4. As a wrap-up activity, cut the flash cards. Ensure Workbook that the words are divided logically: for example, pay a fine should be cut up as pay and a fine. Fold the pieces and ask students in turns to pick up one. Ask them to look for the other part to complete the combination. Write the pairs of words on the board as soon as each pair comes to you. Revise all the pairs in class. Answers CB page 84 A. 2. have 3. catch 4. keep B. 1. make 2. do 3. do 4. make WB W B page 35 Ensure that students have filled in the blanks correctly. Answers WB page 35 A. 1. keep 3. keep 5. pay 6. pay 2. take 4. take B. 1. burst 2. heavy 3. fast 4. committed 5. tall Period 4 Grammar CB pages 85–86 Coursebook 1. As a warm-up activity, remind students that we *UDPPDU use the present continuous tense (am/is/are + verb + -ing) for actions that are happening now. Then, She is gathering the leaves tomorrow afternoon. write this sentence on the board. • We are going to Dublin tomorrow. I am working on a farm this summer. Ask students: Does this sentence talk about We use a helping verb such as am, is or are with the -ing form of something that is happening now or will happen in another verb (present participle) to form the present continuous the future? tense. We sometimes use the present continuous tense to talk about an action that has been planned for the future. $ Fill in the blanks with the present continuous tense of the verbs given in the brackets. Present continuous tense 1. The farmers (go) to the vegetable market tomorrow. 2. Follow the methodology of Show-Explain-Apply 2. Dan (visit) the country fair with his to teach grammar in context. family next week. 3. : Read the examples given on CB page 85. 3. Peter and his friends (play) football tonight. 4. that we sometimes use the present 4. The prime minister (attend) a function at the stadium on Saturday. continuous tense to talk about an action that has 5. I (see) my dentist next Friday. been planned for the future. 6. My grandparents (celebrate) their 5. : Ask students to apply what they have learnt wedding anniversary soon. to Exercises A and B. Ensure that they have 7. Veronica (wash) her hair tonight. answered correctly. 8. I (meet) a friend for lunch this weekend. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 Coursebook p86 99 % Read the following sentences. Write P if the sentence is talking about the present or F if it is talking about the future. 1. We are visiting our grandmother on Friday. 2. The new market is opening next week. 3. It is raining. 4. Dad is sleeping on the lawn. 5. I am helping him wash the car this weekend. : % 8QLWSDJH I am about to call the gardener. He should have come two hours ago! My mother is about to come home. Do you need her to buy something for you? They are about to leave the house. Do they have everything they need? We use am, is or are with about to and a verb to refer to an
WB W B page 36 Workbook Ensure that students have completed the exercises correctly. Answers WB page 36 5. are getting 1. are attending 6. is taking 2. is shopping 7. am giving 3. is retiring 8. are meeting 4. are preparing About to 6. Follow the methodology of Show-Explain-Apply to teach grammar in context. 7. : Read the examples given on CB page 86. 8. that we use am, is, or are with about to and Coursebook a verb for actions that are going to happen in the immediate or near future. % Read the following sentences. Write P if the sentence is talking about the present or F if it is talking about 9. : Ask students to apply what they have learnt to the future. the exercise on the same page. Discuss the actions 1. We are visiting our grandmother on Friday. in the pictures before students start writing. Ask 2. The new market is opening next week. them to write complete sentences. 3. It is raining. 4. Dad is sleeping on the lawn. 10. As a wrap-up activity, divide the class into two 5. I am helping him wash the car this weekend. teams. Ask each team to say a verb. The other team has to make a sentence using the verb and : % 8QLWSDJH about to or -ing. I am about to call the gardener. He should have come two hours ago! Answers CB pages 85–86 My mother is about to come home. Do you need her to buy something for you? Page 85 They are about to leave the house. Do they have everything they need? A. 1. are going 5. am seeing We use am, is or are with about to and a verb to refer to an 2. is visiting 6. are celebrating action that is going to happen in the immediate or near future. 3. are playing 7. is washing 4. is attending 8. am meeting Look at the pictures and write about what these people are going to do. B. 1. F 2. F 3. P 4. P 5. F 1. Page 86 1. They are about to buy tickets to the zoo. 2. She is about to play with the ball. 3. He is about to tie his shoelaces. WB W B page 37 2. Ensure that students have completed the exercises 3. correctly. Answers WB page 37 : % 8QLWSDJH 1. are about to call 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 2. is about to rain 3. is about to close 4. is about to wash Workbook p37 5. is about to land 100 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 5 Coursebook Grammar CB page 87 The farmer used to ride a bullock cart to the market, but now 1. As a warm-up activity, write the following poem he drives a truck. on the board or on a sheet of chart paper and ask In the past, the farmer would take his children to the market a student to recite it. on Sundays. Used to The children will attend dance classes every Sunday. I used to love reading But now I no longer do We use the verbs used to and would to express past habits. We Because Mum says I should be studying use the verb will to talk about regular actions. And nothing else will do. I used to be very shy Fill in the blanks with used to, would or will. And would hide under the bed “This won’t do!” Mum shouted, 1. When he lived in Australia, Hugh jog And screamed till she was red. every morning. 2. Dexter play the guitar, but now he plays the drums. 3. Maggie brush her teeth before going to bed. 4. When I lived in the city, I see a film once a week. 5. We walk to school every day when we lived near the school. Ask students: 6. Students walk in a line to class. • What did the speaker love to do? Does he or : % 8QLWSDJHV± she still do this now? How do you know? Try it out 2. Follow the methodology of Show-Explain-Apply Pair up with a classmate. Tell each other about an activity that you used to do and why you no longer do it. to teach grammar in context. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 3. : Read the examples given on CB page 87. 4. that we use the verbs used to and would to Workbook express past habits and the verb will to talk about regular actions. 5. : Ask students to apply what they have learnt to the exercise given on the same page. 6. Try it out: Ask students to pair up for this activity. Ask them to tell each other about an activity that they used to do and give reasons why they no longer do it. 7. As a wrap-up activity, write the following on the board: • I used to … but now I …. Tell students: Imagine that you are a new person. Tell the class how this new person is different from the old you. For example, you can say, I used to wear jeans, but now I only wear shorts. Answers CB page 87 5. used to/would 1. would 3. will 6. will 2. used to 4. would WB W B pages 37–38 Page 38 Ensure that students have completed the exercises B. 1. used to cycle correctly. 2. will not give up 3. used to have Answers WB pages 37–38 4. will differ 5. would punch A. 1. used to 3. used to 5. would 7. will 6. would sit 6. used to 8. would 2. will 4. used to © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 101
Period 6 Coursebook Spelling CB page 88 6SHOOLQJ 1. As a warm-up activity, ask students: • Can you name some words with the letters bb $ Read the words below. They have the double letters bb. in them? rabbit cabbage stubborn babble Write the words they name on the board. 2. Point out to students that a consonant is usually nibble bubbles chubby wobble doubled when it follows a short vowel sound. pebbles ribbon cobbler shabby Explain the short vowel sounds as follows: Short a has the sound of a as in cat, short e has % Fill in the blanks with words from the word list above. the sound of e as in pen, short i has the sound of i as in pin, short o has the sound of o as in cot 1. My uncle makes a tasty salad with and short u has the sound of u as in cup. , carrots and peas. 3. Read the words given in Exercise A on CB page 88. 2. There are lots of on the pathway that 4. Ask students to complete Exercise B. Ensure that leads to the beach. students have filled in the blanks correctly. 5. As a wrap-up activity, ask students to pair up. 3. We saw a man dressed in clothes Ask them to write the following words in their sitting at the street corner. notebooks as you say them aloud. One of each pair will write down the words with the double 4. Chang tied a blue on the gift. letters bb and the other will write down the words with a single letter b. 5. Do you want to on a biscuit while • habit, rabbit, bubble, cobbler, rubber, double, you wait for Danny to get dressed? hobby, alphabet, grumble, tribal 6. I’m looking for a to mend my torn slippers. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Coursebook Answers CB page 88 /LVWHQLQJ Listen to the conversations. Complete the tables to say what each person is doing this weekend. B. 1. cabbage 3. shabby 5. nibble Saturday Sunday 6. cobbler 2. pebbles 4. ribbon Sheila Tim Period 7 Saturday Sunday Mr Connor Mrs Connor Listening CB page 89 6SHDNLQJ 1. As a warm-up activity, ask students: What are Jenna is talking about choral reading. your plans for the weekend? 2. Direct students to listen attentively as you play Choral reading is reading aloud together with the whole class or with a group of students. the audio. Ask them to complete the table with the information they hear. Here are a few points to keep in mind while participating in 3. Play the audio of the listening texts given below. choral reading. 1. Practise reading the text as a group several times. Track 1 2. Arrange a sign so that all of you can start at the same moment. 3. Agree beforehand on which words to stress. Sheila: Hello, Tim. This is Sheila. 4. Make sure you vary the volume of your voice. Tim: Oh, hello Sheila. How are you? 5. Make sure you read fast or slow to show the changes in mood. Sheila: Fine, thank you. I am going to 6. You can use sound effects to add to the drama. Singapore this Saturday and would like to 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 meet you. Tim: Sure, when would you like to meet? Sheila: Sorry, I am visiting the Sheila: Are you going to be free on Saturday museum on Sunday. Maybe we can evening? meet next time. Bye, Tim. Tim: I am sorry, I am going to see a play on Saturday evening. What about Sunday? I am Tim: Bye, Sheila. meeting some friends for lunch, you can join us. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 102
Track 2 Coursebook Mrs Connor: Mr Connor, please do not forget /LVWHQLQJ that you are cleaning the house this Saturday. Mr Connor: And what about you? Listen to the conversations. Complete the tables to say what Mrs Connor: I am washing clothes on each person is doing this weekend. Saturday. On Sunday, I am bringing a few Saturday Sunday friends home. Mr Connor: Great, I am baking a cake Sheila on Sunday. Tim 4. Play the audio once again and have students Saturday Sunday peer-check the answers. Mr Connor Answers CB page 89 Mrs Connor Sheila: going to Singapore, visiting the museum Tim: seeing the dentist, meeting some friends 6SHDNLQJ Mr Connor: cleaning the house, baking a cake Mrs Connor: washing clothes, bringing a few friends home Jenna is talking about choral reading. Speaking CB pages 89–90 Choral reading is reading aloud together with 1. Refer to CB page 89 to explain choral reading to the whole class or with a group of students. students. Here are a few points to keep in mind while participating in 2. Draw students’ attention to the tips for choral choral reading. 1. Practise reading the text as a group several times. reading. Answer any questions they may have. 2. Arrange a sign so that all of you can start at the same moment. 3. Try it out: Ask students to get into groups for 3. Agree beforehand on which words to stress. 4. Make sure you vary the volume of your voice. this activity. Ask each group to read out the poem 5. Make sure you read fast or slow to show the changes in mood. Gathering Leaves in a chorus. Another group could 6. You can use sound effects to add to the drama. make suitable background sounds for the poem. This value-based activity teaches cooperation. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 4. As a wrap-up activity, ask: What are the situations where we can participate in choral Coursebook reading? (Expected answer: In a play or in a place of worship where many people read or Try it out recite a prayer together.) Get into two groups. Read Gathering Leaves chorally. Period 8 Alternate stanzas of the poem between the two groups. While one group reads, the other group could make a Writing CB page 90 rustling noise. 1. As a warm-up activity, write the following poem on :ULWLQJ the board and ask students to recite it in a chorus. An acrostic poem is one where the first letters of all the lines form a Spade word, which usually spells out the topic of the poem. S how me the places P laces full of leaves Read the acrostic poem about brownies below. A nd give me a tool, let me roll up my sleeves, D on’t delay, let me start today, %URZQLHV E veryone wants these leaves out of the way. Beautiful brownies on a plate 2. Draw a box around the first letter of each line as Ready to be eaten. shown above. Ask students: What word do these Often made by my mother letters form? (Answer: SPADE) Tell them that When I come home from school. this is an example of an acrostic poem. New and fresh it smells, It melts in my mouth, 3. Refer to the introduction given on CB page 90 Especially with chocolate fudge and explain that an acrostic poem is one where Soothes all my cares. the first letters of all the lines form a word, which is usually the topic of the poem. Now, write an acrostic poem based on your name. Share your poem with the class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 : % 8QLWSDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 103
4. Ask students to read aloud the acrostic poem Coursebook given on CB page 90. Try it out 5. Ask: • What is the poem about? Get into two groups. Read Gathering Leaves chorally. • How does the poet describe the brownie? Alternate stanzas of the poem between the two groups. • Do the words at the end of each line rhyme While one group reads, the other group could make a rustling noise. with each other? 6. Refer to the writing activity given on CB page 90. :ULWLQJ • Ask them: What are the main things you An acrostic poem is one where the first letters of all the lines form a would like to say about yourself? word, which usually spells out the topic of the poem. • Ask students to begin by writing a rough Read the acrostic poem about brownies below. draft of their poem. • Ask them to think of suitable words %URZQLHV beginning with the letters of their name. Beautiful brownies on a plate Have them consult the dictionary for other Ready to be eaten. words or synonyms. Often made by my mother • Ask students to write the poem in their When I come home from school. notebooks. New and fresh it smells, 7. As a wrap-up activity, invite a few students to It melts in my mouth, read out their poems. Especially with chocolate fudge Soothes all my cares. Answers CB page 90 Suggested answer: Now, write an acrostic poem based on your name. Share your Student’s name: Danny poem with the class. Depend on me to finish the job Any time give me one. : % 8QLWSDJH Never will I leave the job half done, Never will I let you down. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 You can count on me. Workbook WB W B page 39 Ensure that students have followed the format mentioned on CB page 90. Answers WB page 39 Suggested answers: A. I used to sit and daydream; when I was young; it used to be magical; now I have no time to daydream; too much work to do. B. I used to daydream when I was young. Wander along the magical streets in my mind all day long. Now that I’m older, there is no time. All I do is study and work all day long. 104 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 9 Coursebook Writing CB page 90 Try it out 1. To recap learning, ask students: What is an Get into two groups. Read Gathering Leaves chorally. acrostic poem? Alternate stanzas of the poem between the two groups. 2. Tell students that most children’s poems end in While one group reads, the other group could make a rustling noise. rhyming words. This is because they make the poem musical and easy to remember. However, :ULWLQJ it is not necessary to include rhyming words in a poem. An acrostic poem is one where the first letters of all the lines form a 3. Ask students to write an acrostic poem based on word, which usually spells out the topic of the poem. the name of their best friend or a family menber on a sheet of paper. Ask them to make the lines Read the acrostic poem about brownies below. rhyme if they can. Ask them to draw or decorate their sheet and pin it up in class. %URZQLHV 4. As a wrap-up activity, ask students: What is more difficult: writing a poem or a story? Why do you Beautiful brownies on a plate think so? Ready to be eaten. Often made by my mother Period 10 When I come home from school. New and fresh it smells, Review CB page 91 It melts in my mouth, 1. Ask students to revise the concepts taught in the Especially with chocolate fudge Soothes all my cares. unit and tick the boxes. 2. Encourage them to use the blanks to note down Now, write an acrostic poem based on your name. Share your poem with the class. any additional points they have learnt. : % 8QLWSDJH Project Work CB page 91 1. Students should be informed about the project 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 work at least one week before the activity is Coursebook carried out in class. 2. Ask students to collect different kinds of leaves 5HYLHZ and find out the names of the leaves. 3. Ask them to stick the leaves in their scrapbooks and What did you learn? Tick. label them. We use a helping verb such as am, is or are with the -ing form of another verb (present participle) to form the present continuous tense. We sometimes use the present continuous tense to talk about an action that has been planned for the future. We use am, is or are with about to and a verb to refer to an action that is going to happen in the immediate or near future. We use the verbs used to and would to express past habits. We use the verb will to talk about regular actions. Some words are spelt with the double letters bb. 3URMHFW:RUN Make a scrapbook of leaves. Collect different kinds of leaves and stick them in your scrapbook. You can arrange them according to their shape or size. Label the leaves. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 105
