Class 9

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 3.2 Reading Works of Art Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 3.2 Reading Works of Art

English Kumarbharati 9th Solutions Chapter 3.2 Reading Works of Art Textbook Questions and Answers

Warming Up:

Question 1.
Complete the following idioms using the appropriate colour term. (blue, black, green, red)

1. give someone a ……….. look (a look of anger. dislike, etc.)
2. the ……….. sheep (of the family a person who brings disgrace to the family)
3. a …………. list (a list of defaulters)
4. a ………….. belt (area of fields, woods. etc. around a city)
5. to have ……………. fingers (be good at gardening)
6. be ………….. with envy (feel very jealous)
7. give someone/get the signal (give/get pemilssion to do something)
8. a bolt from the ………….. (a sudden shock. surprise)
9. out of the ………….. (suddenly. unexpectedly)
10. once in a ……………. moon (very rarely)
11. vanish into the …………… (leave without any trace)
12. ………….. blood (royal blood. aristocratic origin)
13. …………. eyed boy (favourite person)
14. catch someone …………. handed (catch someone in the act of doing something wrong)
15. roll out the ……………. carpet (give a special welcome)
16. a …………….. herring (something that diverts attention from the main issue)
17. see …………… (become angry)

Answer:

1. give someone a black look.
2. out of the blue
3. the black sheep (of the family)
4. once in a blue moon
5. a black list
6. vanish into the blue
7. a green belt
8. blue blood
9. to have green fingers
10. a blue-eyed boy
11. be green with envy
12. catch someone red-handed
13. give someone/get the green signal
14. roll out the red carpet
15. a bolt from the blue
16. a red herring
17. see red

Question 2.
What are you reminded of when you think of the following colours.

1. purple
2. orange
3. yellow
4. pink
5. white

Answer:

1. purple – royalty
2. orange – fire
3. yellow – the sun
4. pink – sweetness
5. white – purity

English Workshop:

1. Spot the error in the spelling of these words with reference to the passage and rewrite them correctly.

Question 1.
Spot the error in the spelling of these words with reference to the passage and rewrite them correctly.

1. renouned
2. geomatric
3. feetures
4. figars
5. circals
6. acheiving

Answer:

1. renowned
2. geometric
3. features
4. figures
5. circles
6. achieving

2. Complete the following with reference to the passage:

Question 1.
Complete the following with reference to the passage:

Answer:

3. Complete the following diagram

Question 1.
Complete the following diagram.

Answer:

4. Complete the following with reference to the passage:

Question 1.
Complete the following with reference to the passage:
(a) Raza’s paintings do not depict ………….. .
(b) Raza’s paintings are done in the ……….. style.
(c) Raza’s paintings are not inspired by …………… .
(d) Raza’s paintings present images from his own …………. .
(e) Raza’s paintings radiate ……………… .
(f) The ……………. became the core of Raza’s paintings.
(g) For an artist like Raza. his work, or paintings are an effective ……………… .
Answer:
(a) Raza’s paintings do not depict lifelike human figures or copies of scenes from his environment.
(b) Raza’s paintings are done in the abstract style.
(c) Raza’s paintings are not inspired by any external factor.
(d) Raza’s paintings present images from his own inner mind.
(e) Raza’s paintings radiate peace and life at the same time.

5. Write about the important features of Gond art with reference to the passage.

Question 1.
Write about the important features of Gond art with reference to the passage.
Answer:
Gond art involves natural techniques of preparing colours and the use of several mediums. They are transferred from generation to generation in a smoothly flowing process. It is a medium of j recording and preserving what is seen.

6. Why does the author think that the roots of folk art lies in women’s chores?

Question 1.
Why does the author think that the roots of folk art lies in women’s chores?
Answer:
Natural colours available in various things around the house are used in Gond art. The pictures drawn are lively and attractive and depict simple things. The different colours, various textures and patterns were used year after year. The pictures were drawn on the walls of the home earlier. All this makes the author think that the roots of folk art lies in women’s chores.

7. From the passage, list the words related to:

Question 1.
From the passage, list the words related to:
(a) Geometry
(b) colours
(c) designs
Answer:
(b) colours – blue, orange, colour combinations.
(c) designs – abstract, scenes, geometric.

8. These two passages are examples of a short introduction to works of art a short review. They cover the following points:

Question 1.
These two passages are examples of a short introduction to works of art a short review. They cover the following points:

• The creator
• The theme or subject matter
• Type of ail
• Individual style tÐ1tjf
• Presentation techniques SIlO 3DF
• Its effect on viewers
• Message or interpretation

Compare the points with those you used for a book review and the review of a play. Present the comparison in the form of a chart.

Answer:

9. Using the Information given in the passage, write a short note on the following in your mother tongue:

Question 1.
Using the Information given in the passage, write a short note on the following in your mother tongue:
(a) The paintings of Raza
(b) Gond art.
(Students may attempt this In their notebook.)

10. Gather Information on any of the following by talking to your elders, family members and from other sources in your mother tongue and write a short note on it in English.

Question 10.
Gather Information on any of the following by talking to your elders, family members and from other sources in your mother tongue and write a short note on it in English.
Answer:

1. a special type of embroidery
2. a special dish that is prepared on a special occasion at home.
3. something that you use to decorate your home on special occasions.

11. Read the following from the Language Study pages:

Question 1.
Read the following from the Language Study pages:

1. adjective clause
2. adverb clause
3. noun clause.

Find an example of each of the following i from the passage and underline the linking words:
Answer:
1. My work is my own inner experience and Involvement with the mysteries of nature and form which is expressed In colour, line, space and light. which Is expressed in colour, line, space and light – Adjective clause
2. They originate when the artist tries to peep into his own inner mind. when the artist tries to peep into his own inner mind – adverb clause.
3. We realize that the painting is a visible form of very deep thought that the painting is a visible form of very deep thought – noun clause.

English Kumarbharati 9th Digest Chapter 3.2 Reading Works of Art Additional Important Questions and Answers

Activities based on Contextual Grammar.

Question 1.
His pictures seem to radiate peace and life. (Rewrite, beginning with ‘Peace and life’ …)
Answer:
Peace and life seem to be radiated from his pictures.

Personal Response:

Question 1.
Do you like to draw and paint? Elaborate on your answer.
Answer:
Yes, I do. I go to a drawing class regularly and my teacher says I am quite good at it. I also participate in drawing competitions and have won many prizes.

