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⁞ English - First Flight

NCERT Books ➤ Class 10 ➤

Class 10 English - First Flight Chapter 5. The Hundred Dresses - I Summary, Explanation, Question Answers (NCERT Solutions)

The Hundred Dresses I (5. The Hundred Dresses - I) CBSE class 10 English - First Flight Chapter 5. The Hundred Dresses - I summary with detailed explanation of the lesson The Hundred Dresses I 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 5. The Hundred Dresses - I.

English - First Flight (Chapter 5. The Hundred Dresses - I) Solution
 Oral Comprehension Check [Page-65]

1. Where in the classroom does Wanda sit and why?

Answer :


Wanda used to sit in the seat next to the last seat, in the last row, in Room Thirteen. She sat there because her feet were normally caked with dry mud and very dirty. So in order to avoid being laughed at by her classmates, she sat there to hide her dirty feet.


All Questions of English - First Flight Chapter 5. The Hundred Dresses - I
Oral Comprehension Check [Page-65]
1. Where in the classroom does Wanda sit and why?
2. Where does Wanda live? What kind of a place do you think it is?
3. When and why do Peggy and Maddie notice Wanda’s absence?
4. What do you think “to have fun with her” means?

Oral Comprehension Check [Page-67]
1. In what way was Wanda different from the other children?
2. Did Wanda have a hundred dresses? Why do you think she said she did?
3. Why is Maddie embarrassed by the questions Peggy asks Wanda? Is she also like Wanda, or is she different?

Oral Comprehension Check [Page-70]
1. Why didn’t Maddie ask Peggie to stop teasing Wanda? What was she afraid of?
2. Who did Maddie think would win the drawing contest? Why?
3. Who won the drawing contest? What had the winner drawn?

Thinking About The Text
1. How is Wanda seen as different by the other girls? How do they treat her?
2. How does Wanda feel about the dresses game? Why does she say that she has a hundred dresses?
3. Why does Maddie stand by and not do anything? How is she different from Peggy? (Was Peggy’s friendship important to Maddie? Why? Which lines in the text tell you this?)
4. What does Miss Mason think of Wanda’s drawings? What do the children think of them? How do you know?

Thinking About Language
I. Look at these sentences
(a) She sat in the corner of the room where the rough boys who did not make good marks sat, the corner of the room where there was most scuffling of feet, ...
(b) The time when they thought about Wanda was outside of school hours ...

These italicised clauses help us to identify a set of boys, a place, and a time. They are answers to the questions "What kind of rough boys?", "Which corner did she sit in?" and "What particular time outside of school hours?" They are 'defining' or 'restrictive' relative clauses. (Compare them with the 'non-defining' relative clauses discussed in Unit 1.)

Combine the following to make sentences like those above.
1. This is the bus (what kind of bus?) It goes to Agra. (use which or that)
2. I would like to buy (a) shirt (which shirt?). (The) shirt is in the shop window. (use which or that)
3. You must break your fast at a particular time (when?). You see the moon in the sky. (use when)
4. Find a word (what kind of word?). It begins with the letter Z. (use which or that).
5. Now find a person (what kind of person). His or her name begins with the letter Z. (use whose)
6. Then go to a place (what place?). There are no people whose name begins with Z in that place. (use where)
II. The Narrative Voice
This story is in the 'third person' that is, the narrator is not a participant in the story. But the narrator often seems to tell the story from the point of view of one of the characteristics in the story. For example, look at the italicised words in theis sentence
Thank goodness, she did not live up on Boggins Heights or have a funny name.
Whose thoughts do the words 'Thank goodness' express? Maddie's, who is grateful that although she is poor, she is yet not as poor as Wanda, or as 'different'. (So she does not get teased, she is thankful about that.)

1. Here are two other sentences from the story. Can you say whose point of view the italicised words express?
(i) But on Wednesday, Peggy and Maddie, who sat down front with other children who got good marks and who didn’t track in a whole lot of mud, did notice that Wanda wasn’t there.
(ii) Wands Petronski. Most of the children in Room Thirteen didn’t have names like that. They had names easy to say, like Thomas, Smith or Allen.

2. Can you find other such sentences in the story? You can do this after you read the second part of the story as well.
III. Look at this sentence. The italicised adverb expresses an opinion or point of view.

Obviously, the only dress Wanda had was the blue one she wore every day. (This was obvious to the speaker.)

Other such adverbs are apparently, evidently, surprisingly, possibly, hopefully, incredibly, luckily. Use these words appropriately in the blanks in the sentences below. (You may use a word more then once and more than one word may be appropriate for a given blank.)

1. ____________, he finished his work on time.
2. ____________, it will not rain on the day of the match.
3. _____________, he had been stealing money from his employer.
4. Television is ___________ to blame for the increase in violence in society.
5. The children will _____________ learn from their mistakes.
6. I can’t ________________ lend you that much money.
7. The thief had _____________ been watching the house for many days.
8. The thief ______________ escaped by bribing the jailor.
9. _________________, no one had suggested this before.
10. The water was ________________ hot.

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