NCERT Solutions for Class 9 English Beehive Chapter 6 My Childhood Questions and Answers

NCERT Solutions for Class 9 English Beehive Chapter 6 My Childhood have been provided here and are part of NCERT Solutions for Class 9 English. We have covered answers to each and every question of the CBSE Class 9 English Beehive Chapter 10 My Childhood. In order to prepare well for examinations, a sound grip on the textbooks is a must.

NCERT Solutions for Class 9 English Beehive Chapter 6 My Childhood Questions and Answers

Thinking About The Text

Activity:
Find Dhanuskodi and Rameswaram on the map. What language(s) do you think are spoken there? What languages do you think the author, his family, his friends and his teachers spoke with one another?

Ans:

For self-attempt.
(People speak Tamil here).

I. Answer these questions in one or two sentences each:

1. Where was Abdul Kalam’s house?

Ans:  Abdul Kalam lived in his ancient house on Mosque Street in Rameshwaram.

2. What do you think Dinamani is the name of? Give a reason for your answer.

Ans:  Dinamani is the name of the daily newspaper in Rameshwaram. Abdul kalam’s brother-in-law read the headlines of the Dinamani newspaper.

3. Who were Abdul Kalam’s school friends?  What did they later become?

Ans: There are three friends of Abdul Kalam’s in his childhood Ramanadha Sastry, Aravindan, and Sivaprakasan. Ramanathan Sastry later becomes a priesthood of the Rameshwaram temple from his father.

Aravindan later become a businessman and arranged the transport for the visiting pilgrims and Sivaprakasan later become a catering contractor for the southern railway.

4. How did Abdul Kalam’s earn his first wages?

Ans: When the second World War was held the train stopped hating at Rameshwaram station when the newspaper bundles throw out from the moving train on the Rameshwaram road. Abdul Kalam’s started helping his cousin to catch the bundles,  thus he started earning his first wages.

5. Had he earned any money before that?  In what ways?

Ans: Abdul Kalam was able to earn money started with his cousin. There was a big demand for tamarind seeds in the Rameshwaram. Abdul Kalam was eighteen years old when he collected the seeds of tamarind and sell tamarind seeds in the provision shops on the Mosque street and earn the money and earn ‘one Anna per day’.

II.  Answer each of the questions in a short paragraph

1.  How does the author describe:

(I) His father
(II) His mother
(III) Himself

Ans: (I) His father: Abdul Kalam’s father Jainulabdeen educated person But not much wealth. He avoided all inessential comfort and luxury.

(II) His mother:  Abdul Kalam’s mother Ashilamma was very genius and kind and fed many outsiders every day.

(III) Himself:  Abdul Kalam describes himself as short with undistinguished looks. He was an honest and self-disciplined person and he believed in goodness and kindness.

2. What characteristics does he say he inherited from his parents?

Ans: Abdul Kalam says that he in hurted honesty and self-discipline from his parents from his mother he inherited the Goddess and the kindness.

III. Discuss these questions in class with your teacher and then write down your answer in two or three paragraphs each

Q 1: “On the whole, the small society of Rameswaram was very rigid in terms of the segregation of different social groups,” says the author.

(i) Which social groups does he mention? Were these groups easily identifiable (for example, by the way they dressed)?

(ii) Were they aware only of their differences or did they also naturally share friendships and experiences? (Think of the bedtime stories in Kalam’s house; of who his friends were; and of what used to take place in the pond near his house.)

(iii) The author speaks both of people who were very aware of the differences among them and those who tried to bridge these differences. Can you identify such people in the text?

(iv) Narrate two incidents that show how differences can be created, and also how they can be resolved. How can people change their attitudes?

Answer:

(i) Kalam and Ramanadha Sastry were members of two distinct social groups that were identifiable by their distinct traditions, cultures, and ways of dress. For example, Kalam wore a cap on his head, which identified him as a Muslim, while Ramanadha Sastry wore a sacred thread, which identified him as a Hindu.

