New Get Ahead

5
ENGLISH
with Teaching Notes

Based on Revised Pakistan National Curriculum

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Contents
Unit Page

Introduction iv

Section I: Teaching Strategies

1 Getting to Know Each Other 02

2 Meeting Different People 06

3 Past and Future 10

4 Numbers and Time 14

5 Different People and Places 18

6 Taking Responsibility 22

7 Rules to Follow 24

8 Doing the Right Thing 26

Section II: Answer Keys 30

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 Introduction
The Teaching Guides for New Get Ahead English series provide
guidelines for the teacher in the classroom.
This Teaching Guide includes:
• an introduction on how to approach New Get Ahead English in class.
• suggestions for pre-reading tasks or warm-ups to the main lesson.
• suggestions for teaching strategies to facilitate teachers while they
teach the main lesson.
• suggested answers to the exercises in the textbook.
How to Approach New Get Ahead English
To teach New Get Ahead English in a more constructive way, teachers are
advised to make classrooms more student-centered. Students are to be
given a more active role in the classroom, be encouraged to present their
thoughts and ideas confidently, and be instructed to respect differing
opinions. In order to achieve this, teachers are to facilitate students so that
they can take more responsibility for their learning journeys. The following
summarizes the methodology with which all units of New Get Ahead
English are to be approached to make a classroom more student-
centered:
• Students are to be given a chance to work independently and
collaboratively, i.e., in groups. Real-life examples should be discussed
by teachers and students.
• Students are to be given tasks where they share opinions with each
other and with the teacher. They should be encouraged to give reasons
for their opinions.
• Teacher is to role-model the ideals of respect, collaboration, and active
learning in the classroom. During group discussions, all students are to
be encouraged to work together.
• Teacher is to facilitate students only when directions are needed; most of
the time, students are to work on their own while reading, writing, and
discussing the lessons in the specific units.

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 Contents and Sequence of the Teaching Guide
The Teaching Guides for New Get Ahead English contain suggestions for
starting a lesson and provide teaching strategies for each unit. The
instructional model focuses on exploring background knowledge, where
students are encouraged to participate actively.
Recommended schedule for an active and student-centered
classroom

Exploring background knowledge 5 minutes

Discussion-based or activity-based learning 25 minutes
Reflection/assessment 10 minutes

The first part of each unit contains basic suggestions for taking the lesson
forward in a constructive manner. The second part of the lesson contains
answers to all questions present in the book. Students are to be
encouraged to come up with their own answers and teachers can use this
document to assess students’ understanding and knowledge.

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 UNIT 1
Section I: Teaching Strategies
Getting to Know Each Other
Unit overview
The unit introduces forms of greeting to be used when meeting new people.
Part 1: Suggestions for teaching strategies
Exploring background knowledge
Exploring gestures of greeting
Students to be given the following examples and their responses to start a
discussion.
Prompts:
– Why do we wave at people?
– Why do we shake hands?
– What is the meaning of the term ‘greetings’?
– Share examples of the greetings you use in your mother tongue.
While you are reading
Given below is a list of topics and recommended teaching strategies for
teaching these topics.
Think-pair-share: Students to work in pairs to explore the following. The
first example has been done for convenience.
Greetings Usage
Good morning Meeting and greeting someone in a for-
mal setting in the early part of the day
Good afternoon
Hello
Goodbye
How are you?
How is it going?
Nice to meet you.
Discuss the responses of the students. Students to take notes of the
discussion.

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 Role play: Students to work in groups of four. They would imagine a
situation (visiting a marketplace, visiting a park, etc.) and roles (in case of a
market place: students would take roles of a shopkeeper, shopkeeper’s
assistant, a buyer, and a passerby). In the role play, students will converse
as per the situation and will greet each other accordingly.
Exploring author’s message:
The main message of the text to be explored with the student’s
understanding and tracking of textual details.

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 UNIT 2
Meeting Different People
Unit overview
The unit describes different personalities like Ali Nawaz, the farmer.
Part 1: Suggestions for teaching strategies
Exploring background knowledge
Guided Group Discussion
Students to be given the following prompts for discussion. Students will
discuss their experiences about each of the prompts. The teacher will take
a round and see whether all students are participating in the discussion.
Prompts:
– Describe your best friend. Include details in your description.
While you are reading
Given below is a list of main topics and recommended teaching strategies
for teaching these topics.
Learning about descriptive writing: Teacher to explain the concept of
descriptive writing. The following to be explained: Descriptive writing includes
details that appeal to the five senses: to hear, to see, to smell, to touch, and
taste. For example: if you are writing a descriptive paragraph about your
favourite fruit, you will be describing it with reference to your senses.
Analyzing a descriptive paragraph: When you are teaching or reading a
description, it is good to question how good that description is. This table
would be helpful.
Read the texts Meet Ali Nawaz, the Farmer, Making Friends, and Cooking
Meals in the textbook and fill in the table on the next page which senses are
used more in the descriptions. The table is to be used separately while
teaching the texts.

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 Touch Smell Sound Taste Sight

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 UNIT 3
Past and Future
Unit overview
In this unit, students will learn about tenses through three different
lessons.
Part 1: Suggestions for teaching strategies
Class drill and practice
Begin by asking students some questions related to past events.
For example: ‘What did you eat yesterday?’
Encourage students to reply using past tense, for example: ‘I ate Potato
pulao’ or ‘I ate curry with chapati’.
Explain that the words ‘did’ and ‘ate’ in the question and answer represent
past tense.
Now, ask students ‘Where do you live?’
Encourage students to respond to the question, ‘I live in ___.’
Explain that the word ‘live’ indicates the use of present tense.
Encourage students to work in pairs and reply to the following questions
using past and present tenses.
– What did you learn in the school yesterday?
– What are you learning in the school today?
While you are reading
Think-pair-share: Request students to bring any old photos from home or
library to the class. Students will pair up with each other. Ask students
‘What is happening in your photo?’ Encourage them to answer. They can
use both present and past tense to describe their photos.
Discussion: Collect seven to eight photos or pictures from the students.
Request students to repeat after you what was happening in those photos
or pictures. For example: Sara is cooking or Ahmed is standing with his
mother. All students will repeat the sentences after the teacher. After
practicing seven to eight times request students to explain their photos
again.

