re manual the english - saraswati house · 5. the picture would look either very crooked or...

The English Circle

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5Teacher's Manual

Reader 2

The

CircleEnglish

A Graded English Course

(An imprint of New Saraswati House (India) Pvt. Ltd.)New Delhi-110002 (INDIA)

(An imprint of New Saraswati House (India) Pvt. Ltd.)

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2017007000119

NSS2TEC056ENGAA17MLN

The English Circle is a set of 10 coursebooks (A, B, 1 to 8) and 8 corresponding workbooks (1 to 8) that combines the best of traditional methods with the most appropriate pedagogy to help students use English both accurately and fluently. Based on the new curriculum of the Council for the Indian School Certificate Examination (CISCE), released in November 2016, the series is uniformly based on multiple themes. The focus of The English Circle is to sharpen the four basic language skills—Listening, Speaking, Reading and Writing—through passages, poems, plays as well as tasks integrated in an exciting and a familiar context for today’s learners.

Key features

S An attractive layout with colourful artwork

S Inclusion of extracts from the timeless classics of English literature to the most contemporary ones

S A rich variety of exercises with scope for individual activity, pair activity, group activity and classroom interaction as well as communication

S Tasks which draw upon the student’s language competence to skim, scan, infer and analyse the text for global and inferential comprehension

S Coverage of all important concepts along with integrated practice and revision of language structures through simple definitions and examples

S Theme-based activities to hone creative skills

P R E F A C E

C O N T E N T SReader

My Shadow 5

1. Uncle Podger Hangs a Picture 8

2. Krishna and Sudama 11

The Law of the Jungle 15

3. Hope in the Ruins 17

4. The Chipko Movement 21

Magnificent India 24

5. The Story of Ra 27

6. Robinson Crusoe Lands on Deserted Island 30

The Greatest Game of All 34

7. The Boy Who Drew Cats 37

8. Isaac and the Bully 40

Laughing Song 43

9. Around the World in Eighty Days 46

10. Meet the Animal Heroes 48

Granny’s Tree Climbing 51

11. Life-wasting Potion 54

12. The Pied Piper of Hamelin 58

Workbook

1. The Bundle of Sticks 61

2. The Storytelling Trio 62

3. Country Mouse’s Visit to Town 64

4. The Tree Lover 66

5. The Wonderful World 68

6. Mercury and the Woodman 69

7. I Keep Six Honest Serving-Men 70

8. The Invention of Paper 71

9. Kite Flying in Ahmedabad 72

10. Speaking Pictures 73

11. Creature Discomforts 74

12. The Man Who Never Lied 75

5 READER

My Shadow

LEARNING OUTCOMESThe students will be able to

S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about syllabification. S identify the /pl/ sound. S listen to an audio for identification. S write a paragraph.

Warm-up This interactive activity will allow the students to share their thoughts about their shadows and learn the science behind it.

ReadingThe poem is written from the perspective of an innocent and playful child who wonders at his shadow. It also introduces the students to the concept of personification.

Comprehension

The students will be able to S answer questions in one word/sentence via in-text questions. S answer questions based on their understanding of the text. S think and reason beyond what has been taught.

Vocabulary The students will be able to learn the concept of syllabification.

PhonicsThe students will listen to words with the /pl/ sound and repeat to ensure correct pronunciation. They can also be asked to suggest some more words with the same sound.

Listening The students will listen to a short story and solve the task based on it.

Writing The students will write a paragraph with the help of the words given in the boxes.

6READER

ANSWERS

ComprehensionA. 1. T 2. T 3. F 4. F 5. TB. 1. Yes, the shadow is like the poet. The line that answers the question is: ‘He is very, very like

me from the heels up to the head...’ . 2. The shadow jumps into bed first. 3. The funny thing about the shadow is the way he likes to grow. 4. The poet compares his shadow’s growth to an India-rubber ball. 5. The poet calls his shadow a ‘coward’ because the shadow always stays so close behind the poet. 6. The poet calls his shadow ‘lazy’ because he was fast asleep in bed one morning when the

poet rose and found dew shining on the buttercups. C. 1. a. The poet is describing his shadow. b. The shadow does not grow like proper children, which is always very slow. Sometimes

he grows very tall like an India-rubber ball and sometimes he goes very little and there’s none of him at all.

c. No, the shadow is not always growing. Sometimes he grows very tall and sometimes he goes very little.

2. a. Before the sun was up, the poet found dew shining on every buttercup. b. The shadow had stayed at home and was fast asleep in bed. c. The poet uses the words ‘lazy’ and ‘arrant sleepy-head’ to describe the shadow.D. Accept all appropriate answers.

Vocabulary 1. often - 2: of/ten 2. proper - 2: pro/per 3. shoot - 1: shoot 4. India - 3: In/di/a 5. any - 2: an/y 6. idea - 3: i/de/a 7. ought - 1: ought 8. play - 1: play 9. early - 2: ear/ly 10. coward - 2: cow/ard

7 READER

Phonics Play the audio. Tell the students to listen to the words and repeat.

Audio script S plan S play S plod S plot S plug S plum S pluck S plastic

ListeningPlay the audio. Tell the students to listen to the short story and then identify the sentences as true or false.

Audio script

A wolf left his cave one evening happily. As he ran, the setting sun cast his shadow far out on the ground. It looked as if the wolf were a hundred times bigger than he really was. ‘Why,’ exclaimed the wolf proudly, ‘see how big I am! Look at me running away from a tiny lion! I’ll show him who is fit to be king, he or I.’Just then a big shadow covered him entirely. In the next moment, a lion struck him down with a single blow.

Answers 1. 2. 3. 4. 5. 6.

WritingAccept all appropriate answers.

8READER

1. Uncle Podger Hangs a Picture


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S identify word meanings. S learn about abstract nouns and indefinite pronouns. S learn difficult spellings (ss/cc). S speak on the topic given. S write an essay.

Warm-up This interactive activity will enable the child to express his/her creativity and imagination.

Reading The story is an extract from Three Men in a Boat that humorously brings forth the importance of working in a systematic and calm manner.

Comprehension


Vocabulary The students will be able to identify meanings of words and phrases from the lesson.

GrammarThe students will learn about the concept and usages of

S abstract nouns. S indefinite pronouns.

Spelling The students will learn spellings of difficult words and fill in the blanks with ss or cc.

Speaking The task will enable the students to exercise their imagination and improve their articulation skills.

Writing The students will be able to write an essay based on the story with the help of the given clues.

9 READER

ANSWERS

ComprehensionA. 1. The girl - would go to buy some nails and picture-cord. 2. Will - would get Uncle Podger his hammer. 3. Jim - would go to Mr Goggles to borrow his spirit-level. 4. Maria - would hold the light for Uncle Podger. 5. Tom - would hand Uncle Podger the picture.B. 1. Uncle Podger would need some nails, a hammer, a rule, a stepladder, a kitchen-chair, a

spirit-level, light and a bit of picture-cord to put up a picture on the wall. 2. Uncle Podger would spring around the room looking for his handkerchief to tie his finger

that he would cut trying to save the glass when he would drop the picture. 3. All the family members would have to go down on their knees to look for the nail that

Uncle Podger would drop. 4. Uncle Podger would smash his thumb with the first blow when he would fix the spot and

hammer the nail on it. 5. The picture would look either very crooked or insecure when Uncle Podger hung it. 6. ‘Dead beat’ means extremely tired. By the end of it all, everybody would be ‘dead beat’ as all

the family members would have spent all day running around Uncle Podger to help him put up the picture.

C. 1. a. Uncle Podger would say these words to Aunt Podger. b. Uncle Poder was asking Aunt Podger to leave the job of putting up the picture to him. c. Uncle Podger would take off his coat just before beginning the task. 2. a. These words were spoken when Uncle Podger had cut his finger. b. Uncle Podger would want his coat to get the handkerchief from its pocket to tie his

wounded finger. c. Uncle Podger would find his coat. He had been sitting on it.D. Accept all appropriate answers.

Vocabulary 1. agreed to take up 2. let me take care of it 3. remove 4. show me 5. give or pass me 6. quickly jump

10READER

7. crawl and search 8. find 9. very tired

10. something that is obvious

GrammarA. 1. truth 2. friendliness 3. Health 4. length 5. freedom 6. wisdom 7. agility 8. intelligence 9. affection 10. braveryB. 1. Someone 2. something 3. nothing/something 4. anywhere 5. nothing 6. everything 7. Someone; something 8. somewhere 9. everyone 10. anyone

Spelling 1. e x c e s s 2. a c c i d e n t 3. n e c e s s a r y 4. p e r m i s s i o n 5. s u c c e s s 6. e s s e n t i a l 7. a c c u r a t e 8. a c c e s s / a s s e s s

SpeakingEncourage the students to give the speech using the same boastful manner and expressions as Uncle Podger after accomplishing his achievements.


