The Wit that Won Hearts<\/strong><\/strong> \u2013 NCERT Solutions<\/h2>\n\n\n\n
\n\n\n\nQ.1: Select qualities of a person who uses wit from the box given below:\u00a0
![](\"https:\/\/media-mycbseguide.s3.amazonaws.com\/images\/question_images\/1755580389-hrftas.jpg\")
<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
Qualities of a person who uses wit: wise, clever, humorous, observant, charming, creative, confident<\/strong><\/p>\n\n\n\nReasons for choice:<\/strong><\/p>\n\n\n\n\n- Wise<\/strong>: A witty person uses knowledge thoughtfully, like someone who calmly explains a complex idea in a simple, funny way during a group discussion, making everyone understand and smile.<\/li>\n\n\n\n
- Clever<\/strong>: Wit involves quick thinking, such as a student solving a tricky puzzle in class by connecting unexpected clues, impressing peers with their sharpness.<\/li>\n\n\n\n
- Humorous<\/strong>: A witty person lightens the mood, like a friend who tells a funny story during a boring school event, making everyone laugh and feel at ease.<\/li>\n\n\n\n
- Observant<\/strong>: Wit requires noticing details, like spotting a teacher\u2019s subtle smile and making a playful comment that cheers up the whole class.<\/li>\n\n\n\n
- Charming<\/strong>: A witty person wins people over, like a classmate who uses kind, clever words to convince others to join a school project.<\/li>\n\n\n\n
- Creative<\/strong>: Wit involves original ideas, such as inventing a funny game on the spot to entertain friends during a rainy lunch break.<\/li>\n\n\n\n
- Confident<\/strong>: A witty person speaks boldly, like a student who confidently shares a clever joke during a school assembly, earning applause despite initial nerves.<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nQ.2: Work in pairs and answer the riddles:<\/p>\n\n\n\n
\n- I can be a friend or a foe, depending on how you use me. I can bring both joy or pain. what am I?<\/li>\n\n\n\n
- What is always in front of you but can\u2019t be seen?<\/li>\n\n\n\n
- What has to be shared before you can keep it?<\/li>\n\n\n\n
- I can be measured, but I cannot be touched. I can be spent, but I cannot be saved. What am I?\u00a0<\/li>\n<\/ol>\n\n\n\n
Solution:<\/p>\n\n\n\n
\n- Words. Words can be a friend when used kindly to bring joy, or a foe when used hurtfully to cause pain.<\/li>\n\n\n\n
- The future. It is always ahead in time but cannot be seen.<\/li>\n\n\n\n
- A secret. You must share it with someone (tell them) before you can keep it (maintain its confidentiality).<\/li>\n\n\n\n
- Time. Time can be measured (e.g., in hours), cannot be touched, can be spent (e.g., on tasks), but cannot be saved for later use.<\/li>\n<\/ol>\n\n\n\n
\n\n\n\nQ.3: Why are qualities like humour and wit important in a person?<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
Humour and wit make a person fun to be around, help ease awkward or tense moments, and build stronger connections with others. For example, a witty joke during a boring school group project can lift everyone\u2019s mood, encourage teamwork, and make tasks feel lighter, while clever ideas can spark creative solutions to everyday challenges, like finding a new way to organize a class event.<\/p>\n\n\n\n
\n\n\n\nQ.4: If you were asked to solve a disagreement between two people, what approach would you take?<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
I would listen calmly to both sides to understand their feelings, ask questions to clarify the issue, and suggest a fair solution that respects everyone\u2019s views. For example, if two friends argue over who gets to lead a school play, I might propose they share the role or take turns, using a funny example like splitting a favorite snack to keep the mood light and friendly.<\/p>\n\n\n\n
\n\n\n\nQ.5: Have you ever been in a situation where a small misunderstanding led to a big problem? How was it resolved?<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
Once, I texted a friend a joke about being late, but they thought I was upset, leading to a week of awkward silence. I fixed it by meeting them in person, explaining the joke with a smile, and promising to be clearer next time, which brought us back to laughing together like before.<\/p>\n\n\n\n
\n\n\n\nQ.6: Rectify the following false statements from the text:<\/p>\n\n\n\n
\n- The queen insulted the king by speaking against the quality of his poem.<\/li>\n\n\n\n
- Tenali Rama immediately went to the king and convinced him to talk to the queen.<\/li>\n\n\n\n
- The courtiers admired the king\u2019s poem and praised his literary talent.<\/li>\n\n\n\n
- The ministers in the court were eager to hear Tenali Rama\u2019s idea about paddy cultivation.<\/li>\n\n\n\n
- The king never realized his mistake and continued to stay angry with the queen.<\/li>\n<\/ol>\n\n\n\n
Solution:<\/p>\n\n\n\n
\n- Rectified<\/strong>: The queen did not insult the king or speak against his poem; she yawned due to exhaustion, which the king misinterpreted as disrespect.<\/li>\n\n\n\n
- Rectified<\/strong>: Tenali Rama did not immediately go to the king; he planned a strategic approach, using the paddy seed analogy in court to make the king realize his mistake.<\/li>\n\n\n\n
- Rectified<\/strong>: The courtiers avoided the king and made excuses when he tried reciting his poem, indicating they did not admire it.<\/li>\n\n\n\n
- Rectified<\/strong>: The ministers and courtiers were skeptical and sarcastic about Tenali Rama\u2019s idea, mocking his claim about the paddy seeds.<\/li>\n\n\n\n
- Rectified<\/strong>: The king realized his mistake after Tenali Rama\u2019s analogy, apologized to the queen, and reconciled with her.<\/li>\n<\/ol>\n\n\n\n
\n\n\n\nQ.7: Read the extract\u00a0and answer the questions that follow:<\/strong>
\u201c\u2026 The king thought I was disrespecting his poem and stormed off. Since then, he has not spoken to me. If I had known this would happen I would have chosen another day. Help me, please, Rama. Only you can help the king understand.\u201d Rama nodded thoughtfully. \u201cIf you like, I will try my best to resolve this matter, Your Highness. But this needs a well-planned approach and I may need time to find the right strategy.\u201d<\/p>\n\n\n\n\n- Why does the queen believe that only Tenali Rama can help?<\/li>\n\n\n\n
- What does the queen\u2019s statement, \u201cIf I had known this would happen, I would have chosen another day,\u201d suggest about her feelings?\n
\n- She is angry at the king for overreacting<\/li>\n\n\n\n
- She regrets the unintended misunderstanding. \u00a0 \u00a0 \u00a0<\/li>\n\n\n\n
- She believes the poem was not worth listening to.<\/li>\n\n\n\n
- She is worried that the king might punish her.<\/li>\n<\/ol>\n<\/li>\n\n\n\n
- How does Tenali Rama\u2019s response reflect his wisdom and problem-solving skills?<\/li>\n\n\n\n
- Fill in the blank by choosing the correct option:
The king\u2019s reaction shows that he is sensitive and _________\u00a0(has a lot of faith\/takes great pride) in his poetry.<\/li>\n<\/ol>\n\n\n\nSolution:<\/p>\n\n\n\n
\n- The queen believes only Tenali Rama can help because of his reputation for quick wit, clever problem-solving, and his special place in the king\u2019s court as a trusted advisor who can influence the king subtly and effectively.<\/li>\n\n\n\n
- B. She regrets the unintended misunderstanding.