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 Practice writing: Encourage students to write five sentences on ‘how I
celebrated my birthday last year’. Encourage students to write in past
tense. For example, ‘Last year, I enjoyed….’ or ‘My last birthday was not
good because…’. Encourage all students to write individually.
Compare students’ writing with the text: After you have taught the
lesson Saleem’s birthday, ask students to compare their birthday with
Saleem’s birthday.

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 UNIT 4
Numbers and Time
Unit overview
The unit focuses on a visit to a fair, description of months and four
seasons.
Part 1: Suggestions for teaching strategies
Exploring background knowledge
Group discussion
Work in groups and bring a calendar for your group. Discuss:
– Why do we use a calendar?
– Why are certain days marked differently on the calendar?
Share answers with your teacher.
While you are reading
Given below is a list of main topics and recommended teaching strategies
for teaching these topics.
Reading fluency: Students to read the text silently and summarise the
key learnings. They can share their key points with each other and with
the teacher.
Vocabulary: Teacher to introduce the following words. Repeat the words
by using them differently each time.
Visit, weekend, weekday, enjoy, pack, unpack, luggage, picnic place,
entertainment, excitement, happiness, tiredness
Activity for students: When students have learnt the above words, ask
them to summarise the chapter they have read.
Think-pair-share: Students to be encouraged to imagine the following
situation and share answers with the person sitting next to them:
You are planning a picnic on the seaside, a visit to the local library and a
sports week for your school. All this has to be done in one month. Work in
groups and bring a calendar for your group. On the calendar, mark the
days you want these visits.

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 Discuss:
– Have we planned the picnic on a weekend?
– Have we planned the visit to a library on a school day?
– Why did we use a calendar?

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 UNIT 5
Different People and Places
Unit overview
The unit introduces different cities, a child and his grandfather, and a
hardworking person, Akbar.
Part 1: Suggestion for teaching strategies
Guided group discussion
Students will be divided into groups of four. They will discuss their thoughts
about the following.
– Do you help your mother and father at home?
– Why do we help our parents at home?
– Do you help your teacher in the school?
– What does cooperation mean? Why do we cooperate with each other?
Students will share their responses with the entire class.
While you are reading
Group discussion: Students to work in groups of four and list all chores
they perform at home. Ask students to compare their lists and check who
does the most work at home.
Vocabulary: Teacher to introduce the following conversation to the class.
Teacher: Is Karachi a busy and crowded city?
Students:
Teacher: Is Shikarpur a bustling city?
Students:
Teacher: Is Murree a serene and beautiful place?
Students:
Teacher: Is Multan a historical city?
Students:
Request students to take note of all the new words in the conversation
and later on when they read the chapter. Encourage students to use these
new words in their write-up about ‘My favourite place’.
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 One minute write-up: Students to read the passages ‘Big Cities, Small
Towns’ and ‘Doing Chores’. Ask students to note the use of present tense
in the passage ‘Big Cities, Small Towns’. Students to write a paragraph on
the topic ‘My Classroom’; the instruction of using simple present tense to
be given to all students. Students to share their paragraphs with each
other and with the teacher.
After reading the passage ‘Doing Chores’, ask students to note the use of
past tense in the passage. Students to imagine that, like Akbar, they are
on a holiday. All students would do a ‘one minute write-up’ to elaborate on
what they would do on vacations. Ask students the following:
– What tense to be used in this write-up?
– When we plan for future, which tense do we use?
– Why is past tense used in the passage?

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 UNIT 6
Taking Responsibility
Unit overview
The unit focuses on how to learn new things, being responsible and
helping others.
Part 1: Suggestions for teaching strategies
Exploring background knowledge
The ‘What if’ method
Students to be given an imaginary situation for discussion.
Imagine the following situation and share your answers with the person
sitting next to you:
You are on your way to a playground and you found a friend in need of
your help. Discuss:
– What will you do?
– Will you abandon your plans and help your friend?
– Why is it important to help others?
While you are reading
Given below is a list of main topics and recommended teaching strategies
for teaching these topics.
Jigsaw reading:
Divide students into groups of four and ask students to read different parts
of texts. Later on, they can discuss each part and make sense of the story
together.
Story maps:
Discuss the main components of a story (beginning, middle, end).
Students will work in pairs to identify the structure of the story, and share
it with each other and the rest of the class.
Vocabulary:
Students to be asked to underline the unfamiliar words in the chapter.
Students would share these words with each other and try to infer their
meanings as per the context. Students making the most correct predictions
will be given the title of Star Reader.

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 UNIT 7
Rules to Follow
Unit overview
The unit focuscs on the importance of following rules and how to ensure
our safety.

