Text Book Solutions All Class

Multiple Choice Questions (MCQs)

Q1: Who is the poet of “The Funny Man”?
a) Hugh Lofting
b) Natalie Joan
c) Helen Keller
d) Eliza Cook
Ans: b) Natalie Joan

The poem is written by Natalie Joan. 

Q2: What does the funny man wear on his head?
a) A hat
b) A shoe
c) A bun
d) Two hats
Ans: b) A shoe

The poem describes the funny man wearing a shoe on his head, which is an unusual and humorous choice. Hats are worn on his feet, and a bun is offered later, not worn.

Q3: What does the funny man offer the poet instead of a rose?
a) A currant bun
b) A flower
c) A song
d) A hat
Ans: a) A currant bun

The funny man says he is presenting a rose but offers a currant bun, creating a humorous twist. 

Q4: How does the funny man leave at the end of the poem?
a) He walks away
b) He sings a song
c) He hops on his head
d) He gives a bun
Ans: c) He hops on his head

In the final stanza, the funny man turns around and hops home on his head, an absurd and funny way to leave. 

Q5: What does the word “staggered” mean in the poem?
a) Sang loudly
b) Moved unsteadily
c) Jumped quickly
d) Smiled politely
Ans: b) Moved unsteadily

The word “staggered” is defined in the poem as moving unsteadily, as if about to fall, which describes the poet’s reaction to the bun. 

Fill in the Blank

Q1: The funny man wears _______ on his feet.
Ans: hats

Q2: The poet describes the man’s action as a funny sounding _______.
Ans: sight

Q3: The man addresses the poet as “Your _______.”
Ans: Highness

Q4: The poet says the bun has a funny looking _______.
Ans: smell

Q5: The word “manners” refers to polite _______.
Ans: behaviour

True or False

Q1: The funny man wears shoes on his feet like most people.
Ans: False

The funny man wears hats on his feet, not shoes, which are on his head.

Q2: The poet is shocked when the man offers a bun as a rose.
Ans: True

The poet staggers back against the wall, showing shock at the bun offered as a rose.

Q3: The funny man answers the poet’s question about his hats.
Ans: False

The man does not answer the question about his hats; he hops away instead.

Q4: The poem teaches us to enjoy playful and imaginative moments.
Ans: True

The moral encourages enjoying playful and imaginative moments, as shown by the man’s actions.

Q5: The word “currant” means a type of shoe.
Ans: False

“Currant” refers to a small, dried fruit, not a shoe, as defined in the poem.

Very Short Answer Questions

Q1: What does the funny man raise to greet the poet?
Ans: The shoe on his head

Q2: Where does the funny man sit while singing his song?
Ans: On the ground

Q3: What does the poet ask the funny man about his appearance?
Ans: Why does he wear two hats on his feet

Q4: What is the meaning of the word “hopped” in the poem?
Ans: Jumped on one foot

Q5: What is one moral of the poem?
Ans: It’s okay to be different

Long Answer Questions

Q1: How does the funny man’s appearance and behaviour create humour in the poem?
Ans: The funny man’s appearance and behaviour create humour through their absurdity and unexpectedness. He wears a shoe on his head and hats on his feet, reversing normal clothing in a way that defies logic and amuses readers. His polite manners, like raising his shoe to greet the poet and addressing her as “Your Highness,” contrast comically with his odd actions, such as offering a currant bun as a rose. Singing a strange song while sitting on the ground and hopping home on his head further adds to the silliness, making his carefree and unconventional nature a source of laughter throughout the poem.

Q2: Describe the interaction between the poet and the funny man when he offers a bun.
Ans: When the funny man offers a bun, he politely says he wants to “present” the poet with a rose, addressing her as “Your Highness,” and holds a currant bun to her nose, as if it’s a flower to smell. Shocked by this unexpected act, the poet staggers back against the wall, showing her surprise. She responds wittily, saying she’s never seen a “rose” with such a “funny looking smell,” playing along with the man’s joke. This interaction is humorous and light-hearted, highlighting the poet’s amusement and ability to engage with the man’s quirky sense of humour.

Q3: Explain how the funny man’s actions in the final stanza add to the poem’s playful tone.
Ans: In the final stanza, the funny man’s actions—turning around and hopping home on his head in response to the poet’s question about his hats—add to the poem’s playful tone by escalating the absurdity. Instead of giving a straightforward answer, his bizarre method of leaving is unexpected and impractical, amplifying the silliness. This playful exit reinforces his carefree and imaginative nature, leaving readers with a vivid, humorous image that encapsulates the poem’s light-hearted spirit and encourages laughter at his unconventional behaviour.

