Active English Coursebook 4

Revised Edition English 4Coursebook



Revised Edition English 4 Coursebook

Text credits: Sampurna Chattarji for ‘Fabulous Beast’ from The Fried Frog and Other Funny Freaky Foodie Feisty Poems (Scholastic India: 2009); Anupa Lal for ‘A Tumbler of Oil’ from Stories of Sheikh Chilli (Scholastic India: 2003); Henry Wadsworth Longfellow for ‘Rain in Summer’; Robert Frost for ‘Gathering Leaves’; L. Frank Baum for The Wizard of Oz; Ruskin Bond for ‘Grandma Climbs a Tree’. Every attempt has been made to trace copyright holders for the text, illustrations and photographs. Any omissions brought to our attention will be rectified in future editions. © 2017 Scholastic Education International (Singapore) Private Limited A division of Scholastic Inc. First edition published in 2013. All rights reserved. No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the written permission of the publisher. This edition 2017 Reprinted 2018, 2019 (twice) ISBN 978-981-47-8114-5

Preface Scholastic ™ English Grades 1 to 6 is an English as a Second Language (ESL) programme. It uses an effective integrated approach to teaching and learning reading, writing, listening and speaking skills. Language skills are systematically taught in a spiral progressive way, making it easy for students to learn English. Lessons are also taught in an engaging and interactive manner. The result is a comprehensive and effective approach that makes the teaching and learning of English easy and enjoyable! Why is Scholastic ™ English effective? 1. Adopts an integrated approach to learning English 2. Engages students through relevant topics 3. Uses a Show-Explain-Apply methodology that meets the needs of ESL students 4. Offers equal emphasis to each skill, enabling students to connect, transfer and build upon different skills 5. Encourages practice and builds language skills and confidence 6. Provides formative and summative assessment to evaluate students’ comprehension 7. Uses a systematic, progressive way of teaching English, making it easy for students to learn the language Effective Integrated Approach Effective Framework Integrated Teaching Each unit facilitates the teaching of language skills in an integrated manner. Listening MECHANICS OF Speaking Listening Vocabulary skills LANGUAGE skills Listen to the sentences. Write 1 to show which action came first and 2 to show which action came next. Mustafa went to the grocer’s shop to buy oil. Writing Reading Anna will meet me at the supermarket. skills skills 1. The words in red are related to shopping. 2. A. Match each word with the correct meaning. 3. 1. supermarket a. a piece of paper that says that something has been LANGUAGE 4. paid for SKILLS 5. 2. receipt b. someone who handles payment in a shop Listening Speaking 3. trolley c. a label with a price PGurnactmumatairon& 4. price tag d. a large shop that sells food, ComRperaedhiengnsi&on drinks and things we use in PhSopneilclisn&g our houses PrPersoejnetcattiWonor&k 5. cashier e. a large metal basket on wheels THEMATIC B. Circle the correct word given in the brackets. FOCUS 1. a ( dozen / bunch ) eggs 2. one ( litre / kg ) of mustard oil 3. one ( litre / loaf ) of bread 4. a ( bar / bunch ) of chocolate Writing 5. a ( unit / pair ) of scissors W B Unit 2, page 10 100 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 24 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 Active English Rev ed CB G4 Int U8.indd 100 13/04/17 6:06 PM Active English Rev ed CB G4 Int U2.indd 24 13/04/17 6:04 PM Vocabulary 3 An Indoor Garden Before you read Writing If you had a garden of your own, what kind of plants and flowers would you grow in it? We write a diary to keep a record of events that are important to us. If we have an opinion about any person or event, we write it in our diary. We do not usually share our diary with anyone else. We can make a diary entry every day or we can do it once in a while. While making a diary entry, you can use the tips given below. Making a Terrarium Always begin with the day and date. Record the events in the order in which they happened. Everybody likes to be surrounded by plants and Remember to include who, how, what, where and why. flowers. Some plants need very little water, sunlight Write using pronouns like I, you, we, they, he, she. and soil and can be grown indoors. Such plants can be grown in a terrarium. A terrarium is a small indoor Read this entry adapted from a very famous diary, Anne Frank’s The garden that can be grown in a glass jar. Clear, smooth Diary of a Young Girl. glass offers the best view of the plants inside. Here is an easy way to make a terrarium. Saturday, 20 June 1942 Day and date It’s strange, writing a diary. Of course, I’ve Use pronouns like Things you need colourful written things before, but who will be interested I, you, we, they, a large, clear jar stones for in the thoughts of a thirteen-year-old schoolgirl? he, she. decorating Well, does it matter? charcoal and pebbles bright green moss I need a diary because I haven’t got a friend. No Present tense soil for planting one will believe that I am completely alone in verbs to talk a small funnel the world! And I’m not. I have loving parents and about how you two or more plants a sixteen-year-old sister, a good home and about feel at the time (choose a short plant) of writing thirty people that I can call friends. But I haven’t got that one, true friend who understands me. So this diary can be my new friend. Imagine that you are Toto. Make a diary entry to record the surrounded: to have something all around moss: a small green plant that events of the day when you met Tin Man and Lion. grows in groups in damp places indoors: inside a building or a room W B Unit 10, page 54 funnel: a tube that is wide at the charcoal: a black substance usually formed top and narrow at the bottom by burning wood 126 32 pebbles: small stones © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 3 Active English Rev ed CB G4 Int U10.indd 126 13/04/17 6:07 PM Active English Rev ed CB G4 Int U3.indd 32 13/04/17 6:05 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

