The document contains a multiple choice test with questions about a poem describing the lives of impoverished slum children. The questions test the reader's understanding of literary devices used in the poem like simile, metaphor, and personification. They also probe the reader's comprehension of themes in the poem like the bleak future, lack of opportunities, and poor conditions faced by the slum children as depicted through descriptions of their run-down school.
The document contains a multiple choice test with questions about a poem describing the lives of impoverished slum children. The questions test the reader's understanding of literary devices used in the poem like simile, metaphor, and personification. They also probe the reader's comprehension of themes in the poem like the bleak future, lack of opportunities, and poor conditions faced by the slum children as depicted through descriptions of their run-down school.
The document contains a multiple choice test with questions about a poem describing the lives of impoverished slum children. The questions test the reader's understanding of literary devices used in the poem like simile, metaphor, and personification. They also probe the reader's comprehension of themes in the poem like the bleak future, lack of opportunities, and poor conditions faced by the slum children as depicted through descriptions of their run-down school.
(1 Mark Each) 1. What does ‘gusty waves’ imply? (a) slum children (b) energetic children (c) deceased children (d) unhappy children 2. What are children like in the slums? (a) underfed and sickly (b) poor but happy (c) underfed but energetic (d) happy and playful 3. Identify the literary device in ‘like roofless weeds’. (a) simile (b) metaphor (c) alliteration (d) personification 4. why are children compared to rootless weeds? (a) they have no home (b) they are unwanted like weeds (c) they are thrown into schools (d) they are sturdy like weeds 5. Identify the literary device in `rat’s eyes’. (a) simile (b) metaphor (c) alliteration (d) personification 6. One of the following phrases implies unhealthy children. It is (a) one unnoted (b) eyes live in a dream (c) a paper seeming boy (d) from gusty waves 7. Identify the literary device in ‘father’s gnarled disease’. (a) simile (b) metaphor (c) alliteration (d) personification 8. ‘The tall girl with her head weighed down’ means (a) the girl is ashamed of something (b) has untidy hair (c) is ill and exhausted (d) is shy 9. The paper-seeming boy with rat’s eyes’ means the boy is (a) sly and secretive (b) short and lean (c) hungry and thin (d) sad and depressed 10. ‘The stunted unlucky heir of twisted bones’ means the boy (a) is short and bony (b) is poor and unlucky (c) is sad and unwell (d) has an inherited disability 11. The colour of sour cream is (a) white (b) yellow (c) off-white (d) pale 12. What are the classrooms like? (a) dim and pathetic (b) temples of learning (c) means of escape (d) a happy place 13. Who sits at the back of the class? (a) a sweet and young pupil (b) a paper seeming boy (c) a tall girl (d) a girl with hair like rootless weeds 14. His eyes live in a dream. What is the dream? (a) to eat good food (b) to be a squirrel (c) to go out into the world (d) to see Tyrolese Valley 15. ‘On sour cream walls. Donations’ suggests (a) schools are well equipped (b) schools are small but they try to impart education (c) schools have a poor and ill-equipped environment (d) schools meet the education requirements of the children through donations 16. Which of the following words imply a bleak future? (a) sour cream walls (b) awarding the world its world (c) future’s painted with a fog (d) Shakespeare’s head 17. What is the stunted boy reciting? (a) the lesson from his desk (b) Shakespeare’s poetry (c) leaves of nature (d) his composition 18. The classroom walls have (a) pictures of Shakespeare, buildings with domes, world maps and beautiful valleys (b) pictures of Shakespeare, rivers, valleys and world maps (c) pictures of Shakespeare and Wordsworth, rivers buildings and world maps (d) pictures of Shakespeare, buildings, rivers, mountains and valleys 19. What does the map represent? (a) world of the rich and powerful (b) world of the poor (c) world of the slum school children (d) world the poet wants for the slum children 20. What is the future of the children? (a) happy and secure (b) poor but satisfied (c) uncertain and bleak (d) unhappy but secure 21. Shakespeare is wicked because he the children. (a) educates (b) tempts (c) loves (d) hates 22. The night is endless as there is no for them. (a) future (b) education (c) wealth (d) support 23. Identify the literary device in ‘future’s painted with a fog’. (a) simile (b) metaphor (c) alliteration (d) personification 24. The lives of slum children are confined in (a) elementary school (b) Shakespeare’s world (c) narrow streets of slums (d) Tyrolese Valley 25. The map is a bad example as it makes one aware of (a) the beautiful world (b) cleaner lanes (c) the political structure (d) the civil design 26. They are symbolic of the joy, and the brightness of life which these children are deprived of (a) elementary school (b) visitors (c) ships, sun and love (d) lead sky 27. Where do their lives ‘slyly turn’? (a) in their cramped holes (b) towards the sun (c) towards the school (d) towards the windows 28. Choose the phrase that talks of poverty (a) ships and sun (b) on their slag heap (c) so blot their map (d) Shakespeare is wicked 29. The last stanza is unlike the rest of the poem. (a) long (b) short (c) optimistic (d) pessimistic 30. Identify the literary device in ‘lead sky’. (a) simile (b) metaphor (c) alliteration (d) personification 31. Identify the literary device in ‘spectacles of steel’. (a) simile (b) metaphor (c) alliteration (d) personification 32. Who spells hope for the slum children? (a) school (b) Shakespeare (c) governor, inspector and visitor (d) no one 33. The imprisoned minds and lives of the slum children can be released from their bondage if they are given an experience of the outer world. (a) never (b) soon (c) eventually (d) magically 34, Identify the literary device in ‘like catacombs’. (a) simile (b) metaphor (c) alliteration (d) personification 35. ‘Break O break’. What should they break? (a) the donations (b) all bathers (c) the slums (d) the schools 36. Their world will extend to the golden sands as well as the green fields (a) azure waves (b) cities (c) civilized world (d) the rich people 37. Identify the literary device in ‘whose language is the sun’. (a) simile (b) metaphor (c) alliteration (d) personification 38. The word catacombs imply of the slum children. (a) diseased existence (b) secure (c) near death existence (d) poverty ridden 39. Identify the literary device in ‘slums as big as doom’. (a) simile (b) metaphor (c) alliteration (d) personification 40. Through the description of the slum children, the poet wants to express the prevailing in society (a) social injustice and class inequalities (b) poverty (c) disease (d) slums ANSWERS 1(b) energetic children 2. (a) underfed and sickly 3.(a) simile 4. (b) they are unwanted like weeds 5.(b) metaphor 6. (c) a paper seeming boy 7.(b) metaphor 8. (c) is ill and exhausted 9.(c) hungry and thin 10. (d) has an inherited disability 11.(c) off-white 12. (a) dim and pathetic 13.(a) a sweet and young pupil 14. (c) to go out into the world 15.(c) schools have a poor and ill-equipped environment 16.(c) future’s painted with a fog 17. (a) the lesson from his desk 18. (a) pictures of Shakespeare, buildings with domes, world maps and beautiful valleys 19.(a) World of the rich and powerful 20. (c) uncertain and bleak 21.(b) tempts 22. (a) future 23. (b) metaphor 24.(c) narrow streets of slums 25.(a) the beautiful world 26. (c) ships, sun and love 27.(a) in their cramped holes 28. (b) on their slag heap 29.(c) optimistic 30. (b) metaphor 31.(b) metaphor 32. (c) governor, inspector and visitor 33.(d) magically 34. (a) simile 35.(b) all barriers 36. (a) azure waves 37.(b) metaphor 38. (c) near death existence 39.(a) simile 40.(a) social injustice and class inequalities