Unit 8: A Well for Ugandans Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a newspaper report. • Audio player and speakers CB pp92–94 Scholastic the Theme • Read aloud the newspaper report with proper • Atlas (by students) CB pp94–95 1. Comprehension Reading pronunciation, voice modulation and intonation. Strategies for • Answer questions to understand the newspaper Success 4 Reading for Unit 3 pp31–34 Understanding report. 2. Alpha Grammar 2 Reading • Read silently to understand the report. and Composition 4 Unit 5 pp57–60 Comprehension • Answer questions at different comprehension levels. • Identify the main idea of the report. 3 Vocabulary • Identify abbreviations and acronyms and • chart paper, coloured pens/water colours; gluestick, CB p96 Related *WB p40 children’s understand their use. pictures or drawings on how to save water books from CB pp97–98 Scholastic 4 Grammar • Distinguish between the past perfect tense and *WB pp41–42 1. P each-Basket Ball simple past tense. CB p98 Game by Mary *WB pp43–44 Petersen from • Use the past perfect tense in context. Scholastic Active CB p99 English Literature 5 • Distinguish between the past perfect continuous Reader 4 pp30–33 tense and simple past tense. • Use the past perfect continuous tense in context. 6 Spelling • Recognise words with the double letters mm. • Dictionary • Spell words with the double letters mm correctly. 7 Listening • Listen to find specific information. • Audio player and speakers CB p100 CB p101 Speaking • Express thanks using appropriate words and phrases. 8 Writing • Understand how to write a report. CB p102 9 • Write a report. • Pictures, colouring pencils, sheets of white paper CB p102 (by students) *WB pp45–46 10 Project Work • Learn to work in a group. CB p103 • Have meaningful discussions with peers. *Workbook activities are optional and meant for additional practice. Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Unit 8: A Well for Ugandans Period 1 Coursebook Introducing the Theme CB pages 92–94 8A Well for Ugandans 1. As a warm-up activity, ask students: Before you read • What are the different sources of water? In which continent is Uganda? What do you know of • Where do we get water from in cities and in this continent? villages? The Daily 2 June 2016 2. Before you read: Encourage students to respond :HOO'RQH5\\DQ He and his classmates had to the questions. Ask them to look for Uganda in been working on a project the atlas. (Answer: Uganda is in the continent of Express network whose theme was water. Africa.) They realised that unlike 3. Play the audio. Ask students to close their eyes as A six-year-old Canadian boy’s people in Canada, many they listen to the audio of the report and visualise efforts to provide clean water Africans had no access to the scenes. in faraway Africa in 1998 clean water. As a result, started a movement that is they fell ill and even died Reading Aloud still going strong today. of waterborne diseases. 1. Have students read aloud the newspaper report in Ryan Hreljac was six years old when he first wished Why did many Africans groups. to build a well in Africa. die of waterborne 2. Focus on correct pronunciation, intonation and diseases? voice modulation. Remind students that they Ryan first put his wish into should not use a strong expressive voice to read a action by getting his parents report. to pay for the work he did for them. When he realised Reading for Understanding that it would take him an 1. Read one paragraph at a time. Explain difficult SURYLGH JLYH ZDWHUERUQHGLVHDVHV GLVHDVHV words and concepts. Ask additional questions to JRLQJVWURQJ FRQWLQXLQJWREHVXFFHVVIXO VSUHDGWKURXJKGLUW\\ZDWHU make the lesson interactive. DFFHVVWR RSSRUWXQLW\\WRXVH • Ask: What is the name of the newspaper? On 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 which date was it published? Coursebook • Paragraph 1—Ask: When did the six-year-old extremely long time to 2 boy’s efforts start? raise sufficient money that Mrs Kristensen, another of When did the efforts end? (Expected answer: way, he did chores for his Ryan’s neighbours. neighbours too. Impressed by his The efforts have not ended. They are still According to a neighbour, dedication, newspapers going on.) Ryan had been doing and the local TV station ran • Paragraph 2—Ask: How old was Ryan when chores, such as washing a story on Ryan’s well and he wished to make a well for the Africans? his car and watering his more donations came in. • Paragraph 3—Ask: Where did Ryan live? garden, to raise money How did he come to know that many Africans for the well he wished What happened did not have access to clean water? to build. when Ryan’s efforts Then, ask the while-reading question. “I was touched by the were published in • Paragraph 4—Ask: How did Ryan collect little boy’s effort and the newspaper? money at first? determination to heIp Why did he change his plan? people he did not even “I was very surprised to How did he solve the problem? know. I paid him for all see some money inside an • Paragraph 5—Ask: What kind of work did the work I would normally envelope that said Ryan’s Ryan do for his neighbours to raise money? have done myself,” said Well,” chirped Ryan. • Paragraph 6—Ask: How did Mrs Kristensen More and more money came help Ryan? in after the first envelope. Why did she pay Ryan for the work she could Ryan’s father contacted an do herself? aid agency to help them • Paragraph 7—Ask the while-reading question. manage the money they had • Paragraph 8—What surprise did Ryan get? received. As soon as they had What was written on the envelope? sufficient money, Ryan and his father travelled to Angolo, © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 a village in Uganda, where they helped build the well. VXIҕ FLHQW HQRXJK GHGLFDWLRQ ZLOOLQJQHVVWRZRUNKDUG FKRUHV VPDOOMREVGRQHLQDQGDURXQGWKHKRXVH GHWHUPLQDWLRQ VWURQJGHVLUHWRGRVRPHWKLQJ FKLUSHG WDONHGLQDFKHHUIXOZD\\ DLGDJHQF\\ DQRUJDQLVDWLRQZKLFK SURYLGHVKHOSWRSHRSOHLQQHHG 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 • Paragraph 9—Ask: Why did Ryan’s father contact the aid agency? How do you know that Ryan’s father encouraged him? Where did they build the first well? 107
• Paragraph 10—Ask: On what did Ryan spend Coursebook the money that he had collected? Able-bodied men in Angolo 3 • Paragraph 11—Ask: How did the villagers worked hard to build the wish to provide clean water celebrate the completion of the well? well with the materials and for the Ugandans came true. equipment bought with the Not only that, Ryan also met • Paragraph 12—Ask: How did Ryan’s wish money that Ryan had raised. Akana Jimmy, an orphan in change the life of the villagers? “The villagers were excited the village. The boys became and overjoyed when the well great friends, united in What was the name of Ryan’s new friend? was completed. They sang friendship by Ryan’s simple • Paragraph 13—Ask: What is the meaning and danced in celebration wish to help others. the entire night!” exclaimed Today, Ryan’s little school of “foundation” as used in Ryan’s Well Ryan’s father. project has grown to Foundation? (Answer: It is an organisation The villagers no longer had become Ryan’s Well that provides money for things such as charity.) to walk long distances in Foundation that works to What does the foundation work for? search of water. For Ryan, his provide clean water to 2. After you read: Encourage different students villages all over Africa. to express their views. This activity focuses on building the life skill of critical thinking so After you read that students can analyse and infer from the information given in the text. A little boy achieved something big. What qualities helped 3. As a wrap-up activity, ask students: him succeed? • How important is clean water for us? What would happen if we did not have access to 5HDGLQJ&RPSUHKHQVLRQ clean water? $ Read the sentences below. Write T for True and F for False. 1. Well Done, Ryan! is a newspaper report about a boy named Ryan Hreljac. 2. Many Africans died of waterborne diseases. 3. Angolo is a village in Canada. DEOHERGLHG SK\\VLFDOO\\VWURQJ RUSKDQ DFKLOGZKRVHSDUHQWVDUHGHDG 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Period 2 Coursebook Reading Comprehension CB pages 94–95 1. Ask students the following questions to recap 4. Ryan and his father built the well by themselves. 5. Akana Jimmy was Ryan’s classmate in Canada. learning. • W hat is the name of the boy who helped build % Answer the following questions. wells in Africa? 1. Why was Ryan surprised to find some money in an envelope sent to him? • What is the name of the organisation he 2. How did the building of the well change the lives of set up? the villagers? 2. Ask students to read the newspaper report silently. 3. What kind of a person is Ryan? Give reasons for your answer. 3. The comprehension skill focus in this unit is 4. Ryan’s Well is the result of Ryan’s determination to help Identifying the Main Idea. Highlight to students other people. Write five sentences about how you would like to help others. that they should look at the title or heading to 5. Many people suffer when there are no rains or when there identify the main idea. The main idea is the one is a flood or an earthquake. Make a list of things you can do to help people in such cases. that flows through all the paragraphs of the text. & Check your understanding of Identifying the Main Idea. Identifying the main idea helps to understand 1. Do you think the newspaper headline is a good title? Why? Suggest another suitable title for the report. the text better. Writers build on the main idea by 2. What is the main idea of Well Done, Ryan? Tick the giving details in the following paragraphs. correct answer. 4. Instruct students to complete Exercise A on CB Ryan Hreljac, a young Canadian boy, fulfilled his wish of providing clean water for Africans by pages 94 and 95. Ask students to peer-check the raising money to build a well in Angolo, Uganda. answers. The villagers in Angolo asked Ryan for help and were overjoyed with Ryan’s gift of clean water. 5. For Exercise B, discuss the questions in class 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 before asking students to write the answers. 6. Exercise C focuses on the comprehension strategy 7. As a wrap-up activity, ask students: Can you name some people or for the unit. Remind students how they can find organisations that help people in times of need? (Expected answers: different wings out the main idea of a text. Ask: of the United Nations, World Wildlife Fund, Red Cross) • D oes the title of the newspaper report tell you about the main idea? • Do you think it is a smart heading? Focus on the words. (Point out that the words “Well done” mean that Ryan had done a good job. 108 Well also refers to the wells he made.) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Answers CB pages 94–95 Coursebook A. 1. T 2. T 3. F 4. F 5. F B. 1. R yan was surprised to find some money in an 9RFDEXODU\\ envelope sent to him because he did not expect that his work would become famous and that people Mrs Kristensen was one of Ryan’s neighbours. would donate money for his effort. An abbreviation is the shortened form of a word or phrase. It is 2. T he building of the well changed the lives of the formed by leaving out some letters. villagers by providing them access to fresh drinking water. They no longer had to walk long distances in Complete the table with words from the box. search of water. department mistress kilometre teaspoon 3. R yan is a kind and caring person who thinks about other people’s problems and tries to solve them. He is Abbreviation Full form Abbreviation Full form also a determined boy. He works hard to achieve his Mrs tsp goals. dept km 4. Suggested answer: I would like to make sure that the The children were given medicines and food by UNICEF. poor have access to clean drinking water and proper toilets. I would also like to help them get cheap or free An acronym is an abbreviation formed from the first letters of some medicines. Most children from poor families cannot words. These letters are pronounced as a word. go to school. I would like to get my friends together and hold classes for them in our free time to help Find out the full form of these acronyms and complete the table. them learn how to read and write. I would also like to collect clothes, books and toys from our neighbours to Acronym Full form donate to these children. UNESCO United Nations Children’s Fund 5. S uggested answer: I can ask people to donate UNICEF (originally United Nations International clothes, blankets, dry food items, cooking vessels, bedsheets and water bottles. I can also request that ASEAN Children’s Emergency Fund) my school organise an event such as a music or dance SAARC Association of Southeast Asian Nations programme to raise money to help such people. : % 8QLWSDJH C. Suggested answer: 1. Y es, the newspaper headline is a good title because Try it out it gives an idea about Ryan’s good work. Another Get into groups of five. Imagine you belong to the student suitable title could be “The Story of Ryan’s Well!” wing of UNICEF. Make a poster on the topic Save Water. 2. T ick the first sentence. Include specific steps on how to save water in your poster. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 also used for units of measurement and for common words in recipes and instructions. 5. Ask students to complete the exercise given on the same page. Ensure that students have answered correctly. Encourage them to think of any other abbreviations. Acronyms 6. Read out the example given on CB page 96. 7. Explain that an acronym is a type of Period 3 abbreviation formed from the first letters Vocabulary CB page 96 of some words. Ask students: Do you 1. As a warm-up activity, write the following words remember the acrostic poem you had on the board and ask students to tell you their full forms. written? What is its similarity with • ATM: (Automated Teller Machine) • a.m. and p.m.: ante meridiem and post acronyms? (Answer: Both of them use the meridiem (from Latin, meaning before first letter of the words.) Remind them that mid-day and after mid-day) • Dr: (Doctor) the letters of the acronym are pronounced • Mr: (Mister) together as a word. Abbreviations 2. Read out the example given on CB page 96. 8. The acronyms given here are of 3. Tell students that the short form of a word or a organisations. Tell students that Ryan phrase is called an abbreviation. 4. Explain that abbreviations are used for names and his father used the help of one such of organisations, places and objects. They are organisation to manage their money and to © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 build the well in Angolo. Ask students to research and complete the table. 9. Try it out: Ask students to think about ideas for a poster on the topic Save Water a few days before the activity is conducted in class. On the day of the activity, ask students to get into groups of five. Ask each group to make a poster. 109
Tell students that the title of a poster is very Coursebook important. It should convey the message or main idea effectively. Pictures, graphs or charts 9RFDEXODU\\ help people understand better and quickly. Ask students to think of an acronym for their Mrs Kristensen was one of Ryan’s neighbours. student wing and use it in their poster. This activity teaches the values of appreciating the An abbreviation is the shortened form of a word or phrase. It is environment and responsible citizenship. formed by leaving out some letters. 10. As a wrap-up activity, write the following on the board. Ask students to tell the meaning Complete the table with words from the box. and identify if the words are abbreviations or acronyms. department mistress kilometre teaspoon • Dr, NASA, NATO, PETA, eg Abbreviation Full form Abbreviation Full form Answers CB page 96 Mrs tsp dept km The children were given medicines and food by UNICEF. An acronym is an abbreviation formed from the first letters of some words. These letters are pronounced as a word. Find out the full form of these acronyms and complete the table. Abbreviation Full form Abbreviation Full form Acronym Full form Mrs mistress tsp teaspoon UNESCO dept department km kilometre United Nations Children’s Fund UNICEF (originally United Nations International ASEAN Children’s Emergency Fund) SAARC Association of Southeast Asian Nations Acronym Full form : % 8QLWSDJH UNESCO United Nations Educational Scientific Try it out SAARC and Cultural Organization South Asian Association for Get into groups of five. Imagine you belong to the student wing of UNICEF. Make a poster on the topic Save Water. Regional Cooperation Include specific steps on how to save water in your poster. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Workbook WB W B page 40 Ensure that students have matched the abbreviations and written the acronyms correctly. Answers WB page 40 A. 1.-d. 3.-e. 5.-f. 2.-c. 4.-b. 6.-a. B. 2. ILO 4. NOW 6. NASA 3. APEC 5. OPEC 110 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 4 Coursebook Grammar CB pages 97–98 *UDPPDU 1. As a warm-up activity, write the following With the money that Ryan had raised, he and his father bought sentence on the board: equipment to dig a well. • Maya had repaired the bicycle when the (first action) (second action) mechanic arrived. Ask students: I was happy that I had helped him. • What are the two actions described in this (second action) (first action) sentence? • Which action happens first? Which happens We use the past perfect tense to refer to something that happened in the past before the time we are talking about. later? We form the past perfect tense by using the helping verb had 2. Follow the methodology of Show-Explain-Apply with the past participle of the main verb. to teach grammar in context. We use the past perfect tense to describe the action that 3. : Read the examples given on CB page 97. took place first and the simple past tense to describe the action that took place later. Fill in the blanks with the correct form of the verbs given in the brackets. 1. We (rush) to the station but the train (leave). 4. that we form the past perfect tense by using the helping verb had with the past 2. Steve (buy) some popcorn before he participle of the main verb. Refer to CB page 63 (enter) the cinema hall. to revise past participles if needed. 3. They (eat) dinner when the guests Explain that the past perfect tense is very similar (arrive). to the present perfect because it also talks about an event that started in the past. However, the 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 difference is that the event in the past perfect tense ended in the past. Coursebook 5. Next, explain that when we talk about two 4. Nico (know) the girl because he different actions that happened in the past, we (meet) her before. use the past perfect tense for the action that took place first and the simple past tense for the action 5. Helen (do) well in her test because she that took place later. (study) hard for it. 6. : Ask students to apply what they have learnt : % 8QLWSDJHV± to the exercise tense given on CB pages 97–98. Ensure that students have filled in the blanks Ryan and his classmates had been working on a project when they correctly. realised that many Africans had no access to clean water. 7. As a wrap-up activity, write the following We use the past perfect continuous tense to show an action sentences on the board. Ask students in turns to that was going on in the past when a second action took place. identify which action happened first and which We use had been and the present participle of the main verb to happened later. form the past perfect continuous tense. • Rachel knew the answer because she had We use the past perfect continuous tense for the action that read the chapter. was going on in the past and the simple past tense for the second action. • Bobby took a holiday as soon as he had completed his project. Fill in the blanks with the correct form of the verbs given in the brackets. • The taxi driver noticed that the man had left his suitcase behind in the car. 1. The boarders (sleep) soundly when the alarm clock (ring). 2. The children (do) their homework when it (begin) to rain heavily. 3. Mr Crown (teach) at the school for many years before he (become) the headmaster. 4. Mary (read) her favourite book when her cousins (interrupt) her. : % 8QLWSDJHV± 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Answers CB pages 97–98 4. knew, had met 1. rushed, had left 5. did, had studied 2. had bought, entered 3. had eaten, arrived © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 111