11 READER

2. Krishna and Sudama


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S identify some compound words. S learn about kinds of sentences and subject/predicate. S practise punctuation marks. S listen to an audio for specific words. S write a dialogue.

Warm-up This activity will allow the students to talk about friendship in class and express their thoughts.

Reading This tale from Indian mythology talks about friendship and helping our friends who are in need.

Comprehension


Vocabulary The students will be able to identify compound words.

Grammar

The students will learn about S kinds of sentences (statement, interrogative sentences,

imperative sentences and exclamatory sentences). S the concept of subject and predicate.

Punctuation The students will be able to practise capital letter, full stop, question mark, comma, exclamation mark and apostrophe.

Listening The students will listen to an extract to fill in the blanks. It tests the comprehension skills of the students based on auditory learning.

Writing The students will write a dialogue based on the story.

12READER

ANSWERSComprehensionA. 1. b 2. b 3. c 4. a 5. a

B. 1. Krishna belonged to a royal family while Sudama was a poor Brahmin. 2. Sudama went to visit Krishna because he didn’t have enough money to feed his children

and his wife asked him to take Krishna’s help. 3. Sudama was amazed when he reached Dwarka because the entire town was built of gold. 4. Krishna and Sudama talked of their childhood days when they met. They talked of the

wonderful days and adventures they had had together during their time at their Guru’s ashram. 5. Sudama was served meals in gold plates. He was sad while having his meals because he

remembered his children who were going hungry at home. 6. Krishna rewarded Sudama by replacing his humble little cottage with a large palace, made

of gold, precious stones and jewels. His wife was given rich silks and gold jewellery. He was also given many wonderful riches by Krishna.

C. 1. a. Sudama said these words to his wife. b. By ‘favours’ Sudama meant any kind of help to feed his hungry children. c. No, Sudama did not have to ask for favours finally. Krishna had been watching his suffering

for years and paid his small offering of food with rich rewards. 2. a. The palace guards said these words to Sudama. b. These words were spoken because Sudama, who looked like a hermit, was standing outside

the massive golden gates of Krishna’s palace. c. The palace guards were shocked to see their King’s behaviour because they did not expect

him to embrace a humble, poor Brahmin so fondly.D. Accept all appropriate answers.

VocabularyACROSS 1. storeroom 2. mailbox 3. peppermint 4. footprint

DOWN 1. wheelchair 2. bookshelf 3. backpack 4. fruitcake

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13 READER

GrammarA. 1. exclamatory sentence 2. question 3. statement 4. imperative sentence 5. statement 6. imperative sentence 7. imperative sentence 8. statement 9. question 10. exclamatory sentence

B. 1. The sun was shining brightly.

2. The dogs were barking loudly.

3. You don’t have to wait for me.

4. We will no longer tolerate this.

5. The little tree was covered with snow.

6. My sister and I are trained classical singers.

7. The little princess was wearing a green dress.

8. My younger brother serves in the Indian army.

9. The farmer and his wife were working in their fields.

10. A rich merchant was passing by the shoemaker’s window.

Punctuation 1. Wow! Mr Ahuja’s new car is so fast! 2. This house belongs to Mom, Dad and me. 3. Mr Chang’s house is just a five-minute walk from mine. 4. Oh no! You broke Anjali’s precious vase! 5. When was the last time you visited your grandparents’ house? 6. Sunday, Monday and Tuesday are the days when we visit the National Park. 7. Do you know how many days are there in the months of January and December? 8. The writings of Shakespeare, Rabindranath Tagore and William Wordsworth are enjoyed by everyone.

14READER

ListeningPlay the audio. Tell the students to listen to the extract and fill in the blanks.

Audio scriptThe friendship of Blossom and Bree is the most adorable animal friendship. Blossom, the African elephant, and Bree, the black Labrador, have become great friends. Both live in the Aqua Safari Home of Carolina. They can often be seen playing in the water together. Blossom throws a ball with her trunk while Bree jumps off of Blossom’s head or back and swims to get the ball back.Blossom’s parents were killed by poachers for their ivory. Blossom was rescued and adopted.Blossom loves to swim and play with Bree. They are almost inseparable.

AnswersBlossom is an African elephant and Bree is a black Labrador. They live in the Aqua Safari Home of Carolina. They play in the water together. Blossom throws a ball with her trunk and Bree brings it back.Blossom’s parents were killed by poachers for their ivory. Blossom was rescued and adopted.Blossom loves to swim and play with Bree. They are almost inseparable.


15 READER

The Law of the Jungle


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about prefixes and suffixes. S identify the /bl/ sound. S speak on the topic given. S write an informal letter.

Warm-up This group activity will allow the students to share what rules they follow in different places.

ReadingThis poem by Kipling talks of growing up, following rules and surviving in difficult situations. The students will be able to understand the importance of rules in life.

Comprehension


VocabularyThe students will be able to learn the concepts and usages of

S prefixes. S suffixes.

PhonicsThe students will listen to the words with /bl/ sound and repeat to ensure correct pronunciation. They can also be asked to suggest some more words with the same sound.

Speaking The task will allow the students to speak on the given topic for a minute, helping with their public-speaking skills.

Writing The students will write an informal letter with the help of the given format and the clues.

16READER

ANSWERSComprehensionA. 1. T 2. F 3. T 4. T 5. T

B. 1. The wolf that will follow the Law of the Jungle will prosper in the jungle. 2. The wolf that does not keep the Law of the Jungle will die. 3. The poet connects the wolf to its pack by saying that the strength of the pack is the wolf and

the strength of the wolf is the pack. 4. The Lords of the Jungle are the tiger, the panther and the bear. 5. a. The poet asks a wolf not to trouble the hathi. b. The poet asks a wolf not to mock the boar in his lair. 6. The poet uses the allegory of a wolf in the last two lines of the poem by using the words

head, hoof, haunch and hump–of the frame of a wolf. The lines mean that overall the Law of the Jungle is that a wolf must obey the Head Wolf.

C. 1. a. The Law of the Jungle is being compared to the creeper on the tree-trunk. b. Yes, the comparison is appropriate. The Law of the Jungle runs forward and backwards like a

creeper, binding the pack, strengthening the wolves and in turn, the pack. 2. a. This situation will take place when a pack meets another pack in the jungle and neither of

them are moving from the trail. This implies a time when two packs are at a conflict. b. The leaders of the packs shall be the speakers. c. ‘Fair’ here means just, truthful and peaceful words.D. Accept all appropriate answers.

VocabularyA. 1. underwater 2. misunderstand 3. return 4. unknown 5. replaced 6. unwrap 7. superstar 8. misfired 9. preheat 10. unfinishedB. 1. comfortable 2. careless 3. illness 4. fearful 5. government 6. childhood 7. careful 8. cheerful 9. coldness 10. handful

Phonics Play the audio. Tell the students to listen to the words and repeat.

Audio script S blab S blue S blow S black S bleak S blend S bless S blind

SpeakingFree response


17 READER

3. Hope in the Ruins


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn the concept of object of the verb. S learn the kinds of adjectives and degrees of comparison. S refer to a dictionary and learn meanings of words. S listen to an audio for specific words. S write a diary entry.

Warm-up This interactive activity will allow the students to understand the perils of natural disasters and talk about them.

Reading

This story captures moments of both hopelessness and hope after an earthquake. The students will learn to sympathise with victims and learn further about the perils of such disasters and the help the victims need.

Comprehension


Vocabulary The students will learn the concept of object of the verb.

GrammarThe students will learn the concepts and usages of

S kinds of adjectives. S degrees of comparison.

Dictionary The students will refer to the dictionary to learn the meanings of some words and make sentences with them.

Listening The students will listen to an extract to fill in the blanks.

Writing The students will learn to write a diary entry with the help of the explanation and the given format.

