NCERT Solutions Class 8 English Unit 2 Values and Dispositions Chapter 02 Somebodys Mother

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Question. 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? Share your answers with your classmates and teacher.
Answer: Once I helped an elderly man transport his heavy bag across the road.
1. My feelings after helping: Happy, Proud
2. Feelings of the person I helped: Relieved, Thankful
In simple words: When you help someone, you feel good and happy. The person you helped feels better and thankful too.

Exam Tip: Use clear, simple feeling words that directly answer what happened before and after the help was given.

Question. Work in pairs. Read the words given below. Circle the words you would associate with an elderly person and underline the words you would associate with a school student. Share the reasons for your choices with your classmates and teacher.
Answer:
Words for an Elderly Person:
• Worried
• Trembling
• Bent
• Grey
• Slow

These words fit elderly people because they often lack strength and may feel worried or scared when doing tasks alone. Their bodies may shake, they may have a bent posture, grey hair and usually move at a slow pace.

Words for a School Student:
• Strong
• Hastening
• Firm
• Merry
• Guide
• Helpful

These words fit students because they are generally full of energy and strength. They move quickly (hastening), seem joyful (merry) and walk with steady steps. They have the ability to lead or support others, particularly those who are older, showing kindness and care.
In simple words: Old people are slow and weak. Young students are fast and strong, and they can help others.

Exam Tip: Always give at least two clear reasons why each word matches either the elderly person or the student group.

Question. Read the lines. The woman was old and ragged and grey And bent with the chill of the Winter's day. Select the suitable meaning of 'ragged' as used in these lines. There are other four meanings given below. Discuss with your classmates and teacher. 1. (of clothes) old and torn; synonym: shabby 2. Having an outline, an edge, or a surface that is not straight or even 3. Not smooth or regular; not showing control or careful preparation 4. (Informal) very tired, especially after physical effort
Answer: In the poem line "The woman was old and ragged and grey", the word 'ragged' means (of clothes) old and torn; shabby. So, the correct meaning is Option 1. The poet is describing the poor old woman's look on a cold winter's day. Her clothes were old, torn and shabby, which reveals her poverty and helpless state.
In simple words: The word 'ragged' means her clothes were old and torn. This shows she was poor and had no one to help her.

Exam Tip: Pay attention to the context of the line - the poet is describing the woman's physical appearance, not the weather or any other quality.

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Question. Arrange the events of the poem in the correct order of occurrence. Share your answers with your classmates and teacher. 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 the old woman without offering help. 7. The woman placed her hand on the boy's arm, and he guided her safely across the street. 8. The boy thought about his own mother and hoped someone would help her one day.
Answer:
2. The old woman stood alone at the crossing, hesitant to move.
3. A group of schoolboys passed by, playing, and laughing.
6. The children hurried past the old woman without offering help.
4. The boy offered to help the old woman cross the street.
7. The woman placed her hand on the boy's arm, and he guided her safely across the street.
1. The boy returned to his friends, feeling proud of what he had done.
8. The boy thought about his own mother and hoped someone would help her one day.
5. The woman prayed for the boy who helped her.
In simple words: First the woman waits, then boys pass by without helping. Then one boy helps her cross. He feels proud when he goes back. Finally, the woman prays for him.

Exam Tip: Look for time clues and cause-and-effect relationships to arrange events correctly in the order they happen.

Question. Fill in the blanks by choosing the correct answer from the options given in the brackets. 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's pace and message) 5. The poem follows a rhyme scheme of __________. (AABB / ABAB)
Answer:
1. The central theme of the poem is kindness and empathy.
2. The tone of the poem is sympathetic and hopeful.
3. The poem is written in couplets with two lines in each stanza.
4. The structure of the poem gives a rhythmic flow that reflects both the narrative and emotions.
5. The poem follows a rhyme scheme of AABB.
In simple words: The poem teaches kindness. It sounds caring and hopeful. It has two lines per verse. It flows nicely. Pairs of lines rhyme with each other.

Exam Tip: Match the literary terms (rhyme scheme, tone, theme) to their correct definitions before choosing your answer.

Question. Pick examples from the poem for the following poetic devices. 1. Simile 2. Alliteration 3. Repetition
Answer:
1. Simile: Came the boys like a flock of sheep
2. Alliteration: stood at the crossing
3. Repetition: somebody's mother
In simple words: A simile compares two things. Alliteration repeats starting sounds. Repetition uses the same words again.

Exam Tip: Identify the exact lines or phrases from the poem that show each device, not just the device name.

