CBSE Class 7 English Reading, Writing and Grammar Revision (Fossils and Woodman) Worksheet Set 14

Answer: scientists who study the rocks, minerals, landforms and the history of the earth

Teacher's Note:
1. The passage defines the word in its first sentences.
2. Their work helps tell which plants and animals lived long ago.

Answer: when the remains of dead plants and animals are deposited under water and their hard parts are slowly replaced by minerals and sediments

Teacher's Note:
1. This usually happens in shallow seas and swamps.
2. The process works only if conditions are 'just right'.

Answer: (a) sedimentary rocks. Sediments are involved in fossil formation, so sedimentary layers hold most of them.

Teacher's Note:
1. Link the word 'sediments' in the passage to the rock type.
2. Igneous rocks form from molten material, which would destroy remains.

Answer: (d) all of the above. The passage lists original remains, replaced remains, moulds and casts, and impressions.

Teacher's Note:
1. Read the last sentence of the passage.
2. Each option is correct, so the fourth is the best answer.

Answer: Fossils are the preserved remains, impressions or tracks of plants and animals that lived a very long time ago, usually found in rock.

Teacher's Note:
1. A fossil can be a body part, a mark or a trail.
2. The definition is given in the middle of the passage.

Answer: (a) gave him shelter. The poet says it sheltered him in youth and he now wants to protect it, so the tree gave him shelter.

Teacher's Note:
1. Check line three of the poem.
2. The poet is the one protecting the tree now, so option (b) is wrong.

Answer: (d) oak. The poet says 'let that old oak stand'.

Teacher's Note:
1. Look for the tree named in the last stanza.
2. The word appears in the line before the final couplet.

Answer: Its shade (shelter).

Teacher's Note:
1. The poem says he sought its grateful shade as an idle boy.
2. His sisters also played there.

Answer: Old friend

Teacher's Note:
1. The last line calls the tree 'old friend'.
2. This shows his deep bond with it.

Answer: To: (friend's e-mail)
Subject: My unforgettable snowfall in Shimla

Dear Meera,
I still get goosebumps when I remember my winter trip to Shimla. On the second morning I woke up to find everything covered in a soft white blanket. We ran outside and played in the fresh snow, building a snowman and sliding down small slopes. The pine trees looked like they were wearing white coats. In the evening we sat by the heater with hot chocolate. You must come with us next time.
Love,
Anil

Teacher's Note:
1. Use an informal tone for a friend.
2. Include a subject line and describe what you saw, did and felt.

Answer: (Sender's address)
(Date)
The Editor
(Newspaper name)
Subject: Need for an article on reckless driving by youngsters

Sir,
Through the columns of your newspaper I want to draw attention to the growing problem of reckless driving by young people. Speeding, riding without helmets and stunts on busy roads put lives at risk. I request you to publish an article on the issue so that parents and young drivers become aware of road safety rules.
Yours faithfully,
(Name)

Teacher's Note:
1. A letter to the editor is a formal letter with a subject line.
2. State the problem and the action requested.

Answer: isn't it

Teacher's Note:
1. A positive statement takes a negative tag.
2. 'This' is replaced by 'it'.

Answer: does he

Teacher's Note:
1. A negative statement takes a positive tag.
2. The simple present uses 'does' with 'he'.

Answer: didn't she

Teacher's Note:
1. 'Bought' is simple past, so the tag uses 'did'.
2. The statement is positive, so the tag is negative.

Answer: will you

Teacher's Note:
1. A request with 'please' takes 'will you'.
2. It makes the request polite.

Answer: on

Teacher's Note:
1. 'On' shows a surface.
2. The book touches the table.

Answer: for

Teacher's Note:
1. 'Wait for' is the fixed phrase.
2. 'Wait on' means to serve.

Answer: for

Teacher's Note:
1. 'Go for a walk' is a common expression.
2. The same pattern is used in 'go for a swim'.

Answer: to

Teacher's Note:
1. 'Prefer' takes 'to', not 'than'.
2. It compares two things.

Answer: Her breakfast was being taken by her.

Teacher's Note:
1. Past continuous passive is 'was/were being + past participle'.
2. The object becomes the subject.

Answer: A letter is written by him.

Teacher's Note:
1. Simple present passive uses 'is/are + past participle'.
2. The doer follows 'by'.

Answer: This sum can be solved by him.

Teacher's Note:
1. With a modal the passive is 'modal + be + past participle'.
2. 'Can' stays unchanged.

Answer: You are requested to help him. (Also: Let him be helped.)

Teacher's Note:
1. A polite request becomes 'You are requested to ...'.
2. The doer 'you' is understood.

Answer: All the bananas were eaten by her.

Teacher's Note:
1. The plural object takes 'were' in the passive.
2. 'Eaten' is the past participle of 'eat'.

Answer: My dad said that honesty pays in the long run.

Teacher's Note:
1. A general truth keeps the present tense.
2. 'That' joins the two parts.

Answer: She requested me to help her in solving those sums.

Teacher's Note:
1. A request is reported with 'requested ...
2. to'. 'These' becomes 'those'.

Answer: He said that God is one.

Teacher's Note:
1. A universal truth stays in the present tense.
2. Only 'that' is added.

Answer: They exclaimed with joy that I had made a very beautiful painting.

Teacher's Note:
1. An exclamation is reported with 'exclaimed with joy'.
2. The present perfect becomes the past perfect.

Answer: My teacher ordered me to sit down.

Teacher's Note:
1. A command is reported with 'ordered ...
2. to'. The imperative becomes an infinitive.

Answer: She told him that he should pay attention to his studies.

Teacher's Note:
1. 'Should' stays the same in reported speech.
2. 'You' becomes 'he' and 'your' becomes 'his'.