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Worksheet Solutions: The Too-Many Professors

Q1: Multiple Choice Questions (MCQs)

(i) What is the Professor's invention?
(a) A time machine
(b) A special liquid
(c) A robot
(d) A flying car
Ans:
(b)
The Professor invents a special liquid that can bring pictures to life.

(ii) Why does Mrs. Flittersnoop run away from the house?
(a) She is scared of the Professor
(b) An elephant follows her
(c) She is late for an appointment
(d) She is excited about the invention
Ans:
(b)
Mrs. Flittersnoop runs away because a real elephant comes to life and follows her.

(iii) What is one limitation of the magic liquid?
(a) It can only bring animals to life
(b) The things it brings to life go back to normal when the liquid dries
(c) It can only be used once
(d) It only works on black and white pictures
Ans:
(b)
The liquid's effect wears off, and the things return to their original state when it dries.

(iv) Why does the Professor want to dry the liquid off the photos?
(a) To preserve the photos
(b) To prevent a fire
(c) To make the things go back into the pictures
(d) To sell the photos
Ans:
(c)
Drying the liquid would revert the brought-to-life objects back into the pictures.

(v) What did the Professor write a book about?
(a) His experiments with electricity
(b) His adventures with Mrs. Flittersnoop
(c) His wonderful liquid
(d) His travels to foreign lands
Ans:
(c)
The Professor wrote a book about his special liquid that could bring pictures to life.

Q2: Fill in the Blanks

(i) The Professor's laboratory is also called his ____________.
Ans:
inventory
The author refers to the Professor's laboratory as his 'inventory' because it is filled with various inventions and equipment.

(ii) The apples that came to life from the picture had a slightly ____________ flavor.
Ans: 
papery
The apples tasted a bit like paper.

(iii) The liquid costs more to make than it would cost to ____________ the things.
Ans: 
buy
The Professor regrets that it is more expensive to make the liquid than to simply buy the things.

(iv) The duplicates kept repeating the same things they were saying when the ____________ was taken.
Ans:
photograph
The duplicates repeated whatever they were saying when the photograph was taken.

(v) The real Colonel Dedshott and his photo duplicate both chased after each other, thinking the other wasn't ____________.
Ans:
him
They both believed the other one was an impostor.

Q3: Match the Column (In a Table)

Match the characters to their actions or characteristics.

Q3: Match the Column (In a Table)

Ans:
Q3: Match the Column (In a Table)

Q4: True or False

(i) The Professor's invention was a time machine.
Ans:
False
The Professor's invention was a special liquid that brought pictures to life, not a time machine.

(ii) The magic liquid had no limitations in its power.
Ans: 
False
The magic liquid had a limitation - the things it brought to life would return to normal when the liquid dried.

(iii) The Professor wore multiple pairs of spectacles because he liked to collect them.
Ans: 
False
The Professor wore multiple pairs of spectacles, each with a specific function, such as reading and writing.

(iv) Mrs. Flittersnoop ran away because she was excited about the invention.
Ans:
False
Mrs. Flittersnoop ran away because a real elephant followed her, which scared her.

(v) The real Colonel Dedshott was pleased to see his photo duplicate.
Ans:
False
The real Colonel Dedshott thought his photo duplicate was an impostor and chased after it.

The document Worksheet Solutions: The Too-Many Professors is a part of the Class 7 Course Class 7 English Oxford.
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FAQs on Worksheet Solutions: The Too-Many Professors

1. What is the main message of "The Too-Many Professors" story for Class 7?
Ans. The story teaches that quality matters more than quantity in education. It shows how having too many professors without proper purpose creates confusion rather than learning. The narrative illustrates that effective teaching depends on expertise and dedication, not simply increasing the number of instructors available to students.
2. Who are the main characters in "The Too-Many Professors" and what do they represent?
Ans. The story features a university struggling with excessive faculty members who lack clear roles or responsibilities. Each character represents different aspects of educational chaos-some symbolise outdated teaching methods, others represent lack of focus. Together, they demonstrate how institutional disorganisation directly impacts student learning outcomes and academic development.
3. How does the author use humour in "The Too-Many Professors" to explain educational problems?
Ans. The author employs satirical situations and exaggerated scenarios to highlight real educational issues. Through witty dialogue and absurd circumstances, students recognise flawed teaching systems without heavy-handed lectures. This comedic approach makes complex administrative and pedagogical problems accessible and memorable for Class 7 learners studying Oxford curriculum material.
4. What practical lessons can students apply from reading "The Too-Many Professors" worksheet solutions?
Ans. Students learn to identify inefficiency in systems and understand why leadership and organisation matter in institutions. The story encourages critical thinking about resource management and prioritisation. Worksheet solution analysis helps learners recognise how poor planning affects outcomes, developing awareness applicable to their own studies and future professional environments.
5. Why is "The Too-Many Professors" relevant to understanding institutional management in CBSE Class 7 English?
Ans. The narrative connects literature to real-world systems, teaching institutional critique through storytelling. It develops analytical skills by examining cause-and-effect relationships between organisational structure and performance. This text cultivates awareness of how decision-making at institutional levels impacts individual success, preparing students for higher-order thinking required in subsequent academic levels.
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