GRAMMAR PRACTICE

GRAMMAR PRACTICE

Q1 Complete the following paragraphs by filling in the blanks with the help of the
given options.

1. “Nobody is answering the doorbell. They (a) _______on a holiday.”
“You (b)______ right, but we (c) ________check with the neighbours.
They (d)________know their whereabouts.”
(a) (i) may (ii) may be (iii) need (iv) needn’t
(b) (i) couldn’t (ii) can (iii) can’t be (iv) could be
(c) (i) should (ii) need (iii) cannot (iv) shouldn’t
(d) (i)could (ii) must (iii)may (iv)cannot

2. You (a) ______litter the train station. You (b)______use the bins placed on the platforms
You(c) ______follow the rules of hygiene and safety in public places.
You (d)________ know the consequences of littering.
(a) (i) can (ii) must (iii) should (iv) cannot
(b) (i) needn’t (ii) may (iii) must (iv) mustn’t
(c) (i) could (ii) should (iii) couldn’t (iv) shouldn’t
(d) (i)may (ii)ought to (iii)could (iv)needn’t

3. “You (a) ...... go to the bank tomorrow. I (b) ......lend you the money. You (c)....... return the
money later.”
“ You (d) _____take as much rest as possible.”
(a) (i) needn’t (ii) need (iii) may (iv) may not
(b) (i) must (ii) can (iii) needn’t (iv) wouldn’t
(c) (i) mustn’t (ii) cannot (iii) shouldn’t (iv) may
(d) (i) could (ii) couldn’t (iii) should (iv)shouldn’t


4. “The house keys are not in my pocket. They (a)_______be on the desk.
“ (b) _____you get them for me please?”
I (c)_____ run to the bus stop or I will miss the bus.”
“You(d)_______ keep your things better organized.”
(a) (i) cannot be (ii) should (iii) shouldn’t (iv) can
(b) (i) must (ii) need (iii) can (iv) should
(c) (i) could (ii) couldn’t (iii) must (iv) needn’t
(d) (i)needn’t (ii)may not (iii) may (iv) need to

Q2 The following sentences are not edited. There is one error in each sentence against
which a blank has been given. Write the incorrect word and the correction in your
answer sheet against the correct blank number given in the example.

                                                                                                    Error             Correction
“John should reached there by now.”                                 e.g should           should have 
“He can have missed the train.” (a)                                      _______          _______
“He ought not to have messaged us.” (b)                             _______          _______
“You need worry about him. (c)                                           _______          _______
He mustn’t speak the local language.” (d)                           _______          _______

Q3 In the following passage one word has been omitted in each line. Write the missing
word, in the sentences of the given paragraph, along with the word that comes
before and the word that comes after it in the space provided.

                                                                                          before        Missing         after
The refrigerator is the only appliance that finds              e.g is             the             only
a place in all homes. It consists of a polished (a)            _____         ______         _____
cabinet with shelves inside for storage. Due to (b)         _____         ______         _____
the cold atmosphere inside, it is used to (c)                    _____         ______         _____
store and preserve vegetables, milk, curd, etc (d)           _____         ______         _____

Q4 Look at the words and phrases below. Rearrange them to form meaningful
sentences
e.g golf / my / here / comes / every Sunday / grandfather / to play
My grandfather comes here to play golf every Sunday.
(a) walking stick / he / cannot walk / although / without / his / comfortably
(b) be /somewhere /around /must/ he
(c) I / car / in / parking lot / saw / the / his
(d) have missed / he / the / today / wouldn’t / event

GRAMMAR EXERCISES

GRAMMAR EXERCISES

Q1 Fill in the blanks choosing the most appropriate option from the ones given
below.

English (a)_______,without a doubt, the second language of Europe and the world.
England's neighbours in Northern Europe have assimilated English into (b)____daily life.
European countries which have most successfully done (c)___ are Ireland, the
Netherlands, Sweden and Norway.
Television, radio and print media bring it into (d)_______home and street.
(a) (i) have become (ii) has become (iii) becomes (iv) become
(b) (i) her (ii) his (iii) our (iv) their
(c) (i) so (ii) of (iii) for (iv) on
(d) (i) another (ii) other (iii) every (iv) everyone

A We hear that many young people (a)_____more time in front of their T.V. sets,
B than in their classrooms (b)________ with their textbooks.
C (c)_______, it is very true that television has become the single most powerful influence,
D as (d)________ electronic medium in the lives of many youngsters today.
(a) (i) has spend (ii) spend (iii) spends (iv) have spent
(b) (i) neither (ii)or (iii)nor (iv)either
(c) (i) consequently (ii) lastly (iii) therefore (iv) However
(d) (i)a (ii) the (iii) an (iv) of

A One hot day Charles Menches ran out of dishes (a)______ his ice cream
B Suddenly , in the stall nearby, he spotted his friend Ernest Hamwi,
C (c)______ was selling zalabia, a sweet which consists of a crisp, wafer-like pastry
D Charles took zalabia rolled it and scooped ice-cream on top. (d)______, the ice-cream
cone was born.
(a) (i) served (ii) to serve (iii) serves (iv) serve
(b) (i) my (ii) their (iii) her (iv) his
(c) (i) which (ii)that (iii) who (iv)whose
(d) (i) Thus (ii) In addition (iii) In contrast (iv) However

Q2 In the following passage one word has been omitted in each line. Write the missing
word in each sentence of the given paragraph, along with the word that comes before
and the word that comes after it in the space provided.

                                                                                              Before       Missing      After
One morning after finishing work the bank,                        e.g work           at            the
I went to the parking lot where my car parked. (a)  ___________         ______      _______
Suddenly, I realised that the car keys not in (b)       ___________         ______      _______
my pocket. I went back to the bank search for (c)    ___________        ______      _______
them. A bank employee tried to help me in vain. (d)__________          ______      _______

Q3 Rearrange the given word clusters to make meaningful sentences.
(a) friends / I / my / were / grandmother / and / good
(b) left me/my parents/with her/they/in the city / when / went to live
(c) grandmother / her prayers / said / every morning / sing song voice/ in
(d) loved / listening / every morning / her voice / waking up/ I / to

10th std The Story of My Life

The Story of My Life ( Chapter 14-23)

Answer the following questions in 200—250 words.

1. How was Helen’s pleasure at writing a story turn into disgrace and bitterness?
At the age of 11, Helen wrote a story- ‘The Frost King’ and sent it to Mr. Anagnos at
Perkins Institute. He promptly published it in one of Perkins Instituition reports. It was
discovered that a similar story had appeared before Helen was born in a book called
‘Birdie and his Friends’ by Margaret Canby. The two stories were similar in thought and
language. It was evident that Miss Canby’s story had been read to Helen; hence she was
accused of plagiarism. Mr. Anagnos turned a deaf ear to the pleadings of love and
innocence by Helen because he thought he had been deceived. He suspected that Miss
Sullivan and Helen had deliberately stolen the bright thoughts of another and imposed
them on him to win his admiration. He put Helen before a court of investigation that
consisted of teachers and officers of the Institution. Miss Sullivan was not allowed into
the room. Helen was questioned and cross questioned. It seemed to Helen as if the
judges were determined to force her to acknowledge that ‘Miss Canby’s story had been
read to her. In every question the judges asked, Helen felt their doubt and suspicion.
Helen was distressed and traumatized by the incident.

