Maharashtra Board Class 10 English Chapter 1.5 Joan of Arc Solutions

Class 10 English Chapter 1.5 Question Answer Maharashtra Board

Joan Of Arc Poem 10th Std Question Answer

Question 1. Discuss in groups/pairs and make a list of the weapons used in the old times and in the present times.

🎯 Exam Tip: When listing historical and modern items, ensure you provide a diverse range for both categories to showcase comprehensive knowledge.

Question 2. Imagine that you are the captain of your school Kabaddi team. Your final match is against a very strong team. Your team members are sure that you will lose. How will you boost their morale? Work in groups and prepare a short list of what can encourage the team.
Answer: (Some points: pointing out your team's strong points-the opponent's weak points-the hard practice you have put in-the various occasions where underdogs have won unexpectedly, etc.)
In simple words: To boost morale, I would highlight our strengths, the opponent's weaknesses, our extensive practice, and past instances where underdogs achieved victory, inspiring my team with confidence and hope.

🎯 Exam Tip: For open-ended questions like this, structuring your points logically (e.g., self-assessment, opponent assessment, historical precedents) can fetch better marks.

Question 3. Adding different prepositions to the same action verb changes the meaning of the phrases, thus formed. For example, call out - announce call at - visit call for - summon call up - make a telephonic call call off - cancel Guess the difference in meanings of the underlined phrases.
(1) (a) He promised to look into the matter
(b) He asked me to look for his lost book
(c) I shall look forward to your arrival
Answer:
(a) He promised to look investigate into the matter.
(b) He asked me to look search for his lost book.
(C) I shall look forward await eagerly to your arrival
In simple words: Different prepositions change a verb's meaning significantly; for example, 'look into' means to investigate, 'look for' means to search, and 'look forward' means to eagerly await.

🎯 Exam Tip: Understanding phrasal verbs requires careful attention to the preposition, as it drastically alters the meaning of the base verb. Practice with various examples.

(2) (a) An epidemic of cholera broke out in the village
(b) The thieves broke into the locked house
(c) They broke up their friendship
Answer:
(a) An epidemic of started suddenly cholera broke out in
(b) The thieves broke entered illegally a Into the locked house. forcibly
(c) They broke up their ended friendship.
In simple words: 'Broke out' refers to an onset or escape, 'broke into' means to enter forcibly, and 'broke up' indicates the dissolution or ending of something like a friendship.

🎯 Exam Tip: Identify the context of each phrase to determine the correct meaning. Common errors involve confusing similar-sounding phrasal verbs.

(3) (a) You must carry out your duty faithfully
(b) Please carry on with your work
(c) They carried off the trophy in the football matches
(d) Carry forward the remaining balance to the next page
Answer:
(a) You must carry out complete: execute your duty faithfully.
(b) Please carry on with continue tork
(c) They carried off the won trophy in the football matches.
(d) You may carry forward to transfer the remaining balance to the next page.
In simple words: 'Carry out' means to execute, 'carry on' means to continue, 'carried off' implies winning, and 'carry forward' means to transfer an amount.

🎯 Exam Tip: When distinguishing phrasal verbs, focus on the action and the preposition's directional or relational implication. Note the nuance of 'carry on' versus 'carry out'.

Phrasal verbs: A phrasal verb is a verb that is made up of a main verb together with an adverb or preposition or both.

Maharashtra Board Class 10 English Kumarbharati Unit 1.5 Questions And Answers

Question 1. Read the extract from G. B. Shaw's play on Joan of Arc and fill in the Tree diagram.
ℹ️ चित्र व्याख्या (Diagram Explanation): यह ट्री डायग्राम "जोन ऑफ आर्क" नाटक के प्रमुख तत्वों को दर्शाता है। इसमें "जोन ऑफ आर्क" शीर्षक से चार मुख्य शाखाएँ निकलती हैं: सेटिंग, दिए गए नाटक का दृश्य, पात्र और मुख्य कथानक। 'सेटिंग' को 'अवधि' (1429) और 'स्थान' (पूर्वी फ्रांस) में विभाजित किया गया है। 'दिए गए नाटक का दृश्य' एक सैन्य शिविर में एक घर का कमरा है। 'पात्र' शाखा से 'जोन', 'पूलेंजी', 'स्क्वायर रॉबर्ट' और 'स्टीवर्ड' के उप-पात्र निकलते हैं। अंत में, 'मुख्य कथानक' बताता है कि जोन स्क्वायर रॉबर्ट को अपनी बात मानने और डौफिन से मिलने की अनुमति देने के लिए कैसे मनाती है।

Question 2. (A) Pick out from the extract of the play two lines that provide evidence for each of the following. Joan of Arc
(a) Her confidence
(1)
(2)
Answer:
(1) The Dauphin will give me all I need to free Orleans.
(2) I will teach them all to fight for France.
In simple words: Joan's confidence is evident in her belief that the Dauphin will provide necessary resources and her assertion that she can train soldiers to fight for France.