WB W B pages 41–42 Workbook Ensure that students have completed the exercises correctly. Answers WB pages 41–42 A. 2. She was angry because she had missed the bus. 3. Yasmin could do all the sums because she had studied for the exam. 4. A va caught a cold because she had got wet in the rain. 5. Keira could not enter the house because she had lost her keys. 6. Grandma could not read her book because she had broken her glasses. B. 1. had taken 4. had repainted 2. had set 5. had forgotten 3. had, left 6. had, begun Period 5 Coursebook Grammar CB page 98 4. Nico (know) the girl because he 1. As a warm-up activity, write the following (meet) her before. sentences on the board: 5. Helen (do) well in her test because she • She had already eaten by the time we reached (study) hard for it. home. : % 8QLWSDJHV± • Binnie had been studying for four hours Ryan and his classmates had been working on a project when they when the lights went off. realised that many Africans had no access to clean water. Ask students: • W hich sentence shows two completed We use the past perfect continuous tense to show an action that was going on in the past when a second action took place. actions? We use had been and the present participle of the main verb to • Which sentence shows an action that was still form the past perfect continuous tense. going on when something else happened? We use the past perfect continuous tense for the action that Remind students that we use the past perfect was going on in the past and the simple past tense for the second action. tense to talk about an event that happened at some point in the past before another action Fill in the blanks with the correct form of the verbs given in took place. the brackets. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 1. The boarders (sleep) soundly when the alarm 3. : Read the example given on CB page 98. clock (ring). 4. that we use the past perfect continuous 2. The children (do) their homework when it tense to show an action that was going on in the (begin) to rain heavily. past when a second action took place. Point out that the past perfect continuous tense has the 3. Mr Crown (teach) at the school for many years following form: before he (become) the headmaster. had + been + verb + -ing 4. Mary (read) her favourite book when her 5. : Ask students to apply what they have learnt cousins (interrupt) her. : % 8QLWSDJHV± to the exercise on the same page. 6. As a wrap-up activity, write the following 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 sentences on the board. Ask students to fill in a. Sara had been waiting for her friends the blanks with the past perfect or the past perfect for two hours when they finally continuous form of the words in the brackets. arrived. (wait) b. Joey ran to the bus stop, but the bus had already left. (leave) c. Cassie had been exercising when she hurt herself. (exercise) d. I was full because I had eaten a lot at the party. (eat) 112 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Answers CB page 98 Workbook 1. had been sleeping, rang 2. had been doing, began 3. had been teaching, became 4. had been reading, interrupted WB W B pages 43–44 Ensure that students have completed the exercises correctly. Answers WB pages 43–44 4. had been stealing A. 1. had been waiting 5. had been prowling 2. had been working 3. had been chatting B. went, had been building, suggested, had been swimming, realised, was, had been rumbling C. 1. Mark had been reading the newspaper for hours when he remembered that he had to eat dinner. 2. The bus had been heading towards the city when it was stopped by the police. Period 6 Coursebook Spelling CB page 99 6SHOOLQJ 1. As a warm-up activity, write the following poem $ Read the words below. They have the double letters mm. on the board and ask a student to recite it in class. The M song hammer community summit mammal Mat, emu, elm M in all of them! shimmer trimming swimmer command Hammer, stammer and shimmer Double M in all of them. commit common stammer communicate I need to read To know a coma from a comma % Read the clues and complete the crossword with words And to be in command from the word list above. And be able to comment On spellings with a single or a double M. 12 3 H 4I 5M 6 L 7 2. Point out to students the difference in meaning Across Down and pronunciation between the words coma and 2. A person or animal that swims 1. A tool used for driving comma. Remind them that double consonants 4. A group of people living in the usually follow a short vowel sound. in nails same place 3. Read the words given in Exercise A on 5. Say something with difficulty, 2. Shine CB page 99. Emphasise the letters mm in the words. Ask students to repeat them after you. repeating the first letter of words 3. Order 6. An animal that nurses its babies 4. Ask students to complete the crossword puzzle. 5. The highest point of Remind them: Across means that the word reads with milk a hill or mountain horizontally. Down means that the word reads 7. Occurring, found or done often vertically. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 5. Ask students to use a dictionary if they are unsure of any meaning. Ensure that students have completed the crossword correctly. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 113
6. As a wrap-up activity, ask students to close their Coursebook books. Tell them that you will read out some words and they have to write down in their 6SHOOLQJ notebooks only the words with the double letter mm. Read out the following words: $ Read the words below. They have the double letters mm. • common, tomorrow, summer, command, hammer community summit mammal comic, mammal, moment, grammar, drummer, swimmer shimmer trimming swimmer command commit common stammer communicate Answers CB page 99 % Read the clues and complete the crossword with words from the word list above. B. H Across: 12 2. SWIMMER 3 6. MAMMAL 4I 5M 6 L 4. COMMUNITY 5. STAMMER 7 7. COMMON Down: 2. SHIMMER 3. COMMAND Across Down 1. HAMMER 2. A person or animal that swims 1. A tool used for driving 5. SUMMIT 4. A group of people living in the in nails Period 7 same place 5. Say something with difficulty, 2. Shine Listening CB page 100 1. As a warm-up activity, ask students: repeating the first letter of words 3. Order • When there are two actions in a sentence, 6. An animal that nurses its babies 5. The highest point of which action do we describe using with milk a hill or mountain had + been + verb + ing? 7. Occurring, found or done often 2. Direct students to listen attentively as you play the 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 audio of the listening text. Tell them to pay close Coursebook attention to the tenses. Explain that they have to write 1 or 2 to show which action came first. /LVWHQLQJ 3. Play the audio of the listening text given below. Listen to the sentences. Write 1 to show which action came first and 2 to show which action came next. Number 1. The bus driver had been driving for an hour before he reached the beautiful beach. 1. Number 2. The boy had been playing with the 2. toy robot when his mother entered the room. 3. Number 3. Ava had been cooking when her husband called her for breakfast. 4. Number 4. The hiker had been trekking for 5. half a day when he discovered a bridge over the stream. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Number 5. Miriam had been reading when the telephone rang. 4. Play the audio once again and have students peer-check the answers. Answers CB page 100 1. 1, 2 2. 2, 1 3. 2, 1 4. 2, 1 5. 1, 2 114 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Speaking CB page 101 Coursebook 1. Talk to students about expressing thanks to 6SHDNLQJ others. Discuss various situations where we say or hear words expressing gratitude. Explain The villagers are expressing thanks to Ryan. that we use different words and phrases to give thanks. Tell students that we respond to Thanks We really appreciate with expressions such as: what you have done • You are welcome. for us. Now we can • Not at all. have clean water easily. • It’s my pleasure. • No problem. Thank you You’re most • Don’t mention it. very much welcome. 2. Ask students in turns to read aloud the dialogues for raising given on CB page 101. money to 3. Try it out: Ask students to pair up for this build the activity. Check that they use suitable phrases and well for us. the correct tone to express thanks and respond appropriately. Tina is expressing thanks to her uncle. You are welcome. 4. As a wrap-up activity, write the following on I hope you like it. the board and ask students to choose the correct Thank you for the options. lovely birthday • You have a very heavy suitcase. present. Someone helps you to carry it. Try it out You say: (i) Thank you. (ii) Wow! Your partner has just found your lost notebook. Role-play (Answer: Thank you.) how you would express thanks. Take turns to do this activity. • Someone says Thank you to you. You say: 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 (i) OK. (ii) You are welcome. (Answer: You are welcome.) Coursebook Period 8 :ULWLQJ Writing CB page 102 A report provides information about an event that has 1. As a warm-up activity, ask students: already happened. • Which newspaper do you read? • When do you read the newspaper? Here are some points to keep in mind when you write a report. • Which section do you read first? • What are the types of information presented The title should be catchy and attention-grabbing. in a newspaper? (Expected answer: news The report usually answers the questions who, what, where articles; editorials; reviews of books, films, and when. restaurants) Allow students to express themselves freely. Write a report for your school magazine about the Teacher’s 2. Introduce students to a newspaper report. Refer Day celebrations in your school. Use the points given below to CB pages 92–94 and explain the significance to write your report. of the headline and the introductory paragraph. Ask students: What is the headline of the When and where was the event held? newspaper? On which date was it published? What is the name of the report? Does it give you How and by whom was the venue decorated? an idea what it is about? Who participated in the event? How many performances were there? Give details of the performances. How did the teachers react? Did anything go wrong during the event? Did you enjoy the event? How would you make the event better? Give your report a catchy headline. Write your name and date below the headline. : % 8QLWSDJHV± 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 3. Explain that, sometimes, the reporter is a part of an organisation or agency. Then, we write the name of the organisation or agency instead of the name of the reporter. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 115
Coursebook Lost Child Traced Headline :ULWLQJ Barbara Court Name of A report provides information about an event that has reporter already happened. 13 December 2016 Date Here are some points to keep in mind when you write a report. Kuala Lumpur: A four-year-old boy was Introductory traced half an hour after he was paragraph The title should be catchy and attention-grabbing. reported lost in a shopping mall on Crescent Road yesterday. The report usually answers the questions who, what, where and when. Aziz Ali lost his way after wandering away from his mother. Write a report for your school magazine about the Teacher’s Mrs Ali was busy selecting fruits Day celebrations in your school. Use the points given below in the supermarket and did not notice to write your report. when he slipped away. Gordon Rice, a shopkeeper in one of the nearby When and where was the event held? shops, found the little boy crying for his mother. He took him to the How and by whom was the venue decorated? customer service counter in the mall. An announcement was made about Who participated in the event? the lost child and Mrs Ali rushed to pick him up as soon as she heard How many performances were there? the announcement. Give details of the performances. According to Mrs Ali, Aziz was hungry and had been looking How did the teachers react? for something to eat when he realised that his mother was not with him. Did anything go wrong during the event? She was relieved to find her son and thanked the shopkeeper and the customer Did you enjoy the event? service staff. How would you make the event better? Give your report a catchy headline. Write your name and date below the headline. : % 8QLWSDJHV± 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 4. Write the report given above on the board and Period 9 highlight the points that must be kept in mind while writing a news report. Writing CB page 102 1. To recap learning, ask students: Does a 5. Point out to students that a news report tells us about things which happen all over the world. It news report tell us about things that have usually talks about events in the recent past. It happened or will happen in the future? does not have a point of view and usually does 2. Ask students to recap the format of a not talk about personal experiences. A report in report (the headline, date, reporter or a school magazine usually talks about events organisation’s name and introductory in school or in our lives. It usually talks about paragraph). personal experiences and presents the writer’s 3. Then, ask them to go back to the notes point of view. they had made in the previous class. Ask them to expand the notes into sentences 6. Explain to students that in the next period, they and arrange them in order. will be writing a news report for their school 4. Remind them to write a catchy headline magazine about the Teacher’s Day celebrations in at the beginning of their report, as well as their school. their name and date. Ask them to edit the report and make necessary corrections. 7. Ask students to make notes for each question 5. Ask students to write the report in their given on CB page 102. notebooks. 6. As a wrap-up activity, ask a few students 8. As a wrap-up activity, ask students: to read out their reports in class. • Is it an easy job to be a reporter? Give reasons for your answer. • When there is a war or natural disaster, how do we know of the events happening in that place? • Would you like to become a reporter? Why or why not? 116 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Answers CB page 102 Workbook Suggested answer: Coursebook A Terrific Teacher’s Day! by Chang Lee 5HYLHZ 6 September 2016 What did you learn? Tick. An abbreviation is the shortened form of a word or phrase. The Teacher’s Day celebrations of National Primary An acronym is an abbreviation consisting of the first letters School were held on Monday 5 September 2016, in the of three or more words. These letters are pronounced as school hall. All the students helped to decorate the venue. a word. The hall was decorated with flowers and balloons. We use the past perfect tense to refer to something that happened in the past before the time we are talking about. The students of Classes 9 and 11 organised a show for We use the past perfect tense to describe the action that the teachers. First, there was a short play, followed by a took place first and the simple past tense to describe the magic show. The programme ended with a group singing action that took place later. competition. Many students participated in the events. We use the past perfect continuous tense to show an action that was going on in the past when a second action The teachers enjoyed the show. Later, the principal took place. We use the past perfect continuous tense for organised a lunch for all the teachers. the action that was going on in the past and the simple past tense for the second action. WB W B pages 45–46 Some words are spelt with the double letters mm. Ensure that students have followed the format given on 3URMHFW:RUN CB page 102. Answers WB pages 45–46 Get into groups of five. Each group makes a class newspaper A. Tick the third sentence. that can be read by family and friends. Paste or draw pictures B. Suggested answer: for some of the news stories. Write headlines that will attract The students think that the three R’s are important readers. Give the newspaper an interesting name. because they save natural resources, reduce air pollution, 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 save money and create jobs. 3. On the day of the activity, ask each group We can reduce, reuse and recycle in many simple ways: to make a class newspaper. Ask them we can reuse plastic bags for shopping, use both sides to paste or draw pictures for some of of paper and reuse bottles as vases. We can donate old the news stories. Remind them to add clothes and books to people who need them. We can also catchy headlines. Ask them to give their create awareness and make people participate in the three newspaper a name. R’s by introducing recycling bins in schools. 117 Period 10 Review CB page 103 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 103 1. Students should be informed about the project work at least five days before the activity is conducted in class. 2. Ask students to make groups of five. Ask each group to brainstorm ideas for a class newspaper. Ask them to collect any information or pictures that they might need. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Unit 9: More Than an Artist Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a biography. • Audio player and speakers CB pp104–107 Scholastic the Theme • Read aloud a biography with proper pronunciation, CB pp107–108 1. C omprehension Reading voice modulation and intonation. Strategies for Reading for • Answer questions to understand the biography. Success 4 Unit 5 pp48–54; pp55–57 Understanding 2. Scholastic Active 2 Reading • Read silently to understand two the biography. Grammar for classes 6 to 8 Comprehension • Answer questions at different comprehension levels. Unit 13 p226 • Find similarities and differences between the two characters in the biography. Related children’s 3 Vocabulary • Understand and identify clipped words • Flash cards: graduate - grad, introduction - intro, CB p109 books from *WB p47 Scholastic paragraph - para, demonstration - demo, information CB pp110–111 1. Laugh with - info, bicycle - bike, cafeteria - cafe, combination - *WB pp48–49 Lincoln by Gake Sypher Jacob from combo, dormitory - dorm, examination - exam CB p111 Scholastic Active *WB p49 English Literature 4 Grammar • Identify positive and negative tag questions. Reader 4 pp56–62 • Understand pronoun-subject agreement in tag questions. 5 • Understand the correct usage of tenses in tag questions. • Understand how to frame tag questions with the verb do. 6 Spelling • Recognise words with the double letters ss. • Dictionary (by students) CB p112 • Spell words with the double letters ss correctly. 7 Listening • Listen to find specific information. • Audio player and speakers CB p112 CB p113 Speaking • Ask questions using question tags. • Ask relevant questions to get information. 8 Writing • Understand how to write a biography. • Information on a sportsperson (by students) CB p114 9 • Write a biography. CB p114 *WB pp50–51 10 Project Work • Make a scrapbook. • Information on an artist, pictures, colour pencils and CB p115 glue stick (by students) *Workbook activities are optional and meant for additional practice. Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Unit 9: More Than an Artist Coursebook Period 1 9More Than an Artist Before you read Introducing the Theme CB pages 104-107 What special talents do you have? What talents do you 1. As a warm-up activity, ask students to name wish you had? some famous artists and painters. Leonardo da Vinci 2. Before you read: Encourage students to respond Leonardo da Vinci was born on 15 April 1452 in Vinci, a town close to Florence in Italy. His father to the questions. was Piero da Vinci, a notary, and his mother was 3. Play the audio. Ask students to close their eyes Caterina, a peasant woman. as they listen to the audio of the biography and As a child, da Vinci was taught basic reading, visualise the scenes. writing and maths. However, he showed incredible artistic talent at a young age. Reading Aloud He would observe plants, animals and how 1. Have students read aloud the biography in groups. things work. He spent a lot of time and put 2. Focus on correct pronunciation, intonation, a lot of effort into making paints. He would look for different minerals, plants and animal products, pauses and voice modulation. and then grind them up to make new pigments for his paints. When he was just fourteen years old, he painted a Reading for Understanding realistic picture of snakes spitting fire and gave it to his father. 1. Explain that a biography is an account of a At the age of fifteen, da Vinci became an apprentice of Andrea person’s life written by someone else. Read each del Verrocchio, a well-known artist and sculptor of Florence. paragraph and explain the meaning. You may ask Under his direction, da Vinci studied anatomy, and was attached additional questions to explain unfamiliar words and phrases. QRWDU\\ DSHUVRQZKRSHUIRUPVFHUWDLQOHJDOGXWLHV VFXOSWRU DQDUWLVWZKRPDNHVҕJXUHV VFXOSWXUHV • Paragraph 1—Ask students: When and where RXWRIVWRQHZRRGPHWDORUSODVWHU SLJPHQW VXEVWDQFHVXVHGIRUFRORXULQJDQGSDLQWLQJ was Leonardo da Vinci born? What did his DQDWRP\\ DEUDQFKRIVFLHQFHZKLFKVWXGLHVWKH parents do? DSSUHQWLFH VRPHRQHZKRLVOHDUQLQJIURPDVNLOOHG ERGLO\\VWUXFWXUHRIKXPDQVDQGRWKHUOLYLQJWKLQJV • Paragraph 2—Ask students: What did da PDVWHUXVXDOO\\IRUDҕ[HGSHULRGZLWKORZZDJHV Vinci learn when he was a child? How did he spend his time during his childhood? What 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 did the picture that da Vinci made show? How do you know that Leonardo da Vinci Coursebook was curious and observant? • Paragraph 3—Ask students: What did da to a hospital where he dissected and studied corpses to Why did da Vinci do when he was fifteen years old? Who guided Leonardo da Vinci to study anatomy? see how bones, muscles and joints work. Vinci study Why did he do so? Then, ask the while-reading question. Da Vinci received his first independent commission around corpses? • Paragraph 4—Ask students: What did da Vinci write in the letter to the Duke of Milan? 1482, to paint The Adoration of the Magi. Soon after that, he What kind of sketches did he send to the Duke? sent a letter to Ludovico il Moro, the Duke of Milan, asking for • Paragraph 5—Ask students: What did da Vinci do during the next seventeen years? a job. In that letter, da Vinci wrote very little about his artistic What was his belief? • Paragraph 6—Ask students: What does The talent. Instead, he emphasised his abilities as an inventor Last Supper show? Who is “the lady with a mysterious smile”? and military engineer. His letter included sketches of many Then, ask the while-reading question. fantastic machines which could be used in warfare. Da Vinci successfully convinced the Duke and went on to live and work in Milan for the next seventeen years as an inventor, scientist, engineer, painter, architect and sculptor. His desire to fulfil these different roles reflected his belief that art and science should be united, and an artist should know and express the laws of nature. The Vitruvian Man, The Last Supper and the Mona Lisa are da Vinci’s most famous works of art. He completed the Vitruvian Man around 1490. In 1498, he painted The Last Supper, which depicts a biblical event and shows the different reactions of the twelve disciples of Jesus when he announces that one of them would betray him. In 1503, after his return to Florence, da Vinci was commissioned to paint the Mona Lisa. This painting of a lady with a mysterious smile was What are da Vinci’s completed sometime between 1505 and 1507 and is most famous works probably the most famous painting in the world. of art? GLVVHFWHG FXWXSVRWKHDQDWRP\\FDQEHVWXGLHG GHVLUH DVWURQJIHHOLQJRIZDQWLQJVRPHWKLQJ FRUSVHV GHDGERGLHVRIKXPDQV UHҖ HFWHG VKRZHG FRPPLVVLRQ DQRUGHUWRSURGXFHVRPHWKLQJVXFK GHSLFWV VKRZV DVDZRUNRIDUWVSHFLDOO\\IRUVRPHRQH ELEOLFDOHYHQW HYHQWIURPWKH%LEOH GLVFLSOHV IROORZHUV HPSKDVLVHG JDYHVSHFLDOLPSRUWDQFHWR DELOLWLHV VNLOOV 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 119
