Class 9

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 6A A Long Walk to Freedom Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 6A A Long Walk to Freedom

9th Class English Chapter 6A A Long Walk to Freedom Textbook Questions and Answers

Look at the following pictures and answer the questions that follow.

Question 1.
What do you know about the great persons in these pictures?
Answer:
The pictures are of Mahatma Gandhi and Nelson Mandela. Both of them are world class leaders. They sacrificed their lives for their countries. They exhibited excellent human qualities in their movements. They remain forever as models for leadership and humanity.

Question 2.
What similarities do you find in their lives?
Answer:
Mahatma Gandhi and Nelson Mandela have a lot of similarities in their lives. In fact, Mandela derived inspiration from Gandhi. Both are coloured. Both suffered at the hands of the whites. Both of them fought for their countries. They sacrificed their personal lives for their movement. Both of them spent a lot of time in jails. People regard both of them as their greatest leaders.

Comprehension

Answer the following questions.

Question 1.
Why is it difficult to fulfil the ‘twin obligations’ in a country like South Africa?
Answer:
In South Africa, coloured persons were not allowed to fulfil their twin obligations. If anyone tried to do so, he was punished and isolated. Blacks were not permitted to live like human beings.

Question 2.
What sort of freedom did Mandela enjoy as a boy? Was it real? Give your opinion.
Answer:
Mandela was born free. He could run around in their fields. He could swim in the streams nearby. He had the freedom to roast maize under the stars. He enjoyed rides on the backs of bulls. But that freedom was very limited and purely private. Later, it turned out to be an illusion.

Question 3.
How did Mandela’s understanding of freedom change with age and experience?
Answer:
As a boy, Mandela thought he was free. As a student, he knew he did not have freedom. Later, he realized that all blacks were deprived of their freedom, dignity, and self-respect. Finally, he understood that he could not enjoy his limited freedom as long as his people were not free. He felt that freedom was indivisible.

Question 4.
What does the line ‘the oppressed and the oppressor alike are robbed of their humanity’ suggest?
Answer:
Mandela is a wise leader. He has a lot of insight. He says ’the oppressed and the oppressor alike are robbed of humanity1. For an ordinary person, only the oppressed appear to be the sufferer. But the oppressor also suffers from hatred. Hence all are losers. Freedom to everyone alone is the solution.

Question 5.
What relevance does Nelson Mandela’s life have to the present society?
Answer:
Mandela’s life is relevant to any place and at any time. His life basically deals with human values. And humanity remains the same everywhere and at any time.

Question 6.
“It was this desire … that animated my life”, which desire is the narrator referring to?
Answer:
The desire Mandela refers to is the greater hunger for the freedom of his people.

Vocabulary

I. Tick (✓) appropriate meaning for each of the following underlined words.

1. I was born free.
a) able to act at will
b) having personal rights
c) not subjected to constraints
d) costing nothing
Answer:
c) not subjected to constraints

2. I was prevented from fulfilling my obligations.
a) not able to perform
b) stopped from doing
c) conditioned to do
d) forced to do
Answer:
b) stopped from doing

3. My freedom was curtailed.
a) enhanced
b) lost
c) reduced
d) blocked
Answer:
c) reduced

4. I was not a virtuous leader.
a) dignified
b) law-abiding
c) well behaved
d) honest
Answer:
d) honest

II. Read the following paragraph carefully. Fill in the blanks with the most appropriate forms of the words in brackets.

Nelson Mandela was an outstanding black ___(1)___ (lead) of South Africa, who spent his life time ___(2)___ (fight) against racial ___(3)___ (segregate). He had to spend 30 years of imprisonment to achieve ___(4)___ (free) of the coloured. Finally he ___(5)___ (creation) history when he became the first black man as the President of ___(6)___ (independence) Republic of South Africa. This great leader who has been a source of ___(7)___ (inspire)for millions of freedom lovers in the world was influenced by Mahathma Gandhi, the father of our nation!
Answer:
1) leader
2) fighting
3) segregation
4) freedom
5) created
6) independent
7) inspiration

Grammar

Defining Relative Clause :

Read the following sentences and notice the underlined parts.

1. The man who takes away another man’s freedom is a prisoner.
2. The people followed the principles that Mandela advocated.

• As you perhaps know, the clauses underlined above are called adjectival clauses because they qualify the noun in the preceding clause.
• In (1) we are able to identify who the man is with the help of the information contained in the clause, who takes another man’s freedom. Similarly, the identity of the principles is revealed by the clause, that Mandela advocated. Without these clauses, the listeners will not be able to know who the man is and which principles they are. Who in (1) refers to the man and that in (2) refers to the principles. These words in these sentences are

Relative pronouns.

• The Adjectival clauses are also called Defining Relative Clauses because they help to define the person or the object referred to.
• The whole expression containing the noun phrase and the Relative Clause now acts like a single noun phrase.

Pick out the Defining Relative Clauses and the noun phrases they define from the text. Fill in the table given below. One is done for you.

Writing

I. Read the story once again and analyze the text in the light of the following questions.

• What incidents do you find in the first paragraph?
• How does the writer reflect on (feel about) these incidents?
• What is the writer’s point of view on the incidents?

You may have witnessed several instances of discrimination in the world around you. Write an essay about one such incident. You may use the following clues:

• When and where did it take place?
• With whom did the incident occur?
• What were you doing at that time?
• How did you feel about these incidents?

Answer:
Pleasant are the ways of villagers. Sometimes the ways are mysterious too, particularly to a town boy as young as 12. Even after clear explanation by village elders, I find it difficult to understand the way the villagers behaved that day.

It was summer. As in every summer, I had been to my grandparents’ village. Born and growing in a small house in a crowded town, I always love to go to villages. And my love for my grandfather’s village is all the more as it is on a river bank with a range of hillocks on another side. I also cherish village games and countryside walks.

That particular day filled my heart with rather sad feelings. My grandfather and I were walking along a path beside the river. A man of about 25 was riding a bicycle towards the village. A young boy of below 10 years was sitting on the back seat of the cycle. He appeared to have been enjoying that ride as if it were for the first time he was riding a cycle !

Suddenly a group of 5 or 6 men stopped the cycle. They started scolding the man for allowing the boy to sit on his cycle. And as to the boy, they almost beat him. The boy’s eyes were filled with tears of fear. The trembling boy’s tender face left a deep impression on my mind. And the memory has been haunting me whenever I think of the village. Since then, though I have been going there, the feelings about the village have not been as pleasant as they used to be before that incident.

As I was at my wit’s end as to why the boy shouldn’t ride the bicycle, I asked my grandmother the reason for their behaviour. Grandmother said in a hushed voice that the boy belonged to a lower caste and the man was from a higher caste !

My mind failed to understand that and till today I see no point in that attitude ! May God bless us with the understanding that all men – nay, all living beings – are equal !

Study Skills

Read the following biographical account of a great patriot of India, which describes events in his life. After reading the text, complete the chronological table.

Subhash Chandra Bose was born on 23rd January in Cuttack in 1897. He was born in a rich family. When he was five he was admitted into a big European school. At the age of twelve, he was shifted to another school, where his headmaster, Beni Madhav Das, kindled the spirit of patriotism in him. When he was fifteen, he came under the profound influence of an outstanding spiritual leader, Swami Vivekananda.

After his graduation, Subhash left for Cambridge in 1919 to appear for the Indian Civil Service Examination (ICS). But he had made up his mind to dedicate his life to the service of his country; he resigned from the Indian Civil Service and returned to India in 1921. He took part in freedom struggle, Independence Movement and fought against the British rule in India. Bose was arrested and sent to a prison in Burma. With the cooperation of some prisoners and freedom lovers, Bose formed the Indian National Army (INA) in 1941 in Singapore. He inspired the troops to fight against the British to liberate their motherland. On 21st October 1943, the Azad Hind Government was set up in foreign soil.

Subhash is called ‘Nethaji’ (Neta- a leader) because he was a true and passionate leader of the Indian struggle for freedom.

Complete the following table based on your reading of the passage.

Year	Incident that took place/Significance
1. 1897	Subhash Chandra Bose was born on 23 January
2. 1902	Joined a big European school
3. 1909	Shifted to another school/headmaster Beni Madhav Das kindled the spirit of patriotism
4. 1912	Came under the influence of Swami Vivekananda
5. 1919	Left for Cambridge to appear for Indian Civil Service Examination
6. 1921	Resigned from Indian Civil Service and returned to India
7. 1941	Formed Indian National Army (INA) in Singapore
8. 1943	Set up Azad Hind Government – on 21st October in foreign soil.

Listening

Practise listening carefully. Then you will be bale to speak.
Listen to the ‘speech of Subhash Chandra Bose’ and answer the questions that follow.

Speech of Subhash Chandra Bose
Brave soldiers! Today you have taken an oath that you will give fight to the enemy till the last breath of your life, under the national tricolour. From today you are the soldiers of the Indian National Army of free India. You have volunteered to shoulder the responsibility of forty crores of Indians. From today your mind, might and money belong to the Indian Nation. Friends, you have the honour to be the pioneer soldiers of Azad Hind Fauj. Your names will be written in the history of Free India. Every soldier who is martyred in this holy war will have a monument, Free India. The coming generations will shower flowers on those monuments. You are very fortunate that you have got this valuable opportunity to serve your motherland. Although we are performing this ceremony in a foreign land, our heads and hearts are in our country. You should remember that your military and political responsibilities are increasing day by day and you must be ready to shoulder them competently. The drum of Indian Independence has been sounded. We have to prepare for the battle ahead. We should prepare ourselves as early as possible so that we can perform the duties we have shouldered. I assure you that the time is not far off when you will have to put to use the military skill which you possess.

Today we are taking the vow of independence under the National Flag. A time will come when you will salute this flag in the Red Fort. But remember that you will have to pay the price of freedom. It has to be got by force. Its price is blood. We will not beg freedom from any foreign country. We shall achieve freedom by paying its price. It doesn’t matter how much price we have to pay for it. I assure you that I will lead the army when we march to India together. The news of the ceremony that we are performing here has reached India. It will encourage the patriots at home, who are fighting empty-handed against the British. Throughout my life, it had been my ambition to equip an army that would capture freedom from the enemy. Today I congratulate you because the honour of such an army belongs to you. With this, I close my speech. May God be with you and give you the strength to the pledge which you have taken voluntarily today.
Inquilab Zindabad!

I. Based on the ‘speech of Subhash Chandra Bose’ answer the following question orally.

1. What is the thrust of Subhash Chandra Bose’s speech?
Answer:
The thrust (main point) of Bose’s speech is motivating the soldiers to fight for mother India’s Freedom with a sense of sacrifice and responsibility.

II. Say whether the following statements are True or False.

1. Subhash asked the soldiers to sacrifice everything for their motherland.
Answer:
True

2. Subhash dreamt that every soldier of INA would have a monument in Free India.
Answer:
True

III. Have you ever heard of &ny national leader’s speech? Talk about him/her.
Answer:
Yes. I heard of Atal Biharr Vajpayee’s speech. He uses a very simple language. Humour is clear and dignified in his talk. He quotes from poetry and himself composes poems and recites. His commitment to the cause of the country makes his words appealing. His selfless service adds force to his flow of sounds.

Oral Activity

Debating
Work in pairs. Organize a debate in dass on the following proposition. Women should work in kitchens and men in offices.
One member of the pair speaks in favour of the proposition, while the other speaks against it.
Remember

• Organize your ideas as main points and sub-points;
• Put your ideas in a proper order ( sequence);
• Give suitable examples, quotes;
• Use polite expressions;

You may use some of the following words/phrases to express your views

• In my opinion ………………
• personally feel ………………
• It’s my feeling ……………….
• think ……………..

