Category: Class 9

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 2.5 Autumn Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 2.5 Autumn

English Kumarbharati 9th Solutions Chapter 2.5 Autumn Textbook Questions and Answers

Warming up:

1. What changes do you see in nature in each of the following seasons? A few sentences are given below as examples. Use these and your own to describe a season appropriately.

• New grass sprouts.
• We see mist in the morning.
• Tender leaves shoot out on plants or trees.
• There are sudden showers and
• Migratory birds return. hailstorms.
• The sun shines brighter than before.
• Trees blossom.

Question 1.
What changes do you see in nature in each of the following seasons? Use the sentences given on textbook page 49 and your own to describe each season appropriately.
Answer:
(a) Summer:

1. Migratory birds return.
2. The sun shines brighter than before.
3. Many trees blossom.
4. Humidity in the air increases.

(b) Winter:

1. We see fog in the morning.
2. Nights become longer and the days shorter.
3. There may sometimes be hail or snow in some places.
4. Humidity levels in the air decrease.

(c) Monsoon:

1. New grass sprouts.
2. Tender leaves shoot out on plants and trees.
3. There are sudden showers and hailstorms.
4. There is the fresh smell of wet earth.

Question a.
Name the six seasons according to the Indian calendar. Which of these seasons is equivalent to Autumn?
Answer:
The six seasons according to the Indian calendar are :
Vasant, Grishma, Varsha, Sharad, Hemant and Shishir. Sharad Ritu is equivalent to Autumn.

Question b.
What changes do we see in the life of human beings when the season changes? Write with reference to their (a) clothes (b) diet
(c) celebrations.
Answer:
(a) clothes :
Points :

1. summer: wear cotton clothes – loose garments – head protection like caps, turbans – open shoes – goggles – long-sleeved shirts, blouses for protection from rays of sun, etc.
2. winter: sweaters, mufflers, closed shoes, sometimes gloves, socks, etc.
3. monsoon : light synthetic clothes – rubber or plastic footwear – umbrellas or raincoats, etc.

(b) diet :
Points :

1. summer : more liquids-fresh fruits and juices – less spice, less oil, light diet, etc.
2. winter : more oil, heavy food – hot food – special types of food which provide warmth – etc.
3. monsoon : only cooked food – boiled water – less liquids – more foods that will give internal warmth, etc.

(c) celebrations :
Points :

1. summer – Many Hindu festivals like Holi, Gudi padva, holidays – harvest festivals – family get-togethers, etc.
2. winter – many weddings, parties – festivals like Diwali, Christmas, New Year, etc.
3. monsoon – many festivals like Ganesh Chaturthi, farmers’ festivals, busy season for farmers, etc.

2. Guess what is personified and fill in the gaps. Choose from the brackets.
(Sun, alarm, bird, car, wind, stars, machine)

Question 1.
Guess what is personified and fill in the gaps with words from the brackets :
(sun, alarm, bird, car, wind, stars, machine) (The answers are given directly.)
(a) The weary ……… was also petrol – hungry.
(b) The playful …….. whistled among the trees.
(c) The annoying ……. screamed at 5 am.
(d) The naughty …….. winked at me from above.
(e) The rising ……. stretched its arms.
(f) The cheerful …… sang as it perched on a tree.
(g) The tireless …….. hummed as it worked hard.
Answer:
(a) The weary car was also petrol-hungry.
(b) The playful wind whistled among the trees.
(c) The annoying alarm screamed at 5 a.m.
(d) The naughty stars winked at me from above.
(e) The rising sun stretched its arms.
(f) The cheerful bird sang as it perched on a tree.
(g) The tireless machine hummed as it worked hard.

English Workshop:

1. Find three lines each, that contain images of nature in the autumn season. ..

Question 1.
Find three lines each, that contain images of nature in the autumn season :
(a) During daytime
1. ……………………..
2. ……………………..
3. ……………………..
(b) At night
1. ……………………..
2. ……………………..
3. ……………………..
Answer:
(a) During daytime :

1. With nodding rice-stems in her hair.
2. And lilies in her face.
3. In flowers of grasses she is clad.

(b) At night :

1. A diadem adorns the night! Of multitudinous stars.
2. Her silken robe is white moonlight.
3. And on her face (the radiant moon).

2. Pick out words from the poem that describe the following. List them in Column ‘A’. Substitute each of those describing words with another word/phrase of the same meaning.

Question 1.
Pick out words from the poem that describe the following. List them in Column A. Substitute each of those describing words with another word/ phrase of the same meaning.
Answer:

	A (Poetic words)	B (Your own words)
1. The Autumn	A maiden fair	A beautiful maiden
2. Stars	Multitudinous	Numerous, Countless
3. Moonlight	White	Silvery
4. Cooing of birds	A bracelet’s tinkling	A musical sound

3. Find one example of each of the following from the poem :
Simile
Metaphor

Question 1.
Simile
Answer:
Simile – Birds greet her with their cooing glad, Like a bracelet’s tinkling sound.

Question 2.
Metaphor
Answer:
Metaphor – The Autumn comes, a fair maiden.

4. Write the rhyme scheme of the poem.

Question 1.
Write the rhyme scheme of the poem.
Answer:
The rhyme scheme is ababcdcd.

5. Think and write in your own words.

Question a.
Why is the maiden Autumn said to wear rice stems in her hair?
Answer:
Probably the harvest of the rice crop is just over at the beginning of Autumn; hence the maiden Autumn is said to wear rice stems in her hair.

Question b.
How can the tender maiden Autumn become a full grown woman? What change in nature does it imply?
Answer:
When the Autumn season is just beginning, Autumn is a tender maiden, young and graceful. As the season progresses and sets in properly, she becomes a full grown, mature woman. It implies that time has passed and the season has changed.

Question c.
Why do you think that birds greet the autumn season gladly?
Answer:
Probably the birds enjoy the cool autumn after the hot summer. They may also get more grains and seeds to eat.

6. Compare the Indian Monsoon season to a powerful king of a prosperous kingdom. Write down a few similarities. Use them to compose a poem of your own.

Question 1.
Compare the Indian Monsoon season to a powerful king of a prosperous kingdom. Write down a few similarities. Use them to compose a poem of your own.
Answer:
(Students may attempt this on their own.)

7. Which is your favourite ‘Nature’ poem from your mother tongue? Write the poem and try to translate it into English. Your translation can be in the form of a poem or a paraphrase.

Question 1.
Which is your favourite ‘Nature’ poem from your mother tongue? Write the poem and try to translate it into English. Your translation can be in the form of a poem or a paraphrase.
Answer:
(Students may attempt this on their own.)

8. Read the ode ‘To Autumn’ by the famous poet John Keats. ‘Season of mists and mellow fruitfulness…’

Question 1.
Read the ode ‘To Autumn’ by the famous poet John Keats. ‘Season of mists and mellow fruitfulness…’

English Kumarbharati 9th Digest Chapter 2.5 Autumn Additional Important Questions and Answers

Read the following poem carefully and complete the activities:

Simple Factual Activity:

1. Complete the web:
(The answers are underlined directly.)

Complex Factual Activities:

Question 1.
What is the cooing of birds compared to?
Answer:
The cooing of birds is compared to the tinkling song of a bracelet.

Question 2.
How does Autumn dress up at night?
Answer:
At night Autumn wears a twinkling crown made of countless stars. Her robe of silk is the white moonlight, set free from the cloudy patches.

Question 3.
Why is Autumn called a ‘maiden fair’?
Answer:
Autumn is said to be slender and graceful. She has adorned herself by having rice-stems in her hair and lilies in her face. She is dressed in flowers of grasses. Hence, she is called a ‘maiden fair’.

Paragraph Format:

In the poem ‘Autumn’, the poet Kalidas has lovingly and picturesquely described the advent of the Autumn season. The original poem in Sanskrit is translated into English by Prof. A. W. Ryder.

The Rhyme Scheme is ababcdcd. A Figure of Speech that stands out is Alliteration: ‘She seems a slender maid, who soon…’. Repetition of the sound of the letter ‘s’. Other figures of speech are Simile and Metaphor.

The poet has compared Autumn to a slender and graceful maiden who has adorned herself in various ways.
The poem is enchanting because of the imagery and the beautiful, imaginative description of Autumn. It shows us the imagination of the poet. Autumn is personified in the entire poem and compared to a slender and graceful maiden.

Maharashtra State Board Class 9 English Solutions

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 2.1 Invictus Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 2.1 Invictus

English Kumarbharati 9th Solutions Chapter 2.1 Invictus Textbook Questions and Answers

Warming Up:

Let’s introspect!

1. Think and respond with a ‘YES’ or ‘NO’. When you are faced with a very serious problem or some grave danger, what do you experience?

Write about your feelings and reactions In 4-5 lines. You may describe your feelings and reactions usIng other words than those given here.

Form groups of four. Discuss what you actually feel and do In difficult situations and some of the things you could do and would like to do In those situations.

Question 1.
Think and respond with a ‘YES’ or ‘NO’. When you are faced with a very serious problem or some grave danger, what do you experience?
Answer:
(Students can attempt this activity on page 27 of the textbook on their own.)

Question 2.
Write about your feelings and reactions In 4-5 lines. You may describe your feelings and reactions usIng other words than those given here.
Answer:
[Students may write this based on responses made in (a).]
(Some other words you can use to describe your feelings and reactions :fear, nervousness, uncertainty, lack of confidence, aggressiveness, insecurity, courage, optimism, despair, etc.)

Question 3.
Form groups of four. Discuss what you actually feel and do In difficult situations and some of the things you could do and would like to do In those situations.
Answer:
In difficult situations :
(a) What I actually feel and do :

1. feel frightened and corf used
2. feel depressed and cry
3. run away and hide
4. tell lies or blame others.

(b) What I could do and would like to do :

1. be calm and brave
2. accept the situation and look for solutions
3. take due responsibility for what has happened
4. share my problems and look for support. (Students can add their own points and discuss this activity in groups.)

2. Guess what the following symbolize and match the pairs : 

Question 1.
Guess what the following symbolize and match the pairs :

A	B
1. a tall mountain	(a) beauty
2. a dark night	(b) freedom
3. a rose	(c) deep distress
4. sunrise	(d) anger
5. a flying bird	(e) strength/firmness
6. thunder	(f) hope

Answer:

A	B
1. a tall mountain	(e) strength/firmness
2. a dark night	(c) deep distress
3. a rose	(a) beauty
4. sunrise	(f) hope
5. a flying bird	(b) freedom
6. thunder	(d) anger

English Workshop:

1. Choose the correct option :

Question a.
Out of the night that covers me, Black as the pit from pole to pole.
i. There is a pit between two poles which you cannot see at night.
ii. I am in a pit that is covered with a black sheet.
iii. The circumstances are as bad as they can be, with nothing to hope for from any corner.
Answer:
iii. The circumstances are as bad as they can be, with nothing to hope for from any corner.

Question b.
In the fell clutch of circumstance, I have not winced nor cried aloud.
i. I fell down and cried aloud.
ii. I have not expressed my grief even when I had to suffer great pain.
iii. I freed myself from a difficult situation and cried.
Answer:
ii. I have not expressed my grief even when I had to suffer great pain.

Question c.
Under the bludgeonings of chance, My head is bloody …
i. I have suffered many setbacks and losses, for which there was no reason.
ii. I got hurt due to my own faults.
iii. My enemies hit me till I started bleeding.
Answer:
i. I have suffered many setbacks and losses, for which there was no reason.

Question d.
And yet the menace of the years, Finds, and shall find me, unafraid.
i. My enemies threaten me but cannot find me.
ii. A great bully found me once, but shall not find me in future.
iii. Even though I am growing old, I am not, and shall not be, afraid.
Answer:
iii. Even though I am growing old, I am not, and shall not be, afraid.

Question e.
How charged with punishments the scroll….
i. The scroll is very expensive.
ii. I may have to pay for many of my mistakes.
iii. I have to pay money as punishment.
Answer:
ii. I may have to pay for many of my mistakes.

Question f.
I am the master of my fate.
i. I take responsibility for everything that happens in my life.
ii. My fate is my master.
iii. I am the master of this world.
Answer:
i. I take responsibility for everything that happens in my life.

Question g.
I am the captain of my soul.
i. I am the captain of a team.
ii. My soul is the captain of my team.
iii. My actions are the result of my own feelings.
Answer:
iii. My actions are the result of my own feelings.

2. Write the rhyme scheme of the poem.

Question 1.
Write the rhyme scheme of the poem.
Answer:
Rhyme scheme: abab.

3. Read the poem ‘Where lies the land ……..’ by A.C. Clough.

Question 1.
Read the poem ‘Where lies the land ……..’ by A.C. Clough.

English Kumarbharati 9th Digest Chapter 2.1 Invictus Additional Important Questions and Answers

Complex Factual Activities :

Question 1.
What is the poet thankful for?
Answer:
The poet is thankful for his unconquerable soul.

Question 2.
What does the poet have full control over?
Answer:
The poet has full control over his fate, his soul and his life.

Question 3.
Which lines show that the poet has suffered his hardships bravely?
Answer:
The lines that show that the poet has suffered his hardships bravely are :
i. I thank whatever gods may be
For my unconquerable soul.

ii. In the fell clutch of circumstance
I have neither winced nor cried aloud.
Under the bludgeoning of chance
My head is bloody but unbowed.

Question 4.
What is meant by ‘the place of wrath and tears’?
Answer:
‘The place of wrath and tears’ means the place of anger and sadness. That is, the world where we live.

Activities based on Poetic Devices :

Question 1.
‘Under the bludgeonings of chance’. Pick out and explain the figure of speech from this line.
Answer:
Personification – Chance (fate) is personified. It is said to be beating the poet violently with a club.

Paragraph Format :

The poem ‘Invictus’ is by William Ernest Henley. The Rhyme Scheme of the poem is abab. One example of a Figure of Speech is Personification: ‘In the fell clutch of circumstance’, ‘Circumstance’ is personified. It is said to be clutching wickedly.

‘Invictus’ is a powerful poem. It is all about showing courage in the face of death, and of the will to survive with dignity in the face of severe hardships. The poet stresses that he alone is responsible for his actions, and though he has been battered by fate, he has not been conquered.

Maharashtra State Board Class 9 English Solutions

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 4.3 Intellectual Rubbish Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 4.3 Intellectual Rubbish

English Kumarbharati 9th Solutions Chapter 4.3 Intellectual Rubbish Textbook Questions and Answers

Warming Up:

1. How will you react in the following situations?

Question (a)
Your Science teacher tells you plants exposed to the sunlight grow faster than those always in the shade.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
Answer:
Points: change the location of your plants – disbelieve her, try some experiments, etc.

Question (b)
Your aunt tells you not to go for a job interview because it’s a no moon day, that very same day.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
Answer:
Points: you ignore her words – you listen to her words – you ask for proof etc.

Question (c)
Your friend argues with you that Mount Everest is not the highest peak in the world.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
Answer:
Points: you pity his ignorance – you believe him – you look up the internet to check, etc.

Question (d)
A stranger at your door claims to be a magician and promises your mother to turn all her silver jewellery into gold.
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
Answer:
Points: you slam the door – you call the police – you try to trick him, you give the gold, etc.

2. What do you notice about the following pairs of words?

Question (a)
What do you notice about the following pairs of words?

1. act naturally
2. liquid gas
3. open secret
4. sound of silence
5. sweet sorrow
6. original copy
7. only choice
8. growing smaller

Answer:
They are all contrasting pairs of words used together. Such contrasting pairs of words that go together are called Oxymorons.

Now try to add a contradictory word (Oxymoron) to the following:

Question (a)
What a ……………… mess you’ve got us into!
Answer:
What a wonderful mess you’ve got us into!

Question (b)
It’s a …………… imitation of a diamond necklace.
Answer:
It’s a genuine imitation of a diamond necklace.

Question (c)
My trip to Matheran was a …………. holiday.
Answer:
My trip to Matheran was a working holiday.

Question (d)
With such heavy makeup, she looks ……………. ugly.
Answer:
With such heavy make-up, she looks pretty ugly.

Question (e)
A ……………. crowd gathered to see the magic show.
Answer:
A tiny crowd gathered to see the magic show.

Note:- Contrasting words that go together are examples of the language device called Oxymoron.

English Workshop:

1. The following expressions are a combination of a noun preceded by a describing word.
Replace the describing words with as many others as you can, that go with the underlined nouns.
eg. silly mistake, grave mistake, careless mistake, obvious mistake etc.

Question (a)
fatal mistake
Answer:
silly mistake, grave mistake, careless mistake, obvious mistake.

Question (b)
foreign customs
Answer:
established customs, local customs, traditional customs, age-old customs.

Question (c)
unappetizing diet
Answer:
nutritious diet, healthy diet, unhealthy diet, strict diet, balanced diet, staple diet, vegetarian diet.

Question (d)
plentiful supply
Answer:
sufficient supply, regular supply, continuous supply, irregular supply.

Question (e)
simple device
Answer:
complicated device, expensive device, helpful device, useless device, clever device, ingenious device, safety device.

Question (f)
savage controversy
Answer:
raging controversy, bitter controversy, unending controversy, fierce controversy.

Question (g)
modern technique
Answer:
new technique, conventional technique, advanced technique, simple technique.

Question (h)
foolish custom:
Answer:
quaint custom, ancient custom, Indian custom, accepted custom.

2. Use the following idioms/expressions in sentences of your own.

Question (a)
to be prone to …………………………………
Answer:
We are prone to infections during monsoon.

Question (b)
to have a difference of opinion ………………………
Answer:
If you have a difference of opinion with someone, you must settle it amicably.

Question (c)
to go beyond …………………………….
Answer:
The fight between the two women was going beyond the limits of decent behaviour.

Question (d)
to have a beneficial effect ……………………………………
Answer:
Exercising regularly has a beneficial effect on the body.

Question (e)
to have a bias ………………………………
Answer:
We should not have a bias against foreign ideas.

Question (f)
to undo ……………………………………..
Answer:
“Do not undo all the good that I have done,” said the psychiatrist to the woman.

Question (g)
to be wary of ………………………………..
Answer:
One should be wary of schemes which promise to make one rich overnight.

Question (h)
under the influence ……………………………….
Answer:
He committed the crime when he was under the influence of alcohol.

3. Say ‘WHY’?

Question (a)
One should avoid getting angry about a difference of opinion.
Answer:
One should avoid getting angry about a ; difference of opinion because if one gets angry, it will show that one’s belief is going beyond what the evidence indicates or states.

Question (b)
The writer found his stay abroad very profitable.
Answer:
The writer found his stay abroad very profitable because it helped him to become aware of foreign ideas and customs and diminish the intensity of his insular prejudice.

Question (c)
The writer grew less dogmatic and more open-minded.
Answer:
When the writer was young, he lived for some time outside his country. He became aware of foreign ideas and customs. This made him grow less dogmatic and more open-minded.

Question (d)
Men declaring that they are saints write letters to the writer.
Answer:
The writer is a renowned person. The men who declare themselves as saints want the writer to mention them in his lectures so that they get some free publicity. Hence they write letters to the writer.

Question (e)
The writer claims that all false beliefs need not be replaced by cold science.
Answer:
The writer claims that all false beliefs need not be replaced by cold science because if this is done, the world would lose some of its interest and variety.

4. Make sentences of your own to show the difference of usage of the following words:

Question (a)
1. device
2. devise
Answer:
1. Today, we make use of various devices to help us.
2. Mothers must devise ways of keeping their children out of mischief.

Question (b)
Make sentences of your own to show the difference of usage of the following homophones :
1. advice
2. advise
Answer:
1. It is very easy to give advice but difficult to follow it.
2. The teacher advised the girl not to waste time.

