Active English Coursebook 5

Revised Edition English 5Coursebook



Revised Edition English 5 Coursebook

Text credits: Nury Vittachi for ‘The Collector of Sliced Bread’ from The World’s Funniest Book of Poems (Scholastic India: 2007); Daniel Defoe for Robinson Crusoe; Heinrich Hoffman for ‘The Story of Johnny-Head-in-Air’ from Struwwelpeter: Merry Stories and Funny Pictures; Sampurna Chattarji for ‘I’m Sick of Learning Lochinvar’ from The Fried Frog and Other Funny Freaky Foodie Feisty Poems (Scholastic India: 2009); H.G. Wells for The War of the Worlds; Ruskin Bond for ‘A Crow in the House’ from Of Birds and Beasts (Scholastic India: 2007); Rudyard Kipling for ‘The Camel’s Hump’ from Just So Stories; Oscar Wilde for ‘The Happy Prince’ from The Happy Prince and Other Tales. Every attempt has been made to trace copyright holders for the text, illustrations and photographs. Any omissions brought to our attention will be rectified in future editions. © 2017 Scholastic Education International (Singapore) Private Limited A division of Scholastic Inc. First edition published in 2013. All rights reserved. No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the written permission of the publisher. This edition 2017 Reprinted 2018, 2019 (twice), 2020 ISBN 978-981-47-8115-2

Preface Scholastic ™ English Grades 1 to 6 is an English as a Second Language (ESL) programme. It uses an effective integrated approach to teaching and learning reading, writing, listening and speaking skills. Language skills are systematically taught in a spiral progressive way, making it easy for students to learn English. Lessons are also taught in an engaging and interactive manner. The result is a comprehensive and effective approach that makes the teaching and learning of English easy and enjoyable! Why is Scholastic ™ English effective? 1. Adopts an integrated approach to learning English 2. Engages students through relevant topics 3. Uses a Show-Explain-Apply methodology that meets the needs of ESL students 4. Offers equal emphasis to each skill, enabling students to connect, transfer and build upon different skills 5. Encourages practice and builds language skills and confidence 6. Provides formative and summative assessment to evaluate students’ comprehension 7. Uses a systematic, progressive way of teaching English, making it easy for students to learn the language Effective Integrated Approach Effective Framework Integrated Teaching Each unit facilitates the teaching of language skills in an integrated manner. Listening Speaking Listening Vocabulary skills skills Listen to the passage and match the people with their hobbies. Why didn’t he go get lost? Writing Reading skills MECHANICS OF skills 1. Robert a. I must get cracking at once and finish LANGUAGE this project. LANGUAGE 2. Sally b. Get lost is a rude way of asking someone 3. Adam to go away, usually because one is angry or annoyed with them. SKILLS 4. Christina 5. Nancy Get cracking means to hurry up and start doing something that one Speaking is supposed to do. Active English Rev ed CB G5 Int U1.indd 16 Both these phrases are idioms. Idioms are lively expressions that we use to make a strong point. The meaning of an idiom is often quite different from the meaning of the individual words. PGurnactmumatairon&Listening Here are some more examples of idioms. ComRperaedhiengnsi&on PhSopneilclisn&g c. Idiom Meaning PrPersoejnetcattiWonor&k get on your nerves annoy you a lot get the picture understand something THEMATIC d. get the door open the door FOCUS lose your cool lose control and show your anger, especially by shouting e. lose sight of forgot about something important something because you are thinking about less important things Writing lose heart feel that you cannot achieve what you want 16 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 84 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 30/03/17 11:51 AM Active English Rev ed CB G5 Int U7.indd 84 03/04/17 3:30 PM Vocabulary 8A Champion Athlete Before you read Writing What is the most popular sport in your country? Who is the most famous sportsperson there? A formal letter is an official letter. It deals with subjects such as complaints, requests, applications and apologies. Read the letter Joseph has written to his principal. Then, write a formal letter to your teacher in your notebook, asking for leave to visit the dentist. Use the guidelines given below to write your letter. Usain Bolt 25 Alpha Road, Address Usain St Leo Bolt was born on 21 August 1986, in Trelawny, Sao Paulo and date How did Usain Bolt 5 July 2016 Writer’s address Jamaica. He grew up with his parents, brother and date on spend his time as a the left and sister. As a child, he spent his time playing cricket and football in the street with his brother. child? The Principal St. George’s Academy Name and Bolt won his first medal in track and field at his school, Greenview Road address William Knibb Memorial High. Sao Paulo Receiver’s name and address on Bolt was a promising fast bowler in cricket and Dear Madam, the left participated in high jump events as well. However, his coaches saw his lightning speed and encouraged him to Subject: Request to visit aircraft exhibition Greeting Comma concentrate on track and field. His commitment paid off, after greeting and he won four medals at the CARIFTA (Caribbean Free I am Joseph Tito of Class 5B. I would like to Heading Subject visit the aircraft exhibition that will be held of the letter Trade Association) Games in 2002. in Sao Paulo on 14 July 2017. Later that year, Bolt won the gold medal in 200m at the I am very interested all kinds of aircraft and I Body IAAF (International Association of Athletics Federations) want to be a pilot when I grow up. The exhibition Includes World Junior T&F (track and field) Championships in will be in our city for only one day, so I request key details Kingston, Jamaica. Participating in front of a huge that you kindly grant me leave to visit it. Closing Comma home crowd, he won his country’s only individual after ending gold medal. In addition to that, he also won two Yours faithfully, Signature Includes silver medals, as part of the relay teams. Joseph Tito name and surname track and field: a sporting event that includes running, commitment: being faithful to a cause jumping and throwing individual: one person, not a group relay: a race between teams of runners promising: showing signs of being successful in future © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 54 W B Unit 4, page 24 lightning: very fast 92 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 3 Active English Rev ed CB G5 Int U4.indd 54 03/04/17 3:22 PM Active English Rev ed CB G5 Int U8.indd 92 03/04/17 3:32 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Active Engagement of Students Show–Explain-Apply Methodology 5Listen and Learn A ‘Show-Explain-Apply’ methodology makes Before you read lessons more achievable, motivates students What rules should we follow when we walk on the road or and boosts student