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SEBA Class 7 English Chapter 3 Strength Lies in Our Unity
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Strength Lies in Our Unity
Chapter: 3
| TEXTUAL QUESTION ANSWER |
Let’s talk:
(i) Have you ever been in such a situation?
Ans: Ans: Yes, I have. Once a tree had fallen on the road after a storm, and people worked together to clear it.
(ii) Why didn’t anybody come forward to lift the tree at first?
Ans: At first, everyone thought the tree was too heavy to move alone, so they hesitated to help.
(iii) Why did people decide to help the boy in moving the tree?
Ans: They saw the boy trying to move the tree by himself and realized that by working together they could remove it easily.
(iv) If you were there, what would you have done, and why?
Ans: I would have helped the boy and encouraged others to join because teamwork makes difficult tasks easier and helps everyone.
| ACTIVITIES |
1. Write ‘T’ for the correct statement and ‘F’ for the incorrect statement in the boxes.
(a) People speak different languages in our country.
Ans: T.
(b) The beauty of a rainbow comes from a single colour.
Ans: F.
(c) The strength of our nation lies in our diversity.
Ans: T.
(d) Our differences are blessings for us.
Ans: T.
(e) Every state does not have its unique language, attire and music.
Ans: F.
2. Think and discuss with your friend a situation where we show unity in diversity?
Ans: We show unity in diversity when people of different religions, languages, and cultures celebrate national festivals like Independence Day and Republic Day together. We also show it when we support our country during sports events like cricket or football matches.
3. Answer the following questions:
(a) What examples are given in the lesson to show India’s diversity?
Ans: The lesson mentions different languages, festivals, traditional dresses, local foods, arts, music, and cuisines. It also describes India’s varied landscapes, such as the Himalayas, deserts, coconut-fringed shores, and green hills and valleys.
(b) How is a rainbow used as a symbol in the passage?
Ans: A rainbow is used as a symbol of unity in diversity. Just as many colours together make a beautiful rainbow, people of different cultures, languages, and beliefs together make a strong and beautiful society.
(c) What does the phrase ‘unity in diversity’ mean in the context of the passage?
Ans: It means that although people have different languages, cultures, traditions, and beliefs, they live together with respect, harmony, and unity as one nation.
(d) How does strength come from togetherness?
Ans: Strength comes from togetherness because when people respect, support, and help one another, they can overcome challenges and achieve success together.
(e) How can you promote ‘unity in diversity’ in your school?
Ans: I can promote unity in diversity by respecting everyone, making friends with students from different backgrounds, participating in cultural programmes, and treating everyone equally.
(f) If you notice people being mocked for their language or culture, how would you respond to it?
Ans: I would politely stop the mocking, explain that every language and culture deserves respect, and encourage everyone to treat others with kindness and understanding.
4. Read these sentences from the lesson given in Column A and Column B. Match the parts in Column A with the parts in Column B to make a meaningful sentence.
| Column A | Column B |
| Our differences are blessings | a land of colours and contrasts. |
| India is truly | that make us richer as a community. |
| Every state is a world in itself | with its unique language, attire, art and music. |
| Strength does not come from isolation | but from togetherness. |
Ans:
| Column A | Column B |
| Our differences are blessings | that make us richer as a community. |
| India is truly | a land of colours and contrasts. |
| Every state is a world in itself | with its unique language, attire, art and music. |
| Strength does not come from isolation | but from togetherness. |
5. (a) Read the following sentences from the lesson:
‘Every state is a world in itself.’
‘India is truly a land of colours and contrasts.’
In the first sentence, each state of India is compared to the entire world, emphasizing its richness and uniqueness.
In the second sentence, the phrase ‘land of colours and contrasts’ doesn’t literally mean that the land itself has different colours painted on it. Rather it refers to vibrant, diverse and differences in culture, traditions, languages and landscapes.
In both the sentences, the comparison is made without using ‘like’ or ‘as’. This comparison is called metaphor.
| A metaphor is a figure of speech that involves an implied comparison between two unlike things without using ‘like’ or ‘as’. It suggests that one thing is another, highlighting similarities between them to add deeper meaning or understanding. |
Now, read some more examples of metaphors:
(i) Life is a book, with each chapter bringing new experiences.
(ii) Time is a thief that steals youth and beauty.
