Class 9 English Kaveri Chapter 1 Solutions: How I Taught My Grandmother to Read

Chapter 1: How I Taught My Grandmother to Read

Hello dear students! Welcome to the solutions for Chapter 1. As your English teacher, I have broken down the answers step-by-step so that they are easy for you to understand and learn. Let's dive right in!

Reflect and Respond

I. Complete the given word web. (Why is it important to learn how to read and write?)

Answer: Learning to read and write is important because it helps us to:

• Gain knowledge and understand the world.
• Become independent and self-reliant.
• Communicate our thoughts effectively.
• Stay safe from being cheated or misled.

II. Read the questions given below and share your answers with your classmates and teacher.

Answer: (Students should answer these based on their personal experiences. Here is a sample response.)
1. My grandparents speak Hindi and their regional dialect.
2. They spend their time reading newspapers, gardening, and praying. I spend time with them by listening to their old stories and helping them use their smartphones.
3. My favourite experience is cooking traditional recipes with my grandmother.
4. They enjoy watching me play video games or use the computer, as they find modern technology fascinating.

III. Read the following passage. Match the highlighted words with their meanings given in the box below.

Answer:

1. protagonist - main character
2. debate - discussion
3. episode - a part of a story
4. community - people living in one particular area
5. concentration - focus
6. eagerly - excitedly
7. convincing - believable
8. guided - directed

Check Your Understanding (Part I)

I. Complete the cause and effect table given below based on Part I of the story.

Cause	Effect
1. The transport system was not very good.	(i) The morning papers and weekly magazines would come one day late.
2. The grandmother, Krishtakka, never went to school.	(ii) She could not read the story 'Kashi Yatre' on her own.
3. She identified herself with the novel's protagonist.	(iii) She was deeply interested in the story and discussed it with her friends.
4. The narrator went to a wedding for a week.	(iv) The grandmother could not know what happened in the next episode and felt helpless.
5. In those days, people never considered education essential for girls.	(v) The grandmother never went to school.
6. The grandmother regretted not going to school.	(vi) She made sure that her children and grandchildren studied well.

II. Do you think the narrator expected to see her grandmother in tears when she returned to the village? If yes, why? If no, why not?

Answer: No, the narrator did not expect to see her grandmother in tears. She was surprised and worried because she had never seen her grandmother cry, even in the most difficult and challenging situations.

III. How might the narrator help her grandmother to fulfil her desire to learn to read and write?

Answer: The narrator could help her grandmother by becoming her teacher and patiently teaching her the Kannada alphabet, allowing her to read the story independently.

Check Your Understanding (Part II)

I. State whether the following sentences are true or false.

Answer:

1. The grandmother wanted to learn the Kannada alphabet to gain independence. - True
2. The grandmother asked someone in the village to read Kashi Yatre to her while the narrator was away. - False (She was too embarrassed to ask anyone else.)
3. The narrator was the grandmother's first teacher and taught her how to read Kannada. - True
4. The grandmother believed that there was no age limit for learning. - True
5. The grandmother touched the narrator's feet as a mark of respect for her as a teacher. - True
6. The narrator was disappointed with the progress her grandmother made in learning to read. - False (The narrator was amazed by her hard work and proud when she passed with flying colours.)

Critical Reflection

I. Read the extracts given below and answer the questions that follow.

Extract 1: "When I came back to my village, I saw my grandmother in tears. I was surprised, for I had never seen her cry even in the most difficult situations. What had happened? I was worried. 'Avva, is everything all right? Are you O.K.?' I used to call her Avva, which means mother in the Kannada spoken in north Karnataka. She nodded but did not reply. I did not understand and forgot about it. In the night, after dinner, we were sleeping in the open terrace of the house. It was a summer night and there was a full moon. Avva came and sat next to me. Her affectionate hands touched my forehead. I realised she wanted to speak. I asked her, ‘What is the matter?’"

Extract 1 Questions:

1. Based on the extract, what is the usual nature of the grandmother?
2. What was the grandmother's state of mind in the given lines?
3. Quote a line from the text that shows the setting or the bond between the narrator and the grandmother.
4. Which phrase indicates the grandmother's love for the narrator?
5. What is the real reason behind the grandmother's tears?

Answers:
(i) A. strong-willed
(ii) emotional
(iii) "I used to call her Avva, which means mother in the Kannada spoken in north Karnataka" OR "sleeping in the open terrace of our house."
(iv) "Her affectionate hands touched my forehead."
(v) C. the grandmother's regret over her lack of education (This detail is revealed later in the story, not in this specific extract).

Extract 2: "‘I have decided I want to learn the Kannada alphabet from tomorrow onwards. I will work very hard. I will keep Saraswati Pooja day during Dassara as the deadline. That day I should be able to read a novel on my own. I want to be independent.’ I saw the determination on her face. Yet I laughed at her. ‘Avva, at this age of sixty-two you want to learn an alphabet? All your hair is grey, your hands are wrinkled, you wear spectacles and you work so much in the kitchen...’ Childishly I made fun of the old lady. But she just smiled. ‘For a good cause if you are determined, you can overcome any obstacle. I will work harder than anybody but I will do it. For learning there is no age bar.’"

Extract 2 Questions:

1. What does the grandmother’s decision reveal about her?
2. Fill in the blank: The grandmother believed that for learning there is no _______.
3. Why did the narrator laugh at her grandmother's decision?
4. What traits of the grandmother's character are evident here?
5. What does the narrator's reaction reveal about her initial mindset regarding education?

Answers:
(i) B. She desires self-sufficiency.
(ii) age limit
(iii) ...because all her hair is grey, her hands are wrinkled, she wears spectacles, and she already does so much work in the kitchen.
(iv) She was determined and hardworking.
(v) The narrator assumes that learning is only for young people and that physical signs of aging (like grey hair and wrinkles) are obstacles to education.

II. Answer the following questions.

1. Why do you think the grandmother felt embarrassed to ask someone else to read to her while the narrator was away?

Answer: The grandmother felt embarrassed because she was a wealthy, respected, sixty-two-year-old lady, yet she lacked the basic skill of reading. She felt ashamed to reveal her dependency and helplessness to outsiders.

