NCERT · Poorvi · English
Unit 1 — Learning Together
Complete Solutions: The Day the River Spoke · Try Again · Three Days to See
📖 In-Text Questions — “Let us discuss”
Q1. What was Jahnavi’s dream? Was it important to her? Why?
ANSWER
Jahnavi’s dream was to go to school and study, just like her elder brother Ettan (Gopi) and her sister Meena. She wanted to learn to read and write, do sums, and find answers to the many “whys” that filled her mind — why spiders are yellow in yellow flowers, why bamboo trees rustle, why the moon always rises from behind the hills, and why baby fish turn into frogs.
Yes, this dream was extremely important to her. Every time she asked her mother, she was told “maybe later” or “maybe next year,” first because she was too small, and later because she had to look after her younger brothers, Ramu and Appu. As she grew older, she feared she had become “too old” and would never be allowed to go. Her repeated pleading, her tears by the river, and her joyful outburst (“I did it!”) once she was allowed to attend school all show how deeply she longed for an education.
Yes, this dream was extremely important to her. Every time she asked her mother, she was told “maybe later” or “maybe next year,” first because she was too small, and later because she had to look after her younger brothers, Ramu and Appu. As she grew older, she feared she had become “too old” and would never be allowed to go. Her repeated pleading, her tears by the river, and her joyful outburst (“I did it!”) once she was allowed to attend school all show how deeply she longed for an education.
Q2. Do you think the river can help her in fulfilling her dream? How?
ANSWER
Yes, the River helps Jahnavi in an important way — not by acting for her, but by giving her courage, confidence and practical advice. The River tells her that “little girls can do as much as little boys” and encourages her to gather her courage and simply go and sit in the school one morning to see if the teacher will let her stay. It reminds Jahnavi that she is not really as timid as she thinks (she is not afraid of lizards, snakes or noisy trains), so she should not be afraid of trying. The River becomes a patient listener and a gentle motivator — it makes Jahnavi believe that “it’s up to you,” pushing her to take the first step herself. In the end, it is this encouragement that gives Jahnavi the confidence to go to school on her own.
Q3. Complete the table with Jahnavi’s questions (Column 1) and the River’s answers (Column 2).
ANSWER
| Column 1 — Jahnavi’s Question | Column 2 — River’s Answer |
|---|---|
| …why the moon always comes from behind the hills…? | “It goes down towards the sea. I’ve seen it; it always takes the same way — over the mountains and down to the sea, like me!” |
| “Can I do something?” | “…little girls can do as much as little boys.” |
| “What are ships?” | “Big boats, so big that they can take hundreds of people, and they sail along the sea with lights that shine all night.” |
| “Will they come here?” | “I’m afraid not. Too large, you know. Chandu’s catamaran is good enough for me.” |
📝 Exercise Questions
🔎 Let us think and reflect — Extract 1
“You shouldn’t cry, you know,” the voice went on. “And you really shouldn’t be scared, when you have been coming here to see me every day, well, almost every day.” She was puzzled. It was such a voice, like the river. It couldn’t be the river! “Well, tell me all about it,” said the River, for it was the River. “I’ve got to hurry to reach the sea, you know.”
(i) The tone of the River in the given extract is ______.
Assuring. The River comforts Jahnavi, tells her not to cry or feel scared, and invites her to share her troubles — this is a warm, reassuring tone rather than one of pity (sympathising).
(ii) Select a phrase that shows Jahnavi was a frequent visitor to the spot.
“…when you have been coming here to see me every day, well, almost every day.”
(iii) The exclamation mark in ‘It couldn’t be the river!’ expresses:
D. disbelief. Jahnavi cannot believe that the voice speaking to her actually belongs to the river, so the exclamation shows her astonishment/disbelief.
(iv) Choose three qualities of the River from the box: affectionate, forgiving, thoughtful, impatient, kind-hearted.
Affectionate, thoughtful, kind-hearted. The River speaks gently, comforts Jahnavi, and patiently listens to her problems — showing warmth and care rather than impatience.
🔎 Let us think and reflect — Extract 2
“Can I do something?” asked Jahnavi. “Well, it’s up to you,” said the River. “Seems to me little girls can do as much as little boys — they swim as fast as little boys…” “I couldn’t,” gasped Jahnavi. “I couldn’t! They’d scare me! They’d chase me out.”
(i) According to the River, there was no difference between girls and boys because ______.
…girls are just as capable as boys — for example, little girls can swim as fast as little boys, so a girl can also be brave enough to go to school on her own.
(ii) True or False: The River encourages Jahnavi to have faith in herself and fulfil her desire to go to school.
True.
(iii) When the River suggests Jahnavi should ‘slip along’, it means she should move:
B. casually. “Slip along” means to go quietly and without fuss/attention — casually, so as not to draw notice.
(iv) What does the repetition of the phrase ‘I couldn’t’ tell us?
The repetition shows the intensity of Jahnavi’s fear and self-doubt. It emphasises just how frightened and unsure she feels about going to school alone, highlighting the size of the courage she will later need to find.
🔎 Let us think and reflect — Answer the following
1. Why does the writer describe different aspects of nature in great detail at the beginning of the story?
The writer paints a vivid picture of the river-bank — the kingfisher, the lizard, the bamboo thicket, the parrots — to create a peaceful, living natural setting before the magical event (the river speaking) occurs. It also prepares the reader to accept the fantasy element gently, and shows that Jahnavi is deeply connected to and observant of nature, which explains why she is comfortable confiding in the River.
2. How did the River know so much about Jahnavi?
Jahnavi has been visiting the riverbank “every day, well, almost every day” to sit and think. Over these frequent visits, the River has quietly listened to her and observed her, which is how it comes to know so much about her feelings, her family, and her dream of going to school.
