Category: Class 9

Class 9 English Chapter 3.4 Question Answer Maharashtra Board

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

Think Before You Speak! Poem 9th Std Question Answer

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

Warming up:
Chit-chat

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

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

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

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

English Workshop:

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

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

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

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

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

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

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

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

2. Complete the following:

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

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

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

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

4. Translate the following sentences into your mother tongue.

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

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

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

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

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

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

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

Read the following examples of antithesis.

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

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

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

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

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

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

Look at the following examples:

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

Now complete the following on your own :

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Simple Factual Activity:

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

Question 2.
Who said to whom?

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

Answer:

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

Complex Factual Activities:

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

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

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

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

Activities based on vocabulary:

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

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

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

Answer:

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

Activities based on contextual grammar:

Do as directed:

Question 1.
Complete the words by using correct letters:

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

Answer:

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

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

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

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

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

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

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

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

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

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

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

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

Personal Response:

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

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

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

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

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

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

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

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

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

My English Coursebook 9th Class Solutions Unit 3

• Coromandel Fishers Class 9 English Solutions
• The Fall of Troy Class 9 English Solutions
• To a Butterfly Class 9 English Solutions
• Think Before You Speak! Class 9 English Solutions
• Great Scientists Class 9 English Solutions

Class 9 English Chapter 1.3 Question Answer Maharashtra Board

Balbharti Maharashtra State Board Class 9 English Solutions My English Coursebook Chapter 1.3 ‘Hope’ is the Thing with Feathers Notes, Textbook Exercise Important Questions and Answers.

‘Hope’ is the Thing with Feathers Poem 9th Std Question Answer

My English Coursebook Std 9 Digest Chapter 1.3 ‘Hope’ is the Thing with Feathers Textbook Questions and Answers

Warming up!

Chit-chat:

• Do you ever feel nervous?
• Do you ever feel really depressed?
• What makes you nervous or depressed?
• What do you hope for on these occasions?
• Have you hoped for something that you knew was difficult?
• What do you have to do to fulfil ‘your opes?

The Only Ray of Hope

1. Divide the class into groups of 4-6. Each group selects for itself, one of the difficult situations listed below. They imagine themselves to be in that situation and carry on with the rest of the activity.
(a) A group of passengers are marooned on an island in the middle of the ocean
(b) A group of pilgrims travelling on foot have lost their way in a thick jungle.
(c) A team of players from an office have got down at the wrong place on a highway at night. It is a lonely spot.
Answer:
Situation: (a)
(a) A group of passengers are marooned on an island in the middle of the ocean

Question 1.
Describe your surroundings in 4-5 sentences:
Answer:
We are trapped on a small island in the middle of the ocean. It is a desolate, uninhabited island. We are all alone on this island. There are thick forests around us and frightening pythons and other poisonous snakes are slithering around us. Nothing can be seen except the thick forests, marshy land and vast waters of the ocean.

Question 2.
Write the reactions of your companions using exclamations :
Answer:

1. “What a horrifying experience!”
2. “Look, oh God! Our ship has left the shore without us on this desolate island!”
3. “What shall we do now?”
4. “How can we escape from this dangerous situation!”
5. “Nothing on earth would save us !”

Question 3.
Using your imagination, write what is the only ray of hope for you.
Answer:
Let us hope that the people on our ship find us missing and return back to this island or some other ship, helicopter or a plane notices our movements and save us from this horrible situation that would be our only ray of hope.

Question 4.
Two members of your 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.
Answer:
They will take a piece of white cloth to show their presence on the island to ships, helicopters, planes, etc. They will take mobile phones for contact, food packs, a water bottle, a matchbox and a stick for protection.

English Workshop:

1. Match the following 

Question 1.
Match the following

Answer:

2. Use the proper form of the verb in each line:

‘Hope’ is the thing with feathers –

Question a.
That (perch) in the soul
Answer:
That perches in the soul

Question b.
And (sing) the tune without the words
Answer:
And sings the tune without the words

Question c.
And never (stop) at all
Answer:
And never stops at all

3. Read the examples and fill in the blanks in the same pattern.

Question 1.
Read the examples and fill in the blanks in the same pattern.
Answer:
(a) Examples of degrees: sweet – sweeter – sweetest

1. fast – faster – fastest
2. slow – slower – slowest
3. high – higher – highest
4. low – lower – lowest
5. great – greater – greatest
6. bright – brighter – brightest
7. warm – warmer – warmest
8. cold – colder – coldest

(b) Examples: strange – stranger – strangest

1. brave – braver – bravest
2. fine – finer – finest
3. simple – simpler – simplest
4. large – larger – largest
5. close – closer – closest
6. wise – wiser – wisest

(c) Examples: pretty – prettier – prettiest
(Note the changes in the last letter.)

