Learning Together — Class 7 English
Poorvi · Chapter 1
Visual story
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7- Mathematics
- Science
- + 3 more
- Space weighted by chapter size
- Charts from the book's own data
- Traps corrected
2- Mathematics
- Social Science
- Space weighted by chapter size
- Charts from the book's own data
- Traps corrected
- Space weighted by chapter size
- Charts from the book's own data
- Traps corrected
Chapter summary
The story in steps
- Jahnavi sits by the river and cries because her family does not send her to school.
- The River speaks kindly, listens to her worries, and says girls can do as much as boys.
- The River advises Jahnavi to go quietly to school and sit there to listen.
- Jahnavi gathers courage, reaches the school, and listens to the teacher with little Appu on her shoulder.
- The teacher speaks to Jahnavi’s father, and her parents finally agree to send her to school.
- Jahnavi happily thanks the River and dreams of becoming a teacher for other village girls.
Key ideas & terms
- Jahnavi
- A village girl who dreams of going to school; with the River's encouragement she overcomes her fear and finally begins her education.
- The River (personification)
- A common noun written with a capital letter and given human qualities; it speaks, advises and encourages Jahnavi to be brave.
- King Bruce
- The Scottish king in 'Try Again' who is inspired by a persistent spider to attempt his great deed once more and succeed.
- Perseverance
- The central theme of 'Try Again' — continuing to try despite repeated failure, shown by both the spider and King Bruce.
- Helen Keller
- The blind and deaf author of 'Three Days to See', who experiences the world through touch and urges everyone to value their senses.
- Metaphor
- A figure of speech comparing two unlike things without 'like' or 'as'; the spider's climb is an implied comparison to Bruce's own struggle.
शब्दार्थ · Word meanings
- splashed
- fell in drops with a sound
- slithered
- moved by sliding side to side
- murmuring
- speaking in a low voice
- thicket
- a dense group of bushes and trees
- shrieked
- made a high-pitched sound
- startled
- surprised suddenly
- rustle
- light sound of rubbing leaves
- conspiratorially
- in a secretive way
- wailed
- complained in a loud voice
- catamaran
- a kind of boat
- clump
- a small group growing together
- rattling
- making shaking, sharp sounds
Extra questions & answers
What was Jahnavi's dream and why could she not fulfil it at first?
She dreamed of going to school like her brothers, but she was kept at home to mind her younger siblings while her parents worked in the fields.
How did the River help Jahnavi?
It comforted her, told her girls can do as much as boys, and advised her to quietly go and sit in the school and listen, giving her the courage to try.
Why has the author written 'River' with a capital letter though it is a common noun?
Because the River is personified and given human qualities — it speaks, thinks and advises Jahnavi like a wise friend.
What does Jahnavi decide she will do when she grows up?
She decides she will become a teacher and go from house to house in her village to bring all the little girls to her school.
In 'Try Again', what was King Bruce feeling at the start of the poem?
He felt sad and was in low despair after trying repeatedly and failing to achieve a great deed for his people, and he almost decided to give up.
What inspired King Bruce to try again?
He watched a spider fall and climb nine times before finally reaching its web; its determination convinced him to make one more attempt.
What is the central message of the poem 'Try Again'?
Failures are stepping stones to success, and one should keep trying with determination because perseverance leads to victory.
How does Helen Keller experience the beauty of nature in 'Three Days to See'?
Through touch — she feels the symmetry of a leaf, the bark of trees and the quiver of a singing bird, finding great pleasure in her sense of touch.
How would Helen Keller spend the three days if she could see?
On the first day she would see her friends' faces, on the second the dawn and museums showing the world's past, and on the third the everyday life of the busy city.
What advice does Helen Keller give to people who can see?
She advises them to use their eyes and all their senses as if they would lose them tomorrow, and to make the most of every sensory experience.
Let us do these activities before we read.
I Close your eyes and quietly listen to the sounds around you for a minute. 1. Are they trying to tell you something?
Yes, the sounds around us often communicate something. For example, birds chirping can indicate morning, traffic sounds show a busy road, wind rustling leaves tells us about the weather. If we listen carefully, every sound carries information about our surroundings.
I Close your eyes and quietly listen to the sounds around you for a minute. 2. Do you think the things around you also listen to you all day long?
In a poetic or imaginative sense, we can feel that nature listens to us, as the River listens to Jahnavi in the story. In reality, non-living things do not listen, but being attentive to our environment makes us more sensitive and connected to it.
II Jahnavi was a bright young girl who lived with her parents and three brothers in a coastal village in India. Her parents worked on the farm. She had a dream. 1. What could that dream be?
Jahnavi's dream was to go to school like her brothers and other children, learn to read and write, and find answers to her many questions about nature.
II Jahnavi was a bright young girl who lived with her parents and three brothers in a coastal village in India. Her parents worked on the farm. She had a dream. 2. How could she make her dream come true?
She could make her dream come true by gathering courage, expressing her wish clearly to her parents and teacher, and taking initiative as the River advised — going to school herself and showing her eagerness to learn.
II Jahnavi was a bright young girl who lived with her parents and three brothers in a coastal village in India. Her parents worked on the farm. She had a dream. 3. What is your dream? What can you do to make your dream come true?
My dream is to become a knowledgeable and helpful person. I can make it come true by studying regularly, asking questions, working hard, and never giving up even when there are difficulties.
Let us discuss
1. What was Jahnavi’s dream? Was it important to her? Why?
Jahnavi's dream was to go to school, learn to read like her brother Ettan and Meena, and find answers to her many whys about nature. It was very important to her because she was curious, nearly ten years old, and felt left out while even her younger brother Ramu went to school.
2. Do you think the river can help her in fulfilling her dream? How?
The River cannot take her to school physically, but it helps by encouraging her, giving her confidence, advising her to try herself and telling her that little girls can do as much as little boys. Its encouragement helps Jahnavi gather courage to go to school.
Let us discuss
Complete the table given below with Jahnavi’s questions in Column 1 and the River’s answers in Column 2. Check your answers with the teacher. Column 1: ...why the moon always comes from behind the hills...?
The River answered: It goes down towards the sea. I have seen; it always takes the same way—over the mountains and down to the sea, like me!
Complete the table given below with Jahnavi’s questions in Column 1 and the River’s answers in Column 2. Column 2: ... little girls can do as much as little boys.
Jahnavi's question/situation was: Even little Ramu goes to school. / Can I do something? The River replied that little girls can do as much as little boys — they swim as fast as little boys — and she should slip along one morning to school and listen.
Complete the table given below with Jahnavi’s questions in Column 1 and the River’s answers in Column 2. Column 2: Big boats, so big that they can take hundreds of people, and they sail along the sea with lights that shine all night.
