Wit and Wisdom — Class 8 English
Poorvi · Chapter 1Rising
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6- Mathematics
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- 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
- Four young men walk to Ujjain, hoping to find work and somehow meet the king.
- On the road, they study camel tracks and each notices one special detail.
- A worried merchant asks about his missing camel, and the men describe it without seeing it.
- The merchant thinks they are thieves and takes them to the king's court.
- Before the king, each man explains his clue clearly and proves his sharp observation.
- The king dismisses the false charge and appoints the four wise men as his advisers.
Key ideas & terms
- Tenali Rama
- The brilliant, witty court poet of Krishnadeva Raya; he resolves the royal quarrel through a clever, humorous argument.
- Krishnadeva Raya
- The wise and powerful Vijayanagara king (ruled 1509–29 CE) whose reign is called the empire’s Golden Era.
- Wit
- Quick, clever and humorous intelligence; the central quality praised in the unit and used by Rama to solve problems.
- Ashtadiggajas
- The eight celebrated poets of Krishnadeva Raya’s court, including Allasani Peddana and Tenali Ramakrishna.
- Theme – misunderstanding
- A small, trivial misunderstanding (the yawn) leads to a big problem, showing how conflicts often start over little things.
- “A Concrete Example” (poem)
- A light humorous poem by Reginald Arkell about Mrs. Jones’s stone garden, included in the same unit to extend the theme of wit.
शब्दार्थ · Word meanings
- adorned
- beautified
- resolute
- determined
- eludes
- difficult to obtain
- devise
- think of
- deliberate
- think carefully
- scrutinise
- look carefully at
- in haste
- in a hurry
- astray
- away from the correct path
- deduce
- determine by reasoning
- discern
- see or notice something
- insight
- clear deep understanding
- beacon
- guiding light
Extra questions & answers
Who was Tenali Rama and why was he important in the king’s court?
He was a poet and witty advisor of Krishnadeva Raya, famous for his quick wit and clever solutions to difficult problems.
What caused the quarrel between the king and the queen?
The king recited a poem to the tired queen; she yawned several times from exhaustion, and he wrongly thought she was disrespecting his poem.
Why did the queen go to Tenali Rama for help?
She had tried and failed to resolve the matter herself, and believed only the clever Rama could make the king understand the misunderstanding.
How did Rama compare a poet to a farmer?
He said that if seeds are sown carelessly no one reaps a good harvest, and asked what would happen if someone yawned while sowing.
What made the king finally realise his mistake?
When Rama asked if anyone could avoid yawning, the king himself yawned; he then saw that yawning is natural and not a sign of disrespect.
How did the king make amends with the queen?
He approached her gently, admitted he had been foolish and let pride blind him, and apologised; she forgave him and asked to hear the poem.
What reward did Rama receive?
The king and queen presented him with valuable gifts for restoring their bond and bringing joy back to the palace.
What is the central message of the prose lesson?
Wit, humour and tact can resolve conflicts, and small misunderstandings should not be allowed to grow into big problems.
What kind of poem is “A Concrete Example” and who wrote it?
It is a humorous poem by Reginald Arkell describing Mrs. Jones and her odd garden full of stones.
Why are qualities like wit and humour valued in a person?
They help people stay calm, see situations clearly, ease tension and find clever, peaceful solutions to disagreements.
Let us do these activities before we read.
I Select qualities of a person who uses wit from the box given below. wise serious clever powerful humorous stubborn courageous observant charming creative punctual confident energetic Now, discuss reasons for your choice of qualities.
A witty person is mainly wise, clever, humorous, observant, charming, creative and confident. Wisdom and cleverness help him understand situations quickly, humour makes his wit entertaining, being observant lets him notice small details to make clever remarks, charm and creativity make his ideas appealing, and confidence helps him express wit without hesitation. Qualities like stubborn or serious are less connected to wit.
II Work in pairs and answer the riddles that are given below. Share the answers with your classmates and teacher. I can be a friend or a foe, depending on how you use me. I can bring both joy or pain. What am I? What is always in front of you but can’t be seen? What has to be shared before you can keep it? I can be measured, but I cannot be touched. I can be spent, but I cannot be saved. What am I?
Answers as given on page 16: 1. Words - because words can help or hurt depending on use. 2. Future - it is always ahead of us but we cannot see it. 3. Time - we measure, spend and cannot save time and it cannot be touched. 4. Secret - a secret must be shared with someone if you want to keep it safe or keep its promise.
Discuss in pairs.
1. Why are qualities like humour and wit important in a person?
Humour and wit make a person pleasant and likable. They help to ease tension, solve conflicts peacefully, make communication interesting, and show intelligence and good judgement. They also help people handle difficult situations calmly.
2. Why do you think kings and queens preferred to have witty people among their courtiers?
Kings and queens liked witty courtiers because they could give clever advice, solve tricky problems, entertain the court, and settle disputes without force. A witty advisor like Tenali Rama could correct the king gently without offending him.
3. If you were asked to solve a disagreement between two people, what approach would you take?
I would listen patiently to both sides without taking sides, try to understand the real cause of misunderstanding, remain calm and fair, use kind and humorous words to reduce tension, and help them see each other's point of view so they can forgive each other.
4. Have you ever been in a situation where a small misunderstanding led to a big problem? How was it resolved?
Yes, small misunderstandings like mishearing a friend's comment or yawning at the wrong time can seem like disrespect and grow into a quarrel. It was resolved when both persons talked openly, explained their true intention, apologised, and realised the mistake was not intentional.
Let us discuss
I Rectify the following false statements from the text. 1. The queen insulted the king by speaking against the quality of his poem.
False. The queen did not insult the poem. She yawned several times because she was exhausted after a tiring day, which the king mistook as disrespect to his poem.
I Rectify the following false statements from the text. 2. Tenali Rama immediately went to the king and convinced him to talk to the queen.
False. Tenali Rama did not go immediately. He told the queen that the matter needed a well-planned strategy and he would need time to find the right approach.
I Rectify the following false statements from the text. 3. The courtiers admired the king’s poem and praised his literary talent.
False. When the king recited his vague poem filled with sun, moon and stars, the ministers avoided him and made excuses. No one praised it.
I Rectify the following false statements from the text. 4. The ministers in the court were eager to hear Tenali Rama’s idea about paddy cultivation.
False. The courtiers were sceptical and sarcastic. They whispered about magic seeds and seeds from the moon, and snickered.
I Rectify the following false statements from the text. 5. The king never realised his mistake and continued to stay angry with the queen.