1. nasty – nastier – nastiest
2. hungry – hungrier – hungriest
3. angry – angrier – angriest
4. naughty – naughtier – naughtiest

4. Find the phrases/lines in the poem that mean the following :

Question 1.
(a) Hope is a light, delicate thing: …………………………
(b) Hope offers comfort to your soul: …………………….
(c) Hope is not a wordy thought, it is more like a feeling, an emotion: ………………….
(d) In the most difficult times, hope offers the greatest comfort: …………………………
(e) Hope is not easily defeated: …………………..
(f) Hope has given comfort to many people: ………………….
(g) Hope lives on in very hard times, even when it gets nothing from you: ……………….
Answer:
(a) Hope is a light, delicate: Hope is the thing with thing feathers.
(b) Hope offers comfort to that perches in the your soul soul and sings.
(c) Hope is not wordy: And sings the tune thought, it is more like a without words. feeling, an emotion
(d) In the most difficult: Second stanza – And times, hope offers the sweetest… so many greatest comfort warm
(e) Hope is not easily defeated: And never stops at all
(f) Hope has given comfort: That kept so many to many people warm
(g) Hope lives on in very hard: Yet – never – in times, even when it gets extremity, It asked a nothing from you. crumb – of me.

5. We can relate many of our feelings and experiences to events or things in nature. Which of our feelings or experiences can we relate to the following?

Question 1.
We can relate many of our feelings and experiences to events or things in nature. Which of our feelings or experiences can we relate to the following?
Answer:

1. darkness: evil sign
2. a storm: difficulties
3. sunrise: beginning, progress, growth
4. a light shower: pleasure
5. sunshine: happiness
6. earthquake: a sudden violent damage
7. a rainbow: unexpected joy
8. dawn: the beginning of something
9. dark clouds: sad or difficult situation
10. dusk (evening): almost the end of something
11. a peacock: pleasant feeling
12. flood: a lot of difficulties, damages

6. Write in a few lines, about an experience of your own where you scored in your exams much more than you hoped for. What did that experience teach you?

Question 1.
Write in a few lines, about an experience of your own where you scored in your exams much more than you hoped for. What did that experience teach you?
Answer:
I could get much more marks in exams than I hoped for and I was on the cloud nine. Really very happy! Everyone admired me for my effort. It was a great experience. It taught me that if you hope for something heartily and work accordingly, you can achieve anything according to your hope and expectation. Hoping is achieving!

Language study:

7. This poem is an example of personification. When we refer to inanimate objects, ideas, emotions as living things, it is an example of personification. Here, ‘hope’ is portrayed as a little bird. Describe it in your own words. Find other examples of personification.

Question 1.
Describe it in your own words.
Answer:
‘Hope’ in this poem is described as a bird sitting in our soul. Here ‘Hope’ is a non-living thing, but it is described as a living thing, bird. Hope is represented here as a living thing. So it is the example of personification.

Question 2.
Find other examples of personification.
Answer:
Some examples of personification

1. The grass was dancing with the wind. Here dancing is the quality/action of a person. Grass is personified as a person.
2. Trees were shivering with fear when they saw the woodcutter. Trees are given the human quality of ‘shivering with fear’
3. The moon was laughing in the sky. Here the moon is given the human quality of laughing.

My English Coursebook 9th Class Solutions Chapter 1.3 ‘Hope’ is the Thing with Feathers Additional Important Questions and Answers

Simple Factual Activity:

Question 1.
Complete the following lines from the poem :
(Answers are directly given.)
Answer:

1. The hope-bird is sitting in the soul.
2. Singing of the bird never stops.
3. Its song is the sweetest at the time of storm.
4. The poetess has heard the bird’s song in most difficult circumstances.

Appreciation of Poem:

1. Title: ‘Hope is the thing with feathers -’
2. Poet: The poetess of the poem is Emily Dickinson.
3. Theme/Central Idea: The central idea of the poem is the role played by hope in our lives. According to the poetess, hope – the little bird that nests in our soul – keeps us going even in the most difficult of times and demands nothing in return.
4. Rhyme Scheme: The rhyme scheme of the first 2 stanzas is ‘abab’ whereas in the 3rd stanza it is ‘abbb’.
5. Figure of Speech: ‘Personification’.
6. Special Features: This poem is full of implied meanings. It tells you the importance of hope and helps you to survive in any difficult days or occasions.
7. Favourite Lines: My favourite lines from the poem are :

• “And Sweetest – in the Gale – is heard
• Yet – never – in Extremity, It asked a crumb – of me.

8. Why I like the poem: I like the poem for its positive message. According to the poet, hope is not easily defeated. It sustains us. Hope also encourages us to move forward. This message, I think, is very important for a young person.

My English Coursebook Std 9 Digest Pdf Unit 1

• Walk a Little Slower Class 9 English Solutions
• The Fun they Had Class 9 English Solutions
• ‘Hope’ is the Thing with Feathers Class 9 English Solutions
• The Story of Tea Class 9 English Solutions
• The Necklace Class 9 English Solutions

Class 9 English Chapter 2.2 Question Answer Maharashtra Board

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 2.2 A True Story of Sea Turtles Notes, Textbook Exercise Important Questions and Answers.

