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Step-by-step NCERT solutions for Environment (Chapter 4, NCERT Class 8 English) — the full working for every question, not just the final answer. You can also read the Environment textbook chapter.

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All 59 questions in Environment are solved in the PDF. Here's what's inside, exercise by exercise:

Pre-reading Activities — The Cherry Tree

  1. Work in pairs and answer: (1) Have you ever used a seed or a sapling to grow a plant? (2) What kind of care did the plant need? Who helped you with it? (3) How did you feel when you saw the plant grow?
  2. What kind of trees do people plant in their homes? Why is it important to plant trees?
  3. Name some fruit trees that grow in your region. What type of conditions help these fruit trees to grow?

Let us discuss — The Cherry Tree

  1. Arrange the events in order of occurrence in the story. Two have been done for you: 1. Rakesh discovered that the small, well-rooted twig had grown into a cherry tree. 2. Rakesh was sent to live with his grandfather in Mussoorie. 3. Rakesh pressed the cherry seed into the soft soil with his thumb. (5) 4. The cherry tree grew quickly after the rains arrived early. 5. Rakesh bought a bunch of…
  2. Do you think the cherry tree would survive? Why do you think so?
  3. Complete the cause-and-effect table based on Part II of the story. One example is done: Cause 1: A woman cut the cherry tree while cutting grass. Effect (i): Grandfather scolded the woman. Cause 2: [?] → Effect (ii): Rakesh was thinner but stronger when he came back. Cause 3: A hairy caterpillar started eating the leaves of the cherry tree. → Effect (iii): [?] Cause 4: [?] → Effect (iv): Rakesh…

Let us think and reflect — The Cherry Tree

  1. Extract 1 …
    • (i) Substitute the underlined phrase with a correct word from the extract: 'The Kho-kho captain changed her strategy quickly and without delay when a new player came in from the opposing team.'
    • (ii) What does Rakesh's action of rolling the cherry seed in his mouth most likely suggest about his mood? A. He is feeling impatient and restless. B. He is enjoying the taste and the moment. C. He is bored and has nothing better to do. D. He is thoughtful and feeling playful.
    • (iii) Complete the sentence: Rakesh's decision to plant the seed shows that ______.
    • (iv) How does the grandfather's advice reflect his view about luck and effort?
  2. Extract 2 …
    • (i) Complete: The phrase 'field-mice sought shelter in the roof of the cottage' suggests that _____.
    • (ii) What can be inferred about the cherry tree's toughness? A. The weight of the tree was more than the snow. B. The tree could withstand harsh weather. C. The tree was growing close to the ground. D. The snow gave support to the tree.
    • (iii) How did the early winter affect Grandfather's mood and storytelling?
    • (iv) Complete: The comparison of Rakesh's age to the cherry tree's age symbolises ___. (the tree's growth paralleling Rakesh's own development / the tree standing as a dear one on Rakesh's birthday)
  3. Answer the following questions: 1. Why did Rakesh's parents send him to Mussoorie? 2. Why did Rakesh let the praying-mantis remain on the branch of the cherry tree? 3. How is life in the Himalayan foothills described in the story? 4. What might Rakesh mean when he says, 'Is this what it feels to be God?' at the end of the story? 5. How does the writer describe the relationship between Rakesh and…