Active Engagement of Students Show–Explain-Apply Methodology 2 An Unusual Solution A ‘Show-Explain-Apply’ methodology makes Before you read lessons more achievable, motivates students What do you do to help around the house? and boosts student confidence. A Tumbler of Oil Why did Mustafa run all the way to Ammi called out to Mustafa to go and get her eight the market? dinars’ worth of mustard oil. She handed him a Authentic and tumbler and some money. She warned Mustafa Grammar varied texts to be careful and to not start daydreaming again. engage students, Mustafa ran all the way to the market. He would Everybody likes to be surrounded by plants exposing and have wandered along, but Ammi had told him to and flowers. preparing them hurry and so he did. for language in the “Does anybody want to help look after your real world. On reaching the grocer’s shop, he asked Azad Bhai baby brother?” asked Mum. to measure out eight dinars’ worth of mustard oil into the tumbler his mother had given him. Azad “Nothing is impossible,” said my teacher. Bhai measured out the required oil from a large tin and began pouring it into the tumbler. Mustafa was We use words such as everybody, anybody and nothing when we in a fix when Azad Bhai told him that the tumbler do not refer to any particular person or thing. These words are could hold only seven dinars’ worth of oil. He did called indefinite pronouns. We use pronouns ending in -body or not want to disobey Ammi or she would be cross! -one for people, and pronouns ending in -thing for things. Then he had a brainwave! There was a everyone someone anyone no one hollow space in the outer bottom of the everybody somebody anybody nobody everything something anything nothing dinars: a unit of money used in countries like Bahrain, fix: a difficult situation Jordan, Kuwait and Macedonia disobey: refuse to do what somebody Fill in the blanks with indefinite pronouns from the has asked you to table above. tumbler: a drinking glass cross: angry daydreaming: thinking of pleasant things and brainwave: a sudden clever idea not paying attention to something hollow: empty space wandered: roamed around grocer: a person who sells food and small household goods 20 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 1. has spilled tea here. The floor is wet. 2. Has seen my pencil? It is not in my box. Active English Rev ed CB G4 Int U2.indd 20 13/04/17 6:04 PM 3. Please hurry, wants to be late for the film. 4. Would you like from the restaurant? 5. Don’t worry, is safe. The bear didn’t harm anyone. 6. I waited for an hour in the hall but showed up. 7Spades and Spoons W B Unit 3, page 16 Before you read What do you do when someone asks you to do something © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 37 that you find boring or difficult? Active English Rev ed CB G4 Int U3.indd 37 13/04/17 6:05 PM Gathering Leaves Why does the While-reading Builds Language Skills and Spades take up leaves speaker “make a questions Confidence No better than spoons, great noise”? encourage And bags full of leaves students to Clear explanations and numerous examples Are light as balloons. give students a strong understanding of participate and the mechanics of language and lay a strong I make a great noise learn, improving foundation for good English. Of rustling all day retention and Like rabbit and deer Running away. fostering self-confidence. But the mountains I raise Elude my embrace, Flowing over my arms And into my face. I may load and unload Does the speaker Again and again find gathering Till I fill the whole shed, leaves easy? And what have I then? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 elude: escape from embrace: the action of holding someone or something closely in one’s arms 80 Active English Rev ed CB G4 Int U7.indd 80 13/04/17 6:06 PM Grammar Try It Out and 3. Jerry cycles to school every morning. 1. How beautiful the rain is! 3. (You) Give me two other activities tickets please. 4. The students were tired after the long journey. provide opportunities for 5. All zebras have stripes. pair and group 6. The students of my class keep their books neatly. work. W B Unit 2, page 11 John and his dog go for a walk every day. You go to the zoo every month. 2. That is my school. 4. What is the teacher saying? Your pyjamas look nice. We use a plural verb when two or more subjects are joined by 1. A sentence that expresses strong feelings and ends with an 3. (You) Give me two and. We usually use a plural verb with the pronouns I and you exclamation mark ( ! ) is called an exclamatory sentence. An tickets please. exclamatory sentence usually begins with what or how. and with certain nouns that have no singular form. 4. What is the teacher saying? 2. A sentence that makes a statement is calle1.d an aHssoewrtivbeeautiful the rain is! Circle the correct verb given in the brackets. sentence. It ends with a full stop ( . ). 1. Sam and Sally ( has / have ) gone to Toronto. 3. A sentence that gives advice or an order, or makes a request is called an imperative sentence. The subject you is not 2. The ostrich, emu and penguin ( is / are ) all birds. usually mentioned in an imperative sentence. 3. Molly and Amy ( is / are ) playing chess. 4. A sentence that asks a question is called an interrogative sentence. An interrogative sentence may begin with words 4. Binoculars ( help / helps ) us to see distant objects. such as what, when, which, who, whom, whose, where, why or how. It ends with a question mark ( ? ). 5. My trousers ( was / were ) torn. 2. That is my school. 6. The man and his son ( has / have ) a red car. 7. You ( write / writes ) very neatly. 49 W B Unit 2, page 12 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 Try it out Active English Rev ed CB G4 Int U4.indd 49 13/04/17 6:05 PM Pair up with a classmate. Tell the class one thing your partner likes to do and one thing you both like to do. For example, Zara likes to dance. Zara and I like to paint. 26 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 Active English Rev ed CB G4 Int U2.indd 26 13/04/17 6:05 PM 4 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

