Navigating the Class 9 English curriculum requires a clear grasp of dramatic texts, nuanced character motivations, and advanced linguistic structures. The chapter “Twin Melodies” written by Mitra Phukan presents a compelling narrative centered on the dynamic tension between traditional Hindustani classical music and contemporary Indo-Western fusion. To achieve top scores in CBSE examination assessments, students must master both textual comprehension and analytical writing. These comprehensive NCERT solutions offer step-by-step, textbook-accurate answers designed to align with official CBSE marking schemes, ensuring complete clarity across every exercise, activity, and critical reflection question.
Comprehensive NCERT Solutions for Class 9 English
Mastering the foundational warm-up activities in “Twin Melodies” helps students build contextual awareness before delving into the play’s dramatic structure. The opening section, Reflect and Respond, introduces students to stringed instruments and idiomatic expressions that set the tone for the entire chapter.
By engaging with these preliminary questions, students learn to connect real-world musical concepts with the underlying themes of generational perception and artistic expression. Below are the complete, error-free solutions for the opening activities presented in the textbook.
Reflect and Respond
Question I
Given below are some stringed musical instruments. Work in pairs and identify them by first letter of the spellings of their names. (Page No. 170)
Answer:
- S: Sitar
- S: Sarod
- S: Santoor
- S: Sarangi
- M: Mandolin
- V: Violin
- G: Guitar
- B: Banjo
Question II
Do you play a musical instrument? If given a choice, which one would you choose and why? (Page No. 170)
Answer:
I do not play a musical instrument currently, but if given a choice, I would choose to learn the violin. The violin is a versatile string instrument that spans both Indian classical ragas and Western orchestration, allowing an artist to express intense emotional depth, intricate pitch variations, and dynamic tonal range.
Question III
Is there any difference in the choice of music between children and elders? If yes, why? If no, why not? (Page No. 170) [BOARD EXAM FAVORITE]
Answer:
Yes, there is often a distinct difference in musical choice between generations due to cultural exposure, peer influence, and evolving aesthetic preferences. Younger generations tend to prefer fast-paced, contemporary, or fusion genres that incorporate modern digital beats. In contrast, older generations frequently gravitate toward classical, devotional, or acoustic compositions, as they hold deep cultural resonance, nostalgia, and traditional values.
Question IV
Work in pairs to complete the paragraph given on the next page by choosing the correct phrases given in the box. Discuss with your teacher whether the following phrases have a literal meaning or a figurative one. (Page No. 170)
Answer:
The theatre club was 1. winding up their practice. Anil saw Sunny was 2. wearing a look of distress and not speaking to anyone. They had a disagreement in the morning and since then, Sunny was 3. lost in his thoughts. Anil did not want to 4. bring it up and disturb Sunny further but he finally decided to 5. bite the bullet and speak to Sunny. He was sure if he apologised first, his friend would 6. come around. With a lot of anxiety, he 7. found words to apologise. And finally, Sunny smiled! Everyone clapped and asked them to 8. throw a party to celebrate.
Note on Figurative vs. Literal Meaning: Phrases such as “bite the bullet” (to face a difficult situation courageously) and “come around” (to change one’s opinion or yield) carry figurative meanings, whereas “winding up” can be used both literally and contextually.
Accurate Answers for Check Your Understanding Tasks
The Check Your Understanding tasks across Acts I, II, and III assess students’ recall of plot developments, character actions, and dramatic choices. Accurately answering these structured questions is vital for acquiring full marks in objective and short-answer exam sections.
These solutions outline the precise tabular details, summary completions, and predictive textual analysis required by the Class 9 CBSE English syllabus.
