Maharashtra Board Class 11 English Chapter 1.5 Mrs. Adis Solutions

Class 11 English Chapter 1.5 Mrs. Adis Question Answer Maharashtra Board

11th Std English Chapter 1.5 Brainstorming Question Answer

(i) Share your opinions/feelings about a stranger who has a villainous look/appearance.

Question 1. The feeling of a person when he commits a mistake are -
Answer:
1. He tries to justify it
2. He tries to hide it
3. He tries to get sympathy
4. He becomes offensive as offence is the best form of defense
5. He pretends to be innocent
In simple words: When someone makes a mistake, they often try to defend themselves, hide their actions, or gain sympathy, sometimes even resorting to aggression or feigning innocence.

🎯 Exam Tip: Focus on understanding the psychological responses associated with guilt and self-preservation, which are key themes in character analysis.

 

Question (ii). The person who makes a mistake or commits a crime should be punished because -
Answer:
1. He should not repeat his mistake.
2. He can misunderstand forgiveness as weakness.
3. The punishment can reform his character as he may feel ashamed and repentant.
4. The punishment will be an example to others not to commit such crimes.
5. The punishment may save him from being a hardcore anti-social.
In simple words: Punishment serves multiple purposes: deterring repeat offenses, preventing misinterpretation of leniency, encouraging remorse and reform, setting an example for others, and potentially preventing someone from becoming a career criminal.

🎯 Exam Tip: When discussing punishment, consider its various roles—retributive, deterrent, and rehabilitative—and how each contributes to societal order.

 

A1

Question (i). Describe the atmosphere in the woods when Peter Crouch was heading towards Mrs. Adis's house. It was -
Answer:
(a) A dark moonless night.
(b) A night without even a twilight and the only light seen was the light from the stars far away on the black sky.
(c) A soundless, windless, clear night where only the sound of the dogs barking and a man's own footsteps could be heard.
In simple words: The atmosphere was a dark, moonless, and clear night, illuminated only by distant stars, with an eerie silence broken only by barking dogs and Peter's own footsteps, suggesting a solitary and tense journey.

🎯 Exam Tip: Pay attention to descriptive words that create mood and setting, as these often provide clues about the narrative's tone and character's state of mind.

 

Question (ii). Peter Crouch didn't knock before entering Mrs. Adis's house, because -
Answer:
• he was in trouble.
• he did not want anybody to know that he had entered the house.
• he knew he had shot a man.
In simple words: Peter Crouch avoided knocking because he was in a desperate situation, having just shot someone, and needed to enter undetected to seek refuge without drawing attention.

🎯 Exam Tip: Analyze character actions in critical moments; a lack of a common courtesy like knocking often signifies urgency, fear, or a desire for secrecy.

 

Question (iii). Find the reasons that forced Peter to shoot down a person
Answer: The reasons that forced Peter to shoot down a person were:
• The keepers spotted him
• He was scared that the keepers would arrest him for hunting the rabbits
• He knew that it was too dark a night for the keepers to recognize him
In simple words: Peter shot the person because he was caught poaching rabbits by the keepers, feared arrest, and believed the darkness would prevent identification, leading to a desperate attempt to escape.

🎯 Exam Tip: Understanding the sequence of events and the character's motivations is crucial for explaining cause and effect in the story.

 

Question (iv). Mrs. Adis didn't hand over Peter Crouch to the keepers because -
Answer:
1. She knew he was a good friend of her son Tom
2. She believed that Peter would never have harmed Tom knowingly because of their friendship
3. Probably she thought Tom would not have liked his friend to be arrested because of his mother and anyway her dead son would not come back even if Peter was arrested.
In simple words: Mrs. Adis protected Peter because of his friendship with her deceased son, Tom. She felt he wouldn't have intentionally harmed Tom and believed Tom wouldn't want his friend arrested, and punishing Peter wouldn't bring her son back.

🎯 Exam Tip: Character decisions are often driven by complex emotions like loyalty, grief, and a sense of justice, even when they seem contradictory. Analyze these layers.

 

A2

Question 1. The writer has used a phrase 'Thudding Heart' which means pounding, or beating of heart, Do you know 'Thud' is an onomatopoeic word which means a heavy sound made by an object falling to the ground. Discuss with your partner and make a list of Onomatopoeic words that you find in the text.
1. .................
2. .................
3. .................
Answer:
1. Crackling
2. Rustling
3. Dragging
In simple words: Onomatopoeic words imitate the sounds they describe; examples from the text include "Crackling" (fire), "Rustling" (leaves), and "Dragging" (movement), which all help to immerse the reader in the story's sensory details.

