Maharashtra Board Class 9 English Unit 2 Poem The Past in the Present 2.6 Solutions

Class 9 English Chapter 2.6 Question Answer Maharashtra Board

The Past In The Present 9th Std Question Answer

Warming Up:

 

Question 1. We find the following in the script of a skit | or play. Rearrange the steps in these proper j order and write them down in the form of a flow chart:
Answer:

ℹ️ चित्र व्याख्या (Diagram Explanation): यह एक प्रवाह चार्ट है जो एक नाटक या लघु नाटिका के चरणों को क्रमबद्ध करता है। यह शीर्षक से शुरू होता है, फिर पात्रों, दृश्य, संवाद, चरमोत्कर्ष और अंत में पर्दा (curtain) के चरणों को दिखाता है।
In simple words: A play script follows a logical order, starting with the title and characters, moving through the scenes, dialogues, and climax, and concluding with the curtain.

🎯 Exam Tip: Understanding the structural elements of a play or skit is crucial for analytical questions. Pay attention to the sequence and purpose of each component.

 

Question 2. Think of a play/skit which you have seen enacted on the stage and which has impressed you. Write the following details about it.
Answer:
1. Name of the play: Pygmalion (My Fair Lady)
2. Important characters: Professor Henry Higgins, Eliza Dolittle, Colonel Pickering, Mr. Dolittle (Eliza's father) and Professor Higgins' mother.
3. Any famous actors/actresses: No. The cast is made up of newcomers.
4. Theme: Bernard Shaw's 'Pygmalion' centres round a bet made by Professor Henry Higgins, a well-know phonetician, with his best friend Colonel Pickering. The professor states that he can change a flower girl's entire behaviour and speech in such a way that in a few months she can be passed off as a duchess.
5. Climax: The scene between Eliza and Professor Higgins, when she throws away the jewellery he had given her, and they have a grand fight.
6. Ending: An ambiguous ending, left to the imagination of the viewer.
7. Use of lights and special effects, if any: The lights change frequently to depict various scenes and places.
8. Use of background music and sound effects, if any: This is a musical, with superb foot-tapping music and amusing lyrics. The sound effects and background music add authenticity to the market place scene, Eliza's diction, the Professor's anger, etc. and are excellent.
9. Use of sets: The sets change appropriately as per the needs of the play. There is not much time wasted in between acts.
10. The costumes, make-up, etc. of the characters: Excellent. The costumes of the early and mid-20th century are entrancing. The big hats with feathers, the lovely gowns, the Professor's elaborate I suits, etc. are a sight to behold. The make-up is suitable.
11. How well the actors present the play and behave on the stage: The dialogue delivery and the movement of the actors on stage was smooth and flawless. The song-and-dance sequences were enacted perfectly.
12. Your own opinion about the play: An excellent and interesting play, with a classic British sense of humour. The characters portray this sense of humour very well. As a result, every single sentence is worth listening to, and every single song is melodious and meaningful.
In simple words: 'Pygmalion' is a musical about a phonetician who bets he can transform a flower girl into a duchess, featuring excellent performances, costumes, and a blend of music and humor with an ambiguous ending.

🎯 Exam Tip: When describing an artistic work, detailing elements like theme, climax, use of special effects, and personal opinion adds depth to your response and demonstrates comprehensive understanding.

 

Question 3. Present these points in the form of a review, and give it a suitable title.
Answer:Review of 'Pygmalion'
Bernard Shaw's 'Pygmalion' centres round a bet made by Professor Henry Higgins, a well-know phonetician, with his best friend Colonel Pickering. The professor states that he can change a flower girl's entire behaviour and speech in such a way that in a few months she can be passed off as a duchess.
The important characters in the play are Professor Henry Higgins, Eliza Dolittle, Colonel Pickering, Mr. Dolittle (Eliza's father) and Professor Higgins' mother. The play has been performed by newcomers, and there are no known names. It is a musical, with superb foot-tapping music and amusing lyrics. The sound effects, sets and use of lights add authenticity to the market place scene, Eliza's diction, the Professor's anger, etc. and are excellent.
The climax is the scene between Eliza and Professor Higgins, where she angrily flings the jewellery he had given her, and they have a grand fight, resulting in Eliza walking off from the house. The ending is ambiguous and left to the imagination of the viewer.
The costumes of the early and mid - 20th century are entrancing. The big hats with feathers, the lovely gowns, the Professor's elaborate suits, etc. are a sight to behold. The dialogue delivery and the movement of the actors on stage is smooth and flawless. The song- and-dance sequences are enacted perfectly.
Overall, an excellent and interesting play, with a classic British sense of humour. The characters portray this sense of humour very well. As a result, every single sentence is worth listening to, and every single song is melodious and meaningful.
In simple words: 'Pygmalion' is a captivating musical play by Bernard Shaw, showcasing a phonetician's experiment to transform a flower girl. It features strong characters, excellent technical execution, and an enduring British humor.

🎯 Exam Tip: A good review includes a synopsis, character analysis, technical aspects (music, sets, costumes), and a well-reasoned personal opinion, often highlighting both strengths and weaknesses.