Q4: What is the moral of the poem, and how does the funny man’s character reflect it?
Ans: The moral of the poem is that it’s okay to be different and that playfulness can bring joy to others. The funny man’s character reflects this through his eccentric actions, such as wearing a shoe on his head, offering a bun as a rose, and hopping home on his head. These choices show he embraces his unique style without concern for norms, spreading amusement to the poet and readers. His polite yet silly interactions, like singing a strange song or addressing the poet grandly, demonstrate how his imaginative behaviour creates happiness, embodying the poem’s message of celebrating individuality.

Q5: Discuss how the poet uses playful language to make the poem fun and engaging.
Ans: The poet uses playful language to make the poem fun and engaging by blending simple, vivid words with humorous and sensory phrases. Phrases like “funny sounding sight” and “funny looking smell” mix senses in a whimsical way, creating a sense of surprise and delight. The exaggerated address “Your Highness” and descriptions of absurd actions, like “hopped home on his head,” add a lively, silly tone. The use of words like “staggered” and “currant bun” paints a clear, amusing picture, while the rhythmic structure and rhymes, such as “street” and “feet,” keep the poem bouncy and engaging, inviting readers to enjoy the light-hearted fun.

Multiple Choice Questions (MCQs)

Q1: Who is the author of “The Story of Doctor Dolittle”?
a) Helen Keller
b) Hugh Lofting
c) Eliza Cook
d) Kamala Nair
Ans: b) Hugh Lofting

The story is written by Hugh Lofting. 

Q2: Who is the first to suggest that Doctor Dolittle should become an animal doctor?
a) Jip the dog
b) Polynesia the parrot
c) A farmer
d) The Cat’s-food-Man
Ans: d) The Cat’s-food-Man

The Cat’s-food-Man, while discussing his stomach ache, suggests that Dolittle should become an animal doctor due to his knowledge of animals. Polynesia, the parrot, agrees but is not the first to suggest it.

Q3: What problem does the plough horse have?
a) A sore foot
b) Blindness in one eye
c) A stomach ache
d) A broken leg
Ans: b) Blindness in one eye

The plough horse complains to Dolittle that he is going blind in one eye, and Dolittle provides green spectacles to help.

Q4: How do animals communicate, according to Polynesia?
a) Only through sounds
b) Through ears, tails, feet, and noses
c) Only through their eyes
d) Through written messages
Ans: b) Through ears, tails, feet, and noses

Polynesia explains that animals communicate using their ears, tails, feet, and noses, not just sounds or eyes, and definitely not written messages, which are not part of animal communication.

Q5: What does the word “diagnose” mean in the story?
a) To make someone healthy
b) To find out what is wrong
c) To teach a language
d) To build a tunnel
Ans: b) To find out what is wrong

The word “diagnose” is defined in the story as finding out what is wrong with someone or something, as Dolittle does with the plough horse. 

Fill in the Blank

Q1: Doctor Dolittle learns to speak _______ languages.
Ans: animal

Q2: Polynesia teaches Dolittle the basics of _______ language first.
Ans: bird

Q3: The plough horse is given _______ spectacles to help him see.
Ans: green

Q4: Dolittle builds special _______ for different animals to manage the crowd.
Ans: doors

Q5: The word “twitching” refers to small, quick _______.
Ans: movements

True or False

Q1: Doctor Dolittle starts as an animal doctor before treating people.
Ans: False

Dolittle begins as a people’s doctor and only becomes an animal doctor after the Cat’s-food-Man’s suggestion.

Q2: Polynesia reveals that animals have their own languages.
Ans: True

Polynesia shares the secret that animals have their own languages, teaching Dolittle to understand them.

Q3: The plough horse needs medicine to fix his problem.
Ans: False

The plough horse needs glasses, not medicine, for his blindness in one eye.

Q4: Dolittle becomes famous only among people.
Ans: False

Dolittle becomes famous among animals worldwide, not just people.

Q5: The word “veterinarians” means doctors who treat animals.
Ans: True

The story defines “veterinarians” as doctors who treat animals, like the local vet mentioned.

