Mother's Day Class 11: Summary, Notes & Q&A (J.B. Priestley)

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Mother’s Day — J. B. Priestley (Class 11, Snapshots) — Complete Guide

Detailed explanations, notes, themes, Q&A, extracts, and MCQs in clear classroom English.

Table of Contents (Complete Guide)

About the Author Introduction to the Play Characters (with exam-ready sketches) Summary (Short + Detailed) Scene-wise Explanation & Key Lines Themes & Messages Moral of the Play Title Justification Literary Devices & Techniques Appreciation (for long answers) Word Meanings / Glossary

NCERT: Reading with Insight — Answers Short Answer Questions (with answers) Long Answer Questions (with answers) Extract-Based Questions with Answers Interactive MCQs (15) Worksheets / Practice Tasks Quick Revision Notes (1-page) FAQs

About the Author — J. B. Priestley

Profile

J. B. Priestley (1894–1984) was a British playwright, novelist, and broadcaster. His plays often use everyday settings and witty talk to question unfair social habits. He is known for An Inspector Calls and other dramas that carry a moral note without harsh preaching.

Exam pointers

• Focus on family manners and respect.
• Uses humour and contrast to bring change.
• Prefers clear talk, quick pace, hopeful close.

Introduction to the Play

Mother’s Day is a short comic play set in the Pearson living room. It shows how a mother’s unpaid work is taken for granted. With a smart plan by the neighbour, the family realises its mistake and agrees to share chores and give due respect.

One-line idea for answers: “A light home-comedy that asks families to share work and show respect.”

Characters (with exam-ready sketches)

Name	Sketch (4–6 lines)
Mrs Pearson	She is the heart of the home, doing all chores quietly. The family treats her service as routine. Guided by Mrs Fitzgerald, she speaks firmly and sets limits. Her change is calm, not rude. By the end, the family apologises and promises to help.
Mrs Fitzgerald	A bold, practical neighbour. She sees the unfairness at once and pushes for a plan that will shake the family. Her sharp lines expose bad manners. She is the guide who helps Mrs Pearson claim fair treatment.
George Pearson	The father who enjoys comfort but ignores his wife’s tiredness. He expects food, tea, and service without thanks. When faced with firm talk, he understands and softens. He agrees to help and behave kindly.
Doris Pearson	The daughter, stylish and self-centred at first. She orders her mother about dresses and tea. When corrected, she feels the sting of truth, says sorry, and is ready to share work.
Cyril Pearson	The son who also avoids chores. He is casual about the load on his mother. The new firmness makes him reflect. He agrees to do his part.

Summary

A) Short (≈120 words)

Mrs Pearson runs the house without help or thanks. Her neighbour, Mrs Fitzgerald, urges her to be firm. A planned shake-up follows in which Mrs Pearson stops rushing to serve and speaks plainly about manners. Doris, Cyril, and George are shocked at first but soon see how rude and lazy they have been. The talk is funny yet clear. Each family member apologises and offers to help. The play closes on a warm note as they plan tea together. The message is simple: home runs best when all share work and show respect.

B) Detailed (step-wise)

1. Setting: A middle-class living room; mother busy, others carefree.
2. Problem: Mother’s work treated as duty without thanks.
3. Plan: Mrs Fitzgerald advises firm talk and a bold stand.
4. Turning point: Mother refuses to be ordered; points out daily rudeness.
5. Realisation: Children and father accept their fault.
6. Resolution: Family agrees to share chores and be polite.
7. Close: Tea together; tone friendly and hopeful.

Scene-wise Explanation & Key Lines

Opening

We see Mrs Pearson tired but active; others call for tea and clothes. This shows the habit of ordering without thanks.

Key line: “I’ve been on my feet all day…” — sets the mood of overwork.

Middle

Mrs Pearson, with Mrs Fitzgerald’s support, speaks firmly. Sharp replies reveal how the family takes her for granted. Humour keeps the tone light so the message is easy to accept.

Key line: “Time you learned some manners in your own home.” — a clear call for change.

