Tamilnadu Board

9th Standard English Unit 3 Poem On Killing a Tree Paragraph Book Back Answers

On Killing a Tree 9th Standard English 3rd Lesson Questions and Answers

B. Read the following lines from the poem and answer the questions in a sentence or two.

1. It takes much time to kill a tree,
Not a simple jab of the knife
Will do it.

Question (i).
Can a ‘simple jab of the knife’ kill a tree?
Answer:
No.

Question (ii).
Why does it take much time to kill a tree?
Answer:
It takes much time to kill a tree as it has grown strong all through the years.

2. It has grown
Slowly consuming the earth,
Rising out of it, feeding
Upon its crust, absorbing

Question (i).
How has the tree grown?
Answer:
The tree has grown slowly consuming the earth, rising out of it, feeding upon its crust.

Question (ii).
What does the tree feed from the crust?
Answer:
The tree feeds sunlight, air, water from the crust.

3. And out of its leprous hide
Sprouting leaves.

Question (i).
What does the phrase ‘leprous hide’ mean?
Answer:
‘Leprous hide’ means the discoloured bark of the tree.

Question (ii).
What comes out of the leprous hide?
Answer:
Sprouting leaves come out of the leprous hide.

4. The bleeding bark will heal
And from close to the ground
Will rise curled green twigs,
Miniature boughs

Question (i).
What will happen to the bleeding bark?
Answer:
The bleeding bark will heal.

Question (ii).
What will rise from close to the ground?
Answer:
Curled green twigs and miniature boughs will rise from close to the ground.

5. The root is to be pulled out –
One of the anchoring earth;

Question (i).
Why should the root be pulled out?
Answer:
The root should be pulled out to kill the tree.

Question (ii).
What does ‘anchoring earth’ mean?
Answer:
Anchoring earth means that the roots fixed to the earth strongly like an anchor.

Poem Comprehension and Poetic Devices Additional Questions

There is no particular rhyme scheme followed in this poem. The poem is divided into 4 stanzas. Each stanza comprises varying lines. The poem is then written in free verse.

1. So hack and chop
But this alone won’t do it.
Not so much pain will do it.

Question (a).
Does hacking and chopping enough to bring a tree down?
Answer:
No, hacking and chopping off a bough is not enough to bring a tree down.

Question (b).
What happens to a tree when it’s hacked and chopped?
Answer:
Hacking and chopping inflicts pain on the tree.

2. The bleeding bark will heal
And from close to the ground
Will rise curled green twigs,

Question (a).
What is a bleeding bark?
Answer:
It is a part of a tree, where it has been wounded or where a bough is chopped off.

Question (b).
What will grow again close to the ground?
Answer:
New green twigs will grow again.

Question (c).
Name the figure of speech used here?
Answer:

• Personification. The tree is portrayed as a human being.
• Alliteration is also used here in bleeding bark.

3. It is to be roped, tied,
And pulled out — snapped out
Or pulled out entirely,
Out from the earth-cave,

Question (a).
What must be pulled out?
Answer:
The root must be pulled out of its earth cave.

Question (b).
How should the tree be pulled out?
Answer:
It should be roped, tied and pulled out.

Question (c).
What does the tree symbolizes?
Answer:
It symbolizes the human being and spiritual death.

4. The source, white and wet,
The most sensitive, hidden
For years inside the earth.

Question (a).
What is the ‘source’ mentioned here?
Answer:
The source mentioned here is the life source – the root of the tree.

Question (b).
Why is it white and wet?
Answer:
The root of the tree contains sap, which is a white liquid and is made up of all the important nutrients and chemicals necessary to sustain it.

5. Then the matter
Of scorching and choking
In sun and air,

Question (a).
What do you mean by ‘scorching’?
Answer:
‘Scorching’ means burning at a high intensity.

Question (b).
Name the Alliterated words In the first line.
Answer:
Then – the are the alliterated words.

6. And out of its leprous hide
Sprouting leaves.

Question (a).
What is the figure of speech employed here?
Answer:
Metaphor: Hidden comparison. ‘Bark of the tree’ is compared to ‘leprous hide’.

C. Based on the understanding of the poem, write down the summary of the poem by filling in the blanks.

The poet explains the process of ______(1)______. A lot of work has to be done in order to ______(2)______ completely. It cannot be accomplished by merely cutting it with ______(3)_____ _. The tree has grown strong with the help of ______(4)______for a countless years. Even the ______(5)______ of the tree gives rise to______(6)______. The______(7)______ sprouts new twigs and leaves. In a short period, they grow into a new tree. So, to ______(8)______ completely, one should take out its roots completely from the soil. Then they should be exposed to ______(9)______. Only then the tree will be completely killed.
Answers:

1. killing a tree
2. root it out
3. a knife
4. sunlight, water and nutrients of the soil
5. bark
6. leaves
7. boughs
8. kill it
9. sunlight and heat

D. Based on the understanding of the poem, answer the following questions in a sentence or two.

Question 1.
What is the poem about?
Answer:
The poem is about killing a tree.

Question 2.
What are the lessons to be learnt from the poem?
Answer:
The poet teaches us about nature and the sturdiness and longevity of the tree. To kill the tree or anything else, the heart of the thing has to be destroyed.

Question 3.
What are the life sources needed for a tree to grow?
Answer:
Soil, Water, Oxygen and Sunlight.

Question 4.
What does the poet mean by ‘bleeding bark’?
Answer:
The cut in the bark oozes sap. The poet compares the fluid to blood.

Question 5.
Why the poet says ‘No’ in the beginning of the third stanza?
Answer:
He wants to emphasize that it is not so easy to kill a tree.

Question 6.
How should the root be pulled out?
Answer:
The root must be roped, tied, pulled out, snapped out, and exposed.

Question 7.
What is hidden inside the earth for years?
Answer:
Life and legacy is hidden inside the earth.

Question 8.
What finally happens to the tree in this poem?
Answer:
The tree is killed.

Short Questions and Answers: Additional

Question 1.
Is it easy to kill a tree? Why?
Answer:
No, it is not easy to kill a tree, as it is time consuming.

Question 2.
How does the bark of a tree look?
Answer:
The bark of a tree looks irregular and scaly.

Question 3.
What will replace the chopped boughs?
Answer:
Chopped boughs will be replaced by new boughs, which will grow into their former size.

Question 4.
What does the poet mean by ‘earth-cave’?
Answer: The poet means by the word ‘earth-cave’, the point, deep inside the earth, where the root is attached.

Question 5.
What happens to the root when exposed to the sun and air?
Answer:
The root will be scorched due to the heat, becomes brown, withers, dries and bent out of shape, leaving a corpse, where a tree used to be.

Question 6.
What does the poet mean by the word ‘hide’?
Answer:
Hide means skin. Here, it means the bark of a tree.

E. Answer the following questions in about 80-100 words.

Question 1.
How well does the post bring out the pain of the tree?
Answer:
Gieve Patel spins a very visual tale of pain where the reader can almost feel the hacks made at a tree. The ‘bleeding bark’ is the visual representation of the pain, Patel envisions the tree going through. The tone of the poem is sarcastic and filled with caustic remarks. The poet, Gieve Patel, takes this ironic stance to propose his actual view on cutting down trees, which is according to him, not short of committing an act of murder. The cutting down of trees is equated with death. Every time Patel talks of cutting down a tree, he portrays it as killing it. The death the poet incorporates in this poem is both natural and spiritual.

Question 2.
‘A tree doesn’t grow in a day.’ Explain it with reference to the poem.
Answer:
Gieve Patel tells us that killing a tree is not easy. It is very time-consuming. Ajab of a knife is not enough. A tree grows straight out the earth, nourishing itself on the nutrients found in the earth, along with years of sunlight, water, and air. And even though the bark looks irregular and scaly, leaves and branches sprout of it. The lines

“It has grown
Slowly consuming the earth,
Rising out of it, feeding
Upon its crust, absorbing
Years of sunlight, air, water”

justify the longevity of the tree.

Question 3.
Why do you think the poet describes the act of cutting a tree? What effect does it have on you as a reader?
Answer:
The poet wants to highlight the harmful effects of deforestation in a sarcastic style. Therefore, Deforestation is another major theme of this poem. Deforestation has become a problem, especially in the modem times, where forests are cleared to make roads, or for furniture or for fossil fuel. It is incredibly harmful to the ecosystem and the imminent danger is felt throughout the poem. I feel we should grow more trees.

Paragraph Questions and Answers : Additional

Question 1.
What is the theme of the poem ‘On Killing a Tree’?
Answer:
Death is the fore most theme in this poem. The cutting down of trees is equated with death. Everytime Patel talks of cutting down a tree, he portrays it as killing it. The death that the poet incorporates in this poem is both natural and spiritual.

Deforestation is another major theme. Deforestation has become a problem, especially in the modem times, where forests are cleared to make roads, furniture or fossil fuel. It is incredibly harmful to the eco-system and the imminent danger is felt throughtout the poem. The tone of the poem is scarcastic and filled with caustic remarks. The poet spins a thought provoking poem and through his imaginative description, makes us aware of the vulnerability of human lives, physical of spiritual. He insists that the proper care of our inner spirituality can keep us safe from harm.

F. Complete the table by identifying lines, against the poetic devices from the poem.

Listening

G. Listen to the passage about Nammazhwar, an environmental crusader from Tamil Nadu. As you listen, answer the following questions. The listening act can be repeated if required.

Question 1.
Who is Nammazhwar? What is his contribution to farmers and farming?
Answer:
Nammazhwar was an agricultural scientist. He conducted trials on spacing and use of various fertilizers in cotton and millet crops.

Question 2.
In 1963 he worked for ______ as _______.
Ans :
Agricultural Regional Research Station in Kovilpatti as a scientist.

Question 3.
What was the turning point in the life of Nammazhwar?
Answer: During his period as agronomist, he realised that farmers should rely minimally on external inputs. All inputs should come from within the farm. Waste should be recycled and used as input. This revelation was a turning point in his life.

Question 4.
How is the “Bread sandwich method” a boon to the farmers?
Answer:
In this method, once the soil is made ready and the suggested practices followed,
one need not work for the second time. They can go on sowing and reaping all through the year.

Question 5.
Pick out ideas from the passage to show that he learnt first and then shared with farmers.
Answer:
He said that it was no use trying to teach a farmer. He never stopped learning from them and had become a vast repository of farming practices and knowledge that he shared with whoever was interested.

Question 6.
Explain in your own words the meaning of “Farming __________ even in the 21st Century”.
Answer:
Farming is not only for making money. It is necessary to do farming to live even in the 21st century.

Question 7.
Give the synonyms of ‘rely’ and ‘sustainable’.
Answer:
Rely – depend
Sustainable – maintainable

Question 8.
“He never pushed ideas down anyone’s throat” means
(a) favoured
(b) compelled
(c) opposed
Answer:
(b) compelled

Writing

H. Based on the iding of the poem, complete the web chart given below.

Answer:

• A deep rooted evil.
• The social evil can’t be put out just by criticising them. The society should root them up to die forever.
• Man has devastated another part of nature.

I. Look at the two trees. One is a green flourishing tree and the other, a brown withering tree.

The class will now be divided into two groups. Group A will list down the agents that support a tree’s growth. Group B will list down those that prevent it. Once the groups are ready with their lists, a few representatives from each group will write down the lists on the black board.
Answer:
(To be done by the students)

Taking clues from the lists on the board, complete the following chart.

J. Work in par Create three slogans on ‘Saving Trees’
Answer:
Trees On !! Global Warming Gone !!
Don’t make Trees Rare, Protect them with Care !!
Plant a tree a day, Keep Erosion and Floods away.

Speaking

K. Deliver a short speech for about five minutes on the following.

Question 1.
Imagine what will happen if ail the trees in the earth disappear. Discuss with your friends and share it with your classmates.
Answer:
My dear friends,

I am Harsha from IX A. I am going to speak on what will happen if trees in the earth disappear.

Have you ever wondered what a world without trees would look like? Close your eyes, and try to imagine a desolate Earth.

There’d be no more paper, and everyone would have to resort to technological use—that is, if anyone was left. Trees are a crucial factor to our existence not only because they produce paper, lumber and chewing gum, but because they serve an important role in the carbon cycle. Life could not exist on Earth without trees because they produce most of the oxygen that humans and wildlife breathe.

Trees absorb carbon dioxide from the atmosphere and release oxygen using the process of photosynthesis. There would also be no rain without trees since trees absorb water from the soil and release it through evapo-transpiration. Water vapour released through evapo-transpiration is the major mechanism by which air is remoistened.

Without trees, humans would not be able to survive because the air would be unsuitable for breathing. If anything, people would have to develop gas masks that filter the little oxygen that would be left in the air. Trees are a crucial part of the carbon cycle, a global process in which carbon dioxide constantly circulates through the atmosphere into organism and back again.

Carbon is the second most valuable element to life, after water. Anyway, trees take carbon from the atmosphere through photosynthesis in order to make energy. This carbon is then either transferred into oxygen and released into the air by respiration or is stored inside the trees until they decompose into the soil. Therefore, the absence of trees would result in significantly HIGHER amounts of carbon dioxide in the air and LOWER amounts of oxygen.

If the air hadn’t already wiped out everybody, the next disastrous consequence of deforestation is its damaging effect on soil. According to the Food and Agriculture Organization, 2.5 billion people depend on agriculture for their livelihood. If deforestation gets its way, those people won’t be the only ones affected. The soil would become full of dangerous chemicals and pollutants that are usually filtered by trees. In addition, soil erosion is currently prevented by trees because they protect the land.

However, soil would be unprotected, and vulnerable to reduction in soil quality and top soil nutrients. Soil erosion would become more prevalent, and eventually all the soil will lose its arability and agriculture will fall…leaving us people to starve.

Arid conditions will surface not only because of dangerous unfiltered substances, but also because at one point it will rarely rain. Sounds crazy, right? During the ’ “dry season,” trees regulate and anchor the dirt by releasing water. Deforested areas, however, are liable to chronic droughts that obstruct river navigation, disrupt industrial operations and kill crop production. Storm water runoff (if it rains) not reduced, but increased which’ll contribute to small floods and topsoil erosion. Furthermore, trees add humidity into the air through transpiration—but the lack of trees results in the lack of moisture in the air.

Of course, if there aren’t trees, there won’t be any products you can get from them. We use waste paper every day without realizing we’re helping to kill four billion trees cut down every year. Due to global deforestation, there’d be no paper, baseball bats, barrels, books, guitars, furniture, etc.

Food harvested from trees like fruits, nuts, berries would be non-existent as well. Other causes of deforestation today include agricultural expansion, infrastructure expansion, conversion to cropland/pasture and the construction of roads. Moreover, countries are forced to increase the rate of forest loss by population pressures, profits, and internal social/ political influences.

‘ So, Let’s not dream of a earth without trees. It sounds terrific !!

Thank you.

Question 2.
Think of a situation where all the trees can speak. What will they talk about?
Answer:
If Trees Speak ?

J.C. Bose, the great Indian scientist, has proved that trees have life, as do the animals and humans. They feel and react but have no language or tongue to express their feelings. Only if they had the power of speech, they would express themselves in much the same way as we do.

Leaves would say how they hate winter that heralds their impending death. Tree trunks would boast to one another of their advanced age and experience. Fruits would tell stories about their childhood. Branches would talk about the visits they have had from their insect, bird and animal friends. The spring would have sweet songs of welcome from them.

The trees would also react to express their pain. They would say ‘ouch’, if the leaves on their branches were pricked. They would be found screaming with pain, if we were cruel enough to break their twigs or branches.

Their flowers would cry piteously, when they were plucked off, and so would every leaf on each tree, if smoke from a nearby chemical factory were to blow continuously across it.

There is no doubt that after being blessed with the power of speech, the trees would talk of the joys of summer and the thrill they feel as the cool breeze blows through them.

They would speak of the wonder of being alive and the multiple uses they provide to all living creatures, including men and women; birds and animals. They would be too copious to boast of their utility to living-beings.

But most of all, trees would complain about their bitter enemy, man. “Isn’t he involved in the countless murders of our kith and kin?” they would angrily complain. They would discuss disdainfully his thoughtlessness in cutting them down for more and more houses. They would never forgive him for refusing to treat them with due consideration and regard.

Even if trees cannot speak, their agony and bitterness has been forcefully expressed by a number of poets and environmentalists. Botanists too have repeatedly reminded us what the trees need and how great their usefulness is for us. It is for us to give them their due and by saving them save the very survival of the earth. If trees are gone, our Mother Planet would not have any trace of life, whatsoever.