🎯 Exam Tip: When asked for textual evidence, quote directly from the passage or accurately paraphrase specific lines that support your claim.

(b) Her courage
(1)
(2)
Answer:
(1) She really doesn't seem to be afraid of anything.
(2) The Squire's glare neither frightens her nor stops her.
In simple words: Joan's courage is highlighted by her apparent fearlessness and her unwavering resolve even when confronted by the intimidating glare of the Squire.

🎯 Exam Tip: To demonstrate understanding of character traits, always connect the evidence directly to the trait, explaining how the action or dialogue proves it.

(c) Her optimism
(1)
(2)
Answer:
(1) If she can put some fight into him, she can put it into anybody.
(2) I don't think it can be very difficult if God is on your side.
In simple words: Joan's optimism stems from her belief in her ability to inspire anyone to fight, and her conviction that success is attainable with divine support.

🎯 Exam Tip: Look for statements that reflect hope, positive outlooks, or a belief in favorable outcomes to identify optimism in a character's dialogue.

(d) Her determination
(1)
(2)
Answer:
(1) I have arranged it all. You have only to give the order.
(2) Yqu said that you would not see me. But here I am.
In simple words: Joan's determination is clear as she states she has already made all arrangements and has come to meet the person despite being told she wouldn't be seen.

🎯 Exam Tip: Determination is shown through persistence, preparation, and overcoming obstacles, often indicated by phrases that convey resolve and action.

(e) Her patriotism
(1)
(2)
Answer:
(1) I will teach them all to fight for France.
(2) You and Polly will live to see the day when there will not be a single English soldier on the soil of France.
In simple words: Joan's patriotism is demonstrated by her commitment to training soldiers for France and her strong belief in a future where no English soldier remains on French soil.

🎯 Exam Tip: Patriotism is often expressed through actions or statements aimed at defending or glorifying one's country, typically involving self-sacrifice or unwavering loyalty.

Question 2. (B) Using the above points, frame a character-sketch of Joan of Arc, in your own words and write it in your notebook. Suggest an attractive title for the same.
Answer: The Heroine of France-Joan of Arc Joan, a well-built, strong country girl of 17 to 18 years, -is brave and courageous and unafraid of anything. She is confident and asks directly for whatever she wants and is sure of getting It. She is optimistic and feels that if God is on one's side, one can do anything. She is determined to go to Orleans and motivate the Dauphin to fight the English and save OrleAnswer: Squire Robert and the others feel that if anyone can put some fight into the Dauphin, It is Joan. She is extremely patriotic and confidently says that she will motivate the French soldiers to fight, and soon there will not be a single English soldier left on the soil of France.
In simple words: Joan of Arc is depicted as a brave, confident, and optimistic young woman, driven by intense patriotism and an unshakeable belief in her divine mission to free France from English control.

🎯 Exam Tip: A good character sketch should combine descriptive adjectives with specific actions or beliefs from the text to paint a comprehensive picture of the individual.

Question 3. From the extract, find what the following are compared to and why:
(a) as easy as
Answer: as easy as chasing a cow out of the meadow. This comparison is made because Joan was a country girl and had probably chased many cows out of the meadows. Besides, cows are docile creatures and can be driven away very easily.
In simple words: Something is compared to chasing a cow out of a meadow, implying it is very easy because Joan, being a country girl, found cows docile and simple to manage.

🎯 Exam Tip: When analyzing comparisons, always identify both "what" is being compared and "why" the comparison is apt, relating it back to the character's background or beliefs.

(b) as mad as
Answer: as mad as Joan, for Joan was planning to go to the Dauphin, who was frightened, and motivate him to fight for Orleans.
In simple words: The comparison "as mad as Joan" refers to her audacious plan to motivate the timid Dauphin to fight, which others found incredibly reckless.

🎯 Exam Tip: Understand that comparisons can reveal others' perceptions of a character, not just the character's own view. Here, "mad" implies perceived recklessness.

(c) The Dauphin in Chinon is like
Answer: The Dauphin in Chinon Is like a rat In a corner, for just like a cornered rat gives up, he too had given up and refused to fight to save Orleans.
In simple words: The Dauphin is compared to a cornered rat, illustrating his fear and his tendency to give up and refuse to fight for Orleans, much like a trapped animal.

