CBSE Class 9

NCERT Solutions for Class 9 Social Science Geography Chapter 6 Population

These Solutions are part of NCERT Solutions for Class 9 Social Science. Here we have given NCERT Solutions for Class 9 Social Science Geography Chapter 6 Population.

Question 1.
Choose the right answer from the four alternatives given below.

(i) Migrations change the number, distribution and composition of the population in:
(a) the area of departure
(b) the area of arrival
(c) both the area of departure and arrival
(d) none of the above
Ans:
(c) both the area of departure and arrival

(ii) A large proportion of children in a population is a result of:
(a) high birth rates
(b) high life expectancies
(c) high death rates
(d) more married couples
Ans:
(a) high birth rates

(iii) The magnitude of population growth refers to
(a) the total population of an area
(b) the number of persons added each year
(c) the rate at which the population increases
(d) the number of females per thousand males
Ans:
(b) the number of persons added each year

(iv) According to the Census, a “literate” person is one who
(a) can read and write his/her name
(b) can read and write any language
(c) is 7 years old and can read and write any language with understanding
(d) knows the 3 R’s (reading, writing, arithmetic)
Ans:
(c) is 7 years old and can read and write any language with understanding.

Question 2.
Answer the following questions briefly.
(i) Why is the rate of population growth in India declining since 1981?
(ii) Discuss the major components of population growth.
(iii) Define age structure, death rate and birth rate.
(iv) How is migration a determinant factor of population change?
Answer:
(i) Since 1981, the rate of population growth started declining gradually due to a reduction in the birth rates. This has been due to the efforts at birth control.
(ii) The major components of population growth are:

• Birth rate is the number of live births per thousand persons in a year. It is a major component of growth because in India, birth rates have always been larger than death rates.
• Death rate is the number of deaths per thousand persons in a year. The main cause of the rate of growth of the population has been the rapid decline in death rates.
• Migration is the movement of people across regions and territories. Migration can be internal or international.

(iii) Age Structure refers to the number of people in different age groups in a country. The population of a nation is divided into three categories:

• Children (below 15 years)
• Adults/working population (15-59 years)
• Aged (above 60 years)

Death rate: It is the number of deaths per thousand persons in a year.
Birth rate: It is the number of births per thousand persons in a year.

(iv) Migration is the movement of people across regions and territories. It not only changes the population size but also the population composition of urban and rural populations in terms of age and sex composition. In India, the rural-urban migration has resulted in a steady increase in the percentage of population in cities and towns. Thus, migration plays a very significant role in changing the composition and distribution of population.

Question 3.
Distinguish between population growth and population change.
Answer:

Question 4.
What is the relation between occupational structure and development?
Answer:
The distribution of the population according to different types of occupations is referred to as the occupational structure which are classified as primary, secondary and tertiary. The primary activities include building and constructional work and tertiary activities cover transport, communication, commerce, administration, etc. The proportion of people engage in different activities varies in developed and developing countries. Developed nations have a high proportion of people in secondary and tertiary activities. Developing countries have a higher proportion of the workforce engaged in primary activities. In India there has been a shift in favour of secondary and tertiary sectors because of growing industrialisation and urbanisation.

Question 5.
What are the advantages of having a healthy population?
Answer:
The advantages of having a healthy population are as follows.

• A healthy population can provide welfare and well being of a society.
• A healthy population can boost up development process of a nation.
• A healthy population bear healthy mind to be responsible and contribute to develop resources.

Question 6.
What are the significant features of the National Population Policy 2000?
Answer:
The main features of India’s National Population Policy are:

• To improve the quality of the life of the people. The Family Planning Programme and the family welfare programmes have been introduced to improve individual’s health and welfare.
• This policy provides free and compulsory school education upto the age of 14 years and reducing drop-outs at the primary and secondary levels.
• Preventing child marriages.
• Preventing and controlling diseases and immunising all children against all vaccine preventable diseases.

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NCERT Solutions for Class 9 English Literature Chapter 3 The Man Who Knew Too Much are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Literature Chapter 3 The Man Who Knew Too Much.

NCERT Solutions for Class 9 English Literature Chapter 3 The Man Who Knew Too Much

TEXTUAL EXERCISES
(Page 22)

Question 1.
With your partner, discuss and narrate an incident about a person who likes to show off.
Check whether your classmates agree with you.
Answer
Mainly for class level. One such incident is given below :
Last year we had Preeti in our class. Now she has left the school. Preeti was very showy by nature. She belonged to a rich family and had, perhaps, inherited this trait. She always wanted to demonstrate that she was the ultimate genius. So she always spoke before the teacher spoke while teaching. She was snubbed many a time. But she never mended her habits of poking her nose in everybody’s affairs.

After a few months, a new English teacher came. He had a vast knowledge and was, in fact, a master of literature. He taught by precepts and examples. Preeti went on with her habits. One day out of irritation, he called Preeti to him. He then asked her to teach a particular portion of the textbook which had depth of thought. Preeti rose to teach but she fumbled horribly. The whole class roared with laughter and ridicule. This set at rest Preeti’s showing off for sometime.