Let us laugh together

Question.
How do trees access the internet?
Answer:
They simply log in.

Question.
What will the tree do, if the banks are closed?
Answer:
It will start its own Branch

Question.
What type of tree fits in your hand?
Answer:
A Palm tree.

On Killing a Tree Textual Activities

Warm up

Question 1.
What is a tree?
Answer:
A tree is a woody perennial plant, typically having a single stem or trunk growing to a considerable height, and bearing lateral branches at some distance from the ground.

Question 2.
Why trees are important for our survival?
Answer:
Trees give us oxygen, store carbon, stabilise the soil and give life to the world’s wildlife. So they are important for our survival.

Question 3.
How long does it take a tree to grow to its full size?
Answer:
Trees take 20 to 30 years to grow to its full size.

Question 4.
How much time does it take to cut down a tree?
Answer:
A tree may take a couple of hours to be cut down.

On Killing a Tree About the Author

(born 18 August 1940) is an Indian poet, playwright, painter, as well as a practicing physician/doctor based in Mumbai. Patel belongs to a group of writers who have subscribed themselves to the ‘Green Movement’ which is involved in an effort to protect the environment. His poems speak of deep concerns for nature and expose man’s cruelty to it. Patel’s works include ‘Poems’ (1966), How Do You Withstand Body (1976) and Mirrored Mirroring (1991). He has also written three plays titled Princes, Savaska, and Mr Behram.

On Killing a Tree Summary

“On Killing a Tree” written by Gieve Patel literally describes the difficulty of cutting down a tree. On another level, the poet writes about nature and the sturdiness and longevity of the tree. Only man would want to fell the tree.

The third person narration describes the tree graphically comparing the bark to a leper’s skin and sores. Because it has lived for so long, the tree has deep roots which enable it to recoup from attacks by the axe. The attitude of the poet seems neutral, but on closer examination of his vocabulary choice, he casts a sardonic look on the cutting down of an important part of nature.

The tree has grown slowly consuming the earth, rising out of it, feeding upon its crust, absorbing Years of sunlight, air, water. When the tree is small, it takes only a little area to live. After time passes, the tree takes more room through its feeding from the earth, the sun, the oxygen, and water. To the environmentalist, the man who cuts the tree hacks at and chops it, irritating the tree on the surface; however, this will not bring down the tree. The watcher feels the pain of the tree as the bark gives off the sap which produces little trees that will sprout if nothing stops their growth.

To kill the tree or anything else, the heart of the thing has to be destroyed. The root of the tree has to be cut away from the earth that holds it down. How is that done? With these harsh words to fit the task—roped, tied, pulled out, snapped out, and exposed—the white, sensitive roots that have been protected by the earth will die. Man extinguishes a tree that has taken hundreds of years to propagate and grow.

After the root is exposed to the elements, it will brown, harden, wither, and die. Then, the work is completed. Man has devastated another part of nature. Hopefully, one of the sprouts will keep its life and renew the cycle of the tree. Of course, that will take many years of care by nature to bring another of the great trees to its glory.

On a figurative level, the poem may also speak to the destruction of a man. It is not so easy to kill a human being. To kill a person, it is only through his heart (or root) that the deed can be done. When the heart stops, the man will die. A human being can recover from injuries: a cut, an amputation, a brain injury. It is the heart that provides the life blood to keep the man alive.

On Killing a Tree Main Character is :  A Tree

On Killing a Tree Poem Overview

Stanza 1.

Poem Line
It takes much time to kill a tree, Not a simple jab of the knife Will do it. It has grown Slowly consuming the earth, Rising out of it, feeding Upon its crust, absorbing Years of sunlight, air, water, And out of its leprous hide Sprouting leaves.

Explanation:
The stanza tells us that killing a tree is not easy. It is very time-consuming. A jab of a knife is not enough. A tree grows straight out the earth, nourishing itself on the nutrients found in the earth, along with years of sunlight, water, and air. And even though the bark looks irregular and scaly, leaves and branches sprout of it.
(‘leprous hide’- bark of the tree. Leprous because the surface of a bark is disfigured and irregular.
‘hide’ means skin. Here it means the bark of the tree.)

Stanza 2.

Poem Line
So /JOCA: and chop But this alone won’t do it.
Not so much pain will do it.
The bleeding bark will heal And from close to the ground Will rise curled green twigs, Miniature boughs
Which if unchecked will expand again To former size.

Explanation:
The hack of a knife or an axe, or chopping off a bough is not enough to bring a tree down. These jabs may inflict pain on the tree but the pain is not enough to kill it. The ‘bleeding bark’, the part where it has been wounded or where a bough is chopped off, will heal with time. New green twigs will grow again; boughs chopped off will be replaced by new boughs, which w’ill grow into their former size.
(‘hack and chop’- hacking or chopping means cutting off something, usually with a sharp instrument/weapon.) . ‘unchecked’- unwatched; unstopped; uncontrolled

Stanza 3.

Poem Line
No,
The root is to be pulled out –
One of the anchoring earth;
It is to be roped, tied,
And pulled out – snapped out
Or pulled out entirely,
Out from the earth-cave,
And the strength of the tree exposed
The source, white and wet,
The most sensitive, hidden
For years inside the earth.

Explanation:
In this stanza, the poet explains how a tree could be killed. He says to kill a tree its root has to be pulled out. The root, which is the source of a tree’s life, must be pulled out of its cave, in order to mortally harm the tree. By ‘earthcave’ the poet means the point, deep inside the earth, where the root is attached. Once the center, the life source- the root is exposed, the tree becomes vulnerable. The source is described as white and wet, probably alluding to tree sap which is a white liquid.

‘earthcave’- the earthbed, underground, where the root was firmly attached
‘source, white and wet’- the root of the tree containing sap, which is a white liquid and is made up of all the important nutrients and chemicals necessary to sustain it.

Stanza 4.

Poem Line
Then the matter
‘Of scorching and choking In sun and air,
Browning, hardening, Twisting, withering,
And then it is done.

Explanation:
The exposed life source, which when left open to the sun and air, will be scorched due to the heat and the air won’t be able to reach the scorched places to relieve it of the heat. Slowly, it will start to become brown, with all the softness fading out leaving a hard, lifeless remainder behind. With time, it will start to wither, become dry and bent out of shape, leaving a corpse where a tree used to be. In short, the exposure will leave the root vulnerable to all vagaries of weather, which will ultimately weaken the tree and kill it.
‘scorching’- burning at a high intensity ‘withering’- waning; fading from life

On Killing a Tree Mind Map

On Killing a Tree Glossary

Tamilnadu Board Class 9 English Solutions

9th Standard English Unit 4 Poem The Spider and the Fly Paragraph Book Back Answers

The Spider and the Fly 9th Standard English 4th Lesson Questions and Answers

A. Read the following lines from the poem and answer the questions in a sentence or two.

The Spider and the Fly Questions and Answer Question 1. “The way into my parlour is up a winding stair,
And I’ve many curious things to show when you are there ”

Question (a).
How to reach the spider’s parlour.
Answer:
The spider’s parlour can be reached through a winding stair.

Question (b).
What will the fly get to see in the parlour?
Answer:
The fly will get to see many curious things in the parlour.

2. “Oh no, no, ” said the little Fly, “kind Sir, that cannot be,
I’ve heard what s in your pantry, and I do not wish to see! ”

Question (a).
Is the fly willing to enter the spider’s pantry?
Answer:
No. The fly is not willing to enter the spider’s pantry.

Question (b).
Can you guess what was in the pantry?
Answer:
Only remains of dead flies may be found in the pantry.

3. “Sweet creature! ” said the Spider, “You ’re witty and you’re wise,
How handsome are your gauzy wings, how brilliant are your eyes!”

Question (a).
List the words used by the spider to describe the fly.
The Spider and the Fly Workbook Answer:
Sweet, witty, wise, handsome, gauzy, brilliant.

Question (b).
Why does the spider say that the fly is witty?
Answer:
The spider calls the fly witty because the fly is clever to avoid entering the web.

4. The Spider turned him round about, and went into his den,
For well he knew the silly Fly would soon come back again:

Question (a).
Why is the poet using the word ‘den’ to describe the spider’s web?
Answer:
The spider is like a lion in its web. So the poet uses the word.

Question (b).
Why was the spider sure that the fly would come back again?
Answer:
The spider has flattered the fly of its beauty, so he was sure it would come back again.

With buzzy wings she hung aloft, then near and nearer drew,
Thinking only of her brilliant eyes, and green and purple hue-

Question (a).
Who does’she’refer to? ON)
Answer:
She refers to the fly.

Question (b).
What was’she’thinking of? 0
Answer:
She was thinking of her beautiful eyes and the colours of her wings.

6. And now dear little children, who may this story read,
To idle, silly flattering words, I pray you ne ’er give heed:

Question (a).
Who does ‘I’ refer to?
Answer:
I refers to the poet.

Question (b).
What is the advice given to the readers?
Answer:
The poet advises us not to fall a prey to flattery and sweet words.

Poem Comprehension and Poetic Devices Additional Questions

1. ‘Will you walk into my parlour? ” said the spider to the Fly,
Tis the prettiest little parlour that ever you did spy;

Question (a).
Whose parlour is the prettiest?
Answer:
The spider’s parlour is the prettiest.

Question (b).
Who does the spider ask to walk into his parlour?
Answer:
The spider asks the fly to walk into his parlour.

2. “Oh, no, no, ” said the little fly, “to ask me is in vain,
For who goes up your winding stair
can never come down gain

Question (a).
What will happen to those who go up the spider’s winding stair?
The Spider and the Fly Poem Questions and Answer:
They can never come down again.

Question (b).
What do you mean by the word ‘vain’?
Answer:
‘Vain’ means useless.

3. “Come hither, hither, pretty Fly, with the pearl and silver wing;
Your robes are green and purple — there’s a crest upon your head;

Question (a).
How does the spider describe the beauty of fly’s wings?
Answer:
The spider says that the wings ware pearl and silvery.

Question (b).
Whose robes are green and purple?
Answer:
The fly’s robes are green and purple.

Question (c).
What is the poetic device used in the first line?
Answer:
Repetition is used here. ‘Hither, hither’ are the words repeated together for emphasis’.

4. “Sweet creature! ” said the Spider, “you ’re witty and you ’re wise,

Question (a).
Name tire poetic device in this line.
Spider and the Fly Question Answer:
Alliteration is used here.
you’re – you’re; witty – wise; sweet – spider.

5. ‘How handsome are your gauzy wings, how brilliant are your eyes! ’ .

Question (a).
What is the poetic device used here?
Answer:
Anaphora. Repetition of the word, “how” at the beginning of two successive phrases.

B. Complete the summary by Ailing in the spaces with suitable words.

The poem begins with the spider’s pursuit of the fly. He chats to the fly to come into its home. The spider describes his parlour as the prettiest one. The spider kindles the curiosity of the fly so that she may enter his home. Fortunately, the fly was witty and refused to get into his home. Now the spider pretends to be a host and asks her to come and rest in his home. He offers her food and a bed to rest. This time also the fly declines the spider’s offer very politely. The next weapon that the spider uses is flattery. The spider praises the wings and eyes of the fly and also praises her wisdom. He invites her to look at herself in the mirror which is in his parlour. The fly is tempted by the words of the spider and she falls a prey to her flattery.

C. Answer the following questions in about 80-100 words.

Question 1.
Write a character sketch of the spider.
Answer:
This poem takes us through a spider’s ultimately successful attempts in enticing a fly into its web. The spider is cunning in capturing its victim. It ensnares the fly through the use of seduction and flattery. In stanza one, it does its best to trap the fly into its parlour with the promises of pretty things to see. Next, it tries a different tactics, offering the fly a pretty and a comfortable place to sleep, and lovely food. Finally, it tries to flatter the fly by praising its beauty and traps the fly into his den.

The Spider and the Fly Isc Question 2. What happens if we fall a prey to flattery? Give instances from the poem ‘The Spider and the Fly’.
Answer:
If we fall a prey to flattery, we have to face evil consequences, just like the fly who falls a prey to the spider’s flattery and seduction. The spider uses different tactics to entice the fly into its web. It invites the fly into its parlour with the promises of pretty things to see. When the fly refuses, it entices him by offering a pretty, comfortable bed and lovely food. When the fly refuses again, finally it flatters the fly for its beautiful appearance. The fly gets flattered and gets trapped into its den. This poem teaches us that we should be cautious against those who use flattery and charm to disguise their true evil intentions.

The Spider and the Fly Question 3.
In your own words, give a detailed description of:
a) The Spider’s Parlour.
Answer:
The Spider’s Parlour had winding stairs. It is the prettiest parlour that had ever been seen by the fly. It has been filled with many pretty things, which would arouse the curiosity of the fly. There are also pretty curtains, whose sheets are fine and thin. It had a pretty and a comfortable bed.

b) The Fly’s Appearance
Answer:
The fly had gauzy wings and brilliant eyes. But the spider flattered it saying that it had pearl and silver wings, green and purple body and its antenna is like a crown on him.

Paragraph : Additional Question

The Spider and the Fly Mind Map Question 1.
How does the spider entice the fly?
Answer:
In the beginning, the spider entices the fly into its parlour with the promise of pretty things to see. Next it tries a different tactic, offering the fly a pretty and a comfortable place to sleep. Then it asks the fly how can it prove its warm affection towards the fly. So it comes forward to offer him good food. When the fly refuses all these, then it tries to trap him by flattering him by praising his appearance. The fly gets trapped at its flattery and never comes out again.

Question 2.
‘Tht spider was sura that the fly will coma to his den.1 Why did he think so?
Spider and the Fly Poem Questions and Answer:
The spider makes some attempts to entice the fly into its web. It invites him to its parlour, promising to show curious things. It offers a comfortable place to sleep and good food to eat. But the fly refuses all these things. At last, the spider uses a powerful weapon of flattering the fly. It praises its wings, eyes, and robes. It invites him to look at his beauty in its mirror. The fly gets flattered but refuses to go in, assuring that he will come another day. This made the spider to analyze that the silly fly would soon come back again. It comes back to its den, getting mesmerized by the wily sweet talk of the spider and falls a prey to it.

Appreciating the Poem

Figures of Speech

1. Consonance : Repetition of similar consonant sounds in the neighbouring words. It is used to refer to the repetition of sounds at the end of the word, but also refers to repeated sounds in the middle of a word.
(e.g.):
T’is the prettiest little parlour that ever you did spy; – repetition of the “t, ” and “r” sounds.
Pick out one more instance of consonance from the poem.
Answer:

1. The way into my parlour is up a winding stair, – repetition of the “r ” sound.
2. For who goes up your winding stair – repetition of the “r ” sound.
3. To idle, silly flattering words, – repetition of the “l” sound.

2. Assonance : Repetition of similar vowel sounds in the neighbouring words.
(e.g.):
T’is the prettiest little parlour that ever you did spy; – repetition of the “i ” sounds.
Pick out one more instance from the poem.
Answer:
“There are pretty curtains drawn around; – repetition of the “aw” sounds.

3. Anaphora : Repetition of a word or a phrase at the beginning of a sequence of sentences, paragraphs and lines.
(e.g.): How handsome are your gauzy wings, how brilliant are your eyes! – repetition of the word “how” at the beginning of two successive phrases.

Identify the figures of speech.
“Your eyes are like the diamond bright, but mine are dull as lead! ”
Answer:
Simile (spider’s eyes are compared with diamond, using the word “like”)

4. Alliteration : Repetition of consonant sounds at the beginning of words.
Pick out the words in alliteration.
“Sweet creature! ” said the Spider, “You ’re witty and you ’re wise, ”
Answer:
“Sweet – Spider; witty – wise”

Please note the difference among Consonance, Assonance and Alliteration :

Consonance is used to refer to the repetition of consonant sounds at the end of the word, but also refers to repeated sounds in the middle of a word.
Assonance is the repetition of a vowel sound in the middle of a word.
Alliteration, is the repetition of a consonant sound at the beginning of a word.