2. Why does the narrator initially laugh at her grandmother's determination to learn at the age of sixty-two?

Answer: The young narrator laughs childishly because she associated learning only with young age. She thought her grandmother's grey hair, wrinkled hands, and busy kitchen routine made it impossible for her to learn the alphabet now.

3. What significance does the story of Kashi Yatre have in both the grandmother's life and the story?

Answer: The grandmother closely identified with the old lady in 'Kashi Yatre' who had a strong desire but faced obstacles. Just as the protagonist in the story gave up her savings for a good cause, the grandmother sacrificed her time and ego to achieve her own noble goal: independence through literacy.

4. What does the grandmother's desire to learn the Kannada alphabet reflect about her?

Answer: It reflects her immense willpower, resilience, and her firm belief that "for learning there is no age bar." It shows she deeply valued independence and self-reliance.

5. What lessons can we infer from the grandmother's action of touching the narrator's feet?

Answer: We learn that true respect is based on knowledge and guidance, not just age or gender. The grandmother taught us the traditional Indian value of revering a 'Guru' (teacher), even if the teacher is your own young granddaughter.

6. What does the following line tell us about the broader theme of the story? 'For a good cause if you are determined, you can overcome any obstacle.'

Answer: This line highlights the central theme of the story: strong willpower and dedication can conquer any barrier. Whether it is old age, societal norms, or lack of early opportunities, true determination always leads to success.

7. How effectively does the story highlight the value of education in supporting personal independence?

Answer: The story highlights this very effectively. The grandmother was wealthy, but she clearly stated, "What use is money when I cannot be independent?" Her inability to read made her feel helpless. Only after gaining education did she truly feel confident and independent.

Vocabulary and Structures in Context

I. Match the binomials in Column 1 with their meanings in Column 2.

Answer:

1. sink or swim - (vii) succeed or fail without help
2. on and off - (v) sometimes, occasionally
3. mix and match - (i) put different things together to get a range of possibilities
4. all or nothing - (viii) something to be done completely or not at all
5. part and parcel - (ii) complete part of or belong to
6. pick and choose - (iii) choose only the best (things, people, etc.)
7. sooner or later - (iv) at sometime in the future
8. leaps and bounds - (vi) increase or develop very quickly

Sentences of your own (Any five):
1. In this new job, you either sink or swim.
2. It has been raining on and off since morning.
3. Stress is part and parcel of modern life.
4. He is improving in his studies by leaps and bounds.
5. You must finish this work sooner or later.

II. Make words by adding suitable prefixes (un, im, dis, in, mis, extra).

Answer:

1. popular - unpopular
2. belief - disbelief
3. important - unimportant
4. respect - disrespect
5. correct - incorrect
6. continue - discontinue
7. understand - misunderstand
8. ordinary - extraordinary
9. interesting - uninteresting
10. possible - impossible

III. Identify any five words with prefixes from the story and make sentences using each.

Answer:

1. Unfortunately: Unfortunately, we missed the train by just two minutes.
2. Immensely: I love my parents immensely.
3. Unusual: It is highly unusual to see snow in this city.
4. Independent: Education helps you become an independent citizen.
5. Irrespective: Everyone should be treated fairly, irrespective of their background.

IV. Match the idioms related to 'learning' with their meanings.

Answer:

1. to hit the books - (iii) to study seriously
2. to draw a blank - (v) to be unable to remember
3. to learn the ropes - (vi) to understand how to do an activity
4. to rack one's brain - (ii) to think very hard
5. to learn by heart - (i) to memorise something
6. burn the midnight oil - (iv) to study or work late into the night

Sentences:
1. Exams are approaching, so I need to hit the books.
2. I tried to remember his name, but I completely drew a blank.
3. It will take a few weeks to learn the ropes at my new job.
4. I had to rack my brain to solve that difficult puzzle.
5. Our teacher asked us to learn the poem by heart.
6. She had to burn the midnight oil to finish her science project.

V. Fill in the blanks with simple past and past perfect tense form of the verbs.

Answer (i):
A. When the delegates arrived at the conference, the keynote speaker had already begun the session.
B. After the students had learned how to identify fake news online, they started verifying information before sharing it.
C. Before Kiran started using digital payment platforms, she had ensured her understanding of online fraud prevention.
D. By the time Varun recognised the importance of budgeting, he had exhausted most of his savings.
E. When Raghu logged in to the cybersecurity webinar, the instructor had already discussed the importance of strong passwords.

Answer (ii):
Last year, my parents and I A. took a financial planning course. When we B. reviewed our expenses, we realised we C. had spent too much on unnecessary purchases. After my parents D. had discussed ways to save, I E. opened a savings account. By the time we F. set our budget, the course G. had already introduced investment strategies. We H. hurried to take notes, but many participants I. had completed their financial plans. Despite that, we J. enjoyed learning how to manage money wisely.

Listen and Respond

I. Complete the following sentences with one to three exact words that you hear.

Answer:
1. Literacy these days includes the ability to use digital tools effectively.
2. Digital literacy is also about protecting personal data.
3. Digital literacy enables the elderly to stay connected.
4. Digital literacy encourages using the internet safely by helping us recognise misinformation, scams, and cyber threats.
5. The National Digital Literacy Mission helps people across the country by imparting IT training.

Writing Task

I. Write a letter to the Editor of a local newspaper emphasising the importance of student participation in adult literacy camps.

Sample Answer:

A-14, Green Park
New Delhi

20 April 2026

The Editor
The Daily Times
New Delhi

Subject: Importance of student participation in adult literacy camps

Sir/Madam,

Through the columns of your esteemed newspaper, as a concerned citizen, I would like to draw the attention of the public and school authorities towards the urgent need for student participation in adult literacy camps.

The issue of illiteracy affects a large section of our society, particularly the elderly who missed out on education in their youth. It is imperative that we help them become self-reliant. By engaging in these literacy programmes, students can pass on their knowledge and bridge the generational gap. Such initiatives nurture a sense of empathy, social responsibility, and community bonding among the youth, while empowering adults to read, write, and handle simple day-to-day tasks independently.