To agree with your opponents

• I agree with my worthy opponents ……………..
• I am in favour of the ……………..
• I think they / you are right ……………..
• I support the idea ……………..

To disagree with your opponents

• I’m sorry to differ with you ……………..
• I disagree with you ……………..
• It may be your opinion but I’m not happy with this ……………..
• That’s purely your idea but the reality is different ……………..

To establish your point of view/stand

• Since I have evidence I strongly believe this ……………..
• I’m fully confident with my point as ……………..
• I’ve no doubt about this since it is a ……………..
• Therefore I conclude that ……………..

A : It is definitely very good if women remain at home and men work in, offices. It was practised in good olden days and everyone lived happily and peacefully.

B : I love to agree with your example. But that belongs to past. We live in the present. The times have changed a lot. Change, we must along with the time !

C : Women confining to homes is a good proposition. That is the place where a woman’s abilities are most useful. Work at offices men can take care of!

D : I’m really sorry to disagree with you! Women, no doubt, are best home makers. But that doesn’t mean they cannot do other things. Don’t we have examples in thousands that prove women’s abilities! What about Sakuntala Devi, Sunitha Williams ; Kalpana Chawla ; Indra Nobyi; Indir a Gandhi, and many more?

E : Hard working husband and school going students need personalised service at home. So it would always be good for women to stay at home. A hgppy father and satisfied children make a home a pleasant place to live in!

F : That is a fine idea. But what about the feelings of a woman. Particulary when she has an urge for expression of her talents! You see from one angle. Let’s try to be comprehensive.

G : Women have tremendous patience. She can attend to work at home and yet be a office goer. Allowing women to work outside is advantageous in many ways. Inconveniences, if any, can be sorted out somehow. Father and children should learn to enjoy sharing work at home. Then everyone will be happy.

H : It is a balanced opinion. What I would like to put in is that every woman has her own choice. Some women may prefer to stay at home on their own. Others may love to take up a job outside. Hence what I feel to be the best option is to give freedom to women to be a home maker or a job seeker!

A Long Walk to Freedom Summary in English

Nelson Mandela’s narration ‘A Long Walk to Freedom’ is at once soul-stirring and thought-provoking. Every man has obligations to his family and his country. Fulfilling them depends on one’s ability and nature. But in South Africa coloured people were not allowed to fulfil any of those obligations. But Mandela tried and succeeded to fulfil his obligations to the country. But he failed in the case of his family. He was born free. But soon he discovered that his freedom was not true. He realised that no black in South Africa was free. They didn’t have self-respect too. His hunger for personal freedom became the hunger for everyone’s freedom. For that, he changed himself. He became animated. He became bold. He sacrificed his personal ambitions and life. He worked for the freedom of the oppressor too. He believed that freedom was indivisible. He attempted for freedom to everyone and he achieved it too.

A Long Walk to Freedom Glossary

twin (adj) : two

obligations (n-plural) : duties ; responsibilities

humane (adj) : kind ; concerned

inevitably (adv) : as is certain to happen

inclinations (n-plural) : feelings /tendencies that make one do something

isolated (v-past tense) : separated from others

ripped (v-past tense) : torn ; separated

twilight (adj) : mysterious ; uncertain ; not clearly defined

rebellion (n) : opposition to authority

mealies (n-plural) : maize

abided by (ph.v) : accepted the law / worked according to rules

illusion (n) : something that appears to be present but actually not present

transitory (adj) : temporary

yearned (v-past tense) : wanted very much ; longed

potential (n) : quality that exists and can be developed

keep (n) : food, clothes and other basic things that one needs to live

obstructed (v-past tense) : blocked ; stopped

curtailed (v-past tense) : limited

animated (v-past tense) : made full of energy

monk (n) : a person living without family, personal possessions etc.

virtuous (adj) : behaving in a very good and moral way ; honest

oppress (v) : treat others cruelly and unfairly

oppressor (n) : a person oppressing others

the oppressed (v-past participle – used as a noun along with ‘the’) (plural) : people who are oppressed

prejudice (n) : an unreasonable dislike based on race etc.

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 5C The Ham Radio Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 5C The Ham Radio

9th Class English Chapter 5C The Ham Radio Textbook Questions and Answers

Answer the following questions.

Question 1.
What are the places in which disaster management becomes imperative?
Answer:
Disaster management becomes imperative in public places, business centres and road junctions etc. Large number of people move around in such areas.

Question 2.
How can we empower the disaster management crew?
Answer:
We can empower disaster management crew by providing them with best devices.

Question 3.
In what way does Amateur Radio (Ham Radio) become inevitable in times of natural calamities?
Answer:
Ham radio is inevitable in times of calamities. This is because conventional communication network fails during disasters.

Question 4.
Cite the disasters in which Amateur Radio Operators commenced disaster relief when other systems failed.
Answer:
Disasters during which Ham radio helped the crew are : 2001 Gujarath Earthquake, 2001 WTC attack in the USA, 2004 tsunami in India and many more.

Question 5.
Explore other incidents in which Ham Radio Operators can take up rescue operations.
Answer:
Ham radio operators can take up rescue operations during road and fire accidents ; war and mega social, cultural or religious gatherings.

Question 6.
What is the central theme of the essay?
Answer:
The theme of the essay is the multiple uses of ham radio.

Question 7.
List the criteria to qualify for becoming a Radio Amateur.
Answer:
To become a ham, one should qualify in
1) Morse code
2) communication procedure and
3) basic electronics.

Project Work

Get into groups and collect information relating to various disasters from Newspapers, magazines and books etc. Each group should work on one disaster. Fill in the boxes in the table given in the next page with necessary information. One is done for you.

The Ham Radio Summary in English

Disasters and terrorism may strike thickly populated areas at anytime. Communication is most important in such situations. And conventional communications like cell phones fail exactly in those emergencies. It is in those times Ham radio comes handy. Ham radio uses high frequency and automatic batteries. And the Ham volunteers are skilful and ever ready to work. Failure of the system is very less likely. The only problem is the availability of information about Ham operators. During 2001 Gujarath Earthquake, 2001 attacks on WTC in the USA, 2004 Tsunami in India, Ham radio served disaster management personnel wonderfully. Ham radio is useful in day to day problems like medical emergencies too. Anyone above 12 with no specific educational qualifications can appear for Ham radio licence test and on passing it can obtain the licence.

The Ham Radio Glossary

ham (n) : a person who operates radio signals as a hobby, not as a job

strike (v) : attack

efficient (adj) : doing thoroughly

imperative (adj) : extremely important or urgent

calamities (n-plural) : disasters

adverse (adj) : unfavourable/harsh

crew (n) : persons working as a team

amateur (adj) : working for enjoyment, not as a job

innovation (n) : new, improved creation

adept (adj) : skilful

terrestrial (adj) : related to /on land

choke points : blocking or obstructing points

improvising (v+ing) : managing with available things when the right things are not availble

wiped out (phrasal verb) : destroyed totally

AP SSC 9th Class English Textbook Solutions

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 5B Grabbing Everything on the Land Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 5B Grabbing Everything on the Land

9th Class English Chapter 5B Grabbing Everything on the Land Textbook Questions and Answers

Answer the following questions.

Question 1.
What is the central theme of the poem?
Answer:
The theme of the poem is the vast destructive power of tsunami and the widespread death and damage it causes.

Question 2.
What does the ‘hand’ refer to? Where was the hand born?
Answer:
The hand refers to the tide of tsunami. It is born under the surface of the sea.

Question 3.
Identify the most striking line in the poem.
Answer:
The most striking line the poem is the concluding line.

Question 4.
Describe the damage caused to mankind due to ‘Tsunami’. Locate the words or expressions which tell the fury of ‘Tsunami’.
Answer:
Tsunami killed men and animals. It uprooted trees and destroyed houses. In fact, it smashed everything that was in its way. The expressions that show the fury of tsunami are : dreadful might; anger unleashed ; white horses galloping ; dissolved under the heat; crashing; crunching; tearing

Question 5.
Why do you think only a few could understand the meaning of ‘Tsunami’?
Answer:
Majority of the people of tusunami affected areas were killed. Only a few survived. The destruction caused by tsunami is known only to those living after it.

Grabbing Everything on the Land Summary in English

Lily Usher presents in detail the terrible destructive power of ocean tides in her poem “Grabbing Everything on the Land”. The wave came like a giant hand felling trees and crushing homes. It destroyed everything in sight and no one could escape from it. The hand was born in the ocean and got its strength from the rocks underneath. Everyone was surprised to see the waves coming towards them like fast running white horses, smashing everything on their way. Crashing, crushing, crunching, and cutting was everywhere. Death danced all around. The few who managed to escape understood what ’tsunami1 meant.

Grabbing Everything on the Land Glossary

grabbing (v+ing) : seizing ; taking something suddenly and with force

foam (n) : mass of bubbles on water surface

uprooting (v+ing) : felling; pulling roots from the ground

smashing (v+ing) : crushing ; destroying

fist (n) : closed fingers ; symbol of attack

survive (v) : able to live despite difficulties

dreadful (adj) : terrbile ; evoking fear

might (n) : power; energy

tide (n) : rising surface of water

belly (n) : stomach

plates (n – plural) : (here) rocks in the earth’s crust

fury (n) : anger

unleashed (v – pt) : let loose

shriek (n) : a cry of fear

galloping (v + ing) : running very fast

dissolved (v – past tense) : melted ; (here) died

crunching (n + ing) : crushing noisily

seeping (v + ing) : flowing slowly

brutally (adv) : cruelly; mercilessly

hound (n) : a hunting dog

punch (n) : a hit; shot

tsunami (n) : an extremely large wave in the sea ; a tidal wave
(from Janapese)

AP SSC 9th Class English Textbook Solutions

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 5A A Havoc of Flood Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 5A A Havoc of Flood

9th Class English Chapter 5A A Havoc of Flood Textbook Questions and Answers

Look at the picture and answer the questions that follow.

Question 1.
What made the people stand on the roof-tops?
Answer:
Floods of severe intensity made people stand on the roof-tops.

Question 2.
What are the people in the helicopter trying to do?
Answer:
People in the helicopter are trying to airlift the people standing on the roof-tops.

Question 3.
Have you ever seen a situation like this in your life? If yes, when and where did you see it?
Answer:
No, I haven’t seen a situation like that. But in cinemas and on TVs I have seen such situations.

Comprehension

I. Answer the following questions.

Question 1.
What mood is highlighted throughout the description? Pick out the words that suggest the mood.
Answer:
The mood highlighted in the description is that of sorrow, shock and horror. Some of the words that suggest the mood are : terrible, damp, cold, cloudy, gloomy, roaring, shattering, frantically, trauma, heart-rending, pathetic plight, catastrophe, aghast

Question 2.
Which of the scenes in the text has moved you the most? Why?
Answer:
A 40 year old widow Rajeswari staying at a roadside shelter with her four young children without food and water moved me. A mother watching silently the suffering of tender children is unbearable and unimaginable.

Question 3.
Who played the key role in the rescue operation of the floods? What steps were taken by the government?
Answer:
Government agencies, the army, the navy and personnel from Disaster Management Response Force played a key role in rescue operations. Government opened relief camps and distributed food, clothing, medicines etc., among the victims. Government also extended all possible help.

Question 4.
“The flood victims were looking on with wide open eyes for some help to meet their needs.” Can you guess what their needs may have been?
Answer:
The immediate needs of the flood victims are food, shelter, clothing and medicines.

