Active English Rev ed (Asia Ed) CB G6 Int Inside_LR

English ™Revised Edition Coursebook 6 SCHOLASTIC Correlated to CEFR

Revised Edition English 6Coursebook SCHOLASTIC

Text credits: Rivers by Catherine Chambers, first published by Heinemann Library, a division of Reed Educational and Professional Publishing Ltd, 2001; Catching Pheasants by Manzu Islam, from Tell Tales, Volume 2, copyright © 2005 by flipped eye publishing limited. Reprinted by permission of flipped eye publishing limited; Matilda by Roald Dahl, first published by Jonathan Cape Ltd & Penguin Books Ltd; Chinese Cinderella by Adeline Yen Mah, published by Penguin Group, Australia, 1999; Focus on Disaster: Earthquake by Fred Martin. Reprinted by permission of Capstone Global Library Ltd; Science Star Omar from Suffering Scientists by Nick Arnold (Scholastic UK: 2000); Bharatan Kumarappa and the Navjivan Trust for Aboard the Ship from The Story of My Life (Scholastic India: 2006). Photo credits: Wikimedia p14 © M. Tawsif Salam; p27 © Shannon Hobbs, Lyn Gateley; p67 © Carolius Clusius, after van Neck; p85 © Ittiz at the English language Wikipedia, NASA/JPL/USGS; p96 © Alisdair Mclean; p121 © gandhiserve.org, Dinodia; p131 © crimfants, Omid RostamiNia, Hamachidori, Saleem Hameed. Every effort has been made to trace the copyright holders of material used in this book. If any copyright holder has been overlooked, we will make any necessary arrangements at the first opportunity. SCHOLASTIC© 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. For information regarding permission, write to: Scholastic Education International (Singapore) Pte Ltd 81 Ubi Avenue 4, #02-28 UB.ONE, Singapore 408830 Email: [email protected] For sales enquiries write to: Australia Latin America, Caribbean, Europe (except UK), Middle East and Africa Scholastic Australia Pty Ltd Scholastic International PO Box 579, Gosford, NSW 2250 557 Broadway, New York, NY 10012, USA Email: [email protected] Email: [email protected] Philippines New Zealand Scholastic Philippines Scholastic New Zealand Ltd Penthouse 1, Prestige Tower, F. Ortigas Jr. Road, Private Bag 94407, Botany, Auckland 2163 Ortigas Center, Pasig City 1605 Email: [email protected] Email: [email protected] India Asia (exclude India and Singapore) Scholastic India Pvt. Ltd. Scholastic Asia A-27, Ground Floor, Bharti Sigma Centre, Plaza First Nationwide, 161, Jalan Tun H S Lee, Infocity-1, Sector 34, Gurgaon (Haryana) 122001, India 50000 Kuala Lumpur, Wilayah Persekutuan Kuala Lumpur, Malaysia Email: [email protected] Email: [email protected] Rest of the World Scholastic Education International (Singapore) Pte Ltd 81 Ubi Avenue 4 #02-28 UB.ONE Singapore 408830 Email: [email protected] Visit our website: www.scholastic.com This edition 2021 ISBN 978-981-49-6923-9

