SSRP Self Learning Guide English Class 9 - In Hindi

10 September 2015
lkekU; ifjp; vkSj mi;ksx ds rjhds
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vH;kl o xfrfof/k;ka vkSj Lovkdyu izi=A
Learning Objective!(lh[kus ds y{;½
tSlk fd QkmaMs”ku dSEi ls gh irk py pqdk gksxk& ek/;fed dh i<kbZ ds fy, gesa dqN ckrksa dks
lh[k ysuk ;k muesa dq”ky gks ysuk t:jh gSA vaxzsth fo’k; dh i<kbZ ds fy, Hkh ,slh gh lh[kus dh
t:jh ckrsa gSa ftudks lh[kus dh “kq#vkr QkmaMs”ku dSEi gks pqdh gSA mUgha ckrksa esaa vc vius ls
vH;kl djds vkSj dq”ky gksuk gSA d{kk 9 esa vaxszth dh Ik<kbZ dks Bhd ls le> ikus ds fy, vkSj
Ldwy esa py jgs vaxszth f”k{k.k esa vius vki dks Bhd ls lfEefyr dj ikus ds fy, ,sls 15 y{;
¼yfuZax vkCtsfDVo½ r; fd, x, gSa&
Sl. No Objectives
1 1. Have a stock of words related to family, friends, etc. -
2. Identifying sound units (e.g. using friends' names) -
3. Copy words in a meaningful context
2 Giving short responses to questions (in English) based on immediate environment,
day-to-day happenings
3 Doing actions based on a set of instructions in the context of a role play. (e.g. going
to market with a certain amount of money). Others make critical comments,
evaluate the performance
4 Picture reading where students use as much English as they can to describe a picture
(writing starts from here)
5 Students recount their experiences / funny situations and teacher writes sentences
on the board in English as they say it. They may copy and read at their leisure.
(Copying in a meaningful context)
6 Reading simple texts.
Reading text from Class 5 and 6 textbooks:
• Ask students to change the ending of text.
• Ask who, what and when questions
• Creating why, how, what if, if…then questions
• Prediction
7 Understanding timing of events (introducing tenses) through:
• listening (to stories, anecdotes)
• recounting and telling
• picture reading
• reading texts (sequencing)
8 Understanding the meanings of simple words through contexts

SSRP LG English -IX 2014-15
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9 Writing within a given frame.
• writing a paragraph
• fill in the blanks
10 Write whole-class compositions (Teacher writes on board what students say)
11 Write whole class letters, applications etc (teacher writes on board what students
say)
12 Small group compositions - description, remembering or planning an event
13 Converting one form (graphs, etc.) to another.
14 Given a text, students express their feelings and opinions- appropriateness of a
character's actions, etc. (Could be from textbooks)
15 Complete incomplete stories
Level wise Learning Objective Class - IX
;gka ikap Lrj ds yfuZax vkCtsfDVo fn, x, gSA gj ,d Lrj iwjk djus ds ckn vki ;gka fn, x,
y{;ksa ls feyku dj ldrs gSa fd ml Lrj esa fdruk lh[k ik, gSaA ;fn yxrk gS fd fdlh fcUnq ds
ckjs esa vkSj vH;kl djuk gS] rks LkkIrkfgd d{kk esa f”k{kd vkSj vU; lkfFk;ksa ls ckr djsaaA !
Level Sl.
No.
Learning Objective
1 1 1.1. Have a stock of words related to family, friends, etc. -
1.2. Identifying sound units (e.g. using friends' names) -
1.3. Copy words in a meaningful context
2 Giving short responses to questions (in English) based on immediate
environment, day-to-day happenings
14 Given a text, students express their feelings and opinions- appropriateness
of a character's actions, etc. (Could be from textbooks)
2 3 Doing actions based on a set of instructions in the context of a role play.
(e.g. going to market with a certain amount of money). Others make critical
comments, evaluate the performance
4 Picture reading where students use as much English as they can to describe a
picture (writing starts from here)
5 Students recount their experiences / funny situations and teacher writes
sentences on the board in English as they say it. They may copy and read at
their leisure. (Copying in a meaningful context)

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3 3 Doing actions based on a set of instructions in the context of a role play.
(e.g. going to market with a certain amount of money). Others make critical
comments, evaluate the performance
6 Reading simple texts.
• Prediction
4 6 Reading simple texts.
• Prediction
7 Understanding timing of events (introducing tenses) through:
• listening (to stories, anecdotes)
• recounting and telling
• picture reading
• reading texts (sequencing)
8 Understanding the meanings of simple words through contexts
10 Write whole-class compositions (Teacher writes on board what students
say)
5 9 Writing within a given frame.
• writing a paragraph
10 Write whole-class compositions (Teacher writes on board what students