Listening

D. Listen to the passage and tilt in the blanks with appropriate answers.

Question 1.
Without trust there is no ________.
Answer:
relationship at all

Question 2.
_________ is a very rare thing to find in life.
Answer:
trust

Question 3.
When people betray you learn from the _______.
Answer:
situation

Question 4.
Dont’t let ______ on the road _________.
Answer:
small bumps, throw you back

Question 5.
If we keep moving forward you will have a wonderfully _______.
Answer:
fulfilling life

Speaking

E. The cunning spider was waiting for a chance to pull the fly into its web and it used all the possible ways to trap her. Have you ever been trapped by flattery to do something you did not want to do? Discuss in pairs and share your experience in the class.
Answer :
My classmate tried to flatter me to make her project done by me. She praised my hand writing and my brilliant ideas that I had put into my project. She urged me to give the same ideas and help her to complete the project as early as possible. She tried to entice me by flattering me as much as possible. But I didn’t fall into her trap, and avoided her, as I had to finish my project on the very same day.

Writing

F. The fly gives into flattery and becomes the spider’s prey. If you are asked to give a happy ending to the poem, how will you save the fly? Write in your own words.
Answer:
If the fly had kept listening to her inner sense, it would have been safe and not have fallen a prey to the spider. The fly begins to refuse the spider’s offers initially. But it gets trapped finally, when the spider flatters it. If it had not been carried away by the , spider’s seduction and flattery, it could have been saved. It would have been cautious and escaped from the spider’s enticing web without getting trapped at all.

The Spider and the Fly Textual Activities

Warm up

If your little brother or sister does not like to eat any of these following vegetables,

1. how will you make him or her eat them?
2. what are all the flattering or tempting words you might use to convince them?
3. work in pairs and enact that moment in front of your classmates.

Answer:
If my little brother or sister does not like vegetables, I will threaten with frightening stories and tnake him/her eat. I will also tell them that veggies will keep us beautiful, strong and look like heroes, etc.

The Spider and the Fly About the Author

Mary Howitt (12 March 1799 – 30 January 1888) was an English poet. She was born at Coleford, in Gloucestershire. Their Queen Anne house is now known as Howitt Place. Mary Botham was educated at home, and read widely; she commenced writing verses at a very early age. She married William Howitt and began a career of joint authorship with him. Together with her husband, she wrote over 180 books. Their literary productions at first consisted chiefly of poetical and other contributions to annuals and periodicals, of which a selection was published in 1827 under the title of The Desolation ofEyam and other Poems.

William and Mary mixed with many important literary figures of the day including Charles Dickens, Elizabeth Gaskell and Elizabeth Barrett Browning. On moving to Esher in 1837, she commenced writing her well-known tales for children, a long series of books which met with signal success. Mary Howitt has double-fame in the realm of Children’s literature. She was the first English translator of Hans Christian Andersen.

The Spider and the Fly Summary

‘The Spider and the Fly’ is a poem by Mary Howitt (1799-1888), published in 1828.This is a funny little serious piece in the vein of the spider sense. The poem takes us through a spider’s ultimately successful attempts in enticing a fly into its web. Now, if only that fly would have kept listening to her ‘spider sense’, it would have been safe and not have fallen a prey.

• This poem tells the story of a cunning Spider who ensnares a Fly through the use of seduction and flattery.
• The poem teaches children to be cautious against those who use flattery and charm to disguise their true evil intentions.
• The gruesome ending in this cautionary tale is used to reinforce the important life lesson being taught.

In stanza one, the spider does its best to entice the fly into its parlour with the promise of pretty things to see. The fly refuses and says it will never visit, because it knows whoever goes there is never seen again.

In stanza two, the spider tries a different tactic, offering the fly a pretty and comfortable place to sleep. Again, the fly refuses, citing the disappearance of others who have accepted this offer.

In stanza three, the spider asks what it can do to prove its motives are pure; it offers lovely food to the fly, but once again, the fly refuses, saying it has heard about the spider’s pantry and isn’t interested.

In stanza four, the spider tries to flatter the fly by praising its appearance and inviting it in to look into a mirror. Though flattered, the fly refuses – but leaves the door open a bit by implying “some other time.”

In stanza five, the spider knows it has won and begins preparations to feast on the fly. After setting a tlever trap, it again appeals to the fly’s vanity and praises its beauty compared to the spider’s less appealing appearance.

In stanza six, the vain fly comes by to hear more blandishments about its beauty, and the spider strikes, taking the fly into its parlour, from which it never emerges.

In stanza seven, the narrator speaks directly to readers with an imperative: never fall for the flattery of a predator—learn from this fable of the spider and the fly.

The Spider and the Fly Main Characters:

1. The spider,
2. The Fly
3. The narrator

The Spider and the Fly Poem Overview

No. 1-4

Poem Lines
” Will you walk into my parlour? ”said the  Spider to the Fly,
“This the prettiest little parlour that ever you did spy;
The way into my parlour is up a winding stair,
And Fve many curious things to show when you are there. ”

Explanation:
The first stanza is the spider’s pursuit of the fly – with a charming invitation into his home. Yet this sociable chat is edged with a sense of mistrust, a sense of danger that comes with these two characters, the spider and the fly, being natural predator and prey.
The spider describes his parlour as the ‘prettiest little parlour that ever you did spy’. The act of spying is to watch something secretly. We share secrets and confidences with our closed ones. Inviting the fly to spy into his abode, the spider is trying to send the message that he considers the fly to be close. The spider portrays his home as a mysterious wonderful place.
More details are added to arouse the fly’s curiosity. The parlour may be reached through a ‘winding stair’ and it is filled with ‘many pretty things’.

No. 5-7

Poem Lines
“Oh no, no, ” said the little Fly, ‘‘to ask me is in vain,
For who goes up your winding stair
can never come down again. ”

Explanation:
Thankfully, the fly wisely sees through the spider’s deviousness. She knows that those who go through the ‘winding stair’ into his home never come out. It implies she is aware that the spider has eaten his previous guests. This is one extended invitation she shouldn’t be accepting. She clearly declines, telling the spider that to ask her into his home is ‘in vain’ – or useless.

No. 8-11

Poem Lines
“I’m sure you must be weary, dear, with soaring up so high;
Will you rest upon my little bed? ” said the Spider to the Fly.
“There are pretty curtains drawn around; the sheets are fine and thin,
And if you like to rest awhile, I’ll snugly tuck you in! ’’

Explanation:
The spider has been keeping a close eye on the fly. He tries a different tactic for his next move. This time the spider feigns concern.

Posing as a sympathizer, the spider pretends to fret over how tired the fly must be (I’m sure you must be weary, dear) after what he feels is a day of intense flying. He goes so far as to personally offer her a respite from the day’s activities.

The cunning villain also adds a subtle dose of flattery.

‘Soaring up so high’ is how he describes the fly’s flight. He hopes the fly will lower her guard if she feels that she has a kindly shoulder to lean on.

He temptingly offers prospect of a little rest like offering water to a thirsty traveller. A cosy little bed, with light sheets to rest on. A quiet place, with pretty curtains drawn around to make it cool and dark. To an exhausted person, this would be a bliss. The perfect atmosphere to ‘snugly tuck’ in. This means to ensure a comfortable snooze, by securing the bed-sheets closely around one-self.

Interestingly, the ‘fine and thin’ sheets bring to mind the fine silk of a cobweb. If the spider tucks the fly into this bed, she could find herself in permanent slumber.

No. 12-13

Poem Lines
“Oh no, no, ” said the little Fly, “for I’ve often heard it said,
They never, never wake again, who sleep upon your bed! ”

Explanation:
Then again, perhaps the spider tried too hard when he proposed to personally tuck the fly in. Weary or not, the fly is still alert to the perils of falling for the spider’s flattery. She turns him down on his own offer, remarking that everyone knows of the spider’s ill repute as a host. As she hears, no one who goes for a sleepover at the spider’s ever wakes up again. Her refusal is not just based on her own observations now.

This time, she is even more firm. In addition to her “0 no, no!” note her repetition of ‘never’ for emphasis- “They never, never wake again, who sleep upon your bed.”

No. 14-17

Poem Lines
Said the cunning Spider to the Fly,
“Dear friend what can I do,
To prove the warm aff ection I’ve always felt for you?
I have within my pantry, good store of all that’s nice;
I’m sure you’re very welcome – will you please to take a slice? ”

Explanation:
Still the spider perseveres. Now he tries to manipulate the fly into feeling guilty for not accepting his many gestures of friendship.

“Dear friend, what shall I do…?” The spider is eager to prove his friendship – but is still on his terms. At the end of the day, he’s using guilt as another roundabout way to get the fly into his home.“I have within my pantry good store of all that’s nice”- These constant invitations to see or sample something or another in his house is almost a pitiful refrain. He is desperate and at his wit’s end (or so it seems) on how to gain the fly’s trust.

No. 18 – 19

Poem Lines
“Oh no, no, ” said the little Fly, “kind Sir, that cannot be,
I’ve heard what s in your pantry, and I do not wish to see! ”

Explanation:
It’s commendable the way the fly fights politeness with politeness. She addresses the spider as ‘Kind sir’ – a dainty reply to his ‘Dear friend’. It shows that while the fly shows courtesy to the spider, she is not keen on him as a friend and will still keep her distance. The fly then proceeds to firmly turn down his invitation and tactfully alludes that she already knows what’s in the spider’s pantry (his past victims) and is not interested in knowing more.

No. 20-23

Poem Lines
“Sweet creature!’’ said the Spider, “you ’re witty and you ’re wise,
How handsome are your gauzy wings, how brilliant are your eyes!
I’ve a little looking-glass upon my parlour shelf
If you ‘ll step in one moment, dear, you shall behold yourself.”

Explanation:
Vanity is the spider’s choice weapon now. He heaps flattery on the fly. In praising her wit and wisdom, the spider sends the message that he acknowledges that the fly is a smart cookie. This well-placed compliment could have lulled her into a false sense of security, for the fly could assume that she was smart enough to see through the spider’s evil plans. Immediately after, the spider begins to praise her loveliness – those gauzy wings and brilliant eyes. The spider speaks as if the fly does not realize her own beauty. He wants to show her how lovely she is. Again an invitation, to see herself in the looking glass. One moment is all he asks of her, one moment is all he needs.

No. 24-25

Poem Lines
“I thank you, gentle sir, ” she said, “for what you ‘re pleased to say,
And bidding you good morning now, I’ll call another day

Explanation:
From the earlier unhesitating “O no, no!”, our little fly doesn’t seem too vehement in her refusal now. She hasn’t accepted the spider’s invite; we could even say she is stalling. After all, the fly still hasn’t specified when she will visit the spider. But while she hasn’t said yes, she hasn’t given an outright ‘no’ like she used to earlier either.

This hesitation from the fly and not an outright falling for the spider’s flattery is an insight into the poet’s understanding of the human psyche.

No. 26-29

Poem Lines
Spider turned him roundabout, and went into his den,
For well he knew the silly Fly would soon come back again:
So he wove a subtle web, in a little comer sly,
And set his table ready, to dine upon the Fly

Explanation:
After all that talk of the fly being witty and wise, the spider calls her ‘silly’. Like so many others he has lured before, he is confident that she has predictably fallen for his honey tongued scheme. Up until now, just like the fly, we had our suspicions – the fly’s discomfort, her observations on the guests that never return, the rumours about the spider, the spider’s continuous wheedling to come to his home. But it is at this point in the poem, that the spider’s evil intent becomes clear.

He is seen gloating. He weaves a web not easily noticeable (a subtle web) – ready to trap the fly. His devious plan comes to light as he sets his table for the fly – not as his guest to dine with, but as his feast to dine on.

No. 30-33

Poem Lines
Then he came out to his door again, and merrily did sing,
“Come hither, hither, pretty Fly, with the pearl and silver wing;
Your robes are green and purple there’s a crest upon your head;
Your eyes are like the diamond bright, but mine are dull as lead! ”

Explanation:
‘Come hither, hither, pretty fly,’ the spider calls out eagerly. Feeling like he has baited his prey, the spider rapidly reels the fly in with vivid flattery. The ‘robes of green and purple’ refer to the colour of the fly’s body, the ‘crest’ or crown likely the fly’s antenna. ‘Gauzy wings’ have now become ‘pearl and silver wing’; ‘brilliant eyes’ are now ‘eyes like diamond bright’.

Simile is used here. The poet likens the fly’s bright eyes to diamonds, against the spider’s dull eyes which are compared to lead. The spider is self- depreciating so as to highlight the fly’s beauty.

No. 34-35

Poem Lines
Alas, alas! how very soon this silly little Fly,
Hearing his wily, flattering words, came slowly flitting by

Explanation:
‘Alas, Alas!’ – The poetic lament for ‘Oh no!’ is uttered! With these words, one can only foresee doom for the fly. What’s even more vexing is that the fly was actually a wise creature at the beginning. But as the poet says Alas! – Vanity will be her downfall and she becomes silly and foolish. Lured in by the spider’s devious sweet talk – his ‘wily, flattering words’- the fly sets aside her sensible self. Yet, there’s still a part of her that is wary of how safe the situation is. We see her ‘slowly flitting by ’- guardedly testing the waters as she comes closer to the spider’s home.

No. 36-41

Poem Lines
With buzzing wings she hung aloft, then near and nearer drew.
Thinking only of her brilliant eyes, and green and purple hue –
Thinking only of her crested head – poor foolish thing!
At last,
Up jumped the cunning Spider, and fiercely held her fast.
He dragged her up his winding stair, into his dismal den,
Within his little parlour – but she ne ’er came out again

Explanation:
Mesmerized by thoughts of her reflection, she gradually approaches the spider’s web. Unheeding her instincts, the fly hardly offers any resistance. Clearly engrossed in her own beauty, the fly is impervious to the danger she is in.

This was the moment the spider had been building up so long for. Quickly, he pounces on her – ‘fiercely held her fast’. Now deadly and focused on his goal, the spider wastes no time. The home that he had so charmingly described before reveals its deadly designs.

As the poem rapidly takes us through the spider’s winding stair, his dismal den, his little parlour; our foreboding is realized and we know there is a grisly end for the poor fly. For just like she remarked once of the others before her, ‘she ne’er came out again! ’

No. 42 – 45

Poem Lines
And now dear little children, who may this story real
To idle, silly flattering words, 1 pray you ne ‘er give heed:
Unto an evil counselor close heart and ear and eye.
And lake a lesson from this tale, of the Spider and the Fly.

Explanation:
There’s a change in the narration style of the poem as the poet ends her tale. She breaks off from the storytelling mode and directly addresses her audience, offering up a warning or moral to conclude the poem.

‘Take a lesson from the Spider and the Fly’, the poet counsels. Be distrustful of useless, sweet talk that is insincere. Not aH praise or advice is genuine, therefore you must be careful of who you listen to.

‘Unto an evil counsellor, close heart, and ear, and eye’ – For that matter, the poet would rather like us not coming into contact at all with sweet tongued people with not-so-sweet intentions.

