re manual the english - saraswati house

The English Circle

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4Teacher'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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2017007000118

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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

Another Note from Mom 5

1. Simon Says 8

2. The Story of Ali and Nangya 11

Over in the Meadow 14

3. Up the Ladder to the Moon 16

4. Save Paper to Save Trees 19

The Indian National Flag 22

5. The Dragon Story 25

6. How the Rainbow Was Made 28

How I Became a Black Belt 32

7. The Velveteen Rabbit 35

8. The Clock that Won the Prize 38

My Teddy Bear 41

9. Ranthambore: A Trip to Tiger Land 44

10. They Did It... So Can YOU! 47

Paper Boats 50

11. The Tomato Story 53

12. Town Musicians of Bremen 56

Workbook

1. Princess Lila and the Two Brothers 59

2. Brian and Nancy 60

3. A Necklace of Cherry Stones 62

4. Trees 64

5. Rumpelstiltskin 66

6. Rudolph: Santa’s Favourite Reindeer 67

7. The Butterfly 69

8. Hot Air Balloon 71

9. Wright Brothers 72

10. I Opened a Book 73

11. Gandhi and the Boy Who Ate Too Much Sugar 74

12. The Selfish Giant 76

5 READER

Another Note from Mom

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 identify rhyming words. S identify the long /a/ sound. S listen to an audio for sequencing. S write a paragraph.

Warm-up This fun activity will help the children to interact with the class about how they would feel if their mother tried to fool them.

ReadingThe poem is light-hearted and talks about a note left by the poet’s mother. The children will enjoy the poem as it is based on the practice of playing pranks on April 1st.

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 hone their vocabulary skills by identifying from the poem words that rhyme together.

PhonicsThe students will listen to words with the long /a/ 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 the poem ‘I Found That Out Myself!’ and number the stanzas in the correct order.

Writing The students will write a small thank you note to their mothers with the help of words given in the boxes.

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ANSWERS

ComprehensionA. 1. a. look for showers overhead. 2. b. there’s pizza in the fridge. 3. c. those low-cut ones that flare. 4. b. you don’t want to pass! 5. a. or you’re an April Fool!B. 1. The poet bumped her head, stubbed her little toe and jammed her fingers before she turned

down the radio. 2. Mom’s notes each day started out nicely and contained motherly advice. 3. The poet was allowed to eat pizza for breakfast. 4. The poet read the word ‘pizza’ twice as she thought it to be a dream or a mistake since she

was only half awake. 5. The science quiz was on natural gas. 6. The last advice given by Mom was not to believe what the poet had just read.C. 1. a. The poet said these words. b. The dream was Mom telling the poet to have pizza and the Sprite as soda for breakfast. c. The poet read through that part of the note again to make sure it was not a dream. 2. a. In the above line, ‘for real’ means serious or genuine. b. No, she was not really ‘real’. c. The above question was asked because the poet could not believe that Mom was asking

her to do the things which she didn’t earlier and therefore, thought that Mom was not serious.

D. Accept all appropriate answers.

Vocabulary 1. radio 2. overhead 3. advice 4. awake 5. said 6. hair 7. blast 8. fool

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

Audio script S aim S gain S lame S pain S grain S plane S shame S stain

7 READER

ListeningPlay the audio. Tell the students to listen to the poem and number the stanzas as they hear them.

Audio scriptI Found That Out Myself!

Someone told me school was all work, There wasn’t any time for fun.

No one told me how happy I’d feel,When all my assignments were done.

I FOUND THAT OUT MYSELF! Someone told me there were lessons to learn,

And so many rules to heed. No one told me I would find

Such magic in the books I’d read. I FOUND THAT OUT MYSELF!

Someone told me to be bold and fight back, Or the boys would think I was scared.

No one told me I would meet True and kind friends who care.

I FOUND THAT OUT MYSELF!

AnswersSomeone told me there were lessons to learn, And so many rules to heed. No one told me I would find Such magic in the books I’d read. I FOUND THAT OUT MYSELF! Someone told me school was all work, There wasn’t any time for fun. No one told me how happy I’d feel,When all my assignments were done. I FOUND THAT OUT MYSELF! Someone told me to be bold and fight back, Or the boys would think I was scared. No one told me I would meet True and kind friends who care. I FOUND THAT OUT MYSELF!

WritingAccept all appropriate answers.

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1. Simon Says


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about collocations. S learn about countable and uncountable nouns. S learn difficult spellings (er/or). S give a speech. S write an essay.

Warm-upThis group activity will enable the children to interact, work together and play the game ‘Simon Says’. It will help the students to understand instructions and develop sportsmanship.

ReadingThis lesson brings forth the deep bonds of love and affection between family members. It also tells us how even our pets become our family and play an important role in our lives.

Comprehension


Vocabulary The students will learn about words that go together.

Grammar The students will be able to identify countable and uncountable nouns.

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

Speaking The students will give a speech on the given topic for a minute using words from the boxes.

Writing The students will write an essay on the given topic using words from the boxes.

9 READER

ANSWERS

ComprehensionA. 1. T 2. F 3. T 4. F 5. TB. 1. Grandpa met with an accident when Simon took Grandpa straight into the path of the car. 2. When they went for long walks, Reeta told Simon that she was praying for Grandpa to

get better. 3. Reeta realised that Simon was almost deaf when he did not pay attention to her while she

tried talking to him. He could not hear her even though she called out loudly several times. 4. Simon was taken to the vet as his legs gave way beneath him as always and he sat down

heavily on the grass. He could not walk too. 5. When Reeta was asleep, Grandpa went for a walk with Simon leading him as always. 6. Grandpa needed strength for Simon as he said that Simon won’t last long if he went. C. 1. a. Reeta said these words to Ma. b. In the above line, ‘he’ refers to Simon and ‘it’ refers to the vehicle which Simon won’t have

heard approaching. c. ‘He’ could not have heard ‘it’ approaching as he was deaf. 2. a. Grandpa walked in from the verandah with Simon leading him as he always did. b. He needed to do ‘it’ for Simon. c. It was Christmas Eve.D. Accept all appropriate answers.

Vocabulary

1. make 5 a visit

2. do 1 progress

3. take 4 a living

4. earn 9 the day

5. pay 6 temper

6. bad 3 a risk

7. try 8 disappointed

8. bitterly 2 the homework

9. save 10 decision

10. rash 7 your hand

10READER

Grammar

1. The passenger sat on the seat .

2. Can you give me some more tea?

3. The radio was playing an old song .

4. Water should not be wasted at all.

5. Mother unfolded the sheet in the park .

6. There was a lot of furniture in the room .

7. The rice was steaming hot. I could not eat it.

8. Jai used the laptop to find out more about whales .

9. Shazia withdrew a lot of money from her bank .

10. The teacher gave the students a lot of information.

Spelling 1. p o r t e r 2. m e t e o r 3. s a i l o r 4. c o m f o r t 5. c r e a t o r 6. f e r t i l e 7. c o m p u t e r 8. j e w e l l e r

SpeakingEncourage the students to talk about what they like the most about their grandparents. They can talk about the stories they tell, the games they play with them, the activities they do together and so on.


11 READER

2. The Story of Ali and Nangya


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S find out word meanings. S learn about adjectives. S punctuate the sentences. S listen to an audio for specific words. S write a character sketch.

Warm-up This activity entails the children to answer questions about their friends, helping them understand the role of friends in life.

ReadingThis lesson brings forth the idea of true friendship that a friend in need is a friend indeed. It will enable the children to understand that we should always help our friends whether in good times or bad.

Comprehension


Vocabulary The students will be able to find words in the word search with the help of the given meanings.

Grammar The students will identify adjectives and state the questions they answer.

Punctuation The students will punctuate the sentences using capital letter, full stop, question mark, exclamation mark and comma.

Listening The students will listen to the sentences and fill in the blanks with the missing words.

Writing The students will write about the given character and what they like the most about that character using words from the boxes.

12READER

ANSWERSComprehension

A. 5 The voice told Ali that Nangya had prayed for all of Ali’s prayers to be answered.

1 Ali and Nangya divided the desert-like island between themselves to find out whose prayer was more powerful.

2 Ali prayed for food, house, clothes and a wife.

3 Ali boarded the ship with his wife and decided to leave his best friend behind.

4 Ali considered Nangya unworthy because none of his prayers were answered.

B. 1. Everybody at school wanted to be best friends like Ali and Nangya as they had been best friends since the age of five. They went to the same school, sat next to each other, shared their lunch boxes and played together.

2. Ali and Nangya planned to spend time together by going for a vacation to Goa during their summer break.

3. The ship of the two friends was wrecked during a heavy storm at sea. 4. Ali and Nangya agreed to divide the area between them and stay on opposite sides of the

island to find out whose prayer was most powerful. 5. Ali prayed for food, a wife, a house, clothes and more food. Yes, all his prayers were answered. 6. Ali considered Nangya unworthy to receive God’s blessings because none of his prayers had

been answered.C. 1. a. Ali and Nangya’s ship had wrecked during a heavy storm and they had swum to a small

desert-like island. b. They decided to pray separately to find out whose prayer was most powerful. c. They prayed for food. 2. a. Ali said these words to the voice from heaven. b. Ali believed that since he was the one who had

prayed for all his wishes, his blessings were his alone.

c. No, the blessings were not the speaker’s alone as Nangya had prayed that all of Ali’s prayers be answered.


