Active English Teacher's Manual 3

E. 1. Heidi knew that the men were from the timber Coursebook company because they were carrying axes. Workbook 2. H eidi ran to her mother because she knew the men were there to cut their precious trees and she wanted to tell WB W B page 40 her mother about them as soon as possible. Ensure that students have used the correct antonyms. 3. Tick: Answers WB page 40 intelligent – because she knew why the men were there A. 1. old 2. deep 3. well 4. easy 5. save B. 1. early 2. started 3. smiled 4. remembered as soon as she saw them h ard-working – because she would collect fi rewood 99 every afternoon Period 3 Vocabulary CB page 96 1. As a warm-up activity, write the following poem on the board or on a sheet of chart paper to be displayed in class and recited as a chorus. Opposites My brother and I Are just the opposite. He is plump But I am skinny. He is so cheerful But I am gloomy. Though I am lazy, And my brother is active He is always late But I am early. My brother and I Are just the opposite! 2. Refer to the words and their antonyms given on CB page 96. Divide the class into two groups. The fi rst group will read the words aloud and the second group will read the antonyms. 3. Ask students to complete the exercise given on the same page. Ensure that students have written the correct antonyms. 4. As a wrap-up activity, divide the class into two teams. Each team will take turns to say a word. The opposite team will say the antonym of the word. Answers CB page 96 1. before 3. depart/leave 5. empty 2. clean 4. end © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 4 Coursebook Workbook Grammar CB page 97 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 1. As a warm-up activity, ask students to hold their pencils. Write on the board: • Each student has a pencil. • Every student in the class has a pencil. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 97. 4. that the word each is used when we talk about single members of a group while the word every is used to talk about the people within a group as a whole. Every is also used if an action is repeated frequently. 5. : Ask students to apply what they have learnt to complete the sentences given in the exercise on the same page. Ensure that students have used each and every correctly. Point out that of never follows immediately after every, so students must fi ll the blanks in Sentences 1 and 3 with each. 6. Try it out: Conduct as a pair activity. Partners will think of a game and explain the rules to each other. Encourage them to use each and every. This activity helps to develop the life skill of effective communication. 7. As a wrap-up activity, write the following poem on the board or on a sheet of chart paper to be displayed in the class and recited in a chorus. Gardens Each fl ower in the garden Makes it so colourful. Every part of the garden Is so green and Every insect in the garden Makes a sweet sound. Each of these Makes the garden alive so Every little thing Makes the garden glow. Answers CB page 97 1. Each 2. every 3. Each 4. every 5. Each WB W B page 41 Ensure that students have used each and every correctly. Answers WB page 41 1. Each 3. Every/Each 5. Each 2. Each/Every 4. every 6. each/every 100

Period 5 Coursebook Workbook Grammar CB page 98 1. As a warm-up activity, write the following sentences on the board: • I work hard so I can get good marks. • I want good marks in order to get a good job. • I want a good job so that I can look after my family. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 98 and the sentences written on the board. Ask students: • Why did the women hold on to the trees? • Why does Heidi sit under the tree? • Why did he work hard? • Why should you work hard? • Why should you get a good job? 4. that the second part of each sentence in the examples tells us the reason for the action in the fi rst part of the sentence. The words so that, in order to and so are conjunctions that are used to show the reason for an action. 5. : Ask students to apply what they have learnt to the exercise given on the same page. 6. Try it out: Ask students to get into groups of three and frame a sentence to describe any action. Every student in each group will use so that, in order to or so to give a reason for the action. 7. As a wrap-up activity, write the following poem on the board and have students recite it in a chorus. My family Dad works hard so that he can look after us. Mum works hard in order to care for us. Grandpa and Grandma visit us every week So that they can spend time with us. I must work hard to look after them When they grow old. Answers CB page 98 1.-c. 2.-g. 3.-e. 4.-f. 5.-d. 6.-a. 7.-b. WB W B pages 41–42 Ensure that students have framed correct sentences. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 101

Answers WB page 42 Workbook 2. They switched off the lights so that they could save some Coursebook electricity. Answers CB page 99 3. She waited for a while so she could talk to the leader. B. 1. point 4. spoilt 7. noise 9. avoid 4. He wrote a report so that they could explain the situation 2. voice 5. foil 8. rejoice 10. soil 3. coin 6. join to the teacher. 5. My uncle goes for a morning walk in order to have a healthy lifestyle. 6. Rob couldn’t fi nd any red buttons so he used green ones instead. Period 6 Spelling CB page 99 1. As a warm-up activity, write the following poem on the board and have students recite it in a chorus. The robber’s tale The robber fell in a can Full of oil. The big white can That he wanted to avoid. Then he slipped on the oil, Got trapped in a wire coil And a robbery-to-be Thus got foiled. 2. Read the words given in Exercise A on CB page 99. Stress the long oi sound. 3. Ask students to complete Exercise B on the same page. Ensure that all students have fi lled in the blanks with the correct words. 4. As a wrap-up activity, say the following sentences one at a time. Students will write them down and underline the words with the long oi sound. • Moist air made us sick. • Let us all help to keep the toilets clean. • If you boil milk, it does not spoil. • Point to the sky. • Drop the coin in the piggy bank. • Walk carefully, there is oil on the floor. • Make a wise choice. • Be careful, avoid making mistakes. • Don’t throw broken glass in the soil. (Answers: moist, toilets, boil, spoil, point, coin, oil, choice, avoid, soil) T hen, invite student pairs to come forward. One partner will say the word with the long oi sound and the other will write it on the board. 102 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 7 Coursebook Coursebook Listening CB page 100 1. As a warm-up activity, divide the class into two teams. Each team will take turns to say the opposite of the following words written on the board. • open, bring, above, inside, cold, cool, cloudy, always, best, up, clever, empty, far, high 2. Direct students to listen attentively and select the picture that is the opposite of the description given in the audio. Number 1. He washed his hands before eating his meal. Number 2. Ronny smiled when he met his friend in the market. Number 3. Throw the stale bread into the dustbin. Number 4. They will arrive at five o’clock and meet you at the entrance. Number 5. The city looks beautiful at night. 3. Play the audio a second time and have students peer-check their answers. Answers CB page 100 1. Tick the picture on the left. 2. Tick the picture on the right. 3. Tick the picture on the right. 4. Tick the picture on the left. 5. Tick the picture on the right. Speaking CB page 101 1. Make groups of six and assign roles to each student. Inform students about their groups and characters a week earlier. This will allow them to practise ahead and come prepared with props. 2. Briefly explain to students that props are the items placed on the stage and used by characters in a play. 3. Each group will come forward and students will read the lines of their respective characters using proper pronunciation, intonation and voice modulation. Encourage students to use appropriate facial expressions. 4. As a wrap-up activity, discuss the importance of trees in creating a healthy environment. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 103

Period 8 Coursebook Writing CB page 102 3. Once students have given their responses, 1. As a warm-up activity, write the following story on write the names of the different sections, including the title, as shown. Refer to the board. Ask a student to read it out loud. CB page 102 and explain that every story has a beginning, middle and end. The Friends work together! beginning tells us when and where the story Two cats were playing together when they saw takes place and who the people or animals in the story are. The middle tells us what a piece of cake. Both of them jumped to grab it. happens in the story while the end tells us The fi rst cat said, “Give me the cake. I saw what happens fi nally. The title is related to the story. To ensure that students have it fi rst.” understood the importance of the title, ask The second cat said, “Keep away from it. I saw them to suggest different titles for the story. Check that the suggested titles are related to it fi rst.” the story in some way. They kept fi ghting to decide who would eat 4. As a wrap-up activity, ask students to the cake. identify the beginning, middle and end of A tiny ant saw the piece of cake. She called her the story A Hug for a Life. friends. All of them took small pieces of the © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 cake and carried them to their anthill. As the ants picked up the last piece, they whistled and shouted, “Hey cats! You kept fi ghting and we had a treat with the cake that you found! Thank you! Carry on fi ghting!” 2. Draw lines in the text as shown below. Friends work together! title Two cats were playing together when they saw a piece of cake. Both of them beginning jumped to grab it. The fi rst cat said, “Give me the cake. middle I saw it fi rst.” The second cat said, “Keep away from it. I saw it fi rst.” They kept fi ghting to decide who would eat the cake. A tiny ant saw the piece of cake. She called her friends. All of them took small pieces of the cake and carried them to their anthill. As the ants picked up the last piece, end they whistled and shouted, “Hey cats! You kept fi ghting and we had a treat with the cake that you found! Thank you! Carry on fi ghting! Ask various students: • Why has the story been divided into three parts? (Expected answer: These are the three parts of the story—the beginning, middle and end.) 104

Period 9 Coursebook Workbook Writing CB page 102 1. To recap learning, ask students: • Which three parts should a story have? 2. Ask students to write a story on the topic given on CB page 102 using the words given in the box. 3. Ask them to edit the story and make the corrections in their notebooks. 4. As a wrap-up activity, ask a few students to read out the stories they have written. Answers CB page 102 Suggested answer: Kindness and love One hot summer day, a sick cat was found lying on the roadside. A group of children who lived nearby saw him and decided to help. They called the animal shelter. They found out that they needed to give money for the medicines and treatment of the cat. So the children talked to their elders. They collected their old toys that were in good condition as well as their old clothes, and held a sale. The sale was a huge success. The cat was treated and was even adopted by a loving family. WB W B pages 43–44 Ensure that students have written a grammatically correct and meaningful story with a beginning, a middle and an end. Answers WB pages 43–44 Suggested answers: 4. They heard that there was going to be heavy rainfall in their area. 5. They were worried because the rainfall could cause a landslide and the nearby villagers probably did not know about it. 6. Gina and her family decided to visit the villages and spread the news. 7. The villagers went away to a safer place. 8. The villagers were grateful and relieved. 9. They felt happy because they were able to help the villagers. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 105