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 B. Look at the pictures of the Garbage Truck’s morning Get into two groups. Read Gathering Leaves chorally. routine. Complete the sentences. Alternate stanzas of the poem between the two groups. While one group reads, the other group could make a rustling noise. Varied activities Writing First, it Then, it collects Finally, Inferential: to provide assess ability to An acrostic poem is one where the first letters of all the lines form a .. . interpret or infer opportunities word, which usually spells out the topic of the poem. answers, using to teach C. Answer the following questions. information from Read the acrostic poem about brownies below. important values the text and life skills. Brownies 1. Does the speaker like what the Garbage Truck eats? Beautiful brownies on a plate How can you tell? Ready to be eaten. Often made by my mother 2. The word “fabulous” has three meanings as given below. When I come home from school. New and fresh it smells, a. extremely good c. very large It melts in my mouth, Especially with chocolate fudge b. existing only in stories, not real Soothes all my cares. Which do you think describes the Garbage Truck the best? Now, write an acrostic poem based on your name. Share your poem with the class. D. Name these vehicles. What work does each do? W B Unit 7, page 39 E. Check your understanding of Making Inferences. Focused questions to master 90 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 1. The Garbage Truck is called a beast. What features of a beast does it have? comprehension strategies 2. Do you think the speaker likes the Garbage Truck? Give reasons for your answer. Active English Rev ed CB G4 Int U7.indd 90 13/04/17 6:06 PM 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 Active English Rev ed CB G4 Int U1.indd 10 13/04/17 6:04 PM B. Fill in the blanks with words from the box. Then, make Applied: to assess ability sentences with each pair of words in your notebook. to analyse, synthesize and apply the information in paper fire picture glue water different contexts 1. book 2. alarm 3. stick 4. bottle 5. plates W B Unit 1, pages 6–7 Try it out Additional exercises in the workbooks Pair up with a classmate. Look around the classroom and provide students reinforcement of name some objects. Ask your partner to use a suitable learning and allow summative assessment noun to describe each. for teachers. Alice always eats Alice usually eats Alice often eats apples. apples. apples. Alice sometimes Alice rarely eats Alice never eats eats apples. apples. apples. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 13 19/11/18 2:53 PM Active English Rev ed CB G4 Int U1.indd 13 Review Vocabulary Review helps What did you learn? Tick. Elephant had a very important meeting with his subjects. students An abbreviation is the shortened form of a word or phrase. Maths and English are my favourite subjects. self-assess. An acronym is an abbreviation consisting of the first letters The ducks built their nests on the banks of the river. of three or more words. These letters are pronounced as Banks lend money to those who need it. a word. Homonyms are words that have the same spelling and pronunciation, We use the past perfect tense to refer to something that but different meanings. happened in the past before the time we are talking about. We use the past perfect tense to describe the action that Fill in the blanks in each pair of sentences with a homonym took place first and the simple past tense to describe the The pictures will help you. action that took place later. 1. The boy is wearing a helmet on his . We use the past perfect continuous tense to show an action that was going on in the past when a second action We always straight home took place. We use the past perfect continuous tense for after school. the action that was going on in the past and the simple past tense for the second action. Some words are spelt with the double letters mm. 2. The children play at the every Saturday. The bus drivers the Project Work buses at the depot every evening. Get into groups of five. Each group makes a class newspaper 3. The garbage truck makes a of that can be read by family and friends. Paste or draw pictures for some of the news stories. Write headlines that will attract the neighbourhood every morning. readers. Give the newspaper an interesting name. The baby has a , chubby face. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 103 W B Unit 5, pages 24–25 Active English Rev ed CB G4 Int U8.indd 103 13/04/17 6:06 PM Try it out Pair up with a classmate. Think of another homonym (you © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 5 may use a dictionary). Make two sentences using the homonym. Then, ask your partner to read your sentences and guess the two meanings of the homonym. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 61 Active English Rev ed CB G4 Int U5.indd 61 13/04/17 6:06 PM

Table of Contents Unit Title Page Text Reading Vocabulary Type Comprehension Suffixes: -ous 1 A Clean Neighbourhood 8 Poem Making inferences and -al Fabulous Beast 2 An Unusual Solution 20 Folk tale Making inferences Vocabulary related to A Tumbler of Oil shopping 3 An Indoor Garden 32 Instructions Sequencing Words used as nouns and verbs Making a Terrarium 44 Poem Drawing conclusions Onomatopoeic 4 Nature’s Blessings 56 Story Making predictions words (sound words) Rain in Summer Homonyms 5 Houses and Homes 68 Personal Drawing conclusions Homophones The Prize-winning Design recount 6 Helping Others 80 Poem Identifying the main idea Collocation (words that Project Lucy usually go together) 7 Spades and Spoons Gathering Leaves 8 A Well for Ugandans 92 Newspaper Identifying the main idea Abbreviations report Acronyms Well Done, Ryan! 9 More Than an Artist 104 Biography Finding similarities and Clipped words Leonardo da Vinci differences 10 A Magical Journey 116 Play Sequencing Reporting words Making New Friends 11 My Amazing Grandmother 128 Poem Drawing conclusions Prefixes: dis-, Making predictions un-, im- and Grandma Climbs a Tree in- Idioms 12 A Greek Hero 140 Myth Perseus and Medusa © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Long u sound Gap-filling Poetry recital Describe a  N ouns used as words exercise person Reuse old things adjectives  A dverbs of Long o sound Listen for Tell a story Write an Discuss the main frequency words information alternative characters of folk tales ending to a Grow a plant  Subject–verb story Make a weather chart agreement Picture  P ast continuous tense composition Indefinite pronouns Long vowel ew Listen to identify Talk about Write a words sequence in a rules paragraph procedural text Talk about the  K inds of sentences Long vowel igh Listen for weather  Interjections words information Present and past Short oo sound Listen to identify Express Prepare a Make a chart on participles words homonyms goodwill story web different kinds of homes  P resent perfect tense Words with the Listen to identify Make requests Write an Make a chart on a  P resent perfect letters rr homophones email tourist place continuous tense Words with the Listen to identify Make a scrapbook on  P resent continuous letters bb future plans Choral reading Write an leaves tense for future acrostic actions poem Make a class  a bout to to refer to newspaper future actions Words with the Listen to identify Express thanks Write a Make a scrapbook  H elping verbs to letters mm which action report on an artist express habits Words with the came first Perform a play  P ast perfect tense letters ss Listen for tag Ask questions Write a Talk about a poem or  P ast perfect questions using tag biography story continuous tense questions Make a Role-play Tag questions Words beginning Listen for Ask and give diary entry with the letters sm, reporting words directions  D irect and indirect sn, sp speech  s aid and told Double the final Listen for Make or Write a Phrases and clauses t of verbs with a opposites answer a message short vowel sound phone call Write the Indirect speech with Relate an modern tense changes Double the final t Listen to identify incident version of of verbs of more idioms a story than one syllable when the stress is on the last syllable © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

