Active English Coursebook 5

Spelling A. Read the words below. They have the long vowel ear sound. hear smear dear tear gear fear beard near year spear B. Fill in the blanks with words from the word list above. 1. Ryan thinks he looks handsome with a  . 2. The music is very loud, so I cannot what you are saying. 3. There are 365 days in a  . 4. With a in his eye, the Happy Prince begged the swallow to give his sapphire eye to the poor. 5. A javelin is a used in a competitive sport. The winner is the one who can throw it the farthest. 6. The Aborigines of Australia mud on their faces as a type of body art. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 99

Listening Listen to the sentences about events in Usain Bolt’s life. Number the sentences in the correct order. Bolt has won the Laureus World Sportsman of the Year award ] and the IAAF Male Athlete of the Year award multiple times. [ ] Bolt’s fairy tale began in 2008, at the Olympic Games in Beijing. [ ] ] As a child, Usain Bolt spent his time playing cricket and football ] in the street with his brother. [ Over the years, he has consistently broken and set new records. [ Bolt was a promising fast bowler in cricket and participated [ in high jump events as well. Speaking Cara is asking Pablo for something. Cara : Hello, Pablo. Pablo : Hello, Cara. Why didn’t you come to school yesterday? Cara : I had such a bad toothache that I had to visit the dentist. I missed the English assignment. Could you lend me your English notebook? Pablo : I’m sorry, but I need it today. Can I give it to you tomorrow? Cara : Sure, no problem. When we respond to a request, we can either agree or refuse. We often use short answers to respond informally to requests. Here are some short answers we can use. Sure. No problem I’d love to. 100 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

When we have to refuse a request, it is polite to say why we are refusing. Here are some responses we can use in order to avoid hurting the person who is making the request. I’m sorry… I would have liked to, but… I’m afraid I can’t… Try it out Get into groups of three. One of you makes a request and the other two respond positively or negatively. Give reasons for your responses. You can use any one of the following situations. You need to borrow some money. You want to use your friend’s computer. You want to visit your friend. Writing A procedure contains a series of steps that tell us how to make or do something. Some examples of procedures include recipes, rules on how to play a game and science experiments. A procedure usually includes the following points: a title that lists the goal or aim of the procedure a list of items a list of steps numbered in the order they have to be done diagrams and illustrations to make the steps clearer. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 101

Read the following procedure on how to make an ice-cream sandwich. Ice-cream sandwich (Serves one) Ingredients Two tablespoons of ice cream (any flavour) Two slices of bread Method 1. Put the ice cream in a bowl and leave it to soften a bit. 2. Spread the ice cream on a slice of bread. 3. Cover the ice cream with the other slice and press firmly. 4. Put the sandwich in the freezer for a few minutes. Your ice-cream sandwich is ready! Now, look at the pictures and write the steps on how to fold a T-shirt in your notebook. 102 W B Unit 8, pages 43–44 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Review What did you learn? Tick. Word pairs such as so…that and such…that tell us about a cause and its effect. A sentence that makes a negative statement using not or never is known as a negative sentence. If there is a helping verb in the sentence, we put not or never after it. If there is no helping verb in the sentence, we use do, does or did as the helping verb. We usually use never as the negative of always in a sentence. Some words have the long vowel ear sound. Project Work Get into groups of three. Choose a sport or game that you like. Make a chart on the sport or game that you have chosen. You can mention the equipment, the different formats of the game, the terms associated with the game, the rules and famous men and women who play it. Include pictures and drawings. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 103

9A Strange Visitor Before you read If there were creatures on other planets, what do you think they would look like? The Arrival of the Monster What do you think is moving? In 1898, H. G. Wells published a science fiction novel called The War of the Worlds, about an invasion by Martians. In this extract, adapted from the novel, the narrator describes a scene when aliens land in their spaceship on a field in England. The sun was setting. The crowd about the pit had increased, and stood out black against the sky—a couple of hundred people perhaps. There were raised voices, and some sort of struggle appeared to be going on near the pit. As I went nearer, I heard a shout, “Keep back! Keep back!” A boy came running towards me. “It’s a-movin’,” he said to me as he passed. “I don’t like it. I’m a-goin’ ’ome, I am.” science fiction: stories that are based Martians: creatures believed on imaginary developments in science to live on the planet Mars about: around invasion: attack by an armed force © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 104

I went on into the crowd. There were really, I should think, two or three hundred people elbowing and jostling one another. “He’s fallen in the pit!” cried someone. “Keep back!” said several. I elbowed my way through the crowd. Everyone seemed greatly excited. Then I saw a young man desperately trying to scramble out of the hole. The crowd had pushed him in. The top end of the cylinder was being What do you think screwed out from within. Somebody pushed will come out of against me, and I narrowly missed being the cylinder? pitched on top of the screw. I turned, and as I did so, the screw must have come out, for the lid of the cylinder fell upon the ground with a ringing sound. For a moment that circular cavity seemed perfectly black. I think everybody expected to see a What do you man emerge—possibly something a think the creature little unlike us, but in all essentials, inside the cylinder looks like? a man. But, looking, I presently saw something stirring within the shadow; greyish billowy movements, one above another, and then two luminous discs— like eyes. Then something resembling jostling: pushing roughly, especially in a crowd pitched: thrown roughly scramble out: move out of a particular place in cavity: empty space inside a solid object a hurried or clumsy way emerge: come out of something and become visible cylinder: an object with a circular top and billowy: with a wave-like motion bottom and straight sides luminous: giving off light © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 105

