Alpine-G4-Workbook-English-Part2

NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 1 2/1/2018 2:58:14 PM

Preface IMAX 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 presents the latest version of the Alpine series – updated and revised after considering the perceptive feedback and comments shared by our experienced reviewers and users. Designed specifically for state board schools, the Alpine series endeavours to be faithful to the spirit of the State Curriculum Framework and National Curriculum Framework (NCF) 2005. Therefore, our books strive to ensure inclusiveness in terms of gender and diversity in representation, catering to the heterogeneous Indian classroom. NCF 2005 asserts that listening, speaking, reading and writing (LSRW) are all generalised skills, and students’ mastery over them is key to success at school. All these skills frequently need to be used together. Therefore, the Alpine English textbooks and workbooks strive to provide adequate opportunities for students to practise all the four LSRW skills. To this effect, the Alpine English textbooks and workbooks for state board schools offer the following features:  Themes recommended by the NCF across grades 1–5 in the literature pieces  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  Non-detailed lessons 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 Alpine 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 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 2 2/1/2018 2:58:14 PM

Dictation B C DVoicctatbiounlary A Dictation – Words from the lesson or sentences with commonly confused Helps to build vocabulary with spellings for dictation practice explanations and practice exercises Listening Audio – Questions based on an audio piece for listening practice (for GDircatmatmioanr Grades 4 and 5 only) Introduces and teaches an aspect of LDaicntgautiaogne in Use grammar with explanations and practice exercises Develops an aspect of language structure with explanations and practice CDircetaattiivoen Writing exercises Fosters creative writing skills by FDoicrmtaatiloWn riting encouraging students to imaginatively draw from real-life experiences Inculcates writing skills by introducing formal writing styles by providing samples and adequate practice NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 3 2/1/2018 2:58:14 PM

Theme 4: Imagination and Adventure 10 Module 10 ������������������������������������������������������������������������������������������������ 1 The Great Race 11 Module 11 ���������������������������������������������������������������������������������������������� 15 Adventures with the Fairies 12 Module 12 ���������������������������������������������������������������������������������������������� 28 The Owl and the Pussycat Theme 5: Exploring the World 13 Module 13 ���������������������������������������������������������������������������������������������� 32 The Herculean Task 14 Module 14 ���������������������������������������������������������������������������������������������� 48 Beware of Mikhailovitch 15 Module 15 ���������������������������������������������������������������������������������������������� 59 Going Downhill on a Bicycle Theme 6: The Wonders of Science 16 Module 16 ���������������������������������������������������������������������������������������������� 63 The Magical World of Science 17 Module 17 ���������������������������������������������������������������������������������������������� 75 Robot with a Virus 18 Module 18 ���������������������������������������������������������������������������������������������� 89 My Shadow NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 4 2/1/2018 2:58:14 PM

Lesson 10 The Great Race Module 10 Section Name What I Will Learn Dictation Sentence dictation Vocabulary Listening audio Grammar Language in Use Using 'for' and 'since' Formal Writing Creative Writing Adverbs of degree and place Contractions and apostrophe for possession Paragraph writing Autobiography writing NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 5 1 2/1/2018 2:58:15 PM

Dictation Exercise 1.1: Sentence dictation 1) ____________________________________________________________________________________ 2) ____________________________________________________________________________________ 3) ____________________________________________________________________________________ 4) ____________________________________________________________________________________ 5) ____________________________________________________________________________________ Exercise 1.2: Listening audio 1) What did Trishanku desire? [    ] (A) wealth (C) to reach heaven when he dies (B) to ascend bodily into heaven (D) to get godly powers 2) Why did Sage Vishwamitra decide to fulfil Trishanku’s desire? [    ] (A) for the good turn he had done for Vishwamitra (B) to get praises (C) so that he will be worshipped (D) for making him stop praying to Vishnu 3) What did Indra do to Trishanku? [    ] (A) made Trishanku sit next to him (B) threw him down from heaven (C) adorned him with flowers (D) made him ascend to heaven 4) What did Vishwamitra do to keep Trishanku from falling down? [    ] (A) propped him up with a long pole (B) placed a big cloth mid-air (C) propped him up with a sword (D) raised his hand and caught him 5) Which part of the coconut, according to the story, is Trishanku’s beard? [    ] (A) the husk (B) the inner part (C) the nut (D) the fibre 2 2/1/2018 2:58:15 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 6

B C Vocabulary A Using ‘for’ and ‘since’ ‘For’ tells us about the duration of something. We use it to show a period of time (three hours, few days, two weeks, five months, many years and so on). Examples: •  Mary has been here for a long time. •  I lived in Goa for a few years. •  I have been exercising for two hours. ‘Since’ is used to indicate when something began. We use it for a point in time (last week, January, 1972, Wednesday and so on). Examples: •  My brother has lived here since he was born. •  She has not been to Mumbai since 1998. •  It has been two years since I met her. For vs. since for – to mention a specific period or since – to mention the starting point of a duration of time period of time (continues till now) I have been a doctor for fifteen years. I have been a doctor since 1992. She has not been home for two years. It has been two years since she went home. My sister has lived in London for nine months. My sister has lived in London since May. Exercise 2.1: Fill in the blanks with either ‘for’ or ‘since’. 1) I have not had milk ________________________ this morning! 2) Ria made laddoos ________________________ four hours. 3) They have been working ________________________ 10 a.m. today. 4) It has been three years ____________________ he went to an amusement park. 5) Kriti worked on her sketch ________________________ seven hours. 6) Ronnie has been waiting at the bus stop ____________________ two hours. The Great Race 3 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 7 2/1/2018 2:58:15 PM

