Class-9, English ●

Chapter Wise Discussion and Solution

Experience-2: Nature Tapestry
Activity: 2.1.1 ► Page: 18
Look at the following illustrations and describe them in your own words. Also, write how
you feel on those situations.
Your Description Your Feelings
1. A rainy day: This is a picture of a rainy I like rainy days. I enjoy getting wet in the
day. In the picture, some people came out rain.
with umbrellas on their heads. Among e„wói w`b Avgvi Kv‡Q †ek fv‡jv jv‡M| e„wó‡Z †fRv
them are students, who came out with Avwg Lye Dc‡fvM Kwi|
school bags on their shoulders and
umbrellas on their heads.
GwU GKwU e„wói w`‡bi Qwe| Qwe‡Z †`Lv hv‡”Q-wKQz
†jvK QvZv gv_vq w`‡q †ei n‡q‡Q| G‡`i g‡a¨
wkÿv_©xivI i‡q‡Q, hviv Kv‡a ¯‹zj e¨vM I gv_vq QvZv
wb‡q †ei n‡q‡Q|
2. A foggy winter morning: This is a Winter is my favorite season. I love the
picture of a winter morning. A boy is seen dewy winter mornings, the cool breeze.
with a winter cap on his head. He is looking kxZ Avgvi me‡P‡q wcÖq FZz| wkwki †fRv kx‡Zi
at the morning sun. mKvj, kvšÍ wmœ» evZvm Avgvi Lye fv‡jv jv‡M|
GwU GKwU kx‡Zi mKv‡ji Qwe| GKwU †Q‡j‡K gv_vq
kx‡Zi Uzwc cov Ae¯’vq †`Lv hv‡”Q| †m †fv‡ii m~‡h©i
w`‡K ZvwK‡q Av‡Q|
3. A stormy night: This is a picture of a I get very scared during storms. I don't like
stormy night. There is a lot of storm, it is storms. Storms cause a lot of damage to
raining. Brances of trees are swaying in people.
strong wind. S‡oi mg‡q Avgvi Lye fq nq| Avwg So cQ›` Kwi
GwU GKwU S‡oi iv‡Zi Qwe| Qwe‡Z †`Lv hv‡”Q, cÖPzi bv| S‡o gvby‡li A‡bK ÿwZ nq|
So n‡”Q, e„wó co‡Q| cÖPÊ evZv‡m Mv‡Qi Wvj †n‡j
co‡Q|

Activity: 2.1.2 ► Page: 20

Ask and answer the following questions in pairs. Then, share your responses with the class.
a) Do you love nature?
Ans. Yes, I love nature very much.
b) Have you read any poem on nature?
Ans. I have read many poems on nature in my textbook.
c) How does the poet depict nature in the poem?
Ans. The poet has depicted the nature in a beautiful form.
d) Does he use any literary elements like rhyming scheme, images or metaphor
to describe nature?
Ans. Yes, he usd may literary elements in his poem.
e) Do you think the use of literary elements make the poem interesting?
Ans. Yes, I think so.

