NCERT Class 7 English Chapter 1 Learning Together

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NCERT Class 7 English Chapter 1 Learning Together

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Learning Together

Chapter: 1

THE DAY THE RIVER SPOKE

LET US DISCUSS

1. What was Jahnavi’s dream? Was it important to her? Why? 

Ans: Jahnavi’s dream was to go to school and learn to read, just like her elder brother Ettan (Gopi) and sister Meena. Yes, it was important to her because she is very curious. She wants to know many questions like- why spiders are yellow in yellow flowers, why bamboo trees rustle, why the moon always comes from behind the hills, never the other way, why the baby fish in the field water become frogs etc. 

2. Do you think the river can help her in fulfilling her dream? How?

Ans: Yes, the river can help Jahnavi fulfill her dream, at least by giving her encouragement and support.The river listens to her troubles and boosts her confidence by talking to her kindly and motivating her to be brave.

3. Complete the table given below with Jahnavi’s questions in Column 1 and the River’s answers in Column 2. Check your answers with the teacher. 

Ans:

I. Read the extracts given below and answer the questions that follow.

1. “You shouldn’t cry, you know,” the voice went on. “And you really shouldn’t be scared, when you have been coming here to see me every day, well, almost every day.” She was puzzled. It was such a voice, like the river. It couldn’t be the river! “Well, tell me all about it,” said the River, for it was the River. “I’ve got to hurry to reach the sea, you know.” 

(i) Complete the sentence with the correct option from those given in the brackets. 

The tone of the River in the given extract is __________. (assuring/sympathising).

Ans: Assuring.

(ii) Select a phrase from the extract which shows that Jahnavi was a frequent visitor to the spot. 

Ans: The phrase from the extract which shows that Jahnavi was a frequent visitor to the spot is:

“You have been coming here to see me every day, well, almost every day.”

(iii) Choose the correct option to complete the sentence. 

The use of an exclamation mark at the end of the line, ‘It couldn’t be the river!’ expresses ___________. 

(a) Excitement.

(b) Hesitation.

(c) Irritation.

(d) Disbelief.

Ans: (d) Disbelief.

(iv) Choose three qualities of the River highlighted in the extract from the words in the box given below.

Ans: Affectionate, Thoughtful and Kind-Hearted.

2. “Can I do something?” asked Jahnavi. “Well, it’s up to you,” said the River. “Seems to me little girls can do as much as little boys—they swim as fast as little boys. You just slip along one morning and sit there in the school and listen to what’s going on, and maybe the teacher will let you stay.” 

“I couldn’t,” gasped Jahnavi. “I couldn’t! They’d scare me! They’d chase me out.” 

(i) Complete the sentence with an appropriate reason. 

According to the River, there was no difference between girls and boys because ___________.

Ans: Little girls can do as much as little boys-they swim as fast as little boys.

(ii) Identify whether the following statement is true or false.

The River encourages Jahnavi to have faith in herself and fulfill her desire to go to school.

Ans: True. 

(iii) Choose the correct option to complete the sentence.

When the River suggests that Jahnavi should ‘slip along’, it means that she should move ___________.

(a) Quickly.

(b) Casually.

(c) Quietly.

(d) Confidently.

Ans: (c) Quietly.

(iv) What does the repetition of the phrase I couldn’t, tell us?

Ans: The repetition of the phrase “I couldn’t” in the extract shows Jahnavi’s feelings of doubt, fear, and hesitation. She is unsure and lacks confidence in her ability to take the steps required to achieve her goal of going to school.

II. Answer the following questions.

1. Why does the writer describe different aspects of nature in great detail at the beginning of the story? Why do you think the writer does this?

Ans: The writer describes the different aspects of nature in great detail at the beginning of the story to set a vivid, serene, and peaceful atmosphere. Nature not only listened to Jahnavi’s words but also gave her courage and encouragement. By describing the natural elements like the kingfisher and the lizard, the writer also connects nature to Jahnavi’s emotions and struggles, making the setting feel alive and part of the journey.

2. How did the River know so much about Jahnavi?

Ans: The River knew so much about Jahnavi because it had been observing her over time. Jahnavi used to visit there regularly, expressing her feelings, and the river would respond to her. The River had a close connection with Jahnavi and understood her fears and dreams, making it a wise and compassionate guide.

3. Jahnavi says, “And I’m so old now, they’ll never let me go.” What can you infer about Jahnavi and the school from this line?

