Samacheer Kalvi Class 7 English Solutions Chapter 1 Jane Eyre

Tamilnadu Samacheer Kalvi 7th English Solutions Play Chapter 1 Jane Eyre

7th English Guide Jane Eyre Text Book Back Questions and Answers

Warm Up (Text Book Page No. 136)

Discuss in pairs and answer:

Question 1. What are the basic human rights?
Answer: Basic human rights include the right to live and have freedom, to be free from slavery and cruel treatment, to speak your mind freely, to work, to get an education, and to be treated equally. These also cover having enough to meet basic needs and being protected universally. These rights are fundamental for everyone, everywhere.
In simple words: Everyone has basic rights like freedom, education, and equality. These rights help people live safely and happily.

🎯 Exam Tip: When listing basic rights, focus on the core freedoms and protections that are essential for every individual's dignity and well-being.

Question 2. What is education?
Answer: Education means learning should be free, at least in the first few years like elementary school. Everyone has a right to get an education. Education helps a person grow fully and learn to respect human rights and basic freedoms. It gives individuals the tools to understand the world and act responsibly.
In simple words: Education is a basic right for everyone, especially in early years, and it helps people grow and learn to respect others.

🎯 Exam Tip: Define education not just as schooling, but as a process that helps people develop their personality and civic values, emphasizing its accessibility for all.

Question 3. Why do we need education?
Answer: We need education because every person, no matter their background, gender, or age, deserves to learn. Education is very important, and no one should be stopped from getting it. It gives us knowledge and helps us see life in the right way. Education also helps us form our own thoughts and opinions about things. Learning allows people to make informed decisions and contribute positively to society.
In simple words: Education is important because it gives everyone knowledge, helps us think clearly, and forms our own opinions.

🎯 Exam Tip: Highlight that education fosters knowledge, develops critical thinking, and promotes informed perspectives, ensuring no individual is denied this fundamental right.

Think and Answer:

Question 1. How would life be on this planet if some of the human rights are excluded?
Answer: If some human rights were taken away, life on Earth would become much harder for ordinary people. Things would be unfair and many would suffer. Without these rights, many people would face injustice and difficulty in their daily lives, making society less stable and peaceful.
In simple words: Life would be much harder for everyone if some human rights were not given.

🎯 Exam Tip: Focus on the negative impact on common people and society, emphasizing the importance of all human rights for a fair world.

Question 2. Are there any rights you would still like to add to the human rights list?
Answer: Yes, I would add a few more rights to the human rights list. Protection from sexual harassment for young girls should be a basic right. Also, all children should have access to clean drinking water and healthy food as basic human rights. There are many street children in our country who do not have protection, food, or clean water, so these additions are very important. Ensuring these fundamental needs would greatly improve the lives of vulnerable children.
In simple words: Yes, I would add protection for young girls from harassment, and ensure all children get clean water and good food.

🎯 Exam Tip: When adding new rights, explain the specific problem they address and why they are essential for vulnerable groups, like children.

Textual Exercise (Text Book Page No. 144)

Question 1. Why does Jane want to go to school or learn anything in the first place?
Answer: Jane wants to go to school or learn things mainly to understand life's lessons. These lessons will help shape her character and prepare her to become a strong adult. She seeks knowledge not just for academic reasons, but for personal growth and independence.
In simple words: Jane wants to learn life lessons to grow into a good adult.

🎯 Exam Tip: Focus on Jane's motivation for personal development and character formation rather than just academic achievement.

Question 2. Why does education become such an important issue for her as a child?
Answer: Education became very important for Jane as a child because she was an orphan. To become independent, she needed to earn her own money so she could support herself. Education was her path to self-sufficiency and a better future, allowing her to live without relying on others. It was her only way to gain control over her life.
In simple words: Education was important because Jane was an orphan and needed to earn money to be independent.

🎯 Exam Tip: Emphasize Jane's orphan status and the direct link between education and her ability to gain independence and financial stability.

Question 3. What does Jane's education at Lowood prepare her to do?
Answer: Jane's education at Lowood School helps her understand how the world works, especially in terms of teacher-student relationships. It prepares her for her future roles and interactions. This experience gives her insights into different kinds of people and responsibilities, which is crucial for her development.
In simple words: Lowood education helps Jane understand the world, especially how teachers and students interact.

