CLASS 9 · KAVERI · CHAPTER 5
Student-friendly answers on the Paralympics, Dr. Deepa Malik, inclusion, and the poem about nine athletes who choose to help one another.
33 worked answers · short steps first, explanations when you need them
Textbook pages 138–155
Question Reflect and Respond I
Describe the picture, give a reason, and add a short caption.
Sample caption: Aim high, keep moving forward.
Question Reflect and Respond II
Write one fact and one genuine question.
Answers will vary; a sample is given above.
Question Check Your Understanding I
Read the interview for age, event, awards, firsts, and causes she supports.
29; wheelchair after surgery; IPC; shot put silver in Rio 2016; two firsts; Khel Ratna, Arjuna, Padma Shri; wellbeing and women’s sports.
Question Check Your Understanding II–III
A verifiable detail is a fact; a view is an opinion; an outcome linked to an event is cause and effect.
II: fact–opinion; cause–effect. III: fact–opinion; cause–effect.
Question Critical Reflection I.1
Her love of sport helped her change direction; her Rio medal was a major achievement.
(iv) Reflective. Other answers are explained above.
Question Critical Reflection I.2
The speaker is thankful and hopeful, and says sports can change attitudes.
A and D; attitudes; True; she challenged limits; ‘a new lease of life’.
Question Critical Reflection II.1–7
Use examples from her story: awards, resilience, advocacy, and support for inclusion.
Her story challenges stereotypes and teaches resilience, fairness, and mutual support.
Question Vocabulary and Structures I
Match the phrase to its meaning, then use it in a new sentence.
1–iii, 2–v, 3–iv, 4–i, 5–ii.
Question Vocabulary and Structures II
Arrange from very slow movement to very fast movement.
Creep, crawl, plod, amble, saunter, stroll, walk, jog, run, sprint, dart.
Question Vocabulary and Structures III
Match each modal to the purpose it has in its sentence.
1–v, 2–vi, 3–iv, 4–iii.
Question Vocabulary and Structures IV
Make a sentence where the modal clearly shows each function.
Use the sample sentences in the detailed answer.
Question Vocabulary and Structures V
The speakers’ words are quoted directly and make statements.
Direct speech; declarative.
Question Vocabulary and Structures V
Use said/says + that, adjust pronouns, and backshift tense after a past reporting verb.
Pronouns and past-tense forms change to fit the reporter.
Question Vocabulary and Structures VI
Change each speaker’s statement into a past report and adjust pronouns and time words.
She had watched it the previous night; it was interesting; they had to develop communication with the horse; he would watch the following weekend.
Question Listen and Respond I
Listen to the assigned announcement and copy the exact words.
Requires the audio or teacher transcript.
Question Speaking Activity I
Prepare open questions; use formal language for the coach and informal language for the captain.
Answers depend on the people interviewed; see the sample.
Question Writing Task II
State who is organising the event, what students should do, and the deadline.
Register for selection trials by 14 October. (Model notice above.)
Question Learning Beyond Text I–II
Make an introduction, a short history, four or five topic slides, and a conclusion.
Answers depend on the chosen topic; use the outline as a model.
Textbook pages 156–168
Question Reflect and Respond I
Compare the athletes and the purpose of each event.
Olympics: elite athletes; Paralympics: athletes with disabilities; Special Olympics: athletes with intellectual disabilities, with a participation and inclusion focus.
Question Reflect and Respond II
Concern is sympathy; understanding feelings is empathy; understanding plus help is compassion.
Left: sympathy; middle: empathy; right: compassion.
Question Reflect and Respond III
List words connected with understanding another person’s feelings.
Understanding, listening, kindness, respect, support.
Question Check Your Understanding I
Match each word to its closest contextual meaning.
1–ii, 2–iv, 3–i, 4–v, 5–iii.
Question Check Your Understanding II
Match each summary to the stanza with the same event.
In statement order: 2, 4, 8, 3, 1, 6, 7, 5.
Question Check Your Understanding III
Find repeated sounds, picture-making details, and the way the mood changes.
The poem shifts from race-day suspense to an inspiring message of kindness and teamwork.
Question Critical Reflection I.1
The runners stop their race to help the fallen athlete.
B; compassionate; admiring; relieved and grateful; yes, it changes the race’s meaning.
Question Critical Reflection I.2
They finish together, so the ending celebrates unity and care.
Joy and pride; all receive gold for their teamwork; unity; amazed; their expressions say what words cannot.
Question Critical Reflection II.1–7
Explain how the race changes from competition to cooperation.
The runners show that helping one another is more important than winning alone.
Question Vocabulary in Context I–II
Give natural adjective–noun pairs.
Examples: standing ovation; gold medals; heavy rain; strong team; large crowd; great effort.
Question Vocabulary in Context III
Choose the closest adjective from the word box.
youngest; positive; loud; significant; noisy.
Question Listen and Respond I–II
Listen to the radio talk and choose only details you hear.
Question 1: challenge themselves. Remaining answers require the audio/transcript.
Question Speaking Activity I
State why the event matters and suggest one way to spread awareness.
It supports inclusion and gives athletes a chance to compete; schools can host events and share information.
Question Writing Task I
Write brief, positive slogans and add clear event details to the poster.
Every athlete belongs on the field. / Together we play, together we shine. / Different strengths, one team.
Question Learning Beyond Text I and III
Choose a sport, check reliable facts, and organise them under a few clear headings.
An infographic should include the sport, rules, equipment, an athlete, and a source note.