Vocabulary 1. mistaken 2. wrecked 3. rebuked 4. cruise 5. booming 6. barren 7. survivor

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13 READER

Grammar 1. one; how many? 2. tasty; what kind of? 3. old; what kind of? 4. some; how much? 5. full; how much? 6. three, two; how many? 7. naughty, little; what kind of? 8. new; what kind of? 9. few; how many? 10. angry; what kind of?

Punctuation 1. When is your birthday, Ali? 2. It is a windy and cloudy day. 3. Why were you absent from school yesterday? 4. Wow! What a beautiful dress you are wearing! 5. The Andes is a range of mountains in South America. 6. The Tower Bridge spreads over the River Thames in London. 7. Vrinda bought some cupcakes, toffees and chocolates for the party. 8. What a fantastic achievement it was when India won the world cup!

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

Audio script1. Best friends are like stars.2. Best friends make good time better. 3. Friendship is like a precious flower.4. A good friend is always there for you.5. A friend in need is a friend indeed.

Answers 1. Best friends are like stars. 2. Best friends make good time better. 3. Friendship is like a precious flower. 4. A good friend is always there for you. 5. A friend in need is a friend indeed.WritingAccept all appropriate answers.

14READER

Over in the Meadow


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about onomatopoeia. S identify the long /e/ sound. S speak on the given topic. S write a paragraph.

Warm-up This activity enables the child to identify the different animal sounds.

ReadingThe poem is a fun read for the children and will simultaneously teach them about different animals, their babies and sounds and the places they live in.

Comprehension


Vocabulary The students will be able to hone their vocabulary skills by learning sound words.

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

Speaking The students will enhance their communication skills by interacting with the class about their favourite pet.

Writing The students will exercise their imagination and write a few paragraphs on the given situation.

15 READER


A. 9 croak 2 swim 5 buzz 4 dive 8 bask

3 sing 1 wink 7 chirp 6 caw 10 spin

B. 1. Old mother toadie lived in the sand. 2. The fish swam and leaped where the stream runs blue. 3. The five bees buzzed and hummed in the beehive. 4. The mother crow was black in colour and her nest was built of sticks. 5. The mother cricket and the little crickets chirped cheery notes in the soft and even grass. 6. The mother frog looked green. She and the froggies croaked and splashed where the quiet pools shine.C. 1. a. In the above line, ‘mother’ refers to the old mother muskrat. b. She asked her little ratties to dive. They were four in number. c. They dived into the reeds on the shore. 2. a. In the above line, ‘we’ refers to the ten little spiders. b. The ten spun in their little sly den. c. The ten spun lazy webs.D. Accept all appropriate answers.

Vocabulary 1. fluttering 2. vrooming 3. tinkling 4. quacking 5. chirping 6. jingling 7. howling 8. clinking 9. chattering 10. purring

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

Audio script S easy S lean S peep S seat S bleat S feast S weave S please

SpeakingFree response


16READER

3. Up the Ladder to the Moon


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about word family and idioms. S learn about possessive pronouns and possessive adjectives. S find out the meanings of difficult words. S listen to an audio for instructions. S write a diary entry.

Warm-upThis activity will stimulate discussions about folk tales. The teacher can encourage the students to read and know about different folk tales.

ReadingThis lesson is a folk tale from the north-east of India. It teaches the children that they should not be stubborn. They should listen to their parents and not nag them with their unreasonable demands.

Comprehension


VocabularyThe students will be able to enrich their vocabulary by

S identifying the odd one out from the word family. S learning about idioms.

Grammar The students will be able to learn to identify possessive pronouns and possessive adjectives.

Dictionary The students will learn to find out the meanings of difficult words from the lesson using a dictionary.

Listening The students will listen to an audio and draw the picture. The activity will enhance their ability to follow instructions correctly.

Writing The students will write a diary entry on an imaginary situation.

17 READER

ANSWERS

ComprehensionA. 1. sight of the glittering moon 2. to listen to his father 3. building the ladder; collecting bamboo sticks from the forests 4. I have reached the moon, remove the ladder 5. broken bamboo pieces; a hillB. 1. The beautiful sight of the glittering moon fascinated the little boy. 2. The father tried to explain to the boy that the moon stays far away in the sky and that there was no path to reach there. 3. We know that the little boy was stubborn as he even refused to eat his food unless the moon was brought to him. 4. The nephew helped the father make the ladder. While the father was engaged in building the ladder, his nephew tried to help him by collecting bamboo sticks from the forests. 5. The father’s nephew and wife thought that the father was saying that he had reached the moon and they could remove the ladder. So, the nephew brought an axe and cut the bamboos. The father fell off the ladder. 6. The father finally died.C. 1. a. The little boy said these words to his parents. b. The speaker wanted his parents to bring him the moon. c. He wanted the moon as he wanted to play with it. 2. a. The father said these words to his nephew. b. The speaker wanted more bamboo sticks so that he could reach the moon. c. The speaker’s family thought that he had reached the moon and was telling them to remove

the ladder.D. Accept all appropriate answers.

Vocabulary

A. 1. apple, orange, mango, basket 2. Dubai , Jupiter, Mars, Saturn

3. niece, nephew, uncle, school 4. knife, axe, chopper, spoon

5. Paris, London, France , Berlin 6. Himalayas, Andes, Ganges , Rockies

B. 1. all ears 2 lazy person

2. couch potato 3 a task that is easy and simple

3. piece of cake 7 work late into the night

4. crocodile tears 8 in both good and bad times

18READER

5. at the drop of a hat 9 reveal a secret

6. once in a blue moon 5 at once, without any hesitation

7. burn the midnight oil 4 false tears

8. through thick and thin 10 to achieve two different things at the same time

9. let the cat out of the bag 1 listening carefully, fully focused

10. kill two birds with one stone 6 happens very rarely

Grammar

1. This is their new car. It is theirs.

2. We are living in our new house.

3. The dog has its own place here.

4. This is his mobile phone. It’s his.

5. This is my school project. It’s mine.

6. Mom and Dad will meet their parents.

7. The girl is buying a present for her mother.

8. Did you receive a letter from your brother?

9. The actor usually goes to Switzerland for his holidays.

10. Neha and Jatin are going to visit their friends tomorrow.

DictionaryHelp the students find the meanings of the words given in the Main Coursebook using a dictionary.

ListeningPlay the audio. Tell the students to listen to the sentences and draw the picture in the Main Coursebook.

Audio scriptS Draw a tree on the left.S Two children are playing football.S There is a nest on the tree.S On the right, there is a bench.S There is a bush behind the bench.S Draw clouds and birds in the sky.


19 READER

4. Save Paper to Save Trees


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S identify the correct homophones. S learn about main and helping verbs. S learn difficult spellings (ea or ee). S discuss the given topic. S describe a picture.

Warm-upThis activity will encourage the children to discuss about the three Rs—Reduce, Reuse and Recycle, and how they help in the conservation of resources.

Reading

This lesson talks about how paper was made and how recycling of paper can help us in saving trees. It will make the children aware of the different ways in which the usage of paper can be reduced. It will also encourage them to adopt those easy steps.

Comprehension


Vocabulary The students will be able to complete the sentences using the correct words from the brackets.

Grammar The students will be able to learn about main and helping verbs.

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

Speaking This activity will make the students aware about the importance of trees.

Writing The students will be able to describe all that they see in the given pictures using words from the boxes.

20READER

ANSWERSComprehensionA. 1. recycling 2. paper 3. volunteered 4. separate 5. fourB. 1. Raju was a member from ‘Value from Waste’, an organisation that spreads awareness among

children regarding recycling of paper. He told the story of paper to the children. 2. The Chinese scholar who made paper was T’sai Lun. 3. Paper was made by grinding mulberry bark, linen and hemp together to create a pulp. The

pulp was then spread on a cloth thinly, and when the pulp dried, paper was formed. 4. Raju invited Rosey on stage to help him. 5. Rosey noticed that the school surroundings looked quite clean and there were dustbins

everywhere. She concluded that the children knew how to separate their wastes. 6. The two ways by which we can save paper are: (Students can write any of the three points given below.) a. Instead of using paper, use a small slate to work out maths problems for rough work. b. While taking printouts, use smaller font sizes so that less paper is used and print on both

sides of the paper. c. Cut and clip together on a small pad the blank side of used sheets, to use as memo pads.C. 1. a. The children said these words. b. The above words were spoken when Raju told the children that the word ‘paper’ was derived

from the plant, papyrus. c. ‘Papyrus’ is a plant which was used by the people of early Egypt. It was used to produce a

thick paper-like material. 2. a. Rosey said these words to the children. b. The speaker said the above words as she wanted to tell the children about what it costs to

make paper. c. The example which was given to prove the point was that every four feet of newspaper

recycled, actually saved one tree.D. Accept all appropriate answers.

Vocabulary 1. bare 2. bow 3. heal 4. groan 5. hare 6. herd 7. here 8. foul 9. allowed 10. serials

Grammar

1. Manoj and Kirti are siblings.

2. Atul is doing his homework in class.

21 READER

3. Are you talking to your grandparents?

4. Mrs Sharma is writing a letter to her son.

5. I was running around the track yesterday.

6. I am eating a chocolate ice cream right now.

7. The children were in their grandparents’ room.

8. The students are walking to the seminar room.

9. My parents were travelling to Chennai last year.

10. Anjali and her mother were buying a pair of shoes for their neighbours.

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

SpeakingDivide the students into groups and ask them to discuss and share their views about the given topic.


