NCERT Class 6 English Poorvi Unit 5 Culture and Tradition Chapter 15 ‘Ila Sachani: Embroidering Dreams with her Feet’

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Find Solutions to NCERT Class 6 English Poorvi Unit 5 Culture and Tradition Chapter 15 ‘Ila Sachani: Embroidering Dreams with her Feet,’ here.

Let us do these activities before we read.

1. Look at the given picture and information. Discuss the questions with your teacher and classmates.

Pranav M. Balasubramaniam is from Palakkad in Kerala. Though he was born without both hands, he has excelled as an artist, a singer, and a para-sportsperson.

(a) Do you think Pranav’s task is simple? Why or why not?
Answer:
I do not think that Pranav’s task is simple. For a person without hands, creating art, singing and being good at sports require a great deal of adaptation, determination, perseverance and effort. He has to find different ways to do things that most people do easily with their hands. This needs a lot of improvisation, practice and strength.

(b) How does Pranav’s special ability make you feel?
Answer:

Pranav’s special ability fills me with admiration for his grit and determination. His story is inspiring and humbling, showing how will power and creativity can overcome physical challenges. It makes me feel motivated to try my best and not give up even in difficult situations.

(c) What qualities do you think were important for Pranav to become successful?
Answer:

I think the qualities which were important for Pranav’s success include:

An indomitable will to overcome his limitations.

A positive mindset, and perseverance to practice repeatedly in order to have full functional control of his feet.

To find innovative ways to adapt and handle work that is typically done with the hands.

To work on his balance because drawing and painting with his feet would require him to have a steady and comfortable posture.

(d) What message does Pranav’s story give us?
Answer:
The message that Pranav’s story gives us is physical challenges don’t limit what we can achieve. With hard work, perseverance, strength, determination, and a positive attitude, we can overcome challenges and fulfil our dreams.

2. Look at the picture of Kathiawar embroidery. Discuss in pairs.

(a) List the steps you think are needed to create this embroidery.

Answer:

The steps needed to create kathiawar embroidery are listed below:

(i) Choose a fabric and prepare it for embroidery.

(ii) Draw or trace a design on the fabric.

(iii) Pick the colours and threads for each part of the design.

(iv) Start with embroidering the outlines first carefully following the design.

(v) Then fill up the empty spaces in between with suitable stitches.

(vi) Add small details and finish up.

(vii) Cut any extra threads.

(viii) Wash and iron the embroidered fabric.

(b) Discuss if these steps can be done with feet, instead of hands.
Answer:

Yes, it is possible, but it would be extremely challenging and require a lot of rigorous training and adaptation. Using feet to thread tiny needles and do intricate embroidery would need a lot of self-control, skill, flexibility and balance.

(c) What efforts would be needed if someone has to embroider with their feet? Do you think it is possible?
Answer:

The following efforts would be needed if someone has to embroider with their feet:

One would need to work on strengthening the toes and increasing their flexibility to move them with precision, like fingers.

Improved balance and body posture, since using feet for detailed tasks requires sitting in a steady, comfortable position.

Rigorous practice is needed in holding and guiding the needle with the toes, threading it carefully, and moving the fabric while stitching. Controlling fine movements and managing small threads are challenges needing determination and consistent practice.

Some special custom-made tools need to be fashioned to help with tasks which are typically done using hands.

People like Ila Sachani have shown that even tasks typically done with hands can be mastered using feet, proving that dedication and perseverance can help overcome these challenges.

Paragraph	Main Idea	Two supporting ideas
1	Introduction to Ila Sachani’s colourful embroidery	(i) Examples of embroidered things (ii) Ila’s use of shiny needle
2	Early challenges and family support	(i) (ii)
3		(i) (ii)
4		(i) (ii)
5		(i) (ii)
6	Recognition at a state exhibition	(i) (ii)
7		(i) (ii)
8-9		(i) Financial independence and joy (ii) Challenges can be turned into victories

Answer:

