Parents often use SCERT Kerala Syllabus 9th Standard English Notes Pdf Unit 1 Chapter 3 Nothing Twice Poem Textual Questions and Answers Activities Notes Pdf to assist their kids with homework.
Class 9 English Nothing Twice Question Answer Notes Kerala Syllabus
Std 9 English Nothing Twice Question Answer
9th Class English Nothing Twice Question Answer – Let’s Rewind and rejoice:
Question 1.
What is the significance of the line “Nothing can ever happen twice”?
ഒന്നും തന്നെ രണ്ടാമത് സംഭവിക്കുന്നില്ല. ഈ വരിയുടെ പ്രാധാന്യമെന്താണ്?
Answer:
The significance is that things don’t repeat itself in life. We are born once and we die once. Each day, each night, each moment is different. There is no repetition in life.
അതിനർത്ഥം ജീവിതത്തിൽ ഒന്നും തന്നെ ആവർത്തിക്കപ്പെടുന്നില്ല എന്നാണ്. നമ്മൾ ഒരു പ്രാവശ്യം ജനിക്കുന്നു, ഒരു പ്രാവശ്യം മരിക്കുന്നു. ഓരോ ദിവസവും ഓരോ രാത്രിയും ഓരോ നിമിഷവും വ്യത്യസ്ഥമാണ്. ജീവിതത്തിൽ ആവർത്തനമില്ല.
Question 2.
What does the word “course” refer to in the second stanza?
രണ്ടാമത്തെ സ്റ്റാൻസയിൽ കാണുന്ന കോഴ്സ് എന്തിനെ സൂചിപ്പിക്കുന്നു?
Answer:
The word ‘course’ usually means a program of instruction, as in a school, college or university. But here it means the course of life.
സ്കൂളിലും കോളേജിലും യൂണിവേഴ്സിറ്റിയിലും ഒക്കെ സാധാരണയായി നടത്തുന്ന ഒരു പാഠ്യപ ദ്ധതിയാണ് കോഴ്സ്. പക്ഷേ ഇവിടെ അതിനർത്ഥം ” ജീവിതം” എന്നാണ്.
Question 3.
What does the poet mean by the words “this course is only offered once”?
ഈ കവിത എങ്ങിനെയാണ് ഓരോ ദിവസത്തിന്റേയും പ്രത്യേകത വെളിപ്പെടുത്തുന്നത്?
Answer:
She means that a course in a school, college or university can be repeated. But life and its moments are offered only once. A moment gone is a moment gone; it does not repeat itself.
ഓരോ ദിവസവും വ്യത്യസ്ഥമാണ്. ഓരോ ദിവസത്തിനും അതിന്റേതായ പ്രത്യേകതകളുണ്ട്. ഒരു ദിവസവും ആവർത്തിക്കപ്പെടുന്നില്ല. ഇന്നലെ പോയ്ക്കഴിഞ്ഞു. അതിനി തിരിച്ചു വരില്ല.
Question 4.
How does the poem reveal the uniqueness of each day?
ഓരോ ദിവസത്തെയും പ്രത്യേകതകൾ കവിത വെളിപ്പെടുത്തുന്നത് എങ്ങനെയാണ്?
Answer:
The poem reveals the uniqueness of each day by telling us that each day is different; each day is special. No day repeats itself. Yesterday is gone and it will not come back.
ആകസ്മികമായി ആരോ നിങ്ങളുടെ പേര് പറയുമ്പോൾ ഒരു റോസാപ്പൂ മുറിയിലേക്ക് എറിയപ്പെട്ടതായി കവിക്ക് തോന്നുന്നു. അപ്പോൾ ഗൃഹാതുരമായ വികാരങ്ങൾ നിങ്ങളുടെ മനസ്സിലേക്ക് കുതിക്കുന്നു.
Question 5.
When does the poet feel that a rose has been flung into the room?
എപ്പോഴാണ് കവിക്ക് തോന്നുന്നത് അവരുടെ മുറിയിലേക്ക് റോസാപൂ എറിഞ്ഞെന്ന്
Answer:
The poet feels that a rose has been flung into the room when somebody mentions your name by accident. Then nostalgic feelings rush to your mind.
അപ്രതീക്ഷിതമായി തന്റെ പേര് മറ്റൊരാൾ പറയുമ്പോഴാണ് അങ്ങിനെ തോന്നുന്നത്. അത് മധുരി ക്കുന്ന പല ഓർമ്മകളും മനസ്സിലേക്കു കൊണ്ടുവരും.
Question 6.
Why can’t the poet help looking at the clock?
എന്തുകൊണ്ടാണ് കവിക്ക് ക്ലോക്കിൽ നോക്കാതിരിക്കാൻ പറ്റാത്തത്?
Answer:
The poet can’t help looking at the clock because she knows time is passing and a moment gone is a moment gone. It can never be recalled and so she must make the most of each moment.
