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Find Solutions to NCERT Class 7 English Poorvi Learning Together Unit 1 Chapter 1 ‘The Day the River Spoke’ here.
Let us do these activities before we read.
I. Close your eyes and quietly listen to the sounds around you for a minute.
1. Are they trying to tell you something?
2. Do you think the things around you also listen to you all day long?
Share your answers with your classmates and the teacher.
Answers:
1. Yes, the familiar sounds of bees humming, cocks crowing, birds chirping, the rustling of leaves, the rumble of thunder, the blowing wind – all seem to be nature’s way of telling me that I am not alone.
2. Yes, I believe that the trees, the birds and animals as well as my dolls listen to me and understand that I feel lonely, so they try to comfort me in their own way.
II. Jahnavi was a bright young girl who lived with her parents and three brothers in a coastal village in India. Her parents worked on the farm.
She had a dream.
1. What could that dream be?
2. How could she make her dream come true?
3. What is your dream? What can you do to make your dream come true?
Share your answers with your classmates and the teacher.
Answers:
1. Jahnabi ‘s dream could be to help people in her village by becoming a doctor when she grows up.
2. She could make her dream come true by studying hard, getting an MBBS degree and returning to her village to treat the sick.
3. My dream is to be a wild life photographer when I grow up. I have joined a photography club in my locality for practice. Senior and experienced members of the club give me valuable tips on how to take good photographs. After school I want to enrol in a photography course to master the finer aspects of wild life photography.
Let us discuss – Page 3
1. What was Jahnavi’s dream? Was it important to her? Why?
Answer:
Jahnavi’s dream was to go to school and discover new things. She was full of curiosity and wanted to know more about the world, like why spiders found in yellow flowers are also yellow and why the moon always rises from behind the hills.
Her dream meant a lot to her because getting an education could change her life and help her have a fulfilling future by educating the girls in her village.
2. Do you think the river can help her in fulfilling her dream? How?
Answer:
The river could not carry Jahnavi to school, but it helped her by inspiring her to pursue her dream. It filled her heart with hope and encouraged her to attend school. By listening to the river, Jahnavi felt strong, more confident and believed she could achieve anything.
Let us discuss (Page 6)
Complete the table given below with Jahnavi’s questions in Column 1 and
the River’s answers in Column 2. Check your answers with the teacher.
| Column 1 | Column 2 |
| …why the moon always comes from behind the hills…? | |
| … little girls can do as much as little boys. | |
| 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? |
Answer:
| Column 1 | Column 2 |
| …why the moon always comes from behind the hills…? | “I know where the moon goes,” said the River. “It goes over the mountains and down to the sea, just like me!” |
| “Can I do something?” (about going to school) | … 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, they are too large, but maybe someday Chandu can take you in his catamaran to see a ship. |
Let us think and reflect (Page 7)
I. Read the extracts given below and answer the questions that follow.
1. “You shouldn’t cry, you know,” the voice went on. “And you really shouldn’t be scared, when you have been coming here to see me every day, well, almost every day.” She was puzzled. It was such a voice, like the river. It couldn’t be the river! “Well, tell me all about it,” said the River, for it was the River. “I’ve got to hurry to reach the sea, you know.”
(i) Complete the sentence with the correct option from those given
in the brackets.
The tone of the River in the given extract is __________________.
(assuring/sympathising)
Answer:
(i) The tone of the River in the given extract is assuring.
(The River is trying to make Jahnavi feel safe and not scared. It talks to her kindly and encourages her.)
(ii) Select a phrase from the extract which shows that Jahnavi was a frequent visitor to the spot.
Answer:
(ii) The phrase is: ” every day, well, almost every day.”
(This shows that Jahnavi visited the river many times, not just once. That’s why she was a frequent visitor.)
(iii) Choose the correct option to complete the sentence.
The use of an exclamation mark at the end of the line, ‘It couldn’t be the river!’ expresses __________________.
A. excitement B. hesitation C. irritation D. disbelief
Answer:
(iii) The correct option is D. disbelief.
(Jahnavi was surprised and could not believe that the River was talking to her. That is why an exclamation mark (!) was used to express disbelief.)
(iv) Choose three qualities of the River highlighted in the extract from the words in the box given below.
| affectionate | forgiving | thoughtful | impatient | kind-hearted |
Answer:
(iv) Three qualities of the River highlighted in the extract are:
Affectionate, Thoughtful, and Kind-hearted.
