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Class 8 · Poorvi · English · Unit 1
Wit and Wisdom
Complete Question–Answer Solutions · The Wit that Won Hearts · A Concrete Example · Wisdom Paves the Way
Intext + Exercise
Detailed Explanations
NCERT Reprint 2026–27
Section A · Before / During Reading
Intext Questions
“Let us do these activities before we read” & “Discuss in pairs”
ACTIVITY I Qualities of a witty person
Select qualities of a person who uses wit from the box.
A witty person typically is: wise, clever, humorous, observant, charming, creative, confident.
Reasons: Wit needs sharp cleverness and a sense of humour; you must observe keenly to make timely remarks; creativity produces unexpected, smart responses; charm & confidence help deliver them well; and wisdom ensures the wit is used kindly, not to hurt.
(Qualities like serious, stubborn, powerful, punctual, energetic are not specifically linked to wit.)
ACTIVITY II Riddles
I can be a friend or a foe, depending on how you use me. I can bring both joy or pain. What am I?
Words — kind words bring joy; harsh words bring pain.
I can be measured, but I cannot be touched. I can be spent, but I cannot be saved. What am I?
Time — we measure and spend time, yet cannot store or touch it.
What is always in front of you but can’t be seen?
The future — it lies ahead but remains invisible.
What has to be shared before you can keep it?
A secret — once told (shared), the trust of “keeping” it begins.
DISCUSS In pairs
Why are qualities like humour and wit important in a person?
They make a person likeable and pleasant company, ease tension during conflicts, help defuse awkward or difficult situations smoothly, and reflect a sharp, quick-thinking mind. Humour helps build strong relationships and turns problems into manageable moments.
Why did kings and queens prefer witty people among their courtiers?
Witty courtiers entertained the royal court and lightened its mood, but more importantly they offered clever, peaceful solutions to tricky problems and disputes. Their quick intelligence made them valuable advisers who could handle delicate matters with tact rather than force.
If you were asked to solve a disagreement between two people, what approach would you take?
(Sample answer) I would listen patiently to both sides without taking sides, calmly identify the real misunderstanding, and help them see each other’s point of view. I would look for common ground and a fair, gentle solution — just as Tenali Rama did.
Have you ever been in a situation where a small misunderstanding led to a big problem? How was it resolved?
(Sample answer) Once a friend thought I had ignored her message, but my phone had actually run out of battery. She stopped talking to me for days. The problem was resolved when I calmly explained the truth and apologised, and we laughed about the mix-up afterwards.
Section B · After Reading
Exercise Questions
Discuss · Think & Reflect · Learn · Listen · Speak · Write · Explore
Reading 1 · A Story
The Wit that Won Hearts
Tenali Rama & King Krishnadeva Raya of Vijayanagara
Let us discuss
I. Rectify the following false statements from the text.
The queen insulted the king by speaking against the quality of his poem.
False. The queen never insulted the king’s poem. She only yawned out of exhaustion while he was reciting it, which the king mistakenly took as disrespect.
Tenali Rama immediately went to the king and convinced him to talk to the queen.
False. Rama did not approach the king directly. He devised a clever strategy and, the next day at court, used the paddy-seed trick to make the king realise his mistake on his own.
The courtiers admired the king’s poem and praised his literary talent.
False. The courtiers (ministers) actually avoided the king and made excuses to escape having to listen to his poem.
The ministers in the court were eager to hear Tenali Rama’s idea about paddy cultivation.
False. The courtiers were sceptical and sarcastic; they mocked his “special” seeds — joking they were magic, would grow without water, or were found on the moon.
The king never realised his mistake and continued to stay angry with the queen.
False. The king did realise his mistake, felt deep regret, and that very evening apologised to the queen and reconciled with her.
Let us think and reflect — I
“…The king thought I was disrespecting his poem and stormed off… Help me, please, Rama. Only you can help the king understand.” … Rama nodded thoughtfully. “…this needs a well-planned approach and I may need time to find the right strategy.”
(i) Why does the queen believe that only Tenali Rama can help the king understand?
Because Tenali Rama is the court’s most brilliant and witty poet, famous for finding clever solutions to seemingly impossible problems. The queen trusts that only his cleverness can make the king understand the truth gently, without further confrontation.
