Active English Teacher's Manual 4

cPoerrrioecdt5ly. Coursebook Grammar CB page 134 % Match the clauses with the phrases. 1. As a recap, ask students: • Do all clauses have verbs? (Answer: Yes) Clause Phrase • Can a phrase start with a capital letter and all day long. 1. Janet is having her a. end with a full stop? (Answer: No.) breakfast from the tray. 2. Ask students to give examples of phrases and at 9 a.m. 2. The children swam b. in the kitchen. clauses. 3. : Ask students to apply what they have learnt 3. I thanked them c. for their kind act. to the exercises given on CB page 134. 4. Ali was called to the d. 4. For Exercise B, ask students to match the clauses principal’s office with suitable phrases. Then, ask them to point out 5. The boy took an egg e. the subject and the verb in the clauses. Ensure that students have answered correctly. & Complete the sentences using suitable clauses from 5. Ask students to complete Exercise C. Ensure that the box. students have chosen the correct clauses. 6. Try it out: Ask students to pair up with a classmate. but it mews when it is angry because it was going to rain Ask each student to write two phrases on a piece of why the dog is growling when Andy finished his homework paper and exchange it with his or her partner. Ask the partner to expand the phrases into a sentence by and she saw a bunch of giggling children either adding a clause or a subject/verb. As a model, they can refer to the sentences in Exercise B. 1. , he went out to play. 7. As a wrap-up activity, divide the students into groups of four. Give each group a simple 2. The teacher entered the class . sentence and ask them to make it interesting by adding a phrase or a clause. Then, ask one 3. I don’t know . member of each group to read out the sentence to the class. You can use the following sentences. 4. Diana carried an umbrella . • He was sleeping. • She is sad. 5. My cat purrs when it is happy . • The cat ran away. • Rita drew a picture. : % 8QLWSDJHV± • The telephone rang. • Bill went. Try it out (Sample answers with clauses and phrases: • He was sleeping when a tiger jumped into Pair up with a classmate. Write down two phrases. Ask your partner to change them into sentences. Take turns to do this activity. the room. • She is sad because she had a fight with her  ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1 friend. Workbook • The cat ran away and the rats followed it. • Rita drew a picture of a beautiful garden with 3. why the dog is growling 4. because it was going to rain many flowers. 5. but it mews when it is angry • The telephone rang the very next minute. • Bill went to the headmaster’s room.) WB W B pages 56–58 Answers CB page 134 4.-c. 5.-b. Ensure that students have completed the exercises B. 1.-d. 2.-a. 3.-e. correctly. C. 1 . When Amar finished his homework 149 2. and she saw a bunch of giggling children © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8

Answers WB pages 56–58 Coursebook A. 1. C 3. P 5. C 7. P 9. C 6SHOOLQJ 2. P 4. C 6. P 8. P 10. C We usually add -ing, -ed or -en to a verb to change its form. When we do this, we double the final t for one-syllable verbs with a short B. 1. a great king, P 6. that he is a great teacher, C vowel sound. 2. where she lives, C 7. because he was sleepy, C pat patting wet wetting vet vetted 3. The man, P 8. and Leena likes to sing C $ Read the words below. knitted rotten potted dotted letting setting batting 4. he decided to go, C 9. from the station, P rotting getting hitting 5. why the car is not 10. When I stepped out, C % Add -ing, -ed or -en to the verbs given in the box. Then, starting, C use them to fill in the blanks below. sit set shut rot bat cut Suggested answers: 1. The gulls flying just above the ocean C. 1. w hen the dancer came up on stage and started with the sun in the dancing. 2. because it was hungry. background is a beautiful scene. 3. that Sam could not go to the zoo. 2. The shopkeeper was down the shop when we reached. 3. Steve very well but we still lost the match. 