GSEB Class 11 English Hornbill Chapter 6 The Browning Version Solutions

Understanding the Text

Question 1. Comment on the attitude shown by Taplow towards Crocker-Harris.
Answer: Crocker-Harris is Taplow's instructor. According to Taplow and others, Mr Crocker-Harris is a rigorous disciplinarian. He was a dedicated teacher, fully committed to his work, so he asked Taplow to stay even on the last day of school to make up for a missed lesson. No student in his whole career has dared to miss Mr Crocker-Harris's class.
He is neither biased nor unfair; he will offer Taplow whatever he earns. He tries to keep a proper distance from his learners. He never reacts to the feelings his pupils show and stays unmoving. He is a person of strong principles and follows the school's guidelines. His students appreciate him even with his strict approach. His colleagues, even Frank, admire him for the impact he has on the learners. He is strict but not a cruel person, as he sometimes appears.
In simple words: Taplow respects Crocker-Harris as a strict but fair teacher who follows rules. He is scared of him but also likes him. Crocker-Harris is dedicated and unbiased, even if he seems unemotional.

Exam Tip: When describing characters, provide specific examples from the text to support your claims about their personality and actions.

Question 2. Does Frank seem to encourage Taplow's comments on Crocker-Harris ?
Answer: Frank certainly encourages Taplow to make remarks about Mr Crocker-Harris by skillfully posing several questions to Taplow. He showed approval for Taplow's impersonation of Mr Crocker-Harris and also requested him to repeat it.
In simple words: Yes, Frank seems to encourage Taplow. He asks many questions and appreciates Taplow's imitation of Crocker-Harris.

Exam Tip: Look for dialogue that hints at ulterior motives or a character trying to elicit specific responses from another character.

Question 3. What do you gather about Crocker- Harris from the play?
Answer: Mr Harris is an educator who would not compromise on the rules and regulations to satisfy the feelings of students. He believes in giving fair assessments to his learners and is not swayed by emotions, as he is described as hardly human. He is not a cruel person, but strict in doing his duties. Even on his final day at school, when he is quite busy with his own tasks, he does not neglect his responsibilities towards his students.
In simple words: Crocker-Harris is a strict, rule-following teacher who is fair and dedicated to his duties. He doesn't let emotions affect his work, but he isn't cruel, just very disciplined.

Exam Tip: Focus on actions and direct descriptions of the character to build a comprehensive understanding, distinguishing between strictness and malice.

Talking about the Text

Question 1. Talking about teachers among your friends.
Answer: The most common trait among learners is to talk about their instructors. Students have a huge ability to examine the qualities (good or bad) of their teachers. Even a less intelligent student can grasp whether a teacher is skilled in their subject or not. That is the reason, after each lesson, students gather and discuss what occurred in the prior period. Students, usually, make observations about the teachers' appearance too.
A neatly dressed and smart teacher is always valued by the learners. If one listens to the comments of the students, one can easily understand one point - a teacher who is strict but truthful and fair, and understands their subject, will definitely earn respect from their students. Nothing is more crucial for students than an instructor's ability to help them comprehend their subject.
In simple words: Students often discuss their teachers, judging their skills and appearance. They respect teachers who are strict, fair, knowledgeable, and can explain things well, even if they sometimes comment on how teachers look.

Exam Tip: When discussing student behavior, consider both positive and negative aspects and how they reflect the overall student-teacher dynamic.

Question 2. The manner you adopt when you talk about a teacher to other teachers.
Answer: We are always very careful in expressing our opinions about an instructor when we speak to other teachers. First of all, we are never fully certain that our comments about a teacher will not be shared with them by others. We always have this persistent doubt that, after all, these teachers work together, and their work culture requires them to interact with their colleagues.
Sometimes, we encounter some teachers who ask leading questions about other teachers, as we saw in the lesson 'The Browning Version'. Frankly, it appears as if Frank was stopping Taplow from making critical comments about Crocker-Harris, but, in reality, he wanted Taplow to give a comprehensive report on Crocker-Harris. In similar situations, sometimes we lower our guard and say things about other instructors that might or might not be proper. One crucial thing that all of us should understand is that before making negative comments about our 'teachers', we must ensure whom we are speaking to.
In simple words: When talking about a teacher to other teachers, we are usually very careful. We worry that our comments might get back to the teacher, especially since teachers work closely together. Sometimes, like Frank, other teachers might ask questions to get more information, which can lead us to say things we shouldn't. It's important to be mindful of who we are speaking to before criticizing our teachers.

Exam Tip: Highlight the importance of discretion and professional ethics when discussing colleagues, especially in a school environment where information can easily circulate.

Question 3. Reading plays is more interesting than studying science.
Answer: There is no question that reading plays is more captivating than studying science because reading plays makes us imaginative and offers us ideas about human existence and behavior. It has excellent language that helps develop our linguistic capabilities. It is a source of amusement and delight. Studying science has its own advantages. It gives us knowledge and fills us with a modern outlook. Practical work we do in laboratories is also beneficial in daily life. Science allows our future growth.
In simple words: Reading plays is more interesting because it sparks imagination and teaches about life, improving language skills and providing entertainment. Science, on the other hand, gives us knowledge, a modern mindset, and practical skills for real life, making future progress possible. Both have their own benefits.