Simple Factual Activity:

Question 1.
‘Complete the following with reference to the passage: (The answers are given directly and underlined.)
Answer:

1. The ‘bindu’ or point became the core of Raza’s paintings.
2. For an artist like Raza, his work, or paintings, are an effective medium of communication.
3. Raza was born in a small village in Madhya pradesh.
4. Raza won many national & international awards.

Complex Factual Activity:

Question 1.
Name some of the awards won by Raza.
Answer:
Raza was honoured with the Padma Shri, the Padma Bhushan and the Padma Vibhushan.

Question 2.
How did the artist himself describe his work?
Answer:
Raza described his work in these words: My work is my own inner experience and involvement with the mysteries of nature and form which is expressed in colour, line, space and light.

Activity-based on Vocabulary:

Question 1.
Spot the error in the spelling of these words with reference to the passage and correct them :

1. penting
2. vilage
3. innar
4. dicided

Answer:

1. painting
2. village
3. inner
4. decided.

Activities based on Contextual Grammar.

Question 1.
Find an example of each of the following from the passage and underline the linking words :
1. adverb clause
Answer:
1. Sometimes, an artist’s thoughts appear to be too complex or even complicated when they are expressed through words. when they are expressed through words – adverb clause.

Question 2.
Join the sentences using ‘not only … but also …’ Raza had great creativity. His paintings are very expressive.
Answer:
Raza not only had great creativity but his paintings are also very expressive.

Personal Response.

Question 1.
What is your opinion about abstract art?
Answer:
I do not understand abstract art. I prefer paintings of animals and natural scenes. However, I am sure abstract art is also very great. One has to learn to understand it.

Simple Factual Activity:

Question 1.
Write if the following sentences are True or False: (The answers are given directly and underlined.)
Answer:

1. The Gond language is similar to Tamil – False
2. Gond art has spread mainly in North India – False
3. Gond art is a tribal art – True
4. Gonds have been residing in India for thousands of years – True

Activities based on Vocabulary:

Question 1.
Spot the error in the spelling of these words with reference to the passage and correct them:

1. mediam
2. tribel
3. mithology
4. erthen

Answer:

1. medium
2. tribal
3. mythology
4. earthen.

Question 2.
Write the noun forms of the following:

1. developed
2. preserved
3. similar
4. pleasant

Answer:

1. developed – development
2. preserved – preservation
3. similar – similarity
4. pleasant – pleasantness.

Activities based on Contextual Grammar.

Question 1.
Find two examples of noun clauses from the passage and underline the linking words :
Answer:
1. We learn that they have lived in India for thousands of years.
that they have lived in India for thousands of years – noun clause
2. Art is a medium of recording and preserving what is seen.
what is seen – noun clause

Question 2.
Frame a Wh question to get the underlined part as the answer:
It has been developed and preserved by the Gond tribal people.
Answer:
By whom has it been developed and preserved? OR Who has developed and preserved it?

Personal Response:

Question 1.
‘A house decorated with beautiful pictures creates a pleasant atmosphere’. Do you agree with this? Explain your answer.
Answer:
Yes, I agree with this statement. In my house, there are many paintings of beautiful scenes. When you look at these paintings of nature, you feel soothed and happy. However, I feel this is true only with those people who love art.

Simple Factual Activity:

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

Complex Factual Activity.

Question 1.
Write about the important features of Gond art with reference to the passage.
Answer:
Natural colours available in various things around the house are used in Gond art. The different colours, various textures and patterns were used year after year. The outlines may vary a little from artist to artist, but the pictures are lively and attractive. The designs include simple textures using dots, straight lines, dotted lines, curvy shapes and circles. Special attention is given to the choice of colours.

Activities based on Vocabulary.

Question 1.
Spot the error in the spelling of the following words with reference to the passage and rewrite them correctly:

1. diffarent
2. stright
3. amasing
4. decorateing

Answer:

1. different
2. straight
3. amazing
4. decorating.

Question 2.
From the passage, list the words related to:
1. colours
2. designs
Answer:
1. colours – colours, shades.
2. designs – patterns, Gond styles.

Activities based on Contextual Grammar.

Question 1.
Find an example of each of the following from the passage and underline the linking words :
1. noun clause
2. adverb clause
Answer:
1. We realize that a picture drawn this way or the other can look equally beautiful.
that a picture drawn this way or the other can look equally beautiful. – noun clause
2. Special attention is given to the choice of various colours so that the total effect is amazing and beautiful. so that the total effect is amazing and beautiful – adverb clause

Question 2.
The designs include simple textures. (Rewrite using the noun form of the underlined word.)
Answer:
There is an inclusion of simple textures in the designs.

Simple Activities.

Question 1.
Write two compound words of your own.
Answer:
lifelike, coastline

Question 2.
Make a meaningful sentence using the phrase ‘at the same time’.
Answer:
It is not possible to be at two different places at the same time.

Question 3.
Spot the error and correct the sentence: Art are a medium of recording and preserving what is seen.
Answer:
Art is a medium of recording and preserving what is seen.

Pick out the gerund from the given sentence:

Question 1.
The roots of folk arts lie in women’s chores like cleaning.
Answer:
cleaning – gerund.

Question 2.
Identify the type of sentence: What a deep thought it conveys!
Answer:
Exclamatory sentence

Question 3.
Find out two hidden words from the word ‘complicated’.
Answer:
complicated-complicate, clamp (leapt, pleat).

Question 4.
Form a present participle in which the last i letter is doubled.
Answer:
run-running

Question 5.
Arrange the following in Alphabetical order:
colour, composition, combination, captivating.
Answer:
captivating, colour, combination, composition.

Question 6.
Make a word chain of verbs starting with : the following verb:
reward →
Answer:
reward → disappear → remain notice → empathize

Medium-Level Activities.

Question 1.
He won many awards.
(Change the voice beginning ‘Many ….’)
Answer:
Many awards were won by him.

Question 2.
He studied art at Nagpur. (Use the past | perfect continuous tense of the verb.)
Answer:
He had been studying art at Nagpur.

Question 3.
Prepare a word register for ‘geometry’ with words from the lesson.
Answer:
geometry – shapes, circles, triangles, squares, rectangles, lines, dots, straight lines, dotted lines, curvy slopes, circles, point, bindu, space.