🎯 Exam Tip: Identifying onomatopoeia enhances understanding of literary devices and how authors use sound to create vivid imagery and atmosphere.

 

A3

Question 1. 'She went to one of the kitchen drawers'. Look at the sentence carefully. The underlined word tells us that she went (some time ago) to a particular place (at one of the kitchen drawers). Now write what you did 'yesterday' and what your friend did 'yesterday'. Complete the table.
Answer:

YOU	ABOUT
I saw a Movie	He / She wrote an essay
I went out for dinner with my family in my favourite restaurant	He / She played with friends
I did my home work	He / She watched TV
I went out to play	He / She talked over the phone to one of our friends
I watched a movie in Netflix	He / She played with his/her sibling
I spent time with my grand parents	He / She studied
I talked to my father about the happenings in my school	He / She had dinner and read a story book lying on the bed

In simple words: The table demonstrates how to use past tense verbs to describe actions performed yesterday by oneself and a friend, focusing on various daily activities.

🎯 Exam Tip: Ensure proper use of past tense verbs and agreement when constructing sentences about past events for accuracy and clarity.

 

A4

Question 1. Imagine your friend/younger brother or sister has committed a grave mistake that has resulted in a great loss to the college property or to your family. He/she seeks your advice to come out of the situation/problem. Write a dialogue between you and your friend/brother/sister who describes the entire situation and seeks help from you. Take help of the following points.
• Introduction
• Confessing the mistake
• Seeking help
• Your advice/suggestion
• Concluding part
Answer:
Saikat: Hi buddy ! How are you? Didn't see you yesterday, Kunal. Where were you?
Kunal: I was playing football. In fact, I was also looking out for you after the game, but couldn't find you.
Saikat: Kunal, in fact I need to talk to you about something serious.
Kunal: Serious? What's it? You Look worried too! Tell me. Let's see whether we can solve the problem together.
Saikat: I had borrowed a book from the library and I lost it. Somebody picked it up from my bag. I should have been more careful about a library-book. I can't even tell my mummy about it, she'll scold me for being careless. I really don't know what to do. At present I don't have enough money to buy the book and return it to the library, confessing my mistake.
Kunal: But you have no choice. You must inform the librarian and let him decide what step should be taken. You also should tell aunty what actually has happened. I'm sure, aunty will help you come out of this problem. Truth has no alternative. The mistake has happened may be unknowingly. But you must not hide it from your mother. If required, I will come to your place to talk to aunty. But first, come with me. Let's write a letter to our librarian with a copy to the principal.
Saikat: You always come out with reasonable solutions. I will do as you have told me. It sounds quite logical. Why don't you come home so that I get confidence to talk to mummy.
Kunal: I will have to inform my mother too. Otherwise she will be worried. But, our first job is to write the letter.
Saikat: Ok. Thank you so much.
Kunal: It will be my pleasure if I can help you solve your problem.
In simple words: The dialogue illustrates Saikat confessing losing a library book to Kunal, who then advises honesty by informing the librarian and his mother, emphasizing truthfulness and seeking help.

🎯 Exam Tip: For dialogue writing, ensure natural flow, distinct character voices, and logical progression of conversation, especially when giving advice or confessing. Incorporate the given bullet points seamlessly.

 

A5

Question 1. The best punishment is 'forgiveness'. Discuss the sentence in the light of the text you have read. You can make use of following points.
1. Forgiveness provides opportunity to change the behaviour.
2. Forgiveness leads to repentance.
3. A person may commit a mistake / crime impulsively or under the force of strong emotions.
4. ....................................................
5. ....................................................
Answer: Forgiveness
No one is perfect in this world as the saying goes, "To err is human, to forgive divine". Committing mistake is not a crime. Understanding that the mistake has been committed is more important than moving towards the path of changing behaviour. In fact, identifying the mistake, recognizing it as a mistake is necessary for a person to reform. And if we can be successful in helping a person to reform his / her character by granting forgiveness, it also helps us to come out of a sense of guilt. He / She has fallen down, we can be the facilitators for him / her to get up and start afresh. Moreover, revenge can never wipe out crime but it can definitely increase hostility. Forgiveness also helps us to come out of a feeling of guilt. But a hardcore criminal who harms innocent people knowingly and intentionally, should not be spared just by forgiveness.
In simple words: Forgiveness, as shown in the story, offers a chance for reform and repentance, especially when mistakes are impulsive. While it helps the forgiver release guilt and promotes new beginnings, it shouldn't apply to deliberate harm by hardcore criminals.