Exam Tip: When comparing two subjects, ensure you acknowledge the merits of both before presenting your argument for which is more "interesting" or beneficial, based on the context.

Working with Words

Question. Find out the words that fit these descriptions :
(1) A person who considers it very important that things should be correct or genuine e.g., in the use of language or in the arts: P
(2) A person who believes that war and violence are wrong and will not fight in a war: P...........
(3) A person who believes that nothing really exists: N.............
(4) A person who is always hopeful and expects the best in all things: O..................
(5) A person who follows generally accepted norms of behaviour: C
(6) A person who believes that material possessions are all that matter in life: M.............
Answer:
(1) Perfectionist
(2) Pacifist
(3) Nihilist
(4) Optimist
(5) Conventionalist
(6) Materialist
In simple words: Match each description to the correct word: Perfectionist for exactness, Pacifist for anti-war, Nihilist for believing nothing exists, Optimist for hope, Conventionalist for norms, and Materialist for possessions.

Exam Tip: Understanding common suffixes and prefixes can help deduce the meaning of such words, but direct knowledge of the terms is best.

Things to Do

Question. Based on the text enact your own version of the play. Work in pairs.
Answer: Students will prepare their own version of the play and perform it.
In simple words: Students need to create and act out their own play version from the text in pairs.

Exam Tip: When doing creative activities, focus on capturing the core themes and character dynamics of the original text while adding your unique interpretation.

Questions - Answers (Textual)

Question 1. Where did Taplow meet Frank?
Answer: Taplow had been asked to perform some additional work by Mr Crocker-Harris. He was waiting for the teacher in the school. Frank also came there and met Taplow.
In simple words: Taplow met Frank at school while waiting for Mr Crocker-Harris to do extra work.

Exam Tip: Always identify the setting and the primary reason for characters' interactions to fully answer "where" and "why" questions.

Question 2. What subjects does Taplow want to opt for? Why?
Answer: Taplow feels that if his grades are good, he would choose science. He believes science is more engaging than the study of classics.
In simple words: Taplow wants to pick science if his grades are good because he finds it more interesting than classics.

Exam Tip: When a question asks "what" and "why," ensure both parts of the question are addressed in your answer for completeness.

Question 3. What does Mr Frank suggest Taplow to do because Mr Crocker-Harris is ten minutes late ?
Answer: Mr Frank suggests Taplow should not wait for Mr Crocker-Harris. He tells him to go away and play golf instead, since Mr Crocker-Harris is ten minutes late. Frank also implies that Crocker-Harris might not come at all. However, Taplow refuses, explaining he is afraid of the consequences from Mr Crocker-Harris if he leaves. He fears Crocker-Harris might follow him home or punish him later.
In simple words: Frank tells Taplow to leave and play golf since Crocker-Harris is late, implying he might not show up. Taplow refuses, fearing punishment from Crocker-Harris.

Exam Tip: Note character interactions and motivations. Frank's suggestion reveals his laid-back attitude, while Taplow's fear highlights Crocker-Harris's intimidating presence.

Question 4. Why does Mr Frank envy Mr Crocker-Harris ?
Answer: Mr Frank envies Mr Crocker-Harris for the impact he has on the students in the class. Mr Crocker-Harris does not reveal the results before they are officially announced. And even though he makes students do additional work, they still like Mr Crocker-Harris.
In simple words: Frank is jealous of Crocker-Harris because students respect him, even though he's strict and doesn't share results early.

Exam Tip: Identify key reasons for a character's emotions, such as envy, by looking at what they explicitly state or imply about others.

Question 5. How does Mr Crocker-Harris differ from other masters In his reactions towards others?
Answer: Mr Crocker-Harris did not find joy in causing pain. He was not a cruel person. In fact, he had no emotions. He was completely dry, like a nut. He seemed to dislike the idea of people liking him.
In simple words: Unlike some other teachers, Crocker-Harris wasn't cruel and didn't enjoy hurting others. He showed no feelings and seemed to dislike being liked by students, acting very unemotional.

Exam Tip: Focus on the specific traits that distinguish one character from others, as these highlight their unique personality and role in the narrative.

Question 6. Who is a sadist ? Why is Taplow afraid of Mr Crocker-Harris even though the latter is not a sadist?
Answer: A cruel person is someone who enjoys inflicting suffering on others. Taplow says that he would not be so scared of Mr Crocker-Harris if he were a cruel person. He would at least show his emotions. Mr Crocker-Harris was uncaring and behaved like a dry nut.
In simple words: A sadist enjoys causing pain. Taplow is scared of Crocker-Harris not because he's a sadist, but because Crocker-Harris shows no feelings and is completely indifferent, like a nut, which is more unsettling to Taplow than open cruelty.

Exam Tip: Distinguish between different forms of strictness or intimidation; a character might be feared for their coldness rather than outright malice.

