Bhagya

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 3.3 The Road Not Taken Notes, Textbook Exercise Important Questions and Answers.

Class 9 English Chapter 3.3 Question Answer Maharashtra Board

The Road Not Taken 9th Std Question Answer

Warming Up:

1. After your SSC Exams/Result you may have to take a decision regarding the choice of a career. What factors will you consider? Choose from the block below and complete the web-diagram.

1. Is the option easy/difficult?
2. Your capability
3. Your likes/dislikes
4. Friends’ decision
5. Parents’ profession
6. Your skills/inborn talents
7. Study the ‘Job Profile’ carefully
8. Easy money
9. Possible difficulties
10. Your ultimate aim

2. Form pairs or groups of four. Think of the situations when you have to choose between two things. Make a list of those situations. Then:

Question a.
Discuss how to decide what to choose.
Answer:
Points: ask parents – teachers – read articles – speak to others – think carefully, etc.

Question b.
Write what you feel when your decision proves right.
Answer:
Points: happy – confident, etc.

Question c.
Write what you feel when you regret the decision.
Answer:
Points: unhappy – depressed – courageous, loss of confidence, etc.)

English Workshop:

1. Read the poem again. Does it have a uniform rhyme scheme throughout?

Question 1.
Read the poem again. Does it have a uniform rhyme scheme throughout? Write down the rhyme scheme of every stanza separately.

1. 1st stanza ……………….
2. 2nd stanza ……………..
3. 3rd stanza ………………
4. 4th stanza ………………

Answer:

1. 1st stanza – abaab
2. 2nd stanza – abaab
3. 3rd stanza – abaab
4. 4th stanza – abaab

2. Write the symbols that are used in the poem to represent the following ideas:

Question 1.
Write the symbols that are used in the poem to represent the following ideas: (The answers are given directly and underlined.)
a. Choice of two options ………………….
b. I made a rare choice ……………………
c. Equally good options ……………………
d. It was tempting and needed to be tried …………….
e. Some other time ……………………
Answer:
a. Choice of two options: two roads diverged.
b. I made a rare choice: I took the one less travelled by.
c. Equally good options: just as fair.
d. It was tempting and needed to be tried: It was grassy and wanted wear.
e. Some other time: Another day.

3. Rearrange the following facts in the proper order and fill in the flow chart.

Question 1.
Rearrange the following facts in the proper order and fill in the flow chart.

a. He chooses the one barely travelled.
b. Choosing the lesser-used road has made a great difference.
c. He observed one, as far as he could.
d. The traveller came to a fork in the road.
e. He planned to travel along the previous one some other time.
Answer:

4. Think and write in your own words.

Question a.
In which season does a greenwood turn j to a yellow wood? Which stage in our life can be compared to that season?
Answer:
A greenwood turns to a yellow wood in j autumn. The stage in our life that can be compared to that season is middle age.

Question b.
Why does the traveller choose the road less travelled? What attribute of the traveller does it bring out?
Answer:
The traveller chooses the road less travelled because it seemed just as good as the other one and I
he felt it needed to be used. The traveller seems to be adventurous. He has an independent mind and does not want to follow what others have done.

Question c.
Why does the traveller doubt that he shall ever come back?
Answer:
The traveller feels that he will be so busy in his life with one thing leading to another, that he may not be ever able to come back.

Question d.
If you were in the traveller’s place, which road would you choose? Justify your choice.
Answer:
If I were in the traveller’s place, I would choose the road that was more travelled. I would not want to go on a strange road which many have not travelled by. I am not adventurous. I feel that there is safety in doing what others are doing or have done.

5. From any collection of classic poetry or the internet, find another famous poem by Robert Frost titled ‘Stopping by the Woods on a Snowy Evening’. Try to understand the symbolism used in that poem in 8-10 lines.

Question 1.
From any collection of classic poetry or the internet, find another famous poem by Robert Frost titled ‘Stopping by the Woods on a Snowy Evening’. Try to understand the symbolism used in that poem in 8-10 lines.

6. Write a letter to your friend or cousin telling him/her about a difficult choice you have recently made.

Question 1.
Write a letter to your friend or cousin telling him/her about a difficult choice you have recently made. Tell your friend/cousin how his/her example helped you to take a decision.

Answer:
Flat No. 3
‘Maria Mansion’
Pereira Nagar
Mahim 400 016
5th July 2020

Dear Sandeep,

Hi! How are you? I tried calling you, but your number : seems to have changed. Do let me have your new number.

Last week I had to make a rather difficult choice. I | had to choose between football and my studies. No guesses which one I chose – my studies, of course! I have made up my mind to give up football for the next two years. I will play in friendly, casual matches, j but nothing serious. I will also stop my regular daily I practice.

It’s been a very difficult decision to make, but then I j remembered what you had done. You too had given up cricket for two years, hadn’t you? And then you I picked up the threads again in college, when you had j more time. This is what has inspired me to make my j decision. Thanks, Sandy.

Will tell you more details when I meet you next.

Your loving friend,
Deep

7. Collect quotations on the topic ‘Choice’.

Question 1.
Collect quotations on the topic ‘Choice’.
Example:
‘Decisions are the hardest thing to make, especially when it is a choice between where you should be and where you want to be.’
Present the quotations in a beautiful hand on cardpaper.

English Kumarbharati 9th Digest Chapter 3.3 The Road Not Taken Additional Important Questions and Answers

Simple Factual Activity.

1. The poet made his decision about which road to take very quickly – False
2. The season was Autumn – True
3. The poet wished he could travel along both the roads – True
4. He took the road which had been used more – False

Complex Factual Activity.

Question 1.
Why does the poet feel sorry?
Answer:
The poet feels sorry that he cannot travel along both the roads at the same time.

Question 2.
Did the poet choose the road quickly?
Answer:
No, the poet did not choose the road quickly, He stood for a long time at the fork before he took a decision.

Question 3.
Was one of the roads better than the other?
Answer:
No, both were equally good.

Activities based on Poetic Devices.

Question 1.
Does the poem have a uniform rhyme scheme throughout?
Answer:
Yes, it does.

Simple Factual Activity.

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

1. The poet took the road less travelled by.
2. He kept the first road for another day.
3. He will be telling all this ages and ages later.
4. His choice has made all the difference.

Complex Factual Activities.

Question 1.
Does the poet tell us what difference it made?
Answer:
No, he doesn’t.

Activities based on Poetic Devices.

Question 1.
Pick out and explain an example of inversion from the extract.
Answer:
Inversion: ‘And both that morning equally lay in leaves ……… . The correct prose order is: And both lay equally that morning in leaves ………. .

Point Format (for understanding)

• Title: The Road not Taken
• Poet: Robert Frost
• Rhyme Scheme: abaab.
• Figures of Speech: Alliteration. ‘Though as for that the passing there.’ Repetition of the sound of the letter ‘t’. The other figure of speech is Inversion.
• Theme/Central Idea: The poem Is about the journey of life and what the poet decides when he is at the crossroads. He tells us about a time that he came across two roads that diverged In a wood.

He knew that he could not travel both, so he took the road which was not as well-travelled as the other. It made a difference in his life.

Paragraph Format.

This famous poem ‘The Road not Taken’ is by the equally famous poet Robert Frost.

