chapter-1 The Fun They HadRead Moreâž” Name: ______________________________________ Date: ___________________ Read the following passage from “The Fun They Had” and answer the questions that follow: In the year 2157, Tommy found an old book in the attic. It was not like the computerized and interactive books they had in the 22nd century. This book had pages made of paper, and the words were printed on them. He and his sister, Margie, were fascinated by how different schools were in the past. The book described a school where children were taught together in a physical classroom, and they had a human teacher. Questions: In which year does the story “The Fun They Had” take place? a) 22nd century b) 2157 c) 21st century d) 2200 How did the book Tommy found differ from the interactive books they had in the 22nd century? a) The book had paper pages with printed words. b) The book had interactive features. c) The book had pictures instead of words. d) The book had no illustrations. What did the children in the past have that Tommy and Margie found fascinating? a) Advanced technology b) Human teachers c) Computerized books d) Interactive classrooms Describe the type of school described in the book. How do you think Tommy and Margie feel about their own school after reading the book? Explain your answer. In your opinion, which type of education system do you prefer – the one described in the book or the futuristic one in the 22nd century? Why? Imagine you are Tommy or Margie. Write a diary entry expressing your thoughts and feelings after finding the old book in the attic. Guidelines for Diary Entry: Word Limit: 150-200 words Note: The above worksheet includes objective-type questions, short-answer questions, and an open-ended question to encourage critical thinking and creative expression. It aligns with the CBSE pattern and aims to assess students’ understanding of the chapter’s content and themes. The diary entry allows students to put themselves in the characters’ shoes and explore their perspectives on the topic. The word limit for the diary entry helps in managing the length of responses while encouraging concise and effective writing.
POEM: The Road Not TakenRead Moreâž” Worksheet: Exploring Choices in ‘The Road Not Taken’ Name: _______________________ Class: 9 Date: ___________________ Instructions: Poem: The Road Not Taken Two roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference. Questions: What is the central theme of the poem “The Road Not Taken”? Why does the speaker say, “I could not travel both”? What does this reveal about the speaker’s dilemma? Describe the two roads the speaker is considering. How are they similar, and what makes them different? How does the speaker feel about the road he ultimately chooses? What factors influence his decision? What is the significance of the lines “I kept the first for another day!” and “knowing how way leads on to way”? Explain their importance in the context of the poem. Explain the meaning of the lines “I shall be telling this with a sigh / Somewhere ages and ages hence.” What emotions do these lines convey? In your opinion, what message is Robert Frost trying to convey through this poem? How does it relate to making choices in life? Bonus Question (Creative Writing): Imagine you are faced with a similar situation as the speaker in the poem, where you have to make a difficult choice. Write a brief reflection piece (150-200 words) describing the decision you would make and the reasons behind your choice. Note: This worksheet is designed to encourage critical thinking and interpretation of the poem. Students should use their understanding of the poem and their analytical skills to answer the questions effectively.
Chapter-2 The Sound of MusicRead Moreâž” Worksheet Title: Exploring Sound Waves Instructions: Question 1: Definitions Define the following terms related to sound waves: a) Sound waves b) Frequency c) Amplitude d) Pitch e) Wavelength Question 2: True or False Write “True” if the statement is correct and “False” if it is incorrect. a) Sound waves can travel through a vacuum. ____ b) The pitch of a sound is determined by its frequency. ____ c) Increasing the tension in a string will lower the pitch of the sound produced. ____ d) The speed of sound is faster in air than in solids. ____ e) The amplitude of a sound wave determines its loudness. ____ Question 3: Matching Match the following sound-related phenomena with their correct descriptions by drawing a line connecting the two. a) The reflection of sound waves from a surface. b) The change in pitch of sound due to the relative motion between the source and the observer. c) The increase in amplitude and vibration of an object when subjected to its natural frequency. Question 4: Real-Life Applications Choose one of the following real-life situations related to sound waves and describe how the principles of sound apply to it. a) Musical instruments and their different sounds b) How dolphins use echolocation to navigate underwater c) The role of sound in medical imaging (e.g., ultrasound) d) Sound barriers and noise pollution reduction Question 5: Short Answer Explain how the properties of sound waves, such as frequency and amplitude, affect the perception of sound in our daily lives. Provide at least two examples to support your answer. Question 6: Research Task Research and write a short paragraph on the contributions of a famous scientist or inventor in the field of sound waves and music. Question 7: Reflection Reflect on what you have learned in this lesson about sound waves. Write two things you found interesting or surprising. Question 8: Application A tuning fork of frequency 256 Hz produces a sound with a wavelength of 1.35 meters. Calculate the speed of sound in the medium in which it is vibrating. Question 9: Experiment Design a simple experiment to demonstrate the relationship between the length of a string and the pitch of the sound it produces. Provide a step-by-step procedure and the materials needed. Question 10: Creative Task Create a comic strip or a visual representation illustrating the journey of sound waves from a sound source to the listener’s ear. Include labels and captions to explain each stage of the journey. Remember to customize the worksheet with your specific questions and activities, and ensure they align with the content covered in the lesson plan for Chapter 2: The Sound of Music.
