Category: Class 9

Tamilnadu State Board New Syllabus Samacheer Kalvi 9th English Guide Pdf Poem 5 The River  Questions and Answers, Summary, Notes.

Tamilnadu Samacheer Kalvi 9th English Solutions Poem 5 The River

9th English Guide The River Textbook Questions and Answers

B. Read the following lines and answer the questions given below:

1. O’er the yellow pebbles dancing
through the flowers and foliage glancing.

Question (a)
How does the river flow?
Answer:
The river flows over the yellow pebbles dancing through the flowers and leaves in a playful manner.

Question (b)
What is meant by ‘foliage’?
Answer:
Foliage means a cluster of leaves and branches of a tree or plant.

2. River; river! Swelling river!
On you rush through rough and smooth.

Question (a).
Why does the poet mention the river to be swelling?
Answer:
The poet mentions the river to be swelling because the river is like a reckless youth.

3. Over rocks, by rose – banks, sweeping
like impetuous youth.

Question (a).
Where does the rose grow?
Answer:
The rose grows by rose-banks

Question (b).
Which stage of men is compared here?
Answer:
The youth of men is compared here.

4. Broad and deep, and still as time Seeming still, yet still in motion.

Question (a).
What is broad and deep?
Answer:
The river is broad and deep.

Question (b).
Is time still?
Answer:
Yes, the time is still.

5. Tending onward to the ocean,
Just like a mortal prime.

Question (a).
Where is the river flowing to?
Answer:
The river is flowing to the ocean.

Question (b).
What does the poet mean by ‘mortal prime’?
Answer:
Mortal prime means a man in the best of his life.

Poetic Devices:

C. Road the following lines and answer the questions.

1. Bright you sparkle on your way;
O’er the yellow pebbles dancing.
Through the flowers and foliage glancing Like a child at play.
Pick out the rhyming words,
Answer:
Dancing and glancing; way and play are the rhyming words.

2. Mention the rhyme scheme of the poem.
Answer:
The rhyme scheme of the poem is abba.

3. Through the flowers and foliage glancing like a child at play.
Mention the figure of speech used in the above line.
Give various other examples from the poem.
The figure of speech used is “simile”
Other examples of the simile in this poem.
Answer:

1. “Like impetuous youth”
2. Just like mortal prime
3. Still as time
4. Like eternity”.

4. Seeming still, yet still in motion.
Question (a).
Pick out the words in alliteration from the above lines.
Answer:
The alliterated words are seeming, still, and still.

Question (b).
Identify other examples from the poem for alliteration.
Answer:
Other examples for alliteration from this poem:

1. River, river, little river
2. Through the flowers and foliage glancing
3. River, river Swelling river!
4. On you rush through rough and smooth
5. Over rocks, by rose – banks, sweeping
6. River, river! Brimming river!
7. River, river! Headlong river!
8. Down you dash into the sea.
9. The sea that line hath never sounded
10. The sea that sail hath never rounded.

5. Pick out the examples for epithet from the poem.
Answer:

1. Swelling river
2. Brimming river
3. Mortal prime
4. impetuous youth.

6. Pick out the examples for imagery from the poem.
Answer:

1. Through the flowers and foliage glancing.
2. On you rush through rough and smooth
3. Louder, faster, brawling leaping
4. Broad and deep and still
5. Seeming still, yet still in motion
6. By rose – banks.

Additional Questions And Answers

1. River, river, little river!
Bright you sparkle on your way.

Question (a).
What sort of river is it?
Answer:
It is a little river.

Question (b).
How does the river look?
Answer:
The river looks bright and it sparkles on its way.

2. O’er the yellow pebbles dancing Like a child at play

Question (a).
What are the pebbles?
Answer:
The pebbles are small smooth and round stones.

Question (b).
What is dancing over the yellow pebbles?
Answer:
The river is dancing ever the yellow pebbles.

Question (c)
How does the river dance?
Answer:
The river dances like a child at play.

3. River, river! Headlong river!
Down you dash into the sea,

Question (a).
What is meant by ‘Headlong’?
Answer:
Headlong means with the head first and the rest of the body following.

Question (b).
Where does the river dash into?
Answer:
The river dashes into the sea.

Question (c).
Who does ‘you’ refer to?
Answer:
You refer to the (little) river.

4. Sea that line hath never – sounded Sea that sail hath never rounded,
Like eternity.

Question (a).
What is meant by ‘line’ here?
Answer:
Here, the line means a long rope used for a particular purpose.

Question (b).
What is meant by ‘sail’ here?
Answer:
Sail means a trip in a boat or ship.

Question (c).
What is ‘eternity’?
Answer:
Eternity is life continuing without end after death.

Question (d).
Pick out the rhyming words in these lines.
Answer:
The rhyming words are sounded and rounded,

D. Answer the following in a paragraph of about 120 – 150 words.

Question 1.
How does the poet bring about the comparison of life with the river? Explain it with reference to the poem.
Answer:
‘The River’ is a poem describing the beauty of a river, in all its glory. Caroline Ann Bowles says that the river is a dynamic and vital symbol of nature. The poem has philosophical undertones also. The flow of the river shows the journey of life to eternity. The different stages of life are brought in through the imagery used in the poem. Initially, the river is compared to the yellow pebbles dancing.

This indicates childhood. The river then rushes through rough and smooth paths, brawling and leaping referring to the stage of reckless youth. When the river ebbs and flows, appearing to be broad and deep, inclining towards the ocean, one can see the prime phase of a human being. The flow of the river shows the journey of life to eternity.

As human life passes through childhood, youth, old age, and eternity, likewise the river also undergoes changes in its course of action. The gentle, sparkling dancing river, faster, brawling, leaping river, its stillness, and the merging with the sea towards the end of the poem, indicate the different stages of the river like the stages of human life.

(OR)

In the poem ‘The River’ the poet compares the river with the different stages in a man’s life. The river is bright sparkling on its way. It dances over the yellow pebbles. It glances through the flowers and foliage. It is like a child at play. The river is selling and rushing through rough and smooth surfaces. It is brawling and leaps. It goes through the rough rocks and rose-banks. It is compared to a reckless youth.

The river is full, wide, and deep. it is still like time. It appears motionless but keeps moving to the ocean. It is like life in its prime. l’he river runs quickly into the sea. The line has never measured the depth of the sea. No ship has ever rounded the sea company. the river is compared to eternity.
‘The river of knowledge has no depth’.

Question 2.
Describe how the poem clearly describes the features, functions, and destructive power of the river.
Answer:
Title: The River
Poet: Caroline Ann Bowles (1786-1854)
Theme: Rivers can favour but courses fear too.

A river is a natural watercourse usually freshwater flowing towards an ocean, sea on another river. Small rivers can be referred to as streams, brooks, and rills. Rivers are part of the hydrological cycle. Water generally collects in a river from precipitation through a . drainage basin from surface runoff. The other sources are groundwater recharge, springs, and glaciers. Rivers can flow down from mountains, through valleys, or along planes.

Rivers source to the river mouth, do not necessarily take the shortest path. Rivers are sources of water for consumption, agriculture, and industry. A river provides transportation routes, energy, and a means of disposal of wastes. The flow of water in rivers is never constant. High amounts of water flowing in rivers after leads to flooding. Flooding is one of the more common and costly types

after leads to flooding. Flooding is one of the more common and costly types of natural disasters. A flood results when a river runs out of its confines and submerges the surrounding areas. However, floods have enormous destructive power. Floods occur naturally. Floods can devastate an environment. It is not always possible to prevent floods, but it is after possible to minimize flood, damage.
“A river doesn’t just carry water, it carries life.”

(OR)

A river is a natural flowing watercourse towards an ocean. Rivers are part of the hydrological cycle. Water generally collects in a river from precipitation through a drainage basin from the surface runoff. Groundwater recharge, springs and glaciers are the other sources. Rivers can flow from mountains, through valleys or along planes. Rivers are sources of water consumption, agriculture and industry. The flow of water in rivers is never constant.

High amount of water flowing in rivers after leads to flooding. Flooding is one of the more common and costly types of disasters. A flood results when a river runs out of its confines and submerges the surrounding areas. However, floods have enormous destructive power. Flood occur naturally. They can environment. It is not always possible to prevent floods but it is after possible to minimize flood damage.
“We forget that the water cycle and the life cycle are one”

E. Based on your understanding of the poem, complete the summary of the poem by choosing the words/phrases given below :

In the poem ‘The River’, the poet compares the flow of the river with different (1)……………….. The first stanza explains how the sparkling river goes dancing over (2)……………….. and glancing through the flowers and leaves. These acts of the river is compared to a curious and innocent (3)……………….. at play. The second stanza compares the river to a (4)……………….. who goes through rough and smooth patches of life. Like a youth, here the river becomes louder, faster, and (5)……………….. everything all along the way. In the third stanza, the river becomes like a hard-working man who is at the (6)……………….. of life. Here the deep and broad river seems (7)……………….. but it keeps moving towards the sea like a matured man who silently marches towards the goal. In the last stanza, the long (8)……………….. of the river reaches the endless sea like a human life attains eternity
Answer:

1. Stages of human life.
2. The yellow pebbles
3. Child.
4. Reckless youth
5. Sweeping
6. Prime phase
7. Motionless
8. Journey

Tamilnadu State Board New Syllabus Samacheer Kalvi 9th English Guide Pdf Poem 3 On Killing a Tree Questions and Answers, Summary, Notes.

Tamilnadu Samacheer Kalvi 9th English Solutions Poem 3 On Killing a Tree

9th English Guide On Killing a Tree Textbook Questions and Answers

B. Read the following lines from the poem and answer the questions in a sentence or two.

1. It takes much time to kill a tree,
Not a simple jab of the knife Will do it.

Question 1.
Can a ‘simple jab of the knife’ kill a tree?
Answer:
No, a simple jab of the knife cannot kill a tree.

Question 2.
Why does it take much time to kill a tree?
Answer:
It is because the tree is very strong and its root is deep in the earth.

2. It has grown
Slowly consuming the earth,
Rising out of it, feeding Upon its crust, absorbing

Question 1.
How has the tree grown?
Answer:
The tree has grown slowly.

Question 2.
What does the tree feed on the crust?
Answer:
The tree feeds water from the crust.

3. And out of its leprous hide
Sprouting leaves.

Question 1.
What does the phrase ‘leprous hide’ mean?
Answer:
‘Leprous hide’ means the bark of the tree. It has rough skin with scales.

Question 2.
What comes out of the leprous hide?
Answer:
Tiny leaves come out of the leprous hide.

4. The bleeding bark will heal
And from close to the ground
Will rise curled green twigs,
Miniature boughs

Question 1.
What will happen to the bleeding bark?
Answer:
The bleeding bark will heal.

Question 2.
What will rise from close to the ground?
Answer:
The curled green twigs will rise from close to the ground.

5. The root is to be pulled out
One of the anchoring earth;

Question 1.
Why should the root be pulled out?
Answer:
The root should be pulled out to dry it and kill the tree.

Question 2.
What does ‘anchoring earth’ mean?
Answer:
‘Anchoring earth’ means fixing the tree firmly inside the earth (like a ship in the sea).

Additional  Questions and Answers

1. It takes much time to kill a tree,
Not a simple jab of the knife.

Question (a).
How long does it take to kill a tree?
Answer:
It takes much time to kill a tree.

Question (b).
What is “a jab of the knife”?
Answer:
It means “a poke or thrust with a sharp tool”.

2. It has grown
Slowly consuming the earth,
Rising out of it, feeding
Upon its crust, absorbing

Question (a).
What is tree consuming?
Answer:
The tree is consuming the earth.

Question (b).
What is rushing out of the earth?
Answer:
The tree is rushing out of the earth.

Question (c).
What is the tree feeding?
Answer:
The tree is feeding upon the earth’s crust.

3. absorbing
Years of sunlight, air, water
And out of its leprous hide
Sprouting leaves.

Question (a).
What is the tree absorbing?
Answer:
The tree is absorbing sunlight, air, and water.

Question (b).
How long is it absorbing them?
Answer:
It is absorbing them for many years.

Question (c).
What is it doing out of its leprous hide?
Answer:
It is sprouting leaves out of its leprous hide?

Question (d).
What is meant by ‘leprous’ and ‘hide’?
Answer:
‘Leprous’ means covered with scales,
‘Hide’ means the strong thick outer skin.

4. So hack and chop
But this alone won’t do it.

Question (a).
Explain the phrase: “hack and chop”
Answer:
‘Hack’ means cut something with heavy blows,
‘chop’ means cut into pieces with a tool like a knife.

Question (b).
Will this do the work?
Answer:
No, this alone won’t do it.

5. And from close to the ground
Will rise curled green twigs
Miniature boughs

Question (a).
What will rise from close to the ground?
Answer:
Curled green twigs will rise

Question (b).
What will become miniature boughs?
Answer:
The curled green twigs will become miniature boughs.

Question (c).
Explain the phrase: “Miniature boughs”
Answer:
Miniature means very small. So the phrase “miniature boughs” means a very small size of the large branches of the tree.

6. Miniature boughs
Which if unchecked will expand again.
To former size

Question (a).
What will expand if unchecked?
Answer:
The miniature boughs will expand if unchecked.

Question (b).
How will the unchecked bough expand?
Answer:
The unchecked bough will expand to the former size.

7. Out from the earth-cave
And the strength of the tree exposed The source, white and wet,
The most sensitive, hidden For years inside the earth.

Question (a).
From where the strength of the tree exposed.
Answer:
The strength of the tree exposed from the earth-cave.

Question (b).
What did the strength of the tree expose?
Answer:
The strength of the tree exposed the source.

Question (c).
How long is the tree hidden inside the earth?
Answer:
The tree is hidden for years inside the earth.

8. Then the matter
Of scorching and chocking
In sun and air,
Browning hardening
Twisting, whitening,
And then it is done,

Question (a).
What is the matter?
Answer:
The tree that is felled down is the matter.

Question (b).
What happens to the matter?
Answer:
It is scorching and chocking in the sun and air.

Question (c).
What takes place at the end?
Answer:
The tree turns brown and hardens, twists and withers

Question (d).
What is done in the end?
Answer:
In the end, the tree is killed.

C. Based on the understanding of the poem, write down the summary of the poem by filling in the blanks.

The poet explains the process of (1) ……….. A lot of work has to be done in order to (2)……….. completely. It cannot be accomplished by merely cutting it with (3)……….. The tree has grown strong with the help (4)………… of for a countless of years. Even the (5)………… of the tree gives rise to (6)………. The (7)………… sprouts new twigs and leaves. In a short period, they grow into a new tree. So, to (8)……….. completely, one should take out its roots completely from the soil. Then they should be exposed to (9)……….. Only then the tree will be completely killed.
Answer:

1. killing a tree
2. kill it
3. a knife
4. the earth
5. branch
6. boughs
7. bough
8. kill a tree
9. the sun and air

D. Based on the understanding of the poem, answer the following questions in a sentence or two.

Question 1.
What is the poem about?
Answer:
The poem is about killing a tree.

Question 2.
What are the lessons to be learned from the poem?
Answer:
We must grow trees and protect them. We must not kill the trees. We must be eco-friendly.

Question 3.
What are the life sources needed for a tree to grow?
Answer:
Soil, Water, Oxygen, and Sunlight.

Question 4.
What does the poet mean by ‘bleeding bark’?
Answer:
By bleeding bark, the poet means that the bark bleeds when it is cut with a knife.

Question 5.
Why the poet says ‘No’ at the beginning of the third stanza?
Answer:
He wants to emphasize that it is not so easy to kill a tree.

Question 6.
How should the root be pulled out?
Answer:
The root should be pulled out of the anchoring earth.

Question 7.
What is hidden inside the earth for years?
Answer:
Life and legacy are hidden inside the earth.

Question 8.
What finally happens to the tree in this poem?
Answer:
The tree is totally exposed to the sunlight and air. Thus it is killed completely.

E. Answer the following questions in about 80-100 words.

Question 1.
How well does the poet bring out the pain of the tree?
Answer:
Title: On killing a tree
Poet/Author: Dr. Gieve Patel
Character: Tree, the woodcutter
Theme: “Thou shall not kill” (even a tree)

The poet compares the killing of a tree with the killing of a man. As humans feel the pain, the poet imagines the feeling of the pain by the tree. A tree has a life so it must have sensitively. Every poke or thrust with a sharp knife must give some severe pain to the tree. It is hard to cut the crust of the tree. It is like leprous hide. The bark of the tree bleeds when the cut is deep. The tree endures pain but still, it has life.

It is not killed until its root of a tree is cut off and taken away from the earth. The root of the tree is like the heart of man. A man dies only when the heart is damaged. Likewise, a tree struggles to hold its life until it is uprooted. The root has anchored in the earth and stands straight and firm on the earth. The tree undergoes all unspeakable pain’ when it is felled. Though it does not cry but mankind my try to feel and be kind to it.
“killing a tree is like killing a man”

(OR)

“On killing a tree” speaks about the felling of a tree. A woodcutter cuts a tree with his sharp tool. It takes’ a lot of time to cut a tree. As the tree has life, it will definitely have a sense of feeling. So doubtlessly a tree must feel the pain at every poke or thrust with a sharp tool or knife. Though the pain is severe, the tree is unable to make its cry audible. We are unable to hear though we stand near the tree.

Slowly the parts of the tree start losing its life. But it is killed completely only when its root is brought out of the earth. The root is dried in the sun and air. Thus it undergoes all the pain as it is murdered by man. The killing of a tree may be compared to the killing of a man. A man dies when his heart is attacked. In the same way, a tree is killed when the root is detached from the earth.
“Save trees to pave the way to life”

Question 2.
‘A tree doesn’t grow in a day/ Explain it with reference to the poem.
Answer:
Outline:
Tree-a big plant-takes years to grow-some grow quickly-some grow slowly-no tree grows over a night-as grows slowly lives longer-some trees live more than 100 years.

Trees and shrubs are not all grown the same same. Some species grow rapidly, putting their energy into getting established quickly and putting on fast growth. Some are fast-growing trees with lower density and weaker woods. They are popular willow and box elders. Longer lived trees associate more resources into developing dense wood fiber rather than rapid growth. When planted, these trees typically take a longer time to get established and often one wonders if they will ever start growing.

Eventually, they do, and often of the saying goes, “It’s worth the wait”. Trees such as oaks and Ginko’s are prime examples of slower-growing trees that have longevity. It is rare to see these trees failing storms and they are largely resistant to decay and insect damage. There are trees which take 10 to 15 years to grow and even some other trees take 20 to 30 years. So it is certain the trees do not grow in a day.
“One cannot become a millionaire overnight”

(OR)

Trees are the bigger plants. They live long. According to its longevity, the trees have a long span of life. Any plant that grows overnight may not live long. The trees with lower density grow faster than the trees with greater density. Insects cannot easily damage the latter ones. Some trees are slow growers which take 20-30 years. Some are fast growers and they take 10-15 years.

As the saying goes, “It’s worth, the wait”, they do eventually. Trees grow slowly but steadily. Their roots go very deep anchoring the earth. The trunk of it is very strong with many branches and leaves. Their uses are many but many fail to know. Certain trees take a few decades to grow and its yield is enjoyed only by the next generation. Thus it is clear that a tree cannot grow in a day.
“Rome was not built in a day”

Question 3.
Why do you think the poet describes the act of cutting a tree? What effect does it have on you as a reader?
Answer:
Outline:
The killing of a tree – a cruel act – tree intends to live-even plants expand its species-man is a killer-very unkind towards trees-too selfish-destroys nature – a murder eventually-similar to killing a man-tree dies with its root cut-man dies with his heart attack.

(OR)

The poet is a physician. He considers the act of killing of a tree as an evil act. He is of the view that it is nothing but murder. The woodcutter tries to cut down the tree. He cuts the trunk of the tree. Even after felling the tree, it can sprout from the bottom-most part of the trunk. Thus the effort is to be made to uproot it. Unless the anchored root is cut off and removed from the earth, killing is not complete.

The root is brought out to dry it in the sun and the air. The poet compares it to the killing of a man. The root is compared to the heart of a man. Every life is finished when the heart stops functioning. As the heart circulates the blood in the body, the root does the work of supplying water to every part of the tree. The reader is getting an awareness that he or

she should not indulge in the evil or cruel act of killing a tree that can live for a long time. It gives the realization that the killing of a tree and a man are one and the same. So every reader will stand against this cruelty and join hands for planting and growing trees.

(OR)

The killing of a tree is a cruel act. The poet has made us realize that the felling of a tree is killing it. The word “Killing” is very effectively and earnestly used in this poem. Being a physician, the poet has dealt with life and death of the tree. A man dies when the heart is affected. Similarly, a tree becomes lifeless only when its root is removed from the earth. The root of a tree is compared to the heart of a man.

The poem teaches a lesson to the readers that we must not be cruel towards any living thing, either a tree or man. Killing a tree is synonymous with murdering a man. Thus it is clear that the poet wants the readers to be kind to mankind. As readers, we must feel the pain inflicted on others by every one of our cruel act through our word and deed.
“Let us not fell the trees before they fall”

F. Complete the table by identifying lines, against the poetic devices from the poem.

Answer:

1. Poetic lines Poetic Devices / Figures of Speech
2. It takes much time to kill a tree. Personification
3. The bleeding bark will heal. Personification
4. One of the anchoring earth Imagery

Listening

G. Listen to the passage about Nammazhwar, an environmental crusader from Tamil Nadu. As you listen, answer the following questions. The listening activities can be repeated if required.

Question 1.
Who is Nammazhwar? What is his contribution to farmers and farming?
Answer:
Nammazhwar was a graduate in agriculture. His contribution was that all inputs must come from within the form and the waste should be recycled and used as input.

Question 2.
What was the turning point in the life of Nammazhwar?
Answer:
The revelation of recycling the waste to be used as an output in farming was his turning point.

Question 3.
How is the “Bread sandwich method” a boon to the farmers?
Answer:
The soil is made ready and the suggested practices followed without working on the soil for the second time. The farmers can go on sowing and reaping throughout the year. This is the boon to the farmers.

Question 5.
Pick out ideas from the passage to show that he learned first and then shared with farmers.
Answer:
He never stopped learning from the farmers. He became a vast repository of farming practices and knowledge. He never pushed ideas down anyone’s throat. According to the farmer’s understanding and conditions, each farm is unique.

Question 6.
Explain in your own words the meaning of “Farming ……….. even in the 21st Century”
Answer:
Farming is not for making but a way of living and it is possible in the 21st century.