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 PGurnactmumatairon&SCHOLASTIC ComRperaedhiengnsi&on 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 sentences. Fill in the blanks with a feeling word from the box Even so, they are powerless against the forces of nature. Writing Reading that matches each sentence. However, they also lead to the enrichment of the soil. skills skills MECHANICS OF jealousy anger fear happiness sadness A suffix is a letter or group of letters that is added at the end of a word to form LANGUAGE a new word. We add the suffix -less (meaning without) to form describing words. 1. Sentence A The suffix -ment is usually added to express an idea, quality or state of being. 2. Sentence B In some cases, the spelling of the word is changed before adding the suffix. 3. Sentence C 4. Sentence D -less -ment 5. Sentence E breathless breath effortless develop development Speaking effort nameless LANGUAGE name merciless improve improvement Dana is telling Evan about the people present at her birthday party. mercy penniless penny require requirement Dana : I’m so glad you could come today. SKILLS Evan : I’m glad too, though I don’t really know anyone here. argue argument Dana : Well, the boy who is standing by the table is my cousin, Jared. Evan : I remember you mentioning him once. merry merriment Dana : Yes, he is the one with whom I spent my summer vacation. Listening Speaking Evan : That’s right. Fill in the blanks with words from the tables above. Dana : The lady in the corner, whose skirt is the same colour as mine, is my PhSopneilclisn&g 1. The king was cruel and . PrPersoejnetcattiWonor&k neighbour. She makes the cakes that you love so much. Evan : I must go over and thank her in that case. 2. The long walk up the hill has left me . Try it out 3. Let us forget this and play together instead. Pair up with a classmate. Imagine you are at a zoo. Now, imagine the people and animals at the zoo. Use relative pronouns to 4. Your essay is interesting but it needs a little . describe the scene. Take turns to do this activity. 5. He lost all his wealth and is now . THEMATIC 6. We could hear sounds of joy and coming from inside FOCUS the cottage. 7. The hero who saved this entire town almost two decades ago remains . 8. She donated large sums of money for the of the small town that she grew up in. 9. The job may seem to be easy and but it is actually quite difficult. Writing 10. The only for becoming a permanent member of the club is that you attend every meeting. W B Unit 1, pages 5–6 94 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 11 Active English Rev ed Asia CB G6 Int U8.indd 94 07/05/21 9:40 AM Active English Rev ed Asia CB G6 Int U1.indd 11 07/05/21 9:38 AM Vocabulary 1 A Coastal Community Before you read Writing What is it like to live and work in your country? Do you think it is Remember, a script is a piece of writing that is written for the stage. It tells us very different from other countries? Why or why not? what the people, animals or things in a play say to each other. Living and Working in Bangladesh Imagine you are living in a small village community in Bangladesh when there is a flood. Write a short script on how you would help your Bangladesh is a country in South Asia that shares its neighbour, who is an elderly man, get away. You may include other characters. Find out more about communities in Bangladesh and flooding before you begin writing your script. borders with India and Myanmar. About seven hundred rivers flow through this country and most of it is formed by the largest delta in the world. Bangladesh has annual floods which cause heavy damage. However, they also lead to How do floods the enrichment of the soil by depositing sand and clay help to make the that helps crops grow well. soil fertile? Here are a few points to help you write your script. The people living on a delta always have to be prepared Include a list of all the cast members. for flooding. They build their homes on banks or platforms Mention the props that will be required. Try to keep the list simple. of earth. The houses are mostly made of wood and are Describe the setting. Mention details such as where and when the scene supported on stilts. Even so, they are powerless against the takes place. Write the name of each character, followed by a colon. Then, write the words you want that character to say. Keep the dialogue short and simple. Start every character’s lines on a new line. Remember to include stage directions that tell the characters how they should look, act and speak on stage. Once your script is complete, correct any grammar or spelling mistakes. You can get into a group with other classmates and stage your play. You delta: a landform at the mouth of a river created by the banks: long, high raised masses of earth could even ask your family members to stage the play at home. gradual collection of sand and clay stilts: sets of usually wooden poles that W B Unit 1, pages 8–9 enrichment: the action of improving the quality of something support a building 16 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 3 Active English Rev ed Asia CB G6 Int U1.indd 16 07/05/21 9:38 AM Active English Rev ed Asia CB G6 Int U1.indd 8 07/05/21 9:37 AM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Active Engagement of Students Show–Explain-Apply Methodology 2 A Strange New World A ‘Show-Explain-Apply’ methodology makes Before you read lessons more achievable, motivates students What would you miss about home if you had to live abroad? Do and boosts student confidence. you think you would feel homesick? In an English Town Authentic and We were strangers in a small provincial What overall Grammar varied texts English town. But we liked the town, its impression do you engage students, rows of white Georgian houses with get of the English Jeremy ate his poem. exposing and dense hedges, its wide avenues with countryside? (subject) (action) (receiver) preparing them chestnut trees, and its parks with lakes. for language in the We loved the hills and the murmuring Mr Joseph teaches English. real world. of beech forests we thought we (subject) (action) (receiver) heard from the edge of the town. Most of all we loved the fields in When the subject performs an action upon someone or something, the the valleys and the mud roads receiver of the action is called the object. that meandered through their green expanse. Somehow they reminded us of the fields Underline the subject and circle the object. that we knew long ago, before we came to England. 1. Alex’s father baked a cake yesterday. But Dulu and I didn’t go there much. In these solitary 2. The guard locks the gates at night. spaces we felt exposed. 3. Mr Lloyd is training the team. 4. The workmen were repairing the bridge. It wasn’t that people were unfriendly. On the contrary, 5. Layla will sing a song at the function tomorrow. the ramblers were only too keen to greet you with smiles, 6. She has taken her pet cat to school. provincial: local, regional beech: a large tree with glossy leaves and a smooth grey bark Georgian: of or related to the rule of the British Kings George I to IV (from 1714 to 1830) meandered: moved or flowed in a zigzag manner hedges: fences or boundaries formed by bushes or solitary: sheltered and private or remote shrubs planted close together on the contrary: the opposite of what has been avenues: broad roads in towns or cities that typically stated or implied have trees at regular intervals along the sides ramblers: hikers, walkers SCHOLASTIC 18 W B Unit 12, page 60 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 Ally snatched the money. (subject) (verb) (object) Active English Rev ed Asia CB G6 Int U2.indd 18 07/05/21 9:39 AM Everyone else laughed at him. (subject) (verb) (object) Remember, when the doer of the action is the subject of the sentence, we say that the sentence is in the active voice. The object or receiver comes after the action. The verbs in active sentences are active verbs. 6An Invisible Power 146 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 Before you read What are natural disasters? Name any natural disasters that have Active English Rev ed Asia CB G6 Int U12.indd 146 07/05/21 9:42 AM affected your country. While-reading questions Earth’s Floating Plates encourage students to The Earth’s Layers Builds Language Skills and participate and Confidence The Earth’s hard outer layer is called the crust. Extending learn, improving only for about 40 km deep at its deepest point, it is retention and Clear explanations and numerous examples remarkably thin compared to the 6,000 km that make up give students a strong understanding of the layers spanning the Earth’s surface and its centre. fostering the mechanics of language and lay a strong self-confidence. foundation for good English. The crust and the uppermost part of the mantle, What do “plates” which is the layer immediately below the crust, refer to? together form the lithosphere. About sixty years ago, geologists discovered that the lithosphere is not one CRUST solid piece. Instead, it is split into separate slabs MANTLE that are now commonly referred to as “plates”. The plates float like giant rafts on top of the lower layers. About 300 million years ago, there was OUTER CORE only one large continent that geologists call INNER CORE Pangaea. Gradually the continent began to break up into separate plates. Since then the plates have been moving about in all directions. Places that were once near the equator are now much further north. The fact helps to explain why spanning: covering a certain amount of space rafts: flat floating structures that are often made of pieces of wood geologists: people who study or are experts in the study of tied roughly together rocks and other substances that make up the Earth’s surface 62 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 Active English Rev ed Asia CB G6 Int U6.indd 62 07/05/21 9:39 AM Try It Out and (preposition) other activities Mud roads meandered through their green expanse. provide (prepositional phrase) opportunities for pair and group (preposition) We would wander about the well-cultivated fields. work. (prepositional phrase) A. Read the sentences below. Write E for Exclamatory, A for Remember, a phrase is a group of words that has meaning but does not Assertive, Im for Imperative and In for Interrogative. make complete sense. A prepositional phrase is a phrase that begins with (preposition) 1. Who left their bag on the park bench? 2. I cannot believe you forgot about the meeting! a preposition. It acts as an adjective or adverb in aMseundtenrcoea. ds meandered through their green expanse. 3. Eat a different fruit every day. 4. The sun is shining brightly today. A. Underline the prepositional phrases and circle the prepositions. (prepositional phrase) 5. Make your bed before you leave the room. 6. Wow! This is exciting news! 1. The goats are grazing in the meadow. (preposition) 7. Could you meet me at ten? 8. She wants to travel the world. 2. The sun’s rays shone on the water. We would wander about the well-cultivated fields. B. Read each situation given below carefully. Then, write a sentence 3. The dog is hiding under the broken bench. (prepositional phrase) describing the situation as given in the brackets in your notebook. The first one has been done for you. 4. I could see them clearly through the open window. 1. seeing a young boy with a book (interrogative) Where did you buy this book? 5. Outside the door stood a young girl. 2. hearing the sound of a bell ringing (assertive) 3. noticing a beautiful painting (exclamatory) 6. There are many children resting under the tree. 4. telling someone to be careful while holding something (imperative) 5. seeing someone with a large bag (interrogative) 7. Near the cool stream grew several beautiful flowers. 6. telling someone to clean up a mess immediately (imperative) 8. They will deliver the results within the hour. W B Unit 9, pages 44–45 9. The neighbour’s dog chased our cat around the bushes. Try it out Get into groups of five. Think of a situation. The other members 10. The McAvoys live down the road. will make any one type of sentence based on the situation. Each member will make a different type of sentence. Take turns B. Underline all the prepositional phrases in the first paragraph of the to do this. extract In an English Town that begin with the preposition with. 24 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 Active English Rev ed Asia CB G6 Int U2.indd 24 07/05/21 9:39 AM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 103 Active English Rev ed Asia CB G6 Int U9.indd 103 07/05/21 9:41 AM 4 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 24 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8116-9 Active English Rev ed CB G6 Int.indb 24 26/04/17 7:27 PM

