EduAir Class 9 : English (Poetry) :: Lesson – No Men Are Foreign

Class 9 : English (Poetry) :: Lesson – No Men Are Foreign

Here are textual question-answer solutions for the Class 9 English lesson “No Men Are Foreign” (from the NCERT Beehive textbook) for Assam Board (SEBA) students, ranging from beginner to advanced levels:

Beginner Level

  1. Who is the poet of the poem “No Men Are Foreign”?
    • Answer: The poet of the poem “No Men Are Foreign” is James Kirkup.
  2. What is the message of the poem “No Men Are Foreign”?
    • Answer: The message of the poem is that all human beings are the same, irrespective of their nationality, race, or religion. We should treat all people with kindness, as they are our brothers and sisters.
  3. How are people of different countries similar according to the poet?
    • Answer: The poet says that people of all countries are similar because they share the same basic human needs, such as the need for food, shelter, and companionship. They all live, work, and die on the same earth.

Intermediate Level

  1. What does the poet mean by ‘No men are foreign, and no countries strange’?
    • Answer: The poet means that all human beings, regardless of their nationality or country, are the same and should not be considered strangers. We are all part of the same global family, and there is no real difference between people from different countries.
  2. What is the significance of ‘the earth’ in the poem?
    • Answer: The earth in the poem represents the common home for all human beings. The poet emphasizes that all people, no matter where they live, share this earth, and thus should live in harmony without prejudice or hatred.
  3. Explain the line, “They too are the same as we are.”
    • Answer: In this line, the poet suggests that people of all nations are fundamentally the same as us. They experience the same emotions, face similar challenges, and have the same human qualities, which should make us feel connected to them rather than distant or foreign.

Advanced Level

  1. How does the poet appeal to the readers’ emotions in the poem “No Men Are Foreign”?
    • Answer: The poet appeals to the readers’ emotions by highlighting the shared humanity of all people. He emphasizes the common experiences, like feeling the warmth of the sun, sharing the same earth, and experiencing similar struggles. This emotional connection challenges readers to reconsider their biases and prejudices towards others, promoting unity and understanding.
  2. What role does ‘the sun’ play in the poem “No Men Are Foreign”?
    • Answer: The sun symbolizes a universal presence that touches everyone, regardless of where they are in the world. The poet uses the imagery of the sun to show that the same natural forces affect all people, indicating that we are all part of the same world, united by the common experience of nature.
  3. Discuss the poet’s view on war in the context of “No Men Are Foreign.”
    • Answer: The poet condemns war and violence by highlighting that soldiers who fight in wars are not different from us. They too are human beings with the same emotions, fears, and hopes. The poet suggests that war dehumanizes people and that understanding our shared humanity can help eliminate the need for conflict.
  4. What is the significance of the repetition of the word ‘no’ in the poem?
    • Answer: The repetition of the word ‘no’ in the poem emphasizes the idea that there should be no divisions or distinctions between people of different nations. It reinforces the poet’s message that no one is foreign or strange, and all people are connected by shared humanity.

Vocabulary and Word Notes

  1. Foreign – Belonging to or originating from another country or place.
    • Example: “No men are foreign” means that people from different countries are not strangers.
  2. Strange – Unfamiliar or unusual.
    • Example: The poet suggests that no country or person should seem strange.
  3. Earth – The planet we live on; the ground.
    • Example: All men share the same earth, regardless of where they live.
  4. Common – Shared by or belonging to more than one person or thing.
    • Example: The poet highlights the common experiences shared by all humans.
  5. Brothers – Male siblings; here used to mean “people united by the same humanity.”
    • Example: “They are our brothers” refers to the universal bond of human connection.
  6. Suns – Plural of sun; here, it refers to the same sun that shines on everyone, irrespective of their country.
    • Example: “The suns that warm the earth” symbolizes the shared natural experiences of all humans.
  7. Courage – The ability to confront fear or danger.
    • Example: “They too have courage” refers to the bravery shared by all humans.
  8. Tears – Drops of clear salty liquid from the eyes, typically as a result of emotion.
    • Example: “We all shed tears” indicates the shared emotional experiences of all people.

Textual Question-Answer

Q1. Who is the poet of the poem “No Men Are Foreign”?

  • Answer: The poet of the poem is James Kirkup.

Q2. What does the poet mean by “No men are foreign, and no countries strange”?

  • Answer: The poet means that all human beings, regardless of nationality or background, are the same. People from different countries should not be considered strangers because we all share common human experiences.

