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Acknowledgements
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Preface
Dear Educator
We are delighted to bring to you this Teacher Resource Book for Wow English!
This resource book is specially designed for the convenience of the teachers. It
provides a wide range teacher support tips and activities for skill based hands on
learning. The book contains reproduced pages from the textbook to assist efficient
absorption of tips and strategies. Surrounding these pages are suggestions,
strategies and answers for the respective topic. The lesson plans are designed to
provide step-by-step guidelines for effective classroom teaching and learning in
tandem with the content prescribed in the textbook.
The suggested activities and games aim at making learning of the concept more
engaging and facilitate lasting retention. They are practical and easy to carry out and
can be edited or adapted as per the students’ needs and classroom requirements.
We wish you an enriching, engaging and rewarding teaching experience with the
Wow English series.

An Overview
Language learning becomes a natural outcome when we create a language rich environment. The ultimate
aim of language acquisition is to prepare self-reliant learners.
Wow English, the ELT series, is based on an approach which progressively leads learners to connect the
language to life. It includes a pragmatic presentation of the aspects of the language in adherence to the
guidelines of the National Curriculum Framework (NCF) 2005. In addition, the international principles of
learning are followed in planning the progression of the various elements in a unit, to ensure that the student
gains the most.
Language is a child’s vehicle to the world. The purpose of teaching a language to the child is to equip
him/her with the skills to listen, read, write and express effectively. This series has been designed to
stimulate a child’s thinking abilities and encourage participatory learning. The programme aims to enable
the child to become a self-reliant learner, adept at proper use of the language and good communication.
Age and language-appropriate thematic literature has been selected to stimulate content-based academic
learning. This approach is beneficial to young learners because it provides contextual knowledge and
cultural information. It offers opportunities to acquire language skills by the use of integrated and thematic
curriculum.
Create a Supportive Learning Climate
In order to groom the students into fluent and confident learners, we need to focus not just on developing
a desire for academic enquiry through a pedagogically sound teaching plan but also, provide a safe and
supportive learning environment.
To be comfortable in expressing themselves fully; they don’t want to be scared of making a mistake, and they
should be dealt with the utmost compassion.
Practicing a language out loud might expose their weaknesses to their peers and teachers. This might make
them hesitate to speak in front of everyone and really hone their language skills. Encourage them to speak
up and correct errors carefully (sometimes it’s best to let things slide if the overall sentence is correct).
Though as a teacher, you feel the need to draw attention to certain language errors, yet be mindful of being
critical and judgmental. Students need to feel safe and supported in order to express Give them time to form
their answers, and patiently wait for a response – don’t move on to another student when you can see that
they’re thinking about the best way to answer your question. It is imperative that you reward good work and
effort to encourage students to keep learning. As their teacher, it’s your responsibility to create a supportive
climate in which they can learn, practice and flourish without fear.
Learning in Action
Rememb s e into
er a l y
Recall or
retr
learnt fac ieve from the
ts and co
An conce
pts
d eas
as an s among
id fying
ncepts t h e i d e
i o n S impli
dow n
onne
c t ting
Showing Break nd draw c n t i n g D i ff e rentia
Restating a rime hing
Naming Choosing parts Expe i n g R e searc
Finding ifyin g Divid
Listing Matching Class ting ering
Recognizin
g v e s t iga D iscov
Relating In g
ciatin
Disso
..?
o u think. ...?
hy do
y
i o nship .?
• W
s t h e re l a t
c o n trast..
Can you recall...? hat i are... ?
• • W comp
u to...?
• Where is...? Who is...? C an y o
r e l evant ..?
•
t i d ea i s
t e g orize.
• Can you list four...? • W
h a you c
a
e...? would inter...?
• How would you describ nd • H
o w
ou
..? t can y
• How could you explain. • W
h a
.? false...?
ta
Which of these is true..
•
Evaluate
de
rs
Judge and just
Un
ify a stand or
decision
Validating Justifying
e given Debating Critiquing
e a n ing from th cepts Monitoring
Constr u c t m
e x p la in id eas or con Assessing
Prioritizing
Selecting
and
information Reviewing Rating
P a ra p hrasing
Organizin
g Inferring • Which is mo
E x te nding re important?
Discussing Showing • Is there a be
O u tl ining tter solution
g to...?
Interpretin ..?
• Can you defe
a t is th e m ain idea of. • What are the
nd...?
• Wh ple of...? pros of...?co
a n y o u fi n d an exam • Why is... of va ns..?
• C mmarize...? lue?
H o w w ould you su • How would
• n next...? you feel if...?
W h a t m ight happe
• in...?
o you expla
• How d show...?
W h a t id eas or facts
•
Apply Create
Combine idea
s to produce a
Carry out new or origina
pro l work
or use info cedures Building Constructing Changing
rmation in
new situa Combining
Practicing tions Divising Adapting
Implementin Formulating
g Interviewing Improving Producing
Choosing
Operating
Planning Solving
Developing
Generalising
• What is an alternative...?
• What w • Could you invent...?
ould happe
• How co n if...?
uld you cla • Can you compose a...?
• Who d ri fy...?
o you think • What is your theory about...?
• Which ...?
approach w • How can you imagine...?
• How w ould you...?
ould you u • What could you design to...?
se...?
Content
1. Better Me 7
2. Family 25
3. Amazing Science 43
4. Inspiring People 60
5. Vibrant Wildlife 77
6. Wit and Wisdom 96
7. Space 113
8. Adventure 130
9. Myths and Legends 148
10. Travel 166

LESSON TARGETS
Getting Started and Listening
• Describe an event • Recall information • Listen for details
Phonic Fun: /sh/ and /ch/ Sounds
• Identify /sh/ and /ch/sounds
• Identify the IPA symbols for these sounds
• Pronounce and differentiate between /sh/ and /ch/sounds
• Spell words with these sounds
Language ladder: Concrete and Abstract Nouns
• Explain concrete nouns
• List the different concrete nouns
• Identify and use concrete nouns in sentences
BETTER ME
• Explain abstract nouns
• List the different abstract nouns
• Identify and use abstract nouns in sentences
• Compare and differentiate between concrete nouns and abstract nouns
Reading: the empty pot
• Predict what the story is about • Check for predictions
• Develop correct reading habits, read silently • Read for pleasure
Understanding
• Summarise a story’s plot, settings and characters
• Make inferences based on comprehension of a text
Vocabulary: Word Association
• Sort words based on different categories
• List feeling words in different parts of speech
Practising grammar: Concrete and Abstract Nouns
• Identify concrete and abstract nouns used in sentences
• Use abstract nouns to complete sentences
• Form abstract nouns using the suffix –ness
Speaking: Invitation
• Think and discuss in pairs • Use apt phrases for invitation
• Invite for a birthday party
Writing: summary writing
• Identify the features and format of a summary
• Learn how to write a summary using all elements
Plug-in: Simple Present Tense
• Learn about the use of the simple present tense
• Understand the structure of a sentence in simple present tense
Celebrating Poetry: The Boy Who Never Told a Lie
• Reciting poetry, keeping in mind the rhyme and rhythm of the poem
• Identify author’s purpose
Poem Appreciation: the boy who never told a lie
• Discuss and respond to content of the text orally and in writing
Enrichment
• Life skills
UNIT 1
SUGGESTED TEACHING PLAN
More to Do Teaching
S.no Topic Task
(Workbook) Periods
• Exercise (page 7)
1 Getting Started
1
Listening: The • Listening for Details
2
Empty Pot • Exercise (page 8)
Phonics: /sh/ and • Reading and sound identification (page 8) Activity 1

3 1
/ch/ sounds • Exercise (Page 8) (page 7)
Language Ladder:
• Understand concrete and abstract nouns
4 Concrete and 1
• Activity 1 – Find the Nouns
Abstract Nouns
• Word Web
Pre-reading
• Read along
5 Reading 4
• In-text comprehension practice
• Comprehension
• Activity 2 – Story Map Activity 2
6 Understanding 2
• Exercises (page 13) (page 8-9)
• Word Association game
Vocabulary: Word Activity 3
7 • Words hunting from the story 1
Association (page 10)
• Exercise (page 14-15)
Practising Grammar:
Activity 4
8 Concrete and • Exercise (page 15-16) 1
(page 11-12)
Abstract Nouns
• Words to use for an invitation
9 Speaking: Invitation 1
• Pair work
Writing: Summary • Activity 3 – Let’s Summarise Activity 6
10 1
Writing • Exercise (page 17) (page 15)
Plug-in: Simple • Activity 4 – Who Am I? Activity 5

11 1
Present Tense • Exercise (page 18) (page 13-14)
• Reading and Recitation Activity 7

12 Celebrating Poetry 1
• Discussion (page 16)
13 Appreciating Poetry • Exercise (page 19-20)
• Pledge of good manners 1

14 Enrichment
• Plant a seed
15 Project Work: • Report progress 4
• Summarising the experience and feeling
Communication: Teaching Trail
Skills in
Articulating Thoughts,
focus
• Ask students: Have you ever lied to anyone? Why did you
Listening Effectively
lie? What happened after that?
Logical thinking: Analysis • Read the introductory text to the class.
Teaching Trail
• Read the question.

• Narrate the story: The
Boy Who Cried Wolf
• Ask students what lesson
they learnt from the
story.
• Let students attempt the
exercise independently.
• Read the question and
invite students to talk
about what happened
when they told a lie.
Answer Key
• The Boy Who Cried Wolf

• C – No one trusts a liar.
• D – S
ome of the sheep
were killed.
Teaching Trail
1. Folk tales consist of magical creatures,
animals, monsters and heroes. • Before the listening activity, read
sentences given in the exercise so that
2. Every country has its folk tales.
Listening Text
students understand what they have

3. Panchtantra is a collection of folk tales from to listen for.
India. • Ask students to listen to the audio and
complete the exercise as they listen.
4. Momotaro is a folk tale from Japan.
• Play/read the listening text again and
5. The story of Aladdin started as a folktale in discuss answers so that students can
China. check/correct their answers.
10
Communication: Listening
Effectively, Using clear and
Skills in focus
articulate speech, Speaking
confidently
Critical Thinking: Making
Connections
Collaboration: Leading the
group/ following as a group
member,
Reading Café
Sound: /sh// ʃ/
Digraphs: Combination of
two consonant sounds /s/
and /h/.
Pronunciation:
• Part and extend your lips
outward.
• Place your tongue loosely
just behind the bumpy
part on the roof of your
Teaching Trail mouth.
• Release the air through
• Ask students: What sound do I make when I ask the class
your teeth and hold the
to be quiet?
sound.
• Demonstrate the /sh/ sound to students; pronounce the
sound and write its IPA symbol / ʃ/on the board. Sound: /ch//tʃ/
• Write some /ch/ words on the board (church, chit, etc.). Digraphs: Combination of
Explain the /ch/ sound by following the steps above. two consonant sounds /c/
• Ask students to pronounce both sounds, to learn the difference and /h/.
between them. Pronunciation:
• Read the sentences aloud, laying stress on the highlighted
• Part and extend your lips
words. Then ask students to read aloud (Class drill).
outward.
Answer Key • Place your tongue to
touch the bumpy part on
1. /
sh/ sound – cash, ship, shut, shop, dish, nation, sure, the roof of your mouth.
mission /ch/ sound – chop, chug, rich, nature, check, much,
mature, hatch, child • Quickly release one puff
of air and stop it with
2. a. Sharon chooses chocolate shakes as she can’t chew the
chips in her lunch. your tongue.
b. Cheating is an action that surely cheats your precious future.
11
Skills in focus
Connections, Reflecting,
evaluating and concluding
Creativity: Using strategies to
narrow the list of ideas
Collaboration: Leading a group/
following as a group member,
Encouraging group members
Teaching Trail
• Write the following words on

the board: Mumbai, children,
India Gate, food.
• Ask students: Can we see and
touch them? Ask students to
look around the classroom for
more nouns that they can see
and touch. Write them on the
board.
• Ask students to read the
sentences for concrete nouns
on page 9 and point out the
nouns they can see and touch.
• Explain what concrete nouns are.
• List down a few examples of
concrete nouns on the board.
• Follow the same steps for
abstract nouns.
• Start by writing the following
abstract nouns on the board: Teaching Trail
kindness, pride, greed
• Ask students: What are some words that we can use to
describe a person?
Activity 1 - Find the nouns • List students’ responses on the board.
Divide the class into groups • Draw a word web like the flower in the text on the board.
Write the word Mother in the centre of the word web.
of 5. Assign 1 story from the
• Ask students: What qualities of your mother do you like
reader to each group. Each
the most? They must answer with tone word.
group has to identify and list as
• List down responses in the petals of the flower on the board.
many 5 concrete and abstract
• Read the pre-reading text and allow students to attempt
nouns as they can. Ask them
the exercise independently.
to make 5 sentences each with
• Invite a few students to share their answers.
the using the listed concrete
and abstract nouns. Invite one
member from each group to Differentiated Learning:
share their responses. Level 1: Look up the meanings of words that describe your qualities.
Level 2: Find synonyms for these words
12
Teaching Trail
• Before the text is read in the class, ask students to quickly look at all the pictures given in the
story and predict what the story is about.
• As the text is read in the class:
»» Pronounce explain difficult words
»» take breaks and ask relevant comprehension questions including the ones given beside the
text
»» ask them to predict what will happen next
Page No 10
Critical Thinking:
Skills in focus
Comprehension Questions Making predictions and

• What did Shui love the most? inferring
• Why did Shui admire the Emperor of the land?
Logical Thinking:
• How did the Emperor decide to choose his successor? Analysis, Reasoning,
• What does the word marvellous mean? Use it in a sentence. Making Connections
13
Teaching Trail
• While you read the text aloud, ask

students to do the following tasks:
»» underline words that tell us
about someone’s feeling
»» circle the concrete nouns
Page No. 11
Comprehension Questions
• Why was Shui excited?
• What did Shui do to grow flowers
from his seed?
• What does this tell us about Shui?
• Is ‘devotion’ an abstract noun? Why
do you think so?
• What advice did Shui’s grandfather
give to him?
• What do you think happened next?
Page No. 12
• What did Shui see when he went to
the emperor’s palace?
• Why did the Emperor frown when
he saw Shui’s pot?
• Use the word elegant in a sentence.
• What do the words ‘a sea of
children’ mean?
• Can you think of a synonym and
an antonym for the word ‘delicate’?
14
Page 13
• After the reading of the text

is finished, ask students
to check whether their
prediction about the story is
right or not.
• Once you have finished
the lesson, ask students
to underline all nouns and
sort them according to their
types. Allow students to
work in pairs.
• Ask them to shout out
words with the /sh/ and
/ch/sounds.
• What do you learn from the
story?
• Which character did you
like the most? Why?
Integrated Learning
Ask students: Why do you
think the emperor cooked the
seeds? Why can’t cooked seeds
grow into plants and flowers?
Elicit answers: Cooking the
seeds kills them and they
can’t germinate.
Activity 2 – Story Map
Ask: Do you know we can
Draw this graphic organizer on the board. eat some seeds? Have you
ever eaten any seed? Can you
Characters Setting name some?
Main Character: Where (Place): Tell students to find out more
Other Characters: When (Time): about different kinds of seeds
and how they are used.
Beginning Middle End
Critical Thinking:
in focus
Reflecting, evaluating and

Skills
concluding
Divide the class into groups of five. Ask students to scan
the text, discuss and complete the graphic organizer in their Collaboration: Group work
notebooks.
Once done, discuss the answers in class and have the
students correct them in their notebooks.
15
Answer Key
1. a. The children were given seeds by the Emperor. They were asked to grow the finest flowers
from the seed and come back after a year. The child with the finest flower would be the
next emperor.
b. Shui was excited about the challenge because he got to plant a seed and adore its
blooming flowers.
c. Shui used a clay pot to plant the seed. He found rich, black soil that had many worms
in it to make it nourishing. He sowed the seed kept the pot in the sun, watered the plant
carefully, protected it from ants, birds and sparrows, even sang to it..
d. The Emperor chose Shui to be the next emperor because he was honest. Shui did not lie
to the Emperor about his empty pot and the seed.
2. a. wandered
b. c. sowed
d. careful e. ashamed
3. Open ended questions, answers will vary. Planted another seed
4. Open ended question, answers will vary. Wisdom, courage and kindness
Communication: Articulating:
in focus
oral and written

Skills
Critical Thinking:
Reasoning, Making
connections
Teaching Trail
• Write on the board ‘Earth’.

• Get students to come up with
words connected/associated
with ‘Earth’ for example, planet.
• Write ‘planet’ below the word
‘Earth’. Now get students to
come up with an association for
the new word (earth).
• Continue the word association
game until you have around
8-10 words on the board.
• Introduce word association.
• Words Related to Feelings:
Discuss how words related to
feelings can be nouns, verbs,
adjectives and adverbs on
page 14.
• Ask students to scan the
story again and list down all
words connected to feelings
and list them under nouns,
verbs, adjectives and adverbs.
They can use these words for
exercise 1.
16
Answer Key
Gardening Kingdom Emotion Moral Values 1. a. noun – happiness – Rohit’s heart

swelled with happiness when he won
soil prince excited patience the debate competition.
sunlight emperor cared honesty b. verb – elated – I was elated when I
sow palace disheartened sincerity got selected for the Annual Day play.
c. adjective – curious – Sasha is a curious little girl.
d. adverb – sadly – The lost puppy looked sadly for his mother.
2. a. made happy or satisfied b. respect/appreciation c. love and care
d. sadness or unhappiness e. happy or friendly way
Critical Thinking: Analysis,
Skills in
focus
reasoning, Making judgments
Communicating: Articulating
Teaching Trail
• Recapitulate the topic using
the Let’s Catch Up box
• Divide students into pairs. Ask
them to find and list all the
concrete and abstract nouns
used in the story.
Answer Key
1. a. plan
b. disappointment
c. wisdom
d. childhood
e. devotion
2. a. concrete noun – award
abstract noun –
courage
b. concrete noun – Seema
abstract noun –
happiness, life
c. concrete noun – Shui,
emperor
abstract noun –
honesty
d. concrete noun – teacher abstract noun – creativity

e. concrete noun – mother abstract noun – justice
f. concrete noun – India abstract noun – freedom, year
3. a. smartness b. fairness c. fearlessness d. happiness
17
Skills in
Communication: Using clear and articulate speech, Speaking confidently, Listening actively
focus
Collaboration: Suggesting/ accepting new ideas, Solving problems, resolving conflicts
Teaching Trail
• Talk about inviting people. With the class, read the model expressions from Helping Hand.
• Tell students that this is the polite way to speak when inviting someone.
• Read the question and explain what students need to speak about.
• In pairs ask students to take turns to take on the role of Prince Shui and invite their partner for
the birthday party.
18
Critical Thinking: Making decisions Reflecting, evaluating and concluding, Making predictions,
Skills in focus
judgments and inferring
Creativity: Generating original ideas, Using strategies to narrow the list of ideas
Collaborating: Suggesting/ accepting new ideas, Asking questions Leading the group/ following as
a group member
Teaching Trail
• Ask students: Have you

ever written a summary of
a story?
• Why do we write a summary?
• Introduce the basic structure
and format for writing a
summary.
• Walk students through the
format given on Page 17.
• Ask students to skim through
the story and discuss what
they will write to complete
the summary.
• Allow them to complete the
exercise.
Activity 3 - Let’s Summarise
Divide students into groups of five. Tell students that they are going to write a summary of a story of
their own choice using the format given on page 17. They will present their summary on a chart paper.
in groups. Ask groups to choose a story they want to summarise. Each group member will work on
one element of the summary. They can draw pictures and decorate their charts. Let each group present
their summary, explaining each part. OR Have a class exhibition, inviting students from Class 3. Let
students explain their stories.
19
Critical Thinking: Analysis, Reasoning, Making judgments and inferring
Skills in
focus
Collaborating: Suggesting/ accepting new ideas, Asking questions Leading / following in a group
Teaching Trail
• Read the sentences on
Page 18. Introduce the
simple present tense.
• Explain the use of the
simple present tense using
the text.
• Ask students to work in
pairs and write complete
the exercise.
Answer Key
1. a. go b. visit
c. play d. works
e. tells f. helps
g. swims h. takes
i. leaves
Activity 4 - Who Am I?
Divide students into groups of 4-5. Ask each student to write the name of a celebrity on a
sticky note. They mustn’t show what they have written. They are going to play ‘Guess Who’
in groups. Students take it in turns to paste a sticky note on the back of one member of
the group. The group member can’t see the name of the celebrity, but others can. Now the
student with the sticky note on his back will ask Yes/No questions to their team members to
guess the name of the celebrity. A student can ask only 10 questions. All questions must be
in simple present tense.
20
Skills in focus
Making connections,
Drawing Conclusions
Communicating: Reciting
Teaching Trail
• Introduce the title of the poem.
• Ask: Who do you think the
poem is about?
• Would you like to meet this
boy?
• Read the poem with proper
pauses, stress and intonation.
Ask the following questions
after the poem is read aloud:
• Describe the boy’s appearance.
• Why did everybody love him?
• Why the boy is called the
honest youth?
Answer Key
1. a. Everyone loved the boy

because he always spoke
the truth.
b. little boy, curly-headed,
pleasant eyes, honest
youth
c. i. The little boy trotted
off to school.
ii. The children would cry ‘there goes the curly-headed boy who never tells a lie’.
d. eye – lie, truth – youth, cry – lie,
why - lie
Good Characteristics Bad Characteristics

honest rude
humble arrogant
lovable selfish
respectful
helpful
selfless
3. a. The character is Pinocchio. He has such a long nose because he lied a lot.
b. Open ended question. Answers will vary.
21
Skills in focus
Reasoning, Making
Communication:
Articulating, Valuing
Contributions
Answer Key
a. Excuse me.
b. Are you okay?
c. Nice to meet you.
d. Pardon me.
e. Please
Teaching Trail
• Ask students: Do we use polite words such as May I, Please or Thank you?
• Ask: Why do we use them?
• Explain to students that we use polite words or phrases to make other people feel appreciated and
respected. When we speak politely to someone, we show them kindness and respect.
• Read the text. Ask: Are these values important? Would you like to follow these values?
• Ask students to stand up, hold their right hand up and read the pledge together.
• Ask students to complete the exercise and discuss answers.
PROJECT WORK
Divide the class into groups of four. Give each group a few seeds to plant. Ask them to plant
the seeds and grow flowers from them. Tell students how to plant the seeds. Ask them to
report the progress of the plant every week. Ask them to record their feelings as they see their
plant grow.
22
Workbook Answer Key
Activity1: Phonics and Spellings
1. cash, chalk, lunch, shark, chips, shirt, bench, fish
2. a. fresh nachos b. chose, information
c. shells, beach d. shared, match
3. switch, watch, branch
Activity 2: Understanding
1. Encourage students to answer in full sentences.
a. The name of the little boy in the story is Shui b. The story takes place in China.
c. The boy loved flowers the most. d. The Emperor gave a seed to each child.
2. Shui – sincere, Emperor – wise, seeds – cooked, pot – empty, Grandpa – old
3. a. iii. no children b. ii. flowers and children
c. iii. rich black soil d. ii. empty pot
4. a. Shui was honest, sincere, hardworking and intelligent. He was caring and patient as well.
b. The Emperor gave cooked seeds to the children in order to test their loyalty and honesty.
He wanted to choose a successor who was honest and truthful.
c. Shui’s grandfather told him to be honest with the Emperor. Yes, his advice was helpful
because the Emperor was happy with Shui’s honesty and chose him as his successor.
d. Shui felt ashamed, heart-broken and sad when he took the empty pot to the Emperor.
e. He chose a clay pot that his grandfather had made to plant the seed.
Activity 3: Vocabulary
1. Kingdom Gardening Moral Values Emotions
successor worms lie pleased
empire seed respect ashamed
emperor manure truthfulness sad
palace clay honesty frown
soil sincere excited
2. Accept reasonable answers.

a. happiness, angry, confused b. leaves, stem, sunlight
c. wisdom, experience, old d. Happiness and wisdom come to us with experience in life.
Activity 4: Grammar
1. a. book b. pot, clay c. mountain d. paint e. flower, stem
2. a. plan, thought
b. honesty c. peace, love d. time e.
truth, belief
3. a. earth b. happiness c.
pencil d. lie e. house
4. a. excitement b. anger c. sadness d. happiness e. joy
23
5. a. coldness b. hotness c. helpfulness d. weakness e. tiredness
f. goodness g. badness h. kindness
6. a. silliness b. strictness c. freshness d. brightness e. sickness
Activity 5: Plug In
1. a. play, all day b. want, now c. are, already d. feel, today
e. goes, every day
2. a. She is in the room next door.
b. They are not happy with their performance.
c. I am not good at adding big numbers.
d. She does not sing in the shower.
e. The plate is very hot, I cannot touch it.
3. Answers may vary. Accept all appropriate responses.
a. I like to read books.
b. I like to paint.
c. I dislike eating bitter gourd.
d. I hate sleeping late at night.
e. I avoid eating desserts before going to bed.
Activity 7: Celebrating Poetry

1. a. no b. anonymous c. boy d. truth
2. a. walked quickly b. to shout c. it was d. a young person
Activity 8: Comprehension
1. a. gentle b. important c. success d. reward
2. proud-ashamed opened-closed done-undone smiled-frowned
3. a. Miriam b. old age home c. cafeteria d. lawn
4. a. The words the narrator used to describe her aunt are gentle and generally tolerant..
b. Her fellow volunteer had fallen ill.
c. No, narrator was not happy to clean the home at first.
d. The old man thanked the narrator for helping at the home.
5. a. Yes, the narrator was lazy. She wished the house to be smaller so that she could finish up
cleaning faster and go back to watching television.
b. The narrator realised she was doing an important job. She finished her lunch and went
straight to the lawn to clean it.
c. She felt proud and had a sense of satisfaction and success. She had missed her favourite
cartoon show.
d. She realised that putting in effort to help others can be a reward in itself.
24
LESSON TARGETS
• Understanding about different animal family groups
• Listen for details
Phonics Fun: Long and Short /o/ Sounds
• Identify long and short /o/ sounds
• Pronounce and differentiate between long and short /o/ sounds
• Spell these sounds
Language Ladder: Types of Sentences
• Recapitulate subject and predicate
• Explain different types of sentences: declarative, interrogative, imperative
and exclamatory
• Identify different types of sentences
• Write different types of sentences
Reading: Home Sweet Home
• Fill in KWL chart
• Develop correct reading habits, read silently
• Read for pleasure
Understanding
• Organize information from an informative text
Vocabulary: Similes and Metaphors
FAMILY
• Identify similes and metaphors

• Create new similes and metaphors
Practising Grammar: Types of Sentences
• Identify subject and predicate in a sentence
• Identify different types of sentences
• Complete dialogues using different types of sentences
Speaking: Oral Recount
• Think and discuss in groups
• Use apt dialogues
• Role play and group presentation
Writing: fact page
• Identify the features and format of a fact page
• Learn how to make a fact page using all the elements
Plug-in: Present Continuous Tense
• Learn about the use of present continuous tense
• Understand the structure of a sentence in present continuous tense
Celebrating Poetry: Grandparents are the Best
• Get an overall feel for the language, rhyme and rhythm of the poem
Poem Appreciation: Grandparents are the Best
Enrichment
• Life skills
UNIT 2
More to Do Teaching
S.no. Topic Task
(Workbook) Periods
1 Getting Started
• Activity 1 – Think About the Group
1
Listening: Home • Listening for Details
2
Sweet Home • Exercise (page 23)
Phonics: /Long • Reading and sound identification (page 23)
Activity
3 and short /o/ • Exercise (Page 23-24) 1
1(page 19)
sounds • Activity 2 – It’s Drawing Time!
• Learn about types of sentences
Grammar: Types of • Identify declarative, interrogative,
4 1
Sentences imperative and exclamatory sentences
• Activity 3 – Label Them
Pre-reading • KWL chart • Read along • Activity 4
5 4
Reading • In-text comprehension practice,
• Activity 5 – Organizing Information Activity 2
6 Understanding 2
• Understanding similes and metaphors
Vocabulary:
• Activity 6 – Building it ourselves Activity 3
7 Similes and 1
• Word hunting from the story (page 22)
Metaphors
Practising • Recap subject and predicate
Activity 4
8 Grammar: Types • Recap types of sentences 1
(page 23-24)
of Sentences • Exercises (Page 30-31)
Speaking: Oral • Discussion in groups
9 1
Recount • Group Presentation
• Creating a fact page

Activity 6
10 Writing: Fact Page • Activity 7 – Know Some Facts 1
(page 27)
• Understanding and using the Present

Continuous Tense
Plug-in: Present Activity 5
11 • Asking and answering questions 1
Continuous Tense (page 25-26)
• Activity 8 – “Yes, I am”/ “No, I’m not!”
• Reading & Recitation, Activity - 9

• Discussion
Activity 7
13 Poem Appreciation • Exercise (page 35)
(page 28) 1
14 Enrichment • Exercise (page 36)
15 Project Work • Creating a scrapbook 4
Teaching Trail
Skills in focus
Communication: articulating
thoughts, listening actively • Ask students: Can you live without your family? Do
Critical thinking: analysis you have a small family or a big one? What kind of
news do you share with your family?
• Read the introductory text to the class and discuss.
Teaching Trail
• Ask: When there are a lot of

people in one place what do
we call them? Lead to answers
like team, group, class, crowd,
etc. Tell students about names
of animal groups.
• Read the text in Getting
Started and the names of
animal family groups.
• Ask students to look at
the pictures and attempt
Discuss answers.
Activity 1 - Think About the Group
Ask students to write names of five

animal family groups apart from the
ones covered in class.
Ask the students to draw a three-
column table in their notebook. In
pairs, let the students discuss and
write three animal groups names
(such as swarm of bees), three people
groups names (such as an army
of soldiers) and three thing groups
names (such as a stack of papers). • Many animals in the wild live with their
Have students call out their set of families. And every member of the family has a
names. They can add new names special job.
to their lists. • One such family is that of meerkats. A
meerkat family is called a clan. In a clan, one
Listening Text
of the meerkats always takes up guard duty

while the others are eating.
Answer Key
• In a troop of gorillas, the leader has the job of
finding food and keeping the family safe.
• an army of caterpillars
• In a herd of elephants, the eldest female
• a parliament of owls elephant leads the group and finds water. The
• a murder of crows other elephants form nursing units to take
care of the young ones.
• a shiver of sharks
• In a colony of ants, the young ants protect the
queen ant from enemies.
28
Teaching Trail
• Read the names of the animals

in the first column so that
students are familiar with their
pronunciation.
• Ask students to listen to the audio
and then complete the exercise.
• Play/read the listening text again
so that students can check/
correct their answers.
Answer Key
Answer key for listening:

a. one meerkat - takes up guard duty
a family of gorillas - a troop
elephants - form nursing units
young ants - protect the queen
Communication: listening effectively,

using clear and articulate speech,
speaking confidently
Skills in focus
Critical thinking: making
connections
Creativity: produce work that is
visually appealing and interesting
Reading Café Collaboration: leading the group;

group work
Sound: Short o /ɔ/
Vowel: Short vowel sound. This makes an ‘awe’ sound.
Pronunciation: Activity 2 - It’s Drawing Time!
• Part and round your lips. (To be done after teaching trail on next page)
• Roll your tongue such that it touches the inside of Divide students into groups of four.
the bottom teeth so that the top of the tongue is Each group has to think of and
nearly even with the top of the bottom teeth. list five new short /o/ sound
• Say ‘awe’ . and long /o/ sound words. They
must make a chart to show the
Sound: Long o /əʊ/
two sounds. Draw a picture for
Vowel: The ‘long o’ is a two-sound vowel that ends in a each new word listed. Colour and
brief ‘w sound’ /w/. This makes an ‘oh’ sound. decorate the chart. Allow groups to
Pronunciation: present the charts to the class.
• Push the body of the tongue back in a low-to-mid
mouth position so that you can feel the bottom teeth Answer Key
along the sides of the tongue.
1. c
one, blow, note, goat, grow,
• The sound moves into a ‘w sound’ /w/ by raising
coat, flow, rope
the jaw slightly while closing the lips into a small
circle. The body of the tongue moves upward until 2. c
ot, shop, hot, chop, not, hop,
the tongue is near the back of the hard palate. dot, mop
29
Teaching Trail
• Write the letter ‘O’ on the board. Ask students: What sounds does this letter make?
• Write ‘MOD’ and ‘MODE’ on the board. Underline ‘O’ in both words.
• Ask students to read the two words. Ask: What sound does letter O make in both words? How
are they different?
• Demonstrate the short /o/ sound to students; pronounce the sound and write its IPA symbol
/ɔ/ on the board. Write words with the short /o/ sound (mop, hop, not) and ask students to
read them out loud.
• Demonstrate the long /o/ sound to students; pronounce the sound and write its IPA symbol
/əʊ/ on the board. Add the letter ‘e’ to the end of the words listed (mope, hope, note) to practice
the long /o/ sound.
• Make students pronounce both the sounds, learning the difference between them.
• Read the poem (Page 23) aloud, with stress on the highlighted words. Then ask students to read
them aloud themselves.
Critical thinking: making

Skills in focus
connections, reflecting, evaluating

and concluding
Creativity: list ideas
Collaboration: leading the group;
suggesting/ accepting new ideas
Teaching Trail
• Write a declarative sentence

on the board such as ‘I have
a doll.’ or ‘I like spinach.’ The
sentence should be such that its
tone changes as the punctuation
changes.
• Now, change the period at end to
an exclamation mark.
• Ask students: How has the
exclamation mark changed the
meaning of the sentence?
• Explain to students that there
are four types of sentences.
Each type of a sentence is used
to express different meanings or
expressions.
• Read the conversation
between Sid and Aadi and the
explanation on page 24.
Activity 3 - Label Them
• Explain the four different
types of sentences: Declarative, Divide the class into groups of five. For the four types
Interrogative, Imperative and of sentences declarative, interrogative, exclamatory and
Exclamatory. imperative the group must write two sentences each. The
groups take turns to read out one of their sentences.
• Ask students to give examples for
Another group must say what type of sentence it is.
each type of sentence.
Give marks for correct answers.
30
Skills in focus
Critical Thinking: gathering
information, reflecting, evaluating and
concluding
Creativity: generating original ideas
Teaching Trail
• Read the pre-reading text.