Question 7.
Give the synonyms of ‘rely’ and ‘sustainable’.
Answer:
Synonyms of ‘rely’ is depending
Synonyms of sustainable is maintainable

Question 8.
“He never pushed ideas down anyone’s throat” means
(a) favored
(b) compelled
(c) opposed
Answer:
(c) Compelled.

Writing

H. Based on the reading of the poem complete the web chart given below.

Answer:

• Cutting a tree is an act of murder.
• Failure to preserve the forest.
• To create a new awareness in the minds of the people
• Lack of eco-friendly attitude.
• Disapproval of mankind is a failure to care for the earth
• deforestation and destruction of nature

I. Look at the two trees. One is a green flourishing tree and the other, a brown withering tree.

The class will now be divided into two groups. Group A will list down the agents that support a tree’s growth. Group B will list down those that prevent it. Once the groups are ready with their lists, a feu unto lives from each group will go to the board and write down the lists.

Taking clues from the lists on the board, complete the following chart.

Answer:

J. Work in pairs. Create three slogans on ‘Saving Trees’ 
Remember

• Use catchy, meaningful phrases.
• Do not write complete sentences.
• Ensure that the words at the end rhyme.

Answer:

• “Save the tree and have the air fresh”.
• “Make not trees rare; keep them with care”.
• “Trees on; Global warming has gone”.

K. Deliver a short speech for about five minutes on the following.

Question 1.
Imagine what will happen if all the trees in the earth disappear. Discuss with your friends and share it with your classmates.
Answer:
Life will not exist on Earth if trees disappear. Trees produce most of the oxygen that humans and wildlife need to live. Trees absorb Carbon dioxide from the atmosphere and release oxygen using the process of photosynthesis. Lack of rain will be a major concern. If there is no rain, there will be no forests. Forests act as giant air filters in the world. They also prevent soil erosion. They break the force of wind and rain on soil helping their roots bind the soil. The decayed leaves absorbed by the earth to enrich the soil.

Question 2.
Think of a situation where all the trees can speak. What will they talk about?
Answer:
Dear mates,
It is quite interesting and awesome to think of a situation like this. If all trees start speaking, we may have to be spellbound.
The trees may speak about their goodness and benefits to us. They do a great deal to us. They will tell us that they help us breathe fresh air and lead a healthy life. They may be proudly telling us that they provide us shade to save us from the scorching sun. They may ask us to water them regularly.

They may tell others or fellow trees if they are not taken care of. They may tell us not to harm them if we tend to cut the branches or the tree itself, They may lead us not to kill them. They may start advising us to take care of the trees. They may tell us to plant more and more trees and make domestic and civilized forests. They may tell us to have more rain to increase water resources.

Moreover, they will try to be human friendly and make us trees friendly. We need not search for anything in the tree. They would tell us if they have anything to give us. The antisocial elements cannot use the forest as their hideout. The trees will propagate all about the movements of the wild animals in the forest. It would be very thrilling and amazing when the trees can speak the human tongue. Let us talk to the trees and listen to what they want to tell us.

Let US laugh together

Question 1.
How do trees access the internet?
Answer:
They simply wave in

Question 2.
What will the tree do, if the banks are closed?
Answer:
It will start its own branches

Question 3.
What types of tree fits in your hand?
Answer:
A Palm tree.

Tamilnadu State Board New Syllabus Samacheer Kalvi 9th English Guide Pdf Poem 4 The Spider and the Fly Questions and Answers, Summary, Notes.

Tamilnadu Samacheer Kalvi 9th English Solutions Poem 4 The Spider and the Fly

9th English Guide The Spider and the Fly Textbook Questions and Answers

B. Read the following lines from the poem and answer the questions in a sentence or two.

1. The way into my parlour is up a winding stair,
And I’ve many curious things to show when you are there”

Question (a).
How to reach the spider’s parlour.
Answer:
The spider’s parlour can be reached through a winding stair.

Question (b).
What will the fly get to see in the parlour?
Answer:
The fly will get to see many curious things in the parlour.

2. ” Oh no, no,” said the little Fly, “kind Sir, that cannot be,
I’ve heard what’s in your pantry, and I do not wish to see!”

Question (a).
Is the fly willing to enter the spider’s pantry?
Answer:
No. The fly is not willing to enter the spider’s pantry.

Question (b).
Can you guess what was in the pantry?
Answer:
No, I cannot guess what was in the pantry.

3. “Sweet creature!” said the Spider, “you’re witty and you’re wise,
How handsome are your gauzy wings, how brilliant are your eyes!”

Question (a).
List the words used by the spider to describe the fly.
Answer:
Sweet, witty, wise, handsome, gauzy, brilliant.

Question (b).
Why does the spider say that the fly is witty?
Answer:
The spider is flattering. So it says that the fly is witty.

4. The Spider turned him round about, and went into his den,
For well he knew the silly Fly would soon come back again:

Question (a).
Why is the poet using the word den to describe the spider’s web?
Answer:
The spider is like a lion in its web. So the poet uses the word.

Question (b).
Why was the spider sure that the fly would come back again?
Answer:
The fly was silly and ignorant. So the spider was sure that the fly would come back again.

5. With buzzy wings she hung aloft, then near and nearer drew,
Thinking only of her brilliant eyes, and green and purple hue

Question (a).
Who does she’ refer to?
Answer:
She refers to the fly.

Question (b).
What was she thinking of?
Answer:
She was thinking of her brilliant eyes and green and purple hue.

6. And now dear little children, who may this story read,
To idle, silly flattering words, I pray you ne’er give heed:

Question (a).
Who does T’ refer to?
Answer:
T refers to a poet

Question (b).
What is the advice given to the readers?
Answer:
The poet advises us not to fall prey to flattery and sweet words.

Additional  Questions and Answers

1. ‘I’m sure you must be weary, dear, with soaring up so high
Will you rest upon my little bed? “said the spider to the fly.

Question (a).
Who does T’ refer to?
Answer:
I refers to the spider.

Question (b).
Who does ‘You’ refer to?
Answer:
You refers to the fly

Question (c).
Who was weary according to the spider?
Answer:
The fly was weary.

Question (d).
Why was the fly weary?
Answer:
It was because the fly was going up very high by flying.

Question (e).
What did the spider ask the fly?
Answer:
The spider asked the fly if she would rest upon his little bed.

2. There are pretty curtains drawn around; the sheets are fine and thin.
And if you like to rest awhile.
I’ll snugly tuck you in.

Question (a).
Describe the spider’s bed.
Answer:
There are pretty curtains around and the sheets are fine and thin.

Question (b).
What is the condition laid by the spider?
Answer:
If the fly likes to rest awhile, the spider will snugly tuck the fly in.

3. I have within my pantry, good store of all that’s nice;
I’m sure you’re very welcome – will you please to take a slice?

Question (a).
What is the pantry?
Answer:
A pantry is a room where beverages, food, dishes are used.

Question (b).
What kind of pantry is it?
Answer:
It is good pantry of all nice things.

4. So he wove a subtle web, in a little corner sly
And set is table ready, to dine up the fly.

Question (a).
Who wove a subtle web?
Answer:
The spider wove subtle web.

Question (b).
What is a subtle web?
Answer:
A subtle web is the dwelling place of a spider.

Question (c).
What is the table mentioned here?
Answer:
It is the dining table.

Question (d)
What is the table ready?
Answer:
The table is ready for eating the fly.

5. Your robes are green and purple – there’s a crest upon your head
Your eye are like the diamond bright, but mine are dull as lead.

Question (a).
Whose robes are green and purple?
Answer:
The fly’s robes are green and purple.

Question (b).
What is there upon the fly’s head?
Answer:
A crest is upon the fly’s head.

Question (c).
What are the fly’s eyes compared to?
Answer:
The fly’s eyes are to bright diamond.

Question (d).
Whose eye are dull like lead?
Answer:
The spider’s eyes are dull like lead.

6. Up jumped the cunning spider, and fiercely held her fast,
He dragged her up his winding stair, into his dismal den.

Question (a).
Why did the spider jump up?
Answer:
The spider caught the fly so he jumped up.

Question (b).
How did the spider hold the fly?
Answer:
The spider fiercely held the fly fast.

Question (c).
Who dragged whom up the winding stair?
Answer:
The spider dragged the fly up the winding stair.

Question (d).
Where did the spider take the fly?
Answer:
The spider took the fly into his dismal den.

Question (e)
What is meant by dismal den?
Answer:
“Dismal den’ means a gloomy or horrible cave.

Question (f).
What is the dismal den?
Answer:
The dismal den is the cobweb (home of the spider).

Question (g).
Why is it called a dismal den?
Answer:
The spider kills and eats his prey in the cobweb. So it is called a dismal den.

7. Unto an evil counsellor, close heart, and ear and eye,
And take a lesson from this tale, of the spider and the fly.

Question (a).
To whom one should close heart, ear and eye?
Answer:
One should close heart, ear and eye to an evil counsellor.

Question (b).
What lesson do the readers take from this tale?
Answer:
Don’t listen to evil counsellor and don’t take their advice, is the lesson from this tale.

Question (c).
Do you want to be the spider or the fly?
Answer:
I don’t want to be the spider or the fly.

Question (d).
Who is an evil counsellor in general?
Answer:
In general, the one who makes the other as his prey through their evil advice.

Question (e).
What is the advice given here?
Answer:
“Beware of evil counsellors” is the advice given here.

B. Complete the summary.
The poem begins with the spider’s (1)…………… of the fly. He (2)…………. to the fly to come into its home. The spicier describes his parlour as the (3)…………. one. The spider kindles the curiosity of the fly so that she may enter his home. Fortunately, the fly was (4)……….. and refused to get into his home. Now the spider pretends to be a(5) ……….. man and asks her to come and rest in his home. He offers her (6)………… and a. thin fine sheets to rest. This time also the fly (7)………… the spider’s offer very politely. The next weapon that the spider uses is (8)……….. The spider praises the (9)……….. and (10)………. of the fly and also praises her (11)……… He invites her to look at herself in the (12)………… which is in his parlour. The fl y is (13)……….. by the words of the spider and she falls a (14)………. to her (15)……….
Answer:

1. Friendliness
2. requests
3. prettiest
4. wise
5. good
6. bed
7. refuses
8. flattery
9. wing
10. eyes
11. head
12. mirror
13. enticed/tempted
14. prey
15.  enemy

C. Answer the following

Question 1.
Write a character sketch of the spider.
Answer:
Title : The spider and the fly
Author/poetess : Mary Botham Howttv (1799 -1888)
Characters : Spider and fly
Theme : Beware of evil councellors.

In the poem, the spider first tries to inveigle the fly into the spider’s house. He tells the fly that his parlour is comfortable he will be welcoming the fly. The spider promises the fly a rest on his bed and treats from his pantry. The fly wisely resists these attempts to get her to enter the spider’s house. However, she cannot resist the spider’s flattery. The spider praises her wings and eyes and offers her a chance to look into the mirror.

Motivated by her great vanity, the fly enters the spider’s den and is ensnared. The poet tells the readers not to be tricked by “idle, sjlly, flattering words” at the end of the poem. The spider is cunning and full of vice. Spider wins in its. He deceived the fly at the end. Vanity makes people susceptible to doing foolish things. So the people need to be wary of others who flatter them only to deceive them. The poet advises the readers to close their hearts, eyes and ears to the evil counsellors.
“Look before you leap”

(OR)

The spider is a cunning creature. He tries to inveigle the fly into his house. He tells the fly about the comforts in his parlour. He wishes to welcome the fly. The spider promises the fly a rest on his bed and treats from his pantry. The fly resists firstly. The spider flatters but the fly fails to resists. The spider praises her eyes, and wings. He offers a mirror to look into.

Vanity defeats the fly. She enters the spiders den. The fly is trapped. The poetess tells the readers not to be deceived by “idle, silly, flattering words. Spider makes fly his prey. Vanity makes the people susceptible to do foolish thing to doing foolish thing. So people must be wary of others who flatter them only to cheat them.

Question 2.
What happens if we fall prey to flattery? Give instances from the poem The spider and the fly’.
Answer:
Title : The spider and the Fly
Poetess : Mary Botham Howitt
Characters : Spider and fly
Theme : Prevention is better than cure Flattery is a deadly weapon to defeat the enemies. The poem stresses the idea that cam be seen in social trends today. If individuals succumb to superficiality, bad things are not far behind. The fly is ensnared because of the superficial praises of the spider.

“To idle, silly, flattering words, I pray you never give heed. Unto an evil counsellor, close heart and ear and eye” The spider is able to ‘ weave a web’ to ensnare the fly because of the superficial praise heaped on it. When the fly gives into this praise, believing it as truth, the fly is destroyed. In the society, if the people are giving into tempting words and praises then they fall a prey to flattery. Just as the fly is destroyed by the spider, the people will also be affected by the flatterers.
” Don’ t be penny wise and pound foolish”

(OR)

Title: The Spider and the Fly
Poetess: Mary Botham Howitt (1799 -1888)
Characters: spider and fly
Theme: “Look before you leap”

Flattery is a deadly weapon to overcome enemies. The poem stress this idea. It is seen in society. If people who succumb to superficiality, bad things approach them easily. The spider praises the fly excessively. The fly becomes prey to the flattery of the spider. The spider is able to ‘weave a web.

The spider ensnares the fly by his praises. Trusting the flattery, the fly gives in to destroy herself. There are people in the society, who yield to the tempting words fall prey to their enemies. The poet advises the readers not to keep their hearts, eyes and ears open to the evil counsellors.
“All that glitters is not gold”

Question 3.
In your own Give a detailed description of:
(a) The spider’s parlour
Answer:
The story “The spider and the fly” tells of a cunning spider who ensnares a na’ive fly through the use of seduction and flattery. The spider invites the fly to his parlour. The way to the parlour is up a winding stair. It is the prettiest little parlour that the fly had ever spied. There are many curious things. The spider wants to show them to the fly. There is a little bed to rest upon. There are pretty curtains drawn around. The sheets are fine and thin. On the whole the spider’s parlour is the best and the prettiest.

(OR)

(b).  The fly’s appearance.
Answer:
The spider tries to flatter the fly by praising her appearance and inviting her in to look into a mirror. The spider tells the fly that she has handsome gauzy wings and brilliant eyes. The spider further tells the fly is pretty with pearl and silver wing. The fly’s robes are green and purple hue. There is a crest upon the fly’s head. Her eyes are like a bright diamond. On the whole, the fly is elegant and beautiful.
“Appearance is deceptive”

Appreciate the poem
Figures of speech

1. Consonance:
Repetition of similar consonant sounds in the neighbouring words.
Ex: “T is the prettiest little parlour that ever you did spy;
Pick out one more instance of consonance from the poem.
Hearing his wily, flattering words, came slowly flitting by;
So he wove a subtle web, in a little corner sly.

2. Assonance:
Repetition of similar vowel sounds in the neighbouring words.
Ex: “T is the prettiest little parlour that ever you did spy;
Pick out one more instance of consonance from the poem.
The spider turned him roundabout and went into his den,
“I’m sure you must be weary, dear, with soaring up so high.”

3. Anaphora:
Repetition of a word or a phrase at the beginning of a sequence of sentences, paragraphs and lines.
Ex: How handsome are your gauzy wings, how brilliant are your eyes!
Identify the figures of speech.
“Your eyes are like the diamond bright, but mine are dull as lead! ’’
A simile is the figure of speech.

4. Alliteration:
Repetition of consonant sounds at the beginning of words.
Pick out the words in alliteration.
“Sweet creature! ” said the Spider, “you’re witty and you ’re wise,”
Sweet – Spider; and witty – wise are alliterated.

Listening

D. Listen to the passage and fill in the blanks with appropriate answers:

1. Without trust there is no …………..
2. ………….. is a very rare thing to find in life.
3. When people betray you learn from the …………
4. Don’t let ………….. on the road throw you back.
5. If we keep moving forward you will have a wonderfully …………
Answer:

1. relationship
2. Trust
3. situation.
4. small bumps
5. fulfilling life

Speaking:

E. The cunning spider was waiting for a chance to put the fly into its web and it used all the possible ways to trap her. Have you ever been trapped by flattery to do something you did not want to do? Discuss in pairs and share your experience in the class.
Answer:
A jay and I are – friends. A jay is elder to me by a year of age. We used to go everywhere to¬gether. Ajay is cleverer than me. We both were studying in the same class. We occupied the same bench in the class. Many have called us twin though we don’t look alike nor brothers even. Ajay was in the habit of making fun of me often. But I never minded it. One day he told me about going to the river and bathe there. He knows swimming.

But I don’t swim well. He flattered me that day saying that I could swim well and he promised me to make me swim well and he promised me to make me swim better. Even though I refused to swim, he com¬pelled me to get into the river. 1 trusted him and jumped into the river. The river was deep and the water was flowing faster. He saw me struggling in the river shouting for help. Ajay took it as fun and did not come to my rescue.

I thought that I would die. But to my surprise, a few people were watching me in this panic-stricken situation swam across the river and took me to the bank of the river. They advised Ajay not to be playful and betraying anyone. He was ashamed for his senseless active. Later I was taken to my house. I forgave Ajay but never wanted to be his friend anymore.
” Only a friend in need is a friend indeed”

Writing

F. The fly gives into flattery and becomes the spider’s prey. I you are asked to give a happy ending to the poem, how will you save the fly? Write in your own words.
Answer:
The cunning spider tried to ensnare the fly. Firstly the fly refused to accept the invitation to enter the spider’s parlour. Then the spider used flattery to seduce the fly. The spider started praising the fly. The fly believed the spider’s words and gave into his praises. At last the spider jumped up and caught the flypast. The fly released the danger and wanted to escape. While the spider was trying to make the fly its prey, there came a lizard.

The spider was scared of it. So the spider went up leaving the fly-half – dead. The fly became alert. It struggled hard to come out of the thin thread of half hazard. The fly got some hope. In the last attempt, the fly fell down and flew away from there. The spider’s hard effort with great flattery entered in vain. The spider had to wait for another chance to get any little creatures as it prey.
“Where there is a will, there is a way”

Tamilnadu State Board New Syllabus Samacheer Kalvi 9th English Guide Pdf Poem 2 A Poison Tree Questions and Answers, Summary, Notes.

Tamilnadu Samacheer Kalvi 9th English Solutions Poem 2 A Poison Tree

9th English Guide A Poison Tree Textbook Questions and Answers

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

1. I was angry with my friend
I told my wrath my wrath did end.

Question (a).
Who does T refer to?
Answer:
‘I’ refer to the Poet.

Question (b).
How did the anger of the poet come to an end?
Answer:
The anger of the poet came to an end when he told his wrath

2. And I watered it in fears
Night and morning with my tears;

Question (a).
What does ‘it’ refer to?
Answer:
It refers to the seed [wrath]

Question (b).
How is ‘it’ watered?
Answer:
It is watered with tears.

3. In the morning glad I see
My foe outstretched beneath the tree

Question (a).
How did the poet feel in the morning?
Answer:
The poet was glad to see it in the morning

Question (b).
Who is the ‘foe’ referred to here?
Answer:
Satan is the foe referred to here.

Question (c).
Why was the ‘foe’ found lying outstretched beneath the tree?
Answer:
The foe was dead. So he was found to be so.

4. And it grew both day and night,
Till it bore an apple bright.

Question (a).
Who does ‘it’ refer to?
Answer:
‘It’ refers to the tree.

Question (b).
What does ‘apple’ signify?
Answer:
Apple signifies wrath

Question (c).
What grew both day and night?
Answer:
The tree grew both day and night.

Additional Questions and Answers

1. I was angry with my foe
I told it not, my wrath did grow

Question (a).
Who was angry?
Answer:
The poet was angry.

Question (b).
Who was the Poet angry with?
Answer:
The poet was angry with his enemy (foe)

Question (c).
What was the effect for not telling the wrath?
Answer:
The wrath started growing.

Question (d).
What is the antonym of ‘wrath’?
Answer:
The antonym of ‘wrath’ is calm or pleasure.

2. And I sunned it with smiles
And with soft deceitful wiles.

Question (a).
How did the Poet sun the tree?
Answer:
The poet sunned the tree with smiles and soft deceitful wiles

Question (b).
What is meant by ‘deceitful wiles’?
Answer:
‘Deceitful wiles’ means cunning tricks.

3. And my foe beheld it shine
And he knew it was mine.

Question (a).
Who beheld it shine?
Answer:
The poet’s foe beheld it shine.

Question (b).
What does ‘foe’ refer to?
Answer:
‘Foe’ refers to Satan, the enemy of mankind.

Question (c).
What did the enemy know about the fruit?
Answer:
The enemy knew that the fruit belonged to the poet.

4. And into my garden stole
When the night had veiled the pole

Question (a).
Where did the enemy steal?
Answer:
The enemy stole in the garden.

Question (b).
What did the enemy steal?
Answer:
The enemy stole the apple.

Question (c).
When did he steal the fruit?
Answer:
He stole the fruit when the night covered the pole.

Question (d).
What is meant by ‘the pole’?
Answer:
The pole means north or south pole of the earth.

Question (d).
Explain the phrase; “night had veiled”
Answer:
The night is dark and it covers all. So night had covered up under darkness.

B. Complete the summary by filling in the given spaces with suitable words.

Once the poet was angry with his friend. He expressed his (1) ……….. and it ended. They became friendly but when he grew angry with his foe, he (2) ………. it and allowed his anger to grow. Day and night he watered it with his tears allowing it to grow. He (3) ……….. his foe with false smiles and cunning tricks. The tree kept growing and yielded a bright apple which (4) ………. his foe to eating it stealthily during the night. The next morning the poet was happy to see his foe lying (5) ……….. under the tree.
Answer:

1. wrath or anger
2. did not tell
3. sunned
4. beheld
5. outstretched

C. Answer the following questions in about 80-100 words

1. How did the poet’s anger with his friend end?
Answer:
The poet expressed his anger towards his friend as well as his enemy. But he specified the difference between two types of anger. He told me that when he was angry with a friend, he convinced his own heart to forgive his friend. He sorted out the differences with his friend by expressing his anger to him and by discussing his own points of view with him. Even if he was hurt and he knew that his friend had done injustice to him, he would have tried his best to forget the past and end the feeling of vengeance in his heart. In this way, the poet’s anger, with his friend, came to an end.

