CBSE Class 9

NCERT Solutions for Class 9 English

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

The Snake and the Mirror NCERT Text Book Questions and Answers

The Snake and the Mirror Thinking About the Text

I. Discuss in pairs and answer each question below in a short paragraph (30 – 40 words).

Question 1.
“The sound was familiar one.” What sound did the doctor hear? What did he think it was? How many times did he hear it? (Find the places in the text.) When and why did the sounds stop?
Answer:
The doctor lived in a room which was full of rats. He heard the sounds of the rats. There was a regular traffic of rats to and fro the beam. He heard the sound thrice. The sound stopped suddenly as rats had seen a snake.

Question 2.
What two “important” and “earth-shaking” decisions did the doctor take while he was looking into the mirror?
Answer:
The doctor took two “important” and “earth-shaking” decisions while he was looking into the ‘ mirror First, he decided to shave daily and grow a thin moustache. Second, always to keep an attractive smile on his face.

Question 3.
“I looked into the mirror and smiled,” says the doctor. A little later he says, “I forgot my danger and smiled feebly at myself.” What is the doctor’s opinion about himself when:
(i) he first smiles, and
(ii) he smiles again? In what way do his thoughts change in between, and why?
Answer:
(i) When the doctor first smiles, he has an inflated opinion of himself, admiring his looks and profession.
(ii) In the second instance, the doctor smiles at his foolishness and helplessness.
His thoughts change after his encounter with the snake—from being a proud doctor he moves on to accept his stupidity.

II. This story about a frightening incident is narrated in a humorous way. What makes it humorous? (Think of the contrasts it presents between dreams and reality. Some of them are listed below.)

1. (i) The kind of person the doctor is (money, possessions)
(ii) The kind of person he wants to be (appearance, ambition)

2. (i) The person he wants to marry
(ii) The person he actually marries

3. (i) His thoughts when he looks into the mirror
(ii) His thoughts when the snake is coiled around his arm
Write short paragraphs on each of these to get your answer.
Answer:
1. (i) The doctor is a poor person. He has hardly any money, he lives in an unelectrified house.It is small rented room with plenty of rats living in it. He has just started his medical practice. So he is not a man of possessions or money.

(ii) The doctor wants to be rich. He would also like to have good appearance. That’s why he decides to grow a thin moustache.

2. (i) The doctor wants to marry a woman doctor with good medical practice and a lot of money. She would be fat as not to run after him and catch him.

(ii) He marries a thin reedy woman who has a gift of sprinter.

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

The Snake and the Mirror Thinking about Language

Question 1.
Here are some sentences from the text. Say which of them tell you, that the author:
(a) was afraid of the snake
(b) was proud of his appearance
(c) had a sense of humour
(d) was no longer afraid of the snake.
Answer:
(a) was afraid of the snake
1. I was turned to stone.
2. I was no mere image cut in granite.
3. The arm was beginning to be drained of strength.
4. I tried in my imagination to write in bright letters outside my little heart the words, ‘O God’.
5. I didn’t tremble. I didn’t cry out.

(b) was proud of his appearance
6. I looked into the mirror and smiled. It was an attractive smile.
7. I was suddenly a man of flesh and blood.

(c) had a sense of humour
8. I was after all a bachelor, and a doctor too on top of it!
9. The fellow had such a sense of cleanliness…! The rascal could have taken it and used it after washing it with soap and water.

(d) was no longer afraid of the snake
7. I was suddenly a man of flesh and blood.

II. Expressions used to show fear
Can you find the expressions in the story that tell you that the author was frightened? Read the story and complete the following sentences.
1. I was turned ……………
2. I sat there holding ……………
3. In the light of the lamp I sat there like ……………
Answer:
1. I was turned to stone.
2. I sat there holding my breath.
3. In the light of the lamp I sat there like a stone image in the flesh.

