NCERT Class 6 English Chapter 5 Culture and Tradition

NCERT Class 6 English Chapter 5 Culture and Tradition Solutions to each chapter is provided in the list so that you can easily browse through different chapters NCERT Class 6 English Chapter 5 Culture and Tradition Notes and select need one. NCERT Class 6 English Chapter 5 Culture and Tradition Question Answers Download PDF. NCERT Class 6 English Solutions.

NCERT Class 6 English Chapter 5 Culture and Tradition

Join Telegram channel

Follow us:

Also, you can read the NCERT book online in these sections Solutions by Expert Teachers as per Central Board of Secondary Education (CBSE) Book guidelines. CBSE Class 6 English Solutions are part of All Subject Solutions. Here we have given NCERT Class 6 English Chapter 5 Culture and Tradition Notes and Textbook for All Chapters, You can practice these here.

Culture and Tradition

Chapter: 5

1. What has Bharat always been known for?

Ans: Bharat has always been known worldwide as a land of wise and heroic individuals.

2. What is attractive about Bharat?

Ans: Its rich and diverse culture has attracted people across the world.

3. What is special about the fact that the people live here in unison?

Ans: This reflects unity in diversity.

4. What geographical features does the passage mention?

Ans: Different geographical features like a land rich with rivers, lakes, and high mountains are mentioned in the passage. Its green forests are home to many plants, insects, birds, and animals.

5. What is the advice given to everyone?

Ans: The advice is that we need to continue working hard and make sure that our country, Bharat prospers further.

Kalakritiyon ka Bharat

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). 

(a) We like to decorate our homes with our f __ l k __ r t.

Ans: Folk art.

(b) Our c __ l t __ r e consists of our ideas, customs, traditions, values, arts, and languages.

Ans: Culture.

(c) All of us celebrate our f __ s t __ v __ l s together.

Ans: Festivals.

(d) We tell stories to our children to teach them about our c __ l t __ r e, h __ s t __ r y, and l __ g __ n d s

Ans: Culture, history, legends.

(e) We have our own l __ n g __ a g __ s to talk to each other.

Ans: Languages

1. What is the Ek Bharat, Shreshtha Bharat programme all about?

Ans: Ek Bharat, Shreshtha Bharat programme is an initiative by the Government of India aimed at promoting national integration and fostering a sense of unity among the citizens of India.

2. Why is this programme being conducted?

Ans: Ek Bharat, Shreshtha Bharat programme aims to celebrate the cultural diversity of the country and to enhance mutual understanding and bonding among the people of different states and Union Territories.

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

Ans: 

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

(a) The designs for Aipan are taken from ___________ and ___________.

Ans: Nature and cultural traditions.

(b) Dhokra metal craft is very old because it is ___________ old. 

Ans: 4000 year-old metal craft old.

(c) A base is needed for coconut shell craft to make it ___________.

Ans: Smooth.

(d) Soft wood, _____________ and colours are used to make Kondapalli Toys.

Ans: Makku-a paste of tamarind seed powder, sawdust.

2. Why does Akanksha’s family make Aipan?

Ans: Akanksha’s family makes Aipan because this is their folk art, and they draw on family functions and festivals.

3. In Dhokra, why does wax come out of the small openings?

Ans: They cover the figure with clay and put it in the fire. The wax melts and comes out of small openings. Next, brass scrap is melted and poured into the space. The liquid metal takes the same shape as the wax.

4. What is common in the toys made in Balamurali’s village and coconut shell craft in Kerala?

Ans: These both are biodegradable craft. Also, they are cultural art forms of their respective state.

1. Priyaranjan, Chitra and Balamurali share how art works of their states are made. They use some words to show the order of making it. Those words are given in the box below:

Now, use some of these words to complete the paragraph given below. Use one word only once.

How I Get Ready for School

(i) ____________ I get up and go to take a shower. (ii) ____________, I wear my school dress. (iii) ____________, I eat my food. (iv) ____________, I wear 

my shoes. (v) ____________, I pick up my bag and go out of my home.

