Lesson Architecture Theme Lesson Summary Poem Explanation Word-Meanings NCERT Solution Competency Based Questions & Answers Theme | A Funny Man | Unit II | Class VII The poem explores the theme of humour, imagination, and individuality . It introduces a whimsical man who breaks all conventions—he wears shoes on his head, hats on his feet, and offers a bun instead of a rose. Through this humorous portrayal, the poem celebrates eccentricity, creativity , and the joy of looking at life from a fun, different perspective. It also encourages readers to embrace the unexpected  and enjoy the lighter side of life. Lesson Summary | Unit II | A Funny Man | Poem Explanation The poem describes an encounter with a strange but polite man  who behaves in a completely unexpected way. He walks down the street wearing a shoe on his head and hats on his feet. When he meets the speaker, he lifts his shoe to greet them and offers a currant bun  instead of a rose. The speaker is both puzzled and amused, especially by the man’s claim that the bun is a rose. The man sings a strange-sounding song and sits on the ground. When asked about his hats, he does something even funnier—he turns around and hops away on his head . The poem ends with this hilarious image, leaving readers smiling at the absurdity and charm of this unusual character. Funny Man 1 Poem Explanation  Stanza 1 One day a funny kind of man Came walking down this street The poet describes an unusual man walking down the street. The word “funny” means strange or amusing here. He wore a shoe upon his head And hats upon his feet. This is a humorous and silly image. The man wears his shoe on his head (instead of his foot) and hats on his feet (instead of his head), which is the opposite of normal! Stanza 2 He raised the shoe and smiled at me, His manners were polite; The man lifts the shoe from his head (like tipping a hat) and smiles. He is polite, even though he looks strange. But never had I seen before Such a funny sounding sight. The poet is amazed. She’s never seen anything so strange. The phrase “funny sounding sight” is playful—it mixes two senses (hearing and sight), adding to the humour. Stanza 3 He said, “Allow me to present Your Highness with a rose.” The man speaks grandly and formally, calling the poet “Your Highness” like she is royalty. He wants to present her with a rose. And taking out a currant bun He held it to my nose. Instead of a rose, he offers a currant bun (a type of sweet bread), which makes the situation even more funny and confusing. Stanza 4 I staggered back against the wall And then I answered, “Well! The poet is so surprised that she steps back in shock and says “Well!” as a sign of disbelief. I never saw a rose with such A funny looking smell. She jokes that the bun smells strange for a rose, mixing the idea of how something looks with how it smells. It's playful and ironic. Stanza 5 He then began to sing a song, And sat down on the ground; The man sits down and starts singing, showing even more unusual behaviour. You never heard in all your life Such a funny feeling sound. His singing is so odd that it’s described as a “funny feeling sound,” which suggests it's both strange and amusing. Stanza 6 “My friend, why do you wear two hats Upon your feet?” I said. The poet finally asks him directly why he’s wearing hats on his feet, showing her curiosity. He turned the other way about, And hopped home on his head. Instead of replying, he turns and hops away—on his head! This ending adds a final touch of silliness and wonder. Word Meanings | Poem Explanation Word/Phrase Meaning Example Sentence Funny kind of man A man with strange or amusing behaviour A funny kind of man greeted me by wearing his shoes on his head. Currant bun A small cake or bread roll with dried fruits Instead of a flower, he offered me a currant bun! Staggered Moved unsteadily or in surprise I staggered back when he held the bun to my nose. Polite Having good manners Despite his odd look, the man was polite in speech. Funny looking smell A humorous way to describe a strange aroma I couldn’t stop laughing at the funny looking smell he offered. Hopped Jumped on one foot or in a bouncing motion He hopped home on his head, which made everyone laugh. Present (as a verb) To offer formally He said, “Allow me to present Your Highness with a rose.” Raised Lifted or moved upward He raised the shoe from his head to greet me. Sounding sight A poetic mix-up—something that looks funny and sounds odd It was a funny sounding sight indeed—he wore hats on his feet! Highness A respectful title (often used for royalty) He jokingly called me ‘Your Highness’ while offering the bun.  Let us discuss | NCERT Solution Work in pairs. Identify the true statements. Check your answers with the teacher. 1. The poet says that she had never heard such an amusing song. 2. The funny man was quite ill-mannered. 3. The funny man wore two hats on his feet. 4. The funny man hopped on his head to reach home. 5. The funny man gave a rose to the poet. 6. The funny man smiled at the poet. Answers No. Statement True/False Justification 1. The poet says that she had never heard such an amusing song. True The poet says, “You never heard in all your life / Such a funny feeling sound.” 2. The funny man was quite ill-mannered. False The poet says, “His manners were polite.” 3. The funny man wore two hats on his feet. True The line says, “And hats upon his feet.” 4. The funny man hopped on his head to reach home. True The poem ends with, “And hopped home on his head.” 5. The funny man gave a rose to the poet. False He offered a currant bun , calling it a rose. 6. The funny man smiled at the poet. True The poem says, “He raised the shoe and smiled at me.” Page 61 | A Funny Man | Vocabulary Exercise Answers II. Clue Answer 1. A small seedless raisin Currant 2. Moved unsteadily Staggered III. The tone of the poem is  humorous because  it describes a man behaving in strange, silly ways that make the reader laugh. The rhyme scheme of the poem is  AABB ; and it gives a  rhythmic quality to the poem. The poet has frequently repeated the word ‘funny’ in order to  highlight the amusing and strange actions of the man. IV. The poem uses vivid imagery to create a  humorous and nonsensical scene. The structure of the poem is in  monologue form. The phrases ‘sounding sight’ and ‘hopped home’ are examples of  alliteratio n V. Correct sentence: But I had never seen such a funny sounding sight before. Why has the poet used phrases like ‘funny sounding sight’ and ‘funny feeling sound’ with reference to the funny man? Ans: The poet has used phrases like ‘funny sounding sight’  and ‘funny feeling sound’  to reflect the absurd and confusing experience  of encountering the funny man. These unusual combinations of words, where the sense of sight and sound seem mixed up, highlight the whimsical and nonsensical nature  of the man’s actions. VI.   Can you think of any real-world situations where people do similar things for fun, entertainment, or performance? Share with your classmates and the teacher. Ans: Yes, there are many real-world situations where people behave in humorous or unusual ways for fun, entertainment, or performance . Here are a few examples: Clowns in a circus  wear funny clothes, use oversized shoes, paint their faces, and perform silly actions to make people laugh. Street performers or mime artists  often act in strange or exaggerated ways to entertain passers-by, sometimes without even speaking. Fancy dress competitions  or costume parades  in schools and communities often have people dressing as unusual or imaginary characters. Comedians or comic actors  in movies and plays may do unexpected things, speak in funny voices, or move in odd ways to entertain the audience. During festivals or carnivals , people may wear costumes, dance in the streets, and play harmless pranks as part of the celebration. These situations show how, like the funny man in the poem, people enjoy using imagination, exaggeration, and humour  to bring joy to others. Funny Man 2 Let us think and reflect ( Page 62) I Read the extracts given below and answer the questions that follow. 1. He said, “Allow me to present Your Highness with a rose.” And taking out a currant bun He held it to my nose. I staggered back against the wall And then I answered, “Well!” (i) Why does the funny man address the poet as ‘Your Highness’? (ii) Choose a phrase from the extract which indicates a polite request. Ans: (i) He addresses the poet as ‘Your Highness’  to act in a humorous and exaggeratedly formal manner, possibly pretending that the poet is royalty. This adds to the funny and imaginative tone  of the poem and reflects his quirky behaviour. (ii) The phrase is: “Allow me to present” . It shows that the funny man is making a respectful and polite offer  in a formal tone.  (iv) Complete the sentence with an appropriate reason. When the poet says, ‘Well!’, it expresses surprise. This was so because _________________. Ans: When the poet says, ‘Well!’, it expresses surprise. This was so because the man offered a currant bun instead of a rose, which was completely unexpected and absurd. Extract 2 You never heard in all your life Such a funny feeling sound. “My friend, why do you wear two hats Upon your feet?” I said. He turned the other way about, And hopped home on his head. (i) Choose the line from the extract which tells us that the sound was unique: “You never heard in all your life / Such a funny feeling sound.” (ii) Complete the sentence with an appropriate reason: The poet calls the funny man ‘my friend’ because despite his strange actions, the man was polite and friendly. (iii) What does the reaction of the funny man to the poet’s question tell us about him? His reaction— hopping away on his head instead of answering —shows that he is playful, unpredictable, and enjoys being funny rather than logical. (iv) Choose the correct option to complete the sentence: The last line of the extract makes the readers feel D. cheerful . II. Answer the following questions | Page 63 1. Which character trait of the funny man was most appealing to you? Why? The most appealing trait is his creativity . He dares to be different and expresses himself freely. His silly yet polite behaviour adds charm, making him enjoyable and showing that it’s okay to be unique and imaginative. 2. The funny man does unusual things in the poem. How does it affect the overall mood of the poem? The man’s odd actions, like wearing hats on his feet and hopping on his head, create a light-hearted, humorous mood . His behaviour makes the poem entertaining and whimsical, allowing readers to laugh and enjoy his strange way of living. 3. What alternative title would you suggest for the poem? Give reason(s) for your choice. An alternative title could be "The Man Who Hopped on His Head"  because it captures the quirky essence of the character and reflects the poem’s playful tone. It also sparks curiosity and highlights his most comical action. 4. Why do you think the poet has included dialogues in the poem? The poet uses dialogue to make the interaction more lively and personal . It helps readers connect with both characters, adds humour, and brings out the funny man’s eccentric personality more vividly through his spoken words. 5. What does the poet wish to convey by highlighting the unusual behaviour of the funny man? The poet wants to convey that being different is not wrong. The funny man’s behaviour teaches us to accept uniqueness, find joy in the unexpected , and see humour in ordinary situations without judging people for being unconventional.   Let us learn I. Match the phrasal verbs in Column 1 with their correct meanings in Column 2 Column 1 Matched with Column 2 1. take up (iii) to begin to study, practice, or do something 2. take after (v) to resemble or look similar to (usually a family member) 3. take in (i) to understand or comprehend something 4. take over (ii) to assume control or responsibility for something 5. take off (iv) to become successful or popular quickly II. Fill in the blanks with suitable phrasal verbs (from Section I) Sentence No. Sentence 1 The new technology is set to take over  traditional methods of communication. 2 I tried hard to take in  what the writer wanted to say but was unsuccessful. 3 Arjun decided to take up  painting as a hobby. 4 The smartphone quickly took off  the sales in the market. 5 Sheela takes after  her father; they have the same smile. II. Match the verbs in Column 1 with suitable prepositions/adverbs and write meanings Column 1 Column 2 (with) Column 3 (Meaning) 1. look after take care of 2. run away escape or leave quickly 3. put off postpone 4. break down stop functioning / lose control 5. call off cancel Competency-Based Questions Q1. How does the poet use humour to highlight the unique behaviour of the funny man? Answer: The poet uses exaggerated and absurd imagery, such as wearing a shoe on his head and hopping home on his head, to create humour. This reflects how unusual actions can challenge our normal expectations and make us laugh. Q2. What can we infer about the poet’s reaction to the funny man’s behaviour? Answer: The poet is surprised and amused by the man’s antics. Phrases like “I staggered back” and “Well!” show a mix of confusion and delight, indicating that the poet is open to viewing oddity with curiosity rather than fear. Q3. What life skill does the poet demonstrate when interacting with the funny man? Answer:The poet demonstrates open-mindedness and observation. Despite the man’s odd behaviour, the poet remains polite, tries to understand, and responds without judgment, showing emotional awareness and social sensitivity. Q4. Why is the poem suitable for building creativity in students? Answer:The poem encourages imagination through humorous and surreal situations. It helps students explore poetic devices, wordplay, and alternative thinking, fostering creative expression and divergent thinking skills. Q5. What message does the poem convey about accepting differences in people? Answer:The poem suggests that people may behave differently, but instead of judging them, we can appreciate their uniqueness with kindness and humour. It promotes empathy and inclusion through light-hearted storytelling.