A True Story of Sea Turtles Poem 9th Std Question Answer

English Kumarbharati 9th Solutions Chapter 2.2 A True Story of Sea Turtles Textbook Questions and Answers

Warming up

It is our world, too!

1. Observe the following photographs. What is common among all these animals? They are all endangered species. They are likely to die out completely, one of the reasons being human activity in their habitat. If these animals could think and speak like humans, what would they say?

Form groups of 5 – 8. Prepare short autobiographical speeches for each of these animals (10 – 15 lines). Use the following points:

• How the animal lives – It’s the only way he/she can.
• How he interacts with nature and other animals.
• How humans interact with that species – whether it is fair, necessaiy or desirable, etc.
• The possible ill effects of the way human beings treat the animals, for the whole living world.
• The animal getting ready to bid farewell to this world.

Question 1.
Form groups of 5 – 8. Prepare short autobiographical speeches for each of these endangered animals (10 – 15 lines). Use the points given on page 30 of the textbook.
(Note: A complete autobiographical speech is given only for (c). Students may write the others based on the given points.)
Answer:
(a) Tiger:
(Points: lives in tropical, evergreen forests – eats different types of prey, mostly other large mammals – humans hunt them for their skin and destroy their habitats – if extinct, other species will run wild – ecosystem damaged.)

(b) Monkey:
(Points: proper name rhesus macaque – herbivorous – eats fruits, seeds, roots, . bark, cereals, etc. – found mostly in Asia – friendly and comes close to human habitations – in demand for research programmes because close to humans in behaviour – intelligent – fear of diseases being spread through these animals – important part of ecosystem.)

(c) Indian wild dog or the Dhole:
Hi there! You may wonder who I am, for I am not as popular as some of the other animals. I am called ‘dhole’, or the red wolf, or the Indian wild dog. I live only in Asia, in the mountainous regions, generally in the forested areas.

I am a very social animal and live together with my whole family. I am reddish in colour, and my home is a ‘den’. I am carnivorous, and mostly hunt during the day. My food is deer, monkeys, buffaloes, etc. I compete with tigers and leopards for food. I am endangered today because of the loss of the habitat in which I live and lack of food.

There is severe competition from other species too. I am also hunted for fun by humans. Unfortunately, many diseases have been transferred to me from domestic dogs, and many of my family members are dying due to these diseases. Today, there are less than 2,500 of us adults left. I ask you for your help in my conservation. Thank you.

(d) Whale:
(Points: marine animal – mammal – largest animal on earth – extinction due to overfishing, pollution, etc. – help regulate the flow of food – ensure that certain species do not overpopulate the ocean and threaten others.)

2. Hold a classroom discussion on the following topics and later on, expand the themes on your own. (10 – 15 lines)

• Why human beings need to use more and more natural resources.
• Should we conserve only the most beautiful and most useful things in nature?
• What is ‘beautiful’ or ‘useful’? Who has the right to decide that?

Question 1.
Hold a classroom discussion on the following topics and later on, expand the themes on your own. (10-15 lines)
Answer:
(a) Why human beings need to use more and more natural resources.
(Points: we don’t need to use more natural resources but to conserve them – we must conserve wood, oil, minerals, forests, water, etc. – we cannot create these things quickly – take years and years to form – must use them sparingly.)

(b) Should we conserve only the most beautiful and most useful things in nature?
(Points: what is beautiful to one may be dangerous to others – example: leopards seem beautiful to city dwellers but are dangerous to villagers – many animals like pollinating insects, bees, slugs – not beautiful but useful – nothing useless – every animal and plant contributes to the ecosystem in some way or the other – nothing should be allowed to become extinct.)

(c) What is ‘beautiful’ or ‘useful’? Who has the right to decide that?
(Points: no one is judge of what is useful and what is beautiful – no one has the right to decide that – beauty lies in the eyes of beholder – what is beautiful to one may be dangerous to others – we: must live in such a way so as to conserve as much flora and fauna as possible.)

English Workshop:

1. Form groups. Discuss the first two paragraphs. Try to present their content in the form of a series of conversations among the (a) volunteers (b) the volunteers and the villagers.

