NCERT Solutions for Class 9 English Chapter 3 Winds of Change (PDF) – 2026-27

NCERT Solutions for Class 9 English Chapter 3 Winds of Change provide clear, step-by-step answers to every exercise and in-text question from the chapter Winds of Change of the NCERT textbook Kaveri. Prepared by subject experts as per the latest NCERT (CBSE) syllabus for 2026-27, these NCERT Solutions for Class 9 English help you understand each concept, write exam-ready answers, and check your own solutions. You can read them online below or download the free Class 9 English Chapter 3 question-answer PDF.

NCERT Solutions for Class 9 English Chapter 3 Winds of Change

• Class: Class 9
• Subject: English
• Chapter: Chapter 3 – Winds of Change
• Textbook: Kaveri (NCERT)
• Study material: NCERT Solutions – questions with answers, free PDF

These solutions answer all the exercise questions of Chapter 3 Winds of Change — including the in-text questions, short-answer and long-answer questions, and activities — with complete explanations so you can follow the method, not just the final answer. Read the full solutions below.

NCERT Solutions Class 9 English Chapter 3 Winds of Change View Download

NCERT Solutions for Class 9 English Chapter 3 PDF Download

You can read the NCERT Solutions for Class 9 English Chapter 3 online above, or download the complete question-answer PDF to study Winds of Change offline at any time.

---

NCERT Solutions for Class 9 English Chapter 3 PDF Download Link – Click Here to Download Solutions PDF

---

Questions Covered in This Chapter

These NCERT Solutions answer all 50 questions of this chapter. The questions solved are:

1. I. Does anyone in your family use a hand fan? What do you call it in your language? What is it made of?
2. II. Work in pairs. Study the pictures given below carefully and complete the information. Discuss your answers with your classmates and teacher. [A three-column table on page 69. Row ‘Fans’ shows three pictures: (1) a round orange-and-cream fan with split-cane ribs radiating from the centre and a forked bamboo handle; (2) a round, finely pleated cream-and-mauve fan with a corded rim and a long straight handle; (3) a square fan with a red-green-blue triangular pattern and a deep pink frilled border.] The State it is from: Assam | Kerala | Uttar Pradesh Shape: __________ | __________ | __________ Made of: __________ | Palm leaf | Moonj grass
3. III. Work in pairs. Match the underlined words in Column 1 with their meanings in Column 2 given on the next page. Share your answers with your classmates and teacher. 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. industrious 4. intricate 5. invoked 6. initiatives Column 2: (i) hardworking (ii) actions to improve a situation (iii) brought out (iv) local — from where it originated (v) new and original in approach (vi) elaborate/detailed
4. I. Work in pairs to complete the table on pankha. Share your answers with your classmates and teacher. State | Type of Fan | Material Used Rajasthan | appliqué hand fan | ____________________ ____________________ | ____________________ | gold thread ____________________ | temple hand fans | ____________________ Gujarat | mirror work hand fans | ____________________ ____________________ | ____________________ | beads ____________________ | ____________________ | leather, decorated with thread and wool West Bengal | sola hand fans | ____________________ Uttar Pradesh | ____________________ | pure gold, silver zari, silk and satin frills Bihar | ____________________ | bamboo
5. I. Read the extracts given below and answer the questions that follow. 1. Over time, pankhas became significant cultural goods distributed through trade routes. They were considered exotic and stylish. Although there was substantial commonality in their use across India, different villages and towns developed their own varieties of traditional pankhas. Each place developed pankhas with distinct materials or a variety of intricate designs, that set them apart from one another. (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.
6. I. 2. With time and the advent of technology and innovative creations, the beautiful culture of pankhas runs the risk of slowly losing its presence among Indians. Once made for personal use, over time this handicraft has transformed into a commercial business and now provides some form of livelihood to India’s artisans. The slight increase in popularity and demand is significantly factored by the different versions of the pankha being crafted. (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
7. II. 1. How does the title ‘Winds of Change’ capture the essence of the chapter?
8. II. 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.’
9. II. 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.
10. II. 4. How might initiatives such as pankha-making workshops contribute to the preservation of this traditional craft?
11. II. 5. The writer mentions celebrating pankhas in the concluding part of the chapter. Assess how this could be beneficial to artisans and the craft.
12. II. 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?
13. I. 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 1. Classify the pairs of words given above in the following categories. One example has been done for you. Appearance | Place | Material __________ | within and outside | __________ Now, find more such word pairs from the text and share them with your classmates and teacher.
14. II. Find the word pairs for the following fixed expressions. Write the meanings of these expressions by selecting them from the box given below. One example has been done for you. [Some common expressions with ‘and’ have a fixed order which cannot be changed. The shortest expression comes first. For example, bread and butter (*not butter and bread)] Word 1: 1. high 2. cut 3. fact 4. all 5. wear 6. time 7. thick 8. hard Word 2: tear | fast | sundry | thin | figures | run | again | dry (Example row: 4. all + sundry = ‘all and sundry’ = (v) everyone, not just a few special people) Now, match the following meanings with the correct word pairs created above. (i) in a difficult situation, without help or money – (ii) the damage to object due to normal use – (iii) accurate and detailed information – (iv) even when there are problems or difficulties – (v) everyone, not just a few special people – (vi) often; on many or all occasions – (vii) To make a quick or sudden escape –
15. III. Read the following word combinations from the text. • sustainable livelihood • aesthetically pleasing • appreciating the culture [The given phrases are conventional combinations just like fixed expressions. Such combinations are called 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.
16. IV. Read the following sentences. Underline the verbs. 1. In modern times, pankhas have become traditional craft items in India. 2. Gujarat’s industrious home-based women workers have worked tirelessly in the handicraft of pankha-making. 3. Many tribes in India have adopted this handicraft. 4. Once made for personal use, this handicraft has transformed into a commercial business. [The underlined verbs refer to the past, but have relevance to the current or present time. This form of tense is called the present perfect tense. Recently completed actions also take the present perfect form of tense.]
17. IV. Now, 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 both children and adults. Over the years, puppetry (iii) ___________ (evolve), using modern technology while preserving traditional techniques. Many puppeteers (iv) __________ (pass) down their craft through generations, ensuring its continuity. They (v) ________ (perform) in theatres, on television, and at festivals, conveying important cultural narratives.
18. I. You will listen to a dialogue between a boy and a girl discussing which type of pankha they should choose as a gift. As you listen, choose four statements out of seven that are true from 1–7 given below. (Transcript for teacher on page 263) 1. Rohan thinks Grandma prefers heavier items because they feel more substantial. 2. Priya suggests getting a pankha that can be easily moved around. 3. Rohan believes Grandma enjoys sitting in the verandah during the evenings. 4. Priya knows Grandma likes to keep special items close to her. 5. Rohan thinks a pankha with intricate designs would be too delicate for Grandma’s liking. 6. Priya suggests choosing between a bamboo pankha with beadwork or an embroidered pankha with mirror work. 7. Rohan decides they should buy the pankha without consulting their mom.
19. I. Work in groups of four. Look at the pictures of the four different kinds of fans given below. [Four labelled pictures: a woven palm-leaf Hand fan on a stick; a three-blade Ceiling fan; a Table fan with a round guard on a pedestal; a small battery-operated Handheld fan.] • Each of you in the group will pick one kind of fan. • Imagine yourself to be that fan. • Use the points given in the box below. – Introduce yourself as the fan which you have chosen. – Describe yourself, for example, your features, etc. – What do you like about yourself? – What do you feel is your weakness? – What makes you unique?
20. I. Describe an artefact you have made in your craft class or learnt from someone. Begin with collection and organisation of the facts with the help of the pointers given above. Do not include your opinion in the factual description. [Pointers given on page 81: • Name of the object and its physical characteristics — appearance, shape, size, colour, etc. • What is it made up of? • Which region does it belong to? How has it been used traditionally? • Is there an origin story associated with it? How has it evolved over time? • How can it be used effectively and safely in today’s time?]
21. I. Identify any art or craft item from your region and make a presentation describing its features, materials, and process involved in making it, its usage, etc. You may refer to the points given on the next page. [Points on page 81: • Name of the object and its physical characteristics — appearance, shape, size, colour, etc. • What is it made up of? • Which region does it belong to? How has it been used traditionally? • Is there an origin story associated with it? How has it evolved over time? • How can it be used effectively and safely in today’s time?]
22. II. You can also make your own hand fan. Take ideas from the pictures given below and in groups of four, make your own hand fan. Display the hand fans in the class and describe the process used to make it. [Two picture strips on page 81. The first, labelled ‘Hand fan’, shows a rainbow-pleated paper fan at six stages, from flat coloured strips to a full circular fan on a stick. The second, labelled ‘Paper hand fan’, shows seven numbered steps.]
