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EC ENGLISH
9
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NEW / REVISED
BASED ON CCE
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COMPLETE GUIDE & WORK BOOK
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muR gj[pa ghlj; jpll; jj;pdg;o

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tpilf; Fwpgg;[ (Key) mogg;ilapy;

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jahhpff;gg;ll
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Vivek Illam, No. 19, Raj Nagar, N.G.O. ‘A’ Colony,

Palayamkottai, Tirunelveli - 627 007.
Ph: 0462 - 2553186
Cell : 94433 81701, 94422 69810, 90474 74696
81110 94696, 89400 02320, 89400 02321 290/-

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Author
Mr. T.J. Samuel Raj, M.A., M.Sc., M.Ed., M.Phil.,
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Reviewed by
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Mrs. A. Jaya Mariamma, M.A., M.Ed., M.Phil.,

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Preface
It gives me immense pleasure and great satisfaction to
bring out this new edition of EC English guide and work book
for class 9 according to the new syllabus prescribed by the
government of Tamilnadu.

Every item of prose, poem and supplementary lesson is

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dealt with meticulously and categorically. Hard and easy

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paragraph answers and other lengthy answers are given for

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the toppers and slow learners separately.
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Grammar items are dealt with ample examples and
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adequate exercises to make the learners assimilate the concept
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easily and interestingly.

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This edition of the guide will be a boon to boost both the

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teachers and the students in the learning of English. Beyond

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doubt, it is a learner friendly study material to acquire the

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LSRW skills of the Language. The model question paper is

provided with to prepare the students for the annual test at the
end.

We are condent that the students will make the best use
of this EC English guide making their course of study easy in
the best way possible.
Author

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CONTENTS
Unit TITLE Page No.
Memoriter 7
Prose : Learning the Game 9
1. Poem : Stopping by Woods on a Snowy Evening 27
Supplementary : The Envious Neighbour 33
Prose : I can't Climb Trees Anymore 38
2. Poem : A Poison Tree 51
Supplementary : The Fun they Had 60
Drama : Old Man River 67
3. Poem : On Killing a Tree 86

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Supplementary : Earthquake 95

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Prose : Seventeen Oranges 101

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4. Poem : The Spider and the Fly 115
Supplementary : The Cat and the Pain-Killer 123
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Prose : Water - The Elixir of Life 130
5. Poem : The River 150
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Supplementary : Little Cyclone: The Story of a Grizzly Cub 157
Prose : From Zero to Infinity 163
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6. Poem : The Comet 178

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Supplementary : Mother's Voice 186

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Prose : A Birthday Letter 191

7. Poem : The Stick-together Families 202
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Supplementary : The Christmas Truce 209

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Q. No. TITLE Page No.

PART I - 1 MARK QUESTIONS
14 MARKS
(All the 14 Questions are to be answered)
1-3 Synonyms 216
4-6 Antonyms 219
Topics for Q. 7 to 14. Eight questions will be asked from any of the following Topics
1. Prefix and Suffix 222
2. Anagrams 223
7 - 14 Preposition 224
3.
Prepositional Verbs 226
4. Prepositional Phrases 226

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5. Phrasal Verbs 227

6. Expanded Form of Abbreviations, Acronyms 230
7. Tenses 233
7 - 14
8. Conjunction / Connectors / Linkers 236
9. Idioms & Phrases 238
10. Full Form of a Shortened Form 241
PART II - 2 MARKS QUESTIONS 20 MARKS
Section I (Answer any 3 questions out of 4)
15 - 18 Prose - Short Answer Questions 242
Section II (Answer any 3 questions out of 4)
19 - 22 Poem - Comprehension (Poetic Lines) 242

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Section III (Answer any 3 questions out of 5)

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1. Active voice and Passive voice 243
2. Direct Speech and Indirect Speech 248

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3. Punctuation 253
4. Degrees of Comparison 254
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5. Transformation of Sentences (Simple, Compound, Complex) 259
23 - 27 6. Rearrange in Coherent Order 264
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7. Relative Pronoun 265

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8. Phrases and Clauses 267

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9. Expanding News Headlines 268

10. Slogan Writing 269
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11. Extend the Dialogue 269

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Section IV
28 Road Map Instruction (Compulsory) 270
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PART III - 5 MARKS QUESTIONS 50 MARKS

Section I (Answer any 2 questions out of 4)
29 - 32 Prose - Long Answer Questions 272
Section II (Answer any 2 questions out of 4)
33 & 34 Poem - Long Answer Questions 273
35 Poem - Poetic Devices 273
36 Poem - Paraphrase 275
Section III (Answer any 1 question out of 2)
37 Supplementary - Rearranging in coherent order 276
38 Supplementary - Comprehension 277

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Section IV (Answer any 4 questions out of 6)

Topics for Q. No. 39 to 44. Six Questions will be asked from any of the following Topics
1. Preparing Advertisement / Poster 283
2. Letter Writing 286
3. Picture Description 290
4. Note Making / Summary Writing 293
5. Spot the Errors & Correct 297
6. Draft a Speech 302
39 - 44 7. Notice Writing 302
8. Report Writing 304
9. E-mail Writing 306
10. Diary Writing / Article Writing 307
11. Dialogue Writing 307

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12. Describing Process 309

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13. Developing Hints into a General Story 310

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Section V
45 Quote from Memory (Compulsory - No Choice) 311
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PART IV - 8 MARKS QUESTIONS 16 MARKS
46 Supplementary - Developing Hints into a Paragraph (1 out of 2) 311
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PART V (GENERAL COMPREHENSION)
47(i) General Prose Comprehension 311
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(or)
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47(ii) General Poem Comprehension 314

ADDITIONAL TOPICS
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1. American English - British English 316

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2. Homonyms, Homophones and Confusables 318

Articles 322
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3.
Determiners 326
4. Question Tags 326
5. Modals 329
6. If Sentences - Conditional Clause 331
7. Finite and Non-finite verbs 332
8. Verbal and Non Verbal Inferences 333
9. Singular - Plural 335
10. Compound Words 337
Annual Examination Question Paper - 2023 339
Answer Key - Practice Exercise 343
Annual Examination Question Paper - 2023 351

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Loyola EC - 9th ENGLISH

Memoriter
Stopping by Woods on a Snowy Evening
1 - Robert Frost

Whose woods these are I think I know.

His house is in the village though;
He will not see me stopping here
To watch his woods fill up with snow.
My little horse must think it queer
To stop without a farmhouse near
Between the woods and frozen lake
The darkest evening of the year.
He gives his harness bells a shake

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To ask if there is some mistake.

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The only other sound’s the sweep
Of easy wind and downy flake.

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The woods are lovely, dark and deep.
But I have promises to keep,
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And miles to go before I sleep,
And miles to go before I sleep.
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On Killing a Tree
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- Gieve Patel
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It takes much time to kill a tree, No,

Not a simple jab of the knife The root is to be pulled out –
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Will do it. It has grown Out of the anchoring earth;

Slowly consuming the earth, It is to be roped, tied,
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Rising out of it, feeding And pulled out – snapped out

Upon its crust, absorbing Or pulled out entirely,
Years of sunlight, air, water, Out from the earth-cave,
And out of its leperous hide And the strength of the tree exposed
Sprouting leaves. The source, white and wet,
The most sensitive, hidden
So hack and chop
For years inside the earth.
But this alone wont do it.
Not so much pain will do it. Then the matter
The bleeding bark will heal Of scorching and choking
And from close to the ground In sun and air,
Will rise curled green twigs, Browning, hardening,
Miniature boughs Twisting, withering,
Which if unchecked will expand again And then it is done.
To former size.

7 Memoriter

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Loyola EC - 9th ENGLISH

The River
5 - Caroline Ann Bowles

River, river, little river!

Bright you sparkle on your way;
O’er the yellow pebbles dancing,
Through the flowers and foliage glancing,
Like a child at play.
River, river! Swelling river!
On you rush through rough and smooth;
Louder, faster, brawling, leaping.
Over rocks, by rose-banks, sweeping

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Like impetuous youth.

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River, river! Brimming river!
Broad and deep, and still as time;

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Seeming still, yet still in motion,
Tending onward to the ocean,
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Just like mortal prime.
River, river! Headlong river!
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Down you dash into the sea,
Sea that line hath never sounded,
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Sea that sail hath never rounded,

Like eternity.
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The Comet
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- Norman Littleford
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Rampaging through the heavens If one should come too close to earth
Never stopping day or night, The atmosphere will shake,
A spectacle of a lifetime With shockwave reaching to the ground
A comet in full flight. Causing the land to quake.
Faster than a cheetah Scientists say the chemicals
With a tail that’s miles long, In the dust they leave behind,
Bigger than a mountain Could have started life on the earth
So powerful and strong. Which resulted in mankind.
The outer ice is melting I cannot say if this is true
Causing vapor from the force, I do not have the right,
And leaves a trail behind it But I know no better spectacle
As it travels on its course. Than a comet in full flight.

Memoriter 8

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Loyola
Unit Prose
EC - 9th ENGLISH

1
Éisah£il¡ f‰W¡bfhŸSjš
LEARNING THE GAME
- Sachin Tendulkar

- r¢á‹ bl‹Lšf®

WARM UP Maj;jg;gly;
Think of what you would like to do in future. Fill in the spaces.

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vâ®fhy¤âš Ú v‹d brŒa ÉU«ò»whŒ v‹gij¢ áªjid brŒ. bt‰¿l§fËš Ãu¥òf.

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Timeline (fhy¡nfhL) Action Plans (bra‰ â£l§fŸ)
2022 Std IX

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2023 Std X
2024 - 2026 HSC (+2 Course)
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2026 - 2035 Higher Studies
2030 onwards Professional in any field - Engineering, Medicine , Space, Education, Sports etc.
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ghl¤â‹ jÄHh¡f«
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vdJ Äf ïstaâš vdJ FoÆU¥ò¥gFâ e©g®fSl‹ (colony friends) eh‹ bl‹Å° gªJ »Ç¡bf£
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Éisahond‹. bjhiy¡fh£áÆš »Ç¡bf£ gh®¥gij eh‹ ÉU«ãnd‹. nkY« v§fŸ Éisah£LfËš vdJ
kd« ft®ªj Éisah£L åu®fshd RÅš fth°f® (Sunil Gavaskar) k‰W« nk‰»ªâa ãugykhd åu® (West
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Indian legend) É› Ç¢r®£° (Viv Richards) M»nahuJ brašKiwfis ã‹g‰w (emulate mannerisms) mo¡fo
eh‹ Ka‹WŸns‹. Mdhš k£ilahs®fis (batsman) k£Lnk eh‹ f‰W¡bfhŸsÉšiy. gªJ vÇjY« vd¡F
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ÉU¥gkhdnj. vdJ thœ¡if KGtJ«, vjh®j¤âš tiyfËnyna (nets) mâfkhf gªJ åáíŸns‹ (bowled).
m¥nghJ eh‹ K«igÆš cŸs Ãô M§»y¥ gŸËÆš (New English School) gÆ‹W bfh©oUªnj‹.
Mdhš K«igÆš cŸs k‰w gŸËfnshL x¥ãLifÆš õ®jhZu« ɤah kªâ® (Shardashram Vidhya
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Mandir) gŸËÆYŸs uhkfhª¤ m¢nuf® rh® (Ramakant Achrekar Sir) »Ç¡bf£ gƉáahsuhf (coach) »Ç¡bf£
Éisah£o‰F cÇa K¡»a¤Jt« bfhL¥gij v‹ rnfhju‹ mͤ (Ajith) m¿ªâUªjh‹. mt® nfhilfhy
Kfh«fS« el¤âdh®. xU ehŸ, mͤ, v‹id rhÇl« gƉá vL¥gj‰fhf miH¤J¢ br‹wh‹. xU nrhjid¥
(trial) gƉá¡fhf KfhĉF vtU« rhÇl« tuyh«. Mdhš ahiu V‰gJ v‹gij rh® jh‹ Koî brŒth®.
m¥nghJ eh‹ gâbdhU taJ cilatdhf ïUªnj‹. m¢nu¡f® rh®, eh‹ mtÇl« F¿¥ã£lJ (refer) nghy,
1943ïš gâbdhuh« taâš »Ç¡bf£ Éisahl¤ bjhl§»dh®. eh‹ Kjš Kiwahf mtÇl‹ br‹wnghJ ïªj
taâš jh‹ eh‹ ïUªnj‹.
➢ Who were Sachin’s favourite players?
r¢áDila ÉU¥gkhd Éisah£L åu®fŸ aht®?
➢ What was special about Shardashram Vidyamandir in Mumbai?
K«igÆš cŸs õ®jhZu« ɤahkªâ® g‰¿a áw¥ò ahJ?
K‹d® eh‹ xUnghJ« tiyfS¡FŸ k£ilahš gªij mo¤jJ ïšiy. nkY« v‹id¢ R‰¿Y« mnef
k¡fŸ ïUªjjhš v¥gonah ngu¢r¤ij (overawed) cz®ªnj‹. gªij mo¡F«go v‹id¡ nf£L¡ bfh©lnghJ
mJ vd¡F trâahfnt ïU¡fÉšiy. rh® v‹id beU§»¥ gh®¤J¡bfh©oU¡ifÆš, X® <®¥ãid (impact)
V‰gL¤j eh‹ jt¿É£nl‹. rh® mͤij¤ jÅna miH¤J KfhĉF eh‹ Äfî« ïisatdhf ïU¥gjhfî«
9 Unit 1 - Learning the Game

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Loyola EC - 9th ENGLISH

r‰W taJ _¥ã‰F ã‹ miH¤J tuyh« vd fU¤Jiu¤jh® (suggested). mͤ⋠t‰òW¤jš (insistence)
ïšiy vÅš K«ig »Ç¡bf£ t£l¤âš vdJ c£gL¤Jjš (induction) njhšÉÆš KoªâU¡F«. FoÆU¥ò¥
gFâÆš eh‹ ÉisahLtij¡ f©lâdhš, m¢nuf® rh® K‹ghf eh‹ ÉisahLtij Él e‹whfnt
ÉisahL»nw‹ vd mt‹ És¡»dh‹. mt‹ gj£lKl‹ (nervous) cŸsh‹ vd mt‹ És¡»dh‹. nkY«
vd¡F ï‹D« xU thŒ¥ò (opportunity) mË¡FkhW rhÇl« nf£L¡bfh©lh‹. vÅD«, m¥go¢ brŒifÆš
rh® m§»UªJ brštJnghš ghrh§F (pretend) brŒJ r‰W¤ bjhiyÉÈUªJ mtid¡ fhznt©L« vd
mt‹ fU¤J¤ bjÇɤjh‹. rh® x¥ò¡ bfh©lh® (agreed). cldoahf, gªij Û©L« mo¡FkhW eh‹ nf£L¡
bfhŸs¥g£nl‹. rhÇ‹ gƉá bg‰w f©fŸ v‹id¢ nrhâ¤j¿ahkny (scrutinizing) - m¥go mšy vd eh‹
Ãid¤nj‹, Äf Rygkhf ïU¥gij eh‹ cz®ªnj‹. nkY« gªij clnd e‹whf mo¡f¤ bjhl§»nd‹.
KfhÄš nr®tj‰F v‹id mDkâ¡f rh® x¥ò¡bfh©lh®. eh‹ Äf k»œ¢áailªnj‹ (delighted). nkY« mªj
xU thŒig vdJ thœ¡ifia kh‰¿¥ (transformed) ngh£lJ. v‹W eh‹ Twnt©L«.
ÎthÍ ó§fhÉš (Shivaji park) x›bthU fhiyí« khiyí« xU tF¥ò, KfhÄš ïUªjJ. fhiyÆš
7.30 k Kjš 10.30 k tiuÆš eh‹ gƉá (practice) brŒnt‹. ã‹d® ã‰gfÈš eh‹ tªJ ã‹ khiy
neu« tiu gƉá brŒnt‹. fhy m£ltiz (schedule) fodkhf (rigorous) ïUªjJ. mªj ehË‹ ïWâÆš
eh‹ nrh®ªJnghnd‹ (exhausted). gªâuhÉYŸs (Bandra) v‹ å£oš ïUªJ ÎthÍ ó§fhɉF¢ br‹wila
eh‰gJ ÃÄl§fshF«. F¿¤j neu¤â‰FŸ brštj‰fhf eh‹ mâfhiy¥ ngUªij¥ ão¡f nt©L«. v‹id

