Environment — Class 8 English
Poorvi · Chapter 4
Visual story
Watch as story →CBSE Class 8 community
View all
6- Mathematics
- Science
- + 3 more
- Space weighted by chapter size
- Charts from the book's own data
- Traps corrected
2- Mathematics
- 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
- Space weighted by chapter size
- Charts from the book's own data
- Traps corrected
Chapter summary
The story in steps
- Rakesh buys cherries, saves the last seed, and plants it in a soft corner of Grandfather’s garden.
- After winter passes, Rakesh discovers the seed has sprouted, and he begins to water and care for it.
- The young cherry tree suffers damage from a goat and then from a woman’s scythe, but it keeps growing.
- As Rakesh grows older, he watches the tree send new shoots, blossom, and welcome insects and birds.
- The tree becomes tall and fruitful, and Grandfather and Rakesh enjoy its shade, beauty, and special presence.
- At the end, Rakesh feels wonder and deep joy because they planted and grew the tree themselves.
Key ideas & terms
- Rakesh
- The young boy who plants and patiently cares for the cherry seed until it grows into a tree.
- Ruskin Bond
- The author of “The Cherry Tree”, famous for stories set in the Himalayan foothills around Mussoorie.
- The cherry tree
- The fragile seed that survives goats, scythes and storms to become a strong, blossoming tree—a symbol of perseverance.
- “Harvest Hymn” (poem)
- A poem by Sarojini Naidu in which farmers thank Surya, the sun and the rain for the harvest.
- “Waiting for the Rain”
- A reading about the farmer Velu, who anxiously waits for rain to save his crops.
- Theme – patience and nature
- The unit shows that growth in nature takes time, care and hope, and urges respect for the environment.
शब्दार्थ · Word meanings
- stunted
- stopped from growing fully
- outskirts
- edge areas of a town
- tang
- strong sharp taste
- yielding
- soft and giving way
- haunches
- bent legs while sitting
- peered down
- looked carefully downward
- plodded
- walked slowly and heavily
- scrambled
- moved quickly with difficulty
- scythe
- long curved grass-cutting tool
- foliage
- green leaves of plants
- praying-mantis
- a kind of insect
- grumpy
- bad-tempered
Extra questions & answers
Who plants the cherry seed and where?
Six-year-old Rakesh plants it on the outskirts of Mussoorie, in the stony Himalayan foothills where he lives with his grandfather.
Why was it difficult for the cherry tree to grow there?
The soil was stony and dry cold winds stunted most plants, so the foothills had very few fruit trees.
What dangers did the young cherry tree survive?
It was nibbled by a goat, cut by a grass-cutter’s scythe and battered by storms, yet it kept growing back.
How does Rakesh feel as the tree grows?
He feels wonder and pride at having helped create a living, lasting thing of his own.
What is the main message of “The Cherry Tree”?
With patience, care and hope, even fragile life can grow strong; we should value and protect nature.
What is Sarojini Naidu’s “Harvest Hymn” about?
Farmers sing in praise of Surya, the sun, and the rain, thanking them for nurturing the crops and the harvest.
Why do the farmers in the poem praise Surya?
Because the sun’s warmth and light, along with rain, ripen the fields and make a good harvest possible.
What does the reading “Waiting for the Rain” describe?
It shows the farmer Velu anxiously scanning a cloudless sky and longing for rain to save his crops.
How is human life connected to nature in this unit?
People depend on trees, sunlight, water and the seasons for food and beauty, so caring for nature is caring for ourselves.
What values does Unit 4 encourage in students?
Patience, perseverance, gratitude for nature and a responsibility to plant trees and protect the environment.
Let us do these activities before we read.
I Work in pairs and answer the questions that follow. Share your answers with your classmates and teacher. 1. Have you ever used a seed or a sapling to grow a plant?
Yes, I once planted a mango seed and a marigold sapling in our garden with my family. The seed sprouted after a few weeks and grew into a small plant.
I Work in pairs and answer the questions that follow. Share your answers with your classmates and teacher. 2. What kind of care did the plant need? Who helped you with it?
The plant needed regular watering, sunlight, good soil and protection from insects. My mother and grandfather helped me water it and remove weeds.
I Work in pairs and answer the questions that follow. Share your answers with your classmates and teacher. 3. How did you feel when you saw the plant grow?
I felt very happy, excited and proud to see the small shoot grow taller and get new leaves. It gave me a sense of achievement.
II What kind of trees do people plant in their homes? Why is it important to plant trees?
People plant neem, mango, guava, ashoka, ornamental plants and flowering trees at home. It is important because trees give oxygen, fruits, shade, clean air, cool the environment and support birds and insects.
III Name some fruit trees that grow in your region. What type of conditions help these fruit trees to grow?
In my region mango, guava, banana, papaya and citrus trees grow. They need fertile soil, adequate water, warm climate, sunlight and proper care to grow well.
Let us discuss
I Arrange the events in order of occurrence in the story. Two have been done for you. Share your answers with your classmates and the teacher. 1. Rakesh discovered that the small, well-rooted twig, had grown into a cherry tree.
This is event 6 in chronological order. After planting the seed and watering it, Rakesh discovered the cherry seedling the next spring.
I Arrange the events in order of occurrence in the story. Two have been done for you. Share your answers with your classmates and the teacher. 2. Rakesh was sent to live with his grandfather in Mussoorie.
This is event 2. After his parents grew crops in the village, they sent Rakesh to live with his grandfather in Mussoorie so he could go to school.
I Arrange the events in order of occurrence in the story. Two have been done for you. Share your answers with your classmates and the teacher. 3. Rakesh pressed the cherry seed into the soft soil with his thumb.
This is event 5. After keeping the last cherry seed and asking about luck, Rakesh planted it in the shady corner of the garden.
I Arrange the events in order of occurrence in the story. Two have been done for you. Share your answers with your classmates and the teacher. 4. The cherry tree grew quickly after the rains arrived early.
This is event 8. During the monsoon the tree grew quickly to about two feet before the goat ate its leaves.
I Arrange the events in order of occurrence in the story. Two have been done for you. Share your answers with your classmates and the teacher. 5. Rakesh bought a bunch of cherries and ate most of them.
This is event 3. At age six, Rakesh bought cherries for fifty paise on his way home from school and ate them, keeping only the last seed.
I Arrange the events in order of occurrence in the story. Two have been done for you. Share your answers with your classmates and the teacher. 6. A goat entered the garden and ate all the leaves of the young cherry tree.
This is event 9. The goat left only the main stem and two thin branches.
I Arrange the events in order of occurrence in the story. Two have been done for you. Share your answers with your classmates and the teacher. 7. Rakesh’s parents grew maize, rice, and barley in a village. (1)
This is event 1, the earliest background. Rakesh's parents farmed on terraced fields fifty miles away.
I Arrange the events in order of occurrence in the story. Two have been done for you. Share your answers with your classmates and the teacher. 8. Rakesh sprinkled water on the cherry tree and surrounded it with pebbles.
This is event 7. After finding the seedling was about four inches high, Rakesh watered it and circled it with pebbles for privacy.
I Arrange the events in order of occurrence in the story. Two have been done for you. Share your answers with your classmates and the teacher. 9. Grandfather told Rakesh that cherry trees were tough.
This is event 10. Grandfather said this to console Rakesh after the goat ate the leaves.
I Arrange the events in order of occurrence in the story. Two have been done for you. Share your answers with your classmates and the teacher. 10. Rakesh kept rolling the last cherry seed in his mouth.
This is event 4. After eating two cherries and giving one to Grandfather, Rakesh rolled the last seed on his tongue until the tang was gone.
II Do you think the cherry tree would survive? Why do you think so?
Yes, the cherry tree will survive because Grandfather says cherry trees are tough. Despite being eaten by a goat, the story shows it has strong will to live and later recovers.
Let us discuss
I Complete the table given below based on your understanding of Part II of the story. One example has been done for you. Share your answers with your classmates and teacher. Cause: 1. A woman cut the cherry tree while cutting grass. Effect: (i) Grandfather scolded the woman.
Correctly matched. The woman's careless scythe cut the tree in two, so Grandfather scolded her, though damage could not be repaired.
I Complete the table given below based on your understanding of Part II of the story. One example has been done for you. Share your answers with your classmates and teacher. 2. Cause: (ii) [Rakesh went to his village to help his parents with planting, ploughing and sowing during monsoon] Effect: (ii) Rakesh was thinner but stronger when he came back.
Rakesh spent the monsoon in his village helping his parents with farming work, so he returned thinner but stronger and found the tree had grown another foot.