Check Your Understanding
Act I – Question I
Complete the table given below based on Act I of the play. (Page No. 174)
Answer:
| Category | Details |
|---|---|
| Setting | Where: Iqbal’s room Description of the room: A small rack, wooden table stacked with books. On the wall: Posters of famous Indian flute players Pandit Hariprasad Chaurasia and Shashank Subramanyam. |
| Children & Instruments | 1. Iqbal: flute 2. Avinash: tabla 3. Peter: keyboard 4. Shruti: violin |
| Speaker & Words | 1. Speaker: Avinash Words: “Oh ho! Wow Shruti! You are a sensation now! The least you can do is throw a party!” Reason: Avinash read a glowing newspaper review of Shruti’s performance with her father in the Parbatpuri Daily Clarion. |
| Speaker & Words | 2. Speaker: Shruti Words: “There is need to worry Iqbal! You don’t know papa…” Reason: Shruti fears her father will consider playing violin to Western tunes a desecration of Hindustani classical music. |
| Speaker & Words | 3. Speaker: Peter Words: “That’s the spirit!” Reason: Shruti finally resolved to bite the bullet and discuss the fusion concert with her parents at dinner. |
Act I – Question II
Do you think Shruti will gather the courage to speak to her father? Give a reason. (Page No. 174)
Answer:
Yes, Shruti will gather the courage because her bandmates actively encourage her to face her fear, and she explicitly promises them that she will “bite the bullet” and bring up the topic during dinner.
Act I – Question III
What might be Shruti’s father’s reaction? Why? (Page No. 174)
Answer:
Shruti’s father is likely to react with disapproval and strict resistance. As a traditional classical master, he firmly believes that Classical Hindustani music with ragas and aalaaps is the only pure form of art, viewing Western fusion as a degradation of true musicality.
Act II – Question I
Complete the summary of Act II by choosing the correct words from the box. (Page No. 177)
Answer:
Shruti seemed 1. absent-minded during dinner. She finally gathered the 2. courage to inform her father, Nabin, about her wish to participate in an upcoming Indo-Western fusion concert. Nabin reacted negatively, expressing 3. disapproval of fusion music and dismissed the idea. Despite Shruti’s 4. plea to him to attend a practice before deciding, Nabin was 5. firm in his decision. Shruti’s mother, Leela, 6. scolded her for not seeking permission earlier. The tension highlights the 7. clash between traditional and contemporary musical preferences within the family. Despite the 8. setback, Shruti promises not to hide again and is urged to go to bed by her mother.
Act II – Question II
Will Shruti’s father go for the rehearsal? Support your answer with a reason. (Page No. 178)
Answer:
Initially, it appears Nabin will not attend because he mockingly dismisses fusion as “phoo music.” However, persuaded by his wife Leela—who reminds him of his own past struggles to play the violin against traditional family expectations—he quietly attends the rehearsal.
Act II – Question III
Do you think Shruti and her parents would understand one another? If yes, why? If no, why not? (Page No. 178)
Answer:
Yes, they will ultimately understand one another because their relationship is rooted in mutual respect, familial love, and a shared dedication to genuine musical art. Once Nabin sees Shruti’s commitment to classical integrity within fusion, the barrier dissipates.
Act III – Question I
Work in pairs. Identify the true statements. (Page No. 181)
Answer:
- During the rehearsal, Shruti’s parents enter the room and are overjoyed at her performance. — True
- Shruti initially considers telling her friends that she can’t join them for the performance, after practising one last time. — True
- Shruti’s father expressed that she had sung a few notes incorrectly during her performance. — False
- Shruti’s father had followed the family’s tradition of being a violinist and worked very hard to achieve all that he did. — False
- Shruti’s mother helped her husband realise why he should support their daughter. — True
- Shruti’s father accepts that he underrated the potential of classical music. — False
Critical Reflection and Board Exam Question Guide
The Critical Reflection section contains high-weightage extract-based and long-answer questions that frequently appear in CBSE examinations. Mastering these questions requires demonstrating an understanding of character arcs, thematic motifs, and textual nuance.
Students should pay close attention to the underlined keywords and structured explanations to align their responses with standard evaluation schemes.
Critical Reflection
Question I (1)
Read the extract given below and answer the questions that follow:
Shruti: “There is need to worry Iqbal! You don’t know papa…” (Page No. 182)
(i) Select the option that correctly identifies Shruti’s situation.
