The Day the River Spoke

Given: The story 'The Day the River Spoke' by Kamala Nair.

The completed table is as follows:

| Column 1 (Jahnavi's Questions) | Column 2 (River's Answers) |
|---|---|
| ...why the moon always comes from behind the hills...? | (The River explains the movement of the moon — it rises from behind the hills because of the way the earth moves.) |
| (Why can't I go to school? / Can I go to school like the boys?) | ...little girls can do as much as little boys. |
| (What are ships?) | Big boats, so big that they can take hundreds of people, and they sail along the sea with lights that shine all night. |
| Will they come here? | (No, the big ships sail on the sea, not up the river. But Chandu's catamaran goes down to the sea.) |

Note: Students should verify the exact wording with their teacher, as some answers depend on the full text of the story.

Given: The River says, 'You shouldn't cry, you know. And you really shouldn't be scared, when you have been coming here to see me every day, well, almost every day.'

Answer: The tone of the River in the given extract is assuring.

Reason: The River is not merely feeling sorry for Jahnavi; instead, it is calming her fears and building her confidence by reminding her that she is no stranger to the River. This is a tone of reassurance, not just sympathy.

Given: The extract from the story.

Answer: The phrase 'you have been coming here to see me every day, well, almost every day' shows that Jahnavi was a frequent visitor to the spot by the River.

This phrase clearly indicates that Jahnavi visited the River regularly, making it a habit.

Answer: D. Disbelief

Reason: Jahnavi was puzzled and could not believe that the voice she heard was actually the River speaking to her. The exclamation mark here conveys her shock and disbelief at the impossible-seeming situation — a river talking to her.

Given: The River speaks gently to Jahnavi, comforts her, listens to her problem, and encourages her.

Answer: The three qualities of the River highlighted in the extract are:
1. Affectionate — The River speaks to Jahnavi warmly and caringly, like a close friend.
2. Thoughtful — The River is considerate of Jahnavi's feelings and addresses her fears with care.
3. Kind-hearted — The River is gentle and good-natured in its approach towards the crying child.

*(Note: 'Impatient' is not a quality shown here, as the River patiently listens despite saying it must hurry to the sea.)*

Given: The River says, 'Seems to me little girls can do as much as little boys — they swim as fast as little boys.'

Answer: According to the River, there was no difference between girls and boys because little girls can do as much as little boys — they are equally capable, as seen by the fact that they swim just as fast as boys.

The River uses the example of swimming to show that girls are physically and mentally equal to boys and should therefore have equal access to education.

Answer: True.

Reason: The River tells Jahnavi, 'You just slip along one morning and sit there in the school and listen to what's going on, and maybe the teacher will let you stay.' This clearly shows that the River is encouraging Jahnavi to believe in herself and take the step towards attending school, thereby fulfilling her desire for education.

Answer: C. Quietly

Reason: The phrase 'slip along' suggests moving in an unobtrusive, quiet manner — without drawing attention to oneself. The River is advising Jahnavi to go to school without making a fuss or causing a scene, so that she can simply sit and listen without being noticed or chased away.

Given: Jahnavi says, 'I couldn't! I couldn't! They'd scare me! They'd chase me out.'

Answer: The repetition of the phrase 'I couldn't' tells us that Jahnavi is deeply afraid and lacks confidence in herself. The repetition emphasises the intensity of her fear and self-doubt. She is so overwhelmed by the thought of going to school that she cannot even imagine doing it. It shows how strong the social barriers and her own inner fears are, making her feel completely incapable of taking that step.

Given: The story begins with vivid descriptions of the river, the fields, the birds, and the natural surroundings.

Answer: The writer describes different aspects of nature in great detail at the beginning of the story to set the scene and create a vivid, immersive atmosphere for the reader. By painting a rich picture of the natural world — the flowing river, the rice fields, the kingfisher, the frogs — the writer:

1. Establishes the setting of a rural village in India, helping the reader visualise Jahnavi's world.
2. Introduces the River as a living, breathing presence, making it believable that the River could later speak to Jahnavi.
3. Creates a mood of peace and wonder, which makes the magical conversation between Jahnavi and the River feel natural and fitting.

