Category: Class 9

Balbharti Maharashtra State Board Class 9 Geography Solutions Chapter 2 Endogenetic Movements Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 Geography Solutions Chapter 2 Endogenetic Movements

Class 9 Geography Chapter 2 Endogenetic Movements Textbook Questions and Answers

1. Tick in front of the correct option ✓

(a) On which of the following are slow movements in the earth’s interior dependent?
Landforms [ ]
Velocity [ ]
Direction [ ]
Answer:
Velocity

(b) When waves divert from each other, what do they create
Compression [ ]
Tension [ ]
Mountain [ ]
Answer:
Tension

(c) For the formation of a rift valley, which of the following processes should occur in the earth’s crust?
Compression [ ]
Tension [ ]
Weathering [ ]
Answer:
Tension

(d) Which of these is a fold mountain?
The Satpudas [ ]
The Himalayas [ ]
The Western Ghats [ ]
Answer:
The Himalayas

(e) The formation of extensive plateaus is a result of which type of movements?
Mountain-building [ ]
Continent-building [ ]
Horizontal [ ]
Answer:
Continent-building

2. Give geographical reasons.

(a) Buildings collapsed at the foothills of the Himalayas because of an earthquake. Before collapsing they were moving forward and backward.
Answer:

• The seismic waves can be divided into primary, secondary and surface waves.
• The primary waves are the first ones to reach the surface of the earth after the energy is emitted in the Earth’s interior.
• Subjected to a ‘P’ wave, particles in the rock move in the direction of waves to and fro and therefore, these waves are also called forward-backward waves.
• Thus, during an earthquake, the buildings at the foothills of the Himalayas moved forward and backward as they were first subjected to “P” waves.

(b) There is a difference in the formation of the Meghalaya Plateau and the Deccan Plateau.
Answer:

1. The Meghalaya plateau is formed due to slow movements (orogenic movements) whereas the Deccan Plateau is formed due to sudden movements (fissure volcano).
2. During the formation of the Meghalaya plateau, a part of the Earth’s crust in between two parallel faults was lifted forming a plateau whereas, the Deccan plateau was formed due to molten material coming out with the eruption spreading on both sides of the fissure.
3. Thus, there is a difference in the formation of the Meghalaya plateau and the Deccan plateau.

(c) Most of the volcanoes are found on the plate boundaries.
Answer:

• The plate boundaries are directly related to the areas of volcanoes.
• Most of the volcanoes are located on the plate boundaries.
• The part of the plate boundary which slides under the crust, results in the loss of material. Such boundaries are called plate consuming boundaries.
• In areas where new material (magma) is coming up onto the Earth’s crust, they are called plate creating boundaries.
• Both the processes result in earthquakes and volcanoes. Thus, most of the volcanoes are formed in the plate boundaries.

(d) The Barren Island is becoming conical in shape.
Answer:

• Barren island which was considered a dormant volcano has become active since February 2017.
• Mainly dust, smoke and mud are coming out of this eruption along with some lava.
• During eruption, the lava is spread around the mouth of this vent, when it comes out.
• As a result, a cone-shaped mountain starts forming.

Therefore Barren Island is becoming conical in shape.

(e) Volcanic eruptions can cause earthquakes.
Answer:

• Generally, the movements in the Earth’s interior occur in the upper layer of the mantle
• Tremendous energy is released by radioactive materials present here.
• This leads to a sudden movement in form of volcanic eruptions where hot solid, liquid and gaseous materials are forcefully thrown out from the mantle of the Earth, onto the surface of the Earth.
• This causes a lot of instability within the crust of the Earth which would also lead to the release of pressure in the form of seismic waves or tremors causing earthquakes.

3. Identify and name the internal movement.

(a) Tsunamis are generated in coastal areas.
Answer:
Sudden Movement

(b) The Himalayas are an example of fold mountains.
Answer:
Slow movement – Mountain Building Movements.

(c) Molten magma is thrown out of the earth’s mantle.
Answer:
Sudden Movement

(d) Rift valley is formed because of faulting.
Answer:
The slow movement – Upward – Downward Movement.

4. Arrange the following statements in chronological order in which an earthquake occurs.

(a) The earth’s surface vibrates
Answer:
The plates suddenly move.

(b) The plates suddenly move.
Answer:
Due to the movements in the mantle compression goes on increasing.

(c) Due to the movements in the mantle, compression goes on increasing.
Answer:
Along the weak point (faultlines) rocks break apart.

(d) Along the weak points ( faultlines) rocks break apart.
Answer:
Stored energy is released in the form of seismic waves.

(e) Stored energy is released in the form of seismic waves.
Answer:
The earth’s surface vibrates.

5. Distinguish between

(a) Block Mountain and Fold Mountain
Answer:

Block Mountain	Fold Mountain
(i) When a part of the earth’s crust between two parallel faults is lifted a block mountain is formed.	(i) Because of the energy waves and pressure working towards each other, the layers of the soft rocks form folds leading to the formation of fold mountains.
(ii) Block mountains are formed due to tension.	(ii) Fold mountains are formed due to compression.
(iii) e.g. The Black forest mountains of Europe and the Meghalaya Plateau of India.	(iii) e.g. The Himalayas, the Aravalis, the Rockies, the Andes, the Alps

(b) Primary and Secondary Seismic Waves
Answer:

Primary Seismic Waves	Secondary Seismic waves
(i) Primary waves are the first one to reach the surface of the earth after the energy is emitted in the Earth’s interior.	(i) The waves which reach the Earth’s surface after the primary waves are called secondary waves.
(ii) Primary waves can travel through solid, liquid and gaseous medium.	(ii) Secondary waves can travel only through only solid medium.
(iii) While travelling through liquid medium, primary waves change their direction.	(iii) Secondary waves get absorbed as they enter the liquid medium.
(iv) The waves move to and fro in the direction of energy transfer.	(iv) These waves move up and down in the direction of energy transfer.

(c) Earthquakes and volcanoes
Answer:

Earthquakes	Volcanoes
(i) Earthquake is the movement of the Earth’s crust.	A volcano is an opening in the Earth’s crust from which hot solid, liquid and gaseous materials are thrown out from the mantle of.
(ii) Nothing is ejected out during an earthquake.	During a volcanic eruption, ash, water vapor, various types of poisonous and inflammable gases, hot molten magma etc. is ejected from the earth’s interior.

6. Answer in brief
(a) Give reasons why an earthquake occurs.
Answer:

• When the movements occur in the interior of the Earth, tremendous tension is created in the Earth’s crust.
• When the tension goes beyond limits, the energy is released in the form of waves.
• This results in the trembling of the earth’s surface, i.e. an earthquake occurs.

Following are the reasons for the occurrence of an earthquake:

• Moving of the plates
• Colliding of the plates
• Plates sliding one below the other
• Forming of fractures in rock layers, due to tension in the interior of the Earth.
• Occurring of volcanic eruption

(b) Which type of movements have led to the formation of the major fold mountains in the world?
Answer:

• Fold mountains are formed due to mountain-building (erogenic) movements.
• Energy is transferred from the interior of the Earth. Because of these energy waves and pressure working towards each other and in horizontal direction, the layers of the soft rocks form folds.
• If the pressure is very high, large scale folds are formed and their complexity increases.
• As a result, the surface of the Earth gets uplifted and fold mountains are formed.
• The Himalayas, the Aravalis, the Rockies, the Andes, the Alps are the major fold mountains of the world.

(c) How is the magnitude of the earthquake-related to the collapse of houses
Answer:

• Through a seismogram, a graph showing movement of seismic waves (seismograph) can be generated.
• After studying this graph, the magnitude of the earthquake is known.
• The magnitude of the earthquake is measured with the help of a richter scale.
• It is because of the primary waves that the buildings on the Earth’s surface move back and forth.
• The buildings on the Earth’s surface move up and down because of the secondary waves. These are more destructive than the T’ waves leading to collapse of buildings.

(d) What are the effects of earthquakes on the earth’s surface and human life?
Answer:
Following are the effects of earthquakes:

• Cracks/fractures develop on the ground.
• These causes landslides which leads to sliding of rocks.
• Sometimes the groundwater changes its course. For example, wells may get water, or may dry up.
• Some areas get uplifted while some may subside.
• Tsunamis are generated in oceans These waves can cause great loss of life and property in the coastal areas.
• In snow-covered areas, avalanches may occur.
• Buildings collapse and loss of life and property occurs.
• Transportation routes get disrupted.
• The communication system collapses.

(e) Explain the types of seismic waves.
Answer:
When the intension is released at the focus, the released energy travels in all directions. This energy comes towards the Earth’s surface in the form of waves. The seismic waves can be divided into primary, secondary and surface waves.
(i) Primary or ‘P’ waves:

• These waves are first to reach the surface of the Earth, after the energy is emitted in the Earth’s interior. They travel at a very fast speed from the focus of the earthquake in radial direction.
• The waves moves to and fro, therefore these waves are called forward-backward waves.
• These waves can travel through all the three states – liquid, solid and gaseous.
• While travelling through liquid medium, their direction gets changed. It is because of the primary waves that the buildings on the Earth’s surface move back and forth.

(ii) Secondary or ‘S’ waves :

• The waves which reach the Earth’s surface after I the primary waves are called secondary waves. :
• These waves also scatter in all directions from the focus of the earthquake.
• Their velocity is less than ’P’ waves.
• The particles lying in the way of these waves j move up and down in the direction of energy transfer.
• These waves can travel only through the solid medium and they get absorbed as they enter the liquid medium.
• The buildings on the Earth’s surface move up and down because of these waves. These are more destructive than ‘P waves.

(iii) Surface or ‘L’ waves :

• These waves are generated after the main ’P’ and ‘S’ waves reach the epicenter.
• They travel in the direction of the circumference of the Earth, along the crust and are highly destructive.

(f) Explain the types of volcanoes on the basis of the periodicity of eruption with examples.
Answer:
According to the periodicity of the volcanic eruptions, three types of volcanoes can be identified.
(i) Active Volcanoes –

• If the volcanic eruptions are regular even in the present times, then such volcanoes are called active volcanoes.
• E.g., Mt Fujiyama in Japan and Mt. Stromboli in the Mediterranean Sea.

(ii) Dormant Volcanoes –

• When a volcano has not erupted since long, but may become active suddenly is called a dormant volcano.
• E.g., Mt. Vesuvius in Italy, Mt. Katmai in Alaska and Barren Island, India.

(iii) Extinct volcanoes –

• Those volcanoes which have not erupted in the past since long and are not likely to erupt in the future are called extinct volcanoes.
• E.g., Mr. Kilimanjaro in Tanzania.

7. Show the epicenter, focus and the primary, secondary and surface waves of an earthquake with the help of a neat labeled diagram.
Answer:

8. Show the following on a given outline map of the world.

(a) Mt. Kilimanjaro
(b) Mid-Atlantic Earthquake zone
(c) Mt. Fuji
(d) Krakatoa
(e) Mt. Vesuvius
Answer:

Class 9 Geography Chapter 2 Endogenetic Movements Intext Questions and Answers

Can you tell?
Read the following news. Observe the photograph and answer the questions.

Question 1.
What caused large-scale casualties?
Answer:
Calamity of earthquake led to large scale casualties.

Question 2.
What was the magnitude of the earthquake?
Answer:
The magnitude of the earthquake was 7.9 Richter scale.

Question 3.
Which country was the most affected because of this earthquake?
Answer:
Nepal was most affected because of this earthquake.

Question 4.
Where was the epicentre of the earthquake?
Answer:
Lamjung in Nepal was the epicentre of the earthquake.

Question 5.
Which are the other affected areas?
Answer:
Bihar, West Bengal and Uttar Pradesh in India as well as China, Bhutan, Pakistan and Bangladesh were affected by earthquake.

Question 6.
At what depth was the focus located?
Answer:
The focus of the earthquake was located at the depth of 11 km.

Question 7.
What kind of damage is seen because of the earthquake?
Answer:
Nearly 1500 people were killed and over 1000 people were injured in the disaster.

Question 8.
According to you, what could be the reason behind the earthquake?
Answer:
The sudden release of energy from the interior of the earth leads to earthquakes.

Question 9.
Have you ever experienced a similar earthquake? Discuss.
Answer:
Answers may vary.

Class 9 Geography Chapter 2 Endogenetic Movements Additional Important Questions and Answers

Complete the statements choosing the correct option from the bracket:

Question 1.
Richter scale is a unit of measuring the magnitude of a/an
(a) volcano
(b) creation of plate
(c) earthquake
(d) earth movement
Answer:
(c) earthquake

Question 2.
There are in all major plates on the Earth.
(a) five
(b) seven
(c) nine
(d) four
Answer:
(b) seven

Question 3.
Large scale and sudden release of energy in the interior of the Earth gives rise to Earth movements.
(a) slow
(b) sudden
(c) internal
(d) external
Answer:
(b) sudden

Question 4.
Earthquakes occur due to the movement of
(a) plates
(b) earth
(c) oceans
(d) land
Answer:
(a) plates

Question 5.
Earthquake is measured with the help of an instrument called a
(a) seismogram
(b) thermometer
(c) barometer
(d) hygrometer
Answer:
(a) seismogram

Question 6.
If lava is released through a vent, it is called a vent volcano.
(a) fissure
(b) central
(c) upper
(d) below
Answer:
(b) central

Question 7.
Kilimanjaro is a volcano.
(a) central type
(b) fissure type
(c) extinct type
(d) dormant type
Answer:
(a) central type

Question 8.
A tremendous amount of energy is given out by the radioactive elements in the
(a) crust
(b) core
(c) mantle
(d) sial
Answer:
(c) mantle

Question 9.
The movements that give rise to mountains are called movements.
(a) epiorogenic
(b) orogenic
(c) slow
(d) sudden
Answer:
(b) orogenic

Question 10.
When a portion of the crust between two parallel faults2 is raised up, it is called a mountain.
(a) block
(b) fold
(c) residual
(d) ancient
Answer:
(a) block

Question 11.
The area between two adjoining faults subsides, such area of subsidence is called
(a) rift valley
(b) block mountain
(c) fold mountain
(d) faulting
Answer:
(a) rift valley

Question 12.
Black Forest Mountain in Europe is a mountain.
(a) fold
(b) residual
(c) block
(d) ancient
Answer:
(c) block

Question 13.
The movements that give rise to continents are
(a) orogenic
(c) fold
(b) epeirogenic
(d) fault
Answer:
(b) epeirogenic

(Endogenetic Movements Class 9 Geography Chapter 2 )Tick in front of the correct option.

Question 1.
Which of these is a block mountain?
(a) Black forest mountain
(b) Alps
(c) Andes
Answer:
(a) Black forest mountain

Question 2.
Which type of volcano has eruptions regularly even during present times?
(a) Dormant
(b) Extinct
(c) Active
Answer:
(c) Active

Give one word for each of the following:

Question 1.
A volcano, where lava reaches the surface through a vent or a pipe.
Answer:
Central Vent Volcano

Question 2.
An instrument, which is used for recording earthquakes.
Answer:
Seismogram

Question 3.
The surface position immediately above the origin of an earthquake.
Answer:
Epicenter

Question 4.
An example of a volcanic plateau.
Answer:
Deccan Plateau.

Question 5.
An example of Conical volcanic mountains.
Answer:
Mt. Kilimanjaro

(Class 9 Geography Chapter 2 Endogenetic Movements Questions And Answers ) Answer in one sentence each.

Question 1.
What are Endogenetic processes?
Answer:
Endogenetic processes are processes that originate internally in the Earth’s surface. E.g. earthquakes, volcanoes, continent building, mountain building etc.

Question 2.
What is a Richter scale?
Answer:
It is a scale for expressing the magnitude of an earthquake.

Question 3.
What is a Focus or Hypocentre?
Answer:
The point below the Earth’s surface where energy is released during an earthquake is called the focus of the earthquake.

Question 4.
What are Primary Waves?
Answer:
The earthquake waves that reach the surface of the Earth first, immediately after the energy is released in the interior of the Earth, are called Primary waves.

Question 5.
What are Secondary Waves?
Answer:
The earthquake waves reporting at the surface after the primary waves are called the secondary waves.

Question 6.
What are Surface Waves?
Answer:
Primary and secondary waves affect the surface on reaching it. As a result a new set of waves gets generated at the surface. These waves are called surface waves.

Question 7.
What are Plates?
Answer:
The parts of varying sizes of the Earth’s crust floating on the upper portion of the mantle are called plates.

Question 8.
What do you mean by an Epicentre?
Answer:
The point located on the surface of the Earth nearest to the focus is called the epicenter of the earthquake.

Question 9.
Explain Orogenic Movements
Answer:
The slow movements in the interior of the Earth that give rise to mountains are called orogenic movements (mountain building movements).

Question 10.
What is Folding1?
Answer:
As energy moves through the interior of the Earth, soft rocks are subjected to pressure leading to creation of folds called folding.

Question 11.
Define Fault.
Answer:
The fracture line created in a rock due to the energy waves moving away from each other is called a fault.

Question 12.
What is a Block Mountain?
Answer:
A raised portion of the crust between two parallel faults is called a block mountain.

Question 13.
What is a Rift valley?
Answer:
The area of subsidence between two adjoining faults is called a rift valley.

Question 14.
Explain Epeirogenic Movements.
Answer:
The Earth’s slow movements that give rise to continents and extensive plateaus are called epeirogenic movements.

Question 15.
Explain the process of Volcanic Eruption.
Answer:
A process in which hot solid, liquid and gaseous materials are thrown out from the mantle of the earth onto the surface of the earth, is called volcanic eruption.

Identify and name the internal movements.

Question 1.
Dust, smoke and mud with some lava coming out of Barren Island.
Answer:
Sudden Movement

Distinguish between:

Question 1.
Seismic Focus and Epicentre
Answer:

Seismic Focus	Epicenter
(i) The point below the surface where energy is released during an earthquake is called the seismic focus of the earthquake.	(i) The place on the surface which is directly above the focus and closest to it is called the epicenter.
(ii) From the seismic focus, an energy wave radiates in all directions.	(ii) Seismic waves reach the epicenter first and foremost and so its intensity is the maximum at this point.

Question 2.
Central Type Volcano and Fissure Type Volcano
Answer:

Central Type Volcano		Fissure Type Volcano
(i)	Lava is released through a pipe-like vent, hence it is called central type volcano.	(i)	Lava is released through a number of fissures or cracks, hence it is called fissure type volcano.
(ii)	The ejected material gets settled near the mouth of the central vent, giving rise to conical hills.	(ii)	The ejected material spreads on either side of the fissures and forms volcanic plateaus.
(iii)	e.g. Mt. Fujiyama of Japan, Mt. Kilimanjaro in Tanzania.	(iii)	e.g. the Deccan plateau of India

Question 3.
Orogenic Movements and Epeirogenic Movements
Answer:

Orogenic Movements	Epeirogemic Movements
(i) The movements that give rise to mountains are called Orogenic Movements.	(i) The movements that give rise to continents are called Epeirogenic Movements.
(ii) They lead to the formation of Fold mountains, Block mountains and Rift valleys.	(ii) They lead to the formation of continents and extensive plateaus.