(iii) The camel is the ship of the desert.
5. (b) Read the following sentences. Some are metaphorical and some are not. Write
‘M’ for the metaphorical sentences:
(i) He is a very brave fighter.
Ans: Not a metaphor.
(ii) He is a lion in the fight.
Ans: M.
(iii) My friend is a night owl.
Ans: M.
(iv) She runs as fast as a cheetah.
Ans: Not a metaphor (It is a simile because it uses “as”).
(v) She is very beautiful.
Ans: Not a metaphor.
(vi) The world is a stage.
Ans: M.
6. (b) In both the situations above, values like inclusion, and unity in diversity are not seen. Write down in the given columns a few steps to promote these values for Situation ‘A’ and Situation ‘B’:
| Situation A | Situation B |
Ans:
| Situation A | Situation B |
| Include everyone in group activities. | Respect every culture and language. |
| Treat everyone equally. | Do not make fun of others. |
| Be kind and helpful to everyone. | Celebrate different festivals together. |
| Encourage teamwork and friendship. | Speak politely and appreciate differences. |
7. (a) Read the following words:
(i)
| Disagree | Disappear | Antiseptic | Antisocial |
(ii)
| Agreement | Punishment | Friendship | Hardship |
The underlined parts of the words given in box (i) are called prefix.
The underlined parts of the words given in box (ii) are called suffix.
| When we add a group of letters before the root word to change its meaning or form, we call it prefix. When we add a group of letters at the end of a root word to change its form or meaning, we call it suffix. |
7. (b) Look at the columns given below. In Column ‘A’ some prefixes, and in Column ‘B’ some suffixes are given. Now write the root word for each prefix and suffix to make a new word. One is done for you:
| Column A | Column B |
| Antibiotic | Management |
| Un_______ | ________ful |
| Inter_____ | _________tion |
| Mis_____ | __________ward |
| Super________ | _______less |
| Im______ | _________hood |
| Ir_______ | _________able |
Ans:
| Column A | Column B |
| happy → Unhappy | care → Careful |
| national → International | educate → Education |
| understand → Misunderstand | back → Backward |
| market → Supermarket | hope → Hopeless |
| possible → Impossible | child → Childhood |
| regular → Irregular | comfort → Comfortable |
8. (a) Read the following paragraph. Let us notice the structure of a paragraph. The topic sentence is the most important element in a paragraph. The ideas in the topic sentence are supported by other sentences to bring the paragraph to a conclusion.
Celebrating Unity through Inclusion – [Topic]
Inclusion means making everyone feel welcome and valued. – [Topic sentence] When we include others, we not only feel happy but also enrich our own lives by learning new things. An inclusive community or classroom celebrates each other’s unique strengths and perspectives in all its forms, culture, language, ability, and gender. [supporting ideas] When we practise inclusion, we build an empathetic, a kind and an equitable, more impartial world, where no one is left out. [Conclusion].
These are some main elements of a paragraph:
A topic sentence.
Supporting ideas.
Link among the sentences and.
Conclusion.
8. (b) Read the jumbled sentences given below. Rearrange them in a sequence to get a paragraph. Then, write the paragraph in the space provided with a suitable topic.
Other dignitaries who were invited to the ceremony included the Vice Chairman of Tiwa Autonomous Council and the chair person of All Tiwa Women Association,
The function ended with a vote of thanks by the Vice Principal of the school.
On 15th August, Model Grammar School at Morigaon celebrated Independence day
After hosting the National Flag, the Inspector of Schools in his brief and impressive speech recalled the great days of the Nationalist Movement.
The Inspector of Schools of Morigaon was invited to hoist the National Flag.
Ans: Topic: Independence Day Celebration
On 15th August, Model Grammar School at Morigaon celebrated Independence Day. The Inspector of Schools of Morigaon was invited to hoist the National Flag. After hosting the National Flag, the Inspector of Schools, in his brief and impressive speech, recalled the great days of the Nationalist Movement. Other dignitaries who were invited to the ceremony included the Vice Chairman of the Tiwa Autonomous Council and the Chairperson of the All Tiwa Women Association. The function ended with a vote of thanks by the Vice Principal of the school.
9. Solve the riddle:
One alone might quickly fall,
Many together can stand tall,
Let’s hold hands and never break.
Strength is something we must make.
