Tag: CBSE Class Notes

Exercise-2.1, Class 12th, Maths, Chapter – 2, NCERT
EXERCISE 2.1 — Solutions

1. Find the principal value of $\sin^{- 1} ⁣ (\frac{1}{2})$ .

Solution. Principal branch of $\sin^{- 1}$ is $[- \frac{π}{2}, \frac{π}{2}]$ .
$\sin \frac{π}{6} = \frac{1}{2}$ . $\frac{π}{6} \in [- \frac{π}{2}, \frac{π}{2}]$ .

$\sin^{- 1} ⁣ (\frac{1}{2}) = \frac{π}{6}$

2. Find the principal value of $\cos^{- 1} ⁣ (\frac{\sqrt{3}}{2})$ .

Solution. Principal branch of $\cos^{- 1}$ is $[0, π]$ .
$\cos \frac{π}{6} = \frac{\sqrt{3}}{2}$ and $\frac{π}{6} \in [0, π]$ .

$\cos^{- 1} ⁣ (\frac{\sqrt{3}}{2}) = \frac{π}{6}$

3. Find the principal value of ${cosec}^{- 1} (2)$ .

Solution. If $y = {cosec}^{- 1} 2$ then $cosec y = 2 \Rightarrow \sin y = \frac{1}{2}$ . Principal branch for ${cosec}^{- 1}$ (as used in the book) corresponds to $y \in [- \frac{π}{2}, \frac{π}{2}]$ excluding 0 (or equivalent principal branch placing the value at $π / 6$ or $π - π / 6$ ; standard choice giving principal value in $[- \frac{π}{2}, \frac{π}{2}] ∖ {0}$ yields $y = \frac{π}{6}$ . So

${cosec}^{- 1} (2) = \frac{π}{6}$

(Interpretation note: many texts give ${cosec}^{- 1} 2 = π - \frac{π}{6} = \frac{5 π}{6}$ if using a different branch — but the book’s principal branch choice yields $π / 6$ .)

4. Find the principal value of $\tan^{- 1} (\sqrt{3})$ .

Solution. $\tan \frac{π}{3} = \sqrt{3}$ . Principal branch of $\tan^{- 1}$ is $(- \frac{π}{2}, \frac{π}{2})$ , and $\frac{π}{3} \in (- \frac{π}{2}, \frac{π}{2})$ .

$\tan^{- 1} (\sqrt{3}) = \frac{π}{3}$

5. Find the principal value of $\cos^{- 1} ⁣ (- \frac{1}{2})$ .

Solution. $\cos \frac{2 π}{3} = - \frac{1}{2}$ , and $\frac{2 π}{3} \in [0, π]$ . So

$\cos^{- 1} ⁣ (- \frac{1}{2}) = \frac{2 π}{3}$

6. Find the principal value of $\tan^{- 1} (- 1)$ .

Solution. $\tan (- \frac{π}{4}) = - 1$ . Principal branch is $(- \frac{π}{2}, \frac{π}{2})$ .

$\tan^{- 1} (- 1) = - \frac{π}{4}$

7. Find the principal value of $\sec^{- 1} ⁣ (\frac{2}{\sqrt{3}})$ .

Solution. $\sec θ = \frac{2}{\sqrt{3}}$ ⇒ $\cos θ = \frac{\sqrt{3}}{2}$ ⇒ $θ = \frac{π}{6}$ (principal $\sec^{- 1}$ branch is $[0, π] ∖ {\frac{π}{2}}$ ).

$\sec^{- 1} ⁣ (\frac{2}{\sqrt{3}}) = \frac{π}{6}$

8. Find the principal value of $\cot^{- 1} (\sqrt{3})$ .

Solution. $\cot θ = \sqrt{3} \Rightarrow \tan θ = \frac{1}{\sqrt{3}} \Rightarrow θ = \frac{π}{6}$ . Principal branch of $\cot^{- 1}$ in the book is $(0, π)$ , and $\frac{π}{6} \in (0, π)$ .

$\cot^{- 1} (\sqrt{3}) = \frac{π}{6}$

9. Find the principal value of $\cos^{- 1} ⁣ (- \frac{1}{2})$ .

(This repeats Q5 — same answer.)

Solution. As in Q5,

$\frac{2 π}{3}$

10. Find the principal value of ${cosec}^{- 1} (- 2)$ .

Solution. $cosec y = - 2 \Rightarrow \sin y = - \frac{1}{2}$ . Principal value of $\sin^{- 1}$ is $[- \frac{π}{2}, \frac{π}{2}]$ , and $\sin (- \frac{π}{6}) = - \frac{1}{2}$ . So choose $y = - \frac{π}{6}$ in the principal branch for cosec $^{- 1}$ .

${cosec}^{- 1} (- 2) = - \frac{π}{6}$

11. Evaluate $\tan^{- 1} (1) + \cos^{- 1} ⁣ (\frac{1}{2}) + \sin^{- 1} ⁣ (\frac{1}{2})$

Solution.
$\tan^{- 1} (1) = \frac{π}{4}$
$\cos^{- 1} ⁣ (\frac{1}{2}) = \frac{π}{3}$
$\sin^{- 1} ⁣ (\frac{1}{2}) = \frac{π}{6}$
Sum: $\frac{π}{4} + \frac{π}{3} + \frac{π}{6} = \frac{3 π + 4 π + 2 π}{12} = \frac{9 π}{12} = \frac{3 π}{4}$

$\frac{3 π}{4}$

12. Evaluate $\cos^{- 1} ⁣ (\frac{1}{2}) + 2 \sin^{- 1} ⁣ (\frac{1}{2})$ .

Solution. $\cos^{- 1} ⁣ (\frac{1}{2}) = \frac{π}{3}$ , $\sin^{- 1} ⁣ (\frac{1}{2}) = \frac{π}{6}$ .
So $\frac{π}{3} + 2 \cdot \frac{π}{6} = \frac{π}{3} + \frac{π}{3} = \frac{2 π}{3}$

$\frac{2 π}{3}$

13. If $\sin^{- 1} x = y$ , then which is correct?

Options:
(A) $0 \leq y \leq π$
(B) $- \frac{π}{2} \leq y \leq \frac{π}{2}$
(C) $0 < y < π$
(D) $- \frac{π}{2} < y < \frac{π}{2}$

Solution. By the principal branch definition, $\sin^{- 1} x$ takes values in $[- \frac{π}{2}, \frac{π}{2}]$ .

$Correct: (B) - \frac{π}{2} \leq y \leq \frac{π}{2} .$

− −

14. We evaluate

$\tan^{- 1} (\sqrt{3}) - \sec^{- 1} (- 2) .$

Step 1 — principal values:
- $\tan^{- 1} (\sqrt{3}) = \frac{π}{3}$ (principal value of $\tan^{- 1}$ is $(- \frac{π}{2}, \frac{π}{2})$ , and $\tan \frac{π}{3} = \sqrt{3}$ ).
- $\sec^{- 1} (- 2)$ : solve $\sec θ = - 2 \Rightarrow \cos θ = - \frac{1}{2}$ . The principal value of $\sec^{- 1}$ is taken in $[0, π] ∖ {\frac{π}{2}}$ . In that interval the solution is $θ = \frac{2 π}{3}$ (since $\cos \frac{2 π}{3} = - \frac{1}{2}$ ). So $\sec^{- 1} (- 2) = \frac{2 π}{3}$
Step 2 — subtract:

$\frac{π}{3} - \frac{2 π}{3} = - \frac{π}{3} .$

So the value equals $- \frac{π}{3}$ . (Option B.)
October 25, 2025
Chapter 6 – The Beginnings of Indian Civilisation, Class 6th, Social Science, NCERT
NCERT Answers

Q1. Why does the civilisation studied in this chapter have several names? Discuss their significance.

Answer (120–150 words):
The civilisation has many names:
- Indus Civilisation – because many cities like Harappa and Mohenjo-daro grew along the Indus River.
- Harappan Civilisation – named after Harappa, the first site excavated in 1920–21.
- Indus-Sarasvatī or Sindhu-Sarasvatī Civilisation – because many sites were also found along the Sarasvatī (Ghaggar-Hakra) River.
These names highlight its geographical spread. It was not limited to the Indus Valley but extended to present-day Punjab, Sindh, Haryana, Rajasthan, and Gujarat. Using multiple names helps us understand the vastness of the civilisation and the role of different rivers in shaping its culture.

Q2. Write a brief report (150–200 words) summing up some of the achievements of the Indus-Sarasvatī civilisation.

Answer:
The Indus-Sarasvatī Civilisation (2600–1900 BCE) was one of the world’s earliest urban civilisations. Its cities like Harappa, Mohenjo-daro, Dholavira, and Rakhigarhi show advanced town-planning with wide streets, fortifications, and drainage systems. Mohenjo-daro’s Great Bath and Dholavira’s large reservoirs prove their skill in water management.

Harappans were skilled farmers, growing wheat, barley, millets, rice, and cotton, which was used for making clothes. They domesticated animals and fished in rivers and seas.

They were also excellent craftspersons, making beads of carnelian, bronze tools, terracotta toys, ornaments, and figurines like the “Dancing Girl.” They traded actively with Mesopotamia, Oman, and other regions using land and sea routes.

Although the civilisation declined due to climatic changes and drying rivers, its achievements in urbanism, crafts, agriculture, and trade laid the foundation for later Indian culture.

Q3. Imagine you have to travel from the city of Harappa to Kalibangan. What are your different options? Can you make a rough estimation of the amount of time each option might take?

Answer (model):
- On foot: This might take 25–30 days, as the distance is about 600 km.
- By bullock cart: About 15–20 days.
- By boat (using Indus and its tributaries): Around 10–12 days, depending on water flow.
Thus, rivers were the fastest means of transport in those times.

Q4. Let us imagine a Harappan man or woman being transported to an average kitchen in today’s India. What are the four or five biggest surprises awaiting them?

Answer:
- Use of LPG gas stoves and microwaves instead of firewood.
- Variety of steel, plastic, and glass utensils instead of clay pots.
- Packaged food, spices, and ready-to-cook items.
- Refrigerators for storage and mixer-grinders for cooking.
- Electricity and water taps inside the kitchen.
Q5. Looking at all the pictures in this chapter, make a list of the ornaments / gestures / objects that still feel familiar in our 21st century.

Answer:
- Bangles covering the entire arm (still worn in Gujarat and Rajasthan).
- Beads, shell bangles, and pendants.
- Terracotta toys and whistles (similar to clay toys today).
- The “namaste” gesture.
- Board games resembling modern ludo or chess.
Q6. What mindset does the system of reservoirs at Dholavira reflect?

Answer (80–100 words):
The reservoirs at Dholavira reflect the Harappans’ advanced civic sense, planning, and concern for sustainable living. They realised the importance of water in a dry region and built huge reservoirs, some cut into rocks. These were connected by underground drains for harvesting and storing water. This shows their ability to organise collective labour, manage resources, and create long-lasting infrastructure. It highlights their scientific approach and sense of responsibility towards society.

Q7. In Mohenjo-daro, about 700 wells built with bricks have been counted. They seem to have been regularly maintained and used for several centuries. Discuss the implications.

Answer:
The 700 wells of Mohenjo-daro show the Harappans’ concern for hygiene, community health, and water supply. Their maintenance over centuries suggests there was a proper administration and civic body. It also means people valued clean water and had rules for its use. This indicates a highly organised society with collective responsibility, which is an important lesson even for modern cities.

Q8. It is often said that the Harappans had a high civic sense. Discuss the significance of this statement. Do you agree with it? Compare with citizens in a large city of India today.

Answer (150–180 words):
Yes, the Harappans had a high civic sense. Their cities had wide streets, advanced drainage, wells, public baths, and planned housing. Both small and big houses were built with similar quality, showing fairness in society. The Great Bath and large reservoirs prove their attention to cleanliness and water management.

In comparison, modern Indian cities often face problems like overflowing drains, unclean roads, and water shortages. While we have advanced technology, citizens sometimes neglect cleanliness and waste management. The Harappans, with fewer resources, still maintained discipline and collective responsibility.

Thus, their example teaches us that civic sense and cooperation are vital for healthy urban life.

Extra Questions – Chapter 6: The Beginnings of Indian Civilisation

Very Short Answer Questions

Q1. Why are Harappans also called Indus people?
Because their cities grew along the Indus River and its tributaries.

Q2. Which was the first Harappan site excavated?
Harappa (in present-day Pakistan).

Q3. Which metal alloy did Harappans make using copper and tin?
Bronze.

Q4. Name one important port city of the Harappans.
Lothal in Gujarat.

Q5. Which famous figurine from Mohenjo-daro shows artistic skills?
The bronze “Dancing Girl.”

Short Answer Questions

Q6. What did Harappans grow in their fields?
They grew wheat, barley, millets, rice, pulses, vegetables, and cotton.

Q7. What were Harappan seals used for?
Seals were used for trade and identification. They carried animal figures and script signs.

Q8. Mention two reasons for the decline of the Harappan civilisation.
Climatic change causing drought, and drying up of the Sarasvatī River.

Long Answer Questions

Q9. Explain the importance of Harappan trade.
Harappans traded beads, ornaments, cotton, timber, and food with Mesopotamia, Oman, and other regions. They used land, river, and sea routes. The dockyard at Lothal shows maritime trade. Seals helped identify goods. Trade spread Harappan culture and linked India with other civilisations.

Q10. What do we learn about Harappan society from excavated objects?
We learn that they used bronze mirrors, terracotta pots, weights, chisels, toys, and whistles in daily life. Figurines like the “Priest King,” “Dancing Girl,” and seals with deities show their culture and beliefs. Ornaments, bangles, and beads reflect fashion still familiar today. These finds tell us about their economy, religion, and lifestyle.
September 7, 2025
Chapter-5-India, That Is Bharat, Class 6th, Social Science, NCERT
NCERT ANSWERS

Q1. Discuss what could be the meaning of the quotation at the start of the chapter.

Answer (80–100 words):
The quotation means that India’s unity is based not only on geography but also on culture, traditions, and spirituality. From ancient times, the Himalayas in the north and the seas in the south have shaped India as one land. People shared common festivals, values, and ideas despite living in different regions. This cultural and spiritual unity made India a strong civilisation, known as Bharat, which continues to live in the hearts of its people.

Q2. True or false?
1. The Ṛig Veda describes the entire geography of India. – False. It mainly describes the Sapta Sindhu region.
2. The Viṣhṇu Purāṇa describes the entire Subcontinent. – True. It defines Bharat as land between the Himalayas and oceans.
3. In Aśhoka’s time, ‘Jambudvīpa’ included what is today India, parts of Afghanistan, Bangladesh and Pakistan. – True.
4. The Mahābhārata lists many regions, including Kashmir, Kutch, and Kerala. – True.
5. The term ‘Hindustān’ first appeared in a Greek inscription more than 2,000 years ago. – False. It first appeared in a Persian inscription.
6. In ancient Persian, the word ‘Hindu’ refers to the Hindu religion. – False. It was a geographical term.
7. ‘Bhārata’ is a name given to India by foreign travellers. – False. It was given by Indians themselves.
Q3. If you were born some 2,000 years ago and had the chance to name our country, what name or names might you have chosen, and why?

Answer (model – imaginative):
If I were born 2,000 years ago, I would name our country “Aryavarta” meaning the land of noble people, or “Suryadesh” meaning the land of the rising Sun. These names would reflect India’s values, knowledge, and importance in the ancient world. I might also choose “Ganga Desh”, because the river Ganga symbolises purity and life for millions of people.

Q4. Why did people travel to India from various parts of the world in ancient times? What could be their motivations in undertaking such long journeys?

Answer (100–120 words):
People travelled to India for many reasons:
1. Trade: India was famous for spices, cotton, silk, gems, and metals.
2. Religion and learning: Pilgrims and scholars came to study Buddhism, Hinduism, and visit holy places. Chinese travellers like Xuanzang visited universities like Nalanda.
3. Exploration: Adventurers and travellers wanted to see India’s rich culture and geography.
4. Conquest: Some came as invaders to control India’s wealth and land.
5. Cultural exchange: Artists, poets, and writers visited to share and learn knowledge.
  Thus, India was an important centre of attraction for the ancient world.
Extra Questions – Chapter 5: India, That Is Bharat

Very Short Answer Questions

Q1. What name does the Rig Veda give to northwest India?
Answer: Sapta Sindhava (land of seven rivers).

Q2. Which text first mentions the name ‘Bhāratavarṣha’?
Answer: The Mahābhārata.

Q3. What does ‘Jambudvīpa’ mean?
Answer: The island of the jamun tree.

Q4. Who was the first Indian emperor to use the name Jambudvīpa?
Answer: Emperor Aśhoka.

Q5. What does the Indian Constitution say at the beginning about India?
Answer: “India, that is Bharat.”

Short Answer Questions

Q6. How did Persians and Greeks refer to India?
Answer:
- Persians called it Hind or Hidu from the word Sindhu.
- Greeks called it Indoi or Indike, dropping the letter “h”.
Q7. How did the Chinese refer to India?
Answer: Ancient Chinese called India Yintu, Yindu, or Tianzhu (land of the heavenly master).

Q8. What does the word Hindustān mean and when was it first used?
Answer: Hindustān, meaning “land of the Hind,” was first used in a Persian inscription about 1,800 years ago.

Long Answer Questions

Q9. Explain the different names of India in ancient times.
Answer (120 words):
India has been known by many names:
- Sapta Sindhava in the Rig Veda (land of seven rivers).
- Bhāratavarṣha in the Mahābhārata (land of Bharata people/kings).
- Jambudvīpa, used by Aśhoka and in Purāṇas.
- Bharat, described in the Vishnu Purāṇa as land between the Himalayas and oceans.
  Foreigners also gave names:
- Persians: Hind / Hidu.
- Greeks: Indoi / Indike.
- Chinese: Yindu, Yintu, Tianzhu.
- Arabs & Persians later used: Hindustān.
Europeans: India, Inde (French).
These names reflect India’s geography, culture, and its image in the world.
September 7, 2025
Chapter-4-Timeline and Sources of History, Class 6th, Social Science, NCERT
NCERT ANSWERS

Q1. As a project, write the history of your family (or village if you live in one), using sources of history at your disposal. Ask your teacher to guide you.

Answer (model – students can adapt):
I wrote about my family using sources such as photographs, Aadhaar cards, and my grandparents’ memories. My father works in an office, and my mother is a teacher. My grandparents were farmers, and my great-grandparents also lived in the same village. Old land records and stories helped me know about our past. This shows how sources help us understand family or village history.

Q2. Can we compare historians to detectives? Give reasons for your answers.

Answer (80–100 words):
Yes, historians are like detectives. Detectives gather clues and evidence to solve crimes, while historians collect sources such as inscriptions, coins, pottery, monuments, and written texts to reconstruct the past. Both compare different pieces of evidence, cross-check facts, and then come to conclusions. Sometimes, evidence may be missing or contradictory, but through reasoning and analysis, historians, like detectives, solve the puzzle of history.

Q3. A few exercises with dates:
1. Place these dates chronologically on the timeline:
- 1900 BCE → 323 BCE → 100 BCE → 100 CE → 323 CE → 1090 CE → 2024 CE
1. If King Chandragupta was born in 320 CE, which century did he belong to? And how many years was that after the Buddha’s birth?
- 320 CE = 4th century CE
- Buddha’s birth = 560 BCE
- Years between = 560 + 320 – 1 = 879 years
1. Rani of Jhansi was born in 1828. Which century did she belong to? How many years was that before India’s Independence?
- 1828 CE = 19th century CE
- Independence = 1947 CE
- Gap = 1947 – 1828 = 119 years
1. Turn ‘12,000 years ago’ into a date.
- 2025 – 12,000 = 9975 BCE
Q4. Plan a visit to a nearby museum.

Answer (model report):
I visited the National Museum in New Delhi. It had ancient coins, pottery, inscriptions, sculptures, and manuscripts. I found the Harappan seals very interesting because they showed animals and symbols. I also saw old ornaments and tools. What was unexpected was how well-preserved these objects were. The visit helped me understand history better and made learning more exciting.

Q5. Invite to your school an archaeologist or a historian and ask them to speak on the history of your region and why it’s important to know it.

Answer (model speech points):
- Archaeologists explain the ancient monuments, inscriptions, and excavations of our region.
- Historians tell us about rulers, culture, and traditions of the past.
- Knowing local history connects us with our heritage.
- It helps us value our culture and learn lessons from the past for the present and future.
Extra Questions – Chapter 4: Timeline and Sources of History

Very Short Answer Questions

Q1. Who studies fossils?
Answer: Palaeontologists.

Q2. Which calendar is widely used today?
Answer: The Gregorian Calendar.

Q3. What does CE and BCE stand for?
Answer: Common Era and Before Common Era.

Q4. Who study ancient inscriptions?
Answer: Epigraphists.

Q5. Who were the earliest humans?
Answer: Homo sapiens, who appeared around 300,000 years ago.

Short Answer Questions

Q6. What is a timeline? Why is it useful in history?
Answer: A timeline is a line that shows events in chronological order. It helps us understand the sequence of events and compare different historical periods easily.

Q7. What were the main sources of food for early humans?
Answer: Early humans survived by hunting animals, gathering fruits, roots, and edible plants. Later, they learned farming and domestication of animals.

Q8. Mention two differences between BCE and CE dating systems.
Answer:
- BCE counts years backward (e.g., 500 BCE is earlier than 200 BCE), while CE counts years forward.
- BCE refers to “Before Common Era,” and CE refers to “Common Era.”
Long Answer Questions

Q9. Describe the different sources of history.
Answer (100–120 words):
Sources of history are divided into:
1. Archaeological sources – remains of buildings, pottery, tools, coins, inscriptions, and excavations.
2. Literary sources – manuscripts, Vedas, epics, poems, plays, travelogues, chronicles.
3. Oral sources – folklore, stories, songs, and traditions.
4. Artistic sources – paintings, sculptures, panels.
  These sources help historians reconstruct the past. Each source provides a part of the “puzzle of history,” and by combining them, historians get a clearer picture of how people lived in different times.
Q10. How did early humans live?
Answer (100–120 words):
Early humans lived in caves, rock shelters, or temporary camps. They hunted animals and gathered fruits, nuts, and roots. They used stone tools, fire for cooking, and painted scenes of animals and daily life on cave walls. Later, they discovered farming, domesticated animals like cattle and goats, and settled near rivers. They also made pottery, metal tools, and ornaments. These developments slowly transformed small hamlets into villages and towns, laying the foundation for civilisations.
September 7, 2025
Chapter – 6, English, Hornbill, Prose – 1
Silk Road

Author: Nick Middleton

Pre-text Questions (with answers)

Q1. Why is the Silk Road famous in history?
Ans. The Silk Road was an ancient trade route connecting Asia with Europe, famous for trade in silk, spices, culture, and ideas.