Part 1: Suggestions for teaching strategies

Brainstorming
Ask students to discuss ‘What rules do we have in our school’.
Students to make a list of rules they are supposed to follow in school.
Share with the entire class.
While you are reading
Group work: Ask students to form groups. There will be four students in a
group. Students to describe the rules of their favourite game. For example:
if students have chosen cricket, they may write the rules as ‘there must be
eleven players in a team’ and ‘there must be a batsman, bowlers, and one
wicketkeeper’. Later on they can elaborate on specific rules as to how
scoring happens, how turns are taken for batting and bowling, etc.
Ensure that every group has written at least five rules.
Introduce sentence structure: Teacher to explain that every sentence is
to be written as:
• A team to have
• A team can
• Players to
• The captain would
Discussion: Ask students to analyse words like ‘to, would, could, may, can’.
Explain that these words are called modal verbs.
Discuss the purpose of these words.
Revise the rules that you follow in your school and include modal verbs to
make the sentence structure more appropriate.

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• A team to have
• A team can
• Players to
• The captain would

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 UNIT 8
Doing the Right Thing
Unit overview
The unit focuses on the importance of owning up to your mistakes, and
how to celebrate occasions while still maintaining civic sense and caring
for others.

Part 1: Suggestions for teaching strategies

Exploring background knowledge
Guided group discussion
Students will be given the following prompts for discussion. Students will
discuss their experiences about each of the prompts. The teacher will take
a round and see whether all students are participating in the discussion.
Prompts:
– Talk about a time where you made a mistake that you regret.
– Share the details of this experience with your partner.
While you are reading
Given below is a list of main topics and recommended teaching strategies
for teaching these topics.
Looking for the key message:
Request students to work in pairs and underline or highlight key points or
phrases in a text. Students to read the text individually with close attention
to detail. They will highlight key words and phrases, or any event or a
sentence which appears surprising. In this way, students will get engaged
with texts closely.
Expressing feelings:
Students to pay special attention to the details of the text ‘Being Honest’
and produce a write-up on ‘What would I do if I had committed a similar
mistake’. Students will share responses with each other and with the
teacher.

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 Vocabulary:
Teacher to introduce the following words and their meanings to the class.
honesty, bowl, suggestion, kitchen counter, sobbing, hug, courage
Request students to underline all the given words in the chapter and also
underline all those words that they do not know. Teacher to introduce
those words to the class and encourage students to use them in their
write-up.
Exploring author’s message:
The main message of the text to be explored with the student’s
understanding and tracking of textual details.

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 Section II: Answer Keys
Unit 1: Getting to Know Each Other
Part 2: Answer keys (Pages 3–11)
Comprehension
1. a. Children were feeling excited on the first day of school.
b. Teacher wanted the students to get to know six new students in
the class.
c. The name of the new student is Ahmed Ali. He belongs to the
province of Punjab. He speaks Punjabi at home.
He likes to eat maize or paratha with a glass of lassi.
d. Students will give their own answers. They could say they have
made new friends and feel excited about having new friends.
2. a. This is our first day in class five.
b. We are excited to be here.
c. It is an important day for us.
d. There are six new students in the class.
e. The class teacher’s name is Miss Mona.
3. In Circle (soft sound of c)
Pace
Cell
Rice
Lace
Lacy
In Cup (hard sound of c)
Cute
Cube
Camera
Car

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 Cub
4. In giraffe (soft sound of g)
Germ
Gentle
Giant
Huge
Danger
Cage
In goat (hard sound of g)
Goal
Gutter
Garden
Gap
Fog
Gum
5. Encourage students to write their own answers. Sentences to have is
and isn’t.
6. a. Were there many children at the mela?
b. Were the shops open yesterday?
c. Were there many books on the shelf?
d. Were there toys in her bedroom?
e. Were there any cold drinks at the wedding?
7. Encourage students to make their own sentences.
8. Common nouns Proper nouns
Boy Asad, Neelum
Ocean Pacific Ocean, Atlantic Ocean
Province Sindh, Punjab
Continent Australia, Europe

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 9. Encourage students to make their own sentences. The words in the
box will help you.
10. Children will write their own paragraphs. Encourage students to take
help from the comprehension passage.
11. a. Open your books – v
b. Stop talking – iii
c. Clean the board – ii
d. Start writing – vi
e. Close the door – iv
f. Switch off the fan – i
12. Encourage students to think about a few instructions their mothers
give at home. For example:
• Complete your homework quickly
• Finish your food
• Don’t watch TV till late night
• Help your younger brother/sister in doing his/her work.
13. Students will come up with their own answers.
14. Encourage students to make their own dialogues using the examples
given in the textbook.
15. Students will practice role-playing and conversation.
16. Hi, are, well, thank you, is, this, to, to meet

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Unit 2: Meeting Different People
Part 2: Answer key (Pages 12–25)
Comprehension
1. a. Ali Nawaz works very hard in the fields. He ploughs them with a
tractor. He grows different fruits, vegetables, and wheat.
b. By growing vegetables and fruits in the fields and selling them
to us.
c. Students will give their own answers.
2. a. village.
b. tractor
Making friends
Comprehension
3. a. Teacher says they are good students.
b. Fahim wants to work in a big hospital and treat the sick. He is
very kind to sick people.
c. Encourage students to give their own answers. Help students
give reasons for their answers.
d. Encourage students to make their own sentences.
Celebrating birthdays
Comprehension
4. a. It was written on Saturday, April 13 and it was addressed to
Hamid.
b. Ali wrote the invitation. It was an invite to his birthday party.
c. The party will be at Ali’s house.
d. Students will give their own answer. Sample answer could be:
Yes, I have written an invitation. I invited my friend, Saad to my
birthday. I wrote it last year. I ended it with my signature.

