Kathmandu Lesson Question & Answers Class 9 English

‘Kathmandu’ lesson Class 9 NCERT English book Beehive Textbook question & Answerers are given here. . Click here for notes & word meanings of ‘Kathmandu” lesson.

Textbook Question & Answers

Thinking about The Text

I. Answer these questions in one or two words or in short phrases.

1. Name the two temples the author visited in Kathmandu.
2. The writer says, “All this I wash down with Coca Cola.” What does ‘all this’ refer to?
3. What does Vikram Seth compare to the quills of a porcupine?
4. Name five kinds of flutes.

Answers:

1. Pashupatinath and Baudhnath stupa.
2. Various purchases (like marzipan, corn-on-the-cob, comics, etc.).
3. The attachment at the top of the pole held by the flute seller.
4. Bansuri, reed neh, recorder, shakuhachi, Chinese flutes.

II. Answer each question in a short paragraph.

1. What difference does the author note between the flute seller and the other
   hawkers?
2. What is the belief at Pashupatinath about the end of Kaliyug?
3. The author has drawn powerful images and pictures. Pick out three examples each of
   (i) the atmosphere of ‘febrile confusion’ outside the temple of Pashupatinath (for example: some people trying to get the priest’s attention are elbowed aside…)
   (ii) the things he sees
   (iii) the sounds he hears

Answers:

1. The author notes a significant difference between the flute seller and other hawkers in the square. While other vendors aggressively promote their goods and vie for attention, the flute seller stands out by playing his instrument with a calm and meditative behaviour. He doesn’t aggressively shout out his wares but lets the music speak for itself, creating a tranquil atmosphere amidst the hustle and bustle of the square.
2. At Pashupatinath, there’s a belief that when a small shrine fully emerges from the stone platform on the river bank, the goddess inside will escape, signifying the end of the evil period known as Kaliyug on earth. This belief reflects the spiritual significance attached to the temple and the anticipation of a divine intervention to bring about a better era.
3. (i) Examples of the atmosphere of ‘febrile confusion’ outside Pashupatinath temple include the chaotic scene where people struggle to get the priest’s attention, a fight between monkeys disrupts the surroundings, and various activities like cremation, washing, and bathing occur along the banks of the Bagmati River.
   (ii) The author vividly describes the sights he encounters in Kathmandu, such as the immense white dome of the Baudhnath stupa, small shops owned by Tibetan immigrants selling felt bags and silver jewellery, and the various items being sold by hawkers, including Western cosmetics, film rolls, and copper utensils.
   (iii) The author portrays the sounds of Kathmandu, including the blaring of film songs from radios, the noise of traffic and car horns, the ringing of bicycle bells, the lowing of stray cows, and the shouts of vendors promoting their wares. These sounds create a cacophony that contrasts with the serene flute music played by the flute seller in the square.

III. Answer the following questions in not more than 100–150 words each.

1. Compare and contrast the atmosphere in and around the Baudhnath shrine with the Pashupatinath temple.
2. How does the author describe Kathmandu’s busiest streets?
3. “To hear any flute is to be drawn into the commonality of all mankind.” Why does the author say this?

Answers:

1. The atmosphere in and around the Baudhnath shrine contrasts with that of the Pashupatinath temple. At Baudhnath, there is a sense of stillness and tranquility, with the immense white dome of the stupa surrounded by a road and small shops owned by Tibetan immigrants. In contrast, Pashupatinath temple exudes a chaotic and bustling energy, with a multitude of activities and people, including priests, hawkers, devotees, tourists, and animals, all contributing to a lively atmosphere. While Baudhnath offers a peaceful retreat from the busy streets of Kathmandu, Pashupatinath embodies the vibrant and frenetic pulse of the city’s religious and cultural life.
2. The author describes Kathmandu’s busiest streets as vivid and diverse, teeming with commercial activity and religious fervour. These streets are filled with fruit sellers, flute sellers, hawkers of postcards, and shops selling a variety of items ranging from Western cosmetics and film rolls to copper utensils and Nepalese antiques. Amidst the bustling activity, the author indulges in various purchases like marzipan and corn-on-the-cob roasted on charcoal braziers. The streets are alive with the blaring of film songs, sounds of car horns and bicycle bells, and the presence of stray cows mingling with motorcycles. Overall, Kathmandu’s busiest streets are depicted as vibrant hubs of commerce and cultural exchange.
3. The author asserts that hearing any flute music draws one into the commonality of all mankind because the flute is a universal instrument found in every culture. The author lists various types of flutes from different parts of the world, each with its own specific characteristics and associations. Despite these differences, the sound of a flute resonates deeply with human emotions and experiences, evoking a sense of shared humanity. Additionally, the author notes that flute music closely resembles the human voice in its expression, making it uniquely relatable and capable of transcending cultural boundaries. Thus, hearing flute music connects individuals to the broader human experience, fostering a sense of unity and commonality among diverse cultures and societies.

