Diary of Anne Frank NCERT Solutions | Very Important

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Diary of Anne Frank NCERT Solutions

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Diary of Anne Frank NCERT Solutions

Activity – Page No.49

Question 1: Do you keep a diary? Given below under ‘A’ are some terms we use to describe a written record of personal experience. Can you match them with their descriptions under ‘B’? (You may look up the terms in a dictionary if you wish.)

Chapter 4 page 001

2. Here are some entries from personal records. Use the definitions above to decide which of the entries might be from a diary, a journal, a log or a memoir.

(i) I woke up very late and promptly got a scolding from Mum! I can’t help it how can I miss the FIFA World Cup matches?

Ans. Diary

(ii) 10:30 a.m.        Went to the office of the Director

 01:00 p.m.             Had lunch with Chairman

 05:45 p.m.          Received Rahul at the airport

09:30 p.m.           Dinner at home

(ii) The ride to Ooty was uneventful. We rested for a while every 50 km or so and used the time to capture the magnificent landscape with my HandyCam. From Ooty, we went on to Bangalore.

What a contrast! The noise and pollution of this once beautiful city really broke my heart.

 Ans. Journal

 (iv) This is how Raj Kapoor found me — all wet and ragged outside R.K. Studios. He was then looking for just someone like this for a small role in Mera Naam Joker, and he cast me on the spot. The rest, as they say, is history!

Ans. Memoir

Oral Comprehension Check (Page 51)

Q1. What makes writing in a diary a strange experience for Anne Frank?

Ans. Anne Frank starts writing a diary from 20th June 1942. Writing a diary is a really strange experience for her. She has never written any such thing earlier. Moreover, she was too young to be taken seriously. She thinks that no one will take an interest in the musings of a thirteen-year-old girl.

Q2. Why does Anne want to keep a diary?

Ans. In spite of a family and friends, Anne felt rather lonely. There were thirty persons whom she could call her friends. She could talk only ordinary everyday things with them. She couldn’t share most feelings with them. Nor could she confide in them. She wanted the diary to be her friend. She named her friend ‘Kitty’.

Q3.Why did Anne think she could confide more in her diary than in people?

Ans. Anne believed that paper had more patience than people. No doubt, she had a family, her loving parents, an elder sister and friends. But she couldn’t share her intimate experiences and problems with them. So she decided to get all kinds of things off her chest and maintain a diary.

Oral Comprehension Check (Page 51)

Q1. Why does Anne provide a brief sketch of her life?

Ans. Anne decides to write her diary regularly. Her diary is her best friend and she names it ‘Kitty’. She feels no one would understand a word of her stories to Kitty if she narrates them directly. She doesn’t like to provide her personal details to others. But it would be prudent to provide a brief sketch of her life for a better understanding of her writings.

Q2. What tells you that Anne loved her grandmother?

Ans. Anne loved her grandmother rather deeply. When her parents emigrated to Holland in 1933, Anne and her elder sister Margot were sent to Aachen to stay with her grandmother. In 1941, she fell ill and died in 1942. She loved and remembered her so often even after her death. She lighted a special candle for her grandmother on her birthday as a mark of respect for her.

Oral Comprehension Check (Page 54)

Q1. Why was Mr Keesing annoyed with Anne? What did he ask her to do?

Ans. Mr Keesing was an old fashioned man. He didn’t like his students talking in the class. He was annoyed with Anne as she talked too much in the class. As a sort of punishment, he asked her to write an essay on ‘A Chatterbox’.

Q2. How did Anne justify her being a chatterbox in her essay?

Ans. Anne justified her being a Chatterbox in her essay. She agreed that talking is a student’s trait. She would never be able to cure herself of the habit. He mother talked as much as she did if not more. She promised to do her best to keep her habit of talking under control. However, not much can be done about inherited traits.

Q3. Do you think Mr Keesing was a strict teacher?