Jahnavi's question was: What are ships? The River answered that ships are big boats so big they can take hundreds of people and sail along the sea with lights that shine all night.
Complete the table given below with Jahnavi’s questions in Column 1 and the River’s answers in Column 2. Column 1: Will they come here?
The River answered: I am afraid not, too large, you know. Chandu's catamaran is good enough for me. Chandu can take you to see a ship someday.
Let us think and reflect
I Read the extracts given below and answer the questions that follow. 1. “You shouldn’t cry, you know,” the voice went on. “And you really shouldn’t be scared, when you have been coming here to see me every day, well, almost every day.” She was puzzled. It was such a voice, like the river. It couldn’t be the river! “Well, tell me all about it,” said the River, for it was the River. “I’ve got to hurry to reach the sea, you know.” (i) Complete the sentence with the correct option from those given in the brackets. The tone of the River in the given extract is __________________. (assuring/sympathising)
The tone of the River in the given extract is assuring. It comforts Jahnavi, tells her not to cry or be scared, and encourages her to share her problem.
I Read the extracts given below and answer the questions that follow. 1. “You shouldn’t cry, you know,” the voice went on. “And you really shouldn’t be scared, when you have been coming here to see me every day, well, almost every day.” (ii) Select a phrase from the extract which shows that Jahnavi was a frequent visitor to the spot.
The phrase is “when you have been coming here to see me every day, well, almost every day.” It shows she visited the riverside almost daily.
I Read the extracts given below and answer the questions that follow. 1. “You shouldn’t cry, you know,” the voice went on. (iii) Choose the correct option to complete the sentence. The use of an exclamation mark at the end of the line, ‘It couldn’t be the river!’ expresses __________________. A. excitement B. hesitation C. irritation D. disbelief
D. disbelief. Jahnavi is puzzled and cannot believe that the river itself is speaking to her.
I Read the extracts given below and answer the questions that follow. 1. “You shouldn’t cry, you know,” the voice went on. (iv) Choose three qualities of the River highlighted in the extract from the words in the box given below. affectionate forgiving thoughtful impatient kind-hearted
The three qualities highlighted are affectionate, thoughtful and kind-hearted. The River speaks gently, cares for Jahnavi's feelings and invites her to share her sorrow.
I Read the extracts given below and answer the questions that follow. 2. “Can I do something?” asked Jahnavi. “Well, it’s up to you,” said the River. “Seems to me little girls can do as much as little boys—they swim as fast as little boys. You just slip along one morning and sit there in the school and listen to what’s going on, and maybe the teacher will let you stay.” “I couldn’t,” gasped Jahnavi. “I couldn’t! They’d scare me! They’d chase me out.” (i) Complete the sentence with an appropriate reason. According to the River, there was no difference between girls and boys because __________________.
According to the River, there was no difference between girls and boys because little girls can do as much as little boys — they swim as fast as little boys.
I Read the extracts given below and answer the questions that follow. 2. “Can I do something?” asked Jahnavi. (ii) Identify whether the following statement is true or false. The River encourages Jahnavi to have faith in herself and fulfill her desire to go to school.
True. The River tells her it is up to her, advises her to slip into school and listen, and builds her self-confidence.
I Read the extracts given below and answer the questions that follow. 2. “Can I do something?” asked Jahnavi. (iii) Choose the correct option to complete the sentence. When the River suggests that Jahnavi should ‘slip along’, it means that she should move __________________. A. quickly B. casually C. quietly D. confidently
C. quietly. Slip along means to go quietly and unobtrusively without drawing much attention.
I Read the extracts given below and answer the questions that follow. 2. “Can I do something?” asked Jahnavi. (iv) What does the repetition of the phrase I couldn’t, tell us?
The repetition of I couldn't shows Jahnavi's fear, lack of confidence and hesitation. She feels scared that she will be scolded or chased out of school and doubts her own ability.
II Answer the following questions. 1. Why does the writer describe different aspects of nature in great detail at the beginning of the story? Why do you think the writer does this?
The writer describes the kingfisher, green lizard, bamboo thicket and river sounds to create a vivid natural setting and to show Jahnavi's close bond with nature. It also sets a calm, gentle mood before the River's surprising conversation and highlights Jahnavi's curiosity about nature.
II Answer the following questions. 2. How did the River know so much about Jahnavi?
The River knew Jahnavi because she came to its bank almost every day. It had been observing her — seeing her tears, her regular visits, and her family situation — so it recognized her and understood her feelings.
II Answer the following questions. 3. Jahnavi says, “And I’m so old now, they’ll never let me go.” What can you infer about Jahnavi and the school from this line?
We can infer that Jahnavi is nearly ten, older than the usual starting age, and she feels she has missed the chance. She worries the school or her family may think she is too old to begin learning now.
II Answer the following questions. 4. Why did the River laugh when Jahnavi said she would be scared at school?
The River laughed gently because it knew Jahnavi was actually brave — she was not afraid of the lizard, the snake in the bamboo clump or the rattling trains. So being scared of a classroom was unfounded, and the River wanted to reassure her.
II Answer the following questions. 5. Why should Jahnavi follow the River’s advice?
She should follow the River's advice because it is practical, encouraging and within her own control. It asks her to take initiative, shows belief in girls' equality, and offers a simple first step — just going and listening — which could open the door to formal schooling.
II Answer the following questions. 6. How does the conversation between Jahnavi and the River make the story more appealing?
The conversation personifies the River, adding wonder, warmth and imagination. It turns a simple problem into a magical friendship, makes the advice memorable, and keeps the reader engaged through gentle humour and conspiratorial sharing.
II Answer the following questions. 7. What is the main message that the writer intends to convey?
The main message is that girls deserve equal education, curiosity should be nurtured, and with courage, initiative and support, anyone can overcome fear and achieve their dream. Belief in oneself and encouragement from others can change life.
Let us learn
I You have learnt that naming words are called nouns and only proper nouns begin with a capital letter. Why has the author used a capital letter for the ‘River’ even when it is a common noun? (Clue: Has the River been given qualities of a human being?)
The author uses a capital R for River because the River is personified — it speaks, thinks, laughs and advises like a human being. It becomes a character in the story, so it is treated as a proper noun.