The weather in the mountains often changed suddenly, so it Workbook was important to hear the news every day. The news reporter Coursebook said that there would be heavy rainfall in the evening in their area. Gina and her family were worried. All of them were thinking the same thing. The mountain villages did not have electricity, so the villagers would not receive the news in time. Gina’s parents and grandparents quickly got into their jeep and drove to each of the nearby villages in order to warn the villagers. They helped the people of every village to shift to a safe place higher up the mountain. They took some of the old people and young children to their house so that they would be safe and dry. The villagers were grateful and relieved. Gina and her family were happy that they were able to help the villagers. Period 10 Review CB page 103 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 103 1. Inform students about the project work a day before the class. Remind them to get sheets of chart paper, coloured pens and pictures of trees. 2. Students will work in groups of four. They will make posters about the importance of saving trees. 3. Display the posters in the class. 106 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 9: R umours Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a fable. • Audio player and speakers CB pp104–105 Scholastic the Theme • R ead aloud a fable with proper pronunciation, intonation and •  Sheet of chart paper, coloured pens (by students) CB pp106–107 1. Comprehension Reading voice modulation. CB p108 Strategies for • Understand the meaning of the text by answering *WB p45 Success 3 Unit 2 CB p109 pp22–24; Unit 9 Reading for questions. *WB p46 pp97–99 Understanding CB pp110–111 *WB p47 2. Alpha Grammar 2 Reading • Read silently to understand the fable. and Composition 5 Comprehension • Answer questions at different comprehension levels. Unit 11 pp113–114 • Find information and make inferences about the fable. 3 Vocabulary • R ecognise verbs denoting animal movements. 4 Grammar • U nderstand the meaning and use of must and must not. • U se must and must not in context. 5 Punctuation • Understand the use of quotation marks. • Use quotation marks in context. • Use correct punctuation when writing direct speech. 6 Spelling • R ecognise the long oy sound. •  Flash cards: toy, toil, boy, boil, employ, joy, CB pp111–112 Related • Understand that long oy and long oi words make the same joint, join, soy, destroy, enjoy, coil, noisy, point, children’s sound. ploy, sepoy, annoy, spoil, soil, voice, coin, joint, CB p112 books from • S pell words with the long oy sound correctly. appoint, choice CB p113 Scholastic 7 Listening • Listen for rules to follow. • A udio player and speakers CB p114 1. T he Farmer and CB p114 the Fox adapted by Speaking • N arrate a fable in a group. •   Sheets of chart paper, coloured pens, string *WB pp48–49 Neal Levin from • Speak without irrelevant pauses, using correct pronunciation (by students) CB p115 Scholastic Active English Literature and intonation. Reader 3 pp 51–53 8 Writing • U se quotation marks and other punctuation correctly. • Write a short fable. 9 • U se quotation marks and other punctuation correctly. • Write a short fable. 10 Project Work • M ake animal masks. • L earn to role-play. *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 9: Rumours Coursebook Coursebook Period 1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 Introducing the Theme CB pages 104–105 1. As a warm-up activity, have two or three students come up to you. Quietly say to them: Today is my last day at school. Go out for a minute. Allow students to ask questions when you get back. Explain that information that spreads from person to person without checking of facts is called a rumour. Tell the class that you will continue to teach them and this was just a rumour. 2. Before you read: Ask the questions and encourage responses from various students. Allow students to express themselves freely. 3. Play the audio of the fable and ask students to close their eyes and visualise the scenes. Reading Aloud 1. Have students read the fable in groups with each student reading one paragraph. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read each paragraph of the fable and explain its meaning. • Paragraph 1—Ask: What shook the ground? What was the hare doing when the fruit fell on his head? • Paragraphs 2 and 3—What did the deer do when the hare said, “The earth is breaking apart?” What do you think the deer should have done instead? (Expected answer: The deer should have checked to make sure if the earth was actually breaking apart.) • P aragraphs 4, 5 and 6—Ask the while-reading question. Then, ask: Where was the lioness when she heard the animals? Why were the animals panting? • P aragraph 7—Ask: What did the animals do when the lioness questioned them? • Paragraphs 8, 9 and 10—Ask: What happened when the animals reached the spot where the hare had heard the noise? Then, ask the while- reading question. 2. After you read: Draw out responses from students. This activity helps to develop the life skill of critical thinking. 3. As a wrap-up activity, ask students: • What would you have done if you were the deer? 108

Period 2 Coursebook Reading Comprehension CB pages 106–107 Coursebook 1. As a recap, ask students: D. 1. a. T b. T c. T d. F e. F • How many animals in the story thought that the 2. Tick: earth was breaking apart? (Answer: four) Hare: a., c., e. Lioness: b., d. • Name the animals in the order as they appear in the story. (Answer: hare, deer, rhino, tigress and lioness) 2. Ask them to read the text silently. 3. The comprehension skill focus in this unit includes Finding Information and Making Inferences. Highlight to students that reading a text carefully allows them to fi nd information that helps them understand the text better. Then, explain that while reading a text, we often make decisions about what we think is true based on the information given in it. These answers are usually not directly given in the text, but the clues we fi nd there help us arrive at the answers. This involves going backwards, ruling out the answers that are not strongly supported by the text and fi nally selecting the answer that is most suitable. This process is called making inferences. 4. Instruct students to complete Exercises A and B given on CB page 106. Have them peer-check the answers. 5. Discuss the answers for Exercise C with students. Ensure that students have written the correct answers. 6. Exercise D focuses on the comprehension strategies for this unit. Ask students to attempt the exercise individually. Ensure that students have answered the questions correctly. 7. As a wrap-up activity, ask students: • Which animal is the wisest in the story? Why do you think so? Answers CB pages 106–107 A. 1. -c. 2. -e. 3. -a. 4. -b. 5. -d. B. Tick: Don’t listen to rumours because they are often untrue. C. Suggested answers: 1. I think the deer, rhinoceros and tigress should have checked the place where the hare had been sleeping before starting to run. 2. If I heard a rumour about someone I know, I would talk to him or her about it before I shared it with anyone else. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 109

Period 3 Coursebook Vocabulary CB page 108 Workbook 1. As a warm-up activity, write the following poem on B. Circle: 1. deer 3. hare 5. monkey the board: 2. rhinoceros 4. tigress Movements Underline: 1. leaps 3. hops 5. swings Birds fly. 2. charges 4. stalks Cows wander. Bulls charge. WB W B page 45 Ducks waddle. Horses gallop. Ensure that all students have answered both questions Snakes slither. correctly. But I walk, I skip, © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 I hop, And I run. 2. Read the example sentences given on CB page 108, stressing the highlighted words. Explain that these words are used to describe the movement of different animals. Refer to the poem written on the board to show more movement words. 3. Ask students to complete Exercises A and B. Ensure that all students have written suitable movement words in the word web and underlined the correct movement words in the sentences. Also check to see that they have circled the correct animal names. 4. As a wrap-up activity, ask students the following riddles and questions: • I hop and leap often near a pond I croak in the rain. Who am I? (Answer: frog) Which words show the movements of a frog? (Answer: hop and leap) • You’ll see me often with a piece of cheese But I scamper when I see a cat or a trap. Who am I? (Answer: rat/mouse) Which word shows the movement of a rat/ mouse? (Answer: scamper) • Often found in fruits or on green leaves I move in waves And you call it a wiggle. Who am I? (Answer: worm) Which word shows the movement of a worm? (Answer: wiggle) Answers CB page 108 Suggested answers: A. Insects-crawl; People-run; Fish-swim; Birds-fl y 110

Answers WB page 45 Coursebook A. 1. crawls 3. stalks 5. glides Workbook 6. springs 2. prances 4. lumbers Answers CB page 109 1. must not 3. must not 5. must not B. 1. Kangaroos 3. Tortoises 2. must 4. must 2. Dolphins 4. Butterfl ies WB W B page 46 Period 4 Ensure that students have fi lled in the blanks with the correct words. Grammar CB page 109 1. As a warm-up activity, write the following rhyme 111 on the board: To do or not to do Do what you must do For you know you ought to. Though if you must not do something, Don’t give it another thought. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 109. 4. that must is used to talk about things we should do and must not is used to talk about things we should not do. Refer to the use of must and must not in the poem written on the board. 5. : Ask students to apply what they have learnt to the exercise given on the same page. 6. Try it out: Inform students about this activity in the previous period. Conduct as an individual activity. Each student will choose one of the places mentioned and make a list of at least three rules to be followed there. You may display the posters in class. This activity helps to develop the value of responsible citizenship. 7. As a wrap-up activity, tell students that you will be reading some instructions aloud. Ask them to raise their hands if they think the instructions must be followed or shake their heads if the actions must not be followed. • Get up early. (must) • Be late for school. (must not) • Run on the road. (must not) • Hit stray dogs. (must not) • Exercise daily. (must) • Take a bath every day. (must) • Be polite. (must) • Keep the classroom clean. (must) • Throw trash on the road. (must not) • Help your parents. (must) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Answers WB page 46 Coursebook 1. must 4. must not 7. must 10. must not Coursebook p111 2. must 5. must 3. must 6. must not 8. must not 11. must punctuation along with the name of the student who asked the question. Then, 9. must 12. must not another member of the second team will answer the question. A member of the fi rst Period 5 team will similarly write the answer on the board. Encourage students to reply using Punctuation CB pages 110–111 exclamatory sentences where possible. Have teams take turns to do this activity. 1. As a warm-up activity, write the following poem on Answers CB page 111 the board: 1. The hare shouted, “The earth is breaking apart!” 2. “What is the matter?” asked the rhinoceros. What they say 3. The lioness asked, “Who started this rumour?” Children feel like the shining sun 4. The hare said, “I heard the noise with my When the teacher says, “Well done!” own ears.” And the happiest face they make 5. “Don’t listen to rumours,” said the lioness. Is when Father says, © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 “I baked your favourite cake.” 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. Ask students: • What does the teacher say? • What does Father say? • How do you know which words were spoken by the teacher and which by Father? (Expected answer: These words are placed inside quotation marks.) 4. : Read the examples given on CB page 110. 5. that: • W e add quotation marks or inverted commas before and after the words spoken by someone. • Quotation marks are used only when we use the exact words of the speaker. • W e begin the fi rst word with a capital letter. • We use a full stop, question mark or an exclamation mark at the end of a sentence, inside the quotation marks. • If the spoken words come after the name of the speaker, we put a comma after the verb. • I f the spoken words come before the name of the speaker, we use a comma in place of a full stop but we do not replace a question mark or an exclamation mark with a full stop. 6. : Ask students to apply what they have learnt to the practice exercise given on CB page 111. 7. Try it out: Conduct as a pair activity. Each partner will say one sentence, one question and one exclamatory sentence and the other partner will write the sentences using quotation marks. 8. As a wrap-up activity, divide the class into two teams. A member of the fi rst team will ask a question. Next, a member of the second team will write the question on the board using correct 112