Challenging Activities.

Question 1.
Use the following word as a verb and a noun in two separate sentences : draw
Answer:
(a) The match ended in a draw. (noun)
(b) The teacher asked the children to draw a monkey. (verb)

Question 2.
We see that the outlines may vary a little. (Pick out the modal and state the function.)
Answer:
may – possibility

Maharashtra State Board Class 9 English Solutions

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 1.2 A Synopsis – The Swiss Family Robinson Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 1.2 A Synopsis – The Swiss Family Robinson

English Kumarbharati 9th Solutions Chapter 1.2 A Synopsis – The Swiss Family Robinson Textbook Questions and Answers

Warming Up:

1. Do you know any stories about people who were lost in uninhabited places and were later rescued? Name them.

Question 1.
Do you know any stories about people who were lost in uninhabited places and were later rescued? Name them.
Answer:
(Some examples: Captain Nemo, Gulliver, Robinson Crusoe, etc.)

2. Think of one of your favourite interesting stories and fill in/draw an outline-chart like the one shown below.

Many times, the climax is near the end. A few stories end with a climax to achieve greater effect.

Find the meaning of ‘anticlimax’.

Question 1.
Think of one of your favourite interesting stories and fill in/draw an outline-chart like the one shown below.

Answer:
Title of the story: Crooked House
Author: Agatha Christie

1. Change/problem/challenge: To find out the person who murdered rich Mr. Leonides.
2. Scene 1: The narrator, Charles, meets Sophia, the girl whom he wants to marry.
3. Scene 2: Sophia’s grandfather, the rich Mr. Leonides, is murdered. Sophia will not marry Charles till the murderer is found.
4. Scene 3: Charles tries to help Scotland Yard in the investigation.
5. Scene 4: Family secrets tumble out. Everybody seems to be a possible killer.
6. Scene 5: There is an accident to a member of the family and another death. Everyone is tense and there is suspicion all around.
7. Climax: The mystery is solved, with a thrilling climax.
   (Students may write as many scenes as there are in the story after reading some stories.)

Question 2.
Find the meaning of ‘anticlimax’.
Answer:
‘Anticlimax’ with reference to stories means a disappointing or tame end to an exciting story or an impressive, thrilling series of events.

3. Divide the class into groups of 4-6. Each group selects for itself, one of the difficult situations listed below. Each group imagine themselves to be in that situation.

• Describe their surroundings in 4-5 sentences.
• Write the reactions of the companions using exclamations.
• Using your imagination, write what is the only ray of hope for them.
• Two members of the group are going out to try to get help. They can take any five things with them. Write what they choose, and why they choose it.

Question 1.
Divide the class into groups of 4-6. Each group selects for itself one of the difficult situations given on Textbook page 5. Each group imagines themselves to be in that situation. Each group now :
Answer
(a) marooned on an island: A group of people are marooned on an island in the middle of the ocean.
(Points: Tiny island – 10 people marooned- only water all around – cannot be drunk – but small freshwater lake on island – some afraid, some hopeful, some ill – ray of hope is that there are plenty of fruit trees and vegetables – see land in the distance – they plan to make a reft – two people to go for help – take food, water, some medicines, etc. – make fire on island – see some planes go by)

(b) lost in a forest: A group of people walking through a thick jungle have lost their way.
Answer:
1. Oh, look at these huge trees, with so many leaves – there is barely any sunlight at the bottom here! What are those queer noises? There seem to be thousands of creepy-crawly insects and birds! What if there are poisonous snakes? Dangerous carnivorous animals?

2. “Ouch! What was that!” said Reena.
“Oh my God! Are there tigers and lions here?” said Mohan.
“Someone please save me!” shrieked Ria.

3. The only ray of hope was the probable return of the guide before the sun went down. He would then take us to our camp, which was a safe haven, with boundary walls and guards.

4. Mohan and Sandeep are going for help. They will take a lantern and matches, in case it gets dark? before they can get help. They will take stout sticks to protect themselves from animals, and food and water to keep themselves from starving. They will also take one of the whistles to tell us where they are.

(c) stranded on the highway: A team of players from an office have got down at the wrong place on a highway at night. It is a lonely spot.
(Points: Five people – chess players – though highway lit by lights, no humans or cars in sight – suddenly see a group of men on motorcycles – players afraid they are thieves – try to hide – successful – plan to remain in hiding – two members will walk along the road – other two will follow at a distance – carry sticks, stones, etc.)

English Workshop :

1. Two separate words combine together to make a new word with a different meaning. They form Compound Words. Using a dictionary, find the meanings of the following compound words.

• armloads …………… .
• footprints …………….. .
• driftwood ……………. .
• fireplace ……………… .
• cross – currents ……… .
• spyglass …………… .

Question 1.
Two separate words combine together to make a new word with a different meaning. They form Compound Words. Using a dictionary, find the meanings of the following compound words.
armloads …………… .
footprints …………….. .
driftwood ……………. .
fireplace ……………… .
cross – currents ……… .
spyglass …………… .

2. The following words can be used as nouns as well as verbs. Make two sentences of your own, using them as a noun in one and a verb in another.
(a) hold : (a) Noun – She has a strong hold over her children
(b) Verb – Let me hold the bag for you

(b) value :
(a) Noun – ………………………..
(b) Verb – ………………………..

(c) knot :
(a) Noun – ………………………..
(b) Verb – ………………………..

(d) travel :
(a) Noun – ………………………..
(b) Verb – ………………………..

(e) return :
(a) Noun – ………………………..
(b) Verb – ………………………..

(f) reach :
(a) Noun – ………………………..
(b) Verb- …………………………

(g) knock :
(a) Noun – ………………………..
(b) Verb – ………………………..

(h) attack :
(a) Noun – ………………………..
(b) Verb – ………………………..

(i) mark :
(a) Noun – ………………………..
(b) Verb – ………………………..

Question 1.
The following words can be used as nouns as well as verbs. Make two sentences of your own, using them as a noun in one and a verb in another:
Answer:
(b) value :
(a) Noun – Do you know the value of this land?
(b) Verb – We must value our senior citizens, for they have a lot of experience.

(c) knot.
(a) Noun – There was a big knot in the wire we had bought.
(b) Verb – Can you please knot these two ribbons together?

