ENGLISH CLASS- 9
CHAPTER-1
(How I Taught My Grandmother to Read) & Bharat Our Land
Check Your Understanding
I. Complete the Cause and Effect Table
| Cause | Effect |
|---|---|
| 1. The transport system was not very good. | The morning papers arrived late in the day and the weekly magazines came one day late. |
| 2. The grandmother, Krishtakka, never went to school. | She could not read the Kannada magazine or the novel Kashi Yatre by herself and depended on the narrator to read it aloud. |
| 3. The narrator read the serial Kashi Yatre to her grandmother every week. | She was deeply interested in the story and discussed it with her friends. |
| 4. The narrator went to a wedding and stayed away for a week. | The grandmother could not read the next episode of Kashi Yatre, felt helpless, and broke down in tears. |
| 5. The grandmother never went to school. | She regretted being illiterate and realised the importance of education. |
| 6. The grandmother regretted not going to school. | She decided to learn the Kannada alphabet and become independent by reading on her own. |
II. Do you think the narrator expected to see her grandmother in tears when she returned to the village? If yes, why? If no, why not?
Answer:
No, the narrator did not expect to see her grandmother in tears. She had never seen her grandmother cry even during the most difficult situations. Therefore, she was surprised and worried when she found her grandmother crying after returning from the wedding.
III. How might the narrator help her grandmother to fulfil her desire to learn to read and write?
Answer:
The narrator could help her grandmother by teaching her the Kannada alphabet every day with patience and dedication. She could help her practise reading, writing, and revising regularly until she became confident enough to read books independently. With continuous encouragement and guidance, the grandmother could successfully achieve her goal of becoming literate.
Check Your Understanding (Part II)
I. State whether the following statements are True or False.
| S.No. | Statement | Answer |
|---|---|---|
| 1. | The grandmother wanted to learn the Kannada alphabet to gain independence. | True |
| 2. | The grandmother asked someone in the village to read Kashi Yatre to her while the narrator was away. | False |
| 3. | The narrator was the grandmother’s first teacher and taught her how to read Kannada. | True |
| 4. | The grandmother believed that there was no age limit for learning. | True |
| 5. | The grandmother touched the narrator’s feet as a mark of respect for her as a teacher. | True |
| 6. | The narrator was disappointed with the progress her grandmother made in learning to read. | False |
Critical Reflection
I. Read the extracts given below and answer the questions that follow.
1(i) Complete the following sentence with the appropriate option.
The phrase ‘never seen her cry in the most difficult situations’ tells us that the grandmother was strong-willed.
Answer: A. strong-willed
1(ii) Complete the following with the correct option from those given in the brackets.
Grandmother did not reply when the narrator asked if she was alright because she might have been too emotional to respond.
1(iii) Identify the clue from the extract that indicates a rural setting with traditional customs.
The clue is the line “we were sleeping in the open terrace of our house. It was a summer night and there was a full moon.” This reflects a village lifestyle and traditional living conditions.
1(iv) Which lines of the extract establish a tender atmosphere?
The lines “Avva came and sat next to me. Her affectionate hands touched my forehead.” establish a tender and loving atmosphere. They show the deep affection between the grandmother and the narrator.
1(v) Which of the following aspect is NOT emphasised in the given extract?
Answer: C. the grandmother’s regret over her lack of education
The extract focuses on the grandmother’s emotions, the narrator’s concern, and their affectionate relationship. Her regret about not being educated is revealed later in the story.
2(i) What does the grandmother’s statement, “I want to be independent,” reveal about her character?
Answer: B. She desires self-sufficiency.
The statement shows that the grandmother wanted to read and understand things on her own without depending on others.
2(ii) Fill in the blank with the appropriate option from those given in brackets.
The grandmother’s determination shows that learning has no age limit.
2(iii) Complete the following with a suitable reason.
The narrator laughs at her grandmother’s decision to learn the alphabet at the age of sixty-two because she felt that learning at such an advanced age would be very difficult and unusual.
2(iv) List any two qualities displayed by the grandmother.