Question 7. Which incident does Taplow narrate to prove the fact that Mr Crocker-Harris does not like being liked?
Answer: Taplow recounts an event about one day when Mr Crocker-Harris told one of his classic jokes in class, which no one understood. Taplow chuckled out of courtesy. Instead of feeling grateful, Mr Crocker-Harris requested Taplow to explain the joke to the class. This incident showed that Mr Crocker-Harris did not enjoy 'being liked'.
In simple words: Taplow tells a story about Crocker-Harris making a joke that no one understood. Taplow laughed politely, but instead of being thankful, Crocker-Harris asked him to explain the joke to the class, proving he disliked being liked for superficial reasons.

Exam Tip: When asked for proof, always refer to a specific incident or dialogue from the story that directly supports the claim.

Question 8. What is Taplow's attitude towards Mr Crocker-Harris ?
Answer: Taplow is respectful towards Mr Crocker-Harris and likes him even though he is afraid of him and dares not skip the additional work, even on the final day of the term.
In simple words: Taplow respects Crocker-Harris and likes him, but he also fears him and wouldn't dare to skip any work.

Exam Tip: Analyze complex character relationships by noting both positive and negative feelings a character expresses towards another.

Question 9. Does Frank seem to encourage Taplow's comments on Mr Crocker-Harris?
Answer: Frank certainly encourages Taplow to make remarks about Mr Crocker-Harris by skillfully posing several questions to Taplow. He showed approval for Taplow's impersonation of Mr Crocker-Harris and also requested him to repeat it.
In simple words: Yes, Frank encourages Taplow's comments. He asks leading questions and appreciates Taplow's imitation of Crocker-Harris, prompting him to say more.

Exam Tip: Pay attention to how characters manipulate conversations, especially when one character is trying to extract information or opinions from another.

Question 10. Who was Millie Mr Crocker-Harris? What was she like?
Answer: Millie Mr Crocker-Harris was the young wife of Mr Crocker-Harris. She was a thin lady in her late 30s. She was dressed more elegantly than the wives of other school masters.
In simple words: Millie was Mr Crocker-Harris's younger wife, a thin woman in her late 30s. She dressed more stylishly than the other teachers' wives.

Exam Tip: When asked to describe a character, include both their physical appearance and any notable personality traits or actions mentioned in the text.

Question 11. How does Millie Mr Crocker-Harris send Taplow away?
Answer: Upon seeing Taplow, Millie Crocker-Harris indicates that her husband was at the Bursar's, so he could leave for a quarter of an hour. But Taplow does not move. Millie assures him that she would accept the blame. She takes out a prescription and asks him to get some medicines from the chemist for her.
In simple words: Millie sends Taplow away by saying her husband is busy and he can leave for a short time, offering to take the blame. She then gives him a prescription and asks him to get medicines from the chemist.

Exam Tip: Analyze how characters use indirect methods or appeals to authority/responsibility to achieve their goals, especially when dealing with reluctant individuals.

Question 12. How does Taplow react to Millie's arrival?
Answer: Taplow is nervous. He is unable to manage his emotions and whispers to Frank, asking if he thinks she has heard their conversation. Taplow feels that if she informs Mr Crocker-Harris, he would lose his "form" (likely meaning his academic standing or an important grade).
In simple words: Taplow gets nervous when Millie arrives. He quietly asks Frank if she heard their talk and worries that if she tells Mr Crocker-Harris, he might lose his good academic standing.

Exam Tip: Character reactions, especially non-verbal cues and whispers, are crucial for understanding their internal state and the stakes involved in a situation.

Reading Comprehension (Textual)

Question 1.
Prank: I believe there is a rule that form results should only be announced by the headmaster on the last day of term.
Taplow: Yes - but who else pays attention to it-except Mr Crocker-Harris?
Prank: I don't, I admit - but that's no criterion. So you've got to wait until tomorrow to know your fate, have you?
Taplow: Yes, sir.
Frank: Supposing the answer is favourable - what then?
Taplow: Oh - science, sir, of course.
Prank: (sadly) Yes. We get all the slackers.
Questions:
1. When should results be declared ?
(a) When the headmaster decides.
(b) Soon after the exam.
(c) On the last day of the term.
(d) At the end of the month.
Answer: (c) On the last day of the term.
In simple words: The passage explicitly states that results should be announced on the final day of the term, according to the rule.

Exam Tip: For direct comprehension questions, always refer back to the passage to find the explicit answer, avoiding assumptions.

Question 2. Here the word 'fate' refers to
(a) the result he is going to get.
(b) good luck.
(c) bad luck.
(d) his miserable life.
Answer: (a) the result he is going to get.
In simple words: In this conversation, 'fate' means the academic outcome or grades Taplow expects to receive.

Exam Tip: Context is key when interpreting word meanings. 'Fate' here refers to a specific, imminent outcome rather than a general life trajectory.

Question 3. Between the two teachers, according to Taplow, Mr Crocker-Harris is
(a) more strict and caring.
(b) more responsible.
(c) careless and irresponsible.
(d) Both 'A' and 'B'
Answer: (d) Both 'A' and 'B'
In simple words: Taplow believes Mr Crocker-Harris is both stricter and more caring than other teachers, and he is certainly more responsible in following rules and duties.