🎯 Exam Tip: Similes and metaphors are powerful literary devices. Explain how the comparison highlights a key characteristic or state of being for the subject.

(d) The (enemy) soldiers will be driven away like
Answer: The enemy soldiers will be driven away like sheep. This comparison is made because sheep, always move in flocks and their herd mentality forces them to free if the leading ones flee.
In simple words: Enemy soldiers are compared to sheep, suggesting they will flee easily in groups if their leaders are routed, due to their herd mentality and lack of individual courage.

🎯 Exam Tip: This comparison not only describes an action but also reveals Joan's strategic insight into the enemy's potential behavior. Analyze both aspects.

(e) Joan of Arc is a bit of
Answer: Joan of Arc is a bit of a miracle because she is courageous, confident and determined enough to go to the Dauphin and motivate him to fight for Orleans, when everybody else had given up.
In simple words: Joan of Arc is considered a "miracle" because her exceptional courage, confidence, and determination to inspire the Dauphin to fight for Orleans defied expectations when everyone else had lost hope.

🎯 Exam Tip: When a character is described using strong, symbolic terms like "miracle," explain why they embody such qualities, linking it to their actions and impact on others.

Question 4. Say WHY? Write it in your notebook.
(a) Joan wanted to meet Captain Squire.
Answer: Joan wanted Captain Squire to give her a ' horse, an armour and some soldiers and send her to meet the Dauphin. That was the reason she wanted to meet him.
In simple words: Joan sought to meet Captain Squire to secure essential resources like a horse, armor, and soldiers, which she believed were necessary for her mission to meet the Dauphin.

🎯 Exam Tip: When explaining a character's motivation, clearly state their goal and the specific means they intend to use to achieve it, based on textual evidence.

(b) Joan did not ask for many soldiers from the Captain Squire.
Answer: Joan did not ask for many soldiers from the Captain Squire because the Dauphin would give her all that she needed.
In simple words: Joan didn't request many soldiers from Captain Squire because she was confident the Dauphin would provide all necessary troops once she met him.

🎯 Exam Tip: Character choices often reflect their confidence and strategic thinking. Explain how Joan's actions align with her overall plan and beliefs.

(c) Poulengey, Jack and Dick had offered to accompany Joan.
Answer: Poulengey, Jack and Dick felt there was something about Joan, and that she was a bit of a miracle. Her words had put fire into them. They also felt that it was their last chance of saving OrleansHence they offered to accompany her.
In simple words: Poulengey, Jack, and Dick offered to accompany Joan because they were inspired by her miraculous presence and powerful words, seeing her as their final hope to save Orleans.

🎯 Exam Tip: Analyze how a character's influence impacts others, focusing on how their charisma or actions change the perceptions and decisions of those around them.

(d) French soldiers were always beaten in war.
Answer: The French soldiers were always trying to save their lives, and would run away from the battlefield. Hence they were always beaten in war.
In simple words: French soldiers were consistently defeated in war because their primary focus was on self-preservation, leading them to flee the battlefield rather than fight.

🎯 Exam Tip: Link causes and effects directly. Here, the cause (soldiers fleeing) directly led to the effect (always being beaten). Avoid vague explanations.

(e) Captain Robert Squire said, "I wash my hands off it."
Answer: Captain Robert Squire was uncertain about allowing Joan to go to the Dauphth. He could not believe that Joan would be successful In her mission. Even then, he could not withstand her determination and confidence; he also felt that this was the last chance of saving Orleans, and that there was something special about Joan. However, he did not want to be held responsible for anything; hence he said “I wash my hands of it.”
In simple words: Captain Robert Squire said, "I wash my hands of it," because despite being swayed by Joan's determination and seeing her as a last hope, he wanted to absolve himself of responsibility for an endeavor he still doubted.

🎯 Exam Tip: When interpreting idioms or phrases, consider the speaker's emotional state, their previous actions, and the context of their decision to fully explain its meaning.

Question 5. Using a dictionary, find the difference between the following pairs of phrases. Make sentences of your own with each of them.

🎯 Exam Tip: For dictionary-based questions on phrases, aim to provide clear, concise definitions and example sentences that accurately reflect the nuanced meaning of each phrase.

