Maharashtra Board Class 9 English Unit 2 Poem The Fall of Troy 2.4 Solutions

Class 9 English Chapter 2.4 Question Answer Maharashtra Board

The Fall Of Troy Poem 9th Std Question Answer

Warming Up:

Building A Story :

Form groups of eight. The group leader prepares slips of paper for each of the seven points given below and distributes them among the others. The group sits in a circle, taking their seats according to the number on the slip they have. Then each one completes the sentence on his/her slip without sharing it with the others. The group leader collects the slips and reads all the sentences aloud as one continuous passage. Does the story make sense? The group then works on the story to make it more meaningful and interesting.

This game may be played again, changing the groups, to form new stories.

ℹ️ चित्र व्याख्या (Diagram Explanation): यह एक गोलाकार व्यवस्था को दर्शाता है जिसमें एक 'ग्रुप लीडर' केंद्र में है और 1 से 7 तक गिने गए सात सदस्य उसके चारों ओर बैठे हैं। यह एक समूह गतिविधि के लिए बैठक व्यवस्था का प्रतिनिधित्व करता है, जहाँ प्रत्येक सदस्य को कहानी के निर्माण में योगदान देना है।

1. Once there was a ............................
2. Who lived in a ............................
3. He/She ate ............................
4. She/He went ............................
5. There she/he saw ............................
6. She/He was ............................
7. That is why ............................

 

Question 1.
1. Once there was a ............................
2. Who lived in a ............................
3. He/She ate ............................
4. She/He went ............................
5. There she/he saw ............................
6. She/He was ............................
7. That is why ............................
Answer:
1. Once there was a beautiful princess.
2. Who lived in a dirty old shoe in a park.
3. He/She ate nails and screws and paper.
4. She/He went on a plane to the Arctic Circle.
5. There she/he saw green mountains, lush forests and thundering waterfalls.
6. She/He was very happy to go to Mars in the spaceship.
7. That is why the doctor gave me the bitter medicine.
In simple words: This activity involves creating a story collaboratively. Each person adds a sentence based on a prompt, and the answers provided demonstrate how a fantastical and nonsensical story can be formed, highlighting the creative and often humorous outcomes of such an exercise.

🎯 Exam Tip: Focus on creativity and logical progression when completing story-building exercises, ensuring your contributions fit the evolving narrative for higher scores.

The Sentences As One Continuous Passage :

Once there was a beautiful princess who lived in a dirty old shoe in a park. She/He ate nails and screws and paper. She went on a plane to the Arctic Circle. There she saw green mountains, lush forests and thundering waterfalls. She was very happy to go to Mars in the spaceship. That is why the doctor gave me the bitter medicine

The sentences read as one continuous passage do not make sense. However, if we make changes in the story, the passage will make sense.

1. Once there was a beautiful princess.
2. Who lived in a beautiful palace in a large forest.
3. She ate only fresh fruits, vegetables and salads for every meal.
4. She went on a voyage to the Arctic Circle.
5. There she saw frozen seas, ice bergs and a variety of sea animals.
6. She was thrilled to see so many different things, which she had never seen before.
7. That is why she decided to visit a new place every year.

When we put these sentences given above as a continuous passage, they form a small and sensible story.
(Students can play the game again, changing the groups, to form new stories.)

Interviews:

(a) Why?: Form groups of five. Choose a familiar character from any one of the epics you know. One person from the group plays the role of that character. Others in the group frame questions related to that character's life. The condition is that all the questions should begin with 'Why ...?'. They interview the character using these 'Why -?' questions. Practise and present the interview in the classroom.

(b) How? : Follow the above procedure. Now all questions should begin with 'How -?'
(c) Prepare a short script of your interviews.

 

Question a.
Why?
Answer:
Form groups of five. Choose a familiar character from any one of the epics you know. One person from the group plays the role of that character. Others in the group frame questions related to that character's life. The condition is that all the questions should begin with a 'Why...'? They interview the character using these 'Why?' questions. Practice and present the interview in the classroom.
Example: Questions for Lord Rama. Epic: Ram ay an
1. Why did you marry Sita?
2. Why did your father ask you to leave the kingdom?
3. Why did your stepmother want you to leave the kingdom?
4. Why did Lakshman accompany you to the forest?
5. Why did Lakshman leave Sita alone in the hut?
In simple words: This exercise focuses on conducting an interview with an epic character, formulating 'Why' questions to explore their life and motivations, which enhances critical thinking and character analysis skills.

🎯 Exam Tip: For character interviews, ensure questions delve into significant plot points and character decisions, demonstrating a deep understanding of the chosen epic narrative.

 

Question b.
How?: Follow the above procedure. Now all questions should begin with 'How -?'
Answer:
Example :
1. How did you marry Sita?
2. How many brothers did you have?
3. How did your stepmother make you leave the kingdom?
4. How did Ravana trick Sita?
5. How did Hanuman help you?
In simple words: This activity extends the character interview by requiring students to frame 'How' questions, encouraging them to analyze the methods and processes behind events in the character's life.

🎯 Exam Tip: When crafting 'How' questions, aim for inquiries that require detailed explanations of actions, strategies, or circumstances, showcasing comprehension of the story's mechanics.

 

Question c.
A short script of the interviews:
Answer:
Example :
In simple words: This section prepares students to write a concise script for their character interviews, allowing them to structure dialogue and present their questions and potential answers in a formal format.

🎯 Exam Tip: A well-written script for interviews should flow logically, with questions leading to relevant answers and providing insight into the character's perspective.

 

Question 1.
Why did your father ask you to leave the kingdom?
Answer:
My father fulfilled my stepmother Kaikeyi's wish and banished me from Ayodhya.
In simple words: Rama left Ayodhya because his father, King Dasharatha, had to honor a promise made to his stepmother Kaikeyi, who wished for her son Bharat to be king and Rama to be exiled.

🎯 Exam Tip: When answering questions about character motivations, always connect actions to underlying reasons or historical/mythological contexts for a complete response.

 

Question 2.
Why did your stepmother want you to leave the kingdom?
Answer:
My stepmother Kaikeyi wanted her son Bharat to become the king. This would not have been possible if I had been in Ayodhya. Hence she wanted me to leave the kingdom.
In simple words: Kaikeyi wanted Rama to leave the kingdom so that her own son, Bharat, could ascend the throne, ensuring his rule without Rama's presence.

🎯 Exam Tip: Clearly state the direct and indirect motivations of characters, demonstrating an understanding of political or personal dynamics within the narrative.

 

Question 3.
Why did Lakshman accompany you to the forest?
Answer:
Lakshman loved me and wanted to ensure my safety in the forest. Hence he accompanied me to the forest.
In simple words: Lakshman accompanied Rama to the forest out of immense loyalty and a desire to protect his beloved brother during his exile.

🎯 Exam Tip: Highlight relationships and emotional bonds between characters, as these often drive key decisions and actions within epic narratives.

Part - I

English Workshop:

1. Read the passage and name the following.

 

Question 1.
(a) He composed the Illiad and Odyssey: ............................
(b) He persuaded Helen to elope with him: ............................
(c) She was wife of the King Menelaus: ............................
(d) He led the defence of Troy for nthe years: ............................
(e) He was killed by a poisoned arrow that entered his heel: ............................
Answer:
(a) He composed The Iliad and - The Odyssey Homer
(b) He persuaded Helen to elope with him. Paris
(c) She was the wife of King Menelaus. Helen
(d) He led the defense of Troy for nine years Hector
(e) He was killed by a poisoned arrow that entered his heel. Achilles
In simple words: This question tests recall of key figures and their roles from the story of Troy, identifying individuals like Homer as the composer and Paris as the one who persuaded Helen.

🎯 Exam Tip: Memorize the main characters, their relationships, and significant actions to accurately answer factual recall questions about the passage.

