From A Railway Courage

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Poem
From A Railway Carriage
WARM UP
Read the title.

• What do you think the poem is about?
• Have you been on a train?
• Close your eyes and think about the moving scene outside a train window.
• Take turns in class to describe one image that crossed your mind.
eg. I saw a tea vendor run past the window; I saw tall trees flash past...
Faster than fairies, faster than witches,

Bridges and houses, hedges and ditches;
And charging along like troops in a battle,
All through the meadows the horses and cattle:
All of the sights of the hill and the plain
Fly as thick as driving rain;
And ever again, in the wink of an eye,
Painted stations whistle by.
Here is a child who clambers and scrambles,
All by himself and gathering brambles;
Here is a tramp who stands and gazes;
And there is the green for stringing the daisies!
Here is a cart run away in the road,
Lumping along with man and load;
And here is a mill and there is a river:
Each a glimpse and gone forever!
- Robert Louis Stevenson
Robert Louis Balfour Stevenson (13 Nov 1850 – 3 December 1894) was a
Scottish novelist, poet, essayist, musician and travel writer. His famous works are
‘Treasure Island’, ‘Kidnapped’, ‘Strange Case of Dr. Jekyll & Mr. Hyde’ and ‘A Child’s
Garden of Verses’.
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GLOSSARY
Charge - To make a rush at or sudden attack upon a person or thing

Clamber - Climb or move in an awkward and laborious way using both hands and feet
Brambles - A prickly scrambling shrub of the rose family especially a blackberry
Tramp - A person who travels from place to place on foot in search of work or as
a beggar
Stringing - Hang so that it stretches in a long line
Lumping - Carry with difficulty
Glimpse - See or perceive briefly or partially
READ AND UNDERSTAND
A. Read the lines and answer the questions given below.
1. Faster than fairies, faster than witches,

Bridges and houses, hedges and ditches;
a. What is faster than fairies and witches?

b. Why does the poet mention ‘bridges and houses, hedges and ditches’? Where are they?
2. Here is a child who clambers and scrambles,

All by himself and gathering brambles;
a. Where do you think the child is?

b. What does ‘gathering brambles’ mean?
3. And ever again, in the wink of an eye,

Painted stations whistle by.
a. ‘In the wink of an eye’ means very quickly. Explain ‘painted stations whistle by’.
4. Each a glimpse and gone forever;
a. What is ‘each’ over here? Why is it gone forever?
B. Answer the following questions.
1. What does ‘charges along like troops in a battle’ mean?

2. What word could best replace ‘charges’ in the poem - marches, rushes or pushes?
3. Why does the child clamber and scramble?
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C. Think and Write.
1. Write a paragraph about 50 words describing the scenes that the poet passed by.
2. There is a connection between the rhyming words and rhythms of the train. Present
your views about it.
D. Fill in the blanks to complete the summary.
Ever since their introduction, ___________, and their unique rhythms have
___________ poets. In this poem the poet shares his experience ___________
with us. He presents natural scenes seen from __________ a railway carriage. The
___________ is regular and steady but ___________ from the window of the train is
constantly changing. The poem’s rhythm and phrases bring ___________ of a railway
journey. The poet looks out of the window at the ___________ images outside. Every
line we see here is a quick account of something seen for ___________. The line that
best sums up is the final one: "Each a glimpse and gone forever!"
VOCABULARY
E. Find me in the poem.

1. I can help you to cross the river - .
2. I can border your garden - .
3. I can alert you - .
4. I can carry you - .
5. You can ride on me - .
6. You can climb on men - .
7. You can lay down on me - .
8. You can play with me - .
APPRECIATING THE POEM
F. Work in pairs.
A simile is a figure of speech that directly compares two things. Similes explicitly
use connecting words such as ‘like’ and ‘as’.
eg. ‘as cool as’; ‘like a child’.
1. Discuss with your partner and pick out the similes used in the poem. Which one do
you like the most? Why?
2. Discuss with your partner and pick out the rhyming words from the poem.
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CREATIVE WRITING
Cinquain Poem
• Brainstorm some interesting nouns, verbs and adjectives connected to travel.
• Pick out the most descriptive words from your brainstorming and put your cinquain
together.
• Your cinquain should have five lines and the finished poem should have only eleven
words.
A cinquain poem has eleven words arranged like this :
Line 1: A single word title -a noun.
Line 2: Two words that describe the title- adjectives.
Line 3: Three words that describe the action of the title.
Line 4: Four words that describe a feeling in a phrase.
Line 5: One word that repeats the title.
e.g.:
Train
long snaking
hooting, chugging, steaming
along the winding tracks
Procession
G. Pick out the nouns from the poem. Write as many Cinquain poems as
you can.
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www.tntextbooks.

Read the title.

Faster than fairies, faster than witches,

6th_2nd_Term_English_Unit_2.indd 128 11-07-2018 19:39:56

Charge - To make a rush at or sudden attack upon a person or thing

READ AND UNDERSTAND

A. Read the lines and answer the questions given below.

1. Faster than fairies, faster than witches,

a. What is faster than fairies and witches?

2. Here is a child who clambers and scrambles,

a. Where do you think the child is?

3. And ever again, in the wink of an eye,

4. Each a glimpse and gone forever;

a. What is ‘each’ over here? Why is it gone forever?

B. Answer the following questions.

1. What does ‘charges along like troops in a battle’ mean?

6th_2nd_Term_English_Unit_2.indd 129 11-07-2018 19:39:57

C. Think and Write.

D. Fill in the blanks to complete the summary.

E. Find me in the poem.

APPRECIATING THE POEM

6th_2nd_Term_English_Unit_2.indd 130 11-07-2018 19:40:00

• Brainstorm some interesting nouns, verbs and adjectives connected to travel.

A cinquain poem has eleven words arranged like this :

Line 1: A single word title -a noun.

Line 2: Two words that describe the title- adjectives.

Line 3: Three words that describe the action of the title.

Line 4: Four words that describe a feeling in a phrase.

Line 5: One word that repeats the title.

6th_2nd_Term_English_Unit_2.indd 131 11-07-2018 19:40:03

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