Unit 4: Environment

Good morning, my dear students! I am so happy to be here with you today to teach this wonderful chapter from your NCERT English textbook. This chapter is called "Unit 4: Environment" and it contains three beautiful pieces that will help you understand our relationship with nature, the importance of farming, and the wisdom that comes from observing the world around us. So let's begin our journey together.

Before we start reading the main story, there are some activities that will help us prepare our minds and hearts for what we are about to learn. I want you to think about these questions carefully, and if you are able to discuss them with a partner or your family, that would be wonderful.

The first question asks: Have you ever used a seed or a sapling to grow a plant? Now, think about this for a moment. Many of you might have done this in your school garden, or perhaps at home with your grandparents. Maybe you have planted a mango seed and watched it grow, or you have helped in planting a tulsi plant in your courtyard. This is such a common and beautiful experience in India, isn't it? Whether it's in a small pot on your terrace or in a big garden, watching something grow from a tiny seed is truly magical.

The second question asks: What kind of care did the plant need? Who helped you with it? When we plant something, we need to water it regularly, make sure it gets enough sunlight, protect it from pests, and sometimes add fertilizer to the soil. In India, our grandparents and parents are often the ones who teach us these things. They have so much wisdom about gardening and farming that has been passed down through generations. My grandmother, for instance, always taught me that talking to plants helps them grow better. Now, whether that's scientifically true or not, the act of caring for something definitely makes us more responsible and sensitive towards nature.

The third question asks: How did you feel when you saw the plant grow? This is such an emotional experience, students. There is a special joy in seeing something you planted with your own hands grow into a full plant. It's like being a part of a miracle. You feel proud, happy, and connected to the earth in a very deep way. This feeling is exactly what our first story is about.

Now, the second set of questions asks: What kind of trees do people plant in their homes? Why is it important to plant trees? In India, we commonly plant mango trees, neem trees, tulsi plants, peepal trees, and many fruit-bearing trees in our homes. We plant trees because they give us oxygen to breathe, they provide food in the form of fruits, they give shade during hot summer days, they attract birds and butterflies, and they make our environment beautiful and clean. Planting trees is also a way of giving back to nature, because trees have been giving us so much since ancient times.

The third question asks: Name some fruit trees that grow in your region. What type of conditions help these fruit trees to grow? In different parts of India, we have different fruit trees. In the north, we have apple trees, pear trees, and peach trees in the hills. In the south, we have mango trees, banana trees, and coconut trees. In the west, we have chikoo trees and papaya trees. In the east, we have jackfruit trees and guava trees. These trees need specific conditions to grow well - some need lots of water, some need dry weather, some need hillsides, and some need fertile plains. Understanding these conditions is part of living in harmony with nature.

Now, let us begin our first story, which is called "The Cherry Tree" and is written by the famous author Ruskin Bond. This story is set in Mussoorie, which is a beautiful hill station in Uttarakhand, in the Himalayan foothills. I want you to close your eyes and imagine this place - the cold winds, the oak and deodar forests, the terraced fields on the mountain slopes. This is where our story takes place.

Let us read the first part of the story together.

One day, when Rakesh was six, he walked home from the Mussoorie bazaar eating cherries. They were a little sweet, a little sour; small, bright red cherries, which had come all the way from the Kashmir Valley.

Here in the Himalayan foothills where Rakesh lived, there were not many fruit trees. The soil was stony, and the dry cold winds stunted the growth of most plants. But on the more sheltered slopes there were forests of oak and deodar.

Rakesh lived with his grandfather on the outskirts of Mussoorie, just where the forest began. His father and mother lived in a small village fifty miles away, where they grew maize and rice and barley in narrow terraced fields on the lower slopes of the mountain.

But there were no schools in the village, and Rakesh's parents were keen that he should go to school. As soon as he was of school-going age, they sent him to stay with his grandfather in Mussoorie.

He had a little cottage outside the town.

Now, students, I want you to understand some important words from this passage. The word "stunted" means stopped from growing to the usual size. So when the passage says that the dry cold winds stunted the growth of most plants, it means that the harsh weather prevented the plants from growing big and healthy. The word "outskirts" means the areas that form the edge of a town or city. So when it says Rakesh lived on the outskirts of Mussoorie, it means he lived in the area just outside the town, where the town ends and the countryside begins.

Rakesh was on his way home from school when he bought the cherries. He paid fifty paise for the bunch. It took him about half-an-hour to walk home, and by the time he reached the cottage there were only three cherries left.

'Have a cherry, Grandfather,' he said, as soon as he saw his grandfather in the garden.

Grandfather took one cherry and Rakesh promptly ate the other two. He kept the last seed in his mouth for some time, rolling it round and round on his tongue until all the tang had gone. Then he placed the seed on the palm of his hand and studied it.

'Are cherry seeds lucky?' asked Rakesh.

'Of course.'

'Then I'll keep it.'

'Nothing is lucky if you put it away. If you want luck, you must put it to some use.'

'What can I do with a seed?'

'Plant it.'

So Rakesh found a small space and began to dig up a flowerbed.

'Hey, not there,' said Grandfather. 'I've sown mustard in that bed. Plant it in that shady corner, where it won't be disturbed.'

Rakesh went to a corner of the garden where the earth was soft and yielding. He did not have to dig. He pressed the seed into the soil with his thumb and it went right in.

Then he had his lunch, and ran off to play cricket with his friends, and forgot all about the cherry seed.

Now, students, the word "tang" means a strong, sharp taste. When Rakesh was rolling the cherry seed in his mouth, he was trying to get all the taste out of it. The word "yielding" means giving way under pressure. So when the passage says the earth was soft and yielding, it means the soil was loose and easy to press into - perfect for planting a seed.

Notice how simple and natural this scene is. A little boy eating cherries, saving one seed, and his grandfather encouraging him to plant it. There is such wisdom in what the grandfather says: "Nothing is lucky if you put it away. If you want luck, you must put it to some use." This is a beautiful lesson - we should not just keep things stored away and hope for good luck. Instead, we should take action and use what we have to create something good. This is a message that applies to everything in life - our talents, our time, our resources.

When it was winter in the hills, a cold wind blew down from the snows and went whoo-whoo-whoo in the deodar trees, and the garden was dry and bare.

In the evenings Grandfather and Rakesh sat over a charcoal fire, and Grandfather told Rakesh stories—stories about people who turned into animals, and ghosts who lived in trees, and beans that jumped and stones that wept—and in turn, Rakesh would read to him from the newspaper, Grandfather's eyesight being rather weak. Rakesh found the newspaper very dull—especially after the stories—but Grandfather wanted all the news...

They knew it was spring when the wild duck flew north again, to Siberia. Early in the morning, when he got up to chop wood and light a fire, Rakesh saw the V-shaped formation streaming northward, the calls of the birds carrying clearly through the thin mountain air.

