Beehive
Textbook in English for Class IX
2019-20
, ISBN 81-7450-502-4
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,
Reprinted mechanical, photocopying, recording or otherwise without the prior
October 2006 Kartika 1928 permission of the publisher.
October 2007 Kartika 1929 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
December 2009 Agrahayana 1931 publisher’s consent, in any form of binding or cover other than that in
January 2011 Magha 1932 which it is published.
January 2012 Pausa 1933 q The correct price of this publication is the price printed on this page, Any
December 2012 Agrahayana 1934 revised price indicated by a rubber stamp or by a sticker or by any other
means is incorrect and should be unacceptable.
February 2014 Magha 1935
December 2014 Pausa 1936 OFFICES OF THE PUBLICATION
December 2015 Agrahayana 1937 DIVISION, NCERT
December 2016 Pausa 1938
NCERT Campus
December 2017 Pausa 1939 Sri Aurobindo Marg
December 2018 Agrahayana 1940 New Delhi 110 016 Phone : 011-26562708
108, 100 Feet Road
PD 500T BS Hosdakere Halli Extension
Banashankari III Stage
Bengaluru 560 085 Phone : 080-26725740
© National Council of Educational Navjivan Trust Building
Research and Training, 2006 P.O. Navjivan
Ahmedabad 380 014 Phone : 079-27541446
CWC Campus
Opp. Dhankal Bus Stop
Panihati
Kolkata 700 114 Phone : 033-25530454
CWC Complex
Maligaon
Guwahati 781 021 Phone : 0361-2674869
` 75.00 Publication Team
Head, Publication : M. Siraj Anwar
Division
Chief Editor : Shveta Uppal
Chief Business : Gautam Ganguly
Manager
Printed on 80 GSM paper with
NCERT watermark Chief Production : Arun Chitkara
Officer
Published at the Publication Division
Editor : Vijayam
by the Secretary, National Council Sankaranarayanan
of Educational Research and
Training, Sri Aurobindo Marg, New Production Officer : Abdul Naim
Delhi 110016 and printed at
Sanjeev Offset Printers, L-39, Cover, Illustrations and Layout
Sector-5, Bawana Industrial Nidhi Wadhwa
Area, Delhi- 110039
2019-20
, 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 textbook 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 textbook 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 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 textbook; we are
2019-20
, 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
iv
2019-20
Textbook in English for Class IX
2019-20
, ISBN 81-7450-502-4
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,
Reprinted mechanical, photocopying, recording or otherwise without the prior
October 2006 Kartika 1928 permission of the publisher.
October 2007 Kartika 1929 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
December 2009 Agrahayana 1931 publisher’s consent, in any form of binding or cover other than that in
January 2011 Magha 1932 which it is published.
January 2012 Pausa 1933 q The correct price of this publication is the price printed on this page, Any
December 2012 Agrahayana 1934 revised price indicated by a rubber stamp or by a sticker or by any other
means is incorrect and should be unacceptable.
February 2014 Magha 1935
December 2014 Pausa 1936 OFFICES OF THE PUBLICATION
December 2015 Agrahayana 1937 DIVISION, NCERT
December 2016 Pausa 1938
NCERT Campus
December 2017 Pausa 1939 Sri Aurobindo Marg
December 2018 Agrahayana 1940 New Delhi 110 016 Phone : 011-26562708
108, 100 Feet Road
PD 500T BS Hosdakere Halli Extension
Banashankari III Stage
Bengaluru 560 085 Phone : 080-26725740
© National Council of Educational Navjivan Trust Building
Research and Training, 2006 P.O. Navjivan
Ahmedabad 380 014 Phone : 079-27541446
CWC Campus
Opp. Dhankal Bus Stop
Panihati
Kolkata 700 114 Phone : 033-25530454
CWC Complex
Maligaon
Guwahati 781 021 Phone : 0361-2674869
` 75.00 Publication Team
Head, Publication : M. Siraj Anwar
Division
Chief Editor : Shveta Uppal
Chief Business : Gautam Ganguly
Manager
Printed on 80 GSM paper with
NCERT watermark Chief Production : Arun Chitkara
Officer
Published at the Publication Division
Editor : Vijayam
by the Secretary, National Council Sankaranarayanan
of Educational Research and
Training, Sri Aurobindo Marg, New Production Officer : Abdul Naim
Delhi 110016 and printed at
Sanjeev Offset Printers, L-39, Cover, Illustrations and Layout
Sector-5, Bawana Industrial Nidhi Wadhwa
Area, Delhi- 110039
2019-20
, 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 textbook 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 textbook 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 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 textbook; we are
2019-20
, 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
iv
2019-20
