Class 9 English - Beehive - Chapter My Childhood NCERT Solutions | III. Discuss these questions in class
III. Discuss these questions in class with your teacher and then write down your answers in two or three paragraphs each.
1. “On the whole, the small society of Rameswaram was very rigid in terms of the segregation of different social groups,” says the author.
(i) Which social groups does he mention? Were these groups easily identifiable (for example, by the way they dressed)?
(ii) Were they aware only of their differences or did they also naturally share friendships and experiences? (Think of the bedtime stories in Kalam’s house; of who his friends were; and of what used to take place in the pond near his house.)
(iii) The author speaks both of people who were very aware of the differences among them and those who tried to bridge these differences. Can you identify such people in the text?
(iv) Narrate two incidents that show how differences can be created, and also how they can be resolved. How can people change their attitudes?
2. (i) Why did Abdul Kalam want to leave Rameswaram?
(ii) What did his father say to this?
(iii) What do you think his words mean? Why do you think he spoke those words?
1. (i) The social groups that are mentioned by author were, hindus and the muslims. Yes, these groups were distinguishable easily. About kalam similarly wore a cap, which pointed him as a muslim. His friend whose name was Ramanadha sastry, wore the scared thread as he was a hindu.
(ii) As a child, nobody felt the difference amongst themselves because of their religious differences and their upbringing. They shared special friendship and their experiences. Abdul kalam was a muslim and lived on the mosque street and his friends belonged to orthodox hind Brahmin families. However, they had very closed friendship. During the annual shri sita rama kalyanam ceremony, kalam’s family arranged boats with a special arrangement of platform to carry idols of the lord from the temples to the marriage hall sites.
(iii) Two people were very much aware of the differences between them. The new teacher who came to the class when kalam was in the fifth standard and did not allow him to sit with Ramanadha sastry later became his friend, was a Brahmin and the son of hindu priest. Also the wife of Sivasubramania iyer was very orthodox who belongs to a conservative family and did not allow kalam to eat in her pure hindu kitchen. The people who tried to resolve these differences were Lakshmana sastry and Sivasubramania iyer.
(iv) When kalam was in the 5th standard then a new teacher came to his class. Kalam used to sit in the front row with Ramanandha sastry who belongs to a muslim community. The teacher was not be able to accept the fact that a hindu priest’s son was sitting next to a muslim boy. The teacher immediately asked kalam to sit on the back bench which made both kalam and ramanandha very sad and disappointed. When they told this story to their parents, lakshman sastry called for the teacher and told him that he should not spread social non- equality amongst the children. He also said that the thought of communal intolerance shouldn't be instigated in the minds of innocent children. The teacher ask for forgiveness and felt sorry his behavior. In another incident, kalam ‘s science teacher sivasubramania Iyer invited him for the food to his house. His wife was very conservative, so didn't like his idea of a muslim boy eating in her ritually pure hindu kitchen. She denied to serve kalam in her kitchen. However, iyer decided to serve kalam with his own hands and sat down besides him to eat the food. When kalam was going from his house then he again gave a invitation him for a dinner on the next weekend. But kalam was hesitant. Still kalam told him not to get upset and said that once has decided to change the system, these types of problems will be solved. When kalam visited his teacher’s house the next week, his teacher’s wife took him inside her kitchen and served him food with her own hands. So, differences could be resolved and many people’s attitudes could be changed slowly.
2. (i) kalam wanted to left rameswaram for future studies. He wanted to study at the ramanathapuram's district headquarters.
(ii) kalam’s father said that he knew that for the further growth he had to go away one day. He gave him the example of seagull which flies across the sun alone and lives without a nest. He also gave an example of khalil Gibran to kalam’s mother by saying that her children are not their her own. They were the sons and daughters of life’s longing for itself. The children thought that their parents, but not like them. He was very determined that children have their own thoughts. But cannot force their thoughts on them.
(iii) His words defines that children have to become independent and be separated from their parents at some further stages of life. They need to be independent to be set free at some point of their life. Only they can got to understand the world realize their thoughts, goals and dreams. He gave him the example of a seagull which flies alone and finds its food by their own and nest. Parents give unconditional love to their children but they can't put their thoughts on them. The children have their own dreams and thoughts. Kalam’s father spoke these words because his mother was reluctant about him leaving rameswaram.
More Questions From Class 9 English - Beehive - Chapter My Childhood
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I. Answer these questions in one or two sentences each.