Ans: From this line, we can infer that Jahnavi feels a sense of frustration and disappointment. She thinks that because she is older now, it may be too late for her to go to school. Jahnavi’s wish was to go to school and study, just like her brother and sister.

4. Why did the River laugh when Jahnavi said she would be scared at school?

Ans: The River laughed because it believed that Jahnavi was brave enough to face her fears. The River said that when you’re not afraid of the green lizard, or of the snake in the bamboo clump, or the big trains rattling past that bridge. The River found it amusing that she would be scared of something like going to school, something that could help her achieve her dreams.

5. Why should Jahnavi follow the River’s advice?

Ans: Jahnavi should follow the River’s advice because it encourages her to take action and overcome her fears. The River’s wisdom and understanding of Jahnavi’s situation make its advice valuable for her to move forward.

6. How does the conversation between Jahnavi and the River make the story more appealing?

Ans: The conversation between jhanvi and the river adds heart warming and comforting elements to the story making it more appealing. The river personified as a wise and caring character The river listened to Jhanvi worries and advised her in a gentle and encouraging manner.The interaction between them also highlights the theme of nature’s nurturing role and the bond between human beings and the natural world, making the story emotionally engaging.

7. What is the main message that the writer intends to convey?

Ans: The main message the writer intends to convey is that determination, courage, and a little guidance can help one overcome challenges and fulfill dreams.It also emphasizes the importance of mentorship and the wisdom that can be found in nature.

1. You have learnt that naming words are called nouns and only proper nouns begin with a capital letter. Why has the author used a capital letter for the ‘River’ even when it is a common noun? (Clue: Has the River been given qualities of a human being?)

Ans: The author has used a capital letter for the word ‘River’ because it is personified in the story, meaning the River is given qualities of a human being.

II. There are a few words related to sound in the text. Pick the words from the text and write them next to the correct definition.

1. Made a high-pitched piercing sound.

Ans: Shrieked.

2. To cause liquid to strike or fall on something.

Ans: Splashed.

3. A low continuous background noise.

Ans: Murmuring.

4. Cry with loud uncontrollable gasps.

Ans: Wailed.

5. To make a soft dry sound, like paper or leaves moving.

Ans: Rustle.

6. Took a short quick breath through the mouth due to surprise, pain or shock.

Ans: Startled.

7. Shaking rapidly to make continuous short, sharp sounds.

Ans: Rattling.

8. Making a lot of noise.

Ans: Shrieked.

9. Made a long, high cry, usually because of pain or sadness.

Ans: Wailed.

Now, fill in the blanks with suitable sound words from exercise (II). 

The classroom grew (i) _______ as the students noticed the teacher carrying the answer papers. As the teacher turned the pages with a (ii) _______, the children (iii) _______, wondering what comments awaited. Someone (iv) _______ in frustration, and the (v) _______of the students steadily increased. Finally, when the teacher praised the students for their excellent performance, the students (vi) _______ with excitement. 

Ans: The classroom grew (i) murmuring as the students noticed the teacher carrying the answer papers. As the teacher turned the pages with a (ii) rustle, the children (iii) gasped, wondering what comments awaited. Someone (iv) wailed in frustration, and the (v) rattling of the students steadily increased. Finally, when the teacher praised the students for their excellent performance, the students (vi) shrieked with excitement.

III. The word ‘catamaran’ is used in the text. The word originates from Tamil language ‘kattu maram’ meaning ‘tied wood’. 

Find out the meanings of these words. From which Indian language these words were borrowed. An example has been given.

Ans:

IV. Chandu, the fisherman, has a catamaran that the River preferred to a ship. Given below are some boats that are used in different parts of our country.

(i) Which one would you like to travel in?

Ans: I like to travel in Shikara.They’re a peaceful and charming way to navigate through the serene waters, offering a unique perspective of the surrounding landscapes.

(ii) Make a colourful drawing of a boat that you would like to travel in.

Ans: 

V. Solve the crossword puzzle based on words related to water transport.

 Across: 

1. A large vessel used for transporting goods or passengers by sea.

2. A small vessel for travelling on water, typically propelled by oars, sails, or an engine.

3. A flat floating structure for travelling across water.

4. A boat or ship driven by steam.

Down: 

5. A small, light, narrow boat, pointed at both ends and moved using a paddle.

6. A boat with a powerful engine which can change direction easily and is used to pull large ships into and out of port.

7. A boat with sails and sometimes an engine, used for either racing or travelling for pleasure, rhymes with ‘cot’.

Ans: Across: 1. Ship. 2. Boat. 3. Raft. 4. Steamer.

