Category: CBSE Class 9

NCERT Solutions for Class 9 English Beehive Chapter 2 The Sound of Music

NCERT Solutions for Class 9 English Beehive Chapter 2 The Sound of Music are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Beehive Chapter 2 The Sound of Music.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Beehive
Chapter	Chapter 2
Chapter Name	The Sound of Music
Category	NCERT Solutions

TEXTUAL EXERCISES
(Page 20 & 25)

THINKING ABOUT THE TEXT
I. Answer these questions in a few words or a couple of sentences each.

1. How old was Evelyn when she went to the Royal Academy of Music ?
2. When was her deafness first noticed ? When was it confirmed ?

Answers

1. Evelyn was not even seventeen when she went to the Royal Academy of Music in London.
2. Her deafness was first noticed by her mother. It was when Evelyn was eight-year- old. By the time she was eleven it was confirmed.

II. Answer each of these questions in a short paragraph. (30-40 words).
1. Who helped her to continue with music ? What did he do and say ?
Or
Who helped Evelyn to continue with music ? What was his/her advice to Evelyn ? (CBSE)
2. Name the various places and causes for which Evelyn performs.

Answers

1. Ron Forbes, the percussionist, spotted her potential. He tuned two large drums to different notes. He said to Evelyn not to listen through her ears. She should listen through some other way instead.
2. She plays for the regular concerts. She also gives free concerts in prisons and hospitals.

III. Answer the question in two or three paragraphs. (100-150 words).

1. How does Evelyn hear music ?

Answers
1. Evelyn hears music not through her ears. But she hears it some other ways. She feels the higher drum from the waist up and the lower one from the waist down. She senses certain notes in different parts of her body. She has learnt to open her mind and body to various sounds and vibrations.

She says that the music pours in through every part of her body. It tingles in the skin, her cheekbones and even in her hair. Sometimes, she plays the xylophone. She can sense the sound passing up the stick into her fingertips. She can feel the resonance flowing into her body. She bares her feet on a wooden platform. She does so to let the vibrations pass through her bare feet and up her legs.

THINKING ABOUT THE TEXT
I. Tick the right answer :

1. The (shehnai, pungi) was a ‘reeded noisemaker’.
2. (Bismillah Khan, A barber, Ali Bux) transformed the pungi into a shehnai.
3. Bismillah Khan’s paternal ancestors were (barbers, professional musicians).
4. Bismillah Khan learnt to play the shehnai from (Ali Bux, Paigambar Bux. Ustad Faiyaaz Khan).
5. Bismillah Khan’s first trip abroad was to (Afghanistan, U.S.A., Canada).

Answers

1. pungi.
2. Ali Bux
3. professional musicians
4. Ali Bux
5. Afghanistan.

II. Find the words in the text which show Ustad Bismillah Khan’s feelings about the items listed below. Then mark a tick (✓) in the correct column. Discuss your answers in class.

Bismillah Khan’s feelings about	Positive	Negative	Neutral
1. teaching children music
2. the film world
3. migrating to the U.S.A.
4. playing at temples
5. getting the Bharat Ratna
6. the banks of the Ganga
7. leaving Benaras and Dumraon

Answers
Answers to be ticked as such are :

1. Positive
2. Negative
3. Negative
4. Neutral
5. Positive
6. Positive
7. Negative

Notes : Students can discuss these in the class, as desired with reference to what is given in the chapter.

III. Answer these questions in 30-40 words.

1. Why did Aurangzeb ban the playing of the pungi ?
2. How is a shehnai different from a pungi ? (CBSE)
3. Where was the shehnai played traditionally ? How did Bismillah Khan change this ?
4. When and how did Bismillah Khan get his big break ?
5. Where did Bismillah Khan play the shehnai on 15 August 1947 ? Why was the event historic ? (CBSE)
6. Why did Bismillah Khan refuse to start a shehnai school in the U.S.A. ?
7. Find at least two instances in the text which tell you that Bismillah Khan loves India and Benaras.

Answers
1. Aurangzeb banned the playing of the pungi for its sound. It had a shrill and unpleasant sound. It created noise only.

2. A shehnai is made of a natural hollow stem. It is longer and broader than the pungi. It has holes on the body of the pipe. It is played on with opening and closing these holes like a flute.

3. The shehnai was played traditionally in the Vishnu temple of Varanasi. His maternal uncle Ali Bux used to play the shehnai there. Bismillah Khan practised it in the temples of Balaji and Mangala Maiya. He changed it by creating Raagas in its playing.

4. Bismillah Khan got a big break. It was when he became a shehnai player on All India Radio. All India Radio was opened in Lucknow in 1938.

5. BismilHah Khan played the shehnai at the Red Fort in Old Delhi. He became the first Indian to greet the nation with his shehnai on August 15,1947. He played Raag Kafi to an audience there. It included Mahatma Gandhi and Pandit Jawaharlal Nehru.

6. He refused to start a shehnai school in the USA. It was because there was no Ganga there. The Ganga couldn’t also be taken up there. Whenever he was in the USA, he always missed seeing Hindustan.

7. Bismillah Khan loves India and Benaras much. He says that when he is in Mumbai, he thinks of Varanasi and the holy Ganga. When he is in a foreign land he keeps desiring to see Hindustan.

THINKING ABOUT LANGUAGE
I. Look at these sentences.

• Evelyn was determined to live a normal life.
• Evelyn managed to conceal her growing deafness from friends and teachers.

The italicised parts answer the questions : “What was Evelyn determined to do ?” and “What did Evelyn manage to do ?” They begin with a to-verb (to live, to conceal).

Complete the following sentences. Beginning with a to-verb, try to answer the questions in brackets.

1. The school sports team hopes …….. (What does it hope to do ?)
2. We all want ……… (What do we all want to do ?)
3. They advised the hearing-impaired child’s mother ……. (What did they advise her to do ?)
4. The authorities permitted us to ……. (What did the authorities permit us to do ?)
5. A musician decided to ……. (What did the musician decide to do ?)

Answers

1. to win
2. to succeed
3. to take her to a specialist
4. play
5. play a new Raaga

II. From the text on Bismillah Khan, find the words and phrases that match these definitions and write them down. The number of the paragraph where you will find the words/phrases has been given for you in brackets.

1. the home of royal people (1) ……….. .
2. the state of being alone (5) ……….. .
3. a part which is absolutely necessary (2) ……… .
4. to do something not done before (5) ……… .
5. without much effort (13) …….. .
6. quickly and in large quantities (9) …….. and …….. .

Answers

1. royal residence
2. solitude
3. an indispensable component
4. improvise
5. effortlessly
6. thick ; fast.

III. Tick the right answer.

1. When something is revived, it (remains dead/lives again).
2. When government bans something it wants it (stopped/started).
3. When something is considered auspicious, (welcome itlavoid it).
4. When we take to something, we find it (boring/interesting).
5. When you appreciate something, you (find it good and useful/find it of no use).
6. When you replicate something, you do it (for the first time/for the second time).
7. When we come to terms with something it is (still upsetting/no longer upsetting).

Answers

1. lives again
2. stopped
3. welcome it
4. interesting
5. find it good and useful
6. for the second time
7. no longer upsetting

WRITING
“If you work hard and know where you’re going, you’ll get there,” says Evelyn Glennie. You have now read about two musicians, Evelyn Glennie and Ustad Bismillah Khan. Do you think that they both worked hard ? Where did they want to ‘go’ ?
Answer these questions in two paragraphs, one on each of the two musicians.

Answers
Yes, I think they worked really very hard in their lives. Evelyn became deaf in her early age. This could be a great physical handicap. But she didn’t feel disheartened. She worked like a workaholic. She achieved worldwide recognition. She herself admitted that she had to work often harder than a classical musician. While as a young girl, Evelyn noticed a girl playing a xylophone. She decided there and then that she wanted to play it too. Soon she realized her wish. Through hard work she captured most of the top awards.

Bismillah Khan too worked very hard. He used to sit practising throughout the day. He would sit at the banks of the Ganga and practise in solitude. He felt inspired from the Ganga to invent new ragas. Bismillah Khan’s hard work brought him the country’s highest civilian award the ‘Bharat Ratna’. This is the maximum that an artist can go to.

We hope the NCERT Solutions for Class 9 English Beehive Chapter 2 The Sound of Music help you. If you have any query regarding NCERT Solutions for Class 9 English Beehive Chapter 2 The Sound of Music, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Moments Chapter 7 The Last Leaf are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Moments Chapter 7 The Last Leaf.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Moments
Chapter	Chapter 7
Chapter Name	The Last Leaf
Category	NCERT Solutions

NCERT Solutions for Class 9 English Moments Chapter 7 The Last Leaf

TEXTUAL EXERCISES
(Page 48)

Think About It

Question 1.
What is Johnsy’s illness ? What can cure her, the medicine or the willingness to live ?
Or
How could Johnsy’s life be saved ? (CBSE)
Answer:
Johnsy’s illness is purely psychological. She has got a silly thought. She would die with the fall of the last leaf on the ivy creeper. No medicine can cure this kind of disease. Only a strong will-power can cure. In her case it is her willingness to live that can cure her.

Question 2.
Do you think the feeling of depression Johnsy has is common among the teenagers ?
Answer:
I think that the feeling of depression which Johnsy has is common among the teenagers. But it depends on the situations of life. If the teenagers have got Johnsy’s conditions, they may have this feeling. If they live in a family and are strong-willed, this depression may not be in them.

Question 3.
Behrman has a dream. What is it ? Does it come true ?
Answer:
Behrman has a dream. It is that he wants to paint a masterpiece. He is an old man and a painter. But so far he has not been successful to paint this. But in Johnsy’s illness, he paints this masterpiece in the leaf. However, he dies in doing so.

Question 4.
What is Behrman’s masterpiece ? What makes Sue say so ?
Answer:
Behrman’s masterpiece is the painted leaf on the wall. It has saved Johnsy’s life, though it cost him his own life. After looking at it, Johnsy gets a willingness to live. She is all right now. This makes Sue say that Behrman at last painted his masterpiece in that ‘leaf. It’ was a masterpiece in the sense also that it had saved Johnsy’s life.

We hope the NCERT Solutions for Class 9 English Moments Chapter 7 The Last Leaf help you. If you have any query regarding NCERT Solutions for Class 9 English Moments Chapter 7 The Last Leaf, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Moments Chapter 6 Weathering the Storm in Ersama are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Moments Chapter 6 Weathering the Storm in Ersama.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Moments
Chapter	Chapter 6
Chapter Name	Weathering the Storm in Ersama
Category	NCERT Solutions

NCERT Solutions for Class 9 English Moments Chapter 6 Weathering the Storm in Ersama

TEXTUAL EXERCISES
(Page 42)

Think About It

Question 1.
What havoc has the super cyclone wreaked in the life of the people of Orissa ?
Or
Describe the aftermath of the devastating super cyclone. (CBSE 2017)
Answer.
The super cyclone uprooted the trees. It had also destroyed all crops and the buildings. The water entered the houses and fields. There was water and water everywhere. Strong winds blew. They beat the houses with great fury. It rained and rained continuously.