Question (c)
Make sentences of your own to show the difference of usage of the following homophones:
1. practice
2. practise
Answer:
1. Dowry is an evil practice prevalent in India.
2. I have to practise every day if I want to win the dance competition.

5. When a family member is very ill for long, the grandmother of the family urges everyone to send for a person who claims he can cure victims of black magic. Compose a dialogue with her, in which her granddaughter politely convinces her that she should not believe in such things.

Question 1.
When a family member is very ill for long, the grandmother of the family urges everyone to send for a person who claims he can cure victims of black magic. Compose a dialogue with her, in which her granddaughter politely convinces her that she should not believe in such things.
Answer:

• Grandmother: What a situation! Now that you have tried all your fancy modern medicines, listen to me. Call Cureybaba.
• Granddaughter: Who is he? Never heard of him.
• Grandmother: I am certain that your mother is the victim of black magic. Cureybaba will cure her. You saw him at our neighbour’s house a few days back. He is bald and …
• Granddaughter: Grandma, for Heavens Sake! Mom was ill, no doubt, but her illness has been diagnosed and it is easily curable! There are plenty of medicines in the market.
• Grandmother: She’s been ill for so long now! Granddaughter: Oh, Grandma, only for two months! The diagnosis took long.
• Grandmother: Cureybaba will cure her in one sitting.
• Granddaughter: Listen, Granny dear, these people are all frauds. If your Cureybaba was so good, why doesn’t he get some hair on his head – we know he wears a wig – or cure his horrible cough? Why doesn’t he cure his own mother who is so ill? And has he cured that poor little girl next door? No, he hasn’t. He’s a fraud, Granny.
• Grandmother: But … but, ……….
• Granddaughter: Granny, there’s no such thing as black magic. You know that full well. You have seen enough of these ‘babas’ being exposed. Then why ………….
• Grandmother: Oh, OK. If you say your mother’s 5 illness can be cured by modern medicines easily, I will forget Cureybaba and black magic. Now that I come to think of it, our other neighbour was telling me how he cheated somebody the other day ……….
• Granddaughter: There you are, Granny!

6. List the various ways of avoiding error 1 mentioned in the passage.

Question 1.
List the various ways of avoiding error 1 mentioned in the passage.
Answer:
The various ways of avoiding error are:

1. make observations yourself
2. make yourself aware of your bias
3. be on your guard when you find yourself getting angry about a difference of opinion.

7. Answer the following questions:

Question (a)
If an opinion contrary to your own makes you angry, what does it indicate?
Answer:
If an opinion contrary to my own makes me angry, it indicates that I am subconsciously aware of having no good reason for thinking as I do.

Question (b)
What are the most savage controversies about?
Answer:
The most savage controversies are about ! those matters as to which there is no good evidence either way.

Question (c)
What are the benefits of travel?
Answer:
Travelling helps you to become aware of foreign ideas and customs. You begin to accept them and get rid of your own narrow outlook.

Question (d)
Is the influence of foreign customs always beneficial?
Answer:
No, not always. Very often, the influence of foreign customs can be harmful and we must be cautious while following them.

Question (e)
What are the advantages of an imaginary argument with a person having a different bias?
Answer:
The advantage of an imaginary argument with a person having a different bias is that it is not subject to the limitations of time and space. One can have this argument at any time and at any place.

Question (f)
Why should one be wary of opinions that flatter one’s self-esteem?
Answer:
One should be wary of opinions that flatter one’s self-esteem because there may be opinions with abundant evidence to prove the exact opposite to what one believes.

Question (g)
How does fear lead us to error?
Answer:
Fear leads us to error by making us do things like inventing rumours of disaster in wartime, imagining objects of terror, such as ghosts, or by creating belief in something comforting, like the elixir of life, or heaven for ourselves and hell for our enemies.

Question (h)
Write down the way of avoiding error mentioned in the passage.
Answer:
The way of avoiding error mentioned in the passage is to try to conquer fear.

8. What is the meaning of ‘intellectual rubbish’?

Question 1.
What is the meaning of ‘intellectual rubbish’?
Answer:
This is an oxymoron, where the writer has used contrasting or contradictory words that go together. The writer uses the phrase to describe all false beliefs, baseless opinions, dogmatism, fears and superstitions of various kinds. People follow certain beliefs, ideas and customs without inquiring into their validity. Sometimes, many of these beliefs and customs lead to evil and suffering in the world.

9. Find the opposites of the following:

Question 1.
Find the opposites of the following:

1. cautious
2. dogmatic
3. contrary
4. savage
5. beneficial
6. reasonable
7. hypothetical
8. cruelty
9. immune

Answer:

1. cautious × reckless (incautious)
2. dogmatic × open-minded
3. contrary × same
4. savage × mild
5. reasonable × unreasonable
6. hypothetical × real
7. beneficial × harmful
8. cruelty × kindness/compassion
9. immune × vulnerable

10. Write an imaginary dialogue contesting opposite views on a topic of your choice, e.g. ‘Girls should learn to do all the housework and not boys.’

Question 1.
Write an imaginary dialogue contesting opposite views on a topic of your choice, e.g. ‘Girls should learn to do all the housework and not boys.’
Answer:

• Topic: Girls should learn to do all the housework and not boys
• Myself: Mom, what is this? Why should I learn to do the housework, and not Rohan?
• Mom: You are a girl. Girls have to look after the ! house.
• Myself: Why? Don’t boys live in a house?
• Mom: A woman can look after a home better than a man.
• Myself: That’s ancient history, Mom! Haven’t you heard of something called gender equality?
• Mom: These new-fangled notions of yours!
• Myself: And these notions of only girls having to do housework are all man-made. Look at the west – men and women both do housework. (… and so on. Students can complete this imaginary dialogue.)

(Some topics for imaginary dialogues: should school students be permitted to bring cell phones to school/should coaching classes be banned/should the weight of school bags be monitored/should there be entrance exams for professional courses/should i there be uniforms in schools and colleges.)

English Kumarbharati 9th Digest Chapter 4.3 Intellectual Rubbish Additional Important Questions and Answers

Simple Factual Activity:

Question 1.
Complete the following statements:
Answer:

1. Thinking that you know when in fact you don’t is a fatal mistake.
2. If the matter is one that can be settled by observation, you must make the observation yourself.
3. Many matters are less easily brought to the test of experience.
4. Most of mankind has passionate convictions on many matters.

Complex Factual Activities:

Question 1.
What erroneous notion did Aristotle have? What does his example convey to you?
Answer:
Aristotle had the erroneous notion that women had fewer teeth than men, when in fact he didn’t verily it. His example conveys to us that we must be cautious. We must not think that we know something for sure till we make the observation ourselves.

Activities based on Contextual Grammar:

Question 1.
Underline the pronouns in the following sentence:
I believe myself that hedgehogs eat black beetles, because I have been told that they do.
Answer:
I believe myself that hedgehogs eat black beetles, because I have been told that they do.

Question 2.
Rewrite the sentence replacing the gerund with an infinitive:
Thinking that you know when in fact you don’t is a fatal mistake.
Answer:
To think that you know when in fact you don’t is a fatal mistake.

Personal Response:

1. What do you feel when:

Question (a)
Someone opposes your strong belief.
Answer:
I generally get angry but later on I think about it and try to analyse the whole issue.

Question (b)
Someone insists that 2 + 2 = 5.
Answer:
I merely laugh at him/her or feel pity at his/her ignorance.

Simple Factual Activity:

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

1. The writer lived in many countries in his youth – True
2. It was a Chinese custom for the women to have small feet – True
3. The Manchus followed the Chinese custom – True
4. Travelling increases the intensity of insular prejudice – False

Complex Factual Activities:

Question 1.
How can you prevent yourself from developing a dogmatic attitude?
Answer:
You can prevent yourself from developing a dogmatic attitude by becoming aware of opinions held in social circles different from your own.

Question 2.
List the various ways of avoiding error mentioned in the passage.
Answer:
The various ways of avoiding error are:
1. become aware of opinions held in social circles different from your own
2. travel, and if you cannot, seek out people with whom you disagree and talk to them.

2. Use the following idioms/expressions in a sentence of your own.

Question 1.
to become aware of:
Answer:
I became aware of the bear only when it growled loudly.

Question 2.
Find the opposites of the following :
1. diminishing
Answer:
1. diminishing × increasing

Activities based on Contextual Grammar:

Question 1.
Replace the gerund in the following sentence with an infinitive:
It is a good way of ridding yourself of certain kinds of dogmatism.
Answer:
It is a good way to rid yourself of certain kinds of dogmatism.

Question 2.
Frame a Wh-question to get the underlined part as the answer:
This reflection should generate a certain caution.
Answer:
What should generate a certain caution?

Personal Response:

Question 1.
Do you think that traveling helps us to become more tolerant and understanding?
Answer:
Yes, it certainly does. It shows us the way different people live, their ideas and customs, the difficulties they face and the way they solve these difficulties. It gives us a much broader view of life.

Simple Factual Activity:

Question 1.
Complete the following web:
Answer:

Complex Factual Activities:

Question 1.
Write down the way of avoiding error mentioned in the passage.
Answer:
The way of avoiding error mentioned in the passage is to have imaginary arguments with people having different bias.

Activities based on Vocabulary.

Question 1.
good plan
Answer:
cunning plan, thoughtful plan, well-made plan, secret plan, master plan, career plan.

Activities based on Contextual Grammar:

Question 1.
It is a good plan to imagine an argument with a person having a different bias. (Rewrite the sentence beginning ‘Imagining
Answer:
Imagining an argument with a person having a different bias is a good plan.

Question 2.
You may never meet anyone who holds this opinion. (Rewrite the sentence as a simple sentence.)
Answer:
You may never meet anyone with/having this opinion.

Personal Response:

Question 1.
Have you ever had an imaginary argument with anyone?
Answer:
Yes. I often have an imaginary argument with my mother. In my imagination, she asks me why have got peor marks in some particular subject and I reply. Then she says something else and I counter that one as well. We argue. I Imagine what she well say and provide the answers.

Simple Factual Activity:

Question 1.
Fill in the blanks:
Answer:

1. Be wary of opinions that flatter your self-esteem.
2. We are all persuaded that our own nation is superior to all others.
3. We try to show that the merits possessed b our nation are really important ones.
4. We think that the demerits of our own country are comparatively trivial.

Complex Factual Activities:

Question 1.
What two examples does the writer give to those who have opinions that flatter their self-esteem?
Answer:
The writer says that if a man points out that most poets and men of science are male, a woman can say that most criminals are also male. The second example he gives is that of general human conceit. For this, we need to remind ourselves that other parts of the cosmos may contain beings as superior to ourselves as we are to Jelly-fish.

Question 2.
What is the only way to tackle such self-pride?
Answer:
The only way to tackle such self-pride is to remind ourselves that man is a brief episode in the life of a small planet In a little corner of the universe, and that other parts of the cosmos may contain beings as superior to ourseLves as we are to Jelly-fish.

Question 3.
Why should one be wary of opinions that flatter one’s self-esteem?
Answer:
One should be wary of opinions that flatter one’s self-esteem because there may be opinions with abundant evidence lo prove the exact opposite to what one believes.

Question 4.
Write down the way of avoiding error mentioned in the passage.
Answer:
The way of avoiding error mentioned in the passage Is to be wary of opinions that hatter your self-esteem.

Use the following Idioms/expressions in sentences of your own….,

Question 1.
to deal with:
Answer:
The lawyer had to deal with a large number of court cases.

Question 2.
Give the noun forms of the following:

1. flatter
2. abundant
3. rational
4. argue

Answer:

1. flatter – flattery
2. abundant – abundance
3. rational – rationality
4. argue – argument

Activity-based on Contextual Grammar:

Question 1.
Rewrite the following sentences adding question tags:
1. The question is inherently insoluble.
2. Self-esteem conceals this from most people.
Answer:
1. The question is inherently insoluble, isn’t it?
2. Self-esteem conceals this from most people, doesn’t it?

Personal Response:

Question 1.
Do you think that there are living beings superior to man in other parts of the universe?
Answer:
Yes, I do. The universe is so huge. There is probably a whole lot of life elsewhere that is superior to us. There may also be a lot of life inferior to us, too. We should not make the mistake of thinking that ; we are the greatest.

Simple Factual Activity:

Question 1.
Write whether the following statements are Right or Wrong:
Answer:

1. Fear has many forms. Right
2. Fear operates directly and indirectly. Right
3. You must never admit your own fears to yourself. Wrong
4. We can become wise only when we conquer fear. Right

Complex Factual Activities:

Question 1.
What two evils does fear lead to? How can one overcome fear?
Ans.
Two evils that fear leads us to are superstition and cruelty. One can overcome fear by firstly admitting one’s own fears to oneself and then guarding oneself against their myth-making power.

Complex Factual Activities:

Question 1.
What two evils does fear lead to? How can one overcome fear?
Answer:
Two evils that fear leads us to are superstition and cruelty. One can overcome fear by firstly admitting one’s own fears to oneself and then guarding oneself against their myth-making power.

Question 2.
How does fear lead us to error?
Answer:
Fear leads us to error by making us do things like inventing rumours of disaster in wartime, imagining objects of terror, such as ghosts, or by creating belief in something comforting, like the elixir of life, or heaven for ourselves and hell for our enemies.

Activity-based on Vocabulary:

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

A	B
1. specific	(a) effort
2. vague	(b) terrors
3. difficult	(c) beliefs
4. religious	(d) fear

Answer:

1. specific – terrors
2. vague – fear
3. difficult – effort
4. religious – beliefs.

Activities based on Contextual Grammar:

Question 1.
Fear is the main source of superstition. (Rewrite beginning ‘It is ……………)
Answer:
It is fear that is the main source of superstition.

Question 2.
Until you have admitted your own fears to yourself, you cannot hope to think about other matters. (Rewrite using ‘only when
Answer:
Only when you have admitted your own fears to yourself, can you hope to think about other matters.

Personal Response:

Question 1.
What are the things you are afraid of?
Answer:
I am generally afraid of things regarding my education. I am afraid that I will not do well in my j exams and not get a seat in the college of my choice. I am also afraid that I will be separated from my friends and will not be able to make new friends at a new place. I will be lost without friends.

Simple Factual Activity:

Question 1.
Fill in the blanks:
Answer:
1. Primitive magic has the purpose of securing safety either by injuring enemies or by protecting oneself by talismans, spells or incantations.
2. Neither a man nor a crowd nor a nation can be trusted to act humanely or to think sanely under the influence of a great fear.

Complex Factual Activities:

Question 1.
What is the aim of primitive magic?
Answer:
The aim of primitive magic is to secure safety, either by injuring enemies or by protecting oneself by talismans, spells or incantations.

Question 2.
What are the two ways of avoiding fear?
Answer:
The two ways of avoiding fear are:
1. by persuading ourselves that we are immune from disaster and
2. by the practice of sheer courage.

Question 3.
Write down the way of avoiding error mentioned in the passage.
Answer:
The way of avoiding error mentioned in the passage is to avoid fear in various ways.

Activities based on Vocabulary:

Question 1.
Use the following idioms/expressions in sentences of your own.
1. at a certain point
Answer:
1. Rhea realised at a certain point during the argument that it was better to keep quiet.

Activities based on Contextual Grammar:

Question 1.
Poltroons are more prone to cruelty than brave men, and are also more prone to superstition.
(Rewrite using not only … but also…….)
Answer:
Poltroons are not only more prone to cruelty than brave men, but also more prone to superstition.

Question 2.
Science has now lessened the belief in magic.
(Pick out the verb and state its tense.)
Answer:
has lessened – present perfect tense.

Personal Response:

Question 1.
How do you try to overcome your fears?
Answer:
I try to overcome my fears by telling my parents and friends about them and getting their advice and support. I also pray to God and this helps me the most.

Simple Factual Activity:

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

1. Superstitions sometimes add to the gaiety of life. True
2. The writer used to give lectures. True
3. The ‘prophetess’ walked on water successfully. False

Complex Factual Activities:

Question 1.
How did the prophetess befool her believers?
Answer:
The prophetess announced to her numerous | followers that she possessed the power of walking on water, and that she proposed to do so at 11 o’clock on a certain morning. On that day, she asked them whether they were all convinced that she could walk on water. When they replied in the affirmative, she said that then there was no need for her to prove herself. Thus she fooled her believers.

Activity-based on Contextual Grammar:

Question 1.
Rewrite the following sentences as compound sentences:
1. Although I did not enroll myself among his worshippers, his letter gave me pleasure.
2. I received once a communication from the god Osiris, giving me his telephone number.
Answer:
1. I did not enroll myself among his worshippers but his letter gave me pleasure.
2. I received once a communication from the god Osiris and he gave me his telephone number.

Simple Activities:

Question 1.
Write two compound words from the lesson.
Answer:
steamboat, self-esteem

Question 2.
Make a meaningful sentence using the phrase ‘of great importance’.
Answer:
It is of great importance to understand the rules of the land.

Question 3.
Spot the error and correct the sentence:
Fear have many forms – fear of death, fear of the dark, etc.
Answer:
Fear has many forms-fear of death, fear of the dark, etc.

Question 4.
Pick out a gerund from the given sentence:
You may never have an opportunity of meeting anyone who has this opinion.
Answer:
meeting – gerund

Question 5.
Identify the type of sentence:
Mahatma Gandhi deplored railways and steamboats.
Answer:
Assertive sentence

Question 6.
Find out two hidden words from the given word : hypothetical
Answer:
hypothetical – poetic, poetical (topic, topical).

Question 7.
Form the present and past participle of a verb in the lesson in which the last letter is doubled.
Answer:
admit-admitted, admitting

Question 8.
Write the following words in alphabetical order:
dogmatism, dominion, deplored, device.
Answer:
deplored, device, dogmatism, dominion.

Medium-Level Activities:

Question 1.
Use the word ‘spell’ in two separate sentences, the word having different meanings (homographs).
Answer:
(a) “Be sure that you spell every word correctly,” said the teacher.
(b) The witch was angry and cast a spell over the princess.

Question 2.
She announced to her numerous followers that she possessed the power of walking on water.
(Rewrite using direct speech.)
Answer:
She announced to her numerous followers, “I possess the power of walking on water.”

Question 3.
The rational man will admit that there is no right answer.
(Use the future perfect tense of the verb.)
Answer:
The rational man will have admitted that there is no right answer.

Question 4.
Science has now lessened the belief in magic.
(Change the voice beginning ‘The belief. ’.)
Answer:
The belief in magic has now been lessened by science.

Challenging Activities:

Question 1.
Although I did not enroll myself among his worshippers, his letter gave me pleasure. (Pick out the clauses and identify the type of sentence.)
Answer:
his letter gave me pleasure – main clause
Although I did not enroll myself among his worshippers – subordinate clause. Complex sentence

Question 2.
Use the two words ‘evidence’ and ‘opinion’ in a single sentence of your own.
Answer:
In the opinion of the judge, the evidence was false.

Maharashtra State Board Class 9 English Solutions

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 2.4 The Fall of Troy Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 2.4 The Fall of Troy

English Kumarbharati 9th Solutions Chapter 2.4 The Fall of Troy Textbook Questions and Answers

Warming up:

Building a Story :
Form groups of eight. The group leader prepares slips of paper for each of the seven points given below and distributes them among the others. The group sits in a circle, taking their seats according to the number on the slip they have. Then each one completes the sentence on his/her slip without sharing it with the others. The group leader collects the slips and reads all the sentences aloud as one continuous passage. Does the story make sense? The group then works on the story to make it more meaningful and interesting.

This game may be played again, changing the groups, to form new stories.

