Category: CBSE Class 9

NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 4 Harry Potter are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 4 Harry Potter.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 5 Chapter 4
Chapter Name	Harry Potter
Category	NCERT Solutions

CBSE Class 9 English Main Course Book Unit 5 Mystery Chapter 4 Harry Potter

TEXTUAL EXERCISES
(Page 104)

Question 1.
Listen to the following conversation adapted from ‘Harry Potter and the Philosopher’s Stone’ by J. K. Rowling. As you listen to the excerpt, complete the following statements.

1. Aunt Petunia did not like her sister and brother-in-law as ………. .
2. Harry’s mother had met his father at ………. .
3. Harry had been told that his parents had ………. ,This was not the truth as ………. .
4. The name of the Wizard who killed Harry Potter’s parents was ………. .
5. Hagrid was reluctant to name ………. ,and called him ………. .
6. Harry got the scar on his forehead when ………. .

Answer :

1. they were a witch and a wizard respectively
2. a school
3. died in a car crash … they had been killed by a wizard named Voldemort
4. Voldemort
5. the murderer of Harry Potter’s parents … Voldemort
6. an evil curse touched him and he became powerful.

Question 2.
Film / Book Review
The aim of writing a film review is to judge a film or a book and inform the viewer / reader about it. The reviewer talks about the subject of the film / book being reviewed and how the film maker or director / author has handled the subject. At times the reviewer’s aim is to arouse the interest of the viewer / reader so that she / he wishes to see the film / read the book.Sometimes, the reviewer warns the viewer/ reader why she / he should not see or read a particular film / book. Write a review of a Harry Potter film / book or an episode of Malgudi Days that you have seen.
You must include :

• the name of the film / book
• the cast / director / writer
• the important characters
• a very brief outline of the film / book
• why the film/ book was worth seeing or reading / not worth seeing or reading.

Sources :

1. //en.wikipedia.org/wiki/Bermuda-Triangle//
2. /www.bermuda-triangle.org/
3. /www.bermudatrianglemystery.net./

Write a review of a Harry Potter film / book or an episode of Malgudi Days that you have seen.
Answer :
Students to write the review on their own of the film, a book or an episode as asked, on the guidelines given here.
Some information is given here to enable them to write the review.
1. Harry Potter :
A series of seven fantasy novels written by the British author J.K. Rowling. The books chronicle the adventures of the adolescent wizard Harry Potter and his best friends Ron Weasley and Hermione Granger – students at Hogwarts School of Witchcraft and Wizardry – main story concerns Harry’s quandary involving the evil wizard Lord Voldemort, who killed Harry’s parents in his quest to conquer the wizarding world and subjugate non-magical people – thus a fight between good and evil. Good symbolised by Harry through being humble; virtuous evil symbolised by Voldemort.

Main theme is death, though the novels have many genres including fantasy, love, prejudice etc – themes of normality, oppression, survival, overcoming odds, making one’s way through adolescence also possible. Novels on Harry Potter have been a grand commercial success due to having been filmed and converted into video games – richer than Queen Elizabeth II – best seller for children’s literature in 2000.

Novels received praise but also criticism and controversy like: written for people whose imaginative lives are confined to TV cartoons, soaps, reality TV and celebrity gossip; good and evil theme merely childish.

2. Malgudi Days Episode : A Hero :
The protagonist, a 13-year old boy, very coward, afraid of ghosts, shadows, can’t sleep alone, father asks to shed cowardice, makes him sleep in his study – protagonist can’t sleep, winks and swears oaths in anger – a thief enters – gathers courage  catches his leg and cries – thief caught – protagonist declared ‘a hero’. Simple plot, rural and village setting, educative in taste, entertaining, touches sentiments of all, humorous in what the protagonist mumbles while cursing and trying to sleep alone.

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 4 Harry Potter help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 5 Mystery Chapter 4 Harry Potter, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Moments Chapter 1 The Lost Child are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Moments Chapter 1 The Lost Child.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Moments
Chapter	Chapter 1
Chapter Name	The Lost Child
Category	NCERT Solutions

NCERT Solutions for Class 9 English Moments Chapter 1 The Lost Child

TEXTUAL EXERCISES
(Page 6)

Think About It

Question 1.
What are the things the child sees on his way to the fair ? Why does he lag behind ? (CBSE)
Answer:
On his way to the fair the child sees the flowering mustard fields and dragon-flies. He also sees little insects and worms. He sees doves also. They flew to the banyan tree. He goes near them to get one. So he lags behind.

Question 2.
In the fair he wants many things. What are they ? Why does he move on without waiting for an answer ?
Or
In the fair the child wanted many things. What are they ? (CBSE)
Or
Enlist the things the boy asked his parents to buy for him. (CBSE 2017)
Answer:
The child sees many things and wants them. These are : “gulab-jamun, rasogulla, burfi, jalebi”, a garland ofgulmohur and balloons. He also wants to ride a merry-go-round. He moves on without waiting for an answer. He knows his parents won’t buy any of these for him. So he goes ahead.

Question 3.
When does he realise that he has lost his way ? How have his anxiety and insecurity been described ?
Answer:
He realises this when he says that he wants to ride in a merry-go-round. He looks for his parents but there is no reply. He realises that he has been lost. His anxiety and insecurity are described in his weeping greatly. He is wailing calling ‘Mother ! Father !’ This anxiety is also seen in his clothes getting muddy.

Question 4.
Why does the lost child lose interest in the things that he had wanted earlier ?
Answer:
The child was with his parents. He was happy. He had interest in many things. These were a toy, balloon, burfi, etc. But he is without his parents now. He is a lost child. So these things have no interest for him. He simply wants his parents.

Question 5.
What do you think happens in the end ? Does the child find his parents ?
Answer:
The end of the chapter shows nothing. It may mean that the child has found his parents. However, in such circumstances, a child is often found out by his parents. It is a village fair. In the countryside, kidnapping etc, does not take place. It is possible that the police might have restored the child to his parents.

We hope the NCERT Solutions for Class 9 English Moments Chapter 1 The Lost Child help you. If you have any query regarding NCERT Solutions for Class 9 English Moments Chapter 1 The Lost Child, 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 2 The Sound of the Shell 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 2 The Sound of the Shell.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 2 Chapter 2
Chapter Name	The Sound of the Shell
Category	NCERT Solutions

CBSE Class 9 English Main Course Book Unit 2 Adventure Chapter 2 The Sound of the Shell

TEXTUAL EXERCISES
(Page 30)

Question 1.
Listen to the first part of the tape, and answer the two questions you are asked.
Then listen to the rest of the tape, and answer the following questions :
(a) Now that you have heard the rest of the extract, what do you think happened to the boys ? What do you think happened to the plane they were flying in ?
(b) What happened to the other part of the plane ?
(c) How did Ralph attract the attention of the other boys ? .
(d) What were the names of the first three boys who came to the meeting ?
(e ) Why do you think groups of boys were marching in two parallel lines ?
(f) Do you think there were any adults on the island ? Why / Why not ?
(g) Can you predict what happened to the boys next ? For example, how did they organise themselves ? What about shelter and food ?
Answer :

They have been dropped on the island by an aeroplane :
(a) The boys have landed on an unnamed island safely. The plane in which they were flying was in flames. It must have fallen into the sea after being shot at.
(b) The other part of the plane might have been blown off or destroyed.
(c) Ralph attracted the attention of the other boys by blowing into the conch.
(d) The names of the first three boys who came to the meeting were Johnny, Sam and Eric.
(e) They were marching in two parallel lines because Jack, their leader, had asked them to do so, and he was leading them too.
(f) There were probably no adults on the island. The pilot was an adult but he did not land here. Perhaps he had thought it better not to land there due to safety reasons.
(g) The prediction is difficult to make. However, one thing is clear. It is that the boys had the capacity to survive. Jack had the leader-like qualities. He could organize other boys well. First of all, all of them together must have searched for shelter and food to live on. The island seemed to be unnamed and uninhabited. Also there seemed to be no inhabitants there. So there was danger to them. They probably found some cave to live in.

Question 2.
Imagine that you are one of the boys, and that the map on the next page is the island on which you have landed. Your most urgent task is to decide where to live. Work in groups of four ; decide where to set up camp, and the materials you will use. Be prepared to justify your choices to the rest of the class.

