Chapter 15 — 3.1 It Can Be Done

What the story is about
The story tells of a challenge that seems impossible at first, and how a young person or a small team decides that it can be done. The opening shows the problem: a machine does not work, a path is blocked, or an animal needs help. People around say it cannot be done, but one character believes otherwise. Through careful thinking, courage, and steady effort, the character finds a simple but effective way to solve the problem. The tension rises when the plan meets obstacles, but the main character keeps trying. Finally, success follows — not by magic, but by trying, learning from mistakes and refusing to give up.

Why this summary matters
Retelling the story in a short form helps students remember the flow of events. It trains them to pick main facts, ignore small details at first, and practise clear language. When you summarise, focus on beginning (problem), middle (attempts), and end (solution). Use one or two sentences for each part. This skill will help when you answer comprehension questions, write paragraphs, or tell the story in class.

How to practise
Read the story once, then close the book and say the main points aloud. Write a three-sentence summary: sentence 1 for problem, sentence 2 for plan and struggles, sentence 3 for outcome and lesson. Compare with the classmate and improve your sentences.

Main and supporting characters
Characters give life to the story. In this chapter you will usually meet a main character who takes action, plus several supporting characters who react in different ways. The main character often shows a belief that the problem can be solved. Supporting characters may be helpers, doubters, observers, or guides. When you study characters, notice what each one wants (goal), what they do (actions), and what these actions tell you about their personality (traits). These three points make a simple character sketch that is easy to write in an answer.

Detailed reading of actions
To understand a character well, read their actions closely. Ask: Why did they act like this? Did they act from fear, courage, kindness or curiosity? For example, if a character gathers tools, they are practical and resourceful. If another character warns against risk but later helps, they may be cautious but caring. Always look for a small line or action that shows a trait. This gives you evidence when answering 'Why' type questions in the exam.

Character relationships
Notice how characters relate to each other. Does a friend support the hero, or does a neighbour mock the plan? These relationships affect how the plan works. Teamwork can change a weak idea into success. If someone changes their mind and helps later, explain what caused the change: the sight of effort, shame, or seeing a better solution. Make clear links between events and changes in behaviour.

How to write a character sketch
Use four lines: name, goal, two actions (with evidence), and one word for the trait. Example: Ram wanted to fix the cart; he tested different tools and asked neighbours for wood; he showed patience and cleverness. Practice by choosing three characters and writing sketches for each. This prepares you for both short-answer and long-answer questions.

Understanding setting
Setting tells us where and when the story happens and what the surroundings are like. It can be a village, a school, a riverbank or a market. Setting includes physical details such as houses, trees, weather and time of day, and also social conditions, like whether people are poor or rich, busy or calm. These details shape what the characters can do. For example, a crowded market gives different possibilities than a quiet field. Always underline words in the text that describe place and time; they help you visualise the scene.

How setting affects the story
Setting can create problems and offer solutions. A rainy season may make a road slippery and hard to cross; a small island might limit tools and help from others; a nearby workshop might give access to spare parts. When you answer questions, explain how the setting made the problem harder or easier. Use two or three lines of evidence from the text to show this link. This makes your answer stronger and shows you understand cause and effect.

Atmosphere and mood
Atmosphere is the feeling the writer creates by choosing words about sound, light, weather and movement. A dark evening, cold wind, or silence can build tension and fear; bright sunlight and laughter can create hope. Identify words that create mood—words about sounds (roar, silence), sights (dim, bright), or touch (wet, hard). Explain why these words create a certain mood and how that mood helps the reader feel what the characters feel.

Practice activities
1) Draw the main scene and label five details from the text (e.g., broken bench, flowing stream). Write one sentence for each detail explaining its importance. 2) Rewrite a short paragraph from the story changing the mood: make a hopeful paragraph sound tense or make a tense scene feel calm. Compare the effects. Practising these exercises helps you answer descriptive and inferential exam questions well.

What is plot?
Plot is the order in which events happen and how each event leads to the next. For this chapter, the plot follows a clear pattern: a problem appears, characters react, attempts are made, obstacles are faced, and finally a solution is found. Understanding plot helps you tell the story clearly and answer exam questions that ask for events in order. When you write the plot, use short sentences and linking words to show cause and effect.

Breaking the story into events
To study the plot, divide the story into 6–8 numbered events. Each event should be a short sentence that shows who did what and why. For example: (1) Problem discovered, (2) People try the usual way, fail, (3) Main character makes a new plan, (4) They face a difficulty during the plan, (5) They try again with a small change, (6) Success and lesson learned. Numbering events makes it easier to check that you have not missed an important step.