2. Miss Sullivan and Helen tried to investigate the truth behind the ‘The Frost King’ episode.
What did the investigations reveal?
Miss Sullivan did not remember reading the story – ‘The Frost Fairies’ to Helen and
Helen couldn’t remember hearing the story. Miss Sullivan’s investigations on the
plagiarism matter revealed that even though she had not read out the story to Helen,
Mrs. Sophia C Hopkins had read out the story – ‘Birdie and her Friends’ to Helen when
she had spent the summer in Brewster. Miss Sullivan had been on vacation at that time.
The stories had no meaning for Helen at that time but the strange words amused her
and left an indelible mark in her mind.
Helen read the story - ‘The Frost Fairies’ and found that she had used Miss Canby’s
ideas. She found Miss Canby’ ideas in letters that she wrote, specially in one letter to Mr.
Anagnos, which had words and sentiments exactly like those of the book. These
showed that her mind was saturated with the story. This habit of assimilating what
pleased her and giving it out again as her own appeared in much of her early
correspondence and first attempts at writing. During the troubled time, Helen received
many messages of love and sympathy.
Miss Canby herself wrote kindly, "Someday you will write a great story out of your own
head, that will be a comfort and help to many."
But Helen was unable to fulfill the kind prophecy. She never played with words again
for the mere pleasure of the game. In fact, she had ever since been tortured by the fear
that what she wrote was not her own.

3. Describe Helen’s experience at the World’s Fair.
Helen and Miss Sullivan visited the World’s Fair in Summer along with Dr. Alexander
Graham Bell where her thousand childish fancies became beautiful realities.
She was given permission to touch many of the exhibits by Mr. Higginbotham,
President of the World’s Fair. Her visit to the Midway Plaisance reminded her of Arabian
Nights. She saw India with the curious bazaars and the various Gods, the land of
Pyramids and the lagoons of Venice. She went on board a Viking ship and examined the
model of Santa Maria.
At the Cape of Good Hope exhibit she learnt about the process of mining diamonds.
Wherever possible she touched the machinery while it was in motion.
Dr. Bell explained to her the scientific principles of technological exhibits. They also
visited the anthropological department and she learned more about the progress of
man than she had heard or read.
All the experiences gathered by Helen at the World’s Fair added a great many new
terms to her vocabulary. In the three weeks that Helen spent at the Fair, she took a long
leap from the little child's interest in fairy tales and toys to the appreciation of the real
in the workaday world.

4. Why was it easy for Helen to learn German faster than French at the Wright – Humason School
for the deaf in New York?
The Wright – Humason School for the deaf was chosen especially so that Helen would
get the best training in vocal culture and lip-reading. In addition to this, she studied
arithmetic, physical geography, French and German.
The German teacher could use the manual alphabet, and after she had acquired a small
vocabulary, they talked together in German whenever they had a chance, and in a few
months Helen could understand almost everything the teacher said.
The French teacher did not know the manual alphabet, and was obliged to give
instructions orally. Helen could not read her lips easily; so her progress in French was
much slower than in German.
Helen’s progress in lip-reading and speech was not what her teacher and she had hoped
and expected Although they worked hard and faithfully, yet they did not quite reach
their goal. Helen supposed they had aimed too high, and disappointment was therefore
inevitable.

5.Why did Helen perform better in preliminary examinations than the Finals for Radcliffe?
Helen did not have the advantage at the finals that she got at the preliminary
examination.
During the preliminary examination, Mr. Gilman read the examination paper to her,
and she wrote the answers. He read out to her the answers which she wrote and if she
wanted any changes, he inserted the changes.
At Radcliffe no one read the papers to her after they were written. She did not have
the opportunity to correct errors unless she finished before the time was up. In that
she could only correct such mistakes that she could recall in the few minutes allowed,
and make notes of those corrections at the end of the paper.
Secondly, in the preliminaries, she offered subjects, some of which she was in a
measure familiar before her work in the Cambridge school. At the beginning of the
year she had passed examinations in English, History, French and German, which Mr.
Gilman gave her from previous Harvard papers.
Helen wrote her papers using a typewriter. She wrote the papers in a separate
examination hall otherwise the noise would disturb the other girls.

6. What system did Helen’s tutor follow? How did Helen like the system?
Mr. Keith gave lessons five times a week, in periods of about an hour for eight months.
He explained each time what she did not understand in the previous lesson, assigned
new work, and took home with him the Greek exercises which she had written during
the week on her typewriter, corrected them fully, and returned them to her.
Her preparation for college went on without interruption. She found it much easier
and pleasanter to be taught alone than to receive instruction in class. There was no
hurry, no confusion. Her tutor had plenty of time to explain what she did not
understand, so she did better work than she ever did in school.
She still found difficulty in mastering problems in mathematics But, Mr. Keith made
interesting. He succeeded in whittling problems small enough for Helen to grasp. He
kept her mind alert and eager, and trained it to reason clearly, and to seek conclusions
calmly and logically, instead of jumping wildly into space and arriving nowhere. He
was always gentle and forbearing, no matter how dull she might be.

7. What difficulties did Helen encounter while taking her final examinations for Radcliffe
college?
The college authorities did not allow Miss Sullivan to read the examination papers to
Helen. One of the instructors at the Perkins Institution for the Blind, who was a
stranger to her, was employed to copy the papers for her in American braille. The
braille worked in the languages, but difficulties arose in geometry and algebra.
She was familiar with all literary braille in common use—English, American, and New
York Point; but the various signs and symbols in geometry and algebra in the three
systems were very different, and she had used only the English braille in her algebra.
Mr. Keith and Helen went over to the college a little before the examination began,
and had the instructor explain more fully the American symbols yet Helen found the
braille confusing, and could not fix clearly in her mind what she was reading.
She could not see what she wrote on her typewriter. She had always done her work in
braille or in her head. Mr. Keith had relied too much on her ability to solve problems
mentally, and had not trained her to write examination papers. Her work was slow; she
had to read the examples over and over before she could form any idea of what to do.
The administrative board of Radcliffe did not understand the peculiar difficulties she
had to surmount. But, she had the consolation of knowing that she overcame them all.

8. What are the important lessons that Helen had learnt while at college? What was the chief
cause of obsessive fear or anxiety in college?
Helen had learnt many things that she would never have known had she not tried the
experiment of going to college. One of them is the precious science of patience, which
teaches us that we should take our education as we would take a walk in the country,
leisurely; our minds hospitably open to impressions of every sort. Such knowledge
floods the soul unseen with a soundless tidal wave of deepening thought. "Knowledge
is power." Rather, knowledge is happiness, because to have knowledge—broad, deep
knowledge—is to know true ends from false and lofty things from low. To know the
thoughts and deeds that have marked man's progress is to feel the great heart-throbs
of humanity through the centuries; and if one does not feel in these pulsations a
heavenward striving, one must indeed be deaf to the harmonies of life.
The examinations were the chief bugbears of her college life. Although she had faced
them many times and cast them down and made them bite the dust, yet they rise again
and threaten her until she felt her courage oozing out.

9.What is Helen’s opinion on ‘great poetry’?
Great poetry, whether written in Greek or in English, needs no other interpreter
than a responsive heart. She says that all those who analyze and make comments
on the great works of the poets must learn this simple truth! It is not necessary
that one should be able to define every word and give it its principal parts and its
grammatical position in the sentence in order to understand and appreciate a fine
poem. Her learned professors may have found greater riches in the great poems
than she shall ever find; but she is not avaricious. She is content that others
should be wiser than her. But with all their wide and comprehensive knowledge,
they cannot measure their enjoyment of great poems, nor can she. When she read
the finest passages of the Iliad, she is conscious of a soul-sense that lifts her above
the narrow, cramping circumstances of her life. Her physical limitations are
forgotten. Her world lies upward, the length and the breadth and the sweep of
the heavens are hers!