Question 3.
The ‘Professor’ knew too much. How did he prove himself ? Fill up the space with suitable examples from the story, using the given clues :

1. about muzzle velocity : _____
2. after a thirty mile walk : _____
3. his salute on payday : ______
4. the loud sound of a high flying invisible aeroplane : _______
5. about hand grenades : _______
6. during cook house duties :. _______

Answer

1. He gave the exact speed of the bullet leaving the rifle after being fired.
2. He didn’t feel tired even after thirty mile walk. He would ask then if he could sing a song. It was to show off that thirty mile walk hadn’t tired him.
3. When he saw officers he would swing his arms to salute them. Then he would march to the canteen like a Guardsman.
4. He judged the aeroplane without looking at it and recognising its model or make. He told at once that it was a North American Harvard Trainer. Not only this. He also told its droning sound rose due to the airscrew.
5. One summer afternoon Corporal Turnbull was speaking on hand grenades. He told the squad that a grenade’s outside was divided up into a large number of fragments. It was to assist segmentation. Private Quelch at once spoke that these fragments were forty-four amazing the Corporal. This irritated the Corporal. But he controlled his irritation and asked him to deliver the lecture. Private Quelch delivered a fine lecture on hand grenades.
6. During cookhouse duties he made the three cooks stand against the wall. He then showed his disagreement with the peeling of potatoes. He told them that the method the potatoes were peeled caused much loss in their vitamin values.

Question 4.
Based on your reading of the story, answer the following questions by choosing the correct options.
(a) Private Quelch was nick-named ‘Professor’ because of ____

1. his appearance.
2. his knowledge.
3. his habit of reading.
4. his habit of sermonising.

(b) One could hammer nails into Corporal Turnbull without his noticing it because ____

1. he was a strong and sturdy man.
2. he was oblivious to his surroundings.
3. he was a brave corporal.
4. he was used to it.

(c) The author and his friend Trower fled from the scene as _____

1. they had to catch a train.
2. they could not stand Private Quelch exhibiting his knowledge.
3. they felt they would have to lend a helping hand.
4. they did not want to meet the cooks.

Answer
(a) 2
(b) 1
(c) 2

Question 5.
Answer the following questions briefly :

1. What is a ‘nickname’ ? Can you suggest another one for Private Quelch ?
2. Private Quelch looked like a ‘Professor’ when the author first met him at the training depot. Why ?
   [V. Imp.]
3. What does the dark, sun-dried appearance of the Sergeant suggest about him ?
4. How was Private Quelch’s knowledge exposed even further as the Sergeant’s classes went on ?
5. What did the Professor mean by “intelligent reading” ?
6. What were the Professor’s ambitions in the army ? [V. Imp.]
7. Did Private Quelch’s day to day practices take him closer towards his goal ? How can you make out ?
8. Describe Corporal Turnbull.
9. How did Private Quelch manage to anger the Corporal ? [V. Imp.]
10. Do you think Private Quelch learnt a lesson when he was chosen for cookhouse duties ?

Give reasons for your answer.
Answer
1. Nickname is actually a name given to a person seeing his most prominent character traits. For instance; if a person is skinny, lean and lanky and looks like a cartoon he could be nicknamed as Mr. Skinny, or Mr. Lanky or Mr. Scarecrow. The humorous side is also touched in nicknaming. Another name for Private Quelch could be Mr. Linku or Cheekucheek.

2. Private Quelch looked like a ‘Professor’ because of his being lean, lanky and stooping like most of the Professors. His horn-rimmed spectacles enhanced this image as a man of knowledge who had almost all facets of human knowledge.

3. This suggests that the Sergeant was very confident, harsh and a hard task master. Also he was very much confident of his trade.
4. The Sergeant didn’t bother about Private Quelch’s telling the exact muzzle speed. He had technical definitions of the parts of the rifle, its use and care etc, by heart. He told the Sergeant that it was all due to his intelligent reading.
5. By ‘intelligent reading’ the Professor meant that whatever one read one was to keep that in mind. One was to memorize and apply the knowledge in increasing it more.
6. The Professor wanted a commission in the army. But before that he would strive for various stripes, that is, decoration ribbons.

7. Yes, I think his day to day practices took him closer towards his goal. He wanted a commission in the army. His knowledge about things relating to it would prove a plus point in his attaining his goal of life. Then he remained physically untired even after thirty mile walk-off. These two things bring a man closer to his goal in the defence forces.

8. Corporal Turnbull was a young man with a serious nature. He was wise and practical. He couldn’t be trifled with. He was the hero of the squad. One summer afternoon he was talking about the segments of a hand grenade without telling how many these were. Private Quelch interrupted him saying these were forty-four. This shocked the Corporal and he tossed the hand grenade to the Professor. He asked him to deliver the lecture. When Private Quelch finished he thanked him.

9. Private Quelch angered the squad at many occasions. In recognising the aeroplane, he humbled the narrator and others. Then he cut a joke of presenting a song after a thirty-mile walk-off which had drained all. They could hardly speak due to tiredness. But he wasn’t. Finally, his commentary on peeling the potatoes that resulted in the loss of vitamin values angered the narrator. The narrator had to flee due to that.

10. I don’t think Private Quelch learnt a lesson in his cookhouse duties. If he had had such a sensitive nature he would have learnt it when the Sergeant posed questions to him. In a way, to poke one’s nose in all spheres had become Private Quelch’s habit. He never minded if he was belittled or made fun of. He only made the narrator flee because of his professional habits.

Question 6.
At first, Private Quelch was a hero in the eyes of his fellow soldiers. Support this observation with suitable examples from the story in about 100 words.
Answer
Yes, Private Quelch was a hero in the eyes of his fellow soldiers. It was due to his intelligence and knowledge. His knowledge covered all aspects of human life. He had read a large number of military or army manuals. He spoke with confidence and corrected the Sergeant when he told the muzzle speed. The Sergeant felt insulted. He directed more questions to Private Quelch. In answering to those questions Quelch raised his status in the eyes of his soldiers.

Then he remained untired even after walking thirty mile walk-off. He told the Sergeant that his knowledge was all due to intelligent reading. His lecture after Corporal Turnbull asked him to deliver won him glory. Then his recognition of the aeroplane by its droning sound raised his glory. Clearly, Private Quelch had a genuine aim to get a commission in the army. He rightly deserved it because of his vast knowledge about military discipline and physical fitness.