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say)
11 Write whole class letters, applications etc (teacher writes on board what
students say)
12 Small group compositions - description, remembering or planning an event
13 Converting one form (graphs, etc.) to another. (simple interpretation)
of a character's actions, etc. (Could be from textbooks)a
15 Complete incomplete stories
mi;ksx dSls djuk gS!
;gka yfuZax vkCtsfDVo ds vuqlkj xfrfof/k;ka vkSj vH;kl lq>k, x, gSaA fdlh Hkh xfrfof/k dks ,d gh
ckj eaas iwjk ugha djuk gSA dksbZ Hkh xfrfof/k ,d ckj gh dj ysus ds ckn iwjh ugha ekuh tk,xhA budks
djrs gq, ihNs fn, x, Lrjokj lh[kus ds fcUnqvksa ls feyku djrs jgsaA tc yxs fd Lrj 1 ds fcUnqvksa
ij dk;Z iwjk gks x;k gS rc Lovkdyu 1 ij dk;Z djsa vkSj bls vius f”k{kd dks fn[kk,aA vkSj gka]
vius eu dh ckrksa dks viuh Mk;jh esa t:j fy[krs jgsaA !
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fn, x, vH;kl vkSj xfrfof/k;kas ds funsZ”k vaxzsth esa gh fn, x, gSa] ;g Hkh lh[kus dk gh fgLlk gS&
igyh ckj rqEgsa le>us esa eqf”dy gks ldrh gSA ij vkxs ,d ckj tc Lo;a i<dj le>us yxksxs rks
bUgsa djus dk vkSj etk vk,xkA !
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budks Øe ls fcydqy ugha djuk gSA cfYd ikap Lrjksa essa djuk gSA oSlh ikap Lrj ftuesa mij lh[kus
ds fcUnqvksa dk caVokjk fd;k x;k gSA !
gj ,d Lrj esa dkSu lh xfrfof/k;ka djuh gSa ;g r; djuk cgqr gh vklku gSA tSls Lrj 1 dks ns[kks
rks mlesa & lh[kus ds Yk{; Øekad 1] 2 vkSj 14 lfEefyr fd, x, gSA ij ,slk ugha gS fd ;s y{;
fQj vkxs ds Lrjkas ¼Lrj 2 ls 5½ esa lfEEefyr ugha gSA
,d ckj fQj Lrjokj lh[kus ds Yk{; okyh lkfj.kh ns[kks vkSj irk djks&
y{; Øekad 1 vkSj fdu&fdu Lrjksa esa gS --------------------------------------------------------------------------------------------------------------
Øekad 2 -----------------------------------------------------------------------------------------------------------------------------------------------------------------------------

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vkSj y{; Øekad 14 -------------------------------------------------------------------------------------------------------------------------------------------------------
vc uhps nh xbZ xfrfof/k;ksa dh fyLV ns[kksA mlesa bu y{;ksa ¼!Objective!1,!2!and!14½ dks lh[kus ds
fy, xfrfof/k;ka nh xbZ gSaA vkSj mudk ,d [kkl Øekad Hkh gSA
tSls fd vkCtsfDVo 1 esa 6 xfrfof/k;ka gSa ftudk Øekad gS& 1-1] 1-2] 1-3] 1-4] 1-5 vkSj 1-6
vkCtsfDVo 2 esa ------- xfrfof/k;ka gSa ftudk Øekad gS& --------------------------------------------------------------------------------------
vkSj vkCtsfDVo 14 esa ------------------------------ xfrfof/k;ka gSa vkSj Øekad gS& ----------------------------------------------------------
vc rks rqe le> gh x, gksxs fd &
nh xbZ xfrfof/k;ksa dks Øe esa ,d lkFk iwjk djus ds fy, igys gh D;ksa euk fd;k x;k
,d vkCtsfDVo ds fy, nh xfrfof/k;ka mu gj Lrj esa ckjh&ckjh ls djuh gSa ftu&ftu Lrjksa esa og
vkCtsfDVo j[kk x;k gSA tSls fd vkCtsfDVo 1 vkSj 2 dh xfrfof/k;ka Lrj 1 esa gh iwjh dj ysuh gSa
tcfd vkCtsfDVo 14 dh xfrfof/k;ka lHkh ikap Lrjkas eas djuh gSaA
,d Lrj esa Hkh ,d vkCtsfDVo ds fy, r; lHkh xfrfof/k;ksa dk Øe ls “kq: djds iwjk ugha djuk gSA
cfYd ml Lrj esa vYkx&vyx vkCtsfDVo ds fy, r; xfrfof/k;ksa dks fefJr :i esa djuk vkSj
etsnkj gksxkA tSls fd Lrj 1 esa vkCtsfDVo 1 ds fy, lHkh 6 xfrfof/k;ksa dks ,d Øe esa djus dh
ctk; chp&chp esa vkCtsfDVo 2 ;k 14 dh xfrfof/k;ka Hkh djrs jgsaA
esjh yfuZax xkbM
vc rqe viuh yfuZax xkbZM cukus ds fy, rS;kj gksA uhps nh xbZ lkfj.kh esa Lrjokj vkCtsfDVo Øekad
ds lkeus fy[kks& xfrfof/k Øekad] mls rqe fdl Øe esa djksxs] mlds fy, yxus okyk le;] ,slh
phtsa tks ml nkSjku tLjh gksaxha ¼tSls fd ikB~;iqLrdsa ;k vU; lkexzh½ ;k vU; dksbZ ckr tks rqe
djuk] dguk pkgrs gksA
rqEgkjh enn ds fy, Lrj 1 dks iwjk dj fn;k x;k gSA blds lgkjs ckdh dh Lrjkas ds fy, yfuZax
xkbM cukus ds ckn gh dke “kq# djuk gSA

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Lrjokj yfuZax xkbZM
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1-5
1-6
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2-2
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esa vkSj xgjk dj ldsxkA vkSj [kqn dks bl :i esa rS;kj ikvksxs fd vc rqEgs vaxzsth dh d{kk esa fdlh Hkh izdkj dh eqf”dy ugha gS!