Paragraph	Main Idea	Two supporting ideas
1	Introduction to Ila Sachani’s colourful embroidery	(i) Examples of embroidered things (ii) Ila’s use of shiny needle
2	Early challenges and family support	(i) Ila born with hands hanging loose by her side (ii) She wanted to hold chalk and draw figures on a slate
3	Family helps her overcome her challenge single-mindedly	(i) ila’s mother and grandmother taught her to do kathiawar embroidery using her feet. (ii) ila accepted the challenge with determination and learned to use her feet for eating and combing her hair as well.
4	Ila mastered many embroidery styles	(i)She became an expert at threading a needle (ii) She learned many styles – Kachhi, Kashmiri, Lucknawi and others as well as kathiawari
5	Won the admiration of the villagers- local market is created	(i) she crafted fine designs for her family and friends (ii) Ila’s reputation spread by word of mouth and villagers were awe-stuck by her skill.
6	Recognition at a state exhibition	(i) some of her work was exhibited at a state exhibition. (ii) Her talent was widely recognised as people were charmed by the beauty of her creations and purchased them readily.
7	National awards and recognition	(i) She participated at the national level exhibitions and received awards for her art, will power and creativity (ii) Ila became a celebrated artist and winner of the President’s medal.
8-9	Art transcends physical limits	(i) Financial independence and joy (ii) Challenges can be turned into victories

Let us think and reflect (Page 156)

1. Read the following lines and answer the questions that follow.

Unlike other children, she could not use her hands in the usual way. While other small hands drew figures in the sand or plucked wild flowers, she wondered why she could not join them. She too wanted to hold a chalk in her hands and draw figures on a slate.

(a) Choose the correct option to fill in the blank.

‘Unlike other children’ means that Ila was _____________. (unaware/ different/simple)

Answer:

‘Unlike other children’ means that Ila was different. (unaware/ different/simple)

(b) What could Ila have felt when she could not join others in things they did?
Answer:

Ila most likely felt depressed, left out, and frustrated when she could not join others in the things they did.

(c) Complete the following with a suitable reason.

Ila could not draw figures on the slate because ___________.
Answer:

Ila could not draw figures on the slate because she could not use her hands like others could.

2. What creative ways did Ila and her family use to overcome the challenges she faced?
Answer:

Ila’s family shared their traditional art of Kathiawar embroidery with her and taught her to create many beautiful patterns using her feet for embroidering. Ila accepted the task with determination and worked hard to master the skill. Her family also taught her to do other things with her legs, like eating and combing her hair.

3. How did ‘new independence’ help Ila?
Answer:

Ila’s new independence, achieved through her embroidery, allowed her to earn an income, gain confidence, and find joy in her work. It made her self-reliant and respected.

4. Why was the first state exhibition an important event in Ila’s life?
Answer:

The first state exhibition was important because it introduced her to a wider audience and opened many new doors for her to exhibit her beautiful work. It was a turning point which brought her fame and recognition.

5. What does the sentence, ‘art has the power to rise above physical boundaries and touch the soul’, tell us about the power of art?
Answer:

It suggests that art can transcend physical limitations, connecting deeply with people regardless of the artist’s abilities.

6. How can we be helpful and encouraging like Ila’s family and friends when someone faces challenges?
Answer:

We can teach them new skills if possible, and offer mental support by encouraging them, helping them recognise their strengths and stay motivated.

7. How can Ila’s story help others to overcome challenges in their lives?
Answer:

Ila’s story shows that determination, creativity, and a positive attitude can help anyone overcome obstacles and achieve their dreams. It encourages others to explore their own interests, strengths, and abilities as a means to attaining self-sufficiency and fulfilment.

Let us learn (Page 156)

1. Read the words from the text given in Column A. Then, try to understand what they mean by reading the sentences in Column B. Now, match the word to its correct synonym in Column C. There are two extra synonyms given. You may refer to the dictionary

Column A	Column B	Column C
Word	Sentence	Synonym
tiny	The garden was tiny but the park was really big.	silent
wonderful	The wonderful artwork made everyone clap.	work
quiet	The quiet library was a better place to study than the noisy classroom.	happy
		small
task	Completing the Science homework was a challenging task as it had many questions.	difficult
		fantastic
tough	We know that tough times can be overcome, if we try sincerely.	dangerous

Answer:

Column A	Column B	Column C
Word	Sentence	Synonym
tiny	The garden was tiny but the park was really big.	small
wonderful	The wonderful artwork made everyone clap.	fantastic
quiet	The quiet library was a better place to study than the noisy classroom.	silent
task	Completing the Science homework was a challenging task as it had many questions.	work
tough	We know that tough times can be overcome, if we try sincerely.	difficult

2. Unscramble the antonyms of the words in Column A. An example has been given for you.

Example: display – E D I H (H I D E )

(a) tiny – E G H U (H __ __ __)

(b) wonderful – R E E B L I T R (T __ R __ __ B ___ E)

(c) quiet – I Y N S O (N __ __ __ __)

(d) task – S I A E M T P (P __ S T __ __ E)

(e) tough – SEYA (E __ __ __)

Answer:

(a) tiny – E G H U (HUGE)

(b) wonderful – R E E B L I T R (T E R RI B L E)

(c) quiet – I Y N S O (NOISY)

(d) task – S I A E M T P (P A S T IM E)

(e) tough – SEYA (EASY)

Use these antonyms in sentences of your own.