The Rhyme Scheme of the poem is abaab. One Figure of Speech is Alliteration : ‘Though as for that the passing there.’ Repetition of the sound of the letter ‘t’. The other figure of speech is Inversion.

The poem is about the journey of life, and what the poet decides when the path forks off in two directions. He knew that he could not travel both, so he took the road which was not as well-travelled as the other. This made a difference in his life.

Maharashtra State Board Class 9 English Solutions

9th Std English Questions And Answers:

• Silver 9th Class English Questions And Answers
• Reading Works of Art 9th Class English Questions And Answers
• The Road Not Taken 9th Class English Questions And Answers
• How the First Letter was Written 9th Class English Questions And Answers

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 1.3 Have you ever seen…? Notes, Textbook Exercise Important Questions and Answers.

Class 9 English Chapter 1.3 Question Answer Maharashtra Board

Have you ever seen…? Poem 9th Std Question Answer

Warming Up:

1. Words that have the same spelling, but differ in meaning when used in different contexts are called homographs. For example,
(a) A temple fair attracts a lot of crowd.
Her performance in the test was fair.
(b) A rose is the king of flowers.
The sun rose with a golden glow.
Think of 5 homographs and list them below. Then write 2 sentences of your own, to bring out the difference in meanings.

Question 1.
Think of five homographs and list them down. Then write two sentences of your own, to bring out the difference in meaning :
Words that have the same spelling but differ in meaning when used in different contexts are called homographs.
Answer:

Homographs	Sentences
1. bow	(a) The prince slowly put down the bow and arrow. (b) “Should I bow if I see the king?” asked the little boy.
2. content	(a) One should always be content with what one has. (b) You must always check the nutritional content of what you eat.
3. live	(a) One must learn to live within one’s means. (b)  It is dangerous to touch a live wire.
4. minute	(a) His voice was getting louder every minute. (b) There were minute particles of dust in the air.
5. tear	(a) A tear fell from the eye of the old woman. (b) “Tear the paper into four pieces,” said the teacher.

2. When words with the same spelling or pronunciation are used in such a way that they convey more than one meaning, the figure of speech involved is called pun. A pun is a play upon words. For example,
A: Hello! How’s life?
B: Hell, O! It’s a strife.
Find other examples of pun with the help of your parents/teacher.

1. ………………….
2. ………………..
3. ………………….
4. ………………….

Question 1.
Find other examples of pun with the help of your parents/teacher.
Answer:
Some examples :
1. Where do you find giant snails?
On the ends of giants’ fingers.
2. How do turtles talk to each other?
By using shell phones!
3. You can communicate with a fish by dropping it a line.
4. What do you get from a pampered goat?
Spoilt milk.

3. In poetry, when a question is asked, not to get an answer, but to emphasise a point or fact, it is an example of Interrogation.
For example :
When can their glory fade?
Isn’t it time for the autumn’s glow?
From a popular book of poems/the internet, write down 3-4 examples of Interrogation used in poetry.

1. ………………….
2. ………………….
3. ………………….
4. ………………….

Question 1.
write down 3-4 examples of Interrogation used in poetry.
Answer:

1. If Winter comes, can Spring be far behind?
2. If you prick us, do we not bleed?
3. What’s in a name?

English Workshop:

1. From each line in the poem, pick out the word that is a homograph. Write its meaning in the context of the phrase used in the poem. Then write the other meaning implied in the question.

Question 1.
1. From each line in the poem, pick out the word that is a homograph. Write its meaning in the context of the phrase used in the poem. Then write the other meaning implied in the question.
Answer:

2. Write 2 lines from this poem which you find most humorous. Justify your choice.

…………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………

Question 1.
Write two lines from the poem that you find the most humorous. Justify your choice.
Answer:
1. Can you tickle the ribs of a parasol?
I find this humorous because I can just imagine someone tickling the spokes of an umbrella and trying to get it to respond!
2. Does the needle ever wink its eye?
I find this humorous because I think of myself holding a needle that is winking!

3. Find from the poem, three examples of each :

(a) Interrogation
1. …………………….
2. ……………………
3. ……………………

(b) Pun
1. …………………….
2. ……………………
3. ……………………

(c) Personification
1. …………………….
2. ……………………
3. ……………………

(d) Alliteration
1. …………………….
2. ……………………
3. ……………………

Question 1.
Find from the poem, three examples of each:
(a) Interrogation
(b) Pun
(c) Personification
(d) Alliteration
Answer:
(a) Interrogation :

1. Have you seen a sheet on a river bed?
2. Does the needle ever wink its eye?
3. Are the teeth of a rake ever going to bite?

(b) Pun :

1. Has the foot of the mountain any toes?
2. Can you tickle the ribs of a parasol?
3. Have the hands of a clock any left or right?

(c) Personification :

1. Has the foot of the mountain any toes?
2. Does the needle ever wink its eye?
3. Can you tickle the ribs of a parasol?

(d) Alliteration :

1. Or a single hair from a hammer’s head?
2. Or open the trunk of a tree at all?
3. And what is the sound of the birch’s bark?

4. Form groups of four or five. Think, discuss and add at least one more stanza, using the same style and devices as the poet has used. It should include homographs, interrogation and the same rhythm and rhyme scheme.

Question 1.
‘Form groups of four or five. Think, discuss and add at least one more stanza, using the same style and devices as the poet has used. It should include homographs, interrogation and the same rhythm and rhyme scheme.
Have/Does/Are  ………………………………………………………….
………………………………………………………………………………………..
………………………………………………………………………………………..
………………………………………………………………………………………..
Answer:

• Do elephants bathe with their trunks on, all in a batch?
• Have scientists created a flea from scratch?
• Are the bees having a house swarming party with honey?
• Did the lion spit out the clown because he tasted funny?

5. Read the following sentences carefully. Then fill in the blanks using appropriate words from the brackets, to make puns.
(struck, numbered, too tired, developed, put down, homeless, old fashioned, reaction)

Question 1.
Read the following sentences carefully. Then fill in the blanks using appropriate words from the brackets, to make puns.
(struck, numbered, too tired, developed, put down, homeless, old fashioned, reaction)

1. She had a photographic memory but never …………………
2. He was struggling to work out how lightning works when it …………………
3. Every calendar’s days are …………………
4. A bicycle cannot stand on its own because it is …………………
5. I’m reading a book on anti-gravity. It’s impossible to ……………….. the book.
6. I’d tell you a chemistry joke but I know I wouldn’t get …………………
7. What do you call Watson when Sherlock isn’t around?………………..
8. I would tell a history joke, but it is too ………………..

Answer:

1. She had a photographic memory but never developed it.
2. He was struggling to work out how lightning works when it struck him.
3. Every calendar’s days are numbered.
4. A bicycle cannot stand on its own because it is too tired.
5. I’m reading a book on anti-gravity. It’s impossible to put down the book.
6. I’d tell you a chemistry joke but I know I wouldn’t get a reaction.
7. What do you call Watson when Sherlock isn’t around? homeless.
8. I would tell a history joke, but it is too old-fashioned.

6. ‘Read: ‘Alice in Wonderland’ – by Lewis Carroll.

Question 1.
‘Read: ‘Alice in Wonderland’ – by Lewis Carroll.