Lesson Architecture Theme Lesson Summary Character Introduction Translation of the Play Word-Meanings NCERT Solution Competency Based Questions & Answers Theme | Say the Right Thing | Unit II | Class VII The drama Say the Right Thing  explores the humorous and sometimes awkward consequences of social inexperience and the pressure to make a good impression. It focuses on the importance of polite conversation and the unspoken rules of social etiquette in upper-class gatherings. The play highlights how honesty, when unfiltered or poorly timed, can lead to unintended embarrassment. Through the character of Mary, who tries to follow her mother’s instructions but fails hilariously, the play underscores the gap between intention and social expectation. Ultimately, it teaches that kindness, sincerity, and thoughtful speech form the foundation of meaningful communication. Say the Right Thing Lesson Summary | Unit II | Say the Right Thing | Drama Explanation Say the Right Thing is a humorous one-act play that revolves around Mrs. Shaw and her daughter Mary as they prepare to host two important guests—Mrs. Harding and Mrs. Lee—in their home in the town of Lanfield. Mrs. Shaw is eager to impress the ladies, especially Mrs. Harding, who belongs to a wealthy and influential family. She coaches Mary on how to behave properly—what to say, how to act politely, and most importantly, to avoid saying anything that might offend the guests. Mary, though eager to help, is inexperienced in polite society and takes her mother’s advice literally. She assures her mother that she knows the "right things" to say and is confident in her ability to manage a conversation. However, once the guests arrive, Mary unintentionally creates one awkward moment after another. She mistakes other people’s children as belonging to Mrs. Harding, criticizes bankers—only to discover that Mrs. Lee’s brother is one, mocks fashion choices that turn out to reflect the guests' own preferences, and even insults the family dog without realizing it belongs to them. Despite several attempts to recover the situation, Mary’s well-meaning but blunt observations lead to mounting discomfort. In the final scene, when the guests prepare to leave, Mary, trying to recall her mother’s parting instructions, mixes them up and hilariously says the opposite—“Must you stay? Can’t you go?”—leaving everyone speechless. The play ends on a humorous note, revealing how hard it can be to navigate polite society, especially when trying too hard to impress. Through witty dialogue and a relatable situation, the drama portrays the challenges of social conversation and the importance of timing, tact, and empathy in communication. Character Introduction | Role in Play | Personality Traits Character Role in the Play Personality Traits Contribution to the Plot Mrs. Shaw A polite and socially conscious lady; mother of Mary Sophisticated, image-conscious, guiding, a bit controlling Hosts an important tea gathering and tries to teach Mary how to behave in society. Mary Mrs. Shaw’s daughter, young and outspoken Honest, blunt, naïve, unintentionally funny Creates humorous and awkward moments while trying to "say the right thing." Mrs. Harding Wife of a wealthy man who has recently moved to Lanfield Elegant, reserved, easily offended Her presence is important for Mrs. Shaw’s social aspirations; Mary unknowingly offends her. Mrs. Lee Mrs. Harding’s sister, more expressive and talkative Observant, sharp, mildly sarcastic Reacts to Mary’s comments and helps move the conversation, adding to the drama. Mr. Best   (Mentioned) A banker who commutes daily to London Not shown on stage; described humorously by Mary Used to highlight Mary’s critical and unfiltered way of speaking. Mr. Pomeroy   (Mentioned) A horse-riding man who practices shooting Passionate about horses and shooting Another target of Mary’s commentary, leading to awkwardness with Mrs. Lee. Scene I: At Home Character & Original Dialogue (English) Translation / Explanation in Hindi Mrs. Shaw:  The room looks cleaner now. Put that coat away in your bedroom. This room isn’t the place for coats. कमरा अब साफ लग रहा है। वह कोट अपने कमरे में रख दो। यह जगह कोट रखने के लिए नहीं है। Mrs. Harding and Mrs. Lee will soon be here, and they don’t want to see that. मिसेज़ हार्डिंग और मिसेज़ ली अभी आने वाली हैं, और वे ये सब नहीं देखना चाहेंगी। Mary:  You’re always telling me to put things away. आप हमेशा मुझसे चीजें हटाने को कहती हैं। Mrs. Shaw:  Yes, I am. You leave your clothes all over the house. हाँ, क्योंकि तुम कपड़े पूरे घर में फैला देती हो। Mary:  I’m not a child! मैं कोई बच्ची नहीं हूँ! Mrs. Shaw:  No, you’re not. So please keep your clothes in your own room. हाँ, तुम बच्ची नहीं हो। इसलिए अपने कपड़े अपने कमरे में रखो। Mary:  Why are those two women coming here? Who’s Mrs. Harding? वे दोनों औरतें यहाँ क्यों आ रही हैं? मिसेज़ हार्डिंग कौन हैं? Mrs. Shaw:  She’s the wife of a wealthy man, Mr. Harding. He has just bought a big house in Lanfield. They lived in London before. She’s coming to have a talk. I met her in a shop and asked her to come. वह एक अमीर आदमी, मिस्टर हार्डिंग की पत्नी हैं। उन्होंने हाल ही में लैनफील्ड में एक बड़ा घर खरीदा है। पहले वे लंदन में रहते थे। वह सिर्फ बातचीत करने आ रही हैं। मैं उन्हें एक दुकान में मिली थी और उन्हें आने के लिए कहा। Mary:  Oh, I’ve seen her children. They often come along the road. Who’s Mrs. Lee? ओह, मैंने उनके बच्चों को देखा है। वे अकसर सड़क पर आते हैं। मिसेज़ ली कौन हैं? Mrs. Shaw:  She’s Mr. Harding’s sister. She has been staying with them for a while. वह मिस्टर हार्डिंग की बहन हैं। वह कुछ समय से उनके साथ रह रही हैं। Mary:  What are you going to talk about? आप उनसे क्या बात करने वाली हैं? Mrs. Shaw:  I don’t know. All kinds of things. One day you’ll have to go to some of these houses yourself and talk to the people there. पता नहीं, बहुत सी बातें। एक दिन तुम्हें भी इन घरों में जाकर लोगों से बात करनी होगी। Mary:  I can talk now. I’ve been able to talk for a long time. मैं अब भी बात कर सकती हूँ। मैं तो काफी समय से बात करना जानती हूँ। Mrs. Shaw:  Yes, that’s true. You always talk too much. But does anyone want to hear the things that you say? हाँ, ये सही है। लेकिन तुम बहुत ज़्यादा बोलती हो। पर क्या कोई तुम्हारी बात सुनना चाहता है? Mary:  I can talk very well when I like. I’ll stay with you today and talk to them when they come. जब मेरा मन हो, तो मैं बहुत अच्छी तरह बात कर सकती हूँ। मैं आज आपके साथ रहूँगी और उनसे बात भी करूँगी। Mrs. Shaw:  Oh, I don’t think so. You can go out for a walk. It will be better if you do that. मुझे नहीं लगता कि ये अच्छा रहेगा। तुम टहलने चली जाओ, वही बेहतर होगा। Mary:  Why? क्यों? Mrs. Shaw:  If you stay with me, you may not say the right thing. अगर तुम मेरे साथ रहोगी, तो शायद कुछ गलत कह बैठोगी। Mary:  I know the right things to say: “Good afternoon”, “How are you?” and things like that. Let me stay today. I can do it very well. I’ll show you. Anyone can talk. मुझे पता है क्या कहना होता है: "गुड आफ्टरनून", "हाउ आर यू?" जैसी बातें। मुझे आज रहने दीजिए। मैं अच्छे से कर लूंगी। किसी से भी बात की जा सकती है। Mrs. Shaw:  You may stay if you like. But take care. I want to know Mrs. Harding well. I want her to ask me to go to their house. There isn’t much to do here in Lanfield, and I want to know some more people. I want some more friends here. So take care when you say anything. अगर तुम्हारी इच्छा हो तो तुम रुक सकती हो। लेकिन ध्यान रखना। मैं मिसेज़ हार्डिंग से अच्छे से जान-पहचान बनाना चाहती हूँ। मैं चाहती हूँ कि वे मुझे अपने घर बुलाएं। लैनफील्ड में ज़्यादा कुछ करने को नहीं है, तो मैं और लोगों को जानना चाहती हूँ। इसलिए जो भी कहो, सोचकर कहना। Mary:  Tell me what to say. मुझे बताइए क्या कहना है। Mrs. Shaw:  I can’t tell you everything, but you’ll always be right if you’re kind to people. Say things that will please them. Then they’ll like you. Laugh a lot, and try to make them laugh too. And if everyone stops talking, say something to make them talk again. They don’t want to sit here and look at the floor without speaking. Think of something to say. मैं तुम्हें सब नहीं सिखा सकती, लेकिन अगर तुम लोगों से विनम्रता से पेश आओगी, तो सब ठीक रहेगा। ऐसी बातें कहो जिससे लोग खुश हों। हँसो और दूसरों को भी हँसाओ। अगर सब चुप हो जाएँ, तो कुछ कहो ताकि बात फिर से शुरू हो। कोई यहाँ चुपचाप बैठकर ज़मीन नहीं देखना चाहता। कुछ अच्छा सोचकर कहना। Mary:  I can do that. There’s always something to say. Must I do anything else? मैं ये कर सकती हूँ। कुछ न कुछ तो कहने को होता ही है। और कुछ करना होगा क्या? Mrs. Shaw:  When they are ready to leave, don’t jump out of your chair and look gladly at the door. You must look sorry when they want to leave. जब वे जाने के लिए तैयार हों, तो अपनी कुर्सी से खुशी से उछल मत पड़ना और दरवाज़े की तरफ मत देखना। तुम्हें दुखी दिखना चाहिए कि वे जा रहे हैं। Mary:  What shall I do when they want to go? जब वे जाने लगें, तब मैं क्या करूँ? Mrs. Shaw:  Ask them to stay a little while longer. Just say, “Must you go? Can’t you stay?” or something like that. You like them and you want them to stay, and you must let them understand that. उन्हें थोड़ी देर और रुकने को कहो। बस इतना कहो: "क्या आपको जाना ही है? क्या आप थोड़ी देर और नहीं रुक सकतीं?" ऐसा कुछ कहो जिससे उन्हें लगे कि तुम उन्हें पसंद करती हो और चाहती हो कि वे रुकें। Mary:  That’s not very hard, is it? I’ll remember that. “Must you go? Can’t you stay? Must you go? Can’t you stay?” यह तो बहुत मुश्किल नहीं है, है न? मैं याद रखूँगी। "क्या आपको जाना है? क्या आप रुक नहीं सकतीं?" Mrs. Shaw:  That’s right. Now take your coat to your room and change into a clean dress. You must look nice when they come. And if everyone stops talking, say something kind to make them talk again. And don’t say anything that will make them angry. बिल्कुल ठीक। अब अपना कोट अपने कमरे में ले जाओ और एक साफ़ कपड़े पहन लो। जब वे आएँ तो तुम्हें अच्छा दिखना चाहिए। अगर सब चुप हो जाएँ, तो कुछ अच्छा बोलो जिससे बात फिर से शुरू हो जाए। और कोई ऐसी बात मत बोलना जिससे वे नाराज़ हो जाएँ। Mary:  I will remember. I’ve often done harder things than this. मैं याद रखूँगी। इससे ज़्यादा मुश्किल चीजें मैंने की हैं। Scene II: In the Sitting Room Character & Original Dialogue (English) Translation / Explanation (Hindi) Mrs. Shaw:  So you like Lanfield, Mrs. Harding! I’m very glad. तो आपको लैनफील्ड पसंद है, मिसेज़ हार्डिंग! मुझे बहुत खुशी हुई। Mrs. Harding:  Yes, we like it very much. It’s not the same as London, but there are some very nice people here, and we’ve found a good house. हाँ, हमें यह बहुत पसंद है। यह लंदन जैसा नहीं है, लेकिन यहाँ कुछ बहुत अच्छे लोग हैं, और हमें एक अच्छा घर भी मिल गया है। (No one says anything more, and Mrs. Shaw looks at Mary.) (कोई कुछ नहीं कहता, और मिसेज़ शॉ मेरी की ओर देखती हैं।) Mary:  What beautiful children you have, Mrs. Harding! I’ve often seen them walking along the road. आपके बच्चे कितने प्यारे हैं, मिसेज़ हार्डिंग! मैंने उन्हें अक्सर सड़क पर चलते देखा है। Mrs. Harding:  Oh, I haven’t any children. ओह, मेरे कोई बच्चे नहीं हैं। Mary:  Oh yes, you have! I’ve seen them: a little boy and a little girl. अरे नहीं, आपके हैं! मैंने देखा है – एक छोटा लड़का और एक छोटी लड़की। Mrs. Harding:  (not very pleased) I have no children; believe me. (अप्रसन्न होकर) मेरे कोई बच्चे नहीं हैं, यकीन मानिए। Mary:  Oh! ओह! Mrs. Shaw:  (quietly) They must be someone else’s children. Have you met Mr. Best? He’s a nice man. He lives near you. (धीरे से) वे शायद किसी और के बच्चे होंगे। क्या आप मिस्टर बेस्ट से मिली हैं? वह अच्छे व्यक्ति हैं। आपके पड़ोस में रहते हैं। Mary:  Oh, Mr. Best! He lives here and he works in London. He goes all the way to London by train every morning, and then he comes all the way back by train every night. He lives in trains! (she laughs) What kind of life is that? Why do people do things like that? They do not know how to live. And he reads two newspapers in the train every day. He never reads a book. But he’s only a banker, and bankers can’t think. ओह, मिस्टर बेस्ट! वे यहीं रहते हैं और लंदन में काम करते हैं। वो हर सुबह ट्रेन से लंदन जाते हैं और रात को लौटते हैं। वह तो ट्रेन में ही रहते हैं! (हँसती है) ये कैसी ज़िंदगी है? लोग ऐसा क्यों करते हैं? उन्हें जीना नहीं आता। वह हर दिन ट्रेन में दो अखबार पढ़ते हैं। कभी किताब नहीं पढ़ते। पर वह तो केवल एक बैंकर हैं, और बैंकर तो सोच भी नहीं सकते। Mrs. Lee:  My brother’s a banker. He goes to London by train every morning and comes back every night. He reads two newspapers in the train in the morning, and another every night. मेरे भाई भी बैंकर हैं। वह हर सुबह ट्रेन से लंदन जाते हैं और रात को वापस आते हैं। वो भी सुबह दो और रात को एक अखबार पढ़ते हैं। Mary:  Oh, I’m sorry. I didn’t know. ओह, माफ़ कीजिए। मुझे पता नहीं था। Mrs. Shaw:  Bankers always have to read a lot of newspapers. Do you know Mrs. Best? She’s a nice woman. I like her. बैंकरों को हमेशा बहुत से अखबार पढ़ने होते हैं। क्या आप मिसेज़ बेस्ट को जानती हैं? वो एक अच्छी महिला हैं। मुझे वह पसंद हैं। Mary:  But have you seen her clothes? She goes out in a blue dress with a red coat over it. (she laughs) लेकिन क्या आपने उनके कपड़े देखे हैं? वो नीली ड्रेस के ऊपर लाल कोट पहनकर बाहर जाती हैं। (हँसती है) Mrs. Harding:  I have a blue dress, and I often put on my red coat at the same time. मेरी भी एक नीली ड्रेस है, और मैं भी उस पर अक्सर लाल कोट पहनती हूँ। Mrs. Shaw:  (quickly) I like blue dresses and red coats. (No one says anything.) (जल्दी से) मुझे नीली ड्रेस और लाल कोट पसंद हैं। (कोई कुछ नहीं कहता) Mary:  I saw Mrs. Cotter this afternoon. I met her in the street. No one sees her in the morning because she always stays in bed then. And she’s always asking the doctor to go to see her. I can’t understand women who stay in bed in the morning. And why must she always ask for the doctor? I’ve never been to a doctor in my life. मैंने आज दोपहर मिसेज़ कॉटर को देखा। मैं उन्हें सड़क पर मिली। कोई उन्हें सुबह नहीं देखता क्योंकि वो हमेशा बिस्तर में रहती हैं। और वह हमेशा डॉक्टर को बुलाती रहती हैं। मैं उन महिलाओं को नहीं समझती जो सुबह तक बिस्तर में रहती हैं। और वह हमेशा डॉक्टर क्यों बुलाती हैं? मैं कभी डॉक्टर के पास नहीं गई हूँ। Mrs. Harding:  I stay in bed in the morning myself. मैं खुद सुबह बिस्तर में रहती हूँ। Mrs. Lee:  I often go to the doctor. मैं तो अकसर डॉक्टर के पास जाती हूँ। Mary:  Oh, I’m sorry. ओह, माफ़ कीजिए। Mrs. Shaw:  Do you know Mrs. Grantley? She’s one of my best friends. क्या आप मिसेज़ ग्रांटली को जानती हैं? वह मेरी सबसे अच्छी दोस्तों में से एक हैं। Mary:  But she’s so talkative! Talkative women aren’t very interesting, are they? लेकिन वो तो बहुत बोलती हैं! बहुत बोलने वाली औरतें ज्यादा दिलचस्प नहीं होतीं, हैं ना? Mrs. Lee:  My mother’s a very talkative woman. मेरी माँ बहुत बातूनी हैं। Mary:  Oh, I’m sorry. I didn’t know. (No one says anything.) ओह, माफ़ कीजिए। मुझे पता नहीं था। (कोई कुछ नहीं कहता) Mary:  (looking out of the window): Oh, there’s that dog again! It always looks very dirty. I don’t like dogs, do you? Who wants a dog? That dog’s always near our house. Why do people keep dogs? Who wants a dog? Why doesn’t its owner keep it clean? Have you seen it? (खिड़की से बाहर देखती है): ओह, वो कुत्ता फिर आ गया! वह हमेशा गंदा दिखता है। मुझे कुत्ते पसंद नहीं हैं, क्या आपको हैं? लोग कुत्ते क्यों रखते हैं? वो कुत्ता हमारे घर के पास हमेशा घूमता है। उसका मालिक उसे साफ क्यों नहीं रखता? क्या आपने उसे देखा है? Mrs. Harding:  (looking out of the window) Yes, I’ve seen it. That’s Towzer. It’s our dog. (खिड़की से बाहर देखती हैं) हाँ, मैंने देखा है। वह टॉउज़र है। वो हमारा कुत्ता है। Mary:  (with a red face) Oh, I didn’t know! (No one speaks.) (शर्मिंदा होकर) ओह, मुझे पता नहीं था! (कोई कुछ नहीं कहता) Mary:  (still looking out of the window) There’s Mr. Pomeroy on his horse. He’s always talking about horses. He rides a horse every day, and practises shooting. Why must he do that? What have they done to Mr. Pomeroy? Why do some men like horses more than they like people? It’s hard to understand men. (अब भी खिड़की से बाहर देखते हुए) वो मिस्टर पोमेरॉय हैं, अपने घोड़े पर। वो हमेशा घोड़ों की बात करते हैं। रोज़ घुड़सवारी करते हैं और शूटिंग का अभ्यास करते हैं। वह ऐसा क्यों करते हैं? उन्हें क्या हो गया है? कुछ मर्द घोड़ों को लोगों से ज़्यादा क्यों पसंद करते हैं? मर्दों को समझना मुश्किल है। Mrs. Lee:  My brother practises shooting when he has the time, and he rides his horse when he can. He sold his house in London and bought a house here because he wanted to ride and practise shooting. मेरे भाई भी शूटिंग का अभ्यास करते हैं जब समय मिलता है, और जब हो सके तो घुड़सवारी करते हैं। उन्होंने लंदन का घर बेचकर यहाँ घर खरीदा ताकि वो ये सब कर सकें। Mrs. Harding:  (looking at Mrs. Lee) It’s getting a little late. We must go now, Mrs. Shaw. It has been very nice to have a little talk. (मिसेज़ ली की ओर देखती हैं) अब थोड़ा देर हो रही है। हमें अब चलना चाहिए, मिसेज़ शॉ। आपसे थोड़ी बातचीत करके अच्छा लगा। Mrs. Lee:  Very nice. (She looks at Mary.) बहुत अच्छा रहा। (वो मेरी की ओर देखती हैं) Mrs. Shaw:  It was very good of you to come to see us. Please stay a little longer. आप आकर मिलीं, इसके लिए धन्यवाद। कृपया थोड़ी देर और रुकिए। Mary:  (unable to say the right thing even now) Oh, must you stay? Can’t you go? (अब भी सही बात न कह पाने पर) ओह, क्या आपको रुकना ही है? क्या आप जा नहीं सकतीं? Word-Meanings with Sentences Word Meaning Example Sentence Blunders Careless mistakes Mary made several blunders while talking to the guests. Polite Showing good manners The funny man raised his shoe politely and smiled at the poet. Staggered Moved unsteadily or shocked She staggered back against the wall in surprise. Manners Social behaviour Despite being funny, he had polite manners. Present (verb) To give or show formally He said, “Allow me to present your Highness with a rose.” Hilariously In a very funny way Mary hilariously described the man’s strange train routine. Embarrass To make someone feel uncomfortable or ashamed Mary embarrassed her mother by saying the wrong things. Practise To repeat an activity regularly to improve Mr. Pomeroy practises shooting every day. Conversation A talk between two or more people Mrs. Shaw wanted the conversation to go smoothly. Talkative Fond of talking too much Mary said talkative women aren’t very interesting. Compliment A polite expression of praise or admiration Giving a compliment can help start a conversation. Unexpected Not anticipated or planned Her comments about the dog were completely unexpected. React To respond or behave in a particular way Mary reacted quickly when she realised her mistake. Tone The general attitude or mood in speech The tone of Mrs. Shaw became tense after Mary’s remarks. Interrupt To break the flow of a conversation or action Mary tried not to interrupt the silence with wrong words. Encourage To give support or confidence Mrs. Shaw tried to encourage Mary to say the right things. Apology A statement saying sorry Mary offered an apology when she offended the guests. Reputation What others think about someone Mrs. Shaw was concerned about her reputation in Lanfield. Offend To hurt someone’s feelings Mary did not mean to offend Mrs. Lee by her comment. Mistaken Being wrong about something Mary was mistaken about who the children belonged to. Say The Right Thing Let Us Discuss | Page 77 Sl. No. False Statement Rectification 1 Mrs. Harding states that they do not like London as it is not the same as Lanfield. Mrs. Harding states that they like Lanfield very much even though it is not the same as London. 