One morning in the garden he bent to pick up what he thought was a small twig and found to his surprise that it was well rooted. He stared at it for a moment, then ran to fetch Grandfather, calling, 'Dada, come and look, the cherry tree has come up!'

'What cherry tree?' asked Grandfather, who had forgotten about it.

'The seed we planted last year—look, it's come up!'

Rakesh went down on his haunches, while Grandfather bent almost double and peered down at the tiny tree. It was about four inches high.

Now, students, I want to explain two more words from this passage. The word "haunches" means to sit on the feet with legs bent, like when you crouch down to look at something small on the ground. The word "peered down" means to look carefully or with difficulty at something. So when Rakesh peered down at the tiny tree, he was looking very closely at it, trying to see it properly.

Notice how the story shows us the changing seasons. First, it was winter - cold and bare. Then came spring, when the wild ducks flew north to Siberia. And now, in spring, the cherry seed has sprouted into a tiny tree. This is nature's cycle, students - seeds sleep in the ground during winter, and when spring comes with its warmth and rain, they wake up and begin to grow.

The V-shaped formation of the wild ducks is interesting too. Did you know that birds fly in a V-shape because it helps them save energy? Each bird flies slightly behind and to the side of the one in front, and this helps them catch the uplifting wind currents. This is something the story mentions in the "Did you know?" section at the end. Nature is full of such amazing tricks that help creatures survive!

'Yes, it's a cherry tree,' said Grandfather. 'You should water it now and then.'

Rakesh ran indoors and came back with a bucket of water.

'Don't drown it!' said Grandfather.

Rakesh gave it a sprinkling and circled it with pebbles.

'What are the pebbles for?' asked Grandfather.

'For privacy,' said Rakesh.

He looked at the tree every morning but it did not seem to be growing very fast, so he stopped looking at it except quickly, out of the corner of his eye. And, after a week or two, when he allowed himself to look at it properly, he found that it had grown—at least an inch!

That year the monsoon rains came early and Rakesh plodded to and from school in raincoat and chappals.

Now, the word "plodded" means walked slowly. So when it says Rakesh plodded to and from school, it means he walked through the heavy rain with difficulty, step by step. This is such a vivid image - a small boy in the hills, walking to school in the rain, wearing chappals and a raincoat. The monsoon brings such dramatic changes to the hills, doesn't it? Ferns spring from the trunks of trees, strange-looking lilies come up in the long grass, and even when it isn't raining the trees drip and mist comes curling up the valley. The cherry tree grew quickly in this season.

It was about two feet high when a goat entered the garden and ate all the leaves. Only the main stem and two thin branches remained.

'Never mind,' said Grandfather, seeing that Rakesh was upset. 'It will grow again, cherry trees are tough.'

Now we come to an important discussion section. Let me help you arrange the events in order of occurrence in the story. Two have been done for you, so let me guide you through the rest.

The first event that has been done for you is: Rakesh discovered that the small, well-rooted twig had grown into a cherry tree. This is marked as event (1) in your book.

The second event that has been done for you is: Rakesh was sent to live with his grandfather in Mussoorie. This is marked as event (2) in your book.

Now, let's arrange the others in order. Based on the story, here is the correct chronological sequence:

1. Rakesh's parents grew maize, rice, and barley in a village. (Event 7) 2. Rakesh was sent to live with his grandfather in Mussoorie. (Event 2 - done for you) 3. Rakesh bought a bunch of cherries and ate most of them. (Event 5) 4. Rakesh kept rolling the last cherry seed in his mouth. (Event 10) 5. Rakesh pressed the cherry seed into the soft soil with his thumb. (Event 3) 6. Rakesh sprinkled water on the cherry tree and surrounded it with pebbles. (Event 8) 7. The cherry tree grew quickly after the rains arrived early. (Event 4) 8. A goat entered the garden and ate all the leaves of the young cherry tree. (Event 6) 9. Grandfather told Rakesh that cherry trees were tough. (Event 9) 10. Rakesh discovered that the small, well-rooted twig had grown into a cherry tree. (Event 1 - done for you)

So the correct order of event numbers is: 7, 2, 5, 10, 3, 8, 4, 6, 9, 1.

Now, the second question asks: Do you think the cherry tree would survive? Why do you think so? Based on what we have read so far, I think the cherry tree would survive because Grandfather said "cherry trees are tough." This suggests that cherry trees are resilient and can recover from damage. Also, we have already seen that the tree survived the winter and grew back after the goat ate its leaves. So yes, I believe the tree would survive.

Now let's continue reading the story. Towards the end of the rainy season new leaves appeared on the tree. Then a woman cutting grass scrambled down the hillside, her scythe swishing through the heavy monsoon foliage. She did not try to avoid the tree: one sweep, and the cherry tree was cut in two.

When Grandfather saw what had happened, he went after the woman and scolded her; but the damage could not be repaired.

'Maybe it will die now,' said Rakesh.

'Maybe,' said Grandfather.

But the cherry tree had no intention of dying.

Now, students, the word "scrambled" means moved quickly and with difficulty. The word "scythe" means a tool with a long, sharp, curved blade with a long handle, used for cutting grass. The word "foliage" means green leaves. So the woman was cutting grass on the hillside, and she accidentally cut the cherry tree in two with her scythe. This is such a sad moment in the story, but notice how the cherry tree refuses to give up.

By the time summer came round again, it had sent out several new shoots with tender green leaves.

Rakesh had grown taller too. He was eight now, a sturdy boy with curly black hair and deep black eyes. Blackberry eyes, Grandfather called them.

That monsoon Rakesh went home to his village, to help his father and mother with the planting and ploughing and sowing. He was thinner but stronger when he came back to Grandfather's house at the end of the rains to find that the cherry tree had grown another foot. It was now up to his chest.

Even when there was rain, Rakesh would sometimes water the tree. He wanted it to know that he was there.

One day he found a bright green praying-mantis perched on a branch, peering at him with bulging eyes. Rakesh let it remain there; it was the cherry tree's first visitor.

The next visitor was a hairy caterpillar, who started making a meal of the leaves. Rakesh removed it quickly and dropped it on a heap of dry leaves.

'Come back when you're a butterfly,' he said.

Winter came early. The cherry tree bent low with the weight of snow. Field-mice sought shelter in the roof of the cottage. The road from the valley was blocked, and for several days there was no newspaper, and this made Grandfather quite grumpy. His stories began to have unhappy endings.

In February it was Rakesh's birthday. He was nine—and the tree was four, but almost as tall as Rakesh.

One morning, when the sun came out, Grandfather came into the garden to let some warmth 'get into my bones,' as he put it. He stopped in front of the cherry tree, stared at it for a few moments, and then called out, 'Rakesh! Come and look! Come quickly before it falls!'