Question 6. From an Indian History Book or Internet find out information about Indian Women (queens) who led battles. (For example, Rani of Jhansi and Rani Karnawati of Mewad). Write 3 points of similarity and 3 points of contrast between any one of the above Indian Queens and Joan of Arc. Write in your own words.
Answer: Similarities Contrast
(a)
(b)
(c)
(i)
(ii)
(iii)
In simple words: This question asks for a comparison between a historical Indian queen and Joan of Arc, focusing on their leadership in battle and identifying both shared traits and unique differences.

🎯 Exam Tip: When comparing historical figures, choose clear, distinct points for both similarities and contrasts. Focus on leadership, motivation, impact, and historical context.

Question 7. Read the script from : Joan (Girl) : Good morning, Captain Squire ... up to Joan: (simply) ... Polly and Jack have promised to come with me. Write a summary of that part of the script (in the indirect speech) in 15 to 20 lines. Do it in your notebook.
Answer: Joan asked the Squire to give her a horse, an armour and some soldiers, and send her to the Dauphin. On hearing this, Robert angrily asked the steward why he had not told him that she was mad. The steward told Robert to give Joan what she wanted. Robert then told Joan that he would send her back to her father with orders to lock her up. Joan replied that it wouldn't happen that way; Robert had not wanted to see her, yet she had managed to see him. Joan then asked him for a horse which would cost 16 francs. It was a big amount of money, but she would save It on the armour, as she did not need a beautiful, fitting armour. A soldier's armour would do. She said that she would not want many soldiers, for the Dauphin would give her what she needed to free Orleans. Three men would be enough for him to send with her. She adds that Polly and Jack had promised to go with her.
In simple words: In this excerpt, Joan confidently requests a horse, armor, and soldiers from Captain Squire to meet the Dauphin and free Orleans, despite his initial skepticism and attempts to dismiss her, ultimately asserting her determined will.

🎯 Exam Tip: When summarizing in indirect speech, pay close attention to tense shifts, pronoun changes, and reported speech conventions, while condensing the main events concisely.

Question 8. (A) Make the following sentences Affirmative without change of meaning.
(a) Negative : I am not so sure, now.
Affirmative :
Answer:
(a) I am a bit doubtful, now.
In simple words: To change a negative sentence to affirmative without altering its meaning, rephrase it using a positive term that conveys the original negative sense, like using "doubtful" instead of "not sure."

🎯 Exam Tip: Mastering sentence transformations requires a strong vocabulary and understanding of synonyms and antonyms. Always verify that the core meaning remains identical.

(b) Negative : He will not be able to stop them.
Affirmative :
Answer:
(b) He will be unable to stop them.
In simple words: The affirmative equivalent of "will not be able to stop" is "will be unable to stop," maintaining the same meaning of incapacity to halt an action.

🎯 Exam Tip: Look for opportunities to replace "not + verb" with a single antonymous word (e.g., not able = unable) to make the sentence affirmative while preserving meaning.

(c) Negative : I don't remember.
Affirmative :
Answer:
(c) I fail to remember.
In simple words: To express "I don't remember" affirmatively, one can say "I fail to remember," conveying the same lack of recall in a positive grammatical structure.

🎯 Exam Tip: Transformational grammar exercises often test your ability to use alternative vocabulary and structures. "Fail to" is a common construction for negations.

(d) Negative : I can do no more.
Affirmative :
Answer:
(d) I can do only this much.
In simple words: The affirmative equivalent of "I can do no more" is "I can do only this much," both conveying a limit to one's capability.

🎯 Exam Tip: Focus on quantifiers and limitations. "No more" implies a maximum, which can be rephrased affirmatively as "only this much."

(e) Negative : Sir, do not anger her.
Affirmative :
Answer:
(e) Sir, please refrain from angering her.
In simple words: To make "Sir, do not anger her" affirmative, one can rephrase it as "Sir, please refrain from angering her," using "refrain from" to imply the negative instruction positively.

🎯 Exam Tip: Imperative negative sentences can be made affirmative by using verbs like "refrain," "avoid," or "prevent" followed by a gerund, maintaining the command.

(f) Negative : I shall not want many soldiers.
Affirmative :
Answer:
(f) I shall want only a few soldiers.
In simple words: The affirmative form of "I shall not want many soldiers" is "I shall want only a few soldiers," indicating a preference for a small number rather than a large one.

🎯 Exam Tip: When dealing with quantities (many/few, much/little), the negative of one can often be expressed as the affirmative of its opposite to keep the meaning.

Question 8. (B) Fill in the gaps in the table. Word-Forms

🎯 Exam Tip: Understanding word forms (noun, verb, adjective, adverb) is crucial for expanding vocabulary and improving grammatical accuracy in sentence construction.