a little grey snake, about the thickness of a walking stick, wriggled in the air towards me—then another. A big greyish rounded bulk, the size, perhaps, of a bear, was rising slowly and painfully out of the cylinder. As it rose up and caught the light, it glistened like wet leather. Two large eyes were looking at me steadily. The head of the thing was rounded, and had, one might say, a face. There was a mouth under the eyes which kept trembling and dropped saliva. A limp tentacle gripped the edge of the cylinder, another moved around in the air. Those who have never seen a living thing like a Martian can hardly imagine the horror of its appearance. The peculiar V-shaped mouth with its pointed upper lip, the absence of brow ridges, the absence of a chin beneath the lower lip, the group of tentacles, the heavy breathing of the lungs—above all, the steadfast stare of the immense eyes—were all at once inhuman and monstrous. I was overcome with disgust and dread. After you read What would you do if you suddenly saw a creature from another planet? wriggled: moved by making quick twists and turns ridges: narrow raised bands on a surface bulk: large size or shape steadfast: not moving or changing glistened: shone brightly dread: fear of what may happen in the tentacle: a thin, flexible, arm-like body part, used future by animals like the octopus for holding on to things or moving about © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 106

Reading Comprehension A. Read the sentences below. Write T for True and F for False. 1. The people were climbing onto the cylinder. 2. The young man had been pushed into the hole by the jostling crowd. 3. There were eye-like discs on the alien’s tentacles. 4. The alien’s skin was shiny. 5. The alien was as big as a bear. B. Give a brief description of the following: 1. the scene at the pit 2. the appearance of the alien (what it looked like) C. Circle the correct answer. 1. The crowd “stood out black against the sky”. What does this mean? a. The crowd was standing against the setting sun. b. Everyone turned black on seeing the alien. 2. The lid of the cylinder fell with a ringing sound. What does this indicate about the lid? a. It was heavy and made of metal. b. The lid had musical qualities. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 107

3. Why was the alien moving slowly and painfully out of the cylinder? a. It was scared of a monster in the crowd. b. The opening was too small for the alien. 4. Why do you think the narrator was overcome with disgust and dread? a. The alien looked ugly and frightening. b. The alien was smelly and dirty. D. Answer the following questions. 1. List some problems you might face if you moved to a different planet. What would the creatures of that planet think of your appearance? 2. Do you think people from different worlds can live peacefully together? Give reasons for your answer. 3. This book is about an attack by creatures from another planet. What are some of the dangers that we face today from our own people? E. Check your understanding of Making Predictions. 1. What do you think the alien will do next? 2. Imagine that the alien looked more or less like a human being. How do you think the crowd and the narrator would have reacted in that case? 108 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Vocabulary I elbowed my way through the crowd. The young man cannot shoulder the responsibility of looking after another family. Many words that name parts of the body can be used to show an action. Example Meaning elbow your way through to push your way through head somewhere to go somewhere eye someone to look at someone closely to move the lips as if saying something mouth something to carry a responsibility shoulder a responsibility to supply or provide with something arm with something cannot accept something cannot stomach something to submit something hand over something to pay for something foot the bill toe the line to accept rules and obey them Fill in the blanks with the correct body word from the table above. 1. After the exams, I will home to help my family decorate the house for Christmas. 2. Mr Walsh will the bill for the meal. 3. The police officers were the man who was approaching the shop. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 109

4. James could not the fact that it was his best friend who had cheated him. 5. “ over the child now,” the police warned the kidnapper. 6. I tried to the answer to Polly so that the other teams would not hear it. W B Unit 9, page 45 Try it out Ancient people used their feet to measure lengths. What body parts can you use to measure when there is no tool? Grammar Two large eyes were looking at me steadily. (doer) (action) (receiver) James Naismith invented basketball in 1891. (doer) (action) (receiver) When the doer of the action is the subject of the sentence, we say that the sentence is in the active voice. The receiver comes after the action. The young man had been pushed by the crowd. (subject) (action) (doer) The top end of the cylinder was being opened from within. (subject) (action) When the action in a sentence is done to the subject, we say that the sentence is in the passive voice. Sometimes, there is no doer in the sentence. 110 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Dessert is served after meals. (be) (past participle of the verb serve) An ugly picture was hung on the wall. (be) (past participle of the verb hang) Water is being pumped from the river to every home. (be) (past participle of the verb pump) The sheep were being chased out of the farm. (be) (past participle of the verb chase) Larry has been told to remove his bicycle from the porch. (be) (past participle of the verb tell) The manager had been promoted just a year ago. (be) (past participle of the verb promote) A prize will be given to the winning team. (be) (past participle of the verb give) Passive sentences contain passive verbs. Passive verbs are made up of a form of the verb be and the past participle of the main verb. A. Complete the passive verbs in the sentences. 1. The rat had been (chase) into the drain by the cat. 2. Look at the mess! The pages were (tear) by Kenan in anger. 3. The story was (write) by Earl’s grandfather for his children. 4. Katie will be (interview) by the manager before she can be confirmed for the job. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 111