(d) travel.
Answer:
(a) Noun – Train travel can be a very interesting experience.
(b) Verb – I travel regularly to foreign countries.

(e) return.
Answer:
(a) Noun – The return of the lost boy brought happiness to everyone.
(b) Verb – Please return the book to me soon.

(f) reach.
Answer:
(a) Noun – Our goal was within reach when our leader gave up.
(b) Verb – Reach the appointed place on time, please.

(i) mark.
Answer:
(a) Noun – The tight elastic has left a mark on my arm.
(b) Verb – The teacher asked Rohan to mark the swampy area neatly with chalk.

3. Given in a mixed order below are some good human attributes of the family. Pick out each from the box and write it against each line that reflects it.

(a) The father told Fritz, the gourds would make excellent bowls and spoons and they cut them into various utensils …………..
(b) After some days, Elizabeth informed that she wanted the family to move to a safer place. …………..
(c) Thinking ahead of winter, father decided to create a place safe from the elements …………..
(d) Father taught the boys geometry and how to use triangles to measure big objects. …………..
(e) ………….. he believed, his daughter was still alive, after three years.
(f) Ten years had passed and the young boys grew to be young men and their parents were proud of them …………
(g) Fritz felt that someone needed his help and he was determined to find the sender …………..

Question 1.
Given in a mixed order below are some good human attributes of the family. Pick out a suitable one from the box and write it against each line that reflects it :
Answer:
(a) The father told Fritz that the gourds would make excellent bowls and spoons and they cut them into various utensils, resourcefulness.
(b) After some days Elizabeth informed them that she wanted the family to move to a safer place. cautiousness.
(c) Thinking ahead of winter, father decided to create a place safe from the elements. foresight.
(d) Father taught the boys geometry and how to use triangles to measure big objects, knowledge and its application.
(e) …… he believed his daughter was still alive, after three years, perseverance and positive attitude.
(f) Ten years had passed and the young boys grew to be young men and their parents were proud of them, family bonds.
(g) Fritz felt that someone needed his help and he was determined to find the sender. humanity and sensitivity.

4. Write in your own words, how the Robinson family made each of their homes.

Question 1.
First home:
Answer:
The Robinson family’s first home was a tent on the island. They cut and spread armloads of grass to serve as their beds and soften the floor of the tent.

Question 2.
Second home :
Answer:
Their second home was a tree whose trunk was nearly 40 ft. in diameter. The branches were long and extended straight out from the trunk, making them perfect platforms for a structure. After determining the height of the lowest branch from the ground, they made a ladder. They discovered how to make candles. They also made a sledge to help them transport materials.

Question 3.
Third home :
Answer:
The Robinson family’s third home was a cave they carved out in the rock abutting their camping site. They made an opening on the smooth face of the rock. Then they cut windows in the rock to allow for cross-currents of air and sunlight to enter the cave. They made four rooms, complete with a fireplace. They hung a huge oil lamp at the top of a bamboo pole for light. This was their winter home, a place safe from the elements and a strong storage spot to protect themselves and their belongings.

Question 4.
Fourth home :
Answer:
They used four strong trees growing in a square near one another as the foundation for their fourth home. The trees were of equal size, approximately twelve feet apart. Thus they built another safe home.

5. Expand the following ideas in a paragraph or two:
1. Where there is a will, there is a way.
2. Courage and resourcefulness are the keys to overcome problems.

Question 1.
Where there is a will, there is a way.
Answer:
This proverb means that if one really wants to do something, one can. If we read the biographies of great men and women like Albert Einstein, Marie Curie, Mother Teresa and Abraham Lincoln, we will find that it is their strong will which has helped them overcome great difficulties and setbacks, and helped them find a way to achieve their goals.

All of us wish to achieve many things in life, but we may not succeed. When this happens, we tend to blame our luck, our circumstances and our fate. We do not realize that the fault lies within us. Every student thinks that getting a high score in examinations is beyond his or her capacity.

But if a student resolves firmly to achieve his or her goal and works towards it sincerely and wholeheartedly, he or she is certain to achieve success. If one comes across any obstacle and can’t climb over it, one must walk around it. There is always a way, if there is the will!

Question 2.
Courage and resourcefulness are the keys i to overcome problems.
Answer:
When we talk of courage and resourcefulness, the first person that comes to my mind is the dancer i and actress Sudha Chandran. Sudha Chandran, a Bharatnatyam dancer, did not let an accident come in the way of achieving her dreams. At the age of seventeen, she met with an accident which resulted in the amputation of one , leg, below the knee. To any ordinary person, this would have meant the end of a dancing career.

But Sudha took it as a challenge with an artificial leg, she began to dance again. Today her story is the story of inspiration for many. We have only to look around us at the cancer survivors to realize how courage can help us overcome i all odds and achieve our goals in life. We must never give up hope; if one way seems too difficult, we must ! think of the other ways available. All we need is renewed determination and effort and we will finally succeed.

6. Individual Project:
Choose any novel/book that you enjoyed. Prepare a synopsis of the novel. It should include the major events and the links between them as described m the novel. You may prepare a chapterwise outline first, and then put the outlines together to write a brief synopsis.

Question 1.
Choose any novel/book that you enjoyed. Prepare a synopsis of the novel. It should include the major events and the links between them as described in the novel. You may prepare a chapterwise outline first, and then put the outlines together to write a brief synopsis. (An example is given below.)
Answer:
Emma
‘Emma’ is the fourth novel by Jane Austen and centres round Emma Wood house, a twenty-one year-old rich and clever young woman. Emma is an heiress who lives with her widowed father at their estate, Hatfield, in the small village of High bury. The novel is about Emma’s misplaced confidence in I her matchmaking abilities, which results in several misunderstandings and romantic episodes.

The major part of the book focuses on the topic of marriage who will marry whom and why. At the centres of the narration is the protagonist of the novel, Emma Wood house. ‘Emma’ is a novel dealing with courtship, social manners and social distinctions. Although Emma is i convinced she will never marry, she believes she is an excellent matchmaker and that it is she who has arranged the recent marriage between her former governess, Miss Taylor, and the widower Mr. Weston.

The book begins with the reader being told that Emma, suddenly deprived of Miss Taylor’s companionship, is feeling lonely. Gradually, she decides to take an orphan Harriet Smith under her wings as a protege.