End

The family feels sorry and promises to help. The shift from rudeness to good sense is shown through simple talk and small gestures.

Key line: “We’ll all have tea together.” — symbol of unity and shared work.

Exam hint: Use a “cause → effect” chain in answers: Habit of ordering → Mother’s firmness → Family’s realisation → Shared chores.

Themes & Messages

• Respect at home: Polite words and gratitude are basic manners.
• Shared work: Housework is work; everyone should help.
• Self-worth: Calm firmness changes behaviour.
• Humour for change: Light jokes make hard truths easy to accept.

Model 3-marker: “Humour supports reform by making correction acceptable; no shouting, just sharp, funny lines.”

Moral of the Play

Value care work. Speak kindly. Share chores. Keep promises.

Title Justification — Why “Mother’s Day”?

The title suggests a special day for a mother, but the play argues for daily respect. The family’s change makes every day the mother’s day.

Model 2-liner: “The title is ironic: not a yearly ritual, but daily regard and fair help.”

Literary Devices & Techniques (with examples)

• Irony: The one who serves must finally “put her foot down.”
• Satire: Light teasing of lazy habits at home.
• Foil: Mrs Fitzgerald’s boldness highlights Mrs Pearson’s growth.
• Dialogue-driven action: No big set changes; talk creates change.
• Everyday setting: A normal room shows the issue is common.

Model device-based line: “Contrast between the two women powers the reform.”

Appreciation (for long answers)

The play is short, fast, and rooted in home life. Priestley uses crisp lines and comic touches to correct rude habits without bitterness. The lesson is clear: a family is fair only when work and respect are shared. The ending is warm and practical, which suits school-level study and real family life.

LAQ frame (intro-body-close): State issue → show plan and turning point → show result and lesson.

Word Meanings / Glossary

Word / Phrase	Meaning (simple)	Use in line
Cross	Annoyed or irritable	He sounded cross after work.
Take for granted	Use someone’s help without thanks	They took her work for granted.
Put one’s foot down	Be firm and refuse	She put her foot down about chores.
Foil (character)	A contrast figure who highlights traits	Fitzgerald is a foil to Pearson.
Satire	Gentle mockery to correct habits	The scene uses satire on bad manners.
Resolution	End part where problem is solved	The resolution is warm and friendly.

NCERT: Reading with Insight — Model Answers

1. Q. What unfair habit does the play expose?

   Ans. The play shows how a mother’s unpaid housework is treated as duty, not work. Family members order her about, expect instant service, and do not say thank you. The firm talk forces them to accept that courtesy and shared chores are basic manners at home.

2. Q. How does humour help the message?

   Ans. The jokes and sharp replies make correction easy to accept. Instead of a bitter fight, laughter opens the mind. The family can see itself in the mirror of comedy and change without losing face.

3. Q. Comment on the role of Mrs Fitzgerald.

   Ans. She is the guide and contrast figure. She encourages plain talk, pushes for limits, and stands by Mrs Pearson. Her bold style exposes rude habits but keeps the scene lively, not harsh.

4. Q. Is the ending convincing?

   Ans. Yes. The family’s quick remorse fits a short comic play. The promise to share tea and chores is a practical sign of change. The close is hopeful and workable in real homes.

Answer frame tip: Start with point, add example from dialogue, close with lesson.

Short Answer Questions (2–3 marks) — with Answers

1. Q. What is the turning point of the play?

   Ans. The turning point is when Mrs Pearson refuses to rush and answers firmly. This shocks the family and begins their self-check.

2. Q. How do Doris and Cyril treat their mother at first?

   Ans. They order her to get tea, clothes, and small comforts. They complain if she delays. They forget to thank her.

3. Q. Give one example of irony.

   Ans. The person who serves everyone must finally “put her foot down” to receive basic respect. The helper must teach manners to the helped.

4. Q. Why is the living-room a good setting?

   Ans. It is where daily ordering and service happen. The common space makes the issue feel familiar and real.

5. Q. What change do we see in George at the end?

   Ans. He drops his careless tone, accepts fault, and agrees to help. His softer voice shows true change.

