UNIT 1 – LEARNING TOGETHER (Pages 230–273) – Complete Answers
📖 THE DAY THE RIVER SPOKE (Pages 230–245)
Page 230 – Let us do these activities before we read
I. 1. Yes, the sounds around us (birds, wind, water) may seem like they are trying to communicate with us if we listen carefully. 2. It is fun to imagine that the things around us — trees, birds, rivers — are silently listening to us all day, just like a friend would.
II. 1. Jahnavi's dream was to go to school and learn to read and write like her brother and sister. 2. She could make her dream come true by gathering courage, going to school on her own, and convincing her parents and teacher to let her study. 3. (Personal answer – e.g.) My dream is to become a doctor. I can work towards it by studying hard, especially Science and Maths.
Page 232 – Let us discuss
1. Jahnavi's dream was to go to school like her brother Ettan and sister Meena. Yes, it was very important to her because she badly wanted to learn to read, write and understand the world around her, but her family kept refusing due to her age and household duties.
2. Yes, the River can help her by giving her courage and advice. It tells her that she should try slipping into the classroom herself and prove to the teacher that she deserves to study, which finally helps her go to school.
Page 235 – Let us discuss (Complete the table)
| Column 1 (Jahnavi's Questions) | Column 2 (River's Answers) |
|---|---|
| ...why the moon always comes from behind the hills…? | It goes down towards the sea. 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. |
Page 236–237 – Let us think and reflect
I. Extract 1
(i) The tone of the River is sympathising.
(ii) Phrase showing she was a frequent visitor: "coming here to see me every day, well, almost every day."
(iii) The exclamation mark expresses: D. disbelief
(iv) Three qualities of the River: affectionate, thoughtful, kind-hearted
Extract 2
(i) According to the River, there was no difference between girls and boys because little girls can swim as fast as little boys and can do just as much as they can.
(ii) True/False: True
(iii) 'slip along' means: B. casually
(iv) The repetition of "I couldn't" shows Jahnavi's deep fear and lack of confidence — it tells us how frightened and unsure she felt about going to school.
Page 237 – II. Answer the following questions
- The writer describes nature in detail to create a calm, peaceful village setting and to prepare the reader for the River's magical, friendly voice.
- The River knew so much about Jahnavi because she had been visiting it by the riverside almost every day, so it had been watching and listening to her.
- It tells us Jahnavi feels she has grown too old to be allowed to join school now, showing her sadness and worry that her chance has passed.
- The River laughed because Jahnavi, who was brave enough to face lizards, snakes, and noisy trains, was scared of something as simple as going to school.
- Jahnavi should follow the River's advice because it gently pushes her to be brave and take the first step towards fulfilling her dream.
- The conversation makes the story more appealing because it gives nature a friendly, human voice, making the story imaginative and easy for children to connect with.
- The main message is that every child, especially girls, should get the chance to study, and one must be brave enough to work towards one's dreams.
- Jahnavi's family didn't prioritise her education — she was kept back to look after her little brother Appu instead of being sent to school like her brothers.
- The River acts as a symbol of wisdom, patience and encouragement — a friendly listener who helps Jahnavi find her courage.
- The River guides Jahnavi by listening to her problem, boosting her confidence, and advising her to take the first step herself.
- Jahnavi's tears show her deep sadness and the silent suffering of a girl who longs to study but isn't allowed to.
- Her fear reflects the real difficulty many girl children face — lack of confidence and family hesitation about sending girls to school.
Page 237 – Let us learn
I. The author gives the River a capital letter because it is personified — given human qualities like speaking, feeling and advising, so it is treated like a character's name (proper noun).
