5 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 7 ���������������������������������������������������������������������������������������������������1 Module 8 �������������������������������������������������������������������������������������������������13 Module 9 �������������������������������������������������������������������������������������������������28 Module 10 �����������������������������������������������������������������������������������������������44 Module 11 �����������������������������������������������������������������������������������������������57 Module 12 �����������������������������������������������������������������������������������������������69
Module 7 Section Name What I Will Learn Dictation Word dictation Vocabulary Listen and answer Grammar Antonyms Formal Writing Creative Writing Verbs Message writing Descriptive writing Dictation 3) 6) Exercise 1.1: Word dictation 9) 1) 2) 4) 5) 1 7) 8)
Exercise 1.2: Listen and answer [ ] 1) What is the theme of the poem? c) death d) angels a) drowning b) friendship 2) What question does the poet ask? [ ] a) Are we friends, or are we not? b) Are we relatives, or are we not? c) Are we in heaven, or are we not? d) Are we enemies, or are we not? 3) Where will the poet wait for his friend if the poet dies first? [ ] a) at a restaurant b) in hell c) at home d) in heaven 4) What will the poet do in heaven? [ ] a) sing for the angels c) give the angels’ wings back b) tease the angels d) give the angels’ wands back 5) What would the poet risk losing everything for? [ ] a) to have someone just like his friend b) to live again c) to go to heaven d) to meet the angels in heaven RP Vocabulary Q Antonyms Exercise 2.1: Write the antonyms of the following words by adding the correct prefixes (in-, dis-, un- or im-). 1) infect ____________________________ 2) mature ____________________________ 3) obedient ____________________________ 4) possible ____________________________ 5) willing ____________________________ 6) active ____________________________ 2
Exercise 2.2: Replace the underlined words in the following sentences with their antonyms. Then, rewrite the sentences. 1) As soon as he rubbed the magic lamp, the genie disappeared. Ans. 2) The questions in the final examinations were very difficult. Ans. 3) My father could not lock the door, as he had lost the keys. Ans. 4) Rohan is dishonest. Ans. 5) The smooth surface of the floor made me trip and fall. Ans. 6) At the zoo, there were only a few tame animals to see. Ans. Module 7 3
Grammar Main verbs and helping verbs Remember • Verbs are action words. They show the action that the noun does or the state of being of the noun. Examples: a) Sandeep sings well. b) Chetan went to the market. • H elping verbs do not show any action but help the main verb to complete its meaning. They also add detail or show the state of being of the noun. Helping verbs are also called auxiliary verbs. Examples: a) Reshu has learnt cycling. b) Parag is happy. Exercise 3.1: Connect the balloons that have only main verbs to Circle A and the balloons that have both main verbs and helping verbs to Circle B. One is done for you. My friends I remember She is Arsha likes He cried They are have gone your third walking in Khushi. for his lost swimming in birthday. the park. home. dog. the pond. A B Main Main verbs verbs and helping verbs 4
Modal verbs Remember • Modal verbs are also helping verbs. They give some more information about the main verbs that follow them. }• can (present tense) shows someone's ability to do something could (past tense) • c an (informal) } modal verbs of permission could (formal) may, (formal) might (extremely formal) Here are two more modal verbs. • will choice, determination, future actions would choice, wishes, advice Exercise 3.2: Choose the best modal verbs to complete the sentences. Then, colour the symbols next to the correct options. One is done for you. 1) I will stand first as I have worked very hard. (determination) will would could 2) ____________________________ we go home now? (informal) Wouldn’t Would Can 3) I ____________________________ speak English when I was four years old. (ability) can could will 4) ____________________________ I come in? (extremely formal) May Would Might 5) If I were you, I ____________________________ practise every day. (advice) would will could Module 7 5
6) _________________ I go to the washroom? (formal) Can Would May Subject-verb agreement Remember • In a correct and meaningful sentence, the subject should be in line with its correct verb. This means that the subject and the verb should agree. • This is known as subject-verb agreement. Rules of subject-verb agreement Rule 1: A singular subject uses a singular verb, while a plural subject uses a plural verb. Example: • My mother makes great pakoras. • Squirrels eat nuts. Rule 2: Two singular subjects Rule 3: A plural verb is used with connected by ‘or’, ‘either ... or’ two or more subjects connected and ‘neither ... nor’ will use a by ‘and’. singular verb. Example: However, if one of the two subjects is plural and is closer to the main • Konark and Puri are in Odisha. verb than the singular subject, the • K asim and Sumi go home verb will be plural. together. Examples: • Either Sam or Mona lives here. • My aunt or my uncles visit every week. 6
