Fun With Language

Book 5

Easy Path Series

Revised Edition 2004
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A GOG/EFA-FTI Project
 ACKNOWLEDGEMENTS
The Ministry of Education wishes to acknowledge the work done by the
following persons who were involved in the production of the first edition.

The members of the Language Arts Commitee:

Beryl Valentine, Purity Li and Janet Duport
The Desk/Copy Editor: Hazel Moses
The Consultant Editors: Jean Bovell and the late Dr. Sybil James
The Textbook Writing Consultant: Jennifer Anderson of Jamaica
The Managing Editor: Fitzroy Marcus

The work of the following person who was involved in the production of the
second edition is also acknowledged:

Mohandat Goolsarran

******************

2005 Ministry of Education, Georgetown, Guyana.

All rights reserved.

No part of this publication may be reproduced, stored in a retrieval system
or transmitted in any form or by any means without the prior permission
of the copyright owner.

Published by The Ministry of Education, Georgetown, Guyana.

Printed by: Eniath's Printing Company Limited

6 Gaston Street,. Lange Park, Chaguanas,
Trinidad and Tobago.

Revised 2005

NOT FOR SALE

FUN WITH LANGUAGE

BOOK 5

WRITING TEAM: Landomae Fraser

Megan Richmond
Florence Sukhdeo
Donna Chapman
Esther Ramchurjee

SUBJECT SPECIALIST: Ingrid Barker

ILLUSTRATOR : Maylene Duncan

DESIGN TYPIST: Rhonda Ogle

GRAPHICS PLACED BY: Rhonda Ogle

COVER DESIGN BY: Maylene Duncan

GOG/IDB A Primary Education Improvement Project

Easy Path Series

 FOREWORD

One welcomes the publication of this series of textbooks as part of the

Primary Education Improvement Project funded by the Inter-American
Development Bank and the Government of Guyana.

This series of texts has been long in planning, writing and production.
In the process however, many Guyanese have developed skills in
textbook writing and production. This will serve Education well in the
future.

We congraulate all those responsible for the production of these texts.

They have done a good job. Guyanese childm at the Primary level,
and., indeed, the society as a whole, will be the beneficiaries of their
labour.

Thanks to the Inter-American Development Bank for its financial support.

Primary Education in Guyana will benefit considerably with the availability
of relevant reading material

Dale A. Bismuth
Senior Minister of Education
and Cultural Development
 CONTENTS

Page
1. Caring for the Elderly 2
2. Then and Now 6
3. Coleen's Family 12
4. The Plight of Street Urchins 16
5. Boat Day on the Essequibo River 20
6. Water, Water. Everywhere! 24
7. The Museum 28
8. Sports 34
9. Review (1) 38
10. Review (1) 38
11. Non-Violence 42
12. A Gament Factory 48
13. National Holidays 54
14. Folk Tale from Guyana - The Old Animals 60
15. Gifts 66
16. The Post Office 70
17. The Traffic Policeman 76
18. Being Kind 80
19. Review (II) 84
20. Review (II) 84
21. A Kitchen Garden 88
22. A Folk Tale 94
23. The Garbage Collectors 98
24. `Queh, Queh' - A Guyanese Tradition 104
25. Tommy Goes to the City 108
26. A Famous West Indian Cricketer 114
27. Let's Go to a Show 118
28. The Coconut Palm 122
29. Review (III) 126
30. Review (III) 126
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1. This is your book.

2. Write a story to tell what one of the children is reading.

1
UNIT I CARING FOR THE ELDERLY
Read and Find Out

Josh Thinks It Over

When Saturday came, Josh was not happy. He had come to a decision.
Dad was going to the Palms. It was tiring and sometimes unpleasant
caring for his father. What did a young man like him want with caring
for old people anyhow?

Josh rode slowly. His legs felt heavy, stiff and unable to move.
However, he had to take his father to the Palms. They were nearing the
Palms now. The sun was so hot; there was need to rest. He rode
slowly towards the silk cotton tree and put Daddy Joe to lie under
its shade. Suddenly Daddy Joe began to cry like a baby. His son looked
at him in surprise.

"What is the matter?" he asked.

With tears in his eyes, his father cried, "J.. Josh my son, many years ago
I was taking your grandfather to this same old people's home. He was
a burden to me, we rested under this same silk cotton tree".
His father continued to cry loudly.

2
 Josh was moved when he heard this. He picked up his father
put him on his bicycle and returned home.

How well have you read?

1. What is the name of the young man'?

2. What is his father's name?
3. Where was he taking his father?
4. Why was he taking him there?
5. Explain the meaning of unpleasant.
6. Why did Josh ride slowly?
7. Where did Josh and his father shelter?
8. Why was the old man crying?
9. What does the word moved mean?
10. (a) What did Josh do after his father told him the story?
(b) Why did he do so?

Creative Work

Story Writing - Write a story about the picture.

3
Grammar

A. Nouns and Pronouns

REMEMBER
Nouns are words which tell the names of persons, places or
objects e,g. Josh was not happy.
Pronouns are words which are used in place of nouns e.g.
He was not happy.

Exercise

List five nouns and five pronouns from the story - Josh Thinks It Over.
You should make two columns like this: Nouns Pronouns

B. Understanding Prepositions

4
A
 Look at the pictures on page ,4 and make sentences using words such as:
under, near, on. These words tell of the position of persons, animals or
objects. These words are called prepositions.

Exercise

Use the following words in oral and written sentences of your own:
with, below, down, into, across.

Vocabulary

Synonyms and Antonyms

Read these sentences.

(a) Josh was not happy.
(b) Josh was not joyful.

The word joyful replaced the word happy in the second sentence.
These two words express the same feeling so we call them synonyms.

Unhappy, however is the opposite of happy or joyful.

Unhappy is called the antonym.

Complete the following chart with synonyms and antonyms.

Word Synonym Antonym

1. care
2. tired
3. cry
4. pleasant
5. old
6. same
7. burden

5
UNIT 2 THEN AND NOW

Read and Find Out

Uncle Sonny and Uncle Johnny were neighbours who lived in the same
village for more than seventy years. They did lots of things together. They
farmed, fished, cut wood and attended to other activities. Some
moonlight nights, the children of the village sat on the steps to hear
Uncle Sonny and Uncle Johnny tell old-time stories. They talked about
village life long ago.

Here is part of a conversation between Uncle Johnny and Uncle Sonny

one moonlight night.

Uncle Johnny: Sonny, do you remember what happened in this

village many years ago? We never locked our
doors or even shut our windows at nights,

Uncle Sonny: Those were good days! Very few persons stole
from their neighbours. We respected each other
very much.
Uncle Johnny: I remember that I could scold any child of the
neighbourhood. The child was never rude to
me and his parents were never annoyed. They
encouraged the older people to supervise
their children.

Uncle Sonny: Most parents become annoyed when their children

are scolded by other persons these days.

Uncle Johnny: Do you remember the incident with Mr. David that day
when we were children? We were returning home
from school when someone said that Mr. David had
gone to a Village Meeting. We all decided to 'raid'
Mr. David's fruit trees. There were many fruit trees
in Mr. David's yard. At that time the genip trees were
laden with large, ripe genips. There were genips even
on the ground under the trees.

Uncle Sonny; We were having a good time in the trees, picking and
eating the genips and joking with each other. Mr. David
came back suddenly and caught all of us in the trees.
We were afraid he would flog us so we sat in the
trees for hours.

Uncle Johnny: Mr. Gentle, another neighbour was passing and was told
what had happened to us. He begged Mr. David to give
us a chance, then took us home to our parents. Our
parents thanked Mr. Gentle, made us apologize to
Mr. David and scolded us about stealing.

Uncle Johnny: Well children, we lived together as neighbours. We lived

in peace and love.

Children: We wish those days would return and we'll all be

happy.
How well have you read?
1. The conversation tells about
A. how neighbours lived B. why neighbours lived
in a village long ago selfishly in the village
C. how neighbours D. how neighbours live in
borrowed from each other a village today
2. Uncle Sonny and his neighbour lived together in the same village for

A. more than sixty years B. ten years

C. more than seventy years D. a few years

3. The children listened to old-time stories

A. every morning B. on Sundays
C. some moonlight nights D. at nights
4. Long ago, neighbours left their doors and windows open because

A. the shops did not sell B. people seldom stole

bolts and locks from each other
C. people were very careless D. they paid watchmen to
guard their homes

5. Parents did not encourage their children to be rude to adults

because
A. they wanted their children B. they wanted their
to show respect for adults children to grow up
with manners
C. they lived in peace and D. of all the reasons - A, B
harmony and C

6. The children in the story wished that

A. they had lived long ago B. the old days could return
C. they could steal coconuts D. they could live in
and sell them peace and harmony
Creative Work

1. Pretend you are either Uncle Sonny or Uncle Johnny and tell your
classmates some stories told to you by your parents of village life
long ago.
2. Write a paragraph about - The Village or Town in which I would
like to live.

Grammar

Prepositional Phrases

1REMEMBER
A preposition shows the relation between a noun or a pronoun
and another word in the sentence.

A prepositional phrase usually has a noun or pronoun or a noun phrase

that follows a preposition e.g.

in - noun

E he village)

with - pronoun

Sometimes an adjective comes between the preposition and the noun as in

this phrase: in the small village,

Exercise 1

Make sentences with these prepositional phrases orally.

1. by the cherry tree 3. in the muddy pond

2. under the table 4. on the river bank

Exercise 2

Write six (6) sentences containing prepositional phrases.

9
Vocabulary

A. Synonyms and Antonyms

REMEMBER
A word that means the same as another is called a synonym
happy - joyful .

Exercise

Write the synonyms of these words taken from the story:

(a) old-time (c) scolded (e) event

(b) attended (d) harmony (f) return

('REMEMBER
A word that is the opposite of another is called an antonym.
Antonyms can be formed by using the prefix - un e.g.
happy - unhappy
Un means not therefore unhappy means not happy.

Exercise 2

Write the antonyms of these words by adding the prefix un.

Use the new words in sentences.

true lock faithful

real do related
clear tie buckle

10
B. Words/Meanings

Write the meaning of the following words:

neighbours attended respect

village conversation neighbourhood

C. Lexicon

When and How Often

The words below tell when or how often something happens

e.g. He returned to the game earlier than expected. (when)
John repeatedly stamped his feet in annoyance. (how often)

Say each word three times.

Use six of them in sentences.

afterward forever precisely

endlessly immediately rarely
earlier instantly repeatedly
finally last seldom
first often whenever
following once

Phonics

Initial /Final Sounds

Use ch, sh or wh to complete each word.

ip ill di ar
ook all dit in
ich ere ri fi

11
11
UNIT 3 COLEEN'S FAMILY

This is a family tree of Coleen's family.

Aubrey Campbell Jackie White

Aubrey and Jackie Campbell

Carol Grace Keith Peters John

Tiffany Coleen Victor

How well have you read?

1. Jackie's maiden name is

2. Aubrey Campbell is the of Jackie.
3. Carol is the sister of and
4. Aubrey is Keith's
5. Grace and Keith's daughters are and
6. Tiffany is the niece of and
7. Coleen's grandmother is
8. John has nieces.
9. Coleen's family name is
10. Write a word which means brothers and sisters of the same family.

12
Creative Work

1. Draw a family tree of your family including one set of grandparents.

2. Write about your family history.

Grammar

Conjunctions

REM EMBER
Conjunctions are words that join words or sentences.
}
Some conjunctions which join words or sentences are:

and but neither nor

so either or for

A. Read the following sentences:

1. The boy was poor but kind.

2. Buy some tennis rolls or some cassava bread.
3. Both Aubrey and his wife are tall persons.
4. Coleen did not come so Victor left, the party.

B. Copy the following sentences then underline the conjunctions.

1. Carol and her mother like to eat fried fish and bread.
2. Grace is a tall but fat woman.
3. Neither Tiffany nor Victor likes football.
4. Coleen predicted that Calvin would win the game and she was right.
5. Either Victor or Tiffany knows the hiding place.

C. Use each of the conjunctions you have underlined in sentences of your

own.

13
Vocabulary

Gender

Masculine refers to male creatures e.g. boy, uncle, bull.

Feminine refers to female creatures e.g. girl, conductress, hen.

Here is a list of genders you need to know:

Masculine Feminine Masculine Feminine

actor actress steward stewardess
conductor conductress instructor instructress
duke duchess boar sow
host hostess colt filly
gander goose dog bitch
waiter waitress ram ewe
proprietor proprietrix stallion mare
prophet prophetess steer heifer
widower widow bull cow
Mr. Mrs. cockerel hen
headmaster headmistress drake duck
heir heiress

Exercise

A. Read the following words:

sister grandfather policeman father-in-law

daughter niece spinster lady

B. Arrange the words above under the following columns.

Write the missing gender for each word you have placed.

Masculine Feminine

14
 C. Rewrite the sentences and change the feminine to masculine.

1. The bride is my niece.

2. The cow attacked the farmer.
3. The conductress is very pleasant.
4. The mayoress is a spinster.
5. The headmistress scolded the little boy.
6. Rover killed the hen.
7. At the party, the hostess was very helpful.
8. The butcher bought a heifer and a sow.

Lexicon

Family

Say each word three times and use six of them in sentences.

aunt father mother sister

brother grandmother nephew uncle
cousin grandfather niece mother-in-law

Phonics

ph has the sound of f

Find the answers to the Quiz and say each answer three times.

