khushikhanera

Let us do these activities before we read (Page 28)

Q1: Work in pairs. Recall a visit to a place that you liked. Discuss the details of that place and write about the following: 
1. Name of the place
2. The person(s) you went with
3. The things that you could: see, listen, smell, taste, touch and feel

Ans: Example:
– Name: Dalhousie
– Person(s): Family
– See: Green mountains, clouds
– Listen: Birds chirping, wind
– Smell: Fresh flowers, pine trees
– Taste: Local tea, snacks
– Touch and feel: Cool breeze, soft grass

Q2: How does this memory make you feel?
Ans: This memory makes me feel happy and relaxed because it reminds me of fun times with my family.

Q3: Do you think your visit/experience would be different if you could not see or hear? Share your answers with your classmates and the teacher.
Ans: Yes, the visit would be different. Without seeing, I couldn’t enjoy the mountains’ beauty. Without hearing, I’d miss the birds and wind. I’d rely more on touch, smell, and taste.

Let us discuss (Page 31)

QI Work in pairs. Identify the statements that are true from the ones given below. Share your answers with the teacher.

1. The author expresses a deep longing to experience the world through the sense of hearing.
Ans: False.

The author talks mainly about how much she wishes to see the world. While she does mention other senses like hearing, touch, and smell, her strongest desire is to see the beauty of people, nature, and the city.

2. The author would like exploring the city only to observe how people are suffering.
Ans: False.

The author wants to explore the city to understand how people live their daily lives. She mentions seeing smiles, determination, and suffering. She doesn’t focus only on suffering but wants to observe the complete human experience.

3. The author would spend the first day seeing the people whose kind-heartedness and friendship have enriched her life.
Ans: True.

The author clearly says she would spend her first day seeing her friends and loved ones, whose kindness has made her life meaningful. She wants to look into their eyes and faces, which she usually feels through touch.

4. The author acknowledges that even in three days, she would not be able to see everything.
Ans: True.

She admits that three days are too short to see everything she wants. She says only after darkness returns will she realize how much she missed.

5. The author feels that everyone can find the greatest joy merely by the sense of touch.
Ans: False.

Although she finds joy in touch, she clearly says that sight is the most delightful of all senses. She believes it brings the most beauty and understanding of the world.

6. The author advises those who can see to appreciate every moment as if they might lose their senses tomorrow.
Ans: True.

The author gives a strong message to use all senses fully. She asks people to see, hear, touch, taste, and smell everything as if they may not have these senses tomorrow. This teaches us to value what we have.

7. On the third day, the author would like to observe people in their daily lives and understand their experiences.
Ans: True.

She says she would spend her third day in the city, watching people at work and in daily routines, trying to understand their lives through their actions, expressions, and interactions.

QII: Complete the table given below with what Helen Keller wanted to do on the three days if she had sight.

Ans:

QIII: The author says that you need eyes to be able to ‘see’ the true self of a person. Therefore, she refers to the eye as ‘window of the soul’. How is the narrator able to understand the feelings of a person?

Ans: The narrator understands feelings by touching people’s faces. She feels laughter, sorrow, and other emotions through her fingertips.

Let us think and reflect (Page 32)

QI. Read the extracts given below and answer the questions that follow.

1. I feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver birch, or the rough, shaggy bark of a pine. In spring, I touch the branches of trees hopefully in search of a bud, the first sign of awakening Nature after her winter’s sleep. Occasionally, I am very fortunate; I place my hand gently on a small tree and feel the happy quiver of a bird in full song.

(i): What does the ‘delicate symmetry of a leaf’ symbolise?
Ans: It symbolises the beauty and balance in nature.

(ii): List two phrases from the extract that describe the texture of objects in nature.
Ans:
1. Smooth skin of a silver birch
2. Rough, shaggy bark of a pine

(iii): Complete the sentence appropriately. The phrase ‘awakening Nature after her winter’s sleep’ refers to
Ans: the start of spring when nature comes alive with new growth.

(iv): What is the tone of the writer in this extract?
Ans: C. admiring

2. The next day I should arise with the dawn and see the thrilling miracle by which night is transformed into day.  I should behold with awe the magnificent panorama of light with which the sun awakens the sleeping earth. This day I should devote to a hasty glimpse of the world, past and present. I should want to see the pageant of man’s progress, and so I should go to the museums.

(i): The word ‘thrilling’ has been used with ‘miracle’. Which of the following words does not match with the word ‘thrilling’?
A. experience B. tale C. knowledge D. adventure
Ans: C. knowledge

(ii): Why does the writer refer to the earth as ‘sleeping earth’?
Ans: The earth is called ‘sleeping’ because it seems quiet and still at night before the sun brings it to life.

(iii): Complete the sentence with an appropriate reason. The writer wishes to dedicate the day to a brief look at the present and past world because
Ans: she wants to see the progress of humans and the history of the earth in museums.

(iv): Why does the writer use ‘should’ multiple times in the extract?
Ans: The writer uses ‘should’ to show her strong desire and plan for what she would do if she could see.

QII. Answer the following questions.

1: The sense of touch makes up for the loss of sight and hearing. Explain this statement with reference to the text.
Ans: The author feels the texture of leaves, tree bark, and a bird’s quiver through touch. This helps her enjoy nature and understand emotions, making up for not seeing or hearing.

2: Why does the author believe that the sense of sight is the most wonderful?
Ans: The author believes sight is the most wonderful because it reveals more beauty, like the colors of nature and people’s expressions, which she can only imagine through touch.

3: How might the author’s opinion on making the most of our senses guide us to be kinder towards people with special abilities?
Ans: The author’s advice to value senses teaches us to appreciate what others might lack. This makes us more understanding and supportive of people with special abilities.

4: What is the significance of imagining the loss of a sense, according to the author?
Ans: Imagining the loss of a sense makes us value it more and use it fully, appreciating the world’s beauty before it’s gone.

5: How does the author encourage people to approach their everyday sensory experiences?
Ans: The author encourages people to use their senses fully, as if they might lose them tomorrow, to enjoy the world’s beauty and pleasures.

6: What do the author’s choices for the three days tell us about her values and priorities?
Ans: Her choices show she values relationships (seeing friends on Day 1), learning about history and progress (museums on Day 2), and understanding people’s lives (city on Day 3).

Let us learn (Page 34-35)

I. Sensory words are descriptive—they describe how we experience the world: how we see, hear, smell, taste or feel something. 

Complete the following table with sensory words from the text in Column 2 for the five senses in Column 1. Add new words in Column 3.

Complete the following table with sensory words from the text in Column 2 for the five senses in Column 1. Add new words in Column 3.

Ans:

QII: Read the following sentences from the text and underline the verbs. 

• I should divide the period into three parts.
• On the first day, I should want to see…
• The next day I should arise with the dawn…
• I should behold with awe… 

Ans: 

• I should divide the period into three parts.
• On the first day, I should want to see…
• The next day I should arise with the dawn…
• I should behold with awe… 

The words you have underlined are a combination of two verbs. In each of these sentences, ‘should’ is the modal verb (suggestion), and the second verb (divide, want, arise, behold) is the main verb.