🎯 Exam Tip: Highlight that Lowood prepares Jane for understanding social dynamics and professional relationships, particularly in an educational setting.

Chew on This

Try on an opinion or two and start a debate

In Jane's childhood, education takes the place of every single one of her emotional and physical needs – food, shelter, family, and friendship. Because Jane initially learns to understand the world in terms of a teacher – student relationship, all her friendships have some master – pupil tinge to them.

Vocabulary

Semantic Map

Question A. Read the list of words. Write down all the words related to those words. Create a "map" using a graphic organizer and discuss it in groups. One is done for you. library building garden student teacher advertisement animal art
Answer: Here is a hierarchical representation of the semantic map:

• library
  • book
    • story
      • fact
      • moral
      • comic
      • tragic
    • novel
  • news
    • newspaper
      • Tamil
      • English
      • weekly
      • monthly
    • magazine
• teacher
  • pupil
  • teaching
  • testing
  • correction
  • remedial work
• building
  • school
    • classroom
    • registers
    • functions
    • competitions
    • social work
  • pacca building
  • katcha building
  • shopping mall
  • market
  • theatre
  • poor houses
  • hotel
  • shed
  • hospital
  • small shops
  • huts
• advertisement
  • beauty products
    • face cream
    • perfumes
    • soap
    • hair oil
    • shampoo
  • eatables
    • biscuits
    • pizza
    • cakes
    • coffee powder
    • bread
    • tea
  • textiles
    • saries
    • gents wear
    • underwear
    • dress materials
• garden
  • flowers
    • rose
    • jasmine
    • bogainvilla
    • shoe flowers
    • marigold
    • daliah
  • fruits
    • apple
    • jack fruit
    • custard apple
    • mango
    • guava
    • orange
    • ladies finger
  • vegetables
    • drumsticks
    • brinjal
    • tomato
    • potato
    • raddish
• animal
  • wild animals
    • zebra
    • giraffe
    • snakes
    • hippopotamus
    • tiger, lion, cheeta, bear
  • domestic animal
    • dog
    • cat
    • horse
    • donkey
    • bull
    • cow
• art
  • humanities
    • economics
    • history
    • commerce
    • psychology
    • business administration
  • fine arts
    • music
    • singing
    • architecture
    • painting
    • tailoring
    • drawing
    • playing
    • dancing
• student
  • studies
    • college
    • school
    • university
  • sports
    • chess
    • carrom
    • table tennis
    • trekking
    • cricket
    • athletics
    • swimming
    • football
    • hockey
  • leisure activities
    • photography
    • gardening
    • dancing
    • reading
    • music

🎯 Exam Tip: When creating a semantic map, ensure clear categories and relevant sub-categories to show the hierarchical relationships between words.

Vocabulary Frame: (Text Book Page No. 145)

B. Look at the list of words. Read the instructions and make Vocabulary Frames.

This section provides examples of vocabulary frames. Here are a few examples to illustrate the structure:

Word: notice
Meaning: Paying attention to
Example Sentence: Babu noticed a hundred rupee note on the floor.

Word: energetic
Meaning: In need of sleep or rest (antonym to 'tired')
Example Sentence: (Implied antonym for tired, no direct sentence provided for energetic)

Word: tired
Meaning: In need of sleep or rest
Example Sentence: Babu was tired after a long travel.

Word: exhibit
Meaning: 1. Keeping something out of sight (antonym to 'hide'); 2. Animal skin
Example Sentence: (Implied usage, no direct sentence provided)

Word: hide
Meaning: Keeping something out of sight
Example Sentence: Babu hid his sickness and tried to be as usual.

Word: narrow
Meaning: Not wide (antonym to 'wide')
Example Sentence: (Implied antonym, no direct sentence provided)

Word: wide
Meaning: Great or more than average
Example Sentence: Gandhi road is a wide road.

Word: peaceful
Meaning: Without disagreement (antonym to 'quarrelling')
Example Sentence: (Implied antonym, no direct sentence provided)

Word: quarrelling
Meaning: Disagreement
Example Sentence: Babu's wife was quarrelling with the neighbour in the morning.

Word: ugly
Meaning: Not beautiful (antonym to 'beautiful')
Example Sentence: (Implied antonym, no direct sentence provided)

Word: pretty
Meaning: Beautiful
Example Sentence: Rose is a pretty flower.

