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Step-by-step NCERT solutions for Values and Dispositions (Chapter 2, NCERT Class 8 English) — the full working for every question, not just the final answer. You can also read the Values and Dispositions textbook chapter.

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All 98 questions in Values and Dispositions are solved in the PDF. Here's what's inside, exercise by exercise:

Let us do these activities before we read — A Tale of Valour

  1. What do you think about the Republic Day Parade on 26 January? What are the highlights of this parade?
  2. What bravery awards are given on Republic Day, and who receives them?
  3. What qualities do you think a soldier should have? If you had to share a message with a soldier, what would it be?

Let us discuss — A Tale of Valour

  1. Arrange the following events in chronological order. The first (1) and last (8) events have been given. 1. Major Somnath Sharma was born in 1923 in Kangra, Himachal Pradesh. (1) 2. Even after losing Major Somnath Sharma, the soldiers fought bravely to save Srinagar for India. 3. The D Company, under the command of Major Somnath Sharma, was flown into Srinagar. 4. Major Somnath Sharma underwent…

Let us think and reflect — A Tale of Valour

  1. Extract 1 … (i) What can be inferred about the conditions from the line: 'The air was thick with gunfire…'? A. The gunshots had stopped for a while. B. There was intense fighting on the battlefield. C. The invaders were retreating from the fight. D. The Indian soldiers had achieved victory.
  2. Complete the sentence with a suitable reason. Despite heavy casualties, Major Somnath Sharma continued to lead his men because ________.
  3. Select the correct option for both Assertion (A) and Reason (R): (A): Major Somnath Sharma moved fearlessly through the battlefield, even though he was injured. (R): He believed his courage was important to motivate the soldiers. A. Both (A) and (R) are true, and (R) is the correct explanation of (A). B. Both (A) and (R) are true, but (R) is not the correct explanation of (A). C. (A) is true…
  4. Fill in the blank with the correct word from the brackets: Major Somnath Sharma was filling magazines, and encouraging his men to hold their ground despite ___. (injuries/worry)
  5. Extract 2 … (i) What can be inferred about Somnath Sharma's early influences on his career? A. He was primarily influenced by his father's achievements in the military. B. His inspiration came solely from the tales of the Mahabharata. C. His family and heritage inspired his bravery and sense of duty. D. He decided to join the military out of necessity rather than passion.
  6. Identify whether the following statement is true or false: Somnath Sharma belonged to a wealthy family.
  7. What does the phrase 'served the nation with distinction' tell us about Major General Amar Nath Sharma?
  8. Replace the underlined phrase with a word from the extract that has a similar meaning …
  9. II Answer the following questions. 1. 'Major Somnath's legacy of courage and devotion to the nation remains forever alive, forever alive…' What is the significance of the repetition in this line?
  10. Why do you think Major Somnath's leadership was critical during the Battle of Badgam?
  11. What were Major Somnath's last words? What do they reflect about his sense of duty?
  12. What might have been the outcome of the Battle of Badgam if Major Somnath and his company had not held their ground?
  13. Why do you think Major Somnath's story continues to inspire soldiers and civilians today?
  14. How can the values demonstrated by Major Somnath Sharma — courage, duty, and self-sacrifice — be applied in our daily lives?

