The Unlikely Best Friends: Notes, Question and Answers, Class 6 English NCERT Book Poorvi

The Lesson “The Unlikely Best Friends” is the first story under Unit 2 ‘Friendship’ in the Class 6 New NCERT Book ‘Poorvi’. Here you would find solutions, questions and answers of almost all the questions including the intext-questions given in the book for this lesson “The Unlikely Best Friends”.

Also Read…

• The Unlikely Best Friends-Notes
• The Unlikely Friends – CFQs

Intext-Questions and Answers

These questions include the questions given along with in-between the story text.

Let us do these activities before we read. (Page 39)

1. Friends are an important part of our lives. Why do you think so? Share your ideas with your friend. What do you do when you are with your friends and how do you feel?

Answer:

1. Why are friends important to you?
   Friends make life fun and help me when I’m feeling down.
2. What do you enjoy doing when you are with your friends?
   I like playing games, talking, and just hanging out with them.
3. How do you feel when you are with your friends?
   I feel happy, safe, and like I can be myself.

Another Set of Answers:

• Why are friends important to you?
  Friends are important because they make me happy, help me when I’m sad, and are fun to be around.
• What do you enjoy doing when you are with your friends?
  I enjoy playing games, talking, and laughing with my friends.
• How do you feel when you are with your friends?
  I feel happy, safe, and excited when I’m with my friends.

Now, complete the following sentences by writing in the shapes given below. Share your completed sentences with your classmates and teacher. One has been done for you.

Answer: Here are some sample answers:

With my friend, I:

• explore new places – We go on adventures together, discovering parks, and hidden spots in the neighborhood.
• talk about everything – We chat about school, hobbies, and sometimes just silly things that make us laugh.
• play sports – We enjoy playing football or basketball together.
• help each other – We work on homework and projects together, supporting one another.
• create art – We love drawing, painting, or doing crafts during our free time.

With my friend, I feel:

• supported – I know my friend is there for me when I need help.
• excited – Spending time together always brings excitement and fun.
• understood – My friend listens to me and understands my feelings.
• confident – I feel more confident when I’m with my friend because they encourage me.
• safe – I feel safe and comfortable sharing my thoughts and feelings with my friend.

2. The title of the chapter is ‘The Unlikely Best Friends’.
(a) What can be the meaning of ‘unlikely’? Discuss in groups, and then discuss with your teacher.
(b) Can you think of some unlikely friends? Share your answer with your teacher

Answer:

(a) What can be the meaning of ‘unlikely’?

• Discussion: The word “unlikely” means something that is not expected to happen or something that seems surprising. In the context of the title, it suggests that the friends in the story might be two characters who wouldn’t normally be friends, or their friendship is surprising to others.

(b) Can you think of some unlikely friends?

• Examples to Share:
• A cat and a dog becoming best friends, even though they are usually seen as natural enemies.
• Two classmates who are very different from each other—maybe one is quiet and the other is very talkative—but they get along really well.
• A younger child and an older child who become close friends, despite the difference in age.

Another Set of Answers:

(a) What can be the meaning of ‘unlikely’?

• Meaning of ‘Unlikely’:
  “Unlikely” means something that is not expected to happen or something that is surprising. When we talk about “unlikely friends,” we mean two people who are very different from each other or who you wouldn’t think would be friends, but they end up becoming close anyway.

(b) Can you think of some unlikely friends?

• Examples of Unlikely Friends:
• A cat and a dog: They are usually seen as enemies, but sometimes they can become very close.
• A very shy person and a very outgoing person: Even though they have different personalities, they might understand each other well and become best friends.
• A book lover and a sports enthusiast: They might seem very different, but they could bond over something unexpected, like a shared love for strategy in games or storytelling in sports.

These examples show that friendship can happen between anyone, no matter how different they might seem at first.

Let us discuss (Page 42)

1. Talk about the things that Gajaraj and Buntee did together. Now, write in the shapes given below. One has been done for you.