confidence. in a public place? Why do you think we have such rules? The Story of Johnny Head-in-Air As he trudged along to school, What rule did Grammar It was always Johnny’s rule Johnny always To be looking at the sky follow while going I am Tom. And the clouds that floated by; to school? I am the collector of sliced bread. Authentic and But what just before him lay, Remember, a phrase is a group of words that has meaning but varied texts In his way, does not make complete sense. A group of words that acts like a engage students, Johnny never thought about; noun in a sentence is called a noun phrase. exposing and So that everyone cried out, preparing them “Look at little Johnny there, for language in the Little Johnny Head-in-Air!” real world. Running just in Johnny’s way Fill in the blanks with noun phrases from the box. Circle the Came a little dog one day; noun in each phrase. Johnny’s eyes were still astray Up on high, a very boring party some stale bread In the sky; many old coins a bouquet And he never heard them cry a very talented girl a lot of food “Johnny, mind, the dog is nigh!” astray: in the wrong direction 1. Pierre found under the bed. trudged: walked slowly with heavy steps mind: pay attention Head-in-Air: absent-minded, not paying attention nigh: near 2. Mum bought from the florist. 56 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 3. We went to the museum and saw . Active English Rev ed CB G5 Int U5.indd 56 30/03/17 2:23 PM 4. Sally was tired after attending . 5. We have in our class. 6. There is on the plate. W B Unit 1, pages 6–7 any towns or villages. Most of it was flat though it © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 13 was bordered on one side by mountains. Active English Rev ed CB G5 Int U1.indd 13 30/03/17 11:51 AM The pilots next plotted the shapes. There were long at is the capital lines that looked like great highways. There was a huge Why couldn’t While-reading Builds Language Skills and of Peru? monkey with a spiralling tail and a creature that looked the pilot see the questions Confidence like a dog. There were also several patterns of birds. patterns even encourage though he was so students to Clear explanations and numerous examples News of the discovery of the Nazca Lines spread close to them? give students a strong understanding of far and wide. People were fascinated. They soon participate and the mechanics of language and lay a strong realised, like the pilots, that one cannot see these What kind of help learn, improving foundation for good English. patterns and shapes from the ground as they are did Maria Reiche retention and formed by very shallow furrows or low mounds of want from the gravel. The people who saw them began to wonder Peruvian air force? fostering about their meaning. Who constructed these self-confidence. patterns? When were they made and why? Many archaeologists have since studied the lines. Among the most famous was Maria Reiche. She was a German-born mathematician and archaeologist who was living in Peru when she heard about the lines at Nazca. Around 1946, she began to make maps of the figures on the ground. She convinced the Peruvian air force to help her with photographic surveys. She called on the government to control the development of the area and restrict tourist visits to it. She spent much of her own money in this effort. She became very well known in Peru, and the local people called her ‘the Lady of the Lines’. plotted: marked the shape of mounds: heaps spiralling: in widening circles shallow: not very deep archaeologists: people who study human history by furrows: long, narrow ditch examining the remains of buildings or objects found by digging surveys: reports on the physical features of an area © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 33 Active English Rev ed CB G5 Int U3.indd 33 03/04/17 3:21 PM You are crazy. He likes tea. The fire hasn’t stopped. Are you crazy? Does he like tea? Has the fire stopped? When we have to refuse a request, it is polite to say why we We can form questions that require a yes or no answer with are refusing. different forms of the verbs be (am/is/are/was/were), have (have/has/had), do (do/does/did) and helping verbs like will, Here are some responses we can use in order to avoid hurting the would, shall, should, can or could. person who is making the request. Questions formed with the helping verbs will, would, shall, should, I’m sorry… can or could and do/does/did use the basic form of the main verb. I would have liked to, but… I’m afraid I can’t… When we form a question, we usually change the order of the words and place the verb first. In most questions with helping verbs, Try it out the subject comes between the helping verb and the main verb. Get into groups of three. One of you makes a request and the other two respond positively or negatively. Give A. Make questions for the following answers. Write them in reasons for your responses. You can use any one of the your notebook. You are crazy. He likes tea. The fire hasn’t stopped. following situations. You need to borrow some money. 1. Yes, it is a sad story. people at the fAunrcetioyno. u crazy? Does he like tea? Has the fire stopped? You want to use your friend’s computer. 2. No, there weren’t many You want to visit your friend. 3. No, they haven’t gone to the hills. We can form questions that require a yes or no answer with 4. Yes, Mona can speak Spanish. 5. Yes, Ralph goes for swimming classes. different forms of the verbs be (am/is/are/was/were), have adnosnweefros(wrihnyoaoyuvuoel.ud/r,hsahsa/lhl,asdh)o, udlod,(dcoan/doorecso/duildd). and helping verbs like will, B. Make questions for the following notebook. The first one has been Questions formed with the helping verbs will, would, shall, should, Try It Out and 1. Does your pet bite? other activities Writing No, he doesn’t bite. can or could and do/does/did use the basic form of the main verb. provide opportunities for A procedure contains a series of steps that tell us how to make or do 2. No, the film did not scare me. When we form a question, we usually change the order of the pair and group something. Some examples of procedures include recipes, rules on 3. Yes, Harris can cycle. words and place the verb first. In most questions with helping verbs, how to play a game and science experiments. 4. Yes, Jenny has finished her lunch. the subject comes between the helping verb and the main verb. work. 5. Yes, Ricky wants to sleep. A procedure usually includes the following points: W B Unit 6, page 33 a title that lists the goal or aim of the procedure a list of items © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 75 a list of steps numbered in the order they have to be done diagrams and illustrations to make the steps clearer. Active English Rev ed CB G5 Int U6.indd 75 03/04/17 3:25 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 101 Active English Rev ed CB G5 Int U8.indd 101 03/04/17 3:32 PM 4 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 W B Unit 6, page 33

