NCERT Class 8 English Chapter 4 Environment

By Parimol Roy / NCERT Class 8 English

NCERT Class 8 English Chapter 4 Environment Solutions As Per New Syllabus to each chapter is provided in the list so that you can easily browse through different chapters NCERT Class 8 English Chapter 4 Environment Notes and select need one. NCERT Class 8 English Chapter 4 Environment Question Answers Download PDF. NCERT Class 8 English Textbook Solutions.

NCERT Class 8 English Chapter 4 Environment

Also, you can read the NCERT book online in these sections Solutions by Expert Teachers as per Central Board of Secondary Education (CBSE) Book guidelines. CBSE Class 8 English Solutions are part of All Subject Solutions. Here we have given NCERT Class 8 English Chapter 4 Environment Solutions for All Chapters, You can practice these here.

Environment

Chapter: 4

THE CHERRY TREE

I. Work in pairs and answer the questions.

1. Have you ever used a seed or a sapling to grow a plant?

Ans: Yes, I have planted seeds and saplings to grow plants at home.

2. What kind of care did the plant need? Who helped you with it?

Ans: The plant needed regular watering, sunlight, good soil, and protection. My parents and grandparents helped me take care of it.

3. How did you feel when you saw the plant grow?

Ans: I felt very happy and proud to see the plant grow.

II. What kind of trees do people plant in their homes? Why is it important to plant trees?

Ans: People plant mango, guava, coconut, lemon, neem and flowering trees in their homes. Trees are important because they provide oxygen, food, shade and shelter and help keep the environment clean.

III. Name some fruit trees that grow in your region. What type of conditions help these fruit trees to grow?

Ans: Mango, guava, banana, jackfruit, papaya, lemon and coconut trees grow in my region. They need suitable soil, sunlight, water, rainfall and a suitable climate to grow well.

Let us Discuss

I Arrange the events in order of occurrence in the story. Two have been done for you.

1. Rakesh discovered that the small, well- rooted twig, had grown into a cherry tree.

2. Rakesh was sent to live with his grandfather in Mussoorie.

3. Rakesh pressed the cherry seed into the soft soil with his thumb. (5)

4. The cherry tree grew quickly after the rains arrived early.

5. Rakesh bought a bunch of cherries and ate most of them.

6. A goat entered the garden and ate all the leaves of the young cherry tree. .

7. Rakesh’s parents grew maize, rice, and barley in a village. (1)

8. Rakesh sprinkled water on the cherry tree and surrounded it with pebbles.

9. Grandfather told Rakesh that cherry trees were tough.

10. Rakesh kept rolling the last cherry seed in his mouth.

Ans: The correct order of the events is:

7. Rakesh’s parents grew maize, rice, and barley in a village.

2. Rakesh was sent to live with his grandfather in Mussoorie.

5. Rakesh bought a bunch of cherries and ate most of them.

10. Rakesh kept rolling the last cherry seed in his mouth.

3. Rakesh pressed the cherry seed into the soft soil with his thumb.

1. Rakesh discovered that the small, well-rooted twig had grown into a cherry tree.

8. Rakesh sprinkled water on the cherry tree and surrounded it with pebbles.

4. The cherry tree grew quickly after the rains arrived early.

6. A goat entered the garden and ate all the leaves of the young cherry tree.

9. Grandfather told Rakesh that cherry trees were tough.

II. Do you think the cherry tree would survive? Why do you think so?

Ans: Yes, I think the cherry tree would survive because cherry trees are tough and can grow again even after losing their leaves. Grandfather also believed that it would grow again.

Let us discuss

I Complete the table given below based on your understanding of Part II of the story. One example has been done for you.

Cause	Effect
1. A woman cut the cherry tree while cutting grass.	(i) Grandfather scolded the woman.
2.	(ii) Rakesh was thinner but stronger when he came back.
3. A hairy caterpillar started eating the leaves of the cherry tree.	(iii)
4.	(iv) Rakesh and Grandfather gazed at the tree as though it was a miracle.
5. Rakesh tasted one of the small cherries during summer.	(v)

Ans:

Cause	Effect
1. A woman cut the cherry tree while cutting grass.	(i) Grandfather scolded the woman.
2. Rakesh went home to his village to help his parents with planting, ploughing and sowing.	(ii) Rakesh was thinner but stronger when he came back.
3. A hairy caterpillar started eating the leaves of the cherry tree.	(iii) Rakesh removed it quickly and dropped it on a heap of dry leaves.
4. A pale pink blossom appeared on the cherry tree.	(iv) Rakesh and Grandfather gazed at the tree as though it was a miracle.
5. Rakesh tasted one of the small cherries during summer.	(v) He spat it out because it was too sour.

Let us Think and Reflect

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

1. “Have a cherry, Grandfather,” he said, as soon as he saw his grandfather in the garden.

Grandfather took one cherry and Rakesh promptly ate the other two. He kept the last seed in his mouth for some time, rolling it round and round on his tongue until all the tang had gone. Then he placed the seed on the palm of his hand and studied it.

“Are cherry seeds lucky?” asked Rakesh.

“Of course.”

“Then I’ll keep it.”

“Nothing is lucky if you put it away. If you want luck, you must put it to some use.”

(i) Substitute the underlined phrase with a correct word from the extract.

The Kho-kho captain changed her strategy quickly and without delay when a new player came in from the opposing team.

Ans: Promptly.

(ii) What does Rakesh’s action of rolling the cherry seed in his mouth most likely suggest about his mood at that moment?

A. He is feeling impatient and restless.

B. He is enjoying the taste and the moment.

C. He is bored and has nothing better to do.

D. He is thoughtful and feeling playful.

Ans: B. He is enjoying the taste and the moment.

(iii) Complete the following sentence suitably with reference to Rakesh and his grandfather.

Rakesh’s decision to plant the seed shows that ____________.

Ans: He respects and values his grandfather’s advice.

(iv) How does the grandfather’s advice reflect his view about luck and effort?

Ans: Grandfather believes that luck is useful only when we put it to some use. His advice shows that luck must be supported by effort and action.

2. Winter came early. The cherry tree bent low with the weight of snow. Field-mice sought shelter in the roof of the cottage. The road from the valley was blocked, and for several days there was no newspaper, and this made Grandfather quite grumpy. His stories began to have unhappy endings.

In February it was Rakesh’s birthday. He was nine—and the tree was four, but almost as tall as Rakesh

(i) Complete the following sentence suitably.

The phrase ‘field-mice sought shelter in the roof of the cottage’ suggests that _____________.