I Complete the table given below based on your understanding of Part II of the story. One example has been done for you. Share your answers with your classmates and teacher. 3. A hairy caterpillar started eating the leaves of the cherry tree. (iii)
Effect: Rakesh removed the caterpillar quickly and dropped it on dry leaves, telling it to come back as a butterfly, thus protecting the tree.
I Complete the table given below based on your understanding of Part II of the story. One example has been done for you. Share your answers with your classmates and teacher. 4. (iv) [When the sun came out Grandfather saw a pale pink blossom at the end of a branch] Effect: (iv) Rakesh and Grandfather gazed at the tree as though it was a miracle.
Cause: The tree produced its first pale pink blossom when Rakesh was nine and the tree was four. Both gazed at it as if it had performed a miracle.
I Complete the table given below based on your understanding of Part II of the story. One example has been done for you. Share your answers with your classmates and teacher. 5. Rakesh tasted one of the small cherries during summer. (v)
Effect: He found it too sour and spat it out. Grandfather said they would be better next year, and birds like bulbuls and minivets feasted on them.
Let us think and reflect
I Read the given extracts and answer the questions that follow. 1. “Have a cherry, Grandfather,” he said, as soon as he saw his grandfather in the garden. Grandfather took one cherry and Rakesh promptly ate the other two. He kept the last seed in his mouth for some time, rolling it round and round on his tongue until all the tang had gone. Then he placed the seed on the palm of his hand and studied it. “Are cherry seeds lucky?” asked Rakesh. “Of course.” “Then I’ll keep it.” “Nothing is lucky if you put it away. If you want luck, you must put it to some use.” (i) Substitute the underlined phrase with a correct word from the extract. The Kho-kho captain changed her strategy quickly and without delay when a new player came in from the opposing team.
The word is promptly. The captain changed her strategy promptly.
I Read the given extracts and answer the questions that follow. 1. “Have a cherry, Grandfather,” he said, as soon as he saw his grandfather in the garden. Grandfather took one cherry and Rakesh promptly ate the other two. He kept the last seed in his mouth for some time, rolling it round and round on his tongue until all the tang had gone. Then he placed the seed on the palm of his hand and studied it. “Are cherry seeds lucky?” asked Rakesh. “Of course.” “Then I’ll keep it.” “Nothing is lucky if you put it away. If you want luck, you must put it to some use.” (ii) What does Rakesh’s action of rolling the cherry seed in his mouth most likely suggest about his mood at that moment? A. He is feeling impatient and restless. B. He is enjoying the taste and the moment. C. He is bored and has nothing better to do. D. He is thoughtful and feeling playful.
B. He is enjoying the taste and the moment. He savours the tang slowly before studying the seed curiously.
I Read the given extracts and answer the questions that follow. 1. “Have a cherry, Grandfather,” he said, as soon as he saw his grandfather in the garden. Grandfather took one cherry and Rakesh promptly ate the other two. He kept the last seed in his mouth for some time, rolling it round and round on his tongue until all the tang had gone. Then he placed the seed on the palm of his hand and studied it. “Are cherry seeds lucky?” asked Rakesh. “Of course.” “Then I’ll keep it.” “Nothing is lucky if you put it away. If you want luck, you must put it to some use.” (iii) Complete the following sentence suitably with reference to Rakesh and his grandfather. Rakesh’s decision to plant the seed shows that ______________. (he respects and values his grandfather’s advice/he has a close bond with his grandfather and a willingness to learn from him)
Rakesh's decision to plant the seed shows that he respects and values his grandfather's advice and has a close bond with his grandfather and a willingness to learn from him.
I Read the given extracts and answer the questions that follow. 1. “Have a cherry, Grandfather,” he said, as soon as he saw his grandfather in the garden. Grandfather took one cherry and Rakesh promptly ate the other two. He kept the last seed in his mouth for some time, rolling it round and round on his tongue until all the tang had gone. Then he placed the seed on the palm of his hand and studied it. “Are cherry seeds lucky?” asked Rakesh. “Of course.” “Then I’ll keep it.” “Nothing is lucky if you put it away. If you want luck, you must put it to some use.” (iv) How does the grandfather’s advice reflect his view about luck and effort?
Grandfather believes luck is not passive. It must be put to use through action and effort, like planting a seed, rather than just keeping it. Hard work creates luck.
I Read the given extracts and answer the questions that follow. 2. Winter came early. The cherry tree bent low with the weight of snow. Field-mice sought shelter in the roof of the cottage. The road from the valley was blocked, and for several days there was no newspaper, and this made Grandfather quite grumpy. His stories began to have unhappy endings. In February it was Rakesh’s birthday. He was nine—and the tree was four, but almost as tall as Rakesh. (i) Complete the following sentence suitably. The phrase ‘field-mice sought shelter in the roof of the cottage’ suggests that _____________.
It suggests that winter was very cold and harsh, snow blocked roads, and even small animals needed warm shelter, showing the severity of the season.
I Read the given extracts and answer the questions that follow. 2. Winter came early. The cherry tree bent low with the weight of snow. Field-mice sought shelter in the roof of the cottage. The road from the valley was blocked, and for several days there was no newspaper, and this made Grandfather quite grumpy. His stories began to have unhappy endings. In February it was Rakesh’s birthday. He was nine—and the tree was four, but almost as tall as Rakesh. (ii) What can be inferred about the cherry tree’s toughness from the line, ‘The cherry tree bent low with the weight of snow’? A. The weight of the tree was more than the snow. B. The tree could withstand harsh weather. C. The tree was growing close to the ground. D. The snow gave support to the tree.
B. The tree could withstand harsh weather. Although bent, it did not break and survived winter, showing resilience.
I Read the given extracts and answer the questions that follow. 2. Winter came early. The cherry tree bent low with the weight of snow. Field-mice sought shelter in the roof of the cottage. The road from the valley was blocked, and for several days there was no newspaper, and this made Grandfather quite grumpy. His stories began to have unhappy endings. In February it was Rakesh’s birthday. He was nine—and the tree was four, but almost as tall as Rakesh. (iii) How did the early winter affect Grandfather’s mood and storytelling?
Early winter made Grandfather grumpy because the road was blocked and newspapers did not arrive. Without news, his mood soured and his stories began to have unhappy endings.
I Read the given extracts and answer the questions that follow. 2. Winter came early. The cherry tree bent low with the weight of snow. Field-mice sought shelter in the roof of the cottage. The road from the valley was blocked, and for several days there was no newspaper, and this made Grandfather quite grumpy. His stories began to have unhappy endings. In February it was Rakesh’s birthday. He was nine—and the tree was four, but almost as tall as Rakesh. (iv) Complete the sentence by choosing the correct option. The comparison of Rakesh’s age to the cherry tree’s age symbolises _______________. (the tree’s growth paralleling Rakesh’s own development/the tree standing as a dear one on Rakesh’s birthday)
the tree’s growth paralleling Rakesh’s own development. Both grew together over years, the four-year-old tree almost as tall as nine-year-old Rakesh.
II Answer the following questions. 1. Why did Rakesh’s parents send him to Mussoorie?
They sent him to live with his grandfather in Mussoorie because there were no schools in their village and they wanted him to get an education.
II Answer the following questions. 2. Why did Rakesh let the praying-mantis remain on the branch of the cherry tree?
He let the praying-mantis remain because it was the tree's first visitor, it was not harming the leaves, and he felt affection and respect for life on his tree.
II Answer the following questions. 3. How is life in the Himalayan foothills described in the story?
The soil is stony, cold winds stunt plants, few fruit trees grow, but sheltered slopes have oak and deodar forests. Life is simple, close to nature, with farming on terraced fields and strong seasonal changes.
II Answer the following questions. 4. What might Rakesh mean when he says, “Is this what it feels to be God?” at the end of the story?
He means the deep joy and wonder of creating life. Watching a small seed he planted grow into a big fruit-giving tree made him feel the creativity and responsibility that God might feel.
II Answer the following questions. 5. How does the writer describe the relationship between Rakesh and his grandfather?
It is loving, friendly and mentoring. Grandfather guides Rakesh gently, tells stories, advises him, shares joy and sorrow, and they care for the tree together like father and son.
II Answer the following questions. 6. What can you infer about the connection between humans and nature based on the story?
Humans and nature are deeply connected. When we nurture nature with care and patience, it rewards us with beauty, food, shade and emotional bonding. The tree becomes part of the family.
II Answer the following questions. 7. Imagine Rakesh reflects on his wonderful experience of watching a seed being transformed into a full-grown cherry tree. Write how he must have felt.
