Travel

Given: A word web on the theme 'Travel' is to be completed.

Approach: Think of all words, ideas, and concepts associated with travel.

Sample Word Web (spokes radiating from 'Travel'):

- Modes of transport: train, bus, aeroplane, ship, car, bicycle
- Places: hill station, beach, forest, city, village, heritage site
- Things to carry: luggage, passport, ticket, map, camera
- Feelings: excitement, curiosity, adventure, joy
- Activities: sightseeing, trekking, swimming, photography
- People: co-passengers, guides, locals, fellow travellers

*(Students should fill the word web with as many relevant words as possible in the given diagram.)*

Answer: We will travel to the adventure camp by bus. Our school will arrange a special bus that will pick us up from school early in the morning. If the camp is far away, we might also travel partly by train and then take a bus or jeep to reach the campsite.

Answer: I will take the following things along to the adventure camp:

1. A backpack with a change of clothes
2. A water bottle and some snacks
3. A torch and extra batteries
4. A first-aid kit
5. Sunscreen and insect repellent
6. A notebook and pen
7. Comfortable shoes and a raincoat
8. A sleeping bag or blanket
9. Personal hygiene items (toothbrush, soap, etc.)
10. A camera to capture memories

Answer: I would like to go to the adventure camp because it will give me a chance to step out of my daily routine and experience nature closely. Adventure camps help build confidence, teamwork, and leadership skills. I will get to learn new activities like rock climbing, trekking, and camping. It will also be a wonderful opportunity to bond with my classmates and make lasting memories.

Answer: At the adventure camp, I would like to do the following activities with my friends:

1. Trekking through forest trails
2. Rock climbing and rappelling
3. Camping under the open sky
4. River crossing or zip-lining
5. Bonfire and storytelling at night
6. Nature walks and bird watching
7. Team-building games and obstacle courses

Answer: I think the adventure trip will take about three to five days to complete. The first day will be spent travelling to the campsite and settling in. The next two to three days will be filled with various adventure activities. The last day will be for packing up, a farewell bonfire, and travelling back home. A trip of this duration would give us enough time to enjoy all the activities without feeling rushed.

Answer (Points for discussion):

People enjoy train journeys for many reasons:

1. Scenic views: Trains pass through beautiful landscapes — mountains, rivers, fields, and forests — that cannot be seen from aeroplanes.
2. Comfortable and spacious: Trains offer more space to move around compared to cars or buses.
3. Meeting new people: Train journeys provide an opportunity to interact with co-passengers from different backgrounds and cultures.
4. Affordable: Train travel is generally more economical than air travel.
5. Sense of adventure: The rhythmic sound of the train, the changing scenery, and the feeling of being on the move create a sense of excitement and adventure.
6. Relaxing: One can read, listen to music, or simply watch the world go by, making it a relaxing experience.
7. Food: Enjoying local snacks and meals served on trains is a unique experience.
8. Nostalgia: Many people associate train journeys with childhood memories and family trips.

Given: Three main ideas are to be matched with the correct stanza numbers.

Answer:

1. At night, the speaker imagines the train and hears its engine in the quiet. → Stanza (iii)
2. The speaker feels a strong desire to take any train, no matter where it goes. → Stanza (ii)
3. The speaker hears the train whistle during the day, even though the train is far away. → Stanza (i)

Given: Rhyming words from each stanza are to be identified.

Answer:

1. Stanza (i): away – day
2. Stanza (ii): make – take (or the rhyming pair in stanza ii based on the poem's text)
3. Stanza (iii): by – sky (or the rhyming pair in stanza iii based on the poem's text)

*(Note: The exact rhyming words depend on the full text of the poem. Students should identify the end words of lines that sound alike in each stanza.)*

Answer: Option 3. ABAB

Justification: In the poem 'Travel', the first and third lines of each stanza rhyme with each other (A), and the second and fourth lines rhyme with each other (B). This alternating pattern of rhyme is called the ABAB rhyme scheme.

Answer: The word 'shrieking' personifies the whistle of the train.

Explanation: 'Shrieking' is a word typically used for a person or living being crying out loudly. By using it for the train's whistle, the poet gives the train a human-like quality, which is called personification.

Answer: The words that best describe the poet's tone in this poem are:

- Excited
- Enthusiastic
- Joyful
- Thoughtful

Justification: The poet expresses a deep longing and excitement for travel. The repeated desire to board any train 'no matter where it's going' shows enthusiasm and joy. The reflective lines about friends and the night show a thoughtful side. The overall tone is one of eager anticipation and delight.

