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HALF YEARLY EXAMINATION 2025-26
ENGLISH
LANGUAGE, CLASS IX
ST. JOSEPH'S HIGH SCHOOL
F.M
80 TIME 2HRS
ANSWER
THE QUESTIONS AS PER THE SERIAL ORDER IN THE QUESTION PAPER.
QUESTION
1. (20 marks)
Write
a composition (300-350 words) on any one of the following:
a.
Write an original story entitled: Miles to Go.
b.
“Money causes more harm than good.” Express your views either for or against
the statement.
c.
Name a person who has played a significant role in your life (he/she should not
be from your home or school.) Describe in vivid detail this person and throw
light on how he/she has been a special influence to you.
d.
Imagine you were one among the crowd in the railway station. Suddenly there was
a bomb blast. Describe what you saw and felt. What did you do?
e. Study the picture given below. Write a
story or a description or an account of what it suggests to you.
QUESTION 2 (10 marks)
Select any one of the following:
a. Your father has been to Mumbai on an
official tour when heavy rains lash your city incessantly. Write a letter to him
describing the weather, the streets and the landscape. Inform him about your
safety.
b. You are the President of your school’s
Social Service Club. Write a letter to the Commissioner of BMC telling him to
help you in better distribution of relief items in flood affected areas.
QUESTION 3 (5 + 5 marks)
i. The hockey team of your school has
reached the finals of the National Inter-School Hockey Tournament. Write a
notice to be put up in your school requesting the students of class IX to reach
the stadium and cheer your team.
ii. Write an email to Mr Dilip Tirkey
inviting him to grace the occasion as the Chief Guest, which would motivate the
players.
QUESTION 4 (20 marks)
Read the following passage carefully and
answer the questions that follow:
Attending classes inside a railway
carriage seemed unusual enough, but the seating arrangements turned out to be unusual
too. At Totto-chan's previous school, each pupil was assigned a specific desk.
But here they could sit anywhere they liked at any time.
The most unusual thing of all about this,
however, was the lessons themselves. Schools normally schedule one subject, for
example history, during the first period, when everyone in the class just did
history; then say, arithmetic in the second period, when you just did
arithmetic in the second period. But here it was quite different. At the
beginning of the first period, the teacher made a list of all the problems and
questions in the subjects to be studied that day. Then she would say,
"Now, start with any of these you like."
So, whether you started on history or
arithmetic or something else didn't matter at all. Someone who liked
composition might be writing something, while behind you someone who liked
chemistry might be boiling something in a flask over an alcohol burner. This
method of teaching enabled the teachers to observe, as the children progressed
to higher grades, what they were interested in as well as their way of thinking
and their character. It was an ideal way for teachers to really get to know
their pupils. As for the pupils, they loved being able to start with their
favourite subject. The fact that they had all day to cope with the subject they
disliked meant they could usually manage them somehow. So, study was mostly
independent, with pupils free to go and consult the teacher whenever necessary.
Then pupils would be given further exercises to work at alone. It was study in
the truest sense of the word, and it meant there were no pupils just sitting
inattentively while the teacher talked and explained.
The first-grade pupils hadn't quite
reached the stage of independent study, but even they were allowed to start
with any subject they wanted. Some copied letters of the alphabet, some drew
pictures, some read books, and some even did physical exercises. Just then the
boy sitting behind her got up and walked towards the blackboard with his
notebook, apparently to consult the teacher. Totto-chan stopped looking around
the room and fixed her eyes on his back as he walked. The boy dragged his leg,
and his whole body swayed from side to side. Totto-chan wondered at first if he
was doing it on purpose, but she soon realised the boy couldn't help it. The
boy said brightly, "My name's Yasuaki. What's yours?" She was so glad
to hear him speak that she replied loudly, "I'm Totto-chan."