WB W B page 47 Workbook Coursebook Ensure that students have answered correctly. Coursebook p112 Answers WB page 47 2. “How are you?” asked Nate. 3. “Mum and I are going by bus,” said Sally. 4. “I’m feeling much better, thank you,” said Bobby. 5. Kai asked, “Can you help me, please?” 6. Dad called out from downstairs, “Hurry up! We have to be there on time.” 7. “It’s raining so heavily!” Aunt Anya exclaimed. 8. “I love this dress,” said Bella. Period 6 Spelling CB pages 111–112 1. As a warm-up activity, write the following poem on the board: Benny Roy Benny Roy is a little boy. He does enjoy playing with his toys. But when he’s naughty, he does annoy! 2. Read the words given in Exercise A on CB page 111. Focus on the long oy sound in these words as well as in the words of the poem written on the board. Ask students to repeat the words after you. 3. Ask students to complete Exercise B. Ensure that all students have circled the correct words. 4. Write the following pairs of words on the board: • toil – toy • boil – boy • join – joy 5. Ask students to read the words aloud. 6. Say the word pairs slowly and ask students what sounds they hear. Point out that the long oi and long oy sounds are the same. In most words, the letters oy are the last letters of the word, but the letters oi usually come between two consonants. 7. As a wrap-up activity, divide the class into two teams. Each team will take turns to pick up a fl ash card and say the word aloud. Members of the opposing team will write the word on the board. Answers CB pages 111–112 Circle: boy, joy, toy, soy, schoolboy, soy, annoy, ploy, soy, employ, enjoy, joy © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 113

Period 7 Coursebook Coursebook Listening CB page 112 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 1. As a warm-up activity, say the following sentences, one at a time and ask students to explain the meaning of each one. • If you must, then make sure you do. • If you must not, then do it not. 2. Direct students to listen attentively to the audio. Ask them to put a tick for a picture that shows something they must do and a cross for a picture that shows something they must not do. Hello! My name is Dan. I have two younger sisters. Our parents made some rules for the house so that we can all be safe and happy. I want to share some of our house rules with you. Number 1. We must not play near the gas stove. Number 2. We must not leave cuts open. N umber 3. We must wash our hands when we come home after playing. N umber 4. We must tidy up after we fi nish playing. N umber 5. We must not leave dirty dishes on the table. Number 6. We must brush our teeth every night. 3. Play the audio a second time and have students peer-check their answers. Answers CB page 112 Tick: Pictures 3, 4, 6 Cross: Pictures 1, 2, 5 Speaking CB page 113 1. Explain to students that a fable is a story with animal characters which teaches us a lesson. 2. Read aloud the text given in the speech bubbles on CB page 113. 3. You may also ask a few students to read the text aloud. 4. Try it out: Tell students to work in groups of three. The fi rst student will describe the characters and the place where the fable takes place. The second student will describe the events or action of the fable and the third student will narrate the end of the fable. This activity helps to develop the life skill of teamwork. 5. As a wrap-up activity, ask students: • Which character did you like best among the fables narrated in the class? Why? 114

Period 8 Coursebook Workbook Writing CB page 114 1. As a warm-up activity, ask students: 115 • Which animal do you like? Why do you like it? 2. The exercise on CB page 114 is a guided writing exercise. Ask students to use the words given in each box to write sentences to complete the fable. 3. Ask students to edit their fables and make the corrections in their notebooks. 4. As a wrap-up activity, ask a few students to read their fables aloud. Answers CB page 114 Suggested answer: Slow and steady wins the race Once upon a time, a tortoise and a hare lived in a forest. “I am the fastest animal in the entire forest,” the hare proudly said to the tortoise one day. He made fun of the tortoise for being slow and challenged him to a race. “I accept your challenge,” the tortoise politely replied. The race began. The hare ran very fast. He soon left the crawling tortoise far behind. The hare was so confi dent that he would win the race that he decided to take a nap under a tree. While the hare slept, the tortoise overtook him and won the race. That day the hare learnt an important lesson: Slow and steady wins the race. Period 9 Writing CB page 114 1. As a recap, ask students: • What is a fable? • What are the parts of a fable? 2. Ask student pairs to write their own fables. Have them think of any two animals and write the words spoken by the animals. Ask them to write a story using the conversation they have written. They should remember to use quotation marks or inverted commas when writing the words of the animals in the story. 3. Ask pairs to edit their story and check if it has a suitable beginning, middle and end. 4. As a wrap-up activity, each pair will come forward and read aloud the story they have written. WB W B pages 48–49 Ensure that students have written grammatically correct sentences and a meaningful story. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Answers WB pages 48–49 Workbook Coursebook Suggested answers: 1. Kindness is always rewarded 2. in a forest on a sunny afternoon 3. ant, dove, hunter 4. a nt almost drowns, dove almost gets shot; “Someone please help me!” shouted the ant. 5. dove gives a leaf to the ant; ant bites hunter; “I will never forget your kindness.” 6. thankful; “Thank you for saving my life.” 7. If we are kind to others, we will receive kindness too. Kindness is always rewarded One sunny afternoon, an ant was walking beside a stream in a forest. Suddenly, she slipped and fell into the stream. The frightened ant shouted out, “Someone please help me!” A dove sitting in a nearby tree heard the ant. She immediately picked up a leaf in her beak and fl ew to where the ant was. She dropped the leaf near the drowning ant. The ant climbed on to the leaf. She looked at the dove gratefully and said, “I will never forget your kindness.” The next day, the ant was walking through the forest. She saw a hunter aiming a gun at the same dove. She immediately bit the man on the leg. The hunter screamed out in pain. The dove heard his cry and fl ew away. Later, the dove came to the ant and said to her, “Thank you for saving my life. Today I learnt that if we are kind to others, we will receive kindness too.” Period 10 Review CB page 115 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 115 1. Students should be informed about the project work a week in advance. 2. Students will wear the masks they make and play the roles of different animals in the fable Rumours. Encourage students to behave differently from the animals in the story. They should ask questions to check whether the earth is actually breaking apart. 116 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 10: Pages from a Diary Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to a diary entry. • Audio player and speakers CB pp116 –117 1. Alpha Grammar CB pp118 –119 and Composition 3 the Theme • Read aloud a diary entry with proper pronunciation, Unit 4 pp37–38 Reading intonation and voice modulation. 2. Alpha Grammar • Understand the meaning of the text by answering and Composition 4 Unit 4 pp41–43; Reading for questions. Unit 2 pp26–27 Understanding 2 Reading • Read silently to understand the journal. Comprehension • Answer questions at different comprehension levels. • Sequence details in the journal. 3 Vocabulary • Understand the correct order of describing words. •   Sets of flash cards: Set 1–juicy, big, yellow, sweet, CB p120 *WB pp50 –51 • Use describing words in the correct order. mangoes; Set 2–pretty, little, red, roses; Set 3–shiny, small, new, silver, Italian, clock; Set 4–new, cotton, American, brown, bed sheets; Set 5–cute, old, Russian, wooden, dolls 4 Grammar • Understand the different degrees of comparison CB p121 Related *WB p52 children’s of adjectives. books from CB p122 Scholastic • Use different degrees of comparison of adjectives *WB p53 CB p123  1. R iding Lessons by in context. Julia Hanna CB p124 5 • Understand possessive pronouns. •  Sheet of chart paper (optional) CB p125 • Use possessive pronouns in context. 6 Spelling • Recognise the blends br, cr and fr. • Spell words with br, cr and fr sounds correctly. 7 Listening • Listen for details. • Audio player and speakers Speaking • Make short descriptive sentences using different •   Flash cards: good, better, best, bad, worse, worst, degrees of comparison of adjectives. difficult, more difficult, most difficult, beautiful, more • Speak without irrelevant pauses, using correct beautiful, most beautiful, intelligent, more intelligent, pronunciation and intonation. most intelligent, careful, more careful, most careful, faithful, more faithful, most faithful, little, less, least 8 Writing • Understand the format of a diary entry. CB p126 • Write a diary entry. CB p126 *WB p54 9 • Write grammatically correct sentences. CB p127 • Write a diary entry. 10 Project Work • Write a diary entry as a class. •  Sheet of chart paper, marker (by students) *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 10: Pages from a Diary Period 1 Coursebook Introducing the Theme CB pages 116–117 Coursebook 1. As a warm-up activity, ask students: • What do you do when something happens to 4. As a wrap-up activity, ask students: • Why does the writer use the word I in you that makes you feel very happy or sad? • D o you usually tell your friends and family the diary entry? (Expected answer: The writer uses the word I because the about such experiences? events described happened to her and 2. Before you read: Ask the questions and encourage she is the one writing about them in her diary.) responses from various students. 3. Play the audio of the text and ask students to close © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 their eyes and visualise the scenes. Reading Aloud 1. Have students read aloud the diary entry in groups. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Draw the attention of students to the top left- hand corner of the diary entry and tell them that when we write a diary entry, we always include the day and date. 2. Read each paragraph of the text and explain its meaning. • P aragraph 1—Ask the while-reading question. Then, ask: On which date did the storm hit the town? Why was it darker outside? What was the writer doing when the lights went out? • Paragraph 2—Ask: What did Dad do? What made the terrifying noise that the children heard? Did the children see the tree trunk splitting into two? How do you know? (Expected answer: The last line of the paragraph says that the children were watching the tree as it split into two.) • P aragraph 3—Ask: Why was the writer sad and scared? • P aragraph 4—Ask the while-reading question. Then, ask: What were the children doing before they slept? Who else was with them? • P aragraph 5—Explain the difference between snow and ice. Tell students that snow is soft like cotton but ice is hard. Ask: Why was it a bit calmer in the morning? (Expected answer: It was calmer because the storm had become less strong.) • Paragraph 6—Ask: Why was there no electricity in the whole neighbourhood? • Paragraphs 7 and 8—Ask: How was the weather a few days later when the workmen came to put up the electricity poles? 3. After you read: Draw out responses from students. This activity builds the life skills of critical thinking and problem-solving. 118