A possible solution to this issue could be schools making it mandatory for senior students to volunteer a few hours monthly for local literacy drives. Authorities could consider implementing a recognition system to encourage active volunteers. I trust this matter will be considered seriously for the benefit of all.

I hope this letter gets published in your esteemed daily to awaken the spirit of service among our youth.

Yours truly,
[Your Name]
A Socially Responsible Citizen

Learning Beyond the Text

I. Complete the given table with words from any five Indian languages.

Answer: (This is an experiential learning task. Here is a sample with common Indian languages).

Language	1. Kannada	2. Hindi	3. Tamil	4. Marathi	5. Bengali
Grandmother	Avva/Ajji	Dadi/Nani	Patti	Aaji	Thakurma/Didima
Grandfather	Ajja	Dada/Nana	Thatha	Ajoba	Dadu
Mother	Amma	Maa	Amma	Aai	Maa
Father	Appa	Pita ji / Papa	Appa	Baba	Baba
Sister	Akka (elder) / Thangi (younger)	Behen	Akka / Thangai	Tai	Didi / Bon
Brother	Anna (elder) / Thamma (younger)	Bhai	Anna / Thambi	Dada / Bhau	Dada / Bhai

Great job completing Chapter 1! Keep revising these exercises to master your vocabulary and grammar. Remember, like the Grandmother in the story, determination is the key to all success!

The Story by E.M. Forster – Summary, Explanation, Q&A, and MCQs (Class 11 Woven Words)

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Class 11 • Woven Words (NCERT) • Prose

The Story — E.M. Forster (Class 11, Woven Words)

Summary, Explanation, Difficult Words, Textbook Q&A, Extract-Based MCQs, 15 Practice MCQs, Extra Questions, SEO.

Table of Contents

• Summary of the Chapter
• Explanation of the Chapter
• Difficult Words and Meanings
• Textbook Questions & Answers
• Extract-Based MCQs (5 × 3)
• Practice MCQs (15 Challenging Questions)
• Extra Questions (Q&A)

Summary of the Chapter

Forster argues that the basic element of a novel is its story, the part that makes readers ask, “What happens next?” He dramatises three voices that answer the question “What does a novel do?” with varying attitudes, and then admits—reluctantly—that story is the common thread. He likens it to a backbone or even a tape-worm: primitive, old, and kept alive by suspense. The example of Scheherazade shows how suspense can even save a life. Yet life is not only time-sequence; we also live by “values”. Good novels, he says, pay a double allegiance—both to time and to value. However playful writers may be with clocks and chronology (Bronte, Sterne, Proust), a novel still needs the time-bound chain of events that forms a story.

Explanation of the Chapter

1) The three voices: three attitudes to the novel

Forster presents three speakers: the casual reader who vaguely thinks a novel “tells a story”, the blunt reader who wants only story, and Forster himself, regretfully conceding that story is essential. The scene sets up his measured defence of story without worshipping it.

2) Story as backbone (or tape-worm)

Calling story a “backbone” or even a “tape-worm”, he stresses that beginnings and endings are often arbitrary. The image is meant to be plain, even unlovely, so we see story as a simple structure that supports finer features like character, style, and truth-seeking.

3) Primitive roots and the power of suspense

From campfires of “shock-heads” to the legend of Scheherazade, listeners stayed awake because of suspense. She survives by stopping at dawn mid-sentence, keeping the king eager for the next event. Suspense is the one tool even “tyrants and savages” respond to.

4) The only merit and the only fault

As “qua story” (considered purely as story), it has just one merit—making us want to know what comes next—and one fault—failing to do so. This stark standard reminds us that story, by itself, is the lowest yet most common element of the novel.

5) Life in time and life by values

Daily life runs by time, yet our strongest moments are measured by intensity, not minutes. Good novels include both modes: they must move in time, but they also capture value, memory, and meaning beyond the clock.

6) The novelist’s clock (Bronte, Sterne, Proust)

Novelists may hide the clock (Emily Bronte), invert it (Sterne), or keep changing the hands (Proust). These tricks are legitimate, but none abolish time inside the novel; the story-thread must still be there to keep sense.

7) A note on tone: the Clark Lectures

The piece comes from Forster’s 1927 Clark Lectures. He keeps a conversational tone (“I”, “you”, “of course”), believing that the novel—often colloquial itself—may reveal more to a friendly talk than to solemn criticism.

Difficult Words and Meanings

Word / Phrase	Meaning (Short)
atavistic	Relating to ancient or primitive traits
shock-heads	Ruffled, shaggy-haired people (primitive listeners)
ingenious	Clever and inventive
tape-worm (metaphor)	Long, thin chain of events; story as bare time-thread
Neolithic / Palaeolithic	Very early prehistoric periods
tyrants	Harsh, absolute rulers
delineations	Descriptions or portrayals
interminable	Seemingly endless
allegiance	Loyalty or commitment
chronological	Arranged by time order
metaphysicians	Philosophers who study the nature of reality
auspices	Support or patronage
colloquial	Conversational; informal in style
vizier	High official or minister (in monarchies)
backwaters and shallows (metaphor)	Quiet, less formal places (here, of criticism)

Textbook Questions & Answers

UNDERSTANDING THE TEXT

Q1. What do you understand of the three voices in response to the question ‘What does a novel do’? Long Answer (60–70 words)

Forster stages three views. The first is mild and vague: a novel “tells a story”. The second is blunt and exclusive: only story matters. The third—Forster’s own—is regretful yet honest: story is fundamental though he wishes it were otherwise. These voices show a range from casual acceptance, through aggressive preference for plot, to a reflective critic who concedes story while looking beyond it.

Q2. What would you say are ‘the finer growths’ that the story supports in a novel? Short Answer (30–40 words)

They are features such as description, judgement, incident-craft, morality, character portrayal, and style—the richer elements a novel carries on its “backbone”. Story holds these up, even if it is itself plain and unlovely.