1 A Clean Neighbourhood Before you read What kinds of things do you reuse at home? What kinds of things could you reuse in the classroom? Why is it important to recycle and reuse things? Fabulous Beast Who is the human There’s a fabulous beast in my neighbourhood— in the beast’s head? It’s called the Garbage Truck. It arrives every morning and gobbles up Everything that we call yuck! Its mouth is in its rear end And it’s always gaping wide. In its head it’s got a human Who takes it for a ride. When it’s done its rounds you’ll see Stuck between its pointy teeth Curls of peel and plastic bags Fish bones and shreds of meat. garbage: rubbish or household waste gaping wide: wide open gobbles: eats quickly and noisily shreds: long, narrow pieces rear: the back part 8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

And when it’s full, it spits it out— What does the Wack-thhoo—onto a garbage dump. Garbage Truck And that’s why this monstrous beast spit out? Never gets fat or even plump! –Sampurna Chattarji After you read What would happen to the neighbourhood if the Garbage Truck did not arrive every morning? Reading Comprehension A. Circle the correct answer. 1. Where does the Garbage Truck arrive every morning? a. the neighbourhood b. the garbage dump 2. What does “yuck” refer to? b. the garbage a. the neighbourhood 3. Who takes whom for a ride? a. The Garbage Truck takes the human for a ride. b. The human takes the Garbage Truck for a ride. 4. When does the beast spit out the yuck? a. when it is full b. when it is angry 5. Why does the Garbage Truck never get fat? a. It eats very little. b. It spits out its food when it is full. monstrous: very large and frightening 9 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

B. Look at the pictures of the Garbage Truck’s morning routine. Complete the sentences. First, it Then, it collects Finally, .. . C. Answer the following questions. 1. Does the speaker like what the Garbage Truck eats? How can you tell? 2. The word “fabulous” has three meanings as given below. a. extremely good c. very large b. existing only in stories, not real Which do you think describes the Garbage Truck the best? D. Name these vehicles. What work does each do? E. Check your understanding of Making Inferences. 1. The Garbage Truck is called a beast. What features of a beast does it have? 2. Do you think the speaker likes the Garbage Truck? Give reasons for your answer. 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

Vocabulary And that’s why this monstrous beast never gets fat or even plump! (monster—monstrous) Global warming will lead to floods in many places. (globe—global) A suffix is a letter or group of letters that is added to the end of a word to form a new word. We usually add suffixes such as -ous and -al to some words to form describing words. The spelling changes in some cases. Here are some more examples of such words. Suffix Meaning Examples -ous full of or having poisonous, courageous -al relating to musical, natural Fill in the blanks with describing words formed from the words given in the brackets. Use a dictionary if needed. 1. Fabulous Beast is a (humour) poem. 2. The (nation) flag of Canada has two colours. 3. It is (danger) to stand so close to the river. 4. Lionel Messi is a (fame) footballer. 5. Do you like (tradition) Thai food? 6. It is (nature) to be afraid sometimes. W B Unit 1, page 5 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 11

Grammar fish bones a garbage truck a strawberry cake The words fish, garbage and strawberry are nouns. They tell us more about the nouns bones, truck and cake. When a noun is placed in front of another noun to describe it, the first noun acts like an adjective. A noun used as an adjective is usually singular. A. Underline the nouns that are used as adjectives. 1. The Maths teacher is absent today. 2. This picture frame is perfect for our room. 3. Please wait for me at the bus station tomorrow morning. 4. Susan always wears a gold necklace around her neck. 5. Chocolate biscuits are loved by one and all. 6. The thief jumped over the stone wall. 7. Daniel Radcliffe is a popular English actor. 8. We want to watch the boat race at the rowing club. 12 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

B. Fill in the blanks with words from the box. Then, make sentences with each pair of words in your notebook. paper   fire    picture    glue    water 1. book 2. alarm 3. stick 4. bottle 5. plates W B Unit 1, pages 6–7 Try it out Pair up with a classmate. Look around the classroom and name some objects. Ask your partner to use a suitable noun to describe each. Alice always eats Alice usually eats Alice often eats apples. apples. apples. Alice sometimes Alice rarely eats Alice never eats eats apples. apples. apples. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 13

Words such as always, usually, often, sometimes, rarely and never tell us how often an action takes or does not take place. They are called adverbs of frequency. A. Fill in the blanks with words from the table below. Kieran Wears Listens to Eats Plays Sammy shoes music fruit football Austin never never often always Tina sometimes always rarely often often rarely never sometimes rarely sometimes often never 1. Kieran plays football. 2. Sammy eats fruit. 3. Austin plays football. 4. Tina listens to music. 5. Tina wears shoes. B. Answer the following questions in your notebook. The first one has been done for you. 1. How often does Kieran wear shoes? Kieran never wears shoes. 2. How often does Tina play football? 3. How often does Austin eat fruit? 4. How often does Kieran listen to music? 5. How often does Sammy listen to music? W B Unit 1, page 8 14 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

Spelling A. Read the words below. The letters u-e make the same sound as the letters ew in few. volume cube excuse fume reduce dune refuse tube huge mute confuse perfume costume tune mule B. Fill in the blanks with words from the word list above. 1. to release gas or vapour: f 2. a mound of sand formed by the wind, especially in a desert: d 3. an animal used for carrying loads: m 4. make something more difficult or complicated to understand: c 5. a liquid used to give a pleasant smell to one’s body: p 6. to say no: r 7. very large: h 8. clothes that an actor wears: c © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 15

Listening Listen to the conversation and fill in the blanks with the correct words. Marie : Leo, what do you like to do in your free time? Leo : Well, Marie, I like to play the guitar. I play in a band and we practise every afternoon. Marie : I didn’t know that. How do you play? Leo : . I also enjoy cooking. Marie : Really? Are you good at it? Leo : Not too bad. I make salad for the family. What do you like to do as a hobby? Marie : Well, I go rock climbing. Leo : That sounds dangerous! Aren’t you scared? Marie : Not at all. It’s very exciting. Everything is so beautiful from the top. You should try it . Leo : Wow! Do you think I could? Marie : Sure, how about this weekend? I’ll arrange everything and let you know the details later. 16 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

