This MCQ module is based on: Wit and Wisdom — Exercises
TOPIC 4 OF 17
Wit and Wisdom — Exercises
🎓 Class 8
English
CBSE
Theory
Ch 1 — Wit That Won Hearts
⏱ ~39 min
🌐 Language: [gtranslate]
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Class 8 • English • Poorvi • Unit 1
Wit and Wisdom — Exercises
Grammar • Listening • Speaking • Writing • Explore — Part 4 of 4
Conditional Sentences
Narrative Essay
Notice Writing
Intonation
Limericks
NEP 2020
CBE Ready
Unit 1 at a Glance: Wit and Wisdom
Unit 1 of Poorvi brings together three remarkable texts — a prose extract from The Scholars' Mother Tongue, the poem The Giving Tree, and the folk tale Rama's Bundle of Sticks. Each text, in its own way, explores how intelligence, quick thinking, and life experience can solve problems that brute force or mere knowledge cannot.
In this final part of the unit you will consolidate your learning through:
Grammar: Conditionals
Listening Activity
Speaking: Intonation
Writing: Essay & Notice
Explore: Limericks
Toru Dutt Poem
Section 1: Grammar L2 Understand
Conditional Sentences (If-clauses) — Three Types
Conditional sentences describe a situation and its likely or possible result. They are built from two parts: the if-clause (the condition, also called the subordinate clause) and the main clause (the result). The word if joins the two.
Type 1 — Real / Open Condition
Something that is possible and may or may not happen
IF + Simple Present → will / can / may + Base Verb
"If you like, I will try my best." — (The Scholar tries to help the farmer)
Signal words:
ifunlessas long asprovided that
Type 2 — Hypothetical / Imaginary
An imaginary present or future situation that is unlikely to be real
IF + Simple Past → would / could / might + Base Verb
"If something were to go wrong, our farmers would suffer greatly." — (Elder's warning about the secret)
Signal words:
if I weresupposingimagine ifwhat if
Type 3 — Impossible / Past Regret
A situation in the past that cannot be changed; expresses regret or a different outcome
IF + Past Perfect → would have / could have + Past Participle
"If I had known this would happen, I would have chosen a different day." — (Character reflects on a past choice)
Signal words:
if I had knownif she had gonehad they tried
★ Board Exam Tip — Conditionals
- In Type 2, always use were (not was) for all subjects in formal/written English: "If I were you…"
- Never mix tenses within one conditional type — the most common error in Class 8 exams.
- The if-clause can come first or second; a comma is used when the if-clause comes first: "If it rains, we will stay home." / "We will stay home if it rains."
- In Type 3, would have goes only in the main clause — never in the if-clause.
●
Identify Subordinate and Main Clauses L4 Analyse
Read the following sentences. Identify the subordinate (if-clause) and the main clause in each.
Sentence 2: "If something were to go wrong, our farmers would suffer greatly."
Answer
Subordinate Clause (If-clause) "If something were to go wrong" — this is the condition (Type 2 hypothetical).
Main Clause "our farmers would suffer greatly" — this is the result; it stands independently.
Sentence 3: "If I had known this would happen, I would have chosen a different day."
Answer
Subordinate Clause (If-clause) "If I had known this would happen" — this is the past unreal condition (Type 3).
Main Clause "I would have chosen a different day" — this expresses the impossible past result.
Grammar Mind Map: Conditional Sentences L2 Understand
IV
Match the If-clauses with the Main Clauses L3 Apply
Match each if-clause in Column A with the most suitable main clause in Column B. One has been done for you as an example.
