Sunday, September 7, 2025

Poem Midnight Wood by Raymond Wilson - Summary Q&A Word meanings - Clas 6 Literary Reader Chapter 5

Poem Midnight Wood by Raymond Wilson - Summary Q&A Word meanings - Class 6 Literary Reader Chapter 5: A child-friendly guide with meanings, solved answers, and a quick quiz for revision.

Summary of the Poem Midnight Wood

The poem takes the reader into a dark forest at midnight, asking what the eyes see, the ears hear, and the river hides. Strange shapes, whispering plants, and shrieking owls make the forest feel dangerous. The final warning from owlets suggests that anyone entering must choose the wood or river—and may be lost forever.

The poem shows how fear grows in darkness: normal things seem scary, and sounds feel louder. It is not only the forest, but the night and imagination that create a chilling mood.

Word Meanings of the Poem Midnight Wood

Word/PhraseMeaning (Simple English)Meaning (Simple Hindi)
MistVery light cloud near the ground that makes it hard to seeहल्का कुहासा, जमीन के पास हल्का धुंध
Hunchback shapesShapes that look bent or hunched, like curved backsझुकी‑झुकी आकृतियाँ, कूबड़ जैसी
FrondLarge leaf, usually of a fern or palmबड़ी पत्ती (आमतौर पर फर्न/खजूर की)
FernA plant with feathery leaves that grows in shadeफर्न—छाँव में उगने वाला पौधा
Clutching grassGrass that seems to grab or hold as one walksपकड़ने जैसा लगता घास
SniggerTo laugh quietly in a rude or teasing wayदबी हँसी, खिल्ली उड़ाना
OtterWater animal with webbed feet and brown furऊदबिलाव
OwletsBaby owlsउल्लू के बच्चे
Whispering fearSoft sounds that make one feel scaredधीमी आवाज़ें जो डर पैदा करें
DriftTo float and move with water or windबहना, सरकना
ShriekTo cry out in a loud, high-pitched voiceचीखना
Dead of nightThe darkest, quietest time late at nightरात का सबसे गहरा समय

Let's enjoy the poem (Q&A)

1. Did you notice that each of the four stanzas in the poem describes one group of things that might make us afraid when we are alone in a wood at night? Can you list them?

  • a. The things we see: mist, moonlight, star, cloud, hunchback shapes.
  • b. The sounds we hear: thin wind, frond and fern, clutching grass sniggering.
  • c. The things the river hides: otter, water‑rat, old can, bones of fish and man.
  • d. The threats we face: owlets warn that whoever comes is lost forever.

2. What do these phrases mean?

  • a. ‘hunchback shapes’: bent, crooked shapes that look like hunched backs in the dark.
  • b. ‘clutching grass’: grass that feels like it is grabbing at one’s feet while walking.

3. Look at stanza 3. Which of the objects mentioned would you normally not expect to see in a river? How do you think they got there?

The “old can” and “bones of man” are unexpected in a river; the can suggests human littering, and “bones of man” is likely an imagined fear image, used to make the scene feel dangerous and mysterious.

4. If you believe what the owlets are actually saying, would you want to go to the wood?

No, because the owlets warn that whoever enters must choose between wood and river and will be lost, which makes the place feel unsafe at night.

5. Why do you think the poet repeats the phrase ‘dark in the wood’ several times?

The repetition builds rhythm and a strong mood of fear, reminding that darkness changes normal sights and sounds into something scary.

6. Are the sounds and sights described in the poem frightening in themselves? Does darkness have something to do with the way we feel in a wood at night?

Most things are ordinary (plants, wind, river, owls), but in the dark they seem dangerous. Yes, darkness and imagination make everything feel scarier.

7. If you found yourself all alone in a wood at midnight, would you be frightened?

Yes, because limited light and unfamiliar sounds can cause fear; staying calm, using a light, and thinking logically would help reduce that fear.