Short explanation:
The River speaks to Jahnavi with love (affectionate).
It listens to her and talks gently (kind-hearted).
It cares about her feelings and wants her to be happy (thoughtful).
2. “Can I do something?” asked Jahnavi. “Well, it’s up to you,” said the River. “Seems to me little girls can do as much as little boys—they swim as fast as little boys. 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.”
“I couldn’t,” gasped Jahnavi. “I couldn’t! They’d scare me! They’d chase me out.”
(i) Complete the sentence with an appropriate reason.
According to the River, there was no difference between girls and boys because __________________.
Answer:
According to the River, there was no difference between girls and boys because little girls can do as much as little boys, for example, they can swim as fast as little boys.
(ii) Identify whether the following statement is true or false.
The River encourages Jahnavi to have faith in herself and fulfil her desire to go to school.
Answer:
The statement is true.
The River encourages Jahnavi to believe in herself and fulfil her desire to go to school.
(iii) Choose the correct option to complete the sentence.
When the River suggests that Jahnavi should ‘slip along’, it means that she should move __________________.
A. quickly B. casually C. quietly D. confidently
Answer:
(iii) The correct option is C. quietly.
(‘Slip along’ suggests moving quietly so as not to attract attention.)
(iv) What does the repetition of the phrase I couldn’t, tell us?
Answer:
(iv) The repetition of the phrase “I couldn’t” tells us that Jahnavi felt very nervous and was unsure of herself.
II. Answer the following questions. (Page 8)
1. Why does the writer describe different aspects of nature in great detail at the beginning of the story? Why do you think the writer does this?
Answer:
The writer describes different aspects of nature in great detail at the beginning of the story to create a serene and harmonious setting. It helps us understand the beauty and calmness of Jahnavi’s world and shows how closely she is connected with nature.
2. How did the River know so much about Jahnavi?
Answer:
The River knew so much about Jahnavi because it had been observing her grow up over the years. It understood her dreams, fears, and wishes.
3. Jahnavi says, “And I’m so old now, they’ll never let me go.” What can you infer about Jahnavi and the school from this line?
Answer:
From the line “And I’m so old now, they’ll never let me go,” we can infer that Jahnavi believes she has missed the opportunity to go to school because she is older than the normal age for starting school.
We can also conclude that the school in her village is probably only meant for younger children.
4. Why did the River laugh when Jahnavi said she would be scared at school?
Answer:
The River laughed when Jahnavi said she would be scared at school because it knew that Jahnavi was brave and strong.
The River found it amusing that someone who faced the dangers lurking in nature fearlessly could be afraid of a classroom.
5. Why should Jahnavi follow the River’s advice?
Answer:
Jahnavi should follow the River’s advice because the River believes in her abilities and wants her to conquer her fear and pursue her dreams.
Going to school would definitely change Jahnavi’s life for the better.
6. How does the conversation between Jahnavi and the River make the story more appealing?
Answer:
The conversation between Jahnavi and the River makes the story more appealing by creating a sense of wonder and companionship.
The River, portrayed as a gentle and wise companion, brings a feeling of warmth, imagination, and motivation to the tale.
7. What is the main message that the writer intends to convey?
Answer:
The main message the writer intends to convey is that all individuals, especially girls, should be fearless in pursuing their dreams because they possess the same potential as anyone else.
The story also emphasizes how vital education and self-confidence are in shaping one’s future.
Let us learn (Page 8)
I. You have learnt that naming words are called nouns and only proper nouns begin with a capital letter. Why has the author used a capital letter for the ‘River’ even when it is a common noun?
(Clue: Has the River been given qualities of a human being?)
Answer:
The author uses a capital letter for ‘River’ because it is personified—the River is given human qualities like speaking and thinking.
By treating the River as a character, the author makes it special, so it is written with a capital letter.
II. There are a few words related to sound in the text. Pick the words from the text and write them next to the correct definition.