II There are a few words related to sound in the text. Pick the words from the text and write them next to the correct definition. 1. made a high-pitched piercing sound
shrieked
II There are a few words related to sound in the text. Pick the words from the text and write them next to the correct definition. 2. to cause liquid to strike or fall on something
splashed
II There are a few words related to sound in the text. Pick the words from the text and write them next to the correct definition. 3. a low continuous background noise
murmuring
II There are a few words related to sound in the text. Pick the words from the text and write them next to the correct definition. 4. cry with loud uncontrollable gasps
wailed
II There are a few words related to sound in the text. Pick the words from the text and write them next to the correct definition. 5. to make a soft dry sound, like paper or leaves moving
rustle
II There are a few words related to sound in the text. Pick the words from the text and write them next to the correct definition. 6. took a short quick breath through the mouth due to surprise, pain or shock
gasped
II There are a few words related to sound in the text. Pick the words from the text and write them next to the correct definition. 7. shaking rapidly to make continuous short, sharp sounds
rattling
II There are a few words related to sound in the text. Pick the words from the text and write them next to the correct definition. 8. making a lot of noise
noisy
II There are a few words related to sound in the text. Pick the words from the text and write them next to the correct definition. 9. made a long, high cry, usually because of pain or sadness
wailed / shrieked depending on context, here wailed is the long high cry of sadness
Now, fill in the blanks with suitable sound words from exercise (II). The classroom grew (i) _______ as the students noticed the teacher carrying the answer papers.
murmuring — the classroom grew murmuring / silent with low murmuring
Now, fill in the blanks with suitable sound words from exercise (II). As the teacher turned the pages with a (ii) _______, the children (iii) _______, wondering what comments awaited.
(ii) rustle, (iii) gasped — the pages rustled and the children gasped with suspense
Now, fill in the blanks with suitable sound words from exercise (II). Someone (iv) _______ in frustration, and the (v) _______of the students steadily increased.
(iv) wailed / shrieked, (v) murmuring — someone wailed in frustration and the murmuring of the students increased
Now, fill in the blanks with suitable sound words from exercise (II). Finally, when the teacher praised the students for their excellent performance, the students (vi) _______ with excitement.
shrieked / wailed with joy — the students shrieked with excitement
III The word ‘catamaran’ is used in the text. The word originates from Tamil language ‘kattu maram’ meaning ‘tied wood’. Find out the meanings of these words. From which Indian language these words were borrowed. 1. karma (Sanskrit)
Karma means action, duty or deeds and their consequences. Borrowed from Sanskrit.
III The word ‘catamaran’ is used in the text. Find out the meanings of these words. 2. sahib
Sahib means sir or master, a respectful title. Borrowed from Arabic/Urdu via Hindi.
III The word ‘catamaran’ is used in the text. Find out the meanings of these words. 3. chutney
Chutney means a spicy condiment made from fruits, vegetables and spices. Borrowed from Hindi.
III The word ‘catamaran’ is used in the text. Find out the meanings of these words. 4. guru
Guru means teacher or spiritual guide. Borrowed from Sanskrit/Hindi.
III The word ‘catamaran’ is used in the text. Find out the meanings of these words. 5. verandah
Verandah means an open roofed gallery or porch outside a house. Borrowed from Hindi/Portuguese via Hindi.
III The word ‘catamaran’ is used in the text. Find out the meanings of these words. 6. jungle
Jungle means a dense forest or wilderness. Borrowed from Sanskrit jangala via Hindi.
III The word ‘catamaran’ is used in the text. Find out the meanings of these words. 7. areca
Areca means a type of palm whose nut is betel nut. Borrowed from Malayalam adakka via Portuguese.
III The word ‘catamaran’ is used in the text. Find out the meanings of these words. 8. palanquin
Palanquin means a covered litter carried on poles. Borrowed from Sanskrit palyanka via Hindi.
IV Chandu, the fisherman, has a catamaran that the River preferred to a ship. Given below are some boats that are used in different parts of our country. 1. canoe 2. catamaran 3. coracle 4. shikara (i) Which one would you like to travel in?
I would like to travel in a shikara on Dal Lake in Kashmir because it is colourful, comfortable and offers a peaceful ride with beautiful views. Others may choose catamaran or coracle for their cultural uniqueness.
IV Chandu, the fisherman, has a catamaran that the River preferred to a ship. (ii) Make a colourful drawing of a boat that you would like to travel in.
Draw a bright shikara or catamaran with vibrant colours, a canopy, paddles, and water waves. Colour the hull red or brown, add reflections in blue water and hills in the background, and label it.
V Solve the crossword puzzle based on words related to water transport. Across 1. a large vessel used for transporting goods or passengers by sea
SHIP
V Solve the crossword puzzle based on words related to water transport. Across 2. a small vessel for travelling on water, typically propelled by oars, sails, or an engine
BOAT
V Solve the crossword puzzle based on words related to water transport. Across 3. a flat floating structure for travelling across water
RAFT
V Solve the crossword puzzle based on words related to water transport. Across 4. a boat or ship driven by steam
STEAMER
V Solve the crossword puzzle based on words related to water transport. Down 5. a small, light, narrow boat, pointed at both ends and moved using a paddle
CANOE
V Solve the crossword puzzle based on words related to water transport. Down 6. a boat with a powerful engine which can change direction easily and is used to pull large ships into and out of port
TUGBOAT
V Solve the crossword puzzle based on words related to water transport. Down 7. a boat with sails and sometimes an engine, used for either racing or travelling for pleasure, rhymes with ‘cot’
YACHT
VI Read the highlighted words in the following lines from the text. “She goes down towards the sea. I’ve seen her; she always takes the same way—over the mountains and down to the sea, like me!” Now, fill in the blanks with suitable prepositions given within the brackets. Jahnavi takes the River’s advice and goes to school. On her first day 1. _________ (at/in/on) school, Jahnavi stood nervously 2. _________ (in/outside/above) the gate, clutching her bag close to her.
1. at, 2. outside — On her first day at school, Jahnavi stood nervously outside the gate.
VI Read the highlighted words in the following lines from the text. Now, fill in the blanks with suitable prepositions given within the brackets. She found a seat 4. _________ (among/between/from) two friendly classmates. The teacher greeted them warmly and started the lesson 5. _________ (about/in/for) numbers.
3. through, 4. between, 5. about — she hurried through the bustling classroom, found a seat between two classmates, and the lesson was about numbers.
VI Read the highlighted words in the following lines from the text. Now, fill in the blanks with suitable prepositions given within the brackets. Jahnavi listened attentively, feeling excited 6. _________ (at/about/for) the new adventure ahead.
6. about — feeling excited about the new adventure ahead.
VII Fill in the blanks with prepositions or adverbs. 1. The cat jumped ___________ the table. (preposition)
on / onto — The cat jumped onto the table.
VII Fill in the blanks with prepositions or adverbs. 2. The children played ___________ until dark. (adverb)
outside — The children played outside until dark.