Cause and effect
Every event causes the next. When you write the sequence, explain the cause or reason in one clause. For instance, "They used logs because the cart wheels were stuck in mud." This shows the examiner you understand why things happened. Use words like 'because', 'therefore', 'so', 'as a result' to show connections. Practice by adding a short reason after each event sentence in your timeline.

Writing the sequence as a paragraph
Once you have the numbered events, turn them into a short paragraph. Start with a sentence that states the problem, then use linking words to join the events: "First", "Next", "Then", "Finally". Keep sentences simple and factual. End with a sentence that gives the outcome and the lesson. Practise converting timelines into short paragraphs within five minutes; this helps in exams where you must write clear, ordered answers under time pressure.

What is a theme?
A theme is the main idea the writer wants to teach through the story. In this chapter, the themes are simple and useful: persistence, creative thinking, teamwork and courage. A theme is not a single sentence from the book; it is a general idea that appears again and again in actions and results. To find the theme, look at repeated behaviours and outcomes: who keeps trying, who helps, and what final lesson the story gives.

Difference between theme and moral
Theme is the broad idea; moral is the practical lesson. For example, the theme may be 'value of effort' and the moral may be 'do not give up; try and learn from failure'. When answering a question, name the theme and then give a one-line moral that applies to life. This helps you show both understanding and application in the exam answer.

How to find evidence
Always support theme and moral with two examples from the text. Choose one example that shows the problem and one that shows the solution. Explain briefly how each example supports the theme. For instance, a repeated phrase like "Let us try" or the actions of a persistent child support the theme of determination. Quote or paraphrase the lines with quotation marks or short reference to the page to strengthen your answer.

Applying themes to real life
After stating theme and moral, add a short sentence on how it matters in real life: in studies, in family work or in games. This makes your answer personal and shows the examiner you can link literature to daily experience. Practice writing a 3-line answer: Theme + Two examples + Real-life lesson. This format suits board exam questions and scores well when evidence and application are included.

Why vocabulary matters
New words give power to your speech and writing. This story uses everyday words and some less common ones that describe actions, objects and feelings. Learning these words helps you understand the story better and write clearer answers. A strong vocabulary also helps in other subjects and in spoken English activities in class.

How to study vocabulary
Follow a three-step method: read the sentence from the story that contains the word, write a simple English meaning, and make one short sentence of your own. If you know Hindi, add a Hindi meaning to strengthen memory. For example, write: obstacle — something that stops progress; बाधा — e.g., A large rock was an obstacle in the road. Practising this way makes the word useful, not just memorised.

Use context clues
Often you can guess the meaning of an unknown word from the sentence around it. Look for words that show time, cause or examples. If the sentence says "He tugged and the cart moved," the word 'tugged' means pulled. Teach yourself to reread the sentence slowly and check for words that explain or show the action. This helps in exams when dictionaries are not allowed.

Useful phrases from the story
Note short useful phrases that you can use in answers or speech: "It can be done", "Let's try another way", "We must be careful", "He refused to give up". Practice these phrases aloud and use them in your paragraph and speaking tasks. Knowing useful phrases saves time and improves fluency during exams and presentations.

When to use simple past
Simple past is used for actions that began and finished in the past. In narrative stories like this chapter, most sentences describing events use the simple past. Knowing how to form and use this tense helps you write summaries and answer comprehension questions correctly. Pay attention to time words often used with past tense: yesterday, then, last week, that day, when.

Forming the simple past
Regular verbs add -ed to the base form: work → worked, plan → planned. Irregular verbs change in different ways and must be memorised: go → went, come → came, make → made. In negative sentences and questions the auxiliary 'did' is used with the base verb: She did not (didn't) stop. Did she stop? Notice that after 'did' you use the base verb, not the -ed form: incorrect: She did stopped; correct: She did stop.

Positive, negative and question forms
Positive: Subject + verb(past). Example: He tried many times. Negative: Subject + did not + base verb. Example: He did not give up. Question: Did + subject + base verb? Example: Did he succeed? Short answers: Yes, he did. No, he did not. Practise by changing five positive sentences from the story into negative and into questions. This reinforces the structure clearly in your mind.

Common errors and tips
Students often write 'did' with a past form (e.g., 'did went')—avoid this. Use the base verb after 'did'. For irregular verbs make small groups to memorise: eat-ate, see-saw, have-had. Use simple flashcards and make small sentences: I had food; She saw a bird. Finally, read the story and underline all past verbs, then classify them as regular or irregular. This practice is quick and very effective before exams.

What are modal verbs?
Modal verbs are small helping verbs that show ability, permission, advice or necessity. Common modals in this chapter are can, could, should, must, may and might. They are important because characters often express ability or give suggestions: "We can try that" or "You should be careful." Learning how to use modals helps you write advice sentences and express possibility or obligation clearly in both writing and speaking tasks.