Question 2.
How has Prashant, a teenager, been able to help the people of his village ?
Or
How did Prashant, a teenager, help the people of his village ? (CBSE)
Or
How did Prashant help the villagers ? (CBSE)
Answer.
Prashant is a teenager. He brings a large number of orphan children together. He puts up a polythene sheet shelter for them. He asks women of his village to look after them. He lays the children on the sand with utensils on their stomachs. The helicopters see them. Then they throw food items.

Question 3.
How have the people of the community helped one another ? What role do the women of Kalikuda play during these days ?
Answer.
The people of the community help one another through cooperation. They gather together the orphan children. They build a polythene shelter for them. Men secure food and materials for the shelter. Women work in the food-for-work programme of the Non-Government Organisation.

Question 4.
Why do Prashant and other volunteers resist the plan to set up institutions for orphans and widows ? What alternatives do they consider ?
Answer.
Prashant and other volunteers resist the plan to set up institutions for orphans and widows. They feel that in them the children would grow without love. Women will suffer from stigma and loneliness. These would be bad for their proper and normal growth. They feel that orphans should be resettled in their own community itself.

Question 5.
Do you think Prashant is a good leader ? Do you think young people can get together to help people during natural calamities ?
Answer.
I think that Prashant is a good leader. He organises all together to face the super cyclone’s ruin. He becomes a kind of saviour for these cyclone-hit people of Ersama. I also think that young people can surely get together. They can help people during natural calamities like Prashant.

We hope the NCERT Solutions for Class 9 English Moments Chapter 6 Weathering the Storm in Ersama help you. If you have any query regarding NCERT Solutions for Class 9 English Moments Chapter 6 Weathering the Storm in Ersama, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Beehive Poem Chapter 4 The Lake Isle of Innisfree are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Beehive Poem Chapter 4 The Lake Isle of Innisfree.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Beehive (poem)
Chapter	Chapter 4
Chapter Name	The Lake Isle of Innisfree
Category	NCERT Solutions

NCERT Solutions for Class 9 English Beehive Poem Chapter 4 The Lake Isle of Innisfree

I. COMPREHENSION QUESTIONS

Read the extracts given below and answer the questions that follow each :

1. will arise and go now, and go to Innisfree,
And a small cabin build there, of clay and wattles made :
Nine bean-rows will I have there, a hive for the honeybee,
And live alone in the bee-loud glade. (Page 54) (Imp.)

Questions

(a) What shall the poet build at Innisfree to live in ?
(b) What shall he have there ?
(c) How shall he live there ?
(d) Give the rhyme scheme in this stanza.

Answers

(а) The poet shall build a small cabin of clay and fence.
(b) He shall have nine beam-rows and a honey beehive.
(c) He shall live there alone in that glade.
(d) It is ab ab.

2. And I shall have some peace there, for peace comes dropping slow
Dropping from the veils of the morning to where the cricket sings :
There midnight’s all a glimmer, and noon a purple glow,
And evenings full of the linnet’s wings. (Page 54) (CBSE 2017)

Questions

(a) When shall the poet experience ‘peace’ ?
(b) What will T get there ?
(c) What will the evening give to the poet ?
(d) What is the meaning of ‘glimmer’ ?

Answers

(a) The poet shall experience ‘peace’ during the morning when the cricket shall sing.
(b) ‘I’ that is the poet, shall get ‘peace’ in the morning with the cricket’s singing.
(c) Evenings will be full of the linnet’s wings.
(d) “It is ‘shine’.

3. I will arise and go now, for always night and day
I hear the lake water lapping with low sounds by the shore ;
While I stand on the roadway, or on the pavements grey,
I hear it in the deep heart’s core. (Page 54) (V. Imp.)

Questions

(a) Where will the poet go ?
(b) What does he hear now ?
(c) Where does he stand ?
(d) How does the poet hear it ?

Answers

(a) The poet will go to the lake Isle of Innisfree.
(b) He hears the low sounds of lake water lapping its shore.
(c) He stands on the roadway or on the gray pavements.
(d) The poet hears it in the core of his heart.

II. TEXTUAL QUESTIONS
(Page 54)

Thinking About the Poem

I. 1. What kind of place is Innisfree ? Think about :

1. the three things the poet wants to do when he goes back there (stanza I);
2. what he hears and sees there and its effect on him (stanza II);
3. what he hears in his “heart’s core” even when he is far away from Innisfree (stanza III).

2. By now you may have concluded that Innisfree is a simple, natural place, full of beauty and peace. How does the poet contrast it with where he now stands ? (Read stanza III.)

3. Do you think Innisfree is only a place, or a state of mind ? Does the poet actually miss the place of his boyhood days ?

Answers :

1. It is a place where nature is beautiful, alive and full of life.
(i)

(a) He will build a small cabin of clay and fence.
(b) He will have nine-bean rows.
(c) He will have a hive for the honeybees.

(ii) He will hear peace come dropping. He will hear the cricket sing. He will see the midnight shine. Noon purple shall glow. Evenings will be full of linnet’s wings.

(iii) He hears the lake water lapping the shore with low sounds.

2. The Innisfree is a beautiful place. It is full of peace. The crickets sing here. The midnights shine here. The noons have a purple glow. The evenings have linnets flying. He stands on the roadway or the pavement. The pavement is grey. ‘Grey’ symbolises dryness and decay. Thus there is a sharp contrast between this place and Innisfree.

3. It is a place which is full of beauty and peace. The physical features of the place prove that it is an actual place. The poet actually misses it. He has a deep desire to go to this place. He longs to live there.

II. 1. Look at the words the poet uses to describe what he sees and hears at Innisfree

1. bee-loud glade
2. evenings full of the linnet’s wings
3. lake water lapping with low sounds What pictures do these words create in your mind ?

2. Look at these words;
… peace comes dropping slow
Dropping from the veils of the morning to where the cricket sings
What do these words mean to you ? What do you think “comes dropping slow … from the veils of the morning” ? What does “to where the cricket sings” mean ?

Answers

1.
(i) The picture that comes to my mind is of the green glade. There is natural pence and beauty around. There is a honey comb. The honey bees hum over and around it.
(ii) The picture is of the linnet’s fluttering its wings and sitting in the tree. The scene becomes lovely when more linnets come to a tree. They flutter and fly here. They create a pleasant sound.
(iii) It is a lovely scene when the lake water forms waves. These waves strike the lake’s shore. They create a pleasant murmuring sound. The natural beauty of the place adds pleasure to the scene.

2. These words mean the peace coming from all around when morning comes. The singing of the cricket is pleasant. It adds sweetness to this peace.

The cricket sings merrily to greet the morning. It may be singing a love song for its mate.

We hope the NCERT Solutions for Class 9 English Beehive Poem Chapter 4 The Lake Isle of Innisfree help you. If you have any query regarding NCERT Solutions for Class 9 English Beehive Poem Chapter 4 The Lake Isle of Innisfree, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 4 Life Skills are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 4 Life Skills.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 6 Chapter 4
Chapter Name	Life Skills
Category	NCERT Solutions

CBSE Class 9 English Main Course Book Unit 6 Children Chapter 4 Life Skills

Question 1.
Read the following and share your feelings with the class.

SELF AWARENESS :
Knowing your strengths and weaknesses will help you succeed.

Knowing our strengths helps us in acknowledging our success as well as appreciating our capacity to do something with or without support from others. This gives us a sense of well being and we are able to learn new skills and develop assets, thereby developing our confidence. Confident people attract friends and other stable relationships.In due course we are ready to accept various challenges with the right kind of investment of energy towards task completion. Knowing our weaknesses helps us in accepting our limitations, and developing a willingness to take help when offered and enabling us to overcome our deficits. This paves way to expansion of skills and qualities, which prove useful in the long run. It is worthwhile to introspect and reflect so as to realise our potential. This helps to bring about a change in us and we are able to meet challenges.

If Shreya had introspected or had been helped by her parents or teachers to reflect on herself, she would have understood her positive and negative qualities, her likes, dislikes, strengths, weaknesses, feelings, emotions, outlook, choices, values and attitude towards life. Self-awareness paves the way to progress with respect to relationships, academic success, professional and personal fulfillment.

Adapted from The Quest,
The Hindu.

Answer :
No question asked.

Question 2.
Copy the worksheet in your notebooks and work in pairs to complete the worksheet to know all about yourself. This will enable you to discover your hidden strengths, work on your weakneses, and develop your personality. Johari Window Work Sheet

Answer :
This activity is to be done at class level under the supervision and guidance of the class teacher. Students to collect information in pairs on various points given in the box. This is a kind of‘play’ to be enacted by the students at class level. The points are to be transferred from the Johari window activity worksheet to the table given below as given in the box.

Question 3.
Several youngsters have problems in dealing with their parents. With your partner, discuss the difference in views and complete the table below. Sometimes there may be no contradiction between the two views.

Answer :

Question 4.
In pairs, choose one topic from the table in Question 3. Imagine that you and your parents are expressing your views on the topic. Use your notes from the table and write out the dialogue that would take place. Make it funny ! Speak your dialogue with the rest of the class.
Answer :
We have taken one topic from the above topics, viz. Study now, it’s time (similar to how much we study) to give a Sample answer, as desired. Students can practise themselves on other topics on these lines as given in the Sample answer.

Study now, it’s time

Ashish, now that you have been home for a week for summer vacation, start studying. ‘I shall start studying after a month.’ ‘What about your homework ? If you start late, you won’t be able to cope with the load of work then. Besides, you are to take up the term examination after the summer vacation is over.’

‘Mummy, there, is no need to hurry up. I shall manage all.’ ‘But, your credit card shows that you don’t fare well.’ ‘I rank 30th in a class of 50 students. Besides, I don’t see any need to get to the top bracket since there won’t be any jobs after completing my education.’

‘This is not the question of jobs. You know that boys who work hard get to the top places, career-wise, in their lives. Work always gets rewarded’. ‘Our senior Manish was a fool. He always trailed in the class. Yet he has got a lucrative post because of his father’. ‘We can’t match him or his father. Besides, we can’t pay any money for securing a job. Suresh of our locality was industrious from the beginning. He persisted in his efforts and now he is in a Medical College, of course,topping the list always’.

‘You demoralise me by giving such examples. I feel belittled. You treat me like a kid, brainless child.’ ‘It is not a question of demoralising you nor do I treat you like that. What I mean is that you must know the reality of life, of the family and our  growing old age. Your father will soon retire and we have to marry Reena and Madhu also’. ‘What that has got to do with me ?’ Why didn’t you think of it before you bro me or them ?