Formative Assessment Summative Assessment Exercises throughout each unit Graded exercises assess progressive allow teachers to assess and evaluate learning of students. students while teaching values and life skills. Literal: to assess understanding of information mentioned explicitly in the text Try it out C. Answer the following questions. Inferential: to Get into groups of five. As student reporters, discuss and write a assess ability to report on a recent incident such as a Clean Your Neighbourhood 1. Why did people call Johnny, “Little Johnny Head-in-Air”? interpret or infer drive. Elect a team member to present it to the class. answers, using 2. Why didn’t Johnny see the dog that was coming information from Writing his way? the text Varied activities A good writer checks his or her work carefully before showing it 3. What was Johnny doing when he fell into the river? Focused questions provide to others. 4. What were the swallows trying to do? to master opportunities Here are a few points to help you improve your composition. comprehension to teach 5. Besides being wet, why was Johnny shivering after he was Vary your sentences and use different words to express pulled out of the river? strategies important values yourself clearly. Use words related to the topic. and life skills. Check punctuation, grammar and spelling. 6. What did Johnny lose in the river? Rearrange the sentences if required. They should lead to the conclusion. 7. How many times did the fish come out of the water and on what occasions? The report given below has a mistake in each sentence. Underline the mistakes in punctuation, grammar and spelling, 8. Was the sky clear or cloudy on the day Johnny fell into the and rewrite the report in your notebook. river? How can you tell? Our monuments and historical sites are important becuase they give us 9. Were the fishes right in teasing Johnny? What would you an idea about how people lived in the past. UNESCO helps countries do if you saw someone fall down? protect their historical sites? If a monument or historical site meets the standards set by unesco, it is declared a World Heritage Site. For a place 10. Do you think people learn to be careful only after they to be choose as a World Heritage Site, it has to pass a difficult test! have had an accident? Why? Natural heritage sites can show signs of were and tear if they are not D. Check your understanding of Making Inferences. taken care of. Both whether and human action are responsible for damage. Most historical sights have a notice for visitors. This notice lists 1. What can you infer about Johnny’s character? Did he not the do’s and don’ts to be followed while visiting such a place. We must listen to people on purpose or was he a daydreamer? follow these rules and not throw rubbish there and here. 2. Do you think Johnny will stop looking at the sky after falling W B Unit 3, pages 18–19 in the river? Give reasons for your answer. 42 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 Active English Rev ed CB G5 Int U3.indd 42 03/04/17 3:21 PM 60 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 Active English Rev ed CB G5 Int U5.indd 60 30/03/17 2:24 PM Review Applied: to assess ability to analyse, synthesize and What did you learn? Tick. apply the information in Clauses that are linked by the conjunctions and, for, yet, but, different contexts or and so to form a single sentence are called coordinate clauses. Additional exercises in the workbooks provide students reinforcement of Coordinate clauses make complete sense on their own. learning and allow summative assessment for teachers. We can form questions that require a yes or no answer with different forms of the verbs be (am/is/are/was/were), have (have/has/had), do (do/does/did) and helping verbs like will, would, shall, should, can or could. Questions formed with the helping verbs will, would, shall, should, can or could and do/does/did use the basic form of the main verb. In most questions with helping verbs, the subject comes between the helping verb and the main verb. Some words have the long vowel air sound. Project Work Everybody should be prepared for disasters. Form groups of three and make an action plan in case there is a fire. Find out about the different causes of fire and how each can be extinguished. List some of the steps you can take till help arrives. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 79 Active English Rev ed CB G5 Int U6.indd 79 03/04/17 3:25 PM Vocabulary Review Silly little Johnny, look, you have lost your writing-book! What did you learn? Tick. Idioms are lively expressions that we use to make a strong A word that is made up of two or more words is a compound word. point. The meaning of an idiom is often quite different from Compound words may be written as one word, with a space between the meaning of the individual words. the words or with a hyphen (-) between the words. We use would rather when we want to indicate a particular Review helps choice. We use would like to show that we want something. A. Match the columns to form compound words. Write the students A main clause makes complete sense by itself. The clause new words on the blanks. Remember to leave a space self-assess. that depends on the main clause to make sense is known as between the individual words. the dependent or subordinate clause. Subordinate clauses are introduced by conjunctions such 1. fire a. machine as when, although, because, if, unless, since, though and before. We use a comma after a subordinate clause if it 2. table b. alarm comes before the main clause. Some words have the long vowel ear sound. 3. washing c. phone 4. mobile d. pot 5. flower e. lamp Project Work B. Join two words in each sentence to make a compound word. Make a list of the topics about which you would like to read in 1. a room where you have a class in school stories. Write these topics on slips of paper and place them 2. the light that comes from the moon in a box. Ask your teacher to pick a slip and give you the first 3. work that a student is required to do at home sentence to start a story on this topic. Then, each student 4. a ground where children can play adds one sentence to carry on the story. You can add new 5. a band that holds your hair away from your face characters or events. W B Unit 5, page 25 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 91 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 61 Active English Rev ed CB G5 Int U7.indd 91 03/04/17 3:30 PM 5 Active English Rev ed CB G5 Int U5.indd 61 30/03/17 2:24 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Table of Contents Unit Title Page Text Reading Vocabulary Type Comprehension My Hobby 8 Poem Identifying cause and Alliteration 1 The Collector of Sliced Bread effect The Quest for Food 20 Personal Finding information Commonly confused 2 Building a Home recount words Our Wonderful World 32 Information Identifying the main idea Twin words 3 The Mystery of the Nazca Lines report Making Dreams 44 Biography Drawing conclusions Proverbs 4 Come True 56 Poem Making inferences Compound words Amelia Earhart Words with different 68 Personal Sequencing connotations Listen and Learn recount 5 The Story of Johnny Head-in-Air Nuclear Disaster! 6 The Ghost Town Do It Yourself 80 Poem Drawing conclusions Idioms 7 I’m Sick of Learning Lochinvar A Champion Athlete 92 Biography Sequencing Vocabulary related to 8 Usain Bolt sports and games A Strange Visitor 104 Story Making predictions Names of body parts 9 to show action The Arrival of the Monster 116 Story Distinguishing between Words of foreign origin fact and opinion Toothbrush Thief 10 A Crow in the House Don’t Sit Still 128 Poem Identifying the main idea Synonyms and 11 antonyms The Camel’s Hump The Joy of Giving 140 Story Identifying cause and Words that name a 12 The Happy Prince effect quality, idea, emotion or condition © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Long ou words Listen for Express opinion Make a  N oun phrases information Express poster Organise a  G erunds and gerund support and show-and-tell phrases provide session reassurance  P aired conjunctions Long i words Listen for details Prepare a news Write a List ways one can  c an and may report journal entry survive in a jungle Phrasal verbs Long au and Listen to identify Edit a Make a chart on aw words phrasal verbs passage a monument or historical place Relative pronouns Long ur and ir Listen for Make an Write a Make a chart about words information announcement formal letter a famous pilot, astronaut or inventor  A ppropriate prepositions Long or and ar Gap filling Broach a Write a Make a chart on  Hyphens words sensitive topic narrative first aid poem Action plan to deal  C oordinate clauses Long air words Listen for Conduct an Write a with an emergency  yes/no questions comprehension interview newspaper report  would like and would rather Long ear Listening for Write a Relay story telling  M ain and subordinate words would like and Be tactful poem clauses (Part I) would rather Long ear  s o…that, words Listen to identify Respond to Write a Make a chart on a such…that (Part II) sequence requests procedure sport or game  N egative sentences Active and passive voice Long ure Listen for details Discuss a book Write a book Design a book words review cover  S ubordinate clauses Long eer words Listen for Discuss plans Fill a form Discuss and decide (reason) information Close a on a pet  I f-clause conversation  t oo and very -ing words Listen to identify Give a short Expand Make up a story  S ubordinate clauses with the the main idea performance a topic (time) letters rr Listen to identify sentence (Part I) words that name Direct and indirect speech -ing words a quality Write a script Make a Joy of with the Giving box letters rr (Part II) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

