Category: Class 9

Karnataka Board Class 9 Hindi वल्लरी सेतुबंध

I. सदैव एकवचन में प्रयुक्त होने वाले कोई पाँच शब्द लिखिए:

उत्तर:

1. दूध
2. पानी
3. आग
4. वर्षा
5. जनता

II. पक्षियों के नाम हिंदी में लिखिए:

1. ಪಾರಿವಾಳ
2. ಗುಬ್ಬಚ್ಚಿ
3. ಹದ್ದು
4. ಕೋಳಿ
5. ಕಾಗೆ :

उत्तर:

1. कबूतर
2. चिडिया
3. चील
4. मुरगा/मुरगी
5. कौआ ।

III. संज्ञा के भेद बताइए

उत्तर:

1. व्यक्तिवाचक संज्ञा
2. जातिवाचक संज्ञा
3. भाववाचक संज्ञा

VI. सर्वनाम को रेखांकित कीजिए :

9th Class Hindi Setubandh KSEEB Solutions प्रश्न 1.
वे सुख-दुःख का अनुभव नहीं कर सकते।
उत्तर:
वे

9th Hindi Setubandh KSEEB Solutions प्रश्न 2.
मैं स्कूल जाता हूँ।
उत्तर:
मैं

KSEEB Solutions For Class 9 Hindi Setubandh प्रश्न 3.
उन्होंने कॉर खरीदी।
उत्तर:
उन्होंने

KSEEB Solutions For Class 9 Hindi प्रश्न 4.
तुम क्यों रो रही हो ?
उत्तर:
तुम

9th Standard Hindi Setu Bandh KSEEB Solutions प्रश्न 5.
जो काम करता है सो फल पाता है।
उत्तर:
जो-सो

V. दूध से बननेवाले पांच खाद्य पदार्थों के नाम लिखिए ।

उत्तर:

1. दही
2. घी
3. छाछ
4. पनीर
5. चीज

VI. अलग-अलग अर्थ देनेवाले वाक्य लिखिएः

उत्तर:

1. हार – माला – राजा ने मंत्री के गले में हार पहना दिया।
   हार – पराजय – खेल में सोहम की हार ।
2. पर – के ऊपर – किताब मेज पर रखी।
   पर – पंख – शिकारी ने चिडिया के पर काट दिए।
3. जान – प्राण – भारत माँ के लिए हम अपनी जान देंगे।
   जान – जानना – पिता के मन की बात छोटू ने जान ली।

VII. प्रेरणार्थक क्रिया रूप लिखिए :

1. करना
2. उठना
3. चलना
4. बनना
5. लिखना

उत्तर:

1. करना       कराना          करवाना
2. उठना       उठाना          उठवाना
3. चलना       चलाना          चलवाना
4. बनना        बनाना           बनवाना
5. लिखना      लिखाना         लिखवाना

VIII. समानार्थक शब्द लिखिए

1. अग्नि
2. उत्तर
3. कनक
4. खग
5. गुरु
6. तारा

उत्तर:

1. अग्नि –   आग,   पावक
2. उत्तर –   जवाब
3. कनक –   सुवर्ण,  हेम
4. खग –     पक्षी,   विहग
5. गुरु –   शिक्षक,   आचार्य
6. तारा –   नक्षत्र,   तारक

IX. दिन और महीनों का नाम हिंदी में लिखिए।

उत्तर:

दिनों के नाम

• सोमवार
• मंगलवार
• बुधवार
• गुरुवार/बृहस्पतिवार
• शुक्रवार
• शनिवार
• रविवार

महीनों के नाम

• जनवरी
• फरवरी
• मार्च
• अप्रैल
• मई
• जून
• जुलाई
• अगस्त
• सितंबर
• अक्तूबर
• नवंबर
• दिसंबर

X. अर्थ लिखकर वाक्यों में प्रयोग कीजिए :

उत्तर:

1. सात – अंक – सात सूरों से संगीत बनता है।
   साथ – एकत्रित – सोनू-मोनु साथ में पढाई करते है।
2. माता – माँ – हम धरतीमाता को प्रणाम : करते हैं।
   माथा – ललाट – पुलिस को देखते ही चोर का माथा ठनका।
3. बालू – रेत – वह छोटी लडकी बालू में खेले रही थी।
   भालू – जंगली प्राणी
4. दिन – दिवस – मैं दो दिन के बाद शहर चली जाऊँगी। ।
   दीन – गरीब – दीन दुखियों का सहारा . भगवान है।
5. कल – बीता हुआ या आनेवाला दिन – दादी माँ कल आएँगी।
   काल – समय – हमें काल के अनुसार चलना चाहिए।

XI. मुहावरों का अर्थ लिखिए

1. आग बबूला होना
2. नौ दो ग्यारह होना
3. राई का पहाड बनाना
4. आम का आम गुठली का दाम
5. आँखे दिखाना

उत्तर:

1. आग बबूला होना – बहुत गुस्सा आना
2. नौ दो ग्यारह होना – भाग जाना
3. राई का पहाड बनाना – छोटी बात को वढी – चढाकर कहना
4. आम का आम गुठली का दाम – दोहरा लाभ होना।
5. आँखे दिखाना – क्रोध दिखाना/डाँटना, गुस्सा करना ।

XII. स्पष्ट कारण बताते हुए अपने अध्यापक के नाम एक छुट्टी पत्र लिखिए :

उत्तर:

छुट्टी के लिए आवेदन पत्र

स्थान : बेलगांव
दिनांक : 10-12-18

प्रेषक,
निर्मला जैन,
नौंवी कक्षा,
केंद्रिय विद्यालय,
बेलगांव

सेवा में,
प्रधानाध्यापक,
केंद्रिय विद्यालय,
बेलगांव

महोदया,

विषय : छुट्टी के लिए विनती

उपयुक्त विषयानुसार आपसे सविनय निवेदन है कि मैं अपने पिताजी से मिलने जो की बिमार है अस्पताल में भर्ती है उसकी तबियत ठिक नहीं है इसिलिए मैं उनसे मिलने बेंगलूरु जा रही हूँ। अतः मुझे सात आठ दिन की छुट्टी मंजूर कीजिए। मैं आठ दिन स्कूल में उपस्थित रह नहीं पाऊगी। मुझे 11-12-17 से 1912-17 तक की छुट्टी प्रदान करने की कृपा करें।

धन्यवाद ।

भवदीया
निर्मला जैन

XIII. हिंदी में अनुवाद कीजिए

9th Standard Hindi Setubandh Notes KSEEB Solutions प्रश्न 1.
ನಾನು ಮಾರುಕಟ್ಟೆಗೆ ಹೋಗುತ್ತೇನೆ.
उत्तर:
मैं बाजार जाऊँगा।

9th Hindi Setubandh Answer KSEEB Solutions प्रश्न 2.
ಅವಳು ಹಾಡನ್ನು ಹಾಡುವಳು.
उत्तर:
वह गाना गाएगी।

9th Standard Hindi Textbook Answers KSEEB Solutions प्रश्न 3.
ರೀನಾ ಶಾಲೆಗೆ ಹೋದಳು.
उत्तर:
रीना पाठशाला चली गई।

9th Standard Hindi Setu Bandha KSEEB Solutions प्रश्न 4.
ಮಕ್ಕಳು ಮೈದಾನದಲ್ಲಿ ಆಟವಾಡುತ್ತಿದ್ದಾರೆ.
उत्तर:
बच्चे मैदान में खेल रहे हैं।

Hindi Setu Bandha Question Answer KSEEB Solutions प्रश्न 5.
ತಂದೆ-ತಾಯಿಯನ್ನು ನಾವು ಗೌರವಿಸಬೇಕು.
उत्तर:
हमें माता-पिता का सम्मान करना चाहिए।

XIV. संवाद को पूरा कीजिए ।

मीनू डॉक्टर बनना चाहती है और घीणा अध्यापिका बनना चाहती है। दोनों के बीच यह संवाद हो रहा है : मीनू -हाय बीणा ! कैसी हो ? वीणा -मैं ठीक हूँ, तुम बताओ। मीनू -सुना है दिन-रात किताबों के पीछे हाथ धोकर पड़ी रहती हो। वीणा -कहाँ पढ रही हूँ ? पिताजी कहते हैं मेरा पढना काफी नहीं है, ऐसे में मैं कुछ नही बन पाऊँगी ? मीनू -पिताजी ऐसा क्यों कहते हैं ? वीणा -क्योंकि मुझे डॉक्टर बनने की इच्छा है। तुम क्या बनना चाहती हो ? मीनू -मैं डॉक्टर बनना चाहती हूँ। वीणा -अच्छा, तो तुम रोगीयों की सेवा करना चाहती हो ? मीनू -हाँ। गरीब, दीन दुखियों की सेवा करने की मेरी प्रबल इच्छा है जैसे मदर तेरेसा की थी। बणिा -तो तुम्हारे जीवन में लक्ष्य है, तो मेहनत लगन ; त्याग, परिश्रम से अपने जीवन के लक्ष्य को प्राप्त करो, भगवान तुम्हें शक्ति दे और खूब तरक्की करो नाम कमाओ। खुश रहो।

XV. विहित और आकाश दोनों रेल की यात्रा कर रहे हैं। दोनों के परिवारों का परिचय देनेवाला संवाद लिखिए :

उत्तर:

विहित – मैं विहीत हूँ। तुम्हारा नाम क्या है? आकाश – मेरा नाम आकाश है। ये मेरे पिताजी और माताजी हैं। तुम्हारे पिताजी क्या करते हैं? विहित – यह मेरे पिताजी डॉक्टर महेश पटेल है। मेरी माताजी डॉक्टर सर्वमंगला पटेल है। तुम्हारे पिताजी ‘क्या काम करते हैं ? आकाश – मेरे पिताजी की किताबो की दुखान है। मेरी माताजी जैन स्कूल में अध्यापिका है। तुम कौन सी कक्षा में पढ़ते हो ? मैं नौवी कक्षा में पढता हूँ। विहित – मैं भी नौंवी कक्षा में पढता हूँ। मेरी बहन बेंगलूरु में काम करती हैं, इसलिए उसे मिलने हम बेंगलूरू जा रहे हैं। आकाश – हमारे दुकान के लिए कुछ किताबें एवं सामग्री लेनी है अतः हम भी बेंगलूरु जा रहे हैं। विहित – अच्छा, मेरे मित्र पढाई में ध्यान देना। आकाश – अवश्य, तुम भी अपना खयाल रखना।

KSEEB Solutions for Class 9 Hindi

Students can Download Kannada Lesson 2 Bedagina Tana Jayapura Questions and Answers, Summary, Notes Pdf, Siri Kannada Text Book Class 9 Solutions, Karnataka State Board Solutions help you to revise complete Syllabus and score more marks in your examinations.

Siri Kannada Text Book Class 9 Solutions Gadya Bhaga Chapter 2 Bedagina Tana Jayapura

Bedagina Tana Jayapura Questions and Answers, Summary, Notes

Bedagina Tana Jayapura Summary in Kannada

By understanding the academic needs we have prepared the Karnataka State Board English Class 9 Solutions Chapter Wise. Our aim is to help the students by providing the question and answers chapter wise and help them to gain a good score in the exams. Before you start your preparation go through the chapters covered in this academic. So go through them and Download KSEEB Solutions for Class 9 English Poem Chapter 8 Ethics Question and Answers Pdf for free.

Karnataka State Board Class 9 English Poem Chapter 8 Ethics

The topics covered in Karnataka Secondary Education Examination Board Class 9 Solutions for English Chapter 8 Ethics. The KSEEB Solutions Class 9 English Solutions Chapter 8 Ethics Question and Answers are prepared according to the latest edition.The Chapterwise page will help the students to revise the syllabus during the exams.

Ethics Questions and Answers, Summary, Notes

Comprehension:

C1. Answer the following questions in a sentence each:

Question 1.
What question did the teacher ask every time?
Answer:
The teacher used to ask a hypothetical question every time. She would ask the students – if there were a fire in a museum, and if they, had a choice, what would they save: a Rembrandt painting or an old woman who didn’t have many years to live?