English Kumarbharati 9th Digest Chapter 1.3 Have you ever seen…? Additional Important Questions and Answers

Read the following poem carefully and complete the activities :

Simple Factual Activity :

Question 1.
Fill in the blanks :
(The answers are given directly and underlined.)
The poet wonders if:

1. the teeth of a rake will ever bite.
2. the foot of a mountain has any toes.
3. the ribs of an umbrella can be tickled.
4. there can be a sheet on a river bed.

Complex Factual Activities :

Question 1.
What does the poet want to know about a hammer?
Answer:
The poet asks if anyone has seen a single hair on the head of a hammer.

Question 2.
What is the pun in the word ‘plot’ here?
Answer:
A plot means ‘an evil or wicked plan’. A plot ’ also means an area in a garden or some place. The poet asks how a garden ‘plot’ (one meaning of the word) can be evil and dark (the other meaning of the word).

Activities based on Poetic Devices :

Question 1.
Find the rhyming words from the poem.
Answer:

• Stanza 1 – bed-head, toes-hose.
• Stanza 2 – eye-fly, parasol-all.
• Stanza 3 – bite-right, dark-bark.

Maharashtra State Board Class 9 English Solutions

9th Std English Questions And Answers:

• Life Class 9 English Questions And Answers
• A Synopsis- The Swiss Family Robinson Class 9 English Questions And Answers
• Have you ever seen…? Class 9 English Questions And Answers
• Have you thought of the verb ‘have’ … Class 9 English Questions And Answers
• The Necklace Class 9 English Questions And Answers

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 2.6 The Past in the Present Notes, Textbook Exercise Important Questions and Answers.

Class 9 English Chapter 2.6 Question Answer Maharashtra Board

The Past in the Present 9th Std Question Answer

Warming up:

1. We find the following in the script of a skit | or play. Rearrange the steps in these proper j order and write them down in the form of a flow chart:

Question 1.
We find the following in the script of a skit | or play. Rearrange the steps in these proper j order and write them down in the form of a flow chart:
Answer:

2. Think of a play/skit which you have seen enacted on the stage and which has impressed you. Write the following details about it.

• Name of the play/skit: ……………………………..
• Important characters: ……………………………..
• Any famous actors/actresses: ……………………………..
• Theme: ……………………………..
• Climax: ……………………………..
• Ending: ……………………………..
• Use of lights and special effects if any: ……………………………..
• Use of background music and sound effects if any: ……………………………..
• Use of sets: ……………………………..
• The costumes, make up, etc. of the characters: ……………………………..
• How well the actors present the play and behave on the stage: ……………………………..
• Your own opinion about the play: ……………………………..

Question 1.
Think of a play/skit which you have seen enacted on the stage and which has impressed you. Write the following details about it:
Answer:
1. Name of the play: Pygmalion (My Fair Lady)
2. Important characters: Professor Henry Higgins, Eliza Dolittle, Colonel Pickering, Mr. Dolittle (Eliza’s father) and Professor Higgins’ mother.
3. Any famous actors/actresses: No. The cast is made up of newcomers.

4. Theme: Bernard Shaw’s ‘Pygmalion’ centres round a bet made by Professor Henry Higgins, a well-know phonetician, with his best friend Colonel Pickering. The professor states that he can change a flower girl’s entire behaviour and speech in such a way that in a few months she can be passed off as a duchess.

5. Climax: The scene between Eliza and Professor Higgins, when she throws away the jewellery he had given her, and they have a grand fight.

6. Ending: An ambiguous ending, left to the imagination of the viewer.
7. Use of lights and special effects, if any: The lights change frequently to depict various scenes and places.

8. Use of background music and sound effects, if any: This is a musical, with superb foot-tapping music and amusing lyrics. The sound effects and background music add authenticity to the market place scene, Eliza’s diction, the Professor’s anger, etc. and are excellent.

9. Use of sets: The sets change appropriately as per the needs of the play. There is not much time wasted in between acts.

10. The costumes, make-up, etc. of the characters: Excellent. The costumes of the early and mid-20th century are entrancing. The big hats with feathers, the lovely gowns, the Professor’s elaborate I suits, etc. are a sight to behold. The make-up is suitable.

11. How well the actors present the play and behave on the stage: The dialogue delivery and the movement of the actors on stage was smooth and flawless. The song-and-dance sequences were enacted perfectly.

12. Your own opinion about the play: An excellent and interesting play, with a classic British sense of humour. The characters portray this sense of humour very well. As a result, every single sentence is worth listening to, and every single song is melodious and meaningful.

3. Present these points in the form of a review, and give it a suitable title.

Question 1.
Present these points in the form of a review, and give it a suitable title.
Answer:

Review of ‘Pygmalion’ Bernard Shaw’s ‘Pygmalion’ centres round a bet made by Professor Henry Higgins, a well-know phonetician, with his best friend Colonel Pickering. The professor states that he can change a flower girl’s entire behaviour and speech in such a way that in a few months she can be passed off as a duchess.

The important characters in the play are Professor Henry Higgins, Eliza Dolittle, Colonel Pickering, Mr. Dolittle (Eliza’s father) and Professor Higgins’ mother. The play has been performed by newcomers, and there are no known names. It is a musical, with superb foot-tapping music and amusing lyrics. The sound effects, sets and use of lights add authenticity to the market place scene, Eliza’s diction, the Professor’s anger, etc. and are excellent.

The climax is the scene between Eliza and Professor Higgins, where she angrily flings the jewellery he had given her, and they have a grand fight, resulting in Eliza walking off from the house. The ending is ambiguous and left to the imagination of the viewer.

The costumes of the early and mid – 20th century are entrancing. The big hats with feathers, the lovely gowns, the Professor’s elaborate suits, etc. are a sight to behold. The dialogue delivery and the movement of the actors on stage is smooth and flawless. The song- and-dance sequences are enacted perfectly.

Overall, an excellent and interesting play, with a classic British sense of humour. The characters portray this sense of humour very well. As a result, every single sentence is worth listening to, and every single song is melodious and meaningful.

4. Prepare a ‘power point’ presentation, using one slide for each of the above points. Present your review in a PPT format in the classroom.

Question 1.
Prepare a ‘power point’ presentation, using one slide for each of the above points. Present your review in a PPT format in the classroom.
Answer:
(Students can prepare the PPT in their Computer labs.)

English Workshop:

1. In the diagram below encircle the various features that make the script of a skit! play. List the other words and mention the form of writing of which it is a feature.

Question 1.
In the diagram below encircle the various features that make the script of a skit! play. List the other words and mention the form of writing of which it is a feature.
Answer:

1. Sender’s address – Part of a letter.
2. Salutation – Part of a letter.
3. Leadline – Part of a news report.
4. Diagram – Part of non-verbal communication.