| Column A — If-clauses | Column B — Main Clauses | ||
|---|---|---|---|
| (i) | If I had a magic wand | (a) | We will go to the theatre |
| (ii) | If it rains tomorrow | (b) | You would have solved the puzzle |
| (iii) | If you had listened carefully | (c) | I would give myself wings |
| (iv) | If you finish your homework | (d) | The boys would have woken up on time |
| (v) | If I were invisible | (e) | We will stay indoors and play board games |
| (vi) | If the alarm had rung | (f) | I would sneak into the secret room |
Answers
- (i) → (c) — If I had a magic wand, I would give myself wings. (Type 2)
- (ii) → (e) — If it rains tomorrow, we will stay indoors and play board games. (Type 1)
- (iii) → (b) — If you had listened carefully, you would have solved the puzzle. (Type 3)
- (iv) → (a) — If you finish your homework, we will go to the theatre. (Type 1)
- (v) → (f) — If I were invisible, I would sneak into the secret room. (Type 2)
- (vi) → (d) — If the alarm had rung, the boys would have woken up on time. (Type 3)
V
Complete the Conditional Sentences L3 Apply
Fill in the blank part of each conditional sentence. Use the correct tense for each type.
1
Your teacher will be unhappy if (Type 1)
2
They would have caught the train if (Type 3)
3
if you continue to stay up late (Type 1)
4
If she knew the answer, (Type 2)
5
if she had studied harder (Type 3)
6
If I had a million rupees, (Type 2)
Model Answers
- Your teacher will be unhappy if you do not submit your assignment on time.
- They would have caught the train if they had left home ten minutes earlier.
- You will fall ill / Your health will suffer if you continue to stay up late.
- If she knew the answer, she would raise her hand and tell the class.
- She would have passed with distinction if she had studied harder.
- If I had a million rupees, I would build a library for my village.
VI
Creative Completion L6 Create
Complete the following sentences using your imagination. The first one is given as a model. All are Type 2 (hypothetical) conditionals.
1
If I were a tree, I would play with the wind and talk to the birds. (Model — given)
2
If I were the Head Teacher of my school,
3
If I were a bird,
4
If I were a magician,
5
If I had studied harder, (Type 3 — note the change in starter)
Sample Responses
- If I were the Head Teacher of my school, I would introduce a weekly storytelling hour and let students choose the tales.
- If I were a bird, I would soar over the mountains and carry seeds to bare hilltops.
- If I were a magician, I would conjure books for every child who could not afford them.
- If I had studied harder, I would have answered all the questions in the competition. (Type 3)
Section 2: Listening L2 Understand
Comprehension & Sequencing — Oral Story Activities
I
Listen and Fill in the Blanks
Your teacher will read a short passage about a woman who narrates a story to her grandchildren. Listen carefully and answer the questions below.
1. When the woman tied the goat, the rope was ___.
A very tight and new
B loose and old
C made of wire
D attached to a tree stump
2. The children laughed at the scholar in the story because he was ___.
A forgetful and clumsy
B arrogant and did not listen to others
C kind but very poor
D unable to speak the local language
Answers
- Answer: (B) loose and old — The rope was loose, which is why the goat was able to escape.
- Answer: (B) arrogant and did not listen to others — The scholar believed his knowledge made him superior and refused to accept guidance from simple people.
II
Sequence the Events L4 Analyse
Your teacher will narrate the folk tale of Rama's Bundle of Sticks. After listening, number the following events in the correct order (1–8).
Events to sequence (not in order):
- Rama's sons quarrelled constantly and refused to cooperate.
- Rama decided to teach his sons a lesson about unity.
- Rama called all his sons and presented each with a single stick.
- Each son easily broke his single stick.
- Rama bundled all the sticks together and asked each son to break the bundle.
- No son could break the bundle of sticks.
- Rama explained: "Together you are strong; divided you are weak."
- The sons promised to stay united and never quarrel again.
Correct Sequence
- Rama's sons quarrelled constantly and refused to cooperate.
- Rama decided to teach his sons a lesson about unity.
- Rama called all his sons and presented each with a single stick.
- Each son easily broke his single stick.
- Rama bundled all the sticks together and asked each son to break the bundle.
- No son could break the bundle of sticks.
- Rama explained: "Together you are strong; divided you are weak."
- The sons promised to stay united and never quarrel again.
Section 3: Speaking L3 Apply
Intonation, Question Words, and Pair Practice
Understanding Intonation L1 Remember
Intonation means the rise and fall of your voice when you speak. In English, the pattern differs depending on the type of question.