False. The king realised through Rama's example about yawning while sowing that yawning is natural. He felt regret, apologised to the queen and restored their relationship.
Let us think and reflect
I Read the extracts and answer the questions that follow. 1. "... The king thought I was disrespecting his poem and stormed off. Since then, he has not spoken to me. If I had known this would happen I would have chosen another day. Help me, please, Rama. Only you can help the king understand." Rama nodded thoughtfully. "If you like, I will try my best to resolve this matter, Your Highness. But this needs a well-planned approach and I may need time to find the right strategy." (i) Why does the queen believe that only Tenali Rama can help the king understand?
The queen believes only Tenali Rama can help because he is known for his quick wit, wisdom and clever solutions to difficult problems, and he has a special place in the king's court. He can make the king understand gently without directly confronting him.
I Read the extracts and answer the questions that follow. 1. (ii) What does the queen’s statement, "If I had known this would happen, I would have chosen another day", suggest about her feelings? A. She is angry at the king for overreacting. B. She regrets the unintended misunderstanding. C. She believes the poem was not worth listening to. D. She is worried that the king might punish her.
B. She regrets the unintended misunderstanding. She feels sorry that her natural yawning due to tiredness was mistaken for insult and wishes she had listened on another day.
I Read the extracts and answer the questions that follow. 1. (iii) How does Tenali Rama’s response reflect his wisdom and problem-solving skills?
His response shows he does not act hastily. He assures the queen calmly, asks for time, and plans an indirect, thoughtful strategy to make the king realise his own mistake through experience rather than lecturing him.
I Read the extracts and answer the questions that follow. 1. (iv) Fill in the blank by choosing the correct option from those given in the brackets. The king’s reaction shows that he is sensitive and _________ (has a lot of faith/takes great pride) in his poetry.
takes great pride in his poetry. He is sensitive about his poem being disrespected.
I Read the extracts and answer the questions that follow. 2. That evening, the king approached the queen with a softened expression. "Thirumalambal", he began, his voice gentle, "I have been foolish. I see now that I overreacted. I let my pride blind me. I’m so sorry." The queen, who had longed for this moment, smiled and replied, "If you like, we can leave this quarrel behind us. I would very much like to listen to your poem." (i) Complete the following with a suitable explanation. When the king said, "I let my pride blind me", he means that ____.
he allowed his ego and pride about his poetry to prevent him from seeing reason and understanding that the queen's yawning was natural and not intentional disrespect.
I Read the extracts and answer the questions that follow. 2. (ii) Why does the queen say, "If you like, we can leave this quarrel behind us"?
She says it in a kind, forgiving tone to show she has forgiven the king, wants to restore their relationship, and is willing to listen to his poem again without holding a grudge.
I Read the extracts and answer the questions that follow. 2. (iii) Fill in the blank by choosing the correct option from those given in the brackets. The king acknowledges that his pride clouded his judgement, which shows _________ (intelligence and courage/maturity and self-awareness)
maturity and self-awareness. Accepting his mistake shows growth.
I Read the extracts and answer the questions that follow. 2. (iv) State any one characteristic that the queen’s response to the king’s apology shows about her.
She is forgiving, gracious and understanding. She responds with love and patience instead of anger.
II Answer the following questions. 1. Why was the Vijayanagara Empire considered to be in its ‘Golden Era’ during Krishnadeva Raya’s reign?
Because during his reign from 1509 to 1529 art, literature and architecture flourished. He was a great warrior, patron of learning and himself a poet who wrote Amuktamalyada and Jambavati Parinayam, and his court had the eight celebrated poets called Ashtadiggajas.
II Answer the following questions. 2. How did Tenali Ramakrishna gain a special place in the king’s court?
He was one of the Ashtadiggajas and was specially loved for his quick wit, humour and ability to solve seemingly impossible problems with cleverness, serving both as a poet and a witty advisor.
II Answer the following questions. 3. How did the quarrel between the king and the queen affect the palace?
The king stopped speaking to and visiting the queen for weeks. His absence cast a shadow over the palace and the once cheerful corridors became quiet and forlorn.
II Answer the following questions. 4. What strategy did Tenali Rama use to make the king realise his mistake?
He brought a plate of special paddy seeds and said the problem was not the seeds but the sower's habit of yawning while sowing which would scatter seeds unevenly. He asked if anyone does not yawn naturally, making the king realise yawning is natural like breathing and recall his unfairness to the queen.
II Answer the following questions. 5. What was the reaction of the courtiers when Tenali Rama introduced his ‘special’ paddy seeds?
They were sarcastic and doubtful. One whispered they were magic seeds that grow without water, another said they were found on the moon, and snickers rippled through the court until Rama's point was clear and they laughed genuinely.
II Answer the following questions. 6. How does the story conclude, and what lesson can be learnt from it?
The king apologised to the queen, she forgave him and offered to listen to his poem, and both honoured Rama with gifts. The palace was happy again. The lesson is that wit and wisdom can resolve conflicts peacefully, pride should not blind us, and we should understand natural human behaviour before taking offence.
Let us learn
I Fill in the blanks and complete the paragraph by choosing suitable expressions from the box given below. cast a shadow murmur swept through the room hush fell over mind raced back stormed off rippled through My mother is quite witty, and her sense of humour always lightens stressful moments. Once, at a family dinner, an argument began over a minor issue, and 1. ______ , making everyone feel uncomfortable. Just as things were getting serious, she made a clever remark and laughter 2. ______ the gathering, making everyone relaxed. The person who started the argument 3. ______. Everyone disapproved of the action and a 4. ______. My 5. ______ to how my mother had saved other situations like this. Without her, such moments would have 6. ______ over the gatherings.
1. cast a shadow 2. rippled through 3. stormed off 4. hush fell over 5. mind raced back 6. cast a shadow. The completed paragraph shows how wit lightens tension.
II The writer uses words like ‘roared’ , ‘murmur’ in the text to indicate the sound produced. Fill in the blanks with suitable sound words from the box given below. You may refer to a dictionary. murmur sighed mumble gasped snickers thud groan rattle roared whispered 1. As the teacher began the riddle challenge, a __________ of excitement spread through the classroom.
murmur
II 2. Anaya __________ in relief—she loved riddles more than solving Mathematics problems.
sighed
II 3. ‘Think carefully,’ the teacher began to ___________ , as she wrote a riddle on the board.
mumble or whisper - mumble is suitable for low unclear speech; whispered also fits.