Activity: 2.2.1 ► Page: 21

Let’s imagine a nature walk. It’s a group work and it can be done beyond the school time.
To do that let’s follow the steps given below:
Step 1: Imagine that you are taking a nature walk in a big green park with your friends.
(g‡b K‡iv, Zzwg cÖK…wZ‡Z eÜz‡`i mv‡_ GKwU meyR D`¨v‡b nvuUQ|)
Step 2: Open your mind’s eye and observe everything around you. Try to feel the open
sky, big trees, sounds of the nature and the blue crystal water of the lake. (†Zvgvi g‡bi †PvL
†Lvj Ges Pvicv‡ki mewKQz ch©‡eÿY Ki| †Lvjv AvKvk, eo MvQ, cÖK…wZi kã, Rjvk‡qi ¯^”Q bxj cvwb Abyf‡ei
†Póv Ki|)
Step 3: Now, open your eyes and write down your feelings and experience that you have
gained during the nature walk. (GLb †Zvgvi †PvL †Lvj Ges cÖK…wZ‡Z nuvUvi †h AwfÁZv Ges Abyf‚wZ
Zzwg †c‡qQ Zv wjL|)
Step 4: Each group will sit in a circle and discuss the notes they took by observing the
nature. Then, they prepare the first draft of a composition on their experience of that
nature walk. You can further discuss the following question before you start writing:
(cÖwZwU `j e„ËvKv‡ii em‡e Ges †bvUwU wb‡q Av‡jvPbv Ki‡e hv Zviv cÖK…wZ †_‡K ch©‡eÿY K‡i‡Q| Zvici,
Zviv cÖK…wZ‡Z nuvUvi Ici AwfÁZv wb‡q Zv‡`i cÖ_g iPbvwUi GKwU Lmov ˆZwi Ki‡e| ïiæ Kivi c~‡e© Zzwg
wb‡Pi AwZwi³ cÖk¸ œ ‡jv Av‡jvPbv Ki‡Z cvi|)
i) How did the environment around you make you feel?
Ans. The environment around fascinated me. Hearing the sound of the birds, the
sound of the wind, the sound of the gurgling water made me feel better.
ii) Did it evoke any specific emotions or memories?
Ans. Yes, this experience reminded me of my village days. I had such a feeling
when I visited the village last winter.
iii) Were there any moments during the walk when you felt a strong connection
to nature? Describe those moments.
Ans. Yes, when I closed my eyes and listened to the birds chirping, I felt like I
was lost in the bird paradise. I felt, I lost touch with the real world and drowned
in the nature.
iv) How do you think spending time in nature can influence our well-being and
perspective on life?
Ans. Both body and mind should be kept fit to be fully healthy. I think spending
time in nature makes us feel better. So we should enjoy nature more.
Share your feelings in groups and compile all the feelings on a notebook. (`‡j †Zvgvi
Abyf‚wZ fvMvfvwM Ki Ges †bvUey‡K mKj Abyf‚wZ GKwÎZ Ki|)
Step 5: Finally, share it with other groups. (me‡k‡l GwU Ab¨vb¨ `‡ji mv‡_ fvMvfvwM Ki|)

My feelings on Nature Walk

Nature walking was a great experience for me. When I walked in nature, I felt a different
kind of calmness. The towering trees, the sound of rustling leaves, the gentle breeze
touched my heart. I was so lost in fantasy during nature walk that I could even hear the
sound of a leaf falling from a tree. The touch of damp soil, the fragrance of flowers, the
chirping of small birds filled my soul. I observed dense forests, huge crop fields and rivers
without banks. Which gave me a taste of fairy tales.
Abyev`: cÖK…wZ‡Z nvuUv Avgvi Rb¨ `viæY GKwU AwfÁZv wQj| Avwg hLb cÖK…wZ‡Z †nu‡UwQ, Avwg GK Ab¨iKg
cÖkvwšÍ Abyfe K‡iwQ| myD”P e„ÿ, Mv‡Qi cvZv bovi kã, g„`y evZvm Avgvi AšÍi‡K ¯úk© K‡i‡Q| cÖK…wZ‡Z nvuUvi
mg‡q Avwg GZUvB Kíbvi RM‡Z P‡j wM‡qwQjvg †h, Avwg MvQ †_‡K c‡o hvIqv GKwU cvZvi kãI ïb‡Z
cvw”Qjvg| m¨vuZ‡mu‡Z gvwUi ¯úk©, dz‡ji myMÜ, †QvU †QvU cvwLi wKwPiwgwPi kã Avgvi cÖvY fwi‡q w`‡q‡Q| Avwg
Nb R½j, w`MšÍ †Rvov dm‡ji gvV, Zxinxb b`x ch©‡eÿY K‡iwQ| hv Avgv‡K iƒcK_vi ¯^v` w`‡q‡Q|

