Moments Supplementary Reader Class IX PDF 2024-25

Moments Supplementary Reader in English for Class IX 2024-25 0960 – MOMENTS ISBN 81-7450-503-2 Textbook for Class 9 First Edition ALL RIGHT...

Moments Supplementary Reader in English for Class IX 2024-25 0960 – MOMENTS ISBN 81-7450-503-2 Textbook for Class 9 First Edition ALL RIGHTS RESERVED February 2006 Phalguna 1927 q No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, Reprinted recording or otherwise without the prior permission of the publisher. November 2006, October 2007, q This book is sold subject to the condition that it shall not, by way of trade, be lent, re-sold, hired out or otherwise disposed of without the publisher’s consent, in December 2009, November 2010, any form of binding or cover other than that in which it is published. January 2012, December 2012, q The correct price of this publication is the price printed on this page, Any revised November 2013, December 2014, price indicated by a rubber stamp or by a sticker or by any other means is incorrect December 2015, December 2016, and should be unacceptable. December 2017, December 2018, OFFICES OF THE PUBLICATION August 2019, January 2021, DIVISION, NCERT August 2021 and November 2021 NCERT Campus Revised Edition Sri Aurobindo Marg January 2023 Pausha 1944 New Delhi 110 016 Phone : 011-26562708 108, 100 Feet Road Reprinted Hosdakere Halli Extension March 2024 Chaitra 1946 Banashankari III Stage Bengaluru 560 085 Phone : 080-26725740 Navjivan Trust Building P.O. Navjivan PD 400T SU Ahmedabad 380 014 Phone : 079-27541446 CWC Campus © National Council of Educational Opp. Dhankal Bus Stop Panihati Research and Training, 2006, 2023 Kolkata 700 114 Phone : 033-25530454 CWC Complex Maligaon Guwahati 781 021 Phone : 0361-2674869 ` 50.00 Publication Team Head, Publication : Anup Kumar Rajput Division Chief Editor : Shveta Uppal Chief Production Officer : Arun Chitkara Chief Business Manager : Amitabh Kumar Printed on 80 GSM paper with (In charge) NCERT watermark Editor : Vijayam Published at the Publication Division Sankaranarayanan by the Secretary, National Council of Production Assistant : Prakash Veer Singh Educational Research and Training, Sri Aurobindo Marg, New Delhi 110016 Illustrations and printed at Laxmi Print India, 519/ Bhushan Shaligram and Nidhi Wadhwa 1/23, Sansar Industrial Complex, Dilshad Garden, Delhi 110095 Cover and Layout Nidhi Wadhwa 2024-25  FOREWORD THE National Curriculum Framework (NCF), 2005, recommends that children’s life at school must be linked to their life outside the school. This principle marks a departure from the legacy of bookish learning which continues to shape our system and causes a gap between the school, home and community. The syllabi and textbooks developed on the basis of NCF signify an attempt to implement this basic idea. They also attempt to discourage rote learning and the maintenance of sharp boundaries between different subject areas. We hope these measures will take us significantly further in the direction of a child-centred system of education outlined in the National Policy of Education (1986). The success of this effort depends on the steps that school principals and teachers will take to encourage children to reflect on their own learning and to pursue imaginative activities and questions. We must recognise that, given space, time and freedom, children generate new knowledge by engaging with the information passed on to them by adults. Treating the prescribed textbook as the sole basis of examination is one of the key reasons why other resources and sites of learning are ignored. Inculcating creativity and initiative is possible if we perceive and treat children as participants in learning, not as receivers of a fixed body of knowledge. These aims imply considerable change in school routines and mode of functioning. Flexibility in the daily time-table is as necessary as rigour in implementing the annual calendar so that the required number of teaching days are actually devoted to teaching. The methods used for teaching and evaluation will also determine how effective this book proves for making children’s life at school a happy experience, rather than a source of stress or boredom. Syllabus designers have tried to address the problem of curricular burden by restructuring and reorienting knowledge at different stages with greater consideration for child psychology and the time available for teaching. The supplementary reader attempts to enhance this endeavour by giving higher priority and space to opportunities for contemplation and