Answer: The train symbolises:

2. adventure and 4. opportunities

Justification: The poet's eagerness to board any train regardless of its destination shows that the train represents the spirit of adventure and the promise of new opportunities and experiences. It is not merely a mode of transport but a symbol of freedom and the unknown.

Answer: The poet repeats the line, '...there isn't a train goes by,' in all three stanzas to highlight the speaker's fascination with the train.

Justification: The repetition of this line in every stanza is a literary device called refrain. It emphasises that no train passes without catching the speaker's attention, showing how deeply fascinated and captivated the speaker is by trains and the idea of travel.

Answer: The common factor in both the busy day and the stillness of the night is the speaker's awareness of and longing for the train.

Explanation: Whether it is the loud, busy daytime when the train's whistle is heard from miles away, or the quiet night when the speaker imagines the train's glowing cinders and hears its engine, the train is always present in the speaker's thoughts. The speaker's fascination with the train remains constant regardless of the time of day. This longing for travel and adventure is the thread that connects both contrasting settings.

Answer: The following phrases from the poem are examples of imagery:

1. 'day is loud' *(given example — appeals to the sense of sound)*
2. 'cinders red on the sky' *(appeals to the sense of sight — we can picture the glowing red sparks against the dark night sky)*
3. 'engine steaming' *(appeals to the sense of sight and touch — we can visualise the steam rising from the engine)*
4. 'shrieking whistle' *(appeals to the sense of sound — we can hear the sharp, piercing sound of the whistle)*
5. 'miles away' *(creates a mental picture of vast distance)*
6. 'heart is warm' *(appeals to the sense of touch/feeling — creates an image of warmth and affection)*

*(Note: Students should refer to the actual poem text and select phrases accordingly. The above are based on commonly cited lines from Edna St. Vincent Millay's poem 'Travel'.)*

Answer: B. full of love

Justification: The phrase 'My heart is warm' is a metaphor that conveys a feeling of affection, happiness, and love. The speaker is expressing how the friendships made during travels fill her heart with warmth and joy. Options A, C, and D all suggest negative emotions, which are contrary to the positive, affectionate tone of the lines.

Answer: The speaker says that her heart is warm with the friends she makes during her travels. She values these friends deeply and feels great affection for them. She implies that these are wonderful, cherished friends who bring warmth and happiness to her life.

Answer: The line 'better friends I'll not be knowing' suggests that the speaker holds her current friends in the highest regard. She believes that no matter where she travels or whom she meets in the future, she will never find friends better than the ones she has now. This line conveys a deep sense of gratitude, loyalty, and appreciation for her present friendships. It also shows that travel, for her, is not just about places but also about the meaningful connections she makes with people.

Answer: The tone of the speaker in these lines is grateful.

Justification: The speaker expresses thankfulness for the friends she has made. The warmth she feels and her conviction that she will never find better friends shows a deep sense of gratitude for the relationships she has formed through her travels.

Given: The phrase 'cinders red on the sky' from the poem.

Answer: The phrase 'cinders red on the sky' tells us that at night, the train's engine throws out glowing red sparks (cinders) that light up the dark sky. This creates a vivid visual image of the train moving through the darkness, with its hot embers flying upward and glowing against the night sky.

It suggests that:
1. The train is steam-powered, as it produces cinders (burning coal particles).
2. The train is moving at night, and the glowing sparks make it visible even in the darkness.
3. The image conveys a sense of power, energy, and movement associated with the train.

Given: The train's whistle is referred to repeatedly in the poem.

Answer: The repeated references to the train's whistle are significant for the following reasons:

1. Symbol of longing: The whistle represents the call of adventure and travel. Every time the speaker hears it, it stirs a deep desire to travel.
2. Constant reminder: The whistle is heard both during the day (from miles away) and imagined at night, showing that the thought of travel never leaves the speaker's mind.
3. Personification: The 'shrieking' whistle gives the train a living, calling quality, as if the train itself is inviting the speaker to come aboard.
4. Emotional impact: The sound of the whistle evokes strong emotions — excitement, restlessness, and a yearning for freedom and new experiences.
5. Refrain-like quality: Just as the line about the train going by is repeated, the whistle acts as a recurring motif that reinforces the central theme of the poem — the irresistible pull of travel.

Given: The line 'no matter where it's going' from the poem.