Thinking About Language:

I. Read the following sentences carefully to understand the meaning of the italicised phrases. Then match the phrasal verbs in Column A with their meanings in Column B.

1. A communal war broke out when the princess was abducted by the neighbouring prince.
2. The cockpit broke off from the plane during the plane crash.
3. The car broke down on the way and we were left stranded in the jungle.
4. The dacoit broke away from the police as they took him to court.
5. The brothers broke up after the death of the father.
6. The thief broke into our house when we were away.

Answers:

1. A communal war broke out when the princess was abducted by the neighbouring prince.
   (iv) break out: (d) start suddenly, (usually a fight, a war or a disease)
2. The cockpit broke off from the plane during the plane crash.
   (i) break off: (a) to come apart due to force
3. The car broke down on the way and we were left stranded in the jungle.
   (iii) break down: (f) stop working
4. The dacoit broke away from the police as they took him to court.
   (v) break away (from someone): (e) to escape from someone’s grip
5. The brothers broke up after the death of the father.
   (ii) break up: (b) end a relationship
6. The thief broke into our house when we were away.
   (vi) break into: (c) break and enter illegally; unlawful trespassing

Here is the tabled answer

II . 1. Use the suffixes -ion or -tion to form nouns from the following verbs. Make the necessary changes in the spellings of the words.
Example: proclaim – proclamation

cremate ……… act ……… exhaust ………
invent ……… tempt ……… immigrate ………
direct ……… meditate ……… imagine ………
dislocate ……… associate ……… dedicate ………

Answers:

Nouns formed with the suffixes -ion or -tion:

cremate—cremation, act—action
exhaust—exhaustion, invent—invention
tempt—temptation, immigrate—immigration
direct—direction, meditate—meditation
imagine—imagination, dislocate—dislocation
associate—association, dedicate—dedication

2. Now fill in the blanks with suitable words from the ones that you have formed.

(i) Mass literacy was possible only after the …… of the printing machine.
(ii) Ramesh is unable to tackle the situation as he lacks …..
(iii) I could not resist the ….. to open the letter.
(iv) Hardwork and ….. are the main keys to success.
(v) The children were almost fainting with ….. after being made to stand in the sun.

Answers:

(i) Mass literacy was possible only after the invention of the printing machine.
(ii) Ramesh is unable to tackle the situation as he lacks direction.
(iii) I could not resist the temptation to open the letter.
(iv) Hard work and dedication are the main keys to success.
(v) The children were almost fainting with exhaustion after being made to stand in the sun.

III. Punctuation

Use capital letters, full stops, question marks, commas and inverted commas wherever necessary in the following paragraph.

an arrogant lion was wandering through the jungle one day he asked the tiger who is stronger than you you O lion replied the tiger who is more fierce than a leopard asked the lion you sir replied the leopard he marched upto an elephant and asked the same question the elephant picked him up in his trunk swung him in the air and threw him down look said the lion there is no need to get mad just because you don’t know the answer

Answer:

An arrogant lion was wandering through the jungle. One day, he asked the tiger, “Who is stronger than you?” “You, O lion,” replied the tiger. “Who is more fierce than a leopard?” asked the lion. “You, sir,” replied the leopard. He marched up to an elephant and asked the same question. The elephant picked him up in his trunk, swung him in the air, and threw him down. “Look,” said the lion, “there is no need to get mad just because you don’t know the answer.”

In these sentences words like everyday, often, seldom, never, every month,
generally, usually, etc. may be used.

IV. Simple Present Tense

I. Fill in the blanks with the correct form of the verb in brackets.

(i) The heart is a pump that ______ (send) the blood circulating through our body. The pumping action ______ (take place) when the left ventricle of the heart ______ (contract). This ______ (force) the blood out into the arteries, which ______ (expand) to receive the oncoming blood.

(ii) The African lungfish can live without water for up to four years. During a drought it ______ (dig) a pit and ______ (enclose) itself in a capsule of slime and earth, leaving a tiny opening for air. The capsule ______ (dry) and (harden), but when rain ______ (come), the mud ______ (dissolve) and the lungfish ______ (swim) away.

(iii) MAHESH: We have to organise a class party for our teacher. ______ (Do) anyone play an instrument?

VIPUL: Rohit ______ (play) the flute.

MAHESH: ______ (Do) he also act?

VIPUL: No, he ______ (compose) music.

MAHESH: That’s wonderful!

Answers:

(i) The heart is a pump that sends the blood circulating through our body. The pumping action takes place when the left ventricle of the heart contracts. This forces the blood out into the arteries, which expand to receive the oncoming blood.

(ii) The African lungfish can live without water for up to four years. During a drought, it digs a pit and encloses itself in a capsule of slime and earth, leaving a tiny opening for air. The capsule dries and hardens, but when rain comes, the mud dissolves and the lungfish swims away.

(iii) MAHESH: We have to organize a class party for our teacher. Does anyone play an instrument?
VIPUL: Rohit plays the flute.
MAHESH: Does he also act?
VIPUL: No, he composes music.
MAHESH: That’s wonderful!