Exercise 2.2: Make six sentences using the options given in the table. I have been expecting the letter since morning Ajmal has been playing cricket for 2012 Shahala and I are friends seven weeks We have been practising the skit three hours 1) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 2) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 3) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 4) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 5) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– 6) –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– –––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Grammar Kinds of adverbs Adverbs Adverbs of Adverbs of Adverbs of Adverbs of Adverbs of time place degree manner frequency 4 2/1/2018 2:58:15 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 8

Underline the adverbs in the following sentences: They were talking loudly. He humbly declined the gift. She ran fast in the race. Smita got out of bed slowly. Remember: •  Adverbs describe or say more about verbs and adjectives. •  A dverbs that tell us the way or manner in which an action is done are called adverbs of manner. •  They answer the question 'how?' Example: Ravi spoke softly. How did Ravi speak? softly So, ‘softly’ is an adverb of manner. Now, let us learn more about adverbs of degree and place. Adverbs of degree Adverbs of degree answer the question 'to what extent?' or tell us about the intensity of an action. How difficult is Mathematics? It’s extremely easy. Here, the word ‘extremely’ is the adverb of degree. It shows the degree of difficulty of Mathematics. The Great Race 5 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 9 2/1/2018 2:58:15 PM

Here are a few more examples of adverbs of degree. •  Be careful. You almost fell from the tree. ‘Almost’ answers the question ‘to what extent?’. So, it is an adverb of degree. •  The weather is too cold. The word ‘too’ talks about the intensity of the cold weather. Hence, it is an adverb of degree. Adverbs of place An adverb of place tells us about the place of an action and answers the question 'where?' Let us go there. Notice that the word ‘there’ answers the question ‘where?’ and tells us about the location of the movement. It is an adverb of place. Here are a few more examples of adverbs of place. •  She went outside. •  Amalu looked around, but she couldn’t see anyone. The words ‘outside’ and ‘around’ tell us more about the location of the action or movement. So, they are adverbs of place. 6 2/1/2018 2:58:15 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 10

Exercise 3.1: Write the adverb and the verb or adjective it modifies in each of the sentences below. One is done for you. Sentence Verb/Adjective Adverb 1) He worked quickly. worked quickly 2) Alan annoys me terribly. 3) Vandana's dress is quite pretty. 4) She lives here. 5) He is very tall. 6) Heena nearly won the race. Exercise 3.2: Read Sam’s diary entry. Fill in the table using adverbs (manner/degree/ place) from the diary page. One is done for you. Friday, 13th January I woke up happily today. I dressed up and ran outside to wait for the school bus. I was really happy to return to school. I walked inside to meet my friends. We played and studied merrily. Today was a very good day. Adverbs of manner happily Adverbs of degree Adverbs of place Exercise 3.3: Fill in the blanks with adverbs of degree or place from the box below. One is done for you. anywhere   really   everywhere   extremely   very   outside 1) This box is very light. 2) The teacher asked him to go __________________________. The Great Race 7 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 11 2/1/2018 2:58:15 PM

3) We looked for the dog __________________________. 4) He is __________________________ tired. He cannot walk all the way home. 5) I am __________________________ grateful for your support. 6) Dennis could not find his pencil box __________________________. Language in Use Contractions The words 'to contract' mean 'to make something small'. A contraction is made by combining two words to make a single word. This makes speaking these words easier. We make a contraction using the apostrophe. It is a punctuation mark that is made above the letters in a word. Observe the small mark in the circle. It's Here, by using an apostrophe, we have made a contraction of the words ‘it is’. In contractions, there is no space between two words. Let us read some examples to understand how the apostrophe can be used to make contractions. Contractions with the word ‘not’ ‘o’ in ‘not’ is replaced by an apostrophe do not = don’t did not = didn’t is not = isn’t does not = doesn’t are not = aren’t could not = couldn’t 8 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 12 2/1/2018 2:58:15 PM

Contractions formed with the words ‘has’, ‘had’ and ‘have’ ‘ha’ in ‘has’, ‘have’ and ‘had’ is replaced by an apostrophe should have = should’ve it has = it’s would have = would’ve I had = I’d they had = they’d she has = she’s Contractions with ‘is’, ‘am’ and ‘are’ ‘i’ in ‘is’ and ‘a’ in ‘am’ and ‘are’ are replaced by an apostrophe I am = I’m you are = you’re we are = we’re they are = they’re he is = he’s she is = she’s it is = it’s – Apostrophe for possession The apostrophe is also used to show belonging or possession (that something belongs to someone). We use the apostrophe with the letter ‘s’ to show possession. Examples: •  This is Haris jacket. incorrect •  This is Hari’s jacket. correct The apostrophe has been used to show that the jacket belongs to Hari. There are four main rules for adding apostrophes for possession. Let’s understand them. Rule 1 : If the noun is singular, add an apostrophe + s. Example : the tail of a dog = the dog’s tail Rule 2 : If the noun is plural, add an apostrophe + s. Example : writings of women = women’s writings Rule 3 : If the noun is singular and ends in ‘-s’, still add an apostrophe + s. Example : steering of the bus = the bus’s steering The Great Race 9 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 13 2/1/2018 2:58:15 PM

