NCERT Solutions for Class 10 English . Here we have given NCERT Solutions for Class 10 English First Flight Chapter 2 Nelson Mandela: Long Walk to Freedom.

NCERT Solutions Class 10 English First Flight will help you to score more marks in your CBSE board Examination.

Nelson Mandela: Long Walk to Freedom Class 10 English First Flight Chapter 2 Questions and Answers

Nelson Mandela: Long Walk to Freedom Class 10 Textual Exercises Questions and Answers

ORAL COMPREHENSION CHECK (Page 18)

Question 1. Where did the ceremonies take place ? Can you name any public buildings in India that are made of sandstone ? Answer: The ceremonies took place in the lovely sandstone amphitheatre. It was formed by the Union Buildings in Pretoria. These are : the Red Fort, Jama Masjid, North and South Blocks, Parliament House etc.

Question 2. Can you say how 10 May is an ‘autumn day’ in South Africa ? Or Why is 10th May 1994 important for South Africa ? (CBSE 2012) Answer: It is because of weather and the dawning of freedom after about 300 years of white rule. It is also important because of the freedom.

Question 3. At the beginning of his speech, Mandela mentions ‘an extraordinary human disaster’. What does he mean by this ? What is the ‘glorious … human achievement’ he speaks of at the end ? Answer: By this he means the white rule in South Africa over the blacks. It lasted very long. It was really a disaster of white men ruling over the black.

‘The glorious…human achievement’ is getting political independence from the white rule by the black natives.

Question 4. What does Mandela thank the international leaders for ? Answer: He thanks the international leaders for coming to take possession with the native people of South Africa. It is a common victory for justice, peace and human dignity.

Question 5. What ideals does he set out for the future of South Africa ? Answer: He sets out the ideals of liberating his people from various bondages. These are of poverty, deprivation, suffering, gender and other discriminations.

ORAL COMPREHENSION CHECK (Page 21)

Question 1. What do the military generals do ? How has their attitude changed, and why ? Answer: The military generals discharge their duties. They owe allegiance to their country. They do their duties as per the military provisions.

Their attitude has now changed. They care more for personal gains than their true duties as per the defence rules.

Question 2. Why were two national anthems sung ? Answer: Two national anthems were sung as there were two main communities or races. One was of the whites and the other of the blacks. Secondly, the anthem of the whites was the anthem of the old republic.

Question 3. How does Mandela describe the systems of government in his country (i) in the first decade, and (ii) in the final decade, of the twentieth century ? Answer: (i) In the first decade of the twentieth century the whites of South Africa patched up their differences. They built a system of racial domination against the black people of their own land. (ii) In the last decade their system had been overturned forever. It was replaced by another. It recognised the rights and freedoms of all people regardless of their skin colour.

Question 4. What does courage mean to Mandela ? Answer: By courage Mandela means not the absence of fear but the triumph over it.

Question 5. Which does he think is natural, to love or to hate ? Answer: He thinks that love comes more naturally to the human heart than its opposite hate.

ORAL COMPREHENSION CHECK (Page 24)

Question 1. What ‘twin obligations’ does Mandela mention ? Answer: He mentions the twin obligations. One, obligations to his family, his parents, his wife and children. Second, obligations to his people, his community and his country.

Question 2. What did being free mean to Mandela as a boy, and as a student ? How does he contrast these ‘transitory freedoms’ with ‘the basic and honourable freedoms’ ? Or What did ‘being free’ mean to Mandela as a boy and as a student ? (CBSE 2012) Answer: As a boy Mandela meant by being free to wander in the fields near his hut. It was to swim, to run through the village. Also it was to roast mealies at night and to ride the bulls.

As a student he meant to be free to stay out at night. It was to read what he pleased to read and to go where he chose. It was also to be as per his potential.

These were the ‘transitory freedoms’. But the “basic and honourable freedoms’ were the freedoms for the people. These were to live with dignity and self-respect.

Question 3. Does Mandela think the oppressor is free ? Why/Why not ? Answer: Mandela thinks that the, oppressor is not free like the oppressed. A person who takes away another man’s freedom is a prisoner of hatred. He is locked in prejudice and narrow-mindedness.

THINKING ABOUT THE TEXT (Page 24)

Question 1. Why did such a large number of international leaders attend the inauguration ? What did it signify the triumph of ? Answer: A large number of international leaders attended the inauguration to pay their respects. It signified the triumph of human freedom and democracy. It also signified the importance of political independence.

Question 2. What does Mandela mean when he says he is ‘simply the sum of all those African patriots’ who had gone before him ? (CBSE 2012) Answer: The author means that like those patriots he also felt the great need of political independence of the country. Like them he also underwent tortures by the whites in his own country.

Question 3. Would you agree that the ‘depths of oppression’ create ‘heights of character’ ? How does Mandela illustrate this ? Can you add your own examples to this argument ? (CBSE 2012) Answer: It is a fact that the more one is oppressed, the more one becomes strong in character. Mandela says that the decades of oppression and brutality produced many patriots. They were like Oliver Tambos, Walter Sisulus, Chief Luthulis, Yusuf Dadoos etc.

More examples from my own side sire here. These are of Mahatma Gandhi, Jawaharlal – Nehru, Sdrdar Patel, Lokmanya Tilak, Subhash Chander Bose, Bhagat Singh etc.

Question 4. How did Mandela’s understanding of freedom change with age and experience ? Answer: First Mandela thought of personal freedom like doing what one liked. But as he grew up he started understanding freedom as indivisible. It is also of his own men. He thought of freedom for all his own people more important than anything else.