(ii) What does “If I had known this would happen, I would have chosen another day” suggest about her feelings?
B. She regrets the unintended misunderstanding.
(iii) How does Tenali Rama’s response reflect his wisdom and problem-solving skills?
He does not react hastily. He listens patiently, agrees to help, yet wisely asks for time to plan the right strategy. This shows a thoughtful, calculated approach — a true problem-solver who acts on a plan rather than on impulse.
(iv) The king’s reaction shows that he is sensitive and ______ in his poetry.
takes great pride
“…I have been foolish. I see now that I overreacted. I let my pride blind me. I’m so sorry.” … “If you like, we can leave this quarrel behind us. I would very much like to listen to your poem.”
(i) When the king said, “I let my pride blind me”, he means that ____.
…his ego and arrogance prevented him from seeing the truth — that yawning is natural and not an insult. His pride made him overreact and treat the queen unfairly.
(ii) Why does the queen say, “If you like, we can leave this quarrel behind us”?
Because she had longed for reconciliation. She holds no grudge and loves the king, so she is eager to forgive him, move past the quarrel, and happily listen to his poem.
(iii) The king acknowledges that his pride clouded his judgement, which shows ______.
maturity and self-awareness
(iv) State any one characteristic the queen’s response shows about her.
She is forgiving and gracious — she accepts the apology warmly without bitterness (also loving and understanding).
Let us think and reflect — II Answer
Why was the Vijayanagara Empire considered to be in its ‘Golden Era’ during Krishnadeva Raya’s reign?
Under him, art, literature and architecture flourished. He was a great patron of learning, an eminent warrior and a gifted poet himself (works like Amuktamalyada). The empire was renowned for its glory, wealth and cultural achievements — hence the “Golden Era”.
How did Tenali Ramakrishna gain a special place in the king’s court?
Through his quick wit, humour and clever solutions to difficult problems. He served as both a gifted poet and a witty advisor, becoming a beloved figure in the empire.
How did the quarrel between the king and the queen affect the palace?
The king stopped speaking to the queen and even stopped visiting her. His absence cast a shadow over the palace — the once-cheerful corridors became quiet and forlorn.
What strategy did Tenali Rama use to make the king realise his mistake?
He presented “revolutionary” paddy seeds, claiming triple yield.
When the king doubted them, Rama said the real problem lay with the person who sows, not the seeds.
He asked whether a person who yawns while sowing would scatter seeds unevenly — making everyone, including the king, yawn naturally.
This led the king to realise that yawning is as natural as breathing, recalling the queen’s innocent yawn and his unfair anger.
What was the reaction of the courtiers when Tenali Rama introduced his ‘special’ paddy seeds?
They reacted with sarcasm and disbelief — mocking the seeds as “magic”, joking they would grow without water or were found on the moon. Snickers rippled through the court.
How does the story conclude, and what lesson can be learnt from it?
The king realises his error, apologises, and reconciles with the queen; Rama is rewarded with valuable gifts, and the palace brims with joy again.
Lesson: Wit and wisdom can resolve conflicts peacefully. We should not jump to conclusions or misjudge others, and we must never let pride blind our judgement.
Let us learn — I Expressions
Complete the paragraph with suitable expressions.
| Blank | Answer |
|---|---|
| 1. | hush fell over |
| 2. | rippled through |
| 3. | stormed off |
| 4. | murmur swept through the room |
| 5. | mind raced back |
| 6. | cast a shadow |
Let us learn — II Sound words
| No. | Answer | No. | Answer |
|---|---|---|---|
| 1 | murmur | 6 | thud |
| 2 | sighed | 7 | groan |
| 3 | mumble | 8 | rattle |
| 4 | gasped | 9 | roared |
| 5 | snickers | 10 | whispered |
Let us learn — III Compound words
1. Match Column 1 with Column 2
| Column 1 | Compound word |
|---|---|
| (i) quick | + G. witted → quick-witted |
| (ii) soft | + C. spoken → soft-spoken |
| (iii) common | + F. sense → common sense |
| (iv) house | + H. hold → household |
| (v) book | + E. store → bookstore |
| (vi) ill | + B. tempered → ill-tempered |
| (vii) sky | + D. blue → sky-blue |
| (viii) dance | + A. hall → dance hall |
2. Fill in the blanks with the created words
- (i) soft-spoken
- (ii) household
- (iii) ill-tempered
- (iv) quick-witted
- (v) dance hall
- (vi) sky-blue
- (vii) bookstore
- (viii) common sense
Let us learn — IV Conditional clauses
Identify the subordinate (if) and main clauses in sentences 2 & 3.
