Class 9

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

Class 9 English Chapter 1.5 Question Answer Maharashtra Board

The Necklace Poem 9th Std Question Answer

Warming up :

Talking About Myself :

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

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

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

My Dream Possession :

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

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

Part – I

English Workshop :

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

4. Prepare a formal invitation using the following format:

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

5. Read the following :

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

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

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

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

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

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

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

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

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

Part – II

1. Complete the following table.  

Question 1.
Complete the following table.
Answer:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Read the following passages carefully and complete the activities:

Simple Factual Activity:

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

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

Complex Factual Activity:

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

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

Activity-based on Vocabulary :

Question 1.
Match the following nouns with their adjectives :

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

Answer:

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

Activities based on Contextual Grammar:

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

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

Personal Response :

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

Complex Factual Activity :

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

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

Activity-based on Vocabulary :

Question 1.
Match the words with their meanings :

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

Answer:

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

Activities based on Contextual Grammar :

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

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

Complex Factual Activities :

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

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

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

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

Activities based on Vocabulary :

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

Question 2.
Write down the adjective forms of:

1. ecstasy
2. fashion.

Answer:

1. ecstasy – ecstatic
2. fashion – fashionable.

Activities based on Contextual Grammar :

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

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

Personal Response :

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

Simple Factual Activity :

Write who said the following sentences and to whom :

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

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

Complex Factual Activity :

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

Activities based on Vocabulary :

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

Question 2.
Write the adverb forms of the following :

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

Answer:

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

Activities based on Contextual Grammar :

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

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

Language Study Activities
(based on vocabulary and grammar)

Simple Activities :

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

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

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

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

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

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

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

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

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

Medium-Level Activities :

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

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

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

Challenging Activities :

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

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

Complex Factual Activity :

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

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

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

Activities based on Vocabulary :

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

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

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

Activity-based on Contextual Grammar :

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

Simple Factual Activity :

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

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

Complex Factual Activity :

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

Activity-based on Vocabulary :

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

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

Answer:

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

Activity-based on Contextual Grammar :

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

Complex Factual Activity:

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

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

Activity-based on Vocabulary :

Question 1.
Give the noun forms of the following :

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

Answer:

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

Activity-based on Contextual Grammar :

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

Language Study Activities
(based on vocabulary and grammar)

Simple Activities :

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

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

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

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

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

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

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

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

Medium-Level Activities :

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

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

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

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

Challenging Activities :

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

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

Grammar Focus:

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

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

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

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

Maharashtra State Board Class 9 English Solutions

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 4.1 Please Listen Notes, Textbook Exercise Important Questions and Answers.

Class 9 English Chapter 4.1 Question Answer Maharashtra Board

Please Listen 9th Std Question Answer

Warming Up:

1. Form groups of 6-8. One person (leader) chooses one item – a picture, a paragraph or a lesson from any one of the 9th standard textbooks and writes the reference on a piece of paper and folds it. Others ask him/her questions and try to guess what it is, from his/her answers. Example: (The leader thinks and writes something on a piece of paper. He folds it and keeps it on the table. Others ask questions.)

Question 1.
Is it something from social studies?
Answer:
No.

Question 2.
From Science or Maths?
Answer:
No.

Question 3.
Languages?
Answer:
Yes.

Question 4.
From the English Kumarbharati?
Answer:
Yes.

Question 5.
A prose lesson?
Answer:
No.

Question 6.
A nature poem?
Answer:
No.

Question 7.
Is it in the first unit?
Answer:
No.

Question 8.
Second unit?
Answer:
Yes.

Question 9.
Inspirational poem?
Answer:
Yes.

Invictus!!
Leader shows the folded paper; answer is Invictus!

Agreements and Disagreements.

2. Form pairs. List the things on which you ! have the same opinion and also the ones on which you have different opinions. Prepare a list of ten things in all and see how far you agree or disagree with your friend. Some useful phrases are given alongside.

Question 1.
Form pairs. List the things on which you ! have the same opinion and also the ones on which you have different opinions. Prepare a list of ten things in all and see how far you agree or disagree with your friend. Some useful phrases are given alongside.
You could talk about:

1. Clothes, latest fashion.
2. Performance of sportsmen and women.
3. Trafficll’ransport in your area.
4. Cleanliness and hygiene in your area.
5. Future occupations/Careers.
6. Latest news items.
7. TV programmes
8. Mobile Apps
9. Any subject of your choice.

English Workshop:

1. The poet uses a free, conversational style in his poem. It is also called Colloquial style. Pick out and write down such lines or expressions that support the above statement.

Question 1.
The poet uses a free, conversational style in his poem. It is also called Colloquial style. Pick out and write down such lines or expressions that support the above statement.
(a) ………………………. You have not done what I asked.
(b) ……………………………………………………………………..
(c) ……………………………………………………………………..
(d) ……………………………………………………………………..
(e) ……………………………………………………………………..
(f) ……………………………………………………………………..
Answer:
(a) You have not done what I asked.
(b) You are trampling on my feelings.
(c) All that I ask is that you listen.
(d) When you do something for me that I can and need to do for myself, you contribute to my fear and inadequacy.
(e) But when you accept as a simple fact that I feel what I feel.
(f) then I can stop trying to convince you have not done what I asked.

2. Put the following expressions in a table of Dos and Don’ts as expressed by the poet.

Question 1.
Put the following expressions in a table of Dos and Don’ts as expressed by the poet.
(a) Please listen.
(b) give me advice.
(c) tell me why.
(d) solve my problem
(e) just hear me.
(f) accept as a simple fact
(g) contribute to my fear
(h) wait a minute

Answer:

Dos	Don’ts
1. please listen	1. give me advice
2. just hear me	2. tell me why
3. accept my feelings as a simple fact	3. solve my problem
4. wait a minute	4. contribute to my fear

3. Write in your own words.

Question a.
What does the listener do when the poet asks him to just listen? Give 3 points.
Answer:
When the poet asks the listener to just listen, the listener either:

1. gives advice
2. tells him why he shouldn’t feel that way, or
3. tries to solve the; poet’s problem.

Question b.
Why does the poet remark that advice is cheap?
Answer:
The poet remarks that advice is cheap because everyone is willing to give advice. You only had to write to the agony column of any newspaper with your problems and you could get advice from the columnists. You had to spend just 20 cents to buy the paper.

Question c.
Which two facts show that the poet is confident of overcoming his irrational feelings?
Answer:
The two facts that show that the poet ; is confident of overcoming his irrational feelings 5 are : first, he says he will understand what is behind these feelings. Second, he says that when the answers become obvious, he will not need any advice.

4. According to the poet, how does God help people when they pray to Him for help?

Question 1.
According to the poet, how does God help people when they pray to Him for help?
Answer:
According to the poet, God doesn’t try to give advice or fix things. He is silent and let’s one work things out by oneself. That is how God helps people when they pray to Him for help.

5. Why should one learn to tackle one’s problems by one’s own self?

Question 1.
Why should one learn to tackle one’s problems by one’s own self?
Answer:
When one tackles one’s problems by oneself, one overcomes feelings of fear and inadequacy. Hence one should learn to tackle one’s problems by one’s own self.

6. Why should seniors not over-protect or over-pamper juniors?

Question 1.
Why should seniors not over-protect or over-pamper juniors?
Answer:
If seniors over-protect or over-pamper juniors, the juniors will be unable to stand on their own feet and face the world. They will not be able to overcome their feelings of fear and inadequacy. They will not become confident. Hence, seniors should not over-protect or over-pamper juniors.