Let us learn — The Cherry Tree

  1. Each word list has one word that does not match the others. Identify the odd word. Example: chop, trim, slice, mince — 'trim' (cut with scissors; others cut with a knife) 2. plodded, galloped, scrambled, trudged 3. tender, delicate, soft, smooth 4. stared, peered, pecked, gazed 5. growing, blossoming, progressing, planting
  2. Choose the most suitable taste word for each food item: sweet, sour, tangy, bitter, spicy, salty, bland (tasteless). 1. tamarind 2. jaggery 3. neem leaves 4. paneer (cottage cheese) 5. lemon 6. pickle 7. a dish of vegetables Then make sentences using any five taste words.
  3. Choose the correct antonyms from the box for these textual words (two extra words not needed): Box: growing, wide, ordinary, fasting, unprotected, shaky, cheerful, fussing, hard, coldness 1. tender 2. sturdy 3. narrow 4. warmth 5. feasting 6. grumpy 7. sheltered 8. special
  4. Read these lines from the text and identify the tense forms: 1 … 2. 'Rakesh was looking for Grandfather without finding him in any of his favourite places around the house.' 3. 'Rakesh and Grandfather gazed at the tree as though it had performed a miracle.' The forms are: Simple Past (1 and 3), Past Progressive (2), and Past Perfect (3). Now fill in the blanks with the correct form of Simple Past, Past Progressive, or Past Perfect: (i) I was sitting [sit] with my grandparents in the garden… As we (ii)___ [talk], I (iii)___ [realise] how much wisdom they (iv)___ [impart] to me over the years. While I (v)___ [listen] to their stories, I (vi)___ [remember] the times we (vii)___ [spend] together planting flowers. By the time I left, the sun (viii)___ [set], and I (ix)___ [feel] a deep sense of gratitude for the bond we (x)___ [nurture] through love, care, and countless memories.
  5. Punctuate the following paragraph appropriately: 'every sunday roshni would visit her grandparents house on their farm come sit grandpa would say patting the bench on their porch roshni loved these moments where the world slowed down and stories flowed like magic grandma would bring tea her eyes twinkling with joy im excited to hear about your younger days the adventures the lessons and the…

Let us speak — The Cherry Tree

  1. Read the following words and write the number of syllables in each: mountains, grandfather, tender, disturbed, caterpillar, Himalayan, performed, intention, slope, newspaper, favourite
  2. Speak about Van Mahotsav Diwas and its significance. Prepare on: When is it celebrated? Who celebrates it? Why is it celebrated? How is it celebrated? What message does it convey?

Let us write — The Cherry Tree

  1. Complete the article 'Trees–Our Lifeline' for a school magazine using the words/phrases: absorb carbon dioxide, Moreover our planet, reduces pollution, Additionally, would stop existing, ensures a better future, climate control, To conclude, If trees were not there.

Let us explore — The Cherry Tree

  1. The banyan tree is India's National Tree. Three notable banyan trees are: The Great Banyan (Howrah), Dodda Aalada Mara (near Bengaluru), and Thimmamma Marrimanu (Andhra Pradesh — Guinness World Record 1989 as largest tree specimen). Find more information about such Indian environmentalists and share with your classmates.

Pre-reading Activities — Harvest Hymn

  1. Work in pairs: (1) India celebrates many harvest festivals. When is the harvest festival celebrated in your region and how is it celebrated? (2) A hymn refers to a song of praise.
    • (i) To whom do we offer a hymn?
    • (ii) When and where do we sing a hymn?
    • (iii) Why do we offer it?
  2. Match archaic words in Column 1 with meanings in Column 2: 'Thou art my friend, and I trust thee. Thy kindness is great, and everything that is mine is thine.' 1. thou 2. art 3. thee 4. thy 5. thine
    • (i) yours
    • (ii) you (object)
    • (iii) you (subject)
    • (iv) are
    • (v) your
  3. Select the correct meaning for each underlined word from the paragraph: 'Under the golden 1. radiance of the evening sun, the villagers gathered to pay 2. tribute to their 3. cherished elder, who had dedicated his life to their well-being. His wise 4. counsel had guided generations… Known for his 5. munificent spirit, he never hesitated to share his resources generously.' 1. radiance: (i) glow…

