Nine Gold Medals Kaveri Class 9 English का Poem Chapter 5 है, written by David Roth। यह poem Special Olympics की एक race के माध्यम से empathy, compassion, inclusion, sportsmanship और humanity को प्रस्तुत करती है। इस post में Nine Gold Medals Question Answer ke sabhi answers Class 9 students ke liye simple English mein diye gaye hain।
Reflect and Respond
I. Discuss the difference between Olympics, Special Olympics, and Paralympics.
Answer:
- Olympics are international sporting competitions for athletes in different sports.
- Special Olympics provide sports training and competition for children and adults with intellectual disabilities.
- Paralympics are international sporting competitions for athletes with disabilities.
II. Match empathy, sympathy and compassion with the given situations.
1. "I am so sorry for what is happening to you. It is sad, do you want something to eat?"
Answer: Sympathy
2. "I can imagine how you feel. I understand that you are upset and why."
Answer: Empathy
3. "I understand why you feel terribly low. I will spend some time with you, so that you don't feel lonely."
Answer: Compassion
The textbook provides these three situations for distinguishing empathy, sympathy and compassion.
III. Words associated with 'empathy'
Answer: Understanding, kindness, care, compassion, sensitivity, support, concern, sharing feelings.
Reading for Appreciation
I. Check Your Understanding
1. Match the words and phrases with their meanings.
| Word/Phrase | Correct Meaning |
|---|---|
| dashed in the dirt | destroyed |
| stumbled | step awkwardly, lose balance and almost fall |
| staggered | walk or move with difficulty |
| anguish | extreme pain or suffering |
| asphalt | a hard black substance used to make roads and paths |
The textbook gives these five vocabulary items and their meanings.
II. Identify the gist of each stanza.
- Athletes trained for months and dreamed of winning medals. — Stanza 1
- Spectators cheered participants and waited for the final event. — Stanza 2
- Participants prepared at the starting line. — Stanza 3
- The runners started the race and one athlete fell. — Stanza 4
- The fallen athlete felt his dreams had been shattered. — Stanza 5
- Eight athletes stopped and helped the fallen athlete. — Stanza 6
- Nine athletes joined hands and walked towards the finish. — Stanza 7
- The race ended with nine athletes holding hands and receiving gold medals. — Stanza 8
These eight gist statements correspond to the eight stanzas of the poem.
Let Us Appreciate the Poem
1. Two examples of alliteration
Answer: "young women and men"; "beaming faces"
2. Give three examples of visual imagery.
Answer: "dashed in the dirt"; "nine gold medals"; "nine beaming faces"
3. Give an example of auditory imagery.
Answer: "The signal was given, the pistol exploded"
4. How does the use of imagery make the poem more appealing?
Answer: Imagery helps readers visualise the race, hear the starting signal and see the athletes and spectators. It makes the events vivid and emotionally engaging.
5. How does the poet's tone change from the beginning to the end of the poem?
Answer: At the beginning, the tone is excited and competitive. After the athlete falls, it becomes sympathetic and emotional. At the end, it becomes celebratory and inspiring.
6. What is the overall mood created by the poem?
Answer: The overall mood is inspiring, emotional and uplifting.
7. What is the message being conveyed by the poem?
Answer: The poem conveys that empathy, compassion, cooperation and humanity are more important than individual victory. True victory comes from helping others and moving forward together.
The textbook asks all seven appreciation questions.
Critical Reflection
I. Extract 1
The eight other runners pulled up on their heels
The ones who had trained for so long to compete
One by one they all turned round and went back to help him
And brought the young boy to his feet.
(i) "Pulled up on their heels" means that the runners:
A. moved aside
B. stopped running
C. tried to run faster
D. jumped ahead
Answer: B. stopped running
(ii) Mention one character trait common to all the eight other runners.
Answer: They were compassionate and empathetic.
(iii) What is the tone of the poet in these lines?
Answer: The tone is admiring and appreciative.
(iv) How might the young athlete have felt on being helped by the others?
Answer: He might have felt relieved, grateful, supported and happy.
(v) Would you consider this incident as a turning point in the poem?
Answer: Yes. It is the turning point because the race changes from an individual competition into an act of collective support and compassion.
The textbook gives this complete extract-based exercise.
Extract 2
That's how the race ended, with nine gold medals
They came to the finish line holding hands still
And a standing ovation and nine beaming faces
Said more than these words ever will.
(i) How did the nine contestants feel when they reached the finishing line together?
Answer: They felt happy, proud and united.