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Self Learning Activities and Exercises class –IX
vius lh[k ds vkdyu ds fy, budk iz;ksx djrs jguk gksxkA igys 2 Lrj ds fy, uewus ds rkSj
ij ;gka Lovkdyu izi= fn, x, gSaA vxys Lrj ds fy, dke djrs le; f”k{kd vkids fy, ,sls
izi= miyC/k djk;saxsA ;k vius nksLrksa ds lkFk feydj cuk ldrs gks vkSj ,d nwljs ds cuk, x,
izi=ksa dks vkil esa vny&cnydj vius dke dk vkdyu dj ldrs gSaA
,slk dksbZ izi= ugha Hkh gS rks dksbZ ckr ughaA vki ml Lrj ij dke djrs le; vkids D;k vuqHko
jgs] bls ntZ djrs jgsaA ;g Hkh ,d izdkj dk Lovkdyu gh gSA blds lgkjs vkids vkxs ds lh[kus
dh lkexzh fodflr djus esa enn gksxhA
Objective 1- Building on known stock of words (3 hours)
1.1. Look at some of the things in your home. What are they made of? Can they be made
of other material? E.g. Can a door be made of aluminium? And a chair? If your chair is
made of wood, can it also be made of plastic? What about bamboo? Can a chair be
made of bamboo? Make a list of five objects. Look at each object and write down the
different materials they can be made of. Which material according to you is the best?
Why?
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Object Material
Chair Bamboo, aluminium, plastic, .......
Door

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1.2. What is common in each list of words? Give each list a title.
1 2 3 4 5
a tree a stone England Bangladesh a newspaper
a leaf
grass
a flower
a window
glasses
air
water
a hill
a mountain
a rock
ice cream
January
Himalayas
a fan/cooler
France
Germany
Italy
Garbage
factory smoke
pesticide
dirty water
India
Sri Lanka
Pakistan
stars
moon
planets
shooting stars
a notice board
a poster
a magazine
an ostrich
a hen
duck
peacock
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1.3. Can you add a suitable word to these lists? Give the lists of words a title.
Word postman butterflies breakfast silver
Sentence farmer bees dinner gold
............. ............. ............ ............ ............
Now, look through your textbooks. Find words that you can make into lists. Give each list
you make a title. Or you can ask your friends to give titles.
1.4. In the table below each letter has a number below it. Read the instructions to make
words.
A B C D E F G H I J K L M N O
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
a) Which is the two letter word whose total makes 15? - An
b) Which is the two letter word whose total makes 29?
c) Which is the three letter word whose total makes 26? (It is an animal)
d) What is the total of the word “man?”
e) How many words are there in between 30 and 50?
f) Can you make some more questions? Ask your friends to find the answers.
1.5. Do you like cooking? Here are some words to describe what you do in the kitchen.
cutting chopping peeling stirring boiling
cleaning heatingmixing putting pouring
filling stuffingfrying steaming freezing

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pounding grinding grating kneading measuring
draining mashing seasoning beating churning
baking roasting rolling powdering soaking
crushing simmering sieving wiping
a) What are the words related to making roti?
b) In the list there are at least three words related to making tea. What are they? Can
you find anymore?
c) How many words are related to making daal? Which are they?
1.6. Sit quietly for a moment and listen to all that is happening around you. What are the
people who are close by doing? E.g. What about people who you cannot see but you
can hear? What are they doing? And the animals and birds, the wind, water, the bells
in the doorway of someone's house, etc.
a) Can you write down all the actions going on around you? Make a list of all the
actions. E.g. barking, shouting, sleeping, etc.
b) Then try to put the actions words into simple sentences. E.g. A dog is barking or
dogs are barking.
Objective 2- Writing about people and things in the immediate
environment using simple sentences (3 hrs)
2.1. Here are a few qualities that can be used to describe someone you like. Do any of
these qualities describe your best friend? There are many more ways of describing
someone. If there are other words which can describe your friend, why don't you add
them? Look for more words in your textbooks.
Caring,confident, a happy person, tells jokes and is funny,
intelligent, talkative, quiet, good at games, a good story teller,
thinks about things before speaking, says whatever he/she thinks, enjoys
arguments, doesn't like to quarrel, hard-working
a) Now, choose the most important qualities that make him/her your best friend? Can
you write a few lines about your best friend? Here is an example.
Suman is my best friend. I can talk to her about everything. She is very intelligent and I enjoy
talking with her. She is very funny and tells a lot of good jokes. When I'm feeling unhappy,
she makes me laugh. She is hard-working and does a lot of work at home. She helps her
mother at home with the housework and helps me too with my homework. We often study
together after school. What I like best about Suman is her honesty. She always says what
she thinks but she is never rude or cruel.
2.2. Now read the lesson, 'The Giving Tree', on Page 12 of Rainbow Reader 7. This is a
story about the friendship between a tree and a man. Imagine you are the old man

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speaking to the tree. Write four or five sentences telling the tree why you think it has
been a good friend to you. E.g. When I was young, I played in your branches.
2.3. Everyone has a story to tell. Why don't you can talk to people in your family or to an
older person in your village and find out what their story is? Here are some questions
you can ask.
a) Where were you born?
b) When were you born? In what year? At what time?
c) Did anything important happen in the year you were born? In the village or in the
country? In your family?
d) Where did you grow up?
e) What were you good at doing when you were young? What did you like doing?
Who were you close to when you were young?
f) What did you dream of becoming? Did you achieve your dream?
g) Who was your best friend?
h) Can you add any more questions that you could ask?
After you get the answers to your questions, try to write a small composition about the
person. This kind of composition is called a biography.
There are some biographies of famous people in Rainbow Reader 8. Read the biographies of Helen
Keller, Abdul Kalam, JRD Tata and Florence Nightingale before you write your composition.
2.4. Now that you are able to write about people you know, let's move on to describing
where you live. Answer some of these questions and you will get a small paragraph
describing your village or town.
a) What is the name of your village or town?
b) How far is it from Hardoi?
c) What is the population of your village?
d) What are some of the important buildings in your village? E.g. the school, the bus
stop, etc.
e) Are there many trees in your village? What different kinds of trees can you see?
f) And birds? What kinds of birds can you see? Do some birds come in summer and
others in winter?
g) What kinds of crops grow in your village? Do you see many fields?
h) Do people work in the village or do they travel to nearby towns to work?
i) What is your village or town famous for?
2.5. Now read the poem, 'My Village' on Page 17 of Rainbow Reader 7. Would you like to
add some ideas from the poem to your description of your village?