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mDâd¥ (routine) gH¡f¤â‰F c£gL¤jtj‰fhf Kjš áy âd§fS¡F mͤ v‹ndhL tªjh‹. ngUªJ
gaz¤â‹ nghJ, k£il å¢á‹ áw¥ò m«r§fis¥ (nuances) g‰¿ v‹ndhL ngRth‹. ïªj ciuahlšfis

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v¥bghGJ« mâfkhf eh‹ mDgɤnj‹ (enjoyed). c©ikÆny mͤ vd¡fˤj k£il å¢ir¥ g‰¿a
áªjidfŸ (thoughts) ml§»a xU F¿¥ãid v‹ (»Ç¡bf£) thœ¡if KGtJ« eh‹ it¤J¡ bfh©lJ xU

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fhÇakhF«. mJ xU Äf¤ jÅ¥g£l gƉáaË¡F« ifnalhfnt (personal coaching manual) ga‹g£lJ.
➢ What was the opportunity that transformed the life of Sachin?
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r¢áÅ‹ thœ¡ifia kh‰¿a thŒ¥ò vJ?
➢ What sort of conversations did Ajit and Sachin have while travelling?
gaz¤â‹ nghJ mͤ k‰W« r¢á‹ v¤jifa ciuahlšfis¡ bfh©oUªjd®?
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xU FHªijahf ïU¡ifÆš, v‹Ål« xU br£ »Ç¡bf£ MilfŸ k£Lnk ïUªjd. nkY« fhiy
Éisah£L KoªJ tªj clnd mitfis¤ Jit¥gJ (wash) vdJ âdrÇ ntiyahf ïUªjJ. vdJ kâa
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czit c©lnghJ, MilfŸ NÇa bt¥g¤âš cy®ªJÉL« (dry). nkY« eh‹ kWgoí« mitfis ã‰gfÈš
mªJ bfhŸnt‹. ïªj KiwahdJ khiyÆY« bjhl®ªjgoahš mnj cilfis kWehŸ fhiyÆš
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ga‹gL¤â¡ bfhŸs¡TL«. vdJ iffis¤ jÉu k‰wt‰¿š ïªj Kiw e‹F brayh‰¿aJ. KfhÄ‹ fhy
ïilbtË KGtâY«Tl igfŸ (pockets) cyu nghâa neu« ïšyhkš ïUªjâdhš eh‹ <ukhd igfSlnd
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Éisahond‹. nfhil KfhÄ‹ ïilÆš, rh® vdJ k£il å¢áš ÓÇa M®t« (active interest) vL¤J¡bfhŸs¤
bjhl§»dh®. ïU khj§fË‹ ïWâÆš, eh‹ M©L KGtJ« gƉá brŒjhš, xU ešy »Ç¡bf£ åuuhf
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Mf¡Toa âw‹ (potential) vd¡F ïUªjJ vd mͤâl« bjÇɤjh®. v¥goahÆD«, vdJ gŸË¡Tl« gªâuh
Ãô M§»y¥gŸË - »Ç¡bf£ trâfis¡ (facilities) bfh©oU¡fÉšiy. nkY« »Ç¡bf£il eh‹ Ôtukhf¤
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(seriously) bjhlu (pursue) ÉU«ãdhš vd¡F¥ gŸËfis kh‰Wtâš rh® M®tkhf ïUªjh®.
➢ What routine did Sachin follow in washing his clothes?
jdJ cilfis¢ ryit brŒtâš r¢á‹ vªj¤ âdrÇ xG§if ã‹g‰¿dh‹?
➢ What did Achrekar inform Ajit?
m¢nuf® mͤâl« bjÇɤjJ v‹d?
xU khiy¥ bghGJ, rh® vdJ jªijia miH¤J mtuJ fU¤ij K‹it¤jh® (forward his suggestion).
mͤ vdJ jªijíl‹ mªneu¤âš mªj miwÆš ïUªjh‹. nkY« »Ç¡bf£ vdJ K‹DÇik¡fÇajhf
(priority) ïU¡fnt©LbkÅš ïJ mtáabk‹gij mt®fŸ ïUtU« V‰W¡bfh©lh®fŸ. vdJ jªij
v‹id¡ ÑnH mku¢ brŒJ, gŸËfis kh‰Wtâš mtU¡F v›Éj kW¥òfS« (objections) ïšiy, »Ç¡bf£
ÉisahLtJ g‰¿ c©ikÆnyna eh‹ ÔÉukhf ïUªjhš k£Lnk eh‹ m›thW brŒa nt©L« vd
És¡»dh®. eh‹ mtÇl« cWâ (assured) brŒJ ïUªnj‹. vdnt m¢nuf® rh® »Ç¡bf£ gƉáahsuhf
ïUªj õ®jhZu« ɤahkªâ® eh‹ bršynt©L« v‹gJ V‰W¡bfhŸs¥g£lJ. vdJ mid¤J¡ TLjyhd
âw‹fS« (excess energy) »Ç¡bf£oDŸns âU¥ãÉl¥g£oUªjd (channelled). mJ xU tifahd ghJfh¥ò
mil¥ghdhf (safety valve) brayh‰¿aJ. Koîfis¥ g‰¿ ftiy¥glhkš vdJ Äf¢áwªj Ka‰áiana
(best effort) bfhL¡fnt©Lbkd v‹Ål« v‹ jªij ÉU«òtjhf v¥bghGJ« TWth®.

Unit 1 - Learning the Game 10

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Loyola EC - 9th ENGLISH

➢ What was the suggestion given by Achrekar to Sachin’s father?

m¢nuf® r¢áÅ‹ jªijÆl« tH§»a gǪJiu ahJ?
➢ What acted as a safety valve?
ghJfh¥ò mil¥ghdhf vJ brašg£lJ?
õ®jhZu¤âš v‹Dila Kjyh« M©oš, nfhilfhy ïilntisahd mWgJ eh£fËš eh‹
I«g¤ijªJ gƉá Éisah£Lfis Mond‹. vdJ nfhilfhy (Éisah£L¥ gƉá) tF¥òfŸ tH¡fkhf
fhiy 7.30 k¡F¤ bjhl§F« k‰W« khiy 4.30 k¡F Ãiwtilí«. vdJ khiyneu tF¥ò xU K¥gJ
ÃÄlnk k£Lkhd ïilntis¡F¥ã‹ (break) 5 k¡F¤ bjhl§F«. ïilntisÆ‹nghJ, rh® mo¡fo
bfhŠr« gz«bfhL¤J¥ nghŒ xU ``tlgh›'' (Vadapav) th§»¢ rh¥ãl¢ brhšYth® (`tlgh›' v‹gJ K«igÆš
xU ãugykhd JÇj czî (fast food) MF«).
khiy 5 k Kjš 7 k¡F ïilÆš IªJ TLjš tiy¥ gƉá tF¥òfis¥ (session) bg‰¿U¥ng‹.
filá 15 ÃÄl§fËš rh® X® xU %ghŒ ehza¤ij ``°l«¥'' (stump) ÛJ it¥gh®. eh‹ btËnaWtij
jÉ®¤J (avoid) Ëwhš mªj xU %ghŒ vdjh»ÉL«. ïªj¥gFâÆš mWgJ Kjš vGgJ iga‹fŸ fs¤âš
ËW gªJ å¢áš ïU¡F«nghJ x›bthU gªJ å¢rhsU« vd¡F¥ gªij åRth®fŸ. mªj mG¤jkhd
(intense) gâidªJ ÃÄl§fËš x›bthU gªâidí« eh‹ jiutÊna mo¤J ÃiyÉf nt©L« v‹gnj
mj‹ bghUshF«. xU %ghŒ ehza¤ij¥ bg‰W bt‰¿ miltJ (immense) vd¡F msÉyh¤ âU¥âia

n
(satisfaction) mˤjJ. k‰W« rßu¤âš bgyd‰W¥nghF« nghJ« Tl v›thW ftd« brY¤JtJ v‹gij

l.i
vd¡F¤ f‰ã¤jJ. ïit všyht‰¿‰F« filáÆš, vdJ ifíiwfisí« (gloves), fhš g£ilfisí« (pads)
mªjthW ÎthÍ ó§fhit ïU KG R‰WfŸ (circuit) XotUkhW rh® v‹Ål« TWth®. mJ jh‹ vdJ

da
gƉáÆ‹ ïW⥠gFâahF«. nkY« ïit všyht‰¿‹ KoÉš eh‹ KGikahf nrh®tilªJ ÉLnt‹. ïJ
vdJ nfhil ÉLKiw eh£fŸ KGtâY« eh‹ âU«g¤ âU«g brŒí« X® mDâd ntiy MF«. ïJ vdJ
rßu k‰W« kd M‰wiy cUth¡f cjÉaJ (physical and mental stamina).
ka
➢ What did Sachin do during the thirty minute break?
K¥gJ ÃÄl ïilntisÆš r¢á‹ v‹d brŒjh®?
vi
➢ What is the intense ‘fifteen minutes’ mentioned?
``fLikahd gâidªJ ÃÄl§fŸ'' vd¡ F¿¥ãl¥g£LŸsJ ahJ?
al

m›t¥nghJ (occasionally), vdJ jªij v‹id å£o‰F miH¤J¢ bršy tUth® nkY« eh‹ mo¡fo
v‹id X® cztf« mU»š cŸs gH¢rhW ika¤â‰F miH¤J¢ br‹W xU áwªj gH¥ghd« (cocktail)
.k

th§»¡ bfhL¡FkhW mtÇl« eh‹ nf£L¡bfhŸnt‹. ï›thW tH¡fkhf¡ nf£gJ bfhŠr« Ãahak‰wjhf
(unreasonable) ïUªjJ, VbdÅš vdJ bg‰nwh®fŸ vdJ rnfhju®fŸ k‰W« rnfhjÇÆ‹ njitfisí«
w

ftÅ¡f nt©L«. v‹ jªij v‹id k»œ¢áíl‹ gh®¥gj‰fhfnt eh‹ ÉU«òtij v›Éj ntWghLfSÄ‹¿
(invariably) vd¡F¡ bfhL¤J Ko¤âLth®. ãw eh£fËš ÎthÍ ó§fhÉš ïUªJ ehdhf åL âU«òifÆš,
w

c£fhu ïl«ão¤JÉLnt‹ vÅš mo¡fo ngUªâš cw§» ÉLnt‹.K«ig ngUªâš gaz« brŒgt®fŸ c¢r
neu§fËš (peak hours) c£fhu X® ïl« »il¥gJ v›tsî fodkhdJ (difficult) v‹gij m¿th®fŸ. vd¡F
w

mâ®Zl« ïšyhj eh£fËš cgfuz¥igíl‹ (kit bag) ËW gaz« brŒtJ xU rthyhfnt (challenge)
ïU¡F«. VbdÅš ï‹bdhU gaÂÆ‹ ïl¤ijí« eh‹ vL¤J¡ bfh©ljhf el¤Jd®fŸ jÉ®¡fKoahkš
(inevitably) v‹id¥ g‰¿¡ F‰w« (complain) brhšth®fŸ. ïJ mtkhd¥gL¤JtJ (embarrassing) nghÈU¡F«.
VbdÅš el¤Jd®fŸ bgU«ghY« Ku£L (rude) Rght« cŸst®fshŒ ïU¥gh®fŸ. nkY« áy ntisfËš
ïu©L gaz¢Ó£LfŸ th§F«go v‹Ål« TWth®fŸ. X® ïu©lhtJ gaz¢Ó£o‰F v‹Ål« gz« ïU¡fhJ.
nkY« mt®fsJ Ék®rd§fis (remarks) vL¤J¡bfh©L eh‹ el¡fnt©L« (strides). mR¤jkhd cilfns
mo¡fo r§fl¤ij mšyJ kd cis¢riy V‰gL¤âaJ. mªj neu«, cgfuz¥igia v‹id¢ R‰¿ it¡F«
xU tÊia cUth¡»nd‹. gªij mo¡F«nghJ jiy¡ftr« k‰W« fhšg£ilfis vdJ xU gFâah¡»¡
bfh©ljhš, cgfuz¥ ig ngUªâš vdJ xU ÉÇth¡fkhf (extension) kh¿aJ. gªjuhÉÈUªJ r®¢ nf£
(church gate) tiu¡F« eh‹ bgU«ghY« ngUªJ mšyJ bjhl®t©oiana vL¤J¡bfhŸnt‹. nkY« mit
všyh« xU khbgU« f‰w¿í« mDgtkhf (great learning experience) ïUªjJ.
➢ What did Sachin’s father do just to make Sachin happy?
r¢áid k»œÉ¡f r¢áÅ‹ jªij v‹d brŒjh®?
➢ What did embarrass Sachin in the bus?
ngUªâš r¢áid r§fl¥gL¤âaJ vJ?
11 Unit 1 - Learning the Game