II. Sound words:
- made a high-pitched piercing sound — shrieked
- to cause liquid to strike or fall on something — splashed
- a low continuous background noise — murmuring
- cry with loud uncontrollable gasps — sobbed
- to make a soft dry sound, like paper or leaves moving — rustle
- took a short quick breath due to surprise, pain or shock — gasped
- shaking rapidly to make continuous short, sharp sounds — rattling
- making a lot of noise — noisy
- made a long, high cry, usually because of pain or sadness — wailed
Fill in the blanks: 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) sobbed in frustration, and the (v) murmuring of the students steadily increased. Finally, when the teacher praised the students for their excellent performance, the students (vi) shrieked with excitement.
Page 238 – III. Word origins
| Word | Indian Language |
|---|---|
| 1. karma | Sanskrit (given) |
| 2. sahib | Urdu |
| 3. chutney | Hindi |
| 4. guru | Sanskrit |
| 5. verandah | Hindi |
| 6. jungle | Hindi |
| 7. areca | Malayalam |
| 8. palanquin | Sanskrit |
IV. (i) Personal choice (e.g., I would like to travel in a shikara because it looks comfortable and beautiful). (ii) Draw any boat of your choice and colour it neatly.
Page 239 – V. Crossword Puzzle (Solutions)
| Across | Answer |
|---|---|
| 1. large vessel for goods/passengers by sea | SHIP |
| 2. small vessel, propelled by oars/sails/engine | BOAT |
| 3. flat floating structure for water travel | RAFT |
| 4. boat/ship driven by steam | STEAMER |
| Down | Answer |
|---|---|
| 5. small, light, narrow boat, moved with a paddle | CANOE |
| 6. powerful boat that pulls large ships into/out of port | TUGBOAT |
| 7. boat with sails, rhymes with 'cot' | YACHT |
Page 240 – VI. Fill in the blanks with prepositions
1. at school 2. outside the gate 3. through the bustling classroom 4. between two friendly classmates 5. about numbers 6. about the new adventure ahead
Page 240–241 – VII. Prepositions or Adverbs
- The cat jumped over the table. (preposition)
- The children played outside until dark. (adverb)
- She quickly ran into the park. (preposition)
- The helicopter was hovering overhead. (adverb)
- We were just walking along, chatting. (adverb)
- After thoroughly wiping his shoes, he stepped inside. (adverb)
- She drove slowly around the sharp curve. (preposition)
- He placed the keys under the mat before leaving. (preposition)
Page 241 – Let us listen
I. Words used by the speakers (based on the transcript): homemaker, careers, books. (Words like lawyer, desks, posters, newspapers, marriage and advertisements are not used.)
| Statement | Speaker No. |
|---|---|
| 1. Promotes active participation for all in school activities | (v) |
| 3. Believes in the power of education that leads to freedom of choice | (i) |
| 4. Shares that school also means companionship | (iv) |
| 7. Believes that learning skills is not gender-based | (ii) |
| (Teacher, Speaker iii) — prepares students for real-world work through skills & values of labour | (iii) |
(Statements 2 and 5 are not needed, as they are not spoken by any speaker.)
Page 242 – Let us speak
I. Practice saying "Dear, dear! What's the matter?..." in different tones — happy, surprised, angry, scared, sad, worried — with a partner (speaking activity, no written answer needed).
II. Role-play in pairs, asking for and giving advice on: (i) wanting to join an all-boys football team, (ii) doing poorly in Maths due to exam nervousness, (iii) not getting time to practise music, (iv) not being able to see the blackboard from the last bench. Example: "I have a problem — I can't see the blackboard from the last bench. What do you think I should do?" "Why don't you request the teacher for a front seat?"
Page 243 – Speaking Activity 1 (Taare Zameen Par)
- The main character is Ishaan.
- Ishaan struggles with dyslexia, a learning difficulty.
- Ram Shankar Nikumbh, the compassionate art teacher, helps him discover his hidden talent.
- The movie's message is that every child is unique and talented in their own way, and should be nurtured with patience and love, not just judged by marks.
- It is called heart-touching because it shows how love, patience and understanding can transform a struggling child's life.