The writer does this to draw the reader into the story gently and to make the extraordinary event (the River speaking) seem like a natural part of this world.

Given: The River knows about Jahnavi's daily life, her desire to go to school, and her family.

Answer: The River knew so much about Jahnavi because Jahnavi visited the River almost every day. As the River itself says, 'you have been coming here to see me every day, well, almost every day.' Over these daily visits, Jahnavi must have talked to the River, played near it, and shared her thoughts and feelings. The River, being a keen observer of everything around it — the village, the people, the fields — had watched Jahnavi grow up and had listened to her stories. Through these regular interactions, the River had come to know Jahnavi very well.

Given: Jahnavi makes this statement when expressing her desire to go to school.

Answer: From this line, we can infer the following:

1. About Jahnavi: She is a girl who has been denied the opportunity to go to school for a long time. She feels that she has already crossed the age at which children normally start school, and therefore believes it is too late for her. This shows her sense of hopelessness and resignation about her own future.

2. About the school/society: The line suggests that in Jahnavi's village, there was a social norm or expectation that girls either did not go to school or started very young. The fact that she considers herself 'too old' (though she is still a child) reflects the limited access to education for girls in her community and the rigid social attitudes of the time.

Given: Jahnavi expresses fear about going to school, saying she would be scared and chased out.

Answer: The River laughed when Jahnavi said she would be scared at school because the River found her fear unnecessary and a little amusing. The River knew that Jahnavi was a brave and curious girl — she came to the River every day, asked intelligent questions, and was eager to learn. The River had seen her courage in her daily life. Therefore, when Jahnavi expressed fear about simply sitting in a classroom, the River laughed gently, not to mock her, but to reassure her that her fear was unfounded. The River believed in Jahnavi's capabilities more than Jahnavi believed in herself.

Given: The River advises Jahnavi to go to school and assures her that girls are as capable as boys.

Answer: Jahnavi should follow the River's advice for the following reasons:

1. The River knows her well: The River has observed Jahnavi for years and understands her potential and capabilities better than she understands herself.
2. The advice is wise and practical: The River does not ask Jahnavi to do anything dangerous. It simply suggests she go to school quietly and see if the teacher allows her to stay — a small, manageable step.
3. The River believes in equality: The River's advice is based on the fair and correct belief that girls are as capable as boys and deserve the same opportunities.
4. The outcome proves the advice right: Jahnavi does follow the advice, and she succeeds — she is allowed to stay in school. This shows that the River's guidance was sound and trustworthy.
5. Education will transform her life: By going to school, Jahnavi gains knowledge and later dreams of becoming a teacher herself, showing the far-reaching positive impact of following the River's advice.

Given: The central element of the story is the magical conversation between Jahnavi and the River.

Answer: The conversation between Jahnavi and the River makes the story more appealing in several ways:

1. Use of personification: By giving the River a voice and a personality, the writer uses the literary device of personification, which makes the story imaginative, magical, and engaging for young readers.
2. Emotional connection: The River speaks to Jahnavi with warmth, affection, and wisdom, creating an emotional bond that the reader can feel. This makes the story touching and memorable.
3. Natural setting as a guide: The idea that nature itself — in the form of the River — encourages a girl to seek education is a powerful and beautiful message. It makes the story feel timeless and universal.
4. Curiosity and wonder: Jahnavi's questions about the moon, frogs, ships, and the sea make the conversation lively and interesting, reflecting the natural curiosity of a child.
5. Relatable theme: The conversation addresses the real issue of girls' education in a gentle, story-like way, making the message accessible and appealing to readers of all ages.

Given: The story follows Jahnavi, a village girl who wants to go to school but faces social barriers.

Answer: The main message that the writer intends to convey is that education is the right of every child, regardless of gender. Through the story of Jahnavi and the River, the writer highlights:

1. Gender equality in education: Girls are as capable and deserving of education as boys. The River's words — 'little girls can do as much as little boys' — sum up this message.
2. The power of courage and self-belief: Jahnavi overcomes her fear and takes the brave step of going to school. The writer encourages children, especially girls, to believe in themselves.
3. The transformative power of education: Once Jahnavi gets the opportunity to learn, she dreams of becoming a teacher and educating other girls in her village, showing how education creates a positive ripple effect in society.
4. Harmony with nature: The story also suggests that nature is wise and nurturing, and that we should listen to the world around us.