The grandmother displayed the qualities of:
1. Determination
2. Perseverance
She worked hard every day and remained committed to achieving her goal of learning to read.
2(v) How can we say that the narrator is making assumptions about her grandmother?
The narrator assumes that her grandmother is too old to learn because of her age, grey hair, wrinkled hands, and spectacles. She believes that learning is difficult for elderly people. However, the grandmother proves her wrong through her dedication and success.
II. Answer the following questions.
1. Why do you think the grandmother felt embarrassed to ask someone else to read to her while the narrator was away?
The grandmother felt embarrassed because she was illiterate and did not want others to know about her inability to read. Being dependent on others made her feel helpless and uncomfortable. Although she was respected and financially secure, she realised that without education she lacked independence. Therefore, she waited eagerly for the narrator to return instead of asking someone else for help.
2. Why does the narrator initially laugh at her grandmother’s determination to learn at the age of sixty-two?
The narrator laughs because she believes that sixty-two is too old an age to begin learning the alphabet. She notices her grandmother’s grey hair, wrinkled hands, and spectacles and assumes that learning would be difficult for her. As a child, she does not fully understand the power of determination. Later, she realises her mistake when her grandmother successfully learns to read.
3. What significance does the story of Kashi Yatre have in both the grandmother’s life and the story?
The novel Kashi Yatre plays a central role in the grandmother’s life and in the narrative. She strongly identifies with the old woman in the story because she too has never been able to visit Kashi. When she cannot read the next episode herself, she feels dependent and helpless. This experience inspires her to learn reading and writing. Thus, the novel becomes the turning point that motivates her educational journey and drives the main theme of the story.
4. What does the grandmother’s desire to learn the Kannada alphabet reflect about her?
The grandmother’s desire to learn reflects her determination, self-respect, and love for knowledge. She refuses to accept her limitations and decides to become independent despite her age. Her willingness to work hard and achieve her goal shows that she values education deeply. She proves that learning is a lifelong process and that age should never become a barrier to personal growth.
5. What lessons can we infer from the grandmother’s action of touching the narrator’s feet?
The grandmother’s action teaches us that a teacher deserves respect regardless of age or relationship. By touching her granddaughter’s feet, she honours the role of a teacher rather than the age of the person. Her gesture highlights humility, gratitude, and respect for education. It also reminds us that true learning involves appreciating those who guide us and help us gain knowledge.
6. What does the following line tell us about the broader theme of the story?
“For a good cause if you are determined, you can overcome any obstacle.”
This line expresses the central theme of the story: determination can help people overcome any challenge. The grandmother’s success demonstrates that strong willpower and dedication are more important than age or circumstances. The story encourages readers to pursue learning and self-improvement throughout life. It also emphasises perseverance, confidence, and the transformative power of education.
7. How effectively does the story highlight the value of education in supporting personal independence?
The story highlights the value of education very effectively through the grandmother’s experience. Although she is financially comfortable, she feels helpless because she cannot read on her own. Her inability to understand the magazine makes her realise the importance of literacy. After learning the Kannada alphabet, she gains confidence and independence. The story clearly shows that education is not merely about reading and writing; it empowers individuals, promotes self-reliance, and enhances dignity. Through the grandmother’s transformation, the author demonstrates that education is one of the most valuable tools for personal freedom and growth.
Vocabulary and Structures in Context
I. Match the Binomials in Column 1 with their Meanings in Column 2
| S.No. | Binomial | Correct Meaning |
|---|---|---|
| 1. | Sink or swim | (vii) Succeed or fail without help. |
| 2. | On and off | (v) Sometimes, occasionally. |
| 3. | Mix and match | (i) Put different things together to get a range of possibilities. |
| 4. | All or nothing | (viii) Something to be done completely or not at all. |
| 5. | Part and parcel | (ii) Complete part of or belong to. |
| 6. | Pick and choose | (iii) Choose only the best (things, people, etc.). |
| 7. | Sooner or later | (iv) At some time in the future. |
| 8. | Leaps and bounds | (vi) Increase or develop very quickly. |
Now, use any five of the above binomials in sentences of your own.