2. Choose the proper alternative to complete the following:

Question i.
The skit covers a period of about ………………. in the past.
(a) 3000 years
(b) 1000 years
(c) 5000 years
(d) 1800 years
Answer:
(c) 5000 years

Question ii.
…………….. characters from Neel’s ancestral lineage make an appearance in the play.
(a) Fourteen
(b) Seven
(c) Sixteen
(d) Twelve
Answer:
(a) Fourteen

Question iii.
The task that all boys abhorred was ……………. .
(a) cleaning up their room
(b) farm-work
(c) filling up water
(d) making their beds
Answer:
(d) making their beds

Question iv.
The skit conveys that doing your daily chores at home ………………. .
(a) make you stronger
(b) sharpens your intellect
(c) saves a lot of expenses
(d) inculcates a sense of responsibility
Answer:
(d) inculcates a sense of responsibility

3. Fill in the table 

Question 1.
Fill in the table.
Answer:

4. Answer in your own words.

Question a.
What excuses did Neel give to avoid cleaning his room?
Answer:
Neel says that he is going out to meet his friends. He then says that he had cleaned his room just two days earlier. He wonders why it needs to be cleaned daily, for it makes no difference.

Question b.
Why does mother tell Neel about his Grandpa?
Answer:
Mother tells Neel about his Grandpa to make him realize that Grandpa had many more daily chores to finish than him, Neel, and much tougher ones too. He also had to make his bed, just like Neel would have to.

Question c.
What task did Grandpa wish to avoid?
Answer:
Grandpa wished to avoid the task of making his bed.

Question d.
What did the ancestor from 1910 wish to do instead of making his bed?
Answer:
The ancestor from 1910 wished to go to the riverside with his friends instead of making his bed.

Question e.
How many chores did the ancestor from 1800 have to do?
Answer:
The ancestor from 1800 had to do about six chores.

Question f.
How is the boy from 1500s dressed?
Answer:
The boy from 1500s is dressed in a loose, sleeveless, V-neck top and a short dhoti.

Question g.
What chores did the boys from the 1st century CE do on their farms/fields?
Answer:
In the 1st century CE, the boys would feed the poultry, tend to the sheep, keep away the birds and plaster the yard with dung.

Question h.
What did Neel realize from his encounter with his ancestors?
Answer:
From his encounter with his ancestors, Neel realized that at that time teenage boys had chores to do outdoors as well as in their homes. They also had to make their beds.

5. In the play two devices that make use of wheels are given.
The devices are 1. …………….., 2. ………………..
From the internet or other sources, trace the history of the use of the wheel. Write ‘An Autobiography of a Wheel’.

Question a
In the play, two devices that make use of wheels are given. The devices are:
Answer:
The devices are: 1. bicycle, 2. grinders

Question b.
From the internet and other sources, trace the history of the use of the wheel.
(Students can attempt this on their own.)

6. Imagine that the ancestor from 1910 CE visits Neel in his dream. Compose a dialogue between the two about the various gadgets the visitor sees in Neel’s room

Question 1.
Imagine that the ancestor from 1910 CE visits Neel in his dream. Compose a dialogue between the two about the various gadgets the visitor sees in Neel’s room
Answer:

• Neel: Hello! Who are you, Sir?
• Ancestor: I am your great-great-grandfather, Neel. I have heard a lot about your life, and I came to see you. Oh my! What are all these things here?
• Neel: All these things? What things, great, great Grandpa?
• Ancestor: This box here and that one there and this …
• Neel: Oh, this is my TV set and that is my laptop. Haven’t you ever seen these things? This is my mobile phone.
• Ancestor: TV? What is it? And phone – no, no, this is not a phone! Such a tiny thing!
  (Students can continue this conversation in this manner.)

7. Imagine and compare an argumentative dialogue between the mothers of the 2OthJ2lst century and those of the earlier era, about which life was better for women.

Question 1.
Imagine and compare an argumentative dialogue between the mothers of the 2OthJ2lst century and those of the earlier era, about which life was better for women.
Answer:

• 21st Century mother: There’s no question. Your life was certainly better, Rukmini.
• 19th Century mother: Better, Reena? You mean, bending over the old wood stove and the grinding stone was better?
• 21st Century mother: That may have been difficult, Rukmini, but otherwise your life was peaceful. You only had to look after the home and family. While today, we …
• 19th Century mother: ‘Only look after home and family’? That was a full-time job! There were no short cuts like takeaways and ready-made stuff! And what about freedom? The freedom you have!
• 21st Century mother: Freedom with chains! I have to work hard both at home and in the office. I have to be a ‘supermom’ and ‘superboss’! Do you know how terrible it is?
  (Students can continue the dialogue in this manner.)

8. Read the entry about ‘voice’ in the ‘Language Study’ pages. Note that the speeches of all the boys are in the ‘active’ voice. Turn them into passive constructions.
Example:
Neel – I put the dishes in the dishwasher. (active)
Dishes have been put in the dishwasher. (passive)
195 Boy – I have watered the garden
………………………………………..
brought home the groceries
………………………………………..
dusted the living room
………………………………………..
cleaned my bicycle…

9. Think of suitable names for the boys from the earlier centuries.

Question 1.
Think of suitable names for the boys from the earlier centuries.
Answer:
(Some examples: Vitthal, Namdeo, Manu, etc.)

10. Form groups of 5-8. Translate the play into your mother tongue (or Hindi) as a group activity. Enact the translation in the classroom.

11. Read ‘The Story of the Amulet’ by E. Nesbit.

English Kumarbharati 9th Digest Chapter 2.6 The Past in the Present Additional Important Questions and Answers

Read the following passages carefully and complete the activities:

Simple Factual Activity:

Question 1.
Fill in the blanks:
Answer:

1. Neel puts the dishes in the dishwasher.
2. Neel had cleaned his room two days earlier.
3. Neel forgets to make his bed.
4. Neel’s mother remembers something about his Grandpa.

Question 2.
Write if the following sentences are True or False:
Answer:

1. The 1910s boy was wearing loose trousers and a shirt. False
2. The 1910s boy did many outdoor chores. True
3. The 1800s boy was rude to his mother. False
4. The 1800s boy wanted to play Ashtapada with his friends. False

Question 3.
Name the following:
Answer:

1. The game the 3000 BCE boy wishes to play: Chaupar
2. The yard is plastered with this: dung
3. The game the 100 CE boy wishes to play: Bagh-chal
4. Pots for cooking are made of this: mud

Question 4.
Complete the web :
(The answers are directly underlined.)
Answer:

Activity-based on Vocabulary:

Question 1.
Write the antonyms of the following:

1. necessary
2. forgot
3. late
4. tougher

Answer:

1. necessary × unnecessary
2. forgot × remembered
3. late × early
4. tougher × easier.

Question 2.
Match the given verbs with the nouns:

A	B
1. fetched	(a) yard
2. cleared	(b) water
3. swept	(c) weeds
4. pulled out	(d) channels
	(e) walls

Answer:

A	B
1. fetched	(b) water
2. cleared	(d) channels
3. swept	(a) yard
4. pulled out	(c) weeds

Question 2.
Fill in the blanks with the correct verbs from the brackets:
(fixed, washed, took, chopped)
The 1800s boy ……….. clothes, ………….. wood, ……….. the broken fence and ………….. the goats up to the hills to graze.
Answer:
The 1800s boy washed clothes, chopped wood, fixed the broken fence and took the goats up to the hills to graze.

Question 3.
Give the plurals of:

1. jewellery
2. wood
3. grandfather
4. terrace

Answer:

1. jewellery – jewellery
2. wood – wood
3. grandfather – grandfathers
4. terrace – terraces.

