Active English Teacher's Manual 3

Answers CB page 37 Workbook Coursebook 2. May I turn up the volume? 3. Shall we eat dinner with Grandma? 4. Can you take this message for Richie? 5. Can you pick Sam and Rita up after the party? WB W B pages 16–17 Ensure that students have answered correctly. Answers WB pages 16–17 Suggested answers: A. 2. Shall we have lunch? 3. Can we play indoors? 4. May I water the plants? 5. May I help you fold the clothes? 6. Shall we go for an evening walk? B. 1. Please can I use your pencil? 2. May I help you carry the bags? 3. May I help you f ind what you are looking for? 4. Shall we meet at the park in the evening? 5. Shall I help you clean the board? 6. Can you speak a little louder? 7. Shall we buy the red balloons? 8. Can you bring some glitter tomorrow? Period 5 Punctuation CB pages 38–39 1. As a warm-up activity, ask the following riddles. Ask students to say the names of the famous people described. Write the names with the initials on the board. Students might not be able to guess a few names. The focus is not to test their knowledge but to introduce them to the use of full stops in writing initials. • He believed in working together to solve the country’s problems, One of the youngest presidents of the USA. (Answer: J. F. Kennedy) • A great inventor, The father of the telephone. (Answer: A. G. Bell) • A writer who wrote about magic, A series of books about Harry Potter. (Answer: J. K. Rowling) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 49

2. Follow the methodology of Show-Explain-Apply Coursebook to teach punctuation in context. Coursebook p39 Workbook 3. : Read the examples given on CB page 38 and the names written on the board. 4. that capital letters followed by full stops are used in the initials of names. 5. : Ask students to apply what they have learnt to the practice exercise given on CB pages 38–39. 6. Try it out: This is a group activity. Students will think of a describing word that matches a group member’s character and begins with his or her initial. Remind them to use positive descriptions. This activity helps to build the values of cooperation and respect for diversity. 7. As a wrap-up activity, write the following names on the board and ask students to read them. Then, ask them to write the initials of the names in their notebooks. • Clive Staple Lewis • Wystan Hugh Auden • Brian Charles Lara • Steven George Gerrard • Céline Marie Claudette Dion Answers CB pages 38–39 2. C. J. H. 4. T. A. 6. M. J. 3. M. F. 5. M. H. WB W B page 18 Ensure that students have answered correctly. Answers WB page 18 2. J. M. Barrie 3. A. A. Milne 4. E. B. White 5. M. W. Brown 6. L. E. I. Wilder 7. L. F. Baum 8. J. R. Kipling 9. H. G. Wells 50 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 6 Coursebook Spelling CB pages 39–40 Coursebook p40 1. As a warm-up activity, write the following poem on Answers CB pages 39-40 the board to be recited in a chorus. B. 1. stole, hole 3. stone, cone 5. woke, slope 2. code, rode 4. home, zone Sliding down a slope When you are sliding down a slope Don’t panic and lose hope. If there are just thorns without a rose Don’t give up, you might be close. If you’re caught in the danger zone Fear not, you are never alone. 2. Read the words given in Exercise A on CB page 39 and ask students to repeat them after you. You may also read aloud the long vowel o-e words in the poem on the board. 3. Explain that when the letters o and e are used in a word and the word ends in an e, we get the long vowel o-e sound as in the words slope, hope and rose in the poem. 4. Explain that in words with only an o, the o makes a short o sound as in lock, top and frog. Then, explain that some words with the short o sound can be made into long vowel o-e words by adding e. For example, hop – hope, rob – robe, rod – rode. 5. Ask students to complete Exercise B on the same page. Ensure that all students are able to f ill in the blanks correctly. 6. Conduct the following activity to help students recognise the long vowel o-e sound. • P ut the fl ash cards face down on a table. • A sk students to come forward in pairs. Invite one partner to pick a fl ash card and say both words. The other partner will write the word with the long vowel o-e sound on the board. • H elp students if they are unable to spell the words correctly. • Draw attention to how words with the long vowel o-e sound are spelt. 7. As a wrap-up activity, write the following words with blanks on the board. Ask students to complete the words using o-e and say them aloud. Give them clues if they are unable to guess the words. • f z (Answer: froze) • g b (Answer: globe) • m e (Answer: smoke) • t s (Answer: those) • s v (Answer: stove) • q t (Answer: quote) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 51

Period 7 Coursebook Listening CB page 40 Coursebook 1. As a warm-up activity, write the names of the Coursebook p42 personalities mentioned in the exercise on © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 CB pages 38–39 on the board. Ask students in turns to call out the initials for each personality. 2. Direct students to listen attentively and match the authors’ names with the details from their childhood. 3. Play the audio one sentence at a time. Let students complete each sentence before you play the audio again. Number 1. Enid Mary Blyton was deeply interested in gardening. She also loved to go on nature walks with her father. N umber 2. John Ronald Reuel Tolkien liked to draw landscapes. He also loved to learn languages. N umber 3. Agatha Mary Clarissa Christie enjoyed learning Arithmetic. She also learned to play the mandolin as a child. Number 4. Joseph Rudyard Kipling spent many hours each day reading books. He became the editor of the school newspaper. N umber 5. Robert Louis Stevenson loved to write stories and would often dictate stories to his mother. His f irst book was published when he was sixteen. 4. Play the audio once again and ask students to peer- check the answers. Answers CB page 40 1.-c. 2.-d. 3.-a. 4.-e. 5.-b. Speaking CB pages 41–42 1. Explain the use of may, can and shall to make offers, requests or suggestions. 2. Read aloud the dialogue in the speech bubbles on CB page 41. You may ask a few students to read out the dialogue. 3. Ask students to frame questions and replies using the words given with each picture in the exercise. 4. Try it out: Ask students to work in pairs and write a dialogue using may, can and shall for similar situations as mentioned on CB page 42. Then, ask them to act out the dialogue in front of the class. This activity develops the life skill of effective communication. 5. As a wrap-up activity, give examples of situations where you would use may, and where you would use can and shall. 52

Answers CB page 41 Coursebook Suggested answers: the paragraph by interchanging the second 1. C an you welcome the guests who have come to and last sentences as well as the third and fourth sentences. Tell them to write this the party, please? rearranged paragraph in their notebooks. Yes, I can. 3. Ask a student to read the paragraph 2. M ay I offer you my seat? according to the new arrangement of Thank you very much. sentences. 3. Shall we do the project together? 4. Ask students: Yes, that’s a great idea. • Does the paragraph read better with the Period 8 new arrangement of sentences? • Why do you think it is important to Writing CB page 42 1. Ask students the following questions. Draw out present information in the correct sequence? responses from every student. 5. Write the following sentences on the board • Who is your favourite player or leader? and ask students to arrange them in the • Name one quality of that person. correct order. Then, ask them to write a 2. The exercise on CB page 42 requires students to paragraph with these sentences. Remind them to follow the guidelines given on CB page 42. write about a famous person that they admire. a. I t was a small toy helicopter. Remind them in the previous period to choose a b. I t was made of paper, bamboo and cork famous personality and f ind out important facts and and held together by rubber bands. events related to his or her life. They should bring c. W hen Wilbur was eleven years old and this information to class for the writing exercise. Orville seven, their father brought home Explain that they should describe one or more than a gift for them. one event related to that person in their paragraph. d. T he rubber band had to be turned many 3. Explain each step given in the table and let students times until it was tight. write accordingly. Move to the next step after e. Then, the person holding the toy let it students have completed the previous one. Guide go and it would rise straight up. students to complete the paragraph. f. I t stayed in the air for a few seconds and 4. Ask students to edit their paragraphs and make the then it fl oated down to the fl oor. corrections in their notebooks. 53 Answers CB page 42 Suggested answer: Steve Jobs Steve Jobs was born on 24 February 1955. He is most famous as one of the founders of Apple Computer. Jobs always had a love of mechanics, even as a child. His father noticed this and gave him space in the family garage. By the time he was ten, Jobs was deeply interested in electronics. This f inally led to him setting up a company called Apple Inc along with a partner in 1976. He passed away on 5 October 2011. He is an inspiration to me and I hope to be as successful as him one day. Period 9 Writing CB page 42 1. To recap learning, ask a few students to read aloud the paragraph they wrote in the previous period. 2. Ask students to refer to the second paragraph on CB page 32. Ask them to rearrange the sentences in © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