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eh‹ »Ç¡bf£il neá¤j nghâY«, vdJ e©g®fSl‹ m›t¥nghJ cŸs eh£fËš å£oš ÉisahL«nghJ,
eh‹ tiy¥gƉá¡F nghf nt©oaij trâahf (conveniently) kwªJÉL«. m¥go¥g£l xU nfË¡ifahf
(fun) mJ ïUªjJ. eh‹ tuÉšiy vÅš, m¢nuf® rh® mtuJ °T£lÇš V¿ v‹id¤ njo tªJ ÉLth®.
rh® mªj¡ FH¥gkhd (melee) T£l¤âš v‹id¡ f©Lão¤J Vw¤jhH ïG¤J¢ (virtually drag) br‹WÉLth®.
eh‹ áy rh¡F¥ngh¡Ffis¡ (excuses) bfh©L bršnt‹. Mdhš mt® vijí« vL¤J¡bfhŸs kh£lh®.
mt® v‹id kh‰¿¡ bfhŸs¢ brŒJ âirâU¥ã ÎthÍ ó§fhɉF bfh©L bršth®. bršY«nghJ mt®
v‹Ål« TWth® ``ïªj¥ gr§fSl‹ nr®ªJ má§fkhd Éisah£Lfis (insane games) Éisaho c‹
neu¤ij åzo¡fhnj. tiyfËny »Ç¡bf£ cd¡fhf¡ fh¤âU¡»wJ. fodkhf¥ gƉá brŒJ v‹d kªâu«
(magic) btË¥gL»wJ (transpire) v‹gh®''.
➢ What made Sachin forget, to go to the nets?
tiyfS¡F¢ bršy r¢áid kw¡f¢ brŒjJ vJ?
➢ What did Achrekar advise Sachin?
m¢nuf® r¢áD¡F¡ T¿a Mnyhrid v‹d?
Óuhd bjhÊš neh¡F Ãiyia (proper career orientation) eh« bfh©oU¡f nt©L«. Ú mDgÉ¡f
ÉU«ò« x‹iw¤ nj®ªbjL¡f cdJ MSik (personality) mšyJ Fzey‹ xU K¡»a¥ g§F t»¡»wJ. Ú
c©ikÆnyna ÉU«ò»w vijahtJ brŒjhš Ú bt‰¿ailthŒ'' (successful)

n
mªj ntisÆš, eh‹ ïG¤jo¡f¥gLtij btW¤nj‹. Mdhš eh‹ âU«ã¥ gh®¡ifÆš vdJ

l.i
brašfis¥ g‰¿a br«k¿ah£L¤jd¤ij (sheepish) eh‹ cz®ªnj‹. eh‹ m¢nuf® rhUila
bjhiyneh¡»idna (farsightedness) ghuh£l Ko»wJ.

da
rh® xU rka« xU K¡»akhd ghl« f‰ã¡F«nghJ v‹id¡ Tl j©o¤jh® (punished). xU Kiw rh®
m§nf ïU¥gh® vd vâ®gh®¡fkš gŸËfS¡»ilnaahd »Ç¡bf£ ngh£oia¡ fh©gj‰fhf âdrÇ khiy¥
gƉá¡F eh‹ nghfÉšiy (bunked). mt® nfhgkilªjh®. nkY« eh‹ tªJ k‰wt®fŸ ÉisahLtij¥
ka
gh®¡f¡TlhJ vd mt® T¿dh®. eh‹ fodkhf¥ gƉá (practice hard) brŒjhš, xU ehŸ cyfsÉš k¡fŸ
tªJ eh‹ ÉisahLtij¥ gh®¥gh®fŸ v‹wh®. rh® ïšyhkš ïUªâUªjhš eh‹ ï¥go¥g£l »Ç¡bf£
åudhf kh¿ÆU¡f kh£nl‹ (turned out). mt® xU f£L¥ghlhd xG¡fÓy® (strict disciplinarian) Mth®. nkY«
vi
mtuhyhd x›bth‹iwí« mt® vd¡F¢ brŒjh®. eh‹ mtU¡F¡ fl‹g£oU¡»nw‹ (owe).
al

About the Author MáÇa® F¿¥ò

.k

r¢á‹ uhnkZ bl‹LšfŸ (Sachin Ramesh Tendulkar) 1973M« M©L V¥uš 24M« ehËš
kAhuh°ouhÉš (Maharastra) cŸs K«igÆš ãwªjh®. mt® v¡fhy¤âY« cŸs khbgU« »Ç¡bf£ åu®fËš
w

xUtuhf bgÇJ« kâ¡f¥gL« xU K‹dhŸ ïªâa¡ »Ç¡bf£ åuU« m¤jiytUkhth®. ïs« taânyna
Éa¤jF âwikíl‹ (prodigious talent) »Ç¡bf£ Éisah£oš mt® xU jh¡f¤ij V‰gL¤âdh®. ï›îyf¥
w

òfœ »Ç¡bf£ åu® mtuJ gÂÆš mnef rhjidfis¥ gil¤JŸsh®. nkY« mt® fhyh fhykhf khbgU«
k£il mo¥gt®fËš xUtuhf fUj¥gL»wh®. ït® cyf msÉš üW rj§fis mo¤j xnu xU åuU«, cyf
w

xUehŸ ngh£oÆš ïu£il rjK« mo¤j Kjš åuU« Mth®. nkY« mt® cyf¡ »Ç¡bf£ Éisah£oš 30,000
X£l§fS¡F nkyhf Ãiwî brŒj xnu Éisah£L åu® Mth®. mt® bkh¤j¤âš 664 g‹dh£L »Ç¡bf£
ngh£ofŸ (international cricket matches) Éisaho 34,347 X£l§fis vL¤jh®. 2012ïš khÃy§fsitÆš
ÃaÄ¡f¥g£lh®. et«g® 16, 2013ïš mt® »Ç¡bf£oÈUªJ XŒî bg‰wh®. 'Éisah£il¡ f‰W¡ bfhŸSjš'
(learning the game) mtuJ Ra rÇijahd ``vdJ tÊÆš mij ÉisahLjš'' v‹w üÈ‹ xU rhuh«r« MF«.

ÉUJfŸ tUl«
m®#&dh ÉUJ (Arjuna Award) 1994
uhé› fhªâ nfš u¤dh ÉUJ (Rajiv Gandhi Khel Ratna Award) 1997
g¤k$ (ÉUJ) (Padma Shri) 1999
g¤k Éóõ© (ÉUJ) (Padma Vibhushan) 2008
ghuj u¤dh (ÉUJ) (Bharat Ratna) 2013
gƉáahs® m¢nuf® #dtÇ 2, 2019 m‹W j‹ 87tJ taâš mtuJ ÎthÍ ó§fh ïšy¤âš fhykhdh®.
f©Ù® bgh§f r¢á‹ bl‹Lšf® ïWâ C®ty¤âš ïUªjh®. nkY« mtuJ gƉáahsÇ‹ ój cliy ïLfhL
tiu (cremation ground) RkªJ br‹W jdJ ïWâ kÇahijia¢ brY¤âdh®.
Unit 1 - Learning the Game 12

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SYNONYMS (ne®kiw¢ brh‰fŸ)

Word Synonym Meaning in Tamil
kitbag a long cylindrical canvas bag Ú©l cUis tot Ú£L¥ig
emulated* match or surpass by imitation ngh£oÆL
overawed* frightened / inhibited gaKW¤Jjš
induction* Inclusion c£gLjš
rigorous* QY - 19 terrible / extremely thorough & careful fodkhd
nuance* different appearance eaE£g nt‰Wik
pursue follow / chase bjhl® / ã‹g‰W
stamina energy âw‹
objection protest v⮥ò
stride (v)* a step / stage in progress towards an aim F¿¡nfhis neh¡» K‹ndWjš
embarrassment* QY - 19 humiliation/shame mtkhd«
melee* crowd k¡fŸ T£l«
transpire* HY - 19 appear / emerge njh‹Wjš

n
far sightedness* wisdom Phd«

l.i
bunked* stayed away bršyhkš ïU¤jš
ease comfort trâ - brsfÇa«

da
evolved developed/progress c©lh¡Fjš
excess surplus cgÇ / TLjš
survive* withstand/endure jh¡F¥ão¤jš
ka
immense huge/great Äf¥bgÇa
often frequently mo¡fo
vi
mannerisms* characteristics g©òfŸ
favourite preferred ÉU«ò«
al

actually really c©ikahfnt

virtually nearly »£l¤j£l
.k

impact effect jh¡f« - ghâ¥ò

failure default / defeat njhšÉ
w

insistence* determination cWâ

brayh‰Wjš
w

performing* executing
opportunity chance thŒ¥ò
w

pretend act eo¤jš / ghrh§F brŒjš

delighted* happy k»œ¢áahf
transformed changed kh¿aJ
practice exercise gƉá brŒ
accompanied* followed bjhl®jš / cl‹ bršYjš
manual guide / handbook ifnaL
clothes garments cilfŸ / MilfŸ
potential ability âw‹
facilities* comforts trâfŸ
priority preference K‹DÇik
cocktail a mixed drink a fruit juice fy¥ò ghd«
inevitable* unavoidable jÉ®¡fKoahj
embarrassing* humiliating / a feeling of shame mtkhd¥gL¤Jjš
rude impolite Ku£L¤jdkhf

13 Unit 1 - Learning the Game

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remarks comments Ék®rd§fŸ

extension stretching Ú£á
conveniently* suitably trâahf / bghU¤jkhf
supposed expected v⮥òila
drag pull ïG
head off distract âirâU¥ã / ftd¤ij kh‰¿
insane* foolish K£lhŸjdkhd
anticipating* expecting vâ®gh®¥òl‹
turned out became MFjš
orientation placement be¿gL¤Jjš
strict stern f£L¥ghlhd
assured* confirmed cWâ¥gL¤Jjš
break interval ïilntis
intense* severe ÔÉukhd / fLikahd
results effects ÉisîfŸ

n
satisfaction contentment âU¥â

l.i
concentrate attract / focus ftd« brY¤J / <®¤âL
drained* exhausted btWikah¡Fjš

da
completely totally K‰¿Y«
exhausted tired nrh®tiljš
build up develop / improve ts®¤jš / nk«gL¤jš
ka
avoid prevent jÉ®¤jš
special extraordinary áw¥ghd
vi
demand claim / requisition njit / nt©Ljš
unreasonable* silly / foolish K£lhŸjdkhd
al

invariably* always / regularly v¥nghJ« / tH¡fkhf

lucky fortunate mâ®ZlKila / nahfKŸs
.k

challenge obstacle ïilôW

w

ANTONYMS (vâ®kiw¢ brh‰fŸ)

Word Antonyms Meaning in Tamil
w

involve exclude cŸsl¡»a × jÉ®¤j

often HY - 19 seldom/rarely mo¡fo × mó®tkhf
w

winning losing bt‰¿ × njhšÉ

special ordinary áw¥ghd × rhjhuzkhd
overawed reassured gaKW¤jš × C¡fkˤš
comfortable uncomfortable trâahf × trâÆ‹¿
physically mentally clš rh®ªj × kd« rh®ªj
induction expulsion nr®¤jš × btËna‰Wjš
failure success njhšÉ × bt‰¿
agree denied/reject x¤J¡bfhŸSjš × kW¤jš
ease discomfort brsfÇa« × mbrsfÇa«
delighted displeased k»œ¢áahf × tU¤j¤Jl‹
transformed preserved kh¿aJ × ghJfh¤jJ
interest boredom M®t« × M®tÄ‹ik
seriously casually ÔÉukhf × rhjhuzkhf
objection agreement v⮥ò × V‰ò
worrying comforting ftiy¥gLjš × MWjyiljš
excess dearth / shortage cgÇ × g‰wh¡Fiw
assured uncertain cWâgL¤j¥g£l × cWâa‰w

Unit 1 - Learning the Game 14

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exhausted fresh / vigorous nrh®thf × c‰rhfkhf

concentrate confuse xUÃiy¥gL¤J × FH¥gkhf
stamina weakness/endurance gy« × gyåd«
satisfaction dissatisfaction âU¥â × mâU¥â
demand supply njit × tH§fŸ
unreasonable moderate / rational _l¤jdkhd × Ãahakhd / m¿î¥ó®tkhd
invariably rarely tH¡fkhf × mó®tkhf
difficult easy fodkhd × vËjhd
lucky unlucky / unfortunate mâ®Zlkhd × Juâ®Zlkhd
inevitably avoidably jÉ®¡f Koahj × jÉ®¡f¡Toa
embarrassing comforting mtkâ¤jš × MWjyˤjš
rude polite fLikahf × bk‹ikahf
conveniently inconveniently trâahf × trâa‰w
occasional often, frequent v¥bghGjhtJ × mo¡fo
insane wise/sensible K£lhŸjdkhd × PhdKŸs
important unimportant K¡»akhd × K¡»ak‰w
successful QY - 19 unsuccessful bt‰¿íŸs × njhšÉí‰w
admire despise ngh‰W × ö‰W

n
l.i
TEXTUAL INNER QUESTIONS & ANSWERS
1. Who were Sachin's favourite players? HY - 22 May - 22  (T.B. P. No.: 1)

da
Sunil Gavaskar and Viv Richards were Sachin's favourite players.
2. What was special about Shardashram Vidyamandir in Mumbai? (T.B. P. No.: 1)
ka
The school had the facilities of intense cricket coaching. Ramakant Achrekar Sir was the famous cricket
coach in Shardashram Vidhyamandir in Mumbai.
vi
3. What was the opportunity that transformed the life of Sachin? (T.B. P. No.: 2)
Sir agreed to let Sachin join the summer camp run by Ramakant Achrekar. This was the opportunity that
al

transformed his life.

.k

4. What sort of conversations did Ajit and Sachin have while travelling? (T.B. P. No.: 2)
The conversations were about the nuances of batting while travelling.
w

5. What routine did Sachin follow in washing his cloths? (T.B. P. No.: 2)
w

Sachin had only one set of cricket clothes. He washed them as soon as he returned from the morning
session. He would wear them for evening session. He followed this routine.
w

6. What did Achrekar inform Ajit? (T.B. P. No.: 2)

Sachin had the potential to be a good cricketer, if he practised all year round.
7. What was the suggestion given by Achrekar to Sachin's father? (T.B. P. No.: 2)
Sir suggested to admit Sachin in Shardashram Vidhyamandir School, Where all cricket facilities were available.
8. What acted as a safety valve? (T.B. P. No.: 2)
Cricket acted as a safety valve.
9. What did Sachin do during the thirty minute break? (T.B. P. No.: 3)
He would go and have a vadapav with the money his coach gave, during the thirty minute break.
10. What is the intense 'fifteen minutes' mentioned? (T.B. P. No.: 3)
The intense fifteen minutes is the last fifteen minutes of Sachin's training. It would drain out all his energy.
11. What did Sachin's father do just to make Sachin happy? (T.B. P. No.: 4)
Sachin's father bought a special fruit cocktail for Sachin to make him happy.

15 Unit 1 - Learning the Game

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12. What did embarrass Sachin in the bus? (T.B. P. No.: 4)
The conductors' constant complaints and Sachin's dirty clothes borught him embarrassment.
13. What made Sachin forget, to go to the nets? (T.B. P. No.: 4)
The fun of playing with friends at home made Sachin forget, to go to the nets.
14. What did Achrekar advise Sachin? QY - 19  (T.B. P. No.: 4)
Achrekar advised Sachin not to waste his time playing silly games with his friends.

