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Find Solutions to NCERT Class 7 English – Poorvi Learning Together Chapter 2 ‘Try Again’ here.
Let us do these activities before we read.
I. Who inspires you to do your best?
Answer:
My father is the person who motivates me to do best effort. He is hardworking, patient, and remains strong even during a crisis. Whenever I feel discouraged or think something is too hard, he reminds me that what matters most is making an effort, not just succeeding. His constant encouragement and calm nature help me stay focussed and keep improving every day.
II. Work in pairs, identify what you see in the pictures given below. What can we learn from them? Share your answers with your classmates and the teacher.
Answer:
1. What we see: Bees buzzing around and working near their hive.
What we learn: Teamwork, discipline, and how everyone has a specific role to play for the benefit of the whole group.
2. What we see: A spider spinning or resting on a web.
What we learn: Focus, Patience, and persistence—l the spider who never gives up even if its web is broken.
3. What we see: A flock of migratory birds flying together across the sky.
What we learn: Cooperation, taking turns in leadership, and helping one another through long journeys.
4. What we see: A bird building a nest with great care and detail.
What we learn: Creativity, dedication, painstaking effort and how small efforts build something beautiful.
5. What we see: Ants moving in a zigzag line scouting for food.
What we learn: Hard work, teamwork, and preparation—ants always plan ahead and work together.
6. What we see: A tree heavy with ripe, red apples.
What we learn: Patience and the rewards of consistent care. Like a tree, we grow slowly and our efforts bear fruit over time.
Let us discuss (Page 19)
I. Complete the summary of the poem by filling in the blanks with suitable words from the text given in the box below. Share your answers with the teacher. An example has been given.
| tried | mounted | despair | attempts | great |
| conquered | low | strive |
The poem, written in a narrative style, tells the story of King Bruce of Scotland, who was feeling, 1. low after failing multiple times to achieve something 2. great for his people. In a moment of 3. despair, he observed a spider trying to reach its web high above. The spider 4. mounted every time it fell after getting close to its goal. It made nine 5. attempts and finally succeeded. The king said that the spider had 6. conquered and so would he. Inspired by the spider’s determination, King Bruce decided to 7. strive. When he 8. tried this time, he ultimately succeeded.
II. Complete the following sentences suitably.
1. We can say that the poet uses the narrative style because the poem tells a story with characters, events, and a clear sequence of actions.
2. The central idea of the poem is that steadfastdetermination and unwavering perseverance will lead to success even after multiple failed attempts.
III. Pick three examples from the poem for each of the following:
1. lines that describe the spider’s efforts
Answer:
1. Lines that describe the spider’s efforts are:
“Up, up it ran, not a second to stay,”
“Again it fell and swung below, But again it quickly mounted;”
“Steadily, steadily, inch by inch, Higher and higher he got;”
2. alliteration (the repetition of the same consonant sounds at the beginning of closely connected words)
Answer:
Three examples of alliteration are:
| Straight up with strong endeavour; But down it came with a slippery sprawl | repetition of the sound ‘s’ |
| Till it fell still lower, and there it lay, A little dizzy and faint. | repetition of the sound ‘l’ |
| The spider up there, defied despair | repetition of the sound ‘d’ |
IV. Why does the poet repeat the following words or phrases in the poem?
tried and tried; steadily, steadily; up, up
Answer:
The poet repeats words and phrases like “tried and tried,” “steadily, steadily,” and “up, up” to draw attention to the effort, persistence, and determination of the spider and King.
Here’s why each repetition is effective:
“Tried and tried”: stresses how many times the King (and later, the spider) made attempts without giving up, reinforcing the theme of perseverance.
“Steadily, steadily”: indicates slow but continuous effort, showing that success often comes from patient and consistent hard work.
“Up, up”: describes the spider’s actual movement and builds suspense, highlighting its determined climb despite setbacks.
The use of repetition adds rhythm, reinforces meaning, and paints a vivid and memorable picture.
V. Fill in the blanks by choosing the correct answer from within the brackets.
1. The rhyme scheme of the poem is ____________. (AABB/ABBA/ABAB)
Answer:
The rhyme scheme of the poem is ABAB.
2. ‘Bravo’ is an example of ____________. (conjunction/interjection/adjective)
Answer:
‘Bravo’ is an example of interjection.
3. The poet uses ‘twas and ‘tis for the sake of ____________. (rhythm/rhyme/contraction)
Answer:
The poet uses ‘twas and ‘tis for the sake of rhythm.