1. Once there was a ……………………….
2. Who lived in a ……………………….
3. He/She ate ……………………….
4. She/He went ……………………….
5. There she/he saw ……………………….
6. She/He was …………………………
7. That is why ……………………….

Question 1.

1. Once there was a ……………………….
2. Who lived in a ……………………….
3. He/She ate ……………………….
4. She/He went ……………………….
5. There she/he saw ……………………….
6. She/He was …………………………
7. That is why ……………………….

Answer:

1. Once there was a beautiful princess.
2. Who lived in a dirty old shoe in a park.
3. He/She ate nails and screws and paper.
4. She/He went on a plane to the Arctic Circle.
5. There she/he saw green mountains, lush forests and thundering waterfalls.
6. She/He was very happy to go to Mars in the spaceship.
7. That is why the doctor gave me the bitter medicine.

The sentences as one continuous passage :

Once there was a beautiful princess who lived in a dirty old shoe in a park. She/He ate nails and screws and paper. She went on a plane to the Arctic Circle. There she saw green mountains, lush forests and thundering waterfalls. She was very happy to go to Mars in the spaceship. That is why the doctor gave me the bitter medicine.

The sentences read as one continuous passage do not make sense. However, if we make changes in the story, the passage will make sense.

1. Once there was a beautiful princess.
2. Who lived in a beautiful palace in a large forest.
3. She ate only fresh fruits, vegetables and salads for every meal.
4. She went on a voyage to the Arctic Circle.
5. There she saw frozen seas, ice bergs and a variety of sea animals.
6. She was thrilled to see so many different things, which she had never seen before.
7. That is why she decided to visit a new place every year.

When we put these sentences given above as a continuous passage, they form a small and sensible story.
(Students can play the game again, changing the groups, to form new stories.)

Interviews:

(a) Why? : Form groups of five. Choose a familiar character from any one of the epics you know. One person from the group plays the role of that character. Others in the group frame questions related to that character’s life. The condition is that all the questions should begin with ‘Why …?‘. They interview the character using these ‘Why -?‘ questions. Practise and present the interview in the classroom.
(b) How? : Follow the above procedure. Now all questions should begin with ‘How -?‘
(c) Prepare a short script of your interviews.

Question a.
Why?
Answer:
Form groups of five. Choose a familiar character from any one of the epics you know. One person from the group plays the role of that character. Others in the group frame questions related to that character’s life. The condition is that all the questions should begin with a ‘Why…’? They interview the character using these ‘Why?’ questions. Practice and present the interview in the classroom.
Example: Questions for Lord Rama. Epic: Ram ay an

1. Why did you marry Sita?
2. Why did your father ask you to leave the kingdom?
3. Why did your stepmother want you to leave the kingdom?
4. Why did Lakshman accompany you to the forest?
5. Why did Lakshman leave Sita alone in the hut?

Question b.
How? : Follow the above procedure. Now all questions should begin with ‘How -?‘
Answer:
Example :

1. How did you marry Sita?
2. How many brothers did you have?
3. How did your stepmother make you leave the kingdom?
4. How did Ravana trick Sita?
5. How did Hanuman help you?

Question c.
A short script of the interviews:
Answer:
Example :

Question 1.
Why did your father ask you to leave the kingdom?
Answer:
My father fulfilled my stepmother Kaikeyi’s wish and banished me from Ayodhya.

Question 2.
Why did your stepmother want you to leave the kingdom?
Answer:
My stepmother Kaikeyi wanted her son Bharat to become the king. This would not have been possible if I had been in Ayodhya. Hence she wanted me to leave the kingdom.

Question 3.
Why did Lakshman accompany you to the forest?
Answer:
Lakshman loved me and wanted to ensure my safety in the forest. Hence he accompanied me to the forest.

Part – I

English Workshop:

1. Read the passage and name the following.

(a) He composed the Illiad and Odyssey: ……………….
(b) He persuaded Helen to elope wjth him: ……………….
(c) She was wife of the King Menelaus: ……………….
(d) He led the defence of Troy for nthe years: ……………….
(e) He was killed by a poisoned arrow that entered his heel: ……………….

Question 1.
(a) He composed the Illiad and Odyssey: ……………….
(b) He persuaded Helen to elope with him: ……………….
(c) She was wife of the King Menelaus: ……………….
(d) He led the defense of Troy for nine years: ……………….
(e) He was killed by a poisoned arrow that entered his heel: ……………….
Answer:
(a) He composed The Iliad and – The Odyssey Homer
(b) He persuaded Helen to elope with him. Paris
(c) She was the wife of King Menelaus. Helen
(d) He led the defense of Troy for nine years Hector
(e) He was killed by a poisoned arrow that entered his heel. Achilles

2. Find antonyms of the following from the passage.
(a) barren × ……………..
(b) offended × ……………..
(c) cowardly × ……………..
(d) peace × ……………..
(e) surrender × ……………..
(f) exposed × ……………..
(g) defenceless × ……………..

Question 1.
Find antonyms of the following from the passage.
(a) barren × ……………..
(b) offended × ……………..
(c) cowardly × ……………..
(d) peace × ……………..
(e) surrender × ……………..
(f) exposed × ……………..
(g) defenceless × ……………..
Answer:
(a) barren × fertile
(b) offended × pleased
(c) cowardly × brave
(d) peace × war
(e) surrender × attack
(f) exposed × protected.
(g) defenceless × safe.

3. From other sources find synonyms of the following words used in the story.
(a) great (hero)
(b) beautiful (woman)
(c) fight (verb)
(d) rich (city)
(e) safe
(f) strong (city)
(g) brave

Question 1.
From other sources find synonyms of the following words used in the story.
(a) great (hero)
(b) beautiful (woman)
(c) fight (verb)
(d) rich (city)
(e) safe
(f) strong (city)
(g) brave
Answer:
(a) great – gallant (hero)
(b) beautiful – entrancing (woman).
(c) fight – attack (verb)
(d) rich – prosperous (city)
(e) safe – sheltered.
(f) strong – well-protected (city)
(g) brave – courageous.

4. Correct the following sentences using facts from the passage.
(a) Troy traded in cattle and grass, with other cities.
(b) During war, Trojans jumped over the fort gates to fight die enemy.
(c) Helen eloped with Menelaus.
(d) Troy was attacked because it was a strong. rich city.
(e) The Greek armies and heroes always defeated the Trojans.
(f) Both the enemies were eager to continue fighting.
(g) The great heroes avoided one another.
(h) Achilles was killed by an arrow that pierced his heart.

Question a.
Correct the following sentences using facts from the passage.
(a) Troy traded in cattle and grass, with other cities.
(b) During war, Trojans jumped over the fort gates to fight die enemy.
(c) Helen eloped with Menelaus.
(d) Troy was attacked because it was a strong. rich city.
(e) The Greek armies and heroes always defeated the Trojans.
(f) Both the enemies were eager to continue fighting.
(g) The great heroes avoided one another.
(h) Achilles was killed by an arrow that pierced his heart.
Answer:
(a) Troy traded in goods and grain with other cities.
(b) During the war, Trojans came out of the open fort gates to fight the enemy.
(c) Helen eloped with Paris.
(d) Troy was attacked because its Prince Paris had! persuaded Helen, the wife of a Greek king Menelaus, to elope with him.
(e) Sometimes the Trojans seemed to have the better of the fight and sometimes the Greeks.
(f) The Trojans were tired of being shut up in their city and the Greeks were longing to see their homes again.
(g) Sometimes there were single fights, between two great heroes.
(h) Achilles was killed by an arrow that pierced his heel.

5. State the counter-action for the following actions.

Question 1.
State the counter-action for the following actions.

Answer:

Action	Counter-action
1. Helen eloped with Paris.	Greece declared war against the Troy.
2. The Greeks sailed to Troy and attacked it.	The Trojans fought hard and the siege continued for ten years.
3. Hector was killed by Achilles.	Achilles himself was killed later by a poisoned arrow.
4. The siege continued for ten long years.	The Trojans fought hard and the fighting went on daily.

6. From either of our two Indian epics, find out which battle/war lasted the longest? Write down about its cause, the enemy armies, its heroes, its duration and the final outcome.

7. Complete the following sentences with reference to the passage.
(a) Epics are long poems that ………………… .
(b) They may be composed and sung or recited for many years before …………….. .
(c) Nobody knows for certain who ………………………….. .
(d) It is believed that ……………. Homer, who ………….. and who ……………… to all who ……………. .
(e) At the back rose the high peak of Mount Ida, from which ………….. .

Question 1.
Complete the following sentences with reference to the passage.
(a) Epics are long poems that ………………… .
(b) They may be composed and sung or recited for many years before …………….. .
(c) Nobody knows for certain who ………………………….. .
(d) It is believed that ……………. Homer, who ………….. and who ……………… to all who ……………. .
(e) At the back rose the high peak of Mount Ida, from which ………….. .
Answer:
(a) Epics are long poems that relate the deeds of a great national hero or a great national war.
(b) They may be composed and sung or recited for many years before they are actually written down.
(c) Nobody knows for certain who the author of these early epics is.
(d) It is believed that The Iliad and The Odyssey were composed and recited by a blind poet named Homer, who lived about 900 BCE and who wandered from one Greek city or village to another, singing his poems to all who would receive him in their homes.
(e) At the back rose the high peak of Mount Ida, from which flowed many rivers and streams.

Underline the clauses in the above sentences and also the words that link or connect the clauses.

Question 1.
Epics are long poems that relate the deed of a great national hero or a great national war.
Answer:
Epics are long poems – Clause
that relate the deed of a great national hero or a great national war – Clause

Question 2.
They may be composed and sung or recited for many years before they are actually written down.
Answer:
They may be composed – Clause (they may be)
sung – Clause (they may be)
recited for many years – Clause
before they are actually written down – Clause

Question 3.
Nobody knows for certain who the author of these early epics is.
Answer:
Nobody knows for certain – Clause
who the author of these early epics is – Clause

Question 4.
It is believed that The Iliad and The Odyssey were composed and recited by a blind poet named Homer, who lived about 900 BCE and who wandered from one Greek city or village to another, singing his poems to all who would receive him in their homes.
Answer:
It is believed – Clause
that The Iliad and The Odyssey were composed – Clause
(that The Iliad and The Odyssey were)
recited by a blind poet named Homer – Clause
who lived about 900 BCE – Clause

Question 5.
At the back rose the high peak of Mount Ida, from which flowed many rivers and streams.
Answer:
At the back rose the high peak of Mount Ida – Clause
from which flowed many rivers and streams – Clause

Part – II

1. Find and write the Greek and Trojan names used in the story (Part I and II).

Question 1.
Find and write the Greek and Trojan names used in the story (Part I and II).

2. List all the words related to ‘war’ from both parts of the story.

Question 1.
List all the words related to ‘war’ from both parts of the story.

3. Note the following constructions carefully and then use them to express your ideas:

Question 1.
Note the following constructions carefully and then use them to express your ideas:

4. Put the following events in the order in which they took place. Number them accordingly.

Question 1.
(a) The Trojans found a Greek man under the big wooden horse. [ ]
(b) They broke down part of the wall and brought the horse in. [ ]
(c) The cunning Odysseus thought of a plan. [ ]
(d) The Greeks burnt their tents and sailed away. [ ]
(e) Troy was burnt down. [ ]
(f) The Greeks built a big wooden horse. [ ]
(g) The great heroes hid inside the horse. [ ]
(h) The priest warned the Trojans not to break the wall. [ ]
(i) The Trojans were happy to see the Greek ships go. [ ]
(j) The Trojans slept soundly. [ ]
(k) The Greeks came out of the horse and opened the gates. [ ]
(l) The Greek army entered the city. [ ]
Answer:
(a) The Trojans found a Greek man under the big wooden horse. [f]
(b) They broke down part of the wall and brought the horse in. [h]
(c) The cunning Odysseus thought of a plan. [a]
(d) The Greeks burnt their tents and sailed away. [d]
(e) Troy was burnt down. [i]
(f) The Greeks built a big wooden horse. [b]
(g) The great heroes hid inside the horse. [c]
(h) The priest warned the Trojans not to break the wall. [g]
(i) The Trojans were happy to see the Greek ships go. [e]
(j) The Trojans slept soundly. [i]
(k) The Greeks came out of the horse and opened the gates. [j]
(l) The Greek army entered the city. [k]

5. Form pairs. Imagine you are a pair of Trojans and you have come to know about Odysseus’s plan. Make a counter plan to defeat the Greeks. Write down your plan as you would explain it to your fellow Trojans.

Question 1.
Form pairs. Imagine you are a pair of Trojans and you have come to know about Odysseus’s plan. Make a counter plan to defeat the Greeks. Write down your plan as you would explain it to your fellow Trojans.

6. Identify one example of a main clause and one example of a dependent clause from page 46. (Read the entry regarding clause in the Language Study pages.)

Question 1.
Identify one example of a main clause and one example of a dependent clause from page 46. (Read the entry regarding clause in the Language Study pages.)
Answer:
Many of the Trojans were killed before they could put on their armour.
Many of the Trojans were killed – Main Clause before they could put on their armour – Dependent Clause

7. Be a writer.
(a) Now read the beginning and end of a sci-fi story given below and complete the story using your imagination.

Question a.
Now read the beginning and end of a sci-fi story given below and complete the story using your imagination.
Answer:
‘The Magic Glasses’
After ten years of diligent experimenting on ‘light’, Jayant, a brilliant scientist, created a pair of eye-glasses that would enable him to see through all opaque objects, doors, walls, metal structures, etc. .
On Monday, he put on his ‘magic’ glasses and stepped into the busy street outside …

Everything seemed normal – the traffic, the crowds, etc. Suddenly, Jayant tripped over something and he looked down. It was the metal covering of a manhole. As he looked, he saw a strange sight. There were three little children below, deep under the footpath! How was that possible? Why was no one helping them? They were crying and wailing, sitting in the mess inside the drain. He looked up, and then realized that he had seen them because of his magic eye-glasses.

“Come on, help!” he shouted. “There are children trapped under this footpath, inside this drain!”
Several people stopped. “How do you know?” asked a non-believer.
“What is going on here?” asked an officious- looking policeman.
“Don’t talk – just help!” snapped Jayant, trying to prise open the manhole cover. It was heavy, and several good Samaritans stepped forward to help. Within a few moments, the heavy lid was in their hands.
Everyone peered into the dark, gloomy and smelly drain. They could hear the faint sounds of crying. “I’m going down,” said Jayant. “Those little ones will not be able to bear the poisonous gases much longer.”
With the help of the cooperative by-standers, Jayant went down into the manhole and rescued the little kids – all of whom were below the age of five. Everyone clapped when he came out, dirty and smelly, with the three half-conscious kids.
And so, Jayant received the ‘State Award for Brave Citizens’. ………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………. .

Question b.
Read the following and observe the use of tenses.
‘Last week I witnessed a strange accident. Let ¡ne tell you about it. The signal flashes green. Vehicles start from the opposite direction. They ¡nove fast. Suddenly a speeding motorcyclist tries to cut across, from the wrong side. He is about to collide with a loaded truck. He applies the brakes. He falls and slides out with his bike from under the truck. He comes out unscathed on the other side.’ When an event, which has occured in the past, is narrated in the Present Tense to create a dramatic effect its Tense is called the ‘Dramatic Present Tense’ Now try to relate Jayant s sci-fI story, in brief, in the dramatic past tense.
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
……………………………………………………………………………………………………………………….
Answer:
Jayant wears his magic glasses and steps into the street. He trips over a manhole and looks down. What! Are there three little kids trapped inside the drain under the footpath? Jayant looks around for help, but there are non – believers around him. He tries to prise open the manhole cover. Suddenly, willing hands help him.

The cover is open, and they hear the sounds of children crying. Jayant bravely lowers himself down the dirty drain. He soon rescues the three kids trapped inside. As he hands over the kids to the policeman, the people around clap for him. He is a hero. Jayant later receives the ‘State Award for Brave Citizens’.

English Kumarbharati 9th Digest Chapter 2.4 The Fall of Troy Additional Important Questions and Answers

Read the following passages carefully and complete the activities :

Simple Factual Activity :

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

1. The language of The Iliad and The Odyssey : Ancient Greek
2. The language of The Mahabharata : Sanskrit
3. The most beautiful woman in the world : Helen of Troy.

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

1. Odysseus thought of a plan to obtain victory.
2. Troy was taken, not by force but by a trick.
3. Two great heroes, Menelaus and Odysseus, entered the horse.
4. Only one man was left behind to persuade the Trojans to drag the horse into their city.

3. Write the correct number against the sentences in the order in which it happened :

1. They found a Greek with his hands tied together. ]2]
2. Let us make a hole in the wall and drag the horse in. [4]
3. They saw the huge, wooden horse. [1]
4. The Greek told them his tale. [3]

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

Complex Factual Activity :

Question 1.
How were epics transmitted from generation to generation?
Answer:
Epics were transmitted from generation to generation through songs and recitals for many years before they were actually written down.

Question 2.
Why is Homer honoured with the title ‘Father of European Poetry?’
Answer:
It is believed that the two great epics of European literature, The Iliad and The Odyssey, were composed and recited by Homer. Hence he has been honoured with the title ‘Father of European Poetry’.

Question 3.
How did Odysseus plan to defeat the Trojans ?
Answer:
Odysseus advised the Greeks to build a great wooden horse, big enough to hold men inside it. Some of their best fighters would hide inside the horse. Then they would burn their tents and pretend to sail away in their ships. But instead of sailing away, they would return at midnight. One man would be left behind with the horse to persuade the Trojans to drag the horse into their city.

After the horse with the soldiers had entered the city, at the appropriate time, the door in the horse would be opened and the soldiers hiding inside would attack Troy. The gates would be opened to allow the remaining Greek soldiers from the ships into the city. The combined force of the Greeks would defeat the Trojans and they would destroy the city of Troy.

Question 4.
What was the reason for Troy to rejoice and celebrate?
Answer:
The Trojans rejoiced and celebrated because after ten long years, the siege was finally over. The tents of the Greeks had been burnt. The shore was deserted. The Greek ships had all gone. The Trojans could go out on the plain and move around as they pleased.

Activities based on Vocabulary :

Question 1.
Find the synonyms of the following words used in the story :
famous
Answer:
famous – well-known

Question 2.
Write the adjective forms of the following words :

1. hospitality
2. hero
3. history
4. poem

Answer:

1. hospitality – hospitable
2. hero – heroic
3. history – historical
4. poem – poetic.

Question 3.
Write from the passage words that sound the same (homophones) as the following :

1. grate
2. sale
3. would
4. site

Answer:

1. great
2. sail
3. wood
4. sight.

Question 4.
Use the phrase ‘enough to’ in your own sentence :
Answer:
Our school auditorium was big enough to hold a grand function.

Question 5.
Give one word from the passage for :

1. great surprise
2. pulled out forcibly

Answer:

1. great surprise – astonishment
2. pulled out forcibly – dragged

Question 6.
Use these phrases in your own sentences :
(Please refer to textbook page 47 for examples.)

1. tired of
2. afraid of
3. too … to …

Answer:

1. We were tired of the long wait for the bus.
2. The children were afraid of the commotion.
3. The bed was too big to be kept in the room.

Question 7.
Use the phrases in your own sentences :

1. so … that
2. as soon as
3. all that day
4. in order to

Answer:

1. The teenagers were so excited that it was difficult to control them.
2. I opened my umbrella as soon as it began to rain.
3. Though their mother shouted at them, the girls lazed about all that day.
4. We have to work hard in order to do well in life.