7. Find out and write down some proverbs/ axioms/quotations that convey a message similar to ‘Self-help is the best help.’

Question 1.
Find out and write down some proverbs/ axioms/quotations that convey a message similar to ‘Self-help is the best help.’
Answer:
Examples:

1. God helps those who help themselves.
2. Self-help is the root of all success.

8. Maintain a diary for at least a week. Write about your interactions with other people in your surroundings in 3-4 lines. Also write whether you find the interactions happy – unhappy, satisfactory – unsatisfactory, enjoyable – stressful, etc.

Question 1.
Maintain a diary for at least a week. Write about your interactions with other people in your surroundings in 3-4 lines. Also write whether you find the interactions happy – unhappy, satisfactory – unsatisfactory, enjoyable – stressful, etc.
Answer:
Jan. 1: Today is New Year’s day. Holiday for J everyone. Mummy baked a yummy cake. I helped her. Papa and I went for a long walk in the park. Have made heaps of resolutions. Intend to keep every one of them. Am full of determination. Have decided to ‘ ask Seemadidi for help. A wonderful day!

Jan. 2: Not such a good day. Broke my first resolution. Overslept and had to rush to school with my shoes in my hand! Luckily my homework was all done. Kept my resolution of doing my studies before going out to play football. Had an argument with Sahil on the ground. But it ended well.

9. Write an informal letter from a teenager to his/her parent expressing a few thoughts from the poem.

Question 1.
Write an informal letter from a teenager to his/her parent expressing a few thoughts from the poem.
Answer:
Room No. 3
Ladies’ Hostel
Aundh Road
Pune – 411 007.
14th October, 2020

Dearest Mom,

Hi! Sorry, sorry, dear Mom. Are you surprised to see this letter? I wanted to talk to you about this, but then I thought I will be able to express myself better in a letter.

Mom, when I told you about the problems I was having 1 with my roommate here at the hostel, I only wanted j you to listen. I knew I was being irrational at times, and I was trying to understand this feeling. It would have taken me some time, but I would have finally got things sorted out on my own. I’m sorry, but I did not need advice, or any solutions. Now I’ve solved my problem and I am at peace.

I’m sorry, Mom, if I’ve hurt you by snapping at your good intentions. But I’m learning. I still need your support, but I have to make my own way in this world, and this is the first step. Please try to understand this.

Love you always.
Your loving daughter,
Ananya

10. Read aloud a couple of stanzas of the poem j ‘Invictus’ and ‘Please Listen’. In what ways do j they differ? Think and fill up the table with a ‘Yes’ or ‘No’.

Question 1.
Read aloud a couple of stanzas of the poem ‘Invictus’ and ‘Please Listen’. In what ways do j they differ? Think and fill up the table with a ‘Yes’ or ‘No’.

‘Invictus’ is an example of Traditional Poetry. ‘Please Listen’ is an example of Free Verse.
Answer:

	Invictus	Please Listen
1. Rhyming lines	Yes	No
2. Steady rhythm	Yes	No
3. Uniformity in length of lines	Yes	No
4. Uniformity in number of lines in each stanza	Yes	No
5. Figurative language	Yes	No
6. Example of	Traditional poetry	Free verse

English Kumarbharati 9th Digest Chapter 4.1 Please Listen Additional Important Questions and Answers

Simple Factual Activity:

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

1. The poet wants advice from the listener – False
2. The poet wants sympathy from the listener – False
3. The poet wants solutions from the listener – False
4. The poet wants the listener to listen to him silently – True

Complex Factual Activity.

Question 1.
How old is the speaker in the poem?
Answer:
The speaker must be a teenager or a young person who is impatient and does not want advice or solutions.

Question 2.
Who is he/she talking to?
Answer:
He /She is talking to someone older a parent or a friend.

Activities based on Poetic Devices.

Question 1.
Pick out the two verbs that are repeated ; throughout the extract.
Answer:
The verbs ‘ask’ and ‘listen’ are repeated throughout the extract.

Question 2.
What style is the poem written in?
Answer:
The poem is written in the conversational or colloquial style.

Simple Factual Activity.

Question 1.
Fill in the blanks with the correct words:
Answer:
1. The poet says that he may be discouraged and faltering, but he is not helpless.
2. The poet accepts that he has irrational feelings.

Complex Factual Activities.

Question 1.
Is the speaker aware of his shortcomings?
Answer:
Yes, the speaker is aware of his/her shortcomings.

Question 2.
What must have happened before the speaker says all this?
Answer:
The speaker must have had some emotional stress and problems, some feelings that he/she could not find reasonable explanations for.

Activities based on Poetic Devices.

Question 1.
Is there any figurative language in the poem?
Answer:
No, there is not much figurative language in the poem.

Simple Factual Activity.

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

Think discuss and answer:

Question a.
Does he/she want to improve?
Answer:
Yes, he/she wants to improve.

Question b.
Is he/she confident that he/she can improve?
Answer:
Yes, he/she is confident that he/she can improve.

Question c.
How does he/she want to work it out?
Answer:
He/She wants to work it out on his/her own.

Question d.
Is the poet willing to listen to others?
Answer:
Yes, the poet is willing to listen to others.

Answer the following questions:

Question 1.
Discuss how you can be a good listener.
Answer:
To be a good listener, we must pay attention to what a person is saying without interruption. We must only listen and not try to form replies and counter-arguments in our own mind. We must also nod and show correct expressions to encourage the speaker.

Activities based on Poetic Devices:

Question 1.
The poet uses a free, conversational style in his poem. It is also called Colloquial style. Pick out and write down such lines or expressions that support the above statement.
Answer:
1. So please listen, and just hear me
2. And if you want to talk, wait a minute for your turn – and I will listen to you.

Question 2.
Comment upon the length of lines and the number of lines in each stanza.
Answer:
There is no uniformity in the length of lines or the number of lines in each stanza. It appears as if the poem has first been written in prose and then broken up into separate lines.

Point Format (for understanding).

• Title: Please Listen!
• Poet: Unknown (anonymous)
• Rhyme Scheme: The poem is in free verse. Hence there is no rhyme scheme.
• Figure of Speech: Repetition. ‘When I ask you to listen to me’. This line has been repeated in the poem for emphasis.
• Theme/Central idea: The poet tells us how he just wishes that people would listen to a person’s problems silentiy, instead of giving advice.

The poet is confident that he will find out the reasons behind his irrational feelings and then he will be able to solve his problems by himself. He feels that prayers probably work because God just listens to us silently when we pray and then lets us work things out ourselves. Through the poem, the poet implies that we too should work things out ourselves when we are faced with difficulties or have some irrational feelings.

Paragraph Format.

The poem ‘Please Listen!’ is written by an unknown poet (anonymous).

The poem is in free verse. Hence there is no rhyme scheme. There are not many figures of speech. The important Figure of Speech is Repetition: ‘When I ask you to listen to me’. This line has been repeated in the poem for emphasis.

The poet tells us how he just wishes that people would listen to a person’s problems silently, instead of giving advice. The poet is confident that he will find out the reasons behind his irrational feelings and then he will be able to solve his problems by himself. He feels that prayers probably work because God just listens to us silently when we pray and then lets us work things out ourselves. Through the poem, the poet implies that we too should work things out ourselves when we are faced with difficulties or have some irrational feelings.