Exam Tip: When evaluating character traits, consider all aspects of their behavior mentioned in the text, even if they seem contradictory at first glance.

Question 4. To Mr Prank, Taplow is one of the students.
(a) dilligent
(b) good for nothing
(c) responsible
(d) goal-oriented
Answer: (b) good for nothing
In simple words: Frank sees Taplow as one of the "slackers" or "good-for-nothing" students because he wants to study science instead of classics.

Exam Tip: Pay attention to direct quotes or character's assessments (like "slackers") to understand how one character perceives another.

Question 2.
Prank: Look, what time did Mr Crocker- Harris tell you to be here?
Taplow: Six-thirty, sir.
Frank: Well, he's ten minutes late. Why don't you cut? You could still play golf before lock-up.
Taplow: (really shocked) Oh, no. I couldn't cut. Cut the Crock-Mr Crocker- Harris ? I shouldn't think it's ever been done in the whole time he's been here. God knows what would happen if I did. He'd probably follow me home, or something.
Frank: I must admit I envy him the effect he seems to have on you boys in the form. You all seem scared to death of him. What does he do - beat you all, or something ?
Taplow: Good Lord, no. He's not a sadist, like one or two of the others.
Questions:
1. What do the words, "Why don't you cut?" mean?
(a) Protest
(b) Make an argument
(c) Steal time
(d) Appreciate
Answer: (c) Steal time
In simple words: In this context, "cut" means to leave or skip something, essentially "stealing time" from the scheduled activity.

Exam Tip: Understand colloquialisms and idioms in context; "to cut class" or "to cut time" means to skip or leave early.

Question 2. "................ before lock-up" means ..........................
(a) 'before he takes you under his control.'
(b) 'before you go in his custody.'
(c) 'before somebody compels you to follow his orders.'
(d) Both 'A' and 'B'
Answer: (d) Both 'A' and 'B'
In simple words: The phrase 'before lock-up' suggests before the school closes and students are no longer under direct supervision or confined, aligning with being under control or in custody.

Exam Tip: When multiple options convey a similar meaning, especially in a context of restriction or authority, consider if a "both/all of the options" answer is appropriate.

Question 3. What, according to Taplow, has never been done in case of Mr Crocker-Harris?
(a) That he has ever been late.
(b) That he has never scolded a student for no reason.
(c) That he has forgotten some matter.
(d) That he has never insulted someone.
Answer: (a) That he has ever been late.
In simple words: According to Taplow, Crocker-Harris is never late for anything, which makes his current delay unusual.

Exam Tip: Pay close attention to negative statements in the text (e.g., "never been done") as they often highlight unique or defining characteristics of a character or situation.

Question 4. Pick out the word from the passage which means 'sadist'.
(a) One who treats others very kindly.
(b) One who envies others.
(c) One who seeks pleasure from cruelty.
(d) One who hates cruelty.
Answer: (c) One who seeks pleasure from cruelty.
In simple words: A sadist is a person who enjoys being cruel or inflicting pain on others.

Exam Tip: Direct vocabulary questions require careful reading of the passage to find the word's definition or a clear synonym used within the text.

Question 3.
Frank: I'm sure you're exaggerating.
Taplow: No, sir. I'm not. In form the other day he made one of his classical jokes. Of course nobody laughed because nobody understood it, myself included. Still, I knew he'd meant it as funny, so I laughed. Out of ordinary common politeness, and feeling a bit sorry for him for having made a poor joke. Now I can't remember what the joke was, but suppose I make it. Now you laugh, sir. (Frank laughs)
Taplow: (in a gentle, throaty voice) “Taplow-you laughed at my little joke, I noticed. I must confess that I am pleased at the advance – your Latin has made since you so readily have understood what the rest of the form did not. I Perhaps, now, you would be good enough to explain it to them, so that they too can share your pleasure.”
Questions:
1. Nobody laughed at the joke made by Mr Crocker-Harris because
(a) it was not so funny.
(b) everybody was scared of being punished if laughed.
(c) nobody understood it.
(d) they had heard that joke previously.
Answer: (c) nobody understood it.
In simple words: The passage clearly states that nobody laughed because they simply didn't understand the joke.

Exam Tip: When a reason is directly stated in the passage, prioritize that explicit statement over other plausible but unconfirmed options.

Question 2. Only Taplow laughed at the joke made by Mr Crocker-Harris
(a) for he wanted to please him.
(b) out of ordinary common politeness.
(c) for feeling sorry as he had made a poor joke.
(d) Both 'B' and 'C'
Answer: (d) Both 'B' and 'C'
In simple words: Taplow laughed out of simple politeness and also because he felt a little sorry for Crocker-Harris making a bad joke.

Exam Tip: Look for multiple motivations that contribute to a character's action. Often, responses are driven by a combination of factors.

Question 3. What Taplow speaks in his gentle, throaty voice is actually...
(a) an imitation of what Mr Crocker-Harris might have spoken.
(b) something that Mr Frank might have spoken.
(c) cutting a joke on himself.
(d) None of these three
Answer: (a) an imitation of what Mr Crocker-Harris might have spoken.
In simple words: Taplow is doing an impression, mimicking the words and tone that Crocker-Harris would use.