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Objective 3- Taking part in word games (2 hours)
3.1. Can you guess the word? There can be more than one answer to some of the word
puzzles. The first one is done for you.
a) open, close, lock = door or cupboard
b) cool, wet, tap =
c) smell, breathe, face =
d) smile, laugh, joy =
e) bed, night, tired =
f) green, leaves, roots =
3.2. Can you fill in the missing word?
a) switch, electricity, ............. = bulb
b) second, minutes, ............ = time
c) director, camera, ............ = film
d) medicine, hospital, ............ = doctor
e) hot, holidays, ............ = summer
3.3. Can you make more puzzles like these? You can ask your friends to complete them.
3.4. Solve these word puzzles.
a) Add a letter to the word “rain” you can travel in it - train
b) Delete a letter from the word “clock” you can keep your house safe – lock
c) Change a letter of the word “house” you will get part of a computer – mouse
d) Add a letter to the word “round” you can play there - ............................
e) Change a letter of the word “state” you can write on it - .......................
f) Delete a letter from the word “cart” you can travel in it - ......................
g) Can you find some words in your textbooks and create some more word puzzles?

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Objective 4 - Ordering and sequencing events and activities of
everyday life (4 hrs)
4.1. Many things in our lives follow a certain order. This means that things happen in steps
or stages, where one thing follows another. This is called a 'sequence'. Some things
happen in cycles, e.g. a seed becomes a plant or tree, the plant gets flowers, the
flowers die and seeds are produced again. We could show the process in a diagram
like this.
a) Can you describe the water cycle using a diagram like the one above?
b) Can you think of two more processes which happen in cycles? You can look up
your science textbooks for ideas. Why don't you draw diagrams like the one above
to describe the processes?
4.2. Now that you have described some processes that happen in cycles, let us look at
another way in which things happen. Sometimes things happen one after the other in a
line or chain. Or you have to do things in a certain order. For example, when you
make a glass of nimbu pani these are the steps to follow: take a glass of water, add
sugar and lime juice to it and stir it till the sugar dissolves. Every step has to follow
the one before.
a) Here are some processes you are familiar with. Underline the step in the process
which is not in the proper order.
1. Making tea: Boil the water. Put in the tea leaves, sugar and milk. Light the
stove. Strain the tea into a cup.
2. Washing your dog: Pour water on your dog to wet his body. Rub him all
over with soap. Wipe him dry with a towel. Pour water again on his body to
remove all the soap.
3. Cutting an onion: Cut off the top and bottom ends of the onion. Cut
each half into long slices. Slice the onion into two halves. Peel off the skin.
b) Here is another exercise where you have to put some instructions in the proper
sequence. Read the instructions on how to make roti. The instructions are mixed up.
Can you put them in the right order?

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1. Put some atta or flour in a bowl.
2. Heat a tava and cook the chapatti on both sides until it is done.
3. Use a belan or rolling pin, and roll each ball of dough into a thin chapatti.
4. Take small pieces of the dough and roll them into balls.
5. Add salt and enough water to make a dough.
4.3. Now let us look at some stories from your textbooks. Stories and actions in stories
also have a sequence. Read the story 'The Honest Farmer' on Page 18 of Rainbow
Reader 6. Now close your book and put the sentences below in the correct order.
1) One day, a farmer went to the river to drink water.
2) The river goddess heard him cry loudly and decided to help him.
3) She offered him a silver sickle but the farmer said he could not take it. This
was not his sickle.
4) She gave the farmer a golden sickle but the farmer said he could not take it. It
was not his sickle.
5) The river goddess was happy with the farmer because he was honest. So she
gave him all three sickles.
6) Finally she brought him an iron sickle and the farmer was happy to take it.
7) While he was drinking water, his sickle fell into the river. The farmer cried
because he had lost his sickle.
Objective 5 – Solve and create simple riddles with known
words and words from the textbook. (1 hr)
5.1. Can you solve these riddles?
a) The more it dries the wetter it becomes. What is it?
b) What can fill up a room without taking up any space?
c) What is orange and rhymes with parrot?
d) A father's child, a mother's child, yet no one's son. Who am I?
e) What belongs to you, but is used more by others?
f) What is black when it is clean and white when it is dirty?
g) It goes through towns and villages. It goes from one town or village to another. It
goes through valleys and climbs mountains but never moves. What is it?
h) What nail should you never hit with a hammer?
5.2. Can you create some riddles of your own? You can try them out with your friends or
classmates. Choose an object that your friends know about. If your friends find the
riddle too difficult to guess, give them some clues. E.g.
a) I often have stories between my covers. (a book)
b) I come in seven colours. You can sometimes see me when it rains. (rainbow)