VI
| A metaphor is a figure of speech that involves an implied comparison between two unlike things without using ‘like’, ‘as’, or ‘as…as. It suggests that one thing is another, highlighting similarities between them to add deeper meaning or understanding |
1. Read the following sentences and identify metaphors and similes. Write M for metaphor and S for simile.
| (i) He ran as fast as a cheetah. | S |
| (ii) The world is a stage. | M |
| (iii) The night was as dark as coal. | S |
| (iv) He sang like an angel. | S |
| (v) Her voice was music to his ears. | M |
| (vi) The classroom was a zoo. | M |
| (vii) The baby slept like a log. | S |
| (viii) Her smile was as bright as the sun. | S |
| (ix) The lake was a mirror, reflecting the sky. | M |
2. Read the following sentences and transform the similes to metaphors and metaphors to similes. Two examples have been given.
(i) Knowledge spreads like the branches of a mighty tree.
Knowledge is a spreading branch of a mighty tree.
(ii) His courage was a beacon, guiding us through the storm.
His courage was as bright as a beacon guiding us through the storm. (Simile)
(iii) The book was a treasure chest, filled with endless adventures.
The book was like a treasure chest, filled with endless adventures. (Simile)
(iv) Her laughter was a melody that brightened the darkest days.
Her laughter was like a melody that brightened the darkest days. (Simile)
(v) The mountain stood as a guard, watching over the valley below.
The mountain was a silent guard, watching over the valley below. (metaphor)
(vi) The night was like a velvet cloak, wrapping the world in mystery.
The night was a velvet cloak, wrapping the world in mystery. (metaphor)
(vii) Her thoughts were like butterflies in a summer meadow
Her thoughts were butterflies flitting through a summer meadow. (metaphor)
Let us think and reflect (Page 21)
I. Read the extracts given below and answer the questions that follow.
1. He flung himself down in low despair,
As grieved as man could be;
And after a while he pondered there,
“I’ll give it all up,” said he.
Now just at that moment a spider dropped,
With its silken, filmy clue;
(i) Select the phrase which shows the physical expression of the King’s emotional state:
Answer:
” in low despair”
(ii) Why does the poet use the word ‘low’ before despair?
Answer:
The word ‘low’ emphasizes the depth of the King’s sadness and hopelessness. It suggests that he was not just sad, but had reached the depths of despair, in other words he was completely discouraged.
(iii) Choose the correct option to complete the sentence.
In the line, ‘And after a while he pondered there’, the word ‘pondered’ means:
A. paused B. thought C. noticed D. rested
Answer:
B. thought
(iv) Choose the correct option from the words given in the brackets.
The phrase ‘silken filmy clue’ creates an image of something that is__________(long and light/very delicate and soft).
Answer:
very delicate and soft
2. “…when it toils so hard to reach and cling,
And tumbles every time.”
But up the insect went once more,
Ah me! ‘tis an anxious minute;
He’s only a foot from his cobweb door,
Oh say, will he lose or win it?
(i) Choose the correct option to complete the analogy.
toil: hard::_______________: _______________
A. roll: tumble B. tumble: circle
C. compress: roll D. jump: tumble
Answer:
D. jump: tumble
(ii) List any two characteristics of the spider highlighted in the line, ‘But up the insect went once more’.
Answer:
Determined: The spider does not give up its efforts to climb
Persistent: It carries on its efforts to reach its web undeterred by repeated failures.
(iii) Choose the correct option to complete the sentence.
The expression ‘Ah me!’ in the extract indicates a sense of _______________.
A. happiness B. stress
C. relief D. loneliness
Answer:
B. stress (It conveys anxiety about whether the spider will succeed in its efforts this time)
(iv) Complete the sentence with an appropriate reason.
Readers are able to relate to this extract because ____________.
Answer:
Readers are able to relate to this extract because almost everyone has experienced failures and been tempted to give up, but perseverance and unwavering determination has eventually brought success after several attempts.
II. Answer the following questions.
1. How does the first stanza help in setting the mood of the poem?
Answer:
The first stanza strikes a gloomy mood by describing the despondent King Bruce who flings himself down in despair after repeated failures. His emotional state has hit rock bottom. This image is in sharp contrast to the popular image of a strong and powerful monarch in total control of his kingdom. This prepares the reader for the contrast and inspiration that follow in the poem.
2. Describe how King Bruce’s attitude changes from the beginning towards the end of the poem.
Answer:
At the beginning, King Bruce is in despair and is ready to give up. However, after watching the spider try again and again, he is inspired. By the end of the poem, hope and determination surge again in his heart, he decides to try once more, and ultimately succeeds.
3. The poet describes every action of the spider in great detail. What does this tell us about his attitude towards the spider?
Answer:
The poet’s minute description reveals his respect and admiration for the spider. The spider is a symbol of persistence, endurance, patience and strength.