Exam Tip: Identify instances of mimicry or impersonation in dialogue. The phrase "in a gentle, throaty voice" indicates an imitation.

Question 4. Here the word 'form' stands for.............
(a) 'a data-paper to fill in.'
(b) 'students in the class.'
(c) 'teachers.'
(d) 'school'.
Answer: (b) 'students in the class.'
In simple words: In this context, 'form' refers to the group of students in a particular class.

Exam Tip: Understand that words can have multiple meanings depending on the context. In a school setting, 'form' often refers to a class or group of students.

Question 4.
Millie: (to Taplow) Waiting for my husband ?
Taplow: (moving down left of the table) Er-yes.
Millie: He's at the Bursar's and might be there quite a time. If I were you I'd go.
Taplow: (doubtfully) He said most particularly I was to come.
Millie: Well, why don't you run away for a quarter of an hour and come back? (She unpacks some things from the basket.)
Taplow: Supposing he gets here before me ?
Millie: (smiling) I'll take the blame. (She takes a prescription out of the basket.) I tell you what-you can do a job for him. Take this prescription to the chemist and get it made up.
Taplow: All right, Mrs Crocker-Harris. (He crosses towards the door up right.)
Questions:
1. Whom was Taplow waiting for?
(a) Millie
(b) Mr Crocker-Harris
(c) Mr Frank
(d) His principal
Answer: (b) Mr Crocker-Harris
In simple words: Taplow was waiting for Mr Crocker-Harris for extra work, as stated at the beginning of the play and implied by Millie's question about her husband.

Exam Tip: Identify the main purpose of a character's presence in a scene. Taplow's reason for being there is central to the plot.

Question 2. Millie is ................
(a) a teacher in Taplow's school.
(b) Mr Crocker-Harris's sister.
(c) Mr Crocker-Harris's wife.
(d) the principal of that school.
Answer: (c) Mr Crocker-Harris's wife.
In simple words: Millie is Mr Crocker-Harris's wife, which is evident from her asking Taplow if he's waiting for "my husband."

Exam Tip: Family relationships are often explicitly stated or clearly implied through dialogue. Pay attention to pronouns like "my" to clarify connections.

Question 3. Millie asks Taplow...................
(a) to have a break for a quarter of an hour.
(b) to obey Mr Crocker-Harris strictly.
(c) not to follow the advice of Mr Frank.
(d) not to wait for Mr Crocker-Harris.
Answer: (a) to have a break for a quarter of an hour.
In simple words: Millie tells Taplow he can leave for fifteen minutes, essentially giving him a short break.

Exam Tip: Focus on the direct instruction or suggestion given by the character, as it reveals their immediate intent.

Question 4. Millie guarantees Taplow of not getting scared of Mr Crocker-Harris as...
(a) she will request Mr Crocker-Harris not to punish him.
(b) she will take blame on her if in case.
(c) Mr Crocker-Harris is a kind person.
(d) Mr Crocker-Harris has no prejudice against him.
Answer: (b) she will take blame on her if in case.
In simple words: Millie assures Taplow that she will accept responsibility if Crocker-Harris finds out he left, protecting Taplow from punishment.

Exam Tip: Identify direct promises or assurances made by characters, especially those intended to alleviate another character's fears.

Grammar

Vocabulary

Question 1. Fill in the blanks choosing the correct words given in the brackets and write the answers only:
(ordinary, dare, apply, outright, sure, remove, sort, asked)
Taplow: Well, I'm not so …………………………1…………………………...., sir. That would be true of the .................2.......... masters, all right. They just wouldn't ........................... not to give a chap a remove after his taking extra work. But those ................4........... of rules don't ..............5.................. to the Crock-Mr Crocker-Harris. I ...................6..................... him yesterday .............7................... if he'd given me a .................8.................... and do you know what he said, sir?
Answer:
1. sure
2. ordinary
3. dare
4. sort
5. apply
6. asked
7. outright
8. remove
In simple words: To fill in these blanks, choose words from the list that make sense in each sentence, completing Taplow's speech about Mr Crocker-Harris and school rules.

Exam Tip: For fill-in-the-blanks, read the full sentence to understand the context and required word type (e.g., adjective, verb, noun) before selecting from the options.

Question 2. Fill in the blanks choosing the correct words given in the brackets and write the answers only:
(politeness, classical, suppose, understood, remember, form, sorry, meant)
Taplow: No, sir. I'm not. In ................1....... the other day he made one of his .......................... jokes. Of course nobody laughed because nobody .......................... it, myself included. Still, I knew he'd .......................... it as funny, so I laughed. Out of ordinary common ................5........... and feeling a bit .................6.................. for him for having made a poor joke. Now I can't ................7........... what the joke was, but ................8.................... I make it. Now you laugh, sir.
Answer:
1. form
2. classical
3. understood
4. meant
5. politeness
6. sorry
7. remember
8. suppose
In simple words: Use the provided words to complete Taplow's description of Crocker-Harris's joke, how it was received, and his own reaction.