TEXTUAL QUESTIONS AND ANSWERS

A. Answer the following questions in one or two sentences: (T.B. P. No.: 5)
1. What was coach Achrekar's first impression on Sachin? QY - 22
Achrekar's first impression on Sachin was that he felt he was too young to make the camp.
2. Why did Sachin feel that the schedule of the camp was 'rigorous'? April - 23
The camp has a session every morning and late evening. After practice Sachin would be tired by the end
of the day. So Sachin felt the camp was rigorous.
3. What did serve as a very personal coaching manual to Sachin?

n
Sachin's brother Ajit gave him a note containing some thoughts about batting. This served as a very
personal coaching manual.

l.i
4. Why was Sachin asked to change the school?
Sachin's present school had no cricket facilities. He wanted to pursue cricket seriously. So he was asked

da
to change school.
5. What was the condition laid down by Sachin's father for changing the school?
ka
Sachin's father said that he could change schools if Sachin was really serious about playing cricket.
6. How did the act with the one rupee coin help Sachin become a good cricketer? HY - 19 QY - 19
The coin would belong to Sachin if he managed to hit every ball thrown towards him. The goal of winning
vi
the coin helped Sachin to become a good cricketer.
al

7. What did help Sachin to build his physical and mental stamina?
Sachin repeated the practice right through his summer holidays. The routine helped him build up physical
.k

and mental stamina.

8. Which incident triggered the coach to be angry on Sachin?
w

Once, Sachin bunked his daily evening practice to watch an inter-school cricket match not anticipating that
Sir would be there. So the coach was angry.
w

9. Why do you think Achrekar punished Sachin? QY - 22

I think Achrekar punished Sachin because he was not aware of his potential. He wanted him to be a
w

sincere and the best player.

10. 'I owe myself to him' - What does Sachin mean by this?
Achrekar Sir made Sachin a great cricketer. He is grateful to him and his training. So Sachin said
'I owe myself to him'.
B. Answer the following in a paragraph of 120 - 150 words. (T.B. P. No.: 6)
1. 'Achrekar was a sincere coach' - Substantiate. HY - 22, May - 22
Lesson : Learning the Game
Author : Sachin Tendulkar
Theme : Prudent of a coach
Achrekar was a sincere cricket coach at Shardashram in Mumbai. He ran summer camps. He selected
the players after watching them closely. He agreed to let Sachin join his summer camp. He identified
the potential of Sachin. He gave rigorous practice in the morning and evening. Sachin impressed Sir by
his batting. Sir recommended the changing of school. Sachin moved to Shardashram which had all the
facilities. Achrekar was kind, caring and a very strict coach too. He never accepted the excuses. He also

Unit 1 - Learning the Game 16

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punished Sachin on one occassion. He was angry with Sachin when he bunked his evening practice. He
advised him not to play insane games with other boys. He was a strict disciplinarian. Sir made Sachin a
great cricketer.
2. Narrate in your own words the hardships underwent by Sachin to become a great cricketer.
HY - 22, QY - 19
Lesson : Learning the Game
Author : Sachin Tendulkar
Theme : There is no substitute for hard work
Sachin was born in Mumbai. He was interested in cricket from childhood. His brother introduced
Sachin to a coach at the age of 11. Cricket coach Achrekar trained Sachin. He got selected to the summer
camp. The sessions were held everymorning and evening. Sachin practised hard at the nets. Sachin had
only one set of clothes. He had to wash his clothes after each session. The break was insufficient for the
clothes to dry out properly. He had rigorous practice for several hours. He was tired by the end of the day.
Sir placed a one rupee coin on the top of the stumps. If Sachin managed to get out the coin that could be
his. Atlast Sachin collected the coin. Sir made Sachin a great cricketer. Sachin owed himself to Achrekar.
3. Quote the sentences which you find most inspiring from 'Learning the Game'.
How do they inspire you? Explain.

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Lesson : Learning the Game

l.i
Author : Sachin Tendulkar
Theme : Prudent of a coach

da
'Practise hard and see what magic can transpire'
'Choose something you enjoy and really want to do and you will be successful'.
These are the most inspiring sentences I find in this lesson 'Learning the Game'.
ka
The cricket coach Achrekar sir advises Sachin Tendulkar through these sentences. He was a coach
in Shardashram Vidhyamandir School. He ran a camp too. Sachin joined the camp at the mercy of the
vi
coach. He impressed the coach. He underwent a rigorous training in the camp. He loved playing cricket.
He travelled from Bandra to Church gate either by bus or train. He bore all the difficulties carrying his
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kitbag daily. He was often embarrassed by the conductors in the buses. His coach did not allow him to play
with his friends. He was strict and would spot him in the crowd and drag him out. He would come up with
.k

excuses but Sir would have none of it. Though he hated being dragged off he looked back and admired
Achrekar's wisdom. Sachin chose cricket, practised very hard and became a prominent cricketer following
the advice of his disciplinarian coach. He openly said that he owed himself to Achrekar Sir.
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''Self-belief and hard work will always earn success''

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COMMON PARAGRAPH
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PARAGRAPH FOR TOPPERS:

Synopsis:
➢ Introduction
➢ The master coach - Achrekar
➢ Schedule at the camp
➢ A one rupee coin
➢ Father's support
➢ Conclusion
Introduction:
"Learning the Game" is an extract from Sachin's autobiography. Cricket has become the sporting mindful
of youth. Sachin is a cricketing icon. He has reached the crest of achievements in international cricket. In this
lesson he shares the initial years in learning game.

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The master coach - Achrekar:

Achrekar was a sincere cricket coach. He was in Shardashram, Mumbai. He ran summer camps for
students. Sachin's brother took Sachin to Achrekar. Sir agreed to let Sachin join his summer camp. Sachin failed
to make an impact. Soon sir understood his talent and admitted him. He identified the potential. Sir placed
a one rupee coin on the stump. Sachin could take it if he managed to avoid getting out. Sir was angry when
Sachin bunked his daily practice. Sir made Sachin a great cricketer.
Schedule at the camp:
The camp had two sessions of practice at Shivaji park. Sachin practised hard at the nets. He would be
very tired. Sachin had only one set of clothes. He had to wash his clothes after each session. The break was
insufficient for the clothes to dry out properly. Sachin worked hard through out the day.
A one rupee coin:
At the end of the training. Sir would place a one rupee coin on the stumps. Every bowler in the camp
would be asked to bowl with Sachin. If Sachin managed to get not out, the coin could be his. Atlast, Sachin
collected the coin.
Father's support:
Sachin's father supported him whole hearted. When Sir suggested Sachin's change of school, Sachin's

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father agreed. His father would come to the camp to take Sachin home. He bought him a special fruit cocktail.

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Conclusion:
Achrekar was a strict disciplinarian. He made Sachin great cricketer. Sachin owed himself to Achrekar.

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PARAGRAPH FOR AVERAGE STUDENTS:
Sachin was born in Mumbai. He was interested in cricket from childhood. His brother introduced Sachin to
ka
a coach at the age of 11. Coach Sir Achrekar trained Sachin. Achrekar was a sincere cricket coach. He was in
Shardashram in Mumbai. He ran summer camps for students. He identified Sachin's potential. The camp had
sessions every morning and evening. Sachin practice hard at the nets. Sachin had only one set of clothes. He
vi
had to wash the clothes after every session. Sachin worked hard throughout the day. At the end of the training,
Sir would place a one rupee coin on the stumps. If Sachin managed to getout the coin, it could be his. At last
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Sachin collected the coin. Sir, gave more practice to Sachin. It would drain out all his energy. He made Sachin
a great cricketer. He made several records. Sachin owed himself to Achrekar.
.k

PARAGRAPH FOR LATE BLOOMERS:

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➢ Sachin was born in Mumbai.

➢ He was interested in cricket from childhood.
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➢ His brother Ajith introduced Sachin to Achrekar a coach at the age of 11.
➢ Achrekar, identified the potential of Sachin.
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➢ He advised Sachin's father to join him in Shardhashram school, for it had all the cricket facilities.
➢ Sachin changed his school for practising cricket.
➢ Sir advised Sachin to practice hard.
➢ Sachin worked hard with dedication.
➢ Sir made Sachin a great cricketer.
➢ He made several records
➢ Sachin owed himself to Sir

VOCABULARY (mUŠbrh‰fŸ) P. No. 6

C.  Match the words in column A with their synonyms in column B.
A B Answers
1. ease a. endure c effortless
2. evolve b. surplus e progress

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3. excess c. effortless b surplus

4. survive d. great a endure
5. immense e. progress d great

D.  Match the words in column A with their antonyms in column B.

A B Answers
1. concentrate a. incomplete b distract
2. inevitable b. distract e preventable
3. occasional c. wise d continual
4. complete d. continual a incomplete
5. insane QY - 19 e. preventable c wise

SECRETS OF GOAL SETTING P. No. 6

1. Write clear and measurable goals.

n
bjËthd msÉl¤j¡f F¿¡nfhŸfis vGJ.
2. Create a specific action plan for each goal.

l.i
Follow up Ambition
x›bthU F¿¡nfhË‹ xU F¿¥ã£l braš ã‹g‰Wjš ïy£áa«
â£l¤ij cUth¡Ff.

da
3. Read your goals daily and visualize yourself
accomplishing them. Measure Work
msÉL- ntiy
ka
cdJ F¿¡nfhŸfis¤ âdK« thá nkY« jš SET GOALS
mitfis Ãiwnt‰Wtâš c‹idna F¿¡nfhŸfis îzÆ
fh£á¥gL¤J.
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4. Reflect on your progress to see if you are on
target. Make
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a plan Schedule
cdJ ïy¡»š ïU¡»whah vd¡ fhz cdJ xU â£l¤ij Action
cUth¡Fjš braš fhy m£ltiz
K‹nd‰w¤â‹ ÛJ ãuâgÈ¡f¢ brŒ.
.k

5. Revise your action plans if needed.

Realistic Success
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njitahdhš cdJ braš â£l§fis âU¤â

mik. ajh®¤j« bt‰¿
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6. Celebrate your accomplishments !

cdJ bt‰¿fis / rhjidfis¡ bfh©lhL.
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HOMONYMS (gšbghUŸ x‰iw¢ brh‰fŸ) P. No. 7

➢ Homonyms are words with similar sound and spelling, but with a different meaning.
➢ 
xnu brhš xnu xÈiaí«, vG¤J¡fisí« bfh©oU¡F« Mdhš bghUËš khWgL«. ï¢brhš gšbghUŸ
x‰iw¢ brhšyhF«.
E. Use the words given below in your own sentences so as to get different meanings. one is done for you.
Cricket is a popular sport. Noun
cricket
A cricket is active at night. Noun
The bank is closed today. Noun
bank
There are trees on the river bank. Noun
I will buy a new pen. Aux. Verb
will
I don’t want to go against your will. Noun

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Dogs bark Verb

bark
The bark of neem tree is used as medicine. Noun
I bought a new watch. Noun
watch
We watch the T.V programme. Verb
I saw a bat on the tree. Noun
Bat
I bought a new bat to play cricket. Noun

HOMOPHONES (x¥bghÈ¢ brh‰fŸ) P. No. 7

➢ Homophones are words with similar sound but different spelling and meaning.
➢ bt›ntwhf vG¤JfËš mikªJ«, xnu c¢rÇ¥igí« (xÈiaí«) bt›ntwhd bghUisí«
bfh©LŸsd brh‰fns x¥bghÈ¢brh‰fshF«.
F. Consult a dictionary, to find the homophones for the given words.
1. in (cŸns) - inn (r¤âu«) 2. know (bjÇí«) - no (ïšiy)

n
3. be (ïU) - bee (njÜ) 4. to (tiu) - two (ïu©L)
5. watt (âwÅ‹ myF th£) - what (v‹d) 6. right (rÇ) - rite (rl§F)

l.i
7. were (ïU¡»wh®fŸ) - where (v§nf) 8. bare (fhÈahd) - bear (fuo)

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9. herd (kªij) - heard (nf£lš) 10. throne (á«khrd«) - thrown (v¿jš)

PREFIX AND SUFFIX (K‹ x£L k‰W« ã‹ x£L) P. No. 7

ka
➢ Prefixes are added to the beginning of a root word while suffixes are added to the end.
➢ K‹ x£LfŸ _y¢brh‰fSl‹ K‹gFâÆY« ã‹ x£LfŸ ã‹gFâÆY« nr®¡f¥gL»‹wd.
vi
G. Look at the prefixes given and frame two new words for each one of them. One is done for you.
Prefix Word1 Word2 Suffix Word1 Word2
al

sub subway subconscious ly suddenly happily

.k

un unhappy unaware or actor protector

re recover redirect er teacher preacher
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en ensure encourage ness neatness kindness

dis dislike disagree ian musician technician
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ir irregular irrational ist typist socialist

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LISTENING (nf£l¿jš) P. No. 7

H. Listen to the passage on Paralympics and choose the correct answer.
1. The paralympic games are for
a) children b) disabled people c) women Ans: b) disabled people
2. The paralympic games usually happen ___________
a) in Greece b) every four years c) after the Olympic games Ans: b) every four years
3. The first true Paralympic Games happened in Rome in
a) 1960 b) 1952 c) 1848 Ans: a) 1960
4. In 394 BC, the ______ stopped the Greek Olympic Games, because they didn’t like them.
a) Romans b) Greeks c) British Ans: a) Romans
5. ______ was a doctor at the stoke Mandeville hospital in England.
a) Pierre de Coubertin b) Sir Ludwig Guttmann c) Natalie du Toit
Ans: b) Sir Ludwig Guttmann

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SPEAKING (ng¢rh‰wš) P. No. 8

I.Just a minute
Given below are five main qualities for true sportsmanship.
(i) Determination, (ii) Optimization, (iii) Stamina (iv) Perseverance (v) Decisiveness
Get into groups of four. Each group will choose one quality to talk about to the whole class for about
one minute. But before you talk, you have two minutes to think about it. You can make notes if you wish.
J.  Prepare a speech in about 80-100 words for the morning assembly, stressing on the importance
of games and sports in ensuring a healthy body and mind.
The importance of games and sports (Speech)
It is my proud privilege to stand before you to share with you the importance of games and sports today.
“A sound mind in a sound body” is a well-known proverb. Sports and games play an important role
in developing moral, physical, social and spiritual skills of the students. When the students play together
they learn to obey the rules. They respect the merits of the opponent team. They develop sportsmanship.
This helps the students take success and failure with equanimity of mind. When they play regularly, they
keep themselves physically fit and free from diseases. The government has made sports and games

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compulsory in schools and colleges. It provides all the necessary support to sportsmen. Sports help them

l.i
develop the team spirit and competitive nature. All round personality and ­character building are developed
in them. Physical education is a boon to the general education. Academic achievement is made easy

da
by sparing time for sports and games. This reduces stress and tension and keeps the mind fit for their
studies. It is the duty of the students to make the best use of available facilities and services provided by
the government through the educational institutions.
ka
“Health is Wealth”
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WRITING (vG¤jh‰wš) P. No. 8
K.  Your friend who lives in another town/city has won his/her championship trophy in the recent
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sports meet. Write a letter congratulating him/her.