Question 4.
Give the noun forms of the following:

1. recede
2. enter
3. repeat
4. impossible

Answer:

1. recede – recession
2. enter – entry
3. repeat – repetition
4. impossible – impossibility

Activities based on Contextual Grammar:

Rewrite the following sentences in the passive voice:

Question 1.
I have watered the garden.
Answer:
The garden has been watered.

Question 2.
I have brought home the groceries.
Answer:
The groceries have been brought home.

Question 3.
I have dusted the living room.
Answer:
The living room has been dusted.

Question 4.
I have cleaned my bicycle.
Answer:
The bicycle has been cleaned.

Question 5.
Mummy, I collected wood for the stove.
Answer:
Mummy, wood for the stove has been collected.

Question 6.
I fixed the broken fence.
Answer:
The broken fence has been fixed.

Question 7.
Rewrite the sentence in passive voice:
I fed the poultry.
Answer:
The poultry have been fed.

Question 8.
Rewrite using the modal auxiliary for permission:
I need your kind permission to go out and play Chaupar with my friends.
Answer:
May I go out and play Chaupar with my friends?

Rewrite the following sentences as assertive sentences:

Question 1.
Is it necessary to clean up every day?
Answer:
It is not necessary to clean up every day.

Question 2.
What difference does it make?
Answer:
It does not make any difference.

Personal Response:

Question 1.
Do you think you should make your bed every day?
Answer:
Yes. In a dusty and tropical country like ours, we have to see that the beds are clean and dust- free. It also feels better to lie down on a clean and fresh bed. So we must make the beds every day.

Question 2.
Do you do any chores in the house? What chores?
Answer:
I dust the furniture every day. I lay and clear the table before and after every meal. I fold clothes and keep them in the cupboard. These are my daily chores, besides keeping my own things like books, shoes, etc. in their proper places.

Question 3.
What do you do when you have to do a chore that you do not like?
Answer:
If I have to do a chore that I don’t like, I first try to see if I can avoid it in some way, like getting someone to do it for me. If it is not a very important chore, like making beds, I ignore it till my mother shouts at me. If it is an important chore that cannot be avoided, I hurry up and do it as fast as I can to get it over with.

Question 4.
Which life would you prefer: your life of today or the life of a teenager in 3000 BCE?
Answer:
I would certainly prefer my life of today. It is more interesting and I have more freedom. Life at any time without the computer, the TV and the mobile phone would have been terribly dull and boring. Oh, yes, life today is much better than it could have been in 3000 BCE.

Add question tags to the following statements:

Question 1.
That’s your daily work.
Answer:
That’s your daily work, isn’t it?

Question 2.
I also chopped the wood.
Answer:
I also chopped the wood, didn’t I?

Complex Factual Activity :

Question 1.
How is the boy from 1500s dressed?
Answer:
The boy from 1500s is dressed in a loose, sleeveless, V-neck top and a short dhoti.

Question 2.
What chores did the boys from 1000 CE do on their farms/fields?
Answer:
The boys from 1000 CE had to fetch water, clear blocked channels, water the crops and pull out the weeds.

Activities based on Contextual Grammar:

Question 1.
Rewrite the following sentence in the passive voice:
I have fetched vegetables from our farm.
Answer:
Vegetables have been fetched from our farm.

Question 2.
Rewrite the following sentence as an assertive sentence:
Don’t talk back.
Answer:
You should not talk back.

Question 3.
What chores did the boys from 1000 CE do on their farms/fields?
Answer:
The boys from 1000 CE had to fetch water, clear blocked channels, water the crops and pull out the weeds.

Simple Activities:

Question 1.
Write two compound words from the lesson.
Answer:
dishwasher, grandfather

Question 2.
Make a meaningful sentence using the phrase: pulled out
Answer:
The slave pulled out the thorn from the lion’s paw.

Question 3.
Spot the error in the verb/verbs and correct the sentence:
I wish I had a robot to makes my bed and tidies up my room.
Answer:
I wish I had a robot to make my bed and tidy up my room.

Question 4.
Pick out the infinitive from the given sentence:
You forgot to make your bed.
Answer:
Infinitive – to make

Question 5.
Identity the type of sentence:
Ahhh! Yes! They didn’t have any electric grinders in those days!
Answer:
Exclamatory sentence.

Question 6.
Find out two hidden words from the word:
permission
Answer:
permission – mission, prism (prison, person)

Question 7.
Pick out the verb which forms its past participle with the last letter doubled.
collect, sleep, chop, tell
Answer:
chopped

Question 8.
Write the following words in alphabetical order:
triple, recede, revered, stacked
Answer:
recede, revered, stacked, triple

Medium-Level Activities:

Question 1.
You haven’t cleaned up your room.
(Change the voice starting ‘Your
Answer:
Your room hasn’t been cleaned up.

Question 2.
Use the word ‘right’ in two separate sentences, the word having different meanings (homographs):
Answer:
(a) What you have done is not right.
(b) “Turn to the right,” said the policeman.

Question 3.
I put the dishes in the dishwasher.
(Use the past tense of the verb.)
Answer:
I put the dishes in the dishwasher.

Question 4.
Prepare a word register for clothes.
Answer:
clothes – trousers, shirt, kurta, pyjama, saree, dhoti, kurta, tunic.

Challenging Activities:

Question 1.
Use the word ‘show’ in two separate sentences, once as a noun and once as a verb.
Answer:
(a) The last show ended at midnight, (noun)
(b) “Show me your ticket,” said the doorkeeper. (verb)

Question 2.
If you try you can make such a robot.
(Pick out the clauses.)
Answer:
you can make such a robot – Main Clause If you try – subordinate clause

Working Skills:

Question 1.
Write ‘An Autobiography of a Wheel’.
Answer:
An Autobiography of a Wheel
I am very, very proud of myself, for I am considered to be one of the most important of man’s inventions. Yes, I am the wheel.
It is said that my invention was the turning point in human civilization. Of course, no one knows exactly when I was invented and by whom. As soon as I was invented and perfected, there was a revolution in the manufacturing industry. I was used for everything and by everybody – right from the potter to the assembly line of super-luxury cars. Yes, and planes and helicopters too. I am even used to go into space.

I help human beings and animals to pull things. I make work easy for them. The principle on which I work is the basic principle in many mechanical devices. Many of the things that were invented along with me have been forgotten, but I am accepted and still in demand today, in some form or the other. If I was not there, there would have been no cars, buses, trains or aeroplanes. Or even bullock carts. I know I sound proud, but that is not so. It is only that I know my own worth, and that I will be around as long as the wheel of time turns!

Maharashtra State Board Class 9 English Solutions

9th Std English Questions And Answers:

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

Balbharti Maharashtra State Board Class 8 English Solutions Chapter 3.1 The Plate of Gold Notes, Textbook Exercise Important Questions and Answers.

Std 8 English Lesson 3.1 The Plate of Gold Question Answer Maharashtra Board

Class 8 English Chapter 3.1 The Plate of Gold Textbook Questions and Answers

Warming Up:

1. Stories can be told even in the form of poetry. Such poems are called Narrative poems. Narrative poems do not always follow rhythmic patterns ola fixed rhyme scheme. Such poems are written ¡na style culled ‘Free Verse.’Recall and name some narrative poems you have done/read earlier.
Answer:
Students can discuss and think about the narrative poems in Free Verse done/read earlier e.g. ‘Vocation’ by Rabindranath Tagore.