അതിനു കാരണം അവർക്കറിയാം. സമയം പായുകയാണെന്ന്. പോകുന്ന ഓരോ നിമിഷവും നഷ്ട പ്പെടുകയാണ്. അത് ഒരിക്കലും തിരിച്ചു പിടിക്കാൻ പറ്റില്ല. അതുകൊണ്ട് ഓരോ നിമിഷവും ഏറ്റവും ഫലപ്രദമാക്കേണ്ടതുണ്ട്.
Question 7.
Why does the poet ask us not to treat the fleeting day with fear and sorrow?
പാഞ്ഞുപോകുന്ന ദിവസത്തെ ഭയത്തോടും ദുഃഖത്തോടും കൂടെ വീക്ഷിക്കരുത് എന്ന് എന്തുകൊ ണ്ടാണ് കവി നമ്മോട് പറയുന്നത്?
Answer:
The poet asks us not to treat the fleeting day with fear and sorrow because It is in the nature of day not to stay. Whatever we might do to stop it, it won’t stop. Tomorrow makes today gone.
അങ്ങനെ പറയാൻ കാരണം ദിവസത്തിന്റെ പ്രകൃതിയാണ് അത് കടന്നു പോകും എന്നുള്ളത് നമ്മൾ എന്തൊക്കെ ചെയ്താലും അത് നിൽക്കുകയില്ല. നാളെ ഇന്നിനെ ഇല്ലാതാക്കുന്നു.
Question 8.
How does the poet establish the uniqueness of each individual?
ഓരോ വ്യക്തിയുടേയും പ്രത്യേകതയെ എങ്ങിനെയാണ് കവി സ്ഥാപിച്ചെടുക്കുന്നത്?
Answer:
The poet establishes the uniqueness is each individual by asserting that nothing can ever happen twice. Each individual is unique. There is no other person like you. The heading of the poem says it beautifully, “Nothing Twice”.
ഒരു കാര്യവും രണ്ടാമത് സംഭവിക്കില്ല എന്ന് പറഞ്ഞുകൊണ്ടാണ് കവി അത് സ്ഥാപിക്കുന്നത്. ഓരോ വ്യക്തിയും വേറെ വേറെയാണ്. ഈ ലോകത്തിൽ നിങ്ങളെപ്പോലെ മറ്റാരുമില്ല. കവിതയുടെ തലക്കെട്ട് നല്ല മനോഹരമായി ഇക്കാര്യം പറയുന്നു, “നതിംഗ് സ്.
9th Standard English Nothing Twice Notes – Let’s appreciate
Question 1.
How is time portrayed in the poem?
എങ്ങിനെയാണ് സമയത്തെ ചിത്രീകരിച്ചിരിക്കുന്നത്?
Answer:
Time is something that goes on passing. It does not stop at all. Each moment is new and it disappears fast. Our fears or sorrows will not make time stop. It is constantly on the move.
എപ്പോഴും കടന്നു പോയ്ക്കൊണ്ടിരിക്കുന്ന ഒന്നാണ് സമയം. അത് ഒരിക്കലും നിലയ്ക്കുന്നില്ല. ഓരോ നിമിഷവും പുതിയതാണ്. അത് ഉടനെ അപ്രത്യക്ഷമാകുകയും ചെയ്യുന്നു. നമ്മുടെ ഭയവും സങ്കടങ്ങളും സമയത്തെ പിടിച്ചു നിർത്തുകയില്ല. അത് ഓടിക്കൊണ്ടിരിക്കും.
Question 2.
What feeling does the mention of “your name” evoke?
നിങ്ങളുടെ പേര് കേൾക്കുമ്പോൾ എന്ത് വികാരമാണ് നിങ്ങളിൽ ഉണരുന്നത്?
Answer:
It evokes the nostalgic feeling about a beloved, or a partner.
നമ്മൾ ഏറ്റവും സ്നേഹിക്കുന്ന ഒരാളെപ്പറ്റിയോ അല്ലെങ്കിൽ പങ്കാളിയെപ്പറ്റിയോ ഉള്ള ചിന്തക ളാണ് നമ്മളിൽ ഉണരുന്നത്.
Question 3.
What does the clock symbolise?
ക്ലോക്ക് എന്തിന്റെ പ്രതീകമാണ് ?
Answer:
The clock symbolises the passing of time and the importance of time. It tells us about the transience of life. A moment gone is a moment lost.
പാഞ്ഞു പോകുന്ന സമയത്തിന്റെ പ്രതീകമാണത്. സമയത്തിന്റെ പ്രാധാന്യം അത് കാണിക്കുന്നു. ജീവിതം ഹ്രസ്വമാണെന്ന് അത് നിങ്ങളോട് പറയുന്നു. കടന്നുപോയ ഒരു നിമിഷം നഷ്ടപ്പെട്ട ഒരു നിമിഷമാണ്.
Question 4.
How does the poem view human relationships?
മനുഷ്യബന്ധങ്ങളെ എങ്ങിനെയാണ് ഈ കവിത നോക്കിക്കാണുന്നത്?
