English Poorvi Class 7 Chapter 1 Question & Answer

The Day the River Spoke

Let us think and reflect

(Page No. 7)

I Read the extracts given below and answer the questions that follow.

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) Complete the sentence with the correct option from those given in the brackets.

The tone of the River in the given extract is __________________. (assuring/sympathising)

Answer: Assuring

(ii) Select a phrase from the extract which shows that Jahnavi was a frequent visitor to the spot.

Answer: “And you really shouldn’t be scared, when you have been coming here to see me every day, well, almost every day.”

(iii) Choose the correct option to complete the sentence. The use of an exclamation mark at the end of the line, ‘It couldn’t be the river!’ expresses __________________.

A. excitement B. hesitation C. irritation D. disbelief

Answer: D. disbelief

(iv) Choose three qualities of the River highlighted in the extract from the words in the box given below.

Answer: Affectionate, thoughtful, kind-hearted

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. You just slip along one morning and sit there in the school and listen to what’s going on, and maybe the teacher will let
you stay.”

“I couldn’t,” gasped Jahnavi. “I couldn’t! They’d scare me! They’d chase me out.”

(i) Complete the sentence with an appropriate reason. According to the River, there was no difference between girls and boys because __________________.

Answer: they can do as much as each other, such as swimming as fast as little boys.

(ii) Identify whether the following statement is true or false. The River encourages Jahnavi to have faith in herself and fulfill her desire to go to school.

Answer: The statement is true. The River encourages Jahnavi to have faith in herself and fulfill her desire to go to school.

(iii) Choose the correct option to complete the sentence. When the River suggests that Jahnavi should ‘slip along’, it means that she should move __________________.

A. quickly B. casually C. quietly D. confidently

Answer: C. quietly.

(iv) What does the repetition of the phrase I couldn’t, tell us?

Answer: The repetition of the phrase I couldn’t tells us that Jahnavi is overwhelmed by fear and lacks confidence in her ability to attend school, expressing her hesitation and self-doubt.

II Answer the following questions.

1. Why does the writer describe different aspects of nature in great detail at the beginning of the story? Why do you think the writer does this?

Answer: The writer describes nature in great detail, such as the kingfisher’s wings, the slithering lizard, and the river’s murmuring voice, to create a vivid and immersive setting that reflects Jahnavi’s emotional state. This detailed imagery sets a serene yet reflective tone, highlighting the connection between Jahnavi and her environment. It also foreshadows the River’s personification, making its role as a wise, speaking entity believable. The writer likely does this to engage readers, establish the story’s cultural and natural context, and emphasize the harmony between humans and nature.

2. How did the River know so much about Jahnavi?

Answer: The River knows so much about Jahnavi because she visits it almost every day, as mentioned in the text: “you have been coming here to see me every day, well, almost every day.” Through her frequent visits, the River observes her actions, hears her thoughts, and understands her dreams and fears, forming a deep, empathetic connection with her.

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?

Answer: From this line, we can infer that Jahnavi feels she is too old to start school, possibly due to societal or familial expectations that children begin education at a younger age. She believes her age (nearly ten) is a barrier, suggesting a lack of confidence and fear of rejection. Regarding the school, it implies that it may have rigid norms or practices that prioritize younger students, or that Jahnavi perceives it as an intimidating place where she might not be accepted due to her age.

4. Why did the River laugh when Jahnavi said she would be scared at school?

Answer: The River laughs because it finds Jahnavi’s fear of school surprising and unfounded, given her courage in other situations. The River points out that Jahnavi is not afraid of natural elements like the green lizard, the snake in the bamboo clump, or the noisy trains, suggesting that her fear of school is less daunting than she thinks. The laughter is gentle and encouraging, meant to challenge her self-doubt and boost her confidence.

5. Why should Jahnavi follow the River’s advice?

Answer: Jahnavi should follow the River’s advice because it is practical, encouraging, and based on an understanding of her capabilities. The River suggests a simple, actionable step—slipping into school to listen—which aligns with her desire to learn and is within her ability. The River’s wisdom, derived from observing Jahnavi and its own journey to the sea, makes its advice trustworthy. Following it could help her overcome her fears and achieve her dream of attending school.