(ii) Kalam and his family were cognizant not only of their differences, but also of their shared friendships and experiences. His mother and grandmother would often tell stories from the Ramayana and the life of the Prophet as bedtime stories. Despite belonging to an orthodox Hindu family, Kalam had many friends from similar backgrounds. Every year, during the Sita Rama Kalyanam Ceremony, his family would arrange boats with a platform for carrying idols of Lord Rama to the marriage site located in the middle of a pond called Rama Tirtha, which was close to their home.

(iii) The author discusses individuals who either recognize and acknowledge the social divisions present within their community or make an effort to bridge these divides. Examples of these types of characters can be seen in the new school teacher, Sivasubramania Iyer’s wife, and Sivasubramania Iyer and Lakshamana Sastry.

(iv) The story provides two examples of how differences between people can both be created and resolved. In the first instance, Lakshamana Sastry confronts the new school teacher for discriminating against Kalam based on his religion and the teacher ultimately changes his behavior. In the second example, Sivasubramania Iyer invites Kalam to his home for a meal and his wife initially resists due to her prejudices, but ultimately serves Kalam food herself, indicating a shift in her perspective. These incidents demonstrate that it is possible for individuals to overcome their biases and strive for understanding and unity.

Q2.

(i). Why did Abdul Kalam want to leave Rameshwaram?

Ans:  Abdul Kalam wanted to leave Rameswaram because he studied at the distinct headquarter in Rameshwaram.

(ii).  What did his father say to this?

Ans: Abdul Kalam’s father said to Abdul Kalam he had to go away in order to grow and he said a seagull flew across the son alone and without a nest.

(iii). What do you think his word means? Why did you think he spoke these words?

Ans:  Abdul Kalam’s word means that parents should not bind their children to themself out of selfishness.   Abdul Kalam Says this word to consult his wife who must have been said to pick Kalam leaving his parents and going away. So, he says this word.

Thinking about language
(Page 75)

Q 1. Find the sentences in the text where these words occur:

Look these words up in a dictionary which gives examples of how they are used.

Ans: The sentences in the text where these words occur are the following:

1. Erupt: “For reasons I have never been able to understand, a sudden demand for tamarind seeds erupted in the market.”
2. Surge: “Half a century later, I can still feel the surge of pride in earning my own money for the first time.”
3. Trace: “A day’s collection would fetch me the princely sum of one anna. My brother-in-law Jallaluddin would tell me stories about the War which I would later attempt to trace in the headlines in Dinamani.”
4. Undistinguished: “I was one of many children — a short boy with rather undistinguished looks, born to tall and handsome parents.”
5. Casualty: “But soon India was forced to join the Allied Forces and something like a state of emergency was declared. The first casualty came in the form of the suspension of the train halt at Rameswaram station.”

Now answer the following questions.
1. What are the things that can erupt? Use examples to explain the various meanings of erupt. Now do the same for the word surge. What things can surge?

Ans:

Here are the sentences in the text where the specified words occur:

Erupt:

• “For reasons I have never been able to understand, a sudden demand for tamarind seeds erupted in the market.”
• “The first casualty came in the form of the suspension of the train halt at Rameswaram station.”

Surge:

• “Half a century later, I can still feel the surge of pride in earning my own money for the first time.”
• “He used to spend hours with me and would say, ‘Kalam, I want you to develop so that you are on par with the highly educated people of the big cities.'”
• “When I was leaving his house, Sivasubramania Iyer invited me to join him for dinner again the next weekend.”

Things that can erupt:

• Demand for tamarind seeds in the market.
• A state of emergency or conflict, as indicated by the mention of the train halt suspension (casualty) during the war.