 

2. Find antonyms of the following from the passage.

 

Question 1.
(a) barren x ............................
(b) offended x ............................
(c) cowardly x ............................
(d) peace x ............................
(e) surrender - x ............................
(f) exposed x ............................
(g) defenceless x ............................
Answer:
(a) barren x fertile
(b) offended x pleased
(c) cowardly x brave
(d) peace x war
(e) surrender x attack
(f) exposed x protected.
(g) defenceless x safe.
In simple words: This exercise requires identifying words with opposite meanings (antonyms) based on the context of the provided passage, enhancing vocabulary and comprehension.

🎯 Exam Tip: When finding antonyms from a passage, consider the specific nuance of the word as used in the text, not just its general dictionary definition.

 

3. From other sources find synonyms of the following words used in the story.

 

Question 1.
(a) great (hero)
(b) beautiful (woman)
(c) fight (verb)
(d) rich (city)
(e) safe
(f) strong (city)
(g) brave
Answer:
(a) great - gallant (hero)
(b) beautiful - entrancing (woman).
(c) fight - attack (verb)
(d) rich - prosperous (city)
(e) safe - sheltered.
(f) strong - well-protected (city)
(g) brave - courageous.
In simple words: This question asks for synonyms (words with similar meanings) for given words, expanding vocabulary by finding alternative terms that fit the context of the story.

🎯 Exam Tip: To score well on synonym questions, try to think of words that can replace the given term in its original sentence without changing the overall meaning.

 

4. Correct the following sentences using facts from the passage.

 

Question a.
(a) Troy traded in cattle and grass, with other cities.
(b) During war, Trojans jumped over the fort gates to fight die enemy.
(c) Helen eloped with Menelaus.
(d) Troy was attacked because it was a strong. rich city.
(e) The Greek armies and heroes always defeated the Trojans.
(f) Both the enemies were eager to continue fighting.
(g) The great heroes avoided one another.
(h) Achilles was killed by an arrow that pierced his heart.
Answer:
(a) Troy traded in goods and grain with other cities.
(b) During the war, Trojans came out of the open fort gates to fight the enemy.
(c) Helen eloped with Paris.
(d) Troy was attacked because its Prince Paris had! persuaded Helen, the wife of a Greek king Menelaus, to elope with him.
(e) Sometimes the Trojans seemed to have the better of the fight and sometimes the Greeks.
(f) The Trojans were tired of being shut up in their city and the Greeks were longing to see their homes again.
(g) Sometimes there were single fights, between two great heroes.
(h) Achilles was killed by an arrow that pierced his heel.
In simple words: This task requires correcting factual inaccuracies in sentences by referring to the passage, ensuring an accurate understanding of the story's events and details.

🎯 Exam Tip: Always cross-reference statements with the provided text to identify and rectify any misinformation, ensuring your corrections are directly supported by the passage.

 

5. State the counter-action for the following actions.

 

Question 1.
State the counter-action for the following actions.

Action	Counter-action
(a) Helen eloped with Paris.	(1)
(b) The Greeks sailed to Troy and attacked it.	(2)
(c) Hector was killed by Achilles.	(3)
(d) The siege continued for ten long years.	(4)

Answer:

Action	Counter-action
1. Helen eloped with Paris.	Greece declared war against the Troy.
2. The Greeks sailed to Troy and attacked it.	The Trojans fought hard and the siege continued for ten years.
3. Hector was killed by Achilles.	Achilles himself was killed later by a poisoned arrow.
4. The siege continued for ten long years.	The Trojans fought hard and the fighting went on daily.

In simple words: This table maps actions to their direct consequences or reactions within the story of the Trojan War, illustrating the cause-and-effect relationships between key events.

🎯 Exam Tip: When identifying counter-actions, ensure the response is a direct and logical consequence of the stated action, reflecting the narrative's progression.

 

6. From either of our two Indian epics, find out which battle/war lasted the longest? Write down about its cause, the enemy armies, its heroes, its duration and the final outcome.

(a) Cause ............................................................................
(b) The enemy armies ............................................................................
(c) Heroes ............................................................................
(d) Duration ............................................................................
(e) Final outcome ............................................................................
In simple words: This question prompts research into Indian epics to identify the longest war, then detail its cause, opposing armies, heroes, duration, and final result, encouraging comparative study of epic narratives.

🎯 Exam Tip: For research-based questions, provide accurate factual details from reliable sources, clearly categorizing information under the requested headings (cause, armies, heroes, etc.) for a structured answer.

 

7. Complete the following sentences with reference to the passage.

 

Question 1.
(a) Epics are long poems that ............................ .
(b) They may be composed and sung or recited for many years before ............................ .
(c) Nobody knows for certain who ............................ .
(d) It is believed that ............................ Homer, who ............................ and who ............................ to all who ............................ .
(e) At the back rose the high peak of Mount Ida, from which ............................ .
Answer:
(a) Epics are long poems that relate the deeds of a great national hero or a great national war.
(b) They may be composed and sung or recited for many years before they are actually written down.
(c) Nobody knows for certain who the author of these early epics is.
(d) It is believed that The Iliad and The Odyssey were composed and recited by a blind poet named Homer, who lived about 900 BCE and who wandered from one Greek city or village to another, singing his poems to all who would receive him in their homes.
(e) At the back rose the high peak of Mount Ida, from which flowed many rivers and streams.
In simple words: This task focuses on completing sentences by retrieving specific information directly from the provided passage, thereby testing reading comprehension and recall of details about epics and Homer.

🎯 Exam Tip: Ensure that the completed sentences perfectly match the wording and context of the passage to demonstrate precise understanding and attention to detail.

Underline the clauses in the above sentences and also the words that link or connect the clauses.

 

Question 1.
Epics are long poems that relate the deed of a great national hero or a great national war.
Answer:
Epics are long poems - Clause
that relate the deed of a great national hero or a great national war - Clause
In simple words: This answer identifies the main clause and the dependent clause, showing how 'that' connects the two parts of the sentence and functions as a linking word.

🎯 Exam Tip: When identifying clauses, remember that a main clause can stand alone, while a dependent clause relies on another clause for complete meaning and is often introduced by a conjunction or relative pronoun.

 

Question 2.
They may be composed and sung or recited for many years before they are actually written down.
Answer:
They may be composed - Clause (they may be)
sung - Clause (they may be)
recited for many years - Clause
before they are actually written down - Clause
In simple words: This answer breaks down the sentence into its various clauses, illustrating how multiple verbal phrases act as clauses and how 'before' functions as the linking word for the temporal dependent clause.

🎯 Exam Tip: Recognize that a sentence can contain multiple clauses, both main and dependent, and understanding the conjunctions (like 'before') helps identify how they are linked.

 

Question 3.
Nobody knows for certain who the author of these early epics is.
Answer:
Nobody knows for certain - Clause
who the author of these early epics is - Clause
In simple words: This explanation distinguishes the independent main clause from the dependent noun clause, connected by 'who', showing the structure of a complex sentence.

🎯 Exam Tip: Identify the main clause as the complete thought and the dependent clause as the part that adds information but cannot stand alone, often introduced by a subordinator.

 

Question 4.
It is believed that The Iliad and The Odyssey were composed and recited by a blind poet named Homer, who lived about 900 BCE and who wandered from one Greek city or village to another, singing his poems to all who would receive him in their homes.
Answer:
It is believed - Clause
that The Iliad and The Odyssey were composed - Clause
(that The Iliad and The Odyssey were)
recited by a blind poet named Homer - Clause
who lived about 900 BCE - Clause
who wandered from one Greek city or village to another, singing his poems to all who would receive him in their homes. - Clause
In simple words: This response breaks down a complex sentence into its various clauses, including main and dependent clauses linked by 'that' and 'who', demonstrating how multiple ideas are connected.

🎯 Exam Tip: In long sentences, carefully identify each subject-verb pair to pinpoint individual clauses, and then determine their type (main or dependent) and the words linking them.