Rule 4 : If the noun is plural and ends in ‘-s’, add just an apostrophe. Example : team of boys = boys’ team Look at the table below for more examples. singular nouns • My pen’s lid is missing. plural nouns • Tell me an elephant’s story. singular nouns ending in ‘-s’ plural nouns ending in ‘-s’ • These are men’s clothing. • Are these children’s books? • That bus’s wheels were changed. • This is my boss’s cabin. • These are the pens' lids. • Did you study in a girls’ school? Apostrophe with possessive pronouns Sometimes, we may get confused between contractions and possessive pronouns. Remember that possessive pronouns do not need apostrophes. Examples: Possessive pronouns Correct usage Incorrect usage yours your’s hers her’s its it’s theirs their’s mine mine’s ours ours’ Look at the table below to understand some common apostrophe mistakes.  could not couldn’t could n’t does not doesn’t does’nt cannot can’t cann’t they are they’re theyr’e 10 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 14 2/1/2018 2:58:15 PM

Exercise 4.1: Write the contractions for the words given below. One is done for you. 1) we are we’re 2) could not 3) I had 4) they have 5) she is 6) did not Exercise 4.2: Read the given sentences and replace the underlined words with contractions. One is done for you. 1) We have seen you at class today. Ans. We’ve seen you at class today. 2) There is no milk in the refrigerator. Ans. ________________________________________________________________________ ________________________________________________________________________ 3) It is raining today. Ans. ________________________________________________________________________ 4) I was not home last night. Ans. ________________________________________________________________________ 5) The store should have opened by now. Ans. ________________________________________________________________________ ________________________________________________________________________ 6) You should not cheat. Ans. ________________________________________________________________________ The Great Race 11 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 15 2/1/2018 2:58:15 PM

Exercise 4.3: Rewrite each sentence by adding an apostrophe to show ownership wherever required. One is done for you. 1) How did Ramus bike break? Ans. How did Ramu’s bike break? 2) I want to borrow Sheilas book. Ans.   3) The classs answers confused the teacher. Ans.   4) My sisters scarf blew away in the wind. Ans.   5) The childrens toys were broken. Ans.   6) Those two dogs collars are colourful. Ans.   Formal Writing Paragraph writing Exercise 5: Imagine that you heard some noise coming from the kitchen at night. You got up from your bed and walked towards the kitchen. What happened next? Write a paragraph, narrating the incident using the hints given. Hints: •  What did you think the noise was? •  How did you feel as you walked towards the kitchen? 12 2/1/2018 2:58:15 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 16

• What did you see? • What did you do and feel when you saw what made the noise? ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ The Great Race 13 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 17 2/1/2018 2:58:15 PM

Creative Writing Autobiography writing Exercise 6: Given below is an autobiography of a dog. Use appropriate words, phrases or sentences to complete the paragraph. I am a pet dog. I live with _____________________________________________________. She ______ ________________________________________________________. She takes me ____________________ ________________________________________ and _____________________________________________ _________________________________________________________________________________________. She gives me ______________________________________________________________________ to eat. Last week, an exciting thing happened. In the middle of the night, a thief tried to open the window and _____________________________________________________________________________. I barked and _____________________________________________________________________________ ____________________________________________________________________. This scared him away and ______________________________________________________________________________________ __________________________________________________________________________________________. ___________________________________________________________________ hugged me tightly, and everyone _________________________________________________________________________________ ____________________________________________. I love ________________________________________ __________________________________ very much, and I am happy to live with __________________ __________________________________________________________________________________________. 14 2/1/2018 2:58:15 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 18

Lesson 11 Adventures with the Fairies Module 11 Section Name What I Will Learn Dictation Word dictation Vocabulary Listening audio Grammar Synonyms Language in Use Formal Writing Degrees of comparison Creative Writing Tenses Informal letter writing Story writing NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 19 15 2/1/2018 2:58:15 PM

Dictation Exercise 1.1: Word dictation 3) 6) 1) 2) 9) 4) 5) 7) 8) Exercise 1.2: Listening audio 1) Where does the owner of the woods live? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 2) Why would the little horse think that there was some mistake? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 3) What does the poet say about the woods? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ 4) What was special about that evening? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 5) Write the line that is repeated in the poem. Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 16 2/1/2018 2:58:15 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 20

B C Vocabulary A Synonyms Synonyms are two or more than two words that have the same or similar meanings. Examples: •  hurry The word ‘hurry’ is a verb. It means ‘moving or acting with great speed’. The synonyms for hurry are ‘rush’, ‘hasten’, ‘dash’ and so on. •  incredible The word ‘incredible’ is an adjective. The synonyms for incredible are ‘unbelievable’, ‘unimaginable’, ‘astonishing’, ‘spectacular’, ‘remarkable’, ‘wonderful’ and so on. Some more examples: •  close – shut •  start – begin Exercise 2.1: Match each word in Column A with its synonym in Column B. Column A Column B 1) funny a) wonderful 2) amazing b) attractive 3) inexpensive c) tasty 4) delicious d) cheap 5) important e) humorous 6) beautiful f) significant Adventures with the Fairies 17 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 21 2/1/2018 2:58:15 PM