Ans: The phrase ‘field-mice sought shelter in the roof of the cottage’ suggests that it was very cold outside.

(ii) What can be inferred about the cherry tree’s toughness from the line, ‘The cherry tree bent low with the weight of snow’?

A. The weight of the tree was more than the snow.

B. The tree could withstand harsh weather.

C. The tree was growing close to the ground.

D. The snow gave support to the tree.

Ans: B. The tree could withstand harsh weather.

(iii) How did the early winter affect Grandfather’s mood and storytelling?

Ans: The early winter made Grandfather grumpy, as the road was blocked and he did not receive the newspaper for several days. As a result, his stories began to have unhappy endings.

(iv) Complete the sentence by choosing the correct option.

The comparison of Rakesh’s age to the cherry tree’s age symbolises _______________. (the tree’s growth paralleling Rakesh’s own development/the tree standing as a dear one on Rakesh’s birthday)

Ans: The comparison of Rakesh’s age to the cherry tree’s age symbolises the tree’s growth paralleling Rakesh’s own development.

II. Answer the following questions.

1. Why did Rakesh’s parents send him to Mussoorie?

Ans: Rakesh’s parents lived in a small village in the lower Himalayan slopes where there were no schools. They were keen that Rakesh should receive a proper education. Since his grandfather lived in Mussoorie, a place with schools, they decided to send him there. They wanted him to have better opportunities to study and grow. So, Rakesh began living with his grandfather to attend school.

2. Why did Rakesh let the praying-mantis remain on the branch of the cherry tree?

Ans: Rakesh let the praying-mantis remain on the branch because it was the cherry tree’s first visitor and was not harming the tree.

3. How is life in the Himalayan foothills described in the story?

Ans: Life in the Himalayan foothills is described as beautiful but challenging for plant life. The soil was mostly stony, and the dry, cold winds made it difficult for fruit trees to grow. However, forests of oak and deodar thrived in the more sheltered areas. The environment changed with the seasons—spring brought migrating birds, monsoons brought rain and greenery, and winters brought snow and silence. Despite its challenges, the setting added natural beauty and rhythm to the story.

4. What might Rakesh mean when he says, “Is this what it feels to be God?” at the end of the story?

Ans: Rakesh means that he feels a sense of wonder and joy after watching the tiny seed he planted grow into a beautiful cherry tree. He feels proud of having helped it grow.

5. How does the writer describe the relationship between Rakesh and his grandfather?

Ans: Rakesh and his grandfather share a close and loving relationship. They spend time together, share stories, read newspapers, and care for the cherry tree together.

6. What can you infer about the connection between humans and nature based on the story?

Ans: The story shows that humans and nature are closely connected. Caring for nature brings happiness, beauty and a sense of belonging to human life.

7. Imagine Rakesh reflects on his wonderful experience of watching a seed being transformed into a full-grown cherry tree. Write how he must have felt.

Ans: Rakesh must have felt very happy, proud and amazed. He watched the tiny seed he planted grow into a beautiful tree. He must have felt a deep sense of joy, achievement and love for nature.

Let us Learn

I. Each word list has one word that does not match with the other words. Identify the odd word. One example has been done for you.

1. Chop, trim, slice, mince.

Ans: Trim.

2. Plodded, galloped, scrambled, trudged.

Ans: Galloped.

3. Tender, delicate, soft, smooth.

Ans: Smooth.

4. Stared, peered, pecked, gazed.

Ans: Pecked.

5. Growing, blossoming, progressing, planting.

Ans: Planting.

II. Choose the most suitable taste words given in the box below and write against the food items that follow.

1. Tamarind.

Ans: Sour.

2. Jaggery.

Ans: Sweet.

3. Neem leaves.

Ans: Bitter.

4. Paneer (cottage cheese).

Ans: Bland (tasteless).

5. Lemon.

Ans: Tangy.

6. Pickle.

Ans: Salty.

7. A dish of vegetables.

Ans: Spicy.

Now, use any five taste words and make sentences of your own.

1. Sweet.

Ans: The mango is sweet.

2. Sour.

Ans: The tamarind is sour.

3. Bitter.

Ans: Neem leaves are bitter.

4. Spicy.

Ans: The vegetable dish is spicy.

5. Salty.

Ans: The pickle is salty.

III. Choose the correct antonyms for the textual words given below from the box. There are two extra words that you will not need.

Textual Words	Antonyms
1. Tender.
2. Sturdy.
3. Narrow.
4. Warmth.
5. Feasting.
6. Grumpy.
7. Sheltered.
8. Special.

Ans:

Textual Words	Antonyms
1. Tender.	Hard.
2. Sturdy.	Shaky.
3. Narrow.	Wide.
4. Warmth.	Coldness.
5. Feasting.	Fasting.
6. Grumpy.	Cheerful.
7. Sheltered.	Unprotected.
8. Special.	Ordinary.

IV. Read the following lines from the text and underline all the verbs and identify the form of tense.

1. Rakesh was on his way home from school when he bought the cherries.

2. Rakesh was looking for Grandfather without finding him in any of his favourite places around the house.

3. Rakesh and Grandfather gazed at the tree as though it had performed a miracle.

The forms of tenses in the given statements are Simple Past Tense (1 and 3), Past Progressive Tense (2), and Past Perfect Tense (3).

Ans: 1. Rakesh was on his way home from school when he bought the cherries. → Simple Past Tense

2. Rakesh was looking for Grandfather without finding him in any of his favourite places around the house → Past Progressive Tense

3. Rakesh and Grandfather gazed at the tree as though it had performed a miracle. → Simple Past Tense and Past Perfect Tense

Now, fill in the blanks with the correct form of Simple Past, Past Progressive, or Past Perfect Tenses of the verbs given in brackets. One example has been done for you.

(i) I was sitting (sit) with my grandparents in the garden, sharing the wonderful memories from my childhood. As we (ii) ______________ (talk), I (iii) ______________ (realise) how much wisdom they (iv) ______________ (impart) to me over the years. While I (v) ______________ (listen) to their stories for hours together, I (vi) ______________ (remember) the times we (vii) ______________ (spend) together planting flowers and learning about life. By the time I left, the sun (viii) ______________ (set), and I (ix) ______________ (feel) a deep sense of gratitude for the bond we (x) ______________ (nurture) through love, care, and countless memories.