In essence, the writer conveys that every girl deserves the chance to learn, grow, and contribute to society.

Given: In the story, the word 'River' is written with a capital letter throughout, even though it is a common noun.

Answer: The author has used a capital letter for 'River' because the River has been given the qualities of a human being — it speaks, thinks, feels, laughs, and gives advice. This literary device is called personification, where a non-human thing is given human characteristics.

By capitalising 'River', the author treats it as a proper noun — almost like a character with its own identity and name, similar to how we would capitalise the name of a person. The capital letter signals to the reader that the River is not just a body of water but a living, thinking, feeling character in the story, deserving of the same respect and recognition as a human being.

This technique makes the River feel more real, important, and central to the story.

Given: Sound words from the text of 'The Day the River Spoke'.

Answers:
1. made a high-pitched piercing sound — shrieked
2. to cause liquid to strike or fall on something — splash / splashed
3. a low continuous background noise — murmur
4. cry with loud uncontrollable gasps — sob
5. to make a soft dry sound, like paper or leaves moving — rustle / rustled
6. took a short quick breath through the mouth due to surprise, pain or shock — gasped
7. shaking rapidly to make continuous short, sharp sounds — rattled
8. making a lot of noise — noisy / clamorous
9. made a long, high cry, usually because of pain or sadness — wailed

Given: Sound words identified from the text.

Answers:

(i) The classroom grew noisy as the students noticed the teacher carrying the answer papers.

(ii) As the teacher turned the pages with a rustle, the children (iii) murmured, wondering what comments awaited.

(iv) Someone sobbed in frustration, and the (v) murmur of the students steadily increased.

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

Given: Words used in English that have been borrowed from Indian languages.

Answers:

1. karma — Origin: Sanskrit. Meaning: The sum of a person's actions in this and previous states of existence, viewed as deciding their fate in future existences; destiny or fate.

2. sahib — Origin: Arabic/Urdu (came into English via Hindi/Urdu during British India). Meaning: A polite title or form of address for a man; used in colonial India to address a European man.

3. chutney — Origin: Hindi ('chatni'). Meaning: A spicy condiment made of fruits or vegetables with vinegar, spices, and sugar.

4. guru — Origin: Sanskrit (via Hindi). Meaning: A spiritual teacher or guide; an influential teacher or expert in a particular field.

5. verandah — Origin: Hindi/Portuguese (from Hindi 'varanda', possibly from Portuguese 'varanda'). Meaning: A roofed platform along the outside of a house, level with the ground floor.

6. jungle — Origin: Hindi/Sanskrit ('jangal' meaning 'rough and arid terrain'). Meaning: An area of land overgrown with dense forest and tangled vegetation, typically in the tropics.

7. areca — Origin: Malayalam/Portuguese (from Malayalam 'adakka'). Meaning: A genus of palms; the areca nut (betel nut) comes from the areca palm.

8. palanquin — Origin: Hindi/Odia ('palaki', from Sanskrit 'palyanka' meaning 'bed'). Meaning: A covered litter for one passenger, consisting of a large box carried on two horizontal poles by four or six bearers.

Answer (Sample): I would like to travel in a shikara.

A shikara is a beautifully decorated wooden boat found on the Dal Lake in Kashmir. Travelling in a shikara would be a peaceful and scenic experience, gliding gently over the calm waters of the lake, surrounded by the breathtaking beauty of the mountains and the floating gardens. It would be a truly memorable and unique experience.

*(Note: Students may choose any of the four boats — canoe, catamaran, coracle, or shikara — and give their own personal reason. There is no single correct answer.)*

Answer: This is a creative activity. Students should draw the boat of their choice (canoe, catamaran, coracle, or shikara) and colour it neatly.

Tips for drawing:
- A shikara can be drawn as a long, curved wooden boat with a decorated canopy/roof and colourful curtains.
- A catamaran can be drawn as two parallel hulls connected by a platform, with a sail.
- A coracle can be drawn as a small, round, bowl-shaped boat.
- A canoe can be drawn as a narrow, pointed boat with a paddle.

