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Step-by-step NCERT solutions for Wit and Wisdom (Chapter 1, NCERT Class 8 English) — the full working for every question, not just the final answer. You can also read the Wit and Wisdom textbook chapter.

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All 78 questions in Wit and Wisdom are solved in the PDF. Here's what's inside, exercise by exercise:

Let us do these activities before we read — The Wit That Won Hearts

  1. From the box given, select qualities of a person who uses wit. Then discuss reasons for your choices.
  2. Solve the riddles:
    • (i) I can be a friend or a foe, depending on how you use me. I can bring both joy or pain. What am I?
    • (ii) What is always in front of you but can't be seen?
    • (iii) I can be measured, but I cannot be touched. I can be spent, but I cannot be saved. What am I?
    • (iv) What has to be shared before you can keep it?
  3. Discuss in pairs: (1) Why are qualities like humour and wit important in a person? (2) Why did kings and queens prefer witty courtiers? (3) If asked to solve a disagreement, what approach would you take? (4) Recall a situation where a small misunderstanding led to a big problem and how it was resolved.

Let us discuss — The Wit That Won Hearts

  1. Rectify the false statement: 'The queen insulted the king by speaking against the quality of his poem.'
  2. Rectify the false statement: 'Tenali Rama immediately went to the king and convinced him to talk to the queen.'
  3. Rectify the false statement: 'The courtiers admired the king's poem and praised his literary talent.'
  4. Rectify the false statement: 'The ministers in the court were eager to hear Tenali Rama's idea about paddy cultivation.'
  5. Rectify the false statement: 'The king never realised his mistake and continued to stay angry with the queen.'

Let us think and reflect — The Wit That Won Hearts

  1. Read the extract …
    • (i) Why does the queen believe that only Tenali Rama can help the king understand?
    • (ii) What does the queen's statement 'If I had known this would happen, I would have chosen another day' suggest about her feelings?
    • (iii) How does Tenali Rama's response reflect his wisdom and problem-solving skills?
    • (iv) Fill in the blank: The king's reaction shows that he is sensitive and _________ (has a lot of faith / takes great pride) in his poetry.
  2. Read the extract …
    • (i) Complete: When the king said 'I let my pride blind me', he means that ____.
    • (ii) Why does the queen say 'If you like, we can leave this quarrel behind us'?
    • (iii) Fill in the blank: The king acknowledges that his pride clouded his judgement, which shows _________. (intelligence and courage / maturity and self-awareness)
    • (iv) State one characteristic the queen's response shows about her.
  3. Why was the Vijayanagara Empire considered to be in its 'Golden Era' during Krishnadeva Raya's reign?
  4. How did Tenali Ramakrishna gain a special place in the king's court?
  5. How did the quarrel between the king and the queen affect the palace?
  6. What strategy did Tenali Rama use to make the king realise his mistake?
  7. What was the reaction of the courtiers when Tenali Rama introduced his 'special' paddy seeds?
  8. How does the story conclude, and what lesson can be learnt from it?

Let us learn — The Wit That Won Hearts

  1. Fill in the blanks in the paragraph by choosing suitable expressions from the box: cast a shadow, mind raced back, murmur swept through the room, stormed off, hush fell over, rippled through.
  2. Fill in the blanks with suitable sound words from the box (murmur, snickers, roared, sighed, thud, whispered, mumble, groan, gasped, rattle): 1. a __ of excitement 2. Anaya __ in relief 3. the teacher began to __ 4. students __ 5. exchanged __ 6. tapped with a small __ 7. stretching with a __ 8. windows __ 9. students __ 10. Anaya __ 'Sometimes, the trickiest questions…'
  3. Create compound words by matching Column 1 (quick, soft, common, house, book, ill, sky, dance) with Column 2 (hall, tempered, spoken, blue, store, sense, witted, hold). Then fill in the blanks in the paragraph with the words created.
  4. Identify the subordinate (if) clause and main clause in: (2) 'If, by chance, something were to go wrong, our farmers would suffer.' (3) 'If I had known this would happen, I would have chosen another day.' Then match subordinate clauses in Column 1 with main clauses in Column 2.
  5. Complete the following sentences with either the main clause or the if clause: 1. Your teacher will be unhappy if ___. 2. They would have caught the train if ___. 3. ___ if you continue to stay up late every night. 4. If she knew the answer, ___. 5. ___ if she had studied harder. 6. If I had a million rupees, ___.
  6. Complete the following sentences using Type 2 (imaginary/hypothetical) conditionals: 1. If I were a tree, I would play with the wind and talk to the birds. 2. If I were the Head Teacher of my school, ___. 3. If I were a bird, ___. 4. If I were a magician, ___. 5. If I had studied harder, ___.

