Half Yearly Class 9 English Set 1 | English Class 9 PDF Download

Time Allowed: 3 Hours
Maximum Marks: 80
General Instructions:
1. This question paper comprises 11 questions. All questions are compulsory.
2. The question paper contains THREE sections:

• Section A: Reading Skills
• Section B: Grammar and Creative Writing Skills
• Section C: Literature Textbook

3. Attempt questions based on specific instructions for each part.

Section A

Q1. Read the text given below: [10 Marks]
The integration of environmental education into school curricula is essential for preparing students to address the pressing ecological challenges of the 21st century. As the world grapples with issues like climate change, deforestation, and pollution, young people must be equipped with the knowledge and skills to promote sustainability. Environmental education teaches students about ecosystems, biodiversity, and the impact of human ac- tivities on the planet, fostering a sense of responsibility toward nature. Through hands- on activities such as tree planting, recycling projects, or water conservation campaigns, students learn practical ways to reduce their ecological footprint. These activities also enhance critical thinking, as students analyze the causes and consequences of environ- mental degradation and propose solutions. For instance, studying the effects of plastic pollution in oceans can inspire students to advocate for reducing single-use plastics in their communities. Beyond academics, environmental education nurtures values like em- pathy and stewardship, encouraging students to care for their surroundings and future generations.
However, implementing effective environmental education faces several obstacles. Many schools, particularly in rural or underfunded areas, lack the resources to provide spe- cialized training for teachers or access to up-to-date materials on environmental science. The curriculum is often overcrowded, with priority given to subjects like mathematics and language arts, leaving little room for interdisciplinary topics like sustainability. Additionally, misconceptions about environmental issues, often fueled by misinformation on social media, can confuse students and undermine their learning. Urban students may also feel disconnected from nature due to limited access to green spaces, making it harder to engage them in environmental topics. To overcome these challenges, schools can part- ner with local environmental organizations to provide workshops, field trips to nature reserves, or guest lectures from experts. Governments should invest in teacher training programs and develop standardized environmental education modules that align with national curricula. Community involvement is also crucial, as parents and local leaders can support initiatives like community gardens or clean-up drives, reinforcing the lessons learned in school. Technology can play a role by offering virtual simulations of ecosystems or online platforms for global environmental discussions, making learning interactive and accessible. By prioritizing environmental education, schools can empower students to become proactive stewards of the planet, capable of driving meaningful change. This approach not only prepares students for future careers in fields like renewable energy or conservation but also instills a lifelong commitment to sustainable living, ensuring that they contribute to a healthier, more resilient world for generations to come.
Answer the following questions based on the passage:
(i) List two benefits of environmental education for students mentioned in the passage. (1 mark)

(ii) Select the option that corresponds to the meaning of the sentence: Environmental education fosters a sense of responsibility toward nature. (1 mark)
(a) It discourages care for the environment.
(b) It promotes accountability for protecting nature.
(c) It focuses only on academic skills.
(d) It ignores ecological issues.

(iii) Explain in about 40 words why implementing environmental education is challenging. (2 marks)

(iv) What is the writer’s tone in the line: By prioritizing environmental education, schools can empower students to become proactive stewards of the planet. Justify in about 40 words. (2 marks)

(v) The phrase ‘ecological footprint’ in the passage refers to: (1 mark)
(a) The size of a forest.
(b) An individual’s impact on the environment through resource use.
(c) The number of trees planted.
(d) A type of shoe design.

(vi) In sets a-e below, identify two sets of antonyms. (1 mark)
(a) promote and discourage
(b) sustainability and development
(c) enhance and reduce
(d) responsibility and duty
(e) access and restriction
Options:
(i) a and c
(ii) b and d
(iii) c and e
(iv) a and e

(vii) Complete the sentence appropriately:   (1 mark)
Schools can promote environmental education by ____.

(viii) Complete the following sentence:   (1 mark)
Misinformation on social media can ____. 

