Prasanna

Karnataka Solutions for Class 8 English Poem Chapter 16 The Cloud Questiona and Answers are prepared according to the latest academic syllabus. So refer our Karnataka Secondary Education Examination Board Class 8 English Solutions to score good marks in the exams. Tap the link and Download KSEEB Solutions for Class 8 English Chapter 16 The Cloud to cover all the topics.

Karnataka State Board Class 8 English Poem Chapter 16 The Cloud

With the help of the Karnataka Secondary Education Examination Board Class 8 English Solutions Chapter 16 The Cloud Questions and Answers Pdf, Notes, Summary you can get an idea about the subject. Also we suggest the students keep the textbook aside to learn the subject in depth.

The Cloud Questions and Answers, Summary, Notes

I. Comprehension:

A. Answer the following in a sentence or two each:

Question 1.
Who is the ‘I’ in the poem?
Answer:
It refers to the cloud.

Question 2.
What does the cloud do when leaves are laid in their dreams?
Answer:
It provides light shade for the leaves.

Question 3.
How is the cloud related to earth, water and sky?
Answer:
The cloud is the daughter of the earth and water. It is the nursling of the sky.

Question 4.
What happens after the rain?
Answer:
The pavilion of Heaven becomes bare. The winds and the rays of the sun build up a blue dome of air.

B. Answer the following in about one hundred words each:

Question 1.
The cloud is personified throughout the poem. Explain.
Answer:
Personification is a figure of speech in which human qualities are attributed to non-living things. The cloud is a nonliving object. In the poem, the cloud tells what it is and what it does like a human being. It brings rain and provides shade, it makes the sweet buds blossom. It wields the flail of hail like the man who threshes the grain with a flail. It dissolves the hailstones. It laughs as it passes in thunderstorms. It is personified as the daughter of the earth and water and a baby who is taken care of by the sky. After the rain the sky becomes clear and the cloud arises again like a child from the womb of its mother, like a ghost from the tomb.

Question 2.
The poem ‘The Cloud’ is rich in imagery. Explain.
Answer:
Poets use imagery to heighten the effect of the poem. They use similes, metaphors to produce word pictures in the minds of the readers. This poem is rich in such word pictures. The image of flowers waiting for rain, the cloud providing light shade for the leaves sleeping at noon are the word pictures in the first stanza. The dew drops wakening the buds, the picture of the cloud wielding the flail of lashing hail, the picture of a little baby, the clear blue sky without the clouds and the cloud gradually building up again are the other pictures that come to our mind when we read the poem.

II. Appreciation Questions:

Question 1.
The first stanza tells us about the cloud’s activity. What does the cloud bring with it?
Answer:
The cloud brings rain from the seas and the streams.

Question 2.
The cloud is said to have wings and it shakes its wings. What happens when the wings of the clouds are shaken?
Answer:
The’dew drops fall on the sweet buds and the buds start blooming. They wake up the buds that have fallen asleep on the branches when the plant sways about in the sun.

Question 3.
In the third stanza, Shelley talks about the earth as a planet. The ‘flail’ is an instrument which is used to separate grain from the husk. How does the poet compare hail striking the earth and flail hitting the wheat?
Answer:
Man uses a flail to thresh grain. Just like the grains that get separated from the husk and fall on the ground, the cloud uses the flail and spreads the hailstones over the green plains.

Question 4.
The cloud says, ‘I change but I cannot die’, though the sky appears clear after rain. Explain.
Answer:
Cloud is a white or grey mass of condensed water vapour floating in the sky. After the rain these clouds disappear and the sky becomes clear. The cloud changes into water and falls down. Again, the heat of the sun makes water evaporate into the atmosphere. This water vapour forms the clouds. Hence, the cloud says I change, but I cannot die.

Question 5.
In the last stanza, after the rain, the convex gleams of sun make the sky look like a blue dome of air. The poet calls the blue clouds ‘Cenotaph’. Give reasons.
Answer:
The cloud is nothing but a mass of condensed water vapour. When it rains, all the condensed water falls down to the earth and the cloud disappears. The sky becomes clear and looks like a blue dome of air. A cenotaph is a memorial built in honour of soldiers killed in a war. In the poem the cloud gets killed after shedding its water. The clear blue dome of air appears to the cloud like a ‘cenotaph’ built in its honour.

III. Annotate:

Question 1.
“I wield the flail of the lashing hail And whiten the green plains under. ”
Answer:
The cloud in the poem says that it uses the flail of the lashing hail to spread the frozen pellets of rain over the green fields on the face of the earth. Just like the human beings who use the flail to thresh grain from the chaff, the cloud directs the – pellets of frozen rain to fall on the green plains.

Question 2.
“I am the daughter of earth and water,
And the nursling of the sky. ”
Answer:
The cloud considers it to be the daughter of earth and water. As we all know, the water on the earth gets evaporated by the heat of the sun into the atmosphere. The water vapour gets condensed and starts forming a cloud in the sky. The sky takes care of the cloud till it sheds water. Hence, it claims to be the daughter of the earth and water and a nursling of the sky.

Question 3.
I pass through the pores of the ocean and shores.
I change, but I cannot die.
Answer:
These lines are taken from the poem ‘The Cloud’. The cloud claims that it is immortal. It has no death. In a way what it considers itself is true. The water vapourises by the rays of the Sun and gets into the atmosphere. It passes through the openings in the oceans and shores till it reaches the sky and becomes the cloud. After rain, the cloud disappears. It has changed into water. It gradually rebuilds itself again. So, it says it cannot die.

Multiple Choice Questions:

Four alternatives are given for each of the following questions/ incomplete statements. Choose the most appropriate alternative.

Question 1.
The T in the poem refers to
A) the thunder
B) the fresh showers
C) the cloud
D) the sky
Answer:
C) the cloud

Question 2.
When the leaves are laid in their noon-day dreams, the cloud
A) brings fresh showers
B) bears light shade for the leaves
C) dances about the sun
D) whitens the green plants under it
Answer:
B) bears light shade for the leaves

Question 3.
The cloud is the daughter of
A) oceans and shores
B) thunder and lightning
C) seas and streams
D) earth and water
Answer:
D) earth and water

Question 4.
After the rains
A) the pavilion of heaven becomes bare
B) the cloud laughs at its own cenotaph
C) the cloud whitens the green plains under
D) the cloud bears light shade for the leaves
Answer:
A) the pavilion of heaven becomes bare

Question 5.
What happens when the wings of the cloud are shaken?
A) The green plants are whitened.
B) The dew drops fall on the buds and they start blooming.
C) It brings fresh showers for the flowers.
D) The blue dome of the air is built up.
Answer:
B) The dew drops fall on the buds and they start blooming.

Question 6.
The convex gleams of the sun make the sky look like a
A) cenotaph
B) womb
C) blue dome of air
D) ghost from the tomb
Answer:
C) blue dome of air

Question 7.
The poet calls the blue clouds a
A) cavern
B) tomb
C) womb
D) cenotaph
Answer:
D) cenotaph

Memorisation:

bring fresh showers for the thirsting flowers,
From the seas and the streams;
I bear light shade for the leaves when laid
In their noonday dreams.

From my wings are shaken the dews that waken
The sweet buds every one,
When rocked to rest on their mother’s breast
As she dances about the sun.

I wield the flail of the lashing hail,
And whiten the green plains under,
And then again I dissolve it in rain,
And laugh as I pass in thunder.

I am the daughter of earth and water
And the nursling of the sky;
I pass through the pores of the ocean and shores
I change, but I cannot die.

For after the rain when with never a stain
The pavilion of Heaven is bare,
And the winds and sunbeams with their convex gleams
Build up the blue dome of air,

I silently laugh at my own cenotaph;
And out of the caverns of rain,
Like a child from the womb, like a ghost from the tomb,
I arise and unbuild it again.

The Cloud Summary In English

Shelley imagines the cloud as a living being and ascribes individuality to her through a set of moving images. She is the daughter of earth and water and the nursling of the sky. She can speak, move and act like human beings. She brings fresh showers for the thirsty flowers. She bears light shade for the leaves and helps the buds to bloom. The cloud is whimsical and cruel too. She lashes the earth with hailstones and whitens the green field. But, this does not last long. Soon she brings torrential rain and the fields become green again. The cloud then disappears from the sky with deep roars of thunder.

Next, the cloud describes its origin; it says that it is the daughter of earth and water, and an infant nursed by the sky. It passes through the small openings in the oceans and the shores. It changes, but it does not die. The cloud is one thing and also many things; it changes its form but it is the same essence of life, growth and change in the nature. It is the agent of the cycle of life, for it changes seasons and sustains all living beings by bringing rain, giving shade, letting the sun shine when needed, and bringing dry autumn for plants to wither and give way to the next spring. It is not only gentle like a child, it is also terrible like a ghost; it supports the system of life ceaselessly and in numberless ways.

Glossary:

thirsting – thirsty
bear – carry
stream – a small narrow river
dew – tiny drops of moisture that form on cool surfaces at night
rocked – move regularly backwards and forwards or from side to side
flail – a wooden tool consisting of a stick swinging from the end of a long handle.
wield – to use
lashing – hitting with force
hail – frozen raindrops which fall as little hard balls of ice
plains – a large stretch of flat land
nursling – a baby who is taken care of by a nurse
pores – small openings
stain – a mark
pavilion – a large structure lightly built and intended to be used only for a short time.
Cenotaph – A monument built to honour soldiers killed in a war
cavern – A large cave

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Karnataka Solutions for Class 8 English Prose Chapter 5 A Lesson For Nakul Questiona and Answers are prepared according to the latest academic syllabus. So refer our Karnataka Secondary Education Examination Board Class 8 English Solutions to score good marks in the exams. Tap the link and Download KSEEB Solutions for Class 8 English Chapter 5 A Lesson For Nakul to cover all the topics.

Karnataka State Board Class 8 English Prose Chapter 5 A Lesson For Nakul

With the help of the Karnataka Secondary Education Examination Board Class 8 English Solutions Chapter 5 A Lesson For Nakul Questions and Answers Pdf, Notes, Summary you can get an idea about the subject. Also we suggest the students keep the textbook aside to learn the subject in depth.

A Lesson For Nakul Questions and Answers, Summary, Notes

Pre-Reading Task:

I. Complete the web chart by matching the appropriate words which lead one to success:

Answer:

II. How do people become successful? Do they always choose the safe and acceptable options? Do you agree with the statement that risks lead to success?
Answer:
The difference between a successful person and a failure is not that one has better abilities or ideas, but the courage that one has to bet on one’s ideas, to take a calculated risk – and to act. The person who risks nothing, does nothing, has nothing, is nothing, and becomes nothing. He may avoid suffering and sorrow, but he simply cannot learn and feel and change and grow and live.

II. Idioms:

Quite a tussle – very difficult
You are word perfect – acquire thorough knowledge
You are a real gem – very helpful
Dark side of things – negative thinking.

Comprehension:

III. Answer the following in two or three sentences each:

Question 1.
Why couldn’t Nakul complete his Maths problems in the test?
Answer:
Nakul decided to answer the tough problems first and the easy ones in the last ten minutes. But, they took more time than he had expected. So, he could not solve all the problems.

Question 2.
How did Akash console him?
Answer:
Akash told him not to worry as it was not the final exam. He advised him to write faster or set his watch ten minutes ahead so that he could answer all the questions.

Question 3.
What do you mean by the phrase ‘Don’t be a wet blanket all the time’?
Answer:
It is an idiom. It means, one should not spoil other people’s happiness with his or her dull, gloomy and pessimistic attitude.