Exercise 3.3: Tick the correct forms of the verbs. One is done for you. 1) Iram and Arjun live/lives in this house. 2) He study/studies for six hours every day. 3) Ayan and Simi is/are in class. 4) One of the books is/are missing. 5) All these children eat/eats healthy food. 6) The frogs leap/leaps over each other. Exercise 3.4: Fill in the blanks with the correct forms of the verbs in brackets. One is done for you. 1) He has (has) a beautiful garden. 2) Both my cousins _______________________ (be) visiting next week! 3) Either Karan or Ali _______________________ (cook) on Sundays. 4) Neither Hiya nor Malya _______________________ (visit) their school campus anymore. 5) Either Shrijita or her students _______________________ (has) to take up the task. 6) Parents usually _______________________ (know) what is best for their children. Formal Writing Message writing We write messages to communicate important information to a person who cannot be reached or contacted immediately. Remember the following points while writing a message. • Keep it short, between 50 to 60 words. • Write the most important details only. • Do not add any new information. • Use indirect or reported speech. Module 7 7
Read the conversation in the given box. If you had to communicate the information in a message, which points would you include? Write them in the given space. Sujal: Hi, I am Sujal. Is Akram at home? Mariam: No, he has gone to the doctor with Ammi. Can I take a message for him? Sujal: Yes, please do. Let Akram know that the drawing competition will not take place tomorrow. It will be held on Monday. Mariam: Sure, Sujal. I’ll let Akram know. Sujal: Thank you. Also, wish him a quick recovery from my side. Mariam: All right, I shall. Thank you! Who came to give the message? Whom was the message for? Who will convey the message? What is the message? 8
Exercise 4: Mathias is about to leave for badminton practice. Just then, his mother calls and asks him to convey a message to his father. Read their conversation and write a message as Mathias to convey the information. Mathias: Hello. Mummy: Hello, Mathias, this is Mummy. Is Papa at home? Mathias: Hi, Mummy. No, Papa has gone to the market. Mummy: OK. Please tell Papa that Saira Aunty is going to come for dinner tonight. Papa will need to make a light meal for her, as I will be late due to a meeting. Mathias: All right, Mummy, I’ll let Papa know. Is there anything else I should tell him? Mummy: Yes, let him know that my phone will be switched off during the meeting and that I will reach home by 9:30 p.m. Mathias: Sure, Mummy. I will leave this message for Papa before I leave for my practice. Module 7 9
Creative Writing Descriptive writing Read the following sentences and discuss how they are different. Simple sentences Descriptive sentences The tree tops were swaying in the breeze. The tree tops swayed gently in the breeze as if they were delicate brushes painting the sky. The man walked into the room angrily and sat The man stormed into the room with a fiery down on the sofa. look in his eyes and sat down on the sofa. Writing can be made more effective and interesting by including details about people, places, things and events. In a descriptive paragraph, the writer doesn’t just tell us what’s happening but actually shows or describes it in the way they experienced it. A good description provides sensory details. look sound feel smell taste Complete the given diagram by choosing a few words from the clouds. What comes to your mind when you think about a rainy day? You may also write phrases or words of your own. earthy smell, smell of soggy, wet, cold hot tea, fries, cold eatables (pakoras) wind ice cream dark clouds, raincoats, puddles, thunder, pitter-patter, raindrops people running for cover drumming on the roof 10
smells feeling tastes (related to rain) sounds sights A Rainy Day Let's read a description of a rainy day. I woke up to the sound of thundering clouds and rain drumming heavily on the roof. Dark grey clouds had completely covered the Sun, and the tree tops swayed angrily in the storm. From the balcony, I could see people running for cover. The local stray dogs and cats hid under parked cars, and birds sat silently on windowsills. The strong smell of wet earth brought a smile to my face. I settled down on my windowsill with a cup of steaming hot coffee and a plate of crunchy chicken pakoras. With old Hindi songs playing on the radio, I wrapped my fluffy warm blanket around me and watched the rainfall. Module 7 11
Exercise 5: Think of your favourite market place. Why do you like it? What do you get or do there? What can you find there? How does it look, smell and feel? Describe your favourite market place so that readers can see it in their minds. 12
