Active English Coursebook 3

Grammar When all the villagers were asleep, someone crept into the rich man’s room. The rich man gathered all the servants. Nouns that are used for both males and females are called common-gender nouns. Write the nouns in the box in the correct columns. daughter doctor prince uncle tourist goddess villager nephew sister queen thief parent Masculine nouns Feminine nouns Common-gender nouns W B Unit 4, page 21 Try it out Pair up with a classmate and make a list of some common professions. Take turns to name people you know (both male and female) who belong to these professions. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 49

He ordered the doors to be locked. The servant fell at the rich man’s feet. The subject of a sentence is the noun, pronoun or group of words that tells us what the sentence is about. The predicate of a sentence tells us something about the subject. The predicate contains the verb. In a small valley, lived a rich man. On top of the tower stood a man. The subject can also come after the predicate. Circle the subjects and underline the predicates. W B Unit 4, page 22 1. Arthur was a great ruler. 2. The snake slid silently along the grass. 3. A woman delivered the parcel to the office. 4. Out of the bottle came a genie. 5. Two boys entered the shop. 6. Under the floorboard lived a rat. 7. Amy and Violet attend the same school. 8. The car was parked in a corner. 9. Into the woods ran the deer. 10. This pen is rather useless. 50 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Try it out Pair up with a classmate. Take turns to name a subject. Ask your partner to form the predicate by saying something about the subject. Spelling A. Read the words below. The letters ue make the long u sound. due cue hue value argue statue rescue continue B. Fill in the blanks with words from the word list above. 1. The project is next week. 2. The teacher told the boys not to over the football game. 3. Firefighters also cats stuck in trees. 4. The vase displayed in that corner is of great . 5. We were very tired but decided to with the journey. 6. People lined up to buy tickets to see the huge stone . © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 51

Listening Listen to the sentences. Tick the correct pictures. 1. 2. 3. 4. 5. 52 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Speaking Donna and Rob are telling their classmates what they want to be when they grow up. I want to be a pilot. My parents are engineers but I want to fly aeroplanes. I think a pilot’s life is very exciting. Pilots get to travel around the world and see new places. I am going to work hard to achieve my dream. I want to be a pilot, too. I want to join the Air Force. I wanted to be a doctor like my mother but I love the idea of flying jets more. I believe that if I work hard and do my best, my dream will come true. Try it out Get into groups of four. Talk about what you would like to be when you grow up. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 53

Writing Read the story The Stick That Grew Shorter again. Now, think of a different way to catch the thief. In your notebook, write a paragraph to describe what you would do to catch him. Here are some ideas to get you started. 7. How did the 1. What did the 2. What did the story end? rich man do? servants do? 3. Where did the 6. What did the Catching plan take place? thief do once a Thief he was caught? 5. What did 4. What was the the thief do? new plan? When you have completed your story, share it with the rest of the class. You can also hold a class vote to choose the most interesting ending. W B Unit 4, pages 23–24 54 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Review What did you learn? Tick. We add -hood, -ness and -ship to some words to express an idea, quality or state of being. Nouns that are used for both males and females are called common-gender nouns. The subject of a sentence is the noun, pronoun or group of words that tells us what the sentence is about. The predicate of a sentence tells us something about the subject. The predicate contains the verb. The subject can also come after the predicate. In some words, the letters ue make the long u sound. Project Work Get into groups of four. Find out about folk tales based on similar themes. Find out which countries they belong to. Share these folk tales with the class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 55

5Teatime Snack! Before you read What snacks do you like to eat at teatime? Veggie Rolls To serve – One or two people Preparation time – 7 to 10 minutes Ingredients 2 flatbreads 2 slices of cheese (or 1/2 cup grated cheese) 4 tablespoons of tomato ketchup (or tomato paste) 1/2 cucumber, 1 carrot, 1/2 onion and 1 tomato, chopped 1/2 cup chopped green capsicums 1 potato (boiled) Salt and freshly powdered black pepper 1 teaspoon of freshly squeezed lemon juice ingredients: things needed to make a food item 56 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Method 1. First, wash, chop and mix all the vegetables in a bowl. (Let an adult help with the chopping.) Sprinkle a little salt, pepper and lemon juice over them. 2. Next, spread the tomato ketchup or paste on the flatbreads. 3. After that, spoon the mixed vegetables onto the flatbreads and lay (or sprinkle) the cheese over the vegetables. 4. Next, roll the flatbreads and bake the rolls in the oven at medium heat for five minutes. (Ask an adult to help with this.) 5. Finally, season with salt and pepper as needed. Serve hot. Enjoy the teatime snack! After you read Is this snack something you would like? Why or why not? What other dishes would you like to make? spoon: put food inside or on something using a spoon season: add spices to food © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 57