Question 2.
Were the children able to answer the question correctly?
Answer:
The children could not answer the question correctly as they chose the old woman some times and the painting at other times.

Question 3.
The children responded to the question __________
a) by debating on the question enthusiastically
b) half-heartedly
c) by giving different answers at different times.
Answer:
(b) half-heartedly.

Question 4.
Where is the speaker standing when the speaker narrates this incident?
Answer:
The speaker is standing in a museum when she narrates the incident.

Question 5.
What had the speaker realized after many years?
Answer:
The speaker had realized after many years the truth that women and painting and season are almost one. Ethics and moral values can be only learned from experience and maturity.

C2. Answer the following questions:

Question 1.
Pick out the expression in the poem that indicates that the question did not interest the children.
Answer:

1. The expression “ half-heartedly” indicates that the question did not interest the children.
2. Restless son hard chairs caring little for pictures on old age – also shows disinterest.

Question 2.
The children were ‘restless on hard chairs’ because
a) they were eager to answer the question immediately
b) they were unable to understand the ethics dilemma
c) the hardness of the chair affected their calmness.
Answer:
(b) They were unable to understand the ethics dilemma.

Question 3.
The images ‘half-heartedly’ and ‘half-imagined’ could mean
a) the children perceived the idea of ethical responsibility very faintly
b) the ethical dilemma was beyond their understanding and experience
c) children could not understand the gravity of the question.
Answer:
(b) the ethical dilemma was beyond their understanding of arid experience.

C3. Discuss with your friends if the poem is only about a lesson of ethics learned in school or if it offers something higher than this.

The poem begins in a classroom and ends in a museum. This movement shows clearly that lessons in ethics cannot be taught in classrooms. They should be taught through experience. The poem beginning in the classroom symbolically represents the beginning of instruction in ethics and the result of such an attempt. But, there is progression.

As the children go through a process of maturation and aging they acquire wisdom and maturity by the time they grow old. Old age is the time when they need to be protected and taken care of like we do to old objects of value in a museum.

That is why children are sent to the classroom to be nurtured and tutored in principles of ethics. Similarly, the museum suggests that old people, like paintings in a museum, need to be taken care of by the society. It can also be inferred that what they fail to learn as children in a classroom they acquire such lessons through experience when they grow up.

C4. List a few ‘ethics’ you have to follow in the situations given below:

1. Place of work
2. Place of learning (a school/class)
3. Place of worship
4. Place of living.

Answer:

1. Place of work: At the place of work we have practical, behavioural, and moral ethics to follow. If being punctual is practical value, being friendly and cooperative with our colleagues in the behavioural ethics that we should follow. But more importantly, we should follow the moral ethics of integrity in our workplace.

2. Place of learning (a school/class): In the place of learning it is important that we honour the ethical values of punctuality, discipline, and obedience. We should respect the ideals of cleanliness and eco-consciousness. We should uphold the norm of treating others with respect and helping one another.

3. Place of worship: We should maintain the serenity of the place by remaining silent and prayerful.

4. Place of living: We should keep our surroundings clean and not merely our own homes. We should advocate the strength of human relationships, bonding, and love.

Additional Questions:

Question 1.
What was the question asked by the teacher every fall?
Answer:
The teacher wanted to know, whom a child would save in case of a fire in a museum being visited by the child – an old woman, who did not have many years to live or a painting by Rembrandt, the famous artist.

Question 2.
How did the students reply?
Answer:
Each year the students opted for a different choice. One year they said they would save the painting and the next year it was the old woman.

Question 3.
Why were the students ‘half-hearted’ in their answer?
Answer:
The students did not understand the gravity of the question and it was also beyond their understanding; they were also bored with the same repeated question. Therefore, they answered ‘half-heartedly’.

Question 4.
What was the speaker’s reply one particular year?
Answer:
The speaker asked the teacher, why the woman shouldn’t be left to decide for herself.

Question 5.
Did the teacher accept the answer of the speaker?
Answer:
No, the teacher instead told Linda that she was avoiding the burden of responsibility.

Question 6.
Where is the speaker now?
Answer:
She is visiting a museum and standing in front of a painting by Rembrandt.

Question 7.
What similarity do you find between the question of the teacher and the experience of the poet?
Answer:
The teacher had asked students to choose between saving an old woman and a famous painting. Now the speaker herself was standing in a museum in front of a famous painting. To that extent, the question had come true. Now it is her own situation and no more a simple reaction.

Question 8.
What does the speaker feel about the painting?
Answer:
Standing in front of the painting, she feels that the colours within the frame of the painting are darker than the colours of reality. They are even darker than the winter colours. The Earth has darker and more lively, sparkling shades than is seen in art. But it is a representation of life. The canvas does try to reflect the radiant colours of the earth.

Multiple Choice Questions:

Question 1.
The meaning of the phrase ‘every fall’ is
A) falling down every time
B) the fall of water in a falls
C) every autumn season
D) when the poet fell down.
Answer:
C) every autumn season

Question 2.
‘An old woman who hadn’t many years left’ means the old woman
A) had a number of years to live
B) was about to die
C) had left behind a number of years
D) did not have many years to live
Answer:
D) did not have many years to live

Question 3.
The students answered the question
A) without any care for the picture or old age
B) without understanding the question
C) very sincerely
D) after thinking a lot.
Answer:
A) without any care for the picture or old age

Question 4.
When the poet answered ‘let the woman decide herself, her teacher wrote in her report card
A) she did not answer the question
B) she answered it wrongly
C) she avoided taking responsibility
D) she should be punished for her arrogance.
Answer:
C) she avoided taking responsibility

Question 5.
Standing before a real Rembrandt the speaker realised that
A) woman and painting and season are almost one.
B) the teacher should not have asked that question
C) the teacher should not have given such a report
D) she should not have given different answers at different times.
Answer:
A) woman and painting and season are almost one.

Question 6.
The speaker most closely identifies with
A) the teacher
B) the woman in the Rembrandt painting
C) the old woman who hadn’t many years left anyhow
D) her grandmother.
Answer:
C) the old woman who hadn’t many years left anyhow

Question 7.
The seasons autumn and winter in the lines “The colours within this frame are darker than autumn, darker even than winter” suggest
A) the children and the old woman
B) aging and death
C) the old woman and the painting
D) the children and
Answer:
B) aging and death

Ethics by Linda Pastan About The Poet:

Linda Pastan, a Jewish poet, was born in Bronx (in New York), in the year 1932. She graduated from Radcliffe College and received her M.A. from Brandeis University. She has written a number of poems and has received a number of awards and honours. She also served as the Poet Laureate of Maryland.

Ethics Summary in English

The poem’s title points to its central concern – ethics. What is meant by ethics is a general system of moral principles, the study of which is the branch of philosophy concerned with right and wrong of certain actions and behaviour. A system of ethical or moral behaviour is essential to a civilised society, and we learn early through instruction many of its moral precepts. However, in the course of life people find themselves in situations in which they must decide for themselves what is the right way to act or the right choice to make. It is an individual’s responsibility to make the right choice and to be accountable for that choice. A part of growing up is learning how to make the right choices.

In the poem ‘Ethics’, Linda Pastan speaks about her experience and understanding of the true meaning of Ethics. She recollects her school days when her Ethics teacher would ask the same question to her students every fall (autumn). The teacher would ask her students whom would they save if there were a fire in the museum – a Rembrandt painting or an old woman who hadn’t many years to live?

The students would be restless on hard chairs and give answers half-heartedly, without understanding the significance of the question. As they cared very little for art or life, they would choose life one year and art the next year. Another year Linda tried to suggest letting the woman decide for herself, but the teacher warned her not to escape from her responsibility of making a choice.

Years later, in the autumn, Linda visited a museum and stood before a real Rembrandt painting. As she studied the painting, she noticed that the colours were darker than autumn, darker than even winter. The painter’s colours on the canvas were those deep colours seen at the end of a season. However, she saw that through these dark colours earth’s most radiant elements burned. By using such imagery she expresses what she saw in Rembrandt, which a child would not be able to see.

Pastan realised that a beautiful painting and an old woman are “all beyond saving by children”. Pastan understood that a child would choose to save an old woman rather than a painting because the child felt that it was, morally, the right thing to do. The unmatched beauty of the painting was truly worth saving. At the same time she was now standing in the place of the old woman. She understood the value of the painting which she could not as a young girl. She remembered how little meaning either pictures or old age had for her then.

She now realized the teacher’s true intention in posing the question – that woman, painting and seasons are all equally important and they are beyond saving by children. Pastan shows that at a young age children don’t fully understand what ethics means, they would just do what felt morally right. She understood that ethics comes with the experience that one has in one’s life.

In the concluding part of the poem which states, “I know now that woman and painting and season are almost one and all beyond the saving of children”, it is evident that this poem is not meant for the amusement of children, but rather for people who have attained the age of the speaker. In these lines, the poet finally realizes the real meaning of the question posed to them by their teacher several years ago because of the numerous years of experience she has gained. The narrator implies that the woman and the painting both represent old age and wisdom; things that the children are unable to comprehend and that is why they cannot assist or save them.

Glossary:

ethics: moral values of human conduct
fall(n): autumn
Rembrandt: Rembrandt Harmenszoon van Rijn (1606-69), Dutch painter, noted for his handling of shade and light, especially in his portraits
opt: choose
report: tell about
drafty(adj): characterized by or admitting currents of air, usually uncomfortable,
eschew: avoid

We hope the information prevailed in this article is helpful for all the students of Class 9. The Karnataka State Board Solutions for Class 9 English Chapter 8 Ethics Question and Answers pdf enhance your skills and score good marks in the exams. Stay tuned to get the latest information about the KSEEB Solutions Class 9 English Solutions.

By understanding the academic needs we have prepared the Karnataka State Board English Class 9 Solutions Chapter Wise. Our aim is to help the students by providing the question and answers chapter wise and help them to gain a good score in the exams. Before you start your preparation go through the chapters covered in this academic. So go through them and Download KSEEB Solutions for Class 9 English Poem Chapter 4 Tiger Question and Answers Pdf for free.

Karnataka State Board Class 9 English Poem Chapter 4 Tiger

The topics covered in Karnataka Secondary Education Examination Board Class 9 Solutions for English Chapter 4 Tiger. The KSEEB Solutions Class 9 English Solutions Chapter 4 Tiger Question and Answers are prepared according to the latest edition.The Chapterwise page will help the students to revise the syllabus during the exams.

Tiger Questions and Answers, Summary, Notes

Comprehension:

C1. Answer the following questions:

Question 1.
What does the phrase ‘burning bright’ mean?
Answer:
The phrase refers to the eyes of the tiger. But unlike Blake’s tiger, the tiger depicted in Daruwalla’s poem does not have eyes which bum brightly. If we take the phrase ‘burning bright’ as ‘feeling emotion’ or ‘flourishing in life’, then we can conclude that the tiger lacks the spirit of life.

Question 2.
What is not burning bright?
Answer:
If the eyes are taken as the sign of the soul, the eyes that bum bright can be considered the indication of the fulfillment of the soul’s desire. The tiger’s emotions, desires and even anger are not seen in the forest.

Question 3.
What is the ‘plight’ referred to in the poem?
Answer:
The ‘plight’ referred to is the difficult and pitiable situation of the tiger.

Question 4.
According to the poet, what are we not able to understand?
Answer:
According to the poet, we are not able to understand the importance of tigers in nature. He feels that we don’t understand the ecological balance.

Question 5.
How was the tiger in the forest, according to the poet?
Answer:
The tiger in the forest was like a king; other animals were afraid of him. His thunderous roar made the animals tremble in fear. The monkeys screamed and birds chirped and flew away. But all these things happened in the past.