Q3. How does the poet explain the connection between all human beings?

  • Answer: The poet explains the connection through the idea that we all share the same earth, the same sun, the same needs for survival, and the same emotions. This commonality binds us together as one global family.

Q4. What does the poet say about the soldiers in foreign lands?

  • Answer: The poet suggests that soldiers in foreign lands are no different from us. They are the same as we are, experiencing similar emotions like fear, courage, and sorrow. They too are part of the same human race.

Q5. What is the central message of the poem “No Men Are Foreign”?

  • Answer: The central message of the poem is that all people, regardless of their nationality, are fundamentally the same. We should not view others as strangers or foreigners but recognize our shared humanity and treat everyone with respect and kindness.

Short Objective-Type MCQs (Multiple Choice Questions)

  1. Who wrote the poem “No Men Are Foreign”? a) William Wordsworth
    b) James Kirkup
    c) Robert Frost
    d) John Keats
    Answer: b) James Kirkup
  2. What is the main idea of the poem “No Men Are Foreign”? a) To promote national pride
    b) To emphasize the importance of war
    c) To show that all human beings are connected by common experiences
    d) To describe the beauty of nature
    Answer: c) To show that all human beings are connected by common experiences
  3. According to the poet, what binds all human beings together? a) Their religion
    b) Their cultural background
    c) Their shared humanity and experiences
    d) Their physical appearance
    Answer: c) Their shared humanity and experiences
  4. What does the poet say about the soldiers in foreign lands? a) They are brave and different from us
    b) They are also human beings, experiencing the same emotions as us
    c) They are our enemies
    d) None of the above
    Answer: b) They are also human beings, experiencing the same emotions as us
  5. What does the repetition of the word ‘no’ emphasize in the poem? a) The poet’s anger
    b) The unity of humankind
    c) The differences between countries
    d) The beauty of nature
    Answer: b) The unity of humankind

Grammar Used in the Poem

  1. Present Simple Tense
    • The poem uses the present simple tense to describe universal truths or facts about human beings.
    • Example: “No men are foreign, and no countries strange.”
  2. Imperative Sentences
    • The poet uses imperatives to make requests or commands, encouraging readers to adopt a perspective of unity.
    • Example: “Remember, no men are strange, no countries are foreign.”
  3. Use of Negative Sentences
    • The poem uses negative sentences to reject the idea of differences and division among human beings.
    • Example: “No men are foreign, and no countries strange.”
  4. Parallel Structure
    • The poem uses parallelism to emphasize the similarity and equality of all people.
    • Example: “They too are the same as we are.”
  5. Metaphors
    • The poem uses metaphors like “the sun” to represent shared experiences.
    • Example: “The suns that warm the earth.”
  6. Adjective Phrases
    • The poet uses adjectives to describe the common characteristics of all human beings.
    • Example: “The same earth” and “the same needs.”

Chapter: Use of Negative Sentences and Imperative Sentences

1. Negative Sentences

Negative sentences are used to express the idea that something is not true, not happening, or does not exist. They are formed by adding a negative word such as “not”, “never”, “no”, or “nothing” to the sentence.

1.1. Structure of Negative Sentences

The structure of negative sentences depends on the type of verb being used. Below are some common structures:

  • Affirmative Sentence: Subject + Verb + Object
  • Negative Sentence: Subject + Auxiliary Verb (do/does/did) + not + Main Verb + Object

Example 1 (with ‘do/does/did’):

  • Affirmative: She likes music.
  • Negative: She does not like music.

Example 2 (with ‘be’ verb):

  • Affirmative: He is happy.
  • Negative: He is not happy.

Example 3 (with ‘have’):

  • Affirmative: They have a car.
  • Negative: They do not have a car.

1.2. Use of “Not” in Negative Sentences

  • “Not” is placed after the auxiliary verb (e.g., do, does, did, is, am, are, was, were).
    • Example: He is not coming to the party.
    • Example: They did not complete their homework.

1.3. Use of “Never” in Negative Sentences

  • “Never” is used to talk about something that has never happened or will never happen.
    • Example: I have never been to Paris.
    • Example: She never eats chocolate.

1.4. Negative Sentences with Modal Verbs

  • Modal verbs like can, could, will, would, should, might, may, must, etc., can also be used in negative sentences.
    • Example: He cannot swim.
    • Example: You should not shout in the library.

