3 Name: ___________________________________ Section: ________________ Roll No.: _________ School: __________________________________
Preface IMAX Program partners with schools, supporting them with learning materials and processes that are all crafted to work together as an interconnected system to drive learning. IMAX Program presents the latest version of this series – updated and revised after considering the perceptive feedback and comments shared by our experienced reviewers and users. This series endeavours to be faithful to the spirit of the prescribed board curriculum. Our books strive to ensure inclusiveness in terms of gender and diversity in representation, catering to the heterogeneous Indian classroom. The books are split into two parts to manage the bag weight. Listening, speaking, reading and writing (LSRW) are fundamental skills for any language, and students’ mastery over them is key to success at school. All these skills frequently need to be used together. Therefore, the English textbooks and workbooks strive to provide adequate opportunities for students to practise all the four LSRW skills. To this effect, the English textbooks and workbooks offer the following features: T heme-based literature pieces across classes 1-5 Samples of Indian writing in English as well as popular English literature pieces from western countries Pictures for word meanings in each lesson to help students with visual clues for new or difficult words Supplementary literature pieces (without questions and answers) to enable additional reading A speaking project and two reading comprehension passages in each unit to further hone speaking and reading skills H orizontal and vertical progression across grades for the grammar concepts covered in the workbooks, providing a spiral of cumulative learning S amples of format-based writing to provide for scaffolding of learning of formal writing Overall, the IMAX English textbooks, workbooks and teacher companion books aim to generate greater engagement with and enhance fluency in English language communication and empower students to develop a genuine appreciation of the language and its literature. – The Authors
Dictation RP VDiocctatbiounlary Q Dictation – Words from the lesson or sentences with commonly confused Helps to build vocabulary with spellings for dictation practice explanations and practice exercises Listen and answer – Questions based on an audio piece for listening practice (for Grades 4 and 5 only) GDircatmatmioanr FDoicrmtaatiloWn riting Introduces and teaches an aspect of Inculcates writing skills by introducing grammar with explanations and formal writing styles by providing samples practice exercises and adequate practice CDircetaattiivoen Writing Includes samples and pre-work to ensure proper scaffolding Fosters creative writing skills by having students draw from real-life experiences as well as encourages creative thinking
Module 1 ���������������������������������������������������������������������������������������� 1 Module 2 ���������������������������������������������������������������������������������������� 9 Module 3 �������������������������������������������������������������������������������������� 21 Module 4 �������������������������������������������������������������������������������������� 36 Module 5 �������������������������������������������������������������������������������������� 48 Module 6 �������������������������������������������������������������������������������������� 58
Module 1 Section Name What I Will Learn Dictation Word dictation Vocabulary Animals and their young ones Grammar Nouns Formal Writing Answer questions based on a picture Creative Writing Describe a picture Dictation 3) 6) Exercise 1: Word dictation 9) 1) 2) 4) 5) 7) 8) Module 1 1
PR Vocabulary Q Animals and their young ones Do you know that there are different names for the young ones of different animals and birds? A baby dog is called a puppy. The young one of a goat is called a kid. Here are a few more examples. • tiger – cub • eagle – eaglet • hen – chick • owl – owlet Exercise 2.1: Look at the given pictures of animals and birds. Fill in the missing letters and complete the names of their young ones. 1) d u ____ k ____ i n g 2) p i ____ ____ e t 3) f a ____ n 4) g o ____ l i ____ g 5) l ____ m ____ 6) t ____ d p ____ l e 2
Exercise 2.2: Match the animals with their young ones. Column B Column A 1) horse a) calf 2) cat b) kid 3) kangaroo c) foal 4) lion d) kitten 5) cow e) joey 6) goat f) cub Grammar Nouns Read the passage and sort the underlined nouns into the given table. Saif studies at St Jude’s School in Darjeeling. He is the 3 captain of the boys’ swimming team. Saif has a pet mare. Her name is Ego. Module 1