The Spider and the Fly Mind Map

The Spider and the Fly Glossary

Tamilnadu Board Class 9 English Solutions

10th Standard English Unit 1 Supplementary The Tempest Paragraph Book Back Answers

The Tempest 10th Standard English 1st Lesson Questions and Answers

A. Choose the correct answer.

1. _______ was the chief of all spirits.
(a) Sycorax
(b) Caliban
(c) Ariel
(d) Prospero
Answer:
(c) Ariel

2. _______ raised a threadful storm.
(a) Ariel
(b) Prospero
(c) Miranda
(d) Sycorax
Answer:
(b) Prospero

3. Miranda was brought to the island _______ years ago.
(a) fourteen
(b) ten
(c) twelve
(d) five
Answer:
(c) twelve

4. Prospero ordered Arief to bring _______ to his place.
(a) Gonzalo.
(b) Ferdinand
(c) King of Naples
(d) Antonio
Answer:
(b) Ferdinand

5._______ had provided Prospero formerly with books and provisions.
(a) Antonio
(b) Ferdinand
(c) Gonzalo
(d) Antonio
Answer:
(c) Gonzalo

6. The second human being that Miranda saw on the island was _______.
(a) Ariel
(b) Próspero
(c) Ferdinand
(d) Gonzalo
Answer:
(c) Ferdinand

MCQ – Additional

(i) They lived in a cave made out of _______.
(a) bricks
(b) wood
(c) cement
(d) rock
Answer:
(d) a rock

(ii) There he kept his books, which chiefly treated of _______.
(a) strength
(b) power
(c) magic
(d) wisdom
Answer:
(c) magic

(iii) Caliban was employed like a slave to _______ and do the most laborious offices.
(a) guard the cave
(b) fetch wood
(c) fetch water
(d) run errands
Answer:
(b) fetch wood

(iv) With the help of these spirits, Prospero could _______.
(a) support the people
(b) bring in commotion
(c) work on his study
(d) command the winds
Answer:
(d) command the winds

(v) By his orders, they raised _______.
(a) violent storm
(b) a great commotion
(c) fearful fight
(d) a building
Answer:
(a) violent storm

(vi) Our food lasted till we landed on this _______.
(a) rural area
(b) desert island
(c) Peninsula
(d) forest
Answer:
(b) desert island

(vii) She timidly answered, she was no _______.
(a) fairy
(b) princess
(c) angel
(d) goddess
Answer:
(d) goddess

(viii) This young man you see was in the _______.
(a) forest
(b) ship
(c) island
(d) cave
Answer:
(b) ship

(ix) Prospero had commanded _______ to pile up some heavy logs of wood.
(a) Gonzalo
(b) Ariel
(c) Ferdinand
(d) Caliban
Answer:
(c) Ferdinand

(x) Ariel soon returned with the king, Antonio and _______.
(a) Old Gonzalo
(b) Caliban
(c) Young Ferdinand
(d) wicked Sycorax
Answer:
(a) Old Gonzalo

B. Identify the character or speaker

1. She imprisoned the spirits in the bodies of large trees.
Answer:
Sycorax, the witch

2. He was the chief of all spirits.
Answer:
Ariel

3. It seems to me like the recollection of a dream.
Answer:
Miranda

4. I was Duke of Milan, and you were a princess.
Answer:
Prospero

5. What a trouble must I have been to you then!
Answer:
Miranda

6. Now pray tell me, sir, your reason for raising this sea-storm?
Answer:
Miranda

7. I will soon move you.
Answer:
Ariel

8. I will tie your neck and feet together.
Answer:
Prospero

9. I must finish my task before I take my rest.
Answer:
Ferdinand

10. He repented and implored his brother’s forgiveness.
Answer:
Antonio

Character or Speaker – Additional

1. ‘That was my delicate Ariel’
Answer:
Prospero

2. ‘I left them searching for Ferdinand’
Answer:
Ariel

3. ‘Heaven thank you my dear father’
Answer:
Miranda

4. ‘Wherefore, did they not that hour destroy us’
Answer:
Miranda

5. ‘Be not so amazed daughter, Miranda’
Answer:
Prospero

6. Poor souls ‘they will all perish.
Answer:
Miranda

7. I will resist this?
Answer:
Ferdinand

8. Why are you so ungentle
Answer:
Miranda

9. ‘Come on young man’
Answer:
Prospero

10. O my dear lady I dare not’
Answer:
Ferdinand

C. Answer the following questions in one or two sentences.

1. Who were the inhabitants of the island?
Answer:
The inhabitants of the island were an old man named Prospero and his daughter Miranda.

2. What powers did Prospero possess?
Answer:
Prospero possessed magical powers.

3. Who was Caliban? What was he employed for?
Answer:
Caliban was the son of a witch named Sycorax. He was employed like a slave to fetch wood and do the most laborious work.

4. Who were on the ship? How were they related to Prospero?
Answer:
Prospero’s brother Antonio, the King of Naples, the king’s son Ferdinand and an old lord Gonzalo were on the ship. Antonio, with the help of the King of Naples, deprived Prospero of his dukedom.

5. Why had Prospero raised a violent storm in the sea?
Answer:
Prospero raised a violent storm in the sea to make his enemies repent for the injustice done to him and his daughter.

6. How did Miranda feel when her father raised the storm to destroy the ship?
Answer:
Miranda felt extremely sad for the distress of the members in the ship. She wanted Prospero to have pity on the poor souls.

7. What was Ariel ordered to do with the people on the ship?
Answer:
Prospero ordered Ariel to torment the inmates of the ship by raising a violent storm. He also instructed Ariel to bring Ferdinand, the Prince of Naples to his cave.

8. Give two reasons why Miranda was so concerned about Ferdinand.
Answer:
Ferdinand was the second human whom Miranda had seen after her father. She was attracted by him and had more concern towards him.

9. Why did Prospero set Ferdinand a severe task to perform?
Answer:
Prospero set Ferdinand a severe task to perform to try his constancy. He resolved to throw some difficulties in his way.

10. How was Gonzalo helpful to Prospero when he left Milan?
Answer:
Gonzalo had privately placed water, provisions, clothes and some books, which Prospero loved the most in the boat.

D. Answer the questions in a paragraph of about 100 – 150 words.

Question 1.
Write a detailed character sketch of Prospero.
Answer:
Prospero was skilled magically and used his powers to create storms, provide entertainment, manipulate others, exercise power and control over the lives of others. He enjoyed knowledge and learning of spells. He became so entranced by his magic that he did not notice his brother trying to take his title and kill him. Prospero controlled all those who were around him. In the beginning of the play, he got the help of Ariel, the chief of gentle spirits, to create a violent and windy storm to punish his enemies who harmed him and his daughter. Ariel worked for Prospero in exchange for his freedom from a witch, Sycorax. But Caliban was the son of Prospero’s old enemy Sycorax. So, Prospero employed Caliban like a slave, to fetch wood and do the most laborious work.

Question 2.
Narrate how Prospero made his enemies repent to restore his dukedom.
Answer:
Prospero, the Duke of Milan, was more interested in reading books and in the art of magic. He trusted his brother Antonio and asked him to look after his affairs in his kingdom. But Antonio overthrew Prospero out of the kingdom, with the help of the king of Naples. Prospero reached an island with his daughter and stayed there for twelve years. He released many good spirits from the clutches of the witch Sycorax. With the help of Ariel, he created a violent storm in the sea. He made his enemies travelling in the ship, to suffer for their mistakes done to him. He asked Ariel to bring Ferdinand to the cave. There, Miranda and Ferdinand were attracted to each other. But Prospero tested Ferdinand to try his constancy. At last, he forgave all of them, as they realized their mistakes and repented. Everyone left the island and Prospero restored his dukedom.

Paragraph Questions & Answers – Additional

Question 1.
What role does the storm play in the development of the plot (Tempest)?
Answer:
In Shakespeare’s classic play the tempest, the storm is the plot’s inciting incident, which causes the King of Naples and the royal party to be shipwrecked on Prospero’s island. There he can seek revenge and regain his position as Duke of Milan. With Ariel’s assistance, Prospero takes revenge on his enemies. Once the royal party arrives on the island, Prospero uses his magic to manipulate and confuse his captives, before attaining his revenge and being restored to his rightful position of authority. Overall, the storm serves as the catalyst for placing the royal party on the island, which leads to Prospero’s restoration. The storm also brings Ferdinand and Miranda together. After being separated from the king’s party, Ferdinand discovers Miranda and the two fall in love.

Question 2.
Why is Prospero overthrown?
Answer:
Prospero was so engrossed in his studies, in his books on magic, that he neglected his duties as Duke of Milan. He was more than happy to leave the day to day administration of the Dukedom to his brother, Antonio. This turned out to be a foolish mistake. If someone in a position of authority gives the impression that they are no longer interested in performing their duty, then one can be certain that someone will gladly step into the breach and do it for them. And that is precisely what happens in relation to Prospero. As Antonio was effectively left in charge of the government, he wondered why he couldn’t take over as Duke in form as well as substance. So he made his move and Prospero was removed from office and subsequently banished along with Miranda to a remote island.

E. Rearrange the following sentences in coherent order.

1. He ordered Ariel to torment the inmates of the ship.
2. Miranda was attracted by Ferdinand and had more concern towards him.
3. Prospero and Miranda came to an island and lived in a cave.
4. Prospero forgave them and restored his dukedom, Milan.
5. He raised a violent storm in the sea to wreck the ship of his enemies.
6. Prospero wanted to test Ferdinand and gave a severe task to perform.
Using his powers, Prospero released the good spirits from large bodies of trees.
8. The King of Naples, and Antonio the false brother, repented the injustice they had done to Prospero.
9. Ariel was instructed to bring Ferdinand, the prince of Naples to his cave.
10. Ferdinand was the second human whom Miranda had seen after her father.
Answer:
3,7,5, 1, 9, 10, 2, 6, 8, 4
3. Prospero and Miranda came to an island and lived in a cave.
7. Using his powers, Prospero released the good spirits from large bodies of trees.
5. He raised a violent storm in the sea to wreck the ship of his enemies.
1. He ordered Ariel to torment the inmates of the ship.
9. Ariel was instructed to bring Ferdinand, the prince of Naples to his cave.
10. Ferdinand was the second human whom Miranda had seen after her father.
2. Miranda was attracted by Ferdinand and had more concern towards him.
6. Prospero wanted to test Ferdinand and gave a severe task to perform.
8. The King of Naples, and Antonio the false brother, repented the injustice they had done to Prospero.
4. Prospero forgave them and restored his dukedom, Milan.

The Tempest Additional Questions

I. Fill in the blanks:

1. There was an (i)________ in the sea, the only (ii) ________ of which were an old man named Prospero and his daughter Miranda, a very (iii) ________young lady. She came to this island so young, that she had no (iv)________ of having seen any other human face than her (v)________.
(a) beautiful
(b) memory
(c) island
(d) father’s
(e) inhabitants
Answer:
(i) (c) island
(ii) (e) inhabitants
(iii) (a) beautiful
(iv) (b) memory
(v) (d) father’s

2. By (i)________ of his art, he had released many good spirits from a witch called (ii)________ who had them imprisoned in the bodies of large trees. These gentle (iii)________ were ever after (iv)________ to the will of Prospero of these (v)________ was the chief.
(a) obedient
(b) spirits
(c) virtue
(d) Ariel
(e) Sycorax
Answer:
(i) (c) virtue
(ii) (e) Sycorax
(iii) (b) spirits
(iv) (a) obedient
(v) (d) Ariel

3. Having so said, Prospero gently (i)________his daughter with his magic (ii)________and she fell fast asleep; for the spirit Ariel just then (iii) ________himself before his (iv)________, to give an account of the Tempest and how he had (v) ________ of the ship’s company.
(a) presented
(b) master
(c) wand
(d) disposed
(e) touched
Answer:
(i) (e) touched
(ii) (c) wand
(iii) (a) presented
(iv) (b) master
(v) (d) disposed

4. Ariel gave a (i) ________ description of the storm and of the terrors of the (ii) ________ and how the king’s son Ferdinand, was the first who (iii) ________ into the sea; and his father (iv) ________, he saw his dear son (v) ________ up by the waves and lost.
(a) thought
(b) swallowed
(c) lively
(d) mariners
(e) leaped
Answer:
(i) (c) lively
(ii) (d) mariners
(iii) (e) leaped
(iv) (a) thought
(v) (b) swallowed

II. Match the following

(a)

Answer:
1. (d)
2. (c)
3. (e)
4. (a)
5. (b)

(b)

Answer:
1. (d)
2. (a)
3. (b)
4. (e)
5. (c)

(c)

Answer:
1. (d)
2. (e)
3. (b)
4. (a)
5. (c)

III. Read the passage:

1. They lived in a cave made out of a rock; it was divided into several apartments, one of which Prospero called his study; there he kept his books, which chiefly treated of magic. By virtue of his art, he had released many good spirits from a witch called Sycorax who had them imprisoned in the bodies of large trees. These gentle spirits were ever after obedient to the will of Prospero. Of these Ariel was the chief.

(a) Where did they live?
Answer:
They lived in a cave made out of a rock.

(b) How was it divided?
Answer:
It was divided into several apartments.

(c) What did Prospero keep in one of his apartments?
Answer:
He kept his books which chiefly treated of magic.

(d) How did he release many good spirits?
Answer:
He released many good spirits by virtue of his art.

(e) Who was the chief of all the spirits?
Answer:
Ariel was the chief of all the spirits.

2. Ariel gave a lively description of the storm, and of the terrors of the mariners; and how the king’s son, Ferdinand, was the first who leaped into the sea; and his father thought he saw his dear son swallowed up by the waves and lost. “But he is safe,” said Ariel, “in a corner of the isle, sadly lamenting the loss of the king, his father.
“That’s my delicate Ariel,” said Prospero. “Bring him here: my daughter must see this young prince. Where is the king, and my brother?”
“I left them,” answered Ariel, “searching for Ferdinand, whom they have little hopes of finding, thinking they saw hitft perish. Of the ship’s crew not one is missing; though each one thinks himself the only one saved: and the ship, though invisible to them, is safe in the harbour.

(a) Who gave the lively description of the storm?
Answer:
Ariel gave the lively description of the storm.

(b) What did Ferdinand do?
Answer:
Ferdinand was the first to leap into the sea.

(c) What did the king of Naples think?
Answer:
He thought that his dear son was swallowed up by the waves and lost.

(d) Was the King of Naples safe?
Answer:
Yes the King of Naples was safe.

(e) What happened to the ship?
Answer:
The ship was safe in the harbour.

3. She timidly answered, she was no goddess, but a simple maid, and was going to give him an account of herself, when Prospero interrupted her. He was well pleased to find they admired each other, but to try Ferdinand’s constancy, he resolved to throw some difficulties in their way: therefore advancing forward, he addressed the prince with a stern air, telling him, he came to the island as a spy, to take it from him who was the lord of it. “Follow me,” said he, “I will tie your neck and feet together. You shall drink sea-water; shell-fish, withered roots, and husks of acorns shall be your food.” “No,” said Ferdinand, “I will resist this” and drew his sword; but Prospero, waving his magic wand, fixed him to the spot where he stood, so that he had no power to move.

(a) Who answered timidly?
Answer:
Miranda answered timidly that she was no goddess.

(b) Why was Prospero well pleased?
Answer:
He was well pleased to find they admired each other.

(c) Why was Prospero harsh towards Ferdinand?
Answer:
Prospero was harsh towards Ferdinand because he wanted to try Ferdinand’s constancy.

(d) What did he resolve to do?
Answer:
He resolved to throw some difficulties in their way.

(e) What did Prospero do to Ferdinand by his magic wand?
Answer:
By waving his magic wand, Prospero fixed Ferdinand to the spot where he stood, so that he had no power to move.

IV. Mind Map

1.

Answer:
(i) astonished
(ii) maid
(iii) Duke of Milan
(iv) never saw him
(v) second father

2.

Answer:
(i) astonished
(ii) maid
(iii) Duke of Milan
(iv) never saw him
(v) second father

The Tempest By William Shakespeare

William Shakespeare (1564 -1616) is an English poet, playwright and actor. He is regarded as the greatest writer in the English language and the worlds greatest dramatist of all time. He is often called ‘England’s National Poet’ and ‘Bard of Avon. His works consist of approximately 37 plays, 154 sonnets, two long narrative poems.

The Tempest Main characters

Prospero – An old man Rightful Duke of Milan Miranda’s father Antonio’s brother
Miranda – Beautiful young lady Prospero’s daughter
Sycorax –  A witch Caliban’s mother
Ariel – Chief of gentle spirits
Caliban – Ugly monster Son of Sycorax
King of Naples – Powerful prince Prospero’s enemy Father of Ferdinand
Ferdinand – Prince of Naples
Gonzalo – Kind lord of Prospero’s court

The Tempest Key Points

• Prospero and his daughter Miranda came to an island and lived in a cave.
• A witch, Sycorax, imprisoned many good spirits in the bodies of large trees.
• Prospero released these gentle spirits using his magical powers.
• Ariel was the chief of these gentle spirits. ‘
• Prospero raised a violent storm in die sea to wreck the ship of his enemies.
• He ordered Ariel to torment the inmates of the ship.
• Ariel was instructed to bring Ferdinand, the prince of Naples to his cave.
• Ferdinand was the second human whom Miranda had seen on the island, after her father.
• Prospero wanted to test Ferdinand and gave a severe task to perform.
• Miranda was attracted by Ferdinand and had more concern towards him.
• The King of Naples and Antonio, repented the injustice they had done to Prospero.
• Prospero forgave them and restored his dukedom, Milan.