(OR)

The poet tells about a friend and an enemy. He was angry with both of them. But he told his friend that he was angry and why he was so. Due to some reasons, it might have happened. But the poet had love for his friend. He approached his friend. He could become easy and smooth. They could strengthen their friendship. The anger disappeared from their minds. The poet told his friend his extreme anger. The displeasure vanished in no time. Love defeated enmity. Enmity could not grow anymore.
“Love Your enemies”

2. Describe how his anger kept, growing.
Answer:
Poem: A poison tree
Author: Ruskin bond
Theme: Grow love but not enmity
Character : poet, his friend, and enemy, tree

The poet encountered his enemy. But he was very careful not to tell him his anger. He allowed his anger to grow. He watered it regularly. It grew into a tree. It blossomed and began to bear fruit. The poet pretended to be friendly. But he sunned the tree only with false love.

The poet made his attitude more attractive. His aim was only to defeat his enemy and kill him finally. The poet was keen on his aim. His anger kept growing as a tree robustly.
“Grow love and throw enmity”

(OR)

The poet describes a different scenario with him. He was once angry with his enemy but he did not tell him about it. Since the poet did not talk about his anger, it became bigger and bigger. The Poets anger was like a seed. He watered the seed regularly in fear with tears. It sprouted and grew like a tree.

The poet pretends to be friendly to his enemy. The very act of being friendly strengthens his enemy act like sunshine on the plant of his anger. The poet makes his behavior appear more attractive than it is. But inwardly the poet’s anger keeps growing by all means.
“Never grow enmity but love”

3. Describe the effect of the poisonous fruit on the ‘enemy’.
Answer:
The poet, William Blake, revealed his anger to his friend and the anger ended. But when the poet concealed his anger from his enemy, the anger grew. It grew like a tree that bore a bright apple. His enemy saw the shining apple. Even though he knew that the apple belonged to the poet, he wanted to have it. So the enemy came secretly into the garden when it was night and ate the apple. In the morning, the ‘ poet’s anger changed into gladness when he found the enemy outstretched under the poison tree. The apple in the tree of anger symbolizes the poisonous effect.

(OR)

The wrath of the poet has become an actual tree. Anger does not bear apples. But apple trees can do. The tree has grown well. It has started blossoming and bearing fruits. The apple is very bright and it is attractive to the enemy’s eyes. The enemy makes up his mind to taste it. He tries to get the fruit stealthily. Apparently, in the dark night the enemy eats the apple. It ends up killing the enemy or making him fall asleep. Death has become inevitable to the enemy. Thus the poisonous fruit killed the enemy and made the poet happy.
“Destroy enmity but not enemies”

Poem appreciation:
D. Figures of Speech:

Question 1.
I was angry with my foe
Answer:
The words ‘was’ and ‘with’ are alliterated. ( The sound /w/ is repeated)

Question 2.
Till it bore an apple bright
Answer:
The words ‘bore’ and ‘bright’ are in alliteration ( The sound / b / is repeated)

Question 3.
Night and morning with my tears
Answer:
The words ‘morning’ and ‘my’ are in alliteration (The sound / m / is repeated)

Question
And with soft deceitful wiles
Answer:
The words ‘with’ and ‘wiles’ are in alliteration. (The sound / w / is repeated)

E. Read the following lines from the poem and answer the questions that follow.

1. I was angry with my friend
I told my wrath, my wrath did end
I was angry with my foe I told it not, my wrath did grow.

Question 1.
Pick out the rhyming words
Answer:
The rhyming words are “friend, end” and “foe, grow”

Question 2.
What is the rhyme scheme of the stanza?
Answer:
The rhyme scheme is “aabb”

Question 3.
Identify the figure of speech in the title of the poem
Answer:
The figure of speech is a “metaphor”

2. And I watered it in fears
Night and morning with my tears.

Question 1.
What figure of speech is used in ‘watered it in fears’?
Answer:
The figure of speech used here is a ‘metaphor’

Additional Questions & Answers

1. And I watered it in fears
Night and morning with my tears
And I sunned it with smiles And with soft deceitful wiles

Question 1.
What are the rhyming words in this stanza?
Answer:
The rhyming words are fears, tears; smiles, wiles.

Question 2.
What is the rhyme scheme used in this stanza.
Answer:
The rhyme scheme used in this stanza is “aabb”

Question 3.
Pick out the alliterated words in this stanza.
Answer:
(a) The words in alliteration in second-line are morning and my
(b) The words in alliteration in third line are ‘stunned and smiles’.
(c) The words in alliteration in the fourth line are ‘with and wiles’

Listening:

F. Listen to your teacher reading out the tips on anger management. The recording can be played more than once if needed.

Answer:

1. c. to calm your inner self.
2. e. who always tells you how to act.
3. b. to know how to handle it is a virtue.
4. a. who will take care of the reason why you got angry?
5. d. speak to your self and calm yourself.

G. Answer the following in about 80 – 100 words. Take ideas from the poem and also use your own ideas.

Question 1.
Recall a recent situation when you became angry. What were the consequences of your anger? After listening to the guidelines on anger management, find out how well you could have handled the situation. Write your findings.
Answer:
“When you squeeze an orange, orange juice comes out – because that s what is inside. When you are squeezed, what comes out is what is inside.” – Wayne Dyer
I don’t remember what the specific dates were of the incident but I do remember it involved my supervisor at the time. I think she had reacted in a way that I didn’t like.

Question 2.
What might have caused the conflict which led to the poet becoming angry with his enemy? Think of one such situation that you have experienced. Describe how you felt and how the enmity grew and things became worse.
Answer:
In the poem ‘A poison tree’ the poet is not satisfied to wait for his enemy to die But he wants to kill him using deceit. Everyone knew a bully or had an enemy when they were growing up . There is enmity between individuals, groups, countries etc. The love of hating paves way to enmity. Enmity grows because of jealousy, greed, pride and arrogance, disloyalty and intolerance.

Things become worse when enmity grows. Enmity is a result of all evils. It leads to hatred and aversion. Enmity destroys the virtues of man. It affects the good character of oneself. It makes anyone very selfish. It cheers up at the defeat and death of the enemy. Thus the things become worse when the enmity grows.

H. Discuss and Write.

Question 1.
Identify five to six qualities that make an ordinary person, loved and respected by all Work in groups of five or six. Each group has to take up one quality and discuss the methods for imbibing that quality and identify the challenges that need to be faced.
Answer:
Six qualities which make an ordinary person loved and respected by all

1. Politeness
2. Listening
3. Helpfulness
4. Avoiding excuses
5. Adapting to changes
6. forgiveness

Question 2.
Adolescents are often distracted by feelings like anger, disappointment, and general helplessness when they face challenges at school or at home. Suggest ways to turn such feelings into positive ones.
Answer:

1. When you are distracted by your feelings you may do the following to turn them into positive ones,
2. Breathe and relax yourself
3. Suspend your point of view and take on the others.
4. Become more mindful
5. Bring humor to the rescue.

Tamilnadu State Board New Syllabus Samacheer Kalvi 9th English Guide Pdf Poem 1 Stopping by Woods on a Snowy Evening Questions and Answers, Summary, Notes.

Tamilnadu Samacheer Kalvi 9th English Solutions Poem 1 Stopping by Woods on a Snowy Evening

9th English Guide Stopping by Woods on a Snowy Evening Textbook Questions and Answers

B. Answer the following questions in a sentence or two.

1. He will not see me stopping here
To watch his woods fill up with snow.

Question (a).
Who does ‘he’ refer to?
Answer:
He refers to the owner of the forest.

Question (b).
Identify the season with these lines
Answer:
It is the winter season.

2. My little horse must think it queer
To stop without a farmhouse near

Question (a).
Who is the speaker?
Answer:
The poet is the speaker.

Question (b).
Why should the horse think it queer?
Answer:
The horse thought it queer because there was no farmhouse near,

Question (c).
Pick out the rhyming words:
Answer:
The rhyming words are: “queer, near”

3. He gives his harness bells a shake
To ask if there is some mistake.

Question (a).
Whom does ‘he’ refer to in these lines?
Answer:
He refers to the horse.

Question (b).
Why does he give his harness bells a shake?
Answer:
He gives his harness bells a shake to ask the master if there is some mistake.

Question (c).
How does the horse communicate with the poet?
Answer:
The horse communicates with the sound of the harness bells.

4. The woods are lovely, dark, and deep
But I have promises to keep

Question (a).
How are the woods?
Answer:
The wood are lovely, dark and deep.

Question (b).
Who does T refer to?
Answer:
T refers to the poet.

Question (c).
What are the promises the speaker is talking about?
Answer:
The poet is talking about his commitments in life.

5. And miles to go before I sleep,
And miles to go before I sleep.

Question (a).
Why has the poet repeated the last line?
Answer:
The poet has repeated the last line to show the regrets that he is unable to enjoy the beauty of the forest filled with sno w.

Question (b).
Explain: miles to go before I sleep
Answer:
The poet reminds himself of his duties he has to do before he goes to sleep. Sleep symbolizes daily sleep and eternal sleep which is death.

C. Complete the summary of the poem by filling in the blanks.

After a long travel, the poet entered a (1) ………. He wondered to whom the wood (2)……….. He realized that the owner of the wood lived in a (3)………. He was happy that the owner would not be able to (4)………. him stopping in his woods to watch (5)………. fill the woods. The poet felt that the horse would think it very (6)………. to stop near the woods as he had never (7)……….. He was actually standing between the woods and (8)……….. The time was (9)………. The horse indicated that the poet had made a (10)………….. by shaking its head, The poet felt that the woods are lovely, (11)………. and (12)………. He suddenly realized that he had worldly (13)………. which would not allow him to (14)………. in the woods for a long time.
Answer:

1. forest
2. belongs to
3. village
4. see
5. how the snow would
6. strange
7. stopped there
8.  lake
9. evening
10. mistake
11. dark
12. deep
13. duties
14. stay

D. Answer the questions in two or three sentences.

Question 1.
What information does the poet highlight about the seasons and the time of the day in the poem?
Answer:
The darkest evening of the year refers to December 21, the longest night of the year, when there is biting cold. The winter season had its spell on Nature. By using the symbol of darkness in the second stanza, the poet brings forth a sense of sadness and peace.

Question 2.
In which way is the reaction of the speaker different from that of the horse? what does it convey?
Answer:
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 contradictory ideas over a certain action.

Question 3.
What are the sounds heard by the poet?
Answer:
Shaking of harness bells and the sound of the wind is heard by the poet.

Question 4.
The poet is aware of two choices, what are they? what choice does he make ultimately?
Answer:
Hie 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.

Question 5.
Pick out words from the poem that brings to mind peace and quiet.
Answer:
Pick out words from the poem that brings to mind peace and quiet. Some words that bring to mind peace and quiet are: deep; easy wind; woods; snow; frozen lake; And miles to go before I sleep.

E. Identify the rhymes scheme used in each stanza. One example has been done for you.

Answer:

1. aaba
2. aaba(bbcb)
3. aaba (cede)
4. aaaa (dddd)

F. Complete the table by identifying lines, against the poetic devices front the poem. One example is done for you.

Answer:

Writing

G. Answer the following questions in a paragraph about 80-100 words.

Question 1.
It is said that ’’the choices made by one, shape one’s destiny” Ponder on the thought and write a paragraph.
Answer:
The choices made by one, shape one’s destiny. This is the theme of the poem ‘Stopping by Woods on a Snowy Evening’ by Robert Frost. The biggest choice that he wrestles with is whether to return to the warmth and safety of the village or to stay and watch the woods fill up with snow. The poet finds it hard to decide. He ultimately decides to return home, but it seems to take all of his will power.

H. Work in. pairs and discuss the factors that contribute towards making a choice and make a presentation to the class.
Answer:
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 except a few. whatever we desire or aim to do becomes true in our life. Destiny or fate is shaped by every individual’s 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.

Tamilnadu State Board New Syllabus Samacheer Kalvi 9th English Guide Pdf Prose Chapter 1 Learning the Game Text Book Back Questions and Answers, Summary, Notes.

Tamilnadu Samacheer Kalvi 9th English Solutions Prose Chapter 1 Learning the Game

9th English Guide Learning the Game InText Questions and Answers

Question 1.
Who were Sachin’s favourite players?
Answer:
Sunil Gavaskar and the West Indian legend Viv Richards were Sachin’s favourite players.

Question 2.
What was special about Shardashram Vidyamandir in Mumbai?
Answer:
At Shardashram Vidyamandir in Mumbai, Ramakant Achrekar Sir was the cricket coach who gave due importance to the game of cricket. This was special about it.

Question 3.
What was the opportunity that transformed the life of Sachin?
Answer:
The opportunity to join Achrekar Sir’s camp involving a session in the morning and evening at Shivaji Park transformed the life of Sachin.

Question 4.
What sort of conversations did Ajit and Sachin have while travelling?
Answer:
The conversations were about the nuances of batting. Sachin enjoyed them a lot. (Ajit gave som thoughts about batting. It served as a personal coaching manual).

Question 5.
What routine did Sachin follow in washing his clothes?
Answer:
Sachin had only one set of cricket clothes and the routine was to wash them as soon as he’d return from the morning session. While he had his lunch, the clothes would dry out in the sun and he would wear them again in the afternoon. The pattern was repeated in the evening so that he could use the same set of clothes the following morning.

Question 6.
What did Achrekar inform Ajit?
Answer:
Achrekar informed Ajit that Sachin had the potential to be a good cricketer if he practised all year round.

Question 7.
What was the suggestion given by Achrekar to Sachin’s father?
Answer:
Achrekar suggested that Sachin should change schools if he wanted to pursue cricket seriously, since the New English School in Bandra, where Sachin was studying, did not have cricket facilities.

Question 8.
What acted as a safety valve?
Answer:
Cricket acted as a safety valve.

Question 9.
What did Sachin do during the thirty minutes break?
Answer:
During the thirty-minute break, Sachin would often have a vada pav, a popular Mumbai fast food, with the money that Achrekar sir would give him.

Question 10.
What is the intense ‘fifteen minutes’ mentioned?
Answer:
The intense fifteen minutes is the last part of his session. Sir would keep a one rupee coin on the top of the stumps. About sixty to seventy boys in fielding would bowl to him. He had to hit every ball along the ground to survive and win the one rupee coin.

Question 11.
What did Sachin’s father do just to make Sachin happy?
Answer:
Occasionally, Sachin’s father took him home. Sachin would always ask his father to treat him to a special fruit cocktail at a juice centre near the club. Though it was a little unreasonable, his father would give him what he wanted, just to see him happy.

Question 12.
What embarrassed Sachin in the bus?
Answer:
At peak hours it was hard to get a seat, it was a challenge just to stand with the kitbag. The conductors inevitably complained about Sachin that he had taken up the space of another passenger. They were often rude and sometimes asked him to buy two tickets. This embarrassed Sachin in the bus.

Question 13.
What made Sachin forget, to go to the nets?
Answer:
Occasionally, while playing with his friends at home, Sachin would conveniently forget to go to the nets amidst all the fun.

Question 14.
What did Achrekar advise Sachin?
Answer:
Achrekar advised Sachin not to waste his time playing insane games with those kids. He told him that cricket was waiting for him at the nets, he asked him to practise hard and see what magic it could transpire.

9th English Guide Learning the Game Textbook Questions and Answers

A. Answer the following questions in one or two sentence

Question 1.
What was coach Achrekar’s first impression of Sachin?
Answer:
Sachin felt more at ease and started to hit the ball well. This was coach Achrekar’s first impression on Sachin.

Question 2.
Why did Sachin feel that the schedule of the camp was ‘rigorous’?
Answer:
The camp involved a session every morning and evening at Shivaji Park, he practised between 7.30 am and 10.30am. He would return in the afternoon and practise till late evening. He was exhausted by the end of the day. Thus the schedule of the camp was ‘rigorous’.

Question 3.
What did serve as a very personal coaching manual to Sachin?
Answer:
Sachin’s brother Ajit gave him a note containing some thoughts about batting. This served as a very personal coaching manual.

Question 4.
Why was Sachin asked to change the school?
Answer:
Sachin’s school had no cricket facilities. So he was asked to change the school if he wanted to pursue cricket seriously.

Question 5.
What was the condition laid down by Sachin’s father for changing the school?
Answer:
Sachin was really serious about playing cricket. Sachin’s father said that if he should do so. he must change the school.

Question 6.
How did the act with the one rupee coin help Sachin become a good cricketer?
Answer:
Winning the one-rupee coin used to give Sachin immense satisfaction, if taught him to concentrate even when he was physically drained. Thus he became a good cricket.

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

Question 8.
Which incident triggered the coach to be angry on Sachin?
Answer:
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.

Question 9.
Why do you think Achrekar punished Sachin?
Answer:
Achrekar punished Sachin when he tried to him a very important lesson. I think it was because he might have been inattentive.

Question 10.
‘I owe myself to him’ – What does Sachin mean by this?
Answer:
‘Achrekar Sir made Sachin a great cricketer. He is grateful to him and his training. So he means to comment T owe me to him’.

B. Answer the following in a paragraph of 120 – 150 words.

Question 1.
‘Achrekar was a sincere coach’ – substantiate.
Answer:

Ramakant Achrekar started playing Cricket in the year 1943 when he was eleven. His most famous student is undoubtedly Sachin Ramesh Tendulkar, India’s Highest run-scorer in both Tests and ODIs and also the current record holder for multiple records! He has been instrumental in grooming some of the country’s most renowned cricketers like Vinod Kambli, Ajit Agarkar, and Romesh Powar.

Achrekar coached young cricketers at Shivaji Park, Dadar in Mumbai. Sachin trained under him when he too was just eleven, while he was a student at the New English School, Mumbai. Later Sachin was asked to change to Shardashram Vidyamandir, Mumbai where he coached. When he was young, Tendulkar would practice for hours and hours in the nets. If he became exhausted, Achrekar would put a one-rupee-coin on the top of the stumps, and the bowler who dismissed Tendulkar would get the coin.

If Tendulkar passed the whole session without getting dismissed, the coach would give him the coin. Such a motivational reward from the coach made Tendulkar strive and survive to win the coin. Tendulkar recalled an incident when his coach told him to play for ‘B’ team of his School. Instead of batting, he preferred sitting in the gallery and cheering for his schoolmates. In the evening, when he came across Achrekar, he was asked how many runs he had scored. Taken aback, Tendulkar told him that he was clapping and cheering up. Then came a slap which shattered his myth. He realized what a mistake he had committed. Achrekar told him firmly that he was not born to just clap for others but for others to watch him and clap for him.

Question 2.
Narrate in your own words the hardships undergone by Sachin to become a great cricketer.
Answer:
Topic: Learning the Game
Author : Sachin Tendulkar
Characters: Sachin, Ajit (brother), Dad, and Achrekar Sir. (Coach)
Theme: There is no substitute for hard work

(OR)

From very early age, Sachin played tennis ball cricket with his colony friends. Sunil Gavaskar and Viv Richards of West Indian were his favourite players, He loved both batting and bowling, Achrekar Sir who was the cricket coach at Shardashram Vidhyamandir in Mumbai. He ran summer camps too. Sachin’s brother Ajit took him for a trial at the camp. Sachin tried his best and joined the camp. The camp involved a session every morning and evening at Shivaji Park. Sachin practised between 7.30 am and 10.30 am. In the afternoon he practised till late evening.

The schedule was rigorous and he was i exhausted by the end of the day. His travelling from Bandra to Shivaji park was very tedious. Having only one set of cricket uniform clothes, he washed and dried it to wear them again in the afternoon, it was repeated in the evening to use them the next morning. On the advice of Achrekar, he moved to Shardhashram as he was serious in playing cricket. All his excess energies were getting channeled into 1 cricket. He played fifty-five practice matches during the summer break of sixty days. Apart from his summer sessions between 7.30 am and 4.30 pm, his evening session started at 5pm after only a thirty 1 minutes break. Between 5pm and 7pm he had five more net sessions.

Achrekar Sir placed a one rupee coin on the top of the stumps. If he managed to avoid getting out, the coin was his. There were sixty to seventy boys bowling to him. He hit every ball along the ground to survive those intense fifteen minutes. It gave him immense satisfaction and taught him to concentrate even when he was physically drained. The conductors were rude to him when he stood with kitbag in the bus. Dirty clothes often added to the embarrassment. Achrekar Sir warned him not waste his time playing insane games with his friends, One day Sachin was punished by his coach. Once he bunked daily evening practice and Sir was angry with him. He owed himself to his coach Achrekar Sir.

“Hard work pays rich dividend”

(OR)

From very early age, Sachin played cricket. His favourite players were Sunil Gavaskar and Viv Richards. Achrekar Sir was at Shardhashram as a cricket coach. He also ran a summer camp. Ajit took Sachin for a trial at the camp. Sachin impressed Sir and joined the camp. It was at Shivaji park. The sessions were held every morning and evening. He had rigorous practice for several hours. He was exhausted by the end of the day.

His to and fro journey from his home to Shivaji park was very tedious. He had only one set of uniform clothes. The routine was to wash them and dry out in the sun and wear it morning and after noon in turn. On Achrekar’s advice he moved to Shardhashram where cricket facilities were available. He practised cricket seriously. All his excess energies were channelled into cricket, he played 53 practice matches during the summer break of 60 days. He had his summer sessions between 7.30am and 4.30pm. With a thirty minutes break it started at 5pm. Between 5pm and 7pm he had five more net sessions. Achrekar placed a one rupee coin on the top of the stumps.

Sachin avoided getting out to own the coin. About seventy boys were fielding to bowl Sachin. He hit every ball and safe guarded himself. It gave him immense satisfaction and concentration though he was physically drained. The conductors were rude when he stood with his kitbag in the bus. Dirty clothes often added to his embarrassment. Achrekar warned him to avoid playing insane games with the kids. The coach punished him one day while teaching him an important lesson. Once he bunked daily evening practice and Sir was angry with him. Sachin owed himself to his cricket coach.

“Hard work pays rich dividend”

Question 3.
Quote the sentences which you find most inspiring from ‘Learning the Game’. How do they inspire you? Explain.
Answer:
‘The most inspiring sentences that I find in this lesson ‘Learning the Game’ are ;
‘Practise hard and see what magic can transpire’
‘Choose something you enjoy and really want to do and you will be successful’

These two are the utterances of the cricket coach Achrekar Sir. He was the cricket coach at Shardashram Vidhyamandir. He was running a summer camp too. Sachin went for a trail at the camp. Though he was nervous initially, he impressed the coach with his batting finally. Sachin had to undergo a rigorous practice at the camp. His travelling from his home in Bandra to the camp at Shivaji park was very tedious. Though he loved cricket, occasionally he played with his friends at home, conveniently forgetting that he had to go to the nets.