Period 2 Coursebook Reading Comprehension CB pages 118–119 Coursebook 1. As a recap, ask students: • Why would no one forget that particular storm? C. Suggested answers: 2. Ask them to read the text silently. 1. I should prepare myself for emergencies such 3. The comprehension skill focus in this unit is as earthquakes, f loods or sudden storms by reading up about them and getting information Sequencing. Highlight to students that in order to about what to do in each case. I should also understand what they read, they must understand the keep important phone numbers with me at correct order in which events happened. all times. 4. Instruct students to complete Exercises A and B on CB page 118. 119 5. Ensure that students have f illed in the blanks correctly in Exercise A and given the correct reasons for their answers in Exercise B. Remind them to read the text carefully for specif ic details that will help them f ill the table correctly. 6. Draw out answers from students for Exercise C. Help them frame their answers before writing. 7. Exercise D focuses on the comprehension strategy for the unit. Ask students to attempt the exercise individually. You may ask them to peer- check the answers. 8. As a wrap-up activity, ask students: • W hat can happen if we feel scared and start running around in an emergency? (Expected answer: We will not be able to think clearly or f ind solutions to the problem.) Answers CB pages 118–119 A. 1. storm 2. dark 3. blanket 4. ice B. Statement Yes/No Reason 2. The neighbours had A branch had hit the electricity. No electricity line in the neighbourhood. The writer’s family They had a wood 3. managed to stay Yes stove that kept them warm. warm. It was the worst ice Yes The newspapers 4. storm the people had called it “The Storm of the ever seen. Century”. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

2. I can help others by f inding an adult and by taking him Coursebook or her to the people who need help. Workbook D. 1. 4, 3, 5, 1, 2 2. 3, 1, 5, 2, 4 B. Suggested answers: 1. It was a gloomy long grey afternoon when I met P\\ eriod 3 my friend. 2. The branches of the graceful tall willow tree Vocabulary CB page 120 swayed gently in the breeze. 1. As a warm-up activity, write the following phrases 3. I read an interesting short animal folk tale today. 4. There are pretty tiny yellow f lowers in the vase. on the board one by one. • a beautiful carpet © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 • a beautiful large carpet • a beautiful large new carpet • a beautiful large new round carpet • a beautiful large new round red carpet • a beautiful large new round red Persian carpet • a beautiful large new round red Persian silk carpet 2. Refer to the example sentence given on CB page 120. Direct students’ attention to the words in red. Explain that when we use more than one describing word for a noun in a sentence, we use the describing words in a certain order—quality, size, age, shape, colour, origin and material. 3. Read the headings and examples given in the table on the same page. Refer to the phrases written on the board and explain the order of the describing words used. 4. Ask students to complete the exercise. Ensure that all students have written the correct order of the describing words in each sentence. 5. As a wrap-up activity, conduct the following activity in groups. Give a set of f lash cards or strips of paper to each group. Ask group members to stand according to the correct order of describing words and read the words aloud. Answers CB page 120 1. shiny Japanese 5. bright yellow 2. delicious huge chocolate 6. pretty little 3. beautiful purple plastic 7. lovely blue Persian 4. comfortable new leather 8. thick new red WB W B pages 50–51 Ensure that all students have written the describing words in the correct order. Answers WB pages 50–51 5. beautiful long pink 6. huge old oak A. 1. juicy big round 7. wild big ice 2. cute little white 8. tasty round Italian 3. stormy big black 4. curly long brown 120

Period 4 Coursebook Grammar CB page 121 Ask teams to take turns to change the adjectives to their comparative forms and Comparative adjectives using more and most say them out loud. 1. As a warm-up activity, write the following • bad (Answers: worse, worst) • c areful (Answers: more careful, most sentences on the board: careful) • The stream is wide. • many (Answers: more, most) • That stream is wider. • difficult (Answers: more diff icult, most • This stream is the widest. diff icult) • The stars are bright. • interesting (Answers: more interesting, • The moon is brighter. • The sun is the brightest. most interesting) • little (Answers: less, least) • The classroom is crowded. Answers CB page 121 • The library is more crowded. 1. more expensive • The hall is the most crowded. 2. worst 3. most beautiful 2. Follow the methodology of Show-Explain-Apply 4. better to teach grammar in context. 121 3. Refer to the f irst two sets of sentences on the board. Point to the words wider and brighter and remind students that to compare two nouns we usually add -r or -er to the adjective. Next, point to the words widest and brightest and remind them that if there are more than two nouns, then we usually compare them by adding -st or -est to the adjective. 4. : Now, refer to the last set of sentences on the board. Additionally, read the f irst two examples given on CB page 121 and the adjectives given in the f irst table. 5. that in the case of longer adjectives, instead of changing the ending, we add more when comparing two nouns and most when comparing more than two nouns. Point out that we also add the before the adjective when we compare more than two nouns. Comparative adjectives that change form 6. : Read the next example given on CB page 121 and the adjectives given in the second table. 7. that in the case of some adjectives, we do not add letters or words when we use them to compare nouns. Such adjectives change their form completely when they compare nouns. 8. : Ask students to apply what they have learnt to complete the exercise given on the same page. Ensure that all students have used the correct degrees of comparison in the sentences. 9. As a wrap-up activity, divide the class into two teams. Say the following adjectives one at a time. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

WB W B page 52 Workbook Ensure that students have completed both exercises correctly. Coursebook Answers WB page 52 • h e, him, his, it, yours, them, theirs, we, us, you, ours, I, me, mine, hers A. good better best bad worse worst (Answers: his, yours, theirs, ours, mine, hers) many more most Answers CB page 122 little less least 1. mine 3. his 5. yours 7. hers far further furthest 2. hers 4. theirs 6. ours 8. theirs near nearer nearest © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 B. 1. more 3. the best 5. more exciting 2. the most beautiful 4. the most interesting Period 5 Grammar CB page 122 1. As a warm-up activity, write the following poem on the board or on a sheet of chart paper to be displayed in class and recited in a chorus. Whose is it? She says this book is hers, That’s how it has been for years. He says this bottle is his Because he likes drinks with f izz. They say those benches are theirs Since someone stole all their chairs. You say that long coat is yours Whether it’s worn indoors or outdoors. We say these jars are ours That’s why we cleaned them for hours. And I say this bag is mine Just look at this lovely design! 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 122. 4. that we use pronouns to show who owns or possesses something, or to whom a thing belongs. Refer to the poem written on the board and explain the use of possessive pronouns. 5. : Ask students to apply what they have learnt to the practice exercise given on the same page. 6. As a wrap-up activity, write the following pronouns on the board and ask students to identify the pronouns that show belonging. Remind them that your, her, their and our are also words that show belonging, but they are not pronouns. They do not take the place of a noun but are followed by nouns. 122

WB W B page 53 Workbook Ensure that students have answered correctly. Answers WB page 53 1. His 5. his 9. hers 2. hers 6. yours 10. ours 3. hers 7. ours 11. yours 4. theirs 8. mine 12. theirs Period 6 Coursebook Spelling CB page 123 Answers CB page 123 1. As a warm-up activity, write the following poem on 1. bread 5. cross the board to be recited in a chorus in class. Highlight 2. frozen 6. fright, frog the words with br, cr and fr as shown below. 3. crumbs 7. frame 4. brush 8. bring A night to remember Frogs croaked near the broad brook And creepy creatures crawled near the creek. The freezing frost was fresh on the ground W hile the wizard brewed some broccoli with a frown, For his sister with a braid so brown Was f lying on his favourite broom around town. 2. Read the words given in Exercise A on CB page 123. Stress the br, cr and fr sounds. Refer to the poem written on the board and highlight the words that have the same sounds. 3. Ask students to complete Exercise B on the same page. Ensure that all students have selected the correct words. 4. As a wrap-up activity, ask the following riddles. Tell students that all the answers begin with br, cr or fr. Ask them to write the answers on the board. • a girl who is getting married (Answer: bride) • k ings and queens wear this on their heads (Answer: crown) • t he name of a game and an insect (Answer: cricket) • t he name of a bird and a machine that lifts heavy objects (Answer: crane) • a group of people (Answer: crowd) • s omething used for painting (Answer: brush) • t o cook in a lot of oil (Answer: fry) • a person who belongs to France (Answer: French) • t he opposite of back (Answer: front) • s omething eaten with butter (Answer: bread) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 123