22READER

The Indian National Flag


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about syllables. S identify the long /i/ sound. S listen to an audio for identification. S write a few paragraphs.

Warm-upThe teacher will divide the students into groups of four or five. The children will be able to learn what the three colours in the tricolour stand for.

ReadingThis poem talks about the significance of the national flag of India. The students will be able to understand that the flag, with its colours and spokes in the centre, have a deep meaning.

Comprehension


Vocabulary The students will be able to find out the number of syllables in the given words.

PhonicsThe students will listen to words with the long /i/ 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 the poem ‘Colourful India’ and write if the statements are true or false.

Writing The students will write a few paragraphs on the given topic with the help of the words given in the boxes.

23 READER


A. 1. First unfurled 3 the message of peace, truth and culture.

2. All the three colours are deliberated 5 symbolises the pride of the nation.

3. The white band gives 2 to give some message and to speak.

4. Never hesitate to 1 was the Indian tricolour on Everest.

5. The Indian flag 4 sacrifice if the nation needs.B. 1. The three colours on our nation’s flag are placed from top to bottom. 2. The colour green in the flag stands for increasing the greenery and agriculture. 3. The white band gives us the message of peace, truth and culture. 4. The colour saffron tells us to be brave and courageous and never to hesitate to sacrifice if

the nation needs. 5. Our flag has twenty-four spokes. They are placed at the centre. 6. The spokes say that we must always proceed on the path of progress. C. 1. a. The Indian tricolour was unfurled on Everest, the world’s highest peak. b. The three colours are saffron, white and green. c. The three colours are meant to give some message. 2. a. The Indian national flag symbolises the pride of the nation. b. ‘It’ is made of khadi, a hand-spun Indian cloth. c. The design and colours tell us what we need to do for progression.D. Accept all appropriate answers.

Vocabulary 1. two 2. three 3. one 4. two 5. one 6. two 7. two 8. three 9. one 10. three

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

Audio scriptS ice S dice S kite S niceS fight S spice S thrice S white

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ListeningPlay the audio. Tell the students to listen to the poem and write true or false.

Audio scriptColourful India

Ours is a land of sages, Known for bravery for ages. None can with it compete, Its culture none can beat.

Whatever caste or religion, All live here in unison.

With rivers, sweet fountains, It’s a land of high mountains.

Its green forests are pretty, And are source of prosperity.

Let’s for it work hard, For its safety, be on guard.

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


25 READER

5. The Dragon Story


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 simple present and present continuous tenses. S punctuate a paragraph. S talk about the given picture. S write dialogues.

Warm-upThis activity will enable the students to think about a character from their favourite storybook and share their ideas on why they would like to meet that character.

Reading

This lesson will teach the children to be hardworking, brave and courageous like Nonnie. It traces the journey of Nonnie’s life from a young boy who wishes to fight dragons until he becomes the greatest dragon fighter.

Comprehension


VocabularyThe students will be able to learn about changing

S nouns to verbs. S verbs to nouns.

GrammarThe students will be able to learn about

S simple present tense. S present continuous tense.

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

Speaking This activity will help in visual learning, wherein the students will answer a few questions based on the given picture.

Writing The students will be able to write dialogues imagining a conversation between Nonnie and the dragon using words from the boxes.

26READER

ANSWERS

ComprehensionA. 1. b. to fight dragons. 2. c. a real sword and a lance. 3. c. taller than Nonnie. 4. b. thick scales. 5. b. dragon fighter of all.B. 1. As a small boy, Nonnie would take his wooden sword and hack the heads off the

imaginary dragons. 2. Nonnie was given a grey horse, a real sword and a lance after he was knighted by the king. 3. The dragon was ten times taller than Nonnie and its scales were platinum and thick as

tabletops. Flames came out of its mouth and it had green glowing eyes. 4. Nonnie struck his lance at the dragon’s belly but since its belly was covered with thick scales,

his lance snapped into two. He dropped the broken lance and drew his sword but it only bounced off uselessly. Suddenly, the dragon swung its paw at Nonnie and knocked him off his horse. His armour clattered as he landed on his back. He lay there, holding his sword, too shocked to move. He then heard the terrible roar of the dragon and watched the flames shooting out from its mouth. As he was waiting for the attack, he felt a cool breeze. The magical flames did not harm Nonnie.

5. No, Nonnie did not carry his armour again as the book that he had got from the dragon’s cave taught him many other ways to deal with dragons.

6. In the end, no one ever heard from Sir Pompas and Sir Bombas again.C. 1. a. The king said these words to Nonnie. b. The word ‘Sir’ is used in the above line as it is a title given when you are knighted. c. The listener was shivering with excitement. 2. a. Nonnie was not ashamed. b. Sir Pompas and Sir Bombas were ashamed about losing their armour. c. The speaker did his best by not giving up in his fight against the dragon.D. Accept all appropriate answers.

VocabularyA. 2. act 3. bake 4. dive 5. sing 6. speak 7. play 8. driveB. 2. reader 3. swimmer 4. builder 5. teacher 6. designer 7. dancer 8. writer

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GrammarA. 1. rises 2. is 3. leave 4. are 5. reaches 6. comes 7. begins 8. startB. 1. are standing 2. is chasing 3. am waiting 4. is knitting 5. are preparing 6. is watering 7. is sleeping 8. is baking

PunctuationIt was a cold winter afternoon. I had just returned from a walk with my dog. Mom and Dad had gone to visit my grandparents. My little sister was at home. The fire was lit by our domestic help. She had prepared lunch for us too. The soup was ready and wow! It smelt so good that I could not wait! Slurp, slurp, slurp was the sound that we made as we had the soup. Did you know what we had after the soup? We had our favourite aloo parathas, dahi, chutney and pickle.

SpeakingEncourage the students to use their imagination and answer the questions. Accept all appropriate answers.


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6. How the Rainbow Was Made


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S form compound words. S learn about simple past and past continuous tenses. S find meanings of difficult words. S listen to an audio for sequencing. S write an informal letter.

Warm-up This activity will stimulate a discussion among the children about a world without colours, helping them to use their imagination.

ReadingThe lesson is a tale from the Ojibwe Nation. It will take the children to the colourful and imaginary world of Nanabozho and the little bluebirds.

Comprehension


Vocabulary The students will be able to form compound words.


S simple past tense. S past continuous tense.

Dictionary The students will learn to find out the meanings of difficult words using a dictionary.

Listening The students will listen to the poem ‘The Rainbow Fairies’ and number the stanzas in the correct order.

Writing The students will write an informal letter to the bluebirds from the story using words from the boxes.

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A. 1. violets 3 red, pink and purple

2. tiger lilies 5 bright yellow

3. roses 2 orange with brown dots

4. pansies 1 dark blue

5. daffodils 4 every colour combination

B. 1. When Nanabozho was painting, the bluebirds were playing games with each other. The first little bluebird would chase his friend across the meadow one way. Then they would turn around and the second bluebird would chase him back the other way.

2. Nanabozho scolded the bluebirds as the right wing of the first bluebird dipped into the red paint pot and the left wing of the second bluebird grazed the orange paint pot when he dived towards the grass.

3. The feet and feathers of the bluebirds were covered with paints of all colours. As they started chasing each other, flying this way and that way over the waterfall, they left different streaks in the sky and the colours grew more vivid as they raced back and forth.

4. Brother Sun shone on the colours after they were splashed by the bluebirds. The effect was that the colours sparkled radiantly through the mist of the waterfall.

5. Nanabozho left the rainbow permanently floating above his waterfall. 6. A rainbow is a reflection of the mighty rainbow that stands over the waterfall at

Nanabozho’s house.C. 1. a. Nanbozho said these words to himself. b. The speaker realised that all the flowers in his meadow were exactly the same off-white

colour. This was ‘boring’ for him. c. He decided to make a change. He gathered up all his paints and paintbrushes and went

out to the meadow. 2. a. Nanabozho said these words to the little bluebirds. b. The gorgeous arch had the colours—red, orange, yellow, green, blue, indigo and violet. c. The speaker was pleased now but earlier he scolded the bluebirds and tried to shoo

them away.D. Accept all appropriate answers.

Vocabulary

1. high 8 sheet

2. tea 4 house

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3. sand 6 fish

4. tree 10 maker

5. basket 9 side

6. gold 3 pit

7. fire 1 way

8. work 7 place

9. hill 5 ball

10. shoe 2 pot

GrammarA. 1. went 2. flew 3. caught 4. wrote 5. walked 6. made 7. knew 8. foughtB. 1. was drinking 2. was repairing 3. were breaking 4. was crying 5. were looking 6. was saving 7. was talking 8. was scolding

DictionaryHelp the students find the meanings of the words given in the Main Coursebook using a dictionary.

ListeningPlay the audio. Tell the students to listen to the poem and tick the words that they hear.

Audio scriptThe Rainbow Fairies

Two little clouds, one summer’s day,Went flying through the sky;

They went so fast they bumped their heads,And both began to cry.

Old Father Sun looked out and said:‘Oh never mind, my dears,I’ll send my little fairy folkTo dry your falling tears.’

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One fairy came in violet,And one wore indigo;

In blue, green, yellow, orange, and red,They made a pretty row.