Long Answer Questions (5–6 marks) — with Answers

1. Q. “Firm limits bring fair behaviour.” Discuss with reference to Mrs Pearson.

   Ans. At first, Mrs Pearson works without rest or praise. The family sees her effort as natural duty. On Mrs Fitzgerald’s advice, she sets limits: no instant service, no rude tone. The firm yet calm talk makes the family face its selfish habits. Because the correction is not bitter, they do not defend themselves; they apologise. By the end, they plan tea together and promise to share chores. The play suggests that gentle firmness, not anger, turns a house into a fair home.

2. Q. Show how dialogue builds action and change in the play.

   Ans. The play has one room and few props, so words carry the action. Short, quick exchanges reveal the habit of ordering. Crisp replies from Mrs Pearson expose the unfairness. Jokes prevent the scene from turning sour. Each reply pushes the family from shock to reflection to apology. Thus, dialogue replaces big events and still produces a real change at home.

3. Q. Do you find the close realistic? Give reasons?

   Ans. The close is realistic for a short school play. People do feel ashamed when their rudeness is shown plainly. A warm promise to share tea and work is a believable first step. Real life change needs practice, but a new start often begins with a clear talk and a small joint act like making tea together.

Extract-Based Questions — with Answers

Extract A: “I’ve been on my feet all day and not a word of thanks.”

1. Who speaks and to whom? — Mrs Pearson to her family (general complaint).
2. What feeling is shown? — Tiredness and hurt due to lack of courtesy.
3. How does this move the plot? — Prepares for firm talk and change.

Extract B: “Time you learned some manners in your own home.”

1. What behaviour is criticised? — Ordering the mother about and speaking rudely.
2. What device is used? — Satire/irony in a sharp, corrective tone.
3. Effect on listener? — Shock that leads to reflection and apology.

Extract C: “We’ll all have tea together.”

1. What does “together” suggest? — Unity and shared work.
2. What stage is this? — Resolution.
3. How is the theme shown? — Respect is proved through action, not words only.

Interactive MCQs (15)

1. Central issue of the play is—

2. Mrs Fitzgerald mainly serves as—

3. The action is driven by—

4. Tone of the play is—

5. “Put one’s foot down” means—

6. Setting in one room helps to—

7. Ending shows—

8. Device used when a helper must demand help—

9. Best word for Mrs Pearson’s final voice—

10. Which pair forms a clear contrast?

11. Themes include all except—

12. Humour is used mainly to—

13. George changes because—

14. Best description of the plot—

15. The title suggests—

Worksheets / Practice Tasks

A) Skill check

1. True/False: The play argues for hiring help, not sharing work.

2. Match the columns: Click an item from 'Device' and then its matching 'Example'.

@media (min-width: 768px) { #guide-wrapper .matcher-container { flex-direction: row; } }

Device

• Irony
• Foil
• Setting

Example

• Single living-room
• Helper must demand help
• Fitzgerald vs Pearson

3. Fill in: “Respect is shown through ______ and ______.”

(Click the two correct answers)

B) Short writing

Write 80–100 words: “How can a family plan a fair chores chart for a week?” Include 3 concrete steps.

Quick Revision Notes (1-page)

• Issue: Mother’s unpaid work ignored.
• Method: Humour + firm limits.
• Turn: Mother speaks plainly; others reflect.
• End: Apology, shared tea, chores plan.
• Key device: Contrast (Pearson vs Fitzgerald).
• Exam cue: Use “cause → effect” chain in answers.

30-sec summary: Be polite, share work, value care.

FAQs

Q. What single line sums up the theme?
A. “Respect and share work at home.”

Q. What should I quote in answers?
A. Use lines that show firmness and courtesy, e.g., “Time you learned some manners…”

Q. How to score better?
A. Link a quoted line to a theme and device (e.g., irony, foil), then conclude with the lesson.

Tip: Print this page via Ctrl+P → Save as PDF for class handouts.

