ENGLISH

COMMUNICATIVE
Study Material
Literature
Reader
•
Main
Course
Book
•
Workbook

CLASS X

Based
on
CBSE
Textbooks
 ENGLISH
COMMUNICATIVE
Study Material
Strictly Based on CBSE Textbooks and Guidelines
Literature
Reader
•
Main
Course
Book
•
Workbook

CLASS X

By
DR. R.C. DAHIYA
PhD
&
R.K. GUPTA

1. READING
2. WRITING
3. GRAMMAR
4. LITERATURE READER
5. MAIN COURSE BOOK
6. WORKBOOK

NEW AGE INTERNATIONAL (P) LIMITED, PUBLISHERS

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 PREFACE TO THE REVISED EDITION
® English-Communicative for Class X has been thoroughly revised, updated and
standardized as per the latest CBSE Syllabus, Examination Question Papers and Sample Papers. The
entire matter is strictly as per the latest instructions/guidelines, marking scheme and word limit
prescribed by the CBSE.
The main features of this book are :
H READING, WRITING AND GRAMMAR
— These Sections contain sufficient material for sharpening these Skills through the Multiple
Choice Questions (MCQs) and Supply Type Questions as per the latest CBSE guidelines.
Reading passages cover almost every field of human activity and aim at widening the knowledge
of students expected of them at the Secondary Level.
— All the topics under Writing have been included in sufficient numbers (both Solved and Unsolved).
— The unique feature of Grammar is that the Grammar Topics and Types (Integrated Exercises) set
in the Board Examinations have been freshly updated and coordinated. Studying them and solving
them shall benefit the students in the grasp of the grammar techniques involved.
H INTERACT IN ENGLISH—LITERATURE READER
— Summary of each unit in simple English and Hindi.
— Word-Notes fully explained contextually.
— Textual Exercises fully solved.
— All the poems in “Poetry Section” treated with both global and contextual comprehension
through Supply Type Questions enabling the students to master them thoroughly. Stanzawise
Paraphrasing of the poems in English and Hindi, along with the Word-Notes, enables even the
average students to grasp the text.
— Short and Long Answer Type Questions (Contextual and Extrapolative) from Poetry/Prose/
Play structured in conformity with the Syllabus.
— Comprehension Passages from Drama and Prose Sections treated with globally and contextually
oriented Supply Type Questions.
In all, the book has what a student needs to have and a teacher needs to teach.

H INTERACT IN ENGLISH—MAIN COURSEBOOK

— Summary of each unit and its sub-units given in simple and easy-to-understand English.
— Meanings and Word-Notes explained.
— All the textual exercises involving creativity like Group Discussion, Play-acting etc, through
class-level participatory work fully solved.
H INTERACT IN ENGLISH—WORKBOOK
— The entire Workbook has been fully solved.
Latest CBSE Examination Questions have been added at appropriate places.
The book has been produced in such a way that it is in strict conformity with the requirements.
Secondly, the book stands enriched in its matter with other allied and associated ideas as notes wherever
required.
The book with these features leaves nothing which does not meet all the requirements of the students.
However, suggestions for its further improvement will be thankfully acknowledged and incorporated in
the next edition.
—AUTHORS

( iii )
 CONTENTS
Preface (iii)
Syllabus (ix)–(xiii)

SECTION A : READING
(1—39)
• Unseen Passages (Type I) ... 2
Exercise for Practice ... 17
• Unseen Passages (Type II) ... 24
Exercise for Practice ... 35

SECTION B : WRITING
(41—118)
I. Letter Writing ... 42
II. Articles ... 91
III. E-Mails ... 105
IV. Factual Description ... 111

SECTION C : GRAMMAR
(119—150)
1. Gap Filling ... 120
2. Sentence/Dialogue Completion ... 131
3. Sentence Reordering—Jumbled Up Words ... 135
4. Editing ... 139
5. Omission ... 144
6. Sentence Transformation ... 147

(v)

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 LITERATURE READER
(151—492)
Fiction ... 151—306
F.1 Two Gentlemen of Verona ... 152
F.2 Mrs Packletide’s Tiger ... 172
F.3 The Letter ... 195
F.4 A Shady Plot ... 221
F.5 Patol Babu, Film Star ... 253
F.6 Virtually True ... 281

Poetry ... 307—426

P.1 The Frog and the Nightingale ... 308
P.2 Not Marble, Nor the Gilded Monuments ... 345
P.3 Ozymandias ... 355
P.4 The Rime of the Ancient Mariner ... 369
P.5 Snake ... 404

Drama ... 427—492

D.1 The Dear Departed ... 428
D.2 Julius Caesar ... 453

MAIN COURSE BOOK

(493—690)
Unit 1 : Health and Medicine ... 494—522
• Introduction ... 494
A. Do Indians Get Enough Sleep ? ... 495
B. Laughter—The Best Medicine ... 503
C. ‘‘Whopping Walter Hudson” ... 508
D. The World of Sports ... 514
E. Nature’s Medicines ... 519

Unit 2 : Education ... 523—555

• Introduction ... 523
A. My Struggle for an Education ... 525
B. Educating the Girl Child ... 532
C. Inclusive Education ... 535
D. Vocational Education ... 546

( vi )
Unit 3 : Science ... 556—593
• Introduction ... 556
A. Promise for the Future : Renewable Energy ... 557
B. Plugging into Future ... 565
C. Space Travel ... 574
D. Letters from the Planet Aurigae II ... 585

Unit 4 : Environment ... 594—631

• Introduction ... 594
A. Treading the Green Path—Towards Preservation ... 595
B. Heroes of the Environment ... 603
C. Let’s Clean up ... 612
D. A Tale of Three Villages ... 615
E. Geological Heritage ... 623

Unit 5 : Travel and Tourism ... 632—662

• Introduction ... 632
A. Land of All Seasons ... 633
B. Eco Tourism ... 639
C. The Emerald Islands ... 644
D. Promoting Tourism ... 655

Unit 6 : National Integration ... 663—690

• Introduction ... 663
A. Unity in Diversity ... 664
B. Challenges to National Integration ... 667
C. Spirit of Unity ... 681
D. Mile Sur Mera Tumhara ... 687

WORKBOOK
(691—874)
Unit 1 : Determiners ... 692
Unit 2 : Tenses ... 701
Integrated Grammar Practice 1 ... 717
Unit 3 : Subject-Verb Agreement ... 720
Unit 4 : Non Finites ... 729
Integrated Grammar Practice 2 ... 746

( vii )
Unit 5 : Relatives ... 750
Unit 6 : Connectors ... 756
Integrated Grammar Practice 3 ... 768
Unit 7 : Conditionals ... 771

Unit 8 : Comparison ... 779

Integrated Grammar Practice 4 ... 793
Unit 9 : Avoiding Repetition ... 796
Unit 10 : Nominalisation ... 805
Integrated Grammar Practice 5 ... 816
Unit 11 : Modals—Expressing Attitudes ... 819
Integrated Grammar Practice 6 ... 829
Unit 12 : Active and Passive ... 833
Integrated Grammar Practice 7 ... 846
Unit 13 : Reported Speech ... 850
Integrated Grammar Practice 8 ... 863
Unit 14 : Prepositions ... 867
Integrated Grammar Practice 9 ... 871

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( viii )
 978-93-87477-99-5 5
1232 560.00

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Watch me
• Important Examination Oriented Questions on
* Reading * Writing * Grammar
• Summary & Word Notes in English & Hindi
• Solved Exercises of Literature Reader, Main Course Book & Workbook
• Comprehension Questions with Answers
• Short & Long Answer Type Questions

LONDON • NEW DELHI

New Delhi • Bangalore • Chennai • Cochin • Guwahati • Hyderabad • Kolkata • Lucknow • Mumbai
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 ENGLISH COMMUNICATIVE (Code No. 101)
SYLLABUS
CLASS–X
SECTION-WISE WEIGHTAGE

Section Total Weightage

A Reading Skills 22
B Writing Skills 22
C Grammar 10

D Literature Textbook 26
TOTAL 80

SECTION A: READING SKILLS (12+10=22 Marks) 50 Periods

• The section will have two unseen passages with the maximum word limit of 750 words.
The passages can have continuous and non-continuous text inspired from the themes in
prescribed books. Please refer to the Main Course Book (MCB) for types of non-continuous
texts. (For example –Unit 1 has lists, tables, cues, message, telephone conversation
etc.).
• Objective Type Questions (including Multiple Choice Questions), Very Short Answer
Type Questions (one word/ one phrase / one sentence) and Short Answer Type Questions
(30-40 words each) will be asked to test interpretation, analysis, inference, evaluation
and vocabulary in context.