Answer: Here are some activities that Gajaraj and Buntee did together. You can fill these into the shapes:

• Played – They had fun playing together in the stable and near the pond.
• Shared food – Gajaraj shared his food with Buntee when they first met.
• Took baths – Gajaraj bathed in the pond, and although Buntee didn’t like getting wet, they spent time together there.
• Went for rides – Gajaraj gave Buntee a ride on his back using his trunk.

2. Why did the farmer hug Buntee?

Answer: The farmer hugged Buntee because he was happy and relieved to find his lost dog. He had been searching for Buntee ever since the dog disappeared, and finding him brought the farmer great joy.

3. Do you think Buntee will leave Gajaraj and go home with the farmer?

Answer: This is a thought-provoking question, and it encourages students to think about the bond between Buntee and Gajaraj as well as Buntee’s loyalty to the farmer. Some possible answers could be:

Maybe: Buntee could be torn between staying with his new friend Gajaraj and going back to his old home with the farmer.

Yes: Buntee might leave with the farmer because the farmer was his original owner, and Buntee might feel a sense of loyalty to go back home with him.

No: Buntee might want to stay with Gajaraj because they have become close friends and he enjoys the new life with the elephant.

Let us discuss (Page 45)

1. Why did Gajaraj not eat his food?

Answer: Gajaraj didn’t eat his food because he was very sad and missed his friend, Buntee. After the farmer took Buntee away, Gajaraj felt lonely and heartbroken, which made him lose his appetite.

2. Who were friends at the end of the story?

Answer: By the end of the story, two pairs of friends were highlighted:

• Gajaraj and Buntee: The elephant and the dog became best friends and were reunited after being separated.
• The Mahout and the Farmer: They also became friends after realizing how much they both cared about the happiness of Gajaraj and Buntee.

Textbook Exercise: Question and Answers

Here you would find answers to the exercises given at the end of the lesson “The Unlikely Best Friends)

Let us think and reflect (Page 45)

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

(a) In spite of royal comforts, Gajaraj was sad because he had no friends. The mahout, or elephant trainer, was the only one he ever interacted with. The mahout was a kind man who served Gajaraj food, and gave him a bath in the elephant pond daily. He was a good caretaker, but not a friend.

(i) Complete with one word:
mahout : kind : : Gajaraj : _____

Ans: mahout : kind : : Gajaraj : sad

(ii) The mahout was a good caretaker because he gave ______ to Gajaraj and a ______ in the pond.

Ans: The mahout was a good caretaker because he gave food to Gajaraj and a bath in the pond.

(iii) What do you think is the difference between a friend and a caretaker?

Ans: A friend is someone who shares a personal connection, understands you, and enjoys spending time with you. A caretaker, on the other hand, is someone who provides practical support and looks after your needs, but may not have a personal or emotional bond with you.

(b) “Are you missing your friend?” asked the farmer remembering the happy look on Buntee’s face while sitting on the elephant’s back. “I cannot see you go hungry,” said the farmer, “If you miss your friend so much, go to him.” The farmer removed the rope with which he had tied the dog.

(i) The farmer uses the word ______ to refer to the elephant.
(ii) How did the farmer know that Buntee was hungry?
(iii) Why did the farmer remove the rope with which he had tied Buntee?
(iv) Complete with one word:
Gajaraj: Buntee : : __ : farmer

Answers:

(i) The farmer uses the word elephant to refer to Gajaraj.

(ii) The farmer knew that Buntee was hungry because he remembered the happy look on Buntee’s face while sitting on the elephant’s back and wanted to make sure Buntee didn’t go hungry.

(iii) The farmer removed the rope with which he had tied Buntee because he wanted to allow Buntee to go to Gajaraj, whom he missed.

(iv) Gajaraj : Buntee : : farmer : mahout

Here are the answers:

Q.2. Give two examples to show that Gajaraj was very happy to have a friend.

Ans: The two examples are given below.

• Gajaraj felt joy and relief when he was reunited with Buntee, indicating his happiness at having his friend around.
• The farmer noticed a happy look on Buntee’s face while sitting on Gajaraj’s back, suggesting that Gajaraj’s happiness in having Buntee as a friend was evident to others.

