Class Six English Unit Ten Full Answer
The Boy Under the Tree
In Class Six English Unit Ten Full Answer, students delve into the exciting world of sports, exploring games like badminton, football, and volleyball. This unit aims to foster a love for physical activity and teamwork among young learners.
Initially, the unit introduces the basic rules and techniques of each sport, ensuring that students have a solid foundation upon to build. Moreover, as they progress, they learn about the importance of fair play and sportsmanship, which are essential values in both sports and life.
Additionally, Class Six English Unit Ten Full Answer incorporates engaging activities and discussions that encourage students to share their personal experiences and opinions about different sports. As a result, this interactive approach not only enhances their speaking and listening skills but also builds their confidence. Furthermore, the unit emphasizes the significance of maintaining a healthy lifestyle through regular physical exercise. By the end of the unit, students are expected to not only understand the fundamentals of these sports but also appreciate the joy and benefits of being active. Thus, this unit serves as an excellent introduction to the diverse world of sports, promoting both physical and mental well-being.
Read More: class six English Unit Nine Answer
Class Six English Unit Ten 10.1 Full Answer
Look at the illustrations below. The illustrations are from Orin’s ‘Sports Sticker Album’. In pairs, write the names of the sports. Then, discuss what you know about these sports.
(নিচের ছবিগুলো দেখো। এই ছবিগুলো Orin এর ‘Sports Sticker Album’থেকে নেওয়া। জোড়ায় এই খেলাগুলোর নাম লেখো। তারপর এই খেলাগুলো সম্পর্কে কি জানো তা লেখো ।)
| Sports Pic | Sports Name |
 | Badminton |
 | Football |
 | Football |
 | Volleyball |
 | Swimming |
 | Volleyball |
Class Six English Unit Ten 10.2 Full Answer
Ask and answer the following questions with your friend. Then, share
your answers with the class. (নিচের প্রশ্নগুলো তোমার বন্ধুকে জিজ্ঞেস করোো। তারপর প্রশ্নের উত্তরগুলো শ্রেণিকক্ষে share করো।)
| Questions | Answer |
| a) What type of sports do you like to play in school? | I Usually play outdoor games. |
| b) What are they?? | They are Badminton, Football, Volleyball. |
| c) When do you play (before/ after the class or during the tiffin break)? | I play during the tiffin break. |
| d) Whom do you usually play with? | I Play with my classmates. |
| e) Do you have a friend who plays very well? | Yes, I have a friend named Saddam who plays very well. |
| f) Do you have any friends who can’t play with you? If yes, why | No. |
To know The Answer of Unit –1, Click here.
Class Six English Lesson Ten 10.3 Full Answer
Read the names of the sports given in the box. Then, discuss and
categorise them in the following columns. (The sports you see usually
boys play, and the sports usually girls play, and the sports both boys and girls play).
(নিচের Box এ দেওয়া খেলাগুলোর নাম পড়ো। তারপর আলোচনা করে খেলাগুলোকে
নিচের সারণিতে ভাগ করে বসাও। ( যে খেলাগুলো সাধারণত ছেলেরা খেলে, যে খেলাগুলো
সাধারণত মেয়েরা খেলে এবং যে খেলাগুলো ছেলে-মেয়ে উভয়েই খেলে।
| The sports boys play | The sports girls play | Sports both can play |
| Football, , Bicycling, | Doll game | Football |
| Cricket, Handball | Musical chair | Badminton, |
| Swimming, Wrestling | Ludu | Tennis, |
| Tennis, Highjump | Swimming | |
| Basketball, Hockey | Cricket | |
| Badminton, Chess | Chess | |
| Ha-du-du |
Class Six English Unit Ten 10.4 Full Answer
Discuss the following topic in groups. Then, tell the class whether
you agree or disagree and why.(নিচের বিষয়টি দলে আলোচনা করো। তারপরে শ্রেণিতে বলো, কেন তুমি বিষয়টিতে
একমত বা একমত নও।)
“In choosing and playing any sports there should not be any difference between boys
and girls.”
For example, you can start by saying -I agree. I think both boys and girls can play all the games and sports because both the
boys and girls enjoy them.
Answer:
I agree. I think both boys and girls can play all games and sports because they enjoy them equally. There should not be any difference between boys and girls when choosing and playing any sport. Sports help everyone stay fit, learn teamwork, and build discipline. Promoting equal chances in sports helps break down stereotypes and encourages respect.
