The Fun They Had Questions and Answers Class 9

NCERT Solutions for Class 9 English Beehive Chapter 1 The Fun They Had 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 1 The Fun They Had. In order to prepare well for examinations, a sound grip on the textbooks is a must.

NCERT Solutions for Class 9 English Beehive Chapter 1 The Fun they had Questions and Answers

I. Answer this question in a few words or a couple of sentences each.

Q1. How old are Margie and Tommy?

Ans. Margie is 11 years old and Tommy is 13 years old. 

Q2. What did Margie write in her diary?

Ans. Margie wrote in her diary dated 17th May 2157 on the road today that Tommy found a real book.

Q3. Had Margie ever seen a book before?

Ans. This is wrong, Margie ever had seen a book before.

Q4. What things about the book did she find strange?

Ans. She observed that the pages of the book were crinkly and yellow, the pages of the book turn physically and the word was stationary.

Q5. What do you think a telebook is?

Ans. A telebook can be read on a screen and millions of books can be installed on the telebook.

Q6. Where was Margie’s school? Did she have any classmates?

Ans. Margie’s school was actually in a room, which was situated next to her bedroom. She studied on the computer screen, she did not have any classmates.

Q7.  What subjects did Margie and Tommy learn?

Ans. Margie and Tommy learn a subject like Math, History, and Geography.

II. Answer the following with reference to the story.

1. “I wouldn’t throw it away”:

(i) Who says these words?

(ii) What does it refer to?

(iii) What is it being compared with by the speaker?

Ans. (i) Tommy said these words. 

(ii) “It” refers to the television screen, in which you can read millions of books. 

(iii)  Tommy compared the television screen to the real book.

2. “Sure they had a teacher, but it wasn’t a regular teacher. It was a man:

(i) Who does ‘they’ refer to?

(ii) What does ‘regular’ mean here?

(iii) What is it contrasted with?

Ans.  (i)  “they” refer to the students who study the old school millions of years ago.

(ii) “regular” refers to the mechanical teacher, here.

(iii)  The mechanical teacher contrasted with the earlier time teacher. Who is the human teacher, who studied the student?

III. Answer each of these questions in a short paragraph of about 30 words.

1. What kind of teachers did Margie and Tommy have?

Ans. Margie and Tommy were taught by the mechanical teacher. The mechanical teacher gives all the test papers and homework, all the lessons were flashed on the screen and, Margie and Tommy had to answer the question which is asked by the Mechanical teacher.

2. Why did Marley’s mother send for the County Inspector?

Ans. Because of the bad performance of Margie in the Geography test in spite of the repeated test given by the mechanical teacher, there was seen be no progress in the test.

3. What did he do?

Ans. The county Inspector took the mechanical teacher and he set the Geography section in the mechanical teacher up to an average 10-year level.

4. Why was Merle doing badly in geography What did the County Ispertdo to help her?

Ans. Because the subject geography was set at a higher level by the machinal teacher. The county inspector slowed down the level of the geography section to suit Margie.

5. What had once happened to Tommy’s teacher?

Ans. Once this happened, the history section of Tommy’s teacher blanked completely. 

6. Did Margie have regular days and hours for school so why?

Ans. this is right Margie has regular days and hours for school because her mother said that little girl learns better when she goes regular days and hours for school.

7. How does Tommy describe the old kind of school?

Ans.  Tommy said that the old kind of school existed a century ago when the special teacher teaches all the students together in a special building according to their respective ages.

8. How do we describe the old kind of teachers?

Ans. The old kind of school existed a century ago where the teacher was human and together explain the various things according to their syllabus or subject to all the students, they also help their queries.

IV. Answer each of these questions in two or three paragraphs (100-150) words:

Q1. What are the main features of the mechanical teachers and the school that Margie and Tommy have in the story?

Ans.  Margie and Tommy had a mechanical teacher.  And they did not have to attend school to get their education.  All the subjects were established inside the mechanical teacher. 