Quiz Word List

Which word means telephone? pharmacy
What does a camera take? phantom
Which word is the name of a long-tailed bird? phone
Who appears in some comic books? photographs
Where do you buy medicine? pheasant
Which word refers to the body? phonics
Which word deals with the sounds of letters? physical

15
UNIT 4 THE PLIGHT OF STREET URCHINS

Read and Find Out

They stand at the corners

Sit on the grass.
Lie on the pavements
Where people pass.

All tattered and torn,

Smelly and unkempt
Twisted fingers outstretched,
Begging for bread.

A dollar, five dollars

A spit or a curse,
These children endure
The pain and the loss.

Scorn them not I say

Nor kick them far away
For it is not their fault,
They just mirror the evil
In which we are all caught.

Hazel Moses

How well have you read?

WWrite a name for the poem.
2. List some reasons why children become beggars.
EExplain the meaning of the word unkempt.
EExplain the meaning of the last two lines in the third stanza.
Dno you scorn beggars? Say why you do or do not.

16
 Creative Work

1. Pretend you are a beggar and relate some of your experiences.

2. Write a poem about this beggar.

Grammar

Compound Subjects

REMEMBER
The subject of a sentence is the naming part. It usually has a noun or
pronoun e.g. The children stand at couriers.

Read this sentence.

Shanta and her father begged for food.

What is the subject of the sentence?

How many parts does it have? Name the parts.

A. When a subject has two or more parts, it is called a compound

subject.

What word is used to join the two parts of the subject?

The word or can also be used to join parts of the subject.
The words and and or are conjunctions.

17
 B. Sometimes a subject may have three or more parts.
Use commas to separate the parts. Place a conjunction before the
last part e.g. The tomatoes, the oranges and the flowers need sunlight. }

Exercise

Copy the following sentences, then underline each part of the

compound subject.

1. John, Marlon and Paul are footballers.

2. Water and Regent Streets are the busiest streets in Georgetown.
3. The pupil or the teacher will say the vote of thanks.
4. Cornmeal, milk, orange juice and toast make a good breakfast.
5. A dog or cat will make a good pet.

Vocabulary

Occupations

The work people do is called thcir occupation.

The following list contains the special names given to persons who do
certain jobs.

pilot chef veterinary surgeon

conductress stewardess

Exercise

Now complete these sentences using the special names above.

1. A woman who collects fares on a bus is called a

2. A person who steers a ship in and out of harbour is called a
3. A chief cook in a hotel is called a
4. A person who looks after sick animals is called a
5. A woman who cares for passengers on an aeroplane is called a

18
Exercise 2

Tell in a sentence what each of the persons in the list below does.

carpenter dentist engineer

guttersmith stevedore jockey
mechanic cobbler magistrate
plumber confectioner sculptor
architect shipwright geologist

1a
19
UNIT 5 BOAT DAY ON THE
ESSEQUIBO RIVER
Read and Find Out

It was twenty past eight on a bright Monday morning. Suddenly a horn

sounded Toot! Toot! While the captain and crew completed last minute
arrangements, commuters hurriedly crossed the gangway.
By half past eight the MV Barima left Parika and began the five
hour journey up the mighty Essequibo River,

The water was rough and I tossed from one side to the next. Luckily the
captain steered skilfully, looking for the sand banks. We made our first stop
at Fort Island. This island was named by the Dutch explorers
who invaded Guyana centuries ago. Fort Island is an island I enjoy
visiting because I am always met by curious on-lookers.

The MV Barima continued with many more stops along the river
like Lanaballi and Makouria. Sometimes it stopped in midstream
where it was met by paddle boats and boats powered by engines.
These boats were used to take passengers and foodstuff ashore.

At half past one the boat moored at Bartica. Bartica is known as

the Gateway to the hinterland, and here is where my journey
ended.

20
How well have you read?

1. What is the name of the boat?

2. Explain the meaning of commuters and gangway.
3. How long did the trip take?
4. Name the river on which this journey took place.
5. Who do you think were the first Europeans to live on Fort Island?
6. What is an island?
7. Why did the boat stop in midstream?
8. Where did the journey begin and where did it end?
9. Explain what moored means.
10. Why do you think Bartica is referred to as: Gateway to the
hinterland?

Creative Work

1. Write a story about the following picture.

2. Write a report about a field trip you took to a place of interest.

(Include past tense verbs)

01
21
Grammar

Verbs (Irregular)

REMEMBER
Verbs are words which can show if the action is happening now or if it
happened in the past.

Read each line, giving special attention to the verbs in bold type.

Jason sees the large boat. He goes to join the queue preparing to
cross the gangway.
The boat leaves Parika and begins the five hour journey up the
mighty Essequibo Rivcr,

Jason saw the large boat. He went to join the queue preparing to
cross the gangway.
The boat left Parika and began the five hour journey up the mighty
Essequibo River,

Do you notice that the words: saw, went, left and began do not
have an -ed ending?
Past tense verbs that do not have -ed endings are said to be
irregular.
Past tense verbs with -ed endings are said to be regular.

Exercise

A. Use the past tense of the following verbs to complete each

sentence.
come take begin drive
draw write row jump

1. The ride on the steamer five hours.

2. The school children to the stelling.
3. Paul letters during the boat ride.
4. He a picture in each letter.
5. The children of Skull Point to school.

22
6. School at 8:00 hrs.
7. Dad to Corriverton.
8. The boy over the fence.

B. Write the past-tense of:

choose, fall, give, tear, break, swim, bite, ring, grow, read.
C. Write the present tense of:
bore, ran, shook, spoke, froze, stood.

Vocabulary

Similes

REMEMBER
Similes compare things that have similar qualities.

Here is a list:

as agile as a monkey as meek as a lamb

as blind as a bat as playful as a kitten
as brave as a lion as plump as a partridge
as crafty as a fox as poor as a church mouse
as cunning as a fox as proud as a peacock
as fast as a deer as quiet as a mouse
as fat as a pig as fierce as a lion
as slippery as an eel as frisky as a lamb
as slow as a snail as gentle as a lamb
as strong as a horse as sure - footed as a goat

Exercise

Complete the following:

as blind as a as as a snail
as sick as a as as thieves
as happy as a as as a lamb
as mad as a as as a fox
as white as as as a deer

23
UNIT 6 WATER, WATER,
EVERYWHERE!

Read and Find Out (Newspaper article)

A combination of unusually heavy rains and high tides,

have led to major flooding of several East Coast Demerara villages.
Livestock has drowned and residents in flooded villages estimate their
losses could total millions of dollars.

As regional authorities considered emergency plans against the rising

waters, the Prime Minister, Minister of Agriculture and the Army Chief
of Staff flew over to the affected areas in an Army helicopter.

Villages throughout the coast were flooded and scores of cattle and
sheep sought refuge by the roadside and on higher ground.

24
 Residents were alerted to take health precautions. A senior
Government official said plans are being made to quickly repair breaches
on the sea-wall.

Adapted from Guyana Chronicle

How well have you read?

1. What caused the flood?
2. Which part of Guyana was under water?
3. Do you think fowls were affected? Give a reason for your
answer.
4. List other animals which were affected.
5. (a) Name two persons who visited the affected areas,
(b) What help can these persons give?
6. What does refuge mean?
7. What diseases do you think residents are likely to contract?
8. What health precautions can the residents take?

Creative Work
1. Describe the worst rainy day you have experienced in the area where
you live.
2. Suggest measures that could be taken to prevent floods.
3. Write a story about the picture below.

25
Grammar

Simple Future Tense

REMEMBER
To form the Simple Future Tense, place shall or will in front of the verb.
Here is an example:
Present Tense: I, they/look
Future Tense: I, they /shall look

Complete these sentences to show future tense using the verb in

the brackets.

1. She for a walk. (go)

2. He his uncle next week. (visit)
3. The girl a big house. (draw)
4. The sounds of the stereo set the house. (shake)
5. Ann, the patient the pain until the operation. (bear)
6. The Youth Club gifts to the poor children. (give)

Vocabulary

Idioms

The following expressions are called idioms:

a wet blanket, a bird in the hand, a rough diamond.

An idiom is a special form of expression used by people in common

conversation.
Idioms make ideas clear to a listener or reader.

Read the list of idioms and their meanings on the following page.

26
Idiom Meaning
good for nothing useless

a bird in the hand immediate possession/opportunity

hard up short of money
at logger heads quarrelling
up to the mark good enough, well enough
a rough diamond a person of real worth but rough
manners
to keep up appearances to maintain an outward show
to have a feather in one's cap have something to be proud of
to bury the hatchet to make peace
the apple of one's eye someone especially dear
a wet blanket a discouraging person
dead beat exhausted
in the same boat in the same circumstances
carried away highly excited
a chip off the block like the father
under a cloud in trouble or disfavour
all ears paying close attention
at a loose end having nothing to do
off form not capable as usual

Exercise

What do you think the following expressions mean?

Write the meaning of each idiom.

Idiom Meaning
make bricks without straw
bring to mind
stick-in-the-mud
clutch at a straw
skin of one's teeth
lose one's temper

27
UNIT 7 THE MUSEUM

Read and Find Out

David's Visit to a Museum

3 East Street.
Lacytown,
Georgetown,
Guyana.
12th March 19-.

Dear Josh,
I was as happy as a lark when I received the news that our class
would visit the biggest museum in the country. I know you would like to read
about that visit. however, I will only be able to write about the things I liked
most.

First we observed the exhibits on the ground floor. They were all
interesting so we walked as slow as tortoises and really had a good look. We
saw a clay model of a map of Guyana. This map indicated where industries
could be found. There were tiny bulbs indicating rice, sugar, timber, gold and
diamonds. Therefore, if someone wanted to find these products, that person
would press a. particular button and the lights placed at all the various places
would come on. We stood before this exhibit a very long time pressing the
various buttons.

Next, we saw the model of a pork-knocker and the equipment he

used for gold mining. He looked as big as a giant and as strong as an ox.

Then, we came to some beautiful, wooden carvings. Each part of the

three carvings displayed showed famous Guyanese acting out a part of our
history.

28
 There were also exhibits from other countries. I liked very much
the old Chinese ware and the Indian bowls and spoons made of brass, I also
admired the lovely dolls from other countries. They all wore their colourful
native costumes.

We walked up the stairs to the first floor. It was exciting to see

the shining glass-cases with models of birds, reptiles and wild animals.

There were strange birds like the spoonbill, the harpy eagle, the
hawk, the yellow billed cacique and the tiny honey creeper. You should have
seen the caciques nest. It hung from the branch like a stocking. It looked like
the weaving that girls do.

Near to the tortoise and the caiman were wild animals, such as the
crab dog, the yawarri„ the armadillo and the tapir. They all looked so real. We
wanted to touch them to see if they would move.

There were many other exciting exhibits in this museum, but I

cannot write about them now.

Please write about one or your museums in your next letter.

Your friend,
David.

How well have you read?

1. Why do you think David couldn't write about everything he saw

at the museum?
2. (a) Name the things David saw on the ground floor.
(b) List some industries that were illustrated on the map.
3. Which words tell us what David thought about the exhibits on the
ground floor?
4. (a) Who is a pork-knocker?
(b) What equipment does the pork-knocker use?
5. What do the carvings show?

9A
29
 6. Name the exhibits that came from other countries.
7. Which three words show what David thought about these exhibits?
8. What is special about the Cacique?
9. Why did the children want to touch the exhibits?
10. What do you think is the purpose of a museum?

Creative Work

A. Write a letter to a friend in another country. Tell him/her about four

exhibits in the museum.
B. Make a thank you card which your class could send to the Museum
Guide after your visit. Write a message or poem in your card.
C. Here is a picture showing children observing exhibits at the Umana
Yana in Georgetown.
Write a story about the picture.

P.P-1-41C

30
Grammar

The function of words in sentences

REMEMBER
The role a word plays in a sentence is called its part of speech.
The same word can have two different meanings in two different
sentences.

Read these two examples:

runs (a) The boy runs quickly to the Museum.

(runs expresses an action and therefore is a verb)

(b) David played cricket and he scored ten runs,

(runs in this sentence is a name word or a noun,
the word names something that David got)

shows (a) The carving shows something that happened in our

country.
(shows expresses an action and therefore is a verb)

(b) The pupils in our class go to shows at the cinema.

(shows is a name word and therefore is a noun)

Exercise

Make two sentences with each of the following words. Use each word
as a verb then as a noun.

plant work light fire blow cut

box cook sail nail boil end

31
Vocabulary
A. Words and Meanings

Read the following words then use them to complete the sentences:
pork-knocker museum equipment exhibits

The pupils of David's class went to a building. There were interesting

objects on show there. This building is called a
Many were on display at the museum. The children saw a gold
miner or a He had the tools he used to find gold. These tools
are called his

Spell the words which you have used to complete the sentences above then
use the same words in sentences of your own.

B. Similes

Help David describe what he saw at the museum.

Complete the following from the given list on the right.

as beautiful as a sun
as interesting as a sugar
as sweet as gold
as precious as glass
as brittle as rose
shining like the museum
as blue as berry
as red as a yolk of an egg
as yellow as the Cherry
as black as the sky
as brown as a midnight

Make a sentence with each simile e.g. Joan is as beautiful as a rose.

32
C. Digraphs (wh)
Read the following verse.

The tale of the Whimsical Whale

The whip gave the whale

a whack on its back.
The whale gave a whimper.
The whip pulled the whale
on to the wharf and fed it some white wheat.
The ship's captain turned
the wheel of the ship.
He blew a whistle
`Whirr, Whirr,' went
the boat in a whisper
as they welcomed the whale.

Copy the words which begin with wh.

Say each word three times.

Read the following sentences.

Who

Who met whoever at the wholesale store.