Question 4.
What was the opinion of the teachers about Akash?
Answer:
In the opinion of the teachers, Akash was a courageous and cheerful boy. He faced the difficulties with a cheerful attitude. He always tried to help others. He was an example to the other boys.

Question 5.
Why was Akash keen on joining the boarding school?
Answer:
Akash wanted to join the boarding school and live with others. He wished to spread joy and cheer in his own way.

Question 6.
How did Nakul realize that his way of thinking was irritating to others?
Answer:
Nakul overheard the conversation of his teachers who admired Akash’s good qualities. He recalled the times Akash had helped him. He accepted the fact that Akash’s positive, cheerful attitude helped him to be happy. His own negative thinking irritated others.

Question 7.
What do you think were the reasons behind Nakul’s anxiety?
Answer:
Nakul always looked at the dark side of things. He did not have an optimistic and positive attitude. So, he was always in a state of panic.

Question 8.
How did Akash spread happiness among his friends? Akash was always cheerful and courageous in facing
Answer:
challenges. He tried to help his friends and encourage them whenever he could. He was happy and tried to make others happy.

Question 9.
What was Akash’s attitude towards life?
Answer:
Akash had a cheerful, positive outlook towards life. He wanted to spread cheer in his own way.

IV. Answer the following in five or six sentences each:

Question 1.
In what ways does Akash help Nakul?
Answer:
Nakul is dejected because he could not answer all the problems in the Maths exam. Akash tells him not to take it to heart as it was not the final exam. He asks him to write faster next time or set his watch ten minutes ahead so that he could answer all the questions. Later, when Nakul panics thinking he had not written his name or the roll number on his answer paper, Akash accompanies him to the teacher and gets that doubt cleared. He advises Nakul to look at things positively.

Question 2.
Wds Nakul’s change of attitude towards life worthy of appreciation? Give reasons for your answer.
Answer:
Yes, it is worthy of appreciation. He overheard the conversation of his teachers and their admiration for Akash. He recalled the situations when Akash helped him. He realised his mistakes and admitted that a positive and cheerful attitude would definitely help us to lead a happy life. He apologised to Akash for his rash behaviour. He decided to develop a positive outlook towards life.

V. Read the extracts from the lesson and answer the questions that follow:

1. “Huh! It’s easy to say that as you don’t have to worry.”

Question i.
Who said these words?
Answer:
Nakul said these words.

Question ii.
Why did he say so?
Answer:
Akash suggested that he write faster next time or manage his time properly.

2. “I’ve made a terrible mistake.”

Question i.
Who is the speaker?
Answer:
Nakul is the speaker.

Question ii.
What was the mistake made by him?
Answer:
Nakul thought that he had not written his name or his roll number on his answer script.

3. “Why do you always look at the dark side of things?”

Question i.
Who is the speaker?
Answer:
Akash is the speaker.

Question ii.
What do you mean by ‘dark side of things’?
Answer:
It means looking at situations in a negative manner.

Question iii.
Why did the speaker say so?
Answer:
Akash heard Nakul grumbling about the rain. He told Nakul not to be a spoilsport.

4. “I admire you! Despite your handicap you are always cheerful.”

Question i.
Who said these words and who is he referring to?
Answer:
Nakul ‘said these words and he was referring to Akash.

Question ii.
Why does the speaker admire him?
Answer:
Akash was a differently abled boy. In spite of his disability, he was always cheerful and had a positive outlook towards life.

Multiple Choice Questions:

Four alternatives are given for each of the following questions/ incomplete statements. Choose the most appropriate
alternative.

Question 1.
The boys of class VI had attended the Paper in the exam.
A) Maths
B) Science
C) English
D) Social Science
Answer:
A) Maths

Question 2.
Nakul could not complete his Maths problems in the test because
A) Maths was not his favorite subject
B) the problems were tough
C) the problems took more time than he expected
D) he did not write fast
Answer:
C) the problems took more time than he expected

Question 3.
What mistake did Nakul think he had committed in the Maths answer-script?
A) He had left two questions unanswered.
B) He had not written his name.
C) He had not mentioned his roll number.
D) He had either written his name or his roll number.
Answer:
D) He had either written his name or his roll number.

Question 4.
Akash said to Nakul, “Don’t be a wet blanket all the time!” The idiom ‘don’t be a wet blanket all the time’ means
A) spoil other people’s happiness with his or her gloomy, pessimistic attitude
B) use a soaked blanket always
C) discourage others always
D) to worsen the matter
Answer:
A) spoil other people’s happiness with his or her gloomy, pessimistic attitude

Question 5.
The boy who always looked at the dark side of things was
A) Nakul
B) Akash
C) Deepak
D) Rahul
Answer:
A) Nakul

Question 6.
The teachers admired Akash because
A) he was good at studies
B) he was lame
C) he helped Nakul
D) he was always cheerful in the face of difficulties
Answer:
D) he was always cheerful in the face of difficulties

Question 7.
Nakul admitted to himself that
A) he had been a wet blanket all the time
B) Akash’s cheerful, positive outlook had influenced his own way of thinking
C) Akash had gone out of his way to help him
D) he had always looked at the dark side of things
Answer:
B) Akash’s cheerful, positive outlook had influenced his own way of thinking

Question 8.
Nakul admired Akash because
A) Akash had helped him numerous times
B) Akash never looked at the dark side of things
C) in spite of his disability he was always cheerful
D) he faced problems courageously
Answer:
C) in spite of his disability he was always cheerful

Question 9.
Akash’s attitude to life was always
A) pessimistic
B) gloomy
C) positive
D) negative
Answer:
C) positive

Question 10.
Akash decided to spread cheer in his own way because
A) it hurt him that he could not join in the games
B) he was always cheerful
C) his grandma told him to
D) he realized that others in the world are worse off than him
Answer:
D) he realized that others in the world are worse off than him

Question 11.
“I finished all the problems though it was quite a tussle”. Here ‘tussle’ means
A) struggle
B) fight
C) battle
D) hindrance
Answer:
A) struggle

VI. Activity:

Speaking:

Given below are eight qualities that people display during their struggle to attain the desired goal:

1. determination
2. commitment
3. desire
4. hard work
5. endurance
6. positive thinking
7. responsibility
8. character.

Get into groups of eight. Each team will choose one quality to talk about to the whole class for about five minutes. Before you talk you have five minutes to discuss and prepare notes on it. Choose a leader. The leader has to collect at least one idea from each member of the group.
Use the following hints to make notes on the different qualities:

1. Determination:
It is the quality of an achiever. We should have a goal in life – and have a determined mind to achieve that goal – people with no determination cannot reach their goal – our determination helps us to overcome the obstacles and move forward – nothing can deter a determined man.

2. Commitment:
Without commitment we cannot aspire for good results – it guides us to do things perfectly otherwise, We tend to do them very casually – it leads us in the right direction – we do not go astray if we have commitment to do a particular thing dedication and commitment are the roads to success.

3. Desire:
Unless we have a desire to achieve something in life, we cannot prosper – our desire helps us to fulfill our dreams – a man without desires cannot live in the society – he becomes a recluse, a sanyasi – our desire gives us the ability to determine ways and means to move forward.

4. Hard work:
Hard work always pays in the end – we should strive hard to come up in life – there’s no second thought about the importance of hard work – many great people have struggled very hard to achieve their goals.

5. Endurance:
Life is not a bed of roses – it is full of thorns – we face many difficulties, obstacles and failures – we may suffer great losses – we should not lose heart – we must tolerate them and hope for a better future – our failures are the stepping stones to success we should not forget this saying – we should never give up our efforts and remain in the race.

6. Positive thinking:
There are two ways of looking at things – the positive side and the negative side – people who think positively are optimists – they always consider the bright side of things – the pessimists are always sad, dull, gloomy, disinterested because they do not see hope or good in anything – they have a negative attitude to life – such people cannot achieve anything, they become wet blankets in other people’s lives – we should develop a positive outlook – even in the worst situations there is hope – even the darkest cloud has a silver lining.

7. Responsibility:
We have some responsibility towards ourselves, friends, relatives, our fellow beings and society – a responsible person is always respected in the society – some only think of their rights, their comforts and well being – they forget their duties and responsibilities – if each and every person realises this, the world will become a happy place to live in.

8. Character:
Man is judged by his character – it is the most important in the world – a man with good character is liked by people a characterless person is looked down upon in the society – whoever he may be or whatever position he may occupy in the society, if he has good character, he can achieve his goal.

VII. Writing:

1. Trials in life can he tragedies or triumphs, depending on how we handle them. Do you agree with this statement? You might have seen many students like Akash and Nakul. What do you think was the motivating factor behind the happiness of Akash and self-realization of Nakul? Write a paragraph of about 100 words expressing your views with reference to the text. Life is a pleasure for the person who takes it lightly and a tragedy for the one who takes it seriously. It is the personal view point. It is the mind that makes a heaven of a hell and a hell of a heaven.

Akash was a boy who realised the importance of being happy and making others happy. He knew that a cheerful person would always be liked by others. He looked at life from an optimistic point of view. He drew strength from his conviction to bear his pain and hope for good times. Nakul, who had a negative outlook, was always unhappy, gloomy and failed to admire the good things. When he thought about his own behaviour in the past he realised how he had been irritating others. He admired the cheerful and courageous nature of Akash and decided to develop a positive outlook like him.

2. Schools today have opened their doors to students who need special care. There may be some who are differently abled, some who have dyslexia or some other problem. Imagine that one such child has joined your class. Write a diary entry in about 100 words describing how you feel and how you plan to help him/ her.
Diary Entry June 1, 2017 10- 00 a.m. – Today was the first day at school. Ramesh, a new student, joined our class. The teacher introduced him to us.

He is partially blind. Since there is no blind school nearby, he has joined our school. The teacher told us to be kind and helpful to him. Ramesh sat beside me. 11- 00 a.m. – Ramesh is a nice boy. He has a pleasing personality. He walks with the help of a cane. He told me how he had lost his sight partially. I felt sorry for him. He is very friendly.

12- 00 Noon – Ramesh could not walk properly even with the help of his cane. He used to stumble. He could not write down anything when the teacher was teaching. I offered to help him with my notes whenever he wanted. He thanked me for that. 5-00 p.m. – I realised that we should help such disabled people. I decided to be with him and do whatever I could for him.

VIII. Vocabulary:

An idiom is a phrase or an expression which has a special meaning of its own and whose meaning cannot be guessed by looking at the meaning of the individual words it contains. Idioms play an important part in any language. Usage of idioms lends force, charm and colour to the language. For example, the phrase ‘be in the same boat’ has a literal meaning that can be understood easily, but it also has an idiomatic meaning which means ‘to be in the same difficult or unfortunate situation’.

A. Match the idioms given in Column ‘A’ with their meanings in Column ‘B’.

A	B
a. in the good books of	1. at a short distance
b. to lose one’s head	2. at a distance
c. at a stone’s throw	3. to worsen the matter
d. to add fuel to the fire	4. completely
e. to sell like hot cakes	5. to memorize
f. to bell the cat	6. to lose the power of thinking
g. to take by surprise	7. to have a very good sale
h. at arm’s length	8. in favour with
i. through and through	9. to take a lead in a risky step
j- learn by heart	10. to catch suddenly.

Answer:
a – 8, b – 6, c – 1, d – 3, e – 7, f – 9, g – 10, h – 2, i – 4, j – 5.