• Paragraph 7—Ask the while-reading Coursebook question. Starting from the 1300s, there was a period of great change Then, ask: What is the Renaissance? Explain that this period is famous for many in Europe. This period was called the Renaissance, when discoveries and inventions. Say that the people of the Renaissance were interested old ideas and ways of life were replaced by new ways of in different languages and literatures, architecture, science, art, politics and history. looking at the world. Da Vinci was an important part of Where and when this movement. He has been called a genius and a did the Renaissance After that, ask: Why is da Vinci called Renaissance man. Like a Renaissance man, he tried take place? a “Renaissance man”? What do his to gain knowledge in different fields and developed unpublished papers and notes tell us about him? his abilities as fully as possible. In addition to being an artist, • Paragraph 8—Ask students: Where and he was also a mathematician, inventor, engineer, scientist when was Michelangelo born? What is Michelangelo known for? and anatomist. His observations and inventions, Then, ask the while-reading question. recorded in notes and drawings, include designs of • Paragraph 9—Ask: What was the difference flying machines, war machinery and mechanical dolls between the figures made by da Vinci and those made by Michelangelo? like modern robots. Although he never published his • Paragraph 10—Ask students: When and where did da Vinci and Michelangelo die? papers and notebooks in his lifetime, they show the extent • Highlight the use of dates and years in a biography. Explain that they help to show the of his learning and genius, as well as the diverse nature of order of events in a person’s life. 2. After you read: Ask the questions and encourage his projects. different students to express their views. This activity teaches students to appreciate the qualities Da Vinci had many contemporaries who were also and talents of other people and learn from them. 3. As a wrap-up activity, say the following words and important figures of the Renaissance. One of them was phrases. Ask students to raise their left hand if it is related to Leonardo da Vinci and the right hand if it Michelangelo Buonarroti, who was born in Caprese, Italy, is related to Michelangelo. If the words are related to both da Vinci and Michelangelo, ask them to on 6 March 1475. Michelangelo was a prodigy who is What is clap. best known for his magnificent sculptures and Michelangelo most • Italy, painting, blended light and shade, frescoes. His most famous works are the huge marble famous for? France, strong and muscular figures, David, Mona Lisa, anatomy sculptures, David and the Pieta, and the frescoes of the Sistine Chapel. He also designed the dome of St Peter’s Basilica in Vatican City. Michelangelo’s style was very different from da Vinci’s. His figures were strong, muscular and full of life. Every muscle H[WHQW VL]HDQGVFDOH PDJQLҕ FHQW JUDQGDQGEHDXWLIXO GLYHUVH YHU\\GLIIHUHQWIURPHDFKRWKHU IUHVFRHV ZDWHUFRORXUSDLQWLQJVGRQHRQZHWSODVWHU RQDZDOORUFHLOLQJ FRQWHPSRUDULHV OLYLQJDWWKHVDPHWLPH SURGLJ\\ D\\RXQJSHUVRQZLWKH[WUDRUGLQDU\\ VNLOOVRUTXDOLWLHV 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Coursebook and sinew was carefully crafted to achieve a lifelike effect. Da Vinci, on the other hand, created figures using a style that blended light and shade, so that there were no harsh edges. Both men used their knowledge of human anatomy but they applied it in different ways. Leonardo da Vinci died on 2 May 1519 in Amboise, France. Michelangelo died in Rome in 1564, after a short illness. After you read Which famous person do you really like? What do you like about him or her? 5HDGLQJ&RPSUHKHQVLRQ $ Read the sentences below. Write T for True and F for False. 1. Da Vinci was born in Rome. 2. The Duke of Milan was convinced by da Vinci’s letter. 3. Da Vinci painted The Last Supper in 1498. 4. Da Vinci and Michelangelo were artists belonging to the Renaissance period. 5. Michelangelo was an apprentice of Verrocchio. 6. Michelangelo designed the dome of St Peter’s Basilica. % Answer the following questions. 1. What was da Vinci’s belief about art and science? 2. How do you think da Vinci’s father reacted to his painting of snakes spitting fire? VLQHZ FRQQHFWLQJWLVVXH KDUVK URXJK EOHQGHG PL[HG 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 120 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 2 Coursebook Reading Comprehension CB pages 107-108 and sinew was carefully crafted to achieve a lifelike effect. Da Vinci, 1. Ask students the following questions to recap on the other hand, created figures using a style that blended light and shade, so that there were no harsh edges. Both men used their learning. knowledge of human anatomy but they applied it in different ways. • Which period did Leonardo da Vinci and Leonardo da Vinci died on 2 May 1519 in Amboise, France. Michelangelo belong to? Michelangelo died in Rome in 1564, after a short illness. • Michelangelo designed the dome of a After you read building. What is the name of that building? • What drawings were found in da Vinci’s Which famous person do you really like? What do you like about him or her? papers and notebooks? 2. Ask students to read the biographies silently. 5HDGLQJ&RPSUHKHQVLRQ 3. The comprehension skill focus in this unit $ Read the sentences below. Write T for True and F for False. is Finding Similarities and Differences. 1. Da Vinci was born in Rome. Highlight to students that, sometimes, in order 2. The Duke of Milan was convinced by da Vinci’s letter. to understand the text we need to understand 3. Da Vinci painted The Last Supper in 1498. how two or more things are similar or different. 4. Da Vinci and Michelangelo were artists belonging to the We should look for certain keywords in order to Renaissance period. understand similarities and differences. 5. Michelangelo was an apprentice of Verrocchio. 4. Ask students to write True or False against 6. Michelangelo designed the dome of St Peter’s Basilica. the statements in Exercise A, based on their recollection of the facts. You may ask students to % Answer the following questions. peer-check the answers as you read them out. 5. Discuss the answers to the questions in 1. What was da Vinci’s belief about art and science? Exercise B before asking students to write them down. 2. How do you think da Vinci’s father reacted to his painting of 6. For Exercise C, ask students to complete the table snakes spitting fire? and the sentences. You may ask them to peer-check the answers. VLQHZ FRQQHFWLQJWLVVXH KDUVK URXJK 7. As a wrap-up activity, conduct a discussion on the EOHQGHG PL[HG topic: Michelangelo and da Vinci were born in different 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 cities and they lived and worked in different countries, yet both were part of the Renaissance. Coursebook Answers CB pages 107-108 3. Why do you think the Duke of Milan hired da Vinci? A. 1. F 2. T 3. T 4. T 5. F 6. T 4. Leonardo da Vinci was much more than a painter. Do you B. agree? Give reasons for your answer. 1. Da Vinci believed that art and science should be 5. Do you think it is better to be good at one particular thing united, and an artist should know the laws of nature or should we try to learn as many things as possible? Why and express them. do you think so? 2. D a Vinci’s father was probably scared by the realistic painting. He was also probably impressed by his son’s & Check your understanding of Finding Similarities and talent. Differences. 1. Complete the table. Leonardo da Vinci Michelangelo City of birth Country of birth Occupation Most famous works Style of figures 2. Complete the sentences. a. Leonardo da Vinci and Michelangelo were born in different , but in the same . b. Da Vinci’s famous works are , while Michelangelo’s famous works are . c. Both da Vinci and Michelangelo studied , but they applied their knowledge in different ways. d. Da Vinci died in but Michelangelo died many years later in . 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 121
3. T he Duke of Milan hired da Vinci because he thought Coursebook that da Vinci would be able to design military machines and help him win wars. and sinew was carefully crafted to achieve a lifelike effect. Da Vinci, on the other hand, created figures using a style that blended light 4. Suggested answer: Yes, I agree that Leonardo da and shade, so that there were no harsh edges. Both men used their Vinci was much more than a painter. He was also knowledge of human anatomy but they applied it in different ways. a mathematician, inventor, engineer, scientist and anatomist. He designed flying machines and machines Leonardo da Vinci died on 2 May 1519 in Amboise, France. for war. He also designed mechanical dolls like Michelangelo died in Rome in 1564, after a short illness. mechanical robots. He was involved in different kinds of projects, apart from painting. After you read 5. S uggested answer: I think it is better to learn many Which famous person do you really like? What do you like things than to be perfect in one thing. Learning many about him or her? things helps us know more about the world. Also, if we have many skills, we can use different skills at 5HDGLQJ&RPSUHKHQVLRQ different times, as needed. $ Read the sentences below. Write T for True and F for False. C. 1. Da Vinci was born in Rome. 1. 2. The Duke of Milan was convinced by da Vinci’s letter. 3. Da Vinci painted The Last Supper in 1498. 4. Da Vinci and Michelangelo were artists belonging to the Renaissance period. 5. Michelangelo was an apprentice of Verrocchio. 6. Michelangelo designed the dome of St Peter’s Basilica. Leonardo da Michelangelo % Answer the following questions. Vinci 1. What was da Vinci’s belief about art and science? 2. How do you think da Vinci’s father reacted to his painting of snakes spitting fire? City of birth Vinci Caprese VLQHZ FRQQHFWLQJWLVVXH KDUVK URXJK EOHQGHG PL[HG 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Country of birth Italy Italy Coursebook Occupation painter, painter, sculptor, 3. Why do you think the Duke of Milan hired da Vinci? Most famous mathematician, architect works 4. Leonardo da Vinci was much more than a painter. Do you inventor, agree? Give reasons for your answer. Style of figures engineer, scientist, 5. Do you think it is better to be good at one particular thing anatomist or should we try to learn as many things as possible? Why do you think so? The Last David, Pieta & Check your understanding of Finding Similarities and Supper, Differences. Mona Lisa 1. Complete the table. Leonardo da Vinci Michelangelo without any strong, muscular, full City of birth harsh edges, of life Country of birth blending light and shade Occupation Most famous works Style of figures 2. Complete the sentences. a. Leonardo da Vinci and Michelangelo were born in different , but in the same . 2. b. Da Vinci’s famous works are , while a. cities, country Michelangelo’s famous works are . b. The Last Supper and Mona Lisa, David and Pieta c. anatomy c. Both da Vinci and Michelangelo studied , d. 1519, 1564 but they applied their knowledge in different ways. d. Da Vinci died in but Michelangelo died many years later in . 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 122 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 3 Workbook Vocabulary CB page 109 9RFDEXODU\\ 1. As a warm-up activity, write only the clipped Leonardo da Vinci was only taught basic mathematics. words given below on the board. Leonardo da Vinci was only taught basic maths. • app (application) • phone (telephone) Maths is a clipped word. A clipped word is the shortened form of a • fridge (refrigerator) longer word. Some of these words are informal, that is, they are only • sci-fi (science fiction) used while speaking but not in formal writing. 2. Refer to the clipped words written on the board. Here are some more examples of clipped words. Ask students to say what the full form of the words are. Now, write the complete words next to the Original word Clipped word Original word Clipped word clipped ones. Ask students to identify the parts of influenza flu refrigerator fridge the words that have been used to make a clipped gymnasium gym rhinoceros rhino word. Underline the letters. Point out how words vet champion champ can be clipped at the beginning, end or even the veterinarian ad middle to make a shorter word. examination exam advertisement 3. Read the examples on CB page 96. Explain that clipped words are shortened words from which a Fill in the blanks with the longer version of the clipped words few letters have been removed. given in the brackets. 4. Read the words given in the table and ask students to mark the letters that have been The (phone) rang. Dad told Mum that Sia had won the removed from the main word to make a clipped word. first prize in the science competition. The prize was a 5. Ask students to complete the exercise given on the same page. Ensure that students have written (bike). Mum smiled. She was always amazed at how hard the the correct words. 6. As a wrap-up activity, divide the class into two (teen) worked in the (lab). His teams. Ask members of each team to take turns to pick a flash card and write the complete word on the (photo) would be all over the newspaper tomorrow. board. Ask members of the other team to cross out the extra letters to form a clipped word. Ask them to : % 8QLW SDJH write the clipped word on the board. Try it out Answers CB page 109 telephone, bicycle, teenager, laboratory, photograph Pair up with a classmate. Take turns to name a clipped word. Your partner says the original word and makes a sentence with it. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Workbook WB W B page 47 Ensure that students have completed the exercises correctly. Answers WB page 47 A. 1.-e. 2.-d. 3.-b. 4.-a. 5.-c. B. 1. vet 3. ID 5. exam 2. ad 4. photo © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 123
Period 4 Coursebook Grammar CB pages 110-111 *UDPPDU 1. As a warm-up activity, write the following Leonardo da Vinci and Michelangelo are two artists we are sentences on the board. proud of, aren’t we? • He is Chinese. He hasn’t arrived, has he? • He is looking for a taxi. • He doesn’t speak English. A tag question is a short question added at the end of a 2. Tell students to imagine that they see a man on statement. It is used to ask for agreement or to confirm information. When the statement is positive we use a negative the road. He seems to match the description tag. When the statement is negative, we use a positive tag. We in the sentences but they are not sure. What put a comma after the statement just before the tag question. questions will they ask to find out? 3. Students will probably frame questions like Are Match the statements with the tag questions. you Chinese? / Are you looking for a taxi? / Do you speak English? 1. You haven’t had your lunch, a. does she? Tell students: We can ask a different type of question when we want to ask for agreement or 2. James is eating a mango, b. have you? to confirm information. 4. Follow the methodology of Show-Explain-Apply 3. She doesn’t speak Spanish, c. aren’t they? to teach grammar in context. 4. The children are playing d. isn’t he? 5. : Read the examples given on CB page 110. basketball, Highlight the comma, the tag and the question mark. : % 8QLW SDJHV± 6. that tag questions are used to ask if the Mary visited the art museum last Monday, didn’t she? listener agrees with what we say or confirm if That was a bee, wasn’t it? some information is correct. Show students that a These are not yours, are they? tag question is added to a sentence that is already complete. Explain that tags are either positive or The pronoun in the tag question must match the subject of the negative. Explain that a negative tag is used with sentence. The pronoun for this and that is it and the pronoun for a positive question and a positive tag is used with these and those is they. a negative question. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 7. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure Coursebook that students have matched the questions with the correct tags. Fill in the blanks with the correct pronouns. 8. : Read the examples given on CB page 110. 1. Cinderella wasn’t invited to the ball, was ? Highlight the subject and the pronoun in each 2. You went to Justin’s place last summer, didn’t ? example. Point out that the pronoun is used in the tag. 3. We had a great time at the concert, didn’t ? 9. that the pronoun in the tag must match the subject of the sentence. Point out that the 4. Elephants don’t swim, do ? pronoun for this and that is it and the pronoun for these and those is they. 5. This mango is ripe, isn’t ? 10. : Ask students to apply what they have learnt to the exercise given on CB page 111. Ensure : % 8QLW SDJHV± that students have written the correct pronouns. 11. As a wrap-up activity, write the following sentences You are delighted to have Kevin in your class, aren’t you? on the board. Ask students to correct the tags. They weren’t able to swim, were they? • She was beautiful, wasn’t it? Mandy will finish her painting soon, won’t she? • He is strong, isn’t it? • They are sleeping, aren’t it? The statement and the tag question have the same tense • He is a good student, isn’t it? and verb. • She doesn’t talk much, does it? The builders went to the construction site this morning, didn’t they? 124 Children like to paint, don’t they? If the statement has an action verb, the tag question uses the verb do. Fill in the blanks with the correct tag questions. Remember to add a comma where needed. 1. Your baby sister loves apple juice 2. Theo lives in New York 3. She didn’t watch the programme last night 4. She finished her meal : % 8QLW SDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Answers CB pages 110-111 1.-b. 2.-d. 3.-a. 4.-c. Page 111 3. we 5. it 4. they 1. she 2. you © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