Ans: (i) I was sitting (sit) with my grandparents in the garden, sharing the wonderful memories from my childhood. As we (ii) were talking (talk), I (iii) realised (realise) how much wisdom they (iv) had imparted (impart) to me over the years. While I (v) was listening (listen) to their stories for hours together, I (vi) remembered (remember) the times we (vii) had spent (spend) together planting flowers and learning about life. By the time I left, the sun (viii) had set (set), and I (ix) felt (feel) a deep sense of gratitude for the bond we (x) had nurtured (nurture) through love, care, and countless memories.

Now, punctuate the following paragraph appropriately.

every sunday roshni would visit her grandparents house on their farm come sit grandpa would say patting the bench on their porch roshni loved these moments where the world slowed down and stories flowed like magic grandma would bring tea her eyes twinkling with joy im excited to hear about your younger days the adventures the lessons and the memories roshni said eagerly grandpa smiled softly his wrinkled hands resting on the cane ah the old days… when everything was simple and happiness was all we had roshni could feel the warmth of those memories he sat in silence bound not by words but by a timeless bond

Ans: Every Sunday, Roshni would visit her grandparents’ house on their farm. “Come, sit,” Grandpa would say, patting the bench on their porch. Roshni loved these moments, where the world slowed down and stories flowed like magic. Grandma would bring tea, her eyes twinkling with joy. “I’m excited to hear about your younger days—the adventures, the lessons, and the memories,” Roshni said eagerly. Grandpa smiled softly, his wrinkled hands resting on the cane. “Ah, the old days… when everything was simple and happiness was all we had.” Roshni could feel the warmth of those memories. He sat in silence, bound not by words but by a timeless bond.

Let us Listen

I. You will listen to a conversation between a son and his mother. As you listen, select four true statements from 1–7 given below.

1. The mother encouraged her son to deliver a presentation on the Chipko Movement.

2. The son was surprised to know about the Appiko Movement.

3. The son agreed that the Chipko Movement was about people uniting to make an impact.

4. The mother expressed a desire to share more details about Saalumarada Thimakka.

5. The mother was curious to hear about Saalumarada Thimakka.

6. The mother and son were in disagreement about the work of Jadav Payeng.

7. The son found the information on Jadav Payeng wonderful.

Ans: The four true statements are 2, 3, 5 and 7.

2. The son was surprised to know about the Appiko Movement.

3. The son agreed that the Chipko Movement was about people uniting to make an impact.

5. The mother was curious to hear about Saalumarada Thimakka.

7. The son found the information on Jadav Payeng wonderful.

Let us write

An article is a piece of writing on a specific topic. It showcases independent opinions expressed by a writer. Articles are published in newspapers, newsletters, magazines, journals, and online portals.

Let us understand how to draft an article for a school magazine.

Remember to:

write the heading or title at the top,

write the name of the writer below it as a byline, and

follow the correct layout.

Paragraph 1: Give a brief introduction of the topic or issue. Focus on the main idea of the paragraph.

Paragraph 2: Elaborate by giving facts and advantages.

Paragraph 3: Include consequences and disadvantages.

Paragraph 4: Provide suggestions. End with a word of hope, a word of caution or a call for action.

Now, complete the article for a magazine on ‘Trees – Our Lifeline’. Use the words and phrases given in the box below.

(i) ____________ – by ____________ (write your name and class) Trees are essential for life on Earth. Without them, life as we know (ii) ____________. This is the reason why trees are our lifeline. Trees provide us with food, shelter, and even medicine. Trees (iii) ____________ and release oxygen, helping us breathe. This process also (iv) ____________ and keeps the environment clean. (v) ____________, trees give us fruits, nuts, and other foods. Trees also help in (vi) ____________ and prevention of soil erosion. (vii) ____________, the air would be polluted, and we would struggle to breathe. (viii) ____________ would be barren, lacking food, shelter, and life-giving greenery. (ix) ____________, trees are true friends. Protecting and planting trees (x) ____________ for everyone on Earth. Therefore, we must act now to protect and plant more trees, preserving Earth’s green lifeline for future generations.

Ans:

(i) Trees – Our Lifeline

by Anisha, Class VIII-A

Trees are essential for life on Earth. Without them, life as we know (ii) would stop existing. This is the reason why trees are our lifeline. Trees provide us with food, shelter, and even medicine. Trees (iii) absorb carbon dioxide and release oxygen, helping us breathe. This process also (iv) reduces pollution and keeps the environment clean. (v) Additionally, trees give us fruits, nuts, and other foods. Trees also help in (vi) climate control and prevention of soil erosion. (vii) If trees were not there, the air would be polluted, and we would struggle to breathe. (viii) Moreover, our planet would be barren, lacking food, shelter, and life-giving greenery. (ix) To conclude, trees are true friends. Protecting and planting trees (x) ensures a better future for everyone on Earth. Therefore, we must act now to protect and plant more trees, preserving Earth’s green lifeline for future generations.

Let us explore

II. Kailash Sankhala, ‘The Tiger Man of India’, was an Indian biologist and conservationist. He carried out a census of the tigers in India in 1971. Later, because of his studies, he was appointed the first director of Project Tiger—an initiative to prevent the extinction of the Indian Tiger. He was awarded the Padma Shri in 1992.

Now, find more information about such Indian environmentalists and share with your classmates.

Ans: Sundarlal Bahuguna

Sundarlal Bahuguna was a prominent Indian environmentalist and a leading figure of the Chipko Movement. He worked to protect forests and promote environmental conservation. During the Chipko Movement, villagers hugged trees to prevent them from being cut down. He strongly believed in protecting nature and maintaining harmony between humans and the environment. His efforts created greater awareness about forest conservation and sustainable development in India.

HARVEST HYMN

Let us do these activities before we read

I. Work in pairs and share your responses with your classmates and teacher.

1. India celebrates many harvest festivals. When is the harvest festival celebrated in your region and how is it celebrated?

Ans: The harvest festival in our region is celebrated after the harvesting of crops. People celebrate it by preparing traditional food, wearing traditional clothes, visiting relatives and friends, and taking part in cultural programmes.

2. A hymn refers to a song of praise.

(i) To whom do we offer a hymn?

Ans: We offer a hymn to God or a deity.

(ii) When and where do we sing a hymn?

Ans: We sing a hymn during prayers and religious ceremonies, usually in places of worship.

(iii) Why do we offer it?

Ans: We offer a hymn to praise God and express our devotion and gratitude.

II Some poets and authors use words that are no longer a part of common usage. Such words are called archaic words.

Work in pairs. Read the sentences given below. Match the underlined archaic words in Column 1 with their meanings in Column 2. Share your answers with your classmates and teacher.