 

Question 5.
At the back rose the high peak of Mount Ida, from which flowed many rivers and streams.
Answer:
At the back rose the high peak of Mount Ida - Clause
from which flowed many rivers and streams - Clause
In simple words: This answer separates the main clause describing Mount Ida from the relative clause, connected by 'from which', that provides additional information about the peak.

🎯 Exam Tip: Recognize relative pronouns like 'which' that introduce dependent clauses providing extra details about a noun in the main clause.

Part - II

1. Find and write the Greek and Trojan names used in the story (Part I and II).

 

Question 1.
Find and write the Greek and Trojan names used in the story (Part I and II).
In simple words: This task requires students to list all the proper nouns referring to Greek and Trojan characters or places mentioned across both parts of the story, testing their attention to detail.

🎯 Exam Tip: Create a mental or actual list of all proper nouns as you read, categorizing them if necessary, to ensure a comprehensive answer for such identification questions.

 

2. List all the words related to 'war' from both parts of the story.

 

Question 1.
List all the words related to 'war' from both parts of the story.
In simple words: This question asks students to compile a list of all vocabulary related to conflict and battle found throughout the entire story, enriching their thematic understanding and vocabulary.

🎯 Exam Tip: When compiling a word register, scan the text specifically for nouns, verbs, and adjectives that directly or indirectly relate to the theme, like 'war' in this case.

 

3. Note the following constructions carefully and then use them to express your ideas:

 

Question 1.
Note the following constructions carefully and then use them to express your ideas:
(a) A horse big enough to hold men inside it...
enough to ............................................................................
(b) The Greeks were tired of the long war.
tired of ............................................................................
(c) They are afraid of the long voyage home, too.
afraid of ............................................................................
(d) They made it too big to go inside your city.
too ............................ to ............................
(e) They were so excited that they paid no attention to his words.
so ............................ that ............................
In simple words: This activity focuses on understanding and then applying specific grammatical constructions like "enough to," "tired of," "afraid of," "too...to," and "so...that" by using them in new sentences.

🎯 Exam Tip: Practice forming sentences with these constructions to internalize their structure and meaning, ensuring grammatical accuracy and contextual relevance in your examples.

 

4. Put the following events in the order in which they took place. Number them accordingly.

 

Question 1.
(a) The Trojans found a Greek man under the big wooden horse. [ ]
(b) They broke down part of the wall and brought the horse in. [ ]
(c) The cunning Odysseus thought of a plan. [ ]
(d) The Greeks burnt their tents and sailed away. [ ]
(e) Troy was burnt down. [ ]
(f) The Greeks built a big wooden horse. [ ]
(g) The great heroes hid inside the horse. [ ]
(h) The priest warned the Trojans not to break the wall. [ ]
(i) The Trojans were happy to see the Greek ships go. [ ]
(j) The Trojans slept soundly. [ ]
(k) The Greeks came out of the horse and opened the gates. [ ]
(l) The Greek army entered the city. [ ]
Answer:
(a) The Trojans found a Greek man under the big wooden horse. [f]
(b) They broke down part of the wall and brought the horse in. [h]
(c) The cunning Odysseus thought of a plan. [a]
(d) The Greeks burnt their tents and sailed away. [d]
(e) Troy was burnt down. [i]
(f) The Greeks built a big wooden horse. [b]
(g) The great heroes hid inside the horse. [c]
(h) The priest warned the Trojans not to break the wall. [g]
(i) The Trojans were happy to see the Greek ships go. [e]
(j) The Trojans slept soundly. [i]
(k) The Greeks came out of the horse and opened the gates. [j]
(l) The Greek army entered the city. [k]
In simple words: This question requires ordering a series of events from the story of the Fall of Troy chronologically, which helps in understanding the sequence of key plot developments.

🎯 Exam Tip: To effectively sequence events, create a mental timeline as you read, noting down crucial actions and their immediate predecessors and successors.

 

5. Form pairs. Imagine you are a pair of Trojans and you have come to know about Odysseus's plan. Make a counter plan to defeat the Greeks. Write down your plan as you would explain it to your fellow Trojans.

 

Question 1.
Form pairs. Imagine you are a pair of Trojans and you have come to know about Odysseus's plan. Make a counter plan to defeat the Greeks. Write down your plan as you would explain it to your fellow Trojans.
In simple words: This imaginative task challenges students to think from the perspective of the Trojans, devising a defensive strategy against Odysseus's wooden horse plan, promoting critical thinking and creative problem-solving.

🎯 Exam Tip: When creating a counter-plan, consider the weaknesses of the enemy's strategy and leverage your side's strengths, outlining practical steps for an effective defense.

 

6. Identify one example of a main clause and one example of a dependent clause from page 46. (Read the entry regarding clause in the Language Study pages.)

 

Question 1.
Identify one example of a main clause and one example of a dependent clause from page 46. (Read the entry regarding clause in the Language Study pages.)
Answer:
Many of the Trojans were killed before they could put on their armour.
Many of the Trojans were killed - Main Clause
before they could put on their armour - Dependent Clause
In simple words: This question asks to differentiate between a main clause (a complete thought) and a dependent clause (which adds information but cannot stand alone), using an example from the text.

🎯 Exam Tip: A main clause can always stand as a sentence by itself, while a dependent clause usually starts with a subordinating conjunction (like 'before', 'if', 'when') and needs a main clause to make sense.

 

7. Be a writer.

 

Question a.
(a) Now read the beginning and end of a sci-fi story given below and complete the story using your imagination.
Answer:
'The Magic Glasses'
After ten years of diligent experimenting on 'light', Jayant, a brilliant scientist, created a pair of eye-glasses which would enable him to see through all opaque objects, doors, walls, metal structures etc. .
On Monday, he put on his 'magic' glasses and stepped into the busy street outside 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Further Story (from page 15): Everything seemed normal – the traffic, the crowds, etc. Suddenly, Jayant tripped over something and he looked down. It was the metal covering of a manhole. As he looked, he saw a strange sight. There were three little children below, deep under the footpath! How was that possible? Why was no one helping them? They were crying and wailing, sitting in the mess inside the drain. He looked up, and then realized that he had seen them because of his magic eye-glasses. "Come on, help!” he shouted. "There are children trapped under this footpath, inside this drain!" Several people stopped. "How do you know?” asked a non-believer. “What is going on here?” asked an officious- looking policeman. “Don't talk – just help!” snapped Jayant, trying to prise open the manhole cover. It was heavy, and several good Samaritans stepped forward to help. Within a few moments, the heavy lid was in their hands. Everyone peered into the dark, gloomy and smelly drain. They could hear the faint sounds of crying. “I'm going down,” said Jayant. “Those little ones will not be able to bear the poisonous gases much longer.” With the help of the cooperative by-standers, Jayant went down into the manhole and rescued the little kids – all of whom were below the age of five. Everyone clapped when he came out, dirty and smelly, with the three half-conscious kids. And so, Jayant received the 'State Award for Brave Citizens'
In simple words: This section provides the body of the sci-fi story, describing how Jayant used his magic glasses to discover and rescue children trapped in a manhole, leading to his recognition as a brave citizen.

🎯 Exam Tip: When completing creative writing tasks, focus on developing a coherent plot, engaging descriptions, and a clear resolution that connects the beginning and end of the provided story framework.