WB W B pages 48–49 Workbook Ensure that students have completed the exercises correctly. Answers WB pages 48-49 A. 1.-d. 3.-f. 5.-b. 2.-a. 4.-e. 6.-c. B. 1. hasn’t he? 3. aren’t they? 5. will it? 7. have you? 2. can it? 4. isn’t she? 6. has she? 8. isn’t it? Period 5 Grammar CB page 111 1. As a recap, ask students the following questions: • Where do you add a tag question? • What punctuation marks do you use before and after the tag? 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read out both the sets of examples given on CB page 111. Highlight the tense and verb in each example. 4. that the statement and the tag question must have the same tense and verb. Coursebook Then, explain that if a statement has an action verb, the tag question uses the verb do. Highlight Fill in the blanks with the correct pronouns. to students that an action verb tells us about a 1. Cinderella wasn’t invited to the ball, was ? physical activity (jump, hit) or mental activity or 2. You went to Justin’s place last summer, didn’t ? state (remember, hate, love, believe). 3. We had a great time at the concert, didn’t ? 5. : Ask students to apply what they have learnt 4. Elephants don’t swim, do ? to the exercise given on the same page. 5. This mango is ripe, isn’t ? 6. As additional practice, conduct the following : % 8QLW SDJHV± activity. • Write the following tags and sentences on the You are delighted to have Kevin in your class, aren’t you? They weren’t able to swim, were they? board. Ask students to complete the sentences Mandy will finish her painting soon, won’t she? with a suitable tag question from the box. The statement and the tag question have the same tense and verb. isn’t she? aren’t we? didn’t they? The builders went to the construction site this morning, didn’t they? Children like to paint, don’t they? If the statement has an action verb, the tag question uses the verb do. are you? are they? isn’t it? Fill in the blanks with the correct tag questions. Remember to add a comma where needed. • It’s a hot day today, isn’t it? • We are working very hard, aren’t we? 1. Your baby sister loves apple juice • That girl is a black belt in karate, isn’t she? • These cakes aren’t very tasty, are they? 2. Theo lives in New York • You are not hungry, are you? • They laughed at him, didn’t they? 3. She didn’t watch the programme last night 4. She finished her meal : % 8QLW SDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 7. As a wrap-up activity, ask students to form • I have never been on an aeroplane. • I can speak German. pairs. Ask them to write three sentences about • I like potatoes. themselves, one of which is not true. Their The other student then asks his/her partner has to find out which one is not true by using tag questions. For example, one student partner: You have never been on an may write: aeroplane, have you?(The partner has to answer: Yes, I have. / No, I haven’t.) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 125
Answers CB page 111 Workbook 1. , doesn’t she? 2. , doesn’t he? Coursebook 3. , did she? 4. , didn’t she? 6SHOOLQJ WB W B page 49 $ Read the words below. They have the double letters ss. Ensure that students have completed the exercise mess blessing toss express impress correctly. Answers WB page 49 discuss lesson massage necessary dessert 2. We will have pizza for dinner tonight, won’t we? 3. Andre hasn’t told the children the truth yet, has he? message assist possess massive successful 4. M ichelle and her family went to the beach last % Fill in the blanks with words from the word list above. Monday, didn’t they? 1. a dirty or untidy state of things: 5. He came first in the singing competition, didn’t he? 2. have something belong to you: 6. Monica won’t play outside when it is raining, will she? 3. something learned by students: 4. talk with someone about something: Period 6 5. very big: 6. throw something into the air: Spelling CB page 112 1. As a warm-up activity, write the following words /LVWHQLQJ on the board. Ask students to use a dictionary and Listen to the sentences. Number the question tags correctly. write down their meanings. The pronunciation of each word has been provided for reference. 1. doesn’t he? 4. aren’t I? 7. won’t you? • dessert /dɪˈzəːt/ (Answer: a sweet dish eaten at the end of a 2. didn’t she? 5. shall we? 8. is it? meal) 3. did they? 6. don’t they? 9. do they? • desert /ˈdɛzət/ (Answer: an area with very little water) 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 • discus /ˈdɪskəs/ (Answer: a heavy thick-centred disc thrown notebooks. Ensure that students have used the double letters ss in the correct words. by an athlete) • massage (rub or squeeze a part • discuss /dɪˈskʌs/ (Answer: talk about something with of the body to relieve tiredness), message (a written or spoken piece of someone) information), mess, positive, lesson, • mouse /maʊs/ chess, loss, basin, issue, mattress (Answer: a small animal with a long tail and © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 big ears) f. mousse /muːs/ (Answer: a sweet dish) 2. Point out to students how a change in spelling affects the meaning and pronunciation of a word. 3. Read the words given in Exercise A on CB page 112. Point out the letters ss. Ask students to repeat the words after you. 4. Encourage students to suggest more words with ss. 5. Ask students to complete the exercise on the same page. 6. As a wrap-up activity, say the following words. Read out the meanings of words which sound similar. Ask students to write the words in their 126
Answers CB page 112 Coursebook B. 1. mess 3. lesson 5. massive 6SHOOLQJ 2. possess 4. discuss 6. toss Period 7 $ Read the words below. They have the double letters ss. mess blessing toss express impress discuss lesson massage necessary dessert Listening CB page 112 message assist possess massive successful 1. As a warm-up activity, ask students to pair up. % Fill in the blanks with words from the word list above. Each student has to write two things that he or she 1. a dirty or untidy state of things: thinks his or her partner likes and two things that 2. have something belong to you: he or she thinks his or her partner dislikes. Then, 3. something learned by students: each pair has to ask each other questions, using 4. talk with someone about something: tag questions, to confirm what they have written. 5. very big: 2. Direct students to listen attentively as you play 6. throw something into the air: the audio. Tell them that they have to listen and write the number of the tag question in each box. /LVWHQLQJ 3. Play the audio of the listening text given below. Number 1. Elephants don’t fly, do they? Listen to the sentences. Number the question tags correctly. Number 2. Theresa found a new job recently, 1. doesn’t he? 4. aren’t I? 7. won’t you? didn’t she? Number 3. I am a good worker, aren’t I? 2. didn’t she? 5. shall we? 8. is it? Number 4. You will have plenty of time to do 3. did they? 6. don’t they? 9. do they? your work, won’t you? Number 5. The Earth isn’t bigger than the 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 sun, is it? Coursebook Number 6. Let’s go to the restaurant now, 6SHDNLQJ shall we? Number 7. Mark and Matthew didn’t hand in Pair up with a classmate. Each person chooses one picture to talk about. Cover the picture you have not chosen. Ask their homework last Tuesday, did they? your partner questions to find out similarities and differences Number 8. Uncle Tom works in a bakery, between the pictures. Remember to use tag questions. For example, you can say, doesn’t he? Three birds are sitting on a branch, aren’t they? Number 9. Jack and Jill always attend their Your partner will look at his or her picture and reply, Yes, they are./No, they are not. friends’ birthday parties, don’t they? 4. Play the audio once again and have students AB peer-check the answers. Try it out Answers CB page 112 Get into groups of three. Imagine you are sitting in a 1.-8. 3.-7. 5.-6. 7.-4. 9.-1. railway compartment. Make conversation with the other 2.-2. 4.-3. 6.-9. 8.-5. passengers. For example, This train is late, isn’t it? Speaking CB page 113 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 1. Ask students to form pairs for the speaking activity. 2. Try it out: Ask students to get into Each student chooses one picture to talk about. He groups of three and imagine that they or she covers the other picture. Then, the student are strangers in a railway compartment. asks questions about the hidden picture to his or Ask them to make conversation among her partner. They find similarities and differences themselves. This activity develops between the pictures in this way. Students can take the life skill of building interpersonal turns to ask and answer questions. Go around the relationships. class to make sure they use tag questions to ask for confirmation/agreement and answer using the format given on the page. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 127
3. As a wrap-up activity, ask students: When do we Coursebook use tag questions? (Answer: for agreement and confirmation) :ULWLQJ Period 8 A biography is a recount of a person’s life written by someone else. Writing CB page 114 Here are some points to keep in mind when you write a biography. 1. As a warm-up activity, ask students: • What is a biography? (Expected answer: The title of the biography should tell who the recount is about. The introduction must give background information about It is the recount of a person’s life written the person. by someone else.) Decide which events you want to give more details about. • What sort of information must a biography Mention where and when these events happened and the have? sequence in which they happened. 2. Introduce students to the exercise of writing In the conclusion mention the highlights of that person’s life and a biography. Explain the format for writing a why he or she is worth remembering. biography. Go through the points given on Biographies are usually written in the past tense. CB page 114. 3. Then, read the sample biography on the page. Read the biography below. Ask students: Super Simone • What is the title of the biography? Point out that the introduction gives background Simone Ashley Manuel was born on 2 August 1996, in Sugar Land, information about Simone Manuel and the Texas, in the USA. She started swimming when she was four years old. conclusion highlights her achievements. • What words related to sports can you find in Simone has participated in and won many national and international this short biography? tournaments. She won the gold medal in the 100 metre freestyle • Is the sportsperson’s life and achievements event at the Rio Olympic Games in 2016. She also won the silver written in the order in which they medal in the 50 metre freestyle event there. happened, from first to last? 4. Now, refer students to the task given on Simone is the first African-American female swimmer to win an CB page 114. Ask them to gather some individual medal at the Olympics. Her victory is special because it information from resources such as books and shows that people of all races can succeed if they work hard. She is articles from the library or the Internet about an inspiration for future generations of African-American women. their favourite artist or sportsperson. 5. Before students begin the writing task, recap the Write a short biography on your favourite sportsperson or main areas they need to cover: the person’s life artist. Remember to give your biography a suitable title. and achievements in the correct order. 6. You could write the following questions on the : % 8QLW SDJHV± board to help students. • What is the name of the person? 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 • Name a few of his or her achievements. • What problems did the person face? Period 9 • H ow did the person overcome the problems? • Do you know about any interesting or Writing CB page 114 inspirational story related to this person? 1. To recap learning, ask students: Is a 7. Ask students to make notes on their chosen artist or sportsperson with the help of these questions. biography based on facts or is it a made- 8. As a wrap-up activity, ask students to form up story? Can you write a biography groups and think of another title for the sample about yourself? Why or why not? biography given on CB page 114. 2. Ask students to take out the notes they had made in the previous class. Ask them to go through the notes and expand them into sentences. Remind students to use the correct tenses and pronouns. 3. Introduce the structure they need to follow—title, introduction, events and conclusion. First, ask them to write a few sentences introducing the person and his or her achievements. Next, explain that they need to fill out important details. Remind them to follow the correct order or sequence of events. 4. Ask students to edit their notes and write the biography in their notebooks. 5. As a wrap-up activity, ask: If someone were to write your biography, what would you like the title or name of your biography to be? 128 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Answers CB page 114 Workbook Suggested answer: Lightning Bolt: Coursebook Usain St Leo Bolt was born on 21 August 1986, in Trelawny, Jamaica. In the early years, he suffered from 5HYLHZ repeated hamstring injuries. Things became better from 2007, as he broke records and won medals that year. What did you learn? Tick. A tag question is a short question added at the end of a In 2008, at the Olympic Games in Beijing, Bolt won gold statement. It is used to ask for agreement or to confirm in the 100m, 200m and 4x100m relay, and set the world information. record in all three events. He won gold in the same events When the statement is positive we use a negative tag. When at the 2012 Olympic Games in London. Then, one day the statement is negative, we use a positive tag. before his thirtieth birthday, he again won all three events at The pronoun in the tag question must match the subject of the 2016 Olympic Games in Rio. Bolt was also successful the sentence. at the IAAF World T&F Championships. Bolt currently The statement and the tag question have the same tense and holds the world records in the 100m, 200m and 4x100m. verb. Over the years, he has broken and set new records. If the statement has an action verb, the tag question uses the verb do. Usain Bolt’s story is very inspiring. It is the story of a Some words are spelt with the double letters ss. very talented sportsperson, his dedication to his sport and his success. 3URMHFW:RUN WB W B pages 50–51 Make a scrapbook describing your favourite artist. Paste pictures related to him or her in your scrapbook. Ensure that students have followed the format given on CB page 114. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Answers WB pages 50-51 information or even headlines related to their Suggested answer: Leon Gray was born in 1942. His favourite artist. The details mentioned can be favourite childhood memory is of swimming in the river fun facts, well-known facts or details about with his friends. He also remembers that his grandmother achievements as an artist and as an individual. used to tell him stories every evening. He would go to 3. On the day of the activity, ask them to make sleep only after listening to a few stories every night. a scrapbook with all the things they have collected. Tell them they can decorate the The World War II ended when Leon was three years old. Life scrapbook with colour pencils. was very difficult after the war. Many people had died, many were homeless. Growing up during those difficult times 129 taught him to be a kind person for the rest of his life. He has children and grandchildren now. He lives in a large house in Quebec. He loves looking after the plants in his garden and playing with his grandchildren. He is proud of his children and grandchildren. They are kind and caring. He is proud that he has made them good human beings. Period 10 Review CB page 115 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 115 1. Students should be informed about the project work one week before the activity is conducted in class. 2. The project work can take off from the writing exercise. Ask students to collect pictures, © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Unit 10: A Magical Journey Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to the script of a play. • Audio player and speakers CB pp116–119 1. Comprehension Strategies for the Theme • Read aloud the script with proper pronunciation, Success 4 Unit 4 pp45–47 Reading voice modulation and intonation. • Answer questions to understand the meaning of 2. Scholastic Reading for Understanding the play. 2 Reading • Read silently to understand the play. CB pp120–121 Active Grammar for classes 6 to 8 Comprehension • Answer questions at different comprehension Unit 14 pp232–234 levels. • Sequence the events in the play. 3 Vocabulary • Develop vocabulary to use different verbs to report CB pp121–122 *WB p52 what people say. 4 Grammar • Understand direct and indirect speech. CB pp122–123 *WB p53 • Use direct and indirect speech in context. CB p123 *WB p53 5 • Understand the use of said and told. Related CB p124 children’s • Use said and told in context. books from Scholastic 6 Spelling • Recognise words that begin with sm, sn and sp. • Spell words beginning with sm, sn and sp correctly. 7 Listening • Listen to find specific information. • Audio player and speakers CB p124 1. The Leprechaun’s CB p125 Pot by Patricia Speaking • Use phrases to ask for and give directions. CB p126 McFadden from CB p126 Scholastic Active 8 Writing • Understand how to write a diary entry. *WB p54 English Literature CB p127 Reader 4 pp25–29 9 • Write a diary entry. 10 Project Work • Learn to work in a group. • Masks (by students: optional). • Enact a play in class. *Workbook activities are optional and meant for additional practice. Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Unit 10: A Magical Journey Coursebook Period 1 10 A Magical Journey Before you read Introducing the Theme CB pages 116–119 What are you afraid of? Who do you go to when you are 1. As a warm-up activity, ask students: afraid or have a problem? • Can you describe your favourite journey? • Do you dream about going to a magical Making New Friends place? A young girl called Dorothy and her pet dog, Toto, are 2. Tell students that they are going to read about a blown away by a strong wind from their farm in Kansas to a strange and magical land. Dorothy must travel to girl called Dorothy and her pet dog, Toto, who the Emerald City to meet the Wizard of Oz who are blown away by a strong wind from their farm can help her return home. On the way, Dorothy in Kansas. Ask students: and Toto meet and make new friends. • Where is Kansas? (Answer: in the United Cast States of America) • Have you seen a scarecrow? Where are they Dorothy Lion Scarecrow Toto usually found? What do they usually look Tin Man like? What are they used for? 3. Before you read: Encourage students to respond Scene to the questions. 4. Play the audio. Ask students to close their eyes as A jungle with a cottage. A road paved with yellow they listen to the audio of the play and visualise bricks runs through. Dorothy and Scarecrow come the scenes. out of the cottage. Dorothy has a basket of bread. Toto is running around the trees. Reading Aloud 1. Have students read aloud the play in groups. Dorothy : (She stretches her arms and rubs her eyes.) 2. Focus on correct pronunciation, intonation, voice We must go and search for water. modulation and pauses. Scarecrow : Why do you want water? Reading for Understanding VFDUHFURZ DQREMHFWGUHVVHGOLNHDKXPDQҕJXUHWKDWLV SDYHG FRYHUHGZLWKEULFNVRUVWRQHV 1. Read the first six lines and explain that this is a ҕOOHGZLWKVWUDZDQGSODFHGLQҕHOGVWRVFDUHELUGVDZD\\ 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 brief description of what happened before the scene starts. 2. Read the cast list. Explain that it lists the names Coursebook of the characters that take part in the play. 3. Read the scene description and explain that it Dorothy : To wash my face clean, and to drink, so the describes the setting—the place where the action takes place. dry bread will not stick in my throat. 4. Read the first dialogue. Explain that sometimes the writer includes instructions for the actors Scarecrow : It must be inconvenient to be made of Why does or describes the actions of a character. These flesh, for you must sleep and eat and Scarecrow feel it is directions and descriptions are written in brackets. 5. At the end of CB page 116, ask students: drink. However, you have brains, and it inconvenient to be • What is the name of Dorothy’s pet? • Where does Dorothy need to travel to? is worth a lot of bother to be able to made of flesh? • Whom must she meet there? • Why must she meet that person? think properly. • Is a cottage a small or a big house? • What colour are the bricks on the road? (They walk together a few steps and find a little spring of water. Dorothy washes herself, drinks some water and eats her breakfast. Suddenly, they hear a deep groan.) Dorothy : What was that? (She takes a few Tin Man steps and finds a man made of tin standing perfectly motionless and holding an axe in the air.) Did you groan? Can I do anything for you? : Get an oilcan from my cottage and oil my joints. They are rusted so badly that I cannot move them at all. (Dorothy goes to the cottage, gets the oilcan and oils Tin Man’s joints.) Tin Man : (He sighs happily and lowers his axe.) Thank Why did Tin Man you. I have been holding that axe in the air thank Dorothy? ever since I rusted suddenly. How do you happen to be here? LQFRQYHQLHQW FDXVLQJGLIҕFXOW\\RUGLVFRPIRUW UXVWHG PHWDOGDPDJHGE\\H[SRVXUHWR ERWKHU WURXEOH ZDWHURUPRLVWXUH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 131