Word: slowly
Meaning: Not fast (antonym to 'fastly')
Example Sentence: (Implied antonym, no direct sentence provided)

Word: quickly
Meaning: Fastly
Example Sentence: Babu quickly went to the hospital when he was hit by a car.

Word: keep
Meaning: Not throw away (antonym to 'threw')
Example Sentence: (Implied antonym, no direct sentence provided)

Word: threw
Meaning: Send with force something in air
Example Sentence: Babu threw the ball.

In simple words: Vocabulary frames help us learn new words by showing their meaning, sometimes their opposite, and how to use them in a sentence.

🎯 Exam Tip: To create an effective vocabulary frame, include a clear definition, synonyms or antonyms if helpful, and a concise example sentence illustrating its correct usage.

Syllable (Text Book Page No. 145)

Question C. Fill in the table with monosyllabic, disyllabic and trisyllabic words from the play 'Jane Eyre'.
Answer:

🎯 Exam Tip: To count syllables, say the word slowly and feel how many times your chin drops or your mouth opens. Each distinct sound part is a syllable.

Listening (Text Book Page No. 146)

Question D. Listen to the conversation between a father and daughter and say whether following statements are true or false.
Question 1. Dad hasn't been to this fishing spot since last year.
Answer: True
In simple words: The father had not visited that specific fishing place for over a year.

🎯 Exam Tip: For True/False questions based on a listening passage, pay close attention to time markers and specific details mentioned by the speakers.

Question 2. Dad used to go fishing with his father.
Answer: False
In simple words: The father did not go fishing with his own dad.

🎯 Exam Tip: Listen carefully to identify who is doing what, as similar-sounding relationships (e.g., father/son) can be used to trick you.

Question 3. Dad has talked a lot about this fishing spot in the past.
Answer: True
In simple words: The dad often told stories about this fishing spot before.

🎯 Exam Tip: Note any phrases indicating frequency or past discussions to confirm if something was a common topic.

Question 4. The daughter also loves to fish.
Answer: True
In simple words: The daughter enjoys fishing too.

🎯 Exam Tip: Pay attention to the daughter's expressed enthusiasm or willingness to participate in the activity.

Question 5. Dad says his daughter MUST fish.
Answer: False
In simple words: The dad does not force his daughter to fish.

🎯 Exam Tip: Differentiate between encouragement/invitation and a strict command; words like "must" indicate a requirement.

Question 6. The daughter is going to cook the fish.
Answer: True
In simple words: The daughter plans to prepare the fish for eating.

🎯 Exam Tip: Listen for direct statements about who will handle the fish after catching it.

Question 7. Dad's fishing place hasn't changed since he was a boy.
Answer: False
In simple words: The fishing spot has changed from when the dad was a child.

🎯 Exam Tip: Listen for any comments indicating current conditions or memories that contrast with the past state of the location.

Speaking

Question E. Imagine that below are some of the paintings of Jane Eyre. Discuss your partner and describe the paintings.
Answer: This section describes various paintings, which are part of a discussion activity:
Painting (1) Tree: This painting shows a single tree with many beautiful flowers. Trees are very important because they help protect the Earth from pollution. They also bring rain, which is essential for different plants and animals to live together in a diverse ecosystem.
Painting (2) Snowy mountain: This painting shows mountains covered in snow. It looks like a beautiful and magical valley, almost like a paradise on Earth. Looking at it, you can feel the untouched beauty of the snowy landscape and the fresh, clean air. It gives a sense of peace and natural wonder.
Painting (3) Land slide: A landslide happens when a large amount of earth or rock falls from a mountain or cliff. This is a type of mass wasting, meaning soil and rock move downwards because of gravity. Landslides can be caused by heavy rain, earthquakes, volcanoes, or other things that make the ground on the slope weak. Understanding the causes helps in predicting and preventing them.
Painting (4) Yacht in the sea: This painting features an old-style yacht on the sea. Yachts come in many forms, including fishing boats, small leisure boats, and larger sailing yachts. A sailing ship uses big pieces of fabric called sails, which are attached to tall poles called masts, to catch the wind and move the boat forward. This classic way of travel depends entirely on nature's power.
In simple words: This activity asks us to look at pictures and talk about what we see in them, like a beautiful tree, a snowy mountain, a landslide, and a yacht.