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

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

Match the meanings with the words/expressions in italics, and write the appropriate meaning next to the sentence. The first one has been done for you.
1. I knew a man was following me, I was scared out of my wits, (very frightened)
2. I got a fright when I realised how close I was to the cliff edge.
3. He nearly jumped out of his skin when he saw the bull coming towards him.
4. You really gave me a fright when you crept up behind me like that.
5. Wait until I tell his story – it will make your hair stand on end.
6. Paralysed with fear, the boy faced his abductors.
7. The boy hid behind the door, not moving a muscle.
Answer:
1. I knew a man was following me, I was scared out of my wits, (very frightened)
2. I got a fright when I realised how close I was to the cliff edge, (frightened by something that happens suddenly)
3. He nearly jumped out of his skin when he saw the bull coming towards him. (pry frightened)
4. You really gave me a fright when you crept up behind me like that, (frightened by something that happens suddenly)
5. Wait until I tell his story – it will make your hair stand on end. (makes another feel frightened
6. Paralysed with fear, the boy faced his abductors, (too scared to move)
7. The boy hid behind the door, not moving a muscle, (too scared to move)

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

1. Meena asked her friend, “Do you think your teacher will come today?”
2. David asked his colleague, “Where will you go this summer?”
3. He asked the little boy, “Why are you studying English?”
4. She asked me, “When are we going to leave?”
5. Pran asked me, “Have you finished reading the newspaper?”
6. Seema asked her, “How long have you lived here?”
7. Sheila asked the children “Are you ready to do the work?
Answer:
1. Meena asked her friend if she thought her teacher would come that day.
2. David asked his colleague where he would go that summer.
3. He asked the little boy why he was studying English.
4. She asked me when we were going to leave.
5. Pran asked me if I had finished reading the newspaper.
6. Seema asked her how long she had lived there.
7. Sheila asked the children if they were ready to do the work.

NCERT Solutions for Class 9 English

My Childhood NCERT Solutions for Class 9 English Beehive Chapter 6

My Childhood NCERT Text Book Questions and Answers

My Childhood Thinking About the Text

I. Answer these questions in one or two sentences each.

Question 1.
Where was Abdul Kalam’s house?
Answer:
Abdul Kalam’s house was on the Mosque Street in Rameswaram.

Question 2.
What do you think Dinamani is the name of? Give a reason for your answer.
Answer:
Dinamani is the name of a local newspaper. It is so because Kalam traced the stories of the war in the headlines in Dinamani.

Question 3.
Who were Abdul Kalam’s school friends? What did they later become?
Answer:
Ramanadha Shastry, Aravindan and Shivaprakasan were Abdul Kalam’s school friends. Ramanadha Shastry became the high priest of the Rameshwaram temple, Aravindan a transport businessman and Shivprakasan was the catering contractor for the southern railways.

Question 4.
How did Abdul Kalam earn his first wages?
Answer:
During the Second World War, the newspapers were bundled and thrown out of a moving train. Abdul Kalam earned his first wages by helping his cousin, who distributed newspapers in Rameswaram, to catch these bundles.

Question 5.
Had he earned any money before that? In what way?
Answer:
Yes, Abdul Kalam had earned some money before he started helping his cousin. When the Second World War broke out, there was a sudden demand for tamarind seeds in the market. He collected the seeds and sold them at a provision shop on Mosque Street. Usually, a day’s collection earned him one anna.

II. Answer each of these questions in a short paragraph (about 30 words).

Question 1.
How does the author describe:
(i) his father
(ii) his mother
(iii) himself?
Answer:
(i) Kalam’s father, Jainulabdeen was not a wealthy or educated person. However, he was an honest and generous man, who possessed great innate wisdom. He was self-disciplined and avoided all inessential luxuries.

(ii) Kalam’s mother, Ashiamma was an ideal helpmate to her husband. She believed in goodness and profound kindness, and fed many people everyday.

(iii) The author describes himself as a short boy with undistinguished looks, who had a secure childhood. An honest and self-disciplined person, Dr. Kalam believed in goodness and kindness.

Question 2.
What characteristics does he say he inherited from his parents?
Answer:
He says that he inherited honesty and self-discipline from his father. He further says that he inherited faith in goodness and deep kindness from his mother

III. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each.