VII Fill in the blanks with prepositions or adverbs. 3. She quickly ran ___________ the park. (preposition)
through / across — She quickly ran through the park.
VII Fill in the blanks with prepositions or adverbs. 4. The helicopter was hovering ___________. (adverb)
above / overhead — The helicopter was hovering above.
VII Fill in the blanks with prepositions or adverbs. 5. We were just walking ___________, chatting. (adverb)
along — We were just walking along, chatting.
VII Fill in the blanks with prepositions or adverbs. 6. After thoroughly wiping his shoes, he stepped ___________. (adverb)
inside — After thoroughly wiping his shoes, he stepped inside.
VII Fill in the blanks with prepositions or adverbs. 7. She drove slowly ___________ the sharp curve. (preposition)
around / through — She drove slowly around the sharp curve.
VII Fill in the blanks with prepositions or adverbs. 8. He placed the keys ___________ the mat before leaving. (preposition)
on / under — He placed the keys on the mat before leaving.
Let us listen
I Read the words given in the box below. You will listen to five people speak about school life. As you listen, circle the words that are used by the speakers. There are two words you do not need. (lawyer desks homemaker principal posters newspapers marriage advertisements careers books)
Words used are: careers, homemaker, books, desks, principal. Not needed are posters and newspapers etc. Father uses careers and homemaker, grandmother talks about marriage, teacher uses desks and books, student uses books, principal uses principal.
II You will once again listen to the five speakers. As you listen, match each statement 1–7 to each speaker (i)–(v). There are two statements that you do not need. 1. Promotes active participation for all in school activities
Speaker (v) Principal — emphasizes regular attendance and participation without gender distinction.
II You will once again listen to the five speakers. As you listen, match each statement 1–7 to each speaker (i)–(v). 2. Comments on how school makes learning Mathematics joyful
No direct match in given transcript — this is one of the two statements not needed.
II You will once again listen to the five speakers. As you listen, match each statement 1–7 to each speaker (i)–(v). 3. Believes in the power of education that leads to freedom of choice
Speaker (i) Father — education gives freedom to make choices whether to be homemaker or work.
II You will once again listen to the five speakers. As you listen, match each statement 1–7 to each speaker (i)–(v). 4. Shares that school also means companionship
Speaker (iv) Student — enjoys friends with whom to share feelings.
II You will once again listen to the five speakers. As you listen, match each statement 1–7 to each speaker (i)–(v). 5. Understands that boys and girls have different abilities
This is not needed / false stereotype — none of the speakers say this. All support equality.
II You will once again listen to the five speakers. As you listen, match each statement 1–7 to each speaker (i)–(v). 6. Persuades the parent to grant permission to attend school
Speaker (iii) Teacher — implicit in teacher's role, but closer to Father/Teacher persuading for girls' education.
II You will once again listen to the five speakers. As you listen, match each statement 1–7 to each speaker (i)–(v). 7. Believes that learning skills is not gender-based
Speaker (iii) Teacher and Speaker (v) Principal both — emphasise equal respect for head-hands-heart and participation without bothering whether for girls or boys.
Let us speak
I Read the sentence given below. “Dear, dear! What’s the matter? … You shouldn’t cry, you know. And you really shouldn’t be scared, when you have been coming here to see me every day, well, almost every day.” The River spoke to Jahnavi in a ‘sleepy’ voice. Work in pairs and take turns to speak the same sentence in ‘other’ voices. Some hints are given below. happy surprised angry scared sad worried
Practice speaking: In a happy voice with bright tone and smile, in a surprised voice with high pitch, in an angry voice loudly, in a scared voice with trembling, in a sad voice softly, in a worried voice with concern. This exercise builds voice modulation and empathy.
II Janhavi asks the River for advice and the River gives advice. Read the given situations and work in pairs to ask for and give advice. Take turns to change your roles. Use the prompts given below. 1. Situation (i) : You wish to play football at school but it has an all-boys’ team only.
Asking: I have a problem. I wish to play football but school has only an all-boys team. What do you think I should do? Giving: I think you should talk to your teacher and principal, show your skill, and request inclusion or formation of a girls' team. If I were you, I would gather interested girls and petition together.
II Janhavi asks the River for advice and the River gives advice. 2. Situation (ii) : You have been unable to score well in Mathematics due to nervousness during exams.
Asking: I feel nervous in Maths exams and score low. What would you do in my position? Giving: Why don't you practise timed mock tests, learn breathing exercises, and ask your teacher for guidance? The best thing is to revise daily and stay calm.
II Janhavi asks the River for advice and the River gives advice. 3. Situation (iii) : You really enjoy music classes but do not get enough time to practise for it.
Asking: I love music classes but get little time to practise. I'd appreciate your advice. Giving: I think you should make a timetable, keep 20 minutes daily for practice, and discuss with parents to balance homework and music.
II Janhavi asks the River for advice and the River gives advice. 4. Situation (iv) : You cannot see the blackboard clearly from the last bench.
Asking: I cannot see the blackboard clearly from the last bench. Do you think I should tell the teacher? Giving: Yes, you should. If I were you, I would politely request a change of seat and also get your eyesight checked.
Let us write
Ideas Prompts • What do you observe? • Every day, I see... • I find it very interesting that... • How do you feel? Why? • I like... because... • I feel... as... • What is your message to everyone around you? • I want to tell you that... • My advice to all is... Write a descriptive paragraph based on what you’ve observed in nature. Give a title to your paragraph.
Title: The Magic of My Garden Morning. Every day, I see the neem tree outside my window dancing in the breeze. I find it very interesting that its leaves rustle like whispers and sparrows hop happily. I like watching the soft ripple of the nearby pond because it calms me. I feel joyful as sunlight filters through the leaves creating golden patterns. My advice to all is to observe nature daily, protect it, and find joy in its colours, sounds and textures.
III Read the poster given below and answer the questions that follow. 1. What are the things you can observe in the poster?
The poster shows happy school girls in uniform, books, a school building, and slogans promoting education, dignity and equality for daughters.
III Read the poster given below and answer the questions that follow. 2. Why do you think the girls look happy?
They look happy because they are going to school, learning together with dignity and getting equal opportunities, which brings confidence and hope.
III Read the poster given below and answer the questions that follow. 3. Dignity means ‘self-respect’. What is the relation between ‘dignity’ and ‘happiness’ ?
When dignity and self-respect are upheld through education and respect, people feel valued and confident, which leads to true happiness.
III Read the poster given below and answer the questions that follow. 4. How does a Nation prosper when its daughters are happy?
When daughters are educated, healthy and happy, they contribute skills, work, and values to society, raising families and the nation's economic and social development.