Answer:
Although we are different from each other, we want to live peacefully on this earth with smiles and kisses. We are just two drops in the vast ocean of the universe.
നമ്മൾ വ്യത്യസ്ഥരാണെങ്കിലും പുഞ്ചിരിച്ചുകൊണ്ടും ചുംബിച്ചുകൊണ്ടും ഈ ലോകത്തിൽ സമാ ധാനമായി ജീവിക്കാൻ നമ്മൾ ആഗ്രഹിക്കുന്നു. പ്രപഞ്ചമാകുന്ന മഹാസമുദ്രത്തിലെ രണ്ട് വെള്ള ത്തുള്ളികൾ മാത്രമാണ് നമ്മൾ.
Question 5.
What is the tone of the poem and how does it contribute to the theme?
ഈ കവിതയുടെ റ്റോൺ എന്താണ്? കവിതയുടെ പ്രമേയത്തിലേക്ക് എന്ത് സംഭാവനയാണ് അതു നൽകുന്നത്?
Answer:
The tone of the poem is serious and sermonising. It helps to stress that life is very short and we must make the best use of our time without worrying about the past and the future.
ഇതിലെ റ്റോൺ ഗൗരവമുള്ളതും ഉപദേശ രൂപേണ ഉള്ളതുമാണ്. ജീവിതം വളരെ ഹ്രസ്വമാ ണെന്നും കഴിഞ്ഞു പോയതിനെപ്പറ്റിയും വരാനിരിക്കുന്നതിനെപ്പറ്റിയും ആശങ്കപ്പെടാതെ ഫല പ്രദമായി ഓരോ നിമിഷവും ഉപയോഗിക്കുക എന്ന തത്വത്തിന് ഈ റ്റോൺ ആക്കം കൂട്ടുന്നു.
Question 6.
The poem emphasises the importance of enjoying every moment in life. Do you agree? Discuss.
ജീവിതത്തിന്റെ ഓരോ നിമിഷവും ആസ്വദിക്കുന്നതിന്റെ പ്രാധാന്യമാണ് ഈ കവിത ഊന്നി പറയു ന്നത്. നിങ്ങൾ സമ്മതിക്കുന്നോ? വിശദീകരിക്കുക?
Answer:
I certainly agree. Life is very short and we must be able to enjoy every moment of it. If we worry about the gone yesterdays and unborn tomorrows we shall feel sad all the time. So the poem tells us to enjoy every moment of our life as life is short. No one knows how long he/she will live.
തീർച്ചയായും ഞാൻ സമ്മതിക്കുന്നു. ജീവിതം ഹ്രസ്വമാണ്. ഓരോ നിമിഷവും നമ്മൾ ആസ്വദിക്ക ണം. കഴിഞ്ഞുപോയ ഇന്നലെകളെപ്പറ്റിയും ദുഃഖിച്ചിട്ട് ഒരു കാര്യവുമില്ല. നമ്മൾക്കാർക്കും അറി യില്ല എത്രനാൾ നമ്മൾ ജീവിക്കുമെന്ന്.
Nothing Twice Activities – Let’s recall and recreate
Activity 1:
Read the notes and examples on p. 24 and study the meaning of the different kinds of images:
Poets use different kinds of images to enhance the meaning of poems. These can be visual, auditory, olfactory, tactile, gustatory, kinaesthetic, etc.
A few examples from the poem ‘Nothing Twice’ are given below.
visual (sight), auditory (hearing), olfactory (scent or smell); kinaesthetic (the ability to know where the parts of your body are and how they are moving. So, kinaesthetic learning links the process of learning to physical activity. It is a learning style during which the learner has to feel or move in order to learn more effectively.) and tactile (touch).
A. Now, list the instances of imagery and mention their significance in the poem.
Answer:
| Type of image | instance | significance |
| visual | rose | Brings colour |
| auditory | tongue mentioning | Your name is heard and you feel happy. |
| olfactory | scent | The smell makes you vigorous. |
| kinaesthetic | if a rose were flung into the room | It symbolises unique and unrepeatable moments. |
| tactile | kisses | Kisses from the loved ones give us joy. |
B. Now write a paragraph about the imagery of the poem:
Answer:
The poem “Nothing Twice” by Wislawa Szymborksa has fine imagery. We see a rose being thrown into the room bringing bright colour and fine smell making the giver and the receiver happy. You hear your name mentioned. We can imagine the fleeting day telling us that time does not wait for anyone. What is gone is gone forever and there is no way you can get it back. The smiles and kisses enchant you both visually and in a tactile manner. Who does not enjoy a loving kiss from the loved ones? Thus we can see the poem is rich in imagery as we have visual, auditory, olfactory, kinaesthetic and tactile images in the poem.
Activity 2:
A. Complete the following worksheet:
Answer:
Title of the poem: Nothing Twice
Introduction: About the poet : Wislawa Szymborksa is a renowned Polish Poet born in 1923.