🎯 Exam Tip: When discussing abstract concepts like forgiveness, use specific examples from the text to support your arguments and acknowledge nuances, such as its limitations for intentional grave crimes.

 

Yuvakbharati English 11th Digest Chapter 1.5 Mrs. Adis Additional Important Questions And Answers

Question 1. The writer describes Mrs. Adis as -
Answer:
1. A small woman
2. A woman of not more than forty-two years
3. A thin woman with a brown hard face
4. Having dried skin on the face that caused wrinkles
In simple words: Mrs. Adis is depicted as a petite, middle-aged woman with a weathered appearance, characterized by a thin frame, a brown, hard face, and wrinkled skin.

🎯 Exam Tip: Pay attention to physical descriptions as they often reveal aspects of a character's personality, life experiences, or social standing.

 

Question 2. Mrs. Adis asks Peter Crouch whether he has had quarrel with the keepers. This shows that -
Answer:
1. She was extremely intelligent
2. She was quite observant
3. She was alert and quick in thinking
In simple words: Her question reveals Mrs. Adis's keen intelligence, perceptiveness, and quick wit, as she immediately deduces Peter's likely conflict with the keepers based on his secretive arrival.

🎯 Exam Tip: Analyze character dialogue and questions, as they can be powerful indicators of intelligence, emotional state, and ability to infer information.

 

Question 3. "That was the keepers"... make trouble" (Refer textbook page 47)
List some characteristics of Mrs. Adis based on the incident of the passage.
Answer:
1. Helpful
2. Kind
3. Matter-of-Fact
4. Loved her son very dearly
In simple words: Mrs. Adis demonstrates helpfulness, kindness, a practical "matter-of-fact" approach, and profound maternal love for her son, Tom, influencing her actions towards Peter.

🎯 Exam Tip: When listing character traits, ensure they are directly supported by specific actions or dialogue from the text, as demonstrated in the incident.

 

5. Practical

Question 4. Vildar guessed that Crouch has taken refuge in Mrs. Adis' house because -
Answer: Vildar must have guessed the nearby places where it was possible for Crouch to hide. Crouch thought that Vilder's guess was correct since he had come to the right place. Crouch also felt that the keepers had followed him to reach the exact destination.
In simple words: Vildar likely surmised Peter sought refuge at Mrs. Adis's because it was a plausible hiding spot nearby, and Peter's presence there confirmed Vildar's accurate deduction about the keepers' pursuit.

🎯 Exam Tip: Inferences about a character's deductions should be grounded in logical reasoning based on the situational context provided in the story.

 

Question 5. "There's been a row"- the row took place because -
Answer: A man was trying to hunt rabbits and the keepers could hear the noise of it. The man thought they did not see him because of the darkness, the man probably had seen them. So, he ran away as the keepers had scared him.
In simple words: The "row" occurred because a man poaching rabbits was heard by the keepers, leading to a chase and the man's flight out of fear, even though he might have thought he was unseen in the dark.

🎯 Exam Tip: Explaining an idiom or phrase requires contextual understanding; link "row" directly to the conflict between the poacher and the keepers.

 

Question 6. Mrs. Adis unlocked the door because -
Answer: She wanted Crouch to leave her place safely as Crouch was a good friend of her son Tom. She wanted to respect the friendship of her dead son. Crouch was the killer of her son but punishing him could not get her son Tom back.
In simple words: Mrs. Adis unlocked the door to help Peter escape safely, driven by respect for his friendship with her deceased son, Tom, and the understanding that vengeance wouldn't revive her lost child.

🎯 Exam Tip: Character motivations, especially when complex or driven by grief and loyalty, should be clearly articulated to demonstrate a deep understanding of the narrative.

 

Question 7. Then silently, each 'wrung' the mother by the hand and went away. Guess the meaning, 'wrung' here.
Answer: 'Wrung' here means holding the mothers hand tightly to give her assurance of their co-operation.
In simple words: In this context, "wrung" means to hold someone's hand tightly, conveying a strong, reassuring grip that implies support and solidarity.

