From The Diary Of Anne Frank

So students, good morning to each and every one of you! Welcome to today's English class. Today we are going to study a very special chapter from your NCERT textbook — Chapter 4, "From the Diary of Anne Frank" from the book "First Flight". This is a beautiful chapter that will take us into the mind of a young girl who lived during one of the most difficult periods in human history. So let's begin, shall we?

First, let me tell you a little bit about who Anne Frank was. Students, Anne Frank was born on 12th June 1929 in Germany. She was a German-Jewish girl. Now, you must be wondering why a German girl is so famous, right? Well, let me explain. Her family had to move to Amsterdam in the Netherlands after the Nazis gained power in Germany. You all know about the terrible things the Nazis did during World War II, don't you? They started persecuting Jewish people, which means they started treating them very badly just because they were Jewish. Anne's family, like many other Jewish families, had to go into hiding in July 1942. They lived in hidden rooms in her father Otto Frank's office building in Amsterdam for two whole years. Can you imagine living in secret for two years, students? No going outside, no playing with friends, always worrying about being caught!

Unfortunately, in 1944, someone betrayed them and they were all arrested and sent to concentration camps. Anne died of typhus in Bergen-Belsen concentration camp in February or March 1945. She was only fifteen years old, students. Just fifteen! Her sister Margot also died there. Only her father Otto survived. When he came back to Amsterdam after the war ended, he found Anne's diary. He decided to get it published because he knew it was a unique record of what life was like under Nazi occupation. The diary was originally written in Dutch, and it was translated into many languages. Today, it is one of the most widely read books in the world. Many films, television shows, and even an opera have been made based on her diary. Anne Frank has become one of the most famous victims of the Holocaust, and her diary gives us a very personal look at what people suffered during that time.

Now, students, before we read the actual diary, let's do an activity. In the textbook, you will see that there is something called "BEFORE YOU READ" and there is an activity about different types of written records. Let me explain this to you.

The activity asks you to match terms in column A with their descriptions in column B. Let me go through each one carefully.

In column A, we have four terms: Journal, Diary, Log, and Memoirs. Now, let's understand what each means.

A diary, students, is what Anne Frank kept. It is a book with a separate space or page for each day, in which you write down your thoughts, feelings, or what happened that day. That's exactly what Anne did — she wrote in her diary every day, or at least when she could.

A journal is similar to a diary, but it is usually a more detailed record. It is a full record of a journey, a period of time, or an event, written every day. Think of it like a travel journal where you write about everything that happened during your trip.

A log is a written record of events with times and dates, usually official. You might have heard of a ship's log, where the captain writes down what happens on the ship each day with specific times. Or in offices, they maintain logs of who came and when.

Memoirs are the written record of a person's own life and experiences, usually of a famous person. When someone famous writes about their life, it's called memoirs. For example, if Sachin Tendulkar wrote a book about his cricket career, that would be his memoirs.

So the matching would be: (i) Journal matches with "A full record of a journey, a period of time, or an event, written every day", (ii) Diary matches with "A book with a separate space or page for each day, in which you write down your thoughts and feelings or what has happened on that day", (iii) Log matches with "A written record of events with times and dates, usually official", and (iv) Memoirs matches with "A record of a person's own life and experiences (usually, a famous person)".

Now, let's look at the second part of this activity. We have four entries, and we need to decide whether each one is from a diary, a journal, a log, or a memoir. Let's go through them one by one.

Entry (i) says: "I woke up very late today and promptly got a scolding from Mum! I can't help it — how can I miss the FIFA World Cup matches?"

Students, what do you think this is? This sounds like personal thoughts and feelings about a specific day, doesn't it? It's talking about getting scolded by mother and worrying about football matches. This is definitely a diary entry because it's written in first person, it's about one particular day, and it expresses personal feelings. So the answer is: Diary.

Entry (ii) says: "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"

Now, students, what do you notice here? This has specific times and events. It's like a schedule or a record of what happened during the day with exact times. This is a log because it's recording events with times and dates, and it seems quite official and factual. So the answer is: Log.

Entry (iii) says: "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."

This sounds like someone writing about their travel experiences, right? It's describing a journey, talking about places visited, and expressing feelings about what they saw. This is a journal because it's a detailed record of a journey with personal observations and emotions. So the answer is: Journal.

Entry (iv) says: "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!"