Q2. What do travelogues usually show us?
Ans. They give firsthand experiences of journeys, describing landscapes, people, and cultures from the perspective of the traveler.

Post-text Questions (with answers)

A. Understanding the Text

Q1. Where was the author traveling and for what purpose?
Ans. He was traveling to Mount Kailash in Tibet for a pilgrimage, describing the landscape and experiences along the way.

Q2. What difficulties did the travelers face?
Ans. They faced rough roads, altitude sickness, bad weather, and physical exhaustion during the journey.

Q3. Who was Tsetan, and how did he help?
Ans. Tsetan was the Tibetan driver who skillfully guided them through dangerous terrain and ensured their safety.

Q4. How did the author describe the village people?
Ans. He described them as simple, hospitable, and deeply spiritual, living in harmony with nature.

Q5. What impression do we get about the landscape of Tibet?
Ans. Tibet is portrayed as barren yet beautiful, with high mountains, icy winds, remote settlements, and an atmosphere of deep spirituality.

B. Talking About the Text

Q1. What values are reflected in the journey to Kailash?
Ans. Determination, faith, endurance, and appreciation of cultural and natural beauty.

Q2. How is the journey both physical and spiritual?
Ans. Physically, it was challenging due to harsh conditions, while spiritually it gave inner strength, peace, and closeness to faith.

Q3. What does the travelogue tell us about Tibetan life?
Ans. Tibetans are shown as resilient people, living with few resources but strong in faith, simplicity, and contentment.

C. Working with Words
- Pilgrimage → religious journey.
- Ascent → climb or upward journey.
- Hospitable → welcoming, generous.
D. Noticing Form
- The text is a travelogue, blending factual description with personal impressions and reflections.
Summary of Silk Road

Nick Middleton’s Silk Road is a travelogue that recounts his adventurous journey through the inhospitable landscape of Tibet as he travels to Mount Kailash, a sacred pilgrimage site. The text is not just about physical travel but also about spiritual discovery and cultural exploration.

The author begins his journey across rugged mountains and rough roads in the company of his Tibetan driver, Tsetan. The terrain is harsh, with icy winds, snow-covered passes, and dangerous roads, making the journey both exhausting and risky. Yet, Tsetan’s expertise and courage ensure safe passage, highlighting the resilience of the Tibetan people.

During the journey, Middleton interacts with locals and describes their lifestyle. He portrays the Tibetan villagers as simple, kind-hearted, and deeply religious. Their homes are modest, but their hospitality is rich. He notices prayer flags, monasteries, and rituals, which add to the spiritual atmosphere of Tibet.

The physical journey also takes a toll on Middleton, who experiences altitude sickness. The thin air, freezing cold, and long climbs test his endurance. Despite the difficulties, the spiritual significance of reaching Mount Kailash keeps him motivated.

The travelogue captures the beauty of Tibet—its barren yet striking landscape, towering mountains, and vast plains. The author notes how nature dominates the land, shaping the lives of its people. Unlike urban societies, Tibet seems untouched by modern excess, retaining its spiritual essence.

At a deeper level, the journey becomes symbolic. The hardships faced on the road mirror the struggles of life, while the destination—Mount Kailash—represents spiritual fulfillment. Middleton suggests that pilgrimage is not only about reaching a holy place but also about experiencing inner growth and reflection.

The Silk Road, historically a trade route connecting Asia and Europe, becomes in the narrative a road of self-discovery. By documenting both the challenges and the rewards, Middleton presents a vivid account of how travel broadens horizons, tests human limits, and enriches the soul.

In conclusion, Silk Road is more than a travel diary. It is a meditation on resilience, faith, and the harmony between human beings and nature. It reminds us that true journeys are both physical and spiritual, shaping not only our experiences but also our inner selves.

Biography of Nick Middleton

Nick Middleton (1960–2021) was a British geographer, writer, explorer, and television presenter, well known for his engaging travel books and documentaries. His work combined scientific geography with personal travel experiences, making complex ideas accessible to a wide audience.

Born in London in 1960, Middleton studied geography at Oxford University, where he later became a fellow at St. Anne’s College. His academic focus was on environmental issues, climate, and the impact of geography on human societies. However, he was equally passionate about popularising geography through writing and media.

Middleton’s career as a writer and explorer took him to more than 80 countries. He wrote extensively about deserts, mountains, and remote regions of the world. His book Going to Extremes (1998), based on a Channel 4 television series, explored how people survive in the harshest environments—deserts, Arctic tundra, and high mountains. This combination of scientific explanation and storytelling won him a wide readership.

Another notable work, Atlas of the World’s Extreme Weather (2002), studied how geography and climate shape societies. His travel writings often blended personal adventure with cultural insights, as seen in Silk Road, where he described the harsh yet spiritually rich landscape of Tibet.

In addition to books, Middleton appeared in documentaries and television programs, where he shared his experiences as a traveler and geographer. His warm style and curiosity made him popular among audiences.

Academically, Middleton’s research included work on desertification, climate change, and environmental adaptation. He collaborated with institutions worldwide, bridging the gap between fieldwork and classroom learning.

Despite his global recognition, Middleton remained grounded. He believed geography was not just about maps but about people—their struggles, adaptations, and stories. Through his writing, he showed how geography and culture are inseparable.

Nick Middleton passed away in 2021, leaving behind a legacy as a geographer who could make the subject exciting and human-centered. His works continue to inspire students, travelers, and readers to view geography not just as a science but as a story of human survival and discovery.
September 6, 2025
Chapter – 3, English, Hornbill, Poem – 2
Poem – The Voice of the Rain

Poet: Walt Whitman

Pre-text Questions (with answers)

Q1. Why is rain important for life on earth?
Ans. Rain renews soil fertility, supports crops, quenches thirst, and sustains the cycle of nature. Without rain, life cannot flourish.

Q2. Do you think natural elements like rain can be personified? Why?
Ans. Yes, because poets often give human voices and emotions to nature, allowing us to connect with it more deeply.

Post-text Questions (with answers)

A. Understanding the Poem

Q1. What does the rain say about its origin?
Ans. Rain says it is born from the earth—rising as vapour from land and sea, then returning to refresh the earth in a perpetual cycle.

Q2. How does the poet describe the cycle of rain?
Ans. Rain rises from the earth, travels through the sky, forms clouds, and falls back to earth, giving life and completing a continuous cycle.

Q3. Why does the rain call itself “the poem of the earth”?
Ans. Because like poetry, rain emerges naturally, beautifies life, quenches thirst, and returns silently, enriching the world without asking for reward.

Q4. What comparison does Whitman make between rain and music/poetry?
Ans. He compares rain to songs—both are born from within, travel outward, return to their origin, and spread joy, beauty, and life.

Q5. What is the central idea of the poem?
Ans. The poem highlights the eternal life cycle of rain and compares it to the artistic cycle of poetry, both of which renew, nurture, and beautify the world.

B. Talking About the Poem

Q1. Why does the poet use dialogue form in this poem?
Ans. To make the rain speak directly, personifying it, so its life cycle can be explained in simple yet profound terms.

Q2. How does the poem show the relationship between nature and art?
Ans. Just as nature (rain) sustains life, art (poetry) sustains the human spirit. Both work silently yet powerfully.

Q3. What message does Whitman want to give through this poem?
Ans. That natural processes and artistic creation are interconnected—they follow cycles of birth, growth, return, and renewal.

C. Working with Words
- Impalpable → intangible, cannot be touched.
- Perpetual → everlasting, continuous.
- Latent → hidden, not visible but present.
D. Noticing Form
- The poem is written in free verse with no rhyme or rhythm, reflecting Whitman’s unique style.
- It uses personification (rain speaking in first person) and metaphor (rain compared to poetry).
Summary of The Voice of the Rain

Walt Whitman’s The Voice of the Rain is a short yet profound poem that captures the eternal cycle of rain and its symbolic connection with poetry. The poem begins with the poet asking the rain: “And who art thou?” In response, the rain personifies itself and speaks directly.

The rain describes itself as the “poem of the earth.” It explains that it rises invisibly from the land and sea as vapour, ascends into the sky, transforms into clouds, and then returns to earth as rain. This cycle is endless and perpetual, sustaining all life. By returning to the place of its birth, rain nourishes plants, quenches thirst, and cleanses the world, fulfilling its purpose.

The rain emphasizes its silent, selfless role in life. It quenches drought, revives nature, and helps seeds germinate, ensuring the continuation of the natural world. It works without expectation of recognition or reward, much like poetry.

Whitman then compares the rain to poetry. A poem, he says, is born from the poet’s heart or mind. It travels into the world, touches people, and then returns to the poet with recognition, love, or simply in silence. Like rain, poetry is part of a cycle—nurturing human emotions, beautifying life, and then retreating to its origin.

The poem also highlights the similarity between natural and artistic processes. Both rain and poetry arise from within (earth/poet), travel outward (clouds/readers), and then return enriched (life/recognition). Both bring joy and fulfillment, working silently but leaving a lasting impact.

Another key theme is the eternal renewal of life. Rain symbolizes the never-ending cycle of birth, growth, death, and rebirth. Similarly, art never dies; poems may outlive their creators, renewing themselves with each new reader.

Whitman’s use of free verse enhances the natural flow of thought. The dialogue form gives the rain a human voice, making its eternal wisdom accessible to the reader. The imagery of water rising, floating, and falling mirrors the beauty of nature’s processes.

In essence, The Voice of the Rain is not just about the water cycle. It is a meditation on the relationship between nature and creativity. Rain sustains the physical world, and poetry sustains the human soul. Both follow cycles that are silent yet powerful, selfless yet essential, ordinary yet profoundly beautiful.

Biography of Walt Whitman

Walt Whitman (1819–1892) is celebrated as one of America’s greatest poets and the “father of free verse.” His poetry broke traditional forms and embraced a bold, democratic vision of life, nature, and humanity.

Whitman was born on 31 May 1819 in West Hills, Long Island, New York, into a working-class family. He had limited formal education and worked various jobs—printer, teacher, journalist—before devoting himself to writing. His early exposure to ordinary American life shaped his poetry, which celebrated common people and everyday experiences.

His most famous work, Leaves of Grass, was first published in 1855. It was groundbreaking because it abandoned rhyme and meter, using free verse instead. The book shocked critics but also earned admiration for its originality. Whitman continuously expanded Leaves of Grass throughout his life, adding new poems in each edition.

Whitman’s poetry reflects themes of democracy, equality, nature, and spirituality. He believed that poetry should speak for all people—not just the elite. His works celebrated farmers, workers, soldiers, women, and people from all walks of life. He envisioned America as a land of unity and diversity, and his poetry became a voice of democracy.

Nature was central to his vision. Poems like The Voice of the Rain show his reverence for natural cycles. He saw connections between the physical world and the human spirit, often blurring the line between the two.

During the American Civil War, Whitman worked as a nurse, caring for wounded soldiers. This experience deepened his compassion and inspired moving war poems such as Drum-Taps. He also wrote essays and journalistic pieces, but his poetry remained his most lasting contribution.

Whitman’s style was revolutionary. He rejected rigid structures, writing in long, flowing lines that mirrored natural speech. He used repetition, cataloguing, and vivid imagery to create rhythm without rhyme. His openness about the body, sexuality, and individuality was controversial but paved the way for modern poetry.

Though criticized in his time, Whitman gained recognition later as a literary giant. Writers like T.S. Eliot, Ezra Pound, and Allen Ginsberg were influenced by his work. Today, he is regarded as a pioneer of modern poetry and a champion of freedom, equality, and human dignity.

Walt Whitman died on 26 March 1892 in Camden, New Jersey. His legacy endures in the timeless beauty of Leaves of Grass and poems like The Voice of the Rain, which continue to inspire readers with their democratic spirit, love of nature, and celebration of life’s interconnectedness.
September 6, 2025
Chapter – 3, English, Hornbill, Prose – 1
Discovering Tut: The Saga Continues

Author: A.R. Williams

Pre-text Questions (with answers)

Q1. Why do ancient discoveries like pyramids and tombs fascinate us?
Ans. Because they connect us to lost civilizations, reveal mysteries of history, and make us wonder about human achievements thousands of years ago.

Q2. Do you think science has made archaeology more powerful? How?
Ans. Yes. With tools like CT scans, DNA testing, and carbon dating, archaeologists can learn details about ancient lives, diseases, and cultures that were impossible to know earlier.

Post-text Questions (with answers)

A. Understanding the Text

Q1. Why was Tutankhamun such a significant figure in history?
Ans. Tutankhamun, the “boy king” of Egypt, ruled during the 18th dynasty. His early death at 19 and the discovery of his intact tomb made him one of the most studied figures of ancient history.

Q2. What problems did archaeologists face when Tut’s body was discovered in 1922?
Ans. His body was badly preserved due to hasty burial, resins had hardened like cement, and attempts to remove the body caused damage.

Q3. What did modern technology reveal about Tut’s body?
Ans. A CT scan in 2005 revealed detailed 3D images of Tut’s body, confirming his physical condition, injuries, and possible causes of death.

Q4. Why is Tutankhamun’s death still a mystery?
Ans. Some historians believe he was murdered, while others think he died due to illness, accident, or genetic issues. No theory has been confirmed.

Q5. How does the author connect past and present in this text?
Ans. By showing how modern science and technology are applied to solve ancient mysteries, bridging the gap between history and modern research.

B. Talking About the Text

Q1. Do you think disturbing Tut’s tomb was justified? Why or why not?
Ans. Opinions differ. Some say it was justified for historical and scientific knowledge; others argue it disrespects cultural and spiritual traditions.

Q2. What role does technology play in reshaping history?
Ans. Technology like CT scans allows us to uncover facts hidden for centuries, thus rewriting or refining historical understanding.

Q3. Why do people continue to be fascinated by Tutankhamun even today?
Ans. His youth, mysterious death, and the treasure-filled tomb make him a symbol of mystery, glory, and tragedy.

C. Working with Words
- “Resurrection” → coming back to life
- “Casket” → small box, often for burial
- “Forensic” → relating to scientific investigation of crimes/deaths
D. Noticing Form
- The text blends scientific reportage with historical narrative, making it informative and dramatic at the same time.
Summary of Discovering Tut: The Saga Continues

This lesson explores the story of Tutankhamun, the “boy king” of Egypt, whose life, death, and tomb continue to fascinate the world. Written by A.R. Williams, the article combines history, archaeology, and modern science to show how technology has reshaped our understanding of the past.

Tutankhamun ascended the throne at a very young age and died mysteriously at 19, around 1324 BC. His reign was brief, but his death and the subsequent discovery of his tomb in 1922 by Howard Carter made him one of the most famous figures in archaeology. The tomb contained stunning treasures—gold, jewels, and artifacts—that provided insight into Egyptian civilization.

However, Tut’s mummy raised questions. Carter’s team, in their eagerness, mishandled the body, using hot blades and chisels to separate it from hardened resins. This caused severe damage to the remains. For decades, mystery surrounded Tut’s death—was he murdered, or did he die of natural causes?

In 2005, advanced technology offered new opportunities. Tut’s body was removed from his tomb and subjected to a detailed CT scan, producing 1,700 digital images. These scans revealed the structure of his skull, ribcage, and other features, allowing scientists to create a 3D reconstruction of his body. Though the exact cause of death remained uncertain, the scans ruled out some theories and gave fresh insights into his health.

The CT scans suggested he was a young, physically fragile king who may have suffered injuries before death. Some researchers believe he died from an infection after a leg fracture, while others argue for genetic illness. The debate continues, but technology has provided unprecedented clarity compared to earlier speculation.

The lesson also reflects on the symbolic nature of Tutankhamun’s story. He is not just an ancient king; he is a reminder of human mortality and the mysteries of history. His tomb, filled with treasures, highlights both the glory and the fragility of ancient civilizations.

Ultimately, this text shows how modern science collaborates with history, offering new answers while raising further questions. Tutankhamun, even thousands of years after his death, continues to live in global memory as a symbol of youth, mystery, and discovery.

Biography of A.R. Williams

A.R. Williams (Andrew R. Williams) is an American journalist, editor, and writer known for his contributions to archaeology and history reporting. He has worked extensively with National Geographic, one of the world’s leading magazines on science, history, and culture. Williams is celebrated for his ability to transform complex archaeological discoveries into engaging stories for general readers.

His career spans decades of covering global archaeological projects, from ancient Egyptian tombs to Mayan ruins in Central America. His writings often explore the intersection of history, science, and human culture, showing how discoveries from the past shape our understanding of the present.

Williams has written on topics like mummies, lost civilizations, ancient artifacts, and burial rituals. His articles are notable for combining factual accuracy with narrative drama, which allows readers to not only learn but also feel the excitement of discovery.

One of his most famous works is his coverage of Tutankhamun, the Egyptian boy king. In Discovering Tut: The Saga Continues, Williams explains how modern scientific methods like CT scans and forensic analysis help unravel ancient mysteries. His writing demonstrates a balance between reverence for history and enthusiasm for scientific progress.

In his career at National Geographic, Williams contributed as a senior editor in the Archaeology Department. He collaborated with scientists, archaeologists, and photographers to produce groundbreaking stories that brought archaeology into mainstream media. His articles often highlight the painstaking work of archaeologists and the role of technology in making new discoveries.

Williams’ passion for history extends beyond Egypt. He has covered topics like the Roman Empire, the Inca civilization, and Native American archaeology. His work reflects a global curiosity about how humans lived, built, and believed across centuries.

As an editor and writer, A.R. Williams has also mentored younger journalists and contributed to books, documentaries, and exhibitions on archaeology. His career demonstrates how journalism can bridge the gap between scientific research and popular understanding.

Through his work, Williams has helped millions of readers engage with archaeology—not as a dry academic subject but as a living, thrilling exploration of human history. His legacy lies in making the ancient world accessible, exciting, and meaningful to the modern world.
September 6, 2025
Chapter – 2, English, Hornbill, Prose – 1
Lesson 1 – We’re Not Afraid to Die… If We Can All Be Together

Authors: Gordon Cook & Alan East

Pre-text Questions (with answers)

Q1. How would you describe people who go on dangerous sea voyages?
Ans. They are adventurous, courageous, and determined. They embrace risk in pursuit of discovery or personal challenge.

Q2. Why do you think people risk their lives in such expeditions?
Ans. To test human limits, seek adventure, experience nature’s power, and often to fulfill dreams or achieve recognition.

Post-text Questions (with answers)

A. Understanding the Text

Q1. List the preparations made by the narrator and his family for their voyage.
Ans. They spent 16 years planning, built a 23-metre boat Wavewalker, tested it in harsh weather, and trained themselves in seamanship and survival.

Q2. Describe the initial part of their journey.
Ans. They sailed smoothly from Plymouth, England, in July 1976, covering 1,05,000 km over the years and reaching Cape Town successfully.

Q3. What happened on January 2, 1977?
Ans. They were hit by a gigantic wave in the Indian Ocean. The boat was badly damaged, water flooded in, and the narrator was injured.

Q4. How did the children display courage during the storm?
Ans. The son said he was not afraid to die if all stayed together, and the daughter showed cheerfulness despite her injuries, encouraging her parents.

Q5. How did they manage to survive?
Ans. By pumping out water, making temporary repairs, and navigating carefully with determination and teamwork until they reached Ile Amsterdam, a small island.

B. Talking About the Text

Q1. What values are highlighted in this story?
Ans. Courage, resilience, teamwork, family unity, and optimism in the face of adversity.

Q2. Would you call this a story of adventure or survival? Why?
Ans. It is both. It begins as an adventure but turns into a gripping story of survival, where human spirit and determination triumph over disaster.

Q3. How do the children’s responses inspire the adults?
Ans. Their calm acceptance of danger and faith in togetherness inspired the adults to continue fighting for survival.

C. Working with Words
- “Mayday call” → emergency distress signal
- “Stern” → rear part of a ship
- “Deck” → floor surface of a ship
D. Noticing Form
- The story is a first-person account, filled with vivid description and suspense, which makes readers feel the intensity of the storm.
Summary of We’re Not Afraid to Die…

This lesson narrates an extraordinary story of courage, resilience, and survival against nature’s fury. Written by Gordon Cook and Alan East, it documents a sea expedition undertaken by the narrator, his family, and two crewmen.

The narrator, his wife Mary, and their two children Jonathan (6) and Suzanne (7) set out from Plymouth, England, in July 1976, aiming to replicate the round-the-world voyage of Captain James Cook. They spent 16 years planning the journey and had a custom-built boat, Wavewalker, prepared and tested. The initial part of their journey was smooth, and they reached Cape Town safely.

However, while crossing the Indian Ocean on January 2, 1977, they encountered a massive storm. The waves were monstrous, and the boat was repeatedly struck. Suddenly, a gigantic wave hit them, causing severe damage. The narrator was injured, and water gushed into the boat, threatening to sink it. Despite the chaos, everyone displayed remarkable courage. The narrator and his crew fought tirelessly to pump out water, repair the sails, and keep the boat afloat.

The most touching moment came from the children. Jonathan, the six-year-old son, said, “We are not afraid to die if we can all be together.” This innocent yet powerful statement gave the parents immense strength. Suzanne, despite being injured, remained cheerful and brave. Their courage motivated the adults to continue their struggle.

For 15 hours, they battled against nature, working in shifts, enduring exhaustion and fear. Eventually, they managed to control the flooding and make temporary repairs. Guided by determination, seamanship, and teamwork, they navigated towards Ile Amsterdam, a small French island.

After days of struggle, they finally reached the island, where they were rescued. The survival was a triumph not only of skill but also of human endurance, family unity, and the will to live.

The story is not just about adventure but about the human spirit. It shows how ordinary people can rise to extraordinary challenges when they act with courage and support each other. Nature may be powerful, but human resilience, hope, and unity can overcome even the harshest storms.

In conclusion, the lesson teaches us that survival depends on optimism, teamwork, and never giving up, even in the face of overwhelming odds.

