The World of Limitless Possibilities Class 9 | Kaveri Summary and Answers
The World of Limitless Possibilities Class 9 is an interview in NCERT’s Kaveri with Indian Paralympian Dr Deepa Malik. She looks back on a life-changing diagnosis, her decision to pursue para-athletics and her silver medal in shot put at Rio 2016. The questions then turn from sport to public attitudes. Malik explains how seeing skilled para-athletes compete can challenge assumptions about disability and why access to equipment, training and encouragement matters.
Read the interview with two questions in mind. What did Malik choose to do, and what support helped her do it? Her account gives weight to both. It also shows what she means by a fair chance to succeed. Schools can help by making sports accessible, listening to athletes and giving students opportunities to learn about inclusion. This guide explains the interview in order, works through the NCERT activities and provides exam-style practice in comprehension, modal verbs, reported speech and notice writing. The illustrations depict fictional athletes and learning scenes inspired by the chapter.
Lesson at a Glance
Particular | Detail |
|---|---|
Textbook | NCERT Kaveri, CBSE Class 9 English, Unit 5 |
Pages | Introduction and interview, pp. 137–142. Exercises, pp. 143–155. Listening script, p. 268. |
Form | Introductory prose followed by a formal interview |
Interviewee | Dr Deepa Malik, Indian Paralympian and disability sports advocate |
Sporting milestone | Silver in women’s shot put F53, Rio 2016 Paralympic Games |
Central concerns | Resilience, stereotypes, access to sport, dignity and opportunity |
Language work | Fact and opinion, cause and effect, modal verbs, reported speech and notice writing |
Table of Contents
The World of Limitless Possibilities Class 9 Detailed Summary
From diagnosis to para-athletics
The introduction places Malik’s story in the context of the Paralympics. The textbook records India’s Paralympic debut in 1968 and its first medal, in swimming, in 1972. In the interview, Malik recalls being diagnosed with a spinal tumour at 29. After surgery she was told that she would use a wheelchair because she was paralysed from the waist down. She describes a choice about how to respond. She had been a swimmer and loved sport, so she pursued para-athletics.
A medal and a change in perception
Malik identifies her Rio 2016 silver as a turning point. It was a personal achievement and, in her view, evidence that could change public expectations. She recalls how often people underestimated her abilities. Her answer credits mental resilience, physical effort and family support. The chapter presents these factors alongside each other so readers can see how individual choices and support work together.
From competition to advocacy
Malik explains how the skill and competitive spirit of para-athletes can challenge stereotypes. Her advocacy includes emotional well-being, opportunities for women through outdoor sports, equipment support for para-sportspersons and awareness sessions in schools and colleges. She calls for dignity and a fair chance for everyone. Her closing advice encourages readers to build a support system, believe in themselves and use what they learn from setbacks.
Interview Explained in Order
Passage | Meaning and reading clue |
|---|---|
Reflect and Respond, pp. 137–138 | The chapter begins with para-archer Sheetal Devi and asks students to observe and respond. This introduces the subject of skill before Malik’s interview begins. |
Introduction, pp. 138–139 | A rhetorical question draws the reader in. The background about India and the Games places one athlete’s account within a broader sporting history. |
Diagnosis and decision, pp. 139–140 | Malik describes what changed when she was 29 and how her previous experience and interest in sport gave her a route into para-athletics. |
Rio breakthrough, p. 140 | The medal result can be checked. Malik’s account of its significance is a reflection on what that result meant to her and to others. |
Awards and barriers, pp. 140–141 | Malik values honours as evidence of potential. She identifies social assumptions as a challenge and credits both her fortitude and her family’s support. |
The role of the Paralympics, p. 141 | Seeing athletes compete gives the public direct evidence of skill, preparation and competitive spirit. This can challenge inherited assumptions. |
Advocacy and advice, p. 142 | Her focus broadens to access, participation and fair treatment. Her advice joins self-belief with a support system, which gives the ending a practical direction. |
Vocabulary and Expressions
Word or expression | Meaning in context |
|---|---|
Resilience | Ability to recover and adapt after a setback |
Locomotor | Relating to movement or the structures used in movement |
Quell | To put an end to or overcome, here used of stereotypes |
Indelible | Lasting and difficult to erase |
Squander / remorse | Waste something valuable / deep regret |
Trailblazer / pioneer | A person who opens a path for others |
Coveted / accolades | Highly desired / awards, honours or praise |
Proponent | A person who supports a view or cause |
Fortitude | Courage and steadiness in difficulty |
Testament | Evidence or proof of something |
Preconceived notion | An assumption formed before considering the evidence |
Inclusivity / accessibility | Fair participation / making an activity or setting usable by people with different needs |
Advocacy | Active support for a cause or the rights of a group |
Defy the odds | Succeed despite expectations of failure |
In hindsight | Looking back with knowledge gained later |
Breakthrough moment | A turning point that marks significant progress |
A new lease of life | A renewed sense of energy or possibility |
Turn obstacles into stepping stones | Use difficulties as opportunities to make progress |
Themes, Title and Interview Style
Resilience and support
Malik’s account shows resilience as an active response involving practice, decisions and help from other people. Her family’s support matters to the outcome. This gives readers a fuller way to discuss perseverance. For another Kaveri lesson on respecting skills and the people who practise them, see Gifts of Grace — Honouring Our Vocations.