Q3. How does Forster trace the human interest in the story to primitive times? Short Answer (30–40 words)

He imagines prehistoric listeners round a campfire, kept awake by suspense. If they guessed “what happens next”, they slept—or killed the storyteller. The Scheherazade episode later shows suspense as a life-saving skill.

Q4. Discuss the importance of time in the narration of a story. Long Answer (60–70 words)

A story is a sequence of events in time—breakfast before dinner, Monday before Tuesday. Its single merit is creating the wish to know the next event. Though life also runs by “values”, the novelist cannot abolish time inside a novel. Even when writers play with clocks, the time-thread must remain, or the narrative becomes unintelligible.

TALKING ABOUT THE TEXT

Q5. What does a novel do? Very Short Answer (1–2 sentences)

At base, it tells a story—events in time that prompt the question, “What happens next?” A good novel also conveys value and meaning beyond the time-sequence.

Q6. ‘Our daily life reflects a double allegiance to “the life in time” and “the life by values”.’ Short Answer (30–40 words)

We live by clocks and calendars, yet our strongest moments are measured by intensity, not minutes. Forster suggests good novels capture both: temporal order and felt value.

Q7. The description of novels as organisms. Short Answer (30–40 words)

A novel is a complex organism with story as its simplest shared element. Around that core grow character, theme, voice, and design—the “finer growths” that make each novel feel living and whole.

APPRECIATION

Q8. How does Forster use the analogy of Scheherazade to establish his point? Short Answer (30–40 words)

Scheherazade survives by suspense—stopping mid-sentence at dawn. The image shows story’s raw power: keeping listeners eager for “what next” is the one tool that sways even a murderous king.

Q9. Taking off from Forster’s references to Emily Bronte, Sterne and Proust, discuss the treatment of time in some of the novels you have read. Short Answer (30–40 words)

Writers may hide, invert, or distort time, yet a readable thread remains. Even experimental narratives keep enough sequence to be followed; otherwise, meaning breaks down.

LANGUAGE WORK

Q10. ‘Qua story’: what does the word mean? Find other expressions using the word qua. Short Answer (30–40 words)

Qua means “in the capacity of” or “considered as”. Examples: “the judge qua citizen”, “art qua communication”. So “qua story” means “considered purely as story”.

Q11. Study the Note to Aspects of the Novel given at the end. Discuss the features that mark the piece as a talk as distinguished from a critical essay. Short Answer (30–40 words)

First-person address, direct appeals (“you”, “of course”), and conversational rhythm mark it as a talk. The tone is informal and flexible rather than heavily footnoted or strictly methodical.

Q12. Try rewriting the lecture as a formal essay and examine Forster’s statement: ‘…since the novel is itself often colloquial, it may possibly withhold some of its secrets from the graver and grander streams of criticism’. Long Answer (60–70 words)

In formal mode, topic sentences and tighter argument would replace anecdote. Yet Forster’s claim holds: a colloquial subject may disclose best in a colloquial manner. A stiff, “grand” method can miss live features—voice, play, readerly curiosity—that casual talk catches, especially when discussing story, suspense, and time as felt by ordinary readers.

Extract-Based MCQs (5 × 3)

Set 1

“Yes—oh dear yes—the novel tells a story. That is the fundamental aspect without which it could not exist.”

1. What tone does the speaker convey here?
   • Cheerful celebration
   • Reluctant acceptance
   • Angry rejection
   • Detached indifference

   Answer: b) Reluctant acceptance

2. In context, “fundamental” means:
   • Optional
   • Marginal
   • Basic and necessary
   • Decorative

   Answer: c) Basic and necessary

3. The line supports which claim?
   • Style outweighs plot
   • Story can be removed
   • Story is the shared core of novels
   • Novels are lyric poems

   Answer: c) Story is the shared core of novels

Set 2

“It runs like a backbone—or may I say a tape-worm—for its beginning and end are arbitrary.”

1. The comparison to a “tape-worm” suggests story is:
   • Short and self-contained
   • Endless and plain
   • Musical and lyrical
   • Logical and mathematical

   Answer: b) Endless and plain

2. “Arbitrary” in this sentence most nearly means:
   • Carefully chosen
   • Random rather than necessary
   • Historically fixed
   • Morally superior

   Answer: b) Random rather than necessary

3. The effect of the double image (backbone/tape-worm) is to:
   • Glorify plot as noble
   • Dismiss character completely
   • Show both support and drabness
   • Promote scientific realism

   Answer: c) Show both support and drabness

Set 3

“Scheherazade avoided her fate because she knew how to wield the weapon of suspense.”

1. Which device is emphasised here?
   • Satire
   • Suspense
   • Irony
   • Allusion

   Answer: b) Suspense

2. Calling suspense a “weapon” implies it is:
   • Decorative
   • Harmless
   • Powerful and practical
   • Purely theoretical

   Answer: c) Powerful and practical

3. The anecdote shows that story can:
   • Replace truth
   • Guarantee beauty
   • Compel attention for survival
   • Eliminate time

   Answer: c) Compel attention for survival

Set 4

“Daily life is also full of the time sense … yet there seems something else in life besides time, something which may conveniently be called ‘value’.”

1. Here “value” refers to:
   • Money and price
   • Intensity and meaning
   • Political power
   • Scientific proof

   Answer: b) Intensity and meaning

2. The contrast set up is between:
   • Plot and character
   • Form and content
   • Time order and felt worth
   • Author and reader

   Answer: c) Time order and felt worth

3. The phrase “double allegiance” summarises:
   • A conflict the novel must ignore
   • Two loyalties a good novel balances
   • Two styles of punctuation
   • Two historical periods

   Answer: b) Two loyalties a good novel balances

Set 5

“All these devices are legitimate but none of them contravene our thesis: the basis of a novel is a story and a story is a narrative of events in time sequence.”