 

Question 4. Prepare a 'power point' presentation, using one slide for each of the above points. Present your review in a PPT format in the classroom.
Answer:(Students can prepare the PPT in their Computer labs.)
In simple words: This question requires students to create a PowerPoint presentation, dedicating one slide to each aspect of the play review discussed previously, and then present it in class.

🎯 Exam Tip: For practical tasks like presentations, focus on clear, concise points and engaging visuals. Ensure each slide addresses a specific point from the review for effective communication.

English Workshop:

 

Question 1. In the diagram below encircle the various features that make the script of a skit! play. List the other words and mention the form of writing of which it is a feature.

ℹ️ चित्र व्याख्या (Diagram Explanation): यह एक अंडाकार चित्र है जिसमें किसी नाटक/स्किट की स्क्रिप्ट और अन्य लेखन शैलियों की विशेषताओं को दर्शाया गया है। इसमें "Live dialogue", "Actions/Costumes specified", "Stage scene and props", और "List of characters" जैसी स्क्रिप्ट-विशिष्ट विशेषताएं शामिल हैं, साथ ही "Sender's Address", "Salutation", "Leadline", और "diagram" जैसे अन्य लेखन के तत्व भी शामिल हैं।
Answer:
1. Sender's address - Part of a letter.
2. Salutation - Part of a letter.
3. Leadline - Part of a news report.
4. Diagram - Part of non-verbal communication.
In simple words: The diagram illustrates various elements, some belonging to a play script (like dialogue, characters, scenes) and others to different forms of writing such as letters (sender's address, salutation), news reports (leadline), and non-verbal communication (diagram).

🎯 Exam Tip: Distinguishing between elements specific to a genre and general writing components helps clarify understanding of text structures. This requires careful observation of context for each term.

 

Question 2. Choose the proper alternative to complete the following:

 

Question i. The skit covers a period of about - in the past.
(a) 3000 years
(b) 1000 years
(c) 5000 years
(d) 1800 years
Answer: (c) 5000 years
In simple words: The skit's timeline spans approximately 5000 years into the past, covering various historical periods.

🎯 Exam Tip: For multiple-choice questions, always review the context within the play or lesson to confirm the exact numerical or temporal details. Memory recall of specific facts is key.

 

Question ii. - characters from Neel's ancestral lineage make an appearance in the play.
(a) Fourteen
(b) Seven
(c) Sixteen
(d) Twelve
Answer: (a) Fourteen
In simple words: A total of fourteen characters representing Neel's ancestors are featured in the play, showcasing different historical periods.

🎯 Exam Tip: Accurate recollection of character counts or specific numbers mentioned in the text is often tested. A quick mental review of the plot's character list is helpful.

 

Question iii. The task that all boys abhorred was -.
(a) cleaning up their room
(b) farm-work
(c) filling up water
(d) making their beds
Answer: (d) making their beds
In simple words: All the boys disliked the chore of making their beds, finding it particularly unpleasant compared to other tasks.

🎯 Exam Tip: Identify key actions and their associated sentiments within the narrative. Words like "abhorred" directly point to strong negative feelings toward a specific task.

 

Question iv. The skit conveys that doing your daily chores at home -
(a) make you stronger
(b) sharpens your intellect
(c) saves a lot of expenses
(d) inculcates a sense of responsibility
Answer: (d) inculcates a sense of responsibility
In simple words: The central message of the skit is that engaging in household chores helps to instill a sense of responsibility in individuals.

🎯 Exam Tip: Look for the overarching moral or lesson conveyed by the story. Often, the conclusion or character developments will highlight the intended message or outcome.

 

Question 3. Fill in the table.
Answer:

Period	Way of Addressing a Mother	Boy's Costume	Lady's Costume	Daily Chores	Games
1950s	Mama	Loose trousers and shirt	Silk saree	Water garden, bring home groceries, dust living room, clean bicycle	-
1910	Mummy	Kurta, pyjama and cap	Nine-yard saree, nose-ring, jewellery	Fetch water, fill up pots, sweep terrace, collect wood, clean grinding stones	Go to play by the riverside
1800s	Mother dear	Dhoti, kurta and small turban	Nine-yard saree, traditional jewellery	Wash and dry clothes, chop wood, fix broken fence, take goats for grazing	Atya-patya
1500s	My dear mother	Loose sleeveless V-neck top, short dhoti	Nine-yard saree	Milk cows, take them for grazing, fetch and stack vegetables, sweep back and front yard	Ashtapada
1000	Most revered mother	Flare tunic and churidar, waist band and turban	Saree, upper garment, plenty of jewellery	Fetch water, water crops, clear blocked channels, pull out weeds, patch walls	Watch puppet show
100 CE	Matadevi	Dhoti and waist band; no shirt	Saree, upper garment, beads jewellery	Feed poultry, tend sheep, keep away birds, plaster the yard	Bagh-chal
3000 BCE	Thee	Cloth round waist held by cord, long hair in bun or ponytail	Saree, veil, stone and beads jewellery	Hunt food, carve stone bricks, dust leather clothes, mould and dry mud pots	Chaupar

In simple words: This table comprehensively details the clothing, daily chores, and games prevalent in different historical periods, along with the varying ways mothers were addressed across time.

🎯 Exam Tip: When filling tables, accuracy is paramount. Double-check each entry against the text to ensure correct mapping of periods with customs, costumes, and activities.