Vocabulary Focus.

Question 1.
What is the difference between ‘hear’ and ‘listen’?
Answer:

1. ‘To hear’ means to receive with the ear the sound made by someone or something; to be aware of some sound.
2. ‘To listen’ means to consciously give one’s attention to a sound and try to understand it.

Maharashtra State Board Class 9 English Solutions

9th Std English Questions And Answers:

• Please Listen! Class 9 English Questions And Answers
• The Storyteller Class 9 English Questions And Answers
• Intellectual Rubbish Class 9 English Questions And Answers
• My Financial Career Class 9 English Questions And Answers
• Tansen Class 9 English Questions And Answers

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

Class 9 English Chapter 3.1 Question Answer Maharashtra Board

Silver 9th Std Question Answer

Warming Up:

Question 1.
Imagine that your class has to be divided into groups or houses. Each house will have their own colour, symbol/emblem, motto, dress code, a common room with objects of their interest and suitable furniture. Think of sets of four names for the groups. Form groups and work out the (imaginary) details for each set. Some suggestions are : Neem – Colour, yellow; Symbol, the sun; Motto, ‘Health is wealth’; Dress code, yellow waist belt; etc. Cane furniture, green and yellow curtains and herbariums in the common room.

Answer:
Example:

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

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

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

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

English Workshop:

Question 1.
If you were asked to draw a detailed picture of the scene described in the poem, what objects, animals, natural features, etc. will you show in the picture? Make a list.
Answer:
I would show the following in my picture : moon, trees, fruits, the night sky, a house with a thatched roof, a dog in a kennel, doves in their dovecotes, a mouse, a stream, fish and reeds.

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

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

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

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

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

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

Simple Factual Activity:

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

Complex Factual Activities.

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

Question 2.
How has the poet described the scene near the stream?
Answer:
The stream is gleaming with silver light. The fish in the stream are motionless and shining. There are silver reeds near the stream.

Question 3.
The poet has described a countryside scene. What tells you this?
Answer:
The poet talks about the moonlight falling on fruits, trees, thatched houses, a dog in the kennel, doves, a harvest mouse, reeds and streams with fish. All this will be present only in the countryside and not in cities.

Activities based on Poetic Devices.

Question 1.
Explain the figure of speech ‘Personification’ j in the first two lines.
Answer:
In these lines, the moon is personified. She is i given the human quality of walking in her silver shoes.

Question 2.
Give one example of Alliteration from the poem.
Ans.
‘By silver reeds in a silver stream.’ The sound of the letter ‘s’ is repeated.

Appreciation of Poem.

Note: The point format given in Appreciation of Poem is for easy understanding. However, it is to be written in the form of a paragraph in the examination.

Point Format(for understanding).

1. Title: Silver
2. Poet: Walter de la Mare
3. Rhyme Scheme: aa, bb, and so on (rhyming couplets).
4. Figures of Speech: Personification. ‘This way and that she peers and sees’. The moon is given the human quality of peering this way and that. The other figures of speech are Alliteration and Repetition.
5. Theme/Central idea: The poet describes the magical effects of the silvery moonlight on the countryside at night, and shows a beautiful and | peaceful scene of the countryside at night under the moonlight.

Paragraph Format:

The poem ‘Silver’ is written by Walter de la Mare.

The rhyme scheme is aa, bb and so on. The poem is in rhyming couplets, i.e., two lines rhyming with each other. Personification is a Figure of Speech used by the poet: ‘This way and that she peers and sees’. The moon is given the human quality of peering this way and that. The other figures of speech are Alliteration and Repetition.

In this poem the poet describes the magical effects of the silvery moonlight on the countryside at night. Everything turns silver. The poem also shows a beautiful and peaceful scene of the countryside at night under the moonlight and gives a clear word picture of the different animals and objects reflecting the moonlight.

Maharashtra State Board Class 9 English Solutions

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 4.5 Tansen Notes, Textbook Exercise Important Questions and Answers.

Class 9 English Chapter 4.5 Question Answer Maharashtra Board

Tansen 9th Std Question Answer

Warming Up:

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

Answer:

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

(Students can find more information from the Internet.)

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

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

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

Answer:

Archaic word	Modem equivalent	Meaning in English
1.
2.

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

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

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

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

English Workshop:

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

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

Answer:

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

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

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

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

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

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

4. Write the reason in your own words:

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

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

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

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

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

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

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

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

Tansen

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

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

Simple Factual Activity:

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

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

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

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

Complex Factual Activity:

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

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

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

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

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

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

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

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

Activities based on Poetic Devices:

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

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

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

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

Point Format (for understanding)

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

Paragraph Format:

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

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

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

Maharashtra State Board Class 9 English Solutions

9th Std English Questions And Answers:

• Please Listen! Class 9 English Questions And Answers
• The Storyteller Class 9 English Questions And Answers
• Intellectual Rubbish Class 9 English Questions And Answers
• My Financial Career Class 9 English Questions And Answers
• Tansen Class 9 English Questions And Answers

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

Class 9 English Chapter 1.1 Question Answer Maharashtra Board

Life Poem 9th Std Question Answer

Warming Up:

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

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

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

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

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

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

2. Lively
Interesting
Fascinating
Enchanting

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

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

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

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

English Workshop :

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

Optimism :
1. …………… .
2. ……………. .

Pessimism :
1. …………….. .
2. …………….. .

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

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

Pessimism :

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

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

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

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

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

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

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

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

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

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

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

Question b.
Explain the metaphor in the following lines :

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Warming Up:

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

Read the following extracts carefully and complete the activities :

Simple Factual Activity :

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

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

Complex Factual Activities :

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

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

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

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

Activities based on Poetic Devices :

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

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

Simple Factual Activity :

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

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

Complex Factual Activity :

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

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

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

Activities based on Poetic Devices :

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

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

Paragraph Format:

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

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

Maharashtra State Board Class 9 English Solutions

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 3.4 How the First Letter was Written Notes, Textbook Exercise Important Questions and Answers.

Class 9 English Chapter 3.4 Question Answer Maharashtra Board

How the First Letter was Written 9th Std Question Answer

Warming Up:

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

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

Answer:

2. Write your name in bold capitals.

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

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

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

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

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

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

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

English Workshop:

1. Read the remaining part of the original story.

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

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

Answer:

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

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

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

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

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

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

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

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

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

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

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

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

7. Underline the main clauses in the following sentences:

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

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

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

Dear Stranger-man Uncle,

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

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

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

From a sorry little girl,
Taffy.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Simple Factual Activity.

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

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

Complex Factual Activity.

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

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

Activities based on Vocabulary:

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

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

OR

Question 2.
Complete the following table.
Answer:

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

Personal Response.

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

Simple Factual Activity.

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

Complex Factual Activity.

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

Activity-based on Vocabulary.

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

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

Personal Response.

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

Simple Factual Activity.

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

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

Complex Factual Activity.

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

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

Activities based on Vocabulary.

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

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

Answer:

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

Activities based on Contextual Grammar.

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

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

Personal Response.

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

Simple Factual Activity.

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

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

Complex Factual Activities.

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

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

Activity-based on Vocabulary.

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

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

Answer:

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

Activities based on Contextual Grammar.

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

Personal Response.

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

Simple Factual Activity.

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

Complex Factual Activity.

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

Activities based on Vocabulary.

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

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

Activities based on Contextual Grammar.

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

Do as directed.

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

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

Personal Response.

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

Simple Factual Activity.

