This MCQ module is based on: How I Taught My Grandmother to Read
TOPIC 1 OF 24
How I Taught My Grandmother to Read
🎓 Class 9
English
CBSE
Theory
Ch 1 — How I Taught My Grandmother to Read
⏱ ~30 min
🌐 Language: [gtranslate]
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This assessment will be based on: How I Taught My Grandmother to Read
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Before You Read
Unit 1 — Theme: Literacy, Learning, and the Bonds We Share
Word Web
In the centre of a web, write the word LITERACY. Branch out with: what it means, who needs it, why it matters, and one person you know who values reading.
Reflect and Respond
Why is the ability to read and write considered important? Think about: independence, communication, employment, and self-confidence.
Connect to Your World
Which language(s) do your grandparents speak? How do they spend their time? Share one favourite memory you have with an elderly relative.
Vocabulary Warm-Up — Match the Words
Before reading, match the following words to their meanings. These words appear in the story.
protagonist — (a) a part of a story / (b) the main character / (c) a debate
ardent — (a) cold and distant / (b) full of enthusiasm and eagerness / (c) confused
concentration — (a) a type of magazine / (b) focused attention on one thing / (c) boredom
savouring — (a) wasting time / (b) rushing through an experience / (c) enjoying something fully and slowly
protagonist — (b) the main character | ardent — (b) eager and enthusiastic | concentration — (b) focused attention | savouring — (c) enjoying fully and slowly
Prediction Question
The story is called "How I Taught My Grandmother to Read." What do you predict: Why might an elderly grandmother need to learn to read? What challenges might she face?
In those times, many girls — especially in rural India — never had the chance to attend school. An elderly woman might want to read to become self-reliant, to engage with literature she loves, or to overcome a sense of dependence that troubles her deeply.
How I Taught My Grandmother to Read
— Sudha Murty | Imagery Irony Symbolism
1
During my childhood years, I lived in a small village in north Karnataka with my grandparents. Those days, the transport connections were poor — the morning newspaper reached us only by afternoon, and the weekly magazine arrived a full day late. Everyone in the household would wait eagerly for the bus that brought newspapers, magazines, and letters from the post.
2
In those days, Triveni was an extremely popular writer in the Kannada language. Her prose was clear, compelling, and convincing. She had a rare gift of exploring complex psychological struggles in the lives of everyday people. Imagery Her stories felt real, as if they were drawn from the lives of people you might know. Tragically, she passed away very young — yet even decades later, her readers continue to cherish her novels with great affection.
3
One of her novels, Kashi Yatre (Journey to Kashi), was being serialised in the Kannada weekly Karmaveera. The story followed an elderly woman and her deep, lifelong wish to travel to Kashi — also known as Varanasi — which many Hindus consider the holiest of pilgrimages. Symbolism The story also wove in the life of a young orphan girl who had fallen in love but had no money for her wedding. In the end, the old woman chose to give away all her savings to fund the wedding, letting go of her own dream. She said, "The happiness of this orphan girl matters more to me than a pilgrimage to Kashi."
4
My grandmother, Krishtakka, had never attended school and could not read. Every Wednesday, when the magazine arrived, I would read the latest episode of Kashi Yatre aloud to her. During those sessions, she would set aside all her work and listen with the deepest concentration. Afterwards, she could recall the entire episode word for word. My grandmother had never been to Kashi either — and she identified herself completely with the novel's protagonist. So she was, of all the people, the most eager to know what would happen next.
5
After our reading sessions, she would walk over to the temple courtyard where her friends gathered — and children played hide and seek nearby. There, she would animatedly discuss the latest episode with her companions. Irony At that age, I never understood why elderly women debated so passionately about a serialised story.
6
Once, I travelled to a neighbouring village for a cousin's wedding. Weddings were grand affairs in those days — children ate, played, and roamed freely while the adults stayed busy. I had planned to stay for just two days but ended up staying an entire week, savouring the freedom. Imagery
7
When I returned home, I was shocked to find my grandmother in tears. I had never — not even in the hardest times — seen her cry. Something must have happened. I asked, "Avva, is everything all right?" She nodded but stayed silent. I forgot about it and went to sleep.
8
That night, we slept on the open terrace under a full summer moon. Imagery My grandmother came and sat beside me. Her gentle hands touched my forehead — the way she always did when she wanted to talk. I asked, "What is the matter, Avva?"
9
She began speaking — slowly, sadly. She said she had lost her mother very young. Her father remarried. Education for girls was not valued in those times, so she never went to school. She married young, raised children, then grandchildren, and found joy in caring for all of them. But there were times she had regretted not being educated. To ensure that regret did not pass on, she made certain that every child and grandchild in the family studied well.
Check Your Understanding — Part I
L1 Recall Q1. Why did the morning newspaper reach the village only in the afternoon?
