NCERT Solutions Class 7 English Unit 2 Wit and Humour Chapter 05 A Funny Man (Poem)

Question. Look around you for things or people that make you laugh. Write them in the bubbles given below. Share the reasons for your answers with your classmates and the teacher.
Answer: Things that make us laugh differ from person to person. Here are some examples: Clowns bring joy through their overstated expressions and silly movements. Funny animal videos entertain us because pets do things we don't expect. Cartoons amuse us with their witty jokes and over-the-top character looks.
In simple words: Different things make different people laugh. Clowns, funny animal videos, and cartoons are popular choices because they are silly and surprising.

Exam Tip: When answering this type of question, give specific examples and explain why each one is funny - examiners value clear reasoning and personal connection to your choices.

Question 1. The poet says that she had never heard such an amusing song.
Answer: True. In Stanza 5, the poem states: "You never heard in all your life such a funny feeling sound"
In simple words: The poet had never heard music quite like this before - it was a brand new, unique sound.

Exam Tip: Always refer to the exact line from the poem to support True/False answers - citing the stanza number and the actual quote makes your answer stronger.

Question 2. The funny man was quite ill-mannered.
Answer: False. In Stanza 2, the poem tells us: "His manners were polite"
In simple words: The funny man behaved with good manners - he was actually quite courteous and respectful.

Exam Tip: Look for direct textual evidence that contradicts the statement - always quote the relevant line to prove a statement is false.

Question 3. The funny man wore two hats on his feet.
Answer: True. In Stanza 6, the poem contains the line: "why do you wear two hats upon your feet?"
In simple words: Yes, the funny man did wear two hats on his feet - this is part of his strange and silly behaviour.

Exam Tip: Pay attention to the exact wording in the poem - "upon your feet" is an unusual way to say "on his feet," and it shows the absurd nature of the funny man's actions.

Question 4. The funny man hopped on his head to reach home.
Answer: True. In Stanza 6, the poem states: "hopped home on his head"
In simple words: The funny man did hop on his head to get back home - another example of his ridiculous behaviour.

Exam Tip: Remember that absurd actions in poetry can be presented matter-of-factly - the poet describes impossible or silly things as if they were normal, which is part of the poem's humour.

Question 5. The funny man gave a rose to the poet.
Answer: False. In Stanza 3, the poem tells us: "He offered a currant bun, not a rose"
In simple words: The funny man did not give a flower - he handed her a currant bun instead, which is a type of baked treat.

Exam Tip: The twist in this answer - giving a bun instead of a rose - is deliberate comedy; noting such reversals helps explain why the poem is funny.

Question 6. The funny man smiled at the poet.
Answer: True. In Stanza 2, the poem contains: "He raised the shoe and smiled at me"
In simple words: Yes, the funny man did smile at the poet - showing that despite his strange behaviour, he had a friendly manner.

Exam Tip: Contextual details like smiling show character traits - they suggest friendliness even during absurd actions, adding depth to the humorous portrayal.

Question. Identify the words from the poem based on the meanings given.
(i) A small seedless raisin - C_R _ _ _T
(ii) Moved unsteadily - S _ _ GG _ _ _ D
Answer:
(i) Currant
(ii) Staggered
In simple words: A currant is a tiny, dried fruit without seeds. Staggered means moving in an unsteady, wobbly way.

Exam Tip: When completing word puzzles from poems, reread the surrounding lines for context clues - the poem's action often hints at which words fit the blanks.

Question. Complete the following sentences with a reason.
(i) The tone of the poem is ___________ because ___________.
(ii) The rhyme scheme of the poem is __________; and it gives a ___________ quality to the poem.
(iii) The poet has frequently repeated the word 'funny' in order to ___________
Answer:
(i) The tone of the poem is light-hearted and humorous because the man's absurd actions create comedy and amusement.
(ii) The rhyme scheme of the poem is AABB, and it gives a musical and playful quality to the poem.
(iii) The poet has frequently repeated the word 'funny' in order to stress how ridiculous and silly the man's behaviour truly is.
In simple words: The poem sounds cheerful and fun. It rhymes in pairs (AABB), which makes it sound like a song. Saying "funny" again and again makes us remember that the man is very, very silly.