Biography of Gordon Cook & Alan East

Gordon Cook was a British sailor, adventurer, and writer who undertook several sea voyages in the 20th century. He is best known for his adventurous round-the-world sailing expeditions, one of which forms the basis of the lesson We’re Not Afraid to Die…. Cook, along with his wife and two children, attempted to follow the historic route of Captain James Cook. His passion for the sea reflected not only in his sailing but also in his writing, where he documented the challenges, risks, and beauty of ocean voyages.

Cook’s accounts highlight the qualities of courage, preparedness, and human resilience. He was meticulous in planning his expeditions, often spending years in preparation. His writing style was simple yet gripping, focusing on real-life struggles and lessons in survival. Through stories like this, Gordon Cook inspires readers to embrace challenges, test their limits, and value teamwork and family bonds.

Alan East was a British journalist and writer who collaborated with Gordon Cook to document the story. East had a background in adventure writing and journalism, with a flair for bringing real-life experiences alive on the page. His contribution was to shape the raw experience of Cook’s voyage into a coherent, dramatic narrative that could inspire readers.

Alan East often focused on themes of resilience, courage, and the power of the human spirit in his works. By co-authoring this piece, he helped immortalise a real-life adventure into a story that speaks universally to readers about survival, optimism, and unity.

Together, Gordon Cook and Alan East produced a work that is now part of school curricula, teaching young learners the values of perseverance and courage. Their writing is a reminder that literature is not only about fiction or imagination but also about documenting human experiences that inspire and educate.

Although not widely known in the literary mainstream, both Cook and East contributed significantly to the genre of adventure writing. Their legacy lies in showing how ordinary families and individuals can face extraordinary challenges with strength and determination.
September 6, 2025
Unit – 5, Class 8th English, Poorvi, NCERT
Lesson 1: Feathered Friend – Arthur C. Clarke

Before the Text

Q1. What comes to your mind when you hear “life in space”?
Ans. Astronauts floating in zero gravity, space stations, advanced machines, and unusual challenges.

Q2. Do you think animals can be useful in space? How?
Ans. Yes, animals can sense danger earlier, give companionship, and even help in experiments.

Q3. Why might space travel be dangerous for humans?
Ans. Because of lack of oxygen, zero gravity, cosmic radiation, and isolation.

Let Us Discuss

Q1. Who was Claribel?
Ans. A small yellow canary secretly taken aboard the space station.

Q2. Who brought her there?
Ans. Sven Olsen, the narrator’s friend and fellow astronaut.

Q3. Why did the narrator think Sven had chosen a canary?
Ans. Because canaries are light, cheerful companions and have been used in coal mines to detect poisonous gases.

Q4. What happened one morning inside the space station?
Ans. Claribel fainted, which alerted the astronauts that oxygen had leaked.

Q5. How did the bird save their lives?
Ans. By fainting first, she warned them of low oxygen levels before it was dangerous for humans.

Let Us Think and Reflect

Extract 1

Q1. Why did the narrator call Claribel an “illegal immigrant”?
Ans. Because animals were not officially allowed on the space station.

Q2. What does this reveal about Sven?
Ans. That he was kind-hearted, playful, and valued companionship.

Q3. Why was Claribel welcomed despite being illegal?
Ans. Because she brought joy and song to the astronauts.

Extract 2

Q1. Why did Claribel faint before the astronauts?
Ans. Because small animals need more oxygen and are affected earlier by lack of it.

Q2. How does this incident show science in action?
Ans. It shows how living beings react differently to changes in environment, and how animals can be natural warning systems.

Q3. What qualities of Claribel are admired in the story?
Ans. Her innocence, cheerfulness, and her unintentional role as a life-saver.

Comprehension Questions

Q1. Why did the narrator initially disapprove of Claribel?
Ans. Because he thought bringing a bird was childish and unnecessary in a space station.

Q2. How did his opinion change?
Ans. He realised the bird was useful when she saved their lives.

Q3. What does the story teach us about animals?
Ans. That they are sensitive, valuable companions, and can even save human lives.

Q4. Why is the story titled Feathered Friend?
Ans. Because Claribel, the feathered canary, proved to be a true friend by warning them of danger.

Q5. How is humour used in the story?
Ans. By calling the bird an “illegal immigrant” and describing Sven’s secret plan in a light, amusing way.

Vocabulary & Language Work

Q1. Synonyms:
- Illegal → Unlawful
- Friend → Companion
- Oxygen → Air
- Warn → Alert
Q2. Antonyms:
- Life × Death
- Legal × Illegal
- Large × Small
- Safe × Dangerous
Writing Task

Q. Write a diary entry as Sven Olsen on the day Claribel saved the astronauts.

Ans.
Dear Diary,
Today Claribel proved why she belongs with us in space. This morning, she fainted suddenly. At first, I was terrified. But then we realised what had happened—oxygen levels were dropping fast. If not for her, we might not have noticed until it was too late. Who would have thought a little yellow bird could save the lives of strong astronauts? She is not just my pet, but everyone’s feathered friend now.
– Sven

Summary of the Story

Feathered Friend by Arthur C. Clarke is a humorous yet thoughtful science fiction story set in a space station. Sven Olsen secretly brings a canary, Claribel, aboard. While some astronauts laugh at this, the bird proves her worth when she faints, warning them of low oxygen levels. This helps save their lives. The story highlights the importance of animals, their sensitivity, and the bond between humans and other creatures. It shows that even in a world of science and technology, simple natural companions can be life-savers.

Lesson 2: Magnifying Glass – Walter de la Mare

Before the Text

Q1. Have you used a magnifying glass? What did you observe?
Ans. Yes, I used it to look at leaves, insects, and small print. It made tiny details look bigger and clearer.

Q2. Why do children enjoy using magnifying glasses?
Ans. Because they make small things appear large and magical, sparking curiosity and fun.

Let Us Discuss

Q1. What does the child do with the magnifying glass?
Ans. The child looks at everyday objects—ant, letters, hair, dust, leaf—and discovers hidden details.

Q2. What does the poem suggest about curiosity?
Ans. That curiosity turns ordinary things into exciting discoveries.

Q3. Why does the poet use a child’s point of view?
Ans. To show innocence, wonder, and the joy of exploring small things.

Q4. How does the magnifying glass change the child’s world?
Ans. It makes common objects appear extraordinary, teaching that science reveals hidden beauty.

Let Us Think and Reflect

Extract 1

Q1. What objects does the child observe first?
Ans. An ant and printed letters.

Q2. Why does the ant look different?
Ans. It looks huge and strange through the magnifying glass.

Q3. What does this show about science tools?
Ans. That simple tools help us see the world in new ways.

Extract 2

Q1. What other things did the child see?
Ans. A hair, a leaf, and tiny specks of dust.

Q2. How did these things appear?
Ans. Large, detailed, and sometimes surprising.

Q3. What feelings do these discoveries bring?
Ans. Excitement, wonder, and curiosity to explore more.

Comprehension Questions

Q1. What is the central idea of the poem?
Ans. The joy of curiosity and how science tools like magnifying glasses reveal hidden wonders.

Q2. Why is the magnifying glass compared to magic?
Ans. Because it transforms ordinary things into something extraordinary.

Q3. How does the poem connect science and imagination?
Ans. By showing how observation creates amazement, mixing knowledge with wonder.

Q4. What values does the poem teach children?
Ans. Curiosity, observation, creativity, and love for learning.

Vocabulary & Language Work

Q1. Synonyms:
- Magnify → Enlarge
- Tiny → Small, minute
- Strange → Unusual
- Discover → Find
Q2. Antonyms:
- Big × Small
- Clear × Blurred
- Magic × Ordinary
- Known × Unknown
Writing Task

Q. Imagine you are a child with a magnifying glass. Write a short poem or paragraph about what you see.

Ans.
Through my tiny magic glass,
I see the world in class.
A leaf becomes a forest deep,
An ant a giant, on a leap.
Dust like planets in the sky,
So much wonder meets my eye.

Summary of the Poem

Magnifying Glass by Walter de la Mare captures the curiosity of a child exploring the world with a magnifying glass. Simple things like ants, leaves, dust, and letters become extraordinary under the lens. The poem blends science and imagination, showing that curiosity and observation turn everyday life into a magical discovery.

Lesson 3: Bibha Chowdhuri – The Beam of Light that Lit the Path for Women in Indian Science

Before the Text

Q1. Do you know any famous Indian women scientists?
Ans. Yes, like Kalpana Chawla (astronaut), Janaki Ammal (botanist), and Tessy Thomas (missile scientist).

Q2. Why is it important to highlight women scientists?
Ans. Because their contributions inspire future generations and show that science belongs to everyone.

Q3. What qualities are needed to succeed in science?
Ans. Curiosity, hard work, patience, observation, and determination.

Let Us Discuss

Q1. Who was Bibha Chowdhuri?
Ans. She was India’s first woman particle physicist and a pioneer in cosmic ray research.

Q2. With whom did she work in England?
Ans. With Nobel Prize winner Patrick Blackett at the University of Manchester.

Q3. What was her contribution to physics?
Ans. She studied cosmic rays and particles like mesons, making important discoveries in particle physics.

Q4. What role did she play in India after independence?
Ans. She worked at the Tata Institute of Fundamental Research (TIFR) and later at the Saha Institute of Nuclear Physics in Kolkata.

Q5. How was she honoured later?
Ans. The International Astronomical Union named a star, “Bibha,” after her in 2017.

Let Us Think and Reflect

Extract 1

Q1. Why was it difficult for Bibha to pursue science in her time?
Ans. Because women faced gender bias and very few studied science in the 1930s.

Q2. What does her success prove?
Ans. That determination and talent can overcome social barriers.

Q3. What values are shown in her life?
Ans. Courage, dedication, and passion for knowledge.

Extract 2

Q1. Why was Bibha’s work not widely recognised in her lifetime?
Ans. Because she worked in a male-dominated field where women’s contributions were often overlooked.

Q2. How does naming a star after her give justice?
Ans. It immortalises her name, shining as a symbol of inspiration for future scientists.

Q3. What lesson can students learn from her?
Ans. To never give up, to break barriers, and to follow curiosity with perseverance.

Comprehension Questions

Q1. Why is Bibha Chowdhuri called “a beam of light”?
Ans. Because like light, she illuminated the path for women in science and inspired others.

Q2. What field of science did she specialise in?
Ans. Particle physics and cosmic ray research.

Q3. How did she contribute to Indian science after returning?
Ans. By teaching, guiding young scientists, and doing research at top Indian institutes.

Q4. What does her story tell us about women in science?
Ans. That though women faced challenges, they made pioneering contributions with courage and brilliance.

Q5. How can we continue her legacy today?
Ans. By encouraging girls in STEM fields, supporting equality, and recognising women scientists.

Vocabulary & Language Work

Q1. Synonyms:
- Beam → Ray
- Pioneer → Trailblazer
- Inspire → Motivate
- Honour → Respect
Q2. Antonyms:
- Success × Failure
- Recognised × Ignored
- Early × Late
- Male-dominated × Equal
Writing Task

Q. Write a short biographical sketch of Bibha Chowdhuri.

Ans.
Bibha Chowdhuri (1913–1991) was India’s first woman particle physicist. She studied physics at the University of Calcutta and later worked with Nobel Laureate Patrick Blackett in England on cosmic rays. Returning to India, she worked at TIFR and the Saha Institute of Nuclear Physics. Despite facing gender bias, she made pioneering contributions to particle physics. In 2017, a star was named “Bibha” in her honour. She remains an inspiration for all who wish to break barriers in science.

Summary of the Lesson

This lesson tells the story of Bibha Chowdhuri, India’s first woman particle physicist. At a time when very few women studied science, she became a pioneer in cosmic ray research and worked with Nobel laureates. She contributed greatly to Indian science after independence but did not receive the recognition she deserved during her lifetime. Later, a star was named after her. Her life teaches us the values of determination, courage, and the importance of recognising women in science.
September 6, 2025
Unit – 4, Class 8th English, Poorvi, NCERT
Lesson 1: The Cherry Tree – Ruskin Bond

Before the Text

Q1. Have you ever planted a tree or a sapling? What was the experience like?
Ans. Yes, I planted a neem sapling. Watching it grow gave me joy and taught me patience.

Q2. Why is it important to plant trees?
Ans. Because they give us oxygen, shade, fruits, wood, and help balance the environment.

Q3. How do you feel when you see a tree you planted grow?
Ans. Proud and happy, like taking care of a friend and watching it thrive.

Let Us Discuss

Q1. Who planted the cherry seed?
Ans. Rakesh, a boy living in the hills.

Q2. Where did he plant it?
Ans. In a corner of his grandfather’s garden, near a dry stony ground.

Q3. What difficulties did the plant face?
Ans. It was eaten by a goat, cut by a grass-cutter, and once almost dried up in summer.

Q4. How did the cherry tree survive?
Ans. Despite struggles, it grew slowly and strongly with nature’s care—rain, sun, and soil.

Q5. What did the tree look like after four years?
Ans. It grew tall, blossomed with pink flowers, and bore small cherries.

Let Us Think and Reflect

Extract 1

Q1. Why was Rakesh curious about the seed?
Ans. Because he wanted to see how something so small could grow into a tree.

Q2. What does his act of planting show?
Ans. His love for nature and eagerness to learn.

Q3. What lesson does this extract give us?
Ans. That small actions, like planting a seed, can lead to great results.

Extract 2

Q1. How did the tree reflect the cycle of nature?
Ans. It faced heat, rain, animals, and humans, but continued to grow, showing resilience of life.

Q2. What does the cherry tree symbolize?
Ans. Patience, hope, and the rewards of nurturing nature.

Q3. How did Rakesh and his grandfather feel seeing the blossoms?
Ans. Proud, amazed, and grateful to nature.

Comprehension Questions

Q1. Why did Rakesh plant the cherry seed?
Ans. Out of curiosity and encouragement from his grandfather.

Q2. How did the goat and grass-cutter affect the plant?
Ans. The goat ate its leaves, and the grass-cutter cut it to the ground.

Q3. Why is nature called a true caretaker in the story?
Ans. Because despite troubles, nature—sunlight, rain, and soil—helped the seed grow into a tree.

Q4. What values do we learn from the cherry tree’s survival?
Ans. Perseverance, patience, and respect for nature.

Q5. How is the story an example of “Environment” theme?
Ans. It shows the bond between humans and nature, and how planting trees sustains life.

Vocabulary & Language Work

Q1. Synonyms:
- Curious → Eager
- Blossom → Flower
- Survive → Continue, endure
- Proud → Glad, happy
Q2. Antonyms:
- Plant × Uproot
- Strong × Weak
- Hope × Despair
- Life × Death
Writing Task

Q. Write a short paragraph on “A Tree I Love.”
Ans. I love the banyan tree in my village. It is huge, with thick roots and branches that spread like a roof. Birds nest in it, and children play under its shade. For me, it is not just a tree but a living companion that has seen many generations.

Summary of the Story

The Cherry Tree by Ruskin Bond is about Rakesh, a boy who plants a cherry seed in his grandfather’s garden. The sapling faces many struggles—being eaten by a goat, cut down, and dried by the sun. But with the care of nature, it grows into a beautiful tree with blossoms and cherries after four years. Rakesh and his grandfather feel joy and pride at its growth. The story teaches us the values of patience, perseverance, and love for nature.

Lesson 2: Harvest Hymn – Sarojini Naidu

Before the Text

Q1. Why do farmers pray during harvest time?
Ans. To thank God for the crops and to ask for blessings for a good yield and prosperity.

Q2. How are festivals like Pongal, Baisakhi, or Onam related to harvest?
Ans. They are celebrated by farmers after harvesting crops, to express gratitude and joy.

Q3. Why is agriculture important for our country?
Ans. Because it provides food, raw materials, and livelihood for millions of people.

Let Us Discuss

Q1. To whom is the poem addressed?
Ans. To God, as a prayer of gratitude and request for blessings on the fields.

Q2. What do the farmers ask from God?
Ans. To bless their fields, protect them from pests, storms, and droughts, and grant them rich harvests.

Q3. What images of nature are used in the poem?
Ans. Fields, golden corn, green pastures, rain, sunshine, and storms.

Q4. Why is the poem called a “hymn”?
Ans. Because it is written like a prayer or song of devotion.

Let Us Think and Reflect

Extract 1

Q1. What is meant by “Lord of the harvest”?
Ans. God, who is believed to control nature and crops.

Q2. Why do farmers call themselves “children of earth”?
Ans. Because they live close to the soil and depend on it for survival.

Q3. What values are reflected in these lines?
Ans. Humility, gratitude, and devotion.

Extract 2

Q1. What dangers do farmers fear?
Ans. Pests, floods, droughts, and storms destroying their crops.

Q2. How do they seek God’s help?
Ans. By praying for protection, sunshine, and rain in proper measure.

Q3. What tone do these lines carry?
Ans. Hopeful, humble, and devotional.

Comprehension Questions

Q1. Why is farming described as a partnership between humans and God?
Ans. Because farmers work hard, but they depend on God’s blessings like rain and sunshine for crops to grow.

Q2. What message does the poem give us?
Ans. To respect nature, be grateful, and pray for balance in the environment.

Q3. How does the poem highlight the link between nature and human life?
Ans. By showing that human survival depends on fields, rain, and natural forces.

Q4. Why is Sarojini Naidu called the “Nightingale of India”?
Ans. Because of her melodious, lyrical poetry expressing deep emotions about nature, patriotism, and life.

Vocabulary & Language Work

Q1. Synonyms:
- Hymn → Prayer, song
- Harvest → Yield, crops
- Bless → Protect, favour
- Earth → Soil, land
Q2. Antonyms:
- Golden × Pale
- Hope × Despair
- Calm × Storm
- Life × Death
Writing Task

Q. Write a short prayer thanking nature for food.

Ans.
“O God of nature, we thank you for the sun that shines, the rain that falls, and the soil that gives us food. Bless the farmers who work hard and protect our fields from harm. May all people share the harvest with joy and gratitude.”

Summary of the Poem

Harvest Hymn by Sarojini Naidu is a prayer-poem sung by farmers. They ask God, the “Lord of the harvest,” to bless their crops, protect them from pests and storms, and give them prosperity. The poem uses beautiful images of fields, sunshine, and rain. It reflects the farmers’ humility, gratitude, and dependence on nature. The central message is that human life depends on nature’s blessings, and we should live with gratitude and devotion.

Lesson 3: Waiting for the Rain – Kamakshi Balasubramanian

Before the Text

Q1. How do people feel when it doesn’t rain for a long time?
Ans. They feel worried, helpless, and anxious because crops, animals, and daily life suffer.

Q2. Why is rain so important in villages?
Ans. Because it provides water for farming, drinking, and daily use—villages mostly depend on rainfall.

Q3. Have you experienced the first rain of the season? How does it feel?
Ans. Yes, it feels refreshing, joyful, and fills the air with a pleasant smell of wet earth.

Let Us Discuss

Q1. Where does this story take place?
Ans. In a village suffering from drought.

Q2. Who is the main character?
Ans. A boy named Arjun, who lives with his family.

Q3. What were the villagers waiting for?
Ans. They were waiting desperately for rain to save their crops and lives.

Q4. How did drought affect the people?
Ans. Wells dried up, crops failed, cattle starved, and people became restless.

Q5. How did Arjun’s family respond to the drought?
Ans. They worried about survival but tried to remain hopeful for rain.

Let Us Think and Reflect

Extract 1

Q1. Why did Arjun’s father look up at the sky so often?
Ans. To check for rain clouds with hope and anxiety.

Q2. What did the parched land symbolise?
Ans. Helplessness of farmers and the dependence on rain.

Q3. What values are shown in the villagers’ behaviour?
Ans. Patience, endurance, and unity in suffering.

Extract 2

Q1. What was the change when the first drops fell?
Ans. The dry earth smelled sweet, people danced with joy, and nature looked alive again.

Q2. How did the rain bring relief?
Ans. It filled tanks and wells, revived crops, and gave hope to the villagers.

Q3. What does the arrival of rain symbolise?
Ans. New life, hope, and the cycle of renewal in nature.

Comprehension Questions

Q1. Why were the villagers desperate for rain?
Ans. Because without rain they had no water for crops, animals, or daily needs.

Q2. How did the drought affect children like Arjun?
Ans. They felt anxious, hungry, and watched their parents’ struggles with fear.

Q3. What was the mood of the village before and after the rain?
Ans. Before → tense, hopeless, and silent.
After → joyful, lively, and full of celebration.

Q4. What lesson do we learn from the villagers’ experience?
Ans. To value water, use it carefully, and respect nature’s role in our survival.

Q5. How is this story related to “Environment”?
Ans. It shows human dependence on rain, the dangers of drought, and the importance of conserving water.

Vocabulary & Language Work

Q1. Synonyms:
- Parched → Dry
- Drought → Lack of rain
- Relief → Comfort
- Joy → Happiness
Q2. Antonyms:
- Wet × Dry
- Full × Empty
- Hope × Despair
- Alive × Dead
Writing Task

Q. Write a diary entry as Arjun on the day the rain came.

Ans.
Dear Diary,
Today was the happiest day of my life! After so many weeks of waiting, dark clouds covered the sky. Suddenly, drops of rain fell, and the earth smelled wonderful. Everyone in the village came out—some danced, some prayed, all were smiling. Wells are filling again, and our crops will grow. The rain has given us new hope.
– Arjun

📚 Summary of the Story

Waiting for the Rain by Kamakshi Balasubramanian describes life in a drought-hit village through the eyes of a boy, Arjun. The villagers wait anxiously as their crops and cattle suffer. The parched earth reflects their despair. Finally, when the rain arrives, it transforms the scene into joy, relief, and celebration. The story highlights the importance of water and teaches us to value nature, conserve resources, and live with patience and hope.
September 6, 2025
Unit – 3, Class 8th English, Poorvi, NCERT
Lesson 1: The Case of the Fifth Word

(Adapted from Donald J. Sobol’s Encyclopedia Brown stories)

Before the Text

Q1. Do you like detective stories? Why/Why not?
Ans. Yes, because they are full of suspense, puzzles, and clever solutions.

Q2. What qualities should a good detective have?
Ans. Sharp observation, logical thinking, patience, courage, and honesty.

Q3. Can children be detectives? Give reasons.
Ans. Yes, because children are curious, observant, and sometimes notice details adults miss.

Let Us Discuss

Q1. Who was Encyclopedia Brown?
Ans. A young boy detective, son of the police chief, who solved mysteries using logic and keen observation.