4. The woodcutter is the trees. Period 6 5. Can you see that old man in his armchair reading a book? 6. The fruits at this stall are all . Let’s go to another shop. Spelling CB page 135 1. As a warm-up activity, write the following words ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1  on the board and read them out one by one. Ask 5. Ask students to say the words pat, wet students how many sounds they hear in each and vet aloud. Then, ask them to add the word. The number of syllables in each word has suffixes as shown in the examples. Ask: been given in brackets for easy reference. Do the short vowels remain the same? • me (one syllable) • toe (one syllable) 6. Read the words given in Exercise A on • king (one syllable) CB page 135. Highlight the double t. Ask • about (ab-out: two syllables) students to repeat them after you. • ago (a-go: two syllables) • water (wa-ter: two syllables) 7. For Exercise B, ask students to fill in • banana (ba-na-na: three syllables) the blanks after adding -ing, -ed or -en. • animal (a-ni-mal: three syllables) Remind them to double the final t. Ensure • piano (pi-a-no: three syllables) that students have filled in the blanks with • immediately (im-me-di-ate-ly: five syllables) the correct words. 2. Explain that a syllable is a unit of pronunciation with one vowel sound. This sound may or may 8. As a wrap-up activity, say aloud the not have consonants around it. following words and ask students to write 3. Ask students to say the words pat, wet and vet them in their notebooks. Remind them to aloud. Tell them that these words have one syllable double the final t only if the verb has one with a short vowel sound. Say that when we add a syllable with a short vowel sound. suffix to these words, we double the final t. 4. Remind students that the words pat, wet and vet • visited are verbs. Explain that we usually add -ing, -ed or • spitting -en to a verb to change its form. • dotted • cutting • sitting • gifted Ask students to exchange their notebooks and peer-check the spellings. Answers CB page 135 5. sitting B. 1. setting 3. batted 6. rotten 2. shutting 4. cutting 150 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8

Period 7 Coursebook Listening CB page 136 /LVWHQLQJ 1. As a warm-up activity, ask students to pair up. Listen to the sentences and fill in the blanks. The words in the One student reads the words given in the box on box will help you. CB page 136. His or her partner uses a prefix to form the opposite of each word. Ask students to formal appear healthy honest patient complete take turns to complete this activity. 2. Direct students to listen to the audio attentively 1. You have given me work. Please it. and fill in the blanks with the words given in the box and their opposites. 2. Eating fruits and vegetables is but eating junk food 3. Play the audio of the listening text given below. is . It is recommended that you play the audio more than once. 3. Please wear clothes for the ceremony. You may N umber 1.You have given me incomplete change into clothes later for the party. work. Please complete it. 4. This magician can make several rabbits and Number 2. Eating fruits and vegetables is magically. healthy but eating junk food is unhealthy. 5. Damian is an man. I refuse to believe he would do N umber 3. Please wear formal clothes for anything . the ceremony. You may change into informal 6. My brother hates to wait for anything. He is very clothes later for the party. N umber 4. This magician can make several but my sister is very . rabbits appear and disappear magically. Number 5. Damian is an honest man. I refuse 6SHDNLQJ to believe he would do anything dishonest. Number 6. My brother hates to wait for Here are some expressions we can use to make or answer a phone call. anything. He is very impatient but my sister Hello. is very patient. May I speak to…? 4. Play the audio once again and have students Can I leave a message? peer-check the answers. Can I call back later? Answers CB page 136  ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1 1. incomplete, complete 4. appear, disappear 2. healthy, unhealthy 5. honest, dishonest Coursebook 3. formal, informal 6. impatient, patient Girl : Hello, may I speak to Dr Nathan, please? Speaking CB pages 136–137 Receptionist : Hello, this is Medi Clinic. The doctor is busy in a 1. Explain that we use certain words and phrases meeting. May I know who is calling? when we make or answer a phone call. Girl : I’m Maya. My grandmother is unwell. Could we come 2. Ask two students to role-play the telephone to see him now? conversation given on CB page 137. Receptionist : I’m afraid he will be busy till 3 p.m. today. 3. Discuss how we conduct telephone Girl : Can I leave a message? Please tell him my grandmother conversations. Explain how they are different is unwell. She is sixty-five years old. I would like to make from face-to-face conversations. an appointment to see him as soon as possible. 