Explanation<\/strong>: The queen\u2019s statement reflects regret for unintentionally causing the misunderstanding by yawning, indicating she wishes she had been more attentive to avoid the conflict.<\/li>\n\n\n\n- Tenali Rama\u2019s response shows wisdom by acknowledging the complexity of the situation and the need for a thoughtful strategy rather than a hasty solution. His calm and calculated approach demonstrates his problem-solving skills, as he plans to address the king\u2019s pride indirectly.<\/li>\n\n\n\n
- takes great pride<\/li>\n<\/ol>\n\n\n\n
\n\n\n\nQ.8: Read the extract\u00a0and answer the questions that follow:<\/strong>
That evening, the king approached the queen with a softened expression. \u201cThirumalambal,\u201d he began, his voice gentle, \u201cI have been foolish. I see now that I overreacted. I let my pride blind me. I\u2019m so sorry.\u201d The queen, who had longed for this moment, smiled and replied, \u201cIf you like, we can leave this quarrel behind us. I would very much like to listen to your poem.\u201d<\/p>\n\n\n\n\n- Complete the following with a suitable explanation:<\/li>\n\n\n\n
- Why does the queen say, \u201cIf you like, we can leave this quarrel behind us\u201d?<\/li>\n\n\n\n
- Fill in the blank by choosing the correct option:
The king acknowledges that his pride clouded his judgement, which shows ________\u00a0intelligence and courage\/maturity and self-awareness)<\/li>\n\n\n\n - State any one characteristic that the queen\u2019s response to the king\u2019s apology shows about her.<\/li>\n<\/ol>\n\n\n\n
Solution:<\/p>\n\n\n\n
\n- When the king said, \u201cI let my pride blind me,\u201d he means that<\/strong>\u00a0his excessive pride in his poetry caused him to misinterpret the queen\u2019s yawning as disrespect, leading to an unfair reaction and the quarrel.<\/li>\n\n\n\n
- The queen says this to express her willingness to move past the conflict, showing forgiveness and a desire to restore their relationship. It also invites the king to agree to reconciliation, making it a mutual decision.<\/li>\n\n\n\n
- maturity and self-awareness.<\/li>\n\n\n\n
- The queen\u2019s response shows her\u00a0forgiving nature<\/strong>, as she graciously accepts the king\u2019s apology and expresses eagerness to move forward positively.<\/li>\n<\/ol>\n\n\n\n
\n\n\n\nQ.9: Why was the Vijayanagara Empire considered to be in its \u2018Golden Era\u2019 during Krishnadeva Raya\u2019s reign?<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
The Vijayanagara Empire was considered to be in its Golden Era during Krishnadeva Raya\u2019s reign (1509-29 CE) because it was a time of great wealth, cultural achievements, and flourishing art, literature, and architecture. Krishnadeva Raya, a wise and powerful monarch, was a patron of learning, supporting poets like the Ashtadiggajas, and his own works, such as Amuktamalyada, enriched the literary tradition.<\/p>\n\n\n\n
\n\n\n\nQ.10: How did Tenali Ramakrishna gain a special place in the king\u2019s court?<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
Tenali Ramakrishna gained a special place in the king\u2019s court due to his quick wit, humour, and ability to provide clever solutions to seemingly insurmountable problems. As a poet and witty advisor among the Ashtadiggajas, his masterpieces and diplomatic problem-solving earned him the king\u2019s trust and admiration.<\/p>\n\n\n\n
\n\n\n\nQ.11: How did the quarrel between the king and the queen affect the palace?<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
The quarrel cast a shadow over the palace, making the once cheerful corridors quiet and forlorn. The king\u2019s absence and refusal to speak to the queen created a tense and somber atmosphere, affecting the overall mood of the palace.<\/p>\n\n\n\n
\n\n\n\nQ.12: What strategy did Tenali Rama use to make the king realize his mistake?<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
Tenali Rama used a metaphorical strategy by presenting a plateful of paddy seeds in court, claiming they could triple the yield. When challenged, he suggested that the success depended on the sower, humorously noting that yawning while sowing would scatter seeds unevenly. This analogy prompted the king to yawn and realize that yawning is natural, not disrespectful, leading him to reflect on his overreaction to the queen.<\/p>\n\n\n\n
\n\n\n\nQ.13: What was the reaction of the courtiers when Tenali Rama introduced his \u2018special\u2019 paddy seeds?<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
The courtiers reacted with sarcasm and skepticism. One whispered that the seeds might be \u201cmagic\u201d or grow without water, while another mocked that they were from the moon. Their snickers and murmurs reflected disbelief and amusement at Tenali Rama\u2019s bold claim.<\/p>\n\n\n\n
\n\n\n\nQ.14: How does the story conclude, and what lesson can be learned from it?<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
The story concludes with the king apologizing to the queen, acknowledging his pride-driven mistake, and reconciling with her. The queen forgives him, and their bond is restored, with the palace returning to joy. Tenali Rama is rewarded for his wit. The lesson is that misunderstandings can escalate due to pride, but wit, humility, and understanding can resolve conflicts and restore harmony.<\/p>\n\n\n\n
