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Solutions

Overview

Step-by-step NCERT solutions for Winds of Change (Chapter 3, NCERT Class 9 English) — every question and answer worked out in full, not just the final result. You can also read the Winds of Change textbook chapter.

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What these solutions cover

All 27 questions in Winds of Change are solved in the PDF. Here's what's inside, exercise by exercise:

Vocabulary — Winds of Change (pre-reading word match)

  1. Match the underlined words in Column 1 with their meanings in Column 2. Passage: 'I visited the crafts fair yesterday. It was a wonderful experience. Each indigenous artefact was an innovative creation of industrious craftspersons with its intricate design. It invoked a sense of respect for the initiatives taken by the government to showcase them.' Column 1: 1. indigenous 2. innovative 3…

Check Your Understanding — Winds of Change (Table)

  1. Work in pairs to complete the table on pankha. Fill in the missing information for each state. State | Type of Fan | Material Used Rajasthan | appliqué hand fan | ____________________ Rajasthan | ____________________ | gold thread Gujarat | temple hand fans | ____________________ Gujarat | mirror work hand fans | ____________________ Gujarat | ____________________ | beads West Bengal |…

Critical Reflection I — Extract-based Questions (Winds of Change)

  1. Read the extract and answer the questions that follow …
    • (i) State whether the following sentence is true or false: 'Pankhas were one of the most popular items of commerce.'
    • (ii) Why has the word 'traditional' been used to describe pankhas?
    • (iii) Complete the following statement: 'The sentence "They were considered exotic and stylish" is an opinion and not a fact because _______________________.'
    • (iv) Infer one reason for commonality in the use of pankhas across India.
    • (v) Select which one of the two statements is the correct assertion for the given reason. Reason: Pankhas were made of indigenous materials, unique to the region, with elaborate designs. A. Each kind of pankha could be distinguished from the other. B. Pankhas were used by many people.
  2. Read the extract and answer the questions that follow …
    • (i) Infer one negative impact of technological advancement on pankha.
    • (ii) Complete the statement with an appropriate reason: 'The writer refers to pankhas not just as an object but as a 'culture' because ___________.''
    • (iii) Select a line from the extract which depicts how the role of the pankha has changed over the years.
    • (iv) List one way in which the increase in demand of pankhas might benefit artisans.
    • (v) Select the factor that has contributed to the commercialisation of pankhas. A. cultural preservation B. economic demand C. technological advancements D. artisan initiative

Critical Reflection II — Open Questions (Winds of Change)

  1. How does the title 'Winds of Change' capture the essence of the chapter?
  2. Support the following statement with any two relevant examples from the chapter: 'The structure and design of pankhas are testimony to the cultural identity of the region.'
  3. The chapter mentions pankhas running the risk of slowly losing their presence among Indians. Evaluate how the balance between preserving traditional craftsmanship and incorporating innovative designs in the creation of pankhas will help in this regard.
  4. How might initiatives such as pankha-making workshops contribute to the preservation of this traditional craft?
  5. The writer mentions celebrating pankhas in the concluding part of the chapter. Assess how this could be beneficial to artisans and the craft.
  6. How does the restriction of the use of pankha for decorative purposes reflect the changing cultural role of these traditional fans in modern India?

Vocabulary and Structures in Context I — Word Pairs Classification

  1. Read the following pairs of words from the text: exotic and stylish / villages and towns / thread and wool / silk and brass / ornate and encrusted / within and outside. Classify the pairs of words given above in the following categories. One example has been done for you. Appearance | Place | Material (within and outside is given as an example under Place) Now, find more such word pairs from the…

Vocabulary and Structures in Context II — Fixed Expressions

  1. Find the word pairs for the following fixed expressions using Word 1 and Word 2. Then match each expression to its meaning. Word 1 + Word 2 pairs to form expressions: 1. high + tear 2. cut + fast 3. fact + sundry (Note: 'all and sundry' is the given example) 4. all + thin 5. wear + figures 6. time + run 7. thick + again 8. hard + dry (Given example: all and sundry = (v) everyone, not just a few…

Vocabulary and Structures in Context III — Collocations

  1. Choose the appropriate word collocations for the following sentences.
    • (i) The students have to (take/give) the English exam tomorrow.
    • (ii) The interviewer asked the candidate to (take/have) a seat.
    • (iii) My scooter (dashed against/ran into) a car.
    • (iv) I must (take/own) responsibility for my success.
    • (v) I would like to (tone up/improve) my grammar.