1. made a high-pitched piercing sound
2. to cause liquid to strike or fall on something
3. a low continuous background noise
4. cry with loud uncontrollable gasps
5. to make a soft dry sound, like paper or leaves moving
6. took a short quick breath through the mouth due to surprise, pain or shock
7. shaking rapidly to make continuous short, sharp sounds
8. making a lot of noise
9. made a long, high cry, usually because of pain or sadness
Answer:
| Definition | Words from the text |
| 1. made a high-pitched piercing sound | shrieked |
| 2. to cause liquid to strike or fall on something | splashed |
| 3. a low continuous background noise | murmuring |
| 4. cry with loud uncontrollable gasps | sob |
| 5. to make a soft dry sound, like paper or leaves moving | rustle |
| 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 | rattling |
| 8. making a lot of noise | noisy |
| 9. made a long, high cry, usually because of pain or sadness | wailed |
Now, fill in the blanks with suitable sound words from exercise (II).
The classroom grew (i) _______ as the students noticed the teacher carrying the answer papers. As the teacher turned the pages with a (ii) _______, the children (iii) _______, wondering what comments awaited. Someone (iv) _______ in frustration, and the (v) _______of the students steadily increased. Finally, when the teacher praised the students for their excellent performance, the students (vi) _______ with excitement.
Answer:
The classroom grew (i) noisy as the students noticed the teacher carrying the answer papers. As the teacher turned the pages with a (ii) rustle, the children (iii) gasped, wondering what comments awaited. Someone (iv) sobbed in frustration, and the (v) murmur of the students steadily increased. Finally, when the teacher praised the students for their excellent performance, the students (vi) shrieked with excitement.
III. The word ‘catamaran’ is used in the text. The word originates from Tamil language ‘kattu maram’ meaning ‘tied wood’.
Find out the meanings of these words. From which Indian language these words were borrowed. An example has been given.
1. karma (Sanskrit) 2. sahib 3. chutney 4. Guru 5. verandah 6. jungle 7. areca 8. Palanquin
Answer:
1. Karma (Sanskrit) – The principle of cause and effect. The belief that one’s actions good or bad will have consequences in this life or in future lives.
2. sahib (Arabic, Urdu) – Master, a polite title or form of address for a man
3. chutney (Hindi) – a savoury sweet dip or sauce in Indian cuisine made from vegetables, fruits and spices
4. Guru (Sanskrit) – a teacher, spiritual guide
5. verandah (Portuguese) – Long balcony or terrace a roofed platform or porch in front of the house
6. jungle (Hindi/Sanskrit) – dense, wild forest
7. areca (Malayalam “ataykka” which means betel nut) – a kind of tropical palm tree often referred to as betel nut palm
8. Palanquin (Portuguese “palanquim”) –A type of covered stretcher or chair, carried by bearers, used to transport people in some parts of Asia.A common mode of transportation for royalty and dignitaries.
IV. Chandu, the fisherman, has a catamaran that the River preferred to a ship.
Given below are some boats that are used in different parts of our country.
1. canoe 2. catamaran
3. coracle 4. Shikara
(i) Which one would you like to travel in?
Answer:
I would like to travel in a coracle because it is round and looks quaint. It would be fun to sit in it and gently float down a river.
(ii) Make a colourful drawing of a boat that you would like to travel in.
V. Solve the crossword puzzle based on words related to water transport.
ACROSS
1. a large vessel used for transporting goods or passengers by sea
2. a small vessel for travelling on water, typically propelled by oars, sails, or an engine
3. a flat floating structure for travelling across water
4. a boat or ship driven by steam
Down
5. a small, light, narrow boat, pointed at both ends and moved using a Paddle
6. a boat with a powerful engine which can change direction easily and is used to pull large ships into and out of port
7. a boat with sails and sometimes an engine, used for either racing or travelling for pleasure, rhymes with ‘cot’
Answer:
ACROSS:
1. SHIP
2. BOAT
3. RAFT
4. STEAMER
DOWN:
5. CANOE
6. TUGBOAT
7. YACHT
VI. Read the highlighted words in the following lines from the text.
“She goes down towards the sea. I’ve seen her; she always takes the same way—over the mountains and down to the sea, like me!”
Prepositions are words that indicate the relationship between nouns or pronouns and other elements in a sentence. They show direction, location, time or logical relationships between ideas.
Now, fill in the blanks with suitable prepositions given within the brackets.