\n\n\n\nQ.15: Fill in the blanks and complete the paragraph by choosing suitable expressions from the box given below.<\/p>\n\n\n\ncast a shadow, murmur swept through the room, hush fell over, mind raced back, stormed off, rippled through<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\nMy mother is quite witty, and her sense of humour always lightens stressful moments. Once, at a family dinner, an argument began over a minor issue, and 1. ______ , making everyone feel uncomfortable. Just as things were getting serious, she made a clever remark and laughter 2. ______ the gathering, making everyone relaxed. The person who started the argument 3. ______. Everyone disapproved of the action and a 4. ______. My 5. ______ to how my mother had saved other situations like this. Without her, such moments would have 6. ______ over the gatherings. I hope that I grow up to be as witty as my mother<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
\n- a murmur swept through the room<\/li>\n\n\n\n
- rippled through<\/li>\n\n\n\n
- stormed off<\/li>\n\n\n\n
- hush fell over<\/li>\n\n\n\n
- mind raced back\u00a0<\/li>\n\n\n\n
- cast a shadow<\/li>\n<\/ol>\n\n\n\n
\n\n\n\nQ.16: The writer uses words like \u2018roared\u2019 , \u2018murmur\u2019 in the text to indicate the sound produced. Fill in the blanks with suitable sound words from the box given below. You may refer to a dictionary<\/p>\n\n\n\nmurmur, sighed, mumble, gasped, snickers, thud, groan, rattle, roared, whispered<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n\n- As the teacher began the riddle challenge, a __________ of excitement spread through the classroom.<\/li>\n\n\n\n
- Anaya __________ in relief\u2014she loved riddles more than solving Mathematics problems.<\/li>\n\n\n\n
- \u2018Think carefully,\u2019 the teacher began to ___________ , as she wrote a riddle on the board.<\/li>\n\n\n\n
- When the question was revealed, a few students __________ , realising it wasn\u2019t as easy as they had expected.<\/li>\n\n\n\n
- Some exchanged ____________ , wondering if anyone at all would be able to solve it.<\/li>\n\n\n\n
- Just then, Anaya tapped her book on the desk with a small ___________ , deep in thought.<\/li>\n\n\n\n
- \u2018Ah, I see it now!\u2019 she said stretching with a ___________ , as if it had taken her great effort.<\/li>\n\n\n\n
- A small breeze made the windows __________\u2009, adding to the suspense of the moment.<\/li>\n\n\n\n
- \u2018So, what\u2019s the answer?\u2019 the students ___________ , their voices filled with playful enthusiasm.<\/li>\n\n\n\n
- Leaning forward with a smile, Anaya __________ , \u2018Sometimes, the trickiest questions have the simplest answers.\u2019<\/li>\n<\/ol>\n\n\n\n
Solution:<\/p>\n\n\n\n
\n- Murmur<\/em> means a soft, low continuous sound-\u00a0just like when many students are whispering or talking excitedly at once.<\/li>\n\n\n\n
- Sighed<\/em> is the sound made when someone breathes out slowly, often from relief or relaxation.<\/li>\n\n\n\n
- Whisper<\/em> fits because the teacher is speaking softly, making the moment suspenseful.<\/li>\n\n\n\n
- Gasped<\/em> is a sharp intake of breath, usually when someone is surprised or shocked.<\/li>\n\n\n\n
- Snickers<\/em> are quiet, sneaky laughs, showing amusement or mischief.<\/li>\n\n\n\n
- Thud<\/em> is a heavy, dull sound made when something hits a surface. Perfect for the book tap.<\/li>\n\n\n\n
- Groan<\/em> is a low sound made when someone is tired, frustrated, or putting in effort.<\/li>\n\n\n\n
- Rattle<\/em> means a series of short, sharp sounds (like when glass panes shake).<\/li>\n\n\n\n
- Roared<\/em> means shouting loudly, often with excitement or laughter.<\/li>\n\n\n\n
- Mumbled<\/em> means speaking unclearly or softly, which fits when she gives the clever answer in a casual tone.<\/li>\n<\/ol>\n\n\n\n
\n\n\n\nQ.17: As you have learnt, a compound word is formed when two or more words are combined to create a new word with a distinct meaning. These are of three types: closed compounds (sunlight, courtroom), hyphenated compounds (well-planned), and open compounds (paddy seeds).
Create new compound words by matching words in Column 1 with those in Column 2.<\/p>\n\n\n\nColumn 1<\/strong><\/td>Column 2<\/strong><\/td><\/tr>(i) quick<\/td> A. hall<\/td><\/tr> (ii) soft<\/td> B. tempered<\/td><\/tr> (iii) common<\/td> C. spoken<\/td><\/tr> (iv) house<\/td> D. blue<\/td><\/tr> (v) book<\/td> E. store<\/td><\/tr> (vi) ill<\/td> F. sense<\/td><\/tr> (vii) sky<\/td> G. witted<\/td><\/tr> (viii) dance<\/td> H. hold<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\nSolution:<\/p>\n\n\n\n
\n- quick \u2192 tempered<\/strong> \u2192 quick-tempered<\/strong> (hyphenated compound)<\/li>\n\n\n\n
- soft \u2192 spoken<\/strong> \u2192 soft-spoken<\/strong> (hyphenated compound)<\/li>\n\n\n\n
- common \u2192 sense<\/strong> \u2192 common sense<\/strong> (open compound)<\/li>\n\n\n\n
- house \u2192 hold<\/strong> \u2192 household<\/strong> (closed compound)<\/li>\n\n\n\n
- book \u2192 store<\/strong> \u2192 bookstore<\/strong> (closed compound)<\/li>\n\n\n\n
- ill \u2192 witted<\/strong> \u2192 ill-witted<\/strong> (hyphenated compound)<\/li>\n\n\n\n
- sky \u2192 blue<\/strong> \u2192 sky-blue<\/strong> (hyphenated compound)<\/li>\n\n\n\n
- dance \u2192 hall<\/strong> \u2192 dance hall<\/strong> (open compound)<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nQ.18: Fill in the blanks with the words created in the previous question.