Due to this, there was no need for books and books and the way of studying was also different.  Mechanical teachers provided homework and question papers and there was a different way of answering questions. 

And homework was also done differently.

Q2. Why did Margie hate school Why did she think the old kind of school must have been fun? 

Ans. Margie hated her school, as she was educated by a mechanical teacher.  The mechanical teacher was in the room next to his bedroom.  She used to go to the same room to do homework and to take exams, and also went to that room to get an education. 

And he did not like going to that room at all.  He must have thought that the old schools would have been fun because at that time all the students used to sit together and the teachers used to teach all the students together. 

All the students used to eat together, shout, laugh, and play on the school grounds.  That’s why it seemed to him that the old school must have been fun.

Q3. Do you agree with Margie that schools today are more fun than the school in the story? Give a reason for your answer.

Ans.  There is no doubt that today’s schools are very good.  In the story told in the school, there is only a mechanical teacher who imparts education to us but in today’s schools, there are human teachers who impart education and tell us good things. 

But there is no emotion in the mechanic teacher.  Due to this, the students are not able to develop, but standard teachers tell us all the things and explain all the questions, study syllabus, questions and good and bad ways in a good way. 

Because of this, the students develop and all the students sit together and eat, and play so that they understand. They develop.  So we can say that today’s schools are better than future schools.

Thinking about language:

I. Adverbs

Read this sentence taken from the story:

They had once taken Tommy’s teacher away for nearly a month because the history sector had blanked out completely.

The word complete is an adjective. When you add –ly to it, it becomes an adverb.

Q1. Find the sentences in the lesson which have the adverbs given in the box
awfully, sorrowfully, completely, loftily, carefully, differently, quickly, nonchalantly

Q2. Now use these adverbs to fill in the blanks in the sentences below.

1. The report must be read ……………….. so that performance can be improved.
2. At the interview, Sameer answered our questions ……………….., shrugging his shoulders.
3. We all behave ……………….. when we are tired or hungry.
4. The teacher shook her head ……………….. when Ravi lied to her.
5. I ……………….. forgot about it.
6. When I complimented Revathi on her success, she just smiled ……………….. and turned away.
7. The President of the Company is ……………….. busy and will not be able to meet you.
8. I finished my work ……………….. so that I could go out to play.

An adverb describes action. You can form adverbs by adding –ly to adjectives.
Spelling Note:
When an adjective ends in –y, the y changes to i when you
add –ly to form an adverb.
For example: angr-y → angr-i-ly


1. carefully
2. loftily
3. differently
4. sorrowfully
5. completely
6. nonchalantly
7. awfully
8. quickly

Q3. Make adverbs from these adjectives.


1. angry — angrily
2. happy — happily
3. merry — merrily
4. sleepy — sleepily
5. easy — easily
6. noisy — noisily
7. tidy — tidily
8. gloomy — gloomily

II. If not and Unless

• Imagine that Margie’s mother told her, “You’ll feel awful if you don’t finish your history lesson.”
• She could also say: “You’ll feel awful unless you finish your history lesson.” Unless means if not. Sentences with unless or if not are negative conditional sentences.

Notice that these sentences have two parts. The part that begins with if not or unless tells us the condition. This part has a verb in the present tense (look at the verbs don’t finish, finish in the sentences above).

The other part of the sentence tells us about a possible result. It tells us what will happen (if something else doesn’t happen). The verb in this part of the sentence is in the future tense (you ’ll feelI you will feel).

Notice these two tenses again in the following examples:

Future TensePresent Tense
• There won’t be any books leftunlesswe preserve them.
• You won’t leam your lessonsifyou don’t
• Tommy will have an accidentunlesshe drives more slowly.

Question: Complete the following conditional sentences. Use the correct form of the verb.

  1. If I don’t go to Anu’s party tonight,
  2. If you don’t telephone the hotel to order food,
  3. Unless you promise to write back, I
  4. If she doesn’t play any games,
  5. Unless that little bird flies away quickly, the cat, ………………………..