SECTION B: WRITING SKILLS 22 Marks 50 Periods

This section will have a variety of short and long writing tasks.
• Email to school authorities (Application for leave/ change of subject /change of section/
bus-timings or similar topics) in maximum 50 words 3 Marks
• Factual Description of a person/object in maximum 100 words 4 Marks
• One out of two formal letters, in maximum 120 words, thematically aligned to topics in
MCB. 7 Marks
• One out of two articles based on verbal cues, in maximum 150 words, thematically aligned
to MCB topics. 8 Marks

SECTION C: GRAMMAR 10 Marks 20 periods

Grammar items will be taught and assessed over a period of time.
1. Tenses

( ix )
 2. Modals
3. Subject – verb concord
4. Reported speech
• Commands and requests
• Statements
• Questions
5. Clauses:
• Noun clauses
• Adverb clauses
• Relative clauses
6. Determiners
The above items may be tested through test types as given below:
• Gap filling 3 marks
• Editing or Omission 4 marks
• Sentences Reordering or Sentence Transformation in context. 3 marks

SECTION D: LITERATURE TEXTBOOK 26 Marks 50 Periods

• Two out of three extracts from prose/poetry for reference to the context. Very Short
Answer Questions will be asked to assess global comprehension, interpretation, inference
and evaluation. 8 marks (4+4)
• Five Short Answer Type Questions out of six from the Literature Reader to test local
and global comprehension of theme and ideas, analysis, evaluation and appreciation
(30-40 words each) 5×2 = 10 Marks
• One out of two Long Answer Type Questions to assess how the values inherent in the
text have been brought out. Creativity, evaluation and extrapolation beyond the text
and across the texts will be assessed. This can also be a passage-based question taken
from a situation/plot from the texts. 8 marks
Prescribed Books: Interact in English Series by CBSE (available on www.cbseacademic.nic.in)
• Main Course Book (Revised Edition)
• Literature Reader (Revised Edition)
• Workbook (Revised Edition)
NOTE: Teachers are advised to:
i) encourage classroom interaction among peers, students and teachers through activities
such as role play, group work etc.,
ii) reduce teacher-talk time and keep it to the minimum,
iii) take up questions for discussion to encourage pupils to participate and to marshal their
ideas and express and defend their views.
Assessment of Listening and Speaking Skills: 50 Periods Guidelines for the Assessment
of Listening and Speaking Skills are given at Annexure I.

(x)
 QUESTION PAPER DESIGN
COMMUNICATIVE ENGLISH (2023-24)
(Code No. 101)
Class–X
TIME: 3 Hours Max. Marks: 80
S. No. Competencies % Weightage
1 Demonstrative Knowledge + Understanding
(Knowledge based simple recall questions, to know specific facts,
terms, concepts, principles or theories, identify, define, or re- Up to 30%
cite, information, Comprehension – to be familiar with mean-
ing and to understand conceptually, interpret, compare, con-
trast, explain, paraphrase information)

2 Conceptual Application (Use abstract information in con-

crete situation, to apply knowledge to new situations; use
Up to 35%
given content to interpret a situation, provide an example or
solve a problem)

3 Analysis, Evaluation and Creativity Analysis & Synthesis-

classify, compare, contrast, or differentiate between different
Up to 35%
pieces of information; organize and/or integrate unique pieces
of information from a variety of sources.

Total 100%

Students can scan the QR code for the latest syllabus issued by CBSE. Our Supplement for any New Topics
introduced by CBSE in their forthcoming syllabus can also be downloaded from the same link.

( xi )

Click Here to Buy Main Book Online

 ENGLISH COMMUNICATIVE COURSE
CLASS–X

Textbooks
Literature Reader
PROSE
1. Two Gentlemen of Verona 2. Mrs. Packletide’s Tiger
3. The Letter 4. A Shady Plot
5. Patol Babu 6. Virtually True
POETRY
1. The Frog and the Nightingale 2. Mirror
3. Not Marble, nor the Gilded Monuments 4. Ozymandias
5. The Rime of Ancient Mariner 6. Snake
DRAMA
1. The Dear Departed 2. Julius Caesar
Main Course Book
1. Health and Medicine 2. Education
3. Science 4. Environment
5. Travel and Tourism 6. National Integration
Extended Reading Texts–(either one)
Diary of a Young Girl–1947 June 12, Diary of a Young Girl–1947 March 16,
1942 to March 14, 1944 By Anne Frank 1944 to August 01, 1944 By Anne Frank
(unabridged edition) (Published by CBSE) (unabridged edition) (Published by CBSE)
The Story of My Life–1903 The Story of My Life–1903
Chapters 1-14 Chapters 15-23
By Helen Keller (unabridged edition) By Helen Keller (unabridged edition)
WORK BOOK*–Suggested Break-up of Units for the purpose of classroom
teaching only–NOT FOR TESTING (see the following note).
1. Determiners 2. Tenses
3. Subject-Verb Agreement 4. Non-Finites
5. Relatives 6. Connectors
7. Conditionals 8. Comparison
9. Avoiding Repetition 10. Nominalization
11. Modals 12. Active and Passive
13. Reported Speech 14. Prepositions

( xii )
 CLASS–X

ENGLISH COMMUNICATIVE (Code No. 101)

Typology Testing competencies/ VSAQ SAQ LAQ II VLAQ Marks
learning outcomes 1 mark 30-40 100-120 200-250
words words words
2 marks 8 marks (HOTS)
10 marks

Reading Conceptual understanding,

Skills decoding, analyzing, 12 04 — — 20
inferring, interpreting and
vocabulary

Creative Expressing an opinion,

Writing reasoning, justifying,
Skills and illustrating, appropriacy
Grammar of style and tone, using
appropriate format 12 — 01 01 30
and fluency. Applying
conventions, using integrated
structures with
accuracy and fluency

Literature Recalling, reasoning,

Textbook appreciating, applying
and literary conventions,
Extended extrapolating, illustrating
Reading and justifying etc.
Texts Extracting relevant 04 04 01 01 30
information, identifying
the central theme and
sub themes, understanding
the writer’s message and
writing fluently.

28 × 01 08 × 02 02 × 08 02 × 10
Total = 28 = 16 = 16 = 20 80
marks marks marks marks marks