Students, this is someone telling the story of how they got their first break in Bollywood. It's talking about a famous person, Raj Kapoor, and describing a personal experience from their life. This is a memoir because it's a record of someone's own life experiences, and it's about a famous person and their career. So the answer is: Memoir.

Great! Now let's move on to the main text. The chapter begins with Anne's own words about why she started writing a diary. Let me read this portion carefully with you.

Anne says: "Writing in a diary is a really strange experience for someone like me. Not only because I've never written anything before, but also because it seems to me that later on neither I nor anyone else will be interested in the musings of a thirteen-year-old schoolgirl."

Students, can you understand what Anne is feeling here? She thinks that nobody would be interested in what a young girl has to say. She feels that her thoughts and feelings are not important enough for others to read. But as we know, she was completely wrong! Her diary became one of the most famous books in the world.

She also mentions a very interesting phrase: "'Paper has more patience than people.'" This is a saying that Anne thought of when she was feeling depressed and bored at home. What does this mean, students? It means that you can tell paper anything — your secrets, your worries, your thoughts — and it will listen patiently without judging you or getting tired. But people, on the other hand, might not have that patience. They might interrupt you, or not understand you, or get bored. This is why Anne decided to write in a diary.

Now, Anne says she doesn't have a "true friend". She says: "I have loving parents and a sixteen-year-old sister, and there are about thirty people I can call friends. I have a family, loving aunts and a good home. No, on the surface I seem to have everything, except my one true friend."

Students, this is very relatable, isn't it? You might have many friends, but sometimes you feel that nobody really understands you. Anne feels the same way. She says she can't talk to her friends about deep things — she can only talk about ordinary everyday things. She feels that she can't get closer to people. That's why she started the diary — to have a friend to confide in.

She calls her diary "Kitty". She says: "To enhance the image of this long-awaited friend in my imagination, I don't want to jot down the facts in this diary the way most people would do, but I want the diary to be my friend, and I'm going to call this friend 'Kitty'."

So students, now we understand why Anne wanted to keep a diary. She wanted a friend who would listen to her without judging her, who would have patience with her, and who she could tell everything to.

Now, let's look at the Oral Comprehension Check questions for this section.

Question 1: What makes writing in a diary a strange experience for Anne Frank?

The answer is: Writing in a diary is strange for Anne because she has never written anything before, and she thinks that no one, including herself, would be interested in the thoughts of a thirteen-year-old schoolgirl.

Question 2: Why does Anne want to keep a diary?

Anne wants to keep a diary because she feels she doesn't have a true friend whom she can confide in. She feels that she can't get closer to the people around her, even though she has family and many acquaintances. She wants a friend who will listen to her patiently, and she hopes that her diary will be that friend.

Question 3: Why did Anne think she could confide more in her diary than in people?

Anne thought that paper has more patience than people. She believed that she could tell her diary anything without being judged or interrupted, whereas people might not understand her or might get tired of listening to her.

Now, students, after this introduction, Anne gives us a brief sketch of her life. She does this because she wants Kitty, her diary, to understand who she is. She says: "Since no one would understand a word of my stories to Kitty if I were to plunge right in, I'd better provide a brief sketch of my life."

Her father emigrated to Holland in 1933, and her mother went with him in September 1933. Anne and Margot were sent to Aachen to stay with their grandmother. Margot went to Holland in December, and Anne followed in February.

Anne started school at a Montessori nursery school and stayed there until she was six. Then she started in the first form. In the sixth form, her teacher was Mrs Kuperus, the headmistress. At the end of the year, they both cried when they had to say goodbye.

In the summer of 1941, her grandmother fell ill and had to have an operation, so her birthday passed with little celebration. Her grandmother died in January 1942. Anne says: "No one knows how often I think of her and still love her." This shows how much she loved her grandmother.

Now, let's look at the Oral Comprehension Check for this section.

Question 1: Why does Anne provide a brief sketch of her life?

Anne provides a brief sketch of her life so that Kitty, her diary, can understand who she is and what her background is. She wants to give context to her stories so that the reader can understand her better.

Question 2: What tells you that Anne loved her grandmother?

Anne says "No one knows how often I think of her and still love her." Even after her grandmother's death, Anne thinks about her often and still loves her. This shows her deep love for her grandmother. Also, she mentions that the birthday celebration in 1942 was intended to make up for the other celebration that was missed when her grandmother was ill, and she lit her grandmother's candle along with the rest. This shows that her grandmother was very important to her.

