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Class 7 English Word Meanings Guide

This document is a Class 7 English paper consisting of various sections including word meanings, multiple-choice questions, true/false statements, short and long answer questions, grammar exercises, and vocabulary tasks. It covers topics such as comprehension of a narrative involving a lion and ministers, as well as grammar concepts like nouns, pronouns, and conjunctions. The total marks for the paper are 40.

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0% found this document useful (0 votes)
38 views3 pages

Class 7 English Word Meanings Guide

This document is a Class 7 English paper consisting of various sections including word meanings, multiple-choice questions, true/false statements, short and long answer questions, grammar exercises, and vocabulary tasks. It covers topics such as comprehension of a narrative involving a lion and ministers, as well as grammar concepts like nouns, pronouns, and conjunctions. The total marks for the paper are 40.

Uploaded by

brar4458
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Class 7th

Paper- English
GE-1
MM:40

1. Word Meaning (Any Three ). (3)


[Link]
[Link]
[Link]
[Link]

2. Choose the correct answer


(3)

A. What had Neha ordered for ?

a. Food
b. Clothes
c. Cake

B. Whom did the lion select for the post of Home Minister?

a. Fox
b. Wolf
c. Monkey

C. The narrator has a horse........

a. grown
b. Little
c. Old

3. True/False (3)

a. The poet has taken the permission of the land owner.


b. The three ministers did not want to loose their opportunity of enjoying goat meat.
c. Namit and Neha buncked school, the next day.

4. Short question answers Any Three (3)

a. What was the date on which the occasion was taking place?
b. Who was finally eaten by the lion?
c. Where did the owner of the forest live?
d. Who was called wise and clever by the lion?

5. Long questions answers. Any Two (4)

a. Why couldn’t the lion hunt for himself after returning from desert ? Why did he go to the
desert?
b. What did the Horse want to express by the shaking of harness bells?
c. How did Namit and Neha decorate the room?

6. Reference to the context. (3)

He too thought it is his duty to offer himself as food to the king.


a. Who thought it was his duty to offer himself as food to the king?
b. Who else offered themselves as food to the king?
c. Who were the three ministers?

7. Fill in the blanks with suitable conjunction. (3)


a. Think……..you speak (before,after)
b. ……..there is will, there is a way. (When, where)
c. Do not talk…….you eat. (how, when)

Grammar

[Link] sentence with examples. (2)

9. How many types of nouns? Name them. (2)

10. Tick the correct pronoun: (2)


a) Usha fell off the stairs and hurt (her/herself).
b)(Which/what)is better exercise-swimming or tennis?

11. Fill in the blanks with many, much, some , any. (2)
a)There are not__ flowers in the vase.
b)How__litres of milk is kept in the big pan?

12. Write the synonym of the following words. (3)

a. Daring
b. Adore
c. Afraid

13. Write the antonyms of the following words: (3)


[Link]
[Link]
[Link]

[Link] the meanings of the given proverbs: (2)


a)All good things come to those who wait.
b)All things are difficult before they are easy.

[Link] the meaning of the given idioms: (2)


[Link] carry on:
[Link] add fuel to the fire:

Common questions

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Namit and Neha bunking school implies a disregard for educational responsibilities, potentially leading to repercussions such as disciplinary action or academic consequences. This action might reflect broader themes of rebellion or prioritization of immediate gratification over long-term benefits, which are significant in character development.

By taking permission from the landowner, the poet illustrates themes of respect and propriety, emphasizing the importance of acknowledging ownership and personal boundaries. This act demonstrates societal norms and values respecting others' rights while highlighting the ethical considerations of using shared resources.

Literary techniques such as suspense and imagery might be used to convey Neha's anticipation about the cake she ordered. Adding detailed descriptions and pacing creates a vivid scene that immerses the reader in Neha's emotions, allowing them to feel her excitement and eagerness.

The horse shaking its harness bells can symbolize a form of communication, indicating awareness or a signal to the narrator about readiness or impatience. It exemplifies non-verbal cues used by animals to convey messages, possibly reflecting the horse's own perception or response to the situation.

The proverb underscores patience as a rewarding virtue in character development. It symbolizes delayed gratification, teaching characters the value of perseverance and strategic waiting. This theme can drive plot progression by creating scenarios where patience ultimately leads to fruition, reinforcing moral lessons.

The fox's character, generally perceived as cunning and strategic in fables, could influence the selection process by showcasing wisdom and intellect, making them a favored candidate for the post of Home Minister. This reflects how such traits are valued in leadership roles within narrative contexts.

Tradition in the lion's kingdom is key in the minister selection process, suggesting adherence to established protocols and roles which reflect societal values and governance. Through this structured selection, the story might reveal insights into how traditional hierarchy maintains order and influences decision-making.

The ministers' desire for goat meat presents a moral dilemma as it conflicts with ethical principles of leadership and duty to the king. Indulging in personal desires at the cost of neglecting responsibilities highlights issues of greed and morality in leadership roles, challenging their integrity.

The lion could not hunt for himself after returning from the desert due to physical weakness or exhaustion attributed to the harsh conditions of the desert. He ventured into the desert likely seeking solitude or a different prey. However, the exact reason for his desert visit is not detailed in the summary provided.

Conjunctions affect readability by connecting ideas smoothly, affecting the flow and clarity of instructional material. They help maintain logical structure and coherence, turning fragmented statements into cohesive narratives that support clear understanding and retention, essential in educational contexts for effective communication.

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