Speaking Here are a few tips on how to recite a poem. 1. Read the poem aloud. Start your recitation with the title of the poem and the poet’s name. Be sure to say each word clearly. Decide how long to stop at the end of each punctuation mark. Recite words/lines quickly or slowly depending on the words or meaning. Pay attention to the rhyming words and rhythm of the poem. Do not recite rhymes in a sing-song manner. For example, What are some of the rhyming words in Fabulous Beast? 2. Understand the poem. Be sure to know the meaning of each word and every line in your poem. Be attentive to the message and meaning in your poem. If you don’t understand, you will not be able to recite confidently. For example, what does yuck mean? Does the poet like what the Garbage Truck eats? What message is the poet trying to convey? 3. Imagine the scenes or the things described in the poem. Pay attention to the verbs and comparisons in the poem. For example, how does the poet describe the Garbage Truck? How does it eat its food? 4. Have a physical presence. Stand straight. Look at the audience while reciting. Act out some of the words if possible. Relax and enjoy the poem. Try it out Pair up with a classmate. Take turns to recite the poem Fabulous Beast. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 17

Writing When you want to describe a person, you should: include a general statement that introduces the person. describe the person’s general appearance. describe other features. add a personal comment about the person’s character. Here is a short description of a girl. My Fabulous Sister My sister Nina is eight years old. She is quiet and shy but very mischievous. She is very thin because she never finishes her food. She has bright black eyes and shiny black hair which she often ties with a rubber band. We are a musical family. Nina likes vocal music and can sing very well. She usually sings at all our family functions. I think she is the best singer in the world. Think of a person you know well. Make notes about his or her appearance. Then, write a few lines about that person. Make sure to use at least three of these words in your writing: usually, never, humorous, adventurous. W B Unit 1, page 9 18 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

Review What did you learn? Tick. A suffix is a letter or group of letters that is added to the end of a word to form a new word. When a noun is placed in front of another noun to describe it, the first noun acts like an adjective. Words such as always, usually, often, sometimes, rarely and never tell us how often an action takes or does not take place. They are called adverbs of frequency. Some words with the letters u-e make the same sound. Project Work Make a scrapbook showing how you can reuse some of your old things and other items you might have thrown away. Share your ideas with your friends. Here are some ideas to help you make your scrapbook. Decorate an empty bottle with coloured paper and beads and turn it into a vase or a pencil holder. Donate clothes that don’t fit anymore. Reuse newspapers, interesting magazines and other paper products by using them as wrapping paper. Reuse bags by bringing these along when we go shopping. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 19

2 An Unusual Solution Before you read What do you do to help around the house? A Tumbler of Oil Why did Mustafa run all the way to Ammi called out to Mustafa to go and get her eight the market? dinars’ worth of mustard oil. She handed him a tumbler and some money. She warned Mustafa to be careful and to not start daydreaming again. Mustafa ran all the way to the market. He would have wandered along, but Ammi had told him to hurry and so he did. On reaching the grocer’s shop, he asked Azad Bhai to measure out eight dinars’ worth of mustard oil into the tumbler his mother had given him. Azad Bhai measured out the required oil from a large tin and began pouring it into the tumbler. Mustafa was in a fix when Azad Bhai told him that the tumbler could hold only seven dinars’ worth of oil. He did not want to disobey Ammi or she would be cross! Then he had a brainwave! There was a hollow space in the outer bottom of the dinars: a unit of money used in countries like Bahrain, fix: a difficult situation Jordan, Kuwait and Macedonia disobey: refuse to do what somebody has asked you to tumbler: a drinking glass cross: angry daydreaming: thinking of pleasant things and brainwave: a sudden clever idea not paying attention to something hollow: empty space wandered: roamed around grocer: a person who sells food and small household goods 20 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

tumbler. Mustafa happily turned the tumbler full of Why did Azad oil upside down! He then asked Azad Bhai to pour Bhai shake his the rest of the oil into the hollow space. Azad Bhai head? shook his head in disbelief, but did as Mustafa had asked him to do. Mustafa held the tumbler carefully and hurried home. Ammi was washing clothes when Mustafa arrived. She was shocked at the quantity of oil in the tumbler. Mustafa turned the tumbler the right way up to show her the rest of the mustard oil. Ammi could not believe how foolish Mustafa had been. –Anupa Lal (a retelling) After you read If you were Mustafa’s Ammi, would you laugh at his foolishness or scold him? Reading Comprehension A. Read the sentences below. Write T for True and F for False. 1. Ammi gave Mustafa eight dinars to buy oil. 2. Ammi wanted coconut oil. 3. Mustafa hurried to the shop. 4. The grocer’s name was Azad Bhai. 5. The tumbler could hold five dinars’ worth of oil. disbelief: not believing in something; doubtful 21 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

B. Circle the correct answer. 1. Why was Mustafa in a fix when Azad Bhai told him that the tumbler could contain only seven dinars’ worth of oil? a. He did not have any space to hold the rest of the oil. b. He realised that Azad Bhai had made a mistake. c. He forgot what Ammi had asked him to do. 2. What was the problem in A Tumbler of Oil? a. Mustafa had only seven dinars. b. Mustafa’s tumbler was not big enough. c. There was a hole in the tumbler. 3. Why did Mustafa not wander along on his way to the market? a. He wanted to come back home soon. b. It had started to rain. c. He was a good son who did as he was told. 4. What did Azad Bhai think of Mustafa’s idea? a. He thought it was a good idea. b. He thought it was a foolish idea. c. He thought it was a clever idea. 22 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

5. Why did Ammi get a shock when she saw the tumbler? a. There was very little oil in it. b. There was a lot of oil in it. c. There was juice instead of oil in it. 6. How much oil did Ammi get in the end? a. seven dinars’ worth of oil b. one dinar worth of oil c. no oil C. Answer the following questions. 1. If you were Mustafa, how would you have solved the problem? 2. Imagine that you are Mustafa’s mother. What would you tell him? D. Check your understanding of Making Inferences. 1. How do you think Ammi felt when she saw Mustafa turn the tumbler the right way up? 2. How would you describe Mustafa? Tick the words that match Mustafa’s character. Then, explain why you have chosen these words.  obedient  lazy  smart  brave  daydreamer  foolish © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 23