Class Six Grade Lesson Ten 10.5 Answer
| Important Words | Meaning | Important Words | Meaning |
| rings | বেজে ওঠা | observing | পর্যবেক্ষণ করা |
| period | সময় | recall | স্মরণ করা |
| rushing out | দ্রুত যাওয়া | wrap up | শেষ করা; কাজ শেষ |
| playground | খেলার মা | seem | মনে হওয়া |
| start | শুরু করা | mumble | বিড়বিড় করা |
| notice | লক্ষ্য করা | disheartened | হতাশ হোয়া |
| well-struck | খুব জোরে আঘাতপ্রাপ্ত | leaning | হেলান দেওয়া |
| recognise | চেনা | crutches | (পঙ্গু ব্যবহৃত) ক্রাচেস |
| quite | পুরোপুরি | accept | গ্রহণ করা |
| efficient | দক্ষ | confusion | বিভ্রান্তি |
| The bell rings to start the tiffin period, and the students of Kajla High School are rushing out of their classes to play. In the school playground, a group of boys starts to play cricket. In this group, there is a boy named Zahin. While playing he notices a boy sitting under a Banyan tree at the corner of the playground. But he doesn’t think much of it. A well-struck ball runs toward the Banyan tree and stops just a few feet short of it. Zahin runs to get the ball. |
| অর্থঃ ঘণ্টা বাজতেই টিফিন পিরিয়ড শুরু হয়, আর কাজলা উচ্চ বিদ্যালয়ের শিক্ষার্থীরা খেলার জন্য তাদের ক্লাস থেকে বেরিয়ে আসছে। স্কুলের খেলার মাঠে, ছেলেদের একদল ক্রিকেট খেলা শুরু করে।এই দলে জাহিন নামে একটি ছেলে আছে। খেলার সময় সে একটি লক্ষ্য করে খেলার মাঠের কোণে বটগাছের নিচে ছেলে বসে আছে। কিন্তু সে এটা নিয়ে বেশি কিছু ভাবছে না। একটি সজোরে আঘাত্প্রাপ্ত বল বটগাছের দিকে ছুটে যায় এবং এর মাত্র কয়েক ফুট দূরে থেমে যায়।জাহিন বলটি নিতে দৌড়ে যায়। |
| As he gets near the tree, he recognises the boy sitting under the tree as his classmate Jamal. “Hey, Jamal!” he says while getting the ball and running back to rejoin the game. As they resume the play, Zahin recalls seeing Jamal sitting under the tree quite a few times observing them play. They wrap up the play as the bell rings to end the tiffin period. After the class, Zahin gathers other members of the group. “Have you noticed Jamal sitting under the tree watching us play?” says Zahin. “Yeah. What of it?” says one. |
| অর্থঃ গাছের কাছে যেতেই সে গাছের নিচে বসা ছেলেটিকে তার সহপাঠী জামাল বলে চিনতে পারে। “আরে জামাল!” সে বল পেয়ে আবার খেলায় যোগ দিতে দৌড়ানোর সময় বলে। তারা যখন খেলা আবার শুরু করে, জাহিন মনে পড়ে জামালকে বেশ কয়েকবার গাছের নিচে বসে তাদের খেলা দেখছিল। টিফিন পিরিয়ড শেষ করতে ঘণ্টা বাজতেই তারা খেলা শেষ করে। ক্লাস শেষে জাহিন গ্রুপের অন্যান্য সদস্যদের জড়ো করে। জাহিন বলে,”তোমরা কি লক্ষ্য করেছ জামাল গাছের নিচে বসে আমাদের খেলা দেখছে? একজন বলে, “হ্যা, তাতে কি হয়েছে?” |
| “He often does,’’ says another. “It seems he is interested to play with us,” says Zahin. “But he can’t … and we know the reason, right?” one mumbles. “I have an idea,” says Zahin. Zahin shares his idea with the group. The next day, Jamal is sitting under the tree as usual, but Zahin’s group is nowhere to be seen. Feeling a little disheartened, Jamal stands up leaning against the tree. He starts to search for something beside the tree. “Ah, there you are,” Jamal says to himself holding two crutches in his hands. |
| অর্থঃ “সে প্রায়ই করে,” অন্য একজন বলে। “মনে হচ্ছে সে আমাদের সাথে খেলতে আগ্রহী,” জাহিন বলে। “কিন্তু সে পারে না … এবং আমরা এর কারণ জানি, ঠিক আছে?” একজন বিড়বিড় করে। “আমার একটি ধারণা আছে,” বলে জাহিন। জাহিন তার আইডিয়া গ্রুপের সাথে শেয়ার করে। পরের দিন জামাল গাছের নিচে বসে আছে যথারীতি, কিন্তু জাহিনের গ্রুপ কোথাও দেখা যায় না। একটু হতাশ অনুভব করে, জামাল গাছের সাথে হেলান দিয়ে দাঁড়ায়। সে গাছের পাশে কিছু খুঁজতে শুরু করে। “আহ, তুমি আছো,” জামাল মনে মনে বলে তার হাতে দুটি ক্রাচ ধরে। |