Activity: 2.3.1 ► Page: 21-22

Read the poem. Before that read the note on the poet.
Alfred Lord Tennyson (1809–1892) was a renowned British poet. He became famous for
writing about love, nature and emotions. Now, let’s read one of his famous poems on nature
‘Crossing the Bar’. (Avj†d«W jW© †Uwbmb (1809-1892) wQ‡jb GKRb weL¨vZ weªwUk Kwe| †cªg, cªK„wZ I
Av‡eM wb‡q †jLv‡jwLi Rb¨ wZwb weL¨vZ n‡qwQ‡jb| Gevi cªK„wZ welqK Zvi GKwU weL¨vZ KweZv Ôµwms `¨ eviÕ
cwo|)
Crossing the Bar
-Alfred Lord Tennyson
Sunset and evening star, m~h©v¯Í Ges mܨvi ZviKv,
And one clear call for me! Ges Avgvi Rb¨ cwi¯‹vi GKwU WvK!
And may there be no moaning of the bar, Ges m¤¢eZ evjycy‡Äi †Kv‡bv nvnvKvi _vK‡e bv,
When I put out to sea, hLb Avwg mvM‡i P‡j hve,
But such a tide as moving seems asleep, wKš‘ Ggb kw³kvjx MwZkxj †Rvqvi‡K NygšÍ jvM‡Q,
Too full for sound and foam, cÖPÐ MR©b Ges †dbvi cwie‡Z©,
When that which drew from out the hLb †mB A‡Pbv mxgvnxb MfxiZv †_‡K
boundless deep cybivq N‡i wd‡i Avwm|
Turns again home.
Twilight and evening bell, †Mva~wj Ges mܨvi NÈv
And after that the dark! Ges AZci †mB AÜKvi (ivZ)
And may there be no sadness of farewell, Ges m¤¢eZv †mLv‡b †Kv‡bv we`v‡qi Kó _vK‡e bv,
When I embark; hLb Avwg Av‡ivnY Kie; (g„Zz¨eiY Kie|)
For tho› from out our bourne of Time and hw`I Avwg GB mgq-¯’vb †Q‡o P‡j hve
Place So Avgv‡K A‡bK `~‡i wb‡q hv‡e,
The flood may bear me far, Avkv Kwi, Avwg mvgbvmvgwb †`Le Avgvi PvjK‡K
I hope to see my Pilot face to face (Ck¦i‡K)
When I have cross’d the bar. hLb Avwg GB evjycyÄ AwZµg Kie|

Activity: 2.3.2 ► Page: 23

Now, Read the following summary of the poem for your better understanding and answer
the following questions.
Summary: In the poem, the poet talks about death and the journey into the afterlife. Here,
he uses symbols from nature like sunset, evening star, sea, tide, foam, twilight, evening
bell, and flood to explain his feelings and ideas. Besides, if you read carefully, you can
understand that like others, the poet also expresses his desire to cross the bar between life
and death without sorrowful farewells. The poem accepts the truth that we have to leave
this world, and he wishes to be calm and peaceful in the face of mortality.
a) What is the poem about?
Ans. The poem is about death. Through this poem, the poet asked us to accept death
simply.
b) Have you found any symbols in the poem? If yes, what are those?
Ans. Yes, there are some symbol in the poem. They are—sunset, evening star, sea,
tide, foam, twilight, evening bell, and flood.
c) What do the symbols ‘sunset and evening’ and ‘clear call’ mean in the poem?
Ans. The ‘sunset and evening’ ment the last time of life, and ‘clear call’ meant the
call of death.
d) Do you think symbol helps the poet express his ideas in a better way? If yes,
explain with an example.
Ans. Yes, I think poets can express their thoughts more beautifully by using
symbols.
For example- ‘I hope to see my Pilot face to face.’ Here the poet defined ‘God’ by
using the symolic word ‘Pilot.’