Emma decides that Harriet is a perfect match for the vicar, Mr. Elton, and discourages Harriet’s interest in Robert Martin, who she feels is not a ‘gentleman’ and is unworthy of Harriet. Encouraged by Emma, Harriet becomes infatuated with Mr. Elton; but Emma’s plans go wrong when Elton makes it clear that his love is for Emma, not Harriet. He had been spending time with Harriet merely to please Emma.

Elton, spurned by Emma and angry by her i assumption that Harriet is his equal, leaves and marries another girl almost immediately. Harriet, who is initially upset by this turn of affairs, later falls in love with Mr. Knightley, Emma’s special friend. Meanwhile, two new visitors arrive in Highbury- Jane Fairfax, a beautiful orphan, and Frank Churchill. the handsome son of Mr. Weston. Emma dislikes Jane, and flirts with Frank, but this interest does not last.

Frank leaves Highbury mysteriously, and it turns out that he and Jane have been engaged all along, j Suddenly, Emma realizes that she loves Mr. Knightley. She confesses that she had never loved Frank. Mr. Knightley too professes his love for Emma. She is overjoyed and they decide to marry. Emma is later pleased to learn that Harriet has decided to marry Robert after all.

The novel thus concludes happily with three marriages; Jane and Frank, Harriet and Robert, and Emma and Mr. Knightley. After all her attempts to make suitable matches fail, Emma finally begins to realize the emptiness of social distinctions. By the end of the novel, Emma has learned her lesson without too much harm being done.

7. Read about the novel ‘Robinson Crusoe’ by Daniel Defoe and ‘Gulliver’s Travels’ by Jonathan Swift.

Question 1.
Read about the novel ‘Robinson Crusoe’ by Daniel Defoe and ‘Gulliver’s Travels’ by Jonathan Swift.

English Kumarbharati 9th Digest Chapter 1.2 A Synopsis – The Swiss Family Robinson Additional Important Questions and Answers

Reading Skills, Vocabulary And Grammar

Read the following passages and complete the activities :
Simple Factual Activity :

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

1. The author of the novel is Johann David Wyss.
2. The ship was caught in a great storm.
3. The family found themselves within sight of a tropical desert island.
4. The two dogs who came with them were Turk and Juno.

Complex Factual Activity :

Question 1.
Descrlbe how the fmlly reached the tropical island.
Answer:
The family constructed a boat out of tubs. They filled the boat with food and ammunition and all the other articles of value they could safely carry. Then they rowed towards the island.

Activity based on Vocabulary:

Question 1.
Find the meanings of the following words :

1. evacuated
2. livestock
3. synopsis
4. reef

Answer:

1. evacuated – left the ship to save themselves.
2. livestock – farm animals and birds (like cows, pigs, chickens, etc.) that are kept and used by people.
3. synopsis – a brief summary or outline.
4. reef – rocks, sand, etc. close to the surface of the sea.

Activities based on Contextual Grammar :

Complex Factual Activity :

Question 1.
Pick out the verbs in the following sentences and state their tenses :
1. William, Elizabeth and their children had been travelling in a ship.
2. They decided to get to the island.
Answer:
1. had been travelling – past perfect continuous tense.
2. decided – simple past tense.

Question 2.
The following words can be used as nouns as well as verbs. Make two sentences of your own, using them as a noun in one and a verb in another.
1. hold :
(a) Noun – She has a strong hold over her children.
(b) Verb – Let me hold the bag for you.

Personal Response :

Question 1.
In what way is a work of fiction different from a fact file?
Answer:
In a work of fiction the writer uses his imagination. He does not have to stick to the facts. He can exaggerate and stretch reality. However, in a fact file, the writer has to write only the actual facts.

Simple Factual Activity :

Question 1.
Write what the following were used for by the Robinson family :
(The answers are given directly and underlined.)
Answer:

1. Gourds: to make excellent bowls and spoons.
2. Grass: to soften the floor of the tent.
3. Knotted rope : to create a ladder.
4. Sledge: to transport materials.

Complex Factual Activity :

Question 1.
“Mother wished to shift the family to a tree- house.”Give reasons.
Answer:
Mother wished to shift the family to a tree-house because their current camp was not only exposed but also very dry and hot. She wanted a house that would be safe from jackals and other animals.

Activities based on Vocabulary :

Question 1.
Find the meanings of the following compound words :
1. armloads
2. driftwood
Answer:
1. armloads – the amount that can be carried in one arm or both the arms.
2. driftwood – pieces of wood that are floating on the water.

Question 2.
Give the noun forms of the following :
1. measure
2. describe
Answer:
1. measure – measurement
2. describe – description.

Activities based on Contextual Grammar :

Question 1.
Pick out the conjunctions in the following sentences :
1. They set up a tent and softened the floor with grass.
2. Elizabeth informed William that she wanted the family to move to a safer place.
Answer:
1. and
2. that

Personal Response :

Question 1.
What quality or qualities, according to you, does Elizabeth’s decision to move to a safer place show?
Answer:
Elizabeth’s decision to move to a safer place shows her foresight and knowledge of the environment It also shows her intelligence.

Simple Factual Activity :

Question 1.
Say if the following sentences are Right or Wrong:
Answer:

1. The family found a wonderful, ready cave for their winter home. Wrong
2. Elizabeth was idle when the others were busy. Wrong
3. They made windows for sunlight to enter the cave. Right
4. Father and Jack rigged up a new light. Right

Complex Factual Activity :

Question 1.
How did the mother occupy herself while the tree house was being built?
Answer:
When the tree house was being built the mother looked after the vegetable garden and grew healthy plants. Corn, melons, pumpkins and cucumbers were already growing.

Question 2.
What was the third place the family decided to reside in? Why did they wish to shift there?
Answer:
The third place the family decided to reside in was a cave. They wished to shift there to create a place safe from the elements during the coming winter. The cave could also be a strong storage spot to protect themselves and their belongings.

ActivIties based on Vocabulary:

Question 1.
Find the meanings of the following compound words :
1. cross-currents
2. fireplace
Answer:
1. cross-currents – currents of air-flow across a room.
2. fireplace – an open recess for holding a fire at the base of a chimney.

Question 2.
Using prefixes, form the antonyms of:
1. complete
2. healthy
Answer:
1. complete × incomplete
2. healthy × unhealthy.