Wisdom Paves the Way: Class 8 NCERT | Full Summary & All Solved Exercise Answers

Wisdom Paves the Way

Complete Play Guide & Exercise Solutions

Table of Contents

• Play Summary
• Word Meanings
• Before We Read Activities
• Let us discuss
• Let us think and reflect
• Let us learn
• Let us listen
• Let us speak
• Let us write
• Let us explore

Play Summary

"Wisdom Paves the Way" is a play about four intelligent young men—Ram Datt, Shiv Datt, Har Datt, and Dev Datt—who are traveling to the city of Ujjain in search of work. They hope to gain an audience with the King, confident that he will recognize their talents. On their way, they come across the fresh tracks of a camel and, through keen observation, each deduces a specific detail about the animal. Ram Datt figures out it's lame, Shiv Datt that it's blind in one eye, Har Datt that it has a short tail, and Dev Datt that it's suffering from stomach pain.

They soon encounter a distressed merchant who has lost his camel. When the four men describe the camel perfectly, the merchant, instead of being impressed, accuses them of theft since they claim they haven't seen the animal. He drags them to the King's court. Before the King, each man calmly explains the logical reasoning behind his deduction. The King is thoroughly impressed by their sharp intellect and wisdom. He dismisses the merchant's baseless accusation and, recognizing the value of such minds, offers the four men positions as his royal advisors. The play concludes with the men humbly accepting the honor, their long journey ending with unexpected success, proving that wisdom indeed paves the way.

Word Meanings

Difficult Word/Expression	Meaning
adorned	beautified
tapestries	heavy decorative fabrics woven with pictures or patterns
resolute	determined
bustling	busy
eludes	difficult to obtain
devise	to think of
deliberate	to think carefully
scrutinise	to look carefully at
in haste	in a hurry
pursued	chased
countenance	facial expression
distressed	worried
astray	away from the correct path
indignant	angry
yonder	over there
draperies	long thick curtains
canopy	a cover fixed over a seat for decoration
grievance	complaint
accusations	claims that someone has done something wrong
deduce	to determine by reasoning
discern	to see or notice something
foliage	green leaves and plants
fended off	guarded against
insight	a clear/deep understanding
sound	healthy
intimately	in a detailed way
flawless	perfect
chastened	felt sorry
counsel	advice
beacon	guiding light

Let us do these activities before we read

II. Classify each one as either 'knowledge' or 'wisdom'.

Knowledge	Wisdom
1. Riya's understanding of plant care helped her grow a healthy vegetable garden in her backyard.	2. Mr. Kumar values time with family over chasing wealth.
3. Karuna's expertise in computer programming helped her develop a successful app.	4. Rohan understood the value of time management and created a timetable to complete his assignments systematically.
6. Ms. Vaijayanthi delivered a lecture on Indian Classical music at the cultural festival.	5. Ramesh chose to forgive his friend for a misunderstanding.

Let us discuss

Scene I: Complete the following sentences with suitable reasons.

1. Shiv Datt said, "I believe it has been over a week, perhaps even longer," because it had been a long time since they left the village.
2. Dev Datt said, "Indeed, we ought to be united in this hope. That is why we press on towards Ujjain," because their shared goal of meeting the King gave them the determination to continue their difficult journey.
3. Har Datt said, "Look there, friends. A camel has passed this way. The tracks are fresh," because he could see clear footprints on the dusty road that had not yet been disturbed by wind or time.
4. Shiv Datt said, "It appears to be a merchant, running as if pursued by trouble," because the man was running quickly and had a worried or distressed expression on his face.
5. The merchant said, "How could you possibly know that? The poor creature has been unwell for two weeks now. Surely you are a healer!" because he was astonished that Dev Datt knew about the camel's stomach pain without having seen the animal.
6. Dev Datt said, "You are free to do as you wish, sir. If the King desires our presence, we shall be waiting under that banyan tree yonder," because he was confident and calm, knowing they had done nothing wrong and were not afraid to face the King.

Scene II: Arrange the following events in order.