| Sentence | Subordinate (if) clause | Main clause |
|---|---|---|
| 2. If, by chance something were to go wrong, our farmers would suffer. | If, by chance something were to go wrong | our farmers would suffer |
| 3. If I had known this would happen, I would have chosen another day. | If I had known this would happen | I would have chosen another day |
Match if-clauses with main clauses
| If clause | Match |
|---|---|
| (i) If I had a magic wand, | C. I would give myself wings. |
| (ii) If it rains tomorrow, | E. We will stay indoors and play board games. |
| (iii) If you had listened carefully, | F. You would have solved the puzzle. |
| (iv) If you finish your homework, | A. We will go to the theatre. |
| (v) If I were invisible, | B. I would sneak into the secret room. |
| (vi) If the alarm had rung, | D. The boys would have woken up on time. |
Let us learn — V & VI Complete sentences
V. Complete with the main / if clause (sample answers)
- 1. Your teacher will be unhappy if you do not complete your homework.
- 2. They would have caught the train if they had reached the station on time.
- 3. Your health will suffer if you continue to stay up late every night.
- 4. If she knew the answer, she would raise her hand.
- 5. She would have passed with distinction if she had studied harder.
- 6. If I had a million rupees, I would travel the world and donate to charity.
VI. Complete the sentences (sample answers)
- 2. If I were the Head Teacher of my school, I would add more sports periods and a bigger library.
- 3. If I were a bird, I would fly across mountains and oceans freely.
- 4. If I were a magician, I would make hunger and poverty disappear.
- 5. If I had studied harder, I would have topped my class.
Let us listen The arrogant scholar
I. Choose the correct option
- 1. The rope tying the bundle of sticks was → (ii) thick
- 2. The scholar is finally referred to as → (iii) arrogant
II. Number the events in correct order
| Order | Event |
|---|---|
| 1 | The visitor wanted to show his superiority over others in the palace. (orig. 5) |
| 2 | The court scholars were afraid of the king’s anger. (orig. 8) |
| 3 | Rama accepted the challenge thrown by the visitor. (orig. 2) |
| 4 | Rama had a bundle tied in silk when he came to the palace. (orig. 3) |
| 5 | The great scholar was ashamed because he did not know what to say. (orig. 1) |
| 6 | The king wanted to know more about the work mentioned by Rama. (orig. 7) |
| 7 | Rama showed the work to be a bundle of sticks tied by a rope. (orig. 6) |
| 8 | The king laughed at the explanation given by Rama. (orig. 4) |
Reading 2 · A Poem
A Concrete Example
by Reginald Arkell
Before we read: Match the garden pictures (page 17) — hedge, flower pot, wheelbarrow, pebbles, sapling, flower beds, garden hose, vine, fence, rockery. · The word ‘concrete’ has more than one meaning: (1) a hard building material of cement, sand & gravel; (2) something definite, specific or real (the opposite of abstract).
Let us discuss — I Summary
Complete the summary with exact words from the poem.
| Blank | Word | Blank | Word |
|---|---|---|---|
| 1. | stones | 5. | pin |
| 2. | path | 6. | flower |
| 3. | sundial | 7. | lovely |
| 4. | delicate | 8. | standing |
Let us discuss — II MCQ
- 1. The tone of the poem is → D. (ii), (iv), and (v) — humorous, amusing & light-hearted.
- 2. The speaker in the poem is → (ii) the poet (Mrs. Jones’ neighbour).
- 3. The rhyme scheme of the poem is → (i) AABBCC
Rhyme pattern of each stanza → A A B B C C
Let us discuss — III to VII
III. Choose the correct answer
- 1. …to emphasise her → obsession with a stony garden.
