This page carries the official NCERT Class 2 English Mridang Chapter 9 “My Name” PDF, and a plain guide to what the chapter contains, so a parent, teacher or student can work through it in one sitting.
The chapter is the story of a little fly who forgets his name. It is the chapter many families search for as “my name class 2”, and it packs word lists, a listening activity, a fill-in writing block and a short project around that story.
The official PDF is right below; the rest of the page explains each activity and where young readers get stuck.
Download the My Name Class 2 PDF
The official edition of the Class 2 English reader Mridang is published by NCERT on its textbooks portal at ncert.nic.in. Open the NCERT Class 2 English Mridang Chapter 9 My Name PDF there to see the chapter exactly as it appears in the printed book, including the story illustrations, the word lists and the activity pages.
The file on that portal is the official NCERT edition, so every page matches the copy used in school.
My Name chapter at a glance
This is a story chapter built from short activities — speak, listen, write, do and a project — rather than long lessons or exercise sets. The table below lists what the chapter holds: its sections, its activities and its teaching notes.
| What the chapter holds | Count | Where it is used |
|---|---|---|
| Printed pages | 7 | |
| Figures with NCERT captions | 2 | |
| Activities | 1 | |
| Official NCERT PDF | Download the chapter PDF | the chapter exactly as NCERT publishes it |
What this chapter covers: the fly who forgot his name
The chapter is one short story with activity blocks packed around it. A little fly wakes up unable to remember his name.
He asks an ant, then the tree the ant climbs, then the cow sleeping in the tree’s shade, then the grass the cow eats, and finally a leaf lying on the grass. The leaf is about to answer when the wind blows — the leaf begins to fly, and the fly remembers that his own name is Fly.
The map below shows each block of the chapter and what the child actually does in it.
| Part of the chapter | What the child does |
|---|---|
| Story: “My Name” | Reads or hears the tale of the fly, and follows him from the ant to the tree, the cow, the grass and the leaf until the wind reminds him of his name. |
| Sight words (printed twice) | Recognises his, do you, it, my, one, when, about instantly as whole words. |
| New words (printed twice) | Learns to say and understand little, ant, shade, dear, grass, wind, remembered. |
| Let us speak | Answers two questions: how the fly found his name, and whom you would ask if you forgot your name. |
| Let us listen | Sits quietly outdoors, names the sounds heard, then makes six animal sounds with actions. |
| Let us write | Answers three questions and fills five help-box sentences. |
| Let us do | Says “give me” at every leaf picture in the cat-and-cow story, then writes “give me” next to the leaf. |
| Project Work | Finds the meaning of their own name and tells the class. |
| Let us speak (picture words) | Reads the words below pictures and writes sentences, with “Rohit has a blue blanket” as the given example. |
The Let us write block asks three things: who forgot his name, what the child’s name is, and whom the fly asked (the ant, the tree, the cow, the grass and the leaf). The help box supplies leaf, tree, grass, cow, fly, and the answers run tree, cow, grass, leaf and fly in that order.
Skills this chapter builds: listening, speaking, reading, writing and identity
One short story can carry five strands of early English work, and this chapter uses all five. The theme that holds them together is identity: a name is part of who you are — which is why the fly’s problem matters, and why the project asks about the child’s own name.
- Listening — the Let us listen block takes the child outside to sit quietly and identify sounds around them, then to make six animal sounds.
- Speaking — the two Let us speak questions ask the child to explain how the fly found his name, and the animal sounds are said with actions.
- Reading — the sight words, the new words, and the words printed below pictures in the closing blend task.
- Writing — the Let us write answers and help-box sentences, writing “give me” next to the leaf, and writing sentences under pictures.
- Identity — the fly’s name is who he is, and the Project Work asks the child to find the meaning of their own name and tell the class; the note to the teacher says this work is related to the child’s identity.
How the pictures carry the reading
Two tasks in this chapter are built on picture cues, so a child who cannot yet read every word can still complete the work. The story pages carry illustrations as picture support; the two tasks below are the ones the printed text actually describes.
The first is the leaf picture cue in Let us do. A short cat-and-cow story has a leaf picture in each blank, and the child says “give me” every time the leaf appears — in the cat’s request for milk, and again in the cow’s questions about grass and water. The picture tells the child which words to supply.
The activity ends with the child writing “give me” next to the leaf, turning a spoken phrase into a written one. The second picture task is the closing Let us speak: look at the pictures, read the words below each picture, and write sentences using the words.
The given example is “Rohit has a blue blanket”, which also gives the adult a chance to point at the bl- blend in “blanket” before the blend practice that follows.
Words to learn: sight words and new words
The chapter prints two word lists, each twice — once beside the story and again on the practice page — and they do two different jobs.
| List | What it is for | Words on the list |
|---|---|---|
| Sight words | Read as whole words by sight; a child must recognise them instantly, not sound them out. | his, do you, it, my, one, when, about |
| New words | The story vocabulary to say and understand — the words the child needs to talk about the story. | little, ant, shade, dear, grass, wind, remembered |
The sight words earn their name because several of them — “do”, “you”, “when”, “about” — do not follow the usual sounding-out rules. Waiting to sound them out would slow reading down, so recognising them instantly is what makes a first reader fluent.
Three of the new words in fresh sentences, so the child hears them in use:
- little — “The little fly could not remember his name.”
- shade — “The cow was sleeping in the shade of the tree.”
- wind — “The wind blew, and the leaf began to fly.”