Rakesh and Grandfather gazed at the tree as though it had performed a miracle. There was a pale pink blossom at the end of a branch.

Now, students, the word "grumpy" means bad-tempered. The word "gazed" means looked at something for a long time with admiration. So when Grandfather and Rakesh gazed at the tree, they looked at it with wonder and amazement, as if they had seen something miraculous. And what a miracle it was - after all the challenges the tree had faced - the goat eating its leaves, the woman cutting it in two, the heavy snow - it had finally bloomed!

The following year there were more blossoms.

And suddenly the tree was taller than Rakesh, even though it was less than half his age. And then it was taller than Grandfather, who was older than some of the oak trees.

But Rakesh had grown too. He could run and jump and climb trees as well as most boys, and he read a lot of books, although he still liked listening to Grandfather's tales.

In the cherry tree, bees came to feed on the nectar in the blossoms, and tiny birds pecked at the blossoms and broke them off. But the tree kept blossoming right through the spring, and there were always more blossoms than birds.

That summer there were small cherries on the tree. Rakesh tasted one and spat it out.

'It's too sour,' he said.

'They'll be better next year,' said Grandfather.

But the birds liked them—especially the bigger birds, such as the bulbuls and scarlet minivets—and they flitted in and out of the foliage, feasting on the cherries.

Now, students, the word "flitted" means flew quickly. So the birds were flying quickly in and out of the tree, eating the cherries.

On a warm sunny afternoon, when even the bees looked sleepy, Rakesh was looking for Grandfather without finding him in any of his favourite places around the house. Then he looked out of the bedroom window and saw Grandfather reclining on a cane chair under the cherry tree.

'There's just the right amount of shade here,' said Grandfather. 'And I like looking at the leaves.'

'They're pretty leaves,' said Rakesh. 'And they are always ready to dance, if there's a breeze.'

After Grandfather had come indoors, Rakesh went into the garden and lay down on the grass beneath the tree. He gazed up through the leaves at the great blue sky; and turning on his side, he could see the mountains striding away into the clouds.

He was still lying beneath the tree when the evening shadows crept across the garden. Grandfather came back and sat down beside Rakesh, and they waited in silence until the stars came out and the nightjar began to call. In the forest below, the crickets and cicadas began tuning up; and suddenly the trees were full of the sound of insects.

Now, students, the word "reclining" means lying back. The word "nightjar" is a bird. The word "cicadas" refers to insects known for their loud distinctive calls, especially during evenings. Can you imagine this scene? A boy lying under a cherry tree, looking up at the blue sky through the leaves, watching the mountains in the distance, and then waiting as the stars come out and the night sounds begin. This is such a peaceful, beautiful moment.

'There are so many trees in the forest,' said Rakesh. 'What's so special about this tree? Why do we like it so much?'

'We planted it ourselves,' said Grandfather.

'Just one small seed,' said Rakesh, and he touched the smooth bark of the tree that he had grown. He ran his hand along the trunk of the tree and put his finger to the tip of a leaf. 'I wonder,' he whispered. 'Is this what it feels to be God?'

This is such a profound moment in the story, students. Rakesh is wondering what it feels like to be God - to create something and watch it grow. This is the feeling of having brought something into existence, of nurturing it, of being responsible for its life. It's a feeling of wonder, power, and responsibility all at once.

Now let's look at the discussion questions for Part II of the story. We need to complete the table given below based on our understanding of the story. One example has been done for you.

The table has causes and effects. Let me fill in the blanks.

Cause 1: A woman cut the cherry tree while cutting grass. Effect (i): Grandfather scolded the woman.

Cause 2: Rakesh went home to his village to help with planting and ploughing. Effect (ii): Rakesh was thinner but stronger when he came back.

Cause 3: A hairy caterpillar started eating the leaves of the cherry tree. Effect (iii): Rakesh removed it quickly and dropped it on a heap of dry leaves.

Cause 4: A pale pink blossom appeared at the end of a branch. Effect (iv): Rakesh and Grandfather gazed at the tree as though it was a miracle.

Cause 5: Rakesh tasted one of the small cherries during summer. Effect (v): He spat it out and said it was too sour.

Now let's look at the "Let us think and reflect" section. There are some extracts from the story, and we need to answer questions about them.

The first extract is about Rakesh eating the cherries and planting the seed. Let's look at the questions.

(i) Substitute the underlined phrase with a correct word from the extract. The Kho-kho captain changed her strategy quickly and without delay when a new player came in from the opposing team.

The phrase "quickly and without delay" can be replaced with the word "promptly" from the extract. In the story, it says "Rakesh promptly ate the other two" - this means he ate them immediately, without delay.

(ii) What does Rakesh's action of rolling the cherry seed in his mouth most likely suggest about his mood at that moment?

The options are: A. He is feeling impatient and restless. B. He is enjoying the taste and the moment. C. He is bored and has nothing better to do. D. He is thoughtful and feeling playful.

The correct answer is B - He is enjoying the taste and the moment. Rakesh was rolling the seed in his mouth "until all the tang had gone" - this shows he was savoring the last bit of flavor from the cherry. He was also studying the seed in his palm afterward, which shows he was curious and interested in it.

(iii) Complete the following sentence suitably with reference to Rakesh and his grandfather.

Rakesh's decision to plant the seed shows that he respects and values his grandfather's advice and has a close bond with his grandfather and a willingness to learn from him.

(iv) How does the grandfather's advice reflect his view about luck and effort?

The grandfather says, "Nothing is lucky if you put it away. If you want luck, you must put it to some use." This shows that the grandfather believes luck is not something that just happens to you - you have to work for it, use it, make something of it. He values effort and action over passive hoping. This is a wonderful life lesson - we should not just wait for good things to happen, we should make them happen.

Now let's look at the second extract, which is about winter coming early.

(i) Complete the following sentence suitably.

The phrase 'field-mice sought shelter in the roof of the cottage' suggests that the weather was extremely cold and harsh, and even small animals were looking for warm shelter.

(ii) What can be inferred about the cherry tree's toughness from the line, 'The cherry tree bent low with the weight of snow'?

The options are: A. The weight of the tree was more than the snow. B. The tree could withstand harsh weather. C. The tree was growing close to the ground. D. The snow gave support to the tree.

The correct answer is B - The tree could withstand harsh weather. The tree bent under the weight of snow, but it did not break. This shows that cherry trees are resilient and can survive harsh winter conditions. This connects back to what Grandfather said earlier: "cherry trees are tough."

(iii) How did the early winter affect Grandfather's mood and storytelling?