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 Cooking meals
Comprehension
5. a. Rehana went to the kitchen to see what food items were in the
house. She wanted to cook something special for her family.
b. There were some rice, pulses, tea, milk and vegetables. She
went to the market to buy flour, potatoes, sugar, meat and
cooking oil.
c. Encourage students to give their own answer. Sample answers
can be: Rehana was cooking Biryani. Rehana was cooking
Chicken Karhai.
Clothes for weddings
Comprehension
6. a. Maha and Amna were talking about a friend’s wedding that
Maha went to.
b. The bride wore a red gharara suit, a beautiful dupatta, and
plenty of jewelry.
c. Many wedding guests were walking around and talking to their
friends. Some of them were sitting on chairs. Some were going
to the stage to see the bride and bridegroom and greet them.
d. Students will give their own answers. Help them construct good
sentences with correct grammar and spellings.
7. Students will make their own sentences. For example, I will use some
of my favourite vegetables and any spices that are in the kitchen.
8. a. How much does this book cost?
b. Can I have some sugar, please?
c. There are many spoons in the rack.
d. How many lions were there in the zoo?
e. Were there any children playing in the ground?
f. Do you have any bread left in the packet?
g. She takes too much sugar with tea.

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9. Example: Was there any rice in Rehana’s kitchen?
Ans. Yes, there was some rice.
a. Was there any flour?
Ans. No, there wasn’t any flour.
b. Were there any potatoes?
Ans. No, there weren’t any potatoes.
c. Was there any tea and sugar?
Ans. Yes, there was some tea, but there wasn’t any sugar.
d. Was there some milk in the fridge?
Ans. Yes, there was some milk in the fridge.
e. Were there any vegetables?
Ans. Yes, there were some vegetables.
10. a. Ali is a student. He works hard to get good grades.
b. Sara wants to eat custard. She asks her mother to help her
make it.
c. You are my best friend.
d. Farmers work hard day and night for us. They plough the field,
sow the seeds and harvest the crops.
e. All of us are very happy today. We are going on a picnic together.
f. I do my homework daily. I read and revise regularly.
11. Encourage students to make their own sentences using pronouns.
For example, Ahmed teaches in a school. He loves his job.
12. Singular subjects Singular verbs Plural subjects Plural verbs
Fahim Works They Work
Zahid builds Them are
13. a. The Wonderful Wizard of Oz
b. The Wind in the Willows
c. Tales of Mother Goose

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 d. The Legend of Sleepy Hollow
e. The Children of the New Forest
f. The King of the Golden River
14. Encourage students to write their own paragraphs about the pictures.
There are no correct or incorrect answers. Accept all answers as
long as they are in correct English grammar and sentence structures.
15. Five joining words are:
and, but, but, but, and, but
Note for the teacher: Some joining words are repetitive because they
have appeared many times in the comprehension passage. Also, this
is to encourage students to make two sentences of the same joining
word.
16. a. Early in the morning, I go to school in my school van. My friends
are already in the van and I enjoy my journey to school.
b. In the classroom, I study quietly. The teacher gives us classwork
and we complete it with full concentration.
c. In the school break, I play with my friends. We enjoy our break
time very much, but we miss lunch.
d. On holidays, I play with my friends in a near-by park and feel
relaxed.
e. In the evening, I watch television with my family. I don’t like
drams but I like waching comedy shows.
17. Date: August 03, 2018
Dear Sana,
I would like to invite you to my birthday party. My birthday is on
August 20, 2018.
There will be lots of games and many delicious food to eat. We will
have a lot of fun.
Please do come. The birthday party is at my house. It will start at 4
o’clock and end at 8 o’clock.
Love/Best/Regards,

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 Students will write their names.
18. Encourage students to write replies choosing phrases given in the
textbook. The invitation will have the same format as given in the
textbook.
19. Encourage students to write sentences. Follow sample sentences
given in Question 16.
20. Imran: Who is having a party?
Irfan: Ali is having a party.
Imran: When is the party?
Irfan: It’s on Saturday.
Imran: What is the date?
Irfan: It’s 13 April, 2018
Imran: What time is the party?
Irfan: It’s at 4 o’clock.
22. Encourage students to make questions as given in question 20.
23. Students will practise the given questions.
Extra activity
24. a. Man in shalwar, kameez, and waistcoat – Answer: Number 3
b. Girl in school uniform – Answer: 1
c. Boy in school uniform – Answer: 2
d. Man in shirt, pants, coat, and tie – Answer: 5
e. Lady in shalwar, kameez, and dupatta – Answer: 4
f. Boy in track suit – Answer: 8
g. Man in T-shirt and pants – Answer: 7
h. Girl in frock – Answer: 6

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 Unit 3: Past and future
Part 2: Answer keys (Pages 26–41)
What happened yesterday?
Comprehension
1. a. The alarm rang at six o clock.
b. Because he missed his school bus.
c. The teacher scolded because he was late for school.
d. Encourage students to give their own answers.
Saleem’s birthday
Comprehension
2. a. Saleem threw a party to celebrate his birthday.
b. He invited all of his friends to his birthday party.
c. Saleem wrote invitation cards for everybody.
d. His mother made delicious food for the party.
An accident
Comprehension
3. a. Salma was sitting quietly in her room. She was looking out of
the window. She was watching the people on the road.
b. A woman was buying vegetables from a shop.
c. People have accidents when they don’t follow traffic rules and
drive carelessly.
d. Encourage students to give their own answers. Sample answer
could be: Yes, I think the driver would have gotten out to help
the injured man and taken him to hospital. He would have done
this because the man was injured.
e. I agree with the statement. People must follow traffic rules
because this will ensure everyone’s safety—the driver’s, the
passengers’, and of those who are walking on the road.