‘Thou art my friend, and I trust thee. Thy kindness is great, and everything that is mine is thine.’

Column 1	Column 2
1. Thou.	(i) Yours.
2. Art.	(ii) You (object).
3. Thee.	(iii) You (subject).
4. Thy.	(iv) Are.
5. Thine.	(v) Your.

Ans:

Column 1	Column 2
1. Thou.	(iii) You (subject).
2. Art.	(iv) Are.
3. Thee.	(ii) You (object).
4. Thy.	(v) Your.
5. Thine.	(i) Yours.

III. Work in pairs. Read the paragraph and select the correct meaning for each underlined word from the options given below. Share your answers with your classmates and teacher.

Under the golden 1. radiance of the evening sun, the villagers gathered to pay 2. tribute to their 3. cherished elder, who had dedicated his life to their well-being. His wise 4. counsel had guided generations, steering them through challenges. Known for his 5. munificent spirit, he never hesitated to share his resources generously.

Ans:

Word	Options	Answer
1. Radiance.	(i) Glow, (ii) Brilliance.	(ii) Brilliance.
2. Tribute.	(i) Respect, (ii) Gratitude.	(i) Respect.
3. Cherished.	(i) Preserved, (ii) Loved.	(ii) Loved.
4. Counsel.	(i) Advice, (ii) Decision.	(i) Advice.
5. Munificent.	(i) Rich, (ii) Generous.	(ii) Generous.

Let us discuss

I. Write the stanza number for the main idea of each stanza given below.

1. The speakers recognise the Lord’s kindness and praise Him for nourishing the field.
2. The speakers praise the generosity of the creator of the universe who ensures a rich harvest.
3. The speakers devote their lives and work as a mark of respect to the Lord and seek His support, wisdom, and care.
4. The speakers pay homage to the Earth and appreciate her role in supporting life, by dedicating their harvest.

Ans:

Main Idea	Stanza Number
1. The speakers recognise the Lord’s kindness and praise Him for nourishing the field.	2.
2. The speakers praise the generosity of the creator of the universe who ensures a rich harvest.	1.
3. The speakers devote their lives and work as a mark of respect to the Lord and seek His support, wisdom, and care.	4.
4. The speakers pay homage to the Earth and appreciate her role in supporting life, by dedicating their harvest.	3.

II. Fill in the blanks by choosing the appropriate words or phrases from within the brackets.

1. The setting of the poem is a rural landscape, possibly during a ________________ (harvest/religious) festival.

Ans: Harvest.

2. The tone of the poem is respectful and celebratory because it praises _______________ (the men and women/nature and the Lord) with deep respect and gratitude.

Ans: Nature and the Lord.

3. In the line ‘Thou art our Hands and our Heart and our Home’, the letter ‘h’ is capitalised in ‘Hands’, ‘Heart’ and ‘Home’ because _________________. (it represents the hard work of farmers/God resides in them)

Ans: God resides in them.

III Identify the poetic device used in the following lines from the poem.

Bright and munificent lord of the morn!

Ans: Alliteration.

We bring thee our lives and our labours for tribute

Ans: Alliteration.

IV. Match the lines from the poem in Column 1 with their expressions in Column 2. Choose the appropriate poetic device from the box given below and write in Column 3.

Column 1	Column 2	Column 3
1. Sweet and omnipotent mother.	(i) Creates a clear description of the scene and appeals to the senses.
2. The wealth of our valleys, new-garnered and ripe.	(ii) Implied comparison of growth and reaping with beginning and end of all life.
3. Thou art the Seed and the Scythe.	(iii) The earth is being given human-like qualities.

Ans:

Column 1	Column 2	Column 3
1. Sweet and omnipotent mother.	(i) Creates a clear description of the scene and appeals to the senses.	(iii) Personification.
2. The wealth of our valleys, new-garnered and ripe.	(ii) Implied comparison of growth and reaping with beginning and end of all life.	(i) Imagery.
3. Thou art the Seed and the Scythe.	(iii) The earth is being given human-like qualities.	(ii) Metaphor.

V. Certain words or phrases are repeated in the same line of the poem.

For example, “The gold of our fields and the gold of our fruit;” Find more such repetitions from the poem. What is the poet’s purpose of using repetition in the poem?

Ans:

Repetitions from the Poem	Purpose of Repetition
“our hands and our hearts”	It emphasises the devotion and hard work of the people.
“our lives and our labours”	It highlights the dedication and efforts offered to the Lord.
“the Seed and the Scythe”	It emphasises the cycle of sowing and harvesting.

VI. The poem uses symbolism to convey deeper meanings. Match the symbols in Column 1 with the meanings they convey in Column 2.

Column 1	Column 2
1. Prithvi (the Earth).	(i) Light, energy, life—representing the giver of warmth and prosperity.
2. Surya (the Sun).	(ii) Mercy and nourishment—crucial for agriculture and sustenance.
3. Varuna (Rain).	(iii) Fertile land, motherhood, nurturing—the source of all life.

Ans:

Column 1	Column 2
1. Prithvi (the Earth).	(iii) Fertile land, motherhood, nurturing—the source of all life.
2. Surya (the Sun).	(i) Light, energy, life—representing the giver of warmth and prosperity.
3. Varuna (Rain).	(ii) Mercy and nourishment—crucial for agriculture and sustenance.

Let us think and reflect

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

1. We bring thee our songs and our garlands for tribute,

The gold of our fields and the gold of our fruit;

O giver of mellowing radiance, we hail thee,

We praise thee, O Surya, with cymbal and flute.

(i) What does the act of bringing songs and garlands as tribute suggest about the people’s relationship with the divine?

A. They fear the gods and wish to calm them in any way possible.

B. They have a deep sense of reverence and gratitude towards the divine.

C. They are forced to perform rituals without understanding the divine.

D. They depend on the gods for their daily needs and activities.

Ans: B. They have a deep sense of reverence and gratitude towards the divine.

(ii) Complete the following sentence suitably.

The word ‘gold’ in the phrases ‘the gold of our fields’ and ‘the gold of our fruit’ symbolises ________________.

Ans: The word ‘gold’ symbolises the richness and abundance of the harvest.

(iii) How does the description ‘O giver of mellowing radiance’ help us understand Surya’s role in the harvest?

Ans: The description shows that Surya provides the sunlight and warmth needed for crops and fruits to ripen.

(iv) Fill in the blank by selecting the correct option from those given in the brackets.

The use of cymbal and flute signifies ________________. (joy and celebration/meditation and worship)

Ans: Joy and celebration.