Reading Comprehension A. Match the ingredients with the action. 1. vegetables a. spread roll 2. tomato ketchup/paste b. chop sprinkle 3. salt c. 4. flatbreads d. B. Read the sentences below. Write T for True and F for False. 1. This is a healthy snack. 2. It is important to have an adult around when making this dish. 3. These rolls cannot be made without salt. 4. This dish does not need any cooking. C. Answer the following questions. 1. What time would you prefer to serve these rolls? 2. Would you like to be a cook some day? Why? D. Check your understanding of Sequencing and Finding Information. 1. Number the actions involved in making Veggie Rolls in the correct order. Write the numbers in the boxes. lay spread chop serve roll wash spoon season bake mix 58 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

2. Number the pictures in the correct order. a. c. b. d. e. 3. What are the ingredients required to make these rolls? 4. Which is the only vegetable that needs to be boiled for this recipe? 5. How long will it take to make these rolls? 6. How many people can be served at one time? 7. How many steps does it take to prepare this dish? 8. Which steps need the the help of an adult? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 59

Vocabulary a pod of peas a bunch of carrots a herd of elephants a team of players a pack of cards Some words are used to describe groups of people, animals and things. Fill in the blanks with words from the box. flock pride school herd swarm 1. We saw a of cows grazing in the field. 2. The of fish swam near the ship. 3. The shepherd boy watches over his of sheep. 4. There is a of bees near those flowers! 5. This jungle is home to a of lions. W B Unit 5, page 25 Try it out Pair up with a classmate. Take turns to name an animal, bird or insect. Ask your partner to think of a group name for each of these. 60 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Grammar Sprinkle a little salt, pepper and lemon juice over the vegetables. Add a few slices of cucumber. You may add a lot of ketchup if you prefer. We use adjectives such as a few, a little and a lot of to describe the amount or quantity of something without giving the exact number or amount. A few is used with countable nouns. A little is used with uncountable nouns. A lot of is used with both countable and uncountable nouns. Fill in the blanks with a few, a little or a lot of. 1. people came to watch the match. 2. This project is almost complete. I just need time to add my name on the cover. 3. We invited all our friends but only of them accepted our invitation. 4. You may put butter on your toast, but don’t have too much! 5. May I have more milk in my coffee? 6. She likes tea with teaspoons of sugar. 7. You must drink water when it is hot outside. 8. There are only books left after the sale. You may take those. W B Unit 5, page 26 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 61

Sprinkle cheese over the vegetables. The loud noises came from that classroom. The boat passed under the bridge. Words such as over, from and under tell us where someone or something is in relation to another person or thing, or to a place. They are called prepositions. Fill in the blanks with prepositions from the box. along through from into over 1. She can see the hole in that wall. 2. Riding a horse the shore is fun! 3. The boy jumped the hurdles very quickly! 4. He bought some groceries the shop nearby. 5. He dived the deep end of the pool. W B Unit 5, page 27 Try it out Get into groups of four. Take turns to make sentences describing the route that you take to school every day. Remember to use prepositions. 62 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Spelling A. Read the words below. The letters ph and ff make the same f sound. photo graph elephant dolphin trophy coffee effort different giraffe traffic B. Fill in the blanks with words from the word list above. 1. The showed that the team’s performance was improving. 2. The twins look alike, but they have likes and dislikes. 3. He put in a lot of to train for the game.   4. I like the way the swims! 5. He won the first prize and got a for the spelling quiz. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 63