II 4. When the question was revealed, a few students __________ , realising it wasn’t as easy as they had expected.
gasped
II 5. Some exchanged ____________ , wondering if anyone at all would be able to solve it.
murmurs or snickers - exchanged whispers / murmurs
II 6. Just then, Anaya tapped her book on the desk with a small ___________ , deep in thought.
thud
II 7. ‘Ah, I see it now!’ she said stretching with a ___________ , as if it had taken her great effort.
groan
II 8. A small breeze made the windows __________ , adding to the suspense of the moment.
rattle
II 9. ‘So, what’s the answer?’ the students ___________ , their voices filled with playful enthusiasm.
roared or gasped, better roared / whispered - here whispered fits questioning
II 10. Leaning forward with a smile, Anaya __________ , ‘Sometimes, the trickiest questions have the simplest answers.’
whispered
III As you have learnt, a compound word is formed when two or more words are combined to create a new word with a distinct meaning. These are of three types: closed compounds (sunlight, courtroom), hyphenated compounds (well-planned), and open compounds (paddy seeds). 1. Create new compound words by matching words in Column 1 with those in Column 2. Column 1 (i) quick Column 2 G. witted
quick-witted
III (ii) soft B. tempered
soft-spoken - Actually soft matches with spoken, ill matches with tempered. So soft-spoken
III (iii) common F. sense
common sense
III (iv) house H. hold
household (or house-hold)
III (v) book E. store
bookstore
III (vi) ill B. tempered
ill-tempered
III (vii) sky D. blue
sky-blue
III (viii) dance A. hall
dance hall
III 2. Fill in the blanks with the words created in the previous question. Ravi was (i) __________, always speaking calmly even in arguments. He grew up in a lively (ii) __________, where he learned to handle different personalities. His friend Arun, however, was (iii) __________ and often lost his patience. Despite this, Arun admired Ravi’s (iv) __________ thinking. One evening, as they passed a (v) __________, they saw some performers rushing out. Ravi noticed that one of them dropped a (vi) __________ book on the ground. “Is this yours?” he asked. “Oh thank you, young man!” the performer smiled. “It’s a recent purchase from the (vii) ________ round the corner.” True to his nature Arun promptly said to Ravi, “ It’s (viii) ________ that it’s not from a bakery but bookshop!” Ravi smiled and they walked on.
(i) soft-spoken (ii) household (iii) ill-tempered (iv) quick-witted (v) dance hall (vi) common sense
IV Read the sentences from the text and their explanation given in the table below. In sentence 1 ‘if you like’ is the subordinate clause (if clause) and ‘I will try my best to resolve this matter’ is the main clause. Identify the subordinate and main clauses in sentences 2 and 3. Sentence 2 If, by chance something were to go wrong, our farmers would suffer.
Subordinate clause: If, by chance something were to go wrong. Main clause: our farmers would suffer.
IV Sentence 3 If I had known this would happen, I would have chosen another day.
Subordinate clause: If I had known this would happen. Main clause: I would have chosen another day.
IV Now, match the subordinate clauses (if clauses) in Column 1 with the appropriate main clauses in Column 2 to make complete sentences. (i) If I had a magic wand, C. I would give myself wings.
If I had a magic wand, I would give myself wings.
IV (ii) If it rains tomorrow, E. We will stay indoors and play board games.
If it rains tomorrow, we will stay indoors and play board games.
IV (iii) If you had listened carefully, F. You would have solved the puzzle.
If you had listened carefully, you would have solved the puzzle.
IV (iv) If you finish your homework, A. We will go to the theatre.
If you finish your homework, we will go to the theatre.
IV (v) If I were invisible, B. I would sneak into the secret room.
If I were invisible, I would sneak into the secret room.
IV (vi) If the alarm had rung, D. The boys would have woken up on time.
If the alarm had rung, the boys would have woken up on time.
V Complete the following sentences appropriately with either the main clause or the subordinate clause (if clause). 1. Your teacher will be unhappy if _______________________.
Your teacher will be unhappy if you do not submit your homework on time.
V 2. They would have caught the train if _______________________.
They would have caught the train if they had left home a little earlier.
V 3. _______________________ if you continue to stay up late every night.
You will feel tired and sleepy in class if you continue to stay up late every night.
V 4. If she knew the answer, _______________________.
If she knew the answer, she would raise her hand confidently.
V 5. _______________________ if she had studied harder.
She would have scored better marks if she had studied harder.
V 6. If I had a million rupees, _______________________.
If I had a million rupees, I would build a library for my school.
VI Complete the following sentences. One example has been done for you. 2. If I were the Head Teacher of my school, _______.
If I were the Head Teacher of my school, I would introduce more games and reading periods.
VI 3. If I were a bird, _______.
If I were a bird, I would fly high over mountains and seas.
VI 4. If I were a magician, _______.
If I were a magician, I would make all the litter disappear with a wave of my wand.
VI 5. If I had studied harder, _______.
If I had studied harder, I would have topped the class.
Let us listen
I You will listen to a woman narrating a story. As you listen, fill in the blanks in the following sentences by selecting the correct options. 1. The rope tying the bundle of sticks was _____. (i) loose (ii) thick (iii) short
(ii) thick
I 2. The scholar is finally referred to as ________. (i) irritable (ii) mischievous (iii) arrogant
(iii) arrogant
II You will once again listen to the story. As you listen, number the events of the story in the correct order of occurrence. 1. The great scholar was ashamed because he did not know what to say. 2. Rama accepted the challenge thrown by the visitor. 3. Rama had a bundle tied in silk when he came to the palace. 4. The king laughed at the explanation given by Rama. 5. The visitor wanted to show his superiority over others in the palace. 6. Rama showed the work to be a bundle of sticks tied together by a rope. 7. The king wanted to know more about the work mentioned by Rama. 8. The court scholars were afraid of the king’s anger.
Correct order: 5. The visitor wanted to show his superiority (1), 8. The court scholars were afraid (2), 2. Rama accepted the challenge (3), 3. Rama had a bundle tied in silk (4), 1. The scholar was ashamed (5), 7. The king wanted to know more (6), 6. Rama showed the work to be bundle of sticks (7), 4. The king laughed at the explanation (8).
Let us speak
I While asking questions, it is important to use the appropriate tone to convey the correct meaning. Now, work in pairs and mark the intonation in the questions given below. Take turns to practise by saying them aloud with the correct intonation. (i) Is this your cat?
Yes/No question - rising tone at the end ↗
I (ii) What is the name of your cat?
Wh-question - falling tone ↘
I (iii) Will you be going to your village?
Yes/No question - rising tone ↗
I (iv) Why are you going to your village?
Wh-question - falling tone ↘
I (v) Is this where you live?