Exam Tip: Identify the rhyme scheme early - AABB means lines 1-2 rhyme and lines 3-4 rhyme - and notice how repeated words emphasize the poet's main message.

Question. Choose the correct answer from the options given in the brackets.
(i) The poem uses vivid imagery to create a _______________________ (humorous and nonsensical / confusing but thought-provoking) scene.
(ii) The structure of the poem is in ___________ (monologue / dialogue) form.
(iii) The phrases 'sounding sight' and 'hopped home' are examples of ___________. (alliteration / simile)
Answer:
(i) The poem uses vivid imagery to create a humorous and nonsensical scene.
(ii) The structure of the poem is in dialogue form.
(iii) The phrases 'sounding sight' and 'hopped home' are examples of alliteration.
In simple words: The poem paints silly, illogical pictures. It is written as a conversation between two people. The phrases use the same starting sounds - "sounding sight" and "hopped home" both repeat sounds.

Exam Tip: Alliteration is the repetition of starting sounds in nearby words - identify these sound patterns to spot literary devices quickly in exam questions.

Question 1. Rewrite the following line from the poem in the correct order: But never had I seen before Such a funny sounding sight.
Answer: But never before had I seen such a funny sounding sight.
In simple words: We rearrange the words to follow normal English word order while keeping the same meaning.

Exam Tip: Poems often use unusual word order for rhythm and rhyme - reordering poetic lines to standard word order tests your understanding of grammar and meaning.

Question 2. Why has the poet used phrases like 'funny sounding sight' and 'funny feeling sound' with reference to the funny man?
Answer: The poet employs these phrases to stress how peculiar and absurd the man is. The expression "funny sounding sight" hints that his appearance is so odd it appears to produce sound. Meanwhile, "funny feeling sound" suggests that his song creates a physical sense of amusement in those who hear it. By blending the senses this way, the poet builds a comic impact.
In simple words: These phrases are funny because they mix up the senses - things that look funny seem to make sounds, and sounds feel funny. This confusion adds to the humour.

Exam Tip: When analyzing poetic devices, explain how they enhance meaning or create effect - don't just identify them; show how they serve the poem's purpose of making it funny or memorable.

Question. Can you think of any real-world situations where people do similar things for fun, entertainment, or performance? Share with your classmates and the teacher.
Answer: Many real-world examples mirror the funny man's behaviour. Circus clowns wear exaggerated outfits and perform silly acts. Street performers juggle unusual objects or do balancing tricks. Comedians use absurd props and illogical movements in their shows. Children's entertainers put clothes on backwards or wear shoes on their hands to amuse kids. Performance artists develop surreal, nonsensical acts designed to surprise spectators. Mime artists pretend invisible items are real in funny ways. All these examples share playful rule-breaking and unanticipated actions made to bring laughter and joy, just like the funny man in the poem.
In simple words: Clowns, street performers, comedians, and children's entertainers all do silly, unexpected things to make people laugh - just like the funny man does in the poem.

Exam Tip: Connect the poem to modern life and culture - showing links between literature and everyday experience demonstrates deeper comprehension and creative thinking.

Question 1. He said, "Allow me to present Your Highness with a rose." And taking out a currant bun He held it to my nose. I staggered back against the wall And then I answered, "Well!"
(i) Why does the funny man address the poet as 'Your Highness'?
Answer: He addresses her this way to mock formal politeness in a humorous manner. The funny man uses grand, respectful language while doing something silly - offering a bun instead of a rose - which creates a funny contrast between how he speaks and what he actually does.
In simple words: The funny man uses fancy, respectful words to talk about something silly - this mismatch is what makes it funny.

Exam Tip: Identify contrasts and contradictions in the text - when formal language meets silly actions, humour results.

Question 1(ii). Choose a phrase from the extract which indicates a polite request.
Answer: "Allow me to present" indicates a polite request.
In simple words: This phrase is polite because it asks permission gently rather than demanding or ordering.

Exam Tip: Polite requests typically use softening words like "allow," "may," "could," or "would" - recognizing these language markers helps you identify tone and politeness.