Ravi was (i) __________, always speaking calmly even in arguments. He grew up in a lively (ii) __________, where he learned to handle different personalities. His friend Arun, however, was (iii) __________ and often lost his patience. Despite this, Arun admired Ravi\u2019s (iv) __________ thinking. One evening, as they passed a (v) __________, they saw some performers rushing out. Ravi noticed that one of them dropped a (vi) __________ book on the ground. \u201cIs this yours?\u201d he asked. \u201cOh thank you, young man!\u201d the performer smiled. \u201cIt\u2019s a recent purchase from the (vii) ________ round the corner.\u201d True to his nature Arun promptly said to Ravi, \u201c It\u2019s (viii) ________ that it\u2019s not from a bakery but bookshop!\u201d Ravi smiled and they walked on.<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
\n- quick-witted<\/li>\n\n\n\n
- royal court\u00a0<\/li>\n\n\n\n
- hot-headed<\/li>\n\n\n\n
- clear-thinking<\/li>\n\n\n\n
- bookshop<\/li>\n\n\n\n
- notebook<\/li>\n\n\n\n
- bookshop\u00a0<\/li>\n\n\n\n
- well-known<\/li>\n<\/ol>\n\n\n\n
\n\n\n\nQ.19: Match the subordinate clauses (if clauses) in Column 1 with the appropriate main clauses in Column 2:<\/p>\n\n\n\nColumn 1<\/strong><\/td>Column 2<\/strong><\/td><\/tr>(i) If I had a magic wand,<\/td> A. We will go to the theatre<\/td><\/tr> (ii) If it rains tomorrow,<\/td> B. I would sneak into the secret room.<\/td><\/tr> (iii) If you had listened carefully,<\/td> C. I would give myself wings.<\/td><\/tr> (iv) If you finish your homework,<\/td> D. The boys would have woken up on time.<\/td><\/tr> (v) If I were invisible,<\/td> E. We will stay indoors and play board games.<\/td><\/tr> (vi) If the alarm had rung,<\/td> F. You would have solved the puzzle.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\nSolution:<\/p>\n\n\n\n
\n- If I had a magic wand, \u2192\u2192\u00a0I would give myself wings. (C)<\/li>\n\n\n\n
- If it rains tomorrow, \u2192\u2192\u00a0We will stay indoors and play board games. (E)<\/li>\n\n\n\n
- If you had listened carefully, \u2192\u2192\u00a0You would have solved the puzzle. (F)<\/li>\n\n\n\n
- If you finish your homework, \u2192\u2192\u00a0We will go to the theatre. (A)<\/li>\n\n\n\n
- If I were invisible, \u2192\u2192\u00a0I would sneak into the secret room. (B)<\/li>\n\n\n\n
- If the alarm had rung, \u2192\u2192\u00a0The boys would have woken up on time. (D)<\/li>\n<\/ol>\n\n\n\n
\n\n\n\nQ.20: Complete the following sentences appropriately with either the main clause or the subordinate clause (if clause).<\/p>\n\n\n\n
\n- Your teacher will be unhappy if _______________________.<\/li>\n\n\n\n
- They would have caught the train if _______________________.<\/li>\n\n\n\n
- _______________________ if you continue to stay up late every night.<\/li>\n\n\n\n
- If she knew the answer, _______________________.<\/li>\n\n\n\n
- _______________________ if she had studied harder.<\/li>\n\n\n\n
- If I had a million rupees, _______________________.<\/li>\n<\/ol>\n\n\n\n
Solution:<\/p>\n\n\n\n
\n- Your teacher will be unhappy if you do not complete your homework.<\/strong><\/li>\n\n\n\n
- They would have caught the train if they had left home earlier.<\/strong><\/li>\n\n\n\n
- You will feel very tired<\/strong> if you continue to stay up late every night.<\/li>\n\n\n\n
- If she knew the answer, she would raise her hand.<\/strong><\/li>\n\n\n\n
- She would have passed the exam<\/strong> if she had studied harder.<\/li>\n\n\n\n
- If I had a million rupees, I would build a beautiful house for my family.<\/strong><\/li>\n<\/ol>\n\n\n\n
\n\n\n\nQ.21: Complete the following sentences. One example has been done for you.<\/p>\n\n\n\n
\n- \u00a0If I were a tree, I would play with the wind and talk to the birds.<\/li>\n\n\n\n
- If I were the Head Teacher of my school, _______.<\/li>\n\n\n\n
- If I were a bird, _______.<\/li>\n\n\n\n
- If I were a magician, _______.<\/li>\n\n\n\n
- If I had studied harder, _______.<\/li>\n<\/ol>\n\n\n\n
Solution:<\/p>\n\n\n\n
\n- If I were a tree, I would play with the wind and talk to the birds. (example given)<\/em><\/li>\n\n\n\n
- If I were the Head Teacher of my school, I would make learning more fun with games and activities.<\/strong><\/li>\n\n\n\n
- If I were a bird, I would fly high in the sky and see the world from above.<\/strong><\/li>\n\n\n\n
- If I were a magician, I would make all the sadness in the world disappear.<\/strong><\/li>\n\n\n\n
- If I had studied harder, I would have scored better marks in my exam.<\/strong><\/li>\n<\/ol>\n\n\n\n
\n\n\n\nQ.22: You will listen to a woman narrating a story. As you listen, fill in the blanks in the following sentences by selecting the correct options. (Transcript for teacher on page 46)<\/p>\n\n\n\n
\n- The rope tying the bundle of sticks was _____. (i) loose (ii) thick (iii) short<\/li>\n\n\n\n
- The scholar is finally referred to as ________. (i) irritable (ii) mischievous (iii) arrogant<\/li>\n<\/ol>\n\n\n\n
Solution:<\/p>\n\n\n\n
\n- The rope tying the bundle of sticks was loose.\u00a0
(Correct option: i)<\/li>\n\n\n\n - The scholar is finally referred to as arrogant.\u00a0
(Correct option: iii)<\/li>\n<\/ul>\n\n\n\n
\n\n\n\nQ.23: You will once again listen to the story. As you listen, number the events of the story in the correct order of occurrence.<\/p>\n\n\n\n
\n- The great scholar was ashamed because he did not know what to say.<\/li>\n\n\n\n
- Rama accepted the challenge thrown by the visitor.<\/li>\n\n\n\n
- Rama had a bundle tied in silk when he came to the palace.<\/li>\n\n\n\n
- The king laughed at the explanation given by Rama.<\/li>\n\n\n\n
- The visitor wanted to show his superiority over others in the palace.<\/li>\n\n\n\n
- Rama showed the work to be a bundle of sticks tied together by a rope.<\/li>\n\n\n\n
- The king wanted to know more about the work mentioned by Rama.<\/li>\n\n\n\n