B. Read the sentences in active and passive voice. Write the doer, action and receiver in the correct columns. The first one has been done for you. Sentence Doer Action Receiver police blocked road 1. The road has been blocked by the police. 2. The students decorated their classroom. The Great Pyramid of 3. Giza was built by a pharaoh. The walls are being 4. painted by the student volunteers. W B Unit 9, pages 46–48 Spelling A. Read the words below. They have the long vowel ure sound. pure cure lure sure secure B. Fill in the blanks with words from the word list above. 1. The doctors took ten years to find a for the disease. 2. The guards standing outside made Minnie feel safe and . 3. This jacket is made of cotton, so it is perfect for summer. 4. Are you you want to leave right now? 5. Use a bit of cheese to the rat into the trap. 112 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Listening Listen to the text and complete the table. Book title Author Setting Favourite character Reason for liking the book Speaking Tanya and Bobby are talking about a book they have read. Tanya : Have you read The Adventures of Tom Sawyer? Bobby : Yes, it was written by Mark Twain. Tanya : I like reading about the different places where Tom played with his friend Huck. I heard that they are real places in the US. Bobby : I like reading about the exciting things the boys did. However, it disturbs me that people cheated, lied and got killed in the story. Tanya : But it’s fiction, not real. I think the writer was trying to tell us that we can solve problems creatively. Bobby : Which character did you find the most interesting? Tanya : I liked Tom Sawyer. He always had a solution to every problem and he never gave up! © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 113

Here are some points to keep in mind when you talk about a book you have read. What do you think of the book? Which character did you find the most interesting and why? Why do you think the writer wrote the book? Try it out Get into groups of four and talk about a book all of you have read. Take turns to ask and answer questions. Writing In a book review, we write what we think and feel about a book. We use the simple present tense to describe the story and the characters. A book review usually includes the following points: the name of the book and the author a brief description of the story and the characters the reason for liking the book a brief description of the parts not liked and the reason for not liking them the message of the story, if any the reason for asking others to read or not read the book. Read the story extract on pages 104 to 106 again and write a short review on it. Use the following questions to help you. Where did the story take place? Who is it mainly about? Have you read any other book by the same author? If yes, how is this book different from those? W B Unit 9, page 49 114 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Review What did you learn? Tick. When the doer of the action is the subject of the sentence, we say that the sentence is in the active voice. The receiver comes after the action. When the action in a sentence is done to the subject, we say that the sentence is in the passive voice. Sometimes, there is no doer in the sentence. Passive sentences contain passive verbs. Passive verbs are made up of a form of the verb be and the past participle of the main verb. S ome words have the long vowel ure sound. Project Work Get into groups of four. Make a book cover for the story The Arrival of the Monster. The front cover must have the name of the book and the author’s name. Draw and colour a picture related to the story on the front cover. On the back cover, write a few lines about the author and some interesting details about the story. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 115

10 Toothbrush Thief Before you read Where do people usually go to get a pet? Is it better to get a pet from an animal shelter or a pet shop? Why? A Crow in the House Who did not like having the crow A young crow had fallen from its nest and in the house? was fluttering about on the road. As it was in danger of being crushed by a cart or a tonga, or seized by a cat, I brought it home. It was in a sorry condition, beak gaping and head drooping, and we did not expect it to live. But my grandfather and I did our best to bring it around. As a result, the young crow was soon on its way to recovery. He was offered freedom but instead, he made himself at home in our house. My grandmother, Aunt Mabel and even some of Grandfather’s pets objected, but there was no way of getting rid of the bird. We were not sure he was male but we called him Caesar. fluttering: making quick, light movements with the wings gaping: wide open tonga: a light horse-drawn two-wheeled vehicle used in India drooping: hanging downwards seized: caught on its way to recovery: getting better sorry: bad objected: opposed 116 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Before long, Caesar was joining us at mealtimes, What food did besides finding his own grub or beetles in the Caesar like garden. He danced about on the dining table and besides the food gave us no peace till he had been given his small on the table? bowl of meat, soup and vegetables. Why did the He was always restless, fidgeting about, narrator think investigating things. Caesar was snobbish? “That crow will be the ruin of us,” grumbled my grandmother, picking marigolds off the carpet. “Can’t you keep him in a cage?” We did try putting Caesar in a cage but he became so angry and objected with such fierce cawing and flapping that it was better for our peace of mind to give him the run of the house. He did not show any inclination to join the other crows in the banyan tree. Grandfather said this was because he was really a jungle crow—a raven of sorts, and probably felt contemptuous towards ordinary carrion crows. But it seemed to me that Caesar, having grown used to living with humans on equal terms, had become snobbish and did not wish to mix with his own kind. On one of Aunt Mabel’s visits, he alighted on her arm and cackled “Kiss kiss”. Aunt Mabel was delighted and probably flattered and leaned forward for a kiss. But Caesar’s attention had grub: a young insect (like a worm) contemptuous: not showing respect fidgeting: moving in a restless manner carrion crows: a type of crow that eats the flesh of investigating: finding out more about dead animals grumbled: complained the run of the house: the freedom to move freely snobbish: proud, believing you are better than others alighted: got down from the air and sat on something inclination: wish © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 117