Question 5. How did Mandela’s ‘hunger for freedom’ change his life ? (CBSE 2012) Answer: Mandela’s ‘hunger for freedom’ changed him into a great man, a statesman and a visionary. He worked day and night for it. He underwent physical and mental tortures. It was for obtaining freedom for his own people.

THINKING ABOUT LANGUAGE

I. There are nouns in the text (formation, government) which are formed from the corresponding verbs form, govern) by suffixing—(at) ion or ment. There may be a change in the spelling of some verb-noun pairs : such as rebel, rebellion ; constitute, constitution.

Question 1. Make a list of such pairs of nouns and verbs in the text.

Question 2. Read the paragraph below. Fill in the blanks with the noun forms of the verbs in brackets.

Martin Luther King’s ………. (contribute) to our history as an outstanding leader began when he came to the ………. (assist) of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean ………. (subjugate) and ………. (humiliate) by the police and the legal system. Beatings, (imprison) and sometimes death awaited those who defied the System. Martin Luther King’s tactics of protest involved non-violent ………. (resist) to racial injustice

II. Using the Definite Article with Names

Here are some more examples of ‘the’ used with proper names. Try to say what these sentences mean. (You may consult a dictionary if you wish; look at the entry for ‘the’.)

1. Mr Singh regularly invites the Amitabh Bachchans and the Shah Rukh Khans to his parties.

2. Many people think that Madhuri Dixit is the Madhubala of our times.

3. History is not only the story of the Alexanders, the Napoleons and the Hitlers, but of the ordinary people as well. (Page 25)

I think, by such a usage, the author gives more importance to such people who were like these great patriots in every way.

1. This means that Mr. Singh regularly invites people like Amitabh Bachchan and Shah Rukh Khan to his parties. The invitees are not exactly these film stars but other persons. They are similar in many ways to these stars.

2. It means Madhuri Dixit has all the traits of Madhubala though she is not that.

3. History is not only the story of great persons like Alexanders, Napoleons and Hitlers but ordinary people.

III. Idiomatic Expressions

Match the italicised phrases in column A with the phrase nearest in meaning in column B. (Hint: First look for the sentence in the text in which the phrase in column A occurs.)

1. In groups, discuss the issues suggested in the box below. Then prepare a speech of about two minutes on the following topic (First make notes for your speech in writing.)

True liberty is freedom from poverty, deprivation and all forms of discrimination.

• causes of poverty and means of overcoming it
• discrimination based on gender, religion, class, etc.
• constitutionally guaranteed human rights

For discussion at class level. There are three topics given in the box. One is fully solved for the students. Two other topics carry the notes. Students may write a speech in their own words using these as a good exercise.

• Causes of poverty and means of overcoming it

Causes : No employment, no means of livelihood, no landholding, no work available, physical situations difficult to fight against, large family due to illiteracy, ignorance, superstitious beliefs, govt, help not possible.

Means of overcoming it: Hunting for work even if migration is there, access to govt, help in the form of schooling, manual work, awakening towards reasons of poverty like large family, superstitions and other blind beliefs like blind belief in fate etc.

Respected Principal, teachers and dear students !

Today I stand before you to speak on the ‘Causes of poverty and means of overcoming it’. Well, you’ll see that poverty is a curse. It has many causes. These are: no employment, no means of livelihood, no landholding and no work available. There are physical situations also. These are like existence of zamindari system. In it, one has plenty of land and a majority are landless labourers only. There exist superstitious beliefs due to illiteracy and ignorance. One has a large family due to these. The result ‘ is one is bom in poverty and dies also in it.

There are means of overcoming poverty. One must hunt for work even if one has to migrate to cities. One must get access to various govt, agencies and help available. One must acquire knowledge about the reasons of poverty. These are like a large family, superstitious beliefs and narrow-mindedness. Belief in fate won’t do anything. One must work and fight against the problems of life courageously.

• Discrimination based on gender, religion, class etc.

Cultural reasons like male dominance, women always treated inferior or secondary, given low salary for work equal to men, religious beliefs like low-caste people are inferior, not allowed in temples, treated inferior, class or caste reasons like low- caste people shall make things impure even by touch, minds of upper-caste people doctored on these beliefs.

Much dilution of this discrimination due to govt, policies and women’s equalling men in superior jobs, govt, efforts in educating the people, reservation in govt, jobs, provision of equality in the constitution, penalising those advocating this sort of discrimination.

• Constitutionally guaranteed human rights

Our Constitution guarantees fundamental rights to the citizens of the country irrespective of caste, creed or religion, right to primary education, to speech, to liberty, to access information, etc, all being equal in the eyes of the law, no discrimination due to colour, creed or religion, provision of many Acts or laws against mental or physical torture of women, child labour or demanding dowry etc, existence of suitable legal provisions together with provisions of law breakers, existence of legal cells or organisations like Human Rights Commission etc.

I. Looking at Contrasts

Nelson Mandela’s writing is marked by balance : many sentences have two parts in balance.

Use the following phrases to complete the sentences given below.

(i) they can be taught to love (ii) I was born free. (iii) but the triumph over it. (iv) but he who conqures that fear (v) to creat such heights of character

• It requires such depths of oppression …………………………………..
• Courage was not the absence of fear …………………………………..
• The brave man is not he who does not feel afraid …………………………………..
• If people can learn to hate …………………………………..
• I was not born with a hunger to be free …………………………………..
• It requires such depths of oppression to create such heights of character.
• Courage was not the absence of fear but the triumph over it.
• The brave man is not he who does not feel afraid, but he who conquers that fear.
• If people can learn to hate, they can be taught to love.
• I was not bom with a hunger to be free, I was bom free.