(ii) Why do you think all the nine contestants were given gold medals?
Answer: They were given gold medals because they demonstrated true sportsmanship, compassion and unity by helping the fallen athlete instead of continuing the race alone.
(iii) The holding of hands signifies a feeling of __________.
Answer: unity and solidarity
(iv) The spectators giving a 'standing ovation' indicates that they were:
A. amazed
B. speechless
C. distracted
D. thoughtful
Answer: A. amazed
(v) Explain the last line of the extract.
Answer: The smiles of the nine athletes and the spectators' response expressed the powerful message of compassion and humanity more effectively than words could.
The textbook provides these five questions in the second Critical Reflection extract.
II. Answer the Following Questions
1. Describe how the setting established in the first two stanzas creates a vivid atmosphere for the events that follow.
Answer: The first two stanzas describe athletes arriving from different parts of the country, months of training, excited spectators and the final event of the day. This creates an atmosphere of anticipation, excitement and competition before the unexpected act of compassion changes the race.
2. How do you think the youngest athlete might have felt when he fell?
Answer: He might have felt frustrated, disappointed, helpless and distressed because his dreams of winning a medal seemed to have been destroyed.
3. Why were the athletes eager to begin the race?
Answer: They had trained for many weeks and months and had come with dreams of winning medals. Therefore, they were eager to compete and prove themselves.
4. What does the transformation of the hundred-yard dash to a walk symbolise?
Answer: It symbolises the transformation from competition to cooperation. The athletes choose to support one another instead of competing individually.
5. How might the poem be different if the focus was solely on individual achievement rather than collective support?
Answer: The poem would become a simple story about winning a race. It would lose its central message about empathy, compassion, unity and humanity.
6. How does the poet's use of language and tone enhance the reader's engagement with the poem?
Answer: The poet uses energetic descriptions at the beginning and emotional language after the athlete falls. This change makes the reader feel the excitement of the race and then experience the emotional impact of the athletes' compassionate action.
7. What might be the poet's purpose of writing this poem?
Answer: The poet's purpose is to show that true victory is not only about winning a competition but also about helping others and demonstrating humanity.
These seven questions appear under Critical Reflection.
Vocabulary in Context
I. Adjective–Noun Collocations
The phrase "standing ovation" is an adjective–noun collocation. Two other examples from the poem are: young boy, gold medals.
II. Complete the Collocation Table
| Adjective | Noun Collocations |
|---|---|
| Big | disappointment, failure, surprise, decision |
| Heavy | rain, traffic, burden, responsibility |
| Strong | feeling, voice, wind, character |
| Large | crowd, number, amount, area |
| Great | effort, success, courage, achievement |
The textbook asks for four noun collocations for each adjective.
III. Choose the Correct Adjectives
Words given: positive, significant, youngest, noisy, loud
1. The littlest athlete was moving at a steady pace.
Answer: youngest
2. The eight athletes had a smiling attitude.
Answer: positive
3. When the athlete fell, he gave a huge cry of pain.
Answer: loud
4. The spectators saw a terrible difference in the athletes who had only come to compete.
Answer: significant
5. The gaudy crowd cheered the runners enthusiastically.
Answer: noisy
Grammar & Reported Speech
Modal Auxiliaries — Match the highlighted verbs with their functions.
| Sentence | Modal | Function |
|---|---|---|
| 1. I could hear the audience clapping. | could | past ability |
| 2. It couldn't be helped. | couldn't | impossibility |
| 3. I should give it my best shot. | should | obligation |
| 4. I knew if I tried, I would win. | would | prediction |
The textbook gives these four sentences and six possible functions.
Modal Auxiliaries — Sentences
Could — Possibility: It could rain tonight.
Could — Unreal Ability: If I had wings, I could fly.
Could — Request: Could you help me?
Could — Suggestion: We could practise together.
Couldn't — Inability: I couldn't understand the question.
Should — Probability: The train should arrive soon.
Should — Advice: You should work hard.
Would — Request: Would you please help me?
Would — Past Habit: My grandfather would tell us stories.
The textbook lists these functions for could, couldn't, should and would.
Reported Speech — Identify the type of speech and sentence.
"You've been listed as one of the 10 most inspirational women para-athletes globally…"
Answer: Direct Speech — Declarative
"I love sports and had been a swimmer too…"
Answer: Direct Speech — Declarative
The textbook then demonstrates how these direct statements are converted into reported speech using reporting verbs and "that".