- 2. …imagery helps readers → visualise the garden’s peculiar nature.
IV. Alliteration examples
Repetition of the same first sound, e.g. — “p” in “puts little plants… plants them with a pin”; “s” in “stones… strange… sundial”; “d” in “delicate… don’t.”
V. Refrain
The repeated opening line of every stanza: “My next-door neighbour, Mrs. Jones,”
VI. Situational irony
The “lovely” flower the speaker searches for is the very thing being trodden underfoot — “Where is this lovely thing?” I cried. / “You’re standing on it,” she replied. The expectation (a grand bloom) is the opposite of reality (a tiny plant beneath one’s feet).
VII. Complete the sentences
- 1. The word ‘concrete’ can refer to → the stones / hard stony material (paths, rockery) in Mrs. Jones’ garden.
- 2. …a clear or ‘concrete’ example of Mrs. Jones’ → peculiar / unusual gardening habits.
Let us think and reflect — I
My next-door neighbour, Mrs. Jones, / has got a garden full of stones: / A crazy path, a lily pond, / a rockery and, just beyond / A sundial with a strange device, / which Mrs. Jones thinks rather nice.
(i) What can be inferred about Mrs. Jones’s taste in gardening?
She has an unusual, unconventional taste — she prefers a stony rock-garden full of paths, pebbles and odd ornaments rather than a typical garden of bright flowers.
(ii) True/False: The garden reveals more about Mrs. Jones herself.
True — her quirky garden mirrors her eccentric, individual personality.
(iii) What does the poet mean by ‘crazy path’?
A “crazy paving” path — one made of irregularly shaped, oddly fitted stones; the word also hints at its quirky, unusual look.
(iv) The sundial with a ‘strange device’ suggests that Mrs. Jones…
A. She has a fascination with unusual items.
Let us think and reflect — II Answer
How does Mrs. Jones feel about her garden? Support with evidence.
She feels proud and delighted. She finds the sundial “rather nice”, invites the speaker round to admire her stones, and happily talks about a single flower “for quite a quarter of an hour” — showing genuine love and pride.
Why does the speaker describe the plants as so small they could be planted with a pin?
It is a humorous exaggeration (hyperbole) to stress how tiny and ordinary the plants are. It gently mocks the gap between Mrs. Jones’ great enthusiasm and the actual insignificance of her plants.
What do we get to know about Mrs. Jones based on her gardening style and her interaction?
She is eccentric, passionate, content and hospitable. She finds beauty and joy in small, simple things that others overlook, and takes great pride in her own creation.
The poem portrays Mrs. Jones in a positive light. Support this statement.
Despite the gentle teasing, she comes across as enthusiastic, cheerful, appreciative of small beauties and full of pride and joy in her garden. Her ability to treasure simple things makes her endearing rather than foolish.
What does the poem tell us about the way people think differently about the world?
People perceive the same things differently — what seems plain or unremarkable to one person (the speaker) can be precious and beautiful to another (Mrs. Jones). Beauty truly lies in the eye of the beholder.
Let us learn — I to III
I. Select the appropriate replacing word
- 1. strange → peculiar (also “unusual”)
- 2. nice → pleasant (also “agreeable / charming”)
- 3. delicate → fragile (also “dainty”)
- 4. cried → exclaimed
II. Match the type of instrument
| Word | Definition | More examples |
|---|---|---|
| 1. implement | (iii) works on being moved by hand | plough, sickle, rake |
| 2. tool | (v) used by hand to make or repair | screwdriver, wrench, saw |
| 3. equipment | (iv) set of necessary items for a purpose | camping gear, lab kit |
| 4. appliance | (i) electrical, used for housework | refrigerator, washing machine |
| 5. gadget | (ii) small, mechanical/electronic | smartwatch, earbuds |
III. Make new words (replace the first letter)
| Base | Hint → Word |
|---|---|
| nice | (i) cut into small pieces → dice |
| (ii) grain that we cook → rice | |
| (iii) plural of mouse → mice | |
| (iv) bad habit → vice | |
| soil | (i) heat something → boil |
| (ii) work very hard → toil | |
| (iii) length of wire in a circle → coil | |
| (iv) sheets to wrap food → foil |
Let us listen Rock Garden, Chandigarh
- 1. Where featured? → on an Indian (postage) stamp (1983)
- 2. What kind of sculptures? → colourful sculptures (mosaic of art pieces)
- 3. How divided? → into three (distinct) phases
- 4. One thing transformed into art → terracotta pots / light fixtures / broken toilet pots (any one)
- 5. Approx. how many statues border it? → around 5,000
Reading 3 · A Play
Wisdom Paves the Way
The four wise young men & the King of Ujjain
How four sharp minds “saw” a camel they never met — observation + deduction.