4. Answer in your own words.

 

Question a. What excuses did Neel give to avoid cleaning his room?
Answer:Neel says that he is going out to meet his friends. He then says that he had cleaned his room just two days earlier. He wonders why it needs to be cleaned daily, for it makes no difference.
In simple words: Neel avoided cleaning his room by claiming he was going out, stating he had cleaned it recently, and questioning the need for daily cleaning.

🎯 Exam Tip: When asked to summarize character actions, focus on the direct reasons or justifications given in the text. Concise listing of excuses demonstrates attention to detail.

 

Question b. Why does mother tell Neel about his Grandpa?
Answer:Mother tells Neel about his Grandpa to make him realize that Grandpa had many more daily chores to finish than him, Neel, and much tougher ones too. He also had to make his bed, just like Neel would have to.
In simple words: Mother tells Neel about his Grandpa to show him that past generations had more and harder chores, including making their beds, aiming to teach him responsibility.

🎯 Exam Tip: Identify the motivational purpose behind a character's dialogue. In this case, the mother's intent is to impart a lesson or encourage a change in behavior.

 

Question c. What task did Grandpa wish to avoid?
Answer:Grandpa wished to avoid the task of making his bed.
In simple words: Grandpa disliked and wanted to avoid the chore of making his bed.

🎯 Exam Tip: Direct questions require direct answers from the text. Pinpoint the specific detail mentioned regarding the character's preferences or aversions.

 

Question d. What did the ancestor from 1910 wish to do instead of making his bed?
Answer:The ancestor from 1910 wished to go to the riverside with his friends instead of making his bed.
In simple words: The 1910 ancestor preferred to go to the riverside with friends rather than doing the chore of making his bed.

🎯 Exam Tip: Pay attention to specific details tied to different time periods or characters. This helps in accurately attributing actions and desires to the correct ancestor.

 

Question e. How many chores did the ancestor from 1800 have to do?
Answer:The ancestor from 1800 had to do about six chores.
In simple words: The 1800 ancestor was responsible for approximately six different daily chores.

🎯 Exam Tip: Factual recall of numbers and details associated with each historical period is crucial. Refer back to the table or relevant text sections for precise information.

 

Question f. How is the boy from 1500s dressed?
Answer:The boy from 1500s is dressed in a loose, sleeveless, V-neck top and a short dhoti.
In simple words: The boy from the 1500s wore a loose, sleeveless V-neck top and a short dhoti.

🎯 Exam Tip: Descriptions of attire are specific details. Visualize the description or list the clothing items precisely as given in the source material.

 

Question g. What chores did the boys from the 1st century CE do on their farms/fields?
Answer:In the 1st century CE, the boys would feed the poultry, tend to the sheep, keep away the birds and plaster the yard with dung.
In simple words: In the 1st century CE, boys on farms fed poultry, tended sheep, guarded against birds, and plastered yards with dung.

🎯 Exam Tip: When listing tasks, ensure you include all the activities mentioned for the specific time period. Complete enumeration is key to a full score.

 

Question h. What did Neel realize from his encounter with his ancestors?
Answer:From his encounter with his ancestors, Neel realized that at that time teenage boys had chores to do outdoors as well as in their homes. They also had to make their beds.
In simple words: Neel realized that his ancestors, as teenage boys, had numerous outdoor and indoor chores, including making their beds, highlighting a demanding lifestyle in the past.

🎯 Exam Tip: Focus on the learning outcome or character development from an interaction. Neel's realization signifies a shift in his perspective regarding responsibilities.

 

Question 5. In the play two devices that make use of wheels are given. The devices are 1. ........... 2. ........... From the internet or other sources, trace the history of the use of the wheel. Write 'An Autobiography of a Wheel'.

 

Question a In the play, two devices that make use of wheels are given. The devices are:
Answer:The devices are: 1. bicycle, 2. grinders
In simple words: The two wheel-based devices mentioned in the play are a bicycle and grinders.

🎯 Exam Tip: Always extract direct information from the text for factual questions. Look for explicit mentions of objects or concepts.

 

Question b. From the internet and other sources, trace the history of the use of the wheel. (Students can attempt this on their own.)
Answer:(Students can attempt this on their own.)
In simple words: This activity encourages students to research the historical development and uses of the wheel, formulating their findings as an 'Autobiography of a Wheel'.

🎯 Exam Tip: For research-based tasks, emphasize using reliable sources. A strong autobiography should be creative, accurate, and cover key milestones in the wheel's history.

 

Question 6. Imagine that the ancestor from 1910 CE visits Neel in his dream. Compose a dialogue between the two about the various gadgets the visitor sees in Neel's room

 

Question 1. Imagine that the ancestor from 1910 CE visits Neel in his dream. Compose a dialogue between the two about the various gadgets the visitor sees in Neel's room
Answer:
• Neel: Hello! Who are you, Sir?
• Ancestor: I am your great-great-grandfather, Neel. I have heard a lot about your life, and I came to see you. Oh my! What are all these things here?
• Neel: All these things? What things, great, great Grandpa?
• Ancestor: This box here and that one there and this -
• Neel: Oh, this is my TV set and that is my laptop. Haven't you ever seen these things? This is my mobile phone.
• Ancestor: TV? What is it? And phone - no, no, this is not a phone! Such a tiny thing!
(Students can continue this conversation in this manner.)
In simple words: This dialogue portrays a humorous interaction between Neel and his 1910 CE ancestor, where the ancestor expresses bewilderment at modern gadgets like the TV, laptop, and mobile phone, contrasting them with his own era.