Question 4.
Slow Internal Movements and Sudden Internal Movements
Answer:

Slow Internal Movements	Sudden Internal Movements
(i) The movements in the interior of the earth that are caused by continuous and slow release of energy are called slow internal movements	(i) The movements in the interior of the earth that are caused by the sudden release of energy on a large scale are called sudden internal movements.
(ii) Slow internal movements give rise to mountains and continents.	(ii) Sudden internal movements lead to earthquakes and volcanic eruptions.

Make friends with Maps!

Answer the following questions:

Question 1.
Examine the plate boundaries in the given map and write the names of the plates.
Answer:
North American Plate, South American Plate, Indo-Australian Plate, African Plate, Eurasian Plate, Pacific Plate, Antarctic Plate, Arabian Plate, Nazca Plate, Cocos Plate, Caribbean Plate, Scotia Plate, Arabian Plate and Somali Plate.

Question 2.
On which side of the continents of North and South America are the earthquake-prone zones located? Which mountains are located there?
Answer:
The earthquake-prone zone is located on the western side of North and South America. Rockies and Andes mountain ranges are located there.

Question 3.
In which mountainous zone in Asia does the earthquake-prone zone lie?
Answer:
The Himalayan mountainous zone of Asia is an earthquake-prone zone.

Question 4.
In which region are the volcanoes concentrated in Africa? What could be the reason?
Answer:
Volcanoes are concentrated in the eastern part of Africa along the Rift Valley region as this region is located on plate boundaries.

Question 5.
Correlate earthquake regions, distribution of volcanoes and plate boundaries.
Answer:
Plate boundaries are directly related to areas of earthquakes and volcanoes. Most of the volcanoes are located on the plate boundaries. Similarly, the earthquake zones are also seen in the border areas.

Give geographical reasons:

Question 1.
The secondary earthquake waves are very destructive.
Answer:

• Due to secondary earthquake waves, the grains in the rocks move up and down, that is, perpendicular to the direction of the movement of the waves.
• Therefore, secondary waves are very destructive.

Answer in brief:

Question 1.
Explain the types of volcanoes on the basis of their type of eruption, with examples.
Answer:
On the basis of the type of eruption, volcanoes can be divided into two types.
(i) Central-type or conical volcano:

• During eruption, the molten magma comes out through a pipe-like vent from inside the Earth’s surface. The lava spreads around the mouth of this vent, when it comes out.
•  Asa result, cone-shaped mountains start forming and conical volcanic mountains are formed.
• Mt. Fujiyama in Japan and Mt. Kilimanjaro in Tanzania are examples of central-type volcanoes and conical mountains.

(ii) Fissure-type volcano:

• During eruption, when the magma comes out not from a single vent, but from many cracks (fissures), it is called fissure-type volcanic eruption.
• The molten material coming out with the eruption spreads on both the sides of the fissure. ;
• As a result, volcanic plateaus are formed.
• The Deccan Plateau of India has also been formed due to such a type of volcanic eruption.

Question 2.
Describe the changes that take place on the surface of the Earth, due to the movements taking place in the interior of the Earth.
Answer:
The changes taking place on the surface of the Earth, due to the internal movements of the Earth are as follows:

1. The soft rocks are subjected to pressure due to the energy released in the interior of the Earth. This leads to the development of folds.
2. If the pressure is very high, large scale folds are formed, and their complexity increases. As a result, the surface of the Earth gets uplifted and fold mountains are formed.
3. When the energy waves move away from each other, tension in the rock is developed. In hard rocks, the tension leads to faulting, when a portion between two parallel faults is raised up, block mountains are created.
4. Sometimes, when the portion between two parallel faults subsides, a rift valley is created.
5. Sometimes, an extensive portion is raised to form a continent or an extensive plateau.

Question 3.
How are continents and extensive plateaus formed?
Answer:

• The epeirogenic movements are responsible for the formation of continents.
• Slow movements occur towards the centre or from the Earth’s centre towards the Earth’s crust.
• Because of these movements, a vast part of the Earth’s crust is uplifted or gets subsided.
• When the part of the Earth’s crust is uplifted above the sea mean level, continents are formed.
• Therefore, these movements are called continent-building movements.
• Extensive plateaus can also be formed because of such movements.

Question 4.
What are the effects of volcanoes?
Answer:
The following are the effects of volcanoes:

• Loss of life and property.
• Sometimes tsunamis get generated due to volcanic eruptions occurring below ocean floors.
• Dust, smoke, ash, gases, water vapour, etc. remain in the atmosphere for a long time.
• This may create an imbalance in the environment.
• Land may become fertile due to volcanic ash.
• Many minerals are found near the earth’s surface because of lava.
• New land is formed due to volcanic eruption or at times, an island may even disappear.
• Lakes are formed at the mouth of the craters of dead volcanoes when rainwater accumulates in them.

Question 5.
Explain the process of the formation of Block mountains.
Answer:

• Because of internal movements, horizontal waves moving away from each other are formed.
• This causes tension on the layers of rocks leading to the formation of fractures in the rocks called as faults.
• Similarly, waves coming towards each other in hard rocks also form faults due to compression.
• When a part of the earth’s crust in between two parallel faults is lifted, it looks like a block. Such a landform is called as a Block mountain.
  

Question 6.
Explain the process of formation of Rift valley.
Answer:

• When horizontal movements on the earth’s surface act in opposite direction, it causes tension on the rocks in the earth’s crust.
• When tension increases, fractures develop in the rocks leading to the formation of faults.
• Consequently, rocks on both the ends slide and the continuity in the layers of rocks is not found.
• Sometimes, two fractures develop side-by-side in the earth’s crust and land in between the two fractures subsides. This subsided deep part is called the rift valley.
  

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 1.4 Have you thought of the verb ‘have’ … Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 1.4 Have you thought of the verb ‘have’ …

English Kumarbharati 9th Solutions Chapter 1.4 Have you thought of the verb ‘have’ … Textbook Questions and Answers

1. Add sentences to those given in the passage to illustrate the uses of ‘have’ :

(a) To show possession
(b) To indicate relationship
(c) To refer to eating/drinking
(d) To show ownership
(e) To refer to events, activities and experiences
(f) To refer to a physical condition

Question 1.
Add sentences to those given in the passage to illustrate the uses of ‘have’ :
Answer:
(a) To show possession :

1. I have a new motorcycle.
2. The children have identical school bags,
3. My neighbour has three dogs.

(b) To indicate relationship :

1. I have a sister in Holland.
2. Do you have any siblings?
3. I have an aunt who is a singer.

(c) To refer to eating/drinking :

1. We usually have dinner at eight o’clock.
2. May I have that last piece of cake?
3. Have some juice if you are thirsty.

(d) To show ownership :

1. Our building has two lifts.
2. The company has two manufacturing units.
3. They have retail outlets throughout the country.

(e) To refer to events, activities and experiences :

1. We had a wonderful time at the picnic.
2. They have a funfair in their building every month.
3. Our children had a drawing exam yesterday.

(f) To refer to a physical condition :

1. My friend had fever last night.
2. My mother has a toothache quite often.
3. I have a broken nail which is painful.

2. Look up the following verbs in a good dictionary. List at least 20 different uses of each. You may include their use with different prepositions, adverbs or in idioms.

Question 1.
Look up the following verbs in a good dictionary. List at least 20 different uses of each. You may include their use with different prepositions, adverbs or in idioms.

Maharashtra State Board Class 9 English Solutions

Balbharti Maharashtra State Board Class 9 Science Solutions Chapter 11 Reflection of Light Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 Science Solutions Chapter 5 Acids, Bases and Salts

Class 9 Science Chapter 11 Reflection of Light Textbook Questions and Answers

1. Answer the following questions.

a. Explain the difference between a plane mirror, a concave mirror and a convex mirror with respect to the type and size of the images produced.
Answer:

	Plane mirror	Concave mirror	Convex mirror
Type of image	Virtual and Erect	Virtual (erect) as well as Real (inverted)	Virtual and Erect
Size of image	Same size	Diminished, Same size and magnified	Diminished

b. Describe the positions of the source of light with respect to a concave mirror in
1. Torch light
2. Projector lamp
3. Floodlight
Answer:
(a) Torch light: The source of light is placed at the focus.
(b) Projector lamp : The source of light is placed at the centre of curvature.
(c) Flood light : The source of light is placed just beyond the centre of curvature.

c. Why are concave mirrors used in solar devices?
Answer:

• Solar devices like solar cooker or solar water heater use solar energy to cook food or heat water.
• When sun rays fall on the concave mirror, they converge and come together in the focal plane.
• Due to convergence, the intensity of sun rays increases and the food or water is heated faster. Hence, concave mirrors are used in solar- devices.

d. Why are the mirrors fitted on the outside of cars convex?
Answer:

• A convex mirror is used as rear view mirror because they form erect, virtual, and diminished images.
• This, allows the driver to view a large area in a small mirror.

e. Why does obtaining the image of the sun on a paper with the help of a concave mirror burn the paper?
Answer:

• When sunrays fall on the concave mirror, they converge and come together in the focal plane.
• Due to convergence, the intensity of sunrays increases.
• Hence, image of the sun on a paper with the help of concave mirror bums the paper.

f. If a spherical mirror breaks, what type of mirrors are the individual pieces?
Answer:

• When a spherical mirror breaks into smaller pieces, the radius of curvature and focal length does not change.
• Hence, it will continue to behave like a spherical mirror only.

2. What sign conventions are used for reflection from a spherical mirror?
Answer:
According to the Cartesian sign convention, the pole of the mirror is taken as the origin. The principal axis is taken as the X-axis of the frame of reference. The sign conventions are as follows.

1. The object is always kept on the left of the mirror. All distances parallel to the principal axis are measured from the pole of the mirror.
2. All distances measured towards the right of the pole are taken to be positive, while those measured towards the left are taken to be negative.
3. The distance measured vertically upwards from the principal axis are taken to be positive.
4. The distance measured vertically downwards from the principal axis are taken to be negative.
5. The focal length of a concave mirror is negative while that of a convex mirror is positive.

3. Draw ray diagrams for the cases of images obtained in concave mirrors as described in the table on page 122.

Answer:
(a) A ray diagram for object at infinity for a concave mirror.

Image position	Nature of image
At focus	Real, inverted and point image

(b) A ray diagram for object beyond centre of curvature for a concave mirror.

An object beyond centre of curvature for a concave mirror

Image position	Nature of image
Between the centre of curvature and focus.	Real, inverted and diminished.

(c) A ray diagram for object at the centre of curvature for a concave mirror.

Object at centre of Curva fu re be a concave mirror.

Image position	Nature of image
At the centre of curvature.	Real, inverted and same size

(d) A ray diagram for object between F and C for a concave mirror.

Object between F & C for a concave mirror

Image position	Nature of image
Beyond the centre of curvature.	Real, inverted and magnified.

(e) A ray diagram for obj ect at focus for a concave mirror.

Object at focus for a concave mirror.

Image position	Nature of image
At infinity.	Real, inverted and highly magnified.

(f) A ray diagram for object between pole and focus for a concave mirror.

Image position	Nature of image
Behind the mirror.	Virtual, erect and magnified.

4. Which type of mirrors are used in the following?
Periscope, floodlights, shaving mirror, kaleidoscope, street lights, headlamps of a car.

Answer:

Objects	Type of Mirror
Periscope	Plane mirror
Floodlights	Concave mirror
Shaving mirror	Concave mirror
Kaleidoscope	Plane mirror
Street lights	Convex mirror
Head lamps of car	Concave mirror

5. Solve the following examples

a. An object of height 7 cm is kept at a distance of 25 cm in front of a concave mirror. The focal length of the mirror is 15 cm. At what distance from the mirror should a screen be kept so as to get a clear image? What will be the size and nature of the image?
Solution:
Given: Object size (h₁) = 7 cm
Object distance (u) = -25 cm
Focal length (f) = -15cm
To find: Image distance (u) = ?
Image size (h₂) = ?

The screen should be kept 373 cm in front of the mirror. The image is real.

The height of the image is 10.5 cm, it is an inverted and enlarged image.

b. A convex mirror has a focal length of 18 cm. The image of an object kept in front of the mirror is half the height of the object. What is the distance of the object from the mirror?
Solution:
Given: Image size (h₂) = ¹/₂ h₁
Focal length (f) = 18 cm
To find: Object distance (u) ?

The object is placed in front of the convex mirror at a distance of 18 cm.

c. A 10 cm long stick is kept in front of a concave mirror having focal length of 10 cm in such a way that the end of the stick closest to the pole is at a distance of 20 cm. What will be the length of the image?
Solution:
Given: Object size (h₁) = 10 cm
Object distance (u) = -20 cm
Focal length (f) = -10 cm

The height of the image is 10 cm and it is a real and inverted image.

6. Three mirrors are created from a single sphere. Which of the following:
pole, centre of curvature, radius of curvature, principal axis – will be common to them and which will not be common?
Answer:

• Centre of curvature and Radius of curvature will be common for all three pieces.
• Pole and Principal axis will not be common.

Class 9 Science Chapter 11 Reflection of Light Intext Questions and Answers

Class 9 Science Chapter 11 Reflection Of Light Question 1.
What is light
Answer:
Light is a form of electromagnetic radiation that produces the sensation of vision.

9th Class Science Chapter 11 Reflection Of Light Exercise Question 2.
What is a mirror?
Answer:
A mirror is a reflecting surface which reflects light and creates clear images.

9th Class Science Chapter 11 Reflection Of Light Exercise Answer Question 3.
Principal Focus of Concave and Convex Mirror.
Answer:

Principal Focus of the Concave Mirror	Principal Focus of the Convex Mirror
(i) Incident rays which are parallel to the principal axis of a concave mirror, after reflection from the mirror, meet at a particular point in front of the mirror on the principal axis. This point (F) is called the principal focus of the concave mirror. (ii) It is formed in front of the mirror. (iii) Focus of concave mirror is real.	(i) Incident rays parallel to the principal axis, after reflection, appear to come from a particular point behind the mirror lying along the principal axis. This point is called the principal focus of the convex mirror. (ii) It is formed behind the mirror. (iii) Focus of convex mirror is virtual.

9th Class Science Chapter 11 Reflection Of Light Notes Question 4.
If we hold a page of a book in front of a mirror, we see laterally inverted letters in the mirror. Why does it happen?
Answer:

• When we hold a page of a book in front of the mirror, the image of the words appear laterally inverted.
• The image of every point of the word is formed behind the mirror at the same distance from the mirror
• Because of this the left and right side of the image is interchanged.
• Hence, if we hold a page of a book in front of a mirror, we see laterally inverted letters in the mirror.

11 Reflection Of Light Exercise Question 5.
Which letters of the English alphabet form images that look the same as the original letters?
Answer:
A, H, I, M, O, T, U, V, W, X, Y

9th Science Chapter 11 Reflection Of Light Exercise Question 6.
When a person stands in front of a plane mirror, how is the image formed? What is the nature of the image?
Answer:

• The image of a person is formed from every point of the source, thereby forming an extended image of the whole source.
• The image formed would be virtual, upright and left-right reversed.

Answer the following questions:

Reflection Of Light Class 9 Questions And Answers Question 1.
Place two plane mirrors at an angle of 90a to each other. Place a small object between them. Images will be formed in both mirrors. How many images do you see? Now change the angle between the mirrors as given in the following table and count the number of images each time. How is this number related to the measure of the angle?
Answer:
The Relation between the angle between the mirrors and the number of images formed is given by
\(n=\frac{360^{\circ}}{\mathrm{A}}-1\)
n = number of images,
A = angle between the mirrors

Angle	Number of images
120°	2
90s	3
60®	5
45®	7
30®	11

Class 9 Science Chapter 11 Reflection of Light Additional Important Questions and Answers

Can you recall?

9th Class Science Chapter 11 Reflection Of Light Question 1.
What is meant by reflection of light and what are the types of reflection?
Answer:
The bouncing back of light when it hits an opaque surface is called reflection of light. The two types of reflection are regular and irregular reflection.

Reflection Of Light Class 9 Exercise Answers Question 2.
What are the laws of reflection.
Answer:

• The incident ray, reflected ray and normal all lie in the same plane at the point of incidence.
• The angle of incidence is equal to the angle of reflection.
• The incident ray and the reflected ray lie on opposite sides of the normal.

Choose and the correct option:

Class 9th Science Chapter 11 Reflection Of Light Question Answer Question 1.
If the reflected rays do not actually meet, such an image is called as image.
(a) real
(b) virtual
(c) magnified
(d) inverted
Answer:
(b) virtual

Class 9 Science Chapter 11 Reflection Of Light Exercise Solutions Question 2.
In a plane mirror, the perpendicular distance of the image from the mirror is equal to
(a) the perpendicular distance of the source from the object.
(b) the perpendicular distance of the source from the mirror.
(c) the parallel distance of the source from the object.
(d) the parallel distance of the source from the mirror.
Answer:
(b) the perpendicular distance of the source from the mirror

Reflection Of Light Class 9 Notes Pdf Maharashtra Board Question 3.
The image formed in a convex mirror is always
(a) virtual, smaller and behind the mirror
(b) virtual, smaller and in front of the mirror
(c) real, smaller and behind the mirror
(d) real, smaller and in front of the mirror
Answer:
(a) virtual, smaller and behind the mirror

Reflection Of Light Class 9 Solutions Question 4.
images can be displayed on a screen.
(a) Virtual
(b) Real
(c) Virtual and erect
(d) Virtual and inverted
Answer:
(b) Real

9th Class Science Chapter 11 Reflection Of Light Exercise Pdf Question 5.
A concave mirror is also called as a mirror.
(a) converging
(b) diverging
(c) plane
(d) outward curved
Answer:
(a) converging

9th Science Chapter 11 Reflection Of Light Question 6.
The centre of the mirror surface is called its
(a) pole
(b) centre of curvature
(c) principal axis
(d) focus
Answer:
(a) pole

Class 9 Science Chapter 11 Question Answer Reflection Of Light Question 7.
According to the new sign convention, the of the mirror is taken as origin.
(a) focus
(b) pole
(c) optical centre
(d) centre of curvature
Answer:
(b) pole

Class 9 Science Chapter 11 Reflection Of Light Exercise Question 8.
A convex mirror is also called as a mirror.
(a) converging
(b) plane
(c) diverging
(d) inward curved
Answer:
(c) diverging

Reflection Of Light Class 9 Maharashtra Board Question 9.
In order to see the full image of a person standing in front of a mirror, the minimum height of the mirror must be
(a) same height as that of the person
(b) double the height of the person
(c) half the height of the person
(d) quarter the height of the person
Answer:
(c) half the height of the person

Reflection Of Light Exercise 9th Class Question 10.
If the inner surface of the spherical mirror is reflecting, then it is a mirror, and if the outer surface is reflecting then it is mirror.
(a) convex, concave
(b) convex, plane
(c) concave, plane
(d) concave, convex
Answer:
(d) concave, convex

9th Std Science Chapter 11 Reflection Of Light Question 11.
The image formed by a concave mirror is
(a) always virtual and erect
(b) always virtual and inverted
(c) virtual if the object is placed between the pole and the focus
(d) virtual if the object is beyond the focus
Answer:
(c) virtual if the object is placed between the pole and the focus

Question 12.
No matter how far you stand from a spherical mirror, your image appears erect. The mirror may be
(a) plane
(b) concave
(c) convex
(d) either plane or convex
Answer:
(d) either plane or convex

Question 13.
In case of a concave mirror, an erect image is
(a) real and enlarged
(b) real and diminished
(c) virtual and diminished
(d) virtual and enlarged
Answer:
(d) virtual and enlarged

Question 14.
A rear view mirror of a car is
(a) plane mirror
(b) concave mirror
(c) convex mirror
(d) cylindrical mirror
Answer:
(c) convex mirror

Question 15.
An image of an object placed at infinite distance from a concave mirror is formed at
(a) the focus of the mirror
(b) behind the mirror
(c) centre of curvature
(d) infinity
Answer:
(a) the focus of the mirror

Question 16.
A ray of light parallel to principal axis after reflection from concave mirror passes through
(a) centre of curvature
(b) focus
(c) pole
(d) optical centre
Answer:
(b) focus

Question 17.
The image made by a plane mirror is a image.
(a) real
(b) virtual
(c) inverted
(d) diminished
Answer:
(b) virtual

Question 18.
The size of the image of an object placed at the focus of a concave mirror is
(a) erect
(b) very large
(c) same size
(d) diminished
Answer:
(b) very large

Question 19.
For virtual images, the height is while for real images, it is
(a) positive, positive
(b) negative, positive
(c) negative, negative
(d) positive, negative
Answer:
(d) positive, negative

Find the odd man out:

Question 1.
Torches, flood lights, head lamps of vehicles, rear view mirror.
Answer:
Rear view mirror – In rear view mirrors, convex . mirror is used. Concave mirrors are used in the rest.