POEM: WindRead Moreâž” Worksheet: Exploring the Poem “Wind” Name: __________________________ Date: ___________ Class: 9 Instructions: Poem: Wind Wind, come softly. Don’t break the shutters of the windows. Don’t scatter the papers. Don’t throw down the books on the shelf. There, look what you did – you threw them all down. You tore the pages of the books. You brought rain again. You’re very clever at poking fun at weaklings. Frail crumbling houses, crumbling doors, crumbling rafters, crumbling wood, crumbling bodies, crumbling lives, crumbling hearts – the wind god winnows and crushes them all. He won’t do what you tell him. So, come, let’s build strong homes, let’s joint the doors firmly. Practise to firm the body. Make the heart steadfast. Do this, and the wind will be friends with us. The wind blows out weak fires. He makes strong fires roar and flourish. His friendship is good. Questions: Identify the poetic device used in the line, “Frail crumbling houses, crumbling doors…” Explain the line, “The wind god winnows and crushes them all.” How does the poet personify the wind in the poem? Describe the imagery created by the poet in the lines, “He won’t do what you tell him.” Analyze the rhyme scheme and rhythm of the poem. What effect does it have on the overall reading experience? What message is the poet trying to convey through the poem “Wind”? In your opinion, why is the wind portrayed as both destructive and beneficial in the poem? Draw an illustration that represents the central theme of the poem “Wind.” Write a brief explanation of your drawing below. Word Bank: Remember to review and modify the worksheet as needed to align with the specific content and objectives of the lesson. You can add more questions or activities based on the depth of understanding you want to assess from your students.
 Chapter:3 The Little GirlRead Moreâž” Worksheet: Chapter 3 – The Little Girl Name: _______________________ Date: ____________________ Instructions: Reading Comprehension: Read the following excerpt from “The Little Girl” and answer the questions that follow. Excerpt: “When they passed the park, she again tried to get away and go to the bench where she had been lying before they came. He did not want to take her there. He was thinking of the crowds that came there in the evenings to talk and enjoy the air. And, he would be recognized. He would have to talk and that he did not want. At last, he went in through the gate, but when he reached the bench, he found that it was occupied by two young men and two young women.” Vocabulary: Identify the synonym or the antonym for each of the following words based on their usage in the story. Recognized: a) Synonym: ________________________ b) Antonym: ________________________ Crowds: a) Synonym: ________________________ b) Antonym: ________________________ Inference: Read the following sentences and answer the questions based on your understanding of the story. Personal Reflection: Think about the story “The Little Girl” and answer the following question. Extension Activity: Write a short story or poem based on the theme of “The Little Girl.” Be creative and imaginative in your writing. Submission Date: ____________________ Note: The above worksheet is designed to assess students’ comprehension, vocabulary, inference, and personal reflection skills related to Chapter 3: “The Little Girl.” Teachers can use this worksheet to evaluate students’ understanding of the chapter and guide them in exploring their thoughts and feelings about the story.
 POEM:Rain on the RoofRead Moreâž” “Rain on the Roof.” The worksheet includes various types of questions to assess students’ comprehension, critical thinking, and writing skills. Title: “Rain on the Roof” – Worksheet Name: __________________________ Date: __________________________ Read the poem “Rain on the Roof” by Coates Kinney and answer the following questions: What is the title of the poem? (1 mark) Who is the poet of the poem? (1 mark) What does the poem “Rain on the Roof” primarily describe? (2 marks) Identify and explain any two poetic devices used in the poem. (2 marks) In your own words, describe the imagery created by the poet in the following lines: “When the humid shadows hover Over all the starry spheres, And the melancholy darkness Gently weeps in rainy tears.” (3 marks) What emotions do you think the poet is trying to convey through the poem? (2 marks) In which season do you think the events of the poem are taking place? Give reasons to support your answer. (3 marks) What impact does the sound of rain have on the poet? How does the poet feel about it? (3 marks) Discuss the role of nature and its elements in the poem “Rain on the Roof.” (4 marks) Imagine you are experiencing the rain as described in the poem. Write a short poem (at least 8 lines) expressing your feelings and emotions. Use appropriate poetic devices to enhance your poem’s impact. (5 marks) **Note: For question 10, focus on the use of poetic devices like simile, metaphor, personification, alliteration, or imagery. Guidelines: This worksheet is designed to assess students’ understanding of the poem, their ability to identify and analyze poetic devices, and their creative writing skills. Teachers can use this worksheet as an assessment tool to evaluate students’ knowledge and comprehension of the poem “Rain on the Roof.”
Chapter- 4 A Truly Beautiful MindRead Moreâž” Worksheet Title: A Truly Beautiful Mind – Imagination Exploration Instructions: Read the questions carefully and answer them based on your understanding of the chapter “A Truly Beautiful Mind.” Section A – Multiple Choice Questions (MCQs): Choose the correct option for each question. The title “A Truly Beautiful Mind” suggests that the story is about: a) A talented artist b) A person with a remarkable imagination c) A scientist studying the human mind d) A character with physical beauty What does imagination help the protagonist do in the story? a) It helps her become famous b) It allows her to escape reality and live in a dream world c) It helps her solve complex mathematical problems d) It makes her physically strong How does the protagonist’s imagination impact her perception of the world around her? a) She sees the world as dull and lifeless b) She sees beauty and magic in everyday things c) She becomes disinterested in her surroundings d) She loses her ability to interact with others Section B – Short Answer Questions: Answer the following questions briefly. Describe a specific instance from the story where the protagonist’s imagination plays a significant role in her life. How does the protagonist’s imagination affect her relationship with her family and friends? Section C – Creative Writing: Write a short story or a poem (minimum 150 words) that highlights the power of imagination in transforming one’s life. You can use the story of the protagonist from “A Truly Beautiful Mind” as inspiration or create an entirely new narrative. Section D – Vocabulary: Match the words on the left with their meanings on the right. Section E – Research and Reflection: Research and find one real-life example of a person who used their imagination to achieve something extraordinary. Write a brief paragraph about them. How can imagination be beneficial in problem-solving and decision-making? Section F – Peer Review (Group Activity): Swap your creative writing pieces with a partner. Read their story or poem and provide constructive feedback on their use of imagination and creativity in the narrative. Answer Key: (Note: The answer key can be provided by the teacher after evaluating the completed worksheets.) Remember to format the worksheet in a visually appealing and organized manner, including clear instructions and enough space for students to write their responses.