Question 7.
Private Quelch knew ‘too much’. Give reasons to prove that he was unable to win the admiration of his superior officers or his colleagues in about 100 words.
Answer
It is a fact that Private Quelch knew ‘too much’ about army things. But he lacked ability to win the hearts and admiration of his superior officers or colleagues. He had a vast knowledge of military affairs. He had a specific aim of getting a commission. But his knowledge, discipline, physical ability and other things were not everything to fulfil his goal. He had a serious weakness of character. He spoke but not at a right time and to right people.

His correcting the Sergeant about the muzzle velocity amounted to indiscipline. Then it irritated and hurt the Sergeant’s ego. Officers like the Sergeant and Corporal Turnbull could recommend his case for a commission because of their goodness and genuine human qualities. But Private Quelch spoiled his own case by knowing “too much” of everything. Finally, he made all his enemies by his immature ‘talkativeness’. The narrator naturally fled when Private Quelch talked of vitamin loss in the peeling of potatoes.

Question 8.

1. Write down the positive and negative traits of Private Quelch’s character instances from the story.
2. Now, share your notes with the class. Add details if you need to.
3. Attempt a character sketch of Private Quelch using your notes in about 100 words. [V. Imp.]

Answer
1.

2. Students to share these notes with other students at class level.
3. Private Quelch was, no doubt, intelligent more than required. He was specific and clear in his goal of life. He wanted to have a commission in the army. He had motivated himself towards attaining this goal. He was hardworking. He had read many training manuals to be perfect in his knowledge of military or army things. He had physical ability also.

This is clear in his being unexhausted even after a thirty-mile walk-off. Then his readiness to help and correct others almost to the point of selflessness made him a perfect military man. He had a large heart also as he didn’t mind when others made fun of him. But despite these plus points he had some negative points. These made him unwanted and hateful. For instance, his correcting the Sergeant in his muzzle speed and lecturing the cooks over the peeling of the potatoes made him undesirable and a man to avoid.

WRITING TASK
Question 9.
You are the ‘ProfessorWrite a diary entry after your first day at the cookhouse, describing the events that led to this assignment, also express your thoughts and feelings about the events of the day in about 175 words. [V. Imp.]
Answer
10th September, 2015 10.00 pm
I feel a bit excited at my nomination for permanent cookhouse duties. I think, I deserved it due to my intelligence and sincerity to the subject and devotion. Secondly, my readiness to help all and my vast knowledge shall enable me to achieve my goal. I shall surely earn a commission in the army.

I have already made myself known in the field of knowledge about almost all things. These relate to army, ammunition, enemy tactics etc. I have acquired all this knowledge by intelligent reading. This should be the level of knowledge for a person who wants a commission in the army. The Sergeant and Corporal Turnbull should feel proud of me due to my correcting them on the muzzle speed and hand grenades.

The platoon officer deserves all thanks to have given me the cookhouse duties. How I called the cooks to lecture them on preserving the nutritional values of the food items ! They were amazed at my knowledge and practical advice. I rightly told them how food could be cooked without wasting its nutritional value. I asked my fellow-soldiers about the food cooked under my directions. They all expressed their joy over its taste. But some expressed amazement.

I must thank Corporal Turnbull for putting me on cookhouse duties. When I told my soldier-fellows of it, I appeared very innocent. But I stood nominated by him, though they kept this as a joke for days together.

I am confident that I shall prove my worth with great dedication and devotion to my duties. All will be greatly benefited by my knowledge and expertise.

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NCERT Solutions for Class 9 English Beehive Chapter 10 Kathmandu are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Beehive Chapter 10 Kathmandu.

NCERT Solutions for Class 9 English Beehive Chapter 10 Kathmandu

TEXTBOOK EXERCISES
(Page 131)

THINKING ABOUT THE TEXT
Activity
1. On the following map mark out the route, which the author thought of but did not take, to Delhi.

Answer
Route is shown by dotted line

1. Kathmandu to Patna by bus & train
2. Patna to Allahabad by boat/Ganges
3. Allahabad to Delhi by boat/Yamuna

2. Find out the possible routes (by rail, road or air) from Kathmandu to New Delhi! Mumbai / Kolkata / Chennai.

Answer
For self-attempt. Students may take the Atlas of the country and see or find themselves the air, road routes from Kathmandu to New Delhi/Mumbai/Kolkata/Chennai.
Some possible routes are :
By Road

1.  Kathmandu – Viratnagar – Patna
2.  Kathmandu – Nepalganj – Gorakhpur

By Rail

1. Patna – Delhi
2. Gorakhpur – Delhi
3. Patna – Kolkata
4. Gorakhpur – Varanasi – Kolkata
5. Patna – Allahabad – Mumbai
6. Gorakhpur – Allahabad – Mumbai
7. Patna – Khadagpur – Chennai
8. Gorakhpur – Allahabad – Nagpur – Chennai

I. Answer these questions in one or two words or in short phrases.

1. Name the two temples the author visited in Kathmandu.
2. The writer says, “All this I wash down with Coca Cola.” What does ‘all this’ refer to ?
3. What does Vikram Seth compare to the quills of a porcupine ?
4. Name five kinds of flutes.

Answers

1. These two temples are : Pashupatinath and Baudhnath stupa.
2. It is : com-on-the-cob and marzipan.
3. He compares flutes tied on the top of the flute seller’s pole to the quills of a porcupine.
4. These are : the reed neh, the recorder, the Japanese shakuhachi, the deep bansuri, the breathy flutes of South America, the high-pitched Chinese flutes.