Let us speak — The Wit That Won Hearts

  1. Mark the intonation (rising ↗ or falling ↘) for the following questions and practise them aloud:
    • (i) Is this your cat?
    • (ii) What is the name of your cat?
    • (iii) Will you be going to your village?
    • (iv) Why are you going to your village?
    • (v) Is this where you live?
    • (vi) Where do you live?
    • (vii) Can I meet your parents?
    • (viii) How are your parents?
    • (ix) Do you have any plans for tomorrow?
    • (x) What…
  2. Using the prompts (Where, Why, How, When, Who, What), form questions about a planned trip and about witty characters in folktales. For the witty character activity, frame questions for: 1. The name of the witty character (Who…?) 2. The reason for her/his wit being important (Why…?) 3. The most famous trick or clever idea (What…?) 4. The time period or setting (When…?) 5. How she/he used…

Let us write — The Wit That Won Hearts

  1. Write a narrative essay based on one of the given situations: 'The Day I Learnt the Value of Teamwork' or 'A Small Act of Kindness that Made a Difference'. Follow the features of a narrative essay (introduction, body with a turning point, conclusion with a lesson, personal tone, first person narration).

Let us explore — The Wit That Won Hearts

  1. Read and enjoy the given limericks and create one of your own.
  2. Go to the library and read a story of your choice. Share its theme and the interesting parts with classmates and teacher.
  3. Make a list on chart paper of stories of wit, humour, and wisdom you have read (in your language or English). Each student reads at least one new story from the list.

Let us do these activities before we read — A Concrete Example

  1. Read the names of garden items and write their names against the pictures: garden hose, sapling, hedge, flower beds, flower pot, pebbles, rockery, fence, vine, wheelbarrow.
  2. What kind of garden would you like to have? Mention the features you would include and give reasons.
  3. Read the title 'A Concrete Example'. What comes to your mind? Does 'concrete' have more than one meaning?

Let us discuss — A Concrete Example

  1. Complete the following summary with exact words from the poem: The poem describes Mrs. Jones, the speaker's next-door neighbour, who has a unique garden filled with 1. _________. Her garden includes a peculiar 2. _________, a pond, and a rockery, along with an unusual 3. _________ that she finds charming. Mrs. Jones plants tiny, 4. _________ plants between the stones, which the speaker thinks…
  2. Select the correct option: 1. The tone of the poem is ___. 2. The speaker in the poem is ___. 3. The rhyme scheme of the poem is ___.
  3. Complete the sentences: 1. The poet uses the word 'stones' in all stanzas in order to emphasise her ___ (obsession with a stony garden / pride in gardening skills). 2. The poet uses imagery to describe the features of the garden that help readers ___ (understand Mrs. Jones' love for plants / visualise the garden's peculiar nature).
  4. Pick examples of alliteration from the poem.
  5. A refrain is a repeated line or phrase that appears in each stanza. Identify the refrain from the poem.
  6. Identify the line(s) from the poem that display situational irony.
  7. Complete the sentences: 1. The word 'concrete' can refer to ___ in Mrs. Jones' garden. 2. The title has symbolic meaning, as the poem provides a clear or 'concrete' example of Mrs. Jones' ___ gardening habits.
  8. The title 'A Concrete Example' is a pun. Explain the pun and give examples of puns provided in the textbook.

Let us think and reflect — A Concrete Example

  1. Read the extract (stanza 1 of the poem) and answer:
    • (i) What can be inferred about Mrs. Jones …
    • (ii) True or false: The garden serves as a means to reveal more about Mrs. Jones herself.
    • (iii) What does the poet mean by 'crazy path'?
    • (iv) What does the sundial with a 'strange device' suggest about Mrs. Jones' personality?
  2. How does Mrs. Jones feel about her garden? Support your answer with evidence from the poem.
  3. Why do you think the speaker describes the plants as being so small that they could be planted with a pin?
  4. What do we get to know about Mrs. Jones based on her gardening style and her interaction with the speaker?
  5. The poem portrays Mrs. Jones in a positive light. Support this statement.
  6. What does the poem tell us about the way people think differently about the world around them?