6. How does the conversation between Jahnavi and the River make the story more appealing?

Answer: The conversation between Jahnavi and the River makes the story appealing by introducing a magical and imaginative element through the personified River, which speaks in a sleepy, reassuring voice. This dialogue adds depth to the narrative, blending realism with fantasy, and creates an emotional connection between Jahnavi and the River. It also conveys the story’s themes of courage and determination in an engaging, relatable way, capturing readers’ interest through Jahnavi’s heartfelt expressions and the River’s wise, humorous responses.

7. What is the main message that the writer intends to convey?

Answer: The main message of the story is the importance of education, especially for girls, and the power of courage and determination in overcoming societal or personal barriers. Through Jahnavi’s journey, the writer emphasizes that girls have equal potential as boys and should pursue their dreams, such as attending school, despite challenges. The story also highlights the role of supportive figures, like the River and the teacher, in empowering individuals to take action and advocating for gender equality in education.

Let us learn

I. You have learnt that naming words are called nouns and only proper nouns begin with a capital letter. Why has the author used a capital letter for the ‘River’ even when it is a common noun?

(Clue: Has the River been given qualities of a human being?)

Answer: The author uses a capital letter for ‘River’ to personify it, giving it human-like qualities such as the ability to speak, think, and offer advice. In the story, the River engages in a conversation with Jahnavi, displaying empathy, humor, and wisdom, which are characteristics of a human being. This personification elevates the River to a character-like status, justifying the use of a capital letter as if it were a proper noun.

II. Words related to sound in the 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: sob
5. To make a soft dry sound, like paper or leaves moving: rustle
6. Took a short quick breath through the mouth due to surprise, pain, or shock: gasped
7. Shaking rapidly to make continuous short, sharp sounds: rattling
8. Making a lot of noise: noisy
9. Made a long, high cry, usually because of pain or sadness: wailed

Now, fill in the blanks with suitable sound words from exercise (II).

The classroom grew (i) _______ as the students noticed the teacher carrying the answer papers. As the teacher turned the pages with a (ii) _______, the children (iii) _______, wondering what comments awaited. Someone (iv) _______ in frustration, and the (v) _______of the students steadily increased. Finally, when the teacher praised the students for
their excellent performance, the students (vi) _______ with excitement.

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) murmuring of the students steadily increased. Finally, when the teacher praised the students for their excellent performance, the students (vi) shrieked with excitement.

III The word ‘catamaran’ is used in the text. The word originates from Tamil language ‘kattu maram’ meaning ‘tied wood’.

Find out the meanings of these words. From which Indian language these words were borrowed. An example has been given.

1. karma (Sanskrit) 2. sahib 3. chutney 4. guru
5. verandah 6. jungle 7. areca 8. palanquin

Answer:

IV Chandu, the fisherman, has a catamaran that the River preferred to a ship. Given below are some boats that are used in different parts of our country.

(i) Which one would you like to travel in?

Answer: I would prefer a ‘shikara’ boat.

V. Solve the crossword puzzle based on words related to water transport.

Across

1. a large vessel used for transporting goods or passengers by sea
2. a small vessel for travelling on water, typically propelled by oars, sails, or an engine
3. a flat floating structure for travelling across water
4. a boat or ship driven by steam

Down

5. a small, light, narrow boat, pointed at both ends and moved using a paddle
6. a boat with a powerful engine which can change direction easily and is used to pull large ships into and out of port
7. a boat with sails and sometimes an engine, used for either racing or travelling for pleasure, rhymes with ‘cot’

Answer:

Across

1. SHIP — a large vessel used for transporting goods or passengers by sea
2. BOAT — a small vessel for travelling on water
3. RAFT — a flat floating structure for travelling across water
4. STEAMER — a boat or ship driven by steam

Down

5. CANOE — a small, light, narrow boat, moved using a paddle
6. TUGBOAT — a boat with a powerful engine used to pull large ships
7. YACHT — a boat with sails, used for travelling for pleasure (rhymes with “cot”)

VI Read the highlighted words in the following lines from the text.