Period 7 Coursebook Listening CB page 124 Coursebook 1. As a warm-up activity, write the following sets of Ask them to stand in their respective corners words on the board and ask students to write the according to the words on their f lash cards. One describing words in the correct order. student with a describing word written on his or • n ew green bright paper her f lash card will say the word aloud. Students in the other two groups will respond by calling (Answer: bright new green paper) out the correct comparative words. Have • Swiss cheerful small child students repeat this till all the words have been read aloud. You may also ask them to make (Answer: cheerful small Swiss child) sentences with the words on their f lash cards. • r ed ripe apples (Answer: ripe red apples) 2. Direct students to listen attentively and select the © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 correct picture as described in the audio. N umber 1. She just loves her old grey Siamese cat. Number 2. She collects her trash in a big green bag. Number 3. He wore that dirty old yellow jacket to school! Number 4. She loved the delicious heart- shaped chocolate cake. Number 5. Those kites have beautiful long green tails. 3. Play the audio a second time and have students peer-check their answers. Answers CB page 124 1. Tick the picture in the middle. 2. Tick the picture on the right. 3. Tick the picture on the left. 4. Tick the picture on the right. 5. Tick the picture on the left. Speaking CB page 125 1. Explain that we often use adjectives of comparison to convey how good or bad something is. 2. Read aloud the text given in the speech bubble on CB page 125. 3. You may also ask a few students to read it aloud. 4. Try it out: Tell students to get into groups of four. Students in each group will describe each other using words of comparison. Remind students to describe each other using positive comparisons. This activity helps students to learn to appreciate others and respect diversity. 5. As a wrap-up activity, point out three corners of the room to students. Tell them that the f irst corner is for describing words, the second corner is for words comparing two nouns and the third corner is for words comparing more than two nouns. Distribute the f lash cards or strips of paper among students. 124

Period 8 Coursebook Writing CB page 126 • Were you upset because you thought 1. As a warm-up activity, ask students: that your mother would scold you or • How are letters and diary entries different? because you broke her cup? (Expected answer: A letter is written to • How did you tell your mother? someone else and a diary entry is written to • What did your mother say? record events and express one’s feelings. It is 3. Remind students to use words that express not usually shared with others.) • I s there any similarity between a letter and a their feelings and describe the incident. diary entry? (Expected answer: We write the 4. Ask students to edit what they have written date in both of them.) 2. Read the diary entry given on CB page 126. Draw and make the corrections in their notebooks. attention to the language used to describe the 5. As a wrap-up activity, ask a few students to events. Also focus on the use of adjectives. 3. Ask students to read the diary entry silently. read their diary entries aloud. 4. Ask students to write a diary entry about some important event that took place in their city. Tell 125 them that it could be a sad event such as a f lood or an earthquake, or a happy event such as a concert, magic show, puppet show or a circus. Remind them to use suitable words to describe their feelings and the event. 5. Ask students to edit their diary entries and make corrections in their notebooks. 6. As a wrap-up activity, ask a few students to read aloud their diary entries. Answers CB page 126 Suggested answer: Sunday 26 November 2017 Dear Diary, I went to see my favourite band Gretel perform today! I still can’t believe my luck. I waited so long for that rectangular green ticket to be mailed to me. My best friend Anna also went to the concert. We both received special Gretel tops with our tickets. She wore hers to the concert and I wore mine. This was one of the best days of my life! Period 9 Writing CB page 126 1. To recap learning, ask students: • When would you write a diary entry? 2. Tell students: You accidentally broke a cup that your mother liked. You are very upset. Write a diary entry expressing your feelings. You may use these clues: • When did it happen? • How did it happen? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

WB W B page 54 Workbook Coursebook Ensure that students have answered correctly. Answers WB page 54 Suggested answer: Tuesday 26 September 2017 Dear Diary, Today is a stormy day and I suddenly remembered the terrible hailstorm that struck my city about three years ago. It was the evening of 15 August 2014 when the storm struck suddenly. I was at home with my parents and older sister. It was a bright morning and we had spent the day playing outside. Towards the evening, the sky suddenly became dark and huge icy hailstones began falling everywhere. I remember being so scared that I stuck to my sister. She held me tight as long as the hailstorm lasted. Mum and Dad came to our room and told us not to be scared. When the storm f inally ended, I realised that it had hardly lasted for an hour. But to me, it had felt like a long time. I am so glad my family was with me that day. Period 10 Review CB page 127 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 127 The project work is a class activity in which all students will write their feelings about some event that they took part in. Ask students to discuss the event among themselves before they begin writing. Encourage each student to contribute one line to the class diary entry. Display it in class. 126 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 11: The Silent Mischief-maker Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a poem. • Audio player and speakers CB pp128–129 Scholastic the Theme • Read aloud a poem with proper pronunciation, CB pp130–131 1. Alpha Grammar Reading intonation and voice modulation. and Composition • Understand the meaning of the text by answering 4 p131; Unit 6 pp71–72 Reading for questions. 2. Alpha Grammar Understanding and Composition 5 Unit 8 pp80–81 2 Reading • Read silently to understand the poem. Comprehension • Answer questions at different comprehension levels. • Draw conclusions about the poem. 3 Vocabulary • Understand similes. CB pp132–133 *WB p55 • Use similes in context. CB p133 *WB p56 4 Grammar • Understand adverbs of place. CB p134 *WB p57 • Use adverbs of place in context. CB p135 5 • Understand the use of either, neither and none. •  Sheet of chart paper (optional) CB p136 CB p137 • Use either, neither and none in context. •  Flash cards: field, shield, yield, chief, grief, belief, relief, brief, diesel, hygiene, achieve, 6 Spelling • Understand that the long ee sound is made by the ceiling, deceive, receipt, receive, deceit, receiver, Related retrieve, believe, relieve, grieve children’s letters ie and ei. books from • Audio player and speakers Scholastic • Spell words with the letters ie and ei correctly. 1. S elected Funny 7 Listening • Listen to sequence sentences correctly. Poems (Lewis Carroll, Edward Speaking • Make short descriptive sentences using similes. Lear and Others) • Speak without irrelevant pauses, using correct pronunciation and intonation. 8 Writing • Understand the structure of a paragraph. CB p138 • Write a paragraph. CB p138 *WB pp58–59 9 • Write paragraphs. CB p139 10 Project Work • Make a poster. •  Sheets of chart paper, coloured pens (by students) *Workbook activities are optional and meant for additional practice.   Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 11: The Silent Mischief-maker Period 1 Coursebook Coursebook Introducing the Theme CB pages 128–129 1. As a warm-up activity, ask students: • Are you careful when you handle things around the house and at school? • How often do you break or damage things? 2. Before you read: Ask the question and encourage responses from various students. 3. Play the audio of the complete poem and ask students to visualise the scenes. Reading Aloud 1. Have students recite the poem in groups. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read each stanza of the poem and explain its meaning. • S tanza 1—Ask the while-reading question. Then, ask: Why does the poet compare the funny little man to a mouse? Who does mischief in every house? • Stanza 2—Ask the while-reading question. Help students to work out the meaning of the word squeaking by asking them: When do we oil doors and iron gates? (Expected answer: We oil them when they make a sound.) Explain that the sound that is made by rusted doors is called squeaking. Then, ask: What mischief does Mr Nobody do in each house? • S tanza 3—Ask: Where does Mr Nobody roam? (Expected answer: He roams in muddy places.) How do you know? (Expected answer: His feet bring in mud that soils the carpets.) • Stanza 4—Ask: Do you think the boots belong to Mr Nobody? Is it possible for Mr Nobody to be present in every house? Who is Mr Nobody? 2. After you read: Draw out responses from different students. Allow students to express their views. This activity helps to develop the value of truthfulness and highlights the importance of taking responsibility for one’s actions. 3. As a wrap-up activity, ask students: • H ave you ever done mischief and put the blame on Mr Nobody? What did you do? 128 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 2 Coursebook Reading Comprehension CB pages 130–131 Coursebook 1. As a recap, ask students: • Do you think it is right to put the blame on C. Suggested answers: 1. No, I don’t think Mr Nobody will ever be seen Mr Nobody instead of accepting our mistakes? by anyone because no one wants to take the 2. Ask them to read the poem silently. blame for their actions. 3. The comprehension skill focus in this unit is 2. I learnt that I should do the things that I am supposed to do and that I should not put the Drawing Conclusions. Highlight to students blame on someone else. that conclusions are the decisions we make after understanding the meaning of facts and details given 129 in the text. Students must read the text and underline these facts and details. These will form the basis for their conclusions. Tell students to check all possible answers before drawing conclusions. 4. Instruct students to complete Exercise A on CB page 130. Students may peer-check the answers. 5. For Exercise B on CB page 131, draw out answers and ask students to give reasons for them. Ensure that students have answered the questions correctly. 6. Discuss the questions in Exercise C. Draw out answers from various students. For the answer to Question 2 of Exercise C, guide the discussion towards the idea behind the poem, that is, owning up to and taking responsibility for our actions. 7. Exercise D focuses on the comprehension strategy for this unit. Draw out responses from various students. Ask students to refer to the details and facts in the poem to help them in drawing the right conclusions. 8. As a wrap-up activity, ask students to make a list of all the mischief done by Mr Nobody in the poem. Answers CB pages 130–131 A. 1. shirts, boots, pins, doors 2. Suggested answers: Damage caused Work not done breaks plates does not a. shut the door does not tears books oil doors b. leaves blinds pulls buttons unclosed c. leaves boots from shirts lying around soils carpets d. B. 1. a. 2. b. 3. c. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