Let us learn — A Concrete Example

  1. Select the appropriate word from the brackets that correctly replaces the underlined word: 1. A sundial with a strange device (unusual, peculiar, new, rare, external). 2. ...which Mrs. Jones thinks rather nice (pleasant, superior, agreeable, gentle, charming). 3. They are so delicate… (delicious, fragile, dainty, graceful, weak). 4. 'Where is this lovely thing?' I cried (exclaimed, wept…
  2. The 'sundial' is referred to as a 'device' in the poem. Infer the meaning of 'device'. Then match types of instruments in Column 1 with definitions in Column 2 and add examples in Column 3.
  3. Complete the table by replacing the first letter of the given word to create new words as hinted: Table 1 (base: 'nice'):
    • (i) cut into small pieces,
    • (ii) grain that we cook,
    • (iii) plural of mouse,
    • (iv) bad habit. Table 2 (base: 'soil'):
    • (i) heat something,
    • (ii) work very hard,
    • (iii) length of wire in a circle,
    • (iv) sheets to wrap food items.

Let us speak — A Concrete Example

  1. The speaker may have felt sorry for standing on Mrs. Jones' flower. Practise apologising for four informal situations:
    • (i) eating your brother's share of sweets,
    • (ii) breaking your sister's flower craft,
    • (iii) accidentally spilling ink on your mother's important documents,
    • (iv) forgetting to return your friend's notebook.
  2. Practise formal apologies for:
    • (i) not bringing an assignment due for submission,
    • (ii) being late to school for three days (meeting the Principal),
    • (iii) not submitting project work.

Let us write — A Concrete Example

  1. You are a member of the Nature Club. Draft a notice informing students of Grades 6–8 about the inauguration of the Herb Garden. Use formal language in third person, write in a box, include purpose, date, time, venue, and contact information.

Let us explore — A Concrete Example

  1. Find out about popular gardens in your region and share with classmates and teacher. (Reference: Amrit Udyan — 15 acres around Rashtrapati Bhavan in New Delhi, with Bal Vatika, Bonsai, Herbal-I, Herbal-II, Tactile Garden, Arogya Vanam, and Circular Gardens.)
  2. Collect fallen flowers and leaves from your neighbourhood, press them in newspaper under books for a week, then use them to make a card, wall hanging, or artwork.
  3. Read and enjoy the poem 'A Sea of Foliage' by Toru Dutt.

Let us do these activities before we read — Wisdom Paves the Way

  1. Why do we seek advice of the elderly in our family? Share your thoughts.
  2. Classify the following situations as 'knowledge' or 'wisdom': 1. Riya's plant-care understanding (knowledge, given as example). 2. Mr. Kumar values family over wealth. 3. Karuna's programming expertise. 4. Rohan's time management timetable. 5. Ramesh forgives his friend. 6. Ms. Vaijayanthi lectures on classical music.
  3. Observe the picture provided in the textbook carefully. What do you think might have happened? Share your answers.

Let us discuss (Scene I) — Wisdom Paves the Way

  1. Complete the sentences with suitable reasons (example given: 'Shiv Datt said, "I believe it has been over a week, perhaps even longer," because it had been a long time since they left the village.'): 2. Dev Datt said, 'Indeed, we ought to be united in this hope. That is why we press on towards Ujjain,' because ___. 3. Har Datt said, 'Look there, friends. A camel has passed this way. The tracks…

Let us discuss (Scene II) — Wisdom Paves the Way

  1. Arrange the events from Scene II in order of occurrence (example: event 1 = position 8): 2. Ram Datt explains how he infers the camel is lame. 3. The King asks the merchant to state his accusation. 4. The King praises the young men and dismisses the accusation. 5. Shiv Datt reveals the camel is blind in its right eye. 6. Dev Datt explains his observation about the camel's stomach pain. 7. Har…

