Important Questions: Trees | English Honeycomb Class 7 PDF Download

Q1: How does the poet use the repetition of the phrase "Trees are" to create a rhythmic pattern and emphasize the various purposes of trees in the poem?
Ans: The repetition of "Trees are" establishes a rhythmic flow, emphasizing the multifaceted roles of trees. It serves to highlight the versatility of trees in different contexts.

Q2: Analyze the symbolic significance of trees in the poem and how they represent various aspects of life and play.
Ans: Trees symbolize different aspects of life and play in the poem, such as providing shelter, serving as a play area, and offering natural elements for creative activities. Their versatility reflects the richness of life.

Q3: Discuss the poet's use of personification when stating, "Trees are for the wind to blow through." What effect does this create in the reader's mind?
Ans: Personifying the wind through the trees adds a sense of movement and vitality to the poem. It creates an image of trees actively interacting with the wind, enhancing the natural imagery.

Q4: How does the poet use trees as a backdrop for childhood activities like "Hide and Seek" and tea parties, and what does this choice contribute to the poem's theme?
Ans: The poet associates trees with childhood activities to convey a sense of nostalgia and the importance of nature in fostering creativity and play during youth.

Q5: Explore the contrast between the role of trees in providing shade in summer and no shade in winter. What might this symbolize?
Ans: The contrast suggests the dynamic nature of trees throughout the seasons. It symbolizes the changing roles of trees and their adaptability to different environmental conditions.

Q6: Discuss the poet's use of humor in the line "Trees are to chop down and call, 'TIMBER-R-R!'" and how it adds a playful element to the poem.
Ans: The humor in this line adds a playful touch, introducing the idea of trees being chopped down with a comical exclamation. It lightens the tone and injects a sense of fun into the poem.

Q7: Connect the roles of trees described in the poem to the different perspectives of mothers and fathers. How do they view the presence of trees in their lives?
Ans: Mothers appreciate the aesthetic value of trees, seeing them as opportunities for artistic inspiration. Fathers, on the other hand, associate trees with practical tasks, like raking leaves, highlighting different perspectives on nature.

Q8: Discuss the poet's choice of ending the poem with the lines "Trees make mothers say, 'What a lovely picture to paint!' Trees make fathers say, 'What a lot of leaves to rake this fall!'" What does this juxtaposition signify?
Ans: The juxtaposition highlights the dual nature of trees—appreciated for their beauty by mothers and seen as a responsibility by fathers. It reflects the diverse ways in which individuals perceive and interact with nature.

Q9: Explore the emotional impact of the poem by considering the different emotions evoked in the lines describing the appreciation of trees by mothers and the practical concerns of fathers.
Ans: The poem evokes a range of emotions, from aesthetic appreciation to the practical considerations associated with trees. This emotional interplay adds depth and relatability to the poem.

Q10: Encourage students to reflect on their personal experiences with trees and how the poem resonates with their own perspectives on nature.
Ans: Allow students to share their thoughts on how the poem aligns with their experiences with trees, exploring whether they see trees more for play, aesthetics, or practical purposes. Discussing personal connections can deepen their understanding of the poem.