Let us discuss — Scene I Reasons
- 2. …because he believed they should stay united in their hope of finding work, and reaching Ujjain gave the best chance of an audience with the King.
- 3. …because he had noticed fresh camel footprints/tracks on the dusty road.
- 4. …because he saw a man approaching in great haste, looking worried, as if chased by some trouble.
- 5. …because the four men described the camel’s exact ailments without seeing it, so he assumed they had healing/medical knowledge.
- 6. …because they were innocent and confident; having nothing to hide, they were willing to face the King to prove themselves.
Let us discuss — Scene II Order of events
| Order | Event |
|---|---|
| 1 | The merchant accuses the four men of knowing a lot about his missing camel. (8) |
| 2 | The King asks the merchant to clearly state his accusation. (3) |
| 3 | Ram Datt explains how he infers from the tracks that the camel is lame. (2) |
| 4 | Shiv Datt reveals the camel is blind in its right eye. (5) |
| 5 | Har Datt clarifies how he knew the camel has a short tail. (7) |
| 6 | Dev Datt explains his observation about the camel’s pain & careful movement. (6) |
| 7 | The King praises the young men and dismisses the merchant’s accusation. (4) |
| 8 | The King makes the four young men his advisers. (1) |
Let us think and reflect — I
Dev Datt: Ten days are but a short span… We may still have many more roads to wander before we find employment… Ram Datt: …I am confident he would recognise our talents… Har Datt: …We need to devise a strategy.
(i) Identify the false statement and rectify it.
A is false. Dev Datt does not believe finding employment is easy — he says they may have “many more roads to wander” before finding suitable work. (B is true.)
(ii) What does Ram Datt’s confidence tell us about him?
He is optimistic and self-assured, with strong faith in his own and his friends’ talents; he believes that true merit will be recognised.
(iii) The phrase ‘press on’ refers to…
B. moving forward with determination
(iv) What can be inferred about Har Datt from “We need to devise a strategy”?
C. He is cautious and thoughtful, preferring to plan ahead.
King: …You have demonstrated remarkable intelligence and the ability to see beyond the obvious… I extend to you the honour of becoming my advisers… Ram Datt: …it is an honour we had not dared to dream of.
(i) Assertion (A) & Reason (R)
B. Both (A) and (R) are true, but (R) is not the correct explanation of (A). The merchant felt ashamed because his accusation was proven baseless — not because the men became advisers.
(ii) ‘See beyond the obvious’ means the men had the ability to…
C. notice details that others might overlook.
(iii) Ram Datt called it ‘an honour we had not dared to dream of’ because…
…they were ordinary, unemployed travellers who had only hoped for any humble work; being appointed royal advisers far exceeded their highest expectations.
(iv) How does the King’s offer reflect his values as a ruler?
It shows he is fair, just and merit-based — he values intelligence, keen observation and wisdom above wealth, status or accusations, and rewards true ability and good character.
Let us think and reflect — II Answer
What does the dusty road leading to Ujjain tell us about the challenges of the young men’s journey?
It suggests their journey was long, tiring and difficult — they had travelled far from home for ten days, facing hardship and uncertainty in their search for work.
Why did the merchant become suspicious of the four men? What does this tell us about him?
Because they described his camel’s exact features without having seen it, so he wrongly assumed they had stolen it. This shows he was hasty, distrustful and quick to jump to conclusions without reasoning.
How do the four young men’s observations about the camel serve as a turning point in the play?
The very observations that made them suspects become the proof of their wisdom. At court, their detailed reasoning convinces the King of their innocence and brilliance — turning an accusation into the honour of becoming royal advisers.
Why did the King believe the four young men and not the merchant?