She got the Nobel Prize for Literature in 1996. Her poetry is famous for its intellectual depth, wit and precision.
Theme of the poem : The transience of life stressing enjoying the present.
Summary of the poem: The poem tells us that in life nothing happens twice. We are unique. Each day, each night and each moment is unique. A day gone is a day lost. So instead of worrying about the past or fearing for the future, learn to live the present joyfully. We are mere drops in the vast ocean of the universe.
Structure of the Poem: It is a lyrical poem with 7 stanzas, each stanza having 4 lines.
Poetic devices: Instances of Alliteration: only offered once; it’s in its; nature not
Instances of Assonance: treat the fleeting day; seek …beneath
Rhyme scheme: first stanza – aaba
Stanzas 2-6 – abab
Stanza 7 – aaaa
Rhyming words : dumber-summer; dunce-once; tongue-flung; accident-scent
Images : visual (rose), auditory (some idle tongue mentions your name); olfactory (scent); kinaesthetic (fleeting day); tactile (kisses)
Symbolism : The transient nature of life.
Figures of speech:
simile – as if a rose were flung; we’re different just as two drops of water are!
metaphor – Is it (a rose) a flower or a rock?
metonymy – tongue used for a person.
onomatopoeia – fleeting
Interrogation – Is it a flower or a rock?
Message of the poem: Time does not stop for anyone. So without worrying about the past and the future enjoy today. Each person is unique. Nothing twice.
Your view on the poem: It is a fine lyric poem with fine imagery and a good message. It stresses the message “Enjoy the day” as the past is gone and the future is uncertain.
B. Now, write a note of appreciation of the poem using the details in the worksheet.
Answer:
“Nothing Twice” is a fine lyrical poem by the renowned Polish poet Wislawa Szymborksa, who won the Nobel Prize for Literature in 1996. The poem tells us that in life nothing happens twice. We are unique. Each day, each night and each moment is unique. A day gone is a day lost. So instead of worrying about the past or fearing for the future, learn to live the present joyfully. We are mere drops in the vast ocean of the universe.
“Nothing Twice” is a poem of 7 stanzas, each stanza having 4 lines. The poet has used many poetic devices in the poem to make it a fine poem. There are instances of Alliteration: only offered once; it’s in its; nature not. There are also examples of Assonance: treat the fleeting day; seek …beneath. The rhyming scheme is mostly abab. But in the first stanza it is aaba and in the last stanza it is aaaa.
There are superb images in the poem. Visual images are seen in rose, and smiles. Auditory image in “some idle tongue mentions your name”; olfactory image in
the scent of the rose; kinaesthetic image in fleeting day and tactile image in “kisses”. There is symbolism in the poem as it symbolises the transient nature of life, the inevitability of death. There are different figures of speech like similes – as if a rose were flung; we’re different just as two drops of water are. There is metaphor when the poet asks “Is it (a rose) a flower or a rock?” Metonymy is seen when the tongue is used to represent a person. We see onomatopoeia in “fleeting”. There are many rhetorical questions.
The poem gives us a fine message. Enjoy the present without regretting the past and worrying about the uncertain future. Nothing Twice. We are unique.
9th English Nothing Twice Question Answer – Let’s analyse
Activity 1:
Read the following sentences from the story ‘Half a Day’.
I am not punishing you, am I?
Put a smile on your face, won’t you?
Why do you think the speaker added these short questions at the end of the sentences above?
……………………………………………………………………………………………………………………………………………….
We use question tags to seek confimation from the listeners.
Now, analyse the following sentences and fid the relation between the verb phrase in each statement and the question tag. Note these in the space provided. One has been done for you.
Now, complete the conversation.
Narrator : Our school is a beautiful place,…………………………..?
Friend : Really. I love it. You too like it,……………….?
Narrator : Yes, I do. Our teachers care for us.
Friend : They will not let anything amiss happen to us,……………?
Narrator : The Head Lady really cares for us,……………?
Friend : Yeah. We have different kinds of toys here. They let us play with them, ………….?
Narrator : Yes, but only during leisure time. Let’s go and play, …….?
Answer:
The following sentences are from the story “Half a Day”:
I am not punishing you, am I?
Put a smile on your face, won’t you?
The speaker added these short questions at the end of the sentences to confirm his statements.
The last two words in these sentences are question tags. A question tag is added at the end of a statement to confirm whether the listener agrees with the speaker or not.
The rule is: When the statement s positive, the tag must be negative.
When the statement is negative the tag must be is positive.
Answer to the Exercise:
| Verb/Verb Phrase in the statement | Verb/Verb phrase in the tag |
| 1. is | isn’t |
| 2. stood | didn’t |
| 3. am | aren’t |
| 4. were | weren’t |
| 5. am | aren’t |
| 6. begin | don’t |
| 7. has lowered | hasn’t |
| 8. cares | doesn’t |
| 9. will settle | won’t |
| 10. had | didn’t |
| 11. be | won’t |
| 12. let | shall |
| 13. no longer seemed | did |
| 14. could hardly imagine | could |
Now complete the conversation:
Narrator : ………….., isn’t it?