Activity-based on Contextual Grammar :

Question 1.
Change the voice of the following sentences :

1. It is believed that The Iliad and The Odyssey were composed by Homer.
2. Nobody knows who the author of these epics is.

Answer:

1. People believe that Homer composed The Iliad and The Odyssey.
2. It is not known who the author of these epics is.

Question 2.
When the Trojans are asleep, we will attack the city. (Pick out and name the clauses.)
Answer:
we will attack the city – Main Clause.
When the Trojans are asleep – Subordinate Adverb Clause of Time.

Question 3.
The Greek leaders decided to follow the advice of the wise Odysseus. (Frame a Wh-question to get the underlined part as the answer.)
Answer:
Whose advice did the Greek leaders decide to follow?

Question 4.
Rewrite the sentence using ‘no sooner than’ :
As soon as they were hidden by an island, they had lowered their sails.
Answer:
No sooner were they hidden by an island, than they had lowered their sails.

Question 5.
Rewrite the sentence using ‘too … to’ :
They were so excited that they paid no attention to his words.
Answer:
They were too excited to pay any attention to his words.

Personal Response :

Question 1.
Have you seen any of the stories mentioned in the passage in TV serials or movies?
Answer:
Yes, I have seen both the Ramayana and the Mahabharata as TV serials.

Question 2.
Who are considered to be the authors of the epics ‘Ramayana’ and ‘Mahabharata’ respectively?
Answer:
Sage Valmiki is considered to be the author of ‘The Ramayana’ and Ved Vyasa is considered to be the author of ‘The Mahabharata’.

Question 3.
What do you think about Odysseus?
Answer:
I think that Odysseus was cunning and used underhand methods to win the war. The war should have been fought and won honestly, not by the use of a trick. Odysseus should not have given such advice and the Greeks should not have taken it.

Question 4.
What, do you think, is needed for a city to be prosperous?
Answer:
To be prosperous, a city must be well situated and have good natural resources, like water and fertile land. It should be safe from enemies. The people and the rulers should be intelligent, sensible and honest. They should also be hard-working. If all these factors are present, then a city will become prosperous.

Question 5.
Do you think that wars can solve problems?
Answer:
No, they cannot. Problems can be solved only by sitting around a table and sorting out the disputes. The practice of ‘an eye for an eye’ will only end up making the whole world blind. Wars kill people and destroy civilizations.

Question 6.
Do you think the Greeks and Trojans were superstitious? Give reasons for your answer.
Answer:
There is nothing to indicate that the Greeks were superstitious. But the Trojans were superstitious and believed that the wooden horse would bring them luck if they dragged it into their city.

Question 7.
How could the fall of Troy been avoided?
Answer:
The fall of Troy could have been avoided if the Trojans had been wise enough to detect the ‘wooden horse plot’ hatched by the Greeks. They should also not have been stupid enough to believe the silly story told by the lone Greek. They should at least, have listened to their wise priest who had warned them that the horse could be a trick to destroy Troy.

Question 8.
What do you think the Trojans should have done when they found the horse?
Answer:
The Trojans should not have believed the Greeks. They should have been cautious and examined the horse minutely. They should also not have been superstitious enough to bring the horse into the city, expecting good luck. They should have heeded the words of the wise priest.

Complex Factual Activities :

Question 1.
How did the location of Troy help it to grow into a very rich, prosperous city?
Answer:
Troy was well situated. In front of it was the sea over which sailed the ships of Troy, carrying goods and grain. At the back rose the high peak of Mount Ida, from which flowed many rivers and streams. The valleys were well-watered and fertile. Cattle fed on the rich grass of the meadows while sheep fed on the slopes of the hills. Thus, it was well situated, both for commerce and agriculture, and grew into a rich, prosperous city.

Question 2.
How were the Trojans protected during wartime?
Answer:
The Trojans had built a strong wall around the city so that no enemy should attack them from the sea. There were huge gates in the wall. In times of war, the gates would be closed, and then the city was like a strong fortress, quite safe from all attack.
It was thus protected by the walls around it as well as by the hills behind.

Question 3.
Was it enough to use the wooden horse to hide? What was done to make the Trojans take it inside the city?
Answer:
It was not enough to use the wooden horse to hide. It had to be taken inside the city. To achieve this, a Greek, who had been left behind for this very purpose, said that the horse had been left behind as an offering to the god of the sea. It had been made very big so that the Trojans could not take it inside their city. If they did so, the luck would go to the Trojans and not to the Greeks. When they heard this, the Trojans wanted to take the wooden horse inside the city, and they broke their walls to do so.

Question 4.
How did the cunning Greek explain the presence of such a large wooden horse?
Answer:
The cunning Greek said that the Greeks who had left were afraid of the long voyage home. They had made the horse and left it behind as an offering to the god of the sea. It had been made very big so that the Trojans could not take it inside their city. If they did so, the luck would go to the Trojans and not to the Greeks.

Question 5.
What was the cause of the ten-year-old war between the Greeks and the Trojans?
Answer:
Paris, a prince of Troy, had persuaded Helen, wife of a Greek King called Menelaus, to elope j with him. He had brought her to Troy. The Greeks wanted to take revenge on Troy for the wrong done to Menelaus. This was the cause of the ten-year-old war between the Greeks and the Trojans.

Question 6.
What reckless, thoughtless step did the Trojans take?
Answer:
The reckless/thoughtless step that the Trojans took was to break down part of their wall and drag the wooden horse into the city. They also celebrated and slept soundly.

Question 7.
How did the Greeks enter the city of Troy?
Answer:
When the cunning Greek who had been left behind saw the Greek fleet returning to the shores of Troy, he crept to the wooden horse and gave the signal. The side of the horse opened, and the Greeks who were inside climbed out and opened the gates. * The whole Greek army entered the city.

Question 8.
How did the Greek ships remain hidden from Troy?
Answer:
As soon as the Greek ships were hidden : by an island, they lowered their sails and dropped anchor. Thus they remained hidden from Troy.

Activities based on Contextual Grammar :

Question 1.
Round their city the Trojans had built a strong wall. (Pick out the verb and state its tense.)
Answer:
had built – past perfect tense.

Question 2.
The wall was so broad that people could stand on it. (Pick out the modal auxiliary and state what it indicates.)
Answer:
could – indicates ability.

Question 3.
Pick out the clauses from the following sentence and state their type :
He spoke and told them this false tale.
Answer:
He spoke – Main Clause.
(He) told them this false tale – Main Clause.

Question 4.
Rewrite the sentence using ‘which’ :
They saw on the sands the huge, wooden horse.
Answer:
They saw on the sands a huge horse which
was made of wood.

Question 5.
He had brought her to Troy.
(Rewrite beginning ‘She …’)
Answer:
She had been brought to Troy (by him).

Question 6.
The fighting went on daily, but the siege did not end. (Rewrite replacing the underlined word with its verb form.)
Answer:
They fought daily, but the siege did not end.

Question 7.
Write two present participles from the passage, used as adjectives. Also, write the nouns they modify:
Answer:

Present Participles used as Adjectives	Nouns they modify
1. leaping	flames
2. weeping	women
3. sleeping	Trojans

Simple Activities :

Question 1.
Write two compound words of your own.
Answer:
walking stick, fire engine

Question 2.
Make a meaningful sentence using the phrase : ‘among the hills’
Answer:
The tribal communities living among the hills are very poor.

Question 3.
Spot the error and correct the sentence :
It is believe that The Iliad and The Odyssey were compose by Homer.
Answer:
It is believed that The Iliad and The Odyssey were composed by Homer.

Question 4.
Pick out a present participle from the given sentence :
The valleys were fertile, with corn growing in the fields.
Answer:
present participle – growing.

Question 5.
Identify the type of sentence :
But all the kings and heroes had declared war against the Trojans.
Answer:
Assertive sentence

Question 6.
Find out two hidden words from the word ‘hospitality
Answer:
hospitality – hospital, soapy, (spoil, host)

Question 7.
Form a present participle in which the last letter is doubled.
Answer:
hit-hitting

Question 8.
Write the following words in alphabetical order.
great, grain, final, fight
Answer:
fight, final, grain, great.

Question 9.
Make a word chain of four more abstract nouns:
revenge →
Answer:
revenge → empathy → youth → health → humility

Question 10.
Write two compound words of your own.
Answer:
policeman, washing machine

Question 11.
Make a meaningful sentence using the phrase : ‘to follow the advice’
Answer:
Our parents told us to follow the advice of the counseller.

Question 12.
Spot the error and correct the sentence :
Paris himself were killed, also by a poisoned arrow.
Answer:
Paris himself was killed, also by a poisoned arrow.

Question 13.
Use the word ‘sleeping’ as a gerund in your own sentence :
Answer:
I love sleeping.

Question 14.
Identify the type of sentence, and state ; whether it is affirmative or negative :
The Greeks have gone and the walls are no longer necessary.
Answer:
Assertive sentence (negative)

Question 15.
Find out two hidden words from the word :
celebration
Answer:
celebration – liberate, berate, (clear, brain).

Question 16.
Pick out the verb from the following that forms its past participle by doubling the last letter :
mail, cut, hit, rot
Answer:
rot (rotted)

Question 17.
Arrange these words in alphabetical order :
wooden, walls, terror, tower
Answer:
terror, tower, walls, wooden

Medium-Level Activities :

Question 1.
Use the word ‘peak’ and its homophone in two separate sentences :
Answer:
(a) Mt. Everest is one peak I wish to climb.
(b) I might take a peek at the proposed site.

Question 2.
The Trojans fought hard. (Use the past perfect progressive tense of the verb.)
Answer:
The Trojans had been fighting hard.

Question 3.
Prepare a word register for all the words related to ‘war’ from the lesson.
Answer:
war-enemy, attack, fortress, soldiers, siege, battles, armies, heroes, fought, fighting, killed, taken, victory, fighters, terror, death, weapons, armour, conquerors.

Question 4.
Use the word ‘sail’ and its homophone in two separate sentences :
Answer:
(a) The sea gull sat on the sail of the boat.
(b) There is a wonderful sale at the mall this week.

Question 5.
The Greeks burned their tents.
(Use the present perfect tense of the verb.)
Answer:
The Greeks have burned their tents.

Question 6.
“ But why did the Greeks make such a huge horse?” some of the Trojans asked.
(Rewrite using reported speech.)
Answer:
Some of the Trojans asked why the Greeks had made such a huge horse.

Question 7.
Prepare a word register of all the Greek and Trojan names in the story.
Answer:
Greek and Trojan names – Odysseus, Menelaus, Agamemnon, Troy, King Priam, Hector, Helen, Aphrodite, Iliad, Odyssey, Achilles, Homer, Ilium, Aegean Sea, Mount Ida, Greece, Paris.

Challenging Activities :

Question 1.
Use the word ‘force’ as a noun and a verb in two separate sentences.
Answer:
(a) The policeman had to use a lot of force ; to open the door, (noun)
(b) Parents should not force children into careers j that the children do not like, (verb)

Question 2.
The Trojans too fought hard and the siege j continued for ten long years. (Pick out the clauses j and write the type of sentence.)
Answer:
The Trojans too fought hard – Coordinate Clause the siege continued for ten long years – Coordinate Clause ; Compound Sentence

Question 3.
Use the words ‘rejoicing’ and ‘voyage’ in a single sentence.
Answer:
There was a lot of rejoicing by the seamen on the voyage home.

Question 4.
It may be a trick that will ruin us. (Pick out the modal and state its function.)
Answer:
may-possibility

Maharashtra State Board Class 9 English Solutions

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 1.5 The Necklace Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 1.5 The Necklace

English Kumarbharati 9th Solutions Chapter 1.5 The Necklace Textbook Questions and Answers

Warming up :

Talking About Myself :

1. Write a few lines about yourself – your name, appearance, family, the place where you live, your school, your friends, neighbours, relatives, your likes, dislikes, hobbies, what you are good at, etc.

Now create an imaginary ‘persona’ for yourself. It can be quite different from your real self. Or, you may choose a fictional character – a character from a novel, story, etc. Write a few lines about this imaginary persona and introduce yourself in that role.

Question 1.
Write a few lines about yourself – your name, appearance, etc. Then create an imaginary ‘persona’ for yourself. It may be quite different from your real self. Or you may choose a fictional character and introduce yourself in that role.
(Only a few lines have been given here. Students can expand the paragraphs as they wish.)
Answer:

My Dream Possession :

Is there something that you would like to own more than anything else? Describe your dream possession with the help of the following points. You may add your own points, too.

Question 1.
Is there something that you would like to own more than anything else? Describe your dream possession with the help of the following points. You may add your own points, too.
Answer:

Part – I

English Workshop :

1. Read each of the following sentences aloud. Write who said it and to whom.

(a) “Look, here’s something for you.”
(b) “Why, the dress you go to the theatre in!”
(c) “I would rather not go to the party.”
(d) “Choose, my dear.”
(e) “You have nothing else?”
(f) “Would you lend lue this, just this?”
(g) “What ! … how ! … That’s impossible!”

Question a.
“Look, here’s something for you.”
Answer:
Mathilde’s husband said this to Mathilde.

Question b.
“Why, the dress you go to the theatre in!”
Answer:
Mathilde’s husband said this to Mathilde.

Question c.
“I would rather not go to the party.”
Answer:
Mathilde said this to her husband.

Question d.
“Choose, my dear.”
Answer: Madame Forestier said this to Mathilde.

Question e.
“You have nothing else?”
Answer:
Mathilde said this to Madame Forestier.

Question f.
“Would you lend me this, just this?”
Answer:
Mathilde said this to Madame Forestier.

2. Write a few lines about what Mathilde had and what she dreamt about.

Question 1.
Write a few lines about what Mathilde had and what she dreamt about.
Answer:
Mathilde had plain dresses and a shabby, poorly furnished house. She dreamt of a grand. palatial mansion, with vast rooms and inviting smaller rooms, perfumed for afternoon chats with close friends.

3. Write what you think about the following thoughts and actions of Mathilde.
(a) Mathilde was beautiful, and so she wanted to marry an aristocrat.
(b) Mathilde was sad because she did not get any luxuries.
(c) Mathilde felt that her house was shabby and poorly furnished.
(d) Mathilde wanted other people to envy her.
(e) Mathilde was not happy to see the invitation.
(f) Mathilde wanted a new dress for herself.
(g) Mathilde borrowed a diamond necklace from her friend and wore it to the party.
(h) Mathilde lost the necklace.

Question a.
Mathilde was beautiful and so she wanted to many an aristocrat.
Answer:
I think that this is a natural but childish wish. What Mathilde does not realize is that happiness does not lie in money or status. It depends on the character of a person.

Question b.
Mathilde was sad because she did not get any luxuries.
Answer:
I feel sympathetic towards Mathilde. Everyone wants luxuries, but not everyone can get them. Mathilde should have realized this and been content with whatever she had. She should have tried to improve her living conditions in some way.

Question c.
Mathilde felt that her house was shabby and poorly furnished.
Answer:
This shows Mathilde’s inability to deal with reality. Mathilde should have tried to make the house a home by keeping it clean and doing things with love, instead of looking at the material things that were there.

Question d.
Mathilde wanted other people to envy her.
Answer:
This is a very natural feeling. To some extent, we all want others to admire and envy us; but Mathilde should have kept this feeling under control.

Question e.
Mathilde was not happy to see the invitation.
Answer:
This Is a natural reaction on her part, for she wanted to be well-dressed and look pretty when she went to an important party. However, she should not have disappointed her husband by immediately showing her unhappiness. She could have later presented her case less bluntly.

Question f.
Mathilde wanted a new dress for herself.
Answer:
Mathilde was young and pretty and wanted new things. But she should have first asked her husband what he had saved the money for, and then decided what was more important – her dress or his gun. He was very generous and she should also have shown some genuine consideration.

Question g.
Mathilde borrowed a diamond necklace from her friend and wore it to the party.
Answer:
Mathilde should not have borrowed such an expensive necklace just to show off. One should never borrow expensive things from others.

Question h.
Mathilde lost the necklace.
Answer:
Mathilde was very thrilled by her own triumph at the party. She forgot everything in the revelry. In my opinion, she should have taken care and not been so Irresponsible, especially when she was wearing borrowed jewels.

4. Prepare a formal invitation using the following format:

Question 1.
Prepare a formal invitation using the format given on page 21 of the textbook.
Answer:

5. Read the following :

• The necklace
• an error
• all these things
• another woman
• one evening
• her husband.

1. In all these phrases we see some words used before the nouns.

2. They specify or make it clear what noun we are talking about. These words that are used at the beginning of a noun phrase are known as determiners.

3. Determiners include articles (a, an, the), possessive pronouns (my, our, your, her, etc.), demonstratives (words like this, that), quantifiers (much, many, etc.), numerals, etc.

4. Write your phrases using each of type of determiner.

Question 1.
Write your own phrases using the possessive pronouns ‘my’, ‘his’ and ‘your’.
Answer:
my daughter, his clothes, your umbrella

Question 2.
Write your own phrases using the articles a, an, the.
Answer:
a house, a flower, an invitation, an enquiry, the Arabian Sea, the Himalayas

Question 3.
Write your own phrases using the ; demonstratives (this, that, these, those) :
Answer:
this tree, that building, these flowers, those hills.

Question 4.
Write your own phrases using the following quantifiers :
1. much
2. many
Answer:
1. much trouble, much hope
2. many apples, many trees

Part – II

1. Complete the following table.  

Question 1.
Complete the following table.
Answer:

2. Write what you think about the following thoughts and actions of Mathilde :

Question a.
Mathilde despaired over the loss of her necklace.
Answer:
Mathilde was frightened that she had lost a j valuable necklace and she would have to replace it. She realised her mistake in borrowing such a valuable jewel. Anyone else in her place would have felt the same.

Question b.
Mathilde wrote a note to her friend as dictated by her husband.
Answer:
I think that Mathilde realized her foolishness and was now willing to listen to whatever her husband i said to make good the loss of the necklace.

Question c.
Mathilde and her husband decided to replace the necklace.
Answer:
Yes, that was the right thing to do, for Mathilde had borrowed the necklace. Madame Forestier had been generous to give it. Mathilde could not allow her friend to suffer a loss because of her foolishness.

Question d.
Mathilde returned the diamond necklace to her friend.
Answer:
There was no other option for her under the circumstances. Mathilde was foolish but honest. She also had enough pride not to want to be in debt.

Question e.
Mathilde did not tell her friend about the loss and the replacement.
Answer:
I think that Mathilde was proud and did not want to accept her carelessness in front of her friend.

Question f.
Mathilde worked very very hard to pay the debt.
Answer:
I appreciate Mathilde for working very hard even though she did not like it. She did this in order to pay off the debt which she had got into because of her foolishness in borrowing the necklace.

Question g.
Mathilde and her husband paid off the debt in ten years.
Answer:
I respect both Mathilde and her husband for working so hard for so many years, and living in poverty in order to pay off the debt. They did not take any easy way out.

Question h.
Mathilde told her friend about the lost necklace.
Answer:
Maybe it was a foolish action on Mathilde’s part. Mathilde will now feel terrible when she knows that she wasted ten years of her life struggling to replace the imitation necklace.

3. Form pairs. Discuss how ‘Part II’ of the story could have been different. Write your storyline in the form of bullets showing the main events.

Question 1.
Form pairs. Discuss how ‘Part II’ of the story could have been different. Write your storyline in the form of bullets showing the main events.

4. Imagine what must have happened after Mathilde’s friend discovered that the diamonds were real. Do you think she would return the necklace to Mathilde? Would that make Mathilde happy?