Let us discuss — Harvest Hymn

  1. Write the stanza number for the main idea of each stanza: 1. The speakers recognise the lord … 2. The speakers praise the generosity of the creator of the universe who ensures a rich harvest. 3. The speakers devote their lives and work as a mark of respect to the lord and seek his support, wisdom, and care. 4. The speakers pay homage to the Earth and appreciate her role in supporting life, by dedicating their harvest.
  2. Fill in the blanks choosing from brackets: 1. The setting of the poem is a rural landscape, possibly during a ___ (harvest/religious) festival. 2. The tone of the poem is respectful and celebratory because it praises ___ (the men and women / nature and the Lord) with deep respect and gratitude. 3. In 'Thou art our Hands and our Heart and our Home', the letter 'h' is capitalised in 'Hands'…
  3. Identify the poetic device used in the following lines: • 'Bright and munificent lord of the morn!' • 'We bring thee our lives and our labours for tribute'
  4. Match lines from the poem (Column 1) with their expressions (Column 2) and identify the poetic device from: imagery, alliteration, simile, metaphor, personification. 1 …
  5. Certain words or phrases are repeated in the same line, e.g. 'The gold of our fields and the gold of our fruit.' Find more repetitions from the poem. What is the poet's purpose of using repetition?
  6. The poem uses symbolism. Match symbols in Column 1 with meanings in Column 2: 1. Prithvi (the Earth) 2. Surya (the Sun) 3. Varuna (Rain)
    • (i) light, energy, life — representing the giver of warmth and prosperity
    • (ii) mercy and nourishment — crucial for agriculture and sustenance
    • (iii) fertile land, motherhood, nurturing — the source of all life

Let us think and reflect — Harvest Hymn

  1. Extract 1 …
    • (i) What does the act of bringing songs and garlands as tribute suggest? A. They fear the gods. B. They have a deep sense of reverence and gratitude towards the divine. C. They are forced to perform rituals without understanding. D. They depend on the gods for daily needs.
    • (ii) Complete: The word 'gold' in 'the gold of our fields' and 'the gold of our fruit' symbolises ___.
    • (iii) How does 'O giver of mellowing radiance' help us understand Surya's role in the harvest?
    • (iv) Fill in the blank: The use of cymbal and flute signifies ___. (joy and celebration / meditation and worship)
  2. Extract 2 (All Voices) …
    • (i) In 'Lord of our being,' what does 'being' most likely refer to? A. Our physical body B. Our entire existence C. Our spiritual practices D. Our earthly possessions
    • (ii) True or false: 'The imagery of the Seed and the Scythe symbolises the divine's role as both the beginning and the end of the agricultural cycle.'
    • (iii) Identify phrases from the extract meaning: A. The divine as a timeless, everlasting presence. B. Beyond human comprehension or description.
    • (iv) How do we know these lines are spoken as a chorus?
  3. Answer the following questions: 1. Why do the farmers hail the God of rain? 2. What is being referred to as 'wealth of our valleys'? Why? 3. State one reason why the women refer to the Earth as a 'source of manifold gladness'. 4. Why does everyone in the poem offer their 'labours for tribute'? 5. Why has the poet presented the poem as voices of men, women, and all voices? 6. How does the poet…

Let us learn — Harvest Hymn

  1. Match the farming implements in Column 1 with their use in Column 2 and complete the name in Column 3: 1. picture →
    • (i) A tool with a long handle with metal teeth for collecting hay or leaves — S__CKL__ 2. picture →
    • (ii) A small hand tool used for digging and making shallow furrows — SC__TH__ 3. picture →
    • (iii) A hand-held tool with a curved blade for harvesting crops — PL__GH 4. picture → (iv)…
  2. Choose the correct synonyms for underlined words (box: generous, help, brightness, indescribable, kind): 1. The king was beneficent to the poor because he took good care of them. synonym: kind [given] 2. He was munificent towards the needy and donated a lot for their health care. synonym: ___ 3. When he lost his job, all his friends gave him succour by supporting him with money. synonym: ___ 4…
  3. Look up these archaic words in a dictionary and find commonly used modern equivalents: 1. morrow 2. hither 3. quoth 4. betwixt 5. yonder

Let us speak — Harvest Hymn

  1. Silent letters: The letter 'n' is silent when it appears with 'm' at the end: hymn, column, autumn, solemn. The letter 'b' is silent when it appears with 'm': womb, tomb, bomb, climb, comb. Say these words aloud and note the silent letters.
  2. Work in groups: Make a presentation on any popular dish made during the harvest festival in your region. Include: name, other regional names, ingredients, preparation, serving style, taste, special ritual, and a personal memory.