Activities based on Contextual Grammar :

Question 1.
Frame Wh-questions to get the underlined parts as the answer :
1. On the smooth surface of the rock, father i marked dimensions.
2. Only the father and Fritz travelled to the woods.
Answer:
1. Where did father mark dimensions?
2. Who travelled to the woods?

Personal Response :

Question 1.
What is your opinion about the father, based on the passage?
Answer:
I think that the father is very resourceful and knowledgeable. He found plants from the forest which would provide them with wax for candles and rubbery sap for boots. He realized that winter would be difficult in the tree as they would be exposed to the elements. So he worked hard and intelligently to build a cave. If he found that anything was lacking, he tried to provide it, like fitting a lamp in the cave. He cared for and looked sifter his family well.

Simple Factual Activity :

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

1. The person who had inspired the search : Jenny’s father.
2. The place where the British vessel was headed towards : New Switzerland.
3. The person who wanted to marry Jenny : Fritz.
4. The person who wanted a chance to receive an academic education : Franz.

Complex Factual Activity :

Question 1.
How does the adventure come to a happy end?
Answer:
The adventure comes to a happy end after the family and Jenny are rescued by a British vessel. The survivors were in good health and decisions were unanimously made about who wanted to stay on the island and who wanted to leave. Fritz told his parents about his love for Jenny and his wish to marry her. So everyone was finally happy.

Question 2.
Who is included in the word ‘Everyone’ in ‘Everyone was amazed
Answer:
The word ‘Everyone’ includes the passengers and crew of the British vessel which had rescued the family.

Activity based on Vocabulary :

Question 1.
Find the meanings of the following words :

1. spyglass
2. savages
3. crew
4. survivors

Answer:

1. spyglass – binoculars or a small telescope.
2. savages – wild men.
3. crew – the people who work on a ship.
4. survivors – the people who have survived or

Activities based on Contextual Grammar:

Question 1.
Pick out the subordinate clauses from the following sentences :
1. They saw a ship which had laid anchor.
2. Jenny asked if anyone would support her return to England.
Answer:
1.  subordinate clause – which had laid anchor.
2. subordinate clause – if anyone would support her return to England.

Personal Response :

Question 1.
The end of the novel states that Jack and Ernest chose to stay back on the island instead of returning to England. Can you guess the reasons why they made this choice?
Answer:
One reason could be that they had been very young when they were marooned on the island, and this was their life now. The second reason was that they probably did not want to leave their parents alone without support.

Language Study Activities
(based on vocabulary and grammar)

Note: As per ilw latest activity sheet formal. 5 simple activities. 3 medium level activities and 2 challenging activities will be asked. Students are expected to attempt any 4 simple activities, any 2 medium level activities and any I challenging activity. However, we have given more activities in each prose lesson for better study of language study section.

Simple Activities :

Question 1.
Write two compound words from the lesson.
Answer:
spyglass, Englishwoman

Question 2.
Make a meaningful sentence using the phrase ‘the next morning’.
Answer:
The next morning, the rain had stopped and the sky was clear.

Question 3.
Spot the error and correct the sentence :
Everyone were amazed at the good health of the survivors. ;
Answer:
Everyone was amazed at the good health of the survivors.

Question 4.
Pick out the infinitive from the sentence :
Fritz, Ernest, Jack and Franz were left to survive alone.
Answer:
Infinitive – to survive.

Question 5.
Identify the type of sentence :
Do not despair.
Answer:
Imperative Sentence

Question 6.
Find out two hidden words from the word : ‘informed’
Answer:
informed – inform, deform, (friend, fiend).

Question 7.
Form the past participle of a verb from the lesson in which the last letter is doubled.
Answer:
knot – knotted

Question 8.
Arrange these words in alphabetical order :
platform, produce, perfect, pinnace
Answer:
perfect, pinnace, platform, produce

Medium-Level Activities :

Question 1.
One day, they saw a ship.
(Change the voice starting A ship…..’.)
Answer:
A ship was seen by them one day.

Question 2.
Use the word ‘might’ in two separate sentences, the word having different meanings (homographs) :
Answer:
(a) The little boy pulled at the rope with all his might.
(b) It might rain tonight.

Question 3.
They created a ladder.
(Use the past perfect tense of the verb.)
Answer:
They had created a ladder.

Question 4.
His father suggested that ‘smoking rock’ sounded like a reference to a volcano.
(Rewrite using direct speech.)
Answer:
His father said, ‘Smoking rock’ sounds like a reference to a volcano”.

Challenging Activities :

Question 1.
Use the word ‘wish’ as a noun and a verb in two separate sentences.
Answer:
(a) The fairy granted the poor girl her wish, (noun)
(b) “I wish I had a beautiful dress,” said Cinderella. (verb)

Question 2.
Elizabeth informed William that she wanted the family to move to a safer place. (Pick out the clauses)
Answer:
Elizabeth informed William-Main Clause that she wanted the family to move to a safer place-Subordinate Clause

Maharashtra State Board Class 9 English Solutions

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 2.1 Invictus Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 2.1 Invictus

English Kumarbharati 9th Solutions Chapter 2.1 Invictus Textbook Questions and Answers

Warming Up:

Let’s introspect!

1. Think and respond with a ‘YES’ or ‘NO’. When you are faced with a very serious problem or some grave danger, what do you experience?

Write about your feelings and reactions In 4-5 lines. You may describe your feelings and reactions usIng other words than those given here.

Form groups of four. Discuss what you actually feel and do In difficult situations and some of the things you could do and would like to do In those situations.

Question 1.
Think and respond with a ‘YES’ or ‘NO’. When you are faced with a very serious problem or some grave danger, what do you experience?
Answer:
(Students can attempt this activity on page 27 of the textbook on their own.)

Question 2.
Write about your feelings and reactions In 4-5 lines. You may describe your feelings and reactions usIng other words than those given here.
Answer:
[Students may write this based on responses made in (a).]
(Some other words you can use to describe your feelings and reactions :fear, nervousness, uncertainty, lack of confidence, aggressiveness, insecurity, courage, optimism, despair, etc.)