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?
We can infer that Jahnavi has been made to wait for years (since she was five) to start school because she had to care for her younger brothers. By the time she is nearly ten, she fears she has crossed the “right age” to join school and worries her family will now refuse permission altogether — showing her anxiety, impatience and desperation.
4. Why did the River laugh when Jahnavi said she would be scared at school?
The River laughed because it found it amusing that Jahnavi — who is not afraid of a green lizard, a snake in the bamboo clump, or noisy rattling trains — claims she would be too scared to sit in a classroom. The River is pointing out, affectionately, that her fear is unfounded, since she has already shown courage in other situations.
5. Why should Jahnavi follow the River’s advice?
The River’s advice is practical and gentle — simply go and sit quietly in the school and let the teacher notice her. This costs Jahnavi nothing, carries little risk, and gives her a real chance of being accepted, since teachers are usually sympathetic to an eager child. It is a low-risk first step that could fulfil her long-held dream, so it is sensible for her to try it.
6. How does the conversation between Jahnavi and the River make the story more appealing?
The conversation gives the story an element of fantasy and warmth. Personifying the River as a wise, kind, motherly friend makes the narrative imaginative and engaging for young readers, while also allowing Jahnavi’s inner thoughts and fears to be expressed naturally through dialogue rather than plain description. It adds gentle humour, suspense and emotional depth to an otherwise everyday story about schooling.
7. What is the main message that the writer intends to convey?
The story conveys that every child — regardless of gender — deserves the right to education, and that courage and self-belief are needed to pursue one’s dreams. It also highlights that with support and a little push (from family, teachers, or even one’s own inner voice) it is possible to overcome fear and achieve what once seemed impossible. It gently promotes girls’ education and gender equality.
📚 Let us learn
I. Why has the author used a capital letter for ‘River’ even though it is a common noun?
Because the River has been personified — it is given human qualities: it speaks, laughs, gives advice, feels tired, and behaves like a caring character in the story (almost like a friend or a wise elder). Since it functions like the name of a character, it is capitalised just like a proper noun.
II. Match the sound words from the text to their definitions, then fill in the blank paragraph.
| Definition | Word from text |
|---|---|
| 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 | sobbed / sob |
| 5. To make a soft dry sound, like paper/leaves moving | rustle |
| 6. Took a short quick breath (surprise/pain/shock) | gasped |
| 7. Shaking rapidly, continuous short sharp sounds | rattling |
| 8. Making a lot of noise | noisy |
| 9. Made a long, high cry (pain or sadness) | wailed |
FILL IN THE BLANKS — SAMPLE ANSWER
The classroom grew (i) noisy as the students noticed the teacher carrying the answer papers. As the teacher turned the pages with a (ii) rustle, the children (iii) gasped, wondering what comments awaited. Someone (iv) wailed in frustration, and the (v) murmur of the students steadily increased. Finally, when the teacher praised the students for their excellent performance, the students (vi) shrieked with excitement.
III. Word origins — meaning and source language of each word (catamaran comes from Tamil ‘kattu maram’ = ‘tied wood’).
| Word | Meaning | Source Language |
|---|---|---|
| 1. karma | action and its consequence/result | Sanskrit |
| 2. sahib | a respectful title for a man; “master” or “friend” | Arabic (via Persian/Urdu) |
| 3. chutney | a spicy relish made of fruits, herbs or vegetables | Hindi (chatni) |
| 4. guru | a teacher or spiritual guide | Sanskrit |
| 5. verandah | a covered porch or gallery attached to a house | Hindi (varanda) |
| 6. jungle | a dense, wild forest/wilderness | Hindi (jangal) |
| 7. areca | a type of palm tree; its nut (betel/supari) | Malayalam (adakka) |
| 8. palanquin | a covered litter for carrying a seated person, borne on poles by bearers | Sanskrit/Odia (palki/palyanka) |
IV. Boats used in different parts of India (canoe, catamaran, coracle, shikara).
(i) This is a personal choice question — e.g., “I would like to travel in a shikara, because it looks comfortable, colourful and is used for leisurely rides on calm lakes like Dal Lake in Kashmir.”
(ii) Draw a colourful picture of your chosen boat in your notebook. A simple labelled reference sketch is shown below.
(ii) Draw a colourful picture of your chosen boat in your notebook. A simple labelled reference sketch is shown below.
Fig: Traditional Indian water-transport — canoe, catamaran, coracle, shikara
V. Crossword on water transport — Across & Down answers.
Across
1. SHIP — a large vessel used for transporting goods or passengers by sea
2. BOAT — a small vessel for travelling on water, propelled by oars, sails or an engine
3. RAFT — a flat floating structure for travelling across water
4. STEAMER — a boat/ship driven by steam
Down
5. CANOE — a small, light, narrow boat, pointed at both ends, moved with a paddle
6. TUGBOAT — a boat with a powerful engine used to pull large ships into/out of port
7. YACHT — a boat with sails, used for racing or pleasure (rhymes with ‘cot’)
1. SHIP — a large vessel used for transporting goods or passengers by sea
2. BOAT — a small vessel for travelling on water, propelled by oars, sails or an engine
3. RAFT — a flat floating structure for travelling across water
4. STEAMER — a boat/ship driven by steam
Down
5. CANOE — a small, light, narrow boat, pointed at both ends, moved with a paddle
6. TUGBOAT — a boat with a powerful engine used to pull large ships into/out of port
7. YACHT — a boat with sails, used for racing or pleasure (rhymes with ‘cot’)
Note: Word lengths and intersecting letters should be checked against your printed grid; the answers above match every clue given in the textbook.
