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Class 10 English - First Flight Chapter 2. Nelson Mandela : Long Walk to Freedom Summary, Explanation, Question Answers (NCERT Solutions)

Nelson Mandela Long Walk to Freedom (2. Nelson Mandela : Long Walk to Freedom) CBSE class 10 English - First Flight Chapter 2. Nelson Mandela : Long Walk to Freedom summary with detailed explanation of the lesson Nelson Mandela Long Walk to Freedom along with meanings of difficult words. Given here is the complete explanation of the lesson, along with summary, explanation and questions and answers of each topic of lesson 2. Nelson Mandela : Long Walk to Freedom.

English - First Flight (Chapter 2. Nelson Mandela : Long Walk to Freedom) Solution
 Thinking About Language

III. Idiomatic Expressions

Match the italicised phrases in Column A with the phrase nearest in meaning in Column B. (Hint: First look for the sentence in the text in which the phrase in Column A occurs.)

AB
1. I was not unmindful of the fact(i) had not forgotten; was aware of the fact
(ii) was not careful about the fact
(iii) forgot or was not aware of the fact
2. when my comrades and I were pushed to our limits(i) pushed by the guards to the wall
(ii) took more than our share of beatings
(iii) felt that we could not endure the suffering any longer
3. to reassure me and keep me going(i) make me go on walking
(ii) help me continue to live in hope in this very difficult situation
(iii) make me remain without complaining
4. the basic and honourable freedoms of…earning my keep,…(i) earning enough money to live on
(ii) keeping what I earned
(iii) getting a good salary

Answer :


AB
1. I was not unmindful of the fact(i) had not forgotten; was aware of the fact
2. when my comrades and I were pushed to our limits (iii) felt that we could not endure the suffering any longer
3. to reassure me and keep me going (ii) help me continue to live in hope in this very difficult situation
4. the basic and honourable freedoms of…earning my keep,…(i) earning enough money to live on


All Questions of English - First Flight Chapter 2. Nelson Mandela : Long Walk to Freedom
Oral Comprehension Check [Page-18, 19]
1. Where did the ceremonies take place ? Can you name any public buildings in India that are made of sandstones?
2. Can you say how 10th May is an ‘autumn day’ in South Africa?
3. At the beginning of his speech, Mandela mentions “an extraordinary human disaster”. What does he mean by this? What is the “glorious human achievement” he speaks of at the end?
4. What does Mandela thank the international leaders for ?
5. What ideals does Nelson Mandela set for the future of South Africa?

Oral Comprehension Check [Page-21]
1. What did the military generals do ? How did their attitude change and why?
2. Why were two national anthems sung?
3. How does Mandela describe the systems of government in his country
(i) in the first decade, and
(ii) in the final decade, of the twentieth century?
4. What does courage mean to Mandela?
5. Which does Mandela think is natural, to love or to hate?

Oral Comprehension Check [Page-24]
1. What “twin obligations” does Mandela mention?
2. What did being free mean to Mandela as a boy, and as a student ? How does he contrast these “transitory freedoms” with “the basic and honourable freedoms”?
3. Does Mandela think the oppressor is free? Why/why not?

Thinking About The Text
1. Why did such a large number of international leaders attend the inauguration ? What did it signify the triumph of?
2. What does Mandela mean when he says he is “simply the sum of all those African patriots”, who had gone before him ?
3. Would you agree that the “depths of oppression” create “heights of character”? How does Mandela illustrate this? Can you add your own examples to this argument ?
4. How did Mandela’s understanding of freedom change with age and experience?
5. How did Mandela’s ‘hunger for freedom’ change his life?

Thinking About Language
I. There are nouns in the text (formation, government) which are formed from the corresponding verbs (form, govern) by suffixing -(at)ion or ment. There may be a change in the spelling of some verb – noun pairs: such as rebel, rebellion; constitute, constitution.

1. Make a list of such pairs of nouns and verbs in the text.

NounVerb
rebellionrebel
constitutionconstitute
--
--
--
--

2. Read the paragraph below. Fill in the blanks with the noun forms of the verbs in brackets.


Martin Luther King’s ________________ (contribute) to our history as an outstanding leader began when he came to the ________________ (assist) of Rosa Parks, a seamstress who refused to give up her seat on a bus to a white passenger. In those days American Blacks were confined to positions of second class citizenship by restrictive laws and customs. To break these laws would mean ________________ (subjugate) and ________________ (humiliate) by the police and the legal system. Beatings, ________________ (imprison) and sometimes death awaited those who defied the System. Martin Luther King’s tactics of protest involved non-violent ________________ (resist) to racial injustice.
II. Using the Definite Article with Names

You know that the definite article ‘the’ is not normally used before proper nouns. Nor do proper nouns usually occur in the plural. (We do not say: *The Nelson Mandela, or *Nelson Mandelas.) But now look at this sentence from the text:

… the decades of oppression and brutality … produced the Oliver Tambos, the Walter Sisulus, … of our time.

Used in this way with the and/or in the plural, a proper noun carries a special meaning. For example, what do you think the names above mean?
Choose the right answer.
(a) for example Oliver Tambo, Walter Sisulu, …
(b) many other men like Oliver Tambo, Walter Sisulu …/many men of their type or kind, whose names may not be as well known.
Did you choose option (b)? Then you have the right answer!

Here are some more examples of ‘the’ used with proper names. Try to say what these sentences mean. (You may consult a dictionary if you wish. Look at the entry for ‘the’.)

1. Mr Singh regularly invites the Amitabh Bachchans and the Shah Rukh Khans to his parties.
2. Many people think that Madhuri Dixit is the Madhubala of our times.
3. History is not only the story of the Alexanders, the Napoleons and the Hitlers, but of ordinary people as well.
III. Idiomatic Expressions

Match the italicised phrases in Column A with the phrase nearest in meaning in Column B. (Hint: First look for the sentence in the text in which the phrase in Column A occurs.)
AB
1. I was not unmindful of the fact(i) had not forgotten; was aware of the fact
(ii) was not careful about the fact
(iii) forgot or was not aware of the fact
2. when my comrades and I were pushed to our limits(i) pushed by the guards to the wall
(ii) took more than our share of beatings
(iii) felt that we could not endure the suffering any longer
3. to reassure me and keep me going(i) make me go on walking
(ii) help me continue to live in hope in this very difficult situation
(iii) make me remain without complaining
4. the basic and honourable freedoms of…earning my keep,…(i) earning enough money to live on
(ii) keeping what I earned
(iii) getting a good salary

Speaking
In groups, discuss the issues suggested in the box below. Then prepare a speech of about two minutes on the following topic. (First make notes for your speech in writing.)
True liberty is freedom from poverty, deprivation and all forms of discrimination.
• causes of poverty and means of overcoming it
• discrimination based on gender, religion, class, etc.
• constitutionally guaranteed human rights

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