Interactive Quiz on the poem Midnight Wood

Midnight Wood – Comprehension Quiz

The Bus Stop That Ate Children: Summary, Q&A, Word Meanings, Quiz (Class 6)

This chapter, “The Bus Stop That Ate Children” by Susan Gates, is a suspenseful story set near a giant baobab tree used as a bus stop. In this blog post you will find the story summary, word-meanings, Q&A and an interactive quiz for better understanding and exam prep!

Table of Contents

The Bus Stop That Ate Children - Q&A Solved

Story Summary

Precious must wait alone at a bus stop made inside a huge baobab tree while going to the market for rice, cassava, and beans. Her brother Kapito once told frightening tales that the “witch tree” eats children, making her feel nervous. When a tapping sound comes from a bump on the trunk, Precious panics—until a tiny hornbill chick squeezes out through a hole. She realizes the “witch’s larder” is just a bird’s nest sealed with mud. Relieved, she boards the bus, wiser about how stories can scare and also entertain.

Word Meanings

Word/Phrase Meaning (Simple English) Meaning (Simple Hindi)
Baobab A very large African tree with a thick trunk and hollow space बहुत बड़ा अफ्रीकी पेड़ जिसकी मोटी तना और खोखला भाग होता है
Hollow Empty space inside something अंदर से खाली
Witch (witch tree) A magical, scary woman in stories; here, a scary idea about the tree डायन; यहाँ पेड़ के बारे में डरावनी कल्पना
Nightmare A very scary dream डरावना सपना
Responsibility Duty to do something important ज़िम्मेदारी
Lumpy / Warty Having many bumps or lumps on the surface उभरा‑उभरा / मस्सेदार सतह
Scowling face An angry-looking face गुस्से वाला चेहरा
Thatch Roof made from straw or reeds फूस/घास‑फूस की छत
Guzzle To drink or eat quickly and greedily हड़बड़ी और लालच से पीना/खाना
Prowl To move quietly while hunting or sneaking दबे पाँव घूमना
“Scared out of your wits” Extremely frightened बहुत ज़्यादा डरे होना
Larder (witch’s larder) A place to store food; here, bumps called a “store” in the scary tale खाने का भंडार; यहाँ डरावनी कहानी में “भंडार”
Piping voice Very high, thin sound पतली, ऊँची आवाज़
Hornbill A bird with a hard, horn-like beak एक पक्षी जिसकी चोंच सींग जैसी होती है
Sealed Closed tightly so nothing can go in or out कसकर बंद
Exhausted Very tired बहुत थका हुआ
Cassava Starchy food made from a tropical plant’s root कसावा—एक कंद से बना स्टार्चयुक्त आहार
Rumpled Looking crumpled or untidy सिकुड़ा/बिखरा‑सा
Tap, tap Light, repeated knocking sound हल्की‑हल्की ठक‑ठक

Let's Infer (Q&A)

1. The baobab tree “was the kind of tree you could believe all sorts of things about”. What sorts of things does the author have in mind?

Because the tree is huge, ancient, lumpy, and hollow, people imagine it as a “witch tree” that can hide spirits, trap children, or swallow them—mysterious powers that turn an ordinary bus stop into a scary legend.

2. A gullible person is someone who is willing to believe anything or anyone. Is Precious gullible? How can you tell?

Precious is not fully gullible. She feels scared by Kapito’s stories, but she also questions them and finally checks the bump herself. When the hornbill chicks appear, she changes her belief using real evidence.

3. Think of appropriate words to describe Kapito. (Support your choices with reasons.) Do you think he enjoys scaring his little sister?

Kapito is imaginative, playful, and dramatic. He clearly enjoys scary storytelling and likes teasing Precious with ghostly details, so yes—he enjoys giving her harmless scares through his tales.

4. Which words would you use to describe Precious when she is waiting at the bus stop? How does she feel when she realizes that the bus stop is not a witch?