Question 5.
“Help always pays gratitude.” In what way is this statement true in the light of the context?
Answer:
All the needs of the victims were met by government agencies, philanthropists and NGOs. The victims were thankful for the help. Hence the saying ‘Help always pays gratitude1’ is true.

Question 6.
How did the roaring floods disturb the lives of the people of Kurnool?
Answer:
The roaring floods destroyed houses, disturbed normal life, killed men and animals, shattered their hopes in Kurnool.

Question 7.
What relief measures would you suggest for the flood victims?
Answer:
Apart from basic needs like food and clothing, I would suggest emotional support to victims and permanent solution to floods.

Question 8.
What inspiration can you draw from the last two paragraphs of the lesson?
Answer:
Rajeswari’s courage, determination, hope and concern for children teach us very valuable lessons. And her sense of thankfulness to those who helped her is highly admirable.

Vocabulary

Read the following sentence and notice the meaning of the underlined word.
They reached their dwelling places hoping a bright morning the next day.
In this sentence ‘bright’ means ‘full of light’ or ‘shining strongly’ or ‘happy.’

A single word in English (with the same spelling and the same pronunciation) may have many meanings.

The correct meaning (or the suitable meaning) of that word is understood with the help of the context.

Words with multiple meanings are called HOMONYMS. (It is very interesting to improve one’s word power with the help of HOMONYMS.)

Some commonly used Homonyms are : kind, type, plant, articles, cricket, bat, bowl, sight, light, kite …..

I. Identify the meaning of ‘bright’ in each of the foliowing sentences and write your own sentences using ’bright1 in different meanings.

1. I like bright colours.
bright = strong, thick, easy to see
My uncle bought a bright blue dress for me.

2. Tejaswini gave me a bright smile, bright = cheerful and lively
On knowing the results, their eyes turned bright.

3. Sindu is a bright student.
bright = brilliant, quick to learn
Many teachers prefer to talk to bright students.

4. Yamuna has bright ideas.
bright = helpful
The manager always seeks bright ideas.

5. This young player has a bright future.
bright = likely to be successful
The students of this school can hope for a bright future.

6. We took rest in a bright room.
bright = full of light
As she kept all the windows open, the room was bright when we entered it.

II. Several people and things are involved in rescue operations. There is a description of a flood rescue operation. Complete the concept map given below with the suitable information from the text:

Answer:

Grammar

Read the following sentences from the text and notice the underlined words/ expressions.

1. No sooner had the relief team arrived there than their joy knew no bounds.
2. They had scarcely arrived at their destinations when the rain poured down.
In the above sentences the expressions “No sooner… than” and “scarcely… when” are used to suggest that one thing happened very soon after another. The expression ‘hardly … when’ is also used to express the same.

• Pairs of words like ‘No sooner… than’ ; ‘scarcely… when’ and ‘hardly…. when’ are called ‘correlative conjunctions’.
• They connect two expressions/clauses /actions. Hence they are conjunctions.
• They show the relationship between the two actions in terms of time. Hence they are correlatives.
• Special Note

1. ‘No sooner’ always goes with ‘than’ and ‘scarcely/hardly’ always go with ‘when’. They are inseparable.
2. ‘When ‘scarcely/hardly’ are used at the beginning of the clause, the helping verb is used before the subject, not after the subject. (Subject – helping verb inversion) If they are used after the subject, the word order is not changed. In the case of ‘No sooner’, there is inversion always.

Combine the following sentences using the expressions “No sooner… than, scarcely… when, hardly… when.”
One has been done for you.
1. I put the phone down. It rang again.
A : No sooner had I put the phone down than it rang again.
or
B : I had scarcely put the phone down when it rang again.
or
C : I had hardly put the phone down when it rang again.

2. I arrived at the station. Then the bus came in.
A : No sooner had I arrived at the station than the bus came in.
B : I had scarcely arrived at the station when the bus came in
C : I had hardly arrived at the station when the bus came in.

3. I closed the door. Somebody knocked it again.
A : No sooner had I closed the door than somebody knocked it again.
B : Scarcely had I closed the door when somebody knocked it again.
C : Hardly had I closed the door when somebody knocked it again.

4. She finished the meal. She started feeling hungry again.
A : No sooner had she finished her meal than she started feeling hungry again.
B : She had scarcely finished her meal when she started feeling hungry again.
C : She had hardly finished her meal when she started feeling hungry again.

5. Madhavi opened the door. The dog entered the room.
A : No sooner had Madhavi opened the door than the dog entered the room.
B : Scarcely had Madhavi opened the door when the dog entered the room.
C : Madhavi had hardly opened the door when the dog entered the room.

Writing

I. In the reading passage, one of the victims of the flood, Rajeswari shared her sufferings with the flood relief team. On the basis of this, develop an interview by a news reporter.

News Reporter : Rajeswari, could you tell me what had happened?
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Rajeswari : ……………………………………………
News Reporter : ……………………………………………
Answer:
News Reporter : Rajeswari, could you tell me what had happened?

Rajeswari : Oh! It was dreadful. The night of 27! Horrible! Downpour! Nonstop! We couldn’t believe our eyes! Even multi-storeyed buildings were shaking. What about our mud shack?

News Reporter : Has someone come to help you?

Rajeswari : Not immediately. As waters entered our small shaky house, I took my four children and ran for safety.

News Reporter : Could you easily find out a safe place?

Rajeswari : Yes, very close to my house, the road has a high side wall like structure which then stood above flood waters. So we all stayed there!

News Reporter : How long did you stay there?

Rajeswari : It was for two long days in open I Without food and water. Only flood water and our tears!

News Reporter : Hasn’t help reached you even then?

Rajeswari : Help in the form of rescue team in a fibre boat came to us. They took us to the nearby relief camp, gave us clothes and food. They promised to give money to repair my damaged house. They supported us well. May God be kind to them!

News Reporter : Even in your testing times you are so thankful and you think of their welfare! Great of you! May God bless you!

II. Assume that you happened to read some of the articles/news reports on the flood rescues. You were deeply moved by the sorrows of the victims of the floods. You decided to raise funds for the cause. You wanted to share this idea with your classmates and seek their assistance in this matter.

Prepare a speech/a talk that you would like to make to convince the donors about the need for raising funds for the cause.

You may use the ideas given below.

• Floods in Kurnool
• Damage occurred
• Human suffering and deaths
• Loss of property
• Death of animals
• Loss of crops
• Shortage of basic needs like food, clothing and shelter
• Importance of relief operations
• Moral responsibility

Answer:
My dear lovers of humanity!

Times call us to rise to the occasion. Here is a situation watching which none can remain unmoved. I know your concern for our fellow beings’ suffering : Recently Kurnool witnessed floods of grave intensity. Flood water reached house roof level. Hundreds of people lost their lives. Animals in thousands were covered in water and were dead. Loss of property runs into crores of rupees. Crops were damaged when they were about to be reaped. People now are crying for basic needs like food, shelter, water, clothes, medicines. They need moral support. They need assurance from us. They lost everything except hope. It is our duty to ensure their hope continues to live. It is our moral responsibility to extend to them whatever help we can ! You know ‘Service to man is service to God! And service to man in such dire need is the best kind of worship. I very humbly appeal to you all with folded hands. Let us join our hands. Let us collect men, money, materials etc. Let us support our brothern. Let us share their sorrow and suffering. Let us prove to the world that we love humanity!

III. Assume that you were one of the victims of the flood and received some help from a donor. Write a letter thanking him and expressing your gratitude.

Bus stand centre, Kurnool. 01 October 2009. Respected Dharma Rao garu, Our gratitude makes us write thus. Pray that you and your family members are fine. Thank you so much for your generous help at a very apt time. Floods carried away everything from us except our lives and hope. When we were cursing our fate, help from you came like God-sent gift. It was really like a boat to a person drifting in waters with no shore. As we were thinking that our end was not far away, your timely help infused life and and hope into us. How much I may say, our gratitude still remains incompletely expressed. Persons like you prove to the world what humanity is, nay – what divinity is! May God bless you with what we call eternal bliss. I continue to pray to God to be kind to you and all your near and dear. I look forward to a chance to be of any use to you. I will be blessed if I get that opportunity. Once again our pranamams to you. Thankfully yours, Rakshita. To Sree Dharma Rao garu H.No. 12-85 Near Masjid KADAPA.

IV. On the basis of the diagram given below write a paragraph stating the sequential series of actions/methods (preparation before, during and after) that can be taken for disaster management.

Answer:
Disaster Management includes different activities. First disaster-prone areas are to be assessed with the help of past occurrence and present events. And probable risk to life and property is to be estimated. Then protective structures and relief camps are to be planned and got constructed. After these preparatory arrangements, advance warning systems and evacuation machinery are to be put in place. Later community at large and teachers in particular are to be trained in rescue operations. And finally the outside world is to be informed about the disaster along with the particulars of loss and quantity of aid required. Effective Disaster Management depends on the execution of these steps in sequence.

Study Skills

Note-Making
We take notes when we read a book in order to record information for future reference. Such notes help us to revise lessons easily before examinations.

Let’s know the process of note-making.

• Read the passage once quickly
• Underline the key terms during the second reading s Note only the most important information
• Condense the information
• Omit examples and illustrations
• Organize the condensed information in a suitable format
• Keep a suitable title

Some strategies for condensing information.

• Use numbers instead of words
  e.g. sixty eight written as 68
• Use short substitutes for long words
  e.g. maths for mathematics
• Use reduced verb forms
  e.g. Killed instead of was killed
• Use the ‘to-infinitive’ to indicate future time
  e.g. relief teams to help the people
• Use abbreviations and acronyms
  e.g. IAF, AIR
• Use condensed spelling of words
  e.g. Dept, for Department, Dr. for Doctor

Here is a model answer for paragraphs 2 – 5 from your Reading Passage – A.
Floods in Kurnool

28-9-2009
a)No tourists
b)No buses

27-9-2009
a) heavy rainfall
b) damp, cold and cloudy climate
c) pouring rain

28-9-2009
a) river waters entered the streets
b) flood inundating houses
c) 20 lakh cusecs inflow to the Srisailam Dam
d) threat of flood on the banks of the Krishna
e) heart-rending scenes
f) people seeking help to rescue them

Now make notes from the following passage and then summarise it.

The word “disaster” is derived from Middle French “desastre” and from old Latin “disastro”. A disaster can be defined as any tragic event that can cause damage to life, property and destroy the economic, social and cultural life.

The natural disaster is a consequence when a natural hazard affects humans or built environment. Human vulnerability and lack of appropriate emergency management lead to financial, environmental and human loss. The resulting loss depends on the capacity of the population to support or resist the disaster. Disasters occur when hazards meet vulnerability.

A natural hazard will never result in a natural disaster in areas without vulnerability. Various phenomena like earthquakes, landslides, volcanic eruptions, floods and cyclones are all natural hazards that kill thousands of people and destroy a lot of money and property each year.

Natural hazards can strike in unpopulated areas and never develop into disasters. The rapid growth of the world’s population and its increased concentration often in hazardous environments has escalated both the frequency and severity of natural disasters. Tropical climate, unstable land forms, deforestation and non-engineered constructions m^kethe disaster-prone areas more vulnerable. Developing countries suffer more or less chronically by natural disasters.
Answer:
A) Notes :
Para 1 :
disaster rooted in French, Latin
damage to life and property
destroys economic, social and cultural life

Para 2 :
natural hazards affecting populated areas
vulnerability adds to loss
hazard + vulnerability = disaster

Para 3 :
earthquakes, floods etc – hazards

Para 4 :
hazards in unpopulated areas – not disasters
increasing population, tropical climate,
unstable land forms, deforestation,
non – engineered constructions increase vulnerability
developing countries – chronic – victims.