Question 1.
“On the whole, the small society of Rameswaram was very rigid in terms of the segregation of
different social groups,” says the author.
(i) Which social groups does he mention? Were these groups easily identifiable (for example, by the way they dressed)?
(ii) Were they aware only of their differences or did they also naturally share friendships and experiences? (Think of the bedtime stories in Kalam’s house; of who his friends were; and of what used to take place in the pond near his house.)
(iii) The author speaks both of people who were very aware of the differences among them and those who tried to bridge these differences. Can you identify such people in the text?
(iv) Narrate two incidents that show how differences can be created, and also how they can be resolved. How can people change-their attitudes?
Answer:
(i) Dr. Kalam mentions two social groups of Rameshwaram – orthodox Brahmins and Muslims. Yes, these groups were easily identifiable. For example, by the way they dressed; Kalam wore a cap which marked him as a Muslim. RamanadhaSastry wore a sacred thread which marked him a Hindu.

(ii) No, they were not only aware of their differences but also they naturally shared friendships and experiences. Kalam’s mother and grandmother would tell the children of his family bedtime stories about the events from the Ramayana and from the life of the prophet. During the Shri Sita Rama Kalyanamceremony, his family used to arrange boats with a special platform for carrying idols of the Lord from the temple to the marriage site, situated in the middle of the pond called Rama Tirtha which was near his house.

(iii) The people who were very aware of the differences among them, were the young teacher who joined the Rameshwaram elementary school and came to teach Kalam’s class, the fifth standard; and his science teacher’s conservative wife who refused to serve Kalam in her kitchen. Those who tried to bridge these differences were Kalam’s science teacher Sivasubramania Iyer who invited, served and dined with him to break social barriers so that people could mingle easily; and LakshmanaSastry who conveyed the strong sense of conviction to the new young teacher to reform him.

(iv) The first incident to show how differences can be created is that when the new young teacher found a Muslim student sitting beside a Hindu student. He asked Kalam to sit . in the last row.
The other incident shows how differences can be resolved. The author’s science teacher, Sivasubramania Iyer, though an orthodox Brahmin with a very conservative outlook tried to bridge these differences.

Question 2.
(i) Why did Abdul Kalam want to leave Rameswaram?
(ii) What did his father say to this?
(iii) What do you think his words mean? Why do you think he spoke those words?
(i) Kalam wanted to leave Rameswaram for further studies. He wanted to study at the district headquarters in Ramanathapuram.

(ii) Kalam’s father said that he knew that one day Kalam had to go away to grow. He gave him the analogy of a seagull that flies across the sun alone and without a nest. He then quoted Khalil Gibran to Kalam’s mother saying that her children were not their own children. They were the sons and daughters of Life’s longing for itself. They come through their parents, but not from them. They may give them their love, but not their thoughts as the children have their own thoughts.

(iii) Abdul Kalam’s father’s words bear great meanings. First, he inspired his son to go ahead
above giving the example of the seagull. Secondly, he explained Kalam’s mother to give his son opportunities to get higher education and to make progress. I think he spoke those words to encourage Abdul Kalam and to control the emotional attachment of his wife for Kalam.

My Childhood Thinking about Language

I. Find the sentences in the text where these words occur:
erupt surge trace undistinguished casualty
Look these words up in a dictionary which gives examples of how they are used. Now answer the following questions.

Question 1.
What are the things that can erupt? Use examples to explain the various meanings of erupt. . Now do the same for the word surge. What things can surge?
Answer:
A few things that can erupt are anger, volcano, tooth, rash, riots, unrest, etc. Erupt has several meanings. Their explanation, with examples, is given as under.

(i) Start unexpectedly
Example: Riots erupted in the city.

(ii) Start to burn or burst into flames
Example: The spark soon erupted into flames.

(iii) Become active and spew forth lava and rocks
Example: The molten lava erupted out of the active volcano.

(iv) Forceful and violent release of something pent up
Example: The difference in their views soon erupted in a’ fight.

(v) Sudden appearance on the skin
Example: On the day of the party, a pimple erupted on her face.

(vi) Break out
Example: Eruption of the wisdom tooth gives a lot of pain.

Things that can surge are pride, anxiety, waves, boats, army, etc. The several meanings it has can be explained with the following examples:

(i) Sudden forceful flow
Example: The boy drowned in the surging waves.