shifted to my aunt’s gleaming spectacles. He thrust Why didn’t Aunt at them with his beak and knocked them off. Aunt Mabel get the kiss? Mabel was never a success with pets. What kind of If he had restricted his activities to our own house gardening activities it would not have been so bad, but he took to did Caesar do? visiting neighbours’ houses and stealing pens and pencils, hair-ribbons, combs, keys, shuttlecocks, toothbrushes and false teeth. He was especially fond of toothbrushes and made a collection of them on top of the cupboard in my room. It was Caesar’s gardening activities which finally led to disaster. He was helping himself to a neighbour’s beans when a stick was flung at him, breaking his leg. I carried the unfortunate bird home and Grandfather and I washed and bandaged his leg as best we could. But it would not mend. He grew weaker day by day, refusing to eat. One morning, I found him dead on the sofa, his legs stiff in the air. I dug a shallow grave in the garden and buried him there along with all the toothbrushes and clothes-pegs he had taken the trouble to collect. –Abridged from the original story by Ruskin Bond After you read How do you think the narrator feels when he loses his pet? gleaming: shining brightly shallow: not deep unfortunate: unlucky 118 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Reading Comprehension A. Circle the correct answer. 1. Who brought the young crow home? a. the narrator b. the grandfather 2. Where did the narrator find the crow? a. inside a nest b. on the road 3. Who nursed the young crow till it recovered? a. the narrator and his grandfather b. Grandmother and Aunt Mabel 4. What name was the crow given? a. Caesar b. Raven 5. What was the crow especially fond of? a. pencils b. toothbrushes 6. Where was the crow buried? a. in the garden b. in the jungle B. Answer the following questions. 1. What can you infer about the narrator’s nature from the text? 2. Though the young crow was offered freedom, “he made himself at home” in the narrator’s house. What does this mean? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 119

3. “Can’t you keep him in a cage?” a. Who says these words and about whom? b. Why does that person want him in a cage? 4. Did everyone love Caesar? Why do you think so? 5. You see an injured bird or animal on the road. What will you do to help it? 6. If you had a pet that stole from your neighbours’ houses, what would you do? 7. Why do you think people keep pets? What are the advantages and disadvantages of keeping a pet? C. Check your understanding of Distinguishing between Fact and Opinion. Read the sentences below. Write F for Fact and O for Opinion. 1. Cats catch crows. 2. The narrator thought that a cat would seize the young crow. 3. Caesar was a jungle crow, a kind of raven, not like the other crows in the banyan tree. 4. Caesar was snobbish and did not wish to mix with the other crows in the banyan tree. 5. Aunt Mabel was probably flattered when Caesar cackled, “Kiss kiss”. 6. Caesar’s gardening activities led to his death. 120 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Vocabulary As it was in danger of being crushed by a tonga, I brought it home. The word tonga comes from from the Hindi word tanga, meaning a light horse-drawn cart. Here are some more English words that have been taken from other languages. Word Meaning Language pizza a dish in which a flat round dough is Italian baked and served with a topping of cafe French pyjamas tomatoes and cheese Urdu/Persian sofa a small restaurant selling light meals Arabic kindergarten and drinks German Arabic monsoon loose trousers tied by a drawstring long seat with arms nursery school a period of heavy rain Match these words of foreign origin with their meanings. Then, make sentences with them in your notebook. 1. safari a. a professional cook in a restaurant 2. karaoke b. a large thin book with articles, and pictures, published at regular intervals 3. magazine c. a journey to watch animals 4. chef d. singing songs to recorded music W B Unit 10, page 50 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 121

Grammar As it was in danger of being seized by a cat, I brought it home. Robert exercises regularly because he wants to stay fit. A subordinate clause that begins with conjunctions such as as, because or since tells us the reason for the action in the main clause. Remember, if we begin the sentence with the subordinate clause, we add a comma. Complete the sentences with suitable clauses from the box. Add commas where needed. The first one has been done for you. since the girls apologised for their mistake since Harris was moving to Singapore Mark stood at the gate as the weather is very hot he sat at the front of the class because she got wet in the rain 1. Sara needs to change her clothes because she got wet in the rain. 2. he gave his toys to his best friend. 3. because his mother was coming to pick him up. 4. I will forgive them. 5. As Irwin could not see clearly . 6. we will stay indoors. 122 W B Unit 10, pages 51–52 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

If Caesar behaves himself, Grandmother will let him stay. If it rains, Aunt Rose will bring the clothes into the house. If my friend comes this evening, we will go shopping. A sentence with an if-clause expresses the idea that the action in the main clause (the result clause) can only happen when a certain condition in the if-clause (the clause that begins with if) is fulfilled. An if-clause is a type of subordinate clause. We use the simple present tense in the if-clause, and will + verb in the main clause. Match each if-clause with the correct main clause. 1. If the market is open, a. the librarian will ask them to leave. 2. If the pet dog falls ill, b. we will go to watch the film. 3. If the boys shout and c. we will go and play run around, in the park. 4. If you practise every day, d. Mr D’Souza will buy chicken and cabbage. 5. If we get tickets, e. you will certainly be selected for the team. 6. If it doesn’t rain f. Poppy will take it this evening, to the vet. W B Unit 10, pages 52–53 Try it out Pair up with a classmate and talk about your plans for the weekend. Imagine that your plans depend on weather and other circumstances. For example, If the weather is good, I will go swimming. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 123