 

B. Use these idioms in sentences of your own:

a. on behalf of (in favour of)
Answer:
I am speaking on behalf of my brother.

b. at the mercy of (with kindness)
Answer:
We are at the mercy of nature.

c. at home (comfortable)
Answer:
Please sit down and feel at home.

d. to keep in the dark (not to be in the knowledge of) They have kept me in the dark, I don’t know what their
Answer:
decision is.

e. part and parcel (integral part)
Answer:
We have to do it. It is a part and parcel of our duty.

f. ups and downs (difficulties)
Answer:
They have gone through many ups and downs in life.

g. to spread like wild fire (spread very fast)
Answer:
The news of his resignation spread like wild fire.

h. by hook or by crook (at any cost)
Answer:
He wanted to get a job by hook or crook.

IX. Pronunciation:

Examples: Pronounce these words: paper, many, deduce, refusal, proposal, locality, irrigate, precaution, apology, corporation.
When we articulate them, they sound in this way:
pa-per, ma-ny, de-duce, re-fu-sal, pro-po-sal, lo-ca-li-ty, ir-ri-gate, pre-cau-tion, cor-po-ra-tion.

Each part is called a syllable. In each syllable, there is a vowel sound. The first three words have two syllables each, the next five words have three syllables each and the last two words have four syllables each.
Here are a few words from the lesson. Split the words and then underline the letters that stand for the vowel sound.
declare, problem, silent, mistake, constant, favourite, generous, encourage, explanation, courageous, attitude, cheerfulness.
a. declare – de-dare
b. problem – pro-blem
c. silent – silent
d. mistake – mis-take
e. constant – cons-tant
f. favourite – fa-vou-rite
g. generous – ge-ne-rous
h. encourage – en-courage
i. explanation – ex-pla-nation
j. courageous – cou-rageous
k. attitude – atti-tude
l. cheerfulness – cheer-ful-ness

X. Listening Activity:

First, the teacher must prepare a list of words that suggest motivation or demotivation. When your teacher reads out some words which are the determining factors for success or failure, listen to them carefully and write them under the appropriate headings.

XII. Vocabulary:

Look at this sentence from the lesson: “Don’t be a wet blanket all the time!”
Here, the phrase wet blanket means a person who spoils other people’s pleasure because he is gloomy, dull, pessimistic, etc. English has several expressions and idioms with the word ‘Wet’.

A. Here are a few of them:

Like a wet rag, Wet behind the ears, Wet through. Learn the meanings of the expressions given above by referring a dictionary.
a. Like a wet rag – without enthusiasm
b. Wet behind the ears – lacking experience
c. Wet through – completely soaked.

B. Here are some more idioms:

Fill in the blanks with suitable idioms given in the box. Make the necessary changes:

1. If you join a club you have to ………….. its rules.
2. The youngest son was the …………… mother’s eye.
3. He had promised to help me, but ………….. at the last moment.
4. The servant …………. the master’s order.
5. While reading the life history of reptiles, I …………….. a very important detail about their food habits.
6. An honest man never hesitates to ……………….. .
7. A man of action never ……………… .
8. Thank God, he succeeded in …………….. his bad habits.
9. Don’t ……………. your efforts.
10. Thanks to the excellent medical treatment, he …………….. his illness.

Answer:

1. abide by
2. apple of
3. backed out
4. carried out
5. came across
6. call a spade a spade
7. cries over spilt milk
8. getting rid of
9. give up
10. pulled through.

Share And Listen:

Question 1.
Remember your first day at school? How did you feel? Who became your first friend? How did your first day go? Listen to your friend’s experience sitting next to you. We all come to school, but so many children in our country do not go to school for many reasons.
Form a group of four-five and discuss the following:
a) Reasons why these children do not go to school.
Answer:

1. They are poor.
2. They do not have enough food to eat.
3. They help their parents by working.
4. They are not healthy.
5. They live in slums.
6. Schools are far away from their homes.
7. Their parents are illiterate.

b) What remedial measure can be taken to make them come to school?
Answer:

1. Provide food, clothes and books free to such children.
2. Educate their parents.
3. Create awareness about the benefits of education.
4. Motivate children to go to school.
5. Punish people who do not send their children to school.
6. Implement the laws strictly.
7. Punish people who employ children (child labour).
8. Open schools near their localities,
9. Provide free medical facilities.

c) What can you do for these children?
Answer:

1. Persuade them to go to school.
2. Help them financially.
3. Give them your books, pens, clothes, etc.,
4. Make friendship with them.
5. Play with them.
6. Treat them well.

Question 2.
Interview any five of your neighbours and find out the reasons why students stay away from school. Prepare a brief report and submit it to your teacher.
Answer:
I interviewed five people of my locality to find out the reasons for students staying away from school. My neighbour said that it was because of financial constraints. Their parents were poor and sent their children to work. Another person said it was due to lack of interest in the students. Such students did not know the importance of education. They would just play around and loiter in the town doing nothing. Another reason was, both the parents go to work and have no time to take care of their children. Some others cultivated bad habits and tried to imitate the heroes, villains and anti-social elements.

A Lesson For Nakul Summary in English

The boys of class VI came out of the examination hall. Akash asked Tarun how he had written the Mathematics paper. Tarun replied that it was difficult but he had answered all the questions somewhat satisfactorily. Then Nakul came out. He was in a bad mood. When Akash asked him he answered that he had spent much of his time in answering the difficult questions and did not find time to answer the easy ones. Akash consoled him saying it was not the final exam. He suggested Nakul to write faster the next time or set his watch ten minutes ahead so that he could solve all the problems. Nakul replied angrily that it was easy for him to give suggestions.

Akash was a lame boy. He had joined the boarding school at the end of the term. That night Akash woke up and found Nakul sitting on his bed. He asked Nakul what was wrong. Nakul was worried thinking that he had forgotten to write his name or the roll number on his answer paper. Akash took him to their teacher Mr. Verghese. Nakul told him about his doubt. The teacher took out the answer papers, checked them and said to Nakul that he had written his name and roll number. He also said that there was no need for him to panic.

A few days later the boys were getting ready to celebrate the school s annual day. Nakul was given an important role in a drama. Nakul was diffident because he had to learn a number of lines. Akash promised to help him, and with Akash’s help Nakul learned all the lines. Nakul acted well in the drama. He thanked Akash for his help. The next day they went to a picnic. Nakul declared it was going to rain.

Akash replied that it was going to be a fine sunny day. He asked Nakul why he always looked at things with a negative attitude. He advised him not to spoil other people’s happiness with his pessimistic views. An annoyed Nakul left-Akash and went to join other friends. As predicted by Akash the day was fine and all of them enjoyed except Nakul.

Nakul was hiding behind some rocks. He overheard his teachers talking about Akash. Mr. Verghese admired Akash because he was always cheerful in spite of his disability. The Games teacher agreed with him and said he liked Akash for his courage. Akash’s parents did not want to admit him into a boarding school and expose him to the difficulties of boarding school life. But, Akash had insisted that he would join the boarding school. The teachers thought that Akash with his cheerful attitude was a good example to the other students.

This conversation made Nakul realise his mistake and recognise Akash’s good qualities. He recalled the instances when Akash had helped him. Nakul understood that Akash’s cheerful, positive outlook helped Akash to live happily. Nakul also admitted to himself that his constant grumbling must be irritating others. He decided to develop a positive outlook towards all things. He went and apologised to Akash for his rude behaviour. Nakul asked Akash how he remained cheerful despite his handicap, which did not allow him to join others and play.

Akash confessed that he felt hurt at first but when he heard his grandmother’s advice, he had decided to be happy always and spread cheer in his own way. Akash’s grandma had said that no one would weep with him if he was always sad, he would not be lonely if he was brave and happy, he would always find a silver lining and even if the day was grim and sad there would always be a brighter tomorrow than the previous dull day.

I. Glossary:

annoy – make someone angry
awful – extremely bad or unpleasant
bracing – supportive, stimulating
console – give comfort or sympathy
dejectedly – looking depressed
fleeting – lasting for only a short time
gloomy – sad and depressed
mumble – speech that is not heard clearly
panic – great fear
relieved – lessen anxiety
reluctant – unwilling
retort – quick or angry reply
sniff – drawing air in through the nose as one trying not to cry
startle – shock or surprise
tussle – struggle
wheedle – obtain something by being pleasant or flattering.

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Karnataka State Board Class 9 English Prose Chapter 2 The Collectors

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

The Collectors Questions and Answers, Summary, Notes

Comprehension:

C1. Answer the following:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

C2. Answer the following:

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

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

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

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

Question 4.
List the following:

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

Answer:

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

C3. Answer the following:

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

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

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

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

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

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

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

Additional Questions:

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

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

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

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

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

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

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

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

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

Multiple Choice Questions:

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

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

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

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

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

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

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

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

Language Activities:

A. Vocabulary:

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

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

Answer:

Paragraphs:

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

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

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

V2. a) Prefix:

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

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

More examples:

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

b) Suffix:

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

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

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

More Examples:

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

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

New words:

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

B. Grammar And Usage:

I. First conditionals (possible)

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

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

Answer:

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

II. Second conditionals (probable):

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

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

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

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

Answer:

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

III. Third conditionals:

G3. Exercise:

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

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

Answer:

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

Listening And Speaking:

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

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

Answer:

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

The Collectors Summary in English

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Glossary:

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

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Karnataka State Board Class 9 English Supplementary Chapter 3 Balai

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

Balai Questions and Answers, Summary, Notes

Comprehension:

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

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

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

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

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

Balai Additional Questions and Answers

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

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

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

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

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

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

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

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

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

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

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

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

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

Balai Summary in English

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Comprehension:

C1. Answer the following questions:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Additional Questions:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Multiple Choice Questions:

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

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

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

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

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

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

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

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

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

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

Language Activities:

A. Vocabulary:

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

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

Answer:

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

B. Grammar And Usage:

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

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

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

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

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

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

Answer:

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

G2. Prepositions:

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

First one is done for you.

Eg. Renu went to a movie on Saturday evening.

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

Answer:

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

Ex. 2


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

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

Answer:

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

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


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

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

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

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

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

Answer:

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

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

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

Answer:

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

G3. Question forms:

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

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

B. Yes/No questions:

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

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

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

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

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

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

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

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

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

C. Question Tags:

Read the following examples :

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

Add question tags to the statements below:

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

Answer:

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

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

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

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

The Portrait of a lady Summary in English

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

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

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

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

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

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

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

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

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

Glossary:

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

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

Karnataka Solutions for Class 8 English Poem Chapter 13 Modern Machinery Questiona and Answers are prepared according to the latest academic syllabus. So refer our Karnataka Secondary Education Examination Board Class 8 English Solutions to score good marks in the exams. Tap the link and Download KSEEB Solutions for Class 8 English Chapter 13 Modern Machinery to cover all the topics.

Karnataka State Board Class 8 English Poem Chapter 13 Modern Machinery

With the help of the Karnataka Secondary Education Examination Board Class 8 English Solutions Chapter 13 Modern Machinery Questions and Answers Pdf, Notes, Summary you can get an idea about the subject. Also we suggest the students keep the textbook aside to learn the subject in depth.

Modern Machinery Questions and Answers, Summary, Notes

Pre-Reading Task:

I. Think and answer the following:

Question a.
Think of five activities you can do without the help of any kind of machines.
Answer:

1. Eat
2. Sleep
3. Walk
4. Think
5. Write
6. Read
7. Speak
8. Drink

Question b.
Think of five activities you do with the help of machines.
Answer:

1. Travel
2. Cook
3. Fly
4. Calculate
5. Wash clothes.

Question c.
What are the damages we face when we don’t handle a machine properly?
Answer:
We may get injured and even die.