Exercise 2.2: Choose a suitable synonym from the box to replace the underlined word in each sentence. unbelievable   valuable   tiny   tired   huge   very loud 1) A honeybee is a small insect. – ________________________________ ________________________________ 2) The music on the radio was deafening. – ________________________________ ________________________________ 3) The magician performed remarkable tricks. – ________________________________ ________________________________ 4) This is a very big mountain. – 5) A diamond is a precious stone. – 6) I was exhausted after a long day’s work. – Grammar Degrees of comparison Identify the degrees of comparison of the words in bold and complete the table given below. •  Mango is the sweetest fruit. •  The fox was cleverer than the crow. •  It was an old quilt. •  A house is smaller than a mansion. •  Give me the coldest glass of juice. •  I like hot tea. •  The blue dress is brighter than the brown dress. Positive degree Comparative degree Superlative degree 18 2/1/2018 2:58:15 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 22

Remember: Adjectives have three degrees of comparison. • The positive degree shows the quality of something or someone. Example: It was a beautiful dress. • The comparative degree is used to compare two things or people with the same quality. Example: Seema is shorter than Alam. • The superlative degree is used to compare more than two people or things. It singles out one from the rest. Example: My grandfather is the oldest member of our family. Regular adjectives The comparative and superlative degrees of most regular adjectives are formed by adding ‘-er’ and ‘-est’ to the positive degree forms. Positive degree Comparative degree Superlative degree bright brighter brightest black blacker blackest proud prouder proudest cold colder coldest small smaller smallest In some regular adjectives that end in ‘e’, a single ‘-r’ is added in the comparative degree and ‘-st’ in the superlative degree. Positive degree Comparative degree Superlative degree simple simpler simplest nice nicer nicest late later latest/last Adventures with the Fairies 19 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 23 2/1/2018 2:58:15 PM

Many adjectives of two syllables and all adjectives of more than two syllables form their comparative forms by using ‘more’ before the positive form. The superlative degree is formed by using ‘most’ before the positive form. Positive degree Comparative degree Superlative degree beautiful more beautiful most beautiful difficult more difficult most difficult important more important most important Irregular adjectives Some adjectives do not follow any particular rule. Their comparative and superlative degrees are formed in different ways. Such adjectives are known as irregular adjectives. Positive degree Comparative degree Superlative degree good better best far little farther/further farthest/furthest bad less least worst much/many worse most more Exercise 3.1: Fill in the blanks using the correct degree of comparison for the words in brackets. One is done for you. 1) The climate of Chennai is hotter (hot) than the climate of Madurai. 2) Saumya is the ____________________________ (bright) student in the class. 3) James is two years ____________________________ (old) than me. 4) Ramya is a ____________________________ (good) girl. 20 2/1/2018 2:58:15 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 24

5) The pen is ____________________________ (mighty) than the sword. 6) Russia is the ____________________________ (large) country in the world. Exercise 3.2: Complete the table with the correct positive, comparative or superlative degrees of adjectives. One is done for you. Positive degree Comparative degree Superlative degree 1) tall taller tallest 2) nicest 3)     expensive worse 4) most interesting 5) 6)    f  a  r Exercise 3.3: Complete the dialogue using the appropriate degree of the adjectives given in brackets. One is done for you. Neera: I am bored. Shall I ask my uncle to take us for a movie? Shalini: No, the tickets are too expensive. Let’s ask if we can go to the town instead. It’s cheaper (cheap). Neera: But the cafe there isn’t very _______________________________ (good). The food at the cinema is _______________________________ (good) than the cafe. Shalini: Maybe we should go to the museum. It’s the _______________________________ (close) of all, and I am too tired to walk. Neera: Yes, that’s true, and it’s _______________________________ (warm) than it was yesterday. Let us just play a game of carrom at home. Shalini: Yes, that’s the _______________________________ (good) idea of all. Adventures with the Fairies 21 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 25 2/1/2018 2:58:15 PM

Language in Use Present continuous tense Read the following sentences. What can you say about the time of their actions? Hurry up! We are waiting for I am writing a letter to my Raghav is playing football you. friend. right now. These sentences describe actions that are going on at the time of talking. They are in the present continuous tense. Rule for present continuous tense subject + is/are/am + base verb + ing + object are picking mangoes. The children Different uses of the present continuous tense are as follows: Use Example • to show an action that is happening in the My grandmother is knitting a sweater. We are going to the beach this weekend. present They are always fighting. • to talk about definite future arrangements • to talk about actions that take place repeatedly Past continuous tense Now, read these sentences. When did these actions take place? Aamna lost her watch while Aditi was riding her bicycle all We were leaving the office she was running. day yesterday. last evening when it rained. 22 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 26 2/1/2018 2:58:16 PM