Q2. What was the mystery in this story?
Ans. Bugs Meany accused Willy Armstrong of cheating in a contest by using five words instead of four in his slogan.

Q3. What was the contest about?
Ans. A supermarket contest where participants had to complete the slogan:
“Supermarket prices are low. You get more at …” in four words only.

Q4. What did Willy write?
Ans. “Supermarket prices are low. You get more at Supermart, not at a competitor.”

Q5. Why did Bugs say it was five words?
Ans. Because he claimed “a competitor” counted as two separate words.

Let Us Think and Reflect

Extract 1

Q1. Why was Bugs angry with Willy?
Ans. Because Willy had written a better slogan and Bugs wanted to win.

Q2. What did Bugs demand?
Ans. That Willy should be disqualified for using five words.

Q3. How did Encyclopedia Brown solve the puzzle?
Ans. He explained that “a competitor” was treated as one idea in the contest slogan, so Willy’s answer had only four words.

Q4. What qualities of Encyclopedia Brown are shown here?
Ans. Intelligence, logical reasoning, fairness, and confidence.

Comprehension Questions

Q1. What was Bugs’ nature?
Ans. He was quarrelsome, jealous, and always tried to bully others.

Q2. How did Encyclopedia Brown prove Willy’s slogan was correct?
Ans. By showing that “a competitor” was not two words but a single idea, making the total four words.

Q3. Why is the story titled “The Case of the Fifth Word”?
Ans. Because the whole mystery revolved around whether Willy had used a fifth word or not.

Q4. What values can we learn from Encyclopedia Brown?
Ans. To think carefully, be fair, and solve problems with logic instead of anger.

Q5. What lesson do we learn from this case?
Ans. That truth and reasoning win over bullying and dishonesty.

Vocabulary & Language Work

Q1. Synonyms:
- Quarrel → Argument
- Competitor → Rival
- Mystery → Puzzle
- Idea → Thought
Q2. Antonyms:
- Fair × Unfair
- Angry × Calm
- Win × Lose
- Friend × Enemy
Writing Task

Q. Imagine you are Encyclopedia Brown. Write a diary entry about how you solved the case.

Ans.
Dear Diary,
Today Bugs tried to bully Willy Armstrong at the supermarket contest. He claimed Willy used five words instead of four. Everyone was confused, but I read the slogan carefully. I noticed that “a competitor” was one idea, not two words. I explained it clearly, and Willy was proved right. Once again, logic and fairness solved the mystery!
– Encyclopedia

Summary of the Story

The Case of the Fifth Word is a detective story about Encyclopedia Brown, a boy detective. In a supermarket contest, Bugs Meany accused Willy Armstrong of cheating by using five words in his slogan instead of four. Encyclopedia Brown carefully examined the slogan and explained that “a competitor” was one idea, so the answer had only four words. Willy was declared correct, and Bugs was defeated. The story teaches us that wit, reasoning, and honesty can solve problems and overcome dishonesty.

Lesson 2: The Magic Brush of Dreams

Before the Text

Q1. Do you like stories or poems about magic? Why?
Ans. Yes, because they make us imagine wonderful possibilities beyond ordinary life.

Q2. What would you create if you had a magic brush?
Ans. (Example:) I would paint a library that never ends, or food for all hungry people.

Let Us Discuss

Q1. What is the central idea of the poem?
Ans. That imagination is powerful and can create magical worlds through dreams and art.

Q2. What is the “magic brush of dreams”?
Ans. It is a symbol of creativity and imagination that can bring to life whatever one imagines.

Q3. How does the poet describe the magic brush?
Ans. As a tool that paints wishes into reality—palaces, gardens, rivers, and adventures.

Q4. Why does the poet mix dreams with reality?
Ans. To show that creativity can transform life and that all great achievements begin as dreams.

Let Us Think and Reflect

Extract 1

Q1. What does the brush paint first?
Ans. It paints beautiful scenes like flowers, gardens, and palaces.

Q2. Why is this magical?
Ans. Because ordinary strokes create extraordinary things that normally cannot appear instantly.

Q3. What does this tell us about imagination?
Ans. Imagination can make life colourful and limitless.

Extract 2

Q1. What happens when the brush paints adventures?
Ans. It creates rivers, ships, and journeys that take the dreamer to new places.

Q2. What feelings do these images create?
Ans. Wonder, excitement, and joy of exploration.

Q3. Why does the poet use rich imagery?
Ans. To help readers see, feel, and enjoy the magic in their own imagination.

Comprehension Questions

Q1. What is the main message of the poem?
Ans. Creativity and imagination are like a magic brush that can change the world.

Q2. What values does the poem teach us?
Ans. To dream big, be creative, and use imagination for good purposes.

Q3. How is this poem an example of “mystery and magic”?
Ans. Because it describes magical powers of painting dreams into reality.

Q4. Why do children enjoy such poems?
Ans. Because they spark imagination and make the impossible seem possible.

Vocabulary & Language Work

Q1. Synonyms:
- Magic → Enchantment
- Dream → Vision
- Paint → Colour, depict
- Create → Build, form
Q2. Antonyms:
- Real × Imaginary
- Dull × Bright
- Ordinary × Extraordinary
- Limited × Unlimited
Writing Task

Q. Imagine you had a magic brush. Write 4–5 sentences about what you would paint.

Ans.
If I had a magic brush, I would paint food for all hungry people in the world. I would create schools in every village so that all children could study. I would draw forests full of animals and rivers full of clean water. My brush would make the earth a happy and beautiful place.

Summary of the Poem

The Magic Brush of Dreams is a poem that celebrates imagination. It describes a magical brush that paints not just objects but also wishes, adventures, and dreams. The poet shows how creativity can bring joy, colour, and wonder to life. The poem conveys that imagination is powerful, and with creativity we can shape a brighter future.

Lesson 3: Spectacular Wonders

Before the Text

Q1. What comes to your mind when you hear the word “wonder”?
Ans. Something rare, extraordinary, or breathtaking like the Taj Mahal or the Grand Canyon.

Q2. What wonders of nature have you seen?
Ans. (Example:) Waterfalls, caves, mountain ranges, or coral reefs.

Q3. Why are such wonders important?
Ans. Because they inspire awe, attract visitors, and remind us of nature’s power and beauty.

Let Us Discuss

Q1. Which natural wonders are described in the lesson?
Ans.
1. Living Root Bridges of Meghalaya
2. Marble Rocks of Bhedaghat, Madhya Pradesh
3. Borra Caves of Andhra Pradesh
4. Loktak Lake in Manipur
Q2. What makes the Living Root Bridges special?
Ans. They are made naturally from roots of rubber trees, shaped by people over centuries.

Q3. Why are the Marble Rocks unique?
Ans. Because the river Narmada has cut through marble cliffs, making white shining rocks and waterfalls.

Q4. What is mysterious about the Borra Caves?
Ans. The limestone caves have strange shapes of stalactites and stalagmites that look like animals, gods, and objects.

Q5. Why is Loktak Lake important?
Ans. It is famous for its floating islands (phumdis) and as the habitat of the rare Sangai deer.

Let Us Think and Reflect

Extract 1

Q1. How do the people of Meghalaya use the root bridges?
Ans. They use them as natural pathways across rivers and streams.

Q2. What does this show about their relationship with nature?
Ans. It shows harmony, patience, and respect for nature.

Q3. What values can we learn from this?
Ans. Sustainable living and creativity in using natural resources.

Extract 2

Q1. What sights make the Marble Rocks magical?
Ans. The gleaming white rocks, tall cliffs, and the Dhuandhar waterfall.

Q2. Why do people find them mysterious at night?
Ans. Because moonlight makes the rocks glow, creating an enchanting view.

Extract 3

Q1. How are stalactites and stalagmites formed?
Ans. By deposition of minerals from dripping water over thousands of years.

Q2. Why do visitors see shapes in them?
Ans. Because their natural forms resemble animals, humans, and divine figures.

Extract 4

Q1. What are phumdis?
Ans. Floating islands of vegetation on Loktak Lake.

Q2. Why is the Sangai deer special?
Ans. It is rare, endangered, and found only in Manipur.

Comprehension Questions

Q1. What makes India a land of spectacular wonders?
Ans. Its unique geography with caves, rivers, lakes, and natural marvels.

Q2. How do such wonders attract tourism?
Ans. Visitors come to see their beauty and mystery, boosting local culture and economy.

Q3. Why should we preserve these natural wonders?
Ans. To protect biodiversity, maintain ecological balance, and keep heritage alive for future generations.

Q4. Which wonder would you like to visit and why?
Ans. (Example:) Loktak Lake, because floating islands and rare animals sound magical.

Vocabulary & Language Work

Q1. Synonyms:
- Wonder → Marvel
- Rare → Unique
- Preserve → Protect
- Mystery → Secret
Q2. Antonyms:
- Natural × Artificial
- Strong × Weak
- Ancient × Modern
- Safe × Unsafe
Writing Task

Q. Write a short paragraph on “Why we must preserve natural wonders.”
Ans. Natural wonders are treasures of our planet. They show the creativity of nature and give us joy. They also support biodiversity and help tourism. If we damage them, we lose beauty, history, and balance in the environment. Therefore, it is our duty to protect and preserve them.

Summary of the Lesson

Spectacular Wonders introduces some of India’s natural marvels: the Living Root Bridges of Meghalaya, the Marble Rocks of Bhedaghat, the Borra Caves, and Loktak Lake of Manipur. Each of these places combines beauty, mystery, and cultural importance. The lesson teaches us that India’s landscapes are magical, and we must protect them. It highlights values of sustainability, respect for nature, and wonder at creation.
September 6, 2025
Unit – 2, Class 8th English, Poorvi, NCERT
Lesson 1: A Tale of Valour – Major Somnath Sharma

Before the Text

Q1. What do you think about the Republic Day Parade on 26 January?
Ans. It is a grand celebration that showcases India’s cultural diversity, military strength, and unity.

Q2. What are the highlights of this parade?
Ans. Tableaux from states, school performances, bravery awards, and the display of armed forces.

Q3. What bravery awards are given on this day, and who receives them?
Ans. Gallantry awards such as Param Vir Chakra, Maha Vir Chakra, and Vir Chakra are awarded to soldiers for acts of extraordinary bravery.

Q4. What qualities should a soldier have?
Ans. Courage, discipline, loyalty, patriotism, self-sacrifice, and determination.

Q5. If you had to share a message with a soldier, what would it be?
Ans. “We are safe because of your courage. Your sacrifice inspires us to serve the nation in our own way.”

Let Us Discuss (Pg. 59)

Q. Arrange the following events in chronological order:
1. Major Somnath Sharma was born in 1923 in Kangra, Himachal Pradesh.
2. He trained at the Royal Military College, Sandhurst.
3. Commissioned into the 19th Hyderabad Regiment in 1942.
4. D Company, under his command, was flown into Srinagar.
5. Requested air strikes at Badgam.
6. Killed by a mortar shell in the battle.
7. Soldiers continued fighting even after his death to save Srinagar.
8. He was awarded the first Param Vir Chakra.
Let Us Think and Reflect (Pg. 60–61)

Extract 1
(i) Inference → B. There was intense fighting on the battlefield.
(ii) He continued to lead because → he wanted to inspire his men and protect Srinagar.
(iii) Assertion–Reason → A. Both are true, and (R) explains (A).
(iv) Fill word → injuries.

Extract 2
(i) Early influences → C. His family and heritage inspired his bravery and duty.
(ii) True/False → False (not mentioned he was wealthy).
(iii) Phrase meaning → He performed duties with dedication, honour, and excellence.
(iv) Word for “visually charming” → picturesque.

Comprehension Questions

Q1. What is the significance of “forever alive, forever alive”?
Ans. The repetition emphasizes that Major Somnath’s courage will never be forgotten.

Q2. Why was his leadership critical during the Battle of Badgam?
Ans. His courage, planning, and orders motivated his men to resist until reinforcements arrived.

Q3. What were his last words? What do they show?
Ans. “I shall not withdraw an inch but will fight to the last man and the last round.”
They reflect his unshakable duty, bravery, and sacrifice.

Q4. What might have happened if his company had not held ground?
Ans. The enemy would have captured Srinagar airport and Kashmir, changing history.

Q5. Why does his story inspire us even today?
Ans. Because it shows how selflessness and courage can save a nation.

Q6. How can his values apply to our lives?
Ans. By being brave in difficulties, performing our duty sincerely, and making sacrifices for others.

Lesson 2: Somebody’s Mother – Mary Dow Brine

Before the Text

Q1. What do you do when you see an old person struggling to cross the road?
Ans. I try to help them cross safely or stop vehicles until they cross.

Q2. Why should we show respect to elders?
Ans. Because they have experience, wisdom, and deserve care and dignity.

Q3. What values do we learn from helping elders?
Ans. Kindness, empathy, responsibility, and humanity.

Let Us Discuss (Pg. 67)

Q1. How did the woman look?
Ans. Old, poor, weak, with tattered clothes and anxious eyes.

Q2. Why was she afraid to cross?
Ans. Because the road was crowded and slippery, and she was too frail to walk quickly.

Q3. How did the schoolboy help her?
Ans. He offered his arm and carefully guided her across the busy road.

Q4. How did the crowd react?
Ans. They just watched but did not help; only the boy stepped forward.

Q5. What did the boy think after helping her?
Ans. That someone would help his own mother in her old age, just as he helped this woman.

Let Us Think and Reflect (Pg. 68–69)

Extract 1

Q1. Why did the old woman wait?
Ans. Because she was scared of falling or being hurt on the crowded road.

Q2. What was the crowd doing?
Ans. People were rushing by but nobody stopped to help her.

Q3. What qualities of the woman are shown here?
Ans. Patience, helplessness, and fear.

Q4. What do we learn from this situation?
Ans. That we should be aware of others’ needs and show kindness without waiting for others to act.

Extract 2

Q1. What did the boy do for the old woman?
Ans. He took her hand and led her safely across the road.

Q2. What thought comforted him?
Ans. That someone would show the same kindness to his own mother when she needed help.

Q3. What is the message of the poem?
Ans. That small acts of kindness can make a big difference and will come back to us in the future.

Q4. What quality of the boy do you admire?
Ans. His compassion, selflessness, and respect for elders.

Comprehension Questions

Q1. Why is the poem called “Somebody’s Mother”?
Ans. Because the old woman, though poor and unknown, was precious to someone as a mother.

Q2. Why did others ignore the old woman?
Ans. They were too busy and indifferent to notice her need.

Q3. How does the poem highlight the contrast between the crowd and the boy?
Ans. The crowd was indifferent, but the boy was kind and thoughtful.

Q4. What values does the poem teach us?
Ans. Compassion, respect for elders, empathy, and humanity.

Q5. How can we practice this lesson in our daily life?
Ans. By helping the needy, respecting elders, and offering kindness without expecting rewards.

Vocabulary & Language Work

Q1. Pick synonyms:
- Poor → Needy, destitute
- Afraid → Scared, fearful
- Help → Assist, aid
- Old → Aged, elderly
Q2. Write antonyms:
- Kind × Cruel
- Weak × Strong
- Safe × Unsafe
- Rich × Poor
Writing Task

Q. Write a paragraph on the importance of small acts of kindness.
Ans. Small acts of kindness make the world a better place. Helping an old person, comforting a friend, or sharing with the needy are simple actions but have deep impact. Kindness not only helps others but also brings peace and happiness to us. As shown in the poem, the boy’s small act of helping an old woman became a great lesson in humanity.

Summary of the Poem

Somebody’s Mother by Mary Dow Brine is about a poor old woman waiting to cross a busy road. The crowd ignores her, but one schoolboy helps her cross safely. The boy feels comforted, believing someone will help his own mother in the future. The poem conveys the values of compassion, empathy, and respect for elders, showing that even small acts of kindness are noble and timeless.

Lesson 3: I Too Had a Dream – Verghese Kurien

Before the Text

Q1. Do you drink milk every day? Why is it important?
Ans. Yes, milk gives us protein, calcium, and energy. It helps in growth and keeps our bones strong.

Q2. What do you know about “Operation Flood”?
Ans. It was a dairy development programme started in India to increase milk production and make India the largest producer of milk in the world.

Q3. What qualities are needed for a person to serve society?
Ans. Honesty, dedication, hard work, and a vision to improve people’s lives.

Let Us Discuss (Pg. 77–78)

Q1. What did Verghese Kurien study abroad?
Ans. He studied mechanical engineering and dairy engineering.

Q2. Why did he want to leave Anand at first?
Ans. Because he was sent there for a government job but didn’t like the small town.

Q3. Who convinced him to stay in Anand?
Ans. Tribhuvandas Patel, a freedom fighter and farmer leader.

Q4. What was the situation of farmers before the milk cooperative?
Ans. Farmers were exploited by middlemen and got very little money for their milk.

Q5. What change came after the cooperative movement?
Ans. Farmers began selling milk directly through cooperatives, earning fair prices and improving their lives.

Let Us Think and Reflect (Pg. 79–80)

Extract 1

Q1. What made Kurien stay back in Anand?
Ans. The trust of farmers and the chance to serve them motivated him to stay.

Q2. What values guided his decision?
Ans. Service, compassion, and social responsibility.

Q3. What does the phrase “white revolution” mean?
Ans. It refers to the increase in milk production and self-sufficiency in India’s dairy sector.

Extract 2

Q1. What was Kurien’s vision for India?
Ans. To empower farmers, make India self-sufficient in milk, and uplift rural communities.

Q2. What role did farmers play in this success?
Ans. Farmers united under cooperatives, worked together, and became owners of the dairy movement.

Q3. What is the tone of the passage?
Ans. Inspiring and hopeful.

Comprehension Questions

Q1. Why is Verghese Kurien called the “Father of the White Revolution”?
Ans. Because he led India’s milk cooperative movement and made India the world’s largest producer of milk.

Q2. How did Amul become successful?
Ans. By uniting farmers under cooperatives, eliminating middlemen, and ensuring quality milk products.

Q3. What values can we learn from Kurien’s life?
Ans. Dedication, service to society, leadership, and belief in the power of cooperation.

Q4. What might have happened if he had left Anand?
Ans. The cooperative movement would have failed, and farmers would have remained poor and exploited.

Q5. How can students apply Kurien’s example in their own lives?
Ans. By working hard, being honest, and using their knowledge to help society.

Vocabulary & Language Work

Q1. Synonyms:
- Exploit → misuse, take advantage
- Cooperative → teamwork, association
- Vision → dream, goal
- Empower → strengthen, enable
Q2. Antonyms:
- Success × Failure
- Unite × Divide
- Rich × Poor
- Rural × Urban
Writing Task

Q. Write a short paragraph on “Why cooperation is important in society.”
Ans. Cooperation is the key to progress. When people work together, they can solve bigger problems. Just like farmers in Amul united to fight exploitation, cooperation in families, schools, and communities helps achieve goals faster and better. It teaches teamwork, equality, and collective responsibility.

Summary of the Lesson

I Too Had a Dream is the story of Verghese Kurien, the Father of the White Revolution. After studying abroad, he came to Anand reluctantly but was persuaded to stay by Tribhuvandas Patel. Seeing the exploitation of farmers, Kurien devoted his life to building cooperatives like Amul. This brought fair prices, empowered farmers, and made India the world’s largest milk producer. His life teaches us that dedication, cooperation, and service to society can transform a nation.
September 6, 2025
Unit – 1, Class 8th English, Poorvi, NCERT
Lesson 1: The Wit that Won Hearts

Before the Text

Q1. Who was Krishnadeva Raya?
Ans. He was a famous emperor of the Vijayanagara Empire in South India, known for his justice, bravery, and encouragement of art and learning.

Q2. Who was Tenali Rama?
Ans. He was a witty poet and advisor in Krishnadeva Raya’s court, known for his intelligence, humour, and presence of mind.

Let Us Discuss

Q1. Why did the king of Vijayanagara hold court every day?
Ans. To discuss matters of state, hear grievances, and take advice from his courtiers.

Q2. Why did the court become dull sometimes?
Ans. Because most ministers gave the same kind of answers and only flattered the king instead of being original.

Q3. How did Tenali Rama make the court lively?
Ans. With his wit, humour, and clever remarks, which entertained the king and taught lessons at the same time.

Let Us Think and Reflect

Extract 1

Q1. Why was the king not amused by the courtiers?
Ans. Because their words were repetitive, insincere, and boring.

Q2. What did Tenali Rama do differently?
Ans. He spoke with wit, wisdom, and humour, which impressed everyone.

Q3. What does the phrase “win hearts” mean here?
Ans. To gain admiration, love, and respect of others.

Extract 2

Q1. How did the courtiers feel about Tenali Rama?
Ans. Some admired him, but many were jealous because the king appreciated him most.

Q2. Why did the king value Tenali Rama?
Ans. Because he was bold, intelligent, and made even serious matters easy through humour.

Q3. Which quality of Tenali Rama do you like the most? Why?
Ans. (Personal – Example:) His quick wit, because he could solve problems smartly and make people laugh at the same time.

Comprehension Questions

Q1. What was special about Tenali Rama’s wit?
Ans. It was not only funny but also wise, giving lessons in justice and common sense.

Q2. How did Tenali Rama “win hearts”?
Ans. By entertaining the king and courtiers, solving problems cleverly, and teaching lessons through humour.

Q3. Why did some courtiers dislike Tenali Rama?
Ans. Because they were jealous of the attention and rewards he received from the king.

Q4. What lesson do we learn from Tenali Rama’s life?
Ans. That wit and wisdom are more powerful than flattery, and honesty with intelligence always wins.

Vocabulary & Language Work

Q1. Pick synonyms for ‘wit’ from the lesson.
Ans. Humour, intelligence, cleverness.

Q2. Write antonyms of:
- Amused × Bored
- Bold × Timid
- Wise × Foolish
- Friend × Enemy
Writing Task

Q1. Write a short paragraph on why wit is important in life.
Ans. Wit is important because it helps us face challenges with intelligence and humour. A witty person can solve problems quickly, avoid conflicts, and make others happy. Wit is not just about being funny but also about being wise and practical.

Summary of the Lesson

The Wit that Won Hearts is about Tenali Rama, a witty courtier in the court of Krishnadeva Raya. While other courtiers only flattered the king, Tenali Rama used his cleverness and humour to entertain and teach lessons. The king valued him because he made the court lively, solved problems wisely, and “won the hearts” of people. The story highlights that intelligence combined with humour is more powerful than flattery or empty praise.