1. Where was Abdul Kalam’s house?
2. What do you think Dinamani is the name of? Give a reason for your answer.
3. Who were Abdul Kalam’s school friends? What did they later become?
4. How did Abdul Kalam earn his first wages?
5. Had he earned any money before that? In what way?
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II. Answer each of these questions in a short paragraph (about 30 words)1. How does the author describe: (i) his father, (ii) his mother, (iii) himself?
2. What characteristics does he say he inherited from his parents?
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1. Match the phrases in Column A with their meanings in Column B.
2. Study the words in italics in the sentences below. They are formed by prefixing un – or in – to their antonyms (words opposite in meaning).
• I was a short boy with rather undistinguished looks. (un + distinguished)
• My austere father used to avoid all inessential comforts.(in + essential)
• The area was completely unaffected by the war.(un + affected)
• He should not spread the poison of social inequality and communal intolerance. (in + equality, in + tolerance) Now form the opposites of the words below by prefixing un- or in-. The prefix in- can also have the forms il-, ir-, or im- (for example: illiterate –il + literate, impractical –im + practical, irrational – ir + rational). You may consult a dictionary if you wish.
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Study these sentences:
• My parents were regarded as an ideal couple.
• I was asked to go and sit on the back bench.
• Such problems have to be confronted.The italicised verbs in these sentences are made up of a form of the verb be and a past participle. (For example: were + regarded, was + asked, be + confronted) These sentences focus on what happens, rather than who does what. Notice that the doer of the action is not included in the sentences. If necessary, we can mention the doer of the action in a by-phrase. For example:
• The tree was struck by lightning.
• The flag was unfurled by the Chief Guest. - Q:-
Rewrite the sentences below, changing the verbs in brackets into the passive form.
1. In yesterday’s competition the prizes (give away) by the Principal.
2. In spite of financial difficulties, the labourers (pay) on time.
3. On Republic Day, vehicles (not allow) beyond this point.
4. Second-hand books (buy and sell) on the pavement every Saturday.
5. Elections to the Lok Sabha (hold) every five years.
6. Our National Anthem (compose) Rabindranath Tagore. - Q:-
Find the sentences in the text where these words occur:
erupt ,surge, trace, undistinguished, casualtyLook these words up in a dictionary which gives examples of how they are used. Now answer the following questions.
1. What are the things that can erupt? Use examples to explain the various meanings of erupt. Now do the same for the word surge. What things can surge?
2. What are the meanings of the word trace and which of the meanings is closest to the word in the text?
3. Can you find the word undistinguished in your dictionary? (If not, look up the word distinguished and say what undistinguished must mean.) - Q:-
Rewrite the paragraphs below, using the correct form of the verb given in brackets.
1. How Helmets Came To Be Used in Cricket
Nari Contractor was the Captain and an opening batsman for India in the 1960s. The Indian cricket team went on a tour to the West Indies in 1962. In a match against Barbados in Bridgetown, Nari Contractor (seriously injure and collapse). In those days helmets (not wear). Contractor (hit) on the head by a bouncer from Charlie Griffith. Contractor’s skull (fracture). The entire team (deeply concern). The West Indies players (worry). Contractor (rush ) to hospital. He (accompany) by Frank Worrell, the Captain of the West Indies Team. Blood (donate) by the West Indies players. Thanks to the timely help, Contractor (save). Nowadays helmets (routinely use) against bowlers.
2. Oil from Seeds
Vegetable oils (make) from seeds and fruits of many plants growing all over the world, from tiny sesame seeds to big, juicy coconuts. Oil (produce) from cotton seeds, groundnuts, soya beans and sunflower seeds. Olive oil (use) for cooking, salad dressing etc. Olives (shake) from the trees and (gather) up, usually by hand. The olives (ground) to a thick paste which is spread onto special mats. Then the mats (layer) up on the pressing machine which will gently squeeze them to produce olive oil.
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4. What was Jerome’s real intention when he offered to pack?
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7. Where did Jerome finally find the toothbrush?
8. Why did Jerome have to reopen the packed bag?
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(i) They started with breaking a cup.
(ii) They also broke a plate.
(iii) They squashed a tomato.
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(i) Who says this?
(ii) Why does he say it?
(iii) Is he sarcastic or serious?
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(i) Who says this?
(ii) What does it mean?
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(i) Who says this?(ii) Why does the speaker say it?
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(i) Who says this?
(ii) Why does the speaker say it?
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(i) Where has this been said in the play?
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