Exam Tip: When filling in multiple blanks in a passage, re-read the entire completed passage to ensure logical flow and grammatical correctness with your chosen words.

Rectification

Question 1. Rectify the errors in the following passages:
"My dear Taplow I have given you exact what you deserve. No less; and certain no more.” Do you know sir, I thinking he may have mark me down rather than up, for taking extra work.
Answer:

Exam Tip: Always proofread for adverb-adjective agreement, correct use of conjunctions, and proper verb tenses and forms.

Question 2. Rectify the errors in the following passages:
Supposing the answer is favour we get all the slackers. I am extreme interested in science, sir. Are you? I'm not. Not in the less, in the science I have to teach. It's a good deal more excite.
Answer:

Exam Tip: Focus on correcting misused adjectives/adverbs, ensuring comparative forms are correctly applied, and checking that verbs are in the correct form (e.g., participle).

Question 3. Rectify the errors in the following passages:
What was that Crocker-Harris say to you ? Just repeat it. Imitate again “My dear Taplow, I have give you.” What time did Crocker tell you to be here. You could still playing before lock-up.
Answer:

Exam Tip: Pay close attention to verb tenses, participles, and the correct form of words in reported speech or commands.

Replacing Phrases - Idioms

Question. Choose the correct meanings of the phrases/idioms and rewrite the sentences:
1. The slackers in our class often bunked classes, (idlers, smarter ones, prankers)
2. I would not read that muck! (book, unpleasant stuff, myth)
3. We were kept in for the preparation of that event, (invited, put to work, detained)
4. The crowd were carried away by his passionate speech, (became greatly excited, started shouting, turned into a riot)
5. Profits are shrivelling as the recession gets worse. (bulging, becoming smaller, ascending)
Answer:
1. The idlers in our class often bunked classes.
2. I would not read that unpleasant stuff!
3. We were detained for the preparation of that event.
4. The crowd were became greatly excited by his passionate speech.
5. Profits are becoming smaller as the recession gets worse.
In simple words: For these sentences, replace the underlined idioms with their simpler meanings: 'slackers' means 'idlers', 'muck' means 'unpleasant stuff', 'kept in' means 'detained', 'carried away' means 'became greatly excited', and 'shrivelling' means 'becoming smaller'.

Exam Tip: When rewriting sentences with idioms, ensure the chosen synonym or phrase perfectly fits the original context and maintains the sentence's grammatical structure.

Punctuations

Question. Punctuate the following passages:

Question 1. Taplow: well no sir I don't think the play is muck – exactly I suppose in a way it's rather a good plot really a wife murdering her husband and all that
Answer: Taplow: Well, no, sir. I don't think the play is muck - exactly. I suppose, in a way, it's rather a good plot, really, a wife murdering her husband and all that.
In simple words: Taplow explains that he doesn't think the play is bad, and actually finds the plot, about a wife killing her husband, to be quite good. He's correcting his initial thought about the play being "muck".

Exam Tip: Pay close attention to dialogue and character interactions. Punctuation significantly affects the meaning and tone of spoken lines.

Question 2. Taplow: imitating again my dear Taplow I have given you exactly what you deserve no less and certainly no more
Answer: Taplow: (imitating again) "my dear Taplow, I have given you exactly what you deserve. No less; and certainly no more.”
In simple words: Taplow repeats, mimicking someone's voice, the exact phrase that implies he has received fair treatment and nothing more or less than what he earned.

Exam Tip: When punctuating direct speech, ensure quotation marks enclose the spoken words and punctuation marks like commas or periods are placed inside the closing quotation mark.

Question 3. Frank: Don't you know if you've got your remove
Taplow: No sir Mr Crocker-Harris doesn't tell us the results like the other masters
Frank: Why not
Taplow: Well you know what he's like sir
Answer: Frank: Don't you know if you've got your remove.
Taplow: No sir, Mr Crocker-Harris doesn't tell us the results like the other masters.
Frank: Why not?
Taplow: Well, you know what he's like, sir.
In simple words: Frank asks if Taplow knows his promotion status. Taplow responds that Mr. Crocker-Harris keeps results secret, unlike other teachers. Frank then questions why, and Taplow suggests Frank already understands Crocker-Harris's nature.

Exam Tip: Correct punctuation in dialogue makes it easier to read and understand. Ensure each speaker's lines are distinct and correctly punctuated.

Question 1. Taplow: I mean, the man's hardly human. (He breaks off quickly) Sorry sir. Have I gone too far ?
Frank: Yes. Much too far.
Taplow: Sorry, sir. I got carried away.
Frank: Evidently. (He picks up a newspaper and opens it). Er Taplow.
Taplow: Yes sir?
Answer: Taplow said that he meant that the man was hardly human, and quickly broke off. He added that he was sorry and asked respectfully if he had gone too far. Frank agreed that he had gone much too far. Addressing him as sir, Taplow accepted that he had got carried away. Frank commented that he had evidently got carried away. Then he called upon Taplow, who responded to his call. Frank asked him what that was that Crocker-Harris had said to him. He asked him to just repeat that and asked him if he would.
In simple words: Taplow described the man as almost inhuman, then apologized and questioned if he had spoken too much. Frank confirmed he had gone too far. Taplow again apologized, admitting he got carried away. Frank, picking up a newspaper, then asked Taplow what Crocker-Harris had said, requesting him to repeat it.