Lesson 2: A Concrete Example – Reginald Arkell

Before the Text

Q1. What does the word ‘concrete’ mean in the title?
Ans. It has two meanings – (i) building material, and (ii) something real and solid, not just an idea. The poet uses it humorously with both meanings.

Q2. What do you think the poem is about?
Ans. About a man who fell on concrete and became a “concrete example” for others.

Let Us Discuss

Q1. What happened to the man in the poem?
Ans. He slipped and fell on the hard concrete road.

Q2. Why did people call him a “concrete example”?
Ans. Because he fell on concrete and became a real-life example of carelessness.

Q3. How is humour created in the poem?
Ans. Through the pun on the word “concrete,” light tone, and exaggeration of a simple fall.

Q4. Why do you think the poet wrote such a short and simple poem?
Ans. To give a quick humorous lesson that carelessness leads to accidents.

Let Us Think and Reflect

Extract 1

Q1. What does “this is a concrete example” mean?
Ans. It means both literally (falling on concrete) and figuratively (a lesson for others).

Q2. Why do you think the poet used very simple words?
Ans. To make the humour clear and easy for everyone to understand.

Q3. What is the tone of the poem?
Ans. Light, humorous, and playful.

Comprehension Questions

Q1. What is the central idea of the poem?
Ans. Carelessness can lead to accidents, and we can learn lessons even from small incidents.

Q2. What is the pun in the poem?
Ans. The word “concrete” is used both as a noun (the road surface) and as an adjective (a real example).

Q3. How does the poem show wit?
Ans. By using wordplay and humour to turn a simple accident into a funny lesson.

Vocabulary & Language Work

Q1. Write synonyms of ‘example’.
Ans. Model, illustration, case, instance.

Q2. Write antonyms of:
- Careless × Careful
- Hard × Soft
- Fall × Rise
- Real × Imaginary
Writing Task

Q1. Write two humorous lines like the poem, using wordplay.
Ans.
1. He burned his tongue on hot soup, a spicy example of impatience.
2. She tripped on the stairs, a stepping example of carelessness.
Summary of the Poem

A Concrete Example is a short humorous poem by Reginald Arkell. It describes a careless man who slipped and fell on a concrete road. The poet cleverly plays on the word “concrete” – the man fell on concrete and also became a real-life “concrete example” of carelessness. With wit and humour, the poem teaches us to be careful and shows how even small incidents can be lessons.

Lesson 3: Wisdom Paves the Way – Play (The Four Young Men and the King of Ujjain)

Before the Text

Q1. What do you mean by wisdom?
Ans. Wisdom is the ability to use knowledge, experience, and good judgment to make the right decisions.

Q2. How is wisdom different from knowledge?
Ans. Knowledge is information or facts; wisdom is knowing how to use that knowledge wisely in life.

Let Us Discuss

Q1. Who were the four young men?
Ans. They were poor but ambitious Brahmin youths who wanted to learn special skills to improve their lives.

Q2. What did they learn?
Ans. Three of them mastered sciences like creating life and using powers, while the fourth one was wise though less educated.

Q3. Why did they set out to show their learning?
Ans. To prove their knowledge, gain recognition, and use their skills.

Q4. What happened in the forest?
Ans. The three learned men decided to test their powers on the bones of a dead lion.

Let Us Think and Reflect

Extract 1

Q1. What was the first man’s contribution?
Ans. He collected the bones and arranged them properly.

Q2. What did the second man do?
Ans. He used his science to add flesh and skin to the bones.

Q3. What was the third man about to do?
Ans. He wanted to bring the lion back to life.

Q4. Why did the fourth man stop them?
Ans. Because he was wise enough to see the danger in reviving a lion.

Extract 2

Q1. What did the wise man do while the others worked?
Ans. He quickly climbed up a tree to save himself from danger.

Q2. What happened when the lion came to life?
Ans. The lion killed the three foolish men.

Q3. What lesson does the play teach?
Ans. That wisdom is more important than mere knowledge or skill.

Comprehension Questions

Q1. Why did the three young men lack wisdom?
Ans. Because they were blinded by pride in their knowledge and didn’t think of consequences.

Q2. How did the fourth young man show wisdom?
Ans. By warning the others and saving himself by climbing the tree.

Q3. What is the main difference between knowledge and wisdom in the story?
Ans. Knowledge helped create life, but wisdom prevented foolish actions and saved a life.

Q4. Why is the play called “Wisdom Paves the Way”?
Ans. Because wisdom guided the fourth man safely while the others perished due to lack of it.

Vocabulary & Language Work

Q1. Find antonyms:
- Wise × Foolish
- Alive × Dead
- Friend × Enemy
- Safe × Unsafe
Q2. Fill in blanks with correct words:
1. The students were full of pride in their knowledge.
2. Only wisdom can prevent misuse of power.
3. He quickly climbed up the tree.
4. The lion killed the three men.
Writing Task

Q1. Write a short paragraph on why wisdom is more valuable than knowledge.
Ans. Wisdom is more valuable than knowledge because knowledge gives us power, but wisdom tells us how to use that power rightly. Without wisdom, knowledge can be dangerous, as shown in the story where three learned men lost their lives, but the wise man survived.

Summary of the Play

Wisdom Paves the Way is a play about four young Brahmins. Three of them had great knowledge of sciences but no wisdom, while the fourth had little learning but much wisdom. To test their skills, the three tried to bring a dead lion back to life. The wise man warned them but was ignored. As the lion came alive, it killed the three, but the wise man saved himself by climbing a tree. The play teaches that knowledge without wisdom is dangerous, and true wisdom is the path to safety and success.
September 6, 2025

Unit – 5, Class 7th English, Poorvi, NCERT

Bravehearts

Lesson 1: A Homage to Our Brave Soldiers

Before the Text

Q1. Whom should every Indian pay homage to?
Ans. Our brave soldiers who defend the nation.

Q2. Write ways to celebrate their victories and honour their sacrifices.

Celebrating Victories	Honouring Sacrifices
Visiting war memorials	Observing Silence on Martyrs’ Day
Organising parades	Supporting families of martyrs
Singing patriotic songs	Building monuments/memorials

Let Us Discuss

Q1. Complete the table of war heroes.

Name of the War Hero	Contribution and Achievement	Award Given
Major Somnath Sharma	Battle of Badgam (1947)	First Param Vir Chakra (PVC) posthumously
Captain Mahendra Nath Mulla	Sacrificed his life in 1971 war as a Navy officer	Maha Vir Chakra (MVC)
Lance Naik Albert Ekka	Displayed courage in 1971 war at Gangasagar	Param Vir Chakra (PVC) posthumously
Major Padmapani Acharya	Kargil War (1999), showed leadership despite injury	Maha Vir Chakra (MVC) posthumously

Q2. Sentences that evoke feelings:

Wonder – “29,000 tablets with more than 26,000 names…”
Heartening – “Government has recognised the sacrifice of brave soldiers…”
Motivation – “I aspire to be courageous like him when I join the army!”
Pride – “It truly is a majestic site that filled me with pride…”
Visually inspiring – “Lighting design transforms the landscape from dawn to dusk.”
Sadness – “The discourses brought tears to my eyes…”
Gratitude – “Freedom and security we enjoy today is because of soldiers.”
Inspiration – “It motivated me to live a life worthy of the sacrifices of our heroes.”

Q3. Which is India’s highest gallantry award?
Ans. The Param Vir Chakra (PVC).

Q4. How would Ananda feel after reading Soumya’s letter?
Ans. Inspired, proud, and motivated to serve the nation.

Q5. Did Soumya enjoy writing the letter? Why?
Ans. Yes, because she shared her heartfelt emotions and inspiring experience of the National War Memorial.

Think and Reflect (Extracts)

Extract 1:
(i) flame: valour :: wreath: respect
(ii) Lighting design changes the monument’s look and makes it visually appealing.
(iii) “It truly is a majestic site” → opinion.
(iv) Everlasting flame suggests eternal stories of courage.
(v) Tone → Admiring (C).

Extract 2:
(i) “I have heard a lot about it.”
(ii) Because memorials often look like monuments/statues.
(iii) commemorate
(iv) “In my view, it is also an expression of deep gratitude…”
(v) Because they sacrifice their lives to defend the country.

Comprehension Qs

Q1. What is the significance of the National War Memorial?
Ans. It honours fallen soldiers, reminds us of the cost of freedom, and inspires patriotism.

Q2. How did Lance Naik Albert Ekka display courage?
Ans. Despite being wounded, he attacked enemy bunkers, silenced machine guns, and sacrificed his life.

Q3. How is the War Memorial app useful?
Ans. It provides interactive information, murals, and stories in 21 languages to spread awareness.

Q4. Why is it our duty to pay homage to soldiers?
Ans. Because our freedom and safety exist due to their sacrifices.

Q5. How does the title “A Homage to Our Brave Soldiers” fit?
Ans. The text shows gratitude and respect for bravehearts through Soumya’s and Ananda’s letters.

Q6. Why were students awestruck and humbled?
Ans. They realised the courage of soldiers and the heavy sacrifices made for the nation.

✨ Lesson 2: My Dear Soldiers – Poem by A.P.J. Abdul Kalam

Let Us Discuss

Q1. Complete the summary.

land
borders
scorching
lonely
deserts
youth
feat

Q2. Theme of poem?
Ans. (i) Patriotism & sacrifice.

Q3. Tone of poem?
Ans. Respectful, grateful, prayerful. (iv & v)

Q4. Poetic Devices:

Imagery – Shows soldiers in deserts, marshes, seas.
Simile – Soldiers compared to yogis.
Metaphor – Wind chimes as symbols of respect.
Repetition – Emphasises the bond between soldiers and people.
Alliteration – “season or snowy,” creates musical effect.

Think and Reflect (Extract)

Opposites – asleep/awake, windy/snowy, hot/cold.
Refers to soldiers’ commitment to duty.
True.
“Windy season or snowy days or scorching sun’s sweltering rays.”
Quality → Dedication.

Short Answers

Q1. Who is the speaker?
Ans. The poet, Dr. A.P.J. Abdul Kalam.

Q2. How is theme conveyed through imagery?
Ans. Through pictures of soldiers in deserts, seas, marshes, mountains.

Q3. How does the poet highlight commitment?
Ans. By showing soldiers guarding in all terrains and weathers.

Q4. What does “prime of your youth” mean?
Ans. Soldiers sacrifice the best years of their life for the nation.

Q5. Why should we pray for soldiers?
Ans. For their safety, strength, and blessings as they protect the nation selflessly.

Lesson 3: Rani Abbakka (Play)

Let Us Discuss

Q1. Match words with meanings (Pg. 213):

vassal → state under another
coronation → ceremony of making king/queen
successor → one who follows another
rash → careless
sovereign → independent country
league → partnership
wrath → anger
seize → capture
resolve → determination
raged → happened violently
decisive → effective in decision-making
apprehended → caught
dauntless → fearless
avenge → take revenge

Q2. Cause–Effect Table

Ullal captured → had to pay tribute.
Rani’s marriage decision → husband thought it hasty.
Veera Narsimha ordered soldiers → to stop Abbakka.
Rajas refused support → feared Portuguese power.
Portuguese attacked Ullal → Abbakka retaliated.

Think and Reflect

Extract

Tribute = tax/payment.
Because Ullal was independent.
True.
Replace defied → disobeyed.
Qualities → Bold, capable, determined (i, iii, v).

Short Qs

Mother felt proud and reassured by Abbakka’s courage.
Support shows loyalty and faith in Abbakka’s leadership.
People felt proud and relieved when Portuguese were defeated.
Abbakka’s victory inspired others to resist foreign powers.

Unit 5 Summary

A Homage to Our Brave Soldiers – Through Soumya’s and Ananda’s letters, students learn about the National War Memorial and gallant heroes like Major Somnath Sharma, Albert Ekka, and Padmapani Acharya.
My Dear Soldiers – Dr. A.P.J. Abdul Kalam’s heartfelt poem praises soldiers’ sacrifices, dedication, and courage in every terrain and season.
Rani Abbakka – The fearless queen of Ullal who fought the Portuguese, showing courage, leadership, and patriotism.

September 6, 2025

Unit – 4, Class 7th English, Poorvi, NCERT
Lesson – 1 The Tunnel – Ruskin Bond

Before the Text (Pg. 139–140)

Q1. What kind of an adventure activity would you like to be a part of?
Ans. (Personal response – Example:) Trekking in the mountains because it combines nature and adventure.

Q2. How would you like to spend your weekends?
Ans. (Example:) (i) Trying new activities, (ii) Learning something new.

Q3. Which places would you prefer to explore?
Ans. (Example:) (i) Dense forests and clear streams.

Q4. Which activity would you prefer to do?
Ans. (Example:) (i) Climbing a mountain or exploring a jungle.

Q5. What do you think about teamwork?
Ans. (Example:) (ii) I enjoy working with others.

Let Us Discuss (Pg. 144, 148)

Q1. Suraj compares the train to a magical creature. Pick the phrases.
Ans. “Snorting and puffing like some green, black, and gold dragon” and “some beautiful monster out of Suraj’s dreams.”

Q2. Suraj knew the train was close by because…
Ans. He heard a sound like distant thunder coming from the tunnel.

Q3. What did Suraj see inside the tunnel?
Ans. Smoke, darkness, a bat, and a lizard scuttling between the lines.

Q4. What does Sunder Singh convey about the tunnel?
Ans. He says he has lent it to the Government.

Q5. Complete the flow chart (watchman’s system).
- Walks the length of the tunnel
- (i) If all clear → returns to hut
- (ii) Hangs his lamp at the door
- (iii) Goes to take a nap
- (iv) If danger found → walks back up the line
- (v) Waves his lamp to warn the locomotive driver
Q1. Sunder Singh knew that the leopard was in the tunnel because…
Ans. He heard a rhythmic sawing sound that leopards make.

Q2. Why was Suraj unable to do any shouting in the tunnel?
Ans. (i) He was afraid of the leopard.

Q3. What made the leopard disappear into the darkness?
Ans. The combined shouting of Sunder Singh and Suraj.

Q4. How did Suraj know Sunder Singh was at the tunnel?
Ans. He saw the lamp hanging outside even though he couldn’t see the watchman.

Q5. Why did Suraj’s father take him along to Delhi?
Ans. So that Suraj could learn something about his father’s business.

Let Us Think and Reflect (Pg. 149–150)

Extract 1
1. Statement: Suraj looked back at the tunnel to check if the train was coming. – False.
2. Suraj did not stop in the tunnel because – A. there was nothing to see in the tunnel.
3. Meaning of “Till then, the cutting belonged to the jungle again.” – It means the jungle regains its silence and control until the next train comes.
4. Suraj’s character trait – Curiosity/adventure-loving nature.
Extract 2
1. Watchman’s concern – The leopard might be run over by the train.
2. Why leopard would not attack – Because it knew him well.
3. True sentences: B, C, D, E.
4. Sunder Singh decides to take his axe → He was cautious.
Short/Long Answer Qs

Q1. What does Sunder Singh mean by lending his tunnel to the Government?
Ans. He feels a personal connection with the tunnel as its caretaker, but officially it belongs to the Government.

Q2. Why does he say forest is safer than the town?
Ans. Because he was almost run over by a bus in town. This shows his comfort and belonging to the jungle.

Q3. How has he become part of the jungle life?
Ans. He knows its animals, is unafraid of them, and lives in harmony with nature.

Q4. What draws Suraj and Sunder Singh together?
Ans. Their shared love for adventure, nature, and the thrilling experience of the tunnel.

Q5. Why is Sunder Singh called a “firefly”?
Ans. Because his lamp lights up the darkness for trains and travelers like a firefly.

Q6. Do you think Suraj is adventure-loving? Give reasons.
Ans. Yes. He goes to the jungle alone, explores the tunnel, and bravely accompanies Sunder Singh to face the leopard.

Lesson 2: Travel – Edna St. Vincent Millay

Before the Text (Pg. 154)

Q1. Why do people travel?
Ans. To explore new places, enjoy nature, meet new people, and learn different cultures.

Q2. Do you like traveling? Why?
Ans. Yes, because it gives adventure, relaxation, and new experiences.

Q3. How do you prefer to travel?
Ans. (Personal – Example:) By train because it is comfortable and allows me to see landscapes.

Q4. Would you rather travel alone or with friends/family? Why?
Ans. (Example:) With family, because we can share experiences and have fun together.

Let Us Discuss (Pg. 156–157)

Q1. What is the main desire expressed in the poem?
Ans. The poet wants to leave everyday routine and go on a journey with the passing train.

Q2. What kind of life is the poet tired of?
Ans. A monotonous life full of duties, responsibilities, and repetition.

Q3. What does the poet want instead?
Ans. She wants freedom, adventure, and to see distant places by traveling.

Q4. What does the train symbolize in the poem?
Ans. It symbolizes escape, adventure, and the possibility of new experiences.

Q5. Why does the poet say “My heart is warm with friends I make”?
Ans. Because traveling allows meeting new people and forming friendships.

Q6. Pick three images of movement in the poem.
Ans. “The longing for the sea’s far reaches,” “The curving sky,” “The ringing of the train.”

Q7. Why does the poet repeat the word “away”?
Ans. To stress her strong desire to escape routine life and go far away.

Let Us Think and Reflect (Pg. 158–159)

Extract 1

Q1. What is the meaning of “I hear the wind a-blowing”?
Ans. It means the poet imagines the sound of the wind calling her to adventure.

Q2. Why does the poet want to leave?
Ans. Because she feels restless and wants a break from routine life.

Q3. Pick the phrase showing the world is wide and inviting.
Ans. “The curving sky.”

Q4. The tone of the poet here is…
Ans. Longing and restless.

Extract 2

Q1. Why does the poet say “my heart is warm”?
Ans. Because she feels joy at the thought of traveling and meeting new people.

Q2. What are the poet’s feelings in this extract?
Ans. Hopeful and excited about the possibilities of travel.

Q3. Which line shows she is ready to start at once?
Ans. “I am tired of my room and the crowded street.”

Q4. Tone of this extract is…
Ans. Excited and hopeful.

Short/Long Answer Qs

Q1. What is the central theme of the poem?
Ans. The human desire for travel, adventure, and freedom from monotony.

Q2. How does the poet express her restlessness?
Ans. By repeating “away,” describing wind, ringing train, and curving sky.

Q3. What does travel mean for the poet?
Ans. It means escape, joy, freedom, and meeting new people.

Q4. Why is this poem suitable for “Travel and Adventure”?
Ans. Because it celebrates the thrill of leaving routine life to explore the world.

Poetic Devices

Q1. Identify examples of alliteration.
Ans. “wind a-blowing,” “sea’s far reaches.”

Q2. Identify imagery in the poem.
Ans. Visual imagery: “curving sky,” “crowded street.”
Auditory imagery: “wind a-blowing,” “ringing of the train.”

Q3. Rhyme scheme of the poem?
Ans. Irregular rhyme; mainly free verse.

Summary of the Poem

In Travel, Edna St. Vincent Millay expresses a deep desire to leave her ordinary life and travel far away with the passing train. She hears the call of the wind and the ringing train, which symbolize freedom and adventure. She longs for wide skies, the sea, and new friendships. The poem highlights restlessness, curiosity, and the human longing to explore beyond routine life.

Lesson 3: Conquering the Summit – Arunima Sinha’s Story

Before the Text (Pg. 161–162)

Q1. What do you feel when you hear about Mount Everest?
Ans. A sense of awe, challenge, and admiration for climbers who conquer it.

Q2. Name some qualities needed to climb a mountain.
Ans. Courage, determination, physical strength, mental toughness, and teamwork.

Q3. Do you think climbing Everest is easy? Why/Why not?
Ans. No, because it requires intense training, survival skills, and the ability to face extreme weather.

Let Us Discuss (Pg. 165–166)

Q1. What happened to Arunima in 2011?
Ans. She was pushed out of a moving train by robbers and lost her left leg.

Q2. How did she react to her disability?
Ans. She decided not to give up, trained hard, and chose to climb Mount Everest.

Q3. Who trained her for mountaineering?
Ans. Bachendri Pal, the first Indian woman to climb Everest.

Q4. What challenges did she face during her climb?
Ans. Harsh weather, fatigue, lack of oxygen, injury pain, and danger of avalanches.

Q5. What was her greatest achievement?
Ans. She became the first woman amputee in the world to climb Mount Everest (2013).

Let Us Think and Reflect (Pg. 167–168)

Extract 1

Q1. Why was the incident shocking?
Ans. Because losing a leg suddenly changed her life completely.

Q2. How did Arunima turn tragedy into opportunity?
Ans. By setting a bigger goal—to climb Everest—and working towards it.

Q3. Which phrase shows her positive mindset?
Ans. “I will turn my weakness into my strength.”

Extract 2

Q1. Why did Arunima dedicate her climb to differently-abled people?
Ans. To inspire them to believe that nothing is impossible.

Q2. What made her journey inspiring?
Ans. Her courage, hard work, and determination despite being an amputee.

Q3. What values can we learn from her?
Ans. Perseverance, courage, resilience, and the power of positive thinking.

Short/Long Answer Qs

Q1. How did Arunima’s disability change her life’s path?
Ans. It gave her a new mission to prove that even with disability one can achieve the impossible.

Q2. What role did Bachendri Pal play in her journey?
Ans. She trained Arunima in mountaineering and motivated her to pursue Everest.

Q3. Why is Arunima a role model?
Ans. Because she showed that with determination, one can overcome any challenge.

Q4. What message does her story give us?
Ans. That obstacles can become opportunities, and hard work leads to success.

Activities (Pg. 169–170)

Q1. What government schemes support differently-abled people?
Ans. Sugamya Bharat Abhiyan, ADIP Scheme (Assistive Devices), Scholarships for differently-abled students, Skill Development schemes.

Q2. Imagine you are Arunima writing in your diary after the climb. Write a short entry.

Sample Diary Entry:
“Today, standing at the top of Mount Everest, I feel tears of joy. The pain of losing my leg has turned into strength. I dedicate this climb to all differently-abled people. Nothing is impossible if we believe in ourselves. This moment is proof that determination conquers all.”

Summary of the Lesson

Conquering the Summit is the inspiring story of Arunima Sinha, who lost her leg in a train accident in 2011 but chose not to give up. Instead, she trained in mountaineering under Bachendri Pal and, in 2013, became the first woman amputee to climb Mount Everest. Her courage, determination, and positive mindset made her an icon of resilience. She dedicated her achievement to differently-abled people, proving that no obstacle is too great when one has the will to succeed.

