Question Before Reading
What might Jahnavi dream of, and what is a dream you would work towards?
Steps only
Jahnavi wants to learn at school; share your own goal and one step.
Answer
Jahnavi dreams of attending school. Personal answers vary.
CLASS 7 · POORVI · CHAPTER 1
Learning Together
Simple, complete answers for The Day the River Spoke, Try Again, and Three Days to See.
34 worked answersOriginal sample responses
34 worked answers · short steps first, explanations when you need them
The Day the River Spoke
Textbook pages NCERT Poorvi, Class 7, Unit 1
Question Let us Discuss
What is Jahnavi's dream, why does it matter to her, and how does the River help?
Steps only
State her goal and explain how encouragement helps her take the first step.
Answer
She wants to go to school and learn. The River gives her courage to try.
Question Let us Discuss: question-and-answer table
Complete the table with Jahnavi's questions and the River's replies.
Steps only
Match the moon, school, and ship questions with the River's answers.
Answer
The River says girls can learn, ships are large boats, and ships are too big to come up the river.
Question Let us Think and Reflect I
Answer the questions about the two extracts from the story.
Steps only
The River is reassuring; Jahnavi is nervous but encouraged to try.
Answer
1: assuring; ‘every day’; disbelief; affectionate, thoughtful, kind-hearted. 2: they swim equally fast; True; quietly; she is afraid.
Question Let us Think and Reflect II
Explain the nature setting, the River's knowledge, Jahnavi's fear, and the story's message.
Steps only
The River's advice helps Jahnavi challenge her fear and seek an education.
Answer
The story shows that girls have a right to learn and that courage and support can open opportunities.
Question Let us Learn I
Why is the word River written with a capital letter in the story?
Steps only
The River is personified as a speaking character.
Answer
It is capitalised because the River is given human qualities.
Question Let us Learn II
Match the sound definitions with words from the story and complete the classroom passage.
Steps only
Use the story's sound words to match each definition.
Answer
shrieked; splashed; murmuring; sobbed; rustle; gasped; rattling; noisy; wailed.
Question Let us Learn III
Give a simple meaning and Indian-language origin for the listed borrowed words.
Steps only
Give a meaning and check the source language in a dictionary.
Answer
Examples: karma—action (Sanskrit); chutney—relish (Hindi); guru—teacher (Sanskrit); jungle—forest (Hindi).
Question Let us Learn IV–V
Name a boat you would like to travel in and solve the water-transport clues.
Steps only
Use the vessel's purpose or shape as the clue.
Answer
Sample choice: shikara. Crossword: ship, boat, raft, steamboat; canoe, tug, yacht.
Question Let us Learn VI–VII
Complete the school paragraph with prepositions, then add suitable prepositions or adverbs to the sentences.
Steps only
Use at, outside, inside, between, about, about; then choose a fitting direction word.
Answer
VI: at, outside, inside, between, about, about. VII: onto, outside, through, above, along, inside, around, under.
Question Let us Listen I–II
Complete the word list and match the speakers' statements about school life.
Steps only
Use the audio or transcript to identify words and each speaker's view.
Answer
Requires the textbook audio or teacher transcript.
Question Let us Speak I–II
Practise the River's lines in different tones and give advice for the four situations.
Steps only
Offer a respectful action that could solve each problem.
Answer
Ask for fair access, practise calmly, set aside music time, and tell the teacher you need a clearer view.
Question Let us Write: observation paragraph
Write a titled paragraph describing a natural detail you observed.
Steps only
Give a title and describe colours, sounds, textures, and feelings.
Answer
Answers vary. Describe a natural scene using details from your senses.
Question Let us Explore III–IV
Explain what the poster about girls' education may show and why education supports dignity and a country's progress.
Steps only
Explain how learning gives people skills, choices, and confidence.
Answer
Education supports self-respect and opportunity; society benefits when every child can learn.
Try Again
Textbook pages NCERT Poorvi, Class 7, Unit 1
Question Before Reading
Who or what encourages you to keep trying when something is difficult?
Steps only
Name someone or something that helps you keep trying.
Answer
Answers vary; give one reason.
Question Let us Discuss I–II
Complete the poem summary and explain its narrative style and central idea.
Steps only
The spider's repeated attempts inspire the King to try again.
Answer
low; great; despair; fell; attempts; conquered; strive; tried. The poem is a story about perseverance.
Question Let us Discuss III–V
Find examples of effort, alliteration, and repetition, then identify the rhyme scheme and figures of speech.
Steps only
Repeated words highlight the spider's effort; paired lines rhyme.
