Let us do these activities before we read
QI. Do you have a pet or a domestic animal? If yes, why? If not, why not? How do people usually spend time with a pet or domestic animal? Share your thoughts with your classmates and the teacher.
Answer:
This is an open-ended discussion question. Students should share personal experiences about having a pet (e.g., companionship, love, security) or not having one (e.g., allergies, lack of space, time constraints). They should discuss activities like walking, playing, feeding, grooming, and talking to pets.
QII. You must have read stories where animals and birds talk. If you had a chance to communicate with an animal or a bird, who would you like to speak to and why? Share your thoughts with your classmates and the teacher.
Answer:
This is an open-ended discussion question. Students can choose any animal or bird (e.g., a wise owl, a loyal dog, a majestic elephant) and explain their reason, such as learning about nature, understanding their feelings, or seeking wisdom.
QIII. If we closely observe the body language of animals and birds, we can understand what they want to tell us. Work in pairs and study the pictures given below. Find out what emotions these animals and birds are trying to convey. Share your observations with your classmates and the teacher.
Answer:
This is a diagram-based observation activity. Since pictures are not provided in the text, students should describe the typical body language of animals/birds. For example: a dog wagging its tail (happiness), a cat with arched back (fear/anger), a bird puffing feathers (relaxation or cold), a horse rubbing its head (affection or discomfort).
QI. Work in pairs and discuss. 1. What does 'Athithi Devo Bhava' mean? 2. Why is it important to be polite to guests?
Answer:
See solution in Activities section above.
QII. Choose the statements that display polite behaviour when you have guests at home. 1. Offer the guests a glass of water. 2. Enquire about the well-being of the guests. 3. Ask the guests when they would leave. 4. Comment critically about the habits of guests. 5. Accompany the guests to the door when they leave.
Answer:
See solution in Activities section above.
QIII. Sometimes you find that a few friends in class are rude while disagreeing with each other on certain issues. Work in groups. How would you deal with such a situation? Share at least three ways in which you can do this.
Answer:
See solution in Activities section above.
Let us discuss
QI. Complete the following sentence by selecting a suitable reason. The Cat's-food-Man suggests to Doctor Dolittle that he should become an animal doctor because he believes that Dolittle ______________________________________________________. 1. earns less fee by treating human patients 2. enjoys the company of animals as they speak less 3. dislikes spending time with human patients 4. knows more about animals than the local veterinarians
Answer:
The correct option is 4: knows more about animals than the local veterinarians. The Cat's-food-Man says, 'That book you wrote—about cats, why, it’s wonderful!... You might have been a cat yourself. You know the way they think.' This shows he believes Dolittle has deep knowledge of animals.
QII. Fill in the blanks by choosing the suitable option given in the brackets. Doctor Dolittle reacts to Polynesia’s information about animal languages with both excitement and ____________ (certainty/curiosity). He rushes to ____________ (write/memorise) the bird words she provides and is interested in learning more.
Answer:
The correct answers are: 'curiosity' and 'write'. The text says 'the Doctor, all excited; and he rushed over to the drawer and came back with a book and a pencil' to write down the words, showing his curiosity to learn.
QIII. Do you think Doctor Dolittle would be famous as an animal doctor? If yes, why? If not, why not?
Answer:
Yes, Doctor Dolittle would become famous as an animal doctor. Because he learns to communicate with animals in their own language, which allows him to understand their problems accurately. As the parrot says, other vets are 'no good at all' because they cannot understand animals. His unique ability helps him cure animals effectively, and news spreads, making him famous worldwide.
QI. What became a common sight in Puddleby after Doctor Dolittle started treating animals? 1. Humans talking to farm animals 2. Farm animals wearing glasses 3. Farm animals learning bird language 4. Birds riding atop farm animals
Answer:
The correct option is 2: Farm animals wearing glasses. The text states: 'And soon it became a common sight to see farm animals wearing glasses in the countryside, round Puddleby; and a blind horse was a thing unknown.'
QII. What challenges do you think Doctor Dolittle might face if more and more animals come to him for help? 1. How might he overcome these challenges to ensure that he provides good treatment?