AnswersOld Father Sun looked out and said:‘Oh never mind, my dears,I’ll send my little fairy folkTo dry your falling tears.’

One fairy came in violet,And one wore indigo;In blue, green, yellow, orange, and red,They made a pretty row.

Two little clouds, one summer’s day,Went flying through the sky;They went so fast they bumped their heads,And both began to cry.


2

3

1

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How I Became a Black Belt


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about suffixes. S identify the long /o/ sound. S recite a poem. S write an essay.

Warm-up This activity enables the child to name the sports with the help of pictures and the words given in the boxes.

Reading The poem is a fun read and will tell the child about the poet’s karate class and how he had got his belt.

Comprehension


Vocabulary The students will be able to form new words using the suffixes given in the boxes.

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

SpeakingThe students will recite the poem that they read. This activity will help in strengthening their pronunciation, phonemic and rhythmic skills.

Writing The students will write an essay about their favourite sportsperson with the help of the given hints.

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ANSWERSWarm-up

Judo Taekwondo Karate

Comprehension

A. 1. a. park 2. c. great tree 3. a. biting him 4. b. dizzying speed 5. c. beltB. 1. The karate class met in the park to practise their kicks. 2. While resting under the tree, the poet did not see the ants marching straight up his pants.

This is because his mind was so focussed. 3. When the ants started biting him, he poet itched, then kicked and clawed at the air. He then

spun as he let out a yell. He twirled and jumped with dizzying speed while trying to scratch at the bites.

4. The teachers agreed that the poet’s skills had reached masterful heights. 5. The poet pranced for twenty-three minutes without pause. 6. When the poet finished at last, the master bowed and gave him his belt.C. 1. a. In the above line, sycamore tree is being referred as ‘great tree’. b. The poet was practising his kicks, studying the forms and chopping at the sycamore bark

before this. c. Christopher did not rest while the poet continued to rest as he was working

on his stance. 2. a. In the above line, ‘he’ refers to the master. b. ‘He’ bowed before ‘he’ gave his belt. c. ‘He’ gave his belt as he agreed that the poet’s skills had reached masterful heights.D. Accept all appropriate answers.

VocabularyA. 1. brightly 2. useful 3. careful 4. fearful

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5. nicely 6. selfish 7. childish 8. silently 9. cheerful 10. fairlyB. Accept all appropriate answers.


Audio scriptScode Sdome Sjoke SmoleSrope Svote Sslope Sstone

SpeakingThe students will read the poem and recite it. The teacher can help them with the correct intonation and stress. This can be a group activity. The stanzas can also be divided between partners too.


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7. The Velveteen Rabbit


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about similes. S learn about simple future and future continuous tenses. S learn difficult spellings (oo or ou). S listen to an audio and look for specific words. S write a story.

Warm-up This activity will help the children in articulating their own experiences with their favourite toy.

ReadingThis lesson is an extract from The Velveteen Rabbit. It is about a boy and his favourite toy, the rabbit. It teaches the children to accept and respect the differences in each individual.

Comprehension


Vocabulary The students will enrich their vocabulary by completing the similes using words form the boxes.


S simple future. S future continuous.

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

Listening The students will listen to conversation between the Velveteen Rabbit and the two rabbits and fill in the blanks.

Writing The students will be able to weave a story using the given clues.

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A. 1. china dog 2. the Skin Horse 3. supper 4. wandered; little nest 5. growingB. 1. The Rabbit found it uncomfortable at first in the bed as the Boy hugged him very tight, and

sometimes he rolled over onto him, and sometimes he pushed him so far under the pillow that the Rabbit could scarcely breathe.

2. The Rabbit missed those long moonlight hours in the nursery, when the entire house was silent, and his talks with the Skin Horse.

3. The rabbit soon came to like sleeping with the Boy as the Boy used to talk to him, and made nice tunnels for him under the bedclothes that he said were like the burrows the real rabbits lived in.

4. Since he was so happy, the Rabbit never came to notice how his beautiful velveteen fur was getting shabbier and shabbier, and his tail was becoming unsewn, and all the pink rubbed off his nose where the Boy had kissed him.

5. The seams of the other two rabbits didn’t show at all, and they changed shape in a strange way when they moved, instead of staying the same like he did. This made the Rabbit think that the other two rabbits were very well-made.

6. The two rabbits left the Rabbit and ran away as they heard the sound of footsteps when the Boy ran past near them.

C. 1. a. The Boy said these words to Nana. b. In the above lines, ‘he’ refers to the Rabbit. c. The speaker calls him ‘REAL’ as he used to talk to him and play games with him. 2. a. One of the rabbits said these words to the Rabbit. b. The reply was that the Rabbit didn’t feel like playing. c. Such a reply was given as the Rabbit didn’t want to explain that he had no clockwork.D. Accept all appropriate answers.

Vocabulary 1. bat 2. picture 3. lead 4. sugar 5. crystal 6. lightning 7. owl 8. snail 9. bee 10. knife

GrammarA. 1. will chirp 2. will repair 3. will wash 4. will do 5. will rehearse 6. will learn 7. will study 8. will cook

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B. 1. will be getting 2. will be serving 3. will be watching 4. will be writing 5. will not be travelling 6. will be playing 7. will not be doing 8. will be going

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

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

Audio scriptVelveteen Rabbit: Hello!Rabbits 1 and 2: Hello there!Velveteen Rabbit: Can I play with you?Rabbit 2: You seem to be different.Velveteen Rabbit: No, no! We are the same. You are just well

made and your seams don’t show. Oh, do you move without a clockwork?

Rabbit 1: Seams? What are you saying?Rabbit 2: What clockwork? We both are real. You

can’t jump and dance on your own.Velveteen Rabbit: The Boy helps me jump. And I am real too!

AnswersVelveteen Rabbit: Hello!Rabbits 1 and 2: Hello there!Velveteen Rabbit: Can I play with you?Rabbit 2: You seem to be different.Velveteen Rabbit: No, no! We are the same. You are just well made and your seams don’t show.

Oh, do you move without a clockwork?Rabbit 1: Seams? What are you saying?Rabbit 2: What clockwork? We both are real. You can’t jump and dance on your own.Velveteen Rabbit: The Boy helps me jump. And I am real too!


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8. The Clock that Won the Prize


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about prefixes. S learn about indefinite and definite articles. S learn about apostrophe. S do a role-play. S write an informal letter.

Warm-up This is a fun activity in which the children will identify and spot the differences between the pictures.

Reading

This story is interesting as it would take the children to the world of clockmakers. It will encourage them convey the message that it does not matter how small they are, instead what matters is the ideas they have.

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 form new words using the prefixes given in the boxes.


S indefinite articles—a, an. S definite article—the.

Punctuation The students will learn about the usage of apostrophe to show possession with a singular noun.

Speaking This activity will help them in enhancing their interpersonal conversational skills.

Writing The students will be able to write an informal letter from Joseph’s perspective.

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ANSWERSWarm-up

Comprehension

A. 1. The prince saw some 3 a new idea.

2. Joseph lived with 4 plain and ordinary.

3. The cuckoo gave Joseph 2 his grandfather.

4. Joseph’s clock was 5 the prize.

5. Joseph won 1 lovely old clocks.

B. 1. Very few clocks were made in the village as the clever clockmakers had died and their sons went to the town to work and make money, and have happier times than living in the village, which they called a slow, old place.

2. When the prince saw the lovely old clocks made and heard that only a few clockmakers were left in the town, he felt pity that such good work by the clockmakers was stopped. So, he announced a competition for the best clock.

3. Joseph’s grandfather was not sure if they would win the prize as they were too poor to buy fine paint or enamel, or gold or silver, to make the clock look good. He feared that their clock would be too plain.

4. The cuckoo gave Joseph a new idea about his new clock. The idea was that instead of just striking the hours, their clock would have a bird sing them.

5. Joseph’s heart sank as his plain little clock stood in a corner and seemed quite lost among all the other clocks, which were large and beautiful, some covered with paint, carved and enamelled.

6. The cuckoo clocks were sent all over the world and the village became famous for its cuckoo clocks.

C. 1. a. ‘He’ could hold back no longer as in a short time the prince would finish judging the clocks and go.

b. He asked the prince if he could reset his clock ahead and show how it stroke. c. Yes, the prince granted him his wish.

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2. a. The prince said these words. b. ‘It’ refers to Joseph’s clock and the bird popping out of the clock was ‘new’ in it. c. ‘It’ was very plain and small as compared to the other clocks, which were large and

decorated, painted and enamelled.


Vocabulary 1. unable 2. misbehave 3. impolite 4. unlucky 5. impossible 6. misinterpret 7. impractical 8. unforgettable 9. ungrateful 10. misunderstand

GrammarA. 1. an 2. an 3. a 4. an 5. a 6. an 7. a 8. a 9. a 10. anB. A few years ago, the Smith family arrived in the United States of America. They travelled aboard

on the ship which sailed across the Atlantic Ocean from the United Kingdom. The children had a wonderful time onboard the ship. They played several games and ate all kinds of food. Later, the magic show onboard was an added attraction. The captain of the ship also allowed them to visit the bridge, a place from where the ship is navigated.