The story says, "Winter came early... for several days there was no newspaper, and this made Grandfather quite grumpy. His stories began to have unhappy endings." So the early winter made Grandfather grumpy because he couldn't get his newspaper, and this affected his mood so much that even his stories had unhappy endings!

(iv) Complete the sentence by choosing the correct option.

The comparison of Rakesh's age to the cherry tree's age symbolises the tree's growth paralleling Rakesh's own development. When Rakesh was nine, the tree was four - both were growing up together. And later, when Rakesh became taller, the tree also became taller than him. This shows how Rakesh and the tree grew up together, like companions in life.

Now let's look at the other questions in the "Let us think and reflect" section.

1. Why did Rakesh's parents send him to Mussoorie?

Rakesh's parents sent him to Mussoorie because there were no schools in their village. They wanted him to get an education, so they sent him to stay with his grandfather in Mussoorie, where there was a school.

2. Why did Rakesh let the praying-mantis remain on the branch of the cherry tree?

Rakesh let the praying-mantis remain because he said it was "the cherry tree's first visitor." He was happy that the tree was attracting wildlife and becoming part of the ecosystem. He wanted to watch the tree interact with nature.

3. How is life in the Himalayan foothills described in the story?

The story describes life in the Himalayan foothills as challenging but beautiful. The soil is stony, and the dry cold winds stunt the growth of most plants. However, there are forests of oak and deodar, and the people grow maize, rice, and barley in narrow terraced fields on the mountain slopes. The seasons are very distinct - harsh winters, beautiful springs, and heavy monsoons.

4. What might Rakesh mean when he says, "Is this what it feels to be God?" at the end of the story?

When Rakesh says this, he is reflecting on the amazing experience of having planted a tiny seed and watching it grow into a full-grown tree that now provides shade, flowers, and fruit. He is wondering what it feels like to create something and nurture it throughout its life. It's a moment of profound connection with nature and a sense of having played a divine role in bringing life into the world.

5. How does the writer describe the relationship between Rakesh and his grandfather?

The writer describes the relationship as warm, loving, and full of wisdom. Grandfather tells wonderful stories to Rakesh, teaches him about nature, and guides him with gentle advice. Rakesh loves listening to his grandfather and respects his opinions. They share many quiet moments together, like sitting by the fire in winter or watching the cherry tree bloom. It's a beautiful bond between generations.

6. What can you infer about the connection between humans and nature based on the story?

The story shows that humans and nature are deeply connected. When Rakesh plants the seed, he becomes part of the tree's life, and the tree becomes part of his life. They grow together, face challenges together, and find joy together. The story suggests that when we care for nature, nature cares for us in return. It's a relationship of mutual respect and love.

7. Imagine Rakesh reflects on his wonderful experience of watching a seed being transformed into a full-grown cherry tree. Write how he must have felt.

Rakesh must have felt a deep sense of pride and accomplishment. He started with just a tiny seed, and through patience and care, he watched it grow into a beautiful tree that now provided shade, flowers, and fruit. He must have felt a strong connection to nature and a sense of wonder at the miracle of growth. He probably also felt grateful to his grandfather for encouraging him to plant the seed. Most importantly, he must have felt a profound sense of joy and satisfaction, like he had created something meaningful in the world.

Now let's look at the "Let us learn" section. There are several exercises here.

First, we have an exercise about finding the odd word out in each list. Let me explain the first one and then you can understand the pattern.

1. chop, trim, slice, mince The words chop, slice, and mince are all words used for cutting with a knife. The word "trim" is different because it means to cut a part with a pair of scissors, not a knife. So "trim" is the odd word out.

Now, let's do the others:

2. plodded, galloped, scrambled, trudged All these words describe ways of walking or moving. However, "galloped" is the odd one out because it describes how a horse runs quickly, while the others describe slow, heavy walking by humans. So "galloped" is the odd word.

3. tender, delicate, soft, smooth All these words describe something that is not hard or rough. But "smooth" is different - it describes texture that is even and flat, while the others describe something that is fragile or gentle. So "smooth" is the odd word.

4. stared, peered, pecked, gazed All these words are related to looking at something. But "pecked" is different - it means to bite or pick at something with the beak, not to look. So "pecked" is the odd word.

5. growing, blossoming, progressing, planting All these words are related to development or growth. But "planting" is different - it is something you do to start growth, while the others describe the process of growth itself. So "planting" is the odd word.

Now, let's look at the exercise about taste words. We need to match the food items with the correct taste words.

1. tamarind - sour 2. jaggery - sweet 3. neem leaves - bitter 4. paneer (cottage cheese) - bland (tasteless) or mild - actually paneer is quite bland, so let's say bland 5. lemon - sour or tangy 6. pickle - tangy or salty - pickles are usually tangy and salty 7. a dish of vegetables - could be bland if not well-seasoned, or could be salty or spicy depending on how it's made

Now, let's look at the exercise about antonyms. We need to choose the correct antonyms for the textual words from the given box.

The words we need to find antonyms for are: tender, sturdy, narrow, warmth, feasting, grumpy, sheltered, special

From the box: growing, ordinary, unprotected, cheerful, hard, wide, fasting, shaky, fussing, coldness

1. tender - the antonym is "hard" (tender is soft, so hard is the opposite) 2. sturdy - the antonym is "shaky" (sturdy means strong and firm, so shaky is the opposite) 3. narrow - the antonym is "wide" (narrow is the opposite of wide) 4. warmth - the antonym is "coldness" (warmth is the opposite of coldness) 5. feasting - the antonym is "fasting" (feasting means eating a lot, fasting means not eating) 6. grumpy - the antonym is "cheerful" (grumpy means bad-tempered, cheerful means happy) 7. sheltered - the antonym is "unprotected" (sheltered means protected from difficulty, unprotected means exposed) 8. special - the antonym is "ordinary" (special means unique or important, ordinary means common)

Now, let's look at the exercise about tenses. We need to fill in the blanks with the correct form of Simple Past, Past Progressive, or Past Perfect Tenses.

The example given is: I was sitting (sit) with my grandparents in the garden...

Now let's fill in the blanks:

(i) I was sitting (sit) with my grandparents in the garden, sharing the wonderful memories from my childhood. As we (ii) talked (talk), I (iii) realised (realise) how much wisdom they (iv) had imparted (impart) to me over the years. While I (v) was listening (listen) to their stories for hours together, I (vi) remembered (remember) the times we (vii) had spent (spend) together planting flowers and learning about life. By the time I left, the sun (viii) had set (set), and I (ix) felt (feel) a deep sense of gratitude for the bond we (x) had nurtured (nurture) through love, care, and countless memories.

Now let's look at the punctuation exercise. We need to punctuate a paragraph appropriately. Let me read through it and add the necessary punctuation marks.