Question 2.
Side mirrors of cars, parking mirrors, flood lights, mirror fitted in shops.
Answer:
Flood lights – In flood lights concave mirror is used. Convex mirrors are used in the rest.

Question 3.
Virtual and enlarged, virtual and diminished, real and inverted, real and magnified
Answer:
Virtual and diminished type of image is not formed by a concave mirror. All the other types of images are formed by a concave mirror.

Question 4.
Image is laterally inverted, image is of same size, image is at same distance, image is diminished.
Answer:
Image is diminished is not a characteristic of image formed in a plane mirror. Rest of them are characteristics of plane mirror.

Answer the following in one sentence:

Question 1.
What kind of mirror will a doctor use to concentrate on teeth, eyes, ears etc.?
Answer:
The doctor will use a concave mirror to concentrate on teeth, eyes, ears etc.

Question 2.
What do the nature, position and size of the image depend on?
Answer:
The nature, position and size of the image depend upon the distance of the object from the reflecting surface.

Question 3.
Give the expression for mirror formula.
Answer:
\(\frac{1}{v}+\frac{1}{u}=\frac{1}{f}\)

Question 4.
State any four uses of concave mirror.
Answer:
Concave mirrors are used in torches, headlights, shaving mirrors, dentists’ mirrors, solar devices etc.

Question 5.
What are the two types of spherical mirror?
Answer:
Convex mirror and concave mirror are the two types of spherical mirror.

Match the columns:

Question 1.

Column ‘A’	Column ‘B’
(1) Plane mirror	(a) Rear view mirror
(2) Concave mirror	(b) At laughing gallery
(3) Convex mirror	(c) At a hair dresser
(4) Irregular curved mirror	(d) At a dentist

Answer:
(1 – c),
(2 – d),
(3 – a),
(4 – b)

Question 2.

Column ‘A’	Column ‘B’
(1) Plane mirror	(a) Virtual and diminished image
(2) Concave mirror	(b) Virtual and same size image
(3) Convex mirror	(c) Real and inverted image

Answer:
(1 – b),
(2 – c),
(3 – a)

State whether the following statements are true or false. Correct the false statements:

(1) If the mirrors are kept at right angle to each other, then the number of images formed will be 4.
(2) A convex mirror is used in flood lights.
(3) A concave mirror always forms a magnified image.
(4) Images formed by convex mirrors are always virtual.
(5) The distance between the focus and the pole is called the radius of curvature.
(6) Reflection from a spherical mirror obeys laws of reflection.
(7) The reflecting surface of a concave mirror is curved.
(8) Distances measured in the direction of the incident light are taken as positive.
(9) If the image is erect, the height of the image is negative.
(10) A real image can be displayed on a screen.
(11) A concave mirror always forms a real and inverted image.
(12) Doctors use diverging beam of light to study teeth, ears and eyes.
Answer:
(1) False. if the mirrors are kept at right angle to each other then the number of images formed will be 3.
(2) False. a concave mirror is used in flood lights.
(3) False. a concave mirror can sometimes form a diminished image as well.
(4) True
(5) False. the distance between the focus and the pole is called the focal length.
(6) True
(7) True
(8) True
(9) False. if the image is erect, the height of the image is positive.
(10) True
(11) False. a concave mirror can also form a virtual and erect image.
(12) False. doctors use a converging beam of light to study teeth, ears and eyes.

Give scientific reasons:

Question 1.
A concave mirror is called a converging mirror.
Answer:

• When rays of light parallel to the principal axis are incident on concave mirror, they converge.
• After convergence, they meet at one point on the principal axis, hence concave mirror is called converging mirror.

Question 2.
Concave mirrors are used in torches and in car headlights.
Answer:

1. Concave mirrors are used in torches and car headlights because when a source of light is placed at the focus of a concave mirror, a parallel beam of light rays is obtained.
2. This helps us to see things upto a considerable distance in the darkness.

Question 3.
A dentist uses a concave mirror while examining teeth.
Answer:

• A concave mirror produces an erect, virtual and magnified image of an object placed between its pole and focus.
• A dentist uses this principle to get a clear and distinct image of teeth, hence, a dentist uses a concave mirror.

Solve the following numerlcals.

Tips for solving numerical:

• Object distance (u) is always -ve
• If Image distance (u) is +ve then image is behind the mirror and virtual. if u is -ve then image is in front of the mirror and real.
• Object height (h₁) is always +ve since it is erect.
• Image height (h₂) can be +ve for virtual and -ve for real.

Type – A

Question 1.
A bird is sitting in front of two plane mirrors inclined at an angle of 600 to each other. How many images does the bird see in the mirror?
Solution:
Given : Angle between mirror A = 60⁰
To find: Number of images formed n = ?

The brrd sees 5 images in the mirror.

Question 2.
A coin is kept in front of two plane mirrors inclined to each other. If 3 images of the coin are seen then what is the angle A between the mirrors?
Solution:
Given: no. of images formed n =3
To find: Angle between mirror A =?


The mirrors are inclined atan angle of 900 to each other.

Question 3.
An image is formed 5 cm behind a convex mirror of focal length 10 cm. At what distance is the object placed from the mirror?
Solution:
Given: Image distance (u) = 5 cm
Focal length (f) = 10 an
To find: Object distance (u) = ?

The object is placed at a distance of 10 cm in front of the mirror.

Question 4.
An object placed 20 cm in front of a convex mirror is found to have an image 15cm behind the mirror. Find the focal length of the mirror.
Solution:
Given: Object distance (u) = -20 cm
Image distance (u) = 15 cm
To find: focal length (f) = ?


The focal length of the convex mirror is 60 cm.

Numerical For Practice

Question 5.
An object is placed at a distance of 36 cm from a concave mirror of focal length 12 cm. Find the image distance.
Answer:
-18 cm

Question 6.
An arrow is placed at a distance of 25 cm from a diverging mirror of focal length 20 cm. Find the image distance.
Answer:
11.1 cm

Type – B

Question 1.
An object 4cm in height is placed at a distance of 36 cm from a concave mirror. The image is formed 18 cm in the front of the mirror. Find the height of the image.
Solution:
Given: Object height (h₁) = 4 cm
Image distance (u) = -18 cm
Object distance (u) = -36 cm
To find: Height of image (h₂) = ?

The height of the image is 2 cm and it is inverted.

Question 2.
An object 2 cm high is placed at a distance of 16cm from a concave mirror which produces a real image 3 cm high. Find the image distance.
Solution:
Given: Object height (h₁) = 2 cm
Object distance (u) = -16 cm
Image height (h₂) = -3 cm
To find: Image distance (u) = ?

The image is formed at a distance of 24 cm in front of the mirror.

Numericals For Practice

Question 3.
An object 10cm in height is placed at a distance of 36 cm from a concave mirror. 1f the image is formed at a distance of 18 cm in front of the mirror, find the height of the image.
Answer:
-5cm

Question 4.
A converging mirror forms a real image of height 4 cm of an object of height 1 cm placed 20 cm away from the mirror. Find the image distance.
Answer:
-80cm

Type – C

Question 1.
Rajashree wants to get an inverted image of height 5 cm of an object kept at a distance of 30 cm from a concave mirror. The focal length of the mirror is 10 cm. At what distance from the mirror should she place the screen? What will be the type of the image, and what is the height of the object?
Solution:
Given:
Focal length = f = -10 cm,
Object distance = u = -30 cm
Height of the image = h₂ = 7 cm
To find: Height of the object = h₁ = ?
Image distance = u =?

Rajashree has to place the screen 15 cm to the left of the mirror.
Magnification formula

The height of the object is 10 cm. Thus, the image will be real and diminished.

Question 2.
A 10 cm long stick is kept horizontally in front of the concave mirror having focal length of 10 cm in such a way that the end of the stick closest to the pole is at a distance of 20 cm. What will be the length of the image?
Solution:
The stick is kept parallel to the Principal axis. Distance between A and P is 20 cm. Say u₁ = 20 cm.
Hence, the other end of the stick is at distance, u₂ = (u₁ + 10) = 30 cm from pole of the mirror.

Using mirror formula for concave mirror,
Solution:

Here, negative signs indicate that images are formed on the left of the mirror.

The length of the image formed ?s given by, u = u₂ – u₁ = 15 – (-20) = 5cm.
The length of the image is 5 cm.

Numerical For Practice

Question 3.
An object 2 cm in height is placed at a distance of 16 cm from a concave mirror. If the focal length of the mirror is 9.6 cm., find the image distance, nature and size of the image.
Answer:
u = -24 an, h₂ = -3 cm; real, inverted and enlarged.

Question 4.
An arrow of 2.5cm height is placed at a distance of 25 cm from a diverging mirror of focal length 20 cm. Find the nature, position and size of the image formed.
Answer:
v = 11.1cm, h₁ = 1.1cm; virtual and in dimirrished form.

Define the following:

Question 1.
Centre of curvature of mirror (C)
Ans.
The centre of the sphere of which the mirror is a parte is called the centre of curvature of the mirror.

Question 2.
The radius of curvature (R)
Answer:
The radius of the sphere of which the mirror is a part, is called the radius of curvature of the mirror.

Question 3.
Pole (P)
Answer:
The centre of the mirror surface is called its pole.

Question 4.
The principal axis of a mirror
Answer:
The straight line passing through the pole and centre of curvature of the mirror is called its principal axis.

Question 5.
The focus of a concave mirror (F)
Answer:
Incident rays which are parallel to the principal axis of a concave mirror, after reflection from the mirror, meet at a particular point in front of the mirror on the principal axis. This point (F) is called the principal focus of the concave mirror.

Question 6.
Focus of a convex mirror (F)
Answer:
Incident rays parallel to the principal axis, after reflection, appear to come from a particular point behind the mirror lying along the principal axis. This point is called the principal focus of the convex mirror.

Question 7.
Focal length of a mirror (f)
Answer:
The distance (f) between the pole and the principal focus of the mirror is called the focal length. This distance is half of the radius of curvature of the mirror. \(f=\frac{R}{2}\)

Answer the following in short:

Question 1.
What are the rules for drawing ray diagrams for the formation of image by spherical mirror?
Answer:
The rules are as follows :

• If an incident ray is parallel to the principal axis, then the reflected ray passes through the principal focus.
• If an incident ray passes through the principal focus of the mirror, the reflected ray is parallel to the principal axis.
• If an incident ray passes through the centre of curvature of the mirror, the reflected ray traces the same path back.

Distinguish between:

Question 1.
Convex mirror and Concave mirror
Answer:

Convex mirror	Concave mirror
(i) In a convex mirror, the reflecting surface is on the outer side. (ii) It is called a diverging mirror. (iii) The focus of a convex mirror is virtual. (iv) It can form only a virtual image. (v) It can form only a diminished image.	(i) In a concave mirror, the reflecting surface is on the inner side. (ii) It is called a converging mirror. (iii) The focus of a concave mirror is real. (iv) It can form a real as well as a virtual image. (v) It can form an enlarged, diminished as well as the same size image.

Question 2.
Real image and Virtual image
Answer:

Real image	Virtual image
(i) A real image is formed only when the reflected rays actually meet at a point. (ii) Real images can be obtained on a screen. (iii) All real images are inverted.	(i) A virtual image is formed only when the reflected rays appear to meet at a point. (ii) Virtual images cannot be obtained on a screen. (iii) All virtual images are erect.

Answer the following questions:

Question 1.
If we keep the mirrors parallel to each other, how many images will we see ?
Answer:
When two mirrors are kept parallel to each other infinite images are formed, this is because light gets reflected infinite times.

Answer in detail:

Question 1.
What sign conventions are used for reflection from a spherical mirror?
Answer:

According to the Cartesian sign convention, the pole of the mirror is taken as the origin. The principal axis is taken as the X-axis of the frame of reference. The sign conventions are as follows.

• The object is always kept on the left of the mirror. All distances parallel to the principal axis are measured from the pole of the mirror.
• All distances measured towards the right of the pole are taken to be positive, while those measured towards the left are taken to be negative.
• Distance measured vertically upwards from the principal axis are taken to be positive.
• Distance measured vertically downwards from the principal axis are taken to be negative.
• The focal length of a concave mirror is negative while that of a convex mirror is positive.

Question 2.
Draw ray diagrams for the image obtained in convex mirrors.
Answer:

Image position	Nature of image
Behind the mirror.	(A) Virtual, (B) Erect (C) Diminished

Question 3.
In order to see the full image of a person standing in front of a mirror, the minimum height of the mirror must be half the height of the person. Explain.
Answer:

Proof:

1. In the figure, the point at the top of the head, the eyes and a point at the feet of a person are indicated by H, E and F respectively.
2. R and S are midpoints of HE and EF respectively.
3. The mirror PQ is at a height of NQ from the ground and is perpendicular to it. PQ is the minimum height of the mirror in order to obtain the full image of the person.

For this, RP and QS must be perpendicular to the mirror.

Minimum height of the mirror
PQ = RS
= RE + ES
\(=\frac{\mathrm{HE}}{2}+\frac{\mathrm{EF}}{2}=\frac{\mathrm{HF}}{2}\)
= Half of the person’s height.

Question 4.
Determine the sign of magnification in each of the 6 cases in the table and verify that they are same using formulae
\(\mathbf{M}=\frac{h_{2}}{h_{1}}\) and \(\mathbf{M}=\frac{-v}{u}\)
Answer:

Question 5.
Explain the images formed by concave mirrors with respect to position of the image and object and also the Nature and size of image
Answer:

Balbharti Maharashtra State Board Class 9 English Solutions My English Coursebook Chapter 3.4 Think Before You Speak! Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 My English Coursebook Solutions Chapter 3.4 Think Before You Speak!

My English Coursebook Std 9 Guide Chapter 3.4 Think Before You Speak! Textbook Questions and Answers

Warming up:
Chit-chat

1. Do you write a diary?
2. Do you write letters or notes to your friends and relatives?
3. Do you ever fight with your friends?
4. Do you have arguments with your family members?
5. What are the arguments about?

Read the following words which may be used in place of speak-

Question (a)
Tick the words you know and underline the ones that you do not know. Find their meaning and pronunciation from a good dictionary.
1. Which of these words have a positive meaning?
2. Which of these words suggest an unpleasant context?

Question (b)
Try to translate these words into your mother tongue to show the different shades of meaning.

English Workshop:

1. The same word can be used as a noun in some sentences and as a verb in others.

Question 1.
The same word can be used as a noun in some sentences and as a verb in others.
For example,
1. Many are the empty remarks. ………………. (Noun)
2. A wise man once remarked, …………………. (Verb)

Make two sentences of your own with each of the words given below, using the same word as a noun in one and as a verb in another:

Question (a)
Change:
Answer:
1. He experienced a big change in his life. (Noun)
2. She changed her mind and joined them. (Verb)

Question (b)
Show:
Answer:
1. The young boy hosted the television show. (Noun)
2. They showed us the way to the post office. (Verb)

Question (c)
throw:
1. The naughty boy throws stones at a dog. (verb)
2. The wicketkeeper could not catch the throw properly, (noun)

Question (d)
return:
1. He will return from Pune soon. (verb)
2. I shall meet him on his return from London.(noun)

Question (e)
benefit:
1. He invests money in the mutual fund so that he will be benefitted in future, (verb)
2. He is enjoying the benefits of his hard work and honesty, (noun)

2. Complete the following:

Question 1.
Complete the following:
(a) Our ears are like funnels because ………………….
(b) The two rows of teeth are like a fence because ………………
(c) The two lips are like a fence because ……………..
(d) Harsh words are like scattered bits of paper carried away by the wind because ………………..
Answer:
(a) Our ears are like funnels because there is no door with which you can close them.
(b) The two rows of teeth are like a fence because every word you speak must pass through this wall of teeth.
(c) The two lips are like a fence because before a word can be spoken, it has to pass, it has to pierce through these two w alls.
(d) Once you have spoken a word you cannot get it back.

3. Write a brief summary of the story of the young man and his spiritual teacher, making the young man the narrator:

Question 1.
Write a brief summary of the story of the young man and his spiritual teacher, making the young man the narrator:
You may begin as given below. ‘I went quickly to my spiritual teacher for advice
because I had ……………… (Now continue)
Answer:
The young man and his spiritual teacher I went quickly to my spiritual teacher for advice because I had hurt my friend with my harsh and unkind words. I wanted to make amends. My teacher gave me a sheet of paper and a pen and asked me to write all the harsh words I had spoken.

When I did so he asked me to tear it into small bits and then throw them out of the window. When I did that he ‘i asked me to collect as many hits of paper as I could. That was impossible but I gave a try but could not collect a single torn bit. The teacher told me, that is what happens with the spoken word. He advised me to think before I speak in anger.

4. Translate the following sentences into your mother tongue.

Question 1.
Translate the following sentences into your mother tongue.
(a) The first question we must ask ourselves before we speak is – is it true?
(b) The second question to ask is – is it pleasant?
(c) The third question according to Socrates is – is it useful?
Answer:
The three questions were – is it true?, is it pleasant?, is it useful? Socrates told the youth that they should ask the three questions and if they get affirmative answers to them, they can open their mouths to speak.

(a) About the first question – is it true? – he advised that they should not utter a single word if they are not sure about the truth of what they are saying. If you utter words without thinking, you will be the cause of the spreading untruth.

(b) About the second question – is it pleasant? – he advised that they should not pass empty, vain remarks that might hurt others. Leave these unpleasant words remain unspoken.

(c) About the third question – is it useful? – Socrates advised the youth that our words should bring comfort to others and help them. If they are sure about it they should go ahead and speak.

5. ‘A very wise man once remarked that of the unspoken word you are a master, of the spoken word, you are a slave.’

Question 1.
Read the following sentence.
‘A very wise man once remarked that of the unspoken word you are a master, of the spoken word, you are a slave.’