Let us learn — A Tale of Valour

  1. I Match the expressions from the text in Column 1 with the most suitable situations in Column 2. Column 1: 1. Fight to the last man 2. Foil the plan 3. Deliver a blow 4. Hold their ground Column 2:
    • (i) A sports team scores a last-minute goal, giving them the lead and shaking the opponent's confidence.
    • (ii) The soldiers fought valiantly until each one laid down his life for the nation. (iii)…
  2. Complete the following sentences using the expressions from Column 1 (fight to the last man, foil the plan, deliver a blow, hold their ground): A. The detective managed to ___ by finding the hidden evidence before the culprit could get rid of it. B. The company's new advertising campaign was meant to ___ to their competitors' sales. C. The hikers chose to ___ despite the heavy rain, refusing to…
  3. II Match the collective nouns in Column 1 to their meanings in Column 2 (armed forces context). Column 1: 1. regiment 2. squadron 3. fleet 4. battalion Column 2:
    • (i) a large body of troops ready for battle, especially an infantry unit
    • (ii) a permanent unit of an army typically commanded by a lieutenant colonel/colonel and divided into several companies
    • (iii) a small unit, typically comprising…
  4. Fill in the blanks with collective nouns from Column 1 (regiment, squadron, fleet, battalion): A. The commanding officer addressed the entire ___ of soldiers during the morning assembly. B. The admiral ordered the entire ___ to set sail for battle. C. The ___ of infantry advanced slowly through the dense forest. D. A ___ of fighter jets was sent to intercept the enemy planes.
  5. III Fill in the blanks with the correct 'over-' words from the box (overwhelm, overthrow, overrun) using the meanings given: 1. To take and seize control: ___ 2. To invade or occupy an area in large numbers: ___ 3. To flood or overpower someone or something emotionally: ___
  6. Create a list of at least five other verbs that begin with 'over' and frame sentences of your own.
  7. IV Fill in the blanks correctly with the noun/verb pairs (advice/advise, practice/practise, device/devise, council/counsel): 1. The teacher's
    • (i) ___ is always helpful, and she continues to
    • (ii) ___ students on their career choices. 2. The musician believes that daily
    • (i) ___ helps a lot, so she is always ready to
    • (ii) ___ her harmonium lessons. 3. The scientist uses a strange
    • (i) ___ for…
  8. V Subject-Verb Agreement: Fill in the blanks by choosing the correct verb from the brackets. 1. The bouquet of flowers ___ (is/are) beautiful. 2. Neither the teacher nor the students ___ (was/were) aware of the change in the schedule. 3. Each of the participants ___ (has/have) submitted their projects on time. 4. The data collected by the researchers ___ (shows/show) significant trends. 5. One…
  9. VI Correct the incorrect usage of verbs in the passage (subject-verb agreement errors): 'A battalion of soldiers stand at attention as the National flag are raised. Each soldier salute with pride while the commander and his assistants inspects the parade. The sound of marching feet echo through the air as a group of cadets prepare for their drill. Meanwhile, a convoy of military vehicles pass…

Let us speak — A Tale of Valour

  1. In groups of 4–5, speak about how you propose to serve your nation. Choose from themes: Saving the environment / Health and well-being / Helping others / Righteous conduct. Use the given sentence prompts.

Let us write — A Tale of Valour

  1. Write a letter of enquiry from your school to the in-charge of a Memorial in your state/region, requesting information about available dates for visits, duration of the tour, entry fees, and guidelines for student groups. Use the given layout and prompts.

Let us explore — A Tale of Valour

  1. I Research Captain Vikram Batra, the last recipient of the PVC (as of the text). He captured Point 5140 on 20 June 1999 and Point 4875 on 07 July 1999 before being fatally wounded. What qualities made him deserving of the PVC?
  2. II Find out more about gallantry awards in India (Param Vir Chakra, Maha Vir Chakra, Vir Chakra). Share your findings.
  3. III Find out the key roles of women in the Indian Army. Share with your classmates.
  4. IV Make a list of patriotic songs in any language, including songs from your region. Share with classmates.

Let us do these activities before we read — Somebody's Mother

  1. I Recall a time you helped someone. Write two words describing: 1. What were your feelings after you did so? 2. What might have been the feelings of the person whom you helped?
  2. II Circle the words associated with an elderly person; underline the words associated with a school student, from: strong, firm, slow, worried, bent, guide, trembling, merry, helpful, hastening, grey. Discuss the reasons for your choices.
  3. III Select the suitable meaning of 'ragged' as used in the lines 'The woman was old and ragged and grey / And bent with the chill of the Winter's day.' Choices: 1. old and torn (shabby) 2. uneven edge 3. not smooth/regular 4. very tired (informal).