Question 1(iii). Choose the option which shows a 'currant bun'.
Answer: Image 2 is of a currant bun. (Image 1 is bread, image 3 is a donut, and image 4 is a loaf.)
In simple words: A currant bun is a small, round baked item with a cherry or raisin on top - picture B shows this, not the others.

Exam Tip: When identifying objects from images, notice distinguishing features - a currant bun has a characteristic topping and rounded shape that sets it apart from other baked goods.

Question 1(iv). Complete the sentence with an appropriate reason. When the poet says, 'Well!', it expresses surprise. This was so because _________________.
Answer: The man offered a currant bun instead of a rose, which was unexpected.
In simple words: The poet was surprised because she expected a flower but got a bun instead - the opposite of what normally happens.

Exam Tip: When explaining emotional responses like surprise, always identify the specific cause in the text - what event triggered that feeling?

Question 2. You never heard in all your life Such a funny feeling sound. "My friend, why do you wear two hats Upon your feet?" I said. He turned the other way about, And hopped home on his head.
(i) Choose the line from the extract which tells us that the sound was unique.
Answer: "You never heard in all your life such a funny feeling sound."
In simple words: This line says the sound was one of a kind - the poet had never heard anything like it before, ever.

Exam Tip: Look for superlatives and absolute statements ("never," "ever," "all your life") - these emphasize uniqueness or extremes.

Question 2(ii). Complete the sentence with an appropriate reason. The poet calls the funny man 'my friend' because ___________.
Answer: The poet calls him 'my friend' because she finds him engaging and non-threatening.
In simple words: The poet likes him - he is not dangerous or mean, just entertaining and fun to be around.

Exam Tip: Character relationships are revealed through how people address each other - "my friend" signals warmth and familiarity, not hostility.

Question 2(iii). What does the reaction of the funny man to the poet's question tell us about him?
Answer: His reaction shows he enjoys being absurd and does not take things seriously. Rather than answering the poet's logical question, he simply turns away and hops home on his head - confirming that he lives in his own silly world and accepts no conventional rules.
In simple words: The funny man ignores her question and does something even sillier - he doesn't care about normal rules or making sense.

Exam Tip: Actions reveal character just as much as words do - observe what a character does when asked a direct question to understand their personality.

Question 2(iv). Choose the correct option to complete the sentence. The last line of the extract makes the readers feel ___________. A. dreamy B. impatient C. worried D. cheerful
Answer: (D) Cheerful
In simple words: Hopping home on his head is silly and fun, which makes us smile and feel happy, not dreamy, impatient, or worried.

Exam Tip: Match the emotional mood of an action to the correct feeling - absurd, lighthearted actions create cheerful emotions, while strange or vague situations create dreamy moods.

Question 1. Which character trait of the funny man was most appealing to you? Why?
Answer: His sense of play is most appealing because it generates happiness without any need for logical reasoning. The funny man lives entirely by his own rules - he ignores convention, acts without apology, and spreads joy through pure silliness, making the world around him brighter and more imaginative.
In simple words: The funny man's playfulness is nice because he makes people happy by being silly - he doesn't care about rules and just wants to have fun.

Exam Tip: When asked about character traits, identify a specific quality, explain why it appeals to you, and back it up with evidence from the text or poem.

Question 2. The funny man does unusual things in the poem. How does it affect the overall mood of the poem?
Answer: The funny man's strange behaviour creates a light-hearted, humorous mood throughout the entire poem. Because every action he takes breaks normal rules - wearing hats on his feet, hopping on his head, offering a bun instead of a rose - the readers feel entertained rather than bothered. This mood of playful chaos makes the poem fun to read and memorable.
In simple words: All of his silly, unusual actions make the poem feel happy and funny - not serious or sad.

Exam Tip: Mood is the feeling a piece of writing creates - identify which actions or descriptions produce that mood and explain the connection clearly.

Question 3. What alternative title would you suggest for the poem? Give reason(s) for your choice.
Answer: I would suggest the title "The Topsy-Turvy Man" because it captures the upside-down nature of his actions. Everything he does is backwards or inverted from what one would expect - he wears hats on his feet, hops on his head, and offers a bun when a rose is expected. The title perfectly reflects how his entire world is turned upside-down.
In simple words: "The Topsy-Turvy Man" is a good title because the man does everything backwards and upside-down.