Very Short Answer Questions

Q1: What is the name of Doctor Dolittle’s parrot?
Ans: Polynesia

Q2: Who brings sick pets to Doctor Dolittle?
Ans: People

Q3: What animal complains about the local vet?
Ans: Plough horse

Q4: What does the word “cure” mean in the story?
Ans: To make healthy again

Q5: What spreads the news of Dolittle’s skills across countries?
Ans: Birds

Long Answer Questions

Q1: How does Polynesia help Doctor Dolittle become an animal doctor?
Ans: Polynesia, the parrot, plays a crucial role in Doctor Dolittle’s transition to becoming an animal doctor. She overhears the Cat’s-food-Man’s suggestion and enthusiastically supports it, encouraging Dolittle to focus on animals. She reveals the secret that animals have their own languages and begins teaching him bird language on a rainy afternoon, explaining how animals communicate through ears, tails, feet, and noses. With her guidance and patient instruction, Dolittle learns to speak and understand animal languages fluently, giving him the skills and confidence to officially become an animal doctor, fulfilling his new purpose.

Q2: Describe how Doctor Dolittle helps the plough horse and what this shows about his skills.
Ans: Doctor Dolittle helps the plough horse by listening carefully to its complaint that the local vet cannot understand its problem. He diagnoses that the horse is going blind in one eye and, instead of prescribing medicine, provides green spectacles to improve its vision, allowing it to work comfortably again. This shows Dolittle’s unique skills as an animal doctor, particularly his ability to communicate directly with animals to understand their needs accurately. His creative solution—glasses for a horse—demonstrates his innovative thinking and deep care for animals’ well-being.

Q3: Explain how Dolittle manages the large number of animals visiting him.
Ans: As Dolittle’s reputation grows, his garden becomes crowded with animals like mice, badgers, and bats seeking his help. To manage this large number, he builds special labelled doors and tunnels tailored for different animals, ensuring organised access to his services. This system allows him to efficiently handle the influx of patients, from small creatures to larger ones like cows and sheep. His thoughtful approach shows his ability to adapt and maintain order, ensuring all animals receive care despite the overwhelming demand.

Q4: What is the moral of the story, and how does Dolittle’s journey reflect it?
Ans: The moral of the story is that listening to new ideas and showing kindness to all creatures can lead to happiness and success. Dolittle’s journey reflects this as he embraces the Cat’s-food-Man’s, and Polynesia’s suggestion to become an animal doctor, despite initially treating people. By learning animal languages and caring for creatures like the plough horse, he finds fulfilment and becomes famous among animals worldwide. His openness to change and dedication to understanding animals demonstrate how embracing new perspectives and compassion can transform one’s life and impact others positively.

Q5: Discuss how the story highlights the importance of understanding and caring for animals.
Ans: The story highlights the importance of understanding and caring for animals through Doctor Dolittle’s transformation into an animal doctor. His ability to learn animal languages, guided by Polynesia, allows him to communicate directly with creatures like the plough horse, addressing their needs accurately, such as providing glasses instead of medicine. The growing number of animals seeking his help, from mice to bats, shows their trust in his care. Dolittle’s efforts to build special doors and tunnels for them further demonstrate his respect and compassion, emphasising that understanding animals’ perspectives and treating them kindly fosters a harmonious relationship and brings joy to both the caregiver and the animals.

Multiple Choice Questions (MCQs)

Q1: Who is the author of the essay “Three Days to See”?
a) Eliza Cook
b) Kamala Nair
c) Helen Keller
d) King Bruce
Ans: c) Helen Keller

The essay is written by Helen Keller, a well-known author who was blind and deaf. 

Q2: What does Helen Keller enjoy doing to experience the world?
a) Listening to music
b) Touching things
c) Painting landscapes
d) Writing stories
Ans: b) Touching things

The essay describes how Helen enjoys touching things like leaves, tree bark, and buds to experience the world, as she cannot see or hear.

Q3: What does Helen plan to do on the first day of having sight?
a) Visit museums
b) Watch the sunrise
c) See her friends’ faces
d) Observe city life
Ans: c) See her friends’ faces

On the first day, Helen plans to see the faces of her friends and loved ones to understand their feelings, as stated in the essay. The other activities are planned for the second and third days.

Q4: What does Helen call the eyes in the essay?
a) Mirror of the heart
b) Window of the soul
c) Light of the mind
d) Door of the spirit
Ans: b) Window of the soul

Helen refers to eyes as the “window of the soul” when describing her desire to look into her friends’ eyes to understand their true feelings. 