Q.3. How did the mahout come to know that Gajaraj was sad?

Ans: The mahout noticed Gajaraj’s sadness due to his lack of interaction with other elephants and his overall lonely demeanour (behaviour) despite the royal comforts and good care he received.

Q.4. Why do you think Buntee licked the farmer’s hand?

Ans: Buntee licked the farmer’s hand as a gesture of gratitude and affection. It showed his appreciation for the farmer’s kindness and his emotional connection to him.

Q.5. What was ‘unlikely’ about the friendship of Gajaraj and Buntee?

Ans: The friendship between Gajaraj and Buntee was unlikely because they were very different animals—an elephant and a dog—and such friendships are not commonly seen in the wild. Their bond was special and unusual due to their different species.

Short Answers:

2. Examples of Gajaraj’s happiness:

• Gajaraj was joyful when reunited with Buntee.
• The farmer saw Buntee’s happy expression on Gajaraj’s back.

3. The mahout noticed Gajaraj’s loneliness and sadness despite his comforts.

4. Buntee licked the farmer’s hand to show gratitude and affection.

5. It was unusual because Gajaraj was an elephant and Buntee was a dog, making their friendship rare.

Let us learn (Page 46)

Q.1. Now, take help from the words given as hints and fill up their opposites in the puzzle. (Note: All the words are from the story you have just read.) (See page 46 for the full question)

Answers:

Here are the opposites for the puzzle:

Down:

1. started → stopped
2. appeared → disappeared
3. sad → happy
4. untouched → touched
5. hate → love

Across:

3. unkind → kind
4. yelped → silenced
5. awake → asleep
6. relieved → worried
7. missing → found

Q.2. Now, complete the paragraph with some of the words you have used in the puzzle.

My pencil was _. I was very ____ as it was a gift from my friend. I woke up my elder brother who was ____ on the bed. I told him that my pencil seemed to have ____. He ____ and told me to look under my pillow. I was ____ when I ____ the pencil there.

Answer: Below is the completed paragraph:

My pencil was missing. I was very worried as it was a gift from my friend. I woke up my elder brother who was asleep on the bed. I told him that my pencil seemed to have disappeared. He yelped and told me to look under my pillow. I was relieved when I found the pencil there.

Q.3. Given below are some verbs from the story. Put the verbs in their correct column in the table given above. (See the book, page 48, for the full question)

Here’s how the verbs from the story fit into their correct columns based on their tense:

Past Tense:

• looked
• gave
• ordered
• noticed
• went
• remained
• served
• told
• asked
• felt
• touched
• joined
• arrived
• threw

Past Continuous Tense:

• was looking
• was missing
• was munching
• was following

Past Perfect Tense:

• had ordered
• had followed
• had remained
• had tied

Select the correct form of the verb to complete the passage. Check your answers with the teacher.

The farmer came back and _ (noticed/was noticing/had noticed) that Buntee was sad. He _ (tied/ was tying/had tied) Buntee with a rope the day before. He _ (asked/was asking/ had asked) Buntee why he was sad. Farmer _ (felt/was feeling/ had felt) that Buntee __ (missed/was missing/had missed) Gajaraj and set him free.

Answer: Below is the passage with the correct forms of the verbs:

The farmer came back and noticed that Buntee was sad. He had tied Buntee with a rope the day before. He asked Buntee why he was sad. The farmer felt that Buntee missed Gajaraj and set him free.

Q.4. ‘…neither the farmer nor the mahout noticed that the two friends were in tears.’

Discuss the given sentences with your teacher to practice.

• Neither Shikha nor Anuj like to tell stories.
• Either Bhavesh or Abha made this painting.