Answer: The line 'no matter where it's going' reveals that the speaker has an unconditional and spontaneous love for travel. She does not care about the destination — what matters to her is the journey itself. This shows:

1. Freedom of spirit: The speaker is not bound by plans or destinations. She is open to going anywhere.
2. Adventurous nature: She embraces the unknown and is willing to explore without a fixed goal.
3. Restlessness: There is a sense of wanderlust — a deep, inner urge to keep moving and exploring.
4. Joy in the journey: For the speaker, the act of travelling is more important than where one ends up.

This attitude reflects the poem's central theme that travel is about the experience of freedom and discovery, not just reaching a destination.

Answer: No, I do not think the poet actually sees the train, though she may hear it from a distance.

Reasons:

1. Distance: In the first stanza, the poet mentions that the train's whistle is heard from 'miles away', suggesting the train is too far to be seen.
2. Night imagery: In the third stanza, the poet describes 'cinders red on the sky' and the sound of the engine at night. This suggests she is imagining or picturing the train rather than directly observing it.
3. Dreaming quality: The nighttime stanza has a dream-like quality, where the speaker lies still and listens, suggesting she is imagining the train's journey in her mind.
4. Longing, not observation: The overall tone of the poem is one of longing and desire. If the speaker could actually see the train, she would likely board it. The fact that she watches and listens from afar suggests the train remains out of reach.

Conclusion: The poet hears the distant whistle and imagines the train vividly, but she does not physically see it. The train exists more in her imagination and desires than in her direct experience.

Answer:

| Column 1 | Column 2 |
|---|---|
| 1. miles away | (v) The distance of the train from the speaker |
| 2. cinders red | (iv) The glow of the train's sparks lighting up the night sky |
| 3. heart is warm | (i) The speaker's affection for their friends |
| 4. day is loud | (iii) The busy and noisy atmosphere during the day |
| 5. engine steaming | (ii) The fast and powerful movement of the train |

Answer:

1. After meeting her old friend, her heart is warm with the joy of rekindled memories.
2. As I arrived at the railway station I could hear the engine steaming.
3. The marketplace is bustling, and the day is loud with the chatter of shoppers and vendors.
4. The bonfire glowed brightly, throwing cinders red into the dark night sky.
5. The sound of a train could still be heard miles away as the evening grew quiet.

Answer:

| Column 1 | Column 2 |
|---|---|
| 1. shouting loudly, often in anger or excitement | (iv) yelling |
| 2. crying out in fear or excitement | (vii) screaming |
| 3. crying loudly with grief or sorrow | (i) wailing |
| 4. making a high-pitched, piercing sound | (iii) screeching |
| 5. calling out loudly, often in a casual or informal way | (ii) hollering |
| 6. crying softly in a low, broken voice | (v) whimpering |
| 7. crying loudly and uncontrollably | (vi) bawling |

Answer:

The street was filled with a variety of sounds. A shopkeeper was 1. hollering to attract customers, while a child nearby was 2. yelling at his friend to wait for him. From the other side of the road, a toddler was 3. bawling uncontrollably after dropping his ice cream, and his mother tried to calm him as he began 4. whimpering softly. In the background, someone's loud 5. screeching voice added to the bustling noise of the busy evening.

Explanation of choices:
- *Hollering* — casual, loud calling, suitable for a shopkeeper attracting customers.
- *Yelling* — shouting loudly, suitable for a child calling out to a friend.
- *Bawling* — crying loudly and uncontrollably, suitable for a toddler who has lost his ice cream.
- *Whimpering* — crying softly in a low, broken voice, suitable after the initial loud crying subsides.
- *Screeching* — high-pitched, piercing sound, suitable for a loud background voice.

Note: This is a listening activity. Students must listen to the audio announcement (transcript available for the teacher on page 177) and identify the incorrect statements.

Based on typical content of such announcements, the likely incorrect statements are:

- Statement 3 is likely incorrect — Refreshments ARE usually provided (or students are asked to bring their own).
- Statement 4 is likely incorrect — Students are usually NOT permitted to carry a phone.
- Statement 5 is likely incorrect — The permission slip is to be signed by the parent/guardian, not the class teacher.

*(Students should circle the incorrect statements after carefully listening to the announcement. The exact answers depend on the audio transcript provided to the teacher on page 177.)*

Note: This is a listening activity. After listening to the announcement again, students should correct the wrong statements identified in Activity I.