2 Mrs. Harding was pleased to know that Mary was familiar with her children. Mrs. Harding was shocked and offended when Mary mistook someone else’s children as hers. 3 Mrs. Shaw shared that she liked Mrs. Best as she read a lot of newspapers. Mrs. Shaw shared that she disliked Mrs. Best because she was always interfering and gossiping. 4 Mrs. Harding and Mrs. Shaw agree that wearing a blue dress with a red coat is unfashionable. Mrs. Harding and Mrs. Shaw argue over fashion, with one defending and the other criticizing the outfit. 5 Mary shares that she finds the dog outside the window cute. Mary says the dog outside the window looks like a "horrid little brute," upsetting Mrs. Shaw. Let Us Think and Reflect | Page 78 Extract 1 Read the extracts given below and answer the questions that follow. Mary: What are you going to talk about? Mrs. Shaw: I don’t know. All kinds of things. One day you’ll have to go to some of these houses yourself and talk to the people there. Mary: I can talk now. I’ve been able to talk for a long time. Mrs. Shaw: Yes, that’s true. You always talk too much. But does anyone want to hear the things that you say? Mary: I can talk very well when I like. I’ll stay with you today and talk to them when they come. Mrs. Shaw: Oh, I don’t think so. You can go out for a walk. It will be better if you do that. (i) What does Mrs. Shaw imply when she says, “One day you’ll have to go to some of these houses yourself and talk to the people there”? A. She believes Mary should start learning about hosting guests then. B. She thinks Mary is ready to visit these houses independently C. She wants Mary to develop social skills for the future. D. She hopes Mary will avoid these social interactions entirely. (ii) Complete the following sentence with the correct option from the brackets. Mrs. Shaw and Mary are discussing how to have a polite conversation . (have a polite conversation / get to know people better) (iii) Why did Mary insist on staying with her mother when the guests arrived? Mary insisted on staying with her mother because she wanted to prove that she could talk well and contribute meaningfully to the conversation, believing she was capable of handling social interactions. (iv) Match the following character traits to the characters in the extract: Character Trait Mary A. eager B. inexperienced Mrs. Shaw C. cautious Extract 2 Mary : I saw Mrs. Cotter this afternoon. I met her in the street. No one sees her in the morning because she always stays in bed then. And she’s always asking the doctor to go to see her. I can’t understand women who stay in bed in the morning. And why must she always ask for the doctor? I’ve never been to a doctor in my life. Mrs. Harding : I stay in bed in the morning myself. (i) Complete the following sentence suitably. Mary could spot Mrs. Cotter in the street because Mrs. Cotter comes out only in the afternoon. (ii) What does Mary’s comment about Mrs. Cotter staying in bed and calling the doctor suggest about her understanding? A. She is worried about why Mrs. Cotter stays in bed all morning. B. She is unable to understand why people need medical help. C. She thinks Mrs. Cotter is scared and lonely for staying in bed. D. She believes Mrs. Cotter is right to rest and take care of herself. (iii) How can we say that Mary enjoyed good health? Mary mentions that she has never been to a doctor in her life, indicating that she rarely falls ill and enjoys good health. (iv) Identify whether the following statement is true or false. Mary might have unintentionally offended Mrs. Harding. True  – Mary criticized people who stay in bed in the morning, not knowing Mrs. Harding does the same. II. Answer the following questions | Page 79 1.What does Mary’s comment about Mr. Best’s routine and profession reveal about her viewpoint on bankers and their way of life? Mary views Mr. Best’s banker lifestyle as dull and overly routine-based. Her comment reflects her lack of appreciation for formal professions and her belief that such people do little of real interest. What can we infer about Mary’s understanding of polite conversation based on her interactions with the guests? Mary lacks the tact and sensitivity required for polite conversation. Her blunt remarks and inappropriate topics suggest she does not fully grasp the importance of social etiquette and courteous dialogue. What do you think the repeated stage direction ‘no one speaks’ indicates about the atmosphere in the room when Mary speaks? The phrase "no one speaks" indicates discomfort and awkwardness in the room. It suggests that Mary’s comments often create unease, leaving others unsure of how to respond politely. How does Mary’s attitude towards the guests change throughout the play? At first, Mary is eager and confident about speaking with the guests. However, as the play progresses and her comments cause embarrassment, she becomes more aware of her mistakes and less assertive. What do Mrs. Harding’s and Mrs. Lee’s responses to Mary’s blunders during their visit reveal about their characters? Mrs. Harding and Mrs. Lee respond with grace and patience, showing their maturity and understanding. Their polite reactions reveal they value social harmony and are considerate of Mary’s inexperience. In what way does the play show the importance of knowing how to engage in polite conversation? The play highlights that polite conversation is essential in social settings. Through Mary’s missteps, it becomes evident that awareness, tact, and empathy are necessary to build rapport and avoid offending others.

King Bruce When failure strikes, even a tiny spider can become a teacher. Discover how King Bruce of Scotland learns the greatest lesson in courage from the most unexpected place—nature itself! Lesson Architecture Poet Introduction Theme Summary Word-Meanings with Examples Stanza-Wise Explanation & Translation of the Poem NCERT Solution Competency-Based Questions ( CBQs) Poet Introduction: Eliza Cook (1818–1889) was a popular English poet and journalist best known for her simple, heartfelt, and moralistic poetry. She came from a humble background and was largely self-educated. Cook began writing poetry at a young age, and her works often focused on themes of perseverance, patriotism, and moral strength. Her most famous work, Eliza Cook’s Journal, offered not just literary works but also voiced social reforms. “Try Again,” though sometimes misattributed, reflects the motivational tone she often embraced. Her poetry inspired readers of all ages to uphold moral courage, resilience, and the value of continuous effort. Theme: The central theme of the poem “Try Again”  is perseverance in the face of repeated failure . The poet conveys the timeless message that success does not come easily, but through continuous effort and the courage to keep trying. King Bruce of Scotland becomes the symbol of human despair after multiple failed attempts to lead his nation successfully. In a moment of hopelessness, he witnesses a spider trying to reach its cobweb home despite falling repeatedly. The spider’s resilience, seen in its nine failed attempts and eventual success, inspires the king to try once more. The poet uses this small but powerful example from nature to reinforce that failure is not defeat unless one gives up. Persistence is glorified as a noble and victorious virtue. The poem encourages readers to embrace failures as stepping stones to success and reminds them that effort, not defeat, defines a person’s strength. In a broader sense, the poem uplifts the human spirit and offers a lesson in courage, patience, and the indomitable will to succeed. It shows that inspiration can come from the smallest creatures and that strength lies in not giving up, regardless of how many times one falls. Spider trying to climb up the web Summary: The poem Try Again  by Eliza Cook delivers a powerful message about persistence and resilience through the story of King Bruce of Scotland. The poem opens with the king in a despondent state, feeling discouraged and hopeless after several failed attempts to accomplish a noble deed for the welfare of his people. Despite being a monarch, his failures weigh heavily on him, and he contemplates giving up entirely. Just then, he notices a spider trying to climb up to its web on the ceiling. The spider repeatedly fails, falling back each time. However, it doesn’t stop. With every fall, it starts climbing again with renewed determination. The king watches as the spider tries not once or twice, but nine times—and fails each time. He expects the spider to finally give up. To his astonishment, on the tenth attempt, the spider moves carefully, steadily inching higher, and finally reaches its web. This moment of triumph inspires the king. He realizes that perseverance, not position or power, is the key to success. If a tiny spider can overcome repeated failure and reach its goal, so can he. The poem concludes by stating that King Bruce indeed tried again and did not fail. Through this simple but symbolic tale, the poet instills the value of never giving up. Eliza Cook emphasizes that success is possible for those who keep trying despite hardships, making the poem an enduring lesson in courage, determination, and hope. Stanza-Wise Summary | Poem Explanation Stanza 1 King Bruce of Scotland flung himself down In a lonely mood to think; ‘Tis true he was monarch, and wore a crown, But his heart was beginning to sink. Explanation: King Bruce, although a powerful monarch of Scotland, is deeply troubled and sits alone, overwhelmed with worry. Despite his royal status, he feels discouraged and disheartened. This stanza sets the mood, showing that even kings face moments of sadness and defeat. Stanza 2 For he had been trying to do a great deed, To make his people glad; He had tried and tried, but couldn’t succeed And so he became quite sad. Explanation: The king was attempting a great task — likely winning a battle or freeing his people — but despite repeated efforts, he failed. His inability to succeed in his noble goal has led him into deep sorrow. Stanza 3 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. Explanation: King Bruce is in a state of deep hopelessness. He is grieving over his failures and, after reflecting for a while, even considers giving up entirely. The stanza highlights a low point in his emotional journey. Stanza 4 Now just at that moment a spider dropped, With its silken, filmy clue; And the King, in the midst of his thinking, stopped To see what the spider would do. Explanation: At this very moment of despair, Bruce notices a spider coming down on a thin silken thread. Curious and perhaps seeking distraction, he pauses his gloomy thoughts to observe the spider’s actions closely. Stanza 5 ‘Twas a long way up to the ceiling dome, And it hung by a rope so fine; That how it would get to its cobweb home, King Bruce could not divine. Explanation: The ceiling is high, and the spider’s thread looks fragile. Bruce wonders how the tiny spider could possibly climb back up to its web — he can't imagine how it will succeed. This reflects his own inner doubts. Stanza 6 It soon began to cling and crawl Straight up with strong endeavour; But down it came with a slippery sprawl, As near to the ground as ever. Explanation: The spider makes an effort and starts climbing upward with determination, but it slips and falls down again. Its failure mirrors the king’s situation — trying hard, but falling back. Stanza 7 Up, up it ran, not a second to stay, To utter the least complaint; Till it fell still lower, and there it lay, A little dizzy and faint. Explanation: Despite falling, the spider doesn't waste time lamenting. It gets back to the task right away. However, after another attempt, it falls even lower and seems tired — just like humans feel after multiple failures. Stanza 8 Its head grew steady — again it went, And travelled a half-yard higher;‘ Twas a delicate thread it had to tread, And a road where its feet would tire. Explanation: The spider regains its balance and makes another brave attempt, managing to climb slightly higher. It’s moving on a fine, fragile thread that demands great effort, showing its patience and persistence. Stanza 9 Again it fell and swung below, But again it quickly mounted; Till up and down, now fast, now slow, Nine brave attempts were counted. Explanation: The spider keeps falling and climbing repeatedly. Despite these setbacks, it never gives up. It has now made nine sincere attempts — a clear sign of unwavering courage and endurance. Stanza 10 “Sure,” cried the King, “that foolish thing Will strive no more to climb; When it toils so hard to reach and cling, And tumbles every time.” Explanation: King Bruce, watching the spider’s struggle, begins to doubt its perseverance. He assumes that the spider, after repeated failures, will finally quit. His thoughts reflect his own past struggles and fears of giving up. Stanza 11 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? Explanation: The spider tries again — the tension builds as it is now very close to its goal. The king, watching intently, wonders whether it will succeed this time or fall again. This creates suspense. Stanza 12 Steadily, steadily, inch by inch, Higher and higher he got; And a bold little run at the very last pinch Put him into his native cot. Explanation: With steady and careful effort, the spider climbs inch by inch. Then, with a final burst of courage, it reaches its web at the top. This moment marks the triumph of persistence over failure. Stanza 13 “Bravo, bravo!” the King cried out, “All honour to those who try; The spider up there, defied despair; He conquered, and why shouldn’t I?” Explanation: Inspired by the spider’s determination and success, the King cheers. He realizes that perseverance leads to victory and decides to apply the same lesson to his own life. If the spider can succeed, so can he. Stanza 14 And Bruce of Scotland braced his mind, And gossips tell the tale, That he tried once more as he tried before, And that time did not fail. Explanation: King Bruce gathers his strength and resolve. According to legend, he tries once again to free his kingdom — and this time, he succeeds. His story becomes a symbol of courage and never giving up. Word-Meanings with Sentences Word Meaning Sentence Flung Threw forcefully He flung himself on the bed in frustration. Deed Action or task He attempted a great deed to help his people. Despair Complete loss of hope He sat in deep despair after failing repeatedly. Pondered Thought deeply She pondered over the decision before replying. Clue Thread or string The spider dropped with a silken, filmy clue. Divine Understand or guess The King could not divine how the spider would climb. Sprawl Fall or spread awkwardly The spider came down with a slippery sprawl. Dainty Delicate and fine The spider walked on a dainty thread. Inch by inch Slowly and gradually The spider climbed inch by inch to its web. Conquered Won or succeeded He conquered his fears and tried again. Translation in English & Hindi Stanza English Explanation Hindi Explanation 1 King Bruce is sad and frustrated despite being a king because he has failed many times. स्कॉटलैंड के राजा ब्रूस बहुत दुखी और निराश हैं क्योंकि उन्होंने कई बार कोशिश की लेकिन सफल नहीं हुए। 2 He tried to do something great for his people but kept failing, making him lose hope. उन्होंने अपने लोगों के लिए कुछ महान करने की कोशिश की, लेकिन बार-बार असफल हुए, जिससे वे निराश हो गए। 3 Sitting in despair, he decides to give up. निराशा में बैठकर वह हार मानने का निर्णय लेता है। 4 At that moment, a spider drops down and the King watches it curiously. उसी समय, एक मकड़ी नीचे गिरती है और राजा उसे जिज्ञासा से देखता है। 