Ans: First I get up and go to take a shower. (ii) Then, I wear my school dress. (iii) After that, I eat my food. (iv) Next, I wear my shoes, (v) At last, I pick up my bag and go out of my home.

2. The children from different states each speak about one art form from their state. When they speak, they use the first form of the verb. It shows something that happens regularly. It is called the present tense. With he, she and it, -s/-es is used with the verb to show the present tense. Make five sentences with the help of the words given in the table below. Use -s/-es wherever necessary. Two examples are given.

Ans: 

1. Listen to the description of gakkad bharta and complete the notes given below. (refer to page 162 for transcript)

Gakkad Bharta

(a) Name of the speaker : ______________.

Ans: Sushil.

(b) The town of the speaker : __________.

Ans: Jabalpur.

(c) The state he belongs to : ____________.

Ans: Madhya Pradesh.

(d) The name of the food item : _______________.

Ans: Gakkad Bharta.

(e) Vegetables roasted for bharta : __________.

Ans: Brinjal & Tomatoes.

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

Ans: 

1. Speak about a local art form of your region. It can be any one out of painting, rangoli, metal craft, embroidery, music, dance or drama.

Remember to include:

• The name of the art form.

• What things do they need for it.

• How do they make/present it.

Ans: I know about the art form called Pattachitra. Pattachitra is a traditional painting style from Odisha, India. They need cloth, natural pigments, and a fine brush. The cloth is first treated with a mixture of chalk and gum to create a smooth surface for painting.

To make it, first, they prepare the cloth by coating it with the chalk and gum mixture and letting it dry. After that, they sketch the outlines of the design using a fine brush. Next, they fill in the colours using natural pigments derived from minerals and plants. Then, they add intricate details and patterns to the painting. At last, they apply a layer of lacquer to protect the painting and give it a glossy finish. Pattachitra paintings often depict mythological stories, folk tales, and religious themes, with vibrant colors and detailed ornamentation, making them a unique and cherished art form of Odisha.

2. You may use the words given below when you speak.

(i) I know about the art form called …

Ans: I know about the art form called Pattachitra which is a classical painting form that originated in the state of Odisha. Pattachitra is painted on cloth, which is specially prepared by coating it with a mixture of tamarind seed paste and chalk. This is then dried and polished to create a smooth surface.

(ii) They need …

Ans: The colors used in Pattachitra are natural and derived from various sources. To make it, the artist begins by sketching the outline of the picture with a fine brush using black or red colors. The painting is given a final coat of lacquer to protect it and give it a glossy finish.

(iii) To make it, first … after that … next … then … at last …

Ans: This is known for its intricate details and mythological narratives, particularly those related to Lord Jagannath, an incarnation of Lord Vishnu. The themes often include stories from The Ramayana, Mahabharata, and other Hindu epics and folklore. Pattachitra is not just an art form but a testament to the rich cultural heritage of Odisha, showcasing the skill and creativity of its artisans.

You heard children from different states speak about the art forms from their state. Discuss in pairs which art form you liked the most. 

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

Ans: Among the various art forms discussed, I found Pattachitra from Odisha the most captivating. The intricate detailing and vibrant natural colors used in these paintings are truly mesmerizing. I appreciate how each artwork tells a story, often depicting scenes from Hindu epics, which adds a rich cultural and narrative depth. The dedication and skill required to prepare the canvas and paint with such precision demonstrate the artisans’ expertise and passion. Overall, Pattachitra beautifully combines artistry, tradition, and storytelling, making it a truly remarkable and appealing art form.

1. Madhubani painting is a traditional art form from Bihar. The artists use natural colours to make them on the walls of their houses. You can also make and use natural colours as given below.

• Yellow from haldi.

• Green from leaves.

• Red from red flowers/geru/sindoor.

• Orange from flowers.

• Blue from neel/indigo powder.