• Let students to attempt the
exercise independently and
share their answer.
• Draw a KWL Chart on the board.
K W L
• Instruct students to draw the

chart in their notebook.
• Ask students: What do you
know about bees?
• Instruct students to write their
responses in the K column of
the KWL chart.
• Next, ask students to write what
they want to learn about bees in
the W column of the KWL chart.
• Tell students to keep this in
mind while reading the story.
Page 25
Skills in focus
Critical Thinking: gathering

• What sport did Sid play? information, reflecting, evaluating
• What is Sid’s favourite food? and concluding
• Where did Sid’s mom go? Why? Creativity: generating original
• What does the word jiffy mean? Use it in a sentence. ideas
Teaching Trail
• Before students read the text in pairs, ask them: Where does honey come from? How is it made?
• Allow individual students to read the text in turns:
»» pronounce and explain difficult words
»» take breaks and ask relevant comprehension questions including the ones given beside the text
»» discuss key points in the text
»» Once the text has been read, ask students to find words with long and short /o/ sounds.
Make sure they pronounce them correctly
»» Ask students to underline all interrogative sentences.
31
Page 26
• What does the phrase ‘dollop of
honey’ mean?
• Which family makes honey?
• What do we call a family of
bees?
• What is one special thing about
bees that no other insects have?
Page 27
• Describe a bee’s tongue.
• How do bees make honey?
• What is bee-farming?
• Ask students: What did you
learn about the bees? Write
your responses in the L column
of the KWL chart.
Activity 4
Ask the class to find five exclamatory and

five interrogative sentences in the story.
Differentiated Learning: Level 1: Ask
students to find five interrogative and
five exclamatory sentences.
Level 2: Ask students to to rewrite
any five sentences they found in their
own words.
Level 3: Ask them to rewrite all the
sentences they found in their own words.
Integrated Learning
Ask students: Do you know how
flowers produce nectar? What other
things can plants and flowers do?
List them. Tell students to find out
more about different plants and
flowers and what they do for us.
32
Draw the graphic organizer on the board. Activity 5 - Organizing Information
Key Ideas
Three Facts __________________________
Illustration __________________________
1. ____________________
____________________ __________________________
2. ____________________ __________________________
____________________ __________________________
3. ____________________ __________________________
____________________ Caption: __________________________
The Most Interesting Thing I Learned My Opinion about the Text
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________ ________________________________________
________________________________________
• Divide the class into groups of five. Let them scan the text for 5 minutes. Tell them to draw
the graphic organizer in their notebook. In groups, discuss and organize the information from
the text into the graphic organizer. Read and discuss the questions in the course book..
Answer Key
1. a. False b. True c. False

d. True e. False
2. a. The queen bee lays eggs and runs the
whole hive.
b.
The worker bees take care of different
things such as building the honeycomb,
cleaning it, feeding the young bees
and making honey. Some even act as
guards and protect the hive.
c.
The sugary liquid that bees collect
from flowers is called nectar.
d. The bees fan their wings over the hive
to remove the water from the nectar.
This changes the nectar to honey.
e.
A man-made hive is like a stack of
boxes which has several partitions.
Bees build their honeycomb inside
the partitions to store their honey.
3. a. B
ees keep buzzing around flowers
because they are looking for nectar
in flowers. They collect the nectar to
make into honey.
33
b. I think beekeepers wear special clothes to protect themselves from the bees and their sting.
4. 1. Bees buzz around flowers to find nectar.
2. Bees collect nectar from flowers.
3. Bees carry nectar back to their hives.
4. Bees fan their wings over the honey cells to make honey.
Creativity: generating original ideas

Skills in focus
Communication: listening actively,

using words appropriately
Critical thinking: reasoning, making
connections
Collaboration: suggesting/ accepting
new ideas, group work
Teaching Trail
• Write on the board: She is as

busy as a bee. The classroom was
a zoo when the teacher walked in.
• Ask students what the two
sentences show. Lead them to
answer that the two sentences
show comparison.
• Invite a student to explain the
comparison in both sentences.
• Introduce similes and metaphors.
• Explain to students that a simile
uses ‘as’ or ‘like’ to make a
comparison between two things
and a metaphor compares tow
things by saying one thing is
another.
• Ask students to find similes used Answer Key
in the story. (as hungry as a 1. The stars were a blanket over the earth. – M
church mouse, tongue – hollow Sid’s principal is as cool as a cucumber. – S
like a straw, like a stack of boxes)
Sid says, “My brother is a couch potato.” – M
• Ask students to explain the
My sister knows all about honeybees. She is a
comparison in the similes and
metaphors used in the story. walking encyclopedia. – M
Sid’s bag is as light as a feather. – S
He works like a snail. – S
2. a. stone b. bone c. beetroot
d. peas e. baby
34
Activity 6 - Building it Ourselves
Divide the class into groups of four. Ask each of the students in the group to write a noun and an
adjective on a slip of paper. Collect the slips of paper in a bowl. You should have as many slips
as there are students. Invite one volunteer from each group and ask them to pick four slips from
the bowl. In their groups, they must use the nouns and adjectives to create two new similes and
two new metaphors. Give time to the class to complete the activity.
Critical thinking: analysis,
Skills in
focus
reasoning, making judgments
Communicating: articulating
Teaching Trail
• Recapitulate the topic. Point out

that a subject may have more
than one word.
• Write on the board: The busy
bees work hard to collect
nectar. Point out that in this
sentence, the subject is not
just the word ‘bees’, but all the
words that describe them. The
subject is ‘The busy bees’.
• Divide students into groups.
Assign one type of sentence to
each student in each group.
Ask them to identify and
highlight the type of sentences
assigned to them in the story.
Answer Key
1. a. predicate b. predicate
c. subject d. predicate
e. subject
2. a. It is the day of the test. b. The old worn out pencil is still with Sid.
c. He refuses to use a new pencil. d. Sid has bought a new eraser for the test.
e. Yesterday’s revision has made Sid confident and he is sure he will score well.
3. a. Declarative sentence – It tells us what Grandma does.
b. Interrogative sentence – It asks us a question.
c. Exclamatory sentence – It expresses a strong feeling.
d. Declarative sentence – It tell us what the speaker knows.
e. Interrogative sentence – It asks a question.
f. Imperative sentence – It tells us how to do something.
g. Imperative sentence – It gives instructions.
h. Exclamatory sentence – It expresses surprise or admiration.
4. Grandma: How was your test, Sid?
Grandma: That is great! Do thank Aadi tomorrow.
Grandma: You are getting late for your football practice.
35
Skills in focus
Skills in focus Communication:
Communicating: using
Linguistic
clear and articulate speech,
speaking
Criticalconfidently,
thinking:
listening
Makingactively
connections
Collaboration: suggesting/
accepting new ideas, solving
problems, resolving conflicts
Teaching Trail
• Divide the class into groups

of four
• Discuss the questions in the
text eliciting answers from
students.
• Give preparation time to each
group. Each student in the
group is a worker bee. Each
student must say one or two
sentences about what they
did as a worker bee.
• Invite each group to enact
and present their dialogues
as worker bees talking to
their queen. Give points
for drama – eg. The bees
buzzing as they talk.
Critical thinking: problem

Communicating:
Linguistic
solving, making decisions,
determining relationships, Teaching Trail
Critical thinking:
Skills in focus
reflecting,
Making evaluating
connectionsand
Skills in focus
• Write on the board: FACT.

concluding
• Ask students: What does this word mean? Have you ever
Creativity: generating original seen a fact page?
ideas, using strategies for
• Introduce the basic structure or format to make a fact page.
ideas
• Discuss with students the format given on Page 32.
Collaborating: suggesting/ • Let students attempt the given question as homework.
asking questions; group work
Activity 7 - Know Some Facts

Divide students into groups of five. Tell students that they are going to make a fact page on
a topic of their choice using the format given on page 32. The topic can be a person, animal,
place or thing. In groups, tell them to brainstorm and list at least 6 facts about the chosen
topic. They must make a fact page on a chart paper and add illustrations about their facts. Put
all the charts up in class.
36
Teaching Trail
• Introduce the present continuous tense by writing on the board: We are preparing for the
Science exhibition. Explain that the words ‘are preparing’ are in the present tense.
• Ask students to guess when the present continuous tense is used.
• Read the examples given on page 33.
• Explain the structure of a sentence in present continuous tense and when it is used.
• Divide students into pairs. Assign different parts of the story to each pair and ask them to
find sentences in the present continuous tense.
• Ask students to work in pairs and write 3 sentences each using is, am and are in the present
continuous tense.
Skills in focus
sucof ni sllikS
and inferences
Communicating: articulating
Collaborating: suggesting ideas,
asking questions
Activity 8 - “Yes, I am”/“No, I’m not!”

Divide students into pairs.
Students take turns asking yes/
no questions that can be answered
by simple sentences: “Yes, I am” or
“No, I’m not” to, such as “Are you
sitting down?” and “Are you feeling
tired?”. They get one point for each
answer from their partner, as long
as no one has already used that
question.
Answer Key
1 a. is watching b. is eating c. are speaking d. is looking
e. is sleeping f. am waiting g. is shushing
2. The family is sitting in the hall. Their dog is sleeping on the mat. Two older children are
studying while the baby is playing. Grandma is sitting in a rocking chair and is knitting
something. Father is pouring himself some tea.
37
Skills in focus Critical Thinking: Analysis,
Making connections, Drawing
Conclusions
Communication: Articulating
thoughts: oral and written
Teaching Trail
• Introduce the theme of the poem.

• Ask students: Who do you think
the poem is about?
• What does the poet want to tell
us through this poem?
Reading
• Read the poem at an appropriate
pace with proper pauses, stress and
intonation. Explain difficult words
and ask relevant comprehension
questions after the poem is read
aloud:
• Who is the poet talking about in
the first stanza of the poem?
• What do you think the tone of
the poem is? (Answer – grateful,
admiring)
Activity 9
Once the poem has been read, tell students to read the poem aloud together with correct stress
and rhythm. Then ask them to read the poem silently. In pairs they must discuss what they
liked the most about the poem and write it down in their notebooks. They must also write what
they learnt from the poem. You can invite each pair to share their answers with the class.
Answer Key
1. a. Grandparents
b. The poet is glad because his grandparents are always encourage him and he love them a lot.
c. The poet thinks so because his grandparents always appreciate him and are always on his side.
d. Open ended question. Answers will vary.
e. Open ended question. Answers will vary.
f. love, shows, wrong, confidence, story, more
2. Open ended question. Answers will vary.
3. Open ended question. Remind students about a family tree they made in an earlier class and
show them how to make a family tree.
38
Skills in focus
and inferences
Communication: articulating,
Collaboration: valuing
contributions
Teaching Trail
• Ask students: What do we learn

from the story “Home Sweet
Home”?
• Read the text on page 36.
• Initiate a classroom discussion
and let students express their
opinion.
PROJECT WORK
Tell students that they have to make a scrapbook for their family. Instruct them to create
a page for each family member. Let them write about the birthday, hobby, age etc. of each
family member they interview. They can use pictures when creating their scrapbook.
39
Workbook Answer Key
Activity 1 : Phonics and Spellings
1. top, frog, boat, socks, window, elbow, octopus, soap
2. short /o/ sound words: flop, hot, job, cot, shot, pot, lot, jot
long o sound words: borrow, boat, tomorrow, loaf, toast, crow, throw, poach
3. globe, bone, envelope, rope, nose, phone, home, rose
1. a. T b. F c. T d. F e. T
2. a. paranthas b. honey c. beehive d. hive e. flowers
3. a. Bees collect nectar from flowers and carry it back to the hive. The nectar is kept in a
honey cell. The bees fan their wings over the nectar to remove the water. What is left is
called honey.
b. Worker bees take care of different things such as building the honeycomb, cleaning it,
feeding the young bees and making honey. Some bees act as guards and protect the hive.
c. Beekeepers do bee-farming. They use man-made hives for the bees to live in.
d. Making honey is not easy. Some bees collect the nectar and store it in the honey cells.
Others fan the nectar till the water dries up to become honey.
e. Bees teach us how to work in teams and work together. They also teach us the value of
hard work.
4. ‘I am as hungry….mouse’.
a. Sid b. feel very hungry
‘Wow! …jiffy’
a. Sid’s Grandma b. to be back in a very short time
Look at..mud
a. Sid’s grandma b. be covered with something
1. a. My guardian angel - M b. is a dwarf - M c. fit as a fiddle - S
d. was a cloud - M e. as timid as a mouse - S f. as cool as a cucumber - S
2. a. as brave as a lion b. as strong as a horse
c. as busy as a bee/ busy like a bee d. as free as a bird
e. gentle like a lamb f. as sly as a fox
Activity 4: Grammar
1. a. We – subject; must go to the police tomorrow – predicate
b. I – subject; heard a strange noise just now - predicate
c. The boy – subject; is wearing striped pyjamas - predicate
40
d. The man in the car – subject; was drinking coffee – predicate.
e. All of you – subject; should have waited for the bus to arrive – predicate
f. The alligator in the zoo – subject; sat in the sun with its jaws wide open – predicate
2. a. I b. I c. IM d. E
3. a. Please pass the salt, father. b. Could you all please smile?/Please smile everybody.
c. Get up, right now! d. Take two tablets a day.
4. a. How much does this pen cost? b. I am great/well/good!
c. I like to eat broccoli. d. Where did you get this cycle from?
e. I am fine.
Activity 5: Present Continuous Tense

1. a. am writing b. are waiting c. is looking d. is trying e. are doing
2. a. The dog is wagging his tail to show that he is happy.
b. The bird is flapping its wings to fly.
c. He is singing in the shower.
d. I am sitting in the biggest chair in the room.
e. I know you are hiding candy in your bag.
3. Answers may vary. Accept answers in the present continuous tense
a. A boy is reading a book.
b. The man with a moustache is reading a newspaper.
c. The woman standing is using her mobile.
d. Two people are talking to each other.
e. A lot of people are travelling in the metro.
Activity 6: Writing
Open-ended answers. Ask students to display their fact sheet once completed.
1. a. ‘You’ is grandparents. b. ‘My’ refers to the speaker/grandchild.
c. It means a person who is always ready to help.
d. Grandparents always side with their grandchildren and hence are the children’s biggest fans.
2. a. side - hide b. stand - land
3. a. always b. love c. hide d. biggest
1. a. first b. behind c. found d. success
2. duo-pair stressed-highlighted repaired-mended
3. a. 17 December 1903 b. Wilbur and Orville Wright c. toy
4. a. Open ended question. Answers will vary. Suggested answer: It was very important because
changed the way people travelled, made the world a smaller place.
41
b. The Wright brothers helped each other in building their first aeroplane by working together
and talking about everything they did. They constantly collaborated together finding ways to
work together even when they did not agree with each other.
c. The Wright brothers’ mother’s name was Susan. She was naturally skilled at handling tools
and machinery. She had a great influence on the brothers.
42
LESSON TARGETS
AMAZING SCIENCE Getting Started and Listening

•
•
•
Describe an event
Recall information
Listen for details
Phonics Fun: /æ/ and /e/ sounds
• Identify /æ/ and /e/sounds
• Pronounce and differentiate between /æ/ and /e/sounds
• Spell these sounds
Language Ladder: Connectors
• Learn about connectors
• List the uses of connectors
• Use connectors to connect two parts of a sentence
Reading: Eureka! Eureka!
• Predict what the story is about
Understanding
• Summarise a story’s plot, settings and characters
• Make inferences based on the comprehension of a text
Vocabulary: Collocation
• Read and understand collocations
• Use words to form collocations
Practising Grammar – Connectors
• Use connectors to join parts of a sentence
Speaking: Describing a Person
• Read descriptions of characters from the story
• Describe people using appropriate vocabulary
Writing: Informal Letter
• Identify the features and format of a formal letter
Plug-In: Comma and Apostrophe
• Learn about the use of the comma and apostrophe
Celebrating Poetry: Newton’s Gravity
• Get an overall feel for the language, rhyme and rhythm of the poem
Poem Appreciation:
Enrichment
• Life skills
UNIT 3
More to Do Teaching
Day Topic Task
(Workbook) Periods
• Differentiating between invention and
discovery
1 Getting Started
• Activity 1 – Decide and Sort 1
Listening: Passage • Listening for Details

2
on Galileo • Exercise (page 38)
• Reading and sound identification - /æ/
Phonics Fun: /æ/ and /e/ sounds Activity 1
3 1
and /e/ sounds • Exercise (Page 38) (page 31)
• Activity 2 – Duck!
Language Ladder: • Learning about connectors
4 1
Connectors • Activity 3 – Detect and Connect
Pre-reading • Brainstorming ideas
5 Reading • Read along 4
• Activity 4 – Let’s Summarise Activity 2
6 Understanding 2
• Exercise (page 42) (page 32-33)
• Discussing words that go together
Vocabulary: Activity 3
7 • Exercise (page 44) 1
Collocation (page 34)
• Activity 5 - Collocation Identification
Practising • Understanding the functions of
Activity 4
8 Grammar: connectors 1
(page 35-36)
Connectors • Exercise (Page 15-16)
Speaking:
9 Describing a • Speaking Exercise (Page 45) 1
Person
• Understanding the structure of an
Writing: Informal Activity 6
10 informal letter 1
Letter (page )
• Discussing rules of using the comma
Plug-in: Comma
11 and apostrophe 1
and Apostrophe
• Reading & Recitation
12 Celebrating Poetry • Activity 6 – Find Them All 1
• Discussion
Activity 6
(page 38)
• Talking about electricity and its hazards 1
14 Enrichment • Safety rules
15 Project Work • Comic Strip 4
Critical Thinking: Evaluating, Teaching Trail
Skills in focus
Making predictions, judgements and
inferences • Read the introductory text to the class and discuss
Communication: Articulating the questions given.
Thoughts, Listening Effectively • Ask students to name a few important inventions
and how they have changed our lives.
Teaching Trail
• Write the words ‘invention’ and
‘discovery’ on the board.
• Ask students: What do the two
words mean? Do they mean the
same thing?
• Discussthe text in the Learning
Link box, to elicit the right
response.
• Read the text in Getting
Started.
• Ask students to look at the
pictures and attempt the
exercise independently. Discuss
answers.
Activity 1 – Decide to Sort
Divide the class into groups of 4.

Distribute index cards (prepared
in advance for the class) with the
following written on them: telephone,
dinosaur bones, light bulb, penicillin,
electricity, diamonds, gravity, car,
machine, computer, mercury, etc.
Ask students to discuss in groups
and place the cards in the appropriate
category, invention or discovery.
Answer Key
• The telescope was invented by Galileo. With the
Listening Text
• invention – aeroplane, telescope, help of the telescope, he could see distant objects
satellite in outer space. He could also see the surface
of the Moon. Galileo didn’t invent the Moon’s
• discovery – Moon’s surface, Nile surface. He discovered it with the help of an
the longest river invention.
46
Skills in
actively
focus
Critical Thinking: Gathering
information to solve a problem
Teaching Trail
• Read the questions to the

class so that they know what
answers they have to look for.
• Ask students to listen to the
audio and then complete the
exercise.
• Play/read the listening text
again so that students can
check/correct their answers
Answer Key
1. Galileo invented the telescope.

2. He could see distant objects in
outer space with the help of his
invention. He could also see the
surface of the Moon.
Reading Café 3. The Moon’s surface was a
discovery.
Sound: /æ/ sound
Pronunciation: Put your tongue low and at the front
of your mouth Stretch out your lips, and then make
a short, voiced sound with your mouth open. With Communication: Listening
this sound, the mouth opens more as compared to Effectively, Using clear and
Skills in focus
/e/ sound. articulate speech, Speaking

confidently
Sound: /e/ sound
Pronunciation: Round the middle of the tongue
Connections
slightly upward such that the sides of the tongue
may lightly touch the top and bottom side teeth. Collaboration: Leading the group/
Loosen and relax the lips and jaw. following as a group member
Teaching Trail
• Write the word ‘Bed’ on the board and underline ‘e’. Ask: What sound does the underlined
letter make in the word?
• Write the word ‘Bad’ on the board and underline ‘a’. Ask: How has the sound changed now?
• Demonstrate the /æ/ and /e/sounds to students; let them pronounce the sound.
• Make students pronounce both the sounds, learn the difference between them.
• Write their IPA symbol on the board.
• Read the poem aloud, laying stress on the highlighted words. Then ask students to read it
aloud themselves and complete the exercise.
47
Activity 2 – Duck!
Have the class stand in a circle.

Each student gets a ﬂashcard and
holds it so that everyone can see
it (flashcards will have pictures of
words with /æ/ and /e/sounds;
prepare these in advance).
You then say the word with the on
the cards.
The student holding that card ducks
and students on either side of him/
her turn and face each other. The
first one to say the word on their
opponent’s card is the winner and
stays in.
The loser gives the card back to the
teacher and they duck whenever the
person to their left or right ducks.
Answer Key
1. /æ/ sound words (to be

coloured orange) – stand,
accept, notepad, management, Critical Thinking: Making Connections, Reflecting,
grandstand, man, jammed, evaluating and concluding
Skills in
/e/ sound – extend, went, Creativity: Using strategies to narrow the list of
focus
heavy, accident, men, president, ideas

readymade Collaboration: Leading the group/ following as a
2. /æ/ sound – palace, salad, group member, Encouraging group members
landscape,
/e/ sound – pencil, carpet, tent Teaching Trail
• Ask students: What does glue do? Lead them to

Activity 3 – Detect and Connect answer that glue joins or pastes two or more things.
• Ask students: Can you think of words in English
Advance Preparation: Prepare that join two or more things in a sentence?
flashcards for connectors (at least • Use the board to summarise students’ responses.
8), sentence slips (sentences should
• Read the explanation and sentences for connectors
be such that the connector card can on page 39.
be used to join two words, phrases • List a few examples of connectors on the board.
or sentences.) [1 set for each group]
Divide the class into groups.
Distribute the flashcards and sentence slips to each group. Instruct them to discuss which
connector will be used to join each pair of sentences. Then they have to rewrite the sentences in
their notebooks using the connector and appropriate punctuation.
48
Skills in focus
Teaching Trail Critical Thinking: Making
predictions and inferences,
• Ask students: How can you find out if a thing is real or Reflecting, evaluating and
not?
concluding
• List students’ responses on the board and discuss.
• Read the pre-reading text.
• Have a class discussion and write possible answers on the
board. Teaching Trail
• Tell students to keep these responses in mind while reading • Before the text is
the story. read in the class, ask
students to quickly look
at all the pictures given
in the story and predict
what the story is about
and discuss it in pairs.
• As the text is read in
the class:
}} Draw students’
attention to the
highlighted words and
their pronunciation.
}} Pronounce and
explain difficult words

}} Take breaks
and ask relevant

comprehension
questions including
the ones given beside
the text.
}} Discuss key points in
the text.
}} Ask them to predict
what will happen next
Page 40
• What did the King want to wear?
• Why did the King suspect the goldsmith?
• How did the Emperor decide to choose his successor?
• What are the two meanings of the word ‘fashion’? Use eachin a sentence.
49
Page 41
• What plan did Archimedes make to
test the purity of the crown?
• Why did Archimedes immerse the
crown in water?
• Is the text different from other texts
given in the book? How?
Integrated Learning
Talk to the class about Archimedes, where
and when he lived. Inform the class about
his inventions and contributions.
Links for Reference

https://kids.kiddle.co/Archimedes
https://kids.kiddle.co/Archimedes%27_
screw

Skills in focus
information to solve a problem,

Reflecting, evaluating and
concluding
Collaboration: Asking questions to
the group and the teacher, Leading
/following as a group member
Teaching Trail
• Read and discuss questions.