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 Reading Comprehension Pair up with a classmate. Think of a festival celebrated by a Varied activities community other than you own. Then, describe it to your partner. A. Answer the following questions. Inferential: to provide Take turns to do this activity. Use contractions where possible. 1. What was Omar’s second name? assess ability to Keep the following points in mind while discussing the festival. interpret or infer opportunities What is the origin of the festival? Is it based on religion, an 2. When was Omar born and when did he die? answers, using to teach event in the community’s history, an ancient cultural tradition information from or something else? 3. What was Omar’s nationality? important values How long does it last? the text and life skills. What are the main events of the festival? 4. What do we know about Omar’s family? Focused questions Writing 5. What profession did Omar first take up? to master comprehension A leaflet is usually a small sheet of paper that carries information about 6. What were the two subjects Omar wrote about early in his career? something or tells readers about upcoming events. At times, it may be in the strategies form of a large sheet of paper that has been folded to make it smaller. It is 7. Who was the judge Omar became friends with? usually distributed free among people. 8. What does The Rubáiyát of Omar Khayyám contain? Create a leaflet to encourage people to live in your community or neighbourhood. You can write about your own community or invent one. 9. The writer says Omar wasn’t quite right about the length of a year You can also draw or stick pictures of its important features. but that it doesn’t matter much. Why does the writer say this? Here are some points to help you create your leaflet. 10. How did Omar try to influence the queen? List all the available facilities such as a community 11. What important calculation did Omar make and how do you think pool or gymnasium. he felt about it? Mention the activities that are done together as 12. Do you think Omar was a man of many talents? Give reasons for a community. your answer. Give a brief account of the number of people who 13. The extract says that “you’d never catch modern scientists are a part of the community along with any other peeping at their horoscopes in the paper”. Do you agree with this related factors. statement? Give reasons for your answer. Say why you think people should become a part of your community. 14. Would you say that astronomy and poetry are equally important or that one is more important than the other? Give reasons for W B Unit 9, page 47 your answer. SCHOLASTIC © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 107 B. Check your understanding of Identifying Cause and Effect. 1. What happened when Omar wrote a book about the ancient rulers of Persia? 2. How has Omar’s fame in Europe been affected by Edward FitzGerald’s translation of his poems? Active English Rev ed Asia CB G6 Int U9.indd 107 07/05/21 9:41 AM 78 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 Active English Rev ed Asia CB G6 Int U7.indd 78 07/05/21 9:40 AM 4. The winters in this part of the world last . Applied: to assess ability to analyse, synthesize and 5. We will all be friends . apply the information in 6. Put the grains in a large bowl of water and leave them to soak different contexts . 7. Megan and her sister are leaving the country and moving to Australia . 8. It was a terrible song that stretched on . W B Unit 1, pages 6–7 Try it out Additional exercises in the workbooks Get into groups of four. Think of a well-known fairy tale. Retell the provide students reinforcement of fairy tale with each member of the group adding a sentence. Each learning and allow summative assessment sentence should contain an adverb of duration. For example, for teachers. A family of bears that lived in a forest stepped out of their cottage for a short while. A girl named Goldilocks decided to stop by their cottage temporarily. She soon felt sleepy and decided to lie down for a few minutes. After about an hour, the bears returned and startled Goldilocks, who ran away. Water fills the pits and is used for drinking and washing. It is also used for irrigating crops. Remember, 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 take the form of phrases. They are called gerund phrases. A. Underline the gerunds or gerund phrases. 1. Pamela enjoys running in the evenings. 2. Painting is just one of my many hobbies. 3. Janet’s job involves sketching portraits and designing frames. 4. Dancing is Dave’s passion and hobby. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 13 Vocabulary Active English Rev ed Asia CB G6 Int U1.indd 13 07/05/21 9:38 AM “I didn’t do it, Miss Parker,” said Jeremy. “I didn’t do it, Miss Parker,” murmured Jeremy. Review “I can see that!” said Miss Parker. What did you learn? Tick. “I can see that!” stormed Miss Parker. A suffix is a letter or group of letters that is added at the end of a Overused words can be avoided by replacing them with other words. This word to form a new word. We add the suffix -less (meaning without) to helps to avoid repetition and makes writing interesting. form describing words. The suffix -ment is usually added to express an Review helps idea, quality or state of being. A. Find four other words in the story that have been used in place of students Words and phrases such as temporarily and for two weeks tell the word said. self-assess. us how long something takes to complete or lasts. They are called adverbs of duration. B. Replace the word said with suitable words in the following The -ing form of a verb can function as a noun in a sentence. When sentences. it is used in this way, it is called a verbal noun or gerund. Verbal nouns or gerunds can also take the form of phrases. They are called 1. “Get out of my way—now!” said Ally. gerund phrases. 2. “Why are you staring out of the window?” said Miss Parker. 3. “How am I going to tell Mum that I need more money?” said Jeremy, with his head in his hands. 4. “I don’t know what is wrong with him!” said Jeremy’s mother. 5. “What’s the matter with you Lightning?” said Mr Jones. Project Work C. Find an alternative to the words from the story given below. Then, write another two words or phrases that can replace each of Make a fact file about Bangladesh or another coastal country. Include these words. information on these topics. Overused Alternative word used in Other words to replace the location (mention the countries that border the country you word have chosen) walked the story overused word climate geography (landscape, terrain) looked rivers, seas and oceans natural resources told population culture (briefly) scared You can also include any other information that you find. Share your fact W B Unit 12, page 59 file with the class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 17 145 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 Active English Rev ed Asia CB G6 Int U1.indd 17 07/05/21 9:38 AM Active English Rev ed Asia CB G6 Int U12.indd 145 07/05/21 9:42 AM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 5

Table of Contents Unit Title Page Text Reading Vocabulary Type Comprehension 1 A Coastal Community 8 Information Identifying the main Suffixes: -less idea and -ment Living and Working in Bangladesh report 2 A Strange New World 18 Personal Finding similarities and Suffixes: -ial and recount differences In an English Town -ian 3 Animal Intelligence 29 Information Identifying the main Suffixes: -ence idea and -ance Mirror Work report Distinguishing between Humorous ideas 4 A Way with Words 39 Narrative SCHOLASTIC fact and opinion and expressions Matilda 50 Autobiography Sequencing Words that 5 Memories of My describe Childhood 62 Information Identifying cause and Connecting words Chinese Cinderella effect and phrases report 6 An Invisible Power Identifying cause and Synonyms 75 Recount effect Earth’s Floating Plates 88 Poem Identifying the author’s Alliteration 7 Stargazing 97 Information point of view and purpose Science Star Omar report Identifying the main Paired words and 8 Expressing Feelings 109 Personal idea phrases Pretty Words recount Making inferences Words and expressions in 9 We Are the World 123 Personal context The Global Community recount Distinguishing between Similes fact and opinion 10 New Beginnings 137 Narrative Drawing conclusions Overused words Aboard the Ship 11 Family Ties My Relationship with My Father 12 An Unusual Friend A Horse Called Lightning © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Grammar/Punctuation Listening Speaking Writing Project Work  A dverbs of duration Listen to Talk about food Write a script  G erunds and gerund phrases find specific Make a fact file  A dverbs of frequency information Write a  P repositional phrases paragraph Collect Listen to identify Talk about information  C onnectors that emphasise and illustrate adverbs of similarities and Write a formal about a town  Q uantifying determiners frequency differences letter or city Make a poster Listen to identify Talk about the main idea animals  S ubject and predicate Listen to identify Use humorous Write a Write a blurb  Linking verbs, action verbs and facts and descriptions humorous Make a family complements opinions Express opinions paragraph tree  T ime connectors Listen to Write a diary  Colons find specific entry SCHOLASTIC information  Tenses Listen to make Discuss natural Write a Give a  S ubordinate clauses (adverbial clauses of connections disasters newspaper presentation time) report Make a Write a scrapbook  C oordinating conjunctions Listen to Talk about biography Write kennings  Semicolons find specific similarities and Write an information differences informal letter Have a debate Make a chart  R elative pronouns Listen to identify Describe Make a leaflet  S ubordinate clauses (relative clauses) emotions scenes and the appearance of Write an people informal letter  K inds of sentences Listen to Talk about a  A postrophe in contractions find specific festival information  D irect and indirect speech Listen to identify Give advice  P unctuation of direct and indirect speech mood  C oncrete and abstract nouns Listen to Talk about your Write a List significant  R eflexive pronouns find specific family character sketch events and their • Subject and object information Write a story effects • Active and passive voice Make a leaflet Listen to identify Describe the opposites qualities of people © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

1 A Coastal Community Before you read What is it like to live and work in your country? Do you think it is very different from other countries? Why or why not? Living and Working in Bangladesh Bangladesh is a country in South Asia that shares its SCHOLASTICborders with India and Myanmar. About seven hundred rivers flow through this country and most of it is formed by the largest delta in the world. Bangladesh has annual floods which cause heavy damage. However, they also lead to How do floods the enrichment of the soil by depositing sand and clay help to make the that helps crops grow well. soil fertile? The people living on a delta always have to be prepared for flooding. They build their homes on banks or platforms of earth. The houses are mostly made of wood and are supported on stilts. Even so, they are powerless against the delta: a landform at the mouth of a river created by the banks: long, high raised masses of earth gradual collection of sand and clay stilts: sets of usually wooden poles that enrichment: the action of improving the quality of something support a building 8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

forces of nature. Flooding often causes a lot of death What does “forces and destruction, especially damage to farmland. of nature” refer to? In the dry winters, the ground is full of large holes. This is where the earth was dug up to make the banks and platforms on which the homes were built. The holes are called borrow pits. Water fills the pits temporarily and is used for drinking and washing. It is also used for irrigating crops. Most people in Bangladesh are farmers. Two or three Name the main crops of rice are grown every year in the rich, damp crop of Bangladesh. soil. Tropical fruits, beans, oilseeds, wheat, vegetables, bamboo and jute are grown on other types of soil. Nearly a million tons of fish are caught every year. Most are freshwater fish. SCHOLASTIC Life in Bangladesh can be tough, but the spirit of its people helps them to overcome all the problems that they face. After you read What do you learn about the people of Bangladesh from reading this text? Reading Comprehension A. Match the columns. 1. Bangladesh shares its borders a. on a delta. b. caught every year. 2. Flooding often occurs c. with two countries. d. very useful. 3. Borrow pits are e. are farmers. 4. Most people in Bangladesh 5. Tons of fish are © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 9