(ii) Rise and move forward
Example: The army surged towards their enemy.

(iii) Heave upward under the influence of a natural force
Example: The boat surged in the high tide.

(iv) See one’s performance improve
Example: Hard work helped to surge Sandra’s scores.

(v) A sudden or abrupt strong increase
Example: The surge in the stock market left people in a shock.

(vi) Rise rapidly
Example: As time passed, her tension surged.

Question 2.
What are the meanings of the word trace-and which of the meanings is closest to the word in the text? –
Answer:
The following are the meanings of the word trace:

• Follow, discover, or ascertain the course of development of something
• Make a mark or lines on a surface
• To go back over again
• Pursue or chase relentlessly
• Find or discover through investigation
• Make one’s course or travel along a path; travel or pass over, around, or along
• Read with difficulty

The closest meaning of the word ‘trace’ in the text is ‘to find or discover through investigation’.

Question 3.
Can you find it undistinguished in your dictionary? (If not, look for the word distinguished and say what undistinguished mean.)
Answer:
No, the word undistinguished does not exist in the dictionary. However, its meaning can be derived from the meaning of the word ‘distinguished’, which denotes the ‘special or eminent appearance or behaviour of a person’. Thus, undistinguished symbolises ‘ordinary appearance or behaviour of a person’.

II. Match the phrases in Column A with their meanings in Column B.
Question 1.

Answer:

Question 2.
Study the words in italics in the sentences below. They are formed by prefixing un – or in. – to their antonyms (words opposite in meaning).

• I was a short boy with rather undistinguished looks, (un + distinguished)
• My austere father used to avoid all inessential comforts, (in + essential)
• The area was completely unaffected by the war. (un + affected)
• He should not spread the poison of social inequality and communal intolerance, (in + equality, in + tolerance)

Now form the opposites of the words below by prefixing un- or in-. The prefix in- can also have the forms il-, ir-, or im- (for example: illiterate -il + literate, impractical -im + practical, irrational – ir + rational). You may consult a dictionary if you wish.

Answer:

III. Passive Voice

Study these sentences:

• My parents were regarded as an ideal couple.
• I was asked to go and sit on the back bench.
• Such problems have to be confronted.

The italicised verbs in these sentences are made up of a form of the verb be and a past participle. (For example: were + regarded, was + asked, be + confronted) These sentences focus on what happens, rather than who does what. Notice that the doer of the action is not included in the sentences.
If necessary, we can mention the doer of the action in a by-phrase.
For example:

• The tree was struck by lightning.
• The flag was unfurled by the Chief Guest.

IV. Rewrite the sentences below, changing the verbs in brackets into the passive form.

Question 1.
In yesterday’s competition the prizes (give away) by the Principal.
Answer:
In yesterday’s competition the prizes were given away by the Principal.

Question 2.
In spite of financial difficulties, the labourers (pay) on time.
Answer:
In spite of financial difficulties, the labourers were paid on time.

Question 3.
On Republic Day, vehicles (not allow) beyond this point.
Answer:
On Republic Day, vehicles are not allowed beyond this point.

Question 4.
Second-hand books (buy and sell) on the pavement every Saturday.
Answer:
Second-hand books are bought and sold on the pavement every Saturday.

Question 5.
Elections to the Lok Sabha (hold) every five years.
Answer:
Elections to the Lok Sabha are held every five years.

Question 6.
Our National Anthem (compose) Rabindranath Tagore.
Answer:
Our National Anthem was composed by Rabindranath Tagore.

V. Rewrite the paragraphs below, using the correct form of the verb given in brackets.

Question 1.
How Helmets Came To Be Used in Cricket
Nari Contractor was the Captain and an opening batsman for India in the 1960s. The Indian cricket team went on a tour to the West Indies in 1962. In a match against Barbados in Bridgetown, Nari Contractor (seriously injure and collapse). In those days helmets (not wear). Contractor (hit) on the head by a bouncer from Charlie Griffith. Contractor’s skull (fracture). The entire team (deeply concern). The West Indies players (worry). Contractor (rush) to hospital. He(accompany) by Frank Worrell, the Captain of the West Indies Team. Blood (donate) by the West Indies players. Thanks to the timely help, Contractor (save). Nowadays helmets (routinely use) against bowlers.
Answer:
How Helmets Came To Be Used in Cricket
Nari Contractor was the Captain and an opening batsman for India in the 1960s. The Indian cricket team went on a tour to the West Indies in 1962. In a match against Barbados in Bridgetown, Nari Contractor got seriously injured and collapsed. In those days helmets were not worn.