A. confident
B. indifferent
C. content
D. in a dilemma
Answer: D. in a dilemma
(ii) What does Shruti mean by ‘the right way’, in the sentence, “I just don’t know how to tell him in the right way!”?
Answer:
By ‘the right way’, Shruti means finding an approach or explanation that conveys her genuine passion for fusion music without disrespecting her father’s firm belief in classical purity.
(iii) Complete the following with a suitable reason.
We can say that the extract reflects the generational gap in understanding art and tradition because Nabin Sharma views classical music as the sole valid art form, whereas Shruti seeks to explore modern Indo-Western fusion alongside her classical roots. [BOARD EXAM FAVORITE]
(iv) Explain how Iqbal’s words were meant as an assurance to Shruti.
Answer:
Iqbal assures Shruti by emphasizing parental affection, suggesting that a father’s love and understanding will ultimately transcend rigid musical disagreements once communication takes place.
(v) Fill in the blank with a phrase from the extract.
The critics argued that only films which provoke thoughtful discussion are of any worth.
Question I (2)
Read the extract given below and answer the questions that follow:
Nabin: “I underestimated the power of our own music…” (Page No. 183)
(i) Select the suitable option to complete the sentence. Nabin’s breakthrough in his understanding of artistic freedom highlights a bridge between __.
A. personal ambition and professional success
B. traditional values and modern expressions
C. strict discipline and casual learning
D. historical techniques and futuristic innovations
Answer: B. traditional values and modern expressions
(ii) Fill in the blank with a suitable phrase.
The extract uses the word ‘lost’ both in the sense of losing artistic identity/cultural roots and physical separation.
(iii) In the line, ‘Shruti hugs her parents’, which word from those given below, does not show what it conveys?
(reconciliation, acceptance, harmony, duty, understanding)
Answer: duty
(iv) What can be inferred about Shruti’s future in music following her father’s expression of trust and support?
Answer:
It can be inferred that Shruti will confidently pursue both Hindustani classical music and experimental fusion with her father’s blessing and active support.
(v) Identify the phrase that refers to the uniqueness of each artist’s journey and style.
Answer: “Each bay, its own wind.”
Question II (1)
Justify the title ‘Twin Melodies’. How does the play explore the theme of tradition and modernity? (Page No. 184) [BOARD EXAM FAVORITE]
Answer:
The title ‘Twin Melodies’ operates on both literal and thematic levels:
- Harmonious Coexistence: It signifies the blending of Indian classical Hindustani ragas with Western rhythmic structures, proving that distinct musical traditions can merge seamlessly.
- Generational Synthesis: It reflects the parallel journeys of Nabin Sharma and Shruti. Just as Nabin broke family tradition to play the violin, Shruti expands artistic boundaries through fusion.
- Reconciliation of Idealism: The play demonstrates that modern artistic expression does not destroy tradition, but rather enhances and revitalizes traditional heritage.
Question II (2)
What are the different perspectives of Peter, Iqbal, and Avinash regarding confronting figures of authority? How do their attitudes towards Shruti’s dilemma with her father provide insight into their own characters and values? (Page No. 184)
Answer:
- Iqbal: Optimistic and reassuring. He believes in open communication, asserting that “All ways are right ways” when dealing with parents.
- Avinash: Practical and humorous. He normalizes conflict, joking about having scolding for breakfast, and encourages Shruti to face reality by “biting the bullet.”
- Peter: Energetic and supportive. He provides enthusiasm, encouraging Shruti with positive reinforcement like “That’s the spirit!”
Question II (3)
Analyse the character of Nabin Sharma. How does his attitude towards music evolve throughout the play? (Page No. 184) [BOARD EXAM FAVORITE]
Answer:
- Initial Stance: Rigid and purist. Nabin believes classical Hindustani music is the only valid art form and views fusion as a “desecration of the violin” and mere noise.
- Turning Point: Listening to Shruti’s fusion group in secret allows him to realize that she maintains classical accuracy and raga purity within the modern arrangement.
