Let’s Rewind and Rejoice – Questions and Answers
1. Identify the line that indicates human strength.
Answer:
“But we have feet to scale and climb”
This line shows that though we don’t have wings to fly like birds, we have the strength to climb using our feet—symbolising human effort and strength.
2. What do the words ‘cloudy summits’ and ‘pyramids’ imply?
Answer:
‘Cloudy summits’ refer to high goals or dreams that seem distant or difficult to reach.
‘Pyramids’ imply massive challenges or accomplishments that require great effort to build or achieve.
3. When do the pyramids appear like gigantic flights of stairs?
Answer:
When they are “nearer seen and better known” – meaning once we get closer to our goals or challenges, they seem more manageable and less impossible.
4. What do we come across when we rise to higher levels?
Answer:
“Pathways that appear” – as we rise higher in life through effort, we begin to see new opportunities and directions that were previously hidden.
5. What makes great men different from their companions?
Answer:
While others were sleeping, “they were toiling upward in the night.”
Their willingness to work hard when others rested is what sets them apart.
6. Identify the images of success in the poem, and comment on how they convey the message.
Answer:
Images like “cloudy summits”, “pyramids”, “distant mountains”, and “flights of stairs” symbolise life’s struggles.
These images show that success is like climbing a mountain—it takes patience, effort, and courage.
They convey the idea that success is not sudden but built step-by-step.
7. ‘The heights by great men reached and kept were not attained by sudden flight….’ Comment on these lines. Collect a few proverbs that convey the same idea.
Answer:
These lines mean that people who achieve great success do not do so quickly or easily. They work hard quietly, often when no one is watching.
The poem honours steady, silent efforts.
Similar Proverbs:
- “Rome wasn’t built in a day.”
- “Slow and steady wins the race.”
- “No pain, no gain.”
- “The roots of education are bitter, but the fruit is sweet.”
Let’s Recall and Recreate – Critical Appreciation
Write a critical appreciation of the poem based on the following points:
Critical Appreciation of the Poem “Success”
“Success” by H. W. Longfellow is a motivating poem that speaks about achieving greatness through hard work and perseverance. The poet uses strong visual images such as pyramids, cloudy summits, and distant mountains to represent life’s challenges and goals.
The poem carries a powerful message: True success is not instant. It is achieved gradually through constant effort. The best example of this is seen in the final stanza where Longfellow writes that great men worked “while their companions slept,” showing that dedication and sacrifice lead to lasting success.
The rhyme scheme of the poem is ABAB, giving it a steady rhythm that matches the idea of slow and steady progress. The poet uses metaphors and symbolism effectively to connect physical climbing to the emotional and mental journey toward achievement.
The poem inspires readers to believe in consistent hard work, to keep going even when success seems far away. It tells us that everyone can achieve greatness, but only those who keep working patiently will actually reach it.
Let’s Analyse – Activity 1: Understanding the Use of “Would”
This activity builds on the grammar skill introduced in the earlier chapter “The Toilet”, and helps students understand the different functions of the modal verb “would.”
a. Identify Sentences with “Would” and Their Function
| Sentence | Function of ‘would’ |
| On weekdays I was locked in my sister’s room so that the Madam wouldn’t see me. | To express intent/possibility |
| I was sure they would tear me to pieces. | To express certainty/fear |
| I would go in and sit on the toilet seat to read. | To show past habitual action |
| She said she would inform my sister. | Reported speech (indirect) |
b. Examine the Sentences
- “I shall go to a public toilet in the park.”
→ This indicates a future intention. - “I would go to a public toilet in the park.”
→ This indicates a habitual action in the past.
Conclusion:
‘Would’ can show repeated actions in the past, but is also used for polite requests, conditionals, predictions, and indirect speech.
c. Match Sentences with Functions
| Sentence | Function |
| If I got a chance, I would travel the whole world. | Conditional statement |
| Would you please close the window? | Polite request |
| When I was a child, I would play in the park every evening. | Habitual action |
| The weather forecast said it would be sunny today. | Prediction |
| John said he would be happy to help with the maths lessons. | Expressing willingness |
d. Other Functions of “Would” – Analyse Sentences
- Direct speech: Madam said to me, “I will inform your sister.”
→ Indirect speech: Madam told me she would inform my sister.