Answer :
(In the form of dialogues among a group of boys) :
Sonu : I think that this island seems uninhabited. No one knows when we may be rescued. I suggest to first select a safe and suitable place to remain till we are rescued. It must be near the fresh-water spring. There should be fruit trees nearby. The nearness of the caves can be to our advantage. Such a place can be in the eastern middle part of the island.
Anu : What about the materials to build up a hut ?
Sonu : We can get wood and dry grass from near the trees.
Rohit : Where shall we have water to drink ?
Sonu : We can have it from the river, though it is at much distance.
Punit : That is not good because we cannot cover a long distance. There is also a swamp nearby.
Sonu : The swamp is in between the two rivers. The nearby caves can serve our needs.
Anu : Perhaps we ought to be near the sea beach. A rescue team may find us easily. I suggest another place to north-west, near the caves.
Sonu : That is not good because the fresh water would be at a great distance. Water cannot be stored by us. Besides, the hills can be to our advantage. We can attract the attention of the rescue party flying overhead from the hills. Moreover, there are cliffs hanging over the beach to the southern side also. These will enable us to watch this side far and wide. The vast stretch to the north east side opening on the sea can supply us fish etc.
Rohit : Yes, that’s a good idea. We should camp where Sonu suggests. (All agree).
All in a chords : So, let us prepare to set up the camp to the south-east, in between the river and caves near the beach.
Note :
Students are advised to spot the place indicated in the above dialogue on the map given in the Main Coursebook on

They themselves can see its suitability for the safety of the party till it is rescued. Alternatively, students can select some other place in the map and discuss its suitability.

Question 3.
The last part of the extract that you have just heard is given below. Notice how the author creates interest through a step-by-step organization of his ideas.
Answer :

Question 4.
The next part of the story is given below. Punctuate it, remember to use quotation marks (“ ”) when people speak. they were dressed in strangely eccentric clothing shorts shirts and different garments they carried in their hands their bodies from throat to ankle were hidden by black cloaks which bore a long silver cross on the left breast the boy who controlled them came forward vaulted on to the platform with his cloak flying and peered into what was almost complete darkness wheres the man with the trumpet ralph sensing his sun blindness answered him theres no man with a trumpet only me the boy came close and peered down at ralph screwing up his face as he did so he turn quickly isnt there a ship then he was tall thin and bony his face was crumpled and freckled out of his face stared two light blue eyes frustrated now and turning or ready to turn to anger isn’t there a man here ralph spoke to his back no were having a meeting come and join us
Answer :
They were dressed in strangely eccentric clothing—shorts, shirts, and different garments they carried in their hands. Their bodies from throat to ankle were hidden by black cloaks, which bore a long silver cross on the left breast. The boy who controlled them came forward, vaulted on to the platform with his cloak flying, and peered into what was almost complete darkness.
“Where’s the man with the trumpet ?”
Ralph, sensing his sun-blindness, answered him.
“There’s no man with a trumpet, only me.”
The boy came close and peered down at Ralph.
Screwing up his face as he did so, he turned quickly, “Isn’t there a ship, then ?”
He was tall, thin and bony. His face was crumpled and freckled. Out of his face stared two light blue eyes, frustrated now and turning or ready to turn to anger.
“Isn’t there a man here ?”
Ralph spoke to his back.
“No, we’re having a meeting. Come and join us.”

Question 5.
Imagine that you are on an uninhabited island with a group of children of your age. In groups of four, discuss and enumerate the strategies adopted by you to survive. You can think on the lines of

Mainly meant for discussion in groups at class level. Some strategies to be adopted for survival are given below. These would help greatly in the discussion asked for.
food :
First of all, food to be hunted for—should not be poisonous—fruits will do—quality of food fruits to be assessed from their appearance and instinctive judgement—to be tested from taste first —Fruits if eaten by monkeys or other wild animals can be good. If not, these could be risky. To be discussed who would go for finding them and where….. .

Shelter :
Shelter to be protective from weather-if it rains heavily, caves could be useful—caves to be safe from wild animals also—an instinctive sense of survival to be used to find a suitable shelter, that is, how to escape in case of a sudden danger.

means of escape :
Place for shelter to be safe from wild animals-using sticks, stones, means of camouflaging to be used-shelter to be chosen with a view to having means of escape in case of sudden danger.

protection against animals :
Since the place is uninhabited, wild animals could be there-protection from them essential—caves, branches of trees, hilltops, stones, sticks, fire, firewood to be useful in case some animals attack—vigilance turn-wise necessary while resting, sleeping-safety be insured.

life-skills (problem solving , decision-making) :
Survival instinct to be prominently used—if problems arise, these must be solved instantly, that is, if some animal poses a danger, crying, shouting etc, will scare it off—secondly, if one has to escape, escape must be instant- no delay—no panic—no impatience-everything should be handled with a cool mind with a grip on life-saving methods.

protection against harsh climatic conditions :
Harsh climatic conditions to be handled with utmost harsh climatic conditions care—eg, caves should be searched to protect oneself from winter or rain—bushes, leaves of trees should be used to make some comfortable bedding—dry logs to be used to make fire in case it is harsh winter—sunlight to be useful to fight chill …… .

Question 6.
Imagine that you have just returned from Topo Island. The Editor of a local newspaper has asked you to write about your adventure. Write the article.
Some hints :

• Very briefly, describe how you landed on the island, and the main features of the island.
• Write about where you set up camp, one main adventure, and how you were eventually rescued.
• Make the adventure part of your story exciting, with lots of action.
• Include dialogue in the adventure part.
• Try to create mystery and suspense, as in B.3.
• Finally, give your adventure story a suitable heading.
• Your story must be written in paragraphs and carry your By line.

Answer :
I, with my friends, had been evacuated at last. We were being taken to an unknown destination. Soon our plane was suddenly shot at from below. It burst into flames. But one part of its body with all of us safe fell down to the earth. The other part had fallen into the sea. Soon we found that it was an unnamed (unmanned) island with hills, forests, rivers, caves, swamps etc.

We came out of the burnt plane. We went up a hill. To our west there were thick fruit and bamboo trees and behind us there were caves. Just opposite us there flowed a river into two streams. There was a swamp between these two ‘rivers’. To the east there were trees and caves. The coast down to the south had huge cliffs. The island, was spread over an area of thirty kms. It was surrounded by sea. We soon found a fresh water spring.

The immediate need was of searching a place for shelter since we never knew how and when we could be rescued. So we began to search a place for a camp with fresh water supply and some fruit trees nearby. When we had gone ahead, we heard a mysterious cry. I said to Praveen, “What bird can it be calling so mysteriously ?” He was dazed but said, “It might be a bird, animal or a demon who swallows the victims alive ”. The cry was heard again. To our amazement we saw a shadow approaching. “Look, Praveen ! We are gone”, I exclaimed. He yelled like a mad man. I caught the shadowy figure. To our amazement it was Ram. He had tried to scare us.

Finally, we selected a place in between the trees and the fresh water spring. It was at the east-southern coast for setting up a camp. We brought the dry branches, wood, dried grass and leaves from the nearby trees. We thought it a safe place. In case of danger, we could go to the caves nearby. The cliffs could help us in attracting the attention of the rescuing party.

Soon after two days a helicopter spotted us and we were rescued. Our courage, fearlessness, and comradeship and, above all, the jungle sense, kept us alive. We came to know that this was called Topo Island. I would call the whole adventure a Jungle Ordeal.

Question 7.
Look at the map of Topo Island in B.2 and read the notes below. Then complete the tourist brochure.
Notes :

• Beaches : 6 km north-west coast, 6 km south-east coast ; relax
• Fishing : near beach on north-west coast
• Adventure seekers : caves, mountains
• Trees : fruit, shade if day is too hot
• Lookout Point : can see whole island

Visit Topo Island for the Holiday of a Lifetime :
Here is the perfect paradise for holiday-makers – Topo Island. You __1__ Fishing __2__ If it’s adventure that you’re after, __3__. Fruit trees found on most parts of the island __4__ And the Lookout Point on the northern tip of the island __5__ . Come to Topo Island, where dreams come true.
Answer :

1. can relax with full leisure on its long beaches which are 6 km north-west and 6 km south-east coasts.
2. near the beach on the north-west coast is a pleasure in itself.
3. you can venture into the nearby caves or climb the mountains.
4. add pleasure to the holiday-making, besides providing shades if it is too hot.
5. is the whole of the island.

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

NCERT Solutions for Class 9 English Literature Chapter 12 Song of the Rain are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Literature Chapter 12 Song of the Rain.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Literature
Chapter	Chapter 12
Chapter Name	Song of the Rain
Number of Questions Solved	7
Category	NCERT Solutions

NCERT Solutions for Class 9 English Literature Chapter 12 Song of the Rain

TEXTUAL EXERCISES
(Page 88)

Question 1.
(a) Given below are five lines from a poem but they are not in the right order. Get into groups of four. Read the lines and put them in the right order. Read the version that you develop to the whole class.
The voice of thunder declares my arrival
I emerge from the heart of the Sea
I descend and embrace the flowers.
I am dotted silver threads dropped from heaven
The rainbow announces my departure

(b) What is ‘F in these lines?
(c) Imagining yourself as the subject of this poem, write five lines about yourself in less than five minutes.
You may like to

• define yourself
• state what you do
• explain why people like/dislike you
• mention any other characteristic about yourself

Answers
(a) Mainly at class level. The right order is as follows:

1. I emerge from the heart of the sea.
2. The voice of thunder declares my arrival.
3. I am dotted silver threads dropped from heaven.
4. I descend and embrace the flowers.
5. The rainbow announces my departure.