At first she is anxious, cautious, and responsible. After seeing the chicks, she feels relieved, amused, and confident, understanding how stories can seem real but be explained by nature.

5. When you saw the title “The Bus Stop That Ate Children”, what kind of story did you expect? How would you describe the story now that you have read it?

The title suggests a horror story. After reading, it feels like a gentle mystery that turns into a realistic explanation, teaching critical thinking and courage in a fun, child-friendly way.

Let's discuss (Q&A)

1. Is Kapito doing the right thing by telling Precious scary stories? Should Precious tell scary stories about the child-eating bus stop to her new brother or sister?

Scary stories can be fine if told kindly and followed by the truth, so children learn to ask questions. If Precious tells such stories, she should also explain the real reason (the hornbill nest) so younger kids feel safe and curious, not terrified.

2. Do children enjoy reading or listening to scary stories? Do you enjoy reading a frightening story?

Many children enjoy a little safe fright—it’s exciting and builds imagination. The best scary stories end with sense and comfort, helping readers become brave and thoughtful about what is real.

The Bus Stop That Ate Children – Comprehension Quiz

Saturday, September 6, 2025

Chapter 5 Ila Sachani: Embroidering Dreams With Her Feet - Class Poorvi NCERT Solved

Ila Sachani: Embroidering Dreams With Her Feet - Class 6 Poorvi NCERT Solution

This guide offers complete, easy-to-understand solutions for all questions and activities in the section "Ila Sachani: Embroidering Dreams With Her Feet" from Unit 5 of the NCERT Class 6 English textbook, Poorvi. Explore the inspiring story of Ila Sachani and learn about her journey, the art of embroidery, and the power of determination.

Chapter 5 Ila Sachani of Poorvi NCERT Solution Class 6

1. Let us do these activities before we read (Page 21)

I. Look at the given picture and information. Discuss the questions with your teacher and classmates.

  1. Do you think Pranav's task is simple? Why or why not?
    No, Pranav's task is not simple. Painting with one's feet requires immense practice, control, and concentration, which is much harder than using hands.
  2. How does Pranav's special ability make you feel?
    Pranav's ability makes me feel inspired and amazed. It shows that with a strong will, a person can overcome any physical challenge.
  3. What qualities do you think were important for Pranav to become successful?
    Qualities like determination, patience, hard work, and a positive attitude were very important for his success.
  4. What message does Pranav’s story give us?
    Pranav’s story teaches us that we should never give up, no matter what difficulties we face. Our limitations do not define us; our courage and efforts do.

II. Look at the picture of Kathiawar embroidery. Discuss in pairs.

  1. List the steps you think are needed to create this embroidery.
    The steps would be: first, drawing the design on the cloth; second, choosing the right coloured threads; third, threading the needle; and finally, making small, neat stitches to fill the design.
  2. Discuss if these steps can be done with feet, instead of hands.
    It seems very difficult, but maybe possible. Holding the needle and cloth with feet and making precise stitches would require a lot of skill and practice.
  3. What efforts would be needed if someone has to embroider with their feet? Do you think it is possible?
    It would need incredible focus, flexibility, and years of practice to train the feet to do such delicate work. Yes, I think it is possible, as people can achieve amazing things with dedication.

2. Let us discuss (Page 25)

Read the paragraphs and write the main idea for each. Then, match the main idea with two supporting details.