Given below is a Madhubani painting. Colour it with natural colours or any other colour.

Ans: Do yourself.

2. Ek Bharat, Shreshtha Bharat Programme:

Bharat has diverse languages, cuisines, music, dance, theatre, movies and films, handicrafts, sports, literature, festivals, paintings, sculptures, etc. The Ek Bharat, Shreshtha Bharat programme aims to enhance interaction and promote mutual understanding between people of different states/UTs through the concept of state/UT pairing. This is to celebrate the unity in diversity and strengthen the emotional bonds between its citizens. The vision is to enable people to develop a sense of common identity by sharing best practices and experiences. The programme aims to contribute to nation building by highlighting the inter-connectedness between various cultures and traditions.

1. Answer the following questions and share them with your teacher and Classmates.

(a) Have you ever flown a kite or seen someone fly it? Where? When?

Ans: Students will perform the activities and will share their experiences in class. On the occasion of Republic Day, our society organizes the Kite Festival in our community park. Last year, it was memorable for me as I also participated in it. The sky was filled with colorful kites, and people were enjoying the activity with their families and friends. The festival usually takes place in January, and it was a bright, sunny day perfect for kite flying.

(b) Describe the kite—colour(s), shape, design of tail, any other detail.

Ans: Keeping the patriotic spirit in our mind and soul, the kite I remember from that festival was quite vibrant. It was a classic diamond shape, with tricolour and blue. The design featured intricate patterns, with swirling lines and geometric shapes that made it stand out against the clear sky. The tail of the kite was long and made up of several strips of colorful fabric tied together, creating a rainbow effect.

(c) What did you think when you saw the kite up in the sky?

Ans: I felt very excited to see my kite flying up in the sky.

2. Search the internet for videos on Kite Festivals and watch them with your teacher and classmates.

(a) Share the things with your teacher that you saw and what the people were doing.

Ans: Students will surf the internet and will explore the Kite festivals. They will share their experience in class.

(b) Would you like to participate in this kind of festival? Why? 

Ans: Yes, I would love to participate in this kind of festival. Kite flying is not only a fun activity but also a way to connect with friends, family, and the community. The excitement of seeing kites of different shapes and colors fill the sky is exhilarating. Additionally, participating in such a festival allows me to experience cultural traditions, enjoy the outdoors, and create wonderful memories.

(c) What kind of kite would you like to fly?

Ans: I would like to fly a dragon-shaped kite. It would be large, with vibrant green and gold colors, and designed to look like a mythical dragon. The tail would be long and adorned with intricate patterns and streamers to mimic the dragon’s body. This kite would be eye-catching and unique, making it stand out among the others in the sky.

3. Look at the picture and complete the sentences. Share your responses with your teacher.

(a) I can see ___________, ___________ and ___________ in the picture.

Ans: I can see kites, birds, and the sky in the picture.

(b) The weather in the picture is ___________. 

Ans: The weather in the picture is windly.

(c) The kite is ___________ high in the sky.

Ans: The kite is flying high in the sky.

(d) The child is ___________ from below.

Ans: The child is looking from below.

(e) The tail of the kite ___________.

Ans: The tail of the kite has ribbons.

4. Now, think and answer.

(a) List two more things that you want to add to the picture.

Ans: Sun, Aeroplane.

(b) If I were the child, I would ___________.

Ans: Love to play with the birds.

(c) If I were the kite, I would ___________.

Ans: Love to fly high.

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

Ans: 

2. Complete the following sentences.

(a) The poet says that the kites are like coloured birds – 

See the kites fly/Like coloured birds in the sky.

The kites have been compared to b __ __ __ __ because they ___________.

Ans: The kites have been compared to birds because they fly in the sky.

(b) The child wishes to be like air – I wish I were small / And as light as air.

The child wishes to be as l __ __ __ t as __ __ __. The child wishes this to be able to c __ __ m __ on a kite and fly.

