NCERT Solutions for Class 9 English Chapter 6 Twin Melodies (PDF) – 2026-27

NCERT Solutions for Class 9 English Chapter 6 Twin Melodies provide clear, step-by-step answers to every exercise and in-text question from the chapter Twin Melodies 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 6 question-answer PDF.

NCERT Solutions for Class 9 English Chapter 6 Twin Melodies

• Class: Class 9
• Subject: English
• Chapter: Chapter 6 – Twin Melodies
• Textbook: Kaveri (NCERT)
• Study material: NCERT Solutions – questions with answers, free PDF

These solutions answer all the exercise questions of Chapter 6 Twin Melodies — 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.

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NCERT Solutions for Class 9 English Chapter 6 PDF Download

You can read the NCERT Solutions for Class 9 English Chapter 6 online above, or download the complete question-answer PDF to study Twin Melodies offline at any time.

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Questions Covered in This Chapter

Key questions solved in this chapter include:

1. I. Given below are some stringed musical instruments. Work in pairs and identify them by first letter of the spellings of their names. S………………. S………………. S………………. S………………. M………………. V………………. G………………. B……………….
2. II. Do you play a musical instrument? If given a choice, which one would you choose and why?
3. III. Is there any difference in the choice of music between children and elders? If yes, why? If no, why not?
4. IV. Work in pairs to complete the paragraph given on the next page by choosing the correct phrases given in the box. Discuss with your teacher whether the following phrases have a literal meaning or a figurative one. [Box: wearing a look of distress | bite the bullet | found words | lost in his thoughts | bring it up | throw a party | winding up | sweating on | come around] The theatre club was 1. _______ their practice. Anil saw Sunny was 2. _______ and not speaking to anyone. They had a disagreement in the morning and since then, Sunny was 3. _______. Anil did not want to 4. _______ and disturb Sunny further but he finally decided to 5. _______ and speak to Sunny. He was sure if he apologised first, his friend would 6. _______. With a lot of anxiety, he 7. _______ to apologise. And finally, Sunny smiled! Everyone clapped and asked them to 8. _______ to celebrate.
5. I. Complete the table given below based on Act I of the play. Check your answers with the teacher. Setting — Where: Iqbal’s room / Description of the room: a small rack, ……………. / On the wall: ………… Children and the instruments they play — 1. Iqbal: flute 2. ……………… 3. ……………… 4. ……………… Speaker / Words of the Speaker / Reason — ………. | “Oh ho! Wow Shruti! You are a sensation now! The least you can do is throw a party!” | ………… ………. | “There is need to worry Iqbal! You don’t know papa.” | ………. ………. | “That’s the spirit!” | ………..
6. II. Do you think Shruti will gather the courage to speak to her father? Give a reason.
7. III. What might be Shruti’s father’s reaction? Why?
8. I. Complete the summary of Act II by choosing the correct words from the box given below. There are two extra words that you do not need. Check your answers with the teacher. [Box: disapproval | plea | absent-minded | setback | surprised | scolded | courage | firm | clash | relief] Shruti seemed 1. _______ during dinner. She finally gathered the 2. _______ to inform her father, Nabin, about her wish to participate in an upcoming Indo-Western fusion concert. Nabin reacted negatively, expressing 3. _______ of fusion music and dismissed the idea. Despite Shruti’s 4. _______ to him to attend a practice before deciding, Nabin was 5. _______ in his decision. Shruti’s mother, Leela, 6. _______ her for not seeking permission earlier. The tension highlights the 7. _______ between traditional and contemporary musical preferences within the family. Despite the 8. _______, Shruti promises not to hide again and is urged to go to bed by her mother.
9. II. Will Shruti’s father go for the rehearsal? Support your answer with a reason.
10. III. Do you think Shruti and her parents would understand one another? If yes, why? If no, why not?
11. I. Work in pairs. Identify the true statements. Check the answers with your teacher. 1. During the rehearsal, Shruti’s parents enter the room and are overjoyed at her performance. _______
12. 2. Shruti initially considers telling her friends that she can’t join them for the performance, after practising one last time. _______
13. 3. Shruti’s father expressed that she had sung a few notes incorrectly during her performance. _______
14. 4. Shruti’s father had followed the family’s tradition of being a violinist and worked very hard to achieve all that he did. _______
15. 5. Shruti’s mother helped her husband realise why he should support their daughter. _______