10. How did Helen learn to be content with her limitations?
Helen says that her life with all its limitations touches at many points the life of
the beautiful world. Everything has its wonders, even darkness and silence, and
she has learnt to be content with, whatever state she may be in.
Sometimes, a sense of isolation enfolds her like a cold mist as she sits alone and
waits at life's shut gate. Beyond there is light, and music, and sweet
companionship but she cannot enter. She questions her fate but her tongue does
not utter the bitter words against it. The words fall back into her heart like unshed
tears. Silence sits upon her soul and then hope comes, smiles and whispers that
there is joy in self-forgetfulness. So she tries to make the light in others' eyes her
sun, the music in others' ears her symphony, the smile on others' lips her
happiness.

11. What aspects of city life trouble Helen?
Noise is the dominant sensation that Helen associates with the city because her
whole body is alive to the conditions about her. There are no visual scenes to
distract her as they do to those who can see. Hence, the noise becomes even more
pronounced.
The other aspect of city life that troubles Helen is to think that some people
should be content to live in fine houses and become strong and beautiful, while
others are condemned to live in dirty places. The children half-clad and underfed.
The existence of such people is an endless struggle, an immense disparity
between effort and opportunity.
She feels that the sun and the air are God's free gifts to all, but in city's dingy
alleys the sun does not shine and the air is foul. She wonders that if men leave the
city and return to woods and fields and simple, honest living then it would help
them to improve in mind and body.

12. What does Helen talk about in the last chapter of the book? What aspect of Helen’s
nature do we learn from it?
Helen wanted to enrich the concluding chapter of her autobiography with the
names of all those who have ministered to her happiness. She gratefully
acknowledged the help, gracious words, advice and support of the many people
she met. Some were well known while others were not. She says that the days
when we meet people who thrill us like a fine poem are red letter days. Such
people give the healing touch to our irritations and worries just as the ocean feels
the mountain stream freshening its brine.
This brings out her open nature. She is not embarrassed to admit that shae owed a
lot in her life to the active involvement of many people in her life. She connected
with and established lasting relationships with people from diverse fields. She was
keen to learn from everyone whatever she could and whatever they were
prepared to teach her. She had the ability to attract people to her because of her
interest in life and the world around her. Her determination to overcome all
obstacles in her life is what drew people to her.

10th std The Rime of the Ancient Mariner

 The Rime of the Ancient Mariner

 LITERARY DEVICES used in 'the Rime of the Ancient Mariner' are as follows:-

ALLITERATION 
By the long grey beard and glittering eye

METAPHORS 
Merry Minstrelsy 
snowy clifts 
Vespers Nine 
The furrow followed free

REPETITION 
glittering eye 
bright-eyed Mariner 
ice was here etc.

PERSONIFICATION 
Sun – is personified as a Man 
Storm – is also personified as a Man 
Blast – also as a Bird (“overtaking wing”)

SIMILES 
as green as emerald 
Like a three year old child – wedding guest 
Red as a rose – the Bride 
As who pursued with yell and blow – the ship 
Like noises in a swound – Thundering and growling sounds

Anaphora
Below the Kirk, below the Hill,
Below the Light-house top. 
Note- Here, ‘below’ is used as anaphora to create a litany and rhyme.

Assonance- 
The Ship was cheer’d, the Harbour clear’d– 
Merrily did we drop
Assonance appears in the long ‘e’ sound in cheer’d and clear’d.

Consonance- 
And he shone bright, and on the right 
Went down into the Sea. 
The words ‘bright’ and ‘right’ have the same last consonants, creating the effect of consonance.

Elision

It crack’d and growl’d, and roar’d and howl’d 
It ate the food it ne’er had eat,
And round and round it flew.

Imagery
The ice was here, the ice was there,
The ice was all around: 
It cracked and growled, and roared and howled,
Like noises in a swound! (simile also )

Onomatopoeia:
It crack’d and growl’d, and roar’d and howl’d

Oxymoron- 
And now there came both mist and snow,
And it grew wondrous cold:

And through the drifts the snowy clifts
Did send a dismal sheen:

ALLITERATION 
Furrow followed free 
It would work’ em woe 
down dropped the breeze, the sails dropped down 
The fair breeze blew, the white foam flew
METAPHORS 
NO METAPHOR

REPETITION 
water, water

PERSONIFICATION 
Sun – is personified as a Man

SIMILES 
• As idle as a painted ship – ship as if it is painted 
• Like witch’s oils – ingredients used by witches to make their broth

Elision:- 
And I had done a hellish thing, 
And it would work ’em woe:

Hyperbole:
As idle as a painted Ship
Upon a painted Ocean. 
. Water, water, everywhere,
Nor any drop to drink.

Imagery
Yea, slimy things did crawl with legs
Upon the slimy sea.

Inversion- 
Instead of the cross, the Albatross 
About my neck was hung. 
The naked hulk alongside came

Irony- 
Water, water, everywhere, 
And all the boards did shrink; 
Water, water, everywhere, 
Nor any drop to drink.

Extract Based Questions and Answers
1. ‘It is an ancient Mariner, 
And he stoppeth one of three. 
‘By thy long grey beard and 
grey glittering eye, How wherefore 
stopp’st thou me?
(a) Whom does the Ancient Mariner stop? 
Ans. The Ancient Mariner stopped one of the three wedding guests.
(b) Why does he stop the wedding guest? 
Ans. The mariner is compelled to narrate his story and to admit the wrong he has done and he needs someone to listen to him.
(c) What are the chief features of the Mariner’s appearance? Why has the poet described hi in this way? 
Or
What was his appearance like? What effect did it cast on the beholder?
Ans. The chief features of the Mariner’s personality are his long grey beard glittering eye that holds the wedding guest mesmerised. The poet has him in this way to show his hypnotic power over the guest.
(d) What do you mean by ‘glittering eyes’? 
Ans.- Shining eyes.

2. ‘The Bridegroom’s doors are 
opened wide, and I am next of kin;
The guests are met, the feast is set:
May’st hear the merry din.’ 
(a) Why is the wedding guest restless?
or
What made the wedding guest restless?
Ans. The wedding guest is restless as he can hear th in the church and he is the bridegroom’s closes has him captive and is forcing him to listen to his story.
(b) Why was the wedding guest in a hurry to go?
Ans. The guests had gathered for the wedding He could hear the noise of the festivities.
(c) Who was stopping him from going? 
Ans. The Ancient Mariner was stopping him from going.
(d) What does the speaker mean by ‘kin’ ? 
Ans. (iii) He means the members of his family.

3, ‘He holds him with his skinny hand,
‘There was a ship,’ quoth he.
‘Hold off! unhand me, grey-beard loon!
‘ Eftsoons his hand dropt he.’ 
(a) Who is ‘he’ in the first line? Whom does he hold?
Ans. The Ancient Mariner is being referred to, in the first line. He is holding the wedding guest.
(b) Why does the Ancient Mariner immediately start on the story? 
Ans. The Ancient Mariner is guilty of having killed an innocent albatross. He wants to assuage his guilt by confessing the crime to someone. It is also a part of his penance.
(C)Explain: ‘unhand me
Ans. ‘Remove your hand; do not hold me.’ This is said by the Wedding Guest who is stopped by the Ancient Mariner.
(d) Who is referred as grey-beard loon? What do you mean by ‘grey beard loon’? 
Ans. Ancient Mariner is referred as grey-beard loon. It means grey-beard mad man.