- Sink or swim: During the science exhibition, we had to sink or swim without our teacher's help.
- On and off: It rained on and off throughout the day.
- Mix and match: You can mix and match different colours to create an attractive poster.
- Part and parcel: Hard work is part and parcel of success.
- Leaps and bounds: Her English speaking skills improved by leaps and bounds after regular practice.
II. Make Words by Adding Suitable Prefixes
| S.No. | Word | Prefixed Word |
|---|---|---|
| 1. | Popular | Unpopular |
| 2. | Belief | Disbelief |
| 3. | Important | Unimportant |
| 4. | Respect | Disrespect |
| 5. | Correct | Incorrect |
| 6. | Continue | Discontinue |
| 7. | Understand | Misunderstand |
| 8. | Ordinary | Extraordinary |
| 9. | Interesting | Uninteresting |
| 10. | Possible | Impossible |
III. Identify Any Five Words with Prefixes from the Story and Make Sentences Using Each
| Word with Prefix | Sentence |
|---|---|
| Unhappy | The students looked unhappy after hearing the sad news. |
| Unfortunately | Unfortunately, the bus reached the village very late. |
| Independent | My grandmother wanted to become independent by learning to read. |
| Irrespective | Everyone should be respected irrespective of age or gender. |
| Unusual | It was unusual to see an elder touching a child's feet. |
IV. Match the Idioms with Their Meanings
| S.No. | Idiom | Correct Meaning |
|---|---|---|
| 1. | To hit the books | (iii) To study seriously. |
| 2. | To draw a blank | (v) To be unable to remember. |
| 3. | To learn the ropes | (vi) To understand how to do an activity. |
| 4. | To rack one's brain | (ii) To think very hard. |
| 5. | To learn by heart | (i) To memorise something. |
| 6. | Burn the midnight oil | (iv) To study or work late into the night. |
Now, use these idioms in sentences of your own.
- Hit the books: I need to hit the books before my final examination.
- Draw a blank: I drew a blank when the teacher asked me the answer.
- Learn the ropes: It took me a week to learn the ropes of the new software.
- Rack my brain: I had to rack my brain to solve the difficult puzzle.
- Learn by heart: We should learn by heart important formulas before the exam.
- Burn the midnight oil: She burned the midnight oil to complete her project on time.
V. Grammar
(i) Fill in the blanks with the Simple Past and Past Perfect forms of the verbs.
| Question | Answer |
|---|---|
| A | When the delegates arrived at the conference, the keynote speaker had already begun the session. |
| B | After the students had learnt how to identify fake news online, they started verifying information before sharing it. |
| C | Before Kiran started using digital payment platforms, she had ensured her understanding of online fraud prevention. |
| D | By the time Varun recognised the importance of budgeting, he had exhausted most of his savings. |
| E | When Raghu logged in to the cybersecurity webinar, the instructor had already discussed the importance of strong passwords. |
(ii) Fill in the blanks with the correct form of the verbs.
| Blank | Answer |
|---|---|
| A | took |
| B | reviewed |
| C | had spent |
| D | had discussed |
| E | opened |
| F | set |
| G | had already introduced |
| H | hurried |
| I | had completed |
| J | enjoyed |
Bharat Our Land
Reflect and Respond
I. Recall the lines of the National Anthem and complete the table given below with the names of the states, mountain ranges, and rivers mentioned in it.
| States/Provinces | Mountain Ranges | Rivers |
|---|---|---|
| Punjab | Vindhya | Yamuna |
| Sindh | Himachal | Ganga |
| Gujarat | ||
| Maratha | ||
| Dravida | ||
| Utkala | ||
| Banga |
II. Work in pairs. Discuss what the words ‘जय हे’ (Jaya He) in the last two lines of the National Anthem convey.
Answer:
The words ‘Jaya He’ mean “Victory to You” or “May You Triumph”. They express deep respect, gratitude, and pride for the Motherland. These words inspire every citizen to honour the nation, celebrate its unity in diversity, and work together for its peace, progress, and prosperity. They also convey a feeling of patriotism and national pride.