Function: Reported/indirect speech - “Would you mind giving me an appointment with Mr Gandhi?”
Function: Polite request - “Would you please reach our office by 8.30 in the morning?”
Function: Polite request - Every morning I would go to the public toilet in the park to read.
Function: Past habit - I felt that the Madam would be annoyed if she came to know about my stay.
Function: Assumption / Possibility
e. Complete the Sentences Using “Would”
- If I had more time, I would learn to play the violin.
- “Would you like to join us for lunch?” she asked him.
- When I was in school, I would write stories every week.
- The teacher expected that the students would complete the work on time.
- Our neighbour offered he would help us paint the walls.
f. Complete the Conversation
Jess: Hey Sarah! Do you remember? When we were kids, we would play in the park every evening.
Sarah: Oh, those were such fun times! Jess, would you mind passing me the towel, please?
Jess: Not at all, here you go. By the way, if you ever need help with your project, I would be glad to help.
Sarah: Thanks, Jess. You’re always so helpful. If I had more free time, I would join you on your trip next month.
Jess: That would be great! The weather forecast said it would be sunny next week.
Let’s Analyse – Activity 2
This activity is based on the grammar concept of past perfect and simple past to compare two past actions in a sentence.
a. Analyse the Sentences
Sentence (i):
“Chaplin had evidently heard of Gandhiji’s spinning wheel and the very first question he asked was why Gandhiji was against machinery.”
- Earlier Past: Chaplin had heard of Gandhiji’s spinning wheel.
- Immediate Past: He asked why Gandhiji was against machinery.
Sentence (ii):
“Even celebrities who had heard about him were eager to meet him in person.”
- Earlier Past: Celebrities had heard about Gandhiji.
- Immediate Past: They were eager to meet him.
Table – Fill Up
| Sentence | Earlier Past | Immediate Past |
| (i) | Chaplin had heard of Gandhiji’s spinning wheel | He asked about Gandhiji’s view on machinery |
| (ii) | Celebrities had heard about Gandhiji | They were eager to meet him |
Explanation
How do we speak about two such past actions in the same sentence?
We use the past perfect tense to indicate the action that happened first, and the simple past to indicate the action that happened later.
Let’s Analyse – Activity 2(a): Identifying Past Perfect and Simple Past
| Earlier Past (Past Perfect) | Immediate Past (Simple Past) |
| Dad had cooked breakfast | Mom woke up |
| I had done all my homework | I joined Dad in the kitchen |
| Mom had worked late the day before | She slept on a bit longer |
| Uncle had brought the toy car | My brother sat with it in the corner |
| She had kept chocolates in the fridge | She took some chocolates |
| I had seen the chocolates before | I never ate them without permission |
| Dad had eaten his share the day before | She gave him none |
| We had tasted chocolates at Aunt Pinky’s house | These chocolates tasted better |
Activity 2(b): Write Five Sentences About Your Morning Using the Timeline
| Time | Action |
| 5:30 am | I woke up |
| 5:40 am | I brushed my teeth |
| 6:00 am | I did yoga |
| 6:30 am | I had breakfast |
| 6:50 am | I packed my bag |
| 7:00 am | I left for school |
Let’s Analyse – Activity 2(c): Paragraph Based on My Morning
This morning, I woke up at 5:30 am and felt well rested. After I had brushed my teeth, I went on to do some light yoga to refresh my mind and body. Once I had completed my yoga, I had my breakfast with my family. I then packed my school bag, as I had already finished my homework the previous night. Finally, after everything was done and I had checked my timetable, I left for school at 7:00 am, feeling calm and prepared for the day.
Here is the Curriculum Vitae (CV) prepared as instructed in the “Let’s Practise” section of Chapter 4: Success from the Class 9 English Unit II textbook. The format and details are adapted directly from the model given in the text.
Curriculum Vitae
📸 Photograph: (Affix your passport-size photo here)
1. Contact Information
Name: Rahul Krishnan
Address: 45, Green Valley Road, Kozhikode, Kerala – 673004
Email ID: rahul.krishnan@email.com
Phone: +91 98470 12345
2. Introduction
I am a hardworking and curious student with a deep interest in science, literature, and public speaking. I always try to give my best in academics and extracurricular activities. I aim to pursue a career where I can apply my creativity and leadership skills to bring positive change in society.