II. Answer each question in a short paragraph.
1. What difference does the author note between the flute seller and the other hawkers ?
Or
What is the difference between the behaviour of the flute seller and that of the other hawkers ? (CBSE)
2. What is the belief at Pashupatinath about the end ofKaliyug ?
3. The author has drawn powerful images and pictures. Pick out three examples each of
(i) the atmosphere of‘febrile confusion’ outside the temple of Pashupatinath (for example: some people trying to get the priest’s attention are elbowed aside…)
(ii) the things he sees
(iii) the sounds he hears.

Answers
1. The author sees the difference in how they are sold. Other sellers cry out their wares to sell. But the flute seller sells his wares in an off – handed way.

2. It is that when the small shrine on Bagmati river comes out fully, the goddess inside will escape. Then the Kaliyug will end on the earth.

3. (i) Monkeys fight among themselves. They jump on to a shivalinga. They run round the temples. They make a noise and show their teeth. Priests, hawkers, devotees, cows, pigeons, dogs roam here and there.
(ii) The author sees people, animals and birds roaming here and there. A princess of the Nepalese royal house appears. All bow and make way. He also sees a party of saffron-clad Westerners. They struggle to enter the temple.
(iii) He hears the sounds of songs. Cows low and vendors shout out their wares. He hears these sounds. He finds the flute sound of the flute seller sweet and melodious.

III. Answer the following questions in not more than 100-150 words each.
1. Compare and contrast the atmosphere in and around the Baudhnath shrine with the Pashupatinath temple. (CBSE) (Imp.)
Or
How does Vikram Seth find the atmosphere in and around the Baudhnath stupa quite in contrast to that of the Pashupatinath shrine ? (CBSE)
2. How does the author describe Kathmandu’s busiest streets ?
Or
What observations does the author make about the Kathmandu bazaar ? (CBSE)
3. “To hear any flute is to be drawn into the commonality of all mankind.” Why does the author say this ?
(V. Imp.)

Answers
1. The atmosphere in and around Baudhnath shrine offers a contrast’to that of the Pashupatinath temple. At Pashupatinath, the atmosphere is of febrile confusion. But at Baudhnath stupa there is stillness. At the road outside the Pashupatinath temple, it is all disorder and disquiet. Some people try to enter the temple. A policeman stops them.

He sees that they are not Hindus. Monkeys fight and chase each other. One monkey jumps on to a shivalinga. Then he runs screaming around the temples. The river Bagmati flows below the temple. The old offerings of flowers and leaves are dropped into it. On the other hand, the big dome of Baudhnath stupa is ringed by a road. But there are no crowds there.

बौद्धनाथ मंदिर के अंदर और आस-पास का वातावरण पशुपतिनाथ मंदिर के वातावरण के बिल्कुल विपरीत है। पशुपतिनाथ के आस-पास उत्तेजनापूर्ण अस्तव्यस्तता का वातावरण है। परन्तु बौद्धनाथ स्तूप के पास शांति छायी हुई है। पशुपति नाथ मंदिर के बाहर सड़क पर सर्वत्र अव्यवस्था और अशांति है। कुछ लोग अंदर प्रवेश पाने के इच्छुक हैं। एक पुलिस का सिपाही उन्हें रोकता है। वह देखता है कि वे हिन्दू नहीं हैं। बंदर लड़ते और एक-दूसरे का पीछा करते हैं। एक बंदर एक शिवलिंग पर चढ़ जाता है। वह फिर चीखता हुआ मंदिरों के आस-पास भागता रहता है। मंदिर के नीचे बागमती नदी बहती है। इसमें पहले चढाये गये फूल और पत्ते बहा दिये जाते हैं। दूसरी ओर बौद्धनाथ स्तूप के चारों तरफ एक गोल सड़क है। परंतु वहाँ पर भीड़ नहीं है।

2. The streets of Kathmandu are full of life. These are full of small shops and vendors. They sell things of tourists’ interest. There are fruit sellers, flute sellers, hawkers of picture postcards and shops. These shops sell Western cosmetics. There are other shops also there. From them you can get film rolls and chocolates, or copper utensils and Nepalese antiques.

There is much noise. Radios blare out film music, car horns sound and bicycle bells ring. Stray cows low. Vendors shout out their wares. The author bought a roasted corn-cob from the pavement. He also bought a sweet dish, an orange drink and coca- cola. In fact, the bazaar is like a fair.

काठमांडू की गलियाँ जीवन से भरी हैं। ये छोटी-छोटी दुकानों और फेरी वालों से भरी हैं। वे यात्रियों की रुचि का सामान बेचते हैं। फल बेचने वाले, बाँसुरी वाले, तस्वीरों वाले पोस्टकार्ड के विक्रेता और दुकानें हैं। ये दुकानें पश्चिमी सौंदर्य प्रसाधन बेचती हैं। वहाँ पर कुछ अन्य दुकानें भी हैं। वहाँ से आप फिल्मों की रीलें और चाकलेट या फिर ताँबे के बर्तन और नेपाली पुरावस्तुएँ प्राप्त कर सकते हैं।
चारों तरफ शोर ही शोर है। रेडियो से ऊँची आवाज में फिल्म-संगीत बजता है ; कारों के हार्न और साइकिल की घंटियाँ बजती हैं। आवारा गायें रँभाती हैं। फेरी वाले ऊँची आवाज में अपना माल बेचते हैं। लेखक ने पगडण्डी से एक भुट्टा खरीदा। उसने एक मिठाई, एक संतरी पेय पदार्थ और कोका कोला भी लिया। वास्तव में यह बाजार एक मेले जैसा है।

3. The author says so due to various reasons. For him or for anybody flute music is the most universal. It is also the most particular of sounds. The flute seller doesn’t sell one type of flutes only. Every culture has its own flute. They are different from each other. The flute seller does not shout out his wares. He simply plays different tunes on his flute. When he plays, the sound affects each and everyone. It touches everyone’s heart. So that way the author is drawn into the commonality of all mankind.