III. Read the underlined words in the given lines of the poem. Choose the odd one out that does not correspond with the meaning of the underlined word.
| S.No. | Word | Odd One Out | Reason |
|---|---|---|---|
| 1. | Peerless | Valuable | Peerless means incomparable or unmatched, not merely valuable. |
| 2. | Sanctified | Applauded | Sanctified means blessed or made holy, whereas applauded means praised. |
| 3. | Auspicious | Fantastic | Auspicious means favourable or fortunate, not fantastic. |
| 4. | Hoary Antiquity | Recent Past | Hoary antiquity refers to very ancient times, not the recent past. |
Check Your Understanding
I. Fill in the blanks by choosing appropriate words from the box given below to complete the summary of the poem.
| Blank | Answer |
|---|---|
| 1. | historical greatness |
| 2. | Himavant |
| 3. | Ganga |
| 4. | Upanishads |
| 5. | warriors |
| 6. | sages |
| 7. | Brahma-knowledge |
| 8. | Buddha |
| 9. | peerless |
| 10. | praise |
II. Complete the following features about the poem.
| Feature | Answer |
|---|---|
| 1. The impact on the readers (Mood) | The poem creates a feeling of patriotism, admiration, pride, and respect for India's glorious heritage. |
| 2. The poet's attitude (Tone) | The tone of the poem is proud, patriotic, appreciative, and celebratory. |
| 3. The rhyme scheme | The poem has no fixed rhyme scheme. It is written in free verse. |
| 4. Examples of personification |
|
III. What is the impact of the refrain, "she's peerless, let's praise her!"?
Answer:
The repeated refrain emphasises India's unmatched greatness and reminds readers to take pride in their country. It creates a strong feeling of patriotism and reinforces the poet's admiration for India's natural beauty, rich culture, and spiritual heritage. The repetition also makes the poem more memorable and inspiring.
IV. Complete the following sentence appropriately.
Answer:
India is metaphorically described as "this sunny golden land", suggesting that it is prosperous, beautiful, rich in culture, and full of hope and glory.
V. Match the symbols in Column 1 with what they suggest in Column 2.
| Symbol | Suggests |
|---|---|
| 1. Himavant | Strength, grandeur, and permanence. |
| 2. Ganga | Purity, generosity, and life. |
| 3. Upanishads | Ancient wisdom and spiritual knowledge. |
| 4. Brahma-knowledge | Knowledge and enlightenment. |
| 5. Buddha | Peace, compassion, and spiritual awakening. |
| 6. Sunny Golden Land | Prosperity, beauty, and richness of India. |
VI. The poet uses imagery (descriptive language to create vivid mental pictures that appeal to the senses). Give any two examples from the poem.
Answer:
- "The mighty Himavant is ours—there's no equal anywhere on earth."
This image creates a vivid picture of the majestic Himalayas, highlighting their grandeur, strength, and unmatched beauty. - "This sunny golden land is ours—she's peerless, let's praise her!"
This image paints a beautiful picture of India as a bright, prosperous, and glorious land filled with natural beauty and richness.
VII. What is the impact of the use of hyphens in the first stanza? Select the options that are true.
Answer:
| Option | Statement | Answer |
|---|---|---|
| 1. | Creates deliberate pauses to reinforce the sense of admiration and pride. | ✓ True |
| 2. | Emphasises the contrast between India's strengths and weaknesses. | ✗ False |
| 3. | Lends to the lyrical quality, giving it a measured, chant-like rhythm. | ✓ True |
| 4. | Suggests hesitation or uncertainty in the poet's claims about India. | ✗ False |
| 5. | Presents a key element of India's greatness before the hyphen and makes a strong assertion about its uniqueness after the hyphen. | ✓ True |
Explanation:
The hyphens in the first stanza create meaningful pauses that make each line more powerful and rhythmic. They highlight India's remarkable features, such as the mighty Himavant, the generous Ganga, and the sacred Upanishads, before emphasizing their unmatched greatness. This poetic device enhances the musical flow of the poem and reinforces the poet's admiration and pride in the nation.