Vocabulary and Structures in Context IV — Present Perfect Tense

  1. Fill in the blanks with the present perfect form of verbs in the following paragraph. One example has been done for you. Puppets have long fascinated (fascinate) audiences worldwide. Puppeteers
    • (i) ______ (create) intricate characters and captivating stories with their skillful artistry. They
    • (ii) __________ (master) the delicate movements that bring these lifeless figures to life, entertaining…

Check Your Understanding — Canvas of Soil (Poem)

  1. Read the poem again and complete the summary of each stanza by filling in the blanks. 1. The ______________ is portrayed as a rich palette where gardeners … 2. The garden flowers ______________ into a beautiful display of different b __ __ __ __ __ m s, resembling a ______________ by Mother Nature, in the light of morning. 3. Each garden is likened to a wide __ __ n __ __ s, integrating art and __________. Through the efforts of gardeners, gardens transform into still-life ______________.
  2. Select the appropriate title for each stanza from those given below. There are two extra titles. 1. Nature … 2. Sweet-smelling Blossoms 3. Gardens as Living Canvases 4. Earth and Possibilities 5. The Painter's Canvas Match each title to one of the three stanzas of 'Canvas of Soil'.
  3. Match the poetic devices in Column 1 to the examples in Column 2. Column 1: 1. Imagery [mind pictures] 2. Metaphor [comparison without use of 'like' or 'as'] 3. Rhyme Scheme 4. Tone [what the poet feels] 5. Mood [what the reader feels] 6. Speaker 7. Alliteration [same consonant sound] Column 2:
    • (i) appreciative
    • (ii) AABB
    • (iii) 'Blossoms bloom'
    • (iv) colours, brushstrokes, blossoms, shades of…

Critical Reflection I — Extract-based Questions (Canvas of Soil)

  1. Read the given extract from the poem and answer the questions that follow …
    • (i) The poet has used a metaphor in 'Brushstrokes of seeds'. Which option from those given below uses a metaphor? A. Her mother's heart heard her heartfelt request with kindness. B. She has a heart of gold. C. Her heart did a dance of joy on seeing the new doll. D. She has a very kind heart.
    • (ii) Complete the sentence appropriately: 'The phrase "planted true" is significant because it implies __________.
    • (iii) Why has the poet used the word 'hue' instead of 'colours' in the extract?
    • (iv) Complete the following analogy correctly with a word from the extract: Summer: hot :: Spring : _________
    • (v) Read the Assertion (A) and the Reason (R) and select the option that is correctly suited. (A): Gardeners wait for Spring. (R): Gardens are worth painting in Spring. A. Both (A) and (R) are true and (R) is the correct explanation of (A). B. Both (A) and (R) are true but (R) is not the correct explanation of (A). C. (A) is true but (R) is false. D. (A) is false but (R) is true.
  2. Read the given extract from the poem and answer the questions that follow …
    • (i) What does 'Each plot' refer to in this extract?
    • (ii) Select which option imitates the rhyme scheme of the extract. A. beautiful and clear / laughter and cheer B. beautiful and clear / laughter and tears
    • (iii) Select the line from the extract that conveys that gardening blends aesthetic beauty with natural growth.
    • (iv) Complete the following sentence appropriately: 'The plot is likened to a canvas suggesting that _____________.
    • (v) Why has the poet most likely used the word 'wide' instead of 'long' in 'canvas wide'?

Critical Reflection II — Open Questions (Canvas of Soil)

  1. Give reasons for the comparisons made by the poet in the poem. 1. A painter is compared to a gardener because ______________. 2. A palette is like earth as __________________. 3. The brushstrokes are like seeds because _________________. 4. A canvas is similar to a garden plot as __________________.
  2. How does the metaphor 'Brushstrokes of seeds' enhance the understanding of gardening as an art form?
  3. What can you infer about the poet's perspective on the relationship between nature and creativity from the following lines? 'Each plot, a canvas wide,/Where art and life coincide.'
  4. Do you think the imagery in the poem successfully paints a vivid picture in the reader's mind? If yes, why? If no, why not?
  5. Support the view that the poet's mention of the colour yellow, besides red, blue and green, would have lent effectively to the imagery.
  6. Considering the line 'Gardens become paintings still', what can you interpret about the poet's view on the timelessness of nature's beauty?
  7. Justify the title of the poem, 'Canvas of Soil'.