B. Answer the following questions. 1. Describe the houses found in most parts of Bangladesh. 2. What kind of damage is caused by floods? 3. How are borrow pits formed? 4. Are borrow pits important for the people of Bangladesh? Give reasons for your answer. 5. What kind of soil is required to grow rice? 6. Name the crops grown in Bangladesh. 7. How much fish is caught in Bangladesh in a year? 8. Why do people living on a delta always have to be prepared for flooding? 9. Why are houses built on stilts useful to the people of Bangladesh? 10. Even though floods cause a lot of damage, would you say that they are also a blessing in Bangladesh? Give reasons for your answer. 11. What is the second most common occupation in Bangladesh after farming? 12. What do you think the life of a Bangladeshi farmer must be like? 13. What is the main occupation of the people of your country? Why is this occupation the most common or popular? SCHOLASTIC C. Check your understanding of Identifying the Main Idea. Complete the table by giving a title that expresses the main idea of each paragraph. The title should be between one to six words. The first one has been done for you. Paragraph Title Paragraph 1 The physical features of Bangladesh Paragraph 2 Paragraph 3 Paragraph 4 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Vocabulary Even so, they are powerless against the forces of nature. However, they also lead to the enrichment of the soil. A suffix is a letter or group of letters that is added at the end of a word to form a new word. We add the suffix -less (meaning without) to form describing words. The suffix -ment is usually added to express an idea, quality or state of being. In some cases, the spelling of the word is changed before adding the suffix. -less -ment SCHOLASTIC breathless breath effortless develop development effort nameless name merciless improve improvement mercy penniless penny require requirement argue argument merry merriment Fill in the blanks with words from the tables above. 1. The king was cruel and . 2. The long walk up the hill has left me . 3. Let us forget this and play together instead. 4. Your essay is interesting but it needs a little . 5. He lost all his wealth and is now . 6. We could hear sounds of joy and coming from inside the cottage. 7. The hero who saved this entire town almost two decades ago remains . 8. She donated large sums of money for the of the small town that she grew up in. 9. The job may seem to be easy and but it is actually quite difficult. 10. The only for becoming a permanent member of the club is that you attend every meeting. W B Unit 1, pages 5–6 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 11

Grammar Water fills the pits temporarily. The play lasted for two weeks. Words and phrases such as temporarily and for two weeks tell us how long something takes to complete or lasts. They are called adverbs of duration. A. Underline the adverbs of duration. 1. They spent a week touring Australia. 2. I had been sitting in the waiting room for half an hour when Jamila appeared. 3. I went out for only a couple of minutes and when I got back, the play was over. 4. We are not in touch these days. I haven’t called her for ages. 5. The wind howled round the barn and through the orchard for four hours. 6. The park may have to close permanently. 7. It will take a long time to reorganise the system. 8. He waited for a few minutes and then rushed off, I’m afraid. B. Fill in the blanks with adverbs of duration from the box. SCHOLASTIC forever   for three days and nights   overnight an extremely long time    permanently    in no time at all for seven minutes   briefly 1. The process was over quickly and the final product was ready  . 2. The flash of Amanda’s new camera was very bright and blinded me  . 3. We are going on a trip  . 12 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

4. The winters in this part of the world last  . 5. We will all be friends  . 6. Put the grains in a large bowl of water and leave them to soak  . 7. Megan and her sister are leaving the country and moving to Australia  . 8. It was a terrible song that stretched on  . W B Unit 1, pages 6–7 Try it out Get into groups of four. Think of a well-known fairy tale. Retell the fairy tale with each member of the group adding a sentence. Each sentence should contain an adverb of duration. For example, A family of bears that lived in a forest stepped out of their cottage for a short while. A girl named Goldilocks decided to stop by their cottage temporarily. She soon felt sleepy and decided to lie down for a few minutes. After about an hour, the bears returned and startled Goldilocks, who ran away. SCHOLASTIC Water fills the pits and is used for drinking and washing. It is also used for irrigating crops. Remember, 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 take the form of phrases. They are called gerund phrases. A. Underline the gerunds or gerund phrases. 1. Pamela enjoys running in the evenings. 2. Painting is just one of my many hobbies. 3. Janet’s job involves sketching portraits and designing frames. 4. Dancing is Dave’s passion and hobby. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 13

5. They became friends because they both like reading science fiction. 6. Swimming is not allowed when the seas are rough. B. Fill in the blanks with gerunds formed from the words given in the brackets. 1. I took up when I was six years old. (fence) 2. Sarah’s father enjoys the garden. (water) 3. daily helps one keep fit. (exercise) 4. He took up after a few years. (act) SCHOLASTIC 5. a shelter for animals is not an easy task. (manage) W B Unit 1, page 7 Try it out Get into groups of three. Talk about your hobbies using gerunds and gerund phrases. Take turns to do this activity. Listening Listen to the sentences and fill in the blanks. 1. This is a treasured skill in Bangladesh. 2. This is something many Bangladeshis are fond of. 3. This is something a lot of Bangladeshis are good at. 4. This word cannot be used to describe Bangladeshi food. 5. This is what traditional dishes are full of, besides taste. 14 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Speaking Ruby and Wei are talking about the food of Bangladesh. SCHOLASTIC Ruby : I have heard that Bangladeshi food is really tasty. Wei : Yes, it is. My family stayed in Bangladesh for several months. As a result, we got to eat a lot of Bangladeshi food. Ruby : What kinds of food did you eat? I’ve heard that Bangladeshis are fond of eating fish. Wei : They are very fond of it. One of the most-loved dishes is smoked Ilish, which is a type of tropical fish. Ruby : Do you know the names of any other dishes from there? Wei : Sure. There’s biryani with fish, rice and eggs and also spicy lamb with various pulses. They are all mouth-watering. Ruby : I hope I get to eat these dishes some day. Wei : I’ll be going to my aunt’s place for a week. There is a Bangladeshi restaurant near her house. Why don’t you come with me? Ruby : Thanks for inviting me! I’ll talk to my parents about it as soon as I get home. Try it out Pair up with a classmate. Think of food items from another country. Tell your partner what you like about those food items. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 15

Writing Remember, a script is a piece of writing that is written for the stage. It tells us what the people, animals or things in a play say to each other. Imagine you are living in a small village community in Bangladesh when there is a flood. Write a short script on how you would help your neighbour, who is an elderly man, get away. You may include other characters. Find out more about communities in Bangladesh and flooding before you begin writing your script. SCHOLASTIC Here are a few points to help you write your script. Include a list of all the cast members. Mention the props that will be required. Try to keep the list simple. Describe the setting. Mention details such as where and when the scene takes place. Write the name of each character, followed by a colon. Then, write the words you want that character to say. Keep the dialogue short and simple. Start every character’s lines on a new line. Remember to include stage directions that tell the characters how they should look, act and speak on stage. Once your script is complete, correct any grammar or spelling mistakes. You can get into a group with other classmates and stage your play. You could even ask your family members to stage the play at home. W B Unit 1, pages 8–9 16 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Review What did you learn? Tick. A suffix is a letter or group of letters that is added at the end of a word to form a new word. We add the suffix -less (meaning without) to form describing words. The suffix -ment is usually added to express an idea, quality or state of being. Words and phrases such as temporarily and for two weeks tell us how long something takes to complete or lasts. They are called adverbs of duration. 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 take the form of phrases. They are called gerund phrases. SCHOLASTIC Project Work Make a fact file about Bangladesh or another coastal country. Include information on these topics. location (mention the countries that border the country you have chosen) climate geography (landscape, terrain) rivers, seas and oceans natural resources population culture (briefly) You can also include any other information that you find. Share your fact file with the class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 17