Rakesh would feel proud, amazed and grateful. He would remember his patience through goats, grass-cutters, snow and pests, and feel joy seeing bees, birds and his grandfather resting under the tree he created from one small seed.
Let us learn
I Each word list has one word that does not match with the other words. Identify the odd word. One example has been done for you. 2. plodded, galloped, scrambled, trudged
The odd word is galloped. Plodded, scrambled and trudged mean walking slowly or with difficulty, while galloped means running fast as a horse.
I Each word list has one word that does not match with the other words. Identify the odd word. One example has been done for you. 3. tender, delicate, soft, smooth
The odd word is smooth. Tender, delicate and soft describe softness or gentleness to touch or texture, while smooth describes even surface without roughness.
I Each word list has one word that does not match with the other words. Identify the odd word. One example has been done for you. 4. stared, peered, pecked, gazed
The odd word is pecked. Stared, peered and gazed all mean looking at something, while pecked means striking with a beak.
I Each word list has one word that does not match with the other words. Identify the odd word. One example has been done for you. 5. growing, blossoming, progressing, planting
The odd word is planting. Growing, blossoming and progressing mean developing or advancing, while planting is the initial act of putting a seed in soil.
II Choose the most suitable taste words given in the box below and write against the food items that follow. sweet sour tangy bitter spicy salty bland (tasteless) 1. tamarind
tangy / sour
II Choose the most suitable taste words given in the box below and write against the food items that follow. sweet sour tangy bitter spicy salty bland (tasteless) 2. jaggery
sweet
II Choose the most suitable taste words given in the box below and write against the food items that follow. sweet sour tangy bitter spicy salty bland (tasteless) 3. neem leaves
bitter
II Choose the most suitable taste words given in the box below and write against the food items that follow. sweet sour tangy bitter spicy salty bland (tasteless) 4. paneer (cottage cheese)
bland
II Choose the most suitable taste words given in the box below and write against the food items that follow. sweet sour tangy bitter spicy salty bland (tasteless) 5. lemon
sour
II Choose the most suitable taste words given in the box below and write against the food items that follow. sweet sour tangy bitter spicy salty bland (tasteless) 6. pickle
spicy / salty / tangy
II Choose the most suitable taste words given in the box below and write against the food items that follow. sweet sour tangy bitter spicy salty bland (tasteless) 7. a dish of vegetables
Answers vary - could be spicy, salty or bland depending on preparation. Now use five taste words in sentences: 1. The mango pickle is very spicy and tangy. 2. Honey is naturally sweet. 3. The medicine tasted bitter. 4. Lemons are sour but make refreshing juice. 5. Without salt, the soup tasted bland.
III Choose the correct antonyms for the textual words given below from the box. There are two extra words that you will not need. growing ordinary unprotected cheerful hard wide fasting shaky fussing coldness 1. tender
hard
III Choose the correct antonyms for the textual words given below from the box. There are two extra words that you will not need. growing ordinary unprotected cheerful hard wide fasting shaky fussing coldness 2. sturdy
shaky
III Choose the correct antonyms for the textual words given below from the box. There are two extra words that you will not need. growing ordinary unprotected cheerful hard wide fasting shaky fussing coldness 3. narrow
wide
III Choose the correct antonyms for the textual words given below from the box. There are two extra words that you will not need. growing ordinary unprotected cheerful hard wide fasting shaky fussing coldness 4. warmth
coldness
III Choose the correct antonyms for the textual words given below from the box. There are two extra words that you will not need. growing ordinary unprotected cheerful hard wide fasting shaky fussing coldness 5. feasting
fasting
III Choose the correct antonyms for the textual words given below from the box. There are two extra words that you will not need. growing ordinary unprotected cheerful hard wide fasting shaky fussing coldness 6. grumpy
cheerful
III Choose the correct antonyms for the textual words given below from the box. There are two extra words that you will not need. growing ordinary unprotected cheerful hard wide fasting shaky fussing coldness 7. sheltered
unprotected
III Choose the correct antonyms for the textual words given below from the box. There are two extra words that you will not need. growing ordinary unprotected cheerful hard wide fasting shaky fussing coldness 8. special
ordinary
IV Read the following lines from the text and underline all the verbs and identify the form of tense. 1. Rakesh was on his way home from school when he bought the cherries. 2. Rakesh was looking for Grandfather without finding him in any of his favourite places around the house. 3. Rakesh and Grandfather gazed at the tree as though it had performed a miracle. Now, fill in the blanks with the correct form of Simple Past, Past Progressive, or Past Perfect Tenses of the verbs given in brackets. (i) I was sitting (sit) with my grandparents in the garden, sharing the wonderful memories from my childhood. As we (ii) ______________ (talk), I (iii) ______________ (realise) how much wisdom they (iv) ______________ (impart) to me over the years. While I (v) ______________ (listen) to their stories for hours together, I (vi) ______________ (remember) the times we (vii) ______________ (spend) together planting flowers and learning about life. By the time I left, the sun (viii) ______________ (set), and I (ix) ______________ (feel) a deep sense of gratitude for the bond we (x) ______________ (nurture) through love, care, and countless memories.
(ii) were talking (Past Progressive) (iii) realised (Simple Past) (iv) had imparted (Past Perfect) (v) was listening (Past Progressive) (vi) remembered (Simple Past) (vii) had spent (Past Perfect) (viii) had set (Past Perfect) (ix) felt (Simple Past) (x) had nurtured (Past Perfect)
V Study the punctuation marks in the following sentences from the text. Now, punctuate the following paragraph appropriately. every sunday roshni would visit her grandparents house on their farm come sit grandpa would say patting the bench on their porch roshni loved these moments where the world slowed down and stories flowed like magic grandma would bring tea her eyes twinkling with joy im excited to hear about your younger days the adventures the lessons and the memories roshni said eagerly grandpa smiled softly his wrinkled hands resting on the cane ah the old days… when everything was simple and happiness was all we had roshni could feel the warmth of those memories he sat in silence bound not by words but by a timeless bond
Every Sunday, Roshni would visit her grandparents' house on their farm. "Come, sit," Grandpa would say, patting the bench on their porch. Roshni loved these moments where the world slowed down and stories flowed like magic. Grandma would bring tea, her eyes twinkling with joy. "I'm excited to hear about your younger days, the adventures, the lessons and the memories," Roshni said eagerly. Grandpa smiled softly, his wrinkled hands resting on the cane. "Ah, the old days... when everything was simple and happiness was all we had." Roshni could feel the warmth of those memories. She sat in silence, bound not by words but by a timeless bond.
Let us listen
I You will listen to a conversation between a son and his mother. As you listen, select four true statements from 1–7 given below. 1. The mother encouraged her son to deliver a presentation on the Chipko Movement.
False. The son asked for help on the Chipko Movement presentation; the mother responded supportively but did not initiate it.
I You will listen to a conversation between a son and his mother. As you listen, select four true statements from 1–7 given below. 2. The son was surprised to know about the Appiko Movement.
True. He asked if appiko means hugging and if they also hugged trees.
I You will listen to a conversation between a son and his mother. As you listen, select four true statements from 1–7 given below. 3. The son agreed that the Chipko Movement was about people uniting to make an impact.
True. He said it was the first time common people came together and showed people can make a difference.
I You will listen to a conversation between a son and his mother. As you listen, select four true statements from 1–7 given below. 4. The mother expressed a desire to share more details about Saalumarada Thimakka.
False. The mother was curious to hear what the teacher shared about Thimakka, not to share herself.
I You will listen to a conversation between a son and his mother. As you listen, select four true statements from 1–7 given below. 5. The mother was curious to hear about Saalumarada Thimakka.
True. She said she had heard about her and was interested to know what the teacher shared.
I You will listen to a conversation between a son and his mother. As you listen, select four true statements from 1–7 given below. 6. The mother and son were in disagreement about the work of Jadav Payeng.
False. Both agreed and appreciated Jadav Payeng's work turning barren land into forest.
I You will listen to a conversation between a son and his mother. As you listen, select four true statements from 1–7 given below. 7. The son found the information on Jadav Payeng wonderful.
True. He said fascinating and that he had read a book and watched a documentary that inspired him.
Let us speak
I Work in pairs. Read aloud the following words from the text. Write the number of syllables in each word. Check your answers with your classmates and teacher. Now, read the words aloud again with the beats. Check if the number of syllables matches with the number of beats. mountains grandfather tender disturbed caterpillar Himalayan performed intention slope newspaper favourite
mountains (2) moun-tains, grandfather (3) grand-fa-ther, tender (2) ten-der, disturbed (2) dis-turbed, caterpillar (4) cat-er-pil-lar, Himalayan (4) Hi-ma-lay-an, performed (2) per-formed, intention (3) in-ten-tion, slope (1), newspaper (3) news-pa-per, favourite (3) fa-vour-ite. Clap beats match syllable count.