Q2.  Read the passage given below: [10 Marks]
The tradition of community service among students is a powerful means of fostering so- cial responsibility and personal growth. Engaging in activities like organizing food drives, mentoring younger children, or participating in neighborhood clean-up efforts helps stu- dents develop empathy, leadership, and teamwork skills. 
Community service also instills a sense of pride and accomplishment, as students see the direct impact of their contri- butions, such as a cleaner park or a grateful community member. These experiences teach students the value of giving back, preparing them to be active citizens who address societal needs. Moreover, community service can enhance academic learning by connect- ing classroom concepts to real-world issues, such as studying local ecosystems through environmental projects. 
However, barriers like busy schedules, lack of awareness, or lim- ited access to service opportunities prevent many students from participating. Schools often struggle to balance academic demands with extracurricular activities, leaving little time for service projects. Some students may also feel hesitant, unsure of how to start or doubting the significance of their efforts. To address these challenges, schools can embed community service into the curriculum, offering projects that align with subjects like social studies or science. 
Partnerships with local charities or non-profits can provide structured opportunities, while recognition programs, such as certificates or awards, can motivate students to get involved. Families and community leaders can further encourage participation by modeling service-oriented behaviors and sharing stories of impact. By promoting community service, schools cultivate a culture of compassion and civic engage ment, empowering students to make a difference in their communities and beyond, while equipping them with skills for lifelong success.
Answer the following questions based on the passage:
(i) Infer one reason why students avoid community service. (1 mark)

(ii) Select the appropriate option to complete the following sentence: Community ser- vice helps students develop: (1 mark)
1. Empathy
2. Academic stress
3. Leadership
4. Isolation
5. Teamwork
(i) 1, 3, 5
(ii) 2, 4
(iii) 1, 2, 3
(iv) 3, 4, 5

(iii) Analyze in about 40 words how community service benefits students’ growth.  (2 marks)

(iv) Give two reasons why community service is important for students. (2 marks)

(v) Complete the following analogy correctly with a word/phrase from the passage:  (1 mark)
Community service : empathy : : sports : ____ (Clue: Just as community service fosters empathy, sports fosters something.)

(vi) Community service instills a sense of ____ in students. (1 mark)

(vii) Complete the following sentence:    (1 mark)
Schools can encourage community service by ____.

(viii) Select the appropriate option to complete the following sentence:   (1 mark)
Busy schedules lead to:
(a) Increased community service
(b) Reduced community service
(c) Better leadership skills
(d) More academic success

Section B

Q3. Complete ANY TEN of twelve of the following tasks, as directed: [10 Marks]

(i) Fill in the blank by using the correct form of the word in the bracket:  (1 mark)
She ____ (read) a novel last evening.

(ii) Identify the error and supply the correction for the following:  (1 mark)
The children plays in the park every evening. Use the given format for your response: 

(iii) Priya shared some news with Rohan. Report Rohan’s question:  (1 mark)
Are you joining the book club?

(iv) A teacher asked a student about homework. Report the teacher’s question: Have you completed your essay? (1 mark) 

(v) The library has ____ books on history. (1 mark) 
(a) much/many 
(b) every/no 
(c) some/any 
(d) few/little

(vi) Select the option that identifies the error and supplies the correction for the following line: (1 mark) 
She write a letter to her friend yesterday.

(vii) May I use your pencil for the test? Select the correct modal: (1 mark)
(a) can
(b) might
(c) may
(d) should

(viii)  They ____ to the museum last Sunday. (1 mark)
(a) go
(b) went
(c) were going
(d) are going

(ix) Fill in the blank by choosing the correct option to complete a line from a speech:  (1 mark)
We ____ work together to protect our environment.
(a) could
(b) must
(c) will
(d) may

(x) Complete the line from a story by filling the blank with the correct option:   (1 mark)
The wind ____ fiercely, / Shaking the trees in the forest.
(a) blows, shakes
(b) blew, shook
(c) had blown, shaking
(d) blows, shaking

(xi) Complete the given narrative by filling in the blank with the correct option:    (1 mark)
Playing sports ____ teamwork and discipline.
(a) is teaching
(b) teaches
(c) teach
(d) will teach

(xii) Either the book or the pen ____ on the table. 
(a) is 
(b) are 
(c) were 
(d) was

Q4. Write a descriptive paragraph in about 100-120 words on “A Rainy Day in My City”. [5 Marks] 
OR 
Write a descriptive paragraph in about 100-120 words describing your favorite place to relax.