4. Try it out: Ask students to pair up. One student Receptionist : He will be able to see you at 3.30 p.m today. Is that okay? imagines that he or she has seen a person Girl : Yes, that is fine. Please make an appointment in the falling down the stairs. He or she calls up the name of Mrs Angelo. Thank you. other student, who plays the role of a doctor. Receptionist : You are welcome. Remind students to use the expressions given on CB page 136. This activity teaches the value of Try it out responsible citizenship. 5. As a wrap-up activity, ask students to listen to Pair up with a classmate. Imagine that you see someone fall the sentences that you will read out and answer down and hurt himself or herself. Role-play how you will the questions that follow. call the doctor. Take turns to do this activity. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 :ULWLQJ We write messages for many purposes such as to note down important information, to ask someone to do something or to apologise for something. A message should be brief. It can include phrases. It can be written without verbs, nouns, pronouns and articles. Read the phone conversation below. Mrs Cook : Hello, I am Mrs Cook. May I speak to Mrs Gonzalez? Ramon : Hello, Mrs Cook. I am Ramon. Mrs Gonzalez is not here at the moment. Would you like to leave a message? ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1  Hello! I am looking for a pair of running shoes. I want a pair in size 4. It would be great to get them in pink. Is there a discount on running shoes now? • What does the girl want? • What colour does she want? 151

Period 8 Coursebook Writing CB pages 137–138 Girl : Hello, may I speak to Dr Nathan, please? 1. As a warm-up activity, divide the class into two Receptionist : Hello, this is Medi Clinic. The doctor is busy in a groups, Group A and Group B. Whisper the meeting. May I know who is calling? following messages to Group A. Girl : I’m Maya. My grandmother is unwell. Could we come • Ask Group B to give me a red pen. • Three of them should stand near the board. to see him now? • One of them should come and join Group A. Receptionist : I’m afraid he will be busy till 3 p.m. today. 2. Now, whisper the following messages to Group B. Girl : Can I leave a message? Please tell him my grandmother • Tell Group A that three of them should raise is unwell. She is sixty-five years old. I would like to make their hands. an appointment to see him as soon as possible. • Three of them should stand beside the door. Receptionist : He will be able to see you at 3.30 p.m today. Is that okay? • One of them should recite a short poem. Girl : Yes, that is fine. Please make an appointment in the 4. Ask each group to pass on your message to the name of Mrs Angelo. Thank you. Receptionist : You are welcome. other group. They should modify the messages as necessary. For example, they could say, Try it out “Give the teacher a red pen.” 5. Have students take turns to carry out the Pair up with a classmate. Imagine that you see someone fall instructions given in the messages. Ask them down and hurt himself or herself. Role-play how you will to make sure that the messages are understood call the doctor. Take turns to do this activity. correctly. 6. Explain that we write messages to: :ULWLQJ • note down important information • give instructions to someone We write messages for many purposes such as to note down important • apologise. information, to ask someone to do something or to apologise for 7. Highlight that sometimes we write down something. A message should be brief. It can include phrases. It can be messages to avoid confusion. Point out that our written without verbs, nouns, pronouns and articles. written messages should use clear and simple language. The reader should not be confused by Read the phone conversation below. the language of the message. 8. Ask two students to role-play the telephone Mrs Cook : Hello, I am Mrs Cook. May I speak to Mrs Gonzalez? conversation between Mrs Cook and Ramon on Ramon : Hello, Mrs Cook. I am Ramon. Mrs Gonzalez is not here CB pages 137–138. 9. Ask them to identify and summarise the main at the moment. Would you like to leave a message? idea of the conversation. 