Question 6.
Where is the gecko hunting?
Answer:
Gecko is hunting for insects on the dried skin of the tiger which was hung on the wall’as an ornamental showpiece.

Question 7.
How did the tiger rule the forest?
Answer:
Tiger, the king of the forest used to make the birds disappear and send the monkeys scampering away with loud chatters, with its loud roar. It was the fearsome beast of the jungle creating fear in the heart of the animals in the forest.

C2. Get into pairs/groups and discuss the answers to the following questions:

Question 1.
‘Their souls were sick. Killing tigers.

1. Whose souls were sick?
2. Why are their souls described as sick?
3. Why were the tigers killed?

Answer:

1. The human souls were sick.
2. Their souls are described as sick because they are killing the tigers for their selfish reasons.
3. The power of the tiger’s bone is used to heal sick men. The tiger’s skin is used as a wall decoration. So, the tigers are killed.

Question 2.
‘Once jungles trembled at his roar’

1. At whose roar did the jungles tremble?
2. Why do they no longer tremble?
3. Who is responsible for the tiger’s fate?

Answer:

1. The jungles trembled at the tiger’s roar.
2. Because the tigers are very few in number now and are almost extinct.
3. Man is responsible for the tiger’s fate.

C3. Working in pairs, discuss the answers to the following questions and write them in your notebook.

Question 1.
What is the poet’s view about killing animals? Is he condemning the killers or speaking in appreciation of them?
Answer:
The poem ‘Tiger’ by Keki Daruwalla is a poignant plea not to kill tigers. It’s a parody of Blake’s poem ‘Tyger’ wherein Blake pictures the Tyger as a majestic, brute beauty of nature. But in the poem of Daruwalla, the tiger is shown as a pitiable creature as it is near extinction. The poet is condemning the killers.

He does not like the idea of killing animals for selfish reasons. The poet makes us feel and understand the difficulties of the life of the animals. The poet describes the significance of protecting the endangered species. People cruelly kill animals. People kill animals for recreation and for financial benefits.

Question 2.
How can you protect the tigers from extinction?
Answer:
Tigers are the majestic creatures who are poached for their bones and skins. Now, the tiger population has dwindled so much that the total tiger population is around a thousand and odd. If we continue to behave in the same manner, tigers too will become extinct like the dinosaurs and mammoths.

So, strict laws should be framed for severe punishment to the poachers. The bones of the tigers should no longer be an ingredient for medicines. Proper care should be taken of the tigers that are surviving and they should be safeguarded in the Tiger Reserves and Sanctuaries. All care should be taken so that the tiger can once again ‘burn brightly’.

Project work:

Question 3.
Find out about “Project Tiger”.
Answer:
‘Project Tiger’ is a wildlife conservation project initiated by the Government of India in 1972 to protect the Bengal Tiger. It was launched on April 1st, 1973 and has become one of the most successful wildlife conservation ventures. The project aims at ensuring a viable population of Bengal tigers in their natural 1 habitats, protecting them from extinction, and preserving areas of biological importance as a natural heritage forever, representing as close as possible the diversity of ecosystems across the distribution of tigers in the country.

The Project was launched ‘ first in Jim Corbett National Park of Uttarakhand in 1973. The project is administered by the National Tiger Conservation Authority which was established in 2005 for strengthening tiger conservation. Project Tiger has helped to increase the population of these tigers from 1,200 in the 1970s to 1,411 as per the 2008 census to 2,967 during the 2018 count, which is around 80% of the world’s tiger population.

In 2014 Karnataka was the state with the highest ‘ population of tigers with 408 counted. But as per the 2018 count, Madhya Pradesh reported the highest number of tigers (526), followed by Karnataka (524) and Uttarakhand (442).

Additional Questions:

Question 1.
Why does the poet say that the tiger isn’t burning bright?
Answer:
The tiger is dead and so, isn’t burning bright.

Question 2.
Why does the tiger family think – “two by two and one by one”?
Answer:
The number of tigers is dwindling slowly. So, the family thinks about the reducing number of their group.

Question 3.
What have the poachers done to Sheru?
Answer:
The poachers have shot and skinned the tiger, Sheru.

Question 4.
Where is the skin of the tiger found?
Answer:
The skin of the tiger is found hanging on a wall.

Question 5.
Whose souls were sick, according to the poet?
Answer:
The souls of those who believed that the bone powder of the tiger would cure a sickly man were sick.

Question 6.
Why does the poet say that the ‘tree-tops flew-up’?
Answer:
All the birds and animals were afraid of the tiger. When he ‘ roared, the jungle trembled and the birds perching on top of the trees flew-up in fear. This appeared as if the ‘tree-tops flew-up’.

Question 7.
What did God stamp on the skin of the tiger?
Answer:
God stamped upon the skin of the tiger, equal stripes of yellow and black which looked like night and dawn.

Question 8.
Why won’t his black and gold shimmer?
Answer:
The poachers have killed the tiger. So, the colorful skin with black and gold stripes will not shimmer anymore.

Explain with reference to the context.

Question 1.
“Poachers ground his bones to powder
For some Chinese medicine”.
Answer:
The lines above are selected from the poem ‘Tiger’ written by Keki Daruwalla. Man has not only any sympathy for other creatures, he is also very cruel. For his own survival, he is ready to destroy anything. In this case, it is the beautiful tiger that is being killed. Here, the poet refers to the belief that medicine made with the ground bones of a tiger would invigorate a sickly man and put life into him.

The poachers kill tigers for their bones and skin. This, no doubt, is a baseless belief. It is foolish to kill a healthy animal in order to cure a sickly person. It is absurd to think that ‘bones would bring power’. The poet condemns this attitude.

Question 2.
“Their souls were sick”.
Answer:
The line above is selected from the poem ‘Tiger’ written by Keki Daruwalla. Here, the poet expresses his contempt towards those who kill animals. A beautiful creation of nature, like the tiger, is killed by poachers because they want to sell their bones. While the poachers are after money, those who buy the bones think that medicine made out of the power of the tiger’s bones can cure a sick man.

The poet feels that this is absolute foolishness. Those who think that the powder can cure them are mentally sick. It would be absurd to kill a healthy being to cure a sick person. Such thinking only shows that the person’s soul is sick. We do not seem to understand the loss of killing a tiger.

Question 3.
“A gecko on the wall Is hunting insects on his hide.”
Answer:
These lines are taken from the poem ‘Tiger’, written by Keki Daruwalla. Describing the plight of the tigers, the poet says that the king of the jungle is now hung on the wall. Jungles used to tremble at his roar and the birds perching on the treetops would fly away hearing it. Now, the lizards move behind the skin of the tiger, searching for insects.

The irony of the situation is brought forth in these lines. No one is scared of the tiger now. Even the lizards move behind his skin, hunting for insects. The pathos of the situation is highlighted in these lines.

Multiple Choice Questions:

Question 1.
The tiger’s bones are ground to
A) be thrown in the fields
B) make some medicine
C) make face powder
D) spices.
Answer:
B) make some medicine

Question 2.
The poet says we won’t understand why people
A) kill tigers
B) love tigers
C) are afraid of tigers
D) keep tigers in the zoo.
Answer:
A) kill tigers

Question 3.
A gecko on the wall is
A) making continuous noise
B) searching for insects in the skin of the tiger.
C) eating the tiger skin
D) None of the above.
Answer:
B) searching for insects in the skin of the tiger.

Question 4.
When the tiger roared
A) the jungles trembled
B) the monkeys screamed
C) the birds disappeared
D) All of the above.
Answer:
D) All of the above.

Question 5.
The message of the poem is
A) kill tigers
B) keep the tigers in the zoo
C) protect the tigers from extinction
D) protect people from the tigers.
Answer:
C) protect the tigers from extinction

Tiger by Keki N. Daruwalla About The Writer:

Keki Daruwalla is a contemporary Indian writer. He has won many awards including the Sahitya Akademi Award in 1984 and the Commonwealth Poetry Award in 1987. He served in the Indian Police Service and became a Special Assistant to the Prime Minister on International Affairs. He uses a lot of imagery from nature, as seen in the present poem.

Tiger Summary in English

Keki Daruwalla’s poem ‘Tiger’ is a parody of Blake’s poem ‘The Tyger’. Blake pictures the tiger as a brute beauty, a majestic creation of God, indicative of God’s power. But Daruwalla’s tiger is a pitiable creature. Daruwalla sets the tone for what he wants to say right at the beginning by stating that the tiger is not burning bright. This is a complete contrast to the opening lines of Blake’s poem, ‘Tyger, Tyger burning bright, In the forest of the night/ Daruwalla says with irony that tiger is not burning bright in shadow or sun or in the forest of the night or the wilderness of the day.

The poet draws our attention to the dwindling number of tigers in two ways: he says that the tiger family is thinking two by two and one by one. He also refers to the father tiger Sheru missing. He makes an emotional appeal to the readers, right at the beginning, about the need to understand the tragic plight of the tiger. The tigers are hunted by poachers for their bones which are used in Chinese medicine, believed to revitalize sickly men, and the tiger skin is used for decorative purposes.

The bones are powdered and shipped out in plastic and the skin is hung on the wall as an ornamental piece. The pitiable condition is metaphorically described by the poet with references to the gecko which crawls on the skin in search of insects. The poet feels sad for the tiger which has lost its grandeur.

The tiger’s roar in the past made the jungle tremble, birds to take flight in fear and monkeys to scream in terror. But in the present, geckoes nibble at the ears of the dead tiger skin! God had created the tiger as a beautiful beast with gold and black stripes, representing dawn and night. But the gold no longer shines and the King of the forest who feasted on boars is hunted down by humans and is near extinction. Thus, Daruwalla points out the urgency of the need to protect the tiger, India’s national animal, which is God’s marvelous creation.

Glossary:

wilderness: an uncultivated region
their souls were sick: they were bad human beings.
gecko: a small tropical lizard
night and dawn: black and golden stripes

We hope the information prevailed in this article is helpful for all the students of Class 9. The Karnataka State Board Solutions for Class 9 English Chapter 4 Tiger Question and Answers pdf enhance your skills and score good marks in the exams. Stay tuned to get the latest information about the KSEEB Solutions Class 9 English Solutions.

By understanding the academic needs we have prepared the Karnataka State Board English Class 9 Solutions Chapter Wise. Our aim is to help the students by providing the question and answers chapter wise and help them to gain a good score in the exams. Before you start your preparation go through the chapters covered in this academic. So go through them and Download KSEEB Solutions for Class 9 English Prose Chapter 2 The Collectors Question and Answers Pdf for free.

Karnataka State Board Class 9 English Prose Chapter 2 The Collectors

The topics covered in Karnataka Secondary Education Examination Board Class 9 Solutions for English Chapter 2 The Collectors. The KSEEB Solutions Class 9 English Solutions Chapter 2 The Collectors Question and Answers are prepared according to the latest edition.The Chapterwise page will help the students to revise the syllabus during the exams.

The Collectors Questions and Answers, Summary, Notes

Comprehension:

C1. Answer the following:

Question 1.
Why was the group looking for shelter?
Answer:
The group was looking for a shelter because it suddenly started raining heavily. When they were out for an adventure walk.

Question 2.
How far was the village from the place the group was living in?
Answer:
The village was three miles from the place the group was living in.

Question 3.
Why did Mr. Hunt hesitate to seek shelter in the house?
Answer:
Mr. Hunt hesitated to take shelter in the house because it was in a lonely place and it wasn’t there the previous time he had walked there. He also felt that since all of them were dripping wet, it was not decent to go into somebody’s house.

Question 4.
Name the occupants of the house.
Answer:
The occupants of the house were Mr. and Mrs. Brown.

Question 5.
On what pretext did the occupants of the house separate the teachers from the children?
Answer:
The occupants of the house asked the children to sit in the kitchen and asked the teachers to sit in the living room. They separated them saying that there was not enough place in the living room for all to sit.

Question 6.
What seemed unnatural in the house to the children?
Answer:
The children felt that the house was very unnatural because the kitchen looked very empty. There were no plates, pots, or pans. The cupboards were empty and the fridge was also empty.