VI. Fill in the blanks with suitable prepositions (school-day paragraph).
Jahnavi takes the River’s advice and goes to school. On her first day 1. at school, Jahnavi stood nervously 2. outside the gate, clutching her bag close to her. The bell rang and she hurried 3. inside the bustling classroom. She found a seat 4. between two friendly classmates. The teacher greeted them warmly and started the lesson 5. about numbers. Jahnavi listened attentively, feeling excited 6. about the new adventure ahead.
VII. Fill in the blanks with prepositions or adverbs (on/off/up/down and others).
1. The cat jumped onto the table. (preposition)
2. The children played on until dark. (adverb)
3. She quickly ran across the park. (preposition)
4. The helicopter was hovering overhead. (adverb)
5. We were just walking along, chatting. (adverb)
6. After thoroughly wiping his shoes, he stepped inside. (adverb)
7. She drove slowly around the sharp curve. (preposition)
8. He placed the keys under the mat before leaving. (preposition)
2. The children played on until dark. (adverb)
3. She quickly ran across the park. (preposition)
4. The helicopter was hovering overhead. (adverb)
5. We were just walking along, chatting. (adverb)
6. After thoroughly wiping his shoes, he stepped inside. (adverb)
7. She drove slowly around the sharp curve. (preposition)
8. He placed the keys under the mat before leaving. (preposition)
🎧 Let us listen
I. Circle the words used by the five speakers (two words are not needed).
Based on the audio transcript, the words actually used are: homemaker and careers (used by the Father), and books (used by the Student). The remaining words (lawyer, desks, principal, posters, newspapers, marriage, advertisements) are the distractor words not spoken in the recording.
II. Match statements 1–7 to Speakers (i)–(v). (Two statements are not needed.)
| Speaker | Matching Statement |
|---|---|
| (i) Father | 3. Believes in the power of education that leads to freedom of choice |
| (ii) Grandmother | 6. Reflects on how permission for a girl to attend school has changed over generations |
| (iii) Teacher | 7. Believes that learning skills is not gender-based |
| (iv) Student | 4. Shares that school also means companionship |
| (v) Principal | 1. Promotes active participation for all in school activities |
Statements 2 (Mathematics being joyful) and 5 (boys/girls having different abilities) are not needed — no speaker says either of these; in fact statement 5 contradicts what every speaker believes.
🗣️ Let us speak
Practise saying the River’s line in different emotions (happy, surprised, angry, scared, sad, worried) and role-play asking-for/giving advice for the four situations given.
This is a spoken, pair-work activity — there is no single “correct” answer to write down. Sample opening lines for giving advice:
• Football team (all-boys): “I think you should speak to your sports teacher about starting a girls’ team — if I were you, I would ask a few friends to join you first.”
• Maths nervousness: “Why don’t you practise a few sums daily and take deep breaths before the exam? The best thing to do is ask your teacher for extra practice sheets.”
• Music practice time: “If I were you, I would set aside 15 minutes every evening just for music practice.”
• Can’t see the blackboard: “I think you should request the teacher for a seat closer to the front.”
• Football team (all-boys): “I think you should speak to your sports teacher about starting a girls’ team — if I were you, I would ask a few friends to join you first.”
• Maths nervousness: “Why don’t you practise a few sums daily and take deep breaths before the exam? The best thing to do is ask your teacher for extra practice sheets.”
• Music practice time: “If I were you, I would set aside 15 minutes every evening just for music practice.”
• Can’t see the blackboard: “I think you should request the teacher for a seat closer to the front.”
✍️ Let us write
Write a descriptive paragraph titled “Observing Nature” based on what you observe around you.
SAMPLE ANSWER
A Morning in the Garden
Every day, I see the sunlight slip quietly through the mango leaves, painting golden patches on the wet grass. I find it very interesting that the marigolds turn their bright orange faces toward the sun as if greeting an old friend. A gentle breeze makes the bamboo rustle like a hundred whispering voices, while a kingfisher darts past in a flash of blue, its wings slicing the morning air. I like the smell of damp earth after the sprinklers run, because it reminds me that the garden is alive and breathing. I feel calm and grateful as I watch a spider carefully mend its web, thread by patient thread. I want to tell you that nature never rushes, yet nothing is ever left undone. My advice to all is to pause for just one minute each morning and truly look — you will discover a whole quiet, busy world you never noticed before.
Every day, I see the sunlight slip quietly through the mango leaves, painting golden patches on the wet grass. I find it very interesting that the marigolds turn their bright orange faces toward the sun as if greeting an old friend. A gentle breeze makes the bamboo rustle like a hundred whispering voices, while a kingfisher darts past in a flash of blue, its wings slicing the morning air. I like the smell of damp earth after the sprinklers run, because it reminds me that the garden is alive and breathing. I feel calm and grateful as I watch a spider carefully mend its web, thread by patient thread. I want to tell you that nature never rushes, yet nothing is ever left undone. My advice to all is to pause for just one minute each morning and truly look — you will discover a whole quiet, busy world you never noticed before.
🔭 Let us explore
I. Why are rivers in India considered sacred and mostly referred to as female?
In Indian culture, rivers are worshipped as goddesses (e.g., Ganga, Yamuna, Narmada, Kaveri) because they are seen as life-giving, nurturing forces — much like a mother who sustains her children with water for drinking, farming and daily life. This nurturing, sustaining quality has traditionally been associated with feminine energy in Indian mythology, which is why most rivers are referred to as female and treated as sacred. A few rivers, like the Brahmaputra and the Sone, are considered male because of their powerful, forceful and turbulent character, which is traditionally linked to masculine energy.