Question 9. Fill in the blanks with the correct alternatives: (The answers are given directly and underlined.)
Answer:
(1) The steward is called a 'blockhead' by the squire. (Robert/steward)
(2) The squire's name is Robert. (Robert/Dauphin)
(3) The price of a horse is sixteen francs. (17 to 18 francs / sixteen francs)
(4) The Dauphin will give the girl whatever she needs to free Orleans: (Dauphin/Squire)
In simple words: This question tests your recall of specific details from the text, such as character names, their roles, and quantitative information like the cost of a horse.

🎯 Exam Tip: For fill-in-the-blanks with alternatives, always refer back to the text to confirm the exact detail. Pay attention to character dialogue and narrative descriptions.

Question 10. Complete the following: (The answers are given directly and underlined.)
Answer:
(1) The Hundred Years War was fought between 1337 and 1453.
(2) All of northern France and some parts of the south-west were under foreign control.
In simple words: This section asks for key historical facts related to the context of Joan of Arc's story, specifically the duration of the Hundred Years War and the political state of France.

🎯 Exam Tip: Factual recall is essential for historical context. Make sure to memorize important dates, locations, and political situations relevant to the literary work.

Question 11. Classify the following words into adjectives and nouns and complete the table given below: armed, courage, brave, armour, orders, well-built, squire, strong, amount, beautiful, Orleans
Answer: Adjectives - Nouns
armed, brave, well-built, strong, beautiful - courage, armour, orders, squire, amount, Orleans
In simple words: This task requires categorizing a list of words into adjectives, which describe qualities, and nouns, which name people, places, things, or ideas.

🎯 Exam Tip: To classify words, test them in sentences: if it describes a noun, it's an adjective; if it can be a subject or object, it's a noun. Look for suffixes that often indicate word type.

Question 12. Write the verb forms of the following words:
(1) strong
(2) mad
(3) beautiful
(4) afraid
Answer:
(1) strengthen
(2) madden
(3) beautify
(4) fear
In simple words: This exercise focuses on deriving the verb form from a given adjective or noun, like changing "strong" to "strengthen" or "beautiful" to "beautify."

🎯 Exam Tip: Pay attention to common verb-forming suffixes (e.g., -en, -ify) and irregular verb derivations. Practice transforming words across different parts of speech.

Question 13. You have fifty armed soldiers and dozens of strong servants to carry out my orders.
Answer: You have fifty armed soldiers as well as dozens of strong servants to carry out my orders.
In simple words: This question implicitly asks for a slight rephrasing of the original statement to emphasize the comprehensive nature of the resources available.

🎯 Exam Tip: When rephrasing, ensure that the core message and meaning remain unchanged. Subtle additions like "as well as" can clarify relationships between elements.

Question 14. You are to give me a horse and armour and some soldiers.
Answer: You are to give me a horse and armour as well as some soldiers.
In simple words: The sentence is rephrased to emphasize that a horse, armor, and soldiers are all part of the required provisions, using "as well as" for clarity.

🎯 Exam Tip: In questions asking for sentence rewrites, focus on making subtle grammatical or structural changes that enhance clarity or flow without altering the original meaning.

Question 15. What, according to you, is the steward's opinion about Joan?
Answer: The steward has a high opinion of Joan. He feels that she isn't afraid of anything, and she puts courage in others. He feels that she should not be angered and be given what she wants.
In simple words: The steward holds a high opinion of Joan, viewing her as fearless and capable of inspiring courage, suggesting she should be appeased rather than antagonized.

🎯 Exam Tip: To answer questions about character opinions, look for explicit statements or implied attitudes from the character's dialogue or actions regarding the other person.

Question 16. Write if the following statements are True or False: (The answers are given directly and underlined.)
Answer:
(1) Joan is angry when Robert tells her to get out. False
(2) Joan feels that Squire Jack is kind. True
(3) The steward's name is Bertrand de Poulengey. False
(4) Robert thinks that the girl's idea is crazy. True
In simple words: This question tests the understanding of specific events and character perceptions from the play, differentiating between true and false statements.

🎯 Exam Tip: For True/False questions, meticulously check each statement against the text. A single word can change a statement's veracity.

Question 17. Name the persons needed by Joan to free Orleans:
Answer: Joan needed the following persons to free Orleans Bertrand de Poulengey, Squire Jack, John Godsave, Dick the Archer, and their servants John of Honecourt and Julian.
In simple words: Joan required specific individuals-Bertrand de Poulengey, Squire Jack, John Godsave, Dick the Archer, John of Honecourt, and Julian-to help her liberate Orleans.