Vocabulary in Context II — Painting-related Words (Canvas of Soil)

  1. Read the following paragraph and discuss in pairs what the underlined painting-related words might mean. Use the format: 'I think ____________ means ____________ because the passage talks about ____________.' 'In the art studio, young painters eagerly approached their easels, each framing a canvas that they had to work on. The teacher encouraged them to experiment with a diverse tonal range…
Sample

Worked examples

3 questions from Winds of Change, solved step by step.

Critical Reflection II — Open Questions (Winds of Change)

How does the title 'Winds of Change' capture the essence of the chapter?

The title 'Winds of Change' works on two levels:

Literal level: Pankhas (hand fans) are used to create a breeze or wind. The word 'winds' directly connects to the function of a fan.

Figurative level: The word 'change' refers to the transformation the pankha has undergone over centuries — from ancient temples and royal courts to trade-route goods; from personal use to commercial craft; and from an everyday necessity to a decorative item now at risk of fading away.

Together, the title captures how the pankha has been both a creator of wind (literal use) and an object shaped by the winds of time and technological change. It conveys both the beauty of the tradition and its vulnerability in the modern era.

Answer: The title captures both the literal function of fans (creating wind) and the figurative transformation (change) the pankha has undergone — from everyday necessity to endangered cultural craft.

Vocabulary and Structures in Context III — Collocations

Choose the appropriate word collocations for the following sentences. (i) The students have to (take/give) the English exam tomorrow. (ii) The interviewer asked the candidate to (take/have) a seat. (iii) My scooter (dashed against/ran into) a car. (iv) I must (take/own) responsibility for my success. (v) I would like to (tone up/improve) my grammar.

(i) The students have to take the English exam tomorrow.

Explanation: 'take an exam' is the standard collocation — students take exams, not give them.

(ii) The interviewer asked the candidate to have a seat.

Explanation: 'have a seat' is the conventional polite expression for asking someone to sit down.

(iii) My scooter ran into a car.

Explanation: 'ran into' is the correct collocation for an accidental vehicle collision. 'Dashed against' suggests a more forceful, direct impact and is less standard here.

(iv) I must take responsibility for my success.

Explanation: 'take responsibility' is the standard collocation.

(v) I would like to improve my grammar.

Explanation: 'improve' collocates naturally with grammar/skills. 'Tone up' typically collocates with physical fitness, not language skills.

Answer: (i) take (ii) have (iii) ran into (iv) take (v) improve

Critical Reflection II — Open Questions (Canvas of Soil)

How does the metaphor 'Brushstrokes of seeds' enhance the understanding of gardening as an art form?

The metaphor 'Brushstrokes of seeds' directly equates the act of planting seeds with an artist placing deliberate brushstrokes on a canvas.

This enhances our understanding of gardening as an art form in the following ways:

1. It implies intentionality: Just as a painter places each brushstroke with purpose and vision, a gardener plants each seed deliberately, planning the colours, arrangement, and final appearance of the garden.

2. It frames the process: Brushstrokes are the basic unit of a painting — similarly, seeds are the basic unit of a garden. By equating the two, the poet shows that gardening, like painting, begins with small, careful acts that build into a larger beautiful whole.

3. It elevates gardening: The metaphor dignifies gardening by placing it alongside painting, one of the recognised fine arts. It invites us to see gardeners not merely as labourers but as artists.

4. It links creativity and nature: The metaphor bridges human creativity (art) and natural growth — suggesting that in gardening, these two forces work together.

Answer: The metaphor equates planting seeds with placing brushstrokes — both are deliberate, purposeful acts that build a larger whole. It frames gardening as an art requiring vision, care, and creativity, elevating the gardener to the status of an artist.

All 27 questions in Winds of Change are solved step by step in the Solutions PDF above.

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