- The court scholars were afraid of the king\u2019s anger.<\/li>\n<\/ol>\n\n\n\n
Solution:<\/p>\n\n\n\n
\n- The visitor wanted to show his superiority over others in the palace.<\/li>\n\n\n\n
- Rama accepted the challenge thrown by the visitor.<\/li>\n\n\n\n
- Rama had a bundle tied in silk when he came to the palace.<\/li>\n\n\n\n
- Rama showed the work to be a bundle of sticks tied together by a rope.<\/li>\n\n\n\n
- The king wanted to know more about the work mentioned by Rama.<\/li>\n\n\n\n
- The king laughed at the explanation given by Rama.<\/li>\n\n\n\n
- The great scholar was ashamed because he did not know what to say.<\/li>\n\n\n\n
- The court scholars were afraid of the king\u2019s anger.<\/li>\n<\/ol>\n\n\n\n
\n\n\n\nQ.24: Now, work in pairs and mark the intonation in the questions given below. Take turns to practise by saying them aloud with the correct intonation.<\/p>\n\n\n\n
\n- Is this your cat?<\/li>\n\n\n\n
- What is the name of your cat?<\/li>\n\n\n\n
- Will you be going to your village?<\/li>\n\n\n\n
- Why are you going to your village?<\/li>\n\n\n\n
- Is this where you live?<\/li>\n\n\n\n
- Where do you live?<\/li>\n\n\n\n
- Can I meet your parents?<\/li>\n\n\n\n
- How are your parents?<\/li>\n\n\n\n
- Do you have any plans for tomorrow?<\/li>\n\n\n\n
- What are you going to do tomorrow?<\/li>\n<\/ol>\n\n\n\n
Solution:<\/p>\n\n\n\n
\n- Is this your cat? \u2191<\/li>\n\n\n\n
- What is the name of your cat? \u2193<\/li>\n\n\n\n
- Will you be going to your village? \u2191<\/li>\n\n\n\n
- Why are you going to your village? \u2193<\/li>\n\n\n\n
- Is this where you live? \u2191<\/li>\n\n\n\n
- Where do you live? \u2193<\/li>\n\n\n\n
- Can I meet your parents? \u2191<\/li>\n\n\n\n
- How are your parents? \u2193<\/li>\n\n\n\n
- Do you have any plans for tomorrow? \u2191<\/li>\n\n\n\n
- What are you going to do tomorrow? \u2193<\/li>\n<\/ol>\n\n\n\n
\n\n\n\nQ.25: Now, work in pairs and take turns to ask and answer the questions about witty characters in folktales or stories you have read. Use the correct intonation while asking questions. For example: Your favourite character in the folktale (Who…?) Who is your favourite character in the folktale?<\/p>\n\n\n\n
\n- The name of the witty character (Who…?)<\/li>\n\n\n\n
- The reason for her\/his wit being important in the story (Why…?)<\/li>\n\n\n\n
- The most famous trick or clever idea she\/he used (What\u2026?)<\/li>\n\n\n\n
- The time period or setting of the folktale\/story (When\u2026?)<\/li>\n\n\n\n
- The way she\/he used her\/his intelligence to solve a problem (How…?)<\/li>\n\n\n\n
- The location where the story takes place (Where\u2026?<\/li>\n<\/ol>\n\n\n\n
Solution:<\/p>\n\n\n\n
\n- The witty character is Tenali Raman.<\/li>\n\n\n\n
- Because his cleverness helped solve problems that others could not.<\/li>\n\n\n\n
- He once tricked thieves by pretending to grind beans into gold dust.<\/li>\n\n\n\n
- The stories are set in the time of King Krishnadevaraya, in the 16th century.<\/li>\n\n\n\n
- He used humour and quick thinking to teach lessons without offending anyone.<\/li>\n\n\n\n
- The stories mostly take place in Vijayanagar, in the king\u2019s court.<\/li>\n<\/ol>\n\n\n\n
\n\n\n\nQ.26: Write a narrative essay based on any one of the situations given below:<\/p>\n\n\n\n
\n- The Day I Learnt the Value of Teamwork<\/li>\n<\/ul>\n\n\n\n
Solution:<\/p>\n\n\n\n
One sunny afternoon, our school organized an inter-class relay race, and I was chosen as part of my class\u2019s team. I was confident in my speed, having won individual races before, and I thought I could carry the team single-handedly. Little did I know, this day would teach me the true value of teamwork.<\/p>\n\n\n\n
Our team consisted of four runners: me, Priya, Arjun, and Neha. During practice, I noticed Priya was slower than the rest, and I grew frustrated, believing she would hold us back. Instead of helping her, I focused on perfecting my own lap, thinking my speed would compensate for any weaknesses. On the day of the race, excitement buzzed through the school field, with cheering students and fluttering banners. Our team was ready, and I felt a surge of confidence as I took my position as the final runner.<\/p>\n\n\n\n
The race began, and Neha started strong, passing the baton smoothly to Arjun. But when Arjun handed it to Priya, she fumbled slightly, losing a few seconds. My heart sank as I watched her struggle to keep pace. By the time she passed the baton to me, we were in third place. I sprinted with all my might, overtaking one runner but finishing just short of first. Disappointed, I blamed Priya silently, thinking her slow pace cost us the victory.<\/p>\n\n\n\n
After the race, our coach called us together. Instead of scolding Priya, he praised her effort and pointed out that teamwork meant supporting each other, not just relying on individual strengths. He explained that if we had practiced as a team, helping Priya improve her speed or baton pass, we could have won. His words hit me hard. I realized my focus on myself had weakened the team.<\/p>\n\n\n\n
Determined to make amends, I apologized to Priya and suggested we practice together for the next event. Over the next few weeks, we trained as a unit, encouraging each other and refining our coordination. In the next race, Priya\u2019s improved baton pass and our synchronized efforts led us to first place. The cheers from our classmates felt sweeter than any individual victory.<\/p>\n\n\n\n
That day, I learned that teamwork isn\u2019t about being the fastest or the strongest\u2014it\u2019s about lifting each other up to achieve a common goal. This lesson has stayed with me, reminding me to value collaboration in every challenge I face.<\/p>\n\n\n\n
Checklist for Narrative Essay Features:<\/strong><\/p>\n\n\n\n\n- Introduction<\/strong>\n
\n- The essay begins with a clear and engaging opening.<\/li>\n\n\n\n