Proper noun Common noun Gender masculine feminine Remember • C ommon nouns are the common names given to people, places, animals or things in general. They do not begin with a capital letter. Examples: girl, park, cat, ball • P roper nouns are special names given to people, places, animals or things. They always begin with a capital letter. Examples: Swati, India, Bruno, Monday • M asculine gender nouns are names for boys, men and male animals. Examples: boy, grandson, drake, prince, bull, king • F eminine gender nouns are names for girls, women and female animals. Examples: girl, granddaughter, duck, princess, cow, queen Exercise 3.1: Colour the stars that have proper nouns in yellow. Colour the stars that have common nouns in green. One is done for you. 1) May 2) tree 3) Patna 4) biscuit 5) Monica 6) garden Neuter gender nouns These are nouns that name non-living things that have no gender. They are used for objects and places. They are also used to name the months of the year and the days of the week. Examples: computer, floor, water, chair, school, car, building, river, Thursday, March 4
Exercise 3.2: Here is a passage on how to make yourself some toast. Read the passage and underline the neuter gender nouns. One is done for you. Use a knife to spread some butter on the slice of bread. Put the slices on a hot pan to toast them. Oh wait! Someone just knocked—who could it be? It's just a child tricking the neighbours. Now, let's get back to our toast. But what toast? The kitchen is filled with smoke, and the toast is now black as coal! Oh dear! Seems like there won't be any toast today! Exercise 3.3: Sort the nouns according to gender. One is done for you. 1) computer 2) nephew 3) hen 4) wife 5) lioness 6) book Masculine gender Feminine gender Neuter gender computer Module 1 5
Exercise 3.4: Read the sentences and complete the table. One is done for you. Meghu plays the guitar every Friday. Her aunt helps Meghu with her lessons. Meghu’s seven-year-old brother often comes to watch her practise. Proper nouns Common nouns Gender masculine ___________________ ___________________ feminine Meghu ___________________ neuter ___________________ ___________________ Formal Writing Answer questions based on a picture Exercise 4: Answer the questions about the picture given below. 6
1) What are the family members doing? Ans. 2) Which room of the house is the family in? Ans. 3) What is the father doing? Ans. 4) What are the children doing? Ans. 5) Are the family members happy working together? Give reasons. Ans. Module 1 7
Creative Writing Describe a picture Exercise 5: Observe the picture given below. Then, complete the sentences based on it. 1) There are ___________________________________________________________________ in the picture. 2) They are a _____________________________ and a ______________________________. 3) They look very ____________________________ and _____________________________. 4) They are ________________________________________________________________ in a ________________________________________________________. 5) One of them is wearing ______________________________________________________ ____________________________, and the other is wearing ________________________ ____________________________________________________________________________. 8
Module 2 Section Name What I Will Learn Dictation Sentence dictation Vocabulary Grammar Spellings and jumbled words Formal Writing Punctuation Creative Writing Contractions Note writing Write about a personal experience Dictation Exercise 1: Sentence dictation 1) 2) 3) 4) 5) Module 1 9
PR Vocabulary Q Spellings and jumbled words Exercise 2.1: Underline the correctly spelt word in each of the given word pairs. 1) relativ relative 2) piece peice 3) calendar calender 4) neighbour neybour 5) liberary library 6) whistel whistle Exercise 2.2: Rearrange the jumbled letters to make words related to family. 1) M A L I F Y – ___________________________________________________ 2) R T E H F A – ___________________________________________________ 3) T O H B R E R – ___________________________________________________ 4) S S T R I E – ___________________________________________________ 5) O C U I N S – ___________________________________________________ 6) T E M H O R – ___________________________________________________ 10
Grammar Punctuation Punctuation marks are symbols that are used to make sentences easier to understand. full stop I show the end of a sentence. comma Example: M y mother works in a hospital. She loves her work. I am used to separate three or more words in a list. I also tell readers where to pause. Examples: There are boxes, bags, toys and clothes in the storeroom. Sandeep, please come here. I am used at the end of a question. Example: Do you know a song about friendship? question mark Let us learn about a new punctuation mark. exclamation mark I am used to express strong feelings such as joy, anger, pain, excitement, sadness or surprise. Examples: • What a great surprise! (joy or surprise) • W hat a horrible smell! (surprise or disgust) • Ouch! I hurt my knee. (pain) Module 2 11