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Good morning!
Comprehension
4. a. The alarm will ring tomorrow at six-thirty in the morning.
b. Ahmed will get ready to go to school.
c. He will eat cereal and drink a glass of milk.
d. Encourage students to give their own answers. Help them relate
to this question. Ask them why they arrive on time. Then, help
student derive answers from what they say.
My dream holiday
Comprehension
5. a. Her father told her that they will go to Dubai in the summer
holidays.
b. She will stay in a hotel.
c. Laila will go to the Dubai Shopping Festival. She will buy latest
computer game from there. She will also go to the Dubai
Funland, the underwater aquarium, and the zoo.
c. Encourage students to talk about their experiences in past
tense. For example, ‘Last year I went to my grandparents’
home.’
d. Encourage students to do research on the places of Dubai they
have learnt about in the chapter My Dream Holiday either in
school or at home and help them write a paragraph on Dubai.
6. a. False
b. True
c. False
d. False
e. False
My visit to a farm
Comprehension
7. a. Aamir and his cousins were going to Uncle Saleem’s farm.

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 b. Uncle Saleem taught his children to ride a horse.
c. Aamir will enjoy riding the horse.
d. Sample answer: Yes, I think the visit cheered up Aamir as it
was a lot of fun.
Predictions
Comprehension
8. a. Pakistan will find oil in Balochistan.
b. 2020
c. All the countries in the world will be at peace.
d. Encourage students to give their own answers. Students can
give any prediction that they want to, for example, I will be very
rich in future.
Professions
Comprehension
9. a. Ayesha wants to be a doctor when she grows up. Saba says
that she will be a nurse when she grows up.
b. Ayesha saw many sick people when she visited her grandfather
at the hospital. The patients were waiting to get help from the
doctors and nurses. Most of the patients were poor. Many were in
pain. When Ayesha saw all this, Ayesha decided to become a
doctor.
c. Lubna want to build tall buildings, roads, and bridges. She
wants to work in factories or outdoors. This is why she wants to
become a civil engineer.
d. Khalid wants to become a teacher in the future.
e. Khalid wants to be a teacher because every day when he goes
to school, he sees many poor children on the streets. Some are
beggars and some sell newspapers or flowers. Some do
nothing. He wants to teach all these children so they can
become useful citizens of Pakistan.
10. Let students choose the adjectives on their own to describe the two
girls.

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Vocabulary
11. a. A group of mango trees is called a mango orchard.
b. We like to go boating on the Jhelum River.
c. A small body of water is called a pond.
d. When I have nothing to do, I feel bored.
e. In the countryside, there are big fields and farms.
12. Students will come up with their own answers.
13. Arc - car
Elbow - Below
Cider - Cried
Dusty - Study
Night - Thing
Inch - Chin
Brag - Grab
Cat - Act
Bored - Robed
Save - Vase
Angel - Angle
Stressed - Desserts
Grammar and structure
14. Column A Column B
Wake Woke
Get Got
Wear Wore
Are Were
Have Had
Drink Drank
Take Took
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 Sit Sat
Ring Rang
Fly Flew
Make Made
Write Wrote
Come Came
Run Ran
15. a. I listened to the radio last night.
b. There was a storm in the village.
c. My friend visited me yesterday.
d. I did all my homework.
e. The class finished the maths exercise.
16. a. The school bell rang (ring) at eleven o’clock. It was break time.
The children went (go) out into the schoolyard. Some of them
ate (eat) snacks and drank (drink) water. They enjoyed (enjoy)
for half an hour. They came (come) back to class at half past
eleven and sat (sit) down at their desks.
b. Samina and her family did a lot of things yesterday. They woke
(wake) up early in the morning and had (have) a nice breakfast.
After that, they went (go) to Safari Park. There they had (have)
a lot of fun. They played (play) on the swings. They walked
(walk) around the pond and fed (feed) popcorn to the ducks.
They came (come) back in the afternoon. They were (are) all
very tired, so they went (go) to bed early.
17. a. It was a hot day yesterday. The sun was shining (shine) brightly.
A lot of children were playing (play) in the park. An ice cream
seller was selling (sell) ice cream and lollipops. Some children
were buying (buy) ice cream from him. Children love ice cream.
b. It was a rainy day last Sunday. The wind was blowing (blow)
very hard. It was raining (rain). The weather was dark and
cloudy. Plastic bags and pieces of paper were flying (fly) on the
road. People were rushing (rush) to go home. They were
holding (hold) umbrellas over their heads.

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18. At half past five in the evening, Sara will do her homework. She will
read (read) her history book. Sara likes history. She will write (write)
the answers to the questions in the book. At night, Sara will watch
(watch) TV. Then, she will have (have) dinner with her family.
19. a. Aamir will plant (plant) vegetables in his garden.
b. Aamir will play (play) cricket with his brothers.
c. Aamir will paint (paint) with his new water colours.
d. Aamir will visit (visit) his cousins.
Punctuation
20. a. Where did Aamir go for the holidays?
b. Aamir lives in Lahore.
c. The sun rises in the East and sets in the West.
d. Did you know that Aamir has three cousins?
e. How many days did Aamir spend on the farm?
f. We have a mango orchard.
g. The brown horse is beautiful.
h. Aamir loved Sohail’s farm.
i. Huma’s farm is near the Jhelum river.
Writing
21. Using the clustering technique, help your students write a
comprehensive paragraph about their activities on Sunday.
22. Encourage students to write their own answers. Begin like this:
Tomorrow at break time, I will sit under a tree.
23. Students will write their own answers. Encourage them to be
imaginative. They can choose any one topic from the choices given.