"Every Sunday Roshni would visit her grandparents' house on their farm. 'Come sit,' Grandpa would say, patting the bench on their porch. Roshni loved these moments where the world slowed down and stories flowed like magic. Grandma would bring tea, her eyes twinkling with joy. 'I'm excited to hear about your younger days—the adventures, the lessons, and the memories,' Roshni said eagerly. Grandpa smiled softly, his wrinkled hands resting on the cane. 'Ah, the old days... when everything was simple and happiness was all we had.' Roshni could feel the warmth of those memories. He sat in silence, bound not by words but by a timeless bond."

Now let's look at the listening comprehension section. There's a conversation between a son and his mother about the Chipko Movement and other environmental movements. We need to select four true statements from the options given. Based on the transcript:

1. The mother encouraged her son to deliver a presentation on the Chipko Movement. - TRUE (the son says he has to make a PowerPoint presentation about the Chipko Movement) 2. The son was surprised to know about the Appiko Movement. - Not mentioned as true 3. The son agreed that the Chipko Movement was about people uniting to make an impact. - TRUE (the son says "It showed how people can also make a difference") 4. The mother expressed a desire to share more details about Saalumarada Thimakka. - Not mentioned as true 5. The mother was curious to hear about Saalumarada Thimakka. - TRUE (the mother says "I'm interested to know what your teacher has shared with you") 6. The mother and son were in disagreement about the work of Jadav Payeng. - Not mentioned as true 7. The son found the information on Jadav Payeng wonderful. - TRUE (the son says "Fascinating, isn't it?" and talks about being inspired)

So the four true statements are 1, 3, 5, and 7.

Now let's look at the speaking section about syllables. We need to count the number of syllables in each word.

Let me say these words aloud and count the syllables:

mountains - moun-tains (2 syllables) grandfather - grand-fa-ther (3 syllables) ten-der (2 syllables) dis-turbed (2 syllables) cat-er-pil-lar (4 syllables) Hi-ma-lyan (4 syllables) per-formed (2 syllables) in-ten-tion (3 syllables) slope (1 syllable) news-pa-per (3 syllables) fa-vour-ite (3 syllables)

Now let's move on to the writing section. We need to complete an article about "Trees–Our Lifeline" using the words and phrases given in the box. Let me fill in the blanks:

(i) Trees–Our Lifeline -by [your name] (write your name and class)

Trees are essential for life on Earth. Without them, life as we know (ii) would stop existing. This is the reason why trees are our lifeline.

Trees provide us with food, shelter, and even medicine. Trees (iii) absorb carbon dioxide and release oxygen, helping us breathe. This process also (iv) reduces pollution and keeps the environment clean. (v) Additionally, trees give us fruits, nuts, and other foods. Trees also help in (vi) climate control and prevention of soil erosion. (vii) If trees were not there, the air would be polluted, and we would struggle to breathe. (viii) Moreover, our planet would be barren, lacking food, shelter, and life-giving greenery. (ix) To conclude, trees are true friends. Protecting and planting trees (x) ensures a better future for everyone on Earth. Therefore, we must act now to protect and plant more trees, preserving Earth's green lifeline for future generations.

Now let's look at the "Let us explore" section. This section tells us about the banyan tree being the National Tree of India, and about some famous banyan trees. It also tells us about Kailash Sankhala, known as 'The Tiger Man of India', who was instrumental in Project Tiger.

Now we come to the second piece in this chapter - the poem "Harvest Hymn" by Sarojini Naidu. This is a beautiful poem that celebrates the harvest and gives thanks to nature and the divine for the bounty of the earth.

Before we read the poem, let's do the pre-reading activities.

First, let's think about harvest festivals in India. India celebrates many harvest festivals - Pongal in Tamil Nadu, Bihu in Assam, Onam in Kerala, Makar Sankranti in many parts of India, and many more. These festivals are celebrated to thank the gods for a good harvest and to celebrate the abundance of nature.

Now, what is a hymn? A hymn refers to a song of praise. We offer a hymn to God or to a divine power, to express our gratitude and reverence. We sing hymns in temples, churches, and other places of worship. We offer hymns because we want to thank the divine for all the blessings we have received.

Now there's an exercise about archaic words. Archaic words are words that are no longer a part of common usage. Let me explain the exercise.

The sentence given is: 'Thou art my friend, and I trust thee. Thy kindness is great, and everything that is mine is thine.'

The archaic words and their meanings are: 1. thou - you (subject) 2. art - are 3. thee - you (object) 4. thy - your 5. thine - yours

Now there's another exercise about understanding some words from a paragraph. Let me go through it:

1. radiance: (i) glow - This is the correct answer. Radiance means a soft bright light or glow. 2. tribute: (i) respect - This is the correct answer. Tribute means respect or honor given to someone. 3. cherished: (ii) loved - This is the correct answer. Cherished means loved and protected. 4. counsel: (i) advice - This is the correct answer. Counsel means advice or guidance. 5. munificent: (ii) generous - This is the correct answer. Munificent means very generous.

Now let's read the poem "Harvest Hymn" by Sarojini Naidu.

The poem has three sections - Men's Voices, Women's Voices, and All Voices. Let's read each stanza carefully.

Men's Voices:

> Lord of the lotus, lord of the harvest, > Bright and munificent lord of the morn! > Thine is the bounty that prospered our sowing, > Thine is the bounty that nurtured our corn. > We bring thee our songs and our garlands for tribute, > The gold of our fields and the gold of our fruit; > O giver of mellowing radiance, we hail thee, > We praise thee, O Surya, with cymbal and flute.

> Lord of the rainbow, lord of the harvest, > Great and beneficent lord of the main! > Thine is the mercy that cherished our furrows, > Thine is the mercy that fostered our grain. > We bring thee our thanks and our garlands for tribute, > The wealth of our valleys, new-garnered and ripe; > O sender of rain and the dewfall, we hail thee, > We praise thee, Varuna, with cymbal and pipe.

Women's Voices:

> Queen of the gourd-flower, queen of the harvest, > Sweet and omnipotent mother, O Earth! > Thine is the plentiful bosom that feeds us, > Thine is the womb where our riches have birth. > We bring thee our love and our garlands for tribute, > With gifts of thy opulent giving we come; > O source of our manifold gladness, we hail thee, > We praise thee, O Prithvi, with cymbal and drum.

All Voices:

> Lord of the Universe, Lord of our being, > Father eternal, ineffable Om! > Thou art the Seed and the Scythe of our harvests, > Thou art our Hands and our Heart and our Home. > We bring thee our lives and our labours for tribute, > Grant us thy succour, thy counsel, thy care. > O Life of all life and all blessing, we hail thee, We praise thee, O Brahma, with cymbal and prayer.

Now, let's look at the discussion questions for this poem.

First, we need to write the stanza number for the main idea of each stanza given below.