Spelling A. Read the words below. They have the long vowel eer sound. deer cheer steer peer jeer volunteer career charioteer engineer mountaineer B. Fill in the blanks with words from the word list above. 1. As a , it is your duty to bring back all your trash from the mountains. 2. The is examining the machine for the cause of the breakdown. 3. We are going to hit the rocks. the boat to the left now! 4. It is wrong to tease and at someone for losing a match. 5. “I need one to help me clean the craft cupboard,” said the teacher. 124 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Listening Listen to the conversation and tick the correct answer. 1. Where does the woman go to? a. a pet shop b. a pet shelter 2. Where does she stay? a. in a small flat b. in a house with a garden 3. What does the man suggest? a. a kitten b. a pup 4. Why does she refuse? a. her mother does not like the animal b. she has no time to take it for walks 5. What does she finally decide on? a. two goldfish b. a house rabbit Speaking Terry is talking about his dream vacation. I want to go to South Africa for a vacation. If I go there, I will visit the Kruger National Park. I want to go there because I want to see the cheetah and the hornbill. Try it out Pair up with a classmate. Take turns to talk about a place you would like to visit. Mention why you want to go there and say what you will do if you visit that place. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 125

Writing A form is a printed document with blank spaces where we fill in information. We often have to fill forms, for example, to apply for admission to a new school. Imagine you want to adopt a pet. Complete the form by filling in the necessary information. Friends of Animals Centre House 22, Redington Street, Nairobi, Kenya www.fac.org Telephone: 9876908XX0 Fill in the form using BLOCK LETTERS. Mr/Mrs/Ms First name    Surname (Tick) Address City: State: Postal Code: D.O.B:  /  / Landline number: Mobile number: Email: Do you have any other pet at home? Yes   No Please tick your preference regarding the pet. Pet Age Gender Cat Baby Male Dog Adult Female Date: Signature: 126 W B Unit 10, page 54 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Review What did you learn? Tick. A subordinate clause that begins with conjunctions such as as, because or since tells us the reason for the action in the main clause. A sentence with an if-clause expresses the idea that the action in the main clause (the result clause) can only happen when a certain condition in the if-clause (the clause that begins with if) is fulfilled. Some words have the long vowel eer sound. Project Work Get into groups of four. Imagine you are in a pet shop. Take turns to play the role of a customer and ask the others to suggest a suitable pet for the following: 1. a young child 2. a family which lives in a small flat 3. an old person who lives alone 4. a family where everyone is in office during the day. Which pet did you decide to adopt? Why? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 127

11 Don’t Sit Still Before you read What should you do to lead an active life? Which do you think is more important—being physically or mentally active? Why? The Camel’s Hump What is uglier than a camel’s hump? The Camel’s hump is an ugly lump Which well you may see at the Zoo; But uglier yet is the hump we get From having too little to do. Kiddies and grown-ups too-oo-oo, If we haven’t enough to do-oo-oo, We get the hump— Cameelious hump— The hump that is black and blue! We climb out of bed with a frouzly head, And a snarly-yarly voice. We shiver and scowl and we grunt and we growl At our bath and our boots and our toys; hump: a large round mass on the back of camels scowl: make an angry expression and some other animals grunt: make a low, short sound lump: a solid piece of something that does not have growl: make a low warning sound in a regular shape the throat frouzly: a made up word meaning messy and untidy © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 128

And there ought to be a corner for me (And I know there is one for you) When we get the hump— Cameelious hump— The hump that is black and blue! The cure for this ill is not to sit still, Or frowst with a book by the fire; But to take a large hoe and a shovel also, And dig till you gently perspire; And then you will find that the sun and the wind, And the Djinn of the Garden too, Have lifted the hump— The horrible hump— The hump that is black and blue! I get it as well as you-oo-oo— If I haven’t enough to do-oo-oo! We all get the hump—Cameelious hump— Kiddies and grown-ups too! –Rudyard Kipling After you read How do you act when you are angry? Do you like to be around people in a bad mood? frowst: relax in a warm place perspire: sweat hoe: a gardening tool with a long handle shovel: a tool like a spade with a broad blade Djinn: a spirit that can take the used for digging and lifting material form of a human or animal © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 129

Reading Comprehension A. Circle the correct answer. 1. When do human beings get the cameelious hump? a. when they visit the zoo b. when they have too little to do 2. How does a person who has “got the hump” behave? a. The person is angry with everything all the time. b. The person is relaxed because he or she has no work to do. 3. What colour is the cameelious hump? a. black and blue b. brown and yellow 4. What things does a person with a hump grunt and growl at? a. only toys b. bath, boots and toys 5. Which of these is not a cure for a cameelious hump? a. relax with a book by the fire b. work till we sweat 6. Who lifts the hump from people? a. the sun, the wind and the Djinn of the Garden b. kiddies and grown-ups 130 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