B) The word ‘disaster’ – rooted in French and Latin – means a damage-causing event that destroys economic, social and cultural life. Hazards affecting vulnerable populations result in disasters. Lack of emergency management mechanism leads to huge loss of life and property. Hazards like earthquakes and floods destroy life and property every year. Increasing populations, tropical climate, unstable land forms, deforestation and non-engineered constructions add to the vulnerability. Developing countries are the chronic victims.

Listening

Practise listening carefully. Then you will be able to speak.
Listen to the ’News Bulletin’ and answer the following questions.

News Bulletin

This is All India Radio. The news…. read by Latika Ratnam.

The headlines first…
An unprecedented flood caused a havoc in Krishna, Guntur, Kurnool and Mahabubnagar districts of Andhra Pradesh.

The Prime Minister visits the flood-affected areas tomorrow.

India defeated Pakistan in the triangular cricket series held at Brisbane, Australia.

Now the news in detail. Massive floods wreaked a havoc in Krishna, Guntur, Kurnool and Mahabubnagar districts of Andhra Pradesh. Water has been released from the dams of Srisailam, Nagarjuna Sagar and the Prakasam Barrage. About 400 villages have been inundated with floodwaters, 4 lakhs of people have become homeless. The death toll has reached 532 so far.

However, the rescue operations are in full swing. The Chief Minister of Andhra Pradesh has made an aerial survey of the flood-hit areas. An immediate aid of two lakhs of rupees has been announced to the members of the deceased. A relief of ten thousand rupees has been announced to the homeless. The C.M. has conducted an emergency meeting with the respective collectors of the flood-hit areas and asked them to set up rehabilitation camps immediately on war-footing.

1. What was the havoc caused by the flood?
Answer:
About 400 villages were inundated. Around 4 lakh people became homeless. 532 persons died till then.

2. What relief measures were taken by the Government of A.P.?
Answer:
The Chief Minister made an aerial survey. An immediate aid of rupees two lakhs was announced to the members of the deceased. A relief of rupees ten thousand was declared to the homeless. Rehabilitation camps were set up on war footing.

3. What are the other highlights of the news bulletin?
Answer:
1) The Prime Minister visits the flood-affected areas tomorrow.
2) India defeated Pakistan in the triangular cricket series held at Brisbane, Australia.

Oral Activity

Read the lesson “A Havoc of Flood” once again. On the basis of the ideas in it, prepare a mock interview for a TV/newspaper.

Work in groups and collect the information about the havoc caused, relief operations
etc., from the following.
1. Victims
2. Officials
3. Doctors
4. N.G.Os (Non-Governmental Organisations/Voluntary Organisations)

In each group one member will be the reporter and the others will play the other roles. Afterwards each group will make the presentation.

1. Interview with Victims :
TV Reporter : Hello, the floods seem to be very severe. Have you been receiving relief from anyone?

Victims : Yes, the floods have been very severe. Never before in our lives have we seen floods of this seriousness. Yes, as to relief, Government officials and voluntary organisations have been extending maximum help. But because of the large number of victims, damaged roads , dead telephones, disrupted power supply, relief is not in sufficient quantity and at right time. But expecting more than what we get would be a sin. We hope and pray for good days ahead.

TV Reporter : Thank you for your detailed inputs. Your positive attitude in these testing times is highly admirable. I firmly believe God will bless people of your kind.

Victims : Thank you.

2. Interview with Officials :
Reporter : Good afternoon sir. How have you been coping with the disaster?

Officials :
Good afternoon. We have been putting in our best efforts. All available men and materials have been put to use. Forecast of floods well in advance has helped us in planning. Warning of floods also helped us minimise the loss of lives and property.

Reporter : Are any other departments working with you?

Officials :
Yes, almost all the government departments are working with us. Some departments are directly on the field. Other departments support us from behind. Even non-government organisations and individuals join us in extending relief.

Reporter : Thank your sir.

3. Interview with Doctors :
Reporter : Good evening doctor. How is the health scenario in the flood affected areas?

Doctor : Good evening. Floods bring in a flood of diseases too. Water is contaminated. Cleanliness is totally missing. People don’t even think of hygiene. Doctors work with their focus on present illness and possible epidemics. Cooperation from every corner eases our job to some extent.

Reporter : Thank you doctor.

4. Interview with NGOs :
Reporter : Good morning gentlemen ! As government agencies are also actively involved in relief programmes, what do you think is the importance of your role?

NGO : Good morning. Yes, you have a valid point there ! But the fact is our job is to extend to the needy whatever help they require. Government Agencies are no doubt active. But they work in a certain frame work. For us, there are no such limitations. We help those who don’t fit into government schemes for one or the other reason. Any how, every one plays a significant role in times of trouble !

Reporter : Thank you. Your analysis is really eye opening !

NGO : You’re welcome.

A Havoc of Flood Summary in English

Water, water everywhere! 10 feet deep even in houses! For three or four days! Dead bodies of cattle and people, damaged houses, breached bunds, deafening cries for help, rescue, and relief teams that was the scene in Kurnool district on 28 September 2009. Continuous downpour during the night brought floods into the city and other villages. Never before in the known history was there such a heavy downpour. Floods from the Thungabhadra, the Handri Niva rivers added to the gravity. Lakhs of people lost their shelters. Loss of lives and property was at shocking levels. Government stepped in at once. The services of the Army, Navy and Disaster Management Agencies were sought. Helicopters, inflatable boats, fibre glass boats and other equipment were pressed into use. Voluntary organisations, institutions, individuals and philanthropists joined the relief operations. Camps for homeless were organised. Food, water, blankets, milk and medicines were distributed among victims. One Ms. Rajeswari 40 exhibited rare courage in rescuing herself and her four children. She expressed her gratitude to all those who helped her during their intense suffering.

A Havoc of Flood Glossary

havoc(n) : a situation in which there is a lot of damage and destruction

basin (n) : an area of land along a river with streams running down into it

namesake (n) : the same name

destination (n) : a place where one wants to reach

gloomy (adj) : sad ;unhappy

inundating (v+ing) : submerging ; filling with water

shattering (v+ing) : destroying

forecast(v) : tell in advance what is going to happen

bore the brunt (idiom) : received or suffered the major part of something bad

fury (n) : anger, severity

submerged (v-past tense) : covered in water

heart-rending (adj) : heart-breaking ; causing a lot of sadness

frantically (adv) : in a hectic way ; quickly ; with uncontrollable emotions

rescue (v) : save from a danger

trauma (n) : an upsettingly unpleasant condition

tributaries (n-plural) : rivers or streams that flow into a larger river

requisitioned (v-past tense) : demanded officially the use of

breached (v-past tense) : damaged, broken

inflatable (adj) : that which can be filled with air

reluctant (adj) : unwilling

groping (v+ing) : trying and finding something that cannot be seen

pathetic (adj) : causing pity

plight (n) : a difficult and sad situation

catastrophe (n) : a disaster

fastened (v-past tense) : tied or joined, tethered (Note : The letter’t’ is silent in ‘fasten’.)

aghast (adj) : horrified ; surprised

reaped (v-past tense) : cut crops ; harvested

rejuvenated (v-past tense) : made to look more lively

shack(n) : a small building made of wood or metal

flee (v) : run away from danger

despair (n) : hopelessness, sorrow

beaming (adj) : cheerful; pleased

AP SSC 9th Class English Textbook Solutions

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 4C Can’t Climb Trees Any More Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 4C Can’t Climb Trees Any More

9th Class English Chapter 4C Can’t Climb Trees Any More Textbook Questions and Answers

I. Answer the following questions.

Question 1.
What is your opinion about the theme of the story?
Answer:
The theme is about man’s concern for his roots. It is about one’s own association with nature. It is particularly about one’s innocent childhood, spent in the lap of grandparents. It is interesting and inspiring.

Question 2.
The middle-aged man remembers his joyous days of youth. What are the different words/phrases used in the story (for example, dark dancing eyes; swift and sweet of limbs) to show the characteristics of the youth?
Answer:
Words that show the characterstics of youth are: ‘climbing over the wall’, ‘music of a piano’, ‘climbingthe jackfruit tree, ‘marbles I had won’, ‘sprang up and ran’, ‘sprightliness in his step’, etc.

Question 3.
‘A blessing rests on the house where the shadow of a tree falls/ And so the present owners must also be receiving the tree’s blessings. What does the narrator’s grandmother mean by this statement?
Answer:
The man’s grandmother used to say:
A blessing rests on the house where the shadow of a tree falls! That means growing trees in our yards brings us a lot of good. Trees benefit man in many ways.

Question 4.
Are the grandmother and Chief Seattle expressing the same feelings about trees and nature? Why?
Answer:
Yes, the grandmother and Chief Seattle express the same feeling about nature. Good old people realise the value and the usefulness of nature. They go on wisely advising everyone to love and respect nature.

Project Work

Look at the picture. Our water resources are getting polluted every day. If we do not care enough to prevent pollution and save water, there is going to be an acute scarcity of drinking water.

I. Visit five houses in your locality and collect the following information.

1. Number of members in the family.
a) adults
b) children

2. The average quantity of water used in the household (in litres).
a) for drinking and cooking food
b) for washing clothes and cleaning the house
c) for cattle
d) for cultivation

3. The average quantity of drinking water wasted in the household (in litres).
a) for drinking and cooking food
b) for washing clothes and cleaning the house
c) for cattle
d) for cultivation

4. What are the water sources for the household and what is the average quantity 6f water used from these sources?
a) well in the household
b) public well
c) water from public taps
d) river, pond, lake, etc.

5. Does the ground water in the locality get polluted ? If so, the sources.
a) domestic sewage
b) industrial wastewater
c) agricultural wastewater
d) construction site run-off
e) urban run-off

Consolidated Sheets of the data collected from five houses
1. Number of members in the family.

2. The average quantity of water used in the household (in litres).

3. The average quantity of drinking water wastec in the household (in litres).

4. What are the water sources for the household and what is the average quantity of water used from these sources?

5. Does ground water in the locality get polluted? If so, the sources.

II. Work in three groups and make reports as suggested below. Present all the reports before the whole class.
Group A : The quantity of water used by the households in the locality from various water sources and how the usage can be minimised for conserving drinking water.
Group B : The water sources in the locality, how the water gets polluted and how it can be prevented.
Group C : What measures that can be taken for conserving water and preventing pollution of water ?
Answer:
Report of Group A
The survey discovers some startling facts. A huge quantity of water is wasted everyday in 90% of the households. The wastage is more in houses that have running water tap connections provided free of cost. An average household with 5 members uses 250 litres of water if their source is a hand pump or public well. But a household of the same size with free running water tap connection uses (or wastes) 1000 litres of water a day! So, there is an urgent need to check this wastage. Strict laws are to be enacted and enforced on oneside and awareness programmes are to be conducted on a massive scale on the other side!

Report of Group B
The only source of water in the locality surveyed is a pond. But the pollution levels in it are very high. Ignorance of pollution is the main reason. Domestic sewage joins the pond. Cattle freely swim around the pond. Even washing of clothes goes on in the pond. Agricultural waste water also enters the pond. A pond – protection committee should be formed and the committee should take round-the-clock care to prevent this pollution and protect the only water source.