“She goes down towards the sea. I’ve seen her; she always takes the same way—over the mountains and down to the sea, like me!”
Prepositions are words that indicate the relationship between nouns or pronouns and other elements in a sentence. They show direction, location, time or logical relationships between ideas.

Now, fill in the blanks with suitable prepositions given within the brackets.

Jahnavi takes the River’s advice and goes to school. On her first day 1. _________ (at/in/on) school, Jahnavi stood nervously 2. _________ (in/ outside/above) the gate, clutching her bag close to her. The bell rang and she hurried 3. _________ (outside/through/inside) the bustling classroom. She found a seat 4. _________ (among/between/from) two friendly classmates. The teacher greeted them warmly and started the lesson 5. _________ (about/in/for) numbers. Jahnavi listened attentively, feeling excited 6. _________ (at/about/for) the new adventure ahead.

Answer: Jahnavi takes the River’s advice and goes to school. On her first day 1. at (at/in/on) school, Jahnavi stood nervously 2. outside (in/outside/above) the gate, clutching her bag close to her. The bell rang and she hurried 3. inside (outside/through/inside) the bustling classroom. She found a seat 4. between (among/between/from) two friendly classmates. The teacher greeted them warmly and started the lesson 5. about (about/in/for) numbers. Jahnavi listened attentively, feeling excited 6. about (at/about/for) the new adventure ahead.

VII. Read the highlighted words in the following sentence from the text.

A kingfisher swept down, its wings an arrow of blue in the sunlight.

Words like on, off, up, down can function both as preposition and as adverb.

For example:

• She ran up the stairs. (preposition)
• She rang me up. (adverb)

Fill in the blanks with prepositions or adverbs.

1. The cat jumped ___________ the table. (preposition)
2. The children played ___________ until dark. (adverb)
3. She quickly ran ___________ the park. (preposition)
4. The helicopter was hovering ___________. (adverb)
5. We were just walking ___________, chatting. (adverb)
6. After thoroughly wiping his shoes, he stepped ___________. (adverb)
7. She drove slowly ___________ the sharp curve. (preposition)
8. He placed the keys ___________ the mat before leaving. (preposition)

Answer:

1. The cat jumped on the table. (preposition)
2. The children played outside until dark. (adverb)
3. She quickly ran through the park. (preposition)
4. The helicopter was hovering above. (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 on the mat before leaving. (preposition)

Let us listen

Page No. 12

I. Read the words given in the box below. You will listen to five people speak about school life. As you listen, circle the words that are used by the speakers. There are two words you do not need. (Transcript for the teacher on pg. 39 )

Answer:

1. Homemaker – mentioned by the Father (Speaker i)
2. Principal – Speaker v is the Principal
3. Careers – mentioned by the Father (Speaker i)
4. Books – mentioned by the Student (Speaker iv)
5. Desks – not mentioned
6. Lawyer – not mentioned
7. Posters – not mentioned
8. Advertisements – not mentioned
9. Newspapers – not mentioned
10. Marriage – not mentioned

II You will once again listen to the five speakers. As you listen, match each statement 1–7 to each speaker (i)–(v). There are two statements that you do not need.

Answer:

Let us speak

Page No. 13

I. Read the sentence given below.

“Dear, dear! What’s the matter? … You shouldn’t cry, you know. And you really shouldn’t be scared, when you have been coming here to see me every day, well, almost every day.”

The River spoke to Jahnavi in a ‘sleepy’ voice. Work in pairs and take turns to speak the same sentence in ‘other’ voices. Some hints are given below.

Answer:

Happy voice
(Tone: cheerful and friendly)

Surprised voice
(Tone: a little shocked and amazed)

Angry voice
(Tone: strict and irritated)

Scared voice
“(Tone: shaky and nervous)

Sad voice
(Tone: soft and emotional)

Worried voice
(Tone: caring and anxious)

II Janhavi asks the River for advice and the River gives advice. Read the given situations and work in pairs to ask for and give advice. Take turns to change your roles. Use the prompts given below.