Module 8 Section Name What I Will Learn Dictation Sentence dictation Vocabulary Listen and answer Grammar Words related to sports Formal Writing Creative Writing Tenses Friendly letter Narrative writing Dictation Exercise 1.1: Sentence dictation 1) ____________________________________________________________________________________ 2) ____________________________________________________________________________________ 3) ____________________________________________________________________________________ 4) ____________________________________________________________________________________ 5) ____________________________________________________________________________________ 13
Exercise 1.2: Listen and answer 1) What will you see bats doing if you enter a dark cave in the daytime? [ ] [ ] a) eating b) flying around [ ] [ ] c) hanging upside down from the ceiling d) sitting on the floor [ ] 2) What do we call animals that go out at night? a) amphibians b) bats c) scary d) nocturnal 3) What are the two types of bats? b) megabats and minibats a) microbats and megabats d) microbats and minibats c) microbats and giant bats 4) How are bats our friends? b) They live in caves. a) They eat insects that disturb us. d) They fly only at night. c) They are good pets. 5) How do bats find food at night? b) by using echolocation a) by using smell d) by using their claws c) by using their eyes 14
PR Vocabulary Q Words related to sports Exercise 2.1: Write the names of the correct sports under the given pictures. karate boxing lawn tennis cycling kabaddi archery 1) 2) 3) 4) 5) 6) Module 8 15
Exercise 2.2: Complete the crossword puzzle based on the given clues. 4 U 5 T 1 6 N Y AR 2 C C E P 3 AT Clues: Across 1) a punishment given to a player or team for breaking the rules of a sport 2) a person who trains players 3) a contest or a game Down 4) a person who carefully watches a game or a match to ensure that all rules are followed 5) a group of players that play on one side in a sport 6) an object awarded as a prize for winning 16
Grammar Tenses We have learnt various types of tenses before. Let us revise them once again. simple present describes habits, Rule: Example: ideas and subject + base verb (+ ‘-s’/‘-es’) We eat cornflakes general rules for breakfast + object every day. simple past describes Rule: Example: actions that subject + past have already tense form of Sumi ate idlis last happened verb + object night. simple future describes Rule: Example: actions that will subject + will/ or may happen shall + base verb Moiz will eat upma at a later time tomorrow. + object present describes Rule: Example: continuous actions that are subject + is/am/ going on right are + ‘-ing’ form Rustom is eating of verb + object chocolates. now Module 8 17
past describes actions Rule: Example: continuous that were going subject + was/ on at some time were + ‘-ing’ Penny was form of verb + eating poha. in the past object present news, completed actions Rule: Example: perfect (past) that are important subject + has/ now, actions that started in Meera has the past and continue into have + past just eaten the participle form of last omelette. the present the verb + object Exercise 3.1: Answer the following questions in the tenses given in brackets. One is done for you. 1) How far is your house from your school? (simple present) Ans. My house is six kilometres from my school. 2) Write what you will do in the next thirty minutes. (simple future) Ans. 3) What were you doing last Friday? (past continuous) Ans. 4) What did you eat for breakfast today? (simple past) Ans. 18
5) Have you read the Harry Potter books? (present perfect) Ans. 6) What are you doing right now? (present continuous) Ans. Past perfect tense Read the given paragraph. Dina and Ravi participated in a dance competition yesterday. They had practised for this performance for almost a year. For this performance, they had designed their own costumes and had composed the music as well! Many dancers participated in the competition. But, Dina and Ravi's performance was the best! The previous paragraph talks about an event in the past—the dance competition—and the events that happened before it. We use the past perfect tense to show which of two past actions happened first. When I arrived at the party, my best friend had already left. an earlier past event a more recent past event now past perfect simple past Module 8 19
A sentence in the past perfect tense looks like this: subject + had + past participle form + object of verb Kanta + had + left the house + when her brother broke the cup. Let us look at some more examples. Later events in the past when the guests arrived. Earlier events in the past before it crashed. I had already finished my dinner before she visited me. The aeroplane had received many warnings when I arrived at the clinic. Navika had finished her work The doctor had left Later events in the past Earlier actions in the past When we reached their house the baby had already fallen asleep. When the computer crashed I had thankfully saved all my data. Meera did not have any money as she had lost her wallet. Exercise 3.2: Circle the past perfect form of the verbs in the given sentences. One is done for you. 1) Everyone had gone home by the time I reached the party. 2) Samar had eaten his breakfast before he left for school. 3) When the chief guest arrived, the dance performance had already started. 4) The train had left the station when I arrived there. 5) Mayur had cleaned the house before the children came. 6) Siya had studied French before she moved to Paris. 20