Vocabulary Mustafa went to the grocer’s shop to buy oil. Anna will meet me at the supermarket. The words in red are related to shopping. A. Match each word with the correct meaning. 1. supermarket a. a piece of paper that says that something has been paid for 2. receipt b. someone who handles payment in a shop 3. trolley c. a label with a price 4. price tag d. a large shop that sells food, drinks and things we use in our houses 5. cashier e. a large metal basket on wheels B. Circle the correct word given in the brackets. 1. a ( dozen / bunch ) eggs 2. one ( litre / kg ) of mustard oil 3. one ( litre / loaf ) of bread 4. a ( bar / bunch ) of chocolate 5. a ( unit / pair ) of scissors W B Unit 2, page 10 24 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

Grammar Ammi was shocked. singular singular subject verb The neighbours were shocked.     plural plural subject verb The verb in a sentence must agree with its subject. If the subject is singular, the verb in the predicate must also be singular. If the subject is plural, the verb must be plural. A. Fill in the blanks with the correct form of the verbs in the brackets. 1. Mustafa (was/were) a foolish boy. 2. My uncle (has/have) two cats. 3. The girl wearing a pink dress (is/are) my sister. 4. The children (plays/play) together after school every day. 5. The dogs (is/are) sleeping. B. In each sentence, underline the subject and circle the verb. 1. Irina goes to the market every evening. 2. This book is very interesting. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 25

3. Jerry cycles to school every morning. 4. The students were tired after the long journey. 5. All zebras have stripes. 6. The students of my class keep their books neatly. W B Unit 2, page 11 John and his dog go for a walk every day. You go to the zoo every month. Your pyjamas look nice. We use a plural verb when two or more subjects are joined by and. We usually use a plural verb with the pronouns I and you and with certain nouns that have no singular form. Circle the correct form of the verb given in the brackets. 1. Sam and Sally ( has / have ) gone to Toronto. 2. The ostrich, emu and penguin ( is / are ) all birds. 3. Molly and Amy ( is / are ) playing chess. 4. Binoculars ( help / helps ) us to see distant objects. 5. My trousers ( was / were ) torn. 6. The man and his son ( has / have ) a red car. 7. You ( write / writes ) very neatly. W B Unit 2, page 12 Try it out Pair up with a classmate. Tell the class one thing your partner likes to do and one thing you both like to do. For example, Zara likes to dance. Zara and I like to paint. 26 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

Ammi was washing clothes when Mustafa arrived. We were locking the front door when we heard a strange noise. We use the past continuous tense to show that an action was going on at a time in the past when a second action took place. The second action is always in the simple past tense. Fill in the blanks with the correct tense of the verbs given in the brackets. 1. I (pack) my bags in my room when my sister (call) me. 2. Mr Barry (speak) to the teacher when the principal (walk) in. 3. Mike (watch) television when his friend (enter) the room. 4. My neighbour, Mrs Damon, (water) her plants when the postman (arrive). 5. Peter (buy) fruits in the market when he (see) a man trying to steal a car. 6. The students (exercise) when the fire alarm (ring). 7. While Liam (sleep), his uncle came in quietly and (leave) him a gift. W B Unit 2, page 13 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 27

Spelling A. Read the words below. They have the long o sound. told fold mango banjo stroll cold ago robot yoga gold sold cargo most piano buffalo B. Fill in the blanks with words from the word list above. 1. a machine that looks and behaves like a human being: 2. things that are being sent by ship, plane, train or truck: 3. a large musical instrument with a row of black and white keys: 4. a metal used for making jewellery: 5. a form of exercise that makes the body flexible and healthy: 6. an animal similar to a cow, with curved horns: 7. the opposite of hot: 8. walk without hurrying: 9. a fruit with a big seed which is yellow when it is ripe and green when it is raw: 28 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

Listening Last week Fiona went shopping for a party. Listen to her list and fill in the blanks. 1. a of cold drink 2. three of bread 3. three eggs 4. two of jam 5. five of plain crackers 6. a of vegetable oil Speaking Robert and Iqbal are sharing a few tips for telling a story. Remember that storytelling Change your facial expression gives pleasure to your and tone of voice to convey listeners and also to you. the mood of the story and the feelings of the characters. Speak slowly and clearly. Pause at the right places. Let your listeners ‘see’ the story, ‘feel’ the story and reflect on the story. Try it out Get into groups of three to act out the story A Tumbler of Oil. Remember to change the tone of voice and facial expression to convey the feelings of Mustafa, Ammi and Azad Bhai. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 29

Writing A story has a beginning, a middle and an end. Stories are often written in the past tense. Writers sometimes add dialogues to make the story more enjoyable. Write a different ending to the story A Tumbler of Oil. Rewrite the ending from the point where Mustafa turns the tumbler the right way up. Before you begin to write, make notes describing what you think may have happened. You can use the points given below or write an ending of your own. 1. Azad Bhai’s son knocks on 2. Azad Bhai’s son has a can the door. Why has in his hands. What do you he come? think is in the can? A Tumbler of Oil 4. Ammi is happy. What 3. How did the oil get into the does she say to the boy? can? (Hint: When Mustafa had turned his tumbler in the shop, the oil luckily…) 30 W B Unit 2, page 14 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

Review What did you learn? Tick. The verb in a sentence must agree with its subject. If the subject is singular, the verb in the predicate must also be singular. If the subject is plural, the verb must be plural. We use a plural verb when two or more subjects are joined by and. We usually use a plural verb with the pronouns I and you and with certain nouns that have no singular form. We use the past continuous tense to show that an action was going on when a second action took place. The second action is always in the simple past tense. Some words have the long o sound. Project Work Bring a book of folk tales from home to share in class. What is the name of the main character in your book? How many of you have stories with the same main character? Form groups and discuss why this character is so popular. Present your findings to the class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 31