II. Find out different kinds of experiences in the following activities:

Question a.
Travelling in a car and bullock cart.
Answer:
Travelling in a car is faster than travelling in a bullock cart.

Question b.
Calculating a sum mentally or by using a calculator.
Answer:
We can calculate quickly when we use a calculator.

Question c.
Drawing a picture by hand or using a paint brush in the computer.
Answer:
It is easy to paint using a paint brush in the computer.

I. Appreciation:

A. Answer the following questions in a sentence or two each:

Question 1.
In the poem ‘We’ refers to …………… .
Answer:
Machines.

Question 2.
How are the machines made?
Answer:
Ores are extracted from mines. They are melted, moulded, shaped and hammered to design. They are cut, filed, tooled and gauged to fit.

Question 3.
What do the machines ask for their survival?
Answer:
The machines ask for water, coal and oil for their survival.

Question 4.
How long will the machines serve us?
Answer:
Machines serve us twenty-four hours a day.

Question 5.
Pick out the action words performed by the machines.
Answer:
Eg.: pull, haul ……..
pull, haul, push, lift, drive, print, plough, weave, heat, light, run, jump, swim, dive, fly, see, hear, count, read and write.

Question 6.
What is the ‘Law’ the machines have to abide by?
Answer:
The machines are not built to comprehend a lie.

Question 7.
What can human beings do that machines cannot?
Answer:
Human beings can think, feel, love, hate, pity, understand and forgive. But, the machines cannot do these or show any kind of emotion because they do not have a mind/heart of their own.

Additional Questions:

Question 8.
What do simple machines need to start working?
Answer:
They need water, coal and oil to start working.

Question 9.
What is the risk, if the machine is mishandled?
Answer:
If the machine is mishandled, it results in the death of the person who commits the mistake.

B. Answer the following questions in 4-5 sentences each:

Question 1.
‘The machines are merciless’ – which lines suggest this?
Answer:
But remember, please, the Law by which we live,
We are not built to comprehend a lie.
We can neither love nor pity nor forgive,
If you make a slip in handling us you die.

Question 2.
“We are nothing more than children of your brain”. Why?
Answer:
Machines do not have any kind of individuality. They are built according to man’s specifications to do a particular job. Whatever may be the size, weight and power of the machines they still remain in the control of man. They are the offspring of human intelligence.

Question 3.
In this poem, the poet attributes one human quality to machines. What is it? Substantiate your answer.
Answer:
The ability to speak. The ‘machines’ tell us their own story. They reveal their ability to perform a number of functions, and they also warn us to be careful while handling them.

Additional Questions:

Question 4.
What can a machine not do?
OR
What are the limitations of machines?
Answer:
A machine cannot understand lies told by people. They work according to certain fixed laws. They cannot love, show pity or forgive the wrongs.

Question 5.
How are machines and human beings different? Study the last stanza and write.
Answer:
Machines are huge, powerful and sometimes weigh a lot. Still they do not have individuality which is the quality of human beings. Machines are created by man. So, machines are the children of man’s intelligence.

Multiple Choice Questions:

Four alternatives are given for each of the following questions/ incomplete statements. Choose the most appropriate alternative.

Question 1.
The poem ‘Machine’ is written by
A) Sir Henry Wotton
B) James Kirkup
C) Clifford Dyment
D) Rudyard Kipling
Answer:
D) Rudyard Kipling

Question 2.
The poem ‘Machine’ is imagined to be recited by
A) machines
B) the poet
C) the furnace
D) a mechanic
Answer:
A) machines

Question 3.
What do simple machines not need to start working, according to the poem?
A) Oil
B) Power
C) Water
D) Coal
Answer:
B) Power

Question 4.
The first step in the making of a machine is
A) metals are cast and wrought
B) metals are hammered to design
C) metals are taken from the ore-bed and the mine
D) metals are melted in the furnace
Answer:
C) metals are taken from the ore-bed and the mine

Question 5.
For how long can the machines serve us every day?
A) twenty-four hours
B) four hours
C) twenty hours
D) sixteen hours
Answer:
A) twenty-four hours

Question 6.
What can a machine not do?
A) pull and haul
B) lift and drive
C) run and jump
D) understand a lie
Answer:
D) understand a lie

Question 7.
What is the risk if a machine is manhandled?
A) It results in the death of the person.
B) It stops working.
C) It begins to run and jump.
D) It will start telling lies.
Answer:
A) It results in the death of the person.

Question 8.
Machines are the children of
A) man
B)heaven
C) man’s brain
D) mines
Answer:
C) man’s brain

Question 9.
In the poem, ‘we’ refers to
A) machines
B) human beings
C) stars
D) children
Answer:
A) machines

Question 10.
The law that machines have to abide by is
A) they can neither love nor pity nor forgive
B) they are children of the brain of man
C) serve man twenty-four hours a day
D) they are not built to comprehend a lie
Answer:
D) they are not built to comprehend a lie

Question 11.
What can human beings do that machines cannot?
A) jump
B) fly
C) think
D) run
Answer:
C) think

Question 12.
The thing that has been personified here is
A) machines
B) brain
C) heaven
D) stars
Answer:
A) machines

Question 13.
The one human quality that the poet attributes to machines is
A) ability to eat
B) ability to speak
C) ability to think
D) ability to bear children
Answer:
B) ability to speak

V. Reading Activity:

Comprehend the story ‘Building Your House’ given and answer the questions that follow:
Answer:
Building your house:
An elderly carpenter was ready to retire. He told his employer-contractor of his plans to leave the house-building business in order to live a more leisurely life with his wife and enjoy his extended family. He would miss the pay cheque.

The contractor was sorry to see his good worker leave and asked if he could build just one more house as a personal favour. The carpenter said yes, but over time it was easy to see that his heart was not in his work. He resorted to shoddy workmanship and used inferior materials. It was an unfortunate way to end a dedicated career.

When the carpenter finished his work, his employer came to inspect the house. Then he handed the front door key to the carpenter and said, “This is your house my gift to you.”

How shocked the carpenter was! What a shame!
If he had only known he was building his own house, he would have done it all so differently.

Question 1.
Why did the carpenter want to retire?
Answer:
The carpenter had become old and he wanted to live a leisurely life with his family.

Question 2.
What would he miss after his retirement?
Answer:
He would miss the pay cheque.

Question 3.
What did the contractor ask the carpenter as a personal favour?
Answer:
The contractor asked him to build a house as a personal favour.

Question 4.
How did the carpenter build the house?
Answer:
The carpenter built the house with inferior materials. He did it in a shoddy manner.

Question 5.
If the carpenter had known it was his house, how would he have built it?
Answer:
The carpenter would have built it using good quality material. He would have made use of his workmanship to the maximum and built a good house.

Question 6.
What is the lesson you learn from this small story?
Answer:
Work is worship. We must do our work with all the dedication and love irrespective of who we do it for or whatever may be the circumstances.

VI. Writing Activity:

a) Write a paragraph of about 100-150 words on the topic ‘Home Appliances’.
Answer:
Home appliances are electrical/mechanical machines which accomplish some household functions, such as cooking or cleaning. Home appliances can be classified into Major appliances, or White goods, Small appliances, or Brown goods and Consumer electronics, or Shiny goods.

A major appliance, or domestic appliance, is a large machine which accomplishes some routine housekeeping task, which includes purposes such as cooking, or food preservation. Major appliances, are differentiated from small appliances because they are large, difficult to move, and generally fixed in place to some extent. Another characteristic of major appliances is that they may have substantial electricity requirements.

Major appliances include freezers, refrigerators, washing machines, dish washers, air conditioners, water heaters, etc. Small domestic appliances, or brown goods are portable or semi-portable machines, generally used on table-tops, counter-tops, or other platforms, to accomplish a household task. Examples of brown goods are: television and wireless sets, microwave ovens, coffee makers, and personal computers.

Consumer electronics are electronic equipment intended for everyday use, most often in entertainment, communications and office productivity. Main products include audio equipment, television sets, MP3 players, video recorders, DVD players, digital cameras, camcorders, personal computers, video game consoles, telephones and mobile phones. Home appliances have increasingly become more and more significant today since they can support a number of household functions.

b) Underline the alliteration in these sentences. One has been done as an example.
Eg:
Peter Piper picked a peck of pickled pepper.
a) Pretty Polly picked pears for preserves.
b) Handsome Harry hired hundreds of hippos for Hanuukkah.
c) A happy home, a healthy family and hopeful future, is what our heart hails.
d) Where wine the wit may not oppress.
e) Hail, Holy Light, offspring of Heaven first born.
f) It glows and glitters in my cloudy breast like stars upon some gloomy grave.
g) O Holy Hope! and High Humility high as the heavens above!
Answer:
a) Pretty Polly picked gears for preserves.
b) Handsome Harry hired hundreds of hippos for Hanuukkah.
c) A happy home, a healthy family and hopeful future, is what our heart hails.
d) Where wine the wit may not oppress.
e) Hail, Holy Light, offspring of Heaven first born.
f) It glows and glitters in my cloudy breast like stars upon some gloomy grave.
g) O Holy Hope! and High Humility high as the heavens above!

Modern Machinery Summary In English

In this poem, a machine lists out the strengths and limitations of machines. It relates how machines are made, how they are made to work, the things they do, their limitation’s and what would happen if they are not used properly.

The metal ore is taken from the ore beds in a mine. Then the ore is melted in furnaces and pits. The metal is extracted. The molten metal is moulded and shaped and with the help of hammers it is beaten and given a definite shape according to design. They are cut and smoothened by filing. These parts are tooled and measured to fit the slots meant for them. Thus, a machine is made.

These machines would work if a little space is given to them. They need water, coal and oil to function efficiently. When all these requirements are provided, the machines work and serve us twenty-four hours a day.

In the third stanza, we are told all the useful things machines do for us. They can pull heavy things, transport people and other material. They can push, lift and provide energy to move. They print, plough the land, weave cloth, heat things and provide light. They can run, jump, swim (move underwater), fly and dive. Just like people, they can see, hear, count, read and write.

The machines are not free to do everything. They have no mind. They have a law to abide by. They are not built to understand a lie. They cannot have feelings such as love, pity, hate and forgiveness. If a man commits a mistake while handling them he dies.

If they malfunction for some reason or the other, they are set right and would start functioning again. Though they are huge in size, have a lot of weight and power, they are the children (products) of man’s intelligence. Hence, they will be under his control as long as he uses them judiciously.

Glossary:

ore-bed – rock from which metal can be mined
mine – place from where minerals are dug out
furnace – enclosed space for heating materials at a very high temperature
wrought – beaten (of metal) to bring them into particular shape
file – to cut or shape something
gauged – measured
haul – pull or drag with a lot of force
comprehend – understand, grasp
slip – slide or skid
vanish – disappear.

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By understanding the academic needs we have prepared the Karnataka State Board English Class 9 Solutions Chapter Wise. Our aim is to help the students by providing the question and answers chapter wise and help them to gain a good score in the exams. Before you start your preparation go through the chapters covered in this academic. So go through them and Download KSEEB Solutions for Class 9 English Poem Chapter 5 The Pencil’s Story Question and Answers Pdf for free.