Exercise 3.3: Fill in the blanks using the simple past or past perfect forms of the verbs in brackets. One is done for you. 1) She had eaten (eat) her dinner before she boarded (board) the bus. 2) I ____________________________________________ (sleep) early last night as I ____________________________________________ (complete) my project. 3) Ayush ____________________________________________ (finish) his homework when the lights ______________________________ (go) off. 4) They ____________________________________________ (live) in Hyderabad for five years before they ____________________________________________ (move) to Indore in May. 5) By the time I ________________________________________________ (reach) home, my father ____________________________________________ (repair) the bicycle. 6) Mr Khanna ____________________________________________ (own) this house for five years before he ____________________________________ (sell) it last year. Exercise 3.4: Fill in the blanks with the present perfect or past perfect forms of the words given in brackets. One is done for you. Disha has been (be) to London before, and this year, she is going again. I saw the photographs she _____________________________ (taken) on her last trip. Now, Disha’s travel photos _____________________________ (inspire) me to plan a London trip of my own. I _____________________________ already _____________________________ (buy) tickets to London. Disha _____________________________ (promise) to help me plan even before I bought the tickets! I _____________________________ (inform) her that my cousin will also be travelling with me. Module 8 21
Formal Writing Friendly letter Read the letter that Ajay wrote to his friend Ivan, who lives in Lucknow, telling him about his summer vacation plans. Some important parts of the letter are missing. Complete the letter by choosing from the given options. 11 November 2019 How are you? I hope you are well. I’m very disappointed because my summer school plans have got cancelled. I was very sad until mother reminded me that you are staying back in Lucknow for the vacations this time. So I have a plan—why don’t you come to Delhi? I am sure that we can find many things to do here. I’m getting excited just thinking about it! Options Address House no. 401 House no. 401 E-block E-block Chittaranjan Park Chittaranjan Park New Delhi – 110019 New Delhi – 110019 182 Mashak Ganj Lallu Mall Road Lucknow – 226018 22
Subject Salutation No subject Subject: Respected Sir, Dear Ivan, Request to go on a vacation to Shimla Conclusion End greeting It would be a It would be fantastic Your loving friend, Thanking you, pleasure and an if this works out. I Ajay Yours sincerely, honour were you cannot wait for you Ajay Saha to think about my to write back! Please suggestion. I would write back as soon be grateful if you as you can. replied to this letter at the earliest. Exercise 4: Imagine that you have just created a robot! Write a letter to your friend about the robot you made by using the hints given below. Hints: • How did you get the idea of creating a robot? • Describe what it looks like. • Write about the special things that it can do. • Mention the things that you like the most about the robot. • How did creating a working robot feel? • Write the letter based on the format you have learnt earlier. Module 8 23
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Creative Writing Narrative writing We tell stories all the time. These could be stories about people, places, objects, pets and experiences. We get to know people better when we talk to them and listen to their stories. Stories are an important part of our lives. We are so used to telling them that sometimes we do it almost unknowingly. In narrative writing, we just put these stories down on paper. Let’s read a narrative paragraph now. Once, I was passing through a desert on a day that the Sun shone bright and hot winds blew. It was a long walk. I was tired, thirsty, hungry and very lonely too. After a long search, I spotted a big, shady tree. In its cool shade, I stretched my legs and said to myself, 'I just wish I could find some water to drink.' Immediately, a jug full of cold water appeared before me. As I drank, I said, 'If only I had something delicious to eat too.' As soon as I had said these words, silver plates full of tasty food appeared. I looked up at the tree with surprise. I was sitting under the shade of the Kalpa-Vriksha—the Wishing Tree. Now, the Kalpa-Vriksha is no ordinary tree; under the tree, whatever one wishes for comes true by magic. I was thrilled! After enjoying the delicious food, I was sleepy and wished for a comfortable bed. Instantly, a big bed with an extremely soft mattress appeared. I happily lay down on the mattress. In a few minutes, I was sleeping peacefully. Module 8 25