🎯 Exam Tip: When describing a painting, include details about its subject, mood, main elements, and any deeper meaning or natural phenomena it represents.

Role Play

Question F. Put students into groups of three and let them act as Jane. Student A: You are Jane. You live with the Reeds. Tell the other students about your life there. Student B: You are Jane. You have been at Lowood School for a few months. Tell Student C: You are Jane. You are eighteen. You are going to work at Thornfield Hall as a teacher. Tell the other students about your hopes for your life.
Answer: This is a role-play activity, where students act out different stages of Jane Eyre's life based on the provided text:
Student A (Jane with the Reeds): My parents died when I was very young, so I don't remember them. Mr. Reed, my uncle, liked me and took me in. Before he died, he made Mrs. Reed promise to care for me. But Mrs. Reed's children were very mean to me; they shouted and hit me. Even though I did nothing wrong, Mrs. Reed would scold me and lock me in the red room. There, I got scared and imagined my uncle visiting me. I screamed and fainted, then became sick with a fever. Only Bessie, the maid, showed me any kindness. My time at Mrs. Reed's house was truly terrible.
Student B (Jane at Lowood School): When I arrived at Lowood, I didn't know it was a school for orphans. I met kind teachers like Miss Temple and Miss Miller there. Helen Burns became my friend, but sadly she got sick and passed away. Many students fell ill from poor food and cold weather. After this, the school conditions improved a lot. I spent six years studying there and then two years teaching.
Student C (Jane going to Thornfield Hall): After many hard years at Lowood, I felt desperate for freedom. I put an advertisement in 'The Herald' newspaper for a job. A week later, I got a letter from Mrs. Fairfax at Thornfield. I left Lowood and went to Thornfield. Mrs. Fairfax was very kind to me, but she told me she had no family. The house belonged to Mr. Rochester, and Adela, his ward, would be my pupil. I saw Adela running on the lawn one morning and spoke with her. She was lovely and enjoyed dancing, singing, and drawing. I started my new life as a governess in Thornfield.
In simple words: This activity lets students act out different parts of Jane Eyre's life: her sad childhood, her time at Lowood school, and her new start as a teacher at Thornfield.

🎯 Exam Tip: For role-play tasks, focus on embodying the character's emotions and perspective as described in the text. Practice speaking clearly and expressing key events and feelings.

Question. After this, decide who is the unhappiest of the three 'Janes'.
Answer: Jane, when living in the house of Mrs. Reed, experienced the unhappiest moments of her life. This was because she was very young and had no one to support or protect her from the violence and mistreatment she faced. This early period left a lasting impact on her.
In simple words: Jane was saddest when she lived with Mrs. Reed, because she was young and had no one to help her against cruelty.

🎯 Exam Tip: When evaluating unhappiness, consider the character's age, vulnerability, and lack of support during difficult periods, as these factors amplify suffering.

Reading (Text Book Page No. 147)

Question G. Read the story and fill in the grid by ticking each character's qualities.
Answer:

🎯 Exam Tip: When filling out a character qualities grid, refer back to specific actions or descriptions from the story to justify each tick mark accurately.

G. Read the story and fill in the grid by ticking each character's qualities. Discuss in pairs to rate the characteristic and give marks from 1 to 10 depending on the grade of each quality. Justify your views in one or two sentences.

Answer: This activity requires you to read the story of Jane Eyre and then evaluate the characteristics of each character mentioned in the table. You need to put a tick mark (✓) next to the characteristics that apply to each character. Then, discuss with a partner to rate how much each character shows that quality, from 1 to 10. Finally, write a short sentence or two to explain why you rated them that way. This helps you understand the characters deeply. The filled table below shows one possible way to assess these characteristics, but your personal views might differ slightly based on your interpretation of the story.

🎯 Exam Tip: When analyzing character traits, always refer back to specific events or dialogue in the story to support your choice of characteristics and ratings.

Writing (Text Book Page No. 148)

H. Arrange the jumbled sentences and write a paragraph. Use appropriate conjunctions.
Answer: Jane Eyre was an orphan. Her uncle, Mr. Reed, liked her, but he passed away. Eventually, Jane lived with her aunt, Mrs. Reed. However, Mrs. Reed disliked Jane because Jane was not her own daughter. Mr. Reed had made Mrs. Reed promise to care for Jane, but instead, Mrs. Reed sent Jane away. When Jane was ten years old, she was sent to Lowood School, where she later graduated. She stayed there for two years as a teacher. Afterwards, she left for Thornfield, where she began working.
In simple words: Jane was an orphan who lived with her aunt, Mrs. Reed, after her uncle died. Mrs. Reed didn't like Jane and sent her to Lowood School. Jane studied, became a teacher, and then left for Thornfield to work.