3 An Indoor Garden Before you read If you had a garden of your own, what kind of plants and flowers would you grow in it? Making a Terrarium Everybody likes to be surrounded by plants and flowers. Some plants need very little water, sunlight and soil and can be grown indoors. Such plants can be grown in a terrarium. A terrarium is a small indoor garden that can be grown in a glass jar. Clear, smooth glass offers the best view of the plants inside. Here is an easy way to make a terrarium. Things you need colourful a large, clear jar stones for decorating charcoal and pebbles bright green moss soil for planting a small funnel two or more plants (choose a short plant) surrounded: to have something all around moss: a small green plant that grows in groups in damp places indoors: inside a building or a room funnel: a tube that is wide at the charcoal: a black substance usually formed top and narrow at the bottom by burning wood 32 pebbles: small stones © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

What to do What does the 1. Fill the jar with a layer of charcoal charcoal do? and pebbles. This will keep the Why do soil from getting too damp. we need to add moss? 2. Add a layer of soil. Make holes in the soil about one inch apart. 3. Place the plants in the soil. 4. Gently tap the soil down over the roots of the plants. 5. Place the moss and colourful stones around the plants. The moss stops the water from evaporating quickly and the stones make the terrarium beautiful. 6. Water the plant with the help of a small funnel. Water only when the soil feels dry. Place the terrarium in a well-lit area, but not in direct sunlight. You can keep it in a room or gift this pretty garden to a friend. After you read Is caring for a plant the same as caring for a pet? Why do you think so? well-lit area: a place where there is enough light © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 33

Reading Comprehension A. Circle the correct word given in the brackets. 1. A terrarium is a ( glass / stone ) container used for growing plants. 2. ( Charcoal / Colourful stones ) and pebbles keep the soil from getting too damp. 3. We should choose ( tall / short ) plants for a terrarium. 4. Terrariums ( need / do not need ) a lot of water. 5. Terrariums ( should / should not ) be kept in direct sunlight. B. Circle the correct answer. 1. The first step in making a terrarium after all the material has been collected is . a. filling the jar with pebbles and charcoal b. adding dark soil 2. What should you do after adding a layer of soil? a. Make holes in the soil. b. Water the soil. 3. Which happens first? a. The terrarium is watered. b. Colourful stones and moss are placed in the jar. 34 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

C. Answer the following questions. 1. Why should we use a clear container for the terrarium? 2. What kind of plants can be grown in a terrarium? Why? 3. Why are holes made in the soil? 4. Why should we use a funnel to water the plants? 5. What will happen if a terrarium is kept in direct sunlight? 6. Why do you think gardening is a good hobby for children? 7. Would you like to give a terrarium as a birthday gift to your friends? Give reasons for your answer. D. Check your understanding of Sequencing. Read the instructions for making a terrarium again. Number the sentences in the correct order. Water the plants with the help of a small funnel. [] Add a layer of soil. [] Fill a large, clear container with a layer of charcoal [] and pebbles. Make holes in the soil.  [] Gently tap the soil down over the roots of the plants. [] Place some bright green moss and colourful rocks [] around the plants. Place the plants in the soil. [] © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 35

Vocabulary I want a garden as a gift. You can gift this pretty garden to a friend. Some words can be used as both nouns and verbs. gift / gIft / noun gifts gift / gIft / verb A gift is something that you give to someone. When you gift something to somebody, you · This bike is a gift for my son. give a present to him or her. · I am going to gift a bike to my son. A. Read the sentences below and say whether the words in bold are used as nouns or verbs. Write N for Noun and V for Verb. Use a dictionary if needed. 1. He gave her a present. The chief guest will present the award. 2. Please brush your teeth. Sheela wants a new brush. 3. The twins fight very often. The man got hurt in a fight. 4. My favourite colour is green. Draw a picture of a flower and colour it. B. Refer to a dictionary and make sentences with the words below. Use them first as nouns and then as verbs. 1. plant 2. water 3. rain W B Unit 3, page 15 36 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

Grammar Everybody likes to be surrounded by plants and flowers. “Does anybody want to help look after your baby brother?” asked Mum. “Nothing is impossible,” said my teacher. We use words such as everybody, anybody and nothing when we do not refer to any particular person or thing. These words are called indefinite pronouns. We use pronouns ending in -body or -one for people, and pronouns ending in -thing for things. everyone someone anyone no one everybody somebody anybody nobody everything something anything nothing Fill in the blanks with indefinite pronouns from the table above. 1. has spilled tea here. The floor is wet. 2. Has seen my pencil? It is not in my box. 3. Please hurry, wants to be late for the film. 4. Would you like from the restaurant? 5. Don’t worry, is safe. The bear didn’t harm anyone. 6. I waited for an hour in the hall but showed up. W B Unit 3, page 16 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 37

Try it out Pair up with a classmate. Use indefinite pronouns to tell your partner why you could not enter the bathroom. why the class was noisy. what you can hear when a loud machine is switched on. how many of your classmates can cook noodles. Mrs Landon is a wonderful teacher. Everyone loves her. Nobody likes to eat this fruit because it is very bitter. Something is wrong with the machine. Please call the mechanic. We use a singular verb immediately after an indefinite pronoun. Somebody planned the robbery carefully. They knew the Smiths were on vacation. Nobody wants to attend the party because they have to pay a huge amount of money for it. Everyone gave money to build the school when they heard it was for poor children. We usually use a plural pronoun when we refer back to an indefinite pronoun. Fill in the blanks with the correct pronoun or verb. 1. The men can start building the well now because everything ready. 2. Somebody must have left in a great hurry because forgot to lock the door. 38 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

3. Nobody wants to eat these chocolates. want to eat ice cream. 4. Everyone at home today. W B Unit 3, page 17 Spelling A. Read the words below. They have the long vowel ew sound. blew nephew knew crew threw brew dew flew stew grew chew drew few cashew newspaper B. Fill in the bubbles with words from the word list above. 1. 3. 2. 4. C. Fill in the blanks with words from the word list above. 1. I some green plants on our balcony. 2. My sister’s son is my . 3. Uncle Joseph away the rotten fruit. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 39