II Speak about Van Mahotsav Diwas and its significance. Before you speak in the class or assembly, prepare yourself on the following points: When is it celebrated? Who celebrates it? Why is it celebrated? How is it celebrated? What is the message it conveys?
Van Mahotsav is celebrated in the first week of July. Started in 1950, it is celebrated by schools, government, NGOs and people across India. To create awareness about importance of trees and encourage planting. Saplings are planted, awareness rallies and campaigns are held. Message: Plant trees, save environment and ensure a greener future.
Let us write
Now, complete the article for a magazine on ‘Trees–Our Lifeline’. Use the words and phrases given in the box below. absorb carbon dioxide Moreover, our planet reduces pollution Additionally would stop existing ensures a better future climate control Trees–Our Lifeline To conclude If trees were not there (i) ________________ -by ________________ (write your name and class) Trees are essential for life on Earth. Without them, life as we know (ii) ________________. This is the reason why trees are our lifeline. Trees provide us with food, shelter, and even medicine. Trees (iii) ________________ and release oxygen, helping us breathe. This process also (iv) ________________ and keeps the environment clean. (v) ________________, trees give us fruits, nuts, and other foods. Trees also help in (vi) ________________ and prevention of soil erosion. (vii) ________________, the air would be polluted, and we would struggle to breathe. (viii) ________________ would be barren, lacking food, shelter, and life-giving greenery. (ix) ________________, trees are true friends. Protecting and planting trees (x) ________________ for everyone on Earth. Therefore, we must act now to protect and plant more trees, preserving Earth’s green lifeline for future generations.
(i) Trees–Our Lifeline -by [Your Name, Class 8] (ii) would stop existing (iii) absorb carbon dioxide (iv) reduces pollution (v) Additionally (vi) climate control (vii) If trees were not there (viii) Moreover, our planet (ix) To conclude (x) ensures a better future. Completed article: Trees are essential... Protecting and planting trees ensures a better future.
Let us explore
I Did you know that the banyan tree is the National Tree of India? Our country has age-old banyan trees. Some of them are: 1. The Great Banyan, located in Shibpur, Howrah, near Kolkata. 2. Dodda Aalada Mara, located in Kethohalli village, near Bengaluru. 3. Thimmamma Marrimanu, in Anantapur District in Andhra Pradesh. It was recorded as the largest tree specimen in the world in the Guinness Book of World Records in 1989. II Kailash Sankhala, ‘The Tiger Man of India’, was an Indian biologist and conservationist. He carried out a census of the tigers in India in 1971. Later, because of his studies, he was appointed the first director of Project Tiger—an initiative to prevent the extinction of the Indian Tiger. He was awarded the Padma Shri in 1992. Now, find more information about such Indian environmentalists and share with your classmates.
Students can research environmentalists like Sunderlal Bahuguna of Chipko Movement, Saalumarada Thimakka who planted 8000 trees, Jadav Payeng the Forest Man of India, and Medha Patkar. Prepare a short note on their contribution and share in class.
Let us do these activities before we read.
I Work in pairs and share your responses with your classmates and teacher. 1. India celebrates many harvest festivals. When is the harvest festival celebrated in your region and how is it celebrated?
In my region harvest festival is Pongal/Makar Sankranti/Lohri/Baisakhi in January/April. People clean homes, wear new clothes, cook special dishes, thank farmers and gods, and celebrate with dance and music.
I Work in pairs and share your responses with your classmates and teacher. 2. A hymn refers to a song of praise. (i) To whom do we offer a hymn? (ii) When and where do we sing a hymn? (iii) Why do we offer it?
(i) We offer a hymn to God, deities or a revered person/idea. (ii) We sing it during prayers, worship, festivals and congregations in temples, churches, schools and homes. (iii) To express gratitude, praise, devotion and seek blessings.
II Some poets and authors use words that are no longer a part of common usage. Such words are called archaic words. Work in pairs. Read the sentences given below. Match the underlined archaic words in Column 1 with their meanings in Column 2. Share your answers with your classmates and teacher. ‘Thou art my friend, and I trust thee. Thy kindness is great, and everything that is mine is thine.’ Column 1 Column 2 1. thou (i) yours 2. art (ii) you (object) 3. thee (iii) you (subject) 4. thy (iv) are 5. thine (v) your
1. thou - (iii) you (subject) 2. art - (iv) are 3. thee - (ii) you (object) 4. thy - (v) your 5. thine - (i) yours
III Work in pairs. Read the paragraph and select the correct meaning for each underlined word from the options given below. Share your answers with your classmates and teacher. Under the golden 1. radiance of the evening sun, the villagers gathered to pay 2. tribute to their 3. cherished elder, who had dedicated his life to their well-being. His wise 4. counsel had guided generations, steering them through challenges. Known for his 5. munificent spirit, he never hesitated to share his resources generously. 1. radiance : (i) glow (ii) brilliance 2. tribute : (i) respect (ii) gratitude 3. cherished : (i) preserved (ii) loved 4. counsel : (i) advice (ii) decision 5. munificent : (i) rich (ii) generous
1. radiance - (i) glow (or also brilliance, but glow is closer to shining light) 2. tribute - (i) respect 3. cherished - (ii) loved 4. counsel - (i) advice 5. munificent - (ii) generous
Let us discuss
I Write the stanza number for the main idea of each stanza given below. Share your answers with your classmates and teacher. 1. The speakers recognise the lord’s kindness and praise him for nourishing the field.
Stanza 2 - Lord of the rainbow, lord of the harvest, Great and beneficent lord of the main ... Thine is the mercy that cherished our furrows.
I Write the stanza number for the main idea of each stanza given below. Share your answers with your classmates and teacher. 2. The speakers praise the generosity of the creator of the universe who ensures a rich harvest.
Stanza 1 - Lord of the lotus, lord of the harvest, Bright and munificent lord of the morn ... giver of mellowing radiance (Surya)
I Write the stanza number for the main idea of each stanza given below. Share your answers with your classmates and teacher. 3. The speakers devote their lives and work as a mark of respect to the lord and seek his support, wisdom, and care.
Stanza 4 - All Voices: Lord of the Universe... We bring thee our lives and our labours for tribute
I Write the stanza number for the main idea of each stanza given below. Share your answers with your classmates and teacher. 4. The speakers pay homage to the Earth and appreciate her role in supporting life, by dedicating their harvest.
Stanza 3 - Women's Voices: Queen of the gourd-flower, queen of the harvest ... O Prithvi
II Fill in the blanks by choosing the appropriate words or phrases from within the brackets. 1. The setting of the poem is a rural landscape, possibly during a __________________________ (harvest/religious) festival.
harvest festival
II Fill in the blanks by choosing the appropriate words or phrases from within the brackets. 2. The tone of the poem is respectful and celebratory because it praises ___________________ (the men and women/nature and the Lord) with deep respect and gratitude.
nature and the Lord
II Fill in the blanks by choosing the appropriate words or phrases from within the brackets. 3. In the line ‘Thou art our Hands and our Heart and our Home’, the letter ‘h’ is capitalised in ‘Hands’, ‘Heart’ and ‘Home’ because ___________________. (it represents the hard work of farmers/God resides in them)
God resides in them. Capital H shows reverence, that divine is present in human effort, feeling and dwelling.
III Identify the poetic device used in the following lines from the poem. • Bright and munificent lord of the morn! • We bring thee our lives and our labours for tribute
Bright and munificent lord of the morn - Alliteration (repetition of m sound) and imagery/apostrophe. We bring thee our lives and our labours for tribute - Alliteration (repetition of l sound: lives, labours).
IV Match the lines from the poem in Column 1 with their expressions in Column 2. Choose the appropriate poetic device from the box given below and write in Column 3. imagery alliteration simile metaphor personification Column 1 Column 2 Column 3 1. sweet and omnipotent mother (i) creates a clear description of the scene and appeals to the senses
1. sweet and omnipotent mother - (iii) the earth is being given human-like qualities - Poetic device: personification
IV Match the lines from the poem in Column 1 with their expressions in Column 2. Choose the appropriate poetic device from the box given below and write in Column 3. imagery alliteration simile metaphor personification Column 1 Column 2 Column 3 2. The wealth of our valleys, new-garnered and ripe (ii) implied comparison of growth and reaping with beginning and end of all life
2. The wealth of our valleys, new-garnered and ripe - (i) creates a clear description of the scene and appeals to the senses - Poetic device: imagery
IV Match the lines from the poem in Column 1 with their expressions in Column 2. Choose the appropriate poetic device from the box given below and write in Column 3. imagery alliteration simile metaphor personification Column 1 Column 2 Column 3 3. Thou art the Seed and the Scythe (iii) the earth is being given human-like qualities
3. Thou art the Seed and the Scythe - (ii) implied comparison of growth and reaping with beginning and end of all life - Poetic device: metaphor
V Certain words or phrases are repeated in the same line of the poem. For example, The gold of our fields and the gold of our fruit; Find more such repetitions from the poem. What is the poet’s purpose of using repetition in the poem?