Modal verbs are auxiliary verbs that express necessity, possibility, permission, or ability. They are used before the main verb to give additional information about the function of the main verb. Common modal verbs include can, could, may, might, shall, should, will, would, must, and ought to.

QIII: Identify the modal verbs in the following sentences. Choose the functions they express from those given in the box below.

1. You can learn a lot from this experience. 
Ans: Modal: can, Function: ability

2. They might arrive late due to traffic. 
Ans: Modal: might, Function: possibility

3. She must finish her homework before dinner.
Ans: Modal: must, Function: necessity

4. They ought to apologise for their mistake.
Ans: Modal: ought to, Function: moral obligation

5. He would like to have some lassi, please.
Ans: Modal: would, Function: polite request

QIV: Read the situations in Column 1 and functions in Column 2. Fill in the blanks in the sentences in Column 4 with appropriate modal verbs from Column 3. After filling in the blanks, explain the function of each modal verb you used to your classmates and the teacher.

Ans:Column 1Column 2Column 4You want to leave work early.permission(i) I may leave early today if I finish all my tasks? – Function: permissionYou have an important deadline tomorrow.obligation(ii) I must finish this report by tomorrow. – Function: obligationYour friend is thinking whether to join Art class.advice(iii) You should consider all the pros and cons before making a decision. – Function: adviceThere are dark clouds in the sky.possibility(iv) It might rain later today. – Function: possibilityAsking someone to pass the salt at the dinner tablepolite request(v) Would you pass the salt, please? – Function: polite requestAdvising someone to apologise for a mistakemoral obligation(vi) You ought to apologise for the mistake you made. – Function: moral obligationDeciding where to go for picnicsuggestion(vii) We shall go to any park nearby for picnic. – Function: suggestion

Let us listen (Page 36)You will listen to a conversation between a mother and son. As you listen, select four true statements from 1–7 given below. (Transcript for the teacher on pg. 41)
Transcript: 
Anuj : Ma, we have a new student in our class, Tara. She’s quite talkative and pleasant. You know, the writing in her books doesn’t look like ours. It’s different. She told us that it’s called Braille. 
Mother : It’s great to know that your school has facilities to address the needs of the visually impaired. Thanks to the Digital India Initiative, which is paving the way for inclusion of the visually impaired. 
Anuj : Oh, Digital India! That’s about being computer literate, isn’t it? 
Mother : Well, Digital India is about more than just internet access. It aims to include everyone, including people with disabilities, by providing digital infrastructure and services. For the visually impaired, it means access to assistive technologies like screen readers, voice-overenabled smartphones and apps that can make daily activities easier. 
Anuj : Ohh… interesting. What is a screen reader, Ma? 
Mother : I knew you’d ask about it! Well, a screen reader is a software application that helps people who are visually impaired use computers and smartphones. It reads out the text displayed on the screen and provides audio feedback. 
Anuj : That’s amazing! So, Tara can use a computer just like we do? 
Mother : Yes, she can. Anuj : So, it makes a big difference in their daily lives. 
Mother : It certainly does. It ensures that people who are visually impaired can use digital services independently, without help from others. This can improve their quality of life. It also opens up more job opportunities in fields like IT, banking, and more, where they can work just efficiently like anybody else. 
Anuj : Wow! So that means people who are visually impaired can work and do things on their own? I’m so proud of my school. 
Mother : Yes, and this way, we can ensure that the benefits of Digital India reach everyone, helping them to participate fully in all areas of life. 
Remember, inclusion is not just about having the right tools, but also about having the right mindset.

Ans:

1. Anuj finds the concept of Braille fascinating and wants to learn more about it.
   Answer: False
   Anuj finds it interesting but does not express a desire to learn more about Braille.
2. Mother is unsure of the school’s efforts to include students with visual impairment.
   Answer: False
   Mother appreciates the school’s efforts and praises the inclusion supported by the Digital India initiative.
3. Anuj initially thinks that Digital India is only about learning how to use computers.
   Answer: True
   He says, “Oh, Digital India! That’s about being computer literate, isn’t it?”
4. Mother believes that screen readers are very effective for persons who are visually impaired.
   Answer: True
   She explains how screen readers work and how helpful they are for visually impaired users.
5. Anuj already knew that persons who are visually impaired can use computers and smartphones.
   Answer: False
   Anuj is surprised and says, “That’s amazing! So, Tara can use a computer just like we do?”
6. Anuj wants to know about the effectiveness of assistive technologies for persons who are visually impaired.
   Answer: True
   He shows curiosity by asking about screen readers and their use.
7. Mother believes a right mindset is the best support for persons who are visually impaired.
   Answer: True
   She says, “Inclusion is not just about having the right tools, but also about having the right mindset.”

Let us speak (Page 36)

Q: Work in pairs, Take turns to speak for a minute on any one of the senses you value the most. Use the given prompts to frame your response before you speak.

Ans: Example response:
I value my sense of sight the most because it lets me see the world’s beauty. One of my favorite experiences is watching sunsets. This is so because the colors are so vibrant. I appreciate being able to see my family’s faces. God forbid, if I were to lose the sense of sight, it would make me feel sad. I would not be able to see nature. I thank God that I am able to see.

Let us write (Page 37)

Q: A descriptive paragraph describes a person, place, object or event to create a memorable experience for the reader. Write a descriptive paragraph describing a place that you visited recently.
Follow the guidelines given below to draft this paragraph. 
1. In the opening line, begin with something interesting to capture the reader’s attention. Introduce the place you visited. 
2. In the supporting lines, describe the place using adjectives and specific details that appealed to your five senses—sight, sound, smell, taste, and touch. You may include alliterations, similes, and personifications to hold the reader’s attention. 
3. In the concluding lines, summarise the description to provide a final impression. Mention what was the most important thing about that place which others should also experience. 

Ans: Last weekend, I stepped into a world of calm and colour when I visited the Rose Garden in Chandigarh. As soon as I entered, a wave of sweet floral fragrance greeted me like a gentle whisper of nature. The garden was bursting with vibrant roses of every shade—ruby reds, sunshine yellows, soft pinks, and even rare blues—that danced in the breeze like cheerful butterflies. The leaves rustled softly, and birds chirped in a rhythm that sounded like nature’s own melody. The air was fresh and cool, brushing gently against my skin like a silk scarf. As I walked along the winding stone paths, I tasted the crisp freshness of the morning air and felt the soft crunch of gravel under my feet. Every corner of the garden seemed to tell a story, as if the flowers were whispering secrets to the wind.

The most magical moment was standing near the central fountain, where water sparkled in the sunlight like scattered diamonds. What made the Rose Garden unforgettable was not just its beauty, but the peaceful feeling it gave—like pressing pause on a busy life. Everyone should visit this place to experience how nature can refresh the heart and calm the mind.

Let us explore (Page 37)

I. Do you know how persons with visual challenges are able to read and write? They read through touch with the help of Braille, a code of raised dots that represents the letters of the alphabet. This tactile code was developed over a period of nine years by Louis Braille, who became blind at a very young age due to an accident. 