Ans: The child wishes to be as light as air. The child wishes to be able to climb on a kite and fly.

Do you think that the use of a simile in this poem helps us imagine better when we read the poem? Share your thoughts with your teacher and Classmates.

Ans: Thoughts on the Use of Simile in the Poem.

The use of simile in this poem indeed helps us imagine better when we read it. By comparing the kites to “coloured birds,” the poet paints a vivid picture of the kites’ movement and beauty, making it easier for readers to visualize them soaring in the sky. Similarly, the comparison of the child’s desired lightness to that of air helps convey the sense of freedom and weightlessness the child yearns for. These similes enhance the imagery and emotional connection, allowing readers to feel the child’s longing and the beauty of the scene more deeply.

3. Find a set of words from the poem that begin with the same consonant Sound.

Stanza 1

Which consonant sound do both words begin with?

Ans: In Stanza 1, the words “See” and “sky” both begin with the /s/ sound.

Stanza 3

Which consonant sound do both words begin with?

This is called alliteration. For example, big bright blue bag, funny fan, etc.

Ans: In Stanza 3, the words “Then” and “the” both begin with the /ð/ (voiced “th”) sound.

Create 4 other sets of words using alliteration.

Ans: Stanza 1: wild – wind

Stanza 3: stand – stare

Others: fly – flare

Alliteration Examples:

(i) Bouncing balloon, bright bird.

(ii) Dusty dawn, dreamy days.

(iii) Sweet smiles, silver star.

(iv) Calm cat, crisp crackers.

4. In the last stanza, the two words that the poet repeats are __________, __________ to tell us that the kite is flying __ __ __ y high.

Ans: In the last stanza, the two words that the poet repeats are high, high to tell us that the kite is flying very high.

5. Study each stanza and underline the rhyming words from the end of each line. Also, circle the end words in the stanzas that do not rhyme.

Ans: Do yourself.

1. Read the given lines from the poem and answer the following questions.

What fun it would be

To look right down,

Over the park

And the rooftops of town.

(a) Circle the word that does not share the same feeling as ‘fun’: joy, excitement, care, happiness.

Ans: Care.

(b) Which line tells us that the poet was somewhere above?

Ans: To look right down.

(c) Choose the scene the child saw.

Ans: (i) Based on the poem, the child is imagining looking down from high up in the air, seeing the park and the rooftops of the town. The appropriate scene that matches this description is Scene.

(ii) This scene shows an aerial view of houses and trees, which aligns with the child’s perspective of looking down over the park and rooftops of the town from a high vantage point.

2. Answer the following questions.

(a) How does the poet describe the kites in the first two lines?

Ans: In the first two lines of the poem “Kite,” the poet often describes the kites with vivid imagery, capturing their beauty and movement in the sky.

(b) Why does the child say that they have to climb a tree first to get onto the kite?

Ans: The child says they have to climb a tree first to get onto the kite because the kite is stuck or entangled in the tree. When a kite gets caught in the branches, the child needs to climb the tree to retrieve it.

(c) What are the songs that the child hears when flying atop the kite?

Ans: When flying atop the kite, the child imagines hearing the songs of nature including the whistling of the wind as it rushes past.

(d) Why did the people look up at the child and stare? If you looked up and saw that, what feelings would you have?

Ans: The people looked up at the child and stared because seeing a child flying atop a kite is an unusual, magical, and extraordinary sight. It would be something unexpected and awe-inspiring, capturing their attention and curiosity. If I looked up and saw that, I would feel a mix of amazement and concern. The amazement would come from witnessing such a fantastical scene, like something out of a fairy tale or a dream.

Caution: Do not try this at home, as it is impossible to do and will harm your body.

(e) If you were the kite carrying the child high up in the air, what would you tell them?

Ans: If I were the kite carrying the child high up in the air, I would tell them to hold on tight and enjoy the view, young adventurer! From up here, they can see the world in a whole new way. Feel the wind in their hair and the freedom of the sky.