wondering, discussion in small groups, and activities requiring hands-on experience. The National Council of Educational Research and Training (NCERT) appreciates the hard work done by the textbook development 2024-25  iv committee responsible for this book. We wish to thank the Chairperson of the advisory group in languages, Professor Namwar Singh and the Chief Advisor for this book, Professor R. Amritavalli for guiding the work of this committee. Several teachers contributed to the development of this supplementary reader; we are grateful to their principals for making this possible. We are indebted to the institutions and organisations which have generously permitted us to draw upon their resources, materials and personnel. We are especially grateful to the members of the National Monitoring Committee, appointed by the Department of Secondary and Higher Education, Ministry of Human Resource Development under the Chairpersonship of Professor Mrinal Miri and Professor G.P. Deshpande for their valuable time and contribution. As an organisation committed to systemic reform and continuous improvement in the quality of its products, NCERT welcomes comments and suggestions which will enable us to undertake further revision and refinements. Director New Delhi National Council of Educational 20 December 2005 Research and Training 2024-25  v RATIONALISATION OF CONTENT IN THE TEXTBOOK In view of the COVID-19 pandemic, it is imperative to reduce content load on students. The National Education Policy 2020 also emphasises reducing the content load and providing opportunities for experiential learning with creative mindset. In this background, the NCERT has undertaken the exercise to rationalise the textbooks across all classes. Learning Outcomes developed by the NCERT across classes have been taken into consideration in this exercise. Contents of the textbooks have been rationalised in view of the following: Content based on genres of literature in the textbooks and supplementary readers at different stages of school education Content that is meant for achieving Learning Outcomes for developing language proficiency and is accessible at different stages For reducing the curriculum load and examination stress in view of the prevailing condition of the pandemic Content, which is easily accessible to students without much interventions from teachers and can be learnt by children through self-learning or peer-learning Content, which is irrelevant in the present context This present edition is a reformatted version after carrying out the changes given above. 2024-25 2024-25  A NOTE FOR THE TEACHER MOMENTS, a supplementary reader in English for Class IX, is meant for extensive reading. It is designed to promote a love for reading by exposing the learners to a variety of materials. An attempt has been made to provide learners with a rich reading experience through stories of mystery, adventure, courage, growing up, romance, wit and humour. These carefully selected pieces would cater to the needs and interests of adolescents and hold the mirror up to different aspects of life and people. A deliberate effort has been made to gloss only some potentially difficult words in the stories to aid the reading process. The few questions given under ‘Think About It’ are all global questions, designed to help learners develop their ability of intelligent and imaginative reading. The ‘Talk about It’ section has discussion topics which take a constructive approach to the analysis of contemporary issues. The learners may be encouraged to interact with their classmates or seniors, integrate their understanding of the issues and make a purposeful, personalised, and imaginative oral presentation. A list of suggested readings is given at the end of each story to encourage learners to read extensively and independently. 2024-25 THE CONSTITUTION OF INDIA PREAMBLE 2024-25  TEXTBOOK DEVELOPMENT COMMITTEE CHAIRPERSON, ADVISORY GROUP IN LANGUAGES Professor Namwar Singh, formerly Chairman, School of Languages, Jawaharlal Nehru University, New Delhi CHIEF ADVISOR R. Amritavalli, Professor, Central Institute of English and Foreign Languages (CIEFL), Hyderabad CHIEF COORDINATOR Ram Janma Sharma, Professor and Head, Department of Languages, NCERT, New Delhi MEMBERS Amber Banerjee, Principal, Dehli Public School, Dagapur, Darjeeling Road, Pradhan Nagar, Siliguri Nasiruddin Khan, Reader in English, Department of Languages, NCERT, New Delhi S. Neerada, Principal, Kendriya Vidyalaya, AF 8, Rajokri, New Delhi Sadhana Parashar, AEO (ELT), CBSE, 17, Rouse Avenue, Institutional