Question 7.
What was unnatural with Mrs. Brown’s hand?
Answer:
Mrs. Brown had seven fingers on both hands.

Question 8.
What did the children find in the larger cupboard?
Answer:
The children found a lot of electronic equipment in the larger cupboard. There were dials, digital read-outs, coloured lights, and a mass of other electronic equipment.

Question 9.
When Pete went to Mr. Hunt, Mr. Hunt was not moving and was staring blankly because –
a) he was thinking
b) he was drugged
c) he was meditating.
Answer:
(b) He was drugged.

Question 10.
When Pete went to Mr. Hunt, Pete heard the Browns talking to each other but could not understand what they were saying. Why?
Answer:
Pete could not understand what the Browns were talking to each other because they were not humans and were talking in an alien language.

Question 11.
Why did Pete prevent the other children from taking the drink?
Answer:
Pete prevented the other children from taking the orange juice because he suspected that it must have been drugged like the tea which his teachers had drunk.

Question 12.
Where were the aliens taking the children?
Answer:
The aliens were taking the children to their home planet.

Question 13.
Why were the aliens collecting creatures from other planets?
Answer:
The aliens were collecting creatures from other planets for experiments and scientific study.

Question 14.
Where was the control of the back door located?
Answer:
The control of the backdoor was located on the left of the panel in the large cupboard. It was marked with a yellow light.

Question 15.
After sending all the others out of the spaceship, how did Pete and Glenn manage to escape from the aliens?
Answer:
Pete ordered Mrs. and Mr. Brown to go through the door behind them and close it. He threatened to smash the equipment if they didn’t obey him. When they went out, he and Glenn escaped through the back door.

C2. Answer the following:

Question 1.
What circumstances forced the party to take shelter in the spaceship?
Answer:
The six children and their three teachers were out for an adventure walk. Suddenly it started raining heavily and as the village was three miles away, they decided to take shelter in a house they saw in the countryside. They were not aware that the house was in fact a spaceship.

Question 2.
List the things that made the children feel uncomfortable in the kitchen.
Answer:

1. The kitchen is like a hospital.
2. No plates, no pots, and pans.
3. The cupboard is quite empty.
4. The fridge is also empty.

Question 3.
Why couldn’t the children escape through either the back door or the windows?
Answer:
The children tried breaking the backdoor and the window but could not do so. They hit the door with the walking stick but it didn’t break. They realised that the glass was unbreakable. Hence they couldn’t open either the door or the window and escape. In fact, the controls for opening the door and window were in the electronic panel in the big cupboard.

Question 4.
List the following:

1. Things that were in the kitchen.
2. Unusual features of the Browns.
3. Language used by the Browns.
4. Different ways in which the children tried to get out of the house.

Answer:

1. Things that were in the kitchen: An empty cupboard and a fridge that was not working.
2. Unusual features of the Browns: Mrs. Brown had seven fingers on both the hands, their eyes were all one colour, they didn’t have any black-sort-of-centers.
3. Language used by the Browns: Alien language, that sounded like hissing and clicking.
4. Different ways children tried to get out of the house: The children tried to open the back door, tried to smash the window open with a stick. Finally, they got out by threatening Mrs. Brown.

C3. Answer the following:

Question 1.
What suspicion did the children have about the Browns and their ‘house’? What convincing reasons did Mrs. Brown come up with?
Answer:
When the children were left in the kitchen, they found it very odd that there was nothing in the kitchen no pots, pans, or plates, the cupboards were empty, the fridge was empty and disconnected.

They saw that Mrs. Brown looked very odd with seven fingers in each hand, her eyes all in one colour. They heard the Browns talking to one another in a hissing and clicking tone. The children who thought till then that the Browns were thieves, realized that they were in fact aliens. They were sure of it when they found a large mass of electronic equipment in a cupboard and the doors and windows locked and unbreakable.

When the children questioned Mrs. Brown about the empty kitchen, she said that nothing was stocked since they had just moved in. When the children asked her about the electronic panel in the cupboard, she said that her husband was a scientist and it was a part of his work. The doors and windows were burglar proof and autoclosing because they did not want their expensive equipment to be stolen.

Question 2.
How did Pete become instrumental in saving the teachers and his mates?
Answer:
Pete outsmarted the aliens. He was the first one to understand that Mrs. and Mr. Brown had drugged the teachers. He immediately grew cautious and kept the walking stick with him for possible confrontations with the Browns. He also cautioned the children not to drink the orange juice. Once the Browns came to know that they could no longer deceive the children, they let out the secret that they were aliens. They also told the children that they would be used in experiments. However, Pete’s presence of mind saved them.

He had seen the equipment being stored in the cupboard and knew that the aliens needed it badly. So he stood at the cupboard with the walking stick held high threateningly and told the aliens that if they made any wrong move, he would smash the equipment in the cupboard.

He took the help of Wayne in controlling the aliens. He asked Wayne to be ready with a chair to spoil everything in the cupboard if the aliens disobeyed his orders. He made Mr. Brown lead the teachers back to the room where the children were and dominated over Mrs. Brown to know how to open the back door.

Once all, except Wayne and he, had escaped through the back door, he ordered the aliens to go out of the other door and close it behind them. After they went out of the door, he ran out with Wayne and escaped being abducted by the aliens. Thus, Pete had the clarity of thought even in crisis and saved not only himself but also all his friends and teachers.

Additional Questions:

Question 1.
Where did Mr. Hunt keep his walking stick, once inside the house?
Answer:
He hung it on the back of a chair.

Question 2.
What drink did Mrs. Brown offer the children?
Answer:
Orange juice.

Question 3.
How did Mrs. Brown appear to the children?
Answer:
Something weird like a vampire.

Question 4.
What did the children try doing in order to get out?
Answer:
They tried to open the back door as well as the window but they were unsuccessful.

Question 5.
Why wouldn’t the police be able to find them?
Answer:
The aliens planned to leave the place along with the teachers and the children. Once their spaceship left, there would be no trace left. So, the police would not be able to find them.

Question 6.
How did Pete keep Mr. and Mrs. Brown away?
Answer:
By threatening to smash their electronic equipment if they moved nearer.

Question 7.
Why was Mrs. Brown afraid of attacking the children?
Answer:
She did not want to be stranded on Earth. If any part of their equipment broke, they had no chance of repairing it.

Question 8.
Where was the house after all of them got out?
Answer:
It had vanished in a soundless flash.

Question 9.
Where did the teachers and children go after their strange experience?
Answer:
Towards the village.

Multiple Choice Questions:

Question 1.
In the play ‘The Collectors’, a group of teachers and children went out for
A) a picnic
B) an excursion
C) a visit to a historical place
D) an adventure walk.
Answer:
D) an adventure walk.

Question 2.
The group decided to take shelter in a lonely house because
A) it was raining hard
B) they were tired of walking
C) they were hungry
D) it was dark.
Answer:
A) it was raining hard

Question 3.
The children found the kitchen unusual because there were
A) no pots, pans or plates
B) no windows
C) no cupboards
D) no vegetables
Answer:
A) no pots, pans or plates

Question 4.
The group did not want to go to the village because
A) they did not want to walk nearly three miles in the rain
B) the Browns invited them to their house
C) Mr. Hunt knew the Browns
D) it was night already.
Answer:
A) they did not want to walk nearly three miles in the rain

Question 5.
Mrs. Brown warned the children
A) not to touch the cupboards
B) not to play in the kitchen
C) not to go out
D) not to open the fridge.
Answer:
A) not to touch the cupboards

Question 6.
Pete went into the sitting room to talk to Mr. Hunt. But he found Mr. Hunt
A) sleeping soundly
B) staring blankly at nothing
C) talking to the other teachers
D) talking to the Browns
Answer:
B) staring blankly at nothing

Question 7.
Mrs. Brown said that the back door and the windows were locked because
A) Mr. Brown did not want his equipment stolen.
B) they did not want anybody to come in.
C) they did not want to be seen by anyone.
D) they were hiding from the police.
Answer:
A) Mr. Brown did not want his equipment stolen.

Question 8.
The kitchen reminded Pete of a
A) school
B) theatre
C) hospital
D) laboratory
Answer:
C) hospital

Language Activities:

A. Vocabulary:

V1. a) Look at the following describing words and phrases. Group them under words or phrases describing the place and describing the Browns. Write two different paragraphs describing the place and describing the Browns.

Terribly quiet, aliens, had seven fingers, eyes had no centre, weird, weird like a vampire, cold, strange, spoke strange language, deserted, empty.
Words describing the place Words describing the Browns

Answer:

Paragraphs:

1. The place was terribly quiet. It was cold inside and appeared strange. It was in a totally deserted place. Every cupboard in the kitchen was empty and it all felt weird.
2. Mr. and Mrs. Brown were aliens. They spoke a strange language. Their eyes did not have any black centres. Mrs. Brown had seven fingers on each of her hands and the children felt that she was weird like a vampire.

b) Synonyms of the word ‘wet’.
drenched, dripping, drizzling, foggy, humid, misty, soaked, sodden.
Write the meaning of each word, and see how they differ in their meaning. Write a sentence each for every word.

1. drenched: To make someone or something completely wet. As he was completely drenched, he decided to skip classes.
2. dripping: make something fall in drips.
   Since she did not dry her hair, water was dripping from her plait.
3. drizzling: light rain.
   Since it is drizzling, the match has to be cancelled.
4. foggy: a thick cloud of very small drops of water in the air close to the land.
   Mr. Bhat couldn’t reach the airport in time as the traffic was moving slowly owing to fog.
5. humid: containing extremely small drops of water in the air.
   Since our city is humid during summer, tourists find the stay uncomfortable.
6. misty: full of or covered with mist.
   The misty weather added an aura of mystery to the lonely place.
7. soaked: completely wet.
   The maid soaked the clothes in hot water to remove the stains.
8. sodden: extremely wet.
   Since his footwear was sodden, he couldn’t run fast.

V2. a) Prefix:

Prefix is an ‘addition’ to the ‘beginning’ of a word which changes its form and meaning. Below are some examples of prefixes. You add some more (at least three each) to them.

Prefix	Meaning	Example	More examples
bi-	two, twice	bicycle
CO –	together, with	co-operate
multi –	many	multipurpose
mono – pre –	single before	monosyllable pre-school
re –	again	rewrite
post –	after, later	postpone
il-, im-, in-, ir-, non-, un-, mis-, dis-	not (antonyms of the words)	illiterate, impossible, inactive, irresponsible, nonviolence, unlock
over –	too much	overeat
semi –	half	semicircle
under –	not enough	underweight

More examples:

1. bi – bifocal; biannual; bicycle; biweekly.
2. co – co-ordinate; co-curriculum; co-passenger; co-existence; co-education; co-habitation; co-incidence; co-worker.
3. multi – multi-functional; multi-faceted; multi-media; multi-coloured; multi-lingual; multi-national.
4. mono – monograph; monotone; monolith; monopoly; monorail.
5. pre – pre-determine; pre-arrange; preface; pre-cast; preview; prefix.
6. re – regain; redo; return; reunite; rediscover; react; reassure; rebound; recall; recap.
7. post – post-operation; post-natal; post-script; post-mortem; post-war; post-graduate.
8. il – illegitimate; illegal; illness; illiterate; illogical.
9. im – imperfect; imbalance; impossible; immeasurable.
10. in- inability; incomplete; inaccurate; indefinite; incorrect; inevitable; inappropriate.
11. ir – irregular; irrational; irrecoverable; irredeemable; irrelevant; irresponsible.
12. non- non-cooperation; non-existent; non-entity; non-interference; nonsense; non-stick.
13. un- uneventful; undone; unwanted; unfinished; unknown; unlike; unquestionable; unreasonable.
14. mis – misconduct; mislead; mismanage; misunderstand; misuse; misfire; mistake.
15. dis – disqualify; dislocate; displease; disappear; disgrace; dislike; disagree; disorder.
16. over- overreact; overconfident; overjoyed; overwork; overdue; overeat; overdo.
17. semi – semi-conductor; semi-conscious; semi-final; semi-circle.
18. under – underage; undergraduate; underestimate; underprivileged; underline; underweight.

b) Suffix:

Suffix is an addition to the end of a word which changes its form and meaning. Suffixes are mainly used to make nouns, adjectives, adverbs, antonyms and verbs.

