Kerala Syllabus Class 6 English: Unit 03 Embracing Differences: Lesson 01 - Six Dots - Questions and Answers | Teaching Manual | Teachers Handbook

Questions and Answers for Class 6 English Unit III Embracing Differences - Lesson 01 Six Dots | Text Books Solution English Unit 03 Embracing Differences  - Teaching Manual | Teachers Handbook. ഈ അധ്യായത്തിന്റെ Teachers Handbook, Teaching Manual എന്നിവ ഡൗൺലോഡ് ചെയ്യാനുള്ള ലിങ്ക് ചോദ്യോത്തരങ്ങളുടെ അവസാനം നൽകിയിട്ടുണ്ട്. 

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Std 6 English Unit III Embracing Differences - Lesson 01 Six Dots - Textual Questions and Answers & Activities
Embracing Differences - The Doorway
1. Look at the signs below. 
♦ What do these signs mean?
1️⃣ Person with a walking stick - Support for people with visual impairments—this shows that the place is friendly for those who are blind or have low vision.
2️⃣ Ears with sound waves - Help for people with hearing difficulties, like hearing aids or sound systems.
3️⃣ Hands making a gesture - Sign language support—shows that communication help is available for those who use sign language.
4️⃣ Person in wheelchair - Mobility support—ramps, lifts, and easy access for people who use wheelchairs or have trouble walking.

♦ Why do you think these signs are important in public places? Discuss.
• The signs help people with disabilities locate services and facilities that meet their needs
• They remind everyone that people have different needs and abilities.
• They encourage empathy and understanding in the community.
• When people with disabilities see these signs, they feel more comfortable and confident navigating public spaces independently.
• Clear signage can direct people to appropriate facilities quickly in emergencies or confusing environments.

Six Dots
1. What caused Louis to lose his sight?
Louis lost his sight after an eye injury while playing with a sharp tool, which led to a serious infection that spread to both eyes. By the age of five, he was completely blind.

2. What sounds did Louis hear when he sat by the window?  
When Louis sat by the window, he trained his ears to hear the world around him. He heard the clang and bang of Papa in his shop, the swoosh and swish of ladies’ skirts, the clamp and stomp of marching soldiers, and the growls and barks of the neighbour’s angry dog. These sounds helped him understand and imagine the world he could no longer see.

3. How did Louis’ brother, sisters and Papa help him read?
Louis’ brother taught him to whistle so he could hear echoes and avoid obstacles. His sisters made a straw alphabet for him to feel and read with his fingers. Papa created letters using leather strips and nails, helping Louis learn by touch.

4. How did Louis learn to experience the world around him without sight?
Louis learned to experience the world through his other senses—especially touch, hearing, and smell. He listened to sounds like footsteps and barking dogs, felt letters made of straw and leather, and learned to recognize trees by their bark and flowers by their scent. These senses helped him explore, learn, and imagine the world beyond sight.

5. How did Louis initially learn to ‘read’ at the Royal School for the Blind?
Louis initially learned to ‘read’ at the Royal School for the Blind by tracing large raised letters on a wooden board with his fingers. These letters were similar to the ones his Papa had made at home.

6. What was the major challenge Louis faced at the Royal School for the Blind?
The major challenge Louis faced at the Royal School for the Blind was that the books for blind students had very large raised letters, making them slow and difficult to read. Each page could hold only a few words, so learning was limited and frustrating. 
7. What was peculiar about the French army captain’s code?
The French army captain’s code was peculiar because it used patterns of raised dots that could be read by touch, not by sight. Instead of letters, each dot pattern stood for a sound, like “ou” or “ch,” which made it useful for sending secret messages during war. 

8. How was the code different from the normal alphabet?
The French army captain’s code was different from the normal alphabet because it used patterns of raised dots to represent sounds, not letters. Instead of spelling words letter by letter, each dot pattern stood for a sound like “ou” or “ch,”.

9. What was special about the new code?
The new code Louis Braille created was special because it used just six small dots arranged in two columns to represent each letter of the alphabet. It was simple, fast, and easy to read by touch, allowing blind people to read and write just like everyone else. 

10. How did the other students react to Louis’ new system?
The other students were thrilled with Louis’ new system. They found it easy to learn and fast to use, and were excited that they could finally read and write like everyone else. 