Answer:
Challenges: He might face a shortage of space, time, and resources due to the huge number of animals crowding his garden. He might also struggle to give individual attention to each animal. Overcoming these: He could hire assistants (like Polynesia) to help with communication, set up appointment schedules for different animal types (as he did with separate doors), and expand his facilities. He could also train other people in animal language to help treat animals in different areas.
QIII. Arrange the following events in correct order according to the story. Two have been done for you. Share your answers with your classmates and the teacher. 1. Doctor Dolittle decides to stop being a doctor for people and becomes a doctor for animals. 2. Animals from near and far come to Doctor Dolittle for help, crowding his garden. 3. A man with a stomach-ache visits Doctor Dolittle and suggests he should treat animals instead of people. (i) 4. Polynesia teaches Doctor Dolittle animal languages, and he starts understanding and communicating with animals. 5. A plough horse with vision problems visits Doctor Dolittle, who prescribes green spectacles, to improve the horse’s eyesight. 6. The parrot, Polynesia, encourages Doctor Dolittle to become an animal doctor, revealing that animals can talk. (ii) 7. Doctor Dolittle installs special doors for different animals to enter his house for treatment. 8. Doctor Dolittle’s ability to communicate with animals helps him diagnose and treat their illnesses effectively. 9. Doctor Dolittle gains fame among animals worldwide, and they come to him from various places for his help. 10. Word spreads, and people start bringing their sick pets and farm animals to Doctor Dolittle for treatment.
Answer:
The correct order is: (i) 3 - A man with a stomach-ache visits Doctor Dolittle and suggests he should treat animals instead of people. (ii) 6 - The parrot, Polynesia, encourages Doctor Dolittle to become an animal doctor, revealing that animals can talk. 4 - Polynesia teaches Doctor Dolittle animal languages, and he starts understanding and communicating with animals. 1 - Doctor Dolittle decides to stop being a doctor for people and becomes a doctor for animals. 10 - Word spreads, and people start bringing their sick pets and farm animals to Doctor Dolittle for treatment. 5 - A plough horse with vision problems visits Doctor Dolittle, who prescribes green spectacles, to improve the horse’s eyesight. 8 - Doctor Dolittle’s ability to communicate with animals helps him diagnose and treat their illnesses effectively. 7 - Doctor Dolittle installs special doors for different animals to enter his house for treatment. 2 - Animals from near and far come to Doctor Dolittle for help, crowding his garden. 9 - Doctor Dolittle gains fame among animals worldwide, and they come to him from various places for his help.
QI. Complete the table given below based on Scene I of the play. An example has been done for you. Share your answers with your classmates and the teacher.
Answer:
See solution in Questions section above.
QII. Do you think Mary will be able to follow her mother's advice successfully when Mrs. Harding and Mrs. Lee visit? Why or why not?
Answer:
See solution in Questions section above.
Let us think and reflect
QI. Read the extracts given below and answer the questions that follow. 1. "If I say, ‘Polly wants a cracker’, you understand me. But hear this: Ka-ka oi-ee, fee-fee?" "Good Gracious!" cried the Doctor. "What does that mean?" "That means, ‘Is the porridge hot yet?’—in bird language." "My! You don’t say so!" said the Doctor. "You never talked that way to me before." "What would have been the good?" said Polynesia, dusting some cracker crumbs off her left wing. "You wouldn’t have understood me if I had." (i) Complete the sentence by choosing the correct option. In the line, "Good Gracious!" cried the Doctor, the expression ‘Good Gracious’ can be replaced by ______________! A. bravo B. gosh C. alas D. hurray (ii) Why had Polynesia never used bird language with the Doctor earlier? (iii) Identify whether the following statement is true or false. Polynesia had been munching on a food item while talking to Doctor Dolittle. (iv) How did Doctor Dolittle feel according to the extract? A. anxious B. surprised C. angry D. relaxed
Answer:
(i) The correct option is B. gosh. 'Good Gracious' is an exclamation of surprise, and 'gosh' is a similar mild exclamation. 'Bravo' and 'hurray' show approval/applause, and 'alas' shows sorrow. (ii) Polynesia had never used bird language with the Doctor earlier because the Doctor would not have understood it. She says, 'What would have been the good? You wouldn’t have understood me if I had.' (iii) True. The text says Polynesia was 'dusting some cracker crumbs off her left wing,' indicating she had been eating crackers. (iv) The correct option is B. surprised. The Doctor exclaims 'Good Gracious!', 'My! You don’t say so!', and is 'all excited'—all showing surprise and wonder.