Many words always start with a capital letter. We can use the acronym M.I.N.T.S. to help us remember when to use capital letters. Acronym Examples • O ur exams are in November. M : months, names of days • Sunday is my favourite day of the week. • I have a new pet. I : the word ‘I’ • It was raining, and I did not have an umbrella. N : s pecial names given to • M y pen pal Ranu lives in Sydney, Australia. • I want to go to Srinagar during the holidays. people, states, cities and countries—proper nouns • I am going to see Harry Potter today. • Feluda is my favourite book. T : titles of books and movies S : start of sentences • Diya has a new pet. His name is Tuffy. Exercise 3.1: Rewrite the paragraph given below with the correct punctuation marks and capital letters wherever required. The first part is done for you. once upon a time, there was a dog named kalu? He loved going for walks and chewing his bone Kalu lived with a Boy named Salim. Salim took good care of Kalu Ans. Once upon a time, 12
Apostrophe for singular possession The apostrophe (’) is used to show that something belongs to someone (possession). The most common way to show belonging is to add -’s to a singular noun. Rita’s new shoes Fred’s house Ali’s guitar (the new shoes that (the house that (the guitar that belongs to Fred) belongs to Ali) belong to Rita) Exercise 3.2: Rewrite the sentences by correctly using the apostrophe for possession. One is done for you. 1) The new T-shirt of Sahil is nice. Ans. Sahil’s new T-shirt is nice. 2) The watch that belongs to Bilal is old. Ans. 3) The letters that belong to Rani fell on the floor. Ans. 4) The bag of Ruma is lost. Ans. Module 2 13
5) The house of John is far from here. Ans. 6) The fields that belong to the farmer are big. Ans. Contractions Read the following conversation. Clara: It’s a beautiful day! Come, we’ll go on a picnic. Alia: That’s a good plan, but I don’t have my bicycle. Clara: Oh! I’ve got an idea. You may ride my old bicycle. Alia: G reat! You’re very clever, Clara. Notice that, while speaking, we shorten words by joining or combining some of them. The short form of a word is called a contraction. 'Contract' is to become small. Examples: it's = it is we’ll = we will that’s = that is don’t = do not I’ve = I have you’re = you are 14
Role of the apostrophe in contractions Contractions use the apostrophe (’) in place of the missing letters in a word. How is How i’s How’s Let us look at some more contractions that are formed by replacing letters with the apostrophe. Contractions with ‘is’, 'am' and ‘are’ (The ‘i’ in ‘is’ and the ‘a’ in ‘are’ are replaced by the apostrophe.) (The 'a' in 'am' is replaced by the apostrophe.) I am = I’m she is = she’s he is = he’s you are = you're how is = how’s that is = that’s they are = they’re we are = we’re Contractions with ‘will’ and ‘have’ (The ‘wi’ in ‘will’ and the ‘ha’ in ‘have’ are replaced by the apostrophe.) I will = I’ll she will = she’ll he will = he’ll it will = it’ll you will = you’ll they will = they’ll you have = you’ve we have = we’ve they have = they’ve Contractions with ‘not’ (The ‘o’ in ‘not’ is replaced by the apostrophe—except for ‘will not’.) is not = isn’t are not = aren’t has not = hasn’t have not = haven’t was not = wasn’t will not = won’t were not = weren’t do not = don’t does not = doesn’t did not = didn’t cannot = can’t could not = couldn’t Module 2 15
The apostrophe is not used for possessive pronouns such as mine, ours, theirs, his, hers and yours. Correct usage Incorrect usage Correct usage Incorrect usage mine mine’s his his’s ours our’s hers her’s yours your’s its it’s theirs their’s – – Exercise 3.3: Match the words with the correct contractions. One is done for you. Column A Column B 1) does not a) why’s 2) we will b) we’ve 3) they are c) doesn’t 4) we have d) won’t 5) why is e) they’re 6) will not f) we’ll 16
Difference between possessives and contractions the paintbrush You have learnt about using the apostrophe that belongs to to show singular possession of nouns. the student A possessive noun tells 'who or what owns or has something'. the cover that belongs to the Examples: book • The student’s paintbrush is on the floor. • The book’s cover is colourful. C ontractions are words made by contracted form combining two words and leaving out one of 'we have' or more letters. coofn'htraavcetendotf'orm An apostrophe takes the place of the removed letters. Examples: • We’ve met the students. • The books haven’t been covered yet. Module 2 17