Achrekar was strict and would spot him in the melee and virtually drag him out. He would come up with excuses but sir would have none of it. He would get him to cliange and head off to Shivaji park. At this juncture sir advised him to practise hard and see what magic can transpire. He also asked him to choose his carreer he enjoyed and wanted to do and he would be successful. Sachin followed this advice religiously despite all the hardships. He admired the farsightedness of Achrekar Sir. Sachin practised hard enough and made the people across the world watch him play.

Had it not been for sir, Sachin would not be the cricketer he turned out to be. Sachin confesseds that he owed himself to his cricket coach Achrekar sir.

“There is no substitute for hard work”

(OR)

‘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’.

The cricket coach Achrekar sir advises Sachin Tendulkar through these sentences, he was a Shardashram Vidhyamandir. he ran a camp too. Sachin joined the camp at the mercy of the 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 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 melee and drag him out. He would come up with excuses but Sir would have none of it. Though he hated being dragged off he looked back and admired Achrekar’s far sightedness. 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.

Vocabulary

C. Match the words in column A with their synonyms in column B.

Answer:

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

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

Answer:

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

E. Use the words given below in your own sentences so as to get different meanings, one is done for you.

Answer:

F. Consult a dictionary, to find the homophones for the given words.

Answer:

1. inn
2. no
3. bee
4. two
5. what
6. rite
7. where
8. bear
9. heard
10. Thrown

G. Look at the prefixes given and frame two new words for each prefix and suffix. One is done for you.

Answer:

Listening Activity

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
Answer:
(b) disabled people

2. The paralympic games usually happen _______
(a) in Greece
(b) every four years
(c) after the Olympic games
Answer:
(b) after the Olympic games

3. The first true Paralympic Games happened in Rome in _______
(a) 1960
(b) 1952
(c) 1848
Answer:
(a) 1960

4. In 394 BC, the _______ stopped the Greek Olympic Games, because they didn’t like them.
(a) Romans
(b) Greeks
(c) British
Answer:
(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
Answer:
(b) Sir Ludwig Guttmann

Speaking Activity:

I. Just a minute

Given below are five main qualities for true sportsmanship.

Answer:
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.

Answer:
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 a vital 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 compulsory in schools and colleges. It provides all the necessary support to sportsmen.

Sports help them 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 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.

“Health is Wealth”

Writing

K. Your friend who lives in another town/city has won his/her championship trophy in the recent sports meet. Write a letter congratulating him/her.

L. Collect information from newspapers, magazines, periodicals and books about any two famous sports women. Prepare their profies. Use the following format.

Answer:

Creative writing

M. Write a newspaper article in about 100 words, comparing the achievements of the two sportswomen based on the information you have already collected.

Answer:
1. Sania Mirza:
Sania hails from Mumbai in Maharastra. She was born on 15th Nov 1981. Santa Mirza is an Indian professional tennis player who was formerly ranked No.l in the womens doubles rankings. From 2003 until her retirement from singles in 2013. She was ranked by the WTA as India’s No.l doubles player. Throughout her career, Mirza has established herself as the most successful female Indian tennis player ever and one of the highest paid arid high profile athletes in the country.

2. P.V.Sindhu:
P.V.Sindhu’s full name is Pusarla 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 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 for badminton,

Reading:

N. Answer the following question briefly.

Question 1.
What do Tamil Nadu folk dances and folk arts represent ?
Answer:
Tamil Nadu folk dances and folk arts represent the ethos, aesthetic values and melody of the region.

Question 2.
When are folk dances and folk music usually performed ?
Answer:
Folk dances and music are performed during the festivals and community functions.

Question 3.
How is karagaattam performed ?
Answer:
Karagaattam is performed by balancing a pot on the head. The pot is decorated with a cone of flower arrangements topped by a paper parrot.

Question 4.
How were offerings carried during the ancient period ?
Answer:
During the ancient period! the pilgrims used to carry offerings tied on either end of a long stick, balanced on their shoulders.

Question 5.
Bring out a few differences between the two art forms Therukoothu and Bommalaltam.
Answer:
Therukoothu:

• It is conducted during village festivals in Aadi and panguni.
• It is performed on the streets in the open air by the artistes.
• In this dance form, make up and cos¬tumers are considered importance.

Bommalaltam:

• It is held in rural areas during festivals and fairs
• It is performed on the screen by the skilled puppeteers
• The puppets with strings or wires are manipulated

Anagrams

O. 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.

Now try to solve these anagrams
Answer:

P. Work with a partner

Pick out two words from the article on folk culture and folklore of Tamil Nadu with which you can form anagrams. Take turns and ask your partner to solve the anagram and come out with the right words.

Answer:

Grammar

A. Choose the most appropriate preposition from the brackets.

1. We have been living in Chennai _______ eight years. (for/since)
2. Abdul has taken _______ his father. (after!at)
3. Vimal generally goes to his workplace bus. (by/on)
4. The cricket ball was hidden _____ the leaves, (among/between)
5. Mani divided his toys _______  his brothers and sisters, (among/between)
6. Mani divided his toys _______  his brother and sister (among / between)

Answer:

1. for
2. after
3. by
4. among
5. among
6. between

B. Identify the prepositions in the given sentences and underline them.

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.
3. The burglar found the keys under the pot in the balcony.
4. Prabhu was hiding behind the door when his sister came looking for him.
5. My dog sat on my hat and squashed it.

Answer:

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.
3. The burglar found the keys under the pot in the balcony.
4. Prabhu was hiding behind the door when his sister came looking for him.
5. My dog sat on my hat and squashed it.

C. Complete the passage by filling in appropriate prepositions from the list- (with, out, in, from, during, of, for, by). Some prepositions may be used more than once.

In Tamil Nadu, a very interesting form of recitation named Villupattu developed (a) …………… the 15th century. Villupattu means bow-song because a bow-shaped musical instrument (b) ……………….. strong high tension string is used (c) ……………… placing it (d) …………….. an earthen pitcher. It is believed that this narrative form was an invention (e) ……………….. Arasa Pulavar. The troupe gives its performance mostly (f) ……………….. temple festivals. There are seven to eight persons in a troupe who form a kind (g) ………………… chorus that supports the main singer-narrator. When the chief narrator sings, the chorus takes (h) ……………… the refrain (i) ………………. the song and repeats it in unison. The whole party sits (j) ………………… the ground and performs (k) ……………… a lot (l) ……………. gesticulation and facial expression to suit the narrative they have taken. The ballad style songs are composed (m) …………………… the rural dialect which appeals (n) ………………… the audience who sometimes join the troupe (o) …………….. suitable notes or words.
Answers:
(a) in
(b) with
(c) for
(d) with
(e) by
(f) during
(g) of
(h) out
(i) from
(j) in
(k) with
(l) of
(m) from
(n) to
(o) with

D. Frame sentences using the prepositional phrase given in the box.

Answers:

1. The farmers expect to benefit from the government.
2. The Vice – President stands in for the president when he is away.
3. She stayed at home when her children were young.
4. The plane went into a nose dive.
5. I am preparing for the I.A.S examination.
6. The rail pass will pay for itself after about two trips.
7. We cannot rely on others.
8. She often joked about all the things that could go wrong.
9. The committee consists of twelve members.
10. The nurse attended to the patient.

E. Given below is a picture of a carnival. Complete the factual description by filing in the blanks with appropriate prepositions.

a festive look, as the open spaces are cleaned, spruced up and decorated (a) ……………. colourful streamers. People throng the premises (b) ……………… catch a glimpse (c) …………….. their village deity (d) ………………. a magnificently decorated chariot, and pay their respects. There is a big crowd (e) …………….. the food stalls that serve free piping hot sakkaraipongal (sweet pongal), lemon rice and curd rice. People (f) ………………. nearby villages and towns display their wares attractively, and call out loudly (g) ……………….. the people (h) ……………….. buy their wares. Cotton candy, cut raw mangoes smothered (i) ……………. salt and chilly powder, boiled groundnuts, murukku, sweets, buttermilk, etc., are sold. Men, women, grandmas, grandpas and little children dressed (j) …………………… their best clothes, enjoy the Thiruvizha greatly. You can hear the shrieks (k) ……………… happy children enjoying the rides on ferris wheels and carousels, elders looking (l) ……………………. each other with smiles on their faces. The entire day is spent (m) …………… fun and gaiety. All the village people irrespective of their age, look forward (n) ………………. the thiruvizha every year.
Answers:
(a) with
(b) to
(c) of
(d) on
(e) at
(f) from
(g) at
(h) to
(i) in
(j) in
(k) of
(l) at
(m) in
(n) to

Writing:

You stayed with your grandparents at your native village during Pongal. You had an unforgettable time with them. You visited the village fair and enjoyed the simple pleasures of life like bathing in the river, strolling in the fields, eating food cooked in earthen utensils over firewood, sleeping on a cot on the terrace under the star-lit sky, visiting temple fairs and watching Karagattam presentation.

F. Write a letter friend, describing the joy of celebrating festivals in a village.

Project:

G. Your class has to stage a Puppet Show in the Assembly Open Forum on the topic ‘Child Labour’. 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 given below.

Ramesh : Let 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 : (1) ……………………………………………………………………………. ?
Leema : I suggest we begin with the storyline first.
Mani : How (2) ………………………………………………………………..?
Ramesh : We can have around five characters.
Mohammed : What (3) ………………………………………………………… ?
Meena : We can focus on the problems of poverty and illiteracy as the major reasons for child labour.
Ramesh : Can (4) …………………………………………………………………… ?
Leema : I am good at making stick puppets. I will make them myself. But I require some help.
Mani : I (5) ………………………………………………………. Tell me, (6) ……………………………………………. .
Leema : Thank you, Mani. Let us stay back after the meeting and discuss.
Ramesh : Have (7) ………………………………………………………………………………… ?
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.
Answer:
1. What shall we do first?
2. How How many characters can we have?
3. What can we focus on as the major reason for child labour?
4. Can any one make stick puppets?
5. I will help you. Tell me,
6. what I have to do.
7. Have we anything to do for the interlude?

Tamilnadu State Board New Syllabus Samacheer Kalvi 9th Social Science Guide Pdf Geography Chapter 1 Lithosphere – I Endogenetic Processes Text Book Back Questions and Answers, Important Questions, Notes.

Tamilnadu Samacheer Kalvi 9th Social Science Solutions  Geography Chapter 1 Lithosphere – I Endogenetic Processes

Samacheer Kalvi 9th Social Science Lithosphere – I Endogenetic Processes Text Book Back Questions and Answers

I. Choose the correct answer

Question 1.
___________ is the rigid outer layer of the Earth.
(a) Core
(b) Mantle
(c) Crust
(d) Inner core
Answer:
(c) Crust

Question 2.
layer is made up of liquid iron __________
(a) Inner core
(b) Outer core
(c) Mantle
(d) Crust
Answer:
(b) Outer core

Question 3.
Magma is found in the ___________
(a) crust
(b) mantle
(c) core
(d) none of the above
Answer:
(b) mantle

Question 4.
Diastrophism is connected to ___________
(a) volcanism
(b) earthquakes
(c) tectonics
(d) fold/fault
Answer:
(d) fold/fault

Question 5.
The movement of tectonic plates is induced by ___________
(a) hydel
(b) thermal
(c) wave
(d) tidal
Answer:
(b) thermal

Question 6.
In the ancient period, Gondwanaland moved towards ___________
(a) north
(b) south
(c) east
(d) west
Answer:
(a) north

Question 7.
Many million years ago, India was a part of the supercontinent.
(a) Gondwana
(b) Laurasia
(c) Panthalasa
(d) Pangea.
Answer:
(a) Gondwana

Question 8.
The movement of plates that creates stress and tension in the rocks causing them to stretch and cracks result in ___________
(a) fold
(b) fault
(c) mountain
(d) earthquake
Answer:
(b) fault

Question 9.
___________ refers to a bowl-shaped depression found at the top of the volcano.
(a) Crater
(b) Vent
(c) Chamber
(d) Volcanic cone
Answer:
(a) Crater

Question 10.
The point of origin of an Earthquake is called the ___________
(a) epicentre
(b) focus
(c) seismic wave
(d) magnitude
Answer:
(b) focus

II. Match the following

1. Endogenetic process – (i) Seismograph
2. Mantle – (ii) Subduction Zone
3. Convergent boundaries – (iii) Volcanic
4. Earthquake – (iv) the Pacific Ocean
5. Composite volcano – (v) SIMA

Answer:

1. – iii
2. – v
3. – ii
4. – i
5. – iv

III. Consider the given statements:

Question 1.
(i) Mt. Fuji is a dormant volcano
(ii) Mt. Kilimanjaro is a dormant volcano
(iii) Mt. Tanzania is a dormant volcano
Which of the statement(s) is are true
(a) (i) is true
(b) (ii) is true
(c) (iii) is true
(d) (i), (ii), (iii) are true
Answer:
(a) (i) is true

Question 2.
Statement: Magma gushes out when it finds vents.
Reason: Interior of the Earth contains compressed hot magma.
Which of the statement(s) is are true
(a) Statement & reason are true
(b) Statement is true, the reason is false
(c) Statement is false, the reason is true
(d) Statement & reason are false
Answer:
(a) Statement & reason are true

Question 3.
Statement I: Mountain ranges are formed by the collision of tectonic plates
Statement II: The movement of tectonic plates is due to the thermal energy from the mantle
(a) Statement I is false II is true
(b) Statement I and II are false
(c) Statement I is true II is false
(d) Statement I and II are true
Answer:
(d) Statement I and II are true

IV. Answer in brief:

Question 1.
Write a brief note on the various spheres of the Earth.
Answer:
The various spheres of the earth are given below:

1. The lithosphere is the solid outer part of the Earth.
2. The atmosphere is a thin layer of gases that surrounds the Earth.
3. The hydrosphere is the watery part of the earth’s surface including oceans, rivers, lakes and water vapour.
4. The biosphere is the layer of earth where life exists.

Question 2.
Mention the layers of the interior of the Earth.
Answer:
The structure of the earth’s interior is divided into three layers namely the crust, the mantle, the core.

1. Crust is the outer layer of the earth, where we live. The major elements of crust are silica (Si) and aluminium (Al). Hence it is named as SIAL.
2. Mantle is the intereior part beneath the crust. The major elements of the mantle are silica (Si) and magnesium (Mg). Hence it is called SIMA.
3. The core is the innermost and hottest layer of the earth. It is composed mainly of nickel (Ni) and iron (Fe). Hence it is called NIFE.

Question 3.
Define Plate tectonics.
Answer:

1. The lithosphere is divided into a number of huge slabs of rocks called ‘Tectonic Plates’.
2. These tectonic plates are divided into major and microplates.
3. These plates float independently over the mantle.
   What are seismic waves and mention their types?
4. Collisions of these plates produce mountain ranges and other irregular surface features, both on land and the ocean floor.
5. This phenomenon is called plate tectonics.

Question 4.
What is a Tsunami?
Answer:

1. The tectonic plates float independently.
2. Collisions of the tectonic plates produce mountain ranges and other irregular surface features both on land and the ocean floor. This phenomenon is called ‘Plate tectonics.

Question 5.
What is a Volcano? Mention its major components.
Answer:

1. A volcano is a vent or an opening on the surface of the Earth’s crust through which hot solid, liquid, and gaseous materials (magma) erupt out.
2. It erupts from the earth’s interior to the surface.
3. Its major components are Magma Chamber, Vents, and Volcanic cone.

Question 6.
What is an Earthquake and how it occur?
Answer:

• The word Tsunami is a Japanese term meaning harbour waves.
• It is adopted to describe large seismically generated sea waves caused by Earthquakes Submarine explosions and landslides.

Question 7.
What are seismic waves and mention its type?
Answer:

1. Earthquakes generate the seismic wave
2. These vibrations spread out
3. Accordingly, there are three major types of waves
4. They are
   • Primary or P-Waves
   • Secondary or S-Waves
   • Surface waves or L-Waves.

Question 8.
Write about the Pacific Ring of fire.
Answer:
Earthquakes are generally caused by the sudden vibrations in the Earth’s crust which spread outward in all directions as waves from the source of the disturbance.

V. Give Reasons for the following:

Question 1.
SIAL floats over SIMA.
Answer:

1. SIAL consists of Silica and Aluminium.
2. SIMA contains Silica and Magnesium.
3. SIAL is lighter than SIMA. Therefore SIAL floats over SIMA.

Question 2.
Igneous rocks are also called Primary Rocks or Mother rocks.
Answer:
Igneous rocks are called Primary or Mother Rocks because all other rocks are directly or indirectly formed from them.

VI. Distinguish between:

Question 1.
Core and Crust
Answer:
Core

1. The core is the innermost and hottest layer of the earth.
2. It lies below the mantle.
3. It is composed mainly of nickel and iron.
4. It is called NIFE.

Crust

1. Crust is the outer layer of the earth, where we live.
2. It lies above the mantle.
3. The major elements of crust are silica and aluminium.
4. It is called the SIAL.

Question 2.
Epicenter and Hypocentre
Answer:
Epicenter

1. Epicenter is a point on the Earth’s surface that lies directly above the focus.
2. The impact of the earthquake is felt the most at the epicenter.

Hypocentre

1. The point of origin of an earthquake is called Focus or Hypocentre.
2. It generates a series of elastic waves.

Question 3.
Divergent and convergent boundaries
Answer:
Divergent Boundaries –

1. Here the plates pull away from each other.
2. Most active divergent plate boundaries occur between oceanic plates and exist as mid-oceanic ridges.
3. Divergent boundaries also form volcanic islands.

Convergent Boundaries –

1. Here the plates move towards each other and sometimes a plate sinks under another.
2. The location where the sinking of a plate occurs is called a subduction zone.
3. The subducting plate in a subduction zone is normally an oceanic crust.

Question 4.
Primary waves and Secondary waves.
Answer:
Primary Waves

1. Primary or P waves are the fastest of all the Earthquake waves.
2. They are the first to reach the epicentre
3. These waves pass with an average, velocity of 5.3 km per second to 10.6 km/second.

Secondary Waves –

1. Secondary or S waves travel only through solids.
2. These transverse waves shake the ground perpendicular to the direction in which they propogate.
3. These waves pass with an average velocity of 1 km/sec to 8 km/second.

Question 5.
Shield volcano and Volcanic Dome
Answer:
Shield Volcano –

1. Shield volcanoes are formed by intense viscous lava.
2. These are shallow depositions with gently sloping sides
3. The lava flows out in all directions to create a shield.
4. Eg: Mauna Loa, Hawaii.

Volcanic Dome –

1. Volcanic dome is formed due to the slow ejection of viscous lava from a volcano.
2. It is a lava dome roughly a circular mound.
3. As the lava is rich in silica with intense viscosity, it is prevented from flowing far from its vent.
4. Eg: Paricutin, Mexico.

VII. Write answers in a paragraph:

Question 1.
Describe the structure of the Earth.
Answer:
The outer surface and inner core of the Earth are totally different in their nature and structure. The structure of the Earth’s interior is divided into three layers namely the crust, the mantle, and the core.

Crust: Crust is the outer layer of the Earth, where we live. It is the skin of our Earth, which ranges between 5 to 30 km. It is the solid and rigid layer of the Earth. The thickness of the crust is greater below the continents than the ocean floor. The crust is classified as the continental crust and oceanic crust. The major elements of crust are Silica (Si) and Aluminium (Al) and thus, it is termed as SIAL.

Mantle: The interior part beneath the crust is called the mantle, which is about 2,900 km thick. The major elements of the mantle are Silica (Si) and Magnesium (Mg) and hence it is also termed as SIMA. In the upper part of the mantle, the rock remains solid, whereas, in the lower part of the mantle, rocks are in molten form. This molten rock inside the Earth is called ‘magma’.

Core: The core is the innermost and hottest layer of the Earth which lies below the mantle.
It is composed mainly of Nickel (Ni) and Iron (Fe). Hence it is called NIFE. The core is divided into Solid inner core and liquid outer core. The presence of large quantities of iron in the core is responsible for the Earth’s gravitational force. As the Earth rotates on its axis, the liquid outer core spins over the solid inner core and generates the Earth’s magnetic field.
This is responsible for the functioning of the magnetic compass. Due to high pressure, the materials in the inner core are unable to move and hence remain solid.

Question 2.
Write a note on the internal and external processes of the Earth.
Answer:
The internal and external processes of the earth are given below:
(a) Geomorphic processes:

1. The formation and deformation of landforms on the surface of the earth is a continuous activity of two broad processes i.e. internal and external.
2. These processes cause stress and deformation on earth materials and finally bring changes on the surface of the earth.
3. These are referred to as geomorphic processes.

(b) Internal Processes (or) Endogenetic processes:

1. The forces that act from the earth’s interior towards the earth’s surface are called internal processes endogenetic processes.
2. These forces build the landscape and create topographic relief.
3. The internal processes generate heat and eject materials from deep below the earth’s crust.
4. Internal radioactivity is the principal source of power for this process.

(c) External Processes (or) Exogenetic Processes:

1. The forces that act on the surface of the earth due to natural agents like running water, glacier, wind, waves, etc., are called External processes or Exogenetic processes.
2. These external processes tear the landscape down into relatively low elevated plains.

Question 3.
How are volcanoes classified based on the periodicity of their eruptions?
Answer:
Based on the periodicity of eruptions, volcanoes are classified into
(i) Active volcano,
(ii) Dormant volcano
(iii) Extinct volcano.
(i) Active Volcano: Active volcanoes are those which constantly eject volcanic lava, gases, and fragmented materials. (e.g.) Mount St. Helens in the United States.

(ii) Dormant Volcano: Volcanoes that do not show any sign of volcanic activity for a long period of time are known as dormant volcanoes. Sometimes there may be a sudden explosion. which may cause unimaginable loss to life and property (e.g. ) Mt. Fuji, Japan.

(iii) Extinct or Dead Volcano: When a volcano permanently stops its volcanic activity, then it is called an extinct or dead volcano (e.g.) Mt. Kilimanjaro, Tanzania.
Volcanoes can also be classified based on their structure and composition as composite volcanoes, shield volcanoes, and dome volcanoes.

Question 4.
Explain the effects of Volcanoes.
Answer:
Constructive Effects: Volcanic materials enrich the soil fertility that promotes agricultural activities. The hot volcanic region helps in generating geothermal energy. Many dormant and active volcanoes are the most attractive tourist spots in the world. Most of the volcanic materials are used as building materials.

Destructive Effects: Volcanic eruption causes Earthquakes, fast floods, mudslides, and rockfall. Lava can travel very far and bum, bury or damage anything in its path. A large amount of dust and ash makes breathing hard and irritable. Volcanic emissions can alter the weather conditions and disrupt transport (Iceland volcanic eruption) in and around the volcanic region.