Things that can surge:

• Pride in one’s achievements, as seen in the example of earning one’s own money.
• Energy, motivation, or personal development, as described by Sivasubramania Iyer’s encouragement to Kalam.
• Emotions, feelings, or societal norms, such as breaking social barriers and challenging traditional beliefs regarding serving food to a Muslim boy in a ritually pure kitchen.

2. What are the meanings of the word trace and which of the meanings is closest to the word in the text?

Ans: ‘Trace’ means to find out or to draw an outline, etc. ‘Finding out’ is the closest meaning to ‘trace’ in the text.

3. Can you find the word undistinguished in your dictionary? (If not, look up the word distinguished and say what undistinguished must mean.)

Ans: The word ‘undistinguished’ is not listed as a separate entry in the dictionary because it is derived from the root word ‘distinguished.’ It can be found under the entry for ‘distinguished’ as its opposite, meaning: not specific, not prominent, not distinct, etc.

II.
Q 1. Match the phrases in Column ‘A’ with their meanings in Column ‘B’.

Ans:

Q 2.
Study the words in italics in the sentences below. They are formed by prefixing un- or in- to their antonyms (words opposite in meaning).

• I was a short boy with rather undistinguished looks, (un + distinguished)
• My austere father used to avoid all inessential comforts, (in + essential)
• The area was completely unaffected by the war. (un + affected)
• He should not spread the poison of social inequality and communal intolerance, (in + equality, in + tolerance)

Now form the opposites of the words below by prefixing un- or in-. The pre-fix in- can also have the forms il-, ir-, or im- (For example : illiterate—il + literate, impractical—im + practical, irrational—ir + rational). You may consult a dictionary if you wish.

— adequate
— regular
— demanding
— true
— patriotic
— accessible
— logical
— responsible
— acceptable
— tolerant
— active
— permanent
— disputed
— coherent
— legal
— possible

Ans:

— inadequate
— irregular
— undemanding
— untrue
— unpatriotic
— inaccessible
— illogical
— irresponsible
— unacceptable
— intolerant
— inactive
— impermanent
— undisputed
— incoherent
— illegal
— impossible

III. Passive Voice
Study these sentences:

• My parents were regarded as an ideal couple.
• I was asked to go and sit on the back bench.
• Such problems have to be confronted.

The italicised verbs in these sentences are made up of a form of the verb be and
a past participle. (For example: were + regarded, was + asked, be + confronted)
These sentences focus on what happens, rather than who does what. Notice
that the doer of the action is not included in the sentences.
If necessary, we can mention the doer of the action in a by-phrase. For example:

• The tree was struck by lightning.
• The flag was unfurled by the Chief Guest.

IV. Rewrite the sentences below, changing the verbs in brackets into the passive
form.

1. In yesterday’s competition the prizes (give away) by the Principal.
2. In spite of financial difficulties, the labourers (pay) on time.
3. On Republic Day, vehicles (not allow) beyond this point.
4. Second-hand books (buy and sell) on the pavement every Saturday.
5. Elections to the Lok Sabha (hold) every five years.
6. Our National Anthem (compose) Rabindranath Tagore.

Ans: 1. In yesterday’s competition the prizes were given away by the Principal.

2. In spite of financial difficulties, the labourers were paid on time.

3. On Republic Day, vehicles were not allowed beyond this point.

4. Second-hand books are bought and sold on the pavement every Saturday.

5. Elections to the Lok Sabha are held every five years.

6. Our National Anthem has been composed by Rabindranath Tagore.

V. Rewrite the paragraphs below, using the correct form of the verb given in brackets.

1.
How Helmets Came To Be Used in Cricket

Nari Contractor was the Captain and an opening batsman for India in the 1960s. The Indian cricket team went on a tour to the West Indies in 1962. In a match against Barbados in Bridgetown, Nari Contractor (seriously injure and collapse). In those days helmets (not wear). Contractor (hit) on the head by a bouncer from Charlie Griffith. Contractor’s skull (fracture). The entire team (deeply concern). The West Indies players (worry). Contractor (rush) to hospital. He (accompany) by Frank Worrell, the Captain of the West Indies Team. Blood (donate) by the West Indies players. Thanks to the timely help, Contractor (save). Nowadays helmets (routinely use) against fast bowlers.