How modals work
Modals are followed by the base form of the verb (no -ed, no -s). They do not change for different subjects (I can, he can, they can). Use 'can' for present ability: She can lift it. Use 'could' for past ability or polite possibility: He could try yesterday or Could you help me? Use 'should' to give advice: You should ask a teacher. Use 'must' to show strong necessity or duty: We must be careful near the river. 'May' and 'might' show possibility: It may rain; It might work.

Making sentences and negatives
To make negatives with modals, add 'not' after the modal: cannot/can't, should not/shouldn't, must not/mustn't. Example: We cannot cross the bridge now. For questions, invert the modal and subject: Can you help? Should we wait? Practise by converting five story sentences that describe ability or advice into negatives and questions. This is a common exam task and helps improve sentence variety in your answers.

Common student mistakes
A typical error is to use the past -ed form after a modal (wrong: can did, correct: can do). Also avoid adding -s for third person (wrong: he cans). Pay attention to meaning: 'should' is milder than 'must'. Use modals in short spoken exercises — ask your partner what they would do using should/must/could. This builds confidence and shows clear use of modals in both written answers and oral tests.

What is direct speech?
Direct speech repeats the speaker’s exact words. In writing it appears within quotation marks and is often introduced by a reporting verb such as said, asked, shouted or replied. For example: He said, "I will try". Direct speech is useful when the writer wants to show exactly what a character said and to preserve the original tone or emotion.

What is reported speech?
Reported speech (indirect speech) tells what someone said without quoting their exact words. It changes pronouns, time expressions and verb tenses when the reporting verb is in the past. For example, direct: She said, "I can help". Reported: She said that she could help. Note the change: can → could; I → she. Reported speech is useful for summarising spoken words and for longer explanations in answers.

Steps to change direct into reported speech
1) Remove quotation marks and commas. 2) Change pronouns to match the speaker and the reporting subject (I → he/she). 3) Shift the verb tense back one step if the reporting verb is in the past (present → past, can → could, will → would). 4) Change time and place phrases if needed (today → that day, tomorrow → the next day). 5) Use 'that' for statements and 'if/whether' for yes/no questions; change word order for WH-questions and keep verbs in statement form.

Practice and common errors
Practice with five sentences from the story. Convert them carefully and check each change: pronoun, tense, and time words. Common mistakes include failing to shift the tense after a past reporting verb (wrong: He said that he can help) or keeping the original pronouns (wrong: She said that I will come). Also remember to keep the base verb after 'did' in questions. Practising reported speech is important because it is a common question type in board exams and helps in writing clear, evidence-based answers.

Read the question carefully
Start by reading each question slowly and underline the key words: who, what, when, where, why, how, or words like 'explain' and 'give reason'. Key words tell you the type of answer expected. For example, 'Why' needs a cause and evidence; 'Where' needs a place. Underlining helps focus your mind on the exact point to look for in the story.

Find the relevant part of the text
After identifying key words, go back to the story and find the paragraph or lines that answer the question. Read that part carefully and note the exact facts or phrases. Copying a few words from the text can strengthen your answer, but keep it short. Using the exact phrase as evidence makes your answer reliable and exam-friendly.

Answer clearly and briefly
Write answers in one or two sentences for short questions, and three to five sentences for long answers. Start with a direct response to the question, then add evidence or a short reason. For 'Why' or 'How' questions, give the reason first and then support it with a line from the text. Use linking words like 'because', 'so', 'therefore' to show cause and effect.

Time management and checking
In the exam, answer easy questions first to build confidence and save time for difficult ones. Keep track of time and leave at least five minutes at the end to review your answers. Check for tense consistency and that you have used evidence where required. Practise with five sample questions: underline key words, locate evidence, and write short answers. This routine will make your exam work accurate and quicker.

Writing a short summary
A short summary captures the main events and the lesson in a few sentences. Start with one sentence about the problem (what happened and where). The second sentence should describe the main plan or attempt by the central character. The third sentence gives the result and the lesson learned. Use the simple past tense for events and avoid adding new details not in the story. Keep the summary between 40 and 60 words for class practice; in exams follow the word limit given.

Writing a paragraph
A paragraph for class 6 should have 4–6 sentences. Begin with a clear topic sentence that states the main idea, for example: "The story tells us that small ideas and steady work can solve big problems." Follow with two or three supporting sentences that describe events in the correct order and include one piece of evidence from the text. Conclude with a sentence that states the moral or personal learning. Use linking words such as first, then, next, finally to connect sentences.