 25, Star Street,
.k

 Rajiv Nagar,
Madurai-7.
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Dear Kency,
How are you? I am fine. Hope you are doing well. Congratulations, I am very happy to know about
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your victory. You have won the championship in the sport meet which was held at Mumbai. It is great.
Your confidence and determination brought this success to you. I am very proud of you. Keep on winning.
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 Yours sincerely
 A.Britto

Address on the Cover

To Stamp
  Kency,
   63, Arul street, Anna Nagar,
  Chennai-40.

L.  Collect information from newspapers, magazines, periodicals and books about any two famous
sports women. Prepare their profiles. Use the following format. (T.B. P. No.: 8)
1. Name : SANIA MIRZA
Date of birth : 15.11.1986
State / Team she represents : Maharastra (Mumbai)/ Indian

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Sports / Games she is associated with : Tennis

Debut (First entry) : 2001
Best in her career : No.1 in women’s doubles (2015)
Hobbies : Swimming
Awards / Medals received : Arjuna award (2004), Padma shri (2006)
Rajive Gandhi khel Ratna (2015), P ­ adma Bushan (2016),
Doctorate from MGR U ­ niversity, Chennai.
2. Name : P.V.Sindhu
(Full Name) : Pusarala Venkata Sindhu
Date of Birth : 05.07.1995
State / Team she is associated with : Andhra Pradesh / Hyderabad
Debut (First entry)  Common wealth youth Games, Douglas, The Isle of Man
(204)
Best in her career Hobbies : World No.4 in the BWF world ranking, playing shuttle.
Awards / Medals : Padma Shri, Arjuna Award/ Silver medal in Olympics.
CREATIVE WRITING

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M.  Write a newspaper article in about 100 words, comparing the achievements of the two sportswomen

l.i
based on the information you have already collected. (T.B. P. No.: 8)
1. Sania Mirza:

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Sania hails from Mumbai in Maharastra. She was born on 15th Nov 1986. Sania Mirza is an Indian
professional tennis player who was formerly ranked No.1 in the women’s doubles rankings. From 2003
until her retirement from singles in 2013. She was ranked by the WTA as India’s No.1 doubles player.
ka
Throughout her career, Mirza has established herself as the most successful female Indian tennis player
ever and one of the highest paid and high profile athletes in the country.
2. P.V.Sindhu:
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P.V.Sindhu’s full name is Pusarala Venkata Sindhu. She was born on 05.07.1995 in Hyderabad in Andhra
Pradesh. Her coach was Pullela Gopichand Mulyo Handoyo. She is an Indian professional badminton
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player who is currently world No.4 in the BWF world ranking. At the 2016 summer Olympics, She became
the first Indian woman to win an Olympic silver medal. She was awarded Padma Shri and Arjuna Award
.k

for badminton.
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READING (thá¤j¿jš) P. No. 9

N. Answer the following question briefly. (T.B. P. No.: 11)
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1. What do Tamil Nadu folk dances and folk arts represent?

Tamil Nadu folk dances and folk arts represent the ethos, aesthetic values and melody of the region.
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2. When are folk dances and folk music usually performed?

Folk dances and music are performed during the festivals and community functions.
3. How is karagattam performed?
Karagattam is performed by balancing a pot on the head. The pot is ­decorated with a cone of flower
arrangements topped by a paper parrot.
4. How were offerings carried during the ancient period?
During the ancient period the pilgrims used to carry offerings tied on either end of a long stick, balanced
on their shoulders.
5. Bring out a few differences between the two art forms Therukoothu and B ­ ommalattam.
Therukoothu Bommalattam
i I t is conducted during village festivals in Aadi It is held in rural areas during f­estivals and fairs
and panguni
ii I t is performed on the streets in the open air by It is performed on the screen by the skilled
the artistes puppeteers

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iii I n this dance form, make up and costumers are The puppets with strings or wires are
considered importance manipulated

ANAGRAMS (kh‰¿ mik¡F« brh‰fŸ mšyJ ãwœ»sÉ) P. No. 11

➢ An anagram is a word or a phrase formed by rearranging the letters of a different word or phrase, typically
using all the original letters exactly once.
➢ xU brhš mšyJ brh‰bwhlÇ‹ vG¤J¡fis xU Kiw k£L« kh‰¿ mik¡f¡ »il¡f¥ bgW« k‰bwhU
brhš kh‰¿ mik¡F« brhš mšyJ ãwœ»sÉ vd¥gL«.
O. Now try to solve these anagrams (T.B. P. No.: 11)
1. ELBOW BOWEL / BELOW LEMON
2. SECTION NOTICES
3. VIEWER REVIEW
4.RIPPLES SLIPPER QY - 22 MELON
5.NEEDLESS LESSENED

n
P. Work with a partner (T.B. P. No.: 11)

l.i
ANAGRAM WORD ANAGRAM WORD
(E.g) pots spot words sword

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meal male raw war
shore horse signed design
ka
Q. Conduct a talk show in the class on the topic FOLK ARTS - A REVIVAL. (A Talk Show)
The host : What is the reason for the dying of the art puppetry?
Anurupa Roy : Slow and tedious dispensation of government grants is proving to be a stumbling
vi
(puppeteer) block in the revival of puppetry.
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NGO : Putal Yatra, a puppet festival is organised to revive this dying art.
Student : We can also conduct puppet festival in our school.
.k

A citizen : You can organise it. we will do all the financial help to perform this puppet festival.
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GRAMMAR (ïy¡fz«) P. No. 12

PREPOSITION (ntw;Wik cUg[)
w

➢ A preposition is a word that is placed before a noun or a pronoun to show its relationship to other words
in a sentence.
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➢ xU bga®¢brhš mšyJ ãuâbga®¢brhšY¡F K‹dhš, xU th¡»a¤JŸs ãw brh‰fS¡F ïj‹

bjhl®ig¡ fh©ã¡f, ïl¥gL« brhš nt‰Wik cUò MF«.

nkny ÑnH mU»š btËna cŸns nkny

K‹ghf ã‹dhf ïilÆš R‰¿Y« nkY« / ÑG« Clhf

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I Prepositions of Time (fhy« rh®ªj nt‰Wik cUò) - indicate when a particular event happened (in, on,
at, since, for, during etc.,) eg: I was studying in the morning.
II Preposition of Place (ïl« rh®ªj nt‰Wik cUò) - indicate the location and come before a noun or a
pronoun (in, on, between, behind, under, over, near) eg: The cat is on the wall
III Preposition of Movement (ïl¥bga®¢á rh®ªj nt‰Wik cUò) - used to describe movement (to, into,
towards, through) eg: I went to the book store.
IV ‘Since’ and ‘For’ (‘(ïâ)ÈUªJ' k‰W« ‘Mf / tiu') - since refer to particular point of time for refer to the
duration of time. eg: Maya has worked in the institution as an accountant for 23 years.
V ‘During’ and ‘In’ (‘nghJ' k‰W« ‘ïš') - used to describe actions that happen in a particular period of time.
eg: We will be visiting my grand parents in the summer vacation.
VI ‘Between’ and ‘Among’ (‘ïilna' k‰W« ‘eLÉš') - between - used when naming definite individual items
eg: The final match will be held between India and Australia.
among - used when items are part of a group and are not specifically named.
eg: The sailors divided the money among themselves, and the ship sailed on.
A. Choose the most appropriate preposition from the brackets. (T.B. P. No.: 14)

n
1. We have been living in Chennai _____ eight years. (for/since)  Ans: for

l.i
2. Abdul has taken _____ his father. (after/at) Ans: after
3. Vimal generally goes to his workplace _____ bus. (by/on) Ans: by

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4. The cricket ball was hidden _____ the leaves. (among/between) Ans: among
5. Mani divided his toys _____ his brothers and sisters. (among/between) Ans: between
ka
B. Identify the prepositions in the given sentences and underline them. (T.B. P. No.: 14)
1. Riya borrowed a dress from me and lent it to her friend, Mary.
2. When I moved back to the city, things had changed considerably.
vi
3. The burglar found the keys under the pot in the balcony.
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4. Prabhu was hiding behind the door when his sister came looking for him.
5. My dog sat on my hat and squashed it.
.k

C.  omplete the passage by filling in appropriate prepositions from the list-

C (T.B. P. No.: 14)
(with, out, to, in, from, during, of, for, by). Some prepositions may be used more than once.
w

Answers:
a) in / during b) with c) for / by d) in / on e) of f) during g) of h) with / up
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i) of j) on k) with l) of m) of / in n) to o) with
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D. Frame sentences using the prepositional verbs given in the box. (T.B. P. No.: 15)
Examples:
1. The kids laughed at the hilarious antics of the 5. She was so happy in life that she could not ask
clown. for more.
2. Fathima planned to stay at a hotel, when she 6. The elderly couple care for their pets as they
visited Mumbai. do for their children.
3. I have pressing matters to attend to in Kolkata 7. I agree with everything you've said.
4. I believe in the healing power of a mother's
touch.
Answers:
1. The farmers expect to benefit from the 6. The rail pass will pay for itself after about two
government. trips.
2. The Vice- President stands in for the president 7. We cannot rely on others.
when he is away.

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3. She stayed at home when her children were 8. She often joked about all the things that could
young. go wrong.
4. The plane went into a nose dive. 9 The committee consists of twelve members.
5. I am preparing for the I.A.S examination. 10. The nurse attended to the patient's request.
E.  omplete the factual description by filling in the blanks with appropriate prepositions. (T.B. P. No.: 15)
C
Answers: (For passage see T.B. Page: 15, 16)
a) with b) to c) of d) on e) in / at f) from / of g) at h) to
i) with j) in k) of l) at / to m) on n) to

WRITING (vG¤jh‰wš) P. No. 16

F. Write a letter to your friend, describing the joy of celebrating festivals in a village.
 52, North Car Street,
Tirunelveli-6
21.10.2023
My dear Suresh,

n
Hope you are fine! I write to you to share my happiness with you.

l.i
I had been to my native village. It was pongal season. I stayed with my grandparents. I had an
unforgettable time with them. I enjoyed bathing in the river. I liked strolling in the fields very much. It was

da
fantastic to see them cooking food in earthen utensils over fire-wood. The meal was very delicious. The
temple festival fairs were very grand. I enjoyed watching karagaattam.
I missed you very much. You must visit our village next time.
ka
 Yours Sincerely
 M. Vincent
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Address on the Cover
To Stamp
al

  A. Suresh
   45, III Main Street, Millerpuram
.k

   Tuticorin - 628 002.

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PROJECT P. No. 16
G. Your class has to stage a puppet show in the assembly Open Forum on the topic ‘Child Labour’.
w

Divide yourselves into groups and discuss the requirements for the presentation like storyline,
characters, dialogues, choice of puppets and music for the interlude. Now complete the dialogues
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given below.
Ramesh : L et us present a puppet show on CHILD LABOUR for our Assembly Open Forum.
Mohammed : That is a very good idea! Let us start planning right away.
Geetha : What shall we do first?
Leema : I suggest we begin with the storyline first.
Mani : How many characters can we have?
Ramesh : We can have around five characters.
Mohammed : What can we focus on as the major reason for child labour?
Meena : We can focus on the problems of poverty and illiteracy as the major reasons for child
labour.
Ramesh : Can any one make stick puppets?
Leema : I am good at making stick puppets. I will make them myself. But I require some help.
Mani : I will help you. Tell me, what I have to do.
Leema : Thank you, Mani. Let us stay back after the meeting and discuss.
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Ramesh : Have we anything to do for the interlude?

Meena : I think we should have some music for the interlude.
Geetha : That would make it really interesting. I will get my music group to start working on the
tunes for our puppet show.
H. Now you are ready to start writing your script for Bommalattam on "Child Labour" Puppet
Characters : Ramu & Raju Timing : 5 mins, Backdrop : white
Play Script as follows :
Ramu : H  ai Raju. Why are you looking so dull?
Raju : I have come across a child labourer. It hurts me. Please clarify my doubts, sir.
Ramu : Yes, It is a shame to our country. What is your doubt?
Raju : What is child labour, sir?
Ramu : 
"Child labour" is the work that harms the children or exploits them in someway. It may
be physically, mentally, morally or by blocking access to education.
Raju : 
What are the causes of child labour, sir?
Ramu : 
It may be overexploitation of population, decrease of resources, decrease in literacy,

n
increase of poverty, increase of unemployment, etc. According to census, approximately

l.i
10 million bonded child labourers are working as domestic servants in India.
Raju : 
Oh! What steps are taken by our Indian Government to control 'Child labour', sir?

da
Ramu : 
According to Regulation and Prohibition Act. 1986, No child shall be employed or
permitted to work in any of the occupations, which are hazardous, by its nature.
Those who encouraged child labour will be severely punished in our country.
ka
Raju : 
As a citizen, how can we eradicate this social evil, sir?
Ramu : 
Child labour can be controlled, if the government functions effectively with the support
vi
of the public.
Raju : 
Ok sir, I will also help to eradicate child labour at my level best. Thank you.
al

****
.k
w
w
w

Unit 1 - Learning the Game 26

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Loyola POEM EC - 9th ENGLISH

STOPPING BY WOODS ON A SNOWY EVENING

 - Robert Frost

gÅkhiyÆš td¤â‹ mU»š ÉifÆš

- ïuhg®£ ~ãuh°£

WARM UP Maj;jg;gly;
1. Have you ever travelled through a forest? How did you feel?
v¥bghGjhtJ xU fh£o‹ tÊahf Ú gaz« brŒJŸshah? v›thW Ú mij cz®ªjhŒ?
2. Did you have any time to stop and enjoy the beauty of the forest?
fh£o‹ mH»id ËW uá¡f cd¡F VjhtJ neu« »il¤jjh / ïUªjjh?