23. III. You must have read stories about the impact of art, painting, etc. in your life, in English and in your own languages. Now, read and enjoy the story given below. The Last Leaf — O. Henry (An abridged version of the original story) [pages 82–85]
24. I. Work in pairs. Discuss what all you see in a garden. Think of the colours you see and where you see them. Share your responses with your teacher.
25. II. Look at the picture of a garden and a painting given below. Speak about any similarities between the garden and the painting. [The illustration on page 86 shows, from left to right: two paintbrushes and a rectangular paint box holding twelve colour wells (pinks, reds, orange, yellow, greens, blues, purple, black); a watercolour landscape painting of a bare tree, green and purple hills, a waterfall and a rainbow; and a line drawing of a garden with a sun, a leafy tree, sunflowers, daisies, shrubs, birds, butterflies and a dragonfly.] Speak using the following: • Just as a garden ______________, similarly, a painting ______________ • A garden and a painting, both ________. • ______________ is common to both a garden and a painting. • Like a garden, a painting too __________.
26. III. Let us acquaint ourselves with the meanings of palette, hue, and canvas. 1. Palette: a thin oval or rectangular board or tablet that a painter holds and mixes colours on. 2. Hue: shade of a colour 3. Canvas: (here) painting Now, look at the painting given above and identify palette, canvas, and select a hue.
27. I. 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’ __ __ __ a __ s flourish in the form of ______________ , awaiting spring. 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 ______________.
28. II. Select the appropriate title for each stanza from those given below. There are two extra titles. 1. Nature’s Work of Art 2. Sweet-smelling Blossoms 3. Gardens as Living Canvases 4. Earth and Possibilities 5. The Painter’s Canvas
29. III. Match the poetic devices in Column 1 to the examples in Column 2. Discuss your responses in pairs. Then share the responses with your classmates and teacher. 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 green (v) a gardener (vi) garden as a painting, plot as canvas, seeds as brushstrokes (vii) joyful [The book adds: The poem may be interpreted as an allegory. An allegory is a literary device used to express larger ideas than those presented without explicitly stating them. Allegory operates on two levels—the surface meaning and the deeper meaning. Upon considering this poem as an allegory, the garden could symbolise various aspects of life or nature. • Life’s journey and growth • Harmony and diversity]
30. I. Read the given extracts from the poem and answer the questions that follow. 1. Brushstrokes of seeds, planted true, Awaiting spring’s vibrant hue. (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.
31. I. 2. Each plot, a canvas wide, Where art and life coincide. (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’?
32. II. Give reasons for the comparisons made by the poet in the poem. 1. A painter is compared to a gardener because ______________.
33. II. 2. A palette is like earth as __________________.
34. II. 3. The brushstrokes are like seeds because _________________.
35. II. 4. A canvas is similar to a garden plot as __________________.
36. III. Answer the following questions. 1. How does the metaphor ‘Brushstrokes of seeds’, enhance the understanding of gardening as an art form?
37. III. 2. 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.’
38. III. 3. 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?
39. III. 4. Support the view that the poet’s mention of the colour yellow, besides red, blue and green, would have lent effectively to the imagery.
40. III. 5. Considering the line ‘Gardens become paintings still’, what can you interpret about the poet’s view on the timelessness of nature’s beauty?
41. III. 6. Justify the title of the poem, ‘Canvas of Soil’.
42. I. The poet refers to the shades of green, red, and blue in the poem. Let us read some of the names of different shades of these colours. Reds: Rusty red, Salmon (saa-mun), Scarlet, Crimson, Blood red, Vermilion (vuh-mil-ion) Greens: Pine green, India green, Apple green, Jade, Olive, Pistachio (pis-ta-sheo) Blues: Navy blue, Indigo, Cobalt blue, Denim, Sky blue, Ice blue Now, discuss in pairs, any two things that you can associate with these colours.
43. II. You have studied painting-related words like palette, brushstrokes, shades, hue, colours, and canvas. Now, read the following paragraph and discuss in pairs what the underlined painting-related words might mean. Discuss this way: I think ____________ means ____________ because the passage talks about ____________. Example: I think portrait means a picture of someone’s face because the passage talks about capturing a friend’s features. 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, playing with shades and hues to bring their paintings to life. One student focused on a detailed portrait, capturing his friend’s features, first with careful underpainting and then filling the final colours. Another student worked on a mural, depicting a Spring Day on the right wall of the classroom. The room continued to buzz with artistic energy.
44. I. You will listen to a young girl describe her school garden. As you listen identify which of the following 1–3, she does not talk about. (Transcript for teacher on page 264) [Three pictures on page 93, each set against a green hedge: 1. a wooden garden bench; 2. a garden tap with a coiled green watering hose lying on the ground, water running from its nozzle; 3. three butterflies — pink, blue and mauve.]
45. II. You will once again listen to the young girl. As you listen, circle the correct answer from the options given below. 1. The colour of flowers in the first row — white / red / pink 2. The type of flowers in the second row — marigold / jasmine / rose 3. Position of the type of the useful plants — left corners / right corners / left and right corners 4. The number of potted evergreen plants — 15 / 20 / 25 5. The paint colour on the bricks bordering the garden — black and white / red and black / white and red 6. Type of tree in the centre of the garden — neem / peepal / banyan 7. Things created with waste material — dustbins / plant name boards / bird houses
46. I. People wish to have a garden at home. Some like a flower garden and some a vegetable garden. Think and note some advantages of both these types, as gardens for homes.
47. II. Would you like to have a flower garden or a vegetable garden at home? Why? Take turns with your partner and speak your points aloud, one by one, by using the given sentence prompts to express your preference, with reasons. • I prefer __________ to __________ because … • For me, it is a __________ instead of a __________ due to … • If I had a choice I’d rather have a ________ than a __________ as … • I would prefer __________ rather than __________ since …
48. I. Write a descriptive piece of two to three paragraphs describing the details and colours in the garden you have visited. • Focus on how different shades of blue, red, and green interact, create contrast, and bring the garden to life. • Pay attention to details like the texture of petals, the varying greens of leaves, and the way light affects the colours.
49. I. Mini-Project Objective: Explore the multifaceted world of gardens—their design, cultural significance, artistic inspiration, and the art of gardening itself. Duration: This project can span over a few weeks, allowing students adequate time for research and creative processes. Select any TWO assignments. Any one from 1 or 2, and any one from 3 or 4. (1) • Do research and collect information on any FIVE famous gardens of India, such as Amrit Udyan, Brindavan Gardens, and many others. • Focus on history, design elements, and cultural significance. • Prepare a short report and make a presentation. (2) • Explore various art forms (painting, sculpture) inspired by gardens. Select an art piece and analyse how the garden is represented. • Create a visual or written response inspired by the garden. (3) Design your own garden • Design a garden on paper or using digital tools. • Incorporate elements and artistic inspirations learned from parts (1)/(2). • Present your choices in design and artistic influences to the class. (4) Interview with a Gardener or Landscaping Expert • Approach a local gardener or a landscaping expert for an interview. • Prepare questions focussed on understanding the practical aspects of gardening/landscaping. • Write a summary of your experience.
50. II. You must have read poems and songs about beauty of nature and different seasons in English and in your own language. Now, read and enjoy the poem given below. A Sea of Foliage Girds Our Garden Round — Toru Dutt [page 96]