1. “Devices” refers to the way authors:
   • Avoid character
   • Play with time
   • Use only plot twists
   • Compose poetry

   Answer: b) Play with time

2. The thesis being defended is that:
   • Story is optional
   • Time is unnecessary
   • Story is time-ordered events
   • Only style matters

   Answer: c) Story is time-ordered events

3. Which author is not named in this context?
   • Emily Brontë
   • Laurence Sterne
   • Marcel Proust
   • Virginia Woolf

   Answer: d) Virginia Woolf

Practice MCQs (15 Challenging Questions)

1. Forster calls story “the lowest and simplest of literary organisms” because it:
   • Lacks suspense
   • Has only one basic merit
   • Depends only on character
   • Rejects chronology

   Answer: b) Has only one basic merit

2. Which best paraphrases “qua story”?
   • As entertainment only
   • Considered purely as story
   • Judged by critics
   • Viewed historically

   Answer: b) Considered purely as story

3. The “primitive audience” example mainly serves to:
   • Celebrate violence
   • Show the danger of long sentences
   • Underline the age and force of suspense
   • Reject modern novels

   Answer: c) Underline the age and force of suspense

4. Which pairing matches author and time-play?
   • Bronte—changes the hands repeatedly
   • Sterne—turns the clock upside down
   • Proust—hides the clock entirely
   • All three—abolish time

   Answer: b) Sterne—turns the clock upside down

5. The line “I detest and fear the second” reveals Forster’s view of:
   • Those who ignore story
   • Those who want only story
   • Those who analyse form
   • Those who teach literature

   Answer: b) Those who want only story

6. According to Forster, a story’s single fault is:
   • Being too short
   • Not making us want the next event
   • Lacking characters
   • Using simple language

   Answer: b) Not making us want the next event

7. The metaphor “naked worm of time” suggests that story, when isolated, is:
   • Beautiful but weak
   • Strong and ornate
   • Plain and slightly unpleasant
   • Musical and rhythmic

   Answer: c) Plain and slightly unpleasant

8. “Double allegiance” in a good novel means loyalty to:
   • Author and reader
   • Plot and subplot
   • Time order and value/intensity
   • Past and future

   Answer: c) Time order and value/intensity

9. The function of the Clark Lectures note is to explain:
   • Biographical facts only
   • Why the tone remains conversational
   • The plot of a novel
   • Historical dates of all works

   Answer: b) Why the tone remains conversational

10. In Forster’s view, what keeps a novel intelligible?
    • Symbolism alone
    • The continuous time-thread
    • Frequent digressions
    • Poetic language

    Answer: b) The continuous time-thread

11. The example “I only saw her for five minutes, but it was worth it” illustrates:
    • Chronology defeating value
    • Value outweighing duration
    • Indifference to time and value
    • Scientific timekeeping

    Answer: b) Value outweighing duration

12. Forster’s attitude to pure plot-hunger is best described as:
    • Admiring
    • Fearful and disapproving
    • Neutral
    • Amused acceptance

    Answer: b) Fearful and disapproving

13. Which statement best matches Forster’s thesis?
    • Story is one optional ornament.
    • Story alone equals a masterpiece.
    • Story is essential but not sufficient.
    • Story should be avoided in art.

    Answer: c) Story is essential but not sufficient.

14. The “shock-heads” image mainly contributes to:
    • Humour and historic sweep
    • Scientific precision
    • Legal argument
    • Religious symbolism

    Answer: a) Humour and historic sweep

15. Which best describes the relationship between story and the “finer growths”?
    • Mutual exclusion
    • Support structure and adornments
    • Equal ornaments
    • Unrelated parts

    Answer: b) Support structure and adornments

Extra Questions (Q&A)

1. How do the three voices frame the debate on story?
   They set a spectrum—from vague acceptance to aggressive plot-hunger to reluctant concession—so readers weigh story’s place without ignoring other elements.
2. Why does Forster choose unflattering metaphors for story?
   To keep us realistic about plot: it is necessary, sturdy, and plain; the beauty lies in what grows upon it.
3. What is the lesson of Scheherazade for modern writers?
   Suspense sustains attention. However refined your craft, you must keep readers wanting the next event.
4. How does Forster relate lived time to novel time?
   Life has clock-time and value-time; a good novel honours both while moving intelligibly through sequence.
5. Do time-games threaten coherence?
   They can, but the narrative must still offer a followable order; play without thread leads to confusion.
6. What role does tone play in this chapter?
   The talky, friendly tone mirrors the form of the novel as lived experience rather than dry doctrine.
7. Why call story a “lowest” organism yet “highest factor”?
   It is simple in nature but common to all novels, hence the shared “highest factor”.
8. How might readers test if a plot is working?
   Ask: Do I care what comes next? If not, the story fails at its single essential task.
9. What balance should exam answers strike on this chapter?
   State the core thesis clearly, cite key images (tape-worm, Scheherazade), and show how time/value operate together.
10. How does the “Note” justify informality?
    It argues that a colloquial approach may reveal a novel’s secrets better than stiff, grand criticism.

New Blue: Chapter Summary, Theme, and Q&A Class 6 Literary Reader

New Blue: Chapter Summary, Theme, and Q&A

Here you will find a detailed summary, analysis of themes, character sketches, and solved question answers for the chapter "New Blue" from the New Blue Literary Reader for Class 6. This story follows the experiences of Parvati, a young girl navigating the challenges of a new school in a foreign country. Students searching for "New Blue Class 6 summary," "Parvati's first day at school story," or "New Blue chapter solutions" will find this guide helpful.

Table of Contents

• Summary of "New Blue"
• Themes of the Chapter
• Character Sketches
• Word Meanings
• Question and Answers
  • Let's Infer
  • Let's Discuss

Summary of "New Blue"

"New Blue" is about a fifteen-year-old Indian girl, Parvati, and her tough first day at a new school in Malaysia. Everything feels strange: the uniform, books, language, and people. The day starts with embarrassing moments.

First, a nun mispronounces her name as "Poverty," making other students giggle. She also feels awkward because her hair is oily after she overslept and rushed her morning routine.