Exercise 3.4: Underline the word that has the apostrophe in each case. Identify whether the given sentences have used the apostrophe for possessives or contractions. Write ‘Po’ for possessives and ‘C’ for contractions. One is done for you. 1) Raju took Yasmin’s pencil box. – Po 2) We’re sure it will rain today. – 3) There isn’t any money left. – 4) The lion’s den is in the jungle. – 5) My cousin's house is nearby. – 6) Don’t feed the animals. – Formal Writing Note writing Notes are used to share short messages (in one or two sentences). Read the sample of a note given below to understand its different parts. Salutation/Greeting Dear Parth, Body How you address the Write only the main person depends on how You did well in the test. idea that you want to close you are to them. Keep up the good work! convey. Signature Best wishes, How you sign off also Mrs Asha Tuli depends on how close you are to the person. 18
Exercise 4: Your cousin, Nilima, is participating in an inter-school boxing championship. Fill in the gaps to complete this note to wish her luck. Dear Nilima, It is great to know that you are participating in _________________________________ ________________________________________________________________. I am sure you _______________________________________________. All the best! With love, ___________________ Creative Writing Write about a personal experience Exercise 5: Write about an incident when you (or your family) helped your neighbours or when your neighbours helped you (or your family). Hints: • Write about what happened, who needed help and why. • How did you or your family help your neighbours or get help? • What did you learn from this incident? Module 2 19
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Module 3 Section Name What I Will Learn Dictation Word dictation Vocabulary Grammar Prefixes Formal Writing Singular and plural nouns Creative Writing Countable and uncountable nouns Editing exercise Descriptive writing Dictation 3) 6) Exercise 1: Word dictation 9) 1) 2) 4) 5) 7) 8) Module 1 21
PR Vocabulary Q Prefixes A prefix is a group of letters that we add to the beginning of a word to make a new word with a different meaning. Every prefix has its own meaning. Examples: Prefix Meaning of prefix Prefix + word Example sentence dis- opposite in dis + like I dislike people who tell lies. meaning / negative = dislike un- opposite in un + kind The children were unkind to the kitten. meaning / negative = unkind We were asked to rewrite our used to mean re + write homework. re- 'again', 'back' or = rewrite It was impossible to repetition compete in the race with a broken leg. im- opposite in im + possible His inability to speak in meaning / negative = impossible French made it difficult for him to travel in France. in- opposite in in + ability meaning / negative = inability mis- opposite in mis + lead We should not mislead others by telling lies. meaning / negative = mislead 22
Exercise 2.1: Complete the table by combining the words with the correct prefixes. One is done for you. im- in- un- re- mis- dis- Base word 1) dishonest New words 1) honest 2) ____________________________ 2) read 3) place 3) ____________________________ 4) ____________________________ 4) pure 5) ____________________________ 6) ____________________________ 5) sufficient 6) cycle Exercise 2.2: Complete the sentences by using the suitable prefixes for the words in brackets. 1) I need to _________________________________________ (fill) my water bottle before we leave for the movie. 2) You can’t leave your work _________________________________________ (finished). 3) Nobody likes _________________________________________ (polite) behaviour. 4) The lion _________________________________________ (appeared) into the jungle. 5) Mou was lost because she followed _________________________________________ (correct) directions to the house. 6) I _________________________________________ (understood) my friend and fought with her. Module 3 23
Grammar Singular and plural Read the passage given below about a visit to a wildlife park. Underline the plurals used in the passage. Then, write their singular forms in the table given after the passage. We went to the Jim Corbett National Park recently. It has many animals and birds. We drove through the jungle full of trees with thick branches. In the park, there were many buses full of tourists. We spotted many foxes, wild pigs and elephants. We also saw a few rabbits behind some bushes. On our way back, we stopped at a restaurant and ate tasty dishes. We also drank many glasses of orange juice. Plural Singular Plural Singular ___________________ ___________________ ___________________ __________________ ___________________ ___________________ ___________________ __________________ ___________________ ___________________ ___________________ __________________ ___________________ ___________________ ___________________ __________________ ___________________ ___________________ ___________________ __________________ ___________________ ___________________ ___________________ __________________ ___________________ ___________________ ___________________ __________________ 24