🎯 Exam Tip: When writing a dialogue, ensure character voices are distinct and consistent with their time periods. Use expressive language to convey surprise and curiosity effectively.

 

Question 7. Imagine and compare an argumentative dialogue between the mothers of the 2OthJ21st century and those of the earlier era, about which life was better for women.

 

Question 1. Imagine and compare an argumentative dialogue between the mothers of the 2OthJ21st century and those of the earlier era, about which life was better for women.
Answer:
• 21st Century mother: There's no question. Your life was certainly better, Rukmini.
• 19th Century mother: Better, Reena? You mean, bending over the old wood stove and the grinding stone was better?
• 21st Century mother: That may have been difficult, Rukmini, but otherwise your life was peaceful. You only had to look after the home and family. While today, we -
• 19th Century mother: 'Only look after home and family'? That was a full-time job! There were no short cuts like takeaways and ready-made stuff! And what about freedom? The freedom you have!
• 21st Century mother: Freedom with chains! I have to work hard both at home and in the office. I have to be a 'supermom' and 'superboss'! Do you know how terrible it is?
(Students can continue the dialogue in this manner.)
In simple words: This dialogue presents an argument between mothers from different centuries about which era offered a better life for women, contrasting the peace and domestic focus of the past with the freedom and dual work burden of the present.

🎯 Exam Tip: For argumentative dialogues, ensure each character's viewpoint is clearly articulated and supported with logical reasoning or relatable experiences. Contrast should be evident through their points.

 

Question 8. Read the entry about 'voice' in the 'Language Study' pages. Note that the speeches of all the boys are in the 'active' voice. Turn them into passive constructions.
Example:
Neel - I put the dishes in the dishwasher. (active)
Dishes have been put in the dishwasher. (passive)
195 Boy - I have watered the garden
brought home the groceries
dusted the living room
cleaned my bicycle...
In simple words: This exercise requires converting sentences from the active voice, as spoken by the boys, into their corresponding passive voice forms, using the provided examples as a guide.

🎯 Exam Tip: To convert to passive voice, identify the object of the active sentence and make it the subject. Use a form of "to be" verb + past participle of the main verb. The original subject (the doer) can be omitted or added with "by".

 

Question 9. Think of suitable names for the boys from the earlier centuries.

 

Question 1. Think of suitable names for the boys from the earlier centuries.
Answer:(Some examples: Vitthal, Namdeo, Manu, etc.)
In simple words: This task encourages creative thinking to suggest appropriate names for boys from older time periods, fitting their historical context.

🎯 Exam Tip: When suggesting names, consider cultural and historical accuracy. Research common names from different eras to make your suggestions more authentic and believable.

 

Question 10. Form groups of 5-8. Translate the play into your mother tongue (or Hindi) as a group activity. Enact the translation in the classroom.
In simple words: This is a group activity where students translate the play into their native language or Hindi and then perform it in the classroom.

🎯 Exam Tip: For group activities, focus on collaborative effort, clear division of roles, and ensuring the translation maintains the original spirit and meaning of the play for effective enactment.

 

Question 11. Read 'The Story of the Amulet' by E. Nesbit.
In simple words: This is a reading assignment, directing students to read E. Nesbit's book 'The Story of the Amulet'.

🎯 Exam Tip: When given reading assignments, ensure you actively engage with the text. Take notes on key themes, characters, and plot points to facilitate understanding and discussion.

English Kumarbharati 9th Digest Chapter 2.6 The Past in the Present Additional Important Questions and Answers

Simple Factual Activity:

 

Question 1. Fill in the blanks:
Answer:
1. Neel puts the dishes in the dishwasher.
2. Neel had cleaned his room two days earlier.
3. Neel forgets to make his bed.
4. Neel's mother remembers something about his Grandpa.
In simple words: This activity tests basic recall of events from the story, focusing on Neel's actions and his mother's remembrance of his Grandpa.

🎯 Exam Tip: For fill-in-the-blanks, precise recall of details from the narrative is essential. Scan the text for keywords and context to find the exact missing information.

 

Question 2. Write if the following sentences are True or False:
Answer:
1. The 1910s boy was wearing loose trousers and a shirt. False
2. The 1910s boy did many outdoor chores. True
3. The 1800s boy was rude to his mother. False
4. The 1800s boy wanted to play Ashtapada with his friends. False
In simple words: This task assesses the understanding of specific character details and historical facts presented in the play, asking to identify statements as true or false.

🎯 Exam Tip: Verify each statement against the exact information provided in the text or tables. Pay close attention to specifics like time periods, clothing, and character interactions.

 

Question 3. Name the following:
Answer:
1. The game the 3000 BCE boy wishes to play: Chaupar
2. The yard is plastered with this: dung
3. The game the 100 CE boy wishes to play: Bagh-chal
4. Pots for cooking are made of this: mud
In simple words: This question requires naming specific items or games associated with different historical periods or contexts from the story.