Report of Group C
Water is precious. It is essential too I We need to conserve it. First wastage of water in all its forms must be prevented. Rain water harvesting, recycling of water in permissible sareas are to be encouraged. Pollution of water bodies is to be minimised. Promoting aw^-eness among people is most important. Enacting suitable and strict laws and enforce them eftuely are other measures.

The River Summary in English

Ruskin Bond is a famous writer for children. He is fond of writing about the bond between nature and man. “Can’t Climb Trees Any More” is an example. A middle aged man looks at a house, the trees and flower plants in the yard from outside. A young girl of about 12 comes there and asks him what he is looking at. He replies that he is looking at the house. She very innocently asks him if he wants to buy that. He says they lived there twenty five years ago and he just felt like seeing their old house. The little girl invites him in. To prove that he is still young, he climbs the wall but gasps. With the help of the girl, he climbs down. They sit on a stone bench. The man recollects his childhood days. He recollects his grandmother’s words that trees would bless those living in their shade. He says that he used to store his treasures in a hole in the jackfruit branch. An Iron Cross is among his treasures. He says it must be still in the hole. The girl asks if he will check. He says he can’t climb trees any more. The girl climbs the tree, finds the cross and gives it to the man. But the man gives it back to the girl saying that he has come there not for his cross but for his youth. So saying he walks briskly remembering the young girl’s lively features!

The River Glossary

verge (n) : a piece of grass on the edge of a path

turnstile (n) : a gate that moves in a circle allowing only one person at a time

dizzy (adj) : feeling that everything is spinning

hollyhocks (n – plural) : a kind of flowering plants

disembodied (adj) : a sound heard but the speaker not seen

slim (adj) : thin, lean

colonel; brigadier (nouns) : ranks in army

witty (adj) : humorous

offence (n) : hurting; injury

appraising (v + ing) : evaluating; understanding

prosperous (adj) : rich; wealthy

trapeze (n) : a swing used in circus

muttered (v – past tense) : murmered ; said in a low voice

slithered (v – past tense) : glided ; moved slowly and smoothly

shattering (v + ing) : breaking

spotted (v – past tense) : noticed

pruning (v + ing) : shortening; cutting

fragrance (n) : perfume

drenched (v – past tense) : filled with

chiming (v + ing) : soft, ringing sound

budgerigars (n – plural) : a small Australian bird belonging to the parrot family.

hollow (n) : hole

eddies (n – plural) : circular movement of air with dust

barefoot (adj) : without any footwear

sprightliness (n) : liveliness

lissome (adj) : thin and attractive

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 4B The River Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 4B The River

9th Class English Chapter 4B The River Textbook Questions and Answers

I. Answer the following questions.

Question 1.
Is the river like a child? Why?
Answer:
Yes, the river is like a child at the place of its birth. It dances and shines like a child at play.

Question 2.
Why does the poet call it ‘swelling river’?
Answer:
As the river progresses, other streams join it. It widens. It goes on expanding. Hence the poet calls it ‘swelling river.

Question 3.
‘Seeming still yet still in motion.’ What does the word ‘still’ mean in either case?
Answer:
’Still’ in the first place means ‘motionless’. It is an adjective. ‘Still’ in the second place means ‘even though’. It is an adverb.

Question 4.
How does the sea remind you of eternity?
Answer:
The sea is almost endless. It is vast. It never dries up. Thus it reminds us of eternity.

Question 5.
What do the river and the sea remind the poet of?
Answer:
The river reminds the poet of the ages of man’s life. The sea reminds the poet of the immortality after death.

II. Read the poem once again and list the words in the poem which show the movement of the river at various stages.
Answer:
dancing, rush, sweeping, in motion, tending, dash.

II. Now, read the last line of each stanza. What do these lines say about the river?
Answer:
The last lines of the stazas tell us the stages of the river. They also compare the river to man in his various ages.

III. What are the word pictures used in the poem? How do they add to the beauty of the poem?
Answer:
Little river, dancing, a child at play, by rose – banks; impetuous youth; mortal prime still in motion ……… These word pictures create beautiful impressions in the minds of readers. Thus they add to the poem’s beauty.

IV. Read the following comparisons:
‘She skims like a bird.’
‘Her face shines as the moon in the sky.’

Pick out similar expressions from the poem ‘The River’. Say why the poet has made these comparisons. What would you compare them to?

Answer:

1. Now, read the last line of each stanza. What do these lines say about the river?
Answer:
The last line of the stazas tell us the stages of the river. They also compare the river to man in his various ages.

2. Do the river and its movement suggest something eise to you?
Answer:
Yes, the river and its movement suggest to me many things. They are; continuously moving time: gradual but endless progress in every area; man’s life through different ages.

3. Attempt an appreciation of the poem comparing and contrasting your experience of a river with that of the poet.
Answer:
The poet’s comparison between the river and the child at play is very impressive. But when I see the shining river glide through, I feel a dazzling snake creeping along. And whenever I see the river fall down from rocks I remember the jumping deer. As I see the brimming river the image of vast sky appears in my mind. But the poet’s comparisons refer to man’s ages and there is a continuity. That is because of the maturity and creativity of the poet.

The River Summary in English

C.A. Bowles presents a graphic picture of a river’s course in her artistic poem “The River”. The poet draws an interesting comparison between the river’s progress and man’s ages. The river at the beginning shines and dances like a child at play. Then it swells and runs fast and rash as an impulsive youth. In later stages, it is full and appears to be still. But, it is deep and moves on like man in his prime age. Finally, the river jumps into the sea and attains eternity along with the sea!

The River Glossary

sparkle (v) : shine

pebbles (n – plural): small stones

foliage (n): branches and leaves

glancing (v+ ing): looking at quickly

swelling (v + ing): expanding; increasing

rush (v): move fast

brawling (v + ing): noisily fighting one’s way

impetuous (adj): rash, impulsive ; acting quickly

brimming (v + ing): full

still (adj): without movement

still (adv): despite ; even though

tending (v + ing): moving

mortal prime: man in his important stage

headlong (adj): moving with head in the lead

dash (v): jump ; move

eternity (n): immortaily

AP SSC 9th Class English Textbook Solutions

AP State Syllabus AP Board 9th Class Maths Solutions Chapter 15 Proofs in Mathematics InText Questions and Answers.

AP State Syllabus 9th Class Maths Solutions 15th Lesson Proofs in Mathematics InText Questions

Do This

Question
Make 5 more sentences and check whether they are statements or not ? * Give reasons. [Page No. 311]
Solution:
1) 9 is a prime number – False
This is a statement because we can judge the truthness of this sentence. Clearly it is a false statement as 9 has factors other than 1 and 9, hence it is a composite number.
2) x is less than 5 – can’t say True or False
This is not a statement. The truthness can t be verified unless the value of x is known. Hence it is a sentence only.
3) 3 + 5 = 8 – True
The above sentence is a statement. It is a true statement as 5 + 3 = 8.
4) Sum of two odd numbers is even – True
The above sentence can be verified as a true sentence by taking ex¬amples like 3 + 5 = 8, 5 + 7 = 12 etc. Hence it is a true statement.
5) \(\frac{\mathrm{X}}{2}\) +3 = 9- can’t say True or False.
The above sentence is not a state¬ment. Its truthness can’t be
verified without the value of x.

Try This

1. 3 is a prime number.
2. Product of two odd integers is even.
3. For any real number x; 4x T x = 5x
4. The earth has one moon.
5. Ramu is a good driver.
6. Bhaskara has written a book “Leelavathi ”.
7. All even numbers are composite.
8. A rhombus is a square.
9. x > 7.
10. 4 and 5 are relative primes.
11. Silver fish is made of silver.
12. Humans are meant to rule the earth.
13. For any real number .v. 2x > x.
14. Havana is the capital of Cuba.

Question
Which of the above statements can be tested by giving counter example ?
[Page No. 312]
Solution:
Statements 2, 7, 8, 13 can be tested by giving counter examples 2) Product of two odd integers is even. Counter example.
2) Product of two odd integers 3 and 5 is 3×5 = 15 is not an even number.
7) All even numbers are composite. Counter example : 2 is an even prime.
8) A rhombus is a square.

Counter example: (40°, 140°, 40°. 140°) is a rhombus.
13) For anyx; 2x > x
Counter example : for x = -3:
2x = 2(-3) = – 6
here -6 < – 3

b

Try This

Envied by the popularity of Pythagoras, his younger brother claimed a different relation between the sides of a right angled triangles. [Page No. 319]

Liethagoras Theorem: In any right angled triangle the square of the smallest side equals the sum of the other sides. Check this conjecture, whether It is right or wrong.
Solution:
This conjecture is true for the above
triangles.
i) 3² 5 + 4 ⇒ 9 = 5 + 4
ii) 52 = 25 = 12 + 13
iii) 7² = 49 = 24 + 25
But, when the smallest side happens to be an even integer the conectiire may not hods good.
Eg: 1) 6² = 36 ≠ 10 + 8

ii) 12² = 144 ≠ 20 + 16

AP State Syllabus AP Board 9th Class Maths Solutions Chapter 14 Probability InText Questions and Answers.

AP State Syllabus 9th Class Maths Solutions 14th Lesson Probability InText Questions

Do This

Question 1.
Observe the table given in the previous page (Textbook Page No. 293) and give some other example for each term. [Page No. 294]
Solution:
Certain : Independence day on 15th Aug.
More likely : When a die is thrown, the chance of getting a number less than or equal to 5. Equally likely : When a coin is tossed, getting a head.
Less likely : When a die is thrown, the chance of getting neither prime nor composite. Impossible : When a die is thrown, getting a negative number.

Question 2.
Classify the following statements into the categories less likely, equally . likely, more likely. [Page No. 294]

a) Rolling a die and getting a number 5 on the top face.
b) Getting a cold wave in your village in the month of November.
c) India winning the next soccer (foot ball) world cup.
d) Getting a tail or head when a coin is tossed.
e) You buy a lottery ticket and win the jackpot.
Solution:
a) less likely
b) more likely
c) less likely
d) equally likely
e) more likely

Try These

Question 1.
If you try to start a scooter, what are the possible outcomes ? [Page No. 295]
Solution:
[Starts], [Doesn’t start]

Question 2.
When you roll a die, what are the six possible outcomes ? [Page No. 295]
Solution:
1, 2, 3, 4, 5 and 6.

Question 3.
When you spin the wheel shown, what are the possible outcomes ? (Outcomes here means the possible sector where the pointer stops) [Page No.295]

Solution:
A, B and C.

Question 4.
You have ajar with five identical balls of different colours. [White, Red, Blue, Grey and Yellow] and you have to pick up (draw) a ball without looking at it. List the possible outcomes you get. [Page No. 295]

Solution:
White ball, Red ball, Blue ball. Grey ball and Yellow ball.

Think, Discuss and Write

In rolling a die [Page No. 295]

Question
Does the first player have a greater chance of getting a six on the top face ?
Solution:
No. The chance of getting 6 on the top face is independent of the turn of the player.

Question
Would the player who played after him have a lesser chance of getting a six on the top face?
Solution:
No.

Question
Suppose the second player got a six on the top face. Does it mean that the third player would not have a chance of getting a six on the top face ?
Solution:
No. The third player may or may not get six on the top face. It is indepen¬dent of 2nd player’s outcome.

Do This

Question
Toss a coin for number of times as shown in the table. And record your findings in the table [Page No. 296]
Solution:

Question
What hapens if you increase the num- her of tosses more and more.
Solution:
If you increase the number of tosses more and more they are equally likely chances to get a head or a tail.
Note : This could also be done by the students with a die, roll it for large number of times and observe!