• In pairs, ask students to scan
the text and then complete the
exercise.
Answer Key
1. a. A rchimedes said this to the

King.
b. The King said this to
Archimedes.
c. The King said this to the
court scientist.
d. Archimedes said this to the
King.
50
Answer Key

Sample answer
Part 1 of the sentence Connector and its use Part 2 of the sentence
The next morning, Archimedes and (‘and’ is used to connect was busy thinking about the
went to take a bath two actions) problem.
He slipped and (‘and’ is used to connect fell into the tub.
two ideas)
Archimedes reached the palace and (‘and’ is used to connect eagerly informed the king
two actions) about his findings.
The goldsmith was punished and (‘and’ is used to connect Archimedes was praised by the
two actions) king.
3. a. Archimedes was one of the world’s greatest scientist and inventors. He lived in the city of
Syracuse more than 2000 years ago.
b. The King asked Archimedes to find out if the crown was made of pure gold.
c. W
hen Archimedes fell into the bathtub, he noticed that he displaced some water. Then,
he suddenly realised that the amount of water displaced must be equal to the amount of
the part of his body that wasin the water.
d. Archimedes performed an experiment. He first put ten pure gold coins in a jar full of
water and checked the amount of water displaced. And then he placed the crown in the
same amount of water. He explained that if the amount of water displaced was equal to
the ten pure gold coins, then crown was made of pure gold. But the crown displaced a
different amount and thus he proved that the goldsmith had cheated.
4. Open ended questions, answers will vary.
Sample answers
b. Eureka is an expression used to celebrate a breakthrough or a discovery. The word
originated in Greek language. Eureka” comes from the Ancient Greek word εὕρηκα
heúrēka, meaning “I found (it)”. Archimedes is credited with using it when he discovered
how to find out if the King’s crown was indeed made of pure gold.
5. It is used in farms and sewage treatment plants.
Draw the graphic organizer on the board. Activity 4 – Let’s Summarise
Somebody Wanted But

Who is the main character? What did the character want? What was the problem?
So Then
How was the problem solved? What was the resolution to the story?
Divide the class into pairs. Let students scan the text for 5 minutes. Tell them to draw the graphic
organizer in their notebook. In pairs, discuss and summarise the story in the graphic organizer.
51
Teaching Trail
• Write the words ‘fast’

and ‘quick’ on the board.
• Ask students if they
mean the same.
• Now write ‘fast food’ and
‘quick food’ on the board
and ask students which
of the two they have
heard, and which one
sounds wrong.
• Explain that fast food is
a collocation.
• Explain collocations
using the definition on
page 43.
• Let students read the
examples. Tell them to
read the collocations
again but interchange
the words do and make.
Ask them if they sound
wrong.
• Call for some more
examples.
exercise individually.
Answer Key
1. a. do b. make
c. do d. Do
e. make f. Make
Skills in
Critical Thinking: Making connections

focus
g. make
Communication: Using appropriate vocabulary
2. Answers will vary. Accept
all appropriate answers.
Activity 5 - Collocation Identification Sample sentences

She worked hard to win
Divide the class into two groups. Write three words on the
the competition.
board such that two words make a collocation. For example:
high tall expectations. One student from each group comes I’ll be back after a quick
meal.
forward and underlines the words that make a collocation. In
the example above, students have to underline the words high He has a large collection
and expectations. Carry out the exercise till everyone has had of stamps.
a chance at the board. The fruit has a strong
smell.
Collocations to use: big difference; tall tale, great fun, great pride,
great wisdom, deep trouble, heavy fog; heavy traffic, take notes, I drove through heavy
rain to get here.
break the law, catch a cold, etc.
52
Skills in focus
reasoning, Understanding and
applying a concept
Teaching Trail
• Recapitulate the topic
using the Let’s Catch Up
box.
• Ask students to name the
connectors they know.
Write them on the board
and ask students to say
when or for what they are
used.
• Call for examples and
sample sentences.
exercises individually.
• Move around the class
and help students
whenever required.
• Discuss the answers once
students are done with the
exercises.
Answer Key
1. b. Connector: so, Function: It gives reason.
c. Connector: although, Function: It joins two different ideas.
d. Connector: since, Function: It gives a reason.
e. Connector: while, Function: It shows when something happened.
f. Connector: as, Function: It shows when something happened.
2. 1. Your Majesty, I am writing this message because we have successfully completed our
mission.
2. We have safely transported the crops and other food supplies to the city of Sparta.
3. The kingdom of Sparta will become our ally because of your generosity.
{There is an error in the course book. Kindly replace the connector ‘while’ with ‘because’.}
4. We will march out after the last day of the week.
5. The journey back will be tough, yet we will finish it in two weeks.
53
Teaching Trail
Communication: Utilizing clear
Skills in focus
and articulate speech, Speaking • Ask students to look at the pictures and read
confidently, Providing expression and
their descriptions.
enthusiasm, Listening actively
• Provide more words for description and write
Collaboration: Suggesting/ accepting
them on the board.
new ideas, Encouraging group
members, Solving problems, resolving Words for description:
conflicts Looks - short, tall, skinny, pale, dark, stout
Personality –
intelligent, patient,
energetic, thoughtful,
careful, determined
Behaviour and habits
– works hard, talks
a lot, stays quiet,
punctual, neat
• Divide the class into
pairs.
• Read the question
and explain what
students need to
speak about.
• Let students take
turns to describe
themselves (or other
people).
Communication: Using
Skills in focus
personal voice in writing,

Using appropriate tone
and vocabulary for the
intended audience
Creativity: Generating
original ideas
Teaching Trail
• Talk about Thomas Edison.
• Ask students to share what they know about him.
• Read the text and the letter for the class.
• Read the information in the scaffolds and draw attention to the features they talk about.
• Ask students to read the letter silently again.
• Let students attempt the given question in their notebooks.
54
Skills in
Critical Thinking:
focus
Understanding and
applying a concept
Teaching Trail
• Draw the symbols for a
comma and an apostrophe
on the board.
• Ask students to name
them and say when or
where they are used.
• Explain using the text
given on page 46 and 47.
For each example, write
the two words and their
contraction on the board.
(E.g.: I + am= I’m; I + will
= I’ll)
• Let them attempt the
exercise independently.
• Move around the class
and help students
whenever required.
• Discuss the answers once
everyone has attempted
the exercise.
Answer Key
1. a. Thomas Edison worked on the phonograph, the motion picture camera, the light bulb, and
telegraphy.
b. He developed the light bulb in his lab in New Jersey, USA.
c. Archimedes was a mathematician, physicist, astronomer, engineer and inventor.
d. Yes, I can solve the problem.
e. The goldsmith has cheated you, your Majesty.
f. Galileo lived in Florence, Italy.
2. a. I’m always ready for a party.
b. You’re not working properly.
c. They’ve worked on this project.
d. It’s not easy to teach these naughty twins.
e. It’d very unfair to punish someone else for this crime.
f. I’ll be happy when this is finished.
55
Skills in
focus
Conclusions
Teaching Trail
Introduce the theme of the poem.
Introduce the story of Newton and
how he discovered the law of gravity.
(An apple fell on his head – he
realised that there must be some
force that pulled the apple down –
realised that everything falls down.
Did several experiments to discover
laws of gravity.)
Reading
Read the poem at an appropriate
pace. Read with proper pauses,
stress and intonation. Ask relevant
comprehension questions after the
poem is read aloud.
Activity 6 – Find Them All
Ask students to read the poem again and look for connectors, apostrophes and commas.
Answer Key
1. a. The speaker is a teacher. (Accept other relevant answers)
b. Newton wondered why all things fall down from the sky.
c. Newton discovered the strong pull when an apple fell on his head and he started wondering
why all things fall down.
d. The word ‘bingo’ is used when someone has an idea or solves a problem. Eureka and aha
are other examples.
2. a. Newton discovered gravity it was not created. He found it unexpectedly.
b.
Once Newton was sitting Suddenly an apple fell on It got him thinking why all
under a tree. his head. things fall downwards.
56
Skills in
focus
Reasoning, Making judgments
and inferences
Teaching Trail
• Let students read the passage
about Benjamin Franklin.
• Discuss key points from the
passage:
}} Do you think Benjamin
Franklin was brave or was he

careless?
}} How do you think this
experiment helped the world?

}} What could have gone wrong
in the experiment?
• Talk to the class about safety
rules and precautions to be
taken with electricity and
electrical appliances.
• Let them attempt the exercise
independently.
• Discuss the answers and
encourage students to provide
reasons for their responses.
Don’t insert naked Never put metal objects Don’t replace or touch Stay awayfrom naked
wires into outlets. in outlets or appliances. bulbs when lit. wires.
PROJECT WORK
Ask students to create a comic strip showing how they learned, found out or discovered
something new. They can also show how an important discovery was made or how something
was invented.
Formats for comic strips can be found at this web link:https://www.k12reader.com/
worksheet/comic-strip-templates-5-designs/view/
57
Workbook Answer Key
Activity 1: Phonics and Spellings
1. bag, flag, belt, rat, sack, hen, web, egg
2. a. cat, bed b. hat, wet c. tent, van d. a feather, sand
3. a. fried b. pried c. dried d. dirtied
1. a. The King said this to the court scientist. b. Archimedes said this to himself.
c. The King said this to the court scientist. d. Archimedes said this to the King.
2. a. golden crown b. Archimedes c. bathtub d. Eureka! Eureka!
3. a. F b. T c. F d. T
4. a. Answers may vary. Accept all appropriate answers. Sample answer.
The goldsmith was a greedy and dishonest man.
b. Answers may vary. Accept all appropriate answers. Sample answer.
Archimedes was a thoughtful and resourceful man, he was also a little impulsive.
c. The king wanted Archimedes to find out if the goldsmith had cheated and if the crown was
made of pure gold.
d. In his excitement, Archimedes had entered the palace naked, the King wanted him to calm
down and wear some clothes.
5. a. The colour of the crown did not look right to the King. This is how he came to suspect the
goldsmith.
b. Archimedes lived in the city of Syracuse about 2000 years ago. He was the city’s court
scientist and an inventor.
1. a. make b. makes c. make
2. a. do b. do c. do
3. a. make b. do c. do d. make
4. a. You need to make up for your past mistakes.
b. I need to do the dishes before I go bed.
Activity 4: Grammar
1. a. and b. and c. and
2. a. because b. because c. because
3. a. after b. after c. after
4. a. but b. but c. but
5. a. The tiger smelled his prey but could not seem to find it.
58
Function: It joins two different ideas.
b. I never got late because I slept early.
Function: It gives reason.
c. The boy was wearing a red cap and had a yellow balloon in his hand.
Function: It joins two parts of a sentence.
d. The bus broke down after it was overloaded.
Function: It shows when something happened.
6. a. and b. because c. when d. but e. but f. and
Activity 5: Answers may vary.

1. a. The narrator is a teacher because he addresses the listeners as class.
b. The narrator wants to talk about how Newton discovered gravity.
c. He said, “Ouch man, that hurt!”
d. He discovered gravity when an apple fell on his head.
1. a. offer b. dangerous c. valuable
2. rise-fall high-low valuable-cheap regularly-sometimes
3. a. iii) gases b. i) actions of angry gods c. iii) nutrients
4. a. Volcanoes are dangerous because when they erupt because they release very hot molten
rocks and poisonous gases.
b. Shifting tectonic plates and earthquakes causes volcanoes to erupt.
c. Volcanic eruptions add precious nutrients to the soil and make it fertile. They also create
new islands when molten rocks cool down and become solid.
59
LESSON TARGETS
INSPIRING PEOPLE
• plan your tasks
• prioritise them
• listen for sequence
Phonics Fun: /scr/ and /spl/ blends
• identify /scr/ and /spl/ blends
• pronounce and differentiate between /scr/ and /spl/ blends
• join groups of letters to form words with /scr/ or /spl/ blend
Language Ladder: Adjective and their order
• Understand adjectives
• List different qualities of adjectives
• Mention their order
• classify adjectives according to their qualities
Reading: The Missile Man
• Learn about life of APJ Abdul Kalam
• Check for predictions
Understanding
• Summarise the story’s plot, settings and characters
Vocabulary: Collocation
• phrasal verbs with ‘up’ and ‘down’
• their meanings and use in sentences
Practising Grammar: Adjectives and their Order
• classify types of adjectives
• use of adjectives in the correct order in sentences
Speaking: Asking Questions in an Interview
• Differentiate between yes/no and open-ended questions
• learn to framequestions for an interview
• put up questions to seek more information
• form questions for an interview and share with the class
Writing: Biographical Note
• Identify the features and format of a biographical note
• Learn how to write a biographical note using different elements
Plug-In: Simple Past Tense
• Learn about the use of the simple past tense
• Understand the structure of a sentence in the simple past tense
Celebrating Poetry: Try, Try Again
• Reciting poetry, understand rhyme and rhythm of the poem
• Identify the poet’s purpose
Poem Appreciation: Try, Try Again
• discuss and respond to content of the text orally and in writing
Enrichment
UNIT 4 • Life skills

More to Do Teaching
Day Topic Task
(Workbook) Periods
• Learning to plan
1 Getting Started
1
Listening: The • Listening for Story Sequence
2
Missile Man • Exercise (page 51)
• Reading and sound identification (page 51)
Phonics: /scr/ and Activity 1
3 • Exercise (Page 52) 1
/spl/ blend (page 41)
• Activity 1 – Scrabble-Splash
Language Ladder:
• Understanding the order of Adjectives
4 Adjectives and 1
• Activity 2 – What do you have?
their order
• Think and analyse
• Activity 3 – Sneak Peek
Pre-reading
5 • Read along 4
Reading
• Comprehension
• Answering questions
Activity 2
6 Understanding • Activity 4 - What I Learnt 2
(page 42-43)
• Exercises (page 56)
• Understanding phrasal verbs
Vocabulary: • Phrasal verbs with their meanings and in Activity 3
7 1
Phrasal Verb sentences (page 44)
Practising
Grammar: • Revising the order of adjectives Activity 4
8 1
Adjectives and their • Exercise (Page 59) (page 45-46)
order
Speaking: Asking • Framing questions for an interview
9 Questions in an • Think and share 1
Interview • Activity 5 - Mock Interview
Writing: • Understanding the format for a biography Activity 6
10 1
Biographical Note • Exercise (page 61) (page 49)
• Understanding the use of the simple past
Plug-in: Simple tense Activity 5
11 1
Past Tense • Activity 6 – When I Was… (page 47-48)
• Reading & Recitation Activity 7
Activity 6
(page 38)
• Searching for information on the Internet 1
14 Enrichment
• Searching for a story on the Internet
15 Project Work • Writing a Summary 4
• Class presentation
in focus Communication: Articulating
Skills
Thoughts, Listening Effectively
Critical thinking: Analysis
Teaching Trail
• Talk about a person who inspires
you, the qualities of that person you
admire.
• Ask students: Who inspires you?
Which quality of that person do you
admire the most? How can you bring
that quality in your life?
• Read the introductory text to the
class.
Teaching Trail
• Read the text.
• Explain how other elements go hand
in hand with inspiration to achieve
the goal.
• Tell them about planning and
prioritisation.
• Help students in planning a day and
ask them to list their important tasks
for the day.
• Now read the question and let
students attempt the exercise
independently.
• Explain how prioritising things will
help them to achieve their aim
sooner.
Teaching Trail
• Before the listening activity, read
sentences that are given so that
students understand what they have
to listen for.
• Ask students to listen to the audio
and complete the exercise as they
listen.
• Play/read the listening text again and
discuss answers, allow students to
check/correct their answers
62
In 1979, a boy saw a large number of snakes lying dead near his village. They had died
because of excessive heat. Feeling bad, he planted 20 bamboo seedlings in the area to
Listening Text
provide shelter to small animals in the area. A few years later, the tree-less sandbar was
transformed into a flourishing forest. The boy’s name wasJadavMolaiPayeng. He is now
known as the ‘Forest Man of India’. During the course of 30 years, he has planted countless
trees and taken care of an entire forest. He single-handedly raised a forest stretching over
an area of 550 acres. Now, the forest is named after him, the Molai forest. The forest houses
tigers, rhinos, monkeys and deer. Even a herd of 100 elephants visits it regularly.
Answer Key Reading Café

Sound: /scr/
2. 3.
Digraphs: Combination of three consonant
sounds /s/ /k/ and /r/ make one sound
Pronunciation:
• Place the tip of your tongue just behind the
1. 4. front teeth, the sides of the tongue are raised
to touch the roof of the mouth, leaving a
passage for air down the middle of the tongue
Communication: Listening Effectively, to make the /s/ sound.
Skills in focus
Usingclear and articulate speech, Speaking • Stop the air with the back of the tongue for
confidently the /k/ sound
Critical Thinking: Making Connections • Place the back of the tongue against the soft
Collaboration: Leading the group/ following palate to make /r/ sound.
as a group member Sound: /spl/
Digraphs: Combination of three consonant
Teaching Trail sounds /s//p/ and /l/ make one sound
Pronunciation:
• Ask students to say words such as
• Place the tip of your tongue just behind the
‘scrub’ ‘scream’ and ‘screen’.
front teeth, the sides of the tongue are raised
• Demonstrate the /scr/ blend to students; to touch the roof of the mouth, leaving a
pronounce the sound with each step of passage for air down the middle of the tongue
articulation. to make the /s/ sound.
• Write some /spl/ words on the board • Stop the air with the lips pursed for the /p/
(splash, split, etc.). Explain the /spl/ sound.
blendby following the steps above.
• Place the tip of the tongue just behind the
• Ask students to pronounce both blends, teeth on the roof of the mouth to make the
to learn the difference between them. /l/ sound.
Read the words in the text and point out
that these blends are followed by a vowel.
• Read the sentences on page 51 aloud, Activity 1 – Scrabble-Splash
laying stress on the highlighted words.
Then ask students to read them aloud Divide the class into 6 or 8 teams. Name four
(Class drill). teams Team Splash and four teams Team
Scrabble.
Both sets of teams will scan through the first 4 chapters of the book. Teams Splash will look for
and find as many /spl/ blend words as they can; Teams Scrabble will look for words with the
/scr/ blend. Set a time limit for the activity. Once the time is up, ask teams to read out their
sets of words. Write the words on the board and end the activity with a class drill pronouncing
all the words on the board.
63
Answer Key
1. screen: a flat surface for pictures/

display in a gadget
spleen: an organ that cleans blood
scribble: write carelessly
scrawl: write carelessly
splotch: an irregular shaped spot
splendour: great beauty that
outshines the usual
screech: a loud high sound
Critical Thinking: Making Connections,

Skills in focus
Reflecting, evaluating and concluding

Creativity: Using strategies to narrow
the list of ideas
Teaching Trail
• Write some sentences that have

different adjectives for a single
noun on the board: Kiki is a
large dolphin. It is a grey dolphin. It is an intelligent dolphin.
• Ask students: How many adjectives do you find in these sentences? Identify them. Do you find
these sentences appropriate? Discuss.
• Write the type of adjectives on board: Opinion, Size, Colour
• Now, ask students to read the sentences again and classify the type of each adjective. Write
the adjectives below each type.
• Talk about the order of adjectives used in a sentence.
• Now write the appropriate sentences on the board: I met Kiki, a dolphin. It is an intelligent,
large grey dolphin.
• Similarly, discuss the example given on pg-52.
• Now read the adjective table and ask students to use these adjectives in the correct order with
appropriate nouns: Do the first as an example: A beautiful big red car.
Activity 2 – What do you have?

Draw three columns on the board. Title the columns Opinion, Size and Colour respectively.
Form pairs. Each pair picks any object that they have such as sharpener, colour pen, handkerchief,
etc. They might also show any picture in the book. The pair describes the object/picture using
three adjectives of opinion, size and colour each. Then, frame a sentence using these adjectives in
correct order with the noun. Simultaneously they should write these adjectives in their respective
columns on the board. Allow each pair to present in turn.
For example: nice big brown pencil box
Sentence: My mother gifted me this nice, big brown pencil box.
64
Critical Thinking: Making judgments
Skills in
focus
Communication: Showing improved
word choice
Teaching Trail
• Ask students: What do you know

about Dr APJ Abdul Kalam? Accept
all answers.
• Ask students about their aims and
goals. Tell them to think of qualities
they require to achieve that goal.
• Now read the question.
• List students’ responses and have
a class discussion, before students
write their responses in their
notebooks.
Critical Thinking: inferring, analysing
Skills in
surroundings
focus
Logical Thinking: Analysis, Reasoning,
Making Connections
Teaching Trail
• Before the text is read in the class,

ask students to quickly look at all
the pictures given in the story and
predict what the story is about.
}} Pronounce and explain difficult
words.
}} Inform students that ‘The Missile
Man’ and ‘The People’s President’

are names that have been given to
Dr.Kalam with affection – they are
called sobriquets. Write sob-ri-quet
(sob -ri-kei) and have students
practise the correct pronunciation.
}} Take breaks and ask relevant
comprehension questions including

the ones given beside the text.
}} Help students to infer the
characteristics of Dr Kalam.
}} Talk about the various
organisations in which Dr APJ

Abdul Kalam worked.
65
Page 54
• What was Dr Abdul Kalam
popularly known as?
• What was the profession of
Dr Kalam’s father?
• What job did Dr Abdul Kalam
pick up to help his family?
• Find anounwith two adjectives.
Identify their types.
Activity 3 – Sneak Peak
Ask students to open their books

and let them have a quick look at
the reading text and the pictures.
Ask them to close their books after
30 seconds. Now ask students what
they think the text is about and
what they think they will learn.
Write their responses on the board.
Page 55
• What was the one-hour walk
reserved for? Teaching Trail
• Who went on ‘the walk’ with
Dr Kalam? • After the reading of text is finished, ask students
which quality of Dr Kalam they found the most
• What were they discussing? inspiring. Encourage them to share reasons.
• Why do you think Dr Kalam • Once you have finished the lesson, ask students to
changed direction? underline the adjectives of opinion, size and colour.
• What did Dr Kalam believe in? Allow students to work in pairs.
Integrated Learning
Ask students: What is DRDO? What do engineers and scientists do there?
Answer: DRDO works towards developing equipment that is used in the defence of the country.
Engineers and scientists in DRDO design and develop world class weapon systems, and equipment
such as missiles, combat vehicles and naval systems.
Ask: Do you anything about ISRO? Discuss.
The Indian Space Research Organisation is the space agency of India. It constructs and launches
satellites to space.
Ask students to find details about satellites constructed and launched by ISRO.
66
Critical Thinking: Reflecting,
Skills in
focus
Collaboration: Group work
Activity 4 – What I Learnt
Divide the board into two sections.

Ask students to share what they
already knew about Dr Kalam. Let
students answer in turns while
you write their responses on the
board.
Then ask students to share what
they learnt about Dr Kalam from
the story. Write their responses
in the other section of the board.
Discuss answers to the questions
in the text before students complete
the exercises.
Answer Key
1. a. True b. False
c. False d. False
2. a. ‘The Missile Man’ and ‘The
People’s President’ are the
two sobriquets for Dr Kalam.
b. Dr Kalam had to take up a job when he was in school in order to augment his family’s
meagre income. He distributed newspapers to help his father in providing for the family.
c. The one-hour walks were reserved for contemplation and reflection.
d. Dr Kalam noticed some honeybees around a rose bush. He decided not to disturb them
and changed his direction.
3. a. Dr Kalam did not want to disturb the bees because he knew the importance of their hard
work. The bees were doing nature’s work; helping two species at a time. For Kalam it was
important work that should not be halted or disturbed. He taught us to respect work, no
matter who does it.
b. Open ended question– example: perseverance, hard work, humility
4. wealthy, humble, meagre, bright, little, eager, cardiac, customary, dear, upcoming, rose,
important, busy, hard-working, little, great
5. Open ended question. Accept all appropriate responses.
Sample answer
The picture shows Dr Kalam on his customary walk.
He is wearing a black jacket.
He and Srijan seem to be talking about something important.
There are red roses in front of them.
The flowers have many bees hovering over them.
67
Skills in focus
Communication: Using expression,
Using appropriate vocabulary
information, Understanding and applying
a concept
Teaching Trail
• Write the verbs ‘turn’ and ‘take on
the board.
• Ask the meanings of these verbs.
• Write the word ‘up’ after ‘turn’ and
‘down’ after ‘take’.
• Tell students ‘up’ and ‘down’ are
prepositions. Ask them for their
meanings as well.
• Now read ‘turn up’ as a phrase. Ask
students if they know its meaning.
Use the phrase in sentences to
explain its meaning.
• Discuss how adding an appropriate
preposition to a verb can change its
meaning.
• Similarly,discuss the meaning of the
phrasal verb ‘take down’.
• Also discuss the examples given on
pages 57 and 58.
• Ask students to scan the story again
and list down phrasal verbs. Discuss
their meanings with the class.
Answer Key
1. a. turn up b. dress up
c. keep up d. cut down
e. write down f. look up
2. a. A
lthough it was hard work, Jadav
Payeng kept on planting trees.
b. He was not ready to give up.
c. J
adav Payeng teamed up with
other activists to plant trees.
d. J
adav Payeng did not slow down
his efforts to revive wildlife of his
area.
68
Skills in
focus
reasoning, Making judgments
Teaching Trail
• Recapitulate the topic using
the Let’s Catch Up box
• Describe anobject using the
incorrect order of adjectives.
Ask students to correct it.
Answer Key
1. Adjectives Type
a. gifted Opinion
b. small Size
c. large Size
d. c
onch- shape and
shaped size
e. good Opinion
2. Individual exercise.
Sentences may vary,
order of the adjectives
should be the same.
There is a scary big golden
tiger.
A swift tiny white rabbit
runs towards the bushes.
A playful small brown monkey teases the elephant.
A big slow elephant stands still in front of the tiger. (slow is a qualifier here and not an
opinion, so should come before the noun.)
A bulky pale vulture sits on a tree.
3. a. Jadav Payeng is a short hard-working man. (Note: Although hard-working sounds like an
adjective of opinion, it is a compound adjective and works as a qualifier here. Qualifiers
always precede a noun.)
b. Bamboos are pretty tall green plants.
c. Rhinos are strong grey animals.
d. T
he Molai forest is a dense 550 hectares big new forest. (New is an adjective of age, it
comes after adjectives of opinion and size.)
e. P
ayeng found slender dead snakes on the sandbar. (Note: Dead is a condition and hence a
qualifier, not an opinion.)
69
Communication: Using clear
and articulate speech, Speaking
Skills in focus
confidently, Listening actively,
Using appropriate tone and
vocabulary for the intended
audience
Creativity: Generating original
ideas, Improving upon ideas
Activity 5 – Mock Interview
(To be done after teaching

trail.) In the mock interview,
each student will take turns
and pretend to be a celebrity of
his/her choice. The rest of the
class will play the interviewers.
Students will ask questions
one by one from the student
turned celebrity. The student will
respond to their questions as if
the celebrity himself/herself is
answering them.
Teaching Trail
• Talk about interviewing people. With the class, read the text first.
• Now, demonstrate a mock interview with Dr Kalam. Pick any student to be Dr Kalam and you
be the interviewer. Initially ask some direct questions. For example:
}} Did you spend your childhood in luxury and comfort or were there any struggles?
}} What kept you motivated at the time of struggle?
}} Did you like working at ISRO?
• Let the student answer these questions.

• Now ask another set of questions:
}} You took up a job when you were just a child in school. How did you manage your studies
and the job? What kept you motivated at that time?

}} In 1980, you with your team at ISRO had successfully deployed the Rohini satellite into the
Earth’s orbit. How was your experience working at ISRO?

• Seek the answers of these questions from students.
• Now explain that the first interview had direct and yes/no questions. Those questions did not
pull out much information about the interviewee.
• But the second interview was like a conversation and we got more information about the
interviewee.
• Read the question and explain what students need to do.
• Ask students to take turns and share the questions framed for the interview.
70
Skills in focus
evaluating and concluding, Making
predictions, judgments and inferring
Creativity: Generating original ideas,
Using strategies to narrow the list of
ideas
Teaching Trail
• Talk about a biographical note.
With the class, read the model
expressions from Helping Hand.
• Why do we write a biographical
note?
• Introduce the basic structure and
format for writing a biographical
note.
• Provide access to the Internet or
the school library for the exercise.
• Ask students to make notes of
important dates and events.
• Allow them to complete the
exercise.

Reasoning, Making judgments and
Skills in focus
inferring
Communicating: Articulating Answer Key
Collaborating: Suggesting/accepting
new ideas, asking questions Leading/
1. a. woke b. wasted c. remembered d. could e. were
following ina group 2. Answers may vary. Accept all appropriate answers.
3. pg – 54
Teaching Trail Avul Pakir Jainulabdeen Abdul Kalam was a scientist
• Read the sentences on Page 61. and engineer.
Introduce the simple past tense. Abdul Kalam was born as the youngest of five children
• Explain the use of the simple past of a Muslim boat owner named Jainulabdeen and his
tense using the text. wife Ashiamma, in Rameswaram, Tamil Nadu.
• Ask students to work in pairs and He distributed newspapers to help his father in
complete the exercise. providing for the family.
He was a bright little boy, blessed with a thirst for
knowledge and was always eager to learn new things.
Activity 6 – When I was…
He remained active until the last day of his life.
Ask each student to talk about Pg – 55
things they did when he/she was
A lot of youngsters looked up to him, not only because
a little child. He/she can also talk of his work but also with the way he lived his life and
about any past incident that they perceived the world around.
wish to share. Students have to He believed in a space where science met spirituality,
frame sentences in the simple past where the power of knowledge met the might of
tense. observation.
71
Skills in
focus
Conclusions
Teaching Trail
• Ask: What do you think the
poem is about?
• Relate the poem with the
phrase: ‘Try, try until you
succeed!’
• Ask students for their views
Reading
Read the poem with proper pauses,
stress and intonation. Ask the
following questions after the poem
has been read aloud:
• What lesson should one heed?
• What can we learn from our
failures?
• What should we do if we find
our task hard?
Answer Key
1. a. According to the poem, we should always continue working hard despite constant failures
and hurdles on the way to success. .
b. The poet means that we should be determined to make efforts. It is not a matter of shame
to work hard for success.
c. The poet wants to encourage the reader by giving the example of successful people. The
poet says that if these people can be successful then you can also achieve your goal with
patience and perseverance.
d. By trying over again you will get the courage to conquer fear. This perseverance makes us
stronger and urges us to persist with daring and steady steps to reach our goal.
2. a. heed seed
b. you, view flu
c. reward forward
d. case face
e appear spear
3. ‘Try, try again’ is used as a refrain in the poem.
72
Skills in focus
inferring, Testing out solutions

Creativity: Seeking appropriate
modes, materials and resources
to produce work that is visually
appealing and interesting
Teaching Trail
• Ask students: Have you ever
searched for information on the
Internet?
• Ask: Did the Internet only show
you the information that you
were looking for? Did it show
some other information also?
• Explain to students that there
is an enormous amount of
information stored on the
Internet. Some of the information
is useful to us, while some of it
is of no use. In order to look for
the required information we use
search engines.
• Ask: Do you know what Google
is?
• Tell students that Google is the PROJECT WORK: SUMMARY
most popular search engine that
filters information that we search Divide the class into groups of four. Ask each group
for. Yahoo and Bing are some to look for stories with the moral ‘try, try again’ on
popular search engines. the Internet. Students have to choose one story and
write its summary on a chart paper. The summary
• Explain how to search for a
should include all the five elements of story-writing
piece of information.
as given on page 17. Students can make it beautiful
• Let students complete the task by pasting and drawing pictures related to the story.
given on page 65. Each group will present its story to the class.
73
Workbook Answer Key
1. scream screw scroll screwdriver TV screen Scrub
2. a. split b. splash c. splinter d. splendid e. splutter f. spleen
g. splint h. splotch g. splay
3. a. patted b. hotter c. bitten d. fitted e. matted f. knotted
1. a. President b. boat owner c. engineer d. Tamil Nadu
2. Kalam’s mother – Ashiamma Kalam’s father - Jainulabdeen
Sobriquet – Missile Man Kalam’s birthplace – Rameshwaram
3. a. Kalam used to go for a walk at 3 pm every day.
b. Srijan, one of Kalam’s students, was taking a walk with Dr Kalam.
c. Kalam saw some honeybees sitting on rose flowers.
d. The Missile man and The People’s President
e. Abdul Kalam was born in Rameswaram, Tamil Nadu. He was the youngest of five children
of a Muslim boat owner named Jainulabdeen and his wife Ashiamma. Kalam grew up in
humble surroundings.
4. a. Kalam distributed newspapers while he was still in school. He did so to help his father in
providing for the family.
b. Kalam died on 27th July 2015.
c. Kalam stopped and turned back when he saw some bees on the flowers. He admired
the hard work of the bees and changed his direction so that the work of Nature was not
disturbed.
d. Kalam was intelligent, responsible, hard-working, persevering, active and humble. He
respected hard work no matter what kind of work it was or who did it. His love for nature
and science was inspiring. He believed in a space where science met spirituality, where the
power of knowledge met the might of observation.
5. a. Kalam picked up a job of distributing newspapers when he was still in school. He worked
to help his father in providing for the family.
b. When Kalam saw some honeybees on the flowers he decided to change his route because
he did not want to disturb the hard-working bees. He also admired honeybees for their
work.
1. a. write down b. mixed up c. dressed up d. broke down
2. a. You have to give up eating junk food if you want to get healthier.
b. I will have to turn down the offer because it does not suit my needs.
74
c. They cut down the travel time by half by leaving early.
d. He was singing better than ever; his teacher told him to keep up the hard work.
Activity 4: Grammar
1. a. pretty O
b. important O
c. white C
d. tall S
e. big S
f. tiny, bigger S
g. No adjective
h. greener C
2. a. The sun is a big yellow hot ball of gas.
b. That lovely tall green tree is very special to me.
c. He missed an important tiny detail and lost the big competition.
d. I do not like big shiny red cars. (shiny can also be qualified as colour)
3. Accept all relevant answers.
a. The traffic policeman stopped an old yellow car.
b. The delivery boy delivered a lovely huge box.
c. The painter is painting a lovely large landscape on a canvas.
d. The sweet vender is selling beautiful small jars of candies.
Activity 5: Simple Past Tense