Q2. 2. "I would like a pair like yours," said the horse—"only green. They’ll keep the Sun out of my eyes while I’m ploughing the field." "Certainly," said the Doctor. "Green ones you shall have." "You know, the trouble is, Sir," said the plough horse as the Doctor opened the front door to let him out—"the trouble is that anybody thinks he can doctor animals—just because the animals don’t complain. As a matter of fact, it takes a much cleverer man to be a really good animal doctor than it does to be a good people’s doctor." (i) Choose a word from the extract to complete the analogy. digging: flower bed:: ______________: field (ii) Choose the correct word to complete the sentence. Doctor Dolittle’s attitude in the extract is ______________. A. respectful B. sentimental C. understanding D. careful (iii) Complete the sentence with an appropriate reason. Based on the extract, we can conclude that doctors take animals for granted because ______________. (iv) Do you agree with the concluding sentence of the extract? Why/why not?
Answer:
(i) The word is 'ploughing'. The analogy is about actions: digging is to flower bed as ploughing is to field. (ii) The correct option is C. understanding. Doctor Dolittle listens to the horse's request, agrees immediately ('Certainly'), and provides the spectacles, showing he understands the horse's need. (iii) Based on the extract, we can conclude that doctors take animals for granted because animals don't complain. The horse says, 'anybody thinks he can doctor animals—just because the animals don’t complain.' (iv) I agree with the concluding sentence ('it takes a much cleverer man to be a really good animal doctor than it does to be a good people’s doctor'). Because animals cannot speak human languages and cannot describe their symptoms. A good animal doctor must be able to observe subtle signs, understand body language, and know animal biology deeply. Doctor Dolittle's success comes from learning animal language—a skill that requires more effort than treating humans who can directly communicate their problems.
QII. Answer the following questions. 1. How can we say that Polynesia was a good trainer of animal language? 2. Explain how Doctor Dolittle gave equal and individual attention to each animal who came to him for treatment. 3. How does Doctor Dolittle’s readiness to follow the parrot’s advice highlight the importance of listening to different viewpoints? 4. Which qualities of Doctor Dolittle made him famous among the animals? Explain with evidence from the text. 5. What changes do you think would happen in the world if people suddenly gained the ability like Doctor Dolittle, to understand and communicate with animals?
Answer:
1. Polynesia was a good trainer because she patiently taught Doctor Dolittle the bird language, starting with the 'Birds’ A.B.C.' and providing words slowly for him to write down. She also explained how animals communicate not just with mouths but with ears, feet, and tails. This systematic teaching helped the Doctor learn animal languages fluently. 2. Doctor Dolittle gave equal and individual attention by installing separate doors for each kind of animal: 'HORSES' over the front door, 'COWS' over the side door, 'SHEEP' on the kitchen door, and even a tiny tunnel for mice. This ensured each animal type could enter without crowding and wait patiently for their turn. 3. Doctor Dolittle listened to the Cat’s-food-Man's advice about becoming an animal doctor and then to Polynesia's encouragement. Instead of dismissing them, he acted on their suggestions. This shows that being open to different viewpoints can lead to new opportunities and success, as his willingness to learn animal language made him a unique and effective doctor. 4. Doctor Dolittle's qualities of kindness, empathy, and communication skills made him famous. He treated animals gently, talked to them in their own language, and understood their problems. For example, he provided green spectacles to the plough horse when he learned it needed them. His ability to cure animals made them trust him, and news spread across the world. 5. If people could understand and communicate with animals, it would lead to better animal welfare, as humans would know exactly when animals are sick, hungry, or in pain. People might stop harmful practices like factory farming or animal testing. There would be deeper bonds between humans and animals, but also ethical challenges about how we treat creatures we now understand fully.