Punctuation 1. Is Pihu’s brother at the door? 2. Have you seen the tiger’s footprints? 3. Everybody will come to Elena’s party. 4. What a beautiful picture you have painted! 5. Mr Nayar’s son came to India after many years. 6. Hurray! Betty and Veronica have found Archie’s ring. 7. Mr Sharma, Mr Krishnan and Mr Khan are neighbours. 8. Do you know where Rajat, Mani and Diksha are? I cannot find them.

SpeakingThe students will read the given conversation and do a similar role-play, imagining themselves as a customer and a ticket collector at a museum. This can be an activity done between partners or the teacher can divide them into pairs.


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My Teddy Bear


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S find antonyms and synonyms. S identify the long /u/ sound. S listen to an audio for identification. S write a paragraph.

Warm-up This activity will enable the children to think and discuss about their most favourite possession.

ReadingThis poem will make the children understand that we need to listen to each other patiently, without judging the other based on their flaws, so that the world can become a better place to live in.

Comprehension


VocabularyThe students will hone their vocabulary skills by finding the

S antonyms using words from the boxes. S synonyms.

PhonicsThe students will listen to words with the long /u/ 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 some statements, comprehend and identify the ones that they hear.

Writing The students will write a few paragraphs on their favourite toy with the help of the given hints.

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A. 1. Who’s always there for me… 2. Or ever put me down… 3. So I take him along with me… 4. Waiting with open paws… 5. With his cute little face…B. 1. No, the teddy bear is never angry with the poet. 2. The poet takes the teddy bear along as he cannot walk by himself. 3. Yes, the teddy bear enjoys all that the poet shows him as he is full of glee. 4. The one thing about the teddy bear that doesn’t change at all is his size. 5. The poet notices that the teddy bear’s fur is torn in places when rocking the teddy bear to

and fro. 6. If we were more like teddy bears, the world would be a better place. C. 1. a. The teddy bear is always there for the poet. b. He is there whenever the poet needs someone to talk to. c. He listens quietly. 2. a. The meaning of ‘flaws’ is faults or defects. b. The teddy bear’s eye is broken and his arm is ripped. These are the flaws referred in the

above line. c. The poet does not mind his flaws because the teddy bear is always there for the poet.D. Accept all appropriate answers.

VocabularyA. 1. noisily 2. always 3. worse 4. less 5. unbroken 6. largeB. Across: 1. silently 2. jealous 3. observe Down: 1. torn 2. happiness 3. defects

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Audio scriptSuse Scube Scute SJuneSrule Stube Stune Sflute

ListeningPlay the audio. Tell the students to listen to the statements and tick the ones that they hear.

Audio script1. We say, ‘Please.’2. We don’t interrupt or tease.3. We don’t argue.4. We listen when folks talk to us.5. We share our toys and take our turn.6. Good manners means just being kind!

Answers 1. We say, ‘Please.’ 2. We interrupt or tease others. 3. We don’t argue.

4. We don’t listen when folks talk to us. 5. We share our toys and take our turn.

6. Good manners means just being kind!


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9. Ranthambore: A Trip to Tiger Land


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about word family and collective nouns. S learn about adverbs. S find meanings of difficult words and make sentences. S describe the given picture. S write a story.

Warm-up This activity will enable the students to think and share about the animals they would like to see if they go on a jungle safari.

ReadingThis lesson talks about the writer’s trip to Ranthambore National Park. It narrates his personal experience of a safari and will help the children to relate to nature and wildlife.

Comprehension


VocabularyThe students will be able to

S identify the odd one out from the word family. S choose the correct collective nouns using words from the boxes.

Grammar The students will be able to learn about adverbs.

Dictionary The students will learn to find out the meanings of difficult words and make sentences with them.

Speaking This group activity will enable the students to talk about the given picture and discuss what is wrong in it.

Writing The students will be able to weave a short story using the given pictures.

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A. 1. F 2. F 3. F 4. T 5. TB. 1. India comes to our mind at the mention of the word ‘tiger’ as the tiger has become a part of

the Indian culture, where the word ‘tiger’ stands for strength and bravery. 2. Ranthambore is a hunting ground-turned-tiger preserve, located 112 miles from Jaipur, the

capital of Rajasthan. 3. The ‘hopeful sign’ that the writer saw were the fresh pugmarks. It was ‘hopeful’ as it gave

them a slight hope that they might see a tiger soon. 4. The travellers saw the shadow of a tigress against the skyline, right next to the car track as

they were driving up the slope of a hill. 5. The writer describes the tiger as a magnificent animal—beautiful and fearless. Her coat was

bright orange with jet black stripes and blended perfectly with the dry leaves of the winter forest.

6. When he saw the tigress, the writer finally understood the meaning of camouflage and how tigers are such good hunters.

C. 1. a. In the above line, ‘they’ refers to the three Himalayan black bears, a mother with two cubs. b. They turned and ran when they saw the family. c. It was difficult to get a good photograph as they kicked up so much dust. 2. a. In the above line, ‘we’ refers to the writer and his family. b. They continued driving up the slope of a hill. c. Yes, having a ‘sharp look’ helped as they saw the shadow of a tigress against the skyline.D. Accept all appropriate answers.

VocabularyA. 1. plates 2. history 3. oranges 4. milk 5. plant 6. bullB. 1. brood 2. string 3. pack 4. swarm 5. class 6. team 7. company 8. staff 9. gang 10. board

GrammarA. 1. Martha will be there by 6:30 pm. 2. The students of our school speak politely. 3. Ifrah will be coming to school tomorrow. 4. Farah comes to watch my show every day. 5. Radhika came and apologised to me later.

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6. The squirrel moved inside when it started raining. 7. My grandmother eats slowly because her teeth pain. 8. Jack went up the hill and Jill came tumbling afterwards.B. 2. We have to go to bed early. time 3. Yesterday was a rainy day. time 4. The children went outside to play. place 5. We must speak politely to everyone. manner 6. Sangeeta will meet the doctor tomorrow. time 7. All the bedrooms in this house are upstairs. place 8. Our teacher asked us to do our work carefully. manner

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.

SpeakingThe teacher can explain the children about the illegal practice of animal poaching. They can also elaborate on how some animals have become extinct and are in danger. Divide the students into groups and encourage the children to talk about the given picture and identify what is wrong.


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10. They Did It… So Can YOU!


S read the stories with the correct pronunciation and stress. S answer questions related to the lesson. S learn about singular and plural nouns. S learn about prepositions. S learn difficult spellings (-ice/-ise). S listen to an audio for specific words. S write an essay.

Warm-up This activity will initiate a discussion among the children about the most favourite thing that they would give away to help the needy.

Reading

This lesson shows how we can offer help and make a difference in the lives of those who are distressed. It tells us that age does not matter, but it is the heart that cares for others that counts. The three children in the lesson are epitomes of such unconditional support and care.

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 enhance the vocabulary by learning about singular and plural nouns.

Grammar The students will be able to learn about prepositions using words from the boxes.

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

Listening The students will listen to an audio and write the names of the means of communication.

Writing The students will be able to write an essay on why they must help the needy using words from the boxes.

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A. 1. Kayleigh loved watching the 3 at an orphanage.

2. Kayleigh decided to raise money to 4 fleece blankets.

3. Charlie’s brother volunteered 2 buy bulletproof vests for the police dogs.

4. Charlie decided to send the children 5 crying in a pile of rubble.

5. Blare saw a little boy 1 police dogs train on television.

B. 1. Kayleigh decided to raise money for the police dogs when she saw photos of the dogs and noticed that only some wore bulletproof vests due to the high price.

2. Kayleigh was able to buy the first vest with the help of a local businessman who donated some money when he learned about her plan.

3. The stories about the orphanage that Charlie’s elder brother returned with were of dirty floors, children who had no shoes, and cold nights.

4. HELP (Hope Encouragement Love Peace) was a company that Charlie had set up with the help of her father. HELP has sent some 700 blankets to nine nations with the help of several international children’s groups.

5. In January 2010, an earthquake had hit Haiti. 6. Blare helped comfort the little children by donating teddy bears since he remembered the

teddy bear that had always comforted him.C. 1. a. In the above line, ‘five more’ refers to bulletproof vests. b. Kayleigh has raised enough money to buy five more bulletproof vests. c. Kayleigh plans to stick to her project until she is forty. 2. a. Charlie said these words. b. The blanket is helping the children at the orphanage. c. Fleece blankets were made. She and other volunteers in her town helped to make it. 3. a. Blare thought these words. b. The speaker donated teddy bears. c. The speaker saw a picture of a little boy crying in a pile of rubble in the newspaper. This

brought tears to his eyes and made him want to do something for Haiti.D. Accept all appropriate answers.

VocabularyA. 1. boxes 2. hair 3. berries 4. matches 5. onions 6. teeth

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7. posters 8. countries 9. flamingos/flamingoes 10. policemenB. 1. Babies 2. box 3. children 4. buses 5. mice 6. potatoes 7. match 8. men; woman

Grammar 1. beside 2. into 3. over 4. among 5. through 6. under 7. against 8. across 9. above 10. on

Spelling 1. c h o i c e 2. j u s t i c e 3. l i c e n s e 4. r e a l i s e 5. e x e r c i s e 6. o r g a n i s e 7. c r i t i c i s e 8. s a c r i f i c e

ListeningPlay the audio. Tell the students to listen to the statements and write the names of the means of communication.