g. They made another one, but it was too heavy Workbook to fly. Coursebook h. Wilbur and Orville Wright were interested in flying machines since childhood. i. Their first flying machine failed. j. Wilbur and Orville played with their new toy till the paper tore and the rubber band broke.  (Correct order: c, a, b, d, e, f, j, g, h, i) 6. As a wrap-up activity, ask students: • Why is it important to speak and write in the correct order? (Expected answer: We should speak and write in the correct order so that our sentences make sense and to present everything in a better manner.) WB W B page 19 Ensure that students have written the paragraph correctly. Answers WB page 19 Suggested answer: The Greatest Muhammad Ali is the world’s most famous boxer. He was born on 17 January 1942 in Louisville, Kentucky, USA. When he was born, he was named Cassius Marcellus Clay Jr. Later, he changed his name to Muhammad Ali. Ali is nicknamed “The Greatest” and is one of the greatest boxers of all time. His fighting style was different—he was fast and strong. The line “float like a butterfly, sting like a bee” describes his boxing style. He won the Light Heavyweight gold medal at the Rome Olympics in 1960. Period 10 Review CB page 43 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 43 1. Ask students to get into groups of three. Ask them to interview each other to find out the books or poems each one likes. 2. Then, ask students to make a table as shown on CB page 43. 54 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 4: C atching a Thief Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a folk tale. • Audio player and speakers CB pp44 – 45 Scholastic the Theme • Read aloud a folk tale with proper pronunciation, CB pp46 – 47 1. Comprehension Reading intonation and voice modulation. CB p48 Strategies for • Understand the meaning of the text by answering *WB p20 Success 3 Unit 7 CB p49 pp81–83 Reading for questions. *WB p21 CB pp50 – 51 2. Alpha Grammar Understanding *WB p22 and Composition CB p51 3 Unit 1 pp11–12 2 Reading • Read silently to understand the folk tale. CB p52 3. Alpha Grammar Comprehension • Answer questions at different comprehension levels. CB p53 and Composition 2 Unit 10 • Draw conclusions and sequence details in the folk CB p54 pp61–62 CB p54 tale. *WB pp23–24 Related CB p55 c­ hildren’s 3 Vocabulary • Understand the use of the suffixes -hood, -ness books from Scholastic and -ship. 1. A Dress for the • Use the suffixes -hood, -ness and -ship in context. Moon by Indira Krishnan from 4 Grammar • Understand common-gender nouns. •   Flash cards: gardener, author, baby, singer, painter, Scholastic Active English Literature • Use common-gender nouns in context. student, doctor, dancer, teacher, driver Reader 3 pp45–47 5 • Understand and differentiate between subject and predicate in a sentence. 6 Spelling • Recognise the long u sound made by the letters ue. • Spell words with the letters ue that make the long u sound correctly. 7 Listening • Listen for details. • Audio player and speakers Speaking • Make short sentences to talk about future plans. • Speak without irrelevant pauses, using correct pronunciation and intonation. 8 Writing • Write an alternate ending. 9 • Write an alternate ending. 10 Project Work • Research folk tales with similar themes. •   Folk tales from different countries (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 4: Catching a Thief Coursebook Period 1 Coursebook Introducing the Theme CB pages 44–45 3. As a wrap-up activity, ask students: 1. As a warm-up activity, draw the following diagram • Do you think everyone should be given a chance to improve? Why? on the board and ask students to copy it in their notebooks. Ask them to write the names of the students sitting in front of, behind, to the left and to the right of them. Me Ask students: • What are the people sitting around you or living near you called? (Expected answer: They are called neighbours.) 2. Before you read: Ask both questions and encourage responses from various students. Explain to students that they should ask for an adult if they see someone stealing. 3. Play the audio of the folk tale. Ask students to listen to the audio of the text and visualise the scenes. Reading Aloud 1. Have students read the folk tale aloud in groups of eight, with each student reading one paragraph. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read one paragraph at a time and explain its meaning. • P aragraphs 1 and 2—Ask: Why did the rich man cry out, “What’s that? Who’s there?” Why did the rich man see a flash? • P aragraph 3—Ask the while-reading question. Then, ask: What do you think the rich man will do next? • Paragraph 4—Ask: What made the rich man doubt his servants? • Paragraphs 5 and 6—Ask the while-reading question. Then, ask: Why did the servant cut off an inch from his stick? • Paragraphs 7, 8 and 9—Ask the while-reading question. Then, ask: How do you know that the servant was the thief but he wasn’t very intelligent? How do you know that the rich man was strict but kind? 2. After you read: Draw out responses from students. This activity helps to develop the values of peaceful confl ict resolution and justice. 56 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 2 Coursebook Reading Comprehension CB pages 46–47 Coursebook 1. To recap learning, ask students: D. Suggested answers: • The servant asked for forgiveness for stealing 1. Y es, I think the rich man’s plan was a clever the diamonds. Did it help him? one because he was able to fool the servant into • Is it good to accept our mistakes and ask for admitting the truth. forgiveness? 2. I f I knew that the servant had stolen the diamonds, I would tell him to tell the rich man 2. Ask them to read the folk tale silently. what he had done and ask for forgiveness. 3. The comprehension skill focus in this unit includes 57 Drawing Conclusions and Sequencing. Highlight to students that conclusions are the decisions we make after understanding the meaning of the facts and details given 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. Also, highlight that in order to understand what they read, they must understand the order in which events happened. 4. Instruct students to complete Exercises A and B on CB page 46. They can complete the exercises on their own and exchange their books for peer- checking. 5. For Exercise C, ask students to read the folk tale carefully to identify the speakers. 6. Draw out responses for the questions in Exercise D. Encourage students to imagine a similar situation in real life and talk about what they would do. Remind them that it is advisable to talk to an adult in such cases. 7. Exercise E focuses on the comprehension strategies for this unit. Ask students to attempt the exercise on their own. 8. Ensure that the students have written the correct answers. 9. As a wrap-up activity, draw the following diagram on the board and ask students to list the qualities of the rich man. Write the qualities one by one as shown below. clever Rich man strict forgiving Answers CB pages 46–47 A. 1. F 2. F 3. F 4. F 5. T 3. knife B. 1. diamonds 2. stick 3. Rich man 4. Villagers C. 1. Servants 2. The servant © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

E. 1. Yes, I think the rich man was wise. I can conclude Coursebook this because he caught the thief by coming up with a brilliant plan. I can also conclude this because he knew Workbook at once that the thief was someone in the house. 2. The servant learnt that it is wrong to steal and try to hide the truth. I can conclude this because he begged for forgiveness when he was caught and swore that he would be worthy of the trust his master placed in him. 3. 2, 1, 3, 5, 6, 4 \\Period 3 Vocabulary CB page 48 1. As a warm-up activity, write the following words on the board in three separate columns: • girlhood, brotherhood, boyhood, childhood • kindness, shyness, illness, quickness • kingship, scholarship, friendship, leadership Ask students to spot what is common in each column. Draw a line between the main word and the suff ix in each column to separate them. Ask students to guess the meaning of each word. 2. Read the examples given on CB page 48. Ask students to repeat the words after you. Explain that these suff ixes are used to express an idea, quality or state of being. 3. Ask students to complete the exercise given on the same page. Ensure that students have f illed in the blanks correctly. 4. As a wrap-up activity, divide the class into three teams, each representing the suff ixes -hood, -ness and -ship respectively. Write the following words on the board one by one in mixed order. Students from each team will stand up when a word that uses their suff ix is written on the board. • -hood—child, false, sister, adult, saint, state, priest, man, parent • -ship—friend, relation, member, sponsor, citizen, owner, dictator • -ness—bright, f it, grateful, weak, hard, great, scary Answers CB page 48 1. brightness 3. gentleness 5. friendship Answers WB page 20 2. championship 4. childhood WB W B page 20 Circle: 6. bitterness 1. fairness 7. neatness Ensure that students have answered correctly. 2. silliness 8. sportsmanship 3. sadness 9. scholarship 4. boyhood 10. sweetness 5. relationship 58 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 4 Coursebook Grammar CB page 49 1. As a warm-up activity, write the following poem on the board and have students recite it in a chorus. Families My mother is a woman My father a man But what is a parent— A man or a woman? His daughter is a girl His son a boy But what is a child— A boy or a girl? 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 49 and refer to the common-gender nouns written in the poem on the board. 4. that some nouns can be used for both males as well as females. Such nouns are called common- gender nouns. Workbook 5. : Ask students to apply what they have learnt to complete the exercise given on the same page. Ensure that students have written the correct nouns under the headings. 6. Try it out: Conduct as a pair activity. Students will make a list of some professions and then take turns to name people they know who belong to the profession. This activity leads students to realise that both men and women can belong to any profession. In this way, it helps to make them free of bias and stereotypes. 7. As a wrap-up activity, divide the class into two groups and play a game. A member from the f irst team will come and pick one fl ash card. The student will not speak at all but instead act the word out. The rest of the team has to guess the word. The team that guesses the most words correctly wins. Answers CB page 49 Masculine nouns: prince, uncle, nephew Answers WB page 21 Feminine nouns: daughter, goddess, sister, queen Common-gender nouns: doctor, tourist, villager, thief, parent WB W B page 21 A. Underline: 6. friend, baker 1. receptionist 7. friend Ensure that students have answered correctly. 2. guests 8. student 3. chef 9. school driver 4. principal 10. artist 5. person © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 59

B. 1. manager 3. captain 5. doctor Coursebook 2. people 4. child 6. lawyer Coursebook p51 Period 5 Subject and predicate Grammar CB pages 50–51 Subject and predicate are two good friends Who live in a house called a sentence. 1. As a warm-up activity, ask a student volunteer to They eat together, They drink together, jump. Ask students: They sing together, They read together. • Who is jumping? If one goes away, the house will crumble. Write on the board: So always have a subject And a predicate too, • _____________ (name of student) If you wish to write a sentence. Answers CB page 50 is jumping. 1. Arthur was a great ruler. 2. The snake slid silently along the grass. Invite another student and ask him or her to read a 3. A woman delivered the parcel to the off ice. 4. Out of the bottle came a genie. line from a book. Ask students: 5. Two boys entered the shop. 6. Under the fl oorboard lived a rat. • Who is reading? 7. Amy and Violet attend the same school. 8. The car was parked in a corner. Write on the board: 9. Into the woods ran the deer. 10. This pen is rather useless. • _____________ (name of student) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 is reading. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the f irst two examples given on CB page 50. 4. that the words He and The servant in the sentences tell us who or what the sentence is about. They are the subjects of the sentences. Usually subjects are the doers in a sentence. Refer to the sentences on the board. Ask students to identify the subjects. 5. that the part of the sentence in the examples that is in black is called the predicate. The predicate tells us something about the subject. It contains the verb. Ask students to identify the verbs and the predicates in the sentences written on the board. 6. : Read the next two examples given on the same page. Explain that the words in red are the subjects in these sentences. 7. that usually the subject is placed before the predicate as in the examples discussed earlier. However, sometimes the subject comes after the predicate. 8. : Ask students to apply what they have learnt to complete the exercise given on the same page. 9. Try it out: Conduct as a pair activity. One partner will name a subject and the other partner will say something about it. Students will take turns doing this activity. 10. As a wrap-up activity, write the following poem on the board. Have students recite it in a chorus. 60

