CLASS 9 · KAVERI · CHAPTER 6
Student-friendly answers for the play about Shruti, Nabin, music traditions, stage directions, and reported speech.
17 worked answers · short steps first, explanations when you need them
Textbook pages
Question Reflect and Respond
Match each phrase to the situation in the story.
winding up; distressed; lost in thought; bring it up; bite the bullet; come around; found words; throw a party.
Textbook pages
Question Check Your Understanding Act I
Use the stage setting and each character's instrument and role.
Iqbal's room; Iqbal—flute, Avinash—tabla, Peter—keyboard, Shruti—violin. Her friends encourage her to speak to her father.
Question Check Your Understanding II–III
Use her promise and her father's strict views as evidence.
Yes, she plans to tell him. He may first refuse because he is strict about music.
Question Check Your Understanding Act II
Use the word choices and the Act II conflict.
1 lost in thought; 2 courage; 3 disapproval; 4 plea; 5 firm; 6 scolded; 7 clash; 8 setback. He first refuses, but understanding is possible if they listen.
Question Check Your Understanding Act III
Compare each claim with the final performance and family history.
1 T; 2 T; 3 F; 4 F; 5 T; 6 F.
Question Critical Reflection I.1
Show both her respect for her father and her interest in trying fusion.
1 D; 2 she wants to explain respectfully; 3 they value different musical styles; 4 Iqbal says her father will understand; 5 worthwhile.
Question Critical Reflection I.2
Explain how seeing the performance and remembering his past change Nabin.
1 B; 2 family connection; 3 duty; 4 she can pursue music with support; 5 each has their own path.
Question Critical Reflection II
Compare the characters' views and explain what changes Nabin's mind.
The play joins tradition with new music. Nabin first refuses, then supports Shruti after seeing the group's skill and recalling his own choice.
Question Vocabulary and Structures I–II
An aside shares private thoughts; a filler fills a speaking pause.
Aside: (iv). Fillers: 1, they fill gaps while speaking. Match the emoticons by their expressions.
Question Vocabulary and Structures III
Match each music word to its simple definition.
1 iii; 2 iv; 3 i; 4 v; 5 ii; 6 vii; 7 vi.
Question Vocabulary and Structures IV
Replace each phrase with a simple explanation.
1 lose your unique style; 2 understanding and feeling for music; 3 be wasted.
Question Vocabulary and Structures V–VII
Use reporting verbs, statement word order, and past tense where needed.
Both examples are exclamatory. Use exclaimed, praised, joked, apologised, promised, or said; change pronouns and today to that day.
Question Listen and Respond
Use the recording and image choices to identify the details.
Check the audio for the yazh's type, use, earlier form, and design details.
Question Speaking Activity
Choose key words and explain what a change in pitch communicates.
Stress “don't/do” for contrast, “promise” for determination, and use a gentle rising tone to show concern.
Question Writing Task
Use a setting, named speakers, stage directions, conflict, and a possible next step.
Sample: A student asks her father to hear her play tabla. He is unsure, but her mother suggests listening before deciding.
Question Learning Beyond the Text I
Explain the speaker label and the purpose of directions.
The name and colon show who speaks; brackets guide acting and are not spoken aloud.
Question Learning Beyond the Text II–IV
Name an instrument, its cultural use, and a safe class rhythm.
Research a local flute and make a soft rhythm using claps and light desk taps.