CLASS 9 · KAVERI · CHAPTER 3
Clear answers on traditional Indian hand fans, the poem about gardens, and the chapter's vocabulary, grammar, and writing tasks.
28 worked answers · short steps first, explanations when you need them
Textbook pages
Question Before Reading I–II
Use the picture clues; note each fan's region and material.
The examples show regional fans made from local materials such as palm leaf and moonj grass. Copy the pictured shapes into the table.
Question Before Reading III
Match each word to the meaning that fits its context.
indigenous—local; innovative—original; industrious—hardworking; intricate—detailed; invoked—brought out; initiatives—improvement actions.
Textbook pages
Question Check Your Understanding I
Match each state with the fan style and material described.
Rajasthan—appliqué cloth, zardozi gold thread, brass temple fans; Gujarat—cotton/mirror, beads, Kutch leather; West Bengal—sola; Uttar Pradesh—Phadh; Bihar—bamboo.
Question Critical Reflection I.1
Use the passage's distinction between shared use and regional design.
1 F; 2 made and used over generations; 3 it is a judgement; 4 fans were useful in warm weather; 5 A.
Question Critical Reflection I.2
Mention both the risk of losing use and the chance to support makers.
Technology can reduce everyday use; selling fans can support artisans. Culture is shown in regional skills and designs. 5 B.
Question Critical Reflection II.1
Connect the fan's breeze with changes in its use and craft.
The title suggests a fan's breeze and the changing role of traditional fan-making.
Question Critical Reflection II.2
Name two regions and a distinctive material or technique for each.
Rajasthan—appliqué and zardozi; Gujarat—mirror work, beads, and decorated leather.
Question Critical Reflection II.3–6
Combine teaching, thoughtful new designs, exhibitions, and fair income.
Teach the old methods, add suitable new designs, and use workshops and exhibitions to support artisans.
Question Vocabulary and Structures I
Group pairs by what they describe.
Appearance—exotic and stylish; ornate and encrusted. Place—villages and towns; within and outside. Material—thread and wool; silk and brass.
Question Vocabulary and Structures II
Rearrange each pair into its familiar fixed expression.
high and dry; wear and tear; facts and figures; all and sundry; through thick and thin; time and again; cut and run; hard and fast.
Question Vocabulary and Structures III
Choose the word that forms the usual phrase.
take; take; ran into; take; improve.
Question Vocabulary and Structures IV
Use has/have plus the past participle.
have created; have mastered; has evolved; have passed; have performed.
Question Listen and Respond
Compare each statement with what the recording says.
Use the teacher's audio to identify the four correct statements.
Question Speaking Activity
Say what the fan is, what it does, and what makes it unique.
Sample: I am a light hand fan. I work without electricity and can be carried anywhere.
Question Writing Task
State the object's features, materials, and making steps.
A paper fan is made by folding paper into pleats and fixing one end to a handle.
Question Learning Beyond the Text I–II
Cover region, materials, process, uses, and support for makers.
Describe a local craft's region, materials, making process, uses, and how it can be preserved.
Textbook pages
Question Check Your Understanding I
Summarise soil and seeds, blooming flowers, and gardens as canvases.
1 soil/seeds/ideas; 2 flowers bloom like nature's artwork; 3 the garden plot is a canvas. Titles: 4, 1, 3.
Question Check Your Understanding II
Match each term to its definition or example.
1 iv; 2 vi; 3 ii; 4 i; 5 vii; 6 v; 7 iii.
Question Critical Reflection I.1
Connect seeds to brush marks and spring to fresh growth and colour.
1 B; 2 carefully planted; 3 “hue” is poetic and rhythmic; 4 vibrant; 5 B.
Question Critical Reflection I.2
Treat the garden bed as a space where a gardener arranges a living design.
1 a garden bed; 2 A; 3 the plot as a canvas; 4 gardening is living art; 5 “wide” suggests generous space.
Question Critical Reflection II
Explain the shared role of colour, planning, and space in art and gardening.
Gardeners arrange living colours like painters; soil supplies the palette, seeds make the marks, and the plot is the canvas.
Question Critical Reflection III
Connect the garden's colours and growth with a living artwork.
Gardening blends human design with nature's growth. The soil is the base for a changing, colourful artwork.
Question Vocabulary in Context I
Pair each colour shade with a familiar object.
Sample: sky blue—clear sky; jade green—stone; scarlet—flower.
Question Vocabulary in Context II
Use the studio actions to work out each word's meaning.
Easel—painting stand; canvas—painting surface; tonal range—light-to-dark values; hue—colour; portrait—person's picture; underpainting—first paint layer; mural—wall painting.
Question Listen and Respond
Listen and write the specific garden details you hear.
Use the audio transcript; it provides the exact garden layout and answer choices.
Question Speaking Activity
Choose one kind of garden and support your choice with reasons.
Sample: I prefer a vegetable garden because it gives us fresh food and can grow in pots.
Question Writing Task
Describe the place, colours, textures, and your impression.
Sample: The library garden had red flowers, green leaves, and bright morning light. It felt peaceful and colourful.
Question Learning Beyond the Text I
Choose a project and explain its main features and purpose.
Sample: Design a school garden with local flowers, herbs, a safe path, compost, and plant labels.