WB W B page 22 Workbook Ensure that students have answered correctly. Answers WB page 22 A. 1.-c. 2.-e. 3.-b. 4.-a. 5.-d. B. Subject: 1, 3 Predicate: 2, 4, 5 Period 6 Coursebook Spelling CB page 51 • c arry on something: 1. As a warm-up activity, write the following rhyme c o n t i n u e on the board. Highlight the letters ue in the words. • a n important problem or topic for Have students recite it in a chorus. discussion: i s s u e Just continue Answers CB page 51 Whatever be the issue Don’t stop! Continue! If your dreams you pursue You will get your due. Determination is the virtue With a shining hue. So never give up Just continue. 2. Read the words given in Exercise A on CB page 51. Focus on the long u sound made by the letters ue. 3. Ask students to repeat the words given in Exercise A and in the poem. 4. Explain that the letters u and e when combined often make the same sound as the word you. 5. Ask students to complete Exercise B on the same page. Ensure that all students have written the correct words. 6. Say the words aloud and ask students to repeat after you. 7. As a wrap-up activity, divide the class into two teams—A and B. Write the meanings and letter clues given below on the board one by one. Teams will take turns to guess each word. One member from each team will come forward to complete the word on the board. Help students if they are unable to spell the words correctly. • a three-letter word that means signal: c u e • t he worth of something, often used for different currencies: v a l u e • colour or shade: h u e • save from a dangerous situation: resc u e • a carved f igure of a bird, an animal or a person: st a t u e 1. due 3. rescue 5. continue 2. argue 4. value 6. statue © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 61

Period 7 Coursebook Listening CB page 52 Coursebook 1. As a warm-up activity, say aloud the following • I paint pictures. (Answer. painter) nouns one by one. Ask students to say in turn • I argue cases in court. (Answer: lawyer) whether each noun is a masculine, feminine or • I write poems on different topics. common-gender noun. • singer, nurse, lady, baby, uncle, niece, artist, (Answer: poet) dancer, princess, gentleman, engineer, partner © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 (Answers: masculine—uncle, gentleman; feminine—lady, niece, princess; common-gender—singer, nurse, baby, artist, dancer, engineer, partner) 2. Direct students to listen attentively to the audio. 3. Ask students to tick the correct picture according to the description given in the audio. Number 1. The dentist is examining a patient. Number 2. The teacher taught us the parts of a fl ower today. Number 3. The child is sleeping. N umber 4. The cook at this restaurant makes delicious cutlets. Number 5. The student is reading a book. 4. Play the audio a second time. Ask students to exchange their books and peer-check the answers. Answers CB page 52 Tick: 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 left. Speaking CB page 53 1. Point out to students that all professions are open to both boys and girls. 2. Read aloud the text given in the speech bubbles on CB page 53. 3. Invite students to act the situation out. 4. Try it out: Ask students to get into groups of four and discuss what they would like to be when they grow up. Encourage them to use short, simple sentences. This activity helps to build self-awareness and communication skills. 5. As a wrap-up activity, ask students the following riddles related to professions. • I design buildings and make the best use of space. (Answer: architect) • I am surrounded by books of all kinds. You borrow books from me and give them back after sometime. (Answer: librarian) 62

Period 8 Coursebook Writing CB page 54 Workbook 1. As a warm-up activity, ask a few students to 5. As a wrap-up activity, ask a few students retell the ending of the story Catching a Thief. to read aloud their stories and the alternate Help students if they are unable to express endings suggested by their partners. themselves clearly. 2. The exercise on CB page 54 is a guided writing WB W B pages 23–24 exercise. Ask students to write answers to the questions shown in the web to write a new ending Ensure that students have written a meaningful to the story. ending. 3. As a wrap-up activity, ask a few students to read their ending of the story. 63 Answers CB page 54 Suggested answer: The rich man called all his servants together in the courtyard the next day. He told them that he knew that the thief was one of them. The servants were upset to hear this. Each began at once to tell the rich man that he was not the thief. The rich man said, “I am sure one of you is the thief. But I have some terrible news for the thief. I had coated the diamonds with poison. Whoever touches them without wearing gloves will die soon. I have a secret medicine to treat the poison in my room. Only I can save the thief.” That night, the rich man stayed awake. The servant crept into the rich man’s room to look for the medicine. The rich man caught the servant at once. The servant fell at the rich man’s feet and begged for forgiveness. The rich man told the servant to return the diamonds and made him promise not to steal again. Period 9 Writing CB page 54 1. As a recap, ask students: • Have you ever thought that the ending of a story could be different? Ask them to give some examples of how they would like to change the ending of their favourite stories. 2. Write the following sentences on the board. • One night there were dark clouds in the sky. There was thunder and lightning. Suddenly… 3. Tell students to write a short story using the given sentences as the beginning. 4. Students will pair up and exchange their stories with their partners. Both partners will suggest an alternate ending to the story written by the other partner. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Answers WB page 24 Workbook Coursebook Suggested answers: B. The thief thought the medicine would make him tell the truth in three hours. So he rushed to the master to tell him the truth. T he story ended with the thief going to the master on his own and telling him the truth. He asked for forgiveness and remained loyal to the master all his life. C. T he master came up with a new plan to catch the thief. He wanted to make the thief believe that he had a secret way of f inding out the truth. So, he gave all the servants a glass of water to drink. He told them that the water was mixed with a medicine that would make the thief tell the truth in three hours. The thief thought he would be caught. So, he went to the master and told him the truth. He asked for forgiveness. The master allowed him to stay and the thief never stole from the master again. Period 10 Review CB page 55 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 55 1. Students should be informed about the project work a week earlier. 2. This is a group activity. Students within each group will search for folk tales with similar themes. They will also f ind out the names of the countries the folk tales belong to. Each group will share its folk tales with the class. 64 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 5: Teatime Snack! Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a recipe. • Audio player and speakers CB pp56–57 Scholastic the Theme • Read aloud a recipe with proper pronunciation, •  Sheet of chart paper (optional) CB pp58–59 1. Comprehension Reading intonation and voice modulation. CB p60 Strategies for • Understand the meaning of the text by answering *WB p25 Success 3 Unit 4 CB p61 pp46–48 Reading for questions. *WB p26 2. Alpha Grammar Understanding and Composition 3 Unit 1 pp15–16 2 Reading • Read silently to understand the recipe. 3. Alpha Grammar Comprehension • Answer questions at different comprehension levels. and Composition 4 Unit 4 pp39–40 • Sequence and find information from the given recipe. 3 Vocabulary • Understand the meaning of collective nouns. • Use collective nouns in context. 4 Grammar • Understand the use of the adjectives a few, a little and a lot of. • Use the adjectives a few, a little and a lot of in context. 5 • Understand prepositions of direction. CB p62 *WB p27 • Use prepositions of direction in context. CB p63 6 Spelling • Understand that the letters ph and ff make the same •  Flash cards: alphabet, photo, phone, dolphin, CB p64 Related hyphen, sphere, orphan, prophet, trophy, elephant, CB p65 children’s sound. phase, graph, autograph, telegraph, paragraph, books from afford, buffalo, toffee, coffin, difficult, effort, fluffy, Scholastic • Spell words with the letters ph and ff correctly. staff, stuff, stiff 1. Patriotic Pizza by 7 Listening • Listen to number sentences in the correct sequence. •  Sheet of chart paper (optional) Karne Gaspartich • Audio player and speakers from Scholastic Active English Speaking • Give instructions. Literature Reader 3 pp37–39 • Speak without irrelevant pauses, using correct pronunciation and intonation. 8 Writing • Write grammatically correct sentences to describe a CB p66 process. • Use appropriate transition words. 9 • Draw according to instructions. CB p66 *WB pp28–29 • Write instructions using appropriate transition words. CB p67 10 Project Work • Write a recipe. •  Coloured pens (optional), A4-sized sheets of paper (by students) •  Piece of string *Workbook activities are optional and meant for additional practice. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1  Advance preparation required.

Unit 5: Teatime Snack! Coursebook Coursebook Period 1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 Introducing the Theme CB pages 56–57 1. As a warm-up activity, ask the following riddles: • I am triangular in shape, with lettuce leaves and cucumber in between. (Answer: sandwich) • I can be made with or without eggs. I have different flavours and different shapes. Sometimes, you put icing on me. I am eaten on birthdays. (Answer: cake) • I am made of corn. I swell up and burst with a pop when I am heated. (Answer: popcorn) Ask students: • What is common between all the answers? (Expected answer: They are all snacks.) 2. Before you read: Encourage responses from various students. Allow students to express themselves freely. Discuss which of the snacks mentioned are healthy and which should be avoided. 3. Play the audio of the recipe. Ask students to listen to the audio carefully. They should also focus on the pauses and the intonation. Reading Aloud 1. Have students read aloud the recipe in groups. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Draw the attention of students towards the f irst part of the recipe. • To serve: Explain that this tells us that the food will be enough for the number of people mentioned. • Preparation time: Explain that this tells us the time needed to get the ingredients ready. • Ingredients: Explain that this is a list of the things needed for cooking the dish. Mention to students that food prepared in a particular way is called a dish. 2. Now draw their attention to the second part of the recipe—the method. Explain that this tells us the steps involved in making the dish. 3. Read each step and explain its meaning. • Step 1—Ask: Which word tells you that you should begin by washing the vegetables? (Expected answer: First) 66

