Worksheet - LESSON 6 Braille

Braille Worksheet

Class 4 English worksheet based on the lesson Braille. This worksheet includes reading, prose and poetry style comprehension, grammar, spelling, word building, long answers, and classroom activities.

Learning Focus

• Understand the life and work of Louis Braille.
• Develop reading comprehension and thinking skills.
• Practice past continuous tense, spelling, and vocabulary.

Student Instructions

• Read the passage carefully.
• Answer in neat sentences wherever needed.
• Think before you write, especially in open-ended questions.

Seen Passage

Read and Answer

Long ago in France, a little boy named Louis Braille was playing near his home. A sharp tool pierced his eye, and after some days he became totally blind. Later, he joined a school for blind children in Paris. There he learnt letters using wood, cloth, and pins. Around that time, an army man had invented ‘Night Writing’, but it was difficult to use. Louis studied it carefully and simplified it. He created the Braille alphabet, a method of reading through touch. Today, Braille helps people read and write using raised dots.

1. Why did the accident in Louis Braille’s childhood become a turning point in his life? (High Order Thinking)
2. Fill in the blank: Louis Braille created a method of reading through .
3. Fill in the blank: ‘Night Writing’ was not successful because it was too .
4. What quality of Louis Braille do you admire most? Give one reason. (Open-ended)
5. How was Braille different from ordinary printed writing?
6. If you were Louis Braille’s friend, how would you help him continue learning after he lost his sight? (High Order Thinking)

Prose & Poetry

10 Questions

1. Who was Louis Braille?
2. What work did Louis Braille’s father do?
3. At what age did Louis get admission to the Royal Institute for Young Blind Persons?
4. What materials did Louis use to learn letters?
5. Who invented ‘Night Writing’?
6. Why did ‘Night Writing’ fail?
7. What did Louis do with the old system to make it better?
8. Why is a Braille book thicker than a regular book?
9. Do you think Braille is useful only for people with blindness? Why or why not?
10. Write two lines in praise of Braille as if it were a poem.
    
    

Grammar

10 Questions

Focus: past continuous tense and sentence transformation from the lesson.

1. Change into past continuous: The dogs are barking at the stranger.
   
2. Change into past continuous: Grandfather is searching for his spectacles.
   
3. Change into past continuous: Sheeba is writing a letter.
   
4. Change into past continuous: He is singing a song.
   
5. Change into past continuous: We are playing kho-kho.
   
6. Choose the correct word: Louis (was/were) playing near his home.
7. Choose the correct word: The squirrels and sparrows (was/were) sitting on the clothes.
8. Fill in the blank: If the sentence is about one person, we use + action word + ing.
9. Fill in the blank: If the sentence is about more than one person, we use + action word + ing.
10. Make one sentence of your own using past continuous tense.
    

Spelling Test

10 Words

No.	Word	Write Here
1	braille
2	blacksmith
3	blind
4	pincushions
5	invented
6	splendid
7	splash
8	spectacles
9	wheelchair
10	resource

Word Building

5 Questions

1. Make a new word by adding -ful to care:
2. Make a new word by adding -ness to blind:
3. Write one word from the lesson that begins with spl:
4. Unscramble the letters to make a word from the lesson: LIDBN =
5. Write two smaller words you can hear in the word blacksmith: and

Long Answer

2 Questions

1. Image Description: Look at a picture of a child reading Braille with fingers on raised dots. Describe the picture in 6-8 sentences. You may write about the child, the book, the classroom, feelings, and the importance of learning.
   
   
   
   
   
2. High Order Thinking: Braille is not only a script, but also a symbol of courage and inclusion. Explain this statement in 6-8 sentences.
   
   
   
   
   

Class Activities

Suggested Activities

1. Touch and Guess: Keep different classroom objects in a box. Ask students to close their eyes, touch one object, and describe its shape, size, and texture.
2. Make Your Own Braille Dots: Give paper and glue drops, bindis, or clay dots. Students write simple letters or their names using raised dots and exchange sheets to feel and guess.

Teacher tip: This worksheet is based on the lesson content about Louis Braille, Braille reading through touch, the failure of Night Writing, spelling practice with spl words, and past continuous grammar forms like was/were + action word + ing.

Answer Key

Seen Passage: 1. It changed his life because after losing sight he worked to help blind people read and learn. 2. touch 3. difficult 4. Sample: I admire his determination because he did not give up. 5. It used raised dots and was read by touch; print is read by sight. 6. Sample: I would read aloud, guide him, and help him practice touch learning.

Prose & Poetry: 1. The inventor of Braille. 2. He was a blacksmith. 3. Ten years old. 4. Wood, cloth, and pins in pincushions. 5. Capt. Charles Barbier de la Serre. 6. It was too difficult. 7. He simplified it. 8. Letters need more space and cannot be too close together. 9. No, even sighted people can learn it. 10. Accept creative responses.

Grammar: 1. The dogs were barking at the stranger. 2. Grandfather was searching for his spectacles. 3. Sheeba was writing a letter. 4. He was singing a song. 5. We were playing kho-kho. 6. was 7. were 8. was 9. were 10. Accept suitable sentence.

Spelling: braille, blacksmith, blind, pincushions, invented, splendid, splash, spectacles, wheelchair, resource.

Word Building: 1. careful 2. blindness 3. splendid / splash / splinter / split 4. blind 5. black, smith.

Long Answers: Accept meaningful, grammatically clear responses connected to inclusion, courage, learning through touch, and observation.