About the author (MáÇa® F¿¥ò)

n
ïuhg®£ ~¥uh°£ (1874-1968) X® mbkÇ¡f¡ fÉP® Mth®. »uhk thœ¡ifia j¤Ugkhf És¡Ftâš
F¿¥ãl¤j¡ftuht®. kh®¢ 26, 1874 ïš ãwªj mt® Kjš 40 M©LfŸ m¿a¥glhj xUtuhfnt ïUªjh®.

l.i
fÉijfS¡fhd eh‹F òÈ£br® gÇRfis mt® bg‰wh®. mbkÇ¡f #dhâgâ #h© v~¥ bf‹doÆ‹
Jt¡fÉHhÉš áw¥ò ÉUªâduhf ïUªjh®. ~¥uh°£ xU fÉ¥òayhfî«, I¡»a ehLfË‹ muR rhuh òfœbg‰w

da
fÉPuhfî« ïUªjh®. ga¡fhj rhiy, nk‰nf XL« òU¡ ( eâ ), Ó®gL¤j¥gL« Rt®, M¥ãŸg¿¥ã‹ ã‹
Kjyhdit mtuJ áy òfœbg‰w fÉijfshF«.
ka
ïªâahÉ‹ K‹dhŸ ãujk® #tA®yhš neU, ï¡fÉijÆ‹ filá ïu©L
cd¡F¤
vi
bjÇíkh? tÇfis bgÇa vG¤J¡fËš vGâ mjid mtuJ FW nkirÆ‹ ÛJ it¤âUªjh®.
m›tÇfŸ mtU¡F mtuJ bghW¥ò¡fis ÃidîgL¤Jtjhf ïUªjdth«.
al
.k

fÉijÆ‹ jÄHh¡f«
vtuJ td§fŸ (woods) ïitbad m¿nt‹ (know) eh‹
w

mtuJ ïšy« (house) ïU¥gJ ï¡»uhk« (village) jh‹

gÅÉG« (snow) mtuJ td§fis¡ fh©gj‰nf
w

ï§F ah‹ Égij (stopping) mt® m¿ahnu

w

v©ÂLnk v‹ áW Fâiu ïij xU Énehjbk‹W (queer)

mU»š g©iz åL (farm house) VJÄ‹¿ mij ÃW¤âajhš
td«, ciwgÅ Xil (frozen lake) ït‰¿‰¡ »ilÆÅny
ï›th©o‹ Äf ïU©l khiy¥ bghGâÅny (darkest evening).
mt‹ mir¤j (shake) fG¤J¥g£il kÂfË‹ Xir (harness bells)
v‹d jtW (mistakes) ne®ªjJ vd¡ nf£gJ nghš mikªâl
ntbwhU Xiríl‹ ïjkhŒ¡ flªJ br‹wnj (sound's the sweep)
åáL« bj‹wY« ïwfhŒ ÉG« gÅ mtšfS« (downy flake).
fhÇUËY« (dark) ft®ªâL« mHFÄF (lovely) td§fŸ mit
Mdhš Ãiwnt‰¿l th¡FWâfŸ (promises) vd¡F©L
ö§»L K‹ bjhlu nt©oa bjhiyî mâfnk (miles to go before I sleep)
ö§»L K‹ bjhlu nt©oa bjhiyî mâfnk.

27 Unit 1 - Stopping by Woods on a Snowy Evening

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Loyola EC - 9th ENGLISH

COMPREHENSION QUESTIONS WITH ANSWERS

A. Memorise the poem Stopping by Woods on a snowy Evening. (T.B. P. No.: 18)
B. Answer the following questions in a sentence or two. (T.B. P. No.: 19)
1. He will not see me stopping here  QY - 19, May - 22 b. Explain : miles to go before I sleep
To watch his woods fill up with snow. Miles to go refers to the poet's journey of
a. Whom does ‘he’ refer to? life to perform the promised duties before
He refers to the owner of the forest (woods). his death.
b. Identify the season in these lines
ADDITIONAL
It is a winter season.
c. Write words in alliteration Read the following stanza and answer the
see - stopping; watch - woods questions below:

2. My little horse must think it queer  May - 22 1. "Whose woods these are I think I know.
To stop without a farmhouse near His house is in the village though;
a. Who is the speaker? He will not see me stopping here
The poet Robert Frost is the speaker. To watch his woods fill up with snow"

n
b. Why should the horse think it queer? a. Who does "I" refer to?
The horse thought it queer because there

l.i
I refer to the poet (Robert Frost).
was no farmhouse near to take rest. b. Where is the house?
c. Pick out the rhyming words :

da
The house is in the village
The rhyming words are : “queer, near”
c. Who lives in the village?
3. He gives his harness bells a shake  The owner of the woods resides in a house
ka
To ask if there is some mistake. April - 23, QY, HY-19, 22 in the village.
a. Whom does ‘he’ refer to in these lines?
d. Pick out the rhyming words from the
He refers to the horse.
vi
b. Why does he give his harness bells a above lines.
shake? know - though - snow
al

He gives his harness bells a shake to get his e. Identify the rhyme scheme of the above
master's attention.
.k

stanza.
c. How does the horse communicate with "aaba"
the poet?
w

f. Identify the figure of speech used in the

The horse communicates with the poet by
shaking its harness bells. 4th line.
w

Hyperbole
4. The woods are lovely, dark and deep QY - 22
g. Pick out the alliterated words in the 1st
w

But I have promises to keep

a. How are the woods? and 2nd line.
The woods are lovely, dark and deep. 1st line = these - think, 2nd line = see -
b. Whom does ‘I’ refer to? stopping
‘I’ refer to the poet (Robert Frost)
2. "My little horse must think it queer
c. What are the promises the speaker is
talking about? To stop without a farmhouse near
The poet is talking about the duties and Between the woods and frozen lake
responsibilities that he has to complete. The darkest evening of the year"
5. And miles to go before I sleep, a. Where was the poet?
And miles to go before I sleep. The poet was between the woods and the
a. Why the poet has used the same line frozen lake.
twice? b. What was the evening like? Why?
The poet has repeated the last line to make It was the darkest evening, because it was
a strong claim. He felt duty is very important. winter season.

Unit 1 - Stopping by Woods on a Snowy Evening 28

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Loyola EC - 9th ENGLISH

c. Where has the horse stopped? f. Pick out the rhyming words from the
The horse has stopped between the woods above lines.
and the frozen lake. shake - mistake - fake
d. What is meant by queer? g. Identify the rhyme scheme of the above
Queer means strange. stanza.
e. Why did the horse think it queer? "aaba"
As there was no farm house to take rest, h. What is the figure of speech used in the
the horse should think it queer. first line?
f. Pick out the rhyming words from the Personification
above lines. f. Pick out the alliterated words.
queer - near - year His - harness, sound - sweep
g. Identify the rhyme scheme of the above 4. "The woods are lovely, dark and deep.
stanza. But I have promises to keep,
"aaba" And miles to go before I sleep,
And miles to go before I sleep"

n
h. What is the figure of speech used in the
first line? a. How were the woods:

l.i
Personification The woods are lovely, dark and deep.
b. What are the promises that the poet has

da
3. "He gives his harness bells a shake
to keep up?
To ask if there is some mistake. May - 22, QY - 19 The poet has to keep up his duties and
The only other sound’s the sweep
ka
responsibilities.
Of easy wind and downy flake" c. Pick out the rhyming words from the
a. What does "he" refer to here? above lines.
vi
He refers to the horse. deep - keep, sleep - sleep
b. How did the horse react?
al

d. Identify the rhyme scheme of the above

The horse shook its harness bell. stanza.
.k

c. Describe the sound in the poem. "aaaa"

Sound of harness bells, wind blowing and e. What is the figure of speech used in the
w

the falling of the snow flakes. last two lines?

d. What does sweep mean? Repetition
w

Sweep means soft and gentle. f. Pick out the alliterated words in the first
e. What does "downy flake" mean? line.
w

Downy flake means soft snow crystals. dark - deep

C.Complete the summary of the poem by filling in the blanks. (T.B. P. No.: 20)
 After a long travel the poet entered a forest. He wondered to whom the wood belongs to! He
realized that the owner of the wood lived in a village. He thought that the owner would not be able to
see him stopping in his woods to watch how the snow would fill the woods. The poet felt that the horse
would think it very strange to stop near the woods as he had never stopped there. He was actually
standing between the woods and the lake. The time was evening. The horse indicated that the poet had
made a mistake by shaking its head. The poet felt that the woods are lovely, dark and deep. He suddenly
realized that he had worldly duties which would not allow him to stop in the woods for a long time.
D. Answer the questions in two or three sentences. (T.B. P. No.: 20)
1. What information does the poet highlight about the season and the time of the day in the poem?
There is snow falling in its full swing. Snow flakes are downy. So it is winter season. The time of the day
is the darkest evening of the year. Thus the poet highlights the season and the time of the day.

29 Unit 1 - Stopping by Woods on a Snowy Evening

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Loyola EC - 9th ENGLISH

2. In which way is the reaction of the speaker different from that of the horse? What does it convey?
The poet is compelled to stop to stare at the beauty of the woods. The horse is thinking it queer to stop
by the forest before reaching the farmhouse. It conveys the contradictory ideas over a certain action.
3. What are the sounds heard by the poet?
The poet heard the sound of the harness bells and the wind blowing through the trees besides the falling
of the snow flakes.
4. The poet is aware of two choices. What are they? What choice does he make u
­ ltimately?
The poet can wait and watch the lovely woods or he can go home and attend to the important business.
His ultimate choice was to go a long way and reach home.
5. Pick out words from the poem that bring to mind peace and quiet.
“Woods fill up with snow” lovely, dark, deep are the words that bring to mind peace and quiet.
E. Identify the rhymes scheme used in each stanza. One example has been done for you.
Stanza Rhyme scheme (xÈÆiaò mik¥ò)  (T.B. P. No.: 20)

n
1. aaba

l.i
2. (bbcb)

da
3. (ccdc)
4. (dddd)
ka
F. Complete the table by identifying lines, against the poetic devices from the poem. One example
is done for you. (T.B. P. No.: 20)
vi
Poetic device Lines from the poem
al

Alliteration (nkhid) Watch his woods

His house is
.k

See me stopping
My little horse must
w

He gives his harness

sound’s the sweep
w

dark and deep

w

Personification (cUtf«) My little horse must think it queer

To ask if there is some mistake
Repetition And miles to go before I sleep
And miles to go before I sleep
Imagery To watch his woods fill up with snow
Between the woods and frozen lake
Of easy wind and downy flake
The woods are lovely dark and deep

WRITING (vG¤J¤âw‹) P. No. 21

G. Answer the following questions in a paragraph about 80-100 words.
1. It is said that, ”The choices made by one, shapes one’s destiny” Ponder on the thought and write
a paragraph. April - 23

Unit 1 - Stopping by Woods on a Snowy Evening 30

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Loyola EC - 9th ENGLISH

PARAGRAPH FOR TOPPERS:

Synopsis:
➢ Introduction
➢ Stopping by woods
➢ The queer of little horse
➢ The sound of bell
➢ Conclusion

Introduction:
The poem "Stopping by woods on a snowy evening" is an expression of the sign of forest. Decisions have
the power to change the course of a person's life. Every choice offers a new path and so they must be made
carefully.

Stopping by woods:

n
The poet was on his way home. He entered a forest. The forest belongs to a man. The house is in the
village. There was complete silence in the forest. Snows begins to fall. It is a marvellous scene to watch.

l.i
The queer of little horse:

da
The poet keeps on enjoying the fall of snow. His little horse may think strange. Because it stopped near
the woods. The horse shook its head. There was no farm house near by. It was the darkest evening.
ka
The sound of bell:
The sound of the harness bells is made to draw the attention of his master. The poet was attracted by the
vi
deep dark silence of his surroundings. The poet was captivated by the sight.
al

Conclusion:
The poet realise that he has no time to stop. So he moves onto complete his duties. He realised his
.k

responsibilities he had to fulfil. He finished his duties before he sleep. God has a path for everyone of us. That
will definitely guide to success.
w

PARAGRAPH FOR AVERAGE STUDENTS:

w

The poet was on his way home. He entered a forest. The forest belongs to a man. The house is in the
village. There was complete silence in the village. The woods were filled with snow fall. He stopped his horse
w

and enjoyed the woods. His little horse may think strange. The horse shook its head. It was the darkest evening.
The little horse shakes its bell. The harness bells are made to draw the attention of his master. The poet realise
that he has no time to stand. So he moves on to complete his duties. He finished his duties before he slept.
PARAGRAPH FOR LATE BLOOMERS:
➢ The poet was on his way home.
➢ He travelled along a wood.
➢ The poet stopped and enjoyed beauty of nature.
➢ It was the darkest evening.
➢ The poet decided to spend his time there.
➢ The little horse shakes its bell to warn his masters' mistake of stopping there.
➢ He has no time to stand.
➢ Finally the poet continues his journey to fulfil his promises.

31 Unit 1 - Stopping by Woods on a Snowy Evening

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Loyola EC - 9th ENGLISH

H. 
Work in pairs and discuss the factors that contribute towards making a choice and make a
presentation to the class. (T.B. P. No.: 21)
No one on this earth is without a choice. Choice is an ambition in life. Everyone wants to become
somebody. Everyone wants to do something new in life. Each one wants to do different things. Each one
is unique.
Each choice demands a lot from the choice maker. In order to become an ­engineer or a scientist or
doctor or sportsman or lawyer one must choose his subject matching with the career. This is the first level
in career choice.
Once the studies are over, then comes the choice of a career. For everything education is the basic
thing. Whatever we desire or aim to do becomes true in our life.
Destiny or fate is shaped by every individuals choice. One who wants to be a sports person like Sachin
or Srikkanth must work towards it. One who wants to be a doctor or a scientist or an engineer must
excel in his/ her studies. Their continuous conscious effort will bring forth the positive result. Their single
minded determination will shape them as to what they want to become.

n
Nothing happens to anyone all of a sudden. It is not that one becomes a great person overnight. The
great level that one attains is the outcome of their hard work. Thus it is obvious that only the choice made

l.i
by one shapes one’s destiny. Can anyone deny it?

da
READ AND ENJOY (thá¤J k»œªâL) P. No. 21

Leisure XŒî neu«

ka
What is this life if, full of care ftiyfŸ ÃiwªjbjÅš v‹d thœî ïJ
vi
We have no time to stand and stare ËW c‰Wneh¡»l neuÄšiy ek¡F
No time to stand beneath the boughs ku¡»isfË‹ Ñœ Éf neuÄšiy.
al

And stare as long as sheep or cows MLfŸ gR¡fis mirahkš gh®¤âl

.k

No time to see, when woods we pass fhLfis¡ fl¡ifÆš fhznth neuÄšiy

w

Where squirrels hide their nuts in grass m§nf mšfŸ kiw¡Fnk bfh£ilfis¥ òšÈDŸ
w

No time to see, in broad daylight g£l¥gfÈš fhz neuÄšiy

Streams full of stars, like skies at night ïuÉš th‹ nghš, ÚnuhilfËY« É©Û‹fns
w

No time to turn at Beauty’s glance mH»‹ gh®itÆš âU«ãl neuÄšiy.