• Step 2—Ask: What does the word “then” Coursebook tell you? (Expected answer: It tells me that Coursebook something was done before this step.) 67 • S tep 3—Ask: What do we do in the third step? (Expected answer: We spread tomato ketchup or paste on the f latbread.) • S tep 4—Ask: Why do we use the words “after that”? (Expected answer: They show that this action should be done after Step 3.) • S tep 5—Ask: Where do we put the rolls? (Expected answer: We bake them in the oven. ) • Step 6—Ask: Which word tells us that this is the last step? (Expected answer: Finally) 4. After you read: Mention that it is good to help out in the kitchen whenever possible. Draw out responses from students. 5. As a wrap-up activity, ask students: • Why do we use words such as “first”, “next”, “finally” when we are describing a process? (Expected answer: These words show the order of steps/show which action will come f irst and which action will follow.) Period 2 Reading Comprehension CB pages 58–59 1. To recap learning, ask students: • What ingredients are used in making Veggie Rolls? • How do we start making Veggie Rolls? 2. Ask them to read the recipe silently. 3. The comprehension skill focus in this unit includes Sequencing and Finding Information. Highlight to students that in order to understand what they read, they must understand the correct order in which events happen. Words such as “f irst”, “next” and “f inally” help us in understanding the sequence or the correct order of events. Also, explain that in order to understand what they read, they must read the text again to look for specif ic information. In order to answer questions, they should underline the keywords in the text and read the information given in the sentences containing the keywords. 4. Instruct students to complete all the exercises given on CB pages 58–59. Exercise A can be completed by students and peer-checked. For Exercise B, ask students to read the text carefully. This will help them make the correct inferences. For Exercise C, draw out answers from various students. Help them frame answers verbally before writing them down. 5. Exercise D focuses on the comprehension strategies for this unit. Ask students to complete the exercise. Ensure that students have given the correct answers. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

6. As a wrap-up activity, make the following f lowchart Coursebook on the board and ask students to complete it. Wash, chop and mix the vegetables in a bowl. Roll the f latbread and bake the rolls in an oven. Finally, Answers CB pages 58–59 A. 1.-c. 2.-a. 3.-d. 4.-b. B. 1. T 2. T 3. F 4. F C. Suggested answers: 1. I would prefer to serve these rolls in the evening. 2. Yes, I would like to be a cook some day. Cooks can try Coursebook out all sorts of new dishes and even become famous. of people, animals and things. Ask students to complete the exercise given on the same D. 1. lay-7; spread-5; chop-2; serve-10; roll-8 page. Ensure that all students are able to select the correct collective nouns. wash-1; spoon-6; season-4; bake-9; mix-3 3. Try it out: Conduct as a pair activity. Partners will take turns to name an animal, 2. a.-5; b.-1; c.-4; d.-2; e.-3 bird or insect and the other partner will think of the collective noun for it. 3. The ingredients required to make these rolls include © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 f latbread, cheese, tomato ketchup or paste, cucumber, carrot, onion, tomato, capsicums, potato, salt, pepper and lemon juice. 4. Only the potato needs to be boiled for this recipe. 5. It will take about 7 to 10 minutes to make these rolls. 6. One or two people can be served at one time. 7. It takes six steps to prepare this dish. 8. Steps 1 and 5 need the help of an adult. Period 3 Vocabulary CB page 60 1. As a warm-up activity, draw a f lower with a stem on the board. Ask students: • What is this? (Expected answer: This is a f lower.) Draw another f lower next to it. Ask students: • What are these? (Expected answer: These are two f lowers.) Draw a bunch of f lowers tied with a ribbon. Ask students: • What is this? (Expected answer: This is a bunch/bouquet of f lowers.) 2. Refer to the examples on CB page 60. Explain that the highlighted words are names given to groups 68

4. As a wrap-up activity, ask the following riddles and Workbook write the answers on the board: Coursebook • Small round fruit, black, green or red. What do you call us when we are in a group? (Answer: bunch of grapes) • We all live together and give you honey. Do you know the word for us when we are in a group? (Answer: swarm of bees) Answers CB page 60 1. herd 2. school 3. f lock 4. swarm 5. pride WB W B page 25 Ensure that students have answered correctly. Answers WB page 25 A. 1. catch 3. f lock 5. troop 2. school 4. litter 6. swarm B. 1.-b. 3.-a. 5.-d. 2.-c. 4.-f. 6.-e. Period 4 Grammar CB page 61 1. As a warm-up activity, write the following song on the board or on a sheet of chart paper to be displayed in class and recited in a chorus. How much? A few clouds A lot of raindrops A little rain For me to play. A few good friends A lot of giggles A little pain For me to live. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 61. Refer to the poem written on the board. 4. that a few is used with things that we can count; a little is used with things that cannot be 5. : Ask students to apply what they have counted and a lot of is used with things that can learnt to complete the exercise on the be counted as well as with things that cannot same page. be counted. Also explain that a few and a little are used to indicate a small amount. A lot of is used with large amounts. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 69

6. As a wrap-up activity, divide the class into two Workbook teams. Write the words given below on the board. Coursebook Teams will take turns to say if the words are © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 countable or uncountable and also if they will use a few, a little or a lot of with the words. • wind, churches, bottles, children, water, power, refrigerators, heat, trees, noises, boards, laughter, furniture, chairs, petrol, boxes, fruit, apples, money, coins ( Answers: countable—churches, bottles, children, refrigerators, trees, boards, chairs, boxes, apples, coins; uncountable—wind, water, power, heat, noise, laughter, furniture, petrol, fruit, money; a few—all countable nouns; a little—all uncountable nouns; a lot of—both countable and uncountable nouns) Answers CB page 61 1. A lot of 3. a few 5. a little 7. a lot of 2. a little 4. a little 6. a few 8. a few WB W B page 26 Ensure that students have answered correctly. Answers WB page 26 Adam: a lot of, a little, a lot of, a lot of, a few, a lot of, a few Mona: a few, a lot of, a few, a little, a lot of, a little, a lot of Period 5 Grammar CB page 62 1. As a warm-up activity, tell students: • You are all robots and I am your master. You will do what I tell you to do. Ask students to stand beside their chairs. Give the following instructions one at a time and allow students time to do the action. • Robots! Put your hands on your head. • Robots! Put your hands under your chin. • Robots! Put your hands in your pockets. • Robots! Put your hands above your head. • Robots! Sit on your chairs. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 62. Explain that the word over shows where the cheese is in relation to the vegetables. Similarly, from tells us where the loud noises were coming from in relation to the classroom and under shows the position of the boat in relation to the bridge. 70

4. the concept of prepositions by making the Coursebook following drawings on the board. over under move from one side to the be directly below or other in an upward movement covered by another thing through into get in from one side of something move from outside to and get out from the other inside something 5. : Ask students to apply what they have learnt to complete the exercise given on the same page. Use the illustrations given to help them understand what Workbook each preposition means. Review the answers. 6. Try it out: Ask students to get into groups of four. They will take turns to describe the route they take to school every day. Encourage students to use the prepositions they have learnt. This activity helps to build the life skill of critical thinking. 7. As a wrap-up activity, ask students to listen carefully and draw according to the instructions you give them. Give time to students to draw after listening to each step. The focus of this exercise is not the students’ drawing skills but the understanding of prepositions. Stress each preposition as you read out the sentences. You may ask students to compare their drawings with their partners. • Once there was a tiny mouse that had a long tail. The tail used to hang over his head. • One day the mouse was sitting under a tree. • A big cat tried to catch the mouse. It jumped over a rock and ran away quickly. • The cat jumped into its basket and went to sleep. Answers WB page 27 Answers CB page 62 1. through 3. over 5. into 1. into 3. along 5. under 7. across 2. along 4. from 2. over 4. through 6. after 8. beside WB W B page 27 Ensure that students have answered correctly. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 71

Period 6 Coursebook © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 Spelling CB page 63 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. Dolphin, buffalo and giraffe A dolphin and a buffalo— Friends forever, Adopted a giraffe. They gave him coffee with a muffin, Taught him the alphabet And shared his photos Adding special effects. The giraffe grew up And was off to work He would phone his parents From his office every day. 2. Read the words given in Exercise A on CB page 63. Explain that the letters ph and ff make the same sound. Refer to the poem written on the board. Ask students to f ind the words that have the letters ph and ff. 3. Ask students to repeat the words given in Exercise A and in the poem. 4. Ask students to complete Exercise B on the same page. Ensure that all students have written the correct words. 5. As a wrap-up activity, set two corners in the class as the PH Corner and the FF Corner. • P ut the f lash cards face down on a table. Each student will pick one f lash card and stand in the corner that matches the word written on it. • A fter all students have been grouped in their respective corners, students from each corner will take turns to call out a student from the opposite team. • They will choose a word written on one of their own f lash cards and say it aloud. • The student from the opposite team will listen carefully to the word and write it on the board. • Help students if they are unable to spell the words correctly. • Draw attention to how words with the ph and ff sounds are spelt. Answers CB page 63 1. graph 3. effort 5. trophy 2. different 4. dolphin 72