 

Question a.
Now read the beginning and end of a sci-fi story given below and complete the story using your imagination.
Answer:
'The Magic Glasses'
After ten years of diligent experimenting on 'light', Jayant, a brilliant scientist, created a pair of eye-glasses that would enable him to see through all opaque objects, doors, walls, metal structures, etc. .
On Monday, he put on his 'magic' glasses and stepped into the busy street outside. Everything seemed normal - the traffic, the crowds, etc. Suddenly, Jayant tripped over something and he looked down. It was the metal covering of a manhole. As he looked, he saw a strange sight. There were three little children below, deep under the footpath! How was that possible? Was no one helping them? They were crying and wailing, sitting in the mess inside the drain. He looked up, and then realized that he had seen them because of his magic eye-glasses.
"Come on, help!” he shouted. "There are children trapped under this footpath, inside this drain!"
Several people stopped. "How do you know?” asked a non-believer.
“What is going on here?” asked an officious- looking policeman.
“Don't talk - just help!” snapped Jayant, trying to prise open the manhole cover. It was heavy, and several good Samaritans stepped forward to help. Within a few moments, the heavy lid was in their hands.
Everyone peered into the dark, gloomy and smelly drain. They could hear the faint sounds of crying. “I'm going down,” said Jayant. “Those little ones will not be able to bear the poisonous gases much longer.”
With the help of the cooperative by-standers, Jayant went down into the manhole and rescued the little kids - all of whom were below the age of five. Everyone clapped when he came out, dirty and smelly, with the three half-conscious kids.
And so, Jayant received the 'State Award for Brave Citizens'.
In simple words: This sci-fi story describes Jayant, a scientist who invents 'magic glasses' allowing him to see through opaque objects. He uses them to discover and rescue three children trapped in a drain under a footpath, earning him a 'State Award for Brave Citizens'.

🎯 Exam Tip: When completing a story, ensure a logical flow and a clear resolution. Character actions and motivations should be consistent with the narrative's setup.

 

Question b.
Read the following and observe the use of tenses.
'Last week I witnessed a strange accident. Let ¡ne tell you about it. The signal flashes green. Vehicles start from the opposite direction. They ¡nove fast. Suddenly a speeding motorcyclist tries to cut across, from the wrong side. He is about to collide with a loaded truck. He applies the brakes. He falls and slides out with his bike from under the truck. He comes out unscathed on the other side.' When an event, which has occured in the past, is narrated in the Present Tense to create a dramatic effect its Tense is called the 'Dramatic Present Tense' Now try to relate Jayant s sci-fl story, in brief, in the dramatic past tense.
Answer:
Jayant wore his magic glasses and stepped into the street. He tripped over a manhole and looked down. What! There were three little kids trapped inside the drain under the footpath! Jayant looked around for help, but there were no believers around him. He tried to prise open the manhole cover. Suddenly, willing hands helped him.
The cover was open, and they heard the sounds of children crying. Jayant bravely lowered himself down the dirty drain. He soon rescued the three kids trapped inside. As he handed over the kids to the policeman, the people around clapped for him. He was a hero. Jayant later received the 'State Award for Brave Citizens'.
In simple words: The task was to retell Jayant's sci-fi story in the dramatic past tense, which means converting all present tense actions to past tense to narrate a completed event.

🎯 Exam Tip: Understanding and correctly applying different tenses, especially for narrative purposes, is crucial. Pay attention to how the change in tense affects the flow and meaning of the story.

English Kumarbharati 9th Digest Chapter 2.4 The Fall Of Troy Additional Important Questions And Answers

Simple Factual Activity

 

Question 1.
Name the following :
(The answers are given directly and underlined.)
(i) The language of The Iliad and The Odyssey : Ancient Greek
(ii) The language of The Mahabharata : Sanskrit
(iii) The most beautiful woman in the world : Helen of Troy..
Answer:
(i) Ancient Greek
(ii) Sanskrit
(iii) Helen of Troy.
In simple words: This question asks to identify specific details related to epic literature, such as the languages of famous epics and a key character from the Troy narrative.

🎯 Exam Tip: Factual recall questions require precise knowledge from the text. Underlining answers directly in the source text can aid quick identification.

 

Question 2.
Complete the following sentences :
(The answers are given directly and underlined.)
(i) Odysseus thought of a plan to obtain victory..
(ii) Troy was taken, not by force but by a trick.
(iii) Two great heroes, Menelaus and Odysseus, entered the horse.
(iv) Only one man was left behind to persuade the Trojans to drag the horse into their city..
Answer:
(i) Odysseus thought of a plan to obtain victory.
(ii) Troy was taken, not by force but by a trick.
(iii) Two great heroes, Menelaus and Odysseus, entered the horse.
(iv) Only one man was left behind to persuade the Trojans to drag the horse into their city.
In simple words: This task requires completing sentences based on key events and strategies from the story of Troy, focusing on how victory was achieved and who was involved.

🎯 Exam Tip: For sentence completion tasks, read the passage carefully to identify the exact phrases or information needed to accurately finish each statement.

 

Question 3.
Write the correct number against the sentences in the order in which it happened:
(i) They found a Greek with his hands tied together. [2]
(ii) Let us make a hole in the wall and drag the horse in. [4]
(iii) They saw the huge, wooden horse. [1]
(iv) The Greek told them his tale. [3]
Answer:
(i) They saw the huge, wooden horse. [1]
(ii) They found a Greek with his hands tied together. [2]
(iii) The Greek told them his tale. [3]
(iv) Let us make a hole in the wall and drag the horse in. [4]
In simple words: This question asks to reorder a series of events from the story of Troy into their correct chronological sequence.

🎯 Exam Tip: Sequencing events requires a clear understanding of the plot. Read through all options first to establish the overall narrative before assigning numbers.

 

Question 4.
Complete the web:

ℹ️ चित्र व्याख्या (Diagram Explanation): यह एक वेब डायग्राम है जो ट्रॉय में उस दिन और रात में हुई प्रमुख घटनाओं को दर्शाता है। इसमें चार मुख्य नोड हैं: 'The horse was dragged into the city', 'The Trojans feasted and drank', 'The Greeks left behind in Troy gave the signal', और 'The Greek ships came back', ये सभी केंद्रीय नोड 'What happened in Troy that day and night' से जुड़े हुए हैं।
Answer:

What happened in Troy that day and night.
The horse was dragged into the city.	The Trojans feasted and drank.
The Greeks left behind in Troy gave the signal.	The Greek ships came back.

In simple words: This web diagram illustrates the sequence of events in Troy during the night the Greeks successfully executed their plan, including dragging the horse into the city, the Trojans' celebration, the signal from the Greek inside the city, and the return of the Greek ships.

🎯 Exam Tip: When completing web diagrams, focus on identifying the main topic and then listing all related actions or consequences directly connected to it, ensuring clarity and conciseness.

Complex Factual Activity

 

Question 1.
How were epics transmitted from generation to generation?
Answer:
Epics were transmitted from generation to generation through songs and recitals for many years before they were actually written down.
In simple words: Epics were passed down orally over generations through singing and reciting before they were eventually put into written form.

🎯 Exam Tip: For historical or cultural questions, identify how traditions or knowledge were maintained, such as oral storytelling for ancient epics.

 

Question 2.
Why is Homer honoured with the title 'Father of European Poetry?'
Answer:
It is believed that the two great epics of European literature, The Iliad and The Odyssey, were composed and recited by Homer. Hence he has been honoured with the title 'Father of European Poetry'.
In simple words: Homer is called the 'Father of European Poetry' because he is credited with composing the foundational epics of European literature, The Iliad and The Odyssey.

🎯 Exam Tip: When explaining titles or honors, clearly state the specific contributions or achievements that led to the recognition.

 

Question 3.
How did Odysseus plan to defeat the Trojans ?
Answer:
Odysseus advised the Greeks to build a great wooden horse, big enough to hold men inside it. Some of their best fighters would hide inside the horse. Then they would burn their tents and pretend to sail away in their ships. But instead of sailing away, they would return at midnight. One man would be left behind with the horse to persuade the Trojans to drag the horse into their city.
After the horse with the soldiers had entered the city, at the appropriate time, the door in the horse would be opened and the soldiers hiding inside would attack Troy. The gates would be opened to allow the remaining Greek soldiers from the ships into the city. The combined force of the Greeks would defeat the Trojans and they would destroy the city of Troy.
In simple words: Odysseus's plan involved building a large wooden horse to hide soldiers, pretending to retreat, leaving one man to deceive the Trojans into bringing the horse into their city, and then launching a surprise attack to open the gates for the returning Greek army.