QUESTIONS
a. Give the meaning of the following words
as used in the passage: 3 marks
i. assigned
ii. ideal
iii. independent
b. Answer the following questions in your
own words: 9 marks
i. What was unusual about the seating
arrangements?
ii. How did the method of teaching help
the teacher?
iii. Why did the pupils enjoy the lessons
at this school?
iv. What different things did the
first-grade pupils do?
v. Which sentence in the passage tells us
that the boy had difficulty in walking like other children?
c. In not more than 50 words, in a grid,
describe how the children were taught. 8 marks
QUESTION 5
a) Fill in each of the numbered blanks
with the correct form of the word given in brackets: 4 marks
Example: (0) From his perch behind the
clock, Hugo could (0) ……
(see) everything.
Answer: see
He rubbed his fingers nervously against
the small notebook in his pocket and (1) …….. (tell) himself to be patient. The
old man in the toy booth (2) ……….. (argue) with the girl. She (3) ………. (be)
about Hugo's age and he often saw her go into the booth and (4) ……… (disappear)
behind the counter. The old man (5) ……….. (look) agitated today. Had he figured
out some of his toys were (6) ……. (miss)? Well, there was nothing to be (7)
………… (do) about that now. The old man and the girl argued some more and finally
she closed her book and (8) ………… (run off).
b) Fill in the blanks with an appropriate
word: 4 marks
i. The teacher spoke ………. for Raju when he
was wrongly accused of stealing money.
ii. We can visit her in the hospital …… 3
pm and 6 pm on Saturdays.
iii. The Sinhas have lived in New Delhi
………. 1943.
iv. Little children are often afraid ……….
the dark.
v. Sneha has applied ……….. scholarship.
vi. It took Ahmed many months to get ………
the loss of his friend.
vii. She turned ……… the generous offer
made by the manager.
viii. The noise prevented us ………… sleeping.
c) Join the following sentences to make
one complete sentence without using and, but, or: 4 marks
i. Sara and Sony are twins. They look
exactly alike.
a. Sara and Sony who are twins look
exactly alike.
b. Sara who is Sony's twin looks exactly
like her.
c. Sara and Sony who are twins look
exactly same.
ii. The sun is so big. The moon is not so
big.
a. The moon is not so big as the sun.
b. The moon is not as big as the sun.
c. The sun is not bigger than the moon.
iii. Joe is very short. He cannot open the
door.
a. Joe is very short that he cannot open
the door.
b. Joe is too short that he can open the
door.
c. Joe is too short to open the door.
iv. Riya finished her work. She went to
play.
a. Riya finished her work and went to play.
b. Having finished her play Riya went to
work.
c. Having finished her work, Riya went to
play.
d) Do as directed: 8 marks
1. Although she was sick, she went to work.
(Use: despite)
a. Despite she was sick, she went to work.
b. She, despite being sick, went to work.
c. She, despite going to work, was sick.
2. Nikhil advised Sid about his future.
(Use: advice)
a. Sid advice Nikhil about his future.
b. Nikhil advice Sid about his future.
c. Nikhil gave advice to Sid about his
future.
d. Nikhil gave advise to Sid about his
future.
3. Alia wrote to me. (Insert: question
tag):
a. Alia wrote to me, hasn't she?
b. Alia wrote to me. Didn't she?
c. Alia wrote to me, didn't she?
d. Did Alia write to me? Did she?
4. Father said to Sunil, “I will help you
with your work.”
(Begin: Father told Sunil.......)
a. Father ordered Sunil that he would help
him with his work.
b. Father told sunil that he would help
him with his work.
c. Father told Sunil that he will help him
with his work.
d. Father told Sunil that he would help
him with his work.
5. The thief has been arrested. (End: …………the
thief.)
a. They have arrested the thief.
b. The police has arrested the thief.
c. The police have arrested the thief.
6. The bee is the most industrious
creature (Begin: No other....)
a. No other creature is more industrious
than the bee.
b. No other creature was more industrious
as the bee.
c. No other creature was as industrious as
the bee.
d. No other creature is as industrious as
the bee.