Next, a friendly classmate, Kim Lan, gives her dried ginger. The taste is too strong and makes her eyes water. Her teacher, Miss Goon, sees her and thinks she is crying from sadness, making Parvati feel even more pathetic.

The biggest embarrassment happens when she needs a games uniform. The games captain, Fawzia, tricks her by teaching her a Malay phrase. Fawzia tells her it means "I want a games uniform," but it really means "I want to marry your elder brother".

Parvati says this to Gillian Chew, the girl in charge of uniforms. Gillian gets angry until she realizes it's a prank. Instead of getting upset, Parvati handles it with grace. The story ends with her hoping her embarrassing day is finally over.

Themes of the Chapter

• Fitting In: The story shows how hard it is to be in a new place. Parvati feels like an outsider because of the new culture, language, and school, which makes her feel lonely.
• Facing Embarrassment: Parvati has many embarrassing moments. But she stays strong and even finds some humor in her bad day, showing she is resilient.
• Making Friends: The story looks at how teenagers interact. Kim Lan is kind, but Fawzia is mean. It shows that making friends in a new place can be complicated.
• Miscommunication: Language barriers are a big theme. Parvati gets into trouble because she doesn't know Malay, which shows how easily misunderstandings can happen when people can't communicate.

Character Sketches

• Parvati Chopra: The main character, a 15-year-old girl who feels shy but is also strong inside. She tries hard to fit in and handles a mean prank with maturity.
• Fawzia Ahmed: The games captain who plays a prank on Parvati. She seems tough and enjoys making the new girl feel uncomfortable, showing a mean side.
• Gillian Chew: The student with the uniforms. She is angry at first but becomes understanding and kind once she realizes Parvati was tricked. She even shares a laugh about it.
• Kim Lan: A friendly classmate who tries to be nice to Parvati by offering her ginger. Her gesture shows that there is kindness to be found in the new school.

Word Meanings

Word	Meaning
Pinafore	A loose dress with no sleeves, worn over a shirt or blouse.
Inauspicious	Showing signs that the future will not be good.
Muted	Quiet, not as loud as usual.
Tendrils	Long, slender, and curling ringlets of hair.
Pungent	Having a strong taste.
Inevitably	As is certain to happen.
Nestling	Hiding.
Pathetic	Making you feel sad.
Beamed	Gave a wide and happy smile.
Namby-pamby	A weak and emotional person.
Steely	Strong, hard, and unfriendly.
Hassle	Annoy somebody or cause trouble.
Drawled	Spoke slowly with vowel sounds that were longer than usual.
Griped	Felt annoyed.
Meekly	Without saying what she really felt.
Enunciating	Pronouncing words clearly.
Blanched	Became pale.
Contorted	Became twisted.
Indiscreet	Inappropriate or rude.

Question and Answers

Let's Infer

1. How was Parvati feeling when she came to her new school? Pick out words from the story which express her feelings.
Parvati felt nervous and out of place. The story uses phrases like her "heart was sinking and skipping," she "felt extremely silly," and she "felt all at sea in a leaky boat" to show her anxiety.

2. Why was the nun not able to say Parvati's name correctly? Why didn't Parvati correct her?
The nun, being a Malaysian Chinese, could not pronounce the hard rolling 'r' sound in "Parvati." Parvati did not correct her because she was new, felt shy, and didn't want to cause a fuss in front of the whole class.

3. Why do you think Miss Goon misunderstood Parvati's situation? What did she do to put Parvati at ease?
Miss Goon saw Parvati with tears in her eyes and assumed she was sad about being in a new school. She didn't know the spicy ginger was the real reason. To help, she put a reassuring hand on Parvati's shoulder and spoke kindly.

4. What prank did Fawzia Ahmed play on Parvati? Why do you think she did it?
Fawzia tricked Parvati by teaching her a Malay phrase that meant "I want to marry your elder brother" instead of "I want a games uniform." She likely did it to bully Parvati and amuse herself, seeing her as an easy target.

5. Which of the following words describe Parvati? Give reasons for your answer.
Words that describe Parvati are nervous, trusting, forgiving, friendly, and respectful. She was nervous on her first day, trusted Fawzia's "help," forgave the prank, tried to be friendly with everyone, and respectfully accepted Kim Lan's gift.

Let's Discuss

1. Do you think the girls at Parvati's new school were insensitive?
Some of the girls were insensitive. Fawzia was cruel with her prank, and others giggled at Parvati's name. However, Kim Lan and Annette were friendly from the start, and Gillian became understanding. So, the school had a mix of both sensitive and insensitive students.

2. It is natural for a new student to be nervous on the first day of school. What should we do to make him/her comfortable?
To make a new student feel comfortable, we can be friendly and welcoming. We should smile, introduce ourselves, and invite them to join our conversations or games. Showing them around and offering to help with schoolwork are also great ways to make them feel included.

New Blue Story Quiz

Telephone Conversation by Wole Soyinka - Chapter 04 - Woven Words - Elective English - Class XI NCERT

Poem Text

The price seemed reasonable, location
Indifferent. The landlady swore she lived
Off premises. Nothing remained
But self-confession. ‘Madam,’ I warned,
‘I hate a wasted journey—I am African.’
Silence. Silenced transmission of
Pressurised good-breeding. Voice, when it came,
Lipstick coated, long gold-rolled
Cigarette-holder pipped. Caught I was, foully.
‘HOW DARK ?’... I had not misheard... ‘ARE YOU LIGHT
OR VERY DARK ?’ Button B. Button A. Stench
Of rancid breath of public hide-and-speak.
Red booth. Red pillar-box. Red double-tiered
Omnibus squelching tar. It was real! Shamed
By ill-mannered silence, surrender
Pushed dumbfounded to beg simplification.
Considerate she was, varying the emphasis—
‘ARE YOU DARK? OR VERY LIGHT?’ Revelation came.
‘You mean—like plain or milk chocolate?’
Her assent was clinical, crushing in its light
Impersonality. Rapidly, wave-length adjusted,
I chose. ‘West African sepia’—and as afterthought,
“down in my passport.” Silence for spectroscopic
Flight of fancy, till truthfulness changed her accent
Hard on the mouthpiece. ‘WHAT’S THAT?’ conceding
‘DON’T KNOW WHAT THAT IS.’ ‘Like brunette.’
‘THAT’S DARK, ISN’T IT?’ ‘Not altogether.
Facially, I am brunette, but madam, you should see
The rest of me. Palm of my hand, soles of my feet
Are a peroxide blonde. Friction, caused—
Foolishly madam—by sitting down, has turned
My bottom raven black—One moment madam!’—sensing
Her receiver rearing on the thunderclap
About my ears—‘Madam,’ I pleaded, ‘wouldn’t you rather
See for yourself ?’