↑
Yes/No Questions
Voice rises at the end
"Are you coming?" ↑
↓
Wh- Questions
Voice falls at the end
"Where are you going?" ↓
I
Mark the Intonation L3 Apply
Work in pairs. Read each question aloud. Mark ↑ (rising) or ↓ (falling) intonation. Then discuss your answers.
↑ Rising — Yes/No question
↓ Falling — Wh- question
1Did the scholar cross the river?↑
2What did Rama teach his sons?↓
3Is the boat ready to cross?↑
4Why did the farmer feel embarrassed?↓
5Have you heard the story before?↑
6When did the sons agree to stay united?↓
7Can the scholar read this sign?↑
8How did the boatman respond to the scholar?↓
9Did Rama succeed in his lesson?↑
10Where does the family in the story live?↓
Intonation Key
- 1. ↑ (Yes/No) 2. ↓ (Wh-) 3. ↑ (Yes/No) 4. ↓ (Wh-) 5. ↑ (Yes/No)
- 6. ↓ (Wh-) 7. ↑ (Yes/No) 8. ↓ (Wh-) 9. ↑ (Yes/No) 10. ↓ (Wh-)
II
Question Words L1 Remember
Learn the six key question words and their uses. Then complete the activities below.
Who
person / people
What
thing / action
Why
reason / cause
When
time / date
How
manner / degree
Where
place / location
III
Plan a Trip — Pair Activity L6 Create
With a partner, plan a school trip using these six question prompts. Take turns asking and answering. Use rising or falling intonation correctly.
1. Where should we go for the trip?
2. When will the trip take place?
3. Who will accompany the class?
4. What will we see or do there?
5. How will we travel to the destination?
6. Why did you choose this particular place?
IV
Ask About Witty Characters in Folktales L5 Evaluate
Think of a witty or clever character from any folktale or story you know (e.g. Tenali Rama, Birbal, Gopal Bhar, Nasruddin). Ask your partner these questions about their character:
1. Who is the clever character in your story?
2. What problem did they have to solve?
3. Why do you think they are witty or wise?
4. How did they trick or outsmart others?
5. Where does the story take place?
6. When did you first hear or read this story?
Section 4: Writing L6 Create
A. Narrative Essay • B. Notice Writing
A. Narrative Essay
Read the Sample Essay L2 Understand
Sample Narrative Essay
A Lesson in Responsibility
It was a Tuesday morning that I will never forget. My mother had trusted me with one single task — to feed our neighbour's puppy while she was away. A small thing, she said. I nodded confidently.
But the morning slipped by in a rush of cartoons and chatter with friends. By the time I remembered, the afternoon sun was already fierce. I ran to the neighbour's house, my heart hammering. The puppy's bowl was bone-dry and the little creature was whimpering softly in the corner.
I filled the bowl at once and sat with the pup, stroking its warm ears, feeling a deep, uncomfortable guilt. When I confessed to my mother that evening, she did not scold me. She simply asked, "How do you think the puppy felt?" Those words struck harder than any punishment.
That day, I learnt that responsibility is not about remembering rules — it is about imagining how our choices affect those who depend on us. I have never needed a reminder since.
Literature CBQ — Based on the Sample Essay L4 Analyse
Extract-based Competency Questions — Board-Format Practice
Read the Passage & Answer
"But the morning slipped by in a rush of cartoons and chatter with friends. By the time I remembered, the afternoon sun was already fierce. I ran to the neighbour's house, my heart hammering. The puppy's bowl was bone-dry and the little creature was whimpering softly in the corner."
[1 mark]
Q1. L1 Remember What had the narrator been asked to do? (1 mark)
Model Answer
The narrator had been asked to feed the neighbour's puppy while the neighbour was away.
[2 marks]
Q2. L4 Analyse How does the writer use physical details to show the narrator's emotional state? Refer to two examples from the extract. (2 marks)
Model Answer
The writer uses "my heart hammering" to show the narrator's anxiety and guilt as they rush to the house. The detail "the puppy's bowl was bone-dry" concretely shows the consequence of the narrator's neglect, intensifying the emotional weight of the moment. Both physical images make the narrator's feelings vivid and believable.