The sentence has two pairs of opposites – spoken and unspoken, and master and slave. The contrasting ideas make the sentence more effective. Putting together opposite or contrasting ideas in one sentence is a literary device. It is called antithesis.

Read the following examples of antithesis.

1. Give every man thy ear, but few thy voice.
2. Man proposes, God disposes.
3. Speech is silver, but silence is gold.
4. Patience is bitter, but it has a sweet fruit.

6. Find some examples of antithesis from your mother tongue and translate them into English.

Question 1.
Find some examples of antithesis from your mother tongue and translate them into English.
Answer:

1. Give food, clothes, etc. to your child, but never give your earnings.
2. Hard work is exhausting, but its benefits are pleasing.
3. Listen to people, but j do what your conscience says.
4. Money can buy everything, but not happiness.

7. We have seen that clauses are parts of a sentence, and they are classified as main and subordinate or dependent clauses. Dependent clauses can be further classified as follows according to the work they do in a sentence.

How do we decide whether a clause is a noun clause, an adjective clause or an adverb clause? There is a simple rule – we can replace an adverb clause with an adverb, an adjective clause with an adjective and a noun clause with a noun.

Look at the following examples:

• But I don’t know the answer. (Noun)
  But I don’t know what they want. (Noun clause)
• He told us a funny story. (Adjective)
  He told us a story that was funny. (Adjective clause)
• They went away. (Adverb)
  They went when you were talking to your friend. (Adverb clause)

Now complete the following on your own :

1. But I don’t know ……………………………..
2. He told us ………………………………………
3. They went ………………………………………

8. Think before you use! Name some ‘ready to eat’ and ‘ready to cook’ food items available in the market. Discuss the following in groups.

Question 1.
Think before you use! Name some ‘ready to eat’ and ‘ready to cook’ food items available in the market. Discuss the following in groups.
(a) Discuss whether it is necessary to use such items and why they are sold.
(b) Discuss the possible adverse effects of such food items.
(Students may use the following points)
Food items: burger, pasta, pizza, hot-dog, soups, noodles, etc.
Answer:
(a) Points: not necessary to use-people use them for a matter of convenience – different tastes other than home food – office-going, working people’s need – young children’s craze, ready and easy to eat – many customers – good sell – good income for the manufacturers.
(b) Points: adverse effects: kidney failure, obesity, blood pressure, overweight, heart attack.

5. Activity: Live English: Packs, packets, pouches, wrappers

1. Activity: Live English : Packs, packets, pouches, wrappers

Question (a)
Given above is the picture of an imaginary food item’s packet. Let us see how to ‘read’ the matter on the packet as a vigilant consumer. Look at the wrapper and complete the sentences.
Answer:

1. The name of the food item is noodles.
2. It is made by Monnie Foods Corporation Ltd., Pune.
3. It is a Veg food item. (Veg/Non-veg)
4. 
5. The ingredients of noodles are wheat flour, vegetable oil, salt, carbonates.
6. The date of packing is 27/6/2017 and the expiry date is not given.
7. It should be consumed before 8 months from the date of manufacturing.

Question 1.
Try and obtain more information about the various symbols printed on the packet:
Answer:

2. Discuss the following with the help of given points:

Question 1.
Why the ‘recipe’ is given on the packet:
Answer:
Points: to prepare recipe fast in simple and enjoyable way/manner, proper additives, water, etc. to manage timing-preparing the food item in short time without confusion.

Question 2.
Why the packet tells us to visit the website of the company :
Answer:
Points: for complaining about the bad food product – to enquire about another food products of the company – to get more information about the food item in the packet.

Question 3.
What ideas are used to make the packet attractive :
Answer:
Points: well designed – illustrations for making recipe – separate tables for ingradients, Nutrition facts and recipe – beautiful attractive writing – clear instructions.

Question 4.
How you will verify whether something is good for you to eat:
Answer:
Points: after reading information on the packet especially about ingredients and nutrition facts taste after having the food item – from reliability and genuineness of the manufacturer – popularity.

Question (b)
Collect the outer coverings of fast food items. Discuss the following points in groups and then write your observations in your notebook.
Answer:

1. ngredients
2. Manufactured by
3. Net weight
4. Veg or Non-veg
5. Recipe
6. Nutrition facts
7. MRP
8. Mfg. date
9. Website
10. Other instructions, if any

Question (c)
Work in groups and prepare an attractive wrapper or packet for any product of your choice. Prepare an advertisement for your product.

Question (d)
You want to convince the customer to buy your product. Prepare a conversation between you and the customer about it.
Answer:
Convincing a customer about a product

• Myself: Welcome to our shop. How can I help you?
• Customer: I want some quality fast food. My daughter is craving for it since morning!
• Myself: No problem Sir. We have variety of food items in our shop. But I shall insist you to buy this ‘Mineral Noodles’.
• Customer: I haven’t heard about this.
• Myself: Don’t worry Sir. I won’t give you any ordinary product. It is new and has become a craze in the market.
• Customer: What is special about it?
• Myself: Yes, I tell you. It’s a purely vegetarian t food, rich with important ingredients, rarely found in other products.
• Customer: What about the taste?
• Myself : Quite yummy. Children are greedy for it.
• Customer: Are there any chemical additives?
• Myself: Not at all, every ingredient is natural, healthy and nutritious. No complaint this date! Its recipe is simple, easy and can be prepared in five minutes. This will be your best choice. You won’t repent, and see the price – less than any renowned products. You must buy it. Customer: I believe your words. Pack me three packets of ‘Mineral Noodles’.
• Myself: Here they are!
• Customer: Thank you.
• Myself: Welcome, Sir.

Question (e)
Your younger sister wants to eat something tasty. You are telling her the recipe of one such food item. Prepare a dialogue about
Answer:
An Instant Recipe
(My younger sister comes to my study room asking for something to eat, since Mom isn’t at home.)

• Sister: Dada! I am really hungry. Can you help me make something tasty? Mother isn’t at home.
• Myself: I am studying right now, sis! But I surely can tell you a recipe that will delight your taste buds as well as fill your stomach.
• Sister: Thank you, Dada. So what I need to do. What will be the ingredients?
• Myself: Nothing fancy! You need a salty, crispy biscuit packet and slices of cheese and tomato ketchup.
• Sister: Here are them all. Anything else.
• Myself: Nothing! Now take two biscuits and cut the slice of cheese according to the size of the biscuits.
• Sister: Like this, right?
• Myself: That’s good! Now place the cheese slice between two biscuits and dip in ketchup. Your tasty, crispy, tummy filling delight is ready.
• Sister: It is so simple! And that’s really delicious, Dada. I’ll make more of these and will arrange in this plate for me and you to enjoy. Thank you!
• Myself: It’s my pleasure!

My English Coursebook 9th Class Solutions Chapter 3.4 Think Before You Speak! Additional Important Questions and Answers

Simple Factual Activity:

Question 1.
Complete the following:
(Answers are directly given.)
Answer:
1. Harsh words are like scattered bits of paper carried away by the wind because it is very difficult
to take them back.
2. The young man said that he had spoken very harsh and unkind words to his friend and he was deeply hurt.

Question 2.
Who said to whom?

1. “How can I make amends?”
2. “Go out into the street and collect the bits of | paper.”
3. “Write all the harsh things you said to him.”
4. “Learn to think before you speak in anger.”

Answer:

1. The young man said to his spiritual teacher.
2. The teacher said to the young man.
3. The teacher said to the young man.
4. The teacher said to the young man.

Complex Factual Activities:

Question 1.
What does the narrator tell you about the two fences that you have to pass before speaking a word?
Answer:
The narrator tells us that if you have to speak even a single word, that word must pass through two fences (walls). The first one is of our two rows of the teeth and the second is of our two lips. Before a word can be spoken, it has to pass/ pierce through these two fences or walls. Therefore we must think carefully before we utter a word or speak something.

Question 2.
What were a wise man’s thoughts about our spoken word?
Answer:
The wise man thought that you are the slave of your spoken word. Once you have spoken a word you cannot get it back whatever you do. Therefore you must be careful about the word that you choose for speaking. Once the word has left your lips, you will not be able to get it back; you cannot take it back; you cannot change it or control it.

Question 3.
How did the spiritual teacher teach a lesson to the young man about his harsh and unkind words to his friend?
Answer:
The teacher gave the young man a sheet of paper and a pen and asked him to write down all the harsh, unkind words he had spoken to his friend. When he had written, the teacher asked him to tear up the sheet of paper into many small bits and throw them out of the window. As he did this he asked him to collect all the tiny bits of paper.

The young man tried his best but could not collect a single torn bit of paper because they were scattered far and wide. The teacher told the young man that the spoken words are like the bits of paper; they cannot be taken back and advised him to think before he spoke.

Activities based on vocabulary:

Question 1.
Write from the passage the words related to our body parts :
Answer:
mouth, ears, teeth, lips

Question 2.
Write four words that have ‘un-’ as prefix:
Example: unspoken
Answer:
unaware, uncertain, uncommon, unclean

Question 3.
Match the following words in column ‘A’ with their antonyms in column ‘B’:

‘A’	‘B’
1. harsh	(a) easy
2. earlier	(b) narrow
3. difficult	(c) soft
4. wide	(d) later

Answer:

‘A’	‘B’
1. harsh	(c) soft
2. earlier	(d) later
3. difficult	(a) easy
4. wide	(b) narrow

Question 4.
Write any four adverbs each with ‘-ly’ that express
(a) anger and
(b) loving nature in our talk:
Answer:
(a) anger: harshly, angrily, rudely, nastily
(b) loving nature: sweetly, nicely, affectionately, kindly

Activities based on contextual grammar:

Do as directed:

Question 1.
Complete the words by using correct letters:

1. u _ ter
2. thi_k
3. mou _ h
4. s_ave

Answer:

1. utter
2. think
3. mouth
4. slave

Question 2.
Copy the following sentences correctly in your notebook:
Answer:
1. “I am afraid I’ve lost my friendship with him. How can I make amends?”
2. “Throw the bits out of this window,” the teacher told him.

Question 3.
Put the following words in alphabetical order:
1. statesman, fence, nature, anger
2. stammer, scatter, spoken, statesman.
Answer:
1. anger, fence, nature, statesman.
2. scatter, spoken, stammer, statesman.

Question 4.
Punctuate the following sentences:
1. this is what happens with the spoken words the teacher said
2. now tear up this sheet of paper into as many as small bits as you can the wise teacher said
Answer:
1. “This is what happens with the spoken words,” the teacher said.
2. “Now tear up this sheet of paper into as many as small bits as you can,” the wise teacher said.

Question 5.
Write four small words (minimum 3 letters each) using the letters in the given word.
‘mythological’.
Answer:

1. myth
2. log
3. logic
4. toil.

Question 6.
Spot the error and rewrite the correct sentences:
1. The ears is like funnels, open all the time.
2. Therefore, learn to thought before you speak in anger.
Answer:
1. The ears are like funnels, open all the time.
2. Therefore, learn to think before you speak in anger.

Question 7.
Write related words as shown in the example:(Answers are directly given.)
Answer:

Question 8.
Complete the following word-chain of adjectives. Add four words, each beginning with the last letter of the previous word:
difficult → …………… → …………….. → …………….. → …………………
Answer:
difficult → talkative → energetic constant → tanned.

Question 9.
Make a meaningful sentence by using the following phrase in your own sentence.
“to be afraid of”.
Answer:
Nowadays children are not afraid of ghosts and stories of ghosts.

Question 10.
Use prefix to or suffix to make new words and use any of the roots words in your own sentence :
1. correct
2. complete
Answer:
1. incorrect
2. incomplete.
Sentence: There was a complete silence in the class.

Question 11.
Make the following sentence bigger by adding a clause:
My village is a beautiful place ………………….
Answer:
My village is a beautiful place which is situated very close to the Konkan coast.

Personal Response:

Question 1.
Was Disraeli trying to give a scientific reason? Was he only trying to give a message in lighthearted but effective way?
Answer:
Disraeli was not trying to give any scientific reason about man having two ears and one mouth. It was good for mankind. If man had two mouths and one ear he would have talked more and listened less and appearance of his face would have strangely changed. He wanted to give a lighthearted and playful message that man should talk less and listen more.

Question 2.
Write the biological reasons why man’s ears and mouth have developed the way they are now.
Answer:
Ears are sense organs that interpret sounds. Two ears will function better by capturing sounds from everywhere. Mouth is basically for feeding in all animals. It should be a single one. It then leads to food pipe to carry swallowed food inside the body. With a single mouth, feeding is easier. However, ears should be two to gather all sound signals.

Question 3.
What do you do when someone speaks to you angrily. Do you also speak angrily?
Answer:
When someone speaks to me angrily, I try to keep my calm because I know that angry words lead to quarrels and fights. Fire of anger always takes a bad turn and becomes worst. I at first try to pacify the person talking harshly to me or then keep quiet without speaking a word with him.

Read the passage on the textbook page no. 83 about Socrates’ wisdom and his three questions and answer the following questions:

Question 1.
Who was Socrates?
Answer:
Socrates was one of the wisest men of the ancient world.

Question 2.
Who were influenced by his teachings?
Answer:
Many youths were influenced by his teachings.

Question 3.
What did he advise his disciples?
Answer:
He advised his disciples to keep their mouth shut and speak only when it is absolutely necessary.

Question 4.
Have you ever passed on an empty remark or vain statement that might hurt someone else? What can you do to avoid doing it again ?
Answer:
I was very proud of my fair colour. Once I, jokingly, passed some nasty remark on one of my friends, about his dark colour. He was greatly hurt and stopped talking with me; he started avoiding me and our friendship was lost.

I realised that I shouldn’t have passed such a vain remark. I have now decided to avoid passing such remarks. I can avoid speaking without thinking. I can stop jeering at others. I can change my attitude and speak sweetly and kindly to everyone.

Balbharti Maharashtra State Board Class 9 English Solutions My English Coursebook Chapter 4.3 Silver Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 My English Coursebook Solutions Chapter 4.3 Silver

My English Coursebook Std 9 Guide Chapter 4.3 Silver Textbook Questions and Answers

Warming up!
Chit-chat

1. Have you ever attended a sky-watch or a star-gazing party?
2. Have you ever slept under the open sky?
3. Do you study at night or early in the morning?
4. Do you sleep with your windows closed or open?

Images

Question 1.
Imagine that your class is to be divided into groups or houses. Each house will have their own colour, symbol, dress code, sport, motto, a common room with objects of their interest and suitable furniture. Think of sets of four names for the groups. Form groups and work out the (imaginary) details for each set. Some suggestions are given here:

Answer:

Category	Names
Metals	iron	copper	silver	gold
Flowers	orchid	lily	jasmine	bluebell
Stars or galaxies	Sirius	Conopus	Alphard	Procyon
Trees	sal	neem	deodar	chinar
Seasons	spring	summer	winter	monsoon

Deodar House

• Colour – Pink
• Symbol – Rose
• Dress code – pink shirt/top

Common room to have:

Two chairs with small round table to sit and study, two cupboards with books to read, newspapers, magazines, sofa to rest, vase in corner, pink background to the room, room freshener.

• Sports: Rugby
• Motto: Unity is strength.

[The answers given above are for reference, students are expected to do this activity in the class.]

My English Coursebook 9th Class Solutions Chapter 4.3 Silver Additional Important Questions and Answers

Simple Factual Activities:

Question 1.
Complete the following sentences with the help of the poem:
(Answers are directly given.)
Answer:

1. The moon and the mouse are only the moving objects in the poem.
2. Everything appears silver in the poem because of the silver moonlight.
3. The moon walks in the night in her silver shoes.

Question 2.
Complete the following web with the names of the things that appear silver in the moonlight: (Answers are directly given.)
Answer:

Complex Factual Activities:

Question 1.
Which of the objects, animals, etc. in the poem are at rest without any motion?
Answer:
The fruits, trees, casements, thatch, kennel, dog, cote, doves, fish, reeds and the stream are the objects, animals, etc. in the poem that are at rest without any movement.

Question 2.
In which line does the word silver/silvery in the poem occur? What pattern does it show?
Answer:
The word silver/silvery occurs in the second, fourth, sixth, eighth, tenth, twelfth, and fourteenth line of the poem. The word silver/silvery is used in even numbered lines and not in the odd numbered lines in the entire poem. It adds uniformity and rhythm to the poem.

Poetic device Activities:

Question 1.
Write down the musical (rhyming) words from the poem.
Answer:
The musical (rhyming) words used in the poem are:

1. moon – shoon
2. sees – trees
3. catch – thatch
4. log – dog
5. peep – sleep
6. by – eye
7. gleam – stream.

Question 2.
Write down the rhyming scheme of the poem.
Answer:
The rhyming scheme for the first two stanzas is aahb. The rhyme scheme of the final stanza is aabbcc.

Appreciation of Poem:

1. Title: The title of the poem is “Silver”.
2. Poet: The poet of the poem is Walter de la Mare (1873-1956).

3. Theme/Central Idea: The poem is about a moonlit night. The silvery light of the moon covers the whole earth and everything on it looks silvery. The poem stands out for its rich visual imagery.

4. Rhyme Scheme: The rhyme scheme for the first two stanzas is ‘aabb’. The rhyme scheme for the final stanza is ‘aabbcc’.

5. Figure of Speech: Simile, Personification.

6. Special Feature: This poem is very rich in its visual imagery. The poem rolls out before us like a landscape painting. A dense silence runs through the poem. The moon and the mouse are the only moving objects in the poem. The rest of the things mentioned in the poem are at rest in their silvery beauty.

7. Favourite Line: My favourite lines from the poem are:

• “…she peers, and sees/Silver fruit upon silver trees.”
• Couched in his kennel, like a log, With paws of silver sleeps the dog;

8. Why I like the poem: I like the poem for its pleasing rhyme scheme ‘aabb’. I also like the great sound effect the poem produces when we read it aloud.

Activity:

Question 1.
If you were asked to draw a detailed picture of the scene described in the poem, what objects, animals, natural features, etc. will you show in the picture? Make a list.
Answer:
If I was asked to draw a detailed picture of the scene described in the poem, the objects, the picture are:

1. rabbit
2. icy mountains
3. white dog
4. hut
5. river
6. swan
7. racket
8. mirror

Question 2.
Can you think of a parallel animals, natural features, etc. that I would show in dawn/evening when everything is steeped in golden light?
Answer:
Yes, in the evening, the sun sinks below the horizon to set. As it goes lower and lower its dark – orange – crimson rays spread across the sky and the surroundings steep in gold light. It brings an awesome scenery to view.

Question 3.
The same landscape appears different at different times. What message can we draw from this?
Answer:
Two different interpretations can be made from the given sentence:

• A person/an object can have multiple characteristics that reveal in different situations.
• Perception of the same thing may vary from person to person.

Balbharti Maharashtra State Board Class 9 English Solutions My English Coursebook Chapter 1.2 The Fun they Had Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 My English Coursebook Solutions Chapter 1.2 The Fun they Had

My English Coursebook Std 9 Digest Chapter 1.2 The Fun they Had Textbook Questions and Answers

Warming up!

Chit-chat:

• What do you like best about your school?
• Do you think school is fun?
• Which is the part that you don’t like?
• How often should the teacher ‘? give you a test?

Classify!