To be read as it is before the class as a group.

(b) ‘I ’ in these lines is ‘the rain’.
(c) I am Rajan, a class IX student, coming of a middle-class family. I am a student and take care of my rights and duties. All like me due to the qualities of head and heart as I take care of all alike as they are. I am respectful to all and dh my work with devotion. I never like to waste my time in useless activities.

Question 2.
Now listen to a poem about the rain. As you listen number the stanzas given in the boxes.
Answer
Students can on their own mark the stanzas starting from 1 to 9 in the parallel lines given after each stanza.

Question 3.
Read the song once again.
Answer
Please read the song yourself.

Question 4.
Ore the basis of your understanding of the poem, answer the following questions by ticking the correct choice.
(a) The rain calls itself the ‘dotted silver threads’ as _____.

1. the shimmering drops fall one after the other
2. it ties heaven and earth
3. it dots the earth with shimmering water
4. it decorates the fields

(b) The tone and mood of the rain in the poem reflect its _____.

1. love for the earth
2. desire to take revenge
3. merriment as it destroys
4. desire to look beautiful

Answer
(a) 2
(b) 1

Question 5.
Answer the following questions
(a) Why is the rain divine ?
(b) In this universe, rain performs many functions. What are those ? (V. Imp)

(c) “When I cry the hills laugh ;
When I humble myself the flowers rejoice ;
When I bow, all things are elated.”
Cry, humble and bow indicate different intensity with which the rain falls. Explain the three in context.

(d) How do you think the rain quenches the thirst of the fields and cures clouds’ ailment ? (V. Imp.)
(e) Think about million little ways in which the rain embraces the trees. Mention a few of them.
(f) “… All can hear, but only
The sensitive can understand’
What does the poet want to convey ?
(g)

1. Notice the imagery built around ‘sigh of the sea’, ‘laughter of the field’ and ‘tears of heaven’. Explain the three expressions in context of rain.
2. How would you express rain as
   • an agent of floods ?
   • a source of water for dams ?

(h) “I am like earthly life…”
Why does the poet call rain as earthly life ?
(i) Explain the ending of the song. (V. Imp.)
Answer
(a) The rain is divine because it comes from heaven and is the product of Heaven and Nature. Nature is another form of divinity.
(b) It decorates gardens and valleys. It embraces the flowers and trees when it descends from heaven (sky). It quenches the thirst of the fields. It ‘cures’ the clouds as they feel overloaded with water. It gives a joy to flowers and other objects of nature like hills, trees etc.
(c) ‘Cry’, means when it rains heavily (in torrents).
‘Humble’ means when it rains modest and light.
‘Bow’ means very light rain.

(d) The rain quenches the thirst of the fields when they go dry. Then they need water to sustain the growth of things in them. The rain cures the clouds because they get overloaded with water. This situation is like their having a ‘disease’ as they can’t sustain the water any more in them. They are too weak to carry rain water in them. When it rains they get floating, light and fresh.

(e) The rain embraces the trees in million ways. If we take up the literary sense of the word ‘embrace’ we may see that the rain embraces, hugs and envelops the trees profusely. It gives new energy and new life to them. Then it charges the trees’ many parts with a new life, viz trees’ roots get strong due to energy, leaves glisten, trees live with joy etc.

If the metaphorical meaning of ‘embrace’ is taken, then the rain assumes a wider role for them. It becomes a life source for them. It reaches even the cavities or chinks into the walls of the castles, roofs, old trees where dust and soil get collected. Then due to rain, new trees grow from the seeds embedded in them. In fact, their parts from the roots to the seeds get embraced by the rain.

So the rain embraces the trees in the sense that it hugs them and gives them love or affection. Due to that they live as human beings and remain cheerful. Some trees get uprooted, some begin to glisten, some get washed away, some die and some stick in the flow of water.

(f) The poet wants to convey the idea that all hear the pattering sound of the rain when it falls. But only a few with a sensitive and understanding mind can understand the value and utility of the rain. It is life-giving and refreshing.
(g)
(i)

• The rain rises from the sea in the sense that evaporation takes place from the sea. Clouds get formed. The rain in the form of vapours goes above as clouds and due to precipitation, the vapours change into water and it rains. This process is like ‘the sigh’ since the rain gets separated from its mother, the sea. It sighs at its birth and separation.
• The fields are dry due to the absence or non-availability of water. The crops sustained by them tend to wither or die. But when it rains, these very fields start refreshing themselves. This ‘refreshing’ or ‘rejuvenation’ is their ‘laughter’.
• ‘Tears of heaven’ means when it rains, the sky, ie, heaven, seems to be weeping and raindrops become its big tears. When it rains, the sky seems to be weeping and shedding tears.

(ii)

• Rain as an agent of floods becomes so when it rains non-stop for days together. In that situation, rain water gets so much that the earth becomes disabled to sustain it. It then floods everything causing lots of miseries to all. It, in fact, becomes a scene of rain all round. –
• Rain becomes a source of water for dams in the sense that rain water is properly channelised in dams. The dams retain it due to their frontiers. Then, according to needs and requirements, dam water is used differently. It is used for making electricity or for irrigation or for supplying drinking (water) to the people.

(h) The poet calls rain as earthly life because it follows the cycle of life and death in its birth and death. The rain takes its birth because of various elements available on the earth. It also dies when it has served its purpose. Or the elements can’t produce it as in deserts. It is like the living beings living on the earth. They are born, live and then die when they can’t sustain themselves any more in relation to these elements.

(i) The ending of the song is like bidding farewell to all. The rain recollects its various aspects or forms. Then it bids farewell to all ‘with love’. It is a ‘sigh’, ‘laughter’, ‘tears’ yet, it is so but with love. It disappears or fades away bidding ‘love’ to all.

Question 6.
‘Ode to Autumn’ is a beautiful poem written by the famous poet John Keats. Listen to an excerpt from the poem and pick phrases which personify autumn.
Answer
These phrases are as follows :
bosom friend of the maturing sun ; riper of fruits, etc ;
farmer ; sitting on the granary floor ; winnower ;
harvester ; reaper ; gleaner

Question 7.
Rain in the hills and rain in the desert present entirely different scenario. In the hills it revitalises the greenery and freshens the vegetation; it waters the parched land and relieves the thirsty and panting souls in the desert.
This has been a year of scanty rains. Imagine how the rain would be welcomed when it pours in the hills and in the desert after a long dry spell. Choose one of the places and describe
(а) What are you likely to see ?
(b) What would happen to the rain water ?
(c) What would be the scene before and after the rain ?

Answer
1. How hills welcome the rain when it comes after a long dry spell
When it doesn’t rain in the rainy season the hills wear a very dreary and depressing look. They present dry or stony colour. The weather among them should be comforting and rejuvenating. But it is simply unpleasant and scorching then. But when it rains over these after a long dry spell, everything welcomes it with an open heart and joy. First of all, when it rains, there comes out a pleasant aromatic smell. It soothes the heart and the senses. The rain water is just ‘drunk’ by the dry soil.

The moment it rains, the soil absorbs it and soon the hills change their dry and depressing colour. Very soon the hills present a green and refreshing colour that pleases the eyes. The dry and uninteresting scene gets replaced by all-round greenery, beauty and freshness.

2. How the desert shall welcome the rain when it comes after a long dry spell
Rain is the life breath of the vegetation whether it is hills or the deserts. Deserts don’t usually get rain. Without that they are deserts. A desert looks brown and dry because the greenery due to the crops and water, is just absent.

But when it rains in the desert, the water is, at once, soaked underground. But it has given life to the undergrowth which requires a little water. Then the undergrowth wears a green colour. It looks fresh and living like the trees.

The scene before and after the rain would not be much different. Before it rains, it is dry, depressing and hot with the sun pouring fire all round. But after the rain, it becomes pleasant. The earth starts changing its brown colour to greenish with vegetation coming up in the fields. Heat gets less pinching and the desert trees wear a pleasant greenish look. All things thus welcome the rain because it is a life- giver to them.