‘Perhaps, you misinterpret. I never meant to hurt your sentiments. Your father and I expect you to rise up in your life and progress well. Hard work only can help you in making a good career. You know that energetic and hard-working young men always succeed. Time once lost can never come back. Only another day shall arrive’.

‘All right, if you insist, I shall start after another week. But that will mean spoiling my week of vacation. Vacations always mean viewing a lot of TV, playing, sleeping, hearing music for concentration and gossiping. But you people, do not know it all’.

‘I regret I hurt your feelings. But your father and I had a lurking fear that some bad company shall spoil you. And you are not what we wanted to see you! However, it is never too late to mend.’

Question 5.
Ravi has a problem, so he asks his friends for advice. Read the conversation below and underline the expressions that are used for giving advice. (This could be done as role-play).
Ravi : My neighbours play very loud music, which disturbs me when I’m studying.
Mohan : Why don’t you try persuading them to turn down the volume ?
Mohan : If that doesn’t work you could think of changing your study time.
Raghim : Why should Ravi have to do that ? He really ought to report such anti-social behaviour to the police.
Shaila : Before taking drastic action like that, I would advise you to sort it out amicably with your neighbours.
Rahim : If I were you, I would play my music even louder !
Mohan : That won’t solve his problem. Ravi, I think you should ask your father to take it up with your neighbours.
Answer :
Ravi : My neighbours play very loud music, which disturbs me when I’m studying.
Mohan : Why don’t vou trv persuading them to turn down the volume ?
Shaila : If that, doesn’t work vou could think of changing your study time.
Rahim : Why should Ravi have to do that ? He really ought to report such anti – social behaviour to the police.
Shaila : Before taking a drastic action like that I would advise vou to sort it out amicably with vour neighbours.
Rahim : If I were you. I would play my music even louder !
Mohan : That won’t solve his problem. Ravi, I think vou should ask vour father to take it up with vour neighbours.

Question 6.
In groups of four, use the language used in Question 5 to give advice in the following situations :

Answer :
1. I think you should take your mother into confidence and explain the situation with a cool mind. Do let her know of your embarrassing position. You really ought to tell her everything frankly.
2. You really ought to feel a bit ashamed of your activity. But it is never too late to reform yourself. I would advise you to admit your guilt before your mother at once. Mothers are always the real friends and one’s well-wishers. They will always be loving their children howsoever they may spoil themselves.
3. I think you should write to your friend a very polite letter explaining your desire to make amends. You could do so by inviting him over a cup of tea or coffee at a convenient place. Or why don’t you send some of your friends, who are very intimate with your friend also, to tell about your wish ?

Question 7.
You are on the editorial board for the column ‘Your Problems’ in The Teenager magazine. You have received these two letters asking for your advice. (They appear to have come from the same family.)


In pairs, decide what advice to give to each of them. Then write one letter each, so that both father and son get a reply from The Teenager. Remember to use some of the language in Question 5.
Answer :
We have received two letters from a father and a son.The father is disturbed because of his son’s obsession with western music, his wearing ultra-mod dresses and eating ‘junk-food’.The son does not like his father’s calling the music ‘jarring’ one.He resents when the latter ‘advises’ him. This is a case of generation gap. We feel the father should also restrain himself. His over enthusiasm might lead to some bad and undesirable consequences. The father must plan ways and means to create in his son a liking for Indian music. We would advise that he should get the version of the ‘junk food’ prepared frequently a home. Then he could ask his son to eat that with him too. The son may start liking home-made food than the outside one. Career-oriented talks in a loving and affectionate environment would surely boost his son’s inspiration. He may talk of great men in between as examples.

The son must also think that, perhaps, no father in the world thinks bad of his children. A father puffs with pride when his son/s becomes/become something. What makes a man, rather a young man, smart and modern, is not wearing faded jeans, gaudy T-shirts or eating hot stuff. A sober dress has its own appeal. Decorating the walls with full blown posters never inspires. He really ought to select which western music gives him pleasure. But he should also try to derive joy in Indian music too.We advise both of them to have love for each other.
Yours sincerely,
The Teenager,
Avanti,
Editor.

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 4 Life Skills help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 6 Children Chapter 4 Life Skills, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Beehive Chapter 1 The Fun They Had are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Beehive Chapter 1 The Fun They Had.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Beehive
Chapter	Chapter 1
Chapter Name	The Fun They Had
Category	NCERT Solutions

NCERT Solutions for Class 9 English Beehive Chapter 1 The Fun They Had

TEXTUAL EXERCISES
(Page 10)

THINKING ABOUT THE TEXT
Activity : Calculate how many years and months ahead from now Margie’s diary entry is.

Answer:
Margie’s diary entry is 13 days and 149 years ahead as on 4 May, 2008.

I. Answer these questions in a few words or a couple of sentences each.

1. How old are Margie and Tommy ?
2. What did Margie write in her diary ?
3. Had Margie ever seen a hook before ?
4. What things about the book did she find strange ?
5. What do you think a telebook is ?
6. Where was Margie’s school ? Did she have any classmates ?
7. What subjects did Margie and Tommy learn ?

Answers

1. Margie was eleven and Tommy was thirteen years old.
2. She wrote in her diary : Today (17 May, 2157) Tommy found a real book’.
3. No, Margie had never seen a book before. If she had, she could not have written the sentence in her diary.
4. She found its yellow and wrinkled pages strange. She also found the words strange. It was so as they stood still instead of moving.
5. A telebook is a book meant only for television. It is what moves on a television screen having the qualities of a book.
6. Margie’s school was her own room. Her mechanical teacher (computer) was placed therein to teach her. She did not have any classmates.
7. Margie learnt Geography and Mathematics. Tommy learnt History and Mathematics.

II. Answer the following with reference to the story.
1. “I wouldn’t throw it away.”

1. Who says these words ?
2. What does ‘it’ refer to ?
3. What is it being compared with by the speaker ?

2. “Sure they had a teacher, but it wasn’t a regular teacher. It was a man.”

1. Who does ‘they’ refer to ?
2. What does ‘regular’ mean here ?
3. What is it contrasted with ?

Answers
1. (i) Margie says it.
(ii) ‘It’ refers to the book.
(iii) It is being compared with the television screen or the telebook.
2. (i) ‘They’ refers to Tommy’s grandfather’s grandfather.
(ii) ‘Regular’ here means who is present daily and is never absent.
(iii) It is contrasted with a television teacher (mechanical teacher).

III. Answer each of these questions in a short paragraph (about 30 words).
1. What kind of teachers did Margie and Tommy have ?
Or
Describe the teachers Margie and Tommy had. (CBSE)
2. Why did Margie’s mother send for the County Inspector ? (CBSE)
3. What did he do ?
4. Why was Margie doing badly in geography ? What did the County Inspector do to help her ? (CBSE)
5. What had once happened to Tommy’s teacher ? (CBSE)
6. Did Margie have regular days and hours for school ? If so, why ?
Or
Did Margie have regular days and hours for school ? Why or why not ? (CBSE)
7. How does Tommy describe the old kind of school ? (CBSE 2017)
8. How does he describe the old kind of teachers ?

Answers
1. They had mechanical teachers in the form of television or computer teachers. It was the year 2157. Science had replaced ‘men’ teachers with ‘computer’ teachers.

2. She sent for the County Inspector. Margie’s mechanical teacher had been giving trouble in its Geography sector. It had been too quick. Margie couldn’t follow it.

3. He visited Margie’s home. He took away the mechanical teacher. He set its Geography level equal to Margie’s mental level. It was there before Margie to learn from.

4. Margie had been doing badly because the Geography sector had been too quick for her to follow. Margie’s mental level was not in tune with it. The County Inspector came. He checked the mechanical teacher. Then he reset the mechanical teacher’s mental level equal to that of Margie.

5. The History sector of Tommy’s mechanical teacher had blanked out completely. So they took it away for nearly a month. Tommy relaxed for that period without any worry.

6. Yes, Margie had regular days and hours for school. It is clear in her mother’s calling her to ‘study’ then. Tommy had been to her house then.

7. He describes that they had a special building. All the kids went there. They learned the same thing. They helped each other in that. They laughed and shouted in the schoolyard. They sat together in the schoolroom. Thus, they had a great fun together.

8. He describes the old teachers by saying that they didn’t live in the house. They had a special building.. They went there. They gave the boys and girls homework. They asked them questions. They were human beings.

IV. Answer each of these questions in two or three paragraphs (100-150 words).

1. What are the main features of the mechanical teachers and the schoolrooms that Margie and Tommy have in the story ? (CBSE)
2. Why did Margie hate school ? Why did she think the old kind of school must have been fun ?
3. Do you agree with Margie that schools today are more fun than the school in the story ? Give reasons for your answer. (CBSE)

Answers
1. The main features of the mechanical teachers and the schoolrooms are that they are computers with screens. They are fixed in their schoolrooms. When there is time to study, both Tommy and Margie sit before them. Then they switch on them. Then their lessons appear on the screen.

These mechanical teachers have slots at appropriate places. They flash on their screens. Margie or Tommy inserts her/his homework into the slot. It is evaluated by them through punch code system. Then it is given back to them. By this they are assessed of their progress in their studies.

These mechanical teachers have subjects like Geography, Mathematics and History. The subjects are made equal to the mental levels of each and every child. Margie is doing bad in Geography because it is too fast. The County Inspector sets it right equal to Margie’s mental level.

2. Margie hated school because her ‘school’ was the mechanical teacher. It had been fixed in her schoolroom. She had to sit alone at the fixed time and do sums or learn things. Her hatred was more due to the Geography sector. It had gone too quick. Secondly, Margie’s mental level was not upto that mark. So she had been facing problems with Geography. The County Teacher set it right as per her mental level.

But behind her hatred was a valid reason. It was that she had no company of boys and girls of her age. Every boy and girl in her neighborhood studied like that, in their dwn studyrooms. There were no schools as there are today. She learnt about such schools. It increased her hatred for her mechanical teacher more and more.

3. Yes, it is true that schools today are more fun than the school in the story. This school is nothing but a computer with a screen and a slot. Its instructions flash on its screen. It asks what to do and what not to do. It also tells her how to put the homework. There is no human interaction.

But in the schools today, kids of the same age go to schools in neighborhood. They go to them laughing and shouting. They play together. They enjoy their stay at school. They go home together at the end of the day. They learn the same thing. Thus they can help one another on the homework. They can talk about it also. Thus they do not feel lonely and bored. They play together and enjoy the fun of being together.