🎯 Exam Tip: Contextual clues are vital for inferring the meaning of unfamiliar words; consider the emotional weight and action described to deduce its specific usage.

 

Question 8. Find the difference between : shivering and trembling
Answer: Shivering and trembling do have similar meanings but there is difference in their usage sometimes. For Example, we generally do not say that "He was trembling in cold" we use 'Shivering' in such a sentence. But we usually use the expression "The leaves tremble (and not 'shiver') in the breeze.
In simple words: While both describe involuntary shaking, "shivering" is typically used for cold-induced shaking, whereas "trembling" often refers to shaking from fear, emotion, or a gentle movement like leaves in the wind.

🎯 Exam Tip: Distinguishing between synonyms requires understanding their common collocations and specific contexts of usage to apply them accurately.

 

Comprehension

Read the extract and complete the activities given below.

Global Understanding:

Question 1. Arrange the events according to their occurrence in the passage :
(i) Peter did not knock because he did not want anybody to hear.
(ii) Peter could see Mrs. Adis lend over the fire, taking some pot or kettle off it.
(iii) Peter wanted to stay in Mrs. Adis's house for sometime.
(iv) Mrs. Adis kept the kettle at the side of the fire as it boiled over.
Answer:
(ii) Peter could see Mrs. Adis lend over the fire, taking some pot or kettle off it.
(i) Peter did not knock because he did not want anybody to hear.
(iv) Mrs. Adis kept the kettle at the side of the fire as it boiled over.
(iii) Peter wanted to stay in Mrs. Adis's house for sometime.
In simple words: The correct sequence of events is Peter seeing Mrs. Adis at the fire, his decision not to knock, Mrs. Adis placing the kettle aside, and finally, Peter desiring to stay in her house for a while.

🎯 Exam Tip: Chronological order questions require careful reading to identify time markers and the natural progression of actions and thoughts.

 

Question 2. Complete the table.
Answer:

Characters	Characteristics
1. Peter	(a) Extremely Fearful (b) Grateful to Mrs. Adis
2. Mrs. Adis	(a) Matter-of-Fact (b) Helpful

In simple words: Peter is characterized by extreme fear and gratitude towards Mrs. Adis, while Mrs. Adis displays a matter-of-fact demeanor and a helpful nature.

🎯 Exam Tip: Accurately identifying character traits based on their actions and reactions within the story is crucial for comprehensive analysis.

 

Question 3. Whatever Mrs. Adis's justifications in favour of Peter?
Answer: Mrs. Adis wanted to justify to the keepers that even if Peter had killed Tom, he must have done it unknowingly as they were good friends. But she did not want to face the killer of her son and wanted him to leave silently.
In simple words: Mrs. Adis reasoned that Peter, being Tom's friend, must have killed him unintentionally. She sought to protect Peter, not out of forgiveness for the act itself, but to avoid confronting her son's killer and to allow him a silent escape.

🎯 Exam Tip: When analyzing character justifications, differentiate between their internal reasoning and how they might present it externally, especially under duress or complex emotional circumstances.

 

Complex Factual

Question 1. How did Peter Crouch confess to Mrs. Adis.
Answer: Peter Crouch accepted to Mrs. Adis that he had shot a man and did not know whether that man was dead. He confessed that he had not knocked at Mrs. Adis's door as he did not want anybody to know that he was there. The keepers were chasing him.
In simple words: Peter confessed by admitting he shot a man, was unsure of the man's condition, and explained his silent entry was to avoid being discovered by the pursuing keepers.

🎯 Exam Tip: A good answer provides precise details of the confession, including the act, uncertainty, and the reasons behind his secretive behavior.

 

Question 2. Why didn't the man speak for a moment?
Answer: The man was surprised that Mrs. Adis was helping him so much in spite of knowing very well that he was hiding from the keepers. She figured out the route for him to escape so that, the keepers could not see him. She even paid him the train fare to go to London as he did not have any money. He was speechless for a moment since he was trying to guess the reason for her kindness towards him.
In simple words: The man was momentarily speechless due to his shock and confusion at Mrs. Adis's unexpected kindness, including guiding his escape and providing money, despite knowing he was a fugitive.

🎯 Exam Tip: Emotional responses like speechlessness often indicate profound surprise or cognitive processing; connect these reactions to the preceding events and character actions.