Friend : ……………, don’t you?
Narrator : Yes, I do. Our teachers care for us.
Friend : …….., will they?
Narrator : …………, doesn’t she?
Friend : ………., won’t they?
Narrator : …….., shall we?
Activity 2:
Nainika, a Class IX student, went home and narrated the story ‘Half a Day’ to her younger brother. The fist few sentences of Nainika’s narrationare given below. Read them carefully.
Nithin, I read an interesting story today.
It’s the story of a little boy.
He was taken to school for the fist time by his father. All his clothes, the black shoes, the green school uniform, and the red tarboosh were newly bought for the special day.
While he was walking to school he was being watched by his mother. His father and he had walked along a street lined with gardens on both sides. Extensive filds that had been planted with crops, prickly pears, henna trees and a few date palms could be seen on either side of the street.
A. Now, read the story ‘Half a Day’ again and identify the sentences in the story that convey the same meaning. Write the sentences in the table given below.
Now, let’s analyse the sentences.
What difference do you notice between the two sets of sentences in the table?
Which of these sentences express the active role of the doer of the actions mentioned?
The sentences in Column B do not emphasise the doer. These sentences emphasise the action rather than the agent. It is not always necessary to mention the doer of the action, especially if this can be understood or is unknown or unimportant.
Such sentences are in the passive voice.
Where do we use the passive voice?
……………………………………………………………………………………………………………………………………………
Answer:
| A. Sentences from the story | B. Sentences in Nainika’s version |
| I proceeded alongside my father, clutching his right hand. | He was taken to school for the first time by his father. |
| All my clothes were new: the black shoes, the green school uniform and the red tarboosh. | All his clothes, the black shoes, the green school uniform and the red tarboosh were newly bought for the special day. |
| My mother stood at the window watching us. | While he was walking to school,he was being watched by his mother. |
| We walked along a street lined with gardens; on both sides were extensive fields planted with crops, prickly pears, henna trees and a few date palms. | His father and he had walked along a street lined with gardens on both sides. Extensive fields that had been planted with crops, prickly pears, henna trees and a few date palms would be seen on either side of the street. |
You will notice that the sentences in B do not emphasise the doer. These sentences emphasise the action rather than the agent. It is not always necessary to mention the doer of the action, especially if this can be understood or is unknown or is unimportant. Such sentences are in the passive voice.
To make things easy, we can say like this: In an active voice, the subject is the doer of the action; the subject is active. In the passive voice an action is done to the subject; here the subject is passive; it does not do the action, it suffers the action.
Examples: John killed a snake. (John – subject; doer of the action.) Active voice. A snake is killed by John. (A snake – subject; it is not the doer.) Passive voice.
Passive voice is often used in:
Official Announcement, Business Correspondence, Reporting an event, technical documentation, healthcare and medical reports and legal documents:
B. The following sentences are taken from a few real life situations in which the passive voice is used.
Match the sentences in passive voice to the corresponding situation.
Passive voice shifts the focus from the doer to the action. Passivisation involves changing the structure of the verb and its order.
Answer:
Matching the sentences with the situations on p. 28:
The Women’s Reservation Bill was passed by the Lok Sabha. – Reporting an event. The decision to conduct the tour was taken by the Headmistress. – Official announcement.
The software was installed on the computer. – Technical documentation.
The patient was examined by a team of doctors. – Healthcare and medical reports. The contract was signed by both parties. – Legal document.
The order was accepted by the vendor. – Business correspondence.
Changing into Passive involves changing the structures of the verb and its order.
C. A few statements based on the story ‘Half a Day’ are given below. Analyse them and note the change in the form of the verb.
Answer:
| Sentences in the active voice | Sentences in the passive voice | Verb/Verb Phrase in active voice | Verb/Verb Phrase in passive voice |
| I challenged my father openly. | My father was openly challenged by me. | Challenged | was challenged |
| He is throwing me into this building. | I am being thrown into this building by him. | Is throwing | is being thrown |
| Father was tearing me away from home. | I was being torn away from home by my father. | was tearing | was being torn |
| The men were sorting us. | We were being sorted by the men. | were sorting | were being sorted |
| He has played all sorts of games. | All sorts of games have been played by him. | has played | have been played |
| We have chanted our first song. | Our first song has been chanted by us. | have canted | has been chanted |
| They hand introduced language to us. | Language had been introduced to us by them. | had
introduced |
had been introduced. |
D. Your school has won the fist prize for one-act play in the District English Olympiad. A
journalist noted the following points for a news report.
‘Half a Day’ Kannanthali HSS class IX students Olympiad name, date, and location
plot of the play hard work and talent of performers guidance and support of teachers
audience and judges appreciation of the efforts of the students and faculty
Help the journalist develop the hints into a news report.