Activity: 2.3.3 ► Page: 23

Read the poem. Before that read the note on the poet.
John Keats (1795–1821) was a celebrated English Romantic poet known for his poetry and
tragic life. His poems are renowned for their sensual imagery and exploration of beauty
and mortality. Due to tuberculosis, this celebrated poet died at the age of 25. His untimely
death robbed literature of a gifted poet whose work continues to captivate readers
worldwide. (Rb wKUm (1795-1821) GKRb weL¨vZ Bs‡iwR †ivgvw›UK Kwe wQ‡jb hv Zvui KweZv Ges `ytLRbK
Rxe‡bi Rb¨ cwiwPZ| Zvui KweZv¸wj Zv‡`i Bw›`ªqMªvn¨ wPÎKí Ges †mŠ›`h© Ges bk¦iZvi A‡š^l‡Yi Rb¨ weL¨vZ|
h¶¥v †iv‡Mi Kvi‡Y GB bw›`Z Kwe 25 eQi eq‡m gviv hvb| Zuvi AKvj g„Zy¨ GKRb cªwZfvai Kwei mvwnZ¨ †K‡o
wb‡qwQj hvi KvR wek¦e¨vcx cvVK‡`i we‡gvwnZ K‡i P‡j‡Q|

On the Grasshopper and Cricket

-John Keats
The Poetry of earth is never dead:
c„w_exi KweZvi †Kv‡bv g„Zy¨ †bB
When all the birds are faint with the hot sun,
hLb m~‡h©¨i cªLi Zv‡c mg¯Í cvwLiv wb‡¯ÍR n‡q c‡o
And hide in cooling trees, a voice will run
Ges Avkªq †bq Mv‡Qi kxZj Qvqvq, GKwU AvIqvR †f‡m D‡V
From hedge to hedge about the new-mown mead;
m`¨ KvUv meyR †QvÆ †Sv‡ci GK cªvšÍ †_‡K Ab¨ cªv‡šÍ;
That is the GrasshopperÕs-he takes the lead
GUv nj Nvmdwos‡qi ¯^i - †m-B GwM‡q Av‡m
In summer luxury,-he has never done
Mªx¯§Kvj‡K my›`i Avi wejvmeûj K‡i Zyj‡Z - †m KL‡bv †_‡g hvq bv
With his delights; for when tired out with fun
Zvi Av‡gv` cª‡gv` Pj‡Z _v‡K; dywZ© Ki‡Z Ki‡Z K¬všÍ n‡q co‡j
He rests at ease beneath some pleasant weed.
†m wekªvg †bq kvšÍ †Kv‡bv AvMvQvi wb‡P|
The poetry of earth is ceasing never:
c„w_exi KweZvi †Kv‡bv AšÍ †bB
On a lone winter evening, when the frost
†Kv‡bv GK GKvKx kx‡Zi mܨvq - hLb ZylvicvZ
Has wrought a silence, from the stove there shrills
wb‡q Av‡m wbt¯ÍäZv, Pywjø †_‡K †f‡m D‡V DMª AvIqvR
The CricketÕs song, in warmth increasing ever,
Zv-B nj wSwS †cvKvi Mvb, GB †e‡o DVv DòZv,
And seems to one in drowsiness half lost,
†Kv‡bv Z›`ªv”Qbœ Ae‡PZb gvby‡li Kv‡Q g‡b nq,
The GrasshopperÕs among some grassy hills.
IUv Nvmdwos‡qi Mvb †f‡m Avm‡Q †Kv‡bv Z„Yve„Z cvnvo †_‡K|
● Abyev` m~Î: B›Uvi‡bU