Question 3.
Form groups of four. Discuss what you actually feel and do In difficult situations and some of the things you could do and would like to do In those situations.
Answer:
In difficult situations :
(a) What I actually feel and do :

1. feel frightened and corf used
2. feel depressed and cry
3. run away and hide
4. tell lies or blame others.

(b) What I could do and would like to do :

1. be calm and brave
2. accept the situation and look for solutions
3. take due responsibility for what has happened
4. share my problems and look for support. (Students can add their own points and discuss this activity in groups.)

2. Guess what the following symbolize and match the pairs : 

Question 1.
Guess what the following symbolize and match the pairs :

Answer:

English Workshop:

1. Choose the correct option :

Question a.
Out of the night that covers me, Black as the pit from pole to pole.
i. There is a pit between two poles which you cannot see at night.
ii. I am in a pit that is covered with a black sheet.
iii. The circumstances are as bad as they can be, with nothing to hope for from any corner.
Answer:
iii. The circumstances are as bad as they can be, with nothing to hope for from any corner.

Question b.
In the fell clutch of circumstance, I have not winced nor cried aloud.
i. I fell down and cried aloud.
ii. I have not expressed my grief even when I had to suffer great pain.
iii. I freed myself from a difficult situation and cried.
Answer:
ii. I have not expressed my grief even when I had to suffer great pain.

Question c.
Under the bludgeonings of chance, My head is bloody …
i. I have suffered many setbacks and losses, for which there was no reason.
ii. I got hurt due to my own faults.
iii. My enemies hit me till I started bleeding.
Answer:
i. I have suffered many setbacks and losses, for which there was no reason.

Question d.
And yet the menace of the years, Finds, and shall find me, unafraid.
i. My enemies threaten me but cannot find me.
ii. A great bully found me once, but shall not find me in future.
iii. Even though I am growing old, I am not, and shall not be, afraid.
Answer:
iii. Even though I am growing old, I am not, and shall not be, afraid.

Question e.
How charged with punishments the scroll….
i. The scroll is very expensive.
ii. I may have to pay for many of my mistakes.
iii. I have to pay money as punishment.
Answer:
ii. I may have to pay for many of my mistakes.

Question f.
I am the master of my fate.
i. I take responsibility for everything that happens in my life.
ii. My fate is my master.
iii. I am the master of this world.
Answer:
i. I take responsibility for everything that happens in my life.

Question g.
I am the captain of my soul.
i. I am the captain of a team.
ii. My soul is the captain of my team.
iii. My actions are the result of my own feelings.
Answer:
iii. My actions are the result of my own feelings.

2. Write the rhyme scheme of the poem.

Question 1.
Write the rhyme scheme of the poem.
Answer:
Rhyme scheme: abab.

3. Read the poem ‘Where lies the land ……..’ by A.C. Clough.

Question 1.
Read the poem ‘Where lies the land ……..’ by A.C. Clough.

English Kumarbharati 9th Digest Chapter 2.1 Invictus Additional Important Questions and Answers

Complex Factual Activities :

Question 1.
What is the poet thankful for?
Answer:
The poet is thankful for his unconquerable soul.

Question 2.
What does the poet have full control over?
Answer:
The poet has full control over his fate, his soul and his life.

Question 3.
Which lines show that the poet has suffered his hardships bravely?
Answer:
The lines that show that the poet has suffered his hardships bravely are :
i. I thank whatever gods may be
For my unconquerable soul.

ii. In the fell clutch of circumstance
I have neither winced nor cried aloud.
Under the bludgeoning of chance
My head is bloody but unbowed.

Question 4.
What is meant by ‘the place of wrath and tears’?
Answer:
‘The place of wrath and tears’ means the place of anger and sadness. That is, the world where we live.

Activities based on Poetic Devices :

Question 1.
‘Under the bludgeonings of chance’. Pick out and explain the figure of speech from this line.
Answer:
Personification – Chance (fate) is personified. It is said to be beating the poet violently with a club.

Paragraph Format :

The poem ‘Invictus’ is by William Ernest Henley. The Rhyme Scheme of the poem is abab. One example of a Figure of Speech is Personification: ‘In the fell clutch of circumstance’, ‘Circumstance’ is personified. It is said to be clutching wickedly.

‘Invictus’ is a powerful poem. It is all about showing courage in the face of death, and of the will to survive with dignity in the face of severe hardships. The poet stresses that he alone is responsible for his actions, and though he has been battered by fate, he has not been conquered.

Maharashtra State Board Class 9 English Solutions

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

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 1.5 The Necklace

English Kumarbharati 9th Solutions Chapter 1.5 The Necklace Textbook Questions and Answers

Warming up :

Talking About Myself :

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

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

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

My Dream Possession :

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

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

Part – I

English Workshop :

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

4. Prepare a formal invitation using the following format:

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

5. Read the following :

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

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

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

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

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

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

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

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

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

Part – II

1. Complete the following table.  

Question 1.
Complete the following table.
Answer:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Read the following passages carefully and complete the activities:

Simple Factual Activity:

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

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

Complex Factual Activity:

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

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

Activity-based on Vocabulary :

Question 1.
Match the following nouns with their adjectives :

Answer:

Activities based on Contextual Grammar:

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

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

Personal Response :

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

Complex Factual Activity :

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

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

Activity-based on Vocabulary :

Question 1.
Match the words with their meanings :

Answer:

Activities based on Contextual Grammar :

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

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

Complex Factual Activities :

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

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

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

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

Activities based on Vocabulary :

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

Question 2.
Write down the adjective forms of:

1. ecstasy
2. fashion.

Answer:

1. ecstasy – ecstatic
2. fashion – fashionable.