Do This

If three coins are tossed simulta¬neously : [Page No. 299]

a) Write all possible outcomes.
Solution:
HHH, HHT, HTH, THH, HTT, THT, TTH, TTT, total 8 outcomes.

b) Number of possible outcomes.
Solution:
8

c) Find the probability of getting at least one head, (getting one or more than one head)
Solution:
P = \(\frac{\text { favourable outcomes }}{\text { total outcomes }}=\frac{7}{8}\)

d) Find the probability of getting at most two heads, (getting two or less than two heads)
Solution:
P = \(\frac{\text { favourable outcomes }}{\text { total outcomes }}=\frac{7}{8}\)

e) Find the probability of getting no tails.
Solution:
P = \(\frac{\text { favourable outcomes }}{\text { total outcomes }}=\frac{1}{8}\)

Try This

Find the probability of each event when a die is rolled once. [Page No. 300]

Try These

From the figure given below [Page No. 306]

Question 1.
Find the probability of the dart hit¬ting the board in the circular region B. (i.e., ring B)
Solution:
Area of innermost ‘C’ circle = πr²
= π x 1² = π sq. units.
Area of the middle ‘B’ circle
= π (2² – 1²) = π (4 – 1) = 3π sq.units.
Area of the outermost ’A’ circle
= π (3² – 2²) = π (9 – 4) = 5π sq.units.
Probability of hitting the circle B

Question 2.
Without calculating, write the percent¬age of probability of the dart hitting the board in circular region ‘C’ (Le., ring C).
Solution:
\(\frac{1}{9}\) x 100% = 11\(\frac{1}{9}\)

AP State Syllabus AP Board 9th Class English Textbook Solutions Chapter 4A What is Man without the Beasts? Textbook Questions and Answers.

AP State Syllabus 9th Class English Solutions Chapter 4A What is Man without the Beasts?

9th Class English Chapter 4A What is Man without the Beasts? Textbook Questions and Answers

Look at the picture and answer the questions that follow.

Question 1.
What do you think the picture is about?
Answer:
The picture shows the dead body of an elephant. It also shows a fallen tree. It presents man’s cruelty to animals and trees. It shows man’s selfishness as well as senselessness. It reminds us of the need to protect plant life and animal life.

Question 2.
What can you do to save nature?
Answer:
We can do a lot to save nature. First of all, not harming nature itself is a great service. Then, we can go on planting trees at various places like school grounds, road sides. We can promote animal life. We can spread awareness among people the need to and methods of saving nature. Preventing pollution, avoiding excessive use of resources, limiting deforestation and encouraging afforestation, promoting animal life are some of the steps we can initiate.

Comprehension

Answer the following questions.

Question 1.
Why does Chief Seattle say that the Earth is sacred to his people?
Answer:
Chief Seattle says that the Earth is sacred to them. It is the creation of god. It is ash of our ancestors. It supports life. It has warmth. It is holy and pious. It is precious too. That is why people love it. They respect it. They worship it too.

Question 2.
The speaker says, ‘I am a savage’. Who do you think is a savage, the Red Indian or the White? Why?
Answer:
Chief Seattle belongs to a primitive Red Indian tribe. They live in the lap of nature. Civilization has not touched them. Hence he humbly calls himself a savage. But at heart, he is good, cultured, and concerned. The White is civilized. But at heart, he is the real savage.

Question 3.
Why does the Chief say ‘The destiny is a mystery to us’?
Answer:
Chief Seattle says that the destiny is a mystery to them. They know how to live with nature. They don’t know destroying nature. They don’t understand why the White want to control them. They fail to understand why animals and trees are being killed and felled. Hence he says it is a mystery.

Question 4.
“What is man without the beasts? If all the beasts were gone, man would die from a great loneliness of the spirit.” Why?
Answer:
God has a scheme. Every living being has its own important role in nature. All animals and even plants help one another in various ways. This fact is all the more important in the lives of tribes. Life without beasts is unimaginable for them. Man without beasts becomes lonely in spirit.

Question 5.
Is man the sole owner of the Earth? Pick out sentences from the speech to justify your answer.
Answer:
Man is not at all the owner of the earth. Earth does not belong to man. Man belongs to Earth. We are a part of the Earth. All animals and trees share the same breath. The Earth is God’s creation, not the man’s property.

Question 6.
Why does the speaker say that if we spit on the ground, we spit on ourselves?
Answer:
The writer says that the earth is the mother of many lives. If we harm mother earth, we are harming ourselves. If something bad happens to the earth, it is bad to us. If men spit upon the ground, they spit upon themselves.

Question 7.
“All belong to the same family.” The speaker says this to mean
(a) all animais belong to one family.
(b) all animals and plants belong to the same family.
(c) everything on the earth belongs to one family.
Answer:
(c) everything on the earth belongs to one family.

Question 8.
In his speech, Chief Seattle asks the audience a number of questions. He also creates vivid pictures in the minds of the audience. What are the other features of the speech? List them.
Answer:
Chief Seattle makes use of many literary features. He creates many images. Repetition of some powerful expressions is frequent. Metaphors like “the river of blood of ancestors”, “the land of ashes of forefathers” are very piercing.

Vocabulary

Read the following expression.
The warmth of the land
The word warmth here suggests love, care, affection, intimacy, etc.

I. Which of the following words can be used to work out new combinations with the word warmth?

e.g. the warmth of friendship
Answer:
the warmth of love ; the warmth of relationship; the warmth of freedom.

Why do you think certain combinations are not possible?
Are there any other expressions of this kind in the reading material?
Answer:
Yes. There are other expressions of this kind in the reading material. They are : the freshness of air; the sparkle of water; the body heat of the pony; the blood of our ancestors; the ashes of our grandfathers

Work out new combinations and use them in your own sentences.
Answer:
a) the pain of the suppressed
If only every one feels the pain of the suppressed, the planet will be a better place to live on.

b) the mood of the listeners
Some speakers do not at all take into consideration the mood of the listeners and go on speaking.

c) the depth of their feeling
Can you measure the depth of their feeling?

In the speech you can see a few words suggesting movement. For example, in the sentence ‘The sap which courses through the trees carries the memories of the red man’ the word ‘course’ means ‘flow’ or ‘move rapidly’.

II. Pick out from the speech other words that denote movement. If necessary, refer to a dictionary.

Answer:
The other words used in the speech denoting “movement” are: moves; carry; go; passing; walks.

Grammar

The Verb Phrase (a part of the predicate)

• A sentence is a group of words with complete sense.
• A sentence has two parts : 1) The Subject and 2) The Predicate
• The part of the sentence about which something is said is the subject of that sentence.
• The part of the sentence that says something about the subject is the predicate.
  
• The subject is either a noun or a noun equivalant.
• The predicate has a verb and some other elements.
• The predicate begins with a verb.
• The predicate may have only the verb or the verb along with other elements.

Note the following examples.

• You must have noticed that the verb begins the predicate.
• The verb may be a single word. Then it must be the main verb.
• The ‘verb’ may be a group of words with one or more helping verbs. Such groups of verbs (helping verb + main verb) are called the VERB PHRASES.

Read the following sentences taken from the text.
1. We are a part of the Earth.
2. You must teach your children that the ground beneath their feet is the ashes of our grandfathers.

1. What is the relationship of the above underlined parts with the first part of the sentences?
Answer:
You must have noticed that the underlined parts are the PREDICATES and the other parts are the SUBJECTS.

2. What type of word do you see at the beginning of the underlined part?
Answer:
The first word in the predicate is the VERB.

3. Which is the most important word in it?
Answer:
The verb is the most important word in the predicate.

I. List all the verb phrases in the following passage. Identify the Main verb.

Look at the river. It has very little water in it. Once it was flowing well. Now it is dying. Can’t you hear the cries of the dying river? The water in it is polluted. Do you get its stink? You cannot drink it. You cannot give this water even to animals. Animals will not go near it. We must make the river live forever. We must make the river our own companion.
Answer:
List of Verb Phrases

look (main verb)
has (main verb)
was flowing (flowing – main verb)
is dying (dying – main verb)
can’t hear (hear – main verb)
is (main verb)
do get (get – main verb)
cannot drink (drink – main verb)
cannot give (give – main verb)
will not go (go – main verb)
must make (make – main verb)

II. Analyze the verb phrases you have already identified and list the Main verb and the Auxiliary verbs in each of them.

III. If Clauses

Read the following sentences.
1. If you leave the door of the cage open, the bird will fly out. .
2. If Mother Teressa were alive today, how would people receive her?
3. If I had played well, I would have won the game.

• What is the meaning of each sentence?
• What are the two parts in each sentence?
• What is the role of ‘If’?

Types of ‘If Clauses’

1. Sentence (1) means there is a possibility of the bird flying out when we leave the door of the cage open.
2. In sentence (2) the speaker is not thinking about a real situation. He is only imagining the future happening ( because Mother Teressa is not alive today.).
There is no possibility of future happening. (People receiving her.)
3. In sentence (3) the speaker talks about something that might have happened in the past, but it didn’t.

Let us identify the ‘verb and tense’ elements in each of these sentences both in the ‘If- clause’ and in the ‘Main clause’.

	If-clause	Main clause
Sentence (1)	leave	will fly
Sentence (2)	were	would receive
Sentence(3)	had played	would have won

Complete the following sentences using possible main clauses.
1. If I were asked to stay at home and do only household chores, ……………..
2. If I had attended the function, …………….. .
3. If Raju comes to school every day, …………….. .
4. If Lalit had helped him do his homework, …………….. .
5. If I were the class teacher of class-IX, …………….. .
Answer:

1. I would not accept.
2. my friend would have felt very happy.
3. he will shine in studies.
4. he would have escaped imposition.
5. I would try my best to improve the students’ performance.

Writing

I. Read the last part of the speech of Chief Seattle once again.
Answer:
Are all the sentences of the same length? Obviously, not. The speech contains long sentences (But in your… over the red man), short ones (Where is the thicket?) and even fragments (Gone). Why do writers vary the length of the sentences? Again,why do they use different types of structures (sometimes statements, questions,exclamations, fragments, etc.)?

Good writers vary their sentences to make them interesting.
Sentence length can influence the mood of the piece. If you’re concerned that your writing is either too choppy or too flowery, review it with an eye toward sentence length.

• Is it varied?
• Does it fit the mood you’re trying to convey?

Do you heavily favour short, simple sentences, or does the piece contain too many paragraph-long sentences?

To make your texts more interesting, you should use sentences of varying lengths with a variety of structures.

Read the following text.

Dogs are our great companions, aren’t they? Any idea when the friendship between man and dogs began? Maybe, thousands of years back. Who knows! What is important is that they are man’s best friends for obvious reasons. Dogs, as such, need to be walked. Walks keep their owners healthy; and the owners can talk to their dogs. They never tell secrets. Dogs don’t care what their owners observe while walking or what they watch on TV. As long as dogs are taken care of, they are happy.
What are the features of this write-up? In this the variety in sentences has been obtained in a number of ways:
Using different sentence types (statements, questions, exclamations, etc.)
Using elements such as tags, connectives (and, as such, etc.)

Read the following write-up.

You must have heard about the Hussain Sagar Lake. It is in Hyderabad. It is one of the largest man-made lakes. Hyderabad and Secunderabad are twin cities of the State. The lake connects these cities. It was originally constructed to supply drinking water. Now it is not used as a drinking water source. People say, “This is sad. There is plenty of water. Nobody can drink it.” The lake faces a few threats. The main threat is encroachment by both private and public agencies. The lake also faces the problem of pollution. One of the locals said: ‘Oh, sometimes it stinks horribly.” This is due to the continuous discharge of domestic wastes and industrial chemicals. Hence it is our duty to save the Hussain Sagar Lake.