1. Look at the picture of the kite and read what some of its parts are named.

Now, complete the given conversation by filling the blanks with some ‘parts of a kite’ words from above. 

Bina: I love the long yellow t _ _ _ at the end of my kite. 

What colour is your kite?

Saroj: My kite’s c _ _ _ _ is pink. The s _ _ _ _ e is black.

Bina: Oh wonderful! My kite l _ _ _ is red. The r_ _ l that wraps it is green. I really like it.

Saroj: My kite line is red too. The tip of my kite has a blue _ _ _ e. 

Bina: Beautiful! Let’s go and fly our pretty kite.

Ans: Bina: I love the long yellow tail at the end of my kite. What colour is your kite?

Saroj: My kite’s cover is pink. The spine is black.

Bina: Oh wonderful! My kite line is red. The reel that wraps it is green. I like it.

Saroj: My kite line is red too. The tip of my kite has a blue nose.

Bina: Beautiful! Let’s go and fly our pretty kite.

2. Let us create a poem using words in a kite！

This is called a cinquain poem. It is a five line poem that describes a person, a place or a thing. 

Now, create a cinquain poem yourself on anything you like.

Ans: Do yourself.

3. The poet uses the word ‘fly’ and ‘drift’ to tell us about the kite’s movement.

(a) Circle the words that match with the ‘drift’ movement. You can choose more than one word.

Ans: Do yourself.

(b) Study some other words about the kite’s movement and share what type of movement they show. You can look at (a) for the type of Movement.

Ans: Other words about the kite’s movement and the type of movement they show:

(i) Glide: A smooth and continuous movement, often slow and graceful, similar to drifting.

(ii) Dive: A fast and downward movement, often sudden.

(iii) Soar: A fast, upward movement, often high and with sustained motion.

(iv) Swoop: A fast movement, typically downward and then upward again, often sudden.

(v) Circle: A movement going round and round, maintaining a steady path.

4. The poet has used expressions like— 

Up in the air; look right down; stay up there; stand and stare.

(a) Read how these expressions are used in the poem. 

Ans: Sage of Expressions in the Poem:

(i) Up in the air: “Up in the air/See the kites fly.”

(ii) Look right down: “What fun it would be/To look right down,/Over the park/And the rooftops of town.”

(iii) Stay up there: “I would climb on a kite/And sail up there.”

(iv)  Stand and stare: “The people below/Would stand and stare,/And wish they were me/High, high in the air.”

(b) In pairs, make sentences using these expressions. Discuss with your teacher and then write in your notebooks.

Ans: Do yourself.

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. (refer to page 163 for transcript)

(a) Kite Festival is celebrated during the month of June.

Ans: January.

(b) The International Kite Festival is named Uttarayan in Eastern India. 

Ans: Western India.

(c) Uttarayan is mainly celebrated in Gujarat, but also in Maharashtra and Telangana.

Ans: Rajasthan.

(d) During the Kite Festival, we can see kites of different shapes, sizes and colours.

Ans: Correct.

(e) In Karnataka, the Tourism Department organises the kite festival every year.

Ans: Correct.

(f) The Punjab region celebrates Basant Panchami and Baisakhi by flying kites.

Ans: Correct.

(g) People of India also enjoy flying kites on Earth Day.

Ans: Incorrect. (Kite flying is popular on Makar Sankranti, Independence Day, and Basant Panchami, not Earth Day.)

Share a kite-flying experience with your classmates. If you have not flown a kite yet, share an experience of watching kites fly. Give details— Where? When? Why? How? Speak in complete sentences.

Ans: Do yourself.

1. Imagine yourself as a kite. In pairs, first discuss all the following hints.

(i) What shape of kite are you? What colours do you have? What other parts of yourself are you happy about?

Ans: I am a diamond-shaped kite, the classic and elegant form that gracefully glides through the air.

My body is a vibrant mix of blues and greens, with a golden tail that sparkles in the sunlight.