Contractor was hit on the head by a bouncer from Charlie Griffith. Contractor’s skull had fractured. The entire team was deeply concerned. The West Indies players were worried. Contractor was rushed to hospital. He was accompanied by Frank Worrell, the Captain of the West Indies Team. Blood was donated by the West Indies players. Thanks to the timely help, Contractor was saved. Nowadays helmets arelxjutincly used against bowlers.

Question 2.
Oil from Seeds
Vegetable oils (make) from seeds and fruits of many plants growing all over the world, from tiny sesame seeds to big, juicy coconuts. Oil (produce) from cotton seeds, groundnuts, soya beans and sunflower seeds. Olive oil (use) for cooking, salad dressing etc. Olives (shake) from the trees and (gather) up, usually by hand. The olives (ground) to a thick paste which is spread onto special mats. Then the mats (layer) up on the pressing machine which will gently squeeze them to produce olive oil.
Answer:
Oil from Seeds
Vegetable oils are made from seeds and fruits of many plants growing all over the world, from tiny sesame seeds to big, juicy coconuts. Oil is produced from cotton seeds, groundnuts, soya beans and sunflower seeds. Olive oil is used for cooking, salad dressing etc. Olives are shaken from the trees and gathered up, usually by hand. The olives are ground to a thick paste which is spread onto special mats. Then the mats are layered upon the pressing machine which will gently squeeze them to produce olive oil.

NCERT Solutions for Class 9 English

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

The Sound of Music NCERT Text Book Questions and Answers

Part 1 Evelyn Glennie Listens to Sound Without Hearing It

The Sound of Music Thinking About the Text

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

Question 1.
How old was Evelyn when she went to the Royal Academy of Music?
Answer:
Evelyn was seventeen years old when she went to the Royal Academy of Music in London.

Question 2.
When was her deafness first noticed? When was it confirmed?
Answer:
Evelyn’s deafness was first noticed when she was eight years old and it was confirmed when she was eleven.

II. Answer each of these questions in a short paragraph (30-40 words).

Question 1.
Who helped her to continue with music? What did he do and say?
Answer:
Percussionist Ron Forbes helped Evelyn to continue with music. He began by tuning two large drums to different notes. He asked her not to listen to them through her ears but to try and sense the sound in some other manner.

Question 2.
Name the various places and causes for which Evelyn performs.
Answer:
Evelyn gave solo performances at regular concerts. She gave free concerts in prisons and hospitals. She also accorded high priority to classes for young musicians.

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

Question 1.
How does Evelyn hear music?
Answer:
Evelyn heard music by sensing the notes in different parts of her body. When Ron Forbes tuned two drums to different notes and asked her to sense the sound without using her ears, she realized that she could feel the higher drum from the waist up and the lower drum from the waist down. She learnt how to open her mind and body to sounds and vibrations. It was sheer determination and hard work.

When she played the xylophone, she could sense the sound passing up the stick into her fingertips. By leaning against the drums, she could feel the resonances flowing into her body. On a wooden platform, she removed her shoes so that the vibrations could pass through her bare feet and up her legs. She herself said that music poured in through every part of her body. It tingled in the skin, her cheekbones and even in her hair.

Part II The Shehnai of Bismillah Khan

The Sound of Music Thinking About the Text

I. Tick the right answer.

Question 1.
The (shehnai, pungi) was a ‘reeded noisemaker.’
Answer:
The pungi was a ‘reeded noisemaker.’

Question 2.
(Bismillah Khan, A barber, Ali Bux) transformed the pungi into a shehnai.
Answer:
A barber transformed the pungi into a shehnai.