Guess what?
| T | U | N | Y | I |
Ans: Unity.
10. (a) We have read the word ‘match’ in the lesson. Read the following sentences to know the use of the word ‘match’ in two different contexts.
India won the match by 10 runs.
Her shoes match her dress perfectly.
In both the sentences, the word ‘match’ has different meanings. In the first sentence, the word ‘match’ is a noun meaning a ‘contest’ or ‘game’. In the second sentence, ‘match’ is a verb that means ‘something that goes well with another.’
Let’s read some more such examples:
bank:
He sat on the bank of the river.
I will bank on you for my work.
Park:
Please park your car here.
The children are playing in the park.
Nail:
I broke my nail while opening the box.
He will nail the picture on the wall.
10. (b) Write two sentences using the same word as a noun and as a verb:
| Bear | Watch | Run | Ring | Bow | Train | Tear |
Ans: Bear:
Noun: We saw a bear in the zoo.
Verb: I cannot bear the pain.
Watch:
Noun: My father bought me a new watch.
Verb: Please watch the movie carefully.
Run:
Noun: She went for a morning run.
Verb: The children run very fast.
Ring:
Noun: She wore a gold ring.
Verb: Please ring the bell.
Bow:
Noun: The gift was tied with a red bow.
Verb: We should bow before our teachers.
Train:
Noun: The train arrived on time.
Verb: The coach will train the players.
Tear:
Noun: A tear rolled down her cheek.
Verb: Do not tear the pages of the book.
11. (c) Complete the sentences with a modal verb from the box below. Sometimes more than one answer is possible.
| Could | Can’t | Might | Would | Will | Should |
(a) The bus will be here by now. That’s what the schedule says.
Ans: Will.
(b) When I was six, I could play violin but I haven’t practised since then so I can’t play anymore.
Ans: Could, can’t.
(c) You should feed the cat atleast twice a day.
Ans: Should.
(d) She might study hard if she wants to pass the exam.
Ans: Will.
(e) I would rather stay at home than go out and have dinner in a restaurant.
Ans: Would.
(f) The sky is cloudy. It might rain now.
Ans: Might.
11. (d) Read the sentences in Column ‘A’ and Column ‘B’. Match the meaningful situation in Column ‘A’ with the sentence in Column ‘B’.
| Column ‘A’ | Column ‘B’ |
| a. You want to borrow a book from your friend. | C. May I borrow this book from you? |
| b. There are dark clouds in the sky. | E. It might rain. |
| c. The coach will explain the rules of the game to the players. | A. You must not touch the ball with your hands. |
| d. Asking someone to pass the pepper at the dining table. | F. Could you pass the pepper, please? |
| e. You are predicting what might happen next in the treasure hunt story. | B. The boy might find the hidden treasure in the end of the story. |
| f. Advising someone to wash hands before eating. | D. You ought to wash your hands before eating. |
Ans:
| Column ‘A’ | Column ‘B’ |
| a. You want to borrow a book from your friend. | A. You must not touch the ball with your hands. |
| b. There are dark clouds in the sky. | B. The boy might find the hidden treasure in the end of the story. |
| c. The coach will explain the rules of the game to the players. | C. May I borrow this book from you? |
| d. Asking someone to pass the pepper at the dining table. | D. You ought to wash your hands before eating. |
| e. You are predicting what might happen next in the treasure hunt story. | E. It might rain. |
| f. Advising someone to wash hands before eating. | F. Could you pass the pepper, please? |
12. (a) Read the following expressions from the conversation given in question no. 11(d):
That’s a good idea.
Indeed, you’re right, but……
I disagree with you.
I completely agree.
These are some of the expressions we generally use while agreeing or disagreeing with something or someone.
12. (b) Now, read the following and identify the expressions that are used while agreeing or disagreeing. Write them down in the appropriate columns that are given:
“I’m afraid, I don’t
“Of course…… “
“I support”
“You have a point but…..”
“Yes, maybe you’re right
“I disagree with you……….”
“Yes, but I
“I don’t agree.
“Truly…….”
| Agreeing | Disagreeing |
Ans:
| Agreeing | Disagreeing |
| Of course… | I’m afraid, I don’t… |
| I support… | You have a point but… |
| Yes, maybe you’re right. | I disagree with you… |
| Truly… | Yes, but I… |
| I don’t agree. |
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