IV The Government has launched many schemes for the education of the girl child. Some of them are ‘Beti Bachao Beti Padhao’, ‘Balika Samridhi Yojana’, ‘Samagra Shiksha Scheme–Kasturba Gandhi Balika Vidyalayas’, etc. Find out more such schemes from the internet or from your teacher and spread awareness in your neighbourhood.
More schemes include Sukanya Samriddhi Yojana, National Scheme of Incentive to Girls for Secondary Education, CBSE Udaan, and state scholarships for girls. We can spread awareness through posters, street plays and community meetings.
Let us do these activities before we read.
I Who inspires you to do your best?
My parents and teachers inspire me to do my best because they encourage me, support me and believe in my abilities even when I fail.
II Work in pairs, identify what you see in the pictures given below. What can we learn from them? Share your answers with your classmates and the teacher. Pictures 1 to 6
The pictures show a spider climbing, an ant carrying, a child trying, etc. We learn perseverance, hard work, not giving up after failure, and that small creatures can teach us determination.
Let us discuss
I Complete the summary of the poem by filling in the blanks with suitable words from the text given in the box below. The poem, written in a narrative style, tells the story of King Bruce of Scotland, who was feeling 1. _____________ after failing multiple times to achieve something 2. _____________ for his people.
1. low, 2. great — feeling low after failing to achieve something great for his people.
I Complete the summary of the poem by filling in the blanks with suitable words from the text given in the box below. In a moment of 3. _____________, he observed a spider trying to reach its web high above.
3. despair — in a moment of despair
I Complete the summary of the poem by filling in the blanks with suitable words from the text given in the box below. The spider 4. _____________ every time it fell after getting close to its goal.
4. tried / strive — the spider tried / strove every time it fell
I Complete the summary of the poem by filling in the blanks with suitable words from the text given in the box below. It made nine 5. _____________ and finally succeeded.
5. attempts — nine attempts
I Complete the summary of the poem by filling in the blanks with suitable words from the text given in the box below. The king said that the spider had 6. _____________ and so would he.
6. conquered — the spider had conquered despair
I Complete the summary of the poem by filling in the blanks with suitable words from the text given in the box below. Inspired by the spider’s determination, King Bruce decided to 7. _____________. When he 8. _____________ this time, he ultimately succeeded.
7. strive / try again, 8. mounted / tried — decided to try again and when he mounted this time he succeeded
II Complete the following sentences suitably. 1. We can say that the poet uses the narrative style because ________.
the poem tells a story with characters, setting and a sequence of events about King Bruce and the spider, like a tale.
II Complete the following sentences suitably. 2. The central idea of the poem is ________.
the central idea is perseverance and never giving up — failures are stepping stones to success, and we should keep trying till we succeed.
III Pick three examples from the poem for each of the following: 1. lines that describe the spider’s efforts
Examples: 1. It soon began to cling and crawl Straight up with strong endeavour; 2. Up, up it ran, not a second to stay; 3. Steadily, steadily, inch by inch, Higher and higher he got.
III Pick three examples from the poem for each of the following: 2. alliteration (the repetition of the same consonant sounds at the beginning of closely connected words)
Examples: silken, filmy clue; cling and crawl; braced his mind — also tried and tried, steadily steadily.
IV Why does the poet repeat the following words or phrases in the poem? tried and tried; steadily, steadily; up, up
Repetition emphasises continuous effort, persistence and slow steady progress. It creates rhythm, builds suspense and highlights the theme of perseverance.
V Fill in the blanks by choosing the correct answer from within the brackets. 1. The rhyme scheme of the poem is ____________. (AABB/ABBA/ABAB)
ABAB — in each stanza the first and third lines rhyme and the second and fourth lines rhyme (for example down/crown and think/sink), giving the scheme ABAB.
V Fill in the blanks by choosing the correct answer from within the brackets. 2. ‘Bravo’ is an example of ____________. (conjunction/interjection/adjective)
interjection — an exclamation expressing praise
V Fill in the blanks by choosing the correct answer from within the brackets. 3. The poet uses ‘twas and ‘tis for the sake of ____________. (rhythm/rhyme/contraction)
rhythm / contraction — to maintain metre and flow by contracting it was and it is
VI The spider’s climbing is compared to King Bruce’s own struggles. This poetic device is called metaphor. It strengthens the poem’s message about perseverance—keep trying till we succeed. 1. Read the following sentences and identify metaphors and similes. Write M for metaphor and S for simile. (i) He ran as fast as a cheetah.
S — uses as
VI The spider’s climbing is compared to King Bruce’s own struggles. 1. Read the following sentences and identify metaphors and similes. (ii) The world is a stage.
M — direct comparison without like/as
VI The spider’s climbing is compared to King Bruce’s own struggles. 1. Read the following sentences and identify metaphors and similes. (iii) The night was as dark as coal.
S
VI The spider’s climbing is compared to King Bruce’s own struggles. 1. Read the following sentences and identify metaphors and similes. (iv) He sang like an angel.
S
VI The spider’s climbing is compared to King Bruce’s own struggles. 1. Read the following sentences and identify metaphors and similes. (v) Her voice was music to his ears.
M
VI The spider’s climbing is compared to King Bruce’s own struggles. 1. Read the following sentences and identify metaphors and similes. (vi) The classroom was a zoo.
M
VI The spider’s climbing is compared to King Bruce’s own struggles. 1. Read the following sentences and identify metaphors and similes. (vii) The baby slept like a log.
S
VI The spider’s climbing is compared to King Bruce’s own struggles. 1. Read the following sentences and identify metaphors and similes. (viii) Her smile was as bright as the sun.
S
VI The spider’s climbing is compared to King Bruce’s own struggles. 1. Read the following sentences and identify metaphors and similes. (ix) The lake was a mirror, reflecting the sky.
M
VI The spider’s climbing is compared to King Bruce’s own struggles. 2. Read the following sentences and transform the similes to metaphors and metaphors to similes. (iii) The book was a treasure chest, filled with endless adventures.
Simile: The book was like a treasure chest, filled with endless adventures. / The book was as valuable as a treasure chest.
VI The spider’s climbing is compared to King Bruce’s own struggles. 2. Read the following sentences and transform the similes to metaphors and metaphors to similes. (iv) Her laughter was a melody that brightened the darkest days.
Simile: Her laughter was like a melody that brightened the darkest days.
VI The spider’s climbing is compared to King Bruce’s own struggles. 2. Read the following sentences and transform the similes to metaphors and metaphors to similes. (v) The mountain stood as a guard, watching over the valley below.
Metaphor already: The mountain was a guard watching over the valley. Simile: The mountain stood like a guard watching over the valley.