II. This text repeatedly contrasts the past with the present or the future. We can use coordinated clauses to contrast two views, for emphasis or effect.

Given below are sentences carrying one part of the contrast. Find in the text the second part of the contrast, and complete each item. Identify the words which signal the contrast. This has been done for you in the first item.

1. For decades the Union Buildings had been the seat of white supremacy, and now ______

2. Only moments before, the highest generals of the South African defence force and police … saluted me and pledged their loyalty. … not so many years before they would not have saluted ______

3. Although that day neither group knew the lyrics of the anthem … they would soon ______

4. My country is rich in the minerals and gems that lie beneath its soil, ______

5. The Air Show was not only a display of pinpoint precision and military force, but ______

6. It was this desire for the freedom of my people … that transformed ______ into a bold one, that drove ______ to become a criminal, that turned ______ into a man without a home.

1. ………. it was the site of a rainbow gathering of different colours and nations ……….

2. ………. they would not have saluted but arrested me.

3. ………. neither group knew the lyrics of the anthem they once despised ………. known the chords by heart.

4. ………. I have always known that its greatest wealth is its people, finer and truer than the purest diamonds.

5. ………. a demonstration of the military loyalty to democracy, to a new government ……….

6. ………. a frightened young man ………. a law-abiding attorney to become a criminal, that turned a family-loving husband into a man without a home.

We hope the NCERT Solutions for Class 10 English First Flight Chapter 2 Nelson Mandela: Long Walk to Freedom help you. If you have any query regarding NCERT Solutions for Class 10 English First Flight Chapter 2 Nelson Mandela: Long Walk to Freedom, drop a comment below and we will get back to you at the earliest.

Class 10 English First Flight Chapter 2 MCQ

Class 10 English Chapter 2 MCQ topic Nelson Mandela: Long Walk to Freedom and poem given in the chapter for term 1 exams academic session 2024-25. There are a lots of questions given for practice in CBSE first term exams. There are separate multiple choice questions as well as case based MCQs. Answers of each MCQ is also given just below the questions to help the students.

What learning do we get from life of Nelson Mandela?

Keep the fighting spirit On

• View Answer

Full name of Nelson Mandela was _______.

Nelson Rolihlahla Mandela

Why other Nations discontinued relations with South Africa before Nelson struggle for apartheid?

Racial discrimination

Choose name of the Mandela’s party?

African National Congress

What was Mandela’s view on courage post release from prison?

Triumph over fear

Where did ceremonies take place?

andstone amphitheater

Number of deputy presidents elected are _______.

Here people are compared with _______..

Minerals and Gems

A prisoner of hatred takes away ___________.

Freedom of man

“Curtailed” means _________.

Depths of oppression create _________..

Heights of character

Why Mandela put freedom for country before freedom for family?

Felt pain of his citizens

How many National Song(s) were sung during oath ceremony?

In his long speech, what does nelson mandela said about decades old brutality on blacks of africa.

Created super natural courage, wisdom & generosity

In whom Nelson Mandela had seen glimpse of humanity?

Choose the name who faught with mandela against racism.

All of the above

What does “White Supremacy” mean by author?

Domination of white people in Society

What rare privilege was given to South Africa in 1994?

To be host to other nations

What pledge Nelson Mandela took on 10th May 1994 and asked people also to pledge?

Liberate people from suffering, poverty and discrimination

What diplomatic things did Mandela say in his speech on the Western Countries?

To whom nelson mandela wanted to say “special thanks” in his speech but could not do.

African Patriots

“The ceremonies took place in the lovely sandstone amphitheatre formed by the Union Buildings in Pretoria. For decades this had been the seat of white supremacy, and it was the site of a rainbow gathering of different colours and nations for the installation of South Africa’s first democratic non-racial government. On that lovely autumn day, I was accompanied by my daughter Zenani. On the podium, Mr. de Klerk was first sworn in as second deputy president. Then Thalia Mheki was sworn in as first deputy president. When it was my turn I pledged to obey and uphold the Constitution and to devote myself to the well-being of the Republic and its people. To the assembled guests and the watching world.

Name the place of white supremacy where the ceremony took place?

The amphitheatre

Choose the option from below that is NOT TRUE according to the given extract.

The previous rulers were nonracial.

Which word does ‘supremacy’ not correspond to?

The phrase ‘rainbow gathering’ mean:.

Audience with coloured flags

We who were outlaws not so long ago, have today been given the rare privilege to be host to the nations of the world on our own soil. We thank all of our country distinguished international guests for having come to take possession with the people of our country of what is, after all a common victory for justice, for peace, for human dignity. We have, at last, achieved our political emancipation. We pledge ourselves to liberate all our people from the continuing bondage of poverty, deprivation, suffering, gender and other discrimination.

In line one the word ‘we’ refers to

The south African people who suffered due to racial discrimination.

When the writer says, we have at last, achieved our political emancipation’, he means that the victims of apartheid had.

got back their social and political rights

The statement that is TRUE about the state of the outlaws as described in the passage is:

They lived in poverty and did not enjoy equal rights

The word ‘liberate’ does NOT correspond to’?