5 The spider tries to climb up a thread but falls. मकड़ी एक धागे से ऊपर चढ़ने की कोशिश करती है लेकिन गिर जाती है। 6 The spider keeps trying without complaining, though it keeps falling. मकड़ी बिना शिकायत किए बार-बार गिरने के बावजूद कोशिश करती रहती है। 7 It manages to climb a little higher each time. वह हर बार थोड़ा-थोड़ा ऊपर चढ़ने में सफल होती है। 8 Even after nine falls, it continues to try. नौ बार गिरने के बाद भी वह कोशिश करना बंद नहीं करती। 9 The King thinks the spider will stop trying. राजा सोचता है कि अब मकड़ी हार मान लेगी। 10 The spider makes a final attempt to reach its web. मकड़ी अपनी जाले तक पहुँचने की आखिरी कोशिश करती है। 11 The spider finally succeeds, reaching its web. अंततः मकड़ी सफल हो जाती है और अपने जाले तक पहुँच जाती है। 12 The King is inspired and praises the spider’s effort. राजा प्रेरित होता है और मकड़ी की कोशिश की सराहना करता है। 13 He decides to try again and finally succeeds in his mission. वह फिर से कोशिश करता है और अंततः अपने मिशन में सफल हो जाता है। NCERT Solution ( To be Updated Soon. 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Practise the following questions from grammar to ace your performance in Grammar. Q1. Fill in the blank by choosing the correct option : After many months of research, the scientists _____ the invisible barrier. (a) break down (b) broke out (c) broke in (d) broke through Q2. Read the conversation between a teacher and a student. Complete the sentence by reporting the reply correctly: Teacher: Would you like to take part in a debate competition? Student: Yes, When is the competition? The teacher asked whether the student would like to participate in debate competition to which the student affirmed ________. Q3. Select the correct option to fill in the blanks for the given line: Don't you have ______ friends in the school? (a) much (b) few (c) little (d) any Q4. Select the option that identifies the error and supplies the correction for the following line from a sports journal: The captain of the team was accused with not encouraging the team members. Error Correction (a) the a (b) with of (c) encouraging- encouragement (d) members- member Q5. Complete the given narrative by filling in the blank with the correct option: The children in the school ____better safety procedures after the unexpected fire. (a) called for (b) called in (c) called by (d) called out Q6. Fill in the blank by using the correct form of the word in the bracket: The teacher ___ (complete) the preparations for the function before the term ended. Q7. Report the dialogue between the shopkeeper and customer, by completing the sentence: Customer: Do you sell battery operated toys for children? Shopkeeper: Yes, we have a wide range of toys. The customer asked the shopkeeper if he sold battery operated toys for children. In response, the shopkeeper replied ___ Q8. Identify the error in the given sentence and supply the correction: The stage performance put up by the students were spectacular. Use the given format for your response Error Correction Q9. Rohina shared some information with Ruchi regarding her summer internship at the bank. Report Ruchi’s question. What was the duration of your internship ? Q10. Fill in the blank by choosing the correct option : You _____ keep your promise. (a) may (b) can (c) shall (d) must Answer Key (i) (d) broke through (ii) (b) and asked when the competition was (iii) (d) any. (iv) (B) Error___correction With Of (no mark to be deducted if the format is not given) (v) (a) called for (vi) had completed (vii) (Affirming/in affirmative) that they had a wide range of toys (viii) Error Correction were was (no mark to be deducted if the format is not given) (ix) Ruchi asked Rohina what the duration of her internship was. (x) (d) must englishwithadifference.com

Lesson Architecture Theme Lesson Summary Word-Meanings NCERT Solution Competency Based Questions & Answers Animals , Birds & Dr. Dolittle Theme | Animals, Birds and Dr. Dolittle | Poorvi | Unit II | Class VII Wit and Humour is a celebration of the lighter side of life. The stories in this unit highlight how clever thinking, wordplay, and good-natured humour can make ordinary situations enjoyable and memorable. Humour is not just about making people laugh—it’s also about understanding situations better, solving problems smartly, and bringing joy to others. The unit teaches children how humour can be used responsibly and intelligently. In Part I, Animals, Birds and Dr. Dolittle, the story explores how a doctor who understands animal language uses his wit to connect with creatures in need. In Part II, A Funny Man, the humour comes from the main character’s clever and amusing way of dealing with life and challenges. Part III, Say the Right Thing, brings out the importance of choosing our words wisely to create humorous yet meaningful communication. Through these stories, students learn that wit is a powerful tool when blended with kindness, and humour has the ability to transform dull or difficult moments into opportunities for connection, understanding, and fun. Lesson Summary | Animals, Birds and Dr. Dolittle Summary of Part I Part I introduces Dr. John Dolittle, a doctor who lives in a small town and becomes famous for his unique ability to speak with animals. Initially a physician treating human patients, Dr. Dolittle’s deep love for animals grows stronger over time. His home is filled with pets of all kinds—dogs, cats, parrots, monkeys, and even crocodiles. However, his patients stop coming because of the animals in his house. Left with no human patients, he starts learning animal languages with the help of Polynesia, his intelligent and talkative parrot. Dr. Dolittle begins treating sick animals, and his fame spreads across the region. Animals from far and wide come to him for help. His ability to understand their language allows him to diagnose and treat them better than any ordinary veterinarian. The story shows his kindness, patience, and love for animals, which make him an exceptional doctor in their world. This part highlights the value of empathy and the joy of communicating with nature. It also teaches that pursuing your passion—no matter how different it may be—can lead to remarkable outcomes. The gentle humour in the story makes it enjoyable while promoting love and respect for all living creatures. Lesson Summary | Animals, Birds and Dr. Dolittle | Part II Part II continues the story of Dr. Dolittle and focuses on his growing fame and humorous experiences while treating animals. By now, Dr. Dolittle is known far and wide as the man who can talk to animals. People bring their pets and farm animals to him from distant places. Birds fly to him for advice, and even forest animals trust him. His house becomes like a small zoo. Despite the crowd and chaos, Dr. Dolittle remains patient and kind. He listens carefully to every animal’s problem, whether it is a cat with a toothache or a pig with a cold. He uses his understanding of their languages to cure them effectively. What makes this part humorous is the way the animals communicate just like people—complaining, chatting, and even giving suggestions. The story also reflects on how others view him. While some think he’s odd, others admire him. Dr. Dolittle’s life becomes an adventure full of funny, clever, and heartwarming moments. The second part emphasizes that humour, intelligence, and compassion can create harmony between humans and animals. Overall, the story celebrates being different, embracing one’s passion, and using knowledge creatively to make the world a better—and funnier—place. Word Meanings NCERT Solution Let Us Discuss I. Complete the sentence by selecting a suitable reason. The Cat’s-food-Man suggests to Doctor Dolittle that he should become an animal doctor because he believes that Dolittle Ans: ✅ 4. knows more about animals than the local veterinarians. II. Fill in the blanks by choosing the suitable option given in the brackets. Doctor Dolittle reacts to Polynesia’s information about animal languages with both excitement and curiosity. He rushes to write the bird words she provides and is interested in learning more. III. Do you think Doctor Dolittle would be famous as an animal doctor? If yes, why? If not, why not? Yes, Doctor Dolittle would be famous as an animal doctor because he can understand and talk to animals, unlike any regular veterinarian. His kindness, skill, and ability to diagnose problems by directly communicating with animals would make him well-known and respected among both animals and people. Let Us Discuss ( P. 49) I. What became a common sight in Puddleby after Doctor Dolittle started treating animals? ✅ 4. Birds riding atop farm animals Birds sitting on cows, goats, and pigs became a common and funny sight, as animals from nearby villages started visiting Dr. Dolittle for treatment. II. What challenges do you think Doctor Dolittle might face if more and more animals come to him for help? Dr. Dolittle might face space problems, long queues of animals, noise, and difficulty managing different species with unique needs. He may also get tired or overwhelmed by the large number of patients. 1. How might he overcome these challenges to ensure that he provides good treatment? Dr. Dolittle could set up proper appointment timings, take help from animal assistants like Polynesia, build a larger clinic, and stay calm and organized. His knowledge of animal languages and love for animals would help him manage things wisely. III. Arrange the following events in correct order according to the story. Two have been done for you. Share your answers with your classmates and the teacher. Correct Sequence of Events: 1. A man with a stomach-ache visits Doctor Dolittle and suggests he should treat animals instead of people. 2. Doctor Dolittle decides to stop being a doctor for people and becomes a doctor for animals. 3. The parrot, Polynesia, encourages Doctor Dolittle to become an animal doctor, revealing that animals can talk. 4. Polynesia teaches Doctor Dolittle animal languages, and he starts understanding and communicating with animals. 5. A plough horse with vision problems visits Doctor Dolittle, who prescribes green spectacles, to improve the horse’s eyesight. 6. Doctor Dolittle installs special doors for different animals to enter his house for treatment. 7. Doctor Dolittle’s ability to communicate with animals helps him diagnose and treat their illnesses effectively. 8. Word spreads, and people start bringing their sick pets and farm animals to Doctor Dolittle for treatment. 9. Animals from near and far come to Doctor Dolittle for help, crowding his garden. 10. Doctor Dolittle gains fame among animals worldwide, and they come to him from various places for his help. Extract-Based Questions & Answers Extract 1 : “If I say, ‘Polly wants a cracker’, you understand me. But hear this: Ka ka oi-ee, fee-fee?”“Good Gracious!” cried the Doctor. “What does that mean?”“That means, ‘Is the porridge hot yet?’—in bird language.”“My! You don’t say so!” said the Doctor. “You never talked that way to me before.”“What would have been the good?” said Polynesia, dusting some cracker crumbs off her left wing. “You wouldn’t have understood me if I had.” (i) Complete the sentence by choosing the correct option. In the line, “Good Gracious!” cried the Doctor, the expression ‘Good Gracious’ can be replaced by: ✅ B. gosh (ii) Why had Polynesia never used bird language with the Doctor earlier? Polynesia had never used bird language with the Doctor earlier because he wouldn't have understood it before. She waited until he was curious and ready to learn. (iii) Identify whether the following statement is true or false. Polynesia had been munching on a food item while talking to Doctor Dolittle. ✅ True(She was dusting cracker crumbs off her wing.) (iv) How did Doctor Dolittle feel according to the extract? ✅ B. surprised He was amazed to hear actual bird language and surprised that Polynesia knew it all along. EXTRACT 2 “I would like a pair like yours,” said the horse—“only green. They’ll keep the Sun out of my eyes while I’m ploughing the field.” “Certainly,” said the Doctor. “Green ones you shall have.” “You know, the trouble is, Sir,” said the plough horse as the Doctor opened the front door to let him out—“the trouble is that anybody thinks he can doctor animals—just because the animals don’t complain. As a matter of fact, it takes a much cleverer man to be a really good animal doctor than it does to be a good people’s doctor.” (i) Choose a word from the extract to complete the analogy. Digging: flower bed :: _______ : field ✅ Answer: ploughing (ii) Choose the correct word to complete the sentence. Doctor Dolittle’s attitude in the extract is ✅ C. understanding He listens patiently to the horse and agrees to provide what it needs. (iii) Complete the sentence with an appropriate reason. Based on the extract, we can conclude that doctors take animals for granted because _____ Ans: animals cannot express their pain or dissatisfaction like humans do, so they are often ignored or treated casually. (iv) Do you agree with the concluding sentence of the extract? Why/why not? Yes, I agree. Treating animals requires more observation and understanding because they can't explain their symptoms. It takes intelligence, empathy, and skill to be a good animal doctor, often more than treating humans. II. Answer the following questions ( P51-52) 1. How can we say that Polynesia was a good trainer of animal language? Polynesia patiently taught Doctor Dolittle animal language by starting with bird words. She knew how to guide him step by step and encouraged him to learn, proving herself to be both wise and an effective teacher. 2. Explain how Doctor Dolittle gave equal and individual attention to each animal who came to him for treatment. Doctor Dolittle listened carefully to every animal’s problem. He built special doors for them, understood their language, and treated each one based on its specific need, whether it was an eye problem or a cold, showing fairness and empathy. 3. How does Doctor Dolittle’s readiness to follow the parrot’s advice highlight the importance of listening to different viewpoints? Doctor Dolittle trusted Polynesia, listened with curiosity, and acted on her suggestion. This shows that being open to others’ ideas—no matter how different—can lead to valuable knowledge and new possibilities, like learning to talk to animals. 4. Which qualities of Doctor Dolittle made him famous among the animals? Explain with evidence from the text. Doctor Dolittle was kind, patient, understanding, and respectful. He learned their language, treated their illnesses seriously, and created a welcoming space. Animals trusted him because he listened and cared more than most humans did. 5. What changes do you think would happen in the world if people suddenly gained the ability like Doctor Dolittle, to understand and communicate with animals? If humans could understand animals, there would be greater empathy and responsibility toward their care. People would treat them with respect, protect their habitats, reduce cruelty, and possibly solve environmental issues through direct communication.  Let us learn Read the following words from the text. Cat’s-food-Man, bird language, flowerpots Are all the words that are combined to form another word written the same way? Complete the following table correctly by choosing words from the box given below. An example has been done for you. II. Create compound words from the table given below Answer Now, complete the paragraph with suitable compound words from the table. An example has been done for you. After being treated by Doctor Dolittle, the A. fun-loving dolphins danced playfully in his sanctuary. The B. _______________ chatter of monkeys echoed through the C. _______________, their ailments cured. D. ______________ eagles soared gracefully E. _______________ their health restored. F. _______________ among the G. _______________ chirped joyfully from the branches. All creatures were happy with Doctor Dolittle’s care. Ans: Paragraph Completion with Suitable Compound Words After being treated by Doctor Dolittle, the A. fun-loving dolphins danced playfully in his sanctuary. The B. never-ending chatter of monkeys echoed through the C. overhead, their ailments cured. D. high-flying eagles soared gracefully E. restored, their health restored. F. early-risers among the G. treetops chirped joyfully from the branches. All creatures were happy with Doctor Dolittle’s care. Ans: 1. Dr. Dolittle was eating oatmeal for his breakfast. 2. Old ladies began to bring him their pets 3. The author sees the connection between humans and animals. 4. The three baby dinosaurs are from ice age. 5. The patients who came late didn't know where to go .  IV Read the following sentence from the text. Study the highlighted words. But that stupid man over the hill never even looked at my eyes. The highlighted words spell and read the same backwards too. Read the sentences below and identify the palindrome words and sentences. 1. Step on no pets. 2. Naman saw a race car at the show. 3. Nitin speaks in Malayalam. 4. The engineer used a rotator to check the surface level. 5. The pilot relied on the radar to navigate safely. 6. Eva can I see bees in a cave? Now, create your own palindrome and share it with your classmates and the teacher. Answers Palindromes Identified: 1. Step on no pets.