Question 1.
Form groups. Discuss the first two paragraphs. Try to present their content in the form of a series of conversations among the (a) volunteers (b) the volunteers and the villagers.
Answer:
a. Conversation between volunteers:
Answer:

• Volunteer A: Look, what are these things here? They look like egg shells! Where have they come from?
• Vol. B: Eggshells? Where? Oh, yes, there they are. Deep in that pit in the sand!
• Vol. C: I have never seen so many egg shells around here before!
• Vol. A: It’s certainly unusual. Let’s ask these villagers about it.
• Vol. B: I just asked. They say that they are turtle egg shells.
• Vol. C: But we have never come across any turtle eggs in all our walks along the beaches of this region.
• Vol. A: I wonder how this is possible.
• Vol. B: I made some more enquiries. This beach has been sealed to the public for nearly one month.
• Vol. C: Why?
• Vol. B: To prevent the smuggling of silver bricks, it seems.
• Vol. A: That means that these eggs are seen only after the beach has been sealed to the public,
• Vol. C: Oh, Oh. Do you know what that implies?

b. Conversation between the volunteers and the villagers:
Answer:

• Villager 1: Why have you brought us here ?
• Volunteer A: We wanted to ask you about these egg shells. What are they?
• Vill. 2: These are turtle egg shells, sir.
• Vol. B: We have never seen them before, in all our walks along the Konkan coast.
• Vill. 3: Well, sir, this beach has been sealed to the public since the past month to prevent smuggling activities.
• Vol. C: Turtle eggs? But turtles are a protected species.
  (Students may continue the conversation of your own.)

2. Prepare a short note on sea turtles with the help of the information given in the passage.

Question 1.
Prepare a short note on sea turtles with the help of the information given in the passage.
Answer:
There are seven types of sea turtles in the world, five of which are found in India. The Olive Ridley turtles nest along the entire coastline of Maharashtra. Green turtles and Hawkbills have also been found. When the female turtle reaches maturity at about the age of fifteen years, she returns to the shore to lay her eggs at the same place where she was born. The female comes to the shore just to make a nest in the sand and lay her eggs and immediately returns to the sea. She does not return to the nest after that.

The eggs hatch after a period of 40-50 days, using natural heat. Innumerable dangers await the eggs on the land and the hatchlings in the deep sea, and they have to face them all on their own. Their survival rate is therefore very low. Turtles perform an important function – they keep the sea clean. Thus they occupy an important place in marine ecology.

3. Prepare a poster to illustrate how the turtle eggs were/are protected. Include the following in the poster.

• Some pictures of sea turtles and their habitat
• Information about turtle nests and eggs
• A picture and information about a ‘protected nest’
• Appeal to the public to spread awareness about their conservation
• Some data (figures) regarding the achievements so far

Question 1.
Prepare a poster to illustrate how the turtle eggs were/are protected. Include the following in the poster.

• Some pictures of sea turtles and their habitat
• Information about turtle nests and eggs
• A picture and information about a ‘protected nest’
• Appeal to the public to spread awareness about their conservation
• Some data (figures) regarding the achievements so far

4. Prepare a simple brochure regarding the ‘homestay’ facilities made available in the villages. Form groups and discuss the points you will use in the brochure. Remember to include the precautions that tourists have to take at the site, in your brochure.

Question 1.
Prepare a simple brochure regarding the ‘homestay’ facilities made available in the villages. Form groups and discuss the points you will use in the brochure. Remember to include the precautions that tourists have to take at the site, in your brochure.
(An example is given below.)
Welcome to: Kasav Mahotsav
Homestay facilities: ‘Nisarg’ Homestay

• Close to the beach
• SpacIous arid clean rooms
• Private toilets for every room
• Delicious, fresh, home-cooked food
• Green surroundings

A home away from home!

Additional facilities:

• 24-hour wifi
• tour guides

• boat ride in the sea

Precautions:

• No flash to be used while photographing the hatchlings
• Restricted entry into the sea
• Barricades and rules to be respected

Contact us on:
Mobile: 98194 xxxxx
Email: [email protected]

5. Explain the idea of conservation of Nature through Livelihood’ briefly, using the example given here.

Question 1.
Explain the idea of conservation of Nature through Livelihood’ briefly, using the example given here.
Answer:
Nature has to be conserved and protected. If, while doing this, people are also provided with employment, it becomes sustainable. In Velas village, tourists came in hordes to see the turtle hatchlings. These tourists were given food and accommodation by the villagers. This brought in business and money for them. However, in order to earn that money, it was important to protect the hatchlings, which the tourists came to see. Therefore, they took pains to protect the turtles, hence conserving this bit of nature. This is the idea of ‘Conservation of Nature through Livelihood’.

6. Prepare bullet point presentations on the following:
(a) Scope for tourism in your locality
(b) Prudent utilisation of natural resources .

Question 1.
Prepare bullet point presentations on the following:

• Scope for tourism in your locality
• Prudent utilization of natural resources.

(Students may complete this activity in the computer labs.)

7. Read the following entries in the ‘Language Study pages :
(a) clause (b) sentence
Underline the main clause in the following sentences.
1. There are a few people in every village who keep combing the beach in the early hours of the morning, throughout the year.
2. When the female turtle comes onshore to nest and to lay eggs, she leaves behind a trail just like a track of wheels on the sand.
3. The egg hunters follow this trail right up to the nest which is about half a meter deep.