Being unconscious

My country is rich in the minerals and gems that lie beneath its soil, but I have always known that its greatest wealth is its people, finer and truer than the purest diamonds It is from these comrades in the struggle that I learned the meaning of courage. Time and again, I have seen men stand up to attack and torture without breaking, showing a strength and resilience. That defies the imagination. I learned that courage is not the absence of fear, but triumph over it. The brave man is not he who does not feel afraid, but he who conquers that fear.

What are the feelings of the speaker of these lines?

He feels proud about his countrymen

What according to the passage is the real wealth of a nation

It’s human resource.

Choose the option that is NOT TRUE according to the given extract.

they cried in shame.

Which word does ‘triumph’ not correspond to?

Togetherness

It was almost impossible for a man of my birth and colour to fulfill both of these obligations. In South Africa, a man of colour who attempted to live as a human being was punished and isolated. In South Africa, a man who tried to fulfill his duty to his people was inevitably ripped from his family and his home and was forced to live a life apart, a twilight existence of secrecy and rebellion. I did not in the beginning choose to place my people above my family, but in attempting to serve my people, I found that I was pervented from fulfilling my obligations as a son, a brother, a father and a husband.

When the writer says he could not fulfill both of these obligations, he means that

He could not look after his family and his countrymen at the same time.

Which one of the following is NOT a meaning of ‘inevitable’?

What was the feeling of the speaker in the beginning of his struggle, which one of the following summarises the idea expressed in this paragraph perfectly.

Devotion to county results in an estrangement from family.

FIRE AND ICE Some say the world will end in fire Some say in ice. From what I’ve tasted of desire I hold with those who favor 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.

Which are the two destructive forces?

Ice and Fire

What do they symbolise?

‘Fire’ stands for ‘desire’ and ‘Ice’ stands for ‘hartred’.

Which one does the poet seem to favour?

Robert Frost supports the view that fire would cause the destruction of the world.

What does ‘it’ refer to?

‘it refers to the world

The poet has nicely expressed his message in a total of _ _lines only.

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NCERT Solutions for Class 6, 7, 8, 9, 10, 11 and 12

English Workbook Class 10 Solutions Unit 2 Tenses

April 19, 2019 by Bhagya

NCERT English Workbook Class 10 Solutions Unit 2 Tenses are part of  English Workbook Class 10 Solutions . Here we have given CBSE Class 10 English Workbook Solutions Unit 2 Tenses.

CBSE Class 10 English Workbook Solutions Unit 2 Tenses

A. The concept of tense and time : See the Workbook on Page 11 Let us begin by studying the relationship between the different verb forms and the time they denote.

A.2. Now compare your answers with those of your partner and discuss the following questions and write your observations in the given space.

(a) Is the time referred to in the sentences always the same as the tense of the verb ? What conclusion can you draw from your observation ? Write your observation below. — The time referred to in the sentences is not always the same as the tense of the verb. It is because some verbs or tenses act differently. For instance, simple present tense also acts to show future time.

(b) How did you find out the tense of the verbs in the sentences above ? Are there any indicators or markers that reveal the tense of the verb ? Write your observation below. — I found the tense of the verbs from its usage. The various verb forms are the indicators and markers that reveal the tense of the verb.

(c) Did you find any verb form that can be called ‘future form’ ? (You will learn more about the different ways of talking about future later in this unit.) — Yes, in sentence 1 ‘are planning’ is of present continuous, but it refers to future time.

(d) Why do you think verb forms are often labelled as ‘simple’ or ‘indefinite’, ‘progressive’ or ‘continuous’, ‘perfect’ and ‘perfect continuous’ ? — Verb forms are often labelled as ‘simple’ or ‘indefinite’, ‘progressive’, or ‘continuous’, ‘perfect’ and ‘perfect continuous’ because of the action or time referred to by them.

B. Present Progressive (Progressive = continuous)

B. 1. Form See the Workbook on Page 13

B. 1. Meaning Complete the following sentences by filling in the blanks with the present progressive form of the given verbs.

(i) “You’ve put on weight, Cheryl.” “Yes. I …….. (eat) a lot these days.” (ii) “Hurry up ! We (get) late for school.” “Just a second, please ! I …….. (come).” (iii) Temperatures …….. (rise) all over the world. (iv) “You …….. not …….. (wear) this dirty shirt to office. Wait, I’ll give you another.” (v) “I …….. not …….. (do) your homework-forget it. I still haven’t forgotten how you fought with me in the morning.” (vi) The Prime Minister …….. (leave) for Russia tomorrow on a 5 day state visit. (vii) “You …….. (be) very rude, Abhi.” (viii) She always …….. (make) excuses for coming late. (ix) Aabha is …….. (write) a novel these days. Answers: (i) am eating (ii) are getting, am coming (iii) are rising (iv) are, wearing (v) am, doing (vi) is leaving (vii) are (viii) makes (ix) writing

It is a little difficult to match the sentences with uses of present progressive tense. Here are the answers :

(a) → (vi) (b) → (iv) (c) → (vii) (d) → (i) (e) → (m) (f) → (v) (g) → (ix) (h) → (ii) (i) → (viii)

Compare your answers with these and have a class discussion. Note: Answers have been given above. Students to discuss at class level as desired.

B. 2. Verbs that are normally NOT used in the progressive form.

(i) Which sentence in each of the following pairs is acceptable and why ? 1. (a) I am respecting you. (b) I respect you.

2. (a) My son loves to draw and paint. (b) My son is loving to draw and paint.

3. (a) We are having two cars. (b) We have two cars.