➡️ Entire sentence is a palindrome. 2. Naman saw a race car at the show.➡️ Palindromes: Naman, race car 3. Nitin speaks in Malayalam.➡️ Palindromes: Nitin, Malayalam 4. The engineer used a rotator to check the surface level.➡️ Palindrome: rotator 5. The pilot relied on the radar to navigate safely.➡️ Palindrome: radar 6. Eva can I see bees in a cave?➡️ The sentence "Eva can I see bees in a cave?" is a palindrome. Here are five examples of palindromes (words and sentences that read the same forwards and backwards): 1. Madam 2. Level 3. Able was I, ere I saw Elba. 4. Do geese see God? 5. Was it a car or a cat I saw? Grammar ( Page 53) V Underline the verbs and identify the tense form in the following sentences from the text. 1. He is asking you a question. 2. Oh, there are plenty of animal doctors. 3. I am going blind in one eye. 4. … the trouble is that anybody thinks he can doctor animals. Answers VI.  Fill in the blanks using the correct form of verbs (present perfect) given within brackets. Since becoming an animal doctor, Doctor Dolittle 1. _________ (learn) to communicate with all animals and birds. He 2. _________ (treat) countless farm animals and pets with care. The parrot, Polynesia, 3. _________ (teach) him bird-language, and he 4. _________ (write) books about his adventures. Many people 5. _________ (bring) their sick animals to his door. Over the years, Dolittle 6. _________ (become) renowned worldwide for his unique abilities.  Let us listen I P 55 You will listen to an announcement. As you listen, state whether the following statement is true or false. (Transcript for the teacher on pg. 88) Dr. Dolittle’s new clinic presents an offer of free medicines. Answers II. Complete the details with one or two exact words you hear:  Let us speak ( P 55-56) Conversation between a doctor and a patient • Read the information about the problems 1–4. • Use the cue cards provided to guide your conversation. • Take turns to play parts of doctor and patient. Problem 1: Cough and cold Solution: Ginger and honey mix 55 Additional Advice: Drink warm fluids and rest. Sample Conversation Problem 1: Cough and Cold Doctor: Good morning! What brings you here today? Patient: Good morning, Doctor. I have been coughing a lot and feel a little feverish. Doctor: I see. Could you tell me more about your symptoms? Patient: I have a sore throat, a stuffy nose, and I sneeze often. Doctor: It seems like you have a common cold. I suggest you take a mix of ginger and honey. Patient: Oh! Can you tell me how often I should take it? Doctor: Twice a day. Also, drink warm fluids and take rest. Patient: Thank you, Doctor. When should I come again? Doctor: If symptoms don’t improve in 3 days, come back. Patient: Sure, Doctor. Thank you so much. Problem 2: Dry Lips  • Solution: Apply ghee • Additional Advice: Stay hydrated and avoid wetting your lips. Sample Conversation  Doctor: Hello! What problem are you facing today? Patient: Hello, Doctor. My lips are dry and cracked. Doctor: When did this start? Any pain or bleeding? Patient: It started last week. No pain, but they feel very dry. Doctor: It’s likely due to dryness in the air. Apply ghee regularly. Patient: Should I avoid licking my lips too? Doctor: Yes. Stay hydrated and avoid wetting your lips. Patient: Thank you. When should I visit again? Doctor: Come back in a week if the problem persists. Patient: I will. Thanks, Doctor. Problem 3: Sore Throat • Solution: Gargle with warm salt water. • Additional Advice: Drink herbal teas and avoid cold drinks. Sample Conversation  Doctor: Hi! What seems to be the issue? Patient: Doctor, my throat hurts and I find it hard to swallow. Doctor: Any fever or cough along with it? Patient: A slight fever and irritation while speaking. Doctor: You have a sore throat. Gargle with warm salt water. Patient: Should I avoid anything specific? Doctor: Yes. Drink herbal teas and avoid cold drinks. Patient: Alright. When should I return? Doctor: If it doesn’t improve in 3–4 days, come back. Patient: Got it, Doctor. Thanks a lot. Problem 4: Fatigue  • Solution: Ensure adequate sleep and a balanced diet. • Additional Advice: Take short walks to increase energy levels. Sample Conversation  Doctor: Hello! You look tired. What’s bothering you? Patient: Doctor, I feel exhausted all the time. Doctor: How’s your sleep and diet lately? Patient: I’ve been sleeping late and skipping meals. Doctor: That’s the reason. You must get enough sleep and eat a balanced diet. Patient: Is there anything else I should do? Doctor: Yes. Take short walks daily to boost energy. Patient: Thanks, Doctor. When should I check back in? Doctor: Let’s review your health in two weeks. Patient: Thank you. I’ll follow your advice.

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NCERT Official Video by Prof R. Meganathan NCERT Questions with Answers THINKING ABOUT THE POEM 1 . Where does the traveller find himself? What problem does he face? Ans : The traveller finds himself at a point from where two roads branched out into the forest. He faced the problem regarding which road between the two he should pursue. These two roads appeared to be almost the same. Hence there is a confusion. 2. Discuss what these phrases mean to you. (i) a yellow wood The phrase ' a yellow wood' refers to a forest with decomposing leaves at the time of the autumn season. (ii) it was grassy and wanted wear The phrase means the second road was full of grass and wanted the travellers to walk over it. (iii) the passing there The poet means to say that if the travellers keep going through this second road, it will also appear to be the same as the first one in due course of time. (iv) In leaves no step had trodden black The poet means to say that both the roads on that morning appeared identical as both were covered with leaves and no footsteps had trodden over them. (v) how way leads on to way He knew quite well that one road leads to another and therefore, he had doubt in his mind whether he could travel through first road any day in future. 3. Is there any difference between the two roads as the poet describes them (i) in stanzas two and three? There is no difference between the two roads except for the fact that the second road is more grassy, which too will not last long as travellers start walking over it in future. (ii) in the last two lines of the poem? The poet means to say that only difference between the two roads is that the road that he chose to travel was less travelled . 4. What do you think the last two lines of the poem mean? (Looking back, does the poet regret his choice or accept it?) Ans: The poet says that whatever he is today is because of the earlier decisions in the past. His decision to travel through the second road had made all difference in his life. He does not seem to regret over his decision as he turned out to be a successful poet. II Thinking About the Poem 1. Have you ever had to make a difficult choice (or do you think you will have difficult choices to make)? How will you make the choice (for what reasons)? Ans: It's a subjective answer. Kindly write your own view points. 2. After you have made a choice do you always think about what might have been, or do you accept the reality? Ans. It's a subjective answer. Kindly write your own view points. Hints: We should always be judicious before taking any decision in life. Even for a small decision, we need to think and rethink and then decide. We should not be impulsive in taking decision. Most of the decisions in life can not be re-winded. Therefore, be alert, judicious and then take any decision. Biography of Robert Frost Four-times Pulitzer Prize winner in poetry and recipient of more than 40 honorary degrees from many colleges and universities. In his poems he depicted life as he saw around him and in a language that was simple and familiar to the common man. Robert Frost gained popularity in America after he returned from England where he had found publishers for his works. His first book of poems ‘ A Boy’s Will’ was published within a few months of moving to England followed by North of Boston a year later. THEME: The Road in the poem is a metaphor for life. Our life is also like a road in which we travel for many years. Fork in the road is a career choice for each one of us. We should be careful at every fork of our life. Whatever we shall be tomorrow is due to our decisions today. We should be judicious and careful before taking our decisions. Once a decision is taken, we cannot undo it, and it has a deep impact in our life. The Road not Taken is a poem which is relevant in our life. The road not taken is the road which the poet did not take as he thought that he would take it some other day. Metaphorically speaking, once we take our decisions in life, it is final and we cannot undo it. Therefore, every important decision that we take in our life should be taken with careful thought and precision. Stanza-Wise Explanation Stanza 1 Two roads diverged in a yellow wood , And sorry I could not travel both And be one traveller, long I stood And looked down one as far as I could To where it bent in the undergrowth ; Vocabulary: diverged : separated and took a different direction yellow wood : a forest with decomposing leaves undergrowth : dense growth of plants and bushes means the forest Key Points • The poet came across two divergent roads while going through a yellow wood. • The poet regrets as he cannot travel both the roads at the same time. • But before he took one road, he had examined both the roads very carefully. • He could see that the first road bent in the bushy forest after some distance. Stanza 2 Then took the other, just as fair , And having perhaps the better claim , Because it was grassy and wanted wear ; Though as for that the passing there Had worn them really about the same . Vocabulary: fair : As good as the other one Better Claim : better option. wanted wear: Second road had not been used so far. Worn them really about the same: the condition of the second road will also be the same as the first road when people will start walking over it. Key Points The poet then started looking at the second road and examined it carefully like the first road. The second road is perhaps a better option as it looks grassy and wanted people to walk over it as very few people have so far travelled through it. The poet says that when many people will walk though the second road in future, it will become exactly the same trodden road like the first road. Trodden means the road which is already walked over and over again. Stanza 3 And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. Vocabulary: equally lay : both the roads in the morning looked similar as they were covered with leaves. trodden black : no human footsteps had made any of the roads dirty that morning. Key Points • Both the roads looked almost identical as both of them were covered with leaves and no human beings had travelled through both the roads on that morning. • The poet said that he would take the first road some other day. • He knew quite well that one road leads to another and therefore, he had doubt in his mind whether he could travel through first road any day in future. • He could never come back to the fork and take the first road once again. Stanza 4 I shall be telling this with a sigh Somewhere ages and ages hence ; Two roads diverged in a wood, and I — I took the one less travelled by, And that has made all the difference . Vocabulary: • sigh: deep breath • hence: here, in the future Key Points • The poet says that with a heavy heart he would be telling people in future that there was a fork in a wood from where two roads branched out into two directions. • He had travelled the road which was less explored by people. • The poet further says that whatever he is today is because of the earlier decisions in the past. • His decision to travel through the second road had made all difference in his life. • Recapitulation • While travelling in a forest, the poet comes across a fork from where two roads branched off. • The post took the second road as it was grassy and wanted people to walk over it. • The poet feels regretful as he is not able to take the first road. He kept the first road for some other day. But he knew that one road leads to another and therefore, he cannot travel the first road any day in future. • The poet says that many year later he would tell people with a heavy heart that in a forest there were two roads, but he could not travel both as it is impossible to travel both the roads at the same time. • But the poet is optimistic that whatever road he had taken in the past had made all the difference in his life. Recommended Reading CBQ-MCQs for Class IX English Poems CBSE Board 2024 (englishwithadifference.com) <<<<<<<<<<<<<<<<<<<<< End >>>>>>>>>>>>>>>>>>

Answer Key Worksheet

Answer the following grammar questions bases on the instructions given below: Complete any ten of the following twelve tasks as directed. (i)  Fill in the blank by choosing the correct option to complete an online update.The storm and heavy rainfall across the region ______ widespread disruption to transportation and power lines.(a) caused (b) causing (c) was causing (d) causes (ii)  Read the conversation between Aryan and Priya. Complete the sentence by reporting Priya’s reply correctly. Aryan : Priya, have you submitted the assignment? Priya : No, I haven’t. I forgot it at home. Aryan asked Priya if she had submitted the assignment. In response, Priya replied that ___________ (iii)  Select the correct option to fill in the blank for the given line, from a newspaper article. The minister ______ address the concerns raised by the local farmers during the press conference. (a) shall (b) will (c) should (d) would (iv)  Identify the error and supply the correction for the following line, from a report. As per the announcement, the students was instructed to assemble at the ground before 9 a.m. (v)  Fill in the blank by using the correct form of the word in the bracket, for the given portion of a formal email. Subject: Request for extension of deadline We are writing to request that the submission deadline be (extend) _______ by two days, due to unforeseen circumstances. (vi)  Report the dialogue between a mother and her daughter by completing the sentence. Mother: Where have you kept the car keys, Ria? Ria: I’ve left them on the kitchen counter. The mother asked Ria where she had kept the car keys. In response, Ria said that ___________ (vii)  Identify the error in the given sentence from a school report and supply the correction. The Principal and the teachers was present during the cultural function. Error Correction (viii)  Rahul told his friend Ankit about attending a career counselling session. Report Ankit’s question. 'Did you find the session helpful?' (ix)  Fill in the blank by choosing the correct option to complete the caption on a health awareness poster. _______ we ignore regular exercise, we risk our physical and mental health. (a) Although (b) Unless (c) If (d) When (x)   Select the correct option to complete the narration of the dialogue between Sneha and her cousin Meera. Sneha: I have enrolled for a painting workshop this weekend. Meera: That sounds interesting! Can I join too? Sneha told Meera that she had enrolled for a painting workshop that weekend. Meera responded ___________ (a) that she may join too (b) saying she could join too (c) by asking if she could join too (d) to ask that she joins too (xi)  Report the dialogue between two students by completing the sentence. Rehan: What did the judge say about your science project? Simran: She appreciated the originality of my idea. In response to Rehan’s question, Simran said _______________________ (xii)  Identify the error in the given sentence and supply the correction: Neither the librarian nor the students was responsible for the missing books. Error Correction Answer Key (i)  The storm and heavy rainfall across the region ______ widespread disruption to transportation and power lines. Answer:  (a) caused (ii)  Aryan asked Priya if she had submitted the assignment. In response, Priya replied that she had not and had forgotten it at home. (iii)  The minister ______ address the concerns raised by the local farmers during the press conference. Answer:  (b) will (iv)  Error: was Correction: were Corrected sentence: As per the announcement, the students were  instructed to assemble at the ground before 9 a.m. (v)  We are writing to request that the submission deadline be (extend) _______ by two days. Answer:   extended (vi)  The mother asked Ria where she had kept the car keys. In response, Ria said that she had left them on the kitchen counter. (vii)  Error: was Correction: were Corrected sentence: The Principal and the teachers were  present during the cultural function. (viii)  Reported question: Ankit asked Rahul if he had found the session helpful. (ix)  _______ we ignore regular exercise, we risk our physical and mental health. Answer:  (c) If (x)  Sneha told Meera that she had enrolled for a painting workshop that weekend. Meera responded __________ (c) by asking if she could join too (xi)  In response to Rehan’s question, Simran said that the judge had appreciated the originality of her idea. (xii)  Error: was Correction: were Corrected sentence: Neither the librarian nor the students were  responsible for the missing books.