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

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

Complex Factual Activities.

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

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

Activities based on Vocabulary.

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

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

Activities based on Contextual Grammar.

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

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

Personal Response.

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

Simple Factual Activity.

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

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

Complex Factual Activities.

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

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

Activities based on Vocabulary.

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

1. all the Neolithic ladies
2. sitting patiently.

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

1. Neolithic ladies
2. Primitive lunch.

Activity-based on Contextual Grammar.

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

Personal Response.

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

Simple Activities.

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

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

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

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

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

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

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

Medium-Level Activities.

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

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

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

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

Challenging Activities.

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

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

Maharashtra State Board Class 9 English Solutions

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 4.2 The Storyteller Notes, Textbook Exercise Important Questions and Answers.

Class 9 English Chapter 4.2 Question Answer Maharashtra Board

The Storyteller 9th Std Question Answer

Warming Up:

1. Short stories are of many types. Match the type of story in Column A with its description in Column B:

Question 1.
Short stories are of many types. Match the type of story in Column A with its description in Column B:

Answer:

Story type (A)	Description (B)
1. Anecdote	(a) serious and ends in tragedy
2. Fable	(b) untrue but realistic
3. Parable	(c) short amusing account of an incident
4. Myth	(d) where vices and folly are ridiculed
5. Legend	(e) moral bearing story with animal characters
6. Fairy Tale	(f) having historical base/characters but may not be true
7. Tragic Tale	(g) having religious base and a message or moral
8. Fiction	(h) exaggerated comedy
9. Farce	(i) having supernatural characters/ a moral for children
10. Satire	(j) originated in ancient time, authorship unknown

1. Anecdote – (c) short amusing account of an incident
2. Fable -(e) moral bearing story with animal characters
3. Parable – (g) having religious base and a message or moral
4. Myth-(j) originated in ancient time, authorship unknown
5. Legend – (f) having historical base/characters but may not be true
6. Fairy Tale – (i) having supernatural characters/a moral for children
7. Tragic Tale – (a) serious and ends in tragedy
8. Fiction – (b) untrue but realistic
9. Farce -(h) exaggerated comedy
10. Satire -(d) where vices and folly are ridiculed

2. Complete the following story using the verbs in the brackets in their proper form:

Question 2.
Complete the following story using the verbs in the brackets in their proper form:

Footprint

One night a man ………………………….. (have) a dream. He …………………………….. (dream) that he was …………………. (walk) along the beach with god. Across the sky flashed scenes from his life. For each scene, he noticed two sets of foot prints in the sand; one …………………….. (belong) to him and the other, to God.

After the last scene ………………………….. (flash), he looked back at the footprints in the sand. He ………………………….. (observe) that many times along the path of his life there ………………………….. (be) only one set of footprints and that it ………………………….. (happen) at the saddest, most ………………………….. (trouble) times of his life.

He ………………………….. (question) God about it. “God, you ………………………….. (say) that once I ………………………….. (decide) to follow you, you ………………………….. (will) walk with me all the way. So I don’t understand, why you ………………………….. (leave) me alone, when I ………………….. (need) you most.”

God replied, “During your times of trials and sufferings, where you ………………………….. (see) only one set of footprints, they ………………………….. (be) mine for it was then that I ………………………….. (carry) you in my arms.”
Answer:

Footprint

One night a man had a dream. He dreamt that he was walking along the beach with God. Across the sky flashed scenes from his life. For each scene, he noticed two sets of footprints in the sand; one belonging to him and the other, to God.

After the last scene had flashed, he looked back at the footprints in the sand. He observed that many times along the path of his life there were only one set of footprints and that it had happened at the saddest, most troubled times of his life.

He questioned God about it. “God, you said that once I decided to follow you, you would walk with me all the way. So I don’t understand why you left me alone when I needed you the most.”

God replied, “During your times of trials and sufferings, where you saw only one set of footprints, they were mine, for it was then that I carried you in my arms.”

English Workshop:

1. From the story (Part I and Part II), find 4 words that begin with the prefIx ‘un-‘ and write their opposites.

Question 1.
From the story (Part I and Part II), find 4 words that begin with the prefIx ‘un-‘ and write their opposites.

1. ………….. × …………..
2. ………….. × …………..
3. ………….. × …………..
4. ………….. × …………..
5. ………….. × …………..
6. ………….. × …………..

Answer:

1. unsympathetic × sympathetic
2. unable × able
3. unenterprising × enterprising
4. uninteresting × interesting
5. unexpected × expected
6. unhappy × happy

2. Find one example/examples of the following punctuation marks from the story and copy the lines in which they are used:

Question 1.
Find one example/examples of the following punctuation marks from the story and copy the lines in which they are used:
(a) colon
(b) semi-colon
Answer:
(a) colon – Bertha was terribly frightened and thought to herself ;
(b) semi-colon – The first thing that it saw in the park was Bertha;

3. Read the following pieces from the story and suggest a title for each as shown in the first one:

Question 1.
Read the following pieces from the story and suggest a title for each as shown in the first one:

Answer:

From	Up to	Title
1. It was a hot afternoon ……….	………….. said the aunt weakly.	‘Children pester their aunt’.
2. The smaller girl created a diversion …………..	………….. likely to lose his bet.	‘The irritating little girl.’
3. In a low confidential voice ……………	………….. it was so stupid,” said Cyril.	‘Aunt tells a story.’
4. She (Bertha) did all that she was told …………..	………….. must be an extra good child.	‘The horribly good Bertha.’
5. The storyteller paused to let …………..	………….. popular tunes of the day.	‘Bertha’s outing at the park.’
6. Bertha was trembling very much …………..	……… the three medals for goodness ……….	‘The punishment.’

4. Write your opinion, in your own words:

Question a.
Why, do you think, did the children dislike their aunt’s story?
Answer:
The story was uninteresting and unenterprising. The children did not like the good little girl in the story. She appeared to be too good. Besides, the aunt could not satisfy the questions that they asked. Obviously, not only was the aunt a very bad story-teller but the story too was boring. Hence the children disliked the story.

Question b.
Why did they appreciate and praise the stranger’s story?
Answer:
The children were probably tired of the moral education imparted by the aunt. So when they came across a girl who was ‘horribly’ good, and who met a terrible end, they were thrilled. Moreover, the stranger narrated the story well. Hence they appreciated and praised the story.

Question c.
Do you think Bertha should have met such a gory end to her life? Justify your answer.
Answer:
No, I don’t think that Bertha should have met such a gory end to her life. After all, she was only a small child and it was probably not her fault that she was vain about her goodness. She should have merely been frightened by the wolf, not devoured by it.

Question d.
What did the aunt fail to realize in Bertha’s story?
Answer:
The aunt failed to see Bertha’s pride in herself; she only saw that Bertha was good, but had j yet met a gory end. The aunt failed to realize that Bertha met a gory end as a punishment for her vanity.

Question e.
What is that one vice that nullifies all virtues that a person has?
Answer:
Pride is the one vice that nullifies all the virtues that a person has. However good or talented a person is, he/she is not liked if he/she is proud or vain. Many tragic heroes in fiction and history were the victims of their own pride. It is often said that ‘Pride comes before a fall’.

Question f.
Write down two or three proverbs/axioms that suit the message in Bertha’s story;
Answer:

1. “Pride goes before a fall.”
2. “Wealth is a gift from God, and pride is bequeathed to us from the devil.”
3. “Proud people breed sad sorrows for themselves.”