1. The speakers recognise the lord's kindness and praise him for nourishing the field. - This is stanza 1 (Men's Voices, first stanza)

2. The speakers praise the generosity of the creator of the universe who ensures a rich harvest. - This is stanza 4 (All Voices)

3. The speakers devote their lives and work as a mark of respect to the lord and seek his support, wisdom, and care. - This is also stanza 4 (All Voices)

4. The speakers pay homage to the Earth and appreciate her role in supporting life, by dedicating their harvest. - This is stanza 3 (Women's Voices)

Now, let's fill in the blanks by choosing the appropriate words or phrases from within the brackets.

1. The setting of the poem is a rural landscape, possibly during a harvest festival.

2. The tone of the poem is respectful and celebratory because it praises nature and the Lord with deep respect and gratitude.

3. In the line 'Thou art our Hands and our Heart and our Home', the letter 'h' is capitalised in 'Hands', 'Heart' and 'Home' because it represents the hard work of farmers. The capital H shows that humans, through their labor and dedication, are partners with the divine in creating and sustaining life.

Now let's look at the poetic devices used in the poem.

First, identify the poetic device used in the following lines:

- Bright and munificent lord of the morn! - This uses alliteration. The "m" sound in "munificent" and "morn" is repeated. - We bring thee our lives and our labours for tribute - This uses alliteration as well, with the "l" sound in "lives" and "labours" and "tribute."

Now let's match the lines from the poem with their expressions and identify the poetic devices.

1. "sweet and omnipotent mother" - This is personification. The earth is being given human-like qualities - it is called a "mother" and has a "bosom." So the answer is (iii) - the earth is being given human-like qualities.

2. "The wealth of our valleys, new-garnered and ripe" - This creates imagery. It appeals to our senses by painting a picture of ripe, harvested valleys full of wealth. So the answer is (i) - creates a clear description of the scene and appeals to the senses.

3. "Thou art the Seed and the Scythe" - This is a metaphor. It compares the divine to both a seed (the beginning) and a scythe (the end of harvest). So the answer is (ii) - implied comparison of growth and reaping with beginning and end of all life.

Now let's look at the exercise about repetition in the poem. The example given is: "The gold of our fields and the gold of our fruit;"

Let me find more such repetitions from the poem:

- "Lord of the lotus, lord of the harvest" - "Bright and munificent lord of the morn!" - "Thine is the bounty that prospered our sowing, / Thine is the bounty that nurtured our corn." - "We bring thee our songs and our garlands for tribute" - "We bring thee our thanks and our garlands for tribute" - "We bring thee our love and our garlands for tribute" - "O giver of mellowing radiance, we hail thee, / We praise thee, O Surya" - "O sender of rain and the dewfall, we hail thee, / We praise thee, O Varuna" - "O source of our manifold gladness, we hail thee, / We praise thee, O Prithvi" - "We bring thee our lives and our labours for tribute" - "O Life of all life and all blessing, we hail thee, / We praise thee, O Bramha"

The poet uses repetition to emphasize the themes of gratitude, abundance, and the cyclical nature of harvest. The repeated phrases like "we hail thee, we praise thee" create a rhythmic, musical quality that mimics the singing of a hymn. The repetition also reinforces the idea that the speakers are offering their tribute repeatedly, with wholehearted devotion.

Now let's look at the symbolism in the poem. We need to match the symbols with their meanings.

1. Prithvi (the Earth) - (iii) fertile land, motherhood, nurturing—the source of all life 2. Surya (the Sun) - (i) light, energy, life—representing the giver of warmth and prosperity 3. Varuna (Rain) - (ii) mercy and nourishment—crucial for agriculture and sustenance

Now let's look at the "Let us think and reflect" section for the poem.

First extract:

1. (i) What does the act of bringing songs and garlands as tribute suggest about the people's relationship with the divine?

The correct answer is B - They have a deep sense of reverence and gratitude towards the divine. By bringing songs and garlands, the people are showing their respect and thankfulness to the gods for the harvest.

(ii) Complete the following sentence suitably.

The word 'gold' in the phrases 'the gold of our fields' and 'the gold of our fruit' symbolises the richness and abundance of the harvest. The gold represents the golden color of ripe wheat and other crops, symbolizing prosperity and wealth.

(iii) How does the description 'O giver of mellowing radiance' help us understand Surya's role in the harvest?

The description shows that the sun (Surya) is the one who ripens the crops with its warm rays. The "mellowing radiance" refers to the gentle warmth of the sun that helps crops mature and become ready for harvest.

(iv) Fill in the blank by selecting the correct option.

The use of cymbal and flute signifies joy and celebration. These musical instruments are typically used in festive, celebratory contexts.

Second extract:

(i) In the phrase 'Lord of our being,' what does the word 'being' most likely refer to?

The correct answer is B - Our entire existence. "Being" here means life itself, our existence, our very existence in this world.

(ii) Identify whether the following statement is true or false.

The imagery of 'the Seed and the Scythe' symbolises the divine's role as both the beginning (creation) and the end (harvest) of the agricultural cycle.

This is TRUE. The seed represents the beginning of life (planting), and the scythe represents the end (harvesting). Together, they show that the divine is involved in the entire cycle of life.

(iii) Identify the phrases from the extract that mean the following:

A. The divine as a timeless, everlasting presence - "Father eternal" B. Beyond human comprehension or description - "ineffable Om"

(iv) How do we know that these lines from the extract are spoken as a chorus?

These lines are labeled as "All Voices" at the beginning of the stanza, indicating that they are sung or spoken by everyone together, like a chorus.

Now let's look at the other questions in the "Let us think and reflect" section.

1. Why do the farmers hail the God of rain?

The farmers hail the God of rain because rain is essential for agriculture. Without rain, the crops cannot grow, and there will be no harvest. Varuna is the god of rain, and the farmers thank him for sending the much-needed water for their fields.

2. What is being referred to as 'wealth of our valleys'? Why?

The "wealth of our valleys" refers to the crops that grow in the valleys - the rice, wheat, and other grains that are harvested. It is called "wealth" because these crops are precious to the farmers, as they provide food and livelihood.

3. State one reason why the women refer to the Earth as a 'source of manifold gladness'.

The women refer to the Earth as a "source of manifold gladness" because the Earth provides them with everything they need - food, shelter, and nourishment. The Earth is like a mother who feeds and cares for her children, bringing them joy and happiness in many ways.

4. Why does everyone in the poem offer their 'labours for tribute'?

Everyone offers their labours for tribute because they want to show their gratitude to the divine for the harvest. By offering their work and their lives, they are acknowledging that everything they have comes from the divine, and they are giving something back in return.