Public expectations and inclusive opportunity
The interview argues that performances can challenge stereotypes by making skill visible. The advocacy examples add a second point: people also need equipment, accessible settings and a fair opportunity to take part. A fair school sports programme can start by consulting students and ensuring that its facilities, instructions and registration process are accessible.
The title and the formal interview
The title comes from Malik’s description of choosing to pursue a new direction. The possibilities include competition, changing attitudes and widening access for others. The interview moves from personal history to public action. Formal greetings establish courtesy, open-ended questions invite explanation, and first-person answers let Malik interpret her own achievements.
Reading progression
1. Starting point
Understand the diagnosis and the choice that followed.
2. Sporting milestone
Separate the Rio result from Malik’s interpretation.
3. Public attitudes
Explain why witnessing skill can challenge stereotypes.
4. Practical advocacy
Connect equipment, awareness and access to opportunity.
NCERT Textbook Questions and Answers
Reflect and Respond, pp. 137–138
I. Observation, response and caption. The picture shows Sheetal Devi aiming with concentration and using an adapted archery technique. Her control and precision can inspire learners to recognise the importance of practice and of techniques suited to the athlete. Suggested caption: Sheetal Devi takes aim with skill and precision.
II. Model table. What I know: the Paralympics bring eligible para-athletes together for international competition. What I want to know: how classification works in one sport and how schools can make training facilities more accessible.
Check Your Understanding, pp. 143–144
Fact table prompt | Answer |
|---|---|
Age at diagnosis | 29 |
Outcome described after surgery | She was told she would use a wheelchair because she was paralysed from the waist down. |
Organisation that listed her among inspirational women para-athletes | International Paralympic Committee |
First successful Paralympic event identified in the interview | Silver in shot put at Rio 2016 |
Two firsts named in the interview | First Indian woman para-athlete to win an athletics medal at the Asian Para Games, and first Indian woman to win a Paralympic medal. The textbook calls the former event the Asian Games in the interview. |
Awards named | Khel Ratna, Arjuna Award and Padma Shri |
Two causes or initiatives she supports | Empowering women through outdoor sport and providing equipment to para-sportspersons. The interview also mentions emotional health and awareness sessions. |
II. Set 1: fact–opinion. The result is verifiable, while Malik’s reflection explains the meaning she gives it. Set 2: cause–effect in the exercise’s narrative sequence. The diagnosis led to surgery and the subsequent prognosis is reported. This classification does not establish that surgery caused the paralysis.
III. (i) 2, fact–opinion. Membership is a checkable statement, while the assessment of her influence is framed as a belief. (ii) 1, cause–effect. Public exposure to athletic performances can influence perceptions and aspirations.
Critical Reflection, Extract 1, pp. 144–145
Butterfly comparison. Both images show transformation into a new phase. Malik made an active decision to build a life in para-sport.
Why para-athletics was a feasible choice. She already loved sport and had been a swimmer, so she brought experience and familiarity with training to a different discipline.