( xiii )
LITERATURE READER

A. FICTION SECTION
CLASS X

151

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 F.1

Two Gentlemen of Verona

A.J. Cronin

I. SUMMARY
Introduction izLrkouk
‘Two Gentlemen of Verona’ is all about the ‘Two Gentlemen of Verona’ nks fd'kksj cPpksa osQ
two teenage brothers who prove that they are ckjs esa gS tks ;g fl¼ djrs gSa fd os ekuork o 'kjkiQr esa
more than their age in gentlemanliness and viuh vk;q ls vf/d gSaA muosQ cPpksa tSls LoHkko osQ ckotwn
humanism. Despite their boyish nature they os izkS<+&voLFkk osQ O;fDr;ksa osQ vuq:i O;ogkj djrs gSa vkSj
act like adults and brave the struggles of life. thou osQ la?k"kksZ dk lkeuk djrs gSaA os viuh cgu dh oSQls
How they look after their sister is just rare. It lsok djrs gSa ;g vlk/kj.k gSA ;g ekuork osQ egku ewY;
shows great human values. fn[kkrk gSA
The narrator’s meeting the two brothers
The narrator says that as they drove o.kZudrkZ dh nks Hkkb;ksa ls eqykdkr
through the foothills of the Alps two boys o.kZudrkZ dgrk gS fd tSls os Alps dh fupyh igkfM+;ksa
stopped them on the outskirts of Verona osQ chpksa&chp tk jgs Fks nks cPpksa us mUgsa Verona (Italy)
(Italy). They were selling wild strawberries. osQ ckgj okys Hkkxksa esa jksd fy;kA os taxyh LVªkWcjh csp jgs FksA
The narrator’s driver asked him not to buy o.kZudrkZ osQ Mªkboj us mls bUgsa u [kjhnus osQ fy;s dgkA
these.
All about them
Nicola and Jacopo, 13 and 12 respectively, lc mUgha osQ ckjs esa
were real brothers. They wore shabby clothes. rsjg vkSj ckjg o"kZ osQ Nicola and Jacopo lxs HkkbZ
Their appearance strangely attracted the FksA mUgksaus xUns diM+s igu j[ks FksA muosQ fn[kkos us tSls os dkj
narrator as they approached the car. Next osQ utnhd vk;s o.kZudrkZ dks vn~Hkqr rjhosQ ls vkd£"kr dj
morning they saw them shoe-shining. fy;kA vxyh lqcg mUgksaus mUgsa twrs ikfy'k djrs ns[kkA
Two brothers’ doing things
The narrator asked them that he thought nksuksa Hkkb;ksa dk dk;Z djuk
they picked fruit for a living. Nicola said that o.kZudrkZ us muls dgk fd mlus lkspk Fkk fd os iQy rksM+
they did many jobs. These were like shining dj vkthfodk dekrs gSaA Nicola us dgk fd mUgksaus dbZ dk;Z
shoes, hawking newspapers, conducting fd;sA ;s Fks tSls twrs ikfy'k djuk] lekpkj i=k cspuk] ;kf=k;ksa
tourists and running errands. It was all for dks Vwj djkuk vkSj NksVs&eksVs dk;Z djukA ;g lc iSls dekus osQ
earning money. fy, FkkA
Meeting Nicola and Jacopo again
One night the narrator and his driver met Nicola vkSj Jacopo ls fiQj eqykdkr
Nicola and Jacopo in a windy and deserted ,d jkr o.kZudrkZ vkSj mlosQ Mªkboj dks Nicola vkSj
square. It was midnight and Jacopo was asleep Jacopo lqulku vkSj goknkj LosQ;j esa feysA vk/h jkr dk
resting upon Nicola’s shoulder. The narrator
152

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 TWO GENTLEMEN OF VERONA 153

asked them if they needed to work hard. But le; Fkk vkSj Jacopo, Nicola osQ dU/s ij vkjke djrs lks
they declined. jgk FkkA o.kZudrkZ us muls iwNk fd D;k mUgsa dM+h esgur djuh
Meeting again in the square iM+rh FkhA ijUrq mUgksaus budkj dj fn;kA
Next morning the narrator met them again LosQ;j esa fiQj eqykdkr
in the square. He asked Nicola that the way vxyh lqcg o.kZudrkZ mUgsa LosQ;j esa fiQj feykA mlus
they worked they could be earning a lot. But Nicola ls iwNk fd ftl izdkj os dk;Z dj jgs Fks os dkiQh
they ate little. He asked what they did with dek jgs gksaxsA ijUrq os cgqr de [kkrs FksA mlus iwNk fd os vius
their money. He suggested that they must be iSlksa dk D;k djrs FksA mlus lq>ko fn;k fd os vejhdk tkdj
saving up to emigrate to America. Nicola clus osQ fy;s cpr dj jgs gksaxsA Nicola us mÙkj fn;k fd os
replied they would love to go there but they ogk¡ tkuk pkgsaxs ijUrq mudh nwljh ;kstuk;sa FkhaA o.kZudrkZ us
had other plans. The narrator told them that mUgsa crk;k fd og vxys lkseokj tk jgk Fkk vkSj iwNk fd D;k
he was going on next Monday and asked if he og muosQ fy;s oqQN dj ldrk gSA
could do anything for them.
Going to Poleta in the countryside
Jacopo replied that every Sunday they went nsgkr esa Poleta tkuk
to Poleta, 30 km from there. He asked if they Jacopo us mÙkj fn;k fd gjsd brokj os ogk¡ ls 30 fdeh-
could go in his car. The narrator drove them nwj Poleta esa tkrs gSaA mlus iwNk fd D;k os mldh dkj esa tk
in the car on Sunday. Nicola told him that he ldrs gSaA o.kZudrkZ mUgsa brokj dks dkj esa ys x;kA Nicola us
didn’t want to trouble him. mls dgk fd og mls rdyhiQ nsuk ugha pkgrk gSA
On reaching Poleta
They reached Poleta in the afternoon. The Poleta igq¡puk
narrator thought that there would be their nksigj ckn os Poleta igq¡p x;sA o.kZudrkZ us lkspk fd
humble dwelling place. But it was a villa where ogk¡ ij mudh ,d lk/kj.k lh jgus dh txg gksxhA ijUrq tgk¡
they stopped which amazed the narrator. He os #osQ ;g rks ,d villa Fkk ftlus o.kZudrkZ dks vk'p;Zpfdr
was told to go to the cafe in the village for a dj fn;kA mls dgk x;k fd oqQN ihus osQ fy;s og xk¡o esa oSQisQ
drink. They would take only an hour to reach esa tk ldrk FkkA ogk¡ igq¡pus esa mUgsa osQoy ,d ?k.Vk yxsxkA
there.
Narrator’s seeing Lucia, sister of Nicola
and Jacopo o.kZudrkZ dk Nicola vkSj Jacopo dh cgu Lucia
The narrator went inside it and saw a nurse dks ns[kuk
there. She took him to the lobby. The villa was o.kZudrkZ blosQ vUnj pyk x;k vkSj ogk¡ ,d ulZ dks ns[kkA
a hospital. The narrator was amazed to see og mls ykWch esa ys xbZA Villa ,d gLirky FkkA o.kZudrkZ
Nicola and Jacopo seated at the bedside of a Nicola vkSj Jacopo dks ,d toku yM+dh osQ fcLrj osQ
young girl. The girl resembled them. The nurse lkFk cSBs ns[kdj vk'p;Zpfdr jg x;kA yM+dh dh 'kDy muls
told the narrator that the girl was Lucia, sister feyrh FkhA ulZ us o.kZudrkZ dks crk;k fd yM+dh Nicola
of Nicola and Jacopo. The nurse told the vkSj Jacopo dh cgu Lucia FkhA ulZ us o.kZudrkZ dks muosQ
narrator everything about them. ckjs esa lc oqQN crk;kA
The past miseries of Nicola and Jacopo
The nurse told the narrator that their father Nicola vkSj Jacopo osQ Hkwrdky osQ nq[k
was a well-known singer. He had been killed ulZ us o.kZudrkZ dks crk;k fd mudk firk ,d tkuk&igpkuk
in war. They had always known a comfortable xk;d FkkA og ;q¼ esa ekjk x;k FkkA mUgksaus ges'kk ,d vkjkensg
and cultured life. Lucia had been training as vkSj laLÑfr okyk thou th;k FkkA Lucia xk;d dh Vªsfuax ys
a singer. They suffered from starvation and jgh FkhA mUgksaus ;q¼ osQ dkj.k Hkq[kejh vkSj B.Mh 'knZ Írq ls
cold winter due to war. For three months they nq[k mBk;sA rhu eghuksa rd mUgksaus ,d 'kj.k LFkyh esa Lo;a dks
 154 LITERATURE READER — X

had kept themselves alive in a shelter. The thfor j[kk FkkA yM+osQ teZu okyksa ls ?k`.kk djrs cM+s gq,A ;q¼
boys grew to hate the Germans. After the war dh lekfIr ij os viuh cgu osQ ikl okil vk x;sA mlls
was over they came back to their sister. Before igys mUgksaus teZu okyksa osQ fo#¼ izfrjks/h vkUnksyu esa Hkkx
that they had joined the resistance movement fy;k FkkA mUgksaus viuh cgu dks TB ls ihfM+r ik;kA mUgksaus
against the Germans. They found their sister mls bykt osQ fy;s ogk¡ nkf[ky djk fn;kA
suffering from TB. They got her admitted there
for treatment.
Greatness of the boys for humanity
The nurse further told that both the boys ekuork osQ fy;s yM+dksa dh egkurk
worked very hard and earned money. They ulZ us vkxs crk;k fd nksuksa yM+dksa us cgqr esgur dh vkSj
made regular payments to the hospital. Since iSls dek;sA os gLirky dks fu;fer iSls nsrs FksA D;ksafd Verona
work was hard in Verona they had to go to esa dk;Z feyuk eqf'dy Fkk mUgsa dke osQ fy;s nwljs LFkkuksa ij
other places for work. Their devotion touched tkuk iM+rk FkkA mudh yXu'khyrk us o.kZudrkZ dks Nw fy;kA
the narrator. Their selfless action brought a muosQ fcuk [kqnxthZ osQ dke us ekuo thou dks uohu egkurk
new nobility to human life. It gave a greater iznku dhA blus ekuo lekt dks ,d egkurj vk'kk nhA
hope for human society.