2 A Strange New World Before you read What would you miss about home if you had to live abroad? Do you think you would feel homesick? In an English Town We were strangers in a small provincial English town. But we liked the town, its rows of white Georgian houses with dense hedges, its wide avenues with chestnut trees, and its parks with lakes. We loved the hills and the murmuring of beech forests we thought we heard from the edge of the town. Most of all we loved the fields in the valleys and the mud roads that meandered through their green expanse. Somehow they reminded us of the fields that we knew long ago, before we came to England. But Dulu and I didn’t go there much. In these solitary spaces we felt exposed. SCHOLASTIC What overall impression do you get of the English countryside? It wasn’t that people were unfriendly. On the contrary, the ramblers were only too keen to greet you with smiles, provincial: local, regional beech: a large tree with glossy leaves and a smooth grey bark Georgian: of or related to the rule of the British Kings George I to IV (from 1714 to 1830) meandered: moved or flowed in a zigzag manner hedges: fences or boundaries formed by bushes or solitary: sheltered and private or remote shrubs planted close together on the contrary: the opposite of what has been avenues: broad roads in towns or cities that typically stated or implied have trees at regular intervals along the sides ramblers: hikers, walkers 18 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

though we didn’t see much of the farmers. On the rare What did Dulu occasions when we ventured beyond the town, we and the writer would wonder about the well-cultivated fields. No one see “evidence” of would be tilling the land or reaping the harvests. We everywhere? would look at each other and wonder by what miracle these fields became so abundant with crops. Everywhere you looked you saw evidence of human hands at work: the well-ordered fences, the ditches, and the planned wilderness of bushes. Yet we hardly ever saw anyone working on them. –Manzu Islam SCHOLASTIC After you read If you got a chance to move to the kind of place the writer has described, would you choose to do so? Why or why not? Reading Comprehension A. Answer the following questions. 1. Describe the houses and avenues found in the writer’s town. 2. What could be heard from the edge of the town? ventured: went on a risky or daring journey tilling: preparing and using land for crops © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 19

3. What two things did the writer and Dulu love most and why? 4. Did the writer and Dulu often go to the fields? Write the sentence from the text that tells you so. 5. What were the ramblers like? How do you know this? 6. Sum up what puzzled the writer and Dulu most of all. 7. What do you think the expression “green expanse” refers to? 8. What does the writer mean when he says they felt “exposed”? 9. Assume that the writer and Dulu have taken a walk in the countryside. Describe the walk in a paragraph. 10. What do you like most about the town or city you live in? Give reasons for your answer. SCHOLASTIC B. Check your understanding of Finding Similarities and Differences. 1. In what ways was the town the same as and different from the countryside? Complete the table given below by giving two examples of each. Similarities Differences Town Countryside Town Countryside 2. Now, use the points you have listed in the table above to write a paragraph. Remember to use words such as and, also and similarly when describing the similarities and words such as but, however and whereas when describing the differences. 20 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Vocabulary We were strangers in a small provincial English town. (province—provincial) This was once a dumping ground but they converted it into a residential area. (resident—residential) We add the suffix -ial to some words to form describing words. In some cases, the spelling of the word is changed before adding the suffix. But we liked the town, its rows of white Georgian houses with dense hedges. (George—Georgian) The professor delighted us with fascinating Arthurian tales. (Arthur—Arthurian) We add the suffix -ian to the names of well-known people, places or things to show that something is related to them. Such words always begin with a capital letter. In some cases, the spelling of the word is changed before adding the suffix. SCHOLASTIC Here are some more examples of such words. Suffix Example -ial ceremonial, financial -ian Martian, Darwinian Fill in the blanks with describing words formed from the words given in the brackets. Use a dictionary if needed. 1. She always manages to cheer me up with those funny (face) expressions of hers. 2. I like to read books with (Dickens) characters and descriptions. 3. They conducted an experiment based on (Newton) principles. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 21

4. The country will hold its very first (president) elections this year. 5. The (office) announcement of her promotion will be made at the meeting tomorrow. 6. The president cut the (ceremony) ribbon and declared the fair open for all. 7. This is the (commerce) part of town where the offices of all important businesses are located. 8. The family sold their cottage and moved into an (Edward) house in the city. SCHOLASTIC W B Unit 2, page 10 Grammar Yet we hardly ever saw anyone working on them. I occasionally go to the gym near my house. Remember, adverbs are words that tell us more about verbs. Adverbs of frequency such as hardly and occasionally tell us how often an action takes or does not take place. A. Underline the adverb of frequency and circle the verb it describes. 1. Grace and her family seldom visit the city because they live too far away. 2. Jane regularly collects her younger brother from school and takes him to the park. 3. The festival generally begins with singing and dancing and a band playing by the lake. 4. We frequently join our friends for a picnic or a game of cricket. 5. Every day that greedy cat asks for food from the neighbours even though she’s fed well by her owners. 22 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

B. Add the adverbs of frequency given in the box to the sentences below. now and then    daily    ever    never    annually 1. Is he going to pack his school bag properly? 2. I go to sleep without brushing my teeth. 3. Sally takes a bus to work as she lives far away from her office. 4. The school concert is held in the month of June. 5. You can see a stork wading in the shallows if you are patient and make no noise. 6. People eagerly look forward to the fair which is held at the edge of town. 7. We can even hear the sounds of lions roaring loudly in the jungle. 8. Alex attends dance classes at the district centre. 9. I don’t think our team will win the cup. 10. She has a house in the hills so she likes to spend a little time there. SCHOLASTIC C. Write sentences in your notebook using the adverbs of frequency given below. 1. hardly ever 2. weekly 3. every fortnight W B Unit 2, pages 11–12 Try it out Pair up with a classmate. Take turns to talk about your habits and routine using adverbs of frequency. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 23

SCHOLASTIC (preposition) Mud roads meandered through their green expanse. (prepositional phrase) (preposition) We would wander about the well-cultivated fields. (prepositional phrase) Remember, a phrase is a group of words that has meaning but does not make complete sense. A prepositional phrase is a phrase that begins with a preposition. It acts as an adjective or adverb in a sentence. A. Underline the prepositional phrases and circle the prepositions. 1. The goats are grazing in the meadow. 2. The sun’s rays shone on the water. 3. The dog is hiding under the broken bench. 4. I could see them clearly through the open window. 5. Outside the door stood a young girl. 6. There are many children resting under the tree. 7. Near the cool stream grew several beautiful flowers. 8. They will deliver the results within the hour. 9. The neighbour’s dog chased our cat around the bushes. 10. The McAvoys live down the road. B. Underline all the prepositional phrases in the first paragraph of the extract In an English Town that begin with the preposition with. 24 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

C. Write sentences in your notebook using these nouns and prepositional phrases. 1. baseball bat, next to the lamp 2. mask, with gold patterns 3. bird, on the roof 4. panel, behind the bookshelf 5. jar, above the fridge W B Unit 2, pages 12–13 SCHOLASTIC Listening Listen to the sentences. Complete the table by writing each adverb of frequency in the correct column. The first one has been done for you. Happens often Happens occasionally Happens rarely normally Speaking Janet and Jack are discussing the similarities and differences between their pet fish. Janet : Is that a picture of your pet fish? I have an orange pet fish too! Jack : Can I see a picture of yours if you have one? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 25