Practise the following Competency-Based Board PYQs & Score High Marks in Board Exam in Feb 2025. Attempt any TEN of the following questions : (10x1 = 10 Marks)         (i) Given below is the conversation between Sunil and a police officer. Complete the sentence by reporting it correctly.   Sunil : Where is my car, sir ? I parked it here.  Police officer : The car has been towed away as you parked it in the ‘No Parking’ zone. Sunil asked the police officer where his car was that he had parked there. The police officer replied that the car had been towed away as ______________. (ii) Complete the following, by filling in the blank with the correct option : People who do not recycle items like bottles and cans ____________ the world’s resources.  (A) will waste (B) have wasted (C) waste (D) are wasting  (iii) The following line has an error, which is underlined. Select the correct option from the choices given below to replace the underlined word.   She may play the piano when she was only eleven.  (A) could (B) ought to (C) must (D) should  (iv) Choose the correct option to complete the statement. I feel certain that Soham _____ in his new business because he works so hard all the time.   (A) is succeeding (B) will succeed (C) has succeeded (D) will be succeedin g (v) Fill in the blank by using the correct form of the word in the brackets, for the given portion of a letter.  Dear sir, This is to inform you that our school has _____(decide) to place an order with your company for compute rs. (vi) Report the dialogue between an employer and Raman. Complete the sentence using reported speech. Employer : Can you manage the post of a public relations executive ?  Raman : I am sure I will be able to do the job competently.  The employer asked Raman ______________. Raman assured him that he would be able to do the job competen tly. (vii) Fill in the blank by using the correct form of the word in the brackets. Several new species of plants have recently ___________. (discover)   (A) discovered (B) been discovered (C) being discovered (D) have discovered  (viii) Identify the error and supply the correction in the given sentence.   I come across this beautiful painting in an antiques store last week. Error Correction  (ix) Select the correct option to fill in the blank in the given conversation.  Mother : What were you doing at the bank yesterday ?  Son : I ____________ ask my bank manager for a loan, and luckily, I managed to get it.   (A) had to (B) need to (C) used to (D) ought to (x) Select the option that identifies the error and supplies the correction in the given sentence :  Air pollution is continuous damaging the whole ecological system affecting the lives of plants and animals as well. (xi) Fill in the blank by choosing the correct option to complete the sentence. It was so dark that I fell down the stairs last night. I___________ fixed the light.  (A) must have (B) would have (C) could have (D) should have (xii) Sameer and Arun had a conversation about the importance of planting trees. Report Arun’s question. What is the importance of planting trees ?  Answer Key i. he had parked it in the ‘No Parking’ zone ii. C. waste / D. are wasting iii. A. could iv. B. will succeed v. decided vi. if/whether he could manage the post of a public relations executive vii. B. been discovered viii. Error – Correction come - came ix. A. had to x. Error – Correction B. continuous continuously xi. D. should have xii. Arun asked Sameer what the importance of planting trees was Follow our WhatsApp Channel for regular updates of content uploads. https://whatsapp.com/channel/0029VaESlCGB4hdZ43Lbsl3e

Consider visiting our HOME PAGE for an overview of our website. Consider Visiting our Writing Skill Homepage for more topics. Recommended Reading: English Project Cum Competency Based Questions for Board Exam, March 2023 The Interview A Roadside Stand A Thing of Beauty Aunt Jennifer's Tiger Memories of Childhood Poets & Pancakes Keeping Quiet Competency-Based Reading Worksheet updated Every Week with Solution CBQs Reading Comprehension, Reading worksheet Class 12, Board Exam 2024 (englishwithadifference.com) Recommended Activity: Listening Skill Worksheet | Class XI-XII | Board Exam 2024| English Core (englishwithadifference.com) Invitation: An invitation is a formal request to someone to attend any specific occasion, celebration , programme or any event. Types of Invitation: Formal Informal Formal Invitation : To be written in third person Details like address dress code or any other instruction are written at the bottom to the left or the right side as per choice Subject matter is generally written in the centre No abbreviation to be used. Simple present tense is used. Word limit 50 Each entry to be mentioned in a separate line For example, (a) The name of the person(s) who is/are inviting (b) Formal expressions like 'request the pleasure of your company' (c) Time and date of event (d) Purpose and occasion of invitation. • For RSVP, address and telephone no. is given at which the invitee may contact for any queries. Name of the Chief Guest of the programme may be given. Sample Example: 1. Write a formal invitation for the marriage function of your daughter. (Formal invitation for marriage/auspicious occasion) Invitation to the Joyous Wedding of Sonali and Shridhar 2. You are a student of Laxmi Public School, Model Town, Delhi. The School is holding its Annual Function at 5.30 p.m. on 24th Dec. 2019. The Education Minister has consented to be the Chief Guest. Design an invitation card to be sent to the parents and other invitees. (Word Limit 50). Annual Day Celebration Invitation English With A Difference FORMAL REPLIES (ACCEPTANCE / REFUSAL) Points to Remember Acknowledge the invitation Be brief and specific Express thanks in third person Not to be signed at the end When accepting, confirm date and time If declining, give reason, convey your best wishes Give date and address at top left hand side Use simple language • Word limit 50 Formal Acceptance 1. You are Mr. Ajay Gupta of 7 Park Avenue, Delhi. Draft a reply accepting an invitation to attend a house warming party hosted by your colleague. Acceptance of Formal Invitation Draft 2. You are Dr. Shailesh Gupta, an eminent educationist. You have been invited to preside over on Inter Zonal Declamation competition by Neha the President of English Literary club of Government Model Sr. Sec. School, Sector-19, Chandigarh. Write a letter of acceptance of the invitation. (To Preside / Inaugurate / Judge Events etc.) Another Way of Writing Formal Acceptance Invitation. Formal Refusal 1. You are Mr. Ajay Gupta of 7 Park Avenue, Delhi. Draft a reply of refusal expressing inability to attend a house warming party hosted by your colleague. Refusal of Formal Invitation Draft 2. You are Dr. Shailesh Gupta, an eminent educationist. You have been invited to preside over an Inter Zonal Declamation Competition by Neha, the President of English Literary Club of Government Model Sr. Sec. School Sector-19, Chandigarh. Write a letter for refusal of the invitation. Refusal of Formal Invitation Draft ( Alternative Method) ASSIGNMENT 1. You are organising an Exhibition of Painting 'Nayika Series' on 30th July, 2020 at Azad Bhavan Art Gallery at 5:45 p.m. Draft an invitation card to invite the General Public. (Word Limit: 50 Words) 2. You are AV Raman of Mysore. Prepare a formal reply expressing inability to attend the marriage of a colleague owing to a prior engagement. (Word Limit: 50 Words) INFORMAL INVITATION Informal invitation follow the ordinary personal letters pattern. These letters or invitations are written to relatives, friends and known persons. Points to Remember Use first person 'I', 'We' and 'You' and avoiding using 'he', 'she' and 'They' Do not write subject and receiver's address. Write in warm and personalized style with relaxed and informal tone. Avoid writing unnecessary details. Begin with 'Dear' _________ (Name) Word limit 50 Q1. You are Anuj / Anuja Goel of 23, Yojna Vihar, Delhi Write a an invitation to invite all your friends for the party you are giving to celebrate your selection in B-Tech in DTU. 23, Yojna Vihar, Delhi 10 Jan, 2019. My dear Rahul, I have immense pleasure in inviting you to post-selection party after my admission in DTU. Request you to visit my residence at 7.30 p.m. on 16 Jan, 2019 to join my family and friends in my euphoric moment. Yours truly, Anuj INFORMAL ACCEPTANCE You are Rahul and have been invited to the post selection party of your friend Anuj. Write a reply accepting the invitation you got. 7-C, Yojna Vihar, Delhi 10 May, 2019 Dear Anuj, Many thanks for inviting me to attend your post selection party which will be held on 16th May 2019 at your home. I shall be highly delighted to attend the same and will enjoy the party with great fun. Yours truly Rahul Gupta INFORMAL REFUSAL You are Rahul and you have been invited to the post selection party of your friend Anuj. Write a reply regretting your inability to attend the same. 7-C, Yojna Vihar, Delhi 10 May, 2019 Dear Anuj, Many thanks for inviting me to attend your post- selection party, but I am sorry to say that I shall not be able to attend the same as I shall be out of station next week. I shall miss this joyous occasion. I wish you all the best for the future. God Bless You. Yours truly, Rahul Gupta Questions for Practice ( Acceptance) 1. You are Akash/Ashini. You have been invited to attend the wedding of your friend's sister.Respond to the invitation accepting it. (Home Work on July 2) 2. You are Varun/Veena of 23, Ramesh Nagar Delhi. Your friend Neeraj has invited you for a party to celebrate his good board result and admission to a prestigious college. Draft a reply accepting the invitation. 3. You are Shaan/Shruti of C-29, Pragati Apartment, Rohini Delhi. You have received an invitation to attend the inauguration ceremony of his newly opened Departmental Store. Write a reply accepting the invitation. Questions for Practice ( Refusal) 1. Your friend is throwing a party to celebrate his success in board exams. Send a reply regretting your inability to attend the same due to a prior engagement. 2. Mr. and Mrs. Narang of 2, Newland Apartment, Rohini have decided to have a party on the occasion of sixteenth birthday of their daughter. You are unable to attend the function. Write a reply in about 50 words. 3. You are Shaan/Shruti of C-29, Pragati Vihar. You have received an invitation to attend the inauguration ceremony newly opened shop of your friend Karan. Write a reply of refusal, regretting you inability to attend the ceremony. Recommended Reading A Thing of Beauty- Poetry stanza-wise explanation and NCERT Solution Aunt Jennifer's Tiger- Stanza-Wise Explanation English Project cum Competency based Questions for Board Exam March 2023 Recommended NCERT Video for Concept Recommended Activity: Listening Skill Worksheet | Class XI-XII | Board Exam 2024| English Core (englishwithadifference.com)

Stanza-Wise Explanation with Hindi Translation of Class 10 English Poem with NCERT Solution and CBE Questions-Answers Lesson Architecture Author Information Theme Stanza-Wise Explanation NCERT Solution Extra Questions CBE-Based Questions Podcast on Spotify Author Information: Carolyn Wells (1862-1942) was an American author and poet known for her contributions to various literary genres, including mystery novels, children's literature, and poetry. She was born on June 18, 1862, in Rahway, New Jersey. Wells began writing at a young age and published her first book of poetry, "The Jingle Book," in 1899. She went on to write numerous novels, short stories, and poems throughout her career, gaining recognition for her versatility as a writer. Wells is perhaps best known for her contributions to mystery and detective fiction. She created the character of Fleming Stone, a detective who appeared in several of her novels, including "The Clue" (1909) and "The Gold Bag" (1911). Her mystery novels were popular during the "Golden Age of Detective Fiction" and featured clever puzzles and engaging plots. In addition to her work in the mystery genre, Wells also wrote extensively for children. She authored numerous children's books, including the "Patty Fairfield" series and the "Marjorie Maynard" series, which were well-received for their engaging stories and relatable characters. Throughout her career, Carolyn Wells wrote over 170 books and contributed to various magazines and periodicals. She was known for her wit, humor, and ability to write in multiple genres. Her writing appealed to a wide audience, ranging from children to adult readers. Carolyn Wells passed away on March 26, 1942, in New York City, leaving behind a rich and diverse body of work that continues to entertain and delight readers to this day. Theme: The theme of Carolyn Wells' poem "How to Tell Wild Animals" is humor and playful observation. The poem takes a lighthearted approach to describing various wild animals and offers comical instructions on how to identify them based on their characteristics and behaviors. The primary focus of the poem is not to provide factual information about the animals but rather to entertain and amuse the reader with imaginative descriptions and witty wordplay. Through its humorous tone and exaggerated imagery, the poem invites readers to engage their imagination and enjoy the whimsical nature of the animal descriptions. The theme of humor is evident in the clever wordplay, unexpected twists, and humorous situations presented in each stanza. Carolyn Wells uses comical observations and unexpected associations to create a light and entertaining atmosphere throughout the poem. The poem does not delve deeply into the actual habits or traits of the animals it describes. Instead, it aims to entertain readers through its amusing take on how one might distinguish and interact with these creatures in a humorous and fantastical way. The theme of humor in "How to Tell Wild Animals" makes it a light-hearted and enjoyable piece of poetry. Furthermore, the poem can be seen as a celebration of the diversity and uniqueness of the animal world. Each stanza focuses on a different animal, showcasing its distinct characteristics in an entertaining and memorable way. This celebration of diversity and the wonder of the natural world adds an underlying theme of appreciation and fascination for the animal kingdom. Overall, the poem combines humor, imagination, and a sense of wonder to create a playful exploration of how we perceive and understand wild animals. It invites readers to embrace their creativity, engage their imagination, and find delight in the imaginative descriptions and amusing situations presented throughout the poem. कैरोलिन