II. WORD-NOTES

Word Meaning in English Meaning in Hindi

Pages 3–4
Outskirts suburbs ckgj dk bykdk
Wild strawberries strawberries growing in the desolate taxyh LVªkcjh
area
Cautious alert lko/ku
Shrugged pulled back ihNs [khaps
Shabby appearance dirty appearance xUnk fn[kkok
Worn old and torn iQVh&iqjkuh
Tunic a loose outer garment ckgj dk <hyk oL=k
Skinny very thin nqcyk&iryk
Frame (here) body, structure 'kjhj] <+k¡pk
Gazing staring ?kwj dj ns[kuk
Tangled entangled my>s gq;s
Earnest keen xEHkhj
Brisk (here) good vPNh
Slackened got less de gks x;k
Glanced looked ns[kk
Provoked encouraged, excited mÙksftr
Remarkable very fine 'kkunkj
Demeanour appearance and fn[kkok o O;ogkj
behaviour
Artless (here) innocent eklwe
Lively (here) smart pqLr] pqycqyk
Steady firm etcwr
Relied depended fuHkZj
Hawked sold csps
TWO GENTLEMEN OF VERONA 155

Word Meaning in English Meaning in Hindi

Ran errands did work dk;Z fd;s
Page 5
Deserted lonely lqulku
Coloured changed colour jax cny x;k
Pale yellow ihyk
Emigrate going to a country to live permanently izoklh
Pause stopping #duk
Glaring looking keenly ?kwj dj ns[kk
Vexation anger xqLls esa
Put out (here) annoyed xqLls esa
Humble dwellings modest houses lk/kj.k ?kj
Villa good house vPNk ?kj
Leaped jumped owQn x;k Fkk
Page 6
Disappeared vanished vn`'; gks x;s
Grilled fenced with a grill fxzy yxk gqvk
Blinked opened, closed vk¡[kksa dks ehpuk
Vestibule lobby ykWch
Cubicle a small room NksVk dejk
Paused stopped #dh
Propped up supported Åij mBh gqbZ
Chatter chirp pgpgkgV
Tender soft uje
Vase flower pot iwQynku
Murmured spoke in low whisper dkukiwQlh
Intrude enter by force, without permission fcuk vuqefr osQ vUnj ?kqluk
Drew up (here) managed lEHkkyk
Destroyed ruined fouk'k fd;k
Cultured disciplined vuq'kkflr
Horribly (here) greatly vR;f/d
Starvation condition of being hungry Hkq[kejh
Exposure getting exposed, affected izHkkfor
Page 7
Shelter temporary shelter for living, refuge 'kj.kLFkyh
Rubble waste concrete eyok
Resistance opposing izfrjks/h
Movement campaign vkUnksyu
Tuberculosis a disease Vh ch dh chekjh] {k;jksx
Spine backbone jh<+ dh gM~Mh
Scarce not enough dkiQh ugha
Devotion dedication yXu'khyrk
Nobility greatness, grace egkurk] 'kku

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 156 LITERATURE READER — X

III. TEXTUAL EXERCISES

(Pages 3, 8)
1. What are the qualities of a “gentleman” ? Work with your partner and complete
the following web-chart by listing the qualities of a gentleman.
Courteous

Qualities of a gentleman

Does a gentleman have consideration for others and their feelings ?

Answers

Courteous Respectful to all

Caring for others Sympathetic
Understanding Civil

Qualities of a gentleman
Considerate
Mature
Wise Well-behaved
Well-mannered
A gentleman does have not only consideration for others but willingness to keep them.
For a real gentleman, consideration for others is more important than his own interest.
2. Based on your discussion above, what do you think the story is about ?
•....................................................
•....................................................
Answers
• I think the story is about two gentlemen of Verona who may do good things to and for
others than their own.
• Besides this, the story may be about them in displaying gentlemanly qualities in their
deeds. These may have been done by them for others.
3. Now read the story given below. Your teacher will use a variety of techniques
for different parts of the story e.g.
• Silent reading
• One student reading aloud to the whole class
• Students reading in small groups
• Dramatised reading in small groups
Ans. Activity meant for class level.
No questions are asked here.
 TWO GENTLEMEN OF VERONA 157

4. Based on your reading of the story answer the following questions by ticking
the correct options.
(i) What was the reason for the driver’s disapproval of the narrator buying fruit from the
two boys?
(A) The boys were untidy and poorly dressed.
(B) The strawberries were not fresh.
(C) The boys were asking for a heavy price.
(D) The driver did not approve of small boys who worked.
(ii) What impressed the narrator the most about the boys?
Their ___________.
(A) desire to earn money (B) willingness to work
(C) ability to perform many tasks (D) sense of fun
(iii) Jacopo asked the narrator to drive them to Poleta. Why was Nicola uncomfortable
with it?
(A) Did not want a stranger to become involved with their plans.
(B) Preferred going to Poleta by train so that he could enjoy the scenery.
(C) Did not want to ask anyone for favours.
(D) Preferred avoiding help from someone he did not know well.
(iv) The narrator decided against going inside Lucia’s room as ____________.
(A) he did not want to intrude into the privacy of those inside
(B) he thought that the boys would object
(C) he felt that Lucia would not welcome a stranger
(D) he did not want the boys to feel he was spying on them
(v) The author chose to remain silent on their return journey because he thought the
boys ____________.
(A) would prefer to keep their secret
(B) were ashamed of their sister’s condition
(C) would avoid telling him the truth
(D) might ask him for money for their sister
Answers
(i) →(A) The boys were untidy and poorly dressed.
(ii) →(C) ability to perform many tasks
(iii) →(A) Did not want a stranger to become involved with their plans.
(iv) →(A) he did not want to intrude into the privacy of those inside
(v) →(A) would prefer to keep their secret
5. Read the extracts given below and answer the questions that follow.
I. As we made the rounds, my interest was again provoked by their remarkable demeanour.
They were childish enough, and in many ways quite artless. Jacopo was as lively as a
squirrel. Nicola’s smile was steady and engaging. Yet in both their boyish faces there
was a seriousness which was far beyond their years. In the week which followed we saw
them frequently, for they proved extremely useful to us.
(i) We can say that the demeanour of the two boys was remarkable because they
were___________.
Select the correct option.
(A) innocent but clever (B) lively but serious
(C) young but mature (D) childish but engaging
(ii) What does the writer wish to imply via the comparison of Jacopo to a squirrel?
 158 LITERATURE READER — X

(iii) How did the boys prove useful for the narrator and his companion? Select the most
appropriate option.
1. Brought them newspapers.
2. Guided them to good restaurants.
3. Found American cigarettes for them.
4. Sold fruits to them.
(A) (1), (3) and (5) (B) (2), (3) and (4)
(C) (1), (2) and (5) (D) (1), (2) and (4)
(iv) Select the suitable word from the extract, to complete the following.
happy : sad:: pacify:__________.
(A) provoke (B) remarkable
(C) steady (D) engage
(v) Select a phrase from the extract that means the same as, ‘to circulate’.
Answers
(i) (C) young but mature
(ii) The writer implies via the comparison of Jacopo to a squirrel, his being mentally
quick and innocent and lively at the same time.
(iii) (A) (1), (3) and (5)
(iv) (D) engage
(v) made the rounds
II. I said, “Nicola, the way you and Jacopo work, you must earn quite a bit. You spend
nothing on clothes. You eat little enough..... when I see you have a meal it’s usually
black bread and figs. Tell me, what do you do with your money?”
He coloured deeply under his sunburn, then grew pale. He looked to the ground.
“You must be saving up to emigrate to America,” I suggested. He looked at me sideways,
spoke with an effort.
(i) What does the narrator’s remark ‘..... the way you and Jacopo work.....’ refer to?
(A) Sale of certain products. (B) Manner of working.
(C) Readiness to lend aid. (D) Open to doing add jobs.
(ii) How did the narrator’s question impact Nicola?
It made him feel _________.
(A) surprised (B) embarrassed
(C) confused (D) scared
(iii) State one aspect that might have led the narrator to think that the boys must be
saving to emigrate to America.
(iv) Which of the following remarks shows that the narrator observed things keenly?
(A) ‘The way you and Jacopo work, you must earn quite a bit’.
(B) ‘When I see you have a meal it’s usually black bread and figs.’
(C) ‘What do you do with your money?’
(D) ‘You must be saving up to emigrate to America.’
(v) What does the sunburn help you deduce about Nicola?
Answers
(i) (B) Manner of working
(ii) (C) confused
(iii) The boys’ being more serious about saving every penny
(iv) (A) ‘The way you and Jacopo work, you must earn quite a bit’.
(v) It is their ceaseless work that doesn’t allow them to rest even for a second.
 TWO GENTLEMEN OF VERONA 159