Activities based on Contextual Grammar :

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

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

Personal Response :

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

Simple Factual Activity :

Write who said the following sentences and to whom :

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

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

Complex Factual Activity :

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

Activities based on Vocabulary :

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

Question 2.
Write the adverb forms of the following :

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

Answer:

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

Activities based on Contextual Grammar :

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

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

Language Study Activities
(based on vocabulary and grammar)

Simple Activities :

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

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

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

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

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

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

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

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

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

Medium-Level Activities :

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

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

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

Challenging Activities :

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

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

Complex Factual Activity :

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

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

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

Activities based on Vocabulary :

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

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

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

Activity-based on Contextual Grammar :

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

Simple Factual Activity :

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

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

Complex Factual Activity :

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

Activity-based on Vocabulary :

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

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

Answer:

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

Activity-based on Contextual Grammar :

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

Complex Factual Activity:

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

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

Activity-based on Vocabulary :

Question 1.
Give the noun forms of the following :

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

Answer:

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

Activity-based on Contextual Grammar :

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

Language Study Activities
(based on vocabulary and grammar)

Simple Activities :

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

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

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

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

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

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

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

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

Medium-Level Activities :

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

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

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

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

Challenging Activities :

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

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

Grammar Focus:

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

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

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

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

Maharashtra State Board Class 9 English Solutions

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

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 3.1 Silver

English Kumarbharati 9th Solutions Chapter 3.1 Silver Textbook Questions and Answers

Warming Up:

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

Answer:
Example:

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

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

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

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

English Workshop:

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

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

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

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

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

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

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

Simple Factual Activity:

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

Complex Factual Activities.

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

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

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

Activities based on Poetic Devices.

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

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

Appreciation of Poem.

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

Point Format(for understanding).

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

Paragraph Format:

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

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

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

Maharashtra State Board Class 9 English Solutions

Balbharti Maharashtra State Board Class 9 English Solutions Kumarbharati Chapter 3.4 How the First Letter was Written Notes, Textbook Exercise Important Questions and Answers.

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 3.4 How the First Letter was Written

English Kumarbharati 9th Solutions Chapter 3.4 How the First Letter was Written Textbook Questions and Answers

Warming Up:

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

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

Answer:

2. Write your name in bold capitals.

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

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

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

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

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

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

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

English Workshop:

1. Read the remaining part of the original story.

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

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

Answer:

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

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

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

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

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

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

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

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

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

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

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

7. Underline the main clauses in the following sentences:

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

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

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

Dear Stranger-man Uncle,

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

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

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

From a sorry little girl,
Taffy.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Simple Factual Activity.

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

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

Complex Factual Activity.

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

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

Activities based on Vocabulary:

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

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

OR

Question 2.
Complete the following table.
Answer:

Personal Response.

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

Simple Factual Activity.

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

Complex Factual Activity.

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

Activity-based on Vocabulary.

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

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

Personal Response.

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

Simple Factual Activity.

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

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

Complex Factual Activity.

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

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

Activities based on Vocabulary.

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

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

Answer:

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

Activities based on Contextual Grammar.

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

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

Personal Response.

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

Simple Factual Activity.

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

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

Complex Factual Activities.

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

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

Activity-based on Vocabulary.

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

Answer:

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

Activities based on Contextual Grammar.

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

Personal Response.

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

Simple Factual Activity.

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

Complex Factual Activity.

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

Activities based on Vocabulary.

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

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

Activities based on Contextual Grammar.

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

Do as directed.

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

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

Personal Response.

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

Simple Factual Activity.

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

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

Complex Factual Activities.

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

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

Activities based on Vocabulary.

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

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

Activities based on Contextual Grammar.

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

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

Personal Response.

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

Simple Factual Activity.

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

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

Complex Factual Activities.

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

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

Activities based on Vocabulary.

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

1. all the Neolithic ladies
2. sitting patiently.

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

1. Neolithic ladies
2. Primitive lunch.

Activity-based on Contextual Grammar.

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

Personal Response.

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

Simple Activities.

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

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

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

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

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

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

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

Medium-Level Activities.

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

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

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

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

Challenging Activities.

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

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

Maharashtra State Board Class 9 English Solutions

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

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 1.4 Have you thought of the verb ‘have’ …

English Kumarbharati 9th Solutions Chapter 1.4 Have you thought of the verb ‘have’ … Textbook Questions and Answers

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

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

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

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

(b) To indicate relationship :

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

(c) To refer to eating/drinking :

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

(d) To show ownership :

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

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

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

(f) To refer to a physical condition :

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

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

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

Maharashtra State Board Class 9 English Solutions

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

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 3.3 The Road Not Taken

English Kumarbharati 9th Solutions Chapter 3.3 The Road Not Taken Textbook Questions and Answers

Warming Up:

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

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

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

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

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

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

English Workshop:

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

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

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

Answer:

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

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

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

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

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

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

4. Think and write in your own words.

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

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

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

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

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

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

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

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

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

Dear Sandeep,

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

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

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

Will tell you more details when I meet you next.

Your loving friend,
Deep

7. Collect quotations on the topic ‘Choice’.

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

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

Simple Factual Activity.

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

Complex Factual Activity.

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

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

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

Activities based on Poetic Devices.

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

Simple Factual Activity.

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

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

Complex Factual Activities.

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

Activities based on Poetic Devices.

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

Point Format (for understanding)

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

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

Paragraph Format.

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

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

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

Maharashtra State Board Class 9 English Solutions

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

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 1.3 Have you ever seen…?

English Kumarbharati 9th Solutions Chapter 1.3 Have you ever seen…? Textbook Questions and Answers

Warming Up:

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

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

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

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

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

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

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

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

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

English Workshop:

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

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

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

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

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

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

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

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

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

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

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

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

(b) Pun :

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

(c) Personification :

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

(d) Alliteration :

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

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

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

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

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

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

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

Answer:

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

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

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

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

Read the following poem carefully and complete the activities :

Simple Factual Activity :

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

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

Complex Factual Activities :

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

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

Activities based on Poetic Devices :

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

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

Maharashtra State Board Class 9 English Solutions

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

Maharashtra State Board Class 9 English Kumarbharati Solutions Chapter 1.1 Life

English Kumarbharati 9th Solutions Chapter 1.1 Life Textbook Questions and Answers

Warming Up:

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

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

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

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

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

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

2. Lively
Interesting
Fascinating
Enchanting

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

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

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

English Workshop :

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

Optimism :
1. …………… .
2. ……………. .

Pessimism :
1. …………….. .
2. …………….. .

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

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

Pessimism :

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

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

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

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

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

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

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

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

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

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

Question b.
Explain the metaphor in the following lines :

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Warming Up:

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

Read the following extracts carefully and complete the activities :

Simple Factual Activity :

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

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

Complex Factual Activities :

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

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

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

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

Activities based on Poetic Devices :

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

Simple Factual Activity :

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

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

Complex Factual Activity :

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

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

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

Activities based on Poetic Devices :

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

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

Paragraph Format:

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

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

Maharashtra State Board Class 9 English Solutions