Down: 5. Canoe. 6. Tugboat. 7. Yacht.

VI. Read the highlighted words in the following lines from the text. 

“She goes down towards the sea. I’ve seen her; she always takes the same way—over the mountains and down to the sea, like me!”

Prepositions are words that indicate the relationship between nouns or pronouns and other elements in a sentence. They show direction, location, time or logical relationships between ideas.

Now, fill in the blanks with suitable prepositions given within the brackets. 

Jahnavi takes the River’s advice and goes to school. On her first day-

1. _________ (at/in/on) school, Jahnavi stood nervously.

Ans: At.

2. _________ (in/ outside/above) the gate, clutching her bag close to her. The bell rang and she hurried.

Ans: Outside.

3. _________ (outside/through/inside) the bustling classroom. She found a seat.

Ans: Inside.

4. _________ (among/between/from) two friendly classmates. The teacher greeted them warmly and started the lesson.

Ans: Between.

5. _________ (about/in/for) numbers. Jahnavi listened attentively, feeling excited.

Ans: About.

6. _________ (at/about/for) the new adventure ahead.

Ans: For.

VII. Fill in the blanks with prepositions or adverbs.

1. The cat jumped ___________ the table. (preposition).

Ans: On.

2. The children played ___________ until dark. (adverb)

Ans: Unit.

3. She quickly ran ___________ the park. (preposition)

Ans: Through.

4. The helicopter was hovering ___________. (adverb)

Ans: Above.

5. We were just walking ___________, chatting. (adverb)

Ans: Around.

6. After thoroughly wiping his shoes, he stepped ___________. (adverb)

Ans: Out.

7. She drove slowly ___________ the sharp curve. (preposition)

Ans: Around.

8. He placed the keys ___________ the mat before leaving. (preposition)

Ans: On.

I. Read the sentence given below.

“Dear, dear! What’s the matter? … You shouldn’t cry, you know. And you really shouldn’t be scared, when you have been coming here to see me every day, well, almost every day.”

The River spoke to Jahnavi in a ‘sleepy’ voice. Work in pairs and take turns to speak the same sentence in ‘other’ voices. Some hints are given below.

Ans: Students do it yourself.

II. Janhavi asks the River for advice and the River gives advice. Read the given situations and work in pairs to ask for and give advice. Take turns to change your roles. Use the prompts given below.

1. Situation (i) : You wish to play football at school but it has an all-boys’ team only.

2. Situation (ii) : You have been unable to score well in Mathematics due to nervousness during exams.

3. Situation (iii) : You really enjoy music classes but do not get enough time to practise for it.

4. Situation (iv) : You cannot see the blackboard clearly from the last bench.

Ans: 

I. Discuss why rivers in India are considered to be sacred and most of them are referred to as female. Some rivers are referred to as male, for example, the Brahmaputra and the Sone. 

Ans: Rivers in India are considered sacred due to their life-giving nature, religious significance, and deep-rooted myths portraying them as divine entities. Most rivers are referred to as female because they symbolize fertility, nurturing, and sustenance, much like a mother. This perception is also influenced by ancient texts where rivers like Ganga and Yamuna are depicted as goddesses. However, some rivers like the Brahmaputra and the Sone are considered male, often due to mythological associations, such as the Brahmaputra being linked to Brahma’s son, or their mighty and turbulent nature symbolizing masculine energy.

II. Whole Class Activity.

1. India is a multilingual country, and many of us can speak two to three languages easily. Make a list of the languages that everyone in the class can speak and display it on a chart paper in the classroom. 

Ans: Students do it yourself.

2. In which language do you enjoy reading and learning the most?

Ans: Students do it yourself.

III. Read the poster given below and answer the questions that follow.

1. What are the things you can observe in the poster?

Ans: The girls were happy, smiling in the poster. The slogan, “The happiness of a nation lies in the dignity of its daughters,” suggests that these girls represent the strength and potential of the nation’s future.

2. Why do you think the girls look happy?

Ans: The girls look happy because they are confident, valued, and empowered.

3. Dignity means ‘self-respect’. What is the relation between ‘dignity’ and ‘happiness’?

Ans: Dignity and happiness are deeply interconnected. When girls and women are treated with dignity, it gives them a sense of self-worth and respect.

4. How does a Nation prosper when its daughters are happy?

Ans: A nation flourishes when its daughters shine with happiness. When girls are happy, educated, and empowered, they contribute to the workforce, society, and future generations.