  1. If I don’t go to Anu’s party tonight, she will get annoyed.
  2. If you don’t telephone the hotel to order food, you will miss your evening meal.
  3. Unless you promise to write back, I shall keep requesting you.
  4. If she does not play any games, she will become lethargic and unfit.
  5. Unless that little bird flies away quickly, the cat will pounce on it.


A new revised volume of Isaac Asimov’s short stories has just been released. Order one set. Write a letter to the publisher, Mindfame Private Limited, 1632 Asaf Ali Road, New Delhi, requesting that a set be sent to you by Value Payable Post (VPP), and giving your address. Your letter will have the following parts.

  • Addresses of the sender and receiver
  • The salutation
  • The body of the letter
  • The closing phrases and signature Your letter might look like this:

Your address


Date ………………. (DD/MM/YY)
The addressee’s address
Dear Sir/Madam,
Yours sincerely,
Your signature

Remember that the language of a formal letter is different from the colloquial style of personal letters. For example, contracted forms such as ‘I’ve’ or ‘can’t’ are not used.


M/s Mindfame Private Limited
1632, Asaf Ali Road,
New Delhi

Subject: Request for a Set of the Newly Released Revised Volume of Isaac Asimov’s Short Stories

Dear Sir/Madam,

I hope this letter finds you in good health and high spirits. I am writing to express my excitement upon learning about the release of the new revised volume of Isaac Asimov’s short stories, published by your esteemed company, Mindfame Private Limited. As an ardent fan of Asimov’s exceptional storytelling and visionary science fiction, I am eager to get my hands on this latest collection.

I would like to place an order for one set of the aforementioned volume, and I kindly request that you send it to me through Value Payable Post (VPP) for added convenience. Please find my mailing address below:

[Your Name]
[Your Address]
[City, State, ZIP Code]

I assure you that I will be prompt in receiving the delivery and making the necessary payment upon its arrival. For this purpose, I have enclosed a Demand Draft (DD) of ₹ [Amount], drawn from [Bank Name], DD No. [DD Number], payable at New Delhi.

As a loyal reader of Isaac Asimov’s works, I have enjoyed the captivating narratives and thought-provoking ideas presented in his stories. With this new revised volume, I am eager to explore more of his imaginative worlds and unique characters.

I kindly request that you expedite the dispatch of the ordered set at your earliest convenience, so I may delve into these literary treasures without delay.

Thank you for your attention to this matter. I look forward to receiving the new volume of Isaac Asimov’s short stories and anticipate the enriching reading experience it will undoubtedly provide.

Should you require any additional information or have any inquiries, please feel free to contact me at [Your Email Address] or [Your Phone Number].

Thank you once again for your prompt assistance.

Yours faithfully,

[Your Name]


In groups of four discuss the following topic.

‘The Schools of the Future Will Have No Books and No Teachers! ’

Your group can decide to speak for or against the motion. After this, each group will select a speaker to present its views to the entire class.

You may find the following phrases useful to present your argument in the debate.

  • In my opinion . . .
  • I/we fail to understand why . . .
  • I wholeheartedly support/oppose the view that . . .
  • At the outset let me say . . .
  • I’d/we’d like to raise the issue of/argue against. . .
  • I should like to draw attention to . . .
  • My/our worthy opponent has submitted that . . .
  • On the contrary . . .
  • I firmly reject . . .


In favour of the motion.

The schools of the future will have no books and no teachers because of . . .

  1. The rise of computer and digital technologies has significantly impacted education.
  2. The internet’s widespread availability has facilitated easy access to information and resources.
  3. Innovative educational and application software are transforming the learning experience.
  4. Parental attitudes towards education are undergoing positive changes, supporting their children’s learning journey.
  5. The lack of skilled and experienced teachers poses a challenge in the education system.
  6. There is a considerable emphasis on vocational courses, catering to diverse career paths.
  7. Pupils now possess a broader perspective, fueled by exposure to various information sources.
  8. The integration of modern electronic gadgets enhances interactive and engaging learning experiences.
  9. The invention of educational CDs and TV programmes has revolutionized learning methods.
  10. Excessive wastage of stationery remains a concern, urging for more sustainable practices.

