NCERT Solutions for Class 5 English Chapter 5 the Frog (PDF) – 2027

Read the poem aloud twice. The second time, read it as if you are the frog telling your own story. Pause at the end of each pair of lines, because each pair rhymes — rain / drain, cheer / clear, food / good.

The frog likes to sit in ponds and in the rain, and to hop about in a muddy drain. It also lives on damp land, hiding in grass and leaves.

The frog catches its food by flicking out its long, sticky tongue very fast. The insect sticks to the tongue and is pulled into the mouth.

In water, the frog swims easily with its webbed feet. On land, it hops about and jumps very high.

The frog’s colours help it hide. Its colours match the plants and trees, so it is hard to see in the grass and leaves around it.

Living like a frog would feel exciting. I would have two homes — the cool pond on a hot day and the land when I wanted to hop about. Rain would be my favourite weather. But it would be hard too: my skin must stay damp, and I must always watch out for snakes.

If I could hop as high as a frog, I would jump up and pick mangoes from the top of the tree. In cricket I would leap up and catch every high ball. I would hop over the puddles on my way to school, and at a crowded fair I would jump high enough to see over everyone’s heads.

A fish lives only in water all its life. A frog starts life in water as a tadpole, like a tiny fish, and then grows legs and lives both on land and in water.

Both are wide and flat. Both push a lot of water backwards when the swimmer kicks, so the frog or the diver moves forward quickly and easily. The only difference is that the frog is born with its webbed feet, while the diver puts flippers on.

and — My colours match the plants and trees.

Why: The colours match both the plants and the trees, so we join them with and. Or gives a choice of only one.

and — Would you like to learn about frogs and tadpoles?

Why: Frogs and tadpoles are two things in one list, so we join them with and. Because gives a reason, and no reason follows here.

but — I hop around happily, but I must watch out for snakes!

Why: Hopping happily and watching out for snakes are opposite kinds of ideas, so we join them with but. So would wrongly make the second part a result of the first.

because — Frogs swim easily because they have webbed feet.

Why: Having webbed feet is the reason frogs swim easily, and because gives a reason. Or gives a choice, which does not fit here.

Option a — The tiger hunts silently at night.

Why: It follows English word order: The tiger (who) → hunts (does what) → silently (how) → at night (when). In b, the is in the wrong place; c begins with the action.

Option c — Elephants live in large groups in forests.

Why: Elephants (who) → live (does what) → in large groups (how) → in forests (where). In a and b, large is separated from groups or put after it.

Option a — A spider carefully weaves its web.

Why: A comes before spider and its comes before web. In b, a is stranded at the end; in c, its comes after web.

Option c — The crocodile waits silently near the riverbank.

Why: The crocodile (who) → waits (does what) → silently (how) → near the riverbank (where). Each the sits just before its naming word.

Option a — A turtle swims slowly in the ocean.

Why: A turtle (who) → swims (does what) → slowly (how) → in the ocean (where). Options b and c jumble the words and do not make sense.

Practise the f sound. Say it slowly first: Four … fierce … frogs … fight … for … flies. Then say it faster each time, keeping every f clear, and count how many times you say it without a slip.

Practise the f and fl sounds. Say flip, flop, fluffy on their own, then the whole line slowly: Fast frogs flip-flop across fluffy fields. Speed up a little each time and count your correct tries.

Practise the f sound again — all five words begin with f. Say Funny frogs flap floppy feet slowly, then five times in a row, faster each time, and count how many were correct. Finish by saying all three tongue twisters together.

Say: bet … bat. Only the middle sound changes. For e in bet the mouth opens a little; for a in bat it opens wider and the jaw drops.

Say: set … sat. Open the mouth a little for set and wider for sat.

Say: men … man. Open the mouth a little for men and wider for man. Man is one person; men is more than one.

Say: leg … lag. Open the mouth a little for leg and wider for lag.

Say: met … mat. Open the mouth a little for met and wider for mat.

Sample answer (in words): I have drawn a village pond in the rain. A big lily leaf floats in the middle and a flat stone sits at the edge. Tall green grass grows on one bank and a small shrub on the other. Slanting rain lines fall from a grey sky.

Sample answer (in words): I have drawn a green frog with dark spots sitting on the lily leaf. Its big eyes are on top of its head, its back legs are folded like a spring, and its webbed back feet are showing.

Words from the poem to write around the drawing: ponds, rain, muddy drain, damp, dew, grass and leaves, webbed feet, croak, hop, jump so high, beware.

My own sentence: This is my pond, and I feel proud of it.

Sample colour plan: light blue water, a green frog with dark spots, a deeper green lily leaf, two shades of green for the grass, a grey stone and a grey-blue rainy sky. Keep the frog close in colour to the leaves, because the poem says its colours match the plants.

Here is one way the finished box on page 60 could look. Yours will be different, and that is as it should be — this is only to show you how the parts fit together.

Frogs usually have smooth, moist skin and long legs for hopping. Toads have dry, rough, bumpy skin and shorter legs for walking or hopping.

The five hidden animals are a turtle, a crocodile, a fish, a frog and a crab.

1. Turtle — top left
2. Crocodile — across the middle, snout on the left
3. Fish — lower left, facing left
4. Frog — just right of the fish
5. Crab — on the sandy floor at the bottom

Draw the duck in this order, pressing lightly:

1. First — the round head.
2. Then — the flat beak, the eye and the long curved neck.
3. Next — the body, with a pointed tail at the back.
4. After that — the wing and the small feather lines.
5. Lastly — two legs with webbed feet.

Move these three crayons:

1. Lower tail crayon (sky-blue): lay it above the purple one, meeting it in a point on the left — the new nose.
2. Lower fin (blue): move it to the top, in line with that crayon — the new top fin.
3. Lower-right body crayon (pink): lay it above the green one, making a V — the new tail.

Now the fish swims to the left.

The Ganges river dolphin is our national aquatic animal. It cannot see well, so it uses sounds to find its way in the water.

Puffer fish — It lives in warm seas. It is a slow swimmer. When it is frightened, it swallows water and swells up into a spiky ball, so bigger fish cannot swallow it.

Seahorse — It is a small fish with a head like a horse, and it swims upright. It holds on to seagrass with its curly tail. The father seahorse carries the eggs in a pouch.

Puffer fish: it lives in warm seas; it swims slowly; when frightened it swells into a spiky ball.

Jellyfish: a soft, see-through animal with stinging tentacles; it has no bones, heart or brain.

Seahorse: a small fish with a horse-like head that swims upright; the father carries the eggs.

Starfish: it lives on the sea floor; it has five arms and can grow a lost arm again.

Octopus: it has eight arms with suckers, no bones and three hearts; it squirts ink to escape.

Catfish: it lives in rivers and ponds and uses its whiskers to feel and taste food in muddy water.