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Objective 6 - Reading texts (3 hrs)
6.1. Textbook riddles. Find the answers:
• I tell the story about a boy called Tushar. I'm in Reader 6. Which page am I on?
• There are two pictures of Siddhartha in this lesson in Reader 6. What is the name of
the lesson?
• I was first built in 1816 by a German. Who am I? Turn to page 34 of Reader 8 to find
out.
• My grandmother gifted me something. Who am I and what did I get? Turn to page 20
of Reader 7.
• I was badly injured because I jumped from a moving bus. Who am I? Turn to page 45
to find out.
6.2. Read the story, 'The Clever Rabbit' on Page 23 of Rainbow Reader 6. The tree is
angry with the man and says that men are ungrateful. It tells the lion to eat up the
man. Can you rewrite the story so that the man talks to the tree and says that from
now on, he will always take care of trees. The tree is happy with him and tells the lion
to go away and leave the man alone. You can complete the dialogue below.
Tree: We give you shade and fruit. But you cut us down. Men are ungrateful. Man:
You are right, tree! Men are selfish.
Tree:
Man:
Tree:
Man:
6.3. Read the story, 'The Magic Pot'. Tara saw that the village people were happy when the
porridge filled the road. In the story, Tara tells the pot to stop making porridge. Is
there any other way in which you can end the story?
Here is one suggestion. Complete it to give the story a different ending.
Tara saw that the village people were poor and hungry just like she was. She decided
to help them. What did she do?
................................................................................................................................................................
..........................................................................................................................
Can you think of other endings to the story? You can share your version of the story
with your classmates.
Objective 7- (3 hrs)
• Discuss characters from a story in the textbooks and express
opinions and feelings.
• Read additional stories and anecdotes about well-known people they
have read about in their textbooks
7.1. Read each sentence and say who is happy and who is sad:
a) Sadhana had finished her exams. She was going for a picnic with her family the next
day to celebrate.

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b) Qasim was ill and could not go to the cricket match in school.
c) The village headman of Narainpur could not read and write. Govindji found a teacher
for him and the headman soon learnt to read and write.
d) Reena and Ravi had a wonderful holiday in Nainital during the summer holidays.
e) The elephant was captured in the jungle and made to work in a circus.
7.2. Read the story, 'The Wicked Moneylender' in Rainbow Reader 8. In the story, Bhola is
a good and honest man. He finds the sack of coins and returns the money to Kanhaiya
Lal. But if he did not return the money people would call him a dishonest man. Can
you think of any situation when Bhola does not return the money, but people forgive
him for not being honest? In fact they think he did the right thing!
Discuss your ideas with a group of friends and write down a situation when it would
be all right for Bhola to keep the money. Share your ideas with your teacher and your
classmates.
7.3. Here are three small stories about some of the people you have read about in your
textbooks.
1. Helen Keller
2. Florence Nightingale
3. Mahatma Gandhi
Do you remember reading any stories about Mahatma Gandhi in any of your earlier
text books. Why don't you write it in English and share it with your classmates? You
could look up your Hindi textbooks or ask your teacher if she can tell you something
about Mahatma Gandhi.
Objective 8- Introducing tenses (3 hrs)
8.1. Read the statements and find out which ones can be true and which ones are lies.
After you do these statements, work in pairs and come up with more statements like
these.
I saw Sameer walking near
the river at 7.30 in this
morning.
Sameer says, 'This morning I
helped my mother in the
kitchen from 6.30 to 7.30.'
Sameer says, 'I will help my
mother in the kitchen at 7.30
tomorrow.'
Meera has an appointment
with the doctor at 11.00
a.m.
At 10.00 am Meera says, 'I
already met the doctor.'
At 12.00 pm Meera says she is
in the doctor's office.
Subhash has a film ticket for
4 o'clock
At 5.00 p.m, he says, 'I am
watching the film'.
At 9.00 p.m. he says, 'I will
watch the film'.

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8.2. These are the accounts for two days that Rati has written down in a small book she
keeps for her accounts. Ask the students to read the statements and put them in the
correct columns.
1. Spent Rs 15 on food.
2. Will buy food for Rs 16.
3. Have to see the doctor (fees Rs 15)
4. Bought book for Rs 100.
5. Paid Rs 40 for vegetables.
6. Will be getting Rs 500 from Mamaji.
Yesterday Today
Now, answer these questions:
1. How much money has Rati already spent?
2. How much will she spend today?
3. How much will remain after she receives money from Mamaji?
Objective 9- Understanding the meanings of words through
contexts.(3 hrs)
9.1. Put the words in the correct columns. (words will be placed in random order in a
textbox)
Sleep stars owl dark moon dinner breakfast cock lunch sunrise
hot cool stars sunset sun homework washing utensils birds cooking
Morning Afternoon Evening Night

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9.2. Read these descriptions. Can they guess what they are?
I. It is round and yellow. It tastes sour. We use it in cooking. I really like its smell
and taste. I love using it with every meal.
II. It is round and red. My mother makes chutney with it. In winter we have soup
made with it. Our food would not be complete without it.
9.3. Now write a few more descriptions on what you like to eat.
9.4. Guess the meanings of the words in italics.
i. Anju is very fond of her mother so she is going to buy her a present for her
birthday. Do you think fond of means that Anju:
• Likes her mother?
• dislikes her mother
• Is angry with her mother?
a) Which words in the sentence tell you the meaning of fond of?
b) What are some other people or things you can be fond of? Write them.
ii. A dog saw a cat and chased it down the road. The cat ran faster than the dog and
climbed up a tree. Does chase mean:
• look at
• run after
• give
a) Which words in the sentence tell you the meaning of chase?
b) What are some other people or things you can chase? Write them.
iii. The old woman was very weak. She sat down on the road and could not walk any
more. Does weak mean
• having no strength
• lonely
• angry
a) Which words in the sentence tell you the meaning of weak?
b) Can you think of situations when people can become weak? How about animals? Can
they become weak? Write your thoughts.
9.5. Now look in your textbook for some words you don't understand. Read the
sentences before and after the words and see if you can guess the meanings. Write
the words their meanings below. Check the meanings with your teacher.