Ans:
How Helmets Came To Be Used in Cricket
Nari Contractor was the Captain and an opening batsman for India in the 1960s. The Indian cricket team went on a tour to the West Indies in 1962. In a match against Barbados in Bridgetown Nari Contractor was seriously injured and collapsed. In those days helmets were not worn. Contractor was hit on the head by a bouncer from Charlie Griffith. Contractor’s skull was fractured. The entire team was deeply concerned. The West Indies players were worried. Contractor was rushed to hospital. He was accompanied by Frank Worrell, the Captain of the West Indies Team. Blood was donated by the West Indies players. Thanks to the timely help, Contractor was saved. Nowadays helmets are routinely used against fast bowlers.

2.
Oil From Seeds
Vegetable oils (make) from seeds and fruits of many plants growing all over the world, from tiny sesame seeds to big, juicy coconuts. Oil (produce) from cotton seeds, groundnuts, soya beans and sunflower seeds. Olive oil (use) for cooking, salad dressing, etc. Olives (shake) from file trees and (gather) up, usually by hand. The olives (ground) to a thick paste which is spread onto special mats. Then the mats (layer) up on the pressing machine which will gently squeeze them to produce olive oil.

Ans:
Oil From Seeds
Vegetable oils are made from seeds and fruits of many plants growing all over the world from tiny sesame seeds to big, juicy coconuts. Oil is produced from cotton seeds, groundnuts, soya beans and sunflower seeds. Olive oil is used for cooking, salad dressing, etc. Olives are shaken from the trees and gathered up, usually by hand. The olives are grounded to a thick paste which is spread onto special mats. Then the mats are layered up on the pressing machine which will gently squeeze them to produce olive oil.

Dictation

Let the class divide itself into three groups. Let each group take down one passage that the teacher dictates. Then put the passages together in the right order.
To Sir, with Love

1. From Rameswaram to the Rashtrapati Bhavan, it’s been a long journey. Talking to Nona Walia on the eve of Teacher’s Day, President Dr. A.PJ. Abdul Kalam talks about life’s toughest lessons learnt and his mission—being a teacher to the Indian Youth. “A proper education would help nurture a sense of dignity and self-respect among our youth”, says President Kalam. There’s still a child in him though, and he’s still curious about learning new things. Life’s a mission for President Kalam.

2. Nonetheless, he remembers his first lesson in life and how it changed his destiny. “I was studying in Standard V, and must have been all of 10. My teacher, Sri Sivasubramania Iyer was telling us how birds fly. He drew a diagram of a bird on the blackboard, depicting the wings, tail and the body with the head and then explained how birds soar to the sky. At the end of the class, I said I didn’t understand. Then he asked the other students if they had understood, but nobody had understood how birds fly,” he recalls.

3. “That evening, the entire class was taken to Rameswaram shore” the President continues. “My teacher showed us sea birds. We saw marvellous formations of them flying and how their wings flapped. Then my teacher asked us, ‘Where is the birds’ engine and how is it powered?’ I knew then that birds are powered by their own life and motivation. I understood all about birds’ dynamics. This was real teaching—a theoretical lesson coupled with a live practical example. Sri Sivasubramania Iyer was a great teacher. ” That day, my future was decided. My destiny was changed. I knew my future had to be about flight and flight systems.

Ans: Paragraphs are put together as given below:

To Sir, With Love,

From Rameswaram to the Rashtrapati Bhavan, it’s been a long journey. Talking to Nona Walia on the eve of Teacher’s Day, President Dr. A.P.J. Abdul Kalam talks about life’s toughest lessons learnt, and his mission—being a teacher to the Indian Youth. “A proper education would help nurture a sense of dignity and self-respect among our youth”, says President Kalam. There’s still a child in him though, he’s still curious about learning new things. Life’s a mission for President Kalam.