1. (3) The King asks the merchant to clearly state his accusation.
2. (8) The merchant accuses the four men of knowing a lot about his missing camel.
3. (2) Ram Datt explains how he infers from the tracks that the camel is lame.
4. (5) Shiv Datt reveals that the camel is blind in its right eye as it had only chewed on the leaves on the left side of the road.
5. (7) Har Datt clarifies how he knew that the camel has a short tail.
6. (6) Dev Datt explains his observation about the camel's pain and careful movement.
7. (4) The King praises the young men for their observations and dismisses the merchant's accusation.
8. (1) The King makes the four young men his advisers, impressed by their skills.

Let us think and reflect

I. Read the given extracts and answer the questions that follow.

Extract 1

1. Identify the false statement from the two given below and rectify it.
   False Statement: A. Dev Datt believes that finding employment is an easy task.
   Rectified Statement: Dev Datt believes that finding suitable employment may take a long time and require them to "wander many more roads."
2. What does Ram Datt's confidence in gaining the King's recognition tell us about him?
   It tells us that Ram Datt is confident in his and his friends' abilities and believes that their talents are valuable enough to be recognized by a ruler.
3. In the line, 'That's why we press on towards Ujjain', the phrase 'press on' refers to
   B. moving forward with determination
4. What can be inferred about Har Datt's character from his statement?
   C. He is cautious and thoughtful, preferring to plan ahead.

Extract 2

1. Select the option that is true for both Assertion (A) and Reason (R).
   B. Both (A) and (R) are true, but (R) is not the correct explanation of (A). (The Merchant left because his accusation was proven baseless, not because the men were hired.)
2. The line, 'See beyond the obvious' means that the men had the ability to
   C. notice details that others might overlook
3. Complete the following sentence with a suitable reason.
   Ram Datt described the King's offer as 'an honour we had not dared to dream of' because they were simple travelers looking for any kind of work, and being appointed as royal advisors was an outcome far beyond their highest expectations.
4. How does the King's offer to the four men reflect his values as a ruler?
   It reflects that the King is a wise ruler who values intelligence, wisdom, and keen observation over status or wealth. He recognizes true talent and understands its importance in governing his kingdom.

II. Answer the following questions.

1. What does the dusty road leading to Ujjain tell us about the challenges of the young men's journey?
   The dusty road symbolizes a long, tiring, and difficult journey. It suggests that the young men have faced hardship and have been traveling for a while, yet they remain determined.
2. Why did the merchant become suspicious of the four men? What does this tell us about him?
   The merchant became suspicious because the men knew precise details about his lost camel without claiming to have seen it. This tells us that the merchant is quick to jump to conclusions, mistrustful, and perhaps not very imaginative, as he couldn't conceive of how they could know such things through deduction alone.
3. How do the four young men's observations about the camel serve as a turning point in the play?
   The observations are the turning point because they transform the men from ordinary, unemployed travelers into extraordinary individuals in the eyes of the King. Their deductions serve as an unconventional job interview, showcasing their unique talents and leading directly to their appointment as royal advisors.
4. Why did the King believe the four young men and not the merchant?
   The King believed the young men because they provided logical, flawless reasoning for each of their observations. Their explanations were based on evidence and deduction, whereas the merchant's claim was based only on suspicion and anger. The King, being wise, recognized the power of their intellect.
5. How does the capability of the four young men make them suitable to become advisors?
   Their capabilities—keen observation, logical deduction, and the ability to see beyond the obvious—are essential qualities for advisors. These skills allow them to analyze situations deeply, understand complex problems from small details, and provide insightful counsel, which is invaluable for a ruler.
6. Why does the merchant feel ashamed for accusing the four young men of stealing his camel? Explain in your own words.
   The merchant feels ashamed because he realizes how wrong he was. He publicly accused innocent men of being thieves in front of the King, only to have them prove their intelligence and integrity. He was proven to be foolish and quick to anger, which left him embarrassed and chastened.