Exam Tip: When converting direct speech to indirect narration, ensure you change pronouns, verb tenses, and time expressions as needed, and remove quotation marks. Maintain the original meaning accurately.

Question 2. Frank: (looking severe) Not in the least like him. Read your nice Aeschylus and be quiet.
Taplow: (with dislike) Aeschylus.
Frank: Look, what time did Mr Crocker- Harris tell you to be here ?
Taplow: Six-thirty, sir.
Frank: Well, he's ten minutes late. Why don't you cut ? You could still play golf before lock-up.
Answer: Looking severe, Frank commented that it was not in the least like him. He then asked Taplow to read his nice Aeschylus and to be quiet. Taplow expressed his dislike about reading Aeschylus. Drawing his attention, Frank asked Taplow what time Crocker-Harris had told him to be there. Taplow replied respectfully that he had asked him to be there at six-thirty. Frank informed that he was ten minutes late. He suggested why he did not cut and added that he could still play golf before lock-up.
In simple words: Frank sternly told Taplow to be quiet and read Aeschylus, which Taplow disliked. Frank then questioned Taplow about Crocker-Harris's appointed time, learned it was six-thirty, and noting he was late, suggested Taplow leave and play golf before school closed.

Exam Tip: In indirect narration, pay attention to the introductory verbs (e.g., 'commented,' 'asked,' 'replied,' 'suggested') to convey the tone and intention of the original speakers.

Question 3. Frank: I don't know any boy who doesn't use that for his own purposes.
Taplow: Well, it's natural sir. But not with Crock -
Frank: Mr Crocker-Harris Taplow: Mr Crocker-Harris. The funny thing is that in' spite of everything, I do rather like him. I can't help it. Frank : I'm sure you're exaggerating.
Answer: Frank said that he did not know any boy who did not use that for his own purpose. Taplow agreed with him and said that was natural. But it was not so with Crock. Frank checked him by telling him it was Crocker-Harris. Taplow heeded the warning and corrected himself by saying Mr Crocker-Harris and further commented that the funny thing was that in spite of everything, he did rather like him and that he could not help it. Frank assured him that he was exaggerating.
In simple words: Frank stated that most boys exploit situations for their benefit. Taplow agreed, but clarified it wasn't the case with Crocker-Harris. Frank corrected him on the name. Taplow acknowledged this, then explained that despite everything, he actually quite liked Crocker-Harris, which Frank believed was an overstatement.

Exam Tip: When the dialogue contains self-correction or clarification, ensure the indirect narration accurately reflects this by using phrases like "corrected himself" or "clarified."

Question 4. Swami: I can't go so late to the class.
Father: I agree, but you'll have to; it is your own fault. You should have asked me before deciding to stay away.
Swami: What will the teacher think if I go so late ?
Father: Tell him you had a headache and so are late.
Swami: He will beat me if I say so.
Answer: Swami protested that he could not go so late to the class. His father agreed with him and added that he would have to go to the class as it was his own fault. He reminded Swami that he should have asked him before deciding to stay away. Being worried, Swami asked what the teacher would think if he went so late. His father suggested that he should tell the teacher he had a headache and so was late. Swami then said that the teacher would beat him if he said so.
In simple words: Swami explained he couldn't go to class late. His father agreed it was late but insisted he go, blaming Swami for not asking permission earlier. Swami worried about the teacher's reaction. His father advised him to say he had a headache. Swami then expressed fear that the teacher would punish him for that excuse.

Exam Tip: Remember to change the reporting verb (e.g., 'said,' 'asked,' 'suggested,' 'replied') to reflect the speaker's tone or intention in the original dialogue.

Question 1. Only the principal should announce the form results on the last day of the term. (Use 'none but!)
Answer: None but the principal should announce the form result on the last day of the term.
In simple words: This means that only the principal is allowed to announce the class results on the very last day of school before the holidays. No one else can do it.

Exam Tip: The phrase "none but" emphasizes exclusivity, meaning "only this person/thing and no other." It's a formal way to state a sole responsibility.

Question 2. Who else pays attention to it? (Make Assertive.)
Answer: Nobody else pays attention to it.
In simple words: This sentence means that no one else cares about or notices the thing being discussed. Everyone ignores it.

Exam Tip: To convert an interrogative (question) sentence into an assertive (statement) sentence, remove the question mark and restructure it to make a declaration, often using words like "nobody," "everyone," or "everything."

Question 3. You have got to wait until tomorrow, to know your fate. (Add Question Tag.)
Answer: You have got to wait until tomorrow, to know your fate, haven't you ?
In simple words: You must wait until tomorrow to find out what will happen to you, right?

Exam Tip: A question tag is a mini-question added to the end of a statement. If the main statement is positive, the tag is usually negative, and vice-versa. The auxiliary verb in the tag matches the one in the main statement.