Study the code given below and write your name using it. You may use bindis or grains of daal to make the dots that you can touch and feel.

Ans: 

Here’s how you can write your name using Braille:

• Read the Braille code carefully. Braille consists of six dots arranged in two columns of three dots each. Different combinations of these raised dots represent different letters of the alphabet.
• Look up the Braille code for each letter of your name. For example, here is the Braille representation for the first few letters:

LetterBraille Dots (1 = raised)A⠁ (Dot 1)B⠃ (Dots 1,2)C⠉ (Dots 1,4)D⠙ (Dots 1,4,5)E⠑ (Dots 1,5)F⠋ (Dots 1,2,4)G⠛ (Dots 1,2,4,5)H⠓ (Dots 1,2,5)I⠊ (Dots 2,4)J⠚ (Dots 2,4,5)

• Write your name using bindis, daal grains, or sketch dots on paper arranged in the Braille pattern for each letter. For example, if your name is RAVI, you would look up the Braille for R, A, V, and I and represent them using touchable dots.

II. Have you heard about the International Day of Persons with Disabilities? Find out when and how it is observed in India. Write your findings on a sheet and put it up on the class board.

Ans: 

International Day of Persons with Disabilities – December 3

The International Day of Persons with Disabilities is observed every year on December 3. This special day is dedicated to promoting the rights, dignity, and well-being of people with disabilities in every part of society.

How It Is Observed in India:

In India, the day is marked with awareness programs, cultural events, and activities that focus on inclusion and accessibility. Schools, colleges, government institutions, and various organizations take part in celebrating this day by organizing events that highlight the importance of equal opportunities for everyone.

One major step taken in India is the Accessible India Campaign, which works to make public spaces, transport systems, and digital platforms more friendly and usable for people with disabilities.

India has also passed the Rights of Persons with Disabilities Act, which supports the rights and needs of individuals with disabilities, encouraging their full participation in education, employment, and social life.

Why This Day Matters:

This day reminds us that people with disabilities are an important part of our society. We should remove all barriers that stop them from living freely and support their dreams and talents. By creating an inclusive and respectful environment, we can build a better and kinder world for all.

III Do you want to know about sign language? Go to the link given below to learn about the Indian sign language.
https://ncert.nic.in/pdf/accessibility/ISL_200word_v15.pdf 

Page 16: Let us do these activities before we read

Q1: Who inspires you to do your best?
Ans: This is a personal response question. For example, you could say: My parents inspire me to do my best because they always encourage me to work hard and never give up.

Q2: Work in pairs, identify what you see in the pictures given below. What can we learn from them? Share your answers with your classmates and the teacher.

Ans: 

1. Honey bees: The picture shows honey bees working together in a hive, collecting nectar. We learn the importance of teamwork and hard work, as bees work tirelessly to make honey and support their colony.
2. Spiders: The picture shows a spider spinning its web, trying again even if the web breaks. We learn to be persistent and keep trying, just like the spider in the poem, even when we face difficulties.
3. Migratory birds: The picture shows a flock of migratory birds flying in a V-shape over a long distance. We learn about determination and endurance, as these birds travel thousands of miles to reach their destination.
4. Bird: The picture shows a single bird building a nest or feeding its young. We learn about care and responsibility, as the bird works hard to protect and provide for its family.
5. Ants: The picture shows ants carrying food in a line to their anthill. We learn about cooperation and discipline, as ants work together and follow a system to achieve their goals.
6. Apple tree: The picture shows an apple tree growing strong, bearing fruit after years of growth. We learn about patience and perseverance, as the tree takes time to grow, but eventually produces fruit.

Page 19: Let us discuss

QI: Complete the summary of the poem by filling in the blanks with suitable words from the text given in the box below. Share your answers with the teacher.

The poem, written in a narrative style, tells the story of King Bruce of Scotland, who was feeling 1. _____________ after failing multiple times to achieve something 2. _____________ for his people. In a moment of 3. _____________, he observed a spider trying to reach its web high above. The spider 4. _____________ every time it fell after getting close to its goal. It made nine 5. _____________ and finally succeeded. The king said that the spider had 6. _____________ and so would he. Inspired by the spider’s determination, King Bruce decided to 7. _____________. When he 8. _____________ this time, he ultimately succeeded.
Ans:

1. low
2. great
3. despair
4. tried
5. attempts
6. conquered
7. try
8. mounted

QII. Complete the following sentences suitably

1: We can say that the poet uses the narrative style because _________. 
Ans: The poem tells a story about King Bruce and the spider, describing events in a sequence like a tale.

2: The central idea of the poem is ________. 
Ans: perseverance and not giving up, even after repeated failures.

QIII. Pick three examples from the poem for each of the following:

1: lines that describe the spider’s efforts.
Ans:

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

2: alliteration (the repetition of the same consonant sounds at the beginning of closely connected words).
Ans:

1. “cling and crawl”
2. “silken, filmy clue”
3. “brave attempts”

QIV: Why does the poet repeat the following words or phrases in the poem? 
tried and tried; steadily, steadily; up, up
Ans: The poet repeats these words to emphasise the spider’s determination, persistence, and continuous effort to reach its goal despite falling multiple times.

QV. Fill in the blanks by choosing the correct answer from within the brackets

1: The rhyme scheme of the poem is (AABB/ABBA/ABAB)
Ans: AABB

2: ‘Bravo’ is an example of (conjunction/interjection/adjective)
Ans: interjection

3: The poet uses ‘twas and ‘tis for the sake of (rhythm/rhyme/contraction)
Ans: contraction

QVI. The spider’s climbing is compared to King Bruce’s own struggles. Just as the spider repeatedly attempts to reach its web, Bruce is trying to achieve a great deed for his people. This poetic device is called a metaphor. It strengthens the poem’s message about perseverance—keep trying till we succeed.

A metaphor is a figure of speech that involves an implied comparison between two unlike things without using ‘like’, ‘as’, or ‘as…as’. It suggests that one thing is another, highlighting similarities between them to add deeper meaning or understanding.

1: Read the following sentences and identify metaphors and similes. Write M for metaphor and S for simile.
Ans:
(i) He ran as fast as a cheetah. – S
(ii) The world is a stage. – M
(iii) The night was as dark as coal. – S
(iv) He sang like an angel. – S
(v) Her voice was music to his ears. – M

(vi) The classroom was a zoo. – M
(vii) The baby slept like a log. – S
(viii) Her smile was as bright as the sun. – S
(ix) The lake was a mirror, reflecting the sky. – M

2: Read the following sentences and transform the similes to metaphors and metaphors to similes.
(i) Knowledge spreads like the branches of a mighty tree. 
Knowledge is a spreading branch of a mighty tree.

(ii) His courage was a beacon, guiding us through the storm.
His courage was as bright as a beacon guiding us through the storm.
His courage was like a beacon guiding us through the storm.
(iii) The book was a treasure chest, filled with endless adventures.
Ans: Simile: The book was like a treasure chest, filled with endless adventures.
(iv) Her laughter was a melody that brightened the darkest days.
Ans: Simile: Her laughter was like a melody that brightened the darkest days.