Planning before writing
Spend one minute planning. Note three points you want to include: problem, plan, and result. This keeps your writing focused and saves time in the exam. Use simple sentences and correct tense. Check spelling of key vocabulary words from the story. A small checklist before submission: correct tense, neat handwriting, and at least one example from the text to support your paragraph.

Practice tasks and peer review
Task 1: Write a 50-word summary following the three-sentence model. Task 2: Write a six-sentence paragraph using the plan method. Swap with a partner and use a peer-review checklist: Is the sequence correct? Is the tense consistent? Is the lesson clear? Feedback helps you improve quickly and prepares you for exam-style paragraph writing.

Pair and group speaking
Speaking activities help you use the story language and think quickly. In pairs, discuss the question: "What would you do if you found such a problem?" Each student speaks for one minute and then listens to feedback. This gives practice in planning short talks, using linking words and polite modals: "I would try...", "We should...". In groups of four, role-play a scene: one student is worried, one suggests a plan, one points out danger, and one coordinates help. This makes students practise problem solving and polite disagreement.

Listening exercises
Listening builds attention to detail. The teacher reads a paragraph aloud and students must write three facts or answer short questions. Try a dictation of five sentences from the story, then check spelling and punctuation. Another exercise is to listen to a partner telling the summary and note two things they missed; then give constructive feedback. This improves both listening and peer-assessment skills.

Presentations and timing
Prepare a two-minute talk on the lesson of the story. Structure it: one line for the problem, two lines for the plan and events, one line for the result and one for the lesson. Time yourself and practise speaking clearly with correct tense. Use modals to give advice during the talk: "We should help," "They must be careful." Practise eye contact and clear voice so you are confident in classroom presentations and oral exams.

Evaluation and improvement
Peers can give small feedback points: pronunciation, use of linking words, or body language. Focus on one thing to improve each time. Record your short talk on a phone and listen to it; this helps identify quick improvements in pronunciation and sentence flow. Regular speaking and listening practice strengthens both language and confidence for board examinations.

Types of exercises
To prepare well for exams, practise a range of exercises: short factual questions, vocabulary meanings and sentences, grammar fills for simple past and modal verbs, conversion of direct to reported speech, and a short paragraph writing task. Each type tests a different skill: reading detail, word meaning, grammar knowledge, and expression. Regular practice makes these skills automatic when you face the board paper.

Approach to different exercises
For factual questions, write a one-sentence answer using words from the story when possible. For vocabulary, give a simple English meaning and a short example sentence. In grammar fills, pay attention to the verb form and write full sentences if asked. For reported speech exercises, follow the rules of pronoun change and tense shift. For the paragraph task, plan quickly and use the paragraph structure practiced earlier.

Practice method
Make a set of ten mixed exercises and time yourself. After finishing, check answers with a model key or with your teacher. For each mistake, write why it was wrong and do one similar question until you get it right. Use peer-checking: swap exercise sheets and correct together. This helps you learn from classmates and remember corrections better.

Homework and revision exercises
Homework ideas: write five new questions from the chapter and exchange with a friend; do a daily five-minute vocabulary quiz; convert three direct speech lines into reported speech each day. Keep a small notebook with model answers for common question types. Regular short practice improves accuracy and speed, and makes exam answers neat and complete.

How to revise effectively
Revision should be active and regular, not only before the exam. Read the story carefully at least twice. After the first reading, try to tell the story to a friend in your words. After the second reading, underline important sentences about characters, setting and problem. Make flashcards for ten new words with meanings and a sentence. Schedule short daily sessions: 15–20 minutes for vocabulary, 15 minutes for grammar practice (simple past and modals), and 20 minutes for writing a short summary or paragraph.

Exam strategy
In the exam read the whole question paper first and answer the easy questions quickly. For long-answer questions, take one minute to plan points and then write. Always support answers for 'Why' and 'How' with evidence from the text. Keep time for proofreading. If stuck on a question, move on and return later so you use time wisely. Writing neat, short sentences with correct tense often gains full marks for comprehension answers.

Memory aids and last-minute tips
Use mind maps to revise the story quickly: central node — story title; branches — characters, setting, plot, theme, and two evidence points. Mnemonics help irregular verbs (e.g., go/went/gone — remember with a rhyme). The night before the exam, revise the mind map and five key vocabulary words. On the exam day, stay calm, have breakfast and reach school early. Read instructions carefully and write legibly. A short final read-through of your answers can catch small errors.

Practice under exam conditions
Do one timed practice paper at home: 30–40 minutes like the real exam. Time yourself for reading, answering short questions, grammar tasks and the paragraph. Mark your paper using a checklist: correct tense, evidence used, neat handwriting, and clear paragraph structure. Regular practice under time pressure makes you faster and more confident during the actual exam.