Answer:
The District English Olympiad for One-Act Plays was held on 2 February 2024 at the S.N. Higher Secondary School, Irinjalakuda. The Class IX students from Kannanthali HSS took part in the Olympiad presenting a one-act play titled “Half a Day”, by the famous Egyptian writer Naguib Mahfouz, who won the Nobel Prize for Literature in 1988.
The play is about a boy going to school for the first time. We see him holding his father’s hand and walking reluctantly to school. His father promises to come back in the evening to take him back home after the school hours. But the father does not come to take him home and the boy loses his way. In the end we see him as an old man standing at a crossroad unable to cross it because of the unstopping traffic. He is then helped by a young lad to cross the street. The play tells us that we need help from others when we are children and we need help from others when we are old, in our second childhood. It also tells us about the unimaginable, unbelievable changes that take place in our life time.
The students who took part in the play acted very well. The play was directed by * their English teacher, Ali Hassan. Other teachers and the Principal also helped in various ways to make the play a successful one. The audience was very pleased with the play and the brilliant performance of the students. The judges awarded the play the First Prize in the Olympiad. The audience agreed that the Kannanthali HSS Class IX students deserved the Prize. The students and the staff were well pleased that they got their reward for the hard work they had put in.
Activity 3:
A. Here is a retold version ofthe fist part ofthe story ‘Halfa Day’. Go through it.
The boy was walking to school with his father. His mother was standing at the door watching them. They walked through a street lined with gardens. Beyond the gardens there was a vast fild. The boy thought his father was punishing him by taking him to school. On the way to school he was arguing with his father and his father was trying to convince him that school would be good for him. When they came to the school gate, a few children were playing in the garden.
i. When do the actions mentioned in the narration take place?
……………………………………………………………………………………………………………………………………………………
ii. Which of these actions were already complete when they were narrated?
……………………………………………………………………………………………………………………………………………………
iii. Which of these actions were in progress at the time of narration?
……………………………………………………………………………………………………………………………………………………
Answer:
i. The actions mentioned in the narration take place in the morning when the boy was taken to school by his father for the first time.
ii. They walked through the street lined with gardens. The boy thought his father was punishing him by taking him to school. They came to the school gate.
iii. The boy was walking to’ school with his father. His mother was standing at the door watching them. His father was punishing him. He was arguing. His father was trying to convince him. A few children were playing.
B. Now, pick out the sentences from the passage and complete the table. One has been done for you.
i. How did you differentiate between the two types of sentences?
……………………………………………………………………………………………………………………………………………………..
ii. What difference do you find in the form of the verbs used in the sentences?
……………………………………………………………………………………………………………………………………………………..
Both sentences are in the past tense.
We use the past form of the verb to state actions completed in the past. Such sentences
are said to be in Simple Past Tense.
We use ‘was/were + -ing’ form of the verb to denote actions in progress in the past.
Such sentences are said to be in the Past Continuous Tense.
Now, retell the story ‘Half a Day’ in your words. You may use Simple Past Tense or Past
Continuous Tense or combinations of these in your narrative.
Answer:
| Completed actions | Actions in progress | ||
| Sentence | Verb/verb phrase | Sentence | Verb/verb phrase |
| They walked through a street lined with gardens. | walked | The boy was walking to school with his father. | was walking |
| The boy thought his father was punishing him by taking him to school. | thought | His mother was standing at the door watching them. | was standing |
| They came to the school gate | came | His father was punishing him. | was punishing |
| He was arguing. | was arguing | ||
| His father was trying to convince him. | was trying | ||
| A few children were playing. | were playing | ||
i. I differentiated between the two types of sentences by looking at the form of the verbs.
ii. In the sentences with completed actions, the verbs are in the simple past tense. But in the sentences where the action is in progress the past continuous tense is used.
We make the pat continuous tense by using was/were + ing form of the verb.
Now you can retell the story “Half a day” by using these two tenses.
Activity 4:
A. Look at the following sentences and underline the Noun Phrases in the subject position.
One has been done for you.
All rustle and bustle ceased.
The coaches glide into space.
My father felt a deep sorrow.
All sentences consist of a Noun Phrase(NP) and a Verb Phrase(VP).
B. Now, mark the Noun Phrases and the Verb Phrases in each of the following sentences:
The sound of the wheels becomes a soothing, peaceful melody.
Father will straighten up in his rocking chair.
I was coming to receive the Nobel Prize in Literature.
The coaches no longer run on rails and sleepers.
My fellow passengers were dozing in their respective corners.
I was listening to the rattling of the train.
Answer:
| Noun Phrases | Verb Phrases |
| 1. The sound of the wheels | becomes a soothing, peaceful melody. |
| 2. Father | will straighten up in his rocking chair. |
| 3. I | was coming to receive the Nobel Prize in Literature, |
| 4. The coaches | no longer run on rails and sleepers. |
| 5. My fellow passengers | were dozing in their respective corners. |
| 6. I | was listening to the rattling of the train. |
9th Std English Nothing Twice Notes – Let’s play with words:
Activity 1:
Solve the word puzzle. The clues given below will help you.