Let us think and reflect

2. All Voices:

Lord of the Universe, Lord of our being,

Father eternal, ineffable Om!

Thou art the Seed and the Scythe of our harvests,

Thou art our Hands and our Heart and our Home.

(i) In the phrase ‘Lord of our being,’ what does the word ‘being’ most likely refer to?

A. Our physical body.

B. Our entire existence.

C. Our spiritual practices.

D. Our earthly possessions.

Ans: B. Our entire existence.

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

The imagery of ‘the Seed and the Scythe’ symbolises the divine’s role as both the beginning (creation) and the end (harvest) of the agricultural cycle.

Ans: True.

(iii) Identify the phrases from the extract that mean the following:

A. The divine as a timeless, everlasting presence.

B. Beyond human comprehension or description.

Ans:

Meaning	Phrase from the Extract
A. The divine as a timeless, everlasting presence.	Father eternal.
B. Beyond human comprehension or description.	Ineffable Om.

(iv) How do we know that these lines from the extract are spoken as a chorus?

Ans: We know these lines are spoken as a chorus because they are introduced as “All Voices”, indicating that everyone speaks together.

II. Answer the following questions.

1. Why do the farmers hail the God of rain?

Ans: The farmers hail the God of rain because rain provides water and nourishment necessary for their crops and ensures a good harvest.

2. What is being referred to as ‘wealth of our valleys’? Why?

Ans: The crops and fruits produced in the valleys are referred to as the ‘wealth of our valleys’ because they provide food and prosperity to the people.

3. State one reason why the women refer to the Earth as a ‘source of manifold gladness’.

Ans: The women refer to the Earth as a ‘source of manifold gladness’ because the Earth provides them with food, fertility, and the resources needed for life.

4. Why does everyone in the poem offer their ‘labours for tribute’?

Ans: Everyone offers their ‘labours for tribute’ to express their gratitude and devotion to the divine for the blessings of nature and a plentiful harvest.

5. Why has the poet presented the poem as voices of men, women, and all voices?

Ans: The poet has presented the poem through the voices of men, women, and all voices to show that the entire community participates in the celebration and expresses gratitude to nature and the divine.

6. How does the poet create the joyous atmosphere of rural India at harvesting time?

Ans: The poet creates a joyous atmosphere by describing the golden fields, ripe fruits, songs, cymbals, and flutes. These images show the happiness and celebration of the people during the harvest.

7. Why is the poem presented as a hymn?

Ans: The poem is presented as a hymn because it is a song of praise and gratitude to the divine forces of nature for providing life, nourishment, and a plentiful harvest.

Let us learn

I. Match the pictures of the farming implements given in Column 1 with their use given in Column 2. Then, fill in the blanks in Column 3 to complete the name of the implement.

Ans:

No.	Use	Complete Name
1.	(i).	Sickle.
2.	(ii).	Scythe.
3.	(iii).	Plough.
4.	(iv).	Trowel.
5.	(v).	Rake.
6.	(vi).	Spade.

II. Choose the correct synonyms for the underlined words in the given sentences from the box below. Circle the words or phrases in the sentences that helped you to infer the meanings. One example has been done for you.

1. The king was beneficent to the poor because he took good care of them.

Ans: Kind.

2. He was munificent towards the needy and donated a lot for their health care.

Ans: Generous.

3. When he lost his job, all his friends gave him succour by supporting him with money.

Ans: Help.

4. When the sun’s rays came into the dark room, the whole room was full of radiance.

Ans: Brightness.

5. The little girl was speechless with ineffable joy when she got her birthday gift from her aunt.

Ans: Indescribable.

III. You have learnt about some archaic words. Some more archaic words are given below. Refer to a dictionary to find commonly used words which are similar in meaning.

1. Morrow.

2. Hither.

3. Quoth.

4. Betwixt.

5. Yonder.

Ans: 1. Tomorrow.

2. Here.

3. Said.

4. Between.

5. Over there.

Let us listen

I. Listen to the talk about paddy cultivation. As you listen, number the events in the correct order in which they happen.

1. Transplanting of seedlings.

2. Ploughing of soil.

3. Threshing of grains.

4. Puddling of land.

5. Harvesting of paddy.

6. Irrigating the field.

7. Milling of rice.

Ans: 2 → 4 → 1 → 6 → 5 → 3 → 7.

II. Now, listen to the talk again. As you listen, choose the correct option to answer the questions that follow.

1. What is the main step in preparing the soil for cultivation of rice?

(i) Ploughing the soil.

(ii) Clearing the soil.

(iii) Puddling the soil.

Ans: (iii) Puddling the soil.

2. How long does it take for rice seeds to grow into seedlings before being transplanted?

(i) 2–3 weeks.

(ii) 4–5 weeks.

(iii) 6–7 weeks.

Ans: (i) 2–3 weeks.

3. Why is drying rice grains important after threshing?

(i) To get rice seeds for plantation.

(ii) To separate the rice grains easily.

(iii) To store the rice grains for longer.

Ans: (iii) To store the rice grains for longer.

II. In our country, harvest is celebrated with the preparation of delicious dishes. Work in groups and make a presentation on any popular dish made during the harvest festival in your region. Use the prompts given in the box to make your presentation. Make sure that all the members share their views.

Include the following:

What is the dish called? Is it known by any other name in other parts of India?

What ingredients are used to make the dish?

How is the dish prepared?

How is the dish served?

What does the dish taste like?

What is the special ritual related to the preparation of this dish? .

Describe any special memory associated with the preparation of this dish.

Column 1	Column 2
Greet the audience.	Good morning to all of you gathered here…
Introduce the members of your group and your topic.	Today we, ____, ____ and ____ are here to tell you about…
Explain the structure of your presentation.	• We will start off with…• Following this, we will move on to…• The next point we will deal with is…• Finally, we will speak about…
Speak about the first point.	• Let’s begin by…• I’d like to start by…
Describe the details.	• Now I’ll move on to…• Next…• I’d like to now discuss…• Let’s now consider…• Let me tell you about…
Conclude your presentation.	• In conclusion, I’d like to say…• To summarise…
Thank the audience.	• Thank you for listening.• Thank you for your attention.

Ans: Good morning respected Principal, teachers, and friends!

Today, we, Asha, Ravi, and I, are here to tell you about a delicious harvest dish called Pongal, also known as Ven Pongal in Tamil Nadu. It is made with rice, moong dal, ghee, pepper, cumin, ginger, and cashews. Rice and dal are cooked together and then mixed with spices fried in ghee.