How wholesome you look,
Who! said whoever
Who and whoever sat the whole day and talked about their cousins.
Whose and whom.

Copy the words which begin with wh.

Say each word three times.
Do they have the same sound as those above?
Use five words beginning with wh in sentences.

33
UNIT 8 SPORTS
Read and Find Out
Water Sports

Water Sports can be very enjoyable. Two categories of such sports are
swimming and boating.

Swimming can be a pleasant exercise for people of almost any age.

This activity involves movement of the arms and legs. Persons who
swim do so at or below the surface of the water by moving their limbs.
Swimming can involve hard work for an Olympic competitor. He or she
must train for a very long time to be able to participate in any swimming
event at the games.

Boating involves the conducting of a small, open, engined or

sailing vessel. This activity is done on the surface of the water.
Many people find it very amusing. Some people spend much time
practising in order to participate in competitions.

34
 Competitors have discovered that they need to know about the movement
of water in order to be good participants.

Large numbers of people find water sports not only enjoyable but
an aid to keeping fit for other sports.

How well have you read?

1. Why do some people like water sports?
2. List the categories of water sports given in the passage.
3. What do you understand by the word surface?
4. Explain the word boating.
5. What is required of a good competitor?
6. Explain in your own words how you think water moves.
7. Name some other water sports that you know.
8. Which is the most appropriate place for holding water sports?
9. List other water sports that you know.
10. List three safety rules you think one should observe when
participating in water sports.

Creative Work

A. Imagine you have been asked to give advice on a game. Explain

how the game is played and give advice about how to play it
well. You can draw any sketches which are necessary to make your
points clear.

B. Write a letter to any well - known sportsman or athlete asking him to

write a short article on boating for your school magazine.

C. Write a story of a Swimming Competition you have witnessed.

35
Grammar

Function of words in sentences

REMEMBER
The role a word plays in a sentence is called its part of speech.

Exercise

Write the part of speech of each word in bold type.

1. John played cricket.

2. They were delightful sports.
3. My friends and I played football.
4. When the game is finished we often applaud.
5. Ann liked that game too.
6. I am learning to drive.
7. In August I am going to Trinidad.
8. Can you tell us a story?

Vocabulary
A. Spelling

Say and write these words in syllables then use them in sentences.

administrative considerably establishment

authotities contributory improvement
championship developed organisation
competition

B. Sounds (made by objects)

Sounds are made by some objects.

Note that the words denoting some sounds resemble the sounds made by
the objects.

36
 1. Say these:

bang of a door clatter of hoofs booming of a gun

clink of a coin bubbling of water crack of a whip
call of an eagle hoot of a horn chime of a clock
howling of the wind clang of a bell patter of feet

2. Insert suitable words to complete the following:

(a) the of a gun (d) the of a whip

(b) the of a horn (e) the of the wind
(c) the of a clock (f) the of the sea

C. Lexicon

Happy Feelings

Say each word three times and find out their meanings.
Choose six words and use them in sentences.

calm delighted j oyful pleasant

cheerful fascinated lively thrilled
contented jolly merry

Phonics

Vowel Digraphs - oa

Read the following words with the oa sound

boat coal coast

goal goat oath

Say and spell the words.

Write ten words that have the oa sound.

37
UNITS 9 & 10 REVIEW (1)

Read and Find Out (A)

vendor
policeman driver

plumber carpenter nurse

barber postwoman farmer mechanic

Complete the sentences with the names of the persons who do the
work.
The first one is done for you

1. The policeman protects people.

2. The cuts hair.
3. The brings letters.
4. The helps sick people.
5. The fixes pipes.

38
 6. The drives a mini-bus.
7. The grows food.
8. The builds houses.
9. The sells fruits.
10. The repairs cars and trucks.

Read and Find Out (B)

Use the most suitabe words to fill in the blank spaces in the following
poem: dark, lightning, rain, swimming. chickens, trees, house, morning.

1. The night is the place is cool,

The will surely fill the pool,
Thunder ! Now here it comes,
Beating on the like a thousand drums.

2. has come without a sun's ray

The are swaying like dancers gay.
The ducks are and having a good time
While the are cooped up line after line.

A. Read the poem.

B. Re-read the poem and copy all the rhyming words
C. Copy the line that has a simile in it.
D. Say in your own words what is a simile.

Grammar

A. Verbs (Past Tense)

Use the past tense form of the verbs in brackets to complete the sentences.

1. Mary a pound of chicken. (buys)

2. We a mini-bus to take us to the airport. (hire)
3. The boys a pane of glass. (break)

39
 4. The policemen for more than three hours. (wait)

5. Peter all the fruits. (eat)

B. Verbs (Present Tense)

Rewrite these sentences and change each verb to the present tense.

1. The joiner hammered a nail in the wood.

2. The sun shone brightly in the morning.
3. The patient rested in bed for two hours.
4. The fierce dog sprang at the sheep.
5. The children built sand castles.

C. Verbs (Future Tense)

Copy the sentences and underline the verbs that show future time.

1. The aeroplane will arrive at six o'clock.

2. I shall call you as soon as I arrive home.
3. The children will come if you really want to see them.
4. Mother will bake a cake for us.
5. The men will sing tenor while the women will sing soprano.

D. Prepositional Phrases

Complete the sentences using prepositional phrases.

1. There was an accident. The car ran

2. John wanted mangoes to eat. He climbed
3. It was a very hot day. Mary wanted to go for a swim.
She jumped
4. The children waited anxiously. They wanted to see the athlete jump

5. Jack forgot his keys. On arriving home he found the door closed
He climbed

40
E. Conjunction

Rewrite and complete the following sentences by using the conjunctions,

and or but.

1. Jean has a new bicycle she cannot ride it.

2. I lost my book John found it.
3. I saw Edna she didn't see me.
4. Pat practised hard for the race she lost.
5. Playing cricket can be an exciting tiring game.
6. The pepper-pot was delicious cold.

Vocabulary

A. Complete the following.

Nose is to smell as is to taste.

is to pipes as electricity is to wires.
Day is to week as is to year.
is to girl as man is to woman.
Wing is to as is to fish.
One is to single as two is to

B. Complete the following.

Word Synonym Antonym

1.happy
2. love
3. locked
4. rich

C. Rewrite the following sentences and change the gender in each

sentence to the opposite form.
1. The best actor of the play won the award.
2. Waiters at the restaurant looked well in their new outfits.
3. The girl's uricic took her for a boat ride.
4. Her headteacher scolded her for being rude to the host.

41
 UNIT 11 NON -VIOLENCE
Read and Find Out

Everyone in the village liked Jason because he was friendly, kind and
courteous to all, They would remark. "Jason is such a fine boy."

One day Mrs. Hinds, Jason's teacher visited Jason's home, When he
opened the door and saw who it was, he was shocked and began to look
nervous,

Mrs. Hinds smiled and said, "Good afternoon, Jason I'm here to speak with
your mother." Jason was trembling like a leaf. He wondered. "What have
I done wrong?" However, he said bravely, "(Good afternoon, Mrs. Hinds,
please come in and have a seat. I'll get my Mum for you."

Jason brought his mother as he promised and quietly left the room.
He told his sister that his teacher was having a talk with his mother
and he was afraid. His sister told him that there was nothing to be
afraid of since he is a well behaved boy. She encouraged him to take

42
 refreshments on a tray for the two ladies. They stopped speaking when
Jason asked for an excuse to enter the room. He served them the
refreshments. After a while Mrs. Hinds left.

Jason was anxious to know the purpose of his teacher's visit. His mother
said, "Jason, so you were involved in a fight"
"Mum. I was not involved in a fight."
"Oh, you were not, well see about that," said his mother. There was a
twinkle in her eye but Jason was too upset to notice.
He couldn't understand what his mother was talking about. He tried
his best not to fight with anyone. He couldn't understand. His mother
refused to say any more on the matter until his father came home
from work.

Jason's heart was beating fast when his father arrived. He didn't want his
parents to be angry with him. Why would anyone want to say untrue
things about him? he wondered.

They all had dinner then sat in the sitting room relaxing, "I had a visit
from Jason's teacher today," said Jason's mother to his father.
"Why was she here?" asked his father.
"She came here to congratulate us for the way we have been training
Jason." Jason's eyes nearly popped out of the sockets.
"Yes, Mrs. Hinds said that she is impressed with Jason's behaviour. Two
older boys were about to start a fight on their way home from school
but Jason intervened and spoke to them about good conduct and
the value of friendship. She also said that the class plans to reward him
for his exemplary conduct at the next Speech Day Exercise."

How well have you read?

1. What impressions did the persons who knew Jason have of him?
2. Although Jason was nervous, what was his attitude towards his teacher?
Give examples of what he did.
3. Why do you think Jason was nervous?

43
 4. Why do you think Jason's mother didn't say anything before his father
came home?
5. What do you think Jason told the boys who wanted to light?
6. What do you think would be Jason's reward?
7. List some attitudes you consider to be good.
8. Give the story a title.

Creative Work

1. Write a story about the pictures.

2. Write a skit that would help your classmates to:
(a) stop fighting.
(b) deal with bullies in class.

Grammar

Main and Helping Verbs

You have noticed from time to time that there is more than one verb in
some sentences. Sometimes we write two or more verbs in a sentence.
In this exercise, we will examine what happens when two verbs are used
together in sentences.

Read the following sentences:

1. Jason was liked by everyone in his neighbourhood.

2. He was smiling as he served the light refreshments.
3. Mrs. Hinds was visiting Jason's home one day.
4. "I am behaving at school," said Jason.

44
 In each sentence, there is a main verb.
This main verb tells exactly about the action of the subject.

Read each sentence again then try to identify the main verb in each
sentence.

The main verbs in the sentences are:

liked, smiling, visiting, behaving.

Re-read each sentence using the main verb only.

What happens to each sentence now?
In sentences 1 to 4, the meaning of the sentences are not very
clear.
They need help. That is why the other verb is used along with the main
verb.
The main verb needs a helping verb to tell more about the action of
the subject.

Re-read each sentence and discuss what happens when both verbs are
used together.

Exercise 1

Give other examples of main and helping verbs.

Exercise 2

Copy the sentences. Underline the main verb once. Underline the helping
verb twice.

1. Brian is riding a bicycle on the pavement.

2. Jason is setting the table for lunch.
3. Mrs. Hinds has sent a thank you card.
4. Mother is baking a cake for Susie.
5. Peter has swept the house.
6. Mother is sending a rose slip to Mrs. Blake.

45
 7. Was Peter trembling?
8. Did you send that card, Peter?
9. I had written you a long time ago.
10. The class is planning a tour to the garment factory.

Vocabulary

A. Words and Meanings

Locate the words from the story in your dictionary then copy their
meanings: courteous, refreshment, trembling, twinkle.

B. Antonyms

The opposite or antonym of words can be formed by using a prefix.

The prefix is a syllable written before a word e.g. un, dis, in ir. il, im.

Here are some antonyms formed through the use of prefixes:

un dis in
unable disappear incomplete
unhealthy disagree incorrect
unfriendly dislike insane
untrue dishonest indecent
unwise disobedient invisible
undress discontinue inexpensive
unhappy disorderly independent
uncommon dissatisfied insufficient
uncertain disadvantage inattentive
unconscious displeasure indirect

ir it im
irregular illegal improper
irreverent illegible impolite
irresponsible illiterate impure

46
Exercise

Complete the following sentences with antonyms.

The prefix for each antonym is already printed.

1. The show began fifteen minutes late and children became im

2. It is it to have an unlicenced firearm in your possession.
3. Harry's attendance was it at school and this affected
his performance.
4. The committee dis with the decision to hold a raffle.
5. A soldier who has no weapons is un
6. Ron was scolded by his teacher for being in

C. Vowel Sounds

Here are some words with the vowel sounds oi and oy.
Say the words and listen to the sounds.

oi
boil toil join joint noise
coil spoil adjoin point poise
foil broil coin moist voice
soil embroil loin avoid choice

oy
boy annoy royal
coy employ voyage
joy destroy oyster

Rule
oi and oy are pronounced oi

Say the oi and oy words from the above list that you do not know.
Find the meaning of these words in your dictionary.

47
UNIT 12 A GARMENT FACTORY
Read and Find Out
A Visit to a Garment Factory

A group of children from Annandale Primary School was involved in

a project. This project was one on GARMENTS. The group decided to
visit a garment factory in the community in order to get first hand
information on garment production.

One day the headteacher brought a note from the Manager of a garment factory
in the community. She had received the children's letter seeking permission to
visit the factory and therefore invited the group to her factory. The children
were very excited about the invitation and decided to make preparations for the
visit. They planned to get their uniforms, note pads and pencils ready.

48
On the morning of the visit, the manager's daughter, lndra, awaited
the arrival of her classmates. She introduced them to her Mom who
beckoned to a member of her staff to take the group on the
planned tour around the factory.

The group was taken to the cutting department first. Here they saw
men at work. There were large tables on which they placed bales of
cloth of various colours and textures. There were also tape-measures,
metre sticks, chalk. patterns made of paper and an electrical cutting
device.

Next, they were taken to a large room where the garments were
sewn. There were men and women busy at work. Most of them
were seen sewing on machines. These were heavy duty machines
unlike the type used at school. The men and women threaded
these sturdy machines with large cone shaped reels of thread. The
garments were sewn in parts but the machines were made to work
continuously. Each attendant was responsible for sewing a particular
piece of garment. Young men were seen distributing pieces of the
material to those persons who were responsible for sewing the particular
piece of garment.