5. Why has the poet presented the poem as voices of men, women, and all voices?

The poet has presented the poem in this way to show that the harvest is a collective effort. Men and women both play important roles in farming - men typically do the ploughing and heavy work, while women do the planting, weeding, and harvesting. By having different voices, the poet shows that the entire community comes together to celebrate the harvest.

6. How does the poet create the joyous atmosphere of rural India at harvesting time?

The poet creates a joyous atmosphere by using words like "gold," "ripe," "new-garnered," "gladness," and "blessing." She also mentions musical instruments like cymbals, flutes, pipes, and drums, which suggest celebration and festivity. The repeated phrases of praise and gratitude also add to the joyful mood.

7. Why is the poem presented as a hymn?

The poem is presented as a hymn because it is a song of praise and thanksgiving. Hymns are typically sung to honor God or the divine, and this poem does exactly that - it thanks the gods for the harvest and celebrates the abundance of nature.

Now let's look at the "Let us learn" section for the poem.

Now let's look at the "Let us learn" section. This section tells us about the banyan tree being the National Tree of India, and about some famous banyan trees. It also tells us about Kailash Sankhala, known as 'The Tiger Man of India', who was instrumental in Project Tiger.

Now let's look at the exercise about matching pictures of farming implements with their uses and completing their names:

1. A tool with a long handle with metal teeth for collecting hay or leaves. - R A K E (rake) 2. A small hand tool used for digging and making shallow furrows. - S C Y T H E (scythe) 3. A hand-held tool with a curved blade attached to a short handle, used for harvesting crops. - S I C K L E (sickle) 4. A tool pulled by oxen, used for turning over the soil in the field so that seeds can be sown or planted. - P L O U G H (plough) 5. A tool with a long curved blade attached to a long handle, used for cutting tall grass. - S P A D E (spade) 6. A small hand tool with a flat metal blade, used for digging and moving soil. - H O E (hoe)

Please check your textbook carefully for the exact descriptions and answer formats, as different editions may vary.

The next exercise is about synonyms. Let me do that:

2. He was munificent towards the needy and donated a lot for their health care. synonym: generous

3. When he lost his job, all his friends gave him succour by supporting him with money. synonym: help

4. When the sun's rays came into the dark room, the whole room was full of radiance. synonym: brightness

5. The little girl was speechless with ineffable joy when she got her birthday gift from her aunt. synonym: indescribable

Now there's an exercise about archaic words. We need to find commonly used words that are similar in meaning to these archaic words:

1. morrow - tomorrow 2. hither - here 3. quoth - said 4. betwixt - between 5. yonder - there

Now let's look at the listening comprehension for the poem. We need to listen to a talk about paddy cultivation and number the events in the correct order. Based on the transcript:

1. Ploughing of soil 2. Puddling of land 3. Irrigating the field 4. Sowing of seeds 5. Transplanting of seedlings 6. Harvesting of paddy 7. Threshing of grains 8. Drying of rice grains 9. Milling of rice

Wait, let me re-listen to the order in the transcript. The talk says:

"It all starts with preparing the land. First, the soil has to be ploughed. Rice is typically grown in fertile soil that holds a lot of water. The most important step in preparing the soil is to soak it with plenty of water. This step is called puddling. Once the nursery bed is prepared, the seeds can be planted. After that, we sow the seeds on the soil's surface.

Paddy farmers have to ensure that their fields stay flooded with water because irrigation is crucial. It takes around 4 to 5 weeks for the seeds to grow into seedlings. After this comes the most important step—transplanting. The seedlings that were prepared in the nursery bed are uprooted and then transplanted into the flooded field.

In around 120 days, the rice plants are fully grown. At this point, the crops are harvested by cutting them. Following this, the seeds are separated from the plant. This is called threshing. To reduce the moisture content even more, the separated grains are dried. This ensures that they can be stored or processed further. Through a process called milling, the rice is separated from the outer covering on it."

So the correct order is: 1. Ploughing of soil 2. Puddling of land 3. Sowing of seeds 4. Irrigating the field 5. Transplanting of seedlings 6. Harvesting of paddy 7. Threshing of grains 8. Drying of rice grains 9. Milling of rice

Now, for the second listening comprehension question:

1. What is the main step in preparing the soil for cultivation of rice? The answer is (iii) Puddling the soil - because the talk says "The most important step in preparing the soil is to soak it with plenty of water. This step is called puddling."

2. How long does it take for rice seeds to grow into seedlings before being transplanted? The answer is (ii) 4–5 weeks - because the talk says "It takes around 4 to 5 weeks for the seeds to grow into seedlings."

3. Why is drying rice grains important after threshing? The answer is (iii) To store the rice grains for longer - because the talk says "To reduce the moisture content even more, the separated grains are dried. This ensures that they can be stored or processed further."

Now there's a speaking exercise about silent letters in words. We need to say these words aloud:

- hymn, column, autumn, solemn - the "n" is silent - womb, tomb, bomb, climb, comb - the "b" is silent

Now there's an exercise about writing a slogan for farmers. Let me create a creative slogan:

"Farmers Feed Our Nation - Salute Their Dedication!"

Or:

"From Their Hard Work, Our Food - Thank You, Farmers!"

Or:

"Farmers: The Real Heroes Who Feed Us All!"

Now there's an exercise about millets. This is an informational section about pearl millet (bajra) and its nutritional profile. I won't go into all the details, but it's good to know that millets are very nutritious and are being rediscovered as superfoods.

Now we come to the third piece in this chapter - the story "Waiting for the Rain" by Kamakshi Balasubramanian. This is a beautiful story about a farmer named Velu who is waiting for the rains to come.

Let me read the story for you.

One morning, Velu wakes up and hopes it will rain. He is a farmer who works hard on his land, growing jowar and dhal season after season. But this year, the rains didn't come at the end of summer. The fields lay untended, the earth hardened, crusted and cracked. The barren land looked forlorn, and the farmers lived entirely on hope.

Someone suggests talking to astrologers, but Velu doesn't agree. He decides to go to the weather office in the city, but they can't tell him when it will rain either. Velu is dejected and tired. He rests under a tree and meets an old woman there.

The old woman listens to Velu's problems and gives him wisdom about nature. She tells him that the land needs rest, just like people do. When the rains don't come, the land gets to rest and recover. This is nature's way of taking care of its children.

Velu understands this wisdom, and as he walks home, he feels a cool breeze and sees clouds gathering in the distance. He runs home laughing and happy, knowing that the rain is coming.

Now let's look at the discussion questions for this story.

First, we need to complete the table about what was said and who said it. Let me help you with this:

1. "It doesn't look encouraging." - Velu said this to himself as he looked up at the sky.

2. "The rains came all these years without any such consultations..." - Velu said this when someone suggested talking to astrologers.

3. "So many favourable conditions but still no rain." - The people at the weather office said this.