We hope the NCERT Solutions for Class 9 English Literature Chapter 12 Song of the Rain help you. If you have any query regarding NCERT Solutions for Class 9 English Literature Chapter 12 Song of the Rain, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Beehive Poem Chapter 10 A Slumber did my Spirit Seal are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Beehive Poem Chapter 10 A Slumber did my Spirit Seal.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Beehive (poem)
Chapter	Chapter 10
Chapter Name	A Slumber did my Spirit Seal
Category	NCERT Solutions

NCERT Solutions for Class 9 English Beehive Poem Chapter 10 A Slumber did my Spirit Seal

COMPREHENSION QUESTIONS

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

1. A slumber did my spirit seal—
I had no human fears.
She seemed a thing that could not feel
The touch of earthly years. (Page 136) (Imp.)

Questions

(a) What actually is ‘a slumber’ here ?
(b) Explain : ‘I had no human fears’.
(c) What do you understand by ‘earthy years’ ?
(d) Give the meaning of ‘slumber’. (Page 136) (Imp)

Answers

(a) ‘A slumber’ here is the deep sleep. It is the body condition when one experiences it.
(b) The poet did not fear the physical or earthy fears when he experienced this sleep.
(c) ‘Earthy years’ are the physical existence of human life when we are aware of physical things around us.
(d) It means ‘sleep’.

2. No motion has she now, no force—
She neither hears nor sees,
Rolled round in earth’s diurnal course
With rocks and stones and trees. (Page 136) (M. Imp.)

Questions

(a) Who is ‘she’ here in the first line ?
(b) Where does ‘she’ live ?
(c) Can ‘she’ be seen ? If not, how can one ‘see’ her ?
(d) Give the meaning of ‘diurnal’.

Answers

1(a) ‘She’ here is the person most dear to the poet. She is dead now.
(b) She ‘lives’ rolled in the earth’s daily course, rocks, stones and trees.
(c) ‘She’ can’t be seen because she has become an inseparable part of the earth, rocks, stones and trees.
(d) It means ‘daily’.

TEXTUAL QUESTIONS
(Page 136)

Thinking About the Poem

1. “A slumber did my spirit seal”, says the poet. That is, a deep sleep ‘closed off his soul (or mind). How does the poet react to his loved one’s death ? Does he feel bitter grief ? Or does he feel a great peace ?

2. The passing of time will no longer affect her, says the poet. Which lines of the poem say this ?

3. How does the poet imagine her to be, after death ? Does he think of her as a person living in a very happy state (a ‘heaven’) ? Or does he see her now as a part of nature ? In which lines of the,poem do you find your answer ?

Answers

1. The poet reacts to his loved one’s death so greatly. He feels an extreme shock in it. Death is always associated with pain, misery and sorrow.

2. ‘She seemed a thing that could not feel/ The touch of earthly years’ suggests this.

3. The poet imagines her to be an inseparable part of the earth’s system. No, the poet does not think so because ‘heaven’ is not a dead thing. Yes, she has become a part of Nature. She shall live as long as Nature lives.

The line ‘Rolled round in earth’s diurnal course/With rocks and stones and trees’ has this answer.

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

NCERT Solutions for Class 9 English Literature Chapter 7 The Road Not Taken are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Literature Chapter 7 The Road Not Taken.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Literature
Chapter	Chapter 7
Chapter Name	The Road Not Taken
Number of Questions Solved	13
Category	NCERT Solutions

NCERT Solutions for Class 9 English Literature Chapter 7 The Road Not Taken

TEXTUAL EXERCISES
(Page 64)

Question 1.
Sometimes the choices we make have far-reaching consequences. Think about choices you make on a daily basis, and the importance of these choices.
Answer
Answers to this question may vary from student to student since the question involves personal liking or disliking. One sample answer is given below :

Choices	Importance/Results
eating hamburger/dosa, chaat Or home-made food	in terms of excessive calories-upset stomach, in-digestion more value in calories- sustaining health etc.
walking for short distances Or taking a taxi/auto-rickshaw	light exercise, toning up of the body avoiding light exercise, unnecessary expenses incurred, rash driving may result in accident

Note. Students may on their own add more such choices as given above.

Question 2.
Complete the web chart showing choices and decisions you may have to make in the next few years and the factors that affect these choices.
Answer

Explanation : First of all, the choice about the profession will have to be made. This choice is interconnected with studies. For example, if a medical profession is to be taken, one will have to study for that purpose in mind. Money is an important factor in today’s world. For it, one exercises choices of profession also.

Then comes the choice of marriage. After marriage, comes the important factor of how many children one would like to have. This choice, again, depends upon other factors like income, living facilities, standard of living etc. In fact, one has to make hundreds of choices in life. So the number of choices are infinite as one has to make choices almost every instant.

Note. This question has varied answers as it is highly subjective. We have given one possible way out. Students may, on their own, share their choices and decisions with their partners. They should see their subjective priorities.

Question 3.
Have you made choices that are acceptable and less ‘risky’ or have you followed the beaten track ? Why ?
Answer
Varied answers. The answer to this question is, again, connected with the question no. 2 preceding it. It is again full of probabilities. For example, if a student wishes to opt for a medical profession but has less competence, it will be ‘risky’. All those who put in a lot of labour, do not succeed. Then if they are in without exercising right choices, it may amount to follow a beaten track. They may face failures in the end.

Note. Students may discuss it among themselves with their peers keeping in mind all the choices available for different professions.

Question 4.
List common dilemmas that teenagers face involving the choice of one or more “roads.” Give examples of “roads” that you must travel (e.g. facing peer pressure, choosing friends, observing rules laid down by school and parents, acting on your own values).
Answer
Varied answers.
The common dilemmas could be :

1. choosing one’s apparels
2. one’s school/college/university for education/higher education
3. opting for different professions
4. food items, subjects, disciplines, books, friends etc.

Question 5.

1. Listen to a recording of the poem.
2. What choice did the poet have to make ?
3. if Did he regret his choice ? Why/why not ?

Answer

1. Do yourself.
2. The poet had to make a choice between the two roads. Both looked charming on that morning. He took one road thinking that he would walk on the other some other time. At last he made a choice for the road. It was due to various reasons for the choice. These were like, it was ‘fair’, it was ‘grassy’ and ‘wanted wear’.
3. The poet did regret his choice because he took the road which had been ‘travelled less’. He kept the first road ‘reserved’ for some other day thinking that one day he would walk on it. But he couldn’t exercise his choice. But he found that, that had made all the difference. His saying so shows his regret.

Question 6.
Read the poem silently.
Answer
No questions asked.

Question 7.
On the basis of your understanding of the poem, answer the following ques¬tions by ticking the correct choice.
(a) In the poem, a traveller comes to a fork in the road and needs to decide which way to go to continue his journey. Figuratively the choice of the road denotes _____

1. the tough choices people make (in choosing) the road of life.
2. the time wasted on deciding what to do.
3. life is like a forest.
4. one must travel a lot to realize his dreams.

(b) The poet writes, ‘Two roads diverged in a yellow wood.’ The word diverged means _____

1. appeared
2. curved
3. branched off
4. continued on

(c) The tone of the speaker in the first stanza is that of ______

1. excitement
2. anger
3. hesitation and thoughtfulness
4. sorrow

Answer
(a) 1
(b) 3
(c) 3

Question 8.
Answer the following questions :

1. Describe the two roads that the author comes across.
2. Which road does the speaker choose ? Why ? [V. Imp.]
3. Which road would you choose ? Why ?
4. Does the speaker seem happy about his decision ?
5. The poet says “I took the one less travelled by, And that has made all the difference.” What is ‘the difference’ that the poet mentions ?

Answer
1. The two roads were covered with yellow leaves. One went in the undergrowth as far as the poet could see. The second was ‘fair’, ‘grassy and wanted wear’.
2. The speaker chooses the second road which had been less travelled by. It was ‘fair’, ‘grassy and wanted wear’. Also not many people had walked on it. Impliedly, it meant that the poet wanted to be a poet as not many had opted to be one.

3. I would choose the road i.e., profession, which is being taken up by less number of people, that is, (less travelled by). The reasons for this could be many. These are : its uncommon nature, its being adventurous. Its needing full-blooded involvement. I believe in ‘live dangerously’.

4. The speaker doesn’t seem happy about his choice. It is because he regrets to have taken up the second road. But it is after he has lived his life for some years. At this stage he looks into his past. Seeing that, he says that ‘this (his choice) has made all the difference’. It shows the speaker’s hesitation and ‘sighing’. But life is as such. We can’t derive hundred per cent contentment.

5. ‘The difference’ to me seems that the poet chose to be a poet. But he may have regretted it. Actually, one can’t retrace one’s steps taken up in life. One can’t start everything again. Instead, one prefers to go ahead and ahead rather than coming back on the starting point. Thus the choice one exercises in life makes all the ‘difference’ in one’s life.

Question 9.
Write the rhyme scheme of the poem.
Answer
The rhyme scheme of the poem is : a b a a b.