Let us learn
QI. Read the following words from the text. Cat’s-food-Man, bird language, flowerpots Are all the words that are combined to form another word written the same way? Compound words are formed by combining two words of different parts of speech to create a new word that has an entirely new meaning. They are of three types: hyphenated (Cat’s-food-Man), open compound words (bird language) and closed compound words (flowerpots). Complete the following table correctly by choosing words from the box given below. An example has been done for you. sailor song, teatime, check-in, plough horse, harvest mice, windowsill, well-bred. Hyphenated Words: check-in Open Compound Words: Closed Compound Words:
Answer:
The completed table is as follows: Hyphenated Words: check-in, well-bred Open Compound Words: sailor song, plough horse, harvest mice Closed Compound Words: teatime, windowsill
QII. Create compound words from the table given below. A B 1. fun (i) head 2. high (ii) birds 3. never (iii) flying 4. early (iv) loving 5. song (v) risers 6. over (vi) tops 7. tree (vii) ending Now, complete the paragraph with suitable compound words from the table. An example has been done for you. After being treated by Doctor Dolittle, the A. fun-loving dolphins danced playfully in his sanctuary. The B. _______________ chatter of monkeys echoed through the C. _______________, their ailments cured. D. _______________ eagles soared gracefully E. _______________ their health restored. F. _______________ among the G. _______________ chirped joyfully from the branches. All creatures were happy with Doctor Dolittle’s care.
Answer:
The correct compound words are: 1. fun + (iv) loving = fun-loving (given as example) 2. high + (vi) tops = hilltops (Note: 'hilltops' is not in the given B list, but based on common compound words. However, the provided B list has 'tops', so 'hilltops' would be correct. Alternatively, 'high' with 'flying' gives 'high-flying'. Let's check the paragraph context: 'high' likely goes with 'tops' for 'hilltops' since eagles fly over hilltops. But 'high' with 'flying' gives 'high-flying' eagles. The paragraph needs a word for D. 'high-flying' makes sense. For E, 'over' with 'head' gives 'overhead'. For F, 'song' with 'birds' gives 'songbirds'. For G, 'tree' with 'tops' gives 'treetops'. However, 'high' is used with 'tops'? Wait, the table has 'tops' under B, but 'hilltops' is not a direct match. Let's form from the table: 1. fun-loving (fun + loving) 2. high-flying (high + flying) 3. never-ending (never + ending) 4. early-risers (early + risers) 5. songbirds (song + birds) 6. overhead (over + head) 7. treetops (tree + tops) So the completed paragraph: After being treated by Doctor Dolittle, the A. fun-loving dolphins danced playfully in his sanctuary. The B. never-ending chatter of monkeys echoed through the C. treetops, their ailments cured. D. High-flying eagles soared gracefully E. overhead, their health restored. F. Songbirds among the G. early-risers chirped joyfully from the branches. (Note: 'early-risers' might not fit perfectly, but the table forces it. Alternatively, the paragraph might have been 'treetops' for G and 'songbirds' for F). Given the table constraints, the answer should match the formed words: B. never-ending, C. treetops, D. High-flying, E. overhead, F. Songbirds, G. early-risers.
Questions
Q1. Work in pairs and take turns to tell the joke. Remember: Narrator’s voice – your own voice (speak in a matter-of-fact manner); Man’s voice – change to louder voice (speak with respect); God’s voice – deep voice (speak in a pleasant tone).
Answer:
This is an oral activity. Students should practice narrating the joke with appropriate voice modulation as described, working in pairs and switching roles.
Q2. Now, work in pairs to create a joke and tell it in front of the class.
Answer:
This is a creative oral activity. Students should create their own short joke, rehearse with a partner, and present it to the class with expressive delivery.
Activities
Q1. Study the limerick given below and identify the rhyme scheme. There was an Old Man with a beard, Who said, 'It is just as I feared! Two Owls and a Hen, Four Larks and a Wren, Have all built their nests in my beard!' by Edward Lear
Answer:
The rhyme scheme is AABBA. The first two lines rhyme (beard/feared), the next two lines rhyme (Hen/Wren), and the last line rhymes with the first two (beard).