Q5: What is the meaning of the word “panorama” in the essay?
a) A quick look
b) A wide, beautiful view
c) A small shake
d) A tiny piece of food
Ans: b) A wide, beautiful view

The word “panorama” is defined in the essay as a wide, beautiful view, used to describe the sunrise Helen wants to see. The other options correspond to words like “glimpse” (quick look), “quiver” (small shake), and “morsel” (tiny piece of food).

Fill in the Blanks

Q1: Helen feels the _______ of a leaf to enjoy its shape.
Ans: symmetry

Q2: On the second day, Helen wants to watch the _______.
Ans: sunrise

Q3: Helen plans to visit _______ to learn about history.
Ans: museums

Q4: The word “quiver” describes a small, fast _______.
Ans: shake

Q5: Helen encourages people to use their _______ to find happiness.
Ans: sensesTrue or False Questions

Q1: Helen Keller plans to spend her third day in a quiet village.
Ans: False

Helen plans to spend her third day in a busy city to observe people’s daily lives, not in a quiet village.

Q2: Helen believes sight is the most wonderful sense.
Ans: True

Helen states in the essay that she considers sight the most wonderful sense among all.

Q3: Helen feels sad when she sees people smiling in the city.
Ans: False

Helen says she feels happy seeing people smile in the city, not sad.

Q4: The word “mastodons” refers to ancient animals like elephants.
Ans: True

The essay defines “mastodons” as big, furry animals like elephants that lived long ago.

Q5: Helen Keller could see and hear throughout her life.
Ans: False

Helen Keller was blind and deaf, unable to see or hear.

Very Short Answer Questions

Q1: What does Helen touch to feel nature waking up in spring?
Ans: Tree buds

Q2: What does Helen want to see on the third day?
Ans: People’s daily lives

Q3: What sense does Helen consider the most wonderful?
Ans: Sight

Q4: What is the meaning of the word “companionship” in the essay?
Ans: Feeling close to friends or family

Q5: What does Helen suggest people do with their senses?
Ans: Use them fullyLong Answer Questions

Q1: How does Helen Keller plan to spend her first day of sight, and why is it important to her?
Ans: On the first day, Helen Keller plans to see the faces of her friends and loved ones who have shown her kindness and friendship. She wants to look into their eyes, which she calls the “window of the soul,” to understand their true feelings, as she usually knows them by touching their faces. This day is important to her because these people have made her life special, and seeing their expressions would deepen her connection with them. It reflects her gratitude for their companionship and her longing to experience their presence in a new, visual way.

Q2: Describe what Helen plans to do on the second day and what she hopes to learn.
Ans: On the second day, Helen plans to wake up early to watch the sunrise, marvelling at the beautiful transition from night to day as the sun brightens the earth. She also intends to visit museums to explore the world’s past and present, viewing models of ancient animals like dinosaurs and learning about human progress over time. She hopes to gain a deeper understanding of nature’s beauty and the history of life, appreciating how the world has evolved and how human knowledge has grown.

Q3: Explain how Helen’s third day reflects her interest in ordinary people.
Ans: On the third day, Helen plans to go to a busy city and stand at a street corner to observe people’s daily lives. She wants to look at their faces to see if they are smiling, serious, or sad, feeling happy for those who smile, proud of those working hard, and kind toward those struggling. This reflects her interest in ordinary people because she seeks to connect with their emotions and experiences, valuing the everyday moments that define human life. Her focus on their expressions shows her empathy and desire to understand their joys and challenges.

Q4: What is the moral of the essay, and how does Helen encourage readers to apply it?
Ans: The moral of the essay is to appreciate and fully use our senses to find joy in the world, as they are precious and can be lost. Helen encourages readers to apply this by urging them to use their eyes as if they might lose their sight tomorrow, and to engage all senses—listening to music, touching things, smelling flowers, and tasting food—with the same urgency. She believes this approach brings happiness and fosters gratitude for life’s small wonders, like a leaf or a smile, inspiring readers to live with wonder and awareness.