Remember • R egular plurals are formed by adding -s to the ends of words. Examples: car – cars, pen – pens • T o form the plurals of words that end in -x, -o, -s, -ch, -sh or -ss, we add -es to the ends of the words. Examples: box – boxes, potato – potatoes, bus – buses, church – churches, wish – wishes, glass – glasses Exercise 3.1: Fill in the blanks with the plural forms of the nouns given below. One is done for you. Singular Plural 1) brush brushes 2) eraser _______________________________ 3) potato _______________________________ 4) class _______________________________ 5) lunch _______________________________ 6) box _______________________________ Module 3 25
More on plurals Read the following sentences. Tina had a candy. She There is a lady inside the My sister has a diary. bought fifteen more doctor’s office. There are I have many diaries. candies. two ladies in the waiting room. Remember To form the plurals of nouns that end in -y, we remove the -y and add -ies to the ends of the words. Examples: Plural Singular Plural babies enemy enemies Singular cities family families baby countries party parties city country 26
Read the following passage. This is the Patel family. Mr Patel is working in the kitchen along with his two children. His wife, Megha Patel, is doing her office work. The children bought two loaves of bread in the morning to make sandwiches. They carefully cut slices of the bread using knives. Now, Mr Patel is chopping carrots, cucumbers, lettuce leaves and other vegetables. Mr Patel knows where everything is kept on the kitchen shelves. Remember To form the plurals of words that end in -f or -fe, change the -f or -fe to -ve and then add -s. Examples: Plural Singular Plural loaves knife knives Singular leaves shelf shelves loaf wolves thief thieves leaf lives half halves wolf life Note: Some words ending in -f or -fe do not follow this rule. For such words, we simply add -s to form the plurals. Examples: cliff – cliffs, roof – roofs, chief – chiefs Module 3 27
Exercise 3.2: Fill in the blanks with the plural forms of the given nouns. One is done for you. Singular Plural 1) leaf leaves 2) story _______________________________ 3) life _______________________________ 4) half _______________________________ 5) butterfly _______________________________ 6) baby _______________________________ 28
Countable and uncountable nouns Look at the given pictures of nouns. cereal courage books eggs wind coffee You will notice that some of these nouns can be counted whereas the others cannot be counted. can be counted → books, eggs → countable nouns cannot be counted → cereal, courage, wind, coffee → uncountable nouns Module 3 29
Remember • Any singular or plural noun that can be counted is called a countable noun. • W e use ‘a’, ‘an’ or ‘one’ before singular countable nouns. • W e use words such as ‘any’, ‘many’, ‘a few’ or numbers greater than one before plural countable nouns. Examples: Please give me three I have many friends. There were a few books. oranges left. Remember • M any nouns, such as names of materials (cotton), food items (milk) and ideas (love, happiness, information), cannot be counted. They are called uncountable nouns. • Uncountable nouns do not have plural forms. We cannot use ‘a’, ‘an’ or numbers before uncountable nouns. • To show the quantity of uncountable nouns, we use words such as ‘some’, ‘any’, ‘a bag of’, ‘a lot of’, ‘much’ or ‘less’. 30
Examples: There is a lot of water Roger does not get much There isn’t any sand in the lake. time to listen to music in my socks. nowadays. Exercise 3.3: Sort the words given below. One is done for you. lemon truth jewellery photograph candle milk Countable nouns Uncountable nouns 1) lemon 2) _____________________________________ 3) _____________________________________ 4) _____________________________________ 5) _____________________________________ 6) _____________________________________ Module 3 31