16. 6. Shruti’s father accepts that he underrated the potential of classical music. _______
17. I. Read the extracts given below and answer the questions that follow. 1. Shruti: There is need to worry Iqbal! You don’t know papa. He is very strict about these things. He will think it a desecration of the violin to be played to Western tunes. Papa firmly believes that Classical Hindustani music, with its ragas and aalaaps, is the only kind of music that an artist of any worth should play. I don’t want papa to feel that I don’t care about his opinions, because I do. It’s just that I want to give this a try too. I just don’t know how to tell him in the right way! Iqbal: All ways are right ways, Shruti. He is your father, he will understand. (i) Select the option that correctly identifies Shruti’s situation. A. confident B. indifferent C. content D. in a dilemma
18. (ii) What does Shruti mean by ‘the right way’, in the sentence, “I just don’t know how to tell him in the right way!”?
19. (iii) Complete the following with a suitable reason. We can say that the extract reflects the generational gap in understanding art and tradition because ____________.
20. (iv) Explain how Iqbal’s words were meant as an assurance to Shruti.
21. (v) Fill in the blank with a phrase from the extract. The critics argued that only films which provoke thoughtful discussion are _________.
22. 2. Nabin: I underestimated the power of our own music. I was afraid you would be lost to us. I realise that my fears were baseless. After all each bay, its own wind. I trust you Shruti and I will root for your group at the concert! (Shruti hugs both of her parents) (i) Select the suitable option to complete the sentence. Nabin’s breakthrough in his understanding of artistic freedom, highlights a bridge between ______. A. personal ambition and professional success B. traditional values and modern expressions C. strict discipline and casual learning D. historical techniques and futuristic innovations
23. (ii) Fill in the blank with a suitable phrase. The extract uses the word ‘lost’ both in the sense of losing _________ and physical separation.
24. (iii) In the line, ‘Shruti hugs her parents’, which word from those given below, does not show what it conveys? reconciliation | harmony | duty | acceptance | understanding
25. (iv) What can be inferred about Shruti’s future in music following her father’s expression of trust and support?
26. (v) Identify the phrase that refers to the uniqueness of each artist’s journey and style.
27. II. 1. Justify the title ‘Twin Melodies’. How does the play explore the theme of tradition and modernity?
28. II. 2. What are the different perspectives of Peter, Iqbal, and Avinash regarding confronting figures of authority? How do their attitudes towards Shruti’s dilemma with her father provide insight into their own characters and values?
29. II. 3. Analyse the character of Nabin Sharma. How does his attitude towards music evolve throughout the play?
30. II. 4. How does the play use Shruti’s internal conflict to explore the theme of duty towards family versus personal passion?
31. II. 5. Evaluate the effectiveness of the play’s conclusion. Does it realistically address the conflicts presented?
32. II. 6. Assess how well the role of cultural diversity contributes to the storyline of the play.
33. I. Read the highlighted word given in the brackets. SHRUTI (Aside): Oh, how much I enjoy performing this piece. Perhaps I can practise one last time and soon after that I will tell them that I can’t join them for the performance. 1. What is ‘aside’ used for? (i) enables characters to talk about the story (ii) shows what a character thinks or feels (iii) makes a direct link between the audience and the character (iv) (i), (ii), and (iii)
34. II. Read the following words from the text. Ahem ahem, I … er… Now, select the correct answer for the question given below. Why are they used? 1. to fill gaps while speaking 2. to increase clarity 3. to provide confidence
35. II. Now, choose suitable non-lexical fillers given in the box to describe the emoticons 1 to 4. There is an extra word you do not need. [Box: whew | err | arrgh | hmmm | ahem-ahem] [Emoticons on page 185: 1 — a face yelling, mouth wide open, both hands thrown up beside the head; 2 — a face with eyes squeezed shut and a fist at the mouth, with motion lines showing a cough; 3 — a grinning face wiping its brow with the back of its hand, eyes rolled upward; 4 — a face with one hand under the chin and an eyebrow raised, looking upward.]