Area, New Delhi Shruti Sircar, Lecturer, Centre for ESL Studies, CIEFL, Hyderabad Sonia Makhija, TGT (English), Govt Girls’ Secondary School No. 3, Uttam Nagar, New Delhi MEMBER-COORDINATOR Sandhya Rani Sahoo, Reader in English, Department of Languages, NCERT, New Delhi 2024-25  CONSTITUTION OF INDIA Part IV A (Article 51 A) Fundamental Duties Fundamental Duties – It shall be the duty of every citizen of India — (a) to abide by the Constitution and respect its ideals and institutions, the National Flag and the National Anthem; (b) to cherish and follow the noble ideals which inspired our national struggle for freedom; (c) to uphold and protect the sovereignty, unity and integrity of India; (d) to defend the country and render national service when called upon to do so; (e) to promote harmony and the spirit of common brotherhood amongst all the people of India transcending religious, linguistic and regional or sectional diversities; to renounce practices derogatory to the dignity of women; (f) to value and preserve the rich heritage of our composite culture; (g) to protect and improve the natural environment including forests, lakes, rivers, wildlife and to have compassion for living creatures; (h) to develop the scientific temper, humanism and the spirit of inquiry and reform; (i) to safeguard public property and to abjure violence; (j) to strive towards excellence in all spheres of individual and collective activity so that the nation constantly rises to higher levels of endeavour and achievement; (k) who is a parent or guardian, to provide opportunities for education to his child or, as the case may be, ward between the age of six and fourteen years. 2024-25  ACKNOWLEDGEMENTS THE National Council of Educational Research and Training is grateful to Professor M.L. Tickoo, formerly of the Central Institute of English and Foreign Languages, Hyderabad, and the Regional Language Centre, Singapore, for going through the manuscript and making valuable suggestions. NCERT would like to thank Westland Books Pvt. Ltd., Chennai for ‘A House Is Not a Home’ by Zan Gaudioso; Black Swan Transworld Publishers, London for ‘The Accidental Tourist’ by Bill Bryson; and R. K. Laxman for ‘Iswaran the Storyteller’ along with the illustrations. Special thanks are also due to the Publication Department, NCER T, for their support. NCER T gratefully acknowledges the contributions made by Matthew John, Proofreader, and Uttam Kumar, DTP Operator. 2024-25  CONSTITUTION OF INDIA Part III (Articles 12 – 35) (Subject to certain conditions, some exceptions and reasonable restrictions) guarantees these Fundamental Rights Right to Equality before law and equal protection of laws; irrespective of religion, race, caste, sex or place of birth; of opportunity in public employment; by abolition of untouchability and titles. Right to Freedom of expression, assembly, association, movement, residence and profession; of certain protections in respect of conviction for offences; of protection of life and personal liberty; of free and compulsory education for children between the age of six and fourteen years; of protection against arrest and detention in certain cases. Right against Exploitation for prohibition of traffic in human beings and forced labour; for prohibition of employment of children in hazardous jobs. Right to Freedom of Religion freedom of conscience and free profession, practice and propagation of religion; freedom to manage religious affairs; freedom as to payment of taxes for promotion of any particular religion; freedom as to attendance at religious instruction or religious worship in educational institutions wholly maintained by the State. Cultural and Educational Rights for protection of interests of minorities to conserve their language, script and culture; for minorities to establish and administer educational institutions of their choice. Right to Constitutional Remedies by issuance of directions or orders or writs by the Supreme Court and High Courts for enforcement of these Fundamental Rights. 2024-25  Contents Foreword..... iii Rationalisation of Content in the Textbook.....v A Note for the Teacher..... vii 1. The Lost Child..... 1 Mulk Raj Anand 2. The Adventures of Toto..... 7 Ruskin Bond 3. Iswaran the Storyteller..... 12 R. K. Laxman 4. In the Kingdom of Fools..... 19 Kannada Folktale (ed.) A. K. Ramanujan 5. The Happy Prince..... 28 Oscar Wilde 6. Weathering the Storm in Ersama..... 37 Harsh Mander 7. The Last Leaf..... 44 O. Henry 8. A House Is Not a Home..... 49 Zan Gaudioso 9. The Beggar..... 56 Anton Chekhov 2024-25  xiv 2024-25