VI The spider’s climbing is compared to King Bruce’s own struggles. 2. Read the following sentences and transform the similes to metaphors and metaphors to similes. (vi) The night was like a velvet cloak, wrapping the world in mystery.
Metaphor: The night was a velvet cloak wrapping the world in mystery.
VI The spider’s climbing is compared to King Bruce’s own struggles. 2. Read the following sentences and transform the similes to metaphors and metaphors to similes. (vii) Her thoughts were like butterflies in a summer meadow.
Metaphor: Her thoughts were butterflies in a summer meadow.
Let us think and reflect
I Read the extracts given below and answer the questions that follow. 1. He flung himself down in low despair, As grieved as man could be; And after a while he pondered there, “I’ll give it all up,” said he. Now just at that moment a spider dropped, With its silken, filmy clue; (i) Select the phrase which shows the physical expression of the King’s emotional state.
He flung himself down in low despair — shows his dejection and physical collapse.
I Read the extracts given below and answer the questions that follow. 1. He flung himself down in low despair, (ii) Why does the poet use the word ‘low’ before despair?
Low emphasises the depth and intensity of his sadness — his spirits were completely down, at the lowest point.
I Read the extracts given below and answer the questions that follow. 1. He flung himself down in low despair, (iii) Choose the correct option to complete the sentence. In the line, ‘And after a while he pondered there’, the word ‘pondered’ means _____________________. A. paused B. thought C. noticed D. rested
B. thought — he thought deeply about his situation.
I Read the extracts given below and answer the questions that follow. 1. He flung himself down in low despair, (iv) Choose the correct option from the words given in the brackets. The phrase ‘silken filmy clue’ creates an image of something that is _____________________ (long and light/very delicate and soft).
very delicate and soft — a thin, soft, silk-like thread.
I Read the extracts given below and answer the questions that follow. 2. “...when it toils so hard to reach and cling, And tumbles every time.” But up the insect went once more, Ah me! ‘tis an anxious minute; He’s only a foot from his cobweb door, Oh say, will he lose or win it? (i) Choose the correct option to complete the analogy. toil: hard::_______________: _______________ A. roll: tumble B. tumble: circle C. compress: roll D. jump: tumble
‘Toil’ means to work hard, and ‘tumble’ means to fall or roll over — each word is paired with the action related to its meaning.
I Read the extracts given below and answer the questions that follow. 2. “...when it toils so hard to reach and cling, And tumbles every time.” (ii) List any two characteristics of the spider highlighted in the line, ‘But up the insect went once more’.
Perseverance and courage / determination — the spider does not give up and keeps trying bravely.
I Read the extracts given below and answer the questions that follow. 2. “...when it toils so hard to reach and cling, And tumbles every time.” (iii) Choose the correct option to complete the sentence. The expression ‘Ah me!’ in the extract indicates a sense of _______________. A. happiness B. stress C. relief D. loneliness
B. stress / anxiety — the speaker is anxious about whether the spider will succeed.
I Read the extracts given below and answer the questions that follow. 2. “...when it toils so hard to reach and cling, And tumbles every time.” (iv) Complete the sentence with an appropriate reason. Readers are able to relate to this extract because ____________.
readers have also experienced failure and the anxious hope before success, so the spider's repeated effort feels familiar and inspiring.
II Answer the following questions. 1. How does the first stanza help in setting the mood of the poem?
The first stanza shows King Bruce alone, sad, heart sinking despite being a monarch. It sets a gloomy, despairing mood that makes the later inspiration more powerful.
II Answer the following questions. 2. Describe how King Bruce’s attitude changes from the beginning towards the end of the poem.
At first he is despairing and wants to give up. After watching the spider's nine failures and final success, he becomes inspired, brave and determined to try again, and finally succeeds.
II Answer the following questions. 3. The poet describes every action of the spider in great detail. What does this tell us about his attitude towards the spider?
It shows the poet admires the spider, watches it keenly, and uses its detailed struggle to highlight perseverance. He is sympathetic and respectful towards this small creature's effort.
II Answer the following questions. 4. How does the spider inspire us to overcome despair and not give up?
The spider falls repeatedly but keeps climbing without complaint, showing resilience. It teaches us that falling is normal, but steady effort inch by inch eventually leads to success.
II Answer the following questions. 5. The poem teaches us that failures are stepping stones to success. Explain.
Each fall makes the spider try a new way and get stronger. Similarly, King Bruce's initial failures become lessons; persisting after nine attempts leads to final victory, proving failures prepare us for success.
II Answer the following questions. 6. The spider’s journey tells us that anyone can be a source of inspiration in our lives. Elaborate.
Even a tiny insect can inspire a king. Inspiration can come from unexpected places — nature, ordinary people or small events — if we observe with an open mind.
Let us learn
I Write the opposites of the following words taken from the poem. 1. up x _____________
down
I Write the opposites of the following words taken from the poem. 2. fast x _____________
slow
I Write the opposites of the following words taken from the poem. 3. glad x _____________
sad
I Write the opposites of the following words taken from the poem. 4. win x _____________
lose
I Write the opposites of the following words taken from the poem. 5. succeed x _____________
fail
II Choose the correct meaning of the underlined words in the following sentences from the box given below. Frame sentences of your own for these words. proximity middle of nowhere vicinity adjacent remoteness yonder afar a stone’s throw light year hairline farther 1. work very hard and/or for a long time
toil — The farmers toil in the field all day. My sentence: Students toil hard before exams.
II Choose the correct meaning of the underlined words in the following sentences from the box given below. 2. prepared themselves for something difficult
braced — The players braced themselves for the tough match. My sentence: We braced ourselves for the strong wind.
II Choose the correct meaning of the underlined words in the following sentences from the box given below. 3. an attempt to do something new or difficult
endeavour — Her endeavour to learn music succeeded. My sentence: His endeavour to climb the hill was praiseworthy.
II Choose the correct meaning of the underlined words in the following sentences from the box given below. 4. to try very hard to achieve something
strive — We must strive to keep our village clean. My sentence: They strive to win the trophy.
III The poem uses words that show distance. For example: a long way up, inch by inch, higher and higher, half-yard higher Classify the words or phrases in the box given below based on the distance (far or near) and write in the space provided. Far Near
Far: a long way up, yonder, afar, a light year away, farther, remoteness, middle of nowhere. Near: inch by inch, half-yard higher, a stone's throw, adjacent, proximity, hairline, in the vicinity.
Let us listen
I You will listen to a story about an ant. Read the questions given below and before you listen, guess the answers to these questions. 1. What was the ant known for? (i) determination (ii) strength (iii) wisdom
(i) determination — the ant was known for never giving up.