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Objective- 10 (3 hrs)
Writing within a given frame.
• Writing a paragraph
10.1. Read the essay you wrote in the camp on how to make pulao. Then write a small
paragraph on any two of the following: the process of making jaggery, building a
house, making your favourite sweet etc. 60 mins
10.2. Write sentences using the following words. Make sure they connect with each other.
You will have a paragraph.
i. Children running
Playground kicking
Football shouting
Goal enjoying
ii. people calling
vegetables bargaining
baskets carrying
fruit stalls weighing
cows standing and chewing
10.3. Look at these words about a wedding. Write a small paragraph on a wedding. These
words will help you with ideas to write the paragraph.
People Jewellery food music children
laughing lights bridegroom shouting crying bride
horse riding dancing
a) Can you make a word web like the one above about other topics. Here are some
suggestions: a mela in your village; the annual day or Republic or Independence Day
in your school.
b) You can also make word webs to describe a person, a scene such as your village in
the rainy season, a storm with thunder and lightning, etc.
Objective 11- Converting one form into another (2 hrs)
11.1. You live in Hardoi District, don’t you? Then you must be knowing that Hardoi town
has a busy railway station. Many trains stop there. Have you boarded a train at
Hardoi station? If not, pester your parents to take you with them to Hardoi station
and take a train to a nearby town like Sandila. You could come back by bus. Now,
trains keep arriving in Hardoi right through the day and night. Here are some details
related to arrival of trains in Hardoi on a particular day (say, today!)
1. Lucknow Sahranpur Passenger arrives by 10.00 am.
2. Avadh Assam Express going to Lalgarh arrives at 7.10 am.

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3. Doon Express going to Howrah arrives at 6.10 am but today, it is running 2
hours late.
4. Padmavati Express going to Delhi arrives at 11.00 pm.
5. Lucknow Mail going to Delhi arrives at 11.30 pm.
6. Haridwar Allahabad Express arrives at 11.45 pm.
7. Chandigarh Lucknow Express arrives at 6.30 am.
8. Saharanpur Lucknow Passenger arrives at 11.15 pm. But it is running 1 hour late.
Now, can you make a table to convey these details? You have to arrange the details in such
a way that the train that arrives first (early in the morning) should be mentioned in the first
row. The last train to arrive (in the night) will be on the last row. One has been done for
you.
Train Name Arrival Time today Train going to
Doon Express 8.10 am (Can you guess how we
arrived at this number?)
Howrah
11.2. Don’t you love to watch Hindi movies? (Even if you say ‘no’, this activity will interest
you!) Who is your favourite hero – Shahrukh Khan, Hrithik Roshan or Ranbir Kapoor? And
heroine – must be Kareena or Katrina, right? Well, you should know that Hindi movies
make lots and lots of money (from you and I and many others!). Here is a table of how
much money some Hindi movies have made.
Ten Movies that Made the Most Money:
Rank Movie
Rele
ased
in
Producer
Money
Made by the
Movie
(collections)
Director
1 Dhoom 3 2013 Yashraj Films 560 crore Vijay Krishna Acharya
2
Chennai
Express
2013
Red Chillies
Entertainment
463 crore Rohit Shetty

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Ten Movies that Made the Most Money:
Rank Movie
Rele
ased
in
Producer
Money
Made by the
Movie
(collections)
Director
3 Krrish 3 2013 Filmkraft Productions 295 crore Rakesh Roshan
4 Ek Tha Tiger 2012 Yash Raj Films 350 crore Kabir Khan
5 3 Idiots 2009
Vinod Chopra
Productions
312 crore Rajkumar Hirani
6
Yeh Jawaani
Hai Deewani
2013 Dharma Productions 307 crore Ayan Mukerji
7 Dabangg 2 2012 Arbaaz Khan Productions 250 crore Arbaaz Khan
8 Bodyguard 2011 Atul Agnihotri 230 crore Siddique
9 Dabangg 2010
Shree Ashtavinayak Cine
Vision Ltd
215 crore Abhinav Singh Kashyap
10
Jab Tak Hai
Jaan
2012 Yashraj Films 211 crore Yash Chopra
(Source: Wikipedia)
a) Now, can you write 10 sentences based on the information given in this table? You
could write short sentences with minimal information – e.g., The director of Dabangg
2 was Arbaaz Khan. You could also try sentences like: Dhoom3, which made the highest
collection, made Rs. 97 crore more than Chennai Express. Even if you simply say,
‘Bodyguard is the name of a Hindi movie’, it is ok. Just make sure that you write a
complete sentence. And do try to ‘infer’ from the data and make sentences (e.g.
Salman Khan was the hero in 4 of the top 10 movies in terms of collections).
b) You could ask your friends or sister or brother to ask you questions from the table. List the
questions you could ask them.
1.
2.
3.
4.
5.
6.

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7.
8.
9.
10.
11.3. Have you heard about vitamins? They are part of the food we eat every day. They
help your body grow and develop. Here is a table that tells you a few things about
types of vitamins, why we need them and in which type of food do we get them.
Type Benefits Sources
Vitamin A Vitamin A prevents eye problems. Milk, eggs, wheat, rice, green
vegetables (such as carrots, sweet
potatoes, pumpkin), orange, papayas
and mangos.
Vitamin C
(also called
ascorbic acid)
Vitamin C is needed for bones, teeth, gums, and
blood vessels. It aids in wound healing.
Oranges, lemon, guava, tomatoes
and palak
Vitamin D Vitamin D strengthens bones because it helps
the body absorb bone-building calcium.
Your body makes it when you get
sunlight on your skin! You can also
get vitamin D from egg yolks, fish,
milk, soya milk and orange juice.
Vitamin E Vitamin E helps protect cells from damage. It is
also important for the health of red blood cells.
Vegetable oils, nuts and green
vegetables.
Vitamin B12 Vitamin B12 helps to make red blood cells and
is important for brain function.
Fish, milk and eggs.
Vitamin B6 Vitamin B6 is important for normal brain and
nerve function. It also helps the body break
down proteins and make red blood cells.
Potatoes, bananas, seeds, fish, eggs
and palak
Thiamin (also
called vitamin
B1)
Thiamin helps the body convert carbohydrates
into energy and is necessary for the heart to
function properly.
Meat, peas, beans and wheat
Niacin (also
called vitamin
B3)
Niacin helps maintain healthy skin. You'll find niacin in fish, wheat, rice
and groundnuts
Riboflavin
(also called
vitamin B2)
Riboflavin is needed for turning carbohydrates
into energy and producing red blood cells.
Eggs, peas, lentils, nuts, milk, palak
a) Now, can you answer a few questions based on the table on Vitamins?
1. Which vitamin is produced by our body using Sunlight?
2. Which vitamin is good for eyesight?
3. With which vitamin will you connect groundnuts? (that is, if you eat groundnuts,
you will get plenty of this vitamin).
4. Which vitamin is called Riboflavin?