Let us learn

I. Complete the sentences by filling in the noun form of the textual words.

1. Some word games need a lot of thought and deduction. (deduce)
2. We need to make close observations of animals in order to understand their behaviour. (observe)
3. A detailed scrutiny of the documents shows a lot of errors. (scrutinise)
4. You should not make any false accusations against anyone. (accuse)
5. She was given an award in recognition of her contribution to literature. (recognise)

II. Match the expressions in Column 1 with their meanings in Column 2.

• 1. with all our hearts → (vi) complete sincerity
• 2. to be precise → (iv) exact and accurate
• 3. gain an audience with → (v) meeting or hearing someone
• 4. catch his breath → (vii) to pause or rest for some time
• 5. erupts in applause → (ii) starts cheering together
• 6. grand scheme of things → (viii) overall plan of life in a larger context
• 7. taken aback → (i) surprised
• 8. more than meets the eye → (iii) hidden information that is not obvious

III. Match the different meanings of 'face' and 'bear'.

Face

• (i) Ravi turned to face his father, when he was called. → 2. (v.) to be positioned with the face or front towards
• (ii) The face of the clock was painted red and blue. → 4. (n.) the front or surface of a thing
• (iii) She has a round, smiling face. → 1. (n.) the front part of a person's head
• (iv) We should be ready to face life's challenges. → 3. (v.) to deal with a difficult task or situation

Bear

• (i) The trees that I planted in my garden took a long time to bear fruit. → 4. (v.) produce; give birth to
• (ii) I spotted a bear on a wildlife safari. → 3. (n.) a large heavy mammal
• (iii) Riya agreed to bear the responsibilities with confidence. → 2. (v.) accept
• (iv) I can't bear the sound of vehicles honking. → 1. (v.) tolerate

IV. Match the highlighted words with the functions they express.

• 1. I will gladly pay your fee... → (ix) willingness
• 2. You must have stolen it... → (v) logical conclusion
• 3. You shall come with me... → (x) command
• 4. How could you possibly know that? → (i) expression of disbelief
• 5. I am confident he would recognise our talents... → (xi) possibility
• 6. A camel with a long tail would have fended off... → (ii) imagined (hypothetical) possibility
• 7. They may tell us more than meets the eye. → (viii) prediction
• 8. May your wisdom shine upon Ujjain... → (vi) wish or hope
• 9. Indeed, we ought to be united in this hope. → (iii) moral obligation or advice
• 10. We need to devise a strategy. → (vii) necessity
• 11. ...as if it stood before you, yet you dare to claim... → (iv) challenge

V. Complete the following story with modal verbs.

An old man, known for his wisdom, lived in a small village. One day, a young boy asked him, "How 1. can (ability) I become wise like you?" The old man smiled and said, "Wisdom 2. must (necessity) be earned through patience. You 3. should (suggestion) listen, more than you speak." The boy thought for a while and replied, "It 4. might (weak possibility) take years, but I'll try." The old man nodded. "You 5. need to (obligation) learn from your mistakes too. Wisdom 6. may (possibility) come slowly, but it always arrives for those who seek it." The boy knew he 7. could (ability) become wise if he followed the old man's advice.

VI. Rewrite the following sentences using appropriate modal verbs.

1. It is advisable for you to think before you speak.
   You should think before you speak.
2. It is unnecessary to worry about things beyond your control.
   You need not worry about things beyond your control.
3. It is not possible for a person to gain experience without taking risks.
   A person cannot gain experience without taking risks.
4. It is essential to treat others with kindness, even when they disagree with you.
   You must treat others with kindness, even when they disagree with you.
5. It is not allowed to interrupt when someone else is speaking.
   You must not interrupt when someone else is speaking.

Let us listen

I. Match statements 1-6 given below to the speakers (i)-(iv).

• Statement 1: Witty characters prove that cleverness is as powerful as strength. → Speaker (ii)
• Statement 2: Witty characters show us ways to make learning enjoyable. → Speaker (iv)
• Statement 3: Witty characters in a story keep the reader involved. → Not used
• Statement 4: Witty characters teach me that tricky situations can be managed calmly. → Speaker (iii)
• Statement 5: Witty characters add excitement to a story by their extraordinary deeds. → Not used
• Statement 6: Witty characters can deactivate tense situations with their cleverness. → Speaker (i)

Let us write

I. Write a letter of complaint.

15, Nehru Nagar,

Aligarh, Uttar Pradesh

14 October 2025

The Commissioner,

Municipal Corporation,

Aligarh, Uttar Pradesh

Subject: Complaint regarding the poor condition of Kutcha Road in Nehru Nagar

Dear Sir/Madam,

I am writing to draw your attention to the deplorable condition of the kutcha road leading to our colony, Nehru Nagar. Due to the recent heavy rains, the road has become virtually unusable and is causing significant inconvenience to the residents.