Question 1.
Imagine what must have happened after Mathilde’s friend discovered that the diamonds were real. Do you think she would return the necklace to Mathilde? Would that make Mathilde happy?
Answer:
Mathilde’s friend, Madame Forestier, has been shown to be a kind-hearted and generous woman. She was also rich. So she would have probably returned the necklace to Mathilde. Mathilde, proud but greedy, would probably have taken it and been happy. But she would have been unhappy over the lost years of her youth.

5. Discuss the following and write about each in your own words in 5-6 lines.
(a) What would you do, if something like this happens to you?
(b) What opinion do you form about Mathilde’s husband from her story?
(c) Which events in the story (Part I and Part II) changed Mathilde’s life?

Question 1.
Discuss the following and write about each in your own words in 5-6 lines.
(a) What would you do, if something like this happens to you?
(b) What opinion do you form about Mathilde’s husband from her story?
(c) Which events in the story (Part I and Part II) changed Mathilde’s life?

6. Read, recall and remember. Read the table of verb forms given below.

The base form is used as an infinitive: You may go. She will go, in orders: Go home; and in the simple present tense: I go to school. We go home. Do you go there every day? The children/They go up, etc.

Note that we use the ‘-s form’ with ‘he’, ‘she’, ‘it’, third-person singular subjects to show the simple present.

The past tense form has ‘-ed’ at the end. But many commonly used verbs have different past tense forms.
Examples: came, went, spoke.

The ‘-ing’ form is known as the present participle. It is used with forms of ‘be’ to show continuous action
Examples: I am eating You were eating She was eating It is also used in certain constructions like He sat copying a manuscript.

The past participle used with forms of ‘have’ shows completed action –
Examples: I have eaten. They have come, etc.
It is also used in certain constructions like ‘They looked at each other, stunned! It is also used in passive constructions.
(a) Make a table of verb forms for your own reference. Try to arrange the verbs in alphabetical order. Keep adding new verbs to your table from time to time. When you write, check your work to see whether you have used the correct verb form.
(b) List at least 10 verbs, the last letter of which is doubled in the present participle.
Example: put – putting
(c) List at least 10 verbs, the last letter of which is doubled in the past participle.
Example: write – written
(d) List at least 10 verbs, the last letter of which is doubled in the past tense form.
Example: sob – sobbed.

7. Read: ‘The Gift of the Magi’ by O. Henry.

Question 1.
Read: ‘The Gift of the Magi’ by O. Henry.

English Kumarbharati 9th Digest Chapter 1.5 The Necklace Additional Important Questions and Answers

Read the following passages carefully and complete the activities:

Simple Factual Activity:

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

1. Mathilde was born into a rich family. False
2. Mathilde was content with what she had. False
3. Mathilde had no rich dresses or jewels. True
4. Mathilde was wedded to an aristocrat. False

Complex Factual Activity:

Question 1.
Why was Mathilde married to a ‘minor official’?
Answer:
Mathilde, a pretty and charming girl, was born into a family of clerks. She had no means of becoming known, understood, loved or be wedded to an aristocrat. So she was married to a ‘minor official’,

Question 2.
Why did Mathilde weep with misery after visiting her schoolmate?
Answer:
Mathilde had no rich dresses and no jewels, and these were the only things she loved. She found that her schoolmate, who was rich, had all the things that she, Mathilde, wanted so desperately. Hence, she wept with regret, despair and misery after visiting her schoolmate.

Activity-based on Vocabulary :

Question 1.
Match the following nouns with their adjectives :

A	B
1. minor	(a) house
2. shabby	(b) mansion
3. palatial	(c) friends
4. close	(d) official

Answer:

A	B
1. minor	(d) official
2. shabby	(a) house
3. palatial	(b) mansion
4. close	(c) friends

Activities based on Contextual Grammar:

Question 1.
She dreamed of a grand, palatial mansion. (Frame a wh-question to get the underlined words as the answer.)
Answer:
What did she dream of?

Question 2.
She suffered because of her shabby house. (Rewrite using the noun form of the underlined word.)
Answer:
Her suffering was because of her shabby house.

Personal Response :

Question 1.
Is anyone entitled to all the luxuries of life due to reasons of birth or other innate qualities?
Answer:
No, I don’t think that a person is entitled to all the luxuries of life due to reasons of birth or other innate qualities. A person must work hard to acquire the luxuries and not get them just because of his birth. Only when he/she works hard will he/she I know the real value of things.

Complex Factual Activity :

Question 1.
What did the envelope hold?
Answer:
The envelope held an invitation for a party at the Ministry of Education.

Question 2.
Was the husband a considerate person? How do we know that?
Answer:
The husband was very happy to give Mathilde the invitation to the party for he felt that she would be pleased. When she began to cry, he was distressed to see her tears. When he realized that she wanted to buy a dress for the party, he sacrificed the money he had saved to buy himself a gun for a hunting summer with friends. He gave her the money for her new dress. This shows that the husband was a considerate person.

Activity-based on Vocabulary :

Question 1.
Match the words with their meanings :

A	B
1. triumph	(a) shocked
2. computing	(b) stammered
3. stunned	(c) calculating
4. stuttered	(d) victory

Answer:

A	B
1. triumph	(d) victory
2. computing	(c) calculating
3. stunned	(a) shocked
4. stuttered	(b) stammered

Activities based on Contextual Grammar :

Question 1.
He hadn’t thought of that.
(Add a question tag.)
Answer:
He hadn’t thought of that, had he?

Question 2.
One evening her husband came home with an air of triumph.
(Replace the underlined phrase with an adverb.)
Answer:
One evening her husband came home triumphantly.

Complex Factual Activities :

Question 1.
Why did Mathilde go to her friend’s house and tell her of her distress?
Answer:
Mathilde wanted to have jewellery to wear for the party. She did not have any, but she knew that her friend was rich and would have a good collection of jewels. So she went to her friend’s house and told her of her distress so that she could borrow some jewellery from her.

Question 2.
What did Madame Forestier’s large box contain?
Answer:
Madame Forestier’s large box contained jewellery.

Question 3.
Which sentences tell us that Mathilde greatly desired the necklace?
Answer:
The following sentences tell us that Mathilde greatly desired the necklace :

1. Her heart began to beat with uncontrolled desire. Her hands trembled as she took it. She fastened it around her neck and stood lost in ecstasy.
2. Then she asked anxiously, hesitating, “Would you lend me this, just this?”
3. She threw her arms around her friend’s neck rapturously, then fled with her treasure.

Activities based on Vocabulary :

Question 1.
Write down two adjectives from the passage that describe Mathilde :
Answer:
sad, restless (anxious, strange).

Question 2.
Write down the adjective forms of:

1. ecstasy
2. fashion.

Answer:

1. ecstasy – ecstatic
2. fashion – fashionable.

Activities based on Contextual Grammar :

Question 1.
She kept asking, “You have nothing else?” (Rewrite as an affirmative sentence.)
Answer:
She kept asking, “Is this all you have?”

Question 2.
“You’ve been acting strange these last three days.” (Rewrite as a negative sentence.)
Answer:
“You’ve not been acting normally these last three days.”

Personal Response :

Question 1.
Try to express the thoughts that must have passed through Mathilde’s mind on seeing the necklace?
Answer:
On seeing the necklace, Mathilde must have thought: “Oh, how beautiful I will look with these diamonds round my neck I will be the prettiest woman at the party. All the others will crowd round me and admire me. I will be the most elegant and gracious woman there. Everyone will envy me!”

Simple Factual Activity :

Write who said the following sentences and to whom :

Question 1.
“What! … how! … That’s impossible!”
Answer:
Mathilde’s husband said this to Mathilde.

Question 2.
“What’s the matter?”
Answer:
Mathilde’s husband said this to Mathilde.

Complex Factual Activity :

Question 1.
Why did Mathilde not notice the loss of her necklace earlier? ;
Answer:
Mathilde was a great success at the party. She was full of joy for she was prettier than all the other women. She danced wildly, with passion, forgetting everything in the triumph of her success, floating in a cloud of happiness. In all this excitement, she did not notice the loss of her necklace.

Activities based on Vocabulary :

Question 1.
Pick out four adverbs ending in ‘-ly’ from the passage.
Answer:
wildly, finally, sadly, suddenly.

Question 2.
Write the adverb forms of the following :

1. pretty
2. elegant
3. gracious
4. impossible

Answer:

1. prettily
2. elegantly
3. graciously
4. impossibly.

Activities based on Contextual Grammar :

Question 1.
Rewrite the following conversation in Indirect Speech :
“You could wear flowers,” he said. “They are very fashionable at this time of the year.”
Answer:
He said that she could wear flowers, and s that they were very fashionable at that time of the year.

Question 2.
She threw her arms round her friend’s neck.
(Pick out the subject and predicate.)
Answer:
Subject – She
Predicate – threw her arms round her friend’s neck.

Language Study Activities
(based on vocabulary and grammar)

Simple Activities :

Question 1.
Write two compound words of your own.
Answer:
daydream, candle-stick

Question 2.
Make a meaningful sentence using the phrase ‘with an air of triumph’
Answer:
The magician drew out a rabbit from the hat with an air of triumph.

Question 3.
Spot the error and correct the sentence :
You’ve be acting strange these last three days.
Answer:
You’ve been acting strange these last three days.

Question 4.
Pick out the infinitive from the given sentence :
He had been saving that exact amount to buy a gun.
Answer:
to buy

Question 5.
Identify the type of sentence :
What is the matter?
Answer:
Interrogative sentence

Question 6.
Pick out the word that cannot be formed using the letters of the given word :
fashionable – fashion, blush, sheaf, shine
Answer:
blush

Question 7.
Form a present participle in which the last letter is doubled.
Answer:
control – controlling

Question 8.
Write the following words in alphabetical order :
stuttered, treasure, strange, tormented.
Answer:
strange, stuttered, tormented, treasur

Question 9.
Make a word chain of 4 adjectives : charming →
Answer:
charming → gracious → sad → delicate → elegant.

Medium-Level Activities :

Question 1.
Mathilde saw some bracelets. (Use simple future tense of the verb.)
Answer:
Mathilde will see some bracelets.

Question 2.
She threw the invitation on the table. (Change the voice beginning ‘The invitation ’.)
Answer:
The invitation was thrown on the table by her.

Question 3.
One evening her husband said to her, “What’s the matter?” (Rewrite using indirect speech.)
Answer:
One evening her husband asked her what the matter was.

Challenging Activities :

Question 1.
When they were finally in the street, they could not find a cab.
(Pick out the clauses and state the type.)
Answer:
they could not find a cab – Main Clause, when they were finally in the street – Subordinate clause.

Question 2.
“Would you lend me this, just this?”
(Pick out the modal auxiliary and state the function.)
Answer:
would – permission

Complex Factual Activity :

Question 1.
What efforts did Loisel make to find the necklace?
Answer:
Loisel and Mathilde searched through her clothes to find the necklace. But they could not find it. Then Loisel went out and walked back over the whole route they had taken to see if he could find it. He went to the police, to the newspapers to offer a reward, to the cab companies, and everywhere that the tiniest glimmer of hope led him.

Question 2.
What was the arrangement with the jeweller? Do you think it was fair?
Answer:
Madame and M. Loisel found the string of diamonds they were looking for. The price was thirty- six thousand francs. They needed time to raise that much money, and they pleaded with the jeweller not to sell it to anyone for three days. They made an arrangement that the jeweller would buy it back for thirty-four thousand francs if the other necklace was found before the end of February. Yes, I think the deal was quite fair.

Question 3.
Why did Madame Forestier speak coldly to Mathilde?
Answer:
Mathilde had returned the borrowed necklace after a long delay. Madame Forestier felt that she should have returned it sooner for she, Madame Forestier, might have needed it. She probably felt that Mathilde had taken advantage of her goodness and hence spoke coldly to her.

Activities based on Vocabulary :

Question 1.
What is implied in the expression ‘a hollow, pale figure’?
Answer:
It means an unhappy, exhausted person.

Question 2.
Give the meaning of the following expressions :
1. a glimmer of hope
2. her mind blank.
Answer:
1. a glimmer of hope – a slight chance of success.
2. her mind blank – without having any thoughts.

Question 3.
Make sentences of your own using the following expressions :
1. lost all hope
2. sick with grief and anguish
Answer:
1. The rescuers have lost all hope of saving the trapped animal.
2. When Meena’s cat died, she was sick with grief and anguish.

Activity-based on Contextual Grammar :

Question 1.
Rewrite the following sentences as compound sentences :
1. They went from jeweller to jeweller, looking for a necklace like the other one.
2. At the end of one week they had lost all hope.
Answer:
1. They went from jeweller to jeweller and looked for a necklace like the other one.
2. It was the end of one week and they had lost all hope.

Simple Factual Activity :

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

1. The dreadful debt must be paid.
2. They rented a garret under the roof.

Complex Factual Activity :

Question 1.
What is meant by the horrible life of the very poor?
Answer:
The horrible life of the very poor means the very difficult and tiring life of the very poor, who have to live in terrible conditions and work extremely hard to make ends meet.

Activity-based on Vocabulary :

Question 1.
Fill in the blanks with the correct adjectives from the passage :

1. ………… life
2. ………… labours
3. ………….. debt
4. ……………. linen

Answer:

1. horrible life
2. odious labours
3. dreadful debt
4. dirty linen.

Activity-based on Contextual Grammar :

Question 1.
Rewrite the following sentences as assertive sentences :
1. What would have happened if she had not lost that necklace?
2. How little is needed for one to be ruined or saved!
Answer:
1. She wondered what would have happened if she had not lost that necklace.
2. Very little is needed for one to be ruined or saved.

Complex Factual Activity:

Question 1.
What contrast is implied by the use of necklace. She wanted to tell her that she had been the word ‘still’ in still young, still beautiful, still through some hard times because of her friend and charming?
Answer:
It means that Mathilde looked old after ten years. while Madame Forestier looked young. beautiful and charming even after ten years.

Question 2.
Why did Mathilde decide to speak to her friend?
Answer:
Mathilde felt emotional. She decided to speak to her friend and tell her the story of the necklace. She wanted to tell her that she had been through some hard times because of her friend and her necklace. She also felt proud that she had tricked her friend and given her not the same necklace she had borrowed but a similar one.

Activity-based on Vocabulary :

Question 1.
Give the noun forms of the following :

1. charming
2. astonished
3. familiarly
4. remember

Answer:

1. charming – charm
2. astonished – astonishment
3. familiarly – familiarity
4. remember – remembrance.

Activity-based on Contextual Grammar :

Question 1.
Pick out the main clauses in the following sentences :
1. You say that you bought a diamond necklace to replace mine.
2. One day, as she was walking in the Champs Elysees, she saw Madame Forestier.
Answer:
1. You say – Main Clause.
2. One day she saw Madame Forestier – Main Clause.

Language Study Activities
(based on vocabulary and grammar)

Simple Activities :

Question 1.
Write two compound words from the lesson.
Answer:
newspaper, money-lender.

Question 2.
Punctuate :
she went up to her and said good morning jeanne
Answer:
She went up to her and said, “Good morning, Jeanne.”

Question 3.
Make a meaningful sentence using the following phrase : before the end of February
Answer:
The snow had vanished before the end of February.

Question 4.
Spot the error and correct the sentence : They was dropped off at their door.
Answer:
They were dropped off at their door.

Question 5.
Use the word ‘stopping’ as a present participle it in your own sentence.
Answer:
Stopping on the way, she bought some groceries.

Question 6.
Identify the type of sentence: Oh, my poor Mathilde!
Answer:
Exclamatory Sentence

Question 7.
Find out two hidden words from the given word : familiarly
Answer:
familiarly – familiar, family (frail, rally)

Question 8.
Form a past participle in which the last letter is doubled.
Answer:
beg – begged

Medium-Level Activities :

Question 1.
“I’m going back,” he said.
(Rewrite in indirect speech.)
Answer:
He said that he was going back.

Question 2.
Each month they had to pay some loans. (Change the voice.)
Answer:
Some loans had to be paid each month by them. / Each month some loans had to be paid by them.

Question 3.
Use the word ‘made’ and its homophone in two sentences of your own.
Answer:
(a) The salad was made in the hotel for a special occasion.
(b) Suman always treated her maid with courtesy.

Question 4.
It seemed to be exactly what they were looking for. (Rewrite using the past perfect progressive tense of the underlined verb.)
Answer:
It seemed to be exactly what they had been looking for.

Challenging Activities :

Question 1.
Use the following word in two separate sentences, once as a noun and once as a verb :clasp
Answer:
(a) I lost a valuable bracelet as the clasp was weak, (noun)
(b) I saw the poor woman clasp the doctor’s hands in gratitude, (verb)

Question 2.
Madame Forestier, astonished to be addressed so familiarly, did not recognize her.
(Rewrite as a compound sentence.)
Answer:
Madame Forestier was astonished to be addressed so familiarly and did not recognize her.

Grammar Focus:

Question 1.
Make a table of verb forms for your own reference. Try to arrange the verbs in alphabetical order. Keep adding new verbs to your table from time to time.
Answer:
(Students may attempt this on their own.)

Question 2.
List at least ten verbs, the last letter of which is doubled in the present participle.
Answer:
sit – sitting, dig – digging, run – running, hit – hitting, knit – knitting, bat – batting, forget – forgetting, jog – jogging, begin – beginning, plan – planning.

Question 3.
List at least ten verbs, one last letter of S which is doubled in the past participle.
Answer:
bite – bitten, fall – fallen, hide – hidden, rot – rotten, stop – stopped, prefer – preferred, rub – rubbed, slip – slipped, bar – barred, occur – occurred.

Question 4.
List at least ten verbs, the last letter of which is doubled in the past tense form.
Answer:
rob – robbed; knot – knotted, flit – flitted, jog – jogged, tip – tipped, tug – tugged, beg – begged, emit – emitted, rot – rotted, plan – planned.

Maharashtra State Board Class 9 English Solutions

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 4.5 Tansen Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 4.5 Tansen

English Kumarbharati 9th Solutions Chapter 4.5 Tansen Textbook Questions and Answers

Warming Up:

Question (a)
Indian Classical Music consists of many Ragas. Find out from an expert or from the internet, the names of at least 10 Ragas and the time they are sung to produce greater effect.

Answer:

Name of Raga	Effective when
1. Pahadi	evening
2. Bhairav	sung in the morning
3. Deepak	evening
4. Malkous	small hours of the morning
5. Yaman	sunset to late evening
6. Bhimpalasi	late afternoon to sunset
7. Kedar	late evening to midnight
8. Jog	small hours of the morning
9. Bhairavi	often at the end of a long musical performance.
10. Gaud Malhar	monsoon

(Students can find more information from the Internet.)

Question (b)
Archaic words are those that are no longer used in a language, but sometimes their usage adds a historical or old-times flavour to a piece of writing.
Examples:

1. behold – look
2. afeared – frightened
3. forsooth – indeed
4. hither – this place

Now find out some archaic words from your mother tongue or another language that you are proficient in and write down at least ten of them, and against each, their modern equivalent and meaning in English.

Answer:

Archaic word	Modem equivalent	Meaning in English
1.
2.

(Students can find out from their parents or other elders, and attempt this in their own mother tongue.)

Question (c)
There are many legends about the ‘nine gems’ in Akbar’s Court. Can you name some of the nine gems and the stories associated with them?
Answer:
The nine gems of Akbar’s court were:

1. Abu’l Fazi ibn Mubarak
2. Raja Todar Mai
3. Abdul Rahim Khan-i-Khana
4. Raja Birbal
5. Mulla Do-Piyaza
6. Faizi
7. Fakir Aziao-Din
8. Tansen and
9. Raja Man Singh I.

There Eire plenty of Akbar-Birbal stories and those of Akbar and Tansen that are famous.
(Students can read these stories either from the library or from the internet.)