5. Write three to five sentences about each of the following characters:

Question 1.
Write three to five sentences about each of the following characters:
1. The Aunt ………………………………………………………….
……………………………………………………………………………….
……………………………………………………………………………….
……………………………………………………………………………….

2. The Bachelor …………………………………………………..
……………………………………………………………………………….
……………………………………………………………………………….
……………………………………………………………………………….

3. Cyril …………………………………………………………………..
………………………………………………………………………………..
………………………………………………………………………………..
………………………………………………………………………………..

4. Bertha ………………………………………………………………..
…………………………………………………………………………………
…………………………………………………………………………………
…………………………………………………………………………………
Answer:
1. The Aunt: The aunt was a meek and mild woman. She did not understand children, and could not control them. She had no imagination to make up a story, and no skills to present the story in an interesting manner. She believed that children needed a strict moral upbringing. She was upset with the bachelor’s story and thought that it was improper.

2. The Bachelor: The bachelor was impatient with the aunt’s inability to control the children. He understood kids well and knew what type of story they wanted. He was resourceful and found a method to keep the children quiet for ten minutes. He also enjoyed the fact that the children would now trouble their aunt for an improper story.

3. Cyril: Cyril was a normal, naughty and restless boy. He had many questions to ask and wanted answers for all those questions. He was quite outspoken in saying that he found the aunt’s story stupid. He found the bachelor’s unusual story beautiful.

4. Bertha: Bertha was a very, very good little girl. She was so good that she was horrible. She was also obedient and punctual. She won many medals for her good qualities. But she had one bad quality, and that was pride. However, the moment she was in danger, she wished that she had not been so extraordinarily good. She was finally devoured by the wolf.

6. Say whether you agree or disagree.

1. The children would have behaved well in the train if their aunt had scolded them harshly – Disagree
2. The youngest child was most irritating – Agree
3. Being a bachelor, the stranger had no patience with children – Disagree
4. The children showed disinterest even in the bachelor’s story-telling, throughout – Disagree
5. Bertha was very good but very proud too – Agree
6. The Prince had rare, uncommon likes and dislikes – Disagree
7. The wolf could not trace Bertha because she was behind a myrtle bush – Agree
8. The bachelor had narrated an improper story to the children – Disagree

7. ‘The Storyteller’ has a story within a story.

Question 1.
‘The Storyteller’ has a story within a story. Search from the internet or your library books for other stories which have another story within. Enlist at least 3 to 5 of them.
Answer:
Ramayan. Mahabharat, Panchatantra.

8. List all the verbs related to ‘say’ or ‘tell’ from the passage.

Question 1.
List all the verbs related to ‘say’ or ‘tell’ from the passage.
Answer:

1. Verbs related to ‘say’ or ‘tell’: said, exclaimed, added, asked, protested.
2. Verbs related to ‘say’ or ‘tell’: demanded, admitted, said
3. Verbs related to ‘say’ or ‘tell’: said, retort, demanded, began, asked.
4. Verbs related to ‘say’ or ‘tell’: continued, quoted, demanded, said.
5. Verbs related to ‘say’ or ‘tell’: said

9. Read: ‘The Open Window by H.H. Munro (Saki).

English Kumarbharati 9th Digest Chapter 4.2 The Storyteller Additional Important Questions and Answers

Simple Factual Activities:

Question 1.
Complete the following:
Answer:

1. The next stop of the train was at Templecombe.
2. Most of the remarks of the aunt seemed to begin with ‘Don’t’.
3. The bachelor said nothing out loud.
4. The child moved reluctantly to the window.

Complex Factual Activity:

Question 1.
How many occupants did the compartment have?
Answer:
The compartment had five occupants.

Question 2.
Why did the aunt have to use the word ‘Don’t’ so often?
Answer:
The children were very bored and restless and indulged in irritating activities like smacking the cushions of the seats. Hence the aunt had to use the word ‘Don’t’ very often.

Activities based on Vocabulary:

Question 1.
Write the antonyms of the following words using prefixes :
1. occupied
2. limited
Answer:
1.  occupied × unoccupied
2. limited × unlimited

Activities based on Contextual Grammar:

Question 1.
Rewrite the following as indirect speech:
“But there is lots of grass in that field,” protested the boy.
Answer:
The boy protested that there was lots of grass in that field.

Question 2.
Find an example of the following punctuation mark from the passage and copy the sentence in which it is used: semi-colon
Answer:
“But there is lots of grass in that field,” protested the boy; “There’s nothing else but grass there.”

Personal Response:

Question 1.
Do you like to travel long distances by train?
Answer:
Yes, I do. Every year, we go to my native place by train, and we have a lovely time. Since we go during the Diwali holidays, the route along the Konkan Railway is very beautiful and scenic at that time. We watch the scenery flash by, and play card games when it gets dark.

Simple Factual Activities:

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

1. The bachelor was irritated with the situation – True
2. The aunt was able to satisfy Cyril’s curiosity – False
3. The smaller girl knew only one line of the poem – True
4. They could see very few cows from the windows – False

Complex Factual Activity:

Question 1.
To which question from Cyril was aunt unable to give a reasonable answer?
Answer:
Aunt was unable to give a reasonable answer to Cyril’s question: ‘Why is the grass in the other field better?’

Question 2.
How did the smaller of the two girls irritate the bachelor?
Answer:
The smaller of the two girls began to recite the poem ‘On the Road to Mandalay’. She only knew the first line, but she repeated the line over and over again, in a dreamy but resolute and very audible voice. This irritated the bachelor.

Activities based on Vocabulary:

Question 1.
List all the verbs related to ‘say’ or ‘tell’ from the passage.
Answer:
Verbs related to ‘say’ or ‘tell’: suggested, exclaimed, persisted, repeated, said.

Activities based on Contextual Grammar:

Question 1.
Rewrite the following as indirect speech:
“Perhaps the grass in the other field is better,” suggested the aunt fatuously.
Answer:
The aunt suggested fatuously that perhaps the grass in the other field was better.

Question 2.
Find an example of the following punctuation mark from the passage and copy the sentence in which it is used:
semi-colon.
Answer:
She repeated the line over and over again, in a dreamy but resolute and very audible voice: it I seemed ……… .

Question 3.
Rewrite the following sentence using ‘not’:
She only knew the first line.
Answer:
She did not know any other line except the first.

Personal Response:

Question 1.
What is your opinion of the aunt?
Answer:
I feel very sorry for the aunt. She was very meek and completely unable to handle the three children. Knowing that she was going on a train journey with three small children, she should have brought something along to keep them occupied.

Who said the following words?

Question 1.
“Wouldn’t they have saved her if she hadn’t been good?”
Answer:
the bigger of the two girls

Question 2.
“Well, yes,”
Answer:
the aunt

Question 3.
“I didn’t listen after the first bit.”
Answer:
Cyril

Question 4.
“It’s the stupidest story I’ve ever heard.”
Answer:
the bigger of the two girls

Complex Factual Activity:

Question 1.
How did the children show their disapproval of the aunt’s story?
Answer:
The children interrupted the story at frequent intervals with loud, petulant questionings. After the story was over, the bigger girl said that it was the stupidest story she had ever heard. Cyril agreed with her that it was stupid. The smaller girl had stopped listening and was repeating her favourite line from the poem.