Period 7 Coursebook Listening CB page 64 Coursebook 1. As a warm-up activity, tell students: 5. As a wrap-up activity, ask students: • We will plan for a picnic. Get together with a • Which word can we use to show the first classmate. Each pair will say three things that step in a process? they would like to do at the picnic. • Which words can we use to show the steps that follow the first one? Ask student pairs: • Which word can we use to show the • What will you do first? last step? Similarly ask student pairs what they will do second and third. Write each list separately on the board. 73 2. Direct students to listen attentively to the audio. Pause after each sentence. 3. Ask students to number the sentences in the correct order. Number 1. First, look for a clean, used bottle with a cap. Number 2. Then, check to see that it is not cracked or damaged in any way. Number 3. Next, collect uncooked beans, rice grains or small stones. Number 4. Then, put the beans, rice grains or stones in the bottle. Number 5. After that, cover the bottle with the cap. Number 6. Then, get ribbons, glitter, stickers or any other items of decoration. Number 7. Finally, decorate the bottle with the items that you have chosen. Number 8. Now make music with your shaker! 4. Play the audio a second time and ensure that students have numbered the sentences according to the correct order. Answers CB page 64 4, 1, 5, 3, 8, 7, 2, 6 Speaking CB page 65 1. This exercise helps children learn how to give instructions in the correct order. 2. Read aloud the sentences in the speech bubbles on CB page 65. 3. You may ask a few students to read them aloud. 4. Try it out: Ask students to get into groups of three, discuss the materials required and the steps to be followed for making a kite. Allow them to write down the steps. Ask them to use words such as first, then, next and finally. Group members will take turns to share the instructions with the class. This activity helps to develop the value of cooperation and builds the spirit of teamwork. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 8 Coursebook Writing CB page 66 2. Read aloud the following instructions for 1. As a warm-up activity, ask three students to drawing a cat. Allow time for students to draw according to each instruction before proceeding describe in turn the following processes: how to to the next step. make a sandwich, how to tie shoelaces and how to make a birthday card. a. Draw a small circle. 2. Ask students to write instructions using the pictures b. Draw an oval that is twice as big as the and words given on CB page 66. circle right below it. 3. Help students to frame correct sentences. You may c. Draw two triangles for ears at the top of ask a few students to read aloud the instructions the first circle. they have written. d. Draw two dots for eyes. 4. As a wrap-up activity, write the following steps e. Draw the cat’s mouth. on the board about how to ride a bicycle. Tell f. Draw the cat’s whiskers. students that the steps are jumbled and they g. Draw the cat’s tail. should work in pairs to arrange them in the correct order. Ask them to rewrite the steps using the a. b. c. d. correct words to show sequence. a. Wear a helmet. e. f. g. b. Gently press down on the brakes. c. P ush yourself along the road with your feet till the bicycle starts to move. d. Sit on the bicycle. e. Slowly place your feet on the pedals and try to balance yourself on the bicycle. f. S tart pedalling the bicycle and keep the handlebar steady as you pedal. g. When the bicycle comes to a halt, get off. h. Adjust the seat of the bicycle according to your height. (Answer: a, h, d, c, e, f, b, g) Answers CB page 66 Suggested answers: 2. Then, pour the soil in the pot. 3. Next, make holes in the soil and put the seeds in the holes. 4. After that, cover the seeds with the soil. 5. Then, regularly pour water on the soil. 6. Next, place the pot near a window so that it gets sunlight. 7. Finally, watch your plant grow. Period 9 Writing CB page 66 1. To recap learning, ask students: • Which words can be used to show the different steps while describing the process for making or doing something? 74 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

3. Ask students to write instructions for drawing the Workbook cat using words such as first, then, next, after that Coursebook and finally. 4. As a wrap-up activity, ask a few students to read out the instructions they have written. WB W B pages 28–29 Ensure that students have written grammatically correct sentences. Answers WB pages 28–29 Suggested answers: 2. Mash the hard-boiled eggs with a fork in a bowl. 3. Add salt to taste. 4. Take a slice of bread and spread butter on it. 5. Lay some cucumber slices on the bread. 6. Spread the mashed egg on top of the cucumber slices. 7. C over the slice with another slice of bread and enjoy the egg sandwich . Period 10 Review CB page 67 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 67 1. Students should be informed about the project work a day before the class. 2. Students will share the steps for making their snack with the rest of the class. 3. At the end of the class, collect all the recipes, punch holes through each one and tie them together using a piece of string. You can display this as the class recipe book. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 75

Unit 6: Moving Away Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a letter. • Audio player and speakers CB pp68 – 69 Scholastic the Theme • Read aloud a letter with proper pronunciation, intonation •   Sheet of chart paper (optional) CB pp70–71 1. Comprehension and voice modulation. •   Flash cards: got, goat, gone, garden, gate, CB p72 Strategies for gather, gold, game, garbage, garlic, gum, guest, *WB p30 Success 3 Unit 2 Reading • Understand the meaning of the text by answering questions. golf, gander, gulp, giant, giraffe, ginger, gym, CB p73 pp16–21 gypsy, general, gem, gentleman, germ, Germany, *WB p31 Reading for germinate, gymnast, huge, energy, imagine, CB pp73–74 2. Alpha Grammar m­ anage, orange, page, bandage, stingy, engine, *WB p32 and C­ omposition Understanding strange, damage CB p75 4 Unit 6 pp75–76 2 Reading • Read silently to understand the letter. • Audio player and speakers CB p76 3. Alpha Grammar CB p77 and C­ omposition Comprehension • Answer questions at different comprehension levels. •   Sheets of chart paper, coloured pens, pictures 2 Unit 11 of holidays (by students) CB p78 p­ p70–71 • Find information and draw conclusions about the letter. CB p78 *WB pp33–34 Related 3 Vocabulary • Recognise and use words that describe feelings. CB p79 c­ hildren’s books from 4 Grammar • Understand adverbs of frequency. Scholastic • Use adverbs of frequency in context.   1. A nne of Green Gables by Lucy 5 Punctuation • Understand the use of the apostrophe. Maude Mont­ gomery adapted • Use the apostrophe to make contractions. by Elizabeth West 6 Spelling • Recognise the j sound of the letter g. 2. Bunk-Bed Blues by Jacqueline • Spell words with the letter g correctly. Adams from Scholastic Active 7 Listening • Listen to find specific information. English Literature Reader 3 pp45–48 Speaking • Speak about moving to a new place using appropriate adverbs of frequency. • Speak without irrelevant pauses, using correct pronunciation and intonation. 8 Writing • Identify the different parts of an informal letter. 9 • Write grammatically correct sentences. • Write an informal letter to your friend. 10 Project Work • Make a poster. *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 6: Moving Away Period 1 Coursebook Introducing the Theme CB pages 68–69 Coursebook 1. As a warm-up activity, write the following • Do you write letters to your friends? Why addresses on the board and ask students to point out is writing letters better than talking on the correct format for beginning a letter. the phone? (Expected answer: Letters can be preserved.) 23 Fresco 23 Fresco 23 Fresco New Jersey New Jersey New Jersey 77 7 April 2017 2017 April 7 7 April 2017 Dear friend, Dear Diana, Dear Diana, (Answer: The f irst and second options are incorrect. The mistakes have been highlighted in bold.) 2. Before you read: Encourage responses from various students to the question. Allow students to express themselves freely. 3. Play the audio of the letter. Ask students to close their eyes as they listen to the audio and visualise the scenes. Reading Aloud 1. Have students read the letter in groups. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read each paragraph and explain its meaning. Direct the attention of students towards the address and the salutation. 2. Ask these questions to make teaching and learning interactive and interesting. • Paragraph 1—Ask the while-reading question. Then, ask: How do you know that Susan misses Miami? • Paragraphs 2 and 3—Ask: Which sentence tells you that Susan finds Rome to be an interesting place? Then, ask the while-reading question. • Paragraphs 4 and 5—Ask: How old is Rome? Why is Susan looking forward to exploring Rome? • P aragraph 6—Ask the while-reading question. Focus the attention of students on the closing of the letter. Then, ask: When will Susan invite her friends to Rome? 3. After you read: Draw out responses from students. This activity helps to develop the life skill of self-awareness. 4. As a wrap-up activity, ask students to refer to the picture of the envelope and ask: • Whose name and address is written on the envelope? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 2 Coursebook Reading Comprehension CB pages 70–71 Coursebook 1. As a recap, ask students to answer the following 2. Yes, I would like to move to another place question and to give reasons for their answers: because I like seeing new things and meeting • Do you think Peter will visit Susan? new people. 2. Ask them to read the text silently. 3. The comprehension skill focus in this unit includes E. 1. Susan is sad to leave Miami because she thinks Finding Information and Drawing Conclusions. that it is a marvellous place. She is also sad Highlight to students that reading a text carefully because she has to leave all her friends behind. allows them to f ind information that helps them understand the text better. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 Point out that conclusions are the decisions we make after understanding the meaning of the facts and details given 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 Exercises A and B on CB page 70. Students can peer-check the answers. 5. For Exercises C and D on page 71, draw out answers from various students. For Exercise D Question 2, ask students to focus on how they would feel in such a situation. 6. Exercise E focuses on the comprehension strategies for this unit. Ask students to look for keywords to f ind specif ic information. Remind them to look for facts and details given in the text. Review students’ answers. 7. As a wrap-up activity, ask students: • How can you conclude that Susan is a loving person and she enjoys new places? (Expected answers: She writes a letter to her friend and invites him to Rome./She misses her friends./She wants to explore Rome.) Answers CB pages 70–71 A. 1. outside 3. job 5. visit 2. friends 4. Peter 6. capital B. 1. seven 2. three 3. two thousand C. 1. Time fl ies so fast! 2. I think of Miami every now and then. 3. It would be wonderful if you and I could play together in the snow some day. 4. Once we have settled in Rome, I will also invite all of you to visit me! D. Suggested answers: 1. I think Susan has written to Peter because he is Susan’s best friend and she really misses him. I also think that she wants to tell Peter about her new life. 78