 

Word Meaning

Notice these expressions in the poem and guess their meaning from the context:

rancid breath	squelching tar
spectroscopic flight of fancy
rearing on the thunderclap	brunette
peroxide blonde	clinical assent
raven black

• rancid breath: Rancid means a matter which is offensive or disagreeable. Thus, the voice in which the lady speaks to the poet is under an immensely nasty or insulting breath.
• squelching tar: The verb squelch means to strike or press with crushing force. Thus, the expression used here is that of a huge amount of compressed tar, the dark coloured product obtained after distillation of coal or wood, expressing the complexion of the poet. 
• spectroscopic flight of fancy: The word spectroscopy originated from the concept of dispersion of visible light into seven different colours. Thus, the word explains the dispersed flow of thoughts of the lady after talking to the erudite poet. Her fancies of a “dark” man gained wings and attained new levels of interpretations when she had to submit to the fact that she knew lesser than the person on the other side of the line.
• rearing on the thunderclap: A thunderclap refers to something resembling the sudden occurrence of a thunder, as in loudness or unexpectedness. 
• brunette: Brunette here refers to dark hair and, often, dark eyes and dark or olive skin.
• peroxide blonde: This expression refers to a harsh or unnaturally bleached palm and sole of feet rather than a natural fair complexion. Peroxide is a chemical which is used as a bleaching agent. 
• clinical assent: The voice of the lady in the poem seemed clinical while assenting to the poet's revelation. It refers to the concerned voice based on a vivid and actual observation of the poet, giving in to the situation after a lot of thought and inspection.
• raven black: Here, raven black is a metaphorical expression to describe the intensity of the colour black. Raven is supposedly a very large, dark complexioned bird of the crow family. This metaphor is usually used to describe dark-skinned people. 

UNDERSTANDING THE POEM

1. State the central issue in the poem.
   
   ANSWER:
   
   The central issue dwells around the ironical fact that when a person is in search of shelter, the questions being asked are based on his skin colour and not the usual queries exchanged like that of the rent, the amenities provided and other basic requirements in an apartment. The landlady is shown to have possessed a very shallow racist behaviour in the poem and ironically, the poet is shown to be sorry for something which he was born with. Discrepancies between what appears to be and what really is create a sense of verbal irony that helps the poem display the ridiculousness of racism.
2. There are intervals of silence in the interaction between the landlady and the prospective tenant. What are the reasons for this?
   
   ANSWER:
   
   There are intervals of silence in the interaction between the landlady and the prospective tenant. The main reason behind this was the fact that the landlady felt inferior in the face of the poet and realised her lack of knowledge as compared to the erudite intellect of the poet. The sudden silences are prominent in the poem emphasizing the impact of the African’s race being revealed to the landlady. The ignorance of the landlady is also portrayed with humour on a very subtle level.
3. How is colour highlighted in the poem and why? List all the words in the poem that suggest colour.
   
   ANSWER:
   
   The various colours highlighted in the poem exemplify the difference between the landlady and the poet, based on the skin-colour of both. The use of the colour red is magnified to explain the various things which are red in colour like the telephone booth, the double-tiered bus and the pillar-box. It explains the colour of the dark-skinned poet who was not fair-complexioned like the landlady on the other side of the line. The expression 'gold-rolled' shows the elite class to which the 'fair-skinned' people are said to belong.
   
   Various colours which are used in the poem are: Red, Black, Gold, milk chocolate, brunette and blonde.
4. Which are the lines in the poem that impressed you the most and why?
   
   ANSWER:
   
   'West African Sepia' is the phrase which impressed me the most. This phrase seems to be a befitting reply to the ignorant white woman. This phrase in the poem projects humour on a very subtle level where the poet, when asked again and again, about his color, turns to reply like a person with a high level of intellect. Through these words Soyinka tries to emphasise on the fact that it is wrong to judge a person's level of wisdom and knowledge based on his color.
5. You know what ‘hide-and-seek’ is. What would ‘hide-and-speak’ mean?
   
   ANSWER:
   
   The expression 'hide-and-speak' here expresses the taboo of the dark-skinned people being inferior to those who claim themselves to be 'fair-skinned' and thus, more learned, sophisticated, civilised and superior.
6. Certain words in the poem are in capital letters — why?
   
   ANSWER:
   
   Certain words in the poem which are in capital letters are: “HOW DARK?', 'ARE YOU LIGHT?', 'OR VERY DARK?', ' OR VERY LIGHT?'
   These words exemplify the purpose of the poem which is to showcase the racist mentality of the fair-skinned. When a landlady talks to a tenant, the only matter of concern should be whether the person is suitable for staying with respect to his behaviour, financial position, etc. and not on his skin colour. These capital letters magnify the fact that it is more important for the landlady to know how dark-skinned the person on the other side of the phone is, rather than how erudite or intellectual or well-behaved he might be.
7. Why do you think that the poet has chosen the title ‘Telephone Conversation’? If you were to suggest another title for the poem, what would it be?
   
   ANSWER:
   
   'Different- are We?' could be another suggestion for the title of the poem.
   However, the poet has chosen a very appropriate title for the poem - 'Telephonic Conversation'. It refers very aptly to the shallow racism being projected by the conversation between the landlady who is 'white' and the poet who is 'dark'. The telephone symbolises the gap between the two ends of the line, the impossibility for both the ends to meet.
8. The power of poetry lies in suggestion and understatement. Discuss this with reference to the poem.
   