1. a. crowed b. woke up c. made, were, went
d. saw e. chased, stopped
2. a. I lived in the building right over there.
b. Did you know the answer to the riddle?
c. All of them were tired and thirsty.
d. I was glad to hear from you again.
e. He was afraid of the big black spiders.
3. Accept all relevant answers
a. I did not go to school last Sunday.
b. I watched television for an hour.
c. I ate my favourite ice cream after lunch.
d. Then, I went outside and played till evening.
e. I cleaned my room after I came back home.
Activity 6: Individual work
75
1. a. T.H. Palmer
b. ‘Try, try again’
c. According to the poem, if we “try again” with patience and hard work we will reach our
goal.
d. We should not fear failure because it gives us the courage to fight back and conquer our
fear. Failure encourages us to try again with more determination and effort.
2. a. ii) b. ii) c. i) d. iii)
1. a. escape b. major c. born d. grown
2. a. Germany b. sporting event for the disabled c. Para Olympics d. 1960
3. Name: Trischa Zorn
Sport: Swimming
Medals won: 55
Disability: Blind
Number of records: 8 world records
4. a. Ludwig Guttmann was a British doctor who specialised in treating people with disabilities.
He organised a small-scale sports competition for his disabled patients in 1948.
b. The Paralympics Games are a sports competition for disabled athletes. It started with 23
competing nations and now thousands of athletes from more than 100 countries of the
world compete in it.
c. Ludwig Guttmann organised a sporting event for the disabled because he believed that
physical exercise and sports could help people with disabilities in getting better and
building self-respect.
76
VIBRANT WILDLIFE
LESSON TARGETS
• Describe an event
• Recall information
Phonics Fun: /ai/ sound
• Identify the /ai/ sound
• Identify the IPA symbol for the sound
• Pronounce /ai/ sound words
• Spell words with the /ai/ sound
Language Ladder: Subject, Verb and Object
• Understand Subject and Verbs
• Recall subject-verb agreement
• Identify subject and verb in sentences
• Understand the object of a verb
• Classifying objects as direct and indirect objects
• Identify direct and indirect objects in sentences
• Compare and differentiate between direct and indirect objects
Reading: Fantastic Animals
• Going through an information report
• Enrich knowledge about animals and their habitats
Understanding
• Highlight key information and facts
Vocabulary: Animal Names as Verbs
• Animal names used as verbs and their meanings
• List various such verbs and use them in sentences
Practising Grammar: Subject, Verb and Objects
• Identify concrete and abstract nouns used in sentences
• Use abstract nouns to complete sentences
• Form abstract nouns using the suffix –ness
Writing: Information Report
• Identify the features and format of an information report
• Gather information about an extinct animal
• Write an information report
Speaking: Present an Information Report
• Think and discuss in pairs
• Use apt phrases for a presentation
• Present an information report individually
Plug-In: Simple Future Tense
• Learn about the use of the simple future tense
• Understand the structure of a sentence in the simple future tense
Celebrating Poetry: How Doth The Little Crocodile
• identify the poet’s purpose
Poem Appreciation: How Doth The Little Crocodile
• Discuss and respond to content of the poem orally and in writing
UNIT 5 Enrichment
• Life skills
More to Do Teaching
S.no. Topic Task
(Workbook) Periods
• Discussing animal qualities
1 Getting Started
1
Listening: Fantastic • Listen for details
2
Animals • Exercise (page 67)
• Reading and sound identification- The
Phonics Fun /ai/ /ai/ sound (page 67) Activity
3 1
sound • Exercise (Page 67-68) 1(page 53)
• Activity 1 – /ai/ Spy!
• Understanding Subject, verb and object
Language Ladder:
• Understanding and identifying direct and
4 Subject, Verb and 1
indirect objects
Object
• Activity 2 – Musical Chairs
• Think and write
Pre-reading
• Read along
5 Reading 4
• Comprehension
• Activity 3– Fun Fact Cards Activity 2
6 Understanding 2
• Learning verbs with animal names
Vocabulary: Animal Activity 3
7 • Making sentences 1
Names as Verbs (page 56)
Practising Grammar:
• Revising subject, verb and object Activity 4
8 Subject, Verb and 1
• Exercise (Page 74) (page 57-58)
Object
• Understanding the format of an
Writing: information report Activity 6
9 1
Information Report • Activity 4– What I have learned! (page 61)
Speaking:
• Making a presentation
10 Presenting 1
• Individual Task
Information Report
• Learning the use of the simple future
Plug-in: Simple tense Activity 5
11 1
Future Tense • Activity 5 – A Camping Trip (page 59-60)
13 Appreciating Poetry • Exercise (page 79)
• Save the Environment 1
14 Enrichment
15 Project Work • Class presentation 4

Communication:
Skills in
focus
Logical thinking: Analysis
Teaching Trail
• Ask students: What
animals do you see in
your neighbourhood?
Are they tame or wild
animals?
• Explain that there are
some animals that are
not found near human
habitat and these
animals live in their
natural surroundings.
Most of them cannot be
tamed. They are called
wild animals.
• Read the introductory
text to the class.
Teaching Trail
• Read the question and
elicit answers.
• Ask students why they
relate themselves with
the chosen animal.
• Discuss the
characteristics of the
chosen animals. Seahorses are tiny fishes that are named for the shape of
their head, which looks like the head of a tiny horse.They
Listening Text
• Let students complete

the exercise. prefer warm temperature and mostly found in warm water.
They live in sea among sea weeds and other plants. Their
bodies are covered with tiny, spiny plates. Seahorses can
Answer Key change colour to match any surroundings in which they
find themselves. They change their colour so quick that
a. Seahorses are fish. they canmimic their surroundings in the blink of an eye.
b. They prefer warm water.
c. They live in sea among Teaching Trail
sea weeds and other
plants. • Before the listening activity, read sentences that are given so
d. They are covered with that students understand what they have to listen for.
tiny, spiny plates. • Ask students to listen to the audio and answer the
e. The idiom ‘in the blink questions as they listen.
of an eye’ means very • Play/read the listening text again and discuss answers so
quickly. that students can check/correct their answers
80
Answer Key
Open-ended. Accept all

reasonable answers.
Skills in focus
confidently
Connections
Collaboration: Leading
the group/ following as a
group member
Teaching Trail
• Write ‘eye’ on the board
and ask students to
pronounce it.
• Now, write ‘fly’ on the
board and ask students
pronounce it.
• Write the IPA symbol of
the /ai/ sound on the
board and demonstrate
the sound /ai/; break the
sound into /a:/ and /i/
vowel sounds.
• Write some more words
with the
Reading Café /ai/ sound on the board
Sound: /aI/ (file, mile, why, etc.).
Diphthong: Combination of two vowel sounds /a:/ and /i/ to • Now, ask students to
make one sound suggest some more words
Pronunciation: with /ai/ sound.
• The sound glides from /a:/ to /i/ • Read the poem aloud,
• The tongue rises to a higher position in the mouth and glides laying stress on the
towards /i/ sound highlighted words. Then
ask students to read it
• The lips are neutral at the beginning and become loosely
aloud. Make sure the
spread towards the end. The mouth is spread towards the
/ai/sound is pronounced
end. The mouth is wide open to begin and narrow during
correctly. (Class drill).
the articulation of the second element.
Answer Key
1. a. A crocodile can lie motionless for hours. b. Deers are shy animals.
c. The bird tried to hide in the tree. d. Butterflies have bright colours on their wings.
e. This shopkeeper is as sly as a fox.
81
1. Answers may vary. Suggested answers:
igh y i_e ie
• fight • fry • pile • dried
• high • dry • dice • pie
• night • shy • kite • tries
Activity Time 1 – /ai/ spy!
Draw or print the following grid.
B T L I G H T P T J
X S K Y G T Y P E K
G E P A A T I G H T
J S A R R D B P A O
M C T I G R R D N P
I I I G D Z I B C O
L E E H I E G V I L
E N N T E P H A E I
U C T N T G T V N T
E E T I E R T L T E
Ask students to find all the words with
the /ai/ sound.
Write all the words given by students

on the board.
Ask students to circle the letters of

each word that make the /ai/ sound
and classify the words into four
groups: -igh, -y, i…e and -ie
Answer to the crossword:
Critical Thinking: Making Connections,
Skills in focus
B T L I G H T P T J Reflecting, evaluating and concluding

X S K Y G T Y P E K Creativity: Using strategies to narrow the list of
ideas
G E P A A T I G H T
Collaboration: Leading a group/ following as a
J S A R R D B P A O group member, Encouraging group members
M C T I G R R D N P
Teaching Trail
I I I G D Z I B C O
• Teach the concepts of subject and verb using
L E E H I E G V I L the sentences on pg-68. Also, brush up subject-
verb agreement as given in the learning link.
E N N T E P H A E I
• Introduce the object of a verb using the
U C T N T G T V N T examples on pg-69.
• Explain direct and indirect objects and their
E E T I E R T L T E
placement in a sentence using the text.
82
Activity Time 2 – Musical Chairs
Set up a circle of chairs, with one chair less than the number of students playing the game. Write
various sentences containing unmarked direct and indirect objects on the board. Next, have the
children begin the game of Musical Chairs. Play music or use a bell. When the music stops, ask
the student who remains standing to find the direct and indirect objects in one of the sentences.
After the task is complete, remove one chair from the circle and let the child who found the objects
control the music for the next round.
Sample sentences to use:
• Maria put the cookies in the jar.
• The boy showed the policemen the thieves’ hiding place.
• Dad took us for a movie.
• Gita and Sagar paid two hundred rupees for the fruits.
Critical Thinking:
Skills in
Making judgments
focus
Communication:
Showing improved word
choice
Teaching Trail
• Introduce the title of

the chapter, Fantastic
Animals.
• Ask: Do you think animals
are fantastic? Why or why
not?
• You can share which
animal scares you the
most and list its two good
qualities.
• Allow students to complete
the exercise in pairs.
83
Critical Thinking:
Making predictions and
Skills in
inferring
focus
Logical Thinking:
Analysis, Reasoning, CARACAL
Caracals are medium sized cats found in forests and
Making Connections grasslands of Asia and Africa. They have long and strong
legs, a small face, long plumed ears and big teeth. They
are shy and secretive animals that are hard to track. Caracals have big
teeth
and plumed ears.
Teaching Trail Expert Hunters
Caracals eat rodents and small birds. They mainly hunt at night and during
• Before the text is read evening when birds are returning home. Caracals are such good hunters that
people in Ancient Egypt used them for hunting other animals.
in class, ask students to
Strengths
look at all the pictures in
Caracals are agile and strong animals.
the text and predict what They can even take on enemies three Can you find
out any other
the lesson is about. times their size. They can climb trees
instances of
with ease using their long and strong
• As the text is read: legs, run fast for short durations and
subject-verb
agreement in this
sometimes hide and wait to catch
»» Pronounce and their prey.
paragraph?
explain difficult words Caracals can easily climb

trees. Natural Athletes
They are really good jumpers. A caracal can easily jump
»» Take breaks and as high as ten feet. They lie in wait under trees during evening when birds
ask comprehension return to their nests. When a bird is low enough the caracal thrusts itself
in the air with its powerful hind legs. Mid-air, it uses its tail to make fine
questions including adjustments and its paws to catch a bird mid-flight. Amazingly, they can
the ones given beside change their direction mid-air and even after that they land on their feet.
the text. Superstars
Caracals were important to many ancient cultures. The Egyptians
believed that caracals guarded the tombs of their kings.
Chinese emperors considered them precious animals and often
Page 70 sent them as gifts. They were exchanged for gold and silver.
Vanishing Homes
Comprehension Questions Caracals are territorial animals and need large tracts of land Old Egyptian Papyrus
to hunt and live on. Sadly, their homes are being destroyed
• What animal family do due to expansion of cities and farmlands. We must play our part to help save
their homes.
Caracals belong to?
• What do Caracals eat? plumed: spread out like a feather
rodents: small animals like mice,
thrust: to push forward
hind: situated at the back squirrels, rabbits, etc.
agile: able to move quickly and easily papyrus: paper made from papyrus plant
• Caracals are agile and 70
strong animals. List some
of their strengths.
• How do Caracals change their direction mid-air?
• How were Caracals important to ancient Egyptians and Chinese emperors?
Teaching Trail
After you finish reading and

discussing the text and the Page 71
questions given alongside, ask Comprehension Questions
students to do the following tasks:
• Where do pistol shrimp live?
• underline the subject and its
• Describe the physical features of a pistol
respective verb in the text.
shrimp?
• identify whether the subject
• How does a pistol shrimp use its claws as
and its verb is singular or
multi-purpose tools?
plural.
• Why are coral reefs disappearing?
• Identify the objects of the
verbs underlined.
84
Teaching Trail
PISTOL SHRIMP • After reading of the text is

Pistol shrimps are peculiar animals found in fresh finished ask the students to
and saltwater throughout the world. They make their
home in coral reefs and sea plants. They are known two claws,
a pronounce all the words with
rimp has
A pistol sher and a snapper.
for their unusual hunting method.
small pinc /ai/ sound.
Claw Phones
They have two claws, a small pincer and an enormous pistol-like snapper that
provides them their name. Since they cannot speak, pistol shrimps use their
claws to talk with other shrimps. They snap their claws to make sounds to
chat with their friends. Their claws are actually multi-purpose tools, as they
are also used for hunting.
Pistol Claws Differentiated Learning
Pistol shrimps happily eat small fish; they hunt them using Can you
a method used by no other animal. Their claws work like
small pistols and they kill fish without even touching them.
find out other
animals that
Level 1: Look for the sentences
Once a fish is nearby, a shrimp snaps its claws so loudly are known for
their loudness?
in which the verb has objects.
that it makes a small explosion in the water. The explosion
stuns the fish so that the shrimp can catch it.
Level 2: Identify the objects as
Bite-Sized Bombs direct and/or indirect.
Although small enough to fit in the palm of
your hand, pistol shrimps are louder than most
animals. They are even louder than whales.
Level 3: Ask students to make
Their snaps are so loud and hot that they even sentences with direct and indirect
make a flash like a gun. They even disrupt
sonar and underwater communications from objects.
Pistol shrimp with a ships and submarines.
goby fish
Friendly Neighbours
Pistol shrimps live in burrows which they share with goby fish. The shrimp
builds and takes care of the burrow, while the fish protects the burrow
and the shrimp from enemies. The shrimp sometimes uses its
antennae to talk with the fish.
Disappearing Homes Integrated Learning
Pistol shrimps live in or near coral reefs. But due to
d Egyptian Pap overfishing, water pollution and global warming coral • The caracal and the pistol
yrus
reefs are dying all around the world. As the reefs shrimp are two completely
disappear so will these magnificent creatures. We
must make every possible effort to reverse the damage different kinds of animals. One
made to the natural world if we want such beautiful
creature to flourish. bag wra
pped lives on land and the other lives
lastic
rded p
territorial: highly dependent magnificent: impressive A disca
around
the corals.
underwater, but there is one
peculiar: special
stun to shock
burrow: a hole or a tunnel
71 thing common about them-
their vanishing homes.
• Human beings are the greatest threat to the survival of endangered species through habitat
destruction and increasing pollution level. Hunting is another reason for the extinction of
various animal species.
• Ask: What is an endangered species?
• Give certain examples of endangered species with their pictures. Some endangered species are:
• Hawksbill Sea Turtles: The Hawksbill Turtle is one of the smallest species of turtle. They are
hunted and sold illegally for their beautiful gold and brown patterned shells.
• Mandarin Duck: It may be found in waters near forests, but the forests are being felled and
the water drained, making the duck more and more endangered.
• Mountain Gorilla: Mountain gorillas have suffered considerably because of human activities,
including war, habitat destruction, hunting and capture for the illegal pet trade.
• Vaquita, panda of the ocean: With less than 100 thought to exist, the Vaquita is the rarest
marine mammal in the world. The fishing industry, pollution and habitat destruction have
threatened its survival.
• Ask: What steps should we take to save animals from extinction? Discuss answers.
85
Critical Thinking:
Skills in
focus
Reflecting, evaluating
and concluding
1. Answer the following questions.
a. What makes caracals ‘natural athletes’?
b. Why were caracals considered superstars by the ancient Egyptians
and the Chinese emperors?
Activity 3 c. How does a pistol shrimp use its claw?
d. Why are pistol shrimps called bite-sized bombs?
Give prints of these cards to e. The living habitats for caracals and pistol shrimps are disappearing
each student. Or, you can day by day. State any two reasons for their disappearance.
draw these two cards on the f. Briefly describe the hunting style of pistol shrimp and caracal.
board and in place of the
pictures, write the name of 2. Pistol shrimps live in burrows which they share with goby fish. Write
the animal. Ask students their roles and part of work that they share to live together.
to draw the same in their
notebooks and complete the
task.
Physical features:
Habitat: 3. Read the statements. Mark each statement as ‘True’, ‘False’ or ‘Unclear’.
Also give the reasons in the ‘Reason’ column.
Food:
Caracal Statement Reason
Fun facts:
a. Pistol shrimps kill fish without This statement is ___________
even touching them. because ______________________.
Physical features: This statement is ___________

b. Caracals chase and hunt their prey.
because ______________________.
Habitat: Pistol shrimps communicate with This statement is ___________
c. other shrimps using their claws. because ______________________.
Food:
Chinese emperors considered
Pistol Shrimp caracals precious animals. The This statement is ___________
Fun facts: d.
more the number of caracals a king because ______________________.
had, the richer he was.
e. This statement is ___________
Caracals are nocturnal animals.
because ______________________.
72
Teaching Trail
• Divide the class into groups of five. Ask students to scan the text, discuss and complete the
fact cards.
• Discuss answers before students complete the answers in their note books. This can be
given as homework.
Answer Key
1. a. Caracals can easily jump as high as ten feet. Their ability to change direction mid-air
and when landing on their feet makes them natural athletes.
b. Caracals were considered as superstars by many ancient cultures. They were important
to the Egyptians and the Chinese. The Egyptians believed that caracals guarded the tombs
of their kings. Chinese emperors considered them precious animals and often sent them as gifts.
They were exchanged for gold and silver.
86
c. A pistol shrimp uses its claws for hunting and talking to other shrimps. It snaps its
claws to make sound to chat with its friends. For hunting, it snaps its claws so loud that
it makes a small explosion in the water. The explosion stuns the fish and the shrimp
catches it.
d. Pistol shrimps are called bite-sized bombs because being small enough to fit in our palm,
they are louder than most animals. Their snaps are so loud and hot that they even make
a flash like a gun.
e. The living habitats for caracals and pistol shrimps are disappearing day by day. The
reasons for their disappearance are:
i. expansion of cities and farmlands
ii. increasing pollution and global warming
f. Hunting style of caracals: Caracals wait under trees in the evening when birds return
to their nests. When a bird is low enough the caracal thrusts itself into the air with its
powerful hind legs. Mid-air, it uses its tail to make fine adjustments and its paws to
catch a bird mid-flight.
Hunting style of pistol shrimps: They hunt fish using a method used by no other animal.
Once a fish is nearby, a shrimp snaps its claws so loudly that it makes a small explosion
in the water. The explosion stuns the fish so that the shrimp can catch it.
2. Pistol shrimps live in burrows which they share with goby fish. The shrimp builds and takes
care of the burrow, while the fish protects the burrow and the shrimp from enemies.
3. a. This statement is true because the pistol shrimp snaps its claws so loud that it creates
an explosion. The explosion stuns the fish and the shrimp catches it.
b. This statement is false because the caracals wait under trees when the birds return to
their nests.
c. This statement is true because the snap their claws to chat with each other.
d. This statement is true because caracals were exchanged for gold and silver.
e. This statement is true because caracals hunt at night.
Communication: Articulating: oral and written

Skills in
focus
Critical Thinking: Reasoning, Making connections
Teaching Trail: Vocabulary Answer Key

• Write the following sentences on the board: 1. Accept all appropriate answers.
• ‘A buzzing bug bugs me the most.’ 2. snails: moves slowly
• ‘The dog wolfed down the entire loaf of bread.’ badgering: continuously asking
• Now ask students to identify animals and verbs in craned: stretched
these sentences. dogging: chasing or tracking
• Explain how animal names are used as verbs in chicken out: to back out due to
fear
these sentences. Also, discuss their meanings.
a. chicken out b. craned
• Now read the sentences on page-73. Discuss the
c. badgering d. dogging
animal names used as verbs and their meanings.
e. snails
87
Skills in
reasoning, Making judgments Animal Subject,

Names as Verbs
Verb and Object
focus
Communicating: Articulation Read the sentences.

Let’s Catch Up
and intonation I can’t listen to him crowing about his awards.
Every sentence has a subject and a verb, and the verb must always agree with
She wolfed down an entire burger.
the subject. A sentence can also have an object. The object which receives the
Stop aping
action me.
is the direct object. The indirect object receives the direct object.
Jay ducked when he saw the slipper flying towards him.
Teaching Trail 1. Read the sentences below. In every sentence, underline the subject,
In all these sentences, animal names have been used as action words.
circle the verb and put the object in a box.
Did you manage to guess the meanings of these words?
• Recapitulate the topic using a. The mother caracal hunts for her cubs.
the Let’s Catch Up box b. The pistol shrimp lives in warm waters.
c. CaracalsVerb Meaningcoats.
have tan or brown coloured
• Write 2-3 sentences on the d. A shrimp
to can
crowregrow its claw.to boast, show off
board. Ask students to identify e. Animalstodowolf
notdown
like pollution. to eat hungrily
to ape to copy
subject, verb and object in 2. Now take 5 sentences from the chapter and recognise the subjects,
to duck to avoid by bending down
verbs and objects in them.
each sentence.
3. Fill in the blanks using subject-verb agreement.
1. Now use all the above verbs to form four sentences of your own.
a. A flock of birds __________ (fly) away.
Subject, Verb and Object
2. Use the animal
b. Caracals names(climb)
__________ as verbs
treestoand
fill __________
in the blanks
(run) correctly.
fast. Also,
write the meaning of each verb.
Answer Key c. A pistol shrimp __________ (be) an amazing animal.
Let’s Catch Up
Verbs
d. Meaning
I __________ (know) so much about animals now.
Every sentence has a subject and a verb, and the verb must always agree with
1. a. The mother caracal hunts for e.snails
Animals __________ (be) an important part of the world.
the subject. A sentence can also have an object. The object which receives the
action is the direct object. The indirect object receives the direct object.
badgering
her cubs. 4. In each sentence the indirect object comes before the direct object.
Rewrite
craned the sentences in such a way that indirect object follows the
b. The pistol shrimp lives in 1. Read the
direct sentences
object.
dogging
One has below. In every
been done sentence, underline the subject,
for you.
circle the verb and put the object in a box.
warm waters. E.g. He mother
chicken
a. The gave
out thecaracal
birds some
huntsfood.
for her cubs.
direct object indirect object
b. The pistol shrimp lives in warm waters.
c. C
aracals have tan or brown a. I He
never
gavethought thetosuperhero
some food the birds. would indirect
__________
c. Caracals have tan or brown coloured coats. objectin the direct
end. object
b.a. He __________
Can his aneck
you buy me to look inside.
cupcake?
coloured coats. d. A shrimp can regrow its claw.
c.b. The boy
Show meisthe
__________
farmland.his mother for more candy.
e. Animals do not like pollution.
d. A shrimp can regrow its claw. d.c. The
The police
father are
gave__________
his child aevery move the suspect makes.
chocolate.
2. e.d.
Now take
Can
The you5tell
traffic sentences from
me more every
__________ the chapter
about morning
shrimps? andtown.
in this recognise the subjects,
e. Animals do not like pollution. 74
verbs and objects in them.
73
3. Fill in the blanks using subject-verb agreement.
a. A flock of birds __________ (fly) away.
b. Caracals __________ (climb) trees and __________ (run) fast.
c. A pistol shrimp __________ (be) an amazing animal.
2. Caracals eat rodents and small birds.
Keys:
d. I __________ (know) so much about animals now.
Caracals were important to many ancient cultures.
e. Animals __________ (be) an important part of the world.
Subject
They were exchanged for gold and silver. 4. In each sentence the indirect object comes before the direct object.
Rewrite the sentences in such a way that indirect object follows the
Verb
Pistol shrimps happily eat small fish. direct object. One has been done for you.
E.g. He gave the birdsObject

The shrimp sometimes uses its antennae to talk with some food. direct object indirect object
the fish. He gave some food to the birds. indirect object direct object
a. Can you buy me a cupcake?
b. Show me the farmland.
Indirect object Direct object c. The father gave his child a chocolate.
d. Can you tell me more about shrimps?
3. a. flies b. climb, run c. is d.

74
know e. are
4. a. Can you buy a cupcake for me?
b. Show the farmland to me.
c. The father gave a chocolate to his child.
d. Can you tell more about shrimps to me?
88
Critical Thinking: Making decisions Reflecting, evaluating and concluding, Making predictions,
Skills in focus
Creativity: Generating original ideas, Using strategies to narrow the list of ideas
Collaborating: Suggesting/ accepting new ideas, Asking questions Leading the group/ following as a
group member
Teaching Trail
• Explain that an
Information Report information report
gives us facts or real
In this chapter, we have read two information reports; one about caracals and one
about pistol shrimps. Now write an information report on an extinct animal in
information about a
the format provided below. given topic.
A group of animals that has
no living members now.
• Now write these two
First, do some research about the topic. Then, organise the information collected sentences on board:
in the categories you have identified. Here’s a graphic organiser to help you.
• One of the most

famous species driven
to extinction by
humans is the dodo.
• I think the dodo

is at the edge of
extinction because of
deforestation.
• Ask: Which of these

statements would
you include in an
Topic information report?
Why?
• Discuss that an
information report
gives more details
about a topic. It never
75 contains any personal
opinions/views.
• Ask students to choose a topic and look for its facts and information on the internet and
respective encyclopaedia.
• Skim and organise the information collected in the graphic organiser given on pg-75.
• Walk students through the format given on Page 76. Also go through the information reports
on Caracals and Pistol Shrimps.
• Discuss and allow students to complete the exercise.
89
Activity 4 What I have learnt!
For teachers: Choose an animal of your choice and look for its features, characteristics and facts.
Make an information report on it.
Draw the given graphic chart on the board: What we know
Before presenting the information report to the class, Ask students,

what they know about that animal. Write their views in key words in
the section, ‘What we know’.
Name
of the
Now share the information report with the class. animal
What we have learned!

Once you present the information report, ask students to verify the
answers written in the section, ‘What we know’.
Put a tick next to any fact which is verified, cross out those that are
incorrect, and put a question mark next to those that aren’t answered
in the information report.
Ask students what other facts they acquired from the information report. Write them in the ‘What
we learned’ section.
Allow students to complete such a chart in their notebooks.

Skills in focus
Presenting an Information Report

confidently, Listening actively Now that you have written an information report,
present it to the class. First, introduce yourself and
Collaboration: Suggesting/ the topic and then start presenting the report. Do
accepting new ideas, Solving not merely read out your written report, instead talk
problems, resolving conflicts about what you have learnt and what you found
interesting. You can also show pictures to the class
to make the presentation fun.
Teaching Trail Helping Hand
You can begin with a smile like this:
• Read and discuss the “Good morning/afternoon, my name is ____________. I am here to share some
introductory text. interesting facts about an extinct species that is __________...”
• Demonstrate the introduction

part using the expressions Simple Future Tense
given in the Helping Hand. Read the following conversation. Notice the words in colour.
• Emphasise on accurate pitch
Hey, what will you do Well, after breakfast I want to sleep.
and correct body language today, Jimmy? Then, I will have lunch. Afterwards,
during a presentation. I will go back to sleep.

Reasoning, Making judgments
Skills in focus
and inferring
Communicating: Articulating What is Jimmy going to do after breakfast?
It will have lunch.
Collaborating: Suggesting/ Afterwards, it will go to sleep.
accepting new ideas, Asking These two sentences tell us about actions which have not occurred yet and
questions Leading / following in will occur after saying or in the future. Sentences that tell us about the future
often use the following words:
a group
• in a few minutes • soon
• tomorrow • next week
77
90
Teaching Trail
• Read the sentences on Page 77. Introduce the simple future tense.
• Explain the use of the simple future tense using the text.
• Ask students to work in pairs and complete the exercise.
Activity 5 A Camping Trip! Answer Key
Divide the class into groups of four or five. 1. a. will be out

Ask and discuss: Have you ever been on a camping b. shall/will work hard
trip? What do you do on camping? What will you c. shall never know
need to prepare for a camping trip? d. will cost
e. will not understand
Then have students discuss what role they will play
f. Will you come
in preparation for the trip using the simple future
tense. In their groups allow them to talk about what g. shall/will write
they will do to prepare for the camp and what they h. will not permit
will do there. For example, one student might say, i. will not
‘I will collect the firewood’. j. think, will stop
Students can then present their ideas to the class. 2. Example given in the course book. Accept
individual answers.
Ce
Skills in focus
lebra
Making connections, Drawing How Doth the Little Crocodile
Conclusions
t
n
i
g
How doth the little crocodile Po e t r y
Communicating: Reciting Improve his shining tail,
And pour the waters of the Nile
On every golden scale!
How cheerfully he seems to grin,
How neatly spreads his claws,
And welcomes little fishes in,
With gently smiling jaws!
Teaching Trail ~ Lewis Carroll
• Read the poem with proper

intonation and stress.
1. Answer the questions.
• Have a class recitation drill. a. Can you describe the crocodile and his tail?
• Pronounce and explain new b. What does the crocodile welcome?
c. How does he welcome them?
words. d. Why do you think the crocodile is smiling?
Ask the following questions after e. The poet uses a synonym of the word smile in the second stanza;
can you find out that word?
the poem is read aloud:
2. Write True or False for the following.
• Where does the crocodile live? a. The word ‘crocodile’ has an /aI/ sound. _________
b. The word ‘Nile’ has an /aI/ sound. _________
• Is he friendly? c. The crocodile has a scale for measuring lines. _________
• Is the crocodile really friendly d. The word ‘gently’ has an /aI/ sound. _________
e. The word ‘gently’ has the same meaning as the word ‘softly’.
and gentle? Why/ why not? _________
3. In the first line of the poem, the poet uses the word ‘doth’. Find out
what it means. Have you ever read or used this word somewhere before?
79
91
Answer Key
1. a. The crocodile lives in the river Nile. He improves his looks by pouring water on his body
and tail which makes his tail shine. His scales look golden in the rays of the sun.
b. The crocodile welcomes fish into his mouth.
c. The crocodile welcomes fish with a cheerful and gentle grin. Behind his fake smile he neatly
spreads his claws waiting for an opportunity to catch the innocent fish.
d. The crocodile’s smile is a mask that he puts on to hide his real intention of attracting fish.
The fish enter his jaws and are eaten.
e. The synonym for smile is grin.
2. a. true b. true c. false d. false e. false
3. The word ‘doth’ is an old-fashioned word for ‘does’.
Ask students to make sentences with do/does, then ask them to use doth instead of do/does and
read out their sentences to their partners.
Critical Thinking:
Analysis, Reasoning,
Enrichment Making judgments and
Skills in
focus
inferring
The planet Earth is a home to many living beings. Just as we do, animals need food,
fresh water, room to roam, and places of refuge. Conserving and revitalizing wildlife Communication:
habitat ensures both animals and humans have a healthier future ahead. Articulating, Valuing
Contributions
Teaching Trail
• Ask: How many people live

The in your house? How do
Future you share your space with
of them? Do you live cordially
with them or do you have
Wildlife
is in Our many fights?
Hands • Explain that as we live with
our family under the same
roof, similarly we need to
share, planet Earth, which
We can also do our bit to protect wildlife and their habitats.
is our home, with all living
beings.
Guide Ryan and Jiyan in conserving wildlife and their habitats.
1. Ryan is on a picnic at a beach. He has just finished eating a tasty ice-cream.