Paragraph Main Idea Two Supporting Details
1Introduction to Ila Sachani's colourful embroidery(i) Examples of embroidered things (ii) Ila's use of a shiny needle
2-3Early challenges and family support(i) Ila was born without the use of her hands. (ii) Her family taught her to use her feet for embroidery.
4Mastering different embroidery styles(i) She became an expert at threading a needle with her feet. (ii) She learned Kachhi, Kashmiri, and Lucknawi styles.
5Gaining local admiration(i) She first made designs for family and friends. (ii) Soon, her talent was discovered by the whole village.
6Recognition at a state exhibition(i) The government office in Surat displayed her work. (ii) People purchased her creations, making her famous.
7National recognition and awards(i) She participated in national-level exhibitions. (ii) She received many awards, including the President's Medal.
8-9Message of her life story(i) Financial independence and joy (ii) Challenges can be turned into victories

3. Let us think and reflect (Page 26)

I. Read the following lines and answer the questions that follow.

"Unlike other children, she could not use her hands in the usual way. While other small hands drew figures in the sand or plucked wild flowers, she wondered why she could not join them. She too wanted to hold a chalk in her hands and draw figures on a slate."
  1. Choose the correct option to fill in the blank... 'Unlike other children' means that Ila was _______________ (unaware/ different/ simple)
    Answer: different
  2. What could Ila have felt when she could not join others in things they did?
    She might have felt sad, left out, and frustrated because she couldn't do the simple things other children enjoyed.
  3. Complete the following with a suitable reason.
    Ila could not draw figures on the slate because _______________.

    Answer: ...her hands did not work in the usual way.

II. What creative ways did Ila and her family use to overcome the challenges she faced?
Her family taught her to use her feet to do Kathiawar embroidery. Her parents also helped her learn to do other daily tasks like eating and combing her hair with her legs.

III. How did ‘new independence' help Ila?
'New independence' helped Ila by allowing her to earn a regular income from her art. More importantly, it brought her joy and satisfaction in doing something she loved.

IV. Why was the first state exhibition an important event in Ila's life?
The first state exhibition was important because it introduced her talent to a wider audience. People loved her work and bought it, which opened new doors for her and made her famous.

V. What does the sentence, ‘art has the power to rise above physical boundaries and touch the soul', tell us about the power of art?
This sentence means that art is a powerful form of expression that isn't limited by physical abilities. It can connect with people's emotions and feelings deeply, no matter how it is created.

VI. How can we be helpful and encouraging like Ila's family and friends when someone faces challenges?
We can be helpful by offering our support, showing them we believe in them, and helping them find new ways to do things. Being patient and celebrating their efforts is also very important.

VII. How can Ila's story help others to overcome challenges in their lives?
Ila's story shows that with determination, hard work, and a positive attitude, any challenge can be overcome. It teaches us not to give up on our dreams and that our abilities are not limited by our physical challenges.

4. Let us learn (Page 26-28)

I. Match the word to its correct synonym in Column C.

  • tiny → small
  • wonderful → fantastic
  • quiet → silent
  • task → work
  • tough → difficult

II. Unscramble the antonyms of the words in Column A.

  • 1. tiny - E G H U → HUGE
  • 2. wonderful - R E E B L I T R → TERRIBLE
  • 3. quiet - I Y N S O → NOISY
  • 4. task - S I A E M T P → PASTIME
  • 5. tough - S E Y A → EASY

III. Read the sentences from the text and focus on the highlighted words.

1. The highlighted words show a (ii) Large quantity.

2. Fill in the blanks:

  1. We saw many buses on the road.
  2. How much milk do you want?
  3. There is a lot of milk needed.
  4. I need many examples.
  5. I have lots of energy left.
  6. I ate a lot of rice.

5. Let us listen (Page 28)

You will listen to a talk about Kathiawar embroidery. As you listen, circle the correct option.

  1. Form: (i) old
  2. Colours: (ii) bright
  3. Stitches: (ii) chain stitch
  4. Seen on: (i) children's caps
  5. Things used: (i) small mirrors
  6. Designs: (ii) squares and triangles

6. Let us speak (Page 29)

In pairs, write down two questions you would like to ask Ila Sachani.

Here are two example questions:

1. What was the most difficult design you have ever created with your feet?
2. How did you feel when you received the President's Medal?

7. Let us write (Page 29)

Now, write a paragraph describing the artwork that you have created. Give a suitable title to your paragraph.