Speaking Activity 2: "If I were the river, I would whisper stories to everyone who listens. I flow through mountains and forests, and I have seen everything — children playing, women working, and birds singing beside me. Sometimes I am calm, and sometimes I roar like life itself, teaching everyone the value of patience and courage." (Sample monologue — students may continue in their own words.)
Page 244 – Let us write
Observing Nature (Sample paragraph):
The Beauty Around Me
Every morning, I sit by my window and watch the world wake up. I see the golden sunlight falling softly on green leaves, and I hear the sweet chirping of birds greeting the day. The flowers sway gently in the cool breeze, showing off their bright red and yellow petals. A butterfly flutters from flower to flower, and its wings shimmer like tiny rainbows. I feel calm and happy watching nature's little wonders. My message to everyone is: take a moment each day to notice the small, beautiful things around you.
Page 244 – Let us explore
I. Rivers in India are considered sacred and are mostly called female because they nourish and sustain life, just like a mother — giving water for drinking, farming and daily use. A few rivers like the Brahmaputra and the Sone are called male because of their large size and powerful, forceful flow.
II. (Class activity) List the languages every student in the class can speak and display it on a chart. 2. (Personal answer) — students may share the language they enjoy reading and learning in the most.
Page 245 – III. Poster questions
- The poster shows a group of happy young girls/students smiling and studying together.
- The girls look happy because they are getting an equal opportunity to study and grow, which fills them with confidence and joy.
- Dignity means self-respect. When people (daughters) are given dignity and respect, they naturally feel happier and more confident — dignity leads to happiness.
- A nation prospers when its daughters are happy and educated, because they can then contribute fully to the family, workforce and society, driving progress for all.
IV. Some government schemes for girl-child education: Beti Bachao Beti Padhao, Balika Samridhi Yojana, Samagra Shiksha Scheme – Kasturba Gandhi Balika Vidyalayas, Sukanya Samriddhi Yojana, National Scheme of Incentive to Girls for Secondary Education. (Students may find more from the internet or their teacher.)
🕷️ TRY AGAIN (Pages 246–258)
Page 246 – Let us do these activities before we read
I. (Personal answer) e.g., My parents and teachers inspire me to do my best.
II. 1. Beehive — teamwork and hard work of bees. 2. Spider web — patience and skill in building something delicate. 3. Geese flying in formation — teamwork and cooperation. 4. Bird's hanging nest — patience and perseverance in building a home. 5. Ants — teamwork and never giving up. 6. Apple tree — patience, since small seeds grow into something fruitful over time. We can learn that hard work, patience and teamwork always lead to success.
Page 250 – Let us discuss
I. Complete the summary:
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. 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. 1. We can say the poet uses a narrative style because the poem tells a complete story with characters, events and a conclusion, just like a tale.
2. The central idea of the poem is that we should never give up — with patience and repeated effort, even the most difficult goals can be achieved.
III.
1. Lines describing the spider's efforts: "It soon began to cling and crawl, straight up with strong endeavour"; "Up, up it ran, not a second to stay"; "Steadily, steadily, inch by inch, higher and higher he got."
2. Alliteration examples: "cling and crawl", "steadily, steadily", "flung himself"
IV. The poet repeats these phrases to emphasise the spider's continuous, patient effort. This repetition creates rhythm and highlights the central theme of perseverance.
V. 1. Rhyme scheme: ABAB 2. 'Bravo' is an example of: interjection 3. 'twas and 'tis are used for: rhythm
Page 251–252 – Metaphor and Simile
1. (i) S (ii) M (iii) S (iv) S (v) M (vi) M (vii) S (viii) S (ix) M
2. Transform:
(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.
Page 252–253 – Let us think and reflect
I. Extract 1
(i) Phrase showing physical expression of the King's emotional state: "flung himself down in low despair"
(ii) The poet uses 'low' before despair to emphasise how deep and intense the King's sadness/hopelessness was.
(iii) 'pondered' means: B. thought
(iv) 'silken filmy clue' creates an image of something very delicate and soft.
