ENGLISH CLASS- 7: POORVI
CHAPTER-1: (The Day the River Spoke)
The Day the River Spoke – Let Us Think and Reflect
I. Read the extracts given below and answer the questions that follow.
1(i) The tone of the River in the given extract is ________.
The tone of the River is sympathising. The River speaks gently to Jahnavi and shows concern for her feelings.
1(ii) Select a phrase from the extract which shows that Jahnavi was a frequent visitor to the spot.
The phrase is “you have been coming here to see me every day, well, almost every day”.
1(iii) The use of an exclamation mark at the end of the line, ‘It couldn’t be the river!’ expresses ________.
Answer: D. disbelief
Jahnavi could not believe that the River was actually speaking to her.
1(iv) Choose three qualities of the River highlighted in the extract.
The three qualities are:
Affectionate, Thoughtful, Kind-hearted
2(i) According to the River, there was no difference between girls and boys because ________.
According to the River, there was no difference between girls and boys because little girls can do as much as little boys and can swim just as fast as them.
2(ii) The River encourages Jahnavi to have faith in herself and fulfill her desire to go to school.
True
2(iii) When the River suggests that Jahnavi should ‘slip along’, it means that she should move ________.
Answer: C. quietly
2(iv) What does the repetition of the phrase ‘I couldn’t’ tell us?
The repetition shows Jahnavi’s fear, lack of confidence, and hesitation. She believes that she will not be accepted in school and is afraid of being rejected.
II. Answer the following questions.
1. Why does the writer describe different aspects of nature in great detail at the beginning of the story? Why do you think the writer does this?
The writer describes the kingfisher, lizard, bamboo thicket, and river in detail to create a peaceful and natural setting. These descriptions help readers imagine the beautiful surroundings where Jahnavi often sits. They also prepare readers for the magical conversation between Jahnavi and the River. Nature becomes an important part of the story and reflects Jahnavi’s curiosity about the world around her.
2. How did the River know so much about Jahnavi?
The River knew so much about Jahnavi because she visited it almost every day. The River had quietly observed her activities, her fears, and her dreams. Since the River flowed through the village and witnessed everything around it, it understood Jahnavi very well.
3. Jahnavi says, “And I’m so old now, they’ll never let me go.” What can you infer about Jahnavi and the school from this line?
This line shows that Jahnavi strongly wishes to attend school but feels discouraged because she has never been enrolled. She believes she is older than the children who usually begin school. It also suggests that education was not easily available to all girls in her village, causing her to lose confidence about joining school.
4. Why did the River laugh when Jahnavi said she would be scared at school?
The River laughed because it knew Jahnavi was actually brave. She was not afraid of nature, lizards, snakes, or trains. Compared to these things, going to school was not something she should fear. The River wanted her to realise her own courage.
5. Why should Jahnavi follow the River’s advice?
Jahnavi should follow the River’s advice because it would help her achieve her dream of getting an education. The River encouraged her to take the first step by attending school. By listening to the River, she gained confidence, met the teacher, and finally received permission to study.
6. How does the conversation between Jahnavi and the River make the story more appealing?
The conversation between Jahnavi and the River adds imagination and charm to the story. The River behaves like a caring friend who listens to Jahnavi’s worries and guides her. This magical element makes the story interesting while also conveying important messages about courage, education, and self-belief.
7. What is the main message that the writer intends to convey?
The writer wishes to convey that every child, especially every girl, deserves education. The story teaches us to believe in ourselves, overcome fear, and take initiative to achieve our goals. It also promotes gender equality by showing that girls are just as capable as boys.
Let Us Learn
I. Why has the author used a capital letter for the ‘River’ even when it is a common noun?
The author uses a capital letter for River because it has been given human qualities. The River talks, thinks, advises, laughs, and understands Jahnavi's feelings. This literary device is called personification. Therefore, the River is treated almost like a character in the story.
II. Pick the words from the text and write them next to the correct definition.
1. made a high-pitched piercing sound — shrieked
2. to cause liquid to strike or fall on something — splashed
3. a low continuous background noise — murmuring
4. cry with loud uncontrollable gasps — sob
5. to make a soft dry sound, like paper or leaves moving — rustle
6. took a short quick breath through the mouth due to surprise, pain or shock — gasped
7. shaking rapidly to make continuous short, sharp sounds — rattling
8. making a lot of noise — noisy
9. made a long, high cry, usually because of pain or sadness — wailed
Fill in the blanks with suitable sound words.