And watch her feet, how they can dance mtŸ ghj§fË‹ eld¤ij¡ fhznt
No time to wait till her mouth can mtŸ thŒ brŒâL« tiu fh¤âU¡f neuÄšiy.
Enrich that smile her eyes began mtŸ ÉÊfŸ Jt¡»a ò‹dif áwªâlnt.
A poor life this is, if full of care ftiyfŸ Ãiwªj bjÅš, ïJ X® vËa thœ¡ifna
We have no time to stand and stare Éfî« c‰W neh¡fî« ek¡F neunk ïšiyna
-William Henry Davies - ÉšÈa« bA‹¿ nlÉ°

Unit 1 - Stopping by Woods on a Snowy Evening 32

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Loyola SUPPLEMENTARY EC - 9th ENGLISH

The Envious Neighbour

 - A Japanese Folk tale

bghwhik bfh©l m©ilå£lh®

- xU #¥ghÅa eh£L¥òw¡ fij

WARM UP Maj;jg;gly;
Discuss the following: (ã‹tUtdt‰iw¡ fyªJiuahlš brŒf)
1. Ratan Tata and Azim Premji are a few rich people of India who spend a part of their wealth on
charity. What influences them to share and care for others? (uh£l‹ lhlh, MÌ« ãnu«Í M»nah®
Äf¡ Fiwªj ïªâa¢ brštªj®fŸ j§fsJ bršt¤âš xU gFâia¤ j®k« brŒa¢ bryÉ£ld®, vJ
mt®fis k‰wt®fS¡F¥ g»®ªJ bfhŸsî«, m¡fiw brY¤jî« C¡FɤjJ?)
2. Think of any undesirable quality that you would like to get rid of and discuss it with your friends.
(Ú É£LÉl Ãid¡F« ÉU«g¤jfhj g©ò VnjD« cŸsjh vd¢ áªâ¤J mij c‹ e©g®fSl‹

n
fyªJiuahL)

l.i
3. Do you like pets? Why? (Ú bršy¥ ãuhÂfis ÉU«ò»wJ c©lh? V‹?)

da
jÄHh¡f«
ïU m©il å£lh®fŸ (neighbours) g‰¿a #¥ghÅa eh£L¥ òw¡ fijia (Japanese folk tale) ï¥nghJ
ka
thá¤J mt®fsJ el¤ij (character), mt®fŸ thœ¡iffis kh‰¿ cŸsij¥ ghU§fŸ.
K‹bdhU fhy¤âš m§nf xU ne®ikahd (honest) kÅj® mtuJ kidÉíl‹ tá¤J tªjh®.
ït®fËl« xU bršy¥ ãuhÂahd ehŒ (pet dog) ïUªjJ. mj‰F Û‹ k‰W« mt®fsJ ­rikayiwÆÈUªJ
vi
»il¡F« Ä¢r« Ûâfis¡ (tit bit) bfh©L mt®fŸ cztˤJ tªjd®. xU ehŸ mªj Kâa eh£L¥òw k¡fŸ
(old folks) ntiy brŒtj‰fhf mt®fsJ njh£l¤â‰F¢ br‹wjhš mªj ehí«mt®fSl‹ br‹wJ. ï§nf
al

Éisahlî« bjhl§»‰W. âObud mªj ehŒ r‰W ËwJ nkY« mj‹ thiy¥ ga§fukhf M£o¡ (wagging
his tail) bfh©L« bgs, bts, bts,vd¡ Fiu¡f¤ bjhl§»‰W.
.k

m§nf óÄ¡foÆš mj‰F VjhtJ c©z¡ »il¤âU¡F« vd mªj Kâat®fŸ v©Âd® (thought). Mfnt,
mt®fŸ xU k© thÇia (spade) vL¤J¢ br‹W njh©l ­Mu«ã¤jd®. m¥nghJ Inah, m§F gh®¡fnt©L«.
w

mªj ïl« KGtJ« j§f¡fhRfS« (gold pieces), btŸË k‰W« všyh tifahd Éiykâ¥g‰w bghU£fS«
(precious things) ïUªjd. mitfŸ m§nf ­òij¡f¥g£L (buried) ïUªjd Mfnt mt®fŸ mªj¥ bgh¡»õ¤ij¢
w

(treasure) nrfǤjd®. nkY« ­ViHfS¡F ã¢ir ngh£lã‹, beštašfisí« (rice field), nrhstašfisí«
(corn field) th§»¢ brštªj®fŸ (wealthy) Mdh®fŸ.
w

ï¥bghGJ, m§nf g¡f¤J (m©il) å£oš xU nguhiríŸs (covetous), fŠr¤jd«g©Q»w (stingy)

­tajhd j«gâa® FoÆUªjd®. mt®fŸ v‹d elªjJ vd¡ nfŸÉ¥g£L tªJ mªj ehia ïutš th§»¡bfh©L
mij å£L¡F vL¤J br‹W mj‰F xU bgÇa ÉUªJ it¤J mjÅl« “âUths® ehŒ mt®fŸ ÉU«ãdhš
(please), Ú§fŸ mgÇjkhd gzKŸs mªj ïl¤ij v§fS¡F¡ fh©ã¤jhš eh§fŸ c§fS¡F cfªjt®fshf
(obligated) ïU¥ngh« vd¡ T¿d®.
mªj ehŒ, v¥goí«, mªj neu« tiu¡F« miwfS« (cuffs), cijfS« (kicks) jÉu ntW vJî«
­mtDila ÉUªjË¥nghÇl« (host) ïUªJ »il¡f¥ bgwhjjhš, mt®fŸ mtU¡F K‹ghf it¤j Uáahd
gjh®¤j§fËš (dainties) x‹iwí« mt‹ rh¥ãlÉšiy. vdnt mªj Kâat®fŸ nfhgkila¤ (get cross)
bjhl§», mªj ehÆ‹ fG¤ij¢ R‰¿ xU fƉiw¡ f£o njh£l¤â‰FŸ ­miH¤J¢ br‹wd®. Mdhš mJ
åzhf¥ nghƉW. mt®fŸ mij v§nf bfh©L bršy nt©Lnkh m§nf bršy mªj ehŒ xU bgs-bts
r¤j« (utter) x‹Wnk nghlÉšiy. filáÆš, v¥gonah,mªj ehŒ xU F¿¥ã£l ïl¤âš ËW nkh¥g«
(snift) ão¡f¤ bjhl§»aJ. vdnt mJ ârakhf xU mâZlkhd ïlkhf (lucky place) ïU¡f nt©L«
vd v©Â¡bfh©L mt®fŸnjh©o, F¥igí«, mUtU¡f¤j¡f fÊî« (nasty offal) jÉu ntbwh‹W«
ïšiy vd¡ f©ld®; mj‹ fhuzkhf mt®fSila _¡Ffisí« ão¡f (hold noses) nt©oajhƉW.
Vkh‰wkilªjjhš (disappointed) nfhg§bfh©L, mªj¡ bfhoa, (wicked) Kâa j«gâÆd® ehia ïG¤J¢
br‹W bfh‹WÉ£ld®.

33 Unit 1 - The Envious Neighbour

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ïutyhf (lent) th§»¢ br‹w ehŒ å£o‰F tuÉšiy vd mªj ešy Kâat® f©L mL¤j å£o‰F¢ br‹W
mtD¡F v‹dthƉW vd¡ nf£lh®. Mdhš mªj¡ bfhoa tajhd ­kÅjndh mªj ehia¡ bfh‹W xU
njtjhU ku¤â‹ (pine tree) ntU¡FŸ òij¤J (buried) it¤JÉ£nl‹ vd¥ ­gâyˤjh®. vdnt mªj Kâatuhd
ešy kÅj‹ fd¤j ïja¤Jlnd (heavy heart) mªj ïl¤â‰F¢ br‹W , xU j£oš UáíŸs czit (delicious
food) it¤J, eWkz¥ g¤â¡ F¢áfis¡ (incense sticks) ­bfhG¤â, ­fšyiwia (grave) ­ky®fshš my§fǤJ
(adorned) mtuJ ïHªJnghd ehŒ¡fhf mt® f©Ù® áªâdh® (shed tears).
m‹¿uî, mªj ešy kÅj‹ ma®ªJ cw§»a bghGJ, mªj ehŒ mtU¡F¡ fh£áaˤjJ
(appeared). mtuJ mid¤J m‹ã‰F« e‹¿ T¿¡ bfh©L,”mªj¤ njtjhU ku¤â‹ Ñœ eh‹ ml¡f«
brŒa¥g£oU¡»‹nw‹. mij bt£o mâš xU ku cuiy (mortar) c©Lg©Â mij eh‹ vd Ãid¤J¥
ga‹gL¤J§fŸ”, vd¡ T¿aJ.
mªj ehŒ T¿agona mªj tajhd kÅj‹ brŒjh®. mªj¤ njtjhU ku¤âÈUªJ X® cuiy¢ (mortar)
brŒjh®. Mdhš mt® mâš mtUila bešiy miu¤j nghJ, x›bthU mÇáí« Vnjh xU bgh¡»õkhf
(treasure) kh¿aJ.
mªj¡ bfhoa Kâa j«gâÆd® ïij¥ gh®¤j bghGJ, mªj cuiy ïutyhf th§f tªjd®. Mdhš
mt®fŸ mij¥ ga‹gL¤j Ka‰á¡F« K‹dnu, mt®fSila beš mid¤J« bf£L¥ nghŒ É£lJ. vdnt
mt®fŸ cuiy cil¤J vǤJ¥ ngh£ld®. Mdhš mªj Kâa kÅj® j‹Dila mUikahd (precious)
cuš cil¡f¥g£L vÇ¡f¥g£lij (burnt) g‰¿ á¿J« rªnjf¥glhkš, V‹ mtuJ mayf¤jh®fŸ (neighbours)

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mij¤ âU«g mtÇl« bfh©L tuÉšiy vd M¢rÇakilªjh®.

l.i
15000 M©LfS¡F K‹ XehŒfËÈUªJ (wolves) ehŒfŸ å£L ts®¥ãš (domesticated)

da
cd¡F¤ gH¡FÉ¡f¥g£ld. »H¡F MáahÉš (East Asia) rhjfkhf ÓdhÉš (China) jh‹ ehŒfŸ
bjÇíkh? Kj‹ Kjyhf¥ gH¡FÉ¡f¥g£ld vd òâa Mjhu« bjÇÉ¡»wJ. fhy¥ ngh¡»š ü‰W¡
fz¡fhd ca®ju tifÆyhd (variation) ïd¥bgU¡f§fŸ (breeds) njh‹¿ÆU¡»‹wd.
ka
X® ïuî mªj ehŒ kWgoí« mtuJ fdÉš njh‹¿aJ. elªjt‰iw¡ F¿¤J mtÇl« T¿aJ. nkY«
vǪj cuÈ‹ rh«giy vL¤J cy®ªj (withered) ku§fË‹ nkš öÉdhš (sprinkle) m«ku§fŸ cÆuilªJ
vi
clnd ó¡f¤bjhl§F« vd mªj ehŒ T¿aJ. mij¡ T¿a ã‹ fdî« fiyªjJ (vanished). nkY« mtuJ
cuiy ïHªJ Kjš Kiwahf ïjid¡ ­nf£ljhš m©il ­å£lhÇ‹ å£o‰F Xo¢ br‹W v‹d ÉiyahdhY«
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mtuJ bgh¡»õ¤â‹ rh«giy (ashes of treasures) mtU¡F¤ âU«g¡ bfhL¡FkhW mt®fis k‹whodh®
(begged).
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mij¥ bg‰W¡ bfh©L, mt® å£o‰F âU«ã tªjh®. e‰g©òfis (virtues) ­m¿tj‰fhf mt® xU
nrhjidia (trial) xU g£L¥ nghd br®Ç ku¤â‹ (withered cherry tree) ÛJ el¤âdh® mJ, rh«gyhš bjhl¥g£l
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clnd JË®¡fî« (sprout), ó¡fî« (blossom) bjhl§»aJ. mt® mªj m‰òj Éisit¡ f©lîl‹ (wonderful
effect) rh«giy xU TilíDŸ (basket) it¤J¡ bfh©L, br¤j (g£L¥nghd) ku§fis cÆuila¢brŒí«
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(bringing life) r¡âíila (power) xU Kâa kÅj‹ vd¤ j‹id¥g‰¿ m¿É¤jgo (announcing) mt® CU¡FŸ
òw¥g£L¢ br‹wh®.
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xU F¿¥ã£l ïstur‹ , ïjid¡ nfŸÉ¥g£L, ïJ xU kfhɪijahd fhÇa« (mighty strange thing) vd

v©Â, fhŒªJ nghd ãs« k‰W« br®Ç ku§fis¤ JË®¤J ó¤J¡ FY§f¢ brŒa jdJ r¡âia¡ fh£L»‹w
Kâatiu miH¤J tu¢ brŒjh‹. vdnt, ïstur‹ ïtU¡F¢ áw¥ò¥ gÇrhf¥ g£L¤J©Lfisí« (pieceful
silk), JÂkÂfisí«, ãw gÇRfisí«, bfhL¤J mtiu k»œ¢á bgh§f (rejoicing) å£o‰F mD¥ãit¤jh‹.
m¡f« g¡f¤jh® ïij¡ nfŸÉ¥g£l clnd Ûâahd rh«giy (remained ashes) všyh« nrfǤJ mij¡
TilÆny ngh£L¡ bfh©Lmªj¡ bfhoa Kâa kÅj‹ nfh£il¥ g£lz¤â‰FŸ (castle town) br‹W jh‹
ïwªj (g£L¥nghd) ku§fis¥ ó¡fî« it¡F« r¡âia cila tajhd kÅj‹ v‹wthW mªj¢ rh«giy¡
bfhL¤jh‹. ïsturÅ‹ mu©kid¡FŸ miH¡f¥gL« K‹ mt® mâf neu« fh¤âU¡f nt©oaâšiy,
Mjyhš mtuJ r¡âia fh£á¥gL¤j c ­ ¤juÉl¥g£lJ (exhibit his power).
Mdhš mt® xU ïiyíy®ªj (fhŒªj) (withered) ku¤â‹ V¿ rh«giy¤ öÉÉl¤ (scatter) bjhl§»a
nghJ xU bkh£L mšyJ ó Tl njh‹wÉšiy. Mdhš rh«gš všyh« ïsturÅ‹ f©fŸ k‰W« thŒ
M»at‰¿‹ cŸns gwªJ (flew) br‹W f©iz¡ FUlh¡fî« (blinding) thail¡fî« (choking) brŒjJ.
ïsturÅ‹ gÂah£fŸ ïij¡ f©ld®. mt®fŸ mtiu¥ ão¤J (seized) ïG¤J¢ rhF« msɉF
mo¤jd®. Mjyhš mt® xU Äf nkhrkhd f£l¤âš C®ªJ (crawled off) bfh©nl åL âU«ãdh® mtU«
mtuJ kidÉí« v¥go¥g£l xU f©ÂÆš (trap) mt®fŸ ÉGªJ É£ld® vd¡ f©Lão¤jjhš mt®fis
mt®fns tirbkhʪjd® (scolded).
Unit 1 - The Envious Neighbour 34

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nghÇš (warfare) ehŒfS¡F Ú©l gyju¥g£l tuyhW c©L. nghÇÈUªJ ehŒfŸ

cd¡F¤ x‰w®fshf, fhty®fshf, jl« m¿gt®fshf (scouts, sentries, trackers) mt®fsJ
bjÇíkh? gaD¡fhf r©ilÆš gƉá mË¡f¥gL»wJ. mt®fsJ ga‹fŸ khWg£L¡
bfh©oU¡»‹wd. nkY« áy eåd ïuhQt¥ ga‹gh£oš (military usage) ïUªJ
bfh©oU¡»‹wd.
mªj ešy (good) Kâa kÅjD« kDÎí«, mt®fsJ m©ilå£lhUila kdntjid (distress)
g‰¿¡nfŸÉ¥g£l clnd mt®fis miH¤J tu¢ brŒjd®. nkY« mt®fsJ nguhir (greed) k‰W« bfh^u¢
braY¡F (cruelty) mt®fis¡ foªJ bfh©lJl‹ mt®fS¡F¤ j§fSila brh¤âš (richest) xU g§if¡
(share) bfhL¤jd®. mJ, Û©L« Û©L« »il¤j mâZl¤jhš, (repeated strokes of luck) ï¥nghJ xU ešy
bjhifahf (good sum) mâfǤJÉ£lJ. Mfnt bfhoa Kâa k¡fŸ mt®fsJ tÊfis¢ rÇ brŒJ. ešy
g©ghd thœ¡ifia (good and virtuous life) mj‹ ã‹d® thœªjd®.
A. Identify the character or speaker of the following lines. (T.B. P. No.: 25)
1. They gathered the treasure - The honest couple / old couple
2. The pine tree under which, I am buried, to be

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cut down and made into a mortar - The (dead) dog

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3. They dug and found nothing but a quantity of
dirt and nasty offal - The wicked old couple / envious neighbour

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4. He had not to wait long before he was called
into the prince's palace and ordered to exhibit
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his power - The wicked old man
5. BOW, WOW, WOW! - The dog QY - 19
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B. Based on your understanding of the story choose the right answers from the given options.
1. The old farmer and his wife loved the dog. (T.B. P. No.: 25)
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(a) because it helped them in their day-to-day work.