POEM: The Lake Isle of InnisfreeRead Moreâž” Worksheet: The Lake Isle of Innisfree Name: _______________________ Class: ____ Date: ____________ Read the poem “The Lake Isle of Innisfree” by W.B. Yeats and answer the following questions: Comprehension: What is the central theme of the poem “The Lake Isle of Innisfree”? a) Escape from city life b) Love and romance c) The beauty of nature d) Family relationships What is the poet’s desire in the poem? a) To build a house in the city b) To escape to a peaceful island c) To become a successful businessman d) To become a famous poet Which lines from the poem suggest the poet’s longing for a peaceful life? Analysis: 4. Identify and explain any two poetic devices used in the poem (e.g., simile, metaphor, alliteration, rhyme, etc.). i) Poetic Device: _________________ Explanation: ____________________________________________ ii) Poetic Device: _________________ Explanation: ____________________________________________ Interpretation: 6. What do you think the lake and the island symbolize in the poem? Personal Response: 8. Describe a place that makes you feel peaceful and content, just like Innisfree does for the poet. Bonus: 10. Create a stanza of your own, inspired by the themes and style of the poem “The Lake Isle of Innisfree.” Homework: Write a short poem or a paragraph expressing your ideal vision of a peaceful place, similar to the poet’s vision of Innisfree. Note: This worksheet is designed to assess your understanding of the poem “The Lake Isle of Innisfree.” Take your time and answer the questions thoughtfully. Remember to include space for students to write their answers. The worksheet can be adjusted based on the specific learning objectives of the lesson and the class’s proficiency level.
Chapter-5The Snake and the MirrorRead Moreâž” Title: Worksheet – The Snake and the Mirror Read the following passage carefully and answer the questions that follow: Once upon a time, in a village, there lived a young man named Sekhar. He was not satisfied with his appearance and often wished to have a handsome face. One day, he found a small mirror lying near the village pond. He picked it up and looked into it. To his surprise, a snake crawled out of the mirror and stared back at him. Terrified, Sekhar dropped the mirror and ran away. Later, he returned to the mirror to check if the snake was still there, but this time, the mirror reflected his own face. Questions: Who is the protagonist of the story? a) The snake b) The village pond c) Sekhar d) A handsome man Why was Sekhar dissatisfied with his appearance? a) He wanted to be a snake. b) He desired a handsome face. c) He disliked the village pond. d) He wanted to drop the mirror. What did Sekhar find near the village pond? a) A snake b) A handsome man c) A mirror d) A village Why did Sekhar drop the mirror the first time he looked into it? a) He saw a snake crawling out of it. b) He saw a handsome man in the mirror. c) He wanted to run away from the village pond. d) He wanted to see his own reflection. What did Sekhar see when he returned to the mirror the second time? a) The snake’s reflection b) His own face c) A village pond d) A handsome man’s reflection Do you think Sekhar’s wish to have a handsome face came true? a) Yes, he became handsome after seeing the snake. b) No, he only saw his own face in the mirror. c) Yes, the village pond made him handsome. d) No, the mirror only reflected his own appearance. What do you think the author is trying to convey through this story? a) Snakes are dangerous creatures. b) Mirrors can show different reflections. c) We should be satisfied with our appearance. d) Village ponds are mysterious places. Write a short paragraph about a time when you faced a fear or encountered something unexpected. How did you handle the situation, and what did you learn from it? Bonus Question (Optional): Instructions: Note: The bonus question encourages critical thinking and personal reflection, allowing students to connect the story’s theme to their own experiences and perspectives. Teachers can assess students’ comprehension, interpretation, and writing skills through this worksheet
POEM: A Legend of the NorthlandRead Moreâž” Worksheet: Exploring Symbolism in “A Legend of the Northland” Instructions: Poem: A Legend of the Northland (Include the full text of the poem here) Questions: What is the poem “A Legend of the Northland” about? (2 marks) Define symbolism in literature and provide an example of symbolism from the poem. (3 marks) Identify three symbols from the poem and explain what they represent or symbolize. (6 marks) How does the use of symbolism enhance the overall meaning and impact of the poem? (3 marks) Which stanza or line from the poem do you find the most powerful or emotional? Explain why. (4 marks) In your opinion, what message or lesson is the poet trying to convey through “A Legend of the Northland”? (4 marks) Bonus Question (optional): Total: 27 marks Note: Make sure to include the full text of the poem “A Legend of the Northland” at the beginning of the worksheet for students’ reference. The poem’s text may be readily available in textbooks or online resources. Remember to consider the time constraints of the class while assigning this worksheet, and allow sufficient time for students to read and analyze the poem thoroughly.
Chapter-6 My ChildhoodRead Moreâž” Worksheet: My Childhood Memories Instructions: Question 1: Recall and share one of your most cherished childhood memories. Write a brief paragraph describing the memory. Include sensory details and emotions to make your writing engaging. Question 2: Imagine you are a character from a storybook you loved during your childhood. Describe a fun and adventurous day you had with your favorite storybook characters. Be creative and use vivid language to bring the story to life. Question 3: Think about a significant event from your early years that taught you an important life lesson. Write a descriptive paragraph about this event, explaining the lesson you learned and how it impacted your life. Question 4: Choose a favorite childhood game or activity that you enjoyed the most. Describe the game and the emotions you experienced while playing it with your friends or family. Question 5: Write a paragraph about a special place from your childhood, such as your grandparents’ house, a park, or a favorite vacation spot. Include details about why this place holds a special meaning in your heart. Question 6: Describe a moment from your childhood when you faced a challenge or overcame a fear. Write about how you managed the situation and the lessons you learned from that experience. Question 7: Imagine you could go back in time to relive any day from your childhood. Which day would you choose and why? Describe the day in detail, explaining why it holds a special place in your heart. Question 8: Think about your favorite childhood meal or snack. Describe the taste, aroma, and the memories associated with that food item. Share why it was so special to you. Question 9: Recall a moment when you made a new friend during your childhood. Describe the circumstances of how you met, the things you enjoyed doing together, and the bond you shared. Question 10: Write a paragraph about a toy or possession that was very dear to you during your childhood. Describe the item, its significance, and any memorable moments associated with it. Question 11 (Bonus): Create a short poem about the innocence and joy of childhood. Use expressive language and vivid imagery to capture the essence of this beautiful phase of life. Submission Date: [insert date] Note: Feel free to use the backside of the worksheet if you need more space for your answers. Make sure to proofread your work for any errors before submitting the worksheet. Happy writing!