VIII. Map Skill

On the given outline map of the world, mark the following:
a. Pacific Ring of fire
b. Earthquake-prone zones (any two)
c. Locate any two active volcanoes of the world.
d. Himalayas and the Alps range
e. Rift valley of East Africa.

IX. HOTS

Question 1.
Consider the various sources of information related to the Earth’s Interior. Classify the above as DIRECT & INDIRECT sources of information. Give reasons
(a) Seismic activity
(b) Earth‘s magnetism
(c) Volcanoes
(d) Mined rocks
(e) Gravitational force
(f) Meteors
Answer:

1. The knowledge about the interior of the earth is obtained through direct sources and indirect sources.
2. Direct sources are not very reliable, because mining and drilling can be done only upto some depth only.

Direct Sources:

1. Volcanoes: Volcanic eruption suggests that there is the same zone inside the Earth, which is very hot and in liquid condition.

Mined rocks:

1. During the process of mining and drilling, rocks and minerals are extracted. These extracted materials give information that there are layer system in the crust.
2. Crust is made up of many kinds of rocks and minerals.

Indirect Sources:

1. Seismic activity, Gravitational force, Earth’s Magnetism, Meteors are very important to know about the earth’s interior.

Seismic Activity:

1. We can use the behaviour of the seismic waves to make us aware of the interior of the Earth.
2. The movement of Seismic Waves suggests that there are three layers on the earth and each layer less a different density.
3. Density increases towards the centre of the earth.

Gravitational force:
Earth’s-core is at its centre of mass, which is what generates our gravitational field.

Earth’s Magnetism:
It is established that the liquid outer core of the Earth produces a kind of electromagnetic field, ie. the Earth’s magnetic field.

Meteors:

1. We can know about the Earth’s interior by studying Meteorites.
2. Meteorites have struck the earth in the past. Many have probably pieced of proto-plants that are similar in composition to Earth.

X. Life Skills

Imagine that you feel tremors or shocks in your locality. What will be your role in saving lives from destruction? List out the Do’s and Don’ts.
Answer:
Dos and don’ts during an earthquake
Do’s

1. Be aware that some earthquakes are actually foreshocks and a larger earthquake might occur.
2. If indoors, drop to the ground; cover your face and head with your arms, and crouch in an inside comer of the building.
3. Stay away from glass, windows, outside doors and walls, and anything that could fall, (such as lighting fixtures or furniture).
4. Be aware that the electricity may go out or the sprinkler systems or fire alarms may turn on.
5. If outdoors, avoid moving. However, move away from buildings, trees, streetlights, and utility wires.
6. If you are in an open space, stay there until the shaking stops.
7. If in a moving vehicle, stop as quickly as safety permits and stay in the vehicle. Avoid stopping near or under buildings, trees, overpasses, and utility wires.
8. If caught under debris, tap on a pipe or wall so rescuers can locate you. Shout if needed.

Don’ts

1. Do not light a match.
2. Do not move about or kick up dust.
3. Cover your mouth with a handkerchief or clothing.
4. Do not touch electrical switches.
5. Do not operate electrical appliances.

Intext Activity

Question 1.
Narrate the processes involved in the given rock cycle diagram in your own words

Answer:

1. The process of transformation of rocks from one form to the other in a cyclic manner is known as the rock cycle.
2. It includes the following processes: Hot lava cools down to form igneous rocks. Igneous rocks are then broken down into small particles which are transported and then deposited This results in the formation of sedimentary rocks.
3. When igneous and sedimentary rocks are subjected to great heat and pressure, they change into metamorphic rocks.
4. Metamorphic rocks under heat and pressure breakdown and form hot lava. This hot magma then again cools down and forms igneous rocks and the cycle is repeated.

Question 2.
Here is a list of a few mountains.

1. Ural Mountains
2. Andes Mountains
3. Vindhya Range
4. Alps mountains
5. Satpura range
6. Rocky Mountains
7. The Sierra Nevada.

Identify and Locate with help of atlas –

Question 3.
Take a bottle filled with soda. Give it a few shakes. Now twist the cap open. What do you observe?
Answer:
Activity to be done by the students themselves

Intext Hots

Question 1.
Pacific Ring of Fire – Most seismically and volcanically active. Why?
Answer:
(a) The Pacific Ring of Fire is a major area in the basin of the Pacific Ocean where many earthquakes and volcanic eruptions occur. In a large 40,000 km (25,000 mi) horseshoe shape.

(b) About 90% of the world’s earthquakes and 81% of the world’s largest earthquakes occur along the Ring of Fire. All but three of the world’s 25 largest volcanic eruptions of the last
11,700 years occurred at volcanoes in the Ring of Fire.

(c) The Ring of Fire is a direct result of plate tectonics: the movement and collisions of lithospheric plates, especially subduction in the northern portion.

(d) The southern portion is more complex, with a number of smaller tectonic plates in collision with the Pacific plate from the Mariana Islands, the Philippines, Bougainville, Tonga, and New Zealand.

Samacheer Kalvi 9th Social Science Lithosphere – I Endogenetic Processes Additional Important Questions and Answers

I. Choose the correct answer:

Question 1.
All the living organisms are found here _______
(a) Lithosphere
(b) Hydrosphere
(c) Pedosphere
(d) Biosphere
Answer:
(d) Biosphere

Question 2.
The presence of large quantities of …………… in the core is responsible for the Earth’s Gravitational force.
(a) Aluminium
(b) Magnesium
(c) Iron
(d) Silica
Answer:
(c) Iron

Question 3.
Silica and Aluminium are the components of the _______
(a) Crust
(b) Mantle
(c) Core
(d) None of the above
Answer:
(a) Crust

Question 4.
Kola sample title is located in _______
(a) America
(b) Russia
(c) Germany
(d) Singapore
Answer:
(b) Russia

Question 5.
The movement of tectonic plates is due to …………… energy from the mantle.
(a) Atomic energy
(b) Hydro energy
(c) Wind energy
(d) Thermal energy
Answer:
(d) Thermal energy

Question 6.
Diamond is an example of _______ rock.
(a) Igneous
(b) Sedimentary
(c) Metamorphic
(d) None of the above
Answer:
(c) Metamorphic

Question 7.
In ____________ boundary the plates slide horizontally past each other.
(a) convergent
(b) transform
(c) divergent
(d) horizontal
Answer:
(b) transform

Question 8.
The collision with the Eurasian Plate along the boundary between India and Nepal formed __________ Plateau.
(a) Columbia
(b) Colorado
(c) Tibetan
(d) the Antarctic
Answer:
(c) Tibetan

Question 9.
This is a dead volcano.
(a) Mt. St. Helens
(b) Mt. Kilimanjaro
(c) Mt. Fuji
(d) Paricutin
Answer:
(b) Mt. Kilimanjaro

Question 10.
An opening serving as an outlet for air, smoke, fumes, magma, etc. is called
(a) Vent
(b) Magma Chamber
(c) Volcanic Core
(d) Lava
Answer:
(a) Vent

Question 11.
Mauna Loa in Hawaii is an example of
(a) Composite Volcano
(b) Dormant Volcano
(c) Extinct Volcano
(d) Shield Volcano
Answer:
(d) Shield Volcano

Question 12.
The upper layer of the earth’s mantle below the lithosphere is called
(a) Hydrosphere
(b) Pedosphere
(c) Asthenosphere
(d) Atmosphere
Answer:
(c) Asthenosphere

Question 13.
Earthquake is the shaking or trembling of the Earth’s
(a) Crust
(b) Core
(c) Mantle
(d) Oceans
Answer:
(a) Crust

Question 14.
The science that deals with the physical structure and substances of the earth are known as
(a) Biology
(b) Zoology
(c) Geology
(d) Morphology
Answer:
(c) Geology

Question 15.
Volcanic eruption causes
(a) Earthquakes
(b) Fast Floods
(c) Mud Slide
(d) All the three
Answer:
(d) All the three

II. Match the following:

Question 1.
(a) Lithosphere – (i) Gases
(b) Atmosphere – (ii) Soil and dirt
(c) Hydrosphere – (iii) Life
(d) Biosphere – (iv) Solid
(e) Pedosphere – (v) Water
Answer:
(a) – (iv)
(b) – (i)
(c) – (v)
(d) – (iii)
(e) – (ii)

Question 2.
(a) Crust – (i) 2,171 km
(b) Upper Mantle – (ii) 2,259 km
(c) Lower Mantle – (iii) 30 km
(d) Outer Core – (iv) 1221km
(e) Inner Core – (v) 720 km
Answer:
(a) – (iii)
(b) – (v)
(c) – (i)
(d) – (ii)
(e) – (iv)

Question 3.
(a) Igneous – (i) Magma
(b) Sedimentary – (ii) Transformation
(c) Metamorphic – (iii) Gypsum
(d) Molten material – (iv) Basalt
(e) Rock Cycle – (v) Marble
Answer:
(a) – (iv)
(b) – (iii)
(c) – (v)
(d) – (i)
(e) – (ii)

Question 4.
(a) Convergent Boundary – (i) Away from each other
(b) Divergent Boundary – (ii) Tectonic Plates
(c) Transform Boundary – (iii) Towards each other
(d) Huge slabs of rocks – (iv) Folding
(e) Lateral compressional forces – (v) Horizontally past each other
Answer:
(a) – (iii)
(b) – (i)
(c) – (v)
(d) – (ii)
(e) – (iv)

Question 5.
(a) Focus – (i) L-Waves
(b) Surface Waves – (ii) S-Waves
(c) Seismometer – (iii) P-Waves
(d) Secondary Waves – (iv) Hypocenter
(e) Primary Waves – (v) Instrument
Answer:
(a) – (iv)
(b) – (i)
(c) – (v)
(d) – (ii)
(e) – (iii)

Question 6.
(a) Active Volcano – (i) Mt. Kilimanjaro
(b) Dormant Volcano – (ii) Strata Volcano
(c) Extinct Volcano – (iii) Mt. St. Helens
(d) Composite Volcano – (iv) Mt. Fuji
(e) Shield Volcano – (v) Mauma loa
Answer:
(a) – (iii)
(b) – (iv)
(c) – (i)
(d) – (ii)
(e) – (v)

III. Consider the given statements:

Question 1.
Consider the given statements:
(i) The thickness of the crust is greater below the continents than the ocean’s floor.
(ii) All terrestrial planets have a lithosphere.
(iii) The core is composed of Silica and Aluminium.
Which of the statement (s) is/are true?
(a) (i) is true
(b) (ii) is true
(c) (i) and (ii) are true
(d) (iii) is true
Answer:
(c) (i) and (ii) are true

Question 2.
Statement: The Latin word ‘Sediment’ means to settle.
Reason: Rivers, glaciers, and winds carry lists of rock and soil and deposit than on layers. Which of the following statements(s) is/are true?
(a) Statement and reason are true.
(b) Statement is true, the reason is false.
(c) Statement is false, the reason is true.
(d) Statement and reason are false
Answer:
(a) Statement and reason are true.

Question 3.
Statement I: Volcanoes can also be classified based on the periodicity of eruptions, as Active volcano, Dormant volcano, and Extinct volcano.
Statement II: A lava dome is roughly a circular mound formed due to the slow ejection of viscous lava from a volcano.
Which of the following statements(s) is/are true?
(a) Statement I and II are true.
(b) Statement I and II are false.
(c) Statement I is true but-II is false.
(d) Statement I is false but-II is true.
Answer:
(a) Statement I and II are true.

IV. Answer the following in one or two sentences:

Question 1.
How does Arthur Holmes describe the Earth?
Answer:
The Earth can physically be described as a ball of rock (the lithosphere), partly covered by water (the hydrosphere) and wrapped in an envelope of air (the atmosphere). To these three physical zones, it is convenient to add a biological zone which includes all the living organisms (the biosphere). This is the description given by Arthur Holmes about the Earth.

Question 2.
What are the abiotic and biotic spheres of the earth?
Answer:

1. The abiotic spheres are the lithosphere, atmosphere, and hydrosphere.
2. The biotic sphere is the biosphere.
3. Together these spheres constitute the planet, Earth.

Question 3.
What is SIAL?
Answer:

1. Crust is the outer layer of the Earth, where we live.
2. The major elements of crust are Silica (Si) and Aluminium
3. Thus it is called SIAL.

Question 4.
What is SIAM?
Answer:

1. The interior part beneath the crust is called the mantle.
2. The major elements of the mantle are Silica (Si) and Magnesium (Mg).
3. Thus it is called SIMA.

Question 5.
What is NIFE?
Answer:

1. The core is the innermost and hottest layer of the Earth.
2. It is composed mainly of Nickel (Ni) and Iron (Fe).
3. Hence it is called NIFE.

Question 6.
Mention the types of rocks based on formation?
The types of rocks based on formation are
Answer:

1. Igneous rocks
2. Sedimentary rocks and
3. Metamorphic rocks.

Question 7.
Mention a few specimens of magnificent rock-cut architecture in India?
Answer:
There are many specimens of magnificent rock-cut architecture in India, like the Ajanta and Ellora caves in Maharashtra, the Aihole Badami temples in Karnataka, the Konark temple in Odisha and Mamallapuram temples in Tamil Nadu.

Question 8.
How are igneous rocks formed?
Answer:

1. The interior of the Earth contains very hot molten material called Magma.
2. When the magma reaches the Earth’s surface, it is referred to as Lava.
3. The Lava on the surface cools down and gets solidified as rocks called igneous rocks.

Question 9.
How are sedimentary rocks formed?
Answer:

1. The sedimentary rocks are named after the Latin word sediment meaning ‘settle’
2. Rivers, glaciers and winds carry bits of rock and soil and deposit them in layers.
3. After a few million years, these deposits harden into compact rocks and are called sedimentary rocks.

Question 10.
What are fossils?
Answer:

1. The bodies of plants and animals that fall on the deposits get embedded in the layers.
2. They form Fossils.

Question 11.
What are metamorphic rocks?
Answer:

1. The term metamorphic is derived from the word ‘metamorphosis’.
2. It means, ‘change of form’
3. When igneous or sedimentary rocks are subjected to extreme heat and pressure, they undergo a complete change in their form and character.
4. In course of time, granite may get transformed to gneiss basalt to schist, limestone to marble and sandstone to quartzite.

Question 12.
What are the Geomorphic processes?
Answer:

1. The formation and deformation of landforms on the surface of the Earth in a continuous activity of two broad processes.
2. They are internal and external processes.
3. These processes cause stress and deformation on Earth materials.
4. Finally, changes are brought to the surface of the Earth.
5. These are referred to as Geomorphic Processes.

Question 13.
What is a subduction zone?
Answer:

1. In the Convergent boundary, the plates move towards each other, and sometimes, a plate sinks under another.
2. The location where the sinking of the plate occurs is called a subduction zone.

Question 14.
What are seismic waves?
Answer:

1. Earthquakes generate seismic waves.
2. The nature, force, and speed of these seismic waves depend on the nature of the medium through which it passes.
3. Accordingly, there are three major types of waves called primary waves, secondary waves, and surface waves

Question 15.
How did Tsunami occur with Indian Oceans in 2004?
Answer:

1. On 26th December 2004, a tsunami occurred in the Indian Ocean.
2. It was the result of the Indio-Australian plate subducting below the Eurasian Plate.
3. It was caused by an Earthquake measuring a magnitude of above 9 on the Richter Scale.
4. The Earthquake caused the seafloor to uplift, displacing the seawater above.

Question 16.
Explain the major components of a volcano.
Answer:

1. Volcanoes generally have the following major components. They are:
2. Magma Chamber – a large pool of liquid rock found beneath the surface of the Earth.
3. Vents – an opening serving as an outlet for air, smoke, fumes, magma, etc.
4. Volcanic cone – a landform built by the magma ejected from the vent in the shape of a cone.

V. Give reasons for the following:

Question 1.
The Earth’s gravitational force
Answer:
The presence of large quantities of iron in the core is responsible for the Earth’s gravitational force.

Question 2.
Generation of the Earth’s Magnetic field.
Answer:
As the Earth rotates on its axis, the liquid outer core spins over the solid inner core and generates the Earth’s magnetic field.

Question 3.
The cause of the functioning of the magnetic compass
Answer:
The Earth’s magnetic field is responsible for the functioning of the magnetic compass.

Question 4.
The Himalayas are fold mountains
Answer:

1. Due to lateral compressional forces, the plates are forced to move upwards and downwards.
2. This is called folding.
3. Mountains formed by folding are called fold mountains.
4. The process of folding creates lofty mountain ranges such as the Himalayas.

Question 5.
Continuous reshaping of the continents and seafloor.
Answer:
The process of folding and faulting together with volcanoes and Earthquakes continually reshape the continents and seafloor.

Question 6.
Formation of the Tibetan Plateau.
Answer:

1. The collision with the Eurasian Plate along the boundary between India and Nepal formed the orogenic belt.
2. This created the Tibetan Plateau and the mighty Himalayan mountains.

Question 7.
A lava dome does not flow from into the vent.
Answer:

1. In a lava dome, the lava is rich in Silica with intense viscosity.
2. So it is prevented from flowing far from its vent.

VI. Distinguish between:

Question 1.
Crust and Mantle.
Answer:
Crust –

1. Crust is the outer layer of the Earth, where we live.
2. It ranges from 5 to 30 km.
3. It is composed of Silica and Aluminium.
4. It is called the SIAL.

Mantle –

1. The interior part beneath the crust is called the mantle.
2. It is about 2,900 km thick.
3. It is composed of Silica and Magnesium.
4. It is called SIMA.

Question 2.
Sedimentary Rocks and Metamorphic Rocks
Answer:
Sedimentary Rocks –

1. Rivers, glaciers, and winds carry bits of rocky soil and deposit them in layers. After a million years these deposits harden into compact rocks called sedimentary rocks.
2. ‘Eg: Sandstone, limestone, chalk, gypsum, coal, etc.

Metamorphic Rocks –

1. When igneous or sedimentary rocks are subjected to extreme heat and pressure, they undergo a complete change in their form and character.
2. Eg: Granite transformed into gneiss, basalt to schist, limestone to marble, sandstone to quartzite

Question 3.
Internal Processes and External Processes
Answer:
Internal Processes

1. The forces that act from the Earth’s interior towards the Earth’s surface are called Internal Processes.
2. Internal processes are also known as Endogenetic processes.
3. These forces build the landscape and create topographic relief.

External Processes

1. The forces that act with the surface of the Earth due to natural agents like running water, glacier, wind, waves, etc.
2. External processes are also called Exogenetic processes.
3. These external processes tear the landscape down into relatively low elevated plains.

Question 4.
Active Volcano and Dormant Volcano
Answer:
Active Volcano

1. The Active volcanoes constantly eject volcanic lava, gases, and fragmented materials.
2. Eg: Mount St. Helens in the USA

Dormant Volcano

1. The dormant volcanoes do not show any sign of volcanic activity for a long period of time. Sometimes there may be a sudden explosion.
2. Eg. Mt. Fuji, Japan

VII. Write answers in a paragraph.

Question 1.
Explain about the rocks based on the formation.
Answer:
Based on formation, rocks are classified as:
(a) Igneous
(b) Sedimentary
(c) Metamorphic

(a) Igneous:

1. When the lava on the surface cools down and solidified igneous rocks are formed.
2. Granite and basalt are examples of such rocks.
3. Igneous rocks are also called Primary or mother rocks because all other rocks are directly or indirectly formed from them.
4. These rocks are used in the construction work and laying roads.

(b) Sedimentary Rocks:

1. Rivers, glaciers, and winds cany lists of rock and soil and deposit them in layers.
2. After a few million years, these deposits harden into compact rocks.
3. They are called sedimentary rocks.
4. The bodies of plants and animals that fall on the deposits get embedded in the layers and form Fossils.
5. Sandstone, limestone, chalk, gypsum, coal are examples.
6. These rocks are useful in the manufacturing of wallboard, cement, plaster of Paris, construction and purification of iron in blast furnaces, etc.

(c) Metamorphic Rocks:

1. When igneous or sedimentary rocks are subjected to extreme heat and pressure, they ‘ undergo a complete change in their form and character.
2. In course of time, granite may get transformed to gneiss, basalt to schist, limestone to marble, and sandstone to quartzite.
3. These rocks are used in Jewellary making, sculpture, and construction.

Question 2.
Write a note on Tsunami.
Answer:
The word ‘Tsunami’ is a Japanese term, meaning harbour waves. It is adopted to describe large seismically generated sea waves caused by Earthquakes, submarine explosions, and landslides. These waves travel at a great speed (more than 500 km per hour) and the length of the waves exceeds 600 km. These waves reach a height of more than 15 m near the seashore and are capable of causing destruction along the coastal area.

The 2004 Indian Ocean Earthquake that caused the tsunami is the sixth-deadliest natural disaster which travelled at a speed of 600 km per hour with an estimated death toll of 2,80,000. The Earthquake which occurred near Indonesia at 00.58 hours took nearly 7 hours to reach Chennai.

VIII. Higher Order Thinking Questions (HOTS)

Question 1.
Explain the terms
(a) Diastrophism
(b) Volcanism
Answer:
(a) Diastrophism:

1. All processes that move, elevate, or buildup portions of the earth’s crust come under diastrophism.
2. In the process of orogeny, the crust is severely deformed into folds.
3. Due to Epeirogenic processes, uplift or warping of large parts of the crust of the Earth takes place.

(b) Volcanism:

1. Volcanism includes the movement of molten rock (magma) onto or towards the Earth’s surface.
2. The formation of many intensive and extensive volcanic forms takes place

Question 2.
What is the difference between the ‘magnitude’ and the ‘intensity’ of an earthquake?
Answer:

1. The intensity scale is designed to describe the effects of an earthquake, at a given place, on natural features, on industrial installations, and on human beings.
2. Magnitude is related to the energy released by an earthquake.

Question 3.
Will more shocks be felt after a strong earthquake?
Answer:

1. For several hours or even days, after a strongly felt earthquake, it is quite possible that people may feel more shocks.
2. This possibility always exists, but keep in mind the four facts:
3. In most cases, these shocks (called aftershocks) will be smaller, therefore, the vibrations will be weaker.
4. Aftershocks do not mean that a stronger earthquake is coming.
5. Aftershocks are normal, they show that the earth’s crust is readjusting after the main earthquake.
6. The number of aftershocks felt is quite variable and thus cannot be predicted. There might be several per day or only several per week.

Question 4.
What is Tsunami Warning System (TWS)?
Answer:

1. a tsunami warning system (TWS) is used to detect tsunamis in advance and issue warnings to prevent loss of life and damage.
2. It is made up of two equally important components.
3. There is a network of sensors to detect Tsunamis.
4. And there is a communication infrastructure to issue timely alarms to permit evacuations of the coastal areas.