🎯 Exam Tip: When listing characters, ensure accuracy in names and include all relevant individuals mentioned in the context of the question.

Question 18. Complete the following: (The answers are given directly and underlined.)
Answer:
(1) The squire wants the steward to go with Joan, stay within call and keep an eye on her.
(2) Joan's aim was to meet the Dauphin and free Orleans.
In simple words: The squire instructed the steward to discreetly supervise Joan, while Joan's ultimate goal was to confront the Dauphin and liberate Orleans.

🎯 Exam Tip: Pay close attention to the specific details mentioned in the text to complete sentences accurately, especially when key information is scattered across different parts of the narrative.

Question 19. Pick out four adverbs of manner from the passage.
Answer: simply, willingly, eagerly, brightly (hastily, seriously).,
In simple words: Adverbs of manner describe how an action is performed; examples from the passage include "simply," "willingly," "eagerly," and "brightly."

🎯 Exam Tip: Adverbs of manner often end in -ly and answer the question "how." Scan the text specifically for these words to identify them.

Question 20. Pick out the antonyms of the following words from the passage: (1) exit (2) request (3) advance (4) slowly
Answer:
(1) exit x enter
(2) request x order
(3) advance x retreat
(4) slowly x hastily
In simple words: This task requires identifying words from the passage that have the opposite meaning (antonyms) to the given words, such as "enter" for "exit" or "hastily" for "slowly."

🎯 Exam Tip: When finding antonyms from a passage, ensure the chosen word not only has the opposite meaning but also fits the context in which it was used in the original text.

Question 21. Polly and Jack have promised to come with me. (Rewrite using 'that'.)
Answer: Polly and Jack have promised that they will come with me.
In simple words: To rewrite the sentence using 'that', you introduce a subordinate clause, changing the original sentence into a reported speech structure.

🎯 Exam Tip: When using "that" to rewrite sentences, it often introduces a noun clause, turning a direct statement or promise into a reported one. Ensure correct pronoun and tense adjustments if needed.

Question 25. Complete the following: (The answers are given directly and underlined.)
Answer:
(1) The Squire's opinion of miracles was that though they were airight, they did not happen in their time.
(2) Robert accused Poulengey of being as mad as Joan.
In simple words: This question asks to complete two statements based on the provided text, which reveal the Squire's views on miracles and Robert's accusation against Poulengey regarding Joan.

🎯 Exam Tip: Pay attention to character perspectives and direct quotes when completing statements to ensure accuracy and contextual understanding.

Question 26. The Dauphin was not fit to be the king and heir.
Answer: The Dauphin was not fit to be the king and heir because he was a coward and retreated to Chinon and spent time there like a rat in a corner. He was not able to motivate his men or stop the English from taking Orleans'
In simple words: The Dauphin was seen as unfit to rule because he was a coward who hid away, failing to inspire his soldiers or defend his territory.

🎯 Exam Tip: When describing character traits, use specific actions or behaviors from the text as evidence to support your claims.

Question 27. Make sentences of your own using the words/ expressions given below:
(1) cowed
(2) obstinately
(3) worth trying
(4) out of your mind
Answer:
(1) We should not be cowed when we are threatened by bullies.
(2) The little girl obstinately refused to answer the teacher.
(3) "Your idea will keep the neighbourhood clean. It is worth trying," said the minister.
(4) "You are out of your mind," I told my friend when she wanted to save the stray dog.
In simple words: This question requires creating original sentences using given vocabulary words or phrases to demonstrate understanding of their meaning and usage.

🎯 Exam Tip: Practice using new vocabulary in different contexts to improve your sentence construction and ensure you understand the nuances of each word.

Question 28. I tell you nothing can save our side now but a miracle. (Rewrite using 'only'.)
Answer: I tell you only a miracle can save our side now:
In simple words: The task is to rephrase the sentence by replacing the phrase "nothing... but" with "only" while maintaining the original meaning.

🎯 Exam Tip: When rewriting sentences with specific instructions like using 'only', ensure the transformed sentence conveys the exact same meaning as the original, focusing on synonymous expressions.

Question 29. After talking to Poulengey what change do you notice In Robert?
Answer: Robert was initially unwilling even to listen to Joan. But after talking to Poulengey, he agreed that it was their last chance of trying to free Orleans and there was no other hope for them. Poulengey's certainty about Joan made him waver and change his mind and give her a chance.
In simple words: Initially resistant, Robert's attitude shifts after Poulengey's persuasion, as he starts to believe in Joan's mission due to the dire circumstances and Poulengey's confidence.

🎯 Exam Tip: Analyze character interactions and dialogue to identify shifts in opinion or attitude, providing clear reasons based on the text.