THINKING ABOUT LANGUAGE
I. Adverbs
Read this sentence taken from the story :
They had once taken Tommy’s teacher away for nearly a month because the history sector had blanked out completely.
The word complete is an adjective. When you add, -ly to it, it becomes an adverb.
1. Find the sentenced in the lesson which have the adverbs given in the box below.

1. awfully
2. sorrowfully
3. completely
4. loftily
5. carefully
6. differently
7. quickly
8. nonchalantly

Answers
awfully … and it was awfully funny … (para 1)
sorrowfully … until her mother had shaken her head sorrowfully … (para 3)
completely … the history sector had blanked out completely (para 5)
loftily He added loftily … (para 6)
carefully … pronouncing the word carefully, … (para 6)
differently … each kid has to be taught differently. (para 8)
quickly I didn’t say I didn’t like it’, said Margie quickly. (para 8)
nonchalantly ‘May be’, he said nonchalantly. (para 9)

2. Now use these adverbs to fill in the blanks in the sentences below.

1. The report must be read ……… so that performance can be improved.
2. At the interview, Sameer answered our questions ………., shrugging his shoulders.
3. We all behave ……… when we are tired or hungry.
4. The teacher shook her head ……… when Ravi lied to her.
5. I …….. forgot about it.
6. When I complimented Revathi on her success, she just smiled ……. and turned away.
7. The President of the Company is ……. busy and will not be able to meet you.
8. I finished my work …… so that I could go out to play.

Answers

1. loftily
2. carefully
3. differently
4. sorrowfully
5. completely
6. nonchalantly
7. awfully
8. quickly

Remember:
An adverb describes action. You can form adverbs by adding -ly to adjectives.
Spelling Note : When an adjective ends in -y, the y changes to i when you add -ly to form an adverb.
For example : angr-y → angr-i-ly

3. Make adverbs from these adjectives.

1. angry ……
2. happy …..
3. merry …..
4. sleepy ……
5. easy ……
6. noisy ……
7. tidy ……
8. gloomy …….

Answers

1. angry – angrily
2. happy – happily
3. merry – merrily
4. sleepy – sleepily
5. easy – easily
6. noisy – noisily
7. tidy – tidily
8. gloomy – gloomily

II. If Not and Unless

• Imagine that Margie’s mother told her, ‘You’ll feel awful if you don’t finish your history lesson.”
• She could also say : ‘You’ll feel awful unless you finish your history lesson.”

Unless means if not. Sentences with unless or if not are negative conditional sentences.
Notice that these sentences have two parts. The part that begins with if not or unless tells us the condition. This part has a verb in the present tense (look at the verbs don’t finish, finish in the sentences above).
The other part of the sentence tells us about a possible result. It tells us what will happen (if something else doesn’t happen). The verb in this part of the sentence is in the future tense (you ’ll feel/you will feel).
Notice these two tenses again in the following examples :

Complete the following conditional sentences. Use the correct form of the verb.

1. If I don’t go to Anu’s party tonight, ……
2. If you don’t telephone the hotel to order food, ……
3. Unless you promise to write back, I ……..
4. If she doesn’t play any games, …….
5. Unless that little bird flies away quickly, the cat ……

Answers

1. If I don’t go to Anu’s party tonight, she will be angry.
2. If you; don’t telephone the hotel to order food, you may go hungry.
3. Unless you promise to write back, I will stay here.
4. If she doesn’t play any games, she will be unhealthy.
5. Unless that little bird flies away quickly, the cat will catch it.

WRITING
A new revised volume of Isaac Asimov’s short stories has just been released. Order one set. Write a letter to the publisher, Mindfame Private Limited, 1632 AsafAli Road, New Delhi, requesting that a set be sent to you by Value Payable Post (VPP), and giving your address. Your letter will have the following parts.

• Addresses of the sender and receiver
• The salutation
• The body of the letter
• The closing phrases and signature

Note. These days commas are not used after “Dear Sir/Madam’ or Tours sincerely’ or in dates.

Answers
1212, Sector 14
Urban Estate
Gurgaon
Date : 15 April, 20xx
M/s. Mindfame Private Limited
1632, Asaf Ali Road
New Delhi

Dear Sir

I have come to know that you have just released a new revised volume of Isaac Asimov’s short stories. I hereby place an order for one set for the same. Kindly send it by Value Payable Post (VPP) at the address given above.

Yours sincerely .
Yashdev

SPEAKING
In groups of four discuss the following topic.
‘The Schools of the Future Will Have No Books and No Teachers !”
Your group can decide to speak for or against the motion. After this, each group will select a speaker to present its views to the entire class.
You may find the following phrases useful to present your argument in the debate.

• In my opinion …..
• I/we fail to understand why ……
• I wholeheartedly support/oppose the view that ….
• At the outset let me say …..
• I’d/we’d like to raise the issue of/argue against …..
• I should like to draw attention to …..
• My/our worthy opponent has submitted that …..
• On the contrary ……
• I firmly reject ……

Answers
Note: Students to do as desired. For a full speech they may expand the following points for and against the motion.
For the motion

1. Future to be exclusively scientifically and technologically more and more advanced.
2. Life to depend heavily on latest gadgetry.
3. New experiments in all fields including education.
4. Future schools to have no books, no teachers.
5. Concentration of mind more and more.
6. Knowledge widespread, more advanced.
7. Human teachers to be replaced by mechanical ones.
8. Each student’s mechanical teacher to be upgraded as per the mental calibre.
9. Individual talents to be sharpened to make him or her utility oriented.
10. An important step in scientific progress.

Against the motion

1. Future to be governed and controlled by scientific, electronic or technological gadgetry.
2. Human side of life totally absent.
3. All human beings like machine tools.
4. Interaction among them at human, social, emotional level to be negligible.
5. Schools and human teachers absent but their absence to be felt greatly.
6. Human beings’ growth at human level to be zero.
7. They would exist as human beings. But won’t know emotions of fellow-feeling, sympathy, pity, mercy, love, likes/dislikes.
8. These emotions very necessary for balanced growth of human personality.
9. So future bleak and bad for humans in such an age of science and technology.
10. ‘Old is Gold’ saying to be missed greatly.

We hope the NCERT Solutions for Class 9 English Beehive Chapter 1 The Fun They Had help you. If you have any query regarding NCERT Solutions for Class 9 English Beehive Chapter 1 The Fun They Had, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 Social Science Geography Chapter 6 Population

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science Geography Chapter 6 Population.

Question 1.
Choose the right answer from the four alternatives given below.

(i) Migrations change the number, distribution and composition of the population in:
(a) the area of departure
(b) the area of arrival
(c) both the area of departure and arrival
(d) none of the above
Ans:
(c) both the area of departure and arrival

(ii) A large proportion of children in a population is a result of:
(a) high birth rates
(b) high life expectancies
(c) high death rates
(d) more married couples
Ans:
(a) high birth rates

(iii) The magnitude of population growth refers to
(a) the total population of an area
(b) the number of persons added each year
(c) the rate at which the population increases
(d) the number of females per thousand males
Ans:
(b) the number of persons added each year

(iv) According to the Census, a “literate” person is one who
(a) can read and write his/her name
(b) can read and write any language
(c) is 7 years old and can read and write any language with understanding
(d) knows the 3 R’s (reading, writing, arithmetic)
Ans:
(c) is 7 years old and can read and write any language with understanding.

Question 2.
Answer the following questions briefly.
(i) Why is the rate of population growth in India declining since 1981?
(ii) Discuss the major components of population growth.
(iii) Define age structure, death rate and birth rate.
(iv) How is migration a determinant factor of population change?
Answer:
(i) Since 1981, the rate of population growth started declining gradually due to a reduction in the birth rates. This has been due to the efforts at birth control.
(ii) The major components of population growth are:

• Birth rate is the number of live births per thousand persons in a year. It is a major component of growth because in India, birth rates have always been larger than death rates.
• Death rate is the number of deaths per thousand persons in a year. The main cause of the rate of growth of the population has been the rapid decline in death rates.
• Migration is the movement of people across regions and territories. Migration can be internal or international.

(iii) Age Structure refers to the number of people in different age groups in a country. The population of a nation is divided into three categories:

• Children (below 15 years)
• Adults/working population (15-59 years)
• Aged (above 60 years)

Death rate: It is the number of deaths per thousand persons in a year.
Birth rate: It is the number of births per thousand persons in a year.

(iv) Migration is the movement of people across regions and territories. It not only changes the population size but also the population composition of urban and rural populations in terms of age and sex composition. In India, the rural-urban migration has resulted in a steady increase in the percentage of population in cities and towns. Thus, migration plays a very significant role in changing the composition and distribution of population.

Question 3.
Distinguish between population growth and population change.
Answer:

Population Growth	Population Change
(i) Growth of population refers to change in the number of people of a country during a specific period of time. (ii) It tells the increase or decline of population in numbers.	(i) It refers to the change in population due to birth rate, death rate and migration. (ii) It tells the changes in the population in terms of age and sex composition and distribution.

Question 4.
What is the relation between occupational structure and development?
Answer:
The distribution of the population according to different types of occupations is referred to as the occupational structure which are classified as primary, secondary and tertiary. The primary activities include building and constructional work and tertiary activities cover transport, communication, commerce, administration, etc. The proportion of people engage in different activities varies in developed and developing countries. Developed nations have a high proportion of people in secondary and tertiary activities. Developing countries have a higher proportion of the workforce engaged in primary activities. In India there has been a shift in favour of secondary and tertiary sectors because of growing industrialisation and urbanisation.

Question 5.
What are the advantages of having a healthy population?
Answer:
The advantages of having a healthy population are as follows.

• A healthy population can provide welfare and well being of a society.
• A healthy population can boost up development process of a nation.
• A healthy population bear healthy mind to be responsible and contribute to develop resources.

Question 6.
What are the significant features of the National Population Policy 2000?
Answer:
The main features of India’s National Population Policy are:

• To improve the quality of the life of the people. The Family Planning Programme and the family welfare programmes have been introduced to improve individual’s health and welfare.
• This policy provides free and compulsory school education upto the age of 14 years and reducing drop-outs at the primary and secondary levels.
• Preventing child marriages.
• Preventing and controlling diseases and immunising all children against all vaccine preventable diseases.

Hope given NCERT Solutions for Class 9 Social Science Geography Chapter 6 are helpful to complete your homework.

If you have any doubts, please comment below. Learn Insta try to provide online tutoring for you.