Yes/No question - rising tone ↗
I (vi) Where do you live?
Wh-question - falling tone ↘
I (vii) Can I meet your parents?
Yes/No question - rising tone ↗
I (viii) How are your parents?
Wh-question - falling tone ↘
I (ix) Do you have any plans for tomorrow?
Yes/No question - rising tone ↗
I (x) What are you going to do tomorrow?
Wh-question - falling tone ↘
II ‘What’, ‘Why’, ‘When’, ‘How’, ‘Where’, and ‘Who’ are the words used to ask questions. These words are called question words. Work in pairs and take turns to ask and answer questions about a trip that you are planning. The destination (Where…), Purpose (Why…), Mode of transport (How…), Duration (When…), Travel companions (Who…), Activities (What…) Now, work in pairs and take turns to ask and answer the questions about witty characters in folktales or stories you have read. 1. The name of the witty character (Who...?)
Who is your favourite witty character in the folktale?
II 2. The reason for her/his wit being important in the story (Why...?)
Why is his wit important in the story?
II 3. The most famous trick or clever idea she/he used (What…?)
What is the most clever trick he used to solve the problem?
II 4. The time period or setting of the folktale/story (When…?)
When does the story take place?
II 5. The way she/he used her/his intelligence to solve a problem (How...?)
How did she use her intelligence to solve the problem?
II 6. The location where the story takes place (Where…?)
Where does the story take place?
Let us write
I Read the narrative essay given below. A Lesson in Responsibility Now, work in pairs and check if the following features are present in the narrative essay. 1. Introduction - The essay begins with a clear and engaging opening, sets context, central idea is clear. 2. Body - Events in logical sequence, descriptive details, characters and settings described, narrator's emotions shared, challenge or turning point. 3. Conclusion - ends with outcome, lesson stated. 4. Writing Style - personal engaging tone, first person narration. 5. Language - simple clear language, grammar punctuation correct. Now, write a narrative essay based on any one of the situations given below. The Day I Learnt the Value of Teamwork OR A Small Act of Kindness that Made a Difference
The essay contains all features: it has an engaging introduction about a bright Monday morning, a body with sequential events, description of assembly, quiz, feelings and turning point with Mrs. Rao's advice, a clear conclusion with lesson about responsibility, personal first-person tone and simple correct language. Sample narrative for The Day I Learnt the Value of Teamwork: One day our class was given a project to make a model of a village for exhibition. I wanted to do it alone but it was too much work. My friends and I divided tasks - one collected materials, one painted, one built huts. At first we disagreed but we listened to each other and helped. We completed a beautiful model and won first prize. I learnt that teamwork makes difficult work easy and teaches us cooperation and respect.
Let us explore
I Limericks are poems in five lines that have a twist in the last line. Read and enjoy the following limericks and create one on your own. Raju flew his kite in the sky so wide, It soared with grace, full of pride. But a crow came along, Singing its song, And now it’s the crow on a joyride!
Sample limerick created: There once was a cat from Pune, Who loved to hum a sweet tune. He sang all night, Till morning light, And slept all day till noon.
II Go to the library and read a story of your choice. Share its theme and the interesting parts of the story with your classmates and teacher.
I read a Panchatantra story - The Monkey and the Crocodile. Theme is wisdom and wit over betrayal. The most interesting part is how the monkey tricks the crocodile by saying his heart is on the tree, saving his life.
III You must have read stories of wit, humour, and wisdom in your own language or English. Make a list of these stories that you have read on a chart paper. Each student should read at least one new story from the list.
List: Tenali Rama stories, Birbal stories, Vikram and Betal, Gopal the Jester, Panchatantra Tales like The Fox and the Crow, Nasiruddin Hodja stories. I will read a new Birbal story - How Birbal counted the crows - and share it.
Let us do these activities before we read.
I Read the names of items you usually find in a garden and write their names against each picture given below. garden hose, sapling, hedge, flower beds, flower pot, pebbles, rockery, fence, vine, wheelbarrow
Students identify pictures: rockery - collection of stones and rocks, pebbles - small smooth stones, hedge - line of bushes at border, fence - wooden barrier, flower beds - patches with flowers, flower pot - pot with plant, sapling - young tree, garden hose - pipe for watering, vine - climbing plant, wheelbarrow - cart for carrying soil.
II Work in groups of four. What kind of garden would you like to have? Mention the features that you can include and the reasons for your choice. Share your answers with your classmates and teacher.
I would like a garden with flower beds, a small pond, a rockery, a hedge and some fruit saplings. Flowers will make it colourful and attract birds and butterflies, saplings will give shade and fruit, and a rockery will make it look beautiful without needing much water.
III Read the title of the poem. What comes to your mind when you read the word ‘concrete’? Does it have more than one meaning? Share your answers with your classmates and teacher.
Concrete as a noun means hard building material made of cement. As an adjective it means real, solid, clear and definite. The title plays on both meanings - a garden actually full of concrete stones and a concrete or clear example of Mrs. Jones's unusual taste.
Let us discuss
I Complete the following summary with exact words from the poem. The poem describes Mrs. Jones, the speaker’s next-door neighbour, who has a unique garden filled with 1. _________. Her garden includes a peculiar 2. _________, a pond, and a rockery, along with an unusual 3. _________ that she finds charming. Mrs. Jones plants tiny, 4. _________ plants between the stones, which the speaker thinks must be so small that they are planted with a 5. _________. One day, Mrs. Jones invites the speaker to see her garden, and they discuss a 6. _________ that Mrs. Jones treasures. When the speaker asks where the 7. _________ flower is, Mrs. Jones says that the speaker has been 8. _________ on it all along.
1. stones 2. path (crazy path) 3. sundial (or device) 4. delicate 5. pin 6. flower 7. lovely 8. standing
II Select the correct option to fill in the blanks for the following sentences. 1. The tone of the poem is ____________. (i) mocking (ii) humorous (iii) mournful (iv) amusing (v) light-hearted A. (i), (ii), and (iii) B. (i), (ii), and (v) C. (ii), (iii), and (iv) D. (ii), (iv), and (v)
D. (ii), (iv), and (v) - The poem is humorous, amusing and light-hearted, not mocking in a harsh way nor mournful.
II 2. The speaker in the poem is ____________. (i) Mrs. Jones (ii) the poet (iii) a gardener (iv) a child
(ii) the poet / the neighbour who is narrating the experience.
II 3. The rhyme scheme of the poem is _________. (i) AABBCC (ii) ABABCC (iii) AABCAC (iv) ABBACC
The poem follows a simple couplets pattern, most accurately AABBCC in each stanza where consecutive lines rhyme.