B. Sometimes, poets make two or more words rhyme within the same line. Write the rhyming word for these words. The rhyming pairs should be from the same line. 1. lump 4. be 2. get 5. still 3. growl 6. also C. Answer the following questions. 1. Are there many camels in the place the poet lives in? How do you know? 2. How does a person with a cameelious hump behave? 3. The poet says that there should be a corner to which we should be sent when we are ill-tempered. What is your solution for overcoming a bad mood? 4. This poem was published in 1902, yet it talks about a situation that is common even today. In what way are people in today’s world becoming like the camel? (Hint: How many hours in a day are spent in using computers and mobile phones?) D. Check your understanding of Identifying the Main Idea. 1. What is the main idea of the poem? 2. Suggest another title for the poem that conveys the main idea. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 131

Vocabulary We grunt and we growl. Grunt is a synonym of growl. The synonym of a particular word is another word that means the same or nearly the same. Kiddies and grown-ups get the hump. Kiddies (meaning children) is the opposite of grown-ups. The antonym of a particular word is another word that means the opposite. Match the words with their synonyms in Column A and their antonyms in Column B. The first one has been done for you. Column A Column B Word Synonym Antonym 1. danger 2. scowl frown lazy 3. huge 4. get receive tiny 5. still 6. active risk moving 7. empty 8. lift energetic drop 9. hard 10. happy vacant grin tough sorrowful cheerful give enormous safety raise easy motionless full 132 W B Unit 11, pages 55–56 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Grammar We get the hump from having too little to do. We all enjoyed the food. It was very tasty. We use the word too in front of an adjective or an adverb instead of very when we want to show that something is more than desirable or necessary. Fill in the blanks with too or very. 1. This milk is hot for me to drink. 2. I was sleepy to finish my work. 3. This bag is heavy but Dad can lift it. 4. Bella seemed to enjoy the concert much. 5. I don’t want to go out right now. It is cold. 6. He is lazy to finish that work in a day. 7. This book is interesting. 8. Alice was excited to meet her favourite tennis player. 9. The watch is expensive. I cannot buy it. 10. The watch is expensive but I can buy it. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 133 W B Unit 11, page 57

Mum went shopping after she put the baby to bed. Uncle Jim met his wife while he was working in Germany. A subordinate clause that begins with words such as after, as, while, before, when, as soon as, since and until, often tells us when the action in the main clause happens. Fill in the blanks with words from the box. before while after until as soon as since 1. The thief ran away he saw people approaching him. 2. Please turn off the fan you leave the room. 3. I like to work I listen to the radio. 4. The teacher did not leave the room all the students had left. 5. they finish their food, they will wash their hands. 6. I haven’t been to a zoo I was a child. W B Unit 11, page 58 Try it out Form groups of three. Tell the others about a problem you faced, using a subordinate clause. For example, As soon as I reached the gate, it began to rain. I did not have an umbrella. The other members will tell you how to solve the problem. Take turns to do this activity. 134 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Spelling When adding -ing, we double the final r of some verbs of one syllable when there is a vowel before the final r. A. Read the words below. base verb bar blur spar stir tar war -ing verb barring blurring sparring stirring tarring warring B. Fill in the blanks with words from the table above. Use a dictionary if needed. 1. Keep the coffee to dissolve the sugar. 2. The two armies stopped fighting for some time to tend to the wounded. 3. The guard stood in Ethan’s way, him from entering the club. 4. He couldn’t read because tears were his vision. 5. The boxer is with his coach before the match. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 135

Listening Listen to the paragraphs. Tick the statement that gives the main idea. Paragraph Main idea 1. Paragraph A 2. Paragraph B a. All students should wear uniforms. 3. Paragraph C b. Students look good in uniform. 4. Paragraph D a. Different kinds of diarrhoea 5. Paragraph E b. The possible causes of diarrhoea a. Different flavours of jelly b. Steps to make jelly a. Parts of a book b. Ways to write a book a. Switzerland is very beautiful. Many films have been shot there. b. Many actors live in Switzerland. Speaking Mario is telling Cyrus about his vacation. Cyrus : Hello, Mario. How was your vacation? Mario : I had a great time in Hawaii. The beaches are very beautiful! I used to run to the beach as soon as I got up every morning. I played in the sea all day. Cyrus : Wow! Do you have photographs of your trip? Mario : Yes, but there are too many to show you now. Let’s look at them when you come over to my house. 136 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Cyrus : Sure. I’ll come over after I have finished my homework. It’s been nice talking to you. Mario : I’ll catch up with you later. Bye! Cyrus : See you. Here are some words and sentences we can use when we end a conversation. It’s been nice talking to you. See you./Bye. I’ll catch up with you later. Try it out Imagine you have new neighbours. Start a friendly conversation with them. Remember to: find out their names and hobbies offer to help them close the conversation with one of the words or sentences mentioned above. Writing The main idea in a paragraph is often stated in a topic sentence. A topic sentence is usually the first sentence in a paragraph. It tells the reader what the paragraph is about. All the other sentences in the paragraph need to be related to the topic sentence. They must also help to explain the topic or main idea. Read the paragraph below. A long time ago, people were frightened of diseases. They did not understand why some people became very ill and died. In some © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 137