[2 marks]
Q3. L5 Evaluate Why do you think the mother's question — "How do you think the puppy felt?" — was more effective than scolding? (2 marks)
Model Answer
The question was more effective because it encouraged empathy rather than simply pointing out the mistake. Scolding might have made the narrator feel resentful or defensive. Instead, the mother made the narrator think from the puppy's perspective, which led to genuine understanding. This inward reflection produced a lasting lesson that external punishment rarely achieves.
[3 marks]
Q4 (HOT). L6 Create The essay ends: "I have never needed a reminder since." Do you believe people truly change after a single experience? Write 3–4 sentences with your viewpoint and one example. (3 marks)
Model Answer
Sometimes a single, emotionally powerful experience can create a permanent shift in a person's values. When we feel genuine shame or regret — rather than just fear of punishment — that feeling becomes a strong internal motivator. For example, a student who once copied in an exam and then watched a hardworking classmate get the blame may never cheat again, not because of rules, but because of the remembered weight of that guilt. Real change comes not from instruction alone but from the feeling that accompanies a meaningful moment.
Essay Writing Checklist — Check Your Draft L5 Evaluate
- Introduction: Does it open with an engaging sentence that draws the reader in?
- Introduction: Is the setting and context made clear in the opening paragraph?
- Introduction: Is there a clear central idea or the subject of the narrative?
- Body: Are events narrated in a logical, time-ordered sequence?
- Body: Are descriptive details — sights, sounds, feelings — included?
- Body: Are characters (including you) clearly shown through actions and speech?
- Body: Is there a clearly identifiable turning point or moment of change?
- Conclusion: Does the essay end with the outcome and a lesson learnt?
- Writing Style: Is it written in the first person (I, we) with a personal voice?
- Language: Are sentences varied? Is grammar correct?
Format Guide: Narrative Essay
| Part | Paragraph 1 — Introduction: Hook + setting + central event introduced |
| Part | Paragraph 2 & 3 — Body: Rising action → key event → turning point; use descriptive language |
| Part | Paragraph 4 — Conclusion: Resolution + lesson/reflection in 2–3 sentences |
| Length | 150–200 words for Class 8 (exam); 200–250 words for extended practice |
| Person | First person (I, we) — always for a personal narrative essay |
| Tense | Simple Past for events; Present for reflection at the end |
| Avoid | Do NOT begin every sentence with "I". Vary sentence openers. |
✎
Write Your Narrative Essay L6 Create
Choose ONE of the following topics and write a narrative essay of 150–200 words. Use the checklist and format guide above.
Option A: "The Day I Learnt the Value of Teamwork"
Option B: "A Small Act of Kindness that Made a Difference"
B. Notice Writing
★ Board Exam Tip — Notice Writing
- A notice must always have: Name of organisation → NOTICE (heading) → Date → Title → Body → Name, Designation, Class.
- Keep the language formal and concise. Avoid personal pronouns like "I" or "we" in the body.
- Use imperative sentences or passive voice for instructions: "All students are requested to…"
- A notice never exceeds 50–60 words in the body for Class 8–10.
- Draw a box around the notice in your answer sheet — examiners expect it.
Format Guide: Notice
| Line 1 | Name of the Organisation (e.g. school name) — centred, CAPITALS |
| Line 2 | The word NOTICE — bold, centred, underlined |
| Line 3 | Date — left-aligned |
| Line 4 | Title / Subject of the notice — bold, short |
| Body | One short paragraph — Who, What, When, Where, How to register/respond |
| Last line | Name of issuer + Designation / Class — right-aligned |
✎
Write the Notice L6 Create
You are a member of the Nature Club of your school. Write a notice for students of Grades 6–8 about the inauguration of the school's new Herb Garden. Include: date, time, venue, chief guest (if any), and how to register interest.
Sample Notice
Sunrise Model School
Notice
Date: 10 April 2026
Inauguration of the Herb Garden
The Nature Club is pleased to announce the inauguration of our school's Herb Garden on Saturday, 18 April 2026, at 10:00 a.m. in the Science Block Courtyard. The garden will be formally opened by our Principal, Ms Anita Sharma. Students of Grades 6–8 who wish to participate are requested to register their names with the Nature Club representative in their class by 15 April 2026.