Answer:

Huge – The park was so huge that it we could only explore a part of it.

Terrible – The weather was terrible, with torrential rains and strong winds blowing all day.

Noisy – We had to tell our noisy neighbours not to disturb us at night.

Pastime – My favourite pastime is window shopping because it does not cost any money.

Easy – The Maths homework was easy so I finished it in fifteen minutes.

3. Read the sentences from the text and focus on the highlighted words.

• You will see lots of bright colours.

• There are many lovely things like cushions and bedcovers.

• They taught her to create many beautiful patterns using her feet!

• She learned many styles.

• She received many awards.

(a) The highlighted words tell us about the quantity. Choose what the

words show.

(i) Unmentioned quantity

(ii) Large quantity

Answer:

The highlighted words, namely ‘lots of’ and ‘many’, indicate a large quantity.

(b) Let us now understand what words of quantity tell us.

Fill in the blanks to complete an example for each word of quantity. Hints are given in the brackets

(i)	We saw ______ buses on the road.	(countable noun)
(ii)	How ______ milk do you want?	(uncountable noun)
(iii)	There is ______ milk needed.	(uncountable noun)
(iv)	I need ______ examples.	(countable noun)
(v)	I have ______ energy left.   She picked ______ flower	(countable and uncountable noun)
(vi)	I ate ______ rice.	(uncountable noun)

Answer:

(i)	We saw many buses on the road.	(countable noun)
(ii)	How much milk do you want?	(uncountable noun)
(iii)	There is some milk needed.	(uncountable noun)
(iv)	I need several examples.	(countable noun)
(v)	I have a lot of energy left. She picked a lot of flowers.	(countable and uncountable noun)
(vi)	I ate a little rice.	(uncountable noun)

Now, create two sentences for each word of quantity (i-vi), and share them with your teacher and classmates.

Answer:

(i) Many:

 There are many cars stuck on the bridge. (countable)

I met many old friends at the school reunion. (countable)

(ii) much:

I do not drink much water even in summer. (uncountable)

We don’t have much time in hand before the concert begins. (uncountable)

(iii) some:

Some people like to argue endlessly about silly things.  (countable)

I have some time to help you with your homework. (uncountable)

(iv) several:

There are several different routes to get to the top, but the one we use is the safest. (countable)

Several days have passed since Rani left, but we still miss her much. (countable)

(v) a lot of:

I saw a lot of parrots on the guava tree. (countable)

I am afraid that I have caused you a lot of stress. (uncountable)

(vi) a little:

We need a little milk for the baby. (uncountable)

She earned a little praise for her work after school which involved teaching a few destitute children. (uncountable)

Let us listen (Page 158)

You will listen to a talk about Kathiawar embroidery. As you listen, circle the correct option. (refer to page 164 for transcript)

a. Form

(i) old

(ii) new

Answer: (i) old

b. Colours

(i) soft

 (ii) bright

Answer: (ii) bright

c. Stitches

(i) running stitch

(ii) chain stitch

Answer: (ii) chain stitch

d. Seen on

(i) children’s caps

(ii) pants

Answer: (i) children’s caps

e. Things used

(i) small mirrors

(ii) shapes of buttons

Answer: (i) small mirrors

f. Designs

(i) elephants and horses

(ii) squaresand triangles

Answer: (ii) squaresand triangles

Let us speak (Page 159)

In pairs, write down two questions you would like to ask Ila Sachani.

(a) Look at two examples.

Where were you born? Did you go to school?

The Yes/No questions use a rising tone at the end.
Answer:

(b) Speak the example questions aloud as a peer activity at least five times.

(c) Now, take turns to ask your questions to another classmate. Speak clearly and with the correct rising tone as shown in (a).

Answer:

Two questions that I would like to ask Sachani are:

1. How long did it take you to learn to use your feet for embroidery?

2. Do you feel proud of your achievements? (Yes/No question)

This is an activity which has to be done by you in the presence of your teacher.

(a) Practice saying each question aloud with a classmate, ensuring that you use a rising tone at the end for the Yes/No question (e.g., “Do you feel proud of your achievements?”).

(b) Repeat the questions five times with your classmate to get comfortable with the tone and clarity.

(c) Finally, take turns asking and answering these questions with other classmates. Remember to speak clearly, using the correct rising tone for Yes/No questions as in the examples provided.