(v) The mountain stood as a guard, watching over the valley below.
Ans: Metaphor: The mountain was a guard, watching over the valley below.

(vi) The night was like a velvet cloak, wrapping the world in mystery.
Ans: Metaphor: The night was a velvet cloak, wrapping the world in mystery.

(vii) Her thoughts were like butterflies in a summer meadow.
Ans: Metaphor: Her thoughts were butterflies in a summer meadow.

Page 21: Let us think and reflect

QI.Read the extracts given below and answer the questions that follow.

1. He flung himself down in low despair,
As grieved as man could be;
And after a while he pondered there,
“I’ll give it all up,” said he. 

Now just at that moment a spider dropped,
With its silken, filmy clue;

(i): Select the phrase which shows the physical expression of the King’s emotional state.
Ans: “He flung himself down”

(ii): Why does the poet use the word ‘low’ before despair?
Ans: The word ‘low’ emphasises the depth of King Bruce’s sadness and hopelessness, showing he felt very down emotionally.

(iii): In the line, ‘And after a while he pondered there’, the word ‘pondered’ means ___________
A. paused B. thought C. noticed D. rested
Ans: B. thought

(iv): The phrase ‘silken filmy clue’ creates an image of something that is (long and light/very delicate and soft).
Ans: very delicate and soft

2. “…when it toils so hard to reach and cling, And tumbles every time.” 

But up the insect went once more,
Ah me! ‘tis an anxious minute;
He’s only a foot from his cobweb door,
Oh say, will he lose or win it?

(i): Choose the correct option to complete the analogy. 
toil: hard:: ___________

A. roll: tumble 
B. tumble: circle
C. compress: roll 
D. jump: tumble
Ans: D. jump: tumble

(ii): List any two characteristics of the spider highlighted in the line, ‘But up the insect went once more’.
Ans:

1. Persistence
2. Determination

(iii): The expression ‘Ah me!’ in the extract indicates a sense of
A. happiness 
B. stress
C. relief 
D. loneliness
Ans: B. stress

(iv): Complete the sentence with an appropriate reason.
Readers are able to relate to this extract because ______________
Ans: it describes the spider’s struggle and effort, which is similar to the challenges people face when trying to achieve their goals.

QII. Answer the following questions.

1: How does the first stanza help in setting the mood of the poem?
Ans: The first stanza describes King Bruce feeling sad and hopeless, creating a mood of despair and disappointment.

2: Describe how King Bruce’s attitude changes from the beginning towards the end of the poem.
Ans: At the beginning, King Bruce is sad and ready to give up. By the end, he is inspired by the spider’s persistence, becomes determined, and tries again successfully.

3: The poet describes every action of the spider in great detail. What does this tell us about his attitude towards the spider?
Ans: The poet admires the spider’s hard work and determination, showing respect for its effort and persistence.

4: How does the spider inspire us to overcome despair and not give up?
Ans: The spider keeps trying to reach its web despite falling many times, teaching us to stay strong and keep working towards our goals even after failures.

5: The poem teaches us that failures are stepping stones to success. Explain.
Ans: The poem shows that the spider failed nine times but succeeded on the tenth try. Similarly, King Bruce failed but succeeded after trying again, proving that failures help us learn and lead to success.

6: The spider’s journey tells us that anyone can be a source of inspiration in our lives. Elaborate.
Ans: The spider, a small creature, inspires King Bruce to keep trying. This shows that inspiration can come from unexpected sources, like nature or everyday things, encouraging us to stay determined.

Page 22: Let us learn

QI: Write the opposites of the following words taken from the poem.
Ans:

1. up – down
2. fast – slow
3. glad – sad
4. win – lose
5. succeed – fail

QII: Choose the correct meaning of the underlined words in the following sentences from the box given below. Frame sentences of your own for these words.

Ans:
(i) endeavour – an attempt to do something new or difficult

• Sentence: I will make every endeavour to finish my project on time.

(ii) toil – work very hard and/or for a long time

• Sentence: Farmers toil in the fields to grow crops for us.

(iii) strive – to try very hard to achieve something

• Sentence: Students should strive to improve their skills every day.

(iv) braced – prepared themselves for something difficult

• Sentence: The team braced itself for the tough match ahead.

QIII: The poem uses words that show distance. For example: a long way up, inch by inch, higher and higher, half-yard higher. Classify the words or phrases in the box given below based on the distance (far or near) and write in the space provided. You may take the help of a dictionary.

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

QIV: Read the following line from the poem. 

‘Twas a delicate thread it had to tread,”

Now repeat the lines five to six times. Are you able to say it clearly?  Create more tongue twisters of your own.
Ans:

• Yes, I can say the line clearly after repeating it five to six times.
• Tongue twisters:
  1. Swift spiders spin strong silk strands.
  2. Clever crabs crawl cautiously close.
  3. Tiny turtles tap tough twigs tightly.

Page 24: Let us listen

I. You will listen to a story about an ant. Read the questions given below and before you listen, guess the answers to these questions.

 (Transcript for the teacher)

Hello everyone, I’m sure you have enjoyed learning about King Bruce and the spider. Let me share another story with you. 
In a thick green forest, there lived a little ant. She was known for her determination and never-give-up attitude. One sunny day, the ant found a delicious piece of roti that was too big for her to carry alone.

“This crumb is huge, but I must get it back to the anthill. My family will be so happy!” she thought to herself. 

She tried to lift the crumb with all her might, but it was too heavy. She tried pushing it, pulling it and even rolling it, but nothing seemed to work. Exhausted and saddened, she sat down and began to cry. 

As the ant sat there, feeling beaten, she noticed a small bird nearby. The bird was trying to build a nest. It picked up twigs and leaves, but every time it tried to place them, the wind would blow them away. However, the bird did not give up. It kept trying, over and over again, until finally, it managed to build a strong nest.

“If that bird can keep trying and succeed, then I shouldn’t give up either,” she thought, feeling inspired. 

Determined once more, the ant gathered all her strength and decided to try again. She called her fellow ants for help. Together, they formed a chain and lifted the crumb with their combined strength. Slowly but surely, they carried the crumb back to the anthill.

“We did it! Thank you, everyone! We showed that with teamwork and never giving up, we can achieve anything!” the ant shouted, excited and grateful. 

She and her friends celebrated their success. 

We too should learn this lesson from the ant’s experience—never give up, no matter how difficult the situation may seem. 

Hope you all liked the story. 

Thank you!

Ans: 

1. What was the ant known for?
(i) determination

2. Why was the ant unable to take the roti home?
(ii) It was too heavy to carry.

3. What was the bird doing?
(iii) picking up leaves

4. How did the bird make the ant feel?
(ii) inspired

5. How did the fellow ants help?
(iii) by joining the ant in her efforts

II. Now, listen to the story once again and as you listen, check whether your answers are correct. 

1. What was the ant known for?
Correct answer: (i) determination
The story states: “She was known for her determination and never-give-up attitude.”

2. Why was the ant unable to take the roti home?
Correct answer: (ii) It was too heavy to carry
It is mentioned that “She tried to lift the crumb with all her might, but it was too heavy.”