The machines were placed very closely and this was the cycle used
at the factory:
1. The seams at the side of the shirt were sewn at machine number 1
then passed to machine number 2.
2. The sleeves were sewn at machine number 2 then stitched to part 1.
3. The collar was stitched at machine number 3 then stitched to
part 2.
4. The pockets were sewn at machine number 4 then stitched to part 3.
5. The button holes on part 4 were made at machine, number 5, 6.
6. The buttons were put on part 5 at machine, number 6.

49
 When the shirts were finally assembled the garments were taken to another
section of the factory. At this section all the shirts were pressed, folded
and put into plastic bags. They were next packed in boxes and made
ready to be transported from the factory to stores and other business
places to be sold later.

How well have you read?

1. In which village was the garment factory found?

2. What do you understand by the term, 'first hand information'?
3. Why did the children take note pads and pencils with them on the
field trip?
4. Who was the guide that helped the children understand how the
garments were made?
5. List some tools that were used in the cutting department of the garment
factory.
6. Where was the material taken after it was cut?
7. Why do you think garments were sewn in parts at this factory?
8. Write the opposite of: permission, arrival, responsible.
9. List the various stages a piece of cloth goes through before it becomes
a shirt.
10. What happened to the shirts after they were assembled?

Creative Work

1. Write a letter seeking permission for your class to visit a Garment

Factory.
2. Write a short description told by one of the workers of the Garment
Factory about the work he or she does at the factory.
Begin like this. I will always remember...

50
Grammar

Main and Helping Verbs (Revision)

Exercise 1

Explain what is meant by main and helping verbs and give examples.

Exercise 2
Read the sentences below and select the verbs in each sentence.
Draw up two columns in your book and name them - Helping Verbs,
Main Verbs. Select the helping and main verbs from each sentence
and write them in the appropriate columns.
1. The pupils were buzzing with excitement.
2. The bus has brought them to the garment factory.
3. Miss Paul has pointed out some important places.
4. The workers are making button holes.
5. The guard is approaching the group.

Exercise 3

Copy the sentences and underline the verbs,

1. The children of Annandale Primary were engaged in a project.

2. The manager of the garment factory had sent the children a letter of
invitation.
3. A member of staff was taking the children on the tour around the
factory.
4. The men were measuring and cutting the cloth.
5. Young men were distributing pieces of material to persons responsible
for sewing them.
6. The young attendants were pressing and folding shirts.
7. The men were putting shirts in plastic bags.
8. The children were making notes as the guide explained.

51
A. Spelling

Say and spell the following words.

Put them in syllables.

(a) machine (d) texture (g) responsible

(b) factory (e) cloth (h) button
(c) garment (f) patterns (i )transported

B. Alphabetical Order

1. Arrange these words in alphabetical order according to the third

letter.

(a) their, though, thimble, thumb, thread.

(b) cloth, clear, claim. cluster, climb.
(c) machine, marriage, material, maple, manage.

2. Arrange these words in alphabetical order according to the fourth

letter.

(a) dismiss, disguise, display, disaster, distaste.

(b) company, come, coming, comfort, comrade.
(c) protest, project, programme, profane, protege.

C. Words and Meanings

Write the meaning of each of the following words.

beckoned factory machine

department garments material
engaged project tape-measure

52
vnonics

A. Initial blends bl-, cl-, gl-

Here is a list of words with initial blends.

131 el gl
blancmange clerk glacier
bleach climate glamour
blemish clothing glaucoma
blight cloud glimmer
blister cluster globe
blizzard clutch glutton
bludgeon clutter glyecrine

Exercise

1. Pronounce each word three times.

2. Choose four words from each list and write the meaning of each
word, then add five words to each list.

B. Final sounds -nd, -ng, -st

Say each word three times.

Add five more words to each list.

abound anarchist copying

abscond arsonist co-ordinating
almond bacteriologist crocheting
behind caligraphist deserving
bloodhound dermatologist dialling
command optometrist emphasizing
compound pharmacist enclosing
descend pessimist fantacizing
transcend perfectionist hanging

53
UNIT 13 NATIONAL HOLIDAYS

Read and Find Out

3 East Street,
Lacytown,
Georgetown,
Guyana.
12`h May, 19-

Dear Josh,
I enjoyed reading your letter about Columbus Day, Labour Day,
Thanksgiving Day and other holidays which you observe in the United States of
America. You asked for information about the holidays we observe in Guyana.
Some of the holidays which we observe in Guyana are Phagwah, Diwali,
Youman Nabi, Eid-Ul-Azah, Mashramani, Labour Day, Caricom Day and Free-
dom Day.

There are two Hindu religious holidays that we observe. They are
celebrated according to the Hindu Calendar. Phagwah reminds us that good
triumphs over evil. On this day Hindus have a lot of fun throwing powder and
coloured water on each other. Diwali is another happy day for Hindus. Diwali
means the Festival of Lights. People light diyas or use fairy lights to decorate
their houses and yards to celebrate the return of Lord Rama and his wife, Sita,
to their kingdom.

Youman Nabi and Eid-UI-Azah are Muslim holidays. Youman Nabi is

observed in memory of the birth and death of the Prophet Muhammad. Eid-UI-
Azah reminds us that Ibrahim was willing to sacrifice his only son, because
God told him to do so. On this day many Muslims go to the Mosques to pray.
They also kill and share beef and mutton to family and friends. Youman Nabi
and Eid-UI-Azah are celebrated according to the date Muslims see the moon.

54
 The celebration for Republic is called Mashramani, an Amerindian word
meaning celebration after hard work. Guyana became a Co-operative Republic
on the 23rd February, 1970. Each year lots of activities are planned for
Mashramani such as Calypso Competitions, Steelband Competitions, Costume
Competitions and Float Parade.

You mentioned in your letter that in the United States of America,

Independence Day is celebrated in July in Guyana, Independence Day is
celebrated on the 26th May. You also mentioned that Labour Day in your country is
celebrated in September, but we celebrate Labour Day on the first of May.

Caricom Day is another special day for us. It is celebrated on the first
Monday in July. This day reminds us that Caribbean countries came together to
form Caricom an organisation committed to ensuring unity within the Caribbean
region.

We also celebrate the day on which slaves became free. This day is called
Freedom Day and is observed the first Monday in August. This is an important
day especially for Afro Guyanese. There are special functions held during this
time to celebrate the people's freedom.

I hope you enjoy reading about the holidays we observe in Guyana.

Your dear friend,

Jason.

How well have you read?

Choose the correct word or words to complete each sentence. Copy
the completed sentences in your exercise book.

1. Hindu holidays are and

A. Eid-UI-Azah B. Phagwah C. Diwali D. Youman Nabi
2. Muslim holidays are and
A. Phagwah B. Youman Nabi C. Eid-U1-Azah D. Diwali

55
 3. We observe Muhammad's death on holiday.
A. Youman Nabi B. Eid-Ul-Azah C. Phagwah
D. Diwali
4. The man who obeyed God was
A. David B. Rama C. Ibrahim
D. Sita
5. A Caribbean holiday is
A. Republic Day B. Freedom Day C. Caricom Day
D. Independence Day
6. The boy who wrote the letter was
A. Rama B. Jason C. Josh
D. Ibrahim
7. The word festival means
A. feast day B. fair C. service
D. celebration
8. The writer of the letter is
A. American B. Guyanese C. Canadian
D. Trinidadian
9. People were no longer slaves after
A. Labour Day B. Caricom Day C. Freedom Day
D. Republic Day
10. The main idea in Jason's letter is
A. holidays in Guyana B. holidays in USA C. holidays in the Caribbean
D. religious holidays

Creative Work

1 Write about a national holiday of which you feel excited or very

happy.
State - the name of the holiday
- what the holiday means
- how you normally spend this holiday
- how you feel at the end of the day

2. Pretend that you are Josh and received the letter- that Jason wrote.
Write a reply to his letter and address en envelope to him.

56
Grammar

A. The Comma

1. When you write a person's name at the beginning or at the end of a

sentence, separate that name from the rest of the sentence with a
comma e.g. Good morning, Joseph.
2. When you write a person's name in the middle of the sentence you
write a comma before and after the name e,g, Come here, Juanita, sit
on this chair.

Exercise

Copy these sentences then write commas in the correct places.

1. What does Diwali mean David?

2. Tell me the date of your birthday Jonelle.
3. Max bring that calendar here at once.
4. What are you making Jean?
5. Look at the list of National Holidays James.
6. There are thirty days in that month. Aren't they George?
7. Hello Tommie I'm glad to see you.
8. Ella are you going to the Miss Diwali pageant?
9. Joseph please come to my house next week.
10. Goodbye Simon I have to go now.

B. The Exclamation Mark (!)

You cry out or exclaim when you are -

(a) surprised (b) excited (c) hurt (d) sad
You may write one word, a phrase or a sentence to express these
feelings e.g. Oh! or Get out! or Come here at once!
You should begin with a capital letter and end with an
exclamation mark (!)

57
Exercise 1

Copy the following. Put in capital letters and the exclamation mark
where necessary.

1. good heavens 6. how lucky you are

2. help help 7. fire fire
3. wake up, there's a burglar in the kitchen 8. what a beautiful day
4. how cold it is outside 9. oh what a beauty
5. what a pity 10. get set

Exercise 2

Write four words that express joy and place an exclamation mark (0
after each of the words that you write.

Exercise 3

Make sentences using the words you have selected.

Vocabulary

A. Spelling

(a) Read these words from David's letter-

co-operative, Caricom, Christmas, Christian, Caribbean.
Write them in the order that you would see them in a dictionary.

(b) Complete each sentence with a word from the list above in hold type.

1. Another word for West Indies is

2. The shortened form of Caribbean Community is
3. On December 25, we celebrate Day.
4. If you believe in Jesus Christ you are a
5. When pupils work together, they are said to be

58
B. Prefixes

When a prefix is added to a word the meaning of that word changes, for
example: perfcct - imperfect (not perfect)
active inactive (not active)
pay repay (pay back, return)

Exercise

Rewrite the following words using the prefixes im, in or re.

proper active name

patient adequate possess
possible correct arrange
polite expensive write

Make sentences with the new words formed.

C. Words with Multiple Meanings

Some words have more than one meaning:

1. date- 2. letter -
(a) the time we read on the calendar (a) characters of the alphabet
(b) a fruit (b) written or printed
(c) an appointment communication

Exercise

Show two meanings of each word by using the words in sentences -

light match hand order limb

tables arms letter film Square

59
UNIT 14 FOLK TALE FROM GUYANA
THE OLD ANIMALS
Read and Find Out
The Old Animals

Dan, the donkey, had become very old and very unfit for work. His
master did not want him anymore and talked about killing him. This
made the donkey very sad so he decided to get away to the forest.

On his way he met Bingo, the old dog crying.

"Why are you crying?" asked the donkey.
"Mr. Joe, my master, doesn't want me anymore because I am too old
and cannot guard his house at night," said the dog.

"Come with me to the forest and we will find our own place,"
suggested the donkey.

60
On their way to the forest they met Tabby, the old cat crying.
"Why are you crying?" asked the donkey,
"Mr. Chin, my master, doesn't want me anymore because I am too old
and cannot catch the rats in his house," said the cat.
"Come with us to the forest and we will find our own place,"
suggested the donkey.

On their way to the forest they met Rudy, the rooster crying.
"Why are you crying?" asked the donkey.
"Mr. Billy, my master, doesn't want me anymore because I am too old
to wake up very early and say. Cock-a-doodle doo!"
"Come with us to the forest and we will find our own place,"
suggested the donkey.

So Dan, the donkey, took Bingo, the dog, Tabby, the cat and Rudy the
Rooster to the forest. There they saw Bruno, the father tiger,
Jumbo, the mother Tiger and Cato, the baby tiger getting ready to eat
their dinner.
"Let us scare them away and take over their house," suggested the donkey.
"How can we do that?" asked the dog.
"You climb on my back," said the donkey.
"The cat will climb on your back."
"The rooster will climb on the cat's back, then we will make our
sounds together and scare them away."

When they had climbed on each other's back they looked like a
horrible monster. They went to the tiger's window then they shouted
together. Dan. the donkey, shouted "Hee Haw! Hee Haw!" Bingo, the
dog shouted "Bow Wow! Bow Wow!" Tabby, the cat shouted "Meow!
Meow!" Rudy, the rooster, shouted, "Cock -a-doodle-door!"

61
 The tigers had never seen such a horrible monster and never heard such
a terrible sound. They were so frightened that they left their dinner and
ran away as fast as they could.

The old animals went into the house, ate the dinner and tolik o'er the
tiger's house so Dan, the donkey, Bingo, the dog, Tabby, the cat and
Rudy, the rooster, lived happily together in the tiger's house.

Adapted from Amerindian Stories

How well have you read?

1. List the old animals mentioned in the story.

2. How did the old animals feel in the beginning of the story?
3. What did the old animals do to get rid of the tigers?
4. Do you think the donkey alone could have chased the tigers away?
5. Write the opposite of sad.
6. Write the synonym of terrible.
7. Write the meaning of the word forest.
8. What does horrible mean in the story?
9. Do you think that it was a good thing to chase the tigers away
and eat their food? Why do you think so?
10. How would you have felt if you were one of the tigers?

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Creative Work

1. Pretend that you are the old donkey and write about a day in your
life. Say what your name is, your master's name, where you live, what
work you do and how you feel at the end of the day.
2. Choose one of the old animals you read about. Write what you would
have done if your master didn't want you anymore.
3. Draw a monster that you have imagined. Write sentences to describe
it.

Grammar

The Comma

Look at these sentences.