4. (a) I am thinking you are new to this place. (b) I think you are new to this place.

5. (a) The cake smells good. (b) The cake is smelling good.

1. (a) not acceptable, as ‘respecting’, a verb of emotion, can’t be used in Continuous Tense. (b) is correct

2. (a) is correct (b) The verb ‘love’, is again of emotion and can’t be used in Continuous Tense.

3. (a) The verb ‘have’ is of possession ; it can’t come in Continuous Tense. So it is incorrect. (b) is correct

4. (a) The verb ‘thinking’ is not acceptable as it, being the verb of emotion, can’t be used in Continuous Tense. (b) is correct

5. (a) ‘The cake is smelling good’ is not acceptable as verb ‘smell’ being of emotion/ sensation can’t be used in Continuous Tense. Note : The verbs of emotion/sensation can’t be used in Continuous Tense. Hence, if these are used in this Tense, these are not acceptable.

See the Workbook on Page 15

(ii) Can you explain the difference between ?

1. (a) I just can’t imagine how you got into such a mess. (b) You’re imagining things ; nothing will happen.

2. (a) The coffee tastes bitter. (b) Mother is tasting coffee to check if it is too bitter.

3. (a) My teacher admires my art work. (b) She is admiring the latest painting I have made.

4. (a) The doctor is feeling the patient’s pulse. (b) The patient is feeling better. Answers: 1. (b) imagining refers to a mental state. So it can’t come in present progressive tense.

2. (a) There is universal truth about coffee taste. It is all right. But in 2 (b) ‘tasting’ is in progressive tense. It can’t come in this tense.

3. (a) This sentence is all right as ‘admires’ here is related to sense appreciation. (b) The sentence is not acceptable as ‘admiring’ here should not be in progressive. ‘Admire’, the verb of emotion, is not used in continuous tenses.

4. (a) It is all right as the doctor is, at present, (time of speaking) feeling the patient’s pulse. (b) The patient is feeling better as it is not actually ‘feeling’ but feeling shows the general state of health.

B.3. Complete the following sentences with the appropriate forms of the given verbs.

• Every day I (go) to school in a bus but today I (go) by car because the bus operators are on strike.
• “Baichung Bhutia (pass) the ball to Bannerjee ; Bannerjee (take) a shot at the goal but it (be) way above the goal post. The Indians (attack) much more now …”
• I (think) you (make) a mistake by signing this contract.
• The doctor (say) mother (respond) to the treatment well.
• Farzana (be) not well. She (not come) to school today.
• go, am going
• passes, takes, is, attack
• think, are making
• said, responded/says, is responding
• is, hasn’t come

B. 4. Study the following picture carefully and then write a paragraph to describe what is happening. See the Workbook on Page 17 Answer: I find it interesting to describe the picture given above. It is the scene of the railway platform. The train has arrived some moments before at the platform. Some passengers are loading their luggage or belongings. Coolies are seen carrying goods to and fro on the platform. There are stalls selling various things needed by the passengers. Many passengers are walking to and fro to find the platform they are to go to. Some passengers are sipping tea while others are reading newspapers. Some are before the ‘Enquiry’ seeking information about the train they are to travel in. I hear the noise and hustle and bustle of a typical railway station platform. Some rehriwalas are serving purees and vegetables. The train which is about to leave the station seems to be starting to go. On the other platform passengers are waiting for their train to come. The railway platform is giving out a typical presentation of real India.

B. 5. Here is a letter Nikita wrote to her friend Susie who lives in Milan, Italy. What verb forms has she used in this letter ? Has she used a mix of verb forms ? Is there anv particular form that has been used more frequently ? See the Workbook on Page 18 Answer: In this letter the verb forms mostly used are of Present Indefinite and Present Continuous Tenses. Actually, these forms are a mix of various Tenses. Along with these Tenses, Present Perfect Tense has also been used. Students themselves shall see that usage of various Tenses depends greatly on the subject. This can be seen after reading the text of the letter.

B.6. As Susie, write a reply to Nikita’s letter. Do take care to answer all the questions Nikita has asked you. What verb forms would you like to use ?

Milan 25th October, 20 – – Dear Nikita

It was a great pleasure to go through your loving letter. I find it interesting that you have to do a lot of work at your end. Here I am also leading a very busy schedule of time. I am trying to reply to all your queries.

I am doing fine. I haven’t been able to spare more time to the writing of the novel. Regarding Bharatnatyam I am learning it and find it is simply awesome. Here in Milan the Indian Dance School is providing this facility to a lot of Indian and Italian students. Mr. Subramaniam Swamy imparts training and teaches various norms. I am learning Bharatnatyam as I have a passion to learn it.

I am still contemplating to visit you this winter. The winter is welcome at your end. However, it is not that much intense as it is here in Milan. I think we should come next month. We plan to stay for a short period after we come. We would like to visit New Delhi, Jaipur, Agra, Udaipur, Gwalior etc. It shall be a great pleasure to stay with you. I shall surely write to you about our visiting dates,as and when these are finalised.

My mom is getting better. She is receiving physiotherapy regularly and is improving day by day.

I shall write again as I have to go to attend my Bharatnatyam class.

Yours Susie

C. Present Perfect

C. 1. Form • Have/has + past participle • Have/ has + been + past participle Work individually.

C. 2. Meaning Complete the following sentences by using the present perfect form (as given in C.l) of the given verbs.

(a) The kids (work) really hard for the show. Now, don’t cancel it, please. (b) Yippy ! I (select) for the interschool dance competition ! (c) I … (contest) five elections so far. (d) John ? O, he is a delightful boy. I (know) him since his childhood. (e) … you ever (be) to the Taj Mahal ?