As we have read earlier, narrative writing means writing a story about something. There is a another name for such a story. It is called an anecdote Steps to writing a good anecdote An anecdote is a short story Generate interest with an attention-grabbing about a personal experience. first line. Describe the main events. Say what happened in the end. Connect the story to the present. Include adjectives to convey feelings effectively. Exercise 5: Have you ever watched a performance, such as a magic show, a play or a dance on stage? How was your experience? Narrate it in the form of an anecdote. Hints: • What sort of a performance was it? • Whom did you go with? • What did you see? Narrate the events in the order in which they happened. • How did it end? • What did you like about the performance? • What will you remember about it? 26
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Module 9 Section Name What I Will Learn Dictation Word dictation Vocabulary Listen and answer Grammar Homographs Formal Writing Creative Writing Adverbs Formal letter Story writing Dictation 3) Exercise 1.1: Word dictation 6) 9) 1) 2) 4) 5) 7) 8) 2882
Exercise 1.2: Listen and answer 1) Whose life is this poem about? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 2) Where was the cupcake put to bake? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 3) What was the cupcake decorated with? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 4) What did she do after lifting the cupcake? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ 5) How did the cupcake die? Ans. ____________________________________________________________________________________ ____________________________________________________________________________________ PR Vocabulary Q Homographs Homographs are words that have the same spelling but different meanings. Homographs may or may not be pronounced the same way. Examples: • minute – 60 seconds m inute (pronounced 'mainyoot') – very • lead (pronounced 'led') – a type of metal lead – to go first small • d own – in a lower position • fine – of very good quality down – soft, furry feathers fine – a sum of money paid as penalty Module 9 29
The words ‘fine’ and ‘fine’ and ‘down’ and ‘down’ have different meanings but share the same pronunciation. For ‘lead’ and ‘lead’ and ‘minute’ and ‘minute’, the pronunciations change according to the meanings. Exercise 2.1: Colour the stars next to the correct meanings of the underlined words in the given sentences. 1) I need a minute to go through the papers. a) a period of time b) very small 2) She was wearing a colourful tie around her neck. a) to secure with a string b) a n item of clothing 3) Park your car here. a) bring to a stop at the side of the road b) a large, green play area 4) The hungry seal ate a bucket of fish. a) to join two things together b) a sea animal 5) We have our annual exams in March. a) the name of a month b) to walk in a formal manner 6) He saw his friend at school. a) a tool used to cut wood b) past tense form of ‘see’ 30
Exercise 2.2: Match the homographs given in the middle to the correct pictures in Columns A and B. One is done for you. Column A Homographs Column B 1) 4 bat b a) 2) tear b) 3) wave c) 4) bow d) 5) present e) 6) nail f) Module 9 31
Grammar Adverbs Remember • Adverbs are words that show how actions are done. • Adverbs tell us when, where or how something happens. • A djectives and adverbs have a strong connection. Many adverbs are formed by adding ‘-ly’ to the ends of adjectives. Examples: Adjective Adverb Adjective Adverb most mostly smooth smoothly clear clearly real really • However, we must remember that adjectives describe nouns or pronouns, whereas adverbs describe verbs, adjectives or other adverbs. Kinds of adverbs Adverbs of Adverbs of Adverbs of Adverbs of Adverbs of manner place degree time frequency Underline the adverbs of manner, degree and place in the given sentences. Write AM next to the sentences with adverbs of manner and AD next to those with adverbs of degree. Write AP next to the sentences that have adverbs of place. • He kicked the ball powerfully. • Your tablet is completely broken. • My uncle’s house is nearby. • We danced terribly at the party. • The balloons flew upwards. • Wait for me! I’ve almost reached. • The workshop was very good. • They took the guests inside. 32