Answer: Here’s how to use “neither, nor” and “either, or” in the sentences:

• Neither Shikha nor Anuj likes to tell stories.
  (This sentence correctly uses “neither, nor” to show that neither Shikha nor Anuj enjoys telling stories. Use “likes” because the subject is singular: neither… nor. It indicates that both Shikha and Anuj do not like to tell stories.)
• Either Bhavesh or Abha made this painting.
  (This sentence correctly uses “either, or” to indicate that one of the two—Bhavesh or Abha—created the painting. This means one of them made the painting, but not both.)

Let us listen (Page 49)

Q.1. You will listen to a story about ‘Unlikely Friends’. Use exact words from the story to fill up the missing details in the paragraph. (refer to page 71 for transcript).

Answer: Here’s the filled-in paragraph using the exact words from the story:

The leopard is a wild animal but it became a friend of a cow. When the leopard grew up, it left the village. It came in the night to meet the cow. The leopard would sit beside the cow. They also played together. The villagers were surprised at their friendship.

Q.2. Now, listen to the story again and number the sentences in correct order. The first one has been done for you.

Answer: Here’s given below, the correct order of the sentences:

1. The cow took care of the leopard cub as a mother.
2. The leopard left the village after growing up.
3. The leopard came to meet the cow at night.
4. The leopard stopped coming regularly.

Let us speak (Page 50)

Gajaraj and Buntee had a wonderful time with each other even if they were ‘unlikely’ friends. Talk to your friend and find out your common likes and dislikes. Share your answers with the class.

Answer: Here’s a sample as how you can attempt this question:

I am [Your Name]
I like:

• Reading
• Playing soccer

My friend is [Friend’s Name]
My friend likes:

• Reading
• Drawing

Both of us like:

• Reading
• Spending time outdoors

Now, tell your classmates about your friend. You may take help of the cues given below.

• My friend and I like to play. Both of us want ___.
• I like to ___ but my friend likes to .
• We are different as she/he is ___ and I am ___ .

Answer: Here’s how you could share about your friend with your classmates:

• My friend and I like to play. Both of us want to have fun and stay active.
• I like to play soccer but my friend likes to draw.
• We are different as she/he is creative and I am athletic.

Let us write (Page 51)

Write six sentences about your friend with the help of the facts collected in the above task. Mention how you are not only similar but also different. You may take help of the words given below.

Ans: Here are six sentences about your friend:

1. My friend and I both like to spend time outdoors.
2. We are similar because we both enjoy reading books.
3. I like to play soccer, but my friend prefers drawing.
4. Although we have different hobbies, we still share a love for stories.
5. My friend is creative, unlike me, as I am more athletic.
6. Neither of us likes watching TV much, so we prefer doing other activities together.

Let us explore (Page 51)

1. The story, ‘The Elephant and the Dog’ is found in the Jataka tales. These stories are ancient Buddhist stories of life values and wisdom. These stories have been told from one generation to the next for over two thousand years. Find and read another Jataka story.

Answer: One well-known Jataka story is “The Monkey and the Crocodile.” Here’s a brief summary:

In this story, a clever monkey lives on a tree by the river, eating the delicious fruits. A crocodile, who lives in the river, becomes friends with the monkey. The monkey often shares the fruits with the crocodile. One day, the crocodile tells his wife about the sweet fruits, and she demands to eat the monkey’s heart, believing it must be even sweeter.

The crocodile is torn but eventually agrees to trick the monkey. He invites the monkey to ride on his back across the river to a new tree with even sweeter fruits. Midway, the crocodile reveals his true intentions. However, the quick-thinking monkey says that he left his heart back on the tree. The crocodile, eager to get the heart, swims back to the tree. Once they reach the shore, the monkey quickly jumps to safety, telling the crocodile that he has betrayed their friendship.

The story teaches lessons about wit, trust, and betrayal, and how quick thinking can help one escape difficult situations. This is just one of the many Jataka tales that offer timeless wisdom.

2. Elephants have historically held significant roles in Indian culture, spanning history, warfare, religion, festivals and more. However, contemporary ecological challenges have strained the relationship between humans and elephants. Have a discussion in the class.