Now, students, let's move on to the next part of the chapter — the actual diary entry dated Saturday, 20th June 1942. This is where Anne writes about her school life and her teacher Mr Keesing.

In this entry, Anne writes about how the whole class is nervous because teachers will decide who moves up to the next class and who has to repeat the year. She says: "Our entire class is quaking in its boots." This is an idiom, students, which means to be very nervous or frightened. Can you think of a similar phrase in Hindi or your regional language? Maybe "ghabrana" or "dar jana"? Yes, it's similar to that feeling.

Anne says half the class is making bets on who will pass and who will fail. She laughs at two boys behind her, C.N. and Jacques, who have staked their entire holiday savings on their bet. She says: "From morning to night, it's 'You're going to pass', 'No, I'm not', 'Yes, you are', 'No, I'm not'." This shows how nervous everyone is.

Anne says she's not worried about herself and her girlfriends, but she's not sure about maths. She says: "Anyway, all we can do is wait. Until then, we keep telling each other not to lose heart." This is another idiom, students. "Not to lose heart" means to not give up, to stay hopeful and brave even in difficult times.

Now, Anne talks about her teachers. She gets along well with all her teachers. There are nine teachers — seven men and two women. But the main focus is on Mr Keesing, the maths teacher. Anne describes him as "the old fogey" — this is an informal term for an old-fashioned or boring person. Mr Keesing was annoyed with Anne because she talked so much in class. After several warnings, he assigned her extra homework — an essay on the subject 'A Chatterbox'.

Anne thought about what to write. She says: "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." She wrote three pages arguing that talking is a student's trait, and that she would try to control it, but she couldn't cure herself of the habit because her mother talked as much as she did, if not more. She said there's not much you can do about inherited traits!

Mr Keesing had a good laugh at her arguments, but when she continued to talk in the next lesson, he assigned her a second essay, this time on 'An Incorrigible Chatterbox'. After two lessons of no talking, she started talking again in the third lesson, and Mr Keesing assigned her a third essay: 'Quack, Quack, Quack, Said Mistress Chatterbox'.

The class roared with laughter. Anne says she had nearly exhausted her ingenuity on the topic of chatterboxes, so she needed something original. Her friend Sanne, who's good at poetry, offered to help her write the essay in verse, and Anne jumped for joy. She wrote a poem about a mother duck and a father swan with three baby ducklings who were bitten to death by the father because they quacked too much. This was Anne's way of playing a joke on Mr Keesing's joke!

Luckily, Mr Keesing took the joke the right way. He read the poem to the class and added his own comments. He even read it to several other classes. Since then, Anne has been allowed to talk in class and hasn't been assigned any extra homework. In fact, Mr Keesing is always making jokes these days.

Now, let's look at the Oral Comprehension Check for this section.

Question 1: Why was Mr Keesing annoyed with Anne? What did he ask her to do?

Mr Keesing was annoyed with Anne because she talked too much in class. After several warnings, he asked her to write an essay titled 'A Chatterbox' as punishment.

Question 2: How did Anne justify her being a chatterbox in her essay?

In her essay, Anne justified her talking by saying that talking is a student's trait. She said she would try to keep it under control but would never be able to cure herself of the habit because her mother talked as much as she did, if not more. She argued that there's not much you can do about inherited traits.

Question 3: Do you think Mr Keesing was a strict teacher?

Students, this is an interesting question. At first, Mr Keesing seems strict because he gives Anne extra homework for talking. But actually, he seems to have a good sense of humor. He laughed at Anne's arguments, and when she wrote the poem, he read it to the class and even to other classes. After that, he allowed her to talk in class. So he was not really strict — he was actually quite understanding and had a good laugh. He was trying to teach her a lesson, but he was not harsh about it. So we can say that Mr Keesing was not unpredictable in a bad way — he was actually quite predictable in a good way. He wanted Anne to learn not to talk too much, but when she showed creativity and humor, he appreciated it.

Question 4: What made Mr Keesing allow Anne to talk in class?

Mr Keesing allowed Anne to talk in class because of the poem she wrote. When she wrote the creative and funny poem about the chatterbox ducklings, Mr Keesing appreciated her creativity and sense of humor. He read the poem to the class and to other classes, and after that, he allowed her to talk.