Exam Tip: When suggesting alternative titles, choose words that capture the main theme or central character trait - explain how your title reflects the poem's key idea.

Question 4. Why do you think the poet has included dialogues in the poem?
Answer: The poet includes dialogues to make the scene feel alive and engaging. Through conversation between the poet and the funny man, readers experience the interaction directly rather than hearing about it as a distant tale. Dialogues let us hear the funny man's own voice and see his responses firsthand, making the poem more dramatic and entertaining.
In simple words: Conversations make the poem feel like we are there watching the action happen right in front of us, not just reading about it.

Exam Tip: Dialogue serves multiple purposes in poetry - it reveals character, advances action, and engages readers; identify which purpose it serves in the text you are studying.

Question 5. What does the poet wish to convey by highlighting the unusual behaviour of the funny man?
Answer: The poet aims to show how breaking rules and ignoring norms can create joy and amazement. Through the funny man's illogical antics, the poem celebrates imagination and the freedom to act unconventionally without fear. The message is that being playfully different and unreasonable can bring delight to oneself and others, encouraging readers to embrace imagination over rigid logic.
In simple words: The poet wants us to see that being silly and breaking rules can bring happiness - imagination is better than always following what is normal.

Exam Tip: Identify the deeper message behind surface actions - what is the poet truly trying to teach or show us through this strange character?

Phrasal Verbs

Phrasal verbs are combinations of a verb with a preposition or adverb that together function as a single unit. They often carry meanings that differ from the individual words used alone. The same verb followed by different prepositions or adverbs conveys different meanings.

Question. Match the phrasal verbs in Column 1 with their correct meaning in Column 2.
Answer:
1. take up - (iii) to begin to study, practice, or do something
2. take after - (v) to resemble or look similar to (usually a family member)
3. take in - (i) to understand or comprehend something
4. take over - (ii) to assume control or responsibility for something
5. take off - (iv) to become successful or popular quickly
In simple words: Phrasal verbs change their meaning when you pair a verb with different prepositions - "take" becomes five different verbs depending on which word comes after it.

Exam Tip: Memorize phrasal verbs in sets (all the "take" verbs together, all the "put" verbs together) - this helps you learn faster and remember the different meanings.

Question. Fill in the blanks with suitable phrasal verbs from the table. You may change the tense of the verb, if required.
(i) The new technology is set to _________________ traditional methods of communication.
(ii) I tried hard to _________________ what the writer wanted to say but was unsuccessful.
(iii) Arjun decided to _________________ painting as a hobby.
(iv) The smartphone quickly _________________ the sales in the market.
(v) Sheela _________________ her father; they have the same smile.
Answer:
(i) The new technology is set to take over traditional methods of communication.
(ii) I tried hard to take in what the writer wanted to say but was unsuccessful.
(iii) Arjun decided to take up painting as a hobby.
(iv) The smartphone quickly took off in the sales market.
(v) Sheela takes after her father; they have the same smile.
In simple words: Choose the phrasal verb that fits the blank based on the sentence's meaning - the word before or after the blank usually gives you a clue.

Exam Tip: Check verb tense carefully - if the sentence uses "tried" (past) or "decided" (past), your phrasal verb must also be in past tense.

Question. Match the verbs in Column 1 with any suitable adverbs or prepositions in Column 2. Write their meanings in Column 3.
Answer:
1. look + for = to search; I need to look for my lost keys before I leave.
2. run + away = to escape; The puppy tried to run away when it heard loud fireworks.
3. put + off = to postpone; They put off the meeting until Tuesday.
4. break + down = to stop working; The car broke down on the highway.
5. call + off = to cancel; We called off the picnic due to rain.
In simple words: When you add a preposition or adverb to a verb, it changes what the verb means - "run" means to move fast, but "run away" means to escape.

Exam Tip: Create example sentences for phrasal verbs you learn - using them in context helps you remember their meanings and builds confidence in written work.