A Garden on Cardboard

I created a piece of art called "A Garden on Cardboard." For this, I used a piece of an old cardboard box as my canvas. I collected some colourful fallen flowers, small twigs, and green leaves from my garden. First, I arranged the twigs to look like the trunk and branches of a tree. Then, I carefully pasted the green leaves on the branches. Finally, I used the colourful flower petals to make bright flowers on my tree and some on the ground below. My artwork shows a beautiful, blooming tree and reminds me that we can create wonderful things from waste items.

Chapter 5 Poem The Kites Poorvi NCERT Class 6 Q&A Solved

The Kites Poem - Class 6 Poorvi NCERT Solution | Unit 5 Q&A

This guide provides complete, simple, and unique answers for the poem "The Kites" from Chapter 5, Unit 5: Culture and Tradition of the NCERT Class 6 English textbook, Poorvi. All questions and activities from "Let us discuss," "Let us learn," and other sections are fully solved to help students understand the poem and its exercises better.

Poorvi Poem The Kites NCERT Solution

1. Let us do these activities before we read (Page 11)

I. Answer the following questions and share them with your teacher and classmates.

  1. Have you ever flown a kite or seen someone fly it? Where? When?
    Yes, I have flown a kite in the park near my house during the Basant Panchami festival.
  2. Describe the kite—colour(s), shape, design of tail, any other detail.
    My kite was diamond-shaped and bright yellow. It had a long, colourful tail made of paper ribbons.
  3. What did you think when you saw the kite up in the sky?
    When I saw the kite flying high, I felt free and happy, just like a bird soaring in the sky.

III. Look at the picture and complete the sentences.

  1. I can see a kite and birds in the picture.
  2. The weather in the picture is windy.
  3. The kite is flying high in the sky.
  4. The child is looking from below.
  5. The tail of the kite has ribbons.

IV. Now, think and answer.

  1. List two more things that you want to add to the picture.
    I would add more colourful kites and some fluffy white clouds in the sky.
  2. If I were the child, I would feel excited and happy watching my kite fly so high.
  3. If I were the kite, I would enjoy the cool wind and fly over the whole town to see everything from above.

2. Let us discuss (Page 13)

I. Read the poem silently. As you read, mark the given statements as True or False.

Statements T / F
The kites in the sky look like coloured birds.T
The child wants to be heavy and strong.F
The child imagines sailing on a kite.T
The child can hear the song of the wild wind.T
From the sky, the child can see the town below.T
The people below would not notice the child.F

3. Let us learn (Page 13-14)

I. Complete the given conversation by filling the blanks with some 'parts of a kite'.

Bina: I like the long tail at the end of my kite. What is your kite like?
Saroj: My kite's cover is bright. The spine is black.
Bina: Oh wonderful! My kite's line is attached to the reel that wraps it. I really like it.
Saroj: Did you know that the tip of a kite is called a nose?
Bina: Wonderful! Thanks for letting me know. Let's go and fly our pretty kites.

II. Let us create a poem using words in a kite! Now, create a cinquain poem yourself on anything you like.

River
Clear, cold
Flowing, rushing, shining
Gently, peacefully
Waterway

III. The poet uses the word 'fly' and 'drift' to tell us about the kite's movement.

1. Circle the words that match with the 'drift' movement.

Words matching 'drift' movement are: slow and float.

2. Study some other words about the kite's movement and share what type of movement they show.

  • glide: a smooth, continuous, and effortless movement.
  • dive: a steep, fast downward movement.
  • soar: to fly high in the air with little effort.
  • swoop: a quick, downward movement through the air.
  • circle: to move in a round path.

IV. Make sentences using these expressions.

  • up in the air: The colourful balloon went up in the air.
  • look right down: From the top of the hill, you can look right down at the city.
  • stay up there: The bird built its nest high on the tree to stay up there, safe from cats.