Question 4. Most masters think we boys don't understand a thing. (Use 'some'.)
Answer: Some masters do not think that we boys understand a thing.
In simple words: Many teachers believe that students like us don't really grasp or know anything. They underestimate our understanding.

Exam Tip: Using 'some' often implies a subset of a group. When transforming sentences, ensure the meaning remains consistent while using the specified word.

Question 5. have given you exactly what you deserve. (Make Negative.)
Answer: I have not given you exactly what you don't exactly deserve.
In simple words: I have not given you anything that you do not truly earn or merit. I've only given what's right.

Exam Tip: To make a sentence negative, typically add 'not' after the auxiliary verb. Sometimes, you need to change words to their antonyms (e.g., 'deserve' to 'don't deserve') to maintain the original meaning in a negative form.

Question 6. Supposing the answer is favourable. (Make Complex.)
Answer: Suppose that the answer is favourable.
In simple words: Imagine or consider the situation where the outcome or response is good and positive.

Exam Tip: A complex sentence contains an independent clause and at least one dependent clause. In this case, 'that the answer is favourable' acts as a noun clause dependent on 'suppose'.

Question 7. I am extremely interested in science. (Use 'extremely' as 'adjective'.)
Answer: My interests in science are extreme.
In simple words: I have a very strong and intense liking for science. My passion for it is immense.

Exam Tip: To use an adverb ('extremely') as an adjective, you often need to rephrase the sentence, usually by changing the noun it modifies or by altering the sentence structure. Here, 'interests' becomes the noun for 'extreme' to describe.

Question 8. I missed a day last week when I was ill. (Make Simple.)
Answer: On my being ill, I missed a day last week.
In simple words: Because I was sick, I did not go to school for one day last week. My illness caused me to be absent.

Exam Tip: A simple sentence has only one independent clause. To convert a complex sentence to a simple one, combine the clauses into a single statement, often using a participial phrase or a prepositional phrase.

Question 9. Being shrivelled up inside like a nut he seems to hate people. (Make Compound.)
Answer: He is shrivelled up inside like a nut and seems to hate people.
In simple words: He is emotionally dried up and cold inside, similar to a nut, and because of this, he appears to dislike other individuals.

Exam Tip: A compound sentence consists of two or more independent clauses, usually joined by a coordinating conjunction (like 'and', 'but', 'or') or a semicolon. Ensure both parts can stand alone as complete sentences.

Question 10. He does not have feelings. (Make Affirmative.)
Answer: He is feelingless.
In simple words: He shows no emotions or empathy towards others. He is devoid of any strong inner sensations.

Exam Tip: To make an affirmative sentence from a negative one, rephrase it using positive words or concepts that convey the same meaning, often by finding an antonym or a word that describes the absence of the negative quality.

The Browning Version Introduction:

Sir Terence Rattigan was one of Britain's most important playwrights. He was honored with knighthood in 1977. He was born on June 10, 1911. He attended Harrow and Trinity College, Oxford. In 1934, he became a full-time playwright. Some of his successful plays include French without Tears, After Dance, Flare Path, Love in Idleness, and The Browning Version, among others. He passed away on November 30, 1977.

The Browning Version Summary:

This play is taken from 'The Browning Version', written by Terence Rattigan. Taplow, a student, has been asked to stay behind by Mr. Crocker-Harris, one of the school's teachers. It was the final day of school before the holidays. Since Taplow had been sick for a day during the week and missed his class, Mr. Crocker-Harris had given him some extra work, so he was still at school. He had told Taplow that he would return by 6:30 before leaving. It is now 6:40, but Mr. Crocker-Harris has not come back.

Another teacher, Mr. Frank, arrived and saw Taplow waiting for Mr. Crocker-Harris. Mr. Frank told Taplow to leave since Mr. Crocker had not arrived yet. But Taplow refused to go, as he was afraid of Mr. Crocker. Mr. Frank felt envious of Mr. Crocker-Harris for the fear the students had developed for him. He also encouraged Taplow to make fun of Mr. Crocker-Harris. At that moment, Mrs. Crocker-Harris appeared. She informed Taplow that her husband had gone somewhere and would take some time to return. She also told Taplow to go and play until Mr. Crocker-Harris came back. But Taplow was afraid to leave.

In that situation, Mrs. Crocker assured Taplow that she would take the blame if he went to the chemist and bought some medicines for her. She actually meant to send Taplow away from there. She did not urgently need the medicines. She simply had a strong desire to help the poor boy enjoy his freedom. Mr. Crocker would not mind because the prescription given by the doctor was for him, not Mrs. Millie Crocker-Harris. Taplow's marks were to be given by Mr. Crocker.

He was yet to announce Taplow's marks. If Mr. Crocker did not find Taplow upon his arrival, he would not give him the required division (results). In such a case, Taplow would not be promoted. It was for this reason that Taplow did not want to take a chance of leaving the school before Mr. Crocker-Harris arrived. When he learned that the medicines were for Mr. Crocker, he was convinced to go to the chemist and left the school.