7. Shall I ever forget his kindness?
(Begin: l...)
a. l will not forget his kindness ever.
b. l shall never forget his kindness.
c. l shall not forget his kindness never.
d. l will never forget his kindness.
8. lt rained. I could not go. (Begin:
If....)
a. lf it did not rained, I would go.
b. If it rained, I could not go.
c. lf it did not rain, I could go.
d. lf it had not rained, I could have
gone.
…………………………………………………..
Answer Key
Question 1.
a. Miles to Go
I still remember that cold winter morning
when I left my village with nothing but a small backpack and a heart full of
dreams. The road ahead stretched endlessly, lined with leafless trees swaying
in the wind. I had “miles to go” before I could even hope for success.
On the first day, I reached the town where
my uncle lived. He gave me a meal and some advice: “Hard work is your only
ticket forward.” Encouraged, I set off again the next morning, walking for
hours, stopping only to drink water from roadside taps. Each mile tested my
patience, yet strengthened my resolve.
Halfway through my journey, I met an old
woman who was struggling with a heavy basket. I helped her carry it home. She
blessed me warmly, saying, “Your kindness will guide you.” Her words gave me a
new surge of strength.
Finally, after three exhausting days, the
city skyline appeared. I had walked more than a hundred kilometres, yet my
heart felt light. The miles had taught me endurance, humility and hope. Today,
as a successful entrepreneur, I still whisper to myself before every new
venture, “I have promises to keep and miles to go before I sleep.”
This story of my journey reflects the
challenges of life. We all have dreams waiting at the end of our roads, but
only perseverance, courage and kindness can help us travel the distance.
b. Views on "Money causes more harm
than good."
Money is essential in today’s world; it
buys food, shelter and education. However, when money becomes the ultimate
goal, it often causes more harm than good. In my opinion, the excessive pursuit
of money leads to greed, selfishness and corruption.
Throughout history, wars have been fought
over wealth and resources. In families, disputes over property tear apart
relationships. Friends turn into rivals when money becomes the centre of their
lives. This is because money, unlike values, has no built-in moral compass.
Moreover, money can create false status
symbols. People start measuring worth by possessions rather than character.
This leads to stress, comparison and unhappiness. On a societal level,
corruption, environmental exploitation and inequality stem from the hunger for
profit.
Of course, money itself is not evil; it is
neutral. Used wisely, it funds hospitals, schools and charities. But when we
forget that money is a tool and treat it as a goal, the harm begins. We should
cultivate gratitude, generosity and contentment to counterbalance the negative
influence of money.
In conclusion, while money is necessary
for survival, its misuse and overvaluation cause far more harm than good. We
must learn to control our desire for wealth instead of letting it control us.
c. Person Who Has Played a Significant
Role
Dr.. S. K. Raman was not my schoolteacher
or relative. He ran a small evening coaching centre in our neighbourhood. When
I first joined his class, I was shy and unsure of myself. Over time, his
patience and encouragement transformed me.
Dr. Raman believed in teaching beyond the
textbook. He often narrated stories of scientists, poets and leaders to make us
think critically. His favourite saying was, “Learning is not about marks but
about awakening your mind.” This approach built my confidence and curiosity.
He also noticed my interest in writing and
encouraged me to participate in competitions. He reviewed my essays and poems,
correcting them gently, and even published a few in the local newspaper under
my name. His guidance gave me a sense of purpose.
More than an academic mentor, he was a
moral guide. He stressed honesty, discipline and empathy, and he lived these
values himself. I have tried to follow his example in my own life.
Today, when I stand on stage delivering
speeches or writing articles, I silently thank Dr. Raman. His influence
continues to inspire me to teach and mentor others. Indeed, a great teacher
leaves footprints on the minds of students forever.
d. Imagining a Bomb Blast at a Railway
Station
It was a crowded Friday evening at the
central railway station. I was waiting on Platform 3 for my train when suddenly
a deafening explosion shook the air. For a moment, I froze. The bright flash
and cloud of smoke blurred my vision.
People screamed and ran in all directions.