🎯 Exam Tip: When asked to "name the following," ensure your answers are precise and directly correspond to the details provided in the text for each specific category.

 

Question 4. Complete the web :

ℹ️ चित्र व्याख्या (Diagram Explanation): यह एक वेब आरेख है जो 1500 के दशक के किशोर लड़कों द्वारा किए जाने वाले घरेलू कामों को दर्शाता है। केंद्रीय बिंदु "Chores done by teenage boy in 1500s" है, जिससे "milk the cows", "take cows for grazing", "fetch and stack vegetables", और "sweep the back and front yard" जैसे कार्य तीर द्वारा जुड़े हुए हैं।
Answer:
milk the cows
take cows for grazing
Chores done by teenage boy in 1500s
fetch and stack vegetables
sweep the back and front yard
In simple words: This web diagram illustrates the various daily chores performed by teenage boys in the 1500s, including milking cows, grazing, fetching vegetables, and sweeping the yard.

🎯 Exam Tip: For web diagrams, ensure all connecting branches accurately represent the relationships or categories given. Verify that each item correctly completes the web's central theme.

Activity-based on Vocabulary:

 

Question 1. Write the antonyms of the following:
1. necessary
2. forgot
3. late
4. tougher
Answer:
1. necessary × unnecessary
2. forgot × remembered
3. late × early
4. tougher × easier.
In simple words: This activity tests vocabulary by asking for the antonyms (opposite words) of a given list of terms.

🎯 Exam Tip: When finding antonyms, think of the core meaning of the word and then identify a word that expresses the complete opposite. Consider prefixes (un-, in-) and context.

 

Question 2. Match the given verbs with the nouns:
Answer:

A	B
1. fetched	(b) water
2. cleared	(d) channels
3. swept	(a) yard
4. pulled out	(c) weeds

In simple words: This matching exercise pairs verbs with appropriate nouns, demonstrating common collocations and action-object relationships.

🎯 Exam Tip: When matching verbs and nouns, consider which noun logically receives the action of the verb. Pay attention to context and common phrases to ensure correct pairings.

 

Question 2. Fill in the blanks with the correct verbs from the brackets: (fixed, washed, took, chopped) The 1800s boy .......... clothes, .......... wood, ........... the broken fence and .......... the goats up to the hills to graze.
Answer:The 1800s boy washed clothes, chopped wood, fixed the broken fence and took the goats up to the hills to graze.
In simple words: This fill-in-the-blanks exercise completes sentences by inserting the most suitable verbs from a given list, describing the actions of an 1800s boy.

🎯 Exam Tip: For fill-in-the-blanks, analyze the context of each sentence to determine which verb logically fits the action and subject. Ensure grammatical correctness and natural flow.

 

Question 3. Give the plurals of:
1. jewellery
2. wood
3. grandfather
4. terrace
Answer:
1. jewellery - jewellery
2. wood - wood
3. grandfather - grandfathers
4. terrace - terraces.
In simple words: This question asks for the plural forms of several common nouns. For "jewellery" and "wood," the plural form remains the same as the singular in this context. "Grandfather" and "terrace" follow regular pluralization rules by adding an 's'.

🎯 Exam Tip: Pay attention to irregular plurals and words that maintain the same form in both singular and plural. Correct pluralization is a basic grammar skill often tested.

 

Question 4. Give the noun forms of the following:
1. recede
2. enter
3. repeat
4. impossible
Answer:
1. recede - recession
2. enter - entry
3. repeat - repetition
4. impossible - impossibility
In simple words: This question requires converting verbs and adjectives into their corresponding noun forms. It tests knowledge of word families and how words change their grammatical function.

🎯 Exam Tip: Understanding different forms of words (noun, verb, adjective, adverb) is crucial for vocabulary and grammar. Practice identifying prefixes and suffixes that indicate a word's form.

Activities Based On Contextual Grammar

 

Question 1. I have watered the garden.
Answer: The garden has been watered.
In simple words: The sentence is converted from active voice ("I have watered") to passive voice ("The garden has been watered"), where the action is emphasized rather than the doer.

🎯 Exam Tip: When converting to passive voice, remember the structure "to be" + past participle of the main verb, and make the object of the active sentence the subject of the passive sentence.

 

Question 2. I have brought home the groceries.
Answer: The groceries have been brought home.
In simple words: This sentence is transformed from active voice to passive voice, shifting the focus from "I" (the doer) to "the groceries" (the recipient of the action).

🎯 Exam Tip: Always identify the object in the active sentence; it will become the subject in the passive sentence. Ensure the tense (present perfect in this case) is maintained correctly in the passive form.

 

Question 3. I have dusted the living room.
Answer: The living room has been dusted.
In simple words: The active voice sentence is changed to passive voice, highlighting "the living room" as the subject that receives the action of dusting.

🎯 Exam Tip: Remember to use the correct form of "to be" (has been/have been) depending on the subject's number, followed by the past participle of the main verb.

 

Question 4. I have cleaned my bicycle.
Answer: The bicycle has been cleaned.
In simple words: This active sentence is rewritten in passive voice, focusing on "the bicycle" as the item that underwent the action of cleaning.