लेखक कई कारणों से ऐसा कहता है। उसके लिए या किसी के लिए बाँसुरी का संगीत अत्यधिक सार्वभौमिक है। आवाजों में यह अत्यधिक खास भी है। बाँसुरी विक्रेता एक ही प्रकार की बाँसुरी नहीं बेचता। हरेक संस्कृति की अपनी ही एक बाँसुरी है। वे एक दूसरी से भिन्न हैं। बाँसुरी विक्रेता चिल्ला कर अपना माल नहीं बेचता। वह सिर्फ अपनी बाँसुरी पर तरह-तरह की धुनें निकालता है। जब वह बजाता है तो आवाज हरेक व्यक्ति को प्रभावित करती है। यह सभी का दिल छू लेती है। इस प्रकार इस तरीके से लेखक मानवता के समाज में खिंचा चला आता है।

THINKING ABOUT LANGUAGE
I. Read the following sentences carefully to understand the meaning of the italicised phrases. Then match the phrasal verbs in Column A with their meanings in Column B.

1. A communal war broke out when the princess was abducted by the neighbouring prince.
2. The cockpit broke o/f from the plane during the plane crash.
3. The car broke down on the way and we were left stranded in the jungle.
4. The dacoit broke away from the police as they took him to court.
5. The brothers broke up after the death of the father.
6. The thief broke into our house when we were away.

Answer

II. 1. Use the suffixes -ion or -tion to form nouns from the following verbs. Make the necessary changes in the spellings of the words.
Example : proclaim – proclamation

1. cremate ……
2. act ……..
3. exhaust …….
4. invent …….
5. tempt …….
6. immigrate …….
7. direct …….
8. meditate ……..
9. imagine ……..
10. dislocate …….
11. associate ……..
12. dedicate ……..

Answer

1. cremation
2. action
3. exhaustion
4. invention
5. temptation
6. immigration
7. direction
8. meditation
9. imagination
10. dislocation
11. association
12. dedication

2. Now fill in the blanks with suitable words from the ones that you have formed.

1. Mass literacy was possible only after the …….. of the printing machine.
2. Ramesh is unable to tackle the situation as he lacks …….. .
3. I could not resist the …….. to open the letter.
4. Hardwork and ………. are the main keys to success.
5. The children were almost fainting with ………. after being made to stand in the sun.

Answer

1. invention
2. imagination
3. temptation
4. dedication
5. exhaustion.

III. Punctuation
Use capital letters, full stops, question marks, commas and inverted commas wherever necessary in the following paragraph.
an arrogant lion was wandering through the jungle one day he asked the tiger who is stronger than you you O lion replied the tiger who is more fierce than a leopard asked the lion you sir replied the leopard he marched upto an elephant and asked the same question the elephant picked him up in his trunk swung him in the air and threw him down look said the lion there is no need to get mad just because you don’t know the answer

Answer
An arrogant lion was wandering through the jungle one day. He asked the tiger, “Who ‘ is stronger than you ?” “You, O ! lion,” replied the tiger. ‘Who is more fierce than a leopard ?” asked the lion. “You, sir,” replied the leopard. He marched up to an elephant and asked the same question. The elephant picked him up in his trunk, swung him in the air and threw him down. “Look”, said the lion, “there is no need to get mad just because you don’t know the answer.”

1. Fill in the blanks with the correct form of the verb in brackets.
(i) The heart is a pump that …… (send) the blood circulating through our body. The pumping action ……. (take place) when the left ventricle of the heart ……. (contract). This …… (force) the blood out into the arteries, which ……. (expand) to receive the oncoming blood.

(ii) The African lungfish can live without water for up to four years. During a drought it …….. (dig) a pit and ……. (enclose) itself in a capsule of slime and earth, leaving a tiny opening for air. The capsule …….. (dry) and …….. (harden), but when rain ……… (come), the mud …….. (dissolve) and the lungfish …… (swim) away.

(iii) Mahesh : We have to organise a class party for our teacher. …… (Do) anyone play an instrument ?
Vipul : Rohit …… (play) the flute.
Mahesh : ……. (Do) he also act ?
Vipul : No, he ……. (compose) music.
Mahesh : That’s wonderful!

Answers
(i) sends, takes place, contracts, forces, expands
(ii) digs, encloses, dries, hardens, comes, dissolves, swims
(iii) Does, plays, Does, doesn’t compose.

WRITING
Diary entry for a travelogue
I. The text you read is a travelogue where the author, Vikram Seth, talks about his visit to two sacred places in Kathmandu.
Imagine that you were with Vikram Seth on his visit to Pashupatinath temple, and you were noting down all that you saw and did there, so that you could write a travelogue later.
Record in point form

1. what you see when you reach the Pashupatinath temple
2. what you see happening inside the temple
3. what you do when inside the temple
4. what you see outside the temple
5. what your impressions are about the place.

Answers
1. Things seen at the Pashupatinath temple
A sign proclaiming: ‘Entrance for the Hindus only’. Priests, hawkers, devotees, tourists, cows, monkeys, pigeons, dogs roam about. A crowd of worshippers.

2. What is happening inside the temple
Many worshippers. People getting priest’s attention elbowed out. A princess of Nepalese royal house appears. Saffron-clad Westerners try to enter. Policeman. Monkeys fight. Jump onto a shivalinga.

3. What you do when inside the temple
No such description or reference.

4. What you do outside the temple
Bagmati seen flowing. A corpse is being cremated. Washerwomen work and children bathe. A basket of flowers and leaves dropped into the river.

5. What your impressions are about the place
Place most sacred for the Hindus. Worshippers don’t mind the crowd. They jostle their way inside. They don’t mind even when jostled. Place presents a scene of a big market where everything sells.