2. Imperative Sentences

Imperative sentences are used to give commands, make requests, or offer invitations. They usually start with the verb in the base form (without to) and are directed towards the listener.

2.1. Structure of Imperative Sentences

  • Affirmative Imperative Sentence: Verb + Object
  • Negative Imperative Sentence: Do/Do not + Verb + Object

Example 1 (Affirmative):

  • Example: Close the door.
  • Example: Please pass the salt.

Example 2 (Negative):

  • Example: Do not open the window.
  • Example: Don’t forget to call me.

2.2. Types of Imperative Sentences

  • Commands/Orders: These are direct instructions or commands given to someone.
    • Example: Sit down.
    • Example: Finish your homework.
  • Requests: Imperative sentences can also be used to make polite requests.
    • Example: Please help me with this.
    • Example: Kindly send the email.
  • Suggestions/Advice: Imperative sentences can give suggestions or advice.
    • Example: Try to study every day.
    • Example: Take an umbrella, it might rain.
  • Invitations: Imperative sentences can be used to invite people to do something.
    • Example: Come and join us for lunch.
    • Example: Let’s go to the movie tonight.

2.3. Use of “Do” and “Don’t” in Imperatives

  • “Do” can be used for making an affirmative imperative sentence sound more polite or formal.
    • Example: Do sit down.
    • Example: Do help me with the task.
  • “Don’t” is used to form negative imperative sentences.
    • Example: Don’t touch that.
    • Example: Don’t speak loudly.

2.4. Politeness in Imperatives

To make imperative sentences more polite, we can use “please” or other polite forms like “could you” or “would you mind” (though these are technically not imperative sentences).

  • Example: Please sit down.
  • Example: Could you pass me the pen?

3. Examples of Negative Sentences and Imperative Sentences in Context

Negative Sentences:

  1. Affirmative: They like reading books.
    • Negative: They do not like reading books.
  2. Affirmative: I am going to the party.
    • Negative: I am not going to the party.
  3. Affirmative: He has a car.
    • Negative: He does not have a car.
  4. Affirmative: She has finished her work.
    • Negative: She has not finished her work.
  5. Affirmative: They will attend the meeting.
    • Negative: They will not attend the meeting.

Imperative Sentences:

  1. Affirmative (Command): Open the window.
  2. Affirmative (Request): Please send me the report.
  3. Negative (Command): Don’t make noise.
  4. Negative (Request): Don’t forget to call me.
  5. Suggestion: Let’s go for a walk.

4. Common Errors in Negative and Imperative Sentences

  1. Error in Using Auxiliary Verbs with Negative Sentences:
    • Incorrect: She not likes pizza.
    • Correct: She does not like pizza.
  2. Error in Imperative Sentences (Missing Subject):
    • Incorrect: Don’t waste time, you.
    • Correct: Don’t waste time.
  3. Error in Use of “Do” in Negative Imperatives:
    • Incorrect: Don’t do not talk loudly.
    • Correct: Don’t talk loudly.

5. Exercises

Exercise 1: Complete the sentences with the correct negative form.

  1. She __________ (not/like) ice cream.
  2. They __________ (not/know) the answer.
  3. We __________ (not/see) that movie.
  4. I __________ (not/understand) this topic.

Exercise 2: Change the following affirmative sentences into negative sentences.

  1. I have finished my homework.
  2. They are coming to the party.
  3. He knows the answer.
  4. She likes chocolate.

Exercise 3: Write three imperative sentences:

  1. Command:
  2. Request:
  3. Suggestion:

Exercise 4: Change the following sentences into imperative form.

  1. Please be quiet.
  2. Help me with this work.
  3. Don’t forget to bring your books.

6. Conclusion

Understanding how to use negative sentences and imperative sentences is essential in expressing various ideas, whether you are talking about something that is not happening or giving instructions. Practice forming these sentences, and remember to consider the context (command, request, suggestion, etc.) when choosing whether to use a positive or negative imperative sentence.

Chapter: Parallel Structures in English Grammar

Introduction to Parallel Structures

In English grammar, parallel structure (also known as parallelism) refers to the use of the same grammatical form within a sentence or across sentences. It involves using consistent and balanced structures to express related ideas, making writing and speaking clearer and more effective.

Parallel structures help maintain clarity and rhythm, particularly in lists, comparisons, and compound sentences.

Definition of Parallel Structure

Parallel structure is when parts of a sentence that are joined by coordinating conjunctions (such as and, but, or, nor) or correlative conjunctions (such as either…or, neither…nor, not only…but also) are written in the same grammatical form.