2. She is excited to move to Rome because she has Coursebook discovered that the city is delightful. She is also Workbook excited about seeing snow for the f irst time. 3. She has read that it is the capital city of Italy. It is a very old city and a river called Tiber fl ows through it. 4. I can conclude that Susan likes to do things she has never done before because she is looking forward to exploring Rome and playing in the snow. 5. I can conclude that Susan enjoys learning and increasing her knowledge because she reads up about Rome after she moves there. She also looks forward to exploring Rome. P\\ eriod 3 Vocabulary CB page 72 1. As a warm-up activity, write the following words on the board and ask students what is common among them. • worried, unhappy, frightened, shy, joyful, merry (Expected answer: All these words describe how we feel.) 2. Read the examples given on CB page 72 focusing on the highlighted words. Ask students the meanings of the words. They may use the dictionary to f ind the meanings. Explain that we can use such words to express our feelings. 3. Ask students to complete Exercises A and B on the same page. Review answers. 4. As a wrap-up activity, draw the following grid on the board and ask students to copy it in their notebooks. Students will play in pairs. The partner who f irst writes three words expressing the same feeling using three different words horizontally, vertically or diagonally wins the game. An example is given below. happy merry joyful Answers CB page 72 Answers WB page 30 A. Underline: excited; exciting; disappointed; A. 1. shocked 3. terrible 5. gorgeous thrilling; overjoyed 2. peaceful 4. overjoyed B. Circle: happy; adorable B. 1.­c. 2.­a. 3.­e. 4.­b. 5.­d. Underline: sad; shocked; frightened; miserable WB W B page 30 79 Ensure that students have answered correctly. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 4 Coursebook Workbook Grammar CB page 73 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 1. As a warm-up activity, draw the following form on the board or on a sheet of chart paper to be displayed in the class. Ask students to copy the form in their notebooks and tick the correct options. HELP FORM How often do you feed birds and animals? every day rarely never How often do you help your parents? frequently rarely never How often do you water the plants? every day rarely never How often do you take a walk with your grandparents? daily rarely never 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 73. 4. that adverbs tell us more about verbs. Some adverbs tell us how often something happens. 5. : Ask students to apply what they have learnt to complete the exercise given on the same page. Ensure that all students have underlined the correct words. 6. Try it out: Ask students to get into groups of three and describe how they spend their time after school using the adverbs always, usually, normally, rarely and sometimes. This activity helps to develop the value of responsible citizenship. 7. As a wrap-up activity, ask students the following questions and encourage them to give responses. • What is your hobby? • How often do you pursue it? Answers CB page 73 Underline: 3. normally 5. sometimes 1. always 4. rarely 2. usually WB W B page 31 Ensure that students have selected the correct options. Answers WB page 31 A. Circle: 7. normally 1. normally 4. never 8. never 2. always 5. never 3. rarely 6. sometimes 80

Period 5 Coursebook Coursebook Punctuation CB pages 73–74 1. As a warm-up activity, write the following poem on Workbook the board to be recited in a chorus. I can’t or I’ll Why would I say ‘I can’t’? I’d rather say ‘I’ll’. Why should I say ‘I didn’t’? I’d rather say ‘I tried’. What if it’s hard? It’ll soon be f ine. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 73. Refer to the highlighted words in the poem written on the board. 4. that the apostrophe is inserted in some words to show that there are letters missing. Tell students that such short forms are also called contractions. 5. Read the contractions given in the tables on page 74. Focus on how they are pronounced and which letters are missing in each contraction. 6. : Ask students to apply what they have learnt to complete Exercises A and B. Ensure that students have understood the use of the apostrophe. 7. As a wrap-up activity, divide the class into two teams. Teams will take turns to say a contraction. A member of the opposite team will write the contraction as well as the full form on the board. Answers CB page 74 A. 1. we’ve 3. wasn’t 5. couldn’t 2. they’ll 4. aren’t B. 1. they’ve 3. aren’t 5. don’t 2. I’ll 4. she’d 6. couldn’t WB W B page 32 Ensure that students have answered correctly. Answers WB page 32 A. 3. wasn’t 6. we’re 9. doesn’t 4. they’ll 7. he’s 10. I’m 5. I’ve 8. couldn’t B. 2. don’t 5. aren’t 7. They’re 6. Who’s 8. mustn’t 3. You’ll 4. We’ve © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 81

Period 6 Coursebook Coursebook Spelling CB page 75 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 1. As a warm-up activity, write the following nonsense poem on the board to be recited as a chorus. The angel and the giant The gentle angel in the large room Looked at the giant in the cage She asked him for an apology For the allergic magic spell That he had cast on the world. 2. Read the words given in Exercise A on CB page 75 and ask students to repeat them after you. 3. Explain to students that, in some words, the letter g makes the same sound as the letter j. Refer to the words in the poem and tell them that g makes the same sound as j when it is followed by e, i or y. 4. Ask students to complete Exercise B on the same page. Ensure that all students have f illed in the blanks correctly. 5. Say the words aloud once again and ask students to repeat after you. 6. As a wrap-up activity, divide the class into two teams—A and B. Put the fl ash cards face down on the table. Students from both teams will come forward alternately, pick a fl ash card and say the word aloud. A member of the opposite team will write the word on the board only if the letter g makes the same sound as the letter j in that word. Answers CB page 75 B. 1. giant, gentle 4. journal, jungle 2. juice, jug 5. Giraffes, ginger 3. gem, gym Period 7 Listening CB page 76 1. As a warm-up activity, have students stand in groups of four. • B egin the activity by saying: I miss my friend. Ask students in turns to add to this sentence using the words often, usually, always, sometimes, rarely and normally. For example: o I often miss my friend. o I usually miss my friend when I am having ice cream. o I sometimes miss my friend when we go on class picnics. 82

o I miss my friend because we normally read Coursebook books together. Coursebook • G ive each group a different sentence to begin 83 the activity. • Ask both the f irst and the last student in each group to say their sentences aloud. 2. Direct students to listen attentively to the audio. Pause after each sentence. 3. Ask students to select the correct options. N umber 1. Susan : Hi Peter! How have you been? N umber 2. Peter : I’m f ine, thanks. How’s life in Rome? Number 3. Susan : It’s great! I made some new friends but I still miss you all terribly. Number 4. Peter : We all miss you too. We often talk about you. Ronny misses playing cricket with you. N umber 5. Susan : Well, I’ll be over in two weeks and then we can all play together! 4. Play the audio a second time and ensure that students have selected the correct options. Answers CB page 76 1. a. 2. c. 3. c. 4. b. 5. b. Speaking CB page 77 1. Explain to students that we use adverbs of frequency such as often and sometimes when we talk about how often something happens. 2. Read aloud the dialogue in the speech bubbles on CB page 77. 3. You may ask a few students to read the dialogue aloud. 4. Explain to students that sometimes when there is change in our lives, it makes us sad and unhappy. Tell them that at such moments it is natural to feel upset, but at the same time, we should try and be happy about making new friends and seeing new places. 5. Try it out: Conduct as a pair activity. Students imagine that they have to move to a new place and take turns to talk about their feelings at leaving their old place and going to a new one. Encourage students to use appropriate adverbs. This activity reinforces the life skills of coping with emotions and coping with change. 6. As a wrap-up activity, ask students: • If you go to a different town without your family and friends, whom will you miss the most? Why? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 8 Coursebook Writing CB page 78 Answers CB page 78 1. As a warm-up activity, ask students to say their f irst Suggested answer: 16 Maple Drive names, middle names (if applicable) and last names Dublin in turn. 17 December 2017 2. Ask students to read the letter given on CB page 78 Dear Sandra, silently. Then, ask: It has been such a long time since I last saw you! • Who writes the letter and to whom? I missed you so much on my birthday. However, • What is the relationship between Susan I was really very happy that you called to wish me a happy birthday before everyone else. and Peter? I know that your summer holidays are coming 3. Explain the format of an informal letter to students. up and I thought of the perfect plan! Why don’t you come and visit me for a week? I have already Pause between the different points so that students spoken to my parents about it. They said that they have time to understand them. would be very happy to have you over. Please • We begin an informal letter by writing our talk to your parents as soon as possible and let me know if you will be able to come. address in the top-left corner. Your friend, • We leave a line and write the date. Anne • We leave another line and write the greeting. We also write the first name of the person who will receive the letter, followed by a comma. • The next one or two paragraphs form the main part of the letter. • We close the letter by writing the final greeting and our first name. 4. As a wrap-up activity, ask students to read the letter silently, focusing on the format. Period 9 Writing CB page 78 1. Ask a few students to come forward in turn and write the following on the board: • Y our address • Date • Greeting • Closing 2. Ask students to write a letter inviting their friends to visit their city. 3. Ask them to edit the letter and make the corrections in their notebooks. 4. As a wrap-up activity, ask a few students to read the letters they have written. 84 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

WB W B pages 33–34 Workbook Coursebook Ensure that students have written the letter correctly. Answers WB pages 33–34 A. London; Nina; inviting me to your place, a beautiful place, are amazing, never forget our trip to, often talk to, to visit your lovely place; Anna B. 73 Arlington Road New York USA 3 October 2017 Dear Jake, I hope you and your family are doing well. It feels a little strange to write this letter from a hospital bed. I have been in hospital for three days now. This is because I tripped while playing football and broke my left leg. I was immediately rushed to the hospital by my parents. The doctor gave me an injection and put my leg in a cast. I will be staying in the hospital for one more day and then I will go home. Sadly, I will not be able to play football for two months. The good news is that I will still be able to visit you in time for Christmas. I am really looking forward to seeing you. Your friend, Andy Period 10 Review CB page 79 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 79 1. Inform students about the project work a few days before the class. 2. Ask students to use the materials they have brought to make their charts. 3. Students will display their charts in turn and say a sentence each about what they liked best during their holiday. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 85