4. How does the spider inspire us to overcome despair and not give up?
Answer:
The spider keeps on trying to reach its web despite falling many times. Its tenacity and perseverance are inspiring and teach us that success often comes to those who keep going even when it’s hard.
5. The poem teaches us that failures are stepping stones to success. Explain.
Answer:
The spider tries to climb up to its web but falls repeatedly. Undeterred by each fall, it tries harder and harder to succeed in its endeavour. Eventually, it succeeds. Similarly, King Bruce inspired by the spider, also learns from his failures and wins in the end. The poem shows that every failed attempt brings us closer to success.
6. The spider’s journey tells us that anyone can be a source of inspiration in our lives. Elaborate.
Answer:
The poem tells us that even a tiny spider can become a source of inspiration for a king. This teaches us that motivation can come from the most unexpected places, and we should keep our eyes open to imbibe valuable lessons from the world around us, regardless of the apparent size, importance or value of the source.
Let us Learn (Page 22)
I. Write the opposites of the following words taken from the poem.
1. up x _____________
2. fast x _____________
3. glad x _____________
4. win x _____________
5. succeed x _____________
Answer:
| 1. up | down |
| 2. fast | slow |
| 3. glad | sad |
| 4. win | lose |
| 5. succeed | fail |
II. Choose the correct meaning of the underlined words in the following sentences from the box given below. Frame sentences of your own for these words.
| 1. work very hard and/or for a long time 2. prepared themselves for something difficult 3. an attempt to do something new or difficult 4. to try very hard to achieve something |
(i) Please make every endeavour to arrive on time.
(ii) Ants toil tirelessly to save food for rainy season.
(iii) We encourage all students to strive to do their best.
(iv) The sailors braced themselves against the strong wind.
Here are the correct meanings and example sentences for each underlined word:
Answer:
(i) Please make every endeavour to arrive on time.
Meaning: to try very hard to achieve something
Sentence: She endeavoured sincerely to finish knitting the sweater before her grandmother’s birthday.
(ii) Ants toil tirelessly to save food for rainy season.
Meaning: Work extremely hard and/or for a long time
Sentence: Coal miners toil in the tunnels to extract coal at the risk of their lives.
(iii) We encourage all students to strive to do their best.
Meaning: an attempt to do something new or difficult
Sentence: The ballet dancer strives very hard to master the difficult steps..
(iv) The sailors braced themselves against the strong wind.
Meaning: Prepared themselves for something difficult
Sentence: She braced herself to face her father’s anger after breaking his phone.
III. The poem uses words that show distance. For example:
a long way up, inch by inch, higher and higher, half-yard higher
Classify the words or phrases in the box given below based on the distance (far or near) and write in the space provided. You may take the help of a dictionary.
| proximity | middle of nowhere | vicinity | adjacent |
| remoteness | yonder | afar | a stone’s throw |
| light year | hairline | farther |
Answer:
| FAR | NEAR |
| middle of nowhere | proximity |
| remoteness | vicinity |
| yonder | adjacent |
| afar | a stone’s throw |
| light year | hairline |
| farther |
IV. Read the following line from the poem.
‘Twas a delicate thread it had to tread,
Now repeat the lines five to six times. Are you able to say it clearly?
Answer:
No, it is very difficult to repeat because my tongue gets twisted midway through the sentence and I get confused.
Create more tongue twisters of your own.
Answer:
Here are a few tongue twisters:
Seven sneaky snakes sizzled as Zane snoozed.
Six slippery snails slid slowly southward.
Thelma thought Tim tickled thirty thirsty thieves.
Polly’s pet parrot picked pink peppers perfectly.
Let us listen (Page 24)
I. You will listen to a story about an ant. Read the questions given below and before you listen, guess the answers to these questions.
1. What was the ant known for?
(i) determination (ii) strength (iii) wisdom
Answer:
(i) determination
2. Why was the ant unable to take the roti home?
(i) It was stuck under a rock.
(ii) It was too heavy to carry.
(iii) It was pulled by other ants.
Answer:
(ii) It was too heavy to carry.
3. What was the bird doing?
(i) playing with the ant
(ii) searching for food
(iii) picking up leaves
Answer:
(iii) picking up leaves
4. How did the bird make the ant feel?
(i) proud (ii) inspired (iii) relaxed
Answer:
(ii) inspired
5. How did the fellow ants help?
(i) by advising the ant continuously
(ii) by standing still near the ant
(iii) by joining the ant in her efforts
Answer:
(iii) by joining the ant in her efforts
II. Now, listen to the story once again and as you listen, check whether your
answers are correct.
Answer:
Yes, my answers are correct.
