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Roots and Wings (Class 6)A Feast on the Train — Back Exercise

A Feast on the Train — Back Exercise — Summary

A Feast on the Train — Back Exercise: Question Answers, MCQ and Fill in the Blanks

Text: A Feast on the Train

Type: Story (Back Exercise / Question-Answer Video)

Curriculum: Class 6 English Literature, Roots and Wings Literature Reader

About the Story

"A Feast on the Train" is a story from the Roots and Wings English Literature Reader for Class 6. The story follows a group of school boys who are traveling back to their boarding schools by train after the holidays. During the journey, they encounter an elderly man who is also a fellow passenger. The boys are mischievous and begin to tease and mock the old man. They invite him to tell a story, but their real intention is to make fun of him. The twist in the story is that the old man is not a random stranger. He is actually their new teacher, or "Pandit," who is about to join their school. The story explores themes of respect for elders, the mischief of children, and the irony that comes when disrespect is directed at someone deserving of great regard.

The story is similar in spirit to Rabindranath Tagore's stories involving the relationship between teachers and students, and the moral lessons that emerge from unexpected encounters.

Background and Context

This video covers the back exercise section of the chapter "A Feast on the Train" from the Roots and Wings textbook used in Class 6 English. Back exercises are the set of questions printed at the end of a chapter in the textbook. These include Multiple Choice Questions (MCQs), fill-in-the-blank exercises, vocabulary exercises, and long-answer questions.

Students preparing for school exams need to know the answers to these exercises precisely. This video goes through each section of the back exercise: MCQs, fill-in-the-blank with suitable words (focusing on confusable word pairs), and short/long question answers.

Back Exercise Walkthrough

Section B: Fill in the Blanks with the Most Suitable Word

This section tests the student's understanding of confusable word pairs. Two commonly confused pairs are explained below.

Pair 1: Alternate vs Alternative

  • Alternate means something that happens repeatedly in turns, or every other time. Example: alternate days (Monday, Wednesday, Friday).
  • Alternative means another option or choice. When one option is not available, the alternative is the other choice. Example: "If Plan A does not work, we have an alternative."

    • Example sentence from exercise:

    "I have an _______ diet plan in case we are not allowed to go swimming today."

    Answer: alternative (because the speaker is talking about a second/different option, not something recurring)

    Pair 2: Pair vs Wear

  • Pair means two things that go together.
  • Wear means to put on clothing or accessories.

    • Example sentence from exercise:

    "Can I _______ this red shirt with my jeans?"

    Answer: wear (because the speaker wants to put on / dress in the red shirt)

    Pair 3: Plain vs Plane

  • Plain (adjective) means flat or simple; also a flat surface (noun).
  • Plain (adverb) can also mean done without intention, or it can refer to something ordinary.
  • Plane (noun) means an aircraft; it can also mean a flat geometric surface.

    • Context from exercise:

    The question asked students to select between "plain" and "plane" in a sentence. In one of the sentences, "plain" was the correct answer because it referred to doing something unintentionally or in a simple manner.

    Section C: Draw a Directive (Word Meanings and Antonyms)

    This section asked students to find antonyms (opposites) and understand the meanings of given words.

    Opposite of "birth":

    Answer: Death

    Same word, different meanings:

    Some words were given where students had to show two different meanings (same word but different sense). The exercise reinforced that English words can carry multiple meanings depending on context.

    Section D: Question Answers

    Q1: Where were the boys traveling to, and why were they on the train?

    The boys' holidays had ended. They were school students who studied at a boarding school away from home. After spending the vacation with their families, they were now traveling back to their respective schools by train. They were returning from their homes to their school.

    Q2: Why did the boys invite the old man to tell them a story?

    The boys did not genuinely want to listen to a story. Their real motive was to mock and make fun of the old man. They had already been teasing him and creating a nuisance on the train. They also did not want to share their food/feast with him. By inviting him to tell a story, they got an excuse to laugh at him and continue their mischief. Some boys also wanted to mock him as an outsider.

    Q3: Why did the school boys not want the old man to join their school?

    The boys did not want the old man to come to their school because they were afraid he would take up a position (as teacher) that would give him authority over them. They did not want this old man, whom they had been mocking, to become their teacher and have power over their lives at school. They wanted to keep their school environment on their own terms.

    Theme 3: Mischief and Childhood Behavior

    The boys' behavior on the train represents typical childhood mischief and group mentality. When children are in a group, they often encourage each other in bad behavior. The story reflects how peer pressure and group dynamics can lead children to act disrespectfully.

    Theme 4: Identity and Appearances

    The old man's humble and unassuming appearance leads the boys to underestimate him. His true identity as a highly educated teacher (Jhali Kumar Tarka Alankar) is not visible from the outside. The story teaches students not to judge a person by how they look.