Other repetitions: Thine is the bounty that prospered... Thine is the bounty that nurtured..., We bring thee our songs... We bring thee our thanks..., Lord of the lotus... lord of the harvest. Purpose: To create rhythm, musical effect, emphasis and to show collective gratitude and unity in worship. Repetition makes the hymn chant-like.
VI The poem uses symbolism to convey deeper meanings. Match the symbols in Column 1 with the meanings they convey in Column 2. Column 1 Column 2 1. Prithvi (the Earth) (i) light, energy, life—representing the giver of warmth and prosperity 2. Surya (the Sun) (ii) mercy and nourishment—crucial for agriculture and sustenance 3. Varuna (Rain) (iii) fertile land, motherhood, nurturing— the source of all life
1. Prithvi - (iii) fertile land, motherhood, nurturing—the source of all life 2. Surya - (i) light, energy, life—representing the giver of warmth and prosperity 3. Varuna - (ii) mercy and nourishment—crucial for agriculture and sustenance
Let us think and reflect
I Read the given extracts and answer the questions that follow. 1. We bring thee our songs and our garlands for tribute, The gold of our fields and the gold of our fruit; O giver of mellowing radiance, we hail thee, We praise thee, O Surya, with cymbal and flute. (i) What does the act of bringing songs and garlands as tribute suggest about the people’s relationship with the divine? A. They fear the gods and wish to calm them in any way possible. B. They have a deep sense of reverence and gratitude towards the divine. C. They are forced to perform rituals without understanding the divine. D. They depend on the gods for their daily needs and activities.
B. They have a deep sense of reverence and gratitude towards the divine.
I Read the given extracts and answer the questions that follow. 1. We bring thee our songs and our garlands for tribute, The gold of our fields and the gold of our fruit; O giver of mellowing radiance, we hail thee, We praise thee, O Surya, with cymbal and flute. (ii) Complete the following sentence suitably. The word ‘gold’ in the phrases ‘the gold of our fields’ and ‘the gold of our fruit’ symbolises ________________.
the richness, ripeness and precious value of the harvest, golden crops and fruits blessed by the Sun.
I Read the given extracts and answer the questions that follow. 1. We bring thee our songs and our garlands for tribute, The gold of our fields and the gold of our fruit; O giver of mellowing radiance, we hail thee, We praise thee, O Surya, with cymbal and flute. (iii) How does the description ‘O giver of mellowing radiance’ help us understand Surya’s role in the harvest?
It shows Surya gives gentle, ripening sunlight that mellows and matures the corn and fruit, essential for harvest.
I Read the given extracts and answer the questions that follow. 1. We bring thee our songs and our garlands for tribute, The gold of our fields and the gold of our fruit; O giver of mellowing radiance, we hail thee, We praise thee, O Surya, with cymbal and flute. (iv) Fill in the blank by selecting the correct option from those given in the brackets. The use of cymbal and flute signifies ________________. (joy and celebration/meditation and worship)
joy and celebration
I Read the given extracts and answer the questions that follow. 2. All Voices: Lord of the Universe, Lord of our being, Father eternal, ineffable Om! Thou art the Seed and the Scythe of our harvests, Thou art our Hands and our Heart and our Home. (i) In the phrase ‘Lord of our being,’ what does the word ‘being’ most likely refer to? A. Our physical body B. Our entire existence C. Our spiritual practices D. Our earthly possessions
B. Our entire existence
I Read the given extracts and answer the questions that follow. 2. All Voices: Lord of the Universe, Lord of our being, Father eternal, ineffable Om! Thou art the Seed and the Scythe of our harvests, Thou art our Hands and our Heart and our Home. (ii) Identify whether the following statement is true or false. The imagery of ‘the Seed and the Scythe’ symbolises the divine’s role as both the beginning (creation) and the end (harvest) of the agricultural cycle.
True. Seed is beginning, Scythe is harvesting at the end, showing God is both creator and reaper.
I Read the given extracts and answer the questions that follow. 2. All Voices: Lord of the Universe, Lord of our being, Father eternal, ineffable Om! Thou art the Seed and the Scythe of our harvests, Thou art our Hands and our Heart and our Home. (iii) Identify the phrases from the extract that mean the following: A. The divine as a timeless, everlasting presence B. Beyond human comprehension or description
A. Father eternal B. ineffable Om
I Read the given extracts and answer the questions that follow. 2. All Voices: Lord of the Universe, Lord of our being, Father eternal, ineffable Om! Thou art the Seed and the Scythe of our harvests, Thou art our Hands and our Heart and our Home. (iv) How do we know that these lines from the extract are spoken as a chorus?
Because the heading says All Voices, meaning men and women together as a chorus, expressing united devotion of the whole community.
II Answer the following questions. 1. Why do the farmers hail the God of rain?
Because Varuna gives rain and dew, whose mercy cherishes furrows and fosters grain. Without rain, crops cannot grow.
II Answer the following questions. 2. What is being referred to as ‘wealth of our valleys’? Why?
The harvested grain and ripe crops from valleys are wealth because they are the farmers' prosperity, food and result of hard labour.
II Answer the following questions. 3. State one reason why the women refer to the Earth as a ‘source of manifold gladness’.
Because Earth as mother provides plentiful food, shelter and riches from its womb, giving many forms of joy and sustenance.
II Answer the following questions. 4. Why does everyone in the poem offer their ‘labours for tribute’?
To show gratitude to the divine Bramha, offering not just crops but their whole life and work as devotion and seeking his succour, counsel and care.
II Answer the following questions. 5. Why has the poet presented the poem as voices of men, women, and all voices?
To show different roles and unity: men praise Sun and Rain, women praise Earth, and together all worship the Supreme Bramha, reflecting inclusive community worship.
II Answer the following questions. 6. How does the poet create the joyous atmosphere of rural India at harvesting time?
Through images of golden fields, garlands, songs, cymbal, flute, drum and prayer, symbols of abundance, and reverent celebratory tone.
II Answer the following questions. 7. Why is the poem presented as a hymn?
Because it is a song of praise and gratitude to gods of nature - Surya, Varuna, Prithvi and Bramha - sung with devotion during harvest, like a worship hymn.