The transport system in those days was not well developed, so newspapers and magazines were delivered later than expected — often arriving in the afternoon or a day late.
L2 Understand Q2. Why did the grandmother identify herself so strongly with the protagonist of Kashi Yatre?
Like the old lady in the novel, the grandmother had also never visited Kashi, and she felt a deep personal connection with the character's longing and unfulfilled desires. The parallel between the two lives made her deeply invested in the story.
L4 Analyse Q3 (Cause–Effect): What was the effect of the narrator going away for a week?
During the narrator's absence, the weekly magazine arrived but the grandmother could not read the new episode of Kashi Yatre. She was overcome with helplessness and emotional distress — so much so that she was found in tears on the narrator's return.
10
I was twelve years old and could not understand why my sixty-two-year-old grandmother was telling me the story of her life in the middle of the night. But I knew I loved her immensely, and I leaned forward and held her hand. "Avva, don't cry. Can I help you in any way?"
11
"Yes, I need your help. While you were away, the magazine arrived as usual. I opened it, found the picture that goes with Kashi Yatre, but I could not understand a single word. Many times I pressed my palms flat against those pages, wishing they could speak to me. But I knew that was impossible. If only I had been educated enough." Imagery
12
She continued: "I waited and waited for you to return. I even thought of walking to the other village to find you. I could have asked someone here to read it, but I felt too embarrassed. I felt dependent and helpless. Our family is not poor — but what use is money when I cannot be independent?" Irony
13
Then she said something that surprised me. "I have made up my mind. From tomorrow, I want to learn the Kannada alphabet. I will set the Saraswati Puja day during Dassara as my deadline. By that day, I must be able to read a novel on my own. I want to be independent."
14
I laughed at her — rather childishly. "Avva, at sixty-two you want to learn the alphabet? Your hair is grey, your hands are wrinkled, you wear spectacles, and you cook for the whole household..." But she simply smiled. Irony
15
"For any worthy cause, if you are truly determined, you can overcome any obstacle. I will work harder than anyone. For learning, there is no age limit." Symbolism
16
The very next day, our lessons began. Avva was a remarkable student. She read, repeated, wrote, and recited with astonishing dedication. The amount of homework she completed was extraordinary. I was her only teacher; she was my very first student. I had no idea then that I would one day become a teacher of Computer Science, guiding hundreds of students. Irony
17
The Dassara festival arrived. I had secretly bought a copy of Kashi Yatre — which had been published as a full novel by then. My grandmother called me to the puja room and seated me on a small stool. She gave me a gift of frock material. And then — she bent down and touched my feet. Symbolism I was completely taken aback. Elders do not touch the feet of those younger than them. It is the young who touch the feet of elders, of teachers, of God.
18
She said softly: "I am not touching the feet of my granddaughter. I am touching the feet of my teacher — who taught me with such love and care that I can now read any novel on my own. It is my duty to honour a teacher. Is it not written in our scriptures that a teacher deserves the highest respect, regardless of age or gender?"
19
I returned her gesture by touching her feet too, and gave her my gift. She opened it, and read aloud: Kashi Yatre — by Triveni. Then the publisher's name below. I knew, in that moment, that my very first student had passed with flying colours.
Character Map
Click on a character to see their role in the story
The Narrator (Young Sudha Murty) — A twelve-year-old girl staying with her grandparents in rural Karnataka. She reads the serial novel aloud to her grandmother every week. When her grandmother decides to learn to read, the narrator becomes her teacher — and her first student becomes one of her proudest achievements.
Krishtakka (Avva) — The narrator's sixty-two-year-old grandmother. Warm, devoted, and deeply intelligent despite never having attended school. Her emotional breakdown over being unable to read a magazine episode awakens in her a fierce determination to learn. She is a symbol of courage, dignity, and the lifelong desire for independence.
Triveni — A celebrated Kannada author who died young. Her serial novel Kashi Yatre becomes the catalyst of the entire story — it is the grandmother's love for this novel that drives her to learn to read.
Kashi Yatre (The Novel) — The novel-within-the-story acts as a powerful symbol. Just as the old woman in the novel gives up her dream of Kashi for someone else's happiness, Krishtakka too has given up personal dreams for her family. The novel is a mirror to the grandmother's own life.