I am proud of my long, fluttering tail that adds to my stability and beauty in flight.

(ii) Where are you? Who do you belong to? What activities do you do? Who are your friends?

Ans: I am often found soaring in the open skies above a lush, green park.

I belong to a young child named who loves to fly me on weekends and during festivals.

I enjoy dancing with the wind and competing with other kites.

(iii) Do you have any message for humans?

Ans: Message for Humans: Friends, I want to remind you to find joy in simple pleasures and to look up at the sky more often. Let the wind carry your worries away and embrace the freedom and beauty that nature offers.

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

Ans: I am a kite, soaring high in the vast blue sky, dancing with the wind. The stronger the breeze, the higher I rise, feeling free yet tethered to the earth by a thin string. Children cheer as they guide me, and I twist and turn with joy. Sometimes, the wind carries me too far, and I break free, drifting aimlessly until I land on a tree or rooftop. Though my journey is short, I bring happiness to those who fly me. I may be just paper and string, but for a moment, I touch the sky like a bird.

1. The mention of kites exists in ancient Indian texts. It can be found in the poetry of the thirteenth-century Marathi saint and poet, Namadeva. In his poems or gathas, he called a kite a gudi, and there is a mention that the kites were made from kaagad (paper).

2. Have a look at some of the different types of kites. Choose which one is commonly seen.

Ans: Diamond – Shaped Kite.

(a) Find out the steps to make a kite.

Ans: The steps to make a kite are mentioned below:

(i) Prepare the Frame using wooden dowels or bamboo sticks.

(ii) Attach the Frame to the Kite Material and secure it with glue or tape, ensuring the material is taut and well-attached to the frame.

(iii) Make a small hole at the top and bottom of the vertical stick and the ends of the horizontal stick.

(iv) Add the String.

(v) Cut a piece of cloth or ribbon to use as the tail.

(vi) Use markers or paint To decorate your kite with patterns, colors, or a message.

(b) Follow the steps and create your own kite. Get it to school to show your teacher and classmates. 

Ans: Do yourself.

(c) Write a message on the kite. For example: Happy Independance Day.

Ans: “Fly High, Dream Big!”.

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

Ans: 

1. 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.

(a) Choose the correct option to fill in the blank.

‘Unlike other children’ means that Ila was _____________. (unaware/different/simple)

Ans: Different.

(b) What could Ila have felt when she could not join others in things they did? 

Ans: Ila felt that was why she could not play with them. She also thought to draw with chalk when others can do it.

(c) Complete the following with a suitable reason.

Ila could not draw figures on the slate because ___________.

Ans: She was born with her hands hanging loose by her sides.

2. What creative ways did Ila and her family use to overcome the challenges she faced?

Ans: They taught her to create many beautiful patterns using her feet despite her physical challenges.

3. How did ‘new independence’ help Ila?

Ans: The “new independence” Ila achieved through her embroidery skills not only transformed her economic status but made her happy and proud as well.

4. Why was the first state exhibition an important event in Ila’s life?

Ans: The first state exhibition was a pivotal moment in Ila’s life as it not only showcased her talent but also opened doors to new opportunities, enhanced her reputation, and contributed to her personal and professional growth.

5. What does the sentence, ‘art has the power to rise above physical boundaries and touch the soul’, tell us about the power of art?

Ans: The sentence tells that art is not merely decorative or entertaining but holds the profound ability to transcend physical, cultural, and temporal barriers connecting humanity on a deeper, emotional level.

6. How can we be helpful and encouraging like Ila’s family and friends when someone faces challenges?

Ans: We must offer encouragement and remind them that setbacks are a part of life and can be overcome with time and effort.

7. How can Ila’s story help others to overcome challenges in their lives?

Ans: Through her journey, Ila discovered her talents, gained independence, and found fulfillment in doing what she loved. Her story encourages others to explore their own interests, strengths, and abilities as a pathway to personal empowerment.