   ANSWER:
   
   Understatement means to state or represent less strongly or strikingly than the facts would bear out. Thus, it is a very well known fact that it is very understating to decide one's status or level of knowledge based on his/her color. The play of words between the landlady and the poet clearly proves that a man's color and region has nothing to do with the levels of education he has attained and the power of wisdom he possesses. The questions posed by the landlady became a mockery at her own level of intellect. Thus, the poem very strongly suggests that the question of civilisation does not rest on own's color. Soyinka humorously uses sarcasm as he says 'Shamed/By ill mannered silence" when it is obvious that is the woman who is the ill mannered of the two.

Elective English - Woven Words - L02 - A Pair Of Mustachios by Mulk Raj Anand

UNDERSTANDING THE TEXT

1. What do you understand of the natures of Ramanand and Azam Khan from the episode described?
   
   ANSWER:
   
   
   Ramanand, the grocer and the money lender, is quiet cunning and possess a servile nature that is fit for his business of selling groceries and money lending. He never gets angry but prevails on his customers like Azam Khan with cleverness and by provoking the so called pride. It is also evident that Ramanand regards his customers as always right at least in principle. So he always keeps his business first and pride secondary.
   
   
   Azam Khan on the other hand is a victim of so called pride. He is still lost in the past glory of his forefathers. He is arrogant, full of anger and short sighted. He is ready to sell all his property for the sake of keeping Ramanand's mustaches down, which was suitable to his(Ramanand) class. Obviously Azam Khan is living in his past. He is impractical, short tempered and doesn't know what is good or bad for him.
2. Identify instances in the story that show the business acumen of Ramanand.
   
   ANSWER:
   
   
   Ramanand is a good businessman. His business acumen is evident from the fact that he readily agrees to lower his mustache on Azam Khan'request. But he lowers only one tip of his mustache just to cleverly provoke Khan to bring in more of his property for mortgage. Unlike Khan he never gets angry and keeps his business interests above all his priorities.
   
   
3. Both Ramand and Azam Khan seem to have very fixed views. How does Ramanand score over Azam Khan towards the end of the story?
   
   ANSWER:
   
   

   Ramanand and Azam Khan have a fixed view regarding themselves and each other. They are part of the social milieu that believes in the categorization of people on the basis of their mustaches. Ramanand belonged to goat class while Khan sahib belonged to tiger class mustache. They are both in harmony with the fact that they should not trespass into each other's boundaries.
   
   

   Ramanand scores over Azam Khan at the end of the story by turning up the tip of his goat mustache so that it looked like a tiger mustache. This enrages Azam Khan and he is tricked into selling all his property to Ramanand.
   
   

TALKING ABOUT THE TEXT

1. The episode has been narrated in a light vein. What social mores does the author seem to ridicule?
   
   ANSWER:
   
   
   The author has mocked the society and its people who live in false pride of their community or lineage. How a fool who knows not of the practical matters and just to feed their image they go ahead auctioning their actual possessions. And such people are fooled by the smarter ones like Ramanand who bend but do not break. They alter their values according to the need of the situation but do not compromise entirely on their pride. They are the cunning ones who take advantage of fools who are stuffed with their worn out social status and forsake the present to protect the past. The author has ridiculed such people who weave their fall with their insensibilities.
   
   
2. What do you think are the reasons for the references made to the English people and the British monarchy?
   
   ANSWER:
   

   
   

   Indian society, unfortunately, is the one that takes pride in the language and culture of their rulers and not in their own rich and vibrant history. The nabobs and babus that were in British Raj are still looked up and are respected. Though the truth is that these are the people that ensured English Queen's authority on our land. The reference in the story of Mulk Raj Anand makes it clear. He cites an example of how the nabobs and generals in English army are to wear the prestigious lion mustache, which is worn by resplendent rajas and maharajas  of our land. This makes clear how we Indians take pride in being slaves of Britishers.
   
   
3. What do you think is the message that the author seems to convey through the story?
   
   ANSWER:
   
   
   The author has tried to make a point that how people living by age old impractical values weave their own fall and create unnecessary disturbance in the society. One should evolve as the time advances and the society grows. Sticking to false pride is not what will bring prosperity to one. One must be cautious and keep a wide eye to see if one is taking advantage of their virtues.

APPRECIATION

1. Comment on the way in which the theme of the story has been introduced.
   
   ANSWER:
   
   
   The theme of the story-mustachios has been introduced in a scientific but light manner. In the beginning, it seems that it might be an essay on how Indians take pride on their style of mustaches. It is only later the reader realizes the significance of the introduction. The author wisely served the reader with the detail description of the object around which the whole story will revolve. How men rise and fall by altering and sticking to their status symbols, such as mustachios.
   
   
2. How does the insertion of dialogue in the story contribute to its interest?
   
   ANSWER:
   

   
   

   Inclusion of dialogues in a story enables the writer to express things in their actual perspective. It allows him to include words and expressions which a writer normally would not write on his own. For example when Azam Khan gets angry he says to Ramanand: "You know what I mean, seed of a donkey!" or & "I tell you, turn that tip down" or "I shall wring your neck."

LANGUAGE WORK

1. Nouveau riche and bourgeoise are French words. Collect from newspapers, magazines and other sources some more French words or expressions that are commonly used in English.
   
   ANSWER:
   
   Following are few popular French words frequently used in English:
   - Salade
   - Soupe
   - Omelette
   - Restaurant
   - Depot
   - Genre
   - Voyeur
   - Souvenir
   - Bouquet
   - Boutique
   - Entrepreneur
   
2. Locate expressions in the text which reflect the Indian idiom, for example, the pride of the generations of his ancestors.
   
   ANSWER:
   
   Here are a few Indian idioms reflected in the text.
   
   Seed of a donkey,
   To become a mere worm,
   Oily lentil-eaters
   
3. We ‘draw up a deed’. Complete the following phrases with appropriate words 

a. To give one’s word
b. Carry out one’s will
c. To make ends meet
d. To owe a loan
e. Give a deaf ear to