3. Work Experience
(As a student, formal work experience is usually not required. You may include school-level leadership roles or internship-type experiences if any.)
- School Magazine Editor, Government Model HSS, Kozhikode (2023–24)
Responsible for collecting articles, editing content, and coordinating with student contributors. - Volunteer, School Clean Campus Drive (2022)
Took active part in school-led environmental initiatives.
4. Education
| Year | Class/Standard | Institution | Board |
| 2024–2025 | Class 9 | Govt. Model Higher Secondary School, Kozhikode | State Board |
| 2023–2024 | Class 8 | Govt. Model Higher Secondary School, Kozhikode | State Board |
| 2022–2023 | Class 7 | Govt. Model Higher Secondary School, Kozhikode | State Board |
5. Skills
- Good communication skills (English & Malayalam)
- Public speaking and anchoring
- Basic computer skills (MS Word, PowerPoint, Internet usage)
- Creative writing and storytelling
- Team leadership in group projects
Let’s Converse
Activity 1
Task: Charlie Chaplin wanted some information for an appointment with Gandhiji. A few sample questions are given in the text. Now, you are to:
Frame questions Gcina Mhlope might ask a publisher when approaching for publishing her first work.
You may use expressions like:
- May I know…
- Why don’t you tell me…
- Could you please tell me…
Questions Gcina Mhlope Might Ask a Publisher:
- May I know the procedures involved in publishing a book for the first time?
- Could you please tell me how long it usually takes to publish a book?
- Why don’t you tell me what kind of stories are most preferred by your publishing house?
- May I know whether my book will be edited by your in-house team?
- Could you please explain the agreement or contract that I’ll be signing?
- May I know if you provide support for marketing and distribution?
Activity 2
a. Task:
While the narrator of ‘The Toilet’ sits in the park, a little girl walks up and asks if she could share the bench. Write other polite expressions the girl could have used.
Possible Polite Expressions:
- Would you mind if I sit next to you?
- Do you mind if I take a seat here?
- I hope you don’t mind me sitting here.
- May I share this bench with you?
- Is this seat taken?
- Can I join you on the bench?
b. Now, use these expressions to frame polite requests:
- Would you mind helping me with this book?
- May I borrow your pen for a moment?
- Do you mind if I open the window?
- Is it okay if I sit beside you in the library?
- Can I join your group for the project?
c. Now, how will you respond if someone asks for permission?
You may choose to give or decline permission.
Giving Permission:
- Sure, go ahead.
- No problem at all.
- Yes, please feel free.
- Of course, you’re welcome.
- Certainly, you may.
Declining Permission:
- I’m afraid not.
- I’m sorry, but I can’t allow that.
- That’s not possible right now.
- I’d rather you didn’t do that.
- I’m afraid you’ll have to wait.
Let’s Team Up – Group Project
Task: Create a Webpage on Mahatma Gandhi
We have learnt about Gandhiji’s role in India’s freedom struggle. The activity here is to create a webpage with information about his life and message.
1. What are the features of a good webpage?
A good webpage should have:
- An attractive layout
- Catchy headlines and headings
- Clear and organised sections
- User-friendly navigation
- Relevant images and links
- Interactive content (optional for students)
- Responsive design (fits different screens)
2. What do we include while developing content for a webpage?
Some important elements to include:
- A catchy headline
- Short paragraphs and bullet points
- Subheadings for clarity
- Quotes or excerpts from Gandhiji
- Important dates and timeline
- A gallery of photos or illustrations
- Videos or external links (if applicable)
- A ‘Contact us’ section for queries
- Use of simple, clear language
Content writing also includes:
- Course descriptions
- Online newsletters
- Scripts for videos
- Product promotions
You may also add:
- Biographical content
- Inspirational stories
- Historical timelines
3. Match the Items in Column A with Column B
| Column A | Column B |
| About Us | Details about the creators or team behind the webpage |
| Gallery | Section showing photographs or images |
| FAQs and Answers | Frequently asked questions with responses |
| Archives | Old or past content stored for access |
| Home | The first/main page of the website |
| Logo | Symbol or icon that represents the page or organisation |
| Contact Us | A section with address, phone, or email to reach the webpage creator/team |