Let us write — Harvest Hymn

  1. Your school wishes to express gratitude to the farmers who provide the food on our plates. Draft a creative slogan to be put up on the school notice board. Remember to: focus on the main idea, use simple language, be concise.

Let us explore — Harvest Hymn

  1. Read the information on Pearl Millet (Bajra) and work in groups:
    • (i) Find out if millets are a part of your cuisine.
    • (ii) Find recipes with millets and compile them into a booklet.
    • (iii) Create a recipe of your choice. Pearl Millet details: Common name Bajra; grown in Rajasthan, Maharashtra, Gujarat, UP, Haryana; highest niacin content, rich in protein and dietary fibre; 347 Kcal/100g; reduces…
  2. Songs related to harvest season form a part of our culture and heritage. Talk to elders at home and learn a song sung on a harvest festival. Share it with classmates and compile a class songbook.

Pre-reading Activities — Waiting for the Rain

  1. Discuss in groups: (I) Have you ever waited for the rains? Why? (II) How do you feel when it rains after a long time? (III) Why do you think the farmers wait for the rains? (IV) What happens when you wait for something or someone for a long period: How do you spend the waiting period? What do you think about? How do you feel?

Let us discuss — Waiting for the Rain

  1. Complete the table — What was Said / Who Said / Context: 1. 'It doesn't look encouraging.' — Velu — to himself (given) 2. 'The rains came all these years without any such consultations…' — Velu — [context?] 3. 'So many favourable conditions but still no rain.' — [who said?] — [context?]
  2. Do you think the old woman would help Velu? If yes, why? If no, why not?
  3. Will Velu's wait continue or will it rain?
  4. Complete the following statements with suitable reasons: 1. Velu asked the old woman to stop smiling because ___. 2. Velu said that it was hard not being able to work since ___. 3. Velu was confused when the old lady said the land needed rest because ___. 4. The old lady said it was good for the land when it didn't rain as ___. 5. Velu ran home laughing and happy because ___.

Let us think and reflect — Waiting for the Rain

  1. Extract 1 …
    • (i) What does the first line tell us about Velu's beliefs?
    • (ii) Complete: Velu is determined to seek information about the rain because ___. (he was at a loss of words / he wants to find a practical solution to the drought affecting his farm)
    • (iii) Complete the table: Expectation / Outcome of Velu's weather office visit.
    • (iv) Complete: The absence of rain despite favourable conditions shows ___. A. lack of astrological knowledge B. ineffectiveness of farmers like Velu C. delay in understanding weather D. unpredictability of nature
  2. Extract 2 …
    • (i) The old woman's soft tone and smile — what does that tell us about her?
    • (ii) Fill in blank: The old woman's advice ___ Velu, at that moment. A. failed to impress B. confused C. scared D. made sense to
    • (iii) State one thing about the old woman when she referred to Velu as 'my son'.
    • (iv) Complete: The 'difficulty' that the old woman mentions is due to the fact that ___.
  3. Answer the following questions: 1. How does the old woman convey Nature's wisdom to Velu? 2. Why couldn't the farmers tend to their fields in the absence of rain? 3. Support the old woman's perspective that the land needs rest just like people do. 4. What can be inferred about Velu's character based on his reaction to the drought? 5. What does the story suggest about the life of farmers and…