DOWN
1. doubts, apprehensions (10)
2. the quality of continuing with determination (12)
3. very complex (9)
4. leaping or jumping(8)
5. serious, severe, or harsh in appearance (4)
8. a high-pitched, shrill, and loud sound often associated with tyres or brakes (7)
ACROSS
6. A state of happiness, satisfaction, and peace (11)
7. filed or crowded (7)
9. not spoilt or damaged (8)
10. an angry or bad-tempered look (5)
Answer:
Down:
1. unreliance
2. perseverance
3. intricate
4. vaulting
5. glum
8. screech
Across
6. contentment
7. cramped
9. discreet
10. scowl
Activity 2:
Read the following sentences.
Deep within me there was a wondrous joy at receiving the Nobel Prize.
So light and soundless was the movement of the train.
A wonderful look will come into his eyes.
How do the highlighted words add meaning to the sentences?
……………………………………………………………………………………………………………………………………………….
They provide more information about the nouns that follow them. Such words are called adjectives. Adjectives make descriptions richer and more effective.
A. Now, go through the following passage, identify the adjectives, and note them down.
Imagine those pitiful, penniless wanderers who once roamed the expanse of Varmland in your youthful days, embracing their carefree, playful pranks and melodious tunes. How much I owe to them—all the laughter, the playfulness, the craziness—they painted my youth with vivid hues!
……………………………………… ……………………………………… ………………………………………
Have you ever wondered if it might be possible for words to put on different hats in different contexts? Would it be possible for a noun or an adverb to turn into an adjective, for example?
……………………………………………………………………………………………………………………………………………….
B. Now, look at the following sentence from the story ‘Half a Day’.
‘Dust-laden winds and unexpected accidents came about suddenly, so we had to be watchful and very patient.’
In this sentence,’dust’ and ‘laden’ are combined to create a single descriptive term to give more information about the noun.
What are such descriptive terms called?
……………………………………………………………………………………………………………………………………………….
‘Dust-laden’ is a compound adjective.
A compound adjective is made up of two or more words that work together to describe a noun.
There are other compound adjectives in this unit. Find and note them in the space below.
Now, make a few compound adjectives using the words given in the boxes and complete the story. One has been done for you.
A Soft spoken girl lived in a small, ………………house on a quiet ……………….street. Every day, she walked to the nearby……………….. school where she was taught by a………………………teacher.
Answer:
The highlighted words add meaning to the sentences by qualifying the nouns, giving more information about the nouns. Words like wondrous, light, soundless, and wonderful are called adjectives. Adjectives make descriptions richer and more effective.
A. Identifying the Adjectives in the passages:
Answer: pitiful, penniless, youthful, carefree, playful, melodious, vivid
It is possible for words to change their classes. For example the word “fast” can be used as a noun, a verb, an adjective and an adverb.
My parents observe a fast for 25 days before Christmas. (Noun)
My friends fast every Friday. (Verb)
He has a fast car. (adjective)
He drives fast, (adverb)
It is possible for a noun, verb or adverb to turn into an adjective.
We see the word ‘dust-laden’ in the story “Half a Day”. The sentence is:
“Dust-laden winds and unexpected accidents came about suddenly, so we had to be watchful and vey patient.”
Here the words ‘dust’ and ‘laden’ are combined to create a single descriptive term to give more information about the noun. Such descriptive terms where words are combined are called Compound adjectives.
Some compound adjectives from the Unit: dust-laden; high-walled; middle- aged.
Completing the story:
A soft-spoken girl lived in a small, double-storied house on a quiet tree-lined street. Every day, she walked to the nearby red-bricked school where she was taught by a kind-hearted teacher.
Activity 3:
Read the following paragraph about the story ‘Half a Day’.
The boy initially fears that life in school will be an unbearable and fearful experience. On the way to school, his father convinces him that school is quite enjoyable and that there is nothing to fear. Later, at school, he talks to the woman in charge and plays with his friends, finding the experience extremely enjoyable and engaging. Over time, he comes to believe in the value of education.
Do the words ‘unbearable’, ‘enjoyable’, and ‘extremely’ convey the same meaning as their root forms ‘bear’, ‘enjoy’, and ‘extreme’?
…………………………………………………………………………………………………………………………………………………………..
The addition of ‘un-‘, ‘-able’, ‘-ably’, etc., at the beginning or end of a word adds shades of meaning to a word. This is called affiation.
A letter or group of letters added to the beginning of a word to make a new word is a prefi.
A letter or group of letters added to the end of a word to make a new word is a suffi.
Now, complete the table by adding suitable affies to the words taken from the above passage.
What happens when affies are added to words?
Answer:
The words unbearable, enjoyable and extremely are used in the paragraph. They convey the same meaning as their root forms: ‘bear’, ‘enjoy’ and ‘extreme’. The addition of ‘un-’, ‘-able’ ‘-ably’ etc. adds shades of meaning to a word. This is called affixation.