🎯 Exam Tip: Practice identifying the subject, verb, and object in active sentences to smoothly convert them to passive voice, ensuring proper subject-verb agreement in the passive form.

 

Question 5. Mummy, I collected wood for the stove.
Answer: Mummy, wood for the stove has been collected.
In simple words: The original sentence, spoken by a child, is changed into passive voice, emphasizing that the "wood" was collected rather than who collected it.

🎯 Exam Tip: When the agent (who performed the action) is less important or obvious, passive voice is often preferred. Ensure the tense (past simple, leading to present perfect passive in this case, implying a recent completion) is correctly applied.

 

Question 6. I fixed the broken fence.
Answer: The broken fence has been fixed.
In simple words: This sentence shifts from active to passive voice, focusing on the "broken fence" as the item that was repaired, without specifying who did the fixing in the main clause.

🎯 Exam Tip: In passive voice, the auxiliary verb "to be" must match the tense of the original active verb (past simple "fixed" implies an action completed in the past, often rendered as "has been fixed" in passive to indicate a resulting state).

 

Question 7. Rewrite the sentence in passive voice:
I fed the poultry.
Answer: The poultry have been fed.
In simple words: The active sentence "I fed the poultry" is converted to passive voice, emphasizing that "the poultry" received the action of being fed.

🎯 Exam Tip: When converting from active to passive voice, the object of the active sentence becomes the subject of the passive sentence. The verb structure changes to "to be" + past participle.

 

Question 8. Rewrite using the modal auxiliary for permission:
I need your kind permission to go out and play Chaupar with my friends.
Answer: May I go out and play Chaupar with my friends?
In simple words: The original request for permission is rephrased using the modal verb "May," which is commonly used to ask for permission directly and politely.

🎯 Exam Tip: "May" is the most appropriate modal auxiliary for expressing permission. "Can" can also be used but "May" is generally considered more formal and polite for requesting permission.

Rewrite The Following Sentences As Assertive Sentences:

 

Question 1. Is it necessary to clean up every day?
Answer: It is not necessary to clean up every day.
In simple words: This interrogative sentence is transformed into a negative assertive statement, directly stating that daily cleanup is not required.

🎯 Exam Tip: An assertive sentence makes a statement. To change an interrogative (question) into an assertive one, state the implied fact or opinion clearly, often by adding "not" if the question implies a negative answer.

 

Question 2. What difference does it make?
Answer: It does not make any difference.
In simple words: This rhetorical question is converted into a clear negative assertive statement, indicating that there is no impact or change.

🎯 Exam Tip: When converting a rhetorical question, identify the underlying assertion (or negation) and express it directly as a statement. Ensure the sentence structure is declarative.

Personal Response

 

Question 1. Do you think you should make your bed every day?
Answer: Yes. In a dusty and tropical country like ours, we have to see that the beds are clean and dust- free. It also feels better to lie down on a clean and fresh bed. So we must make the beds every day.
In simple words: The answer expresses a personal opinion, agreeing that making one's bed daily is important for hygiene and comfort, especially in certain climates.

🎯 Exam Tip: For personal response questions, provide a clear "Yes" or "No" first, then elaborate with logical reasons and relevant points to support your stance.

 

Question 2. Do you do any chores in the house? What chores?
Answer: I dust the furniture every day. I lay and clear the table before and after every meal. I fold clothes and keep them in the cupboard. These are my daily chores, besides keeping my own things like books, shoes, etc. in their proper places.
In simple words: This response lists several common household chores that the individual performs daily, such as dusting, setting and clearing the table, and organizing personal belongings.

🎯 Exam Tip: When asked about personal activities, be specific and provide examples. This demonstrates clear understanding and gives a concrete answer.

 

Question 3. What do you do when you have to do a chore that you do not like?
Answer: If I have to do a chore that I don't like, I first try to see if I can avoid it in some way, like getting someone to do it for me. If it is not a very important chore, like making beds, I ignore it till my mother shouts at me. If it is an important chore that cannot be avoided, I hurry up and do it as fast as I can to get it over with.
In simple words: The response describes various strategies employed when faced with an disliked chore, ranging from avoidance to quickly completing it if unavoidable.

🎯 Exam Tip: Personal response questions allow for creativity but should still be realistic and well-reasoned. Providing a sequence of actions or different scenarios for different chore types adds depth to the answer.

 

Question 4. Which life would you prefer: your life of today or the life of a teenager in 3000 BCE?
Answer: I would certainly prefer my life of today. It is more interesting and I have more freedom. Life at any time without the computer, the TV and the mobile phone would have been terribly dull and boring. Oh, yes, life today is much better than it could have been in 3000 BCE.
In simple words: The answer expresses a clear preference for modern life due to its increased freedom and technological conveniences like computers, TV, and mobile phones, which make life more engaging.

🎯 Exam Tip: Justify your preference with specific reasons and examples. Comparing and contrasting the two options effectively strengthens your argument in personal preference questions.

Add Question Tags To The Following Statements:

 

Question 1. That's your daily work.
Answer: That's your daily work, isn't it?
In simple words: A question tag "isn't it?" is added to the statement "That's your daily work," converting it into an interrogative statement seeking confirmation.

🎯 Exam Tip: Remember that if the main clause is positive, the question tag is negative, and vice-versa. The auxiliary verb in the tag matches the main verb, and the pronoun refers to the subject.