IV. The Government has launched many schemes for the education of the girl child. Some of them are ‘Beti Bachao Beti Padhao’, ‘Balika Samridhi Yojana’, ‘Samagra Shiksha Scheme–Kasturba Gandhi Balika Vidyalayas’, etc.

Find out more such schemes from the internet or from your teacher and spread awareness in your neighbourhood.

Ans: Here are the names of the schemes:

(i) Sukanya Samriddhi Yojana (SSY).

(ii) Kanyashree Prakalpa.

(iii) National Scheme of Incentive to Girls for Secondary Education (NSIGSE).

(iv) CBSE Udaan Scheme.

(v) Ladli Scheme.

(vi) Majhi Kanya Bhagyashree.

I. Complete the summary of the poem by filling in the blanks with suitable words from the text given in the box below. Share your answers with the teacher. An example has been given.

The poem, written in a narrative style, tells the story of King Bruce of Scotland, who was feeling 1. ___________ after failing multiple times to achieve something 2. ___________ for his people. In a moment of 3. ___________, he observed a spider trying to reach its web high above. The spider 4. ___________ every time it fell after getting close to its goal. It made nine 5. ___________ and finally succeeded. The king said that the spider had 6. ___________ and so would he. Inspired by the spider’s determination, King Bruce decided to 7. ___________. When he 8. ___________ this time, he ultimately succeeded. 

Ans: The poem, written in a narrative style, tells the story of King Bruce of Scotland, who was feeling 1. Tired after failing multiple times to achieve something 2. Great for his people. In a moment of 3. Despair, he observed a spider trying to reach its web high above. The spider 4. Mounted every time it fell after getting close to its goal. It made nine 5. Attempts and finally succeeded. The king said that the spider had 6. Conquered and so would he. Inspired by the spider’s determination, King Bruce decided to 7. Strive. When he 8. Tried this time, he ultimately succeeded.

II. Complete the following sentences suitably.

1. We can say that the poet uses the narrative style because ___________.

Ans: We can say that the poet uses the narrative style because the poem tells a story with a sequence of events, featuring a character (King Bruce) who learns a lesson through an experience.

2. The central idea of the poem is ___________. 

Ans: The central idea of the poem is perseverance and determination in the face of failure, as shown by King Bruce who learns from the spider’s struggle and continues to strive until he succeeds.

III. Pick three examples from the poem for each of the following:

1. lines that describe the spider’s efforts.

Ans: “It soon began to cling and crawl/Straight up with strong endeavour;”.

“Again it fell and swung below,/But again it quickly mounted;”.

“Steadily, steadily, inch by inch,/Higher and higher he got;”. 

2. Alliteration (the repetition of the same consonant sounds at the beginning of closely connected words).

Ans: “But down it came with a slippery sprawl” (repetition of ‘s’ sound).

“Till up and down, now fast, now slow” (repetition of ‘n’ sound in “now”).

“Bravo, bravo!” the King cried out (repetition of ‘b’ sound).

IV. Why does the poet repeat the following words or phrases in the poem?

tried and tried; steadily, steadily; up, up.

Ans: “Tried and tried”: To emphasize the king’s persistent attempts and growing frustration.

“Steadily, steadily”: To highlight the spider’s patient and determined climbing, showing persistence.

“Up, up”: To show the spider’s repeated effort and progress, building suspense and inspiration.

V. Fill in the blanks by choosing the correct answer from within the brackets.

1. The rhyme scheme of the poem is ____________. (AABB/ABBA/ABAB).

Ans: AABB.

2. ‘Bravo’ is an example of ____________. (conjunction/interjection/adjective).

Ans: Interjection.

3. The poet uses ‘twas and ‘tis for the sake of ____________. (rhythm/rhyme/contraction).

Ans: Contraction.

VI. The spider’s climbing is compared to King Bruce’s own struggles. Just as the spider repeatedly attempts to reach its web, Bruce is trying to achieve a great deed for his people. This poetic device is called metaphor. It strengthens the poem’s message about perseverance—keep trying till we succeed.

1. Read the following sentences and identify metaphors and similes. Write M for metaphor and S for simile.

Ans:

2. Read the following sentences and transform the similes to metaphors and metaphors to similes. Two examples have been given.

(i) Knowledge spreads like the branches of a mighty tree.

Ans: Knowledge is a spreading branch of a mighty tree.

(ii) His courage was a beacon, guiding us through the storm.

Ans: His courage was as bright as a beacon guiding us through the storm.

His courage was like a beacon guiding us through the storm.

(iii) The book was a treasure chest, filled with endless adventures.