Now, the second question: Do you think the old woman would help Velu? If yes, why? If no, why not?

I think the old woman would help Velu because she already started giving him wisdom about nature. She told him that the land needs rest, and this is exactly what Velu needed to hear. Her advice helped Velu understand that the drought was not a punishment but a natural cycle.

Third question: Will Velu's wait continue or will it rain?

Based on the end of the story, the rain will come. Velu sees clouds gathering in the distance and runs home happy. So the wait is over!

Now let's look at the "Let us think and reflect" section for this story.

First extract:

1. (i) What does the first line of the extract tell us about Velu's beliefs?

The first line shows that Velu is practical and doesn't believe in superstitions. He says "I can't see how talking to astrologers will bring rain." This shows he is a logical thinker who believes in working things out rather than relying on superstitions.

(ii) Complete the following sentence with a suitable reason.

Velu is determined to seek information about the rain because he wants to find a practical solution to the drought affecting his farm.

(iii) Complete the table with reference to Velu's weather office visit.

| Expectation (What I think will happen) | Outcome (What actually happened) | |----------------------------------------|----------------------------------| | Velu expected the weather office to tell him when it would rain. | The weather office said they couldn't tell him when it would rain. They said "We are at a loss ourselves!" |

(iv) Complete the following sentence with a suitable option.

The absence of rain despite favourable conditions, shows D. unpredictability of nature.

Second extract:

1. (i) The old woman's advice was accompanied with a soft tone and a smile. What does that tell us about her?

This tells us that the old woman is kind, gentle, and wise. She is not judgmental or harsh. She speaks softly and with a smile, which shows she wants to help Velu understand nature's wisdom in a gentle way.

(ii) Fill in the blank with the correct option from those given below.

The old woman's advice made sense to Velu, at that moment.

(iii) State one thing about the old woman when she referred to Velu as 'my son', while offering advice.

When she called him "my son," it showed she cared for him like a mother cares for her child. It also showed her maternal, nurturing nature, and her connection to the concept of nature as a mother.

(iv) Complete the following sentence with a suitable explanation.

The 'difficulty' that the old woman mentions is due to the fact that Velu doesn't realize that the earth is old and needs rest, just like humans do.

Now let's look at the other questions in the "Let us think and reflect" section.

1. How does the old woman convey Nature's wisdom to Velu?

The old woman conveys Nature's wisdom by using the analogy of rest. She tells Velu that just as humans need rest after working hard, the land also needs rest. She explains that when the rains don't come, the land gets to rest and recover, and when the rains return, the land will be fresh and ready for cultivation. This is nature's way of taking care of its children.

2. The writer says, 'The fields lay untended...' Why couldn't the farmers tend to their fields in the absence of rain?

The farmers couldn't tend to their fields because without rain, the earth became too hard and dry to plough. The soil was crusted and cracked, making it impossible to cultivate. Without water, nothing could grow, so there was no point in sowing seeds.

3. Support the old woman's perspective that the land needs rest just like people do.

The old woman's perspective is supported by the fact that continuous cultivation depletes the soil of its nutrients. When the land rests, it has time to recover its fertility and moisture. This is why farmers in many parts of the world practice crop rotation and fallowing - leaving the land unused for a season to let it regain its strength. Just as we feel tired after working hard and need rest to recover, the land also needs rest to remain productive.

4. What can be inferred about Velu's character based on his reaction to the drought?

Velu is shown to be a hardworking, honest, and practical farmer. He works hard on his land year after year and feels proud of his work. He is also practical because he doesn't believe in superstitions like consulting astrologers - instead, he goes to the weather office to seek real information. However, he does become frustrated and upset when the drought continues, which shows he is human and cares deeply about his livelihood.

5. What does the story suggest about the life of farmers and their relationship with nature?

The story suggests that farmers are deeply connected to nature and dependent on its cycles. Their lives revolve around the seasons, the rains, and the harvest. When nature is kind, farmers prosper; when nature is harsh, farmers suffer. The story also suggests that farmers should understand and respect nature's rhythms, rather than fighting against them. Nature knows best, and sometimes we need to trust its wisdom.

6. How might the rest and care of land contribute to a balanced and sustainable ecosystem?

When the land rests, it has time to regenerate. The soil can regain its nutrients, the water table can be replenished, and the ecosystem can recover. This leads to better harvests in the long run and maintains the balance of nature. Sustainable farming practices like crop rotation and fallowing help ensure that the land remains productive for generations to come.

Now let's look at the "Let us learn" section for this story.

First, there's a crossword puzzle about weather and agriculture. I won't be able to solve this visually, but the clues are:

Down: 1. gentle wind - breeze 3. rumbling sound with rain - thunder 4. grains etc. grown in large quantity in fields - crops

Across: 5. collected crops - harvest 8. prepare and use land for crops - cultivate 9. turn up the field soil - plough 10. plant seed/s - sow 11. grow - cultivate

Actually, let me think about this more carefully. The answers would be:

Down: 1. breeze (gentle wind) 3. thunder (rumbling sound with rain) 4. crops (grains grown in fields)

Across: 5. harvest (collected crops) 8. farm or cultivate (prepare and use land for crops) 9. plough (turn up the field soil) 10. sow (plant seeds) 11. grow

Now there's an exercise about homophones. We need to fill in the correct option:

1. weather/whether - The correct word is "weather" (the sky and weather conditions) 2. piece/peace - The correct word is "piece" (a part of something) 3. plain/plane - The correct word is "plain" (flat land) 4. sell/cell - The correct word is "sell" (to exchange for money) 5. seam/seem - The correct word is "seem" (to appear to be) 6. rain/reign - The correct word is "rain" (water from clouds)

Now there's an exercise about meanings of words. Let me do that:

1. Being annoyed, she muttered something which nobody heard. (i) spoke in a low voice - This is the correct meaning. To mutter means to speak in a low voice, often because you are angry or talking to yourself.

2. At the new work place, Riya felt forlorn for a week. (ii) sad and neglected - This is the correct meaning. Forlorn means sad and abandoned.

3. When all his friends had gone, he was at a loss because he did not know what to do. (i) confused - This is the correct meaning. "At a loss" means confused or uncertain about what to do.

4. When the little child saw her father, her eyes sparkled. (ii) showed joy - This is the correct meaning. When eyes sparkle, they show happiness or excitement.

Now there's an exercise about adjective-noun collocations. Let me do that:

1. favourable + weather = favourable weather 2. wrinkled + skin = wrinkled skin 3. dejected + expression = dejected expression (or dejected mood) 4. fragrant + garden = fragrant garden 5. ceaseless + activity = ceaseless activity 6. beloved + land = beloved land

Now there's an exercise about tenses. We need to fill in the blanks with the correct form of Simple Present, Present Progressive,