 

Question 2. I also chopped the wood.
Answer: I also chopped the wood, didn't I?
In simple words: The question tag "didn't I?" is appended to the statement, turning it into a query that seeks agreement or confirmation from the listener.

🎯 Exam Tip: For past simple tense statements, use "didn't" (or "did" for negative statements) in the question tag, followed by the appropriate pronoun.

Complex Factual Activity

 

Question 1. How is the boy from 1500s dressed?
Answer: The boy from 1500s is dressed in a loose, sleeveless, V-neck top and a short dhoti.
In simple words: This answer describes the typical attire of a boy from the 1500s, consisting of a loose, sleeveless top and a short dhoti.

🎯 Exam Tip: For descriptive questions, include all key details mentioned in the source material to ensure a complete and accurate answer.

 

Question 2. What chores did the boys from 1000 CE do on their farms/fields?
Answer: The boys from 1000 CE had to fetch water, clear blocked channels, water the crops and pull out the weeds.
In simple words: Boys in 1000 CE performed farm-related chores like fetching water, maintaining irrigation channels, watering crops, and weeding.

🎯 Exam Tip: When listing activities, ensure all specific tasks mentioned in the text are included. Use clear and concise language.

Activities Based On Contextual Grammar

 

Question 1. Rewrite the following sentence in the passive voice:
I have fetched vegetables from our farm.
Answer: Vegetables have been fetched from our farm.
In simple words: The active sentence is changed to passive voice, shifting the focus from "I" (the doer) to "Vegetables" (the objects of the action).

🎯 Exam Tip: In passive voice, the object of the active sentence becomes the subject. The verb form will be "have/has been" + past participle of the main verb.

 

Question 2. Rewrite the following sentence as an assertive sentence:
Don't talk back.
Answer: You should not talk back.
In simple words: The imperative command "Don't talk back" is converted into an assertive statement by using "should not," advising against talking back.

🎯 Exam Tip: To convert an imperative to an assertive sentence, identify the implied subject (usually "You") and use a modal verb (like "should" or "must") to express the command as a statement.

 

Question 3. What chores did the boys from 1000 CE do on their farms/fields?
Answer: The boys from 1000 CE had to fetch water, clear blocked channels, water the crops and pull out the weeds.
In simple words: In 1000 CE, boys were responsible for agricultural tasks such as fetching water, clearing irrigation channels, watering crops, and removing weeds from fields.

🎯 Exam Tip: When asked for specific activities, list them clearly and comprehensively. Ensure all details from the source text are included for full credit.

Simple Activities

 

Question 1. Write two compound words from the lesson.
Answer: dishwasher, grandfather
In simple words: Compound words are formed by combining two or more words to create a new word with a new meaning. "Dishwasher" and "grandfather" are examples from the lesson.

🎯 Exam Tip: To identify compound words, look for two distinct words joined together. They can be closed (dishwasher), hyphenated (sister-in-law), or open (ice cream).

 

Question 2. Make a meaningful sentence using the phrase: pulled out
Answer: The slave pulled out the thorn from the lion's paw.
In simple words: The phrase "pulled out" is used in a sentence to describe the action of removing something forcefully or carefully, in this case, a thorn from a lion's paw.

🎯 Exam Tip: When creating sentences with given phrases, ensure the sentence is grammatically correct and the phrase is used in a context that clearly conveys its meaning.

 

Question 3. Spot the error in the verb/verbs and correct the sentence:
I wish I had a robot to makes my bed and tidies up my room.
Answer: I wish I had a robot to make my bed and tidy up my room.
In simple words: The error is in the verb forms "makes" and "tidies." After "to," the base form of the verb should be used (to make, to tidy), not the third person singular form.

🎯 Exam Tip: Remember that infinitives are always followed by the base form of the verb (e.g., to go, to eat, to make, to tidy). Check for subject-verb agreement and correct verb forms, especially after prepositions like "to."

 

Question 4. Pick out the infinitive from the given sentence:
You forgot to make your bed.
Answer: Infinitive - to make
In simple words: The infinitive in the sentence is "to make," which is the base form of a verb usually preceded by "to," functioning as a noun, adjective, or adverb.

🎯 Exam Tip: An infinitive is typically "to" + the base form of a verb. It's often used to express purpose or complement another verb.

 

Question 5. Identity the type of sentence:
Ahhh! Yes! They didn't have any electric grinders in those days!
Answer: Exclamatory sentence.
In simple words: The sentence is an exclamatory sentence because it expresses strong emotion or excitement, indicated by the exclamation mark at the end.

🎯 Exam Tip: Exclamatory sentences often begin with "What" or "How" or contain interjections, and always end with an exclamation mark, conveying surprise, strong feeling, or emphasis.

 

Question 6. Find out two hidden words from the word:
permission
Answer: permission - mission, prism (prison, person)
In simple words: The hidden words "mission" and "prism" can be formed using letters found within the word "permission." "Prison" and "person" are also possible.

🎯 Exam Tip: When finding hidden words, use only the letters present in the original word and each letter only as many times as it appears. Look for smaller words within the larger one.