Breakthrough. She won silver in shot put at Rio 2016 and saw it as a turning point in how people viewed her potential.
In hindsight. B, reflective.
Perception challenged. The result challenges the assumption that a wheelchair user cannot perform at an elite competitive level.
Critical Reflection, Extract 2, pp. 145–146
Tone. (a) A and D, appreciative and optimistic.
Analogy. Stereotypes.
Platform statement. True.
Pushing boundaries. Malik was willing to extend what she could do and challenge low expectations.
Phrase. “A new lease of life.”
Critical Reflection, Long Questions, pp. 146–147
How did her achievements challenge perceptions? Her silver medal and other achievements gave the public concrete evidence of her skill and determination. They challenged the tendency to judge what an athlete can do by disability alone.
What can youth advocacy achieve over time? School and college sessions can help students recognise unfair assumptions and identify barriers. As students take on new responsibilities, they can carry those practices into sports clubs, workplaces and community spaces.
Why is the title appropriate? Malik uses a life-changing event as the starting point of a new sporting career. Her achievements and later advocacy show that possibilities grow when people have a fair chance and the support to act.
How can anyone learn from a setback? A setback can reveal what needs to change. A student, for example, can respond to a disappointing result by seeking feedback, setting a manageable goal and trying again with support.
How does international recognition relate to gender equality? Recognition makes a woman para-athlete’s achievement visible and gives young athletes a role model. It also invites institutions to examine whether women have equitable access to training, equipment and competitive opportunities.
How can the idea of ability beyond disability guide athletes? Athletes can identify their strengths and seek appropriate training, equipment and guidance. Institutions also have a role in removing barriers so that those strengths can develop.
What practical lesson can students apply? Ask for support when a task becomes difficult and offer it when someone else faces a barrier. In school sport, start by asking participants what would make an event accessible.
Grammar, Speaking and Writing Practice
Vocabulary and Structures in Context, pp. 147–148
I. Matching: 1–(iii), 2–(v), 3–(iv), 4–(i), 5–(ii).
The team defied the odds to reach the final.
The new equipment gave the club a new lease of life.
In hindsight, we should have checked the venue before inviting teams.
Winning a first medal was a breakthrough moment.
The group turned obstacles into stepping stones by learning from each trial.
II. Word cline. One possible order is crawl → creep → plod → amble → stroll → saunter → walk → jog → run → dart → sprint. Some middle words describe manner as much as speed. Their relative order can depend on context.
III. Modal functions. 1–(v), past ability. 2–(vi), impossibility. 3–(iv), obligation or duty to oneself. 4–(iii), prediction from a past viewpoint.
Modals and reported speech, pp. 149–151
Modal and function | Example |
|---|---|
Could — possibility | The event could move indoors if it rains. |
Could — unreal ability | With an extra week, I could complete the training plan. |
Could — request | Could you show me where to register? |
Could — suggestion | We could add an accessible route to the venue map. |
Couldn’t — inability | I couldn’t hear the announcement from the corridor. |
Should — probability | The coach should arrive before noon. |
Should — advice | You should ask participants about access needs. |
Would — request | Would you help me arrange the equipment? |
Would — past habit | Before every event, our coach would check the venue. |
V. Direct speech and declarative sentences. With past reporting verbs, add the reporting clause and usually that, adjust pronouns and backshift where appropriate. In Malik’s first example, I becomes she, love becomes loved, had been remains unchanged and decided becomes had decided. In the interviewer’s next statement, your becomes her and is becomes was. In the final example, says is present, so I believe becomes she believes while the general statement about youth stays in the present.
VI. Model completions. (1) had watched a documentary on the para equestrian event on television the previous night. (2) it did and that it had been very interesting to watch. (3) they also had to find and develop their own style of communication with their horse. (4) he would watch the documentary the following weekend.
Listen and Respond, p. 152
school auditorium
Interact Club
diversity and acceptance
panel discussion
song
Formal and informal interviews, pp. 152–153
Informal, Sports Captain. “Hi, thanks for chatting. Which event did you enjoy most? What was the hardest part of preparation? What tip would you give a new team member?”