| As he starts to move toward class, he hears, “Hey, Jamal!” Jamal turns and sees Zahin with the group. “We are playing chess today. Come, join us”. With a bright smile on his face Jamal joins the group to play. The next day, the group requests Jamal to do the scoring for them while playing cricket. Jamal happily accepts that. Jamal is so efficient in counting that the everyday confusion with scoring is gone. Together with Jamal, the group enjoys both cricket and chess. |
| ক্লাসের দিকে যেতেই সে শুনতে পায়, “আরে, জামাল!” জামাল ঘুরে দেখে জাহিনকে দলের সাথে। “আমরা আজ দাবা খেলছি। আসো, আমাদের সাথে যোগ দাও”. মুখে উজ্জ্বল হাসি নিয়ে জামাল খেলতে দলে যোগ দেয়। পরের দিন, দলটি জামালকে ক্রিকেট খেলার সময় তাদের জন্য স্কোর করার জন্য অনুরোধ করে। জামাল খুশি মনে তা মেনে নেয়। জামাল গণনায় এতটাই দক্ষ যে স্কোর নিয়ে দৈনন্দিন বিভ্রান্তি দূর হয়ে যায়। জামালের সাথে একসাথে, দলটি ক্রিকেট এবং দাবা উভয়ই উপভোগ করে। |
The Boy Under the Tree- 10.6 Answer
First, read the above passage carefully and then fill up the blank . If you don’t read the passage well, You can not fill the blank. To learn English properly, you must increase your reading skills. Moreover, reading is one of the competencies of having English knowledge. So, jump into the task.
Read the story again. Now choose the correct words/phrases to
make the following sentences meaningful.
(গল্পটি আবার পড়ো এবং নিচের বাক্যগুলিকে অর্ব্থহ করতে সঠিক শব্দ/শব্দসমষ্টি
ব্যবহার করো।)
tiffin, under, interested to, plays, usually, an idea, happy, follow, smile
a. Zahin plays with his friends in the tiffin time.
b. Jamal usuallywatches his friends play sitting under a Banyan tree.
c. Jamal is also interested toplay with his friends.
d. Zahin finds an idea to make his friend Jamal.
e. We all should followZahin to make a friend happy
Class six English Unit Ten 10.7 Special Answer
In groups/pairs write the answers to the questions given below.
Then, exchange your copy with other groups/pairs.
(দলে/জোড়ায় নিচের প্রশ্নগুলোর উত্তর লেখো। তারপর নিজের উত্তরের অনুলিপি
অন্যদল অথবা তোমার জোড়ায় কাজ করা বন্ধুর সাথে বিনিময় করো।
| Question | Answer |
| a) Who are Zahin and Jamal? | a) Zahin and Jaman are classmates. |
| b. What does Zahin notice while playing cricket? | b) Zahin notices a boy sitting under a Banyan tree. |
| c. What does Jamal usually do during the tiffin break? | c) Jamal usually sits under the Banyan tree and observes his classmates’ play. |
| d. What is Zahin’s plan to include Jamal in the game? | d) Zahin plans to include Jamal in the Indoor games and to act as their passive playing member. |
| e. Do you have any students who are physically challenged in your class/school? | No. |
| f. Have you done anything like Zahin to make them smile? If yes, write in short. | No. |
| g. Write 5 ways you can help physically challenged students in your school. | Ensure all school facilities are accessible by adding ramps, elevators, and accessible seating. Provide assistive devices like wheelchairs, hearing aids, or special computer software. Organize inclusive sports and activities that accommodate all students. Create peer support programs where students assist their physically challenged classmates. Train teachers and staff to understand and adapt to the needs of physically challenged students. |
Class 6 English Unit Ten 10.8 Valuable Answer
In groups/pairs, read the following situations and then write what you can do in those situations to make your friend smile.