Adverbs of manner tell us the way in Adverbs of degree tell us the degree which something is done. They are usually or intensity of actions. They answer placed either after the main verb or after the question ‘how much?’ or ‘to what the object. Adverbs of manner answer extent?’. the question ‘how?’ or ‘in what manner?’. Examples: Examples: • She is extremely smart. • Your handwriting is hardly readable. • He swims well. • He picked up the books quickly. Adverbs of place tell us the place, location or direction of an action and answer the question ‘where?’. Examples: • I looked for my book everywhere. • They are playing here. Here are some common adverbs. Adverbs of manner Adverbs of degree Adverbs of place cheerfully joyfully extremely completely up down sadly tiredly very enough backwards away silently terribly quite almost around nearby bravely carefully nearly hardly here there happily well just too eastwards westwards fast hard fairly rather inside outside Module 9 33
Exercise 3.1: Read the following passage and underline the adverbs. One is done for you. It was a cold and wintry night, and the wind blew wildly. A ship was sailing westwards on the sea. There was a storm, and the passengers on deck were completely soaked in the heavy rain. They ran into their cabins and started praying for the storm to calm down. They were scared, and they cried bitterly. In the morning, the floor of the ship developed cracks, and water started entering it. The passengers nearly drowned, but they were saved quickly before the ship sank. Let us learn about adverbs of time and frequency. Adverbs of time Read the following sentences. I visited Goa last year. (when) Goldilocks stayed at the They have lived in this house bears’ house all day long. since 1998. (how long) (how long) Adverbs of time tell us when an action happened or for how long the action continued. Adverbs of time are usually placed at the ends of sentences. when? today, before, later, yesterday, tomorrow, last year, later, now how long? all day, a week, a month, two hours, a while Here are some more examples. We will call you later. I met an old friend yesterday. She has to leave now. We stayed in Mumbai for a week. 34
Exercise 3.2: Find six adverbs of time in the word search. Use each adverb of time to form a meaningful sentence. One is done for you. month tomorrow now later tonight soon AFU WG I S Y EHKC MBD L L S K E Y FHHF P L U CW S V A X N C YMP DWK D Q L GVGB E RG M U F I W T MO U Y L NCUWP H J H WW Z O N B V Z B AWMO N T H T U P T K V OQOW X E M NNV J L Y U Z I QD T S A U Y NWV F MO F OMV L F Z D X X F I QNO S E OY I Z K T A T R E CR Y A AO R S L Q X J RWN E R P G L AWM L A T E R F A A V J WQ U U GQ V L D R C U I U X Q E OG U X I L GF I OY R Z K E NA RMK L Z NHO X J N V F Y G X R T F F P L X R AWOO F D E J Y T MP F L T OY B Y C T ORWU N P T O N I G H T S OW Y L L A U S OO N Y R MW S D N I O N MC V T X L R POY K Y E E DR E V EW OBO B SMJ KQS RU N T I AMVM RRS CB SNB FCZ QF AHOR RAX V E O P A VW FZF IY OU V Z WDWM D GM WEG FNK Sentences: 1) I will stay in Leh for a month. 2) 3) 4) 5) Module 9 35
6) Adverbs of frequency Read the following sentences. We always study after class. Rita is often late for work. I usually watch movies on Sundays. Adverbs of frequency tell us how often something occurs or somebody does something. In other words, they show routine or repeated activities. Adverbs of frequency can be arranged like this: always usually generally/normally often/frequently sometimes/ occasionally hardly ever / rarely / seldom never 36
Adverbs of frequency are usually placed before the main verbs and after the helping verbs. Examples: • My father rarely gets angry. • I seldom eat junk food. • We sometimes go out for movies. • We are never late for rehearsals. (after the helping verb) Exercise 3.3: Complete the sentences with appropriate adverbs of frequency. Use the stars as hints. One is done for you. 1) Alia never tells lies. 2) I ________________ brush my teeth before going to bed. 3) We ______________ eat Chinese food. 4) My father ______________ cooks dinner on Fridays. 5) They ______________ meet Asif, as he works abroad. 6) I noticed you visiting the library ______________ this week. Exercise 3.4: Fill in the blanks with the correct adverbs (of manner/degree/place/ time/frequency) given below. One is done for you. joyfully down quite a while very seldom Hansel and Gretel were roaming around in the forest. They were very hungry. After some time, they came across a house in the forest. The house was made of chocolate! They ________________________________ate chocolates. So, they jumped ________________________________ when they saw the chocolate house. They spent ________________________________ Module 9 37
eating the chocolates. Then, they lay ____________________________________ on the ground and fell asleep as they were _________________________________ tired. Formal Writing Formal letter Read the given sample of a formal letter carefully. See the different parts that a formal letter has and study the format. Receiver's address 34/5, BGR Road Sender's address MVR Colony Salutation/Greeting Trichy Date You can use respectful titles such 18 December 2019 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 write the Introduction letter. It is in between exams missed due to illness Introduce yourself the introduction and explain in detail and the closing Respected Ma'am, why you are writing. paragraph. Use formal language My name is Aparna Kannan, and I am throughout. Do not Signature a student of Class 4 Section C in your use contractions. Sign your full name. school. As I was suffering from typhoid for the last two weeks, I have missed my Conclusion half-yearly exams. Say thanks, and, if needed, state that I am a good, sincere and well- you look forward to a behaved student, and I would be response. grateful if you would give me the 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 38