(i) quiet
(ii) rustle
(iii) gasped
(iv) wailed
(v) murmuring
(vi) shrieked
III. Find out the meanings of these words and the Indian language from which they were borrowed.
1. Karma – Action; the principle that actions determine future consequences. (Sanskrit)
2. Sahib – Sir; a respectful form of address. (Arabic through Urdu)
3. Chutney – A spicy condiment made from fruits, vegetables, or herbs. (Hindi)
4. Guru – Teacher or spiritual guide. (Sanskrit)
5. Verandah – A roofed open gallery attached to a building. (Hindi)
6. Jungle – Forest or dense vegetation. (Hindi)
7. Areca – A type of palm tree producing betel nuts. (Malayalam)
8. Palanquin – A covered chair carried by people. (Sanskrit/Pali origin through Indian languages)
IV(i) Which one would you like to travel in?
I would like to travel in a shikara because it is beautiful, comfortable, and offers a peaceful experience on water.
V. Solve the crossword puzzle.
Across
1. SHIP
2. BOAT
3. RAFT
4. STEAMER
Down
5. CANOE
6. TUGBOAT
7. YACHT
VI. Fill in the blanks with suitable prepositions.
1. at
2. outside
3. through
4. between
5. about
6. about
VII. Fill in the blanks with prepositions or adverbs.
1. The cat jumped on the table.
2. The children played outside until dark.
3. She quickly ran through the park.
4. The helicopter was hovering above.
5. We were just walking along, chatting.
6. After thoroughly wiping his shoes, he stepped inside.
7. She drove slowly around the sharp curve.
8. He placed the keys under the mat before leaving.
Try Again – Let Us Discuss (Page 19)
I. Complete the summary of the poem.
1. low
2. great
3. despair
4. mounted
5. attempts
6. conquered
7. strive
8. tried
II. Complete the following sentences suitably.
1. We can say that the poet uses the narrative style because ________.
We can say that the poet uses the narrative style because the poem tells a story with characters, events, actions, and a clear sequence of happenings.
2. The central idea of the poem is ________.
The central idea of the poem is that perseverance, determination, and repeated effort help us overcome failures and achieve success.
III. Pick three examples from the poem for each of the following.
1. Lines that describe the spider’s efforts
(i) "It soon began to cling and crawl
Straight up with strong endeavour."
(ii) "Its head grew steady—again it went,
And travelled a half-yard higher."
(iii) "But up the insect went once more."
2. Examples of alliteration
(i) "strong endeavour"
(ii) "silken, filmy clue"
(iii) "Bravo, bravo"
IV. Why does the poet repeat the following words or phrases in the poem?
1. tried and tried
The poet repeats this phrase to emphasize King Bruce's repeated efforts and failures before success.
2. steadily, steadily
This repetition highlights the spider's slow, careful, and determined progress towards its goal.
3. up, up
This repetition shows the spider's continuous climbing and determination despite repeated falls.
V. Fill in the blanks by choosing the correct answer.
1. The rhyme scheme of the poem is ________.
ABAB
2. ‘Bravo’ is an example of ________.
Interjection
3. The poet uses ‘twas and ‘tis for the sake of ________.
Rhythm
Let Us Think and Reflect (Pages 21–22)
I. Read the extracts given below and answer the questions that follow.
1(i) Select the phrase which shows the physical expression of the King's emotional state.
The phrase is "He flung himself down".
1(ii) Why does the poet use the word ‘low’ before despair?
The poet uses the word ‘low’ to show that King Bruce was deeply disappointed and had almost lost all hope after repeated failures.
1(iii) In the line, ‘And after a while he pondered there’, the word ‘pondered’ means ________.
Answer: B. thought
1(iv) The phrase ‘silken filmy clue’ creates an image of something that is ________.
Answer: very delicate and soft
2(i) Choose the correct option to complete the analogy.
Answer: D. jump : tumble
2(ii) List any two characteristics of the spider highlighted in the line, ‘But up the insect went once more’.
The spider is shown to be:
• Determined
• Persistent
2(iii) The expression ‘Ah me!’ in the extract indicates a sense of ________.
Answer: B. stress
2(iv) Complete the sentence with an appropriate reason.
Readers are able to relate to this extract because everyone faces difficulties and failures in life, but success comes through patience and repeated effort.