Question. Read the following words from the poem: walking, staggered, hopped. These words denote different ways of walking. Arrange the words given in the box in increasing order of pace.
Answer: In order from slowest to fastest pace:
1. Stagger - move in an unsteady, wobbly manner (slowest)
2. Walk - move at a normal, regular pace
3. Hop - jump on one foot
4. Trot - move faster than walking
5. Run - move at high speed (fastest)
In simple words: Staggering is the slowest way to move, and running is the fastest - arrange the words by how fast they move.

Exam Tip: When ordering words by speed or intensity, think about how the body moves in each action - what uses more effort and covers more distance per second?

Question. You will listen to a girl narrate a personal incident. As you listen, select the picture related to the narration.
Answer: Picture 3 (the girl working at a table with a plate of food).
In simple words: The girl was eating lunch at a table when she mixed up her shoes and plate - picture 3 shows this setting.

Exam Tip: When listening to select a picture, focus on the main action and setting described - ignore minor details and pick the image that matches the central event.

Question. You will listen to the girl narrate a personal incident again. As you listen, arrange the events in order of occurrence.
Answer: Events in order of occurrence:
1. Prepared for the presentation
2. Took off shoes
3. Ate lunch
4. Placed the plate in the room
5. Laughed at the mistake
6. Put shoes in the room
7. Put the plate in the kitchen
In simple words: First she got ready for the presentation, then she took off her shoes, ate food, and mixed up where she put her shoes and plate.

Exam Tip: When arranging events in sequence, listen for time markers like "first," "then," "after," "finally" - these signal the correct order of events.

Question. Read the joke given below. Work in pairs and take turns to tell the joke. Remember: Narrator's voice - your own voice (speak in a matter-of-fact manner); Man's voice - change to louder voice (speak with respect); God's voice - deep voice (speak in a pleasant tone). A man is talking to God. The man says, "God, how long is a million years?" God replies, "For me, it's about a minute." The man asks, "How much is a million rupees?" God smiles and replies, "It's less than a rupee for me." The man quickly requests, "God, may I have a rupee?" God promptly says, "Wait a minute."
Answer: For the given joke, students should practice:
- Narration in a neutral, storytelling tone
- The man's lines in a louder, respectful, and reverent voice
- God's lines in a deep, calm, and pleasant tone

The humour of the joke lies in the final line - when God says "Wait a minute," we realize that for God, a million years is only a minute, so the man might have to wait a million years for his rupee!
In simple words: Use different voice tones for each character - the narrator stays calm, the man sounds respectful, and God sounds wise and deep. The joke is funny because of the twist at the end.

Exam Tip: When telling a joke aloud, vary your voice for each character and pause slightly before the punchline - this timing helps the audience appreciate the humour.

Question. Now, work in pairs to create a joke and tell it in front of the class.
Answer: Sample created joke:

A man buys a talking parrot. One night, a thief sneaks into the house. The parrot calls out loudly, "Who's there?" The thief freezes and whispers back, "It's just the wind!" The parrot replies with a laugh, "Then why are you taking the TV?"
In simple words: When creating a joke, set up a situation where something unexpected happens - the twist at the end is what makes people laugh.

Exam Tip: Good jokes have a clear setup and a surprising twist ending - build your joke so that the audience doesn't expect the punchline, making it funnier when it comes.

Limericks

Question. A limerick is a nonsensical and funny verse consisting of five lines. Study the limerick given below and identify the rhyme scheme. Limerick 1: There was an Old Man with a beard, Who said, "It is just as I feared! Two Owls and a Hen, Four Larks and a Wren, Have all built their nests in my beard!" - Edward Lear. Now, read another limerick. Limerick 2: There were two friends in Bengaluru's lanes, One loved books, the other flew planes. They'd laugh and they'd play, In their own unique way, Creating stories and flying in dreams' trains.
Answer:
Limerick 1 - Rhyme scheme: AABBA
(A: beard / feared, B: Hen / Wren, A: beard)

Limerick 2 - Rhyme scheme: AABBA
(A: lanes / planes, B: play / way, A: trains)

Remember all limericks have the same rhyme scheme AABBA.
In simple words: All limericks follow AABBA - the first, second, and last lines rhyme, and the middle two lines rhyme with each other.