1. The table shows some examples for the same. You add some more in the last column.

Suffix	Examples	More examples
-er, -or, -ist, -ee	teacher, editor, tourist, employee
-ance, -ence, -ism, -dom, -ity, -ty, -ship	performance, existence, patriotism, kingdom, possibility, cruelty, hardship
-al, -en, -ful, -ly, -less, -ous	national, golden, joyful, friendly, fearless, nervous
-en, -ise (or) -ize	broaden, nationalise, modernize
-ly	quickly, boldly

More Examples:

1. -er – preacher, examiner, prayer, cheater, reader.
2. -or – monitor, evaluator, sailor, conqueror.
3. -ist – motorist, guitarist, dentist.
4. -ee – payee, interviewee, addressee, employee.
5. -ance – accordance, attendance, tolerance.
6. -ence – preference, difference, existence.
7. -ism – tourism, absenteeism, criticism.
8. -dom – freedom, boredom, martyrdom.
9. -ity – probability, morality, capability, density.
10. -ty – nutty, potty, dotty, fatty.
11. -ship – kinship, statesmanship, friendship.
12. -al – emotional, seasonal, arrival, optional.
13. -en – broken, spoken, shaken.
14. -ful – playful, painful, careful, helpful.
15. -ly – quietly, mostly, lastly.
16. -less – jobless, cashless, pointless.
17. -ous – joyous, adventurous, disastrous, poisonous.
18. -en – lengthen, strengthen, soften, shorten.
19. -ise or -ize – internalise, patronise, centralise, characterise.
20. -ly – sharply, narrowly, primarily.

2. Form new words using the appropriate prefixes or suffixes:
Example: safe – unsafe, safely, safety.

New words:

1. Coloured – colourful, colourless, colourfully, discolour.
2. Absent – absence, absentminded, absenteeism, absentee.
3. Rest – restful, restless, restive, resting, unrest.
4. Cycle – cyclic, cyclical, cyclist, bicycle.
5. Kind – kindly, kindness, unkind, unkindly.
6. Question – questionable, questionably, questioning, questionnaire, unquestionable.
7. Wise – wisely, wisdom, unwise, unwisely.
8. Solid – solidify, solidly, solidity, solidness.
9. Loyal – loyally, loyalty, disloyal, disloyally.
10. Lock – unlock, locker, locking, locked.
11. Normal – normally, normalcy, normality, abnormal, abnormally.
12. Sufficient – suffice, insufficient, sufficiently, sufficiency.
13. Direct – direction, director, directly, directionless.
14. Noble – nobility, ignoble, nobly, nobleness.
15. Move – movable, movably, immovable, moving, movement, mover, remove, remover, removable, removability, unmoved, moved.
16. Wool – woolly, woollen.
17. Culture – culturally, cultural, cultureless, uncultured, cultured.
18. Wind – windy, windless, unwind, winding, windmill, windfall, winded.
19. Treat – treatment, treaty, entreat.
20. Fear – fearless, fearful, fearlessly, fearfully, fearsome.

B. Grammar And Usage:

I. First conditionals (possible)

G1. Match the following Main clauses and ‘if’ clauses:

‘If’ clause	Main clause
1. If you wastewater 2. If you lend me some money 3. If Ravi is late 4. If the bus breaks down 5. If it rains	a. he will be punished b. I won’t be able to attend the class c. I shall get wet d. I can buy a new car e. you will suffer

Answer:

1. e
2. d
3. a
4. b
5. c

II. Second conditionals (probable):

G2. A. Use the words provided and rewrite the sentences using ‘if’ clauses:

1. Tajmahal/Chaya/Agra/visit
   If Chaya had visited Agra, she would have visited Tajmahal.
2. rained/the plants/not wither
   If it rained, the plants wouldn’t wither.
3. had/P ay alan/new shoes/jog faster
   If Payalan had new shoes, he would jog faster.
4. had/Kalai/a cycle/reach school earlier.
   If Kalai had a cycle, he would reach school earlier.

B. Match the phrases in Column A with those in Column B:

A	B
If he studied well	a) I would buy a BMW car
If he went late	b) he would pass the exam
If I won a lottery	c) the dog would bite us
If it got out of the gate	d) he would not get water
If I had more money	e) I would feed a lot of people

Answer:

1. b
2. d
3. a
4. c
5. e

III. Third conditionals:

G3. Exercise:

Complete the following sentences with suitable clauses given in the box below:

1. If Raj had got enough water, ……………..
2. Prajwal would have found a job, ………………
3. If Ramya hadn’t started early, ………………
4. Christopher would have got a prize, ……………….
5. If we had saved more rain water in ponds and lakes, …………………

Answer:

1. If Raj had got enough water, he would have shared it with his neighbour.
2. Prajwal would have found a job, if he had attended the interview.
3. If Ramya hadn’t started early, she would have been late to work.
4. Christopher would have got a prize, if he had performed . well.
5. If we had saved more rain water in ponds and lakes, we could have survived the drought.

Listening And Speaking:

L2. What/ how would you suggest in the following situations?

1. Your friend’s eyes are red and watering, (……………. go to a doctor)
2. Your neighbour is suffering from toothache. ( ………….. I would go to the dentist.)
3. Ramesh wants to improve his English. ( ……………….. join a crash course)
4. The local MLA wants to meet your H.M. but the H.M. is away for a meeting. (……………… come tomorrow)
5. Salim wants to buy a dictionary but has no money. (……………… borrow from the library.)

Answer:

1. Your friend’s eyes are red and watering. Why don’t you go to the doctor?
2. Your neighbour is suffering from toothache. If I were you, I would go to the dentist.
3. Ramesh wants to improve his English. I think you should join a crash course.
4. Local MLA wants to meet your H.M., but the H.M. is away for a meeting. Excuse me, sir, I am afraid you will have to come tomorrow.
5. Salim wants to buy a dictionary but has no money. How about borrowing one from the library?

The Collectors Summary in English

‘The Collectors’ is a one-act play about the encounter of a group of teachers and children on an adventure walk in a lonely countryside with two aliens. The aliens have taken the form of humans and hence the group takes shelter in their spaceship mistaking it for a house.

It’s raining heavily and Miss Swann wonders whether they could get shelter. But Mr. Hunt replies that they could get a shelter only after reaching the village which is three miles away. It is at this point that the group sees a house. The strangeness of the house is apparent right from the beginning.

Mrs. Jones says that it is funny-looking. Mr. Hunt remarks that it wasn’t there when he had been there the previous summer. However, since the children are wet and cold, they decide to approach the house for shelter. They also think that if it is embarrassing to ask for shelter for so many of them, they would take shelter in the shed.

However, they are welcomed by the inmates of the house, Mrs. and Mr. Brown. The grown-ups are taken to the sitting room and they are also offered tea. But after the three teachers and the inmates of the house have gone to the sitting room, the children start feeling uncomfortable. They find the house to be strange as it is terribly quiet and cold, and there is no wind at all. They also find everything empty as though the house is not being used at all. The children wonder whether the Browns have put all their things in the cupboard.

But when they look into the cupboard, they find the cupboard empty. The fridge is not only empty but it is not switched on also. Even as Dawn and Tracy warn Wayne and Pete not to snoop around, Carol remarks that she finds the Browns strange. The children come to the conclusion that the Browns are crooks and the house is their hideout.

At this point, Mrs. Brown comes back and she finds the cupboard open. She warns the children not to mess around. She also offers the explanation that they are yet to open the packs and put things in their place as they had just moved into the new place. She even offers orange juice to the children and leaves the room, warning the children once again not to touch the cupboards.

However, the suspicion of the children grows. They even notice that she has seven fingers each on her two hands. They also find her eyes strange as they don’t seem to have the pupil. The children feel that it is better for them to leave the place and hence Pete goes to meet the teachers.

Wayne meanwhile grows curious about the second cupboard. Though Dawn and Tracy warn Wayne not to touch the cupboard, Wayne opens the cupboard and the children are surprised to see dials, digital read¬outs, coloured lights and electronic equipment in the cupboard.

At that point Pete returns and increases the discomfort of the children by sharing with them his doubt that the teachers were drugged. He reveals that the three teachers had sat motionless and the Browns were communicating with each other in a strange way, hissing and clicking at each other. The children, who are by now more and more uncomfortable, decide to get out of the house.

But Wayne finds the back door locked and there is no key. The same is true of the window also. They are not able to break it open with Mr. Hunt’s stick as the glass is like steel. Even as they decide to look for a way out through the front, Mrs. Brown returns with a tray of drinks. The children confront her directly and ask her what she has done to their teachers. She refutes the allegation that they have drugged the teachers.

When the children ask her about the strange things in the cupboard, she tells them that Mr. Brown is a scientist and it is his electronic equipment. She gives the explanation that the door and the window are burglar-proof. At this point Tracy blurts out that the children have found the house and the inmates to be strange.

Even as Mrs. Brown takes offence, Pete confronts her and asks her to take them to the sitting room. Mrs. Brown, in response, offers to get one of their teachers to where they are. Once again Tracy and Dawn believe Mrs. Brown and start blaming Pete for unnecessarily scaring them.

But Mrs. Brown returns with Mr. Brown instead of Mr. Hunt and Mr. Brown orders the. children to drink the juice. They refuse to do so, prompted by Pete. When Glen and Wayne try to escape, they are sent flying across the kitchen by Mrs. Brown. The children learn the truth one by one. When the children tell Mr. Brown that they cannot be kidnapped as the police would look for them, Mr. Brown tells them that they are aliens who have taken the human shape and the shelter that looked like a house would be converted to a spaceship when they are ready to take off.

He adds that the children can’t anyway escape and if they were to drink the juice, it would lessen the shock of the take-off of the spaceship. He also lets out the secret that children are collected for the sake of experiments and scientific study.

But just then the presence of mind of Pete saves the children and their teachers. He had seen the equipment being stored in the cupboard and knew that the aliens needed it badly. So he stands at the cupboard with the walking stick held high threateningly and tells the aliens that if they made any wrong move, he would smash the equipment in the cupboard. He takes the help of Wayne in controlling the aliens.

He asks Wayne to be ready with a chair to destroy everything in the cupboard if the aliens disobey his orders. He makes Mr. Brown lead the teachers to the room where the children are and dominates over Mrs. Brown and learns how to open the back door.

Once all, except Wayne and he, have escaped through the back door, he orders the aliens to go out of the other door and closes it behind them. After they go out of the door, he runs out with Wayne and escapes being abducted by the aliens. Thus, Pete has clarity of thought even in crisis and saves not only himself but also all his friends and teachers.

After a while the group is surprised to realise that it is neither raining nor foggy and the sun is out. The house itself is not there. It is as if they had imagined their encounter with the aliens. There is a difference of opinion about reporting the matter. Some like Tracy feel that nobody would believe them.

Some like Mr. Hunt feel that the matter should be reported especially since people have disappeared. He feels that there should be a warning. The play comes to an end even as the group continues to argue over the matter.

Glossary:

porch: covered entrance, portico
weird: strange, unusual
cheeky: disrespectful
snoop: poke around
stranded: trapped
anoraks: a waterproof jacket, typically with a hood, of a kind originally used in polar regions
potty: foolish, silly.

We hope the information prevailed in this article is helpful for all the students of Class 9. The Karnataka State Board Solutions for Class 9 English Chapter 2 The Collectors Question and Answers pdf enhance your skills and score good marks in the exams. Stay tuned to get the latest information about the KSEEB Solutions Class 9 English Solutions.