Extract 2
(i) Analogy: toil : hard :: A. roll : tumble
(ii) Two characteristics of the spider: determination/persistence and courage — it never gives up despite repeated failure.
(iii) 'Ah me!' expresses a sense of: B. stress
(iv) Readers relate to this extract because everyone has faced difficulties or failures at some point and can understand the anxious feeling of not knowing whether one will succeed.
Page 253 – II. Answer the following questions
- The first stanza sets a sad, low mood, showing King Bruce deep in gloomy thought, which makes readers sympathise with him from the start.
- King Bruce's attitude changes from hopelessness and readiness to give up, to hope, courage and determination after watching the spider's perseverance.
- It shows that the poet deeply admires and respects the spider's determination, encouraging readers to notice and value small acts of courage.
- The spider's repeated attempts, despite failing again and again, show that persistence eventually leads to success — inspiring us to keep trying too.
- Each time the spider fell, it tried again and learned, and its final success came only after nine failed attempts — proving that failures are simply steps on the way to success.
- Even a tiny spider, not just a great person, taught a king an important life lesson — showing that inspiration can come from the smallest and most unexpected places.
- King Bruce felt curiosity, anxiety, sympathy and gradually hope as he watched the spider fall and try again and again.
- The spider's repeated struggle shows that patience and courage, combined with continuous effort, can help us achieve even the most difficult goals.
- Watching the spider finally succeed fills King Bruce with fresh courage and changes his mindset from giving up to trying once more — and this time he succeeds.
- The poet's message is: never give up; keep trying patiently and courageously, and success will surely come.
Page 253 – Let us learn
I. Opposites: 1. up × down 2. fast × slow 3. glad × sad 4. win × lose 5. succeed × fail
Page 254 – II. Word meanings
(i) endeavour = an attempt to do something new or difficult. Sentence: I made every endeavour to finish my project on time.
(ii) toil = work very hard and/or for a long time. Sentence: Farmers toil in the fields from morning till evening.
(iii) strive = to try very hard to achieve something. Sentence: We should always strive to do our best.
(iv) braced = prepared themselves for something difficult. Sentence: The players braced themselves for the tough match.
III. Classify words:
| Far | Near |
|---|---|
| remoteness, middle of nowhere, yonder, afar, light year, farther | proximity, vicinity, adjacent, a stone's throw, hairline |
IV. Practise saying "'Twas a delicate thread it had to tread" quickly five to six times — this is a tongue twister exercise (speaking practice).
Page 255 – Let us listen (Ant story)
- What was the ant known for? (i) determination
- Why was the ant unable to take the roti home? (ii) It was too heavy to carry.
- What was the bird doing? (iii) picking up leaves (to build its nest)
- How did the bird make the ant feel? (ii) inspired
- How did the fellow ants help? (iii) by joining the ant in her efforts
Page 256 – Let us speak
(Sample narration) I remember a time when I felt like giving up. It was when I was learning to ride a bicycle and kept falling again and again. I was struggling with balancing the bicycle, and the problem seemed too big because I got hurt every time. At first, I felt discouraged and thought about giving up because I couldn't ride even a few metres. But then, I remembered the poem "Try Again" and how the spider never stopped trying. I gathered my strength and asked my father for help. With a new sense of willpower, I practised every evening. In the end, I was able to ride confidently on my own. I felt proud because I did not give up. This experience taught me that perseverance is truly the key to success, and now I always remember to try again whenever things get difficult.
Page 257 – Let us write (Letter)
23 August 20XX
Dear Monika,
Thank you for your letter asking me about how I plan to overcome difficult situations. I would love to share my plan with you.
To begin with, whenever I face a difficult situation, I try to stay calm and think clearly about the problem instead of panicking. Next, I break the big problem into small, manageable steps so that it does not feel overwhelming. After that, I ask for help or advice from my parents, teachers or friends whenever I need it. Then, I keep practising and trying, just like the spider in the poem "Try Again," even if I fail a few times. Finally, I remind myself that giving up is never the answer, and every failure teaches me something new.