Jahnavi takes the River’s advice and goes to school. On her first day 1. _________ (at/in/on) school, Jahnavi stood nervously 2. _________ (in/ outside/above) the gate, clutching her bag close to her. The bell rang and she hurried 3. ________ (outside/through/inside) the bustling classroom. She found a seat 4. _________ (among/between/from) two friendly classmates. The teacher greeted them warmly and started the lesson 5. _________ (about/in/for) numbers. Jahnavi listened attentively, feeling excited 6. _________ (at/about/for) the new adventure ahead.
Answer:
Jahnavi takes the River’s advice and goes to school. On her first day 1. at (at/in/on) school, Jahnavi stood nervously 2. outside (in/ outside/above) the gate, clutching her bag close to her. The bell rang and she hurried 3. inside (outside/through/inside) the bustling classroom. She found a seat 4. between (among/between/from) two friendly classmates. The teacher greeted them warmly and started the lesson 5.about (about/in/for) numbers. Jahnavi listened attentively, feeling excited 6. about (at/about/for) the new adventure ahead.
VII. Read the highlighted words in the following sentence from the text.
A kingfisher swept ‘down’, its wings an arrow of blue in the sunlight.
Words like ‘on, off, up, down’ can function both as preposition and as adverb.
For example:
• She ran up the stairs. (preposition) • She rang me up. (adverb)
| Remember, a preposition will always be followed by an object (noun) whereas an adverb will tell you more about the action (verb) |
Fill in the blanks with prepositions or adverbs.
1. The cat jumped ___________ the table. (preposition)
2. The children played ___________ until dark. (adverb)
3. She quickly ran ___________ the park. (preposition)
4. The helicopter was hovering ___________. (adverb)
5. We were just walking ___________, chatting. (adverb)
6. After thoroughly wiping his shoes, he stepped ___________. (adverb)
7. She drove slowly ___________ the sharp curve. (preposition)
8. He placed the keys ___________ the mat before leaving. (preposition)
Answer:
1. The cat jumped onto the table. (preposition)
2. The children played outside until dark. (adverb)
3. She quickly ran across the park. (preposition)
4. The helicopter was hovering above. (adverb)
5. We were just walking along, chatting. (adverb)
6. After thoroughly wiping his shoes, he stepped inside. (adverb)
7. She drove slowly around the sharp curve. (preposition)
8. He placed the keys under the mat before leaving. (preposition)
Let us listen
I. Read the words given in the box below. You will listen to five people speak about school life. As you listen, circle the words that are used by the speakers. There are two words you do not need.
| lawyer | desks | homemaker | principal | posters |
| newspapers | marriage | advertisements | careers | books |
Answer:
Listen carefully to the five people speaking and circle the words used by the speakers. This is an exercise which you should do on your own because it will help you develop your listening skills and also increase your concentration.
II You will once again listen to the five speakers. As you listen, match each statement 1–7 to each speaker (i)–(v). There are two statements that you do not need.
| Statements | Speaker no |
| 1. Promotes active participation for all in school activities | 5 |
| 2. Comments on how school makes learning Mathematics joyful | – |
| 3. Believes in the power of education that leads to freedom of choice | 3 |
| 4. Shares that school also means companionship | 4 |
| 5. Understands that boys and girls have different abilities | – |
| 6. Persuades the parent to grant permission to attend school | 2 |
| 7. Believes that learning skills is not gender-based | 1 |
Let Us Speak (Page 13)
I. Read the sentence given below.
“Dear, dear! What’s the matter? … 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.”
The River spoke to Jahnavi in a ‘sleepy’ voice. Work in pairs and take turns to speak the same sentence in ‘other’ voices. Some hints are given below.
| happy | surprised | angry | scared | sad | worried |
Answer:
With the guidance of your teacher practise reading the above sentence to convey different emotions. Note carefully how your intonation changes every time you switch to a different emotion.
II. Janhavi asks the River for advice and the River gives advice. Read the given situations and work in pairs to ask for and give advice. Take turns to change your roles. Use the prompts given below.