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Karnataka State Board Class 9 English Prose Chapter 3 The Portrait of a Lady

The topics covered in Karnataka Secondary Education Examination Board Class 9 Solutions for English Chapter 3 The Portrait of a Lady. The KSEEB Solutions Class 9 English Solutions Chapter 3 The Portrait of a Lady Question and Answers are prepared according to the latest edition.The Chapterwise page will help the students to revise the syllabus during the exams.

The Portrait of a Lady Questions and Answers, Summary, Notes

Comprehension:

C1. Answer the following questions:

Question 1.
Read paragraph 2. There are a few sentences which speak about the grandmother’s features. Pick out those sentences and write them.
Answer:
She had always been short and fat and slightly bent. Her face was a crisscross of wrinkles running from everywhere to everywhere. She could never have been pretty, but she was always beautiful.

Question 2.
“……… she used to get me ready for school”. How did the grandmother get the author ready for school?
Answer:
The grandmother used to wake the author up in the morning and get him ready for school. She would fetch his wooden slate which she had already washed and plastered with yellow chalk, a tiny earthen ink-pot and red pen, tie them all in a bundle and hand it to him. After a breakfast of thick stale chapattis with a little butter and sugar spread on it, they would leave for school.

Question 3.
Why did the grandmother accompany the author to the school?
Answer:
The grandmother accompanied the author to the school because the school was attached to the temple. She would sit there to say her prayers and read the scriptures.

Question 4.
“That was a turning point in our friendship”. What was the ‘turning point’?
Answer:
When the author’s parents were settled in the city, they called the author and grandmother to come there. That was the turning point. Though the author and grandmother shared the same room, she did not go with him to the school. She gradually remained away from his activities and him.

Question 5.
What made the grandmother unhappy? Why?
Answer:
In the village, the temple priest used to teach the alphabet and the morning prayer. That was ‘schooling’, according to the grandmother. But, in the city school, the author had to learn modern education with English, Science, Mathematics, etc. When he came back from school she would ask him about the lessons. But she understood very little of it. As there was no teaching.about God and scriptures, she felt unhappy.

C2. Discuss the following questions and present them before the class:

Question 1.
“The thought was almost revolting”. What is ‘the thought’ referred to? Why does the author use the word ‘revolting’ to describe the thought?
Answer:
‘The thought’ refers to the concept of grandmother being ‘young and pretty’. The author had seen her for the last twenty years as the ‘same, old, wrinkled’ woman. He couldn’t imagine her in any younger condition. If anybody told him to imagine her as young, it would be totally opposite of his perception of ‘grandmother’. So he says the thought itself was ‘revolting’.

Question 2.
How did the grandmother help the author as a boy during the school days?
Answer:
The author’s parents had left him with his grandmother when they went to live in the city. The author and his grandmother were good friends. She used to wake him up early in the morning, bathe him and dress him, all the while singingthe morning prayer which the author used to like listening to.

She used to pack his wooden slate, a small earthen Ink-pot, his red pen all in a bundle and give him after providing him with a breakfast of a thick chapathi smeared with ghee and sugar. She then used to drop him to school, wait at the temple reading scriptures and after school, bring him back home.

Question 3.
Describe the relation between (animals/birds) – dogs and sparrows and the grandmother.
Answer:
The grandmother used to feed street dogs with pieces of chapattis when the grandmother and grandson duo returned home from the ‘temple-school’. At a later stage, in the city, when the author was engrossed in his higher studies, she used to spend some time feeding birds like sparrows. They had become so friendly with her that they would perch on her legs.

When the grandmother died, thousands of sparrows sat around the corpse without any chirping, all in silence. They did not touch the bread crumbs which the author’s mother had thrown for them. They flew away quietly when the dead body was carried off and never came back.

Question 4.
Describe the three stages in the relationship between the author and his grandmother (before he went abroad).
Answer:
The first stage of the author’s relationship with his grandmother started when he was still a child. The old lady used to tell him and other children of the games she used to play as a child. Her stories not only looked quite funny, they also seemed quite strange and exaggerated. The author did not take them seriously.

The second stage of this relationship began when the narrator started going to school. His parents left him with her and they went to live in the city. They were constantly together. She used to wake him up in the morning and get him ready for school. Then she would fetch his wooden slate, a tiny earthen inkpot, and a red pen. After a breakfast of a thick, stale chapatti, they went to school. She carried several chapattis for the village dogs. The school was attached to the temple where she would sit and pray. They would walk back together after school.

The third stage of their relationship began when the narrator’s parents sent for them in the city. That was a turning point in their friendship. He used to go to an English school in a motor bus. As the years rolled by they saw less of each other. She didn’t like the English school as there was no teaching about God and scriptures there. She hated western science and music. When he went up to university he was given a room of his own. The common link of their friendship was snapped. His grandmother accepted her seclusion with resignation.

Question 5.
Grandmother and prayer were inseparable. Find instances from the lesson to justify this observation.
Answer:
Prayer was a part of the life of the grandmother. All the time she had the rosary in her hand, her fingers kept rolling the beads and her lips kept muttering prayers. From morning till evening, whether she did her work or some work for the grandson, she did it with prayers. She went along with the grandson to the school, sat in the temple attached to the school reading scriptures till the school bell rang.

When the author grew up and went to the university, she spent her time spinning; yet all the time she had her prayers on her lips. When she fell ill also, she prayed – and prayed till her last breath. Thus, prayer was an integral part of the life of the grandmother.

Question 6.
‘She thumped the sagging skins of the dilapidated drum’. Has the description of the drum anything to do with the grandmother? Explain.
Answer:
The old grandmother became more and more secluded from the family bonds as the years passed. Perhaps this is part of the ageing process. She did not show any emotional changes when the grandson went abroad despite the fact that she had sensed her end. When her end actually neared, she gathered the neighbouring women and sang for the last time with them, playing the drums.

The ‘sagging skins’ and ‘dilapidated drum’ symbolize the old body of hers, the song ‘home-coming of the warrior’ indicates the return of the soul or death of mortal life. It also shows that even as the body sags, the soul sings and sings louder still.

Question 7.
Did the grandmother predict her death? How?
Answer:
The day the author returned from abroad, she sang and played drum singing about the warrior returning home. The next morning she was laid up with mild fever. Though the doctors said she would recover, she predicted that her end was near and it was because she did not chant any prayer.

So she decided to stop talking to others and only chant prayer. Until her end came, she did as she told others and passed away with the Lord’s name on her lips and the rosary beads in her hand.

Question 8.
How did the sparrows react to her earlier in her life and later after her death?
Answer:
Whenever the grandmother sat in the verandah breaking the bread into little bits, hundreds of little birds collected round her creating a veritable bedlam of chirping. After her death, thousands of sparrows sat scattered on the floor. There was no chirping. The sparrows took no notice of the bread crumbs put by others. When grandmother’s corpse was carried off, they flew away quietly.

Question 9.
What picture of the grandmother do you get from the lesson?
Answer:
From the lesson, it is very evident that the grandmother was a very active woman till her demise. In the village, she took care of the author and even dropped and picked him up from the school. In the city when going out was not an option, she spent the whole day at the wheel, spinning and feeding spanous.

We also realize that she was a very devout lady. She always had a prayer in her lips. She used to speak less, pray more. Grandmother had a special affinity to animals and birds. Size used to feed stray dogs in the village and once she settled in the city, she used to feed the sparrows.
She was very much attached to the author.

They used to have lengthy conversations in the village and after coming to city’, when the conversations got reduced and finally stopped, she became very much withdrawn but never blamed her grandson at all. From the story, the picture one gets of the grandmother is of a physically frail woman but mentally a very strong woman.

Additional Questions:

Question 1.
What was an inseparable part of the grandmother?
Answer:
The rosary and her prayers were an inseparable part of the grandmother.

Question 2.
Why did the grandmother say her morning prayer in a monotonous sing-song?
Answer:
She hoped that the author would listen and get to know it by heart.

Question 3.
What did the writer have for breakfast in his school days?
Answer:
Thick, stale chapattis with a little butter and sugar spread on it.

Question 4.
Why did the grandmother always accompany the author to his school?
Answer:
The school was attached to the temple. The priest taught the alphabet and the morning prayer. When the school went on, the grandmother sat inside the temple reading the scriptures.

Question 5.
How is the grandfather described by the writer?
Answer:
Khushwant Singh describes his grandfather as he was painted in the portrait that was hung above the mantlepiece. He wore a big turban and loose-fitting clothes. He had a long white beard and he looked at least 100 years old. He looked like the kind of person who could have only lots and lots of grandchildren.

Question 6.
Why did the writer listen to his grandmother’s prayers while he was young?
Answer:
The author’s grandmother used to say her prayers aloud as she got him ready to go to school. She hoped that
he would listen and get to know them by heart. He never paid attention to her prayers. He only listened to her voice because he loved it.

Question 7.
What did the grandmother do with the stale chapattis that she carried to the school?
Answer:
Those chapattis were used to feed the village dogs, which followed them from the temple door.

Question 8.
What was the turning point in the writer’s friendship with his grandmother?
Answer:
The grandmother and the writer fully enjoyed each other’s company as long as they lived by themselves. After some time, his parents, who had comfortably settled in the city, sent for them. Their moving to the city was the turning point. She could no longer accompany him to school nor help him with his studies.

Question 9.
Why did the grandmother not like the writer’s city school?
Answer:
In the city the writer started going to an English school in a motor bus. He learnt English and things of western science there. She could not understand them. It made her unhappy that she could not help him with his lessons. She also did not believe in the things they taught. They did not teach about God and the scriptures. This made her unhappy.

Question 10.
What reaction did the writer expect from his grandmother when he was going abroad?
Answer:
He thought that his grandmother would be upset about his decision to go abroad. At her age, he was not sure what would happen, as he was going away for five years. When she kissed him good-bye on his forehead, he thought that perhaps it was the last sign of physical contact between them.

Question 11.
How did the grandmother react when their common link of friendship was snapped?
Answer:
The writer and the grandmother were separated when he went to university, because he was given a room of his own. Earlier, he shared one with his grandmother. She accepted her seclusion with resignation. She rarely left her spinning wheel to talk to anyone. From sunrise to sunset she sat by her wheel spinning and reciting prayers.

Question 12.
Why did the narrator think that the grandmother’s kiss was the last sign of physical contact between them?
Answer:
The grandmother kissed the forehead of the narrator before he left for abroad. The narrator considered it the last sign of physical contact. He might not see her again. He did not expect his old grandmother to live for five more years. She was a terribly old lady.

Question 13.
Which was the “happiest half-hour of the day” for the grandmother?
Answer:
For Kushwanth Singh’s grandmother, there was no other pastime and happier activity than that of feeding the sparrows in the afternoon for half an hour. The sparrows could be seen perched on her but were never shooed away by her.

Question 14.
What did the priest teach at the village school?
Answer:
The priest taught the alphabet and the morning prayer at the village school. He made the students stand in rows on either side. They would sing the alphabet and the morning prayer in a chorus.

Question 15.
Draw a comparison between the village school and the English school in the city.
Answer:
The village school was quite simple and small. It was attached to a temple. The priest himself acted as the teacher. He taught the alphabet and the morning prayer at the school. In comparison, the English school in the city provided a contrast. They gave instructions in English and taught modem science and music. They didn’t teach anything about God and the scriptures at the English school.

Question 16.
Why did the grandmother hate music?
Answer:
The grandmother actually hated music. She was a conservative old lady who had her own beliefs and superstitions. She thought that music was meant only for prostitutes and beggars. It was not meant for gentlefolk. Music was not meant for school children from respectable families.

Question 17.
How did the sparrows mourn the death of the grandmother?
Answer:
The sparrows also joined in mourning the death of the grandmother. They sat in thousands around her dead body. They didn’t chirrup. Nor did they touch the combs of bread thrown to them. They flew away quietly when the dead body was carried off for cremation.