Exercise 3.4: Use ‘a’, ‘an’, ‘a little’, 'some' or ‘a few’ and write ‘C’ for countable nouns and ‘U’ for uncountable nouns. One is done for you. a/an/a little/a few C/U (countable noun 1) a little salt or uncountable noun) U 2) _______________________________ egg ___________________________ 3) _______________________________ cheese ___________________________ 4) _______________________________ apples ___________________________ 5) _______________________________ salad ___________________________ 6) _______________________________ cucumber ___________________________ Formal Writing Editing exercise Exercise 4: You are an error detective, and here is your mission: Given below is a paragraph with spelling, punctuation and grammatical errors. Spot ten errors and rewrite the paragraph in the space provided. The story of the blue jackal is taken from the Panchatantra! It is the story of jackal that fell into a bucket of blue dye when he was being chased by sum dogs. When he came out of the bucket, he had turned blue and all the animal were scered of him. They treeted him like a king because they thought he would be powerful, 32
But won night, when he heard another jackal howl, he howled back? The animals found out that he was not speciel, but just another jackal. Module 3 33
Creative Writing Descriptive writing If you had to describe a watermelon to somebody without telling them the name of the fruit, how would you do it? Picture the fruit in your mind. What does it look like? What colour is it? How big is it? Does it have seeds? How does it taste? When you use words to describe a person, thing or place in detail, it helps others to see exactly what you are seeing. Read the description of the park shown in the picture. This is a park in a big city. It has many trees and bushes. The bushes are filled with beautiful wild flowers. There is a small pond, near a path in the park. People use this path for their walks and to do exercise, every morning and evening. There are benches in the park, where people can sit when they are tired. Lamp posts stand at the sides of this path to light the way in the evening. It is a peaceful and quiet place. Did the description help you picture the park in your mind? Now, can you describe a place that you have been to? 34
Exercise 5: You have just returned from a school trip with your classmates. Write a short paragraph to describe to your parents the place you visited. Use the given hints to write your descriptive paragraph. Hints: • Which place did you visit? • How did the surroundings look? Were there buildings, mountains or water bodies around? • What were the sounds you heard? • What colours did you see? • What did you notice first about the place? Module 3 35
Module 4 Section Name What I Will Learn Dictation Sentence dictation Vocabulary Suffixes Grammar Pronouns Formal Writing Message writing Creative Writing Descriptive writing Dictation Exercise 1: Sentence dictation 1) 2) 3) 4) 5) 3663
PR Vocabulary Q Suffixes A suffix is a letter or a group of letters, added to the end of a word to form a new word. Remember Adding a suffix to a word changes the part of speech of that word. • Adding -ness or -ion changes a word to its noun form. Examples: a ware (verb) – awareness (noun) calculate (verb) – calculation (noun) • Adding -ly changes a word to its adverb form. Example: hard (adjective) – hardly (adverb) • Adding -ful changes a word to its adjective form. Example: joy (noun) – joyful (adjective) Exercise 2.1: Add ‘-ness’ or ‘-ly’ as suffixes to the given words to form new words. -ness -ly 1) kind _______________________ _______________________ 2) soft 3) neat _______________________ _______________________ 4) fresh 5) clever -ness = _______________________ _______________________ 6) honest + or _______________________ _______________________ _______________________ _______________________ -ly _______________________ _______________________ Module 4 37
Exercise 2.2: These balloons are about to fly off! Draw strings to attach the balloons to the box with the correct suffix to make new adjectives. help reject attract care subtract joy -ful -ion Grammar Pronouns Underline the pronouns in the passage below. Sort them into subject and object pronouns. The old explorers were very brave. They travelled to strange lands. I am an explorer too. My brother also likes exploring new places. Other children find us to be very different. They sometimes make fun of us. I do not listen to them because exploring is my passion. Subject pronouns Object pronouns 38
Remember • A subject pronoun is used as the subject (who/what does the action) of a sentence in place of a noun. • An object pronoun is used to replace the noun that receives the action of a verb. Reflexive pronouns He treated himself to a They baked a cake for She can complete the movie. themselves. project by herself. When the subject and the object refer to the same person or thing, a reflexive pronoun is used. In a reflexive pronoun, the subject is the doer and receiver of the action. Examples: • She gifted herself a book. • We bought fruits for ourselves. • I cut myself. When reflexive pronouns are used to put emphasis on the subject, they are called emphatic pronouns. They emphasise that the subject both did and received the action. Examples: • She can complete the project by herself. • Gaurav can repair the toy by himself. Module 4 39