D. 1. I can conclude that Mr Nobody likes to play in muddy Coursebook grounds because he dirties the carpets when he comes home with feet covered in mud. CouWrsoerbkobookokp133 Workbook 2. I can conclude that Mr Nobody is known all over the world because in the f irst stanza the poet WB W B page 55 describes him as somebody ‘. . . who does the mischief that is done in everybody’s house’. Ensure that all students have used the correct similes. Period 3 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 Vocabulary CB pages 132–133 1. As a warm-up activity, recreate the given table on the board and ask students to match the qualities with the animals. Quality Animal busy fox free koala faithful monkey cunning lamb sleepy bee gentle bird mischievous dog 2. Read the examples given on CB page 132. Explain the meaning of similes as given in the CB. Explain that we can compare things, animals or people to highlight a quality. Read the f irst example again and explain that the funny little man is compared to a mouse to show that he is quiet like a mouse. Refer to the table on the board and explain that we can use the words as . . . as or like to show that someone or something has the same quality as these animals. 3. Ask students to complete the exercise. Ensure that all students have used the correct similes. Ask students to say what two things, animals or people are compared in each sentence and the quality highlighted in each sentence. 4. Try it out: This is a group activity. Divide the class into three groups. The groups will think of as many similes as they can according to their team name—Animals, Things and Colours. This activity helps to develop the life skill of teamwork. 5. As a wrap-up activity, ask students to frame sentences using the similes they have written in the Try it out activity. Answers CB page 132 1. as heavy as lead 4. like the wind 2. as strong as a horse 5. as light as a feather 3. like a f ish 130

Answers WB page 55 Coursebook A. 1. cucumber 3. swan 4. mouse 2. cheetah 3. like the wind 4. like a lion B. 1. like a log 2. like an angel Period 4 Grammar CB page 133 1. As a warm-up activity, tell students: • You are all robots. You will do what I tell you to do. Ask them to stand. Give the following instructions one by one. • Robots put your hands up! • Bring your hands forward! • Now bring your hands down! 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 133. 4. that afar and about are words that tell us Workbook about the place where an action occurs. Refer to the instructions given in the warm-up activity and explain that each instruction was regarding the position of the hands or where the action was taking place. Explain that some adverbs tell us where an action takes place. 5. : Ask students to apply what they have learnt to the questions given in the exercise on the same page. Ensure that all students have circled the correct adverbs in the sentences. 6. As a wrap-up activity, ask students to give Answers WB page 56 instructions for drawing something to their partners using the adverbs they have learnt. The pairs can then decide between themselves how well each partner has drawn according to the instructions. For example: • Draw a house. • Draw some birds above. • Draw a stream fl owing behind the house. Ensure that students are using adverbs and not prepositions. Remind them that adverbs are not followed by a noun or pronoun. Answers CB page 133 1. outside 5. downstairs 9. back 1. above 3. behind 10. in 2. there 4. below 5. near 7. outside 2. uphill 6. indoors 11. anywhere 12. there 6. everywhere 8. away 3. away 7. everywhere 4. upwards 8. below WB W B page 56 Ensure that students have f illed in the blanks with the correct adverbs. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 131

Period 5 Coursebook Workbook Grammar CB page 134 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 1. As a warm-up activity, write the following song on the board or on a sheet of chart paper to be displayed in the class and recited in a chorus. Neither, either and none Don’t you wait For others to take Actions that matter To one and all. If either you or I Fix all in a while, And neither of us Waits for others, All would be f ixed. All would be done. None would suffer We would all be one. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the f irst two examples given on CB page 134. 4. that either and neither are used to talk about two things or people. Either is used in a positive sense, that is, when we want to show that something can be done by both people but neither is used in a negative sense to show that something will not or cannot be done by anyone. 5. Read the next two examples and explain that none means not any or no one. Explain that neither is used for two people or things but none is used for more than two people or things. 6. : Ask students to apply what they have learnt to the exercise given on the same page. 7. As a wrap-up activity, ask students to recite the Neither, either and none song. Ask them to explain what it means. Answers CB Page 134 1. either 3. Either 5. Neither 2. none 4. None WB W B page 57 Ensure that students have answered correctly. Answers WB page 57 1. either 5. Either 9. neither 10. Either 2. None 6. None 11. Neither 12. Either 3. either 7. either 4. Neither 8. none 132

Period 6 Coursebook Spelling CB page 135 Coursebook 1. As a warm-up activity, write the following poem on N umber 5. We laughed like a clan of the board to be recited in a chorus. hyenas when we saw the clown. A poem in brief N umber 6. The motorcycle looks like The police chief’s niece an ant next to the large trucks. A parcel did receive. It was the same piece 3. Play the audio a second time and have That was stolen by a thief. students peer-check their answers. Oh, what a relief! Said the chief’s niece. 133 2. Read the words given in the two lists on CB page 135 and ask students to repeat them after you. Explain that the letters ie and ei make the long ee sound. We use ei after c. Refer to the poem and highlight that the letters ei are used after c to make the long ee sound in the word receive. 3. Ask students to complete the exercise given on the same page. Review students’ answers. 4. As a wrap-up activity, ask students to come forward in pairs. One partner will read the word written on the fl ash card or strip of paper and the other partner will spell out the word. Answers CB page 135 1. thief 4. receipt 7. receive 9. believe 8. relief 10. achieve 2. ceiling 5. piece 3. niece 6. brief Period 7 Listening CB page 136 1. As a warm-up activity, point to various things in the classroom in turns and ask students to make suitable comparisons with other things that come to mind. For example: • That board is as green as grass. • This chalk is as white as snow. • That fan is as loud as thunder. 2. Direct students to listen attentively and number the pictures in the order as described in the audio. Number 1. Cody’s cow is as brown as chocolate. Number 2. The cakes served in that café are as light as clouds. Number 3. This room is as dirty as an open dump. Number 4. Barry didn’t see the rock because he is as blind as a bat without his glasses. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Answers CB page 136 Coursebook 1. 3 2. 6 3. 4 4. 1 5. 5 6. 2 Coursebook Speaking CB page 137 1. Explain to students that similes are used to make Period 9 comparisons. Writing CB page 138 2. Read aloud the text given in the speech bubbles 1. To recap learning, ask students: • What are the important points to be kept on CB page 137. 3. You may ask a few students to read the text aloud. in mind while writing a paragraph? 4. Try it out: Tell students to pair up with a classmate (Expected answer: It should have a title, a topic sentence and a concluding for the activity and take turns to describe family members by comparing them with something. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 5. As a wrap-up activity, say a few adjectives and ask students to say an appropriate word that has the same quality. For example: red (Expected answer: tomato) • slow, tall, strong, huge, fast, blue, shiny, black, bright, cold, light, wise, white, soft, busy, proud Period 8 Writing CB page 138 1. As a warm-up activity, ask students: • Can we write five sentences about different things and call it a paragraph? • Should the sentences in a paragraph be linked to the heading? 2. Explain what a paragraph is and its main parts as given on CB page 138. 3. Refer to the table and explain that any paragraph can be written using the points given there. 4. Explain how the points help in developing a paragraph on Mr Nobody. Read the paragraph aloud. 5. Discuss a situation where students may see someone doing something wrong and not admit it. 6. Ask students to make a table in their notebooks and then develop it into a paragraph. 7. As a wrap-up activity, ask a few students to read aloud the paragraphs they have written. Answers CB page 138 Suggested answer: Catching Mr Nobody Catching Mr Nobody was not easy. I was passing by when I saw my brother Nate accidentally knock down the vase on the table. The vase broke and the water fell on the carpet. My brother ran away like the wind. Later, when Mum asked about the vase, he said that he didn’t know anything about it. I told Mum what I had seen. Mum told Nate that we all make mistakes but we should be brave and accept our mistakes. Nate apologised and offered to put the carpet out to dry. Mum smiled and accepted his offer. 134

sentence. All the sentences should be linked to Workbook the main idea of the paragraph.) Coursebook 2. Ask students to write a paragraph on the topic: The Person I Would Like to Be. 135 3. Ask them to make a table like the one on CB page 138. Explain that they can select any person who inspires them. For example, it could be a well-known personality or someone from their family, neighbourhood or school. Remind them to use the points given in the table to write the paragraph. 4. Ask students to check if they have included all the points in their paragraph, to edit it and make corrections as needed. 5. As a wrap-up activity, ask a few students to read aloud the paragraphs they have written. WB W B pages 58–59 Ensure that students have answered correctly. Answers WB pages 58–59 Suggested answers: B. Dolphins D olphins are social creatures. They love to swim and play together in groups. They make clicking noises to talk to each other. They are very friendly by nature. Dolphins are one of the most intelligent creatures on Earth. C. Ladybirds Ladybirds are mostly red in colour, though some of them have other attractive colours. Many are spotted as well. They usually live among plants. Their appearance allows them to hide among fl owers. D. Bears B ears have a thick coat of fur. They hibernate in winter. Their thick fur protects them from the cold. The colour of their fur matches their surroundings and protects them from hunters. Bears need their fur to survive. Period 10 Review CB page 139 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 139 1. Inform students about the project work a week in advance. 2. Ensure that students have the necessary materials before they begin this group activity. Students will work in groups of four to make a WANTED poster to catch Mr Nobody. Display the posters in class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 12: T he First Call Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to a biography. • Audio player and speakers CB pp140–141 1. Alpha Grammar the Theme • Read aloud a biography with proper pronunciation, and Composition 3 Reading intonation and voice modulation. Unit 4 pp33–34 • Understand the meaning of the text by answering Reading for questions. Understanding 2 Reading • Read silently to understand the biography. CB pp142–143 Comprehension • Answer questions at different comprehension levels. • Sequence and find relevant information in the biography. 3 Vocabulary • Understand the use of the prefixes un- and re-. •  Dictionaries CB pp144–145 *WB p60 4 Grammar • Understand adverbs of time. CB p145 • Use adverbs of time in context. *WB p61 5 • Understand the use of much and many. CB p146 • Use much and many in context. *WB p62 6 Spelling • Differentiate between the long ee and long ay •  Flash cards: achieve, beige, vein, grief, weigh, receive, CB p147 Related sounds. priest, friend, hygiene, pierce, weight, piece, ceiling, children’s • Spell correctly words with the long ee and long eight, foreign, veil, deceive, brief, believe books from ay sounds. Scholastic 7 Listening • Listen to look for specific information. • Audio player and speakers CB p148 1. T his Odd House by Speaking • Make short sentences about a famous person. CB p149 James Washington • Speak without irrelevant pauses, using correct 2. 20,000 Leagues pronunciation and intonation. Under the Sea by 8 Writing • Understand the structure of a timeline. CB p150 Jules Verne adapted • Make a timeline. •  A4-sized sheet of paper, rulers, coloured pens or CB p150 by Adam Grant and 9 • Make a timeline. pencils (by students) *WB pp63–64 Terry M. West •  List of facts and dates related to a famous inventor (by students) 10 Project Work • Make a picture timeline. •  Sheets of chart paper, pictures of telephones through CB p151 the years (by students) *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 12: The First Call Coursebook Coursebook Period 1 Introducing the Theme CB pages 140–141 1. As a warm-up activity, ask students: • How many times do you talk on a mobile phone or telephone in a day? • What do you enjoy more—talking on the phone to your friends or meeting them? Why? 2. Before you read: Ask both questions and encourage responses from various students. 3. Play the audio of the text and ask students to listen carefully and visualise the scenes. Reading Aloud 1. Have students read aloud the biography in groups of five with each student in a group reading one paragraph. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read each paragraph of the biography and explain its meaning. • Paragraph 1—Ask the while-reading question. Then, ask: Do you think it is good to be curious? Did Alexander’s curious nature help him invent the telephone? • Paragraph 2—Ask the while-reading question. Then, ask: How did Alexander’s father help the deaf? • Paragraph 3—Ask: What was Alexander’s first job? What was his hobby? • Paragraph 4—Ask the while-reading question. Then, ask: Which two people spoke on the phone first? When did Alexander form the Bell Telephone Company? • Paragraph 5—Ask: Why did Alexander refuse to have a phone in his study? 2. After you read: Draw out responses from students. Allow students to express their views. This activity helps to develop the life skill of critical thinking. 3. As a wrap-up activity, ask students: • What were the important years and dates in the life of Alexander? Why? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 137