4. ‘He holds him with his glittering eye—
The Wedding-Guest stood still, 
And listens like a three years’ child: 
The Mariner hath his will’ 
(a) How does the Ancient Mariner stop the Wedding Guest? 
OR
How did the mariner hold the guest now?
Ans. The compelling look in the eyes of the mariner held him.

(b) Why does the Wedding Guest not wish to listen to the Mariner’s story?
Ans. The Wedding Guest is going to a wedding and is getting late. He can hear the sound of the merrymaking and wants to be a part of the wedding festivities.

Ans. The Wedding Guest listens spellbound to the Mariner’s story. He is powerless to resist him.
(d) What effect did it have on the guest?
Ans.- He could not move as the look in the eyes of the mariner caused a hypnotic effect.
(e) Who hath his will and what do you mean by `hath his will’? 
Ans. (iii) Ancient Mariner hath his will by forcing the wedding guest to hear his story. It means he got what he wanted.
5. ‘The Wedding-Guest sat on a stone:
He cannot choose but hear;
And thus spake on that ancient man,
The bright-eyed Mariner.’ 
(a) Where did the wedding-guest sit? 
Ans.- He sat on a stone.
(b) What does the expression ‘bright-eyed’ signify? 
Ans. The expression ‘bright-eyed’ signifies the glittering eye of the Mariner which held the Wedding Guest mesmerised and he was forced to listen to the story of the Mariner.
(c) What does the expression ‘sat on a stone’ signify? 
Ans. ‘Sat on a stone’ shows that the Wedding Guest had no choice but to listen to the Mariner’s story.
(d) The Wedding Guest is not left with any choice but to listen to the Mariner because:
Ans. The look in the Mariner’s eye held him captive.