1. Listen carefully and write each word in the appropriate column/columns.

Question 1.
Listen carefully and write each word given on textbook page no. 5 in the appropriate column/columns:
Answer:

ancient	modem	futuristic
earthen stoves	bicycles	flying cars
tonga	telephone	spaceships
horse-drawn	audio-video
carriages	cassettes
	computers

2. Listen to the pronunciation of these words and practise saying them properly yourself. 

• grandfather
• geography
• satisfactory
• superior
• pronouncing
• betcha
• nonchalantly

Question 1.
Listen to the pronunciation of these words and practise saying them properly yourself. V

• grandfather
• geography
• satisfactory
• superior
• pronouncing
• betcha
• nonchalantly

English Workshop:

1. Use the proper punctuation mark

Question a.
Where did you find it
Answer:
“Where did you find it?”

Question b.
What’s it about
Answer:
“What’s it about?”

Question c.
They had a teacher.
Answer:
“They had a teacher.”

Question d.
How could a man be a teacher
Answer:
“How could a man be a teacher?”

Question e.
sure, if they were the same age
Answer:
“Sure, if they were the same age.”

2. The following sentences have an unusual meaning in the context of the story. Write what these sentences would mean today, and what they mean in the context of the story.

Question a.
She had been hoping they would take the teacher away altogether.
Answer:

• Meaning today: She had been hoping they would officially dismiss the teacher from his job forever.
• Meaning in the content of the story: She had been hoping they would remove the teacher from the screen permanently.

Question b.
They had taken Tommy’s teacher away for nearly a month.
Answer:
Meaning today: They had suspended Tommy’s teacher for nearly one month.

Question c.
It wasn’t a regular teacher. It was a man.
Answer:

• Meaning today: It wasn’t the teacher who regularly did the teaching work in school. It was some person who taught the students.
• Meaning in the context of the story: It was the mechanical teacher who gave lessons to students on screen, regularly.

Question d.
How could a man be a teacher?
Answer:
Meaning today: This question is meaningless in these days because teaching work is always done by some person (male teacher or female teacher).
Meaning in the context of the story: They had the mechanical teacher and they didn’t expect a man in place of the mechanical teacher.

Question e.
A teacher has to be adjusted to fit the mind of each boy and girl it teaches.
Answer:
Meaning today: The teacher has to deal with the students according to the need of the whole class and use a suitable method of teaching.
Meaning in the context of the story: The mechanical teacher has to be repaired and made suitable according to the need of individual students or the subject taught.

3. Write words related to the following words. (At least ten words each.)

Question 1.
Write words related to the following words. (At least ten words each.)
Answer:

4. Discuss: How would you like to learn from a human teacher or a mechanical teacher? Present your arguments in the form of a chart.

Question 1.
Discuss: How would you like to learn from a human teacher or a mechanical teacher? Present your arguments in the form of a chart.
Answer:
No, I wouldn’t like to have my own mechanical teacher because I won’t get the joy of learning together with my friends and the love and affection we get from our teachers.

5. Rewrite the following using complete words instead of contracted forms.
(a) … when you’re through.
(b) …. and it’s good for plenty more.
(c) I wouldn’t throw it away.
(d) She hadn’t seen as many tale books.
(e) “What’ s it about?”
(f) I’ve slowed it up.
(g) I don’t know.
(h) It wasn’t a regular teacher.

Question a.
… when you’re through.
Answer:
… when you are through.

Question b.
…. and it’s good for plenty more.
Answer:
… and it is good for plenty more.

Question c.
I wouldn’t throw it away.
Answer:
I would not throw it away.

Question d.
She hadn’t seen as many tale books.
Answer:
She had not seen as many tale books.

Question e.
“What’s it about?”
Answer:
“What is it about?”

Question f.
I’ve slowed it up.
Answer:
I have slowed it up.

Question g.
I don’t know.
Answer:
I do not know.

Question h.
It wasn’t a regular teacher.
Answer:
It was not a regular teacher.

Language study:

6. Underline the verbs and choose the correct option from the brackets.

Thus, we see that verb forms show tense, number, etc. Here, the verb form changes according to the subject. A verb form which is decided by and changes according to the subject of the sentence is known as a finite verb.
Example: ‘You are very kind.’ If the subject ‘you’ is changed to ‘she’, the sentence will be ‘She is very kind.’
Now change the verb form according to the change in the subject.

• I don’t know: Change ‘I’ to ‘She’.
• My father knows: Change ‘My father’ to ‘We’
• I am following in your footsteps: Change ‘I’ to ‘He’.

Question 1.
Underline the verbs and choose the correct options from the brackets:

1. Margie even wrote about it. (present tense/past tense)
2. Today Tommy found a new book. (present tense/past tense)
3. Margie was scornful, (singular/plural)
4. What’s there to write about school? (singular/plural)

Answer:

1. Margie even wrote about it. – past tense.
2. Today Tommy found a new book. – past tense
3. Margie was scornful, (singular/plural)
4. What’s there to write about school? (singular/plural)

7. Activity: Live English: Online shopping

Question a.
Read the following conversation between two cousins.

• Tejaswini: Hi, Santosh. What are you thinking about?
• Santosh: Hi, Teju. Next week’s Didi’s birthday. We want to give her a surprise gift.
• Tejaswini: Great idea! What is your surprise gift?
• Tejaswini: Great idea’ What is your surprise gift?
• Santosh: Well, we don’t have any big shops here, there’s little to choose from. Nothing new or surprising.
• Tejaswini: So why don’t you try online shopping?
• Santosh: Is it safe?
• Tejaswini: Yes, it is. If we take proper care, it is one of the most convenient ways of shopping. Plus, you will get so much variety.
• Santosh: True. But I don’t know how to do it.
• Tejaswini: It’s ok. I will show you. Do you have an internet connection?
• Santosh: Yes.
• Tejaswini: That’s good, then. We can do it in five easy steps. Let’s start.

Question b.
Write in a step-by-step manner, how Tejaswini and Santosh bought a gift for Didi online.
Answer:
They signed up and created their account in the website. Then they selected the gift of their choice from the given categories. They added the gift to the cart and paid the total amount via online banking. When the gift was delivered to them they checked and ensured that the gift was genuine.

Question c.
Use this website (www.chalashikuva.com) to try your hand at a practicaL/mock trial of online shopping.
Look at the above webpage and tell :

1. The name of the website
2. What we can buy there
3. The offer on poster colours

Answer:

1. The name of the website: www.chalashikuya.com
2. What we can buy there: we can buy books, educational toys, stationery, e-leaming.
3. The offer on poster colours: a paint brush free

Question d.
Read the following questions and answers. Form pairs and frame similar questions and answers for this website.How to use this website:
1. If I want to buy a story book on this website, where can I find it?
– In the categories on the left, in the options under Books you will find story books. Click that option.

2. I want a CD of the dictionary.
– Go to ‘e-learning’. Under that Click the ‘dictionary’ option.

3. Where can I look for books in the Hindi language?
– You can go to the Languages option on the left and tick the box before Hindi.

4. How can I find what discounts are available?
– Under the filters on left you will find discounts.

5. Are there any specific deals/offers on specific days?
– There is a CSY (Chalashikuya) deal. You can click on it and find out the deal of the day.

6. Can I purchase only one thing at a time?
– No, you can buy many things at a time. Select whatever you want and add to the cart and then browse again for another product.

7. When will my order be delivered?
– Maximum in 10 working days. You can also track your order by clicking the icon ‘track order.

8. There is one icon ‘Gift Coupons’. What does it mean?
– You can give a gift coupon to your friend by using this icon and he/she can purchase the product of his/her choice with the help of it.

9. Is this site only for purchasing?
– No, you can also sell your old books and other educational things here.

10. How can I find out whether the product is good or not?
– You can see the ratings and reviews of users below each product.
Answer:
Students do this activity on their own.

Question e.
Suppose one of your parents or an older relative wants to know about online shopping and you are explaining how to do it. Write a conversation between you and your parent/relative about it:
Answer:
A conversation about online shopping between me and Dad.
(Dad enters while you are surfing on the internet)

• Dad: Son, I need to buy sport shoes for my marathon next week. I wish to try online shopping, but I don’t know the process.
• Me: Don’t you worry, Dad! I’m there to help you. Let’s sign you up first.
• Dad: I suppose it’s quite complicated.
• Me: Not at all, Dad. Now go on the search bar and type whichever shoes you need.
• Dad: I don’t have any particular shoes in mind.
• Me: Well, then we will click here on the ‘shoes’ option and select sport shoes.
• Dad: These seem nice and are in my budget.
• Me: Then add them to the cart. Now we have ordered the sports shoes. They will deliver the product within 10 days.
• Dad: Very good! It’s very simple, isn’t it?
• Me: Sure it is. Now, do you want to pay via net banking, credit card or cash on delivery?
• Dad: I prefer cash on delivery.
• Me: O.K. we are done here. We can even track our order to find where your shoes have reached.
• Dad: That’s very impressive! Thank you, son.
• Me: It’s my pleasure, dad.

Question f.
Form pairs. Discuss the advantages and disadvantages of online shopping and fill the following table.
Answer:

Advantages	Disadvantages
1. Time-saving	(a) Delay in delivery.
2. Wide concessional	(b) Required Internet connection.
3. Cheap/concessional	(c) Quality and condition of product uncertain.
4. Various filters to find our pick	(d) Delivery and shipping.
5. Quick payments	(e) Delivery and shipping charges are expensive.

Write a paragraph on ‘Online Shopping’ using the points in the above table.

Question 1.
Write a paragraph on ‘Online Shopping’ using the points in the above table.

My English Coursebook 9th Class Solutions Chapter 1.2 The Fun they Had Additional Important Questions and Answers

Read the following passage and do the activities:

Simple Factual Activity:

Question 1.
Complete the following sentences:
(Answers are directly given.)

1. The incident in the story has taken place on 17 May 2157.
2. Their television screen must have had a million books on it.
3. Margie’s great grandfather told that in old times all stories were printed on paper.
4. According to Margie, ‘a real book’ means a printed book.

Note: Here we have given the complete passage. However henceforward, only the first and last lines of the related passage of prose lessons have been given. Refer to the Textbook for the complete passages.

Question 2.
Read the sentences and fill in the blank with correct alternatives:
(Answers are directly given.)
Answer:
1. The County Inspector was a round little man with a red face.
(a) The teacher
(b) The County Inspector.

2. Margie hated most was the slot where she had to put homework and test papers.
(a) the teacher
(b) the slot.

3. Large and black and ugly is the description of the teacher.
(a) the teacher
(b) the Inspector

4. Margie had hoped the Inspector wouldn’t know how to put the teacher together.
(a) take the teacher apart.
(b) put the teacher together.

Question 3.
Say whether the following statements are True or False: (Answers are directly given.)
Answer:

1. Tommy is Margie’s brother. – False
2. Tommy found the old book in the attic.- True
3. Margie was older than Tommy. – False
4. The old book was about school. – True

Question 4.
Complete the following sentences using proper words from the passage:
(Answers are directly given.)

1. Father knew as much as his teachers.
2. How can a man be a teacher?
3. They had a teacher, but it wasn’t a regular teacher.
4. Margie wouldn’t want a strange man in her house to teach her.

Question 5.
Write if the following statements are True or False:
Answer:

1. Margie’s school was in her house. – True
2. In those old days kids went to a special building for learning. – True
3. Margie was not interested in reading the old book. – False
4. Tommy went away home with the book. – True

Question 6.
Complete the following sentences using the information from the passage:
(Answers are directly given.)

1. The arithmetic lesson was on the addition of proper fractions.
2. And the teachers were people.
3. The mechanical teacher was flashing on the screen.
4. Margie inserted yesterday’s homework in the slot with a sigh.

Complex Factual Activity:

Question 1.
Complete the following web:
(Answers are directly given.)
Answer:

Question 2.
Complete the following:
Answer:
(Answers are directly given.)

1. She always hated school.
2. Now she hated more than ever.
3. The mechanical teacher had given her test after test in geography.
4. She had been doing worse and worse in the tests.

Question 3.
Arrange the following in order of occurrence:
1. She wrote them out in a punch code.
2. All the lessons were shown and questions were asked on the screen.
3. The County Inspector took the teacher apart and then put it together again.
4. The mechanical teacher calculated the marks.
Answer:
3. The County Inspector took the teacher apart and then put it together again.
2. All the lessons were shown and questions were asked on the screen.
1. She wrote them out in a punch code.
4. The mechanical teacher calculated the marks,

Question 4.
What was the fault with the mechanical teacher? How was the fault repaired?
Answer:
There was a fault in the geography sector of the mechanical teacher. It was geared a little too quick. The County Inspector repaired it and slowed it up to an average ten-year level.

Question 5.
Complete the web about the ‘Old School’, using the information told by Tommy.
(Answers are directly given.)
Answer:

Question 6.
Complete the web:
Answer:

Question 7.
What do you know from the passage about j the teachers, the school and the students of the old times?
Answer:
Unlike the mechanical teacher, the teacher in old times didn’t live in the house. They went to a special building called school to teach the children who also went there. The students learnt the same things if they were in the same age group or the same class.

Question 8.
Complete the web:
(Answers are directly given.)
Answer:

Activities based on vocabulary:

Question 1.
Match the words in Column ‘A’ with their

‘A’	‘B’
1. real	(a) very amusing
2. crinkly	(b) exactly the one/ones referred to
3. same	(c) having a lot of thin folds
4. awfully funny	(d) genuine and not false

Answer:

‘A’	‘B’
1. real	(d) genuine and not false
2. crinkly	(c) having a lot of thin folds
3. same	(b) exactly the one/ones referred to
4. awfully funny	(a) very amusing

Question 2.
Write at least ten words related to book:
(Answers are directly given.)
Answer:
teacher-author book depot bookseller lessons

Question 3.
Write any four adjectives like ‘scornful’.
Answer:

1. faithful
2. helpful
3. careful
4. sorrowful.

Question 4.
Write at least ten words related to family:
Answer:
pride

Question 5.
Match the words in Column ‘A’ with their meaning in Column ‘B’:

‘A’	‘B’
1. betcha	(a) in superior manner
2. pronouncing	(b) to debate
3. loftily	(c) expressing the word strongly
4. dispute	(d) surely, bet you

Answer:

‘A’	‘B’
1. betcha	(d) surely, bet you
2. pronouncing	(c) expressing the word strongly
3. loftily	(a) in superior manner
4. dispute	(b) to debate

Question 6.
Match the similar meaning words:

‘A’	‘B’
1. kid	(a) under
2. same	(b) fast
3. beneath	(c) similar
4. quickly	(d) child

Answer:

‘A’	‘B’
1. kid	(d) child
2. same	(c) similar
3. beneath	(a) under
4. quickly	(b) fast

Question 7.
What do the following words describe in the passage.

1. same
2. funny
3. dusty
4. special.

Answer:

1. age
2. schools
3. book
4. building.

Question 8.
Write the words from the passage that show actions taken place in the old school:
Answer:
came, laughing, shouting, sitting, going, learned, help, talk

Activities based on contextual grammar:

Question 1.
My father knows. (Change ‘My father’ to ‘We’.)
Answer:
We know.

Question 2.
I am following in your footsteps.
Answer:
He is following in your footsteps.

Question 3.
He wouldn’t know.
Answer:
He would not know.

Question 4.
That wasn’t so bad.
Answer:
That was not so bad.

Question 5
It’s not the little girl’s fault.
Answer:
It is not the little girl’s fault.

Question 6.
Underline the verb and choose the correct option from the brackets:
(Answers are underlined directly)
1. He patted Margie’s head.
(present tense/past tense)
2. He gave her an apple.
(present tense/past tense)
3. Those things happen sometimes.
(present tense/past tense)
4. Her progress is satisfactory.
(present tense/past tense)

Question 7.
The kids were laughing and shouting.
(Use simple past tense and rewrite the sentence.)
Answer:
The kids laughed and shouted.

Question 8.
I sing a song. (Change the subject T to ‘she’ and rewrite the sentence.)
Answer:
She sings a song.

Question 9.
He went to school today. (Make the sentence negative using the word ‘not’).
Answer:
He did not go to school today.

Question 10.
… are you going now? (who, what, where) (Choose the correct wh-word from the brackets to frame a question)
Answer:
Where are you going now?

Personal Response:

Question 1.
Do you sometimes hate your school? Why?
Answer:
No, never. I always love my school because I regard it as my Mother. My progress in life depends on the knowledge and education that I receive in school.

Question 2.
About what did Tommy say, “What a waste!” Why, do you think, did he say so?
Answer:
Tommy said it about the old printed book. I think he said so because he thought that it is a waste of paper. After reading the book its purpose is lost and it becomes useless. He did not think of its importance and thought of throwing it away.

Question 3.
Do you like to take tests? Give the reason for your answer:
Answer:
Yes, I like to take tests, because the result of the tests shows our progress in learning. We know our drawbacks and we can try to improve our weak subjects.

Question 4.
Do you think the school described in the ‘book’ existed centuries ago?
Answer:
Yes, the school described in the ‘old book’ did exist centuries ago, but the educational institutions were of different kinds and their methods of teaching were different.

Question 5.
Would you like to have your own mechanical teacher? why?
Answer:
Yes, I would like to have my own mechanical teacher if it is affordable to my family. Though my school teachers are there to guide me in my school, this mechanical teacher will help me to have individual teaching and guidance. I can prepare well in all my subjects with the help provided by the mechanical teacher.

Write the following using complete words instead of contracted forms:

Question 1
They weren’t even half finished.
Answer:
They were not even half finished.

Question 2.
And it’s probably time for Tommy, too.
Answer:
And it is probably time for Tommy, too.

Question 3.
you don’t know much.
Answer:
you do not know much.

Question 4.
They didn’t do it that way.
Answer:
They did not do it that way.

Rewrite the sentences with a different words for the underlined word.

Question 1.
It is probably time for Tommy.
Answer:
It is probably time for lunch.

Question 2.
They had a special building.
Answer:
They had a special invitation.

Activities Based on Language study

Do as directed:

Question 1.
Complete the following words by using correct letters: 2

1. ab _ ut
2. f _ nny
3. ni _ ht
4. qu _ ck

Answer:

1. about
2. funny
3. night
4. quick.

Question 2.
Copy the following sentences correctly in your notebook:
Answer:
1. On the page headed 17 May, 2057, she wrote, ‘Today Tommy found a real book !’
2. “A man? How could a man be a teacher?”

Question 3.
Put the following words in alphabetical order:
1. progress, teacher, homework, answers.
2. superior, shaken, screamed, shouting.
Answer:
1. answers, homework, progress, teacher.
2. screamed, shaken, shouting, superior.

Question 4.
Punctuate the following sentences:
(Note: Two sentencess will be asked.)

Question a.
i hate school
Answer:
“I hate school.”

Question b.
same with mine said margie
Answer:
“Same with mine,” said Margie.

Question c.
can I read the book some more with you after school
Answer:
“Can I read the book some more with you after school?”

Question 5.
Write four small words (minimum 3 letters each) using the letters in the given word:
“schoolyard”
Answer:

1. school
2. cool
3. holy
4. yard.

Question 6.
Spot the error and rewrite the correct sentences:

1. I doesn’t know what kind of school they had all that time ago.
2. Margie’s grandfather said to her, when he was a little boy his grandfather told him that there is a time when all stories are printed on paper.