(a) The kids have worked (work) really hard for the show. Now, don’t cancel it, please. (b) Yippy ! I have been selected (select) for the interschool dance competition ! (c) I have contested (contest) five elections so far. (d) John ? O, he is a delightful boy. I have known (know) him since his childhood. (e) Have you ever been (be) to the Taj Mahal ?

See the Workbook on Page 20

C. 3. Present Perfect vs. Simple Past

(a) Explain the difference in the meaning of the following pairs of sentences. You may like to use the given hints.

1. (a) I have been a teacher for five years. (b) I was a teacher for five years. (Hint : Is the speaker still a teacher ?)

2. (a) I always got good marks in English. (b) I have always got good marks in English. (Hint : Is the speaker still studying ?)

3. (a) Geeta has never met her cousin. (b) Geeta never met her cousin. (Hint : Is Geeta’s cousin alive ?)

4. (a) I have never been to Timbuktu. (b) I never went to Timbuktu. (Hint: Is the speaker talking about a particular journey or his travels so far ?)

5. (a) Jose has completed seven assignments today. (b) Jose completed seven assignments today. (Hint : Is the day over ? Has Jose more assignments to write ?)

1. (a) T has been a teacher for five years. (b) Now he is not a teacher.

2. (a) T always got good marks in English. (b) Now ‘I’ is not studying.

3. (a) Geeta never met her cousin in her life. (b) Geeta’s cousin is not alive.

4. (a) T has never been to Timbuktu. (b) T is talking about his travels so far to Timbuktu.

5. (a) Jose completed seven assignments today. (b) Jose has completed seven assignments today. He still has more assignments to write.

Note : (a) 1. Sentence (a) shows that the speaker is still a teacher, while sentence (b) shows that the speaker is no longer a teacher. 2. Sentence (a) shows that the speaker is not studying now, while sentence (b) shows that the speaker is still studying. 3. Sentence (a) shows that Geeta’s cousin is alive, while sentence (b) shows that her cousin is not alive. 4. In sentence (a) the speaker is talking about his travels in general, whereas in sentence (b) the speaker is talking about a particular travel. 5. In sentence (a) the day is not over and Jose has some more assignments to write, while in sentence (b) the day is over and Jose has no more assignments to write.

(b) What conclusion can you draw from these sentences about the use of present perfect and simple past forms of verbs ? Answer. The conclusion I draw from these sentences is that many of these show completion of an action in the past. Some show that the action is still not complete and is to be completed next. Actually present perfect tense shows that the action is complete at the time of speaking. An action denoted by past means that the action went on for some time but is not shown to have been completed.

• 1947 until now India There _______ (be) many wars.
• 1991 There _______ (be) a war in the Persian Gulf.
• 1953 Edmund Hilary and Tensing first _______ (climb) Everest.
• 1953 until now India Many people _______ (climb) Everest.
• 1983 India _______ (win) the Prudential Cricket World Cup in England.
• 1983 until now India _______ (win) many limited-overs cricket trophies.
• have climbed

• Until now I have not known how I met with an accident.
• So far I have not known where the extra-terrestrial creatures come from.
• Mohan has not yet revealed what for he came to me.
• I have not met my friend recently.
• My brother has grown plump in recent years.

Now make groups of four, and tell (not read) each other your news. Answer: For classroom discussion.

C. 6. What did your village/town/city look like five to ten years ago and how has it changed since then ? Write a short paragraph describing the changes in its size, population, traffic, buildings, lifestyle etc. What verb forms would you mainly use to describe the changes ? (Hint: Simple Past and Present Perfect forms.) Answer.

How has our city changed ?

Our city has greatly changed now. Ten years ago it had a population of eight lakhs. Now it has around fiftee to twenty. There used to be a few thousand cars then. Now every street or road has as many cars as are human beings. There were no new colonies. Now it has several sectors and new multiplexes. Almost everywhere there is a continuous construction activity. Malls, air conditioned showrooms, etc, were just absent then. Now there is an enormity of them. The traffic has increased manifold as has the city’s size. It has swallowed the agricultural land that it once had around it. Almost everywhere one can see a variety of traffic like cars, buses, trucks, tractors, auto-rickshaws and rickshaws. Now the crowd and traffic jams add to the chaos on city roads. This way there is always a great hustle and bustle almost everywhere with enormous growth of the city’s population. No doubt, people’s standard of living has increased with a healthy lifestyle. They are now awakened towards the healthcare trends through yoga, jogging, walking etc.

C. 7. Your teacher will divide the class into groups of four and ask each group to present a TV/Radio News Bulletin. In each group students will take turns to be news presenters and correspondents. The news presenters will break the news and ask the correspondents to give details of what has happened/ is happening. Your group may like to include the following news in your bulletin.

See the Workbook on Page 23

After the bulletin is over, discuss what verb forms were mostly used. Answer: Classroom activity. Students to draw a bulletin covering these topics like the one they did in Radio Show in Class IX.

D. Simple Past Tense-Past Perfect Tense

D. 1. Underline the main verbs in the sentences below. Then rewrite the sentences in the correct order of events.

• The people began to starve.
• In 1925 a disease destroyed the crops in one village.
• Later, the village people came to retrieve their children.
• The chief decided to send the children of the village to live in a settlement in the next valley.
• However, they had married outside the village.
• This caused a war between the two villages.

