Card: 1 / 30 |
What were the initial reactions of the other creatures in Bingle Bog to the frog's singing? |
Card: 2 / 30 |
The other creatures found the frog's songs to be unpleasant and tried to beat and insult him. |
Card: 3 / 30 |
The nightingale's arrival caused the frog to feel ___ and motivated him to ___ her. |
Card: 7 / 30 |
Fill in the blank: The frog claimed to be a music critic who wrote for ___ and offered to train the nightingale. |
Card: 9 / 30 |
What ultimately happened to the nightingale as a result of the frog's exploitation? |
Card: 12 / 30 |
The frog calls the nightingale ‘stupid’, ‘nervous’, and ‘without originality’. |
Card: 15 / 30 |
True or False: The nightingale is portrayed as a confident and original singer in the content. |
Card: 16 / 30 |
False. The nightingale is criticized by the frog, who claims he lacks originality. |
Card: 17 / 30 |
What is the main theme illustrated by the frog's behavior towards the nightingale? |
Card: 18 / 30 |
The theme highlights jealousy and the desire for superiority, as the frog feels threatened by the nightingale's talent. |
Card: 21 / 30 |
What motivated the frog to continue singing despite the negative reactions from other creatures in the bog? |
Card: 22 / 30 |
The frog was motivated by his passion for singing and his boastful nature, which made him insensitive to the complaints of others. |
Card: 23 / 30 |
Fill in the blanks: The nightingale was initially impressed by the frog's claim of being a ___ and a ___ of music. |
Card: 25 / 30 |
True or False: The nightingale's singing improved over time due to the frog's training. |
Card: 27 / 30 |
What was the ultimate fate of the nightingale after her exploitation by the frog? |
Card: 29 / 30 |
How did the creatures of the bog initially react to the nightingale's song, and how did their reaction change over time? |
Card: 30 / 30 |
Initially, the creatures were pleasantly surprised and praised the nightingale's melodious song, but over time they lost interest as her performances became routine and uninspired. |