Answer:

1. I don’t know what kind of school they had all that time ago.
2. Margie’s grandfather said to her when he was a little boy his grandfather told him that there was a time when all stories were printed on paper.

Question 7.
Write related words as shown in the example:
(Answer is directly given.)
Answer:

Question 8.
Complete the following word-chain of nouns. Add four words each beginning with the last letter of the previous word:
screen → ……………… → ………….. → ……………. → ………………..
Answer:
screen → number → rabbit → trainer → routes.

Question 9.
Make your own meaningful sentence by using the phrase ‘to be able to’.
Answer:
My friend was in financial problem but I was not able to help him.

Question 10.
Add a prefix or suffix to make new words and use any one of the root words to make your own sentence:
1. miracle
2. hazard
Answer:
1. miraculous
2. hazardous
Sentence: We must know the hazards of junk food.

Question 11.
Make the following sentence bigger by adding clause:
The police captured the thief
Answer:
The police captured the thief who was trying to break the shop.

Balbharti Maharashtra State Board Class 9 English Solutions My English Coursebook Chapter 3.1 Coromandel Fishers Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 My English Coursebook Solutions Chapter 3.1 Coromandel Fishers

My English Coursebook Std 9 Guide Chapter 3.1 Coromandel Fishers Textbook Questions and Answers

Warming up:
Chit-chat

1. What time do you get up in the morning?
2. What time do you go to bed?
3. Where do you spend your holidays?
4. What adventures do you like boating, trekking, scuba diving, mountaineering or something else?
5. After you finish your education, would you like to work close to nature?
6. What would you like to do?

Expanding Horizons

Question (a)
Write as many words as you can, related to the following. You should have at least twenty words each. You may refer to your geography textbook or other sources for that purpose. Then try to find English words/items for the ones you have written.

Answer:

Question (b)
Prepare a bilingual glossary for each of these topics:

Question (c)
Arrange the glossary in two ways:
1. According to the alphabetical order of letters in your mother tongue.
2. According to the alphabetical order ‘a-z’
[Students may attempt (b) & (c) above on ther own.

English Workshop:

Answer the following questions.

Question (a)
How many stanzas are there in the poem?
Answer:
There are three stanzas in the poem.

Question (b)
How many lines are there in the poem?
Answer:
There are twelve lines in the poem.

Question (c)
List the rhyming words in each stanza:
Answer:

1. First stanza: light – night, free – sea
2. Second stanza: call – all, drives – lives
3. Third stanza: grove – love, glee – sea

2. You know that many poems have rhyming words or rhymes at the end of the lines in each stanza. The pattern of rhyming is usually shown with the help of small letters such as ‘a’, ‘b’, ‘c’, etc. This pattern of rhyme is known as the rhyme scheme. The rhyme scheme of each stanza in this poem is aabb. Verify.

Question 1.
You know that many poems have rhyming words or rhymes at the end of the lines in each stanza. The pattern of rhyming is usually shown with the help of small letters such as ‘a’, ‘b’, ‘c’, etc. This pattern of rhyme is known as the rhyme scheme. The rhyme scheme of each stanza in this poem is aabb. Verify.

3. What do the following expressions refer to? Write in a word or phrase:

Question 1.
What do the following expressions refer to? Write in a word or phrase:

1. leaping wealth of the tide: …………
2. kings of sea: …………..
3. at the fall of the sun: …………
4. the edge of the verge: ………..

Answer:

1. leaping wealth of the tide: fish
2. kings of sea : fishermen
3. at the fall of the sun : at the sunset
4. the edge of the verge : horizon

4. Match the following:

Question 1.
Match the following:

Answer:
(a) the wind – child
(b) dawn – mother holding her child
(c) sea – mother
(d) cloud – brother
(e) waves – comrades

5. Find and write the lines in the poem that refer to:

Question 1.
Find and write the lines in the poem that refer to:
(a) early morning
(b) evening
(c) full moon night
Answer:
(a) early morning: Rise, brother, rise; the wakening skies pray to the morning light.
(b) evening: What though we toss at the fall of the sun where the hand of the sea-god drives?
(b) full moon light: And sweet are the sands at the full o’ the moon with the sound of the voices we love

6. Write the lines that show that the fishermen are not afraid of the sea or of drowning.

Question 1.
Write the lines that show that the fishermen are not afraid of the sea or of drowning.
Answer:
He who holds the storm by the hair, will hide in his breast our lives.

7. In the last stanza, two lines refer to a landscape, and two lines refer to a ‘seascape’. Which are they? Copy them from the poem correctly:

Question 1.
In the last stanza, two lines refer to a landscape, and two lines refer to a ‘seascape’. < Which are they? Copy them from the poem correctly:

Answer:

Landscape	Seascape
Sweet is the shade of the coconut glade, and the scent of the mango grove, And sweet are the sands at the full o’ the moon with the sound of the voices we love.	But sweeter, brothers, the kiss of the spray and the dance of the wild foam’s glee; Row, brothers, row to the edge of the verge, where the low sky mates with the sea.

8. Using the internet, find photographs /pictures of landscapes /seascapes to illustrate the images used in the poem.

Question 1.
Using the internet, find photographs /pictures of landscapes /seascapes to illustrate the images used in the poem.

9. Select a few lines from your favourite nature poem in your mother tongue and translate them into English.

Question 1.
Select a few lines from your favourite nature poem in your mother tongue and translate them into English.
Answer:
1. Title: Coromandel Fishers
2. Poet/Poetess: This poem is written by Sarojini Naidu.

3. Theme/Central Idea: The theme of the poem is that when human beings come together for a common purpose, no force or adversary can adversary can block their way. There could be risk in any challenging enterprise, but human progress depends on facing them courageously.

4. Rhyme Scheme: The rhyme scheme of the poem is ‘aabb’.

5. Figure of Speech: Simile, Metaphor

6. Special Feature: This is a didactic poem. A didactic poem is an instructive one. It is aimed at imparting certain advice or some moral principles. “When we come together for a common purpose and put our faith in God, we can accomplish great things” – This is the moral principle of this poem.

7. Favourite Lines: My favourite lines from the poem are :

• “He who holds the storm by the hair, will hide in his breast our lives”.
• But sweeter, O brothers, the kiss of the spray and the dance of the wild foam’s glee.

8. Why I like the poem: I like this poem because it imparts a very positive message. It says that if we trust in God and do our work promptly, success is ours.

My English Coursebook 9th Class Solutions Chapter 3.1 Coromandel Fishers Additional Important Questions and Answers

Simple Factual Activities:

Question 1.
Who holds the storm by the hair?
Answer:
God holds the storm by the hair.

Question 2.
What type of boat do the fishermen use?
Answer:
The fishermen use catamaran boats.

Complex Factual Activities :

Question 1.
As the sea-gull flies away calling it appears as though, he is showing the way-What does the way lead to?
Answer:
The way leads the fishermen to the sea where plenty of fish can be caught.

Paragraph format:

The title of the poem is ‘Coromandel Fishers.’ The poem is written by Sarojini Naidu. The theme of the poem is that when human beings come together for a common purpose, no force or adversary can block their way. There could be risk in any challenging enterprise, but human progress depends on facing them courageously. The fishermen in the poem prove this fact.

The rhyme scheme of the poem is ‘aabb’. The figures of speech in the poem are simile and Metaphor. The special feature of this poem is that it a didactic poem. It is an instructive poem which is aimed at imparting certain advice or some moral principles. “ When we come together for a common purpose and put our faith in God, we can accomplish great things. ” This is the moral principle of this poem.

My favourite lines from the poem are:

1. “He who holds the storm by the hair, will hide in his breast our lives.” This line shows the fishermen put their full faith in the sea-god.
2. “But sweeter, O brothers, the kiss of spray and the dance of the wild foam’s glee.” I like the poem because it gives a very positive message. It says that if we trust in God and do our work promptly, success is ours.

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 1.1 Life Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 1.1 Life

English Kumarbharati 9th Solutions Chapter 1.1 Life Textbook Questions and Answers

Warming Up:

1. There are many popular lines like:
‘life Is a game – play ft well’.
‘life Is a Journey – keep going ahead’.
Discuss and write down a few such metaphorical lines about ‘life’. You can make them up yourselves.
1. …………………………….. .
2. …………………………….. .
3. …………………………….. .
4. …………………………….. .
5. …………………………….. .

Question 1.
Discuss and write down a few metaphorical lines about life, like the two lines given on page 2 of the textbook.
Answer:
(Some examples)

1. Life is a movie – enjoy it to the full.
2. Life is a short picnic – relish it.
3. Life is a see-saw – sometimes up, sometimes down.

2. Prepare as many ‘acrostics’ using the word LIFE, as you can. Two examples are given below.

You can turn it into a game, using a time – limit. Make sure your acrostics are related to ‘life’.

Question 1.
Prepare as many acrostics as you can, using the word ‘LIFE’.
Answer:
(Some examples)
1. Love
Inspiration
Friendship
Enjoyment

2. Lively
Interesting
Fascinating
Enchanting

3. Listen carefully and write the word in the appropriate column.

Teacher: hopeful, lonely, happy, jealous, surprised, shy, loving, proud, cheerful, anxious, nervous, excited, embarrassed, scared, silly, comfortable, peaceful, depressed, enthusiastic, motivated, inspired, threatened, crushed, angry Note that it is possible to feel both kinds of emotions at the same time. Have you experienced it? Try to describe the situation in short.

Question 1.
Listen carefully to the words spoken by the teacher and write them in the appropriate columns :
(The answer is given directly.)
Answer:

Positive Feelings	Negative Feelings
hopeful, excited, happy, surprised, loving, cheerful, comfortable, peaceful, enthusiastic, motivated, inspired.	lonely, jealous, shy,  proud, anxious, nervous, embarrassed, scared, silly, depressed, angry, threatened, crushed.

English Workshop :

1. Pick out from the extract two lines each that reflect an optimistic (positive) attitude and pessimistic (negative) attitude.

Optimism :
1. …………… .
2. ……………. .

Pessimism :
1. …………….. .
2. …………….. .

Question 1.
Pick out from the extract two lines each that reflect an optimistic (positive) attitude and pessimistic (negative) attitude.
Answer:
Optimism :

1. Foretells a pleasant day.
2. But these are transient all.

Pessimism :

1. Oft a little morning rain.
2. Sometimes there are clouds of gloom.

(Note: These lines cannot actually be called pessimistic. The poetess looks on problems as temporary and feels that any difficulties we face always foretell a happy future. There are no lines that are absolutely pessimistic.)

2. Give other ‘-ly’ adverbs of similar meaning for the following. Use a thesaurus if needed.

(a) rapidly → ……………… .
(b) merrily → ……………… .
(c) gratefully → ………………
(d) cheerily → ……………… .
(e) manfully → ……………… .
(f) fearlessly → ……………… .
(g) gloriously → ……………… .
(h) victoriously → ……………… .

Question 1.
Give other ‘-ly’ adverbs of similar meaning for the following. Use a thesaurus if needed :
(The answers are given directly.)
Answer:
(a) rapidly → swiftly
(b) merrily → cheerfully
(c) gratefully → thankfully
(d) cheerily → happily
(e) manfully → bravely
(f) fearlessly → courageously
(g) gloriously → wonderfully
(h) victoriously → triumphantly

3. Pick out three examples of interrogation (rhetorical questions) from the poem.
a. Explain in your own words the point that each one makes.

b. Explain the metaphor in the following lines :
1. Oft a little morning rain ………………………………….
Foretells a pleasant day ……………………………………
2. Sometimes there are clouds ………………………………….
3. … the shower will make the roses bloom ………………………………….
4. Life’s sunny hours flit by ………………………………….

c. Pick out four examples of personification. Write what is personified in each :
1. ………………………………….
2. ………………………………….
3. ………………………………….
4. ………………………………….

d. ‘And calls our Best away’ is a gentle way of expressing the unpleasant idea of a loved one dying. It is an example of euphemism. Think and write down 3 or 4 ways in which we can express the idea of ‘death’ in a tactful and gentle manner.
1. ………………………………….
2. ………………………………….
3. ………………………………….
4. ………………………………….

Question a.
Pick out two examples of interrogation (rhetorical questions) from the extract. Explain in your own words the point that each one makes.
Answer:

Interrogation	Explanation
1. What though death at times steps in, And calls our Best away?	If death, at times takes away the people we love most, we must accept it and hope for better times.
2. What though sorrow seems to win, O’er hope a heavy sway?	It does not matter if we are overcome by sorrow and hope seems to be far away.

Question b.
Explain the metaphor in the following lines :

1. Oft a little morning rain ………………….
Foretells a pleasant day …………….
2. SometImes there are clouds……………..
3. … the shower wifi make the roses bloom …………..
4. life’s sunny hours flit by ……………

Question 1.
Oft a little morning rain
Foretells a pleasant day.
Answer:
If we have difficulties at some stage, there will be joyous times following it. Difficulties are implicitly compared to rain and joyous times to a pleasant day.

Question 2.
Sometimes there are clouds.
Answer:
Sometimes there are problems. Problems are implicitly compared to clouds.

Question 3.
……. the shower will make the roses bloom.
Answer:
The problems we face will make for better times ahead. Problems are implicitly compared to the showers of rain and better times Eire implicitly compared to roses blooming.

Question 4.
Life’s sunny hours flit by.
Answer:
The happy times of our life go by very quickly. Here, the happy times are implicitly compared to sunny hours.

Question c.
Pick out four examples of personification from the extract. Write what is personified in each.
Answer:

1. ‘Death steps in.’ Death is personified.
2. ‘Sorrow seems to win.’ Sorrow is personified.
3. ‘Yet Hope again elastic springs, Unconquered though she fell.’ Hope is personified.
4. ‘Can courage quell despair!’ Courage is personified.

Question d.
‘And calls our Best away’ is a gentle way of expressing the unpleasant idea of a loved one dying. It is an example of euphemism. Think and write down 3 or 4 ways in which we can express the idea of ‘death’ in a tactful and gentle manner.
Answer:

1. The person has left for his heavenly abode.
2. He/She has gone to meet his/her Maker.
3. He/She has become the beloved of God.
4. He/She has completed his work on this earth.

4. ‘…………. and that’s how I realised that courage and hope can help me overcome any major mishap/problem in life.’ Write an episode/experience from your own life that leads to the above conclusion.

Question 1.
‘…… and that’s how I realized that courage and hope can help me overcome any major mishap/ problem in life.’ Write an episode/experience from your own life that leads to the above conclusion.
Answer:
I am a lover of sports. My favourite game is football. I wanted to play in my school team, and right from the age of eleven, I had been practising very sincerely.

Then one unfortunate day, when I was twelve, I fell down the stairs of my building and fractured my leg , badly. I was devastated. How could I play my favourite game? How could I make it to the team? Would my leg ever become completely alright again? Would I be I able to run around and kick the ball as before? I felt that my world had ended.

This was the time when my family gave me their full support. My grandparents helped me to while away the long hours; my parents made nutritious food for me and saw to the medical treatment. My sister, who is four years older than me, gave me sound advice and courage. She understood what I was going through.

She told me of various people who had suffered terrible disasters and had risen I above them. She brought me videos of umpteen cases where the mind had won over the body. She made me read biographies of achievers like Wilma Rudolph and Sudha Chandran. She made me do my exercises regularly and keep in touch with my sport. Slowly but surely, I regained courage and confidence.

Believe it or not, two years later I made it to my football team! My doctor and my family said that it was optimism and a positive attitude that had helped me recover completely. And that’s how I realized that courage and hope can help me (or anybody) overcome any major mishap/problem in life.

5. Read: ‘The Psalm of Life’ – a poem by H. W. Longfellow.

English Kumarbharati 9th Digest Chapter 1.1 Life Additional Important Questions and Answers

Warming Up:

Question 1.
It is possible to feel both kinds of emotions at the same time. Have you experienced it? Try to describe such a situation in short.
(An example is given below.)
Answer:
Yes, I have experienced it. Once, when I stood first in class and got excellent marks in Science and Maths, my parents gave a party. All my friends were also present. My father gave a speech praising me. At that time, I was happy as well as embarrassed.

Read the following extracts carefully and complete the activities :

Simple Factual Activity :

Question 1.
Say whether the following statements are True or False :
Answer:

1. The sages say that life is a dark dream. True
2. The clouds of gloom are permanent. False
3. We must enjoy the happy hours of our life. True
4. Life’s sunny hours flit by quickly. True

Complex Factual Activities :

Question 1.
What do the sages say?
Answer:
The sages say that life is a dark dream.

Question 2.
What does the rain often foretell?
Answer:
The rain often foretells a pleasant day.

Question 3.
What should we do during joyful times in life?
Answer:
We should enjoy the joyful times of our life gratefully and cheerfully.

Question 4.
Complete the following :
We should not be unhappy when we have difficulties because
Answer:
We should not be unhappy when we have difficulties because these difficulties are temporary. If we have difficulties at some stage in our lives, there will be joyous times following it later.

Activities based on Poetic Devices :

Question 1.
Pick out an example of interrogation (rhetorical question) from the extract. Explain j in your own words the point that it makes.
Answer:

Interrogation	Explanation
If the shower will make the roses bloom, Oh, why lament its fall?	If a little rain helps the roses to flower, we should not feel unhappy about it. This means that we must not express regret for the difficulties we face in life.

Simple Factual Activity :

Complete the following :
(The answers are given directly and underlined.)

1. One should bear the day of trial courageously and fearlessly.
2. The wings of hope are golden and buoyant, (strong, elastic)

Complex Factual Activity :

Question 1.
Does sorrow actually win over hope, according to the poet?
Answer:
No. Though hope is temporarily defeated, it springs up again and helps us to bear the days of trials.

Question 2.
Who does ‘Our Best’ refer to?
Answer:
‘Our Best’ refers to those whom we love and cherish the most.

Question 3.
Why are the wings of hope ‘golden’?
Answer:
Gold is the colour of optimism. The wings of hope are golden because hope helps us bear up with
our problems and suppress despair.

Activities based on Poetic Devices :

Question 1.
Write an appreciation of this poem. With the help of given points in paragraph format :
Note: The point format given for Appreciation of Poem is for easy understanding. However, it is to be written in I the form of a paragraph in the examination.
Answer:
Point Format
(for understanding)

• Title: Life
• Poet: Charlotte Bronte
• Rhyme Scheme: abeb in the first stanza, and abab in all the remaining stanzas.
• Figures of Speech: ‘What though death at times steps in’. The figure of speech is Personification, Death is given the human quality of ‘stepping in’.
• The other important figures of speech are Metaphor and Interrogation (Rhetorical Questions).
• Theme/Central idea: This is a motivating and optimistic poem. The poet says that the bad things of life are transient, and good things invariably follow them.
• Hope will rescue us and help us to bear our trials, even during times of great adversity. We must be optimistic, and have the courage to overcome any mishaps or problems.

Paragraph Format:

The poem ‘Life’ is by Charlotte Bronte. It is a motivating and optimistic poem. The Rhyme Scheme is abeb for the first stanza and abab in all remaining stanzas. There are many figures of speech e.g. Personification ‘What though death at times steps in’. Here, death is given the human quality of ‘stepping in’. The other important figures of speech are Metaphor and Interrogation (Rhetorical Questions).