Ans. Yes. Mr Keesing was an old fashioned ‘fogey’. He liked to maintain a strict discipline in the class. tic was annoyed with Antic as she talked too much in the clan. As a punishment, he asked her to write several essays on ‘Chatterboxes’. A change came in him when Anne turned the table on him. He allowed her to talk and never gave her any extra homework.

Q4. What made Mr Keesing allow Anne to talk in the class?

Ans. Anne did not stop talking in the class even after being given extra homework. So, Mr Keesing asked her to write an essay on ‘Quack, Quack, Quack, Said Mistress Chatterbox’. She wanted to write something original. Her friend, Sanne, offered to write the essay in verse. Mr Keesing was trying to play a joke on her by giving her to write an essay on such a ridiculous subject. Now, the joke was on him. The poem was about a father swan biting his three baby ducklings to death because they quacked too much. Mr Keesing took the joke in the right spirit. Since then, he had allowed Anne to talk in the class.

Thinking About the Text (Page 54)

Q1. Was Anne right when she said that the world would not be interested in the musings of a thirteen-year-old girl?

Ans. Anne believed, and not without reasons that no one would be interested in the musings of a thirteen-year-old girl. However, she was proved false. ‘The Diary of a Young Girl’ has been translated into many languages throughout the world. It is considered to be one of the most authentic documents of the Holocaust period. It describes graphically the atrocities and tortures that the Jews faced during the Nazis’ occupation of Holland.

Q2. There are some examples of diary or journal entries in the ‘Before You Read’ section. Compare these with what Anne writes in her diary. What language was the diary originally written in? In what way is Anne’s diary different?

Ans. Anne’s writings in her diary are quite different from the others. These are entries of a thirteen-year-old girl forced to live in a hiding to escape arrest from the Nazi-police. Feeling all alone, she pours out the burden of her heart through her writings. She describes many details of her personal life, her friends and her family. However, her writings don’t ignore the harshest cruelties and atrocities that her race, the Jews were suffering during Hitler’s occupation of Holland.

Q3. why does Anne need to give a brief sketch about her family? Does she treat gutty’ as an insider or an outsider?

Ans. Anne realises that her readers may not understand her writings well until she gives a brief sketch of her family. It will help to understand her and her ‘musings’ in a better way. She wants the diary to be her friend and she names it ‘Kitty’. Kitty is an insider and she confides in ‘Kitty’ and gets all kinds of things off her heart through her writings.

Q4. How does Anne feel about her father, her grandmother, Mrs Kuperus, and Mr Keesing? What do these tell you about her?

Ans. Anne considers her father as the most adorable father. She stayed with her grandmother when her parents were away. She loves and respects her deeply. She was deeply attached to the headmistress, Mrs Kuperus. She was moved to tears during her farewell. She didn’t go well with ‘the old fogey’, Mr Keesing, who was annoyed because she talked too much.

Q5. What does Anne write in her first essay?

Ans. Anne tries to justify her habit of talking in her first essay, ‘A Chatterbox’. She argues that talking is a student’s trait. She would never be able to cure herself of this habit. Her mother talked as much as she did if not more. She would do her best to keep it under control. It is very difficult to give up ‘inherited traits’.

 Q6. Anne says teachers are most unpredictable. Is Mr Keesing unpredictable? How?

Ans. Arnie is not wrong when she says that teachers are the most unpredictable. It depends upon them whether a student will go up in the next class or not. Mr Keesing loses his temperament on trifles. He goes on punishing Anne for her talking too much by giving assignments of writing essays. But his attitude changes in the end. He allows her to talk and stops giving her extra work is punishment.

 Q7. What do these statements tell you about Anne Frank as a person?

(i)We don’t seem to be able to get any closer, and that’s the problem. Maybe it’s my fault that we don’t confide in each other.

(ii)I don’t want to jot down the facts in a diary the way most people would, but I want the diary to be my friend.

(iii)Margot went to Holland in December, I followed in February when I was plunked down on the table as a birthday present for Margot.