Let us learn
I Match the pictures of the farming implements given in Column 1 with their use given in Column 2. Then, fill in the blanks in Column 3 to complete the name of the implement. Column 1 Column 2 Column 3 1. (i) A tool with a long handle with metal teeth for collecting hay or leaves. S __ C K L __
Sickle - Actually picture 1 matches (iii) hand tool with curved blade for harvesting, but blank SICKLE matches that description. Answer: SICKLE
I Match the pictures of the farming implements given in Column 1 with their use given in Column 2. Then, fill in the blanks in Column 3 to complete the name of the implement. 2. (ii) A small hand tool used for digging and making shallow furrows. S C __ T H __
SCYTHE - matches (vi) long-curved blade for cutting tall grass
I Match the pictures of the farming implements given in Column 1 with their use given in Column 2. Then, fill in the blanks in Column 3 to complete the name of the implement. 3. (iii) A hand-held tool with a curved blade attached to a short handle. It is used for harvesting crops. P L __ __ G H
PLOUGH - matches (iv) tool pulled by oxen for turning soil
I Match the pictures of the farming implements given in Column 1 with their use given in Column 2. Then, fill in the blanks in Column 3 to complete the name of the implement. 4. (iv) A tool pulled by oxen. It is used for turning over the soil in the field so that seeds can be sown or planted. T R __ W __ L
TROWEL - matches (ii) small hand tool for digging shallow furrows
I Match the pictures of the farming implements given in Column 1 with their use given in Column 2. Then, fill in the blanks in Column 3 to complete the name of the implement. 5. (v) A farm tool having a flat rectangular blade attached to a long wooden handle used for digging the soil. R __ K __
RAKE - matches (i) tool with metal teeth for collecting hay
I Match the pictures of the farming implements given in Column 1 with their use given in Column 2. Then, fill in the blanks in Column 3 to complete the name of the implement. 6. (vi) A hand-held tool with a long-curved blade attached to a long handle used for cutting tall grass. S P __ D __
SPADE - matches (v) flat rectangular blade for digging soil
II Choose the correct synonyms for the underlined words in the given sentences from the box below. Circle the words or phrases in the sentences that helped you to infer the meanings. One example has been done for you. generous help brightness indescribable kind 2. He was munificent towards the needy and donated a lot for their health care. synonym: ____________________
generous. Clue phrase: donated a lot
II Choose the correct synonyms for the underlined words in the given sentences from the box below. Circle the words or phrases in the sentences that helped you to infer the meanings. One example has been done for you. generous help brightness indescribable kind 3. When he lost his job, all his friends gave him succour by supporting him with money. synonym: ____________________
help. Clue: supporting him with money
II Choose the correct synonyms for the underlined words in the given sentences from the box below. Circle the words or phrases in the sentences that helped you to infer the meanings. One example has been done for you. generous help brightness indescribable kind 4. When the sun’s rays came into the dark room, the whole room was full of radiance. synonym: ____________________
brightness. Clue: sun's rays, dark room was full of light
II Choose the correct synonyms for the underlined words in the given sentences from the box below. Circle the words or phrases in the sentences that helped you to infer the meanings. One example has been done for you. generous help brightness indescribable kind 5. The little girl was speechless with ineffable joy when she got her birthday gift from her aunt. synonym: ____________________
indescribable. Clue: speechless
III You have learnt about some archaic words. Some more archaic words are given below. Refer to a dictionary to find commonly used words which are similar in meaning. 1. morrow 2. hither 3. quoth 4. betwixt 5. yonder
1. morrow - tomorrow / morning 2. hither - here / to this place 3. quoth - said 4. betwixt - between 5. yonder - over there / distant
Let us listen
I Listen to the talk about paddy cultivation. As you listen, number the events in the correct order in which they happen. (Transcript for teacher on page 203) 1. Transplanting of seedlings 2. Ploughing of soil 3. Threshing of grains 4. Puddling of land 5. Harvesting of paddy 6. Irrigating the field 7. Milling of rice
Correct order: 2. Ploughing of soil (1) -> 4. Puddling of land (2) -> Sowing seeds (3) -> 6. Irrigating the field (4) -> 1. Transplanting of seedlings after 4-5 weeks (5) -> 5. Harvesting of paddy after 120 days (6) -> 3. Threshing of grains (7) -> Drying (8) -> 7. Milling of rice (9)
II Now, listen to the talk again. As you listen, choose the correct option to answer the questions that follow. 1. What is the main step in preparing the soil for cultivation of rice? (i) Ploughing the soil (ii) Clearing the soil (iii) Puddling the soil
(iii) Puddling the soil - soaking it with plenty of water is the most important step.
II Now, listen to the talk again. As you listen, choose the correct option to answer the questions that follow. 2. How long does it take for rice seeds to grow into seedlings before being transplanted? (i) 2–3 weeks (ii) 4–5 weeks (iii) 6–7 weeks
(ii) 4–5 weeks
II Now, listen to the talk again. As you listen, choose the correct option to answer the questions that follow. 3. Why is drying rice grains important after threshing? (i) To get rice seeds for plantation (ii) To separate the rice grains easily (iii) To store the rice grains for longer
(iii) To store the rice grains for longer by reducing moisture content
Let us speak
I In English, some letters are not pronounced in certain words. For example, in words like ‘knife’, ‘knowledge’, and ‘know’, the first letter ‘k’ is not pronounced. Let us look at a few more such examples. • In the words given below the letter ‘n’ is silent when it appears with ‘m’ at the end of the word. hymn, column, autumn, solemn Now, say these words aloud. • In the words given below the letter ‘b’ is silent when it appears with ‘m’. womb, tomb, bomb, climb, comb Now, say these words aloud.
Practice: hymn is pronounced him, column col-um, autumn au-tum, solemn sol-um (n silent). womb woom, tomb toom, bomb bom, climb clime, comb come (b silent). Say them slowly, listening to silent letters.
II In our country, harvest is celebrated with the preparation of delicious dishes. Work in groups and make a presentation on any popular dish made during the harvest festival in your region. Use the prompts given in the box to make your presentation. Make sure that all the members share their views. Include the following: • What is the dish called? Is it known by any other name in other parts of India? • What ingredients are used to make the dish? • How is the dish prepared? • How is the dish served? • What does the dish taste like? • What is the special ritual related to the preparation of this dish? • Describe any special memory associated with the preparation of this dish.
Example presentation: We are presenting Pongal - also called Khichdi. Ingredients: rice, moong dal, jaggery, milk, ghee, cashews. Prepared by boiling rice and dal, adding jaggery and ghee. Served on banana leaves. Tastes sweet, creamy and fragrant. Ritual: Cooked until pot overflows symbolising abundance. Memory: Cooking with grandmother while singing harvest songs.
Let us write
Your school wishes to express gratitude to the farmers who play an important role in providing us the food on our plates. Draft a creative slogan to be put up on the school notice board. Remember to focus on the main idea to be expressed use simple language be concise—express yourself in a few words You may write the slogan on a chart paper and decorate it.
Sample slogans: 1. Thank You, Farmer – You Feed the Nation! 2. Respect the Farmer, Respect Food – No Farmers, No Food! 3. Hands that Harvest, Hearts that Nourish!
Let us explore
Millets are a varied group of small-seeded grasses. They have more fibre and minerals than other cereals. Millets have been a part of the Indian cuisine for years. They have been rediscovered worldwide as superfoods. 1. Read the information on Pearl Millet given below. Pearl Millet (Pennisetum glaucum (L.) R. Br.) Common name: Bajra 2. Work in groups of four and do the following activities. (i) Find out if millets are a part of your cuisine. (ii) Find recipes with millets and compile them into a booklet. (iii) Create a recipe of your choice.
(i) Yes, bajra roti, jowar bhakri, ragi dosa are part of our cuisine. (ii) Recipes: Bajra khichdi, ragi idli, jowar upma, foxtail millet pulao. Collect and make a booklet with ingredients and steps. (iii) Example new recipe: Millet fruit salad – cooked barnyard millet mixed with fruits, honey and nuts, healthy and tasty.
II Songs related to harvest season form a part of our culture and heritage. Talk to the elders in your house and learn a song sung on a harvest festival. Share it with your classmates and teacher. Then, compile all the songs to create a songbook with the help of teacher.
Ask elders for songs like Sohna, Lohri folk songs, Pongal songs or Bihu songs. Write lyrics, meaning and occasion, and compile into class songbook to preserve culture.
Let us do these activities before we read.
I Have you ever waited for the rains? Why?
Yes, I waited for rains after a long hot summer to get relief from heat, to see my garden plants revive and to enjoy playing in puddles.
II How do you feel when it rains after a long time?
I feel joyful, refreshed and relieved. The cool breeze, petrichor smell and greenery make me happy and energetic.
III Why do you think the farmers wait for the rains?
Farmers wait because rain provides water for ploughing, sowing and growing crops. Without rain their fields remain dry and they cannot earn a livelihood.
IV Discuss in groups what happens when you wait for something or someone for a long period of time. 1. How do you spend the waiting period? 2. What do you think about? 3. How do you feel? Share your answers with your classmates and teacher.
1. I keep myself busy, check time often and try to be patient. 2. I think about the person or event and imagine how it will be. 3. I feel anxious, hopeful, sometimes restless but also excited.
Let us discuss
I Complete the table given below. One example has been done for you. Share your answers with your classmates and teacher. What was Said Who Said What was Said Who Said 1. It doesn’t look encouraging. Velu to himself He looked up at the sky. 2. The rains came all these years without any such consultations… Velu 3. So many favourable conditions but still no rain.
Row 1: Velu said to himself while looking at cloudless crimson sky. Row 2: Velu said to neighbours who suggested consulting astrologers. Row 3: Weather office staff said to Velu when he went to the city to ask about rain.
II Do you think the old woman would help Velu? If yes, why? If no, why not?
Yes, she helps him with wisdom, not physical help. She explains with a smile that the earth needs rest like people, calming his dejection and teaching him about nature's cycle.
III Will Velu’s wait continue or will it rain?
It will rain. The story ends with cool breeze, a drop on his shoulder and gathering dark clouds with coming thunder, so his wait ends happily.
Let us discuss
I Complete the following statements given below with suitable reasons. 1. Velu asked the old woman to stop smiling because _________________.
he felt there was nothing to smile about as the rains had failed, fields were barren and he was worried about feeding his family.