Period 2 Coursebook Reading Comprehension CB pages 142–143 Coursebook 1. As a recap, ask students: • How did people in the US pay tribute to the D. 1. the US-3; Scotland-1; Canada-2 inventor of the telephone? 2. 3, 1, 4, 2, 5 2. Ask them to read the text silently. 3. T o honour Alexander Graham Bell on the day 3. The comprehension skill focus in this unit includes of his funeral, telephone services in the US Sequencing and Finding Information. Highlight were stopped for a minute. to students that in order to understand what they read, they must understand the order in which © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 events happen. Then, explain that reading a text carefully allows them to f ind information that helps them understand the text better. 4. Instruct students to complete Exercise A on CB page 142. They may peer-check the answers. 5. For Exercise B, draw out responses from students. Ensure that they have answered the questions correctly. 6. Discuss the questions in Exercise C on page 143. Draw out answers from various students. 7. Exercise D focuses on the comprehension strategies for this unit. Have students attempt it individually and peer-check the answers. To help students with the answer to Question 1, point out that Boston is a city in the US. 8. As a wrap-up activity, ask students: In what way did Alexander’s nature and family life help in the invention of the telephone? (Expected answer: He was curious by nature, had deaf family members and also family members who were speech teachers.) Answers CB pages 142–143 A. 1. b. 2. c. 3. a. B. 1. a. He began inventing all sorts of machines from a very young age. b. Yet, he refused to have a telephone in his study because it would disturb him! 2. a. C. Suggested answers: 1. I f I could meet Alexander Graham Bell, I would thank him for his invention. 2. I would like to invent a machine that would allow me to share the dreams I have at night with my friend. The machine would have two large head bands connected by wires. My friend and I would wear the head bands. I want to build this machine because I want to share the beautiful scenes I sometimes see in my dreams with my friend. 138

Period 3 Coursebook Vocabulary CB pages 144–145 Coursebook p145 1. As a warm-up activity, write the following Workbook sentences on the board: • I do my work honestly. • He could not undo the damage caused by his actions. • T he teacher asked me to redo my homework, as it was not up to the mark. 2. Ask students if the meaning of the three sentences is the same or different. Ask them to explain the meaning of each sentence. 3. Refer to the examples given on CB page 144 and the sentences written on the board. Explain the meaning of the pref ixes un- and re-. 4. Ask students to complete the exercise given on the same page. Ensure that students have used the correct words. 5. Try it out: For this activity, remind students a day ahead to bring their dictionaries to class or ensure that there are enough dictionaries in the class. Have pairs of students look up a dictionary to make a list of f ive words each using the pref ixes un- and re-. Ask students to take turns to make sentences using the words. This activity helps to develop the value of cooperation. 6. As a wrap-up activity, divide the class into two teams. Ask teams to take turns to give one word for each of the following. • the opposite of able (Answer: unable) • arrange again (Answer: rearrange) • n ot equal (Answer: unequal) • t ell again (Answer: retell) • a ppear again (Answer: reappear) • n ot clean (Answer: unclean) • n ot covered (Answer: uncovered) • consider again (Answer: reconsider) Answers CB page 144 1. unusable 4. untie 6. unable 2. rewrite 5. reappear 7. rebuild 3. rejoin WB W B page 60 Ensure that students have used the correct words. Answers WB page 60 1. unknown 5. unable 8. unbelievable 2. ref ill 6. redial 9. redo 3. reassemble 7. unpack 10. uncertain 4. unafraid © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 139

Period 4 Coursebook Workbook Grammar CB page 145 1. As a warm-up activity, write the following dialogue on the board. Ask two students to come forward and read a line each. Student 1: Have you met Ronald? S tudent 2: Yes, I met him briefly at the off ice party. Student 1: Is he going to join our team? Student 2: Yes, temporarily. Student 1: And after that? S tudent 2: He will be moving to the head off ice permanently. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 145. 4. that briefly and since are adverbs that tell us how long an action takes place. Point out that since can also be used as a preposition or a conjunction. Remind them that when since is used as an adverb, it is not followed by a noun. 5. : Ask students to apply what they have learnt to complete the sentences in the exercise given on the same page. Ensure that all students have used the correct adverbs. 6. As a wrap-up activity, ask students in turn to make a sentence using an adverb of duration. Answers CB page 145 1. always 3. forever 5. long 2. shortly 4. since WB W B page 61 Ensure that students have f illed in the blanks with the correct adverbs. Answers WB page 61 1. forever/permanently 5. permanently 8. forever 2. since 6. since 9. temporarily 3. temporarily 7. briefl y 10. permanently 4. briefl y 140 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 5 Coursebook Grammar CB page 146 Workbook 1. As a warm-up activity, ask the following riddles: • There are twenty birds on a branch and eight fly away. How many birds are left on the branch? • There are fifteen kilograms of sugar in a bag. I take seven kilograms. How much sugar is left in the bag? 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 146. 4. that the adjectives many and much give us an idea about the amount or quantity of something but do not tell us the exact amount. Many is usually used with countable nouns and much is usually used with uncountable nouns. Refer to the riddles. Ask students: Why did I use the word many with birds and much with sugar? (Expected answer: We can count birds but we cannot count sugar/Birds are countable but sugar is uncountable.) 5. : Ask students to apply what they have learnt to Exercises A and B on the same page. Ensure that students have used the correct words. 6. As a wrap-up activity, say the following nouns one by one and ask students to stand if they think they should use many with each noun or sit if they think they should use much. • cars, books, cakes, petrol, air, water, desks, boards, trees, milk, wheat, flowers, juice, salt, cherries, teeth, boxes, noise, rain, snow, ducks, keys, honey, jam, pepper, apples (Answers: many—cars, books, cakes, desks, boards, trees, fl owers, cherries, teeth, boxes, ducks, keys, apples; much—petrol, air, water, milk, wheat, juice, salt, noise, rain, snow, honey, jam, pepper) Answers CB page 146 A. Much: food, soup, work Many: students, crows, tourists B. 1. many 3. many 5. much 6. much 2. much 4. many WB W B page 62 Answers WB page 62 Ensure that students have f illed in the blanks with the 1. many 6. much 11. many correct words. 2. many 7. many 12. much 3. much 8. many 13. much 4. much 9. much 14. many 5. many 10. many 15. much © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 141

Period 6 Coursebook Coursebook Spelling CB page 147 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 1. As a warm-up activity, write the following poem on the board and have students recite it in a chorus.        My neighbour My neighbour’s age is eight And if you check his weight, You will find that it’s thirty and eight. All he wants is a horse that will neigh As it pulls him along on a sleigh The colour of which is beige. 2. Read the words given in the first list on CB page 147. Remind students that the letters ie make the long ee sound. 3. Refer to the highlighted words in the poem written on the board as well as the words in the second list and explain that the letters ei make the long ay sound. Remind them that when the letters ei follow c, they make the long ee sound. 4. Ask students to complete the exercise given on the same page. Ensure that students have written the correct words. 5. Say the words aloud and ask students to repeat after you. 6. As a wrap-up activity, divide the class into two groups. Then, name two corners of the classroom as the ‘long ee Corner’ and the ‘long ay Corner’ respectively. Pick up a card or strip and show it to the first team. Students must guess which of the two sounds is made by the word. Then, one student from the team goes and stands in the allotted corner. Conduct this activity in turns. Answers CB page 147 1. neighbour 4. weigh 7. vein 2. beige 5. sleigh 8. neigh 3. eight 6. veil Period 7 Listening CB page 148 1. As a warm-up activity, ask students to think of a date or year that is important to them. Then, ask them to stand up one by one and say the date or year aloud. Also ask them to say why it is important to them. 2. Direct students to listen attentively and write the correct date or year for each event in the life of Mark Zuckerberg. 142