Question 3.
Bismillah Khan’s paternal ancestors were (barbers, professional musicians).
Answer:
Bismillah Khan’s paternal ancestors were professional musicians.

Question 4.
Bismillah Khan learnt to play the shehnai from (Ali Bux, Paigambar Bux, Ustad Faiyaaz Khan).
Answer:
Bismillah Khan learnt to play the shehnai from Ali Bux.

Question 5.
Bismillah Khan’s first trip abroad was to (Afghanistan, USA, Canada).
Answer:
Bismillah Khan’s first trip abroad was to Afghanistan.

II. Answer these questions in 30-40 words.

Question 1.
Why did Aurangzeb ban the playing of the pungi?
Answer:
Aurangzeb banned the playing of musical instrument pungi because it had a shrill, unpleasant sound.

Question 2.
How is a shehnai different from a pungi?
Answer:
Shehnai has a better tonal quality than pungi. It is a natural hollow stem pipe with holes on its body and is longer and broader than the pungi. Shehnai is, in a way, an improvement upon the pungi.

Question 3.
Where was the shehnai played traditionally? How did Bismillah Khan change this?
Answer:
The shehnai was traditionally played in royal courts, temples and weddings. Ustaad Bismillah Khan, an undisputed monarch of shehnai, brought this instrument onto the classical stage.

Question 4.
When and how did Bismillah Khan get his big break?
Answer:
Bismillah Khan got his big break in 1938. All India Radio opened in Lucknow and Bismillah Khan played shehnai on radio. He soon became an often heard player on radio. He became the first Indian to greet the nation with his shehnai from the Red Fort on 15 August, 1947.

Question 5.
Where did Bismillah Khan play the shehnai on 15 August 1947? Why was the event historic?
Answer:
On 15 August 1947, Bismillah Khan played the Raag Kaafi on his shehnai from the Red Fort.
The event was historic because it was on the occasion of India’s Independence from British Rule.

Question 6.
Why did Bismillah Khan refuse to start a shehnai school in the USA?
Answer:
Bismillah Khan refused one of his student’s request to start a shehnai school in the USA because he would not live away from Hindustan, specifically, from Benaras, the River Ganga and Dumraon.

Question 7.
Find at least two instances in the text which tell you that Bismillah Khan loves India and Benaras.
Answer:
The first instance is when he turned down his student’s offer to start a shehnai school in USA. The second instance is when Khansaab was asked by Shekhar Gupta about moving to Pakistan during the partition, he said that he would never leave Benaras.

The Sound of Music Thinking About Language

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

Question 1.
The school sports team hopes (What does it hope to do?)
Answer:
The school sports team hopes to win the match.

Question 2.
We all want (What do we all want to do?)
Answer:
We all want to succeed in our life.

Question 3.
They advised the hearing-impaired child’s mother (What did they advise her to do?)
Answer:
They advised the hearing-impaired child’s mother to consult a doctor.

Question 4.
The authorities permitted us to (What did the authorities permit us to do?)
Answer:
The authorities permitted us to construct the building.

Question 5.
A musician decided to (What did the musician decide to do?)
Answer:
A musician decided to open a school for children.

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

Question 1.
the home of royal people (1) ………
Answer:
the royal residence

Question 2.
the state of being alone (5) ……
Answer:
solitude

Question 3.
a part which is absolutely necessary (2) …………
Answer:
indispensable

Question 4.
to do something not done before (5) ………
Answer:
invent

Question 5.
without much effort (13) ………….
Answer:
effortlessly

Question 6.
quickly and in large quantities (9) ………… and ……….
Answer:
thick and fast

III. Tick the right answer.

Question 1.
When something is revived, it (remains dead/lives again).
Answer:
When something is revived, it lives again.

Question 2.
When a government bans something, it wants it (stopped/started).
Answer:
When a government bans something, it wants it stopped.

Question 3.
When something is considered auspicious, (welcome it/avoid it).
Answer:
When something is considered auspicious, welcome it.

Question 4.
When we take to something, we find it (boring/interesting).
Answer:
When we take to something, we find it interesting.