वेल्स की कविता "हाउ टू टेल वाइल्ड एनिमल्स" का विषय हास्य और चंचल अवलोकन है। कविता विभिन्न जंगली जानवरों का वर्णन करने के लिए एक हल्का-फुल्का दृष्टिकोण अपनाती है और उनकी विशेषताओं और व्यवहार के आधार पर उन्हें कैसे पहचाना जाए, इस पर हास्यपूर्ण निर्देश देती है। कविता का प्राथमिक फोकस जानवरों के बारे में तथ्यात्मक जानकारी प्रदान करना नहीं है, बल्कि कल्पनाशील विवरण और मजाकिया शब्दों के साथ पाठक का मनोरंजन करना है। अपने विनोदी लहजे और अतिरंजित कल्पना के माध्यम से, कविता पाठकों को अपनी कल्पना को संलग्न करने और जानवरों के वर्णन की सनकी प्रकृति का आनंद लेने के लिए आमंत्रित करती है। हास्य का विषय प्रत्येक छंद में प्रस्तुत चतुर शब्दों के खेल, अप्रत्याशित मोड़ और हास्य स्थितियों में स्पष्ट है। कैरोलिन वेल्स पूरी कविता में एक हल्का और मनोरंजक माहौल बनाने के लिए हास्यपूर्ण टिप्पणियों और अप्रत्याशित संघों का उपयोग करती हैं। कविता उन जानवरों की वास्तविक आदतों या लक्षणों का गहराई से वर्णन नहीं करती है जिनका वह वर्णन करती है। इसके बजाय, इसका उद्देश्य अपने मनोरंजक दृष्टिकोण के माध्यम से पाठकों का मनोरंजन करना है कि कैसे कोई इन प्राणियों को विनोदी और काल्पनिक तरीके से अलग कर सकता है और उनके साथ बातचीत कर सकता है। "हाउ टू टेल वाइल्ड एनिमल्स" में हास्य का विषय इसे एक हल्की-फुल्की और मनोरंजक कविता बनाता है। इसके अलावा, कविता को पशु जगत की विविधता और विशिष्टता के उत्सव के रूप में देखा जा सकता है। प्रत्येक छंद एक अलग जानवर पर केंद्रित है, जो मनोरंजक और यादगार तरीके से अपनी विशिष्ट विशेषताओं को प्रदर्शित करता है। विविधता और प्राकृतिक दुनिया के आश्चर्य का यह उत्सव पशु साम्राज्य के लिए प्रशंसा और आकर्षण का एक अंतर्निहित विषय जोड़ता है। कुल मिलाकर, कविता हास्य, कल्पना और आश्चर्य की भावना को जोड़ती है ताकि हम जंगली जानवरों को कैसे देखते और समझते हैं, इसका एक मनोरंजक अन्वेषण तैयार किया जा सके। यह पाठकों को उनकी रचनात्मकता को अपनाने, अपनी कल्पना को संलग्न करने और पूरी कविता में प्रस्तुत कल्पनाशील विवरणों और मनोरंजक स्थितियों में आनंद लेने के लिए आमंत्रित करता है। Stanza-wise Information: Lines 1-6 "If ever you should go by chance To jungles in the east; And if there should to you advance A large and tawny beas t, If he roars at you as you’re dyin’ You’ll know it is the Asian Lion..." Glossary: in the east : Refers to the geographical direction, specifically the eastern regions. The poem mentions going to jungles in the east, setting the location of the encounter with wild animals. tawny: Describes a light brown or yellowish-brown color. The poem mentions a large and tawny beast, indicating the coloration of the animal. Dyin': A colloquial abbreviation of "dying." The poem humorously suggests that if the large beast roars at you as you're dyin', it is the Asian Lion, playing with the rhyming and adding a playful twist. Paraphrase: These lines set the scene of someone visiting jungles in the East and encountering a large, tawny beast. The poem humorously suggests that if this beast roars at you when you're in a dire situation, you'll know it is the Asian Lion. The tone is playful, implying that the Asian Lion is known for its roaring and intimidating nature. Lines 7-12 "Or if some time when roaming round, A noble wild beast greets you, With black stripes on a yellow ground, Just notice if he eats you. This simple rule may help you learn The Bengal Tiger to discern." Glossary: A noble wild beast: The phrase "noble wild beast" in the poem is used to emphasize the grandeur and dignity of the particular creature being described. It adds a touch of reverence and majesty to the encounter with the animal. By using the term "noble," the poet elevates the wild beast to a higher status, suggesting that it possesses noble qualities or a regal presence. Paraphrase : The poem employs a playful and humorous tone throughout, and the use of "noble wild beast" adds to the whimsical nature of the verses. It creates a contrast between the wildness and untamed nature of the animal and the notion of nobility, which is typically associated with refinement and grace. This juxtaposition adds an element of surprise and amusement for the reader.;. Overall, the phrase "noble wild beast" contributes to the imaginative and fanciful character of the poem, enhancing the enjoyment of the reader as they engage with the descriptions of the various wild animals. Here, the poem introduces the Bengal Tiger, a wild beast with black stripes on a yellow coat. The humorous advice is that if you encounter this creature, you can determine whether it is a Bengal Tiger by observing whether it tries to eat you. The tongue-in-cheek suggestion emphasizes the ferocious nature of the tiger, albeit in an exaggerated manner. कविता पूरी तरह से एक चंचल और विनोदी स्वर का उपयोग करती है, और "महान जंगली जानवर" का उपयोग छंद की सनकी प्रकृति को जोड़ता है। यह जानवर की जंगलीपन और अदम्य प्रकृति और कुलीनता की धारणा के बीच एक विरोधाभास पैदा करता है, जो आम तौर पर परिष्कार और अनुग्रह से जुड़ा होता है। यह मेल पाठक के लिए आश्चर्य और मनोरंजन का तत्व जोड़ता है।; कुल मिलाकर, वाक्यांश "महान जंगली जानवर" कविता के कल्पनाशील और काल्पनिक चरित्र में योगदान देता है, जिससे पाठक का आनंद बढ़ जाता है क्योंकि वे विभिन्न जंगली जानवरों के वर्णन के साथ जुड़ते हैं। यहाँ, कविता बंगाल टाइगर का परिचय देती है, जो पीले कोट पर काली धारियों वाला एक जंगली जानवर है। हास्यप्रद सलाह यह है कि यदि आपका सामना इस जीव से होता है, तो आप यह देखकर निर्धारित कर सकते हैं कि यह बंगाल टाइगर है या नहीं, यह आपको खाने की कोशिश करता है या नहीं। चुटीले अंदाज में दिया गया सुझाव बाघ के क्रूर स्वभाव पर जोर देता है, भले ही अतिशयोक्तिपूर्ण तरीके से। Lines 13-18 "If strolling forth , a beast you view, Whose hide with spots is peppered , As soon as he has leapt on you, You’ll know it is the Leopard. ’Twill do no good to roar with pain, He’ll only lep and lep again." Glossary: strolling forth: Refers to walking in a leisurely or relaxed manner. The poem mentions strolling forth and encountering a beast with spotted hide, indicating a casual and unexpected encounter. Whose hide with spots is peppered : Refers to something being scattered or covered with small particles or marks. The poem uses the term to describe the spotted pattern on the hide of the leopard. Hide refers to animal skin. ’Twill do no good to roar with pain: The line "'Twill do no good to roar with pain" means that shouting or crying won’t help you when a wild animal like a leopard attacks. It adds humour by showing that the leopard won’t stop, no matter how loudly you scream. It also reminds us to be careful around wild animals. (पंक्ति "'Twill do no good to roar with pain" का अर्थ है कि जब कोई जंगली जानवर जैसे तेंदुआ हमला करता है, तो चिल्लाने या रोने से कोई फायदा नहीं होगा। यह बात मजाकिया अंदाज़ में बताई गई है कि तेंदुआ आपकी चीखने पर भी नहीं रुकेगा। यह हमें यह भी याद दिलाती है कि जंगली जानवरों के आसपास सावधानी बरतनी चाहिए।) lep and lep: The poet used the word "lep" instead of "leap" to make the poem sound better and funnier. It helps the poem rhyme nicely and adds a playful and creative touch. . Paraphrase: In these lines, the poem describes the Leopard. The advice given is that if you see a beast with a spotted hide and it immediately pounces on you, you'll know it is the Leopard. The humour lies in the wordplay between "lep" (meaning to jump) and "leopard," suggesting that the Leopard will continue leaping even if you try to scare it away. इन पंक्तियों में कविता तेंदुए का वर्णन करती है। दी गई सलाह यह है कि यदि आप धब्बेदार खाल वाला कोई जानवर देखते हैं और वह तुरंत आप पर झपटता है, तो आपको पता चल जाएगा कि यह तेंदुआ है। हास्य "लेप" (जिसका अर्थ है कूदना) और "तेंदुए" के बीच शब्दों के खेल में निहित है, जो बताता है कि तेंदुआ छलांग लगाना जारी रखेगा, भले ही आप उसे डराने की कोशिश करें। Lines 19-24 "If when you’re walking round your yard You meet a creature there, Who hugs you very, very hard , Be sure it is a Bear. If you have any doubts, I guess He’ll give you just one more caress." Glossary Who hugs you very, very hard: By using the word "hugs" to describe the bear's actions, the poet adds a touch of irony and humour. While a bear's physical contact may be seen as an aggressive or dangerous act, the poem presents it in a comical and affectionate manner, suggesting that the bear's embrace is similar to a hug. Paraphrase: These lines humorously introduce the Bear. The description is that if you encounter a creature in your yard that hugs you tightly, you can be certain it is a Bear. While a bear's physical contact may be seen as an aggressive or dangerous act, the poem presents it in a comical and affectionate manner, suggesting that the bear's embrace is similar to a hug. The phrase "hugs you very, very hard" presents a humorous and unexpected twist on the encounter with a bear, turning a potentially fearful situation into a comical one. It adds to the playful tone of the poem and contributes to the overall enjoyment of the reader. ये पंक्तियाँ भालू का विनोदपूर्वक परिचय कराती हैं। विवरण यह है कि यदि आप अपने आँगन में किसी ऐसे प्राणी से मिलते हैं जो आपको कसकर गले लगाता है, तो आप निश्चित हो सकते हैं कि यह एक भालू है। जबकि भालू के शारीरिक संपर्क को एक आक्रामक या खतरनाक कृत्य के रूप में देखा जा सकता है, कविता इसे हास्यपूर्ण और स्नेही तरीके से प्रस्तुत करती है, यह सुझाव देती है कि भालू का आलिंगन गले लगाने के समान है। वाक्यांश "आपको बहुत, बहुत जोर से गले लगाता है" एक भालू के साथ मुठभेड़ पर एक विनोदी और अप्रत्याशित मोड़ प्रस्तुत करता है, जो संभावित रूप से डरावनी स्थिति को हास्यपूर्ण स्थिति में बदल देता है। यह कविता के चंचल स्वर को जोड़ता है और पाठक के समग्र आनंद में योगदान देता है। Lines 25-30 "Though to distinguish beasts of prey A novice might nonplus , The Crocodile you always may Tell from the Hyena thus : Hyenas come with merry smiles; But if they weep they’re Crocodiles." Glossary: A novice might nonplus: T he phrase "novice might nonplus" means that a person who is inexperienced or unfamiliar with identifying wild animals might feel perplexed or confused when trying to differentiate between them. The Crocodile you always may /Tell from the Hyena thus : T here is a clear distinction between a crocodile and a hyena, and one can differentiate between them by observing their behaviour. The lines emphasize the importance of observing not just the physical appearance but also the behavior of animals when trying to identify them. It reminds us that animals have unique characteristics and behaviors that can aid in distinguishing one species from another. Paraphrase: These lines compare the Crocodile and the Hyena. The poem suggests that distinguishing between the two may be confusing for a novice. However, there is a distinguishing feature: Hyenas are known for their merry smiles, while Crocodiles are known to weep. The humorous twist lies in the reversal of expectations, as we usually associate crying with sadness rather than crocodiles. ये पंक्तियाँ मगरमच्छ और लकड़बग्घे की तुलना करती हैं। कविता बताती है कि दोनों के बीच अंतर करना एक नौसिखिए के लिए भ्रमित करने वाला हो सकता है। हालाँकि, एक विशिष्ट विशेषता है: लकड़बग्घे अपनी प्रसन्न मुस्कान के लिए जाने जाते हैं, जबकि मगरमच्छ रोने के लिए जाने जाते हैं। हास्यप्रद मोड़ उम्मीदों के उलट होने में निहित है, क्योंकि हम आम तौर पर रोने को मगरमच्छ के बजाय दुख से जोड़ते हैं। Lines 31-36 "The true Chameleon is small, A lizard sort of thing; He hasn’t any ears at all, And not a single wing . If there is nothing on the tree, ’Tis the chameleon you see ." Glossary: And not a single wing. By stating "And not a single wing," the poet emphasizes that the chameleon does not possess any wings. This serves as a distinguishing feature, as many other creatures, such as birds and insects, have wings. ’Tis the chameleon you see." The line "'Tis the chameleon you see" means that the chameleon is so good at hiding by changing its colour that you may not notice it at first. In the poem, it says that if you look at a tree and don’t see any animal, then it might be a chameleon sitting there, blending with the tree. Chameleons are experts at mixing with their surroundings. They change their colour to stay safe and hidden. This line shows how clever and special the chameleon is and reminds us to look carefully, as some animals hide very well in nature. Paraphrase: These lines describe the Chameleon. The poem explains that the Chameleon is a small lizard-like creature without ears or wings. The humorous suggestion is that if you see nothing on a tree, it's because the Chameleon has blended in perfectly with its surroundings, showcasing its ability to change color and camouflage. This reinforces the idea that chameleons are masters of disguise and can go unnoticed unless carefully observed. ये पंक्तियाँ गिरगिट का वर्णन करती हैं। कविता बताती है कि गिरगिट बिना कान या पंख वाला एक छोटा छिपकली जैसा प्राणी है। हास्यप्रद सुझाव यह है कि यदि आप किसी पेड़ पर कुछ भी नहीं देखते हैं, तो इसका कारण यह है कि गिरगिट अपने परिवेश के साथ पूरी तरह से घुलमिल गया है, रंग बदलने और छलावरण करने की अपनी क्षमता का प्रदर्शन करता है। यह इस विचार को पुष्ट करता है कि गिरगिट भेष बदलने में माहिर होते हैं और जब तक ध्यान से न देखा जाए, वे किसी का ध्यान नहीं जा सकते। Thinking about the Poem ( NCERT Solution) 1. Does 'dyin', really rhyme with 'lion'? Can you say it in such a way that In the poem, the poet uses elision and poetic licence to make words it does? Ans: In the poem, the poet employs a technique called elision, which involves omitting certain sounds or letters in words to create a desired rhyme scheme. In the specific example given, the word "dyin'" is used instead of "dying." The regular pronunciation of "dying" does not rhyme with the word "lion." However, by using the elided form "dyin'," the poet creates a rhyme with "lion" by altering the pronunciation of the latter. When pronounced differently, "lion" and "dyin'" share enough phonetic similarity to create a rhyme in the context of the poem. Bonus Information ( Not a part of above answer) This use of poetic license allows the poet to manipulate the language in order to maintain the rhyme scheme and rhythmic flow of the poem. It adds a playful and creative element to the composition, showcasing the poet's skill in crafting verses that are both aesthetically pleasing and cohesive in terms of sound. 2. How does the poet suggest that you identify the lion and the tiger? When can you do so, according to him? The poem begins by saying that if you are in the eastern jungles and a large, light brown (tawny) animal comes near, it is probably an Asian lion. The word "tawny" describes the lion's yellowish-brown fur. Next, the poem talks about the tiger, calling it a "noble, wild" animal, which means it looks grand and powerful. The tiger is described with black stripes on its yellow body, helping us picture it clearly. In a funny way, the poem says the tiger might roar and even try to eat you. This adds humour while showing the tiger’s wild and dangerous nature. 