1 My Hobby Before you read What do you like to do in your spare time? If you had more spare time, what would you do? The Collector of Sliced Bread Teacher told me I should do it. That’s the reason I got hooked: “Everyone should have a hobby: Saving stamps or reading books. In your bedroom, choose a shelf. Set aside a special section. Find something you really like And build a specialist collection.” I did what my teacher said. What thing does But now they say that I’m brain dead. the speaker love I choose the thing that I love most: the most? I am the collector of sliced bread. “Why would someone save sliced bread?” “Is it a legitimate task?” “What do you do with it afterwards?” These are questions adults ask. “Some save stamps. Some save whales. Everyone saves something, right?” I said. hooked: be very keen on something specialist: relating to a particular subject and spend a lot of time doing it brain dead: very stupid legitimate: allowed by law; reasonable hobby: something that you enjoy doing in your spare time 8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

“I used to save those Pokething cards. Now I’m the collector of sliced bread.” “But there’s no magic in that hobby! There’s no joy or bliss,” they said. “How can there be happiness, In collecting bits of bread?” It’s only me who knows the reason Every other hobby’s duller. After a while, what happens is My slices magically change colour! Some turn white, and others green. What colours One turned purple, another blue. do the slices of Some change shape and I have seen them bread turn into? Moving round my shelving, too. Their colour patterns shift and change. Every day’s a new surprise. They even curl up at the edges and End up marbled like the sky. The secret colours of white loaves I keep a secret in my head. For no one else on earth but me Is the collector of sliced bread. –Nury Vittachi After you read Would you like to collect sliced bread as a hobby? Why or why not? Pokething: a reference to the popular bliss: great happiness video game Pokémon (the use of the incorrect name shows that the speaker shelving: shelves thinks it is unimportant) marbled: having a pattern of lines © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 or colours like marble 9

Reading Comprehension A. Circle the correct answer. 1. Why did the speaker start to build a specialist collection? a. The teacher told him to. b. He wanted to be different from his friends. c. He wanted to impress his friends. 2. Why did people call the speaker “brain dead”? a. He saved whales. b. He ate the bread that he collected. c. He collected sliced bread. 3. What hobby did the speaker have before he became a collector of bread? a. He used to save stamps. b. He used to save Pokemon cards. c. He used to read books. B. Answer the following questions. 1. What did the teacher say everyone should have? 2. What two hobbies does the teacher mention as examples? 3. What did the speaker choose to collect? 4. What did adults think about the speaker’s hobby? List three questions they asked about it. 5. Which line tells you that the speaker thinks his collection is the most interesting? 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

C. Match the speaker’s actions with the words that describe his character. 1. He collects slices of bread, no one   a. obedient else thought about it. 2. He continues with his hobby even   b. imaginative though people call him brain dead. 3. He listened to his teacher and   c. determined selected a hobby. D. Answer the following questions. 1. The speaker says that he has seen the bread slices moving around the shelves. Do you think this is possible? What do you think is the real reason why the bread slices are not in the same place? 2. Do you think the speaker looks at his collection every day? Support your answer with an example from the text. 3. Do you think people should have hobbies? Give reasons for your answer. E. Check your understanding of Cause and Effect. Match each effect with its correct cause. Cause Effect 1. The teacher told a. People called him the class to choose brain dead. a hobby. b. They changed 2. The speaker colour and shape. collected slices of bread. c. The speaker decided to start 3. The bread slices collecting bread. were left out in the open for days. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 11

Vocabulary Some save stamps. Some save whales. Betty bought some bitter butter. The repetition of the same sound at the beginning of words that are near each other is called alliteration. A. Underline the alliterative words in these sentences. 1. Set aside a special section. 2. Jack the joker juggles jars in the jungle. 3. Pretty Polly planted poppies. 4. My mum makes marvellous mud cakes. 5. The lady liked the last lamp. B. Complete the sentences using alliterative words. The first one has been done for you. 1. The cat on the cot is wearing a coat. . 2. A fat fish . 3. The dear deer . 4. A funny phone W B Unit 1, page 5 Try it out Alliteration is also used to create tongue twisters. A tongue twister is a group of words that is difficult to say quickly or to repeat without error. Pair up with a classmate. Try saying this tongue twister quickly and correctly: She sells seashells on the seashore. 12 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Grammar I am Tom. I am the collector of sliced bread. Remember, a phrase is a group of words that has meaning but does not make complete sense. A group of words that acts like a noun in a sentence is called a noun phrase. Fill in the blanks with noun phrases from the box. Circle the noun in each phrase. a very boring party some stale bread many old coins a bouquet a very talented girl a lot of food 1. Pierre found under the bed. 2. Mum bought from the florist. 3. We went to the museum and saw . 4. Sally was tired after attending . 5. We have in our class. 6. There is on the plate. W B Unit 1, pages 6–7 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 13

Cooking is my hobby. Polly loves swimming. The -ing form of a verb can function as a noun in a sentence. When it is used in this way, it is called a verbal noun or gerund. Everyone should have a hobby such as saving stamps or reading books. Anne loves climbing mountains and taking photographs. Verbal nouns or gerunds can also be in the form of phrases. They are called gerund phrases. Fill in the blanks with gerunds or gerund phrases from the box. swimming reading collecting stamps playing sports playing the flute 1. is Mary’s hobby. She has three albums. 2. Tim likes music. He enjoys . 3. The boys love so much that they dive into the pool after school every day. 4. Daisy visits the library every Saturday because she likes . 5. Ben likes and his favourite sport is hockey. W B Unit 1, pages 7–8 14 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Spelling A. Read the words below. They have the long vowel ou sound. house cloud mouth sound shout found round bounce loud mountain mouse thousand bound proud fountain B. Complete the story with words from the word list above. At the foot of a , there lived an old woman in a small . She had a little pet called Squeaky. He made a squeaky whenever he was hungry. One night, the old woman heard a crash. She rushed to the kitchen and Squeaky looking very shocked. While looking for something to eat, he had knocked over a bottle! © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 15

Listening Listen to the passage and match the people with their hobbies. 1. Robert a. 2. Sally b. 3. Adam 4. Christina c. 5. Nancy d. e. 16 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Speaking Nate and Anne are discussing Paul’s hobby. Nate : Have you heard about Paul’s latest hobby? Anne : Yes, collecting butterflies is his new hobby, isn’t it? Nate : In my opinion, that is a very cruel hobby. Anne : I disagree. I think it is very interesting. Nate : I strongly believe that killing a creature just for our pleasure is very cruel. Anne : I think it’s everyone’s personal choice. Nate : Yes, I agree, but as human beings it’s our duty to take care of nature. Here are some phrases we can use when we express our opinion or point of view about a topic. In my opinion I strongly believe I agree I disagree Try it out Pair up with a classmate. Choose one of the following topics. Express your opinion for or against the topic. Everyone should help with household work. It is every student’s responsibility to take care of school property. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 17