Question 1.
Underline the main clause in the following sentences:
(The answers are underlined directly.)
Answer:
1. There are a few people in every village who keep combing the beach in the early hours of the s morning, throughout the year.
2. When the female turtle comes on shore to nest and to lay eggs, she leaves behind a trail just like the track of wheels on the sand.
3. The egg hunters follow this trail right up to the nest which is about half a metre deep.
4. Enquiries with the villagers revealed that they s were turtle eggs.

8. Read: ‘Last Chance to See’ by Douglas Adams and Mark Carwardine

Question 1.
Read: ‘Last Chance to See’ by Douglas Adams and Mark Carwardine

English Kumarbharati 9th Digest Chapter 2.2 A True Story of Sea Turtles Additional Important Questions and Answers

Read the following passages carefully and complete the activities:

Simple Factual Activity:

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

1. The volunteers were surveying the white-bellied sea-eagles in the summer that year.
2. The volunteers had never come across turtle eggs in their walks in all the years.
3. Turtles nest along the entire coastline of our state.
4. The stolen turtle eggs are either eaten or sold in the market.

Question 2.
Why have these turtles been protected in India?
Answer:
The eggs of the turtles are stolen by egg hunters and then either eaten or sold in the market. If a turtle is spotted while it is still laying eggs, it is killed and eaten after it has finished laying the eggs. The turtles are an important part of the marine food chain. Hence they have been protected in India.

Activity-based on Vocabulary:

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

Answer:

Personal Response:

Question 1.
Do you think that we, in India, look after and nurture the flora and fauna around us?
Answer:
No, we don’t. People poach endangered species for the money they can earn from the skin, furs, etc. Trees are routinely cut down for agriculture, roads, buildings, and so on. In cities, trees are pruned very haphazardly and concrete is often poured round their roots. Domestic animals roam around the streets eating from garbage dumps. The list is endless. I think that people should be educated to respect nature.

Simple Factual Activity:

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

1. Turtles are a protected species in India. Right
2. Many of the elderly villagers had seen hatchlings. Wrong
3. In the first year, the volunteers protected 500 nests. Wrong
4. The volunteers had no experience regarding sea turtles. Right

Complex Factual Activity:

Question 1.
Why were the people asked to look for the eggs or nests in the morning?
Answer:
Sea turtles usually come ashore at night to lay eggs. The people who were asked to .look for the eggs or nests in the morning, carefully removed the eggs from the nest and buried them in a similar pit. This new pit was protected with wire fencing to prevent thefts.

Question 2.
The elderly persons had seen the hatchlings for the first time. What does it indicate?
Answer:
This indicates that the theft of turtle eggs was so common that no eggs had been allowed to hatch for many years in the past.

Activities based on Vocabulary:

Question 1.
Form adverbs from the following words:

1. secret
2. serious
3. special
4. careful

Answer:

1. secret – secretly
2. serious – seriously
3. special – specially
4. careful – carefully.

Question 2.
Form adjectives from the following words:

1. secret
2. spectacle
3. protection
4. information

Answer:

1. secret – secret/secretive
2. spectacle – spectacular
3. protection – protective
4. information – informative.

Activities based on Contextual Grammar:

Question 1.
Rewrite the following sentence using ‘never’:
It was for the first time that they had seen the hatchlings rushing to the sea.
Answer:
They had never before seen the hatchlings rushing to the sea.

Question 2.
Frame a Wh-question to get the underlined part as the answer:
They had to watch over the protected nest to prevent thefts.
Answer:
Why did they have to watch over the protected nest?

Personal Response:

Question 1.
“Have you seen any turtles? If so, where? If not, would you like to see?
Answer:
I have seen turtles only at the zoo, in pictures and on TV. I am very fond of animals and I would certainly like to see turtles in their natural habitat. I would love to see the hatchlings rushing out to meet the sea.

Simple Factual Activity:

Choose the correct alternatives:

Question 1.
The Olive Ridley turtles nest along
(a) the hilly areas of Maharashtra
(b) the coastline of Maharashtra
(C) the Interiors of Maharashtra
Answer:
(b) the coastline of Maharashtra

Question 2.
The turtles reach maturity at the age of about
(a) one or two years
(b) 40-50 days
(c) 15 years
Answer:
(c) 15 years

Question 3.
The turtle eggs hatch after
(a) 40-50 days
(b) five to seven days
(c) 15 days
Answer:
(a) 40-50 days

Question 4.
ProtectIon to the turtle was offered In – villages.
(a) 80
(b) 40-50
(c) all
Answer:
(a) 80

Complex Factual Activity:

Question 1.
Why was it necessary to undertake turtle protection on a large scale?
Answer:
Turtles perform an important function-they keep the sea clean. Thus, they occupy an important place in marine ecology. However, there are innumerable dangers awaiting the turtles, their eggs and the young hatchlings. The survival rate of the hatchlings is as low as just one or two turtles out of a thousand. Considering all these factors, it was necessary to undertake their protection on a large scale.

