Class 7 English Poorvi Unit 4 Chapter 2 MCQs with Answer – Travel

Edna St. Vincent Millay is named as the poet. The speaker is strongly drawn to passing trains even while living among dear friends. The poem explores the pull of journeys and the desire to experience places beyond familiar surroundings.

The opening line says the railroad track is miles away. Its distance does not reduce the speaker’s fascination. The train remains strongly present in thought and sensation, showing how powerful the wish to travel can be even from far away.

The day is described as loud with voices speaking. This busy background contrasts with the quiet night in the next stanza. Yet the speaker remains attentive to the train, suggesting that everyday activity cannot silence the attraction of travel.

The speaker hears the train’s whistle shrieking despite the distance and surrounding voices. The strong sound suggests an insistent call. It draws attention away from ordinary daytime activity and towards the possibility of movement and adventure elsewhere.

The night is still and suited to sleep and dreaming. Against this quiet setting, the speaker continues to imagine the train’s activity. The contrast makes the train’s sounds and sparks stand out more clearly in the poem’s nighttime scene.

The phrase describes the glow of red sparks associated with the train at night. This bright image contrasts with the dark sky. It gives the reader a visual sense of the engine’s energy and strengthens the speaker’s fascination.

The speaker describes hearing the engine steaming during the night. This sound joins the image of red cinders to make the train vivid. The poem appeals to both hearing and sight when expressing the continuing attraction of a journey.

The warm heart is a figurative way of expressing affection and happiness in friendship. It does not describe a medical condition or the weather. The line shows that the speaker values the people already present in everyday life.

The speaker is praising the existing friends and expressing satisfaction with them. This appreciation matters because the desire to travel does not arise from dislike of those friends. Affection for home and curiosity about new places can exist together.

The speaker would take a train regardless of its destination. This shows a broad eagerness for new experiences rather than a carefully chosen single trip. The appeal lies in travelling and discovering what may be beyond the familiar world.

The first and third lines rhyme, and the second and fourth lines rhyme. For example, away matches day, while speaking matches shrieking. These alternating pairs form the pattern ABAB, which gives each stanza a regular musical structure.

Knowing and going form the rhyme at the ends of the second and fourth lines in the final stanza. Recognising the actual sounds, rather than only the spelling, helps students identify the rhyme and follow the poem’s regular pattern.

Shrieking is often used for a sharp human cry. Applying it to the whistle gives that sound a human-like quality. The discussion treats this as personification, helping students see how descriptive language makes the train seem lively and insistent.

The train suggests the possibility of going elsewhere, meeting new experiences and discovering opportunities. It is more than a vehicle in the poem. Its recurring presence represents the speaker’s wish for adventure beyond the comfortable world already known.

Repeated references to passing trains show that the speaker’s attention returns to them throughout the day and night. The repetition stresses continuing fascination. It should not be mistaken for a practical record of train numbers or station timings.

The day and night have different moods, but the train continues to occupy the speaker’s attention in both. This shared feature links the first two stanzas. It shows that the wish to travel lasts beyond any one moment or setting.

The final stanza brings together affection for present friends and a strong desire to board a train. These feelings are not treated as enemies. The poem shows that someone can appreciate familiar relationships while still wishing for new experiences.

Cinders red on the sky creates a picture of glowing sparks against the night. It mainly appeals to sight. The other phrases focus on sounds, showing how the poet uses more than one sense to make the train vivid.

Whimpering means crying softly in a low, broken voice. It differs from loud crying or shouting. The vocabulary activity helps students select a sound word that matches the strength and feeling of a voice instead of using one general word.

The c in cinders has the soft sound heard at the beginning of sun. The pronunciation activity explains that c commonly has this sound before i. Paying attention to the following letter helps students pronounce the word correctly.