18READER

ANSWERS

ComprehensionA. 1. Ajitpur 2. relief 3. relative’s 4. schools 5. doctor B. 1. Anusha’s mother’s expression changed because Anusha said that she would get bored

in Ajitpur. 2. The guest house was one of the few buildings that had not been destroyed by the earthquake. 3. When Anusha saw Panna for the first time, Panna was sitting near the rubble and watching

it. She was thin with long hair that blew about her face in the dust-laden wind. 4. Anusha found it difficult to sleep the night she met Panna because she was worried about her

own house suddenly crumbling to the ground and that she would have to scramble in the dirt for her things.

5. Anusha’s heart tightened in sympathy because Panna told her that they were standing on the ruins of her own home.

6. The new life that awaited Panna was the one that she and her brother would be living with Anusha and her family. Panna also hoped to become a doctor someday.

C. 1. a. Anusha’s mother said these words to Anusha. b. Anusha’s mother was asking Anusha to come with her to Ajitpur. c. Anusha’s mother was asking Anusha to come along because she couldn’t leave her anywhere

for the week that she will be in Ajitpur. 2. a. Anusha’s mother said these words. b. These words were spoken because Anusha’s parents saw that she had a caring attitude

towards Panna’s plight. c. Anusha’s mother kissed Anusha after she spoke the above line.D. Accept all appropriate answers.

Vocabulary

1. The choir likes singing .

2. Shreya is playing tennis .

3. Saroj is eating a chocolate .

4. Draw a colourful picture .

19 READER

5. I cannot find my pencil case anywhere.

6. Could I drink a cup of milk now?

7. Kael plays the guitar very well.

8. My parents bought a new car .

9. Naylen loves his new football .

10. My parents read the newspaper every morning.

GrammarA. 1. thirty; number (answers the question how many?) 2. some; number (answers the question how many?) 3. abundant; quantity (answers the question how much?) 4. deserted; quality (answers the question what kind of?) 5. any; number (answers the question how many?) 6. Many; number (answers the question how many?) 7. two; number (answers the question how many?) 8. kind; quality (answers the question what kind of?) 9. chocolate; quality (answers the question what kind of?) 10. enough; quantity (answers the question how much?)B. 1. smarter 2. large 3. larger 4. well 5. most intelligent 6. prettier 7. largest 8. most interesting 9. shorter 10. eager

DictionaryHelp the students find the meanings of the words given in the Main Coursebook using a dictionary. Once done, ask them to make sentences of their own. Accept all appropriate answers.

20READER

ListeningPlay the audio. Tell the students to listen to the extract and fill in the blanks.

Audio scriptRice bag houses were built by Operation Hope Foundation, in April 2015, after a 7.9 magnitude earthquake hit Nepal and northern India. A rice bag house was a house built by volunteers and members of homeless families after the earthquake destroyed their homes. The only material needed for building rice bag houses are rice bags, barbed wires and zinc sheets for the roof. The rice bags are filled with gravel and soil. These rice bags are stacked on top of each other and barbed wires are placed around these rice bags to keep them in place. Next, the wall is plastered with mud and clay. The roof of the house is made of zinc. Sometimes some parts are reused from the damaged houses, like an old window or door. The material used to make a rice bag house keep it cool in summer and warm in winter.

Answers 1. Rice bag houses were built by Operation Hope Foundation. 2. Material needed to build rice bag houses are rice bags, barbed wires and zinc sheets. 3. The rice bags are filled with gravel and soil. 4. The wall is plastered with mud and clay. 5. The roof of the house is made up of zinc. 6. The material used to make a rice bag house keep it cool in summer and warm in winter.


21 READER

4. The Chipko Movement


S read a lesson with the correct pronunciation and stress. S answer questions related to the lesson. S learn about synonyms, antonyms and transitive/intransitive verbs. S learn about the kinds of adverbs. S learn difficult spellings (ar/or). S discuss a picture. S write an essay.

Warm-up This activity will make the students think of the ways in which trees help us.

Reading This lesson is about the Chipko Movement. The students will learn about its history and its importance.

Comprehension


Vocabulary

The students will learn S to identify synonyms. S to identify antonyms. S about transitive and intransitive verbs.

Grammar The students will learn the kinds of adverbs.

Spelling The students will learn spellings of difficult words and fill in the blanks with ar or or.

Speaking The students will discuss the given picture in groups and learn about deforestation.

Writing The students will write an essay with the help of the given clues.

22READER

ANSWERSComprehensionA. 1. go away empty handed - leave without getting what they wanted 2. inspired - influenced 3. rural - village 4. technique - method 5. symbolic sign - tokenB. 1. Amrita Devi jumped in front of the trees and hugged them dearly to save the trees of her

village from being cut down. 2. Women had strong interests in stopping deforestation because they were the main food, fuel

and water gatherers in their villages. If the forests had been destroyed, they would have had to walk further for their fuel, fodder and water.

3. In the Chipko Movement, women would save the trees chosen to be cut by throwing their arms around the tree trunks and refusing to move.

4. Village women would often meet at water places, on village paths, and in markets and talk about the movement.

5. In the song, the women said that they knew what the forests bore and that was soil, water and pure air.

6. The Chipko Movement has spread from the Himalayas in Kashmir right up to Arunachal Pradesh and everywhere else in India.

C. 1. a. The Chipko movement is being referred to in the above line. b. Women would refuse to move from the trees chosen to be cut in the Chipko movement. c. The women ran this movement to stop deforestation and save trees. 2. a. The village women are the ‘foolish women’. b. The village women are called ‘foolish’ by the contractor because they are preventing trees

from being cut. c. According to the contractor, the forests bear resin and timber which enables foreign exchange.D. Accept all appropriate answers.

VocabularyA. Accept all appropriate answers. Some possible answers are given below: 1. begin/start 2.courageous 3. destroy 4. fast/speedy 5. precious/costly 6. deny 7. help/aid 8. gather 9. method 10. money

23 READER

B. Accept all appropriate answers. Some possible answers are given below: 1. foolish 2. boring 3. easy 4. serious 5. never 6. depart 7. destroy 8. unsuccessful 9. dishonour 10. powerful

C. 1. T 2. I 3. T 4. I 5. T 6. T 7. T 8. T 9. I 10. T

Grammar 1. outside; adverb of place 2. sweetly; adverb of manner 3. there; adverb of place 4. usually; adverb of frequency 5. gracefully; adverb of manner 6. everywhere; adverb of place 7. slowly; adverb of manner 8. regularly; adverb of frequency 9. every day; adverb of time 10. soon; adverb of time

Spelling 1. b e g g a r 2. m a y o r 3. a u t h o r 4. v i n e g a r 5. c a l e n d a r 6. h o r r o r 7. v i s i t o r 8. c o l l a r

SpeakingThe class has to be divided into groups and the students should stress on deforestation and its ill-effects.


24READER

Magnificent India


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about homophones. S identify the /cl/ sound. S listen to an audio for comprehension. S describe a picture.

Warm-up The task will enable the students to share their opinions about the various tourist spots in India.

Reading This poem talks of the incredible land of India, its art, sculpture, forts, monuments, history, tradition and people.

Comprehension


Vocabulary The students will be able to learn about homophones and make sentences with the help of a dictionary.

PhonicsThe students will listen to words with the /cl/ sound and repeat to ensure correct pronunciation. They can also be asked to suggest some more words with the same sound.

Listening The students will listen to an extract and answer the questions based on it.

Writing The students will describe a picture and write about it.

25 READER

ANSWERS

ComprehensionA. 1. F 2. T 3. F 4. T 5. FB. 1. The poet says that India has an ancient past and a bright future. 2. India’s art and sculpture are world renowned. 3. The variety of food, spices and their aroma attracted Vasco da Gama to India. 4. Many languages are spoken with effect in India. 5. a. Indians may be different from each other in looks, by attire or by the languages that

they speak. b. Indians are similar to each other because they are one people, with just one

name—Indians.C. 1. a. The poet asks the reader to search in India. b. The poet asks the reader to look for examples of India’s art and sculpture. c. The reader doesn’t have to search because examples of India’s art and sculpture can be

found anywhere in India– in temples, mosques, gurdwaras or churches. 2. a. ‘Its’ refers to India in the above line. b. No, they are not only friendly but the best people too. c. They look different. D. Accept all appropriate answers.

VocabularyAccept all appropriate answers.

PhonicsPlay the audio. Tell the students to listen to the words and repeat.

Audio script S clan S clap S clear S climb S clock S clove S cloud S cluster

26READER

ListeningPlay the audio. Tell the students to listen to the extract and answer the questions.