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b) You could also play this with a friend or your sister or brother. This activity may
make you eat the right kind of food and not miss out on any vitamin!
c) Can you now create some sentences based on the table? Example: Vegetable oils,
nuts and green vegetables have vitamin E.
11.4. Can you now come up with at least 5 – 10 sentences? Don’t worry if your sentences
are short. If you think you can create sentences only in Hindi but not in English,
please go ahead.
1.
2.
3.
4.
5.

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Objective 12- Write a story, description, etc based on pictures.
12.1. Have you seen storks / cranes waiting for a fish to come by on the banks of stream
or pond? Storks / cranes love to eat frogs. Frogs are generally thought to be dumb
because they croak continuously and announce their presence to snakes who come
and gobble them up. But some frogs are very clever. They escape those who want to
eat them. Here is the story of frog in pictures that manages to frustrate a hungry
stork. Look at the two pictures below. Then write the story in about 100 words.

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12.2. Look at the picture. There are three parts to it. You can see that there are two
goats in each part. What are they trying to do? Why should they be called ‘foolish’?
Write a short story in about 100 words.
Now, based on this, can you think of a moral for yourself or for your friends? Can you put it
down in writing? Try to write it in English but if you are not comfortable, it is ok if you write
it in Hindi. But do write.

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12.3. Writing sentences on pictures:

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Objective 13- Write compositions – (topics from textbooks)
description remembering or planning an event (3 hrs)
And
Objective 14- Writing letters, applications, creating questions
on known things/places. (3 hrs)
14.1. Have you ever written a letter to anyone (don’t count your leave application to the
teacher!)? We can hear you saying “No! whom will I write to?” Here you will have
plenty of opportunities to write letters and even applications. We promise that not a
single one will be a boring letter or application. After doing this, you would actively
look for opportunities to write letters. Maybe even offer to write for others!
You might have heard of NASA (If you want to know the expansion, here it is:
National Aeronautics and Space Administration. Now, just remember NASA, that is
fine). It is an agency in America that sends space shuttles (rockets) to… where else,
space. Many years ago they used to send people to moon. Now, they plan to send
people to Mars. NASA is searching for a student in the age group of 13-17 to be sent
to Mars for 10 days and guess what! It has decided that the student will be from
India. They will select a student based only on what he or she will do in Mars and
what he or she will do differently on returning to Earth. (So if you have scored low
marks in exams till now, it doesn’t matter, you can still make it to Mars!)
Isn’t this exciting? Don’t you want to go to Mars? What will you do there? The
conditions in Mars are different from that of Earth. (For example, there is no oxygen
in Mars. So, you will have to carry an oxygen cylinder with you). Now, write a letter
to:
The Administrator, NASA Headquarters, Suite 2R40, Washington, DC
20546, United States of America. (Don’t forget to mention your name and address. The
letter should be for about 200 words.)

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14.2. Think of what happens when you want to write a letter. You first go to the Post
Office to buy a post card, letter or cover, then you write, seal it, etc. The letter’s life
ends when the person who receives it opens it and reads it. (Sometimes, a letter is
preserved for many years for some special reason. This gives it a very long life).
Now, if a letter were to tell its life story, what will it be like? We call this
autobiography. We have given the beginning and the end of this ‘autobiography of a
letter’. Can you fill at least 5 steps in between?
i. I was an Inland Letter, and was lying in the Post Office for many months. One
day Naveen came to the Post Office and bought me from the Post Master.
ii. Naveen wrote on me. He wrote to his friend Vishal, inviting him to Hardoi
for vacation.
iii. ….
iv. …..
v. …..
vi. ….
vii. …..
viii. Vishal read the letter and jumped with joy that he was going to see his friend
Naveen soon.
(What could be steps 3, 4, 5 and 6? Please write a sentence for each of these steps).
14.3. Can you write short applications to specific persons, stating the reasons given in the
table?
Name of the person to
whom application is to be
addressed
Reason for application
Panchayat President / Municipality
Chairman
Hundreds of birds in a part near your house start chirping at 5
am. This disturbs your sleep. You want the panchayat /
municipality to appeal to the birds not to make noise. And if
they don’t listen, drive them away to another location.
Railway Station Master You are listening a Hindi movie song ‘Rail gaadi, rail gaadi, chuk,
chuk, chuk, chuk, chuk’. You want to know what this ‘chuk’ is
and for that you have to watcha steam engine. You request him
to bring a steam engine to the station so that you can watch and
get to know what ‘chuk, chuk’ is.
Chairman of medicine making
company
Your grandmother is suffering from a serious illness and is not
likely to live long. But you want her to live for many more years.
So you write to the chairman of a medicine-making company
(they call such a company a ‘pharmaceutical’). Your request:
they should make a medicine that prolongs lives and send a
sample to you, for your grandmother.