Q5: Discuss how Helen Keller’s experiences as a blind person shape her perspective in the essay.
Ans: Helen Keller’s experiences as a blind person deeply shape her perspective in the essay. Unable to see or hear, she relies on touch to experience the world, finding joy in the shapes of leaves, tree bark, and buds, which heightens her appreciation for sensory details. Her longing for sight drives her to imagine three days of vision with intense focus, prioritising meaningful experiences like seeing loved ones, nature, history, and ordinary people. Her perspective emphasises gratitude for senses others may take for granted, and her reflections on losing sight again highlight her resilience and ability to find happiness despite her challenges, inspiring readers to value their own senses.

Multiple Choice Questions (MCQs)

Q1: Who is the poet of “King Bruce and the Spider”?
a) Kamala Nair
b) Eliza Cook
c) King Bruce
d) Robert Burns
Ans: b) Eliza Cook

The poem is written by Eliza Cook.

Q2: Why is King Bruce feeling sad in the beginning of the poem?
a) He lost his crown
b) He failed to achieve a great deed
c) His people were angry with him
d) He was sick and tired
Ans: b) He failed to achieve a great deed

The poem explains that King Bruce is sad because he repeatedly failed to accomplish a great deed to make his people glad. 

Q3: What does the spider do after falling multiple times?
a) It gives up and leaves
b) It keeps trying to climb the thread
c) It builds a new web
d) It waits for help
Ans: b) It keeps trying to climb the thread

The spider falls multiple times but continues to climb the thread without giving up, as described in stanzas 5 and 6. It does not leave, build a new web, or wait for help.

Q4: How many attempts does the spider make to reach its web, as counted by the poet?
a) Six
b) Seven
c) Eight
d) Nine
Ans: d) Nine

Stanza 6 states that the spider makes nine brave attempts to climb the thread, each ending in a fall, before succeeding on the tenth try.

Q5: What does the word “endeavour” mean in the poem?
a) A feeling of sadness
b) A strong effort
c) A thin thread
d) A quick fall
Ans: b) A strong effort

The word “endeavour” is defined in the poem as a strong effort, describing the spider’s determined climb. 

Fill in the Blank

Q1: King Bruce watches a _______ trying to climb to its web.
Ans: spider

Q2: The spider’s thread is described as a _______ clue.
Ans: silken

Q3: The king feels _______ after failing to make his people glad.
Ans: sad

Q4: The spider reaches its _______ after its final effort.
Ans: web

Q5: The word “toils” in the poem means to work very _______.
Ans: hardTrue or False

Q1: King Bruce decides to give up his efforts before watching the spider.
Ans: True

In stanza 3, King Bruce, in despair, says, “I’ll give it all up,” before noticing the spider.

Q2: The spider reaches its web on its first attempt.
Ans: False

The spider falls multiple times, making nine attempts before succeeding on the tenth try.

Q3: The poem teaches that perseverance can lead to success.
Ans: True

The moral emphasizes that the spider’s and King Bruce’s persistence leads to success.

Q4: King Bruce thinks the spider is wise for trying repeatedly.
Ans: False

King Bruce calls the spider “foolish” in stanza 7 for trying despite repeated falls.

Q5: The word “monarch” means a spider’s web.
Ans: False

“Monarch” means a king or queen, referring to King Bruce, not a spider’s web.

Very Short Answer Questions

Q1: What is the name of the king in the poem?
Ans: Bruce

Q2: Where is the spider trying to climb?
Ans: To its web

Q3: What does King Bruce say when the spider succeeds?
Ans: “Bravo, bravo!”

Q4: What inspires King Bruce to try again?
Ans: The spider’s persistence

Q5: What does the word “despair” mean in the poem?
Ans: Sadness and hopelessnessLong Answer Questions

Q1: How does the spider’s persistence influence King Bruce’s actions in the poem?
Ans: The spider’s persistence profoundly influences King Bruce. Initially, he is in despair, ready to abandon his efforts after repeated failures. However, watching the spider make nine unsuccessful attempts to climb its thread, only to succeed on the tenth try, inspires him. The spider’s refusal to give up despite falling repeatedly shows King Bruce that perseverance can lead to success. Moved by this, he praises the spider, saying it “defied despair,” and resolves to try again, leading to his eventual success. The spider’s example shifts his mindset from hopelessness to determination.

Q2: Describe the spider’s efforts to reach its web and the challenges it faces.
Ans: The spider’s efforts to reach its web are marked by determination and repeated failures. It begins by climbing a thin, silken thread toward its web near the ceiling, described as a long and tiring journey. The thread is delicate, making the climb difficult for its small feet. The spider falls multiple times, slipping back to the ground, feeling dizzy and faint after some attempts. Despite these setbacks, it persists, climbing up and down, sometimes fast and sometimes slow, making nine brave attempts before succeeding on the tenth try with a final bold effort, overcoming the fragile thread and its own exhaustion.