Question 5.
Pacific Ring of Fire – What do you understand by the term?
Answer:

1. This is with the Pacific region where several tectonic plates meet.
2. The only problem is that these plates are constantly floating on the mantle.
3. Because they float around, they either collide with each other or, have pulled apart or they just slide along each other.
4. When the tectonic plates collide, they form convergent boundaries where subduction zones are created.
5. When the tectonic plates are pulled apart, they create what is known as divergent boundaries.
6. Then there are transform boundaries that are created when two tectonic plates slide along each other.
7. Because Magma is involved which continuously rises from underneath, forming volcanoes and bridges.
8. This area is called the Ring of Fire.
9. Of course, the fiery lava that is split out by the active volcanoes with rings also responsible for the name.

Tamilnadu State Board New Syllabus Samacheer Kalvi 9th Social Science Guide Pdf History Chapter 11 Colonialism in Asia and Africa Text Book Back Questions and Answers, Important Questions, Notes.

Tamilnadu Samacheer Kalvi 9th Social Science Solutions History Chapter 11 Colonialism in Asia and Africa

Samacheer Kalvi 9th Social Science Colonialism in Asia and Africa Text Book Back Questions and Answers

I. Choose the correct answer:

Question 1.
__________ was brought to the attention of the East India Company by Francis Light.
(a) Spice islands
(b) Java island
(c) Penang island
(d) Malacca
Answer:
(c) Penang island

Question 2.
In 1896__________ states were formed into Federated Malay States
(a) Four
(b) Five
(c) Three
(d) Six
Answer:
(a) Four

Question 3.
__________ was the only part of Indo-China which was directly under French Control.
(a) Annam
(b) Tong king
(c) Cambodia
(d) Cochin-China
Answer:
(d) Cochin-China

Question 4.
The Discovery of gold in the__________ led to a large number of British miners settled in and around Johannesburg.
(a) Transvaal
(b) Orange Free State
(c) Cape Colony
(d) Rhodesia
Answer:
(a) Transvaal

Question 5.
__________ became the first European power to establish trade with India.
(a) Portuguese
(b) French
(c) Danes
(d) Dutch
Answer:
a) Portuguese

Question 6.
Ethiopia defeated Italy at the battle of __________
(a) Adowa
(b) Dahomey
(c) Tonking
(d) Transvaal
Answer:
(a) Adowa

Question 7.
Indentured labour system was a form of __________
(a) contract labour system
(b) slavery
(c) debt bondage
(d) serfdom
Answer:
(c) debt bondage

II. Fill in the blanks:

1. _______ Conference resolved to divide Africa into spheres of influence of the various European Powers
2. The settlement made with the zamindars of Bengal, Bihar and Orissa is _______
3. _____ was the main source of revenue for the British.
4. ______ were money lenders in the Tamil speaking areas.

Answer:

1. The Berlin Colonial
2. Permanent settlement
3. Land tax
4. Nattukottai Chettiyars

III. Find out the correct statement

Question 1.
(i) Until the last quarter of the 19th century, Africa south of Sahara was unknown to the world.
(ii) The coastal states of Gold Coast became a British colony in 1864.
(iii) Spain ruled the Philippines for over 500 years.
(iv) The famine of 1876-78 occurred in Odhisha.
(a) (i) is correct
(b) (ii) is correct
(c) (ii) & (iii) are correct
(d) (iv) is correct
Answer:
(a) (i) is correct

Question 2.
(i) The French had occupied Java and Sumatra in 1640.
(ii) The Dutch began their conquest of the English Settlements by capturing Malacca.
(iii) Berlin Conference met to decide all issues connected with the Congo River basin.
(iv) The possessions of Sultan of Zanzibar were divided into French and German spheres of influence.
(a) (i) is correct
(b) (ii) & (i) are correct
(c) (iii) is correct
(d) (iv) is correct
Answer:
(c) (iii) is correct

Question 3.
Assertion (A): In the Madras Presidency, the famine of 1876-78 was preceded by droughts.
Reason (R): Because of the colonial government’s policy of Laissez Faire in the trade of food-grains.
(a) A is correct, R is wrong
(b) Both A & R are wrong
(c) A is correct, R is not the correct explanation of A
(d) A is correct, R is the correct explanation of A
Answer:
(d) A is correct, R is the correct explanation of A

Question 4.
Assertion (A): Berlin Conference agreed to the rule of Leopold II in Congo Free State.
Reason (R): Leopold II, King of Belgium, showed interest in Congo.
(a) Both A and R are correct and R is the correct explanation of A
(b) Both A and R are correct and R is not the correct explanation of A
(c) A is correct and R is wrong d) A is wrong but R is correct
Answer:
(a) Both A and R are correct and R is the correct explanation of A

IV. Match the following:

1. Leopold – (a) Ethiopia
2. Menelik – (b) Vietnam
3. Cecil Rhodes – (c) Belgium
4. Bengal famine – (d) Cape colony
5. Bao Dai – (e) 1770

Answer:

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

V. Answer the following briefly:

Question 1.
Distinguish between Colonialism and Imperialism.
Answer:
a. Colonialism.

1. Colonialism is a process of domination, involving the subjugation of one people by another.
2. The term colony comes from the Latin word colonus, meaning farmer.
3. This root indicates that the practice of colonialism usually involved the transfer of population to a new territory

b. Imperialism

1. Imperialism comes from the Latin term imperium meaning to command.
2. It draws attention to the way one country exercises power over another.
3. It may be through settlement, sovereignty, or indirect mechanisms of control.

Question 2.
Write a note on the Zulu tribe.
Answer:
The Zulu tribe was known for its strong fighting spirit, represented by renowned warriors like Shaka Zulu who played a prominent role in building the largest Zulu nation in south-eastern Africa.

Question 3.
State the three phases in the Colonfalisation of the Indian economy.
Answer:
We can divide the process of the colonialisation of India into three phases.

1. Phase I Mercantilist Capitalism.
2. Phase II Industrial Capitalism.
3. Phase III Financial Capitalism.

Question 4.
Colonel Pennycuick.
Answer:
Colonel Pennycuiek was an Army Engineer and Civil Servant who also served as a member of the Madras Legislative Council. He decided to divert the west-flowing Periyar river draining into the Arabian Sea to the east so that it could irrigate lakhs of acres of dry land dependent on the Vaigai river.

Question 5.
Explain Home Charges.
Answer:

1. The East India company remitted to England what was called Home Charges.
2. It included the dividends on East India’s stock, interest on the debt, savings from salaries and the pensions of officers and establishments and buildings in the India Office, London, transporting cost of British troops to and from India.
3. This drain of wealth in the form of Home Charges in course of time rose to 16 million pounds per year.

VI. Answer all the questions given under each heading.

Question 1.
Colonialism in India

1. When did the East India Company acquire the Diwani Right?
2. When were the Gurkhas conquered by the British?
3. When was slavery abolished in British India?
4. When did Burma become a part of the Madras Presidency?

Answer:

1. The East India Company acquired the Diwani right in 1765 and became the revenue farmer of the Mughal Emperor.
2. The Gurkhas were conquered by the British in 1816.
3. Slavery was abolished in India in 1843 and the system of indentured labour was introduced.
4. In the Madras Presidency, the famine of 1876-78 was preceded by droughts.

Question 2.
South Africa

1. Name the states possessed by the British in South Africa.
2. What were the territories held by the Dutch?
3. Who was the Prime Minister of the Cape colony?
4. How long did Boer Wars last?

Answer:

1. In South Africa, the British possessed Natal, the Cape colony.
2. The Dutch held the states of the Transvaal and Orange free state,
3. Cecil Rhodes was the Prime Minister of the Cape colony.
4. The Boer War lasted three years (1899-1902).

VII. Answer in detail

Question 1.
Discuss the economic impact of British Rule in India.
Answer:
Governor-General Cornwallis, himself a big landlord in England, wanted to create landlords in India on the English model. There were already revenue farmers under the Mughals. Cornwallis came to a settlement with them, treating them as landlords. The outcome was that for the first time in India there was a class of zamindars or landlords with a right to own, bequeath and inherit the land. The cultivators, on the other hand, were reduced to the position of mere tenants. The British dealt with the landlords or zamindars directly and gave them total freedom to do what they liked with their tenants. This settlement made with the zamindars of Bengal, Bihar, and Orissa is called the Permanent Settlement (1793). The Ryotwari System was a different revenue system introduced in south India.

Under the system, the peasant was the proprietor and paid tax on the land. The government dealt with him directly, without the intervention of a middleman or a tax-farmer. He was entitled to remain in possession of the land acquired by him so long as he paid the land revenue. In case of default, apart from eviction and attachment of livestock, even household property or .personal belongings could be attached. The Ryotwari System introduced the concept of private property inland. The individual holders were registered and permitted to sell, lease out, mortgage, or transfer their rights over the land.

Question 2.
Explain the process of colonisation in Africa.
Answer:
a. South Africa

1. In South Africa, the British possessed Natal, Cape Colony, while the Dutch (locally known as the Boers) held the states of the Transvaal and Orange Free State.
2. In 1890, Cecil Rhodes, the Prime Minister of Cape colony encouraged British expansion to the north of the Transvaal.
3. Finally, the Boer War took place between 1899-1902, worsening the situation of the Boers. Finally, the four states decide to form a union, and South Africa as a state was bom in 1909.
4. The Zulu tribe represented by renowned warriors like Shaka Zulu built the largest Zulu nation in south-eastern Africa.

b. Rhodesia

1. The British South Africa Company conducted an expedition. During the next ten years, African opposition was crushed. White immigrants were provided with farmlands and railways, and a telegraph system developed.
2. The colony came to be known as Rhodesia under Cecil Rhodes.

c. West Africa

1. The coastal states of the Gold Coast became a British colony in 1854. Nigeria was used for slave trading posts on the coast.
2. Senegal became the French base in West Africa.
3. Leopold II of Belgium conquered Congo which was taken over by the Belgian government in 1908.

d. East Africa

1.  In 1886, the possessions of the Sultan of Zanzibar were divided into British and German spheres of influence.
2. In 1895 the British government assumed authority and formed the East African Protectorate, which included Kenya, Uganda, and Zanzibar.
3. The German East Africa was economically exploited and the most serious rebellion was the Maji-Maji rebellion (1905-1907).

e. Portuguese Angola and Mozambique

1. Portuguese occupied these two colonies on the west and east coasts of Southern Africa.
2. The Africans were kept in conditions of slavery.

f. African Rule in Liberia and Ethiopia

1. Only two countries managed to evade European colonialism – Liberia and Ethiopia.
2. Liberia was formed in the early 19th century as a home for African Blacks repatriated from America.
3. Ethiopia was ruled by Emperor Menelik who modernised his country with the introduction of railways and electricity.

Activity

Question 2.
Attempt an account of the cultural relations between India and Southeast Asia.
Answer:

(i) Southeast Asia was under Indian influence starting around 200 BC until around the 15th century when Hindu-Buddhist influence was absorbed by local politics.

(ii) Kingdoms on the southeast coast of the Indian subcontinent had established trade, cultural and Political relations with Southeast Asian Kingdoms in Burma, Thailand, Indonesia, Malay Peninsula, Cambodia, and Vietnam.

Assignment

Question 1.
Arrange a debate in the classroom on the merits and demerits of the British rule in India.
Answer:
The merits of British Rule in India
In the cause of humanity:

1. Abolition of Sati
2. Destruction of Dacoits, Thugs, and infanticide
3. Elimination of Pindarees and other such pests of Indian Society
4. Allowing remarriage of Hindu widows and Charitable aid in the time of famine

Demerits of British Rule in India

1. Divide and Rule Policy
2. Exploitation of resources
3. Impalement of Tax Structure
4. Loss of lives

Question 2.
Explore the Impact of colonialism in British Burma
Answer:

1. The chain of events following the Third Anglo – Burmese war dealt a bitter blow to Myanmar.
2. The loss of independence was painful enough, worse still were the British decisions to eliminate the monarchy.
3. Moreover the British eliminated the office of the patriarch of the Buddhist clergy.
4. The demise of the monarchy and the monkhood, the twin pillars of the society of Myanmar, was perhaps the most devastating aspect of the colonial period.
5. The colonial period was one of great social disintegration by separating the Sangha and the state.
6. The British impact on the system of economy of Myanmar proved disastrous, as Burma’s economy became part of the vast export-oriented enterprize of western colonialism the traditional Burmese economy collapsed.
7. Although the Burmese economy and transportation infrastructure developed rapidly from 1890 to 1900, the majority of Burmese people did not benefit from it.
8. Roads had been built by the government, but they were meant for the swift transport of troops.
9. The extraction of petroleum and timber was monopolized by two British firms. The balance of trade was always in favour of Burma, but that meant little to Burmese people or society.

Samacheer Kalvi 9th Social Science Colonialism in Asia and Africa Additional Important Questions and Answers

I. Choose the correct answer:

Question 1.
The Latin word ‘Colonus’ means.
(a) farmer
(b) colony
(c) taxes
(d) slavery
Answer:
(a) farmer

Question 2.
………….. area in South East Asia was independent.
(a) Burma
(b) Siam (Thailand)
(c) Malaya
(d) the Philippines
Answer:
(b) Siam (Thailand)

Question 3.
Whiteman’s burden was to _________
(a) educate
(b) civilise
(c) Conquer
(d) invent
Answer:
(b) civilse

Question 4.
The term “South East – Asia’ has been used since the _________
(a) First World War
(b) Civil War
(c) Second World War
(d) Cold War
Answer:
(c) Second World War

Question 5.
In 1819 …………… established Singapore as a key trading post for Britain in their rivalry with the Dutch.
(a) Albuquerque
(b) Rudyard Kipling
(c) Stamford Raffles
(d) Cecil Rhodes
Answer:
(c) Stamford Raffles

Question 6.
Djakarta was called _________
(a) Batavia
(b) Malacca
(c) Bantam
(d) Manila
Answer:
(a) Batavia

Question 7.
Java and Sumatra were occupied by the _________
(a) Spanish
(b) British
(c) French
(d) Dutch
Answer:
(d) Dutch

Question 8.
The ………….. troops invaded Zulu territory and divided it into thirteen chiefdoms
(a) The French
(b) The Japanese
(c) The British
(d) The Dutch
Answer:
(c) The British

Question 9.
The Capital of the French government in India-China was _________
(a) Ann am
(b) Tongking
(c) Hanoi
(d) Lovos
Answer:
(c) Hanoi

Question 10.
In 1898, Philippines became the colony of _________
(a) England
(b) America
(c) Portugal
(d) France
Answer:
(b) America

Question 11.
The Royal Niger Company was formed in ______
(a) 1880
(b) 1890
(c) 1886
(d) 1876
Answer:
(c) 1886

II. Fill in the blanks

1. In Siam, the country’s partially independent cities were called _______
2. The Berlin conference declared that the _______ basin to be neutral.
3. The Zulu Tribe was known for its strong _______
4. The British South African company was established in _______
5. Leopold II, King of Belgium, showed interest in _______
6. Maji-Maji rebellion was caused by the _________
7. Vasco da Gama arrived in Calicut in _________
8. was an army engineer and civil servant.
9. Under the permanent settlement the cultivators more at the mercy of _________
10. Mahajans, Sahukars and bohras were _________

Answer:

1. Mueang
2. Congo river
3. fighting spirit
4. 1889
5. Congo
6. Germans
7. 1498
8. Colonel Pennyeuick
9. Zamindars
10. Moneylenders

III. Match the following

1. Spice Islands – (i) Indonesia
2. Civil war – (ii) Foreigners
3. Sarawak – (iii) the Malay States
4. Uitlanders – (iv) West Africa
5. Ivory coast – (v) Massacre of Amboina

Answer:

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

IV. Find out the correct statement

Question 1.
(i) Colonialism is a process of domination.
(ii) The great international emporium of Malacca was captured by the British.
(iii) Stamford Raffles established Singapore as a key trading post.
(iv) Most – Indonesians were metalworkers.
(a) (i) and (iii) are correct
(b) (ii) and (iv) are correct
(c) (iv) is correct
(d) (i), (ii) and (iii) are correct
Answer:
(a) (i) and (iii) are correct!

Question 2.
(i) Boer states were given full responsible government in 1900.
(ii) Rhodesia was named after Cecil Rhodes.
(iii) Mendik surrendered to the Europeans.
(iv) R.C. Dutt was an Indian nationalist economist.
(a) (i) is correct
(b) (ii) and (iv) are correct
(c) (iii) is correct
(d) (i) and (iv) are correct
Answer:
(b) (ii) and (iv) are correct

Question 3.
Assertion (A): Even in times of famines no remission was given to the peasants.
Reason (R): The land tax was the main source of revenue to the British.
(a) A is correct, R is wrong
(b) Both A and R are wrong
(c) A is correct, R is not the correct explanation of A
(d) A is correct, R is the correct explanation of A
Answer:
(d) A is correct, R is the correct explanation of A

Question 4.
Assertion (A): The British emerged as a territorial power in India.
Reason (R): The British conquered all the regional powers through various wars.
(a) Both A and R are correct and R is the correct explanation of A
(b) Both A and R are correct and R is not the correct explanation of A
(c) A is correct and R is wrong
(d) A is wrong but R is correct
Answer:
(a) Both A and R are correct and R is the correct explanation of A

V. Answer the following briefly:

Question 1.
How did some political philosophers defend colonialism?
Answer:

1. Some political philosophers defended colonialism and imperialism arguing that their action was a civilizing mission.
2. The rationale was that a temporary period of political dependence or tutelage was necessary for uncivilized societies to advance to the point.
3. This is captured by the phrase ‘The Whiteman’s Burden’ in a poem by Rudyard Kipling.

Question 2.
How did the European colonisation of Africa take place without any outbreak of war?
Answer:

1. The interior of Africa was unexplored.
2. After 1875, European penetration and colonisation began on a large scale.
3. The Berlin Colonial Conference of 1884-85 resolved to divide Africa into a sphere of influence of the various European powers.
4. European Colonisation of Africa was thus accomplished smoothly without any outbreak of war amongst major European powers.

Question 3.
Write about the Berlin conference of 1884-85.
Answer:

1. Berlin conference of 1884-85 is also known as the Congo Conference or West Africa Conference.
2. It met to decide all issues connected with the Congo River basin in Central Africa.
3. The conference proposed by Portugal to discuss its claim to control the Congo river basin was rejected.
4. It declared the Congo River basin to be neutral and guaranteed freedom for trade and shipping for all states in the basin.

Question 4.
How were the Boers affected by the Boer war?
Answer:

1. The Boers suffered greatly in the war.
2. Their farms and crops were destroyed and Boer women and children were confined to internment camps.
3. The shortage of food, beds, medical and sanitary facilities caused the death of 26,000 people.
4. Boer states were given full responsible government in 1907.

Question 5.
What were the changes brought by the British and the Germans in East Africa?
Answer:

1. In 1886 the possessions of the Sultan of Zanzibar were divided into British and German spheres of influence.
2. In 1895, the British government assumed authority and formed the East African protectorate in Kenya, Uganda, and Zanzibar.
3. The ruler of Uganda was very weak and inefficient and the British established their indirect rule.
4. In German East Africa, the Africans were economically exploited leading to a number of rebellions. The most serious was the Maji-Maji rebellion.

Question 6.
Write a note on Emperor Menelik.
Answer:

1. Ethiopia with its traditional polity was ruled by the Emperor Menelik.
2. Under him, Ethiopia defeated Italy at the battle of Adowa in 1896.
3. After this, their independence could not be curtailed by any European power.
4. Menelik modernised his country by the introduction of railways and electricity.

Question 7.
How did the British emerge as a territorial power in India?
Answer:

1. In the rivalry among four major European powers- Portuguese, Dutch, French, and English – the English, after three climatic wars, eliminated the French by the end of the eighteenth century.
2. The British conquered all the regional powers, in particular, the most potential challengers, the Mysore Sultans and the Marathas by defeating them in three Anglo-Mysore wars and three Anglo-Maratha wars.
3. The conquest of the Gurkhas in,1816, the Sindhis in 1843, and the Sikhs in 1849.
4. Thus the British emerged as a territorial power in India.

Question 8.
What did R.C. Dutt comment on Indian weaving?
Answer:

1. According to the Indian nationalist economist RX. Dutt, weaving was the national industry of the people and spinning was the pursuit of millions of women.
2. Indian textiles went to England and other parts of Europe to China and Japan and Burma and Arabia and Persia and parts of Africa.
3. At this time only the British parliament passed a law prohibiting the import of Indian textiles.

Question 9.
Explain the term mercantilism
Answer:

1. Mercantilism refers to a number of prevailing economic theories applied by the state in its effort to attain wealth and power.
2. European countries pursued mercantilism as a kind of national economic policy designed to maximize their trade, especially to maximise the accumulation of gold and silver.

Question 10.
Write a note on Robert Clive.
Answer:

1. In the 1750s and the early 1760s, Robert Clive gained control of the wealthiest part of the old Mughal Empire.
2. The company availed concessions such as exemption of company goods from transit duties, which even Indian merchants had to pay.
3. After the Battle of Plassey (1757), the company got 1.2 million pounds out of which Clive himself took 31,500 pounds besides a jagir which provided an annual income of 27,000 pounds.
4. After the Battle of Buxar (1764) the Murshidabad treasury was looted. The company acquired the Diwani right in 1765.

Question 11.
How did the company government use surplus capital in England?
Answer:

1. The company government decided to make a massive investment in railroads, the posted system irrigation, modem banking, and education with its surplus capital.
2. The capital exported was predominantly for railway construction.
3. The railways helped to move British troops quickly across the country.
4. It also enabled the conquest of the Indian market to the maximum extent.

Question 12.
Why was the indentured labour introduced?
Answer:

1. In order to facilitate the supply of labour to work on plantations in British overseas colonies, slavery was abolished in India (1843).
2. The system of indentured labour was introduced.

Question 13.
How did the permanent settlement (1793) affect the cultivators?
Answer:

1. According to permanent settlement to the British dealt with the landlords or the Zamindars directly.
2. These Zamindars were given total freedom to do what they liked with their tenants.
3. As a result, the cultivation was reduced to the position of mere tenants.

Question 14.
Explain the Ryotwari System.
Answer:

1. The Ryotwari system was a different revenue system introduced in South India.
2. Under this system, the peasant was the proprietor and paid tax on the land.
3. The government dealt with him directly.
4. He was entitled to remain in possession of the land acquired by him so long as he paid the land revenue.
5. In case of default, apart from eviction and attachment of livestock, even household property or personal belongings could be attached.