The given sentences describe actions that were happening or going on at some point in the past. They are in the past continuous tense. Rule for past continuous tense subject + was/were + base verb + ing + object The children mangoes. were picking Different uses of the past continuous tense are as follows: Use Example • to show an action that was happening for My grandmother was knitting till late at night. some time in the past Neha lost her wallet while she was travelling. • to talk about an action that happened I was eating on the couch when the phone while some other action was taking place rang. I was practising for the music concert every • to show an incomplete action in the past day last week. • to show that an action was taking place again and again in the past What were your family members doing at 6:00 p.m. yesterday? Can you think of any four actions? ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– Exercise 4.1: Use the present continuous forms of the verbs given in brackets and fill in the blanks. One is done for you. 1) We are holding (hold) a meeting next month. 2) The gardener _____________________________________ (water) the plants now. Adventures with the Fairies 23 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 27 2/1/2018 2:58:16 PM

3) T he cows _____________________________________ (graze) in the field at this moment. 4) They _____________________________________ (go) on a picnic today. 5) He is always _____________________________________ (lose) his bike keys. 6) I _____________________________________ (work) on a project. Exercise 4.2: Fill in the blanks with an appropriate verb in the past continuous tense. One is done for you. 1) The Sun was shining brightly at noon. 2) A cold wind ___________________________________________ yesterday. 3) The boy ___________________________________________ his hair. 4) The birds ___________________________________________ excitedly. 5) They ___________________________________________ when the teacher entered the class. 6) The thief ___________________________________________ over the wall. Exercise 4.3: Fill in the blanks with the present continuous or past continuous forms of the verbs in brackets. One is done for you. 1) It is raining (rain) heavily now. 2) The Principal _________________________________ (take) a round of the school yesterday. 3) Today, I _________________________________ (wear) a cap because I have a cold. 4) At six o’clock last evening, we _________________________________ (fly) to Berlin. 5) Why is the baby _________________________________ (cry)? Is she hungry? 6) They _________________________________ (play) in the park when it began to rain. 24 2/1/2018 2:58:16 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 28

Formal Writing Informal letter writing Exercise 5: When Ajay’s first baby tooth fell out, his parents told him to keep it under his pillow for the Tooth Fairy to collect in the morning. Two years later, Ajay is now older, and a few more of his teeth have fallen out. He now feels curious to know the truth about the Tooth Fairy. Ajay writes a letter to his Grandma, describing his little experiment. Complete the letter below. No. 210 Lakeview Colony Millers Road Hyderabad 22nd October 2018 Dear Grandma, How are you? Thank you very much for the set of tennis rackets that you gifted me on my birthday. I play every evening with my friends now, and my game has improved. Grandma, I recently lost another tooth, and Mummy told me to put it under my pillow for the Tooth Fairy to collect while I sleep. This time, I wanted to see the Fairy. So, I ___________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Adventures with the Fairies 25 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 29 2/1/2018 2:58:16 PM

___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Creative Writing Story writing Exercise 6: The beginning, middle and end of a story are given. Complete the story in your own words. Ananya was playing in her garden when she saw a strange sight. A small, saucer-shaped, flying object appeared and landed in front of her. A door slid open, and a ladder came out. She saw tiny men climb down. _____________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ 'Would you like to take a trip on our flying saucer? Don’t worry, you shall be safe.' 'Of course!' she replied excitedly. __________________________________________________________ ___________________________________________________________________________________________ 26 2/1/2018 2:58:16 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 30

___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ Ananya came out, and in a second, the saucer disappeared. 'Did this really happen or was this a dream?' she wondered. Adventures with the Fairies 27 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 31 2/1/2018 2:58:16 PM

Lesson 12 The Owl and the Pussycat Module 12 Section Name What I Will Learn Dictation Sentence dictation Vocabulary Listening audio Use of ‘they’re’, ‘their’ and ‘there’ 28 2/1/2018 2:58:16 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 32

Dictation Exercise 1.1: Sentence dictation 1) ____________________________________________________________________________________ 2) ____________________________________________________________________________________ 3) ____________________________________________________________________________________ 4) ____________________________________________________________________________________ 5) ____________________________________________________________________________________ Exercise 1.2: Listening audio 1) How many islands together make the Lakshadweep islands? [    ] (A) 36 (B) 34 (C) 24 (D) 28 [    ] 2) How many among these islands are populated? [    ] (A) 10 (B) 32 (C) 15 (D) 25 [    ] 3) What was Lakshadweep formerly called? [    ] (A) Minicoy (B) Seychelles (C) Laccadives (D) Lakh Deeps 4) Which is the biggest of all the Lakshadweep islands? (A) Port Blair (B) Kavaratti (C) Minicoy (D) Mahim 5) Which of the following languages is mentioned in the passage you heard? (A) English (B) Malayalam (C) Hindi (D) Muslim B C Vocabulary A Use of ‘they’re’, ‘their’ and ‘there’ ‘They’re’ is the short form for ‘they are’. Examples: •  They’re happy to be home. •  They’re going to play football. The Owl and the Pussycat 29 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 33 2/1/2018 2:58:16 PM