Janet : Sure. Here it is. I call my fish Bubbles. Jack : I call mine Sunny. From the pictures I can tell that both Bubbles and Sunny are the same size. Janet : You’re right. Both have large eyes as well. Jack : That’s true. Moreover, Bubbles has small black dots on her tail and so does Sunny. Janet : Bubbles enjoys eating small worms. What does Sunny enjoy eating? Jack : Well, like Bubbles, Sunny enjoys eating small worms too. Janet : I noticed one difference between them, though. Sunny has blue stripes but Bubbles doesn’t. Jack : And Bubbles is broad while Sunny is slim. Janet : Despite their differences, they are both very beautiful. Jack : I agree. SCHOLASTIC Here are a few words and phrases we can use when we compare one person, place, animal or thing (A) to another (B). Comparing similarities A has and so does B. Both A and B  . A as well as B  . Comparing differences A but B  .  . Though A  , B  . A while B Try it out Get into groups of four. Choose any two films that each member of the group has seen. Talk about the similarities and differences between the two films. 26 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Writing Remember, a paragraph is a group of sentences that describes or explains an idea. A paragraph begins with a topic sentence and ends with a concluding sentence. It contains topic words that relate to its theme or subject. It has a title or heading. A. Identify the two world-famous tourist attractions given below. SCHOLASTIC 1. 2. B. Research facts about both tourist attractions. Write a paragraph comparing the two places and noting their similarities and differences. You may use the words and phrases given in the box. Remember to give your paragraph a suitable title. frequently visited       while       Egyptian       ancient though    essential    burial    in the desert both    whereas    modern    surrounded by water architectural wonder   performing-arts centre W B Unit 2, page 13 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 27

Review What did you learn? Tick. We add the suffix -ial to some words to form describing words. We add the suffix -ian to the names of well-known people, places or things to show that something is related to them. Such words always begin with a capital letter. Adverbs of frequency such as hardly and occasionally tell us how often an action takes or does not take place. A prepositional phrase is a phrase that begins with a preposition. It acts as an adjective or adverb in a sentence. Project Work Get into groups of three. Each member will choose a town or city anywhere in the world and find out eight facts about it. Share these facts with your group, including the reason why you chose that particular town or city. Then, compare the facts about your city with the facts listed by the other members of your group and list the similarities and differences. SCHOLASTIC 28 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

3 Animal Intelligence Before you read What are some of the ways in which animals display their intelligence? Which animals do you feel are intelligent? Mirror Work There are several studies that attempt to test an animal’sSCHOLASTIC What idea is intelligence. One of the most well tried is the mirror the self-recognition test, usually called the mirror self-recognition self-recognition test. The purpose of the test is to check test based on? whether an animal is intelligent enough to realise that its own reflection in a mirror is an image of itself. This is done by marking the animal with an odourless dye while it is under the effect of a sedative. These marks can only be seen in a mirror. Once the animal wakes up, researchers observe whether it takes any notice of the marks. An animal that notices the marks may turn and adjust its body to get a better view of them in the mirror or it may poke at the marks on its body while looking at itself in the mirror. This experiment is based on the idea that if an animal can recognise itself then it must have some degree of intelligence, because it shows an awareness of itself—something that humans have. You could say, of course, that it is simple coincidence when the animal appears to be curious about the marks on its body. So the test is carried out many times, and if the odourless: without any smell sedative: a drug which is given to people or animals to calm them or to make them go to sleep © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 29

animal examines the marks again and again, it is likely to What does “feeling” be intelligent behaviour. refer to? You could also argue that the animal can sense the dye on its skin, which encourages it to examine the marks and that it is not evidence of self-awareness. Consequently, researchers carrying out the test also apply colourless marks alongside the coloured ones to ensure that the animal is not, in fact, reacting to feeling. The performance of chimpanzees on the mirror test points towards a relatively high level of intelligence, but this is not necessarily the case for other primates. Dolphins seem to be interested in marks on their bodies too. Several tests have been carried out on dolphins. In particular, it was found that some dolphins used the mirror and other reflective surfaces to study their bodies more often than when they had no marks. Scientists may test many more marine animals in the future to see if they show the same level of intelligence as dolphins. SCHOLASTIC After you read Do you think that some animals are just as intelligent as human beings? Why or why not? primates: animals such as monkeys and apes, which belong to the group of mammals called “primates” and are noted for their large brains, hands and feet. Human beings are also considered part of this group. 30 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Reading Comprehension A. Circle the correct answer. 1. The dye used in the test has no  . a. colour b. smell c. taste 2. Researchers begin their observations once the animal  .  . SCHOLASTIC a. has rested enough b. touches the marks c. wakes up 3. Some people may say that the animal was simply a. curious b. bored c. annoyed B. Answer the following questions. 1. What is the name of one of the most well-tried tests for checking animal intelligence? 2. What is the purpose of this test? 3. List the equipment required to conduct this test. 4. What would an animal that observed the marks do? 5. What are the two possible arguments that the passage mentions against the test? 6. How do researchers counter these arguments? 7. Which animals do not necessarily perform well on the test? 8. How do dolphins perform on the test? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 31

SCHOLASTIC9. How do dolphins respond to marks on their bodies? 10. Why is this particular test chosen to test animal intelligence? 11. Why is the dye odourles? 12. Why does the animal have to be asleep while the marks are being placed? 13. Do you think that testing animal intelligence is important? Give reasons for your answer. C. Check your understanding of Identifying the Main Idea. 1. What is the main idea of Paragraph 1? Tick the correct answer.  The mirror self-recognition test helps to identify animal intelligence by whether they can recognise their own reflections in a mirror.  Researchers place marks on an animal’s body and then observe its reactions as it looks at itself in a mirror.  Some animals show awareness when they look at themselves in mirrors while others do not. 2. Combine the main ideas of Paragraphs 2 and 3. Write the combined idea in the form of a single sentence. 3. What is the main idea of Paragraph 4? Vocabulary There are several studies that attempt to test an animal’s intelligence. The performance of chimpanzees on the mirror test points towards a relatively high level of intelligence. 32 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

We add the suffixes -ence and -ance to some words to form new words. In some cases, the spelling of the word is changed before adding the suffix. -ence -ance differ difference attend attendance refer reference disturb disturbance exist existence accept acceptance convenient convenience ignore ignorance adolescent adolescence insure insurance A. Add the correct suffix to the words given in the brackets and fill in the blanks. 1. TheSCHOLASTIC (differ) is that your car (insure) costs more than mine. 2. This store offers home delivery for the (convenient) of regular customers. 3. Their (ignore) of the many pressures of (adolescent) is rather surprising. 4. Your (attend) will be required in the principal’s office if you cause a (disturb) in class. 5. A pamphlet has been provided to all club members for (refer). B. Find two more words in the text that end with -ence apart from the word intelligence. W B Unit 3, pages 14–15 Grammar In particular, it was found that some dolphins used the mirror to study their bodies. European magpies, for instance, also show similar traits. We use connectors such as in particular and for instance to emphasise or illustrate something. They are usually used to support evidence. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 33

Use the connectors given in the brackets to link the ideas of each pair of sentences and write them in your notebook. Make any other changes if needed. 1. Many animals are endangered. The black rhino is endangered. (such as) 2. Some of his books do well. His second book was very successful. (for instance) 3. She values friendship. She values honesty more. (above all else) 4. I like all kinds of sweets. I like toffees. (especially) 5. He doesn’t enjoy going to parties. He doesn’t enjoy going to parties held on weekdays. (particularly) W B Unit 3, pages 15–17 Try it out Pair up with a classmate. Think of a family member or a friend. Describe his or her achievements and interests using connectors that emphasise or illustrate. For example, She enjoys all activities related to ice, particularly ice hockey. Take turns to do this activity. SCHOLASTIC The test is carried out many times. I packed another sandwich in the bag. Words such as many and another give us an idea about the amount or quantity of something. They are known as quantifying determiners. A. Circle the quantifying determiners given in the box. many   every   theirs   expect   that   those the   her   your   hers   plenty   much   any a   who   an   reach   several   his   them less   us   which   this   few   some B. Find at least three other sentences in the text that contain quantifying determiners and underline them. 34 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