English Workshop:

1. Pick out the archaic words from the poem and give their modern equivalents:

Question 1.
Pick out the archaic words from the poem and give their modern equivalents:

Answer:

Archaic Words	Modem Equivalents
1. thy	your
2. thine	yours
3. ’twere	it were
4. o’er	over
5. thee	you

2. Write who said the following words, to whom, and when:

Question 2.
Write who said the following words, to whom, and when:
(The answers are given directly and underlined.)
Answer:

The expression/sentences	Who said it	To whom	When
1. “Ah, no, to thee I sing: he sings to God.”	Tansen	Akbar	When Akbar asks him to sing the same musical composition that Ostad had sung, in the same way.
2. ‘What theme this is that holds the soul enchanted.’	Akbar	Tansen	When Akbar hears the beautiful musical composition that Ostad had sung.

3. Rearrange the following in their proper order as in the poem. Write the serial number against each line:

Question 1.
Rearrange the following in their proper order as in the poem. Write the serial number against each line:
(The answer is given directly.)
Answer:
(a) The Ostad sang the Malkous Raga enchantingly. [6]
(b) Akbar followed Tansen, dressed miserably. [4]
(c) I request you to sing such a song that I will experience unmatched joy. [9]
(d) Ostad was nowhere to be seen. [8]
(e) O Divine Teacher, please gift us the joy of your song. [5]
(f) One day, the singer sang Deepak Raga in the court. [1]
(g) Akbar expressed his wish to meet the Teacher. [3]
(h) He experienced heavenly delight. [7]
(i) Tansen sings to please the earthly king but Ostad devotes his songs to God. [10]
(j) She sang Raga Malhar, which had a cooling effect. [2]

4. Write the reason in your own words:

Question (a)
Akbar strongly desired to hear Ostad (the teacher) sing.
Answer:
Akbar was enraptured with Tansen’s singing. He said that Tansen’s teacher must be and divine for Tansen to have learnt to sing so magically under his coaching. Akbar then felt that Ostad’s singing would be even better, and so he strongly desired to hear Ostad sing.

Question (b)
Akbar had to dress like a slave.
Answer:
Akbar badly wanted to meet Tansen’s teacher and hear him sing. However, the teacher did not think it worthy to sing to kings, and hence Tansen suggested that it would be better for Akbar to meet him as a poor slave. Therefore Akbar changed his kingly attire and wore the robes of a poor man.

Question (c)
After the song, Ostad had vanished.
Answer:
Ostad vanished because he probably did not; want to hear any praise or any demands for more songs.

Question (d)
Ostad’s song was more elating than Tansen’s songs.
Answer:
Ostad’s song was more elating than Tansen’s songs because Tansen sang to Akbar, a human being, while Ostad sang to God.

5. What message does the poet wish to convey through this narrative poem, ‘Tansen’?

Question 1.
What message does the poet wish to convey through this narrative poem, ‘Tansen’?
Answer:
The poet wishes to convey that one can reach great heights in one’s field if one becomes unworldly and devotes one’s talents to someone or something higher than mere human beings.

6. Summarise the poem in your own words in 8-10 lines, highlighting only the main points.

Question 1.
Summarise the poem in your own words in 8-10 lines, highlighting only the main points.
Answer:

Tansen

Tansen was a singer in Akbar’s court. One day, he sang the Deepak Raga so well that Akbar was enraptured. He wished to meet the teacher at whose feet Tansen had learnt to sing so magically. However, the teacher lived in a remote cave in the Himalayas. He shunned wealth and disdained to sing to earthly kings. Akbar donned the clothes of a slave and went with Tansen to meet him. On their request, Ostad sang the Malkous Raga. It was so enchanting that Akbar felt as if he had been transported to Heaven. Soon after this, Ostad vanished. Akbar asked Tansen whether he could sing the same musical composition that Ostad had sung. Tansen replied that he could not, for he, Tansen, sang to earthly kings, while his Ostad sang to God.

English Kumarbharati 9th Digest Chapter 4.5 Tansen Additional Important Questions and Answers

Simple Factual Activity:

Question 1.
Say whether the following statements are True or False:
Answer:
(The answers are given directly and underlined.)

1. Akbar was fond of music. True
2. Malhar is the Song of Fire. False
3. Akbar rewarded Tansen for his singing. True
4. Tansen did not come back to normal. False

Question 2.
Write who said the following words, to whom, and when:
(The answers are given directly and underlined.)
Answer:

Utterance	Who said it	To whom	When
“Mighty thy teacher must be and divine.”	Akbar	Tansen	After hearing the wonderful Deepak Raga.
“He dwells within a cave of Himalay.”	Tansen	Akbar	When Akbar praised Tansen and asked him about his teacher.
“As you desire, Huzoor.”	Tansen	Akbar	When Akbar told Tansen that he wanted to see the teacher and hear him sing.
“O Holy Master, bless us with thy song!”	Akbar and Tansen	The teacher	When they met the teacher in the mountains.

Complex Factual Activity:

Question 1.
How did Akbar reward Tansen for the ecstatic effect of his singing?
Answer:
Akbar rewarded Tansen by praising him, gifting him a lot of jewels and calling him the chief jewel in his diadem.

Question 2.
What happened to Tansen when he sang the Deepak Raga with great fervour?
Answer:
When Tansen sang the Deepak Raga with great fervour, his body burst into flames and burnt like a pyre.

Question 3.
How did he (Tansen) come back to normal again?
Answer:
He(Tansen) came back to normal again when a maiden sang Malhar, the song of cold water, and put out the fire.

Question 4.
What does the incident tell us about Tansen’s singing?
Answer:
The incident tells us that Tansen’s singing was whole-hearted, magical and divine.

Question 5.
What did Tansen tell Akbar about his teacher?
Answer:
Tansen told Akbar that his teacher stayed in a remote cave in the Himalayas, far away from the unworthy crowds, scorning worldly wealth. He did not think it worthy to sing to kings, and hence Tansen suggested that it would be better for Akbar to meet him as a poor slave.

Question 6.
What was the magical effect of Ostad’s rendering the Malkous Raga?
Answer:
When Ostad sang the Malkous Raga, the birds and beasts gathered around, enchanted with the song. Akbar felt waves of heavenly rapture. He felt his soul was enchanted and his heart was filled with delight.

Question 7.
What happened before Akbar could come out of his trance?
Answer:
Ostad had vanished before Akbar could come out of his trance.

Question 8.
Why did Tansen’s singing not produce the same effect as that by Ostad?
Answer:
Tansen’s singing did not produce the same effect as that by Ostad because Tansen sang to Akbar – a human being – while Ostad sang to God.

Activities based on Poetic Devices:

Question 1.
Pick out the rhyming pairs of words in the first six lines.
Answer:
Rhyming words: Court – Fort, bells – tells, gem – diadem.

Question 2.
‘His voice rang like the sound of silver bells.’ Pick out and explain the figure of speech in this line.
Answer:
Simile: His voice is compared to the sound of silver bells, with the use of the word ‘like’.

Question 3.
Pick out the rhyming words in the last six lines of the extract. What is the rhyme scheme?
Answer:
Rhyming words are: slave – cave, feet – sweet, long – song. The rhyme scheme is aa, in rhyming couplets.

Question 4.
Pick out the figure of speech in the sentence:
‘He felt the waves of heavenly rapture roll.’
Answer:
The figure of speech is Alliteration; repetition of the sound of the letter ‘r’.

Point Format (for understanding)

• Title: Tansen
• Poet: Hazrat Inayat Khan
• Rhyme Scheme: The poem is in rhyming couplets. So the rhyme scheme is aa.
• Figure of Speech: Alliteration. ‘Tell me, Tansen, what theme this is that holds’. Repetition of the sound of the letter ‘t’. The other figures of speech are Simile and Inversion.
• Theme/Central idea: This narrative poem depicts Akbar’s appreciation of Tansen’s singing, his meeting with Tansen’s teacher, and what he felt during this meeting. The final lines lead to the climax of the narration.

Paragraph Format:

‘Tansen’ by Hazrat Inayat Khan is a narrative poem depicting Akbar’s appreciation of Tansen’s singing, his meeting with Tansen’s teacher, and what he felt during this meeting. The final lines lead to the climax of the narration.

The poem is in rhyming couplets. So the Rhyme Scheme is aa. A Figure of Speech : Alliteration: ‘Tell me, Tansen, what theme this is that holds’ – Repetition of the sound of the letter ‘t’. The other figures of speech are Simile and Inversion.

The poet wishes to convey that one can reach great heights in one’s field if one becomes unworldly and devotes one’s talents to someone or something higher than mere human beings. The story is told systematically and logically and can be easily understood.

Maharashtra State Board Class 9 English Solutions

Balbharti Maharashtra State Board Class 9 English Solutions My English Coursebook Chapter 1.1 Walk a Little Slower Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 My English Coursebook Solutions Chapter 1.1 Walk a Little Slower

My English Coursebook Std 9 Digest Chapter 1.1 Walk a Little Slower Textbook Questions and Answers

Warming up!

Chit-chat:

Form pairs or groups of four. Use these questions to start a conversation with your friends.

• Are you a talkative person?
• Do you like to share your thoughts?
• What would you like to do after 10th?

My Thoughts:

1. Form groups of 4-6. Discuss the following with your friends in the group and then complete the sentences.

Question 1.
Form groups of 4-6. Discuss the following with your friends in the group and then complete the sentences.

English Workshop:

1. Read the poem aloud.

Question 1.
Read the poem aloud.

2. Put the words given in brackets in the proper blanks.

Question 1.
Put the words given in brackets in the proper blanks.
(a) The ………….. is talking to its . (father/child)
(b) The …………. is leading and the …………. is following. (father/child)
(c) Someday the ……………. will become a ………… (father/child)
(d) The ………….. does not wish to fall while following its …………… (father/child)
Answer:
(a) The child is talking to its father. (father/child)
(b) The father is leading and the child is following, (father/child)
(c) Someday the child will become a father. (father/child)
(d) The child does not wish to fall while following its father. (father/child)

2. Find and write pairs of rhyming words from the poem. (Words that appear at the end of the line.)

Question 1.
Find and write pairs of rhyming words from the poem. (Words that appear at the end of the line.)
Answer:

1. small-fall
2. see-me.
3. be-me
4. true-you.

3. The meanings of the words in the following pairs show that they are related

Find five more pairs of related words:
Examples :

• teacher: …………….
• doctor: ………………
• give: ………………….
• ………………………….
• ………………………….

Question 1.
Find five more pairs of related words:
Answer:

1. teacher ⇄ student
2. doctor ⇄ patient
3. give ⇄ take
4. owner ⇄ servant
5. come ⇄ go.

4. The child in the poem requests his father to walk slower. Here, the poet implies that the child wants to understand his father’s actions better. The child would like to act the same way, but wants the father to be more understanding towards the child’s needs. What is implied in the following lines?

Question a.
Sometimes your steps are very fast…
Answer:
Sometimes the father’s actions are too quick for the child to follow them properly.

Question b.
Sometimes your steps are hard to see …
Answer:
Sometimes the actions of the father are so difficult that the child cannot understand, observe and act accordingly.

Question c.
I would want to lead just right…
Answer:
The child who is grown up now wants to guide his child correctly in the journey of his life.

Question d.
And know that I was true …
Answer:
The grown up child is confident about his opinions, judgements and actions in his life. He was correct and sincere throughout his life like his father.

5. Using your own ideas, frame three sentences that show continuous action.
Example: You are leading me.

Question 1.
Using your own ideas, frame three sentences that show continuous action.
Answer:

1. My elder sister was helping me with my studies.
2. He is making us laugh.
3. Our team players are gaining confidence.

6. Using your own ideas, frame at least three sentences that show future action or state.
Examples:
Who’ll (who will) want to follow me.
When I’m all grown up …

Question 1.
Using your own ideas, frame at least three sentences that show future action or state.
Answer:

1. Who will want to participate in the elocution competition?
2. When I’m in Std. X.
3. They are going to arrive tomorrow.
4. I’ll be 16 years old in 2018.

7. Discuss the following and write the summary of your discussion in the form of bullet points.

Question a.
How are certain ideas/customs/knowledge passed on from one generation to the next?
Answer:

1. preserved by forefathers and passed on to new generations
2. continued to exist till this date
3. mythological literature, vedas, folklores, fables and arts instilled cultural values into them
4. known to them through celebrations of festival and religious ceremonies
5. Every community wants to preserve their cultural heritage because of their conservative mindset

Question b.
Is it necessary for children to follow the footsteps of their forefathers? If yes, why? Why is it sometimes necessary to change the old ways?
Answer:

1. Yes, it is necessary to follow the footsteps of our forefathers
2. because of its importance in life and the moral values it involves
3. Sometimes it is necessary to change the old ways because many of the traditions and customs are based on superstitions which cannot be explained by reason or science
4. have to accept good modern ideas
5. To safeguard the moral standard of people which is declining everywhere

8. Do you have a role model? What qualities do you appreciate in your role model?

Question 1.
Do you have a role model? What qualities do you appreciate in your role model?
Answer:
My role model is Dr. A.P.J. Abdul Kalam, the former President of India. He was known as the Missile-man – the man behind India’s missile programme. I appreciate his intelligence, dedication to his duty, hard work, serenity and simplicity, his commitment to inspire and guide the youth of India, there was no change in his simplicity, politeness, humility and thoughtfulness even in his capacity as the President.

9. Think of an occasion when you did not like the decision/actions of your family members but realised later on that they were tight. Write about it in 5-8 lines.

Question 1.
Think of an occasion when you did not like the decision/actions of your family members but realised later on that they were tight. Write about it in 5-8 lines.
Answer:
Our class went for a trip to Lonavala. Before going there, all elderly persons warned me not to venture on any risky place especially if it is a river. At Lonavala, we saw a big river. All students were enjoying on the bank of the river. Some started swimming in it. I also tried to enter the river but suddenly slipped and fell into the river. I did not know swimming. I began to drown. I was terrified and cried for help. One of our teachers knew swimming. He boldly jumped into the river.

He swam towards me and holding my hand firmly brought me to the bank of river. I lay unconscious. Water in my stomach was removed. I felt a little better but could not enjoy the picnic anymore. The dangerous situation taught me the lesson of a life time. I realised that my family was right and decided never to disregard my parent’s advice.

10. Within two minutes, write as many phrases or sentences as you can using ‘a little’.

Question 1.
Within two minutes, write as many phrases or sentences as you can using ‘a little’.
Answer:

• a little while.
• I need a little more time.
• Move a little forward.
• a little earlier.
• a little smaller.
• You just need a little bit of luck.
• a little old lady.
• quite a little milk.
• a little confusion.
• I found him a little smarter.
• a little improved.

My English Coursebook 9th Class Solutions Chapter 1.1 Walk a Little Slower Additional Important Questions and Answers

Read the following extract and do the activities:

Simple Factual Activities:

Question 1.
What would happen if the child tried to walk fast? Why?
Answer:
If the child tried to walk fast he/she will not be able to properly understand the actions, thoughts, etc. of his/her father and will fail to achieve success in life.

Complex Factual Activities:

Question 1.
Does the word ‘walk’ refer only to the act of walking? What does the poet actually mean to say?
Answer:
No, the word ‘walk’ does not refer here only to the act of walking. The poet actually wants to say that the father should communicate his thoughts and feelings to the child and help him/her to learn or become familiar with the ways of life by showing him/her or explaining the child how to behave and act for living a good life.

Question 2.
What do the ‘footsteps’ of the father refer to?
Answer:
The ‘footsteps’ of the father refers here to the father’s mannerisms, distinctive and individual gestures, traits of speaking and behaving, his actions and his all other characteristics that makes a person successful in life.

Question 3.
What qualities of your parents/eiders would you like to adopt?
Answer:
Their ability, noble thoughts and actions, kindness and love for others, discipline, hard work, I honesty, perseverance and to remain happy in good or bad condition.

Appreciation of Poem:

1. Title: ‘Walk a little slower…’
2. Poet/Poetess: The poet is unknown.
3. Theme/Central Idea: The importance of l the father as a role model is the central idea of the poem. The child in the poem wants to observe and imitate the life led by his/her father. Hence the I child requests the father to be more considerate towards his/her needs.
4. Rhyme Scheme: The rhyme scheme of the stanzas is ‘abeb’.
5. Figure of Speech: Alliteration and metaphor
6. Special Features: This poem is a dramatic monologue. Dramatic monologue is a kind of poem in which the speech does not reveal the poet’s own thoughts. Instead, the thoughts of the character speaking are expressed.
7. Favourite Lines: My favourite lines from the poem are:
“I’m following in your footsteps And I don’t want to fall.”
Then I will have a little child Who’ll want to follow me.
8. Why I like the poem: I like this poem for its sheer simplicity. There is not a single difficult word in the poem. This helps me understand the poem fully. Even the implied meanings are easy to guess.

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 3.2 Reading Works of Art Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 3.2 Reading Works of Art

English Kumarbharati 9th Solutions Chapter 3.2 Reading Works of Art Textbook Questions and Answers

Warming Up:

Question 1.
Complete the following idioms using the appropriate colour term. (blue, black, green, red)

1. give someone a ……….. look (a look of anger. dislike, etc.)
2. the ……….. sheep (of the family a person who brings disgrace to the family)
3. a …………. list (a list of defaulters)
4. a ………….. belt (area of fields, woods. etc. around a city)
5. to have ……………. fingers (be good at gardening)
6. be ………….. with envy (feel very jealous)
7. give someone/get the signal (give/get pemilssion to do something)
8. a bolt from the ………….. (a sudden shock. surprise)
9. out of the ………….. (suddenly. unexpectedly)
10. once in a ……………. moon (very rarely)
11. vanish into the …………… (leave without any trace)
12. ………….. blood (royal blood. aristocratic origin)
13. …………. eyed boy (favourite person)
14. catch someone …………. handed (catch someone in the act of doing something wrong)
15. roll out the ……………. carpet (give a special welcome)
16. a …………….. herring (something that diverts attention from the main issue)
17. see …………… (become angry)

Answer:

1. give someone a black look.
2. out of the blue
3. the black sheep (of the family)
4. once in a blue moon
5. a black list
6. vanish into the blue
7. a green belt
8. blue blood
9. to have green fingers
10. a blue-eyed boy
11. be green with envy
12. catch someone red-handed
13. give someone/get the green signal
14. roll out the red carpet
15. a bolt from the blue
16. a red herring
17. see red

Question 2.
What are you reminded of when you think of the following colours.

1. purple
2. orange
3. yellow
4. pink
5. white

Answer:

1. purple – royalty
2. orange – fire
3. yellow – the sun
4. pink – sweetness
5. white – purity

English Workshop:

1. Spot the error in the spelling of these words with reference to the passage and rewrite them correctly.

Question 1.
Spot the error in the spelling of these words with reference to the passage and rewrite them correctly.

1. renouned
2. geomatric
3. feetures
4. figars
5. circals
6. acheiving

Answer:

1. renowned
2. geometric
3. features
4. figures
5. circles
6. achieving

2. Complete the following with reference to the passage:

Question 1.
Complete the following with reference to the passage:

Answer:

3. Complete the following diagram

Question 1.
Complete the following diagram.

Answer:

4. Complete the following with reference to the passage:

Question 1.
Complete the following with reference to the passage:
(a) Raza’s paintings do not depict ………….. .
(b) Raza’s paintings are done in the ……….. style.
(c) Raza’s paintings are not inspired by …………… .
(d) Raza’s paintings present images from his own …………. .
(e) Raza’s paintings radiate ……………… .
(f) The ……………. became the core of Raza’s paintings.
(g) For an artist like Raza. his work, or paintings are an effective ……………… .
Answer:
(a) Raza’s paintings do not depict lifelike human figures or copies of scenes from his environment.
(b) Raza’s paintings are done in the abstract style.
(c) Raza’s paintings are not inspired by any external factor.
(d) Raza’s paintings present images from his own inner mind.
(e) Raza’s paintings radiate peace and life at the same time.