What should he do with the wrapper? Discuss what conservation
2. Ryan found a plastic bag at the bank of a pond. What should he do with it? and revitalization of wildlife
3. Jiyan was camping in the forest. He put some water over the ashes and
and its habitat mean.
burnt wood of campfire. Why do you think he did so? • Ask students to give
4. Ryan wants to visit the museum. A bus can take him to the museum, or suggestions to save wildlife
he can go in his car. Which option should he choose to reach the and the environment which
museum?
is the habitat of wild
80 animals.
• Ask students to complete
the exercise and discuss
answers.
92
Answer Key
a. He should throw the wrapper in a dustbin.

b. He should pick up that plastic bag and throw it in a dustbin or a recycle bin.
c. Jiyan did so because the forest could catch fire from the hot ashes and burnt wood.
d. Ryan should take the bus to reach the museum. Using public transport can minimize the
pollution caused by vehicles.
PROJECT WORK
Class Presentation:
Have a class discussion on endangered species. Form groups of 4 to 5 students, ask
them to choose any one endangered species and collect information. Each group prepares
a presentation on its endangered species. One student from each group presents the
information that they learned about their endangered species- giving features about their
habitat, food, characteristics, unique behaviours, their location (use a map!), and the biggest
threat to their survival. The other students should pay attention to the presentation. You can
also have a quick quiz after all the presentations are done.
Workbook Answer Key

Activity1: Phonics and Spellings
1. child fly tie cycle eye smile file ice
2. a. try b. quite c. die d. kind e. idea f. myself g. my
h. cry i. fight j. white k. by l. light
3. a. call b. wall c. class d. still e. sell f. stuff
a. Caracals are found in forests and grasslands of Asia and Africa.
b. Caracals like to eat rodents and small birds.
c. Pistol shrimps are found in fresh and saltwater throughout the world.
d. Pistol shrimps snap their claws to talk with each other.
2. a. T b. F c. F d. T
3. a. 3. Egypt b. 2. claw c. 2. burrows d. 1. 10
4. a. Their unique hunting method makes pistol shrimps special. They hunt their prey without
even touching them.
b. Caracals are expert hunters. They big teeth and strong legs. They can climb trees, run fast
and jump very high.
c. Pistol Shrimps live in or near coral reefs. These reefs are dying because of overfishing, water
pollution and global warming.
d. Caracals need free and open spaces to live on. These open spaces are being used to build
farmlands and cities. 93
5. Match the sentences with the qualities they imply.
Caracals can jump ten feet high and can even change their direction mid-air. - They are agile
creatures.
They can take on animals three times their size. - They are strong animals.
People used them for hunting. - They are expert hunters.
1. Animal Name Meaning
to snail to move slowly
to badger to ask repeatedly
to dog to follow
to crane to stretch one’s neck
to crow to show pride or boast; make a loud noise
to chicken out change your mind because you are afraid to do something
2. a. wolfed down b. aping c. ducked down d. crowed e. badgered f. snails
Activity 4: Grammar
1. a. The cat jumped at the mouse.
b. The red car jumped the traffic signal.
c. A cloud always floats above this hill.
d. My friend does not like birds.
e. Caracals have long ears.
2. a. carries b. run c. keep d. work e. plays

3. a. We saw a bird catch a dragonfly in the park.
b. I had given my pen to my sister yesterday.
c. The cook picked up the pan and gave it to me.
d. She tried to put the blame on her friend.
e. Could you tell me more about the event?
4. b. Show my new car to me.
c. Could you tell more about volcanoes to me?
d. Will you buy a new bag for me?
e. He gave his old watch to his brother.
f. She made a sandwich for him.
5. a. It is never a good idea to play with fire.
b. They jump like that every time they see their prey.
94
c. I stay in the apartment in the next block.
d. She slows down her car every time she sees a truck.
e. We work every Sunday at the farm.
f. He does not know how to write.
g. My friend and I read newspaper every day.
Activity 5: Simple Future Tense

1. a. will start b. will, go c. will/shall let d. will/shall call e. will clean
2. a. We will jump across the bridge.
b. They will work together to make a new plan.
c. She will talk to her mother about her goals.
d. The carpenter will finish his job in about 2 weeks.
e. The judge will decide who is guilty and who is not.
3. Accept all relevant answers.
Activity 6: Individual work.

1. a. The poem is about a crocodile that lives in the river Nile.
b. Lewis Carroll
c. The crocodile welcomes the little fish with a cheerful grin.
d. Yes, the crocodile is happy.
2. a. gently b. tidily (Note: Kindly replace the word ‘tail’ with ‘claws’.)
c. smile d. unhappily
1. a. stronger b. following c. found d. gather
2. a. dogs b. pack c. Grey wolves d. 11
3. a. (Accept all relevant answers.)
Grey wolves are the largest wolves in the world. They can weigh up to 46 kilos. They are
found in Asia, Europe and North America. Grey wolves are known for chasing their prey
over long distances.
b. A pack of grey wolves contains five to eleven wolves. It usually has a mother, a father and
their cubs.
c. Wolves hunt for many types of animals. Their prey can be as small as squirrels and mice
to as big as deer and moose.
d. Wolves use their faces, legs, tails and ears to express themselves. But the most impressive
method of communicating is a howl.
e. Grey wolves are known for chasing their prey over long distances.
95
LESSON TARGETS
WIT AND WISDOM

• Read and solve riddles
Pronunciation: /s/ and /z/ sounds
• Identify /s/ and /z/ sounds
• Pronounce and differentiate between /s/ and /z/ sounds
• Forming words with /s/ and /z/ sounds
Language Ladder: Interjections and Prepositions
• Explain Interjections
• List different interjections with their meanings
• Explain the concept of prepositions
• Using prepositions in a sentence
Reading: Tenali Raman and the Two Thieves
• Recall and share a story of a witty character
Understanding
Vocabulary: Suffixes
• Suffixes and their meanings
• Change in part of speech after adding a suffix to a word
Practising Grammar: Interjections and Prepositions
• Different interjections for different emotions
• Describe the position of an object using preposition
Speaking: Who Am I
• Learn framing questions to inquire information
• Put up questions to seek more information
Writing: Paraphrasing
• What is paraphrasing
• Learn how to paraphrase a text
Plug-In: Colon and Semicolon
• Learn about the use of colon and semicolon
• Punctuate a sentence using colon and semicolon
Celebrating Poetry: Riddles
• Reciting poetry, rhyme and rhythm of the poem
• Identify poet’s purpose
Poem Appreciation: Riddles
Enrichment: Remember your manners
UNIT 6
• Life skills
More to Do Teaching
Day Topic Task
(Workbook) Periods
• Solving a riddle
1 Getting Started
Listening: Tenali 1
• Listening for Details
2 Raman and The
Two Thieves
• Reading and sound identification /s/ and
Phonics: /s/ and /z/ words (page 82) Activity 1
3 1
/z/ sounds • Exercise (page 82-83) (page 65)
• Activity 1 – Listen and Run
Language Ladder: • Understanding Interjections and
4 Interjections and Prepositions 1
Prepositions • Activity 2 – Rows of emotions
• Think and share
Pre-reading • Read along
5 4
Reading • In-text comprehension practice
• Comprehension
• Activity 3 – Role Play Activity 2

6 Understanding 2
• Forming new words using suffixes

Vocabulary: • Identifying change of figure of speech Activity 3
7 1
Suffixes from root word to new word (page 68)
Practising
Grammar: • Practising interjections and prepositions Activity 4
8 1
Interjections and • Exercise (page 91-92) (page 69-70)
Prepositions
Speaking: Who • Learning to paraphrase

9 1
am I • Exercise (page 93)
Writing: • Learning to paraphrase Activity 6

10 1
Paraphrasing • Exercise (page 93) (page 71)
Plug-in: Colon and
11 • Exercise (page 94) 1
Semicolon
• Reading and Recitation
Activity 7
12 Celebrating Poetry • Discussing the poem 1
(page 72)
• Activity 4 - Riddle Time
1
• Pledge of good manners
14 Enrichment
15 Project Work • Poster 2
Teaching Trail
Skills in focus
Thoughts, Listening Effectively • Ask: What do you do in difficult times?
Logical thinking: Analysis • Do you think only courage is enough to deal with
tough situations?
• Read the introductory text to the class.
Teaching Trail
• Read the text and the sentences

in the exercise. Let students
identify the pictures.
• Let students work in pairs to
solve the riddles.
• Now ask students unscramble
these letters to form a word.
Answer:
SMILE
Answer Key
I
S
E
M
L
Word formed from the clues: SMILE
• One day Mulla Nasruddin met a friend.

• The man looked worried so Nasruddin asked him what was wrong.
• The man replied, “Every night I dream there’s a ghost hiding under my bed. When I get
Listening Text
up and look, there’s no one under the bed. I can’t sleep afterwards. I think I should see a
doctor. He can cure me for fifty dinars.”
• “Fifty dinars!” exclaimed Nasruddin. “I can rid you of your problem for five dinars!”
• The man immediately gave Nasruddin five dinars. “Now, tell me what to do,” said the
man.
• “The cure is simple,” said Nasruddin, pocketing the money. “Cut the legs of the bed.” The
man liked Nasruddin’s idea and dropped the plan to visit a doctor.
98
Teaching Trail
• Before the listening activity,

read sentences that are given
in the exercise so that students
understand what they have to
listen for.
• Ask students to listen to the
audio and complete the exercise
as they listen.
• Play/read the listening text
again so that students can
check/correct their answers.
Discuss answers.
Answer Key
a. False b. True c. False

d. False e. False
Skills in focus
confidently
Connections
member
Reading Café
Sound: /z/ Teaching Trail

Pronunciation: • Ask: What sound does a snake
• It is a voiced sound that means the vocal cords make? What sound does a bee
vibrate during its production. make?
• Raise the tongue high in the mouth to touch the roof • Demonstrate the /s/ sound to
of the mouth. This creates a groove in the centre of students; the /s/ sound is a
the tongue through which air and vocal vibrations hissing sound like a snake.
flow. When air and vocal vibrations pass through the • Now, demonstrate the /z/
mouth and teeth, you have the /z/ sound. sound to students; the /z/
Sound: /s/ sound is a buzzing sound like
Pronunciation: a bee.
• It is an unvoiced sound that means the vocal cords • Ask students to pronounce
do not vibrate during its production. both the sounds, to learn the
difference between them.
• Raise the tongue high in the mouth to touch the roof
of the mouth. This creates a groove in the centre of • Read the poem on page 82
the tongue through which the air stream flows. As aloud, laying stress on the
the tongue constricts the space through which the highlighted words. Then ask
breath travels, the /s/ sound has a faint hissing students to read aloud (Class
quality to it. drill).
99
Activity Time 1 – Listen and Run
Before the game starts, designate a wall to the /s/ sound and the /z/ sound respectively.
Make the students stand in the middle of the room. Then say a word. Students will have to run
to the wall labelled with the sound that they heard. If someone runs to the wrong wall, they
are out and must sit down. If they run to the correct wall, they are still in the game. Then say
another word, eliminating students as necessary, until only one student remains standing.
To make the game more complex and interesting, designate the walls as /s/ sound in the
beginning and the end of a word, and the /z/ sound in the beginning and at the end of a word.
Answer Key
1. (The words in bold have the /z/

sound. The underlined words
have the /s/ sound.)
The wizard of Oz had a super
wand,
He could easily see further
beyond
The misty mountains, the sandy
beach
The deserted desert and valley
each.
The wand, said an observant
bloke,
Was just a big old telescope.
2. FLIES Z
DICE S
RICE S
PRIZE Z

Connections, Reflecting, evaluating
Skills in focus
and concluding
100
Teaching Trail
• Write the following sentences on the board:

‘Wow! I injured my foot.’ ‘Ouch! We won the match.’
• Ask students to read the sentences. What message do they convey?
• Discuss why these sentences are inappropriate.
• Explain what interjections are. Also talk about positive and negative emotions.
• Draw two columns on the board and list interjections used for positive and negative emotions.
• Explain how to punctuate a sentence that has an interjection.
Activity Time 2 – Row of emotions
Divide the class into two teams and ask them to choose a colour for their teams. Give a copy of
the following sheet to each group.
wow Huh ugh
alas yippee phew
yes Duh gosh
uh-oh Yay bingo
cheers ahh oops
ouch eek bravo
You will need a dice to play the game.

Call a student from any team to roll the dice. Look at the row for the number the student rolls.
Choose one of the interjections available in that row. Ask the student to writea sentence using the
selected interjection on the board. If the sentence is correct, both the teams will shade that box in
the colour of the winning team. If the sentence is incorrect, don’t colour any box. Now, the other
team takes its turn. The first team to cover a row in its colour wins the game.
Remind students to use the correct punctuation!
The team can only help its member with the meaning of the interjection.
101
Skills in focus

and concluding
Teaching Trail
• Point at some objects in the

classroom and ask students
where they are located.
• Explain that we use
prepositions or position words
to describe the position of a
noun.
• Ask students to locate the
objects in the picture as you
read the sentences on page 84.

Skills in focus
judgment, expressing personal

opinion/experience
Communication: Showing
improved word choice
Teaching Trail
Differentiated Learning
• Ask students: What qualities do Level 1: Ask students to look Look for the words related
you think a witty person has? to wit and wisdom in the text book.
• List students’ responses on the Level 2: Ask students to discuss the meaning and
board. differences between each listed word.
• Read the question on page 84. Level 3: Ask students to make sentences with five of
• Discuss students’ replies. the words listed.
Teaching Trail
• Before the text is read in the class, ask students to read the title and quickly look atall the
pictures given in the story and predict what the story is about.
}} Pronounce and explain difficult words
}} Take breaks and ask relevant comprehension questions including the ones given beside the
text
}} Ask students to predict what will happen next.
102
Skills in
predictions and inferring
focus
Logical Thinking: Analysis,
Reasoning, Making Connections
Page 85
• Who is Tenali Raman?
• Who is Mangamma?
• At what time of the day is the
scene set?
• What was Tenali afraid of?
Page 86
• Where were the thieves
arguing?
• Why was the first thief
annoyed with the other thief?
• Why did the thieves want to
rob Tenali’s house?
• Why did one of the thieves
not like Tenali?
103
Page 87
• What was the bad dream that Tenali
had?
• What did Tenali do to make sure that
jewels were safe?
• Why did the first thief say that Tenali
has put his jewels right in their hands?
• Why did the second thief feel insulted?
Teaching Trail
• After the reading of text is finished, ask
students to:
• check whether their prediction about the
story is right or not.
• underline all the interjections and
classify them as positive and negative
emotions.
• Circle the words in which the letter ‘s’
makes the /z/ sound.
• Underline the prepositions
Page 88
• What do you learn from the story?
• Which character did you like the most?
Why?
Integrated Learning
Ask students: Why do you think Tenali put
rocks in the jewel box?
Elicit answers: By filling the box with rocks,
Tenali made the box so heavy that it was
easily drowned in the well. It also became
difficult for the thieves to pull out such a
heavy box.
Ask: If we throw a feather and a stone
from a particular height at the same time,
which of them will touch the ground first?
Discuss gravity and its uses in the class.
104
Skills in
focus
Activity Time 3 – Role-play
Divide the class into three groups.

Assign each group a scene from
the play. All three groups will
role-play their respective scenes.
Students in the group can rework
the dialogues and scenes to make
it more interesting.
Note: Help the students in
reworking of the script and give
enough time to prepare.
Answer Key
1. a. Mangamma said this to Tenali. b. Tenali said this to Mangamma.

2. c. Thief 1 said this to Thief 2. d. Tenali said this to the thieves.
3. e. Guard said this to the thieves.
4. a. Mangamma thought of shouting aloud and alerting the neighbours when she heard the
thieves. No, she wasn’t right because this could have scared the thieves away.
b. Mangamma told Tenali to use his wit and wisdom, and catch the thieves red-handed.
c. The second thief made the noise that woke up Mangamma. We know this because Scene-2
begins with the first thief accusing the other for being clumsy and making a noise.
d. The first thief did not like he had because Tenali helped to put his brother in jail.
e. The second thief thought of the plan to drain out the well. He also drained out the well all
alone.
5. a. Open ended questions, accept all relevant answers.
Tenali and Mangamma were responsible citizens of their town. They cared for their
neighbourhood, and wanted to do something that would help the town.
b. No the second thief was not as foolish as the first thief made him out to be. It was the
second thief who checked the water level of the well and gave the idea to drain out the water.
He also did all the work of emptying the well.
105
Skills in focus
Communication: Articulating: oral and
written
Critical Thinking: Reasoning, Making
connections
Teaching Trail
• Introduce the concept of a suffix. Give

an example: “help,” “helpless,” and
“helpful” mean different things.
• Draw four columns and title each
column as: ‘-ous’ ‘-able’ ‘-less’ and ‘ful’.
Write an example under each column.
• Get students to come up with words
using suffixes. Write the words in the
appropriate columns.
• Explain the different suffixes with the
help of the text.
• Break the words listed on the board
as root word and suffix. Discuss the
change in part of speech from root word
to new word.
• Go through the tips and tricks given in
Learning Link on page 90.
Answer Key
1. famous fearless colourful comfortable

valuable admirable wonderful
2. a. lovable noun to adjective
b. courageous noun to adjective
c. adorable verb to adjective
d. famous noun to adjective
e. powerful noun to adjective
f. adventurous noun to adjective
Critical Thinking: Analysis, reasoning,

Skills in
Making judgments
focus
Communicating: Articulating and

intonation
Teaching Trail
• Recapitulate the topic using the Let’s

Catch Up box
• Divide students into pairs. Ask them
to find and list all the prepositions and
interjections used in the story.
106
Answer Key
1. Aha! I’ve found the box. 2. a. Thieves! Shock and fear
Uh-oh! Something is very wrong.
Wow! So many jewels. b. Excellent! Appreciation
Ouch! That hurts. c. Boss! Excitement
Wow! What a beautiful jewel box.
Yuck! I can’t eat this. 3. below on into, through above
Communication: Usingclear
Skills in focus
confidently,Listening actively
Collaboration: Suggesting/
accepting new ideas, Solving
problems, resolving conflicts
Teaching Trail

• Discuss what characters
students can choose.
• Demonstrate the activity to
students using the questions
and answers in the Helping
Hand section.
• Students form pairs to conduct
the activity.

decisions Reflecting, evaluating
Skills in focus
and concluding, Making

predictions, judgments and
inferring
narrow the list of ideas, scanning
for information
Teaching Trail
• Explain what paraphrasing is and why we need to paraphrase a text.

• Why do we need to paraphrase?
• Introduce the basic structure and format for paraphrasing a text.
• Ask students to skim through the newspaper article and discuss what they should include in
the paraphrase.
• Allow them to complete the exercise.
107
Critical Thinking: Analysis, Reasoning,
Skills in
focus
Making judgments and inferring
Teaching Trail
• Read the sentences on Page 94.

Introduce the punctuations colon (:) and
semicolon (;).
• Explain the use of these punctuations
in sentences.
• Ask students to work in pairs and
complete the exercises.
Answer Key
1. a. Tenali’s garden had four kinds of
flowers: rose, jasmine, hibiscus and lily.
b. Tenali wanted to fight the thieves but
didn’t: he could have got hurt.
c. Tenali received three rewards for
catching the thieves: a new jewel box,
a gold medal, and a safe.
d. There were no more thefts in the
city for a while: the thieves had been
caught.
2. a. Learning to cook is important;
however, it is not always interesting.
b. Lemon is sour; mango is sweet.
c. I had a huge meal; however, I am a
bit hungry again.
d. Mom wants the chores completed;
moreover, she wants them done
properly.
Critical Thinking: Analysis, Making

Skills in
focus
connections, Drawing Conclusions

Teaching Trail

• Ask: Who do you think the poem is
about?
• Which is your favourite riddle? Share it
with the class.
108
Reading Activity 4: Riddle Time
Read the poem with proper pauses, stress and Divide class into groups. Ask
intonation. Ask the following questions after the poem each group to create a riddle.
is read aloud:
The riddle should rhyme like
• Describe the riddle to the students. a poem. Each group will recite
• Let students guess the answer to the riddle. its riddle poem and the other
students will try to answer it.
Answer Key
1. a. ‘I’ has thousands of toes.
b. ‘I’ has hundreds of hands.
c. ‘I’ breathes through its hair.
d. ‘I’ eats all day long.
e. ‘I’ shakes and quivers with
song in summer.
2. /s/ sound /z/ sound

stand thousands
waist toes
laced goes
saw arms
digest hundreds
summer ends
song fingers
fast grows
always
3. a. tree
b. No.‘I’ is a tree. The toes
referred to in the poem are its
roots. Water is absorbed by
Teaching Trail its roots from the soil, so it
drinks with its toes.
• Write the following idioms on the board, and ask
students what they mean:
}} Pass with flying colours (to easily do very well)
Skills in
}} get cold feet (become nervous) Reasoning, Making judgments

focus
}} in hot water (be in trouble)

and inferring
• Ask: Why do we use idioms? Communication: Articulating,

Valuing Contributions
• Read the introductory text and explain idioms.
• Now read the question and let students complete the
exercise. Discuss answers.
109
Answer Key
a. put your foot down to use your authority or power to stop something happening
b. in the twinkling of an eye very quickly
c. turn a deaf ear refuse to listen or respond to a statement or request
d. don’t lose heart don’t lose hope
e. lend a helping hand to help someone
f. by word of mouth by talking to people
PROJECT WORK
Ask the students to draw a poster/billboard for the play they read in this unit. Explain what
a poster/billboard is. Students have to draw the most impressive scene from the play on a
sheet of paper. You can show a few film posters to get them started.
110
Workbook Answer Key
1. sun glass eraser zero purse pencil zebra cheese
2. super zippy simple nets nests desert
frogs was outside works logs just
3. a. clashes b. catches c. boxes d. hatches e. kisses f. crosses
a. Mangamma said this to Tenali. b. Mangamma said this to Tenali.
c. The second thief said this to the third thief. d. Tenali said this to the thieves.
2. a. F b. T c. F d. F
3. a. wit b. Mangamma c. guard d. jail
4. a. Tenali threw a jewel box filled with rocks into the well. The thieves thought the box had
jewels. They drained out all the water from the well thinking that the jewel box had real
jewels.
b. The second thief thought of the plan to drain out the well. He also drainedout the entire
well alone.
c. The two thieves did not seem to be good friends. Throughout the play the first thief was
bossy and insulted the other with his words and actions.
5. First thief bossy
Second thief clumsy
Tenali clever
Mangamma alert
1. -able able to
-ous full of
-ful full of
-less without
2. a. careless b. fearless c. valuable d. comfortable

3. a. poisonous
b. famous
c. dangerous
d. colourful
e. useful
111
Activity 4: Grammar
1. aha used when we solve a difficult problem
yuck used when we don’t like something
wow used to show amazement
gosh used when someone irritated
ouch used when someone is hurt
uh-oh used when something is wrong
ta-da used when someone is proud
yay used to show joy
2. a. Yuck b. Uh-oh c. Ouch d. Yay e. Wow f. Ta-da g. Gosh h. Yay
3. a. under b. into c. above d. between e. beside
4. a. The water came above my waist.
b. I looked but found nothing under the bed.
c. He dared her to jump into the pond.
d. Do not stop; go right through the door.
e. It was easy to find the house; it was between two green trees.
Activity 5: Answers may vary. Accept all appropriate responses.

1. a. George MacDonald wrote this poem. b. ‘I’ is a tree in the poem.
c. ‘I’ breathes through its hair (its leaves). d. ‘I’ has only one foot.
2. a. It grows bigger and bigger because it eats all day.
b. ‘It shakes and quivers with song in summer. It likes it.
c. None has ever seen it eating, because it is a tree.
1. a. funny b. disappear c. delicious d. yelled
2. a. (The witch was sick of it. First paragraph; second line. ) The idiom is to be sick of. It
means to be tired of, or upset with something. The witch was sick of people making fun
of her name.
b. (Hey brother, I never went to school and don’t know my ABCs. Second paragraph; third
line) Anansi said he didn’t know his ABCs because he never went to school.
c. (I was not born yesterday. Third paragraph; sixth line) The hen said so because she was
not tricked by Anansi. In fact she tricked him into his own trap.
3. a. cursed b. disappear c. plants d. fruits
4. a. Everyone made fun of the witch because of her name. Her name was 5.
b. Anansi was a clever spider. He decided to take advantage of the curse.
c. Anansi said to the bull that he never went to school and didn’t know his ABCs. Anansi
asked the bull to count the plants that he had planted.
d. The hen did not disappear because she was smart and did not say the word five. She
knew what Anansi was up to.
112
LESSON TARGETS
• Identify and break a code
• listen for details
Phonics Fun: /ə/ and /ə(r)/ sounds
• Identify /ə/ and /ə(r)/ sounds
• Pronounce and differentiate between /ə/ and /ə(r)/ sounds
• Spell words with these sounds
Language Ladder: Direct and Indirect Speech
• Explain the use of direct and indirect speech
• Learn the difference between direct and indirect speech
Reading: Mangalyaan
• Learn about Mangalyaan
Understanding
• Answer questions based on the text.
SPACE

Vocabulary: Verbs for Description
• Identify and use verbs to describe an activity
Practising Grammar: Direct and Indirect Speech
• Convert direct speech into indirect speech
Speaking: Making Announcements
• Learn how to make an announcement
• Make an announcement for the class
Writing: Dialogue Completion
• Complete dialogues using appropriate responses and vocabulary
Plug-In: Quotation Marks and Capitalisation
• Rules for using quotation marks in direct speech
• Learn punctuation inside and outside quotation marks
Celebrating Poetry: The Crescent Moon
Poem Appreciation: The Crescent Moon
Enrichment
• life skills
UNIT 7
More to Do Teaching
Day Topic Task
(Workbook) Periods
• Reading a code
1 Getting Started
1
Listening: The • Listening for details
2
Missile Man • Exercise (page 98)
• Reading and sound identification
Phonics: /scr/ and (page 51) Activity
3 1
/spl/ blend • Exercise (Page 99) 1(page 75)
• Activity 1 – Beat the Timer
Grammar: Direct • Learning the rules to change Direct

4 and Indirect Speech to Indirect speech 1
Speech • Activity 2 – What you got?
• Thinking and analysing

Pre-reading
• Read along
5 Reading 4
• Comprehension
Activity 2
6 Understanding • Exercises (page 105) 2
(page 42-43)
• Learning synonyms for common words
Vocabulary: Verbs Activity 3
7 verbs 1
for Description (page 78)
Practising Grammar:
• Practising direct to indirect speech Activity 4
8 Direct and indirect 1
• Exercise (Page 108-109) (page 79-80)
speech
Speaking: • Making an announcementCom
9 1
Announcements • Activity 3- Where Am I
Writing: Completing • Completing and role playing a dialogue Activity 5

10 1
a dialogue • Exercise (page 111) (page 81)
• Learning to use quotation marks

Plug-in: Quotations
11 • Activity4 – When I Was… 1
and Capitalisation

• Activity 4 - Moon phase cookies 1
• Making an infographic
14 Enrichment
15 Project Work • Info Graphic Exhibition 4

Skills in focus Communication:
Articulating Thoughts, In this Unit:
Listening Effectively UNIT SPACE Phonics : / / and /
(r)/ sounds
Indirect
7
ar : Direct and
Stars and planets have always grabbed people’s Gramm
Speech
Logical thinking: imagination. Since the invention of the telescope,
scientists have been exploring these distant Reading : Mangalyaan
Analysis heavenly bodies closely. We are still trying to Vocabulary : Verbs for
Description
Completion
understand the heavenly bodies around us using Writing : Dialogue
t Moon
the modern technology. Poetry : The Crescen
Teaching Trail
• Ask students: What do Meet Curiosity, a remote-controlled rover that landed on Mars in 2012.
you know about space? Since then, it has been working non-stop to help us learn more about
Have you ever thought of the planet. The Jet Propulsion Lab of NASA built it. As it moves forward,
travelling into space or living its wheels leave behind a pattern on the sand. The pattern is a code for
something. Now, think and break the code!
there? Share your views.
• Read the introductory text The code is / /
A B C D E F
to the class. Answer: _________________ G H I J K L
M N O P Q R
What do you think the letters in
Teaching Trail the answer stand for? S T U V W X
• Read the text in Getting _________________________________ Y Z 0 1 2 3
Started. 4 5 6 7 8 9
• Ask students if they have
ever heard about Curiosity
before? What is NASA?
What does it do?
• Discuss Curiosity and its
mission in brief.
• Let students decode the
pattern code.
• Answer: JPL
• It stands for Jet 97
Propulsion Lab.
Teaching Trail
Answer Key
• Before the listening activity, read sentences
that are given so that students understand a. Home(circle home*) - Moon
what they have to listen for.
b. snow(circle snow) - bricks
• Ask students to listen to the audio and
complete the exercise as they listen. c. rocket (circle rocket) - spinning wheels
• Play/read the listening text again and discuss
d. cotton (circle) - food
answers so that students can check/correct
their answers e. Mars (circle) - Earth
Edward Everett Hale was the first person to talk about spacecraft. He wrote a story, named
the Brick Moon, around 150 years ago. In the story, some people built a huge moon of
Listening Text
bricks. They also built giant spinning wheels to launch the brick moon. One day, the
brick moon was accidentally launched into space while the workers and their families were
working on it. Soon, these people started living on the brick moon, in space. They also
grew food on the brick moon. People on Earth sometimes sent them necessary things. The
Brick Moon may seem to be a silly story, today. However, it was the first time ever someone
thought of living in space.
116
Mangalyaan
Skills in focus
confidently
Listen to the passage. There is an error in each sentence. Circle the wrong word. Critical Thinking: Making
Write the correct one in the given space. Connections
a. Edward Everett Hale wrote the story, Brick Home.
_______________________________________________________________________________ group/ following as a group
b. Some people thought of building a moon of snow. member
_______________________________________________________________________________
c. They also built a rocket to launch the moon.
_______________________________________________________________________________
Reading Café
d. People on moon started growing cotton on it.
_______________________________________________________________________________ Sound: /ə/and /ə(r)/

e. People on Mars sometimes sent them necessary things. Pronunciation:
_______________________________________________________________________________
• The position of the mouth is
/ / and / (r)/ sounds
neutral – the lips are relaxed,
not rounded, the jaw is
Read this poem aloud and note the highlighted words. roughly half way open, and
“A true blue tough sailor Learning Link the tongue is flat, not forward
is not afraid of bad weather.” The symbol (r) or back.
Cried old Chuck as he tried to remember The symbol (r) indicates that
/r/ is always pronounced in
The tale of the buck toothed sea robber. American English. In British
Crack Boom thunder and lightning.