1. Situation (i): You wish to play football at school but it has an all-boys’ team only.
2. Situation (ii): You have been unable to score well in Mathematics due to nervousness during exams.
3. Situation (iii): You really enjoy music classes but do not get enough time to practise for it.
4. Situation (iv): You cannot see the blackboard clearly from the last bench.
| Asking for Advice | Giving Advice |
| • _______ problem _______. What do you think I should do? | • I think you should… |
| Asking for advice • _______ problem _______. Do you think I should…? | • Why don’t you…? |
| • _______ problem _______. What would you do in my position? | • The best thing to do is… |
| • _______ problem _______. I’d appreciate your advice on this issue. Giving advice | • If I were you, I would / wouldn’t… |
Answer:
| Asking for Advice | Giving Advice |
| I would like to play football at school, but there is only an all-boys’ team. What do you think I should do? | • I think you should motivate other girls to play football and request your coach to form an all-girls’ team. |
| I have been unable to score well in mathematics due to nervousness during exams. Do you think I should take mathematics tuition to overcome my nervousness? | • Why don’t you start practising mathematics regularly on your own by setting a time limit? I think that will be of great help. |
| I really enjoy my music classes, but do not get enough time to practise for it. What would you do in my position? | • The best thing to do is to arrange your tasks in order of priority and first do the ones that are important and the ones you like. In this way you will be able to practise music which you enjoy at the cost of some relatively unimportant task. |
| I cannot see the blackboard clearly from the last bench. I’d appreciate your advice on this issue. | • If I were you, I would speak to my teacher and ask for permission to sit in the front row and at the same time I would go for an eye check-up. |
Let us Write (Page 14)
Observing nature
Take some time to observe the world around you. Over the next few days, pay attention to the colours, shapes, patterns, and textures found in nature. Look closely at the plants, trees, flowers, birds, and even the sky. Make detailed notes of what you observe, focusing on textures, movements, and how light plays with these elements. Record your observations in detail and the features that draw your attention the most—whether it’s the soft ripple of water, the vibrant flutter of a butterfly or the colour of the birds or flowers.
Now, write a descriptive paragraph based on what you’ve observed. Highlight the colours, shapes, textures, and unique details that made an impression on you.
Give a title to your paragraph.
Contemplating the Wonders of Nature
Every morning, I step into the garden and enjoy watching the sunlight gently fall on the leaves, making them sparkle like little green jewels. The winter blossoms are bright and colourful—red, yellow, pink, and purple—all standing tall and smiling in the sun. I like to see butterflies fluttering around. Some have green wings with brown spots that look like delicate works of art. The grass feels like a soft carpet beneath my feet. A small bird with brown feathers perched on a branch of the mango tree sings a sweet song.
Near the lily pool, a green frog sits quietly on a rock. It suddenly jumps into the water with a soft splash, creating little ripples. In a sunny corner of the garden, a lazy cat lies curled up, its eyes half closed. It flicks its tail slowly and watches the butterflies with great interest, but it is too lazy to chase them. I find it very interesting to watch ants walking in a line along the ground, busy with their work. The air smells fresh and fragrant with the scent of flowers and wet soil. The garden is teeming with life, colour, and beauty. It lifts my spirits and makes me feel happy and peaceful. I want to tell all my friends to spend some time each day amidst nature appreciating its beauty and serenity.
Let us Explore (Page 14)
I. Discuss why rivers in India are considered to be sacred and most of them are referred to as female. Some rivers are referred to as male, for example, the Brahmaputra and the Sone.
Answer:
In India, rivers are considered sacred because they support life by providing water for drinking, farming, and daily needs. They are also deeply connected to religion and mythology. Most rivers are referred to as female because they are seen as fulfilling a nurturing and life-giving role, much like a mother. Rivers like the Ganga are worshipped as goddesses. However, some rivers such as the Brahmaputra and the Sone are referred to as male, often because they are associated with local legends or mythological stories that describe them with masculine traits. These traditions reflect the deep respect and spiritual connection people have with rivers in Indian culture.
II. Whole Class Activity
1. India is a multilingual country, and many of us can speak two to three languages easily. Make a list of the languages that everyone in the class can speak and display it on a chart paper in the classroom.
Answer:
Do it yourself. We have provided a sample list to guide you.