3. What was the bird doing?
Correct answer: (iii) picking up leaves
The bird was building a nest using twigs and leaves.

4. How did the bird make the ant feel?
Correct answer: (ii) inspired
After watching the bird’s repeated attempts, the ant felt inspired to try again.

5. How did the fellow ants help?
Correct answer: (iii) by joining the ant in her efforts
The ants worked together and carried the crumb back to the anthill using teamwork.

Page 25: Let us speak

Q: Narrate a personal experience about a time when you were motivated by someone or something to carry on and never give up. Your perseverance helped you.
Ans: 

My Experience of Perseverance

Introduction:
I remember a time when I felt like giving up. It was when I was trying to learn how to ride a bicycle last summer during my school holidays.

Describe the challenge:
The challenge I faced was balancing on the bicycle without falling. I was struggling with keeping the bike steady, and every time I pedaled, I would wobble and fall off. The problem seemed too big because I kept falling and scraping my knees, and I thought I would never learn.

Feeling disheartened:
At first, I felt discouraged and thought about giving up because I was tired of falling again and again. I didn’t think I could succeed because my friends could already ride, and I felt I was too clumsy. I felt upset and wanted to leave because it was so hard, and I was scared of getting hurt.

The source of motivation:
But then, I remembered the poem “King Bruce and the Spider” that we read in class. In the poem, the spider kept trying to climb its web even after falling nine times, and it finally succeeded. The spider inspired me to keep going because if a tiny spider could be so brave and not give up, then I could try harder too.

Taking action:
After feeling inspired, I decided to practice every day, even if I fell. I gathered my strength and asked for help from my older brother, who held the bike for me while I pedaled. With a new sense of willpower, I kept trying, focusing on balancing and pedaling slowly.

The result:
In the end, I was able to ride the bicycle all by myself after a week of practice! Thanks to standing firm and never giving up, I achieved my goal of riding without falling. I felt proud because I could now ride with my friends in the park, and they cheered for me. It was worth it because I had so much fun and felt braver.

Reflection:
This experience taught me that even when things are hard, I should keep trying and not give up. I learned that perseverance is the key to success, just like the spider in the poem. Now, I always remember to be patient and keep practicing when I face something difficult. The lesson I learned from this is that if I don’t give up, I can achieve anything!

Note for Class 7 Students: You can change the story to something that happened to you, like learning to swim, solving a tough math problem, or winning a race. Use the prompts to tell your own story, and think about what motivated you—like a story, a person, or even the spider from the poem!

Page 26: Let us write

Q: Think about the steps you can take to overcome a difficult situation and write them down. Now, write a letter to your cousin on how you plan to overcome any difficult situation. Also, advise not to quit and persevere.
Remember to use transition words like ‘To begin with…,’ ‘Next…,’ ‘After that…,’ ‘Then…,’ ‘Finally…,’ to share the steps of your plan. You may begin this way:
Ans:
Steps to overcome a difficult situation:

1. Stay calm and think clearly about the problem.
2. Make a plan with small, achievable steps.
3. Ask for help from family, friends, or teachers.
4. Keep trying, even if I fail at first.
5. Stay positive and believe in myself.

Letter:
20, Rajendra Nagar
Jeevanpur
23 August 20XX
Dear Monika,
Thank you for your letter asking me about how I deal with tough situations. I’ve thought about it, and I have a plan to overcome difficulties. To begin with, I stay calm and think about the problem clearly. Next, I make a plan with small steps to solve it. After that, I ask for help from my family or teachers if needed. Then, I keep trying, even if I fail at first. Finally, I stay positive and believe in myself.
My advice to you is to never give up, no matter how hard things seem. Like the spider in the poem “Try Again,” keep trying until you succeed. Perseverance always pays off!
Yours affectionately,
Deepa

Page 26: Let us Explore

(I) Collect folk songs in your own language that connect us with nature and compile them as a class project.
Ans: Folk songs are traditional songs that people have been singing for many years. They often tell stories about nature, daily life, festivals, and our culture. Collecting folk songs in our own language helps us connect with our roots and understand how people appreciate nature around them.

For the class project, we can:

• Ask family members, elders, and neighbors to share folk songs they know about rivers, trees, animals, seasons, and farming.
• Write down the lyrics and record the songs if possible.
• Find out what these songs mean and how they show love and respect for nature.
• Compile all the songs in a booklet or a digital file and present it in class.

This project will help us learn about our culture and how nature has inspired people through songs.

(II) Did you know that spiders are not insects? They belong to a group called the arachnids. Observe a spider and an ant from a distance and note down the differences between them. Share your observations with your classmates. Ask your Science teacher for more information to know about spiders better.
Ans: FeatureSpiderAntBody PartsTwo main parts: cephalothorax and abdomenThree main parts: head, thorax, and abdomenNumber of LegsEight legsSix legsAntennaeNo antennaeHas antennaeWingsSome spiders don’t have wings; some types can glideSome ants have wings (especially reproductive ants)EyesUsually eight simple eyesTwo compound eyesMovementMoves by crawling on eight legsMoves on six legs, can run fastHabitat and BehaviorSpiders often build webs to catch preyAnts live in colonies and work together

Additional Information:
Spiders belong to a group called arachnids, not insects. Arachnids have eight legs and two main body parts, while insects have six legs and three body parts.

I observed a spider and an ant from a distance and noted these differences. I will share these observations with my classmates and ask my Science teacher to learn more about spiders.

III Let us learn how to weave a spider web. 
1. Take three sticks (each about eight inches long) and a roll of old wool.
2. Tie the sticks together in the centre with the wool (Fig. 1). 
3. Start weaving the web by putting a loop around every stick (Figs. 2 and 3).
4. Complete the web and tie the thread in a knot on the stick where the web is complete (Fig. 4).
Now, decorate it with words and phrases you learnt about the spider in the poem or anything else that you like.

Ans: Now, let’s decorate the web with words and phrases from the poem about the spider! We can write these on small pieces of paper and stick them on the web, or use a marker to write on the wool. Here are some words and phrases from the poem:

• Silken thread (the poem says “silken, filmy clue” for the spider’s web).
• Cobweb home (the spider is trying to reach its “cobweb home”).
• Strong endeavour (the spider climbs with “strong endeavour”).
• Nine attempts (the spider tries nine times to reach its goal).
• Defied despair (the poem says the spider “defied despair”).

You can also add a fun phrase like “Bravo, spider!” because King Bruce cheers for the spider when it succeeds. If you want, you can draw a little spider on the web or add glitter to make it look shiny like a real web!

Let us do these activities before we read. (Page 1)

I. Close your eyes and quietly listen to the sounds around you for a minute.

Q1: Are they trying to tell you something?
Ans: Yes, the sounds around us can often communicate different messages. 

• For example, birds chirping might be a sign that it’s morning or the start of a new day. 
• The rustling of leaves could mean that the wind is blowing gently. 
• Traffic noises might suggest that people are going about their daily activities. 
• Even the sound of water flowing could tell us that a river or stream is nearby. 
• Each sound can give us a clue about what’s happening around us or what time of day it is!