Karnataka State Board Class 9 English Poem Chapter 5 The Pencil’s Story

The topics covered in Karnataka Secondary Education Examination Board Class 9 Solutions for English Chapter 5 The Pencil’s Story. The KSEEB Solutions Class 9 English Solutions Chapter 5 The Pencil’s Story Question and Answers are prepared according to the latest edition.The Chapterwise page will help the students to revise the syllabus during the exams.

The Pencil’s Story Questions and Answers, Summary, Notes

Comprehension:

C1. Answer the following questions:

Question 1.
Where does the poet see the pencil lying:

1. in the beginning
2. at the end of the poem?

Answer:

1. In the beginning, the pencil lies upon the mantelpiece.
2. At the end, it is found in a holder.

Question 2.
Why is the pencil’s life described as weary?
Answer:
The pencil called H and B (hard and black) is narrating its own story as it is a little pencil and lies upon the mantelpiece so as to be seen by everyone. It is used almost forty times a day. So it feels very tired.

Question 3.
When, according to the poet, is the pencil

1. sad
2. glad?

Answer:

1. The pencil is sad when it is shortened and is not allowed to grow.
2. The pencil feels happy when it is useful to the whole family.

Question 4.
What does the poet mean by ‘wits are rather dull’?
Answer:
The phrase ‘wits are rather dull’ can mean two things: when the pencil is used very often it becomes blunt. But the pencil gets overused if the writer has ‘dull wits’ or what can be described as a dull mind. He would then make mistakes and use the pencil, again and again, making it blunt.

Question 5.
What makes the poet say that ‘the pencil’s speech is always dark’ and that ‘it always makes its mark’? Explain.
Answer:
The poet describes the speech of the pencil as dark because the lead from which pencil is made is black. The phrase ‘make my mark’ has additional metaphoric meaning in addition to its literal meaning. Its deeper meaning is to do something that makes one famous or successful; to do something that is very important or meaningful. In the case of the pencil, as it serves others tirelessly, ‘make a mark’ can be interpreted as doing useful work.

Question 6.
Make a list of the rhyming words found in the poem. Rhyming words in the poem:

1. B – see.
2. life – knife.
3. things – kings.
4. about – out.
5. missed – list.
6. play – day.
7. ought – short.
8. joint – point.
9. dark – mark.
10. friend – end.
11. older – holder.

Question 7.
Read lines 5 to 8. Who might be ‘Tommy’, according to the poet? How old would he be?
Answer:
According to the poet, Tommy might be the youngest family member. He might be around five to six years because his handwriting is mentioned as a ‘scrawl’ and the pictures he draws are of various themes which reveal his whims and fancies.

C2. Fill the columns after reading the poem carefully:

Persons in the poem	The various purposes for which the pencil is used by them
1. Tommy 2. Father 3. Mother	…………………………………………….. To keep score when playing ………………………………………………

Answer:

Person	Purpose for which the pencil is used
1. Tommy 2. Father 3. Mother	To draw untidy pictures like submarines, aeroplanes and cabbages. To keep score when playing. To prepare the washing list.

Additional Questions:

Explain with reference to the context:

Question 1.
…………… when my wits are rather dull I’m sharpened with a knife!
Answer:
The line above is taken from the poem “The Pencil’s Story’. It is written by Florence Hoatson, an English poet. In this poem, she pictures the life of a pencil. A pencil is useful to everyone in a household. From a small boy to the housemaker everyone uses the pencil for writing various things. Therefore, it leads a very busy life. In the poem, the pencil narrates its daily routine.

Whenever a pencil is used, with continuous writing, it becomes blunt. So, it has to be sharpened with a knife to make it usable. So, the pencil says that whenever its wits are rather dull, meaning, whenever it becomes blunt, it is sharpened with a knife.

Question 2.
I’m just a little pencil, but I have a busy day.
Answer:
The line above is from the poem ‘The Pencil’s Story’ written by Florence Hoatson. While narrating its routine, the pencil says that though it is only a little pencil, it has a busy day. Everyone at home uses a pencil at one or the other time. Tommy uses it to draw all sorts of pictures from submarines to aeroplanes and cabbages to kings.

Miss Phyllis uses it to write a letter and the pencil makes it beautiful. The mother needs it to make her washing-list, while the father makes the pencil keep the score when he begins to play. Though the pencil is kept on the mantlepiece, it never rests there, because someone or the other in the household keeps using it. However, this does not make the pencil unhappy.

Question 3.
“When I am meditating I am bitten at the end”.
Answer:
This line is taken from the poem ‘The Pencil’s Story’ by Florence Hoatson. The pencil has moments of sorrow, though most times it is happy to be used well. Such moments are like the ones when its end is bitten continuously by the person who uses the pencil. Some people have the bad habit of biting the end of the pencil, whenever they stop to think. Such moments are unhappy for the pencil.

Multiple Choice Questions:

Question 1.
The pencil says its name is
A) H
B) L & H
C) H & B
D) B & L
Answer:
C) H & B

Question 2.
The pencil is handled …………… times a day.
A) forty
B) twenty
C) twice
D) fifty
Answer:
A) forty

Question 3.
The pencil is sharpened with a knife when it is
A) sharp
B) blunt
C) short
D) long
Answer:
B) blunt

Question 4.
The pencil draws all sorts of things when it is with
A) Mother
B) Father
C) Miss Phyllis
D) Tommy
Answer:
D) Tommy

Question 5.
Miss Phyllis writes a ………….. with the pencil.
A) picture of a submarine
B) picture of an aeroplane
C) lovely letter
D) picture of a king.
Answer:
C) lovely letter

Question 6.
Mother wants the pencil when she prepares the
A) grocery list
B) washing list
C) food
D) list of flowers.
Answer:
B) washing list

Question 7.
After constant use, the pencil becomes ………….. every day.
A) longer and longer
B) shorter and shorter
C) thinner and thinner
D) thicker and thicker.
Answer:
B) shorter and shorter

Question 8.
The pencil is very happy because
A) it is short
B) it is blunt
C) it is useful
D) it is useless.
Answer:
C) it is useful

Question 9.
When the pencil cannot be used any longer it is
A) put in a geometry box
B) put in a holder
C) kept on the mantelpiece
D) thrown away.
Answer:
B) put in a holder

Appreciation:

Question 1.
Can the pencil’s journey from the mantlepiece to the holder be compared to the journey of life of all human beings?
Answer:
The poem ‘The Pencil’s Story’ is a symbolic poem. Through this poem, the poet seems to give the message that our life should be like a pencil. A pencil suffers pain when it is sharpened. The more it is used, the smaller it becomes. Yet, it would leave its mark whenever it is used or whatever is written with it. This aspect gives the message that the more good we do, the better we feel and others feel about us. The pain and suffering in our life make us better and wiser human beings.

Question 2.
Pick out the lines from the poem in which you find examples of personification.
Answer:
Personification is giving life to inanimate objects. Throughout the poem, the pencil is personified as it speaks in the first person to describe its work and feelings. Miss Phyllis uses it to write beautiful letters and Tommy uses it to draw. The mother uses it for the washing list and the father uses it to note down the scores of the game. However, the pencil feels bad because it is never allowed to grow; it is made smaller and smaller by being sharpened.

It is shortened every day. When the knife begins to sharpen it; which is very painful, the pencil keeps quiet because the point has to be sharp. But the pencil is very proud of its achievement. Though its writing is dark, it is very useful and each time someone uses it, it leaves a mark. At the end of the poem, the pencil, which has become short and useless, reaches a holder, and this is the end of the pencil’s journey. In addition to the personification of the pencil, there is the personification of sorrow that seems to follow the pencil.

The Pencil’s Story by About The Poet:

Florence Mary Hoatson was an English poet, born on October 13, 1881 at Essex, England, who has written a number of collections of poetry. Her works include ‘God made little Robin’, ‘God, whose name is Love’, ‘Hands together, softly’ etc. She died on January 28th, 1964 at Gloucestershire, England.

The Pencil’s Story Summary in English

The poem ‘The Pencil’s Story’, written by Florence Hoatson, is a symbolic poem, which highlights how even small things can teach us a lesson in our life. In the poem, a pencil called H and B, is narrating its own story. It is the story of the pencil’s journey from mantelpiece to the holder just as our journey beams from birth and ends with death. The theme of the poem is centered on the usefulness of life.

The story of the pencil called H and B (hard and black) begins when it is a little pencil and lies upon the mantelpiece, so as to be seen by everyone. It is used almost forty times a day. So it feels very tired. The pencil feels happy as it is very useful to the whole family because Tommy, the young child of the family, uses it to draw untidy pictures from submarines to aeroplanes to cabbages; Miss Phyllis uses it to write beautiful letters; mother uses it to do her washing list and father uses it to note down the scores of the game.

However the pencil feels sad because it is never allowed to grow, it is made smaller and smaller by sharpening it. It is shortened every day. When the knife begins to sharpen it, which is very painful, it keeps quiet because the point has to be sharp. But the pencil is very proud of its achievement. Though its writing is dark, it is very useful and each time someone uses it, it leaves a mark. At the end of the poem, the pencil, when it becomes short and useless, reaches the holder. That is the end of the pencil’s journey.

Thus the poem ‘The Pencil’s Story7 is a very symbolic poem. Through this poem, the poet seems to give the message that our life should be like a pencil. A pencil suffers pain (when it is sharpened) to make itself brighter. The more it is used, the smaller it becomes but it would have left its mark whenever or whatever is written with it. This aspect gives the message that the more good we become, the more good others feel about us. The pains and sufferings in our life make us better and wise human beings.

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

Karnataka State Board Class 9 English Poem Chapter 9 Goodbye Party for Miss Pushpa T.S.

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

Goodbye Party for Miss Pushpa T.S. Questions and Answers, Summary, Notes

Comprehension:

C1. Answer the following questions:

Question 1.
What do you think is the ‘occasion’ for the poem?
Answer:
The occasion for the poem is a send-off party to Miss Pushpa T.S. who is going abroad.

Question 2.
What impression do you get about Miss Pushpa after reading the poem? OR What kind of person do you think Miss Pushpa is?
Answer:
Whatever we learn about Pushpa is from the references made by the speaker about Pushpa. So, we cannot conclude that in reality,

Miss Pushpa is what she is projected to be. Secondly, we should also remember that the occasion is the goodbye party for Miss. Pushpa. Hence, naturally, only good things will be said about her irrespective of what she in reality is.

From the narration of the speaker, we realize that Miss Pushpa is from a well-to-do family. She is well known for her external and internal beauty. She is a cheerful, pleasant looking, hard-working and popular person among people.

Question 3.
Write in two or three sentences about Miss Pushpa’s family.
Answer:
Miss Pushpa is described as belonging to a ‘high family’. However, the speaker cannot remember whether her father, a famous advocate, is in Bulsar or Surat.

Question 4.
Pick out the lines from the poem which reveal or indicate that Miss Pushpa was liked by all.
Answer:
“You are all-knowing, friends, what sweetness is in Miss Pushpa.”
“She is a most popular lady with men also and ladies also” reveal that Miss Pushpa was liked by all.

Question 5.
What traits of Miss Pushpa does the poet appreciate?
Answer:
The poet appreciates Miss Pushpa for her cheerfulness. He says that she is a sweet person both externally as well as at heart. Though she belongs to a well-to-do family, she does not have any arrogance but is popular among not only her female colleagues but also male colleagues. She readily takes up any work given to her and completes it in time without grumbling or refusing. All these traits of Miss Pushpa are worth appreciation.