 

Question 7. Pick out the verb which forms its past participle with the last letter doubled.
collect, sleep, chop, tell
Answer: chopped
In simple words: "Chop" is the verb whose past participle form, "chopped," doubles its last letter 'p' before adding '-ed'. This typically occurs with short verbs ending in a consonant-vowel-consonant pattern.

🎯 Exam Tip: For verbs ending in a single vowel and a single consonant (CVC pattern) and where the stress is on the last syllable, double the final consonant before adding -ed (e.g., stop-stopped, plan-planned).

 

Question 8. Write the following words in alphabetical order:
triple, recede, revered, stacked
Answer: recede, revered, stacked, triple
In simple words: The words are arranged alphabetically by comparing their letters from left to right. "Recede" comes first, followed by "revered," then "stacked," and finally "triple."

🎯 Exam Tip: When alphabetizing, compare words letter by letter. If the first letters are the same, move to the second, and so on. If one word is a prefix of another (e.g., 're' vs 'revere'), the shorter word comes first unless it's a longer common stem.

Medium-Level Activities

 

Question 1. You haven't cleaned up your room.
(Change the voice starting 'Your
Answer: Your room hasn't been cleaned up.
In simple words: The sentence is transformed from active voice to passive voice, changing the focus from "You" (the doer) to "Your room" (the object that was not cleaned).

🎯 Exam Tip: For voice change, identify the object in the active sentence and make it the subject in the passive. Ensure the auxiliary verb and past participle match the original tense and negativity.

 

Question 2. Use the word 'right' in two separate sentences, the word having different meanings (homographs):
Answer:
(a) What you have done is not right.
(b) "Turn to the right," said the policeman.
In simple words: The word "right" is used in two sentences to demonstrate its different meanings: (a) correct/proper, and (b) a direction. These are examples of homographs, words spelled the same but with different meanings.

🎯 Exam Tip: When using homographs, ensure the context clearly differentiates between the meanings. Provide a distinct sentence for each meaning to show your understanding.

 

Question 3. I put the dishes in the dishwasher.
(Use the past tense of the verb.)
Answer: I put the dishes in the dishwasher.
In simple words: The verb "put" is used in its past tense form. "Put" is an irregular verb, and its past tense form is the same as its base form, "put."

🎯 Exam Tip: Be aware of irregular verbs where the past tense and past participle forms are the same as the base form (e.g., put, cut, read, hit). Context usually indicates the tense.

 

Question 4. Prepare a word register for clothes.
Answer: clothes - trousers, shirt, kurta, pyjama, saree, dhoti, kurta, tunic.
In simple words: A word register for 'clothes' is a list of words related to clothing items, demonstrating a vocabulary range for this category.

🎯 Exam Tip: A word register (or lexical set) requires listing words that belong to the same semantic field. Try to include a variety of terms, not just common ones, if possible.

Challenging Activities

 

Question 1. Use the word 'show' in two separate sentences, once as a noun and once as a verb.
Answer:
(a) The last show ended at midnight, (noun)
(b) "Show me your ticket," said the doorkeeper. (verb)
In simple words: The word "show" is used as a noun, referring to a performance, and as a verb, meaning to present or display. This illustrates its dual grammatical functions.

🎯 Exam Tip: To use a word as both a noun and a verb, create two distinct sentences where the context clearly indicates its grammatical role. For a noun, it typically acts as the subject or object; for a verb, it expresses an action.

 

Question 2. If you try you can make such a robot.
(Pick out the clauses.)
Answer: you can make such a robot - Main Clause
If you try - subordinate clause
In simple words: The sentence contains two clauses: "you can make such a robot" is the main clause that can stand alone, and "If you try" is a subordinate clause that depends on the main clause for complete meaning.

🎯 Exam Tip: A main clause has a subject and a verb and can stand alone as a complete thought. A subordinate clause also has a subject and a verb but begins with a subordinating conjunction (like 'if', 'when', 'because') and cannot stand alone.

Working Skills

 

Question 1. Write 'An Autobiography of a Wheel'.
Answer: An Autobiography of a Wheel
I am very, very proud of myself, for I am considered to be one of the most important of man's inventions. Yes, I am the wheel. It is said that my invention was the turning point in human civilization. Of course, no one knows exactly when I was invented and by whom. As soon as I was invented and perfected, there was a revolution in the manufacturing industry. I was used for everything and by everybody - right from the potter to the assembly line of super-luxury cars. Yes, and planes and helicopters too. I am even used to go into space. I help human beings and animals to pull things. I make work easy for them. The principle on which I work is the basic principle in many mechanical devices. Many of the things that were invented along with me have been forgotten, but I am accepted and still in demand today, in some form or the other. If I was not there, there would have been no cars, buses, trains or aeroplanes. Or even bullock carts. I know I sound proud, but that is not so. It is only that I know my own worth, and that I will be around as long as the wheel of time turns!
In simple words: This is a descriptive piece written from the perspective of a wheel, detailing its pride in being a fundamental invention, its impact on civilization, various uses from ancient times to modern technology, and its enduring importance.

🎯 Exam Tip: For autobiographical writing, adopt the persona fully. Use first-person narration and describe events and feelings chronologically or thematically from the object's point of view, highlighting its significance.

Maharashtra State Board Class 9 English Solutions

9th Std English Questions And Answers