II. Class activity — languages spoken by classmates; language you enjoy reading/learning most.
This is an open class activity. Sample response: “I can speak Hindi, English and Marathi. I enjoy reading and learning most in English, because I find its stories and poems very expressive and I like discovering new words.”
III. Poster — “The Happiness of a Nation lies in the Dignity of its Daughters.”
1. What can you observe in the poster? A group of happy young schoolgirls, smiling and engaged in learning (writing, talking), accompanied by the message about the dignity of daughters.
2. Why do the girls look happy? They look happy because they are being educated, respected and given equal opportunities to learn and grow — being valued rather than restricted.
3. Relation between ‘dignity’ and ‘happiness’: When a person (especially a girl child) is treated with dignity — that is, with respect, equality and self-worth — she naturally feels valued and secure, which leads to genuine happiness. Dignity is the foundation on which real, lasting happiness is built.
4. How does a nation prosper when its daughters are happy? Happy, educated and respected women contribute confidently to the workforce, raise well-informed families, help break cycles of poverty and inequality, and strengthen the social and economic fabric of the country. A nation that empowers half its population unlocks its full potential for progress.
2. Why do the girls look happy? They look happy because they are being educated, respected and given equal opportunities to learn and grow — being valued rather than restricted.
3. Relation between ‘dignity’ and ‘happiness’: When a person (especially a girl child) is treated with dignity — that is, with respect, equality and self-worth — she naturally feels valued and secure, which leads to genuine happiness. Dignity is the foundation on which real, lasting happiness is built.
4. How does a nation prosper when its daughters are happy? Happy, educated and respected women contribute confidently to the workforce, raise well-informed families, help break cycles of poverty and inequality, and strengthen the social and economic fabric of the country. A nation that empowers half its population unlocks its full potential for progress.
IV. Find more government schemes for girl child education besides Beti Bachao Beti Padhao, Balika Samridhi Yojana, Kasturba Gandhi Balika Vidyalayas.
- Sukanya Samriddhi Yojana — a savings scheme to secure a girl child’s future education and marriage expenses.
- National Scheme of Incentives for Girls for Secondary Education (NSIGSE) — encourages girls to continue education after Class VIII.
- CBSE Udaan Scheme — supports girl students preparing for engineering and technical entrance exams.
- Mid-Day Meal Scheme — indirectly boosts girls’ school attendance and retention through nutritious meals.
📖 In-Text Questions — Before/While Reading Activities
I. Who inspires you to do your best?
Open personal response. Sample: “My grandmother inspires me to do my best. Even at her age, she keeps learning new things and never complains about difficulties, which motivates me to keep trying.”
II. What can we learn from the pictures (beehive, spiderweb, flying geese, weaver-bird nest, ants, apple tree)?
Each picture shows small creatures achieving big results through patience, hard work, and teamwork: bees building a hive cell by cell, a spider weaving an intricate web thread by thread, geese flying long distances in formation for efficiency, a weaver-bird carefully constructing its hanging nest, ants working together to carry loads far heavier than themselves, and a tree patiently growing until it bears fruit. Together they teach us the value of perseverance, patience, teamwork and never giving up — the same theme found in the poem “Try Again.”
📝 Exercise Questions
💬 Let us discuss
I. Complete the summary using: tried, mounted, despair, attempts, great, conquered, low, strive
The poem, written in a narrative style, tells the story of King Bruce of Scotland, who was feeling 1. low after failing multiple times to achieve something 2. great for his people. In a moment of 3. despair, he observed a spider trying to reach its web high above. The spider 4. tried every time it fell after getting close to its goal. It made nine 5. attempts and finally succeeded. The king said that the spider had 6. conquered and so would he. Inspired by the spider’s determination, King Bruce decided to 7. strive. When he 8. mounted this time, he ultimately succeeded.
II. Complete the following sentences.
1. We can say that the poet uses the narrative style because the poem tells a complete story, with a beginning, characters (King Bruce and the spider), a conflict (despair/failure), and a resolution (renewed effort and success), narrated mostly in the past tense.
2. The central idea of the poem is that one should never give up — repeated failure is not the end; persistence and continuous effort, like the spider’s, eventually lead to success (“if at first you don’t succeed, try, try again”).
2. The central idea of the poem is that one should never give up — repeated failure is not the end; persistence and continuous effort, like the spider’s, eventually lead to success (“if at first you don’t succeed, try, try again”).
III. Pick three examples each: (1) lines describing the spider’s efforts, (2) alliteration.
1. Spider’s efforts:
• “It soon began to cling and crawl / Straight up with strong endeavour”
• “Up, up it ran, not a second to stay, / To utter the least complaint”
• “Steadily, steadily, inch by inch, / Higher and higher he got”
2. Alliteration:
• “cling and crawl”
• “slippery sprawl”
• “half-yard higher”
• “It soon began to cling and crawl / Straight up with strong endeavour”
• “Up, up it ran, not a second to stay, / To utter the least complaint”
• “Steadily, steadily, inch by inch, / Higher and higher he got”
2. Alliteration:
• “cling and crawl”
• “slippery sprawl”
• “half-yard higher”
IV. Why does the poet repeat: “tried and tried”; “steadily, steadily”; “up, up”?
• “tried and tried” — emphasises the sheer number of repeated, persistent attempts made despite continual failure, highlighting effort and perseverance.
• “steadily, steadily” — stresses the slow, careful, consistent progress of the spider as it climbs, showing calm determination rather than reckless haste.
• “up, up” — conveys the urgency and unstoppable upward motion of the spider, reflecting its unwavering determination to reach its goal.
• “steadily, steadily” — stresses the slow, careful, consistent progress of the spider as it climbs, showing calm determination rather than reckless haste.