10. Draw students’ attention to the message that ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1  Mrs Cook leaves for Mrs Gonzalez. Tell students: When we write a message for somebody, we should Coursebook mention • the date Mrs Cook : Yes. Would you please tell her that we have a meeting at • the name of the person to whom the message the Country Club tomorrow at 10 a.m.? Please tell her we can go together and ask her to return my call if possible. is addressed • the name of the person who has given the Ramon : May I have your number, please? Mrs Cook : Sure, it is 123456789. message Ramon : Thank you, Mrs Cook. I will leave a message for Mrs Gonzalez. • the main points of the message. Mrs Cook : Thank you, Ramon. Bye. • our name at the end. 11. Read out the instructions for the writing activity. Now, read the message that Ramon left for Mrs Gonzalez. Ask students to read the phone conversation and 12 June 2016 write down a message for Mr John. 12. As a wrap-up activity, ask a few students to read Mrs Gonzalez out the messages they have written. Mrs Cook called – meeting at Country Club tomorrow at 10 a.m. – wants to go with you – please call her at 123456789 152 Ramon Read the phone conversation below. Then, write a message for Mr Thomas. Mr Pitt : Hello, may I speak to Mr Thomas? You : I’m sorry, he is not at home. Would you like to leave a message? Mr Pitt : Please tell him that Andy Pitt called and that he should call me back. My phone number is 10002000. You : I’ll tell him. Mr Pitt : Thank you. When will he be back? You : I’m not sure. Mr Pitt : Okay. Please tell him to call me before 9 p.m. Bye.  : % 8QLWSDJH ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1 Answers CB page 138 Suggested answer: 27 October 2017 Mr Thomas Mr Andy Pitt called – please call him back at 10002000 – call him before 9 p.m. Maria © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8

Period 9 Workbook Writing CB pages 137–138 Coursebook 1. As a recap, ask students: • What are the main points that we should keep 5HYLHZ in mind when writing down a message? What did you learn? Tick. 2. Tell students: Imagine that there was nobody at home A prefix is a letter or a group of letters that is added to the beginning of some words to form a new word. and you received many telephone calls. You took A group of words that has meaning but does not make down these notes. Expand them into short messages. complete sense is called a phrase. Write the following on the board: A group of words that has a subject and a verb is called a. i. Date: 25 October a clause. A clause may form a sentence on its own or it ii. From: Rocky may form part of a sentence. A clause that forms part of a iii. For: Sam (your brother) sentence usually begins with a conjunction such as and, but, iv. Details: meet at the playground— when, if, because, unless and as soon as. We double the final t for one-syllable verbs with a short 6 p.m.—bring football vowel sound when we add -ing, -ed or -en to the verb. b. i. Date: 25 October ii. From: Nate 3URMHFW:RUN iii. For: Mum iv. Details: wants a cook – should be able Get into groups of five. Read other poems and stories by Ruskin Bond that deal with nature. Choose any one poem to cook different kinds of dishes – our or story. Why do you like that poem or story and how has it cook’s number – any other cook? inspired you? Talk about it to your class. 3. As a wrap-up activity, ask students to pair up. Each student writes a message for his or her ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1  partner on behalf of a friend. Ask a few students to read out their messages. library or on the Internet. Each group has to discuss and choose one story or poem. WB W B page 59 3. On the day of the activity, ask one member from each group to talk about the chosen Ensure that students have followed the format given on story or poem. Remind students to say CB page 138. why they like the story or poem and how it inspires them. Answers WB page 59 4. This value-based activity teaches Suggested answer: appreciation of nature. 12 December 2016 153 Father Message from Uncle Robert – please pick up Mr Charles from the airport at 9.30 pm tonight – he will be waiting in his wheelchair at the arrival gate – take him to the Imperial Hotel – Uncle Robert will meet you there Joe Period 10 Review CB page 139 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 139 1. Students must be informed about the project work one week before the activity is conducted in class. 2. Ask students to make groups of five. Members of each group have to read other poems and stories by Ruskin Bond on the topic of nature. Encourage students to look for them either in the © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8