C. Choose the most suitable quantifying determiners for the sentences given below. Then, add them and rewrite the sentences in your notebook. Make other changes if needed. 1. There’s space to park the car if you’re careful. a. another b. enough c. any 2. Have you taken the tomatoes from the fridge? a. all b. a little c. every 3. Time was wasted waiting for the bus to arrive. a. both b. each c. a lot of 4. Is there ink left in the printer? SCHOLASTIC a. any b. another c. either 5. The children have a packed lunch to take on the trip. a. neither b. less c. each W B Unit 3, page 17 Listening Listen to the paragraphs. Tick the statement that gives the main idea. Paragraph Main idea 1. Paragraph A 2. Paragraph B a. Pandas will become extinct if they are not protected. 3. Paragraph C b. Pandas have distinct markings on their bodies. 4. Paragraph D a. Parents and guardians also love cartoons. 5. Paragraph E b. Everyone loves cartoons. a. Nations have anthems to bind people together. b. Music is a powerful tool. a. Science fiction is based on imagined developments in science and technology. b. Science fiction often includes stories about time travel and aliens. a. The UN works to achieve several objectives. b. World War II caused a lot of death and destruction. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 35

Speaking Abby and Victor are talking about dolphins. Abby : Did you know that the orca, or killer whale, is actually a type of dolphin? It is the largest of all dolphins. Dolphins are truly unique creatures. Victor : How are they unique? Abby : Their brains are among the largest of all animals in existence. This raises their level of intelligence to a point where even scientists are puzzled. Victor : What else do you know about them? Abby : One truly amazing fact about dolphins is that the emotional bonds between members of a pod, a group of dolphins, is very strong. Victor : In what way? Abby : For instance, if a dolphin is in trouble, other dolphins will come to its rescue. Victor : Dolphins are amazing creatures. We could learn so much from them. Try it out Pair up with a classmate. Think of another animal. Talk about it with your partner. Illustrate and emphasise facts about it using examples. Mention what you can learn from that animal. SCHOLASTIC Writing Remember, a formal letter is an official letter. It deals with subjects such as complaints, requests, applications and apologies. Write a letter to the chief editor of your local newspaper requesting him or her to encourage readers to stop cruelty towards animals that are used in experiments in laboratories. 36 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Here are a few points to help you write your letter. 1. W riter’s addressSCHOLASTIC Write your address in the top-left corner of and date the page. 2. Receiver’s name Write the date immediately below the address. and address Write the official title of the person you are 3. Greeting addressing your letter to, such as The Chief Editor, followed by his or her address. 4. Heading 5. Body Write your greeting, for example, Dear Madam or Dear Sir, followed by a comma. 6. Closing If you know the name of the person, you can write Dear followed by Ms or Mr and the name. Write the word Subject, followed by a colon. Then, briefly say what the letter is about. Underline the subject. Give your introduction briefly, such as your name and class, and mention why you have written the letter. This is your first paragraph. From the second paragraph onwards, include all other points as necessary. Avoid including unnecessary information. In the last line, make a brief request to the receiver to fulfil the purpose of your letter. Write your closing line using phrases such as Yours faithfully or Yours truly, followed by a comma. Write your full name immediately below the closing line. You may include the following points in your letter. Point out the terrible suffering of the animals. Mention that there are other testing methods available that do not use animals. Request that people use products that do not involve animal testing. W B Unit 3, page 18 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 37

SCHOLASTICReview What did you learn? Tick. We add the suffixes -ence and -ance to some words to form new words. We use connectors such as in particular and for instance to emphasise or illustrate something. They are usually used to support evidence. Words such as many and another give us an idea about the amount or quantity of something. They are known as quantifying determiners. Project Work Make a poster on at least two other animals that have the capability to pass the mirror test. Research facts about the animals in a library or on the Internet. You may decorate your poster with pictures and drawings. Give your poster a suitable heading. Here are a few points to help you make your poster. Briefly describe the animals as well as their skills. You can include these facts in the form of headings or short sentences. Include any remarkable facts about the animals. For example, do they belong to an endangered species? Are their habitats in danger? Additionally, include information about how humans generally treat these animals. 38 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

4A Way with Words Before you read What are some humorous descriptions or comparisons you have come across? In what way were they funny? Matilda SCHOLASTIC What do parents think of their It’s a funny thing about mothers and fathers. Even when children? their own child is the most disgusting little blister you could ever imagine, they still think he or she is wonderful. Some parents go further. They become so blinded by adoration they manage to convince themselves their child has the qualities of a genius. Well, there is nothing very wrong with all this. It’s the way of the world. It is only when parents begin telling us about the brilliance of their own revolting offspring, that we start shouting, “Bring us a basin! We’re going to be sick!” School teachers suffer a good deal from having to listen to this sort of twaddle from proud parents, but they usually get their own back when the time comes to write the end-of-term reports. If I were a teacher I would cook up some real scorchers for the children of doting parents. “Your son Maximilian,” I would write, “is a total wash-out. I hope you have a family business blister: (informal) an annoying person twaddle: nonsensical talk or writing revolting: disgusting scorchers: harsh comments or remarks offspring: someone’s child or children doting: very fond of someone © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 39

you can push him into when he leaves school because he What does sure as heck won’t get a job anywhere else.” Or if I were “feeling feeling lyrical that day, I might write, “It is a curious truth that lyrical” mean? grasshoppers have their hearing organs in the side of their abdomen. Your daughter Vanessa, judging by what she’s learned this term, has no hearing organs at all.” I might even delve deeper into natural history and say, “The periodical cicada spends six years as a grub underground, and no more than six days as a free creature of sunlight and air. Your son Wilfred has spent six years as a grub in this school and we are still waiting for him to emerge from the chrysalis.” A particularly poisonous little girl might sting me into saying, “Fiona has the same glacial beauty as an iceberg, but unlike the iceberg she has absolutely nothing below the surface.” I think I might enjoy writing end-of-term reports for the stinkers in my class. But enough of that. We have to get on. SCHOLASTIC Occasionally one comes across parents who take the opposite line, who show no interest at all in their children, and these of course are far worse than the What are the two doting ones. Mr and Mrs Wormwood were two such kinds of parents parents. They had a son called Michael and a daughter found in this world? called Matilda, and the parents looked upon Matilda in particular as nothing more than a scab. A scab is something you have to put up with until the time comes when you can pick it off and flick it away. Mr and Mrs Wormwood looked forward enormously to the time when they could pick their little daughter off and flick her away, preferably into the next country or even further than that.  –Roald Dahl sure as heck: (informal) for sure cicada: a large insect known for making a shrill sound delve: look closely into something in order to find information chrysalis: the hard outer covering which contains an insect pupa 40 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

After you read If you were Matilda, how would you feel? Reading Comprehension A. Answer the following questions. 1. According to the writer, how are parents commonly inclined towards their children? 2. Who are described as “disgusting little blisters”? 3. According to the writer, who “suffer a good deal” from parents’ attitudes towards their children? 4. When do these suffering people get their own back? 5. Who is “a total wash-out”? 6. Where are hearing organs located on a grasshopper’s body? 7. Which creature spends six years as a grub? 8. To what does the writer compare Vanessa, Wilfred and Fiona? Briefly mention what the writer says about each of them in the table below. SCHOLASTIC Vanessa Wilfred Fiona 9. What are the names of the parents the writer considers an exception and what are their children called? How are Matilda’s parents an exception to the rule regarding parents? 10. What is natural history? How does the writer use it? 11. What does the writer mean when he says Vanessa “has no hearing organs at all”? 12. What does the writer mean by the expression “glacial beauty”? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 41

