Important Questions: Chivvy | English Honeycomb Class 7 PDF Download

Q1: What is the central theme of the poem, and how does the poet use the list of commands to convey a message about expectations placed on children by adults?
Ans: The central theme revolves around the commands or expectations placed on children by adults. The poet uses the list to illustrate the various demands imposed on children as they navigate the rules set by grown-ups.

Q2: Discuss the impact of the repetitive structure of the poem and how it enhances the message about adult expectations.
Ans: The repetitive structure emphasizes the relentless nature of adult expectations, reinforcing the idea that children are constantly bombarded with commands. It creates a rhythmic pattern that mirrors the repetitive nature of these demands.

Q3: How does the poet employ irony in the line "No one thinks you're funny" and what message does it convey about the adult-child dynamic?
Ans: The irony lies in the fact that adults often make demands about behavior but may not appreciate a child's sense of humor. This conveys a message about the sometimes contradictory nature of adult expectations.

Q4: Explore the poet's choice of language, such as "Chivvy," as the title of the poem and its connection to the content.
Ans: The word "Chivvy" suggests the persistent and nagging nature of the commands, emphasizing how children are constantly pushed or hurried by the expectations set by adults.

Q5: How does the poem address the conflict between individuality and conformity, considering the numerous instructions given to children?
Ans: The poem highlights the tension between individuality and conformity by presenting a list of commands that restrict personal expression, suggesting a struggle for children to find their own identity amidst external expectations.

Q6: Analyze the poet's use of imperatives and their effect on the tone and mood of the poem.
Ans: The use of imperatives creates a commanding and authoritative tone, reflecting the strictness of adult instructions. It contributes to a mood of control and regulation in the relationship between adults and children.

Q7: Connect the commands in the poem to real-world scenarios that students might encounter in their daily lives, and discuss the impact on their sense of autonomy.
Ans: Encourage students to relate the commands to their own experiences, discussing how such expectations might affect their sense of autonomy and independence.

Q8: How does the poet's inclusion of mundane instructions contribute to the universality of the poem's message?
Ans: The inclusion of everyday instructions makes the poem relatable to a wide audience, as most individuals have encountered similar commands in their childhood. This universality enhances the impact of the poem's message.

Q9: Discuss the poet's perspective on the commands given to children. Does the poet express a positive or negative view, or is it left open to interpretation?
Ans: The poet presents the commands without overtly expressing a positive or negative view, allowing readers to interpret the impact of such instructions on children based on their own perspectives and experiences.

Q10: Explore the potential reasons behind the poet's decision to end the poem with the line "Can't you make your own mind up about anything?" and its significance in the context of the poem.
Ans: The concluding line challenges the idea of children's autonomy, suggesting that constant instructions might hinder their ability to make decisions independently. It serves as a thought-provoking conclusion that prompts reflection on the broader implications of adult expectations on children.