Audio scriptKite Flying in India

Kite flying is a festival celebrated all over India. Each region celebrates its own local form of this festival. In the western parts of India, it is called ‘Makar Sankranti’. Unlike other festivals that follow the movement of the Moon, Makar Sankranti or the kite flying festival, follows the movement of the Sun. This is the day when winter officially ends and spring begins. For days before the festival, the markets are filled with colourful kites. There is a carnival-like atmosphere in the markets. Along with the kite, manjha also has to be bought. It is the thread tied to the kites. The manjha is coated with powdered glass to make it extremely sharp so that it can cut threads of other kites.In many places, friends and families gather on rooftops. Everyone is busy flying kites, big and small alike. Those who are not busy flying kites, are busy preparing the kites. It really is a team event!

Answers 1. In the western parts of India, the festival of kite flying is called ‘Makar Sankranti’. 2. Other festivals follow the movement of the Moon whereas Makar Sankranti follows the movement of the Sun. 3. Winter ends and spring begins on Makar Sankranti. 4. A manjha has to be bought along with a kite. 5. The manjha is coated with powdered glass to make it extremely sharp so that it can cut threads of other kites.

WritingThe picture is of Rajasthani folk dancers performing in colourful ethnic attires. Accept all appropriate answers.

27 READER

5. The Story of Ra


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S change nouns to verbs and verbs to nouns. S learn about the concept of past participle. S punctuate a paragraph. S conduct a debate. S write a character sketch.

Warm-up This activity will help the students to identify the pictures and build their vocabulary.

Reading This Egyptian mythological tale will increase the child’s knowledge of various mythologies from around the world.

Comprehension


Vocabulary The students will learn to change nouns to verbs and verbs to nouns and make sentences with the help of a dictionary.

Grammar The students will learn the concept and usage of past participles.

Punctuation The students will punctuate a paragraph using capital letter, full stop, question mark, comma, exclamation mark and apostrophe.

Speaking The students will pair up to conduct a debate on the given topic.

Writing The students will write a character sketch of a character from the story with the help of the given clues.

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ANSWERS

ComprehensionA. 1. Nun - waste of water 2. Sekhmet - daughter of Ra, angriest of all goddesses 3. Pharaohs - rulers of Egypt 4. Isis - daughter of Geb and Nut 5. Ra - a great shining eggB. 1. Ra was the first Pharaoh of the Egyptians. He was a great shining egg that arose out of the

darkness of a great waste of water called Nun. 2. Ra got angry with his people because with time men no longer feared him or obeyed his laws. 3. Ra sent destruction upon the people of Egypt in the form of his daughter, Sekhmet, the

angriest of all goddesses. At his command, she killed all those who had disobeyed him. 4. All of Ra’s powers dwelt in his secret name. If anyone discovered it, Ra could no longer

reign on earth. 5. Isis kneaded Ra’s spittle and mud and made a dough out of it. Then she formed it into the

shape of the first cobra. 6. Isis cured Ra by speaking Ra’s secret name in her spells and driving the poison out by

her magic.C. 1. a. Ra said these words to his daughter, Sekhmet. b. By the above line, Ra meant that Sekhmet had come peacefully, having not killed even a

single man that day. c. No, Sekhmet did not always come in peace earlier. 2. a. Ra said these words to the gods. b. Ra had created all things that are upon the Earth, including mankind. c. Ra did not make the cobra that bit him.D. Accept all appropriate answers.


Grammar 1. eaten 2. walked 3. driven 4. baked 5. taken 6. ridden 7. known 8. written 9. grown 10. bitten

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PunctuationDo you know before the world that we know now, spirits once lived on an island floating in the sky? The Great Spirit ruled over all the other spirits. There was a big hole in the middle of the island. The Great Spirit’s wife was a curious person. So one day, she peered through the hole and fell into the water. Below, in the water, were colourful fishes, a little toad and a big turtle. They wanted to help the Great Spirit’s wife. So the toad spread mud from the bottom of the sea on to the back of the big turtle. The mud began to grow and grow until it became the whole world. What a clever idea! Then the Great Spirit’s wife stepped onto the land and she sprinkled some seeds on the ground. From these seeds grew all the plants of the earth. How beautiful the earth looked!



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6. Robinson Crusoe Lands on a Deserted Island


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about alliteration. S learn about simple present, present continuous and present perfect tense. S refer to a dictionary and learn meanings of words. S listen to an audio for sequencing. S write a story.

Warm-up This interactive activity will enable the students to develop their imagination and share their thoughts.

ReadingThe story is an excerpt from Daniel Defoe’s Robinson Crusoe, bringing forth the character’s bravery, presence of mind, survival instincts and intelligence to light.

Comprehension


Vocabulary The students will learn the concept of alliteration.

Grammar

The students will learn the concepts and usages of S simple present tense. S present continuous tense. S present perfect tense.


Listening The students will listen to an audio to number the sentences accordingly.

Writing The students will write a story based on the lesson.

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ANSWERSComprehension

A. 3 It should be protected from the heat of the sun.

1 It had to be built in a place which was near freshwater.

4 Crusoe should have a view of the sea.

2 It had to be safe from any danger.

B. 1. Crusoe was lifted by the waves and carried to the shore. 2. Crusoe slept on the branches of a tall tree because it was getting dark and there might have

been wild animals present on the island. 3. Crusoe found some planks of wood which he tied together with a rope to make the raft. He carried

three big chests on it that he filled with food, clothes, tools, guns, gunpowder and swords. 4. Crusoe made a small tent because he needed to keep the goods safely. 5. Crusoe carried sails, cables, bedding, ropes, canvas, a hammock, food, ink, paper, pens,

compass, gold and silver in the second raft. 6. The ideal place that Crusoe found to build his house was on level ground on the side of a

hill facing the sea. There was a cave nearby that he could use as a storeroom. A stream of freshwater freely flowed nearby.

C. 1. a. ‘I’ refers to Robinson Crusoe in the above line. b. Crusoe was alone on a deserted island. He had no food or clothing to change into, and he

was thoroughly wet. c. Next, Crusoe wondered where he should spend the night and he found a suitably tall tree

to sleep. 2. a. Crusoe took a dog and a parrot along. b. Crusoe found the animals on board the ship. c. Crusoe needed the animals to keep him company.D. Accept all appropriate answers.

VocabularyAccept all appropriate answers. Some suggestions are given below: 1. crispy/crunchy 2. peered 3. blue/big 4. ferocious/fierce 5. apples/apricots 6. tickets 7. sweet/seven 8. branch 9. Pied 10. blue

GrammarA. 1. arrives 2. sets 3. starts 4. are 5. completes 6. wishes

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B. 1. is waiting 2. doing; am replying 3. are working 4. is studying 5. is getting 6 is wateringC. 1. has forgotten 2. has worked 3. has proven 4. has gone 5. has kept 6. has baked 7. has bought 8. have hurt 9. have read 10. have held


ListeningPlay the audio. Tell the students to listen to the packing tips and number them in the order that they hear them.

Audio script1. Pick a travel bag.2. Prepare a kit of toiletries.3. Carry a first-aid kit. 4. Carry some light clothing.5. Carry the right primary footwear.6. Pack other necessities, like umbrella, flashlight, etc.7. Pack some light snacks and health drinks.8. Don’t forget to carry your tickets!

Answers

7 Pack some light snacks and health drinks.

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4 Carry some light clothing.

3 Carry a first-aid kit.

8 Don’t forget to carry your tickets!

1 Pick a travel bag.

2 Prepare a kit of toiletries.

5 Carry the right primary footwear.

6 Pack other necessities like umbrella, flashlight, etc.


34READER

The Greatest Game of All


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about proverbs. S identify the /sl/ sound. S speak on the topic given. S write a news report.

Warm-up The task will enable the students to think of team games and all that is relevant with them.

ReadingThe poem talks of a football match and describes the lively atmosphere in the stadium and feelings of excitement and anticipation of the spectators.

Comprehension


Vocabulary The students will learn about the concept of proverbs.

PhonicsThe students will listen to words with the /sl/ sound and repeat to ensure correct pronunciation. They can also be asked to suggest some more words with the same sound.

Speaking This interactive task will allow the students to put forth their views and build a constructive argument.

Writing The students will write a news report with the help of the given hints.