Pongal is usually served hot with chutney or sambar on banana leaves. It tastes savoury, warm, and mildly spicy, with a rich aroma. It is also offered to the Sun God during the Pongal festival.

Every year, our grandmother prepares it early in the morning, and we enjoy it together as a family. Pongal is not just a dish; it is a tradition that brings our family closer.

We hope you enjoyed learning about our harvest dish.

Thank you very much for listening to our presentation!

Let us write

Creative slogans are used to spread a message to capture the reader’s attention. Some examples are given below:

Education is the Key, Unlock Your Destiny!

Protect the Environment Today for a Better Tomorrow

Learn, Grow, Succeed

Go Green by Keeping the Planet Clean

Your school wishes to express gratitude to the farmers who play an important role in providing us the food on our plates. Draft a creative slogan to be put up on the school notice board.

Remember to

focus on the main idea to be expressed

use simple language

be concise—express yourself in a few words

You may write the slogan on a chart paper and decorate it.

Ans: No Farmers, No Food Respect Our Farmers, Respect Our Future! Farmers Feed the Nation, Let’s Thank Them with Gratitude!

WAITING FOR THE RAIN

Let us do these activities before we read.

I. Have you ever waited for the rains? Why?

Ans: Yes, I have waited for the rains, especially during hot and dry days. We wait for rain because it brings relief from the heat and helps plants grow.

II. How do you feel when it rains after a long time?

Ans: I feel happy and refreshed when it rains after a long time. The cool weather and fresh surroundings make me feel good.

III. Why do you think the farmers wait for the rains?

Ans: Farmers wait for the rains because their crops need water to grow. Good rainfall helps them get a better harvest.

IV. Discuss in groups what happens when you wait for something or someone for a long period of time.

1. How do you spend the waiting period?

Ans: I spend the waiting period by studying, reading books, or doing other activities.

2. What do you think about?

Ans: I think about what will happen when the waiting is over and hope for a good result.

3. How do you feel?

Ans: I feel excited, hopeful, and sometimes a little impatient while waiting.

Let us discuss

I. Complete the table given below. One example has been done for you.

What was Said	Who Said	What was Said	Who Said
1. It doesn’t look encouraging.	Velu
2. The rains came all these years without any such consultations…	Velu
3. So many favourable conditions but still no rain.

Ans:

What was Said	Who Said	What was Said	Who Said
1. It doesn’t look encouraging.	Velu	to himself	He looked up at the sky.
2. The rains came all these years without any such consultations…	Velu	to the man who suggested consulting astrologers	He said that talking to astrologers would not bring rain.
3. So many favourable conditions but still no rain.	The people at the weather office	to Velu	They were unable to explain why it had not rained.

II. Do you think the old woman would help Velu? If yes, why? If no, why not?

Ans: Yes, I think the old woman would help Velu. She would share her wisdom about nature and give him hope and comfort.

III. Will Velu’s wait continue or will it rain?

Ans: Velu’s wait will not continue for long. It will rain, bringing happiness and relief to him.

1. Velu asked the old woman to stop smiling because ____________.

Ans: There was nothing to smile about without the rains.

2. Velu said that it was hard not being able to work since ____________.

Ans: This was the first season in five or six years that he had not sown or ploughed his land.

3. Velu was confused when the old lady said that the land needed rest because ____________.

Ans: He had never thought that the earth could get tired and needed rest like people.

4. The old lady said that it was good for the land when it didn’t rain as ____________.

Ans: The land was left undisturbed and could rest, becoming fresh and ready for the next crop when the rains came.

5. Velu ran home laughing and happy because ____________.

Ans: He felt the cool breeze, saw the clouds gathering, and felt the first drops of rain.

Let us think and reflect

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

1. “…I can’t see how talking to astrologers will bring rain.”

He decided to go to the weather office in the city and talk to someone. But the people at the weather office said they couldn’t really tell him when the sky would gather clouds and bring rain. “We are at a loss ourselves!” they exclaimed. “So many favourable conditions but still no rain. Very odd!”

(i) What does the first line of the extract tell us about Velu’s beliefs?

Ans: It tells us that Velu believes in practical solutions rather than relying on astrologers to predict or bring rain.

(ii) Complete the following sentence with a suitable reason.

Velu is determined to seek information about the rain because ____________(he was at a loss of words/he wants to find a practical solution to the drought affecting his farm)

Ans: He wants to find a practical solution to the drought affecting his farm.

(iii) Complete the table with reference to Velu’s weather office visit.

Expectation (What I think will happen)	Outcome (What actually happened)

Ans:

Expectation (What I think will happen)	Outcome (What actually happened)
Velu expected the people at the weather office to tell him when it would rain.	They could not tell him when the rain would come and said they were also at a loss.

(iv) Complete the following sentence with a suitable option.

The absence of rain despite favourable conditions, shows ___________________.

A. lack of astrological knowledge.

B. ineffectiveness of farmers like Velu.

C. delay in understanding the weather.

D. unpredictability of nature.

Ans: D. unpredictability of nature.

2. “The soil, the land, the earth… shouldn’t someone let the land rest a bit?” the old woman said, softly, smiling.

“Rest? Let the land rest? I don’t understand,” Velu looked at her, a little puzzled.

“Yes, my son, that is the difficulty. You don’t realise that the earth is old…”

(i) The old woman’s advice was accompanied with a soft tone and a smile. What does that tell us about her?

Ans: It tells us that the old woman was kind, gentle, and caring.

(ii) Fill in the blank with the correct option from those given below.

The old woman’s advice ___________ Velu, at that moment.

A. failed to impress.

B. confused.

C. scared.

D. made sense to.

Ans: B. confused.

(iii) State one thing about the old woman when she referred to Velu as ‘my son’, while offering advice.

Ans: It shows that she was affectionate and caring towards Velu.

(iv) Complete the following sentence with a suitable explanation.

The ‘difficulty’ that the old woman mentions is due to the fact that ________________.

Ans: The ‘difficulty’ is due to the fact that Velu did not realise that the earth was old and needed some rest.

II. Answer the following questions.

1. How does the old woman convey Nature’s wisdom to Velu?

Ans: The old woman explains that just as people need rest, the land also needs time to recover. She personifies the earth, showing that it has worked for centuries and must be allowed to breathe and rejuvenate.

2. The writer says, ‘The fields lay untended…’ Why couldn’t the farmers tend to their fields in the absence of rain?

Ans: The farmers could not tend to their fields because there was no rain. Without water, they could neither plough the land nor sow and grow crops.