Where young readers get stuck in this chapter
The chapter’s notes to the teacher name the two things that must actually happen: every child answers the questions, and children say the blend words correctly with regular practice. On top of that, this word list trips up beginning readers in two predictable ways.
| Mistake | Correct rule | How to check your answer |
|---|---|---|
| Reading “do you” as one glued word, like “dooyou” | “do you” is two sight words; read them separately but quickly. | Cover “you” and read “do”, then cover “do” and read “you”, then say both together. |
| Sounding out sight words letter by letter (“h…i…s”) | Sight words are read as whole words by sight, not blended letter by letter. | Show a flashcard; the child should say the whole word at once. |
| Pushing blends together wrongly (“b…l” instead of “bl”) | Say each blend as one smooth sound, then add the word ending. | Say “bl”, then “blanket”, several times; the teacher note asks for regular practice. |
| Leaving a Let us write answer blank | Every child must answer each question, even in a few words. | Read the question aloud, let the child say the answer, then write it down. |
The listening activity has a behaviour rule too: the note asks that children sit on a clean surface and stay quiet before they can hear — the sounds may be of animals, birds, leaves, insects, breeze, vehicles or people. If the child talks, the activity does not work.
The first two rows above are the usual trouble spots with a list like this one; the chapter itself does not name them, while the rest of the table comes from the notes NCERT prints in the book.
What the teacher notes ask for: using this chapter at home
Class 2 work in this book is about participation and confidence, not tests — there are no marks attached here. Three notes to the teacher tell the adult what to make happen:
- Let us speak: make sure the child answers both questions in full sentences, and help the child find the meaning of their own name, because the note links this to identity.
- Let us listen: sit the child on a clean surface, quietly, with eyes closed, and let them name the sounds around them; then say each animal phrase with an action so the child responds.
- Let us speak (blends): ensure the child says the blends correctly, and give regular practice with them.
One sitting is enough for the whole chapter. A workable order:
- Read the story aloud, and let the child join in on the repeated “do you know my name?” line.
- Flash the sight words, then the new words, until the child recognises each one.
- Answer the two Let us speak questions in full sentences.
- Run the quiet listening activity, then make the six animal sounds together — caw, chirp, roar, meow, buzz and quack.
- Complete the Let us write answers and help-box sentences.
- Play the cat-and-cow leaf story, saying “give me” at each leaf.
- Finish with the project: find the meaning of the child’s name and practise telling it to the class.
Quick recap: the story and the skills in one minute
In four sentences: a fly forgets his name, and every creature he asks — the ant, the tree, the cow, the grass, the leaf — sends him on to the next. The leaf is about to answer when the wind blows and the leaf begins to fly. Seeing the leaf fly, the fly remembers his own name: Fly.
The story is the chapter’s heart; everything else in the chapter practises words, sounds and writing around it.
After the chapter, a child should be able to:
- recognise the seven sight words — his, do you, it, my, one, when, about — on sight;
- say and understand the seven new words — little, ant, shade, dear, grass, wind, remembered;
- answer who forgot his name (the fly) and whom the fly asked (the ant, tree, cow, grass and leaf);
- complete the help-box sentences with leaf, tree, grass, cow and fly;
- say “give me” at each leaf cue and write it next to the leaf;
- sit quietly, identify sounds around them, and make the six animal sounds — caw, chirp, roar, meow, buzz, quack;
- read the blend words under pictures and write sentences using them;
- tell the meaning of their own name.
Related chapters and resources
This listing is maintained for the 2026-27 academic session using the NCERT textbook information available to us. NCERT remains the authority for confirming the latest edition.
This chapter sits inside the Class 2 English Mridang book page, which lists every chapter in the reader, and the Class 2 hub carries the other subjects for the same class. In the book, the previous chapter is The Crow and the next is Life Around Us; material for older students starts from the CBSE notes home.
For the authoritative source of textbook PDFs, use the official NCERT textbooks portal.
Sources and data verification
This page describes the NCERT Class 2 English textbook (Mridang), Chapter 9 “My Name”, official edition published on ncert.nic.in, and is maintained for the current academic session using the NCERT information available to us.
NCERT settles textbooks, editions and PDFs; CBSE settles curriculum, syllabus and examinations. Textbook contents and the examinable syllabus are not always identical — check the current official syllabus before exam preparation. The activity names, word lists and teacher notes named above are the chapter’s own.
Reference: NCERT Class 2 English textbook, chapter 9, official edition on ncert.nic.in.
Frequently asked questions about My Name class 2
What is the story My Name in Class 2 Mridang about?
“My Name” is the ninth chapter of the Class 2 English reader Mridang. A little fly wakes up unable to remember his name and asks an ant, the tree the ant climbs, the cow sleeping in the tree’s shade, the grass the cow eats and a fallen leaf.
When the wind blows the leaf and the leaf begins to fly, the fly remembers that his name is Fly.
Which sight words and new words are in My Name Chapter 9 of Class 2 Mridang?
The sight words — his, do you, it, my, one, when, about — are meant to be read at a glance as whole words. The new words — little, ant, shade, dear, grass, wind, remembered — are the story’s vocabulary, to say, understand and reuse. The chapter prints both lists twice: beside the story and again on the practice page.
How does the leaf picture activity in My Name work?
In Let us do, a cat asks a cow for milk, and the cow asks what the cat will give in return. A leaf picture fills each blank in the dialogue, the child says “give me” every time the leaf appears, and then writes “give me” next to the leaf.
The leaf is the picture cue that tells the child which words to supply.
What is the project work for My Name in Class 2 Mridang?
The child finds out the meaning of their own name and tells it to the class. The note to the teacher says this work is related to the child’s identity — a name is part of who you are, just as “Fly” is the fly’s identity in the story.
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