Question 10.
Fill in the blanks to complete the following paragraph that gives the theme of the poem. Use the w.ords given in the box below :
decision   sorry   foresee        choices    pleasant     direction
fork          trail     rewarding    chance    wonder       both

The poem “The Road Not Taken” by Robert Frost is about the ____ that one makes in life. It tells about a man who comes to a ____ in the road he is travelling upon. He feels ____ that he can not travel ____ paths as he must choose one. Frost uses this fork in the road to represent a point in the man’s life where he has to choose the ____ he wishes to take in life. As he thinks about his ____ he looks down one path as far as he can see trying to ____ what life will be like if he walks that path. He then gazes at the other and decides the outcome of going down that path would be just as ____ At this point he concludes that the ____ that has been less travelled on would be more ____ when he reaches the end of it. The man then decides that he will save the other path for another day, even though he knows that one path leads to another and that he won’t get a ____ to go back. The man then says that he will be telling this story with a sigh someday in the future suggesting that he will ____ what life would have been like if he had chosen the more walked path even though the path he chose has made all the difference.
Answer
The poem “The Road Not Taken” by Robert Frost is about the choices that one makes in life. It tells about a man who comes to a fork in the road he is travelling upon. He feels sorry that he can not travel both paths as he must choose one. Frost uses this fork in the road to represent a point in the man’s life where he has to choose the trail he wishes to take in life. As he thinks about his decision he looks down one path as far as he can see trying to foresee what life will be like if he walks that path.

He then gazes at the other and decides the outcome of going down that path would be just as rewarding (pleasant). At this point he concludes that the direction that has been less travelled on would be more pleasant (rewarding) when he reaches the end of it. The man then decides that he will save the other path for another day, even though he knows that one path leads to another and that he won’t get a chance to go back. The man then says that he will be telling this story with a “sigh” someday in the future suggesting that he will wonder what life would have been like if he had chosen the more walked path even though the path he chose has made all the difference.

Question 11.
Roads are fascinating as metaphors for life, change, journeys, partings, adventure, etc., or simply as roads. This is probably why they, and all their attendant images, have permeated art, literature and song. In the poem Frost uses the fork in the road as a metaphor for the choices we make in life. Thus the roads are, in fact, two alternative ways of life. What other nouns could be used to represent life ?

• River
• ______

Answers

• modes of transport
• life partners
• schools
• professions
• jobs
• places for residence
• friends
• vehicles etc.

Question 12.
In groups of six, select, write the script of and present a skit that demonstrates the decision making and conflict resolution. Follow the steps given below :

• choices to be made
• options to be considered
• the influence of others
• the decisions/actions taken
• the immediate and future consequences of the decision.

Answer
Meant for class level under the guidance of the teacher.

Question 13.
‘The Road Not Taken’ is a biographical poem. Therefore, some persohal bio-graphical information is relevant to the deeper understanding of the poem we have read. Complete the following worksheet about Robert Frost.

1. What “momentous decision” was made by Frost in 1912 ?
2. How old was he when took this decision ?
3. Why was it so difficult to make this decision ? Think and give more than one reason.
4. Was the “road” Frost had taken easy “to travel” ?
5. Do you think he wrote “The Road Not Taken” before sailing from the USA to England or after ? Can you quote a line or two from the poem that can support your answer ?
6. Do you think Frost finally became popular in America as a poet ?

Answer

1. Robert Frost was almost 40 in 1912 and had only a few poems published. So he sold his farm and used an annuity from his grandfather to go to England. There he concentrated on writing poetry. This was his ‘momentous decision’.
2. He was 38 at that time when he had to make this decision.
3. It was difficult to make this decision because he had passed the major portion of his life. Then the profession of a poet could not be called ‘rewarding’. Thirdly, whatever he had had then, he had to sell it. So in a way, he was without any solid ground to take this decision.
4. Personally I think the ‘road’ Frost had taken was not easy ‘to travel’. It is due to many factors that determine the success of this profession.
5. I think Frost wrote ‘The Road Not Taken’ after sailing from the USA to England. The lines are : ‘I shall be telling this with a sigh
   ……… and I
   I took the one less travelled by,
   And that has made all the difference’.
6. Yes, Frost became a public figure. In 1950 the U.S. Senate felicitated him on his seventy-fifth birthday. It was in recognition of his being a popular poet.

We hope the NCERT Solutions for Class 9 English Literature Chapter 7 The Road Not Taken help you. If you have any query regarding NCERT Solutions for Class 9 English Literature Chapter 7 The Road Not Taken, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Beehive Chapter 5 The Snake and the Mirror are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Beehive Chapter 5 The Snake and the Mirror.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Beehive
Chapter	Chapter 5
Chapter Name	The Snake and the Mirror
Category	NCERT Solutions

NCERT Solutions for Class 9 English Beehive Chapter 5 The Snake and the Mirror

TEXTBOOK EXERCISES
(Page 60)

THINKING ABOUT THE TEXT

I. Discuss in pairs and answer each question below in a short paragraph (30-40 words).
1. “The sound was a familiar one.” What sound did the doctor hear ? What did he think it was ? How many times did he hear it ? (Find the places in the text.) When and why did the sounds stop ?
Or
“The sound was a familiar one.” What sound did the doctor hear and when did it stop ? (CBSE)
2. What two “important” and “earth-shaking” decisions did the doctor take while he was looking into the mirror ?
Or
What were the two important decisions that the narrator took while looking into the mirror ? (CBSE)
3. “I looked into the mirror and smiled,” says the doctor. A little later he says, “I forgot my danger and smiled feebly at myself.” What is the doctor’s opinion about himself when (i) he first smiles, and (ii) he smiles again ? In what way do his thoughts change in between, and why ?

Answers
1. The doctor heard a chirping sound. It was the sound of the rats. The doctor heard the sound four times. The phrases are : ‘Again I heard that sound from above’. ‘Again came that noise from above’; ‘Suddenly there came a dull thud as if a rubber tube had fallen…’.
The sounds stopped after the rats saw a snake as they got afraid of him.

2. One, he would shave daily. Second, he would grow a thin moustache to look more handsome. Third, he would always keep that attractive smile on his face.

3. The doctor’s opinion about himself was good that he had an attractive smile when he first smiled. But when he smiled a little later, he pitied himself. It was because he saw his death quite near when the snake was so near his face. His feeble smile indicated his nervousness.
His thoughts changed in between. When he smiled first, there was no danger to his life. But when he saw the snake coiling his arm and very near his face, his thoughts changed. Both of joy and happiness changed into fear and death.

II. This story about a frightening incident is narrated in a humorous way. What makes it humorous ? (Think of the contrasts it presents between dreams and reality. Some of them are listed below).
1. (i) The kind of person the doctor is (money, possessions)
(ii) The kind of person he wants to be (appearance, ambition)
2. (i) The person he wants to marry (ii) The person he actually marries
3. (i) His thoughts when he looks into the mirror
(ii) His thoughts when the snake is coiled around his arm

Write short paragraphs on each of these to get your answer.
Answers
1. (i) The doctor is a poor person. He has hardly any money. He lives in an unelectrified
house. It is a small rented room with plenty of rats living in it. He has just started his medical practice. He had about sixty rupees in his suitcase. He had only one black coat. Besides, he had some shirts and dhotis. So he is not a man of possessions or money.
(ii) The doctor wants to be rich. He also would like to have a good appearance. That’s why he decides to grow a thin moustache.

2. (i) The doctor wants to marry a woman doctor. He wants that she should have a good medical practice and a lot of money. She should be fat as not to run after him and catch him.
(ii) He marries a thin reedy woman. She has the gift of a sprinter.

3. (i) His thoughts are full of joy and satisfaction. He decides to grow a thin moustache and keep smiling always. He finds his smile attractive.
(ii) He turned to stone. He sat like a stone image in the flesh. However, his mind was very active. He felt the great presence of the Creator. He decided to write the words ‘O God’ outside his little heart.

THINKING ABOUT LANGUAGE
I. Here are some sentences from the text. Say which of them tell you, that the author :
(а) was afraid of the snake,
(b) was proud of his appearance,
(c) had a sense of humour,
(d) was no longer afraid of the snake.

1. I was turned to stone.
2. I was no mere image cut in granite.
3. The arm was beginning to be drained of strength.
4. I tried in my imagination to write in bright letters outside my little heart the words, ‘O God’.
5. I didn’t tremble. I didn’t cry out.
6. I looked into the mirror and smiled. It was an attractive smile.
7. I was suddenly a man of flesh and blood.
8. I was after all a bachelor, and a doctor too on top of it!
9. The fellow had such a sense of cleanliness … ! The rascal could have taken it and used it after washing it with soap and water.
10. Was it trying to make an important decision about growing a moustache or using eye shadow and mascara or wearing a vermilion spot on its forehead ?