III Complete the following sentences by choosing the correct answer given in the brackets. 1. The poet uses the word ‘stones’ in all stanzas in order to emphasise her ________. (obsession with a stony garden/pride in gardening skills)
obsession with a stony garden
III 2. The poet uses imagery to describe the features of the garden that help readers _____________. (understand Mrs. Jones’ love for plants/visualise the garden’s peculiar nature)
visualise the garden’s peculiar nature
IV Pick examples of alliteration from the poem.
Alliteration is the repetition of the same initial consonant sound in nearby words. An example from the poem is 'next-door neighbour' (the repeated 'n' sound).
V A refrain is a repeated line or phrase that appears in each stanza. Identify the refrain from the poem.
'My next-door neighbour, Mrs. Jones,' is the refrain that opens each stanza.
VI Irony is a literary device that emphasises the difference between what is expected and what actually happens. Identify the line(s) from the poem that display(s) situational irony.
The last two lines: 'Where is this lovely thing? I cried. You’re standing on it, she replied.' The speaker expects to see a lovely big flower but ironically he has been standing on the tiny flower all along.
VII Complete the following sentences appropriately. 1. The word ‘concrete’ can refer to ______________ in Mrs. Jones’ garden.
the hard stones, pebbles and rockery that make her garden literally full of concrete material.
VII 2. The title also has a symbolic meaning, as the poem provides a clear or ‘concrete’ example of Mrs. Jones’ ______________ gardening habits.
peculiar, unusual or eccentric gardening habits.
VIII The title ‘A Concrete Example’ carries both literal and symbolic (metaphorical) meaning. Such word play is called a pun. Give example.
The title is a pun because ‘concrete’ means both the actual stones in the garden and a definite, clear example that proves Mrs. Jones loves stones more than flowers.
Let us think and reflect
I Read the given extract and answer the questions that follow. 1. My next-door neighbour, Mrs. Jones, has got a garden full of stones: A crazy path, a lily pond, a rockery and, just beyond A sundial with a strange device, which Mrs. Jones thinks rather nice. (i) What can be inferred about Mrs. Jones’s taste in gardening from the description of her garden being ‘full of stones’?
She prefers a stony, ornamental garden over a lush flowery one. She likes unusual, hard landscaping with rocks, paths and objects rather than traditional plants.
I (ii) Identify whether the following statement is true or false. The garden serves as a means to reveal more about Mrs. Jones herself.
True. The strange collection of stones and the tiny hidden flower reflect her eccentric personality and pride in her peculiar taste.
I (iii) What does the poet mean by ‘crazy path’?
A winding, crooked or oddly shaped path that does not go straight, adding to the garden's strange and whimsical look.
I (iv) What does the sundial with a ‘strange device’ suggest about Mrs. Jones’ personality? A. She has a fascination with unusual items. B. She prefers traditional garden decorations. C. She is uninterested in her garden’s appearance. D. She likes modern and expensive items.
A. She has a fascination with unusual items.
II Answer the following questions. 1. How does Mrs. Jones feel about her garden? Support your answer with evidence from the poem.
She loves and is proud of her garden. She thinks her stones and strange sundial are rather nice, cherishes her tiny flower, and eagerly invites the neighbour to see her stones.
II 2. Why do you think the speaker describes the plants as being so small that they could be planted with a pin?
To create humour and emphasize how tiny and insignificant the delicate plants are compared to the dominant stones, almost invisible to the eye.
II 3. What do we get to know about Mrs. Jones—based on her gardening style and her interaction with the speaker?
She is eccentric but enthusiastic and friendly. She has unique taste, values tiny details, and is hospitable enough to invite the speaker to admire her garden.
II 4. The poem portrays Mrs. Jones in a positive light. Support this statement.
Though her garden is mocked lightly, she is shown as cheerful, proud and welcoming, not mean. The tone is affectionate amusement, not cruel mockery, making her endearing.
II 5. What does the poem tell us about the way people think differently about the world around them?
It shows people have different ideas of beauty and value. What seems like just stones to the speaker is a lovely treasure to Mrs. Jones, teaching us to respect different perspectives with humour.
Let us learn
I Select the appropriate word from the brackets that correctly replaces the underlined word in the sentences from the text. 1. A sundial with a strange device, (unusual, peculiar, new, rare, external)
peculiar or unusual both fit, but peculiar is closest to strange.
I 2. … which Mrs. Jones thinks rather nice. (pleasant, superior, agreeable, gentle, charming)
pleasant or charming
I 3. They are so delicate… (delicious, fragile, dainty, graceful, weak)
fragile or dainty
I 4. “Where is this lovely thing?” I cried. (exclaimed, wept, shouted, announced, whispered)
exclaimed
II The ‘sundial’ is referred to as a ‘device’ in the poem. Work in pairs to infer the meaning of ‘device’. Share your thoughts with your classmates and teacher. Now, match the type of instruments in Column 1 with their definitions in Column 2. Column 3 shows one example of each type. 1. implement (i) something that is electrical and is used to do work in the house
implement - (iii) something that works on being moved by hand - example spade, knife. Correct matching: implement - (v) something used by hand to make or repair, tool - (iii), equipment - (iv), appliance - (i), gadget - (ii). So 1-(v), 2-(iii), 3-(iv), 4-(i), 5-(ii)
III Complete the table by making new words in Column 1 using the hints given in Column 2. Replace the first letter of the given word to create new words. Column 1 nice (i) dice cut into small pieces (ii) grain that we cook (iii) plural of mouse (iv) bad habit
(i) dice (ii) rice (iii) mice (iv) vice
III soil (i) heat something (ii) work very hard (iii) length of wire in a circle (iv) sheets to wrap food items
(i) boil (soil->boil) (ii) toil (iii) coil (iv) foil
Let us listen
I You will listen to a presentation about the wonderful Rock Garden of Chandigarh. As you listen, answer the following questions using one to three exact words from the presentation. 1. Where was Nek Chand’s Rock Garden featured?
Indian postage stamp (in 1983)
I 2. What kind of sculptures does the Rock Garden have?
colourful sculptures
I 3. How is the Rock Garden divided?
three distinct phases
I 4. Name any one thing that has been transformed into a piece of art in the Rock Garden.
broken toilet pots / terracotta pots / light fixtures
I 5. Approximately, how many statues border the Rock Garden?
around 5,000 statues
Let us speak
I The speaker of the poem might have felt sorry for stepping on Mrs. Jones’ flower. When we make a mistake, we must express regret and apologise for our actions. 1. When we apologise to a friend or a family member, we use informal language. Take turns to apologise for the following situations and respond to the apology. (i) You have eaten your brother’s share of sweets. (ii) You have broken your sister’s flower craft. (iii) You accidentally spilled ink on your mother’s important documents. (iv) You forgot to bring your friend’s notebook to the school after borrowing it.