Vocabulary in Context
ardent
adjective
Extremely enthusiastic, eager, or passionate about something
"She had an ardent desire to visit Kashi before she died."
protagonist
noun
The main character in a story or play
"Grandmother identified herself with the novel's protagonist."
convincing
adjective
Able to make you believe something is true or possible
"Triveni's writing style was simple yet very convincing."
concentration
noun
The act of giving full, focused attention to one thing
"She listened to every episode with the deepest concentration."
savouring
verb (present participle)
Enjoying an experience deeply and unhurriedly
"The children spent the week savouring their freedom."
immensely
adverb
To a very great degree; extremely
"I knew I loved her immensely, even if I did not always understand her."
determination
noun
Firmness of purpose; the quality of not giving up
"I saw the determination on her face — she had made up her mind."
obstacle
noun
A person, thing, or situation that makes it difficult to do something
"For a good cause, a determined person can overcome any obstacle."
irrespective
adjective/adverb
Without regard to; not taking something into account
"A teacher deserves respect irrespective of age or gender."
Vocabulary Structures — Binomials and Idioms
What is a Binomial?
A binomial is an expression made of two words (usually linked by and or or) that are always used together in a fixed order. The story uses the binomial "hide and seek".
hide and seek | odds and ends | right or wrong | sink or swim
Match the Binomials
sink or swim — to succeed or fail without any outside help
on and off — sometimes, occasionally
leaps and bounds — increasing or developing very quickly
sooner or later — at some point in the future, inevitably
pick and choose — to select only the best from a range of options
part and parcel — an essential, inseparable part of something
Learning Idioms from the Story
The narrator ends with: "My student had passed with flying colours" — meaning she succeeded brilliantly. Here are more idioms connected to the theme of learning:
to hit the books
to study seriously and with effort
to draw a blank
to be unable to remember or recall something
to learn the ropes
to understand how to do an activity properly
to rack one's brain
to think very hard to remember or solve something
burn the midnight oil
to study or work very late into the night
learn by heart
to memorise something completely
Check Your Understanding
True or False — Part II
L1 1. The grandmother wanted to learn the Kannada alphabet in order to gain personal independence.
TRUE. She clearly said, "I want to be independent," explaining that wealth is useless if one depends on others even for reading.
L1 2. The grandmother asked a neighbour to read the magazine episode while the narrator was away.
FALSE. She felt too embarrassed and dependent to ask anyone, so she waited for the narrator to return instead.
L1 3. The narrator had always imagined she would become a teacher one day.
FALSE. The narrator says she "little did I know then" that she would become a teacher — it was not something she planned or anticipated at the time.
L1 4. The grandmother touched the narrator's feet to show respect to her as a teacher.
TRUE. She explicitly said: "I am not touching the feet of my granddaughter — I am touching the feet of my teacher."
Short Answer Questions
L2 1. Why did the grandmother feel embarrassed to ask someone in the village to read to her?
The grandmother felt a strong sense of shame at having to depend on others for something as basic as reading. For a woman from a well-off family, admitting she could not read felt like an exposure of a deep personal inadequacy. She valued her dignity and self-reliance, so she chose to wait rather than reveal her inability to the community. (40 words)
L2 2. Why does the narrator laugh at her grandmother's decision to learn at the age of sixty-two?
The narrator, being a twelve-year-old child, thought in conventional terms — that learning was for the young and that old age, grey hair, and spectacles were signs of limitations, not beginnings. She did not yet understand that the desire to learn has no connection to age. It was an innocent, childish assumption, not cruelty. (50 words)
Long Answer Questions (100–120 words)
L5 1. "For a good cause, if you are determined, you can overcome any obstacle." What does this line from the story reveal about its broader themes?
This line captures the philosophical heart of the story. The grandmother's determination to learn at sixty-two challenges the commonly held belief that age sets limits on learning. It suggests that willpower and purpose are more important than external conditions like age, social expectations, or lack of opportunity. The story broadens this theme by showing that literacy is not just a practical skill — it is the gateway to independence, dignity, and self-worth. The grandmother's journey from helplessness to confident reading is a powerful testament that determination can overcome any obstacle, whether it is age, societal norms, or personal regret. The story ultimately celebrates the human spirit's capacity to grow at any stage of life. (115 words)
L5 2. How effectively does the story highlight the value of education in supporting personal independence?
The story powerfully demonstrates that education is the foundation of true independence. The grandmother's distress at not being able to read the magazine — despite belonging to a well-off family — shows that material wealth cannot substitute for the freedom that comes from literacy. Her inability to understand the printed page made her feel "dependent and helpless," which was more painful than any physical hardship. Once she learned to read, she did not merely gain a skill — she regained her dignity and her agency. The story also subtly critiques the social norm that denied education to girls of earlier generations, while celebrating the grandmother's courage in refusing to let that injustice define her forever. (112 words)
Critical Reflection — Extract-Based Questions
Extract 1
"When I came back to my village, I saw my grandmother in tears. I was surprised, for I had never seen her cry even in the most difficult situations... In the night, after dinner, we were sleeping in the open terrace of our house. It was a summer night and there was a full moon. Avva came and sat next to me. Her affectionate hands touched my forehead."