• “up, up” — conveys the urgency and unstoppable upward motion of the spider, reflecting its unwavering determination to reach its goal.
V. Fill in the blanks.
1. The rhyme scheme of the poem is ABAB.
2. ‘Bravo’ is an example of an interjection.
3. The poet uses ’twas and ’tis for the sake of rhythm (to keep the poem’s metre/beat consistent).
2. ‘Bravo’ is an example of an interjection.
3. The poet uses ’twas and ’tis for the sake of rhythm (to keep the poem’s metre/beat consistent).
VI.1 Identify Metaphor (M) or Simile (S).
| Sentence | Answer |
|---|---|
| (i) He ran as fast as a cheetah. | S |
| (ii) The world is a stage. | M |
| (iii) The night was as dark as coal. | S |
| (iv) He sang like an angel. | S |
| (v) Her voice was music to his ears. | M |
| (vi) The classroom was a zoo. | M |
| (vii) The baby slept like a log. | S |
| (viii) Her smile was as bright as the sun. | S |
| (ix) The lake was a mirror, reflecting the sky. | M |
VI.2 Transform similes ↔ metaphors.
(iii) The book was a treasure chest, filled with endless adventures. → Simile: The book was like a treasure chest, filled with endless adventures.
(iv) Her laughter was a melody that brightened the darkest days. → Simile: Her laughter was like a melody that brightened the darkest days.
(v) The mountain stood as a guard, watching over the valley below. → Metaphor: The mountain was a guard, watching over the valley below.
(vi) The night was like a velvet cloak, wrapping the world in mystery. → Metaphor: The night was a velvet cloak, wrapping the world in mystery.
(vii) Her thoughts were like butterflies in a summer meadow. → Metaphor: Her thoughts were butterflies in a summer meadow.
(iv) Her laughter was a melody that brightened the darkest days. → Simile: Her laughter was like a melody that brightened the darkest days.
(v) The mountain stood as a guard, watching over the valley below. → Metaphor: The mountain was a guard, watching over the valley below.
(vi) The night was like a velvet cloak, wrapping the world in mystery. → Metaphor: The night was a velvet cloak, wrapping the world in mystery.
(vii) Her thoughts were like butterflies in a summer meadow. → Metaphor: Her thoughts were butterflies in a summer meadow.
🔎 Let us think and reflect — Extract 1
He flung himself down in low despair, / As grieved as man could be; / And after a while he pondered there, / “I’ll give it all up,” said he. / Now just at that moment a spider dropped, / With its silken, filmy clue;
(i) Phrase showing the King’s physical expression of emotion.
“He flung himself down in low despair” — the act of flinging himself down physically shows his deep hopelessness.
(ii) Why does the poet use ‘low’ before despair?
The word ‘low’ intensifies the depth of his despair — it shows that King Bruce was not just sad but at the very lowest, most hopeless point of his emotions, on the verge of giving up completely.
(iii) ‘Pondered’ means:
B. thought.
(iv) ‘Silken filmy clue’ creates an image of something:
very delicate and soft.
🔎 Let us think and reflect — Extract 2
“…when it toils so hard to reach and cling, and tumbles every time.” But up the insect went once more, / Ah me! ’tis an anxious minute; / He’s only a foot from his cobweb door, / Oh say, will he lose or win it?
(i) Complete the analogy: toil : hard :: ______ : ______
A. roll : tumble — both pairs describe closely related, near-synonymous actions.
(ii) Two characteristics of the spider shown in “But up the insect went once more”:
Determination/persistence and courage/resilience (refusal to give up despite repeated failure).
(iii) ‘Ah me!’ indicates a sense of:
B. stress.
(iv) Readers are able to relate to this extract because ______.
everyone has, at some point, struggled to achieve a difficult goal and felt anxious about whether they would succeed or fail — the spider’s nervous, nail-biting final attempt mirrors a universal human experience.
🔎 Answer the following
1. How does the first stanza help in setting the mood of the poem?
The first stanza describes King Bruce flinging himself down in a “lonely mood,” with his heart “beginning to sink.” This immediately creates a heavy, sombre, reflective mood of despair and defeat, setting up the contrast with the hopeful, triumphant mood that follows once he is inspired by the spider.
2. Describe how King Bruce’s attitude changes from the beginning towards the end of the poem.
At the start, King Bruce is dejected and ready to give up entirely (“I’ll give it all up”). As he watches the spider’s repeated attempts, his attitude shifts to curiosity, then admiration, and finally to renewed hope and determination. By the end, he is inspired to try once more, and this time he succeeds — showing a complete transformation from despair to resolve.
3. The poet describes every action of the spider in great detail. What does this tell us about his attitude towards the spider?
This detailed, careful description shows the poet’s deep admiration and respect for the spider’s determination. It suggests that the poet (like the King) sees the tiny spider not as an insignificant creature, but as a worthy source of inspiration and a symbol of perseverance.
4. How does the spider inspire us to overcome despair and not give up?
The spider fails eight times, falling back to where it started, yet it does not stop trying. On its ninth attempt, it finally succeeds. This teaches us that repeated failure is not the end of the road — every failed attempt is simply part of the process, and continued effort eventually leads to success.
5. The poem teaches us that failures are stepping stones to success. Explain.
Each time the spider falls, it does not lose ground completely — it learns and tries again with renewed energy, going a little higher each time (“It fell still lower… Its head grew steady — again it went, and travelled a half-yard higher”). In the same way, our failures teach us what doesn’t work and push us to adjust our efforts, gradually bringing us closer to success — just as King Bruce’s earlier failed attempts finally led to his ultimate success.