 

NCERT Solutions for Class 9 English Literature Chapter 3 The Man Who Knew Too Much are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Literature Chapter 3 The Man Who Knew Too Much.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Literature
Chapter	Chapter 3
Chapter Name	The Man Who Knew Too Much
Number of Questions Solved	9
Category	NCERT Solutions

NCERT Solutions for Class 9 English Literature Chapter 3 The Man Who Knew Too Much

TEXTUAL EXERCISES
(Page 22)

Question 1.
With your partner, discuss and narrate an incident about a person who likes to show off.
Check whether your classmates agree with you.
Answer
Mainly for class level. One such incident is given below :
Last year we had Preeti in our class. Now she has left the school. Preeti was very showy by nature. She belonged to a rich family and had, perhaps, inherited this trait. She always wanted to demonstrate that she was the ultimate genius. So she always spoke before the teacher spoke while teaching. She was snubbed many a time. But she never mended her habits of poking her nose in everybody’s affairs.

After a few months, a new English teacher came. He had a vast knowledge and was, in fact, a master of literature. He taught by precepts and examples. Preeti went on with her habits. One day out of irritation, he called Preeti to him. He then asked her to teach a particular portion of the textbook which had depth of thought. Preeti rose to teach but she fumbled horribly. The whole class roared with laughter and ridicule. This set at rest Preeti’s showing off for sometime.

Question 3.
The ‘Professor’ knew too much. How did he prove himself ? Fill up the space with suitable examples from the story, using the given clues :

1. about muzzle velocity : _____
2. after a thirty mile walk : _____
3. his salute on payday : ______
4. the loud sound of a high flying invisible aeroplane : _______
5. about hand grenades : _______
6. during cook house duties :. _______

Answer

1. He gave the exact speed of the bullet leaving the rifle after being fired.
2. He didn’t feel tired even after thirty mile walk. He would ask then if he could sing a song. It was to show off that thirty mile walk hadn’t tired him.
3. When he saw officers he would swing his arms to salute them. Then he would march to the canteen like a Guardsman.
4. He judged the aeroplane without looking at it and recognising its model or make. He told at once that it was a North American Harvard Trainer. Not only this. He also told its droning sound rose due to the airscrew.
5. One summer afternoon Corporal Turnbull was speaking on hand grenades. He told the squad that a grenade’s outside was divided up into a large number of fragments. It was to assist segmentation. Private Quelch at once spoke that these fragments were forty-four amazing the Corporal. This irritated the Corporal. But he controlled his irritation and asked him to deliver the lecture. Private Quelch delivered a fine lecture on hand grenades.
6. During cookhouse duties he made the three cooks stand against the wall. He then showed his disagreement with the peeling of potatoes. He told them that the method the potatoes were peeled caused much loss in their vitamin values.

Question 4.
Based on your reading of the story, answer the following questions by choosing the correct options.
(a) Private Quelch was nick-named ‘Professor’ because of ____

1. his appearance.
2. his knowledge.
3. his habit of reading.
4. his habit of sermonising.

(b) One could hammer nails into Corporal Turnbull without his noticing it because ____

1. he was a strong and sturdy man.
2. he was oblivious to his surroundings.
3. he was a brave corporal.
4. he was used to it.

(c) The author and his friend Trower fled from the scene as _____

1. they had to catch a train.
2. they could not stand Private Quelch exhibiting his knowledge.
3. they felt they would have to lend a helping hand.
4. they did not want to meet the cooks.

Answer
(a) 2
(b) 1
(c) 2

Question 5.
Answer the following questions briefly :

1. What is a ‘nickname’ ? Can you suggest another one for Private Quelch ?
2. Private Quelch looked like a ‘Professor’ when the author first met him at the training depot. Why ?
   [V. Imp.]
3. What does the dark, sun-dried appearance of the Sergeant suggest about him ?
4. How was Private Quelch’s knowledge exposed even further as the Sergeant’s classes went on ?
5. What did the Professor mean by “intelligent reading” ?
6. What were the Professor’s ambitions in the army ? [V. Imp.]
7. Did Private Quelch’s day to day practices take him closer towards his goal ? How can you make out ?
8. Describe Corporal Turnbull.
9. How did Private Quelch manage to anger the Corporal ? [V. Imp.]
10. Do you think Private Quelch learnt a lesson when he was chosen for cookhouse duties ?

Give reasons for your answer.
Answer
1. Nickname is actually a name given to a person seeing his most prominent character traits. For instance; if a person is skinny, lean and lanky and looks like a cartoon he could be nicknamed as Mr. Skinny, or Mr. Lanky or Mr. Scarecrow. The humorous side is also touched in nicknaming. Another name for Private Quelch could be Mr. Linku or Cheekucheek.

2. Private Quelch looked like a ‘Professor’ because of his being lean, lanky and stooping like most of the Professors. His horn-rimmed spectacles enhanced this image as a man of knowledge who had almost all facets of human knowledge.

3. This suggests that the Sergeant was very confident, harsh and a hard task master. Also he was very much confident of his trade.
4. The Sergeant didn’t bother about Private Quelch’s telling the exact muzzle speed. He had technical definitions of the parts of the rifle, its use and care etc, by heart. He told the Sergeant that it was all due to his intelligent reading.
5. By ‘intelligent reading’ the Professor meant that whatever one read one was to keep that in mind. One was to memorize and apply the knowledge in increasing it more.
6. The Professor wanted a commission in the army. But before that he would strive for various stripes, that is, decoration ribbons.

7. Yes, I think his day to day practices took him closer towards his goal. He wanted a commission in the army. His knowledge about things relating to it would prove a plus point in his attaining his goal of life. Then he remained physically untired even after thirty mile walk-off. These two things bring a man closer to his goal in the defence forces.

8. Corporal Turnbull was a young man with a serious nature. He was wise and practical. He couldn’t be trifled with. He was the hero of the squad. One summer afternoon he was talking about the segments of a hand grenade without telling how many these were. Private Quelch interrupted him saying these were forty-four. This shocked the Corporal and he tossed the hand grenade to the Professor. He asked him to deliver the lecture. When Private Quelch finished he thanked him.

9. Private Quelch angered the squad at many occasions. In recognising the aeroplane, he humbled the narrator and others. Then he cut a joke of presenting a song after a thirty-mile walk-off which had drained all. They could hardly speak due to tiredness. But he wasn’t. Finally, his commentary on peeling the potatoes that resulted in the loss of vitamin values angered the narrator. The narrator had to flee due to that.

10. I don’t think Private Quelch learnt a lesson in his cookhouse duties. If he had had such a sensitive nature he would have learnt it when the Sergeant posed questions to him. In a way, to poke one’s nose in all spheres had become Private Quelch’s habit. He never minded if he was belittled or made fun of. He only made the narrator flee because of his professional habits.

Question 6.
At first, Private Quelch was a hero in the eyes of his fellow soldiers. Support this observation with suitable examples from the story in about 100 words.
Answer
Yes, Private Quelch was a hero in the eyes of his fellow soldiers. It was due to his intelligence and knowledge. His knowledge covered all aspects of human life. He had read a large number of military or army manuals. He spoke with confidence and corrected the Sergeant when he told the muzzle speed. The Sergeant felt insulted. He directed more questions to Private Quelch. In answering to those questions Quelch raised his status in the eyes of his soldiers.

Then he remained untired even after walking thirty mile walk-off. He told the Sergeant that his knowledge was all due to intelligent reading. His lecture after Corporal Turnbull asked him to deliver won him glory. Then his recognition of the aeroplane by its droning sound raised his glory. Clearly, Private Quelch had a genuine aim to get a commission in the army. He rightly deserved it because of his vast knowledge about military discipline and physical fitness.

Question 7.
Private Quelch knew ‘too much’. Give reasons to prove that he was unable to win the admiration of his superior officers or his colleagues in about 100 words.
Answer
It is a fact that Private Quelch knew ‘too much’ about army things. But he lacked ability to win the hearts and admiration of his superior officers or colleagues. He had a vast knowledge of military affairs. He had a specific aim of getting a commission. But his knowledge, discipline, physical ability and other things were not everything to fulfil his goal. He had a serious weakness of character. He spoke but not at a right time and to right people.

His correcting the Sergeant about the muzzle velocity amounted to indiscipline. Then it irritated and hurt the Sergeant’s ego. Officers like the Sergeant and Corporal Turnbull could recommend his case for a commission because of their goodness and genuine human qualities. But Private Quelch spoiled his own case by knowing “too much” of everything. Finally, he made all his enemies by his immature ‘talkativeness’. The narrator naturally fled when Private Quelch talked of vitamin loss in the peeling of potatoes.

Question 8.

1. Write down the positive and negative traits of Private Quelch’s character instances from the story.
2. Now, share your notes with the class. Add details if you need to.
3. Attempt a character sketch of Private Quelch using your notes in about 100 words. [V. Imp.]

Answer
1.

Positive traits	Instances from the story
(i) intelligence	correcting muzzle’ velocity
(ii) untiredness	willing to sing a song even after 30-mile walk-off
(iii) hardworking in pursuit of his ambition	reading, marching, taking care of his fellow- trainers
(iv) mental and physical alertness	feeling fresh even after walking 30 miles, ready to sing a song thereafter

negative traits	Instances from the story
(i) indisciplined	correcting the Sergeant in his comment on the muzzle velocity
(ii) quick-witted	in his answer to the Sergeant when he asked if he had any training before
(iii) talkativeness and willingness to be number one in almost things	his lecturing to other trainers on every aspect of human knowledge
(iv) over-indulgence in the affairs of all	His saying “Thank you, sir !” when he was not needed. It was at the time when the narrator had cleaned his hut and the Orderly Officer had praised him.

2. Students to share these notes with other students at class level.
3. Private Quelch was, no doubt, intelligent more than required. He was specific and clear in his goal of life. He wanted to have a commission in the army. He had motivated himself towards attaining this goal. He was hardworking. He had read many training manuals to be perfect in his knowledge of military or army things. He had physical ability also.

This is clear in his being unexhausted even after a thirty-mile walk-off. Then his readiness to help and correct others almost to the point of selflessness made him a perfect military man. He had a large heart also as he didn’t mind when others made fun of him. But despite these plus points he had some negative points. These made him unwanted and hateful. For instance, his correcting the Sergeant in his muzzle speed and lecturing the cooks over the peeling of the potatoes made him undesirable and a man to avoid.

WRITING TASK
Question 9.
You are the ‘ProfessorWrite a diary entry after your first day at the cookhouse, describing the events that led to this assignment, also express your thoughts and feelings about the events of the day in about 175 words. [V. Imp.]
Answer
10th September, 2015 10.00 pm
I feel a bit excited at my nomination for permanent cookhouse duties. I think, I deserved it due to my intelligence and sincerity to the subject and devotion. Secondly, my readiness to help all and my vast knowledge shall enable me to achieve my goal. I shall surely earn a commission in the army.

I have already made myself known in the field of knowledge about almost all things. These relate to army, ammunition, enemy tactics etc. I have acquired all this knowledge by intelligent reading. This should be the level of knowledge for a person who wants a commission in the army. The Sergeant and Corporal Turnbull should feel proud of me due to my correcting them on the muzzle speed and hand grenades.