Q2: Do you think the things around you also listen to you all day long?
Ans: Things like trees, rivers, or animals don’t listen like humans, but it feels like they do when we talk to them or spend time with them.

II. Jahnavi was a bright young girl who lived with her parents and three brothers in a coastal village in India. Her parents worked on the farm. She had a dream.

Q1: What could that dream be?
Ans: Jahnavi’s dream could be something that she wants to achieve in life, like becoming a teacher, a doctor, or even traveling the world. She might dream of something that excites her or helps others in her community.

Q2: How could she make her dream come true?
Ans: To make her dream come true, Jahnavi would need to work hard and stay focused. She could learn from others, read books, ask questions, and practice the skills needed to reach her goal.

Q3: What is your dream? What can you do to make your dream come true?
Ans: My dream is to become a doctor. I can study hard, focus on science, and ask for help from teachers to achieve it. (Answers may vary based on personal dreams.)

Let us discuss (Page 3)

Q1: What was Jahnavi’s dream? Was it important to her? Why?
Ans: Jahnavi’s dream was to go to school and learn to read and write. It was important to her because she wanted to understand things like why spiders are yellow, why bamboo rustles, and other questions. Learning would make her happy and help her feel equal to her siblings.

Q2: Do you think the river can help her in fulfilling her dream? How?
Ans: Yes, the river helps Jahnavi by encouraging her to be brave and go to school. It tells her to try sitting in class and listening, which gives her the courage to take the first step toward her dream.

Let us discuss (Page 6)

Complete the table given below with Jahnavi’s questions in Column 1 and the River’s answers in Column 2.

Ans: 

Let us think and reflect (Page 7)

I. Read the extracts given below and answer the questions that follow.

1.  “You shouldn’t cry, you know,” the voice went on. “And you really shouldn’t be scared, when you have been coming here to see me everyday, well, almost every day.” She was puzzled. It was such a voice, like the river. It couldn’t be the river! “Well, tell me all about it,” said the River, for it was the River. “I’ve got to hurry to reach the sea, you know.”

(i): The tone of the River in the given extract is (assuring/sympathising)
Ans: The tone of the River is assuring.

(ii): Select a phrase from the extract which shows that Jahnavi was a frequent visitor to the spot.
Ans: “when you have been coming here to see me every day, well, almost every day.”

(iii): The use of an exclamation mark at the end of the line, ‘It couldn’t be the river!’ expresses ___________
A. excitement B. hesitation C. irritation D. disbelief
Ans: D. disbelief

(iv): Choose three qualities of the River highlighted in the extract from the words in the box given below.

Ans: affectionate, thoughtful, kind-hearted

2. “Can I do something?” asked Jahnavi. “Well, it’s up to you,” said the River. “Seems to me little girls can do as much as little boys—they swim as fast as little boys. You just slip along one morning and sit there in the school and listen to what’s going on, and maybe the teacher will let you stay.” 
“I couldn’t,” gasped Jahnavi. “I couldn’t! They’d scare me! They’d chase me out.”

(i) According to the River, there was no difference between girls and boys because ____________
Ans: little girls can do as much as little boys, like swimming as fast as them.

ii) Identify whether the following statement is true or false. 
The River encourages Jahnavi to have faith in herself and fulfil her desire to go to school.
Ans: True

(iii): When the River suggests that Jahnavi should ‘slip along’, it means that she should move
A. quickly B. casually C. quietly D. confidently
Ans: C. quietly

(iv): What does the repetition of the phrase “I couldn’t” tell us?
Ans: It shows Jahnavi’s fear and lack of confidence about going to school, thinking she will be scared or chased away.

II. Answer the following questions

Q1: Why does the writer describe different aspects of nature in great detail at the beginning of the story? Why do you think the writer does this?
Ans: The writer describes nature, such as the kingfisher, lizard, and river, to set a lively and peaceful atmosphere. This helps readers feel connected to Jahnavi’s world and highlights how nature, especially the river, plays a significant role in her life.

Q2: How did the River know so much about Jahnavi?
Ans: The River knew so much about Jahnavi because she visited it almost every day, sharing her thoughts and feelings. The River had been a silent listener and understood her dreams and fears.

Q3: Jahnavi says, “And I’m so old now, they’ll never let me go.” What can you infer about Jahnavi and the school from this line?
Ans: Jahnavi feels she is too old to start school. Since she is nearly ten and has never been allowed to attend, she might believe that it’s too late for her to start learning. This suggests that the school may not easily accept older children who haven’t had the chance to study earlier.

Q4: Why did the River laugh when Jahnavi said she would be scared at school?
Ans: The River laughed because it knew Jahnavi had already faced challenges in nature, like lizards, snakes, and trains, and had been brave. The River found it funny that she was scared of going to school, which seemed far less dangerous compared to what she had already encountered.

Q5: Why should Jahnavi follow the River’s advice?
Ans: Jahnavi should follow the River’s advice because it encourages her to be brave, take the first step towards her goal, and believe in herself. This can help her achieve her dream of going to school despite her fears.

Q6: How does the conversation between Jahnavi and the River make the story more appealing?
Ans: The conversation makes the story more appealing by giving the River a voice, making it feel wise and friendly. This adds a magical element to the story, as the River becomes a character that supports and encourages Jahnavi, keeping the readers engaged.

Q7: What is the main message that the writer intends to convey?
Ans: The main message is that with courage and determination, anyone can overcome obstacles and achieve their dreams. The story particularly highlights how girls, who may face barriers to education, can break those barriers with courage and determination.

Let us learn (Page 8)

Q1: Why has the author used a capital letter for the ‘River’ even when it is a common noun? (Clue: Has the River been given qualities of a human being?)
Ans: The author uses a capital letter for ‘River’ because it is given human qualities, like talking, laughing, and giving advice, making it a character like a person.

Q2: There are a few words related to sound in the text. Pick the words from the text and write them next to the correct definition.

1. made a high-pitched piercing sound
Ans: shrieked

2. to cause liquid to strike or fall on something
Ans: splashed

3. a low continuous background noise
Ans: murmuring

4. cry with loud uncontrollable gasps
Ans: sob

5. to make a soft dry sound, like paper or leaves moving
Ans: rustle

6. took a short quick breath through the mouth due to surprise, pain or shock
Ans: gasped

7. shaking rapidly to make continuous short, sharp sounds
Ans: rattling

8. making a lot of noise
Ans: noisy

9. made a long, high cry, usually because of pain or sadness
Ans: wailed

Fill in the blanks with suitable sound words from exercise (II).

The classroom grew (i) noisy as the students noticed the teacher carrying the answer papers. As the teacher turned the pages with a (ii) rustle, the children (iii) gasped, wondering what comments awaited. Someone (iv) sobbed in frustration, and the (v) murmuring of the students steadily increased. Finally, when the teacher praised the students for their excellent performance, the students (vi) shrieked with excitement.

Q3: The word ‘catamaran’ is used in the text. The word originates from Tamil language ‘kattu maram’ meaning ‘tied wood’. Find out the meanings of these words. From which Indian language these words were borrowed.