The word ‘their’ is used to mean ‘belonging to’. Examples: •  T heir bus stopped moving after crossing the temple (the bus that belonged to them). •  Richa and Shweta love gardening. I want to visit their garden (the garden that belongs to them). ‘There’ shows a particular position or place. Examples: •  Let us go there and have some ice cream. •  There are four mangoes in the bag. Look at the table below for more examples of ‘they’re’, ‘their’ and ‘there’. they’re their there I like to eat bananas only They went to visit their father. Please put your sweater when they’re soft. there. They’re going to play near Their house is almost one the sea. hundred years old. Have you been there? They’re not as bad as you We are looking for their lost think. cat. There is no water left in the I think they’re going to come By tomorrow, their work will bucket. home soon. be done. What did she see over there? Exercise 2.1: Fill in the blanks correctly with ‘they’re’, ‘their’ or ‘there’. One is done for you. 1) There is a big lion in the zoo. It looks fierce. 2) It was _____________________ idea to go to the fair. 3) _____________________ very angry with you for breaking the glass. 4) I think _____________________ both very excited about the match. 5) A kram’s favourite restaurant is the Punjabi Dhaba. He is fond of _____________________ chicken tikka masala. 6) Once upon a time, _____________________ lived a greedy man named Harish. 30 2/1/2018 2:58:16 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 34

Exercise 2.2: Read the following passage from a magazine. Correct the usage of ‘they’re’, ‘their’ and ‘there’ wherever required and rewrite it below. They’re is something new happening with dhabas. They used to serve rather ordinary food. But now, chefs are bringing they’re food to the streets to get closer to there customers. Each week, their is an event in a park to give samples of such food. Families from the surrounding neighbourhood are going they’re for an evening of fun and food. Their having a good time there. Their are many kinds of food that are offered in these dhabas. ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– The Owl and the Pussycat 31 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 35 2/1/2018 2:58:16 PM

Lesson 13 The Herculean Task Module 13 Section Name What I Will Learn Dictation Word dictation Vocabulary Listening audio Grammar Use of 'enough' and 'too' Language in Use Formal Writing Conjunctions Creative Writing Direct and indirect speech Formal letter writing Diary entry 32 2/1/2018 2:58:16 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 36

Dictation Exercise 1.1: Word dictation 1) 2) 3) 4) 5) 6) 7) 8) 9) Exercise 1.2: Listening audio 1) What did Akbar love doing? Ans. ____________________________________________________________________________________ 2) How many roads were there at the junction? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 3) According to the young man, which of the roads went to Agra? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 4) What was the young man’s name? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 5) What did Akbar gift the young man? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ B C Vocabulary A Use of 'enough' and 'too' The word ‘enough’ is used to mean ‘sufficient’ or ‘as much as required’. The Herculean Task 33 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 37 2/1/2018 2:58:16 PM

Examples: •  Your shirt is big enough to fit me. •  The room is big enough to fit 50 people. In negative sentences, we use 'not' with 'enough' to mean 'less than sufficient' or 'less than required'. Examples: •  There is a lot of work and not enough people to do it. •  You are not working fast enough to finish your homework on time. ‘Too’ is used to mean ‘more/less than required’. Examples: •  He was talking too fast for me to understand. •  I think the room is too small and dark. ‘Too’ is often used to mean ‘also’ or ‘as well’. Examples: •  Is Salma coming to the party too? •  She too understands my fear of ghosts. Comparing 'enough' and 'too' He is strong enough to lift heavy weights. He is too weak to lift heavy weights. 34 2/1/2018 2:58:16 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 38

Read the table below for more examples of 'enough' and 'too'. enough too You have enough food on your plate. You have too much food on your plate. There isn’t enough sugar in my milk. You might not be able to finish it. There is enough time to catch the last train. There is too much sugar in my milk. There is too little time to catch the last train. We might miss it. Exercise 2.1: Fill in the blanks correctly with ‘enough’ or ‘too’. 1) Prakash ate __________________________ for breakfast and left for office. He felt good. 2) Arun was driving __________________________ fast. That is when he met with an accident. 3) Priya had made __________________________ laddoos to feed all the children in the school. Everyone loved the laddoos. 4) It was not __________________________, but it was all that he could do for me. 5) The boy was __________________________ short for the ride at the amusement park. He wasn’t allowed on it. 6) She is a chef __________________________. Exercise 2.2: Complete the answers to the questions below using 'enough' or 'too'. Add a full stop when you complete a sentence. 1) Can she vote? No, she can’t. (old) She isn’t ____________________________________________________________________________ 2) Can he lift the bag? No, he can’t. (strong) He’s not ____________________________________________________________________________ 3) Will Sumi come to the party? No, she won’t. (tired) She’s _______________________________________________________________________________ 4) Would you like some ice cream? No, thank you. (cold) It’s _________________________________________________________________________________ 5) Can your dog do tricks? Yes, she can. (smart) She’s _______________________________________________________________________________ 6) Will you go to the market today? No, I won’t. (hot) It’s _________________________________________________________________________________ The Herculean Task 35 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 39 2/1/2018 2:58:16 PM

Grammar Conjunctions You have learnt that conjunctions are words that join words or parts of sentences together. There are three types of conjunctions. Conjunctions Coordinating Correlative Subordinating conjunctions conjunctions conjunctions We’ll learn about coordinating and subordinating conjunctions in this lesson. Coordinating conjunctions They are words that connect the same parts of speech in a sentence – two or more nouns, pronouns, verbs, adjectives and prepositions. They also connect two similar parts of a sentence. Remember the term FANBOYS (for, and, nor, but, or, yet, so) for coordinating conjunctions. 'For' means ‘because’ or ‘since’. 2/1/2018 2:58:16 PM Examples: •  I was tired, for I had been working hard. •  I don’t go to beaches, for I am afraid of the sea. 36 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 40