3. Support the old woman’s perspective that the land needs rest just like people do.

Ans: Like people, the land can become tired after being used continuously. Allowing it to rest helps it recover and remain fertile for future crops.

4. What can be inferred about Velu’s character based on his reaction to the drought?

Ans: Velu is hardworking, responsible, and concerned about his farm. He is also curious and determined to find a practical solution to the drought.

5. What does the story suggest about the life of farmers and their relationship with nature?

Ans: The story shows that farmers are closely tied to the rhythms of nature. Their lives depend on natural events like rainfall. It also suggests that farmers must learn to respect nature’s cycles, including times of rest.

6. How might the rest and care of land contribute to a balanced and sustainable ecosystem?

Ans: Resting the land prevents soil exhaustion, preserves moisture, and helps maintain its fertility. This practice supports healthy crop cycles and ensures long-term productivity, contributing to a sustainable farming ecosystem.

Let us learn

I. Solve a crossword using picture and word clues. All clues are related to the words from the text that are connected to weather or agriculture.

Ans:

II The text uses words like ‘piece,’ ‘weather,’ ‘son,’ and ‘rain’. These words are the same as other words that are spelt differently—peace, whether, sun, and reign.

Words that are pronounced the same as other words but differ in meaning or in spelling are called homophones.

Now, complete the paragraph by filling in the correct option of homophones given in the brackets.

The farmer looked at the sky and wondered 1. ________________ (weather/whether) the clouds would finally bring rain. He sat down on the ground, breaking a small 2. ________________ (piece/peace) of roti for his meal. The 3. ________________ (plain/plane) fields stretched endlessly before him, completely dry. He thought about how he could 4. ________________ (sell/cell) his last sack of grain to buy some essentials for his family. Without the rains, it didn’t 5. ________________ (seam/seem) possible to grow another crop this season. Despite his worries, he smiled, knowing that every farmer hopes for the next 6. ________________ (rain/reign) by nature to bring life back to the land.

Ans: 1. whether.

2. piece.

3. plain.

4. sell.

5. seem.

6. rain.

III. Choose the correct meanings from the given options for the underlined words or phrases in the following sentences.

1. Being annoyed, she muttered something which nobody heard.

(i) Spoke in a low voice.

(ii) Spoke slowly.

(iii) Spoke angrily.

Ans: (i) Spoke in a low voice.

2. At the new work place, Riya felt forlorn for a week.

(i) Upset and irritated.

(ii) Angry and bitter.

(iii) Sad and neglected.

Ans: (iii) Sad and neglected.

3. When all his friends had gone, he was at a loss because he did not know what to do.

(i) Confused.

(ii) Shocked.

(iii) Lonely.

Ans: (i) Confused.

4. When the little child saw her father, her eyes sparkled.

(i) Glowed dimly.

(ii) Showed joy.

(iii) Opened wide.

Ans: (ii) Showed joy.

IV Match each word (adjective) in Column 1 with a word (noun) that collocates in Column 2. Write the adjective-noun collocation in Column 3. One example has been done for you.

Column 1	Column 2	Column 3
1. Favourable.	(iii) Weather.	Favourable weather.
2. Wrinkled.	(iv) Skin.
3. Dejected.	(vi) Expression.
4. Fragrant.	(v) Garden.
5. Ceaseless.	(ii) Activity.
6. Beloved.	(i) Country.

Ans:

Column 1	Column 2	Column 3
1. Favourable.	(iii) Weather.	Favourable weather.
2. Wrinkled.	(iv) Skin.	Wrinkled skin.
3. Dejected.	(vi) Expression.	Dejected expression.
4. Fragrant.	(v) Garden.	Fragrant garden.
5. Ceaseless.	(ii) Activity.	Ceaseless activity.
6. Beloved.	(i) Country.	Beloved country.

V. Underline the verbs and identify the forms of tenses for the following sentences from the text.

1. Oh, it is hard not to be able to work…

Ans: is — Simple Present Tense.

2. …I am too old.

Ans: am — Simple Present Tense.

3. What are you smiling at, Amma?

Ans: are smiling — Present Progressive Tense.

4. But my son, that is what I am talking about.

Ans: am talking — Present Progressive Tense.

5. The earth has worked for years, centuries…

Ans: has worked — Present Perfect Tense.

6. I have worked hard and honestly.

Ans: have worked — Present Perfect Tense.

Now, fill in the blanks with the correct form of Simple Present, Present Progressive or Present Perfect tenses of the verbs given in brackets.

Ravi (i) __________ (be) a farmer who (ii) __________ (practise) crop rotation on his land. Each season, he (iii) __________ (plant) different crops to maintain the soil’s health. This year, he (iv) __________ (grow) legumes, which help restore the nutrients in the soil. Over the years, Ravi (v) __________ (learn) that planting the same crop repeatedly (vi) __________ (deplete) the soil, making it less fertile. By rotating crops, he (vii) __________ (keep) the land productive and fertile. He (viii) __________ (see) a noticeable improvement in his yields since adopting this method. Now, Ravi (ix) __________ (share) his knowledge with other farmers, explaining how crop rotation (x) __________ (benefit) both the soil and their harvests.

Ans: Ravi (i) is a farmer who (ii) practises crop rotation on his land. Each season, he (iii) plants different crops to maintain the soil’s health. This year, he (iv) is growing legumes, which help restore the nutrients in the soil. Over the years, Ravi (v) has learnt that planting the same crop repeatedly (vi) depletes the soil, making it less fertile. By rotating crops, he (vii) keeps the land productive and fertile. He (viii) has seen a noticeable improvement in his yields since adopting this method. Now, Ravi (ix) is sharing his knowledge with other farmers, explaining how crop rotation (x) benefits both the soil and their harvests.

VI. Study the highlighted words in the following sentences from the text.

The rains came all these years without any such consultations.

So many favourable conditions, but still no rain.

Every day they hoped that the rains would come.

But this year turned out to be different.

This is the first season in five, no, six years that I have not sown, nor ploughed.

We ought to talk to some astrologers.

I have only done what any hard-working farmer would do.

Velu looked at her, a little puzzled.

She takes care to give her children the rest they need…

Velu felt a cool breeze on his back.

The highlighted words or phrases that come before a noun but do not describe them are called determiners.

Let us learn the use of some common determiners.

Articles: a, an, the

These are used to introduce nouns.

Demonstrative Determiners: this, that, these, those

These are used to point out specific items.

Possessive Determiners: my, our, your, his, her, its, their, one’s

These indicate ownership or relationship.

Definite Numeral Determiners: one, two, three, etc.