English, it is pronounced only
when ‘r’ is followed by a word
Teaching Trail
that starts with a vowel sound.
Poor old Chuck went straight under
Example, wear and tear or • Write words such as ‘about’
his bed and cursed the bad weather. computer-aided design.
‘among’ ‘away’ ‘agree’ ‘problem’
Words such as, ago and until have the / / sound and the words such as ‘atlas’.
letter and better have the / (r)/ sound.
• Ask students to read these words
aloud.
98
• Now, read aloud each word
emphasizing the /ə/ (schwa)
sound. Circle the vowel that makes the schwa sound in each word.
• Ask students to suggest some more words with the schwa sound.
• Write the words with /ə(r)/ sound such as ‘father’ ‘anger’ ‘picture’ ‘player’ ‘bitter’. Circle the
letters that make /ə(r)/ sound in each word.
• Let the students read these words aloud.
• Read the words with correct pronunciation and ask the students to repeat them after you.
• Ask: What was the difference between the two sounds?
• Tell them that both the sounds are the same; the only difference lies in the spelling and the
beginning letter of the next word.
• Read and explain the Learning Link.
• Read the rhyme on page 98 emphasising the sound of the highlighted letters.
• Discuss and let the students complete the exercises.
Activity 1 – Beat the Timer
• Give a brief description about the activity to the students (Description on the next page.).
117
Differentiated Learning Answer Key
Level 1: Run a timer for 3 min. Ask 1. doctor woman comma
students to write 2 words with the
schwa sound and 2 words that have waiter helicopter sweater
the schwa sound with controlled (r) in balloon gorilla spider
3 minutes. Say STOP when the timer
parrot teacher wizard
stops. The students stop writing there
and then. Each student reads the 2. Winter Weather
words with the correct pronunciation. There is nothing better,
Correct the pronunciation wherever
needed. Than the winter weather.
The days are colder and nights are longer,
Level 2 and 3: Now ask the students
to frame 4 sentences using each But the fun is not over!
word. The sentences framed using the
Grandma turns on the heater and knits me a
words that have the schwa sound with sweater.
controlled (r) should be in such a way

The children have hot chocolate and coffee for
that the controlled (r) is pronounced
elders.
clearly. For example: I saw a spider
in my bed. Each student reads all the I wish the winter weather could last,
sentences in turn. Forever and ever!
Direct and Indirect Speech

Connections, Reflecting, We can retell what someone said in the following two ways.
Skills in focus

I got an A. Sarah said, “I got an A.” Sarah said that she had got an A.
Collaboration: Leading a
group/following as a group
member, Encouraging group
members
Sarah Direct Speech Indirect Speech
Direct speech repeats what someone says in exactly

While telling what
the same words.
someone said, we use
Teaching Trail The symbol “…” is called double inverted commas
or quotation marks. They contain the words we
saying verbs such as
told, said, asked, and
repeat. We remove the double inverted commas and answered, and so on.
• Write the example given in the comma while using indirect speech.
the course book, on the We make some changes to what someone said in the indirect speech:
board.
We usually use the word ‘that’ after saying verbs like told and said.
• Explain direct and indirect
speech using the text on page Direct Speech Sarah said, “I got an A.”
Indirect Speech Sarah said that she had got an A.
100-101.
• Describe the changes to be When the saying verb is in the past tense, we change the tense of the verb inside
the quotation marks.
kept in mind when changing
direct speech into indirect We change the simple present tense to simple past tense.
speech. Direct Speech Sarah said, “I like writing.”
• Emphasize on punctuation. Indirect Speech Sarah said that she liked writing.
100
118
Activity 2 – Things I was asked/told to do
Form pairs, ask students to make a list of things that they were asked or told to do in the given
situations:
• on the first day of the school
• on a school picnic
• while travelling in a school bus
The students should frame 3 sentences using each phrase in direct speech. For example:
My mother said, “Be nice to the teachers and other students on the first day of school.”
The teacher advised us, “Don’t forget to wear your identity cards on the picnic.”
My father said, “It is unsafe to stand in a moving bus.”
One student from each pair reads the sentences.
The partner converts these sentences into indirect speech, and reads them aloud in class.
in focus
Skills
judgments
This is a photograph of a planet in our solar system. Guess Communication: Showing
the name of the planet. How do you think this photograph improved word choice
would have been taken? Discuss in class.
Hi folks! I am Mangalyaan, a spacecraft. It is 5 Teaching Trail

November 2013, the date of my launch. I am
curious to go in space and reach the Martian
orbit. However, I am also a bit nervous. It’s my • Read the text.
first journey to space. I know that no spacecraft
has been able to reach the Martian orbit in its • Let students identify the
first attempt. In addition, all I have travelled picture. (the planet Mars)
until now is from the ISRO centre, Bangalore
(where I was made) to Sriharikota (from where I • Have a class discuss on
will be launched) — a 36-hour journey that too
in a truck. I think my launch vehicle is ready
how this picture was
now. clicked.
Launch Vehicle: Are you ready to fly?
• Ask students what they
Mangalyaan: Yes, I am. I can hear the final countdown 4, 3, 2 and 1! Let’s know about planet Mars.
ignite the boosters.
• Discuss the position of
Launch Vehicle: Done! Wear your seat belt, be prepared my friend! We are
about to lift off. Mars in the solar system
and why scientists are
interested in gaining more
spacecraft: a vehicle
designed to travel in and more information
space about Mars.
launch vehicle: a
rocket used to send
a spacecraft away
from the Earth
ignite: to make
something start to
Critical Thinking: inferring
in focus
burn
and analysing surroundings
Skills
boosters: rockets
that give a
spacecraft extra
power to fly Reasoning, Making
102 Connections
119
Teaching Trail
• Before the text is read in class, ask students to quickly look at all the pictures given in the
story and predict what the story is about.
»» Pronounce and explain difficult words.
»» Inform students that this is a personal account by the spacecraft, Mangalyaan. In this
text, Mangalyaan and other machines have been given human qualities. Explain that this
is called personification.
»» Take breaks and ask relevant comprehension questions.
Page 102
Launch Vehicle: Here you go! I hope you know that for a few
months, you have to revolve around the Earth’s
Comprehension Questions orbit. And at the right time, you have to enter
the Martian orbit.
• When was Mangalyaan
Mangalyaan: Yes, I know. I have been
launched? trained to do that. Hey! What’s
that going towards Mars?
• Why was Mangalyaan Another spacecraft?
nervous? Launch Vehicle: Oh yes, NASA has

also launched
their spacecraft,
• What was the role of the Maven. It will
launch vehicle? directly enter the
Martian orbit.
Maven
Mangalyaan:
Page 103 My next step is orbit raising. But what’s this, the main engine isn’t responding
properly! I will have to reignite the main engine. I hope this works, I don’t have
much fuel. If it doesn’t then the mission will end right here.
• Which other spacecraft
was going towards
Mars? Who launched it?
• How was it different
from Mangalyaan? Learning Link
• What was the next step Orbit raising is a
process in which
for Mangalyaan? a spacecraft starts
revolving around
• What did Mangalyaan the Earth in bigger
circles. As the circles
do when its main engine get bigger and
bigger, the spacecraft
stopped working? With the help of all the calculations made by the ISRO moves away from
team, Mangalyaan successfully left the Earth’s orbit. the Earth and closer
• How did ISRO help to its destination.
Mangalyaan to leave the Yahoo! I left the Earth’s orbit successfully. Let me send a picture to the team as
a farewell gesture.
Earth’s orbit?
103
• What did Mangalyaan
send to ISRO as farewell
gesture? Teaching Trail
• After the text is read in the class, ask students to underline
all the /ə/and /ə(r)/sound words.
• Let students to read these words aloud.
120
Page 104
• What was the most crucial step of the mission?
• Why was Mangalyaan worried?
• What happened when Mangalyaan entered the shadow of an eclipse?
• Why did communication between Mangalyaan and ISRO break down?
• What did Mangalyaan do to maintain its contact with Earth?
Integrated Learning
Social Media Etiquette
Like good hosts, Curiosity and Maven welcomed Mangalyaan by sending their greeting on Social
media.
Do you know that each social media platform has its own set of rules of what is appropriate
etiquette? Here are some of them:
• Don’t believe something just because it’s online.
• News is shared quickly, so
check your facts before you
tell your story.
• Think (and proof) before 1. Fill in the blanks.
you share anything. a. Mangalyaan was made at the ISRO centre in _____________.
b. Mangalyaan was launched from ______________.
• Be careful with personal
c. NASA’s spacecraft was named ____________.
information d. When Mangalyaan could not contact ISRO, it sent signals to two
NASA stations at ____________ and ____________.
• Be concise while writing a e. When Mangalyaan entered Mars, it was greeted on social media by
mail. __________ and ___________.
2. Answer the following questions.
Ask students to share some
a. When was Mangalyaan launched into space?
more of such etiquette. b. Where was Magalyaan headed to?
c. What went wrong when Mangalyaan entered the eclipse? How did it
solve the problem?
Critical Thinking: d. Why could not Mangalyaan communicate with ISRO?
Skills in
focus
Reflecting, evaluating and e. What happened when Mangalyaan entered the Martian orbit?
concluding 3. Think and answer
a. Why was it important for Mangalyaan to communicate with ISRO when
it reached Mars?
b. When Mangalyaan successfully entered Martian orbit, the scientists all
over the world recognised and applauded for it. Take the help of your
Teaching Trail parents or use the Internet to find out two reasons why Mangalyaan
received so much praise and recognition.
• Let students attempt exercise 4. Put the following events in the correct order.
1 and 2 independently and
Curiosity greets Mangalyaan, Mangalyaan boards the launch vehicle,
discuss the answers. Mangalyaan leaves Earth’s orbit, Mangalyaan begins orbit raising
• Read questions in exercise
3 and let students share
their responses. Help them 6 Nov, 2013 23 Sep, 2014
whenever required. 1 2 3 4
5 Nov, 2013 1 Dec, 2013
• Let them write the answers
in their notebooks.
105
• Let them scan the chapter
and attempt exercise 4.
121
Answer Key
1. a. Bangalore b. Sriharikota c. Maven

d. Goldstone, California, and Canberra, Australia. e. Maven and Curiosity
2. a. ‘Mangalyaan was launched into space on 5th November 2013.
b. Mangalyaan was headed towards Mars to get into the Martian orbit.
c. When Mangalyaan entered the eclipse, its solar panels stopped working as there was no
sunlight. So it quickly switched on its lithium battery.
d. Mangalyaan couldn’t communicate with ISRO because Mars was between the Earth and
Mangalyaan and the connection between them broke down.
e. When Mangalyaan entered the Martian orbit, the other space crafts, Maven and Curiosity,
welcomed it by sending their greetings on social media.
3. a. To know whether Mangalyaan had successfully reached the Martian orbit or not, it was
important for Mangalyaan to communicate with ISRO.
b. Open ended question. Accept all appropriate answers.
4. 1. Mangalyaan boards the launch vehicle
2. Mangalyaan begins orbit raising
3. Mangalyaan leaves Earth’s orbit
4. Curiosity greets Mangalyaan
Verbs for Description

Skills in
Communication: Providing
focus
In direct and indirect speech, we use saying verbs such as ‘said’ or ‘told’.
However, most of the time, this is not enough.
expression
We can report what the scientist said in two ways:
The scientist said that Mangalyaan was in orbit.
The scientist exclaimed that Mangalyaan was in orbit.
The word ‘exclaimed’ tells us more than the word ‘said’. It tells us that the
scientist was excited and speaking with passion.
Teaching Trail There are many saying verbs that tell us how a person said something.
Saying
• Read the text to explain verbs Verb
Usage
for description and why we ask when someone asks a question, or makes a polite request
need them. answer when someone answers a question
• Explain what saying verbs are. whisper when someone says something quietly so that others cannot hear
announce when someone says something quietly so that others cannot hear
• Read and explain different explain when someone explains something
examples of saying verbs with add when someone makes a further remark or says something more
their usage on Page 106. cry when someone shouts loudly
• Explain walking verbs. We use verbs to tell what someone is doing (speaking, walking, looking, etc.).
We can also use them to tell what a person is feeling and how he is doing
• Read and explain different something.
examples of walking verbs with Words instead of ‘walk’:
their usage on Page 106. Walking Verbs Meaning
• Explain looking verbs. amble to walk in a slow and relaxed manner

limp to walk unsteadily
• Read and explain different ramble to walk aimlessly without a destination
examples of looking verbs and stride to walk with long, sure steps
their usage on Page 107. strut to walk with pride
• Ask students to complete the trudge to walk with much effort, to walk slowly
exercises and discuss the scoot to leave some place in a hurry
answers. 106
122
Answer Key
1. ACROSS DOWN
3. INSPECT 1. LIMP
5. STRUT 2. ANNOUNCE
6. PEEK 4. ANSWER
2. a. ambled b. explained c. trudged d. scanned e. browse f. ordered
g. amble h. exclaimed i. glanced j. whispered
Critical Thinking:
Skills in
Analysis, reasoning,
focus
Verbs for Description

Making judgments
Communicating: In direct and indirect speech, we use saying verbs such as ‘said’ or ‘told’.
However, most of the time, this is not enough.
Articulating
We can report what the scientist said in two ways:
The scientist said that Mangalyaan was in orbit.
The scientist exclaimed that Mangalyaan was in orbit.
Teaching Trail
The word ‘exclaimed’ tells us more than the word ‘said’. It tells us that the
scientist was excited and speaking with passion.
• Recapitulate the
There are many saying verbs that tell us how a person said something.
topic using the
Let’s Catch Up box Saying
Usage
Verb
ask when someone asks a question, or makes a polite request
answer when someone answers a question
Answer Key whisper when someone says something quietly so that others cannot hear
announce when someone says something quietly so that others cannot hear
1. a. were b. loved explain when someone explains something
c. was d. moves add when someone makes a further remark or says something more
2. a. she b. they cry when someone shouts loudly
c. they d. he We use verbs to tell what someone is doing (speaking, walking, looking, etc.).
We can also use them to tell what a person is feeling and how he is doing
3. a. the next day something.
b. there Words instead of ‘walk’:
c. that day Walking Verbs Meaning

amble to walk in a slow and relaxed manner
d. then
limp to walk unsteadily
4. a. Sarah said that she ramble to walk aimlessly without a destination
reads the news every stride to walk with long, sure steps
day. strut to walk with pride
b. She told her father trudge to walk with much effort, to walk slowly
that Mangalyaan was scoot to leave some place in a hurry
in the Martian orbit. 106
c. She showed the

newspaper to her
friends and said it was
written there.
d. She added that the
scientists said that
they planned to launch
another spacecraft like
Mangalyaan.
123
Skills in focus
Making announcements
confidently, Listening actively, Using
Suppose, you get to visit the ISRO research centre. You have to make an
appropriate tone and vocabulary for announcement to your class about the visit. How would you do it? Keep these
the intended audience points in mind while making an announcement.
• Make sure you know all the facts
Creativity: Generating original clearly – the name, place, date and
time of the event.
ideas, Improving upon ideas
• Make sure the listeners are quiet
before you speak.
• Look at your audience while speaking.

Teaching Trail
• Speak clearly and loud enough (but do
no shout) so that everyone can hear
• Read the text and explain the the announcement.
given situation to the class. • After the announcement, ask if there

are any questions.
• Read the points to be kept
Now, think of a date and time at which the ISRO trip will take place and make
in mind while the making an an announcement about the trip in front of the class.
announcement. Explain each
point with examples. Dialogue Completion

A conversation or a written dialogue shows two people talking. Thus,
• Discuss and plan the ISRO trip when completing a dialogue or a conversation, the following points
with students. should be kept in mind:
• Imagine yourself to be in the position of the speaker and write how

• Call each student in front to
you will respond to the conversation.
make the announcements.
• Do not use bookish language. You can use informal greetings and
expressions.
• Use interjections at the appropriate places.

Activity 3 Where am I? • Follow grammar rules like subject-verb agreement.
• Use contractions wherever necessary.

We listen to many announcements
when we travel. Divide the class into 110
five groups. Ask each group to prepare
an announcement for a particular
place such as an airport, a metro or
a hotel. A member from each group
will take his/her turn and make the Critical Thinking: Making decisions Reflecting,
Skills in focus
announcement. The other groups evaluating and concluding, Making predictions,
guess where they could hear such judgments and inferring
announcements. Also, discuss and
Creativity: Generating original ideas, Using
note down the other facts that the
strategies to narrow the list of ideas
announcement provides.
Teaching Trail
• Explain what a conversation or written dialogue is.

• Read and describe the points to be kept in mind while complete the dialogues on Page 110.
Give examples of contractions (I + Will= I’ll; Do + Not= don’t; can + not = can’t; etc.)
• Read and explain the question to the students.
• Allow the students to complete the exercise.
• Discuss answers.
124
Skills in focus
inferring Quotation Marks and Capitalisation
When we write in the direct speech, the words that are repeated exactly are
Collaborating: Suggesting/ accepting placed inside quotation marks (“…”).
new ideas, asking questions

Leading/following in a group
In direct speech, the punctuation marks that Learning Link
come at the end of a sentence such as period
In direct speech, quotation marks
(.), exclamation mark (!) and question mark (?) always come after a saying verb
are put inside the quotation marks. and a comma.
Teaching Trail
Mangalyaan sent a message, “I am in Mars orbit.”
The scientist did not receive the message, they Learning Link
• Read the examples on Page
thought, “Why has Mangalyaan not sent us a Remember, proper nouns and the
112. message?” word ‘I’ are always capitalised,
whether they are inside or outside
• Explain the usage and rules of We always capitalise the first letter of the first the quotation marks.
quotation marks given on Page word inside the quotation marks.
112. Sarah said, “My father works for ISRO.”

• Also discuss the rules of She added, “He will take me to his office, next week.”
capitalisation. 1. The following sentences are in direct speech. Use the missing punctuation
marks wherever necessary to write them correctly.
• Ask students to work in pairs a. Sarah asked her father, “How do you control Mangalyaan?
and complete the exercise. b. Sarah’s father said, We control the Mangalyaan from ISRO”
c. She was surprised, Wow! That’s amazing
d. Her father asked her, “Would you like to see my office”
e. She replied, “Yes, I would love to
Answer Key
2. The following sentences do not follow the correct capitalisation rules.
1. a. Sarah asked her father, Correct and rewrite them.
a. sarah’s friend said, “you are so lucky, you will get to see how they control
“How do you control mangalyaan.”
Mangalyaan?” b. She added, “i wish I could go there with you.”
c. “i can ask my father if he can take you too,” sarah told her friend.
b. Sarah’s father said, “We d. she added, “he will take you too, i am sure.”
control the Mangalyaan e. her friend replied, “let me ask my parents first.”
112
from ISRO.”
c. She was surprised, “Wow!
That’s amazing.”
d. Her father asked her, “Would you like to see my office?”
e. She replied, “Yes, I would love to!”
2. a. Sarah’s friend said, “You are so lucky, you will get to see how they control Mangalyaan.”
b. She added, “I wish I could go there with you.”
c. “I can ask my father if he can take you too,” Sarah told her friend.
d. She added, “He will take you too, I am sure.”
e. Her friend replied, “Let me ask my parents first.”
125
Ce
Skills in
lebra
focus
Conclusions The Crescent Moon
t
n
i
g
Communicating: Reciting Slipping softly through the sky Po e t r y
Little horned, happy moon,

Can you hear me up so high?
Will you come down soon?
On my nursery window-sill
Teaching Trail Will you stay your steady flight?
And then float away with me
• Introduce the title of the poem. Through the summer night?
• Ask: What do you think the Brushing over tops of trees,

Playing hide and seek with stars,
poem is about? Peeping up through shiny clouds
• Ask students for their views. At Jupiter or Mars.
I shall fill my lap with roses
Gathered in the Milky Way,
All to carry home to mother.
Oh! What will she say!
Reading Little rocking, sailing moon,

Do you hear me shout — Ahoy!
Read the poem with proper pauses, Just a little nearer, moon,
stress and intonation. Ask the To please a little boy.
following questions after the poem ~ Amy Lowell
is read aloud:
• What does the speaker request
from the moon?
• What does the speaker want to
get for his mother?
113
Answer Key
1. a. The speaker of the poem is a little boy. The last line of the poem -‘To please a little boy’
clarifies the identity of the speaker. .
b. The narrator wants the moon to come a little closer to him so that he can float away
with it above the trees and into the clouds.
c. The narrator wants to brush over the tops of the trees, play hide and seek with the
stars, peep at Jupiter or Mars through the shiny clouds and fill his lap with roses
gathered form the Milky Way.
d. The narrator wants to gather roses from the Milky Way and he wants to present them to
his mother.
e. The “sailing moon” in the poem refers to the movement of the moon in the sky.
2. a. The poet calls the moon “horned” because of its crescent shape.
b. No, it cannot. Is too far away.
3. horned happy rocking sailing
4. a. amble b. cried c. peek
126
Activity 4 Moon Phase Cookies
Draw all the phases of the moon and name

each of them. Now take a pack of white
cream cookies. Scrape the white cream off
each cookie in the shape of a moon phase.
Refer to the given picture.
Now place the cookies in this sequence and

ask the students which cookie represents
which phase of the moon.

Skills in focus
inferring, Testing out solutions Enrichment

Creativity: Seeking appropriate An infographic is a clever and simple way of presenting information. It can
modes, materials and resources make boring information interesting and easy–to–read.
to produce work that is visually The following is a template of an infographic on Chandrayaan-1, India’s first
lunar probe. Find out the following information about it and fill the template.
appealing and interesting
1. The date of its launch
2. The place from where it was launched
3. The cost of the mission
Teaching Trail 4. When it landed on the moon
5. Any other important information about it
• Explain what an infographic is. Also, paste a picture of Chandrayaan in the centre of the template.
• Explain the template given on
page 115.
Launched
• Look for the asked information on:
on the Internet
• Discuss the answers
• Let the students complete the Other
infographic on their own. information:
PROJECT WORK
Reached
moon on:
Ask each student to exhibit the Launched
from:
info graphic they made for the Cost:
Enrichment exercise. Have the

students walk around and look
at all the info graphics. Give 115
them some post it slips or slips
of paper. Ask them to write any
comment or question they have regarding the info graphic. When all the students have had a
fairly good look at all the info graphics, ask the groups to check the comments and questions
they have. Ask them to answer the questions and thank everyone.
127
Workbook Answer Key
Activity1: Phonics
1. balloon parrot doctor water spider sweater letter family
2.
alert mother waiter
spider matter again
alone union usual
difficult number tender
3. a. buffaloes b. mosquitoes c. potatoes

d. tomatoes e. torpedoes f. vetoes
1. D
a. 5 November b. Sriharikota c. Bangalore d. Maven
2. a. Mangalyaan’s destination was Martian orbit.
b. When Mangalyaan entered the Martian orbit the other space crafts, Maven and Curiosity,
welcomed it by sending their greetings on social media.
c. Curiosity greeted Mangalyaan on social media.
d. Mangalyaan sent pictures of Mars to ISRO.
3. a. Mangalyaan faced many difficulties during the mission. First, it faced a fuel shortange.
Then it entered into an eclipse and then it lost contact with ISRO.
b. Mangalyaan saw Nasa’s spacecraft in space. Its name was Maven.
4. Phew! Things are under control now. – relieved and relaxed
Hey! What’s wrong? … - worried and puzzled
Yahoooo! I am in the Martian orbit! … happy and proud
5. a. iii) b. i) c. iii) d. iii)
1. asked – someone asks a question
answered – someone answers a question
whispered – someone says something quietly
explained – someone explains something
announced – someone says something loud and clear
added – someone makes a remark
cried – someone shouts loudly
2. a. scooted b. trudge c. limped d. scanned e. glanced f. inspected
128
Activity 4: Grammar
1. a. was doing b. loved c. were d. was not listening
2. a. she b. they c. they d. he
3. a. there b. the next day c. the day before d. that
4. a. did not know the answer
b. I/he was standing at the wrong place
c. The girl said that that was her mic
d. The boy said that he had a football.
Activity 5: Accept all appropriate responses.

1. a. The poet’s name is Amy Lowell.
b. A little boy is the speaker in the poem.
c. The speaker wants the moon to come down on his window sill and take him on a ride
across the night sky.
d. The speaker wants to gather roses for his mother.
2. a. The speaker is talking to the moon.
b. He asks the moon if it can hear him.
c. No, the moon does not answer back.
The speaker uses three adjectives for the moon: little, horned and happy.
1. a. largest b. proposed c. finally d. coldest
2.
Discovered on 23 September 1846
Discovered by Johann Galle
Colour Blue
Also known as Ice Giant
Number of moons Fourteen
3. a. Neptune is the eighth planet of our solar system. It is blue in colour which makes it look
like it has lots of water on it. It is a very cold planet and so it is also called an ice giant.
b. The planet looks like it has a lot of water on it, so it was named after the Roman god of
the sea – Neptune.
c. Triton is Neptune’s largest moon. The moon is called the coldest place because it is so far
away from the sun.
4. a. The blue colour of the planet makes it look like it has a lot of water. ✓
b. Neptune is very cold and big. ✓
129
LESSON TARGETS
• Describe and outline an adventure story
• Vocabulary development: identify and spell the names of different objects
• Follow simple narratives and listen for details
Pronunciation: /eɪ/ and /ɪə/sounds
• Identify /eɪ/ and /ɪə/sounds and their IPA symbols
ADVENTURE • Pronounce and spell /eɪ/ and /ɪə/sounds
Language Ladder: Possessive Adjectives and Possessive Pronouns
• Explain possessive adjectives and possessive pronouns
• List the different possessive adjectives and possessive pronouns
• Use possessive adjectives and possessive pronouns in sentences
Reading: Sinbad and the Strange Island
• Grasp meaning of words, phrases and sentences in context
• Develop correct reading habits
• Comment on the passages read
Understanding
• Summarize a story’s plot, setting and characters
Vocabulary: Idioms
• Define the term ‘idiom’
• Comprehend the meaning of common idioms and use them in sentences
Practising Grammar: Possessive Adjectives and Possessive Pronouns
• Identify possessive adjectives and pronouns
• Learn correct usage of possessive adjectives and possessive pronouns
Speaking: Discussing a Plan
• Think independently and collaborate with others
• Put ideas in proper sequence
• Deliver an effective oral presentation
Writing: Diary Entry
• Identify the features of a diary entry
• Learn how to write a diary entry using appropriate vocabulary
Plug-In: Past Continuous
• Learn the structure of sentences in the past continuous tense
• Know when to use the past continuous tense
Celebrating Poetry: A Good Play
• Get an overall feel for the language, rhyme, and
rhythm of the poem
• Identify author’s purpose and tone
Poem Appreciation: A Good Play
• Discuss and respond to content of the text
orally and in writing
Enrichment
• Life skills
UNIT 8
More to Do Teaching
S.no. Topic Task
(Workbook) Periods
1 Getting Started • Student Teacher interaction 1
• Activity 1 - Think Smart
2 Listening: Listening • Listening exercise (page 117)
for details
3 Phonics Fun: /eɪ/ • Activity 2 - Tic Tac Toe Activity 1 1
and /ɪə/sounds • Exercise 1 and 2 (page 117) (page 85)
4 Language Ladder: • Explanation: Possessive 1

Possessive adjectives
adjectives and • Explanation: Possessive
possessive pronouns
pronouns • Activity 3 Object Match
5 Pre-reading • Pre reading questions 4
Reading • Reading
• Activity 4 - Read Along
6 Understanding • Warm up/Summary Activity 2 2

• Activity 5 Revision (pages 86-87)
• Exercise 1, 2 and 3 (page
123)
7 Vocabulary: Idioms • Warm up Activity 3 1

• Exercise 1 and 2 (page 124) (page 88)
8 Practising • Revision Activity 4 1

Grammar: • Exercise 1 and 2 (page 125) (pages 89-90)
Possessive
Adjectives and
Possessive
Pronouns
9 Speaking: • Preparation 1
Discussing a Plan • Presentation
10 Writing: Diary • Introduction Activity 6 1

Entry • Reading the diary entry (page 93)
• Writing a diary entry
• Activity 7 - Creative group
writing
11 Plug-in: Past • Revision of Past tense Activity 5 1
Continuous Tense • Introduction to past (pages 91-92)
continuous tense
• Explanation of uses and
basic structure
• Exercise 1 (page 127)
• Activity 8 - Whodunit
12 Celebrating Poetry • Warm up Activity 6 1
• Reading (page 94)
13 Appreciating Poetry • Exercises 1
14 Enrichment • Life skills
15 Project Work: • Making a model ship 4

Model Ship • Write-ups
• Show and tell
Skills in focus Logical thinking: Reasoning Teaching Trail
Analysis, Problem Solving
Communication:
• Create interest in the material: interact with the
Articulating thoughts,
students, talk about a famous adventure story. Discuss
Listening effectively what makes the story special.
• Ask the students: Have you ever read/heard/seen any
Teaching Trail adventure stories? Name them. What did you like about
them?
• Read the question
• Talk about the different
activities one does on a
camping trip.
• Let the students attempt
Answer Key
• compass • sleeping bag

• boots • water
• map • binoculars
Activity 1 – Think Smart
• Ask the students to write

three things that might be
needed on a camping trip,
but are not given in the
pictures, write them in the
textbook.
The tales of adventures of Sinbad were first told in the Middle-East. He is described as a
rich man living in Baghdad. After he spent all his money, he decided to go on a voyage in
Listening Text
search of wealth and treasure. This marked the beginning of a series of journeys. Sinbad,
in all, made seven adventurous journeys through seas around Asia. He faced many dangers
and magical creatures on his adventures. The most notable of them were the one-eyed
monster, huge birds and a giant serpent. At the end of every journey, Sinbad always
managed to find a treasure and become rich.
133
Logical Thinking: Making
Skills in
Connections
focus
Effectively
Answer Key
a. Baghdad
b. he ran out of money
c. seas around Asia
d. one-eyed monster, huge
birds and giant serpent
Teaching Trail
• Demonstrate the /eɪ/
sound to the students;
pronounce the sound and
write its IPA symbol /eɪ/
on the board. Explain the
/ɪə/ in the same way.
• Make the students
pronounce both the
sounds, learn the
difference between them.
• Read the poem, laying
stress on the highlighted
words. Then ask the
students to read it aloud
themselves.
Reading Café
Sound /eɪ/ /ɪə/

Diphthong (combination of /e/ and /ɪ/ (combination of /ɪ/ and /ə/
sounds) sounds)
Pronunciation The tongue is positioned at the As we pronounce the sound the
mid-front part of mouth and the lips are stretched and relaxed as
lips are unrounded (stretched); we move towards the /ə/ sound.
the mouth begins to close and The mouth slightly opens in the
the lips are stretched in the second part of the sound.
second part of the sound
134
Listening effectively
Articulation: oral
Communicating clearly
Communicating: Listening
Skills in
effectively, Articulation,
focus

Connections
Answer Key
1. dear, hear, years, beard

peers, clear, ear, weird
2. Open ended question
Activity 2 - Tic Tac Toe
Write words with /eɪ/ and /

ɪə/sounds on the board.
Draw a tic tac toe grid on the
board.
Divide the students into two
teams and invite one from
each team to play the game
on the board.
In order to fill one box, a
student has to pronounce one
word written on the board
correctly.
Level 1: Ask students to
pronounce any word written on
the board to fill a box.
Teaching Trail
Level 2: Ask students to
• Begin with the concept of apostrophe s to show possession. pronounce a word correctly and
writes the IPA symbol on the
• Ask the students if they know of any other ways to show board to fill a box.
possession. Level 3: Ask students to come
• Use the board to write different examples. up with a word having the
target sound and write the IPA
• Read the text on page 118. symbol to fill a box.
• Explain the concept of possessive adjectives.