POEM: No Men Are ForeignRead Moreâž” Worksheet: No Men Are Foreign Name: ______________________ Class: IX Date: ________________ Instructions: Poem: No Men Are Foreign Remember, no men are strange, no countries foreign Beneath all uniforms, a single body breathes Like ours: the land our brothers walk upon Is earth like this, in which we all shall lie. They, too, aware of sun and air and water, Are fed by peaceful harvests, by war’s long winter starv’d. Their hands are ours, and in their lines we read A labour not different from our own. Remember, they have eyes like ours that wake Or sleep, and strength that can be won By love. In every land is common life That all can recognise and understand. Time is the seed of change, and in the fields From dawn to dusk, we labour to rebuild What was destroyed; new buildings rise And bridges span a stream that was not there. And as the seasons turn with us in time So also brothers in their native land Move through their seasons. Death or life, or birth Is just as strange and just as near to them As life to us. Questions: What is the central theme of the poem “No Men Are Foreign”? a) The beauty of foreign countries b) The importance of cultural diversity c) The interconnectedness of all humanity d) The need for peace and harmony How are the people in different countries similar to us? Explain the line, “Time is the seed of change.” Identify the literary device used in the line, “Beneath all uniforms, a single body breathes.” According to the poem, how can strength be won? What does the speaker want the readers to remember about people from other countries? How do people in every land lead a common life? What do the seasons represent in the context of the poem? Write two lines that convey the message of universal brotherhood from the poem. Choose one stanza from the poem and rewrite it in your own words. Bonus Question (Optional): Create a visual representation (e.g., a drawing, a mind map, or a collage) that reflects the central theme and message of the poem. Attach the artwork on a separate sheet. Answer Key: (Note: The answer key is provided by the teacher.)
Chapter- 7 Reach for the TopRead Moreâž” Sania Mirza: India’s Tennis Sensation Sania Mirza, born on November 15, 1986, in Mumbai, India, is a name synonymous with tennis greatness in the country. She began playing tennis at a young age and showed exceptional talent early on. Her family’s support and her determination helped her achieve great success in the sport. Passage Questions: When and where was Sania Mirza born? A. November 15, 1986, in Mumbai, India B. November 15, 1986, in Hyderabad, India C. November 15, 1996, in Mumbai, India D. November 15, 1996, in Hyderabad, India What is Sania Mirza synonymous with in India? A. Cricket legend B. Tennis greatness C. Bollywood actress D. Football star How did Sania Mirza’s family contribute to her success? A. They forced her to play tennis. B. They provided exceptional talent early on. C. They discouraged her from pursuing tennis. D. They offered support and encouragement. What qualities of Sania Mirza helped her achieve great success in tennis? A. Early retirement and lack of determination B. Determination and exceptional talent C. Lack of family support and determination D. Exceptional talent and family support Now, choose one successful individual from the chapter “Reach for the Top” and complete the following tasks: Individual’s Name: ________________________ Identify and list three personal qualities or characteristics that contributed to the individual’s success: Critical Thinking: Answers: Note: Answers to questions 5, 6, 7, and 8 will vary based on the individual chosen by the student. Ensure that the worksheet format and questions align with the CBSE guidelines for English assessments. This worksheet aims to assess students’ comprehension of the passage, their ability to analyze biographical information, and their critical thinking skills in drawing connections between real-life success stories and personal inspiration.
POEM: On Killing a TreeRead Moreâž” Worksheet: “On Killing a Tree” by Gieve Patel Read the poem “On Killing a Tree” by Gieve Patel carefully and answer the following questions: Poem: On Killing a Tree It takes much time to kill a tree, So hack and chop No, Then the matter Questions: What does the poet mean when he says, “It takes much time to kill a tree”? Why is a simple jab of the knife not enough to kill a tree? What has the tree been consuming and absorbing all these years? Explain the significance of “sprouting leaves” from the tree’s “leperous hide.” Why won’t hacking and chopping alone kill the tree permanently? How do the “curled green twigs” contribute to the tree’s survival? What is the ultimate solution to kill a tree effectively, according to the poet? Describe the process of killing the tree as mentioned in the poem. How do you think this poem connects to real-world issues related to deforestation or environmental conservation? Bonus Question: Identify and explain any two poetic devices used in the poem. Answer Key: The poet means that it takes a long time and significant effort to kill a tree. A simple jab of the knife won’t be enough because the tree has grown slowly, consuming the earth and becoming deeply rooted over the years. The tree has been consuming the earth, rising out of it, and absorbing sunlight, air, and water. “Sprouting leaves” from the tree’s “leperous hide” symbolize the tree’s resilience and vitality, even after being wounded. Hacking and chopping alone won’t kill the tree permanently because it can heal and grow back. The “curled green twigs” are miniature boughs that, if unchecked, will expand and allow the tree to grow back to its former size. According to the poet, the ultimate solution to kill a tree effectively is to pull out its roots entirely from the anchoring earth. The process of killing the tree involves pulling out the roots, exposing the tree’s strength, and subjecting it to scorching and choking in the sun and air until it withers. (Answers may vary) The poem connects to real-world issues by highlighting the destructive impact of human actions on trees and the environment, emphasizing the need for proper conservation and care of trees. Bonus Question: (Answers may vary) Metaphor: The tree’s “leperous hide” is a metaphor describing the rough and diseased appearance of the tree’s bark.