Formal, Sports Coach. “Good morning. Thank you for meeting with us. Could you describe how you plan training? What barriers can new athletes face? What would help more students take part?”
Notice writing, pp. 153–154
Model notice within 50 words
RIVERDALE SCHOOL SPORTS CLUB NOTICE 12 November 2026 Inter-School Athletic Meet — Selection Trials Classes IX–X: register at the Sports Office by 16 November. Track and field selection trials will take place on 18 November at 3 p.m. on the school ground. Riya Sen, Sports Captain |
Learning Beyond the Text, pp. 154–155
For a group presentation on two Indian Paralympians, begin with the sporting context and use official results to verify each athlete’s events and achievements. Explain one training or access consideration per athlete. Finish with a realistic proposal for widening participation at school and credit the sources on the final slide.
Exam-Style Questions and Model Answers
A. Very short answers
Who is interviewed?
Dr Deepa Malik.
Who appears in the introductory picture?
Para-archer Sheetal Devi.
How old was Malik at diagnosis?
She was 29.
Which sport had Malik practised before switching to para-athletics?
Swimming.
At which Games did she win silver?
The Rio 2016 Paralympic Games.
In which event did she win that medal?
Shot put.
Who supported her through the challenges she describes?
Her family.
Where does her advocacy team hold awareness sessions?
In schools and colleges.
What practical support does she mention providing to para-sportspersons?
Equipment.
What form does the main text take?
A formal interview.
B. Short answers
Why does the chapter open with a question about athletes on a global stage?
The opening invites curiosity and places skill at the centre of the chapter. It prepares readers to consider what public competition can reveal.
What distinction does Malik make between the Rio result and its impact?
The silver medal is a recordable result. Her view that it helped change perceptions is a reflection on the result’s wider meaning.
Why is her swimming background relevant?
It establishes that sport already mattered to her. She could draw on previous experience when she chose a new discipline.
Why is societal perception described as an obstacle?
Low expectations can shape how people respond to an athlete and what opportunities they offer. Malik had to contend with these assumptions while building her sporting career.
How do fortitude and family support work together?
Fortitude helped Malik meet difficulties with determination. Family support gave her a network to draw on while she did so.
How can watching para-sport change an audience’s assumptions?
Spectators see the preparation, skill and competitive judgement involved. This direct evidence can prompt them to reconsider assumptions they had formed without seeing the sport.
What does Malik’s equipment support add to her message?
It shows that access has a material dimension. Having suitable equipment can give athletes a practical chance to train and compete.
Why are the interviewer’s questions mostly open-ended?
They invite Malik to explain her decisions and interpretations in detail. This helps the reader understand her perspective.
How does the closing advice connect with the rest of the interview?
Malik urges readers to seek support and persist through difficulty. Both ideas appear in her own account of changing direction and facing low expectations.
What makes the last part of the interview forward-looking?
Its focus shifts to young people, access and fair opportunity. Malik’s sporting experience becomes a starting point for changes that could benefit others.
C. Long analytical answers
How does the interview balance personal determination with collective support?
Malik describes her decision to enter para-athletics after a major change in her life. Her prior interest in sport and mental resilience were important, but she also credits her family. Later she discusses equipment and awareness sessions, showing that support can take concrete forms. The interview therefore connects perseverance with the conditions that allow an athlete to develop and demonstrate skill.
How does the chapter challenge stereotypes about disability?
The chapter puts elite performance at the centre of Malik’s story. Her silver medal provides a measurable example of achievement. She argues that when audiences see the strength and competitive spirit of para-athletes, they gain evidence with which to question old assumptions. Her advocacy also calls for dignity and access in ordinary settings. Changing attitudes and widening participation reinforce each other.
Explain how the title connects the first and final parts of the interview.
In the opening account, Malik uses the idea of limitless possibilities when recalling her decision to pursue a new direction. At the end, possibility extends to other people through training, support and public advocacy. Her experience shows what a fair chance can make possible, and her advice encourages readers to help widen that chance.
How does the interview form help readers understand Malik’s experiences?
The questions move from personal history and sporting milestones to challenges, social attitudes and advocacy. The first-person answers make it clear when Malik is describing an event and when she is explaining its meaning. Follow-up questions connect private experience to public issues. Readers learn both what happened and how the person involved understands it.