1. karma (Sanskrit)
Ans: Meaning: Action or deed that affects future life. Language: Sanskrit

2. sahib
Ans: Meaning: Respectful address for a man, like ‘sir’. Language: Hindi/Urdu

3. chutney
Ans: Meaning: A spicy sauce or relish. Language: Hindi

4. guru
Ans: Meaning: A spiritual teacher or guide. Language: Sanskrit

5. verandah
Ans: Meaning: An open porch or balcony. Language: Hindi/Portuguese

6. jungle
Ans: Meaning: A dense forest or wilderness. Language: Hindi

7. areca
Ans: Meaning: A type of palm tree or its nut. Language: Malayalam

8. palanquin
Ans: Meaning: A covered seat carried by people. Language: Hindi/Sanskrit

Q4: Chandu, the fisherman, has a catamaran that the River preferred to a ship. Given below are some boats that are used in different parts of our country.

(i) Which one would you like to travel in?
Ans: I would like to travel in a shikara because it looks beautiful and peaceful on lakes like Dal Lake. (Answers may vary.)(ii) Make a colourful drawing of a boat that you would like to travel in.

Ans: (This is a drawing activity, so no written answer is required.)

Q5: Solve the crossword puzzle based on words related to water transport.

Ans: 

Q6. Read the highlighted words in the following lines from the text. 

“She goes down towards the sea. I’ve seen her; she always takes the same way—over the mountains and down to the sea, like me!” 

Prepositions are words that indicate the relationship between nouns or pronouns and other elements in a sentence. They show direction, location, time or logical relationships between ideas.

Now, fill in the blanks with suitable prepositions given within the brackets.

Jahnavi takes the River’s advice and goes to school. On her first day 1. _________ (at/in/on) school, Jahnavi stood nervously 2. _________ (in/outside/above) the gate, clutching her bag close to her. The bell rang and she hurried 3. _________ (outside/through/inside) the bustling classroom. She found a seat 4. _________ (among/between/from) two friendly classmates. The teacher greeted them warmly and started the lesson 5._________ (about/in/for) numbers. Jahnavi listened attentively, feeling excited 6. _________ (at/about/for) the new adventure ahead.

Ans: 

Jahnavi takes the River’s advice and goes to school. On her first day 1. at (at/in/on) school, Jahnavi stood nervously 2. outside (in/outside/above) the gate, clutching her bag close to her. The bell rang and she hurried 3. inside the bustling classroom. She found a seat 4. between two friendly classmates. The teacher greeted them warmly and started the lesson 5. about numbers. Jahnavi listened attentively, feeling excited 6. about the new adventure ahead.

Q7: Read the highlighted words in the following sentence from the text.

A kingfisher swept down, its wings a narrow of blue in the sunlight. Words like on, off, up, down can function both as prepositions and as adverbs. For example:

She ran up the stairs. (preposition)

She rang me up. (adverb)

Remember, a preposition will always be followed by an object (noun), whereas an adverb will tell you more about the action (verb).

Fill in the blanks with prepositions or adverbs.

1. The cat jumped ___________ the table. (preposition)
Ans: The cat jumped onto the table.

2. The children played ___________ until dark. (adverb)
Ans: The children played on until dark.

3. She quickly ran ___________ the park. (preposition)
Ans: She quickly ran to the park.

4. The helicopter was hovering ___________. (adverb)
Ans: The helicopter was hovering above.

5. We were just walking ___________, chatting. (adverb)
Ans: We were just walking along, chatting.

6. After thoroughly wiping his shoes, he stepped ___________. (adverb)
Ans: After thoroughly wiping his shoes, he stepped inside.

7. She drove slowly ___________ the sharp curve. (preposition)
Ans: She drove slowly around the sharp curve.

8. He placed the keys ___________ the mat before leaving. (preposition)
Ans: He placed the keys on the mat before leaving.

Let us listen (Page 12)

(I) Read the words given in the box below. You will listen to five people speak about school life. As you listen, circle the words that are used by the speakers. There are two words you do not need. (Transcript for the teacher is given below)

• Speaker (i): (Father) Should girls attend school? Yes, they should. I do my best to ensure that both my son and daughter get equal opportunities. I look forward to their successful careers and rewarding lives. I feel education gives freedom to make choices in life. Whether my daughter wants to work in an organisation or be a homemaker, it should be her choice and the same applies to my son. 
• Speaker (ii): (Grandmother) I went to school but many girls at that time could not attend school because some elders in the village felt that girls should help in the house and take care of their little brothers and sisters. I am happy that the situation has changed today. 
• Speaker (iii): (Teacher) The school prepares students for meaningful and useful participation in the world of work by learning hands-on abilities and skills, developing equal respect for head-hands-heart, valuing the dignity of labour, and understanding vocational choices for the future. 
• Speaker (iv): (Student) I like to go to school. I feel that by coming to school and reading the books, I learn about things from all over the world. I also have friends with whom I can share my feelings. 
• Speaker (v): (Principal) Everyone should attend school. You must’ve noticed that the girls are doing very well. However, as the Head of an institution, I know that all students can work hard. My message to students is that they should attend school regularly and take part in every school activity without bothering whether it is for girls or boys. The idea is to focus on learning. 

Ans: 

The words used by the speakers from the box are:

• careers (by the father)
• homemaker (by the father)
• books (by the student)

The words not used are:

• lawyer
• desks
• principal
• posters
• newspapers
• marriage
• advertisements

(II) You will once again listen to the five speakers. As you listen, match each statement 1–7 to each speaker (i)–(v). There are two statements that you do not need.

Ans:

• Statement 1: The principal wants all students to join school activities, so this matches Speaker (v).
• Statement 2: No one talks about Mathematics, so this is not used.
• Statement 3: The father says education helps his children choose what they want to do, like work or be a homemaker, so this matches Speaker (i).
• Statement 4: The student talks about friends at school, which means companionship, so this matches Speaker (iv).
• Statement 5: No one says boys and girls have different abilities—they all talk about equal chances—so this is not used.
• Statement 6: No one is trying to convince a parent to let their child go to school. The grandmother talks about the past, and the father already agrees girls should go to school, so this is not used.
• Statement 7: The teacher says school teaches skills to all students for work, not just boys or girls, so this matches Speaker (iii).
• The grandmother (Speaker ii) doesn’t have a matching statement because she only talks about how things were in the past, which doesn’t fit any of the given statements.

Note: The question expects 5 matches, but we only matched 4 statements because the grandmother’s statement doesn’t fit any of the options. Since we need 2 statements to be unused, and we have 3 unused statements (2, 5, and 6), this still works. If your teacher has more details, you can ask them!

Let us speak (Page 13)

Q1: The River spoke to Jahnavi in a ‘sleepy’ voice. Work in pairs and take turns to speak the same sentence in ‘other’ voices. Some hints are given below: happy, surprised, angry, scared, sad, worried.
Ans: (This is a speaking activity, so no written answer is required. Students practice saying the River’s lines in different tones.)

Q2: Janhavi asks the River for advice and the River gives advice. Read the given situations and work in pairs to ask for and give advice. Take turns to change your roles.