For example:

  • Incorrect: She likes reading, to swim, and playing tennis.
  • Correct: She likes reading, swimming, and playing tennis.

Types of Parallel Structures

  1. Parallel Structure in Lists
    • When you list items, all items in the list should follow the same grammatical pattern. If the first item in the list is a noun, the other items should also be nouns; if the first item is a verb, the other items should be verbs, and so on.
    Examples:
    • Incorrect: I like to swim, running, and reading books.
    • Correct: I like swimming, running, and reading books.
    • Incorrect: The children are playing, laughing, and to jump.
    • Correct: The children are playing, laughing, and jumping.
  2. Parallel Structure in Coordinating Conjunctions
    • When using coordinating conjunctions (and, but, or, nor), ensure the elements joined are in the same form.
    Examples:
    • Incorrect: He likes both playing tennis and to swim.
    • Correct: He likes both playing tennis and swimming.
    • Incorrect: She will either go to the park or staying at home.
    • Correct: She will either go to the park or stay at home.
  3. Parallel Structure in Correlative Conjunctions
    • Correlative conjunctions like either…or, neither…nor, not only…but also, and whether…or must also follow parallel structure.
    Examples:
    • Incorrect: She is not only a great singer but also sings well.
    • Correct: She is not only a great singer but also a great dancer.
    • Incorrect: Either I will go to the market or staying at home.
    • Correct: Either I will go to the market or stay at home.
  4. Parallel Structure in Comparisons
    • When making comparisons with words like than or as, the items being compared should be in the same grammatical structure.
    Examples:
    • Incorrect: He is taller than his brother and smarter than his cousin.
    • Correct: He is taller than his brother and more intelligent than his cousin.
    • Incorrect: She plays the piano better than her guitar.
    • Correct: She plays the piano better than she plays the guitar.

Why Use Parallel Structure?

  • Clarity: Parallelism helps to organize ideas and information clearly, making it easier for the reader or listener to understand.
  • Rhythm: Using parallel structures can add rhythm and balance to sentences, making the writing more pleasing to read or hear.
  • Avoid Ambiguity: Parallel structures help avoid confusion by maintaining consistency in sentence construction.

Examples of Parallel Structures in Sentences

  1. Incorrect: My father enjoys hiking, to swim, and running. Correct: My father enjoys hiking, swimming, and running.
  2. Incorrect: She is both a talented musician and dances well. Correct: She is both a talented musician and a skilled dancer.
  3. Incorrect: He has studied history, writing essays, and to play the guitar. Correct: He has studied history, written essays, and played the guitar.

Exercises

1. Choose the sentence that follows the correct parallel structure:

a) She likes hiking, swimming, and to ride bikes.
b) She likes hiking, swimming, and riding bikes.
c) She likes to hike, swimming, and riding bikes.

Answer: b) She likes hiking, swimming, and riding bikes.

2. Fill in the blanks with the correct parallel structure:

a) I want to visit either Paris or _________.
b) He enjoys both playing football and __________.
c) She is not only a talented actress but also __________.

Answer: a) I want to visit either Paris or London.
b) He enjoys both playing football and watching it.
c) She is not only a talented actress but also a skilled dancer.

3. Correct the following sentences:

a) She likes reading, to play, and dancing.
b) He is more intelligent than his brother and hardworking than his cousin.
c) I would rather watch a movie than to read a book.

Answer: a) She likes reading, playing, and dancing.
b) He is more intelligent than his brother and more hardworking than his cousin.
c) I would rather watch a movie than read a book.

Advanced Practice: Sentence Correction

4. Rewrite the following sentences with correct parallel structure:

a) The manager approved the plan, signing the contract, and he gave a speech at the meeting.
b) She not only wanted to go to the concert but also she wanted to eat at her favorite restaurant.

Answer: a) The manager approved the plan, signed the contract, and gave a speech at the meeting.
b) She not only wanted to go to the concert but also to eat at her favorite restaurant.

Conclusion

Mastering parallel structure is essential for clear and effective writing. Whether you’re writing essays, emails, or just having a conversation, using parallel structures ensures your ideas flow smoothly and logically. By maintaining consistency in your sentences, you make your communication more coherent and easier to understand.