Question 30. Pick out the statements that are True:
(1) Joan was unsure about her ideas.
(2) Joan had no belief in God.
(3) The soldiers called Joan 'the Maid'.
(4) Robert had a poor opinion of English soldiers.
Answer:
True statements:
(3) The soldiers called Joan 'the Maid'.
(4) Robert had a poor opinion of English soldiers.
In simple words: This question asks to identify the accurate statements from the given options regarding Joan and Robert's perceptions.

🎯 Exam Tip: Carefully read each statement and cross-reference it with the text to confirm its veracity, looking for explicit mentions or strong implications.

Question 31. how one knows that Joan is a person of immense faith.
Answer: Joan's statement 'I don't think soldiering can be difficult if God Is on your side' shows that she is a person of immense faith.
In simple words: Joan's strong belief that fighting is easy with God's support reveals her immense faith.

🎯 Exam Tip: When asked to infer character traits, look for direct quotes or actions that explicitly demonstrate the trait in question.

Question 32. Pick out the words ending In -ing from the passage and classify them Into gerunds and participles.
Answer: Gerunds – Participles
raising, chasing. soldiering, fighting, plundering, burning, – turning, fighting
In simple words: This task requires identifying all words ending in "-ing" from the text and then categorizing them as either gerunds (nouns) or participles (adjectives/verbs).

🎯 Exam Tip: To differentiate between gerunds and participles, remember that gerunds function as nouns (e.g., 'reading is fun'), while participles function as adjectives (e.g., 'the reading lamp') or parts of verb phrases (e.g., 'she is reading').

Question 33. Pick the odd man out from each group:
(1) gravely, always. heard, very
(2) they, see, you. them
Answer:
(1) heard- (this is a verb; the other words are adverbs.)
(2) see-(this is a verb; the other words are pronouns.)
In simple words: For each group of words, identify the one that doesn't belong based on its grammatical function.

🎯 Exam Tip: Understand the different parts of speech (nouns, verbs, adjectives, adverbs, pronouns) to correctly identify the odd one out in a mixed group of words.

Question 34. Rewrite the following as Assertive sentences:
(1) Have you ever seen English soldiers fighting?
Answer: You have never seen English soldiers fighting.
In simple words: Convert the interrogative sentence into a declarative statement that asserts a fact.

🎯 Exam Tip: To convert an interrogative sentence to an assertive one, remove the question mark, rephrase it as a statement, and adjust the verb tense or add appropriate words like "never" if implied by the context.

Question 35. Have you ever seen them plundering, burning, turning the countryside into a desert?
Answer: You have never seen them plundering, burning, turning the countryside into a desert.
In simple words: The question is transformed into a direct statement asserting that the actions described have not been witnessed.

🎯 Exam Tip: When changing sentence types, ensure you accurately capture the implied meaning of the original sentence, especially if it's a rhetorical question. Here, the rhetorical question implies a negative assertion.

Question 36. Do you think that soldiers should run away to 'save their skins'?
Answer: No, I don't think so. Soldiers must fight till their last breath. No soldier worth his salt should run away from the scene of battle to save his/her own life.
In simple words: Soldiers should not flee from battle; they are expected to fight bravely until the very end, as running away is considered cowardly.

🎯 Exam Tip: When asked for an opinion on a moral or ethical question, clearly state your stance and provide a concise justification based on generally accepted values or textual implications.

Question 37. What dress did Joan want?
Answer: Joan wanted a soldier's dress.
In simple words: Joan desired to wear a soldier's uniform.

🎯 Exam Tip: For direct questions, provide a brief and specific answer from the text without adding unnecessary details.

Question 38. Robert finally agreed to the plan.
Answer: Robert thought that Joan might be able to motivate the Dauphin and the troops to fight. He felt that she had the courage and determination to succeed. He also felt that there was something special about her. Hence he finally agreed to the plan.
In simple words: Robert agreed because he sensed Joan's potential to inspire others, recognizing her courage, determination, and unique qualities.

🎯 Exam Tip: When explaining a character's decision, provide a multi-faceted answer by identifying all contributing factors mentioned or implied in the text.

Question 39. Pick out the modal auxiliary and state its function. Even the Dauphin might believe it.
Answer: might-showing possibility.
In simple words: The modal auxiliary "might" indicates that there is a possibility that the Dauphin would believe it.

🎯 Exam Tip: Identify modal auxiliaries (e.g., can, could, may, might, must, shall, should, will, would) and learn their primary functions such as expressing possibility, permission, obligation, or ability.