🎯 Exam Tip: When detailing a plan, ensure all key steps and their purposes are clearly outlined. Use sequential language to explain the flow of actions.

 

Question 4.
What was the reason for Troy to rejoice and celebrate?
Answer:
The Trojans rejoiced and celebrated because after ten long years, the siege was finally over. The tents of the Greeks had been burnt. The shore was deserted. The Greek ships had all gone. The Trojans could go out on the plain and move around as they pleased.
In simple words: The Trojans rejoiced because they believed the ten-year siege was over, seeing the Greek tents burned and ships gone, leading them to think they were finally free.

🎯 Exam Tip: Identify the direct causes of actions or emotions. In this case, the perceived end of the siege was the primary reason for their celebration.

Activities Based On Vocabulary

 

Question 1.
Find the synonyms of the following words used in the story :
famous
Answer:
famous - well-known
In simple words: The question asks for a synonym for 'famous,' which is 'well-known.'

🎯 Exam Tip: When finding synonyms, consider the context in which the word is used in the passage to choose the most appropriate alternative.

 

Question 2.
Write the adjective forms of the following words :
(i) hospitality
(ii) hero
(iii) history
(iv) poem
Answer:
(i) hospitality - hospitable
(ii) hero - heroic
(iii) history - historical
(iv) poem - poetic.
In simple words: This question requires transforming given nouns into their corresponding adjective forms.

🎯 Exam Tip: Practice word forms (noun, verb, adjective, adverb) to enhance vocabulary. Pay attention to common suffixes that indicate adjective forms, such as '-able', '-ic', and '-al'.

 

Question 3.
Write from the passage words that sound the same (homophones) as the following :
(i) grate
(ii) sale
(iii) would
(iv) site
Answer:
(i) great
(ii) sail
(iii) wood
(iv) sight.
In simple words: This task is to find homophones (words that sound the same but have different meanings and spellings) for the given words from the passage.

🎯 Exam Tip: Homophones are a common area for errors. Context is key to identifying the correct spelling and meaning in sentences, even if they sound identical.

 

Question 4.
Use the phrase 'enough to' in your own sentence :
Answer:
Our school auditorium was big enough to hold a grand function.
In simple words: The phrase 'enough to' is used to indicate that something has the necessary quantity or degree for a particular purpose or action.

🎯 Exam Tip: When forming sentences with specific phrases, ensure the sentence is grammatically correct and the phrase is used meaningfully within the context.

 

Question 5.
Give one word from the passage for :
(i) great surprise
(ii) pulled out forcibly
Answer:
(i) great surprise - astonishment
(ii) pulled out forcibly - dragged
In simple words: This question asks for single words from the passage that convey the meaning of the given phrases.

🎯 Exam Tip: For 'one word substitution' questions, read the phrase carefully to grasp its full meaning, then scan the passage for a single word that captures that essence.

 

Question 6.
Use these phrases in your own sentences :
(Please refer to textbook page 47 for examples.)
(i) tired of
(ii) afraid of
(iii) too ... to
Answer:
(i) We were tired of the long wait for the bus.
(ii) The children were afraid of the commotion.
(iii) The bed was too big to be kept in the room.
In simple words: This task involves constructing original sentences that correctly incorporate the given phrases to demonstrate their usage.

🎯 Exam Tip: When writing sentences with specific phrases, ensure the grammatical structure is sound and the meaning is clear and relevant.

 

Question 7.
Use the phrases in your own sentences :
(i) so ... that
(ii) as soon as
(iii) all that day
(iv) in order to
Answer:
(i) The teenagers were so excited that it was difficult to control them.
(ii) I opened my umbrella as soon as it began to rain.
(iii) Though their mother shouted at them, the girls lazed about all that day.
(iv) We have to work hard in order to do well in life.
In simple words: This question requires forming sentences that correctly use the given phrasal structures to express cause/effect, immediacy, duration, and purpose.

🎯 Exam Tip: Understanding the function of each phrase (e.g., 'so...that' for consequence, 'as soon as' for immediate action) is key to constructing accurate sentences.

Activity-Based On Contextual Grammar

 

Question 1.
Change the voice of the following sentences :
(i) It is believed that The Iliad and The Odyssey were composed by Homer.
(ii) Nobody knows who the author of these epics is.
Answer:
(i) People believe that Homer composed The Iliad and The Odyssey.
(ii) It is not known who the author of these epics is.
In simple words: This question requires changing the voice of given sentences, specifically converting a passive construction to active, and rephrasing a sentence for clarity regarding unknown authorship.

🎯 Exam Tip: To change from passive to active voice, identify the agent (doer of the action) and make it the subject. For active to passive, make the object the subject and use a form of "to be" + past participle.

 

Question 2.
When the Trojans are asleep, we will attack the city. (Pick out and name the clauses.)
Answer:
we will attack the city - Main Clause.
When the Trojans are asleep - Subordinate Adverb Clause of Time.
In simple words: This task involves identifying the main clause (independent thought) and the subordinate clause (dependent, introduces time) within the given complex sentence.

🎯 Exam Tip: A main clause can stand alone as a complete sentence, while a subordinate clause cannot and often begins with a subordinating conjunction (like 'when', 'if', 'because').

 

Question 3.
The Greek leaders decided to follow the advice of the wise Odysseus. (Frame a Wh-question to get the underlined part as the answer.)
Answer:
Whose advice did the Greek leaders decide to follow?
In simple words: The goal is to create a 'Wh-' question where the answer to that question is 'the advice of the wise Odysseus.'

🎯 Exam Tip: When framing 'Wh-' questions, identify the part of the sentence that needs to be the answer and choose the appropriate 'Wh-' word (who, what, when, where, why, whose, which, how).

 

Question 4.
Rewrite the sentence using 'no sooner than' :
As soon as they were hidden by an island, they had lowered their sails.
Answer:
No sooner were they hidden by an island, than they had lowered their sails.
In simple words: This involves rewriting a sentence using the correlative conjunction 'no sooner-than' to express two actions happening immediately after each other, also requiring inversion of the subject and verb after 'no sooner'.

🎯 Exam Tip: Remember the specific structure for 'no sooner-than': No sooner + auxiliary verb + subject + main verb + than + second clause. This construction emphasizes immediacy.

 

Question 5.
Rewrite the sentence using 'too ... to' :
They were so excited that they paid no attention to his words.
Answer:
They were too excited to pay any attention to his words.
In simple words: The task is to rephrase the sentence using 'too...to' to express that the degree of excitement was excessive, preventing them from paying attention.

🎯 Exam Tip: The 'too...to' construction indicates that something is beyond a desirable or possible limit. Ensure the rewritten sentence retains the original meaning while applying the new structure.

Personal Response

 

Question 1.
Have you seen any of the stories mentioned in the passage in TV serials or movies?
Answer:
Yes, I have seen both the Ramayana and the Mahabharata as TV serials.
In simple words: This is a personal question asking if the reader has encountered the mentioned epic stories in visual media.

🎯 Exam Tip: Personal response questions allow for individual experiences but should still be answered clearly and concisely, relating directly to the prompt.

 

Question 2.
Who are considered to be the authors of the epics 'Ramayana' and 'Mahabharata' respectively?
Answer:
Sage Valmiki is considered to be the author of 'The Ramayana' and Ved Vyasa is considered to be the author of 'The Mahabharata'.
In simple words: The authors of the Ramayana and Mahabharata are traditionally believed to be Sage Valmiki and Ved Vyasa, respectively.

🎯 Exam Tip: For questions about traditional authorship or historical figures, precise names and associations are required.