36. III. Read the following words from the text and their meanings. • notes—a single sound at a certain pitch, usually shown as a symbol on music sheet. • crescendo [kri-SHEN-doe]—a gradual increase in the volume or intensity of sound Now, match the meanings of other music-related words in Column 1 with their meanings in Column 2. Column 1: 1. rhythm 2. tempo 3. bass 4. baritone 5. cacophony 6. pitch 7. scale Column 2: (i) the lowest tone or part in music (ii) a mixture of loud unpleasant sounds (iii) the pattern of beats or time intervals in music (iv) the speed or pace at which a piece of music is played (v) a male voice that falls between the higher and lower ranges (vi) a series of musical notes moving upwards or downwards (vii) the perceived frequency of a sound, how high or low a sound is
37. IV. Write the meanings of the underlined phrases based on your understanding of the usage in sentences. 1. My mother told me, “When you follow trends without thinking, you drown your individual style.” 2. The pianist was appreciated for his sense of musicality. 3. When one of the performers in the group was injured, they felt their practise would go down the drain.
38. V. Read the dialogues given below. 1. Oh, how much I enjoy performing this piece! 2. Wah, how soulful! You all have done a wonderful job! Sentences 1. and 2. are ___________ sentences. (declarative/interrogative/exclamatory/imperative) Now, convert the exclamatory sentences given above to declarative sentences. • Use ‘exclaimed’ or ‘exclaimed with (feeling)’ instead of reporting verb ‘said’ • Remove interjections, exclamatory mark, and quotations.
39. VI. Write the sentences given below in reported speech. One example has been done for you. 1. “Wow Shruti! You’re a sensation!” suggested Avinash. → Avinash exclaimed with wonder that Shruti was a great sensation. 2. “What an incredible achievement! I can’t believe we pulled it off!” said Iqbal. Iqbal exclaimed that it _____________________________.
40. VI. 3. “Bravo! Each note was executed perfectly, and the performance was flawless!” said Shruti’s mother. Shruti’s mother applauded that ____________________.
41. VI. 4. Iqbal: I basically have a little bit of scolding for breakfast every day!
42. VI. 5. Shruti: Sorry mummy, won’t hide from you again. I promise!
43. VI. 6. Avinash: You are a sensation now! The least you can do is throw a party!
44. VII. Report the following dialogue in the indirect form of speech. Asma: Wow! What a unique experience I had at the art studio today! Deepa: Tell me! I’m eager to hear! Asma: I accidentally spilled paint all over my canvas. Deepa: Oh, my goodness! What a pity! Asma: No worries! The painting now looks better than my original plan! Deepa: That’s incredible! Asma exclaimed excitedly that she 1.____________. Deepa urged her to tell her as she was eager to hear. Asma said that 2. ____________. Deepa pitied Asma. However, Asma replied to her not to worry as 3. ____________. Deepa exclaimed that 4. ____________.
45. I. Look at the given stringed musical instruments and decide which one could be the yazh [yāḻ]. [Four pictures on page 188: 1 — a golden Greek lyre, a U-shaped frame with a crossbar and a pedestal base; 2 — an arched harp with a long curved stem carrying tuning pegs and a small boat-shaped body at the bottom; 3 — an ornate instrument whose body is shaped and painted like a fish, with a curved arm rising from it that ends in a carved animal head, strings running from the arm down to the body, and round bosses set along the arm; 4 — a long flat board-zither with a covered resonator at the lower end.]
46. II. Now, listen to a musician describing the yazh and check if your choice was correct. (Transcript for teacher on page 270)
47. III. Listen to the musician’s description of the yazh once again. As you listen, complete the notes below with not more than three words. The Yazh 1. Type of instrument – The Indian _______ (i) Was used in: __________ (ii) Earlier version of: __________ 2. Design (i) stem tip – shaped like _____ of mythological animal (ii) resonator — A. shape of a _________ B. material – _________ 3. Design variety (i) peacock, _________, _________, and bow string
48. I. Stress and intonation exercises can be a great way to understand the emotional and rhythmic feelings associated with dialogues in a play. 1. Let us pick a few lines from the play and speak them aloud. Focus on how stress and intonation can change their meaning or emotional impact. [The book’s table gives four lines with the stress and intonation for each: “I don’t want papa to feel that I don’t care about his opinions, because I do.” / “Tonight, at dinner, I promise to bring this up.” / “Why are you lost in thought my dear child?” / “Each bay, its own wind”]
49. I. 2. Practice speaking aloud a few other sentences from the play on your own. Understanding what is being said and why, will help you stress the suitable portions and use the appropriate tone.
