MCQ Answers and Analysis for Class 9 NCERT Poem 'The Snake Trying'
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Explore MCQ answers and detailed analysis of Class 9 NCERT poem The Snake Trying to boost comprehension, critical thinking, and exam readiness effectively.
NCERT Class 9 English Poem “The Snake Trying” – MCQ Question Answers and Their Educational Value
In the realm of school education in India, especially within the CBSE curriculum, poetry occupies a unique position—not merely as a subject to be studied, but as a medium that imparts both language skills and deeper life lessons. The poem “The Snake Trying,” written by W.W.E. Ross and included in the Class 9 NCERT English textbook *Beehive*, is a striking example. It uses the simple narrative of a snake’s attempt to escape danger to advocate empathy, rethink stereotypes, and kindle appreciation for nature.
In recent years, the Central Board of Secondary Education (CBSE) has increasingly turned toward multiple choice questions (MCQs) as a preferred assessment format, especially for language subjects from Class 9 onwards. This shift is not accidental; MCQs allow for the testing of both detailed factual understanding and higher-order thinking skills in a concise, objective manner. MCQs based on this particular poem—“The Snake Trying”—do more than test memory. They probe into students’ ability to read between the lines, appreciate literary devices, and reflect on the values promoted by the poet. This essay delves into how MCQ question-answer patterns around the poem contribute not only to improved exam performance but also to holistic development and ethical awareness among students.
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Understanding the Poem “The Snake Trying”
At first glance, “The Snake Trying” narrates a rather common scene known to many in India: a man notices a snake slithering near a water body and attempts to harm it out of fear. However, Ross’s treatment of the event is far from ordinary. Instead of focusing on the danger posed by the snake, the poem centres on the snake’s desire for self-preservation. The poet refrains from describing the snake as venomous or menacing; instead, the creature is depicted as “beautiful and graceful,” desperately attempting to escape unscathed.This change in perspective disrupts typical depictions of snakes in Indian society, where these reptiles are often regarded with suspicion or even hostility. From religious texts like the Mahabharata—the story of King Janamejaya’s snake sacrifice comes to mind—to countless folk tales, the figure of the snake has oscillated between reverence and dread. Ross’s poem, however, calls for compassion, urging us to see the snake as a living creature entitled to safety and respect.
Among the poem’s central themes are compassion for living beings, even those deemed dangerous; the irrational roots of human fear; and the inherent beauty that exists in all forms of life. The poet’s technique is notable—eschewing rhyme in favour of free verse, Ross lends the poem a sense of immediacy and natural flow, almost mirroring the unhurried yet urgent movement of the snake. Through imagery like “curves of thin long body” and use of personification (“pursued snake”), the poet brings the scene vividly alive and encourages readers to empathise with the reptile’s plight.
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Educational Significance of MCQs Based on the Poem
MCQs are often misunderstood as tools for rote-learning assessment. When crafted thoughtfully, however, they are potent instruments for revealing how much a student has truly grasped from the text.Factual understanding is tested through direct questions: identifying the poet, the setting (perhaps a lush field, common in Indian rural contexts), the behaviour of the snake, and the role of the pursuer. Such questions ensure basic acquaintance with the poem’s content.
Moving beyond the surface, MCQs can be constructed to tease out interpretive and analytical skills. For instance, students may be asked to select statements that best capture the poet’s attitude toward the snake, compelling them to look beyond literal details to implied meanings. This is particularly relevant in the Indian context, where most children are introduced to animal stories, but few are prompted to reconsider these narratives from the animal’s perspective.
The power of MCQs also extends to value education. Ethical dilemmas, such as the fairness of killing animals out of fear, can be addressed through scenario-based questions: “What should the man have done upon seeing the snake?” or “What message does the poet convey by calling the snake ‘graceful’?” Such questions transcend academic skills and stir reflections on one’s moral compass. They also nurture environmental sensitivity, a key goal for contemporary Indian education, as man-animal conflict is a significant real-world concern.
In this way, MCQs serve as a bridge between scholarly learning and practical values—a much-needed shift in a country where the exam-centric approach often sidelines ethical and emotional development.