II. Here is your diary entry when you visited Agra. Read the points and try to write a travelogue describing your visit to Agra and the Taj Mahal. You may add more details.
January 2003 ……. rise before dawn ……. take the Shatabdi Express at 6.15 a.m. from Delhi …… meet a newly-married couple on train ….. talk about Himachal Pradesh …… get off the train …… enter the once-grand city, Agra …… twisted alleys ……. traffic dense …….. rickshaws, cars, people ……. vendors selling religious artifacts, plastic toys, spices and sweets …… go to the Taj Mahal …….. constructed entirely of white marble …… magical quality …….. colour changes with varying of light and shadow ……… marble with gemstones inside …….. reflection of the Taj Mahal in the pond ……. school-children, tourists ……. tourist guides following people.

Answer
It was January 2003. I rose before dawn and got ready to catch the Shatabdi Express at 6.15 am from Delhi. I met a newly-married couple on the train. They talked about Himachal Pradesh. I got off the train at Agra. It was a strange experience to move in the twisted alleys of Agra, once-grand city. The traffic was dense with rickshaws, cars, pedestrians, vendors selling religious artifacts, plastic toys, spices and sweets.

At last I reached the Taj Mahal. It is really a dream made physical. It has its own magical quality. It has been constructed entirely of white marble. It has got a strange effect on the onlooker. The marble changes colours with varying of light and shadow. The marble inside is inlaid with gemstones. The pond has the reflection of the Taj Mahal. There was a big crowd of school children, tourists etc., followed by the tourist guides to make quite bucks.

We hope the NCERT Solutions for Class 9 English Beehive Chapter 10 Kathmandu help you. If you have any query regarding NCERT Solutions for Class 9 English Beehive Chapter 10 Kathmandu, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Moments Chapter 5 The Happy Prince are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Moments Chapter 5 The Happy Prince.

NCERT Solutions for Class 9 English Moments Chapter 5 The Happy Prince

TEXTUAL EXERCISES
(Page 36)

Think About It

Question 1.
Why do the courtiers call the prince ‘the Happy Prince’ ? Is he really happy ? What does he see all around him ?
Or
Why do the courtiers call the prince “The Happy Prince” ? Is he really happy ? Why/why not ? (CBSE)
Answer.
‘The Happy Prince’ was a beautiful statue. The courtiers called him happy because there was no sorrow in the palace. But he is not happy at all. He sees misery of the people around him. This makes him sad. He wants to do something for them to make them happy.

Question 2.
Why does the Happy Prince send a ruby for the seamstress ? What does the s.wallow do in the seamstress’ house ?
Answer.
The seamstress’ little baby is ill. The baby wants oranges. But the seamstress has no money. The Happy Prince sends a ruby to help her.

Question 3.
For whom does the prince send the sapphires and why ? (CBSE)
Answer.
The Prince sends a sapphire for the young playwright. He has to finish a play for the Director of the Theatre. But he can’t do so. There is no fire in his grate. He is hungry also. He has fainted due to it. He also sends a sapphire for the match girl. All her matches had fallen in the gutter.

Question 4.
What does the swallow see when it flies over the city ? (CBSE)
Answer.
The swallow flew over the city. He saw the rich making merry in their beautiful houses. There were beggars sitting at the gates. He saw the white faces of the hungry children. He also saw the watchman asking two hungry boys to run off.

Question 5.
Why did the swallow not leave the prince and go to Egypt ?
Or
Why did the swallow not go to Egypt ? (CBSE)
Answer.
The swallow did what the Happy Prince had told him to do. He took out the sapphires from the statue of the Prince. He went blind due to this. So he couldn’t see. The swallow did not leave the Prince in his blindness. So he did not go to Egypt.

Question 6.
What are the precious things mentioned in the story ? Why are they precious ? (CBSE)
Answer.
These two precious things are: the heart of the Happy Prince and the dead swallow. They are precious because they have understood the misery of the people. They have also helped them. They sacrifice themselves for the sake of other people. To help others is the most precious thing in the world.

We hope the NCERT Solutions for Class 9 English Moments Chapter 5 The Happy Prince help you. If you have any query regarding NCERT Solutions for Class 9 English Moments Chapter 5 The Happy Prince, drop a comment below and we will get back to you at the earliest.

NCERT Solutions for Class 9 English Main Course Book Unit 2 Chapter 3 Ordeal in the Ocean are part of NCERT Solutions for Class 9 English. Here we have given NCERT Solutions for Class 9 English Main Course Book Unit 2 Chapter 3 Ordeal in the Ocean.

CBSE Class 9 English Main Course Book Unit 2 Adventure Chapter 3 Ordeal in the Ocean

TEXTUAL EXERCISES
(Page 34)

ORDEAL IN THE OCEAN :
In this section we shall read an adventure story entitled ‘Ordeal in the Ocean’, in which you will probably come across some unfamiliar words. Therefore, before we read the story, we shall have some more ‘puzzling out’ practice.

Question 1.
Read the following extracts from the story, and try to puzzle out the meanings of the encircled words from other words and phrases in the extract. Write the clues in the empty boxes. Then give your own explanation of the encircled word.
(a)
I saw individual stars, but I could not distinguish the constellation they belonged to. Then dawn came and put out all my stars. Therefore constellation means ___________________ .

(b)
Indeed there had been a distant rumbling for some time, although I had paid no attention to it. Now I started listening and I thought it sounded like the characteristic noise of jet airplanes constantly landing and taking off. Therefore rumbling means ___________________ .

(c)
It was a gigantic wave with steep, very slowly falling crests. Never in my life had I seen such an enormous wave. It seemed to be touching the sky. Therefore gigantic means ___________________ .

(d)
The wave did not break over me as I assumed it would. An irresistible force dragged me up its steep slope, right to the very foot of the falling crest. Therefore irresistible means ___________________ .