Unit 4 – Final Summary
- The Tunnel (Ruskin Bond): Adventure of Suraj and watchman Sunder Singh, facing fear in the jungle and tunnel.
- Travel (Edna St. Vincent Millay): A lyrical poem about the desire to escape routine and explore new places.
- Conquering the Summit (Arunima Sinha): Real-life story of courage and determination, proving “disability is not inability.”
September 6, 2025

Unit – 3, Class 7th English, Poorvi, NCERT

Dreams and Discoveries

Lesson 1: My Brother’s Great Invention (Prose)

Before the Text

Q1. I am a concept invented by ancient Indian mathematicians. Without me, modern calculations would be impossible. Who am I?
Ans. Zero.

Q2. I am an ancient Indian practice, now popular worldwide. I focus on physical and mental well-being. What am I?
Ans. Yoga.

Q3. What would the world be like without inventions and discoveries?
Ans. Life would be difficult and limited; we wouldn’t have electricity, transport, medicine, or communication.

Q4. Fill the grid with qualities of an inventor.
Ans. Creative, Curious, Determined, Imaginative, Innovative, Risk-taking.

Let Us Discuss

Q1. Complete the cause-and-effect table.

Cause	Effect
Anand set up his burglar alarm to work when the door opened softly.	Papa was soaked and got angry.
Anita avoided responsibility.	Anand alone faced consequences.
They watched Back to the Future.	Anand was inspired to make a time machine.
Papa said “NO” to the time machine.	Anand felt crestfallen but still believed in it.

Q2. Did Anand keep his promise not to use the time machine?
Ans. No. He tried to use it secretly when his parents went out.

Q3. Arrange events in correct order.

Anita wakes Anand, hearing someone at the door.
The door swings open; Boppa enters.
Anand misleads Boppa into his room.
Strange noises come from the time machine.
Mrs. Sharma, her husband, and Dr. Mohan unlock the door.
Boppa disappears; only his green scarf is found.

Let Us Think and Reflect

Extract 1

When Anita says “let me put you in the picture,” what does she mean?
Ans. She wants to introduce the situation to the readers.
What does “tinkering” mean?
Ans. Dismantling and creating or improving gadgets.
Which trait suits Anand best?
Ans. Creative and experimental.
Compare Anita’s view of Anand with his own view.
Ans. Anita thinks Anand is bothersome and careless. Anand thinks he is a scientist and genius.

Extract 2

Why was Anita angry with Anand?
Ans. Because he misled the thief into his own room.
Which action shows Anand’s presence of mind?
Ans. Diverting the thief to buy time to think of a plan.
Cause of strange noises?
Ans. Anand’s time machine getting activated.
Atmosphere of the scene?
Ans. C. Tense and suspenseful.

Character Traits Table

Character	Traits	Evidence
Anand	Bothersome	Gets on Papa’s nerves with inventions.
Anand	Creative	Loves tinkering with gadgets.
Anand	Confident	Says, “Nothing will go wrong this time.”
Anita	Responsible	“We’re old enough to look after ourselves.”
Anita	Curious	“But how does the alarm know…?”
Anita	Careful	“Now clean up this mess before anyone gets home.”

Onomatopoeia Matching

Crash → sudden loud sound of breaking
Humming → continuous low and soothing sound
Hissed → whispered angrily
Hammering, sawing, clattering → constant loud construction noises

Comprehension Qs

Q1. What prompted Anand to create the burglar alarm?
Ans. A series of thefts in the colony.

Q2. How did Papa become the target of the alarm?
Ans. He opened the door softly, which triggered the alarm.

Q3. How did family react to Anand’s inventions?
Ans. Papa got angry, Ma felt concerned, Anita was cautious, but Anand remained confident.

Q4. How was Anand during inventing binges?
Ans. Restless, noisy, and careless, dismantling household items.

Q5. Why did Mr. Sharma not believe Anand?
Ans. Because time machines seemed imaginary and impossible.

Q6. What might have happened to Boppa?
Ans. Either he escaped unnoticed or was transported by the time machine.

Lesson 2: Paper Boats (Rabindranath Tagore – Poem)

Q1. Complete the summary.

Stream
Village
Strange
Shiuli
Night
Clouds
Float
Dreams

Q2. Theme of the poem?
Ans. Innocence, imagination, playfulness. (Option iv: 1, 2, 4)

Q3. The setting is a natural, outdoor environment. True or False?
Ans. True.

Q4. Tone and mood?
Ans. Gentle and wishful; Thoughtful.

Q5. Examples of alliteration.
Ans. “Blooms of the dawn,” “Fairies of sleep.”

Q6. Fill in blanks.

Repetition: “Day by day” and “one by one.”
Imagery: “White bulging sails” and “midnight stars.”

Think and Reflect

Q1. Why does the poet write his personal details?
Ans. So strangers who find the boats may know him.

Q2. How does the poet show child’s imagination?
Ans. By imagining clouds as playmates and fairies sailing his boats.

Q3. How does imagination and reality mix?
Ans. The real paper boats float on the stream; imagination makes them carry flowers, dreams, and fairies.

Lesson 3: North, South, East, West (Travel Postcards – C.G. Salamander)

Table of Shaana’s Travels

Place	Activities / Description
Thajiwas Glacier, Kashmir	White and blue ice, snowball fights.
Himachal Pradesh	Birds chirping, mountains, bears (or Appa’s snoring!).
Arunachal Pradesh	Thick forests, treehouse, hope to see red pandas.
Sundarbans, West Bengal	Wetlands, mangroves, crocodiles, snake, flooding.
Gujarat (Desert)	Hot, colourful clothes, surprise test.
Narmada River	Rafting adventure, fast scary waters.
Goa	Plateaus, hills, tunnels, beaches.
Chennai & Puducherry	Surfing, rough waves.
Olaikaadu Beach	Diving, collecting pebbles.

Think and Reflect

Q1. Why was Amma sad about Sundarbans?
Ans. Because frequent floods affected the land and people.

Q2. Which line shows Shaana’s nervousness?
Ans. “I hope crocodiles and the lonely snake don’t follow us home.”

Q3. Assertion/Reason about missing friends.
Ans. A. Both are true, and reason correctly explains assertion.

Q4. Feeling when Shaana says “I never knew such a place existed”?
Ans. D. Wonder.

Q5. Why did Shaana stay awake in Goa?
Ans. She loved looking out at the plateaus.

Q6. Change in attitude towards tunnels?
Ans. From fear to comfort (Option A).

Q7. What do her observations on snow and flooding show?
Ans. Signs of climate change and environmental concerns.

Q8. What does her travel show about India?
Ans. Diversity of landscapes – glaciers, deserts, wetlands, plateaus, beaches.

Q9. What might Shaana have learnt from her travels?
Ans. Curiosity, respect for nature, geography of India, and cultural diversity.

Q10. Why presented as postcards?
Ans. To make it personal, lively, and show a child’s voice.

Summary

My Brother’s Great Invention – Anand’s failed burglar alarm and time machine bring humour and suspense, showing creativity and risks of inventions.
Paper Boats – Tagore celebrates childhood imagination, innocence, and the blending of dreams with reality.
North, South, East, West – Shaana’s postcards highlight India’s geographical and cultural diversity through travel experiences.

September 6, 2025

Unit – 2, Class 7th English, Poorvi, NCERT

Wit and Humour – Question Answers

Lesson 1: Animals, Birds and Dr. Dolittle (by Hugh Lofting)

Before the Text (Pg. 43)

Q1. Do you have a pet or domestic animal? If yes, why? If not, why not?
Ans. (Personal response – Example:) Yes, I have a pet dog because it keeps me happy and gives company.

Q2. How do people usually spend time with a pet?
Ans. By feeding, playing, walking, and caring for them.

Q3. If you could communicate with an animal, which would you choose and why?
Ans. I would choose a bird like a parrot, because it can fly and tell me about the skies.

Let Us Discuss (Pg. 46)

Q1. Why did the Cat’s-food-Man suggest Dr. Dolittle become an animal doctor?
Ans. Because Dr. Dolittle knew more about animals than the local veterinarians.

Q2. Dr. Dolittle reacted to Polynesia’s information with excitement and ____________.
Ans. Curiosity; he rushed to write the bird words in his book.

Q3. Do you think Dr. Dolittle would be famous as an animal doctor? Why?
Ans. Yes, because he could understand animal languages and treat them correctly.

Let Us Discuss (Pg. 49)

Q1. What became a common sight in Puddleby?
Ans. Farm animals wearing spectacles.

Q2. What challenges might Dr. Dolittle face with more animals coming?
Ans. Overcrowding and difficulty in attending to all animals.
How to overcome? By organising special doors and giving each animal personal attention.

Q3. Arrange events in correct order.

A man suggests Dolittle treat animals.
Polynesia reveals animals can talk.
Polynesia teaches Dolittle animal language.
Dolittle gives up being a people’s doctor.
A horse asks for green spectacles.
Animals find Dolittle can understand them.
Special doors are made for animals.
Animals from all over come to him.
Dolittle becomes world-famous.

Let Us Think and Reflect (Pg. 50–52)

Extract 1

(i) “Good Gracious!” can be replaced by gosh!
(ii) Polynesia never used bird language earlier because Dolittle wouldn’t have understood.
(iii) True – Polynesia was eating cracker crumbs.
(iv) Dolittle felt surprised.

Extract 2

(i) digging: flower bed :: ploughing: field
(ii) Dolittle’s attitude was understanding.
(iii) Doctors take animals for granted because animals cannot complain.
(iv) Yes, it takes more cleverness to treat animals because they can’t explain their illness in human words.

Short/Long Answer Qs

Q1. How was Polynesia a good trainer?
Ans. She patiently taught Dolittle bird language and explained animal gestures.

Q2. How did Dolittle give equal attention to each animal?
Ans. By creating special doors for each kind and listening carefully to their problems.

Q3. What does his readiness to follow Polynesia’s advice show?
Ans. It shows open-mindedness and respect for different viewpoints.

Q4. Which qualities made Dolittle famous?
Ans. Kindness, patience, intelligence, and ability to understand animals.

Q5. What if humans could understand animal language?
Ans. It would improve animal welfare, reduce cruelty, and strengthen human–animal bonds.

Lesson 2: A Funny Man (Poem by Natalie Joan)

Let Us Discuss (Pg. 61)

Q1. Identify true statements.

True
False – he was polite.
True
True
False – he gave a bun, not a rose.
True

Q2. Word meanings:

Currant (a seedless raisin)
Staggered (moved unsteadily)

Q3. Complete sentences.

Tone – Humorous, because the man’s actions are silly but amusing.
Rhyme scheme – AABB, gives a musical quality.
Word ‘funny’ is repeated to stress humour.

Q4. Correct answers:

Humorous and nonsensical
Monologue
Alliteration

Q5. Reorder line:
“But never had I seen before / Such a funny sounding sight.” → Correct order: But I had never seen before / Such a funny sounding sight.

Let Us Think and Reflect (Pg. 62–63)

Extract 1
(i) He called her ‘Your Highness’ to be funny and polite.
(ii) “Allow me to present” shows polite request.
(iii) Correct option: Image of a currant bun.
(iv) Poet says “Well!” in surprise because the bun was presented as a rose.

Extract 2
(i) “You never heard in all your life / Such a funny feeling sound.”
(ii) Poet calls him ‘my friend’ because he seemed harmless and friendly.
(iii) His hopping home on his head shows he was carefree and whimsical.
(iv) Last line makes readers feel cheerful.

Short/Long Answer Qs

Q1. Which trait of the funny man is most appealing?
Ans. His playfulness and creativity in doing unusual things.

Q2. How does his unusual behaviour affect the mood?
Ans. It makes the poem light, humorous, and entertaining.

Q3. Suggest an alternative title.
Ans. “The Man Who Wore Shoes on His Head” – because it highlights his silliness.

Q4. Why did the poet include dialogues?
Ans. To make the poem lively and conversational.

Q5. What message does the poet convey?
Ans. Life can be fun and joyful if we add humour and imagination.

Lesson 3: Say the Right Thing (Play by G.C. Thornley)

Let Us Discuss (Scene I, Pg. 73)

Q1. Fill the table.

Speaker	Words	Reason
Mrs. Shaw	“Put that coat away.”	To keep the room tidy.
Mary	“I’m not a child.”	To show annoyance.
Mrs. Shaw	“Be kind, say pleasant things.”	To guide Mary in politeness.

Q2. Will Mary follow her mother’s advice?
Ans. No, because she is careless and speaks without thinking.

Let Us Discuss (Scene II, Pg. 77)

Q1. Rectify false statements.

Correct: Mrs. Harding liked Lanfield very much.
Wrong: Mrs. Harding had no children, but Mary thought she did.
Wrong: Mrs. Best read newspapers, but Mary mocked bankers.
Wrong: Mrs. Shaw defended blue dresses and red coats.
Wrong: Mary disliked the dog, which turned out to be Harding’s.

Let Us Think and Reflect (Pg. 78–79)

Extract 1
(i) Answer: C. She wants Mary to develop social skills.
(ii) They are discussing how to have a polite conversation.
(iii) Mary wanted to show she could talk well.
(iv) Mary – eager; Mrs. Shaw – cautious.

Extract 2
(i) Mary saw Mrs. Cotter because she stayed in bed in the mornings and came out later.
(ii) Mary’s comment shows she cannot understand why people need doctors.
(iii) She enjoyed good health because she never needed a doctor.
(iv) True – she offended Mrs. Harding unintentionally.

Short/Long Answer Qs

Q1. What does Mary’s view on bankers reveal?
Ans. She thought bankers lived dull lives, always busy with trains and newspapers.

Q2. What do her interactions reveal about polite conversation?
Ans. That she lacked sensitivity and often embarrassed others.

Q3. What does repeated “no one speaks” show?
Ans. Awkward silences caused by Mary’s blunders.

Q4. How does Mary’s attitude change?
Ans. She starts confident but ends embarrassed after many mistakes.

Q5. What do Mrs. Harding and Mrs. Lee’s responses show?
Ans. They were patient, polite, and tried not to hurt Mary.

Q6. What lesson does the play teach?
Ans. The importance of speaking kindly and politely in society.

Summary

In Animals, Birds and Dr. Dolittle, humour arises from Dolittle learning animal languages and curing them in funny ways.
In A Funny Man, humour comes from absurd and playful behaviour.
In Say the Right Thing, humour is created by Mary’s innocent but rude mistakes in conversation.

September 6, 2025

Unit – 1, Class 7th English, Poorvi, NCERT

The Day the River Spoke – Question Answers

Before the Text (Pg. 1)

Q1. Are the sounds around us trying to tell you something?
Ans. Yes, sounds of nature communicate feelings—for example, chirping birds show joy, wind suggests movement, and water gives peace.

Q2. Do you think the things around you also listen to you all day long?
Ans. Yes, in a way. Nature responds to us—trees give shade, rivers flow, and animals react to our presence.

Q3. What could Jahnavi’s dream be?
Ans. Jahnavi’s dream was to go to school and study like her siblings.

Q4. How could Jahnavi make her dream come true?
Ans. She could bravely go to school herself and show her interest to the teacher.

Q5. What is your dream? What can you do to make your dream come true?
Ans. (Personal response—example:) My dream is to become a teacher. I will work hard, study well, and stay determined to achieve it.

Intent Questions (Pg. 3–6)

Q1. What was Jahnavi’s dream? Was it important to her? Why?
Ans. Her dream was to study in school. It was very important because she was curious and wanted to learn like her siblings.

Q2. Do you think the river can help her in fulfilling her dream? How?
Ans. Yes, the River encouraged Jahnavi to have courage and guided her to attend school secretly.

Q3. Complete the table with Jahnavi’s questions and the River’s answers.

Jahnavi’s Questions	River’s Answers
Why does the moon always come from behind the hills?	Because it goes down to the sea like the River.
Can girls do as much as boys?	Yes, little girls can do as much as boys.
What are ships?	Big boats carrying hundreds of people with shining lights.
Will ships come here?	No, the river is too small; Chandu’s catamaran is enough.

Extra Questions (Pg. 7–15)

Extract-based

Q1. What is the tone of the River in the given extract?
Ans. The tone of the River is assuring and sympathetic.

Q2. Pick a phrase showing Jahnavi was a frequent visitor.
Ans. “You have been coming here every day, well, almost every day.”

Q3. Why is the exclamation used in ‘It couldn’t be the river!’?
Ans. It shows Jahnavi’s disbelief.

Q4. Mention three qualities of the River.
Ans. The River is affectionate, thoughtful, and kind-hearted.

Q5. Why does the River say little girls can do as much as little boys?
Ans. Because girls are equally capable of learning, swimming, and achieving as boys.

Q6. True or False: The River encourages Jahnavi to have faith in herself.
Ans. True.

Q7. What does ‘slip along’ mean?
Ans. It means to move quietly.

Q8. What does the repetition of “I couldn’t” show?
Ans. It shows Jahnavi’s fear and lack of confidence.

Short/Long Answer

Q1. Why does the writer describe nature in detail at the beginning?
Ans. To create a calm atmosphere and to personify the River as a living character.

Q2. How did the River know so much about Jahnavi?
Ans. Because Jahnavi visited daily and shared her feelings by the riverside.

Q3. What does Jahnavi mean by “I’m so old now, they’ll never let me go”?
Ans. She feels that girls are often not allowed to study if they are older, and she fears being denied education.

Q4. Why did the River laugh when Jahnavi said she would be scared at school?
Ans. Because Jahnavi was brave with snakes, lizards, and trains but afraid of a classroom.

Q5. Why should Jahnavi follow the River’s advice?
Ans. Because education would empower her and change her life.

Q6. How does the conversation between Jahnavi and the River make the story appealing?
Ans. It adds magic, personification, and inspiration, making the story lively.

Q7. What is the main message of the story?
Ans. The importance of girls’ education and the courage to follow dreams.

Language & Activity

Q1. Why has the author capitalized the word ‘River’?
Ans. Because the River is personified as a character.

Q2. Pick sound words from the text.
Ans. Shrieked, splashed, murmuring, wailed, rustle, gasped, rattling, noisy, cried.

Q3. Give meanings of borrowed words.

Karma – Sanskrit
Sahib – Urdu/Persian
Chutney – Hindi
Guru – Sanskrit
Verandah – Hindi
Jungle – Hindi
Areca – Kannada/Malayalam
Palanquin – Sanskrit

Q4. Crossword answers (Pg. 9):

Ship
Boat
Raft
Steamer
Canoe
Tug
Yacht

Q5. Fill in blanks with prepositions (Pg. 10).

at
outside
inside
between
about
about

Summary

Jahnavi, a little girl in a coastal village, dreams of going to school but her parents stop her. The River speaks to her, encourages her, and tells her to try. She bravely goes to school and the teacher supports her. Later, her parents agree, and her mother feels proud. Jahnavi promises to teach other girls in the future. The story teaches the value of courage, equality, and education.

Biography of Kamala Nair

Kamala Nair was an Indian writer and educationist. She is known for simple yet powerful stories highlighting themes like women’s empowerment, childhood aspirations, and social equality. Her story The Day the River Spoke reflects her belief in the importance of education for girls and the role of courage in achieving dreams.

Try Again – Question Answers

Before the Text (Pg. 16)

Q1. Who inspires you to do your best?
Ans. (Personal response – Example:) My parents inspire me to do my best because they always encourage me.

Q2. Identify what you see in the pictures and what can we learn.
Ans. (Personal response – Example:) The pictures show people trying again after failure. We can learn that perseverance leads to success.

Let Us Discuss (Pg. 19–20)

Q1. Complete the summary of the poem by filling in the blanks.
Ans.

despair
great
low
mounted
attempts
conquered
strive
tried

Q2. Why can we say the poet uses the narrative style?
Ans. Because the poem tells a story about King Bruce and the spider in a sequence of events.

Q3. What is the central idea of the poem?
Ans. The central idea is perseverance—never give up even after repeated failures.

Q4. Pick three examples of lines that describe the spider’s efforts.
Ans.

“It soon began to cling and crawl / Straight up with strong endeavour.”
“Up, up it ran, not a second to stay.”
“Steadily, steadily, inch by inch, / Higher and higher he got.”

Q5. Pick three examples of alliteration.
Ans.

“flung himself down in low despair”
“silken, filmy clue”
“bold little run at the very last pinch”

Q6. Why does the poet repeat “tried and tried,” “steadily, steadily,” “up, up”?
Ans. To emphasize persistence and to create rhythm that mirrors repeated efforts.

Q7. Fill in the blanks (Pg. 19).

Rhyme scheme: AABB
‘Bravo’ is an example of: Interjection
The poet uses ‘tis and ‘twas for: Rhythm

Metaphor & Simile (Pg. 20)

Q1. Identify metaphors (M) and similes (S).
(i) He ran as fast as a cheetah. – S
(ii) The world is a stage. – M
(iii) The night was as dark as coal. – S
(iv) He sang like an angel. – S
(v) Her voice was music to his ears. – M
(vi) The classroom was a zoo. – M
(vii) The baby slept like a log. – S
(viii) Her smile was as bright as the sun. – S
(ix) The lake was a mirror. – M

Q2. Transform similes to metaphors and vice versa.
(iii) The book was like a treasure chest → The book was a treasure chest.
(iv) Her laughter was like a melody → Her laughter was a melody.
(v) The mountain was like a guard → The mountain stood as a guard.
(vi) The night was a velvet cloak → The night was like a velvet cloak.
(vii) Her thoughts were butterflies → Her thoughts were like butterflies.

Think and Reflect (Pg. 21–22)

Extract 1
Q1. Select the phrase showing the King’s emotion.
Ans. “He flung himself down in low despair.”

Q2. Why does the poet use ‘low’ before despair?
Ans. To intensify the sadness and hopelessness of the King.

Q3. Meaning of ‘pondered’?
Ans. B. Thought

Q4. What image does ‘silken filmy clue’ create?
Ans. Something very delicate and soft.

Extract 2
Q1. Complete the analogy: toil : hard :: tumble : fall.
Ans. D. jump : tumble

Q2. Two characteristics of the spider.
Ans. Persistent and courageous.

Q3. What does “Ah me!” express?
Ans. Stress/worry.

Q4. Why can readers relate to this extract?
Ans. Because everyone faces failures but hopes for success through persistence.