Listening Listen to the instructions on how to make a musical shaker. Number the sentences in the correct order. The first one has been done for you. Put the beans, rice grains or stones in the bottle. [] Look for a clean, used bottle with a cap. [1] Cover the bottle with the cap. [] Collect uncooked beans, rice grains or small stones. [] Now make music with your shaker! [] Decorate the bottle with the items that you have chosen. [] Check to see that it is not cracked or damaged [] in any way. Get ribbons, glitter, stickers or any other items [] of decoration. 64 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Speaking Leo and Sadie are giving each other instructions on how to make a decorative item for a family member. First, get a paper plate and make two holes on opposite sides of the plate using a hole punch. Then, take a photo of a family member and stick it in the centre of the plate using a little glue. Next, pass a ribbon through both the holes. Finally, write your message on the plate and decorate it with a few stickers and a little glitter. Your decorative item is ready! Try it out Get into groups of three. Think of the materials needed and the steps to be followed to make a kite. Come up with five instructions. Share these instructions with the class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 65

Writing In your notebook, write clear instructions on how to grow a plant. Use the pictures and words given below. The first one has been done for you. 1. First, collect a pot, some soil, a few bean/sunflower seeds, a large spoon and some water. 2. (soil, pot) 5. (pour, water regularly) 3. (hole, put seeds) 6. (window, sunlight) 4. (cover, soil) 7. (watch, grow) 66 W B Unit 5, pages 28–29 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Review What did you learn? Tick. Some words are used to describe groups of people, animals and things. We use adjectives such as a few, a little and a lot of to describe the amount or quantity of something without giving the exact number or amount. Words such as over, from and under tell us where someone or something is in relation to another person or thing, or to a place. They are called prepositions. The letters ph and ff make the same f sound. Project Work Ask a family member for a simple recipe for a snack. On a sheet of paper, write: 1. the title of the recipe 2. the ingredients 3. a few simple steps to make the snack. Remember to write the steps in the correct order. You may make a drawing of the snack too. Collect all the recipes and make a class recipe book. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 67

6Moving Away Before you read How do you feel when someone you know moves away to a new place? A Letter to a Friend 78 Mall Avenue Rome Italy 18 March 2017 Dear Peter, Where is Susan when she is writing Time flies so fast! I can’t the letter? Where believe that it has already was she before this? been a week since I moved away from Miami! I think of Miami every now and then. It was so marvellous and wonderful there. I loved playing outside all day long. I often miss Ronny, Bob, Andy and, of course, you too. However, I am also a little excited about living in Rome. My mother has a fantastic new job here. I have discovered that this city is delightful in its own way. Did you know that sometimes it snows here in winter? I have never seen snow! I am excited marvellous: extremely good 68 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

about playing in the snow for the first time. I also Do you think that wonder what it will be like to play in the snow Susan has played in with new friends. It would be wonderful if you and the snow before? I could play together in the snow some day. I have been reading up about Rome. It is a very old city, more than two thousand years old. It is also the capital city of Italy. It has a river called Tiber. I am Iooking forward to exploring this new place as there are many interesting places to see. I am keen to visit the statues and fountains. Every town square is called a piazza. How I wish you could come with me! My parents have promised me that I can visit all of What is Susan you in Miami over the summer break. Once we looking forward to have settled in Rome, I will also invite all of you doing during the to visit me! I’m sad to have left Miami and my summer break? friends, but perhaps moving away won’t be so bad after all. I look forward to seeing you in the summer and to your visit to Rome one day! Your friend, Susan After you read If you were Peter, how would you feel on receiving the letter? exploring: travelling through a new place so you piazza: a town square or a market place can learn more about it especially in an Italian town keen: showing a strong desire to do something © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 69

Reading Comprehension A. Fill in the blanks with the correct words from the letter. 1. Susan loved to play all day long when she lived in Miami. 2. She misses her a lot. 3. Her mother has a new . 4. She is looking forward to playing with in the snow some day. 5. Susan’s parents have promised that she can her friends in Miami. 6. Susan’s family has moved to the city of Italy. 7. Rome has a river called . B. Fill in the blanks with the correct numbers. 1. It has been days since Susan left Miami. 2. Besides Peter, Susan has mentioned friends in her letter. 3. Rome is more than thousand years old. 70 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

C. Find sentences in the letter that mean the same as the following sentences. 1. The days pass very quickly. 2. I miss Miami. 3. I really hope a day comes when both of us play together in the snow. 4. After some time has passed, I will invite all of you to my home. D. Answer the following questions. 1. Why do you think Susan has written to Peter? Give two reasons for your answer. 2. Would you like to move to another city? Why or why not? E. Check your understanding of Finding Information and Drawing Conclusions. 1. Why is Susan sad to leave Miami? Give two reasons for your answer. 2. Why is she excited to move to Rome? Give two reasons for your answer. 3. What has Susan read up about Rome? 4. Susan likes to do things she hasn’t done before. How can you conclude this? 5. How can you conclude that Susan enjoys learning and increasing her knowledge? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 71