'And' combines one thing/idea/event with another. Examples: •  We ate pasta and cake at her party. •  We sang and danced on New Year’s Eve. 'Nor' combines negative or untrue things. Examples: •  He won’t come to the theatre, nor will he stay at home. •  Anya doesn’t prepare for her work, nor does she complete it on time. 'But' connects statements with opposite ideas. Examples: •  I called Meera, but she wasn’t home. •  It was cloudy, but it didn’t rain. 'Or' shows choice (options) between two things. Examples: •  Will you have coffee or tea? •  Will he stay back or go home? 'Yet' shows a surprising contrast or difference between things. Examples: •  I was tired, yet I had to keep running. •  I left early, yet I reached late. 'So' connects two sentences where one shows a cause and the other the result. Examples: •  It was raining, so she decided to stay back. •  He was rude, so I didn’t speak to him. The Herculean Task 37 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 41 2/1/2018 2:58:16 PM

Remember: When you join two simple and complete sentences, place a comma before the coordinating conjunction. Examples: •  I want to go to the market, but I don’t have money. •  I am not well, so I will not go on the picnic. Subordinating conjunctions They are words that connect two parts of a sentence that are not equal. Some commonly used subordinating conjunctions are ‘when’, ‘because’, ‘until’, ‘than’, ‘while’, ‘though’, ‘after’, ‘before’, ‘if’, ‘as’ and ‘since’. Let us learn to use two of them. 'Because' joins two unequal parts where one part talks about a reason for an action. Example: •  The boy was absent because he was ill. (The reason for the boy’s absence was illness.) More examples: •  She didn’t swim because she was afraid. •  We want to go to Ooty in the summer because the weather will be pleasant then. 'Until' means 'up to a point in time or an event'. It joins two ideas or events. Example: •  Let’s wait until the rain stops. (The speakers have decided to wait up to the point when it stops raining.) More examples: •  You will not go out until you’ve finished this exercise. •  You can stay on this bus until you reach Shimla. 38 2/1/2018 2:58:16 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 42

Exercise 3.1: Make sentences using suitable conjunctions. One is done for you. 1) I went to the market and cookies. 2) You can go to the playground because reached school on time. 3) Seema likes cake my mother returns home. 4)  Nobody wants to talk to her but to your friend’s house. 5) I woke up late or she always fights with everyone. 6) I will wait for I had to buy some vegetables. until 1) I went to the market because/for I had to buy some vegetables. 2) ____________________________________________________________________________________ ____________________________________________________________________________________ 3) ____________________________________________________________________________________ ____________________________________________________________________________________ 4) ____________________________________________________________________________________ ____________________________________________________________________________________ 5) ____________________________________________________________________________________ ____________________________________________________________________________________ 6) ____________________________________________________________________________________ ____________________________________________________________________________________ Exercise 3.2: Join the given pairs of sentences using coordinating conjunctions (for, and, but, or, yet, so). One is done for you. 1) They came here in the evening. They began making the arrangements. Ans. They came here in the evening and began making the arrangements. 2) He is slow. He does not want to make a mistake. Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ The Herculean Task 39 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 43 2/1/2018 2:58:16 PM

3) The Principal entered the classroom. The children did not stop talking. Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 4) The doctor must come soon. The patient will die. Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 5) The car is small. It has a lot of space inside. Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 6) There was no water. They waited for the water truck. Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ Exercise 3.3: Complete these sentences using ‘and’, ‘but’, ‘so’ or ‘because’. One is done for you. 1) Vinnie wants to watch that film, but I don’t like it. 2) She can read well, __________________________________ she cannot write. 3) I want to learn French, __________________________________ I am going to France. 4) He is upset __________________________________ his friend has moved to another city. 5) Meeta __________________________________ her friends practise football every evening. 6) I can’t sleep, __________________________________ I’m going to read a book. Language in Use Direct and indirect speech Your friend, Mira, tells you in school, 'I am going to a play'. You come home and tell your mother what your friend told you. There are two ways in which you can tell your mother about this conversation. 40 2/1/2018 2:58:16 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 44

•  Mira said, 'I am going to a play'. (direct speech) You repeated Mira’s words in exactly the way she said them. To show her exact words in writing, they will be put in quotation marks: '…' •  Mira said that she was going to a play. (indirect speech) Since Mira had spoken the words earlier, the tense and the pronoun change accordingly. (‘I am going’ changes to ‘she was going’.) The words spoken by Mira are not put in quotation marks for indirect speech. Remember: We use indirect speech or reported speech when we tell or report something that someone said. Here are a few examples: We are going on a picnic. He said that they were going on a picnic. I work at a hospital. She said that she worked at a hospital. The Herculean Task 41 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 45 2/1/2018 2:58:16 PM