3. Do you think the words 'lept' and 'lep' in the third stanza are spelt correctly? Why does the poet spell them like this? No, in the poem, there is a deliberate use of misspelled words such as 'lept' and 'lep' instead of their correct spellings 'leapt' and 'leap'. This intentional misspelling is done to maintain the rhythm and rhyme scheme of the poem. By using these misspelled words, the poet creates a rhyme with the first part of 'leopard', which adds to the overall musicality and flow of the poem. This repetition of the similar sound emphasizes the ferocity and agility of the leopard, enhancing the vividness of the description. 4. Do you know what a 'bearhug' is? It's a friendly and strong hug - such as bears are thought to give, as they attack you! Again, hyenas are thought to laugh, and crocodiles to weep ('crocodile tears') as they swallow their victims. Are there similar expressions and popular ideas about wild animals in your own language(s)? The concept of a "bearhug" as a strong and friendly embrace, like that of a bear, can be expressed in Hindi as "भालू जैसा गले लगाना" . This phrase literally means "to hug tightly like a bear" and conveys the idea of a warm and powerful embrace. The expression "crocodile tears," which refers to insincere or fake tears, can be expressed in Hindi as "मगर के आंसू" . This phrase translates to "tears of a crocodile" and is used to describe someone shedding tears while pretending to be sympathetic or remorseful. 5. Look at the line 'A novice might nonplus'. How would you write this correctly'? Why is the poet's 'incorrect' line better in the poem? In the poem, the line "A novice might nonplus" could be corrected to "A novice might be nonplussed" to adhere to standard grammar. However, the poet deliberately chose to use the incorrect form to maintain the rhyme scheme of the poem. The word "nonplus" in the poet's line rhymes with the word "thus," adding to the musicality and rhythm of the poem. Despite being grammatically incorrect, the poet prioritized the overall aesthetic and poetic flow by maintaining the rhyme scheme, resulting in a more cohesive and harmonious composition. 6.Can you find other examples of poets taking liberties with language, either in English or in your own language(s)? Can you find examples of humorous poems in your own language(s)? Examples: (a) The ostrich roams the great Sahara. Its mouth is wide, its neck is narra. It has such long and lofty legs, I'm glad it sits to lay its eggs. "The Ostrich' by Ogden Nash (b) The wasp and all his numerous family I look upon as a major calamity. He throws open his nest with prodigality, But I distrust his waspitality. ‘The Wasp’ by Ogden Nash (c) One tall midget reached up high, Touched the ground above the sky, Tied his loafers, licked his tongue, And told about the bee he stung. ‘Rainibow Soup: Adventures in Poetry' by Brian P. Cleary Extra Questions Answer the following in 30-40 words. 1. What is the difference between an Asian lion and a Bengal tiger? The poem distinguishes between the Asian lion and the Bengal tiger based on their physical characteristics and behavior. The Asian lion is known for its roaring, while the Bengal tiger is associated with its spotted hide and leaping behavior. These distinctions contribute to the playful and whimsical nature of the poem, offering entertaining and imaginative ways to identify these wild animals. 3. How do we differentiate between a leopard and a tiger? The poem differentiates between a leopard and a tiger based on their physical characteristics and behaviors. The leopard is characterized by its spotted hide and leaping behavior, while the tiger is identified by its black stripes on a yellow coat and its tendency to try to eat you. These distinctions add to the playful and whimsical tone of the poem, providing imaginative ways to identify these wild animals. 4. Are there any similarities between a hyena and a crocodile? No, they are quite dissimilar. The poem humorously suggests that hyenas are known for their laughter, while crocodiles are associated with weeping or shedding crocodile tears. It's important to note that these similarities are specific to the imaginative and playful nature of the poem. In reality, hyenas and crocodiles have distinct behaviors and characteristics that set them apart. hyenas are mammals known for their distinctive laughter-like cries, while crocodiles are reptiles with a reputation for the metaphorical concept of "crocodile tears." 5. Compare the behaviour of a hyena and a crocodile. The poem suggests that hyenas have a behavior associated with laughter. They are depicted as creatures that laugh or make sounds resembling human laughter. This portrayal adds a whimsical and humorous element to the poem. On the other hand, the poem portrays crocodiles with a behavior associated with weeping or shedding tears creating a sense of irony. These behaviors contribute to the playful and imaginative nature of the poem, as well as the popular ideas and associations with these animals in literature and folklore. 6. How does the poet describe a chameleon? The poem suggests that the chameleon is a small creature resembling a lizard. It mentions that the chameleon does not have ears or wings, highlighting its physical characteristics. The poem emphasizes the remarkable ability of the chameleon to blend into its surroundings. It suggests that if you closely observe a tree and see no visible creature, it is likely that a chameleon is present. The description highlights the chameleon's distinctive physical traits and its fascinating ability to adapt and hide within its surroundings. Competency-Based Questions with Answers Why do you think the poet chose to use playful and humorous language in the poem? How does the use of poetic devices such as rhyme and rhythm contribute to the overall effect of the poem? What is the poet's message about wild animals and our interactions with them? How does the poem challenge common stereotypes or perceptions about wild animals? What is the significance of the poet's decision to include both physical and behavioral characteristics of wild animals in the poem? How does the use of humor in the poem contribute to its overall impact and effectiveness? Discuss the role of cultural and literary references in the poem. How do they enhance the reader's experience? How does the poem challenge traditional notions of categorizing animals and their characteristics? Explore the role of language and wordplay in the poem. How does it contribute to the poem's tone and effectiveness? Explore the theme of human-animal interactions in the poem. How does the poet portray the relationship between humans and wild animals? Discuss the cultural and ecological significance of the wild animals mentioned in the poem. How do they symbolize certain qualities or represent their respective habitats? 1. Why do you think the poet chose to use playful and humorous language in the poem? The poet uses playful and humorous language to make the subject of wild animals entertaining and less frightening for young readers. Describing dangerous animals in a funny way captures the reader’s attention and adds charm to the poem. This approach also helps in better understanding and remembering animal traits. Through humor, the poet lightens the fear associated with wild creatures while still providing useful information. It makes the poem enjoyable and engaging for students and encourages them to learn more about nature in a fun and imaginative manner. 2. How does the use of poetic devices such as rhyme and rhythm contribute to the overall effect of the poem? The use of rhyme and rhythm in the poem adds musicality and flow, making it pleasant to read aloud. Rhyming words like "pain" and "again" or "you" and "too" make the poem catchy and memorable. The rhythm keeps the tone light and lively, supporting the humorous mood. These poetic devices also help maintain a steady pace, which is important in humorous poems. They enhance the poem’s structure and make the descriptions of wild animals more enjoyable. Overall, rhyme and rhythm play a key role in making the poem fun, engaging, and easy to follow. 3. What is the poet's message about wild animals and our interactions with them? The poet’s message is that wild animals should be admired and respected from a safe distance. The poem uses humor to describe how dangerous these animals can be if encountered in the wild. It shows that identifying wild animals is not just about looks but also behavior. By highlighting their traits playfully, the poet warns readers to stay cautious around them. The poem subtly reminds us that nature is powerful and not to be taken lightly. It teaches us to observe animals carefully but with respect, understanding their instincts and our own vulnerability in their presence. 4. How does the poem challenge common stereotypes or perceptions about wild animals? The poem challenges stereotypes by presenting wild animals in a funny and light-hearted manner rather than as creatures to be feared. Typically, animals like tigers or bears are shown as terrifying, but here they are described with humor and exaggerated actions. For instance, the idea of a tiger eating someone as a way to identify it is humorous and unexpected. This playful approach helps readers rethink their views and see these animals as unique beings with distinct traits, rather than just threats. It encourages curiosity instead of fear and promotes a more thoughtful view of wildlife. 5. What is the significance of the poet's decision to include both physical and behavioural characteristics of wild animals in the poem? The poet includes both physical and behavioral characteristics to make identification easier and more engaging. Physical traits like color, size, and stripes help us visualize the animals, while behaviors like roaring or leaping add personality. This dual approach gives a fuller picture of each animal, making the descriptions more vivid and memorable. It also adds humor, as behaviors are exaggerated in a funny way. Including both types of traits teaches readers to look at animals not just for how they look but also for how they act, deepening understanding and making learning more interactive and fun. 6. How does the use of humour in the poem contribute to its overall impact and effectiveness? The Humour makes the poem more engaging, especially for younger readers. Describing fierce animals in a funny way reduces fear and creates a light-hearted tone. For example, saying a tiger might “eat you” to help you identify it is an amusing exaggeration. This humor makes the poem memorable and enjoyable while still delivering educational content. It helps the reader connect better with the subject and sparks interest in wildlife. The playful language also encourages imagination. Overall, humor enhances the poem’s appeal, making it both entertaining and informative, which increases its impact and effectiveness as a learning tool. 7. Discuss the role of cultural and literary references in the poem. How do they enhance the reader's experience? The poem includes subtle cultural and literary references that enrich the reading experience. Words like “noble beast” and the dramatic presentation of animals may remind readers of classic animal stories and fables. Such references add depth, helping readers connect the poem with what they’ve learned in literature or folklore. The light tone resembles storytelling traditions that mix information with fun. Though the poem doesn’t mention specific cultural myths, it draws from the style of humorous animal tales. These references make the content more relatable and help readers appreciate the clever blending of education and entertainment. 8. How does the poem challenge traditional notions of categorizing animals and their characteristics? The poem breaks from traditional classification by using humor and exaggeration rather than scientific terms. Instead of listing facts, the poet describes animals through funny situations—like being eaten by a tiger or hugged by a bear—to “identify” them. This playful approach challenges the usual serious way of studying animals and instead uses imagination. It shows that animals can be described in ways that are creative and still informative. The poem questions the rigid way of defining animals by appearance alone and encourages readers to think about behavior, personality, and context in a light-hearted but thoughtful way. 9. Explore the role of language and wordplay in the poem. How does it contribute to the poem's tone and effectiveness? The poet uses clever language and wordplay to create humor and keep the tone light. Words like “lep” instead of “leap” and funny phrases like “it eats you” add to the playful style. These choices make the poem entertaining and easy to remember. Wordplay also helps with rhyme and rhythm, which keeps the reader engaged. The humorous exaggerations and creative vocabulary show the poet’s skill in making learning fun. This use of language adds charm and helps readers enjoy the poem while learning about wild animals. Overall, it makes the poem more lively and effective in its message. 10. Explore the theme of human-animal interactions in the poem. How does the poet portray the relationship between humans and wild animals? The poet presents human-animal interactions as amusing but risky. The poem shows that humans are often unaware of how wild animals behave and might get close without realizing the danger. By using humor, the poet shows how humans might wrongly “identify” animals by getting too close and facing consequences. The tiger, for example, “eats you” to prove it’s a tiger. This highlights how humans often misunderstand animals. The poem reminds us that wild animals are powerful and unpredictable. Through humor, the poet teaches us to respect wildlife and observe from a safe distance rather than try to interact directly. 11. Discuss the cultural and ecological significance of the wild animals mentioned in the poem. How do they symbolize certain qualities or represent their respective habitats? The animals in the poem, like the lion, tiger, bear, and chameleon, are not just creatures—they symbolize the richness of nature and the diversity of habitats. The lion represents strength and royalty, often linked to Asian forests. The tiger, with its noble look and power, symbolizes bravery and wildness. The bear shows physical power and curiosity. The chameleon stands for adaptability and cleverness. Each animal also reflects its unique environment—dense jungles, forests, or trees. Through these animals, the poet indirectly shows the importance of protecting their habitats and understanding their ecological roles, blending humor with a deeper environmental message. 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