Exam Tip: When identifying rhyme schemes, mark each new rhyming sound with a new letter - this visual map shows you the pattern at a glance.

Question. Follow the structure given below and write a limerick on your own. Line 1: Introduction of a person or place - There was a child from ___________. Lines 2-4: A silly story - Who ___________; She/He ___________. Line 5: An unexpected ending - ______________
Answer: There was a child from Pune,
Who ate soup with a spoon,
Then danced in the rain,
And forgot all her pain,
Now she howls at the full moon!
In simple words: A limerick tells a silly story about someone in five lines - the first, second, and last lines rhyme, and the middle two lines rhyme with each other.

Exam Tip: When writing a limerick, focus on AABBA rhyme first, then make sure lines 1-2-5 have the same number of syllables, and lines 3-4 match each other - the rhythm is as important as the rhyme.

Question. In ancient Indian literature and mythology, there are several humorous or funny characters who play important roles in the stories. These characters often represent wit, humour and mischief while conveying deeper moral lessons. Take any story to read and share it with your classmates and the teacher.
Answer: Sample answer - A Tenali Rama story:

Once, Tenali Rama used his wit to trick a greedy merchant. He made the merchant believe that an ordinary rock possessed magical powers. The merchant fell for the deception and paid a high price to buy it. Later, when the merchant discovered it was worthless, Tenali Rama taught him an important lesson - greed blinds people to truth and leads them toward loss. Through comedy and trickery, the story shows that being greedy always has negative consequences.
In simple words: Tenali Rama was a clever and funny character who used jokes and tricks to teach people lessons about being too greedy.

Exam Tip: When sharing folk tales or mythological stories, summarize the plot clearly and identify the lesson or moral message the story conveys - this shows you understood the deeper meaning.

Question. We can identify the acts of the funny man with certain modern-day activities that have playfulness, or unconventional behaviour. For example: Street Performers or Clowns, Performance Art or Abstract Theatre, Children's Entertainment and Comedy Shows. In these examples, the common theme is humour, imagination, and defying logic or expectation, which is exactly what the funny man in the poem represents.
Answer: Modern-day parallels to the funny man's behaviour:

1. Street performers - Like wearing unusual items on their heads or bodies for laughs, similar to the man wearing two hats on his feet.
2. Clown acts - Offering unexpected substitutes (like a bun instead of a rose) matches a clown's habit of creating funny surprises.
3. Comedy shows - Using absurd, illogical dialogue and situations mirrors how the funny man speaks and acts in the poem.
4. Children's entertainers - Doing headstands, hops, and physically silly tricks matches the funny man's hopping on his head to go home.

All these examples share the theme of breaking normal rules, using imagination, and creating joy through playful chaos and illogical actions.
In simple words: Modern clowns, street performers, and comedians do silly things just like the funny man in the poem - they break rules to make people laugh.

Exam Tip: Connect literary characters to real-world examples to show understanding - this skill helps you analyze how timeless themes appear across different media and time periods.

Question. Sukumar Ray, an Indian poet and illustrator, wrote poems in a similar style in his book Abol Tabol. You may also share a similar poem from your native language with your classmates and the teacher.
Answer: Sample answer - Example from Hindi poetry (Sukumar Ray style):

Bandar Mama pahan pajama,
Neeli dhoti lal rumal,
Jab bhi aate ghar hamare,
Karte hain bahut tamasha!

(Translation: Uncle Monkey wears pajamas, Blue dhoti and red scarf, Whenever he comes to our house, He makes quite a fuss!)

This poem mirrors Sukumar Ray's style by using nonsensical yet rhythmic language to describe an eccentric character (Uncle Monkey) doing absurd things. The humour comes from the unexpected combination of formal clothing items and the chaos this character creates.
In simple words: This Hindi poem is like Sukumar Ray's work - it uses funny, made-up sounds and describes a silly character doing ridiculous things to make people laugh.

Exam Tip: When sharing poetry from your native language, provide a translation and explain how it uses the same humorous techniques as the poem you studied - this shows cross-cultural literary understanding.