Multiple Choice Questions:

Question 1.
The author had known his grandmother for
A) ten years
B) twenty years
C) five years
D) forty years.
Answer:
B) twenty years

Question 2.
In the portrait, the author’s grandfather looked
A) eighty years old
B) ninety years old
C) at least a hundred years old
D) fifty years old.
Answer:
C) at least a hundred years old

Question 3.
The author’s parents left him with his grandmother when
A) they went to a foreign country
B) they went to live in the city
C) the author did not want to go with them
D) the grandmother told them to leave him there.
Answer:
B) they went to live in the city

Question 4.
The author’s grandmother went to school with him
A) so that she could also learn
B) to be with him constantly
C) to read scriptures in the temple
D) to teach in the school.
Answer:
C) to read scriptures in the temple

Question 5.
The turning point in the relationship between the author and the grandmother came when
A) they went to live in the city
B) they were living in the village
C) the author went abroad
D) the author went to the university.
Answer:
A) they went to live in the city

Question 6.
The grandmother was unhappy because
A) the author went to school in a bus
B) the author did not talk to her
C) the author went to a local school
D) they did not teach about God and the scriptures in the English school.
Answer:
D) they did not teach about God and the scriptures in the English school.

Question 7.
On the day before her death, the author’s grandmother
A) sat in a comer and said her prayers
B) beat an old dmm and sang songs
C) talked to the members of the family
D) slept in her room soundly.
Answer:
B) beat an old dmm and sang songs

Question 8.
We know that the author’s grandmother had a premonition of her death because
A) the doctor said her fever would not go away
B) she dreamt about her death
C) she went on feeding the sparrows
D) she told them her end was near.
Answer:
D) she told them her end was near.

Question 9.
The portrait which hung above the mantlepiece was that of the
A) grandmother
B) great grand uncle
C) grandfather
D) great grandfather
Answer:
C) grandfather

Question 10.
The author was given a room of his own when
A) he went to high school
B) he went to university
C) he went abroad
D) he went back to the village
Answer:
B) he went to university

Language Activities:

A. Vocabulary:

V1. In the lesson, the word ‘tell’ has been used in different contexts to mean differently. Now match the usage of the word ‘tell’ with its meaning as used in the lesson. The use of the word “tell”:

The word	Its meaning
1. Her fingers were busy telling the beads of her rosary	a. Be sure
2. I would tell her English words	b. Give information to somebody
3. She told us that her end was near	c. Making something known to someone in spoken or written words
4. At her age, no one could tell	d. Counting while reacting

Answer:

1. d
2. c
3. b
4. a

B. Grammar And Usage:

G1. a) Fill in the blanks with the past perfect form of the verbs given in brackets:

I …………. (fail) to catch the train on that fateful day. If I ……….. (come) five minutes earlier, I ………… (tell) myself that I would never be late again.
Answer:
I had failed to catch the train on that fateful day. If I had come five minutes earlier, I had told myself that I would never be late again.

b) Pick out five more sentences from the lesson having the verbs in past perfect form.

1. She had always been short and fat and slightly bent.
2. She had always been as we had known her.
3. Old, so terribly old that she would not have grown older and had stayed at the same age for 20 years.
4. She would fetch my wooden slate which she had already washed.
5. ……….. she would ask me what the teacher had taught me.
6. The setting sun had lit her room with a blaze of golden light.

c) Fill in the blanks using the past perfect form of the verbs given in brackets:

1. When I reached the station, the train ………… (leave) already.
2. By the time the teacher entered the class, the students …………. (stop) talking.
3. I would have failed, if I ………….. not (work) hard.
4. If I …………. (walk) fast, I would have won the race.

Answer:

1. had left,
2. had stopped,
3. had, worked,
4. had walked.

G2. Prepositions:

Ex. 1 Here is a page from Renu’s diary. It talks about what Renu did in a week in August 2011. Read carefully and complete the following:

First one is done for you.

Eg. Renu went to a movie on Saturday evening.

1. She telephoned Reema
2. She did not do anything special
3. She pressed her clothes
4. She went to the library
5. She went to the music class

Answer:

1. on Thursday,
2. on Monday,
3. on Sunday,
4. on Wednesday evening,
5. on Tuesday at 5-30.

Ex. 2


Where are the people in the picture? Complete the sentences. The first one is done for you.
Eg. Chandru is standing behind Farooq.

1. Farooq is sitting …………… Esha.
2. Esha is sitting …………. Devi and Farooq.
3. Devi is sitting to …………. Esha.
4. Farooq is sitting …………… Chandru.
5. Esha is sitting ………….. Bhama.
6. Arun is standing …………….. Devi.
7. Bhama is standing ………….. Arun and Chandru.

Answer:

1. beside,
2. between,
3. next,
4. in front of,
5. in front of,
6. behind,
7. between.

Ex. 3 Mr. Feter asks you how to go to the park from the church. Now direct him using the picture clues. Write the sentences in the blanks given.


Now, rewrite the above-framed sentences using bubbles as given here.

Answer:
Excuse me, where is the park?
Go past the church. Go under the bridge. Go up the hill. Get down the steps. Go by the street. Go beyond the hotel. Walk across the bridge. You will arrive at the park.

Ex. 4. Read the information and complete the sentences:

(Sandeep/Tuinakuni/2000-2007) Sandeep lived in Tumakuru from 2000 to 2007.

1. (Sandeep/Tumakurit/2007) Sandeep lived in Tumakuru ………. 2007.
2. (Sandeep/Bengaluru/2007-) Sandeep has lived in Bengaluru …………. 2007.

Answer:

1. Sandeep lived in Tumakuru until 2007.
2. Sandeep has lived in Bengaluru since 2007.

Ex. 5. Fill in the blanks using ‘until / since / for’:

1. I was tired this morning. I stayed in bed …………. 10 o’clock.
2. We waited for Usha ………… half an hour, but she did not come.
3. “Have you just arrived? No, I have been here ………….. half past seven”.
4. “How long did you stay in the office yesterday?” ” ………… 8 p.m.”
5. Don’t open the door of the train …………. the train stops.
6. This is my house. I have lived here …………… I was seven years old.
7. Sumana has gone away. She will be away ………….. Wednesday.
8. Next week I am going to Delhi ……….. three days.
9. I usually finish work at 5-30, but sometimes I work ………….. six.
10. “How long have you known Harshitha?” ……….. we were at school together.
11. Shwetha and I are good friends. We have known each other …………. ten years.
12. “I am tired. I am going to lie down …………. a few minutes”

Answer:

1. until
2. for
3. since
4. Until
5. until
6. since
7. until
8. for
9. until
10. Since
11. for
12. for

G3. Question forms:

A. Frame questions to get the underlined words as the answers:

1. We have our annual exams during summer.
   When do you have your annual exams?
2. Mr. Rao and his family went to Andaman during the vacation.
   Where did Mr. Rao and his family go during the vacation?
3. Sorry, I am late because of heavy traffic.
   Why are you late?
4. My friend walks to school.
   How does your friend go to school?
5. Sheetal had toasted bread for breakfast.
   What did Sheetal have for breakfast?
6. The Indian Ambassador visited the Western countries.
   Who visited the Western countries?
7. This is our school’s property.
   Whose property is this?
8. The doctor talked to the patient yesterday.
   Whom did the doctor talk to yesterday?
9. Masala dosa is my favorite dish.
   Which is your favorite dish?
10. The red-colored bag is mine.
    Which bag is yours?

B. Yes/No questions:

Eg.
Question 1.
Was the grandmother happy with the company of sparrows?
Answer:
Yes, she was.

Question 2.
Did you complete your homework?
Answer:
Yes, I did. OR No, I didn’t.

Question 3.
Shall we go now?
Answer:
Yes, we shall. OR No, we shall not.
The above questions begin with auxiliary verbs. They are answered either with ‘Yes’ or ‘No’.

Now answer these questions with ‘Yes’ or ‘No’:

Question 1.
Do you like mangoes?
Answer:
Yes, I do. OR No, I don’t.

Question 2.
Has the doctor arrived?
Answer:
Yes, he has. OR No, he hasn’t.

Question 3.
Is the train running on time?
Answer:
Yes, it is. OR No, it isn’t.

Question 4.
Can Rani swim?
Answer:
Yes, she can. OR No, she can’t.

Question 5.
Will your mother accompany us?
Answer:
Yes, she will. OR No, she won’t.

C. Question Tags:

Read the following examples :

1. We all love ice-cream, don’t we?
2. She cannot drive, can she?
3. He is tall, isn’t he?
4. You have a car, don’t you?
5. She has visited the place, hasn’t she?
6. They will be here tomorrow, won’t they?
7. You are good, aren’t you?
8. They are not going to school today, are they?

Add question tags to the statements below:

1. It is a beautiful day, ………………….
2. You have been to Paris, ……………….
3. The film wasn’t very good, ……………….
4. Anu lives near your house, ……………….
5. You don’t know French, ……………….
6. The policeman directs the traffic, ………………
7. Some species are getting extinct on earth day-by-day, ……………….
8. He has a Benz car, ………………
9. We should not tell lies, ………………..
10. Indians love peace, ……………….

Answer:

1. isn’t it?
2. haven’t you?
3. was it?
4. doesn’t she?
5. do you?
6. doesn’t he?
7. aren’t they?
8. hasn’t he?
9. should we?
10. don’t they?

The Portrait of a lady by Khushwant Singh About The Author:

This prose piece is written by Khushwant Singh, one of the well known Indian novelists and journalists. He is better known for his writings in the “Illustrated Weekly of India”. Secularism and humor are a prominent part of his writing. He was awarded the Padma Bhushan in 1974 and the Padma Vibhushan in 2007. His works include ‘A History of the Sikhs’, ‘Train to Pakistan’ and ‘Delhi’.

In this essay, he makes a vivid character-sketch of his grandmother, who was a pious lady and led a devout life. The only time she seems to have given up praying was when she sang with ecstasy on the arrival of her grandson from abroad after completing his education. It is a very touching story too.

The Portrait of a lady Summary in English

In this story, Khushwant Singh draws a pen picture of his grandmother. He describes how he had spent his childhood with her in the village. He also describes the change that came in the relationship in the city. Ultimately, he describes the moving scene of her death.

Khushwant Singh draws here an interesting portrait of his grandmother. He presents her as a tender, loving and deeply religious old lady. Singh says that his grandmother was an old woman. Her face was so wrinkled that it was difficult to believe that she had ever been young and pretty. Her hair was white as snow. She had a little stoop in her back. She could be seen reciting her rosary all the time. A picture of the author’s grandfather was hung on the wall. He appeared old too and it was difficult to believe that he ever had a wife.

He appeared to have only lots and lots of grandchildren. Singh was the only child at that time. His parents had gone to live in the city leaving him behind in the village under the care of his grandmother. She would get him ready for school, and would also feed him with chapattis. The school was attached to a temple. All the children sat in the verandah reciting the alphabet while his grandmother was engaged in reading the holy scriptures.

Finally, in the evening, the author and the grandmother would walk back home feeding the dogs on the way.

After a friendly relationship with his grandmother, he had to adapt to a new life in the city. This was a turning point for the grandmother and the grandson. Both of them were sent to settle down in the city with his parents. The author went to an English school but the grandmother never liked the way he was taught. Though Singh and his grandmother shared the same room, she was unable to help him. Apart from this, she was also disappointed that he was learning music that she considered inappropriate for gentle folks.

In due course, when Singh went up to University he was given a separate room. This indeed made the common link of their relationship snap completely. The grandmother accepted the fact, and she would spin the wheel from sunrise to sunset to compensate that. Only during the afternoons, she would relax by feeding the sparrows with little pieces of bread. They were her best friends and the sparrows also liked her company.

Later, Singh went abroad for higher studies for five long years. He had a doubt in his mind whether his grandmother would survive or not until he came back. He also thought that it might be the last physical contact between them when she came to the railway station to see him off. However, after five years, when he came back, incredibly he was welcomed by his grandmother who seemed had not grown older by a single day. Singh noticed that even at that time when everyone was joyful about his return, grandmother’s happiest moments were with her sparrows.