6. What do you understand by the following statements ?

(a) “We do many things, sir,” Nicola answered seriously. He glanced at us hopefully.
(b) He smiled uncomfortably. “Just plans, sir,” he answered in a low voice.
(c) Yet in both these boyish faces there was a seriousness which was far beyond their
years.
Answers
(a) By this statement I understand that Nicola doesn’t have any hesitation in doing
anything which may serve his own purpose. Besides this, he means that he is ready
to do as many things as are humanly possible.
(b) From this statement it is clear that Nicola acts really like a mature person. He doesn’t
want that strangers should know their secret plans of life.
(c) This statement clearly reveals that both Nicola and Jacopo had grown very mature
and considerate in earning money. It was for getting their sister cured of her disease.
Doing things for others at the cost of self makes one considerate and mature. Both
Nicola and Jacopo had had this effect in what they did for their sister.
7. Answer the following questions briefly.
(a) Why was the author surprised to see Nicola and Jacopo working as shoeshine boys?
(b) The story is full of surprises. Briefly mention any two such instances.
(c) Why were the boys in the deserted square at night? What character traits do they
exhigit?
(d) The narrator asks the boys, “Must you work so hard? You both look rather tired.” The
boys replied, “We are not complaining, sir. “What do you learn about the boys from
their reply?
(e) Support the opinion that the narrator was kind and sensitive.
(f) Do you think the boys looked after Lucia willingly? Give reasons for your answer.
Answers
(a) The author was surprised to see Nicola and Jacopo working as shoeshine boys. It
was because the previous day he had seen them selling wild strawberries. This change
naturally created a doubt about them in the author’s mind.
(b) One, Nicola and Jacopo are just kids. Yet they behave incredibly like grown-up boys.
Two, their contiring work to maximize their earnings to foot the medical bill.
(c) The boys were in the deserted square at night waiting for the bus to sell newspapers.
They exhibit their readiness for hard work, determination and devotion as character
traits.
(d) I learn about the boys from their reply that both of them have seen much harder
days. So they aren’t afraid of anything, even the worst. Secondly, they understand it
well that hard work shall end their miseries.
(e) The narrator gets ready to drive them to the nursing home. Kindness in his nature is
seen in it. His being impressed by their selfless service supports his sensitivity.
(f) Yes, the boys looked after Lucia willingly. This is clear in their untiring work day
and night. They give more values to the familial traits than anything. This readiness
to serve Lucia is just in their DNA.
8. Answer the following questions in detail.
+ (a) Appearances are deceptive. Discuss with reference to the two boys. (V. Imp.)
+ (b) How does the story ‘Two Gentlemen of Verona’ promise hope for society ? (V. Imp.)
(c) The story of the two boys, as revealed by the nurse, deeply impacts the narrator. He
decides to write a diary entry, recording how he feels inspired by the grit, determination
and selfless actions of the two gentlemen of Verona. As the narrator, write the entry.

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 160 LITERATURE READER — X

(d) When Lucia gets well she writes a letter to Nicola and Jacopo to express her feelings
of gratitude and admiration for them. As Lucia, write the letter.
Answers
(a) It is a fact that appearances are deceptive and all that glitters is not gold. Nicola and
Jacopo look street urchins, thieves and what not. No one can guess from their
appearances that they could have great qualities of gentlemanliness and humanism.
In that they had to forget their own interests. What they do for their sister is just
superb and unparalleled.
(b) The ‘Two Gentlemen of Verona’ promises hope for the society especially in the modern
times of broken family relationships. Today, brothers are fighting with brothers;
sons are beating their parents. Old parents are being shunted out by their children.
To lead life in such a hell it is desirable that children like Nicola and Jacopo should
be born. Such boys can repair the breaking relationships due to selfishness,
materialism and greed.
(c) Saturday, 20th September, 20xx 9.30 pm
Every day, is born anew. It brings changes and chances in different situations. These
changes teach new things that have the tendency to teach redeeming things. In
many cases these leave an everlasting lessons of life.
In my visit to Verona I happened to meet two boys of 13 & 12 years of age
respectively. Their grit, determination and indefatigable nature left an indelible mark
on my mind. These boys worked day and night almost tirelessly and cared not for
themselves, their hunger and health. They had one aim to see their sister to get well
– this I came to know later when a situation gave me a chance to drive them to a
nursing home. Nicola and Jacopo are little chits of boys, yet they display the real
humanness. Mature persons who have seen much part of human life display maturity,
wisdom, determination, singleness of purpose and sheer grit. It is really praiseworthy
that both the boys never grudge any inconvenience to them in earning money. They
are the symbols of what humans should live upto.
(Students to read Answer to Question 3 under type-II extrapolative also to fix a grip
of understanding what the two boys stand for.)
(d) XXX Nursing Home
Verona (Italy)
20th September 20XX
Dearest Nicola and Jacopo
I sincerely hope that you are keeping fine. I express my overwhelming sense of
gratitude towards you – my angles. I am sure to say that if you had not been there on
the scene I wouldn’t have had the chance to write this letter to you. The narrator
(Mr. X) rightly evaluated and judged the great qualities of singleness of purpose,
determination, grit and indefatigable enthusiasm in seeing your sister on her legs.
Truly you have brought alive your dear sister from the clutches of death. In seeing
your sister alive and kicking you have fought hardships never caring for your daily
comforts and conveniences. Such approaches towards seeing their own well are rare
and rarer for kids like you. In what you did you have shown maturity, adulthood and
humanism. Blessed be our parents who have engraved in us these qualities of ‘owners’,
love, affection and tenacity of fighting odds of life and existence.
Once again I express my sincere thankfulness to you. May you live long!
Sister
TWO GENTLEMEN OF VERONA 161

9. Look at the italic words in the following examples.

(a) We bought their biggest basket, then set off toward town.
(b) One night we came upon them in the windy and deserted square.
(c) He bit his lip, then in a rather put out tone he said, ‘Very well.’
(d) I shook my head and turned away.
Here are a few more. Match the phrases to their meanings.
Phrases Meanings

set up to start on a journey

break down to tolerate a situation or a person

set off to lose control of your feelings and start crying

put up with to enter

put off to be faced with or opposed by

put on to start/establish a company

come in to refuse/reject

come across to postpone

come up against to try to get help/advice/sympathy from someone

turn down to wear

turn in to meet or find by chance

turn to to inform on or deliver up

Answers
set up to start/establish a company

break down to lose control of your feelings and start crying

set off to start on a journey

put up with to tolerate a situation or a person

put off to postpone

put on to wear

come in to enter

come across to meet or find by chance

come up against to be faced with or opposed by

turn down to refuse/reject

turn in to try to get help/advice sympathy from someone

turn to to inform on or deliver up

 162 LITERATURE READER — X

Now use the phrases given above to complete the following sentences.
1. The landlord was suspicious of the two men staying in his flat so he called the police and
......... them ......... .
2. Early in the morning we packed our bags and ......... for a hike over the mountain.
3. Janvi ......... some photographs of her grandfather in the old trunk.
4. My father ......... his own business 10 years ago.
5. The Bank ......... Paul’s request for a loan.
6. The Corporation’s decision to reduce the leave of the employees ......... a lot of opposition.
Answers
1. turned ... to (it) 2. set off
3. came across 4. set up
5. turned down 6. set off
10. Two Gentlemen of Verona is written in the first person. .......................... .