- Final Transformation: Enlightened by Leela’s reminder of his own past defiance, he experiences a breakthrough, offering his full support and declaring, “Each bay, its own wind.”
Question II (4)
How does the play use Shruti’s internal conflict to explore the theme of duty towards family versus personal passion? (Page No. 184)
Answer:
Shruti experiences intense internal conflict because she deeply respects her father’s traditional legacy while harboring a desire to explore modern Indo-Western fusion. She refuses to lie or rebel destructively. By openly confronting her father and maintaining high artistic standards, she proves that honoring family duty does not require sacrificing personal artistic growth.
Question II (5)
Evaluate the effectiveness of the play’s conclusion. Does it realistically address the conflicts presented? (Page No. 184)
Answer:
The conclusion is highly effective and realistic:
- Emotional Resolution: It resolves the central conflict through empathy and honest reflection rather than forced compromise.
- Parental Character Arc: Leela’s intervention grounds the resolution in family history, reminding Nabin of his own youth.
- Thematic Fulfillment: It reinforces the idea that true artistic traditions are robust enough to embrace modern innovation without losing their core identity.
Question II (6)
Assess how well the role of cultural diversity contributes to the storyline of the play. (Page No. 184)
Answer:
Cultural diversity is essential to the play’s narrative architecture:
- Ensemble Composition: The band members represent diverse backgrounds (Iqbal, Peter, Avinash, Shruti), reflecting a multi-cultural collaborative spirit.
- Musical Fusion: The play highlights how combining diverse instruments—flute, tabla, keyboard, and violin—creates a unified, soul-stirring harmony.
Solutions for Vocabulary and Structures in Context
The Vocabulary and Structures in Context section targets grammatical precision, direct-to-indirect speech conversions, theatrical terminology, and musical terms.
Executing these exercises accurately strengthens writing mechanics and prepares students for grammar evaluation in board examinations.
Vocabulary and Structures in Context
Question I
Read the highlighted word given in the brackets: SHRUTI (Aside)… What is ‘aside’ used for? (Page No. 184)
Answer:
(iv) (i), (ii), and (iii)
(Explanation: An ‘aside’ enables characters to talk about the story, shows unspoken inner thoughts/feelings, and forms a direct dramatic connection with the audience without alerting other characters on stage).
Question II
Choose suitable non-lexical fillers given in the box to describe the emoticons 1 to 4. (Page No. 185)
Answer:
- err (Hesitation/Uncertainty)
- hmmm (Pondering/Thinking)
- arrgh (Frustration/Anger)
- whew (Relief)
Question III
Match the meanings of other music-related words in Column 1 with their meanings in Column 2. (Page No. 185)
Answer:
| Column 1 | Column 2 |
|---|---|
| 1. rhythm | (iii) the pattern of beats or time intervals in music |
| 2. tempo | (iv) the speed or pace at which a piece of music is played |
| 3. bass | (i) the lowest tone or part in music |
| 4. baritone | (v) a male voice that falls between the higher and lower ranges |
| 5. cacophony | (ii) a mixture of loud unpleasant sounds |
| 6. pitch | (vii) the perceived frequency of a sound, how high or low a sound is |
| 7. scale | (vi) a series of musical notes moving upwards or downwards |
Question IV
Write the meanings of the underlined phrases based on your understanding of the usage in sentences. (Page No. 186)
Answer:
- Drown your individual style: To suppress or lose one’s unique personal identity or original creative expression within a larger group.
- Sense of musicality: An innate sensitivity, knowledge, and talent for understanding, feeling, and performing music accurately.
- Go down the drain: To be completely wasted, ruined, or discarded without producing any result.
Question V
Read the dialogues given below and state their sentence type, then convert them to declarative sentences. (Page No. 186)
- Oh, how much I enjoy performing this piece!
- Wah, how soulful! You all have done a wonderful job!
Answer:
Sentences 1 and 2 are exclamatory sentences.