4. It was so windy that our caps nearly away. 5. The made our wait at the airport comfortable by providing us with snacks and drinks. 6. Mum likes to read the every morning. Listening Papier-mâché (pronounced pap-yay mash-ay) is a mixture of paper and glue or paper, flour and water. It can be used to make different items such as boxes and trays because it becomes hard once it dries. Listen to the instructions on how to make a papier-mâché box. Number the sentences in the correct order. Collect some old newspapers, flour, water, a large bowl, [] a small cardboard box, a paintbrush and some paint. Once the surface is dry, paint or decorate the [] box as desired. Tear one-inch strips from a newspaper and dip [] them into the flour-water mix. Leave the box to dry. It may take a day or more. [] You can use the box to store your pens and pencils. [] Combine equal amounts of water and flour in a large bowl. [] Remove excess liquid from each strip and place the strip [] on the surface of the cardboard box. Repeat the process till the entire surface is covered. 40 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

Speaking Matt and Jenny are saying what we should and should not do while visiting a park. Everybody should Nobody should bring their own water. throw garbage inside the park. PARK A PARK B Bring your own water. Eat only in the picnic areas. Leave the park before sunset. Do not bring your pets. Do not leave plastic packets and Do not throw garbage inside the park. bottles behind. Do not play in the pond. Do not pluck the flowers. Try it out Pair up with a classmate. Read the first notice and tell your partner the rules of Park A using everybody, nobody and anybody. Your partner will tell you the rules of Park B. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 41

Writing Number the pictures in the correct order to show what the people are doing. Write a story using the words in the box below. beach sand sea shore beach towel swimming costume shark Everybody ends the day by drinking coconut water. 42 W B Unit 3, page 18 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

Review What did you learn? Tick. Some words can be used as both nouns and verbs. We use words such as everybody, anybody and nothing when we do not refer to any particular person or thing. These words are called indefinite pronouns. We use pronouns ending in -body or -one for people, and pronouns ending in -thing for things. We use a singular verb immediately after an indefinite pronoun. We usually use a plural pronoun when we refer back to an indefinite pronoun. Some words have the long vowel ew sound. Project Work Use an old bottle or plastic container to grow a plant. Place it in a corner of the class or outside where it will get some sunlight. Water the plant every day. See it grow. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 43

4Nature’s Blessings Before you read What will happen if it doesn’t rain for a long time or it rains heavily every day? Rain in Summer What was the How beautiful is the rain! weather like before After the dust and heat, the rains began? In the broad and fiery street, In the narrow lane, How beautiful is the rain! How it clatters along the roofs, Like the tramp of hoofs! How it gushes and struggles out From the throat of the overflowing spout! fiery: hot and burning like fire gushes: flows out with great speed clatters: makes a series of rattling sounds tramp: sound of heavy steps spout: a pipe through which water from the roof can drain out 44 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

Across the window-pane Why is the It pours and pours; rainwater And swift and wide, muddy? With a muddy tide Like a river down the gutter roars The rain, the welcome rain! –H. W. Longfellow After you read What do you like about the rainy season? What are the things you cannot do during this season? Reading Comprehension A. Fill in the blanks with the correct words from the poem. 1. antonym of ugly: 2. synonym of wide: 3. antonym of wide: 4. a road with houses and buildings on one or both sides: 5. a piece of glass used in a window: 6. synonym of fast: swift: fast 45 gutter: a drain for carrying off rainwater © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

B. Answer the following questions. 1. Look at the final word of each line and find another word from the stanza that rhymes with it. Write down all the sets of rhyming words. 2. Are the spellings of the rhyming pairs always the same? Give an example from the poem to support your answer. 3. The poet uses words that not only help us see but also hear. What are the different sounds that the rain or rainwater makes? C. Circle the correct answer. 1. Why does the poet call the rain beautiful? a. It cleans the dust from window-panes. b. It brings relief from the heat. c. It is followed by a rainbow. 2. What does “fiery street” mean? a. There is a fire on the street. b. It is very hot in the streets. c. The streets are orange in colour. 3. What does the rain falling on the roofs sound like? a. horses marching noisily b. the gushing of a stream c. the neighing of horses 46 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5

4. Which part of the human body is the spout compared to? a. the throat b. the arms c. the nose 5. Why does the poet call the tide “muddy”? a. The tide is called muddy because it is washing away the dust. b. Somebody mixed brown colour in the water. c. The rain that fell from the sky was muddy. D. Answer the following questions. 1. Why does the rainwater struggle to come out of the spout? 2. In which season does it rain where you live? Who do you think waits most eagerly for the rains? Why? E. Check your understanding of Drawing Conclusions. 1. Has the rain come after a long or short interval? Explain your answer. 2. How can we conclude from the poem that the rainfall is heavy? 3. How does the speaker feel about the rain? Give examples from the poem to support your answer. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5 47

Vocabulary How it clatters along the roofs, Like the tramp of hoofs! How it gushes and struggles out. The words in red tell us about the sounds the rain makes. Some words sound like the sound they are supposed to represent. Fill in the blanks with sound words from the box. bang crunch buzz hiss sizzle gargle click tick 1. The cobra raised its hood with a warning . 2. As soon as the film started, I began to hear the of chips and popcorn. 3. Do you have a sore throat? Please with salt water. 4. Zoe was so angry that she shut the door with a while going out. 5. Nowadays, we can order anything with just a of the mouse. 6. The loud of the clock kept him awake all night. 7. As soon as you hear the oil in the pan, toss the onions into it. 8. In the jungle, you can hear the continuous of insects. W B Unit 4, page 19 Try it out Get into groups of five. Take turns to name a sound word. The others have to think of an action to match the sound word. (Hint: splash—water falling/thud—books falling to the ground). 48 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8114-5