🎯 Exam Tip: When arranging sentences, look for transition words (like 'however', 'afterwards') and logical connections between ideas to build a smooth narrative flow.

I. Read scene I. Discuss with your partner what Mrs. Reed might write about Jane in her letter to the owner of a school. Now complete her letter to Mr. Brockiehurst.
Answer: This task asks you to imagine what Mrs. Reed would write in a letter about Jane to Mr. Brocklehurst, the owner of a school, and then complete a given letter template. Mrs. Reed would likely emphasize Jane's orphan status and her desire to send Jane away for an education, portraying it as an act of charity while also ridding herself of Jane. The completed letter would express her wish for Jane to be admitted to Lowood School for charity children.

Gateshead Hall, Gateshead
Northumberland

Mr Brocklehurst
Lowood Institution
Lowood
Durham

Dear Sir,

I understand that you have a school for charity children at Lowood. Here we have an orphan named Jane Eyre in my custody. Kindly admit her in your school at Lowood so that she can receive an education. Your assistance in this matter would greatly help both me and the orphan child.

Thanking you,
Yours sincerely,
Mrs. Reed.

🎯 Exam Tip: When writing a letter from a character's perspective, ensure the tone, vocabulary, and content reflect that character's personality and motivations from the story.

Grammar (Text Book Page No. 149)

J. Read the passage. Choose between a little, a lot of, a few, few, fewer, many and much to fill in the gap.
Answer: The passage is provided with the correct choices already filled in. The words in bold below highlight these choices, showing how "a few", "many", "a lot of", "fewer", "much", and "little" are used in context. Each word helps to specify the quantity or amount of something.

Two years ago, I moved to a new neighbourhood. There seemed to be very few people in this area without telephones, so I expected to get a new phone quickly. I applied for one as soon as I moved into my new house. 'We aren't supplying many new phones in your area', an engineer told me. ‘A lot of people want new phones at the moment and the company is employing fewer engineers than last year so as to save money. A new phone won't cost you much money, but it will take little time. We can't do anything for you before December. 'You need little patience if you're waiting for a new phone and you need a few friends whose phones you can use as well. Fortunately, I had both. December came and went, but there was no sign of a phone. I went to the company's local office to protest. 'They told me I'd have a phone by December,' I protested. 'Which year?' the assistant asked.
In simple words: This story uses words like "few," "many," "a lot of," "fewer," "much," and "little" to talk about quantities of things like phones, engineers, money, and time. Each word tells us how much or how many of something there is.

🎯 Exam Tip: Remember that "few/fewer" are for countable nouns (people, phones), while "little/much" are for uncountable nouns (time, money, patience). "A lot of" and "many" can be used for both, depending on context.

K. Read the Time Line of Harish. Write sentences using the present perfect tense.
Answer: You need to use the present perfect tense to describe events in Harish's timeline, focusing on actions that started in the past and continue to have relevance now or whose effects are still felt. This tense often uses "has" or "have" plus the past participle of the verb.

• Harish has been born in Madurai in 1971.
• Harish and his family have moved to Chennai in 1976.
• Harish has finished college and has started working for Indian Oil in 1993.
• Harish has been promoted as a manager at Indian Oil in 1996.
• Harish has met Amina in 1997.
• Harish and Amina have got married in 2000.
• They have got a child in 2001.

🎯 Exam Tip: The present perfect tense is used for actions that happened at an unspecified time in the past or actions that started in the past and continue to the present. Keywords like "since" or "for" often indicate its use.

L. Read the following passage and fill in the blanks with the correct form of the verb. (Text Book Page No. 150)
Answer: The passage below has been completed with the correct forms of the verbs. This shows how to use past tense verbs to describe a sequence of events and experiences. The verbs have been chosen to fit the context of a narrative about visiting Paris.