Unit 12: A Greek Hero Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a myth. • Audio player and speakers CB pp140–143 Scholastic the Theme • Read aloud the myth with proper pronunciation, voice CB pp143–144 1. Comprehension Reading modulation and intonation. CB p145 Strategies for • Answer questions to understand the meaning of *WB p60 Success 4 Reading for CB pp146 Unit 6 pp63–65 Understanding the myth. CB p146 2. S cholastic Active 2 Reading • Read silently to understand the myth. *WB pp61–63 Grammar for CB p148 classes 6 to 8 Comprehension • Answer questions and different comprehension levels. CB p149 Unit 14 CB p150 pp232–234 • Make prediction from the clues given in the myth. Related 3 Vocabulary • Develop vocabulary related to common idioms. children’s books from 4 Grammar • Understand the change in tense when direct speech is Scholastic changed to indirect speech. 1. O mar and the Camel by Wendi • Apply this knowledge in context. Silvano from Scholastic Active 5 • Understand that sometimes the tense does not change English Literature Reader 4 pp7–11 when changing from direct to indirect speech. • Apply this knowledge in context. 6 Spelling • Identify two-syllable words. • Spell verbs with a final t correctly. 7 Listening • Listen to find specific information. • Audio player and speakers Speaking • Relate an incident using indirect speech. • Sheets of paper with the following sentences written: Rob said, “I am happy.” Mina said, “Father is cooking dinner.” Sara said, “My brother has brushed his teeth.” John said, “I ate the mango.” 8 Writing • Make notes for the modern version of a story. CB p151 9 • Write the modern version of a story. CB p151 10 Project work • Act out a myth. • Book of myths (by students) *WB p64 *Workbook activities are optional and meant for additional practice. CB p152  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8

Unit 12: A Greek Hero Coursebook Period 1 12 A Greek Hero Before you read Introducing the Theme CB pages 140–143 How does one become a hero? What does a hero do? Tell 1. As a warm-up activity, ask students: the class about your favourite superhero. • Have you heard about dragons? Has anyone Perseus and Medusa Why did Perseus’s ever seen them? Do you think they are real? grandfather treat 2. Explain that some stories have characters that A long time ago, there lived a king called Acrisius in him and his mother Greece. It was predicted that his grandson would so cruelly? we do not see in real life. These characters are kill him one day. So, when his grandson Perseus was heroes because they perform acts that humans born, Acrisius locked him and his mother in a wooden What do you cannot. Such stories are called myths. chest and set it afloat. The chest drifted to the think Perseus 3. Before you read: Encourage students to respond kingdom of Polydectes, who allowed them to live in will do now? to the questions. Explain that the word hero his kingdom. However, when Perseus grew up to be a here does not mean an actor in a film. Encourage young man, King Polydectes took a dislike to him and students to talk about a man or a woman who decided to get rid of him. they admire and say why they admire him or her. 4. Play the audio. Ask students to close their eyes as One day, Polydectes claimed that Perseus had they listen to the audio of the myth and visualise insulted him. However, he could not order his soldiers the scenes. to kill Perseus because it would offend many people. Being a host, it was his duty to take care of his guests. Reading Aloud So he decided to give Perseus such a dangerous 1. Have students read aloud the myth in turns. task that he would get killed anyway. The task was 2. Focus on correct pronunciation, intonation and to fetch the head of Medusa. She was one of the three Gorgon sisters, the most dreadful creatures voice modulation. Point out to students that in the world. Medusa was the most horrible of myths, like folk tales, were originally told to an them! Instead of hair, she had poisonous snakes on audience. They were written down much later. SUHGLFWHGVDLGRUJXHVVHGWKDWDSDUWLFXODUWKLQJ FODLPHGVDLGVRPHWKLQJZLWKRXWJLYLQJSURRI Reading for Understanding ZRXOGKDSSHQLQWKHIXWXUH RIIHQGPDNHVRPHRQHDQJU\\ 1. Read each paragraph and explain the meaning. DҖ RDWҖRDWLQJRQZDWHU GUHDGIXOFDXVLQJIHDUH[WUHPHO\\EDG GULIWHGFDUULHGVORZO\\E\\ZDWHU Ask additional questions to make reading ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1 interactive and interesting.  