Rules of indirect speech: •  Reported speech is not enclosed in quotation marks. •  T he word ‘that’ is used as a conjunction between the reporting verb and the reported speech. •  The pronoun (subject) of the reported speech is changed according to the pronoun of the reporting verb or object (person). Look at the given examples. ‘We’ has changed to ‘they’ and ‘I’ to ‘she’. Sometimes, the pronoun may not change at all. •  W hen the sentence within quotation marks is in the simple present tense, it changes to the simple past tense. Similarly, when the sentence within quotation marks is in the present continuous tense, it changes to the past continuous tense. Exercise 4.1: Indicate whether the following sentences use direct or indirect speech. One is done for you. 1) Veda told Marie that she was going to a movie with her parents. – indirect speech 2) 'Can I come with you?' Marie asked Veda – _______________________________ 3) 'Certainly, Marie! We’ll have a great time', Veda answered happily. – _______________________________ 4) Marie paused and then said that she would ask her parents first. – _______________________________ 5) Veda replied that she would wait for her call. – _______________________________ 6) 'I’ll call you as soon as I get their permission', Marie promised her friend. – _______________________________ Exercise 4.2: Convert the following sentences into indirect speech. One is done for you. 1) He said, 'Suresh needs a new uniform'. Ans. He said that Suresh needed a new uniform.  42 2/1/2018 2:58:16 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 46

2) Renu said, 'Mrs Bajaj works in a school'. Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 3) He said, 'I am going out'. Ans. ____________________________________________________________________________________ 4) She said, 'Aman is a happy child'. Ans. ____________________________________________________________________________________ 5) They said, 'We love our country'. Ans. ____________________________________________________________________________________ 6) He said, 'I do not like computers'. Ans. ____________________________________________________________________________________ Exercise 4.3: Convert the following sentences into direct speech. One is done for you. 1) The teacher said that Madhu was working sincerely. Ans. The teacher said, 'Madhu is working sincerely'. 2) Raghav said that the baby was crying. Ans. ____________________________________________________________________________________ 3) He said that Rahul was listening to music. Ans. ____________________________________________________________________________________ 4) She said that she was washing her clothes. Ans. ____________________________________________________________________________________ 5) They said that they were enjoying the weather. Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ The Herculean Task 43 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 47 2/1/2018 2:58:17 PM

6) I said that it was raining. Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ Formal Writing Formal letter writing Read the given sample of a formal letter carefully. See the different parts that a formal letter has and study the format. Recipient's address 12 - 39 - 34/5, BGR Road Sender's address MVR Colony Salutation/Greeting Trichy Date You can use respectful titles such 18th December 2018 Subject as 'Sir' or 'Ma'am'. State the purpose of The Principal writing the letter to Body East Point School focus the attention of This is the part where Trichy readers. you talk about the main idea of the Subject: Request to reconduct the Introduction letter. It is in between exams missed due to illness Introduce yourself the introduction and explain why you and the closing Respected Ma'am, are writing in detail. paragraph. Use formal language My name is Aparna Kannan, and I am a throughout. Do not Signature student of Class 4 Section C in your school. use contractions. Sign your full name. As I was suffering from typhoid for the last two weeks, I have missed my exams. Conclusion Say thanks, and, if I am a good, sincere and well- needed, state that behaved student, and I would be you look forward to a grateful if you would give me the response. chance to write my exams next week. I promise that I will do my best. I know that this is extra work for my teachers, so I thank you in advance. Yours sincerely, Aparna Kannan 44 2/1/2018 2:58:17 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 48

Exercise 5: Write a letter to seek permission from your school Headmaster/Principal for a class trip to watch a film in the coming week. The film will be helpful for you to understand how India gained independence. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ The Principal ___________________________________________________________________________________________ ___________________________________________________________________________________________ Subject: Requesting permission ____________________________________________________________ ___________________________________________________________________________________________ Respected Sir, I am ___________________________, a student ________________________________________________ __________________. This week, a film called ______________________________________ related to _______________________________ _______________________ has released. I am writing on behalf of ________________________________ who _____________________________ ____________________________________________. This film is important because _________________ __________________________________________________________________. It will also show us ______ __________________________________________________________________________________________. We would request permission to ________________________________________________________ on _______________________________ at ________________________________ in ______________________ ___________. We are also going to work on _________________________________________________ ______________________ on the film. Our class teacher, __________________________, and _________________________________________ will help us _______________________________________________________________________________. The Herculean Task 45 NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 49 2/1/2018 2:58:17 PM

We assure you that _______________________________________________________________________. We request you ___________________________________________________________________________ __________________________________________________________________________________________. ____________________________________ ____________________________________ Creative Writing . Diary entry Salutation/Greeting Tuesday, 12th April Day and date Signature Dear Diary, Contents of the diary entry I had a really great day today. I Diary entries are turned nine years old. I had my always written in first favourite cake: black forest. My best person. friend, Yasser, got me a big jigsaw puzzle. I am waiting to open it and play with it! My other friend, Nitya, made a beautiful wall hanging of a dog for me! She knows that I love dogs. My parents are planning a trip to Kerala this weekend so that we can celebrate my birthday. I am feeling so happy and loved! Puja Exercise 6: Imagine that you had got a chance to explore the world. Where did you go? What did you see? Write the details of the trip in your diary. Friday, 15th September 2018 Dear Diary, I am so excited. I was lucky enough to win a trip for two in a competition. So, Mummy and I 46 2/1/2018 2:58:17 PM NR_BGM_Alpine-G4-Workbook-English-Part2_text.pdf 50