Audio script1. I come to your house every morning. You read me. I am a

NEWSPAPER.2. You use me to talk to your friends and family. You can take me

anywhere you want. I am a MOBILE PHONE.3. I let you watch your favourite cartoon. You can also watch news,

serials and movies. I am a TELEVISION.4. I am used in shops, schools, banks and offices. I help you to get

information through the Internet. You can also play games and do your projects with my help. I am a COMPUTER.

Answers 1. I am a NEWSPAPER. 2. I am a MOBILE PHONE. 3. I am a TELEVISION. 4. I am a COMPUTER.


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Paper Boats


S recite a poem with the correct stress and intonation. S answer questions related to the lesson. S learn about gender. S revise the long /a/, /e/, /i/, /o/, /u/ sounds. S speak on the given topic. S describe a picture.

Warm-up This activity takes the child back to his/her early childhood and enables the child to talk about the art of paper folding, origami.

ReadingThe poem will take the child to the imaginary world of the poet and his paper boats. It is a beautiful image how the poet connects the rain and the paper boats.

Comprehension


Vocabulary The students will be able to learn about the four kinds of gender—masculine, feminine, common and neuter.

Phonics The students will listen to words with the long /a/, /e/, /i/, /o/, /u/ sounds and repeat to ensure correct pronunciation.

Speaking The students will speak on the given topic for just a minute with the help of hints given in the box.

Writing The students will describe the given picture.

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A. The poet uses the word ‘boats’ five times and ‘paper boats’ thrice.B. 1. The poet floats his paper boats one by one. He floats them down the running stream. 2. The poet loads his little boats with shiuli flowers. He gets those from his garden. 3. The poet hopes that the shiuli flowers will be carried safely to land in the night. 4. The poet buries his face in his arms when night comes. 5. The poet dreams that his paper boats float on and on under the midnight stars. 6. The poet says that the fairies of sleep are sailing in his paper boats. C. 1. a. In the above line, ‘them’ refers to the paper boats. b. The poet writes his name and the name of the village where he lives on ‘them’. c. The poet writes on ‘them’ as he hopes that someone in some strange land will find them and

know who he is. 2. a. The poet sees the little clouds setting their white bulging sails. b. The poet launches his paper boats just before he looks up in the sky. c. The playmate sends the little clouds to race with his boats.D. Accept all appropriate answers.

VocabularyA. 2. Be careful! The needle is lying there. neuter 3. ‘My husband is on a tour,’ said the wife. husband - masculine tour - neuter wife - feminine 4. The rooster crowed twice in the morning. masculine 5. The teacher scolded the naughty students. teacher, students - common 6. The nun congratulated the girls for performing well. nun, girls - feminine 7. Did you watch the movie on the duchess and the duke? movie - neuter duchess - feminine duke - masculine

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8. The duck went quacking all along, but the drake was silent. duck - feminine drake - masculine

B. 2. bull; geese 3. duchess; king 4. duck; aunt 5. emperor; nun 6. maidservant; rooster 7. lad; hostess 8. huntress; peahen


Audio scriptSblame Sstrain Speace SteaseSsmile Sprice Sknow Sdrove Sfuse Sfluke

SpeakingFree response


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11. The Tomato Story


S read a story with the correct pronunciation and stress. S answer questions related to the lesson. S learn about alliteration. S learn about conjunctions. S revise all punctuation marks. S listen to an audio for identification. S write a paragraph.

Warm-up This activity will help the children to talk about the benefits of tomatoes and how they help us to remain fit and healthy.

ReadingThis lesson is a light-hearted story about Grandma who narrates an incident from her childhood about the first time she tastes tomatoes.

Comprehension


Vocabulary The students will be able to identify the correct words from the boxes to complete the alliteration.

Grammar The students will be able to identify the correct conjunctions from the brackets.

Punctuation The students will be able to do a revision of all the punctuation marks.

Listening The students will listen to an audio and write if the statements are true or false.

Writing The students will write a paragraph on the given topic using words from the boxes.

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ANSWERSComprehensionA. 1. c. tomato 2. b. thirteen 3. c. peddler 4. b. warm fence corner 5. a. cream and sugar

B. 1. Yes, Johnny liked tomatoes. He liked to have them raw, stewed and baked. 2. A peddler gave Grandma’s mother the seeds. He sold buttons, threads and such little things. 3. The peddler described that the flowers of the love-apple plant were small, but the fruit was

bright red and very pretty among the dark-green leaves. One couldn’t eat the fruit as it was poisonous. It was something new and grew wild in South America.

4. When the children looked at the love-apple plant, they would talk about it and wonder if it would hurt them if they just tasted it.

5. Mother called the children and told them that she would have to pull up the love-apple vines if they could not be satisfied with the pretty red fruit just to look at, without wanting to eat it.

6. Grandma’s uncle had a hearty laugh when he heard that all were afraid to eat the tomatoes because the tomatoes were not poisonous.

C. 1. a. Grandma said these words to Johnny. b. The speaker did not see tomatoes till thirteen years. c. The speaker was unable to taste the tomatoes then. 2. a. The peddler said these words to Grandma’s mother. b. In the above line, ‘them’ refers to the love-apple seeds. c. He got ‘them’ from a man who got them from a captain of a ship from South America. He

gave half of ‘them’ to his sister and half to Grandma’s mother. D. Accept all appropriate answers.

Vocabulary 1. seashore 2. crispy 3. fly 4. lullaby 5. raging 6. building 7. useless 8. brown 9. grass 10. bitter

Grammar 1. Though 2. but 3. and 4. for 5. yet 6. or 7. as 8. so 9. otherwise 10. because

Punctuation 1. Are you Mrs Iyer’s niece? 2. Oh! What a pity! I will be left alone.

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3. Raman took Nisha’s dog for a walk. 4. Look at the wonderful image of the queen! 5. My friend brought her sister’s dress for me. 6. Renu bought a shirt, two pairs of socks and a tie for Jim. 7. Have you read The Adventures of Tintin, The Wizard of Oz and Cinderella? 8. The old man will live with his wife, two sons, daughters and their little dog, Mario.

ListeningPlay the audio. Tell the students to listen to a conversation and write true or false.

Audio script‘Good morning, vegetables! Today is the day when we will choose our king,’ said Lady Finger. ‘Let’s have the names.’‘I am Potato, rich in energy and I am always at your service, throughout the year.’‘Hello, I am Carrot, rich in Vitamin A. I help in keeping your eyes healthy.’‘I will be the king since I am born with a crown and have a royal shape and colour,’ said Brinjal.Soon Mom came to the kitchen and said, ‘No more fights, vegetables! There is no king. I am your queen since I am the one who decides what to cook.’

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


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12. Town Musicians of Bremen


S read a play with the correct pronunciation and stress. S answer questions related to the lesson. S learn about phrases. S learn about subject and predicate. S find out the meanings of difficult words and make sentences. S do a role-play. S write an essay.

Reading This entertaining play is a fairy tale by Brothers Grimm about the famous town musicians of Bremen.

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 hone their vocabulary skills by identifying and learning about phrases using words from the boxes.

Grammar The students will be able to learn about and identify subject and predicate in the given sentences.

Dictionary The students will learn to find out the meanings of difficult words and make sentences with them.

Speaking The students will enact the play, which will help them in delivering speech and articulating their expressions.

Writing The students will be able to write an essay describing a live performance of the Town Musicians of Bremen.

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A. 1. I’ll go to Bremen. There I can be a fine musician. 6 Robber 1

2. I’d love to! I can bark very pleasant tunes. 3 Cat

3. With your fine crowing, we’ll make a wonderful group! 1 Donkey

4. I have a plan. Listen closely. 5 Robber 2

5. I can taste those mashed potatoes now! 2 Dog

5. Four monsters! Let’s get out of here! 4 Rooster

B. 1. Donkey heard his owner saying that he was going to get rid of him. 2. Donkey decided to go Bremen as he wanted to become a fine musician. 3. The owners wanted to get rid of S Donkey as he had grown old and could no longer work hard. S Dog as he was old and weak and could no longer hunt. S Cat as he had grown old and his teeth were not sharp. He could not catch mice. S Rooster as his owner had bought an alarm clock and he didn’t need Rooster’s crowing to

wake him up. 4. That night, Donkey slept on the soft grass in the yard, Dog slept behind the front door, Cat

slept near the warmth of the fireplace and Rooster slept high on a bookshelf. 5. When the third robber went inside the house, he was cold and went to the fireplace to warm

himself. He surprised the cat, who scratched his face. The robber ran to the front door, where the dog was startled and bit his leg. As he was running outside, he tripped over the donkey, who kicked him. The rooster started screeching as all this noise woke him up and in this way the four animals scared the third robber.

6. When the animals continued to live in Bremen, they sang every night and became the famous Town Musicians of Bremen.

C. 1. a. Cat said these words to Dog. b. The speaker was sad as his owner wanted to get rid of him. c. The listeners said that Cat could come with them to Bremen, where they were going to

be musicians. 2. a. In the above line, ‘they’ refers to Donkey, Dog, Cat and Rooster. b. They wanted to get inside the house because they were tired and wanted to rest. c. The dog stood on the donkey’s back, the cat stood on the dog’s back, and the rooster stood

on the cat’s back. This is how they peeked inside.D. Accept all appropriate answers.