Activities based on Vocabulary:

Question 2.
Give the noun forms of the following words:
1. moral
2. stupid
Answer:
1. moral – morality
2. stupid – stupidity

Activities based on Contextual Grammar:

Question 1.
Rewrite the following as indirect speech:
“Wouldn’t they have saved her if she hadn’t been good?” demanded the bigger of the small girls.
Answer:
The bigger of the small girls demanded whether they wouldn’t have saved her if she hadn’t been good.

Question 2.
Frame Wh-questions to get the underlined parts in the following sentences as the answers:
1. Her reputation as a story-teller did not rank high.
2. In a low, confidential voice she began the story
Answer:
1. What did not rank high?
2. How did she begin the story?

Factual Activities:

Question 1.
Write four words to describe Bertha to complete the web:
Answer:

Complex Factual Activity:

Question 1.
What did the bachelor not agree with?
Answer:
The aunt said that it was a very difficult thing to tell stories that children can both understand and appreciate. The bachelor did not agree with this statement.

Question 2.
What roused the children’s interest in the story?
Answer:
The bachelor said that the good little Bertha was ‘horribly’ good. When the children heard this, their interest was roused. The word ‘horrible’ in connection with goodness was something new that they appreciated and found acceptable.

Activities based on Vocabulary:

Question 1.
Write the gender of the following :

1. bachelor
2. aunt
3. children
4. infant

Answer:

1. bachelor – masculine gender
2. aunt – feminine gender
3. children – common gender
4. fant – common gender.

Activities based on Contextual Grammar:

Question 1.
Rewrite the following as indirect speech:
“Was she pretty?” asked the bigger of the small girls.
Answer:
The bigger of the small girls asked whether she was pretty,

Question 2.
Find an example of the following punctuation mark from the passage and copy the sentences in which it is used:
semi-colon.
Answer:
1. The children’s momentarily-aroused interest began at once to flicker; all stories seemed………
2. There was a wave of reaction in favour of the story; the word horrible in connection with goodness…………

Question 3.
Rewrite the following sentences using ‘not only … but also …’ :
1. She was always truthful, she kept her clothes clean.
2. It’s a very difficult thing to tell stories that children can both understand and appreciate.
Answer:
1.She was not only always truthful, but she also kept her clothes clean.
2. It’s a very difficult thing to tell stories that children can not only understand but also appreciate.

Personal Response:

Question 1.
Do you like stories that have a moral or a message?
Answer:
That depends on the way the story is narrated and the message that is in the story. I don’t like the usual fairy-tale stories or the do-good type stories now; I like stories that make me think about something or affect me positively in some way.

Simple Activities:

Question 1.
Punctuate:
dont cyril dont exclaimed the aunt as the small boy began sacking the cushions of the seat
Answer:
“Don’t, Cyril, don’t,” exclaimed the aunt, as the small boy began sacking the cushions of the seat.

Question 2.
Make a meaningful sentence using the I phrase ‘over and over again’:
Answer:
The little girl repeated the answer over and over again.

Question 3.
Spot the error and correct the sentence:
I doesn’t agree with you,” said the bachelor.
Answer:
“I don’t agree with you,” said the bachelor.

Question 4.
Pick out the present participle/s from the given sentence:
She began an unenterprising and uninteresting story about a little girl who was good.
Answer:
unenterprising, uninteresting

Question 5.
Identify the type of sentence:
Why is it better?
Answer:
Interrogative sentence

Question 6.
Find out two hidden words from the word ‘character’.
Answer:
character-react, chart (heart, charter).

Question 7.
Form the present participle of a verb from the lesson in which the last letter is doubled.
Answer:
begin -beginning.

Question 8.
Write the following words in alphabetical order:
fatuously, inevitable, interest, estimation.
Answer:
estimation, fatuously, inevitable, interest.

Question 9.
Make a word chain of about four adjectives of your own.
Answer:
polite → excellent thoughtful → lovely → youthful

Medium-Level Activities:

Question 1.
Use the word fast in two separate sentences, the word having different meanings (homographs):
Answer:
(a) “This is a fast train and doesn’t stop at all the stations,” said the woman.
(b) The saint refused to break his fast.

Question 2.
“Why is the grass in the other field better?” persisted Cyril. (Rewrite using indirect speech.)
Answer:
Cyril asked persistently why the grass in the other field was better.

Question 3.
The children moved listlessly. (Use the past continuous tense of the verb.)
Answer:
The children were moving listlessly.

Challenging Activities:

Question 1.
Use the following word in two separate sentences, once as a noun and once as a verb: interest
Answer:
(a) I have no interest in politics, (noun)
(b) Military history doesn’t really interest me. (verb)

Question 2.
This is the stupidest story I’ve ever heard. (Change the degree of comparison.)
Answer:
(a) I’ve never heard a story as stupid as this. (Positive)
(b) This story is stupider/more stupid than any story I’ve ever heard. (Comparative)

Simple Factual Activities:

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

1. There were no sheep in the park – True
2. Bertha was allowed to walk in the park twice a week – False
3. There were no animals at all in the park – False
4. Bertha had the most medals in the town – True

Complex Factual Activity:

Question 1.
For which three values did Bertha win medals? What was exceptional about it?
Answer:
Bertha won medals for obedience, punctuality and good behaviour. This was exceptional because no other child in the town where she lived had as many as three medals, which Bertha had.

Question 2.
How did the Prince reward Bertha?
Answer:
The Prince rewarded Bertha by allowing her to walk in his beautiful park once a week. As no children were ever allowed in it, this was great honour for Bertha.

Activities based on Vocabulary:

Question 1.
Write the plural of the following words:

1. country
2. dress
3. storyteller
4. punctuality

Answer:

1. country – countries
2. dress – dresses
3. storyteller – storytellers
4. punctuality – punctuality

Activities based on Contextual Grammar:

Question 1.
Find example /examples of the following punctuation marks from the story and copy the lines in which they are used:
1. colon
2. semi-colon
Answer:
1. colon – then he resumed
2. semi-colon – sink into the children’s imaginations

Question 2.
Rewrite the following as indirect speech:
“Were there any sheep on the park?” demanded Cyril.
Answer:
Cyril asked in a demanding tone if there were any sheep in the park.

Question 3.
No other child in the town had as many as three medals. (Rewrite beginning ‘She was….’.)
Answer:
She was the only child in the town who had as many as three medals.

Personal Response:

Question 1.
Do you like listening to stories?
Answer:
I generally don’t like listening to stories; but if they are short and interesting, then I listen. It also depends on the narrator; if it is narrated well, then I like to listen. I used to listen to a lot of stories in my childhood, told by my grandmother.

Simple Factual Activities:

Question 1.
Answer what the following things are, in one or two words:
Answer:

1. Bertha was sorry about the absence of this. flowers.
2. Bertha meant to keep this. her promise.
3. The flowers had been eaten by these. the animals.
4. They clinked against one another. the medals.

Complex Factual Activity:

Question 1.
Why did the children approve of the Prince’s decision?
Answer:
Maybe the children liked animals better than they liked flowers. Besides, they were probably happy that the good Bertha had no flowers she couldn’t pick. Hence they approved of the Prince’s decision.