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ANSWERSComprehensionA. 1. team - a group of players who form one side in a game 2. spectators - people who watch an event 3. penalty shots - a way of deciding the winner when both teams have

equal goals at the end of the game 4. season - the time of a year when matches of a game are held 5. fame - state of being famous 6. talent - a natural ability to do something wellB. 1. The spectators all roar when the favourite team scores. 2. According to the poet, most important is how one plays the game rather than winning or

losing the game. 3. The poet talks of the famous football role model Pele. 4. The saying ‘practice makes perfect’ is so true that every player knows it. 5. One should not miss the World Cup. The poet says that watching the teams play in the World

Cup is sheer bliss. 6. The Brazilian team is a special league. It has talent, skill and such intricate footwork that the

players seem to dance with the ball at their will.C. 1. a. The poet is referring to the players of the Brazilian team. b. The Brazilian team is taking part in the World Cup. c. The poet says that watching the teams play at the event is sheer bliss. 2. a. The poet is referring to the football season. b. No, they do not have the same meaning. The word ‘stars’ in the first line refers to the best

football players of the season and in the second line, it refers to the stars of the night sky. c. The poet invites all the nations to join in the season and asks them to unite for Football.D. Accept all appropriate answers.

VocabularyA. The other proverb in the poem is: It’s not whether you win or lose, but how you play the game.B. Answers may vary. Accept all appropriate answers. 1. The pen is mightier than the sword. The meaning of this proverb is that words and ideas are more effective than physical force.

When a conflict is to be resolved, communication can be ‘mightier’ than violence. It is better to change opinions by words (written or spoken) when a sword can only change a person’s opinion by force.

2. An apple a day keeps the doctor away. The meaning of this proverb is that eating nutritious food will keep us healthy. ‘Apple’ is

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a reference to healthy food. Eating nutritional food daily will lead to lesser health problems and as a result one can forgo regular visits to the doctor, hence keeping ‘the doctor away’.

3. Two wrongs don’t make a right. The meaning of this proverb is that trying to hurt someone who has hurt us can only make

things worse. The fact that someone has done something unjust or wrong gives us no reason for acting in a similar manner. A wrongdoing cannot be ‘righted’ by another wrongdoing.

4. Birds of a feather flock together. The meaning of this proverb is that people who are similar in nature, with the same tastes

and interests, will be found together. They have similar ideas or characteristics and hence they associate with one another.

5. Better late than never. The meaning of this proverb is that it is better to finish something late than to never finish it

at all. It is better to do something that should be done after the expected time than not do it at all.

6. There’s no place like home. The meaning of this proverb is that home is the most comfortable place in the world. It

is a special place that keeps us safe and warm and one can be at ease at home. Hence, the proverb states that there is no place like it.

7. The early bird catches the worm. The meaning of this proverb is that people who wake up early or those who start their work

early have a better chance of success than people who wake up late or the ones who make delays. People who take the earliest chance at something gain the advantage over others.

8. Where there is a will, there is a way. The meaning of this proverb is that determination can overcome any obstacle. Even if

the task is difficult, if one is determined enough, he/she can easily find a way to achieve whatever one wants.


Audio scriptSslew Sslim Sslow SslugSslack Sslain Sslide Sslope



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7. The Boy Who Drew Cats


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about homonyms. S learn about simple past, past continuous and past perfect tense. S learn difficult spellings (re/er). S listen to an audio for specific words. S write a paragraph.

Warm-up This task will allow the students to interact with their teacher about obedience.

Reading This story talks of a boy who follows his passion regardless of what others decide for him.

Comprehension


Vocabulary The students will learn about homonyms.

Grammar

The students will learn about S simple past tense. S past continuous tense. S past perfect tense.

Spelling The students will learn spellings of difficult words and fill in the blanks with re or er.

Listening The students will listen to an audio and fill in the blanks to complete the dialogue.

Writing The students will write a paragraph with the help of the given points.

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A. 1. 2. 3. 4. 5. B. 1. The temple priest gave up on Joji because even after getting lessons in reading and writing,

Joji just kept drawing cats. 2. No, Joji did not return home. He went to another temple in a village nearby. 3. The monster rat was as big as a cow. When Joji saw it for the first time, it lay dead in the

middle of the room as if something had smashed it to the floor. 4. Joji thanked the picture of the gigantic cat because the cat had saved him from the

monster rat. 5. Joji became a hero in the eyes of the villagers because he had saved them from the monster

rat. He had drawn the gigantic cat who killed the monster rat. 6. No, Joji did not become a farmer. He became a great artist who was famous throughout the

country for drawing just cats. C. 1. a. The one thing that Joji loved to draw was cats. b. Joji’s brothers and sisters would help their parents with chores, but Joji would just draw

cats in the dirt with a stick for hours. c. Joji’s father took Joji to the priest at the village temple to make him a priest when he saw

that Joji could not stop drawing cats and he realised that he could not become a farmer. 2. a. Joji was at a temple in another village that night. He was sleeping in a cosy closet inside

the temple. b. Joji heard the sound of a large, fierce animal inside the temple. c. Joji heard the animal sniff around the big room after that.D. Accept all appropriate answers.


GrammarA. 1. got 2. slept 3. met 4. bought 5. danced 6. fellB. 1. was sleeping 2. was doing 3. were reading 4. was cooking 5. was washing 6. were watchingC. 1. had screamed 2. had made 3. had picked 4. had caught 5. had met 6. had taken 7. had given 8. had worked 9. had reached; had forgotten 10. had sold

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Spelling 1. a d m i r e 2. e l d e r 3. s t a r e 4. t i m b e r 5. e x p i r e 6. c a r p e n t e r 7. e r a s e r 8. f u t u r e

ListeningPlay the audio. Tell the students to listen to the dialogue and fill in the blanks.

Audio scriptJane: Mom, you wouldn’t believe what happened today!Mother: What happened? Are you fine?Jane: While I was studying, Kitty spotted a big rat in my

room. I was so scared. It was trying to nibble on my school books. She leaped swiftly and chased it out of our house.

Mother: That is great! We’re lucky to have a cat as a pet.Jane: Yes, Mom. I love my cat. Pets are the best friends one

can have.

AnswersJane: Mom, you wouldn’t believe what happened today!Mother: What happened? Are you fine?Jane: While I was studying, Kitty spotted a big rat in my room. I was so scared. It was trying to

nibble on my school books. She leapt swiftly and chased it out of our house.Mother: That is great! We’re lucky to have a cat as a pet.Jane: Yes, Mom. I love my cat. Pets are the best friends one can have.


40READER

8. Isaac and the Bully


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about idioms. S learn about simple future, future continuous and future perfect. S learn about speech marks. S speak on the topic given. S write an essay.

Warm-up This task will enable the students to interact with the class and build their creativity.

ReadingThis lesson presents inspirational accounts from the life of Sir Isaac Newton, encouraging the students to take a stand and question pre-devised notions.

Comprehension


Vocabulary The students will be able to learn about idioms.

Grammar

The students will learn the concepts and usages of S simple future. S future continuous. S future perfect.

Punctuation

The students will be able to S learn about the usage of speech marks. S practise capital letter, full stop, question mark, comma,

exclamation mark, apostrophe and speech marks.

Speaking The task will allow the students to interact in pairs and reflect on the lesson and the things that they learned.

Writing The students will write an essay based on a scene from the lesson.

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A. 1. F 2. F 3. F 4. T 5. T

B. 1. Nobody paid attention to Newton in school because he was a shy, quiet boy and was not a very good student.

2. Newton taught the bully a lesson by giving him a piece of his mind. He fought him in school in front of the other children who disliked the bully. He also started studying hard and became the topper of his class to prove that he could do anything better than the bully.

3. Newton’s mother found Newton in the windstorm jumping off a fence over and over to see how far the wind would carry him.

4. Newton would fly kites at night by tying a small lamp to the tail of the kite so that he could see it up in the night sky.

5. Newton just couldn’t stop asking ‘why’ all the time whereas most people would just accept things as they are. This made him different from others.

6. The questions asked by Newton after the apple fell from the tree are (The students may write any two of the following.):

S‘Why did the apple fall out of the tree?’ S‘Does everything fall?’ S‘What makes things fall?’ S‘Can anything stop things from falling?’ S‘Are the sun, moon, and stars falling? Why don’t they ever hit the ground?’

C. 1. a. The school bully paid attention to Newton whereas nobody else did. b. The other children cheered for Newton after they saw him hitting the school bully back. c. The children cheered for Newton because they didn’t like the school bully. 2. a. The people were superstitious about ghosts and witches. b. Newton flew kites at night with a small lamp tied to their tails. The light floating in the

night sky made the people superstitious. c. Newton laughed when he heard about their superstitions, but he decided to stop flying

kites at night.