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Vocabulary 1. the rainy months 2. the blue sky 3. near the door 4. at the bookshop 5. after dinner 6. this month 7. inside the hole 8. the running stream 9. during the summer vacation 10. bad weather

Grammar

A. 1. The bee 5 was ploughing the field.

2. The Earth 7 live in Shimla.

3. My father 8 was sitting on the flower.

4. The spider 2 revolves around the sun.

5. The farmer 3 is a teacher.

6. The students 1 stung me.

7. My grandparents 6 do their homework.

8. The beautiful butterfly 4 spun a web.

B. 1. Ali bought a new house. 2. The dog chased the butterfly.

3. My father drove me to school. 4. The students went for a picnic.

5. Ryan wrote a letter to his father. 6. My puppy was barking all night.

7. Lata and I are watering the plants. 8. The children are playing in the park.

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.

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


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1. Princess Lila and the Two Brothers

ComprehensionA. 1. Sultan 2. five hundred 3. Shiraz; Samarkand 4. whispered 5. apple 6. Ahmed

B. 1. The Sultan asked the princess which of his sons she wished to marry. He asked him as both his sons wanted to marry the princess.

2. The princes were given five hundred gold pieces each to travel around the around and bring back the most wonderful thing they could find.

3. The shopkeeper told Prince Ali that if he looked into the mirror he would see any person or place he wished to see.

4. Prince Ahmed found a magic apple in Samarkand that could cure any sick person. 5. After the brothers saw the princess in Ali’s mirror, they decided that they must save her. They

at once went to the castle of Princess Lila. 6. The Sultan made his decision by asking his sons if they would give their gift to the princess

after their marriage. Ahmed agreed, so the Sultan selected Ahmed to marry the princess.

VocabularyA. 1. bad – habit 2. break – a promise 3. go – bankrupt 4. call – the police 5. miss – a flight 6. have – mercy 7. take – a look 8. keep – calm 9. come – to an end 10. sense – of humour B. 1. Do 2. make 3. disappointed 4. keep 5. knows 6. took 7. fall 8. shy 9. Follow 10. believe

Grammar 1. C 2. U 3. U 4. C 5. U 6. C 7. U 8. U 9. C 10. C


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2. Brian and Nancy

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

B. 1. While visiting the London Zoo, Brian suddenly ran ahead of her mother and climbed over the four-foot railing around the gorilla exhibit.

2. Seven gorillas lived in that exhibit. When they heard the thump, they became curious and moved towards Brian.

3. The first gorilla to reach Brian was Nancy who was a mother gorilla with a baby gorilla on her back. 4. It was so important not to excite or scare the big animal as she was strong and could easily

hurt Brian, even by mistake. 5. The zookeepers were amazed because Nancy had placed Brian on the floor right next to the

door of the exhibit. 6. The emergency medical crew checked Brian for signs of life. Then, the ambulance rushed him

to a nearby hospital.

Vocabulary 1. beast – a big animal 2. barrier – something that separates 3. injure – hurt 4. exhibition – a public display 5. panic – fear and worry 6. secure – safe 7. recover – get well 8. startle – surprise 9. instantly – at once 10. emergency – needing immediate attention

Grammar 1. She has a blue bag. what kind of? 2. A few drops of rain fell on him. how many?

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3. I read two stories today. how many? 4. I met her several years ago. how many? 5. The fire did a lot of damage. how much? 6. Tell me an interesting fact. what kind of? 7. I want a glass of cold water. what kind of? 8. Some students came late today. how many? 9. Half the bottle is filled with water. how much? 10. I need some time to finish my work. how much? 11. The train will be here after seven minutes. how many? 12. The kind old man helped the child up the stairs. what kind of?


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3. A Necklace of Cherry Stones

ComprehensionA. 1. a. cherry tree. 2. b. selling the wool from his sheep. 3. c. like a flower. 4. b. help Tulsi. 5. b. beautiful. 6. a. a goldsmith.

B. 1. Tulsi lived in the foothills of Nepal. He lived alone as he had lost his parents. 2. Tulsi’s old neighbour’s name was Rani. She loved Tulsi like her own son, and Tulsi also loved

her. This is why he called her ‘Rani ma’. 3. Tulsi washed and cleaned the cherry stones and dried them in the sun. Then, he carved each

stone so that it looked like a flower. 4. Carving the seeds so that they looked like flowers was not an easy thing to do because Tulsi

had to work with a sharp knife. Sometimes he cut his hand, sometimes the stones broke. 5. Next day, Rani ma went to the nearest town to visit a goldsmith. 6. The goldsmith said to Tulsi that he was clever with his hands. He asked Tulsi if he would

work with him and learn his work.

VocabularyA. Students will circle the words given below. 1. pumpkin 2. shoes 3. pasta 4. look 5. mosque 6. telephone 7. trees 8. New DelhiB. Help the students find the meanings of the idioms. Once done, ask them to makes sentences with each of them.

Grammar

1. Sara smiled at her friend.

2. The dog wagged its tale.

3. Adnan is playing his guitar.

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4. I gave it to them. It’s theirs.

5. Luke and Leah talked to their father.

6. This chocolate is his, I saw him buy it.

7. The man picked up his bundle of clothes.

8. Please tell her to give me her address.

9. Please lend me your pen, mine is broken.

10. That is my book. Yours is in your bag.

11. We bought this flower pot. It is ours now.

12. Riya waved her hand. Kuki waved hers back.


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4. Trees

ComprehensionA. 1. And spread a shade for sleepy cows 2. They give us fruit in leaves above 3. And leaves to burn on Halloween 4. They are the first when day’s begun 5. They are the last to hold the light 6. They hum a drowsy lullaby

B. 1. The poet thinks that trees are the kindest things because trees do not harm any being. They just grow without causing anybody any trouble.

2. Trees give shade for cows to sleep and also provide a space for the birds on their bough to sit and rest.

3. Three things that trees give us are fruits to eat, wood to make our houses and leaves to burn on Halloween. (Also, they give us new, green buds in spring.)

4. The trees are the first to touch the beam of the sun when it rises. 5. When the night is falling and the sun’s light is fading, trees are the last ones to hold the

sun’s light. 6. When the moon floats on the sky, the trees hum a lullaby about sleepy children of a time

long ago.

VocabularyA. 1. muscle 2. style 3. sewing 4. berth 5. lessen 6. route 7. soar 8. stationery 9. quay 10. sightB. 1. deer 2. vale 3. no 4. guilt 5. night 6. herd 7. brake 8. check 9. straight 10. bow

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Grammar

A. 1. My aunt and uncle are visiting us.

2. That car crash was caused by rash driving.

3. The child is drinking a cup of milk.

4. I am going on a vacation this summer.

5. My homework is nearly finished.

6. She was going out to play cricket.

7. The children are swimming in the pool.

8. He is practising violin in the music room.

9. There were several animal species in the zoo.

10. Father is baking a delicious chocolate cake for tea.

B. 1. is 2. is 3. are 4. are 5. are 6. are 7. am 8. is 9. is 10. is


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5. Rumpelstiltskin

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

B. 1. In order to appear important, the miller told the king that he had a daughter who could spin straw into gold.

2. The king took the girl into a room which was full of straw. He gave the girl a spinning wheel. 3. As the girl began to cry, the door opened, and a little man walked into the room. 4. The king promised the miller’s daughter that if she would spin all the straw of the second

room into gold, he would make her his wife. 5. The second time he spun the straw, the little man asked the girl to give him her first child

after she became the queen. 6. The queen’s messenger saw a little house in the forest. A fire was burning before the house,

and a little man was jumping and singing around it.VocabularyA. 1. build 2. create 3. fail 4. view 5. advise 6. direct 7. decide 8. travel 9. confuse 10. educateB. 1. seller 2. painter 3. speaker 4. blessing 5. refusal 6. arrival 7. division/divisor 8. acceptance 9. information/ informer 10. suggestion

GrammarA. 1. swims 2. writes 3. belongs 4. plays 5. cries 6. teaches 7. enjoy 8. likes 9. want 10. helpB. 1. The dog is chasing the cat. 2. It is raining very heavily these days. 3. The children are making a lot of noise. 4. The teacher is giving us a free period. 5. My family is travelling to Delhi in June. 6. The new term is beginning on Monday. 7. I am going to the market with my mother. 8. Ravi is practicing his dance moves daily. 9. Rupak and Uma are taking the bus to school. 10. Manchester United is playing against Arsenal tonight.


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6. Rudolph: Santa’s Favourite Reindeer

ComprehensionA. 1. good 2. Rudolph 3. nose; red 4. leader/main reindeer 5. light 6. thrilled

B. 1. At Christmas time, Santa Claus quietly enters children’s homes while they are asleep and leaves toys and other goodies for them.

2. The elves look after Santa’s home and help in wrapping up the gifts in colourful wrapping paper and pretty ribbons.

3. Rudolph was unlike the other reindeer as he had a big red nose, which was bright and seemed to glow. This is why the other reindeer did not ask Rudolph to join in their games.

4. When the elves told the reindeer to fix themselves on the sleigh, the reindeer began quarrelling for becoming the main reindeer to lead the team.

5. Santa Claus and the reindeer reached back home by following the red light in the darkness. The red light was actually the nose of Rudolph which glowed brightly in the dark.

