Class 9

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

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

Class 9 English Chapter 1.3 Question Answer Maharashtra Board

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

Warming Up:

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

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

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

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

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

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

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

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

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

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

English Workshop:

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

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

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

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

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

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

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

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

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

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

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

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

(b) Pun :

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

(c) Personification :

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

(d) Alliteration :

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

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

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

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

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

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

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

Answer:

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

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

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

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

Read the following poem carefully and complete the activities :

Simple Factual Activity :

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

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

Complex Factual Activities :

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

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

Activities based on Poetic Devices :

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

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

Maharashtra State Board Class 9 English Solutions

9th Std English Questions And Answers:

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

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

Class 9 English Chapter 2.6 Question Answer Maharashtra Board

The Past in the Present 9th Std Question Answer

Warming up:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

English Workshop:

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

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

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

2. Choose the proper alternative to complete the following:

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

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

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

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

3. Fill in the table 

Question 1.
Fill in the table.
Answer:

4. Answer in your own words.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Read the following passages carefully and complete the activities:

Simple Factual Activity:

Question 1.
Fill in the blanks:
Answer:

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

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

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

Question 3.
Name the following:
Answer:

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

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

Activity-based on Vocabulary:

Question 1.
Write the antonyms of the following:

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

Answer:

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

Question 2.
Match the given verbs with the nouns:

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

Answer:

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

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

Question 3.
Give the plurals of:

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

Answer:

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

Question 4.
Give the noun forms of the following:

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

Answer:

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

Activities based on Contextual Grammar:

Rewrite the following sentences in the passive voice:

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

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

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

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

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

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

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

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

Rewrite the following sentences as assertive sentences:

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

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

Personal Response:

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

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

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

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

Add question tags to the following statements:

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

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

Complex Factual Activity :

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

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

Activities based on Contextual Grammar:

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

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

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

Simple Activities:

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

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

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

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

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

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

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

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

Medium-Level Activities:

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

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

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

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

Challenging Activities:

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

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

Working Skills:

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

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

Maharashtra State Board Class 9 English Solutions

9th Std English Questions And Answers:

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

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

Class 9 English Chapter 2.2 Question Answer Maharashtra Board

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

Warming up

It is our world, too!

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

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

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

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

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

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

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

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

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

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

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

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

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

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

English Workshop:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

A home away from home!

Additional facilities:

• 24-hour wifi
• tour guides

• boat ride in the sea

Precautions:

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

Contact us on:
Mobile: 98194 xxxxx
Email: nisargforyou@xxx.com

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

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

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

Question 1.
Prepare bullet point presentations on the following:

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

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

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

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

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

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

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

Read the following passages carefully and complete the activities:

Simple Factual Activity:

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

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

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

Activity-based on Vocabulary:

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

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

Answer:

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

Personal Response:

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

Simple Factual Activity:

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

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

Complex Factual Activity:

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

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

Activities based on Vocabulary:

Question 1.
Form adverbs from the following words:

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

Answer:

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

Question 2.
Form adjectives from the following words:

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

Answer:

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

Activities based on Contextual Grammar:

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

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

Personal Response:

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

Simple Factual Activity:

Choose the correct alternatives:

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

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

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

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

Complex Factual Activity:

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

Activity-based on Vocabulary:

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

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

Personal Response:

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

Simple Factual Activity :

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

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

Complex Factual Activities :

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

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

Activity-based on Vocabulary:

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

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

Answer:

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

Activity-based on Contextual Grammar:

Rewrite using the noun form of the underlined words: 

Question 1.

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

Answer:

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

Simple Activities:

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

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

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

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

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

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

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

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

Medium-Level Activities:

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

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

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

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

Challenging Activities:

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

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

Maharashtra State Board Class 9 English Solutions

9th Std English Questions And Answers:

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