(iv) If you ask me, there are so many dummies that about a quarter of the class should be kept back, but teachers are the most unpredictable creatures on earth.

(v)Anyone could ramble on and leave big spaces between the words, but the trick was to come up with convincing arguments to prove the necessity of talking.

Ans. She can’t confide in with so-called ‘friends’ and talk certain intimate issues with them.

(i)We can get the following glimpses of Anne’s characters after reading these statements;

(ii) She wants to load off her feelings and intimate issues through her writings in her diary.

(iii)It shows that her parents gave more importance to her elder sister, Margot.

(iv) It shows her frankness. She doesn’t hesitate to give an opinion about her classmates and about the unpredictable attitude of her teachers.

(v)It shows her seriousness as she wants to come up with convincing arguments to justify the ‘necessity of talking’ in her essay.

Thinking About Language (Page 55)

Look at the following words.

headmistress                    long-awaited                        homework

notebook                           stiff-backed                           outbursts

 These words are compound words. They are made up of two or more words.

Compound words can be:

  • nouns: headmistress, homework, notebook, outbursts
  • adjectives: long-awaited, stacked
  • verbs: sleep-walk. babysit

Match the compound words under ‘A’ with their meanings under ‘B’. Use each in a sentence.

1. Heartbreaking– obeying and respecting the law
2.Homesick– think about pleasant things, forgetting about the present
3. Blockhead– something produced by a person, machine or organisation
4.Law-abiding– producing great sadness
5. Overdo– an occasion when vehicles/machines stop working
6. Daydream– an informal word which means a very stupid person
7. Breakdown– missing home and family very much
8. Output– do something to an excessive degree


1.Heartbreakingproducing great sadness
2. Homesickmissing home and family very much
3. Blockheadan informal word which means a very stupid person
4. Law-abidingobeying and respecting the law
5. Overdodo something to an excessive degree
6. Daydreamthink about pleasant things, forgetting about the present
7. Break downan occasion when vehicles/ machines stop Working
8. Outputsomething produced by a person, machine or organisation

 II. Phrasal Verbs

A phrasal verb is a verb followed by a preposition or an adverb. Its meaning is often different from the meaning of its parts. Compare the meanings of the verbs get on and run away in (a) and (b) below. You can easily guess their meanings in (a) but in (b) they have special meanings.


  • She got on at Agra when the bus stopped for breakfast.
  • Dev Anand ran away from home when he was a teenager.

(b) • She’s eager to get on in life. (succeed)

  • The visitors ran away with the match. (won easily)

Some phrasal verbs have three parts: a verb followed by an adverb and a preposition.

(c) Our car ran out of petrol just outside the city limits.

(d) The government wants to reach out to the people with this new campaign.

1.The text you’ve just read has a number of phrasal verbs commonly used in English. Look up the following in a dictionary for their meanings (under the entry for the italicised word).

(i) plunge (right) in (ii) kept back

(iii) ramble on (iv) get along with

Ans. (i) plunge (right) in —dive into
(ii) kept back —to withhold
(iii) ramble on —to walk or talk in a confused way
(iv) get along with —to move forward

2.Now find the sentences in the lesson that have the phrasal verbs given below. Match them with their meanings. (You have already found out the meanings of some of them.) Are their meanings the same as that of their parts? (Note that two parts of a phrasal verb may occur separately in the text.)

(i) plunge in — speak or write without focus
(ii) kept backstay indoors
(iii)move up — make (them) remain quiet
(iv) ramble on — have a good relationship with
(v)get along with— give an assignment (homework) to a person in authority (the teacher)
(vi)calm down — compensate
(vii)stay in — go straight to the topic
(viii)make up for — go to the next grade
(ix)hand in — not promoted


(i)plunge in — go straight to the topic
(ii)kept back — not promoted
(iii)move up — go to the next grade
(iv) ramble on — speak or write without focus
(v)get along with— have a good relationship with
(vi )calm down — make (them) remain quiet
(vii) stay in — stay indoors
(viii) make up for — compensate
(ix) hand in — give an assignment (homework) to a person in authority (the teacher)

III. Idioms

Idioms are groups of words with a fixed order, and a particular meaning different from the meanings of each of their words put together. (Phrasal verbs can also be idioms; they are said to be ‘idiomatic’ when their meaning is unpredictable). For example, do you know what it means to meet one’s match in English? It makes to meet someone who is as good as oneself, or even better, in some skill or quality. Do you know what it means to let the cat out of the bag? Can you guess?

