An Overview of Important Questions Class 7 English Honeycomb Chapter 4 Poem
FAQs on Important Questions Class 7 English Honeycomb Chapter 4 Poem
1. What is the significance of the title 'Chivvy' for Class 7 English Chapter 4? This is a frequently asked 1-mark question.
The title 'Chivvy' is highly significant as it means to constantly nag or pester someone to do something. This single word perfectly captures the central theme of the poem, which is about the endless stream of instructions and corrections that grown-ups give to children. It sets the tone for the entire poem before the reader even begins.
2. What are some of the key instructions given by the grown-ups in the poem 'Chivvy'?
In the poem, the grown-ups give a series of behavioural and etiquette-based instructions. For exams, it's important to remember a few examples such as:
- Speak up
- Don’t talk with your mouth full
- Don't stare
- Say please
- Don't drag your feet
- Sit up straight
3. What is the central theme of Michael Rosen's poem 'Chivvy'? This is an important question for 3 marks.
The central theme of 'Chivvy' is the conflict between adult expectations and a child's natural behaviour. The poem explores how children are relentlessly instructed on what to do and what not to do, which can be frustrating and confusing. It questions the necessity of such constant nagging and highlights a child's yearning for a little freedom and understanding.
4. From an exam perspective, what is the poet's underlying message to the adults in 'Chivvy'?
The poet, Michael Rosen, conveys a subtle but important message to adults. He suggests that while guidance is necessary, constant nagging can stifle a child's creativity and independence. The poem encourages adults to be more empathetic and allow children the space to think and make decisions for themselves, rather than dictating their every action.
5. Explain the irony in the last two lines of the poem 'Chivvy'. Why is this a Higher Order Thinking Skills (HOTS) question?
The last two lines, 'why can’t you make / your own mind up about anything?', are deeply ironic. This is a HOTS question because it requires analysis. The irony lies in the fact that the grown-ups spend the entire poem telling the child exactly what to do, leaving no room for independent thought. Then, they criticise the child for not being able to make up their own mind. This contradiction is the poem's most powerful critique of the adults' behaviour.
6. Why do you think the poet uses such a simple and repetitive structure for the poem?
The poet likely uses a simple and repetitive structure to mirror the experience of being a child. The constant, nagging list of 'do's' and 'don'ts' feels repetitive and overwhelming to a child. The poem's structure makes the reader feel the same sense of relentless instruction that the child is experiencing, making the message more effective and relatable.
7. How does the poem 'Chivvy' explore the difference between helpful guidance and annoying nagging?
The poem explores this difference by focusing on the tone and frequency of the instructions. While teaching a child to say 'please' is helpful guidance, the poem presents a non-stop barrage of commands without any explanation or room for the child's own initiative. This constant stream of orders, often for minor things, crosses the line from guidance into the realm of annoying nagging, which can make a child feel controlled and resentful.
8. What feelings does the poem suggest a child experiences when being constantly 'chivvied'?
The poem suggests that a child feels a mix of frustration, confusion, and helplessness. The contradictory nature of the instructions (e.g., being told to speak up and then not to talk with a full mouth) can be confusing. The constant control over every small action likely makes the child feel frustrated and diminishes their confidence in making their own decisions.