(i) Sorry, I ate your sweets without asking. I will share mine with you. Response: That's alright. (ii) I'm really sorry I broke your flower craft. I will help you make a new one. Response: It's no big deal. (iii) Sorry, I didn't mean to spill ink on your papers. Please forgive me. Response: These things happen, be careful next time. (iv) I'm sorry I forgot your notebook at home. I'll bring it tomorrow definitely. Response: No problem.
I 2. When we apologise to someone in authority like a Principal or a teacher in a formal setting, we use formal language. Work in pairs and take turns to apologise for the following situations and respond to the apology. (i) You did not bring an assignment that was due for submission. (ii) You were late to school for the past three days and had to meet the Principal. (iii) You did not submit your project work and were asked to explain.
(i) I'm extremely sorry for not bringing my assignment. I promise it won't happen again. Response: I accept your apology, please submit it tomorrow. (ii) I owe you an apology for being late. I assure you this will never happen again. Response: I appreciate you saying this, but ensure punctuality. (iii) I really regret not submitting my project on time. I'll do my best not to repeat it. Response: I'm glad you realised your mistake, submit by tomorrow.
Let us write
You are a member of the Nature Club of your school. Draft a notice informing the students of Grades 6–8 about the inauguration of the Herb Garden. Points to remember: Mention purpose, date, time, venue, whom to contact.
DAFFODIL PUBLIC SCHOOL NATURE CLUB NOTICE 15 August 2026 Inauguration of Herb Garden All students of Grades 6-8 are informed that our school is inaugurating a Herb Garden on 20 August 2026 at 10 a.m. in the school premises near the Science Block. The garden will help students learn about medicinal plants. Interested students may give their names to the Nature Club Secretary, Class 8, by 18 August. Secretary, Nature Club
Let us explore
I Amrit Udyan is a garden spread over an expanse of 15 acres around Rashtrapati Bhavan in New Delhi. Now, find out about popular gardens in your region and share with your classmates and teacher.
In my region there is Lodhi Garden and National Rose Garden in Delhi. Lodhi Garden has historic tombs, lakes and many flower species, popular for morning walks and botanical learning.
II A herbarium is a collection of plant samples preserved for long-term study, usually in the form of dried and pressed plants mounted on paper. Now, collect some fallen flowers and leaves from your neighbourhood. Place them in folds of a newspaper carefully and put a pile of books on them. After one week, take them out and use them to make a card, wall hanging or any other artwork.
I collected fallen gulmohar petals and neem leaves, pressed them for a week under books, then pasted them on a card to make a greeting card with natural prints.
III Read and enjoy the poem. A Sea of Foliage by Toru Dutt
The poem describes a beautiful garden full of tamarind, mango, palms and bamboos surrounding a sea of green foliage, with moonlight turning lotus into silver, expressing awe at nature's beauty.
Let us do these activities before we read.
I Why do we seek advice of the elderly in our family? Share your thoughts with your classmates and teacher.
We seek elders' advice because they have more knowledge, experience and wisdom gained over many years. They have seen many situations and can guide us with good judgement.
II Knowledge is about learning facts and information, while wisdom is about using that knowledge with good judgement. Work in pairs. Read the following situations and classify each one as either ‘knowledge’ or ‘wisdom’. 1. Riya’s understanding of plant care helped her grow a healthy vegetable garden. 2. Mr. Kumar values time with family over chasing wealth. 3. Karuna’s expertise in computer programming helped her develop a successful app. 4. Rohan understood the value of time management and created a timetable. 5. Ramesh chose to forgive his friend for a misunderstanding. 6. Ms. Vaijayanthi delivered a lecture on Indian Classical music.
Knowledge: 1. Riya's plant care knowledge, 3. Karuna's programming expertise, 6. Ms. Vaijayanthi's lecture. Wisdom: 2. Mr. Kumar valuing family, 4. Rohan managing time wisely, 5. Ramesh forgiving his friend.
III Observe the picture carefully. What do you think might have happened? Share your answers with your classmates and teacher.
The picture shows a merchant running worriedly toward four young men on a road to a city. It seems he has lost his camel and is asking them if they have seen it.
Let us discuss
I Complete the following sentences with suitable reasons. 1. Shiv Datt said, “I believe it has been over a week, perhaps even longer,” because it had been a long time since they left the village.
Given example - shows their long journey.
I 2. Dev Datt said, “Indeed, we ought to be united in this hope. That is why we press on towards Ujjain,” because ___________________________.
they all hoped to get an audience with the King of Ujjain and gain employment, so they needed to stay united and keep moving.
I 3. Har Datt said, “Look there, friends. A camel has passed this way. The tracks are fresh,” because ___________________________.
he noticed fresh camel footprints on the dusty road while walking.
I 4. Shiv Datt said, “It appears to be a merchant, running as if pursued by trouble,” because ___________________________.
he saw a worried merchant running hastily towards them as if he had lost something valuable.
I 5. The merchant said, “How could you possibly know that? The poor creature has been unwell for two weeks now. Surely you are a healer!” because ___________________________.
Dev Datt correctly described the camel's stomach pain without having seen it, which astonished him.
I 6. Dev Datt said, “You are free to do as you wish, sir. If the King desires our presence, we shall be waiting under that banyan tree yonder,” because ___________________________.
the merchant accused them of stealing and they were confident of their innocence and willing to face the king's justice.
I Arrange the following events in order of their occurrence from Scene II of the play. 1. The King makes the four young men his advisers, impressed by their skills. (8) 2. Ram Datt explains how he infers from the tracks that the camel is lame. 3. The King asks the merchant to clearly state his accusation. 4. The King praises the young men for their observations and dismisses the merchant’s accusation. 5. Shiv Datt reveals that the camel is blind in its right eye as it had only chewed on the leaves on the left side of the road. 6. Dev Datt explains his observation about the camel’s pain and careful movement. 7. Har Datt clarifies how he knew that the camel has a short tail. 8. The merchant accuses the four men of knowing a lot about his missing camel.