Activity-based on Vocabulary:

Fill in the blanks using the phrases given in the brackets:
(The answers are given directly and underlined.)
(to the shore, after a period of, on their own, to spread the message)

1. It is necessary to spread the message of peace all over the world.
2. You can withdraw your money after a period of three years.
3. The boat returned to the shore after a long time.
4. Students must learn to do their homework on their own.

Personal Response:

Question 1.
Why were those who had stolen the eggs earlier, Involved In the work of protection? Give at least two reasons.
Answer:
The first reason is that those who had stolen the eggs earlier, knew the exact details of where and I when the turtles would lay their eggs. The second reason was to give them a sense of responsibility, so ‘ that they would not continue to steal the eggs.

Simple Factual Activity :

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

1. The Turtle festival: Kasav Mahotsava
2. Accommodation for tourists in the homes of villagers: Homestay
3. A sum of money saved for the protection of turtles: Turtle Protection Fund
4. The organization that took the initiative to save turtles: Sahyadri Nisarg Mitra

Complex Factual Activities :

Question 1.
What do the ‘homestay’ families do?
Answer:
The ‘homestay’ families provide accommodation to the tourists. These families also give ten percent of their income from ‘homestay’ for the Turtle Protection Fund.

Question 2.
Why was the project entrusted to the local people?
Answer:
The project was entrusted to the local people because it was believed that it is only the local villagers who can offer excellent protection to the local species.

Activity-based on Vocabulary:

Question 1.
Match the meanings of the following expressions with reference to the passage :

Answer:

Activity-based on Contextual Grammar:

Rewrite using the noun form of the underlined words: 

Question 1.

1. The tourists were accommodated in the homes of the villagers.
2. We are happy to see the project running smoothly.

Answer:

1. The tourists were given (provided) accommodation in the homes of the villagers.
2. It gives us happiness to see the project running smoothly.

Simple Activities:

Question 1.
Make a meaningful sentence using the following phrase:
throughout the year
Answer:
Nowadays, mangoes are available throughout the year

Question 2.
Spot the error and correct the sentence:
Turtles nests along the entire coastline of our state.
Answer:
Turtles nest along the entire coastline of our state.

Question 3.
Punctuate the following:
as soon as the eggs are laid it is caught and then killed and eaten
Answer:
As soon as the eggs are laid, it is caught and then killed and eaten.

Question 4.
Pick out the infinitive in the following sentence:
They had to prevent thefts.
Answer:
Infinitive – to prevent.

Question 5.
Identify the type of sentence:
We had never come across turtle eggs in our walks.
Answer:
Assertive sentence

Question 6.
Find out two hidden words from the word ‘organisation’
Answer:
organization- organ, grain, (rain, nation)

Question 7.
Find a verb from the lesson that forms its past and present participles by doubling the last letter.
Answer:
spot – spotted, spotting

Question 8.
Arrange the words in alphabetical order:
turtle, trail, ruthless, response
Answer:
response, ruthless, trail, turtle

Medium-Level Activities:

Question 1.
A comprehensive booklet and a short film was prepared to spread the message.
(Change the voice beginning ‘We……’)
Answer:
We prepared a comprehensive booklet and a short film to spread the message.

Question 2.
Use the word ‘leaves’ in two separate sentences, the word having different meanings (homographs):
Answer:
(a) The leaves of many trees turn yellow in autumn.
(b) A smart thief never leaves any clues behind.

Question 3.
They gave ten percent of their income from ‘homestay’ for the Turtle Protection Fund.
(Use the future continuous form of the verb.)
Answer:
They will be giving ten percent of their income from ‘homestay’ for the Turtle Protection Fund.

Question 4.
Some of the elderly villagers confessed that it was the first time that they had seen the hatchlings rushing to the sea.
(Rewrite indirect speech.)
Answer:
“It is the first time we have seen the hatchlings rushing to the sea,” confessed some of the elderly villagers.

Challenging Activities:

Question 1.
Use the word ‘harm’ as a noun and a verb in two separate sentences.
Answer:
(a) “You will come to no harm if you obey the rules,” said the teacher, (noun)
(b) If we harm the environment, we will suffer for it. (verb)

Question 2.
A Turtle Friends Club was established in each village. (Rewrite using a modal auxiliary for advice.)
Answer:
A Turtle Friends Club should be established in each village.

Maharashtra State Board Class 9 English Solutions

English Kumarbharati 9th Digest Answers Pdf 2020 Unit 2

• Invictus Class 9 English Solutions
• A True Story of Sea Turtles Class 9 English Solutions
• Somebody’s Mother Class 9 English Solutions
• The Fall of Troy Class 9 English Solutions
• Autumn Class 9 English Solutions
• The Past in the Present Class 9 English Solutions

Class 9 English Chapter 4.3 Question Answer Maharashtra Board

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

Silver Poem 9th Std Question Answer

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

Warming up!
Chit-chat

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

Images

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

Answer:

Deodar House

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

Common room to have:

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

• Sports: Rugby
• Motto: Unity is strength.

