Page 1 : Goiwvity 1, , , , , Activity 5, t describe |||] How does the rh, Wing table |||} Poem?, , om the box |||| The locomotive th, , pelow. lythm gives a feel of the Moving train., Activity 6, Li, Wonistng? nianac ist down the thyming words of each line of the first, , jp the poem there are a number of words th, govement and sound. Complete the folio,, electing appropriate words/ expressions i, , rT, , , , 'ythm contribute to the meaning of the, , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , describe movement describe sound Stanza.Name the words according to the similarity of endfaster whistle aed ro ae, Av le plain - a, eae cart runaway rain a, stringing driving rain eye b, clambers scramble by - b, scramble Rhyme scheme is aa bb, charging along Activity 7, battle In this poem, the poet uses words to make pictures just as, lumping you might use a camera to take pictures. Word pictures, created by poets are called images. Such pictures may, Activity 2 appeal to our eyes (visual), ears (auditory), touch (tac, , , tile), smell (olfactory) and taste (gustatory)., , Find out pairs of rhyming words from the poem., Can you pick out the images from the poem ? Complete, , , , , , pes: pie 7 pale the following word web by selecting appropriate images, plain . ca from the poem., eye a bye (a) painted stations whistling = auditory, scrambles + brambles (b) charging along like troops = visual, road # load (c) _ hilland the plain = visual, rived forever. |||] (d) achild who clambers and scrambles = auditory», , , , a cart running away in the road = auditory and visual, Activity 3 (f) mill and river = visual, , Pick out two similes from the poem Activity 8 one °, , 1. And charging along like troops ina battle. You have enjoyed the locomotive rhythm of the poem,, , 2. Flyas thick as driving rain. haven’t you ? Reci f Ss., List out the pic, , Activity 4 read the poem. C, , Identify the lines having Alliteration of stills in the, , ds ina line), (repetition of initial consonant sounds of wor your class., , Faster than fairies faster than am, Bridges and houses, hedges ana der:, , Identify the lines having asconen*, 5 ina line), , , , , , , , (repetition of vowel sound:, Flyas thick as driving rain rambles. All by him, Here is a child who clambers and S¢, , self and gathering brambles. Here 1, , i iver:, «<q hill and there is a, and gazes. And here is 4 . sounds bring to the poem *, , What effect do the repeat to the poem:, They lend a rhythmic quality, , a tramp who stands