Question 5.
When you appreciate something, you (find it good and useful/find it of no use).
Answer:
When you appreciate something, you find it good and useful.

Question 6.
When you replicate something, you do it (for the first time/for the second time).
Answer:
When you replicate something, you do it for the second time.

Question 7.
When we come to terms with something, it is (still upsetting/no longer upsetting).
Answer:
When we come to terms with something, it is no longer upsetting.

IV. Consult your dictionary and complete the following table. The first one has been done for you. Use these words in phrases or sentences of your own.

Some sentences using these adjectives are:

• She is indispensable for the successful completion of the project.
• Sunita was impressed by my singing.
• He is afraid of the dark.
• I enjoy the company of my paternal uncle.
• Gennie was showered with countless gifts.
• My grandmother gave me a priceless piece of advice.

NCERT Solutions for Class 9 English

Packing NCERT Solutions for Class 9 English Beehive Chapter 7

Packing NCERT Text Book Questions and Answers

Packing Thinking About the Text 

I. Discuss in pairs and answer each question below in a short paragraph (30-40 words).

Question 1.
How many characters are there in the narrative? Name them. (Don’t forget the dog!)
Answer:
There are four characters in the narrative. They are Jerome (the narrator), George, Harris and Montmorency (the dog).

Question 2.
Why did the narrator (Jerome) volunteer to do the packing?
Answer:
Jerome thought that he was the best packer in the world. Nobody could compete with him. He was proud of his ability and wanted to show it. So, he volunteered to do the packing for his friends.

Question 3.
How did George and Harris react to this? Did Jerome like their reaction?
Answer:
Jerome offered his ability to pack with an intention to superintend his friends. But George and Harris thought that Jerome would do the entire job. They sat idle. It irritated the narrator.

Question 4.
What was Jerome’s real intention when he offered to pack?
Answer:
When Jerome offered to pack, his real intention was to supervise their work. He wanted to act as a boss only. But his offer was misused by his friends who did nothing but spoil the things in the name of packing.

Question 5.
What did Harris say after the bag was shut and strapped? Why do you think he waited till then to ask?
Answer:
After the bag was shut and strapped, Harris pointed out that Jerome had not packed the boots. He had waited till then to ask because he wanted him to realise his mistake and ridicule Jerome for his packing skills.

Question 6.
What “horrible idea” occurred to Jerome a little later?
Answer:
The “horrible idea” that occurred to Jerome a little later was whether he had packed his toothbrush or not. Whenever he travelled he always forgot to pack his toothbrush. This thought haunted him and made his life miserable.

Question 7.
Where did Jerome finally find the toothbrush?
Answer:
Jerome finally found the toothbrush inside a boot.

Question 8.
Why did Jerome have to reopen the packed bag?
Answer:
Jerome had to reopen the packed bag twice because of his forgetfulness. Once he had to reopen the bag as he had forgotten to pack the boots. The next time, he unpacked when he realised that he had packed his tobacco-pouch in.

Question 9.
What did George and Harris offer to pack and why?
Answer:
George and Harris offered to pack the hampers because they thought that Jerome had taken too much of time. They also wanted to show their skill to Jerome and prove themselves to be better packer than Jerome.

Question 10.
While packing the hamper, George and Harris do a number of foolish and funny things. Tick the statements that are true.
(i) They started with breaking a cup.
(ii) They also broke a plate.
(iii) They squashed a tomato.
(iv) They trod on the butter.
(v) They stepped on a banana.
(vi) They put things behind them, and couldn’t find them.
(vii) They stepped on things.
(viii) They packed the pictures at the bottom and put heavy things on top.
(ix) They upset almost everything.
(x) They were very good at packing.
Answer:
Statements (i), (iii), (iv), (vi) and (vii) are true.

II.
What does Jerome say was Montmorency’s ambition in life? What do you think of Montmorency and why?
Answer:
Jerome says Montmorency’s ambition in life was to get in the way and be sworn at. Montmorency was a mischievous little dog who loved creating troubles for others. I think that Montmorency was a perfect nuisance because whenever he found people busy with their work, he might feel bored and wanted to get involved. He meant no trouble intentionally. But when people shouted at him or threw things at his head, he got discouraged and then went away to sit silently, which the narrator called the fulfilment of his conceit.