The Tempest Summary

The play opens with a storm raised by Prospero. Earlier he was the rightful Duke of Milan. He had been set adrift in a boat with his three-year-old daughter, Miranda, by his usurping brother, Antonio. Prospero was more interested in his books and his magic than in the pragmatics of ruling Milan. This caused him to be overthrown by his brother. Arriving at an island, Prospero proceeded to make good use of his magic by freeing the spirit Ariel from the torment of imprisonment by a witch called Sycorax. Prospero found no living person on the island other than Sycorax’s son, an ugly monster, Caliban. Prospero employed Caliban, as a slave, to fetch wood and do the most laborious works. As the play begins, Prospero creates a tempest in order to dash a fine large ship, in which the King of Naples, his son Ferdinand, and Prospero’s brother, Antonio were travelling. He creates this tempest with the help of Ariel. He asks Ariel to bring Ferdinand to his cave. Before the arrival of Ferdinand, he tells his daughter of the misdeeds of his brother Antonio and the King of Naples. He tells the reason for creating the violent storm. He has no intentions of hurting them. But he wants them to realize their mistake and repent. When Ferdinand comes to his cave, he gets attracted to Miranda. They fall in love with each other. Prospero tests Ferdinand’s constancy by making him to perform severe tasks. Finally, Ariel makes Prospero’s enemies to realize their mistake. They repent for it. Prospero forgives them and restores his dukedom Milan.

The Tempest GLOSSARY

afflict – trouble
altered – changed
apparel – dress; clothes on
charge – duty
compelling – forcing
constancy – loyalty
deprive (v) – to take something important or necessary away from someone
dreadful (adj.) – extremely bad or unpleasant
duke (n) – a man of very high social rank in some European countries; a king
enchanted – charmed
famished (adj.) – extremely hungry
fatigue (n) – extreme tiredness
lamenting – shedding tears
mast – a tall upright post on a ship or boat
perish –  die
repent (v) – to be very sorry for something bad you have done.
resistance (n) – The act of fighting against something
resolved – determined to do something
stupefied – stunned
tackle – try to solve
tormenting (v) – making someone suffer or worry a lot
vexation (n) – worry or anger
voracious  (adj.) – very eager for something
withered – dried

Tamilnadu Board Class 10 English Solutions

9th Standard English Unit 2 Prose I Cant Climb Trees Anymore Paragraph Book Back Answers

I Cant Climb Trees Anymore 9th Standard English 2nd Lesson Questions and Answers

Question 1.
What was the old house built with?
Answer:
The old house was built with solid blocks of granite, which wasn’t altered at all.

Question 2.
Does the visitor still live in the house?
Answer:
No, the visitor had sold his house, after his grandmother’s death and went away.

Question 1.
What did the visitor hide in the jackfruit tree?
Answer:
The visitor hid his grandfather’s Iron Cross in the jackfruit tree.

Question 2.
When did the visitor actually hide the iron cross?
Answer:
The visitor actually hid the Iron Cross twenty-five years ago.

A. Based on your understanding of the story, indicate either T (True) or ‘F’( False) against the columns.

B. Based on your understanding of the story, answer the following questions by choosing the correct answer.

Question 1.
The story I Can’t Climb Trees Anymore highlights the importance of __________________.
(a) old age
(b) youth
(c) adulthood
(d) middle age
Answer:
(b) youlh

Question 2.
The house which was visited by the man __________________.
(a) remained unchanged
(b) was totally changed
(c) was slightly repaired
(d) was given a facelift
Answer:
(c) was slightly repaired

Question 3.
Who said, “A blessing rests on the house where the shadow of a tree falls”?
(a) Grand mother
(b) Uncle
(c) Grand father
(d) The visitor
Answer:
(a) Grand mother

Question 4.
The visitor came back to the house because he __________________.
(a) wanted to see the jackfruit tree
(b) was looking for his lost youth
(c) wanted to look again at his old house
(d) wanted to buy the house.
Answer:
(b) was looking for his lost youth

Question 5.
The visitor gifted the __________________ to the little girl.
(a) iron cross
(b) marbles
(c) bronze medal
(d) old coins
Answer:
(a) iron cross

MCQs – Additional

Question 1.
The flying trapeze is a __________________ in which people swing from and end to another end.
(a) circus act
(b) circus ring
(c) circus show
Answer:
(a) circus act

Question 2.
Who said, “I can’t climb trees anymore,”
(a) Narrator
(b) Little girl
(c) Grand father
Answer:
(a) Narrator

C. Answer the following questions in a sentence or two.

Question 1.
Explain : “Blessings rest on the house where the shadow of a tree falls”.
Answer:
It shows the importance of trees to a house. The tree keeps on yielding fruits and gives shade.

Question 2.
What did the writer observe about the house?
Answer:
The house was not altered but there was a new outhouse and fewer trees. The turnstile was gone and the opening walled up.

Question 3.
What was the local superstition about trees?
Answer:
If the shadow of a tree falls on the house, then the house will be a blessed one.

Question 4.
What did the visitor do with the turnstile when he was a boy?
Answer:
As a boy, the visitor would swing on it, going round and round until he was quite dizzy.

Question 5.
Who is the owner of the house now?
Answer:
A colonel, the father of the little girl, is the owner of the house.

Question 6.
Why did the visitor return to his old house?
Answer:
The visitor returned to his old house just to relive his childhood memories.

Question 7.
How did he get back the Iron Cross?
Answer:
The little girl climbed up the tree and brought him his Iron Cross.

Question 8.
How did the grandfather get the iron cross? (^)
Answer:
Grandfather got the Iron Cross from a German soldier. It was awarded for bravery during the first World War.

Question 9.
What did he do with the old Iron Cross?
Answer:
The visitor left it in the hollow of the jackfruit tree and forgot all about it, while vacating the house.

Question 10.
Where had he left his childhood treasures?
Answer:
He had left his childhood treasures in a small hollow of the jackfruit tree.

Short Questions and Answers; Additional

Question 1.
What was the visitor looking at?
Answer:
The visitor stood on the grass verge by the side of the road and looked over the garden wall at the old house.

Question 2.
What were the slight changes observed by the visitor?
Answer:
There was a new outhouse, and there were fewer trees. At the spot where he stood there had once been a turnstile, now the turnstile was gone, the opening walled up.

Question 3.
Name the two things about the house that had not changed.
Answer:
The old house built with solid blocks of granite wasn’t altered at all. The Jackfruit tree still stood at the side of the building casting its shade on the wall.

Question 4.
Describe the little girl.
Answer:
The little girl was only twelve or thirteen with lively eyes and long black hair.

Question 5.
When had the visitor lived in the house? Why had he left the house? .
Answer:
The visitor had lived in the house twenty-five years ago, as a boy and as a young man.
His grandmother died, and his house had been sold. He then went away.

Question 6.
What according to the girl, made the visitor come back?
Answer:
She thought the visitor had come back to buy the house, but he did not have enough money to do so.

Question 7.
What liberty had the girl’s parents granted her?
Answer:
She was allowed to bring her friends home. Her parents would not mind if she did so.

Question 8.
How did the visitor prove his youthful energy?
Answer:
The visitor decided to climb over the wall instead of going round to the gate. In the process of climbing up, he rested on the wall, breathing heavily.

Question 9.
What was the significant of the stone bench?
Answer:
The stone bench under the mango tree was the one on which his grandmother used to rest, when she was tired of pruning rose bushes and bougainvillaea.

Question 10.
What memories flooded into the visitor’s mind in the garden? „
Answer:
The visitor closed his eyes and remembered other times – the music of a piano, the chiming of a grandfather clock, the constant twitter of budgerigars on the veranda, his grandfather cranking up the old car.

Question 11.
Mention the treasures the visitor had kept in the hollow of the tree.
Answer:
Marbles he had won, a book he was not supposed to read, a few old coins he had collected and his grandfather’s iron cross were kept in the hollow of the tree.

Question 12.
Why wasn’t the Iron Cross actually his grandfather’s?
Answer:
The Iron Cross was a German decoration awarded for bravery during the First World. War, when his grandfather fought in France. It was not given to him because he was a British soldier. He got it from a German soldier.

Question 13.
Why had the visitor left the Iron Cross in the tree?
Answer:
The visitor was so excited at the time of leaving, packing and saying goodbye to people and thinking about the ship he was going to sail on that he had simply forgotten all about the iron cross.

Question 14.
What was the purpose of the narrator’s visit?
Answer:
He had not come to get the iron cross. He had come there to relive his youth.

Question 15.
What might have been the reason for the visitor’s sprightliness?
Answer:
The visitor recalled his childhood days, spent at the house and enjoyed every moment of it. He felt he had regained his youth, though he was not able to climb trees any longer as he had surpassed youthful days of courage and strength.

Paragraph Questions and Answers : Additional

Question 1.
What were the visitor’s reminiscences of his youthful days at the old house?
Answer:
As a boy, the visitor would swing on the turnstile, going round and round until he was quite dizzy. The visitor, as a boy, would sit on a stone bench under a mango tree, where his grandmother rested after pruning rose bushes and bougainvillea. He would listen to the music of a piano, the chiming of a grandfather clock, the constant twitter of birds on the veranda and his grandfather cranking up his old car.

Question 2.
Trace the purpose of the narrator’s visit to the house and the treasure he retrieved in the end.
Answer:
The visitor had come to the house, thinking of old times. He would hide his treasures like marbles, a book and a few old coins in the hollow of the jackfruit tree. He had hidden his grandfather’s Iron Cross, while vacating the house. The girl urged him to keep it, but he gave it back to her. After having spent some time with the innocent girl, sharing his childhood memories, he felt he had got back his youth. His heart was filled with joy and he left the place happily.

Question 3.
Describe the bond of friendship that spruced up between the visitor and tha little girl.
Answer:
The visitor did not come to frighten the girl or take away her belongings. The girl was carried away to know why the visitor had paid her a visit. She learnt of the joyful days of the visitor’s childhood. She even got the medal – Iron Cross that belonged to his grandfather and had been left in a small hollow in the branch of the jackfruit tree for twenty five years. The visitor, as a token of love, had given it to her. Thus both the visitor and the girl became thick friends, in their short span of their brief acquaintance.

D. Match the words in column A with the meanings in column B by drawing a line as shown.

Answer:

1. (f)
2. (e)
3. (a)
4. (b)
5. (c)
6. (d)
7. (j)
8. (h)

E. Read these shortened forms of words and write the flillform for the remaining words and complete the table given below.
Eg : won’t: will not
I’d: I had /1 would
I’ll: I will

Speaking

F. You are visiting a primary school where on studied classes I to IV, after six years. You get a chance to go to your standard two classrooms and you are permitted to sit at the same place where you used to sit.

Question 1.
What would you remember?
Answer:
Teachers, friends, stories, playtime would be the things remembered.

Question 2.
Describe your feelings at that time.
Answer:
I used to enjoy coming to school when I was in second standard, I used to play and colour and draw and listen to stories.

Question 3.
Who do you miss very badly, your friends or teachers?
Answer:
I miss my friends.

Question 4.
Share your thoughts with the class.
Answer:
I also think of my teachers with gratitude and love. They shaped me and moulded me with virtues and good principles. I would very much like to talk to them and thank them. I also wish to meet my friends, whom I played with and relive those happy moments of innocent childhood, filled with happiness and petty fights.

Writing

G. On. Seeing these iictures, you would have gone down your memory lane. Write a paragraph in about 50 words describing your favourite sport when you were young.

Answer:
When I was young, I used to run about swinging my catapult and aiming at monkeys, crows and fruits on trees. I also played cricket with my friends on the road. Whenever a vehicle passed by, we had to stop the game. When people passed that way, we would stop and then resume the game after they had left. It was a wonderful period full of happiness and no responsibilities at all.

Think and Write

H. Based on the story and your own ideas write your answers in about 80 to 100 words each:

Question 1.
Imagine yourself as the writer. Narrate the story of your visit to your ancestral house.
Answer:
I visited my ancestral home after 25 years. I used to live there before 25 years and enjoyed playing in the garden swing, climbing trees and discussing with my friends and relatives on various topics. My ancestral home belongs to my grandfather and he inherited it from my great grandfather. When I went there after twenty five years, I was almost fifty years old. Certain parts of the house, were changed but the Jack-fruit tree continued to be there, giving shade. This was considered as a blessing to the house. I had hidden same treasures in the hollow of the tree and found the Iron Cross when a small girl of 13 years climbed and searched for it in the tree. My visit brought many memories of the past. I couldn’t stay there because my grandfather sold it to someone else.

Question 2.
The man who came to the house gave the cross as a gift to the girl. Why did he do this? What do you think would have happened if he had taken back the cross with him?
Answer:
He gave the cross as a gift to the girl because he might have felt she found the treasure so she could have it. If he had carried it with himself he would have saved it as a treasure because it would remind him of his days in youth when he could, climb the Jackfruit tree in his ancestral home. Now the house does not belong to him nor was he able to climb the tree as he was no more a youth.

Creative Writing

I. Write a letter to your friend describing your ancestral house.
Answer:

25, Rajaji Street,
Kumbakonam.
12th May, 2019

Dear Naresh,

You would be surprised to know that I am now writing this letter from Kumbakonam, as I have come here to visit my grandmother. Oh, what a palatial house she’s got, here in the heart of the town. It has two storeys, and imagine, the steps are made of wood. There is a big granary at the comer of the house and she grazes three cows, all succulent one, in the backyard. The backyard is a big to walk about. The lovely garden in the backyard is lull of pageant flowers and true music of various sweet chirping birds. It is such a wonderful house. Nearly fifty people can live there. I enjoy being here. I welcome you here too.

Convey my regards to all at home.

Your loving friend,
Md. Yusuf.

Grammar

Degrees of Comparison

A. Work with a partner and fill in the table with information about your locality. You may add more information, if necessary. When you finish filling the table, write a short paragraph comparing the two places.

My partner’s place is farther than my place to the railway station. But she is closer to the airport than me. I have shopping centres and temples more closer than my partner. The important heritage centres are fewer in my area than my partner’s area. There is a pond in my partner’s location and the traffic is not heavier than my area. There are four hotels and a park closer to my/esidence than my partner’s place.

B. Give your opinion and compare the items in each picture using -er, more, less, or an irregular form. Use the words. You may form your sentences in more than one way.

[healthy, wholesome, calorific]
1. (a) Fresh vegetables are healthier than pizza.
(b) They are wholesome than fast foods.
(c) Pizza is not calorific than fresh vegetables.

[eco-friendly, economical, safer]
2. (a) Using a bicycle is eco-friendly than using a motorbike
(b) Bicycle is economical than motorbike.
(c) It is also safer than the motorbike.

[educational, interesting, trendy]
3. (a) The Radio does not give more educational benefits than a mobile phone.
(b) Mobile phone is more interesting than a radio.
(c) It is also more trendy than a radio.

[safe, comfortable, quick]
(a) It is safer to travel in a train than a bus.
(b) Train is more comfortable than a bus.
(c) A train travels quicker than a bus.

[cozy, costly, sturdy]
5. (a) The sofa is costlier than a chair.
(b) It is cozier than a chair.
(c) The sofa looks sturdier than a chair.

C. Look at the bar-graph. Write five sentences using the appropriate degrees of comparison.

Answer:

1. Paragliding’s popularity in 2001 was more than in 2017.
2. Rafting is more popular in 2017 than in 2001.
3. Rock-climbing attracted more climbers in 2017 than in 2001.
4. Bungee jumping is more popular in 2017 than in 2001.
5. The sport surfing attracted less people in 2017 than in 2001.

D. Listen to the conversation between Leena and her mother and list down a few new words. Using a dictionary find out the meaning for those words.

Warm up

Question a.
Have you ever tried swinging from a tree?
Answer:
Yes, as a child I had attached ropes to the branches and had been swinging frequently.

Question b.
Have you ever climbed up a tree to pluck fruits?
Answer:
Yes. I have competed with my friends in climbing up and plucking fruits.

Question c.
Think of other occasions when you have climbed up trees, either near your homes or outside. Share your reasons with the class.
Answer:
I had climbed up a tree

• to look at a lovely bird and its nest;
• to pluck tasty fruits and eat them;
• to observe the young ones of trees etc.

Synonyms & Antonyms: Additional Questions

Choose the appropriate Synonym of the underlined words.