Vocabulary It was so marvellous and wonderful there. My mother has a fantastic new job here. I have discovered that this city is delightful in its own way. We use different words to describe how we feel about things. A. Fill in the blanks with words from the box. overjoyed shocked peaceful gorgeous terrible 1. Anna was to see that her car was missing. 2. The surroundings of the hills always calm me down. 3. We were caught in a storm on our way to Salem. 4. Sue was when she saw her family at the station. 5. I bought a suit to wear to the wedding. B. Match the words that describe the same feeling. Then, make sentences with any five words in your notebook. 1. afraid a. grateful 2. thankful b. concerned 3. glad c. terrified 4. worried d. gloomy 5. sad e. delighted W B Unit 6, page 30 72 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Grammar I have never seen snow! I often miss my friends. Adverbs are words that tell us more about verbs. Some adverbs tell us how often something happens. Underline the adverbs. 1. I always wear a safety helmet when I play cricket. 2. Gina usually goes to the gym in the evening. 3. Nate normally puts sugar in his tea. 4. Grandpa rarely steps outside if it is too hot. 5. We sometimes meet in the afternoon for lunch. W B Unit 6, page 31 Try it out Get into groups of three. Describe how you normally spend your time after school. Use the adverbs mentioned above. For example, I usually finish my homework by six o’clock. Punctuation I can’t believe that it has already been a week since I moved away from Miami. I’d write you a longer letter but I’ve to go and eat lunch now. We use an apostrophe ( ’ ) to show that a letter or some letters in a word have been left out. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 73

Word Short form Word Short form cannot can’t are not aren’t they have I would I’d do not they’ve she would she’d I will don’t I have I’ve I’ll A. Put the apostrophe in the correct place. 1. we have weve 2. they will theyll 3. was not wasnt 4. are not arent 5. could not couldnt B. Fill in the blanks with the short form of the words given in the brackets. 1. Sam and Ron said that (they have) booked their tickets. 2. (I will) meet you at ten o’clock tomorrow. 3. The suitcases (are not) where I left them. 4. Polly said (she would) attend the meeting. 5. I (do not) think I will reach the station before two o’clock. 6. Andy will be late as he (could not) leave from work on time. W B Unit 6, page 32 74 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Spelling A. Read the words below. The letters j and g make the same j sound. jug jeans juice jelly jungle journal giant gem ginger gym giraffes gentle B. Fill in the blanks with words from the word list above. 1. The was big, but he was kind and . 2. She poured some into the . 3. He found the precious at the and gave it to the teacher. 4. I am writing in my about my hike in the . 5. don’t like the taste of . They like to eat leaves. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 75

Listening Listen to the phone conversation and circle the correct answer. 1. Who is calling? a. Susan b. Peter c. Ronny 2. How much does Susan miss her friends? a. not at all b. a little c. a lot 3. Who talks about Susan? a. Peter b. Andy c. All her friends 4. How many times do they talk about her? a. sometimes b. often c. all the time 5. Who misses playing cricket with Susan? a. Peter b. Ronny c. No one 76 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Speaking Mark is talking to his friends about moving to Chicago. I’ll be moving to Chicago next month. I’m a little excited about it but I’ll really miss all of you. You must write to me often. We’ll miss the crazy stories you tell us. We’ll visit you sometimes. Here are some points you can mention when you talk about moving away to another place. Do you feel sad or excited? What else do you feel? Will you miss your friends? Will you miss the city you are currently living in? What will you look forward to most in the new city? How often will you talk to your old friends? How would you feel if they came to meet you in your new home? Try it out Pair up with a classmate. Imagine that you have to move to a new city and leave all your friends behind. Take turns to describe how you would feel. Use short forms where possible. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 77