Activities based on Vocabulary:

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

1. ……………….. things
2. ……………….. birds
3. ………………….. parrots
4. ………………. tunes

Answer:

1. delightful things
2. hummingbirds
3. beautiful parrots
4. popular tunes

Question 2.
Match the words with the parts of speech they belong to, with reference to the passage:

A	B
1. with	(a) adverb
2. approval	(b) adjective
3. rather	(c) preposition
4. green	(d) noun

Answer:

1. with – preposition
2.  approval – noun
3. rather – adverb
4. green – adjective

Activities based on Contextual Grammar:

Question 1.
Find example/examples of the following punctuation marks from the story and copy the j lines in which they are used:
1. colon
2. semi-colon
Answer:
1. colon: Bertha walked up and down and enjoyed herself immensely, and thought to herself
2. semi-colon: There was a murmur of approval at the excellence of the Prince’s decision

Question 2.
Rewrite the following as indirect speech:
“Because the animals had eaten them all,” said the bachelor promptly.
Answer:
The bachelor promptly said that it was because the animals had eaten them all.

Question 3.
It made her feel silly to find that there were no flowers to pick.
(Replace the underlined words with gerunds.)
Answer:
Finding that there were no flowers for picking made her feel silly.

Simple Factual Activities:

Question 1.
Complete the following statements:
Answer:

1. An enormous wolf came prowling into the park.
2. The wolf came after her with huge leaps and bounds.
3. Bertha managed to reach a shrubbery of myrtle bushes.
4. Bertha hid herself in one of the thickest of the bushes.

Complex Factual Activity:

Question 1.
Why did Bertha wish she had never come to the park?
Answer:
Bertha saw an enormous wolf come stealing towards her. She was terribly frightened and wished she had never come to the park.

Question 2.
Why was the wolf unable to trace Bertha?
Answer:
The scent of the myrtle was so strong that the wolf could not sniff out where Bertha was hiding. The bushes were also too thick for him to see her.

Activity-based on Vocabulary:

Question 1.
Match the words in Columns A, B and C correctly:

A	B	C
1. white	myrtle	eyes
2. pale	little	bushes
3. thick	clean	animal
4. fat	grey	pinafore

Answer:

1. white – clean – pinafore
2. pale – grey – eyes
3. thick – myrtle – bushes
4. fat – little – animal.

Do as Directed:

Question 1.
The scent of the myrtle was so strong that the wolf could not sniff out where Bertha was hiding. (Rewrite using ‘too … to …’.)
Answer:
The scent of the myrtle was too strong for the wolf to sniff out where Bertha was hiding.

Question 2.
She managed to reach a shrubbery of myrtle bushes and she hid herself in one of the thickest of the bushes. (Rewrite as a simple sentence.)
Answer:
Managing to reach a shrubbery of myrtle bushes, she hid herself in one of the thickest of the bushes.

Personal Response:

Question 1.
Do you like Bertha? Why?
Answer:
No, I don’t like Bertha. She is too good to be true. She also knows that she is good and she is proud of this fact. This makes her irritating and horrible.

Who said the following:

Question 1.
Unhappy woman!
Answer:
the bachelor

Question 2.
The story began badly.
Answer:
the bigger of the small girls

Question 3.
A most improper story.
Answer:
the aunt

Question 4.
I kept them quiet for ten minutes.
Answer:
the bachelor

Complex Factual Activity:

Question 1.
What gave Bertha away and how did she meet her end?
Answer:
The clinking of her medals gave Bertha away. The wolf dashed into the bush in which she was hiding, dragged her out and devoured her to the last morsel.

Question 2.
What impact did the story have on the children?
Answer:
The children loved the story and said it was the most beautiful story they had ever heard. It had also kept them quiet for the remainder of the train journey.

Question 3.
Why was their aunt annoyed with the bachelor?
Answer:
Their aunt had probably always been telling the children the advantages of having a good moral character. Now, in the bachelor’s story, the extremely good Bertha had met a terrible end. So the aunt was annoyed with the bachelor for undermining the effect of years of her careful teaching.

Activities based on Vocabulary:

Question 1.
List all the verbs related to ‘say’ or ‘tell’ from the passage.
Answer:
Verbs related to ‘say’ or ‘tell’: said, observed.

Question 2.
Pick out at least six abstract nouns from the passage :
Answer:
Abstract nouns are: obedience, conduct, punctuality, ferocity, triumph, goodness, (decision, opinion)

Activities based on Contextual Grammar:

Question 1.
Find example/examples of the following punctuation marks from the story and copy the ! sentence in which they are used: semi-colon
Answer:
1. The wolf was just moving away, when he heard the sound of the medals clinking and stopped to listen;
2. “Unhappy woman!” he observed to himself as he walked down the platform of Templecombe station.

Question 2.
Rewrite the following as indirect speech:
“Unhappy woman!” he observed to himself.
Answer:
He observed to himself that she was an unhappy woman.

Simple Activities:

Question 1.
Punctuate:
it is the only beautiful story ive ever heard said cyril
Answer:
“It is the only beautiful story I’ve ever heard,” said Cyril.

Question 2.
Make a meaningful sentence using the phrase ‘from a great distance’.
Answer:
The frightened king watched the lion from a great distance.

Question 3.
Spot the error and correct the sentence:
So many people would has decided the other way.
Answer:
So many people would have decided the other way.

Question 4.
Pick out the infinitive in the given sentence and use it in a sentence of your own:
She had meant to keep her promise.
Answer:
The maid was not allowed to keep the clothes in the cupboard.

Question 5.
Identify the type of sentence:
Why weren’t there any flowers?
Answer:
Interrogative sentence

Question 6.
Find out two hidden words from the word ‘belongings’.
Answer:
belongings – belong, longing (going, single)

Question 7.
Form the present and past participle of a verb in which the last letter is doubled.
Answer:
excel – excelled, excelling

Question 8.
Write the given words in alphabetical order: approval, animals, enormous, beautiful
Answer:
animals, approval, beautiful, enormous

Medium-Level Activities:

Question 1.
Use the word ‘rage’ in two separate sentences, the word having different meanings (homographs) :
Answer:
(a) Thick denims soon became a great rage all over the world.
(b) She walked off the stage in a rage.

Question 2.
“The story began badly,” said the smaller of S the small girls. (Rewrite using indirect speech.)
Answer:
The smaller of the small girls said that the story had begun badly.

Question 3.
She had meant to keep her promise.
(Use the present tense of the verb.)
Answer:
She means to keep her promise.

Question 4.
Everybody talked about her goodness.
(Change the voice beginning ‘Her….’.)
Answer:
Her goodness was talked about by everybody.

Challenging Activities:

Question 1.
Use the word ‘park’ in two separate sentences, once as a noun and once as a verb :
Answer:
(a) Children love going to the park to play. (noun)
(b) The driver was looking for a place to park the car. (verb)

Question 2.
Use the words ‘immense’ and ‘beautiful’ in a single sentence of your own.
Answer:
The immense mountain had beautiful flowers on its slopes.

Maharashtra State Board Class 9 English Solutions

9th Std English Questions And Answers:

• Please Listen! Class 9 English Questions And Answers
• The Storyteller Class 9 English Questions And Answers
• Intellectual Rubbish Class 9 English Questions And Answers
• My Financial Career Class 9 English Questions And Answers
• Tansen Class 9 English Questions And Answers

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 2.3 Somebody’s Mother Notes, Textbook Exercise Important Questions and Answers.

Class 9 English Chapter 2.3 Question Answer Maharashtra Board

Somebody’s Mother Poem 9th Std Question Answer

Warming up :

1. Read the following proverb that has a biblical reference.
‘Do unto others as you would have others do unto you.’ Now find at least 5 other proverbs/axioms/quotations which convey the same message. Search the internet/dictionary of proverbs.
……………………………………………………………………….
……………………………………………………………………….
……………………………………………………………………….
……………………………………………………………………….
……………………………………………………………………….