Ask your teacher to check whether you are saying it correctly.

Let us explore (Page 159)

1. Does anyone in your family or neighbourhood do embroidery? Find out what type of embroidery they do and how they learnt it.

Answer:

My mother does a lot of embroidery. In fact, all our pillow cases and cushion covers, table cloths and napkins are embroidered by her with different colourful threads and intricate designs. She likes to do kantha stitch, phulkari, Parsi embroidery. She learnt to embroider from her aunts and elder sisters who are deft at embroidery.

2. Try a simple stitch on cloth with the guidance of a family member.

Answer:

Instructions for Kantha Stitc

What You Need:

Fabric (cotton works best for Kantha)

Needle

Embroidery thread or cotton thread

Scissors

Pencil or chalk for marking (optional)

Steps to Follow:

Prepare Your Materials:

Cut a length of embroidery thread (about 18 inches long).

Thread the needle and tie a small knot at the end of the thread.

Mark Your Design (Optional):

If you have a specific design in mind, lightly draw it on the fabric with pencil or chalk to guide your stitches.

Traditional Kantha often uses straight lines, wavy lines, or simple patterns, so feel free to keep it simple.

Start Stitching:

Insert the needle from the back of the fabric, bringing it to the front where you want to begin your first line of stitches.

Make Running Stitches:

Insert the needle into the fabric a short distance away (about ¼ inch) to create a small, straight stitch.

Pull the thread through the fabric.

Keep stitching by repeating the small, straight stitches in a continuous line, moving the needle in and out of the fabric.

Continue the Pattern:

As you finish one line of running stitches, start the next line parallel to it.

Continue making lines of running stitches until you complete your design.

Finish the Stitch:

Once you have completed your design, secure the thread by tying a knot on the back of the fabric.

Trim any extra thread with scissors.

Tips:

Keep the stitches even in length for a neat look, but they don’t need to be perfect—Kantha’s charm is in its simplicity!

You can experiment with spacing between the lines to create different textures and effects.

Kantha stitch is simple yet beautiful, and it adds a cozy, quilted texture to fabric!

3. Visit the given link to find out about embroidery types from different parts of India. Share with your teacher and classmates which one you liked the most and why.

https://indianculture.gov.in/textiles-and-fabrics-of-india/type-of-textile/embroidery

Answer:

India has many types of embroidery, each with its own special look that shows the culture and traditions of different regions. Here are some popular embroidery styles:

Phulkari from Punjab uses bright, colourful flower patterns on thick cloth. It’s commonly seen in traditional Punjabi clothes.

Kantha from Bengal is made with running stitches, creating delicate, layered designs, often used on sarees and quilts.

Kutch embroidery from Gujarat has bold colours, mirrors, and geometric shapes. It brings out the lively spirit of the desert.

In the southern part of India, Kasuti embroidery from Karnataka has complex patterns inspired by temple designs and nature. It’s stitched very carefully without any knots. In Lucknow, Chikankari is famous for its light, elegant look, using white threads on soft-coloured fabrics with beautiful floral designs. Rajasthan’s Gota Patti uses gold and silver pieces to make clothes sparkle, especially in festive and bridal wear.

Each style of embroidery is unique and shows the skill and creativity of Indian artisans. Together, they tell stories and preserve traditions, while also evolving with fashion today.

My favourite style is Chikankari embroidery which is famous for its unique and intricate stitches, each adding texture and beauty to the design. Some important stitches used in Chikankari include:

Tepchi: A simple, straight running stitch that forms the base of many designs. It’s often used to make parallel lines, adding structure to the embroidery.

Bakhiya (Shadow Work): This stitch is done on the back of the fabric, creating a shadow-like effect on the front. When the light passes through, it gives a soft, shaded look to the design, which adds depth and a graceful charm.

Zanzeera (Chain Stitch): This stitch looks like a chain of loops and is used to outline shapes, giving borders a flowing, connected look.

Keel Kangan (Stem Stitch): Resembling a twisted rope or stem, this stitch is often used to outline and define shapes in the design.

Phanda: Small, raised knots that create a 3D effect, adding texture and interest to flowers and patterns.

Murri (French Knot): These tiny knots add dimension and are used for intricate filling, bringing out finer details.

Hool (Eyelet Stitch): This stitch creates small holes in the fabric, surrounded by thread, giving the fabric a lace-like, delicate appearance.

Each stitch in Chikankari embroidery adds to its beauty, with shadow work being especially popular for its soft, elegant look. The mix of these stitches makes Chikankari unique and graceful, perfect for creating timeless designs.

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