Writing A poster is a way of presenting information. It tells the reader about something that has happened or is about to happen. A poster is usually short and mentions all the details clearly. Young Champs Summer Camp! heading / subject A fun-filled summer camp for children what from 7 June to 6 July 2017 when details Age group: 4–7 years, 8–11 years about the Time: 10.30 a.m. to 5.30 p.m. subject of Activities: Painting, Pottery, Dance, Creative the poster Writing, Origami, Magic Tricks where Venue: Central Park Hall, Near Oldwick Station, London contact details Fee: £1000 per child Join For more details, visit NOW! www.youngchampssummercamp.com ¥ 020 46243393 Your school is organising a fair. Make a poster for your school noticeboard. Make sure your poster has all the necessary information, including details about the fair such as food and handicraft stalls, games and the price of each entry ticket. W B Unit 1, page 9 18 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Review What did you learn? Tick. The repetition of the same letter or sound at the beginning of words that are near each other is called alliteration. A group of words that acts like a noun in a sentence is called a noun phrase. The -ing form of a verb can function as a noun in a sentence. When it is used in this way, it is called a verbal noun or gerund. Verbal nouns or gerunds can also be in the form of phrases. They are called gerund phrases. Some words have the long vowel ou sound. Project Work You are in a new class. Get to know your classmates by organising a show-and-tell session on My Hobby. Take turns to introduce yourself and talk about your hobby to the class. For example, Hello, I am  . My hobby is  . © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 19

2 The Quest for Food Before you read How often do you go shopping for food? From where does your family get food supplies every week? Building a Home Why did Crusoe want goats? This is an extract adapted from the book Robinson Crusoe by Daniel Defoe. Robinson Crusoe was shipwrecked on a deserted island. To survive on this island, he learnt to hunt and build a shelter. This is his story in his own words. The need for meat kept me going. I tried to keep a dog, but he was of no use. He was afraid of the goats and kept running back to me. The goats of my island were very hard to catch. I finally caught a little one and as time went by, I caught another. It wasn’t two or three years before I had many. But at last, I not only had enough goats to give me milk but I could also kill one for meat whenever I needed to do so. What I needed most was something to replace both the bread and the flour. My supplies on the shipwrecked: suffered the sinking of a shelter: a safe place to live ship at sea, in or after a storm kept me going: made me continue to deserted: having no people do something although it was difficult survive: continue to live replace: take the place of 20 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

ship were reducing fast and I needed cereal to keep How did the plants myself alive. begin to grow near Crusoe’s cave? I made a big dry cave my home on the island. It was very dark and dingy and the fact that I had Why did Crusoe no candles did not help either. I used the fat from want to preserve the goats and dipped whatever cloth I could find the grapes? in it. Setting this fat-soaked cloth afire served the purpose of candles. As I hunted for a piece of cloth, I came upon a bag in which we had kept grain on board the ship. It was just the kind I needed. I took it out and dusted it outside my cave. I thought no more about it until, one day, I saw some little plants growing beside the entrance to my cave. On taking a closer look, I realised that they were corn plants. There were some barley and rice plants as well. A few seeds must have been left at the bottom of that bag and fallen in just the right place to grow. I had to look after these plants, saving every bit of grain from the birds. It took me four years before I had grown enough grain to eat. I had first landed near a small stream. As I walked up the stream, I found lush green fields of grass and sugarcane. Farther up, I found some melons on the ground and grapevines growing on trees. They were heavily laden with bunches of grapes. I recalled that grapes could be dried and preserved as raisins. With this thought in mind, I picked the biggest bunches I could find and tied them to the dingy: dull and dirty came upon: found something by chance afire: on fire preserved: prevented from rotting © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 21

outer branches of the trees to be sun-dried. I dried more than two hundred big bunches this way. Each night, when I went back to the cave, I would carry many limes in bags made of sailcloth. It was a long, dreary walk with the weight of the limes pulling me down. But survival was the only thing on my mind. One day, I found that my grapes were well dried. I carried them home to my cave. It was a good decision, for the next day a big storm came up. The winds blew very hard and my raisins and efforts would have all been lost. I kept the raisins, lime and meat at the back of the cave. This was the coolest area and the best place to store supplies. I sat at my table and read my Bible by the light I had made. After you read How would you get food and water if you were stuck on a deserted island? Reading Comprehension A. Answer the following questions. 1. How did Robinson Crusoe end up on the island? 2. What did he use as candles? 3. Which word tells you that he did not enjoy carrying the heavy bags of limes? lime: a round fruit, similar to a lemon, but smaller dreary: dull, boring and tiring and greener © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 sailcloth: a thick material used to make sails 22

4. How do you know that he spent a long time on the island? 5. How would you describe Robinson Crusoe? Tick the words that match Crusoe’s character. Then, explain why you have chosen these words. brave clever lazy strong religious cruel 6. In your opinion, what is the most important thing that Crusoe does in this extract? Give reasons for your answer. B. Circle the correct answer. 1. Robinson Crusoe kept a dog, but it was afraid of the goats and kept running back to him. What does this tell you? a. The dog was healthy and energetic. b. The goats were fierce. 2. Why do you think Robinson Crusoe was finally able to catch a very young goat? a. The young goat could not run as fast as the adult ones. b. Crusoe’s dog caught the young goat for him. 3. Why did Robinson Crusoe take great care of his corn, barley and rice plants? a. There was no other source of grains on the island. b. He did not want to go to the ship to get more supplies. C. Answer the following questions. 1. What are the first things you would do if you found out that you were the only survivor on a deserted island? What would you give more importance to—food or shelter? Why? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 23

2. How would you keep track of the day and date if you were alone on an island? (Imagine that you have no watches or other such mechanical equipment with you.) D. Check your understanding of Finding Information. Healthy living is about eating the correct amounts of grain (rice or wheat), fruit and vegetables, protein and dairy (milk and milk products). What kinds of food did Robinson Crusoe have on the island? Write your answers in the correct part of the food pyramid below. OTHERS PROTEIN AND DAIRY FRUIT AND VEGETABLES GRAIN Vocabulary Some little plants were growing beside the entrance. Besides the Bible, Crusoe did not have any other book. Please accept this gift that I got for you. I like all vegetables except capsicum. Beside means at the side of while besides means apart from or in addition to. Accept means agree to take while except means other than. These words are often confused. 24 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Here are some more examples of commonly confused words. brought past tense of bring bought past tense of buy done with a great deal of strength hard hardly not much diary a book in which one keeps a daily record of happenings dairy lose milk and milk products; a place where milk is stored loose not win; opposite of find not tight Circle the correct word given in the brackets. 1. We get fresh milk from the ( diary / dairy ) near our house. 2. You will soon ( lose / loose ) your wallet if you keep it lying around like this. 3. I hit the shell ( hard / hardly ) but could not break it. 4. Our principal ( bought / brought ) her new car to school. W B Unit 2, page 10 Grammar What I needed most was something to replace both the bread and the flour. Remember, conjunctions are words that help to join words, phrases or sentences together. Paired words such as both…and, not only…but also, either…or and neither…nor are also conjunctions. We use both…and and not only…but also when we want to talk about two things together and show the link between them. We use either…or and neither…nor when we want to show a choice between two options. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 25