2. Read the poem below and fill in the gaps, choosing appropriate pairs of rhyming words, to make them meaningful.

little things

Little drops of water,
Little groins of …………
Make the mighty ocean
And the pleasant …………
Thus the little minutes,
Humble though they ………..
Make the mighty ages
Of …………
Little deeds of kindness,
Little words of ………..
Make this earth an Eden,
Like the heaven a ………..

Answer:

Little things

Little drops of water,
Little grains of sand
Make the mighty ocean
And the pleasant land.
Thus the little minutes,
Humble though they be,
Make the mighty ages
Of eternity.
Little deeds of kindness,
Little words of love
Make this earth an Eden,
Like the heaven above.

What important messue does the aboe poem convey?
Answer:
It conveys the message that even little acts and gestures are important.We must not think that something is unimportant or insignificant just because it is small.

1. Pick out words from the poem to complete the sentences meaningfully:

Question a.
Stephen Hawking was a ________(famous) Astrophysicist.
Answer:
Renowned.

Question b.
The Government made a ________(announcement) about their new taxation policy.
Answer:
Proclamation.

Question c.
Everyone stood _______ (horrified) when the terrible accident took place.
Answer:
aghast.

Question d.
She _________(bargained) with the hawker to reduce the price.
Answer:
wrangled.

Question e.
Handicapped people should never be ______ (ignored and avoided)
Answer:
shunned.

2. Make a list of archaic words from the poem and give their modern equivalents.
Answer:

Archaic words	Modern equivalents
Wondrous	wonderful
Loveth	loves
Dropt	dropped
writ	written
bestowed	presented

3. Rearrange the following in the proper order and insert them into a flow chart as per the poem:

(a) The plate turned to lead, when it was gifted to false-hearted claimants.
(b) Many claimants donated their wealth to receive the plate of gold.
(e) For almost two years, no clQimants received the plate of gold.
(d) A plate of gold fell in a temple from Heaven.
(e) The peasant offered comfort and courage to a blind miserable beggar. whom all had ignored.
(f) The priests announced that the one who loved God most of all, would receive the gift from Heaven.
(g) When the priest gave the plate of gold to that peasant, it shone with thrice its lustre.
(h) A simple peasant, who had nothing to offer, came to that temple.
Answer:

4. Which two sayings about God are conveyed through the poem bThe Plate of Gold’?
(a) God helps those, who help themselves.
(b) God loves those, who love their fellow beings.
(c) God loves those, who give away their wealth, to please Him.
(d) Service to mankind is service to God.
Answer:
(b) God loves those, who love their fellow beings.
(d) Service to mankind is service to God.

5. ‘But the peasant bowed and prayed to God ‘ What could he have prayed for?
Answer:
The peasant must have prayed for the well-being of all human beings and asked God to help everyone to bear their troubles bravely.

6. Imagine that you are the peasant. Compose a short prayer to God, after having received the plate of gold. Write it using stylish handwriting.

7. Read other poems by Leigh Hunt. especially ‘Abou Ben Adhem’. Compare the messages in that poem with those in ‘The Plate of Gold’. What do you
observe?

Class 8 English Chapter 3.1 The Plate of Gold Additional Important Questions and Answers

Complete the web:

Question 1.

Answer:

Name the following:

The Plate Of Gold Questions And Answers Question 1.
They made a proclamation:
Answer:
the priests

3.1 The Plate Of Gold Questions And Answers Question 2.
A gift from heaven:
Answer:
a plate of gold

3.1 The Plate Of Gold Question 3.
People assembled at this time:
Answer:
midday

The Plate Of Gold Question Answer Question 4.
The plate became this again when it touched the floor:
Answer:
gold

Complete the following:

The Plate Of Gold Questions And Answers Std 8 Question 1.
The plate of gold could be claimed by _______.
Answer:
the person who loved his fellow beings the best

The Plate Of Gold Poem Questions And Answers Question 2.
The priests gifted the plate of gold to ______.
Answer:
a man who within the year had distributed his whole estate among the poor

The Plate Of Gold Class 8 Question 3.
The poor peasant offered the blind beggar _____.
Answer:
sincere pity and love.

Answer the following:

Question 1.
What magical occurrence shocked the people?
Answer:
The golden plate turned to lead when touched by the man, and became gold again when it fell on the floor.
This magical occurrence shocked the people.

Question 2.
Pick out an example of Alliteration from the extract.
Answer:
‘A wondrous plate of gold, whereon these words were writ’. Repetition of the sound of ‘w’.

Question 3.
Pick out an example of Simile from the extract.
Answer:
‘The news ran as swift as light.’ The movement of the news is directly compared to the movement of light.

Question 4.
Pick out an example of Onomatopoeia from the extract.
Answer:
‘……… drop it clanging on the floor’. The word ‘clanging’ indicates sound.

Question 5.
Pick out an example of Inversion from the extract.
Answer:
‘……… the priests in solemn council sat and heard’. The correct prose order is: the priests sat and heard in solemn council.

Write if the following sentences are True or False:

Question 1.
The priests did not award the plate to anyone.
Answer:
False

Question 2.
There were very few beggars near the temple gate.
Answer:
False

Question 3.
The beggars got a lot of alms.
Answer:
True

Question 4.
The peasant was well aware of the race for the plate.
Answer:
False

Give reasons:

Question 1.
Many beggars had collected outside the temple.
Answer:
The golden plate from Heaven was to be bestowed on the person who loved his fellow beings the most. The people who came to the temple would want to prove their love by giving alms. Hence many beggars had collected outside the temple to receive the bountiful alms.

Question 2.
The pilgrims to the temple showered coins on the beggars.
Answer:
The golden plate from Heaven was to be bestowed on the person who loved his fellow beings the most. In order to prove that their love was the best and hence they were worthy of the plate, the pilgrims to the temple showered coins on the beggars.

Question 3.
What did the pilgrims fail to do?
Answer:
The pilgrims failed to see the unhappiness in the eyes of the beggars.

Match the adjectives in Column A with the nouns in Column B:

Question 1.

A	B
(1) maimed	(a) hands
(2) outstretched	(b) pity
(3) simple	(c) beggars
(4) sweet	(d) peasant

Answer:

1. maimed – beggars
2. outstretched – hands
3. simple – peasant
4. sweet – pity

Activities based on Poetic Devices:

Question 1.
Pick out an example of Inversion from the extract.
Answer:
‘So for another twelve months sat the priests and judged.’ The correct prose order is: So for another twelve months the priests sat and judged.

Question 2.
Pick out an example of Repetition from the extract.
Answer:
‘Thrice they awarded thrice did Heaven refuse the gift.’ The word thrice is repeated for emphasis and rhythm.

Complete the following:

Question 1.

Answer:

Give reasons:

Question 1.
God had chosen the simple peasant as the most deserving of the plate of gold.
Answer:
The simple peasant offered the blind beggar sincere sympathy and love, which came from the depth of his heart.
He had no hidden motive for what he did. Hence God chose him as the most deserving of the plate of gold.