Summery: ‘The Grasshopper and the Cricket’ is a nature poem of John Keats. Here, the
grasshopper is the symbol of hot summer, and the cricket is of cold winter. The poet is
attracted towards the beauty of nature. He expresses his feelings through this poem. He
feels that the earth is always singing. During the summer season, the grasshopper sings
songs, whereas, during winter, the cricket expresses his pleasure by singing song. ‘The
poetry of earth’ keeps on through summer and winter in a never ending song.
Abyev`: ‘The Grasshopper and the Cricket’ Rb KxUm Gi GKwU cªK„wZi KweZv| GLv‡b dwos Mig Mªx‡®§i
cªZxK Ges wSuwSu †cvKv VvÐv kx‡Zi cªZxK| Kwe cªK„wZi †mŠ›`‡h©¨i cªwZ AvK„ó| GB KweZvi gva¨‡g wZwb Zvui
Abyf~wZ cªKvk K‡i‡Qb| wZwb Abyfe K‡ib †h, c„w_ex me©`v Mvb K‡i| Mªx®§Kv‡j dwos Mvb Mvq, Aciw`‡K kxZKv‡j
wSuwSu †cvKv Mvb †M‡q Zvi Avb›` cªKvk K‡i| Avi Gfv‡e Ôc„w_exi KweZvÕ Mªx®§ I kx‡Zi ga¨ w`‡q P‡j AšÍnxb
Mv‡b|
● m~Î: [Link]

Activity: 2.3.4 ► Page: 25

Now, in groups, read the poem again and match the sound images (auditory imagery) in
column A with their descriptions in column B.
Column A Column B
a) a voice will run / From iii) This line suggests the sound of a voice traveling from
hedge to hedge about the one hedge to another. The lines have created an auditory
new-mown mead image of movement and communication.
b) there shrills / The v) The word “shrills” and the mention of the Cricket’s song
Cricket’s song, in warmth evoke the auditory experience of the sound the Cricket
increasing ever makes, which adds to the imagery of warmth and
increasing sound.
c) hide in cooling trees i) Creates a visual image of birds seeking refuge from the
hot sun in the shade of trees.
d) faint with the hot sun ii) Creates a sense of heat and warmth from the sun’s
intensity.
e) lonely winter evening, iv) Suggests the cold and frosty atmosphere of winter.
when the frost
Activity: 2.4.1 ► Page: 25
Now, select a poem (in Bangla or English) from your textbook or any other book that
displays the beauty of nature. Then in groups, identify the images that can be visualized,
heard and sensed in the poem. Then, describe how the images contribute to making a
connection between you and nature. Finally, share your responses with the class.

Visualized images:
 Graceful loops of the river flowing.
 Summer heat drying the river to a gentle flow.
 Cart and cattle traveling across the river.
 High banks and shallow depths of the river.
 Glittering sand bed with no trace of mud.
 Shimmering far bank with Kash flowers.
 Flocks of mynas chirping busily.
 Children swimming and playing in the river.
 Children splashing water at each other.
 Catching little fish in nets of cloth.
Heard images:
 Chirping of flocks of mynas.
 Jackal calls arising at night.
 Rushing waters of the swollen river during rains.
 Joyous clamor of both banks during the festival of rain.
Sensed images:
 Feeling the heat of the summer.
 Feeling the coolness of the river's flow.
 Sensing the joy and excitement of the children playing.
 Smelling the fragrance of Kash flowers.
 Sensing the bustling activity of the villagers going about their daily chores.
 Feeling the power and energy of the swollen river during rains.

Vocabularies in this chapter

Vocabularies D”PviY A_©
anticipation A¨vw›Uwm‡ckvb cÖZxÿv
symbolize wm‡¤^vjvBR cÖZxwKKiY
gesture †Mðvi A½fw½
transition UªvbwRkvb ¯’vbvšÍi
serenity †m‡iwbwU wbg©jZv
mortality †gviUvwjwU g„Zz¨nvi
evocative B‡fv‡KBwUf DÏxcK, mÂviK
abandoned A¨vevbWvbW cwiZ¨v³
captivate K¨vwÞ‡fBU AvK…ó Kiv, †gvwnZ Kiv
explanation G·‡cø‡bkvb e¨vL¨v
distract wWmUªv± weåvšÍ
impression B‡g‡cÖkvb Qvc, cÖfve
progression cÖ‡MÖkvb AMÖMwZ
collapse Kjvcm aŸ‡m cov
professional cÖ‡dkbvj †ckv`vi
fundamental dvÛv‡g›Uvj †gŠwjK
compassion KgcvwiRvb Zzjbv