Question 1.
He was glad to see that the Jack fruit tree still stood at the side of the building casting its shade on the wall.
(a) throwing
(b) dancing
(c) lighting
(d) showering
Answer:
(a) throwing

Question 2.
At the spot where he stood, there had once been a turnstile.
(a) plant
(b) revolving gate
(c) shrub
(d) tree
Answer:
(b) revolving gate

Question 3.
He stood on the grass verge by the side of the road and looked over the garden wall at the old house.
(a) comer
(b) at the top
(c) at the edge
(d) middle
Answer:
(c) at the edge

Question 4.
when she was tired of pruning rose bushes and bougainvillea.
(a) augmenting
(b) growing
(c) trimming
(d) spreading
Answer:
(c) trimming

Question 5.
It was on the tip of his tongue to make a witty remark.
(a) funny
(b) intelligent
(c) awkward
(d) foolish
Answer:
(b) intelligent

Question 6.
He did not look very prosperous.
(a) poor
(b) flourishing
(c) well
(d) popular
Answer:
(b) flourishing

Question 7.
‘Middle-aged man on the flying trapeze’ he muttered to himself.
(a) utter in a low voice
(b) speak loudly
(c) shouted
(d) screamed
Answer:
(a) utter in a low voice

Question 8.
He slithered down into a flowerbed.
(a) stood
(b) slipped
(c) looked
(d) sat
Answer:
(b) slipped

Question 9.
He shattered the stem of a hollyhock.
(a) pasted
(b) broke
(c) joined
(d) attached
Answer:
(b) broke

Question 10.
They stood on either side of the wall appraising each other.
(a) talking
(b) shouting
(c) assessing
(d) commenting
Answer:
(c) assessing

Another type of exercise

Choose the appropriate Synonym of the underlined words.

1. He stood on the grass verge (i) by the side of the road and looked over the garden wall at the old house. It hadn’t changed much. The old (ii) house built with solid blocks (iii) of granite wasn’t altered (iv) at all. But there was a new outhouse, and there were fewer (v) trees.

i) (a) middle
(b)edge
(c) sphere
(d) outfield
Answer:
(b) edge

ii) (a) fresh
(b) current
(c) new
(d) ancient
Answer:
(d) ancient

iii) (a) balls
(b) openings
(c) edges
(d) bars
Answer:
(d) bars

iv) (a) retained
(b) worsened
(c) changed
(d) not updated
Answer:
(c) changed

v) (a) other
(b) less
(c) more
(d) outsize
Answer:
(b) less

2. As they walked across the grass he spotted (i) a stone bench under a mango tree. It was the bench on which his grandmother used to rest (ii) when she was tired (iii) of pruning (iv) rose bushes and bougainvillea. ‘Let’s just sit here,’ he said. ‘I don’t want to go inside.’ She sat beside (v) him on the bench

i) (a) cleaned
(b) unstained
(c) bleached
(d) noticed
Answer:
(d) noticed

ii) (a) hurry
(b) relax
(c) struggle
(d) move
Answer:
(b) relax

iii) (a) fresh
(b) energetic
(c) weary
(d) active
Answer:
(c) weary

iv) (a) trimming
(b) watering
(c) lengthening
(d) augmenting
Answer:
(a) trimming

v) (a) further
(b) farther
(c) near
(d) apart from
Answer:
(c) near

3. She didn’t understand that, but she walked with him to the gate and waited. Where the road turned (i), he looked back and waved to her. Then he quickened (ii) his steps and moved briskly (iii) towards the bus stop. There was sprightliness (iv) in his step, and something cried aloud (v) in his heart.

i) (a) straightened
(b) revolved
(c) departed
(d) flourished
Answer:
(b) revolved

ii) (a) hastened
(b) lagging
(c) slowed
(d) weakened
Answer:
(a) hastened

iii) (a) listlessly
(b) energetically
(c) sluggishly
(d) slowly
Answer:
(b) energetically

iv) (a) laziness
(b) inactivity
(c) indolence
(d) liveliness
Answer:
(d) liveliness

v) (a) inaudibly
(b) placidly
(c) in a loud noise
(d) vaguely
Answer:
(c) in a loud noise

(ii) Choose the correct Antonyms of the word underlined below.

Question 1.
The old house built with solid blocks of granite wasn’t altered at all.
(a) changed
(b) fixed
(c) turned
(d) transferred
Answer:
(b) fixed

Question 2.
He was glad to see that the Jackfruit still stood at the side of the building.
(a) happy
(b) merry
(c) sad
(d) joyful
Answer:
(c) sad

Question 3.
A blessing rests on the house, where the shadow of a tree falls.
(a) curse
(b) gratitude
(c) luck
(d) chance
Answer:
(a) curse

Question 4.
She was only twelve or thirteen with lively eyes and long black hair.
(a) dull
(b) active
(c) enthusiastic
(d) hopeful
Answer:
(a) dull

Question 5.
The man burst out laughing.
(a) wailing
(b) grinning
(c) mocking
(d) kidding
Answer:
(a) wailing

Question 6.
He got up on the wall all right, but had to rest there, breathing heavily.
(a) strongly
(b) lightly
(c) calmly
(d) amply
Answer:
(b) lightly

Question 7.
You found it after all’
(a) got
(b) regained
(c) lost
(d) captured
Answer:
(c) lost

Question 8.
‘Yes, I was so excited at the time.
(a) joyful
(b) happy
(c) merry
(d) calm
Answer:
(d) calm

Question 9.
I was a bit of crow, you know, collecting bright things and putting them away.
(a) scattering
(b) throwing
(c) gathering
(d) putting
Answer:
(a) scattering

Question 10.
Something cried aloud in his heart.
(a) big
(b) small
(c) large
(d) silent
Answer:
(d) silent

Question 11.
He did not look prosperous.
(a) success
(b) failure
(c) victorious
Answer:
(b) failure

Another type of exercise

Choose the appropriate Antonyms of the underlined words.

1. They were silent (i) for some time. The man closed his eyes and remembered other times – the music of a piano, the chiming of a grandfather clock, the constant (ii) twitter of budgerigars on the veranda, his grandfather cranking up the old (iii) car…. ‘I used to climb (iv) the jackfruit tree,’ he said, opening (v) his eyes.

i) (a) quiet
(b) mute
(c) clamorous
(d) dumb
Answer:
(c) clamorous

ii) (a) inconsistent
(b) continual
(c) uninterrupted
(d) regular
Answer:
(a)inconsistent

iii) (a) archaic
(b) modem
(c) antique
(d) vintage
Answer:
(b) modern

iv) (a) rise
(b) ascent
(c) descend
(d) mount
Answer:
(c) descend

v) (a) fling
(b) chinking
(c) clefting
(d) closing
Answer:
(d) closing

2. ‘No, no. Not after (i) climbing the garden wall. Let’s just sit here for a few (ii) minutes and talk. I mention the jackfruit tree because it was my favourite (iii) place. Do you see that thick (iv) branch stretching out over the roof? Half way along it there’s a small (v) hollow in which I used to keep some of my treasures.’

i) (a) later
(b) back
(c) next
(d) before
Answer:
(d) before

ii) (a) petty
(b) many
(c) scanty
(d) slight
Answer:
(b) many

iji) (a) choice
(b) ideal
(c) disliked
(d) main
Ans:
(c) disliked

iv) (a) obtuse
(b) thin
(c) dull
(d) dense
Answer:
(b) thin

v) (a) little
(b) tiny
(c) minor
(d) big
Answer:
(d) big

3. “I left it in the jackfruit tree.” “You left it in the tree?”. “Yes, I was so excited (i) at the time, packing and saying goodbye to people and thinking about the ship I was going to sail on that I simply (ii) forgot all about it”. She quietly (iii) said, “It may still (iv) be there. In the hallow (v) part of the branch”.

i) (a) thrilled
(b) stimulated
(c) aroused
(d) bored
Answer:
(d) bored

ii) (a) merely
(b) hardly
(c)just
(d) plainly
Answer:
(b) hardly

iii) (a) gently
(b) softly
(c) loudly
(d) calmly
Answer:
(c) loudly

iv) (a) even now
(b) so far
(c) yet
(d) no longer
Answer:
(d) no longer

v) (a) sublimate
(b) consecrate
(c) defile
(d) solemnize
Answer:
(c) defile

I Cant Climb Trees Anymore By Ruskin Bond

May 1934. He is an award winning Indian He is much renowned for his role in creating The Indian Council for Child Education has of childrens literature in India. He received 1 for Xhir trees still grow in Dehra”. Padma Bhushan in 2014.

I Cant Climb Trees Anymore Summary

A visitor watched the old house that had not changed. It was built with granite walls. It had a new outhouse with fewer trees. The Jackfruit tree was still there giving shade. His grandmother felt the shade was a blessing from, the trees. As a boy he used to swing on a turnstile going round and round. Now it was gone. The tall hollyhocks grew on the other side of the wall. A girl stood between the red hollyhocks staring at the man. She was twelve or thirteen years old, slim, with lovely eyes and long black hair.

The girl asked the man whether he wanted to buy the house. The girl said it was her father’s house and that he was a Colonel. She says that her mother said that he should have become a brigadier. They stood on either side of the wall appraising each other. The man said that he looked at the house because he lived there once and they had sold the house after his grandmother’s death. She asked whether he would like to buy the house then. Later she realised he didn’t have the money as he didn’t look prosperous. He said he only wanted to see it and the girl said that they had lived there for three years. She called him in to have a better view of the house and that her parents wouldn’t mind. She finds that he is middle aged. He climbed the wall, got up on the wall and rested breathing heavily.

She said she would help him on the flying trapeze. She gave him her hand. He slipped down into a flower bed, breaking the stem of a hollyhock. Across the grass he spotted a stone bench under a mango tree. It was the bench where his grandmother sat trimming rose bushes and bougainvillea. He wanted to sit outside. She sat with him on the bench. They were silent and the man closed his eyes and remembered the music of a piano, the chiming of a grandfather clock, the noise of the birds on the veranda and his grandfather repairing the old car.

He remembered climbing the jackfruit tree. She said her parents wouldn’t mind him climbing the tree. He only wanted to sit and talk for a few minutes. His favourite place was the Jackfruit tree. He said he used to keep his treasures in the hollow of the tree. Treasures were only marbles he had won, a book he wasn’t supposed to read, old coins, grandfather’s Iron Cross awarded for bravery during the first world war in France. He got it from a German soldier. She asked whether he had the Iron Cross. He didn’t. He had left it in the Jackfruit tree. Being very excited at that time and bidding goodbye before sailing in the ship he forgot all about it.

Thinking it might still be there in the hollow of the tree, he said unless someone else found it, since twenty five years had passed. He said he can’t climb trees anymore to have a look and she said she would. She found it and ran towards him with a rusty old medal in her hand. He made sure that it was the same Iron Cross. She asked him whether he had come to find it. He said he wasn’t sure and asked her to have it as she found it and that it would have even been there for another 25 years.

He placed the medal in her hands and said that he had come for his youth and not for the Iron Cross. As he walked away to the bus stop he remembered his youth and the air filled with the smell of the sweet mango and the summer breeze made his blood rush in his veins forgetting the feel that he was so old that he couldn’t climb trees anymore.

I Cant Climb Trees Anymore Mind map

I Cant Climb Trees Anymore Glossary

Synonyms

Antonyms

Tamilnadu Board Class 9 English Solutions

9th Standard English Unit 1 Prose Learning the Game Book Back Answers

Learning the Game 9th Standard English 1st Lesson Questions and Answers

Question.
Who were Sachin’s favourite players?
Answer:
Sachin’s favourite players were Sunil Gavaskar and West Indian legend Viv Richards.

Question.
What was special about Shardashram Vidyamandir in Mumbai?
Answer:
Shardashram Vidyamandir gave due importance to the game of cricket.

Question.
What was the opportunity that transformed the life of Sachin?
Answer:
When the coach Achrekar agreed to let Sachin join the camp, he was delighted. It was an opportunity that transformed his life.

Question.
What sort of conversations did Ajit and Sachin have while travelling?
Answer:
Ajit and Sachin would talk a lot about the precise changes of in batting.

Question.
What routine did Sachin follow in washing his clothes?
Answer:
Sachin’s routine was to wash his only one set of cricket clothes, as soon as he returned from his morning session. He would dry them and would wear them again in the afternoon. The pattern was repeated in the evening so that he could use the same set of clothes the following morning.

Question.
What did Achrekar inform Ajit?
Answer:
Achrekar informed Ajit that Sachin had the potential to be a good cricketer, if he practised all the year around.

Question.
What was the suggestion given by Achrekar to Sachin’s father?
Answer:
Achrekar suggested Sachin’s father to change his son’s school. He wanted him to come to Shardashram Vidhyamandir, where Achrekar was the cricket coach.

Question.
What acted as a safety valve?
Answer:
All of Sachin’s excess energies were getting channelled into cricket. This acted as a kind of safety valve to him.

Question.
What did Sachin do during the thirty minute break?
Answer:
During the thirty-minute break, Achrekar would often give Sachin some money to go and have a Vadapav, a popular Mumbai fast food.

Question.
What is the intense ‘fifteen minutes’ mentioned?
Answer:
Towards the last fifteen minutes, Achrekar would place a one rupee coin on top of the stumps and if Sachin managed to avoid getting out, the coin was his. In this session every bowler in the camp, would come and bowl to him with some sixty to seventy boys fielding. It meant that he had to hit every ball along the ground to survive those intense fifteen minutes.

Question.
What did Sachin’s father do just to make Sachin happy?
Answer:
Sachin’s father would always end up giving Sachin what he wanted just to see him happy.

Question.
What did embarrass Sachin in the bus?
Answer:
It was a challenge for Sachin to stand with his kitbag in the bus. The conductors would complain about Sachin taking up the space of another passenger. They were often rude to him and would sometimes ask him to buy two tickets. This situation was so embarrassing to Sachin.

Question.
What made Sachin forget, to go to the nets?
Answer:
Sachin felt that playing with his friends at home was such a fun that he would conveniently forget to go to the nets.

Question.
What did Achrekar advise Sachin?
Answer:
Achrekar would advise Sachin not to waste his time playing disordered games with the kids. Cricket is waiting for him at the nets. Practice hard and see what magic it can show.

A. Answer the following questions in one or two sentences.

Question 1.
What was coach Achrekar’s first impression on Sachin?
Answer:
Achrekar’s first impression on Sachin was that he felt he was too young to make the camp.

Question 2.
Why did Sachin feel that the schedule of the camp was ‘rigorous’?
Answer:
The camp involved a session every morning and evening at Shivaji Park. Sachin would practice between 7.30 am and 10.30 am. He would again go in the afternoon and practice till late evening. He would be exhausted at the end of the day. Thus the schedule was rigorous.

Question 3.
What did serve as a very personal coaching manual to Sachin?
Answer:
A note, which was given by his brother Ajit, served as a very personal coaching manual. It contained some thoughts about batting.

Question 4.
Why was Sachin asked to change the school?
Answer:
Sachin was asked to change the school, as the New English School did not have any cricket facilities.

Question 5.
What was the condition laid down by Sachin’s father for changing the school?
Answer:
The condition laid down by Sachin’s father for changing the school was that if Sachin is really serious about playing cricket, he would change his school.

Question 6.
How did the act with the one rupee coin help Sachin become a good cricketer?
Answer:
Winning the one-rupee coin used to give Sachin immense satisfaction and taught him to concentrate even after he was physically drained.

Question 7.
What did help Sachin to build his physical and mental stamina?
Answer:
As the last part of Sachin’s training, Achrekar would ask Sachin to run two full circuits of Shivaji Park with his pads and gloves on. Sachin would be completely exhausted by the end of it. It was a routine he would repeat right through his summer holidays. This helped him to build up his physical and mental stamina.

Question 8.
Which incident triggered the coach to be angry on Sachin?
Answer:
Once, Sachin avoided his daily evening practice to watch an inter-school cricket match. Least did he expect that his coach would be there. The coach became angry on Sachin and told him that people all over the world should watch him play.

Question 9.
Why do you think Achrekar punished Sachin?
Answer:
When the coach Achrekar was trying to teach a very important lesson, Sachin was inattentive and did not carry out his orders. So he was punished.

Question 10.
7 owe my self to him’ – What does Sachin mean by this?
Answer:
Had it not been for the coach Ramakant Achrekar, Sachin would not be the cricketer he turned out to be. Achrekar was a strict disciplinarian and did everything, he could for Sachin. So Sachin says that he owes himself to Achrekar.

Short Questions and Answers : Additional

Question 1.
What did Sachin play from a very early age?
Answer:
Sachin played tennis ball cricket with his colony friends.

Question 2.
What did Sachin often tried to emulate?
Answer:
Sachin often tried to imitate (emulate) the mannerisms of his favourite players Sunil Gavaskar and Vivian Richards.

Question 3.
Where was he studying at first?
Answer:
At first, he was studying in the New English School in Mumbai.