Against the motion

The schools of the future will have no books. As a result,

  1. The concern is that modern students might become overly reliant on machines, losing their independence.
  2. There is a fear that mechanical instructors may replace teachers in the future.
  3. Some worry that educationists might neglect teaching students about humanity and ethics.
  4. The growing materialism and commercialism of modern society raise concerns about the direction of human values.
  5. There is a worry that human beings may lose their sentiments and disregard essential human values.
  6. Some believe that students might develop arrogance and indiscipline.
  7. The future of posterity appears uncertain and filled with challenges.
  8. The lack of respect for parents, elders, and peers is a growing concern among students.
  9. The feelings of fraternity seem to be fading away in contemporary times.
  10. The significance of a child’s harmonious growth may be diminishing in the face of changing priorities.

Word – Meaning :
Fun – Enjoy Exist – Continue Virtual  – Real Awfully – Fearfully Turned – Move back waste – Useless Guess – Estimate Fault – Some defect Beneath – Under Plenty – More than enough Crinkly – With many folds
 मज़ा – आनंद अस्तित्व – जारी रखें आभासी – वास्तविक भयभीत – भय से मुड़ा – पीछे हटो बेकार – बेकार अनुमान – अनुमान फाउल्ट – कुछ दोष नीचे – नीचे पर्याप्त – पर्याप्त से अधिक क्रैंकली – कई सिलवटों के साथ

NCERT Solutions for Class 9 English Beehive Chapter 1 – The Fun They Had Short Questions and Answers

1. What did the poet find at the diversion in the road?
Answer: The poet found a junction where two roads diverged in different directions.

2. Why did the poet feel sorry at the junction?
Answer: The poet felt sorry because he could not travel on both roads and had to make a single decision to choose one path.

3. What does the “yellow wood” in the stanza signify?
Answer: The “yellow wood” refers to a forest with leaves that have turned yellow and shed on the road, indicating that it was autumn.

4. Why did the poet decide to take the other road?
Answer: After pondering for a long time, the poet decided to take the other road as it seemed to be less traveled and had grass on it.

5. What message does the poet convey through the poem “The Road Not Taken”?
Answer: The poet conveys the message that in life, we often come across choices and decisions. Each choice has its pros and cons, and once we make a decision, we must be ready to face the consequences that come our way. The poem encourages us to choose wisely, as our decisions can have a significant impact on our lives.

Long Questions and Answers

1. Question: How does the poet’s dilemma at the diverging roads in “The Road Not Taken” symbolize the broader theme of decision-making in life?

Answer: The poet’s dilemma at the diverging roads symbolizes the broader theme of decision-making in life as it portrays the universal struggle of making choices. The two roads represent the various paths or options that life presents to us, and the poet’s inability to travel both roads reflects the limitation of making only one decision at a time. This mirrors the real-life situations where individuals face multiple choices but must ultimately select a single course of action.

Moreover, the poet’s hesitation and prolonged contemplation before making a decision highlight the significance of thoughtful decision-making. It underscores the idea that we should consider the consequences and implications of our choices before committing to a particular path. The poet’s desire to see the roads as far as he could signifies the human inclination to anticipate the outcomes of our decisions, despite the uncertainty that lies ahead.

Ultimately, the poet’s choice to take the less-traveled road represents the courage to make unconventional decisions, even when the majority chooses a different path. It reminds us that our choices define our individuality and shape the course of our lives. Through this poem, the poet encourages us to embrace the responsibility of making decisions and to be mindful of the impact these choices have on our journey through life.

2. Question: How does the poet’s observation that both roads seemed similar that morning but would probably lead to different experiences resonate with the complexities of life’s choices?

Answer: The poet’s observation that both roads seemed similar that morning but might lead to different experiences resonates with the complexities of life’s choices because it reflects the uncertainty and unpredictability that come with decision-making. The initial appearance of similarity between the two roads mirrors situations in life where different options may seem equally appealing or viable at first glance. However, as the poet suggests, choosing one path over the other sets off a chain of events that lead to distinct experiences and outcomes.