Question 2.
‘But the peasant bowed and prayed to God What could he have prayed for?
Answer:
The peasant must have prayed for the well-being of all human beings, and asked God to help everyone to bear their troubles bravely

Question 3.
Make a list of archaic words from the extract and give their modem equivalents:
Answer:

Archaic words	Modem equivalents
thou	You
thy	Your
o’er	Over
thine	yours
lovest	loves

Question 4.
Pick out an example of Inversion from the extract.
Answer:
And took both palms in his, and softly said.
The correct prose order should be: And took both palms in his, and said softly

Analysis/Appreciation of the Poem
Answer:

• Poem and poet: The Plate of j Gold’ by James Henry Leigh Hunt.
• Theme: God loves those who love their fellow beings Service to mankind is service to God.
• Tone: A narrative, serious and moralistic.
• Structure and stanzas: No uniformity in stanzas or the length of lines.
• Rhyme and Rhythm: No rhyme scheme or rhythm; free verse.
• Language and Imagery: Archaic language; plenty of imagery, especially when describing the peasant and the beggar.
• Figures of Speech: Inversion, Repetition, Onomatopoeia, and Simile.

Read More:

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Balbharti Maharashtra State Board Class 8 English Solutions Chapter 4.3 The Bees Notes, Textbook Exercise Important Questions, and Answers.

Std 8 English Lesson 4.3 The Bees Question Answer Maharashtra Board

Class 8 English Chapter 4.3 The Bees Textbook Questions and Answers

Warming Up:

1. Match the professions with the field of work:

Answer:
(1) Chief Minister – Administration
(2) Magistrate – Law
(3) Soldier – Defence
(4) Trader – BusIness
(5) Builder – Construction
(6) Driver – Transport
(7) Teacher – Education

2. Living creatures, birds, animals, insects, etc. are often used in us – as comparisons, because of some special characteristics they hold.
Fill in the gaps, choosing words from the brackets to make appropriate comparisons.

(tall / quiet / humble / merry / busy / slippery / fast / sly /slow / big)

Question 1.
as _____ as a lark
Answer:
as merry as a lark

Question 2.
as _____ as a snail
Answer:
as slow as a snail

Question 3.
as ______ as a giraffe
Answer:
as tall as a giraffe

Question 4.
as _____ as a bee
Answer:
as busy as a bee

Question 5.
as ______ as an elephant
Answer:
as big as an elephant

Question 6.
as _____ as a mouse
Answer:
as quiet as a mouse

Question 7.
as _____ as an eel
Answer:
as slippery as an eel

Question 8.
as ______ as a fox
Answer:
as sly as a fox

Question 9.
as _____ as a deer
Answer:
as fast as a deer

Question 10.
as ____ as a worm
Answer:
as humble as a worm

1. Honey-bees live unorganized life like human beings. Discuss what work the following honey-bees do, us per the poem. Write it down in your own words, in your notebook.
(a) King / Emperor bee
(b) Magistrate bees
(c) Merchant bees
(d) Soldier bees
(e) Mason bees
(f) Civilian bees
(g) Porter bees
(h) Judge bee
Answer:
(a) King/Emperor bee – supervises the building of the beehive
(b) Magistrate bees – do corrective work
(c) Merchant bees – go out to trade for nectar
(d) Soldier bees – loot nectar from flowers and protect the hive
(e) Mason bees – build the hive
(f) Civilian bees – make honey from nectar
(g) Porter bees – carry the nectar brought by the other bees
(h) Judge bee – delivers his sentence

2. Complete the following choosing the appropriate option:

Question 1.
Human beings can learn from honey bees _________.
(i) How to make food
(ii) how to live joyfully
(iii) how to lead an organized nation
Answer:
how to lead an organized nation

Question 2.
The soldier-bees carry home _______.
(i) the velvet buds
(ii) nector, looted from flowers
(iii) their weapons
Answer:
nector, looted from flowers

Question 3.
The emperor-bee supervises the building of _________.
(i) the beehive
(ii) bridges
(iii) a tower
Answer:
the beehive

Question 4.
The ________ bees make honey from nectar
(i) officers
(ii) civilian citizens
(iii) magistrates
Answer:
civilian citizens

Question 5.
The drone is given a death sentence because he _______.
(i) attacked the emperor
(ii) killed other bees
(iii) does not do any work
Answer:
does not do any work

3. A. Complete the phrases using words from the poem:

(i) _______ march
Answer:
merry march

(ii) ________ tent
Answer:
royal tent

(iii) ________masons
Answer:
singing masons

(iv) ________ porters
Answer:
poor porters

(v) ________ burdens
Answer:
heavy burdens

(vi) ________ executors
Answer:
pale executors

3. B.
(i) Find any two Alliterative lines.
Answer:
Which pillage they with merry march bring home.Repetition of the sound of the letter ‘m’.
The civil citizens kneading up the honey. Repetition of the sound of the letter ‘c’.

(ii) Pick out the line that contains an Onomatopoetic word.
Answer:
The singing masons building roofs of gold. The word ‘singing’ indicates sound.

3. C.Pick out three tines that create an Imuqe In your mind of bees, busy at work.
Answer:
(i) Make boot upon the summer’s velvet buds.
(ii) The singing masons building roofs of gold.
(iii) The civil citizens kneading up the honey.

4. A. Refer to a good dictionur which carries phonetic transcriptions printed next to words. The words below are familiar to you. Copy their phonetic transcription from the dictionary and sa it aloud us ou write. (You may take our teacher’s help, if needed)

• work
• bees
• boot
• home
• mason
• citizen
• porters

Stress – Stress is the extra force we use when pronouncing a syllable in a word.
For example: In the word ‘King-dom’ the syllable ‘king’ is stressed.
In the word re-li-gion the second syllable is stressed.
Stress upon a syllable can be shown with short vertical line above the syllable that is stressed.

4. B. Say the following words aloud and put the stress mark on the stressed syllables:

1. crea-tures
2. bur-den
3. me-cha-nic
4. e-xe-cu-tor
5. de-li-ve-ring
6. ma-gis-trate

Answer:

1. crea-tures
2. bur-den
3. me-cha-nic
4. e-xe-cu-tor
5. de-li–ve-ring
6. ma-gis-trate

5. Project:

Gather information about the following insects. Draw their images or get pictures.
On one sheet each. fix the image I picture and below it write the information. Compile these pages and make a file of ‘Insects – our friends’.
Insects: Bee / Praying mantis / Butterfly
Beetle / Wasp / Dragon-fly

Class 8 English Chapter 4.3 The Bees Additional Important Questions and Answers

Complete the following:

Question 1.
The honey bees teach us the ______.
Answer:
art of organization and living in order

Question 2.
Roofs of gold refer to _______.
Answer:
the structure of the golden beehive

Question 3.
The death sentence is given to ________.
Answer:
the drones

Question 4.
The bee-hive is being built by _________.
Answer:
the mason bees

Answer the following:

Question 1.
Where does the emperor-bee sit and what does he do?
Answer:
The emperor-bee sits in a tent and supervises the building of the bee-hive.

Question 2.
Analysis/Appreciation Of The Poem
Answer:

• Poem and poet: ‘The Bees’ by William Shakespeare.
• Theme: The organized, disciplined lives of the bees, with death penalty to those who do nothing.
• Tone: Reflective and serious: shows admiration for the organization of the bees.
• Structure and stanzas: No separate stanzas; lines of unequal length
• Rhyme and Rhythm: No rhymescheme or rhythm free verse
• Language and Imagery: Language is old English Vivid images created of the activities of the bees.
• Figures of Speech: Onomatopoeia, Alliteration, Inversion.