1. Read the words from the text given in Column A. Then, try to understand what they mean by reading the sentences in Column B. Now, match the word to its correct synonym in Column C. There are two extra synonyms given. You may refer to the dictionary.

Ans: 

2. Unscramble the antonyms of the words in Column A. An example has  been given for you.

Use these antonyms in sentences of your own. 

Ans: 

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

• You will see lots of bright colours.

• There are many lovely things like cushions and bedcovers.

• They taught her to create many beautiful patterns using her feet!

• She learned many styles.

• She received many awards.

(a) The highlighted words tell us about the quantity. Choose what the words show. 

(i) Unmentioned quantity.

(ii) Large quantity.

Ans: The highlighted words are lots, many, many, many, many.

These words indicate a large quantity.

(b) Let us now understand what words of quantity tell us. 

Fill in the blanks to complete an example for each word of 

quantity. Hints are given in the brackets.

Now, create two sentences for each word of quantity (i-vi), and share them with your teacher and classmates. 

Ans: 

Sentences for each word of quantity:

(i) Many.

We saw many birds flying in the sky.

There are many books on the shelf.

(ii) Much.

How much sugar do you need for the recipe?

There Isn’t much time left to finish the project.

(iii) Some.

I need some help with my homework.

Can you give me some advice on this matter?

(iv) A few.

I have a few friends coming over for dinner.

There are only a few cookies left in the jar.

(v) Little/Some.

I have little patience for rudeness.

She has some experience in teaching.

(vi) Some.

I ate some pasta for lunch.

There is some water in the bottle.

You will listen to a talk about Kathiawar embroidery. As you listen, circle the correct option. (refer to page 164 for transcript)

(a) Form.

(i) Old.

(ii) New.

Ans: (i) Old.

(b) Colours.

(i) Soft.

(ii) Bright.

Ans: (ii) Bright.

(c) Stitches.

(i) Running stitch.

(ii) Chain stitch. 

Ans: (ii) Chain stitch.

(d) Seen on.

(i) Children’s caps.

(ii) Pants.

Ans: (i) Children’s caps.

(e) Things used. 

(i) Small mirrors.

(ii) Shapes of buttons.

Ans: (i) Small mirrors.

(f) Designs.

(i) Elephants and horses.

(ii) Squares and triangles.

Ans: (i) Elephants and horses.

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

(a) Look at two examples.

Where were you born? 

Did you go to school?

The Yes/No questions use a rising tone at the end.

Ans: Do yourself.

(b) Speak the example questions aloud as a peer activity at least five Times.

Ans: Do yourself.

(c) Now, take turns to ask your questions to another classmate. Speak clearly and with the correct rising tone as shown in (a).

Ans: Do yourself.

1. Does anyone in your family or neighbourhood do embroidery? Find out what type of embroidery they do and how they learnt it.

Ans: Do yourself.

2. Try a simple stitch on cloth with the guidance of a family member.

Ans: Do yourself.

3. Visit the given link to find out about embroidery types from different parts of India. Share with your teacher and classmates which one you liked the most and why.

Ans: Do yourself.

National War Memorial, New Delhi (राष्ट्रीय समर स्मारक, नई दिल्ली) was established in February 2019. It is a national monument built by the Government of India in honour of our brave soldiers.

Ans: The National War Memorial in New Delhi, India, is a monument dedicated to honoring the soldiers of the Indian Armed Forces who have given their lives in service of the nation. It was inaugurated on February 25, 2019. The memorial is spread over 40 acres and consists of four concentric circles: the Amar Chakra (Circle of Immortality), the Veerta Chakra (Circle of Bravery), the Tyag Chakra (Circle of Sacrifice), and the Rakshak Chakra (Circle of Protection). The names of over 25,000 soldiers are inscribed on the memorial walls.

1. Read the poem aloud.

Ans: Do yourself.

2. Recite the poem with your classmates and teacher.

Ans: Do yourself.

3. Remember the poem.

Ans: Do yourself.