6. ‘The ship was cheered, the harbour cleared, 
Merrily did we drop
Below the kirk, below the hill,
Below the lighthouse top.’ 
(a) What was the day like when they started their journey?
Ans. –The day was bright and cheerful, everything started smoothly.
(b) Explain: ‘drop:
Ans. It means they set sail with the ebbing tide.
(c) What sights did the sailors see as they started on their journey? 
OR
What were the things they passed by? How did they feel?
Ans. In a good mood, they started and passed by the church, the hill and the lighthouse.
(d) In which direction did they set sail? Give a reason for your answer. 
Ans. They set sail southwards. The sun rose from the left.
(e) What is the meaning of ‘merrily’? 
Ans.- Merrily means happily.
7. ‘The Sun came up upon the left,
Out of the sea came he! 
And he shone bright, and on the right
Went down into the sea.’ 
(a) Why is the narrator compelled to narrate the story? 
Ans.The Ancient Mariner is compelled to confess his sin to assuage his guilt and as a part of his penance.
(b) Who is listening to the story?
Ans. The Wedding Guest is listening to the story.
(c)Why was he prompted to beat his breast? 
Ans. The wedding guest beat his breast because the wedding festivities had started but he was compelled to listen to the story of the Ancient Mariner.
(d) When the sun comes up upon the left which direction are we heading for?
Ans. We are going in the southern direction.
(e) What was the weather like?
Ans. – The weather was moderate and the days were passing in a normal manner.
(f) What do the lines in this stanza signify? 
Ans. –The journey is going on smoothly without any untoward happening.
8. ‘Higher and higher every day,
Till over the mast at noon—
‘ The Wedding-Guest here beat his breast, 
For he heard the loud bassoon.’ 
(a) What rose higher and higher every day? Where were they when it was ‘over the mast at noon’? 
OR
What do the first two lines signify? What is meant by ‘higher and higher’?
Ans. With each passing day the sun was becoming hotter At noon, it was at its peak. They were at the equator.
(b) What is the wedding-guest doing? And why? 
Ans.- The wedding guest is beating his breast for he has heard the sound of the bassoon, a musical instrument. He is feeling helpless because he is sitting and listening to the story of the mariner
(c) Why did the Wedding Guest ‘beat his breast’? 
Ans. The Wedding Guest could hear the sound of merrymaking and could imagine the bride entering the hall signifying that the wedding was over.
(d) What is a bassoon? 
Ans. A bassoon is a musical instrument that is played by blowing into a long wooden tube while pressing metal keys.
9. ‘The bride hath paced into the hall, 
Red as a rose is she; 
Nodding their heads before her goes 
The merry minstrelsy’ 
(a) What is happening at the wedding place? 
Ans. The bride has come into the hall.
(b) Where is the Wedding Guest? 
Ans. The Wedding Guest is sitting on a stone and listening to the Ancient Mariner’s story.
(c) Who are the minstrelsy? What are they doing? 
OR
What do you understand by merry minstrelsy? Why did they nod their head?
Ans. The happy band of musicians, playing their music are walking past the bride and are nodding their head in approval and appreciation of the beautiful bride.
(d) What did the loud music convey?
Ans. The loud music was played to announce the arrival of the bride inside the wedding-hall.
(e) How is the beauty of the bride described? 
Ans. – She was as lovely and beautiful as a rose.
10. ‘The Wedding-Guest he beat his breast, 
Yet he cannot choose but hear; 
And thus spake on that ancient man, 
The bright-eyed Mariner.’ 
(a) Why has the poet repeated the line: ‘he cannot choose but hear? 
Ans. The line is repeated to show the hypnotic power which the Mariner exerts over the Wedding Guest and how he has been forced to hear the story.
(b) How does the Mariner hold the Wedding Guest?
The Mariner holds him with the hypnotic power of his glittering eye.
(c) What is the mariner telling the Wedding Guest? 
Ans.- The Mariner is telling him the story of the fateful voyage when he killed the albatross.
(d) What was the reaction of the wedding-guest? 
Ans.- In utter helplessness, he started beating his breast.
(e) What do you mean by bright-eyed? 
Ans. – Bright-eyed means shining eyed.
(f) What did the mariner do? Was he happy? 
Ans. The mariner narrated his story. The bright look signifies he was happy because he had found a listener to his story.
11. ‘And now the storm-blast came, and he 
Was tyrannous and strong: 
He struck with his o’ertaking wings, 
And chased us south along.’ 
(a) What happened in the story of the mariner? 
Ans. Suddenly there came a very strong and powerful storm.
(b) What is the meaning of tyrannous? 
Ans. Severe and harsh.
(c) What did it do to the ship? Where was the ship taken? 
Ans. It overpowered the ship completely and the helpless ship was chased southward. Here, the storm is personified as a huge bird with large wings.
(d) Who is ‘he’ in the above lines? How is he described? 
Ans.– The storm is being referred to as ‘he’ in the above lines. The storm is described as being a large bird that is tyrannical and strong. The wind created by its large wings pushed the ship southwards.
(e) Why has he been called tyrannous’? 
Ans.- The storm took control over the ship and pushed it in the southward direction.
(f) Point out the figure of speech in ‘o’ertaking wings: 
Ans. – Personification is being used here. The storm has been personified as a powerful bird with large wings which takes total control of the ship.
(g) What kind of sea storm is it? 
Ans. – Powerful and pitiless
12. ‘With sloping masts and dipping prow, 
As who pursued with yell and blow 
Still treads the shadow of his foe, 
And forward bends his head, 
The ship drove fast, loud roared the blast, 
The southward aye we fled.’ 
(a) How are the two, ‘ship’ and the ‘storm’ described here? 
Ans. The poet has personified the ship as someone running away from the storm, which has been personified as the powerful enemy who is chasing the ship.
(b) What is the meaning of tread?
Ans. – It means to walk or to follow.
(c) What is the storm described as? What is the ship personified as? 
Ans. – The storm is described as an enemy who is very powerful. The ship is personified as a man running away from his enemy who is pursuing him.
(d) Explain: ‘Still treads the shadow of his foe.’ 
Ans. – This line means to walk in the shadow of your enemy and not getting away from him. Here it refers to the ship being unable to get out of the storm.
(e) In which direction did the storm push them? 
Ans. – The storm pushed them towards the South Pole.
13. ‘And now there came both mist and snow, 
And it grew wondrous cold; 
And ice, mast-high, came floating by, 
As green as emerald.’ 
(a) Describe the land of mist and snow. 
OR
What was the place like?
Ans. – The land was covered by mist and snow and was extremely cold. Large floated past the ship. There were snowy cliffs all around. The sailor’s cot; sign of men or beasts.
(b) How had the poet described the extent of cold in the place? 
Ans. – There was ice as high as the mast, it came floating by in the atmosphere. The ice pieces shone and looked like green emeralds everywhere.
(c) What is the meaning of emerald? 
Ans. – Green colour precious stone.
(d) Where were the mariners at this point? 
Ans. – The mariners were at the South Pole.
14. ‘And through the drifts the snowy clifts 
Did send a dismal sheen: 
Nor shapes of men nor beasts we ken—
The ice was all between’ 
(a) Explain: ‘the drifts: 
Ans. – The ‘drifts’ refer to icebergs.
(b) Explain: ‘dismal sheen: 
Ans. – The shine of the icebergs, though they were as bright as emeralds, the spread sadness in the hearts of the beholders because they had blocked th of escape.
(c) What did they see amidst all this? How did they welcome it? 
Ans. – They saw an albatross. They welcomed it in God’s name as if it were a Christian soul. They played with it, offered it food and considered it a harbinger of hope’
15. The ice was here, the ice was there, 
The ice was all around: 
It cracked and growled, and roared and howled, 
Like noises in a swound!’ 
(a) Where was the Mariners’ ship stuck? 
Ans. – The mariner’s was stuck in the ice in the polar region.
(b) What figure of speech has been used in the first two lines? What effect does it create? 
Ans. – Repetition is being used in the first two lines. It emphasises the fact that huge icebergs surrounded the ship and kept it from moving.
(c) What sort of a noise did the ice make? What figure of speech is used here? 
Ans. – The ice made noises as if a person was having a fainting fit. The figures of s used here are onomatopoeia and personification.
(d) What do you mean by `swound’? 
Ans.- `Swound’ means fainting fit.
16. ‘At length did cross an Albatross, 
Through the fog it came, 
As if it had been a Christian soul, 
We hailed it in God’s name.’ 
(a) Why were the mariners relieved to see the albatross? 
Ans. – The mariners were relieved to see the albatross because they the ice for many days and had not seen any living being. But at the albatross the ice split and a good wind sprang up behind finally leave the polar region.
(b) Point out the figure of speech in the above lines. 
Ans. – Simile is being used in the line—’As if it had been a Christian s
17. ‘It ate the food it ne’er had eat, 
And round and round it flew. 
The ice did split with a thunder-fit; 
The helmsman steered us through!’ 
(a) Why had the albatross not eaten the food it was now given before? 
Ans. –The albatross was used to eating fish from the sea. It had never eaten the cooked food that the mariners gave it.
(b) How did the weather change with its arrival? 
Ans. –The ice cracked and the navigator could steer the ship away from the land of ice and snow.
(c) What did the albatross do with the sailors? 
Ans. –The albatross came whenever the sailors called it and flew round the ship playing with the mariners. It also accepted the food they offered it.
(d) What was offered to the bird? 
Ans. The sailors offered the bird food that it had never eaten before.
(e) How did the bird reciprocate? 
Ans. –It flew round and round the ship. Due to the bird’s wings, the ice cracked, making way for the ship to move ahead.
(f) What do you mean by ‘thunder-fit’? 
Ans. – ‘Thunder-fit’ means like a thundering sound.
18. ‘And a good south wind sprung up behind; 
The Albatross did follow, 
And every day, for food or play, 
Came to the mariners’ hollo’!’ 
(a) In which direction did the south wind take the mariners? 
OR
In which direction is the ship moving now? 
Ans. –The wind took them towards the north.
(b) What was the attitude of the sailors towards the bird? 
Ans. –The sailors were fond of the bird. They fed it and played with it. They considered it a bird of good omen.
(c) Explain: ‘HoIIo’ 
Ans. – ‘Hollo’ implies a call out to someone.
(d) What did the Albatross do? 
Ans. –It followed the ship.
19. ‘In mist or cloud, on mast or shroud, 
It perched for vespers nine; 
Whiles all the night, through fog-smoke white, 
Glimmered the white Moon-shine.’ 
(a) For how many days did the albatross accompany the sailors? 
Ans. -The albatross accompanied them for nine days.
(b) Where did the albatross sit? 
The albatross sat on the mast and on the sails of the ship.
(c) Explain: ‘Whiles all the night, through fog-smoke white, / Glimmered the white Moon-shine.’ 
Ans. – At night the ship was surrounded by a thick fog and the moon shone intermittently and faintly through the fog.
(d) What became a routine? Where did the bird sit? 
Ans. – Irrespective of the weather, the bird would come and sit either on the mast or the sails.
(e) ‘It perched for vespers nine’ — Explain. 
Ans. – It became a regular visitor and would come exactly at nine o’clock when service in the church started.
(f) What did the bird do then? 
Ans. – It would remain there throughout the foggy night and outside, the moon shone faintly.
20. ‘God save thee, ancient Mariner! 
From the fiends, that plague thee thus! —
Why look’st thou so?’—With my cross-bow 
I shot the Albartross’ 
(a) Who speaks the first three lines? 
Ans. –The Wedding Guest speaks the first three lines.
(b) Why does the Wedding Guest interrupt the Mariner? 
Ans. –The Wedding Guest sees an expression of horror and anguish on the face of the Mariner. He is frightened by the look and wants to know why the Mariner has that look on his face.
(c) What has the Mariner done? 
Ans. –The Mariner had shot the albatross with his crossbow.
(d) What do you mean by ‘fiends’? 
Ans. – ‘Fiends’ means devils or evil spirits.

Extract Based Questions and Answers

1. ‘The Sun now rose upon the right: 
Out of the sea came he, 
Still hid in mist, and on the left 
Went down into the sea.’ 
(a) In which direction did the ship start moving? How can you say?
Ans. –The ship was moving northward. The sun was rising now on the right.
(b) How is the sun different from what it was when the sailors were sailing southwards? 
Ans. –At the time when sailors were sailing southwards, the sun shone brightly but now the sun was hidden behind the mist. 
(c) Describe the weather in the above lines. 
Ans. –The sun rose and though it was covered with mist, the weather became pleasant. A good South wind blew behind the ship and pushed it northwards. 
(d) Which figure of speech is used? 
Ans. Personification.

2. ‘And the good south wind still blew behind, 
But no sweet bird did follow, 
Nor any day for food or play 
Came to the mariners’ hollo!’ 
(a) Why had the mariners called the bird? 
Ans. –The mariners had called the bird to feed it or to play with it. 
(b) What did the mariners think of the bird? 
Ans. –The mariners considered the bird to be a good omen. 
(c) What would be the result of killing the bird? 
Ans. –They would suffer grave misfortunes. 
(d) Was the wind favourable for the ship? 
Ans. –Yes, a good favourable wind from the south flew from behind, which took the ship in the forward direction.
(e) Whom did the sailors miss? 
Ans. –They all missed the albatross; the bird did not follow them anymore.
(f) Did the sailors try anything to call her? 
Ans. –They tried to send out calls as they used to call her but no bird came.