Q2. Follow the structure given below and write a limerick on your own. Lines 1: Introduction of a person or place; Lines 2-4: A silly story; Line 5: An unexpected ending. There was a child from [blank] Who [blank] [blank] She/He [blank] [blank]
Answer:
This is a creative writing activity. Students should write a five-line limerick with AABBA rhyme scheme, introducing a character in line 1, a silly story in lines 2-4, and an unexpected ending in line 5. Example: 'There was a child from Shimla, Who loved to eat a big pulao. She danced in the rain, Causing quite a scene, And ended up stuck in the mire.'
Q3. In ancient Indian literature and mythology, there are several humorous or funny characters who play important roles in the stories. These characters often represent wit, humour and mischief while conveying deeper moral lessons. Here are a few well-known funny characters: Tenali Rama, Birbal, Mullah Nasruddin, King Vikramaditya and Betal. Take any story to read and share it with your classmates and the teacher.
Answer:
This is a research and presentation activity. Students should select a story featuring one of these characters, read it, and share it with the class, explaining the humour and moral lesson involved.
Q4. Sukumar Ray, an Indian poet and illustrator, wrote poems in a similar style in his book Abol Tabol. You may also share a similar poem from your native language with your classmates and the teacher.
Answer:
This is a sharing activity. Students can find a humorous poem from a native language (e.g., Hindi, Bengali, Marathi, etc.) and share it with the class, explaining its style and humour.
Q5. Read and enjoy the poem 'My Lost Pencil'.
Answer:
This is a reading comprehension activity. Students should read the poem silently or aloud for enjoyment, noting the humorous tone and the narrator's frustration over losing pencils.
Q6. Work in pairs and discuss. 1. What does 'Athithi Devo Bhava' mean? 2. Why is it important to be polite to guests?
Answer:
1. 'Athithi Devo Bhava' is a Sanskrit phrase meaning 'The guest is God'. It emphasizes the importance of treating guests with the utmost respect and hospitality. 2. Being polite to guests shows respect, creates a welcoming environment, strengthens relationships, and reflects well on one's upbringing and culture.
Q7. Choose the statements that display polite behaviour when you have guests at home. 1. Offer the guests a glass of water. 2. Enquire about the well-being of the guests. 3. Ask the guests when they would leave. 4. Comment critically about the habits of guests. 5. Accompany the guests to the door when they leave.
Answer:
Polite behaviours: 1 (Offer water), 2 (Enquire about well-being), 5 (Accompany to door). Impolite behaviours: 3 (Asking when they'd leave), 4 (Critical comments).
Q8. Sometimes you find that a few friends in class are rude while disagreeing with each other on certain issues. Work in groups. How would you deal with such a situation? Share at least three ways in which you can do this.
Answer:
This is a group discussion activity. Possible ways: 1) Calmly remind them to respect each other's opinions. 2) Suggest using polite phrases like 'I understand your point, but...'. 3) Involve the teacher or a mediator if the disagreement escalates.
Q9. Complete the table given below based on Scene I of the play. An example has been done for you. Share your answers with your classmates and the teacher. Speaker: Mrs. Shaw - Words: 'The room looks cleaner now. Put that coat away in your bedroom.' - Reason: 'To instruct Mary to keep the room tidy'; Speaker: Mary - Words: 'You're always telling me to put things away.' and 'I'm not a child!' - Reason: [blank]; Speaker: Mrs. Shaw - Words: [blank] - Reason: 'To highlight the importance of being kind as a way to ensure Mary says the appropriate things when guests arrive'
Answer:
Mary's words: 'You're always telling me to put things away.' and 'I'm not a child!' - Reason: To express frustration and assert her independence. Mrs. Shaw's words (from the text): 'Say things that will please them. Then they'll like you. Laugh a lot, and try to make them laugh too. And if everyone stops talking, say something to make them talk again.' - Reason: To highlight the importance of being kind as a way to ensure Mary says the appropriate things when guests arrive.
Q10. Do you think Mary will be able to follow her mother's advice successfully when Mrs. Harding and Mrs. Lee visit? Why or why not?
Answer:
Answers may vary. Likely answer: No, Mary will likely fail because she is overconfident ('I can talk very well when I like.') and lacks tact. In Scene II, she repeatedly says inappropriate things (e.g., calling children that aren't theirs, insulting bankers, etc.), showing she cannot follow her mother's advice of being kind and polite.