6. Next, read the dialogue between Dorothy and Coursebook Scarecrow and ask the first while-reading question. After reading the rest of the page, Dorothy : To wash my face clean, and to drink, so the ask students: dry bread will not stick in my throat. • What is a spring of water? • Why doesn’t Scarecrow wash, drink or eat? Scarecrow : It must be inconvenient to be made of Why does • When does a person groan? flesh, for you must sleep and eat and Scarecrow feel it is • Why does Tin Man groan? • Why can’t Tin Man move? drink. However, you have brains, and it inconvenient to be • Why is Tin Man so called? (Answer: He is is worth a lot of bother to be able to made of flesh? called Tin Man because he is made of tin.) • Then, ask the second while-reading question. think properly. 7. Read the dialogue between Dorothy and Tin Man (They walk together a few steps and find a little on CB page 118 and ask students: spring of water. Dorothy washes herself, drinks some • What is an emerald? What colour is it? water and eats her breakfast. Suddenly, they hear a deep groan.) (Answer: It is a precious stone that is bright green in colour.) Dorothy : What was that? (She takes a few • What are the things Dorothy and Scarecrow Tin Man steps and finds a man made of tin want from the Great Wizard? standing perfectly motionless • Why do you think the Wizard is called the and holding an axe in the “Great Wizard”? (Expected answer: He is air.) Did you groan? Can I do probably very powerful.) anything for you? • What part of the body does Tin Man not have? : Get an oilcan from my cottage • T hen, ask the first while-reading question on and oil my joints. They are CB page 117. rusted so badly that I cannot Encourage students to come up with reasons. move them at all. They will be able to compare their answers with the correct one as the play progresses. (Dorothy goes to the cottage, gets the 8. After reading the dialogue between Tin Man oilcan and oils Tin Man’s joints.) and Scarecrow, ask the second while-reading question on CB page 117. Tin Man : (He sighs happily and lowers his axe.) Thank Why did Tin Man 9. Then, ask students: you. I have been holding that axe in the air thank Dorothy? • What are the things Tin Man used to have? ever since I rusted suddenly. How do you • What does Tin Man think is the best thing in happen to be here? the world? • Why does Dorothy slap Lion?What does this LQFRQYHQLHQW FDXVLQJGLIҕFXOW\\RUGLVFRPIRUW UXVWHG PHWDOGDPDJHGE\\H[SRVXUHWR say about Dorothy? (Expected answer: She ERWKHU WURXEOH ZDWHURUPRLVWXUH was brave./She loved her dog very much.) 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Coursebook Dorothy : We are on our way to the Emerald City to Tin Man Dorothy see the Great Wizard of Oz. Tin Man : Why do you wish to see the Great Oz? : I want him to send Toto and me back home to Kansas, and Scarecrow wants him to put a brain in his head. : Do you suppose Oz could give me a Why do you heart? If you will allow me to join your think Tin Man party, I will also go to the Emerald City wants a heart? and ask Oz to help me. (Just then, Scarecrow stumbles into a hole. Dorothy helps him get up.) Tin Man : Why didn’t you walk around the hole? Scarecrow : (cheerfully) I don’t know, maybe What does because my head is stuffed with straw. Scarecrow have I do not have a brain. instead of a brain? Tin Man : Oh, I see. I had brains, and a heart also. So, having tried them both, I should much rather have a heart. Scarecrow : I shall ask for a brain instead of a heart, for a fool would not know what to do with a heart if he had one. Tin Man : I shall take the heart, for brains do not make one happy, and happiness is the best thing in the world. (Enter Lion. He jumps onto the road, roaring loudly. With one blow of his paw he sends Scarecrow spinning, strikes Tin Man and then opens his mouth to bite Toto.) Dorothy : (She rushes forward and slaps Lion upon his nose.) Don’t you dare to bite Toto! You ought 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 132 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
10. After reading the first three lines of CB page 119, Coursebook ask students the while-reading question. to be ashamed of yourself, a big beast Why does Then, read the rest of the play and ask: • What reason does Tin Man suggest for Lion’s like you, to bite a poor little dog! You are Dorothy call nothing but a big coward. Lion “a big coward”? fast heartbeat? • Why does Tin Man say Lion ought to be glad Lion : (He hangs his head in shame and wipes a Tin Man if he had heart disease? Dorothy tear from his eye with the tip of his tail.) I was • What does Lion want from the Great Wizard Lion Dorothy born that way, I suppose. Whenever there is of Oz? • Why is Lion unhappy even when he knows Lion danger, my heart begins to beat fast. that all other wild animals are scared of him? : Perhaps you have heart disease. If you 11. After you read: Encourage different students to do, you ought to be glad, for it proves express their views. Point out that Lion pretends to be brave and pounces on others when he is you have a heart. I am going to the Great scared himself. He is afraid to show what he is really like. Ask: Oz to ask him to give me a heart. • Do we sometimes behave/dress/eat/talk in a : I am going to ask him to send Toto and me particular way only because the others in our group are also acting in the same way? back to my home in Kansas. 12. As a wrap-up activity, ask students: • Have you watched or participated in a play? : Do you think Oz could give me courage? • Did you enjoy participating in it? • What does it feel like to act in front of a lot of My life is simply unbearable without a people? 13. Tell students that this script is based on an bit of courage. May I go with you? incident from the book The Wonderful Wizard of Oz by L Frank Baum. You could ask students : You will be very welcome, for you will to borrow the book from the library and read it whenever they have time, if they want to find out help to keep away the other wild beasts. how the story ended. It seems to me they must be more cowardly Period 2 than you are if they allow you to scare them Reading Comprehension CB pages 120–121 1. To recap learning, ask students: so easily. • Name the characters in the script. • Where is the little girl’s home? : They really are but that doesn’t make me • What did the characters want from the Great any braver, and as long as I know myself to Wizard of Oz? 2. Ask students to read the script silently. be a coward, I shall be unhappy. 3. The comprehension skill focus in this unit is (Exit all) Sequencing. Highlight to students that in order to understand what they read, they must understand –Based on L. Frank Baum’s the correct order in which the events happen. The Wonderful Wizard of Oz Tell them to read the text carefully and note the correct order in which the events took place. After you read 4. For Exercise A, ask students to read the meanings and look for the words in the text. Why do people sometimes pretend to be what they are not? Have students exchange their books and peer-check the answers. FRZDUG VRPHRQHZKRLVQRWEUDYH XQEHDUDEOH KDUGWRWROHUDWHRUDFFHSW © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Coursebook 5HDGLQJ&RPSUHKHQVLRQ $ Find words from the text that mean the same as the following. 1. soft part of a human body that consists mainly of muscles and fat: f h 2. not moving: m ss 3. make a deep sound when in pain: g n 4. a container for oil: o c 5. point(s) where two parts of a structure are joined: j (s) % Answer the following questions. 1. “Why do you want water?” a. Who says this and to whom? b. What reply does the speaker get? c. Why does the speaker not need water? 2. “Did you groan? Can I do anything for you?” a. Who says this? b. Who is groaning? Why? c. How does the groaning stop? 3. Who do you think is the bravest in the group? Why do you think so? 4. If you could ask the Great Wizard of Oz to change one thing in your personality, what would it be? Why? 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 133
5. In Exercise B, the first two questions introduce Coursebook students to reference to context questions. Ask students to keep the following points in mind 5HDGLQJ&RPSUHKHQVLRQ while answering this type of question: $ Find words from the text that mean the same as • Answers should be arranged logically in the the following. order in which the questions are given. 1. soft part of a human body that consists mainly of muscles • Answers should be based on the sentences given with the questions. and fat: f h • It is important to understand where the 2. not moving: m ss reference sentence is in the script. 3. make a deep sound when in pain: g n Discuss Questions 3 and 4 in class before asking students to write the answers. Accept all logical 4. a container for oil: o c explanations. Guide them to understand that in the script, Dorothy seems to be the bravest, 5. point(s) where two parts of a structure are joined: because she is not afraid to fight Lion to protect j (s) her pet. She does not hesitate to help others. % Answer the following questions. 6. Exercise C focuses on the comprehension strategy 1. “Why do you want water?” for the unit. Ask students to read the text carefully a. Who says this and to whom? before answering. Ask them to peer-check the b. What reply does the speaker get? answers. c. Why does the speaker not need water? 2. “Did you groan? Can I do anything for you?” 7. As a wrap-up activity, ask: a. Who says this? • How do you think the lives of Scarecrow, b. Who is groaning? Why? c. How does the groaning stop? Tin Man and Lion will change if the Great 3. Who do you think is the bravest in the group? Why do Wizard of Oz gives them what they want? you think so? 4. If you could ask the Great Wizard of Oz to change one thing in your personality, what would it be? Why? 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Coursebook Answers CB pages 120–121 & Check your understanding of Sequencing. 1. What happens while Dorothy is eating breakfast? A. 1. flesh 3. groan 5. joint 2. What happens immediately after Tin Man says that 2. motionless 4. oilcan happiness is the best thing in the world? B. 1. a. Scarecrow says this to Dorothy. 3. Number the sentences in the correct order. [] b. Dorothy replies that she wants water to wash Scarecrow stumbles into a hole. [] her face clean and to drink, so that the dry bread Dorothy finishes her breakfast. [] would not stick in her throat. Dorothy slaps Lion upon his nose. [] c. Scarecrow does not need water because he is Dorothy finds a stream. [] made of straw and he does not need to eat or Dorothy oils Tin Man’s joints. drink. 9RFDEXODU\\ 2. a. Dorothy says this. b. Tin Man is groaning because his joints are badly Dorothy asked, “Did you groan?” rusted and he is unable to move. Dorothy warned, “Don’t you dare to bite Toto!” c. D orothy oils the joints of Tin Man with the oilcan and his groaning stops. We use different words to report what we or other people say. 3. I think Dorothy is the bravest because she faces Reporting word How it is said Lion without getting scared. declared firmly and forcefully sighed softly because we are sad, tired or relieved 4. S uggested answer: I would ask the Great Wizard boasted of Oz to make me less lazy. I want to be less lazy ordered loudly because I want to do many things but I don’t do firmly and strongly them because I don’t feel like working. exclaimed suddenly or loudly because we are excited C. 1. W hile eating breakfast, Dorothy hears a deep groan. or shocked 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 2. Immediately after Tin Man says that happiness is the best thing in the world, Lion jumps onto the road, roaring loudly. 3. 4, 2, 5, 1, 3 134 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 3 Coursebook Vocabulary CB pages 121–122 & Check your understanding of Sequencing. [] 1. As a warm-up activity, ask students to form pairs. 1. What happens while Dorothy is eating breakfast? [] [] Write the following words on the board: 2. What happens immediately after Tin Man says that [] • warned, reported, advised, reminded, happiness is the best thing in the world? [] promised. 3. Number the sentences in the correct order. 2. Then, write the following sentences on the board. Scarecrow stumbles into a hole. Dorothy finishes her breakfast. Ask students to replace the underlined word in Dorothy slaps Lion upon his nose. each sentence with a suitable word from the board. Dorothy finds a stream. • Mum told me to drink only warm water to cure Dorothy oils Tin Man’s joints. my sore throat. (Answer: advised) 9RFDEXODU\\ • The policeman said that he would double the Dorothy asked, “Did you groan?” fine if he caught her driving without a seat Dorothy warned, “Don’t you dare to bite Toto!” belt again. (Answer: warned) • The secretary told his boss that she had a We use different words to report what we or other people say. meeting at 10 a.m. (Answer: reminded) • The student said he would never scribble on Reporting word How it is said a wall again. (Answer: promised) declared firmly and forcefully • The wildlife expert said that he had seen a sighed softly because we are sad, tired or relieved new type of monkey. (Answer: reported) boasted 3. Read out the examples given on CB page 121. ordered loudly Explain the meaning of the highlighted words. firmly and strongly 4. Explain that we use different reporting words to exclaimed suddenly or loudly because we are excited report what we or other people say. These words usually replace the word said. Point out that or shocked reporting words make the text richer in meaning because they tell us how the speaker feels. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 5. Read out the examples given on CB page 121 again, replacing asked and warned with said. Coursebook Ask students if they think it makes a difference to the sentence. Fill in the blanks with reporting words from the table. 6. Next, read out the reporting words in the table and show how they are to be spoken. 1. Lion sadly, “I was born that way, I suppose.” 7. Ask students to complete the exercise on CB page 122 and check their answers. 2. Tin Man , “Happiness is the best thing in the world.” 8. As a wrap-up activity, write the following passage on the board. Ask students to replace 3. “You must keep your promises to us!” Dorothy. each said in the story with an alternative reporting word. At the end of the exercise, invite 4. “I am the strongest animal in the jungle,” Lion. a few students to take turns to read out their answers in class. 5. “Go and kill the Wicked Witch,” the Great Wizard of Oz. Mother said, “Get that cat out of here right now.” : % 8QLWSDJH I quickly phoned my neighbour and said, “Please take your cat away at once.” *UDPPDU “Are you sending me away so soon?” said the cat. Dorothy said, “We are on our way to the Emerald City.” Mother and I were surprised. We said, “Wow! This cat can speak.” reporting verb (Expected answers: screamed/shouted; asked/begged; asked; exclaimed/whispered) Dorothy said that they were on their way to the Emerald City. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 We use direct speech to show the exact words spoken by someone. We put quotation marks around these words. We use indirect or reported speech to report what another person has said. Here are some rules we follow when we change direct speech to indirect speech. We remove the comma and the quotation marks. We change the words I, you, our or we to he, she, their or they. We change the tense if the reporting verb is in the past tense. We often use that after the reporting verb or word. Can, will, may and must become could, would, might and had to. Complete the sentences. 1. “I am tired,” said Mrs Brown. Mrs Brown was tired. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Answers CB page 122 1. sighed 3. exclaimed 5. ordered 2. declared 4. boasted 135
WB W B page 52 Workbook Ensure that students have completed the exercises correctly. Answers WB page 52 A. 1.-c. 2.-e. 3.-d. 4.-b. 5.-a. B. 1. whispered 3. shrieked 5. complained 2. warned 4. enquired Period 4 Grammar CB pages 122–123 Coursebook 1. As a warm-up activity, call two students. Fill in the blanks with reporting words from the table. Ask one student to give the class an instruction. Ask the second student to explain the instruction 1. Lion sadly, “I was born that way, I suppose.” to the class. 2. Ask: Do both students convey the same meaning? What is the difference between the two instructions? (Expected answer: The first sentence has the exact words spoken by someone and the second sentence reports what is being said.) 3. Tell students that when we report what someone has said, we call it reported or indirect speech. 4. Follow the methodology of Show-Explain-Apply to teach grammar in context. 5. : Read the example given on CB page 122. 2. Tin Man , “Happiness is the best thing in the world.” 3. “You must keep your promises to us!” Dorothy. 6. that we use direct speech to show the exact 4. “I am the strongest animal in the jungle,” Lion. words spoken by someone. We put quotation 5. “Go and kill the Wicked Witch,” the Great Wizard of Oz. : % 8QLWSDJH marks around these words. *UDPPDU We use indirect speech to report what another Dorothy said, “We are on our way to the Emerald City.” person has said. reporting verb 7. Read out the rules given on CB page 122. Explain Dorothy said that they were on their way to the Emerald City. them in the context of the example given on the We use direct speech to show the exact words spoken by someone. We put quotation marks around these words. same page. We use indirect or reported speech to report what another person has said. 8. Write quotation marks (“ ”) on the board. Here are some rules we follow when we change direct speech to indirect speech. Explain that quotation marks are placed at the We remove the comma and the quotation marks. beginning and end of spoken words. We change the words I, you, our or we to he, she, their or they. We change the tense if the reporting verb is in the past tense. 9. Explain to students that we begin spoken words We often use that after the reporting verb or word. Can, will, may and must become could, would, might and had to. with a capital letter. Point out that we place a Complete the sentences. full stop (.) at the end if the spoken words form a 1. “I am tired,” said Mrs Brown. complete sentence. The full stop is placed inside Mrs Brown was tired. the quotation marks. Explain that if the reporting 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 verb comes after the spoken words, we put a comma (,) inside the quotation marks. We do this even if the spoken words form a complete sentence. Read out the first sentence in the Apply section: “I am tired,” said Mrs Brown. Point out that we use a comma after tired even though the words within the quotation marks form a complete sentence. 136 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