Now, let's move on to the "Thinking about the Text" section. There are several questions here, and I'll go through each one carefully.

Question 1: Was Anne right when she said that the world would not be interested in the musings of a thirteen-year-old girl?

Students, this is a very important question. Anne thought that nobody would be interested in what a thirteen-year-old girl writes. But as we know, she was completely wrong! Her diary became one of the most famous books in the world. So no, she was not right. Her diary shows that even a young girl's thoughts and experiences can be meaningful and important. It shows that everyone has a story to tell, regardless of their age. Anne's diary gives us a unique perspective on what life was like during World War II, and it has touched millions of people around the world. So the answer is: No, Anne was not right. Her diary became very famous and is read by people all over the world.

Question 2: 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?

The diary was originally written in Dutch. Anne was a German-Jewish girl living in Amsterdam, so she wrote in Dutch, which was the language spoken in the Netherlands where she lived.

Now, how is Anne's diary different from the examples in the 'Before You Read' section? The examples in the 'Before You Read' section were more like typical diary entries — they recorded events and feelings. But Anne's diary is much more than that. She writes about her inner thoughts, her feelings, her fears, her hopes, and her observations about the world around her. She writes in a very personal and intimate way, as if she is talking to a friend. She also writes about serious topics like the war, hiding, and the persecution of Jews. So Anne's diary is different because it is more detailed, more personal, and more reflective than a typical diary entry. It also became a historical document.

Question 3: Why does Anne need to give a brief sketch about her family? Does she treat 'Kitty' as an insider or an outsider?

Anne gives a brief sketch about her family so that Kitty, her diary, can understand who she is and what her background is. It's like introducing yourself to a new friend. She wants to give context to her stories.

Does she treat Kitty as an insider or an outsider? Students, she definitely treats Kitty as an insider. She calls Kitty her friend and talks to her as if she is a close confidante. She shares her deepest thoughts and feelings with Kitty. She even says she doesn't want to write facts like most people would, but she wants the diary to be her friend. So yes, Kitty is definitely an insider — Anne treats her as someone she can trust completely.

Question 4: How does Anne feel about her father, her grandmother, Mrs Kuperus and Mr Keesing? What do these tell you about her?

Let's look at each one:

About her father, Anne says: "My father, the most adorable father I've ever seen." This shows she loves her father very much and admires him.

About her grandmother, Anne says: "No one knows how often I think of her and still love her." This shows she had a deep love and respect for her grandmother, even after her death.

About Mrs Kuperus, Anne says: "At the end of the year we were both in tears as we said a heartbreaking farewell." This shows she was very attached to her teacher and felt sad when she had to leave.

About Mr Keesing, Anne describes him with humor. She calls him "the old fogey" but also shows that she eventually got along well with him. She writes about how she played a joke on him with her poem, and he appreciated it. This shows that Anne had a good sense of humor and could handle situations creatively.

What do these tell us about Anne? They show that she is a loving person who cares deeply about her family and teachers. She is creative, humorous, and can handle difficult situations with wit. She is also reflective and thoughtful.

Question 5: What does Anne write in her first essay?

In her first essay titled 'A Chatterbox', Anne writes about why talking is necessary for a student. She argues that talking is a student's trait. She says she will try to keep it under control but can never completely stop because her mother talks as much as she does, if not more. She says there's not much you can do about inherited traits. So basically, she is saying that talking is in her nature, and she inherited it from her mother.

Question 6: Anne says teachers are most unpredictable. Is Mr Keesing unpredictable? How?

Anne says: "teachers are the most unpredictable creatures on earth." Is Mr Keesing unpredictable? Let's think about this. At first, Mr Keesing seems predictable — he gets annoyed when Anne talks, gives her warnings, and then assigns extra homework. That's what a typical teacher would do. But then, when Anne writes a creative essay and a funny poem, instead of getting more annoyed, he appreciates it and allows her to talk. So in that sense, he is a little unpredictable — he didn't react the way one might expect. But actually, his reaction shows that he has a good sense of humor and appreciates creativity. So we can say that Mr Keesing is unpredictable in a good way — he surprises Anne (and us) by being understanding and appreciative rather than strict and punishing.

Question 7: What do these statements tell you about Anne Frank as a person?