 

Inference / Interpretation / Analysis

Question 1. "I didn't want anybody to hear" This sentence implied -
Answer:
1. Peter entered Mrs. Adis's house without knocking because he did not want anybody to hear the knock and find out his whereabouts.
2. Peter was running away from the keepers as he had shot a man. He wanted to take shelter at Mrs, Adis's place for sometime and would escape at a convenient time.
In simple words: This statement implies Peter's desperate need for secrecy, avoiding detection after shooting a man and seeking temporary refuge at Mrs. Adis's house before a planned escape.

🎯 Exam Tip: When interpreting implied meanings, link the character's direct statement to their motivations, the immediate context, and their overall situation in the narrative.

 

Question 2. Point out two instances when the man felt that Mrs. Adis was an intelligent lady.
Answer:
1. Mrs. Adis told the man to leave her house immediately after the keepers had crossed the house and she also instructed him to take the opposite direction so that the keepers would not be able to see him.
2. Mrs. Adis wanted the man to leave her house before Tom came back as she was expecting Tom to bring one of his friends. She wanted to arrow a situation when tom might suspect something wrong after seeing that man at her place.
In simple words: The man perceived Mrs. Adis as intelligent because she shrewdly directed his escape route to avoid the keepers and strategically wanted him gone before her son's potential return, preventing complications.

🎯 Exam Tip: Specific actions and their strategic implications are key to demonstrating a character's intelligence; cite concrete examples from the text.

 

Question 3. Explain why Peter went out silently without talking to Mrs. Adis.
Answer: Peter knew that he had committed a glare crime of killing his friend Tom, he might have done it unknowingly but he could feel the loss of Mrs. Adis. Tom was her only son and Peter, being his friend, knew about their attachment. He was repentant and could understand that he had no word to console Mrs. Adis who, in spite of losing her son, saved him. So he went out silently without disturbing Mrs. Adis.
In simple words: Peter left silently because he felt immense guilt for killing Mrs. Adis's only son, Tom, and, being remorseful, couldn't find words to console her, choosing instead to avoid causing her further distress.

🎯 Exam Tip: Character's unspoken actions, especially in emotionally charged situations, often convey deeper feelings like guilt or reverence more powerfully than words.

 

Personal Response

Question 1. What characteristics of Mrs. Adis, form the passage, do you admire the most? Justify your answer.
Answer: I appreciate the calmness of Mrs. Adis the most in a difficult situation when a criminal was standing in front of her, she did not lose her cool and maintained her patience. She was obviously disturbed by Peter's presence lent did not take any hasty decision.
In simple words: I most admire Mrs. Adis's exceptional calmness and patience; despite the stressful presence of a criminal in her home, she remained composed, demonstrating incredible composure and avoiding impulsive reactions.

🎯 Exam Tip: Personal response questions require both stating your admiration and providing clear, specific textual evidence to justify your choice of characteristic.

 

Question 2. Explain whether you support Mrs. Adis of saving a criminal from the keepers.
Answer: Yes, I support Mrs. Adis because she has saved the man from the keeper just for the sake of her love towards her son Tom. She has also felt that the man has not committed a grave crime and can be given a chance to save himself. I respect a mother's love and sentiment for her child's friend.
In simple words: I support Mrs. Adis because her decision stemmed from her profound love for her son, Tom, and her belief that Peter's act wasn't a grave crime, offering him a chance at redemption, thus honoring her son's memory and friendship.

🎯 Exam Tip: When evaluating a controversial action, base your support or opposition on ethical considerations and emotional motivations evident in the character's background and values.

 

Question 3. What according to you, Mrs. Adis should have ideally done? Explain your answer.
Answer: I think Mrs. Adis had taken the right decision of allowing Peter to go. She, being the mother of Tom who had been shot dead by Peter, could have ideally handled over the culprit in the hands of the keepers. But that would not have brought back Tom to her. So, she decided to give Peter a chance to reform as Tom probably would have done and she wanted to respect her son's sentiment at that moment.
In simple words: Mrs. Adis made the right choice by letting Peter go; while she could have turned him in, she prioritized honoring her dead son Tom's probable wish for his friend's chance at reform, recognizing that vengeance wouldn't alleviate her grief.

🎯 Exam Tip: Justify your opinion by weighing the emotional and ethical dilemmas faced by the character, considering both conventional justice and personal values.

 

Language Study:

Question (i). He changed his mind and went to the door. (Remove 'and')
Answer: Changing his mind he went to the door.
In simple words: By using a participle phrase, the sentence is condensed to "Changing his mind he went to the door," linking the two actions more directly without 'and'.