Question 1.
‘Do unto others as you would have others do unto you.’ Find at least five other proverbs/ axioms/quotations that convey the same message.
Answer:

1. They that sow the wind shall reap the whirlwind.
2. Life is an echo – what you send out comes back.
3. As you sow, so shall you reap.
4. Love begets love.
5. Love your neighbour like yourself.

2. Study the following sets of words :
Set A – pleased, happy, joyful, ecstatic
Set B – letter, word, sentence, paragraph
Note: The words in these sets are arranged in an ascending order, each word showing a higher degree than the previous one. Now rearrange the following groups of words in the ascending order.

Question 1.
Arrange the following groups of words in the ascending order : (The answer is given directly.)
Answer:

Question 2.
Prepare similar word chains using the following ideas : (The answer is given directly and underlined.)

Answer:

English Workshop:

1. Pick out lines from the poem that help create images of the following in our mind and write them in the table.

Question 1.
Pick out lines from the poem that help create images of the following in our mind and write them in the table.
Answer:

Old Woman	The Street	School Boys
1. The woman was old and ragged and grey And bent with the chill of a winter’s day	The streets were white with a recent snow	Down the street with laughter and shout
2. At the crowded crossing she waited long, Jostled aside by the careless throng	At the crowded crossing she waited long	Came happy boys, like a flock of sheep,
3. Her aged hand on his strong young arm She placed, and so without hurt or harm He guided the tremblIng feet along	Came happy boys, like a flock of sheep, Hailing the snow piled high and deep	Past the woman so old and grey, Hastened the children on their way

2. Write at least 5 rhymes from the poem.

Question 1.
Write at least five rhymes from the extract.
Answer:

1. Rhymes: troop – group, low – go, arm – harm, along – strong, went – content.
2. Rhymes: gray – day, snow – slow, long – throng, by – eye, shout – out.

3. Give, in your own words, TWO reasons for each of the following :

Question a.
The woman was reluctant to cross the street by herself.
Answer:
The woman was reluctant to cross the street by herself because …

1. the road was slippery because of the snow.
2. there was heavy traffic of horse carriages on the road.

Question b.
The school boys were in a happy mood.
Answer:
The school boys were in a happy mood because …

1. school was over for the day.
2. the snow was piled high on the road.

Question c.
One of the schoolboys helped the old woman cross the street.
Answer:
One of the schoolboys helped the old woman cross the street because …

1. she was old and afraid to cross on her own
2. he hoped someone, sometime, may lend a hand to his own mother when he was not around.

Question d.
We must help those who are in need.
Answer:
We must help those who are in need because …

1. we too may need help one day.
2. we must show compassion to those in need.

4. Think and write In 5-6 lines, why most of the people on a road/street Ignore those In need of help. What about you? Write about your feelings after you have helped! not helped, when needed.
……………………………………………………………………………………………..
……………………………………………………………………………………………..
……………………………………………………………………………………………..
……………………………………………………………………………………………..
……………………………………………………………………………………………..

Question 1.
Think and write in 5-6 lines, why most of the people on a road/street ignore those in need of help. What about you? Write about your feelings after you have helped/not helped when needed.
Answer:
People, especially in the larger cities and towns, are always in a hurry to reach their place of work or their home. Hence they don’t have time to spare to help strangers. Some people may be purely selfish and don’t have compassion for others.

I always try to help people who genuinely need help. Once I lent a hand to an old man to get onto a bus. He was very grateful and thanked me. I felt very good about it.

I did not help a woman who had slipped and fallen down on the footpath during the monsoon. I just walked past her, ignoring her. I felt very guilty about it later. I wondered how I would feel if I had been in her place and had not got any help.

5. Read the poem: ‘Home they brought her warrior dead’ by Alfred Lord Tennyson

Question 1.
Read the poem: ‘Home they brought her warrior dead’ by Alfred Lord Tennyson

English Kumarbharati 9th Digest Chapter 2.3 Somebody’s Mother Additional Important Questions and Answers

Simple Factual Activity :

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

1. The woman’s feet were slow because of the snow. False
2. The people around her did not bother about her. True
3. The schoolboys were happy. True
4. A boy came immediately to help the old woman. False

Guess the following, using references from the poem :

Question 1.
The setting-the region, the locality.
Answer:
The setting is a busy street, covered with a layer of fresh snow. The area is very crowded and there is a school nearby.

Question 2.
The time – the time of the year and the day.
Answer:
It is winter. The time of the day is probably late afternoon or early evening.

Activities based on Poetic Devices :

Question 1.
From the extract, pick out and explain an example of:

i. Simile –
Answer:
‘Came happy boys, like a flock of sheep.’ The happy boys have been directly compared to a flock of sheep.

ii. Alliteration –
Answer:
‘Should trample her down in the slippery street.’ Repetition of the sound of ‘s’ at the beginning of the words.

Simple Factual Activity :

Choose the correct alternative for each statement :

Question 1.
The person who helped the old lady was :
(i) hurt and harmed
(ii) kind and compassionate
(iii) slow and proud
(iv) dear and Jar away
Answer:
(ii) kind and compassionate

Question 2.
The old lady crossed the road :
(i) but fell down on the way
(ii) all by herself
(iii) with a merry troop
(iv) without hurt or harm
Answer:
(iv) without hurt or harm

Question 3.
The old lady was helped by :
(i) a group of young boys
(ii) a proud and nobleman
(iii) a strong and young boy
(iv) somebody’s mother
Answer:
(iii) a strong and young boy

Question 4.
The old lady at night :
(i) asked for blessings for the young boy
(ii) asked for a mother for the young boy
(iii) helped the young boy’s mother
(iv) helped somebody’s mother
Answer:
(i) asked for blessings for the young boy

Answer the following :

Question 1.
Was the old lady grateful to the young boy who had helped her? How do you know?
Answer:
Yes, the old lady was grateful to the young boy who had helped her. We know this because that night, in her home, she prayed to God to be kind to him.

Activities based on Poetic Devices :

Question 1.
From the extract, pick out and explain an example of:

i. Alliteration –
Answer:
‘His young heart happy and well-content.’ Repetition of the sound of ‘h’ at the beginning of the words.

ii. Inversion –
Answer:
‘Then back again to his friends he went.’ The correct prose order is : He then went back again to his friends.

Paragraph Format:

The poem ‘Somebody’s Mother’ is by Mary Dow Brine. The Rhyme Scheme of stanzas 3 and 6 is aabbcc. All the other stanzas have the rhyme scheme aabb. A Figure of Speech is Inversion: ‘At the crowded crossing she waited long.’ The correct prose order is She waited long at the crowded crossing. Other figures of speech are Simile and Alliteration.

The poem describes an incident in which a young boy helps a frightened old lady to cross the street when she was being ignored by everyone else. He tells his young friends that he hopes that when his own mother is old and needs help, someone will help her too if he is not at hand.

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

Class 9 English Chapter 1.4 Question Answer Maharashtra Board

Have you thought of the verb ‘have’ … Poem 9th Std Question Answer

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

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

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

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

(b) To indicate relationship :

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

(c) To refer to eating/drinking :

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

(d) To show ownership :

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

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

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

(f) To refer to a physical condition :

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

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

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

Maharashtra State Board Class 9 English Solutions

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 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