(e)
For a moment I found myself in the air under the crest, as if in a cave. Then, my body was in the swirling current of water; the inner power of the wave turned me head over heels several times, twisting me in all directions before it tired. Therefore swirling means ___________________ .

(f)
Around me I could see random currents of water, splashes of foam and phosphorescent spray all swirling about…. I left a trail of luminous water and my body glittered like some princess’s ball gown. Therefore phosphorescent means __________________.

Answer :
(a) group of stars
(b) a deep heavy continuous sound
(c) very huge, large-sized, enormous
(d) a force which cannot be resisted
(e) moving or twisting in all directions
(f) brightened or beautiful, luminous

Question 2.
Suppose you are on a ship, far out to sea. Something happens, and you find yourself in the water. The ship continues on its journey. Discuss the following with your partner and share your views with the class

• How long do you think you can stay alive in the water ?
• How will you know which way to swim ?
• What dangers will you face ?

Answer :

• Staying alive in the water in such a circumstance depends on many things. These may be the condition of the sea, sea winds and my physical and mental courage. Normally, if I find myself in water, I, perhaps, may stay alive for about 10-15 hours. But everything depends on the situation. It is quite possible I may not last for more than a minute.
• The position of the stars in the sky would help me know which way to swim.
• The dangers will come mainly from the sea. These might be from sea animals, like sharks, whales etc. Secondly, the sea storm or cyclonic waves would also pose many dangers.

Question 3.
‘Ordeal in the Ocean’ is the story of Slava Kurilov, a Russian who faced a remarkable trial by water. Slava kurilov tells his own story. Read on …
Answer :
When the liner had finally vanished over the horizon, I was absolutely alone in the stormy night sea. First I thought I had to swim one way, then another. It was not even midnight yet, and I had no hope at all of finding my way in this terrible night time ocean. I began to feel afraid. Waves of fear rolled through me, starting from my hands and feet, attacking my heart and then passing through my neck to my head. Waves broke over me and water went into my snorkel. I realised I would not be able to last even half an hour in such a condition.

I saw individual stars, but I could not distinguish the constellation they belonged to. Then dawn came and put out all my starsand I felt my solitude more keenly. The sky was grey at first, then blue-violet shades appeared. In a few minutes, the colours became brighter, with dark red strips cutting across the sky!

The rising sun came up over the ocean. I was surrounded by large waves. The clouds turned pink and swept across the sky in all directions. It was a windy day. There was no land visible. I grew alarmed. Had I made a mistake in my calculations? Perhaps the current had carried me a long a way off the course during the night? An hour passed, perhaps two.

“Land!!!” I could not deny myself the pleasure of shouting the magic word aloud and of hearing my own voice. Perhaps it was my ghostly island of Siargao? I almost felt I had succeeded – now at least I had hope. The sun looked out for the last time, as if it were saying goodbye to me, and hid itself away again. In a few minutes the sky filled with all the colours of a rainbow, the bright shades changing and merging as I watched. At first the clouds became deep red and then their edges turned bright orange. A little while afterwards, the clouds turned lilac and dark violet. Darkness fell swiftly. My second lonely night in the ocean began. The stars came out unnoticed. I changed course and headed for the south west. As it turned out, this was an unforgivable mistake.

Evening was approaching. The ocean around me was full of life; large fish often leapt out of the water and big birds flew right above my head. I could see the island distinctly now. A line of dancing palms stretched the length of its shore. The sides of the mountain were covered in many different shades of green. An hour passed, perhaps more. It was extraordinarily quiet.

Then suddenly to my horror, I discovered my island had noticeably begun to move north and was drifting further and further in that direction right before my eyes. Before I had worked out what was happening and could sharply change my course towards the north, the southern tip of the island had appeared in front of me and, beyond that, open ocean stretched to the very horizon. I was totally at the mercy of the current and realised to my alarm that it was slowly carrying me past land.

My third night in the ocean crept up unnoticed. This third night in the ocean was very dark, much darker than the two previous ones. I almost decided to die as I had no hope of seeing another dawn.

I was suddenly aware of a quiet voice: “Swim to the sound of the breakers.” Indeed, there had been a distant rumbling for some time, although I had paid no attention to it. Now I started listening and I thought it sounded like the characteristic noise of jet aeroplanes constantly landing and taking off. The voice inside kept insisting that I should swim towards this thunder of waves.

At last I obeyed. Again I heard an approaching rumble. What I suddenly saw at a distance of about 30 or 40 metres has imprinted itself on my memory forever. It was a gigantic wave with steep, very slowly falling crests. Never in my life had I seen such an enormous wave – it even seemed to be touching the sky. It moved very slowly and was fantastically beautiful.

The wave did not break over me as I assumed it would. An irresistible force dragged me up its steep slope right to the very foot of the falling crest. Instinctively I clutched my mask snorkel and managed to take a deep breath. The crest started to break over me and pulled me under it. For a moment, I found myself in the air under the crest as if in a cave. Then my body was in a swirling current of water; the inner power of the wave turned me head over heels several times, twisting me in all directions before it tired.

I realised that I had to try to keep my body on the crest and I quickly took up a horizontal position. This time the wave quickly grabbed me and carried me at great speed for quite a long distance on its crest.

I got up to the surface easily and swam in the direction the waves were heading. “Somewhere there, beyond the reef, there should be a lagoon,” I hoped. Suddenly, I felt something hard under my feet. I could stand up to my chest in water! Around me I could see random currents of water, splashes of foam and phosphorescent spray all swirling about. Before I fully came to my senses, another large wave approached and carried me some distance further. I was up to my waist in water when a new wave picked me up, taking me several metres forward. Now the depth of the water was only up to my knees. I had enough time to take a few tentative steps, to catch my breath and look around.