Question 40. Do you think that Joan succeeds in her plan?
Answer: I would not be sure only by reading the play; but history tells us that she did succeed and led the French army to victory in several battles during the Hundred Years War. Her bravery, determination and confidence won the day.
In simple words: Based on historical context, Joan of Arc successfully led the French to victory in battles during the Hundred Years War, demonstrating her bravery, determination, and confidence.

🎯 Exam Tip: When a question draws on both the provided text and general knowledge, clearly distinguish between information from the text and information from external sources (like history) to provide a comprehensive answer.

Question 41. I can do no more.
Answer: I can do only this much.
In simple words: The statement means that the person is at their limit and cannot accomplish anything beyond what they have already done.

🎯 Exam Tip: Understanding the precise meaning of phrases related to limits or capabilities is crucial for accurate interpretation in a given context.

Question 42. Pick out the modal auxiliary and state its function. Even the Dauphin might believe it.
Answer: might-showing possibility.
In simple words: The word "might" is a modal verb that expresses the possibility of something happening.

🎯 Exam Tip: Recognizing modal auxiliaries and their functions, such as possibility ('might'), necessity ('must'), or ability ('can'), is key for grammatical analysis.

Question 43. Do you think that Joan succeeds in her plan?
Answer: I would not be sure only by reading the play; but history tells us that she did succeed and led the French army to victory In several battles during the Hundred Years War. Her bravery, determination and confidence won the day.
In simple words: Historically, Joan of Arc achieved success in her mission, leading the French to victories due to her bravery, resolve, and self-assurance.

🎯 Exam Tip: When historical facts are relevant, integrate them succinctly with the fictional narrative to provide a complete and well-rounded answer, acknowledging the source of information.

Question 44.
(1) Write two compound words from the text.
(2) Use the following word as a gerund in your own sentence: chasing
(3) Find out two hidden words from the given word : confidently
(4) Make a sentence of your own using the phrase: to save their skins.
(5) Spot the error and rewrite the correct sentence: I is taking a big chance.
(6) Identify the type of sentence: I don't think it can be very difficult.
(7) Write the following words in alphabetical order : understand, steward, window, squire.
(8) Write the present and past participles of 'stop'.
(9) Prepare a word chain using the following nouns: Denmark, France, Austria, England, Korea, Alaska. France -
Answer:
(1) courtyard, blockhead
(2) I would not even think of chasing a defenceless animal.
(3) confidently - confident, confide
(4) The thieves jumped into the lake to save their skins.
(5) I am taking a big chance.
(6) Assertive (negative).
(7) squire. steward, understand, window.
(8) stop: stopping, stopped.
(9) France - England - Denmark - Korea - Austria - Alaska.
In simple words: This comprehensive question covers various linguistic tasks including identifying compound words, using gerunds, finding hidden words, forming sentences, error correction, sentence classification, alphabetical ordering, participle forms, and creating a word chain.

🎯 Exam Tip: Break down multi-part questions into individual tasks. For language-based questions, apply grammatical rules precisely and pay attention to details like spelling and word forms.

Question 45.
(1) Use the following word and its homograph in two separate sentences: lock
(2) The Dauphin will give me all I need. (Rewrite using the future progressive tense of the verb.)
(3) Prepare a word register of 4 words relating to war from the lesson.
Answer:
(1) (i) There was a lock of hair on the table.
(ii) The lock and the key were both missing.
(2) The Dauphin will be giving me all I need.
(3) War: soldier, armour, fight, siege, plundering, soldiering, troops. captain. (any 4)
In simple words: This question asks to demonstrate understanding of homographs by using "lock" in two different meanings, rewrite a sentence into the future progressive tense, and list war-related vocabulary from the text.

🎯 Exam Tip: When dealing with homographs, ensure your sentences clearly illustrate the distinct meanings. For verb tenses, remember the auxiliary verbs and forms needed for correct construction. For word registers, choose words that directly relate to the theme.

Question 46.
(1) I used to think so. (Pick out the modal auxiliary and state its function).
(2) Analyse the sentence: Stay within all and keep your eye on her.
Answer:
(1) used to - past habit
(2) Compound Sentence.
Stay within call - coordinate (main) clause: keep your eye on h& - coordinate (main) clause.
In simple words: This question requires identifying the modal auxiliary "used to" and its function of indicating past habit, and analyzing a compound sentence by breaking it down into its main clauses.

🎯 Exam Tip: For sentence analysis, correctly identify the type of sentence (simple, compound, complex) and then logically break down its components, particularly for coordinate and subordinate clauses.