Let us discuss — Somebody's Mother

  1. I Arrange the events of the poem in the correct order of occurrence: 1. The boy returned to his friends, feeling proud of what he had done. 2. The old woman stood alone at the crossing, hesitant to move. 3. A group of schoolboys passed by, playing and laughing. 4. The boy offered to help the old woman cross the street. 5. The woman prayed for the boy who helped her. 6. The children hurried past…
  2. II Fill in the blanks by choosing the correct answer from the options: 1. The central theme of the poem is ___. (kindness and empathy / adventure and courage) 2. The tone of the poem is ___. (humorous and playful / sympathetic and hopeful) 3. The poem is written in couplets with ___ lines in each stanza. (four / two) 4. The structure of the poem gives a rhythmic flow that reflects both the ___. (narrative and emotions / story … 5. The poem follows a rhyme scheme of ___. (AABB / ABAB)
  3. III Pick examples from the poem for the following poetic devices: 1. Simile 2. Alliteration 3. Repetition
  4. IV Complete the following sentences appropriately explaining the imagery: 1. The poem uses imagery to describe scenes of a bustling street. We know this by the phrase ___. 2. The line 'The street was wet with a recent snow' suggests a cold and ___ weather, emphasising the woman's helplessness.
  5. V Complete the following sentence with a suitable reason: The poet repeats the phrase 'Somebody's mother' because it ___.
  6. VI Complete the analogy: The old woman: vulnerable and neglected :: The young boy: ___.

Let us think and reflect — Somebody's Mother

  1. Extract 1 … (i) What does the phrase 'ragged and grey' refer to? A. the woman's emotional state that day B. the woman's old and worn-out appearance C. the weather conditions of the particular day D. the colour of the street and the surroundings
  2. Complete the following sentence with a suitable reason: The woman was 'bent' with the chill of the Winter's day because she was ___.
  3. Identify the fact and opinion from the following sentences: A. The street was wet with recent snow. B. The woman was too weak to cross the street on her own.
  4. Why do you think the woman's feet were described as 'aged and slow'?
  5. Extract 2 … (i) What does the contrast between the 'trembling feet' of the old woman and the 'firm and strong' feet of the boy emphasise?
  6. Fill in the blank by selecting the correct option: The poem tells us that the boy was 'proud' that his feet were strong. This tells us that the boy was ___. (arrogant about being strong / grateful for his ability to help)
  7. What is the boy most likely to tell his friends on getting back? A. I'm so glad I could help her. B. I'm worried about her safety. C. I'm surprised she forgot to thank me. D. I'm thankful for all your support.
  8. Rectify the false sentence: 'The young boy's actions were driven by a logical decision.'
  9. II Answer the following questions. 1. What might be the old woman's fears as she waited for a long time at the crossing?
  10. How does the poet show the helplessness of the old woman? Support your answer with evidence from the poem.
  11. Why does the boy decide to help the old woman? What does this tell us about him?
  12. How was the boy's approach towards the old woman different from that of the other boys in the group?
  13. Justify the appropriateness of the title of the poem.
  14. What does the poem suggest about the role of empathy and humanity in society?

Let us learn — Somebody's Mother

  1. I The grid contains antonyms of these words from the text: firm, meek, merry, kind, anxious, bent. Find the antonyms in the word-search grid.
  2. II Match the words from the text in Column 1 with the underlined phrases in Column 2. Column 1: 1. hastened 2. heeded 3. stir 4. lend 5. piled 6. offered Column 2:
    • (i) The mother heard the baby move slightly in the cradle at night.
    • (ii) It is our duty to give support to the poor.
    • (iii) The students worked quickly to complete the project and submit it on time.
    • (iv) All the boxes were kept in a…
  3. III Match the 'hand' idioms in Column 1 with their meanings in Column 2. Column 1: 1. get out of hand 2. try your hand at something 3. give somebody a free hand 4. give somebody a big hand 5. work hand in hand 6. have your hands full Column 2:
    • (i) do something new
    • (ii) applaud somebody
    • (iii) work together
    • (iv) become difficult to control
    • (v) be very busy
    • (vi) allow somebody to do something with…
  4. IV Complete the analogies with correct words from the poem: 1. ___ : winter :: heat : summer 2. hurt : ___ :: old : aged 3. whispered : shouted :: humble : ___ 4. eyes : ___ :: legs : walk 5. having a lot of money: wealthy :: densely packed people: ___

Let us speak — Somebody's Mother

  1. I Read aloud the list of words from the poem ending in '-ed'. Place them in the columns /id/ sound, /d/ sound, /t/ sound. Words: ragged, aged, waited, heeded, offered, paused, guided, whispered (One example given: /id/: ragged; /d/: heeded; /t/: paused)
  2. II Work in pairs. Narrate an incident where you helped someone in the past using the cue cards and prompts (at school, in the neighbourhood, at the marketplace, in the playground).