Ans: The book was like a treasure chest filled with endless adventures.

(iv) Her laughter was a melody that brightened the darkest days.

Ans: Her laughter was like a melody that brightened the darkest days.

(v) The mountain stood as a guard, watching over the valley below.

Ans: The mountain was a guard watching over the valley below.

(vi) The night was like a velvet cloak, wrapping the world in mystery.

Ans: The night was a velvet cloak wrapping the world in mystery.

(vii) Her thoughts were like butterflies in a summer meadow.

Ans: Her thoughts were butterflies fluttering in a summer meadow.

I. Read the extracts given below and answer the questions that follow.

1. He flung himself down in low despair,

As grieved as man could be;

And after a while he pondered there,

“I’ll give it all up,” said he.

Now just at that moment a spider dropped, With its silken, filmy clue;

(i) Select the phrase which shows the physical expression of the King’s emotional state.

Ans: He flung himself down in low despair.

(ii) Why does the poet use the word ‘low’ before despair?

Ans: The poet uses the word ‘low’ before despair to emphasize the depth of the King’s hopelessness and how completely defeated and discouraged he felt.

(iii) Choose the correct option to complete the sentence. 

In the line, ‘And after a while he pondered there’, the word ‘pondered’ means ____________.

(a) Paused.

(b) Thought.

(c) Noticed.

(d) Rested.

Ans: (b) Thought.

(iv) Choose the correct option from the words given in the brackets.

The phrase ‘silken filmy clue’ creates an image of something that is ___________ (long and light/very delicate and soft).

Ans: Very delicate and soft.

2. “…when it toils so hard to reach and cling, And tumbles every time.”

But up the insect went once more,

Ah me! ‘tis an anxious minute;

He’s only a foot from his cobweb door,

Oh say, will he lose or win it?

(i) Choose the correct option to complete the analogy.

Toil: hard::____________: _____________.

(a) Roll: tumble.

(b) Tumble: circle.

(c) Compress: roll.

(d) Jump: tumble.

Ans: (a) Roll: tumble.

(ii) List any two characteristics of the spider highlighted in the line, ‘But up the insect went once more’.

Ans: (a) Determined.

(b) Persistent.

(iii) Choose the correct option to complete the sentence. The expression ‘Ah me!’ in the extract indicates a sense of ____________. 

(a) Happiness.

(b) Stress.

(c) Relief.

(d) Loneliness.

Ans: (b) Stress.

(iv) Complete the sentence with an appropriate reason.

Readers are able to relate to this extract because ____________.

Ans: Readers are able to relate to this extract because they have also faced moments of failure and can understand the importance of persistence and hope.

II. Answer the following questions.

1. How does the first stanza help in setting the mood of the poem?

Ans: In the first line of the poem, the king’s despair and loneliness are portrayed. It shows that even though he is a king who wears a crown, he still feels helpless and alone.

2. Describe how King Bruce’s attitude changes from the beginning towards the end of the poem.

Ans: At the beginning of the poem, he was very sad, lonely, and hopeless because even after trying repeatedly, he was not able to succeed to do  a great deed, To make his people glad. But by the end of the poem, after watching the spider trying again and again to reach its web, his perspective changed. His negative attitude turned into an optimistic and determined mindset.

3. The poet describes every action of the spider in great detail. What does this tell us about his attitude towards the spider?

Ans: The poet has described the spider’s small actions in detail, which makes it clear that he is very impressed by the spider’s efforts and perseverance. The poet not only observed its every failure carefully, but also appreciated its dedication, courage and persistent efforts. This shows that the poet sees the spider as an inspirational symbol and finds a great message even in its simple efforts.

4. How does the spider inspire us to overcome despair and not give up?

Ans: The spider tries again and again to reach its web and does not give up despite falling every time. It did not lose courage even after falling nine times and finally succeeded. This teaches us that no matter how difficult the circumstances are, if we keep trying with patience and courage, we can leave our despair behind and achieve success.

5. The poem teaches us that failures are stepping stones to success. Explain.

Ans: In this poem, King Bruce fails many times and is about to give up. But when he sees the spider, which keeps trying even after falling every time, he realizes that every failure teaches us something and makes us stronger. Just as the spider succeeds in the end, humans can also succeed with constant efforts. That is why failures lead us to success – they become the steps on our path.