Answers
The following sentences tell that the author (a) was afraid of the snake :
(1), (3), (4), (5)
The following sentences tell that he (b) was proud of his appearance :
(б), (8)
The following sentences tell that (c) he had a sense of humour :
(9), (10)
The following sentences tell that (d) he was no longer afraid of the snake :
(2), (7)

II. Expressions used to show fear
Can you find the expressions in the story that tell you that the author was frightened ? Read the story and complete the following sentences.

1. I was turned ……….. .
2. I sat there holding ……. .
3. In the light of the lamp I sat there like …….. .

Answers

1. I was turned to stone.
2. I sat there holding my breath.
3. In the light of the lamp I sat there like a stone image in the flesh.

III. In the sentences given below some words and expressions are italicised. They are variously mean that one

• is very frightened.
• is too scared to move.
• is frightened by something that happens suddenly.
• makes another feel frightened.

Match the meanings with the words/expressions in italics, and write the appropriate meaning next to the sentence. The first one has been done for you.

1. I knew a man was following me, I was scared out of my wits, (very frightened)
2. I got a fright when I realised how close I was to the cliff edge.
3. He nearly jumped out of his skin when he saw the bull coming towards him.
4. You really gave me a fright when you crept up behind me like that.
5. Wait until I tell his story – it will make your hair stand on end.
6. Paralysed with fear, the boy faced his abductors.
7. The boy hid behind the door, not moving a muscle.

Answers

1. I knew a man was following me, I was scared out of my wits, (very frightened)
2. I got a fright when I realized how close I was to the cliff edge, (too scared to move).
3. He nearly jumped out of his skin when he saw the bull coming towards him. (frightened by something that happens suddenly)
4. You really gave me a fright when you crept up behind me like that, (make another feel frightened)
5. Wait until I tell his story – it will make your hair stand on end. (too scared to move)
6. Paralysed with fear, the boy faced his abductors, (very frightened)
7. The boy hid behind the door, not moving a muscle, (too scared to moire)

IV. Reported questions
Report these questions, using if!whether or why/when/where!how/which/what. Remember the italicised verbs change into the past tense.

1. Meena asked her friend, “Do you think your teacher will come today ?”
2. David asked his colleague, “Where will you go this summer ?”
3. He asked the little boy, “Why are you studying English ?”
4. She asked me, “When are we going to leave ?”
5. Pran asked me, “Have you finished reading the newspaper ?”
6. Seema asked her, “How long have you lived here ?”
7. Sheila asked the children, “Are you ready to do the work ?”

Answers

1. Meena asked her friend if he (she) thought his (her) teacher would come that day.
2. David asked his colleague where he would go that summer.
3. He asked the little boy why he was studying English.
4. She asked me when they were going to leave.
5. Pran asked me if I had finished reading the newspaper.
6. Seema asked her how long she had lived there.
7. Sheila asked the children if they were ready to do the work.

DICTATION
The following paragraph is about the Indian cobra. Read it twice and close your book. Your teacher will then dictate the paragraph to you. Write it down with appropriate punctuation marks.
The Indian cobra is the common name for members of the family of venomous snakes, known for their intimidating looks and deadly bite. Cobras are recognized by the hoods that they flare when angry or disturbed ; the hoods are created by the extension of the ribs behind the cobras’ heads. Obviously the best prevention is to avoid getting bitten. This is facilitated by the fact that humans are not the natural prey of any venomous snake. We are a bit large for them to swallow whole and they have no means of chopping us up into bite-size pieces. Nearly all snakebites in humans are the result of a snake defending itself when it feels threatened. In general snakes are shy and will simply leave if you give them a chance.

Answer
The Indian Cobra is the common name for members of the family of venomous snakes, known for their intimidating looks and deadly bite. Cobras are recognized by the hoods that they flare when angry or disturbed ; the hoods are created by the extension of the ribs behind the cobra’s heads. Obviously the best prevention is to avoid getting bitten. This is facilitated by the fact that humans are not the natural prey of any venomous snake. We are a bit large for them to swallow whole and they have no means of chopping us up into bite-size pieces. Nearly all snakebites in humans are the result of a snake defending itself when it feels threatened. In general, snakes are shy and will simply leave if you give them a chance.

WRITING
1. Try to rewrite the story without its humour, merely as a frightening incident. What details or parts of the story would you leave out ?

Answer

The Most Frightening Incident

It was a hot summer night. I had been living in a shed made of straw. There was an old table. On it there was a mirror. I was looking in the mirror. Then a snake fell on my shoulder. Before I could do anything, the snake had coiled around my left arm. It was
above the elbow. Its hood was spread out. Its head was hardly three or four inches from my face.

I almost froze with fear. My breath stopped. I was like a stone. I knew if I moved even one centimetre, the snake would sting me. I couldn’t move even a centimetre. I started praying to God. By chance the snake’s eyes fell on its reflection in the mirror. It slowly fell down on my lap.

It then moved on to the table. It started looking at its own reflection in the mirror. I saw that I was breathing. I, at once, jumped off and ran like a mad man. I felt that I was safe. I thanked God greatly.

2. Read the description given alongside this sketch from a photograph in a newspaper (Times of India, 4 September 1999). Make up a story about what the monkey is thinking, or why it is looking into a mirror. Write a paragraph about it.

Answer

When a Monkey Got a Mirror

Last month I saw a strange incident about a monkey. Our colony has a lot of them. I saw once that a monkey had got a piece of looking mirror. He was looking into it. He was seeing his own face. But he never thought that it was his. He grinned, chuckled and showed teeth. His reflection also did the same. He thought that there was another monkey around. He searched for him all around. He turned his face around him. Or perhaps he was thinking how beautiful he looked ! He also saw the reflection of other things. He grew more and more interested in the mirror. We also were enjoying his actions of looking at the mirror.

After sometime, another big monkey came. There were two more monkeys. They started fighting. In that the monkey threw the mirror at one of them. It broke into pieces. Each monkey got one piece each. They started repeating the actions of the monkey with a mirror.

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

NCERT Solutions for Class 9 English Main Course Book Unit 1 Chapter 2 A Burglary Attempt are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 1 Chapter 2 A Burglary Attempt.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Main Course Book
Chapter	Unit 1 Chapter 2
Chapter Name	A Burglary Attempt
Category	NCERT Solutions

CBSE Class 9 English Main Course Book Unit 1 People Chapter 2 A Burglary Attempt

Question 1.
We notice lots of details about people and their appearance, but to describe them accurately and vividly, we need to be specific. Working in pairs, look carefully at the pictures given and complete the table with appropriate words from the box given on the next page. You may add words of your own to describe people.


Answer :

The other words that describe the four people are :

Question 2
When we meet people, we notice their faces more than anything else. The box below contains words which describe the features of a face. Work in pairs and list them under the appropriate headings, then add more words of your own.

Answer :

My Own Words

Question 3.
Read the newspaper clipping.
BURGLAR ESCAPES WITH JEWELLERY :


Answer :

Question 4.
Taking hints from,

write a paragraph describing the burglar.
Answer :
Description of the burglar
The burglar had a well-built body which looked a bit plumpy. He was 6 ft tall. He wore old and faded clothes. His shirt was faded black. The colour of his trousers was dark which could be either black or blue. As regards the face of the burglar, it was oval-, shaped. His eyes were grey and he wore spectacles of a plastic frame. His complexion was dark. As regards his hair he had straight black hair. His nose was sharp and lips quite thick. Nothing can be said about his teeth. He had a special feature in his having six fingers on his right hand.

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 1 Chapter 2 A Burglary Attempt help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 1 Chapter 2 A Burglary Attempt, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Beehive Poem Chapter 9 The Snake Trying are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Beehive Poem Chapter 9 The Snake Trying.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Beehive (poem)
Chapter	Chapter 9
Chapter Name	The Snake Trying
Category	NCERT Solutions

NCERT Solutions for Class 9 English Beehive Poem Chapter 9 The Snake Trying

COMPREHENSION QUESTIONS

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

The snake trying
to escape the pursuing stick,
with sudden curvings of thin
long body. How beautiful
and graceful are his shapes !
He glides through the water away
from the stroke. (Page 125) (Imp)

Questions

(a) How does the snake escape the stick ?
(b) How does its body look ?
(c) How does the snake look when he escapes ?
(d) In what way does the snake move in water ?

Answers

(a) He escapes by sudden curvings in its body.
(b) It (Its body) looks long and thin and beautiful.
(c) He looks beautiful and graceful.
(d) He glides through the water.

2. O let him go
over the water
into the reeds to hide
without hurt. Small and green
he is harmless even to children. (Page 125)

Questions

(a) Who is Trim’ in the first line ?
(b) Where will the snake be without being hurt ?
(c) How will the snake be to the children ?
(d) Where does the snake hide ?