4. Let us listen (Page 14)

Listen about the Kite Festival in India. As you listen, circle the words that are not correct. Then, listen again and write the correct words.

  1. Kite Festival is celebrated during the month of June. (Correct: January)
  2. The International Kite Festival is named Uttarayan in Eastern India. (Correct: Western)
  3. Uttarayan is mainly celebrated in Gujarat, but also in Maharashtra and Telangana. (Correct: Rajasthan)
  4. During the Kite Festival, we can see kites of different shapes, sizes and colours. (Correct Statement)
  5. In Karnataka, the Tourism Department organises the Kite Festival every year. (Correct: once each year)
  6. The Punjab region celebrates Basant Panchami and Baisakhi by flying kites. (Correct Statement)
  7. People of India also enjoy flying kites on Earth Day. (Correct: Independence Day)

5. Let us speak (Page 15)

Share a kite-flying experience with your classmates.

"Last year, on Independence Day, my father took me to the big ground near our home to fly kites. He bought me a big, tricolour kite. At first, I struggled to get it into the air. My father showed me how to hold the line and run against the wind. When the kite finally caught the wind and soared high into the sky, I felt so proud and happy. I could see it dancing with many other kites."

6. Let us write (Page 15)

Now, write a paragraph of about 100 words, with the title—I am a Kite.

I am a Kite

I am a beautiful diamond-shaped kite, painted in the colours of the rainbow. My long, flowing tail dances behind me as I soar. I belong to a young girl named Riya, who brings me to the park on windy afternoons. My job is to fly high, and I love feeling the wind lift my paper wings. My friends are the birds who circle around me and the other kites that dot the sky. I glide and drift, looking down at the tiny houses and people below. My message to humans is to always aim high and let your dreams fly freely, just like me.

Chapter 5 Hamara Bharat Poorvi NCERT Class 6 Q&A Solved

Poorvi Chapter 5 - Hamara Bharat: NCERT Solution for Class 6 (Q&A)

This guide provides complete, unique, and easy-to-understand answers to all questions and activities in Chapter 5 Hamara Bharat of NCERT Class 6 English (Poorvi). It covers informative discussions about India's culture, traditions, crafts, folk arts, and the spirit of unity in diversity.

Poorvi Hamara Bharat Q&A

1. Word Meanings

List of difficult words from the chapter with simple English and Hindi meanings.

Word Meaning in Simple English Meaning in Hindi
diversehaving many different kindsविविध
unisontogether as oneएक साथ
prosperto be successful and do wellसमृद्ध होना
inhabitantspeople living in a placeनिवासी
folk artart made by common people of a regionलोक कला
gerured clay used for colourगेरू (लाल मिट्टी)
carveto make designs by cuttingनक्काशी करना
scrapsmall, unwanted piecesरद्दी / कतरन
biodegradablecan break down naturally without harmजैवनिम्नीकरणीय
sawdustdust made of woodबुरादा

2. Let us discuss (Page 2)

  1. What has Bharat always been known for?
    Bharat has always been known for its wise and heroic people.
  2. What is attractive about Bharat?
    The rich and diverse culture of Bharat is very attractive.
  3. What is special about the fact that the people live here in unison?
    It is special because it shows the world 'unity in diversity'.
  4. What geographical features does the passage mention?
    The passage mentions rivers, lakes, high mountains, and green forests.
  5. What is the advice given to everyone?
    The advice is that we should continue working hard to make sure Bharat prospers.

3. Let us do these activities before we read (Page 2)

Our country is beautiful and every state has its own uniqueness. The words given below are part of our identity. Complete these words with the correct vowels (A, E, I, O, U).

  1. We like to decorate our homes with our folk art.
  2. Our culture consists of our ideas, customs, traditions, values, arts, and languages.
  3. All of us celebrate our festivals together.
  4. We tell stories to our children to teach them about our culture, history, and legends.
  5. We have our own languages to talk to each other.