(a) Dan, the donkey, had become very old.
(b) Mr. Chin, my master, doesn't want me anymore.

Do you see how the comma is used?

REMEMBER
Place a comma after a noun and after a group of words
but the words must mean the same as the noun e.g.
Dan, the donkey, The donkey explains who Dan is.
Chin, my master, My master explains who Mr. Chin is.

Exercise

A. Rewrite the following sentences and include commas where

necessary.

1. The Kaieteur Falls the highest waterfall in Guyana is in the interior.

2. St George's Cathedral the tallest wooden building in the world is
in Georgetown.
3. 1 enjoyed reading The Circus a book written by Enid Blyton.

63
 B. Write three sentences of your own and include the comma in the
same way.

Vocabulary

A. Words and Meanings

I. Read the words and their meanings.

Word Meaning
monster a huge ugly creature. it may not be real but imaginary
horrible shocking or unpleasant
terrible frightful, causing great fear

2. Write the meaning of each of the following words:

unfit, guard, suggested, forest, scare, frightened.

B. Spelling

Spell these words from the story:

mon - ster be - cause sug - gest - ed

win - dow hor - ri - ble ter - ri - ble

C. Lexicon

Sad Feelings

Say each of the following words three times.

Choose six words from the list and use them in sentences.

blue dreary miserable troubled

discouraged gloomy mopish
dismal glum sorrowful
down hopeless tearful

64
Phonics

Silent letter k

Some words begin with the consonants kn. Because the k is silent
the words are pronounced as if they begin with the sound n or (nuh)

knife (nife) know (no) knot (not)

knit (nit) knee (nee)

Read the words.

Pronounce them as they are in the brackets.
Write three more words beginning with kn.

65
UNIT 15 GIFTS

Read and Find Out

Ernie the Turtle

Ernie was a baby turtle. He was only a week old when he went to
live with Gem and Fay. Mr. Charles who lived next door to Gem and
Fay, gave the turtle to them as a Christmas present.

"You will have to take good care of him," said Mr. Charles.
"Oh yes. we will, Mr. Charles," said the girls
"Thank you very much."
The girls were very happy to have a turtle of their own. They named
him Ernie,
Ernie was very shy. At first when the girls picked him up he would pull
his head and feet under his shell. Ernie did this very quickly and looked
like a small grey stone.

66
 Gem and Fay put Ernie in a little wooden box under a table in the
kitchen. Their father made the box for Ernie. They fed him leaves and
slices of banana. These grew in the kitchen garden.

One day, Ernie was in his box under the table and Gem and Fay were
helping their mother. Suddenly the lid fell off the pot with a loud clang.
What do you think Ernie did?
He climbed to the top of the box to see what was the matter.
Everyone laughed at Ernie.
"Ernie is not shy anymore," said Fay
"He is growing up." said their mother.

How well have you read?

1. Who is Ernie?
2. Write a sentence to describe Ernie.
3. How did Gem and Fay get Ernie?
4. Why did Mr. Charles give the girls the turtle?
5. What did Mr. Charles tell Gem and Fay?
6. How did Ernie show that he was shy?
7. How did the girls get food to feed Ernie?
8. What did Ernie do when he heard the loud noise?
9. What kind of neighbour would you call Mr. Charles?
10. Whom do you think showed appreciation in this story?

Creative Work

Write a story beginning with the words - He climbed to the top of the
box to see what was the matter ...
Draw Ernie climbing to the top of the box.

67
Grammar

The Comma (Review)

Read these sentences:

1. Gem, where are you going?

2. Put Ernie in the box Fay.

REMEMBER
A comma is used after the name or before the name of a person in
a sentence.

Exercise

Rewrite the following sentences putting in the comma where necessary.

1. Daddy please make a box for Ernie.

2. Mummy what will Ernie eat for lunch?
3. Ernie don't go under the bed!
4. Please take care of Ernie Gem.
5. Turtles Mr. Charles told them have a very hard shell for protection.

Vocabulary

A. Words and Meanings

Read the words and their meanings.

shy to avoid observation

lettuce (let-tis) crisp leaves for making salad
suddenly without warning
lid a cover that can be removed

Use the four words in sentences,

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B Spelling

Spell the following words.

Copy them in your books.

kitch - en (kitchen) laughed (lafft)

quick - ly sud - den - ly
tur - tle Christmas (Christ - mas)

Phonics

Here is a list of words with initial blends - br, cr, dr.

br cr dr
breach credit dramatize
breeze cripple draught
brilliant criterion dredge
Britain crochet drizzle
brochure cruise drudge
bruise crusade druggist

Exercise

1. Pronounce each word twice.

2. Add five more words to each list.
3. Choose four words from each list and use them in sentences.

69
UNIT 16 THE POST OFFICE
Read and Find Out

A Morning at the Post Office

Ron and Rhonda went to the Post Office at Suddie to purchase stamps
and post letters for their Mum and Dad.

There were lots of people at the Post Office that morning: vendors,
office workers, policemen, senior citizens and other children like themselves
Persons stood in lines in an orderly manner. Ron stood in a line where
persons were waiting to purchase postage or revenue stamps from the
teller in the cubicle.

Rhonda waited patiently in a corner with two letters in her hand while
she looked around at all that was happening in the Post Office. She
saw persons collecting large boxes at a special counter. She heard a
woman telling her friend that she would like to buy two Birth Certificate
forms. She saw a notice that read. LICENCES ARE FOR SALE.

70
 At last Ron reached the counter. He said, "Good morning," to the
young man who was selling the postage stamps. The man smiled and
replied, "Good morning," Ron bought stamps for letters to be posted to
Georgetown and to the United States of America. He thanked the teller
then quickly removed from the counter so that the next person in the line
could transact his business.

Rhonda helped her brother paste the stamps on the letters, They made
sure that the correct stamps were placed at the top right hand corner of
the envelope. Their teacher taught them where to place stamps on
envelopes so they knew what to do. The children then hurried to the big
post box and pushed the letters through the slots in the box. Just then
they noticed that one of the lines had only elderly people.

"What are these elderly people doing here?" asked Rhonda.

"They are here to receive pensions," replied Ron. The senior citizens
waited their turn in an orderly manner to receive their pensions.

Before the children left the Post Office, Ron showed Rhonda a notice
board that listed names of countries and the cost of postage for parcels
and letters.

How well have you read?

I. Why did the children go to the Post Office?

2. What business could be transacted at the Post Office?
3. What do the words orderly and cubicle mean?
4. What did Rhonda observe as she waited for her brother?
5. What licences do you think would he on sale at a Post Office?
6. Give one word for the phrase - lined up in an orderly manner.
7. Find other words from the passage that mean the same as old
people.
8. What is the role of the tellers at the Post Office?

71
Creative work

I. Pretend to be a postman /postwoman and deliver your letters, or do other

activities done by such a person. Let your friends guess what you are
doing.
2. Write five questions you would ask the postman or postwoman about
himself or herself. Remember to use question marks.
3. This is a letter which Janet wrote to John asking him to be her
pen-pal.
Read the letter and the address on the envelope below.

150 Area M Ogle,

East Coast Demerara,
20th December, 19--

Dear John.
I am a girl. My name is Janet Singh, I am sure that we are the
same age. My hair is long and black, Everyone says that I am short and fat. I
have two brothers and one sister.

My mother is a teacher and my father is a postman. I have

many friends at school. We play games together. I would like to be
your pen-pal.

Please write to me soon and I will tell you more about myself.

Your new friend,

Janet.

Mas John Baird,

Section C Turkeyen,
Greater Georgetown,
Guyana.

72
 4. Write a letter about yourself to a child whom you wish to be your
pen-pal,
Make the envelope and address it.

Grammar

Compound Subjects

A Compound Subject has two or more simple subjects e.g.

John and Janet sent letters and cards.

Exercise 1

Copy the sentences and underline the compound subjects in the

sentences.

1. Mary and Janet were at the door waiting for the postman.
2. Spot and Ginger saw the postwoman and began to bark.
3. Letters and cards were posted for the girls at Christmas.
4. The girl and her sister received letters from their pen-pals.
5. Postmen and postwomen work very hard delivering mail from door
to door.

Exercise 2

Use compound subjects to complete these sentences.

1. received letters and cards.

2. were not at home.
3. were playing in school.
4. directed us to the National Museum.
5. rescued the child from the burning building.

73
Vocabulary

A. Spelling

Say and spell these words, then use them in sentences.

mail patiently eagerly cheerful

postwoman desperately envelopes greeted

B. Suffixes

Read these words with suffixes_

care + less = careless care + ful = careful

A suffix is a group of letters added at the end of a word to change

the meaning of the word e,g. care - careless

Exercise I

Write a new word that means the same as each group of words below.
Use the suffix -less or -full in your new word.

1. with grace 11. with use

2. without a home 12. without help
3. with care 13. without heart
4. without fear 14. without care
5. with pain 15. with fear
6. without hope 16. without pain
7. with cheer 17. with thought
8, with thanks 18. without rest
9. with hope 19. with dread
10. without thought 20. without shame

74
Exercise 2

Complete the following sentences with the correct word from the
brackets.

1. Joe was about pasting the stamps on the letters so

they would not get lost. (careful, careless)
2. The children discovered that the old postcards were
for making their own letter box. (useful, useless)
3. Juanita's teacher congratulated her for being so
(thoughtful, thoughtless)
4. It was trying to comfort Shane, he was very unhappy
about losing the match, (hopeful, hopeless)
5. Residents became as the water rose. (fearful, fearless)
6. She groaned as the injection was so to her.
(painful. painless)

C. Lexicon

The Post Office

Say each word three times.

Use six of the words in sentences.

birth certificate parcel

envelope postcard
letters revenue stamps
licence postage stamps
mail telegrams
money order queue

75
UNIT 17 THE TRAFFIC POLICEMAN

Read and Find Out

I Want to be a Policeman

I would like to be a policeman

And blow a sharp, shrill whistle,
Wear a bright blue shirt
And a white topped cap on my head.

He always stands in the busy street,

And stretches his arm to the east,
This means stop, so the cars stand still
While he beckons the traffic to the west.

Whenever drivers disobey the traffic rules,

The policeman does his job then,
The cop gives them a ticket or charges them
And reminds them of the five C's.

I would like to be a policeman

And take notes on my small, white pad
I would investigate the accidents,
Keep the streets safe for children,
And help all to be good citizens.
Megan Richmond

How well have you read?

1. How would you recognize a traffic policeman?
2. When do you think he blows a whistle?
3. How does he control the traffic to the east?
4. What signal does he give to the drivers to the west?

76
 5. What happens when a driver breaks the law?
6. How does the policeman caution those who break the law?
7. List five things the traffic policeman does?
8. How do you think he keeps the streets safe for children?
9. What might happen on a busy street if there was no traffic
policeman?
10. How can the traffic policeman help people to be good citizens?

Creative Work

A. Write a paragraph on one of the following and include three

reasons why you have made the particular choice.

I would like to be a traffic policeman because

or
I would not like to be a traffic policeman because

B. Write a story about how a traffic policeman helped a pupil in your

class.

C. Write a paragraph describing the traffic policeman.

Remember to include facts about
- his uniform
- how he looks.

Grammar

A. The Compound Predicate

The Compound Predicate has two action words or verbs joined by and
e.g. The traffic policeman blows a whistle and stands in the street.

77
 The two words in bold type tell what the traffic policeman does.
He blows.......and he stands........... These are two action words or verbs.

This part of the sentence - blows and stands is called, The Compound
Predicate.

Exercise

Copy these sentences and draw a box around the compound predicate.
Underline the verbs.

1. The traffic policeman stretches out his arm and stops the cars.
2. He gives them a ticket and walks with them to the station.
3. He writes in his notebook and keeps the streets safe.
4. He wears a uniform and puts on a white topped cap.

Exercise 2

Now make four sentences with a subject and a compound predicate.

Underline each verb and draw a box around the compound predicate.

B. Adjectives that end in -ous

REMEMBER
When -ous is added to some nouns, adjectives are formed
e.g. Noun Adjective
venom I! venomous

Exercise 1

Add -ous to the following nouns to form adjectives:

raven, pomp, poison, mountain

Talk about the meaning of each adjective formed.

Make a sentence with each adjective formed.

78
 REMEMBER
To form some adjectives that end with -ous,
drop the e before adding -ous
e.g. fibre - fibrous

Exercise 2

Add -ous to the following nouns to form adjectives:

pore, lustre, fame, virtue, adventure

Talk about the meaning of each adjective formed.

Make sentences with the adjectives formed.

Vocabulary

Words and Meanings

Study the words and their meanings as they are used in the poem.

Word Meaning
to beckon to call, give a signal
to charge to accuse a person of breaking the law
a citizen a person who lives in a city or state
to disobey to break the traffic rules
to investigate to ask questions about, inquire about
an accident

Find the words in the poem and read each sentence with the word,
Spell the words.
Make a sentence with each word.

79
UNIT 18 BEING KIND
Read and Find Out

The Blake family loved to care the flowers in their garden. They tended
flowers such as hibiscus, rose, dahlia, chrysanthemum, ladies slippers,
sunflower and several other flowers. Every day the family pulled out
weeds and watered the plants. They also cut the pretty flowers to beautify
their dining room.

Six year old Patty Blake, the baby of the family, decided one morning
to hide under an overgrown hibiscus tree. She had a plan.
She wanted to surprise her mother with a bouquet of flowers for her
birthday. She picked one lily, then two, then three until she had picked
about twelve of them. Then she hid these lilies under the hibiscus tree.
Quietly she crept out of the garden and returned to play with her dolls.