13. Who do you think the writer will choose as the main character as he unfolds the story? How do you know? 14. If you were one of the doting parents mentioned in the extract, how would you feel on hearing the “scorcher” describing your child? How would you react to it? 15. If given the opportunity, would you like to create “scorchers” similar to the ones the writer created? Give reasons for your answer. B. Check your understanding of Distinguishing between Fact and Opinion. 1. Read the sentence and answer the following questions. “They become so blinded by adoration they manage to convince themselves their child has the qualities of a genius.” a. Is this a fact or an opinion? b. What makes you think so? 2. Read the sentences below. Write F for Fact or O for Opinion. a. Some parents are blind to their children’s faults. b. Writing end-of-year reports can be fun. c. Mr and Mrs Wormwood had two children. d. Cicadas spend six days as free creatures. e. The writer would enjoy being a teacher. SCHOLASTIC Vocabulary School teachers suffer a good deal from having to listen to this sort of twaddle from proud parents. I think I might enjoy writing end-of-term reports for the stinkers in my class. We often replace simpler descriptions with humorous ideas and expressions in our writing to make it more interesting. 42 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Complete the table. The first one has been done for you. Humorous idea or expression Simpler description most disgusting little blister a spoilt child revolting offspring a real scorcher a particularly poisonous little girl Try it out Pair up with a classmate. Write down humorous descriptions for each of the following scenes. someone startled by the bursting of a balloon a small child whose face is smeared with sticky candy or chocolate wearing a sweater which is three times your size SCHOLASTIC W B Unit 4, page 19 Grammar subject Occasionally one comes across parents who take the opposite line. predicate subject At the sound of the horn, the ring master released four doves. predicate Remember, the subject of a sentence is the noun, pronoun or group of words that tells us what the sentence is about. The predicate of a sentence tells us something about the subject. It contains the verb. The subject usually comes before or after the predicate. Sometimes, it can come in the middle of the predicate. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 43

A. Circle the subjects and underline the verbs. 1. The cat chased the rat. 2. Across the stream stood a young boy. 3. Down the winding road came a band of musicians. 4. Misha placed the books in that room. 5. The tired and hungry man begged for a place to stay. 6. Dodos and passenger pigeons are examples of extinct birds. B. Circle the subjects and underline the predicates. Remember, the subject can come in the middle of the predicate. 1. Danny stood on top of the mountain. 2. In the darkness, the children failed to see the table. 3. Along the wall grew several wild plants. 4. Despite the cold weather, the villagers gathered outside. 5. In the courtyard, the girls set up two tents. 6. At the sound of the bell, the animals began moving towards the shed. SCHOLASTIC C. Fill in the blanks with suitable subjects. 1. Hearing the noise, ran to the gate. 2. After the match, returned to the dressing room. 3. During the play, are requested to switch off their mobile phones. 4. Looking at the traffic jam outside, think we should cancel our plan of going out. 5. At sunrise, began the long climb up the hill. 6. Nothing could have prepared for the shock that was to come. W B Unit 4, page 20 44 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Mr and Mrs Wormwood were two such parents. subject linking verb complement The periodical cicada spends six years as a grub underground. subject action verb A linking verb joins the subject of a sentence with a word or set of words containing information about the subject. The word or set of words containing the information is called a complement. The complement forms a part of the predicate. An action verb is not followed by information about the subject. It tells us what the subject does. SCHOLASTIC A. Underline the verbs in the following sentences. Then, say whether they are linking verbs or action verbs. Tick the correct column for each sentence. Sentence Linking verb Action verb 1. The cat yawned sleepily. 2. She never tidies her room. 3. She is a very good pianist. 4. They were early yesterday. 5. The dog trotted along happily. 6. The leaves turn yellow in autumn. 7. I am happy for all our members. 8. He became concerned about the traffic. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 45

B. Complete these sentences using action verbs. Try to choose interesting verbs. 1. The horse along the dusty path towards the gate. 2. Please my gym bag, which is in the hall. 3. Sally’s hamster and gerbil together. 4. The wind so hard we could barely get out the door. 5. Paul to the door, but it was too late. SCHOLASTIC C. Write one sentence containing a linking verb and one containing an action verb. W B Unit 4, page 21 Listening Listen to the sentences. Tick the correct column for each sentence. Fact Opinion    1. Sentence A   2. Sentence B    3. Sentence C    4. Sentence D    5. Sentence E Speaking Karen is telling Tamara about how her day started. Karen : Well, I certainly had an interesting start to the day. Tamara : In what way? Karen : First, I got out of bed and immediately fell down like a heavy sack of potatoes. 46 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Tamara : That sounds funny. I hope you weren’t hurt though. Karen : Not at all. I simply made my way to the kitchen and, apparently, to the next disaster. Tamara : And that was? Karen : I burnt the toast. I did try to save that lump of darkness but it proved to be as useless as trying to get our cat Mittens to meow excitedly at the thought of a bath. Try it out Get into groups of four. Share an incident that occurred in your life. Then, one member of the group will use humorous ideas and expressions to describe the same incident. Take turns to describe events shared by other members in a humorous way. SCHOLASTIC Writing A humorous piece of writing often includes comparisons, for example, the comparison of Wilfred to a grub and of Fiona to an iceberg in the extract given on pages 39 to 40. A. Read the passage given below. A native of the British Isles, the hazel dormouse has large black eyes and golden fur. Its body is no more than a few inches long. You may remember that the dormouse in the Lewis Carroll tale Alice’s Adventures in Wonderland was so small it could sleep in a teapot. The hazelnut dormouse feeds on a wide variety of fruit, nuts, plants and insects and can be found mostly in hedgerows and woodland. The hazelnut dormouse is so called because of its unique habits. Sleep is one of its main preoccupations and it fattens up before hibernation by eating hazelnuts. During the month of October, when the days begin to get colder and shorter, the dormouse takes to its bed—usually beneath fallen leaves and twigs where it is warm. There it sleeps until the months of April and May. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 47

When it wakes up, it starts weaving a nest from twigs, green leaves and bark. The female raises its litter in its nest during the months of July or August and all through the summer, the dormouse takes frequent naps. Now, write a humorous paragraph comparing a pet cat and a dormouse using the information given in the passage. Here are some points to help you. Think of all the things that a pet cat has in common with a dormouse, especially with regard to appearance and behaviour. Similarly, think of ways in which the two animals differ from one another. List your ideas. Use the ideas in a humorous way to make comparisons between both animals. For example, you may refer to the difference in the size of both animals to begin your paragraph in the following way. I think my pet cat is quite silly. It likes to imagine it is a dormouse and tries to fit into tiny spaces that could only fit a dormouse. However, unlike the dormouse, all it ends up doing is getting stuck in those spaces... SCHOLASTIC     B. Now, similarly write another humorous paragraph on any one of the following topics. an angry duck at the local park a bear stealing all the food at a camping site your order at a restaurant getting mixed up with that of someone who likes all the food items you strongly dislike W B Unit 4, page 22 48 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9

Review What did you learn? Tick. We often replace simpler descriptions with humorous ideas and expressions in our writing to make it more interesting. The subject usually comes before or after the predicate. Sometimes, it can come in the middle of the predicate. A linking verb joins the subject of a sentence with a word or set of words containing information about the subject. The word or set of words containing the information is called a complement. The complement forms a part of the predicate. An action verb is not followed by information about the subject. It tells us what the subject does. SCHOLASTIC Project Work A blurb is found on the back cover of a book. It briefly hints at what the book is about. It is usually just a paragraph long and is written with the purpose of attracting the buyer. Get into groups of three and write a blurb for the back cover of Matilda. Here are some points you should keep in mind when writing your blurb. Write your blurb in a way that attracts the reader. Give information on the main characters, indicating what they are like and what problems they may have to face. Present only an outline of the beginning of the story. Do not give away too much of the plot. Do not disclose the ending! © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-49-6923-9 49