4. Let us discuss (Page 3)

  1. What is the Ek Bharat, Shreshtha Bharat programme all about?
    The programme is about knowing that we all belong to one nation, India, and sharing a common bond.
  2. Why is this programme being conducted?
    It is conducted to celebrate our 'unity in diversity', which makes India a wonderful country.

5. Let us discuss (Page 6)

On the basis of what the speakers said about the art forms, complete the table given below.

Name of the childStateArt formThings needed
AakanshaUttarakhandAipanWhite rice flour paste, geru (red clay)
PriyaranjanOdishaDhokraclay, brass scrap, wax, fire
ChitraKeralaCoconut shell craftCoconut shell, sandpaper, wood polish
BalamuraliAndhra PradeshKondapalliSoft wood, tamarind seed powder, sawdust, oil, water-colours

6. Let us think and reflect (Page 6)

I. Fill in the blanks to complete the following sentences.

  1. The designs for Aipan are taken from cultural traditions and observations of nature.
  2. Dhokra metal craft is very old because it is 4000 years old.
  3. A base is needed for coconut shell craft to make it stable.
  4. Soft wood, tamarind seed powder, and colours are used to make Kondapalli toys.

II. Why does Akanksha's family make Aipan?
Akanksha's family makes Aipan during family functions and festivals to decorate the floors and walls of their home and puja rooms.

III. In Dhokra, why does wax come out of the small openings?
When the clay figure is put in the fire, the wax inside melts and needs a way to escape. It comes out through small openings so that liquid metal can be poured in its place.

IV. What is common in the toys made in Balamurali's village and coconut shell craft in Kerala?
Both Kondapalli toys and coconut shell craft use natural materials from the local environment to create useful and beautiful items. Kondapalli toys use wood from nearby hills, and coconut craft uses coconut shells.

7. Let us learn (Page 7)

I. Now, use some of these words to complete the paragraph given below.

How I Get Ready for School

First, I get up and go to take a shower. Then, I wear my school dress. After that, I eat my food. Next, I wear my shoes. Finally, I pick up my bag and go out of my home.

II. Make five sentences with the help of the words given in the table below.

  1. I know how to dance.
  2. You ask questions to understand.
  3. She draws beautiful flowers.
  4. He tells a story every day.
  5. We practise spellings on Friday.

8. Let us listen (Page 8)

I. Listen to the description of gakkad bharta and complete the notes given below.

  • 1. Name of the speaker: Sushil
  • 2. The town of the speaker: Jabalpur
  • 3. The state he belongs to: Madhya Pradesh
  • 4. The name of the food item: gakkad bharta
  • 5. Vegetables roasted for bharta: brinjals and tomatoes

II. Now, listen to the description again and complete the flowchart on how to make gakkad bharta.

  1. To make gakkad, make balls of dough and roast them on high heat.
  2. To make bharta, mash the roasted brinjal and tomatoes and garnish with chopped onions, coriander, green chillies and salt.
  3. To serve, crumble the gakkad, put some bharta on it and add one spoon of ghee.

9. Let us speak (Page 8)

Speak about a local art form of your region.

Here is an example for speaking about a local art form:

"I know about the art form called Madhubani painting from Bihar. They need things like handmade paper, natural colours from flowers and leaves, and fine brushes. To make it, first, they draw the outline with black ink. After that, they fill in bright colours like red, green, and yellow. Next, they create very detailed patterns and borders. Finally, the beautiful painting tells a story from our myths or shows nature."

10. Let us write (Page 9)

Now, write a paragraph with five sentences giving your reasons for liking it.

Why I Like Kondapalli Toys

I liked the Kondapalli toys from Andhra Pradesh the most. The main reason is that they are made from natural things like soft wood and vegetable dyes, which is good for our planet. I also find it amazing how artists carve each part by hand and join them together to make a full toy. The toys show daily village life, like bullock carts and animals, which helps us learn about our culture. Finally, their bright colours make them look very lively and cheerful.