D. Accept all appropriate answers.

Vocabulary 1. a piece of my mind - to show anger by scolding him/her 2. make a long story short - to come to the point—leave out the details 3. cry over spilt milk - complain about what has already happened 4. a penny for your thoughts - a way of asking what someone is thinking

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5. add insult to injury - to mock someone’s loss 6. blessing in disguise - something good that isn’t recognised at first 7. feel under the weather - feeling slightly ill 8. hit the nail on the head - do or say something exactly right

GrammarA. 1. will join 2. will bake 3. will make 4. will go 5. will meet 6. will packB. 1. will be raining 2. will be getting 3. will be chasing 4. will be blowing 5. will be teaching 6. will be searchingC. 1. will have bought 2. will have applied 3. will have taken 4. will have taken 5. will have finished 6. will have completed 7. will have met 8. will have developed 9. will have expanded 10. will have finished

Punctuation 1. The lion growled, ‘I will eat you up.’ 2. ‘Is this building haunted?’ Rajan asked his friends. 3. ‘What is the capital of Rajasthan?’ asked the teacher. 4. Monica said, ‘I will clean my room in the afternoon.’ 5. ‘This is of the best quality, Sir,’ the shopkeeper promised. 6. ‘The Arora’s new car is blue in colour,’ the policeman remarked. 7. ‘Surprise!’ exclaimed Shikha excitedly, as Tripti entered the room. 8. ‘Oh! I just enjoy reading Tagore’s poems,’ Tina said, as she picked the book from the shelf.



43 READER

Laughing Song


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about onomatopoeia. S identify the /sk/ sound. S listen to an audio for identification. S write a composition based on a picture.

Warm-up This fun task tests the student’s comprehension of pictures and his/her ability to verbalise them in words.

Reading The poem talks of a lively meadow where the poet invites the readers to join him and be merry.

Comprehension


Vocabulary The students will be able to learn about onomatopoeia.

PhonicsThe students will listen to words with the /sk/ sound and repeat to ensure correct pronunciation. They can also be asked to suggest some more words with the same sound.

Listening The students will listen to an audio and identify the words related to happiness.

Writing The students will compose a short story with the help of the given pictures.

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A. The rhyming words used in the poem are: 1. wit-it 2. green-scene 3. Emily-he 4. me-heB. 1. The green woods laugh with the voice of joy. 2. The stream is dimpling because it is laughing. ‘Dimpling’ can also refer to the effects that

the ripples or tiny waves in the stream cause. 3. The merry wit of the poet and others with him makes the air laugh. 4. Cherries and nuts are spread on the table. 5. ‘Chorus’ refers to the part of a song that is repeated many times. The poet describes it

as sweet.C. 1. a. The grasshopper laughs in the merry scene when the meadows laugh with lively green. b. Mary, Susan and Emily can also be seen in the meadows. c. They sing ‘Ha, ha, he!’ with their sweet round mouths in the meadows. 2. a. The table of the poet and others with him is spread with cherries and nuts. b. The poet asks us to join him, live and be merry once the table is spread. c. The poet talks of the sweet chorus of ‘Ha, ha, he!’D. Accept all appropriate answers.

Vocabulary 1. bang 2. gurgling 3. buzzing 4. boom 5. rustle 6. honk 7. tweeting 8. beeping 9. murmur 10. chattered


Audio scriptSsky Sskew Sskid SskinSskip Sskate Sskill Sskirt

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ListeningPlay the audio. Tell the students to listen to the extract and make a list of the words that are related with happiness or laughter.

Audio scriptRachel chuckled at the astonishment on her mother’s face. ‘A frog! That’s what you want as a pet?’ her mother’s face was filled with disgust. ‘Why, Mother? He is so cute! I’ll name him Frank,’ said Rachel, with pure glee on her face.Suddenly, Frank jumped from Rachel’s tiny hand and landed on her mother’s foot. Mrs Greene stood still in shock while Rachel looked amused.‘Remove it from my foot, Rachel!’ said Mrs Greene, her voice shaking with terror.‘First promise me, Mom, that we can keep him with us,’ Rachel giggled.And so mother promised!

AnswersThe words in the extract that are related to happiness or laughter are: 1. chuckled 2. glee 3. amused 4. giggled


46READER

9. Around the World in Eighty Days


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S identify collective nouns. S practise prepositions. S refer to a dictionary and learn meanings of words. S recite a poem. S write a dialogue.

Warm-up This group activity tests both logical reasoning and creativity of the students.

ReadingThis story is an extract from Jules Verne’s Around the World in Eighty Days. It catches an episode that kick-starts a journey of adventurous events, providing an exciting introduction to the book.

Comprehension


Vocabulary The students will identify collective nouns.

Grammar The students will be able to practise prepositions.


Speaking The students will recite a poem in groups with the correct stress and intonation.

Writing The students will write a dialogue, taking place between the characters of the story, following the given pattern.

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ANSWERSComprehensionA. 1. F 2. F 3. T 4. T 5. FB. 1. The bet was that Phileas Fogg would have to travel around the world in eighty days for a

grand amount of £20,000. The bet was made at the Reform Club. 2. Passepartout looked puzzled because his master told him that they were starting for Dover

and Calais in ten minutes. 3. Mr Fogg asked Passepartout to pack a carpetbag for the journey, with two shirts and three

pairs of stockings for him, and the same for Passepartout. 4. The friends would be able to judge if Mr Fogg had completed his journey by examining

his passport. 5. The two were due to be back in London from their journey in eighty days–on Saturday, the

21st of December, 1872, at a quarter before 9 pm. 6. Passepartout was clinging to the carpetbag in the train because of the amount of twenty

thousand pounds in it. C. 1. a. Mr Fogg’s friend Ralph said these words. b. Examining Mr Fogg’s passport would be unnecessary. c. Examining Mr Fogg’s passport would be unnecessary because his friends would trust his

word as a gentleman of honour. 2. a. Passepartout said these words to Mr Fogg. b. Passepartout forgot to turn off the gas in his room. c. Mr Fogg coolly said that the gas will burn at Passepartout’s expense.D. Accept all appropriate answers. Vocabulary 1. band 2. school 3. fleet 4. litter 5. bundle 6. bunch 7. network 8. flight 9. gaggle 10. collection

Grammar 1. across 2. on 3. near 4. with 5. in 6. in 7. between 8. by 9. on 10. at 11. on 12. by 13. across 14. until 15. front


SpeakingDivide the class in groups of three. Ask the students of each group to recite a stanza from the poem with the correct stress and intonation.


48READER

10. Meet the Animal Heroes


S read a lesson with the correct pronunciation and stress. S answer questions related to the lesson. S learn about similes. S learn about conjunctions. S learn difficult spellings (ious/ous). S listen to an audio for identification. S write an essay.

Warm-up This activity will test the child’s creativity and comprehensive skills.

Reading This lesson is a collection of two newspaper articles that talk of animal heroes and their selfless nature.

ComprehensionThe students will be able to

S answer questions based on their understanding of the text. S think and reason beyond what has been taught.

Vocabulary The students will learn the concept and usage of similes.

Grammar The students will learn about the usages of some conjunctions.

Spelling The students will learn spellings of difficult words and fill in the blanks with ious or ous.

Listening The students will listen to an extract to identify the correct and incorrect sentences.

Writing The students will write an essay with the help of the given clues.

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A. 1. zookeeper 2. Binti 3. trunk 4. miracle 5. generouslyB. 1. The little boy lost his balance, somersaulted over the barrier and fell into the gorilla’s habitat. 2. The zoo staff announced a ‘signal 13’, the code for a life-threatening situation, when the little

boy fell into the gorilla’s habitat. They worked at lightning speed and used water hoses to remove the rest of the gorillas away from the boy and into their night quarters. Finally, when Binti set him down, the zoo staff carried him out of the exhibit.

3. Binti rocking the little boy back and forth, like a mother would a sleeping baby, tells us that she treated him as her own baby.

4. His search of food had led the lone elephant into the village. 5. Empathy means the ability to understand how someone feels. The elephant had broken down

a door and crashed through a wall, resulting in rubble falling over a little girl. However, when he heard the sounds of the child crying, his empathy led him to stop his charge and save the child. His ‘empathy switch’ was turned on.

6. The newspaper reporter loves the humility of animal heroes. They are nice to those who are nice to them and they do not care about recognition or awards.