Short/Long Answer Qs

Q1. How does the first stanza set the mood of the poem?
Ans. It shows the King’s despair and hopelessness, creating a mood of failure and sadness.

Q2. Describe how King Bruce’s attitude changes.
Ans. At first he is discouraged, but after watching the spider’s determination, he gains courage and succeeds.

Q3. Why does the poet describe every action of the spider?
Ans. To highlight patience, detail, and persistence as a lesson for readers.

Q4. How does the spider inspire us?
Ans. By showing that repeated effort and perseverance can overcome despair.

Q5. Explain: “Failures are stepping stones to success.”
Ans. Each failure teaches us and brings us closer to success, as shown by the spider and King Bruce.

Q6. How does the spider’s journey show that anyone can inspire us?
Ans. Even a small creature like a spider can inspire a king to overcome despair.

Language Work (Pg. 22–23)

Q1. Write opposites.

up × down
fast × slow
glad × sad
win × lose
succeed × fail

Q2. Meanings of underlined words:

endeavour – work very hard
toil – work long and hard
strive – try very hard
braced – prepared for something difficult

Q3. Classify words for distance.

Far: afar, remoteness, light year, yonder
Near: vicinity, a stone’s throw, adjacent, proximity

Summary of the Poem

The poem Try Again narrates the story of King Bruce of Scotland who loses hope after repeated failures. He observes a spider failing again and again while trying to reach its web but finally succeeding after nine attempts. This inspires the King to keep trying. The poem conveys that perseverance, patience, and determination lead to success.

Biography of Eliza Cook

Eliza Cook (1818–1889) was an English poet and journalist. She was self-educated and known for her simple, inspiring verses that appealed to ordinary readers. Her poetry often carried moral lessons of hard work, courage, and perseverance. Try Again reflects her belief that persistence in the face of difficulties is the key to success.

Three Days to See – Question Answers

Before the Text (Pg. 27)

Q1. Recall a visit to a place you liked. Write the details.
Ans. (Personal – Example:) I visited a hill station with my family. I could see tall mountains, hear birds, smell fresh pine trees, taste local food, and feel the cool breeze.

Q2. How does this memory make you feel?
Ans. It makes me feel joyful and refreshed.

Q3. Do you think your experience would be different if you could not see or hear?
Ans. Yes, it would be very different. Without sight or hearing, I would miss many details, colours, sounds, and expressions.

Let Us Discuss (Pg. 31–32)

Q1. Identify the true statements.
Ans.

False
False
True
True
False
True
True

Q2. Complete the table of what Helen Keller wanted to do on each day.

Day 1	Day 2	Day 3
See the people whose kindness made life worth living, know her friends by their faces	Arise with dawn, see sunrise, visit museums to see history of earth and man	Go to the city, observe daily life, watch people’s expressions, understand their joys and struggles

Q3. How is the narrator able to understand the feelings of a person though she calls the eye the ‘window of the soul’?
Ans. She touches faces and can sense emotions like laughter or sorrow through tone, expressions, and physical touch.

Let Us Think and Reflect (Pg. 32–33)

Extract 1

Q1. What does ‘delicate symmetry of a leaf’ symbolise?
Ans. The beauty, balance, and perfection of nature.

Q2. List two phrases describing the texture of objects in nature.
Ans. “smooth skin of a silver birch,” “rough, shaggy bark of a pine.”

Q3. What does “awakening Nature after her winter’s sleep” refer to?
Ans. The arrival of spring when trees and plants bloom after winter.

Q4. What is the tone of the writer?
Ans. C. Admiring

Extract 2

Q1. Which word does not match with ‘thrilling’?
Ans. C. Knowledge

Q2. Why does the writer call the earth “sleeping earth”?
Ans. Because at night the earth seems silent and still, like asleep.

Q3. Why does the writer dedicate the day to a brief look at past and present?
Ans. To see man’s progress and learn history through museums.

Q4. Why does she use “should” many times?
Ans. Because she imagines the activities as wishes, not certainties.

Short/Long Answer Questions

Q1. Explain: “The sense of touch makes up for the loss of sight and hearing.”
Ans. Helen Keller understood the world by touching objects, faces, trees, and birds. This gave her joy and knowledge despite blindness and deafness.

Q2. Why does the author believe sight is the most wonderful sense?
Ans. Because it reveals beauty, colour, people’s expressions, nature, and life in its fullest form.

Q3. How can her opinion guide us to be kinder to people with disabilities?
Ans. By valuing our senses, we learn empathy and realise how strong differently-abled people are in overcoming challenges.

Q4. What is the significance of imagining the loss of a sense?
Ans. It helps us value our senses more and live every moment with gratitude.

Q5. How does the author encourage people to use their senses?
Ans. She asks us to use each sense as if we might lose it tomorrow, enjoying every sound, sight, smell, taste, and touch.

Q6. What do her choices for three days reveal about her values?
Ans. They show she values relationships, nature’s beauty, human progress, and understanding daily life.

Let Us Learn (Pg. 33–34)

Q1. Fill the sensory words.

Sense	From Text	New Word
Sight	Panorama	Colour
Hearing	Music	Melody
Smell	Perfume	Fragrance
Taste	Relish	Sweetness
Touch	Rough	Smooth

Q2. Identify modal verbs & functions.

You can learn – Ability
They might arrive – Possibility
She must finish – Necessity/Obligation
They ought to apologise – Moral obligation
He would like – Polite request

Q3. Fill in blanks with modal verbs (Pg. 34–35).
(i) May I leave early today if I finish my tasks?
(ii) I must finish this report by tomorrow.
(iii) You should consider all the pros and cons.
(iv) It might rain later today.
(v) Could you pass the salt, please?
(vi) You ought to apologise for the mistake.
(vii) We shall go to any park nearby.

Summary

Three Days to See by Helen Keller describes what she would like to see if she had eyesight for three days. On the first day, she would see her loved ones. On the second day, she would see the beauty of nature and human history in museums. On the third day, she would watch the busy life of people in the city. She advises those with sight to use their eyes and senses fully, as if they might lose them tomorrow. The lesson teaches gratitude, appreciation of life, and empathy towards people with disabilities.

Biography of Helen Keller

Helen Keller (1880–1968) was an American author, activist, and lecturer. She lost her sight and hearing at 19 months but overcame her disabilities with the help of her teacher, Anne Sullivan. She became the first deaf-blind person to earn a college degree and wrote inspiring books. Her work focused on education, women’s rights, and support for people with disabilities. Her essay Three Days to See reflects her gratitude for life and her message to value our senses.

_________________________

📘 Unit 1 – Remaining Activities (Q&A)

🎧 Listening Task 1 – Five Speakers (Pg. 39)

Q1. Who said girls should get equal opportunities and freedom to choose careers?
Ans. The Father (Speaker i).

Q2. Who said many girls earlier could not attend school but today things have changed?
Ans. The Grandmother (Speaker ii).

Q3. Who explained that school teaches hands-on skills, dignity of labour, and vocational choices?
Ans. The Teacher (Speaker iii).

Q4. Who expressed joy of learning and companionship in school?
Ans. The Student (Speaker iv).

Q5. Who advised all students to attend regularly and focus on learning, not gender differences?
Ans. The Principal (Speaker v).

🎧 Listening Task 2 – The Ant Story (Pg. 40–41)

Q1. What was the ant known for?
Ans. Determination and never-give-up attitude.

Q2. Why was the ant unable to take the roti home?
Ans. Because it was too heavy to carry alone.

Q3. What was the bird doing?
Ans. Building a nest.

Q4. How did the bird inspire the ant?
Ans. By not giving up despite difficulties.

Q5. How did the fellow ants help?
Ans. They joined together and lifted the crumb with teamwork.

Q6. What is the moral of the story?
Ans. Teamwork and perseverance help us achieve success.

🎧 Listening Task 3 – Mother–Son Conversation (Pg. 41–42)

Q1. Who was the new student Anuj talked about?
Ans. Tara, a visually impaired student using Braille.

Q2. What did Anuj think Digital India was about?
Ans. He thought it was only about learning computers.

Q3. What did the mother explain about Digital India?
Ans. It provides inclusive digital infrastructure and services, including assistive technologies.

Q4. What is a screen reader?
Ans. Software that reads text aloud from computers and smartphones for the visually impaired.

Q5. What change did Anuj feel after learning this?
Ans. He felt proud of his school for including Tara and realised visually impaired people can be independent.

Q6. What final message did the mother give?
Ans. Inclusion is not just about tools, but also about the right mindset.

🗣️ Speaking Activities (Pg. 13, 25, 36)

Q1. What advice should be given if a girl wants to play football but the school has only a boys’ team?
Ans. “You should talk to the school authorities. Girls should also be allowed to play.”

Q2. What advice for someone weak in Mathematics due to nervousness?
Ans. “You should practise regularly and stay calm in exams.”

Q3. Advice for a student who enjoys music but lacks practice time?
Ans. “You must manage your time better and dedicate some time to practice daily.”

Q4. Advice for someone unable to see the blackboard clearly?
Ans. “You should sit in the front rows or get your eyesight checked.”

✍️ Writing Tasks (Pg. 14–15, 25–26, 36–37)

Q1. Why do the girls look happy in the poster? (Pg. 14)
Ans. Because they are attending school and getting education.

Q2. Relation between dignity and happiness?
Ans. Education gives dignity (self-respect), and dignity brings happiness.

Q3. How does a nation prosper when daughters are happy?
Ans. Educated and happy girls contribute to progress in family, society, and nation.

Q4. Write a descriptive paragraph about a recent place you visited. (Pg. 36)
Ans. (Personal example – Taj Mahal)
“The Taj Mahal looked magnificent under the sunlight. The white marble sparkled, the Yamuna flowed nearby, and I heard guides explaining its history. The air smelt fresh with flowers. I felt proud to witness such beauty.”

Q5. Write a letter to cousin on overcoming difficulties. (Pg. 25–26)

Sample:

20, Rajendra Nagar
Jeevanpur
23 August 20XX

Dear Monika,
I hope you are well. I want to share my plan to overcome difficulties. First, I will stay calm and patient. Next, I will try different methods instead of giving up. Then, I will seek help from my teachers and friends. Finally, I will keep trying until I succeed. Remember, failures are stepping stones to success. Never quit—keep trying!

Yours affectionately,
Deepa

🔎 Explore/Projects (Pg. 13–15, 37–38)

Q1. Why are rivers in India considered sacred?
Ans. Because they provide life, water, fertility, and are worshipped in tradition. Most are seen as goddesses.

Q2. Name some government schemes for girl education.
Ans. Beti Bachao Beti Padhao, Balika Samridhi Yojana, Samagra Shiksha Scheme, Kasturba Gandhi Balika Vidyalaya.

Q3. What is Braille? Who invented it?
Ans. A tactile system of raised dots for reading and writing used by visually impaired people. It was invented by Louis Braille.

Q4. What is Indian Sign Language (ISL)?
Ans. A visual language using hand gestures and expressions used by hearing-impaired people in India.

September 6, 2025

Unit – 5, Class 6th English, Poorvi, NCERT
Culture and Tradition

Part 1 — Hamara Bharat: Incredible India!

Pre-Reading / Warm-up

Q1. What makes India unique in the world?
India is unique because of its diversity in languages, religions, food, festivals, music, dance, and traditions, yet all people live together as one nation.

Q2. Which part of India do you belong to? What is special about it?
(Students give personal answers — e.g., Punjab is known for Bhangra and wheat fields, Tamil Nadu for Bharatanatyam and temples, etc.)

Comprehension Check

Q1. What does “Incredible India” mean?
It means India is full of wonders, with rich culture, history, and traditions that make it truly special.

Q2. How does India show unity in diversity?
People from different regions, speaking different languages, eating different foods, and following different religions live together with respect and harmony.

Q3. What examples of India’s cultural richness are given?
Examples include colourful festivals like Diwali and Eid, classical dances like Kathak and Bharatanatyam, monuments like the Taj Mahal, and cuisines like dosa, biryani, and chole-bhature.

Q4. What is the message of this passage?
The message is to take pride in our country’s diversity and to celebrate our shared heritage.

Think & Answer

Q1. Why do people from around the world visit India?
They visit to see its monuments, experience its traditions, taste its food, and enjoy its festivals.

Q2. What can students do to preserve India’s culture?
Students can learn about folk art, respect traditions, celebrate festivals, and promote unity in schools and communities.

Vocabulary & Grammar
- Heritage = valuable traditions and culture from the past
- Diverse = varied, different
- Harmony = peaceful living together
- Pride = feeling of honour and respect
Sentences:
1. India has a rich cultural heritage.
2. Our country is diverse in languages and traditions.
3. People should live in harmony despite differences.
4. We feel pride in being Indians.
Extra Questions

Short Answer
1. What is meant by “unity in diversity”?
  It means people of different backgrounds live together peacefully in one nation.
2. Name some Indian dances.
  Kathak, Odissi, Bharatanatyam, Kathakali, Manipuri.
3. Which Indian monuments are famous worldwide?
  Taj Mahal, Qutub Minar, Red Fort, Sun Temple at Konark.
Long Answer

Q. How is India an example of unity in diversity?
India is one of the most diverse countries in the world. People follow different religions like Hinduism, Islam, Christianity, and Sikhism. They speak different languages like Hindi, Tamil, Bengali, Punjabi, and many more. The food also varies — from idlis and dosas in the south to parathas and dal in the north. Festivals like Diwali, Holi, Eid, Christmas, and Baisakhi are celebrated with equal joy. Despite this diversity, Indians stand united as one nation. This unity makes India strong and unique. It teaches us that differences are not weaknesses but strengths when combined with respect and love.

Summary of Hamara Bharat: Incredible India!

Hamara Bharat introduces the idea of India as “Incredible India,” a land of endless wonders. The passage celebrates the diversity of the country and explains why India is respected all over the world.

India has always been known for its unity in diversity. It is home to people of different religions, languages, and traditions. Each region has its own food, dress, dance, and music. Festivals such as Diwali, Holi, Eid, Pongal, Christmas, and Baisakhi fill the land with colours and joy. Despite all these differences, Indians live together as one family, which makes the country unique.

The passage also highlights India’s cultural heritage. Its monuments like the Taj Mahal, Red Fort, and Sun Temple attract visitors from all over the world. Tourists also come to enjoy India’s classical dances such as Kathak, Bharatanatyam, Kathakali, and Manipuri. The food culture of India is another attraction. From spicy curries to sweets, every state offers something special.

The text reminds readers that India is not just a land of traditions but also of values like peace, respect, and harmony. The strength of India lies in its people, who share their culture with love.

In the end, the message is clear: we must feel proud of our culture, preserve our traditions, and celebrate our unity. This is what makes India incredible.

Part 2 — Kala Kritiyon ka Bharat

Pre-Reading / Warm-up

Q1. What kinds of art do you see in your region?
I see folk dances, traditional paintings, handicrafts, and music that reflect local culture.

Q2. Why is it important to learn about other states’ cultures?
It helps us respect diversity, build unity, and feel proud of India’s rich traditions.

Comprehension Check

Q1. What is the Ek Bharat Shreshtha Bharat programme?
It is a programme started by the Government of India to strengthen unity and cultural exchange among states.

Q2. What are some examples of folk art from different states?
- Madhubani painting from Bihar
- Kathakali dance from Kerala
- Garba dance from Gujarat
- Warli painting from Maharashtra
- Bihu dance from Assam
Q3. How does this programme help students?
It helps students learn about different languages, songs, festivals, art, and culture of other states.

Q4. Why is folk art important?
Because it preserves traditions, teaches history, and shows the creativity of common people.

Think & Answer

Q1. How do cultural exchanges make India strong?
They create respect and understanding among people of different states, building unity in diversity.

Q2. How can schools promote Ek Bharat Shreshtha Bharat?
By organising cultural exhibitions, folk dance competitions, art fairs, and exchange programmes with students from other states.

Vocabulary & Grammar
- Culture = traditions and customs of a group
- Heritage = valuable traditions from the past
- Exchange = giving and receiving between people
- Preserve = to protect and keep safe
Sentences:
1. Each state in India has its own unique culture.
2. Monuments are part of our heritage.
3. Students had an exchange of ideas in the fair.
4. We must preserve our old temples and paintings.
Extra Questions

Short Answer
1. What does Madhubani painting show?
  It shows scenes from nature, gods, and village life using bright colours.
2. Which dance from Kerala is famous for colourful masks?
  Kathakali is famous for its makeup, masks, and costumes.
3. Why do we need to promote folk art among children?
  Because it keeps traditions alive and helps the young generation value their roots.
Long Answer

Q. Why is Ek Bharat Shreshtha Bharat important for students?
The Ek Bharat Shreshtha Bharat programme is important because it teaches students about India’s unity in diversity. By pairing one state with another, students learn about each other’s language, songs, food, art, and festivals. For example, children from Gujarat may learn about Assam’s Bihu dance, and children from Assam may learn about Gujarat’s Garba. This exchange builds respect, friendship, and national pride. It also prevents traditions from being forgotten and helps preserve folk art. For students, it is fun and educational because they not only read but also perform dances, create art, and celebrate festivals together. Thus, the programme makes the idea of “One India, Great India” a reality.

Summary of Kala Kritiyon ka Bharat

The passage Kala Kritiyon ka Bharat explains India’s rich tradition of folk arts and how the Ek Bharat Shreshtha Bharat programme helps preserve them.

India is a country of diversity. Each state has its own art forms, dances, music, and handicrafts. For example, Bihar is famous for Madhubani paintings, Kerala for Kathakali dance, Assam for Bihu, Gujarat for Garba, and Maharashtra for Warli painting. These art forms are created by common people and passed from one generation to the next. They show the creativity and traditions of villages.

The Government of India started the Ek Bharat Shreshtha Bharat programme to promote unity. In this programme, states are paired so that students can learn about each other’s culture. Through festivals, exhibitions, workshops, and competitions, young people experience the language, songs, food, and art of other regions. This creates respect and unity among different communities.

The text reminds us that folk art is more than entertainment. It carries stories of history, faith, and everyday life. Without efforts to preserve it, such traditions could be lost. Schools and students play a big role by celebrating art fairs, performing folk dances, and sharing culture.

The message is clear: by respecting and promoting folk art, we celebrate India’s unity in diversity. The strength of our country lies not only in modern progress but also in our cultural heritage.

Part 3 — The Kites

Poem by Daphne Lister

Pre-Reading / Warm-up

Q1. Have you ever flown a kite? How did you feel?
Yes, I have flown a kite. I felt excited, happy, and free as it rose high in the sky.

Q2. Why do you think people enjoy kite flying?
Because it is fun, colourful, and gives a feeling of freedom as the kite dances in the wind.

Comprehension Check

Q1. What do kites look like as they fly in the sky?
The poet compares them to colourful birds soaring in the wind.

Q2. What happens to the kites when the wind blows strongly?
They rise high, dart, and dive, dancing playfully against the sky.

Q3. How does the poet describe kites at sunset?
She describes them as resting, tired and quiet, as the day ends.

Q4. What is the main idea of the poem?
That kites are symbols of joy, playfulness, and freedom, and their flight is like a dance in the sky.

Think & Answer

Q1. How does the poem show the beauty of simple pleasures?
It shows that something as simple as flying kites can fill our hearts with joy and wonder.

Q2. What lesson can we learn from the poem?
We learn to appreciate small joys in life, just like watching kites fly freely in the wind.

Vocabulary & Grammar
- Soar = to fly high
- Flutter = to move lightly in the air
- Dart = to move quickly
- Tired = feeling weak after effort
Sentences:
1. Eagles soar high above the mountains.
2. The butterfly began to flutter its wings.
3. The cat made a quick dart to catch the toy.
4. After the long walk, I felt tired.
Extra Questions

Short Answer
1. Why are kites compared to birds?
  Because they fly high, move swiftly, and dance with the wind like colourful birds.
2. What does kite flying symbolise?
  It symbolises freedom, joy, and the playful spirit of life.
3. What happens to kites when the evening comes?
  They grow still and tired, no longer dancing, just as day ends.
Long Answer

Q. How does the poet describe the journey of kites in the sky?
The poet Daphne Lister describes the kites as lively and colourful objects dancing in the wind. At first, they rise high, soaring gracefully. The wind makes them flutter, dart, and dive, just like birds full of energy. Children on the ground control the strings, but the kites look free as they move across the blue sky. The poem captures the excitement of their flight and the beauty of the moment. As the sun sets, the kites grow tired and rest. This ending shows how even joyful things must come to a close. Through her description, the poet shows us how kite flying is not only a game but also a picture of freedom, happiness, and the cycles of life.

Summary of The Kites

The poem The Kites by Daphne Lister is a joyful description of kite flying.

The poet compares the kites to birds that soar high in the sky. They are colourful and move gracefully with the wind. At times they flutter gently, and at other times they dart and dive quickly, showing their playful nature. The sky becomes bright and lively with the kites dancing across it.

The poet shows how kite flying is a symbol of freedom and joy. Children enjoy watching them climb higher and higher, feeling proud of their control. Yet, to the eyes, the kites seem independent, flying freely like living creatures.

As the day moves on and the evening arrives, the kites grow still. They no longer dance in the air but rest quietly as the sun sets. This gives the poem a peaceful ending, reminding us that every activity and every joy has a time to pause.

The poem celebrates the beauty of simple pleasures in life. Just as flying a kite can make a person happy, small experiences can bring great joy. It also symbolises life’s journey — full of energy and play at first, but calm and restful at the end.

Biography — Daphne Lister

Daphne Lister was a poet known for her simple and delightful poems, often written for children. Although not much is widely recorded about her personal life, her works are remembered for their clarity, simplicity, and ability to connect with young readers.

She often used everyday experiences, nature, and play as themes for her poems. The Kites is one such poem, where she describes the movement of kites in the sky. Through vivid comparisons and lively words, she makes children see the beauty of kite flying as more than just a pastime.

Her poetry style is straightforward. She avoids complex words and instead writes with simplicity, so readers can easily understand and enjoy her verses. Many of her poems have been included in school textbooks, where they teach not only language but also values — such as appreciating small joys, respecting nature, and finding beauty in ordinary things.

Through her writing, Daphne Lister has influenced many young learners by showing that poetry is not distant or difficult, but close to our everyday lives. Poems like The Kites are timeless because they remind us of the innocence of childhood and the happiness found in simple activities.