5. Write about the important features of Gond art with reference to the passage.

Question 1.
Write about the important features of Gond art with reference to the passage.
Answer:
Gond art involves natural techniques of preparing colours and the use of several mediums. They are transferred from generation to generation in a smoothly flowing process. It is a medium of j recording and preserving what is seen.

6. Why does the author think that the roots of folk art lies in women’s chores?

Question 1.
Why does the author think that the roots of folk art lies in women’s chores?
Answer:
Natural colours available in various things around the house are used in Gond art. The pictures drawn are lively and attractive and depict simple things. The different colours, various textures and patterns were used year after year. The pictures were drawn on the walls of the home earlier. All this makes the author think that the roots of folk art lies in women’s chores.

7. From the passage, list the words related to:

Question 1.
From the passage, list the words related to:
(a) Geometry
(b) colours
(c) designs
Answer:
(b) colours – blue, orange, colour combinations.
(c) designs – abstract, scenes, geometric.

8. These two passages are examples of a short introduction to works of art a short review. They cover the following points:

Question 1.
These two passages are examples of a short introduction to works of art a short review. They cover the following points:

• The creator
• The theme or subject matter
• Type of ail
• Individual style tÐ1tjf
• Presentation techniques SIlO 3DF
• Its effect on viewers
• Message or interpretation

Compare the points with those you used for a book review and the review of a play. Present the comparison in the form of a chart.

Answer:

Book Review	Review of a Play	Review of a Painting
1. Title of the book	Name of the play/skit	The name of the artist
2. Author / Authors	Important characters	The theme or subject matter
3. Genre/category of the book	Any famous actors/actresses	Type of art
4. Target group written for	Theme	Individual style
5. Setting and time of the story	Climax	Presentation techniques
6. Central idea of the story	Ending	Its effect on viewers
7. Important characters	Use of lights and special effects if any	Medium – e.g. oil on canvas
8. Style of writing	Use of background music and sound effects if any	Message / Interpretation
9. Some special features	The costumes, make up, etc. of the characters	Colour composition
10. Publisher, year of publication	How well the actors present the play and behave on the stage?	Texture / Strokes
11. Your own opinion	Your own opinion about the play.	Your opinion

9. Using the Information given in the passage, write a short note on the following in your mother tongue:

Question 1.
Using the Information given in the passage, write a short note on the following in your mother tongue:
(a) The paintings of Raza
(b) Gond art.
(Students may attempt this In their notebook.)

10. Gather Information on any of the following by talking to your elders, family members and from other sources in your mother tongue and write a short note on it in English.

Question 10.
Gather Information on any of the following by talking to your elders, family members and from other sources in your mother tongue and write a short note on it in English.
Answer:

1. a special type of embroidery
2. a special dish that is prepared on a special occasion at home.
3. something that you use to decorate your home on special occasions.

11. Read the following from the Language Study pages:

Question 1.
Read the following from the Language Study pages:

1. adjective clause
2. adverb clause
3. noun clause.

Find an example of each of the following i from the passage and underline the linking words:
Answer:
1. My work is my own inner experience and Involvement with the mysteries of nature and form which is expressed In colour, line, space and light. which Is expressed in colour, line, space and light – Adjective clause
2. They originate when the artist tries to peep into his own inner mind. when the artist tries to peep into his own inner mind – adverb clause.
3. We realize that the painting is a visible form of very deep thought that the painting is a visible form of very deep thought – noun clause.

English Kumarbharati 9th Digest Chapter 3.2 Reading Works of Art Additional Important Questions and Answers

Activities based on Contextual Grammar.

Question 1.
His pictures seem to radiate peace and life. (Rewrite, beginning with ‘Peace and life’ …)
Answer:
Peace and life seem to be radiated from his pictures.

Personal Response:

Question 1.
Do you like to draw and paint? Elaborate on your answer.
Answer:
Yes, I do. I go to a drawing class regularly and my teacher says I am quite good at it. I also participate in drawing competitions and have won many prizes.

Simple Factual Activity:

Question 1.
‘Complete the following with reference to the passage: (The answers are given directly and underlined.)
Answer:

1. The ‘bindu’ or point became the core of Raza’s paintings.
2. For an artist like Raza, his work, or paintings, are an effective medium of communication.
3. Raza was born in a small village in Madhya pradesh.
4. Raza won many national & international awards.

Complex Factual Activity:

Question 1.
Name some of the awards won by Raza.
Answer:
Raza was honoured with the Padma Shri, the Padma Bhushan and the Padma Vibhushan.

Question 2.
How did the artist himself describe his work?
Answer:
Raza described his work in these words: My work is my own inner experience and involvement with the mysteries of nature and form which is expressed in colour, line, space and light.

Activity-based on Vocabulary:

Question 1.
Spot the error in the spelling of these words with reference to the passage and correct them :

1. penting
2. vilage
3. innar
4. dicided

Answer:

1. painting
2. village
3. inner
4. decided.

Activities based on Contextual Grammar.

Question 1.
Find an example of each of the following from the passage and underline the linking words :
1. adverb clause
Answer:
1. Sometimes, an artist’s thoughts appear to be too complex or even complicated when they are expressed through words. when they are expressed through words – adverb clause.

Question 2.
Join the sentences using ‘not only … but also …’ Raza had great creativity. His paintings are very expressive.
Answer:
Raza not only had great creativity but his paintings are also very expressive.

Personal Response.

Question 1.
What is your opinion about abstract art?
Answer:
I do not understand abstract art. I prefer paintings of animals and natural scenes. However, I am sure abstract art is also very great. One has to learn to understand it.

Simple Factual Activity:

Question 1.
Write if the following sentences are True or False: (The answers are given directly and underlined.)
Answer:

1. The Gond language is similar to Tamil – False
2. Gond art has spread mainly in North India – False
3. Gond art is a tribal art – True
4. Gonds have been residing in India for thousands of years – True

Activities based on Vocabulary:

Question 1.
Spot the error in the spelling of these words with reference to the passage and correct them:

1. mediam
2. tribel
3. mithology
4. erthen

Answer:

1. medium
2. tribal
3. mythology
4. earthen.

Question 2.
Write the noun forms of the following:

1. developed
2. preserved
3. similar
4. pleasant

Answer:

1. developed – development
2. preserved – preservation
3. similar – similarity
4. pleasant – pleasantness.

Activities based on Contextual Grammar.

Question 1.
Find two examples of noun clauses from the passage and underline the linking words :
Answer:
1. We learn that they have lived in India for thousands of years.
that they have lived in India for thousands of years – noun clause
2. Art is a medium of recording and preserving what is seen.
what is seen – noun clause

Question 2.
Frame a Wh question to get the underlined part as the answer:
It has been developed and preserved by the Gond tribal people.
Answer:
By whom has it been developed and preserved? OR Who has developed and preserved it?

Personal Response:

Question 1.
‘A house decorated with beautiful pictures creates a pleasant atmosphere’. Do you agree with this? Explain your answer.
Answer:
Yes, I agree with this statement. In my house, there are many paintings of beautiful scenes. When you look at these paintings of nature, you feel soothed and happy. However, I feel this is true only with those people who love art.

Simple Factual Activity:

Question 1.
Complete the web: (The answers are underlined directly.)
Answer:

Complex Factual Activity.

Question 1.
Write about the important features of Gond art with reference to the passage.
Answer:
Natural colours available in various things around the house are used in Gond art. The different colours, various textures and patterns were used year after year. The outlines may vary a little from artist to artist, but the pictures are lively and attractive. The designs include simple textures using dots, straight lines, dotted lines, curvy shapes and circles. Special attention is given to the choice of colours.

Activities based on Vocabulary.

Question 1.
Spot the error in the spelling of the following words with reference to the passage and rewrite them correctly:

1. diffarent
2. stright
3. amasing
4. decorateing

Answer:

1. different
2. straight
3. amazing
4. decorating.

Question 2.
From the passage, list the words related to:
1. colours
2. designs
Answer:
1. colours – colours, shades.
2. designs – patterns, Gond styles.

Activities based on Contextual Grammar.

Question 1.
Find an example of each of the following from the passage and underline the linking words :
1. noun clause
2. adverb clause
Answer:
1. We realize that a picture drawn this way or the other can look equally beautiful.
that a picture drawn this way or the other can look equally beautiful. – noun clause
2. Special attention is given to the choice of various colours so that the total effect is amazing and beautiful. so that the total effect is amazing and beautiful – adverb clause

Question 2.
The designs include simple textures. (Rewrite using the noun form of the underlined word.)
Answer:
There is an inclusion of simple textures in the designs.

Simple Activities.

Question 1.
Write two compound words of your own.
Answer:
lifelike, coastline

Question 2.
Make a meaningful sentence using the phrase ‘at the same time’.
Answer:
It is not possible to be at two different places at the same time.

Question 3.
Spot the error and correct the sentence: Art are a medium of recording and preserving what is seen.
Answer:
Art is a medium of recording and preserving what is seen.

Pick out the gerund from the given sentence:

Question 1.
The roots of folk arts lie in women’s chores like cleaning.
Answer:
cleaning – gerund.

Question 2.
Identify the type of sentence: What a deep thought it conveys!
Answer:
Exclamatory sentence

Question 3.
Find out two hidden words from the word ‘complicated’.
Answer:
complicated-complicate, clamp (leapt, pleat).

Question 4.
Form a present participle in which the last i letter is doubled.
Answer:
run-running

Question 5.
Arrange the following in Alphabetical order:
colour, composition, combination, captivating.
Answer:
captivating, colour, combination, composition.

Question 6.
Make a word chain of verbs starting with : the following verb:
reward →
Answer:
reward → disappear → remain notice → empathize

Medium-Level Activities.

Question 1.
He won many awards.
(Change the voice beginning ‘Many ….’)
Answer:
Many awards were won by him.

Question 2.
He studied art at Nagpur. (Use the past | perfect continuous tense of the verb.)
Answer:
He had been studying art at Nagpur.

Question 3.
Prepare a word register for ‘geometry’ with words from the lesson.
Answer:
geometry – shapes, circles, triangles, squares, rectangles, lines, dots, straight lines, dotted lines, curvy slopes, circles, point, bindu, space.

Challenging Activities.

Question 1.
Use the following word as a verb and a noun in two separate sentences : draw
Answer:
(a) The match ended in a draw. (noun)
(b) The teacher asked the children to draw a monkey. (verb)

Question 2.
We see that the outlines may vary a little. (Pick out the modal and state the function.)
Answer:
may – possibility

Maharashtra State Board Class 9 English Solutions

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 1.2 A Synopsis – The Swiss Family Robinson Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 1.2 A Synopsis – The Swiss Family Robinson

English Kumarbharati 9th Solutions Chapter 1.2 A Synopsis – The Swiss Family Robinson Textbook Questions and Answers

Warming Up:

1. Do you know any stories about people who were lost in uninhabited places and were later rescued? Name them.

Question 1.
Do you know any stories about people who were lost in uninhabited places and were later rescued? Name them.
Answer:
(Some examples: Captain Nemo, Gulliver, Robinson Crusoe, etc.)

2. Think of one of your favourite interesting stories and fill in/draw an outline-chart like the one shown below.

Many times, the climax is near the end. A few stories end with a climax to achieve greater effect.

Find the meaning of ‘anticlimax’.

Question 1.
Think of one of your favourite interesting stories and fill in/draw an outline-chart like the one shown below.

Answer:
Title of the story: Crooked House
Author: Agatha Christie

1. Change/problem/challenge: To find out the person who murdered rich Mr. Leonides.
2. Scene 1: The narrator, Charles, meets Sophia, the girl whom he wants to marry.
3. Scene 2: Sophia’s grandfather, the rich Mr. Leonides, is murdered. Sophia will not marry Charles till the murderer is found.
4. Scene 3: Charles tries to help Scotland Yard in the investigation.
5. Scene 4: Family secrets tumble out. Everybody seems to be a possible killer.
6. Scene 5: There is an accident to a member of the family and another death. Everyone is tense and there is suspicion all around.
7. Climax: The mystery is solved, with a thrilling climax.
   (Students may write as many scenes as there are in the story after reading some stories.)

Question 2.
Find the meaning of ‘anticlimax’.
Answer:
‘Anticlimax’ with reference to stories means a disappointing or tame end to an exciting story or an impressive, thrilling series of events.

3. Divide the class into groups of 4-6. Each group selects for itself, one of the difficult situations listed below. Each group imagine themselves to be in that situation.

• Describe their surroundings in 4-5 sentences.
• Write the reactions of the companions using exclamations.
• Using your imagination, write what is the only ray of hope for them.
• Two members of the group are going out to try to get help. They can take any five things with them. Write what they choose, and why they choose it.

Question 1.
Divide the class into groups of 4-6. Each group selects for itself one of the difficult situations given on Textbook page 5. Each group imagines themselves to be in that situation. Each group now :
Answer
(a) marooned on an island: A group of people are marooned on an island in the middle of the ocean.
(Points: Tiny island – 10 people marooned- only water all around – cannot be drunk – but small freshwater lake on island – some afraid, some hopeful, some ill – ray of hope is that there are plenty of fruit trees and vegetables – see land in the distance – they plan to make a reft – two people to go for help – take food, water, some medicines, etc. – make fire on island – see some planes go by)

(b) lost in a forest: A group of people walking through a thick jungle have lost their way.
Answer:
1. Oh, look at these huge trees, with so many leaves – there is barely any sunlight at the bottom here! What are those queer noises? There seem to be thousands of creepy-crawly insects and birds! What if there are poisonous snakes? Dangerous carnivorous animals?

2. “Ouch! What was that!” said Reena.
“Oh my God! Are there tigers and lions here?” said Mohan.
“Someone please save me!” shrieked Ria.

3. The only ray of hope was the probable return of the guide before the sun went down. He would then take us to our camp, which was a safe haven, with boundary walls and guards.

4. Mohan and Sandeep are going for help. They will take a lantern and matches, in case it gets dark? before they can get help. They will take stout sticks to protect themselves from animals, and food and water to keep themselves from starving. They will also take one of the whistles to tell us where they are.

(c) stranded on the highway: A team of players from an office have got down at the wrong place on a highway at night. It is a lonely spot.
(Points: Five people – chess players – though highway lit by lights, no humans or cars in sight – suddenly see a group of men on motorcycles – players afraid they are thieves – try to hide – successful – plan to remain in hiding – two members will walk along the road – other two will follow at a distance – carry sticks, stones, etc.)

English Workshop :

1. Two separate words combine together to make a new word with a different meaning. They form Compound Words. Using a dictionary, find the meanings of the following compound words.

• armloads …………… .
• footprints …………….. .
• driftwood ……………. .
• fireplace ……………… .
• cross – currents ……… .
• spyglass …………… .

Question 1.
Two separate words combine together to make a new word with a different meaning. They form Compound Words. Using a dictionary, find the meanings of the following compound words.
armloads …………… .
footprints …………….. .
driftwood ……………. .
fireplace ……………… .
cross – currents ……… .
spyglass …………… .

2. The following words can be used as nouns as well as verbs. Make two sentences of your own, using them as a noun in one and a verb in another.
(a) hold : (a) Noun – She has a strong hold over her children
(b) Verb – Let me hold the bag for you

(b) value :
(a) Noun – ………………………..
(b) Verb – ………………………..

(c) knot :
(a) Noun – ………………………..
(b) Verb – ………………………..

(d) travel :
(a) Noun – ………………………..
(b) Verb – ………………………..

(e) return :
(a) Noun – ………………………..
(b) Verb – ………………………..

(f) reach :
(a) Noun – ………………………..
(b) Verb- …………………………

(g) knock :
(a) Noun – ………………………..
(b) Verb – ………………………..

(h) attack :
(a) Noun – ………………………..
(b) Verb – ………………………..

(i) mark :
(a) Noun – ………………………..
(b) Verb – ………………………..

Question 1.
The following words can be used as nouns as well as verbs. Make two sentences of your own, using them as a noun in one and a verb in another:
Answer:
(b) value :
(a) Noun – Do you know the value of this land?
(b) Verb – We must value our senior citizens, for they have a lot of experience.

(c) knot.
(a) Noun – There was a big knot in the wire we had bought.
(b) Verb – Can you please knot these two ribbons together?

(d) travel.
Answer:
(a) Noun – Train travel can be a very interesting experience.
(b) Verb – I travel regularly to foreign countries.

(e) return.
Answer:
(a) Noun – The return of the lost boy brought happiness to everyone.
(b) Verb – Please return the book to me soon.

(f) reach.
Answer:
(a) Noun – Our goal was within reach when our leader gave up.
(b) Verb – Reach the appointed place on time, please.

(i) mark.
Answer:
(a) Noun – The tight elastic has left a mark on my arm.
(b) Verb – The teacher asked Rohan to mark the swampy area neatly with chalk.

3. Given in a mixed order below are some good human attributes of the family. Pick out each from the box and write it against each line that reflects it.

(a) The father told Fritz, the gourds would make excellent bowls and spoons and they cut them into various utensils …………..
(b) After some days, Elizabeth informed that she wanted the family to move to a safer place. …………..
(c) Thinking ahead of winter, father decided to create a place safe from the elements …………..
(d) Father taught the boys geometry and how to use triangles to measure big objects. …………..
(e) ………….. he believed, his daughter was still alive, after three years.
(f) Ten years had passed and the young boys grew to be young men and their parents were proud of them …………
(g) Fritz felt that someone needed his help and he was determined to find the sender …………..

Question 1.
Given in a mixed order below are some good human attributes of the family. Pick out a suitable one from the box and write it against each line that reflects it :
Answer:
(a) The father told Fritz that the gourds would make excellent bowls and spoons and they cut them into various utensils, resourcefulness.
(b) After some days Elizabeth informed them that she wanted the family to move to a safer place. cautiousness.
(c) Thinking ahead of winter, father decided to create a place safe from the elements. foresight.
(d) Father taught the boys geometry and how to use triangles to measure big objects, knowledge and its application.
(e) …… he believed his daughter was still alive, after three years, perseverance and positive attitude.
(f) Ten years had passed and the young boys grew to be young men and their parents were proud of them, family bonds.
(g) Fritz felt that someone needed his help and he was determined to find the sender. humanity and sensitivity.

4. Write in your own words, how the Robinson family made each of their homes.

Question 1.
First home:
Answer:
The Robinson family’s first home was a tent on the island. They cut and spread armloads of grass to serve as their beds and soften the floor of the tent.

Question 2.
Second home :
Answer:
Their second home was a tree whose trunk was nearly 40 ft. in diameter. The branches were long and extended straight out from the trunk, making them perfect platforms for a structure. After determining the height of the lowest branch from the ground, they made a ladder. They discovered how to make candles. They also made a sledge to help them transport materials.

Question 3.
Third home :
Answer:
The Robinson family’s third home was a cave they carved out in the rock abutting their camping site. They made an opening on the smooth face of the rock. Then they cut windows in the rock to allow for cross-currents of air and sunlight to enter the cave. They made four rooms, complete with a fireplace. They hung a huge oil lamp at the top of a bamboo pole for light. This was their winter home, a place safe from the elements and a strong storage spot to protect themselves and their belongings.

Question 4.
Fourth home :
Answer:
They used four strong trees growing in a square near one another as the foundation for their fourth home. The trees were of equal size, approximately twelve feet apart. Thus they built another safe home.