I surfaced at the foot of very tall palm trees. I left a trail of luminous water and my body glittered like some princess’s ball-gown. Only now did I feel completely safe. The ocean was behind me…

Question 4.
Below are some incomplete sentences about the story. Complete each sentence appropriately, according to the story.

1. Slava Kurilov was in the water because he … Evidence for this is …
2. His biggest mistake was when he …
3. He decided to die because …
4. He was carried towards the lagoon when he decided to …

Answer :

1. Slava Kurilov was in the water because he jumped into the sea and was swimming. Evidence for this is (that) he had a snorkel and mask, and he referred to his “calculations”.
2. His biggest mistake was when he changed the course and so was carried past the island/swam to the southeast direction.
3. He decided to die because he lost hope of seeing another dawn.
4. He was carried towards the lagoon when he decided to swim towards the breakers, that is, breaking waves.

Question 5.
Below is a map of the area in which Slava Kurilov faced his ordeal. You will also see the major events in the story, in mixed order, each accompanied by a symbol. After you have read ‘Ordeal in the Ocean’, draw the appropriate symbol against each x mark. (One is already drawn for you.) Draw the symbols or number the symbols, and transfer them to the map.)
Answer :

Note :
There seems some confusion in relating the events of the story to those marked in the diagram. We have tried our best to correlate these in the most appropriate way strictly as per the text given. Students might try on their own to understand these events and mark them as given in the diagram.

Question 6.
The author uses many vivid and colourful expressions to describe the ocean, clouds, sky, waves and his own feelings. List the expressions that you like the most.

• Ocean
  (1)
  (2)
•  Clouds and sky
  (1) The sun looked out for the last time as if it were saying goodbye to me.
  (2)
•  Waves
  (1)
  (2)

Find at least two expressions under each heading :
Answer :
Ocean :

1. The ocean around me was full of life.
2. Large fish often leapt out of the water.
3. Big birds flew right above my head.
4. the open ocean stretched to the very horizon.
5. Around me I could see random currents of water.
6. splashes of foam and phosphorescent spray all swirling about.

Clouds and Sky :

1. The clouds turned pink and swept across the sky in all directions.
2. In a few minutes the sky was filled with all colours of a rainbow. The bright shades changed and merged as I watched.
3. At first the clouds became deep red and then their edges turned bright orange.
4. Puffs of snow-white clouds hung motionless.
5. The clouds seemed to be adorning themselves in yellow.

Waves :

1. It was a gigantic wave, with steep, very slowly falling crests.
2. Then my body was in swirling current of water. The inner power of the wave turned me head over heels several times, twisting me in all directions before it tired.
3. This time the wave quickly grabbed me. It carried me at great speed for quite a long distance on its crest.
4. Never in my life had I seen such an enormous wave — it even seemed to be touching the sky.
5. The inner power of the wave turned me head over heels several times, twisting me in all directions.

Question 7.
Another technique adopted by the writer is to use figures of speech such as a simile. A simile is used to express similarity between two things, e.g. He is as fast as lightning. The rain fell heavily on the metal roof like a machine-gun. Similes usually start with ‘like’ or ‘as’. Find two similes in the last section of the story.

1. I found myself still in the air under the crest as if in a cave.
2. I left a trail of luminous water and my body glittered like some princess’s ball gown.

Question 8.
Now try to build your own similes for the following :

1. The rock stood …
2. The waves leapt…
3. The sea shone …
4. The sun set…
5. The rain fell heavily …
6. The birds soared …
7. Dawn broke …
8. The stars …
9. The wind shook the trees …

Add other similes of your own and write them in your notebook.
Answer :

1. The rock stood hanging like a monster!sentry.
2. The waves leapt like flames offirela cheetah.
3. The sea shone like a lake of phosphorus.
4. The sun set like a red-hot ball of iron.
5. The rain fell heavily like bullets.
6. The birds soared like kites.
7. Dawn broke like mist.
8. The stars were twinkling like glow-worms.
9. The wind shook the trees as an earthquake shakes buildings etc.

Other similes :

• The storm rose like a demon from his sleep.
• The moon shone like an incandescent bulb.

Question 9.
Now that you have seen some techniques for creating vivid images with language, try to compose a poem or write a short descriptive paragraph using similes and colourful expressions. Work in pairs if you prefer. Then read it out to the class.
Choose one of these themes : waves, stars and moon, rocks, sunset or sunrise. Consider the following for your chosen theme :

• What does it look like ?
• What does it feel like ?
• What does it sound like ?
• How does it move ?
• Where do we see it ?
• When do we see it ?

Answer :
Students can write on their own on the other given themes. A DESCRIPTIVE PARAGRAPH and a poem are given below, as asked for.

Sunset :
Last week, I felt an urge to take a stroll at 5 pm. Luckily, a cool breeze had just begun to blow. I felt as if the Nature had switched on its air-conditioner on a hot day. All of a sudden, I wanted to see and enjoy the sunset. I ascended a nearby hill. The sun was going to set.

It looked like a huge deep orange. It had no heat and dazzling brightness of daytime. It was slowly moving downwards across the rim of mother Earth. It was like the moon moving on a clouded night. There spread a pinkish-yellow colour as if someone had spread a huge bedspread across the sky. The clouds near the setting sun looked gorgeous like rose petals. I felt like flying in an aeroplane after seeing such an uncommon scene. In fact, the scene was superb and breathtaking.

Sharad Purnima Night :

We hope the NCERT Solutions for Class 9 English Main Course Book Unit 2 Chapter 3 Ordeal in the Ocean help you. If you have any query regarding NCERT Solutions for Class 9 English Main Course Book Unit 2 Chapter 3 Ordeal in the Ocean, drop a comment below and we will get back to you at the earliest.