Unit 7: Let’s Recycle! Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to two poems. • Audio player and speakers CB pp80–81 1. Comprehension the Theme • Read aloud two poems with proper pronunciation, intonation and Strategies for Reading voice modulation. Success 3 Unit 3 Reading for • Understand the meaning of two poems by answering questions. pp30–33 2. Alpha Grammar Understanding and Composition 3 Unit 8 pp70–71 2 Reading • Read silently to understand the poems. CB pp82–83 Comprehension • Answer questions at different comprehension levels. 3. Alpha Grammar • Understand the main idea of the poems and make inferences about them. and Composition 4 Unit 5 pp67–68 3 Vocabulary • Recognise and use words related to the environment and recycling. CB p84 *WB p35 4 Grammar • Understand the use of conjunctions to show the reason for an action. •  Sheet of chart paper (optional) CB p85 • Use since, for, because and as in context. *WB pp36–38 CB p86 5 • Understand the use of should and ought to. •  A4-sized sheets of paper • Use should and ought to in context. (optional) *WB p38 6 Spelling • Recognise the ow sound. CB p87 Related CB p88 children’s • Spell words with the ow sound correctly. books from Scholastic • Differentiate between the ow and ou sounds. 7 Listening • Listen to find details. • Audio player and speakers • Listen to choose opposites.  1. R ug by Elsa Knight Bruno from Speaking • Make short descriptive sentences using should, ought to, since, for, CB p89 Scholastic Active English Literature because and as. CB p90 Reader 3 p4 *WB p39 • Speak without irrelevant pauses, using correct pronunciation CB p90 and intonation. 8 Writing • Write grammatically correct sentences for giving suggestions and showing obligation or responsibility. 9 • Make a poster. •  A4-sized sheets of paper, rulers (by students) •  Piece of string 10 Project Work • Make a poster. •  Sheets of chart paper, coloured CB p91 pens, pictures (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 7: Let’s Recycle! Coursebook Period 1 Coursebook Introducing the Theme CB pages 80–81 2. After you read: Draw out responses from 1. As a warm-up activity, ask the following questions: students. This activity helps to develop the • How can you reuse old glass bottles? value of appreciating the environment. • How can you reuse empty tins? • How can you reuse old socks? 3. As a wrap-up activity, ask students: • What do you throw in dustbins or trash cans? • Which poem did you like—Trash! or 2. Before you read: Ask the question and encourage Reduce! Reuse! Recycle!? Why? responses from various students. Allow students to express themselves freely. 87 3. Play the audio of the poems and ask students to visualise the scenes. Reading Aloud 1. Have students read each poem aloud in groups of three, with each student reading one stanza. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. For each poem, read one stanza at a time and explain its meaning. Ask additional questions for understanding and making the lesson interactive. Trash! • Stanza 1—Ask: What can be found on the floor? What is the meaning of “coupons with deals”? (Expected answer: They are coupons that offer discounts or free gifts.) • Stanza 2—Ask the while-reading question. Then, ask: Which words in the poem tell you that the trash is already rotting before it is thrown in the open dumps? (Expected answer: some more) How are open dumps harmful to us? • Stanza 3—Ask the while-reading question. Then, ask: What is the difference between a pile of trash in an open dump and one in a landfill? (Expected answer: A pile of trash in an open dump lies uncovered on the ground. It rots and stinks and is harmful to us as it attracts germs, fl ies and all kinds of stray animals. A pile of trash in a landf ill is covered with soil and is useful.) Reduce! Reuse! Recycle! • Stanza 1—Ask the while-reading question. Then, ask: Why should we bring our own bags? Why are tissue and paper precious? • Stanza 2—Ask the while-reading question. Then, ask: What does the poet suggest in this stanza? • Stanza 3—Ask: What can old jeans and shirts be used for? What should be done with old toys? How can we help to keep our neighbourhood clean? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 2 Coursebook Coursebook Reading Comprehension CB pages 82–83 1. As a recap, ask students to give ideas for recycling, reusing and reducing waste. 2. Ask them to read the text silently. 3. The comprehension skill focus in this unit includes Identifying the Main Idea and Making Inferences. Highlight to students that looking at the title or heading of a poem helps in identifying its main idea. Another way is to look for the common idea that fl ows through all the stanzas of the poem. Tell them that poets build on the main idea by giving details in the different stanzas. Point out 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 f ind there help us arrive at the answers. This involves going backwards, ruling out the answers that are not strongly supported by the text and f inally selecting the answer that is most suitable. This process is called making inferences. 4. Make the following diagrams on the board to explain the main ideas of the two poems. Trash! Main idea Trash is everywhere and is very harmful. Stanza 1: Different types of trash Stanza 2: What happens to trash in open littered around us dumps and how it is harmful for us Stanza 3: Landf ills as effective ways of using trash Reduce! Reuse! Recycle! Main idea We should not waste anything; we should reuse and recycle. Stanza 1: Reducing the waste we Stanza 2: Recycling 5. Instruct students to complete Exercises create from day to day trash instead of A and B on CB page 82. Ask students to throwing it away correct their answers themselves. Stanza 3: Reuse old things and not hoard 6. Discuss the answers to the questions given in Exercise C f irst. Students can then write them the answers in their notebooks. 88 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

7. Exercise D focuses on the comprehension strategies Coursebook for this unit. Ask students to select the correct Coursebook options on their own. Then, ask them to peer-check their work. 89 8. As a wrap-up activity, ask students: • Should all kinds of trash be thrown in landfills? (Expected answer: No.) • W hat should not be thrown in landfills? (Expected answer: We should not throw things that do not mix with soil or things that do not break down, for example, plastic bags.) Answers CB pages 82–83 A. 1.-b. 2.-d. 3.-a. 4.-c. B. 1. F 2. T 3. T 4. T 5. F C. Suggested answers: 1. We can reduce trash by bringing our own bags when we go shopping. We can also reduce it by using cloth napkins instead of paper towels in the kitchen. 2. We can use old bottles as plant holders. We can also use old CDs as coasters. 3. If I saw someone throwing trash on the fl oor, I would politely request them to pick it up and put it in the dustbin. I would also tell them that throwing trash is bad for the environment. D. 1. b. 2. c. 3. a. 4. c. Period 3 Vocabulary CB page 84 1. As a warm-up activity, ask students: • W hat is the difference between “recycle” and “reuse”? (Expected answer: “Recycle” means to convert trash and make something new out of it, such as turning paper to pulp and making bowls or toys with it. “Reuse” means to use trash for something else such as using empty bottles for growing plants.) 2. Point out the pictures to the students. Explain to them that the arrows indicate that everything can be reused in some way. Explain how trash needs to be separated into cans, glass, plastic and paper so that it can be properly recycled. 3. Ask students to complete the exercise given on CB page 84. 4. Ensure that all students have matched the words and meanings correctly. 5. As a wrap-up activity, write the given examples of recycling and reusing trash on the board. Ask students which of these are examples of recycling and which are of reusing. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

• u sing kitchen waste to make compost for plants Workbook (Answer: recycling) • using newspapers to make bags (Answer: reusing) • using tins to make penholders (Answer: reusing) • m elting old plastic and making new things (Answer: recycling) • using old clothes to make bags (Answer: reusing) • using fallen leaves to make compost (Answer: recycling) Answers CB page 84 1.-b. 3.-e. 5.-c. 7.-f. 2.-a. 4.-g. 6.-h. 8.-d. WB W B page 35 Ensure that students have answered correctly. Answers WB page 35 A. 1.-d. 2.-a. 3.-b. 4.-e. 5.-c. B. 1. aluminium 3. waste Coursebook 2. energy 4. compost Period 4 Grammar CB page 85 1. As a warm-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. Since, for, because, as You’ve been asking for reasons For whatever I didn’t do Now listen to my reasons For all that I couldn’t do! I missed the bus as I woke up late. I couldn’t score well for I fell sick. I didn’t clean my room because I was tired. I didn’t get the groceries since it was raining. Here are my reasons. Now ask me something else! 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 85. 5. : Ask students to apply what they 4. that since, for, because and as are used to have learnt to the exercise on the same show reasons for any action. Refer to the use of page. Ensure that all students have written these conjunctions in the poem written on the grammatically correct sentences. board. Explain that because always comes in the middle of a sentence. We do not begin a sentence with this word. 90 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

6. As a wrap-up activity, divide the class into four Workbook teams—As, For, Because and Since. Each team Workbook will frame a sentence using the team name in turns. A member from each team will write the sentence on the board. Answers CB page 85 1. We must not burn rubbish at home because it will pollute the air. 2. H e is giving his old clothes away as he doesn’t f it into them any more. 3. Let’s make something from these boxes since they are so colourful. 4. Sammy doesn’t use plastic bags for they are not good for the environment. 5. We should not set off f irecrackers as they cause noise and air pollution. 6. We must be careful not to waste paper because many trees are cut down to make paper. WB W B pages 36–38 Ensure that all students have framed correct sentences. Answers WB pages 36–38 A. 1. The pot was removed quickly from the hot stove as its plastic handle had started to burn. 2. They should give their old toys away because they are still in good condition. 3. Let’s make something from this old carton since it looks so attractive. 4. I should reuse this glass jar for it’s just big enough to store all my stationery. 5. We ought to recycle as often as we can as it is for everyone’s good. 6. We unwrapped the gift carefully because we wanted to reuse the wrapping paper. B. 1. for metal cans can be recycled. 2. because the air outside was polluted. 3. because it had just rained. 4. since you need them for your art project. 5. as she had many presents to wrap. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 91

Period 5 Coursebook Workbook Grammar CB page 86 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 1. As a warm-up activity, write the following sentences on the board. Read the sentences with proper voice modulation. Ensure that the second sentence is read out more forcefully. • You should work hard. • You ought to work hard. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 86. 4. that should and ought to are used to make a suggestion or to show someone’s duty and responsibility. Both should and ought to are helping verbs that are used along with main verbs such as brush, wash, eat or play. Ought to is used when we want to suggest something strongly. 5. : Ask students to apply what they have learnt to the exercise given on the same page. 6. Try it out: Ask students to work in pairs and think of an important place where rules must be followed. They will frame four rules using should and ought to. You may ask them to write the rules on an A4-sized sheet of paper and pin it on the display board. This activity teaches the value of responsible citizenship. 7. As a wrap-up activity, write the following points on the board one by one. Ask students to stand if they think the actions mentioned ought to be done or sit if they think they should be done. • have a bath every day (should) • l ook carefully before you cross the road (ought to) • wear a helmet when riding a scooter (ought to) • help the needy (should) • be punctual and regular (ought to) Answers CB page 86 1. should 3. should 5. ought to 2. ought to 4. ought to 6. ought to WB W B page 38 Ensure that students have answered correctly. Answers WB page 38 Suggested answers: 7. should 9. ought to 1. ought to 4. should 8. should 10. should 2. should 5. should 3. ought to 6. ought to 92