Question 15.
How were the peasants affected by money lenders?
Answer:

1. Money lending had been practiced since time immemorial.
2. But earlier the lenders lent at their own risk. But the British enacted a law allowing them to attach land or property in default of repayment.
3. The peasant was therefore at the mercy of the money-lenders during times of droughts, floods, and famines.
4. This resulted in land changing hands from the cultivating class to the non-cultivating class, leading to absentee landlordism.

Question 16.
Explain the term commercialisation of crops.
Answer:

1. The colonial state pursued a policy of commercialisation of agriculture.
2. Commercial crops like cotton, jute, groundnuts, oilseeds, sugarcane, tobacco, etc., depending on the market demands fetched better prices than food grains.
3. In order to clear the debt, the peasants began to raise crops for the markets, instead of for home consumption.

VI. Answer all questions given under each heading

Question 1.
Malayan Peninsula
(a) What was the reason for the European traders to come to South-east Asia?
Answer:
When European traders crossed the Indian ocean at the close of the 15th century, they came for the spices of South-east Asia.

(b) Who was Albuquerque?
Answer:
Albuquerque was a Portuguese soldier who conquered Goa and Malacca. His successors were interested in the spice trade.

(c) Who challenged the presence of the Portuguese?
Answer:
After the arrival of the Dutch and the English, there was a challenge to the presence of the Portuguese.

(d) When did the Dutch Capture Malacca?
Answer:
The Dutch captured Mlcca in 1641

Question 2.
Anglo-Dutch rivalry in Southeast Asia
(a) What market the beginning of the British expansion into the Malay Peninsula?
Answer:
In 1786, the settlement of George Town was made at the Northeastern tip of Penang Island; this marked the beginning of the British expansion into the Malay Peninsula.

(b) Who was Stamford Raffles?
Answer:
In 1819, Stamford Raffles established Singapore as a key trading post for Britain in their rivalry with the Dutch.

(c) When was the strait settlements made?
Answer:
By 1826, Singapore and Malacca had been linked with Penang to form the strait settlements.

(d) How did the British react to the civil war between 1874 and 1895?
Answer:
Between 1874 and 1895 there was a civil war between the remaining five Malay states. The British intervened and signed an agreement with each of the sultans. British Residents were appointed to the courts of sultans, who had to act in accordance with the advice given by the Residents.

Question 3.
Indonesia
(a) When did the Dutch occupying Indonesia?
Answer:
The Dutch had occupied Java and Sumatra (Indonesia) as early as 1640.

(b) What was their altitude initially?
Answer:
Initially the Dutch were not interested in politics but focused on exploiting Indonesia ruthlessly.

(c) How did it change at the beginning of the twentieth century?
Answer:
At the beginning of the twentieth century, they adopted measures for the social and economic advancement of the people they governed.

(d) What made Indonesia a valuable colony of the Dutch?
Answer:
Heavy investments in these plantations and other concerns, and the discovery of oil in 1900 made Indonesia a valuable colony for the Dutch.

Question 4.
Burma
(a) When did the British Conquer Burma?
Answer:
The British conquered Burma after fighting three wars.

(b) How long did Burma remain part of India?
Answer:
Burma remained part of India from 1886 to 1937.

(c) By whom was Burma administered?
Answer:
Burma was administered by a Lieutenant Governor with the assistance of a nominated Legislative Council.

(d) What was Burma famous for?
Answer:
Burma teak was shipped overseas. In addition, Burma with its rich soil became a big exporter of rice. Most of South India was dependent on Burmese rice.

Question 5.
Indo China
(a) Who conquered Indo-China?
Answer:
The French conquered Indo-China starting in 1858, they brought the Indo-Chinese Union under their control by 1887.

(b) What did Indo china consist of?
Answer:
Indo-China consisted of Annam, Tongking, Cambodia, and Cochin-China. Laos was added six years later.

(c) Which place was directly under the French.
Answer:
Cochin-China was directly under French control as a French colony.

(d) Which places were protectorates? Mention the capital of the French government.
Answer:
The remaining four were protectorates. Under this system, the local rulers remained, but they governed under the instructions of French Residents. Hanoi was the capital of the French government.

Question 6.
The Philippines
(a) Who ruled the Philippines?
Answer:
Spain ruled the Philippines for over 300 years, imposing its language, culture, and religion.

(b) What was the result?
Answer:
Consequently, the population became predominantly Roman Catholic.

(c) When did Nationalism develop among the Filipinos?
Answer:
Nationalism developed among the Filipinos during the latter part of the nineteenth century. There were two serious revolts in 1872 and 1896, which were crushed by the Spanish colonial government.

(d) How did the Philippines become an American colony?
Answer:
In 1898, however, Spain was defeated by the United States in a war over Cuba, and as a result the Philippines became an American colony.

Question 7.
Congo
(a) Who showed interest in Congo?
Answer:
Leopold II the King of Belgium showed interest in Congo and so the Berlin conference agreed to the rule of Leopold in Congo Free state.

(b) What was the monopoly trade given to this state?
Answer:
This state was given a monopoly of the trade in ivory and rubber, the two most valuable products of the Congo.

(c) How were these products collected?
Answer:
These products were collected with harshness. Africans were subjected to forced labour.

(d) What made the Belgian government intervene?
Answer:
The public outcry over the economic exploitation of Africans persuaded the Belgian Government of intervening. Congo passed from Leopold to Belgium.

VII. Answer in detail

Question 1.
Write a note on the famines which occurred in British India.
Answer:

1. The policy of free trade and the forcible collection of land revenue resulted in the outbreak of famines.
2. The Odisha famine of 1866-67 was a severe and terrible event.
3. The famines of 1876-78 known as the Great Famine of 1876-78 caused a large migration of agricultural labourers and artisans from Southern India to British colonies.
4. Here they worked as indentured labourers on plantations.
5. In the Madras Presidency, the famine of 1876-78 was preceded by droughts.
6. The situation was made worse because of the colonial government’s policy of laissez-faire in the trade of food grains.
7. Two of the worst famine – afflicted areas in the Madras Presidency were the district of Ganjam and Vizagapatnam. They continued to export grains throughout the famine.
8. These famines were typically followed by various infectious diseases.
9. The memory of this famine is still preserved in various folk songs and ballads.
10. The Bengal famine of 1770, as well as 1943 of British India, took a heavy toll on human lives.

Question 2.
Explain the term ‘Indentured Labour’
Answer:

1. The Indentured Labour System was a form of debt bondage.
2. By this system, 3.5 million Indians were transported to various British colonies to provide labour for the plantations (mainly sugar).
3. It started in 1843, the year of the abolition of slavery in India, and continued until 1920.
4. This resulted in the development of a large Indian diaspora, which spread from the Indian Ocean (Reunion and Mauritius) to the Pacific Ocean (Fiji), as well as contributing to the growth of the Indo-Caribbean and Indo-African population.
5. The Indenture system was a penal contract system.
6. The contract made punishable the refusal of an indentured labourer to work or his abstention from work, or his defiance of the orders of his master or absconding.

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Tamilnadu Samacheer Kalvi 9th Tamil Solutions Chapter 9.5 அணியிலக்கணம்

கற்பவை கற்றபின்

Question 1.
கீழ்காணும் குறட்பாக்களில் அமைந்த அணி வகைகளைக் கண்டறிக.
அ) ஊழி பெயரினும் தாம் பெயரார் சான்றாண்மைக்கு
ஆழி எனப்படு வார்
Answer:
அணி : ஏகதேச உருவக அணி
அணி விளக்கம் : தொடர்புடைய இருபொருட்களுள், ஒன்றை மட்டும் உருவகம் செய்து மற்றொன்றை உருவகம் செய்யாமல் விட்டுவிடுவது ஏகதேச உருவக அணி ஆகும்.

பொருத்தம் : சான்றாண்மையது பெருமை தோன்ற அதனைக் கடலாக்கியும் சான்றாண்மையைத் தாங்கிக் கொண்டு நிற்பவரை கடற்கரையாக்கி உருவகப்படுத்தாமையால் ஏகதேச உருவக அணி ஆயிற்று.

ஆ) பிறர்நாணத் தக்கது தான்நாணா னாயின்
அறம்நாணத் தக்கது உடைத்து
Answer:
அணி : சொற்பொருள் பின்வருநிலையணி
அணி விளக்கம் : வந்த சொல்லே மீண்டும் மீண்டும் வந்து தந்த பொருளையே தருமாயின் அது “சொற்பொருள் பின்வருநிலையணி” ஆகும்
பொருத்தம் : நாண்’ என்னும் சொல் வெட்கம் என்னும் பொருளில் மீண்டும் மீண்டும் வந்துள்ளமையால் சொற்பொருள்பின்வருநிலையணியாயிற்று.

இ) தீயவை தீய பயத்தலால் தீயவை
தீயினும் அஞ்சப் படும்
Answer:
அணி : சொற்பொருள் பின்வருநிலையணி
அணி விளக்கம் : வந்த சொல்லே மீண்டும் மீண்டும் வந்து தந்த பொருளையே தருமாயின் அது “சொற்பொருள் பின்வருநிலையணி” ஆகும்.
பொருத்தம் : தீய என்னும் சொல் `தீமை’ என்னும் பொருளில் மீண்டும் மீண்டும்
வந்துள்ளமையால் சொற்பொருள்பின்வருநிலையணியாயிற்று.

Question 2.
உவமையணி அமைந்த பாடல் அடிகளை எழுதுக.
Answer:
குறள்:
இனிய உளவாக இன்னாத கூறல்
கனியிருப்ப காய் கவர்ந்தற்று.

பாடல்:
கன்று குரல் கேட்ட பசு போல மாற்றார்
கதறுவதைக்கேட்டவுடன் அன்பு செய்தால்
வென்று வரும் மனித குலம்

Question 3.
கீழ்க்காணும் புதுக்கவிதையில் அமைந்த அணியினை எழுதுக.
விருட்சங்கள்
மண்ணரசி மடக்காமலேயே
பிடித்துக் கொண்டிருக்கும்
பச்சைக் குடைகள்
Answer:
மண்ணரசி மடக்காமலேயே
பிடித்துக் கொண்டிருக்கும்
பச்சைக் குடைகள்
– முற்றுருவகம்.

மொழியை ஆள்வோம்,

மொழி பெயர்க்க.
A deer, a turtle, a crow and a rat were friends. One day the deer was caught in a hunter’s trap. Friends made a plan to save him. According to the plan, the deer lay motionless as if it were dead. The crow sat on the deer and started poking. The turtle crossed the hunter’s path to distract him. The hunter left the deer, assuming it dead, and went after the turtle. Meanwhile, the rat chew open the net to free the deer. The crow picked up the turtle and quickly took it away from the hunter. From this Panchatantra story, we learn that the teamwork can achieve great results.
Answer:
ஒரு மான், ஒரு கடல் ஆமை, ஒரு காகம், ஓர் எலி ஆகியவை நட்பு கொண்டிருந்தன. ஒருநாள் வேடன் வலைவிரித்து மானைப் பிடித்து விட்டான். நண்பர்கள் மானைக் காப்பாற்ற திட்டம் தீட்டின. மானை, நீ இறந்ததுபோல் அசைவின்றி படுத்துக் கொள் என்றன. காகம், இறந்து போன மாதிரி படுத்திருந்த மான் மீது அமர்ந்து கொத்த தொடங்கியது. கடல் ஆமை வேடனின் வழிமறித்தது; அவனை அலைக்கழித்தது. வேடன் வலையில் அகப்பட்ட மான் இறந்து விட்டது என எண்ணி சென்று அதனை விட்டு விடுகிறான். கடல் ஆமை இன்னும் வேடனை அலைக்கழித்தபடியே இருக்கிறது. அதற்குள் எலி வலையைக் கடித்து மானைக் காப்பாற்றத் தொடங்கியது. மானை விடுத்த வேடன் கடலாமையைப் பிடிக்க எண்ணியபோது காகம் ஆமையை கொத்திக் கொண்டு பாதுகாப்பான இடத்திற்கு விரைந்து சென்று சிறிய கடலாமையை வேடனிடம் இருந்து காத்தது. இந்தப் பஞ்சதந்திரக் கதை குழுவாக இணைந்து ஒன்றுபட்டு செயல்பட்டால் பல சாதனைகளைப் புரியலாம்
என்பதை உணர்த்துகிறது.

பொருத்தமான நிறுத்தற்குறியிடுக.

ஆசிரியர் மாணவர்களிடம் மாணவர்களே கடவுளரையும் தலைவர்களையும் குழந்தையாகக் கருதி எழுதப்பட்ட சிற்றிலக்கிய வகை பற்றித் தெரியுமா தமிழ்ச் சிற்றிலக்கிய வகைகளுள் பிள்ளைத் தமிழும் ஒன்று என்று கூறினார்.
பிள்ளைத் தமிழ் நூல்கள் முத்துக்குமாரசாமி பிள்ளைத் தமிழ் அமுதாம்பிகை பிள்ளைத்தமிழ் முதலியன.

அடடா என்று சிலிப்ப்பூட்டும் பட்டறிவைப் படிப்பவர்க்கு அளிக்கும் வகையில் குமரகுருபாரின் மீனாட்சியம்மை பிள்ளைத்தமிழ் மிகச் சிறந்ததாகத் திகழ்கிறது.
Answer:
ஆசிரியர் மாணவர்களிடம், “மாணவர்களே! கடவுளையும் தலைவர்களையும் குழந்தையாகக் கருதி, எழுதப்பட்ட சிற்றிலக்கிய வகை பற்றித் தெரியுமா? தமிழ்ச் சிற்றிலக்கிய வகைகளுள் பிள்ளைத் தமிழும் ஒன்று” என்று கூறினார்.
பிள்ளைத்தமிழ் நூல்கள்: முத்துக்குமாரசாமி பிள்ளைத்தமிழ், அமுதாம்பிகைப் பிள்ளைத்தமிழ் முதலியன.

“அடடா! என்று சிலிர்ப்பூட்டும் பட்டறிவைப் படிப்பவர்க்கு அளிக்கும் வகையில், குமரகுருபரரின் ‘மீனாட்சியம்மை பிள்ளைத்தமிழ்’ மிகச்சிறந்ததாகத் திகழ்கிறது.

சொற்றொடர் உருவாக்குக.

Question 1.
செந்தமிழும் சுவையும் போல
Answer:
தவைவன் தலைவியாக நீவிர் இருவரும் செந்தமிழும் சுவையும் போல இணைந்தே மகிழ்வுடன் இனிதாய் வாழுங்கள்.

Question 2.
பசுமரத்தாணிபோல
Answer:
குழந்தைப் பருவத்தில் நான் மனனம் செய்த பாரதியார் பாடல்கள் அனைத்தும் பசுமரத்தாணி போல பதிந்து விட்டது.

Question 3.
உள்ளங்கை நெல்லிக்கனி போல
Answer:
என் தமிழாசிரியர் நடத்திய அணியிலக்கணம் உள்ளங்கை நெல்லிக்கனி போல தெளிவாகப் புரிந்தது.

Question 4.
அத்தி பூத்தாற்போல
Answer:
என் மாமாவின் வருகை அத்தி பூத்தாற்போல் என்றாவது நிகழ்வதால் மனம் மகிழ்ச்சியில் துள்ளும்.

Question 5.
மழைமுகம் காணாப் பயிர் போல
Answer:
தன் குடும்பத்தை விட்டு விடுதிக்குச் சென்ற கமலா, மழைமுகம் காணாப் பயிர் போல சோர்வுற்று வாடிக் காணப்பட்டாள்.

வடிவம் மாற்றுக.

பாடலில் காணும் இலக்கிய வடிவங்களையும் அவற்றுக்குப் புகழ் பெற்றோரையும் கண்டறிந்து எழுதுக.

வெண்பாவிற் புகழேந்தி; பரணிக்குஓர்
சயங்கொண்டான்; விருத்தம் என்னும்
ஒண்பாவிற்கு உயர்கம்பன்; கோவைஉலா
அந்தாதிக்கு ஒட்டக் கூத்தன்;
கண்பாய கலம்பகத்திற்கு இரட்டையர்கள்;
வசைபாடக் காள மேகம்;
பண்பாய பகர்சந்தம் படிக்காசு
அலாதொருவர் பகர ஒணாதே.
– பலபட்டடைச் சொக்கநாதப் புலவர்.

Answer:

நூல் மதிப்புரை:
நீங்கள் விரும்பிப் படித்த நூல் ஒன்றுக்கு மதிப்புரை எழுதுக

மதிப்புரை:
சமீபத்தில் நான் விரும்பிப் படித்த நூல் கவிதாசன் அவர்கள் எழுதிய “சிகரங்களைத் தொடுவோம்” என்னும் நூல் ஆகும்.

இந்நூல் மாணவர்களுக்கு, இளைஞர்களுக்கு மட்டுமல்ல, உழைத்து களைத்து சோர்ந்து போய் என்ன சமுதாயம் இது! என்று சலிப்புறும் மனங்களுக்கும் ஆக்கமும் ஊக்கமும் கொடுக்கின்ற நூலாகத் திகழ்கிறது எனில் மிகையாகாது. “மனிதனின் மனம் ஆற்றலின் அட்சயபாத்திரம்”

“இனிய சொற்கள் இதயங்களின் கதவுகளைத் திறக்கும் திறவுகோல்”
“சாமானியனும் சாதனையாளனாகலாம்”

“காலையில் எழுந்ததும் உங்கள் திறமையைக் காட்ட புதிதாய் ஒருநாள் பிறந்தது என்று எண்ணுங்கள்” என்பன போன்ற சிந்தனைத் துளிகள் நிறைந்துள்ள இந்நூலைப் படிப்போர் நிச்சயமாய்ச் சிகரங்களைத் தொடுவர்.

படிக்கும் ஒவ்வொருவருக்கும் இந்நூல் தூண்டுகோலாகவும் உந்துசக்தியாகவும் இருக்கும்.
படியுங்கள். உங்கள் வாழ்வில் உயருங்கள். சிகரங்களைத் தொட்டுச் சிறப்படையுங்கள்.

நயம் பாராட்டு.

”எத்துணையும் பேதமுறாது எவ்வுயிரும்
தம்முயிர்போல் எண்ணி உள்ளே
ஒத்துரிமை உடையவராய் உவக்கின்றார்
யாவர் அவர் உள்ளம்தான் சுத்த
சித்துருவாய் எம்பெருமான் நடம்புரியும்
இடம் என நான் தெரிந்தேன் அந்த
வித்தகர்தம் அடிக்கேவல் புரிந்திட என்
சிந்தை மிக விழைந்த தாலே” – வள்ளலார்
Answer:
முன்னுரை:
வள்ளலார் எனப் போற்றப்படும் இராமலிங்க அடிகள் சமத்துவமும், சமதர்மமும் வளரவும், சமயம் என்பது பிறர்நலன் போற்றுவதாக அமையவும் குரல் கொடுத்தவர் ஆவார். இறைவனை எண்ணி இவர் பாடிய பாடல்கள் சிறப்புடன் விலங்குகின்றன. அந்த வகையில் இவரது பாடல் ஒன்றிற்கு அமைந்துள்ள இலக்கிய நயங்களைக் காண்போம்.

திரண்ட கருத்து:
எந்த ஒரு வேறுபாட்டையும் வெளிப்படுத்தாது எல்லா உயிர்களையும் தம் உயிர் போல எண்ணி, தன் உள்ளத்துள்ளே ஒத்த அன்புடையவராய் இருப்பவரை இறைவன் உவந்து ஏற்கிறார் அத்தகைய உள்ளம் உடையவர்களே சித்துருவாய்த் திகழும் எம்பெருமான் நடம்புரியும் இடம் ஆகும். எல்லா வல்ல இறைவன் அடிக்கு ஏவல் புரியும் சிந்தைமிக இருந்ததால் எவ்வுயிரிடத்தும் அன்புடன் வாழ விழைந்தேன்.

மையக்கருத்து:
அனைத்து உயிர்களிடத்தும் அன்பு பாராட்டி உயிர்களுக்கு ஏவல் செய்வதே இறைவனுக்குச் செய்யும் தொண்டு. அவர் உள்ளத்துள்ளே இறைவன் உள்ளான் என்ற கருத்தை மையமாக வைத்து வள்ளலார் இப்பாடலைப் புனைந்துள்ளார்.

மோனை நயம்:
செய்யுளில் அடியிலோ சீரிலோ முதல் எழுத்து ஒன்றி வரத் தொடுப்பது மோனை ஆகும்.
சான்று: எத்துணையும் எவ்வுயிரும் உடையவராய் உவக்கின்றார் என மோனை நயம் அமைந்துள்ளது.

எதுகை நயம்:
செய்யுளில் அடியிலோ சீரிலோ இரண்டாவது எழுத்து ஒன்றி வரத் தொடுப்பது எதுகை ஆகும்.
சான்று:
எத்துணையும், ஒத்துரிமை, சித்துரு, வித்தகர் என எதுகை நயம் மிக்குள்ளது.

சந்த நயம்:
“சந்தம் தமிழுக்குச் சொந்தம்” என்பதை உணர்த்தும் வகையில் அறுசீர்க்கழிநெடிலடி ஆசிரிய விருத்தம் பெற்று அகவல் ஓசையுடன் மையம் பொருந்த அமைந்துள்ளது.

அணி நயம்:
“எவ்வுயிரும் தம்முயிர் போல” என்பதில் உவமையணி இடம்பெற்றுள்ளது

முடிவுரை:
பக்தி உணர்வு சொட்ட பாடப்பட்டுள்ள இப்பாடல் பக்திச்சுவையும் இலக்கியச் சுவையையும் ஒருங்கே பெற்றுள்ளது.

மொழியோடு விளையாடு

Question 1.
எழுத்துகளை முறைப்படுத்தி சொற்களைக் கண்டுபிடி.
புன்பமொப்லமைழி
யனிநேம்தம்
கச்வப்ஞ்புசிழ்ச
தைக்விதுகபு
டுசிப்காட்ப
Answer:

• புன்பமொப்லமைழி  – பன்மொழிப்புலமை.
• யனிநேம்தம் – மனிதநேயம்.
• கச்வப்ஞ்புசிழ்ச – வஞ்சப்புகழ்ச்சி.
• தைக்விதுகபு – புதுக்கவிதை.
• டுசிப்காட்ப – காஞ்சிப்பட்டு.