The platoon officer deserves all thanks to have given me the cookhouse duties. How I called the cooks to lecture them on preserving the nutritional values of the food items ! They were amazed at my knowledge and practical advice. I rightly told them how food could be cooked without wasting its nutritional value. I asked my fellow-soldiers about the food cooked under my directions. They all expressed their joy over its taste. But some expressed amazement.

I must thank Corporal Turnbull for putting me on cookhouse duties. When I told my soldier-fellows of it, I appeared very innocent. But I stood nominated by him, though they kept this as a joke for days together.

I am confident that I shall prove my worth with great dedication and devotion to my duties. All will be greatly benefited by my knowledge and expertise.

We hope the NCERT Solutions for Class 9 English Literature Chapter 3 The Man Who Knew Too Much help you. If you have any query regarding NCERT Solutions for Class 9 English Literature Chapter 3 The Man Who Knew Too Much, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Beehive Chapter 10 Kathmandu are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Beehive Chapter 10 Kathmandu.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Beehive
Chapter	Chapter 10
Chapter Name	Kathmandu
Category	NCERT Solutions

NCERT Solutions for Class 9 English Beehive Chapter 10 Kathmandu

TEXTBOOK EXERCISES
(Page 131)

THINKING ABOUT THE TEXT
Activity
1. On the following map mark out the route, which the author thought of but did not take, to Delhi.

Answer
Route is shown by dotted line

1. Kathmandu to Patna by bus & train
2. Patna to Allahabad by boat/Ganges
3. Allahabad to Delhi by boat/Yamuna

2. Find out the possible routes (by rail, road or air) from Kathmandu to New Delhi! Mumbai / Kolkata / Chennai.

Answer
For self-attempt. Students may take the Atlas of the country and see or find themselves the air, road routes from Kathmandu to New Delhi/Mumbai/Kolkata/Chennai.
Some possible routes are :
By Road

1.  Kathmandu – Viratnagar – Patna
2.  Kathmandu – Nepalganj – Gorakhpur

By Rail

1. Patna – Delhi
2. Gorakhpur – Delhi
3. Patna – Kolkata
4. Gorakhpur – Varanasi – Kolkata
5. Patna – Allahabad – Mumbai
6. Gorakhpur – Allahabad – Mumbai
7. Patna – Khadagpur – Chennai
8. Gorakhpur – Allahabad – Nagpur – Chennai

I. Answer these questions in one or two words or in short phrases.

1. Name the two temples the author visited in Kathmandu.
2. The writer says, “All this I wash down with Coca Cola.” What does ‘all this’ refer to ?
3. What does Vikram Seth compare to the quills of a porcupine ?
4. Name five kinds of flutes.

Answers

1. These two temples are : Pashupatinath and Baudhnath stupa.
2. It is : com-on-the-cob and marzipan.
3. He compares flutes tied on the top of the flute seller’s pole to the quills of a porcupine.
4. These are : the reed neh, the recorder, the Japanese shakuhachi, the deep bansuri, the breathy flutes of South America, the high-pitched Chinese flutes.

II. Answer each question in a short paragraph.
1. What difference does the author note between the flute seller and the other hawkers ?
Or
What is the difference between the behaviour of the flute seller and that of the other hawkers ? (CBSE)
2. What is the belief at Pashupatinath about the end ofKaliyug ?
3. The author has drawn powerful images and pictures. Pick out three examples each of
(i) the atmosphere of‘febrile confusion’ outside the temple of Pashupatinath (for example: some people trying to get the priest’s attention are elbowed aside…)
(ii) the things he sees
(iii) the sounds he hears.

Answers
1. The author sees the difference in how they are sold. Other sellers cry out their wares to sell. But the flute seller sells his wares in an off – handed way.

2. It is that when the small shrine on Bagmati river comes out fully, the goddess inside will escape. Then the Kaliyug will end on the earth.

3. (i) Monkeys fight among themselves. They jump on to a shivalinga. They run round the temples. They make a noise and show their teeth. Priests, hawkers, devotees, cows, pigeons, dogs roam here and there.
(ii) The author sees people, animals and birds roaming here and there. A princess of the Nepalese royal house appears. All bow and make way. He also sees a party of saffron-clad Westerners. They struggle to enter the temple.
(iii) He hears the sounds of songs. Cows low and vendors shout out their wares. He hears these sounds. He finds the flute sound of the flute seller sweet and melodious.

III. Answer the following questions in not more than 100-150 words each.
1. Compare and contrast the atmosphere in and around the Baudhnath shrine with the Pashupatinath temple. (CBSE) (Imp.)
Or
How does Vikram Seth find the atmosphere in and around the Baudhnath stupa quite in contrast to that of the Pashupatinath shrine ? (CBSE)
2. How does the author describe Kathmandu’s busiest streets ?
Or
What observations does the author make about the Kathmandu bazaar ? (CBSE)
3. “To hear any flute is to be drawn into the commonality of all mankind.” Why does the author say this ?
(V. Imp.)

Answers
1. The atmosphere in and around Baudhnath shrine offers a contrast’to that of the Pashupatinath temple. At Pashupatinath, the atmosphere is of febrile confusion. But at Baudhnath stupa there is stillness. At the road outside the Pashupatinath temple, it is all disorder and disquiet. Some people try to enter the temple. A policeman stops them.

He sees that they are not Hindus. Monkeys fight and chase each other. One monkey jumps on to a shivalinga. Then he runs screaming around the temples. The river Bagmati flows below the temple. The old offerings of flowers and leaves are dropped into it. On the other hand, the big dome of Baudhnath stupa is ringed by a road. But there are no crowds there.

बौद्धनाथ मंदिर के अंदर और आस-पास का वातावरण पशुपतिनाथ मंदिर के वातावरण के बिल्कुल विपरीत है। पशुपतिनाथ के आस-पास उत्तेजनापूर्ण अस्तव्यस्तता का वातावरण है। परन्तु बौद्धनाथ स्तूप के पास शांति छायी हुई है। पशुपति नाथ मंदिर के बाहर सड़क पर सर्वत्र अव्यवस्था और अशांति है। कुछ लोग अंदर प्रवेश पाने के इच्छुक हैं। एक पुलिस का सिपाही उन्हें रोकता है। वह देखता है कि वे हिन्दू नहीं हैं। बंदर लड़ते और एक-दूसरे का पीछा करते हैं। एक बंदर एक शिवलिंग पर चढ़ जाता है। वह फिर चीखता हुआ मंदिरों के आस-पास भागता रहता है। मंदिर के नीचे बागमती नदी बहती है। इसमें पहले चढाये गये फूल और पत्ते बहा दिये जाते हैं। दूसरी ओर बौद्धनाथ स्तूप के चारों तरफ एक गोल सड़क है। परंतु वहाँ पर भीड़ नहीं है।

2. The streets of Kathmandu are full of life. These are full of small shops and vendors. They sell things of tourists’ interest. There are fruit sellers, flute sellers, hawkers of picture postcards and shops. These shops sell Western cosmetics. There are other shops also there. From them you can get film rolls and chocolates, or copper utensils and Nepalese antiques.

There is much noise. Radios blare out film music, car horns sound and bicycle bells ring. Stray cows low. Vendors shout out their wares. The author bought a roasted corn-cob from the pavement. He also bought a sweet dish, an orange drink and coca- cola. In fact, the bazaar is like a fair.

काठमांडू की गलियाँ जीवन से भरी हैं। ये छोटी-छोटी दुकानों और फेरी वालों से भरी हैं। वे यात्रियों की रुचि का सामान बेचते हैं। फल बेचने वाले, बाँसुरी वाले, तस्वीरों वाले पोस्टकार्ड के विक्रेता और दुकानें हैं। ये दुकानें पश्चिमी सौंदर्य प्रसाधन बेचती हैं। वहाँ पर कुछ अन्य दुकानें भी हैं। वहाँ से आप फिल्मों की रीलें और चाकलेट या फिर ताँबे के बर्तन और नेपाली पुरावस्तुएँ प्राप्त कर सकते हैं।
चारों तरफ शोर ही शोर है। रेडियो से ऊँची आवाज में फिल्म-संगीत बजता है ; कारों के हार्न और साइकिल की घंटियाँ बजती हैं। आवारा गायें रँभाती हैं। फेरी वाले ऊँची आवाज में अपना माल बेचते हैं। लेखक ने पगडण्डी से एक भुट्टा खरीदा। उसने एक मिठाई, एक संतरी पेय पदार्थ और कोका कोला भी लिया। वास्तव में यह बाजार एक मेले जैसा है।

3. The author says so due to various reasons. For him or for anybody flute music is the most universal. It is also the most particular of sounds. The flute seller doesn’t sell one type of flutes only. Every culture has its own flute. They are different from each other. The flute seller does not shout out his wares. He simply plays different tunes on his flute. When he plays, the sound affects each and everyone. It touches everyone’s heart. So that way the author is drawn into the commonality of all mankind.

लेखक कई कारणों से ऐसा कहता है। उसके लिए या किसी के लिए बाँसुरी का संगीत अत्यधिक सार्वभौमिक है। आवाजों में यह अत्यधिक खास भी है। बाँसुरी विक्रेता एक ही प्रकार की बाँसुरी नहीं बेचता। हरेक संस्कृति की अपनी ही एक बाँसुरी है। वे एक दूसरी से भिन्न हैं। बाँसुरी विक्रेता चिल्ला कर अपना माल नहीं बेचता। वह सिर्फ अपनी बाँसुरी पर तरह-तरह की धुनें निकालता है। जब वह बजाता है तो आवाज हरेक व्यक्ति को प्रभावित करती है। यह सभी का दिल छू लेती है। इस प्रकार इस तरीके से लेखक मानवता के समाज में खिंचा चला आता है।

THINKING ABOUT LANGUAGE
I. Read the following sentences carefully to understand the meaning of the italicised phrases. Then match the phrasal verbs in Column A with their meanings in Column B.

1. A communal war broke out when the princess was abducted by the neighbouring prince.
2. The cockpit broke o/f from the plane during the plane crash.
3. The car broke down on the way and we were left stranded in the jungle.
4. The dacoit broke away from the police as they took him to court.
5. The brothers broke up after the death of the father.
6. The thief broke into our house when we were away.