Label your drawing and use bright colours to make it attractive.

Given: Clues for a crossword puzzle on water transport.

Answers:

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

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

Given: A passage about Jahnavi's first day at school with blanks to be filled with appropriate prepositions.

Concept: Prepositions show direction, location, time, or logical relationships between ideas.

Answers:

1. On her first day at school — ('at school' is the correct collocation; we say 'at school', not 'in school' when referring to the institution in general)
2. Jahnavi stood nervously outside the gate — (she is standing on the outer side of the gate)
3. she hurried inside the bustling classroom — (she moved to the interior of the classroom)
4. She found a seat between two friendly classmates — ('between' is used when referring to two specific people/things)
5. started the lesson on numbers — (we say 'a lesson on a topic'; however, from the given options, about is also acceptable — 'about' numbers)
6. feeling excited about the new adventure ahead — ('excited about' is the correct collocation)

Final answers: 1. at, 2. outside, 3. inside, 4. between, 5. about, 6. about

Given: Sentences requiring words like on, off, up, down, through, around, etc., functioning as either prepositions or adverbs.

Concept:
- A preposition is always followed by an object (noun/pronoun). Example: 'She ran *up* the stairs.' (up + the stairs)
- An adverb modifies the verb and has no object after it. Example: 'She rang me *up*.' (up tells more about the action)

Answers:

1. The cat jumped on the table. *(preposition — 'on' is followed by the object 'the table')*
2. The children played on until dark. *(adverb — 'on' modifies the verb 'played', no object follows)*
3. She quickly ran through the park. *(preposition — 'through' is followed by the object 'the park')*
4. The helicopter was hovering above. *(adverb — 'above' tells us more about the hovering, no object follows)*
5. We were just walking along, chatting. *(adverb — 'along' modifies 'walking', no object follows)*
6. After thoroughly wiping his shoes, he stepped inside. *(adverb — 'inside' tells us more about the action of stepping, no object follows)*
7. She drove slowly around the sharp curve. *(preposition — 'around' is followed by the object 'the sharp curve')*
8. He placed the keys under the mat before leaving. *(preposition — 'under' is followed by the object 'the mat')*

Note: This is a listening activity. The answers depend on the audio/transcript provided by the teacher (Transcript for the teacher on pg. 39 of the textbook).

Instructions for students:
- Listen carefully to each of the five speakers.
- As you listen, circle the words from the box that you hear being used.
- Remember, two words from the box will NOT be used by any speaker.

General guidance: Listen for context clues. Speakers discussing school life may mention words like 'books', 'desks', 'careers', 'principal', 'posters', etc. Words like 'advertisements' and 'newspapers' (or any two others) may be the ones not used.

*(Exact answers to be confirmed by the teacher using the official transcript.)*

Note: This is a listening activity. The answers depend on the audio/transcript provided by the teacher (Transcript for the teacher on pg. 39 of the textbook).

Instructions for students:
- Listen carefully to each of the five speakers (i) to (v).
- Match each speaker to the statement that best describes what they say.
- Remember, two statements will NOT match any speaker.

General guidance:
- Statement 5 ('boys and girls have different abilities') and one other statement are likely the two that are NOT needed, as the overall theme of the chapter promotes gender equality.
- Listen for key words in each speaker's talk that match the statements.

*(Exact answers to be confirmed by the teacher using the official transcript.)*

Given: The sentence spoken by the River in a 'sleepy' voice.

Instructions: Work in pairs. One student speaks the sentence in a particular voice/emotion, and the other guesses the emotion. Then switch roles.

Sample delivery for each voice:

- Happy voice: Speak with a bright, cheerful, upbeat tone, with a smile in your voice. Stress words like 'every day' with delight.
- Surprised voice: Speak with raised eyebrows and a slightly higher pitch, as if you cannot believe Jahnavi is crying.
- Angry voice: Speak with a firm, slightly sharp tone, stressing 'you really shouldn't' with emphasis.
- Scared voice: Speak in a hushed, trembling tone, as if you yourself are frightened.
- Sad voice: Speak slowly and softly, with a low, gentle tone, as if you feel sorry for Jahnavi.
- Worried voice: Speak with a concerned, anxious tone, stressing 'What's the matter?' with urgency.