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

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

Simple Factual Activities:

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

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

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

Complex Factual Activities:

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

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

Poetic device Activities:

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

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

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

Appreciation of Poem:

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

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

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

5. Figure of Speech: Simile, Personification.

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

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

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

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

Activity:

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

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

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

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

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

My English Coursebook 9th Class Digest Unit 4

• What is Success? Class 9 English Solutions
• Reading Works of Art Class 9 English Solutions
• Silver Class 9 English Solutions
• The Tempest Class 9 English Solutions
• The Last Lesson Class 9 English Solutions

Maharashtra State Board 9th Class Marathi Akshar Bharati & Kumarbharti 9th Std Digest Textbook Workbook Answers PDF Free Download.

Balbharati Maharashtra State Board 9th Std Marathi Akshar Bharati & Kumarbharti Textbook Solutions Answers Digest

Students can also check out the Maharashtra State Board Class 9 English Solutions & Maharashtra State Board Class 9 Maths Solutions & Maharashtra State Board Class 9 Science Solutions here that will help you prepare for the exams.

Maharashtra State Board 9th Std Marathi Aksharbharti Textbook Solutions

Maharashtra State Board 9th Class Marathi Aksharbharati Std 9 Digest, Marathi Akshar Bharati Class 9 Textbook Workbook Answers PDF Free Download.

Marathi Aksharbharati Std 9 Digest Pdf भाग-१

• Chapter 1 सर्वात्मका शिवसुंदरा (प्रार्थना)
• Chapter 2.1 संतवाणी (अ) भेटीलागी जीवा – संत तुकाराम
• Chapter 2.2 संतवाणी (आ) संतकृपा झाली – संत बहिणाबाई
• Chapter 3 ‘बेटा, मी ऐकतो आहे!’
• Chapter 4 जी. आय. पी. रेल्वे
• Chapter 4.1 काझीरंगा (स्थूलवाचन)

Marathi Akshar Bharati Class 9 Textbook Solutions भाग-२

• Chapter 5 व्यायामाचे महत्त (कविता)
• Chapter 6 ऑलिंपिक वर्तुळांचा गोफ
• Chapter 7 दिव्याच्या शोधामागचे दिव्य
• Chapter 8 सखू आजी
• Chapter 8.1 हास्यचित्रांतली मुलं (स्थूलवाचन)

9th Class Marathi Akshar Bharati Digest भाग-३

• Chapter 9 उजाड उघडे माळरानही
• Chapter 10 कुलूप
• Chapter 11 आभाळातल्या पाऊलवाटा
• Chapter 12 पुन्हा एकदा (कविता)
• Chapter 12.1 व्हेनिस (स्थूलवाचन)

Marathi Akshar Bharati Class 9 Workbook Answers भाग-४

• Chapter 13 तिफन (कविता)
• Chapter 14 ते जीवनदायी झाड
• Chapter 15 माझे शिक्षक व संस्कार
• Chapter 16 शब्दांचा खेळ (स्थूलवाचन)
• Chapter 16.1 विश्वकोश
• उपयोजित लेखन

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Maharashtra State Board 9th Class Marathi Kumarbharati Lessons Question and Answer, Marathi Kumarbharati Std 9 Textbook Workbook Answers PDF Free Download.

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• Chapter 1 वंद्य ‘वन्दे मातरम्’ (गीत)
• Chapter 2.1 संतवाणी (अ) जैसा वृक्ष नेणे- संत नामदेव
• Chapter 2.2 संतवाणी (आ) धरिला पंढरीचा चोर-संत जनाबाई
• Chapter 3 कीर्ती कठीयाचा दृष्टान्त
• Chapter 4 नात्यांची घट्ट वीण
• Chapter 5 एक होती समई
• Chapter 5.1 हास्यचित्रांतली मुलं (स्थूलवाचन)

Marathi Kumarbharati Textbook Std 9 Answers भाग-२

• Chapter 6 या झोपडीत माझ्या (कविता)
• Chapter 7 दुपार
• Chapter 8 अभियंत्यांचे दैवत-डॉ. विश्वेश्वरय्या
• Chapter 9 मी वाचवतोय (कविता)
• Chapter 10 यंत्रांनी केलं बंड
• Chapter 10.1 इंग्लंडचा हिवाळा (स्थूलवाचन)

9th Class Marathi Kumarbharati Lessons Answers भाग-३

• Chapter 11 मातीची सावली
• Chapter 12 महाराष्ट्रावरूनी टाक ओवाळून काया (पोवाडा)
• Chapter 13 थोडं ‘आ’ भारनियमन करूया
• Chapter 14 आदर्शवादी मुळगावकर
• Chapter 15 निरोप (कविता)
• Chapter 15.1 ‘बिग ५’ च्या सहवासात (स्थूलवाचन)