Chapter: Adjective Phrases

1. What is an Adjective Phrase?

An Adjective Phrase is a group of words that work together to describe a noun or pronoun in a sentence. Just like a single adjective, an adjective phrase provides more details or information about a noun. However, while a single adjective consists of just one word, an adjective phrase is made up of two or more words.

Examples:

  • Single Adjective: The beautiful flowers bloomed.
  • Adjective Phrase: The brightly colored flowers bloomed.

In the second example, “brightly colored” is the adjective phrase that describes the noun “flowers.”

2. Structure of Adjective Phrases

An adjective phrase is typically made up of the following components:

  1. Adjective (the main word that describes the noun)
  2. Modifiers (optional words that help describe the adjective more fully) These modifiers can include:
    • Adverbs (words that modify the adjective)
    • Prepositional phrases (which describe the adjective)
    • Infinitives (verb forms used as adjectives)

Examples:

  • Adjective + Adverb: The book was extremely interesting.
    • “Extremely” modifies the adjective “interesting.”
  • Adjective + Prepositional Phrase: He is afraid of the dark.
    • “Afraid” is the adjective, and “of the dark” is the prepositional phrase that modifies it.
  • Adjective + Infinitive Phrase: She is ready to go.
    • “Ready” is the adjective, and “to go” is the infinitive phrase modifying it.

3. Types of Adjective Phrases

1. Simple Adjective Phrase:

  • This contains just one adjective with its modifiers.
  • Example: The dress is extremely beautiful.

2. Complex Adjective Phrase:

  • This contains an adjective along with a prepositional phrase, an infinitive phrase, or a combination of other elements.
  • Example: The teacher is pleased with your progress.

3. Comparative and Superlative Adjective Phrases:

  • These are adjective phrases that compare two or more things.
  • Example: She is more beautiful than anyone else.
  • Example (Superlative): This is the most interesting story I’ve ever read.

4. Placement of Adjective Phrases

Adjective phrases usually come after the noun they describe. However, they can sometimes come before the noun when they are part of a larger sentence structure.

Examples:

  • After the noun:
    • The girl is full of energy.
  • Before the noun:
    • The full of energy girl won the race.

However, the second example is a more formal structure and often sounds more natural with the adjective phrase placed after the noun.

5. Examples of Adjective Phrases in Sentences

  • The extremely tall man is my neighbor.
    • Adjective phrase: extremely tall
    • Describes: man
  • She was very angry with her friend.
    • Adjective phrase: very angry with her friend
    • Describes: she
  • The flower in the garden is red.
    • Adjective phrase: in the garden
    • Describes: flower
  • This is the most beautiful place in the world.
    • Adjective phrase: most beautiful place in the world
    • Describes: place

6. Identifying Adjective Phrases

To identify adjective phrases in a sentence, look for a group of words that are describing a noun. Check if the group includes an adjective as the main word, and see if there are any words modifying that adjective (e.g., adverbs, prepositional phrases, or infinitive phrases).

Example 1: The cake was deliciously sweet.

  • The adjective phrase is deliciously sweet.
  • “Deliciously” is the adverb modifying the adjective “sweet.”

Example 2: She wore a dress with colorful flowers.

  • The adjective phrase is with colorful flowers.
  • “With colorful flowers” is a prepositional phrase that modifies the adjective “dress.”

7. Exercises

Exercise 1: Identify the adjective phrases in the following sentences.

  1. The box is full of books.
  2. He is extremely talented in painting.
  3. The sky was covered with dark clouds.
  4. She is very happy about the results.
  5. The movie was incredibly interesting.

Exercise 2: Complete the following sentences with adjective phrases:

  1. The cake was __________.
  2. She is __________.
  3. The room looks __________.
  4. He is __________.
  5. The view is __________.

8. Common Mistakes to Avoid

  • Confusing adjectives and adverbs: Sometimes, students use adverbs instead of adjectives in adjective phrases. Remember, adverbs modify verbs, adjectives, or other adverbs, but adjectives modify nouns.
    • Incorrect: She is very quickly.
    • Correct: She is very quick.
  • Using incomplete phrases: Sometimes an adjective phrase might be incomplete or lack a necessary word, such as a preposition or adverb, which makes it unclear.
    • Incorrect: The man was tall and.
    • Correct: The man was tall and strong.

Conclusion

An adjective phrase is a useful tool in English grammar to add more detail and description to a sentence. It often enhances the meaning by providing a more vivid picture of the noun or pronoun it describes. Understanding how to form and use adjective phrases will help you create more complex and interesting sentences.

***********