While Patty played with her dolls, the door bell rang. Her mother went
to see who was at the door. Patty, stopped playing and listened. It was the class
teacher. She said, "Good morning, Mrs. Blake, I have come to ask you for a
few pink lilies. We expect a visitor at school tomorrow, Do you have any of
those flowers to give us?"

80
 "Yes," replied Mother. "I have lots of pink and white lilies in my garden.
I'll send them with Patty very early in the morning."

Patty was sad. She had so wanted to surprise her mother.

Mother noticed Patty's face and asked her the reason for her downtrodden
look. Patty, her eyes tilling with tears stuttered the reason for her sadness.
Mrs. Blake comforted her, telling her that the best birthday present
she could give her was to be helpful to her teacher. Besides, she said, we
always have flowers and gave Patty a big hug for thinking about her
birthday. Patty beamed under her mother's arm.

How well have you read?

1. List some flowers in the Blake's garden.
2. Write a synonym for the word tended.
3. How did the Blake's family care for the flowers in their garden?
4. Why was Patty called the baby of the family?
5. What time of the day did the teacher visit the Blake's family?
Give reasons for your answer.
6. Why did Patty have a downtrodden look?
7. Where did she hide the lilies?
8. Why did she do so?
9. Write a synonym for the word beam.
10. Write the antonyms for helpful and comforted.
11. Do you think Patty's mother was proud of her? Why do you think so?
12. Why did Patty beam under her mother's arm?

Creative Work
1. Draw a flower garden using appropriate colours.

2. Write a poem entitled 'My Favourite Flower'.

81
Grammar

Adjectives

REMEMBER
Words that describe nouns or tell us
something more about them are called adjectives.

Here are some examples:

a tiny flower an enormous fruit

The words tiny and enormous tell us something more about

the nouns. They tell us what kind. You will notice that the adjectives
almost always go before the noun. Adjectives that tell what kind are
called adjectives of quality.

Exercise

Copy the sentences and underline the adjectives.

1. My uncle bought a huge, red ball for my birthday.

2. The sun scorched the green grass until it became brown.
3. The ships sailed slowly over the deep, blue Sea.
4. Carl Hooper was congratulated for the brilliant catch he took during
the match against the Australians.
5. The ferocious dog chased the visitors out of the compound.

82
Vocabulary

A. Words and Meanings

Write the meaning of the following words:

flowers, garden, overgrown, crept, replied.

B. Alphabetical Order

Arrange these words is alphabetical order:

1 tend beautify decided overgrown enormous

2 crept expect afraid crevice arrived
3 produce proceed prolong profane protect

C. Phonics

Sound - qu

The consonant q is always followed by the vowel u.

`qu' makes the sound (kwuh) as in quack (Kwack)
Write a list of words beginning with qu.

83
UNITS 19 & 20 REVIEW (II)

Read and Find Out

Without the Essequibo

Without the Essequibo

What would Guyana be?
A land of two counties
Just a neighbour to me.

Without the Essequibo

What would Guyana be?
A land of small rivers.
Demerara, Berbice and Corentyne.

Without the Essequibo

What would Guyana be?
Just a land of four islands
Three hundred and sixty-five
Islands would never be.

Without the Essequibo

What would Guyana be?
Without many mountains
Without many sights to see
Key
Without many minerals to mine
0 Essequibo
Without many adventures for me.

Yes, without the Essequibo

What would Guyana be?
Guyana wouldn't be Guyana
Native land to me!

Syed A Ally

84
How well have you read?

1. Syed A Ally is the of the poem.

2. The first stanza tells us that Guyana has counties.
3. The second stanza tells us that the river is the largest river.
4. There are islands in Guyana according to the poem.
5. has mountains, many sights and minerals.
6. Two words that rhyme in the poem are and
7. Native means
8. The key placed under the Map of Guyana tells us where
can he found.

Grammar
A. Main and Helping Verbs

Underline the main verbs in the sentences and circle the helping verbs.

1. John is going to Corriverton.

2. Mother and Father are going to the theatre.
3. The girl is eating a juicy mango.
4. We were moving the chairs in the living room.
5. Patty was playing when her teacher rang the door bell.
6. She was planning to surprise her mother with a bouquet of flowers.

B. The Comma

Copy the sentences and place commas where necessary.

1. Paul's brother lives in Anna Regina Essequibo.

2. Harry showed the class photographs taken during his trip to
I At. P M
Lichfield Berbice. 101111.4 'S Mt Walt-en-met
3) tisciticid St.,
3. David the policeman is my friend.
4. My uncle was born on June 3 1956 ,

5. Dr Johnson the dentist extracted the boy's tooth.

6. Has Rita returned from Port-of-Spain Trinidad?
7. Come here Joseph.
8. Boys and girls I thank you sincerely for your gift.

85
C. Compound Subjects
Complete the following sentences with compound subjects.

1 bought stamps and Birth Certificate forms.

2 frightened the tigers away from their home.
3. received gifts from their neighbour
4. thanked the traffic policeman for helping them to cross
the road safely.
5. tended flowers such as chrysanthemum and dahlias.

D. Compound Predicates
Complete the following sentences with compound predicates.

1. The senior citizens

2. Some old animals
3. A few youths from the community
4. The traffic policemen
5. At the Post Office, customers
6. The pretty flowers in the garden

E. Adjectives
Underline the adjectives.

1. The tall man announced the results of the swimming competition.

2. Since it was sunny weather the children climbed the trees to pick fruits.
3. A large crowd stood outside the building awaiting the results of the raffle.
4. The tired soldiers dragged their feet as they were about to complete their ten
mile walk,
5. We had ripe juicy fruits for dessert.

86
Vocabulary

A. Alphabetical Order

Arrange the following words in alphabetical order:

1 Diamond Kato Charity Lichfield Adventure

2 complain coffee correct college control
3 great grand groom grind grunt

B. Prefixes
Use one of the following prefixes to complete the words and match the
meanings given. The prefixes are — il, im, in, re, bi.

1. to bring goods into Guyana port

2. cannot perform the act capable
3. to come back turn
4. an act that is not legal legal
5. to go over one's steps trace
6. a two wheel vehicle pedaled by a rider cycle

C. Words with Multiple Meanings

Write one word that tells the meaning of the two statements given.

the side of a river

1. a place where money is saved
the home of chickens
2. an instrument used for writing
a male who collects fares on a bus
3. a person who directs a choir
an instrument which is used to measure
4.
someone who governs a country
a game of cricket
5. a small stick with a head which ignites when rubbed
points gained in a competition
6. another word for twenty

87
UNIT 21 A KITCHEN GARDEN

Read and Find Out

Jack always boasted to his friends at school about his lovely kitchen
garden. His teacher intervened. She told him to seek his parents'
permission to have his class visit the garden.

Permission was granted and Jack got the chance to show off his
garden to his friends. Jack first took them to a shaded section by
the side of the house and here he made some introductory remarks
about the garden.

Jack: Our kitchen garden is situated at the back of this house. Before
the plot was made into a garden, it was very bushy, There were lots

88
 of weeds and grass which my father and I cleared away. I worked
with my father when I got home from school and also at
weekends. After the grass and weeds were removed, we planned
our garden site.

We dug drains and made rows of beds. We ploughed these beds

and collected manure which was spread over them. We
selected a shaded section in the garden where we decided to grow
young seedlings before planting them permanently in the garden
beds. The plants which will grow into vines or climbers, were
planted near the garden fence or allowed to run on an arbour
which we built. We dug a drain to get water to wet the plants.

Here is the section where we have the seed boxes. We sow

seeds in these boxes and cover them with coconut leaves to
prevent too much sunlight from getting to them. When the
seedlings are strong enough, these tender plants are transplanted
to the beds selected for them. We continue to put covers on them
until they are sturdy.

Jenny: What about that section over there? What kind of plants are
growing there?

Jack took them nearer. There they saw beds with many kinds of
vegetables. On each bed grew a particular vegetable. There were
vegetables such as, calalu, peppers, cabbage, ochroes, tomatoes and
bora.

Jason: Why are these plants growing flat on the ground?

Jack: Oh, those! Those are cucumber and pumpkin plants. They
run along the ground. But if you look across there next to the
fence, you will see squash and carila plants.

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 Jenny: But Jack, these plants are quite green. They look healthy.
How have you been able to keep them looking like this?

Jack: Well, we have been very careful with our garden. Our plants
always get a sufficient supply of water to increase fertility of
the soil. Cow manure is always added, and weeds are
always controlled by cutting them frequently. My daddy
dislikes the use of insecticides and fertilisers.

Jason: What do you do with the produce from this garden?

Jack: Our garden produces more than we can use. We sell some
of the vegetables, we give some to our neighbours and
relatives and we use some ourselves.

Teacher: Well Jack, many thanks for having us. We sincerely hope that
you will be able to advise us when we start our School
Garden.

How well have you read?

1. Did Jack's parents give consent for the class to visit?

Give reasons for your answer.
2. Where was the kitchen garden found?
3. Where did, Jack make his opening remarks?
4 List the steps that Jack and his father took in preparing the
kitchen garden.
5. (a) What type of plants were planted near the fence or arbour?
(b) Why were these plants planted there?
6. Why were seed boxes used?
Give reasons for your answer.
7• Is a kitchen garden an economic venture? Why do you think so?
8. List three factors mentioned in the passage, that contribute to the
healthy growth of plants.

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Creative Work

1. Write a song - Working in my Kitchen Garden.

2. Suppose you are one of the children who visited the farm, write a
thank you letter to Jack's parents.
3. Design a thank you card you think the class should send to Jack's
parents.

Grammar

Present Perfect Tense

REMEMBER
Action which has just been completed but extends up to the time
of speaking can be expressed by using the Present Perfect Tense. With
this tense, has or have is used, for example:
1. I have worked in the garden.
2. The farmer has ploughed the field.
3. Father has planted green vegetables.

Exercise 1

Complete the sentences by filling the blanks with the correet verbs,
has dug has visited
have worked has helped

1. Jack's class his kitchen garden.

2. Jack his parents.
3. His family drains and made rows of beds.
4. They in the kitchen garden.

Exercise 2

Write four sentences of your own using the Present Perfect Tense.

91
Vocabulary

A. Words and Meanings

Find the meaning of the following words in your dictionary.

boast seedling section

introductory permanently site

B. Classification

Read the lists of animals arranged in specific groups.

Mammals Birds Fishes

goat crow bangamary
dog duck trout
cat eagle morocot
cow goose flounder
donkey owl mackerel
horse parrot shark
tiger pigeon sunfish
lion turkey patwa
monkey blackbird basha
rabbit wren hassar

Exercise

Write the group names for the following.

1. lion, bear, mouse, bat

2. flounder, shark, morocot, trout
3. canary, eagle, hawk, woodpecker
4. hen, duck, goose, turkey
5. fly, mosquito, bee, ant

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C. Contractions

REMEMBER
A contraction is a word made by joining two words and omitting one
or more letters. An apostrophe is used to replace the missing letter/s.

Read the following words and contractions.

I am Im we have - we've he is - he's

I have I've you are - you're they are - they're

Exercise

Write the words for the contractions below.

she's we're You've

it's they've I've

D. Lexicon

Gardening

Say each word three times

Use six of these words in sentences.

beds plough fertilizer seed

drains produce flowers seedlings
field rows insecticides transplant
manure vegetables nursery weeds

93
UNIT 22 A FOLK TALE
Read and Find Out

Brer Anancy and Brer Alligator

One day Brer Anancy and Brer Alligator had an argument. Brer
Aligator said to Brer Anancy, "Boy, I am the best swimmer! I have
swum across the Demerara River seven times." Brer Anancy said,
"I have swum across all three rivers before. I am the greatest swimmer
they have on this earth."

The two agreed to put their skill to the test. They suggested a swimming
contest. Brer Alligator fetched a large bowl of pepper-pot down to the river
bank for the prize,

Brer Anancy suggested, "Well, you can have the first chance. You must
dive and stay under water as long as you can."

When Brer Alligator plunged into the water, Brer Anancy ate up all the
pepper-pot and covered the bowl. He ran to Big Monkey Town. He said
to the big monkeys, "When you see Brer Alligator coming, you must
sing. "Who has eaten up Brer Alligator's pepper-pot?"

94
 But all the big monkeys refused to do that so Brer Anancy went to
Little Monkey Town. He told them what to do when they saw Brer
Alligator, They all agreed. Then Brer Anancy ran home.

When Brer Alligator came up and swam ashore, he found that Brer
Anancy had tricked him. He was furious and went in search of him. As
he passed Little Monkey Town, the little monkeys started singing,
"Who has eaten Brer Alligator's pepper-pot?"
They sang an answer too. They said. "We have eaten Brer Alligator's
pepper-pot and we have enjoyed it."

Brer Alligator was angry and ate all the little monkeys. As he was
nearing home he heard someone singing the same song. He looked
everywhere but saw no one. The singing continued and when he
looked into the tamarind tree he saw Brer Anancy who sang loudly,
"And I have eaten all of Brer Alligator's pepper-pot!"

Adapted from Nelson's Reader

How well have you read?

I. Who are the main characters in the story?

2. (a) Where were these two characters at first?
(b) Why were they at that place?
3. Why did they fetch a bowl of pepper-pot?
4. What was Brer Anancy's true intention? Why do you think so?
5. Relate in your own words what happened after Anancy ate all the
pepper-pot.
6. What do you think about Brer Alligator's (a) bragging (b) temper?
7. Which phrase best describes what Brer Anancy did to Brer Alligator?
(a) played with him (b) outsmarted him (c) bullied him.
8. What do you think Brer Alligator did after he discovered that Brer
Anancy had eaten the pepper-pot?

