Before You Read - Activity
1. Match the terms with their descriptions:
| Term |
Description |
| (i) Journal |
- A full record of a journey, a period of time, or an event, written every day |
| (ii) Diary |
- A book with a separate space or page for each day, in which you write down your thoughts and feelings or what has happened on that day |
| (iii) Log |
- A written record of events with times and dates, usually official |
| (iv) Memoir(s) |
- A record of a person's own life and experiences (usually, a famous person) |
2. Identify which type of record these entries might be from:
- "I woke up very late today..." - Diary (personal thoughts and daily experiences)
- "10:30 a.m. Went to the office..." - Log (official record with times and dates)
- "The ride to Ooty was uneventful..." - Journal (record of a journey)
- "This is how Raj Kapoor found me..." - Memoir (personal life experiences of a famous person)
Oral Comprehension Check
1. What makes writing in a diary a strange experience for Anne Frank?
Writing in a diary is strange for Anne because she has never written anything before, and she feels that neither she nor anyone else would be interested in the thoughts of a thirteen-year-old girl.
2. Why does Anne want to keep a diary?
Anne wants to keep a diary because she doesn't have a true friend to confide in, and she needs to get things off her chest. She wants the diary to be her friend.
3. Why did Anne think she could confide more in her diary than in people?
Anne believed paper has more patience than people. She felt she could be completely honest in her diary without fear of judgment or misunderstanding.
4. Why does Anne provide a brief sketch of her life?
Anne provides a brief sketch of her life so that anyone reading her diary would understand the context of her stories and experiences.
5. What tells you that Anne loved her grandmother?
Anne mentions that no one knows how often she thinks of her grandmother and still loves her. She also mentions that her birthday celebration in 1942 was intended to make up for the previous one when her grandmother was ill.
6. Why was Mr Keesing annoyed with Anne? What did he ask her to do?
Mr Keesing was annoyed with Anne because she talked too much in class. He asked her to write essays as punishment - first on "A Chatterbox," then on "An Incorrigible Chatterbox," and finally a poem "Quack, Quack, Quack, Said Mistress Chatterbox."
7. How did Anne justify her being a chatterbox in her essay?
Anne justified her talking by arguing that talking is a student's trait and that she inherited it from her mother, so there wasn't much she could do about it.
8. Do you think Mr Keesing was a strict teacher?
Mr Keesing was strict but fair and had a sense of humor. He used creative punishments rather than harsh ones and appreciated Anne's clever responses.
9. What made Mr Keesing allow Anne to talk in class?
Mr Keesing allowed Anne to talk in class after she wrote a humorous poem about ducklings being bitten to death for quacking too much. He appreciated her creativity and took the joke in good spirit.
Thinking about the Text
1. Was Anne right when she said that the world would not be interested in the musings of a thirteen-year-old girl?
No, Anne was not right. Her diary has become one of the world's most widely read books, translated into many languages. People around the world have been deeply interested in her thoughts and experiences during the Holocaust.
2. There are some examples of diary or journal entries in the 'Before You Read' section. Compare these with what Anne writes in her diary. What language was the diary originally written in? In what way is Anne's diary different?
The diary was originally written in Dutch. Anne's diary is different because she writes it as letters to an imaginary friend "Kitty," making it more personal and intimate. Unlike typical diaries that record daily events, Anne's diary contains deep reflections, emotions, and insights about life, war, and human nature.
3. Why does Anne need to give a brief sketch about her family? Does she treat 'Kitty' as an insider or an outsider?
Anne provides a brief sketch of her family to give context to her stories. She treats Kitty as an insider - a close friend whom she can trust with her deepest thoughts and feelings.
4. How does Anne feel about her father, her grandmother, Mrs Kuperus and Mr Keesing? What do these tell you about her?
Father: She adores him
Grandmother: She loved her deeply
Mrs Kuperus: She had a close, emotional bond with her
Mr Keesing: Initially found him annoying but later appreciated his sense of humor
This shows Anne is observant, emotional, and capable of deep relationships.
5. What does Anne write in her first essay?
In her first essay, Anne argues that talking is a student's trait and that she inherited it from her mother. She promises to try to control it but says she can never completely cure herself of the habit.
6. Anne says teachers are most unpredictable. Is Mr Keesing unpredictable? How?
Yes, Mr Keesing is unpredictable. Instead of giving conventional punishments, he assigns creative writing tasks. When Anne responds with humor and creativity, he appreciates it and changes his attitude toward her, which she didn't expect.