♦ Activity 1
1. Read the following extract from the story.
The infection spread to my other eye, until I could see nothing at all. 
No trees or sparrows. No faces. No loaves of bread.
a.  What would be the thoughts that passed through Louis’ mind when he lost his eyesight?
• "How can I read?"
• "I cannot see my parents."
• "Will I ever walk alone?"
• "Why did this happen to me?"

b. Write Louis’ thoughts in a paragraph.
I wonder how I can read without my eyes. I cannot see my parents’ faces or the world outside my window. Will I ever walk alone without stumbling or fear? Why did this happen to me? Why did the light vanish from my life? Everything feels lost, but maybe there’s still a way to learn, to explore, and to hope.

♦ Activity 2
2. At the School for the Blind, a guide led Louis to the school library.
Discuss in groups how visually challenged children in your school can be guided to find their way. Write down the directions.
• Go straight from the gate until you reach the main building entrance.
• Turn left and walk along the corridor.
• Count 10 steps forward, then turn right near the notice board.
• Follow the wall with your hand gently touching the railing.
• Stop when you feel the mat under your feet—that means you’re near the library door.
♦ Activity 3
3. Read the following sentences from the story.
  “I’m sorry”.
  But I didn’t want people to feel sorry for me.
Did you notice any word with an apostrophe here? Can you underline such words?
I’m is the short form of I am.
Didn’t is the short form of did not.
They are called contracted forms.
Contracted forms are shortened ways of writing two words together. We use an apostrophe to replace the missing letter or letters.
a. Now, let’s read the story again. Find out the sentences with contracted
forms and write them in the space provided.
• “You’re too careless, Louis”, Papa cried in distress.  
(You're - You are)

• I couldn’t keep them away. 
(couldn’t - could not)

• I didn’t mean to make things worse.
(didn't - did not) 

b. Neenu is looking for words that can be contracted in the following sentences. Can you help her find them, and write them below? One has been done for you.
• Tomorrow, they will go on holiday.
  Tomorrow, they’ll go on holiday.

• As planned, we are going to the beach in the evening.
As planned, we're going to the beach in the evening.

• The children were excited! They had never seen such a beautiful festival.
The children were excited! They'd never seen such a beautiful festival.

• I have always wanted to visit the backwaters.
I've always wanted to visit the backwaters.

• Where is the school located?
Where's the school located?

♦ Activity 4
4. Dr. Pignier introduced a new pattern of codes. Louis could read the message by touch. He felt excited. 
 Imagine that Louis were living in our times. He rang up his father at night. Write a possible telephonic conversation between Louis and his father.
Father: Hi, Louis! It's pretty late. What’s going on?
Louis: Dad, I just had to tell you something amazing!
Father: You sound thrilled! What happened?
Louis: Dr Pignier showed a new pattern of codes today. I could read the message by touch!
Father: Really? You mean you could understand it without seeing?
Louis: Yes! It was incredible. I felt the dots and read the words.
Father: That’s wonderful, Louis. I can hear the excitement in your voice.
Louis: I finally feel like I can learn and read like everyone else. 
Father: Louis, I’m so proud of you. 
Louis: Thank you, Papa. 

♦ Activity 5
5. Here is a news report that appeared in one of the leading dailies. Read it carefully.
What does the news report tell you?

a) What was the invention?
The invention was a new alphabet using raised dots that can be felt by fingers to help visually challenged people. 

b) Who invented it?
Louis Braille, a 15-year-old student, invented it.

c) Where was it invented?
It was invented at the Royal School for the Blind in Paris.

d) Why is it important?
It allows visually challenged people to read and write independently, making education and communication more accessible. 
♦ Activity 6
6. Imagine you are going to visit Louis Braille. What would you ask him about his inspiration, challenges, and the influence of his invention? Write down a few questions to ask him.
• What was the inspiration behind your invention? 
• What challenges did you face while developing the Braille system?
• How did you stay motivated during times of illness or difficulty?
• Did you ever imagine your invention would help millions of people around the world?
• What message would you give to young people facing obstacles today?

♦ Activity 7
7a. Look at the invitation card below and identify the details.
b. Your school is arranging a programme to observe the birth anniversary of the famous scientist Dr C. V. Raman. Prepare an invitation card to inform the public about the event.


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