Writing An informal letter is a letter you write to a family member or a friend. Read the letter Peter has written to Susan below. Now, write an informal letter to your friend in your notebook, inviting him or her to visit you. Use the guidelines given below to write your letter. 192 A SN 32nd Road Address Miami, Florida Address on the left USA Date 31 March 2017 Date below the address Greeting Dear Susan, Use the person’s first name. It really does seem like a long time since you Body moved! How are you and your family? Have Write all the things you begun to settle in yet? you want to talk about in one or two All of us miss you a lot too. However, Rome paragraphs. sounds like a wonderful place. I have already spoken to my parents about my visit there. Closing So let me know when I can visit you! I am End with a final greeting also really looking forward to your visit and your first name. here this summer. We shall have fun playing games all day long! Your friend, Peter 78 W B Unit 6, pages 33–34 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Review What did you learn? Tick. We use different words to describe how we feel about things. Adverbs are words that tell us more about verbs. Some adverbs tell us how often something happens. We use an apostrophe ( ’ ) to show that a letter or some letters in a word have been left out. The letters j and g make the same j sound. Project Work Make a chart about your favourite holiday. Paste pictures of your holiday. Write a few lines about each picture below it. Display your chart in class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 79

7Let’s Recycle! Before you read What happens to all the things you throw in the dustbin? Trash! Trash! It’s all over the floor! There are paper sheets, foil wraps and packets galore, Juice cartons, soiled tissues, fruit seeds and peels, Bottles and stale food and coupons with deals. Where does all that trash go? Have you ever What happens thought that before? when trash rots and stinks? It piles up in open dumps to rot and stink some more. Since this attracts germs, flies and all kinds of strays, It harms all of us in so many ways. Some throw the trash in a landfill, How are landfills Where it piles up to form a hill. useful to us? The trash is covered with soil and clay To make parks where we can play. foil wraps: thin metal sheets used to wrap food dumps: places where trash is thrown galore: in large quantities strays: animals that roam from place to place soiled: dirty landfill: a large area where trash is collected and buried 80 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Reduce what you use! It’s quite easy to do! What is paper Buy just what you need, and bring your own made from? bags too! Remember what tissue and paper are worth, Who can help to For the trees they come from belong to save the world? Mother Earth. We should recycle our trash to make something new, Saving the world starts with me and with you. Use glass containers your pencils to store, The stuff that we throw can be used some more. Reuse your old jeans—turn them into bags, Make your shirts into dusters and polishing rags. Don’t hoard old toys, just give them away, We ought to do our bit to recycle every day! After you read Why do you think it is important to recycle? reduce: decrease in quantity reuse: use again recycle: make waste material into something new hoard: collect and store something © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 81

Reading Comprehension A. Match the columns. a. in glass jars. b. attracts flies and strays. 1. Piled-up trash c. by making them into 2. Trash can be dusters. covered with soil d. and made into parks 3. We can store for playing. pencils and pens 4. We can recycle old clothes B. Read the sentences below. Write T for True and F for False. 1. Hoarding toys helps to save the world. 2. If we use less paper, fewer trees will be cut down. 3. People fall sick because of rotting trash. 4. We create trash every day. 5. Only students should try to help reduce trash. C. Answer the following questions. 1. Suggest two ways by which we can reduce trash. 2. List two other ways we can turn trash into new things. 3. What would you do if you saw someone throwing trash on the floor? 82 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

D. Check your understanding of Identifying the Main Idea and Making Inferences. Circle the correct answer. 1. What is the main idea of the first poem? a. Trash is needed to make parks. b. Trash is harmful and we get rid of it in different ways. c. Trash must be recycled as far as possible. 2. What is the main idea of the second poem? a. It is harmful to use new things. b. We should carry our own shopping bags. c. We can recycle trash to save the world. 3. What does it mean to “recycle” trash? a. to make something new from things we don’t need b. to use our own shopping bags c. to carry away trash on a cycle 4. Landfills are made  . a. in places with no hills b. to replace old parks c. to turn piled-up trash into something useful © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 83