6. The spider’s journey tells us that anyone can be a source of inspiration in our lives. Elaborate.
Even a tiny, seemingly insignificant creature like a spider was able to change the mindset of a King. This shows that inspiration does not always come from grand or powerful sources — sometimes the smallest, most ordinary things around us (a struggling insect, a simple incident) can teach us the biggest lessons about courage and persistence, if only we pay attention.
📚 Let us learn
I. Write the opposites of: up, fast, glad, win, succeed.
1. up × down 2. fast × slow 3. glad × sad 4. win × lose 5. succeed × fail
II. Match the underlined words (endeavour, toil, strive, braced) to their meanings, and use each in a sentence.
(i) endeavour → an attempt to do something new or difficult. Sentence: “Winning the science fair was her greatest endeavour this year.”
(ii) toil → work very hard and/or for a long time. Sentence: “The farmers toil in the fields from dawn to dusk.”
(iii) strive → to try very hard to achieve something. Sentence: “We must strive to protect our environment.”
(iv) braced → prepared themselves for something difficult. Sentence: “The passengers braced themselves as the plane hit turbulence.”
(ii) toil → work very hard and/or for a long time. Sentence: “The farmers toil in the fields from dawn to dusk.”
(iii) strive → to try very hard to achieve something. Sentence: “We must strive to protect our environment.”
(iv) braced → prepared themselves for something difficult. Sentence: “The passengers braced themselves as the plane hit turbulence.”
III. Classify the distance words/phrases as Far or Near.
Far:
- remoteness
- yonder
- afar
- farther
- light year
- middle of nowhere
Near:
- proximity
- vicinity
- adjacent
- a stone’s throw
- hairline
IV. Repeat “‘Twas a delicate thread it had to tread” 5–6 times, and create your own tongue twisters.
This is a speaking practice activity. Sample original tongue twisters:
• “Steady spiders spin silky, silver strands.”
• “The trembling thread tumbled, then travelled and triumphed.”
• “Steady spiders spin silky, silver strands.”
• “The trembling thread tumbled, then travelled and triumphed.”
🎧 Let us listen — The Ant Story
Answers based on the audio transcript.
| # | Answer |
|---|---|
| 1. What was the ant known for? | (i) determination |
| 2. Why was the ant unable to take the roti home? | (ii) It was too heavy to carry. |
| 3. What was the bird doing? | (iii) picking up (twigs and) leaves — building its nest |
| 4. How did the bird make the ant feel? | (ii) inspired |
| 5. How did the fellow ants help? | (iii) by joining the ant in her efforts — they formed a chain and carried the crumb together |
🗣️ Let us speak
Narrate a personal experience about a time you were motivated to never give up.
SAMPLE ANSWER
“There was a moment in my life when I faced a big challenge. It happened when I kept losing my school’s chess tournament match after match. At first, I felt discouraged and thought about giving up because I didn’t think I could ever beat the top players. But then, I remembered the poem ‘Try Again’ and how the spider never stopped trying. Someone — my coach — inspired me to keep going by reminding me that every loss taught me a new strategy. After feeling inspired, I decided to practise an extra hour daily and study my past games. In the end, I was able to win the inter-school tournament the following year. This experience taught me that perseverance is the key to success, and now I always remember to try, try again.”
✍️ Let us write
Write a letter to your cousin on how you plan to overcome a difficult situation, advising them not to quit.
SAMPLE ANSWER
20, Rajendra Nagar
Jeevanpur
23 August 20XX
Dear Monika,
Thank you for your letter asking me about how I plan to prepare for my upcoming mathematics exam, since I have been struggling with it all year.
To begin with, I have decided to make a proper timetable and solve at least ten practice problems every day instead of studying only before tests. Next, I plan to note down every mistake I make in a separate notebook, so that I can go back and understand exactly where I go wrong — just like the spider in the poem “Try Again,” which learnt something new with every fall before finally reaching its web. After that, I will ask my teacher for extra help during the weekly doubt-clearing class whenever I feel stuck. Then, I will revise all the chapters twice before the exam, giving myself small tests along the way. Finally, on the day before the exam, I will simply revise my notes calmly instead of learning anything new.
I know it feels discouraging when we fail again and again, Monika, but please remember — never quit! Like King Bruce in the poem, every attempt brings us closer to success, even the ones that fail. I truly believe that if we keep trying steadily, we will get there in the end.
Do write back and tell me how your own preparations are going.
Yours affectionately,
Deepa
Jeevanpur
23 August 20XX
Dear Monika,
Thank you for your letter asking me about how I plan to prepare for my upcoming mathematics exam, since I have been struggling with it all year.
To begin with, I have decided to make a proper timetable and solve at least ten practice problems every day instead of studying only before tests. Next, I plan to note down every mistake I make in a separate notebook, so that I can go back and understand exactly where I go wrong — just like the spider in the poem “Try Again,” which learnt something new with every fall before finally reaching its web. After that, I will ask my teacher for extra help during the weekly doubt-clearing class whenever I feel stuck. Then, I will revise all the chapters twice before the exam, giving myself small tests along the way. Finally, on the day before the exam, I will simply revise my notes calmly instead of learning anything new.
I know it feels discouraging when we fail again and again, Monika, but please remember — never quit! Like King Bruce in the poem, every attempt brings us closer to success, even the ones that fail. I truly believe that if we keep trying steadily, we will get there in the end.
Do write back and tell me how your own preparations are going.