🎯 Exam Tip: To remove 'and' and combine sentences, use a present participle (verb-ing) or an infinitive phrase, ensuring the new sentence maintains grammatical correctness and meaning.

 

Question (ii). He could see Mrs. Adis stooping over the fire. (Replace the modal auxiliary with 'be able to)
Answer: He was able to see Mrs. Adis stooping over the fire.
In simple words: Replacing the modal auxiliary 'could' with 'was able to' changes the phrasing to "He was able to see Mrs. Adis stooping over the fire," expressing capability.

🎯 Exam Tip: When replacing modal auxiliaries, ensure the new phrase (like 'be able to', 'be allowed to') correctly conveys the original meaning of ability, permission, or obligation.

 

Question (iii). That was the keepers. (Use past perfect tense and rewrite)
Answer: That had been the keepers.
In simple words: Converting the sentence to past perfect tense, "That had been the keepers," indicates an action completed before another past event.

🎯 Exam Tip: The past perfect tense (had + past participle) is used to show an action that occurred before another past action or point in time.

 

Question (iv). He was roused by the sound of footsteps on the road. (Begin with 'The sound...' and rewrite)
Answer: The sound of footsteps on the road roused him.
In simple words: The sentence is rephrased to start with "The sound of footsteps," directly stating what caused him to be roused, changing the active voice.

🎯 Exam Tip: When rewriting sentences with a new beginning, identify the subject and verb to ensure the sentence remains grammatically sound and conveys the original meaning.

 

Question (v). The only thing he could possibly do.
Answer: He could not possibly do anything else, (or) Nothing else he could possibly do. (Make negative)
In simple words: To make the sentence negative, it is rephrased as "He could not possibly do anything else" or "Nothing else he could possibly do," indicating a lack of other options.

🎯 Exam Tip: When transforming to negative, ensure that the negative word (e.g., 'not', 'nothing', 'no') is correctly placed to reverse the original meaning.

 

Question (vi). She did not come in. (Use past perfect tense)
Answer: She had not come in.
In simple words: The sentence "She did not come in" is converted to the past perfect tense as "She had not come in," indicating an action that did not occur before another past event.

🎯 Exam Tip: To convert to past perfect tense, use 'had' followed by the past participle of the main verb, ensuring it refers to an action preceding another past event.

 

Vocabulary

Question 1. Give adjective forms of the following :
1. silence
2. quarrel
3. trouble
4. moment
Answer:
1. silent
2. quarrelsome
3. troublesome
4. momentary
In simple words: The adjective forms are "silent" from silence, "quarrelsome" from quarrel, "troublesome" from trouble, and "momentary" from moment.

🎯 Exam Tip: Knowing common suffixes for adjectives (e.g., -ent, -some, -able, -ary) helps in deriving the correct adjective form from nouns or verbs.

 

Question 2. Give the meaning of the word 'Fare' as a noun and as a verb. Make two sentences of your own to show the word having two different meanings.
1. Fare (Noun): Price
We cannot afford the air fare to go abroad.
2. Fare (Verb) : Progress
Sushant fared well in Mathematics.
In simple words: "Fare" as a noun means price, as in "air fare." As a verb, it means to progress or perform, as in "Sushant fared well."

🎯 Exam Tip: When demonstrating multiple meanings of a word, clearly define each meaning and provide a distinct sentence example for each to show proper usage.

 

Question 3. Give antonyms
1. better
2. heavy
3. dead
4. glad
Answer:
1. worse
2. light
3. alive
4. sad/depressed
In simple words: The antonyms are: better-worse, heavy-light, dead-alive, and glad-sad/depressed, providing words with opposite meanings.

🎯 Exam Tip: To find antonyms, think of the direct opposite concept or quality associated with the given word.

 

Glossary:

1. gleam - shine brightly
2. twilight - soft glowing light from the sky
3. distinct - clear
4. knell - sound of a bell especially for death or funeral
5. sourly - in an unfriendly way
6. sobbing - crying
7. tremble and shiver - tremble in fear/shiver in cold
8. leaden - heavy / weighty
9. thudding - pounding / dull sound
10. have a row (Phr) - to fight with someone
11. sparing - refraining from harming
12. despair - hopelessness
13. bolted - locked
14. reckon - believe
15. wrung - held something tightly
16. doze - sleep tightly
17. roused - awakened
18. on the threshold (Phr) - at the beginning of something / very close to something

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