Answer
Rhyme scheme: AABB; ‘Bravo’: interjection; repetition emphasises persistence; ‘King Bruce’ is alliteration.
Question Let us Learn I–II
Identify similes and metaphors, then change each simile into a metaphor or each metaphor into a simile.
Steps only
Similes use like/as; metaphors make a direct comparison.
Answer
Examples: ‘fast as a cheetah’ is a simile; ‘the world is a stage’ is a metaphor. Convert by adding or removing like/as.
Question Let us Think and Reflect I
Answer the questions about King Bruce's despair and the spider's repeated climb.
Steps only
The King is discouraged; the spider is persistent and gives him hope.
Answer
He flung himself down; pondered means thought; the thread is delicate; the spider is brave and persistent.
Question Let us Think and Reflect II
Explain the change in King Bruce and how the spider's effort teaches perseverance.
Steps only
The spider's repeated effort changes the King's mind.
Answer
King Bruce moves from despair to hope. The spider teaches him that failure is a reason to try again.
Question Let us Learn I–III
Write opposites, explain the effort words, and sort expressions by distance.
Steps only
Match opposites, then sort words meaning far away or close by.
Answer
down, slow, sad, lose, fail. Endeavour: attempt; toil: work hard; strive: try hard; brace: prepare. Far: remote, afar. Near: adjacent, proximity.
Question Let us Listen
Answer the questions about the ant, the roti, the bird, and how the other ants help.
Steps only
Listen for the ant's problem and how the bird and other ants respond.
Answer
Requires the story recording or transcript.
Question Let us Speak and Let us Write
Describe a time you persevered and write a letter explaining how you will face a difficult situation.
Steps only
Explain the challenge, the steps you took, and what you learned.
Answer
Answers vary. Use a clear beginning, steps in order, and a lesson at the end.
Question Let us Explore
What can you learn from comparing an ant and a spider, and how can you make the simple web model?
Steps only
Observe without disturbing animals; weave wool around tied sticks.
Answer
Ants have six legs; spiders have eight. Tie three sticks together and weave wool around them.
Three Days to See
Textbook pages NCERT Poorvi, Class 7, Unit 1
Question Before Reading
Describe a place you visited using what you saw, heard, smelled, tasted, and touched.
Steps only
Name the place and give a detail from some of your senses.
Answer
Answers vary; describe what you saw, heard, smelled, tasted, and felt.
Question Let us Discuss I
Choose the statements that are true about Helen Keller's three-day plan.
Steps only
Her plan includes friends, museums, city life, and appreciating every sense.
Answer
3, 4, 6, and 7.
Question Let us Discuss II–III
Complete the three-day plan and explain how the narrator understands people's feelings without sight.
Steps only
Day 1: loved ones; Day 2: nature and history; Day 3: people in the city.
Answer
She understands friends by touching their faces and noticing their expressions and feelings.
Question Let us Think and Reflect I
Explain the nature description and the sunrise passage from the extracts.
Steps only
The first extract admires nature; the second imagines seeing sunrise and history.
Answer
Smooth birch and rough pine describe texture; spring is nature waking; tone: admiring. ‘Knowledge’ is not thrilling; ‘should’ introduces her imagined plan.
Question Let us Think and Reflect II
Explain the role of touch, the value of sight, and the lesson about appreciating senses and supporting people with disabilities.
Steps only
The passage asks us to value our senses and treat people with respect and inclusion.
Answer
Touch helps Helen explore; she asks readers to appreciate all senses and include people with disabilities respectfully.
Question Let us Learn I
Complete the senses table with words from the text and your own examples.
Steps only
Put each descriptive word under the sense it relates to.
Answer
Sight: panorama; hearing: music; smell: perfume; taste: relish; touch: rough.
Question Let us Learn II–IV
Identify the modals and choose modal verbs that match the functions in the sentences.
Steps only
Choose the modal that matches the purpose of the sentence.
Answer
can—ability; might—possibility; must—necessity; ought to—duty; would/could—polite request. Sample: May, must, should, might, could, ought to, could.
Question Let us Listen
Choose the four true statements from the conversation about Anuj, his mother, and assistive technology.
Steps only
Use the recording to check what Anuj and his mother say.
Answer
Requires the classroom audio or teacher transcript.
Question Let us Speak
Give a short talk about the sense you value most and why.
Steps only
Name your chosen sense and one experience it makes possible.
Answer
Answers vary. Give one reason and an example.
Question Let us Learn: descriptive paragraph
Write a descriptive paragraph about a place you visited recently.
Steps only
Describe the place through sight, sound, smell, taste, and touch.
Answer
Answers vary. Start with the place, include sensory details, and finish with your impression.