Exercise 4: Write a letter requesting permission from your school 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 __________________________________________________________________________ (day and date) Module 9 39
at ___________________________ (time) in ____________________________________________ (place) We are also going to work on ______________________________________________________________ ______________________________________ based on the film. Our class teacher, ________________ __________________________, and _________________________________________ will help us _______________________________________________________________________________. We assure you that _______________________________________________________________________ __________________________________________________________________________________________. We request you ___________________________________________________________________________ __________________________________________________________________________________________. ____________________________________ ____________________________________ ____________________________________ Creative Writing Story writing Read the short story given below and complete the diagram afterwards. The Fox, the Rooster and the Dog One moonlit night, a fox was going around a farmer's hen-coop. He saw a rooster sitting high up beyond his reach. 'Good news, good news!' he cried. 'Why, what is that?' said the rooster. 'King Lion has decided that no animal may hurt a bird from now onwards, and all shall live together in brotherly friendship. So why don't you come down here, and we can have a nice long chat!' 'Why, that is good news,' said the rooster; 'and there I see someone coming, with whom we can share this good news.' 40
And so saying, he turned his neck forward and looked far off. 'What is it you see?' asked the fox. 'It is only my master's dog that is coming towards us.' The fox began to turn away as soon as he heard the news. 'Will you not stop and congratulate the dog on the same news?' 'I would gladly do so', said the fox, 'but I fear he may not have heard of King Lion's announcement', and sped away as fast as lightning! The clever rooster had a hearty laugh at having outsmarted the cunning fox. Title Setting Characters Plot (in a few short, simple sentences) Conclusion Module 9 41
Exercise 5: Look at the various elements of a story given below. Write a story using these elements. Give it a suitable title. Characters: Setting: Important things to be included in the plot: Events: c hildren camping in a forest – stories about treasure – go looking for treasure in the forest 42
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Module 10 Section Name What I Will Learn Dictation Sentence dictation Vocabulary Listen and answer Grammar Synonyms Formal Writing Creative Writing Prepositions E-mail writing Poem writing Dictation Exercise 1.1: Sentence dictation 1) 2) 3) 4) 5) 4444
Exercise 1.2: Listen and answer [ ] 1) What fills people with awe? a) the natural and human-made structures on the Moon b) the natural and human-made structures on the Earth c) only the human-made structures on the Moon d) only the natural structures on the Earth 2) Who compiled the list of the new seven wonders of the world? [ ] a) The United Nations b) The New Wonders Society c) The New Seven Wonders Foundation d) The Seven Wonders Foundation 3) Which is the only surviving wonder from the ancient world? [ ] a) the Great Wall of China b) Machu Pichu c) the Taj Mahal d) the Great Pyramids of Giza 4) Which of the following has been newly elected as one of the seven wonders? [ ] a) Chichen Itza b) Qutub Minar c) Sydney Opera House d) Eiffel Tower 5) Which emperor ordered the Taj Mahal to be built? [ ] a) Humayun b) Akbar c) Aurangzeb d) Shah Jahan RP Vocabulary Q Synonyms Synonyms are words or groups of words that have the same meaning or similar meanings. Module 10 45
Exercise 2.1: Match the words in Column A with their synonyms in Column B. One is done for you. Column A Column B 1) brave a) pointed 2) cheap b) inexpensive 3) sharp c) courageous 4) strange d) uneven 5) shy e) timid 6) rough f) odd Exercise 2.2: Fill in the blanks with the synonyms of the words given in brackets in the passage below. Choose the synonyms from the given words. One is done for you. jog spoiled gloomy bright instantly groceries Ruma woke up this morning to dull grey skies and heavy rain. It instantly (immediately) put her in a ____________________________ (bad) mood. Where were the blue skies and 46
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