6. In the end, Santa Claus asked Rudolph to guide the sleigh that night with his bright nose.

VocabularyAccept all appropriate answers. Some examples are given below. 1. seaside 2. bookworm 3. sunshine 4. notebook 5. hometown 6. firefly 7. flowerbed 8. grasshopper 9. grandmother 10. milkshake 11. shopkeeper 12. bathroom

GrammarA. 1. put 2. heard 3. cried 4. met

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5. broke 6. brought 7. found 8. lost 9. chose 10. had 11. left 12. respectedB. 1. Mary was running fast. 2. I was reading mystery stories. 3. The dog was howling when it was hungry. 4. You were going to your aunt’s house. 5. The noise was coming from the kitchen. 6. Rahul and Sadaf were listening to classical music. 7. Ruby was playing cricket and hockey in school. 8. Mother was going to the market to buy vegetables. 9. We were going to Delhi during the summer holidays. 10. The children were splashing around in the swimming pool.


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7. The Butterfly

ComprehensionA. 1. lime-blossoms - too small and had a large family 2. violet - too soft 3. anemone - tasted sour 4. apple-blossoms - might fall off with the first wind 5. pea-blossom - will dry up one day 6. honeysuckle - too common and colourless

B. 1. The butterfly wish for a bride. He wanted to choose a very pretty bride from among the flowers.

2. The butterfly flew on a visit to the daisy because the daisy was supposed to be very clever, and the butterfly hoped that she would help him choose a bride.

3. The butterfly thought that though the apple-blossoms looked beautiful like roses, they might fall off with the first wind that blew.

4. The butterfly was going to make a marriage offer to the pea-blossom when he saw a pod with a dry flower hanging at the end. He thought that the pea-blossom would also look like this one day, so he flew away from it.

5. In autumn, the flowers did not smell fresh, but the mint was sweet all over. So, the butterfly turned to the mint.

6. In the end, the butterfly became an old bachelor.

Vocabulary 1. giraffe 2. snow 3. cucumber 4. nails 5. bird 6. hills 7. an arrow 8. rake 9. ox 10. kitten

Grammar

A. 1. They will go to Darjeeling tomorrow. 2. The aircraft will take off at 1 pm. 3. We will come to your house this evening.

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4. Mr Gomes will leave his house early in the morning. 5. I will send you the picture by the post. 6. John and Mary will get married in June. 7. Anita will sing in the choir. 8. I will call you when I arrive. 9. Mother will drive me to school daily. 10. We will go to see the 9 o’clock movie. B. 1. will be visiting 2. will be watching 3. will be snowing 4. will be packing 5. will be ironing 6. will be staying 7. will be going 8. will be starting 9. will be working 10. will be playing


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8. Hot Air Balloon

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

B. 1. When Ken asked the balloon seller for a balloon, he picked up an orange balloon and filled it with gas.

2. In 1783, two Frenchmen, Pilâtre de Rozier and Marquis d’Arlandes, became the first people to travel in a hot air balloon.

3. Nancy asked the balloon seller what was hot air balloon made of, how it worked and what made it float so long and high in the sky.

4. The hot air balloon is made up of materials like nylon or polyester. 5. A basket for carrying passengers is attached to the lower end of the balloon. 6. As Ken went home, he was excited because he had learnt so many interesting things.

Vocabulary 1. renew 2. remarry 3. dislike 4. incorrect 5. retrace 6. disbelief 7. disgrace 8. incredible 9. rewrite 10. disconnect 11. infinite 12. independent

GrammarA. 1. an 2. the 3. The; the 4. The; a 5. A/The; a/the 6. a 7. The; an 8. An/the; a/the; a/the 9. The/A; the; a/the 10. an; an; a

B. 1. Einstein was a great scientist. 2. The Taj Mahal is one of the seven wonders of the world.

3. Canberra is the capital of Australia. 4. My father is an honest man. 5. The Guard wore a uniform. 6. An army of soldiers attacked the enemy. 7. The Bengal Tiger is the national animal 8. I like the shirt you are wearing.

of India. 9. Bella has an egg for breakfast every day. 10. The/A doctor examined the/a sick patient.


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9. Wright Brothers

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

B. 1. A large library of books at home about all kinds of subjects helped the Wright brothers get a lot of knowledge.

2. The flying toy was made of paper, bamboo and rubber bands. 3. Their father laughed at their idea of a plane. He said that it was a silly and crazy way to

spend money and asked them to leave flying to the birds. 4. The Wright brothers had made kites, which were so large that people could fly in them. These

were called gliders. 5. The first successful flight of the Wright brother’s plane lasted for 12 seconds. The plane went

to the height of 120 feet. 6. The Wright brothers were world-famous after they gave a public demonstration in France

in 1908.

VocabularyA. Accept all appropriate answers. Some examples are given below. 1. swim 2. crow 3. plate 4. brinjal 5. millet 6. chair 7. bungalow 8. noodlesB. 1. ants - colony 2. geese - gaggle 3. sheep - flock 4. people - crowd 5. bees - swarm 6. robbers - gang 7. cattle - herd 8. fish - school 9. kittens - litter 10. flowers - bouquet 11. ships - fleet 12. lions - pride

Grammar 1. neatly 2. tomorrow 3. quickly 4. now 5. late 6. slowly 7. everywhere 8. outside 9. never 10. today 11. easily 12. politely


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10. I Opened a Book

ComprehensionA. 1. strode 2. ring 3. king 4. book 5. cloak 6. same

B. 1. The poet has left her chair, her house, her road, her town and her world behind her. 2. Some things that the poet has done after opening a book are fighting with a dragon, dining

with a king and in a bottomless ocean. 3. After making some friends, the poet shared their tears and laughter. 4. The poet followed her friends on their road with its bumps and bends to a place where there

will always be happiness. 5. The cloak can no longer hide the poet because she has finished her book and has come out of

the world of stories. 6. The poet’s chair and house are just the same. The difference is that the poet now has a book

inside her.

Vocabulary 1. keys 2. flies 3. oxen 4. wishes 5. pastries 6. batches 7. daisies 8. women 9. feet 10. tomatoes 11. knives 12. deer

Grammar 1. across 2. through 3. under 4. behind 5. over 6. into 7. beside 8. near 9. among 10. on 11. against 12. below


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11. Gandhi and the Boy Who Ate Too Much Sugar

ComprehensionA. 1. There was a boy who ate too much sugar. 2. The mother decided to take her son to see Mahatma Gandhi. 3. She had to walk many miles across the country to reach Gandhi’s ashram. 4. Gandhi asked the woman to come again after two weeks. 5. Gandhi looked directly at the boy and said, ‘Boy, you should stop eating sugar.’ 6. Gandhi whispered, ‘That time I was not qualified to advise the little one.’

B. 1. The mother was upset with her son because he ate too much sugar. 2. The mother decided to take her son to see Mahatma Gandhi, who was the boy’s idol. 3. The mother and son reached the ashram by walking many miles across the country for hours

under the hot sun. 4. When the mother explained the problem to Gandhi, he told her to come back after two weeks. 5. The mother was confused because Gandhi had said that he would talk to her son after two

weeks. She did not understand why he couldn’t talk to her son then. 6. Gandhi whispered in the mother’s ear that two weeks earlier he was not qualified to advise

her son as he too was eating a lot of sugar then.

Vocabulary 1. aunt 2. laughed 3. rowdy 4. pumpkin 5. creamy 6. milkman 7. grazed 8. brother 9. hurting 10. favourite 11. swifly 12. knows

Grammar 1. Martin had a holiday, so he did not go to school. 2. Pihu wants a cycle and a helmet. 3. I neither want to run nor swim. 4. You were ill, yet you finished your work.

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5. My car broke down, so I will be late. 6. Rohan is tall, but Priya is taller. 7. He ran very fast, though he had sprained his leg. 8. Megha is studying, since she has an exam. 9. Do not go out now, as it is very hot. 10. Both answers are acceptable. Although you told me the way to your house, I could not find it. You told me the way to your house as I could not find it. 11. You can meet me at my house or in school. 12. She did not know how to ride a cycle, but she learnt fast.


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12. The Selfish Giant

ComprehensionA. 1. b. stars. 2. a. ‘No Entry’. 3. c. Winter. 4. b. lovely music. 5. c. a little boy. 6. a. wall.

B. 1. The Giant’s garden was large and lovely with soft green grass. Over the grass stood beautiful flowers like stars. The birds sat on the trees and sang sweetly.

2. To keep the children out, the Giant built a high wall around the garden and put up a noticeboard with ‘No Entry’ written on it.

3. During Spring, it was still Winter in the Giant’s garden. The birds did not care to sing in it and the trees forgot to blossom.

4. When the Giant jumped out of his bed and looked out, he saw that through a little hole in the wall, the children had crept in, and they were sitting on the branches of the trees.

5. The little boy was crying bitterly because he was so small that he could not reach up to the branches of the tree.

6. When the Giant saw the little boy crying, he went out into the garden, took the little boy gently in his hand, and put him up into the tree.

VocabularyAccept all appropriate answers.

Grammar 1. The child is too young to walk. 2. My mother and I are good friends. 3. His teeth were chattering due to cold. 4. Cinderella had fun at the ball. 5. The students are preparing for their exams. 6. Squirrels love peanuts. 7. You should go to bed. 8. My family is coming to visit me. 9. The dancers in the show were very talented. 10. The naughty girl ate all the chocolate. 11. The cycle beside that car is mine. 12. The capital of Nepal is Kathmandu.


re manual the english - saraswati house

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