Let's analyze each statement:

(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."

This shows that Anne feels disconnected from her friends. She thinks that maybe the problem is with her — maybe she is not able to open up to people. This tells us that Anne is introspective and self-aware. She is willing to accept that she might be at fault, which shows maturity.

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

This shows that Anne wants more than just a记录 (record) — she wants a companion. She wants someone to understand her, not just someone to store her thoughts. This tells us that Anne is lonely and is looking for a true connection. She is also creative and wants to make her diary special.

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

This is a very touching statement. It shows that Anne was so young when she went to Holland that she was placed on the table as a birthday gift for her sister. This tells us that Anne has a good sense of humor and can find something funny even in her own life story. It also shows that she was very close to her sister.

(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."

This shows that Anne is honest and not afraid to speak her mind. She thinks many students in her class are not smart enough to pass. But she also says teachers are unpredictable, which shows she has observed people carefully. This tells us that Anne is observant and has her own opinions about things.

(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."

This shows that Anne is intelligent and creative. She doesn't just write anything — she thinks about how to make her arguments convincing. This tells us that Anne is thoughtful and approaches problems with creativity and logic.

Now, students, let's move on to the "Thinking about the Language" section. This is very important because it will help you understand English better.

### Part I: Compound Words

The chapter talks about compound words. Compound words are words made up of two or more words. Let me explain with examples from the text.

The words given are: headmistress, long-awaited, homework, notebook, stiff-backed, outbursts.

Now, let's match them with their meanings:

1. Heartbreaking — This is an adjective. It means producing great sadness. For example: "It was a heartbreaking moment when she had to say goodbye to her grandmother."

2. Homesick — This is an adjective. It means missing home and family very much. For example: "I felt homesick when I went to boarding school for the first time."

3. Blockhead — This is a noun. It is an informal word which means a very stupid person. For example: "Don't be such a blockhead! Can't you see the answer is right in front of you?"

4. Law-abiding — This is an adjective. It means obeying and respecting the law. For example: "He is a law-abiding citizen who always follows the rules."

5. Overdo — This is a verb. It means to do something to an excessive degree. For example: "Don't overdo the salt in the food, or it will be too salty."

6. Daydream — This is a verb. It means to think about pleasant things, forgetting about the present. For example: "She likes to daydream about her future."

7. Breakdown — This is a noun. It means an occasion when vehicles or machines stop working. For example: "Our car had a breakdown on the highway."

8. Output — This is a noun. It means something produced by a person, machine, or organisation. For example: "The factory's output has increased this year."

Now, students, let's look at the phrasal verbs section.

### Part II: Phrasal Verbs

A phrasal verb is a verb followed by a preposition or an adverb. Its meaning is often different from the meanings of its parts. Let me explain with examples from the text.

The text asks you to look up these phrasal verbs in a dictionary:

(i) plunge (right) in — This means to go straight to the topic without any introduction. In the text, Anne says: "Since no one would understand a word of my stories to Kitty if I were to plunge right in, I'd better provide a brief sketch of my life."

(ii) kept back — This means to not promote a student to the next grade. In the text, Anne says: "The reason, of course, is the forthcoming meeting in which the teachers decide who'll move up to the next form and who'll be kept back."

(iii) ramble on — This means to speak or write without focus, in a confusing way. In the text, Anne says: "Anyone could ramble on and leave big spaces between the words."

(iv) get along with — This means to have a good relationship with someone. In the text, Anne says: "I get along pretty well with all my teachers."

Now, let's match the phrasal verbs with their meanings:

(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)

Now, let's find sentences from the lesson that have these phrasal verbs:

- "plunge in" — "Since no one would understand a word of my stories to Kitty if I were to plunge right in..." - "kept back" — "...who'll be kept back." - "move up" — "...who'll move up to the next form..." - "ramble on" — "Anyone could ramble on and leave big spaces between the words..." - "get along with" — "I get along pretty well with all my teachers." - "calm down" — "G.N. and I laugh ourselves silly at the two boys behind us... Even G.'s pleading glances and my angry outbursts can't calm them down." - "stay in" — "...wondering whether to stay in or go out." - "make up for" — "This birthday celebration in 1942 was intended to make up for the other..." - "hand in" — "I handed it in, and Mr Keesing had nothing to complain about..."