50. I. Read the beginning of a story given below. Anuradha, a teenager, has been learning tabla at school since her primary years and is an extraordinary tabla player. Her father, a vocalist, is a music teacher in a school. He has never been supportive of her learning the tabla and rather feels she should focus on becoming a vocalist. She has been invited to perform at a prestigious event, and decides to participate in it, despite her father’s disapproval. However, Anuradha’s mother and brother have always rooted for her. Anuradha sat wondering. In groups of four, create a play script based only on the beginning of the story given above. To write the script, you may refer to the play you have just read.
51. I. Study the words given in brackets in the following dialogues taken from the text. What do you notice? • Iqbal: (a little loudly) Shruti! • Avinash: (very loudly) SHRUTI! • Nabin: (calmly but firmly) No is the answer. • Iqbal: (picking up a newspaper from his desk)… • Nabin: (getting up)… 1. Why do we not use inverted commas to convey the dialogues?
52. I. 2. Where do we use colons?
53. I. 3. What is written within the brackets? What do these convey?
54. I. 4. How does it help the actors?
55. II. Did you know that there is an orchestra that made musical instruments from recycling junk or discarded waste items? There is one such orchestra, called the Recycled Orchestra of Cateura, Paraguay, that was formed in 2012, and children are a part of it. They play musical instruments made from scrap materials collected from landfills.
56. III. Indigenous musical instruments are crafted from natural materials like bamboo, gourds, animal hides, and shells, reflecting a deep connection to the environment and cultural heritage. These instruments are diverse, ranging from percussion instruments like drums and rattles to wind instruments like flutes, etc. Find out more about such indigenous instruments that are used in your region.
57. IV. In groups of five, select objects around yourself to create a rhythm. Present it in the class. Enjoy!
58. V. Read the book Rigmarole and Other Plays by Sai Paranjpye and enjoy the humour and wit. Rigmarole and Other Plays, a collection by Sai Paranjpye, includes the play ‘Rigmarole,’ which follows a silly King, his Council of nine Ministers, and a bed bug, leading to humorous events. Other plays in the collection, like ‘The Boy Who Wrote a Constitution,’ seek to educate children while entertaining them.
59. I. Read the questions given below and share your answers with your classmates and teacher. 1. What kind of music do you prefer to listen to—vocal or instrumental?
60. I. 2. Name your favourite musician(s).
61. I. 3. Give reasons for your choice.
62. I. Read the poem again to complete the poet’s diary about her feelings on music. Fill in the blanks with words from the poem. Today, I’ve been thinking about how essential music is to me. It is like an ocean that calls me to its 1. ____. Music is the 2. _____ that harmonises with my 3. _____, moving me in ways I can’t explain. When I feel sad or upset about things, music is the 4. _____ that eases the ache. It is amazing how music has the power to lift my 5. ____, and give me strength to pull through difficult times. I know that it is the effect of music whenever I feel 6. ____. Music is the much 7. _______, dependable friend when there is no one to 8. ______. Thank you, my dear music, for being my all-time comfort.
63. II. Let us appreciate the poem. 1. The phrase ‘moves me’ in the line ‘That moves me to the core,’ is an example of _____________.
64. II. 2. The poet uses metaphors for music. List these metaphors and rewrite them as similes. For example, Music is as ___________ as __________.
65. II. 3. What is the rhyme scheme of the poem? What impact does it have?
66. II. 4. What is the poet’s purpose in using the word ‘music’ repetitively?
67. II. 5. What is the message the poet wishes to convey through the poem?
68. II. 6. Identify the mood of the poem from the options given below. (i) nostalgic (ii) thoughtful (iii) amused (iv) playful
69. II. 7. Give evidence from the poem to support that the speaker is the poet herself.
70. I. Read the extract given below and answer the questions that follow. 1. Music is the therapy I need when I feel blue. Music lifts my spirits To make sure I pull through. (i) Complete the following sentence suitably. The phrase ‘feel blue’ indicates ___________.
71. (ii) Identify the line which shows music makes the poet happy.
72. (iii) What does the last line of the extract signify?
73. (iv) State whether the following sentence is true or false. Music plays a vital role in the poet’s life.
74. (v) Select the central idea of the extract from the following options. A. Music brings comfort during sadness. B. Music is a necessity in times of happiness. C. Music improves our ability to pull heavy loads. D. Music is a source of knowledge and excitement.
75. II. 1. How is music able to move the poet ‘to the core’?