Answers

(a) ‘Him’ is the snake.
(b) He will be so in the reeds.
(c) He will be harmless to them.
(d) The snake hides among the reeds.

3. Along the sand
he lay until observed
and chased away, and now
he vanishes in the ripples
among the green slim reeds. (Page 125) (V. Imp.)

Questions

(a) Where does the snake lie ?
(b) What does the snake do in the ripples ?
(c) How do the reeds look ?
(d) Give the meaning of ‘vanishes’.

Answers

(a) The snake lies along the sand.
(b) The snake vanishes in the ripples.
(c) The reeds look green and slim.
(d) It is ‘disappears’.

TEXTUAL QUESTIONS
(Page 125)

Thinking About the Poem

I.

1. What is the snake trying to escape from ?
2. Is it a harmful snake ? What is its colour ?
3. The poet finds the snake beautiful. Find the words he uses to convey its beauty.
4. What does the poet wish for the snake ?
5. Where was the snake before anyone saw it and chased it away ? Where does the snake disappear ? (CBSE 2016)

Answers

1. The snake tries to escape from the pursuing stick.
2. The snake is harmless. It is green in colour.
3. The poet uses these words for conveying beauty : “beautiful and graceful, glides, small and green’.
4. The poet wishes safety for the snake.
5. The snake was far from the water and reeds. It disappears in the reeds.

II.
1. Find out as much as you can about different kinds of snakes (from books in the library, or from the Internet). Are they all poisonous ? Find out the names of some poisonous snakes.

2. Look for information on how to find out whether a snake is harmful.

3. As you know, from the previous lesson you have just read, there are people in our country who have traditional knowledge about snakes, who even catch poisonous snakes with practically bare hands. Can you find out something more about them ?

Answers

1. Students can find out this information from books in the library, or from the internet. Not all the snakes are poisonous. Some of the poisonous snakes are : King Cobra, Russell’s Viper, Krait, etc.

2. This information may be obtained from the books in the library or from the Internet. This may also be got from a snake charmer.

3. They are snake charmers. They live mainly in forests. They are wandering tribes. They catch various snakes. They earn their livelihood by showing them to the public. They are a great source of information on snakes.

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

NCERT Solutions for Class 9 English Literature Chapter 14 The Bishop’s Candlesticks are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Literature Chapter 14 The Bishop’s Candlesticks.

Board	CBSE
Textbook	NCERT
Class	Class 9
Subject	English Literature
Chapter	Chapter 14
Chapter Name	Bishop’s Candlesticks
Number of Questions Solved	12
Category	NCERT Solutions

NCERT Solutions for Class 9 English Literature Chapter 14 The Bishop’s Candlesticks

TEXTUAL EXERCISES
(Page 112)

Discuss in groups :
Question 1.
What would you do in the following situations ? Give reasons for your answer

• If you were travelling by bus and you saw someone pick another passenger’s pocket.
• If you found a wallet on the road.
• If you ‘were in a shop and you saw a well-dressed lady shoplifting.
• If your best friend is getting involved with an undesirable set of friends.
• If you were in school and you saw one of your class-mates steal another child’s pen.

Answer
For discussion. Various answers. One viewpoint is given below :

• I would raise a cry so that the thief is arrested.
• I would return it to whom it belongs.
• I will first go to her. I will ask her why she is doing all that instead of informing the police.
• I will advise my friend against what he is doing.
• I shall snub the thief and tell him to be a good boy.

Question 2.
Imagine a child has been caught stealing in school. In groups of eight play the roles of

• The child caught stealing
• The child she/he stole from
• The teacher
• The headmaster
• The witnesses

Try to find the reason why the child stole and the possible advice you can give her/him. Should the child be punished ? Or should she/he be counselled ?
Answer
Mainly for role play at the class level under the guidance of the class teacher. Some basic help in the form of the following hints/points would be of immense assistance.

• The basic aim should be on the reformation of the thief.
• We should hate the theft, not the thief.
• We should help the convict to be a reformed person.
• Conditions to sustain his reformed status must be maintained.
• Love has no substitute. It can work wonders even on hard-core criminals. But it is not practised. The iron rules of law must not be for increasing more criminals. But these should be to convert them into more gentlemen. True human values like mercy, pity, love, compassion, sympathy etc, should be practised and relied on for change of heart for the better.
• Basic needs or compulsions turn gentlemen into thieves or convicts or criminals. These must be looked into afresh. Also their bad aspects must be dropped. Fairness must prevail at any cost, though it is difficult.

Question 3.
Read the play as a whole class with different children reading different parts.
Answer
Please read the play yourself.

Question 4.
Copy and complete the following paragraph about the theme of the play in pairs.
The play deals with a _____ and _____ Bishop who is always ready to lend a _____ hand to anyone in distress. A _____ breaks into the Bishop’s house and is _____ and warmed. The benevolence of the Bishop some what _____ the convict, but, when he sees the silver candlesticks, he _____ them, and runs away. However, he is _____ and brought back. He expects to go back to jail, but the Bishop informs the police they are a _____ The convict is _____ by this kindness of the Bishop and before he leaves he seeks the priest’s blessing.
Answer
The play deals with a convict and a Bishop who is always ready to lend a helping hand to anyone in distress. A convict/thief breaks into the Bishop’s house and is given food and warmed. The benevolence of the Bishop somewhat changes the heart of the convict, but, when he sees the silver candlesticks, he steals them, and runs away. However, he is caught and brought back. He expects to go back to jail, but the Bishop informs the police they are a gift given to him. The convict is converted by this kindness of the Bishop and before he leaves he seeks the priest’s blessing.

Question 5.
(a) Working in pairs give antonyms of the following words

Answer

• kind-hearted = cruel, unkind
• suspicious = unsuspicious
• cunning = simple-hearted, clever
• unscrupulous = scrupulous
• sympathetic = unsympathetic
• caring = careless
• forgiving = unforgiving
• understanding = inconsiderate
• sentimental = stern
• benevolent = hard-hearted
• innocent = guilty
• protective = unprotective
• credulous = incredulous
• penitent = unrepentant
• concerned = unconcerned
• generous = miserly
• clever = innocent, cunning
• honourable = dishonourable
• stern = sentimental
• pious = impious
• wild = civilized
• brutal = kind-hearted
• trusting = untrusting
• embittered = sweet

(b) Select words from the above box to describe the characters in the play as revealed by the following lines from the play.



Question 6.
Answer the following questions briefly

1. Do you think the Bishop was right in selling the salt-cellars ? Why / Why not ?
2. Why does Persome feel the people pretend to be sick ?
3. Who was Jeanette ? What was the cause of her death ? (V. Imp.)
4. The convict says, “Iam too old a bird to be caught with chaff.” What does he mean by this statement ?
5. Why was the convict sent to prison ? What was the punishment given to him ? (V. Imp.)
6. Do you think the punishment given to the convict was justified ? Why /Why not ? Why is the convict eager to reach Paris ?
7. Before leaving, the convict asks the Bishop to bless him. What brought about this change in him ? (V. Imp.)

Answer
(Varied answers). One version is given below :
1. I think the Bishop was right in selling the salt-cellars because he was an ideal Bishop. An ideal Bishop is a man of God. He keeps the interests of his parishioners above his own. Secondly, real help is that help when it is rendered to a really needy person.

2. Persome is made of a different mind. She feels that the people pretend to be sick so that the Bishop may be near them.
3. Jeanette was the wife of the convict. She fell ill as she did not have food to eat. Her husband did not get any work. She died due to starvation.
4. By this he means to say that he has spent a long period of ten years in prison. So he has learnt a lot of tricks of the convicts. He can’t be cheated by any kind of softness of the heart.

5. The convict was sent to prison because he had stolen the food. He was beaten like a hound while in jail. He slept on the boards. He was given a number after taking his name. He was made to eat filth. He had had vermin on his body. He had turned into a wild beast. It is due to the ill-treatment by the police in jail.

6. I think the punishment was not at all justified. Such a horrible punishment is given to murderers or killers. The convict had stolen food. At the most he should have been fined or imprisoned for a brief spell and treated like a human being.
The convict is eager to reach Paris. It is because there he won’t be easily traced by the police. The police would be after him to arrest him again. It is because he has not yet completed his sentence. He has run away from jail.

7. The Bishop’s large-heartedness and kindness brought this change in him. He is now a gentleman and not a wild beast. So he asks the Bishop to bless him.

Question 7.
Read the following extract and answer the questions that follow by choosing the correct options.
(A) Monseigneur, the Bishop is a … ahem !
(a) Why does Persome not complete the sentence ?

1. she used to stammer while speaking.
2. she was about to praise the Bishop.
3. she did not wish to criticise the Bishop in front of Marie.
4. she had a habit of passing such remarks.

(b) Why is she angry with the Bishop ?