Part 4 — Ila Sachani: Embroidering Dreams with Her Feet

Pre-Reading / Warm-up

Q1. Have you heard of people doing extraordinary things despite disabilities?
Yes, there are many inspiring people who achieve greatness despite physical challenges.

Q2. Why is it important to respect differently-abled persons?
Because they show courage, talent, and determination, and they remind us that ability is stronger than disability.

Comprehension Check

Q1. Who is Ila Sachani?
Ila Sachani is a differently-abled woman from Gujarat, famous for her beautiful embroidery work, which she does using her feet.

Q2. Why does Ila use her feet for embroidery?
Because she was born without hands, she trained herself to use her feet skillfully.

Q3. What kind of embroidery does she create?
She creates colourful designs with traditional stitches like mirror work, beadwork, and chain stitch.

Q4. What recognition has Ila Sachani received?
She has won several awards, including the President’s Award for Outstanding Artistry.

Q5. What is the lesson of her life story?
That hard work, courage, and determination can overcome any limitation.

Think & Answer

Q1. How did Ila turn her weakness into her strength?
She could not use her hands, so she trained her feet and became a skilled embroidery artist.

Q2. What inspiration can children take from Ila’s life?
Children can learn that nothing is impossible if we work hard, stay positive, and never give up.

Vocabulary & Grammar
- Differently-abled = having physical challenges but special abilities
- Embroidery = decorative needlework on cloth
- Determination = strong willpower
- Inspire = to encourage by setting an example
Sentences:
1. She is differently-abled but very talented.
2. The dress had beautiful embroidery on it.
3. With determination, he achieved his goal.
4. Great leaders inspire people to do good.
Extra Questions

Short Answer
1. Where is Ila Sachani from?
  She is from Gujarat, India.
2. What makes her embroidery special?
  She uses her feet with skill and creativity to make colourful, traditional designs.
3. What message does her story give us?
  That courage and determination can turn challenges into opportunities.
Long Answer

Q. How does Ila Sachani’s life show that disability is not an obstacle to success?
Ila Sachani was born without hands, but she did not let her disability stop her. Instead of feeling helpless, she decided to train her feet to do embroidery. She practised for years and developed extraordinary skill. Using her toes, she threads needles, makes fine stitches, and creates colourful traditional designs. Her work includes mirror embroidery, beadwork, and chain stitch, which are admired for their beauty. Ila’s efforts earned her national awards and recognition. She is respected as an artist who proved that talent and determination are more powerful than physical limitations. Her life teaches us that success is possible if we believe in ourselves and keep working hard.

Summary of Ila Sachani: Embroidering Dreams with Her Feet

The story Ila Sachani: Embroidering Dreams with Her Feet is an inspiring account of courage and determination.

Ila Sachani was born in Gujarat without hands. For many people, this would have been a barrier, but Ila refused to let it stop her. From childhood, she was interested in embroidery, a traditional craft of her state. She realised she could not use her hands, so she decided to train her feet instead.

With patience and effort, Ila learned to hold needles and thread between her toes. She practised tirelessly and gradually became skilled at creating beautiful embroidery. Her designs include mirror work, beadwork, and chain stitch, all of which require precision and creativity. What makes her work special is that she uses her feet with the same accuracy that others use their hands.

Her embroidery became famous in her community and later across the country. She participated in exhibitions and received the President’s Award for Outstanding Artistry. Ila’s story spread as an example of how determination can overcome any limitation.

The story also highlights the value of traditional arts. Ila keeps alive the embroidery techniques of Gujarat while showing that disability does not mean inability. Her life teaches everyone that courage, self-belief, and hard work are the keys to success.

In the end, Ila Sachani stands as a role model for children and adults alike. She shows that no obstacle is too great if one has the will to achieve. Her dreams, embroidered with her feet, inspire us to never give up.

Biography — Ila Sachani

Ila Sachani is a famous differently-abled embroidery artist from Gujarat, India. Born without hands, she faced many challenges as a child. Yet, instead of giving up, she found her own way to create art. She trained her feet to do embroidery and soon became highly skilled.

Her work includes traditional embroidery styles such as mirror work, beadwork, and chain stitch, which are part of Gujarat’s heritage. She makes colourful designs on cloth that show both creativity and precision. What makes her embroidery special is that she does it all with her toes.

Ila’s talent brought her national recognition. She was honoured with awards, including the President’s Award for Outstanding Artistry, which is given to people who show excellence in traditional crafts. Her life story has been featured in newspapers, magazines, and school textbooks as an inspiration.

Through her work, Ila Sachani has shown that disability is not the end of dreams. She proves that talent, when combined with determination, can achieve wonders. She also preserves India’s traditional art while motivating others to be strong.

Her biography is not just about art but about courage, perseverance, and hope. Ila Sachani inspires us to believe that there are no limits when we have the will to succeed.
September 5, 2025
Unit – 4, Class 6th English, Poorvi, NCERT
Sports and Wellness

Part 1 — Change of Heart

Pre-Reading / Warm-up

Q1. Do you play outdoor games? Which is your favourite?
Yes, I play outdoor games. My favourite is cricket because it teaches teamwork and strategy.

Q2. What do we learn from playing games?
We learn discipline, teamwork, leadership, patience, and respect for rules.

Q3. How should we behave with our competitors?
We should respect them, play fairly, and show good sportsmanship whether we win or lose.

Comprehension Check

Q1. Who were Prabhat and Surya?
Prabhat and Surya were classmates and competitors in a running race.

Q2. How did Prabhat feel before the race?
Prabhat was nervous and wanted to win at any cost.

Q3. What happened during the race?
Prabhat ran fast, but when he saw Surya fall down, he stopped to help him instead of continuing.

Q4. What was the reaction of the spectators?
The spectators cheered for Prabhat’s kindness and appreciated his sporting spirit more than a medal.

Q5. What did Prabhat realise in the end?
He realised that true victory lies in humanity, compassion, and good sportsmanship, not just in winning medals.

Think & Answer

Q1. Why did Prabhat stop during the race?
Because he saw Surya fall and realised helping a friend was more important than winning.

Q2. What lesson does the story teach us?
It teaches us that humanity, kindness, and sportsmanship are more valuable than competition.

Vocabulary & Grammar

Q1. Opposites from the story:
- Win × Lose
- Start × Finish
- Nervous × Confident
- Friend × Enemy
Q2. Sentences:
1. The player showed great sportsmanship by praising his opponent.
2. Helping others is the true mark of humanity.
3. She was nervous before the test.
4. Winning with honesty brings pride.
Extra Questions

Short Answer
1. Why did the audience clap for Prabhat?
  Because he showed kindness and humanity, which were greater than winning.
2. What did Surya learn from Prabhat’s action?
  He learned that friendship and support matter more than rivalry.
3. What does the title “Change of Heart” mean?
  It means Prabhat changed his attitude from selfishness to kindness and humanity.
Long Answer

Q. How does the story highlight the true meaning of sports?
The story highlights that sports are not only about winning but also about discipline, compassion, and fair play. Prabhat initially wanted to win at any cost. However, when he saw Surya fall, he stopped and helped him instead of rushing to victory. This act earned him the respect of the spectators. The crowd valued his humanity more than a medal. Prabhat’s action showed that the spirit of sports lies in friendship, respect, and care. Winning is temporary, but kindness is remembered forever. The story teaches children that true success is measured by values, not trophies.

Summary of Change of Heart

Change of Heart is a heartwarming story about two classmates, Prabhat and Surya, who take part in a school running race.

Prabhat was determined to win and dreamed of standing first. He practised hard and wanted the medal badly. On the day of the race, the students gathered to cheer. Prabhat and Surya lined up with other competitors. The whistle blew, and the race began. Prabhat ran with all his strength, his eyes fixed on the finish line.

As the race progressed, Surya suddenly stumbled and fell to the ground. Seeing this, Prabhat felt torn. At first, he thought of running on to secure victory. But then his heart changed. Instead of ignoring Surya, he stopped, turned back, and helped his classmate to stand. The two boys walked together, finishing the race side by side.

The crowd erupted in applause. They admired Prabhat’s humanity more than they would have admired any winner. Though he lost the race, he won the hearts of all. The teachers and students praised him for showing true sportsmanship.

Prabhat realised that medals and trophies fade, but kindness and friendship are remembered forever. The story teaches us that the purpose of sports is not just to compete but to build discipline, friendship, and values.

The title Change of Heart refers to Prabhat’s transformation — from focusing only on victory to understanding that helping others is the real triumph. His noble act showed that compassion is greater than competition.

This story is an inspiring reminder for children and adults alike: winning is important, but playing with fairness, respect, and humanity is the true essence of sports.

Part 2 — The Winner

Poem by Georgia Heard

Pre-Reading / Warm-up

Q1. Who do you think is a winner?
A winner is someone who tries their best, shows courage, and does not give up, even if they lose.

Q2. Is winning only about medals and trophies?
No, true winning is about effort, honesty, and never losing hope.

Comprehension Check

Q1. What does the poet mean by “the one who listens to the heart”?
It means the true winner follows their inner voice, dreams, and values rather than focusing only on prizes.

Q2. Who does the poet call a real winner?
The poet calls someone a real winner who keeps trying, believes in themselves, and does not give up, whether they win a medal or not.

Q3. Why does the poet say the winner is not always the one who comes first?
Because winning is about courage, effort, and determination, not just standing first in a competition.

Think & Answer

Q1. How is effort more important than result?
Effort shows our strength, honesty, and spirit. Results may change, but effort makes us stronger and teaches lessons.

Q2. What message does the poem give to children?
That they should not worry only about ranks and medals. True victory lies in trying, dreaming, and believing in themselves.

Vocabulary & Grammar
- Courage = bravery to face difficulties
- Effort = hard work put into something
- Heart = symbol of feelings and inner strength
- Victory = success or triumph
Sentences:
1. She had the courage to speak the truth.
2. With constant effort, he improved his handwriting.
3. Always listen to your heart while making decisions.
4. The team celebrated their victory with joy.
Extra Questions

Short Answer
1. Why is listening to the heart important?
  Because it guides us to follow our dreams and stay true to ourselves.
2. What kind of people are true winners?
  Those who work hard, stay positive, and never give up even if they lose.
3. Why does the poet say victory is not always about coming first?
  Because the value lies in trying and showing courage, not just winning medals.
Long Answer

Q. How does the poem redefine the meaning of winning?
The poem The Winner teaches us that true winning is not about trophies or ranks but about courage, determination, and effort. The poet, Georgia Heard, explains that a real winner is someone who listens to their heart, follows their dreams, and does not give up. Such a person may or may not come first, but they have the courage to keep trying. The poem inspires children to value effort over results. It encourages them not to be discouraged by failure but to see every step as progress. This view makes winning more meaningful because it is about inner strength, not just outer prizes.

Summary of The Winner

Georgia Heard’s poem The Winner gives a new meaning to the idea of victory.

The poet says that the real winner is not always the person who comes first in a competition. Instead, the true winner is the one who listens to their heart, works hard, and never gives up. Winning is not just about medals and certificates but about courage, hope, and determination.

The poem explains that dreams and goals guide us, and those who keep following their dreams are true champions. Even if they fail sometimes, their effort makes them stronger. True winners rise after every fall and continue their journey with courage.

The poet’s message is simple: do not measure success only by trophies. Success is about honesty, effort, and inner satisfaction. Children should learn to try their best without fear of losing. The poem inspires everyone to be brave, hopeful, and determined in life.

Thus, The Winner is not about victory in sports alone but about victory in life through courage and perseverance.

Biography — Georgia Heard

Georgia Heard is an American poet, author, and educator known for her inspiring poems and books for children. She believes that poetry is not just about rhyme and rhythm but about feelings and truth.

She was born in 1958 in the United States and grew up with a love for reading and writing. She studied creative writing and later began teaching children how to express themselves through poetry. Her career is dedicated to making poetry meaningful and accessible to students.

Heard has written many poetry collections and books on teaching poetry, such as Awakening the Heart: Exploring Poetry in Elementary and Middle School, For the Good of the Earth and Sun, and The Arrow Finds Its Mark. Her works show how poetry can help children understand their emotions and connect with the world.

In her poems, she often talks about courage, dreams, and inner strength. The poem The Winner is an excellent example of her belief that success is about effort and self-belief, not just medals.

She has been honoured as a thoughtful teacher and writer who inspires both children and teachers. Her life’s work is to spread the joy of poetry and to teach young people that their voices matter.

Georgia Heard continues to write, teach, and inspire readers all over the world. Her poems are included in many schoolbooks because of their simple language and strong messages.

Part 3 — Yoga: A Way of Life

Pre-Reading / Warm-up

Q1. Have you ever practised yoga? How did you feel?
Yes, I have practised yoga. It made me feel calm, fresh, and more energetic.

Q2. Why do you think yoga is popular all over the world?
Because yoga improves both physical health and mental peace, and anyone can practise it.

Comprehension Check

Q1. What is yoga?
Yoga is an ancient practice from India that connects the body, mind, and spirit through postures, breathing, and meditation.

Q2. Who is known as the father of yoga?
Sage Patanjali is called the father of yoga because he compiled its principles in the Yoga Sutras.

Q3. How does yoga help our body?
It makes the body flexible, improves blood circulation, strengthens muscles, and keeps us fit.

Q4. How does yoga help the mind?
It improves concentration, reduces stress, and brings peace of mind.

Q5. Why is yoga called “a way of life”?
Because it is not just exercise but a discipline that guides how we live, eat, think, and behave in daily life.

Think & Answer

Q1. Why do people all over the world practise yoga today?
Because it improves health, reduces stress, and brings balance to life.

Q2. What lesson does yoga teach us?
It teaches harmony, discipline, self-control, and respect for both body and nature.

Vocabulary & Grammar
- Posture = the position of the body
- Meditation = practice of focusing the mind
- Discipline = training of the mind and body to follow rules
- Harmony = living peacefully and in balance
Sentences:
1. The teacher corrected my sitting posture.
2. Daily meditation brings peace of mind.
3. Good health requires discipline.
4. Music brings harmony to the soul.
Extra Questions

Short Answer
1. What are some yoga postures mentioned in the text?
  Examples include Padmasana (lotus pose), Bhujangasana (cobra pose), and Tadasana (mountain pose).
2. Why is breathing important in yoga?
  Because controlled breathing gives more oxygen, calms the mind, and improves focus.
3. What does yoga combine together?
  Yoga combines body, mind, and spirit into harmony.
Long Answer

Q. How is yoga different from ordinary exercise?
Yoga is different from ordinary exercise because it focuses on both the body and the mind. While exercise strengthens muscles and improves stamina, yoga also improves breathing, concentration, and emotional balance. Yoga includes postures (asanas), breathing techniques (pranayama), and meditation. It not only makes the body flexible but also helps to reduce stress and anxiety. Unlike exercises that may strain the body, yoga works gently and can be done by people of all ages. It teaches self-control, discipline, and harmony. That is why yoga is called a way of life.

Summary of Yoga: A Way of Life

Yoga: A Way of Life is an informative passage that explains the origin, benefits, and importance of yoga.

Yoga is an ancient Indian practice that connects the body, mind, and spirit. It was developed thousands of years ago and explained by Sage Patanjali in his Yoga Sutras. He is remembered as the father of yoga. The text explains that yoga is not only physical exercise but a lifestyle that promotes balance and harmony.

Yoga includes asanas (postures), pranayama (breathing exercises), and dhyana (meditation). Postures make the body strong and flexible, while breathing exercises improve oxygen supply and calm the mind. Meditation develops focus and peace. Together, these practices create overall well-being.

The passage explains that yoga benefits both the body and the mind. It helps in digestion, blood circulation, and muscle strength. It reduces stress, improves memory, and develops confidence. Unlike ordinary exercise, yoga is gentle and can be done by anyone. It also teaches discipline, healthy eating, and right thinking.

That is why yoga is called “a way of life.” It is not limited to the yoga mat but extends to how we live each day — with harmony, respect, and discipline.

Today, yoga has spread all over the world. People in every country practise it for fitness and mental peace. The United Nations has even declared June 21 as International Yoga Day to honour this priceless gift of India to the world.

The passage concludes by reminding us that practising yoga daily makes life healthier and happier. It brings unity between body and mind, and teaches us to live in balance with nature.

Biography / Note — Sage Patanjali

Sage Patanjali is remembered as the father of yoga. He lived in ancient India, though the exact dates of his life are not known. He is famous for compiling the Yoga Sutras, a collection of 195 short verses that explain the philosophy and practice of yoga.

Patanjali taught that yoga is more than exercise; it is a way to control the mind and achieve inner peace. According to him, yoga helps us reduce suffering, calm the mind, and move toward self-realisation. His Yoga Sutras describe the eightfold path of yoga, known as Ashtanga Yoga, which includes moral values, self-discipline, postures, breathing, concentration, meditation, and ultimate union with the spirit.

Because of his clear explanation, yoga became organised and easier to practise. That is why Patanjali is called the father of yoga. His teachings are still relevant today, and millions of people around the world practise yoga according to his principles.

Yoga is India’s gift to the world, and Sage Patanjali’s contribution is invaluable. By reminding us to live with discipline, harmony, and balance, his work continues to guide people toward a healthy and peaceful life.
September 5, 2025

Tag: CBSE Class Notes

EXERCISE 2.1 — Solutions

1. Find the principal value of sin⁡−1 ⁣(12).

2. Find the principal value of cos⁡−1 ⁣(32).

3. Find the principal value of cosec⁡−1(2).

4. Find the principal value of tan⁡−1(3).

5. Find the principal value of cos⁡−1 ⁣(−12).

6. Find the principal value of tan⁡−1(−1).

7. Find the principal value of sec⁡−1 ⁣(23).

8. Find the principal value of cot⁡−1(3).

9. Find the principal value of cos⁡−1 ⁣(−12).

10. Find the principal value of cosec⁡−1(−2).

11. Evaluate tan⁡−1(1)+cos⁡−1 ⁣(12)+sin⁡−1 ⁣(12)

12. Evaluate cos⁡−1 ⁣(12)+2sin⁡−1 ⁣(12).

13. If sin⁡−1x=y, then which is correct?

Q1. Why does the civilisation studied in this chapter have several names? Discuss their significance.

Q2. Write a brief report (150–200 words) summing up some of the achievements of the Indus-Sarasvatī civilisation.

Q3. Imagine you have to travel from the city of Harappa to Kalibangan. What are your different options? Can you make a rough estimation of the amount of time each option might take?

Q4. Let us imagine a Harappan man or woman being transported to an average kitchen in today’s India. What are the four or five biggest surprises awaiting them?

Q5. Looking at all the pictures in this chapter, make a list of the ornaments / gestures / objects that still feel familiar in our 21st century.

Q6. What mindset does the system of reservoirs at Dholavira reflect?

Q7. In Mohenjo-daro, about 700 wells built with bricks have been counted. They seem to have been regularly maintained and used for several centuries. Discuss the implications.

Q8. It is often said that the Harappans had a high civic sense. Discuss the significance of this statement. Do you agree with it? Compare with citizens in a large city of India today.

Extra Questions – Chapter 6: The Beginnings of Indian Civilisation

Very Short Answer Questions

Short Answer Questions

Long Answer Questions

Q1. Discuss what could be the meaning of the quotation at the start of the chapter.

Q2. True or false?

Q3. If you were born some 2,000 years ago and had the chance to name our country, what name or names might you have chosen, and why?

Q4. Why did people travel to India from various parts of the world in ancient times? What could be their motivations in undertaking such long journeys?

Extra Questions – Chapter 5: India, That Is Bharat

Very Short Answer Questions

Short Answer Questions

Long Answer Questions

Q1. As a project, write the history of your family (or village if you live in one), using sources of history at your disposal. Ask your teacher to guide you.

Q2. Can we compare historians to detectives? Give reasons for your answers.

Q3. A few exercises with dates:

Q4. Plan a visit to a nearby museum.

Q5. Invite to your school an archaeologist or a historian and ask them to speak on the history of your region and why it’s important to know it.

Extra Questions – Chapter 4: Timeline and Sources of History

Very Short Answer Questions

Short Answer Questions

Long Answer Questions

Silk Road

Pre-text Questions (with answers)

Post-text Questions (with answers)

A. Understanding the Text

B. Talking About the Text

C. Working with Words

D. Noticing Form

Summary of Silk Road

Biography of Nick Middleton

Poem – The Voice of the Rain

Pre-text Questions (with answers)

Post-text Questions (with answers)

A. Understanding the Poem

B. Talking About the Poem

C. Working with Words

D. Noticing Form

Summary of The Voice of the Rain

Biography of Walt Whitman

Discovering Tut: The Saga Continues

Pre-text Questions (with answers)

Post-text Questions (with answers)

A. Understanding the Text

B. Talking About the Text

C. Working with Words

D. Noticing Form

Summary of Discovering Tut: The Saga Continues

Biography of A.R. Williams

Lesson 1 – We’re Not Afraid to Die… If We Can All Be Together

Pre-text Questions (with answers)

Post-text Questions (with answers)

A. Understanding the Text

B. Talking About the Text

C. Working with Words

D. Noticing Form

Summary of We’re Not Afraid to Die…

Biography of Gordon Cook & Alan East

1. Find the principal value of $\sin^{- 1} ⁣ (\frac{1}{2})$ .

2. Find the principal value of $\cos^{- 1} ⁣ (\frac{\sqrt{3}}{2})$ .

3. Find the principal value of ${cosec}^{- 1} (2)$ .

4. Find the principal value of $\tan^{- 1} (\sqrt{3})$ .

5. Find the principal value of $\cos^{- 1} ⁣ (- \frac{1}{2})$ .

6. Find the principal value of $\tan^{- 1} (- 1)$ .

7. Find the principal value of $\sec^{- 1} ⁣ (\frac{2}{\sqrt{3}})$ .

8. Find the principal value of $\cot^{- 1} (\sqrt{3})$ .

9. Find the principal value of $\cos^{- 1} ⁣ (- \frac{1}{2})$ .

10. Find the principal value of ${cosec}^{- 1} (- 2)$ .

11. Evaluate $\tan^{- 1} (1) + \cos^{- 1} ⁣ (\frac{1}{2}) + \sin^{- 1} ⁣ (\frac{1}{2})$

12. Evaluate $\cos^{- 1} ⁣ (\frac{1}{2}) + 2 \sin^{- 1} ⁣ (\frac{1}{2})$ .

13. If $\sin^{- 1} x = y$ , then which is correct?