A. Fill in the blanks with conjunctions from the box. either…or not only…but also both…and neither…nor 1. His father was a pilot a sailor. He was a Formula One driver. 2. The baby will be named Petunia Rose. 3. Harry has read the book watched the film. So he knows the story very well. 4. I like Minny. She is funny kind. B. Join each pair of sentences using the conjunctions given in the brackets. The first one has been done for you. Do this exercise in your notebook. 1. These apples are sweet. These apples are juicy. (both…and) These apples are both sweet and juicy. 2. He could play tennis. He could play basketball. (not only…but also) 3. Jenna will go to the party. Kim will go to the party. (both…and) 4. You can read Robinson Crusoe. You can read Treasure Island. (either…or) 5. Adam was not lazy. Adam was not selfish. (neither…nor) W B Unit 2, pages 11–12 Try it out Get into groups of four. Take turns to describe similarities among the four of you using both…and and neither… nor. For example, Both Adam and Simi like playing tennis. Neither Terry nor Danny like eating strawberries. 26 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

We can find the place if we follow the map. People can die from this disease. Simon may hurt himself if he doesn’t wear a helmet while riding his motorcycle. She may be the thief, but I’m not sure. We use the helping verbs can and may to talk about something that is possible or likely to happen. Fill in the blanks using can or may. 1. There are dark clouds in the sky. I think it rain later. 2. The story be true. 3. In the desert, it get very cold in the night. 4. You find the exercise a bit difficult. 5. Eating too quickly make us sick. W B Unit 2, page 13 Try it out Pair up with a classmate. Tell your partner what two things can or may happen if you get separated from your family in a crowd. Your partner will tell you how you can avoid being in such a situation. Spelling A. Read the words below. They have the long i sound. tiger bicycle island kite idea hike spider ripe light vine pipe ride fight bite rhinoceros © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 27

B. Fill in the blanks with words from the word list. The pictures will help you. Jerry had just bought a new . He decided to it into the forest nearby. He rode happily along the path. Suddenly, he noticed something moving in the bushes. He could hear the growl of a . Jerry was scared that the animal would him, so he rode away as fast as he could. He could hear the animal chasing him through the bushes. Then, Jerry had an . He jumped off the bicycle and climbed up a tree. Finally, he was safe! Listening Listen to the entry from Robinson Crusoe’s journal. Tick the correct sentences. 1. Robinson Crusoe swam up the stream. 2. He found fields of grass and sugarcane. 28 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

3. He found melons on trees. 4. There were a few bunches of grapes on the vines. 5. Robinson Crusoe wanted to preserve the grapes as raisins. 6. Robinson Crusoe hung the grapes on the branches. 7. The grapes were to be dried by the wind. 8. More than two hundred bunches of grapes were dried. Speaking Sally is comforting Randy. Sally : Hello Randy, you look stressed out. What happened? Randy : I spilt milk on Dad’s computer and it may be damaged now. Sally : That’s terrible. I’m sorry to hear that. Randy : His notes are stained with milk too. Sally : Don’t worry. Be brave and apologise for your mistake. Randy : Dad may be angry when he finds out tonight. Sally : Take it easy. I’m sure everything will be all right. You can offer comfort to someone in a similar way when he or she is in trouble by using the words in bold. Try it out Pair up with a classmate. Tell your partner about a time you were in trouble for accidentally doing something wrong such as breaking a window while playing ball. Your partner has to comfort you. Take turns to do this activity. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 29

Writing Like a diary, a journal is also a record of events. While a diary is usually private, a journal is written so that it may be shared with others. Robinson Crusoe kept a journal but had to stop writing when he ran out of ink. Read these entries from Crusoe’s journal. 30 September 1659: I, poor miserable Robinson Entries Crusoe, being shipwrecked during a dreadful storm, arranged by came on shore on this island; all the rest of the ship’s dates company being drowned. Writer’s thoughts At night I slept in a tree, for fear of wild creatures; and but slept soundly. feelings 1 October: In the morning I saw, to my great surprise, Written the ship had floated much nearer the island. using the past tense 1–24 October: All these days spent in many trips to get all I could out of the ship, which I brought on shore upon rafts. 26 October: I walked about the shore to find a place where I could live. I found a proper place, under a rock. I decided to build a wall around it to protect me from wild animals. 26–30 October: I worked very hard, carrying all my goods to my new place of living. Imagine that your ship has landed on the island that Crusoe is living on. Make a journal entry in your notebook about your meeting with him. Describe the island and what you did together. Use the past tense. W B Unit 2, page 14 30 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Review What did you learn? Tick. Paired words such as both…and, not only…but also, either… or and neither…nor are also conjunctions. We use both…and and not only…but also when we want to talk about two things together and show the link between them. We use either…or and neither…nor when we want to show a choice between two options. We use the helping verbs can and may to talk about something that is possible or likely to happen. Some words have the long i sound. Project Work Get into groups of three and write what you would do if you were lost in a jungle. How would you make fire, make a shelter to protect yourself from wild animals and the weather, and collect food and water? List your ideas and present it to the class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 31

3 Our Wonderful World Before you read How do you think people in ancient times built large monuments such as the pyramids with their simple tools? The Mystery of the Nazca Lines What is the capital city of Peru? The Nazca Lines are one of the greatest mysteries of our planet. They are a series of perfectly designed line drawings of shapes, animals and plants marked on the ground in southern Peru, South America. The lines were discovered in the 1920s when planes first began to fly over the Nazca Desert in Peru. A pilot looked down and saw the most extraordinary sight. There were huge patterns and shapes on the floor of the desert! He thought he knew the area well but he had never seen such things before. When he landed his plane, he got into his car and raced to the spot where he had seen the lines. However, he could see nothing except the dry landscape with its heaps of stones and dust. Much intrigued, he contacted his pilot friends in Lima, the capital of Peru. They came from the city and began to fly around the desert. Every day, they found more strange lines and shapes. Then the pilots tried to determine the size of the area covered by the lines and shapes. It was about 450 square kilometres, without extraordinary: very unusual intrigued: curious sight: something that one sees or can be seen 32 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

any towns or villages. Most of it was flat though it Why couldn’t was bordered on one side by mountains. the pilot see the patterns even The pilots next plotted the shapes. There were long though he was so lines that looked like great highways. There was a huge close to them? monkey with a spiralling tail and a creature that looked like a dog. There were also several patterns of birds. What kind of help did Maria Reiche News of the discovery of the Nazca Lines spread want from the far and wide. People were fascinated. They soon Peruvian air force? realised, like the pilots, that one cannot see these patterns and shapes from the ground as they are formed by very shallow furrows or low mounds of gravel. The people who saw them began to wonder about their meaning. Who constructed these patterns? When were they made and why? Many archaeologists have since studied the lines. Among the most famous was Maria Reiche. She was a German-born mathematician and archaeologist who was living in Peru when she heard about the lines at Nazca. Around 1946, she began to make maps of the figures on the ground. She convinced the Peruvian air force to help her with photographic surveys. She called on the government to control the development of the area and restrict tourist visits to it. She spent much of her own money in this effort. She became very well known in Peru, and the local people called her ‘the Lady of the Lines’. plotted: marked the shape of mounds: heaps spiralling: in widening circles shallow: not very deep archaeologists: people who study human history by furrows: long, narrow ditch examining the remains of buildings or objects found by digging surveys: reports on the physical features of an area © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 33