(b) as if it was their own baby.
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(c) as they were kind to all living beings. Ans : (a)

2. When the old couple became rich they
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(a) gave the dog better food.

(b) invited their greedy neighbours to a feast.
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(c) lived a comfortable life and were generous towards their poor neighbours. Ans : (c)
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3. The greedy couple borrowed the mortar to make

(a) rich pastry and bean sauce.
(b) magic ash to win rewards. (c) a pile of gold. Ans : (c)
4. The old couple found _____ in a garden QY - 19

(a) iron bars (b) copper coins (c) gold and sliver Ans : (c)
C. Answer the following questions in a paragraph of about 80 to 100 words. HY - 19  (T.B. P. No.: 26)
1. The old farmer was a kind person. Justify the statement with suitable examples from the story.
Once there lived an old farmer in a village. He was an honest man, The farmer and his wife used
to work in their fields. He used to help the poor and needy, Their neighbours were an old couple. They
were not good people. They were jealous of this old farmer and his wife . They borrowed whatever they
wanted from the farmer. The farmer was never getting cross with the neighbour. The neighbours suffered
a lot for their daily food, The farmer gave them a share from his wealth to meet their needs. He tried to
change their attitude by helping them in all ways. They understood the kindness of the old farmer. The
neighbours became very happy and thanked the old farmer. They all lived in harmony and peace.

35 Unit 1 - The Envious Neighbour

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2. How did the dog help the farmer even after its death?
The good old man’s neighbour killed the dog and buried it under the roots of a pine-tree. The old man
adorned its grave with flowers and shed tears over his lost pet. That night the dog appeared to him. It
asked him to make a mortar from the pine tree wood and use it. When he ground his rice, it turned into
rich treasure. The neighbour borrowed the mortar. They tried to use it but all their rice turned into filth.
So they broke the mortar and burnt it.
One night the dog appeared to the good old man and told him that if he took the a ­ shes and sprinkle
them on withered trees, the trees would revive and blossom. He verified the power to bring back dead
trees to life. A certain prince sent for him, he sprinkled the ashes on the plum and cherry trees. The trees
shoot out and put forth flowers. So the prince gave him a rich reward and sent him rejoicing. Thus the
dog helped the good old man even after its death.
3. Why did the Prince reward the farmer but punish the neighbour for the same act?
The prince hearing of the power of the ashes, sent for the good old man. He sprinkled the ashes on the
withered plum and cherry trees. The trees began to shoot out and blossom. So, the Prince gave him a rich
reward of pieces of silk and cloth and other presents. The wicked old man also entered the Prince’s place

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to show his power of reviving dead trees. The Prince ordered him to exhibit his power. When he climbed

l.i
up into a withered tree and scattered the ashes, not a bud or flower appeared. All the ashes flew into the
Prince’s eyes and mouth, blinding and choking him. When the retainers saw this they seized the old man

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and beat him almost to death. He and his wife found out that they had fallen into a trap. They scolded
themselves for their act of greed.
4. Bring out the difference between two neighbours with suitable examples to support your view.
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The two neighbours in the story are of opposite characters. One old man was honest and kind. The
other old man was cruel and wicked. He borrowed the dog to use it and became rich. But it did not come
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true. So he killed it and burnt it. The dog’s ashes had the power to revive dead trees. The cruel old man
wanted to use it to become rich. But he failed and he was beaten almost to death by the Prince’s retainers.
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They are similar to the two women who came to king Solomon’s court. Both the women claimed to be the
mother of a living child. The king ordered the servant to cut it into two with a sword. The false mother
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opted to take one half of the baby. But the true mother requested the king not to cut and kill the baby.
She asked the king to give the baby to the other woman. The king caught the wicked woman. The child
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was restored to the real mother. The wicked woman was punished by the king.
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D. Refer to what happens in the folk tale and complete the story with the help of the hints given in
the mind map. (T.B. P. No.: 26)
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1. There lived an honest man with his wife, who had a favourite dog through which he got a
treasure.

2. There dwelt a covetous and stingy old man and woman in the neighbouring house

3. The wicked old couple seized the dog, and they killed him

4. They broke up the mortar and burnt it

5. They collected all the ashes that remained and put them in a basket.

E. Rearrange the following sentence in a coherent order.

i) 1. The old couple dug the spot.
2. They went out to work in their garden.

Unit 1 - The Envious Neighbour 36

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3. They found pieces of gold and other precious things.

4. An old couple had a pet dog.
5. Suddenly the dog started barking. Ans: a-4, b-2, c-5, d-1, e-3
ii) 1. The wicked man collected the remaining ashes.
2. The dog appeared to the old man again.
3. He too demonstrated his power. But he failed.
4. It asked him to scatter the ashes on the withered trees.
5. The withered trees and a cherry tree began to blossom. Ans: a-2, b-4, c-5, d-1, e-3
PARAGRAPH FOR AVERAGE STUDENTS:
F. Write a paragraph of about 150 words developing the following hints.
Old couple - dog - dug - treasure - neighbour - borrowed - killed - dug - pine tree - mortar - rice - gold
- neighbour - rice foul smelling - burnt ashes - sprinkled - withered leaves - blossom - prince - gifted -
neighbour - thrashed.
An old couple loved their dog. They looked after it as their child. One day the dog dug in the garden.

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They found a box of treasure there. The next door neighbour came to know about this. They thought

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the dog must be able to find treasure and so they borrowed the dog from the old couple. They made the
dog to dug the garden. There was only filth. They got angry and killed the dog. When the couple asked

da
he said that the dog dropped dead. The old couple grieved and buried the dog under the pine tree where
they had found the treasure. One night the old man had a dream. He was asked to chop the pine tree and
make a mortar from it. The old man did, the rice put into the mortar turned into gold. Knowing this the
ka
neighbour borrowed it. But the rice turned to foul, smelling berries. They got angry and burnt the mortar.
Again the old man had a dream. The dog told his master to take the ashes and sprinkle them on certain
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cherry trees. When he did it the cherry trees came into bloom. The prince got happy and gave him many
gifts. The neighbour tried to do the same. The ashes blew into the prince's eyes and finally they were
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thrashed by the prince.

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PARAGRAPH FOR LATE BLOOMERS:

➢ The old couple reared a dog with love and affection.
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➢ The dog brought treasure to the good old couple.

➢ The next door neighbour also wanted treasure.
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➢ But the dog did not give any wealth to them.

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➢ They killed the dog and buried under the pine tree.
➢ The ashes of pine trees mortar turn into gold. It was sprinkled on the cherry trees to bloom.
➢ This helped the good old couple get rewards from the prince.
➢ It brought punishment to the wicked couple.

37 Unit 1 - The Envious Neighbour

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It's the stick-together family .... be comrade with your kin.
4. 
Ans: The stick together family wins the joy of earth. The old house shelters all the charm of life. The poet invites
wandering brothers to come and join the stick together families in their fire side and have fun.

5. SPOT THE ERROR & CORRECT

EXERCISE 1: c) Has the report been finished by you.
a) Games and sports help in recreation. d) I like playing cricket.
b) Cricket is watched by millions of fans all over the e) My friend said that she had completed the work the
world. previous day.
c) Rajan's slowly settled down in his retired life. EXERCISE 4:
d) Has anyone attended the function? a) One of the boys is very tall.
e) My grandmother and I were good at drawing pictures. b) I look forward meeting you.
EXERCISE 2: c) His son - in - law has come home.
a) I prefer coffee to tea. d) He is a union leader.
b) Students is absent e) Raghu is one of the tallest boys in the class.
c) Though he was angry he did not eat..

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EXERCISE 5:
d) The Elephant is the largest animal. a) Ram is the richest man in the village.

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e) Mathematics is the queen of all subjects. b) The cat is sitting on the wall.
EXERCISE 3: c) Inspite of the rain we went out.

da
a) Malathi is younger to Malaini. d) We have been living in chennai for two years.
b) Water boils at 100ºC e) Raju can't speak Hindi
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ADDITIONAL TOPICS
1. BRITISH ENGLISH - AMERICAN ENGLISH
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1-garbage can / trash can 2-pitcher 3-neighbor 4-crib
5-sink 6-guy 7-b 8-a 9-c 10-a
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2. HOMONYMS, HOMOPHONES AND CONFUSABLES

.k

A) HOMONYMS EXERCISE:
1. play 2. crane 3. bark 4. left 5. watch
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6. cricket 7. bear 8. will 9. bank 10. park

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B) HOMOPHONES EXERCISE:
1. sow / so 2. him / hymn 3. due / dew 4. threw/through 5. some/sum
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6. cereal/serial 7. earn/urn 8. colonel/kernel 9. sell / cell 10. wait/weight

11. pray/prey 12. week/weak 13. toe/tow 14. meat/meet 15. ate/eight
16. our/hour 17. a 18. a 19. b 20. a
21. a 22. a 23. a 24. a 25. a

3. ARTICLES
EXERCISE: 1-a, 2-b, 3-b, 4-c, 5-c, 6-a, 7-b, 8-a, 9-a,b, 10-b

3. DETERMINERS
EXERCISE: 1-b, 2-a, 3-a, 4-b, 5-c, 6-a, 7-a, 8-b, 9-c, 10-c

4. QUESTION TAGS
EXERCISE: 1-a, 2-b, 3-c, 4-a, 5-c

5. MODALS
EXERCISE: 1-b, 2-d, 3-c, 4-a, 5-b, 6-d, 7-a, 8-b, 9-a, 10-b, 11-b, 12-a, 13-b, 14-a, 15-b, 16-a

Answer Key 350

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6. IF SENTENCES - CONDITIONALS
EXERCISE: 1-b, 2- if you study well, 3-b, 4-a, 5-a

7. FINITE AND NON-FINITE VERB

EXERCISE: 1-b, 2-b, 3-b, 4-a, 5-c, 6-c, 7-c
9. SINGULAR - PLURAL
EXERCISE 1: 1-b, 2-a, 3-b, 4-c 5-c EXERCISE 2: 1-a, 2-b, 3-a, 4-b, 5-b
10. COMPOUND WORDS
EXERCISE 1: 1-b, 2-a, 3-c, 4-a, 5-a EXERCISE 2: 1-b, 2-b, 3-b, 4-c, 5-b
EXERCISE 3: 1-a, 2-b, 3-c, 4-b, 5-b

Answer Key - ANNUAL EXAMINATION QUESTION PAPER - 2023

23. Litter must not be dropped inthe streets by us. 40. From
24. Galdin requested mother whether she could buy him a XXXX
chocolate. IX Std

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Govt. High School,
25. "I" m a grizzly from Alaska, and I've come to stay.

l.i
Tirunelveli.
26. Amirtha is not so young as Prabhu.
To
27. a) Tom was dull and deressed, b) They will publish

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The Headmaster
the result. Govt. High School
28. i) Go Straight on MG Road. Tirunelveli.
ka
ii) Turn right at school street. Respected Sir,
iii) Cross the junction on market Road. My father got transferred to Coimbatore. We
iv) you can find the tower junction.
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are going to shift our family to Coimbatore. So I request
35. a) night - bright, Shine - mine you to issue me the transfer certificate to continue study
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b) aabb there.
c) allusion Place : Tirunelveli Yours obediently,
d) bore - bright
.k

Date : 04.06.2023 XXXX

36. The poet brings out the difference in the attitudes of
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children living in joint family and nuclear family.

The stick - together families are the happiest of all. Address on cover Stamp
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The brothers and sisters of nuclear families take To

separate ways. The Headmaster
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The gladdest people are the children from joint Govt. High School,
families who circle near the fire side. Tirunelveli.
37. 1-d, 2-a, 3-e, 4-b, 5-c
41. News Paper Article
38. See comprehension Ex. No. 9 for answer. Sania Mirza
39. She hails from Mumbai in Maharastra. She is an Indian
Programme on the professional tennis player who was formerly ranked
No. 1 in the women's doubles rankings. She was
prevention of Drug Addiction
ranked by WTA as India's No. 1 doubles Player.
Date : April 18, 2023
Venue : School Auditorium PV. Sindhu
Do's : to prevent the students Pusaria Venkata Sindhu from Hyderabad in Andhra
not to spoil life. Pradesh. She is an Indian professional badminton
Don'ts : Causes death player who is currently world No. 4 in the BWF world
Reason : nearly 200 youngster death ranking. She became the first Indian Woman to win
Regions affected : Throughout TN an Olympic silver medal. She was awarded the Padma
Shri and Arjuna Award for badminton.

351 Answer key

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42. He is a mountain rider
The place is rough and uneven
He is riding downwards
He is riding lonely
He is enjoying his ride
43. Rough Copy
Memory is one of the important cognitive processes. Memory involves remembering and forgetting. These
are like two faces of a coin. Though these two are opposed to each other by nature, they play an important
role in the life of an individual. Remembering pleasant experiences makes living happy, and on the other hand
remembering unpleasant experiences make living unhappy and miserable. So here forgetting helps individual to
forget unwanted and unpleasant experiences and memories and keeps him happy. In this way, remembering the
pleasant and forgetting the - unpleasant both are essential for normal living. In the case of learners, remembering
is very important, because without memory there would be no learning. If learning has to progress remembering of
what is already learnt is indispensable, otherwise every time the learner has to start from the beginning. Our mind
has the power of conserving experiences and mentally receiving then whenever such an activity helps the onward
progress of the life cycle. The conserved experience has a unity, an organisation of its own and it colours our present
experience.

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Fair Draft:
Memory

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Memory is one of the important cognitive processes. Memory involves remembering and forgetting. These are
like two faces of a coin. Remembering pleasant experiences makes living happy, and on the other hand remembering

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unpleasant experiences make living unhappy and miserable. forgetting helps individual to forget unwanted and
unpleasant experiences. Our mind has the power of conserving experiences and mentally receiving then whenever
such an activity helps the onward progress of the life cycle.
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Total no of words in the given passage : 174
Total no of words in the summary : 59
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Answer Key 352

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