5. Expand the following ideas in a paragraph or two:
1. Where there is a will, there is a way.
2. Courage and resourcefulness are the keys to overcome problems.

Question 1.
Where there is a will, there is a way.
Answer:
This proverb means that if one really wants to do something, one can. If we read the biographies of great men and women like Albert Einstein, Marie Curie, Mother Teresa and Abraham Lincoln, we will find that it is their strong will which has helped them overcome great difficulties and setbacks, and helped them find a way to achieve their goals.

All of us wish to achieve many things in life, but we may not succeed. When this happens, we tend to blame our luck, our circumstances and our fate. We do not realize that the fault lies within us. Every student thinks that getting a high score in examinations is beyond his or her capacity.

But if a student resolves firmly to achieve his or her goal and works towards it sincerely and wholeheartedly, he or she is certain to achieve success. If one comes across any obstacle and can’t climb over it, one must walk around it. There is always a way, if there is the will!

Question 2.
Courage and resourcefulness are the keys i to overcome problems.
Answer:
When we talk of courage and resourcefulness, the first person that comes to my mind is the dancer i and actress Sudha Chandran. Sudha Chandran, a Bharatnatyam dancer, did not let an accident come in the way of achieving her dreams. At the age of seventeen, she met with an accident which resulted in the amputation of one , leg, below the knee. To any ordinary person, this would have meant the end of a dancing career.

But Sudha took it as a challenge with an artificial leg, she began to dance again. Today her story is the story of inspiration for many. We have only to look around us at the cancer survivors to realize how courage can help us overcome i all odds and achieve our goals in life. We must never give up hope; if one way seems too difficult, we must ! think of the other ways available. All we need is renewed determination and effort and we will finally succeed.

6. Individual Project:
Choose any novel/book that you enjoyed. Prepare a synopsis of the novel. It should include the major events and the links between them as described m the novel. You may prepare a chapterwise outline first, and then put the outlines together to write a brief synopsis.

Question 1.
Choose any novel/book that you enjoyed. Prepare a synopsis of the novel. It should include the major events and the links between them as described in the novel. You may prepare a chapterwise outline first, and then put the outlines together to write a brief synopsis. (An example is given below.)
Answer:
Emma
‘Emma’ is the fourth novel by Jane Austen and centres round Emma Wood house, a twenty-one year-old rich and clever young woman. Emma is an heiress who lives with her widowed father at their estate, Hatfield, in the small village of High bury. The novel is about Emma’s misplaced confidence in I her matchmaking abilities, which results in several misunderstandings and romantic episodes.

The major part of the book focuses on the topic of marriage who will marry whom and why. At the centres of the narration is the protagonist of the novel, Emma Wood house. ‘Emma’ is a novel dealing with courtship, social manners and social distinctions. Although Emma is i convinced she will never marry, she believes she is an excellent matchmaker and that it is she who has arranged the recent marriage between her former governess, Miss Taylor, and the widower Mr. Weston.

The book begins with the reader being told that Emma, suddenly deprived of Miss Taylor’s companionship, is feeling lonely. Gradually, she decides to take an orphan Harriet Smith under her wings as a protege.

Emma decides that Harriet is a perfect match for the vicar, Mr. Elton, and discourages Harriet’s interest in Robert Martin, who she feels is not a ‘gentleman’ and is unworthy of Harriet. Encouraged by Emma, Harriet becomes infatuated with Mr. Elton; but Emma’s plans go wrong when Elton makes it clear that his love is for Emma, not Harriet. He had been spending time with Harriet merely to please Emma.

Elton, spurned by Emma and angry by her i assumption that Harriet is his equal, leaves and marries another girl almost immediately. Harriet, who is initially upset by this turn of affairs, later falls in love with Mr. Knightley, Emma’s special friend. Meanwhile, two new visitors arrive in Highbury- Jane Fairfax, a beautiful orphan, and Frank Churchill. the handsome son of Mr. Weston. Emma dislikes Jane, and flirts with Frank, but this interest does not last.

Frank leaves Highbury mysteriously, and it turns out that he and Jane have been engaged all along, j Suddenly, Emma realizes that she loves Mr. Knightley. She confesses that she had never loved Frank. Mr. Knightley too professes his love for Emma. She is overjoyed and they decide to marry. Emma is later pleased to learn that Harriet has decided to marry Robert after all.

The novel thus concludes happily with three marriages; Jane and Frank, Harriet and Robert, and Emma and Mr. Knightley. After all her attempts to make suitable matches fail, Emma finally begins to realize the emptiness of social distinctions. By the end of the novel, Emma has learned her lesson without too much harm being done.

7. Read about the novel ‘Robinson Crusoe’ by Daniel Defoe and ‘Gulliver’s Travels’ by Jonathan Swift.

Question 1.
Read about the novel ‘Robinson Crusoe’ by Daniel Defoe and ‘Gulliver’s Travels’ by Jonathan Swift.

English Kumarbharati 9th Digest Chapter 1.2 A Synopsis – The Swiss Family Robinson Additional Important Questions and Answers

Reading Skills, Vocabulary And Grammar

Read the following passages and complete the activities :
Simple Factual Activity :

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

1. The author of the novel is Johann David Wyss.
2. The ship was caught in a great storm.
3. The family found themselves within sight of a tropical desert island.
4. The two dogs who came with them were Turk and Juno.

Complex Factual Activity :

Question 1.
Descrlbe how the fmlly reached the tropical island.
Answer:
The family constructed a boat out of tubs. They filled the boat with food and ammunition and all the other articles of value they could safely carry. Then they rowed towards the island.

Activity based on Vocabulary:

Question 1.
Find the meanings of the following words :

1. evacuated
2. livestock
3. synopsis
4. reef

Answer:

1. evacuated – left the ship to save themselves.
2. livestock – farm animals and birds (like cows, pigs, chickens, etc.) that are kept and used by people.
3. synopsis – a brief summary or outline.
4. reef – rocks, sand, etc. close to the surface of the sea.

Activities based on Contextual Grammar :

Complex Factual Activity :

Question 1.
Pick out the verbs in the following sentences and state their tenses :
1. William, Elizabeth and their children had been travelling in a ship.
2. They decided to get to the island.
Answer:
1. had been travelling – past perfect continuous tense.
2. decided – simple past tense.

Question 2.
The following words can be used as nouns as well as verbs. Make two sentences of your own, using them as a noun in one and a verb in another.
1. hold :
(a) Noun – She has a strong hold over her children.
(b) Verb – Let me hold the bag for you.

Personal Response :

Question 1.
In what way is a work of fiction different from a fact file?
Answer:
In a work of fiction the writer uses his imagination. He does not have to stick to the facts. He can exaggerate and stretch reality. However, in a fact file, the writer has to write only the actual facts.

Simple Factual Activity :

Question 1.
Write what the following were used for by the Robinson family :
(The answers are given directly and underlined.)
Answer:

1. Gourds: to make excellent bowls and spoons.
2. Grass: to soften the floor of the tent.
3. Knotted rope : to create a ladder.
4. Sledge: to transport materials.

Complex Factual Activity :

Question 1.
“Mother wished to shift the family to a tree- house.”Give reasons.
Answer:
Mother wished to shift the family to a tree-house because their current camp was not only exposed but also very dry and hot. She wanted a house that would be safe from jackals and other animals.

Activities based on Vocabulary :

Question 1.
Find the meanings of the following compound words :
1. armloads
2. driftwood
Answer:
1. armloads – the amount that can be carried in one arm or both the arms.
2. driftwood – pieces of wood that are floating on the water.

Question 2.
Give the noun forms of the following :
1. measure
2. describe
Answer:
1. measure – measurement
2. describe – description.

Activities based on Contextual Grammar :

Question 1.
Pick out the conjunctions in the following sentences :
1. They set up a tent and softened the floor with grass.
2. Elizabeth informed William that she wanted the family to move to a safer place.
Answer:
1. and
2. that

Personal Response :

Question 1.
What quality or qualities, according to you, does Elizabeth’s decision to move to a safer place show?
Answer:
Elizabeth’s decision to move to a safer place shows her foresight and knowledge of the environment It also shows her intelligence.

Simple Factual Activity :

Question 1.
Say if the following sentences are Right or Wrong:
Answer:

1. The family found a wonderful, ready cave for their winter home. Wrong
2. Elizabeth was idle when the others were busy. Wrong
3. They made windows for sunlight to enter the cave. Right
4. Father and Jack rigged up a new light. Right

Complex Factual Activity :

Question 1.
How did the mother occupy herself while the tree house was being built?
Answer:
When the tree house was being built the mother looked after the vegetable garden and grew healthy plants. Corn, melons, pumpkins and cucumbers were already growing.

Question 2.
What was the third place the family decided to reside in? Why did they wish to shift there?
Answer:
The third place the family decided to reside in was a cave. They wished to shift there to create a place safe from the elements during the coming winter. The cave could also be a strong storage spot to protect themselves and their belongings.

ActivIties based on Vocabulary:

Question 1.
Find the meanings of the following compound words :
1. cross-currents
2. fireplace
Answer:
1. cross-currents – currents of air-flow across a room.
2. fireplace – an open recess for holding a fire at the base of a chimney.

Question 2.
Using prefixes, form the antonyms of:
1. complete
2. healthy
Answer:
1. complete × incomplete
2. healthy × unhealthy.

Activities based on Contextual Grammar :

Question 1.
Frame Wh-questions to get the underlined parts as the answer :
1. On the smooth surface of the rock, father i marked dimensions.
2. Only the father and Fritz travelled to the woods.
Answer:
1. Where did father mark dimensions?
2. Who travelled to the woods?

Personal Response :

Question 1.
What is your opinion about the father, based on the passage?
Answer:
I think that the father is very resourceful and knowledgeable. He found plants from the forest which would provide them with wax for candles and rubbery sap for boots. He realized that winter would be difficult in the tree as they would be exposed to the elements. So he worked hard and intelligently to build a cave. If he found that anything was lacking, he tried to provide it, like fitting a lamp in the cave. He cared for and looked sifter his family well.

Simple Factual Activity :

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

1. The person who had inspired the search : Jenny’s father.
2. The place where the British vessel was headed towards : New Switzerland.
3. The person who wanted to marry Jenny : Fritz.
4. The person who wanted a chance to receive an academic education : Franz.

Complex Factual Activity :

Question 1.
How does the adventure come to a happy end?
Answer:
The adventure comes to a happy end after the family and Jenny are rescued by a British vessel. The survivors were in good health and decisions were unanimously made about who wanted to stay on the island and who wanted to leave. Fritz told his parents about his love for Jenny and his wish to marry her. So everyone was finally happy.

Question 2.
Who is included in the word ‘Everyone’ in ‘Everyone was amazed
Answer:
The word ‘Everyone’ includes the passengers and crew of the British vessel which had rescued the family.

Activity based on Vocabulary :

Question 1.
Find the meanings of the following words :

1. spyglass
2. savages
3. crew
4. survivors

Answer:

1. spyglass – binoculars or a small telescope.
2. savages – wild men.
3. crew – the people who work on a ship.
4. survivors – the people who have survived or

Activities based on Contextual Grammar:

Question 1.
Pick out the subordinate clauses from the following sentences :
1. They saw a ship which had laid anchor.
2. Jenny asked if anyone would support her return to England.
Answer:
1.  subordinate clause – which had laid anchor.
2. subordinate clause – if anyone would support her return to England.

Personal Response :

Question 1.
The end of the novel states that Jack and Ernest chose to stay back on the island instead of returning to England. Can you guess the reasons why they made this choice?
Answer:
One reason could be that they had been very young when they were marooned on the island, and this was their life now. The second reason was that they probably did not want to leave their parents alone without support.

Language Study Activities
(based on vocabulary and grammar)

Note: As per ilw latest activity sheet formal. 5 simple activities. 3 medium level activities and 2 challenging activities will be asked. Students are expected to attempt any 4 simple activities, any 2 medium level activities and any I challenging activity. However, we have given more activities in each prose lesson for better study of language study section.

Simple Activities :

Question 1.
Write two compound words from the lesson.
Answer:
spyglass, Englishwoman

Question 2.
Make a meaningful sentence using the phrase ‘the next morning’.
Answer:
The next morning, the rain had stopped and the sky was clear.

Question 3.
Spot the error and correct the sentence :
Everyone were amazed at the good health of the survivors. ;
Answer:
Everyone was amazed at the good health of the survivors.

Question 4.
Pick out the infinitive from the sentence :
Fritz, Ernest, Jack and Franz were left to survive alone.
Answer:
Infinitive – to survive.

Question 5.
Identify the type of sentence :
Do not despair.
Answer:
Imperative Sentence

Question 6.
Find out two hidden words from the word : ‘informed’
Answer:
informed – inform, deform, (friend, fiend).

Question 7.
Form the past participle of a verb from the lesson in which the last letter is doubled.
Answer:
knot – knotted

Question 8.
Arrange these words in alphabetical order :
platform, produce, perfect, pinnace
Answer:
perfect, pinnace, platform, produce

Medium-Level Activities :

Question 1.
One day, they saw a ship.
(Change the voice starting A ship…..’.)
Answer:
A ship was seen by them one day.

Question 2.
Use the word ‘might’ in two separate sentences, the word having different meanings (homographs) :
Answer:
(a) The little boy pulled at the rope with all his might.
(b) It might rain tonight.

Question 3.
They created a ladder.
(Use the past perfect tense of the verb.)
Answer:
They had created a ladder.

Question 4.
His father suggested that ‘smoking rock’ sounded like a reference to a volcano.
(Rewrite using direct speech.)
Answer:
His father said, ‘Smoking rock’ sounds like a reference to a volcano”.

Challenging Activities :

Question 1.
Use the word ‘wish’ as a noun and a verb in two separate sentences.
Answer:
(a) The fairy granted the poor girl her wish, (noun)
(b) “I wish I had a beautiful dress,” said Cinderella. (verb)

Question 2.
Elizabeth informed William that she wanted the family to move to a safer place. (Pick out the clauses)
Answer:
Elizabeth informed William-Main Clause that she wanted the family to move to a safer place-Subordinate Clause

Maharashtra State Board Class 9 English Solutions

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 3.1 Silver Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 3.1 Silver

English Kumarbharati 9th Solutions Chapter 3.1 Silver Textbook Questions and Answers

Warming Up:

Question 1.
Imagine that your class has to be divided into groups or houses. Each house will have their own colour, symbol/emblem, motto, dress code, 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 : Neem – Colour, yellow; Symbol, the sun; Motto, ‘Health is wealth’; Dress code, yellow waist belt; etc. Cane furniture, green and yellow curtains and herbariums in the common room.

Answer:
Example:

1. House name – Banyan
2. Colour – Green
3. Symbol – the Moon
4. Flower – Sunflower
5. Season – Summer
6. Metal – Copper
7. Dress Code – Scarf with ‘Save the Environment’ slogan on it
8. Special interests – Activities dealing with Environmental Pollution
9. Motto – Save the Environment.

2. Read the lines of the following poem. Guess and fill in suitable words to make the lines rhyme:

Question 1.
Read the lines of the following poem. Guess and fill in suitable words to make the lines rhyme :
Answer:
Golden Glow:

Soon after dawn, rises the sun;
It wakes and enlivens every one.
It scares away the long, dark night.
The shining stars go out of sight.
From tree to tree birds flit and fly.
Searching for food, with a sharp eye.
The buds that open now show their colour,
As flowers they dance with beauty and splendour.
The hill slope wears a grassy green dress,
The curved sparkling river, it gold possess.
The cock then crows to give a loud call,
Come on! wake up, folks! One and all.
I, then wake up, ‘Good Morning’ to say,
Let’s all look forward to a golden day.

English Workshop:

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:
I would show the following in my picture : moon, trees, fruits, the night sky, a house with a thatched roof, a dog in a kennel, doves in their dovecotes, a mouse, a stream, fish and reeds.

Question 2.
Write the rhyming words and rhyme scheme of the poem.
Answer:
Rhyming words are : moon – shoon, sees – trees, catch – thatch, log – dog, peep – sleep, by – eye, gleam – stream. The rhyme scheme is aa, bb, cc, and so on in rhyming couplets.

Question 3.
Underline the word silver/silvery in the poem. In what lines does it occur? What pattern S does it show?
Ans.
The word silver/silvery occurs in the second | line of every couplet. It shows a pattern of repetition for pleasing effect. (A couplet is a pair of successive lines of verse, which are usually of the same length, and rhyme.)

Question 4.
Can you think of a parallel scene of dawn or evening when everything is steeped in golden light?
Answer:
Yes, I can think of a seaside scene, with the setting sun throwing golden light over everything.

Question 5.
The same landscape appears different at different times. What message can we draw from this?
Answer:
The landscape changes according to the light from the sky. In this poem, the poet makes us look at ordinary moonlight in a different way. The message we can draw from this is how, in different situations, we might perceive the same scene completely differently.

Question 6.
Read ‘The Listeners’ and ‘Someone’ – poems by Walter de la Mare.

English Kumarbharati 9th Digest Chapter 3.1 Silver Additional Important Questions and Answers

Simple Factual Activity:

Question 1.
Which of the objects, animals, etc. mentioned in the poem are at rest without any motion?
Answer:
1. The objects that are at rest without any motion : trees, casements, thatch, kennel, cote, water.
2. The animals that are at rest without any motion : dog, doves, fish.

Complex Factual Activities.

Question 1.
How has the harvest mouse been described?
Answer:
The moonlight reflects on the eye and claws of the harvest mouse, making them look silvery. The mouse is running somewhere quickly.

Question 2.
How has the poet described the scene near the stream?
Answer:
The stream is gleaming with silver light. The fish in the stream are motionless and shining. There are silver reeds near the stream.

Question 3.
The poet has described a countryside scene. What tells you this?
Answer:
The poet talks about the moonlight falling on fruits, trees, thatched houses, a dog in the kennel, doves, a harvest mouse, reeds and streams with fish. All this will be present only in the countryside and not in cities.

Activities based on Poetic Devices.

Question 1.
Explain the figure of speech ‘Personification’ j in the first two lines.
Answer:
In these lines, the moon is personified. She is i given the human quality of walking in her silver shoes.

Question 2.
Give one example of Alliteration from the poem.
Ans.
‘By silver reeds in a silver stream.’ The sound of the letter ‘s’ is repeated.

Appreciation of Poem.

Note: The point format given in Appreciation of Poem is for easy understanding. However, it is to be written in the form of a paragraph in the examination.

Point Format(for understanding).

1. Title: Silver
2. Poet: Walter de la Mare
3. Rhyme Scheme: aa, bb, and so on (rhyming couplets).
4. Figures of Speech: Personification. ‘This way and that she peers and sees’. The moon is given the human quality of peering this way and that. The other figures of speech are Alliteration and Repetition.
5. Theme/Central idea: The poet describes the magical effects of the silvery moonlight on the countryside at night, and shows a beautiful and | peaceful scene of the countryside at night under the moonlight.

Paragraph Format:

The poem ‘Silver’ is written by Walter de la Mare.

The rhyme scheme is aa, bb and so on. The poem is in rhyming couplets, i.e., two lines rhyming with each other. Personification is a Figure of Speech used by the poet: ‘This way and that she peers and sees’. The moon is given the human quality of peering this way and that. The other figures of speech are Alliteration and Repetition.

In this poem the poet describes the magical effects of the silvery moonlight on the countryside at night. Everything turns silver. The poem also shows a beautiful and peaceful scene of the countryside at night under the moonlight and gives a clear word picture of the different animals and objects reflecting the moonlight.

Maharashtra State Board Class 9 English Solutions