### Part III: Idioms

Now, let's look at the idioms section. Idioms are groups of words with a fixed order and a particular meaning, different from the meanings of each of their words put together.

Let's understand these idioms from the text:

(i) "Our entire class is quaking in its boots." — This means the entire class is very nervous or frightened. The idiom "quaking in one's boots" means to be very scared.

(ii) "Until then, we keep telling each other not to lose heart." — This means not to give up, to stay hopeful and brave. "Lose heart" means to become discouraged.

(iii) "Mr Keesing was annoyed with me for ages because I talked so much." — "For ages" means for a very long time. This is an informal expression.

(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." — "The joke was on him" means that the joke backfired on Mr Keesing — instead of embarrassing Anne, it ended up making him look foolish (in a good way, because he appreciated her creativity).

Now, let's use these idioms in sentences of our own:

(i) caught my eye — Something caught my eye when I was walking past the shop. (This means something attracted my attention.)

(ii) he'd had enough — The teacher had enough of the students talking in class and asked them to be quiet. (This means he was tired of something and couldn't tolerate it anymore.)

(iii) laugh ourselves silly — We laughed ourselves silly when our friend told us a funny story. (This means we laughed a lot, until we couldn't laugh anymore.)

(iv) can't bring myself to — I can't bring myself to tell my parents that I failed the exam. (This means I am unable to do something, especially because it makes me feel uncomfortable or guilty.)

Now, let's look at the dictionary usage section. The chapter explains how to find idiomatic expressions in a dictionary. You should look for the first "meaningful" word in the expression. For example, for "caught my eye", you would look under "catch" (not "caught"), and then look for the expression in the entry.

Now, let's look at expressions with the word "heart":

1. break somebody's heart — To make someone very sad. Example: "It broke her heart when her dog died."

2. close/dear to heart — Something that is very important to you. Example: "Music is close to my heart."

3. from the (bottom of your) heart — Very sincerely. Example: "I thank you from the bottom of my heart."

4. have a heart — To be kind and sympathetic. Example: "Have a heart — can't you see she's trying her best?"

5. have a heart of stone — To be very cruel and unsympathetic. Example: "He has a heart of stone — he didn't even help his own brother."

6. your heart goes out to somebody — To feel sympathy for someone. Example: "My heart goes out to all the victims of the earthquake."

### Part V: Contracted Forms

Now, let's look at contracted forms. Contracted forms are short forms like "can't" (for "cannot"), "I'd" (for "I would" or "I had"), "she's" (for "she is"). They are common in spoken English and in informal writing like diaries.

The chapter asks you to make a list of contracted forms in the text and rewrite them as full forms. Let me go through some examples:

- I'm = I am - I've = I have - I'd = I would or I had - I'll = I will - isn't = is not - can't = cannot - don't = do not - doesn't = does not - won't = will not - wouldn't = would not - couldn't = could not - it's = it is or it has - that's = that is - there's = there is - here's = here is - who's = who is - what's = what is

Now, which contracted forms can stand for two different full forms? Let's think:

- I'd = I would or I had - I'm = I am (but not really ambiguous) - I'll = I will (not ambiguous) - he's = he is or he has - she's = she is or she has - it's = it is or it has - they'd = they would or they had - we'd = we would or we had

In the text, we can find examples like "I'd" which could mean "I would" or "I had".

Now, students, let's move on to the Speaking exercise. The chapter gives you an extract from a one-act play and asks you to make it sound more like a real conversation by changing some of the verbs back into contracted forms. Let me show you how to do this.

The original text has: "Now where is your husband, mistress?" This could become "Now where's your husband, mistress?"

"In his bed. He is sick, and weary." could become "He's in bed. He's sick and weary."

"You would not harm him!" could become "You wouldn't harm him!"

"We are going to smash his evil work to pieces." could become "We're going to smash his evil work to pieces."

"The machine is on the table yonder." could become "The machine's on the table yonder."

"Here is the end of it!" could become "Here's the end of it!"

"He is a sick man and almost a cripple." could become "He's a sick man and almost a cripple."

"He is planning to take away our daily bread." could become "He's planning to take away our daily bread."

"You have broken his machine." could become "You've broken his machine."

"You have done enough." could become "You've done enough."