Maria Reiche believed that the lines were a type of sun calendar, but other people had more amazing ideas. One person thought they were proof that aliens from other planets had visited Earth and the patterns at Nazca were a sort of guide or map for them! Some others suggested that the lines were a memorial to a great flood that nearly drowned the desert thousands of years ago. A scientist supposed that the lines showed where the water supplies were. Yet others considered them to be of religious importance. More recently, many people were surprised when a new pattern was found on the side of a mountain. It was of a man who seemed to be looking up at the sky and waving. This was discovered by astronauts taking photographs of Earth from space! Scientists have concluded that the Nazca Lines were created over a long period. The majority of these lines were created from 1–700 CE. Today, the area covered by the lines is a World Heritage Site, declared so by UNESCO in 1994, and the government of Peru is its official protector. No one is allowed to drive a car near the site and people can only walk there with guides. After you read Why are some people careless about preserving historical sites? How would you stop someone from spoiling an ancient monument? aliens: living creatures from memorial: something built to remind another planet people of a person or event 34 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Reading Comprehension A. Answer the following questions. 1. In which part of Peru is the Nazca Desert? 2. How did Maria Reiche help to preserve the Nazca area? 3. Many people had different ideas about the Nazca Lines. Write about any two of them. B. Fill in the blanks with the correct dates. 1. A pilot discovered huge patterns on the floor of the Nazca Desert in the  . 2. UNESCO declared the area covered by the Nazca Lines a World Heritage Site in  . 3. Maria Reiche began to make maps of the  . figures on the ground around © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 35

C. Give reasons for the following. 1. The Nazca Lines lay undiscovered till the 1920s. 2. Maria Reiche was called “the Lady of the Lines”. D. Answer the following questions. 1. Did the publicity benefit or harm the Nazca Lines? Why do you think so? 2. The Nazca Lines are drawings on the ground made by removing rocks and soil. The rocks that cover this desert are brownish-red, and when they are dug, light-coloured sand is exposed. Because there is so little rain and wind, the designs have not changed much. What steps can we take to make sure these lines are not damaged by tourists? E. Check your understanding of Identifying the Main Idea. The statements below give the main ideas contained in paragraphs 2, 3, 5 and 6. Write the paragraph number that matches each statement. 1. People began to talk about the Nazca Lines. 2. Maria Reiche’s study of the lines was the most important. 3. The Nazca Lines were discovered when a pilot saw huge patterns from the sky. 4. Many pilots took part in spotting the patterns.  36 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Vocabulary News of the discovery of the Nazca Lines spread far and wide. (over a large area) Certain pairs of words are always used together. These words are called twin words. Here are some more examples of such words. Twin word Meaning ups and downs good and bad times hale and hearty dos and don’ts in good health here and there safe and sound rules and customs wear and tear in many different places bread and butter safely damage or change that happens when something has been used for a long time something that provides you with the money you need to live on Fill in the blanks with twin words from the table above. 1. The monkeys plucked the flowers and scattered them . 2. There are a number of to be followed while meeting a member of the royal family. 3. It will be really sad if she can’t sing any more. The singing job is her . 4. The roads were dark and bumpy but he arrived . 5. Life is a series of , we have both happy and sad experiences. W B Unit 3, page 15 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 37

Grammar Maria Reiche called on the government for help. asked Johnny broke down when his pet passed away. cried died A phrasal verb is made up of a verb and one or two prepositions or adverbs. These combine to give the verb a special meaning. The same verb can combine with different prepositions and adverbs to form phrasal verbs with different meanings. A. Read the phrasal verbs given below. Use a dictionary to find out their meanings and write them in your notebook. Verb Phrasal verb break break down, break into, break out, break up carry carry forward, carry on, carry over get get away, get on, get through, get along give look give away, give off, give in, give up put look after, look up, look down on, look up to sign put down, put off, put on, put out, put up with sign in, sign up (for), sign out, sign over 38 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

B. Fill in the blanks with phrasal verbs from the box. look after give in sign in get along break into put off get on look up to 1. Lock your doors. Thieves might your house and steal your valuables. 2. Sandra and her sister do not . They are always quarrelling. 3. Not wanting to , the boxer fought harder and won the match. 4. He stays at home to his aged parents. They cannot do anything themselves. 5. You need to before downloading content from this website. 6. Jade is trying to meeting her boss because she has not done her work. 7. I need to with cleaning my room before the guests arrive. 8. He is a person whom we respect and . W B Unit 3, pages 16–17 Try it out Get into groups of four. Write down phrasal verbs on pieces of paper and put them in a box. Choose phrasal verbs that you can act out. For example, look for something you lost. Then, take turns to pick a piece of paper and act out the phrasal verb written on it. The members of your group have to identify the phrasal verb. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 39

Spelling A. Read the words below. They have the long vowel au or long vowel aw sound. haul gauze daughter audio sauce astronaut jaw dawn straw yawn law drawer B. Fill in the blanks with words from the word list above. 1. Unlike the jaws of most animals, the upper of a shark can move freely. 2. Mum keeps her jewellery in a . 3. The men had to the fallen tree off the road. 4. The doctor covered Robert’s wound with a . 5. We stayed in a hut in the village. The roof was made of . Listening Listen to the phrasal verbs in the sentences. Match each sentence with the meaning of the phrasal verb in the sentence. 1. Sentence A a. joined or registered (for) 2. Sentence B b. leak 3. Sentence C c. escaped 4. Sentence D d. started 5. Sentence E e. improve 40 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Speaking This is a television news report on a recent discovery in the Pacific Ocean. Read the news article aloud. Good evening, welcome to IBC News. Scientists have discovered a new continent near the eastern coast of Australia. 94 per cent of the new continent is under the Pacific Ocean. The islands of New Zealand and New Caledonia are the only visible parts of it. It looks like these islands are the highest parts of the continent and rise above the surface of the ocean. Scientists have long suspected the existence of such a land mass. In the 1920s, geologists had found rocks that hinted that New Zealand may have been a part of a larger continent. The newly discovered continent, named “Zealandia” by scientists, broke away from Australia approximately 80 million years ago. It is nearly 2 million square miles in size, roughly two-thirds the size of Australia. The new continent will not appear in maps and atlases in the next five to ten years. Geologists still need to provide more proof to scientists all over the world to get “Zealandia” accepted as the eighth continent. Here are some important details you must include in a news report. Who or what is the report about? Where was the event? When did it happen? Why or how did it happen? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 41