Sample corrections (based on typical school trip announcements):

1. *(If incorrect)* The trip to the National Science Centre is organised on [correct date as per audio].
2. *(If incorrect)* Students will start from school at [correct time] in the morning and return by [correct time] in the evening.
3. Corrected: Refreshment will be provided during the trip. *(or: Students should bring their own refreshments.)*
4. Corrected: Students are not permitted to carry a phone. They may carry a notebook and a pen.
5. Corrected: The permission slip is to be signed by the parent or guardian.
6. *(If incorrect)* The permission slip is to be submitted by [correct date as per audio].
7. *(If incorrect)* [Correct name] is the Adventure Club in-charge.

*(Exact corrections must be based on the audio transcript. Students should listen carefully and write the corrected versions.)*

Rules Recap:
- Soft 'c' (pronounced /s/): when 'c' is followed by 'e', 'i', or 'y'
- Hard 'c' (pronounced /k/): when 'c' is followed by 'a', 'o', 'u', or a consonant

Pronunciation of each word:

| Word | 'c' followed by | Sound | Pronunciation |
|---|---|---|---|
| cell | 'e' | Soft /s/ | /sel/ |
| cable | 'a' | Hard /k/ | /ˈkeɪ.bəl/ |
| race | 'e' (at end) | Soft /s/ | /reɪs/ |
| cake | 'a' | Hard /k/ | /keɪk/ |
| decide | 'i' | Soft /s/ | /dɪˈsaɪd/ |
| receive | 'e' | Soft /s/ | /rɪˈsiːv/ |
| concert | 'o' (first c) / 'e' (second c) | Hard /k/ then Soft /s/ | /ˈkɒn.sət/ |
| circle | 'i' | Soft /s/ | /ˈsɜː.kəl/ |
| bicycle | 'y' (first c) / 'l' (second c) | Soft /s/ then Hard /k/ | /ˈbaɪ.sɪ.kəl/ |
| echo | 'h' (consonant) | Hard /k/ | /ˈek.əʊ/ |
| uncle | consonant 'l' | Hard /k/ | /ˈʌŋ.kəl/ |

Practice tip: Say each word aloud with your partner, paying attention to whether the 'c' sounds like /s/ or /k/.

Understanding the Diamante Poem Structure:

- Line 1: First topic (noun)
- Line 2: Two adjectives about the first topic
- Line 3: Three -ing words about the first topic
- Line 4: Four nouns or a short phrase linking both topics
- Line 5: Three -ing words about the second topic
- Line 6: Two adjectives about the second topic
- Line 7: Second topic (noun)

Sample Diamante Poem:

$$\text{Reading}$$
$$\text{Quiet, imaginative}$$
$$\text{Exploring, learning, discovering}$$
$$\text{Books, stories, trails, journeys}$$
$$\text{Trekking, climbing, experiencing}$$
$$\text{Thrilling, daring}$$
$$\text{Adventure}$$

Explanation:
- *Reading* and *Adventure* are connected through the idea of exploration — one explores through the mind (reading) and the other through physical action (adventure).
- The middle line (Line 4) uses nouns that bridge both topics: 'books' and 'stories' relate to reading, while 'trails' and 'journeys' relate to adventure.

*(Students should write their own poem following this structure and share it with classmates and the teacher.)*

Sample Character Description:

An Interesting Co-Passenger

During a train journey from Delhi to Jaipur, I met an elderly gentleman named Mr. Sharma. He was a tall, lean man with silver hair and kind, twinkling eyes behind thick-rimmed spectacles. He wore a simple white kurta and carried a worn leather bag that seemed to hold the stories of a hundred journeys.

Mr. Sharma was a retired schoolteacher who had spent his life travelling across India, collecting folk tales and songs from different regions. He spent his time on the train writing in a small notebook, occasionally humming old tunes to himself.

He was a warm, gentle, and deeply knowledgeable person. He had a wonderful way of making everyone around him feel comfortable. Within minutes of our conversation, he was sharing fascinating stories about the places he had visited — from the deserts of Rajasthan to the backwaters of Kerala.

The incident I liked the most was when a young child in our compartment began to cry. Mr. Sharma immediately put away his notebook, smiled at the child, and began telling a funny story about a mischievous monkey and a train. Within moments, the child was laughing, and so were all the passengers around us. It reminded me of the lines from the poem 'Travel': *'My heart is warm with the friends I make'* — because that is exactly how I felt after meeting Mr. Sharma.