countries, people believed that djinns and witches cast terrible spells that caused people to be sick. When someone fell ill, they would make and display certain pictures and sculptures or hang special plants in their houses to scare away evil spirits. They would pray until the patient got better. A lot has changed since the time people believed in evil spirits. Now, medical science has found a cure for many diseases and people go to a doctor as soon as they are ill. Main idea of the paragraph/Topic sentence A long time ago, people were frightened of diseases. Details that support the main idea People believed that djinns and witches caused diseases. People did different things to prevent illnesses. Now, write a paragraph in your notebook about how playing on the computer is not the same as playing outdoors. Remember to include a suitable topic sentence in your paragraph. Here are a few ideas to help you write your paragraph. Explain the topic sentence in greater detail in the paragraph. Give examples to support the main idea expressed in the topic sentence. Use words such as when, until and since to link the details. End with a sentence that sums up the message in the paragraph. Revise and correct the paragraph if needed. W B Unit 11, page 59 138 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Review What did you learn? Tick. The synonym of a particular word is another word that means the same or nearly the same. The antonym of a particular word is another word that means the opposite. We use the word too in front of an adjective or an adverb instead of very when we want to show that something is more than desirable or necessary. A subordinate clause that begins with words such as after, as, while, before, when, as soon as, since and until often tells us when the action in the main clause happened. When adding -ing, we double the final r of some verbs of one syllable when there is a vowel before the final r. Project Work This poem is taken from a story that describes how the camel got its hump. Get into groups of four. Make up a story about any other animal and share it with the class. For example, how a zebra or a tiger got its stripes, how a rhino got its horn or how a leopard got its spots. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 139

12 The Joy of Giving Before you read When you help people, do you do so without letting others know? What do you expect in return? The Happy Prince What made the Swallow look up? A long time ago, in a city in Europe, there stood in the middle of the square, a statue of a young prince. It was covered from head to toe in fine leaves of gold. The eyes of the prince were two shining blue sapphires and on the hilt of his sword glittered a brilliant red ruby. He was called the Happy Prince. As summer came to an end, the birds began to fly south to warmer lands. One night, a Swallow flew over the city. Seeing a statue on a tall column, he thought it would provide a safe place to sleep. So he flew down to the feet of the Happy Prince. However, as he settled down to sleep, a large drop of water fell on him. He looked up and saw that the eyes of the Happy Prince were filled with tears! The Swallow flew up to take a closer look and the Happy Prince spoke. “When I was alive, I had a human heart,” he said. “I lived in a palace and I was very happy. I never square: a square-shaped open area of hilt: the handle of a sword land usually with buildings around it sapphire and ruby: expensive stones 140 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

saw or asked what lay beyond the palace walls. So I lived and so I died. But that was not the end of me, as you can see. In what form does I live on in this form and now, I can see all the the Happy Prince misery in my city. Although my heart is made continue to live? of lead, I can still feel and empathise with those who are miserable. Some distance from here, in a little street there lives a woman. Her little boy has fever and is asking for oranges, but she has no money to buy him oranges. Swallow, will you take the ruby from my sword and give it to the woman?” “It is very cold out there but I will do as you ask,” said the Swallow. So he loosened the ruby from the sword, flew with it and left it on the woman’s table. When the Swallow returned to the Happy Prince, he said, “Isn’t it strange? I feel quite warm although the night is cold.” “That is because you have done a good deed,” said the Happy Prince. The next day, the Swallow said, “Today, I must fly to Egypt to join my family and friends.” The Happy Prince said, “Swallow, please stay one Why does the more night. I can see a young student in a room. Happy Prince ask He is so cold and hungry that he cannot write. the Swallow to stay Please take one of the sapphires from my eyes and one more right? give it to him.” misery: a state of great unhappiness 141 empathise: understand the feelings of another miserable: very sad © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

The next night, the Swallow gave the other Why could the sapphire to a poor girl who was selling matches in Happy Prince no the street. longer see? When the Swallow returned, the Happy Prince Why did the said, “I cannot see now, Swallow. Would you fly Swallow not leave over the city and tell me what you see?” the Happy Prince? So the Swallow flew over the busy city and carefully observed all below him. He saw poverty- stricken families and their starving children. He reported all he had seen to the Happy Prince. “I am covered with gold,” the Happy Prince said. “Take it all and give it to the poor.” The Swallow took all the gold leaves from the Happy Prince, one by one, until the statue looked grey and dull. As the days passed, it got colder and started snowing, but the Swallow would not leave the Happy Prince because he loved him too well by now. He grew colder and colder and when he knew he was about to die, he pecked the Happy Prince on the cheek and fell down dead. The next morning, the Mayor saw the statue and exclaimed, “Dear me! How shabby and dull the Happy Prince looks!” He ordered that the statue be pulled down and melted to make a new one. The Mayor and his Councillors argued about whose statue should be made with the metal. poverty-stricken: extremely poor councillors: a group of people who decide how a city or town should be run pecked: struck lightly with its beak © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 mayor: a person who is elected to look after a town or city 142