A	B
(i) break out	(a) to come apart due to force
(ii) break off	(b) end a relationship
(iii) break down	(c) break and enter illegally; unlawful trespassing
(iv) break away (from someone)	(d) to start suddenly, (usually a fight, a war or a disease)
(v) break up	(e) to escape from someone’s grip
(vi) break into	(f) stop working

Answer

A	B
(i) break out	(d) to start suddenly, (usually a fight, a war or a disease)
(ii) break off	(a) to come apart due to force
(iii) break down	(f) stop working
(iv) break away (from someone)	(b) end a relationship
(v) break up	(e) to escape from someone’s grip
(vi) break into	(c) break and enter illegally; unlawful trespassing

II. 1. Use the suffixes -ion or -tion to form nouns from the following verbs. Make the necessary changes in the spellings of the words.
Example : proclaim – proclamation

1. cremate ……
2. act ……..
3. exhaust …….
4. invent …….
5. tempt …….
6. immigrate …….
7. direct …….
8. meditate ……..
9. imagine ……..
10. dislocate …….
11. associate ……..
12. dedicate ……..

Answer

1. cremation
2. action
3. exhaustion
4. invention
5. temptation
6. immigration
7. direction
8. meditation
9. imagination
10. dislocation
11. association
12. dedication

2. Now fill in the blanks with suitable words from the ones that you have formed.

1. Mass literacy was possible only after the …….. of the printing machine.
2. Ramesh is unable to tackle the situation as he lacks …….. .
3. I could not resist the …….. to open the letter.
4. Hardwork and ………. are the main keys to success.
5. The children were almost fainting with ………. after being made to stand in the sun.

Answer

1. invention
2. imagination
3. temptation
4. dedication
5. exhaustion.

III. Punctuation
Use capital letters, full stops, question marks, commas and inverted commas wherever necessary in the following paragraph.
an arrogant lion was wandering through the jungle one day he asked the tiger who is stronger than you you O lion replied the tiger who is more fierce than a leopard asked the lion you sir replied the leopard he marched upto an elephant and asked the same question the elephant picked him up in his trunk swung him in the air and threw him down look said the lion there is no need to get mad just because you don’t know the answer

Answer
An arrogant lion was wandering through the jungle one day. He asked the tiger, “Who ‘ is stronger than you ?” “You, O ! lion,” replied the tiger. ‘Who is more fierce than a leopard ?” asked the lion. “You, sir,” replied the leopard. He marched up to an elephant and asked the same question. The elephant picked him up in his trunk, swung him in the air and threw him down. “Look”, said the lion, “there is no need to get mad just because you don’t know the answer.”

1. Fill in the blanks with the correct form of the verb in brackets.
(i) The heart is a pump that …… (send) the blood circulating through our body. The pumping action ……. (take place) when the left ventricle of the heart ……. (contract). This …… (force) the blood out into the arteries, which ……. (expand) to receive the oncoming blood.

(ii) The African lungfish can live without water for up to four years. During a drought it …….. (dig) a pit and ……. (enclose) itself in a capsule of slime and earth, leaving a tiny opening for air. The capsule …….. (dry) and …….. (harden), but when rain ……… (come), the mud …….. (dissolve) and the lungfish …… (swim) away.

(iii) Mahesh : We have to organise a class party for our teacher. …… (Do) anyone play an instrument ?
Vipul : Rohit …… (play) the flute.
Mahesh : ……. (Do) he also act ?
Vipul : No, he ……. (compose) music.
Mahesh : That’s wonderful!

Answers
(i) sends, takes place, contracts, forces, expands
(ii) digs, encloses, dries, hardens, comes, dissolves, swims
(iii) Does, plays, Does, doesn’t compose.

WRITING
Diary entry for a travelogue
I. The text you read is a travelogue where the author, Vikram Seth, talks about his visit to two sacred places in Kathmandu.
Imagine that you were with Vikram Seth on his visit to Pashupatinath temple, and you were noting down all that you saw and did there, so that you could write a travelogue later.
Record in point form

1. what you see when you reach the Pashupatinath temple
2. what you see happening inside the temple
3. what you do when inside the temple
4. what you see outside the temple
5. what your impressions are about the place.

Answers
1. Things seen at the Pashupatinath temple
A sign proclaiming: ‘Entrance for the Hindus only’. Priests, hawkers, devotees, tourists, cows, monkeys, pigeons, dogs roam about. A crowd of worshippers.

2. What is happening inside the temple
Many worshippers. People getting priest’s attention elbowed out. A princess of Nepalese royal house appears. Saffron-clad Westerners try to enter. Policeman. Monkeys fight. Jump onto a shivalinga.

3. What you do when inside the temple
No such description or reference.

4. What you do outside the temple
Bagmati seen flowing. A corpse is being cremated. Washerwomen work and children bathe. A basket of flowers and leaves dropped into the river.

5. What your impressions are about the place
Place most sacred for the Hindus. Worshippers don’t mind the crowd. They jostle their way inside. They don’t mind even when jostled. Place presents a scene of a big market where everything sells.

II. Here is your diary entry when you visited Agra. Read the points and try to write a travelogue describing your visit to Agra and the Taj Mahal. You may add more details.
January 2003 ……. rise before dawn ……. take the Shatabdi Express at 6.15 a.m. from Delhi …… meet a newly-married couple on train ….. talk about Himachal Pradesh …… get off the train …… enter the once-grand city, Agra …… twisted alleys ……. traffic dense …….. rickshaws, cars, people ……. vendors selling religious artifacts, plastic toys, spices and sweets …… go to the Taj Mahal …….. constructed entirely of white marble …… magical quality …….. colour changes with varying of light and shadow ……… marble with gemstones inside …….. reflection of the Taj Mahal in the pond ……. school-children, tourists ……. tourist guides following people.

Answer
It was January 2003. I rose before dawn and got ready to catch the Shatabdi Express at 6.15 am from Delhi. I met a newly-married couple on the train. They talked about Himachal Pradesh. I got off the train at Agra. It was a strange experience to move in the twisted alleys of Agra, once-grand city. The traffic was dense with rickshaws, cars, pedestrians, vendors selling religious artifacts, plastic toys, spices and sweets.

At last I reached the Taj Mahal. It is really a dream made physical. It has its own magical quality. It has been constructed entirely of white marble. It has got a strange effect on the onlooker. The marble changes colours with varying of light and shadow. The marble inside is inlaid with gemstones. The pond has the reflection of the Taj Mahal. There was a big crowd of school children, tourists etc., followed by the tourist guides to make quite bucks.

We hope the NCERT Solutions for Class 9 English Beehive Chapter 10 Kathmandu help you. If you have any query regarding NCERT Solutions for Class 9 English Beehive Chapter 10 Kathmandu, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Moments Chapter 5 The Happy Prince are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Moments Chapter 5 The Happy Prince.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Moments
Chapter	Chapter 5
Chapter Name	The Happy Prince
Category	NCERT Solutions

NCERT Solutions for Class 9 English Moments Chapter 5 The Happy Prince

TEXTUAL EXERCISES
(Page 36)

Think About It

Question 1.
Why do the courtiers call the prince ‘the Happy Prince’ ? Is he really happy ? What does he see all around him ?
Or
Why do the courtiers call the prince “The Happy Prince” ? Is he really happy ? Why/why not ? (CBSE)
Answer.
‘The Happy Prince’ was a beautiful statue. The courtiers called him happy because there was no sorrow in the palace. But he is not happy at all. He sees misery of the people around him. This makes him sad. He wants to do something for them to make them happy.

Question 2.
Why does the Happy Prince send a ruby for the seamstress ? What does the s.wallow do in the seamstress’ house ?
Answer.
The seamstress’ little baby is ill. The baby wants oranges. But the seamstress has no money. The Happy Prince sends a ruby to help her.

Question 3.
For whom does the prince send the sapphires and why ? (CBSE)
Answer.
The Prince sends a sapphire for the young playwright. He has to finish a play for the Director of the Theatre. But he can’t do so. There is no fire in his grate. He is hungry also. He has fainted due to it. He also sends a sapphire for the match girl. All her matches had fallen in the gutter.

Question 4.
What does the swallow see when it flies over the city ? (CBSE)
Answer.
The swallow flew over the city. He saw the rich making merry in their beautiful houses. There were beggars sitting at the gates. He saw the white faces of the hungry children. He also saw the watchman asking two hungry boys to run off.

Question 5.
Why did the swallow not leave the prince and go to Egypt ?
Or
Why did the swallow not go to Egypt ? (CBSE)
Answer.
The swallow did what the Happy Prince had told him to do. He took out the sapphires from the statue of the Prince. He went blind due to this. So he couldn’t see. The swallow did not leave the Prince in his blindness. So he did not go to Egypt.

Question 6.
What are the precious things mentioned in the story ? Why are they precious ? (CBSE)
Answer.
These two precious things are: the heart of the Happy Prince and the dead swallow. They are precious because they have understood the misery of the people. They have also helped them. They sacrifice themselves for the sake of other people. To help others is the most precious thing in the world.

We hope the NCERT Solutions for Class 9 English Moments Chapter 5 The Happy Prince help you. If you have any query regarding NCERT Solutions for Class 9 English Moments Chapter 5 The Happy Prince, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Main Course Book Unit 2 Chapter 3 Ordeal in the Ocean are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 2 Chapter 3 Ordeal in the Ocean.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 2 Chapter 3
Chapter Name	Ordeal in the Ocean
Category	NCERT Solutions

CBSE Class 9 English Main Course Book Unit 2 Adventure Chapter 3 Ordeal in the Ocean

TEXTUAL EXERCISES
(Page 34)

ORDEAL IN THE OCEAN :
In this section we shall read an adventure story entitled ‘Ordeal in the Ocean’, in which you will probably come across some unfamiliar words. Therefore, before we read the story, we shall have some more ‘puzzling out’ practice.

Question 1.
Read the following extracts from the story, and try to puzzle out the meanings of the encircled words from other words and phrases in the extract. Write the clues in the empty boxes. Then give your own explanation of the encircled word.
(a)
I saw individual stars, but I could not distinguish the constellation they belonged to. Then dawn came and put out all my stars. Therefore constellation means ___________________ .

(b)
Indeed there had been a distant rumbling for some time, although I had paid no attention to it. Now I started listening and I thought it sounded like the characteristic noise of jet airplanes constantly landing and taking off. Therefore rumbling means ___________________ .

(c)
It was a gigantic wave with steep, very slowly falling crests. Never in my life had I seen such an enormous wave. It seemed to be touching the sky. Therefore gigantic means ___________________ .

(d)
The wave did not break over me as I assumed it would. An irresistible force dragged me up its steep slope, right to the very foot of the falling crest. Therefore irresistible means ___________________ .

(e)
For a moment I found myself in the air under the crest, as if in a cave. Then, my body was in the swirling current of water; the inner power of the wave turned me head over heels several times, twisting me in all directions before it tired. Therefore swirling means ___________________ .

(f)
Around me I could see random currents of water, splashes of foam and phosphorescent spray all swirling about…. I left a trail of luminous water and my body glittered like some princess’s ball gown. Therefore phosphorescent means __________________.