Where had I gone? What had I done? What had I seen? I had never seen such beautiful sights before I visited Paris in 2012. I saved money for five years before I booked my trip to Paris. I was very excited! Before my trip to Paris, I had never been out of India. When I went to Paris, I spent many days touring the city. The city was big. Sometimes I got lost and asked for directions. I asked for directions in French. That was easy because I had been studying French for two years before I visited Paris. By the time I left Paris, I toured many beautiful places. The Eiffel Tower, the Notre Dame Cathedral, and the Luxembourg Gardens were just a few of the places I saw. Before I visited Paris, I had only seen those places on television.
In simple words: The story talks about a trip to Paris. The missing words in the story are verbs, which describe actions like seeing, saving money, being somewhere, studying, and touring. They are put in the correct past tense form.

🎯 Exam Tip: Pay close attention to the timeline and context of the narrative to correctly choose between past simple, past continuous, and past perfect tenses for verb completion.

M. Look at the picture and write eight sentences using prepositions. Where is the rabbit?
Answer: Here are eight sentences describing the rabbit's position relative to the bag, using different prepositions. The image shows the rabbit in various locations, helping us understand these spatial relationships.

1. The rabbit is behind the bag.
2. The rabbit is in front of the bag.
3. The rabbit is under the bag.
4. The rabbit is in the bag.
5. The rabbit is on the bag.
6. The rabbit is in between the bags.
7. The rabbit is beside the bag.
8. The rabbit is around the bag.

🎯 Exam Tip: Visualize the object and its relation to another object when choosing a preposition; practice with common scenarios to master their correct usage.

Comparative and Superlative Survey

N. Answer the questions below. Write your answers in the second column of the table. (Text Book Page No. 151)
Answer: This task involves answering a series of personal questions and then filling in a table with your own answers and those of others for comparison. The goal is to use comparative and superlative adjectives to describe differences among people based on their survey responses. The table on page 22 provides an example of how such a survey might be completed with data for multiple students.
a. How old are you?
Answer: 12 years
b. How tall are you?
Answer: 5 feet
c. What bicycle do you have?
Answer: Ladybird
d. How many languages do you speak?
Answer: 2 languages
e. At what time do you usually wake up?
Answer: 6 AM
f. How far is your home from school?
Answer: 1/2 km

The table below shows sample answers for "You" and other students, allowing for comparisons.

🎯 Exam Tip: When filling out surveys, ensure your answers are precise and match the requested format (e.g., number, descriptive text, specific unit).

O. Work in groups of six. Write the other students' names at the top of the table. Interview each student using the above questions and complete the table with their answers. When you have all the answers, use the results to write three comparative and three superlative sentences about the students in your group.
Answer: This activity asks you to gather information from your classmates and then use that data to write sentences comparing them. The examples below show how to create comparative sentences (comparing two things) and superlative sentences (comparing one thing to a whole group) based on the collected survey data.

Examples:

1. I am older than Babu in my class.
2. Leela is taller than Kala.
3. Leela's bicycle is more expensive than my bicycle.
4. Leela speaks the highest number of languages in my class.
5. Babu is the one who wakes up at the earliest hour in the morning.
6. Babu's house is the nearest house to my school.

🎯 Exam Tip: Remember to use "-er" or "more" for comparative adjectives (comparing two) and "-est" or "most" for superlative adjectives (comparing three or more).

Passive Voice (Text Book Page No. 152)