Let us write — Somebody's Mother

  1. I Write a diary entry of a day you helped someone in need. Include: the day, whom you helped, the situation, place and time, how you helped, the person's reaction, your feelings, and why you would do it again.

Let us explore — Somebody's Mother

  1. I The Atharva Veda (section 12.1.12, Prithvi-Sukta) states 'Earth is my mother and I am her child'. Find out the names of countries that refer to their country as 'motherland' and a few that call it 'fatherland'.
  2. III Read the poem 'A Nation's Strength' by Ralph Waldo Emerson. What is its central message? How does it connect to the theme of 'Values and Dispositions'?
  3. IV Make a gratitude card for your mother/grandmother thanking her for at least five things she does for you, and write two things you would do regularly to help her.

Let us do these activities before we read — Verghese Kurien: I Too Had A Dream

  1. I Arrange the worldwide means of communication in a timeline from old to new: 1. telephone 2. email 3. postcard 4. telegraph 5. mobile phone 6. carrier pigeons
  2. II Discuss: 1. Reasons for the change in means of communication over the years. 2. The means of communication you prefer and the reason. 3. Communication through social media: benefits and precautions against misuse.

Let us discuss — Verghese Kurien: I Too Had A Dream

  1. I Identify which statements are facts and which are opinions: 1. 'But speaking on the telephone only gives us an immediate but fleeting joy.' 2. 'I started my working life soon after our country became independent.' 3. 'To be quite honest, service to our nation's farmers was not the career I had envisioned for myself.' 4. 'I knew I could make a more meaningful contribution by working here in…

Let us think and reflect — Verghese Kurien: I Too Had A Dream

  1. Extract 1 … (i) Fill in the blank: When the writer refers to a 'fast-paced world', he is speaking of a world where ___. (communication happens quickly but lacks depth / people have more time to write and reflect)
  2. Select the option for both Assertion (A) and Reason (R): (A): Writing letters can be treasured and re-read over the years. (R): Speaking on the telephone provides long-lasting joy. A. Both (A) and (R) are true, and (R) is the correct explanation of (A). B. Both (A) and (R) are true, but (R) is not the correct explanation of (A). C. (A) is true, but (R) is false. D. Both (A) and (R) are false.
  3. Identify whether the statement is true or false: 'The writer feels that letter-writing is a class apart from other kinds of writing.'
  4. Which is the most appropriate title for the given extract? A. The Rise of Instant Communication B. The Fleeting Delight of Phone Calls C. The Lasting Joy of Written Words D. Living in a Fast-paced World
  5. Extract 2 … (i) How can we say that the grandmother shared her husband's dedication to a greater cause?
  6. The fact that the writer (grandfather) praises his wife tells us that he ___ (truly values / quietly accepts) her role in his life.
  7. Based on the extract, we can infer that the grandmother had all of the following traits EXCEPT ___. A. encouraging B. understanding C. comforting D. thoughtful
  8. Select the phrase that conveys 'showed grace under pressure and carried out my duties with dignity and confidence'.
  9. II Answer the following questions. 1. What event does Dr. Kurien refer to when he mentions receiving the Padma Vibhushan?
  10. How did Dr. Kurien's decision to join the cooperative in Anand affect his life?
  11. Dr. Kurien's decision to work in Anand reveals his values and sense of duty. Explain.
  12. Why did Dr. Kurien write the letter to his grandson?
  13. According to Dr. Kurien 'life is a privilege and it is wrong to waste it'. What is your opinion on this?
  14. What message does Dr. Kurien want to convey about selfless service and its long-term impact on society?