1. the Bishop has sold her salt-cellars.
2. the Bishop has gone to visit Mere Gringoire.
3. he showed extra concern for Marie.
4. she disliked the Bishop.

(B) She sent little Jean to Monseigneur to ask for help.
(a) Who sent little Jean to the Bishop ?

1. Mere Gringoire
2. Marie
3. Persome
4. Marie’s mother.

(b) Why did she send Jean to the Bishop ?

1. so that he could pray for her.
2. as she knew that he was a generous person.
3. as she was a greedy woman.
4. as she was a poor woman.

(C) I offered to take her in here for a day or two, but she seemed to think it might distress you.
(a) The Bishop wanted to take Mere Gringoire in because ____.

1. she was sick.
2. she had no money.
3. she was unable to pay the rent of her house.
4. she was a close friend of Persome.

(b) Persome would be distressed on Mere Gringoire’s being taken in because____.

1. she did not want to help anyone.
2. she felt that Mere Gringoire was taking undue advantage of the Bishop.
3. she was a self-centred person.
4. she would be put to a great deal of inconvenience.

Answer
(A) (a) 3
(b) 1
(B) (a) 1
(b) 2
(C) (a) 3
(b) 2

Question 8.
The term irony refers to a discrepancy, or disagreement, of some sort. The discrepancy can he between what someone says and what he or she really means or verbal irony. The discrepancy can be between a situation that one would logically anticipate or that would seem appropriate and the situation that actually develops or situational irony. The discrepancy can even be between the facts known to a character and the facts known to us, the readers or audience or dramatic irony.
Working in groups of four complete the following table. Find instances of irony from the play and justify them.

Answer
Students should understand very well the three kinds of irony described here in these pages. They should also find more on their own from the text.
It is ironic as in the beginning the convict was against the Bishop’s using kindly and conciliatory words. But now he himself asks him to bless him before he goes. This means, he himself means these words, though in the beginning he had not meant these.

Answer
First, the convict is against leaving the window or the door unshuttered. It is because he fears that he may be found out. But if the door has been barred, he could not have entered the house.

Answer
It is ironic because the Bishop doesn’t want to sell the candlesticks. For him they are a symbol of his mother’s love for him. But later he himself offers them to the convict.

Question 9.
Identify the situations which can he termed as the turning points in the convict’s life.
Answer
These situations are as follows :

1. Convict’s stealing to buy his wife food.
2. His being caught by the police and inhuman treatment meted out by the jail authorities.
3. His escape from the jail and meeting the Bishop.
4. His stealing the Bishop’s candlesticks.
5. His being caught and brought before the Bishop and the Bishop’s getting him free from the police sergeant.
6. Bishop’s advice and telling him the way to Paris.

Question 10.
The convict is the product of the society he lived in, both in terms of the suffering that led him to steal a loaf of bread, as well as the excessive sentence he received as punishment for his “crime”. He was imprisoned for stealing money to buy food for his sick wife, this filled him with despair, hopelessness, bitterness and anger at the injustice of it all.
Conduct a debate in the class (in groups) on the following topic. Instruction for conducting a debate (and the use of appropriate language) are given in the unit ‘Children’ of the Main Course Book.
‘Criminals are wicked and deserve punishment’
Answer
Meant for debate at class level. Some points for and against the motion given below may be helpful.

For the Motion	Against the Motion
Criminals are like wild beasts knowing no mercy or compassion.	Taking one’s life is unpardonable, as, one can’t give one life.
Have no chance of reformation even if given opportunities.	Various avenues for reformation may be used.
Deserve severest punishment to teach others against repetition of such non-human crimes.	Love, pardon, mercy, pity—greatest human virtues to change the heart, even of a hardcore criminal.
Severest physical punishments given to them in Gulf countries, support this view.	Such examples in plenty in history. Crime to be hated, not the criminals

Question 11.
The convict goes to Paris, sells the silver candlesticks and starts a business. The business prospers and he starts a reformatory for ex-convicts. He writes a letter to the Bishop telling him of this reformatory and seeks his blessings.
As the convict, Jean Valjean, write the letter to the Bishop.
Answer
Jean Valjean Reformatory Paris
23 April, 20 …
Venerable father

You’ll be amazed to receive this letter from an ex-convict. It was a turning point in my life when I met you. You are the noblest soul I have met so far. I lack words to express my overwhelming sense of gratitude to you. You have rightly helped me with your cherished candlesticks.

I sold the candlesticks and started a reformatory for ex-convicts. I introduced various trades in it. It was to make the ex-convicts work and earn money for their needs. They would then live with dignity. The focus of this reformatory is to make the ex-convicts real human beings. So we focused on real Christian or human virtues. These are mercy, pity, peace, fellow¬feeling, cooperation, genuine sympathy etc. We also intended to make them earn money through various trades. We arranged for weekly moral preachings. These lectures were delivered by great men. The reformatory has now become famous all over the world for its values.

I am glad to say that we have maintained an alumni of this reformatory. The Govt, has also sanctioned a huge grant for the rehabilitation of the ex-convicts.

We would really be glad to honour you on the reformatory’s annual function. I shall write next time more about it.
Seeking your blessings
I remain
Yours sincerely
Jean Valjean

Question 12.
The play is based on an incident in novelist victor Hugo’s ‘Les Miserables.’ You may want to read the novel to get a better idea of the socio-economic conditions of the times and how people lived. Another novel that may interest you is Charles Dickens ‘A Tale of Two Cities.’
Divide yourselves into two groups in the class and read a book each. Later you may want to share your views of the book each group selected. Select an incident from the novel to dramatise and present before the class.
Answer
Mainly meant for discussion at class level. One group may cover Victor Hugo’s ‘Les Miserables’. The other group should cover Charles Dickens’s ‘A Tale of Two Cities’.

Of A Tale of Two Cities

The socio-economic conditions are almost the same as given in ‘The Bishop’s Candlesticks’. In ‘A Tale of Two Cities’ the theme centres on Manette’s spiritual renewal after 18 months’ imprisonment. It comes through Lucy’s love that enables Manette’s ‘rebirth’. This shows that sacrifice is necessary to achieve happiness. Likewise, Carton’s transformation into a man of moral worth is a kind of commentary. It is on the bitter aspects of life. These are revealed in the convict’s treatment meted out to him in jail in ‘The Bishop’s’Candlesticks’.

Thus the socio-economic conditions are: grim poverty, inequality, unequal opportunities, rule of the thumb and the stick, loss of freedom and autocracy, unfair trial, maladministration of police, etc.

An incident from the novel to be dramatised

The year is now 1780. Charles Darnay stands accused of treason against the English crown. A lawyer named Stryver using long and difficult words pleads Darnay’s case. But it is not until his drunk, good-for-nothing colleague, Syden Carton, assists him that the court acquits Darnay. Carton clinches his argument by pointing out that he himself bears a strange resemblance to the defendant. It weakens the prosecution’s case for unmistakably identifying Darnay as the spy, the authorities spotted.
This Scene can be enacted by the students with proper props and directions.

Of Les Miserables

After 19 years on the chain gang, Jean Valjean finds that the ticket of leave he must display condemns him to be an outcast. Only the Bishop of Digne treats him kindly. Valjean is embittered by years of hardship. He repays him by stealing some silver. Valjean is caught and brought back by the police. He is astonished when the Bishop lies to the police to save him. Valjean decides to start his new life anew.

An incident from the novel that can be dramatised

Jean Valjean spends nineteen years in jail for stealing a loaf of bread and for several attempts to escape. He is finally released. But his past keeps haunting him. At Digne, he is refused shelter for the night. Only the saintly Bishop, Monseigneur Myriel, welcomes him. Valjean repays his host’s hospitality by stealing his silverware. When the police brings him back, the Bishop protects him by pretending that the silverware is a gift to him. With a pious lie, he convinces him that the convict has promised to reform. After one more theft, Jean Valjean does indeed repent. Under the name of M. Madeleine he starts a factory. Thereof, he brings prosperity to the town of Montrevil.

Students as two different groups :
Group A
Students who have read ‘A Tale of Two Cities’
Group B
Students who have read ‘Les Miserables’
Some points for sharing common or different views

• Socio-economic conditions grim
• Wide gaps between the rulers and the ruled
• Grim poverty, especially at the lower level of the society
• Maladministration
• Corruption
• Nepotism
• Autocratic tendencies of the rulers
• Unfair treatment meted out to the undertrials
• Voice of Truth quelled
• General well-being of people ignored

We hope the NCERT Solutions for Class 9 English Literature Chapter 14 The Bishop’s Candlesticks help you. If you have any query regarding NCERT Solutions for Class 9 English Literature Chapter 14 The Bishop’s Candlesticks, drop a comment below and we will get back to you at the earliest.