Steps followed:
1. ✅ Character chosen: Mr. Sharma
2. ✅ First draft written with all required details
3. ✅ Check for spelling and grammar errors before submission
4. ✅ Share with classmates for suggestions
5. ✅ Rewrite with improvements

*(Students should write about a real or imagined character they encountered during their own travels, following the same structure.)*

Research Points for Presentation:

1. Darjeeling Himalayan Railway (DHR)
- Also known as the 'Toy Train'
- Located in West Bengal
- Runs between New Jalpaiguri and Darjeeling
- Altitude: rises from 100 m to 2,200 m above sea level
- Built between 1879–1881
- UNESCO World Heritage Site since 1999
- Famous for its loop and zigzag engineering

2. Nilgiri Mountain Railway (NMR)
- Located in Tamil Nadu
- Runs between Mettupalayam and Ooty (Udhagamandalam)
- Only rack railway in India
- Built in 1908
- Added to UNESCO World Heritage Site in 2005
- Passes through dense forests and tea gardens

3. Kalka-Shimla Railway (KSR)
- Located in Himachal Pradesh
- Runs between Kalka and Shimla
- Built in 1903
- Added to UNESCO World Heritage Site in 2008
- Passes through 102 tunnels and over 800 bridges
- Known as the 'Mountain Quail' or 'Shimla Toy Train'

Common Features:
- All three are narrow-gauge railways
- Built during the British colonial era
- Still fully operational
- Owned by the Railway Ministry of the Indian Government
- Outstanding examples of 19th and early 20th century engineering

*(Students should prepare a PowerPoint or poster presentation with pictures, maps, and interesting facts about each railway.)*

Research Points for Presentation on Vande Bharat Express:

1. Introduction: India's first indigenous semi-high-speed train, a symbol of the 'Make in India' initiative.
2. First run: Flagged off on 15 February 2019 on the New Delhi–Kanpur–Allahabad–Varanasi route.
3. Speed: Designed to run at up to 160 km/h.
4. Manufacturer: Integral Coach Factory (ICF), Chennai.
5. Features:
- Automatic doors
- GPS-based passenger information system
- Wi-Fi connectivity
- Bio-vacuum toilets
- Comfortable, ergonomic seats
- Onboard catering
6. Design: Self-propelled (no separate locomotive needed), making it faster and more efficient.
7. Expansion: Multiple Vande Bharat Express trains now run on various routes across India.
8. Significance: Represents India's growing capability in railway technology and its aspiration for modern, efficient, and comfortable rail travel.

*(Students should prepare a group presentation with visuals, route maps, and key facts about the Vande Bharat Express.)*

Key Facts about Kolkata's Underwater Metro:

1. Location: Kolkata, West Bengal, India
2. Launch: March 2024
3. Special feature: Runs beneath the Hooghly River — India's first underwater metro tunnel
4. Route: Part of the East-West Metro Corridor connecting Howrah Maidan to Esplanade
5. Depth: The tunnel runs approximately 13 metres below the riverbed
6. Length of underwater section: Approximately 520 metres
7. Significance:
- A major engineering achievement for India
- Reduces travel time between Howrah and Kolkata significantly
- Joins the list of famous underwater tunnels like the Thames Tunnel (London), Seikan Tunnel (Japan), and Channel Tunnel (England–France)
8. Engineering: Built using Tunnel Boring Machines (TBMs)

Other famous underwater tunnels mentioned:
- Thames Tunnel, London: World's first underwater tunnel, built in 1843
- Seikan Tunnel, Japan: World's longest railway tunnel (53.85 km), connecting Honshu and Hokkaido
- Channel Tunnel (Chunnel): Connects England and France under the English Channel

*(Students should discuss and compare these tunnels, noting the engineering challenges and achievements involved.)*

Answer (Sample Discussion Points):

All the trains mentioned — the Mountain Railways, Vande Bharat Express, and the Kolkata Underwater Metro — offer unique and exciting travel experiences. However, I think the Mountain Railways (especially the Darjeeling Himalayan Railway or the Kalka-Shimla Railway) would be the most adventurous to travel in.

Reasons:

1. Scenic beauty: These trains pass through breathtaking mountain landscapes, dense forests, and misty valleys that create a truly magical experience.
2. Engineering marvels: The loops, zigzags, and tunnels make the journey thrilling and unpredictable.
3. Slow pace: Unlike fast trains, the toy trains move slowly, allowing passengers to soak in the surroundings and even lean out of the windows.
4. Historical charm: Travelling on a century-old train gives a sense of stepping back in time.
5. Altitude: The feeling of climbing higher and higher into the mountains, with clouds sometimes at eye level, is truly adventurous.

However, the Kolkata Underwater Metro would also be a unique adventure — the experience of travelling beneath a river is something very few people in the world have experienced!

*(Students should share their own opinions and reasons during the group discussion.)*