Question 6.
How would you consider the poem – A farewell address or a welcome speech? Justify your answer.
Answer:
The poem is a farewell address as all have assembled there to bid bon voyage to Miss Pushpa who is going abroad to improve her career prospects. The speaker and the audience are quite knowledgeable about her character and aptitude which reveals that they know her very well. This is not possible when a person is just entering a company as an employee. There is also a mention in the poem twice that they have met that day to wish her bon voyage.

Question 7.
There are a few ‘expressions’ in the poem which are typically Indian. Identify these expressions.
Answer:
The whole poem is a satire on the way most of the Indians speak English. Hence, there are plenty of examples of Indian usages. The usage of present continuous tense is typically Indian. The expressions in the poem which are typically Indian are:

1. Departing for foreign
2. You are all-knowing
3. Smiling and smiling
4. Very high family
5. once only I stayed in Surat
6. with men also and ladies also
7. just now only I will do it
8. that is showing good spirit

Question 8.
Would you consider Miss Pushpa as a handsome person? Justify your answer.
Answer:
Miss Pushpa is a good looking person because the speaker mentions that not only is she a good looking person but also a beautiful person by heart.

Question 9.
Would you consider this poem as making gentle fun of the people who cannot speak English properly? Justify your answer.
Answer:
Certainly, the poem makes gentle fun of the people who cannot speak English properly. Hence, the poem can be considered a satire. However, the intention of the satire is not to make fun, but to correct. The poet shows how Indians have Indianised the English language. Since English is not our native language, it is all right for us to speak it in a manner that is different from the manner of native speakers of English.

However, not all Indians speak English in this manner. There are quite a few Indians who can speak the language in a chaste manner. Perhaps the poet should have taken enough trouble to point out this fact.

C2. Imagine you are Miss Pushpa. Prepare a thanksgiving speech in response to the speech in the poem.

Since Miss Pushpa is all set to go abroad, we can conclude that her language is different from the language of the speaker. So her speech would probably be the following:

My dear colleagues,

As all of us know, parting is painful. Though I’m going abroad for better prospects, there will always be a void in my heart as I have to say goodbye to you. This emptiness cannot be filled by the people I would be meeting in my new workplace. This I say very earnestly as each of you ensured that my time here was happy and tension-free.

You, my dear friends, will always be a part of my life. But, in life we need to move on; and so, I’ve moved on. I thank you wholeheartedly for organizing this farewell party for me. I thank Mr. Ezekiel for his words of appreciation which came straight from his heart. Before I put the mike down, let me hope that we will meet someday, somewhere.

Thank you.

C3. Read the following extracts and answer the questions that follow:

1. Surat? Ah, yes once only I stayed in Surat.

Question a.
Who does T refer to here?
Answer:
Here, T refers to Pushpa’s colleague.

Question b.
Why is the reference to Surat made here?
Answer:
Miss Pushpa’s father was a renowned advocate from a very high family in Bulsar or Surat. While referring to this point, the speaker also remembers that once he stayed in Surat with the family members of his uncle’s family.

Question c.
Is this remark apt in the context?
Answer:
No, it is not contextual. The speaker satirizes the Indian habit of meandering while narrating a particular incident.

2. “Just now only I will do it”

Question a.
Who does T refer to here?
Answer:
Here, T refers to Miss Pushpa.

Question b.
What does “if mean here?
Answer:
‘It’ means any task given to Miss Pushpa for completion.

Question c.
What does this show of the T referred to?
Answer:
It shows Miss Pushpa’s dedication to her work. She did any task given to her quickly and cheerfully. She never asked why the work was given to her. Neither did she procrastinate.

C4. Here are a few phrases/lines from the poem. Correct the mistakes wherever necessary and rewrite them.

Answer:

Multiple Choice Questions:

Question 1.
The poem is …………… to Miss Pushpa T.S.
A) a welcome speech
B) a farewell address
C) a lesson in English
D) none of the above.
Answer:
B) a farewell address

Question 2.
‘Is departing for foreign’ this line means
A) is leaving for a foreign country
B) is going to die
C) is coming from a foreign country
D) is living in a foreign country.
Answer:
A) is leaving for a foreign country

Question 3.
The poem is described as …………….. Indian English.
A) an attempt to ridicule
B) a satire on
C) a criticism of
D) comment on.
Answer:
B) a satire on

Question 4.
Miss Pushpa was going to
A) another city
B) a different office
C) a foreign country
D) give up her job.
Answer:
C) a foreign country

Question 5.
They have gathered to wish her
A) a happy birthday
B) for her wedding anniversary
C) for her achievement
D) bon voyage.
Answer:
D) bon voyage.

Question 6.
Miss Pushpa is smiling and smiling because
A) it is a humorous occasion
B) she is feeling happy
C) somebody cut a joke
D) Whenever she is free
Answer:
A) it is a humorous occasion

Goodbye Party for Miss Pushpa T.S. by Nissim Ezekiel About The Poet:

Nissim Ezekiel (1924-2004) is a well known Indo-Anglican poet. He has a number of poems to his credit. He lived in Mumbai for a long time and joined the prestigious ‘Illustrated Weekly of India’ in 1953. He worked there for two years. Later he produced several volumes of verse and plays. He was also an art critic. The present poem is taken from his ‘Collected Poems’.

Goodbye Party for Miss Pushpa T.S. Summary in English

The poem ‘Goodbye Party for Miss Pushpa T.S.’ is a monologue. A monologue is a poem in which we find a single speaker, though we feel the presence of other listeners. At the beginning of the poem, the speaker explains that Miss Pushpa is going to a different country and states that she’s a sweet person. He explains that the woman comes from a well-to-do family.

However, he gets sidetracked with his own memories. After digressing, the speaker states that Miss Pushpa is a popular person who is kind and always willing to help others. At the end of the.poem, the speaker asks the others at the party to give their own speeches about the party’s honoree.

The main theme of ‘Goodbye Party for Miss Pushpa T.S.’ isn’t the loss of a friend; instead, it is human foibles or character faults. This is a popular theme among Ezekiel’s works. The poem offers a satirical look at how some people in India speak English, a device that the poet presumably used to get an Indian reader to laugh at himself. The poem misuses the present continuous tense and uses phrases and syntax found in the Indian language.

For example, when Ezekiel writes, “Whatever I or anybody is asking/ She is always saying yes.” The poem also satirizes the Indian habit of digressing from the topic by showing that in between his speech, the speaker unnecessarily speaks about his visit to Surat.

Ezekiel wrote many of his works, including ‘Goodbye Party for Miss Pushpa T.S.’ in the dialect of urban Indians, particularly those in Bombay. This dialect is called “Babu English.” Originally, the colonial British used the word “babu” as a derogatory term while referring to subordinate Indians who spoke English as a second language.

A “Babu” was a person who tried to impress a British master using stylish ornamentation, as the way that he expressed a message was more important than the information relayed.

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

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The Wonder Bowl Questions and Answers, Summary, Notes

I. Answer the following orally:

Question 1.
Who gave the Akshaya Pathra to Yudhishtira?
Answer:
Lord Surya gave Akshaya Pathra to Yudhishtira

Question 2.
What was special about the Akshaya Pathra?
Answer:
It would give unlimited food till Draupadi finished her meal.

Question 3.
Who arrived in the house of the Pandavas?
Answer:
Durvasa and his disciples arrived in the house ofthe Pandavas.

Question 4.
What was Yudhisthira worried about?
Answer:
Yudhisthira was worried because there was no food left to serve and Draupadi had already finished her meals.

Question 5.
When did Draupadi pray for help? When the Pandavas became anxious
Answer:
When Durvasa and his disciples went to bath in the river, she prayed to Lord Krishna for help.

Question 6.
How did Krishna satisfy Duruvasa and his disciples?
Answer:
Krishna appeared before Draupadi and asked her to bring the Akrhaya pathra on looking closely at the bowl, Krishna found a single grain of rice and he ate it, he was satisfied by the meal. His satisfaction in turn made durvasa and all his disciples feel so fully fed that they never came to Yudhishtira’s house.

Question 7.
Discuss how, from an unknown quarter, help arrives when it is needed the most.
(Self- assessment)
Answer:
The divine god knows to help him when they need the most. We have to keep faith and confidence at that time. There is a saying “If one door closes, is window opens ………….. we get help from the unknown quarter when we need most.

Check Your Understanding:

C1. Answer the following in a word, a phrase or a sentence each:

Question 1.
Which sentence in the first paragraph shows that Philemon and Baucis were poor?
Answer:
They worked hard on their farm and were only able to get as much food as they needed. This sentence shows that Philemon and Baucis were poor.

Question 2.
Would any stranger who came to their house go without food?
Answer:
No, they would never let any stranger who came to their doors go without food.

Question 3.
Why did the dogs bark?
Answer:
The dogs barked as the boys shouted at two strangers who entered the village.

Question 4.
What made Philemon say that the boys were bad?
Answer:
The boys ill-treated the strangers so Philemon said that the boys were bad.

Question 5.
Why did Baucis feel that the strangers should have come earlier?
Answer:
Philemon and Baucis had finished their supper just before the stranger’s arrival. So Baucis felt that if the strangers haw come earlier they could have shared their food with them.

Question 6.
What were the strangers pleased with?
Answer:
The strangers were pleased with their hospitality and their kindness. A small bowl of milk to drink was a feast for them.

Question 7.
What made Baucis astonished?
Answer:
Baucis poured the milk from the bowl into 2 cups and placed them before the guests. They drank the milk and later one of them asked for some more. Baucis said there is hardly a drop left in that bowl.

The guests took the bowl and said there is milk in this bowl as much as they want they filled their cups again from the bowl. Baucis was astonished and hardly end. believe her eyes. She told her husband that these guests one not ordinary men.

Question 8.
Together, the couple decided that the strangers were angels from heaven.
(fill in the blank with the right word)

Vocabulary

V1. Fill in the blanks with the words given in brackets:

One is done for you.

The neighbors also saw the men in ragged clothes. But they did not realize that they needed shelter. From where their cottage was, they could not see the dogs properly. Only Baucis whose house was on the mound could see the boys ill-treat the strangers. Philemon and Baucis were astonished at the behavior of the boys. The boys hooted till they were out of their breath.
(cottage, astonished, hooted, shelter, mound,)

V2. Read the following sentence:

Baucis earlier had poured out all the milk. Later one of the strangers asked for more. The word ‘earlier’ is opposite of‘ later’.
Practice the use of opposites:

Plastic is light but Iron is heavy

1. This chair is comfortable, but that one is uncomfortable.
2. You are late today, please come early to school.
3. Some buses are ordinary and some buses are special.
4. My sister is happy but my brother is unhappy. (sad)

V3. Read the following paragraph:

The boys hooted at the strangers in rags. The elders did not heartily welcome them. Though they were feasting, they had no mind to be hospitable. They ill-treated the two of them. In fact they were astonished that the Philemon couple accepted them as guests that night.

Recognize the words you are familiar with and make sentences of your own.
One is done for you
hoot: The passenger heard the hoot of the train from the station.

1. I found some strangers in my farmhouse.
2. We should respect our elders.
3. I wished my son heartily on his birthday
4. Hospitality is a virtue.
5. My friend was astonished to get Rs. 25,000/-as his salary.
6. We should treat our guests kindly.

V4. Some words are given below. Add suffixes like – ion, – able, – ful to frame new form of the words.

One is done for you:

(If necessary, look up the words in the dictionary)

1. joy – joyful
2. wonder – wonderful
3. dictate – dictation
4. comfort – comfortable
5. hope – hopeful
6. success – successful
7. possess – possession
8. concentrate – concentration
9. honour – honourable
10. medicate – medication

Think About The Text

C2. Some questions are given below. Discuss the answers with your partner /group and write them.