I. Rewrite the sentences according to the direction given in the brackets.

1. The lake connects these cities. (Change into a question).
2. It is in Hyderabad. It is one of the largest man-made lakes. (Combine the two sentences using ‘and’.)
3. Hyderabad and Secunderabad are twin cities of the State. The lake connects these cities. (Begin the sentence with ‘The lake … ‘and connect the two sentences.)
4. It was originally constructed to supply drinking water. Now it is not used as a drinking water source. ( Connect using ‘though’)
5. “This is sad,… ?” (Complete the sentence with a question tag.)
6. “Oh, sometimes it stinks horribly.”(Rewrite the sentence beginning with ‘How )
Answer:

1. Does the lake connect these cities?
2. It is in Hyderabad and one of the largest man-made lakes.
3. The lake connects Hyderabad and Secunderabad which are twin cities of the state.
4. Though it was originally constructed to supply drinking water, now it is not used as a drinking water source.
5. This is sad, isn’t this (it)?
6. How horribly it stinks sometimes!

Read the speech made by Chief Seattle once again and reflect on the following features.
1) The beginning and ending of the speech
2) The arguments and the building up of arguments in a sequential manner
3) The emotive and argumentative language used
4) The variety of sentences used
5) Mental images created
Answer:

1. The speech begins with a question that has no valid answer. And the speech ends with a paradox packed with sarcasm.
2. The arguments are developed gradually and in a logical and powerful sequence.
3. The language used is filled with emotions and rhetoric.
4. A wide variety of sentences add force and interest to the argument.
5. A good number of mental images employed in the speech serve a very valuable purpose.

II. Prepare a speech that you would like to make on ‘the World Environment Day’. You can make use of the following hints :

1) The threats to animal and plant life
2) The pollution of air, water and earth and the consequences
3) The need to preserve our environment for ourselves and for the future generations
Answer:
Good evening everyone. We are all here on the occasion of the ‘World Environment
Day’. It is definitely not a happy gathering. Are we not aware of the most serious problem we face today ? Yes, it is fast polluting environment. Who, then, is responsible ? It is we, the makind. And the sufferers ? Plants and animals too ! And they suffer for none of their faults.

Was pollution a problem centuries ago too ? No, it wasn’t. Why, then, now it poses a serious threat ? Is man today not as intelligent as his forefathers? No, it is not the question of intelligence. It isthe question of wisdom. In good olden days man was wise and selfless. Now man has become clever and selfish.

Mother Earth can satisfy every one’s needs. But man wants his greed to be satisfied. The result? The very existence of LIFE on the earth becomes doubtful in a few hundred years. Why?

Man’s selfishness results in senseless falling of trees. Industrialisation leads to pouring out of poison into air, water, and the earth. Automobiles add to air and noise pollution. Excessive use of pesticides and fertilisers leave food items, ground water, and even the earth full of harmful chemicals. The list, in fact, is too long to be completed now.

What, then can we do now? Should we silently suffer? Can we remain as mere spectators? Does Mother Earth excuse us if we don’t respond? Can we forgive ourselves if we don’t react? No. Let us do our bit. Let us plant a tree each on every important event. Let us stop using automobiles at least once a week. Let us promote awareness among villagers once a month. Let us ask the public representatives to make effective laws to prevent pollution. Let us pledge to become strong soldiers in the war against pollution. Let us promise to bring peace into the minds of every living being. Let us strive to see Mother Earth have green smile all over her surface! Say Green is Great!

Jai Green Earth ! Bye Dear friends!

Study Skills

I. Study the following table, which shows the ranking of districts in Andhra Pradesh in terms of industrial pollution intensity.

Answer the following questions:

1. Which district tops the list in pollution intensity?
Answer:
Krishna district tops the list in pollution intensity.

2. Which region of Andhra Pradesh has the least pollution intensity?
Answer:
In terms of regions, it is the Rayalaseema region that has the least pollution intensity.

3. What percentage of land is affected by industrial pollution in Guntur?
Answer:
46.87% of land is affected in Guntur.

4. What percentage of land is not affected by industrial pollution in Krishna district?
Answer:
42.37% of land in Krishna district is not affected.

5. What are the comparisons that you can make related to the two regions in terms of pollution intensity?
Answer:
Rayalaseema is the least affected Area. In Andhra region too, Krishna, the Godavari districts, Visakhapatnam, Sreekakulam district have high intensity of pollution.

II. Write an analytical report on the pollution intensity in Andhra Pradesh.
Answer:
The Pollution Intensity figures for Andhra Pradesh are rather alarming. Krishna, East Godavari too join together in alerting us to awake. What comforts us a little bit is the position of pollution in districts like Kadapa and Ananthapur. But that doesn’t leave any scope for sleep or rest. The picture presents a grave problem. We are all to work for a solution. That too as early as possible. The quicker we work out the solution, the better for us!

Listening

Practise listening carefully. Then you will be able to speak.
Listen to the ‘Earth Song’ by Michael Jackson and answer the following questions.

EARTH SONG

What about sunrise
What about rain
What about all the things
That you said we were to gain …
What about killing fields
Is there a time
What about all the things
That you said was yours and mine…
Did you ever stop to notice
All the blood we’ve shed before
Did you ever stop to notice
The crying Earth the weeping shores?
What have we done to the world
Look what we’ve done
What about all the peace
That you pledge your only son…
What about flowering fields
Is there a time
What about all the dreams
That you said was yours and mine…
Did you ever stop to notice
All the children dead from war
Did you ever stop to notice
The crying Earth the weeping shores
– Michael Jackson

1. How does Michael Jackson respond to man’s attack on Nature?
Answer:
Man has been attacking Nature mercilessly. Michael Jackson is moved. He is concerned. He asks everyone to think. He asks everyone to notice the crying earth. He appeals for peace, protection, preservation. He uses a series of questions to convince the reader.

2. What is the mood of the song? Indicate by putting a tick(✓).
a) sadness ( )
b) anger ( )
c) anguish ( )
d) joy ( )
Answer:
c) anguish (✓)

Oral Activity

Discuss the following in groups.

1. Why do writers often write about these things (things like earth)?
2. In what ways does nature influence man?
3. Can it shape one’s personality?
Answer:
“Mother earth motivates writers in many ways. Poets find Mother earth as an endless source of inspiration. Earth’s colour, shape, textures, life it supports and many more things have formed themes of a lot many works.”

“But these days the major theme has been “how man abuses Mother earth”. People have become not only selfish but also senseless. Their cruelty to earth is going to cost a heavy price to man.”

“Nature is man’s best benefactor. It gives us rich food, fresh water, and clean air. It provides us with chances to play. It entertains us. It educates us. It fills our minds with great ideas. It sets models of behaviour.”

“Nature helps one develop one’s personality well. It creates plenty of opportunities to learn, to correct, to improve, to perform and to progress. Hence great persons, poets, philosophers appreciate Nature’s glory and acknowledge its service. They appeal for the preservation of nature for posterity.”

Literary Terms

Literary elements :
The essential techniques used in literature (e.g., characterization, setting, plot, theme).

Literary devices :
Tools used by the author to enliven and provide voice to the writing (e.g., dialogue, alliteration).

Metaphor:
The comparison of two, unlike things in which no words of comparison (like or as)are used (e.g., That new kid in class is really a squirrel.).

Narrative :
A story, actual or fictional, expressed orally or in writing.

Personification :
An object or abstract idea given human qualities or human form (e.g., Flowers danced about the lawn.).

Satire :
A literary tone used to ridicule or make fun of human vice or weakness.

Simile :
A comparison of two, unlike things in which a word of comparison (like or as) is used(e.g., She eats like a bird.).

Metaphor vs. Simile :
A metaphor is direct relationship where one thing is another (e.g. “Juliet is the sun”). A simile, on the other hand, is indirect and usually only likened to be similar to something else. Similes usually use “like” or “as” (e.g. “Your eyes are like the ocean”).

What Is Man Without The Beasts? Summary in English

Chief Seattle’s speech “What is Man Without the Beasts” is a heart-rending, thought provoking, and environment-protecting piece. These words flowed directly out of Seattle’s heart when the white chief proposed to buy the land in which the Red Indians were living. Seattle says that the idea of buying is strange. We are a part of the earth. The earth is not a part of us. We cannot own the warmth of the land, the sparkle of the water, the freshness of the air or the vastness of the sky. Then, how can we buy or sell them ? The land is the ash of our grandfathers. The river is the blood of our brothers. The air that we breathe binds all the living beings together. The plants and animals around us are all our brothers and sisters. The land, the water, and the air are sacred to us. They are precious to us. We respect them. We worship them. They protect us. They sustain us. Without beasts, we become lonely in spirit. If we kill them, we will die later. If we harm the earth, it harms us. The white man’s words of buying and offering make no sense to me. What we know is to live in the lap of nature. What we teach our children is to respect every living being. We know only living not surviving.

What Is Man Without The Beasts? Glossary

beasts (n – plural) : wild animals

resonate (v) : resound, echo

gospel (n) : the Bible; final and pious saying

sparkle (n) : shine; brightness

sacred (adj) : holy; pious

pine (n) : a kind of tree

sap (n) : the liquid in plants carrying food to various parts

courses (verb- simple present) : passes; moves ; flow

perfumed (adj) : sweet scented

crests (n – plural) : tops of hills ; rocks

pony (n) : a type of a small horse

ancestors (n – plural) : forefathers

ghostly (adj) : of a ghost

quench (v) : satisfy; fulfil

canoes (n – plural) : light, narrow boats

numb (adj) : insensitive (Note that the letter ‘b’ is silent).

stench (n) : strong, unpleasant smell

savage(n) : an uncivilized person

rotting (adj; v+ing) : decaying, decomposing

prairie (n) : a piece of land covered mainly with grass (with not many trees)

the smoking iron horse (phrase) : the train (Notice the creativity of the innocent person with a kind heart and wise mind.)

befalls (v – simple present tense) : happen to (particularly something bad)

web (n) : a complicated pattern of things

strand (n) : a single piece/line of thread

compassion (n) : a strong feeling of symathy

heap (v) : put a lot

contempt (n) : lack of respect; not treating someone with due respect

perishing (n – v+ing) : destruction

dominion (n) : authority; control

slaughtered (v – past tense) : killed

blotted (v-past tense) : covered

thicket (n) : a group of bushes

AP State Syllabus AP Board 9th Class Maths Solutions Chapter 13 Geometrical Constructions InText Questions and Answers.

AP State Syllabus 9th Class Maths Solutions 13th Lesson Geometrical Constructions InText Questions

Try These

Question
Observe the sides, angles and diagonals of quadrilateral BEFD. Name the figures given below and write properties of figures. [Page No. 283]

Solution:
In fig. (1)
\(\overrightarrow{\mathrm{BF}}\) is the bisector of ∠B and ∠F.
In quad BEFD
BE = BD = DF = EF
It is a rhombus

In fig. (2)
BD = BE
FD = FE
∴ BEFD is a kite.
BF is bisector of ∠B and ∠F.

Try This

Question
Draw a circle, identify a point on it. Cut arcs on the circle with the length of the radius in succession. How many parts can the circle be divided into ? Give reasons. [Page No. 284]
Solution:

Let P be the centre of the circle.
A is any point on its circumference.
It can be divided into 2π parts
∴ \(\frac{\text { Circumference }}{\text { Radius }}=\frac{2 \pi r}{r}=2 \pi\)

Think, Discuss and Write

Question
Can you construct a triangle ABC with BC = 6 cm, ∠B = 60° and AB + AC = 5 cm? If , not, give reasons. (Page No. 286)
Solution:
We can’t construct a triangle with measures ∠B = 60°; BC = 6 cm and AB + AC = 5 cm.
∵ AB + AC < BC
Sum of any two sides of a triangle must be greater than the third side.