Let us Speak (Page 25)
Narrate a personal experience about a time when you were motivated by someone or something to carry on and never give up. Your perseverance helped you. Use the following sentence prompts as a guide for your narration. Use as per your topic
Answer:
Here is a sample answer following the prompts given in your textbook:
1. Introduction:
I remember a time when I felt like giving up. It was when I was learning to ride a bicycle without training wheels for the first time.
2. Describe the challenge:
The challenge I faced was keeping my balance and steering the cycle properly. I lost my balance as the cycle tilted to one side and I kept falling over again and again. The problem seemed too big because no matter how hard I tried, I just couldn’t ride for more than a few seconds without tipping over.
3. Feeling disheartened:
At first, I felt discouraged and thought about giving up because my knees were bleeding badly. Some boys mocked me as I fell over. I felt embarrassed because even younger kids around my block seemed to ride so easily. I felt upset and wanted to just give up on cycling altogether.
4. The source of motivation:
But then, I saw a little girl, riding past me confidently. She cheered me on and told me to sit straight and look ahead. Her friendly words of advice inspired me to try again.
5. Taking action:
With my new found will power, I decided to keep trying every single day. I focussed on staying calm, sat straight and looked ahead and soon I found that I got the knack of balancing. I kept practicing, even though I fell at times.
6. The result:
In the end, I was able to ride without any help. The day I pedalled across the park all by myself, I felt really proud. Thanks to standing firm and never giving up, I achieved something I once thought was impossible.
7. Reflection:
This experience taught me that fear and failure are just part of the journey. I learned that perseverance is the key to success, no matter how small the goal. Now, I always remember to take one more try before giving up.
Let us write (Page 26)
King Bruce was inspired by the spider that kept on trying till it was successful. Think about the steps you can take to overcome a difficult situation and write them down.
Now, write a letter to your cousin on how you plan to overcome any difficult situation. Also, advise not to quit and persevere.Remember to use transition words like ‘To begin with…,’ ‘Next…,’ ‘Afterthat…,’ ‘Then…,’ ‘Finally…,’ to share the steps of your plan.
Answer:
20, Rajendra Nagar
Jeevanpur
23 August 20XX
Dear Monika,
I was so glad to receive your letter. You asked how I deal with tough times, and I’d love to tell you about what I do when things get hard. I recently came across a poem about King Bruce and a spider—it really made me reflect on how important it is to keep going, no matter what.
To start with, when I’m stuck in a difficult situation, I try to take a deep breath and clear my mind. It helps me think better. Then, I look at the problem piece by piece instead of getting overwhelmed. After that, I often speak to someone close, like my mother or a friend, to get a different point of view. If one way doesn’t work, I try another approach. I remind myself that it’s okay to fall—as long as I get up again. Finally, even if the result takes time, I keep putting in the effort till I succeed.
The most important thing I’ve learned is that persistence pays off. Just like that tiny spider that didn’t stop climbing until it reached its web, I believe we can achieve anything if we stay determined and focussed. So, whenever you feel discouraged, remember—you’re stronger than you think. Remember the saying. ‘When the going gets tough, the tough get going.’
Write back soon and tell me about a time you didn’t give up!
Yours affectionately,
Deepa
Let us explore (Page 26)
I. Collect folk songs in your own language that connect us with nature and compile them as a class project
Answer:
Since this is a class project, you will have to work on it with your classmates and your teacher.
II. Did you know that spiders are not insects? They belong to a group called the arachnids. Observe a spider and an ant from a distance and note down the differences between them. Share your observations with your classmates. Ask your Science teacher for more information to know about spiders better.
II. Observation: Spider vs. Ant
| Features | Spider | Ant |
| Number of legs | 8 legs | 6 legs |
| Body parts | Two main parts: cephalothorax )fused head and thorax) and abdomen | Three parts: head, thorax, abdomen |
| Movement | Moves slowly and smoothly | Moves fast and in a straight line |
| Web-building | Web-building | Builds anthills |
| Feelers/antennae | No antennae | Has two antennae |
Spiders are arachnids, not insects, and they use their silk to build webs to catch food. Ants are insects, highly organized, and live in colonies. Both are fascinating creatures but very different in how they live and behave.
III. Let us learn how to weave a spider web.
1. Take three sticks (each about eight inches long) and a roll of old wool.
2. Tie the sticks together in the centre with the wool (Fig. 1).
3. Start weaving the web by putting a loop around every stick
(Figs. 2 and 3).
4. Complete the web and tie the thread in a knot on the stick where the
web is complete (Fig. 4).
Now, decorate it with words and phrases you learnt about the spider in
the poem or anything else that you like.
Answer:
Have fun doing this on your own.
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