Ans. To let the cat out of the bag
To expose hidden thoughts by mistake.]

Here are a few sentences from the text which have idiomatic expressions. Can you say what each means? (You might want to consult a dictionary first.)

(i) Our entire class is quaking in its boots.
(ii) Until then, we keep telling each other not to lose heart.
(iii)Mr Keesing was annoyed with me for ages because I talked so much.
(iv)Mr Keesing was trying to play a joke on me with this ridiculous subject, but I’d make sure the joke was on him.


(i)All the students are very nervous.
(ii) We keep consoling each other not to lose hope.
(iii)for a long time.
(iv) a person who tried to make someone look ridiculous.

2. Here are a few more idiomatic expressions that occur in the text. Try to use them in sentences of your own.

(i) caught my eye
(ii) he’d had enough
(iii)laugh ourselves silly
(iv)can’t bring myself to

Ans. (i) caught my eye (draw attraction): Her fanciful dress immediately caught my eyes.
(ii) he’d had enough (had too much): I’d had enough of it, I will not tolerate it any more.
(iii) laugh ourselves silly (laugh foolishly): We laughed ourselves silly on seeing that funny man.
(iv)can’t bring myself to (can’t prepare myself for a thing/job): I couldn’t bring myself to speak elaborately on this topic.

IV. Do you know how to use a dictionary to find out the meanings of idiomatic expressions? Take, for example, the expression caught my eye in the story. Where — under which word — would you look for it in the dictionary?
Look for it under the first word. But if the first word is a ‘grammatical’ word like a the, for, etc., then take the next word. That is, look for the first ‘meaningful’ word in the expression. In our example, it is the word caught.
But you won’t find caught in the dictionary, because it is the past tense of catch. You’ll find caught listed under catch. So you must look under catch for the expression caught my eye. Which other expressions with catch are listed in your dictionary?
Note that a dictionary entry usually first gives the meanings of the word itself, and then gives a list of idiomatic expressions using that word. For example, study this partial entry for the noun ‘eye’ from the Oxford Advanced Learner’s Dictionary 2005.

• Noun
• Part of Body I [C] either of the two organs on the face that you see with: The suspect has dark hair and green eyes.
• Ability to See 3 [sing] the ability to see: A surgeon needs a good eye and a steady hand
• Way of Seeing 4 [C. usually, sing] a particular way of seeing sth: He looked at the design with the eye of an engineer.
• Of Needle 5 [C] the hole in the hand of a needle that you put the thread through.

IDM be all eyes to be watching sb/sth carefully and with a lot of interest before/in front of sb’s (very) eyes in sb’s presence, in front of sb: He had seen his life’s work destroyed before his very eyes. Be up to your eyes in sth to have a lot of sth to deal with: We’re up to our eyes in work.

You have read the expression ‘not to lose heart’ in this text. Now find out the meanings of the following expressions using the word ‘heart’. Use each of them in a sentence of your own.

  1. break somebody’s heart
  2. close/dear to the heart
  3. from the (bottom of your) heart
  4. have a heart
  5. have a heart of stone
  6. your heart goes out to somebody.


1. Break somebody’s heart (to crush someone with grief): When Mohan failed, it broke the heart of his parents.
2. Close/dear to heart (of deep interest and concern to one): My parents are very close to my heart.
3. From the (bottom of your) heart (with sincere feelings): I love my bike from the bottom of my heart.
4. Have a heart (to show courage): We should never be disappointed, we must have a heart and try again.
5. Have a heart of stone (to be a cruel person): The policemen have a heart of stone.
6. Your heart goes out to somebody (to show love and concern for somebody): My heart goes out to the poor who have to go hungry.