Life often presents us with decisions that involve ambiguity and ambiguity. Like the poet standing at the junction, we might have limited information about the consequences of our choices. It is only after we embark on a chosen path that the distinct differences between the roads become apparent. This mirrors real-life scenarios where our decisions lead to unique opportunities, challenges, and consequences.

The poet’s acknowledgment that “way leads on to way” highlights the irrevocability of certain decisions. Once a choice is made, we cannot undo it or go back in time. This resonates with the understanding that decisions made in the past shape our present and future, leading us down a particular course with its set of consequences.

3. Question: How does the poet’s decision to take the less-traveled road reflect the theme of individuality and self-discovery?

Answer: The poet’s decision to take the less-traveled road reflects the theme of individuality and self-discovery as it symbolizes the courage to forge one’s own path and explore new possibilities. By choosing the road less traveled, the poet exemplifies the willingness to deviate from the conventional and embrace uniqueness. This decision signifies a desire for personal growth, adventure, and a willingness to explore uncharted territories.

The less-traveled road represents the road not commonly taken by others, indicating the poet’s desire to stand out from the crowd and follow his instincts. This can be seen as a metaphor for how we should not be afraid to pursue our passions, even if they diverge from societal norms or expectations.

Moreover, the poet’s reflection that his choice “has made all the difference” suggests that taking the less-traveled road has been transformative. This transformation is not only in terms of the physical path he chose but also in terms of his personal growth and self-discovery. The poem encourages readers to embrace their individuality, make bold choices, and embark on journeys of self-exploration, even if it means going against the grain.

4. Question: How does the concept of time play a significant role in the poem “The Road Not Taken”?

Answer: Time plays a significant role in the poem “The Road Not Taken” as it underlines the irreversible nature of decision-making and the fleeting opportunities that life presents to us. The poet’s description of standing at the junction for a long time, trying to look down the roads as far as he could, emphasizes the importance of taking the time to consider our choices carefully. Time is a precious resource, and the poet’s hesitation reflects the value of thoughtful decision-making.

The phrase “yellow wood” signifies the autumn season, representing a transitional period where change is imminent. It serves as a reminder that opportunities and options may be temporary, and the choices we make during such pivotal moments can shape our future significantly.

Additionally, the mention of morning in the poem implies the beginning of a new day, symbolizing the freshness and potential of new beginnings. The decisions we make in the morning of our lives can influence the direction we take in the future.

The closing lines, “I shall be telling this with a sigh / Somewhere ages and ages hence,” indicate a retrospective perspective. The poet is envisioning himself in the future, reminiscing about this critical moment of decision-making. This suggests that our choices have long-lasting effects and can become part of our life’s narrative.

5. Question: How does the poem “The Road Not Taken” address the theme of regret and its role in decision-making?

Answer: The poem “The Road Not Taken” addresses the theme of regret and its role in decision-making by exploring the possibility of wondering about the path not taken. The poet’s statement that he may “sigh” when recounting this decision “ages and ages hence” hints at the potential for regret in his future reflections. This reflects the human tendency to question our choices in retrospect and wonder about the outcomes if we had taken a different path.

The poet’s recognition that once a choice is made, there is no going back and exploring the other option emphasizes the permanence of decision-making. This can lead to a sense of regret if the chosen path does not turn out as expected or if one wonders about the opportunities that may have been missed.

However, the poem also suggests that regret can be mitigated by embracing the chosen path wholeheartedly and accepting the consequences. The poet’s pride in taking the less-traveled road and the transformative impact it had on his life indicate that even if there might be moments of reflection, he ultimately finds value in the decision he made.

Overall, the poem reminds us that life is a journey of constant choices, and while regret may be a natural emotion, it is essential to make decisions with conviction and embrace the roads we choose to travel.

The Fun They Had Online MCQ Class 9

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