Question 4.
When did the coach Achrekar started playing cricket?
Answer:
Ramakant Achrekar started playing cricket at the age of eleven in 1943.

Question 5.
What was the timing given to Sachin for his practice at Shivaji Park?
Answer:
The timings were between 7.30 am and 10.30 am in the morning.

Question 6.
Why did Sachin keep a note, given by his brother all throughout his career?
Answer:
Sachin kept a note given by his brother carefully, since it contained some thoughts about batting and served as a very personal coaching manual.

Question 7.
How many matches did Sachin play in his first year at Shardarshram?
Answer:
In the first year at Shardashram, Sachin played fifty-five practice matches during the summer break of sixty days.

Question 8.
What was Sachin’s regular demand, while going home with his father?
Answer:
Sachin would always ask his father to treat him to a special fruit cocktail at a juice centre near the club.

Question 9.
What was a great learning experience for Sachin?
Answer:
Taking the bus or train from Bandra to Church gate with a lot of embarrassing moments was a great learning experience for Sachin.

B. Answer the following in a paragraph of120-150 words:

Question 1.
‘Achrekar was a sincere coach’. Substantiate.
Answer:
Ramakant Achrekar coached young cricketers at Shivaji Park in Mumbai. At the age of twelve, Tendulkar would practice for hours and hours in the nets. If he became exhausted, Achrekar would put a one rupee coin on top of the stumps and the bowler who dismissed Tendulkar would get the coin. If Tendulkar passed the whole session without getting dismissed, the coach would give him the coin. Achrekar used to encourage Sachin at all times and gave him practice thoroughly. Tendulkar lauded his contribution to cricket and said his mentor looked after all players really well. During the training session, Achrekar worked sincerely and gave rigorous training to everyone in the camp. Had it not been for Achrekar, Sachin would not be the cricketer he turned out to be. The coach Achrekar was a strict disciplinarian and did everything he could for Sachin.

Question 2.
Narrate in your own words the hardships underwent by Sachin to become a great cricketer.
Answer:
Sachin started playing cricket at the age of eleven in 1984. He was trained at Shivaji Park by his coach Ramakant Achrekar, who worked in Shardashram Vidhyamandir. He ran summer camps too. Sachin had a vigorous training under him. He would practise between 7.30 am and 10.30 am in the morning. Then he would come back in the afternoon and practise till evening. The schedule was rigorous and he would be exhausted by the end of the day. During the bus journeys, he would have a conversation with his brother Ajit about the various changes in batting. He used to have only one set of cricket clothes.

So he had to wash the set after every session, to wear them for his next session. He had to face a lot of embarrassing moments while travelling in the bus to Shivaji Park. There was also an immense fifteen minutes training with a one rupee coin by the coach. Though his coach punished him on one occasion, the coach contributed a lot in the success of Sachin Tendulkar. Without the coach Achrekar, Sachin would not be the cricketer, he turned out to be. Sachin says he owes himself to Achrekar.

Question 3.
Quote the sentences which you find most inspiring from ‘Learning the Game’. How do they inspire you? Explain.
Answer:
The game would be most inspiring to the youngsters of today such ones are: “All my excess energies were getting channelled into cricket, which acted as a kind of safety valve”.’ My father always said that all he wanted me to do was give it my best effort without worrying about the results’. “Winning the one rupee coin used to give me immense satisfaction and taught me how to concentrate even when physically drained”. “Had it not been for Sir, I would not be the cricketer I turned out to be”. “I owe myself to him”.

All these sentences would inspire each and everyone who reads this extract as it reveals the determination, the will power, hard work and the difficulties undergone by Sachin Tendulkar and his family to achieve his goal as a cricketer. His family members also supported him and encouraged him throughout his career. The youngsters should learn a lot from this all-rounder.

Paragraph Questions and Answers : Additional

Question 1.
Narrate the incident of Sachin’s induction into the Mumbai Cricket circuit.
Answer:
Sachin loved watching cricket on television. In his games, he often tried to imitate the mannerisms of his favourite players. Seeing the interest of Sachin in the game of cricket, his brother Ajit took him to Ramakant Achrekar, the cricket coach. When Sachin was asked to bat by the coach, he felt nervous and failed to make an impact. His coach told Ajit that Sachin was too young to make the camp. He suggested that he should bring him when he was a little older. Sachin thought that his induction into the Mumbai cricket circuit could have ended in failure. But his brother requested the coach to give Sachin another opportunity. He also suggested that the coach should pretend to go away and then watch him play from a distance. The coach agreed and asked Sachin to bat again. Sachin felt more at ease without his coach near him. So he batted well and was delighted to join in the camp.

Question 2.
What made Sachin’s father agree to Achrekar’s suggestion?
Answer:
One evening, the coach Achrekar called Sachin’s father and suggested to change Sachin’s school. He told him to move Sachin to Shardarshram Vidhyamandir. His father and brother accepted that it was necessary to change the school, if cricket was to be Sachin’s priority. His father advised his son Sachin that he would change his school, if Sachin was really serious about playing cricket. Sachin assured that he was serious about it. His father always said that all he wanted Sachin to do was to give his best effort without * worrying about the results.

Vocabulary

C. Match the words in column A with their synonym in column B.

Answer:
1. (c)
2. (e)
3. (b)
4. (a)
5. (d)

D. Match the words in column A with their antonym in column B.

Answer:
1. (b)
2. (e)
3. (d)
4. (a)
5. (c)

Homonyms

E. Use the words given below in your own sentences so as to get different meanings. One is done for you.

Homophones

F. Consult a dictionary, to find the homophones for the given words.

Prefix and Suffix

C. Look at the prefixes and suffixes given and frame two new words for each one of them. One is done for you.

Listening

H. Listen to the passage on Paralympics and choose the correct answer.

Question 1.
The Paralympic games are for __________.
(a) children
(b) disabled people
(c) women
Ans:
(b) disabled people

Question 2.
The Paralympic games usually happen __________.
(a) in Greece
(b) every four years
(c) after the Olympic Games
Answer:
(b) every four years

Question 3.
The first true Paralympic Games happened in Rome in __________.
(a) 1960
(b) 1952
(c) 1848
Answer:
(a) 1960

Question 4’.
In 394 BCE, the __________ stopped the Greek Olympic Games, because they didn’t like them.
(a) Romans
(b) Greeks
(c) British
Answer:
(a) Romans

Question 5.
__________was a doctor at the Stoke Mandeville hospital in England.
(a) Pierre de Coubertin
(b) Sir Ludwig Guttmann
(c) Natalie du Toit
Answer:
(b) Sir Ludwig Guttmann

Speaking

Just a minute

Given below are five main qualities for true sportsmanship.

Get into groups of four. Each group will choose one quality to talk about to the whole class for about one minute. But before you talk, you have two minutes to think about it. You can make notes if you wish.

Sp. A : I feel determination is the essential quality of a champion. It is this determination that fills the player with a killer-instinct to win the match/game. When one is determined to win, nothing can stop that person from achieving the goal. “Where there is a will there is a way”. Hence friends, I feel determination helps a person to achieve his goal.

Sp. B : Dear friends, Optimization, according to me, is the essential keynote to success. We have to put in the maximum efforts and make use of the opportunities to the best. Hardwork and determination lead us to the path of success. It requires intelligence to optimise our resources and put them to full use. Hence there is no doubt that optimization leads to victory.

Sp. C : All determination and optimization cannot win without stamina. The mind should be strong and we should be doing enough to overcome challenges and face situations with confidence. A strong heart with unterminated courage has the ability to overcome any hardship and withstand the test of time. So it is the stamina that is the vital requirement for the sportsman.

Sp. D : Perseverance is very much required in our daily walks of life. It is a continuous effort to achieve our aim. We can learn great lessons on perseverance from the activities of bees, ants, etc. Robert Bruce learnt it from a spider and liberated Scotland. Successful people have the quality of perseverance which makes them assume impossible activities to be possible.

Sp. E : Decisiveness is the ability to decide with speed and clarity. In any situation the ability to decide is crucial. Without clear decisions there can be no action and no results. Being decisive is simply the most rational way to take on any problem. The best decision is the best one we can make with the information available at the time.

J. Prepare a speech in about 80-100 words for the morning assembly, stressing on the importance of games and sports in ensuring a healthy body and mind.:
Answer:

Importance of Games and Sports

‘A sound mind in a sound body’ is the adage. It is true and worthy. The mind when free of pain or physical stress thinks clearly and remains active. It has the ability to march # towards its goal as there are no stress psychologically and physically due to fear and ’ illness. Active exercises, fresh air, activities like cycling, swimming and walking refresh
the mind and keep it cheerful and relaxed. To overcome our stress we should play our favourite game, be it chess, cricket or any other game and remain calm and relaxed. Hence sports are an essential part of life.

Writing

K. Your friend who lives in another town/city has won his / her championship trophy in the recent sports meet. Write a letter congratulating him/her.
Answer:

14, Rajaji Street,
K. City 20th March, 2019.

Dear Rajesh,

My heartiest congratulations to you on winning the Trophy in Athletics at the Sports Meet. You had the traits of a champion always. Your hard work, determination and tireless efforts have enabled your win. I am sure that many more laurels are on your way. You shall soon become an international champion.

Never give up and keep reaping more and more laurels.

Your loving friend,
S. Naresh
Address on the envelope :

L. Collect information from newspapers, magazines, periodicals and books about any two famous sports women. Prepare their profiles. Use the following format.
Answer:

Learning the Game Creative Writing

M. Write a newspaper article in about 100 words, comparing the achievements of the two sportswomen based on the information you have already collected.

Two Women Icons

– An article by M. Adhitya, IX. ‘A’.

Answer:
We need sportswomen of generation to achieve the reigns and encourage the coming
generations. The efforts of such sporting personalities have yielded fruit. The female sensation in badminton today is World Ranking Topper Saina Nehwal and in Squash, it is Dipika Pallikal. While they are almost of the same age and have settled in South India, their growth in the sports arena is highly appreciable. They have received the ‘ prestigious Arjuna award and they have been ranked among the top 10. While Saina has been in World Rank 1 in 2015, Dipika was Rank 10 in 2012. The two young sports icons are embodiments of hardwork, sincerity and dedication.

A Talk Show

Question.
Work in groups of 4-6. Choose one folk art from, that is rarely or no longer performed. Find out the reasons for this and suggest practical solutions/steps that can be taken to prevent this. After discussion and research, conduct a talk show in the class on the topic FOLK ARTS – A REVIVAL. The following inputs will help you.
Each group will consist of the following members.

1. The host
2. A folk artist
3. A representative from an NGO engaged in reviving some of the dying folk arts.
4. A student
5. A citizen from the city

Answer:
Host : Dear friends, I am going to talk to you about ‘ Silambattam’ – or tactics with sticks. It is a long forgotten art wherein the man who holds the stick rotates it so fast, that it flashes like a lightning before your eyes and is a plaything in his hands. Sometimes women too practise it. Let me now introduce you to Ms. Valliammaal, an expert in yielding the ‘Silambu’. She is from a village in Thanjavur and has inherited this skill from her grandfather. Over to you, Madam!

Valli: You folks of the city would be surprised to see a stick being used so rapidly and literally spinning before your eyes. It all depends upon precision and practice. 100% concentration is required in this art, also you stand a chance to get killed by a fatal blow or unable to move you limbs. In my village, even little children practise this art. But now-a-days, with more and more people migrating to the city, the interest in the art too has deteriorated. I convey my thanks to Mr. Saravanan, an NGO, who has offered me financial support to set up a school, for teaching this art to youngsters.

Student: Madam I am Suresh, a student of XYZ college. I am very much interested in this traditional art and interested to learn the technique from you.

Citizen: Yes, Madam, I am Sadasivam and I work in a bank. I admire the graceful movements. I would like my children learn this art. Will Mr. Saravanan arrange for some classes in the city and enable us to benefit learning this ancient folk-art?

A rep: Why not? Very soon I shall do so.

Citizen: Thank you sir, We are immensely grateful to you.

Grammar

A. Choose the most appropriate preposition from the brackets:

Question 1.
We have been living in Chennai _________ eight years. (for/since)
Answer:
for

Question 2.
Abdul has taken _________ his father. (after/at)
Answer:
after

Question 3.
Vimal generally goes to his workplace ________ bus. (by/on)
Answer:
by

Question 4.
The cricket ball was hidden ________ the leaves. (among/between)
Answer:
among

Question 5.
Mani divided his toys _____ his brothers and sisters. (among/between)
Answer:
between

B. Identify the prepositions in the given sentences and underline them.

1. Riya borrowed a dress from me and lent it to her friend, Mary.
2. When I moved back to the city, things had changed considerably.
3. The burglar found the keys under the pot in the balcony.
4. Prabhu was hiding behind the door when his sister came looking for him.
5. My dog sat on my hat and squashed it.

C. Complete the passage by filling in appropriate prepositions from the list- (with, out, to, in, from, during, of, for, by). Some prepositions may be used more than once.

In Tamil Nadu, a very interesting form of recitation named Villupattu developed
(a) _________ the 15th century. Villupattu means bow-song because a bow-shaped musical instrument (b) _________ strong high tension string is used (c) _________ placing it (d) _________ an earthen pitcher. It is believed that this narrative form was an invention (e) _________ Arasa Pulavar. The troupe gives its performance mostly (f) _________ temple festivals. There are seven to eight persons in a troupe who form a kind (g) _________ chorus that supports the main singer-narrator. When the chief narrator sings, the chorus takes (h) _________ the refrain (i) _________ the song and repeats it in unison. The whole party sits (j) _________ the ground and performs (k) _________ a lot (l) _________ gesticulation and facial expression to suit the narrative they have taken. The ballad style songs are composed (m) _________ the rural dialect which appeals (n) _________ the audience
who sometimes join the troupe (o) _________ suitable notes or words.
Answer:
(a) in
(b) with
(c) by
(d) on
(e) of
(0 during
(g) of
(h) out
(i) from
(j) on
(k) with
(l) of
(m) in
(n) to
(o) by

Prepositional verbs

D. Frame sentences using the prepositional verbs given in the box.

1. The benefit from trees is immense.
2. I stood in for my friend at the discussion.
3. The children stayed at their grandmother’s house, during the vacation.
4. She went into a trance.
5. We are preparing for the exams vigorously.
6. Let me pay for the lunch.
7. I can’t rely on you.
8. The boys joked about their friend’s performance.
9. The class consists of 50 students.
10. The doctor attended to the patient day and might.

E. Given below is a picture of a carnival. Complete the factual description by filling in the blanks with appropriate prepositions.

A thiruvizha is a source of excitement and thrill for villagers. The village thoroughfare wears a festival look, as the open spaces are cleaned, spruced up and decorated (a) _________ colourful streamers. People throng the premises (b) _________ catch a glimpse (c) _________ their village deity (d) a magnificently decorated chariot, and pay their respects. There is a big crowd (e) _________ the food stalls that serve free piping hot sakkarai Pongal (sweet Pongal), lemon rice and curd rice.

People (f) _________ nearby villages and towns display their wares attractively, and call out loudly (g) _________ the people (h) _________ buy their wares. Cotton candy, cut raw mangoes smothered (i) _________ salt and chilly powder, boiled groundnuts, murukku, sweets, buttermilk etc are sold. Men, women, grandmas, grandpas and little children, dressed (j) _________ their best clothes, enjoy the Thiruvizha greatly.

You can hear the shrieks (k) _________ happy children enjoying the rides on ferris wheels and carousels, elders looking (l) _________ each other with smiles on their faces.

The entire day is spent (m) _________ fun and gaiety. All the village people irrespective of their age, look forward (n) _________ the thiruvizha every year.

Answers:
(a) with
(b) to
(c) of
(d) on
(e) in
(f) from
(g) to
(h) to
(i) with
(j) in
(k) of
(l) at
(m) in
(n) to

F. Write a letter to your friend, describing the joy of celebrating festivals in a village, with the inputs given above.

12, Netaji Street,
Chennai-23.
28-2-2019

Dear Balu,

I am fine and wish to hear the same from you. Last month I celebrated the Pongal festival in my native village “Chinna Thadakam” in Coimbatore district. My grandparents are living there. I had an unforgettable time with them. Since Pongal is the festival of harvest, the farmers bathed their cows and bulls and painted their horns. There was a village fair and bullock cart race. Jallikattu, the traditional bull taming spectacle, was also held as part of the four-day Pongal festival. I visited the village fair and enjoyed the simple pleasures of life like bathing in the river, strolling in the fields, eating food cooked in earthen utensils over firewood, sleeping on a cot on the terrace under the star-lit sky, visiting temple fairs and watching Karagattam presentation. I really enjoyed the rural life. Next year I wish to take you to our native village to celebrate Pongal.