Q3: Explain the moral of the poem with reference to King Bruce’s experience.
Ans: The moral of the poem is that perseverance leads to success, even after multiple failures. King Bruce’s experience illustrates this: he is initially disheartened by his unsuccessful attempts to achieve a great deed for his people and considers giving up. However, the spider’s relentless efforts to reach its web, despite falling nine times, inspire it to try again. His final attempt succeeds, showing that failures are stepping stones to success if one remains determined. The poem teaches that staying strong and persistent, as King Bruce does, can turn despair into victory.

Q4: How does the poet create suspense in the poem while describing the spider’s attempts?
Ans: The poet creates suspense by detailing the spider’s repeated failures and building anticipation about its success. In stanzas 5 and 6, the spider’s falls are vividly described, with phrases like “slippery sprawl” and “dizzy and faint,” highlighting the difficulty of its task. The counting of “nine brave attempts” in stanza 6 increases tension, as each failure brings the spider closer to giving up. In stanza 8, the poet heightens suspense with phrases like “’tis an anxious minute” and “Oh say, will he lose or win it?” as the spider is just a foot from its goal, keeping readers eager to know the outcome.

Q5: Discuss how the poem uses the spider as a symbol to teach a lesson about resilience.
Ans: The spider in the poem symbolises resilience, serving as a powerful example for King Bruce and readers. Its persistent efforts to climb a fragile thread, despite falling nine times, represent the ability to keep going in the face of setbacks. The spider’s small size and delicate task contrast with its determination, showing that resilience is not about strength but about perseverance. By succeeding on its tenth attempt, the spider teaches King Bruce to defy despair and try again, inspiring his own success. The poem uses the spider to convey that resilience, like the spider’s steady climbs, can lead to achieving one’s goals, no matter how challenging the journey.

Multiple Choice Questions (MCQs) 

Q1: Who is the author of Jahnavi’s story?
a) Gopi
b) Kamala Nair
c) Chandu
d) Appu
Ans: b) Kamala Nair

The introduction clearly states that the story is written by Kamala Nair. Gopi and Appu are Jahnavi’s brothers, and Chandu is a fisherman, none of whom is the author.

Q2: Why is Jahnavi initially not allowed to go to school?
a) She is too old
b) She is a girl and needed at home
c) There is no school in the village
d) She does not want to study
Ans: b) She is a girl and needed at home

The story explains that Jahnavi’s family does not allow her to go to school because she is a girl and is needed at home to care for her younger siblings. The story does not suggest she is too old, that there is no school, or that she lacks interest in studying.

Q3: What does the river tell Jahnavi about girls’ abilities?
a) Girls are better than boys
b) Girls are just as capable as boys
c) Girls should not go to school
d) Girls should stay at home
Ans: b) Girls are just as capable as boys

​The river encourages Jahnavi by telling her that girls are just as capable as boys, boosting her confidence to pursue her dream. It does not claim girls are better, suggest they should not go to school, or advocate for staying at home.

Q4: What story does the teacher tell in the classroom when Jahnavi enters?
a) A story about ships
b) A story about King Ashoka
c) A story about the river
d) A story about spiders
Ans: b) A story about King Ashoka

When Jahnavi enters the classroom, she listens to a story about King Ashoka. The text does not mention stories about ships, the river, or spiders being told by the teacher.

Q5: What is the meaning of the word “startled” as used in the story?
a) Speaking softly
b) Suddenly surprised or shocked
c) Breathing heavily
d) Moving smoothly
Ans: b) Suddenly surprised or shocked

The word “startled” is defined in the story as meaning suddenly surprised or shocked, which fits the context of Jahnavi’s reaction to the river speaking. The other options refer to different words like “murmuring” (speaking softly), “panting” (breathing heavily), or “slithered” (moving smoothly).

Fill in the Blanks

Q1: Jahnavi’s mother recalls her own childhood dream of _______.
Ans: studying

Q2: The river speaks to Jahnavi in a _______ voice.
Ans: sleepy

Q3: Jahnavi wants to become a _______ to help other girls.
Ans: teacher

Q4: Chandu is a _______ in the village.
Ans: fisherman

Q5: The word “catamaran” refers to a small _______ used by fishermen.
Ans: boatTrue or False 

Q1: Jahnavi has three brothers named Gopi, Ramu, and Appu.
Ans: True

The story confirms Jahnavi has three brothers: Gopi, Ramu, and Appu, as stated in the description of her family.