C. 1. a. ‘Exhibit’ refers to the gorilla habitat in the above line. b. A little boy had fallen in the gorilla habitat when Craig was having lunch. c. Craig soon announced a ‘signal 13’, the code for a life-threatening situation. 2. a. A newspaper reporter said these words. b. The elephant who saved a child in West Bengal is being referred to in the above line. c. The above line means that animal heroes are modest. They don’t care about recognition,

TV coverage or awards. After the good deed is done, they go back to whatever it was that they were doing before the incident—be it eating, sleeping, rolling in the mud or just being.

D. Accept all appropriate answers.

VocabularyA. 1. as sly - as a fox 2. as straight - as an arrow 3. swims - like a fish 4. as light - as a feather 5. soar - like an eagle 6. racing - like a frightened rabbitB. 1. coal 2. lion 3. abc 4. lamb 5. peacock 6. giraffe 7. night 8. cucumber

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Grammar 1. Tom did not come because you did not invite him. 2. It was still painful so I went to see the doctor. 3. You will not win the prize until you work harder. 4. Although Rehan wants to tour around the world, he does not have a passport. 5. The television is on but no one is watching it. 6. We spent our weekend at the beach when we were living in Goa. 7. You could travel by car or by air to Mumbai. 8. You cannot enter the Taj Mahal unless you have special permission. 9. They could not attend the concert as the tickets were very expensive. 10. I was in London yesterday while she was in Dubai.

Spelling 1. anxious 2. righteous 3. enormous 4. curious 5. spacious 6. gorgeous 7. jealous 8. injurious

ListeningPlay the audio. Tell the students to listen to the extract and identify the correct and incorrect sentences.

Audio scriptHistory of Newspaper Publishing

The modern newspaper is a European invention. The oldest ancestors of the modern newspaper were the handwritten news sheets that circulated widely in Venice in 1566. These weekly news sheets were filled with information on wars in Italy and Europe. The first printed newspapers were published weekly in Germany from 1609. In 1695, newspapers flourished in London and in a few other cities including Boston and Philadelphia. By the 1830s, high speed presses could print papers cheaply. So low cost daily papers appeared in major cities.

Answers

1. F 2. T 3. T 4. F 5. T 6. F


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Granny’s Tree Climbing


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about collocations. S identify the /cr/ sound. S repeat tongue twisters. S write a character sketch.

Warm-up This interactive activity will test the picture comprehensive skills of the students.

ReadingThis poem, in a fun manner, breaks the stereotypes regarding old people, especially old women. It mildly introduces to the students the concepts of ageism, individuality and finally, independence.

Comprehension


Vocabulary The students will be able to learn about and identify collocations.

PhonicsThe students will listen to words with the /cr/ sound and repeat to ensure correct pronunciation. They can also be asked to suggest some more words with the same sound.

Speaking This is a fun task where the students will listen to the tongue twisters and try to repeat after them.

Writing The students will write a character sketch and elaborate on what they like the most about that character.

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ANSWERSComprehensionA. 1. had this gift - had a special skill 2. as years went by - as time passed 3. sits there in state - sits like a queen 4. a season in hell - spent time in a very unpleasant place 5. held her peace - kept quietB. 1. The poet’s grandmother was a genius because she could climb trees very quickly, even at the

age of sixty-two. 2. The whole family had to agree with Granny when she said that she would grow old

disgracefully because she could do it better than growing old gracefully. 3. While the family was away, Granny climbed a tree and couldn’t come down. 4. Granny called for the poet’s father once she felt better. She wanted him to build her a house

in a treetop. 5. The tree house made by the poet and his father had windows and a door. 6. The words ‘upholding her right’ refer to Granny safeguarding her right to live

independently wherever she wants to. She loves to climb trees and feels happier being outdoors rather than indoors, and hence she upholds her right to reside in a tree.

C. 1. a. Granny said these words to her family. b. Granny could grow old disgracefully better than growing old gracefully. c. These words were spoken because Granny was being told that growing old should be gone

about gracefully. 2. a. The doctor who came to see Granny said these words. b. Granny was recommended a quiet week in bed because she had climbed a tree and was

unable to come down. c. Granny hated to be indoors. For Granny, it was more like a season in hell to be confined

to her bedroom, while every breeze whispered of summer and dancing leaves.D. Accept all appropriate answers.

Vocabulary 1. pay 2. paid 3. waved 4. do 5. keep 6. keep 7. keep 8. save 9. took 10. take


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Audio scriptScry Scrab Scrack ScrazyScrime Scross Scradle Screate

SpeakingPlay the audio. Tell the students to listen to the tongue twisters and repeat.

Audio scriptS Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy

wasn’t very fuzzy, was he?SCan you can a can as a canner can can a can?SI have got late. It’s quarter to eight. I’ll see you at the gate, so don’t

be late.SIf two witches would watch two watches, which witch would

watch which watch?


54READER

11. Life-wasting Potion


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S identify phrases. S learn about the usages of if and when. S practise capital letter, full stop, question mark, comma, exclamation mark,

apostrophe and speech marks. S listen to an audio for comprehension. S write a paragraph.

Warm-up This interactive activity will help the students to understand what is healthy and what is not healthy.

Reading This story talks of the importance of healthy food and exercise in a fun manner.

Comprehension


Vocabulary The students will be able to learn about phrases.

Grammar The students will learn about the usages of if and when.

PunctuationThe students will be able to punctuate a paragraph to practise capital letter, full stop, question mark, comma, exclamation mark, apostrophe and speech marks.

Listening The students will be able to listen to a poem to answer the given questions.

Writing The students will write a paragraph based on a proverb.

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A. 1 Many, many years ago, everyone was strong and healthy.

4 A little boy drank the juice from the bottle.

2 All that made the dark witches furious.

5 Doctor Fitton-Helthie discovered that the little witches were causing this disease.

3 All the witches worked together on an evil spell.

B. 1. Many years ago everyone was full of joy because everyone was strong and healthy. They ate a balanced diet, and loved fruits, vegetables and fish. Everyone exercised daily and enjoyed playing and leaping about. Children ate only healthy food. Hence, they were always in a good mood.

2. All the dark witches ever wanted was to harm people and make problems for them. 3. Sourface was the worst of all witches who came up with the nastiest ideas. Her plan was to

make a potion by combining the energies of all the witches to take away people’s desire to live happily.

4. There a huge explosion because one of the witches had got one of the words of the powerful spell wrong.

5. After the boy drank the juice, the little witches changed the boy’s likes and dislikes. He stopped eating healthy food and playing with his friends. He started feeling ill and had no desire to do anything.

6. The best cure for this disease was to eat some fruits, vegetables and fish; to do some exercise; and to make a strong effort to live a healthy, joyful and happy life.

C. 1. a. The little boy’s life got more and more boring. b. The boy stopped playing and running about with his friends. He would just stay at home.

This shows that his life got boring. c. The evil potion had affected the boy’s likes and dislikes. He had no desire to do anything

anymore, and so his life got boring. 2. a. ‘Them’ are the evil witches or the tiny germs. b. They were spreading the most contagious disease amongst people, that is, the disease of

wasting life. c. The evil witches could not stand joy and good humour.D. Accept all appropriate answers.

Vocabulary 1. P 2. S 3. P 4. P 5. P 6. P 7. S 8. P 9. P 10. S

56READER

Grammar 1. when 2. if 3. when 4. When 5. If 6. When 7. If 8. When 9. If 10. when

PunctuationOnce upon a time, a lion was taking a nap under a shady tree. A mouse was passing by and it thought, ‘Oh! The lion is fast asleep. How shall I wake him up?’ The mouse climbed on the lion’s back and began to bother him. The lion roared, ‘Who is this on my back?’ When he saw the mouse, he pinned it down with his heavy paw. He was about to eat the mouse up, when it pleaded and promised to be the lion’s friend and help him some day. The lion thought it over, yawned, and then let the mouse go. ‘Thank god!’ exclaimed the mouse. The next day, the mouse was shocked to see the lion trapped in a hunter’s net. It remembered the promise it had made to the lion. So it nibbled the net’s ropes and when they broke, the lion was able to escape. The mouse had kept its promise. The lion thanked the mouse for saving his life.

ListeningPlay the audio. Tell the students to listen to the poem and answer the questions.

Audio scriptTimmy and His Vegetable Pie

Timmy looked down at his huge, yucky serving of homemade vegetable pie,He started feeling ill, he started feeling faintHe just knew he was going to cry!