I You will listen to a story about an ant. Read the questions given below and before you listen, guess the answers to these questions. 2. Why was the ant unable to take the roti home? (i) It was stuck under a rock. (ii) It was too heavy to carry. (iii) It was pulled by other ants.
(ii) It was too heavy to carry.
I You will listen to a story about an ant. Read the questions given below and before you listen, guess the answers to these questions. 3. What was the bird doing? (i) playing with the ant (ii) searching for food (iii) picking up leaves
The bird was building a nest, picking up twigs and leaves and trying to place them despite wind — closest to (iii) picking up leaves.
I You will listen to a story about an ant. Read the questions given below and before you listen, guess the answers to these questions. 4. How did the bird make the ant feel? (i) proud (ii) inspired (iii) relaxed
(ii) inspired — the bird's persistence inspired the ant to try again.
I You will listen to a story about an ant. Read the questions given below and before you listen, guess the answers to these questions. 5. How did the fellow ants help? (i) by advising the ant continuously (ii) by standing still near the ant (iii) by joining the ant in her efforts
(iii) by joining the ant in her efforts — they formed a chain and lifted together showing teamwork.
Let us do these activities before we read.
I Work in pairs. Recall a visit to a place that you liked. Discuss the details of that place and write about the following: 1. Name of the place 2. The person(s) you went with 3. The things that you could: • see • listen • smell • taste • touch and feel
Example: I visited a beach with my family. I saw blue waves, heard seagulls, smelled salty air, tasted coconut water, and felt soft sand under my feet.
II How does this memory make you feel?
It makes me feel happy, calm and nostalgic. Remembering the sounds and sights brings joy and a desire to visit again.
III Do you think your visit/experience would be different if you could not see or hear? Share your answers with your classmates and the teacher.
Yes, it would be very different. Without sight or hearing, I would miss colours and sounds but would rely more on touch, smell and taste, experiencing the place in a new way as Helen Keller describes.
Let us discuss
I Work in pairs. Identify the statements that are true from the ones given below. Share your answers with the teacher. 1. The author expresses a deep longing to experience the world through the sense of hearing.
False — she longs most for sight, though she appreciates hearing.
I Work in pairs. Identify the statements that are true from the ones given below. 2. The author would like exploring the city only to observe how people are suffering.
False — she wants to observe all emotions: smiles, determination and suffering.
I Work in pairs. Identify the statements that are true from the ones given below. 3. The author would spend the first day seeing the people whose kind-heartedness and friendship have enriched her life.
True
I Work in pairs. Identify the statements that are true from the ones given below. 4. The author acknowledges that even in three days, she would not be able to see everything.
True — she says only when darkness descended would she realise how much she left unseen.
I Work in pairs. Identify the statements that are true from the ones given below. 5. The author feels that everyone can find the greatest joy merely by the sense of touch.
False — she says she finds pleasure by touch but believes sight must be the most delightful.
I Work in pairs. Identify the statements that are true from the ones given below. 6. The author advises those who can see to appreciate every moment as if they might lose their senses tomorrow.
True — use your eyes as if tomorrow you would be stricken blind.
I Work in pairs. Identify the statements that are true from the ones given below. 7. On the third day, the author would like to observe people in their daily lives and understand their experiences.
True
II Complete the table given below with what Helen Keller wanted to do on the three days if she had sight. Day 1 Day 2 Day 3 see the people, know her friends from the feel of their faces, …
Day 1: see the people whose kindness made life worth living, see outline of faces through eyes, see into heart through window of soul. Day 2: arise with dawn to see night into day, panorama of light, visit museums to see pageant of man's progress, condensed history, dinosaurs and mastodons. Day 3: spend in workaday world, in haunts of men, at busy corner watching people, seeing smiles, determination and suffering at the city.
III The author says that you need eyes to be able to ‘see’ the true self of a person. Therefore, she refers to the eye as ‘window of the soul’. How is the narrator able to understand the feelings of a person?
She feels the outline of faces with her fingertips, detecting laughter, sorrow and other emotions through touch.
Let us think and reflect
I Read the extracts given below and answer the questions that follow. 1. I feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver birch, or the rough, shaggy bark of a pine. In spring, I touch the branches of trees hopefully in search of a bud, the first sign of awakening Nature after her winter’s sleep. Occasionally, I am very fortunate; I place my hand gently on a small tree and feel the happy quiver of a bird in full song. (i) What does the ‘delicate symmetry of a leaf’ symbolise?
It symbolises the beauty, balance and perfect design of nature that can be appreciated even through touch.
I Read the extracts given below and answer the questions that follow. 1. I feel the delicate symmetry of a leaf. (ii) List two phrases from the extract that describe the texture of objects in nature.
smooth skin of a silver birch and rough, shaggy bark of a pine
I Read the extracts given below and answer the questions that follow. 1. I feel the delicate symmetry of a leaf. (iii) Complete the sentence appropriately. The phrase ‘awakening Nature after her winter’s sleep’ refers to __________________.
spring season, when buds sprout and life returns after winter dormancy
I Read the extracts given below and answer the questions that follow. 1. I feel the delicate symmetry of a leaf. (iv) What is the tone of the writer in this extract? A. nostalgic B. proud C. admiring D. celebratory
C. admiring — she admires nature's textures lovingly
I Read the extracts given below and answer the questions that follow. 2. The next day I should arise with the dawn and see the thrilling miracle by which night is transformed into day. I should behold with awe the magnificent panorama of light with which the sun awakens the sleeping earth. This day I should devote to a hasty glimpse of the world, past and present. I should want to see the pageant of man’s progress, and so I should go to the museums. (i) The word ‘thrilling’ has been used with ‘miracle’. Which of the following words does not match with the word ‘thrilling’? A. experience B. tale C. knowledge D. adventure
C. knowledge — thrilling knowledge is less collocative than thrilling experience/tale/adventure
I Read the extracts given below and answer the questions that follow. 2. The next day I should arise with the dawn and see the thrilling miracle (ii) Why does the writer refer to the earth as ‘sleeping earth’?
Because at dawn the earth seems asleep in darkness before the sun awakens it with light, a poetic image of night as sleep.
I Read the extracts given below and answer the questions that follow. 2. The next day I should arise with the dawn (iii) Complete the sentence with an appropriate reason. The writer wishes to dedicate the day to a brief look at the present and past world because __________________.
she wants to see the condensed history of earth and man's progress in museums — animals, races, dinosaurs and human achievement — within limited time.
I Read the extracts given below and answer the questions that follow. 2. The next day I should arise with the dawn (iv) Why does the writer use ‘should’ multiple times in the extract?
To express her wish, desire and hypothetical plan if she were given sight for three days. It is conditional imagining.