95
Creative Work

1. Draw your impression of Brer Anancy.

2. Write your own Anancy story.

Grammar

Present Perfect Tense (Use of irreglular verb form)

Use has or have with the past perfect form of the verb.
At the beginning of the story Brer Alligator said, "I have swum across
the river."

How many verbs were used?

The verbs are - have, swum

We use verbs in this way.

Use the table below to make complete sentences.

swum across the trench before

I have eaten ice-eream
written a letter to you

CREMEMBER
Some verbs are irregular in the past perfect form such as:
ride rode ridden send sent sent
see saw seen swim swam SWUM

Use I + have with words such as: seen, ridden, sent and swum.
For words ending in -ed, we simply say: I have looked, watched,
washed.

96
 Look at this table and make sentences orally.

You seen that film before.

We have eaten apples and grapes.
They sent a gift.

Vocabulary

A. Contractions

I REMEMBER
Contractions are made by joining two words and omitting one
or more letters but replacing the letter/s with an apostrophe. (')}

Look at columns A and B and say what letters are left out from
the contractions.
A B A B A B
we are we're I have I've I will I'll
they are they're you have you've you will you'll
you are you're we have we've he will he'll
they have they've she will she'll
, it will it'll

Exercise

Rewrite these sentences and use contractions where necessary.

1. We are going to a fashion show.

2. I think you have seen that film.
3. Say when you are ready to go home.
4. We have been here for more than an hour.

B. Classification

Draw up three columns and name them in this way.

I Animals I Vehicles I Foot wear I
Write ten items under each column.

97
UNIT 23 THE GARBAGE COLLECTORS
Read and Find Out

David was gazing through the window on Tuesday morning.

"Here comes the garbage collectors!" he shouted. "Mummy, did we put

all the garbage in the drum?"

"No, David. Please empty this plastic bag into the garbage drum
quickly," Mrs. John said.

David obeyed his mother and ran immediately to the gate. Two
men were taking the galvanized lids off the two drums. One was
whistling a happy tune.

"Good morning. Wait a minute, please," David said, as he emptied the

plastic bag with the rubbish into the drum.

David watched the garbage collectors as they worked. He noticed that

they were wearing thick, heavy gloves and dungaree overalls.

98
The men turned each drum on its edge and rolled it round and round.
They rolled it up to the end of the bridge and on to the street.
There was a truck in front of his neighbour's house. The driver
reversed the truck slowly and carefully up to the bridge.
Two more men got out of the truck. The four men lifted the garbage
drums and dumped the wet, slimy garbage into the back of the truck.

David exclaimed, "Goodness gracious ! Your truck is almost full. What do

you do when it can't hold any more?"

"We usually drive the truck to a special place and dump the garbage
there. It helps to fill and build the land," the tallest man said pleasantly,

"Do you collect garbage only from houses?" David asked,

"No, son. We have to visit the hospitals, the abattoir and the
places where fish is cleaned daily," the man replied.

"Why do you go there every day?" David asked.

"The workers there throw away garbage that is smelly and that could
make people ill. It is also an environmental hazard," the tallest man said.

"Oh dear, "David said. "Do you dump that garbage at a special place
too?"

"No. no. We take it to the incinerator and burn it," another man said.

"The ... what?" David asked. He thought it was a big word and he
wanted to get it right.

"The in - cin - er - a - tor," the man replied with a smile.

David repeated the word, "Thanks for telling me about the work of the
garbage collectors of the City Council," he said, "Good - bye, now."

99
 The four garbage collectors climbed into the truck and they drove to
the next street.

How well have you read?

1. What did David's mother ask him to do?
2. What kind of boy was David?
(a) slow (b) obedient (c) unwilling
3. (a) What did the two men first do with the drums?
(b) What did they do next?
4. How did the chauffeur drive the truck?
5. Where did the men put the garbage from Mother's bin?
6. What happens when the truck is filled?
7. Why did the men dump the garbage on the land?
8. Name four places from which the men collected garbage
9. What happens at the incinerator?
10. Write three words or groups of words which tell us how the men felt
while they were working.
11. Who do you think paid the four men to collect the garbage?
12. Were these men useful or not? Why?

Creative Work

A. Pretend you are a garbage collector and write a story about your work.
State the things you did on Tuesday
where you went
how you got there
how you felt about your work.

B. Pretend that you have a diary. Write in it what you liked and what
you disliked about the garbage collecting, the men did on Tuesday.

C. Suppose garbage is piling up all around you. Write suggestions for

garbage disposal.

100
Grammar

A. Adverbs

We form some adverbs by adding -ly to an adjective

(adjective) (adverb)
e.g. quick quickly
An adverb that ends in -ly tells us how an action is done
(action) how)
e.g. He ran quickly(

Add-ly to the following adjectives to make adverbs.

cruel cheerful rude rough polite

pleasant swift bright clear tight
sly slow careful quiet loud

Here is an example:

Adjective Adverb
pleasant pleasant - ly

Write a sentence with each adverb you make.

B. Comparison of Adjectives

Positive Comparative Superlative

a happy child a happier child the happiest child

Do you remember that we can change an adjective to show three

stages?
We do this when we compare things or people.
If the adjective has its own name eg. happy, we call it the positive form
If we compare two happy children we say that one child is happier
than the other child. We call happier the comparative form.

101
 if we compare three or more happy children we say that the third child
is the happiest of the three children. We call happiest the Superlative
form.
Note the change in spelling.
If the adjective ends with y change the y to i, then add -er or -est

Exercise

A. Write the Comparative and Superlative forms of the following adjectives

lucky noisy silly funny easy
heavy busy pretty fleshy creepy
lazy lovely dry ugly breezy

B. Comparing Adjectives in sentences.

Here are some sentences with the Positive, Comparative and Superlative
forms of pretty.
Positive: The red roses are pretty,
Comparative: The pink roses are prettier.
Superlative: The white roses are the prettiest in the garden.
Use ten of the adjectives above to make similar sentences using the
Positive, Comparative and Superlative forms.

Vocabulary

A. Words and Meanings

Study these words and their meanings.

(a) abattoir a slaughter house or a building where
people slaughter or kill cows and other animals
for food
(b) City Council a group of people who looks after the
affairs of the city eg. maintaining the roads;
keeping the city clean, supplying water.

102
(c) environment our surroundings
(d) garbage rubbish or refuse
(e) gazing looking intently
(f) hazard a source of danger
(g) reverse to drive in opposite direction
(h) slimy slippery or oozy

Find the words above in the story and read the sentences with each
word.
Spell each word then make sentences with them.

B. Gradation (Arrangement in size)

Look at the diagrams below:

We start from the smallest size, get gradually larger and end with
the largest in size e.g. - chick, hen, turkey, ostrich

Exercise

Arrange the following in the same way.

(a) lion, puppy. elephant, mouse, dog

(b) bucket, tub, cup, teapot. kettle
(c) mansion, cottage, hut, room, hotel
(d) country, ward, city, continent, village
(e) moth, ant, butterfly, fly, bee

103
UNIT 24 "QUEH, QUEH"- A GUYANESE
TRADITION
Read and Find Out

I live in a village called Ithaca. One Friday afternoon some friends

and I helped to sweep our neighbour's yard cleanly and arrange the chairs
and benches under a big, blue tent. Next, we ran home and took a
bath. By six o'clock we were dressed for the evening's activities.

It was the wedding-eve of Aunt Julie. She was going to be married

the next day at 18:30 hrs in the evening. Mom told us that Aunt Julie
was having a twilight wedding at the village church. My friends and I
sat under the tent where several men and women of the village sat
chatting with each other. Soon we heard a noise, Someone shouted. "The
bridegroom's family and friends are coming!" All of us ran upstairs and
stood on the landing.

We stood there for about five minutes then we saw a very huge
crowd. They were all singing and clapping and dancing.

104
 As they approached the gate, Aunt Julie's mother and a small group
of relatives walked out to meet them. We moved from the 'landing' to the
steps. The groom's party then sang. 'Goodnight aye.'

We watched the men and women as they danced. Aunt Julie's relatives
welcomed the groom's relatives into the yard. As they came up
the stairs. Granny ushered us into the bedroom to make room for the
adults. We stood by the door to see what was going to happen next.

The `queh - queh' became intensified. The singing and dancing shook the
house. The time came for the groom to 'buy' the bride. He bargained
with her parents and relatives offering larger and larger sums of money
but the brides relatives did not approve. The answer came out in
a chorus Na, Na, Me Na Wan Tarn'. This continued until the bridegroom
suggested an agreeable sum.

Next, the groom went in search of the bride. The song they sang
this time was'Ah wanda wha me Julie gone'. The answer was 'Search
and go fine am'. The bridegroom and his party searched and searched
until they found her. She was hoisted high in the air for all to see.
Someone then called for the juke box to play the music. People
began to dance. Soon the food was served and we were given a
chance to be out in the main hall and under the tent. We really enjoyed
ourselves.

How well have you read?

1. What occasion was the child in the story relating?

2. What does the word 'landing' mean in this story? Can you give
another word for it?
3. What did the older folks do during the `queh queh'?
4. Did the bridegroom really have to 'buy' the bride?
5. What else happened alter the `queh - queh' dancing and singing 1-1P
ended?
6. When was Aunt Julie hoisted in the air?

105
Grammar

Adverbial Phrases

An Adverbial Phrase answers questions such as: how, when, where

or why.

Read and study the following sentences.

1. The children went into the bedroom.

2. The wedding took place at twilight time.
3. The bridegroom's family danced with joy.
4. She was hoisted in the air for all to see.

Each of the sentences above answers to a question beginning with

Where, When, How or Why. The answers are shown in the phrases
that are in bold type. These are called Adverbial Phrases

Exercise

Write five sentences with adverbial phrases. These sentences should

answer questions such as: where, how, when or why.

Vocabulary

A. Gradation

In each row are five words. Place them in correct order

Begin from the smallest to the greatest.

1. ten, million, one, thousand, hundred

2. cow, cat, elephant, sheep, mouse
3. centimetre, millimetre, decimetre, metre, kilometre
4. city, country, town, village, world
5. minute, week, second, hour, day
6. tricycle, car, truck, mini-bus, bicycle

106
 B. Comparison of Adverhs

REMEMBER
Add -er to some adverbs when making comparison between two.
Add -est to some adverbs when making comparison between three
When the adverb ends in y, change the y to i then
add -er or -est.

1. Complete the following table using -er or - est.

Positive Comparative Superlative

fast faster fastest
soon
long
high
hard
soft
loud

2. Complete this table using -ier and -iest

Positive Comparative Superlative

early
easy
healthy
hearty
heavy
lonely

C. Words with Multiple Meanings

Write sentences using the following words to show two different

meanings.

1. party 3. flat
2. landing 4. crowd

107
UNIT 25 TOMMY GOES TO THE CITY
Read and Find Out

At last Tommy was on his way to Georgetown. The trip was a birthday
gift from his uncle. The two of them planned to spend a few days in
the city.

That Monday morning, Uncle Harry drove his ear slowly along the
sea-wall road after leaving Mahaica. There were advertisements painted on
the southern part of the wall.

"The sea-wall looks much better than it did last year," Tommy said.

"Yes, son, the bright colours cover the old, grey wall." Uncle Harry
answered.

"I can read all the signs and ativertisements as I pass," said
Tommy.

They passed quickly by the National Park and the Band-Stand, which
were empty at that hour. However, they stopped at the Lighthouse in
Kingston. Tommy remembered clearly that he had read about it in
another class. He recognized the tall building with red and white stripes
and the glass tower.

108
On they went down Water Street and into Regent Street. They were
admiring the big stores.

"Gosh! Look at those wide show-cases! I've never seen so

many things. I won't be able to decide what to buy." Tommy said
thoughtfully

Tommy watched the vendors who were selling on the pavement. There
was hardly any space for the pedestrians to walk.

On Tuesday, Aunt Josephine asked Uncle Harry to drive around the city.
There were many places Tommy wanted to see.

"There are many vehicles and pedestrians on the streets," Tommy said.
He was afraid that Uncle Harry would drive badly and get into an
accident. You see he was accustomed to one main road at Mahaica.

Tommy wanted to see the 1763 Monument. His teacher had told his
class about it. Soon Uncle Harry drove up to the Square of the
Revolution. Tommy opened his eyes wide. He was surprised.

"Gosh!" Tommy said, "Cuffy is as tall as a giant. Look at the magnificent

carving on his body! Look at that fountain! le s spouting water high, high
up in the air!" He watched it, open-mouthed.

Afterwards, Uncle Harry said, "Well Tommy, it's time for us to go

home. You have seen enough liar today."

Tommy was happy. He would visit more places the nest day. Then he
would have many things to tell his friends when he returned to Mahaica
at the week-end.

109
How well you have read?

1. Why did Tommy's uncle take him to Georgetown?

2. Why do you think Uncle Harry drove his car slowly?
3. What was printed on the sea-wall?
4. (a) Did Uncle Harry like the change in the look of the sea-wall?
(b) How can you tell?
5. Why were the National Park and the Band Stand empty at that hour?
6. List all the places Tommy saw in Georgetown.
7. How do you think Tommy felt about what he saw?
8. Why did Tommy think Uncle Harry would have an accident?
9. Write about the monument as Tommy saw it.
10. What places would you want to visit if you were Tommy?

Creative Work

A. Pretend you are Tommy and write at letter to a friend telling him /her
what you did on Monday or Tuesday:
- name two places you visited
- write about each place
- say how you felt about the places when you went inside

B- Write a story- 'The Birthday Gift'.