6. The spider’s journey tells us that anyone can be a source of inspiration in our lives. Elaborate.

Ans: The spider is an ordinary creature, which is often ignored. But when King Bruce sees its dedication and struggle, he gets inspired to try again in life.  This shows that we don’t need a great person to be inspired—sometimes even a small creature or a simple event can teach us something that can change our lives. So, everyone has the potential to teach us something, provided we have the vision to see and understand it.

I. Write the opposites of the following words taken from the poem.

1. Up x _____________.

Ans: Down.

2. Fast x _____________.

Ans: Slow.

3. Glad x _____________.

Ans: Sad.

4. Win x _____________ .

Ans: Lose.

5. Succeed x _____________ .

Ans: Fail.

II. Choose the correct meaning of the underlined words in the following sentences from the box given below. Frame sentences of your own for these words.

(i) Please make every endeavour to arrive on time.

Ans: An attempt to do something new or difficult.

Endeavour: Jiya made every endeavour to improve her dancing skills before the competition.

(ii) Ants toil tirelessly to save food for rainy season.

Ans: Work very hard and/or for a long time.

Toil: Soldiers toil day and night to protect the country.

(iii) We encourage all students to strive to do their best.

Ans: To try very hard to achieve something.

Strive: Jashan strives to become a successful businessman one day.

(iv) The sailors braced themselves against the strong wind.

Ans: Prepared themselves for something difficult.

Braced: The team braced themselves for a tough match against the champions.

III. The poem uses words that show distance. 

For example: a long way up, inch by inch, higher and higher, half-yard higher Classify the words or phrases in the box given below based on the distance (far or near) and write in the space provided. You may take the help of a dictionary.

Ans: 

IV. Read the following line from the poem.

‘Twas a delicate thread it had to tread,

Now repeat the lines five to six times. Are you able to say it clearly?

Create more tongue twisters of your own.

Ans: (a) Silly Sally swiftly sprints southward, seeking swift seashells.

(b) Peter’s purple parrot perched proudly on a pointy post.

Narrate a personal experience about a time when you were motivated by someone or something to carry on and never give up. Your perseverance helped you.

Use the following sentence prompts as a guide for your narration. Use as per your topic.

1. Introduction:

• I remember a time when I felt like giving up. It was when…

• There was a moment in my life when I faced a big challenge. It happened when… 

2. Describe the challenge:

• The challenge I faced was…

• I was struggling with…

• The problem seemed too big because…

3. Feeling disheartened:

• At first, I felt discouraged and thought about giving up because…

• I didn’t think I could succeed because…

• I felt upset and wanted to leave because…

4. The source of motivation:

• But then, I saw/heard/read about…

• Someone/something inspired me to keep going. It was…

• I remembered the poem… do not quit…

5. Taking action:

• After feeling inspired, I decided to…

• I gathered my strength and…

• With a new sense of willpower, I…

• I asked for help from…

6. The result:

• In the end, I was able to…

• Thanks to standing firm and never giving up, I achieved…

• I felt proud because…

• It was worth it because…

7. Reflection:

• This experience taught me that…

• I learned that perseverance is the key to success…

• Now, I always remember to…

• The lesson I learnt from this is…

Ans: An inspirational experience

(i) Introduction:

I remember the time when I was almost about to give up.This was when I was preparing for my 10th class board exams.

(ii) Description of the challenge:

The biggest challenge for me was the subject of mathematics.

I tried many times, but kept making mistakes and getting low marks.I started to feel that I would not be able to pass this subject.

(iii) Loss of morale:

In the beginning, I was very discouraged and thought that there was no point in trying anymore. I started to feel that I would never be able to succeed. Sometimes I felt like quitting studies altogether.

(iv) Source of inspiration:

But one day I read a poem – “Do Not Quit” – which changed my thinking. The poem said that one should not stop when everything seems difficult – that is the beginning of real victory. Apart from this, my mother also explained to me that hard work never goes waste.

(v) Taking action:

After that I started studying with renewed vigour. I identified my weaknesses and asked my math teacher for help.I fixed a time every day and started practicing with full dedication.I explained to myself that if a spider can climb even after falling nine times, why can’t I?

(vi) Result:

Finally, I not only passed the exam but also passed with good marks. My confidence got a huge boost. I felt proud that I did not give up and won in the end.

(vii) Learning:

This experience taught me that “giving up is the real defeat.” I learned that patience and constant effort are the keys to success. Now whenever I face any difficulty, I always remember that experience. I learned that nothing is impossible in life if we never give up.

I. Work in pairs. Identify the statements that are true from the ones given below. Share your answers with the teacher.

1. The author expresses a deep longing to experience the world through the sense of hearing.

Ans: False.