Yours affectionately,
Deepa
🔭 Let us explore
II. Differences between a spider and an ant.
| Feature | Spider (Arachnid) | Ant (Insect) |
|---|---|---|
| Number of legs | 8 legs | 6 legs |
| Body parts | 2 main parts (cephalothorax + abdomen) | 3 main parts (head, thorax, abdomen) |
| Antennae | No antennae | Has a pair of antennae |
| Wings | Never has wings | Some ants (queens/males) can have wings |
| Special ability | Spins silk and weaves webs | Lives and works in large, organised colonies |
| Diet | Mostly carnivorous (eats insects) | Omnivorous (eats various foods) |
Fig: Key physical differences between a spider and an ant
📖 In-Text Questions — Before Reading Activities
I. Recall a visited place — name, companions, and what you could see/listen/smell/taste/touch.
Open personal response. Sample: “I visited a hill station with my family. I could see misty mountains, listen to birds and a distant waterfall, smell pine trees and fresh rain, taste hot corn-on-the-cob from a roadside stall, and touch the cool, damp moss on rocks.”
II. How does this memory make you feel?
Open response. Sample: “It fills me with peace and happiness whenever I recall it, and I feel grateful that I could experience such a beautiful place with my senses fully engaged.”
III. Would your experience be different if you could not see or hear?
Yes, it would be very different. Without sight, I would lose the ability to see the mountains, colours and scenery, and without hearing, I would miss the sounds of birds and water. I would have to rely much more heavily on touch, smell and taste to experience and remember the place — much like Helen Keller describes in the essay.
📝 Exercise Questions
💬 Let us discuss
I. Identify which statements are TRUE.
| # | Statement | True / False |
|---|---|---|
| 1 | The author expresses longing to experience the world through hearing. | False (it is through touch, not hearing) |
| 2 | The author would like exploring the city only to observe suffering. | False (she sees smiles, determination and suffering — not suffering alone) |
| 3 | The author would spend the first day seeing people whose kindness has enriched her life. | True |
| 4 | The author acknowledges she would not be able to see everything even in three days. | True |
| 5 | The author feels everyone can find the greatest joy merely by touch. | False (she says sight would reveal far more beauty than touch) |
| 6 | The author advises sighted people to appreciate every moment as if they might lose their senses tomorrow. | True |
| 7 | On the third day, the author would like to observe people in their daily lives. | True |
The four TRUE statements are: 3, 4, 6 and 7.
II. Complete the table: what Helen Keller wanted to do on each of the three days.
| Day 1 | Day 2 | Day 3 |
|---|---|---|
| See the people whose kindness and companionship enriched her life; know her friends from the feel of their faces; look into a friend’s eyes (the “window of the soul”). | Arise with the dawn; watch the miracle of night turning into day; visit museums to see the “condensed history of the earth” — dinosaurs, mastodons, and the story of man’s progress. | Arise with the dawn again; spend the day in the city amid ordinary people; stand at a busy street corner observing daily life — smiles, determination and suffering. |
III. How is the narrator able to understand the feelings of a person (the eye as “window of the soul”)?
Since she cannot see into a person’s eyes, Helen Keller uses her sense of touch instead. Through her fingertips, she can trace the outline of a face and detect obvious emotions such as laughter and sorrow. She recognises her friends purely from the feel of their faces — showing how deeply developed and sensitive her sense of touch has become as a substitute for sight.
🔎 Let us think and reflect — Extract 1
I feel the delicate symmetry of a leaf. I pass my hands lovingly about the smooth skin of a silver birch, or the rough, shaggy bark of a pine. In spring, I touch the branches of trees hopefully in search of a bud, the first sign of awakening Nature after her winter’s sleep. Occasionally, I am very fortunate; I place my hand gently on a small tree and feel the happy quiver of a bird in full song.
(i) What does the ‘delicate symmetry of a leaf’ symbolise?
It symbolises the natural beauty, order and perfection present in even the smallest things in nature — something that can be appreciated deeply through touch, without needing sight.
(ii) Two phrases describing the texture of objects in nature.
“the smooth skin of a silver birch” and “the rough, shaggy bark of a pine”
(iii) ‘Awakening Nature after her winter’s sleep’ refers to:
the arrival of spring, when trees begin to bud and come back to life after lying dormant through the cold winter months.
(iv) The tone of the writer in this extract is:
C. admiring. She describes nature with deep appreciation and wonder.
🔎 Let us think and reflect — Extract 2
The next day I should arise with the dawn and see the thrilling miracle by which night is transformed into day. I should behold with awe the magnificent panorama of light with which the sun awakens the sleeping earth. This day I should devote to a hasty glimpse of the world, past and present. I should want to see the pageant of man’s progress, and so I should go to the museums.
(i) Which word does NOT match with ‘thrilling’ (as in ‘thrilling miracle’)?
C. knowledge. “Experience,” “tale,” and “adventure” can all be thrilling, but plain “knowledge” on its own does not carry the same sense of excitement.
(ii) Why does the writer refer to the earth as ‘sleeping earth’?
Before sunrise, the earth appears still, dark and inactive — as though it were asleep. When the sun rises and floods it with light, the earth seems to “awaken,” just as a sleeping person wakes up. This is a use of personification.
(iii) The writer wishes to dedicate the day to a brief look at the past and present world because ______.
she has only three days of sight and wants to gain the widest possible understanding of human history and progress within that limited time, so a quick overview at museums is the most efficient way to do so.
(iv) Why does the writer use ‘should’ multiple times in the extract?
‘Should’ is used here as a modal verb expressing a hypothetical wish or an imagined condition — since Helen Keller is imagining what she *would* do *if* she were given the gift of sight for three days, not describing something that is actually happening.
🔎 Answer the following
1. The sense of touch makes up for the loss of sight and hearing. Explain.
Helen Keller finds “hundreds of things to interest” her through mere touch — she feels the symmetry of a leaf, the smooth bark of a birch, the rough bark of a pine, searches for buds in spring, and even feels a bird’s happy quiver through a branch. She also recognises her friends and detects their emotions (laughter, sorrow) through the outline of their faces under her fingertips. In this way, touch becomes her primary window to the world, compensating richly for what she cannot see or hear.