When the men melted the statue, they found a heart-shaped object that would not melt. They threw the heart onto the rubbish dump where the dead Swallow already lay. “Bring me the two most precious things in the city,” said God, high up in Heaven. An angel brought Him the leaden heart and the dead bird. God said, “In my garden of Paradise, this little bird shall sing for evermore and in my city of gold, the Happy Prince shall praise me.” –Adapted from the story by Oscar Wilde After you read Why did the angel consider the leaden heart and the dead bird to be the most precious things in the city? Reading Comprehension A. Read the sentences below. Write T for True and F for False. 1. The Happy Prince was covered with gold. 2. The Swallow went to sleep on the Happy Prince’s shoulder. 3. The Happy Prince helped the poor when he was alive. 4. The young student could not write because he had fever. 5. The Mayor ordered the men to pull down the statue because it was dull and shabby. leaden: made of lead evermore: always © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 143

B. Answer the following questions. 1. What did the statue of the Happy Prince look like? 2. How did the Happy Prince help the woman and her sick son? 3. “Today, I must fly to Egypt to join my family and friends.” a. Who said these words and to whom? b. Why must he fly to Egypt? c. Who stops him? Why? 4. Why do you think the prince is called “the Happy Prince”? 5. Why could the Happy Prince see all the misery in the town? (Hint: Where is the statue placed?) 6. What qualities are most important in a friend? 7. If you were asked to give away something that is precious to you, what would you give away? How would you feel after doing this? C. Check your understanding of Cause and Effect. 1. What was the cause of the Happy Prince’s unhappiness? 2. Why did the Swallow feel warm even though it was a cold night? 3. Why couldn’t the young student write? 4. How did the cold winter finally affect the Swallow? 5. What effect did the Happy Prince’s action of giving away the gold leaves have on the people? 144 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

Vocabulary “I can see all the misery in my city,” said the Happy Prince. The poor student could not write due to hunger. The Swallow was rewarded for his loyalty to the Happy Prince. Some words refer to things we cannot see or touch. They name a quality, idea, emotion or condition. Fill in the blanks with words from the box. knowledge bravery compassion peace pride fear laughter embarrassment 1. Dicky shivered in as he looked at the cave. It was dark and frightening. 2. Saint Teresa was known for her . She cared for old and sick people in the slums. 3. The audience burst into loud on hearing Mr Johnson’s jokes. 4. The two armies have agreed to stop the war and work together to bring to their countries. 5. The teenager was rewarded for her because she dashed into a burning room to save her baby brother. 6. Samantha’s of Korean culture comes from her passion for reading. She has read many books about Korea. 7. The winner’s face glowed with as he held up his trophy. 8. She turned red with when she forgot her speech in front of the chief guest. W B Unit 12, page 60 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 145

Grammar The Swallow said, “I feel quite warm in my nest.” The Swallow said that he felt quite warm in his nest. When we change direct speech to indirect speech, the pronoun and possessives are changed. The tables below show how the pronoun and possessives change in indirect speech. Direct Indirect speech Direct Indirect speech speech he, she speech him, her our(s) their(s) I his, her I, he, she, they, we me his, hers you they me, him, her, my them you them, us mine your my, his, her, their, our mine, his, hers, we yours theirs, ours us Change these sentences from direct to indirect speech. Write them in your notebook. Remember to change the tense where necessary. 1. James said, “I like that brown bag.” 2. Sean told Harry, “There are no more bananas left for us.” 3. Debbie said, “I don’t like swimming.” 4. Veronica said, “The pencil on the table is mine.” 5. Uncle Joe says, “We love our new house.” W B Unit 12, page 61 146 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2

The Swallow said, “I saw a sick child last night.” The Swallow said that he had seen a sick child the night before. The poor woman said, “I have nothing here.” The poor woman said that she had nothing there. When we change direct speech to indirect speech, we also make changes to time and place words. The table below shows how some time and place words change in indirect speech. Direct speech Indirect speech now then today that day yesterday the day before/the previous day tomorrow the next day/the following day here there Change these sentences from direct to indirect speech. Write them in your notebook. 1. Mother said, “I can come over now.” 2. Rachel said, “I visited my aunt yesterday.” 3. “Please remind me tomorrow,” Timothy told Valerie. 4. “Please return the library books today,” Daniel told Sara. 5. Myra said, “I am very happy here.” W B Unit 12, page 62 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2 147

Spelling When adding -ing, we double the final r of some verbs of more than one syllable when the stress falls on the final syllable. A. Read the words below. base verb refer occur prefer infer transfer -ing verb referring occurring preferring inferring transferring B. Fill in the blanks with words from the table above. 1. People have become lazy nowadays, to watch television and play computer games rather than going outdoors and getting some exercise. 2. The children are the meaning of the paragraph with the help of the clues given in the sentences. 3. It is strange that the monsoon is earlier this year. 4. People thought Blake was talking about an oak tree but he was actually to the mango tree in his garden. 5. Shaun is in the process of all his things to his new office next door. 148 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8115-2