Here is a list of subject, object and reflexive pronouns. Singular Subject pronouns Object pronouns Reflexive pronouns Plural I me myself you yourself you him himself he her herself she it itself it us we you ourselves you them yourselves they themselves Remember • S ingular reflexive pronouns are formed with ‘-self’ and plural ones with ‘- selves’. • When a reflexive pronoun replaces phrases like ‘on my/her/his/our/their own’, the preposition ‘on’ should be changed to ‘by’. Example: Sonia did it on her own. Sonia did it by herself. Exercise 3.1: Fill in the blanks with the correct reflexive pronouns. One is done for you. 1) I made dinner all by myself. 2) John took a trip to Japan by ________________________. 3) Salma cut ________________________ while chopping vegetables. 4) Haroun and his family built a house for ________________________. 5) Harmaan drew a portrait of ________________________. 6) The kitten made ________________________ comfortable on the couch. 40
Exercise 3.2: Rewrite the sentences given below with the correct reflexive pronouns. One is done for you. 1) He dressed herself this morning. Ans. He dressed himself this morning. 2) We had to cook all by themselves, as our parents were out of town. Ans. 3) The lady spoke to himself as she crossed the road. Ans. 4) I take pictures of himself. Ans. 5) Did you take lessons in painting, or did you learn it itself? Ans. 6) The players decided to call herself the‘Kolkata Knights’. Ans. Exercise 3.3: Replace the underlined words with suitable pronouns from the box. One is done for you. us she myself them herself they 1) Our dog Mini was sleeping. Ans. She was sleeping. Module 4 41
2) My mother sent my brother and me outside. Ans. 3) My sister finished the work on her own. Ans. 4) My brother threw the frisbee to Rahul and Sunny. Ans. 5) Greta rewarded Greta with a yummy dinner. Ans. 6) Sara, Shobha and Ira are best friends. Ans. Exercise 3.4: Replace the underlined words with suitable subject, object and reflexive pronouns. One is done for you. Tejas is painting a picture. Tejas is using his favourite paintbrush. Tejas always takes good care of the paintbrush. Rina is cycling. Rina is wearing a dress and a hat. Ravi and Rohan are running. Ravi and Rohan are having fun. Chetan is fishing. He has made a fishing rod for Chetan. The children are having fun. Nothing can disturb the children. 42
Ans. Tejas is painting a picture. He is using his favourite paintbrush. Formal Writing Message writing People invite us on many occasions. We can write messages to accept or decline an invitation. Exercise 4: Your friend has invited you to his birthday party. You have a football team selection camp that day and will have to miss the party. Write a message to your friend, informing him that you will be unable to attend the party. Hints: • Wish your friend. • Mention why you will have to miss the party. • Apologise (say sorry) for having to miss the party. Module 4 43
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Creative Writing Descriptive writing Do you and your friends look the same? Everybody looks different. The colour of our skin and hair, the shape of our noses and other such features are different. The kinds of clothes we wear and the ways in which we walk and talk are also not the same. Read the description of the people in this picture. The man has straight, black hair. He is wearing a T-shirt with a black collar. He has long and thick eyebrows. The woman has short and wavy hair. She is wearing a pretty top and black tights. She has big eyes. She looks excited to be out with her family. The boy has short brown hair. He also has big eyes. He is wearing a loose T-shirt and a pair of shorts. The girl has short hair that she has tied up at the back. She has a big smile on her face. She is looking excitedly at her parents. She is wearing a top and a skirt. All the people in the picture are wearing slippers. Module 4 45
Now, let us match the pictures of people to the given descriptions. She is wearing a striped sweater with long sleeves. She is jumping with joy. She looks very excited. She is wearing a round-necked top. She has shoulder-length straight hair. She looks very angry. He is wearing a shirt and a tie. He is sitting with his elbows resting on a table. He looks sad; or maybe he is just tired. He has brown hair. He is scratching his head in confusion. It looks like he is thinking about something. She has curly hair. She is wearing a small nightdress. She is smiling. She has a very sweet face. 46
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