Not a simple jab of the knife
Will do it. It has grown
Slowly consuming the earth,
Rising out of it, feeding
Upon its crust, absorbing
Years of sunlight, air, water,
And out of its leperous hide
Sprouting leaves.
But this alone won’t do it.
Not so much pain will do it.
The bleeding bark will heal
And from close to the ground
Will rise curled green twigs,
Miniature boughs
Which if unchecked will expand again
To former size.
The root is to be pulled out—
Out of the anchoring earth;
It is to be roped, tied,
And pulled out—snapped out
Or pulled out entirely,
Out from the earth-cave,
And the strength of the tree exposed,
The source, white and wet,
The most sensitive, hidden
For years inside the earth.
Of scorching and choking
In sun and air,
Browning, hardening,
Twisting, withering,
And then it is done.
Word Bank (for Bonus Question):
Metaphor, Personification, Imagery, Alliteration, Simile
For example:
Personification: The poet personifies the tree, attributing human-like characteristics to it, such as consuming the earth and bleeding bark.
Chapter-8 KathmanduRead Moreâž” Chapter 8 – Kathmandu Worksheet Name: ___________________ Class: 9 Date: ___________________ Objective: Test your understanding of the cultural and historical aspects of Kathmandu. Part A: Multiple Choice Questions (1 mark each) Kathmandu is the capital city of which country? a) India b) Bhutan c) Nepal d) Sri Lanka Which of the following is NOT a popular festival celebrated in Kathmandu? a) Holi b) Dashain c) Diwali d) Eid What is the historical significance of the Swayambhunath Stupa in Kathmandu? a) It is the residence of the Prime Minister. b) It is the oldest Hindu temple in Nepal. c) It is a UNESCO World Heritage Site. d) It is the burial place of King Prithvi Narayan Shah. The traditional Nepali dance performed during festivals is called: a) Bhangra b) Kuchipudi c) Bharatanatyam d) Newari dance Part B: Short Answer Questions (2 marks each) Briefly explain the importance of the Pashupatinath Temple in Kathmandu. Name two UNESCO World Heritage Sites located in Kathmandu. Describe one major cultural festival celebrated in Kathmandu and its significance. How has the historical background of Kathmandu influenced its present-day culture? Part C: Creative Writing (5 marks) Imagine you are a tourist visiting Kathmandu. Write a postcard to a friend describing your experiences and impressions of the city. Include details about the cultural landmarks you visited, the festivals you witnessed, and your overall impression of Kathmandu’s heritage. Instructions: Score: /15 Note: This is a sample worksheet, and the actual worksheet used in the classroom may vary in format and content. Teachers can modify the questions based on the specific focus of their lesson and the students’ proficiency levels.
 POEM: A Slumber Did My Spirit SealRead Moreâž” Title: “A Slumber Did My Spirit Seal” Worksheet Instructions: Poem: A Slumber Did My Spirit Seal A slumber did my spirit seal; I had no human fears: She seemed a thing that could not feel The touch of earthly years. No motion has she now, no force; She neither hears nor sees; Rolled round in earth’s diurnal course, With rocks, and stones, and trees. Questions: What is the speaker’s state of mind in the first two lines of the poem? Answer: Who or what does the speaker refer to as “She” in the poem? Answer: What does the phrase “earth’s diurnal course” mean in the context of the poem? Answer: Identify and discuss the central theme of the poem. Use evidence from the poem to support your answer. Answer: What emotions does the poem evoke in you as a reader? Explain why you feel this way. Answer: How does the poet use imagery and language to convey the idea of a spirit “sealed” in slumber? Answer: Compare and contrast the speaker’s perception of “She” at the beginning and end of the poem. Answer: Do you think the poem has a deeper philosophical meaning? If yes, explain your interpretation. Answer: What message or lesson do you think the poet wants to convey through the poem? Answer: Rewrite the last two lines of the poem in your own words while maintaining the original meaning. Answer: Note: This worksheet is designed to assess your understanding of the poem “A Slumber Did My Spirit Seal.” Take your time and refer back to the poem as needed to support your answers.
POEM: Fear No MoreRead Moreâž” Worksheet: Exploring Emotions in the Poem “Fear No More” Name: ________________________ Class: _________ Date: ____________ Instructions: Read the questions carefully and answer them based on your understanding of the poem “Fear No More” by William Shakespeare. Section A: Multiple Choice Questions (MCQs) The poem “Fear No More” primarily explores the theme of: a) Love and romance b) Mortality and human emotions c) Nature and beauty d) Adventure and bravery Which poetic device is prominently used in the poem to create vivid images? a) Simile b) Hyperbole c) Alliteration d) Onomatopoeia The phrase “Golden lads and girls all must, As chimney-sweepers, come to dust” suggests: a) Everyone has to work hard to earn a living b) Children should be cherished and protected c) Both rich and poor eventually face death d) Sweeping chimneys is a dangerous job Section B: Short Answer Questions Identify three emotions expressed in the poem “Fear No More” and provide a line or phrase from the poem for each emotion. a) Emotion: ______________________ Line/Phrase: ______________________ b) Emotion: ______________________ Line/Phrase: ______________________ c) Emotion: ______________________ Line/Phrase: ______________________ Explain the significance of the title “Fear No More” in the context of the poem. How does the poet use personification to portray human emotions in the poem? Provide an example from the poem. Section C: Descriptive Questions Choose one stanza from the poem “Fear No More” that resonates with you the most. Explain why this particular stanza appeals to you and what emotions it evokes. Imagine you are one of the characters in the poem. Write a diary entry expressing your thoughts and feelings about the themes of mortality and fearlessness. Section D: Extension Activity (Optional) Answer Key: (Note: Provide answers for the multiple-choice questions and the section B short-answer questions.) Remember to include the poem “Fear No More” by William Shakespeare at the beginning of the worksheet if it’s not already familiar to the students. Ensure that the formatting, layout, and additional visual elements adhere to the standard CBSE pattern for worksheets.