V. Contracted Forms

When we speak, we use ‘contracted forms’ or short forms such as these:

can’t (for cannot or cannot)

I’d (for I would or I had)

she’s (for she is)

Notice that contracted forms are also written with an apostrophe to show a shortening of the spelling of not, would, or is as in the above example.
Writing a diary is like speaking to oneself. Plays (often novels) also have a speech in written form. So we usually come across contracted forms in diaries, plays and novels.

Make a list of the contracted forms in the text. Rewrite them as full forms of two words.

For example

I’ve =1 have

We have seen that some contracted forms can stand for two different full forms:

I’d = I had or I would

 Find in the text the contracted forms that stand for two different full forms, and say what these are.

 Ans. Contracted forms

Contracted forms in the lesson are:

(i)I’ve = I have
(ii) doesn’t = does not
(iii)I’m = I am
(iv) don’t = do not
(v)they’re  = they are
(vi) I’d = I would
(vii) who’ll = who will
(viii) You’re = you are
(ix) we’ll = we will
(x)haven’t = have not
(xi) who’s = who is

Speaking (Pages 58 & 59)

Here is an extract adapted from a one-act play. In this extract, angry neighbours who think Joe the Inventor’s new spinning machine will make them lose their jobs come to destroy Joe’s model of the machine.
You’ve just seen how contracted forms can make a written text sound like actual speech. Try to make this extract sound more like a real conversation by changing some of the verbs back into the contracted forms. Then speak out the lines.

[The door is flung open, and several men tramp in. They carry sticks, and one of them, HOB, has a hammer]

HOB: Now where is your husband, mistress?
MARY: In his bed. He is sick and weary. You would not harm him!
HOB: We are going to smash his evil work to pieces. Where is the machine?
SECOND MAN: On the table yonder.
HOB: Then here is the end of it! [HOB smashes the model. Mary screams.]
HOB: And now your husband!
MARY: Neighbours, he is a sick man and almost a cripple. You would not hurt him!
HOB: He is planning to take away our daily bread…We will show him what we think of him and his ways!
MARY: You have broken his machine… you have done enough…

Ans. Do it yourself.

 Writing (Page 59)

Now you know what a diary is and how to keep one. Can you keep a diary for a week recording the events that occur? You may share your diary with your class if you wish to. Use the following hints to write your diary.

  • Though your diary is very private, write as if you are writing for someone else.
  • Present your thoughts in a convincing manner.
  • Use words that convey your feelings, and words that ‘paint pictures’ for the reader. Be brief.

 `Diary language’ has some typical features such as subjectless sentences (Got up late in the morning), sentence fragments without subjects or verbs (…too bad, boring, not good), contracted forms (there, I’ve, can’t, didn’t, etc.), and everyday expressions which people use in speech. Remember not to use such language in more formal kinds of writing.

Ans. Do it yourself.

Listening (Page 59)

Your teacher will read out an extract from The Diary of Samuel Pepys (see textbook page 60) about the great fire of London. As you listen completely this summary of the happenings.


This entry in the diary has been made on …(i)… by …(ii)… The person who told Pepys about the fire was called …(iii)… She called at …(iv)… in the morning. Pepys went back to sleep because of of…(v)… Pepys rose again at …(vi)… in the morning. By then about …(vii)… houses had been burned down. The fire had spread to …(viii)… by London Bridge. Pepys then walked to the …(ix)… along with Sir J. Robinson’s …(x)…

Ans. (i) 2nd September;
(ii) Samuel Pepys;
(iii) Jane;
(iv) about three;
(v) it was too early
(vi) seven;
(vii) 300;
(viii) all Fish Street;
(ix) tower;
(x) little son.