P. Read the following article about the amazing similarities between the Abraham Lincoln; then underline the passive forms.
Answer: This exercise requires you to identify the passive voice in sentences about Lincoln and Kennedy. In the passive voice, the subject receives the action, rather than performing it. This often involves a form of "to be" and a past participle. Here are the passive forms identified from each statement:
(i) Abraham Lincoln was elected to Congress in 1846. Voters elected John F. Kennedy to Congress in 1946.
Answer: was elected
(ii) Lincoln was elected president in 1860. Voters elected Kennedy president in 1960.
Answer: was elected
(iii) Both men were particularly concerned with civil rights.
Answer: were concerned
(iv) Both wives lost their children while living in the White House.
Answer: lost
(v) Lincoln was shot on a Friday. Someone shot Kennedy on a Friday.
Answer: was shot
(vi) Lincoln was shot in the head. The gunman shot Kennedy in the head.
Answer: was shot
(vii) Lincoln's secretary was called Kennedy. Kennedy's secretary was called Lincoln.
Answer: was called, was called
(viii) Lincoln was assassinated by a Southerner. A Southerner assassinated Kennedy.
Answer: was assassinated
(ix) Lincoln was succeeded by a Southerner named Johnson. A Southerner named Johnson succeeded Kennedy.
Answer: was succeeded
(x) Andrew Johnson, who succeeded Lincoln, was born in 1808.
Answer: was born
(xi) Lyndon Johnson, who succeeded Kennedy, was born in 1908.
Answer: was born
(xii) John Wilkes Booth, who assassinated Lincoln, was born in 1839. Lee Harvey Oswald, who assassinated Kennedy, was born in 1939.
Answer: was born
(xiii) Both assassins were known by their three names and both names are composed of fifteen letters.
Answer: were known, are composed
(xiv) Lincoln was shot at a theatre named “Ford”. The gunman shot Kennedy in a car.
Answer: was shot
(xv) Booth ran from the theatre and was caught in a warehouse. Oswald ran from a warehouse and the police caught him in a theatre.
Answer: was caught
(xvi) Booth was assassinated before his trial. Someone assassinated Oswald before his trial.
Answer: was assassinatedIn simple words: The passive voice shows when someone or something receives an action, instead of doing it. Look for verbs that use "was" or "were" followed by a word ending in -ed or -en.

🎯 Exam Tip: To identify passive voice, look for a form of the verb "to be" (is, am, are, was, were, be, being, been) followed by a past participle. The doer of the action is often absent or introduced by "by."

Q. Reported Questions (Text Book Page No. 153)

Question 1. Jane told Bessie that she would hide herself in the library with Uncle Reed's book.
Answer: Why did Jane tell Bessie that she would hide herself in the library with Uncle Reed's book?
In simple words: This is a direct question asking the reason Jane wanted to hide in the library with her uncle's book.

🎯 Exam Tip: When converting reported speech to direct speech, identify the original question word (who, what, when, where, why, how) and the subject-verb order changes back to question form.

Question 2. John ordered Jane to come there when he called her.
Answer: What did John order Jane?
In simple words: This asks what John's command to Jane was.

🎯 Exam Tip: For reported commands or orders, the direct question often asks "What did [person] order/ask [another person]?"

Question 3. Eliza asked Jane what she was doing then.
Answer: What are you doing now?
In simple words: This is the direct question Eliza asked Jane about her current activity.

🎯 Exam Tip: When going from reported to direct speech, "then" typically changes back to "now" and verb tenses shift (e.g., past continuous to present continuous).

Question 4. Mrs. Reed told Bessie to take her away to the red room and lock her in there.
Answer: What did Mrs. Reed tell Bessie?
In simple words: This question asks what instructions Mrs. Reed gave to Bessie.

🎯 Exam Tip: For reported commands or instructions, the direct question often starts with "What did [speaker] tell/ask [listener]?"

Question 5. Miss. Temple asked Jane whether she could read and write.
Answer: Can you read and write?
In simple words: This is the straightforward question Miss Temple asked Jane about her skills.

🎯 Exam Tip: Reported "yes/no" questions that use "whether" or "if" convert to direct questions starting with a helping verb (e.g., can, do, did, are, is).

Question 6. Miss. Miller asked Miss. Temple where she should put Jane.
Answer: Where should I put Jane?
In simple words: This is the direct question Miss Miller asked Miss Temple for advice.

🎯 Exam Tip: When converting reported questions with "should" to direct speech, the pronoun "she" usually reverts to "I" if the speaker is asking about their own action.

Question 7. Jane asked Helen why they called it an institution.
Answer: Why do you call it an institution?
In simple words: This is the direct question Jane asked Helen about the name of the place.

🎯 Exam Tip: Direct questions use normal question word order (question word + helping verb + subject + main verb) and appropriate pronouns.

Question 8. Helen asked Jane why she had come there.
Answer: Why have you come here?
In simple words: This is the direct question Helen asked Jane about her reason for being there.

🎯 Exam Tip: "Had come" (past perfect) in reported speech often reverts to "have come" (present perfect) or "did come" (past simple) in direct speech, depending on context. "There" changes to "here."

Question 9. Jane asked Mrs. Fairfax whether she would have the pleasure of seeing Miss. Fairfax that night.
Answer: Would I have the pleasure of seeing Miss. Fairfax this night?
In simple words: This is Jane's polite, direct question to Mrs. Fairfax about meeting someone later.