Correct order: 3. The King asks merchant to state accusation (1), 8. Merchant accuses four men (2), 2. Ram Datt explains lame leg (3), 5. Shiv Datt reveals blind eye (4), 7. Har Datt clarifies short tail (5), 6. Dev Datt explains stomach pain (6), 4. King praises young men and dismisses accusation (7), 1. King makes them advisers (8).
Let us think and reflect
I Read the given extracts and answer the questions that follow. 1. Dev Datt : Ten days are but a short span in the grand scheme of things. We may still have many more roads to wander before we find employment befitting all four of us. Ram Datt : If only we could secure an audience with the King of Ujjain. I am confident he would recognise our talents and appoint us to his service. (i) Identify the false statement from the two given below and rectify it. A. Dev Datt believes that finding employment is an easy task. B. Ram Datt is confident that the King would recognise their talents.
A is false. Dev Datt does not believe finding employment is easy; he says it may take many more roads and time, showing it is difficult.
I 1. (ii) What does Ram Datt’s confidence in gaining the King’s recognition tell us about him?
It shows he is self-confident, optimistic and believes in his and his friends' talents and observation skills.
I 1. (iii) Complete the sentence given below with the correct option from those given. In the line, ‘That’s why we press on towards Ujjain’, the phrase ‘press on’ refers to __________. A. walking with heavy steps B. moving forward with determination C. slowing down frequently for rest D. stopping briefly to save time
B. moving forward with determination
I 1. (iv) Har Datt says, “We need to devise a strategy.” What can be inferred about Har Datt’s character from his statement? A. He is doubtful of their abilities and wants to give up. B. He is eager to rush into the palace without preparation. C. He is cautious and thoughtful, preferring to plan ahead. D. He relies on others to make decisions for the group.
C. He is cautious and thoughtful, preferring to plan ahead.
I 2. King : (To the four men) You have demonstrated remarkable intelligence and the ability to see beyond the obvious. Such minds are rare and highly valued in my court. I extend to you the honour of becoming my advisers. (i) Select the option that is true for both Assertion (A) and Reason (R). (A): The Merchant left the court feeling humbled and ashamed. (R): The King commanded that the four wise men join his court. A. Both (A) and (R) are true, and (R) is the correct explanation of (A). B. Both (A) and (R) are true, but (R) is not the correct explanation of (A). C. (A) is true, but (R) is false. D. (A) is false, but (R) is true.
B. Both (A) and (R) are true, but (R) is not the correct explanation of (A). The merchant felt ashamed because his accusation was proved false, not because the king appointed advisers.
I 2. (ii) Complete the following sentence by choosing the correct option. The line, ‘See beyond the obvious’ means that the men had the ability to ______. A. challenge common beliefs with reasoning B. interpret information in traditional ways C. notice details that others might overlook D. predict what is going to happen in the future
C. notice details that others might overlook
I 2. (iii) Complete the following sentence with a suitable reason. Ram Datt described the King’s offer as ‘an honour we had not dared to dream of’ because ___________.
they were poor travellers seeking ordinary employment and never expected to be directly appointed as royal advisers.
I 2. (iv) How does the King’s offer to the four men reflect his values as a ruler?
It shows he values wisdom, keen observation and intelligence over wealth or status, and he is just and generous in rewarding merit.
II Answer the following questions. 1. What does the dusty road leading to Ujjain tell us about the challenges of the young men’s journey?
The dusty, long road shows their journey was tiring, difficult and undertaken on foot under the hot sun, indicating patience and determination despite hardship.
II 2. Why did the merchant become suspicious of the four men? What does this tell us about him?
Because they described his camel's exact defects perfectly without having seen it, he thought they must have stolen it. This shows he is hasty, suspicious and quick to accuse without understanding.
II 3. How do the four young men’s observations about the camel serve as a turning point in the play?
Their detailed deductions prove their intelligence and innocence, change the king's view from suspicion to admiration, and lead to their appointment as advisers, also clearing the misunderstanding.
II 4. Why did the King believe the four young men and not the merchant?
Because each young man gave a logical, evidence-based explanation for his deduction from tracks, leaves, blood spots and footprints, showing wisdom beyond sight, whereas the merchant had no proof of theft.
II 5. How does the capability of the four young men make them suitable to become advisors?
They are keenly observant, logical, can see beyond the obvious, explain reasons clearly, and remain calm under accusation - qualities needed for wise counsel.
II 6. Why does the merchant feel ashamed for accusing the four young men of stealing his camel? Explain in your own words.
He realises they did not steal but inferred details through intelligence. His baseless accusation before the king was wrong, so he feels chastened and embarrassed.
Let us learn
I Complete the sentences by filling in the noun form of the textual words given in the brackets. 1. Some word games need a lot of thought and _________________. (deduce)
deduction
I 2. We need to make close _________________of animals in order to understand their behaviour. (observe)
observation
I 3. A detailed _________________ of the documents shows a lot of errors. (scrutinise)
scrutiny
I 4. You should not make any false _________________against anyone. (accuse)
accusations
I 5. She was given an award in _________________of her contribution to literature. (recognise)
recognition
II Match the expressions in Column 1 with their meanings in Column 2. 1. with all our hearts (i) surprised
with all our hearts - (vi) complete sincerity
II 2. to be precise (ii) starts cheering together
to be precise - (iv) exact and accurate
II 3. gain an audience with (iii) hidden information that is not obvious
gain an audience with - (v) meeting or hearing someone
II 4. catch his breath (iv) exact and accurate
catch his breath - (vii) to pause or rest for some time
II 5. erupts in applause (v) meeting or hearing someone
erupts in applause - (ii) starts cheering together
II 6. grand scheme of things (vi) complete sincerity
grand scheme of things - (viii) overall plan of life in a larger context
II 7. taken aback (vii) to pause or rest for some time
taken aback - (i) surprised
II 8. more than meets the eye (viii) overall plan of life in a larger context
more than meets the eye - (iii) hidden information that is not obvious
II Now, make sentences using any five of the expressions from Column 1. e.g., with all our hearts
1. We thanked our teacher with all our hearts for her guidance. 2. To be precise, the meeting starts at 9 a.m. 3. The poet hoped to gain an audience with the king. 4. After running, he stopped to catch his breath. 5. The audience erupted in applause after the play.
III Match the different meanings of ‘face’ and ‘bear’ with the correct usage in the sentences. face 1. (n.) the front part of a person’s head (i) Ravi turned to face his father
face 1. (n.) round smiling face matches (iii) She has a round, smiling face. 2. (v.) to be positioned with face towards matches (i) Ravi turned to face his father. 3. (v.) to deal with difficult situation matches (iv) We should be ready to face life's challenges. 4. (n.) front surface of a thing matches (ii) The face of the clock was painted red.