1. Situation (i) : You wish to play football at school but it has an all-boys’ team only.
2. Situation (ii) : You have been unable to score well in Mathematics due to nervousness
during exams.
3. Situation (iii) : You really enjoy music classes but do not get enough time to practise for it.
4. Situation (iv) : You cannot see the blackboard clearly from the last bench.

Answer:

Situation (i)

Problem: You wish to play football at school but it has an all-boys’ team only.

Asking for advice:
I really want to play football, but the problem is it’s only a boys’ team. What do you think I should do?

Giving advice:
I think you should talk to your teacher and ask if they can make a mixed team or start a girls’ team.
OR
“I think you should talk to the coach and ask if you can join practice. If I were you, I would show him how well you play at recess.”

Situation (ii)

Problem: You have been unable to score well in Mathematics due to nervousness during exams.

Asking for advice:
I get very nervous during exams and can’t do well in Mathematics. Do you think I should ask the teacher for help?

Giving advice:
Why don’t you practise with a friend or do some extra worksheets at home? That might help you feel more confident.
OR
“Why don’t you practise under timed conditions at home? The best thing to do is solve one extra problem each day to build confidence.”

Situation (iii)

Problem: You really enjoy music classes but do not get enough time to practise for it.

Asking for advice:
The problem is that I love music but don’t get time to practise. What would you do in my position?

Giving advice:
If I were you, I would talk to my parents and try to make a time-table so you can practise a little every day.
OR
“If I were you, I would ask your teacher for a five-minute practice slot after class each day. I think you should also set aside ten minutes at home.”

Situation (iv)

Problem: You cannot see the blackboard clearly from the last bench.

Asking for advice:
I have a problem seeing the board from the last bench. I’d appreciate your advice on this issue.

Giving advice:
The best thing to do is to politely ask the teacher if you can sit closer to the front.
OR
“The best thing to do is ask the teacher to move you a seat forward. Why don’t you explain politely that you can’t read from the back?”

Let us explore

Page No. 14 – 15

I. Discuss why rivers in India are considered to be sacred and most of them are referred to as female. Some rivers are referred to as male, for example, the Brahmaputra and the Sone.

Answer: Why rivers in India are considered sacred:

Rivers in India are considered sacred due to their vital role in sustaining life, agriculture, and civilization, which has deep cultural and spiritual significance. In Hinduism, rivers are often seen as divine entities or goddesses that purify and nourish. For example, the Ganges (Ganga) is believed to cleanse sins and grant spiritual liberation. This reverence stems from ancient traditions where rivers were essential for survival, leading to their deification as life-giving forces. Festivals, rituals, and pilgrimages, such as bathing in sacred rivers during Kumbh Mela, further emphasize their sanctity.

Why most rivers are referred to as female:

Most rivers in India, like the Ganga, Yamuna, and Saraswati, are personified as female because they are associated with nurturing, fertility, and sustenance—qualities traditionally linked to femininity in Indian culture. Rivers provide water for crops, support ecosystems, and sustain communities, mirroring the role of a mother. In Hindu mythology, these rivers are often depicted as goddesses, such as Goddess Ganga, who descended from the heavens to earth. The feminine association also reflects the cultural reverence for the divine feminine, or “Shakti,” as a life-giving force.

Why some rivers are referred to as male, like the Brahmaputra and the Sone:

Some rivers, such as the Brahmaputra and the Sone, are referred to as male due to their powerful, dynamic, and sometimes destructive nature, which aligns with masculine traits in cultural symbolism. The Brahmaputra, meaning “son of Brahma” (the creator god), is known for its mighty flow and flooding, embodying strength and vigor. Similarly, the Sone, meaning “gold,” is associated with prosperity and power. These male personifications may also stem from local myths, linguistic traditions, or the river’s characteristics, contrasting with the nurturing imagery of female rivers.

In the context of the story “The Day the River Spoke,” the River is personified as a wise, speaking entity that guides Jahnavi, reflecting the cultural tendency to attribute human-like qualities to rivers. While the story does not specify the River’s gender, its nurturing and supportive role aligns with the feminine archetype commonly associated with rivers in India.

III Read the poster given below and answer the questions that follow.