Think, Discuss and Write

Question
Can you construct the triangle ABC with the same measures by changing the base angle ∠C instead of ∠B ? Draw a rough sketch and construct it.
BC = 4.2cm. ∠C = 30°, AB – AC = 1.6 cm (Page No. 287)

Solution:

Steps of construction:

1. Construct ΔBCD where BC = 4.2 cm and ∠C = 30° and AC – AB = 1.6 cm.
2. Draw perpendicular bisector of BD which meets \(\overline{\mathrm{CD}}\) produced at A.
3. Join B, D.
4. ΔABC is the required triangle.

Try These

Can you draw the triangle with the same measurements as shown in the figure in alternate way ? (Page No. 289)
[Measurements : ∠B = 6Q°, ∠C = 45° and AB + BC + CA =11 cm]
[Hint: Take ∠YXL = 60°/2 = 30° and ∠XYM = 45°/2 = 22 \(\frac { 1 }{ 2 }\) ]

Solution:
→ Draw XY = 11 cm [AB + BC + CA = 11 cm]
Construct ∠YXP = 30° at X \(\left[\frac{B}{2}=\frac{60^{\circ}}{2}=30^{\circ}\right]\)
Construct ∠XYQ = 22\(\frac { 1 }{ 2 }\) at Y \(\left[\frac{\mathrm{C}}{2}=\frac{45^{\circ}}{2}=22 \frac{1}{2}^{\circ}\right]\)
→ \(\overrightarrow{\mathrm{XP}}\) and \(\overrightarrow{\mathrm{YQ}}\) meet at A.
→ At A, draw \(\overrightarrow{\mathrm{AB}}\) such that ∠XAB = 30° where B is a point on XY.
→ Also draw \(\overrightarrow{\mathrm{AC}}\) such that ∠YAC = 22\(\frac{1}{2}^{\circ}\) where C is a point on XY.
→ Δ ABC is the required triangle.

Try These

Question
What happens if the angle in the. circle segment is right angle ? What kind of segment do you obtain ? Draw the figure and give reason. [Page No. 290]
Solution:
If the angle in the circle segment is right angle i.e., 90°, then the angle subtended by it at the centre is 2 x 90° = 180°
Thus the line segment becomes the diameter and the circle segment becomes the semi-circle.

AP State Syllabus AP Board 9th Class Maths Solutions Chapter 12 Circles InText Questions and Answers.

AP State Syllabus 9th Class Maths Solutions 12th Lesson Circles InText Questions

Activity

Question
Let us now do the following activity. Mark a point on a sheet of paper. Taking this point as centre draw a circle with any radius. Now increase or decrease the radius and.again draw some more circles with the same centre. What do you call the circles obtained in this activity ?[Page No. 261]

Circles having a common centre are called concentric circles.

Do This

Question 1.
In the figure which circles are congruent to the circle A ?
[Page No. 262]

Solution:
Circle ‘E’ is congruent to circle A.

Question 2.
What measure of the circles make them congruent ? [Page No. 262]
Solution:
Radius of circles determines their congruency.

Activity

Take a thin circular-sheet and fold it to half and open. Again fold it along any other half and open. Repeat this activity for several times. Finally when you open it, what do you observe?
[Page No. 262]
Solution:
Student Activity.

Activity

Take a circular paper. Fold it along any diameter such that the two edges coincide with each other. Now open it and again fold it into half along another diameter. On open¬ing, we find two diameters meet at the centre ‘O’. There forms two pairs of vertically opposite angles which are equal. Name the end points of the diameter as A, B, C and D.

Draw the chords \(\overline{\mathrm{AC}}, \overline{\mathrm{BC}}, \overline{\mathrm{BD}}\) and \(\overline{\mathrm{AD}}\).
Now take cut-out of the four segments namely 1, 2, 3 and 4.
If you place these segments pair wise one above the other the edges of the pairs (1,3) and (2.4) coincide with each other.
Is \(\overline{\mathrm{AD}}=\overline{\mathrm{BC}}\) and \(\overline{\mathrm{AC}}=\overline{\mathrm{BD}}\) ?
Though you have seen it in this par¬ticular case, try it out for other equal angles too. The chords will all turn out to be equal because of the following theorem. [Page No. 265]

Activity

Take a circle shaped paper and mark centre ‘O’: Fold it into two unequal parts and open it. Let the crease represent a chord AB, and then make a fold such that ‘A’ coincides with B. Mark the point of intersection of the two folds as D. Is AD = DB?

∠ODA = ?; ∠ODB = ?. Measure ‘the angles between the creases. They are right- angles. So. we can make a hypothesis “the line drawn through the centre of a circle to bisect a chord is perpendicular to the chord”.
[Page No. 267]

Try This

In a circle with centre ‘O’, \(\overline{\mathbf{A B}}\) is a chord and M is its midpoint. Now prove that \(\overline{\mathbf{O M}}\) is perpendicular to AB.
(Hint : Join OA and OB consider tri-angles OAM and OBM)
[Page No. 267]
Solution:

‘O’ is the centre of the circle.
AB is a chord, M is its midpoint.
Join A, B to’O’.
Now in ΔOMA and ΔOMB
OA = OB (radii)
OM = OM (common)
MA = MB (given)
∴ ΔOMA s ΔOMB (SSS congruence)
∴ ∠OMA = ∠OMB (C.P.C.T)
But ∠OMA and ∠OMB are linear pair
∴∠OMA = ∠OMB = 90°
i.e., OM ⊥ AB.

Question
If three points are eollinear, how many circles can be drawn through these points ? Now try to draw a circle passing through these, three points.
[Page No. 268]
Solution:
If three points are eollinear, we can’t draw a circle passing’ through these points.

Activity

Draw a big circle on a paper and take a cut-out of it. Mark its centre as ‘O’. Fold it in half. Now make another fold near semi-circular edge. Now unfold it. You will get two congruent folds of chords. Name them as AB and CD. Now make perpendicular folds pass¬ing through centre ‘O’ for them. Using di¬vider compare the perpendicular distances of these chords from the centre.

Repeat the above activity by folding congruent chords. State your observations as a hypothesis.
“The congruent chords in a circle are at equal distance from the centre of the circle”. [Page No. 269]

Try This

In the figure, O is the centre of the circle and AB = CD. OM is perpen-dicular on \(\overline{\mathbf{A B}}\) and \(\overline{\mathbf{O N}}\) is perpen-dicular on \(\overline{\mathbf{C D}}\). Then prove that OM = ON. [Page No. 269]

Solution:
O’ is the centre of the circle.
Chords AB = CD
OM ⊥ AB; ON ⊥ CD
In ΔOMB and ΔONC
OB = OC [∵ radii]
BM = CN \(\left[\because \frac{1}{2} \mathrm{AB}=\frac{1}{2} \mathrm{CD}\right]\)
∠OMB = ∠ONC [ ∵90° each]
∴ ΔOMB ≅ ΔONC [R.H.S congruence]
∴ OM = ON (CPCT)

Activity

Take a circle paper. Mark four points A, B, C and D on the circle paper. Draw cyclic quadrilateral ABCD and measure its angles and record it in the table. Repeat this activity for three more times

What do you infer from the table ?
Solution:
Student Activity

AP State Syllabus AP Board 9th Class Maths Solutions Chapter 11 Areas InText Questions and Answers.

AP State Syllabus 9th Class Maths Solutions 11th Lesson Areas InText Questions

Activity

Question

Observe Figure I and II. Find the area of both. Are the areas equal?
Trace these figures on a sheet of paper, cut them. Cover fig. 1 with fig. II. Do they cover each other completely? Are they congruent?
Observe fig. Ill and IV. Find the areas of both. What do you notice?
Are they congruent?
Now, trace these figures on sheet of paper. Cut them let us cover fig. Ill by fig. IV by coinciding their bases (length of same side).
As shown in figure V are they covered completely?
We conclude that Figures I and II are congruent and equal in area. But figures III and IV are equal in area but they are not congruent

Think, Discuss and Write

Question 1.
If 1 cm represents 5 in, what would be an area of 6 cm² represents ?
[Page No. 247]
Solution:
1 cm² = 5 m
1 cm² = 1 cm × 1 cm = 5m × 5m = 25m²
∴ 6 cm² = 6 × 25 m² = 150 m²

Question 2.
Rajni says 1 sq. m = 100² sq. cm. Do you agree ? Explain.
Solution:
No
1 sq. m = 100 cm²

Think, Discuss and Write

Question
Which of the following figures lie on the same base and between the same parallels? In such cases, write the common base and two parallels. [Page No. 249]

Solution:
a) In figure (a) ΔPCD and □ ABCD lie on same base CD and between the same parallels AB//CD.
b) No,
c) ΔTRQ and □ PQRS lie on the same base QR and between the same par-allels PS//QR.
d) ΔAPD and □ ABCD lie on the same base AD and between the same par-allels AD//BC.
e) No.

Activity

Question
Take a graph sheet and draw two par-allelograms ABCD and PQCD on it as show in the Figure, [Page No. 250]

The parallelograms are on the same base DC and between the same parallels PB and DC. Clearly the part DCQA is common between the two parallelo-grams. So if we can show that ΔDAP and ΔCBQ have the same area then we can say ar(PQCD) = ar(ABCD)

Activity

Draw pairs of triangles one the same base or ( equal bases) and between the same parallels on the graph sheet as shown in the Figure.
Let AABC and ADBC be the two triangles lying on the same base BC and between parallels BC and FE.
Draw CE II AB and BF II CD. Parallelograms AECB and FDCB are on the same base BC and are between the same parallels BC and EF.

Thus ar (AECB) = ar (FDCB).
We can see ar (ΔABC) = \(\frac { 1 }{ 2 }\) ar (parallelogram AECB) …………….(i)
and ar (ΔDBC) = \(\frac { 1 }{ 2 }\) ar (parallelogram FDCB) ……………..(ii)
From (i) and (ii), we get ar (ΔABC) = ar (ΔDBC)
You can also find the areas of ΔABC and ΔDBC by the method of counting the squares in graph sheet as we have done in the earlier activity and check the areas are whether same.[Page No. 254]

Think, Discus and Write

Draw two triangles ABC and DBC on the same base and between the same parallels as shown in the figure with P as the point of intersection of AC and BD. Draw CE//BA and BF//CD such that E and F lie on line AD.
Can you show ar(ΔPAB) = ar(ΔPDQ) ?[Page No. 254]

[Hint: These triangles are not congruent but have equal areas.
Solution:
□ ABCE = 2 × ΔABC
[∵ ΔABC; □ABCE lie on the same base BC and between the same parallels BC // AE]
ΔABC = \(\frac { 1 }{ 2 }\) × □ ABCE ……………(1)
Also □ BCDF = 2 × ΔBCD…………..
[∵ΔBCD and □ BCDE lie on the same base BC and between , the same parallels BC//DE]
ΔBCD = \(\frac { 1 }{ 2 }\) × □ BCDF ……………… (2)
But □ABCE = □BCDF
[ ∵ □ABCE and □BCDF lie on the same base BC and between the same parallels BC//FE]
From (1) & (2); ΔABC = ΔBCD
ΔPAB + ΔPBC = ΔPBC + ΔPDC
⇒ ΔPAB = ΔPDC
Hence proved.