76. II. 2. Why does the poet compare music to a ‘needed friend’?
77. II. 3. Explain the poet’s attitude towards music.
78. II. 4. Support the opinion that this poem has a universal appeal.
79. II. 5. Compare your experience of music with the feelings expressed in the poem.
80. I. Read the following phrases from the poem denoting happiness and sadness. Classify the words given in the box below as positive emotions and negative emotions. [Box: feel blue | lifts my spirits | most cheerful] • Positive emotions (happiness): _____________________ • Negative emotions (sadness): _____________________
81. I. Now, fill in the blanks by choosing the correct word from those given in the brackets. 1. The familiar tune stimulated a rush of _________, transporting listeners back to cherished moments from their past. (nostalgia/elation)
82. I. 2. The soulful ballad expressed the singer’s _________, leaving the audience moved by the intensity of their emotions. (despondence/anguish)
83. I. 3. The pianist played a soulful melody on the stage, creating an ambience of ____________. (melancholy/despair)
84. I. 4. The festive symphony filled the air with _________ tones, lifting the spirits of everyone present on the joyous occasion. (jubilant/euphoric)
85. II. Read the highlighted word in the line given below. To make sure I pull through The meaning of the verb ‘pull’ is ‘move or remove something’. The preposition ‘through’ means ‘from one end or side to the other’. However, when they come together they convey a completely different meaning. Here, ‘pull through’ means ‘to succeed in doing something very difficult’. [Box: When a verb consists of two parts, the first part is a verb; the second part is a preposition or an adverb. When they come in such combinations the verbs convey a totally different meaning. Such multi-verbs are called phrasal verbs.] Now, read the following lines from the poem. Music is the rhythm / That moves me to the core. The phrase ‘moves me’ means ‘to make somebody do something’. ‘Move’ also has different meanings. For example, to change position, to make progress, to take action, cause strong feelings.
86. III. Choose the correct meaning from the box given below for the underlined phrasal verbs in the following sentences. 1. He’s planning to move out of his parents’ house next month. 2. Our new neighbours moved in yesterday. 3. I’ve been in this job long enough—it’s time I moved on. 4. Can you move over a bit so I can sit down? 5. The police officer told the crowd to move along. 6. The bus moved off as soon as all the passengers were seated. (i) to start doing or discussing something new (ii) to begin living in a new home or place (iii) to start moving; to leave (iv) to go to a new position, especially in order to make room for other people (v) to leave a place where one has been living (vi) to shift position to make space for someone or something
87. IV. Create phrasal verbs from the verbs ‘put’, ‘get’, ‘look’, ‘break’. Find the meanings of the phrasal verbs you create. Make sentences with the phrasal verbs. Discuss them with your classmates and teacher.
88. I. Before you listen, read the questions and guess the responses to the given questions. 1. How are the two speakers connected? (i) parent-child (ii) teacher-student (iii) brother-sister
89. I. 2. Where is the conversation taking place? (i) music centre (ii) park (iii) school reception area
90. I. 3. Which musical instrument is the reason for the problem? (i) sitar (ii) santoor (iii) sarod
91. I. 4. What is the problem being discussed? (i) inability to play the musical instrument (ii) irregularity of the music class (iii) lack of choice of the musical instrument
92. I. 5. What has been the unsuccessful solution? (i) practising for longer hours (ii) singing while playing the instrument (iii) watching videos about playing the instrument
93. I. 6. What is the final decision taken? (i) change classes (ii) pick a simpler instrument (iii) purchase the musical instrument
94. II. Now, listen to the conversation between the two people. As you listen, check your answers and rectify them wherever needed. Once done, discuss your responses with your classmates and teacher. (Transcript for teacher on page 270)
95. I. Work in groups of four and choose a role each. Use the cues given below to present a role play in the class. Frame your responses logically in complete sentences. You may frame appropriate questions to ensure continuity in the conversation. Music teacher: encourages the student to take up music classes Student 1: confused – feels music class may take away time from studies Student 2: music learner – is convinced that music is beneficial and can manage time Parent: initially doubtful but later supportive after the discussion
96. … and more questions are solved in the complete PDF above.