• List down the seven possessive adjectives.
• Ask the students to give examples.
• Ask questions to the class to gauge their understanding.
• Follow the same steps for possessive pronouns.
135
Skills in focus
Logical thinking: Analysis,
Reasoning, Making
Connections
Social Skills: Interacting with
others
Activity 3 - Object Match
Have everyone in class put

one object like an eraser,
a sharpener or a pencil in
a pile in the centre of the
room. Mix them up a little
bit, and then direct each
student to choose one object
that does not belong to
them. Once everyone has one
object, let them mingle asking
their classmates, “Is this
your pencil?” and answering
the questions. If there is not
a match between the shoe
and the person, that person
should make a suggestion as
to whose shoe it might be. “I
think that might be hers.” Or
“I think that might be his.” If
an object does belong to the
person being asked, they take
it back. The game is over
once everyone has his/her
object back.
Teaching Trail
• Introduce the character of Sinbad, and his tales.
• Ask students if they have read or heard about
his adventures. Differentiated Learning
• Read the pre-reading text. Level 1: Have students look up the
• Ask the students what they understand by the meanings of the two words in the
word ‘voyage’. dictionary.
• Ask the students to look up the word in a Level 2: Have students look up the
dictionary. meanings and explain the difference
between them.
• Do the same for the word ‘expedition’.
Level 3: Have students find synonyms
• Discuss the difference between these words with for these words.
the class.
• Tell the students to keep this in mind while
reading the story.
136
Communicating: Listening
Skills in focus
effectively, Articulation: oral
Critical thinking: Analysis
Information Literacy:
Accessing and using
information
Teaching Trail
• Before the text is read in
the class, read the given
questions and ask the
students predict the story
based on its title, discuss
them in pairs.
• As the text is read in the
class:
• Draw the students’
attention to the highlighted
words and their
pronunciation.
• Explain difficult words
• Make them take note of
the different idioms and
expressions and explain
their meaning.
• Take breaks and ask
relevant comprehension
questions including the
ones given besides the text
• Discuss key points in the
text.
• Encourage the students to
Activity 4 - Read Along make predictions and share
them.
Read the text aloud and ask the students to follow in their
books. Every now and then, substitute a word in the text • Ask/discuss the questions
with ‘ship’. The students have to read the substituted word raised before reading the
aloud. This can be used for words, expressions or idioms text.
students are not familiar with, or even possessive adjectives
and pronouns introduced in the language ladder section.
Page 120
• What was Sinbad searching for?
• What did the sailors find?
• What did Sinbad use to reach the island?
• How many animals did the sailors find on the island?
• What does Sinbad mean by ‘I am so hungry I could eat a horse.”
137
in focus Logical thinking: Analysis Reasoning,
Skills
Making Connections
Page 121
• What does the word exotic mean? Use it in
a sentence.
• What does the word ‘gingerly mean’ use it
in a sentence.
• What did the sailors find?
• Did the island shake because of an
earthquake?
• What do the words ‘pleased as a punch
mean’? When are you pleased as a punch?
Page 121
• Use the word flapping in a sentence.
• What do the words ‘at wit’s end mean?
• Do you know any synonym for the word
“terrified”?
• What did the sailors use as flags? Why did
they need flags?
Integrated Learning
Ask the students about the giant fish in the
story; Do you think such animals exist in
the world? Which animal could have been an
inspiration for the giant fish? Elicit the answer:
whales.
Are whales fish? How do you know? Draw
attention to a whale’s blowhole.
What is it used for? Elicit the answer: for
breathing.
Whales breathe air. Some whales can hold
their breath for 90 minutes.
Tell the students to find out more interesting
facts about whales.
138
Activity 5 - Revision
Let the students scan the text for exactly 2 minutes. Write 5 questions on the board with
answer prompts.
For each question call for 3 different answers from 3 different students. That way, each
student tries to give a better answer, someone combines 2 previous answers, and someone
gives a whole new idea of the context.
Skills in
Critical thinking: Analysis,
focus
Making Judgements, Drawing
Conclusions
Answer Key
Read questions. Direct the

students to the sections of
1 3 the text where they can find
the answers. Ask students to
share their response to the
questions
a. Sinbad saw bizarre plants
2 4 when he went inside the
forest, some were plants
had blue leaves while
some had yellow leaves.
He saw flowers much
bigger than a man. But
strangely he found no
animal in the forest.
b. The sailors movements on
the fish’s back combined
with the heat of the bon
fire woke up the giant
fish.
c. The ship’s crew could
not hear the Sinbad and
the sailors’ cries for help.
Sinbad thought of a new idea, he used his shiny, new sword to attract the attention of
the ship’s crew. He pointed the light reflected from his sword at the ship which made the
crew look towards him.
d. The island looked pleasing from a distance, it was full of lush foliage and rare plants.
This tropical paradise was a strange sight because no one had ever seen it before. On
landing on the island, the sailors found no animals on it, though it had a variety of
strange and exotic plants, giant leaves and delicious herbs.
e. The island was called strange because it was not an island at all, it was a giant fish
sleeping in the middle of the ocean.
Answer Key (Exercise 3): Open ended question, answers will vary.
139
Communicating: Articulating:
Skills in focus
oral and written
Critical thinking: Reasoning,
Making Connections
Collaborating
Teaching Trail
• Introduce Idioms
ss
• Ask the students to find
out idioms in the story.
• Ask the students to guess
their meaning.
Answer Key
1. a. as far as the eye could

see
b. a joy to behold
c. I could eat a horse
d. pleased as punch
e. kicking a hornet’s nest
f. with all their might
g. run for dear life
2. a. looking on the bright side

b. I could eat a horse
c. I’m over the moon
d. makes my hair stand on
end
Activity 6 - Back to the board
Divide the class into small groups (3-5 Differentiated Learning

students). Tell one group to turn their Level 1: Carry out the activity as given.
backs to the wall. Write an idiom on the
Level 2 and 3: Ask students to speak
board and tell the rest of the students to sentences using the idiom written on the
use the idiom in a sentence. The students board.
not looking at the board have to speak out
the meaning of the idiom.
140
Skills in focus
Reasoning, Making
judgements
Communicating : Articulating,
Valuing contributions
Communicating : Dealing
with praise/criticism
Teaching Trail
• Recapitulate the topic.
• Assign different sections
of the chapter to different
students and ask them to
find possessive adjectives
and possessive pronouns
in the assigned parts.
Answer Key
1. a. mine, P
b. theirs, P
c. her, A
d. ours, P
e. their, A
f. yours, P
g. my, A
h. our, A
i. its, A
2. a. He is Sinbad, this ship
is his.
Teaching Trail
b. The ship that rescued
• Divide the class into groups of four us was theirs.
• Read the question and explain what the students need to c. The island was not
speak about ours.
• Give preparation time
d. I told the sailors to
• Let each group present what they have prepared to the start a fire, the idea
class was mine.
• Let the students rate each other’s presentations
e. The sword was yours.
Each groups should have below average, average and above average learners, so that students with
different skills and levels are mixed and can help each other.
141
thoughts: written
Skills in focus
Collaboration: Valuing
contributions
Creativity: Thinking
creatively, Working Creatively
with others, Implementing
innovation
Teaching Trail
• Ask students if they keep
diaries.
• What kind of things do
they write in their diaries?
• How do they begin a diary
entry?
• When do they write it?
• Introduce the basic
framework/format of a
diary entry.
Ask the students to read the

text on page 126
Read the diary entry,
highlighting the key elements.
Let the students attempt the

given question as homework
and write a diary entry in their
notebooks. They can use the
pointers in the helping hand.
Activity 7- Creative Group Writing
Divide the class into 4-6 groups and hand each student a sheet of paper. Tell them to write
their name on the paper. Tell the students that they are going to write a diary entry together.
Give them a topic and ask them a question. Each student has to write their answer in their
sheet. The questions should guide the students to write their diary entry. For instance: What
happened today? How did you feel about it? Who did you tell about it and so on. Once the
students have answered one question, they have to give their sheet to the next student in the
group. Once the diary is complete everyone gets back his/her sheet. Tell them to read the
resulting diary entries silently.
142
Skills in focus
Reasoning, Making
judgements
Communicating: Articulating,
Valuing contributions
Communicating; Dealing with

praise/criticism
Teaching Trail
• Introduce the past

continuous tense.
• Ask students give examples
of sentences in past tense.
• Ask them when the past
tense is used.
• Read the given examples
• Explain the structure of a
sentence in the past tense
• Tell the students when it
is used.
• Assign different parts of
the story to the students
and ask them to find out
sentences in the past
continuous tense.
• Ask the students to give a
few examples of their own
Answer Key
a. was looking
Activity 8 - Whodunit b. was hoping
Tell the students to form pairs. They are going to take c. was sleeping
up the roles of a reporter and an eyewitness. d. was, moving
The reporter asks questions written on the board like:
What was happening at the …? What were you doing
then? Who was robbing the store? What were they
The teacher can take on
wearing? What were the other people doing? The
the role of a reporter and
VA RI AT IO N
eyewitness answers the questions in past continuous ask individual students

tense. Once the reporters have asked all the questions, questions that can be
they students reverse their roles. answered in the past
continuous tense.
143
Skills in

focus
conclusion
Teaching Trail
• Introduce the theme of the
poem; Ask if reading or
hearing adventure stories
makes them want to go on
an adventure of their own
• Ask: What does the title of
the poem tell you?
• Is the poem about an
f the adventure or play time?
or
• Have you ever pretended to
ies
go on an adventure?
go on
own • Where did you go, what
did you do?
le of
Reading
Read the poem at an
e? appropriate pace.
ed to Ask relevant comprehension
questions
at did Stanza 1
Who do you think is ‘we’?
What did they build? What
was it made of?
What does the word billows
mean?
n Answer Key
Stanza 2
List the things ‘they’ took a. The narrator is a boy with an active imagination.
with them. b. The children used chairs and pillows to build an
Why do you think ‘they’ imaginary ship.
needed them? c. An apple and a slice of cake was kept the children full
What does the word ‘pail’ and they played their game till tea time.
s
mean? d. The children did not really go on sailing for day. They
Stanza 3 only imagined doing so.
What happened to Tom?
with
Who was left in the boat?
Did the boys have fun? What
words tell you that?
144
Teaching Trail
• Read the text and tell the

students to complete the
exercise. The students then
share their answers to the
class.
Activity 9 - 3-2-1
Once the poem has been

read, tell the students to
write three things they
understood. Then tell them
to write two things they did
not understand. And in the
end tell them to write their
opinion of the poem. You
can invite other students
to explain the things that a
student did not understand or
explain it yourself.
This activity can be done after
every stanza or after the poem
has been completely covered
in class.
Integrated Learning
The boys used many things
including their imagination to
build the ship. Some of them
were harmless, while some
were harmful and could have
injured the children.
PROJECT WORK
Ask: What were they?
Divide the class into groups of three, ask them to Should the boys have used the
collaborate and make a model ship. Once the ship has saw and the nails?
been made, each student from the group has to complete What do you think the boys
a writing task: describe how they made the ship; write used the nails with?
an imaginary piece (story/poem) based on the ship and What do you think the boys
describe what he/she likes and dislikes about the ship. used the saw on?
Once the write-up is complete, each group will show their What would you do if you had
ship to the class and recite their written works. to use a saw or a hammer?
145
Workbook Answer Key
Activity – 1 Phonics and Spellings
1. eight deer ear beard tape play gates
2. /eɪ/ sound: save, clay, state, fake, great, made
/ɪə/sound: fear, real, years, career, hear, clear
3. a. Studios b. igloos c. cameos d. radios e. stereos f. patios
Activity - 2 Understanding
1. a. island b. forest c. quiet d. shake
2. a. F b. T c. F d. T
3. a. The sailors on the ship said these words to the men on the island because they could
see that the island was actually a giant fish. They wanted the men on the island to make
it back safely to the ship.
b. One of Sinbad’s sailor said this to Sinbad just after they landed on the island.
c. Sinbad said this to one of his men. This is an expression that means the speaker is very
hungry.
4. a. The fish was sleeping when Sinbad and his men landed on it. Their movements and activities
combined with the fire that they built probably woke the fish up and it began to shake.
b. Sinbad was in a boat with his men when they saw a ship passing by. They tried to
signal the ship for help bit to no avail. Then, Sinbad came up with a plan, he used his
shiny new sword like a mirror and shone it in the direction of the ship. The sailors on
the ship noticed the signal and rescued Sinbad.
5.
Sinbad bit a leaf and What does the sentence tell What does this tell you about
said, “Wow! I’m definitely you about Sinbad? the leaf?
taking this back.” Sinbad was inquisitive and not The leaf had an unfamiliar but
afraid to try new things. He delicious taste.
also liked to cook.
“Somehow we woke it up.” Does Sinbad know how did the Which word tells you that he
fish woke up? did not know?
Sinbad does not know how the The word somehow tells us
fish woke up. that.
The ship was nowhere to What does this sentence tell What does it tell you about the
be seen. you about the ship? sailors on the ship?
The ship had sailed far away The sailors had never seen
from the island. a fish so big, they were so
terrified that they abandoned
their mated in panic.
Activity - 3 Vocabulary
1.
Idiom Meaning
to be over the moon to be very happy
go week at the knees to be nervous
to make my hair stand on end to be scared
to look on the bright side to be positive and cheerful
to be able to (could) eat a horse to be very hungry
146
2. a. I haven’t eaten since morning, I’m so hungry I could eat a horse.
b. I go week at the knees every time I think of singing in front of an audience.
c. He told me to look on the bright side and not be scared.
d. The sound of cats in the night makes my hair stand on end.
e. I just won the lottery, I’m over the moon.
Activity - 4 Practising Grammar

1. a. – b. Please take his bag with you.
c. That is its bell. d. Sumit and I share a room; this is our room.
e. That is your game. f. Those are their seats.
g. This is my computer.
2. b. hers c. mine d. ours e. its f. his
3. a. his b. hers c. their d. theirs e. ours
f. our g. your
Activity - 5 Past Continuous Tense
1. a. was running b. were listening c. was knitting d. was collecting e. were running
2. a. I was looking for a new bicycle in the store.
b. He was working on science project with his friend.
c. The car was being washed by the whole family.
d. He was sculpting a statue in the studio.
e. She was carrying three bags full of candy.
Activity - 7 Celebrating Poetry

1. a. ship b. chairs c. a slice of cake d. knee
2. a. The poem was written by Robert Louis Stevenson.
b. The slice of cake and the apple that they ate made the children go sailing till tea.
c. The children did not really go sailing, they were just playing at being sailors.
d. The sailing stopped when the narrator’s friend Tom fell and hurt his knee.
e. They took a saw, some nails, water in a pail, a slice of cake and an apple to the ship.
Activity - 8 Comprehension
1. a. shout b. straight c. mutt d. towards
2. b. She was running.
c. She was expecting to face the dog with her friend.
e. He tried to control the dog but it was too strong.
3. a. Indira tried to put obstacles between her and the dog to make it stop following her. She
jumped over a bench and then took a sharp turn behind a tree thinking the dog would
find it difficult to follow her this way.
b. She decided to face the dog when she could not run any more. She tried to kick it and
yelled to scare it.
a. She was saved when the owner of the dog came between it and her. He called the dog
towards him and picked it up.
4. Grr! the dog

Look behind you Indira’s friend
Down Boy the dog’s owner
Get back doggy! Indira
147
LESSON TARGETS
MYTHS AND LEGENDS

• Think creatively
• Listen to a myth
Pronunciation: /3:/ sound
• Identify the /3:/ sound
• Pronounce words with the /3:/ sound
• Fill appropriate letters to form words with the /3:/ sound
Language Ladder: Adverbs
• Explain adverbs
• List different types of adverbs
• Read examples of adverbs of time, manner and place
Reading: Midas and The Golden Touch
• Make predictions
Understanding
Vocabulary: Prefixes
• Prefixes with their meanings
Practising Grammar: Adverbs
• Classify types of adverbs
• Use adverbs correctly in sentences
Speaking: Story Narration
• Learn how to narrate a story
• Tips and tricks for narrating a story
Writing: Story Writing
• Identify the features and format of a story
• Learn how to write a story using different elements
Plug-In: Tense Trail
• Revise all the tenses in a go
• Attempt miscellaneous exercises
Celebrating Poetry: The Lambton Worm
Poem Appreciation: The Lambton Worm
Enrichment:
• Irregular Verbs
UNIT 9
More to Do Teaching
S.no Topic Task
(Workbook) Periods
• Learning about mythological creatures

1 Getting Started
• Exercise (page130)
1
Listening: Midas
• Listening for detail
2 and The Golden
Touch
• Reading and sound identification - the
Phonic Fun /3:/ /3:/ sound (page 131) Activity 1
3 1
sound • Exercises (Page 132) (page 97)
• Activity 1 – The Two Crazy Sounds
Language Ladder: • Understanding adverbs and their types
4 1
Adverbs • Activity 2 – Act the Adverbs
• Think and Discuss
5 4
• Comprehension
• Activity 3 – When Midas Changed Activity 2 (page
6 Understanding 2
• Exercises (page 137) 98-99)
• Adding prefixes
Vocabulary: Activity 3
7 • Understanding the meanings of prefixes 1
Prefixes (page 100)
Practising • Revising adverbs and their types Activity 4
8 1
Grammar: Adverbs • Exercise (Page 138-139) (page 101-102)
• Learning story-telling
Speaking: Story
9 • Telling a story 1
Narration
• Individual Task
• Understanding parts of a story
Writing: Story • Writing a story Activity 6
10 1
Writing • Activity 5 – Let’s be a Superhero! (page 105)
Plug-in: Tense • Revising tenses Activity 5
11 1
Trail • Exercise (page 141) (page 103-104)
13 Poem Appreciation
• Learning about Irregular Verbs 1
• Activity 6 – Snakes and Ladders
15 Project Work • Fact Page 4

Teaching Trail
Skills in focus
Communication:
• Ask students: Do you know any ancient stories about
famous people? Let some students share stories.
Logical thinking: Analysis
• Read the introductory text to the class. Discuss what myths
and legends are and how they are different from other
superhero stories.
Teaching Trail
• Read the text.

• Explain what
mythological characters
are. Give some examples
with pictures for better
understanding.
• Now read the question
and let students
attempt the exercise
independently.
• Allow students to share
their answers.
Hermes was the

son of a Greek god
named Zeus. When
he was just one-day
old, he climbed out
of his crib and ran
away. For some time,
he wandered over
hills and fields. He
found a herd of cattle
that belonged to his
Listening Text
brother, Apollo. As
a prank, he hid his
brother’s cattle in a
cave. From then on,
he was regarded as
the god of mischief
and trickery. On the
same day, when he Teaching Trail
got bored, he used a
tortoise shell to make • Before the listening activity, read sentences that are given
the first lyre. According so that students understand what they have to listen for.
to this myth from the • Ask students to listen to the audio and complete the
ancient Greece, Hermes exercise as they listen.
also invented fire on • Play/read the listening text again and discuss answers
the same day. that students can check/correct their answers.
150
Answer Key
a. Apollo was the brother of

Hermes.
b. Hermes was the son of Zeus.
c. Hermes invented the lyre and
fire.
d. Hermes used a tortoise shell to
invent the lyre.
e. This myth is from ancient
Greece.
Skills in focus
confidently
Connections
member
Reading Café
Sound: /3:/
Pronunciation:
• Put the tongue low and in the
center of your mouth.
• Stretch out the lips and relax
Teaching Trail
the mouth.
• Write the given tongue twister on board: ‘A warm • Now vibrate the vocal chords
worm walks to work.’ to make a long voiced sound.
• Ask students to read the tongue twister and identify
the most repetitive sound in the tongue twister.
Answer Key
• Give some more examples to demonstrate the /3:/
sound to students.
1. first word desert
• Some tips:
}} Words with the letterser/ir/ur/ear in the
herself pearl burger
beginning or in the middle mostly have the /3:/ world firm person
sound. For example- her, term, herd, fir, firm,
urn learn network
circle, fur, burn, thirst, turn, shirt, skirt, early,
earn third curve sturdy
}} Words that start with wo- can also have the /3:/ 2. search lurk fern
sound. For example- word, world, worth, worse
burn earn shirt
• Read the poem on page 131 aloud, laying stress on
the highlighted words. Then ask students to read concern early girl
aloud (Class drill). turn
151
Activity 1 – The Two Crazy Sounds
Divide the class into four teams. Write the given words on board:
term order ever church paper perfect similar
nature circle nurse modern nerve doctor dirty
superb pattern river oxford virtue verse
Ask each team to make two columns on a sheet of paper. Tell them to categorise these words
as schwa sound words and /3:/ sound words in these columns. Set a timer for five minutes
to complete the task. Swap the sheets and ask the students to evaluate the other team. The
evaluating team will give reason for each incorrect word and also give its correct pronunciation.
Have a class drill reading all the words emphasising the schwa and the /3:/ sounds.

Skills in focus
and concluding
Teaching Trail
• Revise what adverbs are.
• Read the example on page 132.
• Ask: Why are the adverbs
highlighted in different colours?
What do the adverbs in
each colour tell about their
respective verbs?
• Read and explain the
description of types of adverbs
on page 133.
• Read examples of different
kinds of adverbs.
Activity 2 – Act the Adverbs
Divide the class into two teams.

Write an action on the board
such as “Brush your teeth.”
Call a student from a team. Show him/her a card with an adverb written on it, for example
“slowly”. The selected student then acts that action in the way of the adverb. Both the teams
are free to guess the adverb. The one who guesses right gets a point.
Now call a student from the other team and repeat the same steps with the new action and
adverb card. To help them you can give them a list of options, if you think they need some
help.
152
Critical Thinking: Making a
Skills in focus
judgement, expressing personal

opinion/experience
Communication: Showing
improved word choice
Teaching Trail
• Read the text.

• Let students share and discuss
their opinions.
• Explain the meaning of the
idiom.
• Ask students to form a
sentence using the idiom.

Skills in

focus

Teaching Trail
• Before the text is read in the

class, ask students to read the
title and quickly look at all the
pictures given in the story and
predict what the story is about.
}} Pronounce and explain
difficult words.
comprehension questions
including the ones given
beside the text.
}} Ask them to predict what will
happen next.
153
Page 134
• What was the name of King Midas’s
kingdom?
• What was King Midas known for?
• Where did he find Silenus?
• Who was Silenus?
• Why did King Midas decide to treat
Silenus well?
• Where did King Midas take Silenus
after ten days?
Page 135
• What was King Midas hoping for?
• Why did Dionysus warn King Midas?
• What did King Midas do after he
came back to his palace?
• Why was the daughter of King Midas
sad?
• How did King Midas comfort his
daughter?
Teaching Trail
• After the reading of text is finished,

ask students to check whether their
prediction about the story is right or
not.
• Ask students to skim the text and
underline the adverbs.
• Ask them to read aloud words with
the /3:/ sound.
Page 136
• Why was King Midas in a sorry
state?
• What help did King Midas ask from
Dionysus?
• Why did King Midas go to the river
Pactolus?
• How did the mother and the
daughter come back to life?
• What lesson did King Midas learn?
154
Integrated Learning
Ask students: King Midas’ daughter was sad because the flowers had lost their colours and
fragrance. Do you know why do flowers have colours and fragrance?
Elicit answers: Flowers have colours and fragrance in order to attract insects and birds. These
birds and insects help flowers in pollination.
Skills in

focus

Activity 3 – When Midas changed!
When the story begins we get to know

about some important characteristics
of King Midas. But as the story
proceeds we see sudden changes in
his character.
Ask: What changed King Midas’ Answer Key
character? Discuss. 1. a. King Midas liked his daughter the most. He was also
Now form pairs and give this print to known for his love for gold. Nothing gave him more
each pair. Ask each pair to discuss joy than watching his coffers swell up with gold.
and write the characteristics of King b. Midas took good care of Silenus because he knew
Midas before and after his change that Silenus was an important man to Dionysus. If
in nature. he would treat Silenus well, Dionysus would gladly
reward him. This tells us about the greedy nature
Once they complete it, let them share of King Midas.
and discuss their opinions. c. Midas’ daughter came to him to complain about
the golden flowers in the garden. In order to
Before After comfort his daughter, King Midas touched her
shoulder and she turned into a golden statue.
d. In the latter part of the story, the sight of gold
made Midas sick because he could neither drink
nor eat and he also missed his family as they were
also turned into gold. Everywhere he looked, he
only saw gold.
e. Midas learnt that one should not be greedy. We
should appreciate what we already have, no matter
how large or small.
2. a. This ancient Greek myth teaches us the importance of being careful about what we wish
for. Each decision we take has its own results so we should think wisely before taking any
decision.
b. Yes, Dionysus knew that one day Midas would hate his gift and come back to him. We
know this because Dionysus warned Midas that his love for gold would bring him great grief.
3. Answer may vary individually.
155
Skills in
oral and written
focus
Critical Thinking: Reasoning,
Making connections
Teaching Trail
• Introduce the concept of a prefix.