Now, let's move on to the Writing exercise. The chapter asks you to keep a diary for a week. You should write about events that happen each day, using diary language. Remember that diary language has some typical features like subjectless sentences (like "Got up late"), sentence fragments without subjects or verbs (like "Too bad, boring, not good"), contracted forms, and everyday expressions. But remember not to use such language in more formal kinds of writing.

Now, let's move on to the Listening exercise. The chapter gives you a passage from The Diary of Samuel Pepys about the Great Fire of London in 1666. Your teacher will read this out, and you need to complete the summary.

The summary says: This entry in the diary has been made on ________ by ________. The person who told Pepys about the fire was called ________. She called at ________ in the morning. Pepys went back to sleep because ________. Pepys rose again at ________ in the morning. By then about ________ houses had been burned down. The fire had spread to ________ by London Bridge. Pepys then walked to the ________ along with Sir J. Robinson's ________.

The answers are: This entry in the diary has been made on 2nd September (Lord's Day) by Samuel Pepys. The person who told Pepys about the fire was called Jane. She called at about three in the morning. Pepys went back to sleep because he thought the fire was far enough away. Pepys rose again at about seven in the morning. By then about 300 houses had been burned down. The fire had spread to all Fish Street by London Bridge. Pepys then walked to the Tower along with Sir J. Robinson's little son.

Now, students, we have completed the first part of the chapter, which is "From the Diary of Anne Frank". But wait, there's more! After the Anne Frank chapter, there is a poem called "Amanda!" by Robin Klein. Let me teach you this poem as well.

### The Poem: Amanda!

This poem is about a girl named Amanda who is being constantly instructed and told what to do by someone — probably her parents or guardians. The poem shows the contrast between the instructions Amanda receives and her own imaginative world.

Let's read the poem carefully:

The first stanza says: "Don't bite your nails, Amanda! Don't hunch your shoulders, Amanda! Stop that slouching and sit up straight, Amanda!"

This is someone telling Amanda to improve her posture and behavior. But then, in parentheses, we see: "(There is a languid, emerald sea, where the sole inhabitant is me — a mermaid, drifting blissfully.)"

Students, this is Amanda's imagination! While someone is scolding her, she is daydreaming about being a mermaid in a beautiful sea. "Languid" means relaxed, and "emerald sea" means a beautiful green sea. She is drifting blissfully, meaning she is floating happily in her imagination.

The second stanza says: "Did you finish your homework, Amanda? Did you tidy your room, Amanda? I thought I told you to clean your shoes, Amanda!"

Again, someone is asking her about her responsibilities. And in parentheses, we see: "(I am an orphan, roaming the street. I pattern soft dust with my hushed, bare feet. The silence is golden, the freedom is sweet.)"

Now Amanda is daydreaming about being an orphan roaming the streets. She is making patterns in the dust with her bare feet. She finds the silence golden and the freedom sweet. This shows that she feels confined at home and yearns for freedom.

The third stanza says: "Don't eat that chocolate, Amanda! Remember your acne, Amanda! Will you please look at me when I'm speaking to you, Amanda!"

Someone is telling her not to eat chocolate and to pay attention. And in parentheses: "(I am Rapunzel, I have not a care; life in a tower is tranquil and rare; I'll certainly never let down my bright hair!)"

Now Amanda is daydreaming about being Rapunzel, a famous fairy tale character who was locked in a tower. She says life in a tower is tranquil and rare, and she will never let down her bright hair. This is interesting because Rapunzel was actually a prisoner, but Amanda imagines it as peaceful and desirable. This shows that she wants to escape from her current life and find a peaceful place.

The fourth stanza says: "Stop that sulking at once, Amanda! You're always so moody, Amanda! Anyone would think that I nagged at you, Amanda!"

Someone is telling her to stop being moody. But there is no parenthesis after this stanza, which means the poem ends with the scolding.

Now, let's look at the "Thinking about the Poem" questions.

Question 1: How old do you think Amanda is? How do you know this?

Students, Amanda seems to be a young girl, probably a teenager. We can tell this because she is in school (someone asks about homework), she has acne (someone reminds her about it), and she is being told what to do by adults. Also, the way she daydreams about being a mermaid, an orphan, and Rapunzel suggests she is young and imaginative.

Question 2: Who do you think is speaking to her?

The speaker seems to be a parent or guardian — probably her mother. The tone is scolding and caring at the same time, which is typical of a parent.