Question 1.
Describe the hospitality of the old couple picking out at least two examples.
Answer:
The old couple treated their guests with kind words and welcomed them heartily though they were in rags. They offered the milk they had with the humble request, and they talked very politely with them. This shows the very good hospitality of the old couple.

Question 2.
What makes Baucis think that the strangers were not ordinary people? One of the strangers was pouring milk to
Answer:
When the two strangers finished drinking the milk, they asked for some more, Bauc’s told there is hardly a drops, left in this bowl. One of the guests took the bowl and said there is milk in this bowl as much as they want. Saying this he filled not only his cup but his friends also. They again filled thus cups from the bowl. She could hardly believe her eyes. She whispered to her husband’ They are not ordinary men.

Question 3.
What did the strangers tell Philemon and his wife before going away?
Answer:
The strangers before going away told both Philemon and Baucis’ “We are gods messengers, we are much pleased with your kindness. Ask anything you like, You shall have it. When they expressed theirs deserve to die together. “Be it so” replied the English “There is your home. Hive in it as long as you deserve and come to heaven together.

C3. Discuss the answers to the following questions, with your teacher.

Question 1.
Would Philemon and Baucis treat any other strangers in the same way?
Answer:
Yes, they were very kind and hospitable, they would never let any stranger who came to their doors go without food. They welcomed the guest with joy and shared their own meal with them.

Question 2.
Why did God’s messengers come to the village?
Answer:
God’s messengers came to the village to see how people treat others. They wanted to know whether they extend hospitality or ill-treat the strangers. They also wanted to know whether their behaviours were human or inhuman.

C4. Read the following extracts and answer the questions that follow:

1. “Don’t worry, good lady”

Question a.
Which lesson is this line taken from?
Answer:
This line is taken from the lesson “The wonder bowl”.

Question b.
Who is the “lady”?
Answer:
The lady was Baucis, the wife of Philemon

Question c.
When did the speaker say so?
Answer:
When Baucis said that if the strangers would have come a little earlier, they could share their supper. At that moment the speaker said the above lines.

2. “May your bowl be full of milk always”

Question a.
Who said this?
Answer:
The guests said the above line.

Question b.
Who did he say this to?
Answer:
He said this to the old couple.

Question c.
Why did the speaker say so?
Answer:
The speaker was pleased with the old couple’s kindness and said so.

3. “Good angels, we wish to die together”

Question a.
Who does the word ‘we’ stand for?
Answer:
‘We’ stand for the old couple Philemon and Baucis.

Question b.
Who was it said to?
Answer:
It was said to the strangers, (angels).

Question c.
Why did the speaker say so?
Answer:
The guests said that they were god’s messengers and pleased with the old couple’s kindness, and they should ask anything they like. So the speaker (asked) said the above lines.

G1. a) Complete the following sentences with suitable forms of words in the bracket.

One is done for you

Pradeep’s father ____ called him Deepu. (affectionate)
Pradeep’s father affectionately called him Deepu.

1. The audience laughed loudly at the joke, (loud)
2. His foot was injured, yet, he played bravely. (brave)
3. I have done well in the exam, so I will pass, (well)
4. A tortoise moves very slowly. (slow)
5. Can you spell the word ‘queue’ correctly? (correct)
6. It rained heavily, so I postponed my trip. (heavy)
7. The baby is sleeping, please speak softly. (soft)
8. He looked at me angrily when I laughed at him. (angry)
9. The soldiers fought courageously and won the battle. (courage)
10. We had to walk fast to get to school on time. (fast)
    [softly, bravely, well, fast, heavily, courageous, slowly, angrily, correctly. loudly]

G2. Rewrite the following sentences using the adjective forms of the words underlined:

Example:
John drives the car carefully.
John drives the car with care.

1. Bhuvana fed the puppy lovingly.
Bhuvana fed the puppy with love.

2. They easily solved the sum.
They solved the sum with ease.

3. Vijaya sang melodiously.
Vijaya sang the song with a melody.

4. Pramod writes neatly.
Pramod has neat handwriting.

5. Rahim always speaks calmly.
Rahim always speaks in a calm manner.

More Vocabulary

V1. Here is a list of incomplete words. Complete them by using ‘re’\ ‘ar’, ‘er’, ‘or’, He’, ‘ei’. Use a dictionary if necessary:

a. literatu – literature
b. singul – singular
c. burgl – burglar
d. calend – calender
e. consid – consider
f. horr – horror
g. interi – interior
h. bewa – beware
i. cent – center
j. gramm – grammar
k. rec_ _ pt – receipt
L bel _ _ve – believe
m. gr_ve – grieve
n. conc_ _ve – conceive

V2. There are some words that are often misused because they sound alike, but are spelled differently. Can you complete these words by putting the right letters in the boxes?

One is done for you:

1. a. The period when there is no war
b. a bit or part of something

2. a. Amoral rule of general law for action.
b. The head of a school or college

3. a. A place on a farm where milk is kept
b. A daily record of the events in a person life

4. a. A person who is not strong
b. A period of seven days

5. a. A person who is loved or lovable
b. An animal which runs fast

W1. Some incidents from the story are given in these sentences. The words in each of the sentences are jumbled. Rewrite them correctly and sequentially as they appear in the story.

Question a.
the ragged strangers to meet went down Philemon
Answer:
Philemon went down o meet the ragged strangers

Question b.
food for Baucis to some he asked to find them
Answer:
He asked Baucis to find some food for them.

Question c.
with jo the guests they welcomed
Answer:
They welcomed the guests with Joy.

Question d.
in this bowl as much as there is we want milk
Answer:
There is milk in this bowl much as we want,

Question e.
You desire as long as in it you live and to heaven come together
Answer:
Live in it as long as you desire and you come to heaven together.

Question f.
a small bowl on the table placed Baucis of milk
Answer:
Baucis placed u small bowl of milk on the table.

The Wonder Bowl Summary In English

Philemon and Baucis were old couples who lived in a hut on a mound. They were very generous to the people who came to their hut, even to strangers also. They were hard-working and poor. One evening they heard the barking sound of dogs and shouting of boys. They understood that some strangers might come. Philemon said to his wife to arrange some food for strangers and he would go to and fetch the strangers. The strangers wore tom clothes and were tired.

Philemon welcomed the strangers. They were made to sit at the table. Philemon and Baucis talked very kindly and affectionately. Baucis served a small bowl of milk to them. She politely told if they had come a little earlier they could have shared their meal. One of the guests replied that they were happy with what they offered, they appreciated their kindness and hospitality. They drank the milk and asked for some more. Baucis hesitatingly said that sorry there was only a drop of milk left in the bowl.

The guest took the bowl and said that there was milk as much as they want. He filled both the cups with milk from the bowL Baucis was surprised and she could hardly believe her eyes. She thought that they were not ordinary people, they must be angels from heaven, come to bless them. The guests thanked the couple and blessed them that their bowl will be full of milk always. The next morning the guests were ready to go and said the couple that they were very much pleased and to ask anything they want Philemon asked that they should die together.

So the angels replied that there is your home you live in it as long as you desire and come to heaven together. The old couple was astonished to see that their poor cottage was turned into a grand mansion. They humbly prayed to God and lived happily and doing good to others.

The Wonder Bowl Summary In Kannada

Before you read

Summary:

It is one of the well-known stories of Mahabharatha. When Pandavas lived in the forest, Lord Surya gave them this wonder bowl to Yudhistira. The specialty of this Akshaya Pathra was that it would give unlimited (Akshaya) food till Draupadi finished her meal. Once Durvasa and his disciples arrived and asked to arrange food for them Pandavas were in exile, they had all finished their meal, there was no food to serve them Draupadi had also finished her meal.

They became anxious. Draupadi prayed to Lord Krishna for help. He appeared and asked her to bring the bowl. There was a grain of rice sticking, Krishna ate it. He was satisfied, his satisfaction turned to Durvasa and his disciples. All felt so fully fed and they never came to Yudhistira’s house. The gist was if we had Lord’s (God’s) grace, we should overcome troubles.

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Karnataka Solutions for Class 8 English Chapter 8 Luther Burbank Questiona and Answers are prepared according to the latest academic syllabus. So refer our Karnataka Secondary Education Examination Board Class 8 English Solutions to score good marks in the exams. Tap the link and Download KSEEB Solutions for Class 8 English Chapter 8 Luther Burbank to cover all the topics.

Luther Burbank Questions and Answers, Notes, Summary

With the help of the Karnataka Secondary Education Examination Board Class 8 English Solutions Chapter 8 Luther Burbank Questions and Answers Pdf, Notes, Summary you can get an idea about the subject. Also we suggest the students keep the textbook aside to learn the subject in depth.

C1. Answer the following questions and share your responses with your partner

Question 1.
Name the fields in which Luther Burbank’s influence prevails.
Answer:
Luther Burbank’s influence prevails in the scientific community among the people who work in the fields of agriculture, horticulture, forestry and livestock.

Question 2.
When was Luther Burbank born?
Answer:
Luther Burbank was born on 7th March 1849.

Question 3.
What was Luther Burbank’s goal in life?
Answer:
Luther Burbank’s goal in life was to grow and grafting new varieties of fruits and vegetables.

Question 4.
Name the book that helped Burbank to decide on his goal of life.
Answer:
The book that helped him to decide on his goal of life was Darwin’s “Variation of Animals and Plants Under Domestication”.

Question 5.
Mention the name of the new variety of potato grown by Burbank.
Answer:
The name of the new variety of Potato plant grown by him was “Idaho Potato”.

Question 6.
How was the weather in the State of California?
Answer:
The weather in the State of California was mild, and the soil was rich and varied.

Question 7.
How many varieties of fruits did Burbank grow on an acre of his farm?
Answer:
An acre on his form Burbank grew several thousand different varieties of fruits. He grew 526 different types of apples on the same tree.

Question 8.
What is grafting?
Answer:
Grafting and budding are horticultural techniques used to join parts from two or more plants so that they appear to grow as a single plant. In grafting, the upper part (scion) of one plant grows on the root system (rootstock) of another plant.

C2. Which of the following things was Burbank able to do because of his e experimentation. Tick off (√)against true statements and an (X) against others.

1. growing hundreds of varieties of apples — (✓)
2. spending 15 years for a tree to bear fruits — (✗)
3. Making a young plant yield fruit in a year or two — (✗)
4. growing about 526 varieties of apples in an acre of his farm — (✗)

Read and Write :
C3. Read and Writes

Question 1.
How did Burbank’s genius benefit the life of the common man?
Answer:
A common man’s day-to-day life has been greatly affected by Burbank’s genius. He developed an improved cherry, a thornless blackberry, a thornless cactus now used as fodder for livestock, and a peach tree that can tolerate freezing temperature. He developed seventy-three new flowers including the Shasta Daisy and a rose.

Question 2.
Why did Burbank more from Massachusetts to California?
Answer:
Burbank realized that the climate of his native place was not suitable for his work. The weather in the State of California was mild; the soil was rich and varied. So, he moved to ‘Santa Rosa’ in California.

Question 3.
What did Burbank call his new home? Why?
Answer:
He called his new home as “The chosen spot” because the climate and the soil were most suitable for his experiment as far as nature was concerned.