- The introduction sets the context for the narrative.<\/li>\n\n\n\n
- The central idea or purpose is clear.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
- Body of the essay<\/strong>\n
\n- Events are narrated in a logical sequence.<\/li>\n\n\n\n
- Descriptive details are used.<\/li>\n\n\n\n
- Characters and settings are clearly described.<\/li>\n\n\n\n
- The narrator\u2019s emotions or thoughts are shared.<\/li>\n\n\n\n
- The essay includes a challenge or a problem or a turning point.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
- Conclusion<\/strong>\n
\n- The essay ends with an outcome.<\/li>\n\n\n\n
- A lesson or a message is clearly stated.<\/li>\n<\/ul>\n<\/li>\n\n\n\n
- Writing Style<\/strong>\n
\n- The tone is personal and engaging.<\/li>\n\n\n\n
- First person narration is used (e.g., \u2018I\u2019, \u2018my\u2019).<\/li>\n<\/ul>\n<\/li>\n\n\n\n
- Language<\/strong>\n
\n- The essay uses simple and clear language.<\/li>\n\n\n\n
- Grammar, punctuation, and spellings are correctly used.<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n\n\n\n
\n\n\n\nQ.27: Limericks are poems in five lines that have a twist in the last line. Read and enjoy the following limericks and create one on your own.
Raju flew his kite in the sky so wide,
It soared with grace, full of pride.
But a crow came along,
Singing its song,
And now it\u2019s the crow on a joyride!<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
here once was a poet named Rama, Whose wit sparked a court full of drama. With a jest and a grin, He\u2019d make kings laugh and spin, Solving quarrels with charm and no trauma!<\/p>\n\n\n\n
\n\n\n\nQ.28: Go to the library and read a story of your choice. Share its theme and the interesting parts of the story with your classmates and teacher.<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
Do it yourself.<\/p>\n\n\n\n
\n\n\n\nQ.29: You must have read stories of wit, humour, and wisdom in your own language or English. Make a list of these stories that you have read on a chart paper. Each student should read at least one new story from the list.<\/p>\n\n\n\n
Solution:<\/p>\n\n\n\n
<\/p>\n\n\n\nReasons for choice:<\/strong><\/p>\n\n\n\n Q.2: Work in pairs and answer the riddles:<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Q.3: Why are qualities like humour and wit important in a person?<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Humour and wit make a person fun to be around, help ease awkward or tense moments, and build stronger connections with others. For example, a witty joke during a boring school group project can lift everyone\u2019s mood, encourage teamwork, and make tasks feel lighter, while clever ideas can spark creative solutions to everyday challenges, like finding a new way to organize a class event.<\/p>\n\n\n\n Q.4: If you were asked to solve a disagreement between two people, what approach would you take?<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n I would listen calmly to both sides to understand their feelings, ask questions to clarify the issue, and suggest a fair solution that respects everyone\u2019s views. For example, if two friends argue over who gets to lead a school play, I might propose they share the role or take turns, using a funny example like splitting a favorite snack to keep the mood light and friendly.<\/p>\n\n\n\n Q.5: Have you ever been in a situation where a small misunderstanding led to a big problem? How was it resolved?<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Once, I texted a friend a joke about being late, but they thought I was upset, leading to a week of awkward silence. I fixed it by meeting them in person, explaining the joke with a smile, and promising to be clearer next time, which brought us back to laughing together like before.<\/p>\n\n\n\n Q.6: Rectify the following false statements from the text:<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Q.7: Read the extract\u00a0and answer the questions that follow:<\/strong> Solution:<\/p>\n\n\n\n Q.8: Read the extract\u00a0and answer the questions that follow:<\/strong> Solution:<\/p>\n\n\n\n Q.9: Why was the Vijayanagara Empire considered to be in its \u2018Golden Era\u2019 during Krishnadeva Raya\u2019s reign?<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n The Vijayanagara Empire was considered to be in its Golden Era during Krishnadeva Raya\u2019s reign (1509-29 CE) because it was a time of great wealth, cultural achievements, and flourishing art, literature, and architecture. Krishnadeva Raya, a wise and powerful monarch, was a patron of learning, supporting poets like the Ashtadiggajas, and his own works, such as Amuktamalyada, enriched the literary tradition.<\/p>\n\n\n\n Q.10: How did Tenali Ramakrishna gain a special place in the king\u2019s court?<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Tenali Ramakrishna gained a special place in the king\u2019s court due to his quick wit, humour, and ability to provide clever solutions to seemingly insurmountable problems. As a poet and witty advisor among the Ashtadiggajas, his masterpieces and diplomatic problem-solving earned him the king\u2019s trust and admiration.<\/p>\n\n\n\n Q.11: How did the quarrel between the king and the queen affect the palace?<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n The quarrel cast a shadow over the palace, making the once cheerful corridors quiet and forlorn. The king\u2019s absence and refusal to speak to the queen created a tense and somber atmosphere, affecting the overall mood of the palace.<\/p>\n\n\n\n Q.12: What strategy did Tenali Rama use to make the king realize his mistake?<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Tenali Rama used a metaphorical strategy by presenting a plateful of paddy seeds in court, claiming they could triple the yield. When challenged, he suggested that the success depended on the sower, humorously noting that yawning while sowing would scatter seeds unevenly. This analogy prompted the king to yawn and realize that yawning is natural, not disrespectful, leading him to reflect on his overreaction to the queen.