 

Question 3.
What do you think about Odysseus?
Answer:
I think that Odysseus was cunning and used underhand methods to win the war. The war should have been fought and won honestly, not by the use of a trick. Odysseus should not have given such advice and the Greeks should not have taken it.
In simple words: The personal opinion presented suggests Odysseus was cunning and resorted to unfair tactics, arguing that wars should be won honestly without deception.

🎯 Exam Tip: Personal response questions invite critical thinking. Support your opinion with brief, logical reasoning drawn from the story's events.

 

Question 4.
What, do you think, is needed for a city to be prosperous?
Answer:
To be prosperous, a city must be well situated and have good natural resources, like water and fertile land. It should be safe from enemies. The people and the rulers should be intelligent, sensible and honest. They should also be hard-working. If all these factors are present, then a city will become prosperous.
In simple words: A prosperous city needs a good location, abundant natural resources, security from enemies, and intelligent, honest, hardworking people and leaders.

🎯 Exam Tip: When answering "what do you think" questions, provide a comprehensive answer covering multiple relevant aspects. Structure your points logically for clarity.

 

Question 5.
Do you think that wars can solve problems?
Answer:
No, they cannot. Problems can be solved only by sitting around a table and sorting out the disputes. The practice of 'an eye for an eye' will only end up making the whole world blind. Wars kill people and destroy civilizations.
In simple words: Wars are not effective problem-solvers; instead, peaceful negotiations are needed, as conflicts only lead to destruction and loss.

🎯 Exam Tip: When expressing an opinion, state your stance clearly and then provide a strong rationale. Use universal principles or common consequences to support your argument.

 

Question 6.
Do you think the Greeks and Trojans were superstitious? Give reasons for your answer.
Answer:
There is nothing to indicate that the Greeks were superstitious. But the Trojans were superstitious and believed that the wooden horse would bring them luck if they dragged it into their city.
In simple words: The Trojans were superstitious, believing the wooden horse would bring them luck, whereas there's no evidence of Greek superstition in this context.

🎯 Exam Tip: Differentiate between the actions and beliefs of different groups. Support your claims with specific instances or lack thereof from the text.

 

Question 7.
How could the fall of Troy been avoided?
Answer:
The fall of Troy could have been avoided if the Trojans had been wise enough to detect the 'wooden horse plot' hatched by the Greeks. They should also not have been stupid enough to believe the silly story told by the lone Greek. They should at least, have listened to their wise priest who had warned them that the horse could be a trick to destroy Troy.
In simple words: Troy's fall could have been avoided if the Trojans had been skeptical of the wooden horse, seen through the Greek deception, and heeded the warnings of their wise priest.

🎯 Exam Tip: Counterfactual questions (what "could have been") require identifying critical turning points and suggesting alternative actions that would lead to a different outcome.

 

Question 8.
What do you think the Trojans should have done when they found the horse?
Answer:
The Trojans should not have believed the Greeks. They should have been cautious and examined the horse minutely. They should also not have been superstitious enough to bring the horse into the city, expecting good luck. They should have heeded the words of the wise priest.
In simple words: Upon finding the horse, the Trojans should have been cautious, thoroughly inspected it, ignored superstitions about good luck, and listened to their priest's warnings instead of trusting the Greeks.

🎯 Exam Tip: Advise actions that demonstrate critical thinking, security awareness, and respect for warnings, contrasting with the actual actions taken in the story.

Complex Factual Activities

 

Question 1.
How did the location of Troy help it to grow into a very rich, prosperous city?
Answer:
Troy was well situated. In front of it was the sea over which sailed the ships of Troy, carrying goods and grain. At the back rose the high peak of Mount Ida, from which flowed many rivers and streams. The valleys were well-watered and fertile. Cattle fed on the rich grass of the meadows while sheep fed on the slopes of the hills. Thus, it was well situated, both for commerce and agriculture, and grew into a rich, prosperous city.
In simple words: Troy's prosperity stemmed from its strategic coastal location for trade, fertile inland valleys watered by rivers for agriculture, and grazing lands on hills for livestock.

🎯 Exam Tip: When explaining geographical advantages, list specific features (sea access, rivers, fertile land) and link them directly to economic activities (trade, agriculture) that contribute to prosperity.

 

Question 2.
How were the Trojans protected during wartime?
Answer:
The Trojans had built a strong wall around the city so that no enemy should attack them from the sea. There were huge gates in the wall. In times of war, the gates would be closed, and then the city was like a strong fortress, quite safe from all attack.
It was thus protected by the walls around it as well as by the hills behind.
In simple words: During wartime, Trojans were protected by strong city walls with massive gates that could be closed, transforming the city into a secure fortress, further buttressed by surrounding hills.

🎯 Exam Tip: Focus on both artificial defenses (walls, gates) and natural defenses (hills) when describing how a location provided protection.

 

Question 3.
Was it enough to use the wooden horse to hide? What was done to make the Trojans take it inside the city?
Answer:
It was not enough to use the wooden horse to hide. It had to be taken inside the city. To achieve this, a Greek, who had been left behind for this very purpose, said that the horse had been left behind as an offering to the god of the sea. It had been made very big so that the Trojans could not take it inside their city. If they did so, the luck would go to the Trojans and not to the Greeks. When they heard this, the Trojans wanted to take the wooden horse inside the city, and they broke their walls to do so.
In simple words: Hiding in the horse wasn't enough; it needed to be inside Troy. A Greek was left behind to trick the Trojans into believing it was a divine offering too large for their gates, promising luck if brought in, which led the Trojans to breach their walls to accept it.

🎯 Exam Tip: Explain the full strategy, not just one component. Detail the deception involved in making the Trojans willingly bring the horse inside their fortified city.

 

Question 4.
How did the cunning Greek explain the presence of such a large wooden horse?
Answer:
The cunning Greek said that the Greeks who had left were afraid of the long voyage home. They had made the horse and left it behind as an offering to the god of the sea. It had been made very big so that the Trojans could not take it inside their city. If they did so, the luck would go to the Trojans and not to the Greeks.
In simple words: The cunning Greek explained the huge horse was an offering to the sea god, left by the Greeks fearing their return voyage, and deliberately made large so that if Trojans brought it in, the divine favor would shift to Troy.

🎯 Exam Tip: Focus on the specific elements of the deception. Highlight how the size of the horse and the promise of divine favor were used to manipulate the Trojans.

 

Question 5.
What was the cause of the ten-year-old war between the Greeks and the Trojans?
Answer:
Paris, a prince of Troy, had persuaded Helen, wife of a Greek King called Menelaus, to elope with him. He had brought her to Troy. The Greeks wanted to take revenge on Troy for the wrong done to Menelaus. This was the cause of the ten-year-old war between the Greeks and the Trojans.
In simple words: The Trojan War began because Prince Paris of Troy eloped with Helen, the wife of Greek King Menelaus, leading the Greeks to seek revenge against Troy.

🎯 Exam Tip: Clearly identify the precipitating event and the direct motivation for the conflict. The abduction of Helen and the desire for revenge are key here.

 

Question 6.
What reckless, thoughtless step did the Trojans take?
Answer:
The reckless/thoughtless step that the Trojans took was to break down part of their wall and drag the wooden horse into the city. They also celebrated and slept soundly.
In simple words: The Trojans recklessly broke down their city wall to bring the wooden horse inside, then celebrated and slept unwisely, leaving themselves vulnerable.

🎯 Exam Tip: Pinpoint the specific actions that show poor judgment or negligence. The destruction of their own defenses and subsequent lax security are crucial points.

 

Question 7.
How did the Greeks enter the city of Troy?
Answer:
When the cunning Greek who had been left behind saw the Greek fleet returning to the shores of Troy, he crept to the wooden horse and gave the signal. The side of the horse opened, and the Greeks who were inside climbed out and opened the gates. The whole Greek army entered the city.
In simple words: A cunning Greek left behind signaled the returning fleet, prompting the hidden Greek soldiers inside the wooden horse to emerge, open the city gates, and allow the entire Greek army to enter Troy.