Answer: Here’s a way to structure a discussion about elephants for 6th-grade students:

Discussion Topic: The Role of Elephants in Indian Culture and Modern Challenges

Introduction:

• Start by talking about how elephants have been a big part of Indian culture for a long time. Explain how they were used in history, especially in wars, and how they are considered sacred in some religions.
• Mention how elephants are still important today in festivals and ceremonies, like in Kerala’s famous temple festivals.

Discussion Points:

Historical Importance:

• How were elephants used in ancient wars? Why were they considered powerful?
• Can anyone think of a festival where elephants are part of the celebration?

Religious Significance:

• Talk about Lord Ganesha, the elephant-headed god, and why elephants are considered symbols of wisdom and good fortune.
• Ask the students if they know any other stories or traditions involving elephants.

Modern Challenges:

• Explain how today, elephants face challenges like losing their homes because forests are being cut down.
• Discuss how sometimes elephants and humans come into conflict because elephants might wander into villages looking for food.

Conservation Efforts:

• Talk about what people are doing to help elephants, like creating wildlife reserves or safe passages for them to travel.
• Ask the class what they think could be done to protect elephants and ensure that humans and elephants can live peacefully together.

Conclusion:

• Wrap up by asking the students how they feel about elephants and what they think we can learn from them about living in harmony with nature.

This discussion will help students appreciate the cultural significance of elephants while also understanding the modern challenges they face.

Here’s a sample discussion you could use with your class:

Teacher: “Today, we’re going to talk about elephants and their special role in Indian culture, as well as some of the challenges they face today. Let’s start by thinking about why elephants have been important in history. Can anyone tell me how elephants were used in ancient times?”

Student 1: “Weren’t elephants used in wars? I remember hearing something about that.”

Teacher: “Yes, exactly! Elephants were like tanks in ancient battles. They were strong and could carry heavy loads, including soldiers. That made them very powerful in war. Now, besides war, can anyone think of where else we see elephants playing a big role in Indian culture?”

Student 2: “In festivals! I saw a video of an elephant in a festival in Kerala, all decorated.”

Teacher: “Right! Elephants are a big part of many festivals, especially in Kerala, where they’re beautifully decorated and take part in processions. Now, let’s talk about religion. Who knows which god in Hinduism is associated with an elephant?”

Student 3: “That’s Ganesha! He has an elephant head.”

Teacher: “Yes, Ganesha is the elephant-headed god, and he’s known as the remover of obstacles and the god of wisdom. That’s why elephants are often seen as symbols of good fortune. But now, let’s shift to the present. Do you think life is as easy for elephants today as it was in the past?”

Student 4: “I think it’s harder because there are fewer forests.”

Teacher: “That’s a good point. Many forests where elephants live are being cut down for farming or building cities. This is causing elephants to lose their homes, and sometimes they wander into villages looking for food. What do you think happens when elephants and humans come into contact like this?”

Student 5: “It sounds dangerous. Maybe the elephants could get hurt, or people might get scared.”

Teacher: “Yes, it can be dangerous for both elephants and people. This is what we call human-elephant conflict. But not everything is bad news. There are efforts to help elephants. For example, there are wildlife reserves where elephants are protected, and some places are creating special paths or corridors for elephants to travel safely. What do you think we could do to help elephants live safely in the wild?”

Student 6: “Maybe we could protect more forests and make sure people know how to live safely near elephants.”

Teacher: “That’s a great idea. Protecting their habitats and educating people are important steps. Elephants are such a vital part of our culture and heritage, and it’s up to us to ensure that they continue to thrive. What’s something you’ve learned today that makes you appreciate elephants more?”

Student 7: “I learned that they’re not just big animals but are really important in our history and culture. We should do more to protect them.”

Teacher: “Absolutely! Elephants remind us of the importance of living in harmony with nature. Thank you for your thoughts today—let’s all think about how we can contribute to the conservation of these majestic creatures.”

Another Sample of Discussion:

Teacher: “Good morning, everyone! Today, we’re going to talk about elephants and their special place in Indian culture, as well as some of the challenges they face today. Did you know that elephants have been important in India for thousands of years?”