<\/p>\n\n\n\n Q.13: What was the reaction of the courtiers when Tenali Rama introduced his \u2018special\u2019 paddy seeds?<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n The courtiers reacted with sarcasm and skepticism. One whispered that the seeds might be \u201cmagic\u201d or grow without water, while another mocked that they were from the moon. Their snickers and murmurs reflected disbelief and amusement at Tenali Rama\u2019s bold claim.<\/p>\n\n\n\n Q.14: How does the story conclude, and what lesson can be learned from it?<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n The story concludes with the king apologizing to the queen, acknowledging his pride-driven mistake, and reconciling with her. The queen forgives him, and their bond is restored, with the palace returning to joy. Tenali Rama is rewarded for his wit. The lesson is that misunderstandings can escalate due to pride, but wit, humility, and understanding can resolve conflicts and restore harmony.<\/p>\n\n\n\n Q.15: Fill in the blanks and complete the paragraph by choosing suitable expressions from the box given below.<\/p>\n\n\n\n My mother is quite witty, and her sense of humour always lightens stressful moments. Once, at a family dinner, an argument began over a minor issue, and 1. ______ , making everyone feel uncomfortable. Just as things were getting serious, she made a clever remark and laughter 2. ______ the gathering, making everyone relaxed. The person who started the argument 3. ______. Everyone disapproved of the action and a 4. ______. My 5. ______ to how my mother had saved other situations like this. Without her, such moments would have 6. ______ over the gatherings. I hope that I grow up to be as witty as my mother<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Q.16: The writer uses words like \u2018roared\u2019 , \u2018murmur\u2019 in the text to indicate the sound produced. Fill in the blanks with suitable sound words from the box given below. You may refer to a dictionary<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Q.17: As you have learnt, a compound word is formed when two or more words are combined to create a new word with a distinct meaning. These are of three types: closed compounds (sunlight, courtroom), hyphenated compounds (well-planned), and open compounds (paddy seeds). Solution:<\/p>\n\n\n\n Q.18: Fill in the blanks with the words created in the previous question. Solution:<\/p>\n\n\n\n Q.19: Match the subordinate clauses (if clauses) in Column 1 with the appropriate main clauses in Column 2:<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Q.20: Complete the following sentences appropriately with either the main clause or the subordinate clause (if clause).<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Q.21: Complete the following sentences. One example has been done for you.<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Q.22: You will listen to a woman narrating a story. As you listen, fill in the blanks in the following sentences by selecting the correct options. (Transcript for teacher on page 46)<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Q.23: You will once again listen to the story. As you listen, number the events of the story in the correct order of occurrence.<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Q.24: Now, work in pairs and mark the intonation in the questions given below. Take turns to practise by saying them aloud with the correct intonation.<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Q.25: Now, work in pairs and take turns to ask and answer the questions about witty characters in folktales or stories you have read. Use the correct intonation while asking questions. For example: Your favourite character in the folktale (Who…?) Who is your favourite character in the folktale?<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Q.26: Write a narrative essay based on any one of the situations given below:<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n One sunny afternoon, our school organized an inter-class relay race, and I was chosen as part of my class\u2019s team. I was confident in my speed, having won individual races before, and I thought I could carry the team single-handedly. Little did I know, this day would teach me the true value of teamwork.<\/p>\n\n\n\n Our team consisted of four runners: me, Priya, Arjun, and Neha. During practice, I noticed Priya was slower than the rest, and I grew frustrated, believing she would hold us back. Instead of helping her, I focused on perfecting my own lap, thinking my speed would compensate for any weaknesses. On the day of the race, excitement buzzed through the school field, with cheering students and fluttering banners. Our team was ready, and I felt a surge of confidence as I took my position as the final runner.<\/p>\n\n\n\n The race began, and Neha started strong, passing the baton smoothly to Arjun. But when Arjun handed it to Priya, she fumbled slightly, losing a few seconds. My heart sank as I watched her struggle to keep pace. By the time she passed the baton to me, we were in third place. I sprinted with all my might, overtaking one runner but finishing just short of first. Disappointed, I blamed Priya silently, thinking her slow pace cost us the victory.<\/p>\n\n\n\n After the race, our coach called us together. Instead of scolding Priya, he praised her effort and pointed out that teamwork meant supporting each other, not just relying on individual strengths. He explained that if we had practiced as a team, helping Priya improve her speed or baton pass, we could have won. His words hit me hard. I realized my focus on myself had weakened the team.