Class 7 English Poorvi Unit 1 Chapter 3 MCQs with Answer – Three Days to See

Helen Keller is named as the author of the selection. She describes how she experiences the world without sight and imagines what she would choose to see during three days. Her personal perspective shapes the ideas throughout the passage.

The author describes passing her hands over leaves, tree bark and branches. Through touch, she discovers shapes, textures and movement that interest her. These examples show how carefully she explores nature using a sense available to her.

Her first choice is to see the people whose kindness and friendship have made life meaningful for her. This decision places human relationships before distant sights. It shows the gratitude and affection she feels towards those close to her.

The author wants to see a condensed history of the earth and the progress of people. Museums would give her a glimpse of past and present life. Her choice reflects a wish to understand a world extending beyond her immediate surroundings.

On the third day, she wishes to enter the ordinary working world and observe people in the city. A busy corner becomes a place for understanding others. She wants to notice their expressions and learn something about their daily experiences.

The author calls the change from night to day a thrilling miracle. She imagines watching sunlight awaken the earth and reveal its beauty. Her response shows that an ordinary daily event can feel extraordinary when it is deeply appreciated.

Calling the eye a window of the soul suggests that looking into someone’s eyes can reveal feelings and personality. The author longs for this kind of visual understanding. The phrase is an imaginative description rather than a literal statement about a window.

The author explains that she knows friends through the feel of their faces. Her fingertips can detect laughter, sorrow and other obvious emotions. This passage shows that communication and understanding are possible through touch, even when visual details are unavailable.

The author connects different expressions with different responses in herself. Seeing suffering makes her feel compassionate, meaning she cares about another person’s distress. Her imagined visit involves understanding people, rather than merely collecting attractive sights without noticing their feelings.

The three days of sight are imagined as temporary. At midnight, permanent darkness would return for the author. This ending gives urgency to her choices and helps explain why she wants to use every available moment attentively.

The author admits that even three carefully planned days would leave many things unseen. This recognition emphasises the richness of the world around her. It also supports her advice that people should appreciate their senses rather than take them for granted.

The author asks readers to make the most of sight and all their other senses. Imagining that a sense could be lost encourages attentive appreciation now. Her message values everyday experiences that people may overlook because they seem familiar or permanent.

The glossary gives evenness as the meaning of symmetry. In describing a leaf, the word points to the balanced arrangement that the author can feel. It helps express the careful attention she gives to the form of a small natural object.

Panorama means a view or scene, often one that spreads widely before an observer. Here, it describes the magnificent display of light at dawn. The word supports the author’s sense of wonder at the beauty she imagines seeing.

Tactile refers to the sense of touch. The author uses the expression when asking readers to touch objects as if this ability might fail tomorrow. It fits her wider advice to value each way of experiencing the surrounding world.

Perfume refers to a scent, so the phrase appeals directly to smell. The author lists experiences connected with different senses to broaden her advice beyond sight. Recognising sensory words helps readers notice how descriptive writing creates several kinds of experience.

Should is the modal verb, while divide is the main verb naming the action. A modal comes before the main verb and adds meaning to it. The grammar section uses this sentence to show how the two verbs work together.

Might shows that arriving late is possible, but it is not presented as certain. The reason given is traffic. Understanding this meaning helps distinguish a modal of possibility from one that expresses a strong requirement, a command or an established fact.

Must gives the sentence a strong sense of necessity or obligation. Finishing the homework is presented as something required before dinner, rather than merely a possible action. The modal therefore changes how the listener understands the importance of the main verb.

Braille uses a code of raised dots that can be felt with the fingers. Different patterns represent written characters. The exploration section introduces this method to show how reading and writing can be made accessible through touch rather than sight.