Vocabulary These are some common signs that are related to recycling. Match each word with the correct meaning. 1. waste a. an area for trash which can be turned into a park later 2. landfill b. rubbish and things which are thrown away 3. compost c. something which can be made into 4. save a new item 5. recyclable d. the natural world around us that we live in 6. polluted air 7. toxic e. a mixture of rotting substances 8. environment that is used for making soil richer f. poisonous, harmful and dangerous g. to use wisely and carefully h. air that is dirty and dangerous to breathe in W B Unit 7, page 35 84 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Grammar Since this attracts germs, flies and all kinds of strays, It harms all of us in so many ways. Remember what tissue and paper are worth, For the trees they come from belong to Mother Earth. We should use fewer plastic bags because it will reduce trash. He can give his old toy cars away as they are still in good condition. We use conjunctions such as since, for, because or as to give the reason for an action. Join each pair of sentences using the conjunctions given in the brackets. 1. We must not burn rubbish at home. It will pollute the air. (because) 2. He is giving his old clothes away. He doesn’t fit into them any more. (as) 3. Let’s make something from these boxes. They are so colourful. (since) 4. Sammy doesn’t use plastic bags. They are not good for the environment. (for) 5. We should not set off firecrackers. They cause noise and air pollution. (as) 6. We must be careful not to waste paper. Many trees are cut down to make paper. (because) W B Unit 7, pages 36–38 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 85

We should recycle our trash We ought to do our bit to recycle to make something new. every day! We use helping verbs such as should and ought to to make a suggestion, or to show that it is someone’s duty or responsibility to do something. Both should and ought to are similar in meaning, but we use ought to when we want to suggest something strongly. Fill in the blanks with should or ought to. 1. We throw all this rubbish into the bin. 2. They look after their pets and feed them properly. 3. You lie down and try to relax. 4. We follow the rules in the lab. 5. You look at the traffic lights before you cross the road. 6. Each person take care of his or her surroundings. W B Unit 7, page 38 Try it out Pair up with a classmate. Think of a place, such as a hospital or a park, where certain rules must be followed at all times. Now, make sentences using should and ought to to talk about any four such rules. 86 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Spelling A. Read the words below. They have the long ow sound. now vow brow bow cow how allow clown B. Fill in the blanks with words from the word list above. 1. Mother did not Ruth to go swimming because she was sick. 2. Do you to tell the truth? 3. The made everyone laugh with his tricks. 4. The had many calves. 5. The dancers must after the performance. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 87

Listening Listen to the sentences and circle all the items that are described. Then, tick the picture that is the opposite of the given description. 88 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Speaking Ruth and Nora are sharing their suggestions about ways to save the environment. We should give these away since you don’t play with them any more. We ought to keep our neighbourhood clean for trash can cause many diseases. Try it out Pair up with a classmate. Think of another way to reduce, reuse or recycle. Share this message with the class using should or ought to. Give reasons using since, for, because or as. For example, I should give my old storybooks away since I have already read them so many times. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 89

Writing Complete this list of a few simple rules that you can follow at home to save the environment. Use should or ought to and give the reason for each rule. The first one has been done for you. Our Home Rules 1. We should reuse paper by writing on the blank side because many trees are cut down to make paper. 2. We ought to switch off . as 3. We should carry . since 4. We ought to as . 5. We should because 90 . W B Unit 7, page 39 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Review What did you learn? Tick. We use conjunctions such as since, for, because or as to give the reason for an action. We use helping verbs such as should and ought to to make a suggestion, or to show that it is someone’s duty or responsibility to do something. Some words have the long ow sound. Project Work Get into groups of three. Create a poster on ways to care for the environment while you are at school. Display your poster in class. Here are some ideas to help you make your poster. Discuss and make a list of ways of caring for the environment at school. Provide an interesting title for your poster. Include pictures in your poster. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 91