Do remember, Monika, never to quit when things get hard. Keep trying patiently, and success will surely come your way one day.
Yours affectionately,
Deepa
Page 257 – Let us explore
I. (Class project) Collect folk songs connecting people with nature in your own language and compile them.
II. Spider vs Ant:
| Spider | Ant |
|---|---|
| Belongs to the arachnid family; has 8 legs and 2 body parts; spins a web; not an insect | Belongs to the insect family; has 6 legs and 3 body parts; lives in colonies; does not spin webs |
III. Weave a spider web using three sticks and wool as shown in the figures, then decorate it with words learnt from the poem (practical craft activity).
👁️ THREE DAYS TO SEE (Pages 259–273)
Page 259 – Let us do these activities before we read
I. (Personal answer) e.g., Name of the place: a hill station; person(s): my family; I could see the mountains, listen to birds, smell fresh air, taste local food, and touch cool water.
II. This memory makes me feel happy and peaceful.
III. Yes, the experience would be very different without sight or hearing, because I would have to depend only on touch, smell and taste to understand and enjoy the place. Our five senses together help us fully experience and make sense of the world around us.
Page 262 – Let us discuss
I. True statements (select four): 3, 4, 6, 7
(Statements 1, 2 and 5 are false — the author longs to see, not hear; she wants to see smiles, determination and suffering, not only suffering; and she says sight reveals far more than touch alone.)
II. What Helen Keller wanted to do on each day:
| Day 1 | Day 2 | Day 3 |
|---|---|---|
| see the people, know her friends from the feel of their faces, see those whose kindness and companionship made her life worth living | arise with the dawn, behold the sunrise, get a glimpse of the world past and present, visit museums to see the history of the earth and man's progress | spend the day in the busy, everyday world; stand at a busy street corner watching people going about their daily lives — their smiles, determination and suffering |
III. The narrator "sees" the true self of a person through the sense of touch — she can feel the outline of a face with her fingertips, and detect laughter, sorrow, and other emotions just by touching it.
Page 263–264 – Let us think and reflect
I. Extract 1
(i) 'Delicate symmetry of a leaf' symbolises the fine, balanced beauty found in nature.
(ii) Two phrases describing texture: "smooth skin of a silver birch" and "rough, shaggy bark of a pine"
(iii) 'awakening Nature after her winter's sleep' refers to spring, when new buds appear after the cold winter.
(iv) Tone: C. admiring
Extract 2
(i) Word that does not match 'thrilling': C. knowledge
(ii) The writer calls the earth 'sleeping earth' because at night the world appears still and quiet, as if resting, before sunrise wakes it up with light.
(iii) The writer wishes to dedicate the day to a glimpse of the past and present world because she wants to understand human history and progress, which she has never been able to see before.
(iv) The writer uses 'should' repeatedly because she is imagining a hypothetical situation — what she would do if she were given the gift of sight for three days.
Page 264 – II. Answer the following questions
- Helen Keller explains that through touch alone she enjoys the symmetry of a leaf, the bark of trees, and the quiver of a singing bird — showing that the sense of touch can reveal a great deal about the world even without sight or hearing.
- She believes sight is the most wonderful sense because it would let her see so much more beauty at once — faces, colours and the richness of the world — far more than touch alone can offer.
- It can guide us to be kinder by helping us understand and appreciate the courage, strength and rich inner experiences of people with disabilities, encouraging empathy instead of pity.
- Imagining the loss of a sense makes us realise how precious it is, encouraging us to use and appreciate our senses fully instead of taking them for granted.
- She encourages us to use each sense fully every day, as if we might lose it tomorrow — really seeing, hearing, touching, smelling and tasting everything around us.
- Her choices show that she values people and relationships the most (Day 1), followed by knowledge, history and nature's beauty (Day 2), and understanding ordinary human life (Day 3).