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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.

Class 9 English Chapter 2.2 Question Answer Maharashtra Board

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

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: nisargforyou@xxx.com

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:

A	B
1. shallow	(a) practice
2. unusual	(b) pits
3. ruthless	(c) bricks
4. silver	(d) occurrence

Answer:

A	B
1. shallow	(b) pits
2. unusual	(d) occurrence
3. ruthless	(a) practice
4. silver	(c) bricks

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 :

A	B
1. novel concept	(a) volunteered
2. unique spectacle	(b) new idea
3. came forward	(c) possible to be maintained
4. become sustainable	(d) unusual sight

Answer:

A	B
1. novel concept	(b) new idea
2. unique spectacle	(d) unusual sight
3. came forward	(a) volunteered
4. become sustainable	(c) possible to be maintained

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

9th Std English Questions And Answers:

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

Balbharti Maharashtra State Board Class 8 English Solutions Chapter 1.1 A Time To Believe Notes, Textbook Exercise Important Questions and Answers.

Std 8 English Lesson 1.1 A Time To Believe Question Answer Maharashtra Board

Class 8 English Chapter 1.1 A Time To Believe Textbook Questions and Answers

Warming Up:

Question 1.
Think, choose and fill up the labels with what a ‘sunrise’ symbolizes.
(jewellery / art / hope / birth / anger / new opportunities / good manners / inspiration/ new achievements / happiness / misery / bright moments / new aims / money / newsurprises)

Answer:

Question 2.
An acrostic is a poem or a write up in which the first letter of each line forms a word, when it is read vertically. Complete the acrostics of BELIEVE and FAITH.

With your benchmate / group, complete the acrostic of BELIEVE and FAITH.
Answer:

1.A. Rearrange the letters to make meaningful words, occurring in the poem.

1. clearmis
2. sowmid
3. tabyue
4. madres
5. laveu
6. downre

Answer:

1. miracles
2. wisdom
3. beauty
4. dreams
5. value
6. wonder

1.B. Write words from the poem that describe the following.

1. sky
2. heart
3. hand
4. beginning

Answer:

1. stardust sky
2. nurturing heart
3. aging hand
4. new beginning

2. Say WHY. . . . .

Question a.
________ the sky has a magical quality.
Answer:
The sky has a magical quality because it has scurrying clouds, twinkling stars and a beautiful moon.

Question b.
_______ even an aging hand has beauty.
Answer:
because it can teach us how to love.

Question c.
_______we should believe that we are strong and courageous.
Answer:
We should believe that we are | strong and courageous so that we can recover after we have gone through difficulties and shocks, and return to our normal lives again.

3. Make a list of any six things that the poet wants us to accept as true.
Answer:
The poet wants us to accept as j true the following things :

• that we have the strength and ( courage to get back to normal after a setback
• that we are never alone
• that life is a gift we must cherish
• that there are wonderful surprises in store for us
• that all our hopes and dreams are within reach
• that great things will happen if we have belief in life and in ourselves

4. Find from the poem, positive qualities to fill up the web.

Answer:

5. Read the lines below.
(A) ‘To believe is to see angels dancing among the clouds’.
The above line contain a human characteristic ‘dancing’ given to something
non – human, ‘angels’. The Figure of Speech used in the line is called
‘Personification’.

(B) ‘To believe is to know that
Everyday is a new beginning’.

(C) To believe is to know ………. life is a gift
Lines in poetry, such as the above, state a general truth and can be used as sayings or
quotes etc. They contain the Figure of Speech called Epigram.
Epigram closely resembles a proverb.

Find from the poem three other examples of Epigram.
Answer:
(i) ‘To believe is to find the strength and courage that lies within us.’
(ii) ‘To believe is to know we are never alone, that life is a gift.’
(iii) ‘To believe is to know that wonderful surprises are just waiting to happen.’
(These lines state a general truth.)

6. Divide the class into 5 groups. Each group can prepare a decorative chart / poster using an epigrammatic lines from the poem. You may use calligraphy / painting / or Paint programme on a computer. (With permission, put up these charts in your school.)

Class 8 English Chapter 1.1 A Time To Believe Additional Important Questions and Answers

Complete the following:

Question 1.
One should know and trust _______.
Answer:
One should know and trust that every day is a new beginning, that miracles happen and dreams really do come true.

Question 2.
The two supernatural references in the second stanza _______.
Answer:
The two supernatural references in the second stanza are to angels and to the man in the moon.

Activities based on Poetic Devices/Vocabulary:

Question 1.
Find out an example of Personification from the extract.
Answer:
‘To believe is to see angels dancing among the clouds.’ (Here, the angels have been given the human quality of ‘dancing’.)

Question 2.
Pick out examples of Alliteration from the extract.
Answer:
(i) …. and the wisdom of the man in the moon’. (Repetition of the sound of the letter ‘m’.)
(ii) For it is through their teachings, we learn to love. (Repetition of the sound of the letters ‘t’ and T.)

Question 3.
Pick out an example of Repetition from the extract.
Answer:
The words ‘To believe is to ….’ are repeated at the beginning of each stanza. This provides emphasis to the message in the poem and gives rhythm to the stanzas.

Complete the following:

Question 1.
The two qualities that are needed to recover after a shocking event are _________.
Answer:
strength and courage.

Question 2.
The poet advises everybody to ______.
Answer:
have a positive attitude.

Complex Factual Activities:

Question 1.
Explain why ….
…. we should believe that we are strong and courageous,
Answer:
We should believe that we are strong and courageous so that we can recover after we have gone through difficulties and shocks, and return to our normal lives again.

Activities based on Poetic Devices/Vocabulary :

Question 1.
Rearrange the letters to form meaningful words occurring in the extract.

1. gearuoc
2. rissupser
3. gnehtrts
4. irehchs

Answer:

1. courage
2. surprises
3. strength
4. cherish

Question 2.
Write word from the extract that describe the following :
surprises
Answer:
wonderful surprises

Question 3.
Pick out an example of Metaphor from the extract.
Answer:
‘That life is a gift.’ Life is implicitly compared to a gift.

Question 4.
Pick out an example of Repetition from the extract.
Answer:
The words ‘To believe is to ….’ are repeated at the beginning of each stanza. This provides emphasis to the message in the poem and gives rhythm to the stanzas.

Question 5.
Analysis/Appreciation Of The Poem ‘A Time To Believe’
Answer:
Poem and poet: ‘A Time to Believe’ by B.J. Morbitzer.
Theme: To believe in ourselves and to have a positive and optimistic attitude towards life.
Tone: Serious and inspirational.
Structure and stanzas: 4 lines in each stanza, except in the last stanza, which has 5 lines.
Rhyme and Rhythm: No rhyme scheme; the poem is written in free verse.
Language and Imagery: The language is simple and direct. The only instances of Imagery are of ‘angels dancing among the clouds’ and the ‘stardust sky’.
Figures of Speech: Personification, Epigram, Repetition, Metaphor.

Read More:

• A Time To Believe Question Answers
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