🎯 Exam Tip: Detail the sequence of events clearly: the signal, the exit from the horse, the opening of the gates, and the entry of the main army.

 

Question 8.
How did the Greek ships remain hidden from Troy?
Answer:
As soon as the Greek ships were hidden by an island, they lowered their sails and dropped anchor. Thus they remained hidden from Troy.
In simple words: The Greek ships hid behind an island, lowering their sails and dropping anchor to stay out of sight from Troy.

🎯 Exam Tip: Focus on the specific actions taken (hiding behind an island, lowering sails, dropping anchor) to achieve the concealment.

Activities Based On Contextual Grammar

 

Question 1.
Round their city the Trojans had built a strong wall. (Pick out the verb and state its tense.)
Answer:
had built - past perfect tense.
In simple words: The verb 'had built' indicates an action completed before another past action, which is characteristic of the past perfect tense.

🎯 Exam Tip: The past perfect tense is formed with 'had' + past participle and is used to describe an action that occurred before another action in the past.

 

Question 2.
The wall was so broad that people could stand on it. (Pick out the modal auxiliary and state what it indicates.)
Answer:
could - indicates ability.
In simple words: The modal auxiliary 'could' in this sentence expresses the ability of people to stand on the broad wall.

🎯 Exam Tip: Modals like 'could', 'can', 'may', 'might', 'should', 'would', 'will', 'must' convey different functions such as ability, possibility, permission, or obligation.

 

Question 3.
Pick out the clauses from the following sentence and state their type :
He spoke and told them this false tale.
Answer:
He spoke - Main Clause.
(He) told them this false tale - Main Clause.
In simple words: This sentence contains two main clauses connected by 'and', both expressing independent complete thoughts.

🎯 Exam Tip: A compound sentence consists of two or more main (independent) clauses, often joined by a coordinating conjunction like 'and', 'but', 'or'.

 

Question 4.
Rewrite the sentence using 'which' :
They saw on the sands the huge, wooden horse.
Answer:
They saw on the sands a huge horse which was made of wood.
In simple words: The sentence is rewritten using 'which' to create a relative clause, providing additional descriptive information about the horse.

🎯 Exam Tip: 'Which' introduces a non-restrictive relative clause (adds extra, non-essential information) or a restrictive relative clause (essential information) when referring to things.

 

Question 5.
He had brought her to Troy.
(Rewrite beginning 'She ...')
Answer:
She had been brought to Troy (by him).
In simple words: The sentence is rewritten in passive voice, changing the focus from 'He' (the doer) to 'She' (the receiver of the action).

🎯 Exam Tip: When converting to passive voice, the object of the active sentence becomes the subject, and a form of "to be" is used with the past participle of the main verb.

 

Question 6.
The fighting went on daily, but the siege did not end. (Rewrite replacing the underlined word with its verb form.)
Answer:
They fought daily, but the siege did not end.
In simple words: The underlined noun 'fighting' is replaced with its verb form 'fought' to make the sentence grammatically correct while retaining the original meaning.

🎯 Exam Tip: Be mindful of word forms (nouns, verbs, adjectives). To change a noun like 'fighting' into its verb form, identify the root verb and adjust for tense and subject agreement.

 

Question 7.
Write two present participles from the passage, used as adjectives. Also, write the nouns they modify:
Answer:

Present Participles used as Adjectives	Nouns they modify
1. leaping	flames
2. weeping	women
3. sleeping	Trojans

In simple words: This question asks to identify present participles (-ing verbs) used as adjectives and the nouns they describe.

🎯 Exam Tip: A present participle used as an adjective modifies a noun and typically comes before it, describing an ongoing action related to the noun.

Simple Activities

 

Question 1.
Write two compound words of your own.
Answer:
walking stick, fire engine
In simple words: This task requires creating two compound words, which are formed by combining two or more words to create a new word with a new meaning.

🎯 Exam Tip: Compound words can be written as one word (firefly), hyphenated (sister-in-law), or as two separate words (walking stick). All forms are valid if they express a single concept.

 

Question 2.
Make a meaningful sentence using the phrase : 'among the hills'
Answer:
The tribal communities living among the hills are very poor.
In simple words: The phrase 'among the hills' is used to specify the location of tribal communities.

🎯 Exam Tip: When using a prepositional phrase like 'among the hills', ensure it logically connects to the main subject and verb of the sentence.

 

Question 3.
Spot the error and correct the sentence :
It is believe that The Iliad and The Odyssey were compose by Homer.
Answer:
It is believed that The Iliad and The Odyssey were composed by Homer.
In simple words: The errors in the sentence are 'believe' which should be 'believed' and 'compose' which should be 'composed' to correctly form passive voice.

🎯 Exam Tip: Always check for correct verb forms, especially in passive voice constructions (be + past participle), and ensure subject-verb agreement and proper tense usage.

 

Question 4.
Pick out a present participle from the given sentence :
The valleys were fertile, with corn growing in the fields.
Answer:
present participle - growing.
In simple words: The word 'growing' is a present participle, functioning here as an adjective describing the action of the corn.

🎯 Exam Tip: A present participle always ends in '-ing' and can function as part of a continuous verb tense or as an adjective.

 

Question 5.
Identify the type of sentence :
But all the kings and heroes had declared war against the Trojans.
Answer:
Assertive sentence
In simple words: This sentence is an assertive (or declarative) sentence because it makes a statement or declares a fact.

🎯 Exam Tip: An assertive sentence always ends with a full stop and conveys information or an opinion, unlike interrogative (questions), imperative (commands), or exclamatory (exclamations) sentences.

 

Question 6.
Find out two hidden words from the word 'hospitality
Answer:
hospitality - hospital, soapy, (spoil, host)
In simple words: The task is to find smaller words embedded within the letters of 'hospitality.'

🎯 Exam Tip: When looking for hidden words, scan the letters of the given word in sequence, trying out different combinations that form valid words.

 

Question 7.
Form a present participle in which the last letter is doubled.
Answer:
hit-hitting
In simple words: The word 'hit' doubles its last letter 't' before adding '-ing' to form the present participle 'hitting', following a common spelling rule for CVC words.

🎯 Exam Tip: The rule for doubling the final consonant applies to one-syllable verbs ending in a single consonant preceded by a single vowel (CVC pattern) when adding a suffix that starts with a vowel.

 

Question 8.
Write the following words in alphabetical order.
great, grain, final, fight
Answer:
fight, final, grain, great.
In simple words: The given words are arranged alphabetically based on their letter sequence.

🎯 Exam Tip: When alphabetizing, compare words letter by letter from left to right. If the first letters are the same, move to the second, and so on.

 

Question 9.
Make a word chain of four more abstract nouns:
revenge -
Answer:
revenge - empathy - youth - health - humility
In simple words: This task requires creating a chain of abstract nouns where each subsequent word begins with the last letter of the preceding word.

🎯 Exam Tip: An abstract noun refers to a concept, quality, or idea rather than a physical object. Ensure each word in the chain fits this definition and follows the letter-linking rule.

Question 10. Write two compound words of your own.
Answer: policeman, washing machine
In simple words: Compound words are formed by combining two or more words to create a new word with a new meaning. Examples include "policeman" and "washing machine."

🎯 Exam Tip: Identifying and forming compound words tests vocabulary and understanding of word construction. Look for words made of two distinct parts.

Question 11. Make a meaningful sentence using the phrase : 'to follow the advice'
Answer: Our parents told us to follow the advice of the counseller.
In simple words: This question asks you to use the phrase "to follow the advice" correctly in a sentence, demonstrating your understanding of its meaning.

🎯 Exam Tip: When using phrases in sentences, ensure they fit grammatically and contextually. Always aim for clarity and logical flow.