Q5. Write a diary entry in about 100-120 words about a day when you helped someone in need. [5 Marks] 
OR 
Write a story in about 100-120 words based on the given clues: I found a mysterious letter under my desk at school…

Section C

Q6. Read the given extracts and answer the questions for ANY ONE of the two given:
i.  Prose Extract: [5 Marks]
Her mother noticed it one day when she was eight years old.  She had been playing the piano but did not respond when her name was called.
(a) What did the mother notice about her daughter? (1 mark)

(b) How did the girl’s condition affect her pursuit of music? Answer in about 40 words. (2 marks)

(c) Which of the following is NOT true about the girl’s condition? (1 mark)
(i) It was noticed when she was eight.
(ii) It affected her ability to hear.
(iii) It prevented her from playing the piano.
(iv) It was noticed during a piano session.

(d) What does the phrase ‘did not respond’ suggest about the girl’s condition? (1 mark)
OR
(ii) Poetry Extract: [5 Marks]
I wil l arise and go now, and go to Innisfree, / And a small cabin build there, of clay and wattles made…
(a) What does the speaker plan to do in the poem? (1 mark)

(b) How does the poet convey the speaker’s longing for a peaceful place?  Answer in about 40 words. (2 marks)

(c) Identify the poetic device used in the line And a smal l cabin build there. (1 mark)
(i) Imagery
(ii) Simile
(iii) Metaphor
(iv) Alliteration

(d) What does the phrase ‘clay and wattles’ suggest about the cabin? (1 mark)

Q7. Read the given extracts and answer the questions for ANY ONE of the two given:
(i)  Poetry Extract: [5 Marks]
Subtle but strong, you blow, / Come friend or foe, I’l l grow…

(a) Who is the speaker addressing in the poem? (1 mark)

(b) How does the speaker describe their response to challenges?  Answer in about 40 words. (2 marks)

(c) Identify the poetic device used in the line Subtle but strong, you blow. (1 mark)
(i) Oxymoron
(ii) Personification
(iii) Simile
(iv) Alliteration

(d) What does the phrase ‘friend or foe’ suggest about the speaker’s attitude? (1 mark)

OR
(ii) Prose Extract: [5 Marks]
In that fair he wanted everything – the toys, the sweets, the garland, the bal loons.  But his parents did not buy him anything.
(a) Who is the ‘he’ referred to? (1 mark)

(b) Why did the boy want everything at the fair? Answer in about 40 words. (2 marks)

(c) Which of the following is NOT true about the boy’s behavior? (1 mark)
(i) He was excited about the fair.
(ii) He desired multiple items.
(iii) He bought all the items he wanted.
(iv) His parents did not fulfill his wishes.

(d) What does the phrase ‘wanted everything’ suggest about the boy’s feelings?   (1 mark)

Q8. Answer ANY FOUR of the following five questions in about 40-50 words: [4 x 3 = 50 Marks]
(i) How does the narrator describe the mechanical teacher’s teaching method?

(ii) How did Albert Einstein’s early experiences shape his curiosity?

(iii) How does Kezia’s relationship with her father evolve throughout the story?

(iv) What challenges does the musician face in pursuing her passion, and how are they overcome?

(v) Describe the poet’s feelings about the rain and its effect on his memories.

Q9. Answer ANY TWO of the following three questions in about 40-50 words: [2 x 3 = 12 Marks]
(i) How does the kingdom’s unusual system affect its people?

(ii) How does Toto’s behavior cause trouble for the family?

(iii)  How does Iswaran’s storytelling style make his tales effective?

Q10. Answer ANY ONE of the following two questions in about 100-120 words: [6 Marks]
(i)  Discuss how the musician’s perseverance inspires others to overcome obstacles.
(ii) Analyze the theme of decision-making in the poem about choosing a path in a forest.

Q11. Answer ANY ONE of the following two questions in about 100-120 words: [6 Marks]
(i)  How does the boy’s experience at the fair reflect the theme of longing and realization?

(ii) How does Iswaran’s narrative style affect the narrator’s perception of events?

​You can access the solutions to this Half Yearly here.