Chapter-9 If I Were YouRead Moreâž” Worksheet – If I Were You Read the following passage carefully and answer the questions that follow: “If I Were You” by Douglas James Mr. and Mrs. Carter lived in a small town. They had a dog named Tommy. One day, Tommy fell into a deep pit in the forest behind their house. Mr. Carter tried to rescue Tommy, but he couldn’t reach him. The pit was too deep, and the walls were too steep. As they were thinking of what to do, a strange thing happened. A talking parrot named Polly flew down from a nearby tree and said, “I can help you save your dog. If you both agree, I can exchange places with Tommy in the pit. Then, one of you can take me home as your pet.” Mr. and Mrs. Carter were surprised but agreed to the parrot’s proposal. Polly flew down and took Tommy’s place in the pit. Mr. Carter climbed down the pit and rescued the parrot. Polly was happy and thanked them for saving him. The couple took Polly home, and he became their new pet. Questions: Where did Mr. and Mrs. Carter live? a) In a forest b) In a small town c) In a city d) Near a river What was the name of their dog? a) Tommy b) Polly c) Carter d) Peter How did Polly offer to help rescue Tommy? a) By flying to get help b) By calling for help c) By exchanging places with Tommy d) By pushing Tommy out of the pit Why couldn’t Mr. Carter rescue Tommy by himself? a) He was too scared b) The pit was too deep and steep c) Tommy was too heavy d) He didn’t want to save Tommy What happened to Tommy in the end? a) He flew away with Polly b) He stayed in the pit c) He was rescued by Mr. Carter d) He turned into a parrot Now, analyze the characters from the story: Describe Mr. Carter’s personality and actions when faced with the situation of Tommy being trapped. How do you think Mrs. Carter felt during the rescue operation? Explain your answer. Imagine you were in Polly’s position when he proposed the exchange. How would you feel, and why? Critical Thinking: Discuss the importance of empathy in the story “If I Were You.” How did empathy lead to a positive outcome? If you were faced with a similar choice, would you exchange places with someone in danger to save them? Why or why not? Explain your reasoning. Answer Key: b) In a small town a) Tommy c) By exchanging places with Tommy b) The pit was too deep and steep c) He was rescued by Mr. Carter (Open-ended question; possible answer: Mr. Carter was determined and willing to try to rescue Tommy but realized he needed help.) (Open-ended question; possible answer: Mrs. Carter might have felt worried and anxious about Tommy’s safety and hopeful that they could save him.) (Open-ended question; possible answer: I would feel scared but also hopeful that the exchange would work and that someone would rescue me.) (Open-ended question; possible answer: Empathy was essential because it allowed Mr. and Mrs. Carter to understand Polly’s offer and his willingness to help. It also led them to agree to the exchange, ultimately saving Polly.) (Open-ended question; students should explain their reasoning, whether they would or would not exchange places with someone in danger.Â
Chapter-The Lost ChildRead Moreâž” Worksheet: The Lost Child Instructions: Read the following questions carefully and answer them based on your understanding of the chapter “The Lost Child.” 1. What is the central theme of the story “The Lost Child”? 2. In which setting does the story “The Lost Child” take place? 3. Identify the key events that lead to the child getting lost. 4. What emotions does the lost child experience during his journey? Provide specific examples from the story. 5. Why do you think the child hesitates to ask for those things that attract him? 6. Describe the encounter of the child with the flock of birds and the merry-go-round. What emotions do these encounters evoke in the child? 7. In your opinion, what is the significance of the child’s encounter with the old man and woman selling balloons? 8. How does the story “The Lost Child” end? What message do you think the author wants to convey through this ending? 9. Imagine you are the lost child. Write a diary entry expressing your emotions and thoughts during the journey. 10. Discuss with your classmates how the story “The Lost Child” made you feel and what you learned from it. Note: This worksheet is to be completed individually. Take your time to think and express your thoughts clearly and concisely. Once you have finished, you can discuss your responses with your teacher and peers.
Chapter-2 The Adventures of TotoRead Moreâž” Title: Character Traits in “The Adventures of Toto” Name: __________________________ Date: _____________________ Instructions: Read the questions carefully before answering. Answer the multiple-choice questions by circling the correct option. Answer the short answer questions in complete sentences. What are character traits? a) The physical appearance of a character. b) The qualities that define a character’s personality. c) The name of the main character in a story. d) The setting in which the story takes place. In “The Adventures of Toto,” what is Toto’s main character trait? a) Brave b) Clever c) Mischievous d) Lazy Which of the following actions in the story shows Toto’s cleverness? a) Running away from home b) Rescuing the baby squirrel c) Climbing up the school wall d) Stealing biscuits from the kitchen Why did Toto get into trouble with the headmaster? a) He failed in his exams. b) He was caught stealing. c) He broke a window during a cricket match. d) He skipped school to play with other animals. How did Toto’s actions impact his family? a) His family was proud of him. b) His family scolded and punished him. c) His family disowned him. d) His family moved away from the village. Short Answer Questions: Describe two character traits of Toto from “The Adventures of Toto” and provide evidence from the story to support each trait. How did Toto’s mischievous behavior lead to both positive and negative consequences in the story? Explain with examples. What lesson do you think the author wants readers to learn from Toto’s adventures? Provide your opinion with reasons. Choose one character (other than Toto) from the story and describe two character traits they possess. Explain how these traits contribute to the development of the plot. Imagine a different ending for “The Adventures of Toto.” Write a short paragraph describing how Toto’s character traits could have led to a different outcome in the story. Note: This worksheet is designed to assess students’ understanding of character traits and their ability to analyze characters from the story “The Adventures of Toto.” Teachers can use it as a formative or summative assessment tool to evaluate students’ comprehension and critical thinking skills.