Priya Menon
Secretary, Nature Club
Class 8-B
Secretary, Nature Club
Class 8-B
Section 5: Explore L6 Create
Limericks • Independent Reading • Chart Activity • Toru Dutt Poem
💡 Exploration Activity — Wit and Wisdom Story Hunt
PREDICT
Before you begin: Think of three stories — one from your family, one from your textbook, one from a film or TV show — where someone used cleverness rather than strength to solve a problem. Write the titles.
OBSERVE
Read or recall each story. Note: Who is the clever character? What was the problem? What was the witty solution? What did everyone learn?
EXPLAIN
On a large chart paper, make a table with four columns: Story Title | Clever Character | The Problem | The Witty Solution. Add at least five stories. Decorate and display in class.
I
Limericks — Read and Create L6 Create
A limerick is a humorous five-line poem with the rhyme scheme AABBA. Lines 1, 2, and 5 are longer (they rhyme); Lines 3 and 4 are shorter (they rhyme with each other). Read the sample limerick, then create your own.
Raju's Kite
There once was a boy named Raju, (A)
Whose kite got stuck in bamboo. (A)
He climbed up so high, (B)
He touched the blue sky, (B)
And shouted, "The view is brand new!" (A)
Limerick Structure:
Line 1 (long) — rhyme A | Line 2 (long) — rhyme A | Line 3 (short) — rhyme B
Line 4 (short) — rhyme B | Line 5 (long) — rhyme A
Line 1 (long) — rhyme A | Line 2 (long) — rhyme A | Line 3 (short) — rhyme B
Line 4 (short) — rhyme B | Line 5 (long) — rhyme A
Your Turn: Write a limerick about a witty, clever, or funny character. It could be about Tenali Rama, a talking parrot, a forgetful scholar, or anyone you like!
Sample Student Limerick
A scholar once fell in a well, (A)
While telling a very tall tale. (A)
He shouted, "I knew!" (B)
But the well knew that too — (B)
His pride had a crack in its shell. (A)
II
Independent Reading Activity L5 Evaluate
Read a story of your own choice — from your school library, a book at home, or a responsible online source. It can be a folk tale, a short story, or a chapter from a novel.
After reading, be ready to share with the class:
- The title and author of the story
- A brief summary in 3–4 sentences
- The main theme — what message does the story carry?
- One character you admired and why
III
Wit, Humour, and Wisdom — Class Chart L6 Create
As a class project, make a large chart on paper (or a digital poster) titled "Our Treasury of Wit and Wisdom". Each student or pair adds at least one story. The chart should have three columns:
| Story Title & Source | Main Character's Clever Act | Lesson / Wisdom Gained |
|---|---|---|
| The Scholar's Mother Tongue (Poorvi) | The boatman's quiet question about swimming humbles the arrogant scholar | True knowledge includes humility; all skills matter |
| Rama's Bundle of Sticks (Folk tale) | Rama uses sticks to teach unity — one breaks, bundle does not | Strength lies in togetherness, not individual pride |
| Add your own entries here… | ||
IV
For Reading Enjoyment: A Sea of Foliage L2 Understand
Toru Dutt (1856–1877) was one of India's earliest women poets to write in English and French. She wrote most of her poetry before the age of 21. Read this poem simply for the beauty of its language — no formal questions are required.
A Sea of Foliage
— Toru Dutt (1876)
A sea of foliage girds our garden round,
But not a sea of dull unvaried green,
Sharp contrasts of all colours here are seen;
The light-green graceful tamarinds abound
Amid the mango clumps of green profound,
And palms arise, like pillars grey, between;
And o'er the quiet pools the seemuls lean,
Red,— red, and startling like a trumpet's sound.
But nothing can be lovelier than the ranges
Of bamboos to the eastward, when the moon
Looks through their gaps, and her pale radiance changes
The still tanks to burnished silver. Sweet and cool
The air is, with the scent of water-lily,
When twilight falls — and when the flowers are chilly.