(দলে/জোড়ায় নিচের অবস্থাগুলো (situation) পড়ো এবং তারপরে ঐ অবস্থায় তোমার বন্ধুকে খুশি করার জন্য তুমি কি করতে তা লেখো।
Situation -1
When Rida was young, she could see very well. She could even point out the small birds sitting on the trees and could see the board in her classroom. But suddenly her eyesight started to get worse, and she couldn’t do the things she used to do. Now, she
cannot see the board in her classroom from a far distance and she cannot play with her friends. She still wishes she could be a part of everything in her school
( রিদা যখন ছোট ছিল তখন খুব ভালো করে দেখতে পেত। এমনকি তিনি গাছে বসে থাকা ছোট পাখিদেরও নির্দেশ করতে পারত এবং তার শ্রেণীকক্ষে বোর্ড দেখতে পারত। কিন্তু হঠাৎ করেই তার দৃষ্টিশক্তি খারাপ হতে শুরু করে এবং সে যা করত তা করতে পারেনি। এখন, সে
অনেক দূর থেকে তার ক্লাসরুমে বোর্ড দেখতে পারে না এবং সে তার বন্ধুদের সাথে খেলতে পারে না। সে এখনও চায় যে সে তার স্কুলের সবকিছুর অংশ হতে পারত।)
What do you think you can do to make Rida feel included?
Answer:
To make Rida feel included, we can first arrange for her to sit closer to the board in class. Additionally, we can ensure she gets large-print handouts for better readability. Furthermore, organizing inclusive activities where vision isn’t a barrier, like storytelling or music sessions, can help. Lastly, offering peer support can ensure she never feels left out.
Situation-2
Marche Chakma has recently been transferred from Bandarban to a school in the city.
Although he can speak English and his mother language well, he struggles with Bangla.
He often feels shy in class because of his ‘special accent.
What can you do to make him feel more welcome?
Answer:
To make Marche Chakma feel more welcome, we can first encourage him to share about his culture and language with the class. Additionally, pairing him with a buddy who speaks Bangla can help him practice and feel more comfortable. Furthermore, praising his efforts in Bangla, even if imperfect, will boost his confidence. Lastly, creating a supportive and non-judgmental classroom environment can make him feel more accepted.
Situation – 3
Kanko’s father works as a peon at the same school he attends. His family isn’t as well off as some of the other students in his class. He cannot always afford new clothes or
school picnics or the latest gadgets. He sometimes feels left out.
How can you be supportive to Kanko?
Answer:
To be supportive to Kanko, we can first include him in group activities and ensure he never feels excluded due to financial reasons. Additionally, we can organize events that don’t require spending money, so everyone can participate equally. Furthermore, offering to share resources like books or gadgets can help him feel more included. Lastly, showing kindness and respect regardless of his family’s financial status will make a big difference.
Lesson 10.8 Answer
Situation -4
Rodoshi is a 6th grader who has recently moved into a predominantly Muslim
neighbourhood. During Pooja festivals, she misses her old friends. In the place where
she used to live before, she had friends from her religion but now she feels alone. She
wishes she could celebrate the festivals with everyone.
How can you help in making Rodoshi feel less alone?
Answer:
To help Rodoshi feel less alone, we can first learn about and show interest in her festivals. Additionally, we can invite her to share her traditions and celebrations with the class. Furthermore, organizing a small celebration or cultural exchange event at school can make her feel included. Lastly, encouraging classmates to participate and learn about Pooja festivals will foster a more inclusive environment.
In conclusion, Class Six English Unit Ten Full Answer offers an enriching exploration of various sports like badminton, football, and volleyball, aiming to instill a lifelong appreciation for physical activity among students. Throughout this unit, students not only learn the fundamental rules and techniques of each sport but also the vital values of teamwork, sportsmanship, and fair play. Additionally, by engaging in diverse activities and discussions, students enhance their communication skills and build confidence. Furthermore, the unit emphasizes the importance of a healthy lifestyle, encouraging regular exercise and active participation in sports. Ultimately, this comprehensive approach not only educates students about sports but also promotes overall well-being and inclusivity. By the end of the unit, students are well-equipped with the knowledge and skills to enjoy and excel in various sports, fostering a sense of achievement and joy in physical activities.