8A Hug for a Life Before you read Why do you think trees are important? Why should they be saved? Saving Grandma’s Tree What do you think Heidi talked to the Heidi spends every afternoon collecting tree about? firewood in the forest and talking to an old ash tree on the mountainside. Heidi and Grandma Why are the men had often sat together under the old ash tree. carrying axes? That was before Grandma was swept away in a great flood. One day, as she sits under the tree and thinks of Grandma, Heidi hugs the tree and says, “You’re my best friend.” Her thoughts are broken as she sees some dusty trucks slow down to a stop. They are filled with men carrying axes. Heidi runs back to the village and straight to her mother. She tells her mother that men from the timber company have arrived with axes to cut down the trees. flood: when a river overflows its bank and 92 timber: wood covers the nearby area with water © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Mother runs out to alert the other women of the village. Each woman picks up a drum. Together, like an army, they march into the forest to save their trees. “Save the trees! Save the trees!” echoes through the woods. “Hug the trees!” the women cry. Arms around the smooth bark, they hold on to the trees so that the men cannot cut them down. The men look at one another and wonder Why will there be what to do. The women tell them that if the trees a landslide if the are cut, the soil will become loose and there trees are cut? will be a landslide. The whole mountainside will come down on the village. That is what happened when Grandma was killed. A landslide blocked the river. It caused a flood which killed Grandma and about two hundred others. One man who had lost his mother in the flood throws his axe down. All the men climb back into the truck. The big boss reluctantly joins them, having lost a chance to get resin, timber and foreign exchange. –Jey Manokaran (a retelling) After you read Would you have joined the village women in protecting the trees? Why? alert: warn resin: a sticky substance found in some plants and trees landslide: a huge pile of rock or mud falling from a mountainside foreign exchange: money from other countries reluctantly: unwillingly, against one’s wishes 93 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Reading Comprehension A. Fill in the blanks with the correct words from the story. 1. Heidi used to go to the forest with . 2. Some dusty arrive one day. 3. Every woman of the village picks up a . 4. The trees in the forest had barks. B. Match the groups of words with the most suitable words from the story. 1. warn someone about a. bark something 2. an instrument to cut trees b. flooded 3. the outer covering of c. alert tree trunks 4. overflowed with water d. reluctantly 5. do something against e. axe one’s will C. Circle the correct answer. 1. Why does Heidi collect firewood in the forest? a. to remember Grandma b. to clear the forest ground c. to light fires at home 94 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

2. Why does Heidi say to the ash tree, “You’re my best friend”? a. Heidi does not have other friends. b. Heidi remembers the good times she spent with Grandma under the tree. c. Heidi thanks the tree for being a good friend. D. Answer the following questions. 1. How do you think the big boss felt as he climbed into the truck? Give reasons for your answer. 2. Do you agree with the method the village women used to stop the men from the timber company? Why or why not? 3. What do you understand by the title “A Hug for a Life”? E. Check your understanding of Making Inferences. 1. How did Heidi know that the men were from the timber company? 2. Why did Heidi run to her mother? 3. Which of these qualities describe Heidi? Tick the correct boxes. Give reasons for your answer.  intelligent   angry   obedient   hard-working © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 95

Vocabulary Heidi spent her time talking to an old ash tree on the mountainside. Heidi spent her time talking to a young ash tree on the mountainside. Antonyms are words that are opposite in meaning. Here are some more examples of such words. Word Antonym Word Antonym before after laugh cry under over empty full arrive depart top found strong bottom lost enemy clean weak friend start smooth dirty stop take beginning rough give end Fill in the blanks with antonyms of the words in bold from the table above. 1. We reached the hall the play began but left after the interval. 2. He was very dirty after the game. But after a bath, he felt . 3. Violet is always the first to arrive and the last to . 4. She read the story from beginning to . 5. The tank was full half an hour ago but now it is completely . W B Unit 8, page 40 96 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8

Grammar Each woman picks up a drum. Heidi spends every afternoon collecting firewood. The words each and every refer to one person, thing or group at a time. They are used with singular and countable nouns. We use each when we talk about members of a group individually. We use every when we talk about people as a group, or when we talk about repeated, regular events. Fill in the blanks with each or every. 1. of the brothers can play an instrument. 2. Katy has read book in the library! 3. of the bicycles was marked with red paint. 4. I called twice, but the phone was engaged time. 5. one of you has to fill out a form. W B Unit 8, page 41 Try it out Pair up with a classmate to explain the rules of any game, using each and every. For example, Each player will get to roll the dice once. Every player must use up all the tokens. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 97

The women hold on to the trees so that the men cannot cut them down. Heidi sits under the ash tree in order to rest. He worked hard so his family could have a better life. We use conjunctions such as so that, in order to and so to show why an action is done. Match the columns to make complete sentences. 1. They studied hard a. so she could have them with her tea. 2. The campers b. so that he would brought blankets not get wet. 3. Tina and Neil c. so that they could got torches pass the test. 4. He read up on d. in order to get tickets. the topic 5. She waited for an e. so they could hour in the queue see in the dark forest. 6. Mina went to f. in order to prepare for buy biscuits his speech. 7. He brought g. in order to keep warm. an umbrella W B Unit 8, pages 41–42 Try it out Get into groups of three. Make a sentence describing an action. Now, take turns to explain why the action is done using so that, in order to and so. For example, Sam came home early so that he could clean his room. 98 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8