Chapter-3 Iswaran the StorytellerRead Moreâž” Name: _____________________________________ Date: _________________ Instructions: Read the questions carefully. Answer each question concisely and to the point. Write your responses in the space provided. Ensure proper grammar, spelling, and punctuation in your answers. Attempt all the questions. What is the title of the chapter? Who is the protagonist in the story “Iswaran the Storyteller”? Identify three cultural elements portrayed in the story. Briefly explain their significance. a) _______________________________________________________________ b) _______________________________________________________________ c) _______________________________________________________________ Write the moral lesson or message conveyed by the story “Iswaran the Storyteller.” Explain the role of storytelling in preserving cultural heritage and passing down knowledge. In what ways did Iswaran prove himself to be a loyal and dedicated servant to Mahendra? Analyze the character of Mahendra. What qualities or traits does he possess? Describe the setting of the story “Iswaran the Storyteller.” How does it contribute to the narrative? In your opinion, what is the most significant event in the story? Why? Identify and define any five unfamiliar words from the story “Iswaran the Storyteller.” a) _______________________________________________________________ b) _______________________________________________________________ c) _______________________________________________________________ d) _______________________________________________________________ e) _______________________________________________________________ Bonus Question: 11. Create an alternative ending for the story “Iswaran the Storyteller.” Rewrite the last few paragraphs with your own imaginative conclusion. _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ Answer Key: (Note: The answer key is not provided here as it may vary based on individual interpretations of the story. Teachers can assess students’ responses based on their understanding of the chapter.)
Chapter-4. In the Kingdom of FoolsRead Moreâž” Worksheet – In the Kingdom of Fools Name:______________________ Class:_____ Date:__________ Instructions: Read the following questions carefully and answer them based on your understanding of the story “In the Kingdom of Fools.” Write your answers in complete sentences. 1. What is the central theme of the story “In the Kingdom of Fools”? 2. Define irony and identify the type of irony in each of the following examples: a) The king, who thought himself wise, made the most foolish decisions. Type of Irony: _____________ b) A person claiming to be the cleverest in the kingdom was unable to count correctly. Type of Irony: _____________ 3. In the story, how does the author use irony to create humor? Provide an example to support your answer. 4. Explain situational irony in the story “In the Kingdom of Fools” and how it impacts the plot. 5. Write a brief paragraph about a real-life situation you have encountered or heard about that involves irony. Describe the situation and explain the irony in it. 6. What is the significance of the title “In the Kingdom of Fools”? How does it relate to the story’s message? 7. Think about a character from the story whom you find interesting. Describe the character’s traits and actions that contribute to the story’s irony. 8. Imagine you are an advisor to the king in the story. Write a letter to him, warning about the potential consequences of his decisions and how he can avoid being fooled. 9. Analyze the impact of irony on the overall message and moral lesson conveyed in “In the Kingdom of Fools.” 10. Summarize the story “In the Kingdom of Fools” in about 100 words. Highlight the key events and the main irony in the plot. Bonus Question: 11. Create a short dialogue between two characters from the story, using irony to add humor to the conversation. Answer Key: (Note: The answer key is not provided here as it’s essential for the teacher to evaluate the students’ responses based on their individual understanding of the story and the concepts of irony.) Remember to review your answers before submitting the worksheet. Good luck!
Chapter-5 The Happy PrinceRead Moreâž” Worksheet: The Happy Prince Instructions: Read the following questions carefully and answer them based on your understanding of the story “The Happy Prince.” What is the title of the story? What do you think the story might be about based on the title alone? Briefly summarize the story of “The Happy Prince” in your own words. Include the main characters and the central conflict in the story. Identify three moral lessons or themes that the story conveys. Write them down and provide examples from the text to support your choices. Describe the main characters in the story – The Happy Prince and the Swallow. What characteristics make them stand out, and how do they contribute to the overall message of the story? Analyze the significance of the following quotes from the story: a) “I am covered with fine gold,” said the Prince. “You must take it off, leaf by leaf, and give it to my poor; the living always think that gold can make them happy.” b) “Far away,” continued the Swallow, “far away in a little street, there is a poor house. One of the windows is open, and through it, I can see a woman seated at a table. Her face is thin and worn, and she has coarse, red hands—all day long she works, but she can earn only a bare living.” What is the central message that Oscar Wilde conveys through “The Happy Prince”? How does this story teach us about compassion and selflessness? Imagine you are the Swallow, and you had the opportunity to communicate with the Happy Prince one last time. What would you say to him, and how would you express your feelings about the experiences you had together? In your own words, explain the significance of the statue of the Happy Prince in the town. How did it become a symbol of compassion and love for the poor? Bonus Question: 9. Create a short poem or song lyrics inspired by the themes and messages of “The Happy Prince.” Your creative piece should reflect the story’s essence and the lessons it imparts. Answer Key: (Note: As an AI language model, I do not have access to real-time data and cannot provide an updated answer key. Please consult your teacher or refer to the textbook for the correct answers.) The worksheet above includes a mix of comprehension, analysis, and creative questions to assess students’ understanding of the story “The Happy Prince.” The bonus question encourages students to express their creativity and apply the story’s themes in their own artistic way. Teachers can use this worksheet to evaluate students’ comprehension and critical thinking skills related to the chapter.