Q2: The river suggests that Jahnavi should run away from home to achieve her dream.
Ans: False

The river advises Jahnavi to walk into the classroom and listen quietly, not to run away from home.

Q3: Jahnavi’s father fully supports her dream of going to school from the beginning.
Ans: False

Jahnavi’s father is initially worried and only agrees after the teacher’s visit and her mother’s support.

Q4: The story emphasises the importance of education for girls.
Ans: True

The story’s moral highlights that education is crucial for girls, as shown by Jahnavi’s journey and aspirations.

Q5: The word “thicket” means a loud, high-pitched sound.
Ans: False

“Thicket” means a group of bushes or trees, not a sound; “shrieked” refers to a high-pitched sound.

Very Short Answer Questions

Q1: What is the name of Jahnavi’s youngest brother?
Ans: Appu

Q2: Where does Jahnavi spend time when she feels hopeless?
Ans: By the river

Q3: Who visits Jahnavi’s home to discuss her education?
Ans: The teacher

Q4: What does the river mention about ships?
Ans: That Chandu could take her to see one

Q5: What does the word “conspiratorially” mean in the story?
Ans: Speaking secretly, as if sharing a special plan

Long Answer Questions

Q1: How does Jahnavi’s interaction with the river motivate her to pursue her dream?
Ans: Jahnavi’s interaction with the river is a turning point in the story. Feeling hopeless, she cries by the river, which speaks to her in a sleepy, kind voice. The river listens to her desire to learn about the world and her fear of being too old for school. It encourages her by affirming that girls are just as capable as boys and suggests a practical step: to walk into the classroom and listen quietly. This advice gives Jahnavi the courage to take action, and the river’s mention of ships and the world beyond sparks her imagination, motivating her to pursue her dream with determination.

Q2: Describe the role of the teacher in helping Jahnavi achieve her dream of going to school.
Ans: The teacher plays a crucial role in making Jahnavi’s dream of attending school a reality. When Jahnavi bravely enters the classroom with her brother Appu and listens to a story about King Ashoka, the teacher notices her but does not send her away. Instead, the teacher learns she is Gopi’s sister and takes the initiative to visit Jahnavi’s home that evening to discuss her education with her parents. This visit is pivotal, as it helps convince Jahnavi’s parents, particularly her initially hesitant father, to allow her to join school, thus enabling her to start her educational journey.

Q3: Explain how Jahnavi’s mother’s past influences her decision to support Jahnavi’s education.
Ans: Jahnavi’s mother initially delays her daughter’s schooling due to her responsibilities at home and her young age. However, when the teacher visits, her mother becomes supportive, influenced by her own past. She recalls her childhood dream of studying, which she could not fulfil. This unfulfilled aspiration makes her empathise with Jahnavi’s desire to learn. Her personal experience motivates her to ensure Jahnavi gets the opportunity she missed, and she advocates for Jahnavi’s education, helping to persuade her father and secure family approval for Jahnavi to attend school.

Q4: What lessons does the story teach about courage and determination?
Ans: The story teaches that courage and determination are essential for overcoming obstacles to achieve one’s dreams. Jahnavi’s courage is evident when she follows the river’s advice and enters the classroom despite her fears and lack of permission. Her determination is shown in her persistent dream of going to school, even when her family initially denies her the opportunity. The story illustrates that taking small, brave steps, like Jahnavi’s decision to listen quietly in class, combined with unwavering determination, can lead to significant changes, such as gaining her parents’ approval to study, emphasising the power of these qualities in facing challenges.

Q5: How does the story highlight the importance of support from others in achieving one’s dreams?
Ans: The story underscores that support from others is vital for achieving dreams, especially when facing societal or familial barriers. Jahnavi’s dream of going to school is realised through the encouragement and actions of key figures. The river provides emotional support and practical advice, boosting her confidence. The teacher’s proactive visit to Jahnavi’s home bridges the gap between her aspirations and her family’s concerns. Her mother’s eventual support, driven by her own past, sways her father’s decision. Together, these supportive figures—the river, teacher, and mother—illustrate that dreams are often achieved with the help of others who believe in and advocate for the dreamer.