Nonetheless, he remembers his first lesson in life and how it changed his destiny. “I was studying in standard V, and must have been all of 10. My teacher, Sri Sivasubramania Iyer was telling us how birds fly. He drew a diagram of a bird on the blackboard, depicting the wings, tail and the body with the head and then explained how birds soar to the sky. At the end of the class, I said I did not understand. Then he asked the other students if they had understood, but nobody had understood how birds fly”, he recalls. “That evening, the entire class was taken to Rameswaram shore”, the President continues.

“My teacher showed us sea birds. We saw marvellous formations of them flying and how their wings flapped. Then my teacher asked us, “Where is the bird’s engine and how is it powered?” I knew then that birds are powered by their own life and motivation. I understood all about birds’ dynamics. This was real teaching—a theoretical lesson coupled with a live practical example. Sri Sivasubramania Iyer was a great teacher. That day, my future was decided. My destiny was changed. I knew my future had to be about flight and flight systems.

Speaking

Here is a topic for you to:

1. think about;
2. give your opinion on.

Find out what other people think about it. Ask your friends/seniors/parents to give you their opinion.

‘Career Building Is the Only Goal of Education.’
Or
‘Getting a Good Job Is More Important than Being a Good Human Being.’
You can use the following phrases.

(i) while giving your opinion:

• I think that…
• In my opinion …
• It seems to me that…
• I am of the view that…
• As far as I know …
• If you ask me …

(ii) saying what other people think:

• According to some …
• Quite a few think …
• Some others favour…
• Thirty per cent of the people disagree …
• Fifty per cent of them strongly feel…

(iii) asking for other’s opinions:

• What do you think about…
• What do you think of…
• What is your opinion about…
• Do you agree …
• Does this make you believe …

Ans: Class Activity.

Writing

Q 1. Think and write a short account of what life in Rameswaram in the 1940s must have been like. (Were people rich or poor? Hard working or lazy? Hopeful of change, or resistant to it?).

Ans: In the 1940s, the inhabitants of Rameswaram were known for their orthodox beliefs and tolerant nature. The story highlights how each child was born into a unique socio-economic and emotional setting and raised under the guidance of respected figures of authority. The people of Rameswaram strongly resisted any attempts to sow communal intolerance among their children. Their religious convictions were deeply ingrained, and they preferred a simple way of life, shunning unnecessary luxuries. Their homes were solidly built with limestone and brick, reflecting their practical values. Eschewing superfluous comforts, they cherished strong emotional bonds with their family members.

FAQs on NCERT Solutions for Class 9 English Beehive Chapter 6: My Childhood

1. What are NCERT Solutions for Class 9 English Beehive Chapter 6: My Childhood?
   NCERT Solutions for Class 9 English Beehive Chapter 6: My Childhood are comprehensive answers to the questions and exercises provided in the textbook. These solutions offer a detailed explanation of the chapter’s content, helping students to understand the themes, literary devices, and language usage effectively.
2. How can NCERT Solutions for Class 9 English Beehive Chapter 6 help students in their exam preparation?
   NCERT Solutions for Class 9 English Beehive Chapter 6 provide students with a thorough understanding of the chapter, enabling them to grasp the central ideas and concepts. By practicing the questions and answers given in the solutions, students can enhance their comprehension and writing skills, which is crucial for scoring well in the English exam.
3. Are the NCERT Solutions for Class 9 English Beehive Chapter 6 available online?
   Yes, the NCERT Solutions for Class 9 English Beehive Chapter 6: My Childhood are readily available online. Students can access these solutions in PDF format or through various educational websites. These online resources offer a convenient way for students to study and revise the chapter’s content, making their learning process more accessible and efficient.