The poetess says that the bad things of life are temporary. Good things invariably follow it. Even during times of great adversity, hope will rescue us and help us to bear our trials. We must look at the positive side of life, and have the courage to overcome any mishaps or problems. The poem makes one feel good and is easy to understand.

Maharashtra State Board Class 9 English Solutions

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 3.4 How the First Letter was Written Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 3.4 How the First Letter was Written

English Kumarbharati 9th Solutions Chapter 3.4 How the First Letter was Written Textbook Questions and Answers

Warming Up:

1. List the materials that man used for the following purposes in the different ages:

Question 1.
List the materials that man used for the following purposes in the different ages:

Answer:

2. Write your name in bold capitals.

Question 2.
Write your name in bold capitals.
(a) Now, within 3 minutes try to make as many words as you can using the letters in your name. You cannot use the same letter twice in a word, unless It Is so In your name.
(b) You may use the above Idea to devise a game with your friends.
Answer:
(An example is given below.)
Name: Sandeep Joshi
Words: deep, seep, pane, pain, heap, sheep. etc.

3. List words from your mother tongue or from Hindi which do not have an exact English equivalent. Try to write their meaning in English.

Question 1.
List words from your mother tongue or from Hindi which do not have an exact English equivalent. Try to write their meaning in English.

4. Now, list at least twenty English words which do not have an exact equivalent in your mother tongue.

Question 1.
Now, list at least twenty English words which do not have an exact equivalent in your mother tongue.

5. Browse the internet to find names of people/ places, etc. in any language that is not familiar to you.

Question 1.
Browse the internet to find names of people/ places, etc. in any language that is not familiar to you. Can you pronounce the names correctly? How will you find the correct pronunciation? (An example is given below.)
Answer:
1. Names of people: The name Xi in Chinese is pronounced as ‘she’ and the English name ‘Sean’ is pronounced as ‘Shawn’.
2. Name/es of place/es: The name of a town ‘Muvattupuzhe’ in Kerala is not pronounced the way it is written. The last three letters are pronounced as ‘rh’ with a roll of the tongue. I will get the information from the net or ask people when I want to know the correct pronunciation of names or places.

English Workshop:

1. Read the remaining part of the original story.

2. Make as many 5 – 8 letter words as you can within five minutes from the name:

Question 1.
Make as many 5 – 8 letter words as you can within five minutes from the name: Teshumai Tewindrow: (A few examples have been given. Students can more words)

Answer:

Five-letter words	Six-letter words	Seven-letter words	Eight-letter words
drawn, shore, sword	window, wander, estate	shutter, smatter, maestro	estimate, minutest, meditate

3. How do the following characters in the story live up to their names? Provide points from the story:

Question a.
Tegumai Bopsulai:
Answer:
The meaning of Tegumai is Man-who-does- not-put-his-foot-forward-in-a-hurry. He lived up to his name when he showed patience in mending his spear and did not just rush off home or send Taffy back to get another spear. He also did not ask Taffy too many questions about what she had been doing when he was busy repairing his spear, or about her conversation with the Stranger-man. He was patient and cautious.

Question b.
Taffimai Metallumai:
Answer:
The meaning of Taffimai is Small-person- without-any-manners-who-ought-to-be-spanked. She lived up to her name in the way in which she ordered the stranger ‘Come here’, stamped her foot and called him silly. She wanted the stranger to do her bidding and she succeeded in it. She pulled off the shark’s tooth from his necklace without his permission. She would not tell her father what she had done and she wanted him to promise to be surprised. This was a silly thing to do but he did it.

Question c.
Teshumai Tewindrow :
Answer:
The meaning of Teshumai is Lady-who-asks- very-many-questions. Though she did not ask many questions, she talked and shouted continuously at the poor stranger. She drew wrong conclusions and she spoke continuously to her friends telling them all that she had understood from Taffy’s drawing.

4. The story is written in an informal, colloquial style – the way it would be told orally. Find and write expressions where the author addresses the audience directly in the story. for example, ‘but we, O Best Beloved, will…….’, ‘Now attend and listen!’

Question 1.
The story is written in an informal, colloquial style – the way it would be told orally. Find and write expressions where the author addresses the audience directly in the story. for example, ‘but we, O Best Beloved, will…….’, ‘Now attend and listen!’
Answer:
Expression: ‘He did this, Best Beloved’.

5. Write the character sketch of the ‘Stranger- man’ using examples from the story to support the following attributes:

Question 1.
Write the character sketch of the ‘Stranger- man’ using examples from the story to support the following attributes:
a. ignorant, innocent and polite
b. calm and cool
c. jumps to wrong conclusions
d. hasty and unwise at times
Answer:
The ‘Stranger-man’ was a very simple and ignorant person. He was so innocent and ignorant that he thought that Tegumai was a great tribal chief merely because he ignored him. He was polite enough to disregard Tegumai’s rudeness in ignoring him. He admired every action of Taffy’s, drawing his own wrong conclusions from them. He did not even object when Taffy pulled the shark’s tooth from his necklace.

He again jumped to wrong conclusions when he saw Taffy’s drawing, and without even waiting to consult Tegumai he rushed off to do Taffy’s bidding. This was very unwise of him, because Taffy’s mother drew her own wrong conclusions from the drawing. He was cool, calm and polite when he met Teshumai, even though he was tired, his legs were scratched with brambles and Teshumai was rude to him.

6. Note the punctuation used in the story. Here, single inverted commas or quotation marks have been used to show conservation. Rewrite the following sentences using double quotation marks:

Question 1.
Note the punctuation used in the story. Here, single inverted commas or quotation marks have been used to show conservation. Rewrite the following sentences using double quotation marks:
1. ‘Here’s a pretty kettle of fish!’ said Tegumai.
2. ‘It will take me half the day to mend this.’
Answer:
1. “Here’s a pretty kettle of fish!” said Tegumai.
2. “It will take me half the day to mend this.”

7. Underline the main clauses in the following sentences:

Question 1.
Underline the main clauses in the following sentences:
(a) And she was Tegumai Bopsulai’s Best Beloved and lier own Mummy’s Best Beloved, and she was not spanked half as much as was good for her, and they were all three very happy.
(b) One-day Tegumai Bopsulai went down through the beaver-swamp to the Wagai river to spear carp-fish for dinner, and Taffy went too.
(c) They were miles and miles from home and Tegumai had forgotten to bring any extra spears.
(d) Just then a Stranger-man came along the river, but he belonged to a far tribe, the Tewaras, and he did not understand one word of Tegumai’s language.

8. Imagine Taffy comes to you for help to write a letter of apology in the modem script we use. She wants to express her regret to the Stranger – man for her mother’s action. Write that letter of apology (informal) on her behalf.

Question 1.
Imagine Taffy comes to you for help to write a letter of apology in the modem script we use. She wants to express her regret to the Stranger – man for her mother’s action. Write that letter of apology (informal) on her behalf.
Answer:
Neolithic Cave
Bopsu Forest
Rassamalai
28th July, 2020

Dear Stranger-man Uncle,

I am Taffy, the girl who gave you the drawing on the birch-bark two days back and sent you to my Mummy with it.

When we reached home that day, Mummy told me j that you had come with the birch-bark. She also told me what she had understood from my drawing, and how she had treated you. I was really horrified.

Stranger-man Uncle, I am really very sorry for what happened to you. I did not know that Mummy would misunderstand my drawing and beat you up. Please i accept my apology. See, I am not spoilt like people say. I am sorry for what happened. I will learn to write j properly so that such things do not happen again.

From a sorry little girl,
Taffy.

9. Imagine the Stranger-man narrates how the Neolithic ladies overpowered him. Write an account of the same, making him the narrator.

Question 1.
Imagine the Stranger-man narrates how the Neolithic ladies overpowered him. Write an account of the same, making him the narrator.
Answer:
I reached the cave and saw the little girl’s mother standing there with some other women. I recognized her immediately, for she looked very much like the little girl. Relieved, I handed over the birch-bark to her. I thought that she would immediately call upon the other members of the tribe to go to the Chiefs help but she did nothing of the sort.

She screamed something to the other ladies, and they immediately pounced on me and flattened me. I was caught completely unawares, and thrown onto the ground. Those heavy and strong ladies sat on my back to prevent me from escaping. The little girl’s mother began shouting and pulling my hair. I wonder why they are doing all this, instead of helping their poor Chief?

10. Making suitable groups, convert the entire episode into a short skit and write it down. Each group leader must discuss it with the others and add a different end to the skit:

Question 1.
Making suitable groups, convert the entire episode into a short skit and write it down. Each group leader must discuss it with the others and add a different end to the skit:
1. Happy ending
2. Sad ending
3. Surprise ending
4. Humorous ending
Answer:
(Tegumai Bopsulai accidentally broke his spear while fishing. He had forgotten to bring any extra spears, and mending the broken spear would take him half a day.)

• Tegumai Bopsulai: Oh, no! It will take me half a day to mend this!
• Taffy: I’ll run back to the cave and ask Mummy to give your big black spear.
• Tegumai Bopsulai: It’s too far, daughter, and you may fall into the beaver-swamp. I’ll try to mend this.
  (Tegumai settles down to mend the spear. A Stranger-man comes along and Taffy begins to talk to him.)
• Taffy: Do you know where my Mummy lives? Oh! I see! You want my Mummy’s living address? Well, I can’t write, but I can draw pictures if I have something sharp. Please lend me the shark’s tooth off, your necklace.

(Taffy pulls at the necklace. The Stranger-man was already in awe of Taffy and afraid of her father. He is even more impressed when she pulls at the shark’s tooth and comes to no harm, for the sharks’ tooth was supposed to be a magic one, which would make the person touching it swell up or burst.)
(The beginning lines have been given. Students can complete the skit in the same format in groups, changing the ending.)

11. Write a short passage/essay on ‘Women Power’ in the Neolithic, Medieval and Present times.

Question 1.
Write a short passage/essay on ‘Women Power’ in the Neolithic, Medieval and Present times.
Answer:
‘Women Power’ – in Neolithic, Medieval and Present times

The position of women in society and the power they wield has changed through the ages. During the Neolithic Age, women spent their days gathering berries, roots, nuts, etc. They also gathered materials to make pots and weapons. Women stayed on the home front and looked after the children, but were thought to be equal to men. The men hunted and brought home the food. Later on, with the start of agriculture, women also began to farm and weave cloth.

Medieval society, however, was patriarchal, Women were to fall under male control, and regardless of class women had to submit to the male head of her household. Rural women had many domestic responsibilities, like caring for the children, preparing food and tending livestock. They also had to lend a hand in other household activities like grinding, brewing and spinning. During harvest time,, women often helped their husbands in the field to bring in the crops. However, slowly women were increasingly relegated to low-paying tasks like spinning. They suffered a lot of criticism, lacked freedom and stood nowhere next to men.

Today, around the world, women’s status in each society and culture varies. In some societies, women’s status improved gradually, while in other, it has declined or remained unchanged. This is due to the major changes that have taken place in areas such as legislations, education, employment, awareness of their rights on the part of women, etc. In some societies, women have emerged as major political leaders, statesmen, doctors, lawyers, etc. In some places, she is still subjected to inhuman cruelty, sexual exploitation, domestic violence, etc.

12. Read: ‘Just so stories’ and ‘The Jungle Book’ by Rudyard Kipling.

English Kumarbharati 9th Digest Chapter 3.4 How the First Letter was Written Additional Important Questions and Answers

Simple Factual Activity.

Question 1.
Complete the following statements: (The answers are given directly and underlined.)
Answer:

1. One-day Tegumai Bopsulai went down through the beaver swamp to the Wagai river.
2. Tegumai’s spear was made of wood with shark’s teeth at the end.
3. He accidentally broke it clean across.
4. Tegumai had forgotten to bring any extra spears.

Complex Factual Activity.

Question 1.
Who is the author telling the story to?
Answer:
The author is telling us the story.

Question 2.
Write three things about Tegumal.
Answer:
Tegumal wore very few clothes. He couldn’t read and write and he lived a happy life, except when he was hungry.

Activities based on Vocabulary:

Question 1.
Give one word for the meaning of each of the following names:
Answer:

1. Tegurnal Bopsulal
2. Teshumai Tewindrow
3. Taffimal Metallumai

OR

Question 2.
Complete the following table.
Answer:

Names	Meanings	One word for meanings
1. Tegumai Bopsulai	Man who does not put his foot forward in a hurry	cautious
2. Teshumai Tewindrow	Lady who asks a very many questions	curious/ inquisitive
3. Taffimai Metallumai	Small person without any manners who ought to be spanked	spoilt

Personal Response.

Question 1.
Do you like reading books or seeing films about primitive/prehistoric/Neolithic human beings and how they evolved?
Answer:
No, I don’t. I am very much a modern person and I wish to know how to do better in today’s environment. I like modern technology and the comforts it offers. Though I do like to understand evolution, I am not very interested in it.

Simple Factual Activity.

Question 1.
Complete the diagram: (The answers are given directly and underlined.)
Answer:

Complex Factual Activity.

Question 1.
Why had Taffy stamped her foot?
Answer:
Taffy stamped her foot because she saw a shoal of very big carp going up the river just when her father couldn’t use his spear.

Activity-based on Vocabulary.

Question 1.
Give the meanings of the following expressions and use them in sentences of your own :
1. a pretty kettle of fish
2. make the best of a bad job
Answer:
1. a pretty kettle of fish : a messy situation.
Sentence: “What a pretty kettle of fish!” exclaimed the old man when he saw the ruined house.
2. make the best of a bad job: do something as well as one can under difficult circumstances.

Sentence: When he found that he had broken the switch while repairing it, he tried to make the best of a bad job by taping it together.

Personal Response.

Question 1.
What is your opinion of Taffy?
Answer:
Taffy was smart and wanted to help her father. She felt no shyness or fear when she saw the stranger and did not think twice before speaking to him. She was upset when she saw that her father was losing a big catch because his spear had broken at the wrong time.

Simple Factual Activity.

Question 1.
Write whether the following statements are True or False:
Answer:

1. Tegumai did not speak to the stranger because he was busy – True
2. The stranger was impressed with Taffy – True
3. Taffy wanted the stranger to help her father repair his spear – False
4. Taffy could read and write well – False

Complex Factual Activity.

Question 1.
What did the stranger make of Taffy’s stamping her foot?
Answer:
The stranger thought that Taffy was a very wonderful child because she stamped her foot at him and made faces.

Question 2.
Why did the stranger offer Taffy a big piece of birch-bark?
Answer:
The stranger offered Taffy a big piece of birch-bark to show that his heart was as white as the birch-bark and that he meant no harm.

Activities based on Vocabulary.

Question 1.
Write the antonyms of the following from the passage :

1. idle
2. fake
3. rudely
4. humble

Answer:

1. idle × busy
2. fake × genuine
3. rudely × politely
4. humble × haughty.

Activities based on Contextual Grammar.

Question 1.
Your legs are longer than mine. (Rewrite using the positive degree of comparison.)
Answer:
My legs are not as long as yours.

Question 2.
“Don’t bother grown-ups,” said Tegumai to Taffy. (Rewrite in reported speech.)
Answer:
Tegumai ordered Taffy not to bother grown-ups.

Personal Response.

Question 1.
What do you think about the stranger?
Answer:
The stranger seems to be very simple and foolish. He cannot understand Taffy’s body language and the non-verbal communication. He interprets Tegumai’s behavior too in the wrong manner. He seems to be in awe of Tegumai and Taffy, thinking that Tegumai is a haughty chief.

Simple Factual Activity.

Question 1.
Name the following: (The answers are given directly and underlined.)
Answer:

1. The necklace was made of this: bead and seed and shark-tooth.
2. This was what Taffy drew first: her father fishing.
3. She wanted the stranger to fetch this: the black-handled spear.
4. This is what Taffy drew with: the shark’s tooth.

Complex Factual Activities.

Question 1.
Why did the stranger’s admiration for Taffy grow?
Answer:
The shark’s tooth on the stranger’s necklace was a magic shark’s tooth. He had been told that if anybody touched it without his permission, that person would immediately swell up and burst. Taffy had touched it without his permission, but she hadn’t swollen up or burst. This made the stranger’s admiration for Taffy grow.

Question 2.
Is Taffy’s drawing realistic? In how many ways does it fail to show the real picture?
Answer:
Taffy’s drawing is not at all realistic. It does not show the true picture of Tegumai. The black-handled spear, which Taffy wanted the stranger to fetch, looked as if it was sticking in Tegumai’s back. Her hair was standing up in the picture, which it didn’t in real life. The stranger, who was nice, was not depicted as being ‘pretty’.

Activity-based on Vocabulary.

Question 1.
Match the adjectives in Column A with the nouns in Column B:
Answer:

A	B
1. wonderful	(a) spear
2. magic	(b) child
3. beautiful	(c) tooth
4. black-handled	(d) pictures

Answer:

1. wonderful – child
2. magic – tooth
3. beautiful – pictures
4. black-handled – spear.

Activities based on Contextual Grammar.

Question 1.
1.The Stranger-man didn’t say anything.
2. You mustn’t joggle.
Answer:
1. The Stranger-man remained silent.
2. You must refrain from joggling.

Personal Response.

Question 1.
Who does the author refer to when he says ‘some people’?
Answer:
When he says ‘some people’ he means the city dwellers of the modern age. The author has created a humorous mixture of the past and the present.

Simple Factual Activity.

Question 1.
Complete the flow-chart: (The answers are given directly and underlined.)
Answer:

Complex Factual Activity.

Question 1.
Is Taffy’s drawing realistic? In how many ways does it fail to show the real picture?
Answer:
Taffy’s drawing is not realistic. She had put the spear in the stranger’s hands, when he did not have any spear. The beavers did not look like beavers and only the heads could be seen. The cave looked as high as the hills, which it was not. The spear was actually inside the cave but she had drawn it outside the cave.

Activities based on Vocabulary.

Question 1.
Write:
1. ‘fended’ and
2. ‘splain’ with their proper spellings.
Answer:
1. offended
2. explain.

Question 2.
Pick out four adverbs from the passage.
Answer:
very, hard, scratchily, really, quite, inside, etc.

Activities based on Contextual Grammar.

Question 1.
Rewrite the sentences correctly:
1. She is the most beautifullest Mummy there ever was.
2. She’ll be pleased of me.
Answer:
1. She is the most beautiful Mummy there ever was.
2. She’ll be pleased with me.

Do as directed.

Question 1.
The cave isn’t as high as the hills. (Rewrite using the comparative form of the adjective.)
Answer:
The hills are higher than the cave.

Question 2.
I haven’t put in all the beavers. (Rewrite beginning ‘All the beavers …
Answer:
All the beavers haven’t been put in (by me).

Personal Response.

Question 1.
Do you think that giving clear directions to someone, narrating an incident clearly, etc. is important?
Answer:
Yes, it is. If your directions are not clear, people may land up at a different place, or do something completely different from what you intend. If a story or an incident is not narrated logically, people may get confused or bored.

Simple Factual Activity.

Question 1.
Complete the following statements: (The answers are given directly and underlined.)
Answer:

1. The Stranger-man looked at the picture and nodded very hard.
2. The Stranger-man raced off into the bushes like the wind.
3. Tegumai had mended his spear and was carefully waving it to and fro.
4. “It’s a little berangement of my own, Daddy dear,” said Taffy.