🎯 Exam Tip: Reported questions using "would" often directly translate into direct questions also using "would," with pronoun changes like "she" to "I." "That night" can become "this night."

Question 10. Miss. Adela told Jane that she could sing and dance also.
Answer: Can you sing and dance?
In simple words: This is the direct question that Jane would have asked Adela to get this information.

🎯 Exam Tip: If the reported speech is an affirmative statement, infer the most likely direct question that would elicit that response (e.g., if told "she could sing," the question might be "Can you sing?").

Project

S. Look at the story board. Read the captions given under each frame. Fill the bubbles and complete the story board. (Text Book Page No. 154) Create your own story board for the scene 'At Thornfield'. Make a power point presentation using the story board.
Answer: This task asks you to complete a given storyboard by filling in the speech bubbles based on the provided captions, which depict key events in Jane Eyre's early life. The storyboard illustrates Jane's conflict with Mrs. Reed, her departure for Lowood School, her arrival, her meeting with Helen, and her time in class. The completed storyboard with the bubble texts would be as follows:

• Frame 1 Caption: Jane and Mrs. Reed are in the red room arguing. This event leads to Mrs. Reed sending Jane to Lowood. * Bubble Text 1: No. You stay here * Bubble Text 2: Let me get out
• Frame 2 Caption: Jane leaves the Reeds in Gateshead and is sent to Lowood. At this time, Jane isn't aware that Lowood is a school for orphans. * Bubble Text 1: I am going to good school. I will be happy there.
• Frame 3 Caption: Jane is on her way to Lowood. * Bubble Text 1: In my new school. I will get good food facilities and friends.
• Frame 4 Caption: Jane arrives at Lowood. * Bubble Text 1: What! No one is found. No noise
• Frame 5 Caption: Jane meets Helen at Lowood shortly after she arrives. * Bubble Text 1: You ask too many questions! * Bubble Text 2: Helen, Are you happy here?
• Frame 6 Caption: Jane is in class in Lowood. * Bubble Text 1: Unless I study well I cannot earn. I must study well and go out as a teacher

🎯 Exam Tip: When filling in speech bubbles for a storyboard, ensure the dialogue accurately reflects the character's personality, emotions, and the events described in the captions.

Jane Eyre Summary in English

The story of Jane Eyre describes the challenges faced by an orphan child who started her life working as a governess in a wealthy family. Even though she encountered many difficulties, she always stuck to her beliefs and principles. In the end, she found a happy life to live forever after. This journey highlights her resilience and moral strength.

Jane Eyre Summary in Tamil

ஜேன் ஐயரின் கதை, அநாதையான ஒரு பெண் குழந்தையின் கஷ்டங்களைச் சொல்கிறது. அவள் ஒரு பணக்கார குடும்பத்தில் ஆச்சி வேலைக்குச் சேர்ந்து தனது வாழ்க்கையைத் தொடங்கினாள். அவள் நிறைய சிரமங்களைச் சந்தித்தாலும், தனது கொள்கைகளில் உறுதியாக இருந்தாள். இறுதியில், அவள் ஒரு மகிழ்ச்சியான வாழ்க்கையைப் பெற்றாள். [Translation: The story of Jane Eyre tells the difficulties of an orphan girl. She started her life as a governess in a rich family. Although she faced many hardships, she remained firm in her principles. In the end, she found a happy life.]

Jane Eyre About the Author in English

Jane Eyre is a novel written by an English novelist, poet, Charlotte Bronte. Her sisters Emily and Anne also were writers. Many of her novels including Jane Eyre had been converted to movies. The story of Jane Eyre came as a Tamil film named 'Santhi Nilayam'.

Jane Eyre About the Author in Tamil

ஜேன் ஐயர் என்ற நாவல் ஆங்கில நாவல் ஆசிரியர், கவிஞர் சார்லட் பிரான்டியால் எழுதப்பட்டது. அவரது சகோதரிகள் எமிலி, ஆனி ஆகியோரும் எழுத்தாளர்கள் ஆவர். சார்லட்டின் நிறைய நாவல்கள் திரைப்படங்களாய் வெளிவந்துள்ளன. ஜேன் ஐயர், கதை, தமிழ் திரைப்படமாக சாந்தி நிலையம் என்ற பெயரில் வந்துள்ளது.