Let us think and reflect — Wisdom Paves the Way

  1. Read the extract (dialogue from Scene I about pressing on to Ujjain) and answer:
    • (i) Identify the false statement from A and B and rectify it. A: Dev Datt believes that finding employment is an easy task. B: Ram Datt is confident that the King would recognise their talents.
    • (ii) What does Ram Datt …
    • (iii) Complete: In 'That's why we press on towards Ujjain', 'press on' refers to ___.
    • (iv) Har Datt says 'We need to devise a strategy.' What can be inferred about Har Datt's character?
  2. Read the extract (King …
    • (i) Select the correct Assertion-Reason option: (A) The Merchant left the court feeling humbled and ashamed. (R) The King commanded that the four wise men join his court.
    • (ii) 'See beyond the obvious' means the men had the ability to ___.
    • (iii) Complete: Ram Datt described the King's offer as 'an honour we had not dared to dream of' because ___.
    • (iv) How does the King's offer reflect his values as a ruler?
  3. What does the dusty road leading to Ujjain tell us about the challenges of the young men's journey?
  4. Why did the merchant become suspicious of the four men? What does this tell us about him?
  5. How do the four young men's observations about the camel serve as a turning point in the play?
  6. Why did the King believe the four young men and not the merchant?
  7. How does the capability of the four young men make them suitable to become advisors?
  8. Why does the merchant feel ashamed for accusing the four young men of stealing his camel?

Let us learn — Wisdom Paves the Way

  1. Complete the sentences by filling in the noun form of the textual words in brackets: 1. Some word games need a lot of thought and ___ (deduce). 2. We need to make close ___ of animals to understand their behaviour (observe). 3. A detailed ___ of the documents shows a lot of errors (scrutinise). 4. You should not make any false ___ against anyone (accuse). 5. She was given an award in ___ of her…
  2. Match expressions in Column 1 with meanings in Column 2: 1. with all our hearts, 2. to be precise, 3. gain an audience with, 4. catch his breath, 5. erupts in applause, 6. grand scheme of things, 7. taken aback, 8. more than meets the eye. Then make sentences using any five.
  3. Match the different meanings of 'face' and 'bear' with the correct usage in the sentences given in the table.
  4. Match the highlighted modal verbs in Column 1 with the functions they express in Column 2: 1. 'will' — I will gladly pay. 2. 'must' — You must have stolen it. 3. 'shall' — You shall come with me. 4. 'could' — How could you know? 5. 'would' — he would recognise. 6. 'would have' — A camel would have fended off. 7. 'may' — They may tell us more. 8. 'May' — May your wisdom shine. 9. 'ought to' — we…
  5. Complete the story with modal verbs (may, might, must, could, should, need to, can) using the function clues in brackets: 1. How ___ (ability) I become wise? 2. Wisdom ___ (necessity) be earned through patience. 3. You ___ (suggestion) listen more than you speak. 4. It ___ (weak possibility) take years. 5. You ___ (obligation) learn from your mistakes. 6. Wisdom ___ (possibility) come slowly. 7…
  6. Rewrite the sentences using appropriate modal verbs (take clues from highlighted words): 1. (example given: 'advisable' → 'You should think before you speak.'). 2. It is unnecessary to worry about things beyond your control. 3. It is not possible for a person to gain experience without taking risks. 4. It is essential to treat others with kindness. 5. It is not allowed to interrupt when someone…

Let us speak — Wisdom Paves the Way

  1. Practise saying the sentence 'I take my dog for a walk in the evening' five times, stressing a different highlighted word each time. Explain how the meaning changes with each stress shift.
  2. Statements and exclamatory sentences usually end with a falling tone. Practise the following sentences with correct intonation: 'Very well. We shall go to the king.' / 'Yes, yes, it is!' / 'Good day, kind sirs.' / 'We regret to inform you that we do not know where it is.' / 'You describe it perfectly!' / 'You shall come with me to face the King!'

Let us write — Wisdom Paves the Way

  1. Write a formal letter of complaint to the Commissioner, Municipal Corporation or Sarpanch, Gram Panchayat about the kutcha road in your colony that is in very bad condition due to heavy rains. Use the format and cues provided.

Let us explore — Wisdom Paves the Way

  1. Using the 13 steps listed in the textbook, present an enactment of the play 'Wisdom Paves the Way'. Ensure correct intonation and sentence stress.
  2. Go to the library and read stories associated with: Vikramaditya and Betal, Tenali Rama, Gopal the Jester, Panchatantra Tales.
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