Class 6 English

Chapter 5 Solutions — Culture and Tradition

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Overview

Step-by-step NCERT solutions for Culture and Tradition (Chapter 5, NCERT Class 6 English) — every question and answer worked out in full, not just the final result. You can also read the Culture and Tradition textbook chapter.

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What these solutions cover

All 45 questions in Culture and Tradition are solved in the PDF. Here's what's inside, exercise by exercise:

Let us discuss — Hamara Bharat: Incredible India!

What has Bharat always been known for?
What is attractive about Bharat?
What is special about the fact that the people live here in unison?
What geographical features does the passage mention?
What is the advice given to everyone?

Let us discuss — Kalakritiyon ka Bharat (Art Forms Table)

On the basis of what the speakers said about the art forms, complete the table given below. Name of the child | State | Art form | Things needed Akanksha | ? | Aipan | ? Priyaranjan | ? | Dhokra | clay, brass scrap, wax, fire Chitra | ? | Coconut shell craft | ? Balamurali | Andhra Pradesh | Kondapalli | ?

Let us think and reflect — Kalakritiyon ka Bharat

Fill in the blanks to complete the following sentences. 1. The designs for Aipan are taken from ________________ and ________________.
Fill in the blank: Dhokra metal craft is very old because it is ________________ old.
Fill in the blank: A base is needed for coconut shell craft to make it ________________.
Fill in the blank: Soft wood, ________________ and colours are used to make Kondapalli toys.
Why does Akanksha's family make Aipan?
In Dhokra, why does wax come out of the small openings?
What is common in the toys made in Balamurali's village and coconut shell craft in Kerala?

Let us learn — Kalakritiyon ka Bharat

Priyaranjan, Chitra and Balamurali use sequencing words to show the order of making their art. Use some of these words (to begin, next, first, finally, then, at last, after that) to complete the paragraph below. Use each word only once. How I Get Ready for School 1. ____________ I get up and go to take a shower. 2. ____________, I wear my school dress. 3. ____________, I eat my food. 4…
The children from different states use the first form of the verb to show something that happens regularly (present tense). With he, she, and it, -s/-es is added. Make five sentences using the words in the table below. Use -s/-es wherever necessary. (Pronouns: I, You, We, He, She, It, They; Verbs: ask, know, tell, draw, make, practise, speak; Sentence parts: how to dance / questions to…

Let us discuss — The Kites (Poem)

Read the poem silently and mark the given statements as True or False. 1. The child is looking at the kites. 2. The kites look like birds of different colours. 3. It was a rainy day. 4. The child wants to be like a kite. 5. The child wishes to climb on a kite. 6. The kite is made of cloth and plastic. 7. The child wants to ride the kite. 8. The child knows they would have fun. 9. The child wants…
Complete the following sentences. 1. 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 ______________. 2. 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…
Find a set of words from the poem that begin with the same consonant sound (alliteration). Stanza 1: Which consonant sound do both words begin with? Stanza 3: Which consonant sound do both words begin with?
In the last stanza, the two words that the poet repeats are __________, __________ to tell us that the kite is flying __ __ __ y high.
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.

Let us think and reflect — The Kites (Poem)

Read the given lines from the poem … 1. Circle the word that does not share the same feeling as 'fun': joy, excitement, care, happiness.
Which line tells us that the poet was somewhere above?
Choose the scene the child saw (from options i, ii, iii, iv — the child on the kite looking down over a park and rooftops of a town).
How does the poet describe the kites in the first two lines?
Why does the child say that they have to climb a tree first to get onto the kite?
What are the songs that the child hears when flying atop the kite?
Why did the people look up at the child and stare? If you looked up and saw that, what feelings would you have?
If you were the kite carrying the child high up in the air, what would you tell them?

Let us learn — The Kites (Poem)

Look at the picture of the kite and complete the given conversation by filling the blanks with some 'parts of a kite' (Nose, Spine, Cover, Kite line, Tail, Reel). Bina: I like the long t_ _ _ at the end of my kite. What is your kite like? Saroj: My kite's c_ _ _ _ _ is bright. The s_ _ _e is black. Bina: Oh wonderful! My kite's l_ _ _ is attached to the r_ _ l that wraps it. I really like it…
The poet uses the words 'fly' and 'drift' to tell us about the kite's movement. Circle the words that match with the 'drift' movement (choose more than one): slow, fast, quick, downward, round and round, float, upward.
Study some other words about the kite's movement and share what type of movement they show: glide, dive, soar, swoop, circle.

Let us discuss — Ila Sachani: Embroidering Dreams with Her Feet

Read the paragraphs and write the main idea for each. Then, match the main idea with two supporting details. Paragraph 1: Introduction to Ila Sachani's colourful embroidery. Paragraph 2: Early challenges and family support. Paragraphs 3–9: (Find main ideas and two supporting details each.)

Let us think and reflect — Ila Sachani: Embroidering Dreams with Her Feet

Read the following lines … 1. Choose the correct option to fill in the blank: 'Unlike other children' means that Ila was _____________. (unaware / different / simple)
What could Ila have felt when she could not join others in things they did?
Complete the following with a suitable reason: Ila could not draw figures on the slate because ___________.
What creative ways did Ila and her family use to overcome the challenges she faced?
How did 'new independence' help Ila?
Why was the first state exhibition an important event in Ila's life?
What does the sentence 'art has the power to rise above physical boundaries and touch the soul' tell us about the power of art?
How can we be helpful and encouraging like Ila's family and friends when someone faces challenges?
How can Ila's story help others to overcome challenges in their lives?

Let us learn — Ila Sachani: Embroidering Dreams with Her Feet

Match the word to its correct synonym in Column C. Column A (words from text): tiny, wonderful, quiet, task, tough Column C (synonyms): silent, work, happy, small, difficult, fantastic, dangerous
Unscramble the antonyms of the words in Column A. Example: display – E D I H (HIDE) 1. tiny – E G H U 2. wonderful – R E E B L I T R 3. quiet – I Y N S O 4. task – S I A E M T P 5. tough – SEYA
3.
Read the sentences from the text with the highlighted words (lots of, many, much, some, a few, a little, etc.) … 1. The highlighted words tell us about the quantity. What do the words show?
- (i) Unmentioned quantity, or
- (ii) Large quantity? 2. Fill in the blanks to complete an example for each word of quantity. Hints given in brackets.
- (i) We saw ______ buses on the road. (countable noun)
- (ii) How ______ milk do you want? (uncountable noun)
- (iii) There is ______ milk needed. (uncountable noun)
- (iv) I need ______ examples. (countable noun)
- (v) I have ______ energy left. / She picked ______ flowers. (countable and uncountable nouns)
- (vi) I ate ______ rice. (uncountable noun)

Let us explore

Read the passage about the Ek Bharat, Shreshtha Bharat programme. What is the aim of this programme and what is its vision?

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