Note: This is an oral activity. Students should practise with their partners and perform for the class.

Given: Four situations requiring advice. Prompts for asking and giving advice are provided.

Sample Dialogues:

Situation 1 (Football):
- Asking: 'I really want to play football at school, but the team is all boys. What do you think I should do?'
- Giving: 'I think you should speak to the sports teacher and request that a girls' team be formed. Why don't you also gather other interested girls and approach the teacher together?'

Situation 2 (Mathematics):
- Asking: 'I get very nervous during Maths exams and end up scoring poorly. What would you do in my position?'
- Giving: 'The best thing to do is practise more problems at home so you feel confident. If I were you, I would also try some deep breathing before the exam to calm my nerves.'

Situation 3 (Music):
- Asking: 'I love music classes but I never get enough time to practise. I'd appreciate your advice on this issue.'
- Giving: 'Why don't you make a daily timetable and set aside at least 20 minutes for music practice? If I were you, I would practise early in the morning before school.'

Situation 4 (Blackboard):
- Asking: 'I sit at the last bench and cannot see the blackboard clearly. Do you think I should tell the teacher?'
- Giving: 'Yes, I think you should definitely tell the teacher. The best thing to do is politely request to be moved to a front bench. You could also get your eyes checked by a doctor.'

Note: Students should practise these dialogues in pairs, taking turns to ask for and give advice.

Given: Students are asked to observe nature and write a descriptive paragraph using the prompts provided.

Sample Paragraph:

Title: The Magic of a Morning Garden

Every day, I step into our small garden just as the sun begins to rise, and I am greeted by a world that seems to have been painted fresh overnight. The grass is covered in tiny dewdrops that sparkle like scattered diamonds in the early light. I find it very interesting that each leaf holds its drop of water perfectly, like a little bowl. The marigolds glow in shades of deep orange and golden yellow, their petals soft and velvety to the touch. A small sparrow hops along the path, its brown feathers ruffled against the morning chill. I like the sound of the wind moving through the neem tree because it creates a gentle rustling, like the turning of pages in a book. I feel peaceful and grateful as I stand there, breathing in the cool, earthy smell of the damp soil. Nature is endlessly generous and beautiful. I want to tell you that if you take just a few minutes each day to look closely at the world around you, you will discover wonders you never noticed before. My advice to all is — slow down, look up, and let nature speak to you.

Note: Students should write their own paragraph based on their personal observations. The above is only a sample for guidance.

Given: The cultural and religious significance of rivers in India.

Answer:

Rivers in India are considered sacred for the following reasons:

1. Life-giving nature: Rivers provide water for drinking, farming, and daily life. They sustain entire civilisations, just as a mother nurtures her children. This is why most rivers are referred to as female — they are seen as mother figures (e.g., Ganga Mata, Yamuna, Narmada, Kaveri).

2. Religious significance: In Hinduism, rivers are worshipped as goddesses. The Ganga, for example, is believed to have descended from heaven and is said to purify the soul. Bathing in sacred rivers is considered a holy act.

3. Mythology: Many rivers are associated with goddesses or divine female figures in Hindu mythology, which is why they are given feminine names and identities.

4. Male rivers: Some rivers like the Brahmaputra (son of Brahma) and the Sone are referred to as male because of their association with male deities or because of their powerful, forceful nature in mythology.

Conclusion: The reverence for rivers in India reflects a deep cultural understanding that nature must be respected and protected, as it is the source of all life.

Given: A whole-class activity on multilingualism in India.

Instructions:
1. Each student in the class should write down the languages they can speak (e.g., Hindi, English, Tamil, Telugu, Bengali, Marathi, Kannada, Malayalam, Punjabi, Odia, Gujarati, etc.).
2. The teacher or class monitor collects all the responses.
3. A chart is prepared listing all the languages spoken by students in the class, along with the number of students who speak each language.
4. The chart is displayed on the classroom wall.

Sample Chart Format:

| Language | Number of Students |
|---|---|
| Hindi | __ |
| English | __ |
| Tamil | __ |
| Telugu | __ |
| (and so on) | __ |

Note: This activity celebrates India's rich linguistic diversity. India has 22 officially recognised languages and hundreds of dialects.