II. Answer the following questions.
1. How does the first stanza help in setting the mood of the poem?
The first stanza establishes a mood of sadness and disappointment. King Bruce is shown as a troubled ruler whose repeated failures have made him lose hope. Although he is a king, he feels discouraged because he has been unable to achieve an important goal for his people. This gloomy beginning helps readers understand his emotional condition and prepares them for the lesson of perseverance that follows later in the poem.
2. Describe how King Bruce’s attitude changes from the beginning towards the end of the poem.
At the beginning of the poem, King Bruce is depressed, discouraged, and ready to give up. He feels hopeless after repeated failures and believes that his efforts have been useless. However, after observing the spider's determination and repeated attempts to reach its web, he becomes inspired. He realises that success comes through persistence. By the end of the poem, he regains confidence, becomes determined to try again, and ultimately succeeds. His attitude changes from despair to hope and determination.
3. The poet describes every action of the spider in great detail. What does this tell us about his attitude towards the spider?
The detailed description shows that the poet greatly admires the spider. He considers the spider's struggle important because it teaches a valuable lesson about perseverance. By carefully describing every attempt, fall, and climb, the poet highlights the spider's courage and determination. He wants readers to notice how even a tiny creature can display remarkable strength of character and inspire human beings.
4. How does the spider inspire us to overcome despair and not give up?
The spider inspires us by showing that failure is not the end of the journey. Even after falling many times, it continues trying without complaint or fear. It remains focused on its goal and finally succeeds. Its behaviour teaches us that setbacks are temporary and that determination can overcome obstacles. Like the spider, we should continue working towards our goals instead of giving up when difficulties arise.
5. The poem teaches us that failures are stepping stones to success. Explain.
The spider fails repeatedly while trying to reach its web, yet every failure brings it closer to success because it learns, adjusts, and continues its efforts. Similarly, King Bruce realises that his own failures should not discourage him. Instead, they should motivate him to keep trying. The poem shows that success rarely comes instantly. Failures provide valuable experience and help us develop patience, courage, and determination, making them important steps on the path to achievement.
6. The spider’s journey tells us that anyone can be a source of inspiration in our lives. Elaborate.
The spider is a small and ordinary creature, yet it becomes a powerful source of inspiration for King Bruce. Its determination teaches him not to lose hope after failure. This shows that valuable lessons can come from unexpected places. We can learn from nature, animals, children, teachers, friends, and even strangers. Inspiration does not depend on size, status, or power; it depends on the qualities and actions we observe in others.
Let Us Learn (Pages 22–23)
I. Write the opposites of the following words taken from the poem.
1. up × down
2. fast × slow
3. glad × sad
4. win × lose
5. succeed × fail
II. Choose the correct meaning of the underlined words and frame sentences of your own.
(i) Endeavour
Meaning: an attempt to do something new or difficult.
Sentence: Winning the national scholarship was the result of her sincere endeavour.
(ii) Toil
Meaning: work very hard and/or for a long time.
Sentence: Farmers toil throughout the year to grow crops.
(iii) Strive
Meaning: to try very hard to achieve something.
Sentence: Students should strive for excellence in their studies.
(iv) Braced
Meaning: prepared themselves for something difficult.
Sentence: The villagers braced themselves for the approaching storm.
III. Classify the words or phrases based on distance.
Far
• remoteness
• middle of nowhere
• yonder
• afar
• farther
• light year
Near
• proximity
• vicinity
• adjacent
• a stone's throw
• hairline
Three Days to See – Let Us Discuss
I. Identify the statements that are true from the ones given below.
3. The author would spend the first day seeing the people whose kind-heartedness and friendship have enriched her life.
4. The author acknowledges that even in three days, she would not be able to see everything.
6. The author advises those who can see to appreciate every moment as if they might lose their senses tomorrow.
7. On the third day, the author would like to observe people in their daily lives and understand their experiences.
II. Complete the table given below with what Helen Keller wanted to do on the three days if she had sight.
Day 1
• See the people whose kindness and companionship made her life worth living.
• Know her friends through their facial expressions.
• See the faces of her loved ones.
• Look at nature, trees, flowers, and birds.
Day 2
• Arise with the dawn.
• Watch the sunrise and the transformation of night into day.
• Visit museums.
• Observe the history of the earth, animals, and human progress.
Day 3
• Visit the city.
• Observe people in their daily lives.
• Watch expressions such as happiness, determination, and suffering.
• Experience the beauty and activity of the workaday world.
III. The author says that you need eyes to be able to ‘see’ the true self of a person. Therefore, she refers to the eye as ‘window of the soul’. How is the narrator able to understand the feelings of a person?