- Declarative Conversion 1: Shruti exclaimed with great joy that she enjoyed performing that piece very much.
- Declarative Conversion 2: Nabin Sharma exclaimed with admiration that the performance was extremely soulful and that they had done a wonderful job.
Question VI
Write the sentences given below in reported speech. (Page No. 186-187)
Answer:
- “Wow Shruti! You’re a sensation!” suggested Avinash.
- Reported: Avinash exclaimed with wonder that Shruti was a great sensation.
- “What an incredible achievement! I can’t believe we pulled it off!” said Iqbal.
- Reported: Iqbal exclaimed that it was an incredible achievement and added that he could not believe they had pulled it off.
- “Bravo! Each note was executed perfectly, and the performance was flawless!” said Shruti’s mother.
- Reported: Shruti’s mother applauded that each note had been executed perfectly and that the performance had been flawless.
- Iqbal: I basically have a little bit of scolding for breakfast every day!
- Reported: Iqbal stated that he basically had a little bit of scolding for breakfast every day.
- Shruti: Sorry mummy, won’t hide from you again. I promise!
- Reported: Shruti apologized to her mother and promised that she would not hide anything from her again.
- Avinash: You are a sensation now! The least you can do is throw a party!
- Reported: Avinash remarked that Shruti was a sensation then and suggested that the least she could do was to throw a party.
Question VII
Report the following dialogue in the indirect form of speech. (Page No. 187)
Answer:
Asma exclaimed excitedly that she 1. had had a unique experience at the art studio that day. Deepa urged her to tell her as she was eager to hear. Asma said that 2. she had accidentally spilled paint all over her canvas. Deepa pitied Asma. However, Asma replied to her not to worry as 3. the painting then looked better than her original plan. Deepa exclaimed that 4. that was incredible.
Step-by-Step Writing Task and Play Script Guide
This section presents full solutions for the auditory analysis tasks (Listen and Respond), oral delivery practices (Speaking Activity), creative scriptwriting (Writing Task), and supplementary textual features (Learning Beyond the Text).
The provided play script strictly adheres to professional formatting rules, including character cues, brackets for stage directions, ellipses for pauses, and non-lexical fillers.
Listen and Respond
Question I & II
Identify the yazh from the images and check after listening to the description. (Page No. 187)
Answer:
Instrument 3 is the Yazh (an ancient Tamil harp-like stringed instrument).
Question III
Complete the notes based on the description of the Yazh (not more than three words). (Page No. 188)
Answer:
The Yazh
- Type of instrument – The Indian harp
(i) Was used in: Sangam literature era
(ii) Earlier version of: Veena - Design
(i) stem tip – shaped like head of mythological animal
(ii) resonator
A. shape of a boat
B. material – wood - Design variety: peacock, dragon, bull, and bow string
Speaking Activity
Question 1 & 2
Practice speaking aloud dialogues with appropriate stress and intonation patterns. (Page No. 188-189)
Answer:
- Line 1: “I don’t want papa to feel that I don’t care…”
- Stress: Emphasize ‘don’t’ and ‘do’.
- Intonation: Lower tone initially conveying anxiety; rising pitch at the end expressing earnest sincerity.
- Line 2: “Tonight, at dinner, I promise to bring this up.”
- Stress: Emphasize ‘promise’ and ‘bring this up’.
- Intonation: Decisive, steady tone indicating firm commitment.
- Line 3: “Each bay, its own wind.”
- Stress: Emphasize ‘each’ and ‘own’.
- Intonation: Thoughtful, calm, and philosophical tone.
Writing Task
Question I
In groups of four, create a play script based on the story of Anuradha (a talented tabla player whose vocalist father disapproves of her playing tabla). Incorporate stage directions, aside, fillers, and ellipses. (Page No. 190) [BOARD EXAM FAVORITE]
Answer:
TITLE: RHYTHMS OF DESTINY
Characters:
- Anuradha: A talented 15-year-old tabla player.
- Master Vinayak: Her father, a traditional classical vocalist and school music teacher.