I Complete the following statements given below with suitable reasons. 2. Velu said that it was hard not being able to work since _________________.
for six years he had worked hard season after season without rest, harvesting jowar and dhal, and being idle without sowing or ploughing was painful for a hardworking farmer.
I Complete the following statements given below with suitable reasons. 3. Velu was confused when the old lady said that the land needed rest because _________________.
he thought only people need rest; he had never considered that the soil and earth also get tired after years and centuries of continuous cultivation.
I Complete the following statements given below with suitable reasons. 4. The old lady said that it was good for the land when it didn’t rain as _________________.
the land lies undisturbed, staring at the sky, resting and recovering nutrients and moisture, becoming fresh and ready for the next crop when rains return.
I Complete the following statements given below with suitable reasons. 5. Velu ran home laughing and happy because _________________.
he finally understood nature's wisdom and saw signs of rain - cool breeze, a raindrop and gathering clouds - meaning his beloved land would be revived.
Let us think and reflect
I Read the given extracts and answer the questions that follow. 1. “...I can’t see how talking to astrologers will bring rain.” He decided to go to the weather office in the city and talk to someone. But the people at the weather office said they couldn’t really tell him when the sky would gather clouds and bring rain. “We are at a loss ourselves!” they exclaimed. “So many favourable conditions but still no rain. Very odd!” (i) What does the first line of the extract tell us about Velu’s beliefs?
It shows Velu is practical and rational, not superstitious. He believes rain depends on nature, not astrological consultations.
I Read the given extracts and answer the questions that follow. 1. “...I can’t see how talking to astrologers will bring rain.” He decided to go to the weather office in the city and talk to someone. But the people at the weather office said they couldn’t really tell him when the sky would gather clouds and bring rain. “We are at a loss ourselves!” they exclaimed. “So many favourable conditions but still no rain. Very odd!” (ii) Complete the following sentence with a suitable reason. Velu is determined to seek information about the rain because ___________________. (he was at a loss of words/he wants to find a practical solution to the drought affecting his farm)
he wants to find a practical solution to the drought affecting his farm
I Read the given extracts and answer the questions that follow. 1. “...I can’t see how talking to astrologers will bring rain.” He decided to go to the weather office in the city and talk to someone. But the people at the weather office said they couldn’t really tell him when the sky would gather clouds and bring rain. “We are at a loss ourselves!” they exclaimed. “So many favourable conditions but still no rain. Very odd!” (iii) Complete the table with reference to Velu’s weather office visit. Expectation (What I think will happen) Outcome (What actually happened)
Expectation: Weather office will predict exactly when it will rain. Outcome: They were also at a loss, said conditions were favourable but still no rain, very odd, and could not give a date.
I Read the given extracts and answer the questions that follow. 1. “...I can’t see how talking to astrologers will bring rain.” He decided to go to the weather office in the city and talk to someone. But the people at the weather office said they couldn’t really tell him when the sky would gather clouds and bring rain. “We are at a loss ourselves!” they exclaimed. “So many favourable conditions but still no rain. Very odd!” (iv) Complete the following sentence with a suitable option. The absence of rain despite favourable conditions, shows ___________________. A. lack of astrological knowledge B. ineffectiveness of farmers like Velu C. delay in understanding the weather D. unpredictability of nature
D. unpredictability of nature
I Read the given extracts and answer the questions that follow. 2. “The soil, the land, the earth... shouldn’t someone let the land rest a bit?” the old woman said, softly, smiling. “Rest? Let the land rest? I don’t understand,” Velu looked at her, a little puzzled. “Yes, my son, that is the difficulty. You don’t realise that the earth is old...” (i) The old woman’s advice was accompanied with a soft tone and a smile. What does that tell us about her?
It shows she is wise, kind, motherly and patient. She speaks gently, not scolding, like Nature herself.
I Read the given extracts and answer the questions that follow. 2. “The soil, the land, the earth... shouldn’t someone let the land rest a bit?” the old woman said, softly, smiling. “Rest? Let the land rest? I don’t understand,” Velu looked at her, a little puzzled. “Yes, my son, that is the difficulty. You don’t realise that the earth is old...” (ii) Fill in the blank with the correct option from those given below. The old woman’s advice ___________ Velu, at that moment. A. failed to impress B. confused C. scared D. made sense to
B. confused
I Read the given extracts and answer the questions that follow. 2. “The soil, the land, the earth... shouldn’t someone let the land rest a bit?” the old woman said, softly, smiling. “Rest? Let the land rest? I don’t understand,” Velu looked at her, a little puzzled. “Yes, my son, that is the difficulty. You don’t realise that the earth is old...” (iii) State one thing about the old woman when she referred to Velu as ‘my son’, while offering advice.
It shows her affectionate, maternal attitude and that she sees herself as Mother Nature guiding her child.
I Read the given extracts and answer the questions that follow. 2. “The soil, the land, the earth... shouldn’t someone let the land rest a bit?” the old woman said, softly, smiling. “Rest? Let the land rest? I don’t understand,” Velu looked at her, a little puzzled. “Yes, my son, that is the difficulty. You don’t realise that the earth is old...” (iv) Complete the following sentence with a suitable explanation. The ‘difficulty’ that the old woman mentions is due to the fact that ________________.
people like Velu do not realise that Earth is old and, like humans, needs rest after working for years and centuries without a break.
II Answer the following questions. 1. How does the old woman convey Nature’s wisdom to Velu?
She speaks softly and smilingly, comparing earth to a mother whose children need rest. She explains that dry spell lets land lie undisturbed and recharge, and nature knows when to bring rain.
II Answer the following questions. 2. The writer says, ‘The fields lay untended…’ Why couldn’t the farmers tend to their fields in the absence of rain?
Without rain the earth hardened, crusted and cracked. It was too hard to plough or sow, so fields had to be left barren until rain softened soil.
II Answer the following questions. 3. Support the old woman’s perspective that the land needs rest just like people do.
Continuous cropping depletes nutrients and moisture. Fallowing lets land recover, retain moisture, control pests and regain fertility, just as people need rest to regain strength.
II Answer the following questions. 4. What can be inferred about Velu’s character based on his reaction to the drought?
Velu is hardworking, practical, honest and deeply connected to his land. He is restless when idle, seeks scientific answers rather than superstition, but can learn and accept nature's wisdom.
II Answer the following questions. 5. What does the story suggest about the life of farmers and their relationship with nature?
Farmers' lives depend entirely on nature and rain. They live on hope, work hard year-round, and must respect natural cycles, understanding that nature has its own rhythm and wisdom.
II Answer the following questions. 6. How might the rest and care of land contribute to a balanced and sustainable ecosystem?
Resting land restores nutrients, retains moisture, supports biodiversity, prevents erosion and reduces need for chemicals, ensuring long-term fertile and sustainable farming.
Let us learn
I Solve a crossword using picture and word clues. All clues are related to the words from the text that are connected to weather or agriculture. Down 1. gentle wind 2. 3. rumbling sound with rain 4. grains etc. grown in large quantity in fields 6. 7. Across 5. collected crops 8. 9. prepare and use land for crops 10. turn up the field soil 11. plant seed/s
Down: 1. breeze 3. thunder 4. crop 6. drought (context) 7. fallow Across: 5. harvest 8. monsoon 9. cultivate 10. plough 11. sow. These cover weather and agriculture words from the story.
II The text uses words like ‘piece,’ ‘weather,’ ‘son,’ and ‘rain’. These words are the same as other words that are spelt differently—peace, whether, sun, and reign. Words that are pronounced the same as other words but differ in meaning or in spelling are called homophones. Now, complete the paragraph by filling in the correct option of homophones given in the brackets. The farmer looked at the sky and wondered 1. ________________ (weather/whether) the clouds would finally bring rain. He sat down on the ground, breaking a small 2. ________________ (piece/peace) of roti for his meal. The 3. ________________ (plain/plane) fields stretched endlessly before him, completely dry. He thought about how he could 4. ________________ (sell/cell) his last sack of grain to buy some essentials for his family. Without the rains, it didn’t 5. ________________ (seam/seem) possible to grow another crop this season. Despite his worries, he smiled, knowing that every farmer hopes for the next 6. ________________ (rain/reign) by nature to bring life back to the land.