Although Helen Keller cannot see, she understands people's feelings through touch, voice, expressions felt through her fingertips, and emotional connections. She can recognise emotions such as happiness, sorrow, and affection by touching a person's face and interacting closely with them. Her sensitivity and understanding help her perceive people's true feelings even without sight.
Let Us Think and Reflect
I. Read the extracts given below and answer the questions that follow.
1(i) What does the ‘delicate symmetry of a leaf’ symbolise?
It symbolises the beauty, balance, and perfection of nature.
1(ii) List two phrases from the extract that describe the texture of objects in nature.
• “smooth skin of a silver birch”
• “rough, shaggy bark of a pine”
1(iii) Complete the sentence appropriately.
The phrase ‘awakening Nature after her winter’s sleep’ refers to the arrival of spring when plants begin to grow and nature becomes lively again.
1(iv) What is the tone of the writer in this extract?
Answer: C. admiring
2(i) Why does the author call sunrise a ‘thrilling miracle’?
The author calls sunrise a ‘thrilling miracle’ because it is a wonderful transformation in which darkness changes into light. Since she cannot see, the opportunity to witness such beauty would feel miraculous and exciting.
2(ii) What does the phrase ‘pageant of man’s progress’ refer to?
It refers to the development, achievements, inventions, discoveries, and advancement of human civilisation throughout history.
2(iii) Choose the correct option.
The word ‘condensed’ means:
Answer: Brief or compressed
2(iv) What does this extract reveal about Helen Keller’s personality?
The extract reveals that Helen Keller was curious, intelligent, optimistic, appreciative of knowledge, and eager to learn about the world around her.
II. Answer the following questions.
1. Why does Helen Keller find the world fascinating even without sight?
Helen Keller finds the world fascinating because she experiences it through her other senses, especially touch. She feels the textures of leaves, tree bark, flowers, and birds. Her imagination allows her to appreciate beauty that many sighted people often ignore. She values every sensation deeply and discovers wonder in ordinary things. Her attitude teaches us that true appreciation comes not only from seeing but also from being observant and grateful.
2. What would Helen Keller like to do on the first day if she could see?
On the first day, Helen Keller would like to see the people who have made her life meaningful through their kindness and friendship. She wishes to observe their faces and understand their emotions through their eyes. She would also like to enjoy the beauty of nature by looking at trees, flowers, birds, and other natural wonders. For her, human relationships and nature are the most precious things she would want to see first.
3. What would Helen Keller do on the second day?
On the second day, Helen Keller would wake up early to witness the sunrise and experience the transformation of night into day. She would visit museums to learn about the history of the earth, ancient animals, and human progress. She wishes to understand how civilisation has developed over time and admire the achievements of humankind. This reflects her love for learning and knowledge.
4. What would Helen Keller do on the third day?
On the third day, Helen Keller would spend her time in the busy city observing people and their daily activities. She would watch their expressions, behaviour, and interactions. By seeing smiles, determination, and suffering, she hopes to understand human life more deeply. She wants to connect with people's experiences and appreciate the variety of emotions that shape everyday life.
5. What message does Helen Keller give to people who can see?
Helen Keller advises people to use their eyes as if they might lose their sight tomorrow. She encourages everyone to value all their senses and appreciate the beauty, joy, and opportunities around them. People often take their senses for granted, but Helen Keller reminds us to be grateful for them and to experience life fully while we can.
6. What is the central idea of ‘Three Days to See’?
The central idea of the essay is that people should appreciate the gifts they already possess, especially their senses. Helen Keller shows that even though she is blind, she deeply values beauty, knowledge, relationships, and nature. Through her imagined three days of sight, she teaches readers to live with gratitude, curiosity, and awareness. The essay encourages us to make the most of every moment and never take our abilities for granted.
Let Us Learn
I. Complete the following table with sensory words from the text and add new words.
| Sense | From the Text | New Word |
|---|---|---|
| What you see | panorama | rainbow |
| What you hear | music | melody |
| What you smell | perfume | fragrance |
| What you taste | relish | sweetness |
| What you feel | rough | smooth |
II. Underline the verbs and identify the modal verb and main verb.
1. I should divide the period into three parts.
Modal Verb: should
Main Verb: divide
2. On the first day, I should want to see...
Modal Verb: should
Main Verb: want
3. The next day I should arise with the dawn...
Modal Verb: should
Main Verb: arise
4. I should behold with awe...
Modal Verb: should
Main Verb: behold