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 Activity
24. Students will write their own answers. Encourage them to be
imaginative.
25. Students will write their own answers. Encourage students to use
verbs to describe activities. While answering the second part of the
question, encourage students to use adjectives.
26. and 27. Students will carry out the activities.
Extra activity
28. a. cow
b. horse
c. hen
d. dog
e. cat
f. goat

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Unit 4: Numbers and The Time
Part 2: Answer key (Pages 43–55)
Comprehension
1. a. The children were excited because there was a fair at the school.
b. There were food stalls, stationery stalls, game stalls, and jewellery
stalls.
c. They celebrated by buying food for all of their friends from the
food stalls. After eating, everyone went to the game stalls to play
different games. They kept playing until it was time to go home.
d. The children played many games at the fair, they ate and kept
enjoying until it was time to go home.
Which month is it?
Comprehension
2. a. 31 days
b. No, there are 31 days
c. January, March, May, July, August, October, December
d. 30 days
e. February
3. a. The first Sunday in January falls on 1.
b. The second Sunday in October falls on 14.
c. The third Sunday in February falls on 19.
d. The fourth Sunday in March falls on 25.
A business trip
4. a. Gul Zaman had some business in Karachi.
b. On the first day, he met his business friend and completed all his
work with him.
c. 1. He went to interesting places.
2. He went to a park.

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 3. He went to a restaurant.
4. He watched a movie.
The four seasons
Comprehension
5. Encourage students to write a sentence or two regarding the picture.
Ask them to think what they do in different seasons and then write
their answers.
6. a. fresh flowers Spring
b. light rain Spring
c. cool and windy Autumn
d. sunny Summer
e. snowy Winter
f. falling leaves Autumn
Comprehension
7. Students will come up with their own answers.
8. Students to fill in the colours themselves.
May night
9. a. Fresh and fearless
b. Spring
c. She sings.
What time is it?
Comprehension
10. a. At 9 o’clock
b. Lunch
c. Abdul Raheed’s boss is proud of him because Abdul Raheed is a
good worker. He goes to work daily and doesn’t like to be absent
from work. He is very hardworking and completes all the tasks on
time. He is also very honest and friendly with his co-workers.
d. Students will give their own answers.

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Vocabulary
11. Students to be able to un-jumble the words and guess the words
correctly.
12. Irfan came to Peshawar with his parents. They came from a village in
Abbottabad. This is his first day at the new school. He is sitting at his
desk and is looking outside the window. The students are doing
English exercises in their notebooks. They are answering the
questions on the blackboard. It is before break time. At eleven o’clock,
the bell will ring and the children will go out for thirty minutes. They
will play or sit under the trees and eat their snacks.
13. a. Sheeza is taller than her friend. (tall)
b. Abdullah bowls the fastest in the whole team. (fast)
c. I think that the rose flower is more beautiful than the jasmine
flower. (beautiful)
d. It is very dangerous to play on the streets. (dangerous)
e. Ali is the most intelligent student of our class. (intelligent)
Writing
14. a. Done in the book.
b. 12:15/quarter past 12
c. 10:30/half past 10
d. 9:15/quarter past 9
e. 11:45/quarter to 12
f. 12:30/half past 12
15. a. Done in the book.
b. Done in the book.
c. I attend the assembly
d. My classes begin
e. It is my break time
f. My classes end.
g. I reach home.
h. I eat lunch.

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 16. a. Students to be able to write answers as given in question 15.
17. and 18. Students to practise the oral communication activities.
Extra activity
19. Take help from the calendar. Encourage students to read the current
month’s calendar and fill in the month’s name, days, and dates.
Then, hold a general discussion about the season and ask students
to draw pictures depicting the current weather/season.
20. Students to be able to do this question on their own.
21. This question can be taken as a revision question.

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Unit 5: Different People and Places
Part 2: Answer key (Pages 56–65)
Big cities, small towns
Comprehension
1. a. It is located along the coast of the Arabian Sea.
b. People from all over Pakistan move to Karachi to get better
education or a better job.
c. In Murree, the weather is cool in summer and very cold and
snowy in winter.
d. In the summer season, many people from all over the world visit
Murree. It is a good place to spend summer holidays.
e. Students will give their own answers.
A good play
Comprehension
2. a. Pillows and chairs
b. Saw, nails, water in nursery pails, an apple and a slice of cake
c. He fell out and hurt his knee.
d. The main idea of the poem revolves around two boys playing at
home. It shows the playfulness of children and how their
imaginations run wild.
Help students to summarize this poem. First explain the poem to them,
and then summarize it. You can even perform a role-play in class on this
poem.
e. Students will write their own responses.
At the hospital
Comprehension
3. a. He was admitted in the general ward of the hospital.
b. There were junior doctors in the ward, but there wasn’t any
specialist. Two nurses were standing care of patients in the ward.

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 c. Many people were waiting outside the ward to meet their
relatives.
d. Students will write their own experiences. Encourage them to
describe the visit. For example: I saw many doctors and nurses
wearing white coats.
4. a. iii
b. ii
c. iii
Unhealthy food
Comprehension
5. a. His mother says that Karim should do all his work on time. She
also says that he should always eat healthy food.
b. Last week, he bought an ice lolly from a hawker.
c. He had a bad stomach ache and became very sick. He didn’t go
to school for a whole week.
d. He completed his school work within a week. He didn’t play in the
evening. He just did his homework all day long.
Doing chores
6. a. Abdul cooks food, washes the dishes, and goes to the market to
buy different things.
b. To the city
c. Encourage students to give an opinion and support it with at least
one reason.
The annual function
Comprehension
7. a. On the first day of the function, there will be a sports day. There
will also be an annual fair. There will be an art competition too;
there will also be speeches, a stage drama, and a show for
displaying of national dresses.
b. There won’t be any classes next week so the students won’t
bring any books and stationery to school.