Marathi Kumarbharti Std 9 Guide Pdf भाग-४

• Chapter 16 वनवासी (कविता)
• Chapter 17 ऑलिंपिक वर्तुळांचा गोफ
• Chapter 18 हसरे दुःख
• Chapter 19 प्रीतम
• Chapter 20 आपुले जगणे…आपुली ओळख! (कविता)
• Chapter 20.1 विश्वकोश (स्थूलवाचन)
• उपयोजित लेखन

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• Chapter 1 चाँदनी रात
• Chapter 2 बिल्ली का बिलुंगड़ा
• Chapter 3 कबीर (पूरक पठन)
• Chapter 4 किताबें
• Chapter 5 जूलिया
• Chapter 6 ऐ सखि ! (पूरक पठन)
• Chapter 7 डाॅक्‍टर का अपहरण
• Chapter 8 वीरभूमि पर कुछ दिन
• Chapter 9 वरदान माँगूँगा नही
• Chapter 10 रात का चौकीदार (पूरक पठन)
• Chapter 11 निर्माणों के पावन युग में

Hindi Lokbharti 9th Std Digest दूसरी इकाई

• Chapter 1 कह कविराय
• Chapter 2 जंगल (पूरक पठन)
• Chapter 3 इनाम
• Chapter 4 सिंधु का जल
• Chapter 5 अतीत के पत्र
• Chapter 6 निसर्ग वैभव (पूरक पठन)
• Chapter 7 शिष्‍टाचार
• Chapter 8 उड़ान
• Chapter 9 मेरे पिता जी (पूरक पठन)
• Chapter 10 अपराजेय
• Chapter 11: स्‍वतंत्रता गान

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• Chapter 1 नदी की पुकार
• Chapter 2 झुमका
• Chapter 3 निज भाषा (पठनार्थ)
• Chapter 4 मान जा मेरे मन
• Chapter 5 किताबें कुछ कहना चाहती हैं
• Chapter 6 ‘इत्यादि’ की आत्मकहानी (पठनार्थ)
• Chapter 7 छोटा जादूगर
• Chapter 8 जिंदगी की बड़ी जरूरत है हार..!

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• Chapter 1 गागर में सागर
• Chapter 2 मैं बरतन माँगूँगा
• Chapter 3 ग्रामदेवता (पठनार्थ)
• Chapter 4 साहित्य की निष्कपट विधा है-डायरी
• Chapter 5 उम्मीद
• Chapter 6 सागर और मेघ
• Chapter 7 लघुकथाएँ (पठनार्थ)
• Chapter 8 झंडा ऊँचा सदा रहेगा

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• Chapter 1 सुष्ठु गृहीतः चौरः (गद्यम्)
• Chapter 2 अव्ययमाला (पद्यम्)
• Chapter 3 धन्यौ तौ दातृयाचकौ (गद्यम्)
• Chapter 4 विध्यर्थमाला (पद्यम्)
• Chapter 5 किं मिथ्या ? किं वास्तवम् ? (संवादः)
• Chapter 6 वीरवनिता विश्पला (गद्यम्)
• Chapter 7 योगमाला (पद्यम्)
• Chapter 8 पिनकोड्प्रवर्तकः महान् संस्कृतज्ञः (गद्यम्)
• Chapter 9 सूक्तिसुधा (पद्यम्)
• Chapter 10 पितृभक्तः नचिकेताः (गद्यम्)
• Chapter 11 मनसः स्वच्छता (गद्यम्)
• Chapter 12 अमरकोषः (संवादः)
• Chapter 13 सरमाया: शीलम् (पद्यम्)
• Chapter 14 काव्यशास्त्रविनोदः (पद्यम्)
• Chapter 15 मनोराज्यस्य फलम् (गद्यम्)
• Chapter 16 स्वागतं तपोधनाया: (संवादः)

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9th Standard Sanskrit Anand Digest Pdf

• Chapter 1 सुष्ठु गृहीतः चौरः (गद्यम्)
• Chapter 2 अव्ययमाला (पद्यम्)
• Chapter 3 किं मिथ्या ? किं वास्तवम् ? (संवादः)
• Chapter 4 विध्यर्थमाला (पद्यम्)
• Chapter 5 वीरवनिता विश्पला (गद्यम्)
• Chapter 6 पिनकोड्प्रवर्तकः महान् संस्कृतज्ञः (गद्यम्)
• Chapter 7 सूक्तिसुधा (पद्यम्)
• Chapter 8 मनसः स्वच्छता (गद्यम्)
• Chapter 9 अमरकोषः (संवादः)
• Chapter 10 काव्यशास्त्रविनोदः (पद्यम्)
• Chapter 11 मनोराज्यस्य फलम् (गद्यम्)

Maharashtra State Board Class 9 Textbook Solutions