See the Literature Reader on Page 12

Rewrite, in third person, any part of story you like.

Answers
— Students can pick out any part of the story and rewrite the same in the third person
(that is, indirect speech.)
— Here below is given one such example:
— The narrator suggested to Nicola that he must be saving up to emigrate to America.
At this Nicola looked at him sideways and spoke with an effort. He replied that they
would greatly like to go to the States. But at present, they had other plans.
— At this the narrator asked what plans they had.
— Nicola smiled uncomfortably and politely told him in a low voice that they had just
plans.
11. The narrator realises why Nicola and Jacopo work so hard. Yet he does not go
in to meet their sister nor does he speak to them about what he learns from
the nurse. Working in groups, discuss the following aspects of the story and
share your views with the class.
+ (a) The love, devotion and the family values Nicola and Jacopo display. (Imp)
+ (b) Their pride in themselves and their family. (Imp)
(c) The trust they place in the narrator.
(d) The reason the narrator does not disclose to them that he knows their secret.
Answers
(a) The love, devotion and the family values that Nicola and Jacopo display are just
unique and rare. These two children should have been in schools studying. But see
their childhood ! They are spending it not enjoying anything but for their sister
Lucia. Their sole aim is to see their ailing sister stand on her own legs. For that they
are doing even the worst job. Secondly, they don’t care for anything, sleep, food,
clothes, shelter, etc. But they care for what is good and abiding. For them their
family values, love for sister and devotion are more important than anything. And
they put these into practicality even if they have to lose their childhood. Due to this
the narrator calls them ‘Two Gentlemen of Verona’.
 TWO GENTLEMEN OF VERONA 163

(b) Both Nicola and Jacopo have self-pride and self-respect to the maximum. They are
precocious. They have learnt many things in a little period of their life. The narrator
wants to help them but they refuse excepting going in his car to Poleta. The narrator
wants to know about their plans behind earning money. But they tell nothing to him.
It may be because they trust no one. Or it may be due to pride and their family
values.
(c) But both Nicola and Jacopo start putting some faith in the narrator as they get
ready to go to Poleta in his car. But to some extent, leaving this aside, they keep
themselves reserved. However, they answer to the narrator’s questions honestly and
truthfully. Due to reposing their faith in him they open out to him. They then tell
many things relating to their lives.
(d) The reason for this is that he doesn’t want to hurt their self-respect. If he tells them
they may feel hurt because they have in their blood things of good family and a
respectable life. It is a fact that such persons like Nicola and Jacopo have much
sense of self-pride and self-respect.

WRITING TASK

+12. As the narrator, write an article on the lesson of love, faith and trust that you
have learnt from the two young boys of Verona. (V. Imp.)
Ans. Two little boys’ love, faith and trust
Truly love, affection, faith and trust are invaluable values of human life. One can say
that these can be inborn and may be acquired. But it would be convincing that these
values are more inborn than acquired. God has, perhaps, bestowed certain people with
these traits like Mother Teresa and Florence Nightingale. They sacrificed their selves
for the sufferers. They nursed them with these invaluable assets. This fact is also
applicable to two boys of Verona.
Nicola, the elder was 13 and Jacopo, his brother was 12. Both the brothers had had a
cultured and comfortable life before the war. The war killed their father and just ruined
their family. A bomb explosion brought them and their sister Lucia in the streets. But
the courage and survival instinct of the boys couldn’t be killed. Lucia contracted TB and
this broke the spirit of the boys but not for long. They did various odd jobs. These were
selling wild strawberries, hawking newspapers, selling fruits and running errands. They
slept on roadsides. They wore dirty clothes and never cared for themselves. They earned
money honestly to pay for Lucia’s medical expenses.
It was the power of sheer love, faith and trust that they showed in whatever they did
and were successful. Truly, both the brothers were the finest examples of these values.

+13. After her brothers’ visit, Lucia writes a page in her diary about her past life and her
present situation. As Lucia write the diary entry in about 150 words.
Ans. Sunday, 15th September, 20 – – 9 : 30 pm
How glad I was to see my loving brothers Nicola and Jacopo! This time they came
with a stranger who brought them in his car. I can’t repay my brothers’ doing things for
me. In fact, they have sacrificed their childhood for me. How they spend their time,
going hungry and without sleep just for me shakes me much! But I hope such a time
shall vanish soon. I have been progressing well due to their care and hope to start
dancing for a career. Then we shall live together and earn a lot.

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 164 LITERATURE READER — X

I have not forgotten our comfortable and cultured life. Our father was a well-known
singer and we had been leading a pretty comfortable life. I had been training as a singer.
But due to war and a bomb explosion everything finished. But all this didn’t discourage
my brothers. I don’t know what and how they earn for meeting my expenses. But one
thing is there. They won’t do any dubious kind of activity to earn money. We all have
had good and virtuous traits of our character. We may suffer much but we won’t
compromise with our family values. Nor will Nicola and Jacopo. Our bad days shall soon
be over. I pray to God to make me disease-free soon so that I may take a good care of my
responsibilities towards my angelic brothers.
Lucia
LISTENING TASK
14. Listen to an excerpt from the diary of a 13 year old girl Zlata Fillipovic who
writes of the horrors of war in Sarajevo in her book Zlata’s Diary.
As you listen, complete the following statements.
1. The first sign of approaching war was .......
2. The family went into the cellar when .......
3. The ‘awful cellar’ was the only place that could save their lives because .......
4. Zlata’s friend, Nina died when .......
5. Zlata and her father were worried about her mother’s safety because .......
Ans. 1. on 14 April
2. the shooting started around noon on 2 May.
3. it was underground and pounding shells of guns etc, couldn’t reach it.
4. a shrapnel got lodged in her brain.
5. one shell exploded in the market when she was nearby it and she hadn’t come home.

IV. COMPREHENSION PASSAGES

Read the following extracts and answer the questions briefly :
1
1 They were childish enough, and in many ways quite artless. Jacopo was lively as a
squirrel. Nicola’s smile was steady and engaging. Yet in both these boyish faces there
was a seriousness which was far beyond their years. (Page 4) (CBSE 2012)
Comprehension Questions
(a) Who are ‘they’ in the first line ?
(b) Why does the narrator call them ‘childish’ and ‘artless’ ?
(c) Contrast the two different styles of Nicola and Jacopo.
(d) What brought about a ‘seriousness’ which was far ‘beyond their years’ on their boyish
faces ?
Answers
(a) ‘They’ in the first line here are Nicola and Jacopo.
(b) The narrator calls Jacopo and Nicola ‘childish’ and ‘artless’ because of their child-like
faces and innocence. They are merely boys who have not learnt the evil side of life.
(c) Nicola had a steady and engaging smile. Jacopo was lively and full of life like a squirrel.
(d) Their concern and worry about their sister’s illness and her being in hospital brought
about the ‘seriousness’. They were acting like adults, though they were simply kids.
 TWO GENTLEMEN OF VERONA 165