Friday, September 5, 2025

Chapter 4 The Railway Children - Literary Reader 6 Q&A Solved

The Railway Children by E. Nesbit Solved

Introduction

This story, The Railway Children by E. Nesbit, is about three children who live near a railway track. They notice something unusual when a landslide blocks the railway, and they try to stop a train to prevent an accident. The story shows their courage and quick thinking in saving lives.

Story Summary

One day, Bobbie, Phyllis, and Peter hear a strange noise and see trees moving as a landslide falls onto the railway track, blocking it. Worried about the 11:29 train that is due to come, they decide to warn the driver by making red flags out of their flannel petticoats. They run along the railway line waving these flags to stop the train. At the last moment, the train slows down and stops safely before the blocked track. The children are scared but also proud they helped prevent a disaster.

Word Meanings

Word Meaning (Simple English) Meaning (Simple Hindi)
Landslide A big mass of earth and rocks falling down a slope भूमिधस्राव - मिट्टी और चट्टान का नीचे गिरना
Rumbling A deep, continuous low sound like thunder गड़गड़ाहट - गहरी, धीमी आवाज़
Whispering Soft, quiet speaking or sounds फुसफुसाना - धीरे से बोलना या आवाज़ें
Telegraph Wires Wires used long ago to send messages over distances टेलीग्राफ तार - दूर तक संदेश भेजने के लिए तार
Cutting A narrow path dug through hills for a railway खोदाई - पहाड़ या जमीन में रेल के लिए बनाई गई खाई
Flannel Petticoat A soft woollen underskirt worn by girls फ्लैनील पेट्टीकोट - लड़कियों के लिए मुलायम ऊनी अंडरस्कर्ट
Flagstaff A stick used to hold a flag झंडा पकड़ने वाली छड़ी
Heap A pile of things placed together ढेर
Suspense Feeling excited or nervous waiting for something to happen रोमांच या बेचैनी का अनुभव
Swayed Moved slowly from side to side ढल गया या धीरे-धीरे हिलना
Cuckoo A silly or foolish person (used as a tease) मूर्ख व्यक्ति (मजाक में कहा गया)

Let's Infer

1. Think of appropriate words to describe the three children. Give a reason for each of your choices.

  • a. Bobbie: Brave and practical. She helps by showing how to tear the petticoat and stays calm waving the flags.
  • b. Phyllis: Nervous but caring. She worries about the danger but stays to help and follow orders.
  • c. Peter: Responsible and brave. He plans how to make flags and leads the effort to stop the train.

2. What do you think caused the rock and the trees to get uprooted and crash into the railway track below?

The rock and trees fell because of a landslide, which is caused by heavy rain or earth shaking that makes the soil and rocks lose support and slide down the hill.

3. Why do you think the children chose to make red flags? Would it have mattered if they had chosen another colour?

They chose red because it is a bright colour that easily catches attention and means 'stop' or 'danger'. Using a different colour may not have been as visible or understood by the train driver.

4. How do you think the engine driver and the passengers must have felt when the children told them why they had stopped the train?

They probably felt very thankful and impressed by the bravery and quick thinking of the children. They would feel relieved that an accident was avoided because of them.

5. Do you think Bobbie was foolish in standing on the track and waving her flag? What could have made her faint at the end of the story?

Bobbie was brave, not foolish, because standing on the track was risky but necessary to stop the train. She might have fainted due to fear, exhaustion, and the tension of the dangerous situation.

Let's Discuss

1. Would you give Peter, Bobbie and Phyllis a bravery award?

Yes, their courage and quick action saved many lives by preventing a serious train accident. They acted responsibly and showed great bravery.

2. What would you have done if you had faced the same emergency that the children did?

If I faced the same emergency, I would try to warn others immediately, like the children did, but only if it was safe to do so. I would call for help and try to alert the train without putting myself in danger.

Interactive Quiz