Situation (i): You wish to play football at school but it has an all-boys’ team only.
Ans: 
Asking: What do you think I should do about joining the football team? It’s only for boys.
Giving: I think you should talk to the coach and ask if girls can try out. You’re just as good as the boys!

Situation (ii): You have been unable to score well in Mathematics due to nervousness during exams.
Ans: 
Asking: Do you think I should do something about my nervousness in Maths exams?
Giving: Why don’t you practice deep breathing before the exam to stay calm?

Situation (iii): You really enjoy music classes but do not get enough time to practise for it.
Ans: 
Asking: What would you do if you loved music but had no time to practice?
Giving: The best thing to do is set a small time each day, like 15 minutes, to practice music.

Situation (iv): You cannot see the blackboard clearly from the last bench.
Ans: 
Asking: I’d appreciate your advice on not seeing the blackboard from the last bench.
Giving: If I were you, I would politely ask the teacher to move to a closer seat.

Let us write (Page 14)

Ans: The Dancing River
Every day, I see the river near my house, sparkling under the sun like a silver ribbon. Its water ripples softly, making a gentle gurgling sound, and feels cool when I touch it. The green leaves of trees along the bank sway in the breeze, their rough bark contrasting with the smooth pebbles on the shore. I find it very interesting that tiny fish dart in the clear water, their scales shining like rainbows. I feel peaceful watching the river flow, as it seems to carry away all worries. My advice to all is to spend time with nature to feel calm and happy.
(Note: This is a sample response; actual answers will vary based on personal observations.)

Let us explore (Page 14)

(I) Discuss why rivers in India are considered to be sacred and most of them are referred to as female. Some rivers are referred to as male, for example, the Brahmaputra and the Sone.
Ans: Rivers in India are sacred because they give life, water crops, and are part of religious stories. Many, like Ganga and Yamuna, are seen as female goddesses who nurture and protect. Some, like Brahmaputra and Sone, are called male, possibly due to their strength or myths associating them with male gods.

(II) Whole Class Activity

Q1. India is a multilingual country, and many of us can speak two to three languages easily. Make a list of the languages that everyone in the class can speak and display it on a chart paper in the classroom.

Sample answer/idea: Here is a list of languages that most of the students in the class can speak:

• Hindi
• English
• Punjabi

Q2. In which language do you enjoy reading and learning the most?

Sample answer/idea:

• Many students may say English, especially if the textbook and classroom instruction are in English.
• Some may prefer their mother tongue or regional language, like Hindi, Tamil, Marathi, etc., because it is easier to understand and relate to.
• Some may enjoy bilingual reading, using both English and their native language.

Example student responses:

• “I enjoy reading and learning in English because most of my books are in English.”
• “I like reading in Hindi because I understand the stories better.”
• “I enjoy learning in Tamil because it is my first language and I can read quickly.”

(III) Read the poster given below and answer the questions that follow.

Q1. What can you see in the poster?
The poster shows four girls who look very happy. They are smiling and sitting close to each other. The girls are holding a pencil and writing in a notebook, so they might be studying or learning. They are wearing colorful clothes, and the simple background suggests they are in a classroom. There is a message on the poster that says, “The Happiness of a Nation lies in the Dignity of its Daughters,” written in white and orange letters on a teal and orange background.

Q2. Why do you think the girls look happy?
The girls look happy because they might be learning something new, like studying or writing, which makes them feel good. They are smiling, so they probably feel safe and cared for. Maybe they have nice teachers or friends who make them laugh and feel important.

Q3. Dignity means ‘self-respect’. What is the relation between ‘dignity’ and ‘happiness’?
Dignity means feeling proud of yourself and being respected by others. When the girls are treated nicely and given chances to study and grow, they feel good about themselves—this is dignity. When they have dignity, they feel happy because they know they are important and loved. So, dignity makes happiness grow, just like sunlight helps a plant grow!

Q4. How does a Nation prosper when its daughters are happy?
When a nation’s daughters are happy, it means they are healthy, going to school, and learning new things. Happy girls can grow up to be smart women who do great things, like becoming doctors, teachers, or leaders. They can help their families and make their country better. If girls are happy, everyone in the nation feels happier, and the country becomes stronger and more successful because everyone works together.

(IV) The Government has launched many schemes for the education of the girl child. Some of them are ‘Beti Bachao Beti Padhao’, ‘Balika Samridhi Yojana’, ‘Samagra Shiksha Scheme–Kasturba Gandhi Balika Vidyalayas’, etc. Find out more such schemes from the internet or from your teacher and spread awareness in your neighbourhood
Ans: The Government of India has started many schemes to help girls go to school and learn. Some schemes you already know are ‘Beti Bachao Beti Padhao’, ‘Balika Samridhi Yojana’, and ‘Samagra Shiksha Scheme–Kasturba Gandhi Balika Vidyalayas’. Let’s learn about a few more schemes that help girls like you study and grow strong. Then, you can tell your friends and neighbors about them to spread awareness!

1. Sukanya Samriddhi Yojana (SSY)
   This is a savings plan for girls. Parents can open an account for a girl under 10 years old at a post office or bank. They can save money for her education or marriage. The money grows with a good interest rate, around 8.2% in 2025, and can be taken out when the girl turns 21 or gets married after 18. It helps parents plan for a girl’s future so she can study well and be happy.
   
2. CBSE Udaan Scheme
   This scheme helps girls who want to become engineers. It’s for girls from weaker families who are in Class 11 or 12. The government gives free study materials, videos, and classes to help them prepare for engineering exams like IIT or NIT. If a girl gets into a good college, she can also get money for fees and hostel costs. It helps girls dream big and study hard!
3. National Scheme of Incentive to Girls for Secondary Education (NSIGSE)
   This scheme is for girls who have passed Class 8 and are between 14 to 18 years old. It gives Rs. 3,000 to girls from SC/ST families or those who studied in Kasturba Gandhi Balika Vidyalayas. The money is kept in a bank and can be taken out with interest when the girl turns 18 and passes Class 10. It helps girls stay in school and not drop out.
4. Rajiv Gandhi Scheme for Empowerment of Adolescent Girls (SABLA)
   This scheme is for girls aged 11 to 18 years. It helps them learn life skills, stay healthy, and eat good food. It also teaches them about hygiene and gives them training for jobs. Girls can join this scheme through Anganwadi Centers. It makes girls strong and ready for a bright future.

How to Spread Awareness in Your Neighborhood:

• Tell Your Friends and Family: Share what you learned about these schemes with your friends, parents, and neighbors. Explain how they can help girls study and grow.
• Make Posters: Draw simple posters with the names of these schemes and what they do. Stick them in your building or near your home where people can see them.
• Talk to Your Teacher: Ask your teacher to tell the class about these schemes so everyone knows. Maybe your school can have a small event to talk about girls’ education.
• Visit an Anganwadi Center: Go with your parents to a nearby Anganwadi Center and ask them about these schemes. They can help tell more families in your area.

When girls study and are happy, they can do great things for their families and the country. Let’s tell everyone about these schemes so more girls can go to school and shine!