What changes might a school make in response to Malik’s advocacy?
A school could consult students about barriers, provide an accessible route to its sports venue, check whether registration materials are usable and arrange suitable equipment. An awareness session could let students hear directly from para-athletes or coaches. These measures translate respect into fairer participation and give students practical ways to support inclusion.
D. Extract-style practice
The sets below use passage references to the textbook and original questions.
Set 1. Introduction and Indian sporting context, pp. 138–139
Questions. (i) What event does the introduction describe? (ii) When did India make its Paralympic debut according to the chapter? (iii) In what sport did India win its first medal? (iv) Why is national context given before the interview?
Answers. (i) The Paralympic Games. (ii) 1968. (iii) Swimming. (iv) It places one athlete’s experience within a wider sporting history.
Set 2. Diagnosis and decision, pp. 139–140
Questions. (i) At what age was Malik diagnosed? (ii) Which past sporting experience does she cite? (iii) What did she decide to pursue? (iv) Why is the language of choice important?
Answers. (i) 29. (ii) Swimming. (iii) Para-athletics. (iv) It gives the athlete agency in the account of what followed.
Set 3. Rio result and later reflection, p. 140
Questions. (i) Identify the event and medal. (ii) Which part of the account can be verified independently? (iii) What does looking back allow her to add? (iv) Explain breakthrough in this context.
Answers. (i) Shot put and silver. (ii) The competitive result. (iii) Her interpretation of the result’s personal and public importance. (iv) A turning point that marked significant progress.
Set 4. Public attitudes, p. 141
Questions. (i) What did some people underestimate? (ii) What two kinds of strength does Malik describe? (iii) How does sport provide evidence against assumptions? (iv) What does a preconceived notion mean?
Answers. (i) Her abilities. (ii) Physical strength and mental resilience. (iii) It allows people to observe skills in competitive action. (iv) An assumption formed before considering the evidence.
Set 5. Advocacy and closing advice, p. 142
Questions. (i) What does Malik provide to para-sportspersons? (ii) Which educational settings does she name? (iii) What kind of society does she want to help create? (iv) Why does she recommend a support system?
Answers. (i) Equipment. (ii) Schools and colleges. (iii) One that treats people with dignity and gives them a fair chance. (iv) Support can help people respond to setbacks and sustain progress.
E. Higher-order thinking questions
Can a medal change attitudes by itself?
A result can attract attention and challenge a specific assumption. Sustained change also depends on who gets access to training, competition and public recognition.
Why might telling the story only as an inspirational tale weaken its message?
It could overlook the barriers and practical support Malik identifies. A fuller account recognises her choices, the expertise behind performance and the conditions that make participation possible.
What would count as evidence that a school’s inclusion effort worked?
Ask whether students can enter, use the venue and participate, and whether they report fewer barriers. Participation records and student feedback give different kinds of evidence.
Why does the interview give space to Malik’s own interpretation of the medal?
A result states a rank. Her reflection connects that rank to personal change and public attitudes, adding meaning that a result table cannot provide.
What practical barrier could a club address before inviting more participants?
A club might check its routes, changing rooms or equipment with prospective participants. Identifying the barrier first helps it decide what change would make participation possible.
25 Practice MCQs
Choose one answer for each question. The explanatory key follows Question 25.