Critical Reflection
I. Read the extract given below and answer the questions that follow.
The mighty Himavant is ours—
there's no equal anywhere on earth.
The generous Ganga is ours—
which other river can match her grace?
The sacred Upanishads are ours—
what scriptures else to name with them?
1. Complete the sentence.
Question: The word 'mighty' refers to the __________ of the Himavant.
Answer: The word 'mighty' refers to the strength, grandeur, and majesty of the Himavant (the Himalayas).
2. Choose the correct option to complete the sentence given below.
Question: The question mark at the end of the fourth and sixth line of the extract is used to ________.
| Option | Answer |
|---|---|
| (i) Show doubt and uncertainty | ✗ |
| (ii) Emphasise a point | ✓ Correct |
| (iii) Highlight confusion and hesitation | ✗ |
| (iv) Reveal inquiry and curiosity | ✗ |
3. The poet uses the word 'generous' to describe the Ganga. Why?
Answer:
The poet calls the Ganga generous because it gives life to millions of people by providing water for drinking, agriculture, and daily needs. It also symbolises purity, kindness, and selfless giving, making it one of India's most sacred rivers.
4. Why has the movement of the river been described as graceful?
Answer:
The movement of the Ganga is described as graceful because it flows smoothly and beautifully through the land. Its calm and elegant flow reflects nature's beauty and adds to the river's sacred and peaceful image.
5. Fill in the blank with the correct option from the words given in the brackets.
Question: The poet is implying that the Upanishads are _________ (unmatched/abundant) in their wisdom and spiritual depth.
Answer: Unmatched.
II. Answer the following questions.
1. How does the poem reflect a strong connection to cultural identity and heritage?
Answer:
The poem reflects India's rich cultural identity by celebrating its majestic mountains, sacred rivers, ancient scriptures, brave warriors, wise sages, and spiritual traditions. These elements together showcase India's glorious heritage and inspire every citizen to respect and preserve it.
2. What can you infer about the poet's attitude towards India from the repeated phrase "she's peerless, let's praise her!"?
Answer:
The repeated phrase shows that the poet has deep admiration, pride, and love for India. He believes that India is unique and incomparable and encourages everyone to appreciate and honour its greatness.
3. What does the line "many a sage has sanctified this land" suggest about India's spiritual heritage?
Answer:
This line suggests that India has been the home of many great saints and spiritual leaders whose wisdom, teachings, and noble lives have made the country sacred. It highlights India's rich spiritual and philosophical heritage.
4. How does the poet connect warriors and music to India's greatness?
Answer:
The poet praises India's brave warriors for their courage in protecting the nation and its rich musical tradition for spreading beauty and harmony. Together, they represent India's strength as well as its cultural richness.
5. How does this poem foster a sense of national pride?
Answer:
The poem creates national pride by celebrating India's natural beauty, ancient wisdom, spiritual heritage, brave heroes, and rich culture. It reminds readers that India is a unique and glorious nation deserving of love, respect, and admiration.
Vocabulary in Context
I. Complete the table by choosing words from the poem.
| Suffix | Meaning | Answer |
|---|---|---|
| -ous | Full of, having the qualities of kindness | generous |
| -ity | The state of being very old or ancient | antiquity |
| -est | Superlative form | mightiest |
| -less | Without something | peerless |
II. Complete the following table by adding a different suffix to form new words. Also, create a sentence using the created word.
| Suffix | Word | New Word | Sentence |
|---|---|---|---|
| -tion | Admire | Admiration | We have great admiration for our country's rich cultural heritage. |
| -ive | Create | Creative | The students prepared a creative presentation on India's diversity. |
| -ment | Develop | Development | Education plays an important role in the development of a nation. |
| -ed | Inspire | Inspired | We were inspired by the poet's deep love for India. |