Let us learn — Verghese Kurien: I Too Had A Dream

  1. I Replace the underlined words with the correct synonym from the box (essential, swift, lifelong, momentary, useful, splendid): 1. He received the award in a magnificent ceremony. 2. I felt a fleeting joy when I received the appreciation for my song. 3. With today's instant communication, we can share information across the world in seconds. 4. Our school focuses on the core values…
  2. II Match the expressions from the text in Column 1 with their meanings in Column 2. Column 1: 1. in all humility 2. hold their heads high 3. to be quite honest 4. to the best of your ability 5. looked at in awe 6. somewhere deep down Column 2:
    • (i) to speak in a truthful way
    • (ii) doing something using all your skills, talents, and knowledge
    • (iii) observed with great respect and wonder
    • (iv) being…
  3. III Make as many words as you can from the following words (example given for 'community'). Words: 2. important 3. magnificent 4. satisfied 5. generation 6. achievement
  4. IV Antakshari word game: Write the synonym of each word where the synonym starts with the last letter of the previous synonym. Clues:
    • (i) major (synonym) → ends in T;
    • (ii) problem (synonym) → starts T;
    • (iii) uneven (antonym) → starts E;
    • (iv) related to post office;
    • (v) our moral duty;
    • (vi) related to time;
    • (vii) prosperous (synonym);
    • (viii) related to being alive.
  5. V Insert either an em dash (—) or an en dash (–) suitably:
    • (i) The conference will be held from March 15 March 20.
    • (ii) I have lived in Kanpur Raipur for five years now.
    • (iii) The artist known for her vibrant paintings will be showcasing her work in Guwahati.
    • (iv) The scores for the final match were 2 3.
    • (v) My favourite snacks samosas, pakoras, and jalebis are all from India.
    • (vi) The train…
  6. VI Fill in the blanks by choosing the correct word (your/you're, their/they're, its/it's):
    • (i) Please remember to bring ___ assignment book.
    • (ii) The team celebrated ___ victory after the match.
    • (iii) ___ important to stay hydrated during the hot summer days.
    • (iv) I can't believe ___ going to the mango festival today.
    • (v) The students said ___ excited for the field trip tomorrow.
    • (vi) The tree…
  7. VII Complete the following sentences with suitable prepositional phrases:
    • (i) The children played happily in ___.
    • (ii) Nisha placed the vase on ___.
    • (iii) We discussed the project in ___.
    • (iv) Preethi found the lost book under ___.
    • (v) The cat slept on ___.
  8. VIII Rearrange the jumbled words and phrases into meaningful sentences: 1. barked/at the strangers/the dog/loudly/the house/walking by 2. wrote/my classmate/during the/a story/summer vacations 3. enjoyed/under the trees/they/by the lake/a picnic 4. in his/grandfather's room/hung/he/the painting 5. studied/with great determination/for/students/the/exam

Let us speak — Verghese Kurien: I Too Had A Dream

  1. I Read aloud words with correct syllable stress according to part of speech. Practice the noun/verb stress shift for: PROduce/proDUCE, CONtract/conTRACT, PROject/proJECT, CONtent/conTENT, REfuse/reFUSE.
  2. II Read aloud the words ending in '-sure' with the correct 'shuh' or 'zhuh' sound: measure, ensure, leisure, seizure, reassure, fissure, enclosure, composure, exposure, unsure
  3. III Chunk the stanzas of …

Let us write — Verghese Kurien: I Too Had A Dream

  1. I Write a letter to your grandparents thanking them for the valuable lessons they have taught you, how their wisdom has shaped your values and behaviour, and how their actions inspire you to contribute to society.

Let us explore — Verghese Kurien: I Too Had A Dream

  1. I Research the White Revolution (Dr. Verghese Kurien), the Green Revolution (Dr. M.S. Swaminathan), and the Blue Revolution (Dr. Hiralal Chaudhuri). Share your findings.
  2. II Find out more about Jan Shikshan Sansthan (JSS) under the Ministry of Skill Development and Entrepreneurship. What is its objective and how does it help rural populations?
  3. III Financial Literacy passage discussion: 1. The importance of learning about money and saving from a young age — share one example. 2. You received money as a gift — how would you decide to save, spend, or invest it? 3. Planning a small school event with a limited budget — how would you manage the money? 4. Why is financial literacy important for everyone?
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