3. ‘And I had done a hellish thing, 
And it would work ’em woe: 
For all averred, I had killed the bird 
That made the breeze to blow. 
Ah wretch! said they, the bird to slay, 
That made the breeze to blow!’ 
(a) What hellish thing had the speaker done? Why was it hellish? 
Ans. –The speaker had killed the albatross. It was hellish because the bird has been described as a Christian soul which was the harbinger of happiness and the Mariner had killed it for no reason. 
(b) What was the reaction of the other sailors to the Mariner’s deed? 
Ans. – At first the other sailors condemned the Ancient Mariner for killing the bird that had brought the breeze.
(c) Explain: ‘And it would work ’em woe’ 
Ans. –The sailors believed that the wanton killing of the albatross would bring sorrow and unhappiness.
(d) What do the first two lines convey about the speaker? 
Ans. – He is guilty and feels his cruel act would bring all of them misery, they were cursed.
(e) How did they blame the mariner? 
Ans. – They all said it was wrong of him to have killed the bird that had made the breeze blow.
(f) What do you mean by ‘averred’? 
Ans. – Averred means said firmly.

4. ‘Nor dim nor red, like God’s own head, 
The glorious Sun uprist: 
Then all averred, I had killed the bird 
That brought the fog and mist.’ 
(a) Why has the sun been described as glorious? 
Ans. –The sun has been described as glorious because it had appeared after a long time. Before this, the weather had been foggy and misty. 
(b)Name a poetic device used in the above lines. 
Ans. – Simile—’Nor dim nor red, like God’s own head,’ 
(c) These lines indicate a change in the sailor’s attitude. What is that change? 
Ans. –The sailors had earlier condemned the killing of the bird as they had s bird of good omen, which had caused the ice to split and the breeze to now regarded it as the one that had brought the fog and mist. 
(d) Did the sailors change their mind? 
Ans. – First, the sailors accused the mariner, then they said he had done the right thing because the bird was responsible for the fog and mist.`
(e) What does this tell about their character? 
Ans. – They were fickle-minded and changed their opinion very soon.
(f) Explain: ‘Glorious sun’ and ‘like God’s own head’. 
Ans. – It is the bright sun spreading light everywhere on everyone alike. A halo around the sun is comparable to God’s head that has a halo around it. Sun was glorious as it had come out after the foggy weather.

5. ‘Nor dim nor red, like God’s own head, 
The glorious Sun uprist: 
Then all averred, I had killed the bird 
That brought the fog and mist. 
‘Twas right, said they, such birds to slay, 
That bring the fog and mist’

(a) What had the speaker done? 
Ans. –The speaker had killed the albatross. 
(b) How was reaction of the others significantly different from their earlier reaction? Why? 
Ans. –The crew at first berated their mate for killing the bird that had brought the change in the breeze. But as the ship made its way out of the fog and mist, they decided it was the bird that had brought the mist so the Mariner had been right to kill the bird after all. 
(c) What was the effect of the reaction of the sailors? 
Ans. – The sailors became accomplices in the crime by praising the Ancient Mariner. Therefore, they too had to suffer.

6. ‘The fair breeze blew, the white foam flew, 
The furrow followed free; 
We were the first that ever burst 
Into that silent sea.’ 
(a) How does the narrator create the impression of speed? 
Ans. –The mariner does so by describing the movement of the ship which cut through the waves, leaving a track on the surface of the water with the formation of the foam. 
(b) Name a poetic device used in the above lines. 
Ans. -Alliteration is being used in the lines-‘The fair breeze blew, the white foam flew/The furrow followed free’ 
(c) What happened after this? 
Ans. –The mariners reached the silent sea. 
(d) Where did they come? 
Ans. – They came to a place in the sea which was silent. It seemed no one else had come there before them.
(e) Explain: ‘furrow followed free’. 
Ans. – When the ship moves freely it cuts the water in two halves, leaving a furrow behind it.

7. ‘Down dropped the breeze, the sails dropped down,
‘Twas sad as sad could be; 
And we did speak only to break 
The silence of the sea!’ 
(a) Why did the sails drop down? 
Ans. –The sails dropped as there was no breeze. 
(b) What was the only sound that the sailors could hear? 
Ans. –The only sound the sailors could here was the sound of their own voice. 
(c) What according to the sailors was the reason for this situation? 
Ans. – The sailors blamed the situation on the killing of the albatross by the Ancient Mariner.
(d) What is the meaning of breeze? 
Ans.- ‘Breeze’ means cool wind.
(e) What effect did it create? 
Ans. Everything stopped, the breeze dropped, sails sagged as though life had come to a standstill. They could not understand this sudden change.

8. ‘All in a hot and copper sky, 
The bloody Sun, at noon, 
Right up above the mast did stand, 
No bigger than the Moon.’ 
(a) How does the narrator convey the heat of the sun? How is it different from the sun earlier? 
Ans. –The sun was red hot and it heated the sky. Earlier the sun has been described as being glorious. 
(b) Name the poetic device used here. 
Ans. –The poetic devise used is metaphor in the phrase-The bloody Sun. 
(c) Where were the sailors at this moment? 
Ans. – The sailors were nearing the equator. 
(d) What do you understand by ‘hot and copper sky’? 
Ans. –The extent of heat was so much that the sky also had turned hot and copper coloured. 
(e) Explain: The bloody sun at noon/right up above the mast did stand, No bigger than the moon. 
Ans. –The sun’s heat is at its peak in the afternoon. The sun’s heat was at its peak at noon, it was right above the mast that is above our heads. In size, though it was like the moon but the heat showered was excessive and unbearable. 
(f) What do the lines convey? 
Ans. –The ship has come to a standstill and heat is excessive, as though what is going to follow would be worse.

9. ‘Day after day, day after day, 
We stuck, nor breath nor motion; 
As idle as a painted ship 
Upon a painted ocean.’ 
(a) Who was stuck and where? 
Ans. – The Ancient Mariner and his companions were stuck in the middle of the sea. 
(b) What is the effect of the repetition in the first line? 
OR
What is the significance of Pay after day, day after day’? 
Ans. – The repetition in the first line emphasises the lack of motion. The mariners had been stuck for a long time in the middle of the sea.
(c) How does the narrator communicate the idea of being becalmed? 
Ans. – The idea of being becalmed, it’s absolutely motionless state has been communicated by comparing the ship to a still picture of a painted ship standing in a painted ocean. 
(d) Why were the sailors stuck on the ship? 
Ans. Days were passing and the ship was motionless, so they were all stuck there.
(e) Explain: ‘Painted ship upon a painted ocean’. 
Ans.The ship was motionless, even the sea was silent and still everything looked like a painted picture.

10. ‘Day after day, day after day, 
We stuck, nor breath nor motion; 
As idle as a painted ship 
Upon a painted ocean. ‘ 
(a) Explain: ‘We stuck, nor breath nor motion;’ 
Ans. – The lines imply that the mariners were stranded on a still sea. There was no wind to help them move. 
(b) Whom did the mariners blame for this condition? How did they punish him? 
Ans. –The Ancient Mariner was blamed for this condition as he had killed the albatross. The mariners hung the dead albatross around his neck. 
(c) Explain As idle as a painted ship: 
Ans. – There was no breeze. The ship was still and motionless as if it had been painted on a canvas.