He picked up his knife, he picked up his fork, and gently sliced through the crust, he turned away to look at his mumBut eat it he knew he must.

What a horrible odour, what a stomach churning smell!He tried to identify his food, Before he had been hungry, before he had been starved, But suddenly he was not in the mood.

Some over ripe tomatoes, some stinking cabbage, Some olives and also some things, Poor little Timmy could not identify,And the tummy aches this delicacy brings!

57 READER

Then again, thought Timmy, it’s different this time,It doesn’t seem so horribly icky,He picked out some vegie with shaking hands andThe taste wasn’t horribly sticky.

He gulped it down with enormous power,and even came back for more,Never judge a book by its cover you know,You never know what is in store!

Answers 1. The huge, yucky serving of homemade vegetable pie made Timmy feel like crying. 2. Timmy used his knife and fork to slice through the crust. 3. Timmy described the smell of the pie as horrible and stomach churning. 4. The three things in the pie were ripe tomatoes, cabbage and some olives. 5. Timmy’s hands were shaking because he was about to eat the vegetable pie that he didn’t

want to eat. 6. In the end, we learned that we should never judge a book by its cover because we never

know what is in store for us.


58READER

12. The Pied Piper of Hamelin


S read a play with the correct pronunciation and stress. S answer questions related to the lesson. S learn synonyms, antonyms and to change nouns into adjectives. S learn about direct and indirect speech. S refer to a dictionary and learn meanings of words. S do a role-play. S write a story.

Reading This play is a dramatized version of the famous German legend, telling a tale of injustice and revenge.

ComprehensionThe students will be able to

S answer questions based on their understanding of the text. S think and reason beyond what has been taught.

Vocabulary

The students will be able to learn S about synonyms. S about antonyms. S how to change nouns into adjectives.

Grammar The students will learn to change direct speech into indirect speech and vice-versa.


Speaking The students will do a role-play to help with their speech delivery and articulation.

Writing The students will write a short thriller or fantasy story with the help of the words given in the boxes.

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ANSWERSComprehensionA. 1. The city of Hamelin in Germany was full of rats. 2. The citizens felt that the Mayor of the town should do something to solve the problem. 3. The reward to get rid of all the rats was two hundred gold coins. 4. The Mayor’s office was in the city hall. 5. Only one little boy was left behind because he was lame.B. 1. The whole town gathered in front of the Mayor’s office to complain to the Mayor of the

thousands of rats that were all over the town. 2. The Mayor decided to reward the person two hundred gold coins who could get rid of all the

rats of the town and resolve the problem. 3. The Pied Piper got rid of all the rats of the town to earn his reward. He played his magical

pipe and the enchanted rats followed him to the bank of River Weser, and under the spell of the music, jumped into the river and drowned, until not a single one was left.

4. The Mayor refused to give the Pied Piper his reward when he came to claim it. He said that the Pied Piper had done nothing but played on his pipe.

5. All the children of the town followed the Pied Piper because they were enchanted by the music that the Pied Piper was playing on his magical pipe. The Pied Piper led them to a huge cave near the edge of the river.

6. The lame little boy told the people about the missing children. No, it did not help the people find their children.

C. 1. a. The first adviser said these words. b. The reward was two hundred gold coins. c. The reward was for getting rid of all the rats of the town. 2. a. The Pied Piper said these words to the Mayor. b. The promise was that the Pied Piper would be given a reward of two hundred gold coins if

he could get rid of all the rats of the town. c. No, the promise was not kept.D. Accept all appropriate answers.

VocabularyA. Accept all appropriate answers. Some suggestions are given below: 1. aid 2. bad/sick 3. task 4. climb 5. rapid 6. lovely 7. furious 8. amazing 9. discover 10. beginB. Accept all appropriate answers. Some suggestions are given below: 1. weak 2. reject 3. disapprove 4. uncertain 5. ascend 6. complex 7. narrow 8. uneducated 9. exhale 10. depart

60READER

C. Accept all appropriate answers. The adjective forms of the nouns are given below: 1. beautiful 2. happy 3. faithful 4. childish 5. dangerous 6. angry 7. guilty 8. truthful 9. strong 10. youngGrammarA. Answers might vary. Accept all appropriate answers. 1. The Pied Piper said that he would help them. 2. The old man said that he was a stranger in the town. 3. The Pied Piper said that he could get rid of all the rats. 4. The Mayor asked him if he was sure that they would never return. 5. The first adviser said that they should make it two hundred gold coins. 6. The first citizen said that he was going to the market to buy a rat trap. 7. The Pied Piper asked him if he could tell him where the Mayor’s office was. 8. The Mayor said that they had decided to offer a reward of two hundred gold coins. 9. The Narrator said that the soldiers caught the Pied Piper and took him out of the town. 10. The Pied Piper said to the children to come, sing and dance to the music that he would play

for them in the cave.B. Answers might vary. Accept all appropriate answers. 1. The old man said, ‘I am tired.’ 2. The old man said, ‘Thank you, young man.’ 3. The Pied Piper said, ‘I am a musician.’ 4. The Pied Piper said, ‘I have completed my job.’ 5. The citizens said, ‘The rats are a real nuisance.’ 6. The first adviser said, ‘We should offer a reward.’ 7. The old man said, ‘The Mayor’s office is in the city hall.’ 8. The first citizen said, ‘The rats eat all the grains in my store.’ 9. The Mayor said to the Pied Piper, ‘I cannot pay you for doing that.’ 10. The Mayor told the Pied Piper, ‘I will not give you the two hundred gold coins.’


SpeakingEncourage all the students to participate. Help them to deliver their dialogues with the correct intonation and expression. They can use props and costumes too!


61 WORKBOOK

1. The Bundle of Sticks

ComprehensionA. 1. three 2. father 3. misfortunes 4. sulking 5. sticks 6. UnitedB. 1. The brothers would constantly quarrel amongst themselves. Their parents would try to stop

them from fighting but it was all in vain. 2. The father thought of an apt example that would make his sons see that their constant fighting

would lead them to a life of misfortunes. 3. The father asked one of the brothers to bring a bundle of sticks, firmly tied together. 4. When the sticks were tied together, none of the brothers was able to break them. 5. When the sticks were separated, the brothers were easily able to break the sticks one by one. 6. The sons realised that if they are divided amongst themselves, they will be no stronger than

a single stick in a bundle; but if they work together, it will be impossible for their enemies to injure them.

Vocabulary 1. unfortunately - sadly 2. in vain - without success 3. apt - appropriate or fitting 4. constant - continuous 5. misfortunes - hardships 6. quarrelling - fighting 7. violent - aggressive 8. sulking - moodily silent 9. firmly - tightly 10. certain - without doubt 11. united - joined together to form a single unit 12. effort - attempt

GrammarA. 1. Honesty 2. peace 3. courage 4. affection 5. hatred 6. pride 7. loyalty 8. faith 9. anger 10. knowledge 11. childhood 12. kindnessB. 1. Someone 2. anyone 3. Everything 4. anywhere 5. somewhere 6. Nobody 7. Everyone 8. something 9. One 10. nothing 11. None 12. anything


62WORKBOOK

2. The Storytelling Trio

ComprehensionA. 1. F 2. T 3. F 4. T 5. T 6. F

B. 1. The inkpot was left unused for years because its owner had forgotten about it and left it in a corner.

2. The feather, unlike his companions, resolved to improve the situation. It saw how the three of them, by working together, could achieve a lot more than just suffering.

3. The three friends managed to write a lovely story by working together. The storybook opened up its best pages, the inkpot didn’t spill even a drop, and the feather contributed to the beautiful writing.

4. The story was about three friends who helped each other and improved their lives. 5. The young teacher was feeling sad because he was having problems with keeping his pupils’

attention in school. 6. The three friends felt happy and proud in the end because they had managed to improve

their lives due to their team work.

Vocabulary 1. pancakes = pan + cakes; breakfast = break + fast 2. rainbow = rain + bow 3. strawberries = straw + berries 4. toothpaste = tooth + paste 5. Everybody = Every + body 6. butterflies = butter + flies 7. houseboats = house + boats 8. newspaper = news + paper 9. baseball = base + ball 10. weatherman = weather + man; forecasts = fore + casts; rainfall = rain + fall 11. earthquake = earth + quake 12. upstream = up + stream

GrammarA. 1. statement

63 WORKBOOK

2. imperative sentence 3. exclamatory sentence 4. ques

re manual the english - saraswati house · 5. the picture would look either very crooked or...

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