Grammar

Adverbs (Using Adverbs to compare action)

Read the following sentences:

1. Tommy ran quickly.

2. Harry ran more quickly than Tommy.
3. Carl ran most quickly and he won the race.

110
 NOTE
We add more and most to show comparison of some adverbs
e.g. more quickly, most quickly. Quickly shows the difference in speed.
We can see that Harry ran faster than Tommy.
Carl ran faster than Tommy and Harry. Carl was the fastest runner.

Exercise

Add more and most to the following list of adverbs.

The first one is done for you.

Positive Comparative Superlative

slowly more slowly most slowly
clearly
carefully
brightly
pleasantly
swiftly

Exercise 2

Read the clues and complete the sentences.

(a) clues: I II III

Tommy Uncle A
moved Harry snail
slowly

(b) clues: Tommy's eyes Tommy's Uncle Harry's

saw it clearly. spectacles. binoculars ...

He held a He He
(c) clues:
sno-cone a glass ... an egg ...
carefully

111
 Tommy's torch Harry's The sum ...
(d) clues:
shone brightly lantern ...

(e) clues: Uncle Harry Aunt Tommy ...

smiled Josephine ...
pleasantly

(f) clues: The boy's A bird ... An aeroplane

toy plane
few swiftly

Vocabulary

A. Words and Meanings

Study the words and their meanings as used in the story.

Word Meaning
advertisement a notice used to encourage sales: it tells
of a product or facility
bronze a mixture of copper and tin: it has a brownish
colour
magnificent fine; excellent
statue a model of a person, usually made of metal
or stone like the statue of Hubert Nathaniel
Critchlow
vendor a person who sells

Find the above words in the story.

Read the sentence with each word.
Spell the words.
Make a new sentence with each word.

112
 B. Occupations

Workers have ditTerent names and they work at different places.

Exercise

Copy the name of each worker and write where the person works
opposite it. The places of work are jumbled.

Occupation Place of Work

Barber Hospital
Dentist School
Florist Flower Shop
Hairdresser . Dental Surgery .
Nurse Barber Shop
Postman Salon
Teacher Post Office

Write a sentence that tells us where each person works e.g.

A barber's place of work is called a Barber Shop.

C. Compound Words
There are two or more words that we write as one word.
Some of them have a hyphen (-) between each word.
How many compound words can you build with words from the
two columns?
1. tooth stand 11. week wall
2. hair house 12. Mack warrant
3. farm case 13. earth chair
4. show pick 14. sea tube
5. sun ground 15. search way
6. head dress 16. arm quake
7. play light 17. test book
8. broom house 18. stair out
9. band stick 19. birth end
10. light brush 20. text day

113
UNIT 26 A FAMOUS WEST INDIAN
CRICKETER

Read and Find Out

Here is a story of a famous cricketer told by an excited fan.

Monday 18th May, 1994 was the third day of the fifth cricket test match
between West Indies and England at the Antigua Recreation Ground.
Trinidadian, Brian Charles Lara and Shivnarine Chanderpaul of Guyana
were at the crease. Guess what? Lara, an exciting batsman was about
to become the holder of the highest individual score in Test Cricket.

The atmosphere on the ground was electrifying; eyes were glued to

televisions; ears stuck to radios, the world including Sir Garfield Sobers
stood still. Everyone was suffering from Tara-fever.' Whoopie! Then
it happened, at 11:46 hours, Chris Lewis bowled a short ball and Brian
Lara hooked it to the backward square leg boundary. Oh yes ! He had
done it! Lara had surpassed Sobers' 365 runs with that boundary. The world
went wild. There was singing, dancing and cavorting everywhere.

114
 People were showering accolades on this young cricketer in the cricket
ground. When he was finally dismissed he had scored 375 runs.
At age 24. Lara was the greatest batsman on earth! He became the
twelfth batsman to score a triple century in a Test Match. Great! He is a
living legend.

How well have you read?

1. Who is the famous cricketer in this story?

2. Does this cricketer play International Cricket? Give reasons to support
your answer.
3. How many test matches were played before this one?
4. In which country was this match played?
5. State this cricketer's nationality.
6. Who was the previous holder of the record of the highest
individual score?
7. What time of the day was this record broken? Give a reason to
support your answer.
8. What do you think are accolades?
9. How many runs make up a triple century?
10. Give this story a title.

Creative Writing

Write an article on a cricketer of the week using interjections, compound

words and describing words.

Grammar

Exclamation Mark

Re-read the story and note the use of the exclamation mark or
interjection.
Did you notice that it is used after a word or sentence which shows
surprise or expresses strong feeling?.

115
 REMEMBER!
An exclamation or interjection shows surprise or expresses strong
feeling e.g. Catch the ball!
The expression ends with an exclamation mark (!)

Exercise 1

Write an exclamation statement for the following situations and use the
exclamation mark.

1. You earn the highest score on a test.

2. Your cricket team wins a game.
3. You just won the lottery.
4. You inherit a fortune from your uncle.
5. Brian Lara scored a triple century.
6. You discover an uninhabited island.
7. You find a large sum of money.
8. Your mother has given birth to a bouncing baby.

B. Sentence Expansion

Exercise 2

Expand the following sentences using adjectives and adverbs to describe

the underlined words.

1. The cricketer played a stroke.

2. The bowler ran up the pitch.
3. The cricketer signed autographs for his fans.
4. The batsman hooked the ball for six runs.
5. The wicket-keeper caught the ball bowled by the famous cricketer.

116
Vocabulary
A. Compound Words

Here is a list of compound words.

airline bullfight handcuff wallpaper

airmail eyebrow keyhole campfire
armband fairground lighthouse chalkboard
backbone fingernail motorboat courthouse
battleship football raincoat doormat
blackbird grapefruit toothpick drumstick

Select ten compound words and use them in sentences.

B. Lexicon

Cricket

Say each word three times.

Choose six words and use them in sentences.

batsman crease score-board

boundary cricketer spectator
bowler maiden over stroke
century pavilion Umpire
commentator pitch wicket
commentary box score wicket-keeper

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UNIT 27 LET'S GO TO A SHOW
Read and Find Out
Last Saturday night the Allen family attended a show at the Community
Hall in Linden. The second item on the programme was a poem
entitled: "A Tribute to Father".
Six children recited this poem.

A Tribute to Father

F
■■■■■••■■•
aithful, friendly
M
A ttentive, adorable and affectionate
T alented, tolerant, thoughtful
H
11■■•■11
umble and hard working
E nergetic, earnest, eager
R eligious, reliable and responsible.

Put them all together. they spell Father.

A word that means so much to us.

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How well have you read?

1. What time of the year do you think this show was held?
2. What other items do you think were included on the progmmme?
3. Why do you think this show was held?
4. Explain the meaning of the word tribute.
5. Select two words from the poem that describe your father.
6. Write the synonym for:
(a) affectionate
(b) talented
7. Write the antonym for tolerant.
8. John's father takes care of his children. They love him very much.
Write the word from the poem that describes John's father.
9. If Tom's father is responsible, say what he does.
10. Write a few sentences about your father.

Creative Work

1. Make and decorate the letters for the word FATHER.

Say the poem using your own letters.
2. Write an acrostic using your father's name. Read it to your class or
dramatize your poem.

Grammar

Compound Predicates

Read these sentences.

1. The women danced and sang at the show.

2. The market women hoed and dug and reaped.

List the words that make up the compound predicates in the two sentences

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Exercise

Complete the following sentences with suitable compound predicates

I. The astronauts 1 4. Father and Mother

2. Our class 5. The dancers

3. Jason . 6. Fathers

Vocabulary

A. Words and Meanings

Find the meaning of the following words:

1. adorable 2. eager 3. reliable 4. tolerant

Make sentences with the words.

B. The Suffix

Add -able to these words then write their meanings.

If the word ends with e drop the e before adding -able.

adore - adorable

(a) favour (d) cure

(b) eat (e) note
(c) excite

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C. Lexicon

Feelings

Read the words that tell about feelings and select the ones that tell how
your father makes you feel and why

amused frightened mean

ashamed grateful moved
astonished hurt nervous
bored impatient proud
dreamy jealous relieved
embarrassed kindly restless
excited lonely worried
forgiving loving

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UNIT 28 THE COCONUT PALM
Read and Find Out
The following are the words of a song.
Read the verses and answer the questions on the following page.

THE COCONUT TREE

Tall swaying coconut tree,

What a good friend you are to me
So many things I need every day
You provide for me in a special way
Your fibre makes a mattress for my bed
A carpet for the floor, a pillow for my head
Soothing oil I can use as a balm
Soap to wash my face and hands.

Chorus:
Coconut tree, oh coconut tree,
A very good friend you are to me.

A big straw hat with a pointed crown

A shady brim turned up all around
A shopping bag and sandals neat
See me strolling down the street.
Your milk adds flavour to my metagee
Delicious ice-cream and sugar cakes for tea
When I'm tired of playing in the sun
Coconut water cools me down.

Chorus:
Coconut tree, oh coconut tree,
A very good friend your are to me.

Sr. Rose Magdalene

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How well have you read?
1. List the uses of the coconut tree as stated in the first verse.
2. What do you understand by the words swaying and balm?
3. Why is the coconut tree a good friend to us?
4. What part of the coconut tree is used to make a straw hat?
5. What happens when coconut milk is added to our metagee?
6. Give some other uses of the coconut.
7. List rhyming words in the poem.
8. (a) What is the chorus of the song?
(b) Use the word chorus in a sentence to illustrate the meaning

Grammar

A. Sentence Expansion

Use adjectives that tell what kind or how many e.g.

Janet climbed the steep hill. (what kind)

Exercise 1

Expand the following sentences by including adjectives.

1. The coconut palm has a stem.

2. The stem has leaves.
3. The tree bears coconuts.
4. We spent hours on the coconut estate.

Write whether each adjective tells what kind or how many.

Exercise 2
Underline the adjectives in each of these sentences.

1. It was not a heavy coconut.

2. A single tree often bears two hundred coconuts.
3. A large pod holds the dried coconuts.
4. The dried nuts have hard, woody shells.

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 ▪ ▪

B. Possessive Nouns

CREMEMBER
A possessive noun shows ownership.
}

1. To make a singular noun show possession, add an apostrophe (') and

an s ('s). e.g. Jason's bicycle or the teachers chair.
2. When a plural noun ends in s, add an apostrophe (') after the s (s')
to show possession e.g. the girls' bicycles or the teachers' chairs.

Exercise

Here are two lists of nouns. Write the possessive form of each noun in
Column A then match it with a noun from Column B.

A B
clowns wings
bird nest
bee costumes
wi nners tails
cats pri zes

Vocabulary

A. Spelling

Say these words

swaying balm carpet delicious

fibre shady soothing
mattress sandals flavour

Find the above words in the song.

Pronounce each word three times then spell it.
Make a sentence with each word.
Use your dictionary to find the meaning of the words.

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B. The Suffix -ian

Say each of the following words with -ian three times

Add six more words to the list.
Write the meaning of each word.

Beautician
Christian
Electrician
Librarian
Mathematician
Musician
Vegetarian

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UNITS 29 & 30 REVIEW (III)

Grammar

A. The Exclamation Mark

Rewrite and complete the following sentences with the words and
exclamation mark. Hello! Hurray! Stop! Ah! Help!
1. our team was first at the finals.
2. that man snatched my purse.
3. the injection hurts.
4. look before you Cross the street.
5. how are you today?

B. Nouns (Possessive)

Write the possessive form of the following, then use the- new form in a
sentence.

1. the face of the baby 4. the home of the girl

2. the friend of my brother 5. the legs of the horses
3. the dog of Mrs. Smith 6. the friends of my sisters

C. SubjectNerb Agreement

Complete the following sentences with the correct verb from the
brackets.
1. My parents (do, does) not allow us to watch television during
the week.
2. There (is, are) many beautiful flowers in the Botanical Gardens.
1 The vendor's goods (are, is) colourfully displayed.
4. The President (was, were) in Parliament Buildings with the Queen
during her visit in 1994.
5. The whole class (has, have) studied for that examination.

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D. Function of words in sentences

Name the part of speech for the word that is in bold type in each
sentence.

1. My mother gave me a watch for my birthday.

2. We like to watch movies on the television.
3. Every afternoon I water the plants.
4. We should drink several glasses of water everyday.
5. The plant is flourishing.
6. We will plant vegetables in our kitchen garden.

E. Present Perfect Tense

Underline the words that show Present Perfect Tense in the sentences

1. The children have made the beds.

2. They have dug holes.
3. John has helped to weed the beds.
4. We have planted the vegetables.
5. She has worked in the garden.

Vocabulary

A. Abbreviations

Write the abbreviated form of the following words.

1. January 4. Saturday 7. Mister

2. February 5. Monday 8. Mistress
3. October 6. Wednesday 9. Street

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B. Compound Words

Match words from column A to B to form compound words.

A
bee ball
foot hive
grand pen
play shell
sea son

C. Gradation

in each row are five names. Place them in the correct order. Begin from
the smallest to the largest.

1. turkey, hen, chick, pigeon, ostrich.

2. cow, dog, elephant, mouse, goat.
3. moth, ant, butterfly, fly, bee.
4. minute, week, second, hour, day.

Complete the following table with appropriate sentences for the given
words.
The first one is done for you.

Positive Comparative Superlative

1. John has a fast car. Henry's car goes faster Frank's car
than John's. is the fastest.
2. high

3. careful

4. heavy

5. pretty

6. happy

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