10. : Ask students to apply what they have learnt Here are some rules we follow when we change direct speech to to the exercise given on CB pages 122–123. indirect speech. Ensure that students have answered correctly. We remove the comma and the quotation marks. 11. Try it out: Ask students to pair up for this activity. Ask them to take turns to say something. We change the words I, you, our or we to he, she, their or they. Their partner has to change it to indirect speech. Move around the class to make sure We change the tense if the reporting verb is in the past tense. that students use the correct reporting verb and pronouns or possessive adjectives. This activity We often use that after the reporting verb or word. focuses on teaching the life skill of effective communication. CourseCbano, woikll, may and must become could, would, might and had to. 12. As a wrap-up activity, write the following Complete the sentences. sentences on the board and ask students to punctuate them correctly. 1. “I am tired,” said Mrs Brown. • James said My wife has gone shopping Mrs Brown was tired. • My friend sleeps at eight every night said 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Arnold • Cam said to Karen Let us buy a slice of cake Workbook p53 Answers CB pages 122–123 3. said that, to Rome Coursebook 1. said that she 4. said that 2. that, definitely going to rain 2. “It is definitely going to rain,” declared Mr Alonso. WB W B page 53 Mr Alonso declared it was . Ensure that students have completed the exercises 3. “We went to Rome,” said Flo and Thomas. correctly. Flo and Thomas they had gone . Answers WB page 53 A. 1. told the driver 4. “I may be late,” Mother said. 2. said, like to see the lions, the zoo Mother she might be late. 3. said, too sick to go to work : % 8QLWSDJH Try it out Pair up with a classmate. Take turns to say a sentence. Then, ask your partner to change it to indirect speech. Period 5 Scarecrow said, “I do not have brains.” Scarecrow said that he did not have brains. Grammar CB page 123 1. As a warm-up activity, call four students. Ask Tin Man said to Dorothy, “I need a heart.” Tin Man told Dorothy that he needed a heart. the first student to give an instruction to the second student. Ask the third student to report the We often use the reporting verbs said and told in direct and indirect instruction to the class using said. Ask the fourth speech. We use said when we do not mention the person spoken to. student to report the same instruction to the class We use said to or told when we mention the person spoken to. using told. Check that students use the correct The reporting verb said to changes into told in indirect speech. construction. Point out that both said and told are used in Change the following sentences into indirect speech using indirect speech. said or told. Write them in your notebook. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 1. She said to her brother, “Water the plants.” 2. Tyler said, “I am the strongest boy in the class.” 3. “I am going to the gym,” Kate said to her brother. 4. Gina said, “I haven’t finished breakfast yet.” 5. “I didn’t understand the lesson,” Miguel said to his teacher. : % 8QLWSDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 3. : Read the examples given on CB page 123. 5. : Ask students to apply what they have learnt to the exercise given on the 4. that the reporting verbs said and told are same page. used in both direct and indirect speech. When 6. As a wrap-up activity, ask students to form groups of four. Remind them of the warm- we use the reporting verb said, we usually don’t up activity that was conducted. In each group, two students say two sentences to mention the person spoken to. We usually use each other. The other two students change the sentences to indirect speech, one the reporting verb told when we mention who is using said and the other using told. Have students take turns to complete this activity. being spoken to. 137 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Answers CB page 123 Workbook 1. She told her brother to water the plants. 2. Tyler said that he was the strongest boy in the class. 3. Kate told her brother that she was going to the gym. 4. Gina said that she hadn’t finished her breakfast yet. 5. Miguel told his teacher that he didn’t understand the lesson. WB W B page 53 Ensure that students have completed the exercises correctly. Answers WB page 53 B. 1. told 2. told 3. said Period 6 Spelling CB page 124 Coursebook 1. As a warm-up activity, write the following on the 6SHOOLQJ board. Ask students to fill in the blanks. • When we are happy, we ___ ___ ile. $ Read the words below. They begin with the letters sm, sn • The loud ___ ___ ores of the sleeping lion and sp. frightened the deer. smile smooth smart smoke smear • I had ten dollars to ___ ___ end for my snug snorkel snip snore sneak friend’s birthday present. 2. Point out how we can hear the sound of the spill sparkle splendid spare spend individual letters (s+m, s+n and s+p) even after % Read the clues and complete the crossword with words they combine to form a new sound (sm, sn and sp). from the word list above. 3. Read the words given in Exercise A on 1 CB page 124. Ask students to repeat them after Across you. 3. Air produced by burning something 2 4. Encourage students to suggest more words that begin with sm, sn and sp. 5. Not rough 3M 5. Recap how to fill a crossword and the meaning of across and down. Then, ask students to complete 6. Wonderful the crossword. Ensure that students have completed the crossword correctly. Down 4 R 6. As a wrap-up activity, write the following sentences on the board and ask students to find 1. Spread 5 the sm, sn and sp words in the sentences. Do the 2. Clever first as an example. • Has no worker come to the factory today? 4. To raise the corners of (Answer: snow) your mouth when you 6 L • The wasp aced the game. (Answer: space) • All of us looked for mother’s pill as she was are happy feeling ill. (Answer: spill) /LVWHQLQJ • It is so cold that he has now started to wear a Listen to the conversation and fill in the blanks with the jacket. (Answer: snow) correct reporting words. • In my town, as soon as malls close the lights “Can you not give me brains?” Scarecrow. go off. (Answer: small) “You do not need them. You are learning something every day,” Answers CB page 124 the Great Wizard of Oz. B. A cross: 3. SMOKE 5. SMOOTH 6. SPLENDID Down: 1. SMEAR 2. SMART 3. SMILE “That may be true,” Scarecrow, “but I shall be very unhappy unless you give me brains.” 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 138 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 7 Coursebook Listening CB pages 124–125 6SHOOLQJ 1. As a warm-up activity,write the following words $ Read the words below. They begin with the letters sm, sn on the board: and sp. • advised, warned, suggested, asked. 2. Read out the following sentences. Ask students smile smooth smart smoke smear to fill in the blanks with suitable reporting verbs snug snorkel snip snore sneak from the ones on the board. a. “Can you help me?” ____ John. spill sparkle splendid spare spend b. “This is a library, you cannot talk so loudly,” % Read the clues and complete the crossword with words ____ John. from the word list above. c. “The road is bumpy, so drive carefully,” 1 Across ____ John. 3. Air produced by burning something 2 d. “Why don’t we eat at a restaurant tonight?” 5. Not rough 3M ____ John. Ask students why they selected a particular 6. Wonderful reporting verb for each sentence. Down 4 R 3. Direct students to listen attentively as you play 1. Spread 5 the audio. Ask them to fill in the blanks with the 2. Clever correct reporting words. 4. Play the audio of the listening text given below. 4. To raise the corners of “Can you not give me brains?” asked your mouth when you 6 L Scarecrow. “You do not need them. You are learning are happy something every day,” answered the Great /LVWHQLQJ Wizard of Oz. “That may be true,” said Scarecrow, “but I Listen to the conversation and fill in the blanks with the shall be very unhappy unless you give me correct reporting words. brains.” The Great Wizard of Oz sighed, “I cannot tell “Can you not give me brains?” Scarecrow. you how to use them, though. You must find that out for yourself.” “You do not need them. You are learning something every day,” “But how about my courage?” asked Lion. the Great Wizard of Oz. The Great Wizard of Oz replied, “You have plenty of courage.” “That may be true,” Scarecrow, “but I shall be very 5. Play the audio once again to ensure that all students have been able to complete the exercise. unhappy unless you give me brains.” 6. Play the audio a third time and have students peer-check the answers. You may write the words on 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 the board so that students can correct their spellings. Coursebook Answers CB pages 124–125 asked, answered, said, sighed, asked, replied The Great Wizard of Oz , “I cannot tell you how to use Speaking CB page 125 them, though. You must find that out for yourself.” 1. Talk to students about situations where we need “But how about my courage?” Lion. to ask for or give directions. Ask: Have you ever been in a situation where you needed directions The Great Wizard of Oz , “You have plenty of courage.” to reach a place? Encourage them to share their experiences. 6SHDNLQJ 2. Then, read the phrases on CB page 125. Distinguish between phrases for asking and those Here are some expressions we can use when we ask for directions. for giving directions. Excuse me, could you tell me how to get to...? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 Can you give me directions to...? Garden Happy Homes What’s the best way to get to...? Cinema Hospital Where is the...? Hall We can use these phrases to reply. Museum Chemist Hotel Library go straight ahead Super JN Public turn left/right Market School across the road You are here Look at the map. Number the directions in the correct order to show the way to the garden. The first one has been done for you. 1 Go straight along this road. The garden is at the end of the road. Turn left after you reach the chemist’s. When you reach the end of the cinema hall, turn right. Try it out Get into groups of three. Use the map given above to ask for directions to some other place. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 3. Introduce the activity on CB page 125. Ask students to number the sentences to reach the garden. 4. Try it out: Divide the class into groups of three. Ask students to ask for and give directions to any other place on the map. Guide them to use the expressions they have learnt. This activity teaches the life skill of reading a map. 139
5. As a wrap-up activity, ask students to form pairs. Coursebook Students will take turns to give directions from their home to school. Ask students: :ULWLQJ • What tense would be appropriate for the We write a diary to keep a record of events that are important to us. directions? (Answer: present tense) 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. • How can you ensure that people are able to follow your directions? (Expected answer: We can make a diary entry every day or we can do it once in a while. If I number the directions or use words such as next, then, after, when, and before, the While making a diary entry, you can use the tips given below. directions will be clearer.) Always begin with the day and date. Record the events in the order in which they happened. Answers CB page 125 Remember to include who, how, what, where and why. 4, 2, 3 Write using pronouns like I, you, we, they, he, she. Period 8 Read this entry adapted from a very famous diary, Anne Frank’s The Diary of a Young Girl. Writing CB page 126 1. As a warm-up activity, ask students: Saturday, 20 June 1942 Day and date • Do you share your feelings with anyone? • Do you sometimes write down your feelings It’s strange, writing a diary. Of course, I’ve Use pronouns like written things before, but who will be interested I, you, we, they, on paper and share it with others? Do you in the thoughts of a thirteen-year-old schoolgirl? he, she. keep a diary? Well, does it matter? • Why do you think some people like to keep a diary? I need a diary because I haven’t got a friend. No Present tense 2. Tell students that a diary is a very personal one will believe that I am completely alone in verbs to talk kind of record. We record our feelings and the the world! And I’m not. I have loving parents and about how you important events of our lives in a diary. A diary a sixteen-year-old sister, a good home and about feel at the time entry is usually written at the end of the day. We of writing generally do not share our diaries with anyone. thirty people that I can call friends. But I haven’t 3. Read the points about diary writing given on CB page 126. got that one, true friend who understands me. 4. Then, draw students’ attention to the diary entry given on the same page. Discuss the tone of the So this diary can be my new friend. words. Encourage students to respond to the writer’s opinions. Ask: What kind of person do Imagine that you are Toto. Make a diary entry to record the you think the writer is? events of the day when you met Tin Man and Lion. 5. Explain the use of the words I and we. Point out that the writer is writing about herself and her : % 8QLWSDJH experiences. 6. Ask students to identify the tense the writer uses 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 while writing and ask them what her feelings are at the moment of writing. Point out that many 9. Introduce the writing activity on CB page diary entries are written to record what has already 126. Ask students to imagine that they happened. In that case,we use the past tense. are Toto. Direct them to write notes for a 7. Tell students that many people like to start their diary entry about the day when he (Toto), entries with Dear Diary written after the date. Dorothy and Scarecrow met Tin Man and Many people also write their names at the end of Lion. Tell students that they can add new every single entry. details but the entry should recount the 8. Write a sample diary entry on the board with the main events as mentioned in the script. help of students. Ask them to recount the events Tell students to maintain the sequence of the previous period. Help them to use the of events as they happened. Ask them to correct format, tense and sequence of events. write a draft of the diary entry in their notebooks. 140 10. As a wrap-up activity, ask students: • As Toto, whom do you like more—Tin Man or Lion? Why? • What is your main worry? Do you want to return to Kansas or are you enjoying your travels? • What kind of a pet owner is Dorothy? Do you like her? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 9 Coursebook Writing CB page 126 :ULWLQJ 1. As a recap, ask students: • What is the usual expression used to address 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 a diary? diary. We do not usually share our diary with anyone else. • What is the first thing we usually write in a We can make a diary entry every day or we can do it once in a while. diary entry? (Answer: day and date) • What kind of information do you write in a While making a diary entry, you can use the tips given below. Always begin with the day and date. diary? Record the events in the order in which they happened. 2. Ask students to take out the notes they had made Remember to include who, how, what, where and why. Write using pronouns like I, you, we, they, he, she. in the previous class. 3. Ask them to expand their notes into complete Read this entry adapted from a very famous diary, Anne Frank’s The Diary of a Young Girl. sentences for a diary entry. Direct them to use the tips given on CB page 126. Remind students Saturday, 20 June 1942 Day and date to use the past tense. Encourage them to use words such as first, second, next, when, finally, It’s strange, writing a diary. Of course, I’ve Use pronouns like because, as, while. Tell them that these words written things before, but who will be interested I, you, we, they, help the reader follow the sequence of events in the thoughts of a thirteen-year-old schoolgirl? he, she. easily. Ask them to check their diary entries for Well, does it matter? spelling, grammatical and punctuation errors. 4. You may go round the class to help students I need a diary because I haven’t got a friend. No Present tense as needed. one will believe that I am completely alone in verbs to talk 5. As wrap-up activity, ask a few students to share the world! And I’m not. I have loving parents and about how you their diary entries with the rest of the class. a sixteen-year-old sister, a good home and about feel at the time of writing Answers CB page 126 thirty people that I can call friends. But I haven’t Suggested answer: Thursday, 27 October 2016 got that one, true friend who understands me. Dear Diary, I had a very exciting day today. First, Dorothy managed So this diary can be my new friend. to find a stream of clean fresh water. Then, we met a very strange person, Tin Man. Dorothy had just finished her Imagine that you are Toto. Make a diary entry to record the breakfast when we heard someone groaning. I was quite events of the day when you met Tin Man and Lion. scared! She looked around and found a man made of tin! He was badly rusted, so he couldn’t move. Dorothy got : % 8QLWSDJH an oilcan from his cottage and oiled his joints. Then, Tin Man started moving again. He said that he wanted to visit 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 the Wizard of Oz with us. We soon became friends. Then, a huge lion suddenly jumped on to the road! He Workbook was big and his roar was very loud. I was terrified! He hit Scarecrow and Tin Man angrily. He was just about to bite 141 me, but Dorothy slapped him on his nose. What a brave girl she is! She scolded Lion for trying to hurt a tiny animal like me. He was ashamed and he began to cry. Finally, we became friends and Lion also joined us on our journey. WB W B page 54 Ensure that students have followed the format. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Answers WB page 54 Coursebook Suggested answer: Dear Diary, 5HYLHZ I went on a school outing yesterday with my classmates. It was a beautiful sunny day. We went to the National What did you learn? Tick. Science Museum. We use different words to report what we or other We saw many interesting things at the museum. We also people say. learnt about solar energy and wind energy. We saw how We use direct speech to show the exact words spoken by electricity is made. someone. We put quotation marks around these words. I really enjoyed the visit and learnt many new things. We use indirect or reported speech to report what another I would like to go to the National Science Museum again. person has said. It has many interesting and exciting things to see and do. We often use the reporting verbs said and told in direct and indirect speech. We use said when we do not mention the Period 10 person spoken to. We use said to or told when we mention the person spoken to. Review CB page 127 Some words begin with sm, sn and sp. 1. Ask students to revise the concepts taught in the 3URMHFW:RUN unit and tick the boxes. 2. Encourage them to use the blanks to note down Get into groups of five. Take turns to act out the play in class. You may make masks of the various characters so that the any additional points they have learnt. audience can identify each one. Project Work CB page 127 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 1. Students should be informed one week before the activity is conducted in class. 