Students prefer Class 4 English Santoor Solutions Unit 2 My Beautiful World Chapter 6 Braille Class 4 Questions and Answers that are written in simple and clear language.
Class 4 English Chapter 6 Braille Question Answer
Class 4 English Braille Question Answer
Class 4 Braille Questions and Answers
Let us Think (Page 58)
A. Answer the following.
Question 1.
Describe the Braille alphabet.
Answer:
The Braille alphabet is a system of raised dots representing each letter of the English alphabet. It allows blind people to read through touch.
Question 2.
Why was ‘Night Writing’ not a success?
Answer:
‘Night Writing’ was too difficult for soldiers to use because its raised dots and dashes were complex.
Question 3.
What did Louis Braille do to make reading easier for the blind?
Answer:
Louis Braille simplified ‘Night Writing’ and created the Braille alphabet, making it easier for blind people to read.
B. Think and discuss.
Question 1.
You may have seen people with blindness walking with a white cane. Why is the cane always white-coloured?
Answer:
The white cane is a universal symbol of blindness. Its bright colour makes it visible to others, ensuring safety and recognition.
Question 2.
Imagine that the world becomes dark for a day and there is no light. What difficulties might one face on such a day?
Answer:
Possible difficulties:
- Unable to see objects, people, or dangers.
- Difficulty in moving around or performing daily tasks.
- Increased reliance on touch/sound, which may be slower or less accurate.
Let us Speak (Pages 58-59)
Close your eyes. Pick an object. Keep the object back. Now complete the sentences and share them with the class.
1. The object in my hand was _____ in shape.
2. The object in my hand was _____ (longer/shorter) than my forefinger.
3. The object in my hand was a ____ .
Now add two more lines to describe the object.
Answer:
1. The object in my hand was round in shape.
2. The object in my hand was longer than my forefinger.
3. The object in my hand was a spoon.
4. Additional Lines to describe the object are:
- It felt smooth and cold.
- It made a tinkling sound when dropped.
Let us Listen (Page 59)
Answer:
Students to repeat the words after the teacher.
Let us Write (Pages 60-63)
A. Write these words using the Braille alphabet. You can paste “bindis”. One is done for you.
Answer:
(Note: The Braille alphabet chart is provided in the story. Students should refer to it to create the Braille words.)
5. Write your name in Braille.
Answer:
Student’s individual response based on their name. For example:
B. Louis Braille lost his eyesight in an accident.
Some time ago, a newspaper reported that a child lost one eye while lighting firecrackers.
List the precautions that should be taken to protect eyes from harm.
Answer:
Some precautionary methods that should be taken to protect eyes from harm are:
- Always wear protective goggles when working with sharp tools.
- Never play with dangerous objects like knives or scissors.
- Keep a safe distance while lighting firecrackers.
- Avoid touching or rubbing eyes with dirty hands.
- Read in proper light to avoid straining your eyes.
C. Read the following sentences and notice the underlined words.
- Long ago, in France, a little boy named Louis Braille was playing near his home.
- The cats were sleeping when I reached home.
- Sameer was playing hopscotch last evening.
All the above sentences are examples of events that started in the past and continued for some time.
If the sentence is about one person, animal or bird, we use ‘was + action word + ing.’
Example: The student was writing in his notebook.
If the sentence is about more than one person, animal or bird, we use ‘were + action word + ing.’
Example: The students were writing in their notebooks.
The following sentences describe actions in the present. Change them to the past as shown in the examples.
Answer:
Grammar rulefrom text:Use “was / were + verb + ing”for past continuous.
| Present | Past Continuous |
| 1. I am sleeping. | I was sleeping. |
| 2. The dogs are barking at the stranger. | The dogs were barking at the stranger. |
| 3. Grandfather is searching for his spectacles. | Grandfather was searching for his spectacles. |
| 4. Sheeba is writing a letter. | Sheeba was writing a letter. |
| 5. He is singing a song. | He was singing a song. |
| 6. We are playing kho-kho. | We were playing kho-kho. |
| 7. The man is using his hands to push his wheelchair. | The man was using his hands to push his wheelchair. |
D. Look at the picture story.
Now fill in the blanks from the suitable options.
Answer:
My friend Tarandeep told me an interesting thing yesterday. She was feeding her friends, the squirrels and the sparrows. She was scattering grains for them.
Her grandmother was hanging out the clothes to dry on a clothesline. Grandmother was entering the house when a strong wind began to blow.
When she returned with the clothes pegs, she saw a wonderful scene! The sparrows and squirrels were sitting on the clothes to prevent them from falling. Tarandeep was clapping her hands with joy. Grandmother put the pegs on the clothes, and Tarandeep set down a bowl of water for her friends.
Let us Do (Page 64)
1. Take a piece of paper. With the help of a matchstick, or the back of a pencil, press hard on the paper to ‘draw’ a circle, a plus sign, or a letter of the alphabet. Now, close your eyes, turn the page over, and run your finger on the raised surface on the paper. Can you make out what the shape or outline is? Now, try the same activity with your friend. You may also use white clay for the same.
Answer:
Students activity. Students to try to recognise simple shapes (circle, square, triangle) or letters through touch.
- Example identification:
- “I felt a round shape – it was a circle.”
- “The shape had straight lines meeting at corners – it was a square.”
2. There are some children with low vision. (e.g., wearing thick glasses or holding a book too close to their eyes). Being a classmate and friend, how can you assist them?
For example:
Bringing a printout of a paragraph with large fonts to help them read.
Answer:
Helpful ideas:
- Large Print Materials: Provide books/notes with bigger fonts.
- Seating Arrangement: Ensure they sit near the board.
- Verbal Descriptions: Explain visuals/diagrams aloud.
- Assistive Tools: Use magnifying glasses or screen readers.
- Peer Support: Offer to be their “buddy” for classroom activities.
Example:
“I can help by reading aloud what’s written on the board and sharing my notes in large print.”
Let us Explore (Page 64)
Find out about the nearest resource centre for people with blindness.
Answer:
This is a research-based activity. Below is a guided framework for students to structure their findings.)
1. Name of Resource Centre:
- “National Association for the Blind (NAB), Delhi”
2. Location:
- “Raja Garden, New Delhi – 110015”
3. Services Offered:
- Braille book libraries
- Mobility training (white cane use)
- Computer training with screen readers
- Vocational training (e.g., candle making, handicrafts)
4. Contact Information:
- Phone: 011-2545-XXXX
- Website: www.nabindia.org
5. How to Help:
- Donate old Braille books
- Volunteer to read aloud for audio recordings
- Organise awareness campaigns in school
Suggestive Response:
“I found the ‘All India Confederation of the Blind’ in Jaipur. They teach Braille and provide free white canes. Contact: 0141-271-XXXX.”