 Chapter-6 Weathering the Storm in ErsamaRead Moreâž” Worksheet: Chapter 6 – Weathering the Storm in Ersama Name: _________________________ Class: _______ Roll No: _______ Date: _______ Section A: Multiple Choice Questions Choose the correct option from the choices given below: The chapter “Weathering the Storm in Ersama” is about: a) Earthquakes b) Cyclones c) Floods d) Volcanoes The story in the chapter is based on the experience of the super cyclone that hit: a) Mumbai b) Chennai c) Odisha d) Kolkata What was the main occupation of the people in Ersama? a) Fishing b) Farming c) Mining d) Construction Section B: Short Answer Questions Describe the impact of the super cyclone on the people of Ersama. Explain the significance of the title “Weathering the Storm in Ersama.” Section C: Long Answer Questions Imagine you are one of the survivors of the super cyclone in Ersama. Write a personal account describing your experience during and after the cyclone. Discuss the measures that can be taken to minimize the impact of natural disasters like cyclones on coastal communities. Section D: Vocabulary Section E: Project Note: This worksheet is just a sample, and you can modify or add more questions according to the scope of the chapter and the level of your students. Also, make sure to include proper instructions and guidelines for each section of the worksheet.
Chapter-7 The Last LeafRead Moreâž” Title: Symbolism in “The Last Leaf” Instructions: Read the following questions carefully and answer them based on your understanding of the story, “The Last Leaf.” Identify the central theme of the story, “The Last Leaf.” (2 marks) What does the last leaf symbolize in the story? Provide textual evidence to support your answer. (3 marks) How does the setting of the story contribute to the overall mood and atmosphere? (3 marks) Explain the symbolic significance of the “ivy vine” in the story. (2 marks) Describe the character of Johnsy and explain her transformation throughout the story. What does she symbolize? (4 marks) In the story, the pneumonia epidemic symbolizes both hope and despair. Discuss this dual symbolism and its impact on the characters. (5 marks) How does the use of irony in the story add to its overall meaning? (2 marks) Imagine you are an art critic. Analyze Sue’s painting of the last leaf and its symbolic representation. (3 marks) Connect the story’s themes of friendship, sacrifice, and hope with real-life examples or incidents from history or contemporary times. (4 marks) Create a short paragraph where you express your personal interpretation of the story’s central message and the significance of its symbols. (5 marks) Note: Duration: 45 minutes Feel free to customize the worksheet further based on the level of your students and their familiarity with the topic. This worksheet aims to assess their comprehension of the story’s symbolism and themes while encouraging critical thinking and analysis.
Chapter-8 A House Is Not a HomeRead Moreâž” Worksheet: A House Is Not a Home Instructions: Read the chapter “A House Is Not a Home” carefully and answer the following questions. Write your answers in complete sentences. What is the title of the chapter? What does it imply about the difference between a house and a home? Identify the central theme of the chapter. Provide at least two pieces of evidence from the text to support your answer. In your own words, explain the author’s view on the significance of a home. How does the author use descriptive language to convey the emotions and feelings associated with a home? Quote one example from the chapter. Describe the relationship between the author and her grandmother. What does the grandmother’s house represent to the author? Identify one literary device used in the chapter and explain its effect on the reader’s understanding of the theme. Discuss the role of cultural influence in shaping the concept of a home, as portrayed in the chapter. Imagine you are the author of the chapter. Write a diary entry expressing your feelings about visiting your grandmother’s house and the memories associated with it. How does the chapter “A House Is Not a Home” relate to your personal experiences or understanding of the concept of home? Write a paragraph sharing your thoughts. Word Bank (Use the following words to complete the sentences where applicable): (Emotions, Memories, Cultural influence, Literary device, Significance, Theme) Bonus Question (Optional): 10. Draw a picture or create a collage that represents the concept of “home” as portrayed in the chapter. Explain your artistic choices in a few sentences. Note to the Teacher: You may assign the bonus question for extra credit or as a creative extension to the worksheet. Please note that the word bank provided above includes some of the key concepts and terms relevant to the chapter. The questions are designed to assess students’ comprehension, critical thinking, and ability to analyze the text effectively. Feel free to modify or adjust the worksheet as needed to suit your students’ proficiency levels and specific learning objectives.
Chapter-9 The BeggarRead Moreâž” Worksheet: The Beggar Read the following passage carefully and answer the questions that follow: Once, there was a beggar named Ramu who lived on the streets of the bustling city. He had no home or family and relied on the mercy of passersby for food and alms. Despite his difficult circumstances, Ramu always wore a gentle smile and thanked everyone who offered him anything. Who is the main character in the passage? A. Ramu B. The passerby C. Ramu’s family D. The city How did Ramu survive? What was Ramu’s attitude towards those who helped him? Answer the following questions based on your understanding of the story “The Beggar:” What is the central theme of the story? Describe the character of Ramu. What traits make him an admirable person? Why do you think Ramu wore a smile despite his difficult life? Discuss how the story “The Beggar” evokes empathy in the reader. In the following situations, write what you would do and why, demonstrating empathy: You see a homeless person sitting alone in a park, looking sad. A classmate of yours is struggling to pay for lunch, and you notice they often go without eating. Critical Thinking: Essay Writing: Grammar: Identify and correct the errors in the following sentences: Word Bank: Choose the appropriate words from the word bank to complete the sentences below: Empathy, Struggles, Compassion, Circumstances, Gratitude The story of Ramu teaches us the value of _____________ towards those in need. Despite facing many _______________, Ramu remained hopeful. Ramu showed _____________ to everyone who offered him help. We should be grateful for our ______________, as not everyone is as fortunate. Additional Activity (Optional): Draw a picture representing a scene from “The Beggar” that touched your heart and explain why. Note to the Teacher: Encourage students to answer the questions thoughtfully and with attention to detail. Assess their comprehension, critical thinking, grammar skills, and ability to demonstrate empathy through their responses. Provide constructive feedback to help them improve their writing and analytical abilities.