A Ride on the Bus | Class 10 English Notes
By ConceptScroll Team · Published on 17 July 2026 · 5 min read
A Ride on the Bus – this guide gives you a concise, exam-ready overview of A Ride on the Bus from Class 10 English, written by ConceptScroll editors and reviewed against the latest NCERT textbook.
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This section narrates the beginning of Valli's first bus journey. On a fine spring day, as the afternoon bus is about to leave, Valli shouts 'Stop the bus! Stop the bus!' and raises her hand to signal the conductor. The bus slows, and the conductor, a jovial man fond of joking, invites her to board. Valli insists on climbing aboard by herself, demonstrating her independence.
The conductor humorously addresses her as 'madam' and asks passengers to make way for her. This playful interaction highlights Valli's transition from a child to someone who wants to be seen as grown-up. The bus is described as new and luxurious, with gleaming white paint, green stripes, silver overhead bars, a beautiful clock above the windshield, and soft, comfortable seats.
Valli eagerly observes everything but finds her view outside blocked by a canvas blind on the lower part of the window. She stands on her seat to look over it and sees the bus traveling alongside a canal, with palm trees, grasslands, distant mountains, and a vast blue sky on one side, and green fields on the other. The beauty of the landscape fills her with wonder.
An elderly man advises her to sit down for safety, but Valli insists she is not a child and has paid her fare. The conductor supports her, calling her a 'very grown-up madam.' Valli resists making friends with an elderly woman sitting beside her, who she finds repulsive due to her appearance and smell of betel nut. Despite this, the conductor and Valli share laughter, showing her gradual comfort on the bus.
This section captures Valli's excitement, her assertion of independence, and her first social interactions during the journey.
📊 Diagram: Illustration of Valli sitting inside the bus, looking out over the canvas blind, with the conductor and other passengers around her.
🧪 Activity: Oral Comprehension Check: Questions about why the conductor calls Valli 'madam', why she stands on the seat, her response to being called a child, and her feelings towards the elderly woman.
🔗 Connection: Leads to Valli's observations and experiences during the bus journey, including sights and incidents on the way.
Frequently asked questions
(i) In the story Valli has to save money and make plans to be able to ride the bus. In pairs, discuss how you spent your pocket money last month. Did you spend it on yourself, or on someone dear to you? (ii) Valli’s enthusiasm is dampened and the memory of the dead cow haunts her. In groups, discuss an incident which may have troubled or discouraged you.
This is a discussion-based question aimed at encouraging students to share personal experiences and thoughts. There is no single correct answer. Students should reflect on their own spending habits and experiences of discouragement or trouble, and discuss these with their peers.
1. Who are the characters in this poem? List them with their pet names. 2. Why did Custard cry for a nice safe cage? Why is the dragon called "cowardly dragon"? 3. "Belinda tickled him, she tickled him unmerciful..." Why? 4. The poet has employed many poetic devices in the poem. For example: "Clashed his tail like iron in a dungeon" — the poetic device here is a simile. Can you, with your partner, list some more such poetic devices used in the poem? 5. Read stanza three again to know how the poet describes the appearance of the dragon. 6. Can you find out the rhyme scheme of two or three stanzas of the poem? 7. Writers use words to give us a picture or image without actually saying what they mean. Can you trace some images used in the poem? 8. Do you find The Tale of Custard the Dragon to be a serious or a light-hearted poem? Give reasons to support your answer. 9. This poem, in ballad form, tells a story. Have you come across any such modern song or lyric that tells a story? If you know one, tell it to the class. Collect such songs as a project.
1. Characters and their pet names:
- Belinda
- Ink (the little black kitten)
- Blink (the little grey mouse)
- Mustard (the little yellow dog)
- Custard (the pet dragon)
2. Custard cried for a nice safe cage because he was a cowardly dragon who was afraid of danger and preferred safety. He was called 'cowardly dragon' because unlike the other brave pets, he was scared and wanted protection.
3. Belinda tickled Custard unmercifully to tease him because he was cowardly and cried for safety, which
Have fun writing your ballad. Gather information (choose/decide an idea/theme), organise your materials under characters and story and then write. Revise and edit your ballad to make it entertaining. Use the following guidelines to write your ballad. - Purpose of writing the ballad: to entertain and interest - To whom I am writing: decide for whom you are writing - How should I structure features?: - Tell a simple narrative - A few major characters - A strong rhythm and rhyme - May have a refrain (single or two line(s) repeated often) - Divide into verses
Students should select a theme or idea for their ballad, plan the characters and storyline, and write a ballad following the guidelines provided. The ballad should have a simple narrative, include a few major characters, maintain a strong rhythm and rhyme, and may include a refrain. After writing, students should revise and edit their work to make it entertaining and interesting.
(i) In the story Valli has to save money and make plans to be able to ride the bus. In pairs, discuss how you spent your pocket money last month. Did you spend it on yourself, or on someone dear to you? (ii) Valli’s enthusiasm is dampened and the memory of the dead cow haunts her. In groups, discuss an incident which may have troubled or discouraged you.
Answer will vary. (i) Students should discuss their pocket money spending habits, whether on themselves or others, reflecting on saving and planning as Valli did.
(ii) Students should share personal experiences of discouragement or troubling incidents, discussing feelings and how they coped.
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