These specify exact quantities.

Indefinite Numeral Determiners: some, any, no, all, much, many, few, less, several, little and few

‘Some’ is used in affirmative sentences, while ‘any’ and ‘no’ are used in negative and interrogative sentences.

‘All’ refers to the entirety of a group.

‘Much’ and ‘many’ denote large quantities of uncountable and countable nouns, respectively.

‘Few’ indicates a small number, ‘less’ refers to a smaller quantity, and ‘several’ means more than two but not many.

‘Little’ means not much, ‘few’ means not many. Use ‘a little’ and ‘a few’ to convey a positive sense.

Distributive Determiners: each, every, either, neither

‘Each’ refers to individual items or people, ‘every’ refers to all items or people collectively.

‘Either’ means one of two options and ‘neither’ means not one of the two options

Now, fill in the blanks by choosing the correct determiner from those given in the brackets.

It was 1. ________ (a/an) rainy afternoon, and 2. ________ (a/the) sky was thick with dark clouds. Mala noticed a large puddle quickly forming in front of 3. ________ (her/their) house. Excited, she called for her brother to join her, knowing that both of them always loved playing in 4. ________ (a/the) rain. While jumping from 5. ________ (some/one) puddle to another, Mala spotted 6. ________ (few/a few) snails slowly creeping along the wet sidewalk and pointed them out to her brother. With 7. ________ (each/every) jump, the sound of both 8. ________ (her/their) squeals and laughter was heard through the soft patter of raindrops. Though they were fully drenched 9. ________ (either/neither) siblings minded it. It had been a perfect rainy day.

Ans: It was 1. a rainy afternoon, and 2. The sky was thick with dark clouds. Mala noticed a large puddle quickly forming in front of 3. her house. Excited, she called for her brother to join her, knowing that both of them always loved playing in 4. the rain. While jumping from 5. one puddle to another, Mala spotted 6. a few snails slowly creeping along the wet sidewalk and pointed them out to her brother. With 7. each jump, the sound of both 8. their squeals and laughter was heard through the soft patter of raindrops. Though they were fully drenched 9. Neither siblings minded it. It had been a perfect rainy day.

Let us listen.

I. Listen to the weather forecast. As you listen, fill in the blanks with the exact word you listen to.

1. Delhi will mostly have a ___________ sky with light rain.

Ans: Cloudy.

2. Moderate rain is likely to happen in ___________.

Ans: Mumbai.

3. Kolkata is likely to have a maximum temperature of around ___________ °C.

Ans: 34 °C.

4. There is a chance of a ___________ in Chennai.

Ans: Thunderstorm.

5. Bengaluru will have a ___________ temperature of 29 °C.

Ans: Pleasant.

6. Taking an ___________ is advisable because of the weather conditions.

Ans: Umbrella.

Let us speak

I. Here is a tongue twister about ‘weather’. Practice saying it as fast as you can.

Whether the weather be fine, or whether the weather be not, whether the weather be cold, or whether the weather be hot, we’ll weather the weather, whatever the weather, whether we like it or not.

Ans: Practise it yourself.

II. Rain has arrived after a long dry spell on the Earth. Imagine the Rain and the Earth have a conversation. Work in pairs and present the role-play.

You may use the hints in the table given below.

You may start the conversation in the following way.

Rain: Greetings, Earth! It’s been awhile since we’ve met. How have you been?

Earth: Hello Rain! I am so glad to see you.

To continue the conversation, use the hints given below.

Rain	Earth
Ask about how the Earth has been.	Respond and express relief at the arrival of Rain.
Speak about your long journey from the Earth to the sky and back again to the Earth.	Enquire why it took so long for Rain to arrive. Express gratitude for the gift of water.
Ask about how the Earth can use the gift you brought—rain water.	Speak about how important Rain is to you—for agriculture, for plants and animals to survive.
Elaborate how much you enjoy being on the Earth.	Enquire how Rain feels about being on Earth.
Thank the Earth for the invite. Promise to return on time the next year.	Invite Rain to join the celebration of the rivers, forests, and people of Earth.

Rain: Greetings, Earth! It’s been a while since we’ve met. How have you been?

Earth: Hello, Rain! I am so glad to see you. I have been dry and thirsty for a long time.

Rain: My journey from the Earth to the sky and back again has been long. How can you use the rainwater I have brought?

Earth: I will use it for agriculture and to provide water for plants and animals.

Rain: I enjoy being on Earth because I bring freshness and life to nature.

Earth: We are very grateful for the gift of water. Why did it take you so long to arrive?

Rain: My journey through the water cycle takes time. I am happy to be here now.

Earth: We are happy to have you back. Rain is very important for agriculture and for plants and animals to survive.

Rain: Thank you for inviting me. I promise to return on time next year.

Earth: Please join the celebration of our rivers, forests, and people!

Rain: Thank you, Earth! I would be happy to join the celebration.

Let us write

I. You have observed the difficulties faced by the people in your neighbourhood due to scarcity of water especially during the summer months. Write a letter to the Councillor of your Municipal ward, requesting her/him to set up a rain water harvesting unit. Provide suggestions to address the issue.

Remember to

use formal language

keep sentences short and to the point

state the purpose clearly and concisely

give relevant details

Format and Layout:

Ans: 123 Green Lane

Vikas Nagar

New Delhi – 110018

19 May 20XX

The Municipal Councillor

Ward No. 44

New Delhi Municipal Council (NDMC)

New Delhi – 110001

Subject: Request to Install a Rainwater Harvesting Unit in Ward No. 44.

Dear Madam,

I am writing to draw your attention to the water shortage faced by the residents of our neighbourhood, especially during summer.

The shortage is caused by irregular rainfall, excessive water use, and poor storage facilities. People find it difficult to meet their daily water needs.

I request you to set up a rainwater harvesting unit in our locality. Rooftop collection systems, recharge pits, and community tanks can help store rainwater and reduce water shortage.

We hope you will take prompt action to solve this problem.

Yours sincerely,

Ravi Sharma

Let us Explore

II. Find out from your Vocational Education teacher about Agriculture as a vocation and other related vocations, such as horticulture, etc.

Ans: Question to be asked by the student from their Vocational Education Teacher:

What are some vocations related to agriculture?

Expected Answer from the teacher:

Besides farming, some vocations related to agriculture include:

Horticulture: Growing fruits, vegetables, flowers, and ornamental plants.

Dairy farming: Rearing animals for milk production.

Poultry farming: Rearing birds like chickens and ducks for eggs or meat.