The road is now riddled with large potholes, which are filled with stagnant water. Firstly, these potholes pose a serious threat to commuters, especially two-wheeler riders and pedestrians, and could lead to accidents. Secondly, the stagnant water has become a breeding ground for mosquitoes, increasing the risk of diseases like dengue and malaria in our locality. As a result, the daily life of residents has been severely disrupted.

Firstly, I would like to suggest that immediate action be taken to fill the potholes as a temporary measure. Secondly, we request you to initiate the process of constructing a proper, permanent road for our colony. I request you to look into this matter urgently and take the necessary action to resolve these issues.

Thank you.

I look forward to your prompt response.

Yours faithfully,

(Signature)

Rohan Sharma

Let us explore

This final section encourages you to bring the play to life and explore other classic tales of intelligence. You are invited to:

1. Stage the play 'Wisdom Paves the Way' in your class, following the detailed steps provided for production, from choosing a director to performing for an audience.
2. Visit the library to read other famous stories that celebrate wit and wisdom, such as tales of Vikramaditya and Betal, Gopal the Jester, Tenali Rama, and the Panchatantra Tales.

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.

Table of Contents

• 1. Let us do these activities before we read (Page 21)
• 2. Let us discuss (Page 25)
• 3. Let us think and reflect (Page 26)
• 4. Let us learn (Page 26-28)
• 5. Let us listen (Page 28)
• 6. Let us speak (Page 29)
• 7. Let us write (Page 29)

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
1	Introduction to Ila Sachani's colourful embroidery	(i) Examples of embroidered things (ii) Ila's use of a shiny needle
2-3	Early 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.
4	Mastering different embroidery styles	(i) She became an expert at threading a needle with her feet. (ii) She learned Kachhi, Kashmiri, and Lucknawi styles.
5	Gaining local admiration	(i) She first made designs for family and friends. (ii) Soon, her talent was discovered by the whole village.
6	Recognition at a state exhibition	(i) The government office in Surat displayed her work. (ii) People purchased her creations, making her famous.
7	National recognition and awards	(i) She participated in national-level exhibitions. (ii) She received many awards, including the President's Medal.
8-9	Message 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.

Class 6 Poorvi Yoga–a Way of Life Complete NCERT Solution

Yoga – A Way of Life

Class 6 Poorvi “Yoga–a Way of Life” Complete NCERT Solution provides easy, exam-ready answers to all textbook tasks: Word Meaning, Let us discuss, Let us think and reflect, Let us learn, Let us listen, Let us speak, and Let us write, from Unit 4 Sports and Wellness for quick revision and scoring better.

Table of Contents

• Word Meaning
• Let us discuss
• Let us think and reflect
• Let us learn 
• Let us listen
• Let us speak 
• Let us write 

Word Meaning

Difficult words from the chapter with simple meanings and Hindi equivalents.

Word	Meaning (Simple English)	Meaning (Hindi)
originated	started in the past	उत्पन्न हुआ / शुरू हुआ
Sanskrit	an ancient Indian language	संस्कृत (प्राचीन भारतीय भाषा)
yuj	to join or to unite	जुड़ना / जोड़ना
harmony	balance and peace together	सामंजस्य / संतुलन
holistic	complete and whole (body and mind)	समग्र / पूर्ण
well-being	good health and happiness	कल्याण / स्वस्थ अवस्था
distractions	things that disturb focus	विखंडन / ध्यान भंग करने वाली चीजें
asanas	yoga postures	आसन (योग मुद्राएं)
endurance	ability to continue for longer	धैर्य / सहनशक्ति
circulation	movement of blood in the body	रक्त संचार
immune system	body’s power to fight illness	प्रतिरक्षा तंत्र
anxiety	worry and stress	चिंता / घबराहट
meditation	calm thinking with focus	ध्यान
posture	the way we hold our body	बैठने/खड़े होने की अवस्था
awareness	clear knowledge of what we do	जागरूकता / सचेतना

Let us discuss

Read the passage again and fill in the blanks with words from the box.