Each man gave a logical, evidence-based explanation (tracks, nibbled leaves, blood specks, footprint depth) for his deduction — proving they reasoned rather than stole. The merchant offered only suspicion and no proof.
How does the capability of the four young men make them suitable to become advisors?
Their sharp observation and keen reasoning let them “see beyond the obvious”. A ruler needs counsel based on careful analysis and deep insight — exactly the qualities they displayed.
Why does the merchant feel ashamed for accusing the four young men? Explain in your own words.
He had angrily branded innocent men as thieves. When he learns their knowledge came from intelligent observation, not crime, he realises he had wrongly and rashly misjudged them — leaving him embarrassed and humbled.
Let us learn — I & II
I. Noun forms
| Verb | Noun |
|---|---|
| 1. deduce | deduction |
| 2. observe | observation(s) |
| 3. scrutinise | scrutiny |
| 4. accuse | accusation(s) |
| 5. recognise | recognition |
II. Match the expressions
| Expression | Meaning |
|---|---|
| 1. with all our hearts | (vi) complete sincerity |
| 2. to be precise | (iv) exact and accurate |
| 3. gain an audience with | (v) meeting or hearing someone |
| 4. catch his breath | (vii) to pause or rest for some time |
| 5. erupts in applause | (ii) starts cheering together |
| 6. grand scheme of things | (viii) overall plan of life in a larger context |
| 7. taken aback | (i) surprised |
| 8. more than meets the eye | (iii) hidden information that is not obvious |
Sample sentences: ① I thanked my teacher with all my hearts for her guidance. ② There were, to be precise, twelve members present. ③ The poet finally gained an audience with the king. ④ He stopped to catch his breath after the race. ⑤ The hall erupted in applause as she finished.
Let us learn — III ‘face’ & ‘bear’
| Word — Meaning | Correct sentence |
|---|---|
| face 1. (n.) front of head | (iii) She has a round, smiling face. |
| face 2. (v.) positioned towards | (i) Ravi turned to face his father… |
| face 3. (v.) deal with a difficult task | (iv) We should be ready to face life’s challenges. |
| face 4. (n.) front/surface of a thing | (ii) The face of the clock was painted… |
| bear 1. (v.) tolerate | (iv) I can’t bear the sound of vehicles honking. |
| bear 2. (v.) accept | (iii) Riya agreed to bear the responsibilities… |
| bear 3. (n.) large mammal | (ii) I spotted a bear on a wildlife safari. |
| bear 4. (v.) produce / give birth | (i) The trees… took a long time to bear fruit. |
Let us learn — IV Modal functions
| Sentence | Function |
|---|---|
| 1. I will gladly pay your fee… | (ix) willingness |
| 2. You must have stolen it… | (v) logical conclusion |
| 3. You shall come with me… | (x) command |
| 4. How could you possibly know that? | (i) expression of disbelief |
| 5. I am confident he would recognise… | (viii) prediction |
| 6. A camel… would have fended off… | (ii) imagined (hypothetical) possibility |
| 7. They may tell us more… | (xi) possibility |
| 8. May your wisdom shine… | (vi) wish or hope |
| 9. We ought to be united… | (iii) moral obligation / advice |
| 10. We need to devise a strategy. | (vii) necessity |
| 11. …yet you dare to claim… | (iv) challenge |
Let us learn — V & VI
V. Complete the story with modal verbs
| Blank (clue) | Modal |
|---|---|
| 1. (ability) | can |
| 2. (necessity) | must |
| 3. (suggestion) | should |
| 4. (weak possibility) | might |
| 5. (obligation) | need to |
| 6. (possibility) | may |
| 7. (ability) | could |
VI. Rewrite using appropriate modal verbs
- 2. You need not (needn’t) worry about things beyond your control.
- 3. A person cannot gain experience without taking risks.
- 4. You must treat others with kindness, even when they disagree with you.
- 5. You must not (should not) interrupt when someone else is speaking.