Notice: How Toru Dutt uses colour — "light-green", "green profound", "Red — red" — to paint a garden that is as varied and surprising as a conversation. The bamboo groves at moonlight in the final lines are a moment of quiet wisdom: beauty, like wit, is often found where we least expect it.
Assertion–Reason Questions: Conditional Sentences L5 Evaluate
Grammar-Based ARQ — Board-Format Practice
Pair 1 — Type 1 Conditional
Assertion (A)
"If it rains tomorrow, we will cancel the picnic" is a correct Type 1 conditional sentence.
Reason (R)
In Type 1 conditionals, the if-clause uses Simple Present tense and the main clause uses a present modal (will/can/may) with the base form of the verb.
Answer: Option A
Both A and R are true, and R is the correct explanation of A. The sentence correctly follows the Type 1 formula: IF + Simple Present (rains) → will + Base Verb (cancel). The condition is real and possible.
Pair 2 — Type 2 Conditional
Assertion (A)
"If I was a bird, I would fly over the mountains" is grammatically correct in formal written English.
Reason (R)
In Type 2 hypothetical conditionals, the verb to be always takes the form were for all subjects in formal/written English.
Answer: Option D
The Assertion is false — "If I was a bird" is acceptable in informal speech but is not the correct formal/written form. The correct version is "If I were a bird…" The Reason is true: in formal English, were is used for all subjects in Type 2 conditionals. Since A is false and R is true, the answer is Option D.
Pair 3 — Type 3 Conditional
Assertion (A)
"If I had studied harder, I would have scored better" expresses regret about a past event that cannot now be changed.
Reason (R)
Type 3 conditionals use Past Perfect in the if-clause because they describe situations in the future that are unlikely but still possible.
Answer: Option C
The Assertion is true — Type 3 conditionals do express regret or an imagined different outcome for a past situation that cannot be changed. However, the Reason is false — Type 3 conditionals describe impossible past situations (not future possibilities). It is Type 1 that deals with possible future situations. Therefore, A is true and R is false: Option C.
Frequently Asked Questions — Chapter 1
What is Wit and Wisdom — Exercises in NCERT Class 8 Mathematics?
Wit and Wisdom — Exercises is a key concept covered in NCERT Class 8 Mathematics, Chapter 1: Chapter 1. This lesson builds the student's foundation in the chapter by explaining the core ideas with worked examples, definitions, and step-by-step methods aligned to the CBSE curriculum.
How do I solve problems on Wit and Wisdom — Exercises step by step?
To solve problems on Wit and Wisdom — Exercises, follow the NCERT method: identify the given quantities, choose the relevant formula or theorem, substitute values carefully, and simplify. Class 8 exercises gradually increase in difficulty — start with solved NCERT examples before attempting exercise questions, and always verify your answer by substitution or diagram.
What are the most important formulas for Chapter 1: Chapter 1?
The essential formulas of Chapter 1 (Chapter 1) are listed in the chapter summary and highlighted throughout the lesson in formula boxes. Memorise them and practise at least 2–3 problems per formula. CBSE board exams frequently test direct application as well as combined use of multiple formulas from this chapter.
Is Wit and Wisdom — Exercises important for the Class 8 board exam?
Wit and Wisdom — Exercises is part of the NCERT Class 8 Mathematics syllabus and appears in CBSE board exams. Questions typically include short-answer, long-answer, and competency-based items. Review the NCERT examples, exercise questions, and previous-year board problems on this topic to prepare confidently.
What mistakes should students avoid in Wit and Wisdom — Exercises?
Common mistakes in Wit and Wisdom — Exercises include skipping steps, misapplying formulas, sign errors, and losing track of units. Write each step clearly, double-check algebraic manipulations, and re-read the question after solving to verify that your answer matches what was asked.
Where can I find more NCERT practice questions on Wit and Wisdom — Exercises?
End-of-chapter NCERT exercises for Wit and Wisdom — Exercises cover all difficulty levels tested in CBSE exams. After completing them, try the examples again without looking at the solutions, attempt the NCERT Exemplar questions for Chapter 1, and solve at least one previous-year board paper to consolidate your understanding.
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