2. The author would like exploring the city only to observe how people are suffering.

Ans: False.

3. The author would spend the first day seeing the people whose kind-heartedness and friendship have enriched her life.

Ans: True.

4. The author acknowledges that even in three days, she would not be able to see everything.

Ans: True.

5. The author feels that everyone can find the greatest joy merely by the sense of touch.

Ans: False.

6. The author advises those who can see to appreciate every moment as if they might lose their senses tomorrow.

Ans: True.

7. On the third day, the author would like to observe people in their daily lives and understand their experiences.

Ans: True.

II. Complete the table given below with what Helen Keller wanted to do on the three days if she had sight.

Ans:

III. The author says that you need eyes to be able to ‘see’ the true self of a person. Therefore, she refers to the eye as ‘window of the soul’. How is the narrator able to understand the feelings of a person?

Ans: The narrator, Helen Keller, is able to understand the feelings of a person through touch. Although she cannot see, she can feel the outline of a person’s face with her fingertips. She has developed this ability by closely observing her friends and recognizing their emotional states through physical touch rather than through sight.

I. Read the extracts given below and answer the questions that follow.

1. I feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver birch, or the rough, shaggy bark of a pine. In spring, I touch the branches of trees hopefully in search of a bud, the first sign of awakening Nature after her winter’s sleep. Occasionally, I am very fortunate; I place my hand gently on a small tree and feel the happy quiver of a bird in full song.

(i) What does the ‘delicate symmetry of a leaf’ symbolise?

Ans: It symbolises the intricate and balanced beauty found in nature.

(ii) List two phrases from the extract that describe the texture of objects in nature.

Ans: “Smooth skin of a silver birch”.

“Rough, shaggy bark of a pine”.

(iii) Complete the sentence appropriately. The phrase ‘awakening Nature after her winter’s sleep’ refers to _____________.

Ans: The phrase ‘awakening Nature after her winter’s sleep’ refers to the beginning of spring when plants start to grow again.

(iv) What is the tone of the writer in this extract? 

(a) Nostalgic.

(b) Proud.

(c) Admiring.

(d) Celebratory.

Ans: (c) Admiring.

2. The next day I should arise with the dawn and see the thrilling miracle by which night is transformed into day. I should behold with awe the magnificent panorama of light with which the sun awakens the sleeping earth. This day I should devote to a hasty glimpse of the world, past and present. I should want to see the pageant of man’s progress, and so I should go to the museums.

(i) The word ‘thrilling’ has been used with ‘miracle’.

Which of the following words does not match with the word ‘thrilling’?

(a) Experience.

(b) Tale.

(c) Knowledge.

(d) Adventure.

Ans: (c) Knowledge.

(ii) Why does the writer refer to the earth as ‘sleeping earth’?

Ans: The writer uses the phrase ‘sleeping earth’ to poetically describe the earth at night, appearing calm and still, which then “awakens” with the sunrise as life begins to stir again.

(iii) Complete the sentence with an appropriate reason.

The writer wishes to dedicate the day to a brief look at the present and past world because _____________.

Ans: She wants to understand the journey of human civilization and appreciate mankind’s achievements.

(iv) Why does the writer use ‘should’ multiple times in the extract?

Ans: The writer uses ‘should’ to express hypothetical actions she would take if she were given the gift of sight for three days-it reflects her imagined wishes or plans.

II. Answer the following questions.

1. The sense of touch makes up for the loss of sight and hearing. Explain this statement with reference to the text.

Ans: The author explains that when they cannot see and hear, the power of touch allows them to experience the beauty of the world. They are able to feel the delicate texture of the leaves of trees, the roughness of the bark and the tenderness of the buds. Touch enables them to feel the natural beauty and the pulsation of life, which compensates for the lack of their senses to some extent.

2. Why does the author believe that the sense of sight is the most wonderful?

Ans: The author believes that vision is the most wonderful sense because through it a person can see colors, forms, light, shadows and emotions. It not only makes us experience beauty, but also helps us understand people’s faces, expressions and the diversity of the world, which other senses cannot.

3. How might the author’s opinion on making the most of our senses guide us to be kinder towards people with special abilities?

Ans: The author reminds us that the senses we have are precious, and we should respect them. This understanding helps us understand the struggles of others, especially those who are deprived of a sense. This makes us more empathetic and helpful.

4. What is the significance of imagining the loss of a sense, according to the author?

Ans: The author says that if we imagine that we will lose a sense tomorrow, we will use it today with more awareness and appreciation. This will make us feel our experiences more deeply and learn to appreciate even the smallest moments in life.