Question 4.
How did grafting help Burbank in his experimentation?
Answer:
He was able to grow several thousands of different varieties of fruits. His wonderful achievements were made possible by grafting many twigs on a single tree. In this manner, he was able to grow 526 different types of apples on the same tree. It was possible to save space to grow that the plants get fruits in just 2-3 years. Like this, the grafting helped Burbank in his experimentation.

Question 5.
In what way did Burbank save space and speed up his experiments?
Answer:
Burbank grafted many twigs on a single tree. In this manner, he was able to grow 526 different types of apples on the same tree. By this method, it was possible for him to save space to speed up his experiments.

Question 6.
What were Burbank’s experiments on cherry, blackberry, cactus, and Shasta daisy?
Answer:
Burbank conducted experiments on growing different varieties of cherry on a single tree. He caused desert cactus to grow a thousand times faster. He developed an improved cherry, a thornless Blackcherry, a Cactus without thorns. He developed 73 new flowers including the Shasta Daisy and a rose.

C4. Write a paragraph on each of the following.

Question 1.
Write a note of Burbank’s early life.
Answer:
Luther Burbank is a well known U.S. plant breeder. He was born on 7th March 1849 He was brought up on a farm in the state of Massachusetts. He was attracted to the wonders of nature and learned the techniques of growing various crops and plants during his early years. When he was 21 years old, he started market gardening and was successful.

Question 2.
Describe the three techniques on which Burbank’s experiments were based.
Answer:
Luther Burbank’s experiments were based on three basic techniques. First, he would collect a variety of domestic plants and bring in many foreign varieties of plants. He would grow them under different conditions. These plants would prove to be strong, plentiful, and sometimes showed new qualities and other desirable changes.

Secondly, he grew many varieties of fruits, flowers, and vegetables by changing water, food supply, temperature, light or space. He even crossed plants to produce plants with dissimilar traits and variations. Lastly, after the production of different varieties, he would choose the plants that showed desirable changes. He would also use them for further experimentation.

Question 3.
How did Burbank react when some of the efforts ended in failure?
Answer:
Burbank set up a nursery garden, greenhouse, and experimental farms in Santa Rosa, California. He conducted more than 10,000 experiments with 600 different kinds of plants. Many of his experiments were failures. Once he crossed a tomato with a potato. He was able to grow a vegetable, but it was not of any use. When he failed, he was not disappointed. He had patience, perseverance, and devotion that nothing could dishearten him.

Vocabulary:

VI. Look at the following phrase and see how the two words go together. They are callocative words.

1. Sunny weather
2. smiling face
3. hard-working scientist
4. improved cherry.

Now fill in the blanks with the most appropriate describing words given in the box below. For a few, you may have more than one combination.

1. Scientific community rich community.
2. desert soil
3. white blackberry
4. thornless cactus.
5. successful attempt
6. commercial value.
7. rich community

V2. Give below are some names. Classify them into categories of flowers, fruits, and vegetables you may consult a dictionary/encyclopedia if you need it.

Fruits	Vegetables	Flowers
Orange plum mango black berry banana cherry lemon apple grapes tomato peach water melon	brinjal neem potato carrot desert cactus	jasmine Lotus Shasta daisy Marigold rose

Drunken Monkey KungFu Scares Village:

1. Chikkanayakanahalli: A monkey, addicted to alcohol and often attacking people, is scaring the wits out of the residents of Shettykere, a village here.
2. The monkey was first noticed in the village a month ago. It has taken a liking for alcohol, perhaps due to some mischievous alcohol addicts in the villages initiating it into drinking. It is now addicted to the brew and often gets high. It has also become indiscriminate in its eating habits and has put on weight and become aggressive.
3. Once inebriated, the monkey begins harassing passerby and even attacking them. The aggressive monkey scares even a large crowd. So far, it has attacked at 30 persons, injured many of them. Even dogs are among its victims.
4. The monkey, which has made the bus terminal its home, snatches traveler’ bags and their belongings. Anyone resisting it is attacked.
5. But pious, if not cowardly they are, the residents see it an incarnation of Hanuman, the monkey god, and worship it, but their piety is wearing thin, and they want someone to get rid of the rowdy Simian.

Questions:

Question 1.
Where and when was the drunken monkey noticed first?
Answer:
The monkey was first noticed in the village of Shettykere, a month ago.

Question 2.
How did addiction affect the monkey? (see paragraph 2)
Answer:
The monkey often gets high and it has also become indiscriminate in its eating habits and has put on weight and become aggressive after addiction of alcohol.

Question 3.
You may have come across new words in the news report. The words used, meanings and paragraph numbers in which they appear are given. Find out and write them in the blanks provided,
Answer:

1. attacking — (P3) aggressive
2. takes away — (P4) snatches
3. Avatar — (P5) incarnation
4. troubling — (P6) harassing
5. monkey — (P5) Simian

Question 4.
Match the phrases with their meanings:

A	B
1. Scaring the wit out of	making one very afraid
2. getting high	being over drunk
3. wearing thin	Vanishing
4. getting rid of	Avoiding
5. feeling very difficult to	going up the hill do something

B Grammar:
The Passive Voice
Task. Match the names in the left-hand column with the discoveries/invention/composition etc, in the right-hand column. Then write sentences in both active and passive voice using the agent and appropriate verb.

1. Kalidasa — Geeta Govinda
2. Jayadeva — Shakuntala
3. Tagore — Film ‘Tare Zameen par’
4. Amir Khan — Jai Ho
5. Gulzar — Harry Potter
6. J.K. Rowling — Geethanjali
7. Galileo — Telescope.

e.g.Galileo invented the telescope. The telescope was invented by Galileo

1. Kalidasa wrote Shakuntala
   Shakuntala was written by Kalidasa.
2. Jayadeva wrote Geeta Govinda.
   Geeta Govinda was written by Jayadeva
3. Tagore wrote the National Anthem.
   The National Anthem was written by Tagore.
4. Amir Khan directed the film ‘Tare Zameen
   Par The film “Tare Zameen Par’ was directed by Amir Khan
5. Gulzar penned Jai Ho.
   Jai Ho was penned by Gulzar
6. J.K. Rowling wrote the Harry Potter Series.
   The Harry Potter series was written by J.K. Rowling

C.Writing:
Task 1.
An outline of a story is given below. Complete the story supplying the required words and phrases.

A cap seller on his way to market stopped under a huge tree. The day was very hot and he lay in the cool shade of a huge tree. He soon took a nap beside his basket of caps. When he woke up, to his horror, he found the basket empty. He thinks they are stolen. However, soon he hears some noises above and when he looks up, he finds monkeys with caps on.

The cap seller makes desperate efforts to recover the caps. When he does not succeed, hopelessness, he, at last, snatches his own cap off his head and throws it down. To his luck, the monkeys do the same and the relieved cap seller picks up the caps and leaves the place feeling happy.

Task 2.
Expand any one of the following proverbs into 5 or 6 sentences of your own.

1. A stitch in time saves nine.
2. Jack of all trades, master of none
3. Prevention is better than cure
4. Where there is a will, there is a way.
5. All that glitters is not gold.
6. Self -assessment.

Luther Burbank Additional Questions and Answers

Question 1.
Who was Luther Burbank?
Answer:
Luther Burbank was a well known U.S. plant breeder.

Question 2.
How was he able to produce the ‘Idaho Potato’?
Answer:
Burbank planted 29 seeds from an early rose potato plant. He produced a new variety of seeds. Its superior quality made it very popular among the local farmers. Today, this potato is called Idaho potato. Even to this day it is grown on thousands of acres in North-western U.S.

Question 3.
How is Burbank’s work equated to present-day miracles in science and technology?
Answer:
In the present times, miracles are happening in steel mills, the automobile industry, markets of commerce and industry, and so on. But, Burbank experimented with the simple elements of nature to produce desirable changes and effects. Hence, his works are as remarkable as the production of shiny cars, bridges, tunnels, etc.

Multiple Choice Questions

Four alternatives are given for each of the following questions/ incomplete statements. Choose the most appropriate one.

Question 1.
Luther Burbank is a well known
A) plant breeder
B) gardener
C) physicist
D) agriculturist
Answer:
A) plant breeder

Question 2.
When Burbank was 21 years old, he started
A) animal husbandry
B) market gardening
C) cattle rearing
D) livestock farming
Answer:
B) market gardening

Question 3.
Burbank moved from his native place to the state of California because
A) California was more suitable for his work
B) there were no farms in California
C) only California was suitable for growing vegetables
D) varieties of plants were available there
Answer:
A) California was more suitable for his work

Question 4.
According to Burbank, the production of this fruit/vegetable was a paradox
A) Cherry
B) Idaho potato
C) White blackberry
D) Peach
Answer:
C) White blackberry

Question 5.
How did Burbank get fruits in just two or three years?
A) By grafting seeds from a young plant to a fruit-bearing tree
B) By grafting fruits from a young plant to a fruit-bearing tree
C) By grafting a twig from a young plant to a fruit-bearing tree
D) By crossing plants that had dissimilar qualities
Answer:
C) By grafting a twig from a young plant to a fruit-bearing tree

Luther Burbank Summary in English

What does the world call a man who turned the yellow flower into red, who made the seeds of plums disappear, desert cactus to grow a thousand times faster, made blackberry into white, who grew 500 different kinds of cherries on one tree? Was he a master gardener or a miracle-working magician.

Fie has been awarded many title, but he was so simple, hardworking scientist.

The products of his genius continue to play a part in the day-to-day lives of people throughout the world. His most important contribution is a lovely flower that never existed before him.

He was born on 7th March 1849. Fie was attracted towards the wonders of nature and learned the techniques of growing various crops. After reading Darwin’s book, he decided to devote his life to grow new varieties of plants.

He started market gardening at the age of 21. He was successful in selling high-quality vegetable. He planted 29 seeds from an early rose potato plant and produced superior quality up to today. This potato is called “Idaho Potato”, it is grown on thousands of acres in North-Western U.S.

He moved to the State of California at the age of 26, because his native place was not suitable for his work. He carried on his experimental and original work on plants for more than half a century on “Santa Rosa” near San Francisco. He described his new home as “The Chosen Spot” of all this earth as for as nature was concerned.

The three basic techniques of his experiments arc
1. collect different kinds of domestic plants and bring in many foreign varieties of plants, when they were grown under different conditions, they would prove strong, plentiful or hard, show other desirable changes.

2. He grew many varieties of fruits, flowers and vegetables by changing water, food, temperature, light or space variations were achieved by crossing plants, which had very dissimilar qualities.

3. He could recognize and select the plants which showed desirable changes. He could also choose them for further experiments.

Thus he was successful to produce a white blackberry and he called it the paradox. The pile of rejected seedlings measured 12 ft high, 14 ft wide,‘22 ft long and had contained 65,000 berry bushes. Among them he decided to keep for further study was less than 2 dozen.

He was able to grow 526 different types of apples on the same tree, ft was possible for him not only to save space but also to speed up his experiments. His experimented plants took only 2-3 years to yield fruits instead of 15 years.

He carried out more than 10,000 separate experiments with 600 different kinds of plants. He developed an improve cherry, a thornless blackberry, a cactus without thorns used as food for livestock and a peach tree that can withstand freezing weather. He delighted flower lovers with 73 new flowers, Shasta Daisy and a rose that bears his name.

Many of his efforts ended in failure. The crossing of tomato with potato was failed. But his devotion was so deep and strong that nothing could disappoint him. Miracles were happening in all the field like in steel mills, automobiles and markets of commerce and industry. Burbank’s discoveries are also as remarkable as the shiny cars, bridges, tunnels and singing wires.

Luther Burbank Summary in Kannada

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