Number 1. Mark Zuckerberg is the founder of Coursebook Facebook. He was born on 14 May 1984. Coursebook Number 2. His father taught him BASIC Programming in the 1990s. Number 3. He launched Facebook from his room at Harvard University on 4 February 2004. Number 4. The Massachusetts Institute of Technology (MIT) named him one of the top 35 innovators in the world under 35 in 2007. Number 5. He reported that Facebook had 500 million users on 21 July 2010. Number 6. An unemployed website developer hacked Facebook on 19 August 2013. Number 7. He was ranked tenth on the Forbes list of The World’s Most Powerful People on December 2016. N umber 8. He is the fifth richest person in the world as of 2017. 3. Play the audio a second time and have students peer-check the answers. Answers CB page 148 14 May 1984; 1990s; 4 February 2004; 2007; 21 July 2010; 19 August 2013; December 2016; 2017 Speaking CB page 149 1. Explain to them that when we talk about a famous person, we should not only mention important facts and dates related to that person but also their notable qualities. 2. Read aloud the text given in the speech bubble on CB page 149. 3. You may also ask a few students to read aloud the description of Emma Watson given in the speech bubble. 4. Draw students’ attention to the questions given on CB page 149. 5. Try it out: Tell students to pair up with a classmate. Each partner will describe a famous person using the questions given on the same page. 6. As a wrap-up activity, say the names of the following famous persons. Students will say what they are famous for. • Martin Luther King Jr., Usain Bolt, Bill Gates, Barack Obama, Elvis Presley, Enid Blyton © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 143

Period 8 Coursebook Writing CB page 150 Workbook 1. As a warm-up activity, ask students to say their dates of birth in turn. WB W B pages 63–64 2. Refer to the timeline of Alexander Graham Bell 1. Ask students to silently read the passage about given on CB page 150. Explain that a timeline Amelia Earhart. Review their answers. shows the important events in someone’s life beginning from birth. Ask students to relate the 2. Ask students to complete the timeline of Amelia timeline to the main text. Earhart given on WB page 64. 3. Ask students to think of f ive important events in © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 their life so far. Invite various students to come forward and write their own timelines on the board. 4. As a wrap-up activity, ask students: • Which event in your life so far do you think is the most important? Why? Period 9 Writing CB page 150 1. To recap learning, ask students: • Do we write complete sentences in a timeline? • How do we write the events in a timeline? (Expected answer: We begin with a verb and mention the event in short.) 2. Students should be asked to choose an inventor they like and research facts about him or her in advance. 3. Ask students to use the information they have gathered about their chosen inventor to make a timeline on an A4-sized sheet of paper. They can decorate it using coloured pens or pencils. 4. As a wrap-up activity, ask students in turns: • What impressed you most about the person you selected for the timeline? Answers CB page 150 Suggested answer: This is a timeline based on the life of Martin Cooper, the inventor of the mobile phone. 1928 Born in the US 1950 Graduated from Illinois Institute of Technology 1954 Began working at Motorola 1957 Earned a master’s degree in electrical engineering 1973 Built the world’s f irst mobile phone 1983 Set up his own company 2013 Received the Charles Stark Draper Prize from the National Academy of Engineering 144

Answers WB pages 63–64 Workbook B. 1. Amelia was born on 24 July 1897 in Kansas, a state in Coursebook the United States of America. 4. Students may be asked to display their 2. Amelia took a plane ride that changed her life in 1920. timelines in the class. 3. On 22 October 1922 she fl ew to a height of 14,000 feet 145 and made the world record for female pilots. 4. O n 15 May 1923, Amelia Earhart became the sixteenth woman to be issued a pilot’s licence. 5. S he became the f irst woman passenger to cross the Atlantic in 1928. 6. In May 1932, she crossed the Atlantic alone and set a new record. 7. Her last fl ight was in July 1937. 8. Amelia’s husband published her biography entitled Soaring Wings in her memory in 1939. C. Amelia Earhart 1897 Born in the US 1920 Took a fl ight that changed her life 1922 Set a world record for female pilots 1923 Became the sixteenth woman to be issued a pilot’s licence 1928 Became the f irst woman passenger to cross the Atlantic 1932 Set a new record 1937 Took off on her last fl ight 1939 Remembered in her biography Period 10 Review CB page 151 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 151 1. Students should be informed about the project work a week in advance. They will collect information and pictures about the progress in telephones from the f irst telephone made by Alexander Graham Bell to the present-day mobile phones. 2. In a letter to his father, Alexander had written, “The day is coming when telegraph wires will be laid on to houses just like water or gas—and friends will converse with each other without leaving home.” Read out the quote before asking students to begin the project. They can briefl y discuss how these words have come true in the modern world. 3. Students will work in groups of f ive. They will make a timeline depicting the progress in telephones. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

About Scholastic ™ English Literature Reader Scholastic ™ English Literature Reader is an exciting anthology of age-appropriate texts that can be read aloud for pleasure as well as used along with Scholastic ™ English Coursebook. The thematically linked texts build upon learning from the Coursebook and help students get additional information about the various themes. Each story has been specially selected to stimulate readers’ curiosity and encourage the love for reading. Scholastic ™ English Literature Reader 3 includes: texts that provide focused reading practice and exposure to a variety of text types colourful and vibrant illustrations that engage readers mini glossaries with each story that support and improve readers’ vocabulary and comprehension numerous exercises that strengthen and test language, comprehension, thinking and writing skills. English 1– 6 builds the foundation for literacy and learning in an ™ Contents Page way and prepares students for success in school and life. 4 3English 8 der, you will find: 1 Rug 12 n exciting anthology of age-appropriate texts that has been specially selected Literature Reader 2 Desert Doves 17 provide focused reading practice and exposure to a variety of text types 3 My Sister Snores olourful and vibrant illustrations that engage students 4 Goose Says Goodbye 22 ini glossaries that support and improve students’ vocabulary and comprehension 5 Lazy Day 27 umerous exercises that strengthen and test language, comprehension, thinking 6 Why Does a Woodpecker Peck? 32 nd writing skills 7 Patriotic Pizza 37 8 The Cactus Hotel 40 l of Scholastic English comprises: 9 A Dress for the Moon 45 oursebook • Audio CD 10 Bunk-Bed Blues 51 orkbook • Teacher’s Manual 11 The Farmer and the Fox terature Reader dren Around the World to Read and Learn I SBN 981- 07- 4767- 5 9 789810 747671 s, teachers and parents have recognised Scholastic me in learning. Scholastic continues this successful ining focused on encouraging children to learn to o learn, helping teachers carry out their important ing parents in their role as their child’s first teacher. c.com Scan this QR code for © 2013 Scholastic Education International (S) Pte Ltd ISBN 978-981-07-4767-1 more information on the Scholastic Active English programme. www.ScholasticActiveEnglish.com 2 Desert Doves Understanding the meaning cactus By Marianne Mitchell A cactus is a plant that grows in hot, dry places. The plural of cactus is cacti. “Coo-roo-coo-coo,” sing the doves desert A desert is a large area of sand in a hot, dry place. in the desert. guard They have made a nest in a cactus. You guard something when you stay near it to stop others The doves take turns guarding two from harming or taking it. eggs in the nest. take turns By day, the papa dove sits under the When two people take turns doing something, one of them hot sun. does it first, then the other does it. By night, the mama dove sits under tuck in the moon and stars. She sleeps with You tuck something in when you push the end of it under her beak tucked in her feathers. something else. At last, two baby birds fill the nest. PRACTICE 8 © 2013 Scholastic Education International (S) Pte Ltd ISBN 978-981-07-47671-19 A Draw a line to match the words in List A with their opposites in List B. LIST A • LIST B hot • • down • • full empty • • wake up • • cold day • night sleep 10 © 2013 Scholastic Education International (S) Pte Ltd ISBN 978-981-07-4761-9 146 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Literature Reader 3 — Answers Rug (Pages 4–7) 2. C 3. A 5. D A. 1. E 4. B B. 1. T 2. F 3. T 4. Unknown 5. T C. 1. centipedes 2. spiders 3. crickets 4. ants 5. ladybirds D. 1. centipede, spider 2. cockroach, beetle, ant Desert Doves (Pages 8–11) A. hot – cold;   empty – full;   up – down;   day – night;   sleep – wake B. 1. T 2. T 3 F 4. F C. 1. two 2. the papa dove 3. a cactus 4. no 5. flying D. 1. because the young birds have flown away 2. to rest her head My Sister Snores (Pages 12–16) A. messy – untidy;   scary – frightening;   tiny – little;   loud – noisy;   real – true B. 1. b 2. a 3 d 4. b C. 1. toys 2. ten hours 3. a train whistle 4. because Jessica was messy 5. on the bedside table D. 1. because she never straightened bedclothes 2. because she couldn’t hear it above Emily’s snoring / because she didn’t lie awake listening and feeling frightened when Emily was there Goose Says Goodbye (Pages 17–21) A. 1. swam 2. blew 3. found 4. grew 5. flew © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 147

B. 1. b 2. c 3. d 4. a C. 1. in the autumn 2. hide-and-seek 5. March 3. six months 4. his cousin D. 1. because none of her friends knew about migration 2. because it would help her to fly faster Lazy Day (Pages 22–26) A. 1. butterfly 2. loll 3. cricket 4. laugh 5. picnic B. 1. c 2. d 3. b 4. d C. 1. a sunbeam 2. the clouds 3. on rocking chairs 4. Grandma 5. breakfast D. 1. You don’t have to do anything. 2. s aw fireflies, moon, bats, stars; heard owls hooting, crickets chirping, bullfrogs croaking, neighbours joking Why Does a Woodpecker Peck? (Pages 27–31) A. 1. C 2. D 3. E 4. B 5. A B. 1. c 2. a 3. c 4. b C. 1. its toes 2. b ecause the forest benefits from the woodpeckers’ hard work / because other animals can live in the holes the woodpeckers make / because the woodpeckers destroy harmful insects 3. under the bark 4. they tap softly / quietly 5. pupae D. 1. tap, hammer, drill, carve, pound, peck, drum 2. making a hole for the nest; feeding their young Patriotic Pizza (Pages 32–36) 2. tasty 3. eat 5. cheese A. 1. talent 4. cheap B. 1. T 2. Unknown 3. F 4. T 5. T 148 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1