1. What are the things you can observe in the poster?

Answer: In the poster, I can observe a group of young girls who appear to be engaged in a learning activity, possibly at school. They are smiling and seem joyful, with one girl holding a pencil and writing in a notebook. The background is simple, focusing on the girls. The text on the poster reads, “The Happiness of a Nation lies in the Dignity of its Daughters,” written in a bold, dark font with “Daughters” highlighted in orange. The overall color scheme includes shades of teal, orange, and neutral tones.

2. Why do you think the girls look happy?

Answer: The girls likely look happy because they are in a supportive environment, possibly a school, where they have the opportunity to learn and grow. Their smiles suggest they feel valued, respected, and empowered, which aligns with the message of dignity on the poster. Access to education and the chance to pursue their dreams, as reflected in Jahnavi’s story from the document, can bring a sense of fulfillment and joy, contributing to their happiness.

3. Dignity means ‘self-respect’. What is the relation between ‘dignity’ and ‘happiness’?

Answer: Dignity, or self-respect, is closely related to happiness because when individuals feel respected and valued, they gain confidence and a sense of worth, which leads to emotional well-being. In the context of the story, Jahnavi’s desire to attend school reflects her longing for dignity through education, which would bring her happiness by fulfilling her dreams. When people are treated with dignity—given equal opportunities, respect, and the freedom to pursue their goals—they feel empowered, leading to genuine happiness.

4. How does a Nation prosper when its daughters are happy?

Answer: A nation prospers when its daughters are happy because they can contribute fully to society as educated, confident, and empowered individuals. As seen in Jahnavi’s aspiration to become a teacher and educate other girls, happy daughters grow into women who drive progress through education, innovation, and leadership. When girls have access to education and opportunities, as highlighted in the document through government schemes like ‘Beti Bachao Beti Padhao’, they can break cycles of poverty, improve health and economic outcomes, and foster equality. This collective empowerment leads to a stronger, more prosperous nation.

IV The Government has launched many schemes for the education of the girl child. Some of them are ‘Beti Bachao Beti Padhao’, ‘Balika Samridhi Yojana’, ‘Samagra Shiksha Scheme–Kasturba Gandhi Balika Vidyalayas’, etc.

Find out more such schemes from the internet or from your teacher and spread awareness in your neighbourhood.

Answer: Step 1: Identify more schemes for the education of the girl child

While I cannot search the internet, I can suggest some commonly known schemes in India that align with the ones mentioned in the document, based on general knowledge:

• Sukanya Samriddhi Yojana: A savings scheme to support the education and marriage expenses of a girl child by encouraging parents to save for her future.
• National Scheme of Incentive to Girls for Secondary Education (NSIGSE): Provides financial incentives to encourage girls to continue their secondary education and reduce dropout rates.
• CBSE Udaan Scheme: A program to increase the enrollment of girls in engineering and technical education by providing free resources and mentoring.

You can confirm these schemes and find additional ones by consulting your teacher or searching on official government websites like the Ministry of Education or Ministry of Women and Child Development.

Step 2: Spread awareness in your neighborhood

To spread awareness about these schemes in your neighborhood, you can take the following steps inspired by Jahnavi’s determination in the story to educate others:

• Create a Poster or Flyer: Design a simple poster with the names of the schemes (e.g., ‘Beti Bachao Beti Padhao’, ‘Balika Samridhi Yojana’, ‘Sukanya Samriddhi Yojana’) and their benefits, such as financial support for education, incentives to reduce dropouts, and free schooling opportunities. Include a message encouraging parents to enroll their daughters in school, similar to how Jahnavi’s teacher advocated for her education.
• Organize a Small Gathering: With the help of your parents or teacher, gather neighbors to discuss the importance of girls’ education, using Jahnavi’s story as an example of how education can empower girls to achieve their dreams, like her aspiration to become a teacher.
• Visit Homes: Like Jahnavi’s plan to go house-to-house to encourage girls to attend school, you can visit a few homes in your neighborhood to share information about these schemes and motivate parents to educate their daughters.
• Use the Image as Inspiration: The image in the document shows girls happily walking to school, which can be a visual aid to show the joy and empowerment education brings. You can describe this image while spreading awareness to emphasize the positive impact of schooling on girls.