NCERT Solutions for Class 4th English Chapter 6 Two activities to do yourself — Let us Do
Book page 64 Updated on2026-09-19
Q1.
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
This is a making and feeling activity. Do it yourself — that is the only way to learn what it teaches.
What to do:
Put your sheet of paper on something soft — a folded cloth, a newspaper or a rubber mat. Not on a hard table.
Hold the back of a pencil, or a matchstick, upright. Press hard and draw a circle, a plus sign or one letter. Do not tear the paper.
Turn the paper over. The line you pressed in now stands up on this side.
Shut your eyes. Run one fingertip slowly along the raised line.
Say aloud what you think the shape is. Then open your eyes and check.
Now do it with a friend. One of you presses a shape, the other reads it with eyes shut.
What the Let us Do activity looks like. You press a shape into the paper from the front. On the back, the same shape stands up as a raised line that your finger can feel.
What you should find (this is the part to keep):Yes, you can make out the shape. A simple shape with few lines — a circle, a plus sign, the letter L or T — is easy to feel. A shape with many curves close together, like the letter g, is much harder.
Why it works: Your fingertip has thousands of tiny feelers in the skin. They cannot see, but they notice the smallest bump. When you press the front of the paper, the back rises. Your finger follows that raised line the way your eye follows a drawn line.
The link with the chapter: This is exactly how Braille is read. That is also why Braille uses only dots and keeps them a little apart — marks that are too close together feel like one blur.
With white clay: Roll six tiny balls of clay. Press them onto card in the six dot places of a Braille cell, leaving out the ones that must stay flat. You have made a letter you can really feel.
Q2.
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
The book gives you one example — a printout in large letters. Here are more, of the same practical kind.
In the classroom
Offer them a seat in the front row, near the board and near the window light.
Read out aloud whatever the teacher writes on the board.
Give them a copy of the notes in large, clear letters, with dark ink on white paper.
Do not stand in front of the board or the light while they are reading.
Around the school
Keep the walking path clear — push in chairs, move bags off the floor.
Never move their things without telling them. They remember where each thing is kept.
Say your name when you come near, so they know at once who is speaking.
Walk with them on the stairs and tell them when a step is coming.
How to be a friend
Ask first: “Would you like some help?” Then help in the way they ask for.
Pick them for your team, your project and your games.
Never tease anyone about thick glasses or about holding a book close.
Model written answer: I can give my friend a printout of the lesson in large letters. I will let him sit in the front row and read out what the teacher writes on the board. I will keep the path clear and never move his things. I will always ask him first before helping him.
Why “ask first” matters: A classmate with low vision does most things perfectly well on his own. Help that is pushed on someone is not help. Help that is asked for is.