Luggage lay scattered, and glass shards from the windows glittered on the
platform. I saw injured passengers clutching their arms and legs. A few
volunteers, including railway staff, rushed to help. The sound of approaching
sirens soon followed.
Despite my fear, I dialled the emergency
number and informed the authorities about the situation. I then helped an
elderly woman who had fallen, guiding her to a safer spot near the exit.
Someone handed me a bottle of water; we shared it among the injured.
The entire episode lasted only minutes but
felt like hours. When the police and ambulances arrived, order slowly returned.
As I walked away later, shaken but alive, I realised how fragile life is and
how important it is to stay calm during crises. That day taught me courage and
compassion in the face of sudden disaster.
(e) Picture Prompt (Two children in front
of a wall, one with a sack)
Ravi and Salma were siblings living in the outskirts of the city. Every morning before school, they collected discarded bottles and cans from the railway tracks to sell to a recycling shop. The sack in Ravi’s hand was their day’s earnings, barely enough to buy notebooks.
On that particular day, while sitting
against a wall to rest, they noticed a poster about a free evening school for
underprivileged children. Salma’s eyes sparkled with hope. “Do you think
they’ll take us?” she asked. Ravi hesitated but agreed to try.
That evening they went to the address on
the poster. A kind volunteer welcomed them, gave them books and promised free
meals. Slowly, their lives began to change. They learned to read, write and
dream bigger dreams. Their sack no longer held just bottles; it also held their
homework and library books.
The picture of two children beside a sack
thus symbolises resilience and hope. Even in hardship, education can open a
door to a brighter future.
Question 4.
a.
i. Assigned – given a specific task,
place, or duty to someone. (Here, each pupil had a desk allocated to them.)
ii. Ideal – perfect or most suitable. (The
teaching method was perfect for observing and understanding pupils.)
iii. Independent – able to do something on
one’s own without help. (Pupils could study and choose subjects freely.)
b.
i. What was unusual about the seating
arrangements?
The seating arrangement was unusual
because students could sit anywhere, they liked, unlike traditional classrooms
where students are assigned specific seats.
ii. How did the method of teaching help
the teacher?
The method of teaching allowed teachers to
observe students' interests, way of thinking, and character, enabling them to
get to know their pupils better.
iii. Why did the pupils enjoy the lessons
at this school?
Pupils enjoyed the lessons because they
could start with their favourite subject, work at their own pace, and study
independently.
iv. What different things did the
first-grade pupils do?
First-grade pupils did various activities
like copying letters, drawing pictures, reading books, and physical exercises.
v. Which sentence in the passage tells us
that the boy had difficulty in walking like other children?
The sentence "The boy dragged his
leg, and his whole body swayed from side to side" indicates that the boy
had difficulty walking.
c. The Teaching Method
Children could choose any subject to start
with. Teachers listed all problems for the day. Pupils worked independently and
consulted the teacher when needed. Each pupil pursued his/her interest. This
allowed teachers to understand their character and thinking. First graders did
simpler activities like drawing, reading, or exercises.
QUESTION 5.
a.
1. told
2. was arguing
3. was
4. disappear
5. looked
6. missing
7. done
8. ran
b.
1. up
2. between
3. since
4. of
5. for
6. over
7. down
8. from
c. i. a. Sara and Sony, who are twins, look
exactly alike.
ii. a. The moon is not so big as the sun.
iii. c. Joe is too short to open the door.
iv. c. Having finished her work, Riya went
to play.
d.
1. b. Despite being sick, she went to
work.
2. c. Nikhil gave advice to Sid about his
future.
3. c. Alia wrote to me, didn't she?
4. d. Father told Sunil that he would help
him with his work.
5. c. The police have arrested the thief.
6. d. No other creature is as industrious
as the bee.
7. b. I shall never forget his kindness.
8. c. If it didn't rain, I could go.
COURTESY:
Meta AI, Perplexity, ChatGPT & Dr. Shankar D Mishra
Compiled
by Dr. Shankar D Mishra
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