Complex Factual Activities.

Question 1.
How did the stranger interpret Taffy’s drawing?
Answer:
When the stranger looked at Taffy’s drawing, he thought that the beavers she had drawn were the Chiefs enemies who were coming up from all sides with spears. According to the stranger, the Chief was afraid that his enemies were hiding in the bushes and would see him. Therefore he had turned his back on the stranger and let Taffy draw a picture showing his difficulties. This was the stranger’s interpretation of Taffy’s drawing.

Question 2.
What mistaken notions made the stranger race off like the wind?
Answer:
After looking at the picture, the stranger thought that Tegumai would be slain by his enemies who were coming up from all sides with spears. Hence he raced off to get help for him from his tribe.

Activities based on Vocabulary.

Question 1.
Write the noun forms of:
1. wise
2. pleased
Answer:
1. wise – wisdom
2. pleased – pleasure.

Question 2.
Write the adjective forms of:
1. feared
2. picture
Answer:
1. feared – fearful/fearless/feared
2. picture – picturesque/pictorial.

Activities based on Contextual Grammar.

Question 1.
Pick out the adjectives in the following sentences:
1. He let the wise and wonderful child draw the terrible picture.
2. Now I see why the great Chief pretended not to notice me!
Answer:
1. wise, wonderful, terrible
2. great

Question 2.
Pick out the adverbs in the following sentences:
1. The stranger nodded very hard.
2. He was carefully waving his spear.
Answer:
1. very, hard
2. carefully

Personal Response.

Question 1.
Is it possible to promise that one will be surprised?
Answer:
No, it is not possible. Surprise is a spontaneous and not a pre-planned emotion. If one promises such a thing then one is prepared for it and will not be surprised. This is a promise one can make to a small child.

Simple Factual Activity.

Question 1.
Number the sentences according to their occurrence in the story: (The answers are given directly.)
Answer:

1. The Neolithic ladies sat on the stranger. [3]
2. The stranger ran for some miles. [1]
3. Teshumai pulled his hair. [4]
4. He found Teshumai at the door of her cave. [2]

Complex Factual Activities.

Question 1.
What was the stranger’s impression of Teshumai Tewindrow?
Answer:
The stranger thought that Taffy was very like Teshumai Tewindrow, especially about the upper part of the face and the eyes.

Question 2.
What terrible message had Taffy’s drawing conveyed to her Mummy?
Answer:
Taffy’s drawing conveyed the message that the stranger had stuck Tegumai full of spears and frightened Taffy so that her hair stood all on end. Teshumai thought that Tegumai’s arm was broken and he had a spear sticking into his back. She also thought that there was a man with a spear ready to throw, another man throwing a spear from a cave and a whole lot of people coming up behind Tegumai.

Activities based on Vocabulary.

Question 1.
Point out two humorous expressions from ‘all the Neolithic ladies sitting patiently on the Stranger-man’.
Answer:
Two humorous expressions:

1. all the Neolithic ladies
2. sitting patiently.

Question 2.
Pick out expressions that show you that this story took place in ancient times.
Answer:
Expressions:

1. Neolithic ladies
2. Primitive lunch.

Activity-based on Contextual Grammar.

Question 1.
Pick out the verbs in the following sentences and state their tense :
1. He had run hard so that he panted.
2. He has stuck my Tegumai all full of spears.
Answer:
1. had run – past perfect tense panted- simple past tense.
2. has stuck – present perfect tense.

Personal Response.

Question 1.
Did you enjoy reading the story? Write down one message it conveyed to you.
Answer:
Yes, I enjoyed the story. The message it conveyed was that if one does not communicate properly and clearly, it can lead to a lot of misunderstandings.

Simple Activities.

Question 1.
Write two compound words from the lesson.
Answer:
fireplace, drawing-room

Question 2.
Make a meaningful sentence using the phrase ‘to and fro’
Answer:
The old woman ran to and fro in search of her son.

Question 3.
Spot the error and correct the sentence: He done this to show that his heart was as white as the birch-bark.
Answer:
He did this to show that his heart was as white as the birch-bark.

Question 4.
Pick out a present participle/gerund/ infinitive from this sentence and use it in your own sentence: That’s the spear I want you to fetch.
Answer:
to fetch-infinitive.
Sentence: The poor little girl was told to fetch water from the well.

Question 5.
Identify the type of sentence:
Please lend me the shark’s tooth off your necklace.
Answer:
Imperative sentence

Question 6.
Form the present and past participle from a verb in the lesson in which the last letter is doubled.
Answer:
slip – slipped, slipping

Question 7.
Punctuate the following:
I cant make you pretty in the picture so you musnt be offended
Answer:
I can’t make you pretty in the picture, so you musn’t be offended.

Medium-Level Activities.

Question 1.
Use the word ‘hair’ and its homophone in two separate sentences :
Answer:
a. The hare rushed away when it saw the jackal.
b. The actress coloured her hair red.

Question 2.
“Don’t bother me,” said Tegumai to Taffy. (Rewrite using indirect speech.)
Answer:
Tegumai instructed Taffy not to bother him.

Question 3.
Teshumai was talking to some other ladies. (Use the present continuous tense of the verb.)
Answer:
Teshumai is talking to some other ladies.

Question 4.
The birch-bark was handed to Teshumai by the Stranger-Man. (Change the voice, beginning ‘The Stranger-Man’.)
Answer:
The Stranger-man handed the birch-bark to Teshumai.

Challenging Activities.

Question 1.
He stood on the bank and smiled at Taffy. (Rewrite as a simple sentence.)
Answer:
Standing on the bank, he smiled at Taffy.

Question 2.
She is the most beautiful mother. (Make it comparative.)
Answer:
She is more beautiful than all other mothers.

Maharashtra State Board Class 9 English Solutions

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 4.4 My Financial Career Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 4.4 My Financial Career

English Kumarbharati 9th Solutions Chapter 4.4 My Financial Career Textbook Questions and Answers

Warming Up:

1. Observe the forms given on page 100 of the textbook and fill in your details:

2. Write in your own words:

Question (a)
Why does the bank need so many details of its customer?
Answer:
The bank has to be sure that the customer is not a fraud. The money deposited or withdrawn should be legal. The government has to be notified about various things. Letters have to be sent to the customer’s home/office or some information given to him about the transactions in his account. For all these reasons, the bank needs many details of its customers.

Question (b)
What problems do customers face when they have to make a cash deposit at a bank?
Answer:
First of all, the customer has to go to the bank during banking hours, which may not be convenient. He then has to stand in a queue, fill in the details in the paying-in-slip, etc. There may be a long queue or the staff may be few or slow, leading to a long wait. These are some of the problems that customers face when they have to make a cash deposit at a bank.

Question (c)
What are the latest modern methods of depositing money in your own or somebody else’s account?
Answer:
The latest modern method is net banking, that is, operating your account through your email or cell phone to transfer or deposit money.

3. Make a word web of at least 12 words related to banking.

Question 1.
Make a word web of at least 12 words related to banking.
Answer:

English Workshop:

1. Find from the lesson the antonyms of the following:

Question 1.
Find from the lesson the antonyms of the following:

1. afterwards
2. careful
3. confidently
4. cheerful

Answer:

1. afterwards × beforehand
2. careful × irresponsible
3. confidently × timidly
4. cheerful × sepulchral

2. Fill in the blanks choosing the appropriate word/idiom from the lesson.

Question 1.
Fill in the blanks choosing the appropriate word/idiom from the lesson.
Answer:

1. The detective solved the mysterious crime.
2. In the examination, I did not know the answer, so I wrote something.
3. He was dizzy and he shambled into the room.
4. While arguing with his elders he had a fearfully quick temper.
5. The sight of a snake rattles me.
6. As soon as I cross the threshold of my home, I greet my family.

3. Using the following points frame a character sketch of the narrator.

Question 1.
Using the following points frame a character sketch of the narrator. Support each character trait with instances from the lesson:

1. Diffident and timid
2. Unusual behaviour
3. Ignorant about banking
4. Nervous and careless
5. Economical

Answer:
Character sketch of the author:

The author was a diffident and timid person. Everything about the bank made him nervous; in fact, he was so nervous that he did not even know what he was doing and what he was signing. He behaved in an unusual manner, shambling into the bank and talking in a gloomy voice as if he had a secret. It was also unnecessary for him to ask the manager whether he could talk to him alone. He was quite ignorant about banking, and too nervous to seek the right guidance.

He did not know how to open an account or write a cheque correctly. He made careless mistakes because of his overwhelming nervousness. First, he wrote the wrong figure on the cheque. Even after realizing the mistake, he did not attempt to correct it. He was careful in spending his money, and saved enough to keep it in silver dollars in a sock at home.

4. Rewrite the following in indirect speech:

Question (a)
“Can I see the manager?” I said.
“Certainly,” said the accountant.
Answer:
I asked the accountant whether I could see the manager. The accountant replied that I could certainly do so.

Question (b)
Rewrite the following in indirect speech:
“Good morning,” I said and stepped into the safe.
“Come out,” said the manager coldly.
Answer:
I wished the manager a ‘good morning’ and stepped into the safe. The manager coldly ordered me to come out.

Question (c)
Rewrite the following in indirect speech :
…… the words seem to mean, “Let us do this painful thing while the fit is on us.”
Answer:
…….. the words seem to mean that they should do that painful thing while the fit was on them.

Question (d)
“What! Are you drawing it all out again?” he asked in surprise.
“Yes, the whole thing,” I said.
Answer:
He asked me in surprise whether I was drawing it all out again. I replied in the affirmative and confirmed that I was drawing out the whole thing.

Question (e)
“How will you have it?” he said.
“In fifties,” I said.
Answer:
He asked me how I would have it. I replied that I would have it in fifties.

5. Read the statement given below, and write first your views and then the counterview, in two separate passages: ‘Online/Net banking is better than going personally to the bank for transactions.’

Question 1.
Read the statement given below, and write first your views and then the counterview, in two separate passages: ‘Online/Net banking is better than going personally to the bank for transactions.’
Views:
…………………………..
…………………………..
…………………………..

Counterview:
…………………………..
…………………………..
…………………………..
Answer:
View:
Online/Net banking is certainly better than going personally to the bank for transactions. You do not have to wait for banking hours or worry about bank holidays. You do not have to stand in a queue or deal with indifferent staff. With net banking, the service is immediate – when you want it, and where you want it. You can operate your account from anywhere in the world. You will get all the information about your transactions at the click of a button. You can do the banking transactions in the cosy privacy of your home. There is no wastage of any sort, and complete privacy to what you are doing. Yes, net banking is worth it, any day!

Counterview:

Net banking? Certainly not. If you do all your transactions through a cell phone or a computer, where is the personal touch that is so necessary in our lives? No doubt, you may get things instantly, but is this all there is to life? Besides, if you have a problem, can you discuss it with a computer or a phone? And if you think your accounts are secure and private, that is a myth. Any reasonably good hacker will be able to hack the account and siphon off all your money before you have any idea that it has happened. You have to be extremely cautious and knowledgeable about the ins and outs of net banking to do it successfully. How many people do we have in our country who are so proficient? No, give me normal, face-to-face, personalised banking any day.

6. Read the story ‘Lord Emsworth and the Girl Friend’ by P. G. Wodehouse.

English Kumarbharati 9th Digest Chapter 4.4 My Financial Career Additional Important Questions and Answers

Simple Factual Activity:

Question 1.
What makes the narrator nervous at a bank?

OR

Complete the following web:
(The answers are given directly and underlined.)
Answer:

Complex Factual Activity:

Question 1.
What word should the writer have avoided in his request to see the manager?
Answer:
The writer should have avoided the word ‘alone’ in his request to see the manager.

Question 2.
Why was the manager alarmed?
Answer:
The manager felt that the writer had some awful secret to reveal. Hence he was alarmed.

Activities based on Contextual Grammar:

Question 1.
Rewrite the following sentence as a simple sentence :
If I attempt to transact business there, I become an irresponsible idiot.
Answer:
On attempting to transact business there, I become an irresponsible idiot.

Personal Response:

Question 1.
Have you been to a bank? If so, how did you feel about it? If not, would you like to go there?
Answer:
Yes, I have been to a bank, but not alone. I have gone there with my mother, and I was completely confused. She told me to just follow her quietly, and that is what I did! of course, as soon as I am eighteen I will learn all these things and manage my own bank account.

Simple Factual Activity:

Question 1.
Write whether the following statements are True or False:
Answer:

1. The manager was very rude to the narrator in the beginning – False
2. The narrator was one of Pinkerton’s men – False
3. The narrator was not a detective – True
4. The narrator was a young Gould – False

Complex Factual Activity:

Question 1.
Who did the manager think his visitor was?
Answer:
The manager thought his visitor was one of Pinkerton’s men.

Question 2.
What was the accountant’s name? What was he asked to do?
Answer:
The accountant’s name was Mr Montgomery. He was asked to deal with the narrator’s business.

Activities based on Vocabulary:

Question 1.
Find from the lesson the antonyms of the following:
1. withdraw
2. public
Answer:
1. withdraw × deposit
2. public × private

Question 2.
Fill in the blanks choosing the appropriate word/idiom from the lesson:
Answer:
There was a huge painting kept neatly at the side of the room.

Activities based on Contextual Grammar:

Question 1.
Rewrite using the noun forms of the underlined words:
1. He concluded now that I was the son of Baron Rothschild.
2. I propose to deposit fifty-six dollars now.
Answer:
1. He came to the conclusion now that I was the son of Baron Rothschild.
2. My proposal is to make a deposit of fifty-six dollars now.

Personal Response:

Question 1.
Why do you think the manager spoke ‘coldly’ to the narrator?
Answer:
When the narrator said that he wanted to speak to the manager alone, the manager was alarmed because he thought that the narrator was a detective who had come to find out something. When the narrator said that he was not a detective but had come to open an account, the manager thought that he was a very rich man who would deposit a huge amount of money in the bank.

But when the narrator mentioned he wanted to deposit the princely sum of fifty-six dollars, the manager got angry and spoke coldly to him for having wasted his precious time.

Simple Factual Activity:

Question 1.
Complete the paragraph :
Answer:
I went up to the accountant’s wicket and poked the ball of money at him with a quick, convulsive movement as if I was doing a conjuring trick.

Complex Factual Activity:

Question 1.
What procedure did the author have to follow to open the account?
Answer:
To open an account, the author had to first give the money to the accountant. He then had to write the sum on a slip and sign his name in a book.

Question 2.
What error did the author make in the cheque?
Answer:
The author wrote a cheque for fifty-six dollars instead of six dollars. This was the error.

Activities based on Vocabulary:

Question 1.
Match the words in Column A with the nouns in Column B:

A	B
1. invalid	(a) pale
2. ghastly	(b) millionaire
3. hollow	(c) thing
4. painful	(d) voice

Answer:

1. invalid – millionaire
2. ghastly-pale
3. hollow – voice
4. painful – thing

Question 2.
Fill in the blanks choosing the appropriate word/idiom from the lesson.
Answer:
Not having eaten the whole day, I was feeling dizzy, and the classroom swam before my eyes.

Activities based on Contextual Grammar:

Question 1.
Rewrite the following sentence as a simple sentence, beginning ‘Going …’ ; I went up to the accountant’s wicket and poked the ball of money at him with a quick, convulsive movement.
Answer:
Going up to the accountant’s wicket, I poked the ball of money at him with a quick, convulsive movement.

Personal Response:

Question 1.
Do you feel nervous when you have to go to a strange place and talk to strange people?
Answer:
Yes, I do. I think I should get over this nervousness and learn to be calm and confident. I am trying hard to do so, because I know that this is what is needed in the world today.

Simple Factual Activity:

Question 1.
Number the sentences correctly in their order of occurrence in the story:
Answer:

1. The clerk prepared to pay the money. [3]
2. I caught the echo of a roar of laughter. [4]
3. I made a wretched attempt to look like a man with a fearful temper. [2]
4. “Are you not going to deposit any mort?” asked the clerk, astonished. [1]

Complex Factual Activity:

Question 1.
Did the author correct the error he had made In the cheque?
Answer:
No. he did not.

Question 2.
Why did the author pretend to appear like a bad-tempered man?
Answer:
The officials at the bank were astonished by the writer’s behaviour. The writer was terribly nervous, and he thought that if he could look as If he had been Insulted and was hence withdrawing his money, they might not laugh at him. Hence he pretended to appear like a bad-tempered man.

Question 3.
What decision has the author taken after the episode at the bank?
Answer:
After the episode at the bank, the author has decided that he will not keep his money ¡n a bank any more. He will keep his money in cash in his trouser pocket and his savings in silver dollars in a sock.

Activities based on Vocabulary :

Question 1.
Find from the lesson the antonyms of the following:
1. spending
2. happiness
Answer:
1. spending × saving
2. happiness × misery

Question 2.
Fill in the blanks choosing the appropriate word/idiom from the lesson.
Answer:
There was a roar of laughter when the comedian cracked a joke.

Personal Response:

Question 1.
Is the author’s last decision wise?
Answer:
No, the author’s last decision is not wise. It is risky to keep money in the trousers pocket or in a sock; the money could be stolen. On the contrary you will get interest on the money if you keep it in a bank.

Simple Activities:

Question 1.
Write two compound words of your own.
Answer:
doorway, moonlight

Question 2.
Make a meaningful sentence using the phrase ‘in some alarm’.
Answer:
The man looked at the gun in his friend’s hand in some alarm.

Question 3.
Spot the error and correct the sentence:
The manager being a grave, calm man.
Answer:
The manager was a grave, calm man.

Question 4.
Pick out a gerund from the given sentence and use it in your own sentence:
All the clerks had stopped writing.
Answer:
writing-gerund.
Sentence: The girl began writing very late.

Question 5.
Identify the type of sentence:
Come in here.
Answer:
Imperative sentence

Question 6.
Pick out the word which cannot be formed by using the letters of the given word:
sepulchral-clear, pleas, crease, lurch.
Answer:
crease

Question 7.
Form the present and past participle of a verb in which the last letter is doubled.
Answer:
plan-planned, planning

Question 8.
Write the following words in alphabetical order:
prepared, pocket, painful, presume
Answer:
painful, pocket, prepared, presume

Medium-Level Activities:

Question 1.
Use the following word and its homophone in two separate sentences: write
Answer:
(a) I love to write poems and stories.
(b) We must always try to do the right thing.

Question 2.
“Are you not going to deposit any more?” said the clerk, astonished. (Rewrite using indirect speech.)
Answer:
The clerk asked in astonishment whether I was not going to deposit any more.

Question 3.
I was writing the cheque. (Use the future perfect tense of the verb.)
Answer:
I shall have written the cheque.

Question 4.
Prepare a word register of four words related to bank.
Answer:
bank – deposit, cheque, passbook, draft, account, withdrawal, credit, cashier, debit.

Challenging Activities:

Question 1.
I went up to the wicket marked ‘Accountant’.
(Rewrite as a complex sentence.)
Answer:
I went up to the wicket which was marked ‘Accountant’.

Question 2.
“Can I see the manager?” (Pick out the modal auxiliary and state its function.)
Answer:
Can-permission

Maharashtra State Board Class 9 English Solutions