II Answer the following questions. 1. The sense of touch makes up for the loss of sight and hearing. Explain this statement with reference to the text.
Helen Keller feels symmetry of leaf, texture of birch and pine bark, buds in spring and quiver of a bird in song through touch. Touch lets her experience beauty and life almost as fully as sight.
II Answer the following questions. 2. Why does the author believe that the sense of sight is the most wonderful?
She gets pleasure from touch but imagines sight would reveal far more beauty — light, panorama, colours and expressions. She calls sight the most delightful sense for perceiving the world.
II Answer the following questions. 3. How might the author’s opinion on making the most of our senses guide us to be kinder towards people with special abilities?
Her advice to value every sense reminds us not to take abilities for granted and to appreciate alternative ways disabled people experience the world, leading to empathy, inclusion and support like Braille and assistive technology.
II Answer the following questions. 4. What is the significance of imagining the loss of a sense, according to the author?
Imagining loss makes us appreciate senses more keenly, use them fully as if tomorrow they would be gone, and live more mindfully.
II Answer the following questions. 5. How does the author encourage people to approach their everyday sensory experiences?
She urges to use eyes as if tomorrow blind, hear music as if tomorrow deaf, touch, smell and taste each morsel as if tomorrow those senses would fail — glory in every facet of pleasure.
II Answer the following questions. 6. What do the author’s choices for the three days tell us about her values and priorities?
Day 1 values friendship and human kindness; Day 2 values knowledge, history and human progress; Day 3 values understanding everyday life and human emotions — showing she cherishes relationships, learning and empathy.
Let us learn
I Sensory words are descriptive—they describe how we experience the world: how we see, hear, smell, taste or feel something. Complete the following table with sensory words from the text in Column 2 for the five senses in Column 1. Add new words in Column 3. Column 1 What you see panorama Column 2 Column 3
What you see: panorama, magnificent, pageant — new: colourful, bright. What you hear: music, strains, song — new: melody, whisper. What you smell: perfume — new: fragrance, aroma. What you taste: relish, morsel — new: delicious, sweet. What you feel: rough, smooth, shaggy, delicate, tactile — new: soft, warm.
III Identify the modal verbs in the following sentences. Choose the functions they express from those given in the box below. possibility necessity polite request ability moral obligation 1. You can learn a lot from this experience.
can — ability/possibility
III Identify the modal verbs in the following sentences. Choose the functions they express from those given in the box below. 2. They might arrive late due to traffic.
might — possibility
III Identify the modal verbs in the following sentences. Choose the functions they express from those given in the box below. 3. She must finish her homework before dinner.
must — necessity/obligation
III Identify the modal verbs in the following sentences. Choose the functions they express from those given in the box below. 4. They ought to apologise for their mistake.
ought to — moral obligation
III Identify the modal verbs in the following sentences. Choose the functions they express from those given in the box below. 5. He would like to have some lassi, please.
would — polite request
IV Read the situations in Column 1 and functions in Column 2. Fill in the blanks in the sentences in Column 4 with appropriate modal verbs from Column 3. After filling in the blanks, explain the function of each modal verb you used to your classmates and the teacher. Column 1 You want to leave work early. permission (i) ____________ I leave early today if I finish all my tasks?
May / Can / Could — permission: May I leave early today?
IV Read the situations in Column 1 and functions in Column 2. Fill in the blanks in the sentences in Column 4 with appropriate modal verbs from Column 3. 2. You have an important deadline tomorrow. obligation (ii) I ____________ finish this report by tomorrow.
must / have to — obligation: I must finish this report by tomorrow.
IV Read the situations in Column 1 and functions in Column 2. Fill in the blanks in the sentences in Column 4 with appropriate modal verbs from Column 3. 3. Your friend is thinking whether to join Art class. advice (iii) You ____________ consider all the pros and cons before making a decision.
should / ought to — advice: You should consider all pros and cons.
IV Read the situations in Column 1 and functions in Column 2. Fill in the blanks in the sentences in Column 4 with appropriate modal verbs from Column 3. 4. There are dark clouds in the sky. possibility (iv) It ____________ rain later today.
may / might — possibility: It may rain later today.
IV Read the situations in Column 1 and functions in Column 2. Fill in the blanks in the sentences in Column 4 with appropriate modal verbs from Column 3. 5. Asking someone to pass the salt at the dinner table polite request (v) ____________ you pass the salt, please?
Could / Would — polite request: Could you pass the salt, please?
IV Read the situations in Column 1 and functions in Column 2. Fill in the blanks in the sentences in Column 4 with appropriate modal verbs from Column 3. 6. Advising someone to apologise for a mistake moral obligation (vi) You ____________ apologise for the mistake you made.
ought to / should — moral obligation: You ought to apologise.
IV Read the situations in Column 1 and functions in Column 2. Fill in the blanks in the sentences in Column 4 with appropriate modal verbs from Column 3. 7. Deciding where to go for picnic suggestion (vii) We ____________ go to any park nearby for picnic.
could / should — suggestion: We could go to any park nearby.
Let us listen
You will listen to a conversation between a mother and son. As you listen, select four true statements from 1–7 given below. 1. Anuj finds the concept of Braille fascinating and wants to learn more about it.
True — Anuj says the writing looks different and asks about Braille with interest.
You will listen to a conversation between a mother and son. As you listen, select four true statements from 1–7 given below. 2. Mother is unsure of the school’s efforts to include students with visual impairment.
False — Mother appreciates that the school has facilities for inclusion.
You will listen to a conversation between a mother and son. As you listen, select four true statements from 1–7 given below. 3. Anuj initially thinks that Digital India is only about learning how to use computers.
True — Anuj says Digital India is about being computer literate.
You will listen to a conversation between a mother and son. As you listen, select four true statements from 1–7 given below. 4. Mother believes that screen readers are very effective for persons who are visually impaired.
True — Mother explains screen readers read text and provide audio feedback, making daily activities easier.
You will listen to a conversation between a mother and son. As you listen, select four true statements from 1–7 given below. 5. Anuj already knew that persons who are visually impaired can use computers and smartphones.
False — Anuj is surprised and asks That's amazing! So Tara can use a computer just like we do?
You will listen to a conversation between a mother and son. As you listen, select four true statements from 1–7 given below. 6. Anuj wants to know about the effectiveness of assistive technologies for persons who are visually impaired.
True — Anuj asks what is a screen reader and how it helps, showing interest in effectiveness.
You will listen to a conversation between a mother and son. As you listen, select four true statements from 1–7 given below. 7. Mother believes a right mindset is the best support for persons who are visually impaired.
True — Mother concludes inclusion is not just about tools but also right mindset.