Write on the board: “redo, undo”
and “miscount, recount”; explain
that each pair has common
root words but their prefixes
maketheir meanings opposite to
each other.
• Draw six columns and title each column as ‘mis-’ ‘non-’ ‘pre-’ ‘post-’ ‘re-’ and ‘un-’. Write an
example under each column. Also, give the meaning of each prefix.
• Let students come up with words using prefixes. Write the words in appropriate columns.
• Discuss the meaning of the words listed.
• Let the students complete the exercise given on page 138.
Answer Key
Prefix Word New word with its meaning

non- living non-living: which does not have life
re play replay: to play again
pre- independence pre-independence: before independence
mis judge misjudge: to form a wrong opinion about something or somebody
mis behave misbehave: to behave badly
un lucky unlucky: having bad luck
non- stop non-stop: continuous
post graduate postgraduate: a person who holds an advanced degree after his/her
graduation
un even uneven: not smooth
re open reopen: to open again
re cycle recycle: to treat things that have already been used so that they can
be used again
mis lead mislead: to make someone believe something untrue
un decided undecided: not having made a decision about somebody/something
post- meal post-meal: after meal
156
Answer Key
1. a. everywhere P
b. greedily M
c. after T
d. happily M
e. slowly M
2. a. King Midas was happily/ joyfully
counting his coins.
b. Silenus was sleeping quietly in
King Midas’ garden.
Skills in
Critical Thinking: Reflecting, evaluating and

focus
concluding c. Silenus comfortably spent ten days

at Midas’ palace.
d. Midas accidentally turned his
family into golden statues.
Teaching Trail
e. Soon after, he went to Dionysus
• Recapitulate the topic using the Let’s Catch Up for help.
box
3. a. happily b. swiftly c. carefully
• Divide students into pairs. Ask them to find and
list all the adverbs used in the story. Also classify d. very e. gracefully f. quietly
them as adverbs of manners, place and time. g. cheerfully h. quickly
Communication: Using clear and

Skills in focus
articulate speech, Speaking confidently,

Listening actively
Collaboration: Suggesting/accepting
new ideas, Solving problems, resolving
conflicts
Teaching Trail
• Read the text. Explain story

narration and the role of a story-
teller.
• Read and describe the points given
in the Helping Hand section. These
are the points to be kept in mind
while narrating a story.
• Read the question and explain it to
students.
• Call each student to narrate his/
her story to the class.
157
decisions Reflecting,
evaluating and concluding,
Making judgements and
inferring
Skills in focus
Creativity: Generating
original ideas, Using
strategies to narrow the list
of ideas
Collaborating: Suggesting/
accepting new ideas, Leading
the group/ following as a
group member
Teaching Trail
• Ask students: Have you

ever written a story on
your own?
• Introduce the basic
structure and format for
writing a story.
• Walk students through
the format given on Page
140.
• Ask students to think of
other superhero stories
and get ideas for writing
their own story.
• Allow them to complete
the exercise in pairs.
Activity 4 – Let’s be a Superhero!
Ask:
• What superhero powers would you like to have?
• What would your superhero name be?
• What colour would your costume be?
• Name a superhero device that you would like to use.
• What would you do with your superhero powers?
Form pairs. Let the partners discuss and pen down their responses to the above questions. Call
the superheroes one by one. Ask them to introduce themselves, their powers and the things they
do with their powers.
158
Teaching Trail
Critical Thinking: Analysis, Reasoning,
• Walk students through the tense trail given on
Skills in focus
Making judgements and inferring

Page 141.
• Revise the basic rule and structure of each
Collaborating: Suggesting/ accepting tense given in the trail.
new ideas, Asking questions Leading /
following in a group • Ask students to work in pairs and complete the
exercise.
Answer Key
1. a. was b. is c. comes d. is becoming
e. was roaming f. altered g. will change h. counts
2. a. Hermes invented the lyre, according to a Greek myth.
b. Midas was thinking about gold all the time.
c. We love the stories of adventure.
d. People are studying ancient myths to understand them better.
e. People will always like to hear such stories.
159
Critical Thinking:
Skills in focus
Analysis, Making
connections, Drawing
Conclusions
Communicating:
Reciting
Teaching Trail
• Introduce the title of the

poem.
• Ask: Who do you think
the poem is about?
• Do think the worm in
the poem will be good
or bad?
Reading
Read the poem with
proper pauses, stress
and intonation. Ask the
following questions after
• Who brought the worm
out of the river?
• What happened to the
worm later?
• Who killed the worm
and why?
• Can you guess who Sir
John Lamb is?
Answer Key
1. a. The fish was strange and unusual.

b. The fish did not look like a usual fish. Young Lambton did not feel like taking it home, so
he threw it in awell.
c. The word ‘awful’ in the poem describes the size of the worm. It means that the worm had
grown really huge in size.
d. The brave Sir John Lamb caught the worm and cut it into two halves.
2. The poem is in the Simple Past Tense.
160
Critical Thinking:
Skills in focus
Analysis, Reasoning,
Making judgements and
inferring
Communication:
Articulating, Valuing
Contributions
Teaching Trail
• Explain irregular verbs

with examples.
• Now read the three
patterns of change
in the past form of
irregular verbs given on
Page 143.
• Ask students to suggest
some more examples for
each pattern.
Activity 5: Snakes and Ladders
• Divide the class into two teams. Choose a volunteer from each team to roll the dice. Get an
enlarged print of the Snakes and Ladders game given on the next page.
• Both the teams put their counters at start.
• Each volunteer takes turns to roll the dice on his/her team’s behalf.
• The team moves its counter forward the number of spaces shown on the dice.
• Read aloud the irregular verb on which the counter is placed. The team calls out the past form
of that irregular verb.
• Now the volunteer of the other team takes the turn and goes the same way.
• If the counter lands at the bottom of a ladder, you can move up to the top of the ladder.
• If the counter lands on the head of a snake, you must slide down to the bottom of the snake.
• The first team to get to the space that says ‘finish’ is the winner.
161
38 37 36
35
30 31 32 33 34
29
28 27 26
25
20 21 23 24
22
19
18 17 16
15
14
10 11 12 13
8
9 7 6 5
1 2 3 4
PROJECT WORK
Fact Page
Ask students to make a fact page about a myth or legend they know. They can refer page
32 of the text book for help.
162
Workbook Answer Key
1. shirt bird doctor sweater letter girl Earth water
2. a. fur b. irk c. sir d. dirt e. early f. dessert
g. urn h. first i. turn j. earn k. work l. emerge
3. a. starred b. barred c. warring d. stirring e. tarring f. scarred
1. a. F b. T c. F d. F
a. Midas love to count his gold coins.
b. Midas found Dionysus’s friend Silenus in the garden.
c. Midas asked for the golden touch – that anything he touches should turn to gold.
d. Midas’s daughter was unhappy with the garden because all the flowers lost their colour
and fragrance.
3. a. Midas asked Dionysus for help because he no longer wanted the gift that turned into a
curse for him. He accidently turned his family into golden statues. He needed his family
back. He could neither eat nor drink. All this made Midas sad and miserable.
b. When Midas saw Silenus, a friend of Dionysus, in his garden he brought Silenus to his
palace. He treated him well with the intention to receive a reward from Dionysus. After ten
days, Midas took Silenus to Dionysus and boasted about Silenus’s comfortable stay at his
palace. Dionysus was pleased with King Midas and granted him his wish for the golden
touch.
c. King Midas went to the river Pactolus and washed himself with its water. Slowly, with
every splash of water, his golden touch was washed away. He took some water from the
river to his palace restored everything he had turned to gold.
4. a. Dionysus said this to King Midas. Dionysus warns Midas about the results of his greedy
wish.
b. King Midas said this to himself. It tells about his selfish and greedy intentions.
c. The speaker here is King Midas. He said these words because he turned his family into
golden statutes.
d. Dionysus said this to Midas.
1. Prefixes Meaning
mis- wrongly
non- not
pre- before
post- after
re- again
un- without
163
2. a. unreal not real
b. post-work after work
c. repay to pay again
d. pre-arranged arranged in advance
e. nontoxic not toxic
f. mishear to hear incorrectly
Activity 4: Grammar
1. a. The fans cheered loudly when their team scored a goal.
b. He spoke softly.
c. The elders spoke wisely.
d. The man greedily picked up the money.
2. a. today b. now c. yesterday d. when
3. a. The children are standing outside the enclosures.
b. The animals are kept inside the enclosures.
c. The boy with the camera is standing near the rhino.
d. The flamingos are standing to the left of the elephant.
e. The man is standing away from the enclosures.
4. a. everywhere b. now c. carefully d. inside e. quickly f. soon
Activity 5: Integrated Tenses

1. a. Traffic jams are common along this stretch of the road.
Simple Present Tense
b. This is why my mother gets late to work on some days.
c. Her boss gets upset whenever she is late.
d. Last Wednesday she was stuck here for more than an hour.
Simple Past Tense
e. She was trying to call her boss but she could not connect.
Past Continuous Tense
f. On top of that her air conditioner was not working.
Past Continuous Tense
g. She reached her office all tired and exhausted.
Simple Past Tense
h. She is looking for an alternate route to the office.
Present Continuous Tense
i. She will take a different route from now on.
Simple Future Tense
j. This will make her life easier.
Simple Future Tense
164
2. a. go, forget b. came c. is helping d. will be e. was reading
3. a. I was running in the park when you called me.
b. We will complete our homework before we go to bed.
c. The postman brought the parcel on Saturday.
d. I was helping my friend paint his room this Sunday.
e. They call the fire department when there is a fire.
Activity 6: Individual attempt – accept all answers
1. a. fishing in the river Wear b. a well c. strange d. teeth
2. a. Lambton threw the ‘fish’ in the well because it looked strange and unusual.
b. The worm grew scary and huge in size after Lambton threw it in the well.
c. Brave Sir John Lamb cut the worm into halves and killed it.
d. The worm liked to eat sheep, lambs and calves.
1. a. middle b. depended c. sharp d. grand
2. a. The fishermen went to present their problem to the king. They were troubled by the wild
swordfish in the sea. The fishermen were frequently attacked by the swordfish.
b. The soldiers used arrows, swords and spears to attack the swordfish. But the swordfish
were too strong and fast; they defeated the soldiers.
c. The boy suggested that they build a wall of banana stems in the water. He said that the
sharp swords of the fish would get stuck in the soft and strong banana stems.
d. The boy’s plan worked, and the sea was rid of swordfish. The people of the island had a
grand feast that day.
3. a. sea b. food c. swordfish d. strong
4. a. The people had no other choice.
b. He was concerned about his people.
c. Every problem cannot be solved by strength.
165
LESSON TARGETS
• Plan a vacation
• Recall information
Phonics Fun: /e (r)/sound
e
• Identify /e (r)/sound
e
• Identify the IPA symbol for the sound
• Pronounce the sound
• Spell words with the /e (r)/sound sound
e
Language Ladder: Quantifiers and Articles

• Explain quantifiers
• Identify and Explain articles
• Use the appropriate quantifiers and articles
Reading: Happy Holidays
• Get acquainted with structure of an E-mail
• Enrich knowledge about different cultures and countries
Understanding
• Locate and identify key information
TRAVEL
Vocabulary: Synonyms and Antonyms

• Use appropriate antonyms
• Use synonyms to avoid repetition
Practising Grammar: Quantifiers and Articles
• Use quantifiers to complete sentences
• Use appropriate articles for the given nouns
Speaking: Asking for directions
• Use apt phrases for asking directions
• Present an information report individually
Writing: E-mail
• Identify the features and format of an E-mail
• Expressing thoughts and feeling through words
Plug-In: Punctuation Round up
• Recapitulate common punctuations and their uses
• Use the correct punctuations
Celebrating Poetry: Peddler’s Caravan
Poem Appreciation: Peddler’s Caravan
• Discuss and respond to content of the poem orally and in writing
Enrichment:
• Learn about the features of an atlas
UNIT 10
• Find information about a country in an atlas
More to Do Teaching
Day Topic Task
(Workbook) Periods
• Planning a vacation
1 Getting Started
1
Listening: Happy • Listening for detail
2
Holidays • Exercise (page 145)
• Reading and sound identification (page
Phonics Fun: /e e 67) Activity 1
3 1
(r)/sound • Exercise (Page 146) (page 109)
• Activity 1 – What’s in the /e (r)/
e
Language Ladder
• Understand quantifiers
4 : Quantifiers and 1
• Understand Articles
Articles
• Think and write
5 4
• Comprehension
• Activity 3– Fun Fact Cards Activity 2
6 Understanding 2
Vocabulary: • Identify and use synonyms and

Activity 3
7 Synonyms and antonyms in context 1
(page 112)
Antonyms • Exercise (page 152-153)
Practising
Grammar: Activity 4
8 • Exercise (Page 153-154) 1
Quantifiers and (page 113-114)
Articles
Speaking: Asking • Words and phrases used when asking
9 1
For Directions directions
Activity 5
10 Writing: E-mail • Structure of an E-mail 1
(page 115)
Plug-in:
• Recapitulate punctuations
11 Punctuation 1
Round-Up
Celebrating Poetry:
• Reading & Recitation Activity 6
12 The Peddler’s 1
Caravan
13 Poem Appreciation • Exercise (159)
• Learning about Irregular Verbs 1
• Activity 6 – Snakes and Ladders
15 Project Work • Travel brochure 4
Teaching Trail
Skills in
focus Communication: Articulating
Thoughts, Listening Effectively
• Have a class discussion: Do you like to travel? Why
Logical thinking: Analysis do you think people travel? Why did people travel in
the past?
Teaching Trail
• Ask: What do you do before

going on a vacation? Is
planning a vacation necessary?
Why?
• Read the question. Discuss the
things to do when planning a
vacation. Talk about the budget
– train or plane tickets, stay,
money for sight-seeing, etc.
• Let students complete the
exercise in pairs.
• Students share their vacation
plans.
Good morning students. I

am Mrs Indu, the teacher
in charge of the trip. All of
you must be excited about
the trip, but please pay
attention to some important
instructions. The date of
the trip is 25th May. All
Listening Text
students have to gather in

the school ground at 8:00
a.m. for the attendance. Teaching Trail
Then, we will board the
school bus to go to the • Before the listening activity, read sentences that are
Museum of Natural History. given so that students understand what they have
After reaching the museum, to listen for.
we will make 3 groups of • Ask students to listen to the audio and answer the
ten students each. It is questions as they listen.
important that every student • Play/read the listening text again and discuss
is in the school uniform and answers that students can check/correct their
carries his/her identity card. answers
168
Answer Key
a. ii. Mrs Indu

b. iii. 25th May
c. ii. school ground
d. i. Museum of Natural History
e. iii. school uniform
Skills in focus
confidently
Connections
Collaboration: Leading the group/
following as a group member
Reading Café
Sound: /e (r)/sound e
Diphthong: Combination of two
vowel sounds /e/ and / / to make e
one sound
Pronunciation: The sound begins
with the vowel /e/ and followed
by the / /sound. e
Answer Key
Teaching Trail
• Write ‘air’ on the board and ask students to 1. W M M Y H A I R

pronounce it.
V F Q C P N H L
• Now, write ‘pair’ on the board and ask students
pronounce it. E W S T A I R S
• Write the IPA symbol of the /e (r)/ sound on board
e
C H A I R W P A
and demonstrate the sound; break the sound into
/e/ and / / vowel sounds.
e B P F U E E E X
• Write some more words with the /e (r)/ sound on
e E A A S N A A A
the board (hair, bear, etc.).
A I I G T R R F
• Now, ask students to suggest some more words with
the /e (r)/ sound.
e R R R W S X F T
• Read the poem aloud, laying stress on the 2. repair bared fair
highlighted words. Then ask students to read aloud prepare rarely stare
(Class drill). swear their wear
169
Activity 1 – What’s in the /e (r)/
e
Draw or print the following mind map.
/e (r)/ Sound Words

e Form pairs, ask each pair to write as many /e (r)/
e
sound words as they can, using the letters given in
are air the mind map. Encourage students to write different
bare, care stairs, repair parts of speech: nouns, adjectives, verbs…etc. Now,
discuss and list students’ words correcting any
mistakes on the board.
/e (r)/
e
Give students 3 minutes to write a sentence using
as many words listed on the board. Ask students to
ear eir read their sentences and tick off the words they have
used. The winner will be the pair that has used the
wear, bear their, heir
maximum words containing the /e (r)/ sound.
e

Skills in focus

Teaching Trail
• Explain the concept of
quantifiers using the definition
on pg-146.
• Explain quantifiers for
countable and uncountable
nouns. Elaborate and discuss
the examples given on page
146 and 147.
• Revise articles. Introduce
definite and indefinite articles.
• Read and explain where to use
a/an/the on page 147.
Activity 2 – The Blank Game
Students are divided into teams.

Each group writes 5 sentences
using definite and indefinite
articles. Students take it in turns
to read the first sentence aloud to the other teams, repeating once if necessary. Students use
the word ‘blank’ in place of articles in each sentence. The other teams then try to complete the
sentence with a, an, the or no article. The team which completes the sentence first gets a point
and the chance to read the next sentence. The team with the maximum points wins the game.
170
Skills in focus
judgements
Communication: Showing improved
word choice
Teaching Trail
• Introduce the title of the chapter,

Happy Holidays.
• What delights you the most on a
holiday?
• You can share what activities you
enjoy the most while travelling.
Skills in focus

Teaching Trail
• Before the text is read in the

class, ask students to quickly look
at all the pictures given in the
story and predict what the lesson
is about.
}} Pronounce and explain difficult
words
comprehension questions
including the ones given beside
the text
Page 148
• What did Aunt Indira write on
e-mail?
• Who replied to Aunt Indira’s mail?
• Who are Tìm and Ravi?
• What is the name of Ria’s friend?
Where is she going on vacation?
171
Page 149
• Who wrote the mails and to
whom?
• What is the writer sure about?
• Where did Uncle John take them
to?
• What does the writer want do
after he returns?
• Where is the writer going the
next day?
• Where was the writer’s favourite
movie shot?
Teaching Trail
• Read the learning link and have

a quick recap of contractions.
• Allow students to underline all
contractions on the page once the
reading of the text is done.
Page 150
• Why could Ria not write earlier?
• What is a Waka ama race?
• Where was Ria about to go at
that time?
• Where did Miriam go in
Thailand?
• What did Miriam attach with the
e-mail?
172
Integrated Learning
Like the Waka ama boat race in New Zealand, boat races are immensely popular in Kerala and
have been a part of the tradition and culture since ancient times.
Snake Boat Races in Kerala, locally known as Vallam Kali, are perhaps the most vigorous,
prestigious and community-oriented water sports in India. The most famous snake boat race in
the world, the Nehru Trophy Boat Race is held on the second Saturday of August every year on
the placid waters of Punnamda Lake in Alappuzha. This race is full of thrills and excitement.
Several snake boats from different villages of the Kuttanad region participate in the competition.
Each boat is has by about 150 oarsmen, showcasing their skills on 1.5 km long race.
Level 1: Students scan the lesson for definite and indefinite articles and underline the nouns
they define.
Level 2: Students scan the lessons for articles and quantifiers and say whether the nouns are
countable or uncountable nouns.
Level 3: Students make sentences using quantifiers and articles that they have identified.
Skills in
focus
Activity 3 – My Travelogue!
Ask students to make a travelogue.

Each student has to fill the details
as given below on the basis of one
email that is given in the text.
Then they have to discuss what
they have filled. (This works as a
revision of the lesson.)
They can also write about a place
they have visited as an alternate
activity.
Answer Key Location: ________________________

What I saw: _____________________
1. a. False b. False c. True d. True
2. Best thing I ate: _________________
How we traveled: ________________
Where we stayed: _______________
My favourite part of the trip: _______
_________________________________
3. a. Mr Singh did not go to New Zealand with his
family because he had a seminar in Chennai. How I felt: _______________________
173
b. What Sumit liked the most about New Zealand were its uncrowded streets and roads. He
also found the countryside roads very beautiful.
c. The two tourist places mentioned:
Habitton: It is in Waikato in New Zealand. It’s an old movie set, which has small houses
with round doors.
The Temple of Emerald Buddha: It’s a massive Buddhist temple. The temple is decorated
with elegant doors and windows. There are frescoes on its walls that portray the various
stages of Buddha’s life.
d. Miriam described Thailand as a crowded country, but she found its street food incredible.
There are many options to choose from. Thailand also has many places for sightseeing.
4. The Thai name of the Temple of Emerald Buddha is Wat Phra Sri Rattana Satsadaram.
Skills in
oral and written
focus
Critical Thinking: Reasoning,
Making connections
Teaching Trail
• Revise synonyms and explain

using the examples given on
Page 151.
• Revise antonyms and explain
using examples given on Page
152.
• Teach students how to look for
synonyms and antonyms in a
thesaurus.
• Explain how synonyms and
antonyms help in expressing
ourselves clearly.
• Let the students complete the
exercises on their own.
Answer Key
1. ACROSS: 2. Orb, 5. Start,

6. Enjoy, 7. Thin
DOWN: 1. Vacant, 3. Route,
4. Silly, 5. Vain
2. a. S b. A c. S d. S e. S
f. S g. S h. A i. S j. A
174
Teaching Trail
Skills in
reasoning, Making judgements

focus
• Recapitulate the topic using the Let’s Catch Up box.

Communicating: Articulation • Allow students to complete the exercise and discuss
and intonation answers.
Answer Key
1. a. a few, a little b. less c. lots of, a little d. lots of e. a few, fewer

2. a. the b. an
c. the/a d. a e. a, an f. a g. an h. the i. an
3. Today, I went shopping for my sister’s birthday present with my mother in a mall. It was so
crowded that I felt like there were a million people around me. We straight away went to one
of the most famous toy shops. There, we bought a U.F.O. toy for her. Mom also bought me an
archery set. By then, I was feeling like the hungriest person on the planet. Trust me, I would
have eaten a horse if I could! We finally sat down at a restaurant and satisfied our hunger
pangs with a large burger and a salad.
175
Skills in focus

confidently,Listening actively
Collaboration: Suggesting/ accepting
new ideas, Solving problems, resolving
conflicts
Teaching Trail
• Ask: What are directions? Why do

we ask for directions?
• Read and discuss the introductory
text in the class.
• Read the expressions given in
Helping Hand, and explain them
to students. Have a class drill to
practise the expressions.
• Emphasise on polite words and
correct body language while asking
for directions.
• In pairs, ask students to ask for
directions using the expressions
practised.
Creativity: Generating original ideas,

Skills in focus
Using strategies to narrow the list of

ideas
Communication: Using appropriate
tone and vocabualary
Teaching Trail
• Read the introduction.

• Discuss what an e-mail is. Why
is it the most preferred means of
communication?
• Describe the pattern and the
elements of an e-mails using the
example on page 155.
• Discuss the points that students
can include in the e-mail.
• Students can also refer to the mails
included in the chapter.
• Allow them to complete the exercise
individually.
176
Reasoning, Makingjudgements
Skills in focus
and inferring
Collaborating: Suggesting/
accepting new ideas, Asking
questions Leading / following in
a group
Teaching Trail
• Revise all the punctuations

with their rules given in the
mind-map on page 156.
• Take each punctuation one by
one and discuss its rules.
Answer Key
1. a. Hobbiton is in Waikato, New

Zealand.
b. Tim answered, “Yes, I would
like some more water please.”
c. “Don’t chew with your mouth
open,” warned Mrs Singh.
d. We saw a Waka ama race,
open countryside, traditional
hāngi cooking and Mt. Cook.
e. He says he’ll be back next year to New Zealand.
f. I’m sure this was the best holiday yet.
g. Sumit loves movies; therefore, he loved the movie set in Waikato.
h. Mrs Singh told her children, “The capital of New Zealand is Wellington.”
i. Sumit didn’t enjoy the flight back home: he wanted to stay a little longer with his cousins.
j. Mrs Singh said she liked New Zealand because of three things: clean air, open spaces and
pleasant weather.
k. Mrs Singh is afraid of heights; however, she liked Mt. Cook.
l. Tim did not go to Mount Cook: he doesn’t like cold places.
2. a. After the children left for school, the father took a break.
b. Ms Sajel, my class teacher, helped me in the project.
c. Mridul said,“My cousins are coming for a visit soon.”
d. Sneha submitted the answer sheet to the examiner after revising it carefully. Correct
e. The concert tickets were expensive; we went to the movie instead.
f. Ishani, Shweta and Neha have been selected in the Indian hockey team.
g. “What time is it?” asked the mother.
h. I waited for the coach to call me: he never did.
i. The police officer spoke to the suspect but did not arrest him. Correct
j. “This test is so easy!” exclaimed Raju.
177
Skills in

focus
Conclusions
Teaching Trail

• Ask: Why does the poet want to
live like the peddler-man?
• Do you think a peddler’s life is
as pleasant as portrayed in the
poem? Discuss.
Reading
Read the poem with proper
pauses, stress and intonation.
Ask the following questions after
• Where does the peddler-man
come from?
• What does he do?
• Who are the members of his
family?
• Why does the poet want to be
with the peddler-man?
Answer Key
1. a. The peddler sells delf, tea-trays, baskets, and plates with the alphabet round the border.
b. He travels from town to town with his wife and baby.
c. His caravan is driven by a horse and is just like a bathing machine. It has two windows
and a chimney for the smoke to come through.
d. He clashes the basins like a bell and cries, “Chairs to mend and delf to sell!”
e. The poet wants to roam with the peddler and write a book about his adventures so that
the people would read his book, just like they read the ‘Travels of Captain Cook.’
2. a. Nobody knows where the peddler-man comes from.
b. The caravan has a chimney from which the smoke comes out.
c. The peddler-man sells delf, tea-trays, baskets, and plates with the alphabet round the border.
d. The peddler-man clashes the basins like a bell and cries, “Chairs to mend and delf to sell!”
e. The poet wants to write a travel book when he comes back home.
3. Brown - town Roam - home Knows - goes Green - machine
Cook - book Man - caravan Ride - side
4. where chairs
178
5. a. Just like the Travels of Captain Cook!
b. With a horse to drive, like the peddler-man!
c. And a chimney of tin…
Activity 4: Living in a Caravan
Class Discussion.
The peddler-man had a house on wheels which he rode from town to town with his wife and a
baby. This type of house is called a caravan. If you had a caravan like the peddler-man had, where
would you go on your caravan? How far would you go? What would you do for your living? Would
it be easy and fun to live in a caravan? Why?

Reasoning, Makingjudgements
Skills in
focus
and inferring
Communication: Articulating,
Valuing Contributions
Teaching Trail
• Discuss: What is an atlas?

Have you ever seen or used it?
Why do we need it?
• Read the explanatory text.
• Help students to learn better by
bringing an atlas and showing
all its elements to them.
• Discuss and complete the
exercise.
Activity 5: Plan your city!
Divide the class into groups of

four. Give two maps to each group.
Have two students from each
group mark all the buildings and
locations in the map. Once, they
have marked and planned the city, they have to give directions to the other two students. The
other two students have to listen to them and try to mark the same locations and buildings in
their map. Whichever group makes two similar maps wins the game.
Note: The group members can neither peep into each others’ map nor have any eye contact.
179
PROJECT WORK
Travel
Divide the class into groups of four. Assign each group a country or region of a country. Ask
them to make a travel brochure for the assigned country/region. Once complete, the groups
have to show their brochures to the class and talk about them.
180
Workbook Answer Key
1. pear hair beard stairs deer ear doctor bear
2. a. air b. fair c. pair d. where e. there f. flair
g. care h. dare i. prayer j. rare k. mare l. mayor
3. a. cancelling b. travelled c. enrolling d. travelling e. patrolled f. enrolled
1. a. F b. F c. T d. F
2. a. Thailand b. Ibrahim c. Buddha d. street
3. a. Sumit liked the less crowded roads in New Zealand.
b. Hobitton is in Waikato.
c. Arun couldn’t go to New Zealand because he had a seminar in Chennai.
d. The Singh family went to Mt. Cook in New Zealand.
4. a. New Zealand is a less crowded country. It has beautiful roads in the countryside. There
are many beautiful places to visit in New Zealand such as Hobitton and Mt. Cook. Tourists
also enjoy food at hāngi restaurant. Watching Waka ama race, a kind of boat race, can
give you goosebumps.
b. The street food in Thailand is incredible. It’s a heaven on Earth for a foodie. You have
many options to choose from. Although it is a crowded country but it has many places for
sightseeing. The Temple of Emerald Buddha a famous tourist spot in Thailand.
c. Hāngi is a traditional cooking method in which a pit in the earth is dug and is used like
an oven. Then, some stones are heated in a fire in the pit and baskets of food are kept on
top of the stones. It is all covered up with earth again. The food is ready after a few hours.
d. Waka ama is a kind of boat race in Thailand. A waka is a long, superbly decorated boat.
About 80 men paddle it together. The race creates an electrifying atmosphere when 80 men
paddle in sync with all their might, trying to beat the other boats.
5. a. Ria wrote this to her Aunt Indira.
b. Ria wrote this to her friend, Miriam.
c. Sumit wrote this to his dad.
d. Miriam wrote this to Ria.
1. a. You will find the book at the bottom of the bookshelf.
b. I found it hard to agree with his opinion.
c. There was a minor accident on the expressway yesterday.
d. He is a senior level athlete.
2. a. lovely b. dull c. sturdy d. plenty of
Activity 4: Grammar
1. a. a little b. a lot of c. loads of d. a lot of
2. a. a few b. fewer c. a couple of d. loads of
181
3. a. fewer b. lot of c. a little d. a great deal of
4. a. an b. a c. an d. a e. a f. an
5. a. the b. no article c. the d. the e. the

1. a. The caravan is driven by a horse and is just like a bathing machine. It has two windows
and a chimney for the smoke to come through.
b. The peddler lives with his wife and a baby. They travel from town to town.
2. a. The poet wants to travel with the peddler and write a book about his adventure so that the
people would read his book, just like the ‘Travels of Captain Cook.’
b. The peddler sells delf, tea-trays, baskets and plates with the alphabet round the border. He
also mends chairs.
c. William Brighty Rands is the poet of the poem.
1. a. yesterday b. deep c. interior d. ceiling
2. a. Elephant Head Cave b. 12th c. bat d. before
3. the day before yesterday Ankit and his mother packed food. .
yesterday before sunrise Ankit and his mother left home
before the hike Ankit and his mother had breakfast.
yesterday evening Ankit and his mother came out of the cave.
4. a. Ankit knew that the cave was very deep, and filled with hundreds of bats. It was called the
Elephant Head cave because there was a rock at the mouth of the cave that looked like an
elephant’s head.
b. Ankit’s mother promised to take him to the cave on his 12th birthday because he was not
old enough to enter the cave before.
c. They drove over Louis Mountains and saw the Blue Water Lake. They also had breakfast
before beginning the hike.
d. The cave is so dark that a torch is required to see around. Reaching the interior of the
cave is difficult as one needs to crawl down under big rocks. Once you reach the interior
of the cave, you see hundreds of bats hanging upside down from the ceiling of the cave.
182
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OTHER CURRICULUM TITLES Learning

CHOOSE FROM A WIDE COLLECTION OF ONLINE LEARNING SOLUTIONS

TEACHER’S RESOURCE KIT

Susan Iannuzzi | Vaishali Mudgal

TEACHER’S RESOURCE KIT

First Published in 2019

absorption of tips and strategies. Surrounding these pages are suggestions,

provide step-by-step guidelines for effective classroom teaching and learning in

tandem with the content prescribed in the textbook.

Wow English series.

Create a Supportive Learning Climate

Judge and just

6. Wit and Wisdom 96

9. Myths and Legends 148

10. Travel 166

Phonics: /sh/ and • Reading and sound identification (page 8) Activity 1

Plug-in: Simple • Activity 4 – Who Am I? Activity 5

• Reading and Recitation Activity 7

13 Appreciating Poetry • Exercise (page 19-20)

• Pledge of good manners 1

• Read the question.

• The Boy Who Cried Wolf

students understand what they have

• Write the following words on

Comprehension Questions Making predictions and

• While you read the text aloud, ask

• After the reading of the text

Reflecting, evaluating and

oral and written

• Write on the board ‘Earth’.

Gardening Kingdom Emotion Moral Values 1. a. noun – happiness – Rohit’s heart

Critical Thinking: Analysis,

d. concrete noun – teacher abstract noun – creativity

• Ask students: Have you

Activity 3 - Let’s Summarise

1. a. Everyone loved the boy

Good Characteristics Bad Characteristics

2. Accept reasonable answers.

Activity 7: Celebrating Poetry

• Identify similes and metaphors

• Creating a fact page

• Understanding and using the Present

• Reading & Recitation, Activity - 9

• Ask: When there are a lot of

Activity 1 - Think About the Group

Ask students to write names of five

of the meerkats always takes up guard duty

• Read the names of the animals

Answer key for listening:

Communication: listening effectively,

Reading Café Collaboration: leading the group;

Critical thinking: making

connections, reflecting, evaluating

• Write a declarative sentence

• Read the pre-reading text.

• Instruct students to draw the

Critical Thinking: gathering

Ask the class to find five exclamatory and

Gardening Kingdom Emotion Moral Values 1. a. noun – happiness – Rohit’s heart

1. a. Everyone loved the boy

1. a. A rchimedes said this to the