11. ‘Water, water, everywhere, 
And all the boards did shrink; 
Water, water, everywhere, 
Nor any drop to drink.’ 
(a) Explain: Water, water, everywhere, And all the boards did shrink. ‘ 
Ans. – The heat of the sun dried the boards and shrank them. 
(b) What sufferings did the sailors undergo? 
Ans. – The sun was shining overhead. It was very hot. The sailors had no water to drink. There was no breeze, and the ship was stuck In the middle of the ocean. 
(c) What do you mean by shrink? 
Ans. ‘Shrink’ means to become short. 
(d) Why was there no drop to drink? 
Ans. – All the water was saline not even a single drop of water was there fit for drinking. This was the irony.

12. ‘The very deep did rot: o Christ! 
That ever this should be! 
Yea, slimy things did crawl with legs 
Upon the slimy sea.’ 
(a) What does the word ‘deep’ refer to? 
Ans. – The word ‘deep’ refers to the ocean. 
(b) How did the ‘deep’ rot? 
Ans. –The stillness of the sea and lack of motion made the mariners feel that the vegetation in the sea was decaying. 
(c) How does the Ancient Mariner describe the sea and the creatures? 
Ans. -The Ancient Mariner calls the creatures repulsive and slimy.
(d) What was unimaginable? 
Ans. – That the whole ocean was rotting, as the water had come to a standstill. All living beings and the vegetation was decaying. 
(e) What sort of picture has been created by the poet? 
Ans. – An ugly and repulsive picture of all the things in the sea has been created by the poet.

13. ‘About, about, in reel and rout 
The death-fires danced at night: 
The water, like a witch’s oils, 
Burnt green, and blue and white.’ 
(a) Explain the term ‘reel and rout’. 
OR
What is meant by ‘reel and rout’? 
Ans. –It refers to a dance from Scotland where the dancers go round and round. 
(b) Where did the death fires dance? 
Ans. –The death fires danced around the ship. 
(c) Why did the water of the ocean appear to be burning green, blue and white? 
Ans. – The rotting vegetation on the water appeared to have a film of oil on top that shone in various colours. 
(d) How did the death fires dance at night? 
Ans. – It seemed death was lurking everywhere. 
(e) What picture did the water present? 
Ans. – It was very ugly and frightening, different hues presented a terrible and sinister picture.

14. ‘And some in dreams assured were 
Of the Spirit that plagued us so; 
Nine fathom deep he had followed us 
From the land of mist and snow.’ 
(a) Who was being followed? What spirit was following them? 
Ans. -The mariners were being followed by the spirit of the albatross. 
(b) Why does the narrator feel they are being plagued? Give two reasons. 
Ans. – The narrator feels they are being plagued because they had to undergo many hardships. 
Ans. -The ship got stuck in the ocean as there was no breeze. They had no water to drink. 
(c) Why was the spirit following them? 
Ans. –The spirit was following them to avenge its death. 
(d) What were the sailors confirmed about? 
Ans. – In their heart, they were sure that the spirit of the slain bird had brought them there and was the cause of their misery. 
(e) Who followed them? 
Ans. – The spirit of the albatross. 
(f) What do you mean by ‘plague’ here? 
Ans. – Here it means troubled or tortured.

15. ‘And every tongue, through utter drought 
Was withered at the root, 
We could not speak, no more than if 
We had been choked with soot.’ 
(a) Who are the ‘we’ referred to here? What was the reason for their misery? 
OR
Who are ‘we’? Why are they miserable?
Ans. –‘We’ refers to the sailors. They are stuck in the middle of the ocean with no water to drink and no breeze. 
(b) Why were their tongues dry? 
Ans. –They had no water to drink and the sun was very hot. 
(c) Who was held responsible for their condition? 
Ans. –The Ancient Mariner was held responsible for their condition.
(d) What was the effect of excessive heat and lack of water? 
Ans. –Every tongue was dry; they were all very thirsty without water. Their throats were parched.
(e) Explain: ‘Choked with soot’. 
Ans. –The chimney pipe gets choked with soot. Here, metaphorically the throats were so dry due to thirst and heat that this device has been used.

16. ‘Ah! well a-day! what evil looks 
Had I from old and young! 
Instead of the cross, the Albatross 
About my neck was hung.’ 
(a)- Who did the mariner feel was responsible for his suffering?
Ans. – The mariner who had killed the innocent albatross was responsible for their misery. All the sailors felt he had brought them sufferings.
(b) What was the condition of the sailors? 
Ans. – They could not speak. All of them, it seemed were waiting for their death.
(c) What do you mean by ‘evil look’? 
Ans. – ‘Evil look’ means to look with strong dislike.

Some Important Questions-
1. Discuss the significance of the title of the poem `The Rime of the Ancient Mariner.’
Ans. ‘Rime’ means Rhyme, a poem or a song. ‘Ancient’ means old, strange pertaining to some far-off times. The poem has some references to outdated beliefs and practices. It is surely not only the mariner who is ancient, but even his rhyme is. Reading the poem at a stretch, one cannot guess the time-frame it belongs to. Coleridge has deliberately used some archaic words to make it appear ancient. The poem contains the story of the mariner’s sin, punishment and its redemption. The entire poem deals with the tale of the ancient mariner and all the actions, description relate to the ancient mariner’s tale. So the title is very suitable, direct and suggestive.

2. Under which circumstances is the wedding-guest detained and held by the ancient mariner. What is the reaction of the wedding guest? 
Ans. The ancient mariner is tortured and is emotionally wrecked. The burden of the sin and the guilt of killing the albatross is too heavy for the ancient mariner to carry. He has no rest or peace of mind. He is advised by a hermit to tell this story to someone. so that the torment he is suffering, the ache he is feeling, is satisfied. The mariner goes from village to village but no one is ready to listen to his story. Narrating the story soothes him, lifts the burden off his soul and restores him to normalcy. The wedding guest is awed and mesmerised by the mariner but he is angry at having missed the wedding festivities. However, he learns a valuable lesson. “He prayeth best, who loveth best.

3. What kind of farewell was given to the ship of the ancient mariner? Give an account of the ship’s journey before it reaches the land of snow. 
Ans. The journey of the ancient mariner begins in favourable circumstances. The ship was accorded a very cheerful send-off, it crossed the harbour very quickly and entered the main seawaters. The ship sailed away from the coast, the church, the hill and the lighthouse. The sun shone bright and the ship appeared to be near the equator. But suddenly a violent seastorm engulfed the ship and the ship tossed on the merciless sea waves. The ship was forcibly driven towards the South Pole. The ship was bent with the force of the wind and it was unable to escape the fury of the gale. The South Pole was full of mist, snow and icebergs as high as the mast of the ship were floating here and there on the sea.

4. “When the albatross arrived on the ship, the mariners experienced a sense of joy and were infused with new hope.” Comment. 
Ans. – Mariners had been trapped in the midst of iceberg and snow. They lost all hope of escaping from the ocean. They felt relieved when the albatross arrived. South wind started blowing, weather improved, felt comfortable and hopeful. They were aware of the blessings the albatross had brought and compared the bird to Jesus who had brought joy and infused the people with new hope. The bird provided them company and they fed and played with it. The bird proved very lucky, kind and gentle to them and they hailed it as a ‘Christian Soul’!