Box: sleep • lifestyle • health • strength • calm • stress • balance

Yoga is a practice that not only improves physical flexibility but also improves mental balance and leads to a healthier lifestyle. It involves a series of asanas, which increase muscular strength. Practising yoga also leads to a better body and mind balance and reduces body pain such as in the lower back. Moreover, the focus on breathing techniques and meditation makes the mind calm, lessens stress, and improves the quality of sleep. This helps to adopt a more positive life.

Let us think and reflect

1. What is the aim of yoga?
   The aim of yoga is to make the mind quiet and the body healthy, so a person can live with peace, balance, and good habits.
2. Explain the idea of unity in yoga.
   Unity means joining mind and body, thoughts and actions, and living in balance with nature.
3. What does the launch of the WHO mYoga app tell us about the importance of yoga?
   It shows that yoga is useful for everyone and is supported worldwide to improve health and daily practice.
4. Describe one long-term effect that the practice of yoga can have on a person's qualities.
   Regular yoga builds patience and focus. It helps a person stay calm and make better choices.

Let us learn

1. Practice vs Practise (British English use)

• practice (noun): the act or habit. Example: Daily yoga practice helps health.
• practise (verb): to do repeatedly. Example: I practise breathing every morning.

Fill in the blanks:

1. It is important to have a regular practice of stretching every morning to stay flexible.
2. I practise yoga every day to keep my mind and body healthy.
3. The teacher said, you can join the school hockey team but it requires a lot of practice to improve your skills.
4. Our athletics coach asked us to practise running on grass to strengthen our grip while running.
5. I practise deep breathing exercises when I feel stressed to calm myself down.
6. Developing a good habit of eating fruits and vegetables should be a daily practice.

2. Advice vs Advise

• advice (noun): suggestion for help. Example: My teacher gave me good advice.
• advise (verb): to suggest. Example: Doctors advise daily exercise.

Model sentences:

• Grandfather’s advice about sleep helped me focus in class.
• Coaches often advise students to drink water after practice.
• Her mother’s advice was to eat fresh fruits daily.
• Teachers advise children to be regular with homework.

Let us listen

Listen to a student speaking about practising yoga with a grandparent. Then mark true statements.

Statement	T / F
The student sees people in the park doing breathing exercises.	T
Grandfather started yoga only a few years ago.	F
The student practises simple yoga with grandfather.	T
Breathing practice helps the student feel calm and focused.	T
Grandfather is unhealthy due to poor eating.	F
The student plans to learn asanas during holidays.	T

Let us speak

Share your “yoga thoughts” in pairs or groups of four.

If you have tried yoga

• I practise yoga because it makes me feel calm.
• My favourite thing about yoga is deep breathing.
• I feel relaxed after a yoga session because I focus on my breath.
• I want to practise Tree Pose because it improves balance.

If you have not tried yoga yet

• I wish to practise yoga to become more flexible.
• I hope that once I begin, I will sleep better.
• I want to try easy asanas because they are safe to start with.

Let us write

Write a short paragraph on “The Benefits of Yoga”. Use the sentence starters.

Sample Paragraph

Yoga is important because it joins the mind and body and helps us live in balance. One benefit of yoga that interests me is better sleep, because breathing slowly makes me calm. A popular yoga pose is the Mountain Pose because it teaches good posture. Yoga is not just physical exercise; it also teaches focus and patience. Finally, yoga can be a great way to stay healthy and happy every day.

Write your own:

• Why is yoga important for you?
• Which pose or breathing do you like and why?
• How does yoga help in school or at home?