Question 12. Spot the error and correct the sentence :
Paris himself were killed, also by a poisoned arrow.
Answer: Paris himself was killed, also by a poisoned arrow.
In simple words: The original sentence had a subject-verb agreement error, using "were" with the singular subject "Paris" instead of "was."

🎯 Exam Tip: Pay close attention to subject-verb agreement. Singular subjects take singular verbs, and plural subjects take plural verbs.

Question 13. Use the word 'sleeping' as a gerund in your own sentence :
Answer: I love sleeping.
In simple words: A gerund is a verb form ending in "-ing" that functions as a noun. In the answer, "sleeping" acts as the object of the verb "love."

🎯 Exam Tip: To use a gerund correctly, remember it behaves like a noun in a sentence, often as a subject or object. Ensure it is not mistaken for a present participle acting as an adjective.

Question 14. Identify the type of sentence, and state ; whether it is affirmative or negative :
The Greeks have gone and the walls are no longer necessary.
Answer: Assertive sentence (negative)
In simple words: This is an assertive sentence because it makes a statement, and it is negative due to the presence of "no longer," indicating a negation.

🎯 Exam Tip: An assertive sentence declares a fact or opinion. Look for words like "no," "not," "never," or "no longer" to identify negative assertive sentences.

Question 15. Find out two hidden words from the word :
celebration
Answer: celebration - liberate, berate, (clear, brain).
In simple words: Hidden words are smaller words that can be found within a larger word by rearranging its letters, or sometimes by just picking consecutive letters.

🎯 Exam Tip: For hidden word questions, look for common prefixes, suffixes, or short words embedded within the larger word. Practice rearranging letters mentally.

Question 16. Pick out the verb from the following that forms its past participle by doubling the last letter :
mail, cut, hit, rot
Answer: rot (rotted)
In simple words: The verb "rot" doubles its last letter 't' to become "rotted" in its past participle form. This typically happens with short verbs ending in a consonant-vowel-consonant pattern.

🎯 Exam Tip: Verbs that double their final consonant before adding -ed (for past participle) often follow a CVC (consonant-vowel-consonant) pattern, especially if the vowel is short. Examples include "cut-cut," "hit-hit," "rot-rotted," "stop-stopped."

Question 17. Arrange these words in alphabetical order :
wooden, walls, terror, tower
Answer: terror, tower, walls, wooden
In simple words: Alphabetical order means arranging words based on the sequence of their letters in the alphabet, starting with the first letter and then the second, and so on.

🎯 Exam Tip: To alphabetize accurately, compare words letter by letter from left to right. If the first letters are the same, move to the second, and so on.

Medium-Level Activities:

Question 1. Use the word 'peak' and its homophone in two separate sentences :
Answer:
(a) Mt. Everest is one peak I wish to climb.
(b) I might take a peek at the proposed site.
In simple words: This task requires using "peak" (a pointed top) and its homophone "peek" (a quick look) correctly in distinct sentences to show understanding of their different meanings.

🎯 Exam Tip: When dealing with homophones, clearly differentiate their meanings in your sentences. Using contexts that highlight their distinct definitions is key.

Question 2. The Trojans fought hard. (Use the past perfect progressive tense of the verb.)
Answer: The Trojans had been fighting hard.
In simple words: The past perfect progressive tense indicates an action that started in the past and continued up until another point in the past, formed with "had been" + verb-ing.

🎯 Exam Tip: The formula for past perfect progressive is "had been + present participle (verb-ing)." Ensure this structure is strictly followed for correct tense usage.

Question 3. Prepare a word register for all the words related to 'war' from the lesson.
Answer: war-enemy, attack, fortress, soldiers, siege, battles, armies, heroes, fought, fighting, killed, taken, victory, fighters, terror, death, weapons, armour, conquerors.
In simple words: A word register is a collection of words related to a specific theme or topic, in this case, "war," extracted from the given text.

🎯 Exam Tip: To create a comprehensive word register, meticulously scan the text for all nouns, verbs, and adjectives that directly relate to the specified theme.

Question 4. Use the word 'sail' and its homophone in two separate sentences :
Answer:
(a) The sea gull sat on the sail of the boat.
(b) There is a wonderful sale at the mall this week.
In simple words: This question tests your ability to use "sail" (the fabric on a boat) and its homophone "sale" (an event where goods are sold at reduced prices) correctly in different contexts.

🎯 Exam Tip: Clearly distinguish homophones by creating sentences where their individual meanings are unmistakable. This demonstrates a strong grasp of vocabulary.

Question 5. The Greeks burned their tents.
(Use the present perfect tense of the verb.)
Answer: The Greeks have burned their tents.
In simple words: The present perfect tense describes an action that happened at an unspecified time in the past or started in the past and continues to the present, using "have/has" + past participle.

🎯 Exam Tip: The present perfect tense is formed by "has/have" + past participle. Remember that it connects a past action to the present, often without a specific past time marker.

Question 6. "But why did the Greeks make such a huge horse?" some of the Trojans asked.
(Rewrite using reported speech.)
Answer: Some of the Trojans asked why the Greeks had made such a huge horse.
In simple words: Reported speech involves restating what someone said without using their exact words, often requiring changes in tense and pronouns.

🎯 Exam Tip: When converting to reported speech, remember to change the tense (usually one step back into the past), adjust pronouns, and remove quotation marks. Questions often use "asked" and introduce the reported question with "why," "what," or "if/whether."

Question 7. Prepare a word register of all the Greek and Trojan names in the story.
Answer: Greek and Trojan names - Odysseus, Menelaus, Agamemnon, Troy, King Priam, Hector, Helen, Aphrodite, Iliad, Odyssey, Achilles, Homer, Ilium, Aegean Sea, Mount Ida, Greece, Paris.
In simple words: A word register for names related to the story lists all significant proper nouns like characters, places, and epic titles mentioned in the text.

🎯 Exam Tip: Be thorough when compiling word registers; include every proper noun mentioned, as these are usually important for understanding the context of the story.

Challenging Activities:

Question 1. Use the word 'force' as a noun and a verb in two separate sentences.
Answer:
(a) The policeman had to use a lot of force ; to open the door, (noun)
(b) Parents should not force children into careers j that the children do not like, (verb)
In simple words: This question requires demonstrating the dual function of "force" as both a noun (meaning strength or power) and a verb (meaning to compel or push).

🎯 Exam Tip: To use a word as different parts of speech, first define its meaning in each role, then construct sentences that clearly showcase those distinct uses.

Question 2. The Trojans too fought hard and the siege j continued for ten long years. (Pick out the clauses j and write the type of sentence.)
Answer: The Trojans too fought hard - Coordinate Clause the siege continued for ten long years - Coordinate Clause ; Compound Sentence
In simple words: This is a compound sentence, made up of two independent clauses ("The Trojans too fought hard" and "the siege continued for ten long years") joined by a coordinating conjunction "and".

🎯 Exam Tip: Identify clauses by looking for a subject-verb pair. If two or more independent clauses are joined by a coordinating conjunction (FANBOYS), it's a compound sentence.

Question 3. Use the words 'rejoicing' and 'voyage' in a single sentence.
Answer: There was a lot of rejoicing by the seamen on the voyage home.
In simple words: This task combines two distinct words, "rejoicing" (celebrating) and "voyage" (a long journey), into one grammatically correct and meaningful sentence.

🎯 Exam Tip: When combining words, ensure the sentence flows naturally and both words are used in a context that makes sense. Consider how one word might influence or relate to the other.

Question 4. It may be a trick that will ruin us. (Pick out the modal and state its function.)
Answer: may-possibility
In simple words: The word "may" is a modal verb used to express possibility or permission. Here, it indicates that the trick is a possible event.

🎯 Exam Tip: Modal verbs like "may," "might," "can," "could," "will," "would," "shall," "should," and "must" always precede a main verb and express various functions such as possibility, ability, permission, or obligation.

9th Std English Questions And Answers:

Class 9