Later in the evening, there was a change in her attitude. She celebrated the return of her grandson by collecting some women of the neighborhood and beating the drum for several hours. But, in the morning, grandmother’s health deteriorated and she revealed that she was nearing her end. So she decided that she was not going to waste a single moment by talking. So she prayed. Quite suddenly, the rosary fell from her hand and she exhaled her last breath and it was clear that she was no more.

After making the preparations for the funeral, the family members went to fetch her body for the last journey. The golden blaze of light of the setting sun glittered in her room. And to pay their last homage to the grandmother, thousands of sparrows gathered in and around her room. The sparrows never did chirrup nor did they bother to notice the bread pieces thrown at them. When the grandmother’s corpse was carried off, the sparrows flew away quietly.

Glossary:

puckered (adj): tightly gathered or contracted into wrinkles or small folds
serenity (n): the state of being calm, peaceful and untroubled
monotonous (adj): dull, tedious and repetitious, lacking in variety and interest, (monotonously – adv)
veritable (adj): used for emphasis, often to qualify a metaphor
bedlam (n): a scene of uproar and confusion
rebuke (v): express sharp disapproval or criticism (of someone) because of their behavior or actions (rebuke is also a noun)
pallor (n): an unhealthy pale appearance
turning point (n): a time at which a decisive change in a situation occurs, especially one with beneficial results
frivolous: not having any serious purpose or value.

We hope the information prevailed in this article is helpful for all the students of Class 9. The Karnataka State Board Solutions for Class 9 English Chapter 3 The Portrait of a Lady Question and Answers pdf enhance your skills and score good marks in the exams. Stay tuned to get the latest information about the KSEEB Solutions Class 9 English Solutions.

By understanding the academic needs we have prepared the Karnataka State Board English Class 9 Solutions Chapter Wise. Our aim is to help the students by providing the question and answers chapter wise and help them to gain a good score in the exams. Before you start your preparation go through the chapters covered in this academic. So go through them and Download KSEEB Solutions for Class 9 English Supplementary Chapter 3 Balai Question and Answers Pdf for free.

Karnataka State Board Class 9 English Supplementary Chapter 3 Balai

The topics covered in Karnataka Secondary Education Examination Board Class 9 Solutions for English Chapter 3 Balai. The KSEEB Solutions Class 9 English Solutions Chapter 3 Balai Question and Answers are prepared according to the latest edition.The Chapterwise page will help the students to revise the syllabus during the exams.

Balai Questions and Answers, Summary, Notes

Comprehension:

Question 1.
How is Balai related to the writer?
Answer:
Balai is the writer’s nephew. He is the son of the writer’s elder brother. When the brother went to England for higher studies, the motherless child was left in the care of the writer and his wife.

Question 2.
What kind of a boy was Balai?
Answer:
Balai was very different from other boys of his age. He didn’t seem to belong to the modem age. If people had moved away from nature and had become more and more commercialised, Balai had feelings for all things in nature and was extremely attached to plants. The trees, flowers, sky, rain, grass were living creatures to him and he used to talk to them. He would get upset if anyone broke a branch or plucked a flower or even hit a tree. He was sad when the grass-cutter mowed the grass.

Question 3.
What traits in Balai do you admire most?
Answer:
Balai was the intensely sensitive boy with utter devotion towards plant kingdom, He used to get hurt when someone broke a branch or plucked a flower. He would be in despair when the grass cutter came to mow the lawn. He vehemently resisted Tagore’s attempt to chop the silk cotton plant that grew in the middle of the graveled driveway. This quality of empathy and devotion towards flora is indeed very admirable.

Question 4.
Why didn’t Balai want the grass-cutter to cut the plants?
Answer:
He had watched countless wonders in the grasl, small creepers, nameless violet and yellow flowers, tiny in size, nightshades whose blue flowers had little golden dots in the centre, medicinal plants near the fence; kalmegh and anantamul growing, neem seeds sprouting into plants. All these were cleared with a heartless weeding tool by the grass cutter. He used to be depressed when this happened.

Question 5.
What do you think is the message in the story?
Answer:
The message in the story is a plea for biodiversity. We tend to keep only those plants which are useful to us. We cut other plants calling them weeds and unwanted growth. We don’t treat plants as we would treat animals, leave alone other human beings. Hence, the value of eco-consciousness and eco-friendliness should be upheld. We should know that every creation of nature is equal and important and that the plants should be treated with respect.

Balai Additional Questions and Answers

Question 1.
Describe Balai’s relationship with nature.
Answer:
The notes of the plant kingdom were dominant in Balai. Ever since his childhood days, he was watchful of the nature around him. When layers of dark clouds gathered in the sky, he seemed to feel the aroma of the entire forest. When the rain came down in torrents, his entire body listened to its sound.

When there was sunlight on the terrace, he wanted to absorb something from the sky’s expanse. When the mango tree blossomed, there was an intense joy in him; in spring, his soul filled out and took a deeper color. When he saw the grass-grown from the top to the bottom of the hill, he would consider himself part of the grass.

It hurt him to see people plucking flowers or fruits from trees. He was hurt the most when the grass-cutter came to trim the plants and cut the grass. His world of beautiful nature within the grass was destroyed by the grass-cutter. Balai would creep into the deodar woods early in the morning to watch the golden sun rays reach the deodar trees. Balai was a child of nature.

Question 2.
Where did Balai belong, according to the writer?
Answer:
According to the writer, Balai belonged to the age, millions of years ago, when the earth’s would-be forests cried at birth among the marshlands newly sprung from the ocean’s depths. There were no animals, no birds, no din and bustle of life, only rocks and mud, and water all around. It was the time when the plants had decided to stay on the earth. Balai seemed to be a part of that life. He, in a strange way, seemed to have the message of the plant world in his bloodstream – the message of, “I want to stay”. For this reason, it hurt him when the plants were hurt.

Question 3.
Why was showing the silk-cotton plant to his uncle a mistake?
Answer:
One day Balai took his uncle to the garden and showed him a plant sprouting in the middle of the gravelled garden path. He had noticed it when it was a small sapling. Since then, he had watered it every morning and evening and had eagerly kept track of its growth. Silk-cotton trees grow fast. This one was growing in the middle of the path. When it became bigger, it would scatter cotton all around and be a big bother.

If Balai had not shown the plant, the writer would not have noticed it at all. But since he had, the writer started noticing it every day. It became quite tall in a year’s time. The writer proposed its death a few more times and also tried to bribe Balai by promising some very beautiful rose plants instead of the tree. Because it got noticed by -the writer, and became an eyesore for him, he feels that it would have been better if Balai had not shown it to him.

Question 4.
Why did Balai come to live with the writer and how was he taken care of by them?
Answer:
Balai was the son of the writer’s elder brother. Balai’s mother had died when he was a few months old. His father, the writer’s elder brother, took a sudden desire to go to England to study Engineering, after his wife’s death. Probably, her death came as a shock for him. At that time, he had left his infant son, Balai with his brother and his wife. So, Balai came to live with his uncle and aunt.

The writer and his wife took very good care of Balai. More so, the wife, Balai’s aunt. She had no children of her own and so, she brought him up like her own son. She loved him and Balai too was attached to her. All his complaints about anything were first attended to through his aunt. He wept bitterly when he had to leave his aunt. Their house became desolate once he was taken away by his father.

Even after two years of his going away, his aunt still wept thinking about him. She kept all his small things such as tom shoes, ripped rubber ball and picture books with animal stories, etc.

Question 5.
What was Tagore’s reaction to the silk- cotton plant?
Answer:
When Tagore saw that the plant had grown in the middle of the gravelled garden path he wanted the gardener to uproot it and throw it away. When Balai requested him not to, Tagore said that since it was growing right in the middle of the path, it would create problem by scattering cotton all around.

Question 6.
Why did Balai go away with his father?
Answer:
Balai’s father had gone to England to study engineering leaving the motherless child under the care of Tagore and his wife. Tagore’s brother came back after ten years from England and decided to provide British style schooling for Balai. So he took him to Shimla with the idea of later moving to England.

Question 7.
Describe the silk-cotton tree that grew’ in Tagore’s garden path.
Answer:
The plant could not be chopped off by Tagore due to the orders given by his wife at the request of Balai. The tree grew quite tail within a year and looked perennially stupid. It stood in the same inconvenient spot and grew taller and taller every year. Anyone seeing it thought that it was an eyesore.

Question 8.
What was Balai’s request and why did he make that request?
Answer:
Balai wrote a letter from Shimla to his aunt requesting her for a photograph of his silk- cotton tree. He had planned on visiting them before leaving for England. But since that plan could not materialise, he wanted to take a picture of his friend with him.

Balai Summary in English

Rabindranath Tagore begins the story of ‘Balai’ by stating that in man, like the different ragas in a song, there are characteristics of different creatures in nature. He adds that in Balai, the notes of the plant kingdom are the most powerful ones. It was as though Balai was part of nature and he was alert to every aspect of nature.

Unlike other boys of his age, instead of running around, he would remain still so that he could be a part of nature. On the one hand, if he listened intently to the sound of the rain and the wind, on the other, he exposed his bare chest to the heat of the sun rays.

The mango tree blossoming at the end of winter filled his heart with great joy and awakened happy memories in him. Spring compounded his joy. In such instances, he spoke to himself about the different creatures in nature and was not aware of anything else.

His joy knew no bounds when he went to the mountains with his uncle. The mountains gave him joy because he could roll down the grassy slope and feel the tickling sensation of the grass. When he went to the woods, in the trees he would see people who were like his ancient grandfathers.

That is why when people plucked flowers from or threw stones at the branches to get fruits, he felt terribly upset. But he could not share his concern with others who only laughed at him and even ill-treated trees in his presence to tease him. Surprisingly, what upset him the most was the cutting of the grass as he had seen many wonders in the grass.

He would sometimes plead with his aunt to tell the grass-cutter not to cut grass knowing fully well that she wouldn’t understand why he wanted the useless weed to grow.

Balai knew that others did not feel the same pain as he did when plants were not cared for. That is why the writer says that Balai belonged to the time, millions of years ago, when plants were the only inhabitants.of the earth and had sent up their prayers to the sun, expressing their desire to stay forever on the earth.

Once Balai made the mistake of showing to the writer a silk-cotton plant sprouting in the middle of the garden path. Balai had tended to the plant lovingly and had thought of surprising his unde by showing the plant. But the outcome was totally contrary to Balai’s expectations. The writer wanted the plant to be uprooted and thrown as it was right in the middle of the path.

When the writer refused to yield to Balai’s request not to cut the plant, Balai pleaded with his aunt to influence her husband. The aunt succeeded, though ever} time the writer looked at it, he felt like cutting the plant which was growing bigger and bigger.

But Balai had to leave the place to go to Shimla with his father who had come back after ten years from England. The childless wife of the writer had looked after Balai, the son of the writer’s elder brother, as her own after the death of Balai’s mother. The aunt who was sorrowful, would look at the things left behind by Balai and cherish his memory.

After two years, when Balai had to leave for England to study engineering, he wanted to visit his aunt and uncle; but was unable to. So he requested his aunt to send him the photo of the silk-cotton tree. When the aunt requested her husband to get a photographer, to her dismay, she came to know that he had the tree cut down.

The aunt, who took the tree as a symbol of Balai’s love, was heartbroken and did not eat for two days. She continued to remain silent with her husband for a long time as she was both sad and angry. Thus, we see that even the writer did not understand Balai’s feelings. However, the aunt, who had given him motherly love, understood his pain.

We hope the information prevailed in this article is helpful for all the students of Class 9. The Karnataka State Board Solutions for Class 9 English Chapter 3 Balai Question and Answers pdf enhance your skills and score good marks in the exams. Stay tuned to get the latest information about the KSEEB Solutions Class 9 English Solutions.