Chapter at a Glance

• Twin Melodies (play, pages 169–193) has three Acts and five characters: Shruti Sharma (a young aspiring violinist), Guru Nabin Sharma (her father, a violinist and Principal of Sangeetika Music School), Leela Devi (her mother), and her fusion group — Avinash on tabla, Iqbal on flute, Peter on keyboard.
• The conflict is stated plainly in Act I. Shruti tells her friends her father “will think it a desecration of the violin to be played to Western tunes” and that he “firmly believes that Classical Hindustani music, with its ragas and aalaaps, is the only kind of music that an artist of any worth should play.” Her problem is not disobedience but manner: “I just don’t know how to tell him in the right way!”
• Act II is the clash. Nabin refuses twice — first on his own rule (“one performance in every six months… familiarity breeds contempt”), then with contempt for the form itself: “Sure, there’ll be a practice, for ‘phoo’ music when making noise starts needing practice.” Act III reverses it: he hears the group play, “claps furiously,” praises Shruti for not losing “sight of the notes of the raga even once,” and offers the children his music room.
• The turn is powered by a hidden parallel , revealed by Leela: Nabin’s own family were vocalists, and “Nabin’s desire to take up a Western instrument rather than cultivating his voice was painful to his father… Your grandfather saw this choice as a kind of betrayal of family values and tradition.” His closing admission — “I underestimated the power of our own music… After all each bay, its own wind” — is the play’s thesis in one line.
• A Friend Found in Music (poem, pages 194–202) is three four-line stanzas rhyming abcb . Its method is anaphora plus metaphor : Music is the ocean / Music is the rhythm / Music is the therapy / Music is the needed friend . Each repetition hands music a new job, and the poem ends by making it the companion of last resort — “When no one seems to care.”
• The language work is heavy in this chapter: the theatrical aside , non-lexical fillers ( ahem-ahem, err, hmmm, whew, arrgh ), music vocabulary (rhythm, tempo, bass, baritone, cacophony, pitch, scale), exclamatory into declarative and reported speech , and phrasal verbs built on move and pull . Both listening transcripts for Unit 6 are in the Appendix, printed pages 270–271 .

How to Download NCERT Solutions for Class 9 English Chapter 6 PDF

Follow these simple steps to get the Twin Melodies questions-and-answers PDF from Kaveri.

1. Search NCERT Solutions for Class 9 English Chapter 6 aglasem and open this page.
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NCERT Solutions for Class 9 English – All Chapters

There are more chapters to study besides Twin Melodies 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 6 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 6 – An Overview

The key highlights of this study material are as follows.

Aspects	Details
Class	Class 9
Subject	English
Chapter Number	Chapter 6
Chapter Name	Twin Melodies
Book Name	Kaveri
Book By	NCERT (National Council of Educational Research and Training)
Educational Resource Here	NCERT Solutions of Class 9 English Chapter 6 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 6 Twin Melodies – FAQs

What are the NCERT Solutions for Class 9 English Chapter 6 Twin Melodies?

They are the complete, step-by-step answers to all the exercise and in-text questions of Chapter 6 Twin Melodies 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 6 solutions PDF for free?

Open this page on aglasem, read the Twin Melodies questions with answers, and click the “Download Solutions PDF” link. The Class 9 English Chapter 6 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 6 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.

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