Question 2.
அகராதி காண்க.
குரிசில், தலையளி, நயம், உய்த்தல், இருசு
Answer:

• குரிசில் – பெருமையில் சிறந்தேன், உபகாரி, தலைவன்.
• தலையளி – முகமலர்ந்து கூறுதல், அன்பு, அருள்.
• நயம் – நன்மை, விருப்பம், போற்றுகை, மிகுதி, பயன், நுண்மை , அருள்.
• உய்த்தல் – செலுத்துதல், நடத்துதல், நுகர்தல், அனுப்புதல், அறிவித்தல், நீக்குதல்.
• இருசு – நேர்மை, வண்டியச்சு, மூங்கில்.

Question 3.
தொகைக் சொற்களைக் கொண்டு பத்தியைச் சுருக்குக.
சேர, சோழ, பாண்டிய அரசர்களிடம் யானைப்படை, குதிரைப்படை, தேர்ப்படை, தரைப்படை ஆகியவை இருந்தன. அவர்கள் மா, பலா, வாழை ஆகிய கனிகளுடன் விருந்தோம்பல் செய்தனர். கிழக்கு, மேற்கு, வடக்கு, தெற்கு ஆகிய திசைகளில் அவர்களின் ஆட்சிப்புகழ் பரவியிருந்தது. தமிழகத்தின் குறிஞ்சி, முல்லை, மருதம், நெய்தல் ஆகிய நிலங்களில் உள்ள புலவர்கள் இவ்வரசர்களை இம்மையிலும் மறுமையிலும் வாழ்கவென்று வாழ்த்தினர்.
Asnwer:
மூவேந்தர்களிடம், நாற்படைகளும் இருந்தன. முக்கனிகளுடன் விருந்தோம்பல் செய்தனர். நாற்றிசைகளிலும் அவர்களின் ஆட்சி புகழ் பரவியிருந்தது. தமிழகத்தின் ஐவகை நிலங்களிலும் உள்ள புலவர்கள் இவ்வரசர்களை இருமையிலும் வாழ்கவென்று வாழ்த்தினர்.

Question 4.
வினைப்பகுதிகளை எச்சங்களாகவும் முற்றாகவும் மாற்றுக.
பூங்கொடி நேற்று பள்ளிக்குச் …………………………. (செல்). தன் தோழிகளைக் ………………………….(காண்)மகிழ்ச்சியுடன் ………………………….(உரை). பின்னர் வங்கிக்குப் ………………………….(போ) தான் கூடுதலாகச் ………………………….(செலுத்து) தொகையை திரும்பப் பெற்று(பெறு)க் ………………………….(கொள்)வந்தாள். வரும் வழியில் வீட்டுக்கு …………………………. (வேண்டு) பொருள்களை வா)ங்கி (வா). அங்கு ………………………….(நில்) பேருந்தில் ………………………….(ஏறு) வீடு ………………………….(திரும்பு).

Answer:
பூங்கொடி நேற்று பள்ளிக்குச் சென்றாள்(செல்). தன் தோழிகளைக் கண்டு(காண்)மகிழ்ச்சியுடன் உரையாடினாள்(உரை). பின்னர் வங்கிக்குப் போய்(போ) தான் கூடுதலாகச் செலுத்திய(செலுத்து) தொகையை திரும்பப் பெற்று(பெறு)க் கொண்டு (கொள்)வந்தாள். வரும் வழியில் வீட்டுக்கு வேண்டிய (வேண்டு) பொருள்களை வாங்கி, அங்கு நின்ற நில்) பேருந்தில் ஏறி(ஏறு) வீடு திரும்பினாள்(திரும்பு).

Question 5.
பொருத்தமான தமிழ் எண்களைக் கொண்டு நிரப்புக.
தமிழிலுள்ள மொத்த எழுத்துகள் ………………………….
இவை முதலெழுத்து, சார்பெழுத்து என்று …………………………. பிரிக்கப்படும். கஉ உயிரெழுத்துகள் …………………………. மெய்யெழுத்துகள் ஆகிய …………………………. எழுத்துகளும் முதலெழுத்துகள் எனப்படும். இவற்றைச் சார்ந்து பிறப்பவை சார்பெழுத்துகள் எனப்படுகின்றன. சார்பெழுத்துகள்…………………………. வகைப்படும்.
Answer:
தமிழிலுள்ள மொத்த எழுத்துகள் உசஎ.
இவை முதலெழுத்து, சார்பெழுத்து என்று உ பிரிவாகப் பிரிக்கப்படும். கஉ உயிரெழுத்துகள் கஅ மெய்யெழுத்துகள் ஆகிய நு0 எழுத்துகளும் முதலெழுத்துகள் எனப்படும். இவற்றைச் சார்ந்து பிறப்பவை சார்பெழுத்துகள் எனப்படுகின்றன. சார்பெழுத்துகள் க0 வகைப்படும்.

Question 6.
காட்சியைக் கண்டு கவினுற எழுதுக.

Answer:

நிற்க அதற்குத்தக….

Question 7.
நான் தலைமைப் பொறுப்பிற்கு வந்தால்..
அனைவரிடமும் பாகுபாடின்றி நடந்து கொள்வேன்
இயன்றவரை பிறருக்கு உதவுவேன்.
பெரியோர்களின் அறிவுரையைக் கேட்டு நடப்பேன்…………………………………………………………………………………………….

Answer:

• அனைவரிடமும் பாகுபாடின்றி நடந்து கொள்வேன்
• இயன்றவரை பிறருக்கு உதவுவேன்.
• பெரியோர்களின் அறிவுரையைக் கேட்டு நடப்பேன்
• அனைவரையும் ஈடுபாட்டுடன் பணிபுரியச் செய்வேன்.
• என் கீழ் பணிபுரிவோரின் சுக துக்கங்களில் பங்கு கொள்வேன்.
• அன்பு கலந்த கண்டிப்புடன் கடமையாற்றுவேன்.

கலைச் சொல்லாக்கம்

மனிதம் – (Humane)
ஆளுமை – (Personality)
பண்பாட்டுக் கழகம் – (Cultural academy)
வசனகவிதை – (free verse)
உவமையணி – (Simitee)
உருவக அணி – (Metabhor)
Answer:
மனிதம் – (Humane) மனிதப் பண்புகளாகிய நற்பண்புகளைக் குறிப்பது.
ஆளுமை – (Personality) புறத்தோற்றத்தை மட்டும் குறிப்பது அல்ல நற்பண்புகள் ஆளுமைத் தன்மை, தலைமைப் பண்புகளையும் குறிப்பது.
பண்பாட்டுக் கழகம் – (Cultural academy) பண்பாடு, நாகரிகத்தைப் பறைசாற்றும் அமைப்பு

வசனகவிதை – (free verse) இலக்கணத்துக்குள் கட்டுப்படாது. பேசுவது போல் கருத்தைக் கூறுவது.
உவமையணி – (Simitee) ஒரேதன்மையை உரைப்பது.
உருவக அணி – (Metabhor) உவமை. உவமேயம் ஒன்றே என்று தோன்றக் கூறுவது.

பாடநூல் வினாக்கள்

பலவுள் தெரிக

Question 1.
கேடில்விழுச் செல்வம் கல்வி ஒருவற்கு
மாடல்ல மற்றை யவை – இக்குறளில் பயின்று வந்துள்ள அணி?
அ) சொல் பின்வருநிலையணி
ஆ) பொருள் பின்வருநிலையணி
இ) சொற்பொருள் பின்வருநிலையணி
ஈ) வஞ்சப் புகழ்ச்சியணி
Answer:
ஆ) பொருள் பின்வருநிலையணி

குறுவினா

Question 1.
நினைத்தேன் கவித்தேன் படைத்தேன் சுவைத்தேன் – இத்தொடரில் அமைந்துள்ள உருவகத்தைக் கண்ட றிக.
Answer:
கவித்தேன், சுவைத்தேன் – உருவகம்

சிறுவினா

Question 1.
உருவக அணியை எடுத்துக்காட்டுடன் எழுதுக.
Answer:
ஒரு பொருளின் தன்மையைச் சிறப்பிக்க அதற்கு உவமையாகும் வேறொரு பொருள் மேல் உவமையின் தன்மையை ஏற்றிக் கூறுவது உருவகம் ஆகும். உவமை உவமேயம் என்னும் இரண்டும் ஒன்றே என தோன்றக் கூறுவது உருவக அணி ஆகும்.

சான்று:
“இன்சொல் விளைநிலமா ஈதலே வித்தாக
வன்சொற் களைகட்டு வாய்மை எருவட்டி
அன்புநீர் பாய்ச்சி அறக்கதிர் ஈன்றதோர்
பைங்கூழ் சிறுகாலைச் செய்”

இப்பாடலில்
இன்சொல் – நிலம்
வன்சொல் – களை
வாய்மை – எரு
அன்பு – நீர்
அறம் – கதிர்
என உருவகிக்கப்பட்டுள்ளது.

கூடுதல் வினாக்கள்

பலவுள் தெரிக

Question 1.
செய்யுளின் கருத்தை அழகுபடுத்துவது எது?
அ) யாப்பு
ஆ) பொருள்
இ) சொல்
ஈ) அணி
விடை:
ஈ) அணி

Question 2.
உவமை, உவமேயம் இரண்டும் ஒன்றே என்று தோன்றக்கூறும் அணி எது?
அ) உவமை
ஆ) உருவகம்
இ) பிறிதுமொழிதல்
ஈ) சிலேடை
Answer:
ஆ) உருவகம்

Question 3.
புகழ்வது போல பழிப்பதும், பழிப்பது போல் புகழ்வதும் …………. ஆகும்.
அ) தற்குறிப்பேற்ற அணி
ஆ) சொற்பொருள் பின்வருநிலையணி
இ) வஞ்சப் புகழ்ச்சியணி
ஈ) சிலேடை அணி
Answer:
இ) வஞ்சப் புகழ்ச்சியணி

Question 4.
பின்வருநிலையின் வகை…………..
அ) 3
ஆ) 4
இ) 5
ஈ) 6
Asnwer:
அ) 3

Question 5.
எல்லா விளக்கும் விளக்கல்ல சான்றோர்க்குப்
பொய்யா விளக்கே விளக்கு – இக்குறட்பாவில் இடம் பெறும் அணி………………….
அ) சொல் பின்வருநிலையணி
ஆ) பொருள் பின்வருநிலையணி
இ) சொற்பொருள் பின்வருநிலையணி
ஈ) சிலேடை அணி
Answer:
இ) சொற்பொருள் பின்வருநிலையணி

Question 6.
தேவ ரனையர் கயவர் அவருந்தாம்
மேவன செய்தொழுகலான் – இக்குறட்பாவில் வரும் அணி ……..
அ) உருவகம்
ஆ) உவமை
இ) வஞ்சப்புகழ்ச்சி
ஈ) தற்குறிப்பேற்றம்
Asnwer:
இ) வஞ்சப்புகழ்ச்சி

குறுவினா

Question 1.
அணி என்றால் என்ன?
Answer:
செய்யுளின் கருத்தை அழகுபடுத்துவது அணி எனப்படும். சொல்லாலும், பொருளாலும் அழகுபட எடுத்துரைப்பது அணி ஆகும்.

Question 2.
பின்வருநிலை அணி என்றால் என்ன?
Asnwer:
ஒரு செய்யுளில் முன்னர் வந்த சொல்லோ பொருளோ மீண்டும் பல இடத்தும் வருவதால் ‘பின்வருநிலை’ அணியாகும்.

Question 3.
பின்வருநிலை அணி எத்தனை வகைப்படும்?
Answer:
மூன்று வகைப்படும்.

• சொல் பின்வருநிலையணி
• பொருள் பின்வருநிலையணி
• சொற்பொருள் பின்வருநிலையணி

Question 4.
“துப்பார்க்குத் துப்பாய துப்பாக்கித் துப்பார்க்குத்
துப்பாய தூஉம் மழை” – இக்குறட்பாவில் அமைந்துள்ள அணியைச் சுட்டி விளக்குக.
Answer”:
இக்குறட்பாவில் அமைந்துள்ள அணி சொற்பின்வருநிலையணி ஆகும்.

விளக்கம்:
முன்வந்த சொல்லே பின்னும் பலவிடத்தும் வந்து. வேறு பொருள் உணர்த்துவது சொற்பின்வருநிலையணி ஆகும்.
‘துப்பு’ – என்ற சொல் பல இடத்தில் வந்துள்ளது. ஆனால், நல்ல, நன்மை, உணவு – என பல பொருளில் வருகிறதால், இக்குறட்பா சொற்பின்வரு நிலைக்கு சிறந்த சான்றாக அமைகிறது.

Students can Download 9th Tamil Chapter 9.4 தாய்மைக்கு வறட்சி இல்லை Questions and Answers, Summary, Notes, Samacheer Kalvi 9th Tamil Guide Pdf helps you to revise the complete Tamilnadu State Board New Syllabus, helps students complete homework assignments and to score high marks in board exams.

Tamilnadu Samacheer Kalvi 9th Tamil Solutions Chapter 9.4 தாய்மைக்கு வறட்சி இல்லை

கற்பவை கற்றபின்

Question 1.
“பிறருக்கு உதவி செய்வதற்கு மொழி தேவையில்லை” என்ற கருத்தை அடிப்படையாக் கொண்டு வகுப்பறை மேடையில் நடித்துக் காட்டுக.
Answer:
மாணவர்களே,
உங்கள் வகுப்பறை மேடையில் (mime show) மௌன நாடகமாக பின்வருவதை நடித்துக்காட்டுங்கள்.
நீங்கள் சாலையில் நடந்து சென்று கொண்டிருக்கிறீர்கள். அப்போது மிதிவண்டியில் வரும் ஒருவருக்கு திடீர் மயக்கம் ஏற்பட்டு, சாலையில் விழுகிறார் உடனடியாக நீங்கள் அவருக்கு முதலுதவி செய்து, அருகில் உள்ள மருத்துவமனைக்கு அழைத்துச் சென்று மருத்துவ உதவி செய்து, வீட்டு முகவரியை விசாரித்து பத்திரமாய் அழைத்து செல்வது என மேற்கூறிய காட்சியை நடித்து காட்டுங்கள்.
மனிதநேயம், அன்பு, இரக்கம், உதவி இவற்றை வெளிப்படுத்த மொழி தேவையில்லை என்பதை உணர்த்துங்கள்.

Question 2.
கதையைத் தொடர்ந்து எழுதித் தலைப்பிடுக.
Answer:
சுண்டெலியின் அறிவு சுண்டெலிகளுக்குப் பூனையால் மிகவும் துன்பமான நேரம். ஒவ்வொரு நாளும் இரண்டு மூன்று சுண்டெலிகளைப் பிடித்துத் தின்றது பூனை. சுண்டெலிகள் ஒன்று சேர்ந்து என்ன செய்வது என்று ஆலோசித்தன. மேலும் மேலும் ஆலோசித்தன. ஆனால் ஒரு முடிவும் கிடைக்கவில்லை.
பிறகு ஒரு சின்ன சுண்டெலி சொன்னது, பூனைக்கு என்ன செய்ய வேண்டும் என்று நான் சொல்கிறேன். நான் செய்கிறேன் என்றது. சரி முயற்சி செய்து பார் என்று மற்ற சுண்டெலிகள் கூறின.

அன்று பூனை தனக்குத் தேவையான சுண்டெலிகளைப் பிடித்துத் தின்று ஓய்வாக படுத்திருந்தது. சுண்டெலி அருகில் சென்றது. பூனை ஐயா! தங்களுக்கு என் வணக்கம். எங்கள் பூனைகளின் சார்பாக உங்களைச் சந்திக்க வந்துள்ளேன். அப்படியா என்ன… விஷயம் சொல்லு என்றது பூனை.

ஐயா! உங்கள் பசியைப் போக்க நீங்கள் அலைந்து திரிந்து எங்களைத் தேடி வந்து சாப்பிட வேண்டாம் ஐயா!
நாங்களே தேடி வந்து உங்களுக்குத் தேவையானபோது உணவாகி விடலாம் என்று முடிவு செய்துள்ளோம். ஐயா! ஓ அப்படியா ரொம்ப மகிழ்ச்சி. சரி எனக்கு எப்போது பசி என்று நீங்கள் எப்படி தெரிந்து கொள்வீர்கள்?

அதற்கு ஒரு யோசனை இருக்குதய்யா…. ம்ம்… சொல்லு உங்கள் நான்கு கால்களில் ஒரு காலில் மணி ஒன்றை கட்டி விடுகிறேன் ஐயா.

நீங்கள் பசிக்கும் போது… உங்கள் காலை தரையில் உதையுங்கள் மணியோசை கேட்டவுடன் நாங்கள் ஓடோடி வருகிறோம் ஐயா… என்றது.
பூனை யோசித்தது… சரி… நானும் வளை தேடி ஓடி வரவேண்டியிருக்காது சாப்பிட்டோமா… படுத்தோமான்னு நிம்மதியா இருப்பேன்… என்றது.

பூனையைத் தன் அறிவாற்றலால் வென்ற சுண்டெலி, பூனையின் காலில் மணியைக் கட்டிவிட்டு ஓடி வந்து விட்டது.
பயந்து போய் நின்ற தன் சக சுண்டெலிகளிடம் நான் மணியைக் கட்டிவிட்டேன். இனி மகிழ்ச்சியாக அவரவர் வளைகளிலும். பொந்துகளிலும் சுதந்திரமாக வாழலாம் என்றது.

பாடநூல் வினாக்கள்

நெடுவினா

Question 1.
‘தாய்மைக்கு வறட்சி இல்லை’, என்னும் சிறுகதையில் வரும் ஏழைத்தாயின் பாத்திரப் படைப்பை விளக்குக.
Answer:
முன்னுரை:
எது வறண்டு போனாலும் உலகில் தாய்மை வறண்டு போவது இல்லை. தாய்மை வழியே மனிதம் காக்கப்படுவதை சு. சமுத்திரம் அவர்கள் இக்கதையில் படைத்திருக்கும் ஏழைத் தாயின் வழி புலப்படுத்துகிறார்.

1. அன்பும் கண்டிப்பும் உடைய மனைவி:
தூங்கிக் கொண்டிருக்கும் போது பேரிரைச்சலுடன் வந்த ஜீப் தன் மீதும் தன் கணவன் மீதும் மோதாமல் இருக்க தன் கணவனை உருட்டி விட்டு தானும் அங்கப்பிரதட்சணம் செய்வது போல் உருண்டு காப்பாற்றிய போது ஏழைத்தாய் அன்புடைய மனைவியாகிறாள்.
செல்வந்தன் தன் கைக்குக் கிடைத்த உணவு வகையறாக்களை அள்ளிப்போட்டு அவள் கணவனைத் தன் குடும்பத்தை நோக்கி நடக்கும்படி முதுகைத் தள்ளுகிறான். கையில் உணவுடன் வந்த கணவனைத் தன் கண்களால் இப்படி ஒரு பிழைப்பா என்று தன் தலையில் கைகளால் அடித்தபடியே அவனைத் தண்டிக்கிறார். இவ்வாறு கண்டிப்பும் அன்பும் கலந்து அந்த ஏழைத்தாய் வறுமையிலும் தன்மானம் உள்ளவளாகக் காணப்படுகிறாள்.

2. குழந்தைகளுக்குப் பரிமாறுதல்:
குழந்தைகள் அம்மா வாதாடுவதைக் கோபமாய்ப் பார்த்தன. அதனைக் கண்ட தாய் அவர்கள் பசியில் இருப்பதைப் புரிந்துகொள்கிறாள். பசிமுள் அவள் வயிற்றைக் குத்தியது. சப்பாத்தியையும் வெஜிடபிள் பிரியாணியையும் கண்ட குழந்தைகள் காணாததைக் கண்டது போல் சுவைத்தார்கள் அவள் அனுதாபத்துடன் குழந்தைகளைப் பார்த்து, இப்போ இப்படிச் சாப்டுகிறீர்கள் ராத்திரி என்ன செய்வீர்கள்? என்று உள்ளத்துள் வருந்துவதால் அன்புத்தாய் ஆகிறாள்.

3. மனிதநேயம் புரிந்தாள்:
அவள் சாப்பிட ஆரம்பித்தபோது உலர்ந்த தொண்டைக்குள் உணவு இறங்க மறுக்கிறது. உணவைக் கொடுத்தவர் தண்ணீரையும் கொடுத்து “உன்னைப் போல கஷ்டப்பட்ட ஒரு தாய்க்குத் தான் மகனாய் பிறந்தேன் உன்னை என் தாயாய் எண்ணி கொடுக்கிறேன்” என்ற போது அவர் உள்ளத்தில் உள்ள மனிதநேயத்தைப் புரிந்து கொள்கிறாள்.

4. நாய்க்குட்டிகளை விரட்டுதல்:
சாப்பிடும் நேரத்தில் தொந்தரவு செய்த நாய்க்குட்டிகளைக் குரலிட்டபடியே கையைத் தூக்கி துரத்தினாள். ஒரு காலைத் தூக்கியபடியே ஓடின. நாய்க்குட்டி ஒலி எழுப்பியது.

5. சுவைத்து உண்டாள்:
தட்டை குழந்தையைப் போல மடியில் வைத்துக்கொண்டு உணவை வாய்க்குள் போட்டாள். இவ்வளவு ருசியாய் அவள் சாப்பிட்டதாய் நினைவில்லை. உண்டு உண்டு அந்த சுவையில் சொக்கி லயித்துக்கொண்டிருந்தாள். நாயின் ஒலி அவளைச் சுண்டி இழுத்தது. பாசத்தில் பரிதவித்து ஓடுகிறாள்.

6. நாய் குட்டிகளுக்கும் தாயாகிறாள்:
எச்சில் கையைத் தரையில் ஊன்றி எழுந்தாள். நாய்க்குட்டியை வாரி எடுத்தாள். அதன் முதுகைத் தடவினாள். மடியிலிட்டு தாலாட்டினாள். தட்டை தன் பக்கமாய் இழுத்தாள். உணவு சிறுசிறு கவளமாக உருட்டி நாய்க்குட்டிக்கு ஊட்டினாள். தட்டில் இருந்த உணவு குறையக்குறைய அவளது தாய்மை கூடிக்கொண்டே இருந்தது

முடிவுரை:
வறுமையிலும் அன்பு குறையாத மனிதநேயம் மாண்பு குறையாத மறையாத ஏழைத்தாயின் கதாபாத்திரத்தை நம் கண்முன் படைத்துக்காட்டி தாய்மைக்கு என்றும் வறட்சியில்லை என்பதைச் சு.சமுத்திரம் விளக்கி உணர்த்தியுள்ளார்.