The correct order for rewriting these sentences will be : 2, 1, 4, 5, 3, 6

Now work with your partner and tick (✓) the sentence in which a different tense has been used. In pairs, discuss why this has been done. Sentence No : 5 uses a different tense because — the event denoted by it has already taken place before other events described.

D. 2. Study the following sentences.

• I didn’t know Jim had migrated to the United States.
• When we arrived at the theatre, the show had already begun.
• The patient had died before the ambulance reached the hospital.
• He had got married by the time he started working.
• I couldn’t open the locker because I had mislaid the keys.
• Byom Bakshi felt that he had seen the man somewhere before.

As you can see, each of the above sentences describes two different actions, events or situations. Work with a partner and list them as shown in the example.

A. Occurred Fifst

• Example : Jim had migrated to the United States.
• The show had already begun
• The patient had died
• He had got married
• Iliad ,nislaid the keys
• that he had seen the man somewhere before

B. Occurred Later

• I did not know it. (The speaker came to know the fact later.)
• when we arrived at the theatre
• the ambulance reached the hospital
• he started working
• I couldn’t open the locker
• Byom Bakshi felt

What verb forms have been used in (A) and (B) respectively ?

A. In it the verb forms of past perfect have been used. B. In it verb forms of simple past have been used. What conclusion can you draw from your analysis ? Answer: The conclusion is simple. If there are two/actions in a sentence, the action Is taking place before the second shall be in past perfect and those= occurring later shall be in simple past.

D. 3. Complete the following sentences correctly by using the simple past or past perfect forms of the given verbs.

• We _____ already _____ (reach) home when Irfan _____ (say) that he _____ (forget) his books at school.
• Wendy _____ (wake up) late, then she _____ (miss) her school bus, so by the time she (reach) school, it _____ already _____ (start).
• I _____ (visit) my town again ten years after I _____ (leave) it and (find) _____ that it _____ completely _____ (change).
• When Feroze and Mehr _____ (meet) for the first time, they (not like) each other but now they are married.
• had, reached, said, had forgotten
• woke up, missed, reached, had, started
• visited, had left, found, had, changed
• met, had not liked

D.4. Find the incorrect sentences and then rewrite them correctly. Put a tick mark (✓) against the sentences that you think are correct.

• By 2005, the singer recorded ten albums.
• When I got to the bank, it had closed.
• Timothy, the tiger, had killed five calves yesterday.
• When Rehman met Mini ten years later, she grew up into a young girl.
• By the time we reached the airport, the flight had left.
• We hardly went a kilometre or so when the car broke down.
• By 2005, the singer had recorded ten albums.
• Timothy, the tiger, killed five calves yesterday.
• When Rehman met Mini ten years later, she had grown up into a young girl.
• We had hardly gone a kilometre or so when the car broke down.

Event 2 I tried to phone Mayank this morning but the servant told me that he had gone out with his family. So I couldn’t contact him.

Event 3 Jayanti met Rohit who had returned from holiday. After meeting both went to see a film.

Event 4 The seminar participants arrived in Gangtok. They found that all the arrangements had been finalised for the seminar. So they met the professors from the UK the same evening.

E. Interpreting Data

See the Workbook on Pages 28-29

E.2. Now write short paragraphs to describe the trends in the other groups of visitors featured in the graph.

• Overseas Visitors In 2000 the number of overseas visitors to the Museum was 3.75 millions. In 2005 it rose to 6.75 and in 2010 it had risen to 8 millions. In 2015 and 2020 it might be 10.5 and 12 millions respectively.

• Domestic Visitors In 2000 the number of domestic visitors to the Museum was 2.00 millions. In 2005 it rose to 2.5 millions and in 2010 it had risen to 3.00 millions. In 2015 and 2020 it might be 3.5 millions and 4.00 millions respectively.

• Total Number of Visitors In 2000 the total number of visitors to the Museum was 8.5 millions. In 2005 it rose to 12.5. In 2010 it had risen to 15 million. In 2015 it might be 19 million and in 2010 it may be 23 million.

F. Future Time Reference We can talk of the present and the past with a degree of certainty. But this is not so with the future. So, we use various verb forms to refer to future events, depending on what we may think is likely to happen, or what is our plan or intention.

I : Please tell us about your parents. S : My father ___________________ from Trinidad. I : Have you taken part in any of the National Championships ? S : (Very excited) Yes, ___________________at the Junior Nationals at Vijaywada. I : How ___________________Senior Nationals ? S : I won seven events and ___________________ I : How do you rate your performance in the Atlanta Olympics in 1996 ? S : I ___________________in the 50 metres freestyle. It’s true that I ___________________in Atlanta. But ___________________ I : Have you ___________________for the future ? S : I ___________________ in the USA. And of course I ___________________for as long as possible. Also I ___________________in the Olympics. I : Thank you, Sangeeta. I wish you all the best. S : Thank you very much. Answers. Interviewer : Sangeeta, since you were in India for only a short while before you flew to Atlanta, would you tell us a little about yourself ? Sangeeta : Well, I’m an Indian and I’m proud to be one.