Period 6 Coursebook Spelling CB page 87 Coursebook 1. As a warm-up activity, write the following poem N umber 2. Our clothes ought to be put on the board. Highlight the letters ow in the words. away in the drawer. Have students recite the poem in a chorus. N umber 3. We ought to switch off the The sounds they make lights and fans before leaving the room. Have you ever seen A cow saying meow? Number 4. We should clear the fl oor I wonder how? after play. Have you ever seen A horse saying bow-wow? 3. Play the audio a second time and have I wonder how? students peer-check the answers. Anyhow! 93 2. Read the words given in Exercise A on CB page 87. Emphasise the ow sound. Ask students to repeat them after you. 3. Ask students to complete Exercise B on the same page. Ensure that they have f illed in the blanks correctly. 4. As a wrap-up activity, say the words listed below aloud one by one. Tell students to listen carefully and write down only those words that have the ow sound. Students who write all the words with the letters ow win the game. Remember to pause after each word to allow students time to write the words. • bow, conduct, draw, how, enough, cube, brow, pursue, spray, survey, eyebrow, tough, anyhow, sour, vow, tall, poll, allow, floor, cold, somehow (Answers: bow, how, brow, eyebrow, anyhow, vow, allow, somehow) Answers CB page 87 B. 1. allow 2. vow 3. clown 4. cow 5. bow Period 7 Listening CB page 88 1. As a warm-up activity, say the following paragraph out loud and ask students to note down the differences between Roma and Jenny. • Roma was tall and so was Jenny. Roma liked playing chess but Jenny loved outdoor games. Jenny loved reading. Roma was fond of cooking. Both of them were very polite. Jenny was very punctual. Roma was always late. 2. Direct students to listen attentively. Ask them to circle the items in the pictures that are described in the audio. Then, ask them to tick the picture that is the opposite of the description. N umber 1. We should keep our storybooks neatly in a row. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Answers CB page 88 Coursebook Coursebook Circle: row of books, drawer, lights and fan, fl oor area Tick: Tick the picture on the top. Speaking CB page 89 1. Highlight to students that we use should and ought to to make suggestions or talk about our duties and reponsibilities. We also use since and for to give reasons for our actions. 2. Read aloud the sentences in the speech bubbles on CB page 89. 3. You may also ask a few students to read them aloud. 4. Try it out: Tell students to pair up with a classmate and think about ways of reducing, recycling and reusing trash. Ensure that students use the words should, ought to, since, for, as and because when they share their ideas. This activity helps to develop the life skills of critical thinking and self-management. 5. As a wrap-up activity, ask students: • If you see someone throwing trash around, how will you stop him or her? Period 8 Writing CB page 90 1. As a warm-up activity, ask students: • When do you use should and ought to? • What is the difference between the two? 2. Ask them to complete the sentences given on CB page 90. 3. Ask them to write similar rules for the classroom. 4. As a wrap-up activity, ask a few students to read out their classroom rules. Answers CB page 90 Suggested answers: 2. We ought to switch off the light as this saves electricity. 3. We should carry our own bags when we go shopping since this reduces the use of plastic bags. 4. We ought to recycle cardboard boxes as they can be used to store things. 5. We should throw rubbish into the dustbin because leaving it lying around attracts fl ies and spreads disease. 94 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

WB W B page 39 Workbook Coursebook Ensure that students write sentences showing ways to take care of the environment. 95 Answers WB page 39 Suggested answers: 2. We ought to switch off the lights and fans when we leave a room. 3. We ought to reduce air pollution by walking or cycling more. 4. We should never litter in a public place. 5. We should never keep the water taps running. 6. We should never burn plastic or rubber. Caring for the environment is important because we will all suffer if we don’t protect our precious planet. Period 9 Writing CB page 90 1. Remind students a day prior to the lesson to bring A4-sized sheets of paper to class. 2. Write the following heading on the board: • Rules to Keep the Environment Clean 3. Ask students to draw lines and divide the paper into four equal parts. 4. Ask them to write a different rule for keeping the environment clean using should and ought to on each section. 5. As a wrap-up activity, ask a few students to read their rules aloud in class. Then, collect all the sheets and bind them together using a piece of string to make a class rule book. Period 10 Review CB page 91 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 91 1. Inform students a day earlier to get sheets of chart paper, coloured pens and pictures. 2. The activity will be carried out in groups of three. 3. Students will make posters on how to care for the environment at school. 4. You may assign different areas of the school to each group, such as the playground, garden, washrooms, classrooms, library, and assembly or prayer area. 5. The posters may be displayed in appropriate areas. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 8: A Hug for a Life Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a story. • Audio player and speakers CB pp92–93 Scholastic the Theme • Read aloud a story with proper pronunciation, intonation and •  Sheet of chart paper (optional) CB pp94–95 1. Comprehension Reading voice modulation. Strategies for Reading for • Understand the meaning of the text by answering questions. Success 3 Unit 9 pp92–96 Understanding 2. A lpha Grammar 2 Reading • Read silently to understand the story. and Composition 3 p110 Comprehension • Answer questions at different comprehension levels. • Make inferences about the story. 3 Vocabulary • Learn the antonyms of some words. •  Sheet of chart paper (optional) CB p96 *WB p40 4 Grammar • Understand the use of each and every. •  Sheet of chart paper (optional) CB p97 *WB p41 • Use each and every in context. CB p98 *WB pp41–42 5 • Understand the use of the conjunctions so that, in order to and so. CB p99 • Use the conjunctions so that, in order to and so in context. CB p100 CB p101 6 Spelling • Recognise words with the long oi sound. Related CB p102 children’s • Spell words with the long oi sound correctly. books from CB p102 Scholastic 7 Listening • Listen to choose opposites. • Audio player and speakers *WB pp43–44 1. W hy Does a Speaking • Play the role of different characters. •  drums, cardboard trees and axes CB p103 Woodpecker Peck? by Jodi • Speak without irrelevant pauses, using correct voice modulation, (by students) Forschmiedt from Scholastic Active pronunciation and intonation. English Literature Reader 3 pp27–29 8 Writing • Identify the different parts of a story. 2. T he Cactus Hotel by • Write a short story. Mona Hodgson from Scholastic Active 9 • Write a short story. English Literature Reader 3 p42 10 Project Work • Make a poster. •  Sheets of chart paper, pictures of trees, 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 8: A Hug for a Life Coursebook Period 1 Coursebook Introducing the Theme CB pages 92–93 They don’t ask for much 1. As a warm-up activity, ask students the following But give us shade In which to sit and talk. questions: They don’t ask for much • W hat is the link between a book, a wooden But hold the soil That gives us crops. bench and a pencil? • What will happen if there are no trees on 97 this earth? 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 text. Ask students to close their eyes as they listen to the audio of the story and visualise the scenes. Reading Aloud 1. Have students read the story in groups with each student reading at least one paragraph. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read each paragraph of the story and explain its meaning. • Paragraph 1—Ask: Where did Heidi and Grandma often sit? How did Grandma die? • Paragraphs 2 and 3—Ask the while-reading question. Then, ask: Why does Heidi hug the ash tree? Does “they” mean “trucks” or “men”? • P aragraphs 4 and 5—Ask: Why did Mother alert the other women of the village? Who marched to the forest like an army? Why were they going to the forest? • P aragraph 6—Ask: Why were the women saying “Hug the trees!”? Why did they hug the trees? • Paragraph 7—Ask the while-reading question. Then, ask: Why did the men look at each other? What would happen if the trees were cut? • Paragraph 8—Ask: Who threw his axe down first? What would the men have got in exchange for wood? 2. After you read: Draw out responses from students. This activity helps to develop the values of empathy and peaceful confl ict resolution. 3. 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. Trees Trees are our friends Cut them not Protect them no matter what. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

They don’t ask for much Coursebook But give us fruit To eat and munch. Coursebook They don’t ask for much 2. Y es, I agree with the method the village women But give pure air used to stop the men from the timber company For our lungs. because this way they did not hurt anyone and yet they got what they wanted. They don’t ask for much But make this world 3. Each hug from a woman saved a tree. So, this A lovely place for us all. was an exchange of one hug for the life of one tree. Period 2 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 Reading Comprehension CB pages 94–95 1. As a recap, ask students: • Where did Heidi live? • What did she do in the afternoons? 2. Ask them to read the text silently. 3. The comprehension skill focus in this unit is Making Inferences. Highlight to students that making inferences means looking at the information and deciding what is most likely to be true. The answers are not found directly in the text but there is information there to help us arrive at our decisions. Tell them to look for clues and fi nd the most appropriate answer. 4. Instruct students to complete Exercises A and B on CB page 94 and ask them to peer-check the answers. 5. For Exercise C, help students to locate the appropriate information that will help them arrive at the correct answers. Ensure that students have selected the correct options. 6. Discuss the answers for Exercise D with students. Then, ask them to write the answers. 7. Exercise E focuses on the comprehension strategy for this unit. Ask students to fi nd relevant information from the story to support their answers. Ensure that students have written them correctly. 8. As a wrap-up activity, ask students: • Find information from the story to show that Heidi was a brave girl. • Find information from the story to show that Heidi was an affectionate girl. Answers CB pages 94–95 A. 1. Grandma 2. trucks 3. drum 4. smooth B. 1.-c. 2.-e. 3.-a. 4.-b. 5.-d. C. 1. c. 2. b. c. b. D. Suggested answers: 1. I think the big boss was very upset as he climbed into the truck because he lost the chance to make lots of money. 98