Short Answers Type Questions 
1. Why did the mariners hang the albatross around the neck of the Ancient Mariner? 
Ans. –They hung the albatross out of a sense of revenge. He was held responsible for their plight. 
2. Why did the Ancient Mariner not let the guest go and attend the wedding? 
Ans. He wanted to tell his story to someone. 
3. “The sailors are fickle-minded.” Justify this statement with reference to the poem. 
Ans. First, they blamed him. Then, they praised him. They thought that the killing of the albatross brought them great woe. When the sun rose they felt he had done the right thing. They did not judge the killing of albatross by any standard of reasoning but by the change in the weather. 
4. What crime had the mariner committed and how did it prove hellish? 
Ans. –The mariner had killed the innocent bird who had brought new hope and the blowing of the south wind. After the bird was killed, the mariners’ ship was stuck in the middle of the hot and sultry sea. With no water to drink and no ray of hope to brighten them up, they underwent a lot of physical and mental agony. 
5. How did the sailors react to the killing of the albatross by the ancient mariner? 
Ans. –The mariner was made to carry the dead albatross as a punishment for killing the bird. The other sailors were angry on him as they thought the bird was God-sent and it brought them ‘good omen’. 
6. What is the poet trying to convey through this poem? 
Ans. – Our reckless acts are the cause of our mental distress. We should be a little more thoughtful and considerate for others. Otherwise sooner or later we have to pay for our wrongs. The burden of our guilt is a punishment for our reckless actions. Confession of our guilt is in a way asking for forgiveness which can help in redeeming ourselves to a very great extent. 
7. What did the mariners hang around the speaker’s neck and why? 
Ans. – The mariners hung the dead body of the albatross around the neck of the speaker. They did this to make him repent for his mistake. The dead body of the albatross would be a constant reminder of his guilt. 
8. Who was held responsible for their misery? Was it correct to do so? 
Ans. – The Ancient Mariner and his killing of the albatross, was held responsible for their misery. The sailors were right to call him responsible for their misery.

Long answers type questions.
Value Based Question

1. Why does the crew hang the albatross around the Mariner’s neck? 
Ans. – The death of the albatross begins to be avenged as the breeze that once carried the sails had halted. There was no water to drink and slimy creatures could be seen emerging from the rotting sea. The crew burdens the Ancient Mariner with the weight of the albatross around his neck as a sign of guilt for their plight. The crew believe that the spirit of the albatross was following them, haunting them and causing the misfortunes that they have come to face.

2. Examine the ideas of crime and punishment in the poem. 
Ans. – The Mariner killed the albatross for no apparent reason. The other sailors were initially outraged at the death of the bird of good omen. But once the fog dissipates they say that it was the right thing to do—’such birds to slay that bring the fog and mist’. Instead of condemning this act, they start to praise the act of killing bird the bird and hence become partners in crime. They are punished by God for this misdeed as the winds die down and they are stranded on the ship with no water to drink and felt as if they were choking on the soot. The crew punish the Ancient Mariner with the weight of the Albatross around his neck. The value that is derived from this incident is that harming of an innocent creature has terrible repercussions.
3. Write the theme of The Rime of the Ancient Mariner’. Answer in 150 words. 
OR
what is the theme of the poem The Rime of Ancient Mariner?
Ans. –The theme of ‘The Rime of the Ancient Mariner’ is, in fact, woven in the entire story. Also it is clearly understood through the characterization of the Ancient Mariner, other mariners and the bird Albatross symbolically. The sea also becomes a symbol. 
`The Rime of the Ancient Mariner’ is about sin and the retribution by the powers in nature. The Ancient Mariner commits a sin when he kills the innocent Albatross. At first his own mates on the ship are also angry with him for this cruel act. But when they find that the weather has improved after the killing of the Albatross, they justify the killing. They thus become a partner in the crime committed by the Ancient Mariner. 
So the powers of nature avenge this crime and becalm the ship. There was intense heat and there was no drinking water. The mariners underwent great sufferings. They saw death fires during the night.

4. What message does Samuel Taylor Coleridge wish to convey through the poem ‘Rime of the Ancient Mariner’? 
OR
What are the moral values we get from the poem The Rime of the Ancient Mariner?
OR
What moral does the Rime of the Ancient Mariner Conveys?
Ans- ‘Rime of the Ancient Mariner’ is an exploration of evil, both that of men and of nature, and of salvation. The poem is full of Christian symbolism, which is also a departure from the romantic poetry. The slaughtered albatross, emerging spirits from beneath the murky water, slimy creatures of the sea, all are images of sin and evil, and its consequences. The whole poem is based on the Christian concept of sin, its punishment and redemption. The albatross can be seen as a symbol of God’s favour, bringing good results. The mariner, mortal and fallible, succumbs to his paranoia and fear, when he kills the innocent creature, thereby tainting himself with sin and losing connection with God and all things good. Coleridge uses dramatically mystical elements to express the consequences of the mariner’s colossal mistake. By destroying one of God’s creatures, the mariner is exposed to the darker aspects of the world. 
Defying God leads to worse results. The crew hang the dead albatross around the mariner’s neck. The mariner is symbolic of a Christ-like figure and the cross-like albatross, a symbol of sin, is borne only by the mariner. Though the crew also suffer, but punishment is borne only by the mariner. 
In the end, the mariner is truly remorseful and is able to pray to God. As he prays, he is filled with God’s grace and albatross, a symbol of sin, fall from him. The moral of the poem is sublime, “he prayeth well, who loveth well.” 
So Coleridge’s fascination with natural evil and salvation is clear in the poem. The slimy and ghastly creatures are fantastical, but they are a direct result of a very realistic moral failing on the part of the mariner connecting between the dark and mystical with ordinary, mundane life. Coleridge, like the other romantics, sees the beautiful and compelling in both the good and bad sides of nature, and wants the reader to accept them, rather than succumb to fear as the mariner did.

5. “The Rime of the Ancient Mariner” uses the element of supernaturalism. Highlight the use of this element. 
OR
Explain the supernatural element in the poem ‘The Rime of the Ancient Mariner’
Ans. – The very description of the ancient mariner and the look in his eyes, his skinny hands lend the supernatural element to the poem right at the beginning. 
(i) He is able to compel the wedding guest to listen to his story with the fascination of a three-year-old child. 
(ii) The emergence of the albatross from the mist, and the sailors revering it as a sign of good luck, as though it were a “Christian soul” sent by God to save them. 
(iii) The mariner is hounded by disaster and supernatural forces after killing the albatross. (iv) His world becomes nightmarish when contrasted with the realistic world that he has left behind. 
(v) The mariner kills the albatross whose spirit takes its revenge on all the mariners. They face utter drought in spite of water being everywhere. The ship is becalmed — As idle as a painted ship/ upon a painted ocean. 
(vi) Supernatural beings appear in the poem as symbolic or allegorical figures. They represent the forces of nature, life, death and redistribution. 
(vii) The mariner confronts these figures and must ultimately appease them in order to obtain salvation.

6. What is the poet trying to convey through this poem? 
Or
What happens when we do things without giving a thought? 
Or
How do we pay for our thoughtless or reckless acts? 
Ans. – Whenever we act or behave thoughtlessly, we are made to suffer the consequences of our reckless actions. It is our own conscience that holds us guilty. Happiness eludes us. Living our life normally becomes difficult. It is said, “A clear conscience is a continual Christmas”. We are repentant but only when it is too late. What has been done cannot be undone. Happiness and joys, so simple are denied to a guilt-ridden heart. He who knows he has sinned, moves around with a bent head. Sharing his guilt is part of one’s penance. Acceptance of one’s offence is equal to being innocent. A guilty person wants to share his burden and goes around looking for someone to hear his heart out. This act can help him feel light. Acceptance of one’s folly, asking for forgiveness, and a firm resolution, never to repeat the wrong can assuage the suffering. Confession of one’s sin also redeems the sinner.