5. How does the author encourage people to approach their everyday sensory experiences?

Ans: The author suggests that we should use our senses with full awareness and sensitivity. We should feel every sight, every sound, and every touch with keenness and gratitude as if it were the last time.

6. What do the author’s choices for the three days tell us about her values and priorities?

Ans: The author wants to see her loved ones on the first day, which shows the importance she places on love and relationships. On the second day she wants to see nature and history, which shows her love for knowledge and beauty. On the third day she wants to see society and people, which shows her interest in the reality of life and human emotions. This shows that she values relationships, nature, and life experiences immensely.

I. Sensory words are descriptive—they describe how we experience the world: how we see, hear, smell, taste or feel something.

Complete the following table with sensory words from the text in Column 2 for the five senses in Column 1. Add new words in Column 3.

Ans:

II. Read the following sentences from the text and underline the verbs.

• I should divide the period into three parts.

Ans: Should divide.

• On the first day, I should want to see…

Ans: Should want.

• The next day I should arise with the dawn…

Ans: Should arise.

• I should behold with awe…

Ans: Should behold.

The words you have underlined are a combination of two verbs. In each of these sentences, ‘should’ is the modal verb (suggestion), and the second verb (divide, want, arise, behold) is the main verb.

III. Identify the modal verbs in the following sentences. Choose the functions they express from those given in the box below.

1. You can learn a lot from this experience.

Ans: Can – Ability.

2. They might arrive late due to traffic.

Ans: Might – Possibility.

3. She must finish her homework before dinner.

Ans: Must – Necessity.

4. They ought to apologise for their mistake.

Ans: Ought to – Moral obligation.

5. He would like to have some lassi, please.

Ans: Would – Polite Request.

IV. Read the situations in Column 1 and functions in Column 2. Fill in the blanks in the sentences in Column 4 with appropriate modal verbs from Column 3. After filling in the blanks, explain the function of each modal verb you used to your classmates and the teacher.

Ans:

Function:

(i) “May” is used to seek permission politely.

(ii) “Must” shows a strong necessity or obligation.

(iii) “Should” is used to offer advice or guidance.

(iv) “Might” expresses a possibility, something that could happen.

(v) “Could” is a polite way of making a request.

(vi) “Ought to” indicates moral duty or the right action to take.

(vii) “Should” is used to give a suggestion or make a recommendation.

A descriptive paragraph describes a person, place, object or event to create a memorable experience for the reader. Write a descriptive paragraph describing a place that you visited recently.

Follow the guidelines given below to draft this paragraph.

1. In the opening line, begin with something interesting to capture the reader’s attention. Introduce the place you visited.

2. In the supporting lines, describe the place using adjectives and specific details that appealed to your five senses—sight, sound, smell, taste, and touch. You may include alliterations, similes, and personifications to hold the reader’s attention.

3. In the concluding lines, summarise the description to provide a final impression. Mention what was the most important thing about that place which others should also experience.

Ans: Some places leave a special memory in the heart, and for me that place was Rishikesh. Recently I visited this serene and sacred town, nestled in the lap of the Himalayas and alive with the sound of the murmuring river Ganges. When I reached there, the cool morning breeze touched my face as if nature was welcoming me. There was greenery all around, and the blue water of the Ganges looked like gold glistening in the rays of the sun.

The chirping of birds, the sweet sound of temple bells, and the echo of the chants of saints made the atmosphere divine as I sat on the riverbank. The air was fragrant with Tulsi, incense, and the freshness of the river. I tasted hot tea and piping hot pakoras there, which tasted even more delicious on a cold morning. Sitting on the steps of the ghat, the cool touch of the Ganges water was a wonderful experience—a solace to the soul.

The most special experience of this trip was Ganga Aarti, where the flame of hundreds of lamps shimmered on the waves, and spiritual energy filled the air. Rishikesh is not only a religious place, but it is also a place to find peace of mind and solace in the lap of nature. If you ever get a chance, you must experience this holy city, because this place touches the soul.

Parimol

Hi! my Name is Parimal Roy. I have completed my Bachelor’s degree in Philosophy (B.A.) from Silapathar General College. Currently, I am working as an HR Manager at Dev Library. It is a website that provides study materials for students from Class 3 to 12, including SCERT and NCERT notes. It also offers resources for BA, B.Com, B.Sc, and Computer Science, along with postgraduate notes. Besides study materials, the website has novels, eBooks, health and finance articles, biographies, quotes, and more.