Change the Conversation into Reported Speech
1. Siya said that she had watched a documentary on the para equestrian event on television the previous night.
2. Siya added that it was very interesting to watch.
3. Siya replied that they also had to find and develop their own style of communication with their horse.
4. Tarun said that he would watch the documentary the following weekend.
The textbook provides the original Siya–Tarun conversation and asks for these four reported-speech conversions.
Listen and Respond — Radio Talk: Patrick Gomes
I. True / False
1. Patrick Gomes began his career in sports with track events.
Answer: True
2. Patrick Gomes has been coaching special athletes for 10 years.
Answer: False
3. Patrick Gomes does all the household work himself.
Answer: False
The textbook asks these three statements to be marked True or False after listening to the radio talk.
II. Choose the Correct Option
1. "Push your boundaries" means the speaker wants listeners to:
Answer: (i) challenge themselves
2. Patrick Gomes is a ___________ at present.
Answer: (ii) coach of special athletes
3. Special Olympic Games held at Connecticut was a ___________ for Patrick Gomes.
Answer: (ii) turning point
4. As a special athlete, Patrick Gomes mostly participated in ___________.
Answer: (i) track events
5. Patrick Gomes believes that sports is essential because it encourages ___________ along with fitness.
Answer: (i) a positive outlook
The five options and questions are given in the listening exercise.
Speaking Activity — Points of View Regarding Special Olympics
Student A: What is your opinion on Special Olympics?
Student B: Personally, I believe that Special Olympics are important because they promote inclusion and give sportspersons with special abilities opportunities to participate.
Student A: How do you feel about their impact on athletes?
Student B: I have a strong feeling that participation builds confidence and encourages athletes to push their boundaries.
Student A: In your view, how can we create more awareness?
Student B: From my perspective, schools and communities should organise awareness programmes and encourage people to learn about Special Olympics.
The textbook asks students to discuss the importance and impact of Special Olympics and ways of creating awareness.
Writing Task
Three Creative Slogans on Special Olympics
- Special Olympics: Every Ability, Every Dream, Every Victory
- Together We Compete, Together We Celebrate
- Different Abilities, One Spirit of Victory
The textbook asks for three creative slogans and says that each slogan should be brief, simple and catchy, preferably not more than 8–10 words.
Poster — Special Olympics
SPECIAL OLYMPICS
Every Ability, Every Dream, Every Victory
Celebrate Inclusion • Support Athletes • Respect Every Ability
Together We Can Create a Better World
The textbook asks students to create a poster inspired by the poem using the slogan, important information, illustrations and a call to action.
Learning Beyond the Text
I. Special Olympics Athletes
Ravimathi Arumugam — She won the gold medal in the 400 metre, Level C women's race at the Special Olympic Games 2023 in Berlin, Germany.
Aanchal Goyal — She won the gold medal in the 400 metre, Level B women's race.
Saket Kundu — He won a silver medal in the Level B mini javelin event and a bronze medal in the Level B 400 metre men's race.
II. Olympics Infographic
The textbook asks students to create an infographic on any sport after studying the information about the Olympics, Paralympics and Special Olympics.
Important information from the given infographic
- The first Olympic Games took place in 776 BC.
- The Olympic Games are held every four years.
- The Olympic motto is "Citius-Altius-Fortius-Communiter", meaning "Faster-Higher-Stronger-Together."
- The Olympic torch represents peace and friendship.
- The Olympic rings represent the union of five continents.
- The Paralympics showcase the participation of athletes with disabilities.
- The Special Olympics provides sports training and competition for children and adults with intellectual disabilities.
Word Meaning
| English Word | Hindi Meaning |
|---|---|
| athletes | खिलाड़ी |
| compete | प्रतियोगिता करना |
| spectators | दर्शक |
| resolved | दृढ़ निश्चयी |
| poised | तैयार / तत्पर |
| stumbled | ठोकर खाई |
| staggered | लड़खड़ाया |
| asphalt | सड़क की काली सतह |
| anguish | अत्यधिक पीड़ा |
| dashed | तेजी से भागा / नष्ट हुआ |
| dirt | मिट्टी |
| pulled up | रुक गए |
| beaming | खुशी से चमकता हुआ |
| ovation | जोरदार तालियाँ |
| empathy | सहानुभूति / दूसरे की भावना समझना |
| sympathy | सहानुभूति |
| compassion | करुणा |
| inclusion | समावेशन |
| solidarity | एकजुटता |
| perseverance | दृढ़ता से प्रयास जारी रखना |
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