Student 1: “Yes, I know that elephants are part of some festivals, right?”

Teacher: “Exactly! Elephants are a big part of many festivals, especially in Kerala, where they are decorated and take part in temple processions. They are also considered very wise and strong animals. In ancient times, kings used elephants in wars. Can anyone guess why?”

Student 2: “Maybe because they are big and strong?”

Teacher: “That’s right! Elephants were like tanks in ancient wars—very powerful and intimidating. But elephants aren’t just important in history. They also hold a special place in religion. Who can tell me which god has an elephant’s head?”

Student 3: “Lord Ganesha!”

Teacher: “Yes, Lord Ganesha, who is one of the most beloved gods in Hinduism. Elephants are symbols of wisdom, strength, and good luck. But while we celebrate elephants in festivals and stories, did you know that they are facing some big problems today?”

Student 4: “What kind of problems?”

Teacher: “Well, one major problem is that elephants are losing their homes. As people cut down forests to build farms and cities, elephants have less space to live. Sometimes, they even wander into villages looking for food. This can cause conflicts between people and elephants. Can anyone think of why this might be dangerous for both?”

Student 5: “Maybe because elephants can accidentally hurt people, and people might try to scare them away?”

Teacher: “Exactly. These conflicts can be dangerous for both humans and elephants. But people are working on ways to help. For example, some places are creating wildlife reserves where elephants can live safely. Others are making special corridors—like roads for elephants—so they can travel without entering villages. What do you think we could do to help protect elephants?”

Student 6: “We could plant more trees so they have more space.”

Student 7: “Maybe we could also teach people how to live peacefully with elephants.”

Teacher: “Great ideas! It’s important to find ways to live in harmony with elephants, just like in the old stories where humans and animals were friends. Elephants have been a part of our culture for so long, and it’s up to us to make sure they can be part of our future too. Thank you for your thoughts today!”

This type of discussion helps students think about the historical and cultural significance of elephants, while also encouraging them to consider modern conservation challenges. It keeps the conversation age-appropriate and engaging.

3. Given below is a news report from an Elephant Sanctuary in the United States about a real-life friendship between an elephant and a dog.

The elephant’s name is Tarra and the dog’s name is Bella. Bella came inside a forest for elephants and became Tarra’s friend. Tarra spent most of her time with Bella. One day, Bella had an injury so she could not walk. She was kept inside a building for three weeks. Tarra stood outside for three weeks. Finally, they met and were very happy.

Answer: That’s a touching story of friendship! Here’s a simple way to summarize and discuss the news report with your class:

Teacher: “Let’s talk about a special friendship between an elephant named Tarra and a dog named Bella from an Elephant Sanctuary in the United States. What’s really amazing about their story?”

Student 1: “They’re from different species but still became best friends!”

Teacher: “Exactly! Even though elephants and dogs are very different, they formed a strong bond. Tarra, the elephant, and Bella, the dog, spent most of their time together. But something happened that showed just how deep their friendship was. Does anyone remember what that was?”

Student 2: “Bella got hurt and couldn’t walk, so she had to stay inside for three weeks.”

Teacher: “Yes, that’s right. Bella was injured and had to be kept inside a building for three weeks. Now, here’s the part that really shows how much Tarra cared for Bella. What did Tarra do while Bella was recovering?”

Student 3: “Tarra stood outside the building for the entire three weeks, waiting for Bella.”

Teacher: “Isn’t that amazing? Tarra didn’t leave Bella’s side, even though they couldn’t be together. This shows how powerful their friendship was. When Bella finally recovered and they were reunited, they were both so happy. What can we learn from Tarra and Bella’s friendship?”

Student 4: “We can learn that true friends care for each other no matter what, even if they’re different.”

Teacher: “Absolutely! This story teaches us about loyalty, patience, and the deep connections that can form between friends, no matter how different they might seem. It’s a reminder that friendship is about being there for each other in tough times.”

This discussion helps students understand the value of friendship, loyalty, and empathy through a real-life example that’s both heartwarming and relatable.