<\/p>\n\n\n\n Determined to make amends, I apologized to Priya and suggested we practice together for the next event. Over the next few weeks, we trained as a unit, encouraging each other and refining our coordination. In the next race, Priya\u2019s improved baton pass and our synchronized efforts led us to first place. The cheers from our classmates felt sweeter than any individual victory.<\/p>\n\n\n\n That day, I learned that teamwork isn\u2019t about being the fastest or the strongest\u2014it\u2019s about lifting each other up to achieve a common goal. This lesson has stayed with me, reminding me to value collaboration in every challenge I face.<\/p>\n\n\n\n Checklist for Narrative Essay Features:<\/strong><\/p>\n\n\n\n Q.27: Limericks are poems in five lines that have a twist in the last line. Read and enjoy the following limericks and create one on your own. Solution:<\/p>\n\n\n\n here once was a poet named Rama, Whose wit sparked a court full of drama. With a jest and a grin, He\u2019d make kings laugh and spin, Solving quarrels with charm and no trauma!<\/p>\n\n\n\n Q.28: Go to the library and read a story of your choice. Share its theme and the interesting parts of the story with your classmates and teacher.<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n Do it yourself.<\/p>\n\n\n\n Q.29: You must have read stories of wit, humour, and wisdom in your own language or English. Make a list of these stories that you have read on a chart paper. Each student should read at least one new story from the list.<\/p>\n\n\n\n Solution:<\/p>\n\n\n\n\n
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\u201c\u2026 The king thought I was disrespecting his poem and stormed off. Since then, he has not spoken to me. If I had known this would happen I would have chosen another day. Help me, please, Rama. Only you can help the king understand.\u201d Rama nodded thoughtfully. \u201cIf you like, I will try my best to resolve this matter, Your Highness. But this needs a well-planned approach and I may need time to find the right strategy.\u201d<\/p>\n\n\n\n\n
\n
The king\u2019s reaction shows that he is sensitive and _________\u00a0(has a lot of faith\/takes great pride) in his poetry.<\/li>\n<\/ol>\n\n\n\n\n
Explanation<\/strong>: The queen\u2019s statement reflects regret for unintentionally causing the misunderstanding by yawning, indicating she wishes she had been more attentive to avoid the conflict.<\/li>\n\n\n\n
\n\n\n\n
That evening, the king approached the queen with a softened expression. \u201cThirumalambal,\u201d he began, his voice gentle, \u201cI have been foolish. I see now that I overreacted. I let my pride blind me. I\u2019m so sorry.\u201d The queen, who had longed for this moment, smiled and replied, \u201cIf you like, we can leave this quarrel behind us. I would very much like to listen to your poem.\u201d<\/p>\n\n\n\n\n
The king acknowledges that his pride clouded his judgement, which shows ________\u00a0intelligence and courage\/maturity and self-awareness)<\/li>\n\n\n\n\n
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\n\n\n\ncast a shadow, murmur swept through the room, hush fell over, mind raced back, stormed off, rippled through<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n \n
\n\n\n\nmurmur, sighed, mumble, gasped, snickers, thud, groan, rattle, roared, whispered<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n \n
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Create new compound words by matching words in Column 1 with those in Column 2.<\/p>\n\n\n\nColumn 1<\/strong><\/td> Column 2<\/strong><\/td><\/tr> (i) quick<\/td> A. hall<\/td><\/tr> (ii) soft<\/td> B. tempered<\/td><\/tr> (iii) common<\/td> C. spoken<\/td><\/tr> (iv) house<\/td> D. blue<\/td><\/tr> (v) book<\/td> E. store<\/td><\/tr> (vi) ill<\/td> F. sense<\/td><\/tr> (vii) sky<\/td> G. witted<\/td><\/tr> (viii) dance<\/td> H. hold<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n \n
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Ravi was (i) __________, always speaking calmly even in arguments. He grew up in a lively (ii) __________, where he learned to handle different personalities. His friend Arun, however, was (iii) __________ and often lost his patience. Despite this, Arun admired Ravi\u2019s (iv) __________ thinking. One evening, as they passed a (v) __________, they saw some performers rushing out. Ravi noticed that one of them dropped a (vi) __________ book on the ground. \u201cIs this yours?\u201d he asked. \u201cOh thank you, young man!\u201d the performer smiled. \u201cIt\u2019s a recent purchase from the (vii) ________ round the corner.\u201d True to his nature Arun promptly said to Ravi, \u201c It\u2019s (viii) ________ that it\u2019s not from a bakery but bookshop!\u201d Ravi smiled and they walked on.<\/p>\n\n\n\n\n
\n\n\n\nColumn 1<\/strong><\/td> Column 2<\/strong><\/td><\/tr> (i) If I had a magic wand,<\/td> A. We will go to the theatre<\/td><\/tr> (ii) If it rains tomorrow,<\/td> B. I would sneak into the secret room.<\/td><\/tr> (iii) If you had listened carefully,<\/td> C. I would give myself wings.<\/td><\/tr> (iv) If you finish your homework,<\/td> D. The boys would have woken up on time.<\/td><\/tr> (v) If I were invisible,<\/td> E. We will stay indoors and play board games.<\/td><\/tr> (vi) If the alarm had rung,<\/td> F. You would have solved the puzzle.<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n \n
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(Correct option: i)<\/li>\n\n\n\n
(Correct option: iii)<\/li>\n<\/ul>\n\n\n\n
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Raju flew his kite in the sky so wide,
It soared with grace, full of pride.
But a crow came along,
Singing its song,
And now it\u2019s the crow on a joyride!<\/p>\n\n\n\n
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