1. What is the main text’s form?
(a) A news report with eyewitness accounts
(b) A letter from an athlete
(c) A formal interview
(d) A set of rules for a competition
2. What event does the opening picture introduce through Sheetal Devi?
(a) Para archery
(b) Para swimming
(c) Para rowing
(d) Para shot put
3. According to the chapter, when did India debut at the Paralympics?
(a) 1960
(b) 1972
(c) 2016
(d) 1968
4. In what sport was India’s first Paralympic medal won according to the chapter?
(a) Athletics
(b) Swimming
(c) Archery
(d) Equestrian
5. How old was Malik when she was diagnosed with a spinal tumour?
(a) 19
(b) 29
(c) 39
(d) 49
6. Which experience helped make a move into para-sport a meaningful choice for her?
(a) She had already coached athletics
(b) She had already won a Rio medal
(c) She had previously trained as a para-archer
(d) She already loved sport and had been a swimmer
7. Which result does the interview identify as a breakthrough?
(a) Rio 2016 silver in shot put
(b) India’s first swimming medal in 1972
(c) A first para-archery award
(d) A gold in the opening example
8. Which statement is an interpretation rather than a competition result?
(a) Her placing was second
(b) The event was shot put
(c) The medal helped change perceptions
(d) The medal was silver
9. What challenge does Malik specifically identify?
(a) A rule against training outdoors
(b) An inability to find a swimming pool
(c) A change in the date of the Games
(d) People underestimating her abilities
10. Which pair best describes what helped Malik handle setbacks?
(a) Family support and fortitude
(b) Prize money and publicity
(c) A rule change and a sponsor
(d) School attendance and travel
11. What does in hindsight mean?
(a) Expecting an event to occur
(b) Looking back with later understanding
(c) Deciding under time pressure
(d) Working without guidance
12. What does a new lease of life suggest?
(a) A requirement to move house
(b) A different entry rule for athletes
(c) Renewed energy and possibility
(d) A delay in the start of an event
13. How can the Paralympics challenge stereotypes in Malik’s account?
(a) Audiences can see para-athletes’ skill and competitive spirit
(b) The Games prevent all differences between competitors
(c) Only award winners are allowed to be seen
(d) The Games replace the need for public education
14. Which is an example of Malik’s practical advocacy?
(a) Writing the official schedule for Rio
(b) Choosing national medal colours
(c) Designing a new swimming event
(d) Providing equipment to para-sportspersons
15. Why does the interviewer ask about advocacy after discussing medals?
(a) To replace the interview with a school notice
(b) To establish that training has ended
(c) To broaden the discussion from personal achievement to public opportunity
(d) To introduce the rules of swimming
16. What is the clearest meaning of fortitude?
(a) A recent sports record
(b) Strength and courage in difficulty
(c) A strongly desired prize
(d) A reason for avoiding a challenge
17. What does the title most directly suggest?
(a) A promise that every athlete wins a medal
(b) The absence of rules in para-sport
(c) A claim that training can be skipped
(d) Opportunities that become visible through action and support
18. What is the function of could in I could hear the audience?
(a) A polite request
(b) Past ability
(c) A duty
(d) A future promise
19. What does should express in You should ask about access needs?
(a) Past habit
(b) Inability
(c) Advice
(d) An accomplished action
20. Choose the correct reported form: She said, “I love sports.”
(a) She said that she loved sports.
(b) She said that I loved sports.
(c) She said that she had love sports.
(d) She said that she would loved sports.
21. In the listening script, who presents the staging on inclusion?
(a) The Sports Club
(b) The Interact Club
(c) The dance team
(d) The visiting panellists
22. What is essential in the athletic-meet notice?
(a) A detailed biography of a coach
(b) An interview with a former athlete
(c) A judgement about the best sport
(d) Clear selection and registration details
23. What makes a panel discussion different from the closing activity in the listening script?
(a) It is the same performance repeated
(b) It comes from the Sports Captain only
(c) It features guest speakers, while the closing activity is a student song
(d) It replaces the opening speech by the Principal
24. Which school action best reflects the chapter’s idea of inclusion?
(a) Consult students and remove practical barriers to participation
(b) Choose events without checking whether the venue is accessible
(c) Assume that every student needs the same equipment
(d) Limit practice to students with previous medals
25. Which conclusion is best supported by the interview?
(a) Public recognition alone removes every barrier
(b) Every sporting setback requires the same response
(c) Personal effort and fair access can reinforce each other
(d) The value of para-sport is limited to its medal counts
MCQ Answer Key and Explanations
(c) A formal interview. The interviewer’s questions alternate with Malik’s responses.
(a) Para archery. Sheetal Devi is introduced as a para-archer.
(d) 1968. The introduction gives 1968 as India’s debut year.
(b) Swimming. The text places the first medal in swimming in 1972.
(b) 29. She gives her age as 29 in the interview.
(d) She already loved sport and had been a swimmer. Malik cites her love of sport and earlier swimming experience.