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Detailed Breakdown of Representative MCQs and Their Learning Outcomes
To better understand the multifaceted value of MCQs, one can examine various types of questions that might be asked from the poem:1. General Knowledge and Recall
Example: *Who wrote "The Snake Trying"?* Such questions test straightforward recall and build foundational awareness. They also familiarise students with the broader literary landscape, introducing them to poets who are not necessarily Indian, yet whose work resonates universally.2. Interpretation and Inference
Example: *Why does the poet describe the snake as “beautiful and graceful” instead of dangerous?* Here, students must engage in critical thought—remembering not just what the poet says, but why he says it. This form of questioning is particularly significant in the Indian context, where challenging stereotypical views (for example, that all snakes are deadly) is vital for evolving a more rational attitude toward wildlife.3. Theme and Message
Example: *What is the chief message of the poem?* Choices may range from “snakes are dangerous and should be killed” to “all creatures have a right to life.” In selecting the best answer, students internalise key lessons on compassion and coexistence.4. Language and Literary Devices
Example: *Which literary device is used when the poet gives the snake human-like qualities?* (Answer: Personification.) Such questions awaken an interest in literary techniques, helping students engage with poetry not just emotionally but also intellectually.5. Bridging Textual Learning and Real-life Applications
Example: *Snakes help control rodent populations and maintain ecological balance. How does the poem prompt readers to re-examine their fear of snakes?* This encourages students to connect textbook content with day-to-day experiences, especially relevant for children living in semi-urban and rural India, where encounters with wildlife are not uncommon.By encountering MCQs across these categories, students are prepared not only for exams, but for life as responsible, reflective citizens.
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Strategies for Students to Excel in MCQs on “The Snake Trying”
Given the importance of MCQ-based assessment, students can benefit from specific approaches to mastering such questions:Thorough Reading and Notation
Annotating key descriptions, such as the snake’s appearance and reactions, as well as underlining turn phrases that indicate the poet’s sympathy, will make reviewing for MCQs easier.Logical Elimination and Contextual Reasoning
Often, MCQs contain distractors—plausible but incorrect answers. By ruling out obviously wrong or irrelevant options, and closely relating possible answers to details in the poem, students can maximise their accuracy.Connecting Poem to Personal Experience
Thinking about one’s own experience—have you ever seen a snake? Did you fear it? Did you realise later it was harmless? This exercise makes learning personal, helping anchor otherwise abstract content.Additional Resources
Making use of textbook-provided exercises, online quizzes (such as those on DIKSHA or NCERT portals), and video lessons by teachers familiar with the Indian syllabus can provide useful revision and strengthen confidence.---
Broader Implications of Including Poetry MCQs in the Class 9 Curriculum
The integration of poetry-based MCQs is not an isolated academic experiment. It reflects a larger vision of Indian education:Holistic Learning
By weaving together language skills, critical thinking, and moral education, MCQs prepare students for challenges beyond the classroom—whether in social interactions, debates, or real-world problem solving.Exam Readiness
Frequent practice with MCQs helps reduce exam anxiety, familiarises students with modern assessment patterns, and improves information retention due to the need for close reading.Shifting Attitudes
Poetry and value-based MCQs can help reshape students’ perceptions of topics like wildlife conservation and non-violence—principles deeply rooted in our heritage, from tales in Panchatantra to teachings of Mahatma Gandhi.---
Conclusion
In conclusion, MCQs centred around NCERT’s Class 9 poem “The Snake Trying” do much more than evaluate recall; they foster nuanced understanding of text, appreciation of literary craft, and assimilation of vital life values. Delving into the poem through these questions helps students appreciate the beauty of nature, question inherited prejudices, and view animals with empathy rather than fear.As Indian students confront a rapidly changing world, the balanced development of analytical skills, ethical judgments, and examination readiness becomes essential. Poems like “The Snake Trying,” coupled with thoughtful MCQ practice, serve as effective means of achieving this goal. My advice to all students is: go beyond rote learning of answers. Let poetry shape your thinking—see every MCQ as an opportunity to cultivate empathy, enrich your language, and become a sensitive citizen for whom examinations are only one part of the lifelong journey of learning.
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