I : Please tell us about your parents. S : My father is a Non-Resident Indian (NRI) and he hails from Trinidad. I : Have you taken part in any of the National Championships ? S : (Very excited) Yes, I set six new national records in five days at the Junior Nationals at Vijaywada. I : How did you fare at Kolkata in October 1995 at the Senior Nationals ? S : I won seven events and set five new national records. I : How do you rate your performance in the Atlanta Olympics in 1996 ? S : I felt proud to represent India in the 50 metres freestyle. It’s true that I clocked the best time of my life: 29.02 seconds in Atlanta. But I couldn’t win a medal. I : Have you any plans for the future ? S : I have won a Swimming Scholarship and am training in the USA. And, of course, I would be glad to represent India for as long as possible. Also, I hope to win an Olympic Medal in the Olympics. I : Thank you, Sangeeta. I wish you all the best. S : Thank you very much.

We hope the NCERT English Workbook Class 10 Solutions Unit 2 Tenses help you. If you have any query regarding CBSE Class 10 English Workbook Solutions Unit 2 Tenses, drop a comment below and we will get back to you at the earliest.

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• CBSE Notes For Class 10
• CBSE Class 10 English Notes
• Chapter 2 Nelson Mandela Long Walk to Freedom Summary

CBSE Class 10 English First Flight - Nelson Mandela: Long Walk to Freedom Summary & Notes

Summary of nelson mandela: long walk to freedom.

Chapter 2 of the Class 10 English textbook, ‘First Flight’, is titled Nelson Mandela: Long Walk to Freedom. It is an autobiography of Nelson Rolihlahla Mandela. He was the first black South African President, an anti-apartheid revolutionary and political leader who served the country from 1994 to 1999. Here, we bring you a summary of the prose in the form of CBSE Notes . Students can go through the prose summary of an extract from the “Long Walk to Freedom” book. It includes an illustration of Nelson Mandela’s inauguration ceremony and excerpts from his speech and the struggles he faced as a freedom fighter. CBSE Class 10 students can also refer to CBSE Class 10 English Prose Notes – Nelson Mandela: Long Walk to Freedom for their Board exam preparation.

Students can also go through  CBSE Essays  to improve their writing section of the English paper.

CBSE Class 10 English Nelson Mandela: Long Walk to Freedom Summary

Nelson Mandela: Long Walk to Freedom is an extract from the autobiography of Nelson Rolihlahla Mandela that describes the struggle for freedom of black people in South Africa. On 10th May 1994, Nelson Mandela took the oath as South Africa’s first Black President after more than three centuries of White rule. His party had won 252 out of the 400 seats in the first democratic elections in the history of South Africa.

Many dignitaries and political figures from several countries attended the inauguration ceremony that took place in the Union Buildings amphitheatre in Pretoria. In his speech, Mandela addressed all dignitaries respectfully and assured his fellow countrymen that his country would never experience similar suppression by one group over another. While taking his vow as the first black President, he established democracy in the country and said there would be no discrimination against people, irrespective of caste, colour, creed or race. He assured that the government would always treat all the people of the country with due respect and equality.

The lovely day of inauguration was symbolic for Mandela as the South African people sang two national anthems – the vision of whites sang ‘Nkosi Sikelel –iAfrika’ and the blacks sang ‘Die Stem’, the old anthem of the Republic. All these events reminded Mandela of how black-skinned people were exploited by white people earlier. He deeply felt the pain of his race and said that this type of suppression and racial domination of the white-skinned people against the dark-skinned people on their own land gave rise to one of the harshest and most inhumane societies the world had ever seen or known. He strongly believed that no person is born to hate the other person on the basis of skin colour, background or religion. However, people must learn to hate because if they learn to hate, they can be taught to love as well, as love comes more naturally to humans than hate. He also mentioned how a person becomes brave, not because he does not feel afraid, but because he knows how to conquer his fears.

Furthermore, Mandela stated that every man in life has two major obligations. The first one is his obligation towards his family, which includes his parents, wife and children, and the second is towards his motherland, countrymen and his community. Everyone is able to fulfil those obligations according to his own interests and inclinations. However, it was difficult to fulfil both these obligations as a black man in a country like South Africa before the democratic wave took over the nation by storm. When Mandela became an adult, he realised that freedom was merely an illusion and temporary in nature for the black-skinned people of his country. He felt that they were treated as slaves of exploitation, and all the people of his race were treated unfairly by the white-skinned people.

According to Mandela, freedom was indivisible for all. But the people of his colour and race were bound in chains of oppression and tyranny. He knew that the oppressor must be liberated just like the oppressed because a person who snatches another’s freedom is also a prisoner of similar oppression. Thus, the oppressor is not free too and feels shackled in the chains of oppression himself.

Conclusion of Nelson Mandela: Long Walk to Freedom

In the chapter – Nelson Mandela: Long Walk to Freedom , we learnt that brave men are not those who never feel afraid but the ones who know how to conquer fear. Mandela strongly felt that every individual has certain duties and responsibilities towards his own country and community. We hope this CBSE Class 10 English First Flight Prose Summary of Nelson Mandela: Long Walk to Freedom must have helped students to get a brief idea about the chapter. Meanwhile, you can view BYJU’S website for more such interesting updates on CBSE and CBSE study material and access sample papers and question papers of different years while preparing for your Board examinations.

Frequently Asked Questions on CBSE Class 10 English Nelson Mandela: Long Walk to Freedom

Who was nelson mandela.

Nelson Rolihlahla Mandela was a South African anti-apartheid revolutionary political leader who served as the first president of South Africa from 1994 to 1999.

What are the consequences of oppression?

1. Lowers self-esteem 2. Shameful 3. Reduces life opportunities

What is ‘Die Stem’?

‘Die Stem’, also known as “The Call of South Africa”, is a former national anthem of South Africa.

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