Answer :
(a) group of stars
(b) a deep heavy continuous sound
(c) very huge, large-sized, enormous
(d) a force which cannot be resisted
(e) moving or twisting in all directions
(f) brightened or beautiful, luminous

Question 2.
Suppose you are on a ship, far out to sea. Something happens, and you find yourself in the water. The ship continues on its journey. Discuss the following with your partner and share your views with the class

• How long do you think you can stay alive in the water ?
• How will you know which way to swim ?
• What dangers will you face ?

Answer :

• Staying alive in the water in such a circumstance depends on many things. These may be the condition of the sea, sea winds and my physical and mental courage. Normally, if I find myself in water, I, perhaps, may stay alive for about 10-15 hours. But everything depends on the situation. It is quite possible I may not last for more than a minute.
• The position of the stars in the sky would help me know which way to swim.
• The dangers will come mainly from the sea. These might be from sea animals, like sharks, whales etc. Secondly, the sea storm or cyclonic waves would also pose many dangers.

Question 3.
‘Ordeal in the Ocean’ is the story of Slava Kurilov, a Russian who faced a remarkable trial by water. Slava kurilov tells his own story. Read on …
Answer :
When the liner had finally vanished over the horizon, I was absolutely alone in the stormy night sea. First I thought I had to swim one way, then another. It was not even midnight yet, and I had no hope at all of finding my way in this terrible night time ocean. I began to feel afraid. Waves of fear rolled through me, starting from my hands and feet, attacking my heart and then passing through my neck to my head. Waves broke over me and water went into my snorkel. I realised I would not be able to last even half an hour in such a condition.

I saw individual stars, but I could not distinguish the constellation they belonged to. Then dawn came and put out all my starsand I felt my solitude more keenly. The sky was grey at first, then blue-violet shades appeared. In a few minutes, the colours became brighter, with dark red strips cutting across the sky!

The rising sun came up over the ocean. I was surrounded by large waves. The clouds turned pink and swept across the sky in all directions. It was a windy day. There was no land visible. I grew alarmed. Had I made a mistake in my calculations? Perhaps the current had carried me a long a way off the course during the night? An hour passed, perhaps two.

“Land!!!” I could not deny myself the pleasure of shouting the magic word aloud and of hearing my own voice. Perhaps it was my ghostly island of Siargao? I almost felt I had succeeded – now at least I had hope. The sun looked out for the last time, as if it were saying goodbye to me, and hid itself away again. In a few minutes the sky filled with all the colours of a rainbow, the bright shades changing and merging as I watched. At first the clouds became deep red and then their edges turned bright orange. A little while afterwards, the clouds turned lilac and dark violet. Darkness fell swiftly. My second lonely night in the ocean began. The stars came out unnoticed. I changed course and headed for the south west. As it turned out, this was an unforgivable mistake.

Evening was approaching. The ocean around me was full of life; large fish often leapt out of the water and big birds flew right above my head. I could see the island distinctly now. A line of dancing palms stretched the length of its shore. The sides of the mountain were covered in many different shades of green. An hour passed, perhaps more. It was extraordinarily quiet.

Then suddenly to my horror, I discovered my island had noticeably begun to move north and was drifting further and further in that direction right before my eyes. Before I had worked out what was happening and could sharply change my course towards the north, the southern tip of the island had appeared in front of me and, beyond that, open ocean stretched to the very horizon. I was totally at the mercy of the current and realised to my alarm that it was slowly carrying me past land.

My third night in the ocean crept up unnoticed. This third night in the ocean was very dark, much darker than the two previous ones. I almost decided to die as I had no hope of seeing another dawn.

I was suddenly aware of a quiet voice: “Swim to the sound of the breakers.” Indeed, there had been a distant rumbling for some time, although I had paid no attention to it. Now I started listening and I thought it sounded like the characteristic noise of jet aeroplanes constantly landing and taking off. The voice inside kept insisting that I should swim towards this thunder of waves.

At last I obeyed. Again I heard an approaching rumble. What I suddenly saw at a distance of about 30 or 40 metres has imprinted itself on my memory forever. It was a gigantic wave with steep, very slowly falling crests. Never in my life had I seen such an enormous wave – it even seemed to be touching the sky. It moved very slowly and was fantastically beautiful.

The wave did not break over me as I assumed it would. An irresistible force dragged me up its steep slope right to the very foot of the falling crest. Instinctively I clutched my mask snorkel and managed to take a deep breath. The crest started to break over me and pulled me under it. For a moment, I found myself in the air under the crest as if in a cave. Then my body was in a swirling current of water; the inner power of the wave turned me head over heels several times, twisting me in all directions before it tired.

I realised that I had to try to keep my body on the crest and I quickly took up a horizontal position. This time the wave quickly grabbed me and carried me at great speed for quite a long distance on its crest.

I got up to the surface easily and swam in the direction the waves were heading. “Somewhere there, beyond the reef, there should be a lagoon,” I hoped. Suddenly, I felt something hard under my feet. I could stand up to my chest in water! Around me I could see random currents of water, splashes of foam and phosphorescent spray all swirling about. Before I fully came to my senses, another large wave approached and carried me some distance further. I was up to my waist in water when a new wave picked me up, taking me several metres forward. Now the depth of the water was only up to my knees. I had enough time to take a few tentative steps, to catch my breath and look around.

I surfaced at the foot of very tall palm trees. I left a trail of luminous water and my body glittered like some princess’s ball-gown. Only now did I feel completely safe. The ocean was behind me…

Question 4.
Below are some incomplete sentences about the story. Complete each sentence appropriately, according to the story.

1. Slava Kurilov was in the water because he … Evidence for this is …
2. His biggest mistake was when he …
3. He decided to die because …
4. He was carried towards the lagoon when he decided to …

Answer :

1. Slava Kurilov was in the water because he jumped into the sea and was swimming. Evidence for this is (that) he had a snorkel and mask, and he referred to his “calculations”.
2. His biggest mistake was when he changed the course and so was carried past the island/swam to the southeast direction.
3. He decided to die because he lost hope of seeing another dawn.
4. He was carried towards the lagoon when he decided to swim towards the breakers, that is, breaking waves.

Question 5.
Below is a map of the area in which Slava Kurilov faced his ordeal. You will also see the major events in the story, in mixed order, each accompanied by a symbol. After you have read ‘Ordeal in the Ocean’, draw the appropriate symbol against each x mark. (One is already drawn for you.) Draw the symbols or number the symbols, and transfer them to the map.)
Answer :

Note :
There seems some confusion in relating the events of the story to those marked in the diagram. We have tried our best to correlate these in the most appropriate way strictly as per the text given. Students might try on their own to understand these events and mark them as given in the diagram.

Question 6.
The author uses many vivid and colourful expressions to describe the ocean, clouds, sky, waves and his own feelings. List the expressions that you like the most.

• Ocean
  (1)
  (2)
•  Clouds and sky
  (1) The sun looked out for the last time as if it were saying goodbye to me.
  (2)
•  Waves
  (1)
  (2)

Find at least two expressions under each heading :
Answer :
Ocean :

1. The ocean around me was full of life.
2. Large fish often leapt out of the water.
3. Big birds flew right above my head.
4. the open ocean stretched to the very horizon.
5. Around me I could see random currents of water.
6. splashes of foam and phosphorescent spray all swirling about.

Clouds and Sky :

1. The clouds turned pink and swept across the sky in all directions.
2. In a few minutes the sky was filled with all colours of a rainbow. The bright shades changed and merged as I watched.
3. At first the clouds became deep red and then their edges turned bright orange.
4. Puffs of snow-white clouds hung motionless.
5. The clouds seemed to be adorning themselves in yellow.

Waves :

1. It was a gigantic wave, with steep, very slowly falling crests.
2. Then my body was in swirling current of water. The inner power of the wave turned me head over heels several times, twisting me in all directions before it tired.
3. This time the wave quickly grabbed me. It carried me at great speed for quite a long distance on its crest.
4. Never in my life had I seen such an enormous wave — it even seemed to be touching the sky.
5. The inner power of the wave turned me head over heels several times, twisting me in all directions.

Question 7.
Another technique adopted by the writer is to use figures of speech such as a simile. A simile is used to express similarity between two things, e.g. He is as fast as lightning. The rain fell heavily on the metal roof like a machine-gun. Similes usually start with ‘like’ or ‘as’. Find two similes in the last section of the story.

1. I found myself still in the air under the crest as if in a cave.
2. I left a trail of luminous water and my body glittered like some princess’s ball gown.

Question 8.
Now try to build your own similes for the following :

1. The rock stood …
2. The waves leapt…
3. The sea shone …
4. The sun set…
5. The rain fell heavily …
6. The birds soared …
7. Dawn broke …
8. The stars …
9. The wind shook the trees …

Add other similes of your own and write them in your notebook.
Answer :

1. The rock stood hanging like a monster!sentry.
2. The waves leapt like flames offirela cheetah.
3. The sea shone like a lake of phosphorus.
4. The sun set like a red-hot ball of iron.
5. The rain fell heavily like bullets.
6. The birds soared like kites.
7. Dawn broke like mist.
8. The stars were twinkling like glow-worms.
9. The wind shook the trees as an earthquake shakes buildings etc.

Other similes :

• The storm rose like a demon from his sleep.
• The moon shone like an incandescent bulb.

Question 9.
Now that you have seen some techniques for creating vivid images with language, try to compose a poem or write a short descriptive paragraph using similes and colourful expressions. Work in pairs if you prefer. Then read it out to the class.
Choose one of these themes : waves, stars and moon, rocks, sunset or sunrise. Consider the following for your chosen theme :

• What does it look like ?
• What does it feel like ?
• What does it sound like ?
• How does it move ?
• Where do we see it ?
• When do we see it ?

Answer :
Students can write on their own on the other given themes. A DESCRIPTIVE PARAGRAPH and a poem are given below, as asked for.

Sunset :
Last week, I felt an urge to take a stroll at 5 pm. Luckily, a cool breeze had just begun to blow. I felt as if the Nature had switched on its air-conditioner on a hot day. All of a sudden, I wanted to see and enjoy the sunset. I ascended a nearby hill. The sun was going to set.

It looked like a huge deep orange. It had no heat and dazzling brightness of daytime. It was slowly moving downwards across the rim of mother Earth. It was like the moon moving on a clouded night. There spread a pinkish-yellow colour as if someone had spread a huge bedspread across the sky. The clouds near the setting sun looked gorgeous like rose petals. I felt like flying in an aeroplane after seeing such an uncommon scene. In fact, the scene was superb and breathtaking.

Sharad Purnima Night :

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 2 Chapter 3 Ordeal in the Ocean help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 2 Chapter 3 Ordeal in the Ocean, drop a comment below and we will get back to you at the earliest.