1. whether 2. piece 3. plain 4. sell 5. seem 6. rain
III Choose the correct meanings from the given options for the underlined words or phrases in the following sentences. 1. Being annoyed, she muttered something which nobody heard. (i) spoke in a low voice (ii) spoke slowly (iii) spoke angrily
(i) spoke in a low voice
III Choose the correct meanings from the given options for the underlined words or phrases in the following sentences. 2. At the new work place, Riya felt forlorn for a week. (i) upset and irritated (ii) angry and bitter (iii) sad and neglected
(iii) sad and neglected
III Choose the correct meanings from the given options for the underlined words or phrases in the following sentences. 3. When all his friends had gone, he was at a loss because he did not know what to do. (i) confused (ii) shocked (iii) lonely
(i) confused
III Choose the correct meanings from the given options for the underlined words or phrases in the following sentences. 4. When the little child saw her father, her eyes sparkled. (i) glowed dimly (ii) showed joy (iii) opened wide
(ii) showed joy
IV Match each word (adjective) in Column 1 with a word (noun) that collocates in Column 2. Write the adjective-noun collocation in Column 3. One example has been done for you. Column 1 Column 2 Column 3 1. favourable (i) country favourable weather 2. wrinkled (ii) activity 3. dejected (iii) weather 4. fragrant (iv) skin 5. ceaseless (v) garden 6. beloved (vi) expression
2. wrinkled - (iv) skin - wrinkled skin 3. dejected - (vi) expression - dejected expression 4. fragrant - (v) garden - fragrant garden / fragrant rain (as per story) 5. ceaseless - (ii) activity - ceaseless activity 6. beloved - (i) country - beloved country / beloved land
V Underline the verbs and identify the forms of tenses for the following sentences from the text. 1. Oh, it is hard not to be able to work... 2. …I am too old. 3. What are you smiling at, Amma? 4. But my son, that is what I am talking about. 5. The earth has worked for years, centuries… 6. I have worked hard and honestly. The forms of tenses in the given statements are Simple Present Tense (1 and 2), Present Progressive Tense (3 and 4) Present Perfect Tense (5 and 6). Now, fill in the blanks with the correct form of Simple Present, Present Progressive or Present Perfect tenses of the verbs given in brackets. Ravi (i) __________ (be) a farmer who (ii) __________ (practise) crop rotation on his land. Each season, he (iii) __________ (plant) different crops to maintain the soil’s health. This year, he (iv) __________ (grow) legumes, which help restore the nutrients in the soil. Over the years, Ravi (v) __________ (learn) that planting the same crop repeatedly (vi) __________ (deplete) the soil, making it less fertile. By rotating crops, he (vii) __________ (keep) the land productive and fertile. He (viii) __________ (see) a noticeable improvement in his yields since adopting this method. Now, Ravi (ix) __________ (share) his knowledge with other farmers, explaining how crop rotation(x) __________ (benefit) both the soil and their harvests.
(i) is (Simple Present) (ii) practises (Simple Present) (iii) plants (Simple Present) (iv) is growing (Present Progressive) (v) has learnt/learned (Present Perfect) (vi) depletes (Simple Present) (vii) keeps (Simple Present) (viii) has seen (Present Perfect) (ix) is sharing (Present Progressive) (x) benefits (Simple Present)
VI Study the highlighted words in the following sentences from the text. Now, fill in the blanks by choosing the correct determiner from those given in the brackets. It was 1. ________ (a/an) rainy afternoon, and 2. ________ (a/the) sky was thick with dark clouds. Mala noticed a large puddle quickly forming in front of 3. ________ (her/their) house. Excited, she called for her brother to join her, knowing that both of them always loved playing in 4. ________ (a/the) rain. While jumping from 5. ________ (some/one) puddle to another, Mala spotted 6. ________ (few/a few) snails slowly creeping along the wet sidewalk and pointed them out to her brother. With 7. ________ (each/every) jump, the sound of both 8. ________ (her/their) squeals and laughter was heard through the soft patter of raindrops. Though they were fully drenched 9. ________ (either/neither) siblings minded it. It had been a perfect rainy day.
1. a 2. the 3. her 4. the 5. one 6. a few 7. every 8. their 9. neither
Let us listen
I Listen to the weather forecast. As you listen, fill in the blanks with the exact word you listen to. (Transcript for teacher on page 204) 1. Delhi will mostly have a ___________ sky with light rain. 2. Moderate rain is likely to happen in ___________. 3. Kolkata is likely to have a maximum temperature of around ___________ °C. 4. There is a chance of a ___________ in Chennai. 5. Bengaluru will have a ___________ temperature of 29 °C. 6. Taking an ___________ is advisable because of the weather conditions.
1. generally cloudy / cloudy 2. Mumbai 3. 34 4. thunderstorm 5. maximum 6. umbrella - Full: Delhi generally cloudy, Mumbai moderate rain, Kolkata max 34 °C, Chennai thunderstorm, Bengaluru maximum 29 °C, carry umbrella.
Let us speak
I Here is a tongue twister about ‘weather’. Practice saying it as fast as you can. Whether the weather be fine, or whether the weather be not, whether the weather be cold, or whether the weather be hot, we’ll weather the weather, whatever the weather, whether we like it or not.
Practice slowly then faster, focusing on pronunciation of whether vs weather. Repeat clearly: Whether the weather be fine... Take care to pronounce w sound and th sound correctly.
II Rain has arrived after a long dry spell on the Earth. Imagine the Rain and the Earth have a conversation. Work in pairs and present the role-play. You may use the hints in the table given below. You may start the conversation in the following way. Rain: Greetings, Earth! It’s been a while since we’ve met. How have you been? Earth: Hello Rain! I am so glad to see you. To continue the conversation, use the hints given below.
Rain: I missed you, I travelled from rivers to sky and back as clouds. Earth: I was parched and resting, farmers waited for you for crops and animals. Rain: Here is my gift of water for agriculture and life. Earth: Thank you! Please come on time next year. Rain: I promise to return timely, enjoy our celebration with rivers and forests. (Role-play in pairs with these hints.)
Let us write
I You have observed the difficulties faced by the people in your neighbourhood due to scarcity of water especially during the summer months. Write a letter to the Councillor of your Municipal ward, requesting her/him to set up a rain water harvesting unit. Provide suggestions to address the issue. Remember to use formal language keep sentences short and to the point state the purpose clearly and concisely give relevant details Format and Layout: Sender’s address Date The Municipal Councillor (Receiver’s designation and address) Subject: Request to Install a Rainwater Harvesting Unit in Ward No. 44 Dear Madam, Paragraph 1: Drawing attention to the problem Paragraph 2: Causes and Consequences Paragraph 3: Request and Suggestions Paragraph 4: Conclusion Yours sincerely, Signature of the sender (Sender’s full name in brackets) Body of the letter
[Your Address] Date: 8 August 2026 To The Municipal Councillor, Ward No. 44 Subject: Request to Install a Rainwater Harvesting Unit Dear Madam, Our ward faces acute water scarcity each summer, borewells dry up and supply is irregular. Overuse and dependence on groundwater with no recharge causes hardship. I request you to set up a rainwater harvesting unit on community buildings and parks, create recharge pits and spread awareness. This will conserve monsoon water and ease scarcity. Kindly consider this on priority. Yours sincerely, [Your Name]
Let us explore
I Rest is very important for us to function in a proper manner. Even the Earth needs rest. This is known as fallowing. Read the facts given below related to fallowing: • A fallow year refers to leaving the land without sowing for one, or several vegetative cycles. • This is done to allow the land to recover its nutrients and retain moisture. It also helps to avoid spreading of diseases and controlling pests. • The sustainable land management method has been applied for centuries, wherein a field is divided into two halves—one is planted with crops while the other remains unplanted. Then, the process is reversed in the following year. II Find out from your Vocational Education teacher about Agriculture as a vocation and other related vocations, such as horticulture, etc. III India’s rich tradition of meteorological knowledge includes indigenous forecasting systems, grounded in ancient wisdom. These provide sophisticated methods for predicting climate, calculating rainfall, and issuing early warnings. References to rain and weather are found in numerous ancient texts, including the Rigveda, Shrimad Bhagavad, Parashara Samhita, Panini’s Ashtadhyayi, and Meghmala. These texts offer insights into rainfall patterns and seasonal changes. IV Meteorological Services for Agriculture in India The primary objective of the Agricultural Meteorology Division, India Meteorological Department (IMD) is to minimise the impact of adverse weather on crops and to leverage crop-weather relationships to boost agricultural production. In addition to forecasts and advisories, several other weather related services are also provided. For detailed information, please visit: https://mausam.imd.gov.in/responsive/servicesMetEnvironment.php
Fallowing is sustainable practice like the old woman advised Velu. Agriculture as vocation includes farming, horticulture, dairy, fisheries; ask teacher for scope and training. Ancient texts show India had advanced weather wisdom. IMD Agromet provides forecasts and advisories to help farmers plan sowing and protect crops; visit the link to explore services.