A letter or a group of letters added at the beginning of a word to make a new word is a prefix.
A letter or a group of letters added at the end of a word to make a new word is a suffix.
Complete the table by adding suitable affixes to the words below:
| AFFIXES | ||
| Prefix | Word | Suffix |
| fear | ful | |
| in | value | able |
| un | bear | able |
| enjoy | able | |
| extreme | ly | |
| un | believe | able |
When we add affixes to words, the word meaning can change as in:
fit – unfit; agree – disagree; decent – indecent
When we add suffixes to verbs, the tense changes as in:
play – played; jump – jumped walk – walked
Now, create new words by adding the affies in the box to the words given.
Answer:
- agreeable
- quickly
- playful
- merging
- affordable
- enjoyable
- flexible
- happiness
- building
- nonexistent
All affixes cannot be added to all words.
Can all affies be added to all words?
Discuss with your friends and try adding affies to different words and see if they are appropriate. Also, find out what other changes occur.
Now, complete the given narrative adding appropriate affies to the words given in the box.
In her vivid dream, Selma Lagerlof met her late father in his………….. abode ……………………….. with emotions, she………………….. discussed with him the immense gratitude she had for every aspect of life that had helped her achieve the………………. Nobel Prize. struggle, prestige, flw, thank, enthusiastic, passionate, heaven
Answer:
In her vivid dream, Selma Lagerlof met her late father in his heavenly abode. Struggling with emotions, she enthusiastically discussed with him the immense gratitude she had for every aspect of life that had helped her achieve the prestigious Nobel Prize.
Nothing Twice Questions and Answers – Let’s converse
Activity 1:
While walking to school, the boy expresses his fears about school. Father tries to convince him about the importance of education. Read the following conversation between the boy and his father.
“Why school?” I challenged my father openly. “I shall never do anything to annoy you.”
“I’m not punishing you, am I?” he said, laughing. “School’s not a punishment. It’s the factory that makes useful people out of children.” I was not convinced.
“I value your opinion, father. How did you feel when you fist went to school?”
“To be honest, I too had the same questions in my mind when I walked to school with my father.”
“How did you feel after joining school, father?”
“Shortly after I joined school, I began to love it, and with every passing day, I loved it all the more.”
a. Here, the boy is seeking his father’s opinion about school life. The father is trying to convince him by stating his opinion. What are the expressions used in the conversation to seek the opinion of another person and to state one’s own opinion? Write them down.
- ………………………………………………………………………………………………………..
- ………………………………………………………………………………………………………..
- ………………………………………………………………………………………………………..
- ………………………………………………………………………………………………………..
Answer:
The expressions used in the conversation to seek the opinion of another person and to state one’s opinion.
Why school?
How did you feel when you first went to school?
How did you feel after joining school?
I began to love it.
I loved it all the more.
b. A few expressions for seeking and stating opinions are given below. Read them.
Now, arrange them in the respective columns. One has been done for you.
Answer:
| Seeking opinion | Stating opinion |
| How would you What is your stance on …. What is your viewpoint on …. |
I am of the opinion that … It’s my clear belief that…. I’d say that ………. It seems to me …. From my perspective … From where I stand In my view I reckon I guess In my opinion …. To be honest I would like to say …. As far as I’m concerned To my thinking…. If you ask me |
c. ‘I stood there a long time, until the young lad employed at the ironing shop on the corner came up to me. He stretched out his arm and said gallantly, “Grandpa, let me take you across.” This is how the story ‘Half a Day’ ends. What is your opinion about the ending of the story? Seek the opinion of your friends too. You may use the expressions given above(in Activity 1b.)
Answer:
In my opinion, the ending of the story is quite startling.
What is your viewpoint on the ending of the story?
Activity 2:
A. Read the following sentence from Selma Lagerlof’s banquet speech.
“Think of all those in foreign lands who have worked for me. I owe them gratitude,
Father, both for their praise and for their censure.”
Note the expression the speaker uses to show her gratitude.
…………………………………………………………………………………………………………………………………………….
Answer:
The expression she used to show her gratitude is: I owe them gratitude.
B. What other expressions can we use to show gratitude? A few are given in the box below.
Find more and add them to the list.
Answer:
Expressions of gratitude:
Adding to the list of expressions
I am indebted to you for your support.
I will always remember with gratitude the way you helped me.
I will be ever grateful to you for your assistance.
I will never forget your support.
C. We can use Gratitude Cards to express our appreciation of any act of kindness and assistance. Here is a sample card.
Prepare a Gratitude Card thanking your parents/friends for their love and support.
Answer:
Let’s team up (Group project) :
Read the screenplay of the opening scene of ‘Half a Day’ given below. Go through it carefully and identify its features.
a. Now, sit in groups and prepare the screenplay of ‘Half a Day’. Make it into a film and screen it. Your teacher will help you.
Answer:
Let’s team up (Group Project) (To be done by the Group).