2 “Well,” I said, “we’re leaving on Monday. Is there anything I can do for you before we go?”
2
Nicola shook his head, but suddenly Jacopo said, “Sir,” he burst out, “every Sunday
we make a visit to the country, to Poleta, 30 kilometres from here. Usually we hire
bicycles. But tomorrow, since you are so kind, you might send us in your car.”
I had already told Luigi he might have the Sunday off. However, I answered, “I’ll drive
you out myself.”
There was a pause. Nicola was glaring at his young brother in vexation . “We could
not think of troubling you, sir.”
“It won't be any trouble.” (CBSE Sample paper 2023-24)
Comprehension Questions
(a) Identify the phrase that indicates that the visit to Poleta on Sundays is significant as
a routine or tradition.
(b) What does the narrator's offer to drive the brothers to Poleta reveal about his character?
(c) Why was there a pause after the narrator's offer?
(d) State one reason why Jacopo might have wanted a car ride despite the choice of hired
bicycles?
Answers
(a) “every Sunday”
(b) kindness/ generosity
(c) (Any one)
• Nicola was taken aback by Jacopo's request and needed a moment to process it.
• Nicola was hesitant to accept help from the narrator, possibly due to pride or a
desire to be self-sufficient.
• A moment of awkwardness or tension as the brothers considered the offer and the
potential implications of accepting it.
(d) (Any one)
• a car ride would be more efficient and less tiring than cycling for 30 kilometres
• an opportunity to experience something different and more comfortable
3 The two boys were seated at the bedside of a girl of about twenty who, propped up on
3
pillows, wearing a pretty lace jacket, was listening to their chatter, her eyes soft and
tender. (Page 6) (CBSE 2015)
Comprehension Questions
(a) Who was the girl ?
(b) What happened to her ?
(c) Who took care of the girl during the absence of the boys ?
(d) What does it show of their relationship ?
Answers
(a) The girl was Lucia, sister of Jacopo and Nicola.
(b) She fell ill from TB (of the spine) and had to be admitted in a nursing home.
(c) The nurse and other staff at the nursing home took care of the girl during the absence
of the boys.
(d) It shows that their relationship was very intimate, like that of blood.
4 But at the foot of the staircase I drew up and begged her to tell me all she knew about
these boys. (Page 6) (CBSE 2012)
Comprehension Questions
(a) Name the two boys.
(b) Who is ‘I’ speaking to ?
(c) Why was the speaker so inquisitive about ‘these boys’ ?
(d) What of the boys affected the narrator ?
 166 LITERATURE READER — X

Answers
(a) The two boys are Jacopo and Nicola.
(b) The narrator ‘I’ is speaking to the nurse.
(c) The speaker was so inquisitive about Jacopo and Nicola because they had impressed
him by their selfless service.
(d) The sincerity of purpose and caring capacity of the boys affected the narrator.
5 She was eager to do so. They were, she explained, quite alone in the world, except for
5
this sister, Lucia. Their father, a widower, a well-known singer, had been killed in the
early part of the war. Shortly afterward a bomb had destroyed their home and thrown
the three children into the streets. (Page 6)
Comprehension Questions
(a) Who is ‘she’ here ?
(b) What for is ‘she’ eager to do ?
(c) What was the sole reason for the ruining of the family of Nicola and Jacopo ?
(d) What two reasons were mainly responsible for their major misery ?
Answers
(a) ‘She’ here is the nurse in the hospital where Lucia is admitted as a tuberculosis
patient.
(b) She is eager to tell the narrator all she knew about Nicola and Jacopo.
(c) It was war.
(d) The two reasons responsible for their major misery were : near starvation and
exposure to the cold winter.
6 They had always known a comfortable and cultured life. Lucia had herself been training
as a singer. They had suffered horribly from near starvation and exposure to the cold
winter. (Page 6)
Comprehension Questions
(a) How had both Nicola and Jacopo known a comfortable and cultured life ?
(b) What does it show of their social standing ?
(c) What had actually brought them and their sister into the streets ?
(d) Where did they live thereafter and how ?
Answers
(a) Nicola and Jacopo had known a comfortable and cultured life. Their father was a
well-known singer. He, thus, had led a good life.
(b) It shows that they were rich and had a good social standing.
(c) War and a bomb explosion had virtually brought them into the streets.
(d) They had kept themselves alive in a humble shelter. This they themselves had built
with their own hands amidst the rubble.
7
7 “Of course, everything is so difficult now, food so scarce and dear, we could not keep
going unless we charged a fee. But every week, Lucia’s brothers have made their
payment.” She added simply, “I don’t know what they do, I do not ask. Work is scarce in
Verona. But whatever it is, I know they do it well.” (Page 7) (CBSE 2015)
Comprehension Questions
(a) Who speaks these lines ?
(b) Who made the payment for Lucia ?
(c) What is the meaning of ‘scarce’ ?
(d) What impression does the speaker have of the boys ?
Answers
(a) The nurse speaks these lines.
(b) Both the brothers Jacopo and Nicola, made the payment for their sister Lucia.
(c) ‘Scarce’ means ‘hard to get’
(d) The speaker has a valued impression about the boys.
 TWO GENTLEMEN OF VERONA 167

8
8 Yet their devotion had touched me deeply. War had not broken their spirit. Their selfless
action brought a new nobility to human life, gave promise of a greater hope for human
society. (Page 7)
Comprehension Questions
(a) Who speaks these lines ?
(b) ‘... their devotion’ ? What does the narrator mean by it ?
(c) What was their ‘selfless action’ ?
(d) What of Nicola and Jacopo proves them to be the real gentlemen of Verona ?
Answers
(a) The narrator speaks these lines.
(b) By ‘... their devotion’ the narrator means sheer hard work and care for their ailing
sister of both Nicola and Jacopo.
(c) Their ‘selfless work’ was earning money by fair means for a single aim. It was to see
their ailing sister on her legs and free from tuberculosis.
(d) The singleness of purpose to get their sister cured. For this they earned money through
hard work. This made them real gentlemen of Verona.

V. SHORT ANSWER TYPE QUESTIONS

(Word Limit: 30 – 40 words)
1. Why did the ‘cautious’ driver show his disapproval of the two small boys selling
strawberries ? (CBSE 2012)
Ans. The ‘cautious’ driver showed disapproval of the two small boys selling strawberries
because these were wild. Due to being wild they could be poisonous. He also cautioned
the narrator not to buy them seeing both Jacopo and Nicola shabby.
2. How did the narrator find Nicola and Jacopo quite useful to him ?
Or
How were the boys, Nicola and Jacopo, useful for the narrator ?
(CBSE 2014, 2015)
Ans. The narrator met Nicola and Jacopo at first two times and then frequently. They proved
extremely useful to them. If they wanted a pack of American cigarettes, or seats for the
opera or the name of good restaurant they satisfied their needs.
3. What was so amazing about both the boys ? What work did they do ?
Or
What was the most striking quality about Nicola and Jacopo ? (CBSE 2014)
Ans. What was so amazing and the most striking quality about them was their willingness to
work. They shined shoes under the hot sun. They sold fruits, hawked newspapers and
conducted tourists round the town. They also ran errands for the tourists.
4. “We do many things, sir” Nicola answered. Describe the difficult jobs undertaken
by the boys for their livelihood. (CBSE 2012)
Or
What all odd jobs were the two boys ready to do in ‘Two Gentlemen of Verona’ ?
(CBSE 2015)
Ans. Jacopo and Nicola did many things, even difficult ones, for their livelihood. They shined
shoes, sold fruits, hawked newspapers, conducted tourists round the town and ran errands
for the tourists. They did these jobs with dedication and without caring for themselves.
Obviously, they earned money for the cure of their sister.

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 168 LITERATURE READER — X

5. What did the narrator assume about how Jacopo and Nicola were going to
spend the money they earned ? What was the reality ? (CBSE 2015)
Ans. The narrator assumed that both Jacopo and Nicola were saving up the money to emigrate
to America. They said they would but they had other plans. The reality was that they
were saving money to spend on the hospitalization of their sister Lucia.
6. Why did Nicola and Jacopo develop hatred for the Germans ? (CBSE 2012)
Or
Why did Jacopo and Nicola hate the Germans ? (CBSE 2015)
Ans. Nicola and Jacopo developed hatred for the Germans because the Germans caused them
great loss and sufferings. They bombed their home and due to that they were on the
streets. They suffered horribly from near starvation and exposure to the cold winter.
7. What did the narrator learn about the family of Nicola, Jacopo and Lucia ?
Ans. The narrator learnt that they were quite alone in the world. Their father was a well-
known singer but had been killed in the war. Their house had been destroyed in a bomb
explosion. They had always known a comfortable and cultured life. Lucia then was
training as a singer.
8. Describe briefly the circumstances that plunge the two boys into extreme
poverty. (Two Gentlemen of Verona) (CBSE 2014)
Ans. The family circumstances plunge the two boys into extreme poverty. Their father was
killed in war. Shortly afterward a bomb destroyed their home and they were on the
road. This starved them and exposed them to the cold winter. But they didn’t lose heart.
9. Why had Lucia been hospitalized ? (CBSE 2012)
Ans. Lucia had been hospitalized due to TB. She had had tuberculosis (TB) of the spine and
had to be hospitalized. Both Jacopo and Nicola were working hard day and night to
meet her expenses. They did various jobs to earn money.
10. The two boys from Verona do not disclose their problems to the narrator. What light
does it throw on their character ? (CBSE 2012)
Ans. Both Nicola and Jacopo do not disclose their problems to the narrator because of self-
respect. The elder one is serious about not telling anything personal though the younger
one can tell about them. It shows that though they do menial jobs, yet they have blue
blood in their veins. Before the Germans bombed their home, they led a comfortable life.
11. What were the narrator’s feelings for the boys at first ? What change did they
undergo and why ? (CBSE 2014)
Ans. At first the narrator did not have some good feelings about the boys. But he saw them
doing various jobs and this softened his heart towards them. He was impressed by their
willingness to work. The narrator’s meeting their sister made him express that they
were the real ‘gentlemen’ of Verona.
12. Though Nicola and Jacopo are two young boys the narrator addresses them as two
gentlemen. What special qualities make them fit to be called gentlemen ?
(CBSE 2012)
Or
Although Nicola and Jacopo are young boys, the author refers to them as gentlemen.
Why does he do so ? (CBSE 2014)
Or
Why does the narrator refer to the young boys, Nicola and Jacopo as ‘gentlemen’ ?
(CBSE 2015)
TWO GENTLEMEN OF VERONA 169