Question 3: Why are Stanzas 2, 4 and 6 given in parenthesis?

The stanzas given in parentheses are Amanda's daydreaming. They are set apart to show that these are her thoughts, not the actual conversation. The parentheses indicate that these are her imaginative escapes from reality.

Question 4: Who is the speaker in Stanzas 2, 4 and 6? Do you think this speaker is listening to the speaker in Stanzas 1, 3, 5, and 7?

The speaker in the parenthetical stanzas is Amanda herself — she is the one daydreaming. No, this speaker (Amanda) is not listening to the adult speaker. She is in her own world, ignoring the scolding. That's why the adult keeps repeating her name — "Amanda!" — to get her attention.

Question 5: What could Amanda do if she were a mermaid?

If Amanda were a mermaid, she could live in the sea, drift blissfully, and be free. She could swim in the beautiful emerald sea and not have to worry about homework, chores, or being told what to do.

Question 6: Is Amanda an orphan? Why does she say so?

No, Amanda is not an orphan. She has parents or guardians who are speaking to her. She says she is an orphan in her daydream because she wants to imagine a life without parents telling her what to do. She wants to be free, and being an orphan in her imagination means she has no one to answer to.

Question 7: Do you know the story of Rapunzel? Why does she want to be Rapunzel?

Yes, Rapunzel is a fairy tale character. She was locked in a tower by a witch and had long hair that she let down so the witch could climb up. Eventually, a prince rescued her. Amanda wants to be Rapunzel because she imagines the tower as a peaceful, tranquil place where she can be alone and free from the constant scolding. Even though Rapunzel was actually a prisoner, Amanda reimagines it as a peaceful escape.

Question 8: What does the girl yearn for? What does this poem tell you about Amanda?

The girl yearns for freedom, peace, and understanding. She wants to escape from the constant instructions and scolding. She wants to be left alone to daydream and be herself.

This poem tells us that Amanda is a imaginative girl who feels controlled and restricted. She escapes into her imagination to find peace and freedom. The poem also shows the gap between what adults expect of children and what children actually want. Amanda is not a bad girl — she is just a child who needs space to be herself.

Question 9: Read the last stanza. Do you think Amanda is sulking and is moody?

The last stanza says: "Stop that sulking at once, Amanda! You're always so moody, Amanda! Anyone would think that I nagged at you, Amanda!"

Students, this is the adult's perspective. They think Amanda is sulking and moody. But actually, Amanda is just lost in her own thoughts and imagination. She is not intentionally being rude or moody — she is just daydreaming. So the answer is: Amanda might appear to be sulking and moody to the adult, but actually she is just in her own imaginative world. She is not being intentionally disrespectful.

Now, students, we have covered the entire chapter. Let me give you a quick summary of everything we have learned today.

## Summary

Today, we studied Chapter 4 from your English textbook, "From the Diary of Anne Frank". We learned about:

1. Anne Frank's background — she was a German-Jewish girl who hid from the Nazis during World War II and wrote a famous diary.

2. The activity about different types of written records — we learned the difference between a diary, a journal, a log, and memoirs.

3. Anne's reasons for writing a diary — she wanted a friend who would listen to her patiently, since she felt she didn't have a true friend to confide in.

4. Anne's family background — we learned about her parents, her sister Margot, and her grandmother.

5. The diary entry dated 20th June 1942 — we learned about Anne's school life, her teachers, and especially her interactions with Mr Keesing, the maths teacher who punished her for talking in class but eventually appreciated her creativity.

6. We answered all the Oral Comprehension Check questions and the Thinking about the Text questions.

7. We learned about compound words, phrasal verbs, idioms, dictionary usage, and contracted forms in the Thinking about the Language section.

8. We learned how to use contracted forms in speech and writing.

9. We learned about the listening passage from Samuel Pepys' diary about the Great Fire of London.

10. Finally, we studied the poem "Amanda!" by Robin Klein, which shows a young girl who escapes into her imagination to find freedom from constant scolding.

This chapter is very important because it teaches us about the power of writing and self-expression. Anne Frank's diary became a historical document that helps us understand what people went through during World War II. And the poem "Amanda!" reminds us that children need space to dream and be themselves.

That's all for today, students! I hope you enjoyed this lesson. Remember to keep a diary yourself — you never know, your thoughts might be important someday! Thank you for listening, and see you in the next class!