Question. 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.
Answer:
1. The poem uses imagery to describe scenes of a bustling street. We know this by the phrase amid the throng of human beings who passed her by.
2. The line 'The street was wet with a recent snow' suggests a cold and harsh weather, emphasising the woman's helplessness.
In simple words: Imagery uses words to paint pictures in your mind. The poem shows a crowded, cold, icy street where the woman struggles.

Exam Tip: Look for sensory details (what you see, feel, hear) that create clear mental images in the poem.

Question. Complete the following sentence with a suitable reason. The poet repeats the phrase Somebody's mother because it ______________.
Answer: The poet repeats the phrase Somebody's mother because it draws attention to the universal nature of humanity and the bonds that connect all people. By using this phrase again and again, the poet reminds readers that every elderly person is someone's family member and deserves care and respect, just as we would wish others to treat our own mothers.
In simple words: The poet says "somebody's mother" many times to remind us that old people are loved by families too.

Exam Tip: Repetition emphasizes important themes and messages - look for what the repeated phrase makes you think about or feel.

Question. Complete the analogy: The old woman: vulnerable and neglected :: The young boy:_______________.
Answer: The old woman: vulnerable and neglected :: The young boy: compassionate and kind.
In simple words: The woman is weak and ignored. The boy is caring and helpful.

Exam Tip: In analogies, find pairs of words that show opposite or contrasting qualities - here, weakness versus strength, and neglect versus care.

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Question. Read the given extracts and answer the questions that follow. The woman was old and ragged and grey And bent with the chill of the Winter's day. The street was wet with a recent snow And the woman's feet were aged and slow. (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.
Answer: (b) The woman's old and worn-out appearance
In simple words: The phrase describes how she looked - old, torn clothes and grey hair - showing she was poor and elderly.

Exam Tip: Context is key - look at what the lines are describing to determine if they refer to appearance, weather, or emotion.

Question. (ii) Complete the following sentence with a suitable reason: The woman was 'bent' with the chill of the Winter's day because she was ______.
Answer: The woman was 'bent' with the chill of the Winter's day because she was frail and weakened by cold and old age. The cold made her body curve forward as she struggled against the harsh weather, and her advanced age left her unable to stand straight and strong as younger people do.
In simple words: Cold and age made her body curve. She could not stand up straight because she was old and weak.

Exam Tip: Consider both physical and emotional factors when interpreting why a character's body or actions are described in a certain way.

Question. (iii) 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.
Answer:
Fact: The street was wet with recent snow.
Opinion: The woman was too weak to cross alone.
In simple words: A fact is something you can see or prove. An opinion is what someone thinks or believes.

Exam Tip: Facts can be checked and proven true. Opinions are beliefs or judgments that may vary from person to person.

Question. (iv) Why do you think the woman's feet were described as 'aged and slow'?
Answer: Her feet were described as aged and slow to convey her elderly weakness and the difficulty she faced in walking on the slippery snowy ground. The words show that her body, worn down by years, could no longer move quickly or with confidence - making her journey across the street a real struggle in the dangerous, icy conditions.
In simple words: Old feet move slowly and carefully. Ice makes walking hard for old people.

Exam Tip: Look at the physical state of characters and how the setting (weather, terrain) makes their condition harder.

Question. Read the given extracts and answer the questions that follow. He guided the trembling feet along, Proud that his own were firm and strong. Then back again to his friend he went, His young heart happy and well content. (i) What does the contrast between the 'trembling feet' of the old woman and the 'firm and strong' feet of the boy emphasise?
Answer: The contrast highlights the difference between youth's vitality and strength versus old age's frailty and weakness. It shows how the young boy, with his stable and powerful body, was able to provide the support and assistance that the elderly woman, with her shaking and unsteady legs, desperately needed to cross safely.
In simple words: The boy is strong and the woman is weak. This shows he could help her when she could not help herself.

Exam Tip: Contrasts in poetry highlight important differences between characters and reveal relationships of power, care, or change.

Question. (ii) Fill in the blank given below by selecting the correct option from the brackets. 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).
Answer: This tells us that the boy was grateful for his ability to help.
In simple words: He felt happy he could use his strength to care for someone. He was not showing off, just thankful.

Exam Tip: Look at the context and the boy's overall actions - his character reveals whether pride comes from arrogance or from a good heart.

Question. (iii) 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.
Answer: (a) I'm so glad I could help her
In simple words: The boy felt happy and proud about helping. He would tell his friends about the good feeling he had.

Exam Tip: Use the boy's motivation and character to predict what he would say - his actions show kindness, not arrogance or blame.

Question. (iv) Rectify the false sentence given below. The young boy's actions were driven by a logical decision.
Answer: False. The boy's actions were driven by compassion, not logic. He felt sympathy for the elderly woman in her struggling state and reacted with kindness from his heart, rather than making a calculated, rational choice.
In simple words: His heart made him help, not his mind thinking logically. He felt sorry for her.