Chapter at a Glance

• Winds of Change (prose, pages 69–85): the word pankha comes from pankh , ‘feather of a bird’; pankhi was the small plumed fan of ancient India, seen in the Buddhist wall paintings at Ajanta that “date back to the 2nd century CE”. Pankhas fanned deities in temples and kings in royal courts, and ranged “from a tiny two inch one to large ones requiring a person’s full arm strength”.
• The chapter’s method is a survey by region, and its argument is that material equals identity: “The structure of each fan reflects the cultural core of the region that crafts it.” Rajasthan gives appliqué, zardozi, engraved brass temple fans and painted cardboard fans; Gujarat gives mirror-work cotton, bead fans with silver handles and Kutch’s hand-stitched leather; Bengal gives sola and Tal Patar Pankha ; Uttar Pradesh the gold-and-zari Phadh ; Odisha large palm leaf; Bihar bamboo.
• The turn comes with technology. “In modern times, the use of pankhas has been restricted to decorative purposes.” The craft “Once made for personal use… has transformed into a commercial business” — a loss of everyday use, but a gain in livelihood. The closing paragraph is a remedy: celebrate pankhas, appreciate “the culture, stories, and artistry that this handicraft invokes”, and run pankha-making workshops and exhibitions.
• Canvas of Soil (poem, pages 86–96, Maya Anthony): three quatrains in rhyming couplets — AABB — built on one sustained metaphor , the garden as a painting. Earth is the palette , seeds are brushstrokes , each plot is a canvas , and the gardener is the painter: “In the hands of those who till, / Gardens become paintings still.”
• Devices the chapter names and expects you to use: metaphor , imagery (colours, brushstrokes, blossoms, shades of green), alliteration (“Blossoms bloom”), rhyme scheme , tone (appreciative), mood (joyful), speaker (a gardener) and allegory — the book itself says the garden may stand for “Life’s journey and growth” and for “Harmony and diversity”.
• Language work: adjective and noun pairs joined by and (exotic and stylish, villages and towns, thread and wool), fixed expressions whose order cannot be reversed (wear and tear, time and again, through thick and thin), collocations (take an exam, take a seat, run into), and the present perfect tense — “have become”, “has transformed”. Two extra readings are printed: O. Henry’s The Last Leaf (pages 82–85) and Toru Dutt’s sonnet A Sea of Foliage Girds Our Garden Round (page 96). The listening transcripts are in the Appendix, pages 263 and 264.