Convey my love to your parents.

Yours lovingly,
R. Prashanth
Address on the Envelope :

Project

G. Your class has to stage a Puppet Show in the Assembly Open Forum on the topic ‘Child Labour’. Divide yourselves into groups and discuss the requirements for the presentation like storyline, characters, dialogues, choice of puppets and music for the interlude. Now complete the dialogues given below.

Ramesh: Let us present a Puppet Show on CHILD LABOUR for our Assembly Open Forum.
Mohammed: That is a very good idea! Let us start planning right away.
Geetha: But long talks on the topic would be boring and uninteresting.
Leema: I suggest we begin with the storyline first.
Mani: How do we decide the plot? How many characters can we choose?
Ramesh: We can have around five characters.
Mohammed: What would be the theme of the play?
Meena: We can focus on the problems of poverty and illiteracy as major reasons for child labour.
Ramesh: Can we present a puppet – show on the topic? It would really be a novel experience to the viewers.
Leema: I am good at making stick puppets. I will make them myself. But I require some help.
Mani: I shall help you with the dolls. Tell me, when can we start our work?
Leema: Thank you, Mani, Let us stay back after the meeting and discuss.
Ramesh: Have something interesting to attract the audience.
Meena: I think we should have some music for the interlude.
Geetha: That would make it really interesting. I will get my music group to start working on the tunes for our puppet show.

H. Now you are ready to start writing your script for Bommalattam on ’Child Labour’.

(To be done by the student)

Synonyms & Antonyms : Additional Questions

I. Choose the appropriate Synonym of the underlined words.

Question 1.
I often tried to emulate the mannerisms of my favourite players.
(a) disregard
(b) imitate
(c) overlook
(d) observe
Answer:
(b) imitate

Question 2.
I wanted to pursue cricket seriously.
(a) assist
(b) retreat
(c) follow
(d) give up
Answer:
(c) follow

Question 3.
I felt somewhat overawed with so many people around.
(a) undaunted
(b) supported
(c) intimidated
(d) surprised
Answer:
(c) intimidated

Question 4.
My induction into the Mumbai cricket circuit could have ended in failure – but for Ajit’s insistence.
(a) dissolution
(b) rejection
(c) elimination
(d) inclusion
Answer:
(d) inclusion

Question 5.
The schedule was rigorous.
(a) easy
(b) severe
(c) gentle
(d) flexible
Answer:
b) s :re

Question 6.
He would talk to me about the nuances of batting.
(a) subtleties
(b) antiquity
(c) disgrace
(d) history
Answer:
(a) subtleties

Question 7.
I would always ask my father to treat me to a special fruit cocktail near the club.
(a) sauce
(b) cake
(c) mixed drink
(d) pav bhaji
Answer:
(c) mixed drink

Question 8.
Sir would spot me in the melee and virtually drag me out.
(a) peaceful place
(b) theatre
(c) harmony hall
(d) confused crowd
Answer:
(d) confused crowd

Question 9.
Practice hard and see what magic can transpire.
(a) stop
(b) remove
(c) vanish
(d) reveal
Answer:
d) reveal

Question 10.
He was a strict disciplinarian and did everything he could for me.
(a) lenient
(b) stem
(c) easy going
(d) tolerant
Answer:
(b) stem

Another Type of Exercise

Choose the appropriate Synonym of the underlined words.

1. From a very early (i) age, I played tennis-ball cricket with my colony friends. I loved watching cricket on television and in our games, I often (ii) tried to emulate (iii) the mannerisms of my favourite players, Sunil Gavaskar and the West Indian legend (iv) Viv Richards. Ramakant Achrekar Sir ran (v) summer camps too.

i) (a) late
(b) initial
(c) middle
(d) later
Answer:
(b) initial

ii) (a) rarely
(b) seldom
(c) sometimes
(d) frequently
Answer:
(d) frequently

iii) (a) disregard
(b) imitate
(c) overlook
(d) observe
Answer:
(b) imitate

iv) (a) unknown
(b) orthodox
(c) celebrity
(d) obscurity
Answer:
(c) celebrity

v) (a) rush
(b) moving fast
(c) hasten
(d) conduct
Answer:
(d) conduct

2. I had never batted in the nets before and felt somewhat overawed (i) with so many people around. When I was asked to bat, I was not at all comfortable (ii). With Sir watching me so closely, I failed to make an impact (iii). Sir called Ajit aside (iv) and informed him that I was perhaps (v) too young to make the camp.

i) (a) undaunted
(b) intimidated
(c) supported
(d) surprised
Answer:
(b) intimidated

ii) (a) cozy
(b) hard
(c) harsh
(d) unpleasant
Answer:
(a) cozy

iii) (a) agreement
(b) impression
(c) concord
(d) discord
Answer:
(b) impression

iv) (a) besides
(b) beside
(c) upside
(d) preside
Answer:
(b) beside

v) (a) unlikely
(b) impossibly
(c) may be
(d) emphatically
Answer:
(c) may be

3. The schedule was rigorous (i) and I would be exhausted (ii) by the end of the day. For the first few days, Ajit accompanied (iii) me, to get me used to the routine (iv). During the bus journeys, he would talk to me about the nuances (v) of batting, and I always enjoyed these
conversations a lot.

i) (a) easy
(b) flexible
(c) gentle
(d) severe
Answer:
(d) severe

ii) (a) tired
(b) active
(c) refreshed
(d) energetic
Answer:
(a) tired

iii) (a) abandoned
(b) stranded
(c) joined
(d) deserted
Answer:
(c) joined

iv) (a) different
(b) regular
(c) strange
(d) unusual
Answer:
(b) regular

v) (a) subtleties
(b) antiquity
(c) disgrace
(d) history
Answer:
(a) subtleties

4. There wqs never quite enough (i) time for the pockets to dry (ii) out completely, and for the entire (iii) duration of the camp I played with wet pockets. By the middle of the summer camp, Sir had started taking an active (iv) interest in my batting and at the end of the two months, informed Ajit that I had the potential (v) to be a good cricketer if I practised all year round.

i) (a) insufficient
(b) scarce
(c) adequate
(d) deficit
Answer:
(c) adequate

ii) (a) damp
(b) moistureless
(c) humid
(d) wet
Answer:
(b) moistureless

iii) (a) partial
(b) abridged
(c) complete
(d) flawed
Answer:
(c) complete

iv) (a) apathetic
(b) ignorant
(c) lethargic
(d) dynamic
Answer:
(d) dynamic

v) (a) limitation
(b) ineptitude
(c) capacity
(d) weakness
Am :
(a) capacity

II. Choose the appropriate Antonyms of the underlined words.

1. I wanted to pursue cricket seriously.
(a) continue
(b) give up
(c) follow
(d) chase
Answer:
(c) give up

2. It helped me to build up physical and mental stamina.
(a) strength
(b) vigour
(c) force
(d) weakness
Answer:
(d) weakness

3. Dirty clothes often added to the embarrassment.
(a) shame
(b) comfort
(c) awkwardness
(d) humiliation
Answer:
(a) comfort

4. Winning the one rupee coin used to give me immense satisfaction.
(a) extensive
(b) little
(c) enormous
(d) great
Answer:
(b) little

5. Practice hard and see what magic can transpire.
(a) reveal
(b) emerge
(c) result
(d) hide
Answer:
(d) hide

6. He was a strict disciplinarian.
(a) easy going
(b) stem
(c) tough
(d) draconian
Answer:
(a) easy going

7. Sir also punished me on one occasion.
(a) chastened
(b) exonerated
(c) birched
(d) penalized
Answer:
(b) exonerated

8. Don’t waste your time playing insane games with these kids.
(a) bizarre
(b) lunatic
(c) sensible
(d) crazy
Answer:
(c) sensible

9. I’d often take the bus or train from Bandra to Church gate.
(a,) usually
(b) rarely
(c) regularly
(d) frequently
Answer:
(b) rarely

10. When I was asked to bat, I was not at all comfortable.
(a) affluent
(b) uneasy
(c) contented
(d) cozy
Answer:
(b) uneasy

Another type of exercise

1. Choose the appropriate Antonyms of the underlined words.

1. Ajit was in the room with my father at the time and they both accepted (i) that it was necessary if cricket was to be my priority (ii). My father sat me down and explained that while he did not have any objections to my changing schools, I should do so only if I was really serious (iii) about playing cricket. I assured (iv) him I was, and so it was agreed (v) that I should move to Shardashram Vidhyamandir.

i) (a) endorsed
(b) approved
(c) rejected
(d) agreed
Answer:
(c) rejected

ii)
(a) prime concern
(b) unimportance
(c) preference
(d) supremacy
Answer:
(b) unimportance

iii) (a) arduous
(b) grave
(c) ambitious
(d) light minded
Answer:
(d) light minded

iv) (a) convinced
(b) repudiated
(c) ensured
(d) guaranteed
Answer:
(b) repudiated

v) (a) concurred
(b) conceded
(c) disagreed
(d) assented
Answer:
(c) disagreed

2. On days when I wasn’t so lucky (i), it was still a challenge just to stand with the kitbag, because the bus conductors would inevitably (ii) complain about me taking up the space of another passenger. It could be embarrassing (iii) because the conductors were often rude (iv) and would sometimes ask me to buy (v) two tickets.
i)
(a) fortunate
(b) prosperous
(c) happy
(d) unlucky
Answer:
(d) unlucky

ii) (a) unavoidably
(b) surely
(c) avoidably
(d) eventually
Answer:
(c) avoidably

iii) (a) shameful
(b) pleasant
(c) humiliating
(d) awkward
Answer:
(b) pleasant

iv) (a) polite
(b) impolite
(c) indelicate
(d) coarse
Answer:
(a) polite

v) (a) acquire
(b) procure
(c)get
(d) sell
Answer:
(d) sell

3. Even though I loved (i) cricket, there were still occasional days when playing with my friends at home was such fun (ii) that I would conveniently (iii) forget I was supposed (iv) to go to the nets. If I didn’t turn up, Achrekar Sir would jump on to his scooter and come (v) to find me. Sir would spot me in the melee and virtually drag me out.

i) (a) adored
(b) cherished
(c) hated
(d) esteemed
Answer:
(c) hated

ii) (a) amusement
(b) boredom
(c) enjoyment
(d) glee
Answer:
(b) boredom

iii) (a) suitably
(b) favourably
(c) desirably
(d) inconveniently
Answer:
(d) inconveniently

iv) (a) unlikely
(b) presumed
(c) likely
(d) assumed
Answer:
(a) unlikely

v) (a) arrive
(b) appear
(c) go
(d) enter
Answer:
(c) go

MCQs – Additional

Answer the following questions by choosing the correct answer.

Question 1.
From a very early age, I played ___________ cricket with my colony friends.
(a) tape-ball
(b) windball
(c) tennis-ball
Answer:
(c) tennis-ball

Question 2.
Ramakant Achrekar Sir was the cricket coach in ___________ .
(a) New English School
(b) Shardashram Vidhyamandir
(c) Modem School
Answer:
(b) Shardashram Vidhyamandir

Question 3.
Ajit took me to Ramakant Achrekar when I was ___________ years old.
(a) fourteen
(b) twelve
(c) eleven
Answer:
(c) eleven

Question 4.
Achrekar started playing cricket at the age of eleven in the year ___________.
(a) 1943
(b) 1963
(c) 1953
Answer:
(a) 1943

Question 5.
With Sir watching me so closely, I ___________ to make an impact.
(a) emulated
(b) asked
(c) failed
Answer:
(c) failed

Question 6.
Ajit explained the coach that I was and ___________ asked to give one more opportunity.
(a) comfortable
(b) nervous
(c) unexcited
Answer:
(b) nervous

Question 7.
The camp’involved a session every morning and evening at ___________.
(a) Bandra
(b) Church gate
(c) Shivaji Park
Answer:
(c) Shivaji Park

Question 8.
During the bus journeys, Ajit would talk to me about the .
(a) mannerisms of players
(b) nuances of batting
(c) importance of exercises
Answer:
(b) nuances of batting

Question 9.
In my first year at Shardashram, I played practice matches during sixty days.
(a) forty
(b) fifty five
(c) twenty one
Answer:
(b) fifty five

Question 10.
By the middle of the __________ camp, Sir had started taking an active interest in my batting.
(a) summer
(b) winter
(c) autumn
Answer:
(a) summer

Question 11.
Sir would often give me some money to go and have a __________ .
(a) fruit cocktail
(b) vadapav
(c) bread toast
Answer:
(b) vadapav

Question 12.
Sir would place a __________ rupee coin on top of the stumps.
(a) one
(b) two
(c) five
Answer:
(a) one

Question 13.
I would always ask __________ to treat me to a special fruit cocktail at a juice centre.
(a) my brother
(b) my father
(c) Achrekar Sir
Answer:
(b) my father

Question 14.
It could be embarrassing because the conductors were often __________ .
(a) respectable
(b) polite
(c) rude
Answer:
(c) rude

Question 15.
Travelling to Shivaji Park took forty minutes from my house in __________ .
(a) Church gate
(b) Bandra
(c) Dadar
Answer:
(b) Bandra

Question 16.
Achrekar Sir would jump on to his __________ and come to find me.
(a) bike
(b) scooter
(c) bicycle
Answer:
(b) scooter

Question 17.
I’d often take the bus or train from Bandra to ___________.
(a) Shivaji Park
(b) Dadar
(c) Church gate
Answer:
(c) Church gate

Learning the Game About The Author

The retired Indian Cricket Player Sachin Ramesh Tendukar is considered as one of the greatest batsmen of all times. He was born on 24^th April 1973 in Mumbai. He was introduced to cricket at the age of eleven by his brother Ajit Tendulkar. In 2005, he became the first cricketer to score 35 centuries (100 runs in a single inning) in Test play. In 20 IT, Tendulkar achieved his dream of winning the Cricket World Cup at the Wankhede stadium in Mumbai. He is the only player to have scored one hundred international centuries and the first to score double century in a One Day International cricket.

He played 664 International Cricket matches in total, scoring 34,357 runs. In 2012, Tendulkar was nominated to the Rajya Sabha. He retired from Cricket on 16^th November 2013. He is also the recipient of the Arjuna Award (1994), Rajiv Gandhi Khel Ratna Award (1997), Padma Shri (1999), Padma Vibhushan (2008) and Bharat Ratna (2013).

Learning the Game Summary

Learning the Game’ is an extract from Sachin Tendulkar’s autobiography ‘Playing it My Way’. He played tennis ball cricket with his colony friends from a very early age. He loved watching cricket on television and tried to imitate the mannerisms of his favourite players like Sunil Gavaskar and Viv Richards. It wasn’t just about batsman that Sachin studied, but he also loved to bowl. Throughout his career, he had actually bowled a lot in the nets.

Sachin was studying in the New English School at Mumbai. But his brother Ajith wanted him to study in ‘Shardashram Vidhyamandir’ where Ramakant Achrekar was the cricket coach. This school gave more importance to the game of cricket. Ramakant Achrekar ran summer cricket camps. One day, his brother Ajit took him to Achrekar to get trained well. It was because, only Achrekar could decide who to accept for a trial at the camp. But there, Tendulkar failed to make an impact on Achrekar, the coach. So the coach informed his brother that Sachin was too young to get into the camp.

But Ajit insisted him to give his brother another chance, as he was nervous. So he was given another chance and the coach watched his batting from a distance. Seeing him batting well, the coach agreed to train him. It was an opportunity that transformed Sachin’s life. His coach Achrekar advised Sachin to change his school if he really wanted to pursue cricket seriously. In his first year, at Shradasram, Sachin played 55 practice matches during the summer break of 60 days.

Achrekar used to place a one rupee coin on top of the stumps and asked Sachin to bat. If Sachin remained not out, Achrekar Sir would gift the coin to him. Whenever Sachin tried to bunk practice session, Achrekar Sir came to take him to the ground. Had it not been for Achrekar Sir, Sachin would not be the cricketer he turned out to be. The coach was a strict disciplinarian and did everything he could for Sachin. Finally, Sachin says that he owes himself to Achrekar Sir.

Learning the Game Mind Map

Learning the Game Glossary 

Tamilnadu Board Class 9 English Solutions