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14.4. Our immediate environment is full of mysteries. Science, Maths and History are all
around us, all the time. Yet, often, we don’t recognize them. Wherever you are
reading this, look around. Can you think of interesting questions to ask (it is
perfectly ok if you don’t know the answers!) of the fan, room, the road, etc?
For example, here are 4 questions you could ask on the Spinning Top (lattu). Could
you add 3 more questions to the list?
1. Why should the top be in inverted cone shape?
2. What other shapes will make the top spin?
3. Why do we tie the thread from bottom to top and not the other way round?
4. Why does it spin for longer when we use a thread rather than spinning it with
bare hand?
(You could add one question and ask your friend to add one. No need to answer these
questions, Just make sure you ask interesting questions).
a) Here are 2 questions based on kitchen. Can you add 5 more?
1. Why does the rye make a sound when put in oil?
2. While boiling, why does milk overflow but water never overflows?
b) Here are 2 questions based on cycle. Can you add 3 more?
1. When we pedal, the cycle goes forward. But if we pedal back, it does not go
behind. Why?
2. Why is it necessary to have a tube inside the tyre for air?
c) Can you create similar questions based on- TV, Radio, Pen, Pencil, Soap, Fire, Tree.
d) You could play this as a game with a friend or your sister or brother.
Objective 15- Completing stories (2hrs)
Have you ever read only half a story because for some reason you could not read the rest
of the story? Maybe the next page had been torn off!
This activity deals with completing incomplete stories. You can continue the story and end
it in any way you want. You could ask a friend or brother or sister at home to complete the

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same story that you are working on. You could then compare your version with the other
person’s.
15.1. The Man with a Bundle
At the bus stand. A man got down from the bus.
He was holding a bundle with both his hands.
He went to the paan shop. ‘How far is the hospital?’ he asked.
‘It is about 8 kms from here,’ said Ramesh, the shop owner.
‘How can I get there quickly? There is no auto-rickshaw in the bus stand?’
‘Oh, why? What happened?’
The man held up the bundle. ‘My baby is very ill. I have to see the doctor immediately.’
‘Oh no, it will take you a lot of time to get there. Today, all the rickshaws and auto-
rickshaws are on strike.’
‘Oh no, is there any other doctor nearby?’
‘There's only Dr. Vaid. But he has gone on holiday. To his relatives.’
‘Oh God, what shall I do now?’
.................................................
Complete the story. Here are some questions that may help you.
• Did the man get to the hospital?
• Did the paanwala help him?
15.2. Ishaq's story
Baba?
Yes Ishaq?
Baba, how will we manage now?
Yes Ishaq, the rains and the flood have damaged our crop.
How bad is the damage, Baba? I could not go to the field. There was a test in the school
today.
I know, Ishaq. The damage – it is bad.
How bad, Baba? Will we have enough money to manage for the year?
No, looks like it will not be possible. Ammi’s health has also not been good and the
medicines have cost a lot of money.
So what will we do Baba? Will I be able to continue in school?

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Complete the story. Here are a some questions that may help you.
• What did Baba say?
• Do you think Ishaq will be able to continue in school?)
You might want to show the stories to your teacher and friends.

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Self Assessment Tools
vius lh[k ds vkdyu ds fy, budk iz;ksx djrs jguk gksxkA igys 2 Lrj ds fy, uewus ds rkSj
ij ;gka Lovkdyu izi= fn, x, gSaA vxys 3Lrj ds fy, dke djrs le; f”k{kd vkids fy, ,sls
izi= miyC/k djk;saxsA ;k vius nksLrksa ds lkFk feydj cuk ldrs gks vkSj ,d nwljs ds cuk, x,
izi=ksa dks vkil esa vny&cnydj vius dke dk vkdyu dj ldrs gSaA
,slk dksbZ izi= ugha Hkh gS rks dksbZ ckr ughaA vki ml Lrj ij dke djrs le; vkids D;k vuqHko
jgs] bls ntZ djrs jgsaA ;g Hkh ,d izdkj dk Lovkdyu gh gSA blds lgkjs vkids vkxs ds lh[kus
dh lkexzh fodflr djus esa enn gksxhA
Self Assessment -1
2. Circle the unconnected word
a) Cycle, bell, tyre, rainbow, handlebar
b) Water, tractor, fish, boat, sand
c) Tree, clouds, blue, rainbow, stars
d) Driver, ticket, conductor, passenger, wall
e) Doctor, nurse, bed, cycle, medicine
3. If you found the activity difficult, here are some things you can try. Why don't you make a list of
all the words you know related to the following: school, home, playground, sports, family,
hospital. You will be surprised at how many words you actually know in English.
4. Then go back and try this activity again. You can also try similar activities on Page 19 and Page 64
of Rainbow Reader 8.
Self Assessment- 2
1. Now that you have done a few exercises in sequencing and rewriting story endings,
why don't you try these exercises?
Read the story, 'Safety Saves' on pages 45 to 46 of Rainbow Reader 6. Write 5 sentences
that tell the story. Mix them up. Now give these sentences to your friend. Ask him or her
to put these sentences in the proper sequence. Do the same for your friend’s sentences.
Did you get most of them right? If you have got more than half the sentences in the proper order,
your understanding of English is improving.
2. If you have got half or less than half the sentences correct, choose two or three
lessons from Readers 5 and 6. For example, 'The Donkey and the Dog' on page 15 in
Rainbow Reader 6. You can work with a friend and read the story together. Then you
can both test each other. Your friend and you can write the story in a jumbled order
on separate pieces of paper. Exchange your jumbled stories and try to put them in
order. Then each of you can correct the other's story.

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Do the exercises given by your teachers for level 3, 4 and 5."

SSRP Self Learning Guide English Class 9 - In Hindi

SSRP Self Learning Guide English Class 9 - In Hindi

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