- Sunita: Her supportive mother.
- Rohan: Her younger brother.
Setting: A cozy living room. A set of wooden tabla sits on a traditional rug on the left side. Sunlight filters through the window.
(Scene opens with Anuradha sitting cross-legged on the floor, softly practicing a fast-paced teental tihai on the tabla. Master Vinayak enters carrying a file, frowning deeply.)
Vinayak: (firmly, raising his hand) Stop it, Anuradha! Aham… how many times must I repeat myself? A daughter of a vocalist should be practicing ragas, not beating leather drums!
Anuradha: (lowering her hands timidly, looking down) But Papa… I have been invited to perform at the National Youth Music Festival next week. It is… er… a huge opportunity!
Vinayak: (coldly, turning his back) Opportunity? Drowning your vocal potential in rhythmic noise is no achievement. I will not give my permission. (He walks out abruptly).
Anuradha: (Aside, looking directly at the audience with tears in her eyes) Oh, how can I make him understand that the tabla is not just noise to me? It is my heartbeat… my true voice!
(Sunita and Rohan step forward from the kitchen doorway, smiling warmly to comfort her.)
Sunita: (placing a hand gently on Anuradha’s shoulder) Don’t lose heart, my child. Your father is stuck in his rigid beliefs, but your talent is unmistakable.
Rohan: (grinning enthusiastically) Exactly, Didi! Arrgh… don’t let this chance go down the drain! You bite the bullet and confirm your entry. Mummy and I will root for you!
Anuradha: (pausing, her face lighting up with resolve) You… you are right. I will perform, and… hopefully, Papa will see the truth one day!
(Curtain Falls)
Learning Beyond the Text
Question I
Study the bracketed words in the dialogues: (a little loudly), (very loudly), (calmly but firmly). Answer questions 1 to 4. (Page No. 191)
Answer:
- Why do we not use inverted commas to convey the dialogues in a play script?
- In dramatic scripts, dialogues are laid out directly following the character’s name and colon; inverted commas are omitted to facilitate quick reading by actors and directors.
- Where do we use colons?
- Colons are used immediately after the character’s name to separate the speaker from their spoken dialogue.
- What is written within the brackets? What do these convey?
- Brackets contain stage directions, emotional delivery instructions, and physical actions. They convey how a line should be delivered or what action accompanies it.
- How does it help the actors?
- It guides actors on tone, expression, volume, and stage movements, helping them portray the character accurately without needing a narrator.
Master Class 9 English Twin Melodies Chapter Easily
To secure maximum marks in Class 9 English examinations, students should adopt a systematic preparation strategy focused on textbook precision. Understanding how CBSE examiners evaluate drama scripts and extract-based answers allows students to structure their responses effectively.
The key to mastering “Twin Melodies” lies in linking character decisions with overarching themes, such as balancing family respect with individual passion.
- Key Themes to Retain:
- Tradition vs. Modernity: Indian Classical music and Western Fusion complement rather than contradict each other.
- Generational Harmony: Open communication bridges ideological gaps between parents and children.
- Artistic Integrity: Mastery of foundational art forms gives musicians the freedom to experiment.
- Exam Response Checklist:
- Always underline high-scoring vocabulary (e.g., desecration, crescendo, raga purity, bite the bullet).
- Use proper script elements (colons, stage directions in brackets, asides) when answering script-writing tasks.
- Structure long analytical answers using bullet points for readability.
By reviewing these step-by-step solutions regularly, students can confidently tackle every section of the NCERT Class 9 English exam and earn top grades.
Master Class 9 English Twin Melodies Chapter Easily with these accurate NCERT solutions. By studying these solutions, students gain a thorough understanding of the play’s thematic depth, dramatic conventions, and grammatical structures. Designed to conform strictly to CBSE assessment standards, this guide provides every Class 9 student with the tools needed to articulate clear, structured, and high-scoring answers in school assessments and final examinations. Keep practicing these detailed solutions to build subject mastery and achieve academic success.