Exam Tip: Distinguish between emotional responses (kindness, compassion) and logical reasoning when analyzing character motivations.

Question. Answer the following questions. 1. What might be the old woman's fears as she waited for a long time at the crossing?
Answer: The elderly woman likely feared slipping on the snowy street or being hit by horses and carriages moving through the busy crossing. She appeared deeply worried that no one would offer to help her cross safely. Her tense eyes showed she felt frightened and isolated among the rushing crowd who paid no attention to her struggles in the freezing winter weather.
In simple words: She was scared of falling on the ice and being hit by horses or carts. She was also scared nobody would help.

Exam Tip: Consider both physical dangers (traffic, slippery ground) and emotional fears (loneliness, abandonment) in your answer.

Question. 2. How does the poet show the helplessness of the old woman? Support your answer with evidence from the poem.
Answer: The poet reveals her helplessness through specific descriptive language like "aged and slow feet", "trembling feet" and "meek and timid" behavior. The line "alone, uncared for amid the throng" proves that nobody around her took notice. Her curved posture combined with her obvious need for a boy's help to cross the street makes her weakness and vulnerability very clear to readers.
In simple words: The poet uses words showing weakness: old feet, shaking, meek. She is alone and needs help to cross safely.

Exam Tip: Always quote specific lines or phrases from the poem to support your interpretation of a character's state or condition.

Question. 3. Why does the boy decide to help the old woman? What does this tell us about him?
Answer: The boy helps because he imagines his own mother standing in her place someday needing aid. This shows he is genuinely kind, reflective and able to feel for others. Unlike the other boys around him, he stops and notices her distress. He also acts with responsibility, and his hope that someone might help his mother in the future shows his caring heart and the values his family taught him.
In simple words: He helps because he thinks of his own mother. This shows he is kind, caring and thoughtful. He treats people the way he wants people to treat his mother.

Exam Tip: Analyze what motivates a character's actions and what those motivations reveal about their values, upbringing, and personality.

Question. 4. How was the boy's approach towards the old woman different from that of the other boys in the group?
Answer: While the other boys ran past the woman laughing and having fun, this particular boy took time to help. His approach combined kindness with patience - he spoke softly and guided her at a steady, careful pace. The contrast shows him to be more thoughtful, caring and emotionally mature compared to his companions who were caught up in their own play and entertainment.
In simple words: Other boys ran and laughed and ignored her. This boy stopped, spoke gently and slowly helped her cross.

Exam Tip: Compare and contrast characters' behaviors to highlight individual qualities and moral choices.

Question. 5. Justify the appropriateness of the title of the poem.
Answer: The title "Somebody's Mother" is fitting because the poem teaches that every elderly person is a treasured member of someone's family. When the boy realizes this - saying "she's somebody's mother" - he sees her not just as a stranger but as a person loved by others. This title makes readers think about how we should treat all elderly people, as they could be someone's beloved mother, and hoping others will show similar kindness to our own mothers one day.
In simple words: The title teaches us that old people are loved by their families. We should treat them kindly just like we want others to treat our mothers.

Exam Tip: Titles carry the central message of a work - explain how the title reflects the poem's main theme or lesson.

Question. 6. What does the poem suggest about the role of empathy and humanity in society?
Answer: The poem suggests that modern society requires much more empathy and genuine human connection. It shows how most people ignore those who struggle, yet demonstrates that a single kind act can create meaningful change. Through the boy's simple gesture of help and the woman's heartfelt prayer, the poem shows that compassion bridges people's differences and transforms the world into a more caring and better place for all.
In simple words: The poem shows that most people don't notice those in need. But one kind act makes a big difference. Kindness and caring bring people together.

Exam Tip: Connect character actions and outcomes to broader social messages and themes about human values.

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Question. The grid given below has the antonyms of the words from the text. Locate these words in the grid horizontally, vertically and diagonally. One example has been done for you. You may refer to a dictionary. firm, meek, merry, kind, anxious, bent
Answer:
Antonyms of the words from the poem:
firm - fragile
meek - bold
merry - sad
kind - cruel
anxious - calm
bent - straight
In simple words: An antonym is a word that means the opposite. Find the opposite of each word hidden in the puzzle.

Exam Tip: Search carefully in all directions - horizontally left to right, vertically up and down, and diagonally in both diagonal directions.

Question. Match the words from the text given in Column 1 with the underlined phrases in Column 2.
Answer:

Exam Tip: Look for context clues in each phrase to determine which word from the list matches its meaning.