III. Discuss in groups and answer the following questions in two or three paragraphs (100-150 words)

Question 1.
Of the three, Jerome, George and Harris, who do you think is the best or worst packer? Support your answer with details from the text.
Answer:
In my opinion, the narrator Jerome is the best packer. George and Harris are not only lazy but worst packers. Jerome makes a few minor mistakes while packing. This is the reason why he liked to pack and repack many times. But ultimately he finished packing in a better way. The way they behaved during packing irritated the narrator.

Hence, out of the three, Jerome is the best packer. He is a person who wants every task to be completed with perfection. Although he is bossy at times yet his patience and helpful nature impresses the reader. We should also try to imbibe his sense of perfection and responsibility.

Question 2.
How did Montmorency ‘contribute’ to the packing?
Answer:
The packing escapade was already a messy job and Montmorency’s contribution to it made it even more tiresome. He did his level best to be a “perfect nuisance”. He came and sat down on things, just when they were wanted to be packed. He put his leg into the jam and worried the teaspoons. He also pretended that the lemons were rats. So he got into the hamper and killed three of them before Harris could land him with the frying-pan.

Question 3.
Do you find this story funny? What are the humorous elements in it?
(Pick out at least three, think about what happens, as well as how it is described.)
Answer:
Yes, this story is definitely funny. Not only is the way in which the three friends pack for their trip quite mirthfully, but the way the author narrates all the incidents is also entertaining. The first humorous element is that he offered to pack, George and Harris leave the whole matter to him. Consequently, he has to do packing though his real intention was to boss the job.

The second humorous element is that George placed the butter on the chair and Harris sat on it and it stuck at his back. When they searched it for packing it was missing. They walked and walked round the room. At last, George saw it at Harris’s back. The third humorous element is that Montmorency squirms in where he is not wanted. He wants somebody stumble over him and curse him steadily for an hour. He pretends that lemons were rats.

Packing Thinking About Language

I. Match the words/phrases in Column A with their meanings in Column B.

Answer:
1. – (viii), 2. – (vi), 3. – (v), 4. – (ii), 5. – (vii), 6. – (iv), 7. – (iii), 8. – (i)

II. Use suitable words or phrases from Column A above to complete the paragraph given below.

A Traffic Jam
During power cuts, when traffic lights go off, there is utter ………………. at crossroads. Drivers add to the confusion by ……………. over their right of way, and nearly come to blows. Sometimes passers by, seeing a few policemen ……………. at regulating traffic, step in to help. This gives them a feeling of having ……………… something.
Answer:
During power cuts, when traffic lights go off, there is utter chaos at crossroads. Drivers add to the confusion by getting into a row over their right of way, and nearly come to blows. Sometimes passers- by, seeing a few policemen slaving at regulating traffic, step in to help. This gives them a feeling of having accomplished something.

III. Look at the sentences below. Notice that the verbs (italicised) are all in their bare form.

Simple commands:

• Stand up!
• Put it here!

Directions: (to reach your home)
Board Bus No. 121 and get down at Sagar Restaurant. From there turn right and walk till you reach a book shop. My home is just behind the shop.
Dos and don’ts:

• Always get up for your elders.
• Don’t shout in class.

Instructions for making a fruit salad:
Ingredients
Oranges – 2
Pineapple – one large piece
Cherries – 250 grams
Bananas – 2 Any other fruit you like

Wash the fruit. Cut them into small pieces. Mix them well. Add a few drops of lime juice. Add sugar to taste. Now add some cream (or ice cream if you wish to make fruit salad with ice cream.)

Question 1.
Now work in pairs. Give
(i) two commands to your partner.
(ii) two do’s and don’ts to a new student in your class.
(iii) directions to get to each other’s houses.
(iv) instructions for moving the body in an exercise or a dance, or for cooking something.

Question 2.
The table below has some proverbs telling you what to do and what not to do. Fill in the blanks and add a few more such proverbs to the table.
Answer:

Positive          Negative
(iii) Look        Don’t make
(vi) Live          Don’t put