Let us listen Why we enjoy witty characters
| Speaker | Statement |
|---|---|
| (i) | 6 — can deactivate tense situations with their cleverness |
| (ii) | 1 — prove that cleverness is as powerful as strength |
| (iii) | 4 — teach that tricky situations can be managed calmly |
| (iv) | 3 — keep the reader involved/engaged |
Not needed: Statement 5 (definitely) and one of 2. Note: Speaker (iv) also touches statement 2 (“humour makes learning fun”), so some keys mark (iv) = 2 instead of 3. Statement 5 is always unused.
Across all three texts
Speak · Write · Explore
Model answers & guidance for activity-based tasks
Let us speak Intonation & stress
Mark the intonation (↗ rising = Yes/No questions · ↘ falling = Wh-questions & statements)
- Is this your cat? ↗ · What is the name of your cat? ↘
- Will you be going to your village? ↗ · Why are you going to your village? ↘
- Is this where you live? ↗ · Where do you live? ↘
- Can I meet your parents? ↗ · How are your parents? ↘
- Do you have any plans for tomorrow? ↗ · What are you going to do tomorrow? ↘
Sentence stress changes meaning — “I take my dog for a walk in the evening.”
Stress I → it is I, not someone else · stress take → the action of taking · stress my dog → my own dog, not another’s · stress a walk → a walk, not a ride · stress in the evening → at that time, not another.
Let us speak Apologies (sample dialogues)
Informal
You: “I’m really sorry, I ate your share of the sweets.” Reply: “That’s alright, these things happen.”
Formal
You: “I’m extremely sorry for not submitting my assignment on time, Sir. I promise it won’t happen again.” Teacher: “I accept your apology. Please ensure you submit it tomorrow.”
Let us write Model answers
Narrative Essay — A Small Act of Kindness that Made a Difference
It was a cold, rainy morning when I noticed an old man standing alone at the bus stop, shivering without an umbrella. Most people hurried past, too busy to stop.
I had only one umbrella, but I walked up and held it over him while we waited. We talked, and he smiled warmly, saying no one had stopped for him in years. When his bus arrived, I gave him my umbrella to keep.
He thanked me with tears in his eyes. That small moment taught me that even the simplest act of kindness can mean the world to someone. Since then, I always look for little ways to help others — because kindness, however small, never goes to waste.
Notice — Inauguration of the Herb Garden
SUNRISE PUBLIC SCHOOL — NATURE CLUB
NOTICE
Date: 10 June 2026
Inauguration of the Herb Garden
All students of Grades 6–8 are informed that the school’s new Herb Garden will be inaugurated on Friday, 13 June 2026 at 9:00 a.m. near the Science Block. The garden features medicinal herbs such as Tulsi, Mint, Aloe Vera and Carom. Students are requested to attend on time and participate enthusiastically. For details, contact the undersigned.
Aarav Sharma
(Signature)
Secretary, Nature Club, Class 8
NOTICE
Date: 10 June 2026
Inauguration of the Herb Garden
All students of Grades 6–8 are informed that the school’s new Herb Garden will be inaugurated on Friday, 13 June 2026 at 9:00 a.m. near the Science Block. The garden features medicinal herbs such as Tulsi, Mint, Aloe Vera and Carom. Students are requested to attend on time and participate enthusiastically. For details, contact the undersigned.
Aarav Sharma
(Signature)
Secretary, Nature Club, Class 8
Formal Letter of Complaint — bad colony road
The Commissioner, Municipal Corporation, [City] — Subject: Complaint regarding the damaged road in our colony.
Para 1: I am writing to draw your attention towards the very poor condition of the kutcha road leading to our colony, which has worsened after the heavy rains.
Para 2: The deep potholes are dangerous and can cause accidents. As a result, stagnant water has collected, becoming a breeding ground for mosquitoes and causing great inconvenience to residents.
Para 3: I request you to look into this matter urgently and get the road repaired and the water drained. I look forward to your prompt response. — Yours faithfully, [Name].
Let us explore — Write your own limerick
(Sample)
There once was a cat from Jaipur,
Who slept on a soft Persian rug, so sure.
A mouse tip-toed near,
Whispered “Nothing to fear!”—
And now the cat guards the mouse’s front door!
There once was a cat from Jaipur,
Who slept on a soft Persian rug, so sure.
A mouse tip-toed near,
Whispered “Nothing to fear!”—
And now the cat guards the mouse’s front door!
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