- It shows that despite being blind, she experiences deep joy and a close bond with nature, proving that a strong connection with the world does not need sight.
- She chooses people first because relationships and human kindness matter most to her — the people who gave meaning to her life are more important than places or things.
- Her Day 2 plan — watching the sunrise, visiting museums, and viewing man's progress — shows her respect and appreciation for nature, history and human achievement together.
- Her message is that people who can see should use their eyes and other senses fully every day, as if they might lose them tomorrow, and never take this gift for granted.
Page 265 – Let us learn
I. Sensory words table:
| Column 1 | Column 2 (from text) | Column 3 (more words) |
|---|---|---|
| What you see | panorama | glimpse, behold |
| What you hear | music | strains |
| What you smell | perfume | fragrance |
| What you taste | relish | morsel |
| What you feel | rough | shaggy, smooth, quiver |
II. Underlined verbs: 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…
III. Modal verbs and their functions:
- You can learn a lot from this experience. — ability
- They might arrive late due to traffic. — possibility
- She must finish her homework before dinner. — necessity
- They ought to apologise for their mistake. — moral obligation
- He would like to have some lassi, please. — polite request
Page 266 – IV. Fill in the blanks with modal verbs
| Situation | Function | Sentence with modal verb |
|---|---|---|
| You want to leave work early. | permission | (i) May I leave early today if I finish all my tasks? |
| You have an important deadline tomorrow. | obligation | (ii) I must finish this report by tomorrow. |
| Your friend is thinking whether to join Art class. | advice | (iii) You should consider all the pros and cons before making a decision. |
| There are dark clouds in the sky. | possibility | (iv) It might rain later today. |
| Asking someone to pass the salt. | polite request | (v) Could you pass the salt, please? |
| Advising someone to apologise for a mistake. | moral obligation | (vi) You ought to apologise for the mistake you made. |
| Deciding where to go for a picnic. | suggestion | (vii) We could go to any park nearby for the picnic. |
Page 267 – Let us listen
True statements: 3 (Digital India means being computer literate), 4 (Mother believes screen readers are very effective), 6 (Anuj wants to know the effectiveness of assistive technologies), 7 (Mother believes the right mindset is the best support). Statements 1, 2 and 5 are false.
Page 267 – Let us speak
(Sample) I value my sense of sight the most because it lets me see the faces of my loved ones, the colours of nature, and everything around me clearly. One of my favourite experiences is watching a beautiful sunset with my family. This is so because it fills me with peace and happiness. I appreciate being able to see the world in all its colours and detail. God forbid, if I were to lose my sense of sight, it would make me feel very helpless, and I would not be able to read, write or recognise people easily. I thank God that I am able to see.
Page 268 – Let us write
Descriptive paragraph (Sample):
My Visit to the Beach
Last summer, I visited a beautiful beach with my family, and it remains one of my most memorable trips. The golden sand felt warm and soft beneath my feet, and the endless blue sea sparkled under the bright sun. I could hear the rhythmic crashing of waves and the cheerful cries of seagulls flying overhead. The salty breeze carried the fresh smell of the ocean, and I tasted the tangy flavour of coconut water from a nearby stall. As I watched the waves gently kiss the shore, like a mother soothing her child, I felt calm and joyful. The beach taught me that nature has its own quiet magic, and everyone should experience such peaceful moments at least once.
Page 268–269 – Let us explore
I. People with visual challenges read and write using Braille, a tactile code of raised dots developed by Louis Braille, representing letters of the alphabet.
II. The International Day of Persons with Disabilities is observed on 3rd December every year. In India, it is marked with awareness programmes, cultural events, and functions organised by schools, government bodies and NGOs to promote the rights and inclusion of persons with disabilities.
III. Visit the given link to learn about Indian Sign Language (resource-based activity).
Braille Alphabet Activity (Page 269): Study the given code and write your name using raised dots (bindis or grains of daal) — a hands-on practical activity for students.
— End of Unit 1: Learning Together (Pages 230–273) —
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