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 c. No.
d. Students will write their own answers.
Vocabulary
8. Students will do this exercise themselves.
9. a. students
b. different
c. annual
d. speeches
e. music
Invitation to parent-teacher meeting
July 30th, 2018
Dear Parents,
Greetings of the season!
We are pleased (please) to tell you that our pupils have settled well into
their new classes. The teachers have introduced (introduce) students to
their new syllabi, classroom rules and have set the expectations for the
upcoming year.
However, though we have begun (begin) the learning process, we would
like to engage with you too. We believe that learning happens more at
homes than in the school. We want to partner with you to embark on this
learning journey. We wish to involve you actively in imparting quality and
life education to our students.
To do that, the school has organized (organize) a Parent-Teacher
Meeting on Saturday August 11, 2018 (8:00 a.m. to 12:00 p.m.) to be held
at our school.
Thank you.
School Management
10. a. strap b. scrap c. split d. throat e. spring
f. struck g. trap h. tenth i. light j. thirsty
k. trucks l. tasty m. catch n. switch

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 11. a. At midnight tonight, we will celebrate (celebrate) his birthday.
b. This time next week we will go (go) to visit our aunt.
c. At six I will watch (watch) my favourite cartoons.
d. ‘We will cram up (cram up) for the upcoming exams,’ the boys
said.
e. He will play (play) the match with his team next week.
f. The girls will not play (not / play) all afternoon in the sun.
12. a. Wasim Akram plays cricket/Aslam plays cricket/Yes.
Does Aslam play cricket?
Yes, he does.
b. The Khan family have a garden/the Malik family have a garden/No.
Do the Malik family have a garden?
No, they don’t.
c. Tahir lives in Pakistan/You live in Pakistan/Yes.
Do you live in Pakistan?
Yes, I do.
13. The children (is, are) excited because they have a fair at school. Ali
(is, are) happy. He (doesn’t, don’t) want the fair to end. Sara and
Saba (is, are) preparing for their speeches. Some children who have
taken part in the drama (is, are) practicing their dialogues in a corner.
They (doesn’t, don’t) want anyone to hear their dialogues before the
drama. Last year, the fair (was, were) enjoyed by everyone.
Writing
14. Students will write answers on their own.
15. Students will read silently. Ask them to notice the features of
scientific writing. They can be asked to explain another scientific
process in a similar manner.
Oral communication
16 and 17. Students will practise the given exercises.

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Unit 6: Taking Responsibility
Part 2: Answer key (Pages 66–75)
Learning new things
Comprehension
1. a. Ayesha and Sara. They are both sisters.
b. She was confused about the difference between revolution and
rotation.
c. Sara asked Ayesha, ‘Have you seen people walking around the
Holy Ka’aba on television?’ Ayesha answered quickly, ‘Yes, I
have.’ ‘That is an example of revolution,’ said Sara.
d. Students will give their own answers as per their understanding
of the two terms.
2. Ayesha is a good student. When she does not understand anything,
she asks questions about it. When she learns something new, she
shares it with her elder sister who gives her more information about
it. She explains new words and also helps her perform activities to
get a clear concept.
Responsible Hashir
Comprehension
3. a. Hashir woke up early last Sunday because he had promised
Father to help him wash the car.
b. He took detergent, towels, mugs, and a bucket.
c. Father patted Hashir on the back to appreciate him. Father said,
‘You are a responsible boy.’
4. a. A bucket of water was filled. 5
b. The car was covered with foam. 4
c. The car was dried with towels. 7
d. The detergent was rubbed with towels. 3
e. The detergent was spread on the car. 2

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 f. The foam was washed away with water. 6
g. Water was thrown on the car. 1
Health and clean surroundings
Comprehension
5. a. Ali was feeling sad when he came out of the doctor’s room.
b. She had malaria. She was already old and sick.
c. Sara and Ali talked to their friends in the neighbourhood about
how dirty surroundings cause different diseases.
d. They all promised each other to keep their surroundings clean in
future, so that no one would fall sick.
e. Students will give their own answers.
6. Students to be able to classify the words on the Student’s Book.
7. a. Hashir is a responsible boy who keeps his promises. His father
has a red car. Hashir and his father washed the car last Sunday.
They used a bucket of water to wash it. They did not use the
hose. They did this to save water. They filled the bucket with
water and used mugs to pour water on the car. They used a
small quantity of detergent and towels to scrub the car.
b. Ali and Sara are upset because their grandmother has malaria.
Malaria is a disease caused by mosquitoes. The malaria patient
to get plenty of rest. The patient to also take the medicines given
to them by the doctor on time.
8. My name is Sam. I am eleven years old and study in grade five.
Today, my family and I were stuck indoors because it was a rainy/wet
(adjective) day. At first I was bored (adjective) because I thought we
wouldn’t have anything fun to do, but then my parent took out some
papers (noun, plural) and some crayons (noun, plural) and we drew
pictures of all of our favorite places and things. I drew pictures of
castles and horses while my sister, Amna, drew pictures of dolls
and houses. After we cleaned up, my sibling and I helped my
parents cook chicken (noun) for dinner. We also watched Superman
Show (TV show name) and then played a game of Ludo (noun). Our
day turned out to be such a lovely (adjective) one!

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9. a. My pet cat, Mano, keeps herself clean.
b. Ali is very friendly himself, but the rest of his family isn’t.
c. I planted the mango tree in my garden myself ten years ago.
d. Ayesha does all her homework herself.
e. We will carry our bags ourselves.
10. a. The soup was served in 16-ounce bowls.
b. There is a six-storey building in front of our house.
c. The doctor advised her to take a two-week leave from school.
d. I bought a five-kg bag of rice.
e. The length of the room was four-metres.
f. It was a three-inch deep puddle.
Writing
11. Students will complete the writing section themselves.
12. Students will write their own responses. Teacher to ensure that the
dialogues are relevant to test situations.
13. a. Ali, Sara, Grandmother, and doctor
b. Ali and Sara are siblings. Their grandmother is ill.
c. They took grandmother to a doctor.
d. Past tense
14. Students will write their own answers.
15. One day, I had an accident. I was going to school. My van could not
stop. It hit a big tree. All the children started to cry. I did not cry. I am
brave. I told what happened to my mother when I went home. She
was very happy that I am safe. She cooked my favourite food in
dinner.
16. Students will write their own responses.
Oral communication
17. Students will practice spoken text in pairs.