Try it out Get into groups of five. As student reporters, discuss and write a report on a recent event such as a Clean Your Neighbourhood drive. Elect a team member to present it to the class. Writing A good writer checks his or her work carefully before showing it to others. Here are a few points to help you improve your composition. Vary your sentences and use different words to express yourself clearly. Use words related to the topic. Check punctuation, grammar and spelling. Rearrange the sentences if required. They should lead to the conclusion. The report given below has a mistake in each sentence. Underline the mistakes in punctuation, grammar and spelling, and rewrite the report in your notebook. Our monuments and historical sites are important becuase they give us an idea about how people lived in the past. UNESCO helps countries protect their historical sites? If a monument or historical site meets the standards set by unesco, it is declared a World Heritage Site. For a place to be choose as a World Heritage Site, it has to pass a difficult test! Natural heritage sites can show signs of were and tear if they are not taken care of. Both whether and human action are responsible for damage. Most historical sights have a notice for visitors. This notice lists the do’s and don’ts to be followed while visiting such a place. We must follow these rules and not throw rubbish there and here. W B Unit 3, pages 18–19 42 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Review What did you learn? Tick. Certain pairs of words are always used together. These words are called twin words. A phrasal verb is made up of a verb and one or two prepositions or adverbs. These combine to give the verb a special meaning. The same verb can combine with different prepositions and adverbs to form phrasal verbs with different meanings. Some words have the long vowel au or long vowel aw sound. Project Work Get into groups of three. Select a monument or historical site. Research and write a short report about it on a sheet of chart paper. Decorate the chart with drawings or pictures of the site. Display your chart in class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 43

4Making Dreams Come True Before you read What do you dream of becoming when you grow up? What will you do to make your dream come true? Amelia Earhart Amelia Mary Earhart was born on 24 July 1897, in the United States of America. Young Amelia was a tomboy. She could also be a troublesome child sometimes. She liked adventure and once, when she was only seven years old, she built a ramp with her uncle’s help and rode down the ramp from the roof of a shed in a wooden box. “Look at me,” she shouted. “I am flying!” And she What kind of a girl was flying for about thirty seconds before she was little Amelia? crashed to the ground. Amelia was ten years old in 1907 when she saw her first aeroplane. The plane was one of the very first planes ever made. It was not like the planes we see now. This one was made from wood and cloth. It had just one engine. The pilot sat in the open, and had to wear goggles to protect his or her eyes. The plane only took one passenger, who had a seat in front of the pilot’s. It was very exciting to travel in these little planes, but it was also very dangerous. Young Amelia was not impressed. tomboy: a girl who likes doing things which troublesome: causing difficulty boys usually like to do ramp: a sloping surface connecting two levels 44 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Almost ten years later, Amelia went to a stunt-flying exhibition with a friend. A little red plane dived at the girls and Amelia was intrigued. In 1920, Amelia finally took a ride on a plane. As it soared above the ground, her life changed forever. She knew that she had to fly. Where there’s a will, there’s a way: although there were many hardships, Amelia was determined to achieve her dream. She worked hard to earn money for lessons, because flying lessons were very expensive. Six months later, Amelia bought a second-hand bright yellow plane, which she called “The Canary”. She was the Why did Amelia sixteenth woman in the world to get a pilot’s licence. work hard? In 1928, Amelia became the first woman to fly across the Atlantic Ocean. There were two other pilots on that venture. It took them nearly twenty-one hours for a flight that now takes just about six hours. There were no maps to help them cross the ocean and no radio communication or computers, like pilots have today. During the flight, Amelia learnt how to navigate by using the stars. Four years later, in 1932, Amelia made her first solo flight across the Atlantic Ocean. stunt-flying: performing daring tricks in an aircraft second-hand: not new; something which dived: flew down quickly has been owned by someone before intrigued: became interested soared: rose through the air venture: risky or dangerous journey expensive: costing a lot of money navigate: plan and direct the course of 45 something, usually a ship or an aircraft solo: done by one person alone © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

As a child, Amelia had a scrapbook about successful women who worked in law, advertising, management and engineering. As an adult, she believed that women could do everything that men did, with the same intelligence, speed and willpower. She hoped that her achievements would prove that men and women were equal in their abilities. She once refused to fly a famous film star Why did Amelia to the 1934 Bendix Trophy race because they refuse to fly a banned women participants. She was a champion famous film star? of women’s rights. Amelia was very ambitious. In 1935, she became the first person to fly solo across the Pacific Ocean. She planned to fly all around the world. Her first attempt in March 1937 ended in a crash. In July, she made her second attempt. She navigated by checking and observing the position of the stars, but she also had some help from ships. One ship burned oil so that she could check her position. Signals were heard from Amelia for about five days. After that, all communication was lost. She was last heard from near Howland Island in the Pacific Ocean. The US Navy searched all around the island, but neither she nor the plane was ever found. What do you think happened to her? After you read What lesson can you learn from the story of Amelia’s life? willpower: determination ambitious: strong desire to be successful abilities: the things that a person is able to do attempt: try banned: officially prevented someone from doing something © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 46

Reading Comprehension A. Read the sentences below. Write T for True and F for False. 1. Amelia was very impressed by the first plane that she saw. 2. As a child, Amelia kept a scrapbook about successful men. 3. Amelia’s first plane was bright yellow in colour. 4. The Bendix Trophy race was for both men and women. 5. We don’t know what happened to Amelia and her plane. B. Complete the table with information from the text. Year Event 1. Amelia saw her first plane. 2. 1920 3. 1928 4. Amelia made her first solo flight across the Atlantic Ocean. 5. 1934 6. Amelia became the first person to fly solo across the Pacific Ocean. 7. Amelia made her second attempt to fly around the world. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 47

C. Answer the following questions. 1. Describe the first plane that Amelia saw. 2. How did Amelia feel when she saw a plane for the first time? What changed her views later? 3. When Amelia first flew across the Atlantic Ocean, what did she depend on for directions? 4. How old was Amelia when she made her second attempt to fly around the world? 5. Why did Amelia call her first plane “The Canary”? 6. How are modern planes different from the first plane that Amelia used in 1928? 7. Do you think it is easier to fly a plane now? Give reasons for your answer. 8. How do you know that Amelia was determined to achieve her dreams? 9. How do you think Amelia felt when she was flying alone across the Pacific or the Atlantic Ocean? 10. What do you admire about Amelia Earhart? 11. Do you agree with Amelia’s views that women can do everything that men can? Give reasons for your answer. D. Check your understanding of Drawing Conclusions. 1. What can you conclude about Amelia’s character? Support your answer with examples from the text. 2. How can you conclude that Amelia Earhart inspires women all over the world? 48 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2