Languages Spoken by Our Class
| S.No. | Student Name | Languages Spoken |
| 1 | Aakash | Hindi, English, Marathi |
| 2 | Munmun | Tamil, English, Hindi |
| 3 | Sohan | Bengali, Hindi, English |
| 4 | Tanya | Punjabi, Hindi, English |
| 5 | Sharukh | Kannada, English, Hindi |
| 6 | Ishita | Malayalam, English, Hindi |
| 7 | Abhishek | Urdu, Hindi, English |
| 8 | Neha | Gujarati, English, Hindi |
| 9 | Bharat | Odia, Hindi, English |
| 10 | Arati | Assamese, Hindi, English |
Summary of Languages Spoken:
- Hindi (spoken by 10 students)
- English (spoken by 10 students)
- Tamil
- Bengali
- Punjabi
- Kannada
- Malayalam
- Urdu
- Gujarati
- Odia
- Assamese
2. In which language do you enjoy reading and learning the most?
Answer:
I enjoy reading and learning the most in my mother tongue, Hindi. The main reason is that I understand it easily and don’t have to translate in my mind. This makes reading faster and helps me remember things better. It also feels very natural and comfortable to learn in Hindi. When I read stories, poems, or books in Hindi, the words feel familiar, and I can connect with them instantly. Additionally, I can discuss what I’ve learned with my family and friends at home, making the experience even more enjoyable. Learning in my mother tongue makes studying more fun and boosts my confidence.
III. Read the poster given below and answer the questions that follow
1. What are the things you can observe in the poster?
Answer:
The poster highlights four happy and healthy girls sitting together, writing in notebooks. They appear to be in a classroom. The background has a message: “The Happiness of a Nation lies in the Dignity of its Daughters.” The girls look cheerful, involved in their lesson, and confident.
2. Why do you think the girls look happy?
Answer:
The girls look happy because they are getting the opportunity to learn and study. They are in a safe, nurturing environment where they are treated with respect and their potential is recognised.
3. Dignity means ‘self-respect’. What is the relation between ‘dignity’ and ‘happiness’?
Answer:
When people are treated with dignity, they begin to see their own value and importance. Feeling appreciated boosts their confidence and brings happiness. On the other hand, when people are not treated with respect, it becomes difficult for them to feel truly content or satisfied in life.
4. How does a Nation prosper when its daughters are happy?
Answer:
When daughters are happy, educated, and respected, they can contribute positively to society. They grow into strong independent individuals who can lead, work, and support their families and communities. So, a nation that empowers its daughters becomes successful, fair, and prosperous.
V. The Government has launched many schemes for the education of the girl child. Some of them are ‘Beti Bachao Beti Padhao’, ‘Balika Samridhi Yojana’, ‘Samagra Shiksha Scheme – Kasturba Gandhi Balika Vidyalayas’, etc.
Find out more such schemes from the internet or from your teacher and spread awareness in your neighbourhood.
Answer:
Enjoy surfing the internet on your own to find out more about schemes tailored for the education and development of the girl child.
We have furnished a sample for your guidance:
Schemes for the Education and Empowerment of the Girl Child
The Government of India has launched several important schemes to support the education and well-being of girls. These schemes aim to ensure that girls are not only protected but also given equal opportunities to learn and grow.
Here are some major schemes:
- Beti Bachao, Beti Padhao (Save the Daughter, Educate the Daughter)
Launched to improve the child sex ratio and promote education for girls across India.
- Balika Samridhi Yojana
Provides financial support to families with girl children and encourages school enrolment.
- Samagra Shiksha Scheme – Kasturba Gandhi Balika Vidyalayas (KGBV)
Offers residential education for girls from disadvantaged backgrounds, especially in rural
areas.
- Sukanya Samriddhi Yojana
A savings scheme designed for the education and future of the girl child, offering high
interest and tax benefits.
- National Scheme of Incentive to Girls for Secondary Education (NSIGSE)
Encourages girls to continue their education after class 8 by offering a one-time financial
incentive.
- CBSE Udaan Scheme
Supports girls from economically weaker sections by providing free coaching for engineering
entrance exams.
- Scholarships for Single Girl Child (by UGC)
Provides scholarships to promote higher education among girls who are the only child of their parents. - Digital India Campaign – PM eVidya
Aims to provide digital learning tools for girls in rural and remote areas.
How You Can Help:
You can create posters, speak to neighbours, or hold a small event in your school or colony to share this information. The more people know, the more they will support girls’ education.
Hope you found our solutions to NCERT Class 7 English Poorvi Learning Together Chapter 1 ‘The Day the River Spoke’ helpful! Need extra help? Book a free demo class now!