Q11. Rectify the false statements given below from Scene II of the play. An example has been done for you. Share your answers with your classmates and the teacher. 1. (Example) Mrs. Harding states that they do not like London as it is not the same as Lanfield. 2. Mrs. Harding was pleased to know that Mary was familiar with her children. 3. Mrs. Shaw shared that she liked Mrs. Best as she read a lot of newspapers. 4. Mrs. Harding and Mrs. Shaw agree that wearing a blue dress with a red coat is unfashionable. 5. Mary shares that she finds the dog outside the window cute.
Answer:
2. Rectification: Mrs. Harding was NOT pleased to know that Mary was familiar with her children; she said 'I have no children' in a displeased tone. 3. Rectification: Mrs. Shaw said 'I like blue dresses and red coats' to defend Mary's comment, not that she liked Mrs. Best for reading newspapers. 4. Rectification: Mrs. Harding and Mrs. Shaw do NOT agree that the combination is unfashionable; Mrs. Harding says she wears it herself, and Mrs. Shaw quickly says she likes it. 5. Rectification: Mary does NOT find the dog cute; she says it 'always looks very dirty' and 'I don't like dogs'.
Q12. Read the extracts given below and answer the questions that follow. (i) What does Mrs. Shaw imply when she says, 'One day you’ll have to go to some of these houses yourself and talk to the people there'? A. She believes Mary should start learning about hosting guests then. B. She thinks Mary is ready to visit these houses independently. C. She wants Mary to develop social skills for the future. D. She hopes Mary will avoid these social interactions entirely. (ii) Complete the following sentence with the correct option from the brackets: Mrs. Shaw and Mary are discussing how to _____________________. (have a polite conversation/ get to know people better) (iii) Why did Mary insist on staying with her mother when the guests arrived? (iv) Match the following character traits to the characters in the extract: A. eager B. inexperienced C. cautious; Mary: [blank]; Mrs. Shaw: [blank]
Answer:
(i) C. She wants Mary to develop social skills for the future. (ii) have a polite conversation. (iii) Mary insisted on staying because she was overconfident about her ability to talk politely ('I can talk very well when I like.') and wanted to prove she could handle the situation. (iv) Mary: A (eager), B (inexperienced); Mrs. Shaw: C (cautious).
Let us write
QI. A limerick is a nonsensical and funny verse consisting of five lines. Study the limerick given below and identify the rhyme scheme.
Answer:
The rhyme scheme is AABBA.
QII. Follow the structure given below and write a limerick on your own. Lines 1: Introduction of a person or place; Lines 2-4: A silly story; Line 5: An unexpected ending. There was a child from [blank] Who [blank] [blank] She/He [blank] [blank]
Answer:
This is a creative writing activity. Students should write their own limerick following the AABBA rhyme scheme and the given structure.
Let us explore
QI. In ancient Indian literature and mythology, there are several humorous or funny characters who play important roles in the stories. These characters often represent wit, humour and mischief while conveying deeper moral lessons. Here are a few well-known funny characters: Tenali Rama, Birbal, Mullah Nasruddin, King Vikramaditya and Betal. Take any story to read and share it with your classmates and the teacher.
Answer:
This is a research and presentation activity.
QII. We can identify the acts of the funny man with certain modern-day activities that have playfulness, or unconventional behaviour. For example: Street Performers or Clowns; Performance Art or Abstract Theatre; Children's Entertainment and Comedy Shows. In these examples, the common theme is humour, imagination, and defying logic or expectation, which is exactly what the funny man in the poem represents.
Answer:
This is a note-taking/activity section for students to reflect on modern parallels.
QIII. Sukumar Ray, an Indian poet and illustrator, wrote poems in a similar style in his book Abol Tabol. You may also share a similar poem from your native language with your classmates and the teacher.
Answer:
This is a sharing activity.
QIV. Read and enjoy the poem 'My Lost Pencil'.
Answer:
This is a reading comprehension activity.
Let us read
Q1. This is a humorous play in which a mother advises her daughter to say the right thing at the right time. However, when guests arrive, the daughter hilariously forgets her mother's guidance. Read the play to find out how she commits blunders and embarrasses the guests as well as her mother.
Answer:
This is a reading instruction, not a question. Students should read the play as directed.