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 Unit 7: Rules to Follow
Part 2: Answer key (Pages 77–83)
Comprehension
1. a. To school
b. He was irritated because Zafar Baba was honking at the cars
continuously.
c. She reminded about the following rules:
• come to school on time and in complete school uniform
• bring the required books, notebooks, and stationary
• not to bring fancy stationary items to school
d. Rules help us live an organized and safe life.
e. Students will give their own answers.
Being safe
Comprehension
2. a. Bina missed a step and rolled down the stairs.
b. Mother gave her a painkiller and called her father.
c. She made posters for her school. The posters had safety rules
for the school ground and staircases. She did not want anyone
else to get hurt.
3. a. informed
i. told
b. up and about
ii. Sara didn’t have to be in bed anymore.
Zebra crossing
Comprehension
4. a. A zebra crossing is for people who want to cross the road on foot.
b. People who walk on or beside the road are called pedestrians.

56 1
 c. We do so to ensure there is no traffic coming from either side
while we are crossing the road.
d. Students will make own individual posters and present in front of
the class. Encourage students to give constructive feedback on
the posters, and avoid criticizing unnecessarily.
Vocabulary
5. Students will write their answers on the Student’s Book.
6. a. Ali shouldn’t waste his time during tests.
b. I can write neatly but my hand is injured right now.
Can’t I go to my friend’s house?
c.
May I go to drink water?
d.
e. You should cross the road carefully.
f. Bina can’t walk because she fell from the stairs.
7. a. This is my scarf. That one is yours.
b. It was my fault, not hers.
c. Where is their house? Is that house theirs?
d. Where is his diary? Is that yours?
Punctuation
8. Students will make their own sentences.
9. a. Things in your pencil box: stationery items
b. The fruits you like to eat: mango, pineapple, apple, bananas
c. Your favourite picnic spots: National Park, National Zoo
d. Things your mother uses to make tea: milk, sugar, tea, water

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 Writing
10. Students will write answers themselves.
11. Students will write answers themselves.
12. Students will write answers themselves.
13. Students will write answers themselves.
Oral communication
14. Students will practice verbally.
15. Students will practice verbally.

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Unit 8: Doing The Right Thing
Part 2: Answer key (Pages 85–90)
Being honest
Comprehension
1. a. Because Mom’s favourite vase broke.
b. They thought they could tell Mom that the cat broke the vase.
c. Mom was happy because the children hadn’t told a lie. She was
not angry.
d. Because the children were honest about the vase.
e. Students will give their own responses. Students to give an
opinion (I agree or I disagree) followed by reasons.
f. Fun Activity: Students will perform their own role-play. Teacher to
encourage dialogues between students.
Is this right?
2. a. Quarrelling and calling names is not the right way to solve a fight.
b. We will never be able to find the truth. Quarrelling will not let us
find the solutions to our problems.
c. Calling names and quarrelling.
d. might - fight, right - polite, night - right, plight - light.
3. Students will come up with their own answers.
Is this freedom?
Comprehension
4. a. Some people were excited because they were celebrating
Independence Day.
b. Saqib was upset because he was trying to prepare for his test
and was not able to focus.
c. These people are important for our country because they provide
services to the nation through their work.
d. Students will write their own answers.

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 Vocabulary
5. a. I can hear/here a cell/sell phone ringing somewhere.
b. The rose/rows plants were planted in straight rose/rows.
c. We were not aloud/allowed to read aloud/allowed in class.
d. The one/won and only game that I one/won was of chess.
e. Jack and Jill went up the hill to fetch a pail/pale of water but
Jack fell down and got hurt. His face turned really pail/pale due
to pain.
f. I was board/bored of copying answers from the board/bored.
g. I passed/past an old building on my way to school. As I went
passed/past it, I saw somebody coming out of it.
Grammar and structure
Revision
6. a. We must take care of ourselves and our things.
b. Father made this bench all by himself when he was a little boy.
c. Mother cooked all these dishes for the guests herself.
d. I tried to solve it myself but I couldn’t.
e. They will have to clean this mess themselves.
7. a. First of all, cover the shoes with cloth to wipe the dust. Then,
rub the shoes with polish with the shoe polish brush. Next,
brush the shoes with a clean brush. Finally, wipe with a piece
of cloth. This will make your shoes shine.
b. Ali rubbed the sole of his shoes on the doormat before entering
the house. He did not want any dirt to enter his house. He
always kept his house neat and tidy.
c. ‘Will you write the letter yourself?’ asked Father. But she told
him that she wants to do it herself. Father smiled and left the
room. She sat at the desk and started to write the letter. After
writing the letter, she showed it to Father. He became very
happy when he saw that there were no errors.

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8. The next day, Saqib went to school tired because he was not able to
sleep the whole night. He was really worried about his test. The test
was very important for him. He was upset that he could not prepare
well for the test. Soon the science period started and the paper was in
front of him. He wrote whatever he could remember. There were some
questions that he could not answer, however, he did not try to look at
other students’ papers. He gave his paper to the teacher and went
outside.
Writing
9. Students will write their own answers.
10. Students will write their own answers.
11. Students will write their own answers.

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 Notes

62 1