Let us learn — Waiting for the Rain

  1. Crossword clues — words from the text connected to weather or agriculture: Across: 5. collected crops, 8. [picture clue], 9. prepare and use land for crops, 10. turn up the field soil, 11. plant seed/s Down: 1. gentle wind, 2. [picture clue], 3. rumbling sound with rain, 4. grains etc. grown in large quantity in fields, 6. [picture clue], 7. [picture clue]
  2. Homophones — fill in the correct option from brackets: 1. ___ (weather/whether) the clouds would finally bring rain. 2. breaking a small ___ (piece/peace) of roti for his meal. 3. The ___ (plain/plane) fields stretched endlessly before him. 4. could ___ (sell/cell) his last sack of grain. 5. it didn't ___ (seam/seem) possible to grow another crop. 6. every farmer hopes for the next ___…
  3. Choose the correct meanings for the underlined words: 1. Being annoyed, she muttered something which nobody heard.
    • (i) spoke in a low voice
    • (ii) spoke slowly
    • (iii) spoke angrily 2. At the new work place, Riya felt forlorn for a week.
    • (i) upset and irritated
    • (ii) angry and bitter
    • (iii) sad and neglected 3. When all his friends had gone, he was at a loss because he did not know what to do. (i)…
  4. Match each adjective (Column 1) with a noun it collocates with (Column 2) and write the collocation in Column 3. Example given: favourable weather. 1. favourable
    • (i) country 2. wrinkled
    • (ii) activity 3. dejected
    • (iii) weather 4. fragrant
    • (iv) skin 5. ceaseless
    • (v) garden 6. beloved
    • (vi) expression
  5. Underline verbs and identify tense forms in these sentences from the text: 1. 'Oh, it is hard not to be able to work...' — Simple Present 2. '…I am too old.' — Simple Present 3. 'What are you smiling at, Amma?' — Present Progressive 4. 'But my son, that is what I am talking about.' — Present Progressive 5. 'The earth has worked for years, centuries…' — Present Perfect 6. 'I have worked hard and…
  6. Determiners exercise — Fill in the blanks with the correct determiner from brackets: It was 1.___ (a/an) rainy afternoon, and 2.___ (a/the) sky was thick with dark clouds. Mala noticed 3.___ (her/their) house puddle… she called for her brother, knowing both always loved playing in 4.___ (a/the) rain. While jumping from 5.___ (some/one) puddle to another, she spotted 6.___ (few/a few) snails…

Let us speak — Waiting for the Rain

  1. Tongue twister — practise saying it as fast as you can …
  2. Role-play: Rain and Earth have a conversation after Rain arrives following a long dry spell. Use the hint table (Rain asks how Earth has been; Earth expresses relief; Rain describes its journey; Earth asks why so late and expresses gratitude; Rain asks how Earth can use rain water; Earth explains importance of rain; Rain elaborates how it enjoys Earth; Earth invites Rain to join the celebration…

Let us write — Waiting for the Rain

  1. Write a formal letter to the Councillor of your Municipal ward requesting installation of a rainwater harvesting unit. Format: Sender …

Let us explore — Waiting for the Rain

  1. Read the facts about fallowing: A fallow year = leaving land without sowing for one or more vegetative cycles to allow recovery of nutrients, retain moisture, avoid diseases and control pests. The land is divided into halves — one planted, one unplanted; reversed the following year. What is the connection between fallowing and the old woman …
  2. Find out from your Vocational Education teacher about Agriculture as a vocation and other related vocations such as horticulture.
  3. India's indigenous meteorological knowledge: References to rain and weather are found in the Rigveda, Shrimad Bhagavad, Parashara Samhita, Panini's Ashtadhyayi, and Meghmala. Explore this tradition and discuss what it tells us about ancient Indians' understanding of the natural world.
  4. Meteorological Services for Agriculture in India: The Agricultural Meteorology Division of IMD aims to minimise adverse weather impact on crops and leverage crop-weather relationships. Find out more at mausam.imd.gov.in.
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01Wit and Wisdom02Values and Dispositions03Mystery and Magic05Science and Curiosity
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More NCERT Solutions for Class 8

Read the Environment textbook chapter / PDF, or browse all NCERT Class 8 English solutions.

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