Answer (Sample): I enjoy reading and learning the most in Hindi, because it is my mother tongue and I feel most comfortable expressing my thoughts and emotions in it. Reading stories and poems in Hindi feels natural and deeply connected to my culture and traditions. However, I also enjoy learning in English because it opens up a world of books, ideas, and opportunities from across the globe.

*(Note: Students should write their own personal answer. There is no single correct response. The answer will vary from student to student.)*

Given: A poster related to girl child education (the image could not be fully viewed, but based on context it relates to 'Beti Bachao Beti Padhao' or a similar theme about girls' happiness and dignity).

Answer: In the poster, one can observe:
1. Happy girls — smiling and looking confident, possibly in school uniforms or holding books.
2. Bright colours — suggesting positivity, hope, and energy.
3. A message or slogan — likely about the importance of educating girls or celebrating their dignity and happiness.
4. Symbols of education — such as books, a school, or a pencil.
5. An uplifting and empowering theme — the overall visual conveys that when girls are educated and respected, they flourish.

*(Note: Students should describe what they actually see in the poster in their textbook.)*

Given: The poster shows happy girls.

Answer: The girls look happy because they have been given the opportunity to go to school and receive an education. When girls are educated, they gain knowledge, confidence, and the ability to make their own choices in life. Education gives them a sense of dignity and self-worth. They are happy because they are being treated equally, their dreams are being supported, and they have a bright future to look forward to. Happiness comes from being valued, respected, and empowered.

Given: Dignity = self-respect.

Answer: Dignity and happiness are deeply connected. When a person has dignity — that is, when they are treated with respect and their rights are honoured — they feel valued and important. This sense of being valued leads to happiness.

Conversely, when a person's dignity is taken away — when they are discriminated against, denied opportunities, or treated as inferior — they feel sad, helpless, and worthless.

In the context of the poster and the story, when girls are given the right to education and are treated as equals, their dignity is upheld. This makes them happy, confident, and capable of contributing to society. Therefore, dignity is a foundation for true and lasting happiness.

Given: The poster highlights the happiness and dignity of girls.

Answer: A nation prospers when its daughters are happy in the following ways:

1. Educated women contribute to the economy: When girls are educated, they grow up to become doctors, teachers, engineers, scientists, and entrepreneurs, contributing to the nation's growth and development.
2. Healthier families: Educated mothers make better decisions about health, nutrition, and the upbringing of their children, leading to healthier and stronger future generations.
3. Reduced poverty: When women are empowered and employed, family incomes rise and poverty decreases.
4. Social progress: Happy, educated women challenge social evils like child marriage, dowry, and discrimination, leading to a more just and equal society.
5. National strength: As the saying goes, 'Educate a woman, educate a nation.' When half the population (women) is empowered, the entire nation becomes stronger, more innovative, and more prosperous.

Therefore, the happiness and empowerment of daughters is not just a personal matter — it is a national necessity.

Given: Government schemes for girl child education — 'Beti Bachao Beti Padhao', 'Balika Samridhi Yojana', 'Samagra Shiksha Scheme – Kasturba Gandhi Balika Vidyalayas'.

Additional Government Schemes for Girl Child Education:

1. Sukanya Samridhi Yojana — A savings scheme for the girl child to secure her future education and marriage expenses.
2. National Scheme of Incentive to Girls for Secondary Education (NSIGSE) — Provides financial incentives to girls from SC/ST communities to encourage them to enrol in and complete secondary education.
3. Mukhyamantri Rajshri Yojana (Rajasthan) — Provides financial assistance to families for the birth and education of girl children.
4. Kanyashree Prakalpa (West Bengal) — A conditional cash transfer scheme to improve the status and well-being of girls.
5. Ladli Scheme (Delhi/Haryana) — Financial assistance to families with girl children to promote their education.
6. Mahila Samakhya Programme — Empowers women and girls through education and awareness.

How to spread awareness:
- Make posters and display them in your neighbourhood.
- Talk to parents and community members about these schemes.
- Organise a small awareness drive or skit in school.
- Share information on social media (with parental guidance).