Question. In the poem, the poet uses the idiom 'lend a hand' which means 'help somebody'. Some more idioms using 'hand' are given in Column 1. Match these idioms with their meaning in Column 2. You may refer to a dictionary.
Answer:

Exam Tip: Learn idioms in context and try to use them in your own sentences to remember them better.

Question. Complete the following analogy by filling in the blanks with the 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: ___________
Answer:
1. cold : winter :: heat : summer
2. Hurt : harm :: old: aged
3. Whispered : shouted :: humble : proud
4. Eyes : see :: legs : walk
5. Having a lot of money: wealthy :: densely packed people: throng
In simple words: In an analogy, the relationship between the first pair of words should match the relationship between the second pair.

Exam Tip: Look for the relationship pattern (opposites, synonyms, cause-and-effect) in the first pair, then apply the same pattern to find the missing word.

Question. Read the lines from the poem given below. Explain the meaning and usage of the conjunction 'lest'.
Lest the carriage wheels or the horses' feet Should crowd her down in the slippery street.
Answer: 'Lest' is a conjunction used to prevent or avoid something bad or unpleasant from occurring. In these lines, 'lest' can be replaced with 'just in case' to show that the boy is helping to prevent the elderly woman from being knocked down by moving horses and carriage wheels on the icy street. For example, in the sentence "She showed all the documents lest we doubt her," the word 'lest' means she showed the documents to prevent any doubt from arising. The phrase 'lest the carriage wheels...crowd her down' shows the boy's awareness of the danger and his protective actions.
In simple words: 'Lest' means "to stop something bad from happening." The boy helps so that the woman does not get hit by horses or carriages.

Exam Tip: When you see 'lest' in a sentence, replace it mentally with 'so that something bad does not happen' to understand the intended meaning.

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Question. You will listen to a woman read the special broadcast of the news. As you listen, arrange the pictures in the correct sequence of the events that took place.
Answer: The correct sequence of the events: Image 3 - Image 6 - Image 1 - Image 5 - Image 2 - Image 4
In simple words: Listen carefully to the news story and number the pictures in the order that the events happen.

Exam Tip: As you listen, note key details and match them to each picture to keep track of the correct sequence.

Question. You will once again listen to the special broadcast of the news. As you listen, complete the following sentences with one to three exact words. 1. The woman was having a difficult time staying afloat due to the _____________. 2. Rohan leapt into the river to save the woman without any _____________. 3. Rohan's act of bravery was witnessed by _____________. 4. Rohan was honoured at the Vigyan Bhawan for his incredible courage and __________. 5. Rohan proved that when it comes to saving lives, age is _____________.
Answer:
1. The woman was having a difficult time staying afloat due to the fast waves.
2. Rohan leapt into the river to save the woman without any second thoughts.
3. Rohan's act of bravery was witnessed by everyone there.
4. Rohan was honoured at the Vigyan Bhawan for his incredible courage and skills.
5. Rohan proved that when it comes to saving lives, age is just a number.
In simple words: Listen very carefully and write down the exact words or phrases the speaker uses. This practice helps you learn to listen for details.

Exam Tip: Listen more than once if needed and note specific phrases that complete each sentence accurately.

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Question. Read aloud the list of words from the poem that end in '-ed'. As you read, focus on the final sound of each word and place them in the appropriate columns.
Answer:
/id/ sound
• ragged
• waited
• heeded
• guided

/d/ sound
• aged
• offered
• paused

/t/ sound
• whispered

In simple words: Words ending in '-ed' can sound different. Some sound like "id", some like "d", and some like "t" at the end.

Exam Tip: Adjectives that come before a noun and end with '-ed' have /id/ as the final sound. Listen carefully to the ending sound of each word.

Question. Work in pairs. Narrate an incident where you helped someone in the past. Take turns to speak and use the cue cards given below.
Answer: Incident: Helping an elderly person at the marketplace

It all started when I went to the market with my mother last Sunday. The day began like any other, but I still remember seeing an old lady struggling to carry two heavy bags of vegetables. At that moment, I realised she needed help, so I quickly offered to carry one of the bags for her. She smiled and thanked me warmly.

The next few minutes were very special for me. I was overjoyed that such a small act brought so much relief to her. A wave of satisfaction washed over me as she blessed me and said, "May you always stay kind".

In the end, I realised that helping others, even in small ways, makes the world a happier place. This memory reminds me to always be compassionate and helpful.
In simple words: I helped an old woman carry bags at the market. It made me feel happy. Helping people makes the world better.

Exam Tip: Use the story structure prompts (beginning, experience, reflection) and descriptive words to make your narration interesting and clear. Show emotion and learning in your story.