Ans. The narrator rightly addresses Jacopo and Nicola as ‘gentlemen’ because of their really
human qualities. Being young they do everything for their sister. She is in a hospital
recovering from the tuberculosis of the spine. Though being young they behave like
mature persons in this respect. So they are rightly called ‘gentlemen’ as only ‘gentlemen’
can do such things.
13. Prolonged illness of our dear ones at times makes us emotionally weak, but in the chapter,
‘The Two Gentlemen of Verona’ the two boys act totally opposite to this. Elaborate.
(CBSE 2012)
Ans. It is true that prolonged illness of our dear ones at times makes us emotionally weak.
But both Jacopo and Nicola do not become so. On the other hand, they become strong
and determined to work hard to earn money. It is not for their own use but to meet the
expenses for their hospitalized sister. Such a thing is rare.
14. What message does the ‘Two Gentlemen of Verona’ give ? (CBSE 2014)
Ans. ‘Two Gentlemen of Verona’ gives out a great message. It is that one must not lose heart
even under the gravest and heart-breaking circumstances. Also one must not feel shame
in doing any work for an honest living. One must have dignity of labour and persevere
even in heart-wrecking conditions.

VI. LONG ANSWER TYPE QUESTIONS

TYPE I—TEXTUAL (Word Limit: 150)

1. The author calls the two boys of Verona ‘gentlemen’. What does the word gentlemen
mean ? Is the author right in calling these two poor boys ‘gentlemen’ ?
(CBSE 2012)
Ans. The word ‘gentlemen’ is a little bit difficult to define because it has various shades of
meanings. A ‘gentleman’ is a person who is simple-hearted, law-abiding and caring more
for the moral and human values. He is also responsible, self-dependent, respectful etc.
The two boys Jacopo and Nicola have these qualities and many more like hardworking,
honest, soft-spoken and caring. The author is very much right in calling them ‘gentlemen’
because they do not adopt any wrong thing in handling their responsibilities. They are
sacrificing, selfless and dignified to live not for themselves but for their sister Lucia.
How much hard work they do and not caring for their own health speaks much about
them. They should have been to the school. But due to adverse circumstances they have
to play the role of their parents for their sister. The more we speak of them, the less our
words become to praise their ‘gentlemanliness’.
2. How did both Nicola and Jacopo impress the narrator ? What made him know
about them more ? How does he call them ?
Ans. In the first two meetings with the boys the narrator felt a kind of strange attraction
and seriousness in them. He developed a kind of curiosity to know more about them.
Strangely, he found them almost wherever he went. In his talk to them he learnt about
them that they sold fruits, hawked newspapers, shined shoes and conducted tourists
round the town. They ran errands also. Due to their doing every kind of work they
proved very useful for the narrator. They brought him a pack of American cigarettes,
seats for the opera or the name of a good restaurant. They could simply be depended
upon.
The narrator knew from the nurse about their family and how it was destroyed by the
 170 LITERATURE READER — X

war. Before that they lived a comfortable and cultured life. Their father was a well-known
singer. Their readiness to work hard to earn money for their sister’s illness impressed
the narrator greatly. Their great devotion to duty and survival instinct impressed the
narrator. They proved otherwise from their appearance. The narrator now knew
everything about these ‘Gentlemen of Verona’ and their devotion to moral duty towards
their sister. That’s why, he called them ‘Two Gentlemen of Verona’. He saw in them a
new nobility and a greater hope for human life and human society.
TYPE II—EXTRAPOLATIVE (Word Limit: 150)
3. As the narrator write a diary entry about your feelings when you discovered the true
nature of the two gentlemen of Verona. Express your happiness that even today
selfless love exists and can bring joy to the distressed and sick people.
(CBSE 2012)
Ans. 15 September, 20 – – 9.30 pm
It is a great thing that even today there exists selfless love in the hearts of the people.
This selfless love gives immense joy to the one who exercises it and to the one who gets
it. This can be possible from those persons who are really gentle to the core, caring and
responsible. I can’t forget the great gentlemen in Nicola and Jacopo, the little boys in
their teens. They worked day and night for their ailing sister Lucia. They did odd jobs to
earn money to meet out the hospital expenses for their sister, Lucia. She was suffering
from the tuberculosis of the spine.
It was a great honour to know them and see how they served selflessly. They underwent
hardships to earn money. They didn’t care for themselves. They sacrificed their comforts
for the service of their sister. This is a great love which brings divine satisfaction and
blessings of the gods. If we have this love for others we can create heaven on the earth.
Truly, gods live in such a love which diminishes human sufferings and griefs.
Narrator

VII. COMPREHENSION PASSAGES FOR PRACTICE

Read the following extracts and answer the questions that follow each :
1 You spend nothing on clothes. You eat little enough ... when I see you have a meal it’s
1
usually black bread and figs. (Page 5)
Comprehension Questions
(a) Who is speaking these lines and to whom ?
(b) Why do ‘you’ have a meal usually black bread ?
(c) What makes the speaker enquire about the boys as given here ?
(d) Give the meaning of ‘figs’.
2
2 The following afternoon we drove to the tiny village set high upon the hillside.
(Page 5)
Comprehension Questions
(a) Name the chapter from which this extract has been taken.
(b) Who is the speaker and where do ‘they’ go ?
(c) What makes the speaker to drive to the tiny village ?
(d) What was there in that village ?
 TWO GENTLEMEN OF VERONA 171

3
3 But at the foot of the staircase I drew up and begged her to tell all she knew about these
boys. (Page 6)
Comprehension Questions
(a) Who is the speaker and whom does he speak to ?
(b) Who is ‘she’ here ?
(c) What does ‘she’ know about the boys ?
(d) Why does the speaker wish to know about the boys ?
4 Yet their devotion had touched me deeply. War had not broken their spirit.
4 (Page 7)
Comprehension Questions
(a) Who speaks these lines ?
(b) What ‘devotion’ ?
(c) What had been the impact of war on ‘them’ ?
(d) What of ‘them’ had impacted the speaker.

VIII. QUESTIONS FOR PRACTICE

I. Answer the following questions in about 30 – 40 words
1. Describe the first meeting of the narrator with Nicola and Jacopo.
+2. What made the narrator take interest in the boys ? (V. Imp.)
3. What work did the boys do and what for ?
4. Describe the past family life of Nicola and Jacopo.
5. Why do the two brothers visit Poleta every Sunday ? (CBSE 2014)
+6. What of the boys impressed the narrator the most ? (V. Imp.)
7. What did the narrator conclude the Jacopo and Nicola were going to do with the money
they earned ? (CBSE 2014)
8. Why was the narrator deeply touched ? (Two Gentlemen of Verona) (CBSE 2015)
II. Long Answer Type Questions (in 150 words)
1. Describe the meetings of the narrator with Nicola and Jacopo. What impression did he
gather about the boys ?
+2. What makes Nicola and Jacopo two gentlemen of Verona ? (V. Imp.)
+3. Imagine Nicola writes a diary. Now write a diary page on his behalf describing how you
discharged your responsibilities towards your sister Lucia. (V. Imp.)

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