2. Why does the author believe that the sense of sight is the most wonderful?
She reasons that if mere touch can give her so much pleasure, sight — a far more direct and comprehensive sense — must reveal infinitely more beauty. Sight lets a person instantly take in colour, distance, expression and detail all at once, something touch can only piece together slowly and partially.
3. How might the author’s opinion guide us to be kinder towards people with special abilities?
Her account reminds us that people with disabilities often develop remarkable alternative ways of experiencing and appreciating the world (like her acute sense of touch), and that they treasure abilities the rest of us take for granted. This should inspire us to be more empathetic, patient, and inclusive, and to never underestimate what a person with a disability can perceive, understand or achieve.
4. What is the significance of imagining the loss of a sense, according to the author?
She believes that imagining the loss of a sense sharpens our appreciation of it while we still have it. By living as if we might lose our sight, hearing, touch, smell or taste tomorrow, we stop taking these gifts for granted and instead use them fully and mindfully every single day.
5. How does the author encourage people to approach their everyday sensory experiences?
She urges people to “use your eyes as if tomorrow you would be stricken blind,” to hear music and voices as if they might go deaf tomorrow, to touch objects as if their tactile sense might fail, and to smell and taste as if they might lose those senses too — essentially, to treat every ordinary sensory experience as precious and irreplaceable.
6. What do the author’s choices for the three days tell us about her values and priorities?
Day 1 (seeing loved ones) shows she values relationships and human connection above all. Day 2 (dawn, museums, history) shows she values knowledge, natural beauty and human progress. Day 3 (the city, ordinary people) shows she values everyday human life and emotion. Together, these choices reveal a person who cherishes people, learning, and the ordinary richness of life more than material or grand experiences.
📚 Let us learn
I. Sensory words table — add new words for each sense.
| Sense | Word from text | New word (sample) |
|---|---|---|
| What you see | panorama | vibrant, colourful |
| What you hear | music | melody, chirping |
| What you smell | perfume | fragrance, aroma |
| What you taste | relish | delicious, tangy |
| What you feel | rough | smooth, silky |
II. Underline the verbs (modal + main verb) in the four given sentences.
• I should divide the period into three parts.
• On the first day, I should want to see…
• The next day I should arise with the dawn…
• I should behold with awe…
In each sentence, ‘should’ is the modal verb (expressing a hypothetical suggestion/wish), and divide, want, arise, behold are the main verbs.
• On the first day, I should want to see…
• The next day I should arise with the dawn…
• I should behold with awe…
In each sentence, ‘should’ is the modal verb (expressing a hypothetical suggestion/wish), and divide, want, arise, behold are the main verbs.
III. Identify the modal verbs and their functions.
| Sentence | Modal verb | Function |
|---|---|---|
| 1. You can learn a lot from this experience. | can | ability |
| 2. They might arrive late due to traffic. | might | possibility |
| 3. She must finish her homework before dinner. | must | necessity |
| 4. They ought to apologise for their mistake. | ought to | moral obligation |
| 5. He would like to have some lassi, please. | would | polite request |
IV. Fill in the blanks with the correct modal verbs.
| Situation | Function | Sentence with answer |
|---|---|---|
| 1. Want to leave work early | permission | May I leave early today if I finish all my tasks? |
| 2. Important deadline tomorrow | obligation | I must finish this report by tomorrow. |
| 3. Friend deciding on Art class | advice | You should consider all the pros and cons before making a decision. |
| 4. Dark clouds in the sky | possibility | It might rain later today. |
| 5. Asking someone to pass the salt | polite request | Could you pass the salt, please? |
| 6. Advising an apology | moral obligation | You ought to apologise for the mistake you made. |
| 7. Deciding a picnic spot | suggestion | We shall go to any park nearby for the picnic. |
🎧 Let us listen — Mother-Son Conversation
Select the four TRUE statements (1–7).
| # | Statement | True/False |
|---|---|---|
| 1 | Anuj finds Braille fascinating and wants to learn more about it specifically. | False (he mentions it briefly, then the topic shifts to Digital India) |
| 2 | Mother is unsure of the school’s efforts to include visually impaired students. | False (she is confident and appreciative) |
| 3 | Anuj initially thinks Digital India is only about learning how to use computers. | True — “That’s about being computer literate, isn’t it?” |
| 4 | Mother believes screen readers are very effective for the visually impaired. | True — she explains how they enable independence and job opportunities |
| 5 | Anuj already knew that visually impaired people can use computers and smartphones. | False — he reacts with surprise (“Ohh…interesting”, “That’s amazing!”) |
| 6 | Anuj wants to know about the effectiveness of assistive technologies for the visually impaired. | True — he keeps asking follow-up questions about their impact |
| 7 | Mother believes a right mindset is the best support for the visually impaired. | True — her closing line: “inclusion is not just about having the right tools, but also about having the right mindset” |
The four TRUE statements are: 3, 4, 6 and 7.
🗣️ Let us speak
Speak for a minute about the sense you value most.
SAMPLE ANSWER
“I value my sense of sight the most because it lets me experience colour, faces and beauty all at once. One of my favourite experiences is watching a sunset with my family. This is so because it brings us together in a quiet, peaceful moment. I appreciate being able to see the changing colours of the sky, the smiles on my family’s faces, and the world around me so vividly. God forbid, if I were to lose the sense of sight, it would make me feel disconnected from so much beauty. I would not be able to read, paint, or see the people I love. I thank God that I am able to see.”