L1 (i) The phrase "never seen her cry even in the most difficult situations" tells us that the grandmother was:
A. understanding B. bold C. strong-willed D. considerate
C. strong-willed. The phrase shows she was a resilient, emotionally controlled person who rarely gave way to tears — making her crying here all the more significant and alarming.
L2 (ii) Grandmother did not reply when the narrator asked if she was alright because she might have been too ____________ to respond. (emotional / tired)
Emotional. She was overwhelmed by feelings of helplessness and shame — unable to put them into words in the moment. The night-time setting allowed her to gather herself and speak more openly.
L4 (iii) Identify the clue from the extract that indicates a rural setting with traditional customs.
The detail of "sleeping in the open terrace" on a summer night indicates a rural lifestyle — open terraces were common in village homes, used for sleeping in the hot months. It also establishes a close, unhurried domestic setting.
L4 (iv) Which lines establish a tender atmosphere between the narrator and her grandmother?
"Her affectionate hands touched my forehead" — this single line establishes the tender closeness between the two. The gesture of touching the forehead is an expression of love and a signal that the grandmother wants to confide in her granddaughter.
L4 (v) Which of the following aspects is NOT emphasised in this extract?
A. Grandmother's emotional distress B. Narrator's concern for grandmother C. Grandmother's regret over lack of education D. The affectionate bond between them
C. Grandmother's regret over lack of education. While this regret is revealed later in the same scene, it is not directly present in this extract — which focuses on the emotional shock of seeing her cry and the physical warmth of their bond.
Extract 2
"I have decided I want to learn the Kannada alphabet from tomorrow onwards. I will work very hard. I will keep Saraswati Puja day during Dassara as the deadline. That day I should be able to read a novel on my own. I want to be independent." ... "For a good cause if you are determined, you can overcome any obstacle. I will work harder than anybody but I will do it. For learning there is no age bar."
L2 (i) What does "I want to be independent" reveal about the grandmother's character?
A. She wants to prove her intelligence B. She desires self-sufficiency C. She wants social recognition D. She feels pressured by society
B. She desires self-sufficiency. Her motivation is not status or approval but her own inner need to be free from dependence — to be able to access the world of written words on her own terms.
L3 (ii) Fill in the blank: The grandmother's determination shows that learning has no _______________. (age limit / gender bias / cultural barriers)
age limit. She explicitly says "For learning there is no age bar," directly challenging the assumption that one must be young to learn.
L4 (iii) Why does the narrator laugh at her grandmother's decision to learn at sixty-two?
The narrator — being just twelve — associated grey hair, wrinkled hands, and spectacles with limitation and decline, not new beginnings. She could not yet imagine that someone at the end of middle age could take on a completely new skill with such intent. It was a childish but understandable assumption rooted in conventional thinking.
L4 (iv) List any two qualities displayed by the grandmother in this extract.
1. Determination — She sets a clear deadline and commits fully to her goal. 2. Courage — She refuses to accept limitations and challenges the assumption that age is a barrier to learning.
L5 (v) How is the narrator making assumptions about her grandmother in this extract?
The narrator assumes that physical markers of old age (grey hair, wrinkles, spectacles) automatically mean an inability to learn. She is projecting conventional beliefs onto her grandmother without considering the power of the human will. Her laughter is based on stereotype, not evidence — which is precisely why the grandmother's success is such a meaningful lesson for her.
Frequently Asked Questions
What is the significance of Kashi Yatre in the story?
Kashi Yatre acts as a mirror to the grandmother's life. The old woman in the novel also sacrifices her dream of going to Kashi for another person's happiness — just as Krishtakka has sacrificed her own education and dreams for her family. The novel is also the direct trigger that motivates the grandmother to learn to read, making it both a plot device and a rich symbol within the story.
Why is it significant that the grandmother touched the narrator's feet?
In Indian tradition, it is the young who touch the feet of elders and teachers as a mark of respect. By reversing this, the grandmother demonstrates that she considers the narrator her guru — her teacher — and that the teacher-student relationship transcends age. It is a profound moment that also elevates the status of teachers in Indian culture.
What does the story say about the education of women in earlier generations?
The story gently critiques the social norm that denied girls access to education. The grandmother's life is shaped by this deprivation — she lost her mother young, and her father and society considered girls' schooling unnecessary. The story does not preach, but it makes readers feel the cost of this inequality through Krishtakka's own words and regret.
What is How I Taught My Grandmother to Read about in NCERT Class 9 Kaveri?
How I Taught My Grandmother to Read is from NCERT Class 9 English Kaveri (NEP 2020 textbook) covering literary and language concepts with vocabulary, devices, and CBSE-aligned exercises.
What vocabulary is in How I Taught My Grandmother to Read?
Key words from How I Taught My Grandmother to Read are highlighted with contextual meanings, parts of speech, and usage examples in interactive vocabulary modals.
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