7. What do these statements tell you about Anne Frank as a person?
(i) Shows she's introspective and self-critical
(ii) Shows her creativity and desire for deep connection
(iii) Shows her sense of humor even in difficult situations
(iv) Shows she's observant and has strong opinions
(v) Shows her intelligence and ability to think critically
Thinking about Language
I. Compound Words
Match the compound words with their meanings:
| Compound Word |
Meaning |
| 1. Heartbreaking |
- producing great sadness |
| 2. Homesick |
- missing home and family very much |
| 3. Blockhead |
- an informal word which means a very stupid person |
| 4. Law-abiding |
- obeying and respecting the law |
| 5. Overdo |
- do something to an excessive degree |
| 6. Daydream |
- think about pleasant things, forgetting about the present |
| 7. Breakdown |
- an occasion when vehicles/machines stop working |
| 8. Output |
- something produced by a person, machine or organisation |
II. Phrasal Verbs
Match the phrasal verbs with their meanings:
| Phrasal Verb |
Meaning |
| (i) plunge in |
- go straight to the topic |
| (ii) kept back |
- not promoted |
| (iii) move up |
- go to the next grade |
| (iv) ramble on |
- speak or write without focus |
| (v) get along with |
- have a good relationship with |
| (vi) calm down |
- make (them) remain quiet |
| (vii) stay in |
- stay indoors |
| (viii) make up for |
- compensate |
| (ix) hand in |
- give an assignment (homework) to a person in authority (the teacher) |
III. Idioms
Explain these idiomatic expressions:
- quaking in its boots: shaking with fear and nervousness
- not to lose heart: not to be discouraged or disheartened
- for ages: for a very long time
- play a joke on me... the joke was on him: try to make fun of someone but end up being made fun of instead
Use these idiomatic expressions in sentences:
- caught my eye: The beautiful painting in the gallery caught my eye immediately.
- laugh ourselves silly: The comedian's jokes made us laugh ourselves silly.
- he'd had enough: After working for twelve hours straight, he'd had enough and decided to go home.
- can't bring myself to: I can't bring myself to tell her the bad news.
IV. Expressions with 'heart'
Explain these expressions and use them in sentences:
- break somebody's heart: cause someone great sadness - "It would break my heart to see you leave."
- close/dear to heart: very important to someone - "Helping orphan children is a cause dear to my heart."
- from the (bottom of your) heart: sincerely - "I thank you from the bottom of my heart for your help."
- have a heart: be kind and sympathetic - "Have a heart and forgive his mistake."
- have a heart of stone: be unfeeling and cruel - "Only someone with a heart of stone could ignore the suffering of these animals."
- your heart goes out to somebody: feel great sympathy for someone - "My heart goes out to the families who lost their homes in the flood."
V. Contracted Forms
1. List of contracted forms from the text:
I've = I have
it's = it is
I'm = I am
don't = do not
doesn't = does not
that's = that is
they're = they are
I'd = I would/I had
wasn't = was not
hadn't = had not
2. Contracted forms that stand for two different full forms:
I'd = I had or I would
he'd = he had or he would
she's = she is or she has
Poem - Amanda! by Robin Klein
Don't bite your nails, Amanda!
Don't hunch your shoulders, Amanda!
Stop that slouching and sit up straight, Amanda!
(There is a languid, emerald sea, where the sole inhabitant is me—a mermaid, drifting blissfully.)
Did you finish your homework, Amanda?
Did you tidy your room, Amanda?
I thought I told you to clean your shoes, Amanda!
(I am an orphan, roaming the street.
I pattern soft dust with my hushed, bare feet.
The silence is golden, the freedom is sweet.)
Don't eat that chocolate, Amanda!
Remember your acne, Amanda!
Will you please look at me when I'm speaking to you, Amanda!
(I am Rapunzel, I have not a care;
life in a tower is tranquil and rare;
I'll certainly never let down my bright hair!)
Stop that sulking at once, Amanda!
You're always so moody, Amanda!
Anyone would think that I nagged at you, Amanda!
Glossary:
languid: relaxed
drifting: moving slowly
pattern: make patterns
tranquil: calm
1. How old do you think Amanda is? How do you know this?
Amanda is probably a young teenager, around 12-14 years old. We know this because she's being told to do homework, clean her room, and is worried about acne - all typical concerns of this age group.
2. Who do you think is speaking to her?
Most likely her mother is speaking to her, as the speaker is concerned about typical parental issues like posture, homework, room tidiness, and health.
3. Why are Stanzas 2, 4 and 6 given in parenthesis?
These stanzas are in parenthesis because they represent Amanda's inner thoughts and daydreams, contrasting with the external instructions she's receiving. They show her escape from reality into her imagination.
4. Who is the speaker in Stanzas 2, 4 and 6? Do you think this speaker is listening to the speaker in Stanzas 1, 3, 5, and 7?
Amanda is the speaker in stanzas 2, 4, and 6. No, she is not listening to the other speaker - she's lost in her own world of imagination, escaping from the constant instructions and nagging.
5. What could Amanda do if she were a mermaid?
If Amanda were a mermaid, she could drift blissfully in a languid, emerald sea without any restrictions or instructions from anyone.
6. Is Amanda an orphan? Why does she say so?
No, Amanda is not really an orphan. She says this in her imagination because she thinks being an orphan would give her the freedom to roam the streets without anyone telling her what to do.
7. Do you know the story of Rapunzel? Why does she want to be Rapunzel?
Rapunzel is a fairy tale character locked in a tower by a witch. Amanda wants to be Rapunzel because she imagines life in the tower would be peaceful and tranquil, away from constant nagging and instructions.
8. What does the girl yearn for? What does this poem tell you about Amanda?
Amanda yearns for freedom, peace, and escape from constant instructions and control. The poem shows that Amanda is creative, imaginative, and feels constrained by the excessive control and nagging from adults.
9. Read the last stanza. Do you think Amanda is sulking and is moody?
Amanda might appear to be sulking and moody from the adult's perspective, but actually she's retreating into her imagination as a way to cope with the constant instructions and lack of freedom. Her "moodiness" is a natural response to being over-controlled.