2. Ask students to get into groups of five. 3. Ask each group to practise acting out the play with suitable actions and expressions. Remind students to say their dialogues loudly and clearly. 4. You can make this a more interesting activity by asking students to dress up like the characters they are enacting. 5. On the day of the activity, ask the groups to present their plays in class. 142 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Unit 11: My Amazing Grandmother Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a poem. • Audio player and speakers CB pp128–129 Scholastic the Theme • Read aloud the poem with proper pronunciation, CB pp130–131 1. Comprehension Reading voice modulation and intonation. CB p132 Strategies for • Answer questions to understand the meaning of *WB p55 Success 4 Reading for Unit 7 pp76–79 Understanding the poem. 2. Alpha Grammar 2 Reading • Read silently to understand the poem. and Composiiton 4 Unit 9 pp91–92 Comprehension • Answer questions at different comprehension 3. Alpha Grammar levels and Compostion 4 Unit 9 pp86–87 • Draw conclusions about the poem. 3 Vocabulary • Develop vocabulary related to prefixes. • Dictionary (by students) 4 Grammar • Understand the difference between phrases and CB p133 Related children’s clauses. CB p134 books from *WB pp56–58 Scholastic • Use phrases and clauses in context. CB p135 1. How Shall We 5 • Understand phrases and clauses. CB p136 Go to Grandma’s CB pp136–137 House? By Verna • Use phrases and clauses in context. CB pp137–138 Safran from CB pp137–138 Scholastic Active 6 Spelling • Identify one-syllable words. *WB p59 English Literature CB p139 Reader 4 pp4–6 • Identify the short vowel sounds. • Spell verbs with a final t correctly. 7 Listening • Listen to find specific information. • Audio player and speakers • Stories and poems by Ruskin Bond. Speaking • Make or answer a phone call. 8 Writing • Understand how to write messages. 9 • Write a message. 10 Project Work • Talk about a poem or story. • Have meaningful discussions with peers. *Workbook activities are optional and meant for additional practice. Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Unit 11: My Amazing Grandmother Period 1 Coursebook Introducing the Theme CB pages 128–129 11 My Amazing Grandmother 1. As a warm-up activity, ask students: Before you read • Does your grandmother or grandfather like What is your hobby? What hobbies do people usually have? to play football? Grandma Climbs a Tree How old was • Does she or he climb trees? My grandmother was a genius. You’d like to know why? Granny when she • How would you feel if your grandmother Because she could climb trees. Spreading or high, last climbed a tree? She’d be up their branches in a trice. And mind you, decided to climb a tree? When last she climbed a tree, she was sixty-two. 2. Before you read: Encourage students to respond Ever since childhood, she had this gift For being happier in a tree than in a lift; freely to the questions. Ask them to name any unusual hobbies they have heard about. And though, as years went by, she would be told 3. Play the audio. Ask students to close their eyes as That climbing trees should stop when one grew old they listen to the audio of the poem and visualise And that growing old should be gone about gracefully, the scenes. She’d laugh and say, ‘Well, I’ll grow old disgracefully. I can do it better.’ And we had to agree; Reading Aloud For in all the garden there wasn’t a tree 1. Have students read aloud each stanza of the She hadn’t been up, at one time or another (Having learned to climb from a loving brother poem in turns. When she was six) but it was feared by all 2. Focus on correct pronunciation, intonation and That one day she’d have a terrible fall. voice modulation. The outcome was different while we were in town She climbed a tree and couldn’t come down! Reading for Understanding 1. Read the title and ask students: LQDWULFH YHU\\TXLFNO\\ RXWFRPH UHVXOW • Who is the poem about? JUDFHIXOO\\ LQDUHVSHFWIXOZD\\ 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 (Answer: a grandmother) • What is the poem about? Coursebook (Answer: Grandma climbing a tree) After the rescue, How do 2. Read each stanza and explain the meaning. Ask The doctor took Granny’s temperature and said, you think ‘I strongly recommend a quiet week in bed.’ Granny felt? questions to make learning interactive. We sighed with relief and tucked her up well. 3. Stanza 1—Point out the use of “mind you”. Tell Poor Granny! For her, it was like a season in hell. Confined to her bedroom while every breeze students that the poet uses this expression to Whispered of summer and dancing leaves. connect what he has already said, “She’d be up their branches in a trice” to something that he is But she held her peace till she felt stronger, going to say, “When last she climbed a tree, she Then sat up and said, ‘I’ll lie here no longer!’ was sixty-two”. He does this to point out that his And she called for my father and told him undaunted grandmother could climb trees very fast even at That a house in a treetop was what she wanted. the age of sixty-two. Ask students: My Dad knew his duties. He said, ‘That’s all right • Do you think the poet admires his You’ll have what you want, dear, I’ll start work tonight.’ With my expert assistance, he soon finished grandmother? Why do you think so? the chore: • What did the poet admire most about his Made her a tree house with windows and a door. So Granny moved up, and now every day grandmother? I climb to her room with glasses and tray. • Then, ask the while-reading question. She sits there in state and drinks juice with me, • Was the poet’s grandmother happier indoors Upholding her right to reside in a tree. or outdoors? –Ruskin Bond 4. Stanza 2—Ask students: • Did Granny stop climbing trees when she After you read grew old? Would you like to live in a tree house? Why or why not? • Did the poet have trees in his garden? • From whom had Granny learnt to climb trees? FRQҕ QHGWR QRWDOORZHGWROHDYH DSDUWLFXODUSODFH FKRUH WDVN • How old was she when she first climbed a tree? KHOGKHUSHDFH UHPDLQHGVLOHQW LQVWDWH OLNHDTXHHQ • What did everyone fear? XQGDXQWHG QRWDIUDLGWRFRQWLQXHGRLQJVRPHWKLQJ UHVLGH OLYHLQDSDUWLFXODUSODFH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 5. Stanza 3—Ask students: • What was the outcome? Why was it different? (Answer: The outcome was that Granny couldn’t come down from a tree. It was different because she did not have a “terrible fall”; she was unable to climb down.) 144 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
• Why did the family feel relieved? (Expected Coursebook answers: The family was relieved because Granny was not seriously ill./Granny was After the rescue, How do advised to lie quietly in bed for a week.) The doctor took Granny’s temperature and said, you think ‘I strongly recommend a quiet week in bed.’ Granny felt? • Who advised a week of rest to Granny? We sighed with relief and tucked her up well. • Then, ask the while-reading question. Poor Granny! For her, it was like a season in hell. • What does the poet compare this period to? Confined to her bedroom while every breeze • In which season did this incident take place? Whispered of summer and dancing leaves. 6. Stanza 4—Ask students: • Why did Granny ask for a tree house? But she held her peace till she felt stronger, Then sat up and said, ‘I’ll lie here no longer!’ (Expected answer: Since Granny could no And she called for my father and told him undaunted longer climb trees, she decided to live in one.) That a house in a treetop was what she wanted. • What response did she get? My Dad knew his duties. He said, ‘That’s all right • How many doors did the tree house have? You’ll have what you want, dear, I’ll start work tonight.’ • What does the poet carry to Granny’s room With my expert assistance, he soon finished every day? the chore: 7. After you read: Encourage different students to Made her a tree house with windows and a door. express their views. This activity builds the life So Granny moved up, and now every day skills of self-awareness and critical thinking. I climb to her room with glasses and tray. 8. As a wrap-up activity, ask students: She sits there in state and drinks juice with me, • We know that the poet’s grandmother loved Upholding her right to reside in a tree. the outdoors. What was she especially fond of? (Answer: climbing trees) –Ruskin Bond Period 2 After you read Reading Comprehension CB pages 130–131 Would you like to live in a tree house? Why or why not? 1. Ask students the following questions to recap FRQҕ QHGWR QRWDOORZHGWROHDYH DSDUWLFXODUSODFH FKRUH WDVN learning. KHOGKHUSHDFH UHPDLQHGVLOHQW LQVWDWH OLNHDTXHHQ • What is the name of the poem? XQGDXQWHG QRWDIUDLGWRFRQWLQXHGRLQJVRPHWKLQJ UHVLGH OLYHLQDSDUWLFXODUSODFH • What is the name of the poet? • What did the poet’s grandmother love to do? 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 2. Ask students to read the poem silently. 3. The comprehension skill focus in this unit is Coursebook Drawing Conclusions. Highlight to students 5HDGLQJ&RPSUHKHQVLRQ that conclusions are the decisions we make after understanding the facts and details in a text. Ask $ Circle the correct answer. students to read the text again and underline the 1. Why does the poet call his grandmother a genius? facts and details given in it. These will form the a. She could climb trees. basis for their conclusions. Tell students to check b. She was a scientist. all possible answers before concluding. c. She could build a tree house. 4. Ask students to complete Exercise A and peer-check the answers. 2. How many trees in the garden had Granny climbed? a. all b. none c. one 3. From whom did Granny learn to climb trees? a. from her father b. from her brother c. from her grandson 4. What was the different outcome? a. Granny fell from a tree. b. Granny could not climb down a tree. c. Granny refused to get out of bed. 5. Where did Granny want her house to be built? a. in the town b. in the hills c. in a treetop 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 145
5. Discuss the questions in Exercise B before Coursebook asking students to write the answers. Accept all logical answers. 6. With whose expert assistance was the treehouse built? a. the poet’s 6. Exercise C focuses on the comprehension b. the doctor’s strategy for this unit. Ask students to read the c. the brother’s poem carefully to help them draw conclusions and give examples. % Answer the following questions. 7. As a wrap-up activity, read out the following 1. Why does the poet’s family sigh with relief? sentences and ask students to come to a conclusion. 2. Do you agree that Granny was young at heart? Give • The grass around the house was overgrown. reasons for your answer. The gate was open and there were no lights in the house. The paint on the walls had 3. If you had someone like Granny in your family, would faded and some windowpanes were broken. you encourage her to do what she loved to do? Explain your answer. (Expected conclusion: Nobody has lived in the house for a long time.) & Check your understanding of Drawing Conclusions. Answers CB pages 130–131 Say whether the following conclusions are True or False. Give examples from the text to support your answer. A. 1. a. 2. a. 3. b. 4. b. 5. c. 6. a. Conclusion True/False Example from text B. 1. The poet’s family sighed with relief when the doctor strongly recommended bed rest for his 1. The poet loves grandmother because they were worried. Granny. 2. Yes, I agree that Granny was young at heart. 2. The poet’s father is a She climbed trees in her old age like she did in dutiful son. her childhood. Granny enjoys 3. S uggested answers: Yes, I would encourage 3. spending time someone like Granny to do what she wanted to do because that would make her truly happy./No, indoors. I would not encourage her because she could get hurt. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 C. 1. True; My grandmother was a genius, now every Coursebook day/I climb to her room with glasses and tray. 9RFDEXODU\\ 2. True; My Dad knew his duties. 3. F alse; Poor Granny! For her, it was like a season And that growing old should be gone about gracefully, She’d laugh and say, ‘Well, I’ll grow old disgracefully.’ in hell. A prefix is a letter or a group of letters that is added to the beginning Period 3 of some words to form a new word. We add prefixes such as dis-, un-, im- and in- to some words to make their opposites. Vocabulary CB page 132 1. As a warm-up activity, write the following on the $ Add prefixes to the words given in the box to make their opposites. Then, write them on the blanks below. board: • dis, un, im, in agree appear fair friendly Then, write the following words on the board: movable comfortable correct possible • possible, like, correct, honest, fair, able, direct like visible healthy polite, expensive % Fill in the blanks with the opposites you made. Ask students to form the opposites of the given 1. Molly and her twin look so similar that it is almost words with the help of the given groups of to tell one from the other. letters. Guide them to understand that the groups of letters are added before the words. (Answers: 2. The rainbow began to fade and after some time it impossible, dislike, incorrect, dishonest, unfair, completely. unable, impolite, inexpensive) 3. The chair did not have any cushions. It was very . 146 4. We learnt about direct and speech in class today. 5. Junk food should be avoided because it is . : % 8QLWSDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
2. Explain that we sometimes add a letter or a group Coursebook of letters before some words to change their meaning. Say that a prefix (pre means before) is 9RFDEXODU\\ a letter or group of letters that can be added to the beginning of main words. Tell students: And that growing old should be gone about gracefully, She’d laugh and say, ‘Well, I’ll grow old disgracefully.’ • Prefixes change the meaning of the words they are added to. A prefix is a letter or a group of letters that is added to the beginning of some words to form a new word. We add prefixes such as dis-, un-, • The spelling of the word to which the prefix is im- and in- to some words to make their opposites. added never changes. $ Add prefixes to the words given in the box to make their • Sometimes, adding a prefix results in double opposites. Then, write them on the blanks below. letters. agree appear fair friendly un + necessary = uNNecessary movable comfortable correct possible im + moral = iMMoral direct like visible healthy 3. Explain that we add prefixes such as dis-, % Fill in the blanks with the opposites you made. un-, im-, and in- to some words to make their opposites. 1. Molly and her twin look so similar that it is almost 4. Ask students to complete Exercises A and B to tell one from the other. on CB page 132. Ensure that students have completed the exercises correctly. 2. The rainbow began to fade and after some time it 5. Point out that some words may start with the completely. same letters as a prefix, but if we study them carefully, we will see that they don’t have 3. The chair did not have any cushions. It was very . prefixes because when we remove these letters, the rest of the word does not make sense. For 4. We learnt about direct and speech in example: class today. • unique • union 5. Junk food should be avoided because it is . • dish 6. As a wrap-up activity, read out the following : % 8QLWSDJH words. Ask students to write the words in their notebooks, underline the prefixes and circle the 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 main words. • uncover Workbook • incomplete • disrespect • immobile T hen, ask students to use their dictionaries to find the meaning of these words and make sentences with them. Answers CB page 132 A. disagree; disappear; unfair; unfriendly; immovable; uncomfortable; incorrect; impossible; indirect; dislike; invisible; unhealthy B. 1. impossible 4. indirect Answers WB page 55 2. disappeared 5. unhealthy A. 1. disobey 4. disown 7. impure 3. uncomfortable 2. unnatural 5. incorrect 8. unwrap 3. inexpensive 6. impolite WB W B page 55 B. 1. inexpensive 4. impure 7. unwrap Ensure that students have completed the exercises 2. incorrect 5. disobey 8. dislike correctly. 3. impolite 6. unnatural © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 147
Period 4 Coursebook Grammar CB page 133 *UDPPDU 1. As a warm-up activity, write the following My grandmother was a genius. sentence on the board: The doctor took Granny’s temperature. Abby’s grandmother loves vanilla ice cream. • My older sister cooks food when Mum is away. A group of words that has meaning but does not make complete sense is called a phrase. Ask students to look at the underlined words. Then, ask: Does this group of words have a (subject) (verb) subject and a verb? Does it tell you anything? Climbing trees should stop when one grew old. 2. Guide students to understand that such a group of words forms part of a sentence but has no (clause) meaning on its own. A group of words that has a subject and a verb is called a clause. 3. Now, circle the following group of words on the A clause may form a sentence on its own or it may form part of board: a sentence. A clause that forms part of a sentence usually begins with a word such as and, but, when, where, that, if, because, My older sister cooks food unless or why. Ask students: Does this group of words have a $ R ead each group of words below. Write P for Phrase and subject and a verb? Does it convey some meaning? C for Clause. Next, circle the following words on the board: 1. Because she could climb trees 2. At the top of the hill when mum is away 3. Like the rustling of leaves Ask students: Does this group of words have a 4. When she last climbed a tree 5. In the garden subject and a verb? Does it convey some meaning? Guide students to understand that these groups 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 of words form part of a sentence and also have Coursebook meaning on their own. 4. Follow the methodology of Show-Explain-Apply % Match the clauses with the phrases. to teach grammar in context. 5. : Read the first set of examples given on Clause Phrase CB page 133. Draw students’ attention to the all day long. words in bold. 1. Janet is having her a. 6. that a group of words that has meaning but breakfast from the tray. does not make complete sense is called a phrase. at 9 a.m. 7. : Read the second example on CB page 133. 2. The children swam b. in the kitchen. 3. I thanked them c. for their kind act. 4. Ali was called to the d. principal’s office 5. The boy took an egg e. 8. that a group of words that has a subject and & Complete the sentences using suitable clauses from the box. a verb is called a clause. but it mews when it is angry because it was going to rain why the dog is growling when Andy finished his homework and she saw a bunch of giggling children 9. Refer to the sentence on the board. Point out that 1. , he went out to play. the circled sections are clauses. They have a subject 2. The teacher entered the class . (My older sister, Mum) and a verb (cooks, is). 3. I don’t know . 10. Point out that the underlined section is a phrase. 4. Diana carried an umbrella . A phrase does not have both a subject and a predicate (with the verb). It has only one of 5. My cat purrs when it is happy . these. So, My older sister is a phrase. : % 8QLWSDJHV± 11. Explain that some clauses begin with words such as and, but, when, where, that, if, because, Try it out unless or why. Pair up with a classmate. Write down two phrases. Ask your partner 12. : Ask students to apply what they have learnt to change them into sentences. Take turns to do this activity. to Exercise A given on the same page. Ensure 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 that students have identified the phrases and Tell them to support their answer with a clauses correctly. reason. 13. As a wrap-up activity, ask students to think and say whether the following sentence is true or false. (Answer: True, as given in the explanation All sentences are clauses but not all clauses box. A clause can stand alone as a are sentences. sentence or can be part of a sentence.) Answers CB page 133 A. 1. C 2. P 3. P 4. C 5. P 148 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
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