How to Download NCERT Solutions for Class 9 English Chapter 3 PDF

Follow these simple steps to get the Winds of Change questions-and-answers PDF from Kaveri.

1. Search NCERT Solutions for Class 9 English Chapter 3 aglasem and open this page.
2. Read the exercise questions with answers for Winds of Change shown above.
3. Click the Download PDF link to save the Winds of Change solutions to your device.

NCERT Solutions for Class 9 English – All Chapters

There are more chapters to study besides Winds of Change in English. Here are the NCERT Solutions for all chapters of Class 9 English.

• Chapter 1 How I Taught My Grandmother to Read
• Chapter 2 The Pot Maker
• Chapter 3 Winds of Change
• Chapter 4 Vitamin M
• Chapter 5 The World of Limitless Possibilities
• Chapter 6 Twin Melodies
• Chapter 7 Carrier of Words
• Chapter 8 Follow That Dream

NCERT Solutions for Class 9 – All Subjects

Just like Chapter 3 of English, you can get the exercise questions with answers for every other subject of Class 9. Here are the NCERT Solutions for all subjects of Class 9.

• English
• Hindi
• Maths
• Sanskrit
• Science
• Social Science

NCERT Solutions for Class 9 English Chapter 3 – An Overview

The key highlights of this study material are as follows.

Aspects	Details
Class	Class 9
Subject	English
Chapter Number	Chapter 3
Chapter Name	Winds of Change
Book Name	Kaveri
Book By	NCERT (National Council of Educational Research and Training)
Educational Resource Here	NCERT Solutions of Class 9 English Chapter 3 for all exercises
More Questions Answers of This Subject	NCERT Solutions for Class 9 English
Download Book Chapter	NCERT Book Class 9 English
All Questions Answers For This Class	NCERT Solutions for Class 9
Complete Solutions	NCERT Solutions

NCERT Solutions for Class 9 English Chapter 3 Winds of Change – FAQs

What are the NCERT Solutions for Class 9 English Chapter 3 Winds of Change?

They are the complete, step-by-step answers to all the exercise and in-text questions of Chapter 3 Winds of Change from the NCERT Class 9 English textbook Kaveri, written by experts as per the latest NCERT syllabus.

How can I download the Class 9 English Chapter 3 solutions PDF for free?

Open this page on aglasem, read the Winds of Change questions with answers, and click the “Download Solutions PDF” link. The Class 9 English Chapter 3 NCERT Solutions PDF is completely free to download.

Are these NCERT Solutions as per the latest 2026-27 syllabus?

Yes. The NCERT Solutions for Class 9 English Chapter 3 are based on the latest NCERT textbook Kaveri and the current 2026-27 CBSE syllabus, so the questions and answers match what you study in class.

Where can I get NCERT Solutions for the other chapters of Class 9 English?

You can find the answers to every chapter on the NCERT Solutions for Class 9 English page, and solutions for every subject on the NCERT Solutions for Class 9 page.

How do NCERT Solutions help in exam preparation?

They show the correct method to solve each question, help you write answers the way they are expected in exams, let you check and correct your own work, and save revision time — which together improve your marks in Class 9 English.

If you have any queries on NCERT Solutions for Class 9 English Chapter 3 Winds of Change, then please ask in the comments below.