(a) Rio 2016 silver in shot put. Malik identifies her 2016 shot put silver as the turning point.
(c) The medal helped change perceptions. The claim concerns the significance she sees in the result.
(d) People underestimating her abilities. The interview names societal perceptions as a significant challenge.
(a) Family support and fortitude. Malik credits family support alongside her own mental strength.
(b) Looking back with later understanding. The expression signals reflection after the event.
(c) Renewed energy and possibility. It describes a renewed sense of direction.
(a) Audiences can see para-athletes’ skill and competitive spirit. The performances give audiences direct evidence against assumptions.
(d) Providing equipment to para-sportspersons. The chapter names equipment support among her efforts.
(c) To broaden the discussion from personal achievement to public opportunity. The interview shifts from sporting results to social action.
(b) Strength and courage in difficulty. Fortitude is steadiness in adversity.
(d) Opportunities that become visible through action and support. The title links personal initiative and fair opportunities.
(b) Past ability. It expresses what the speaker was able to do at that moment.
(c) Advice. The speaker recommends an action.
(a) She said that she loved sports.. The pronoun changes to she and the verb backshifts to loved.
(b) The Interact Club. The Interact Club is named for the staging.
(d) Clear selection and registration details. Readers need to know when, where and how to take part.
(c) It features guest speakers, while the closing activity is a student song. The script identifies guest speakers and a separate closing song.
(a) Consult students and remove practical barriers to participation. The proposed action gives students a fairer chance to take part.
(c) Personal effort and fair access can reinforce each other. Malik’s account connects effort with support, access and wider change.
Ready Reckoner and Exam Tips
Revision point | What to remember |
|---|---|
Form | A formal interview preceded by a short introduction |
Turning points | Diagnosis at 29, move into para-athletics, silver at Rio 2016, wider advocacy |
Main influences | Prior experience, mental resilience, physical effort and family support |
Fact and opinion | The medal is a recorded fact. Malik’s view of its impact is an interpretation. |
Advocacy examples | Equipment support, opportunities for women, emotional well-being and awareness sessions |
Title | Malik’s new direction and the wider opportunities that fair access can create |
Language focus | Explain each modal in context and check pronouns and tense when reporting speech. |
Last-minute examination tips
Separate a named achievement from the significance Malik gives it.
Use examples of both individual effort and practical support.
Explain the difference between a stereotype and evidence that challenges it.
For a notice, give the event, eligible participants, registration deadline, venue and sign-off.
Check pronouns before deciding whether reported speech needs backshift.
Frequently Asked Questions
Who is the interviewee in The World of Limitless Possibilities Class 9?
Dr Deepa Malik is the main interviewee. Sheetal Devi appears in the opening activity as a separate sporting example.
Which event brought Deepa Malik a silver medal at Rio 2016?
Women’s shot put F53, as recorded by the International Paralympic Committee.
Why does the chapter discuss accessibility?
Malik’s examples show how equipment, information and participation opportunities affect whether people can train and compete.
What is the difference between resilience and fortitude?
Resilience emphasises recovery or adaptation after difficulty. Fortitude emphasises strength and steadiness while facing difficulty.
How do I identify fact and opinion in a sports interview?
Ask whether you can verify the statement through evidence. A result can be checked. A claim about how an event changed attitudes usually involves interpretation.
Why is the interview considered formal?
It uses courteous greetings, carefully framed questions and respectful language. The interviewer invites extended answers about experience and advocacy.
What does it mean to give an athlete a fair chance?
It means considering what access, equipment, guidance and opportunity the athlete needs in order to take part and develop their skill.
Related Reading and Conclusion
To revise the chapter, write two sentences about Malik’s Rio achievement and two about her advocacy. In the first pair, distinguish the result from her interpretation. In the second, connect one practical action to a fairer opportunity for someone else.
Sources. NCERT, Kaveri, Class 9 English, Unit 5, pp. 137–155 and 268. For the official Rio result and the distinction between the Asian Games and the Asian Para Games, see the IPC results for Deepa Malik and World Para Athletics’ account of her Asian Para Games career. The model responses and practice questions are original teaching material.
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