III bear 1. (v.) tolerate (i) The trees that I planted took a long time to bear fruit.
bear 1. tolerate matches (iv) I can't bear the honking. 2. accept matches (iii) Riya agreed to bear responsibilities. 3. large heavy mammal matches (ii) I spotted a bear on safari. 4. produce matches (i) Trees took time to bear fruit.
IV Match the highlighted words in the sentences in Column 1 with the functions they express in Column 2. 1. I will gladly pay your fee if you can cure it. (i) expression of disbelief
1. will - (ix) willingness
IV 2. You must have stolen it and sold it off. (ii) imagined possibility
2. must have - (v) logical conclusion
IV 3. You shall come with me to face the King! (iii) moral obligation
3. shall - (x) command
IV 4. How could you possibly know that? (iv) challenge
4. could - (i) expression of disbelief
IV 5. I am confident he would recognise our talents (v) logical conclusion
(viii) prediction — 'I am confident he would recognise our talents' expresses a confident prediction about the future.
IV 6. A camel with a long tail would have fended off pests (vi) wish or hope
(ii) imagined/hypothetical possibility — 'would have fended off' describes an imagined past situation that did not actually happen (a past counterfactual).
IV 7. They may tell us more than meets the eye. (vii) necessity
7. may - (xi) possibility
IV 8. May your wisdom shine upon Ujjain (viii) prediction
8. May - (vi) wish or hope
IV 9. Indeed, we ought to be united in this hope. (ix) willingness
9. ought to - (iii) moral obligation
IV 10. We need to devise a strategy. (x) command
10. need to - (vii) necessity
IV 11. You speak of my camel as if it stood before you (xi) possibility
11. as if it stood - (iv) challenge / hypothetical comparison
V Complete the following story with modal verbs in the box given below by using the clues from the functions given within brackets. may must should can might could need to An old man, known for his wisdom, lived in a small village. One day, a young boy asked him, “How 1. _______ (ability) I become wise like you?”
1. can
V 2. Wisdom 2._______ (necessity) be earned through patience.
2. must
V 3. You 3. _______ (suggestion) listen, more than you speak.
3. should
V 4. It 4. _______ (weak possibility) take years, but I’ll try.
4. might or may
V 5. You 5._______ (obligation) learn from your mistakes too.
5. must or need to
V 6. Wisdom 6. _______ (possibility) come slowly, but it always arrives for those who seek it.
6. may
V 7. he 7. _______ (ability) become wise if he followed the old man’s advice.
7. could or can
VI Rewrite the following sentences using appropriate modal verbs. You may take clues from the highlighted words. 2. It is unnecessary to worry about things beyond your control.
You need not worry about things beyond your control.
VI 3. It is not possible for a person to gain experience without taking risks.
A person cannot gain experience without taking risks.
VI 4. It is essential to treat others with kindness, even when they disagree with you.
You must treat others with kindness, even when they disagree with you.
VI 5. It is not allowed to interrupt when someone else is speaking.
You must not interrupt when someone else is speaking.
Let us listen
I You will listen to four people sharing their thoughts on why they enjoy witty characters in stories. As you listen, match statements 1–6 given below to the speakers (i)–(iv). There are two statements you do not need. Statements Speaker No. 1. Witty characters prove that cleverness is as powerful as strength. 2. Witty characters show us ways to make learning enjoyable. 3. Witty characters in a story keep the reader involved. 4. Witty characters teach me that tricky situations can be managed calmly. 5. Witty characters add excitement to a story by their extraordinary deeds. 6. Witty characters can deactivate tense situations with their cleverness.
Speaker (i) matches 6. can deactivate tense situations and 4. tricky situations can be managed calmly. Speaker (ii) matches 1. cleverness is as powerful as strength and 5. add excitement. Speaker (iii) matches 1 and 4. Speaker (iv) matches 3. keep the reader involved and 2. make learning enjoyable. Two statements not needed are left out intentionally; most accurate mapping: (i)-6, (ii)-1, (iii)-4, (iv)-3 and 2.
Let us speak
I The way in which a word is stressed in a sentence can change its meaning. Now, work in pairs. Take turns to say the following sentences aloud by stressing on the highlighted words. I take my dog for a walk in the evening etc. Share meanings.
Stress on I means I, not someone else, take the dog. Stress on take my dog means take, not give. Stress on my dog means my dog, not someone else's dog. Stress on walk means for a walk, not for a run. Stress on evening means in evening, not morning.
II Statements and exclamatory sentences usually end with a falling tone. Practise by saying the following sentences with the correct intonation. Good day, kind sirs etc.
All these statements use falling tone ↘: Good day, kind sirs ↘ We regret to inform you ↘ You describe it perfectly! ↘ You shall come with me to face the King! ↘
Let us write
I You have observed that the kutcha road leading to your colony is in a very bad condition due to heavy rains. The potholes are dangerous for people and can lead to accidents. They also serve as a breeding ground for mosquitoes as there is stagnant water all around. Write a letter of complaint to the Commissioner, Municipal Corporation or the Sarpanch, Gram Panchayat to look into the matter and take necessary action. Follow format of formal letter.
To The Commissioner, Municipal Corporation, [Your City] Subject: Complaint about bad condition of kutcha road Respected Sir, I would like to bring to your attention the poor condition of the kutcha road leading to our colony. Due to heavy rains, it has developed large potholes. The problems we face are that pedestrians and vehicles can meet accidents, and stagnant water breeds mosquitoes causing health risks. Consequently, daily life is inconvenienced. I request you to look into this matter and repair the road promptly and ensure drainage. I look forward to your prompt response. Yours faithfully, XYZ, Class 8, [School Name] Date: 8 Aug 2026
Let us explore
I Staging a play requires creativity, organisation, and teamwork. Steps involved in staging a play. Now, present the enactment of the play ‘Wisdom Paves the Way’ with the help of the steps you have just read.
We will follow the steps: choose the play, assign director and stage manager, hold auditions for King, four young men, merchant and sentries, plan movements, rehearse with props like camel footprints, design costumes for royal court, arrange lights and sound, do dress rehearsal and then present before the school audience.
II Stories related to wit and wisdom have always fascinated the readers. Go to the library and read the stories associated with the following. Vikramaditya and Betal, Tenali Rama, Gopal the Jester, Panchatantra Tales
I read Vikram and Betal - Betal's riddles test Vikram's wisdom, and a Panchatantra tale - The Crow and the Pitcher, showing wit solves problems. Both teach that intelligence is more powerful than strength.