2. Paragraph 1—Ask students: • Where does the story take place? Coursebook • Then, ask the while-reading question. • Where did Perseus spend his childhood? her head. Anyone who looked at her, even if it was by 3. Paragraph 2—Ask students: accident, would immediately turn to stone. • Why do you think Polydectes claimed that Perseus was very worried. He could not refuse to do Why was Perseus had insulted him? (Expected answer: the task as that would mean he was a coward. He Perseus Polydectes did this because he disliked Perseus prayed to the gods for help. Thankfully, the gods worried? and wanted to get rid of him.) took pity on him and came to his aid. Hades gave him a • What do you think of the people in King helmet that would make him invisible. Athena gave him Polydectes’s kingdom? Why do you think so? a shield with such a smooth surface that it could act as (Expected answer: They were good people a mirror and Zeus gave him a powerful sword. Hermes, because they would have been offended if the messenger of the gods, lent him his own winged their king killed his guest.) shoes to help him fly. • What was the dangerous task Polydectes gave Perseus? With a heavy heart, Perseus’s mother sent him off to • Why was Medusa such a dreadful creature? find Medusa. Perseus was told that the only beings who • Then, ask the while-reading question. knew where she could be found were the three wrinkly 4. Paragraph 3—Ask the while-reading question. and ugly sisters, the Graiae, who lived on a cliff top. The Then, ask: sisters had only one eye and one tooth among them. • How did the gods help Perseus? When they heard Perseus coming, they were so excited that one of them dropped the eye. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 “Where’s the eye? Now none of us can see!” they wailed. Perseus saw the eye on the ground and picked it up. LQYLVLEOHXQDEOHWREHVHHQ ZDLOHGFULHGZLWKDORQJKLJKVRXQG ZLQJHGZLWKZLQJV  ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1 5. Paragraph 4—Ask students: • Who knew where to find Medusa? 6. Paragraph 5—Ask students: • “Perseus saw the eye on the ground and picked it up.” What does this tell us about Perseus? (Expected answer: He was smart and quick-thinking.) 155

7. Paragraph 6—Ask the while-reading question. Coursebook 8. Paragraph 7—Ask students: Read the directions “I have your eye,” he said. “Tell me how I can find Do you think the the Graiae sisters give. Is there anything unusual Medusa or I will throw it away.” Graiae sisters will about the directions? Point out that we usually use metres, kilometres and landmarks to give The sisters replied, “You must travel three days east, answer Perseus? directions instead of the time taken to travel the distances. two days north, one day west and an hour to the south. 9. Paragraph 8—Ask students: • Why did Perseus give the eye back to the Now, please give us back our eye.” Graiae sisters? Perseus gave the eye back and flew off. At last he • How was Perseus able to fly? (Answer: He came to the island where Medusa lived. He was lucky as Medusa was asleep when he landed some distance had winged shoes.) from her. He could hear the snakes on her head hissing • Where did Medusa live? and spitting. The snakes never slept at the same time • Why could the snakes not see Perseus? and could feel that he was near. However, they could 10. Paragraph 9—Recap the events of the story not see him because of the magic helmet. before continuing with the lesson. Then, ask As he crept closer, he saw many statues of people who students: had been turned to stone. Perseus wondered how he • Why had the people turned to stone?What was going to behead Medusa without looking at her. Then he remembered his shiny shield and decided to was Perseus worried about? use it as a mirror. Looking at her in the shield, Perseus • Why did Perseus take great care while swung his sword and cut her head off. The snakes, however, did not die. So, taking great care, he put the putting Medusa’s head in the sack? head in a sack to take it to King Polydectes. • Why did Perseus take the head to As Perseus was flying over the sea in his magic shoes, he Polydectes? (Expected answer: He carried it as proof that he had completed the task.) saw a girl chained to a rock and a huge monster swimming 11. Paragraph 10—Ask students: • What was the name of the girl who was towards her! He flew swiftly down to the girl. She told chained to a rock? • Then, ask the while-reading question. him she was a princess who had been offered to the sea • Why was the girl chained to a rock in the sea? monster to appease the sea spirits. Her mother had Why were the • How did Perseus kill the sea monster? offended them by boasting that she, Andromeda, sea spirits angry • Whose permission did Perseus and was more beautiful than they. Andromeda was truly with Andromeda’s Andromeda take to marry? 12. Paragraph 11—Ask students: lovely and Perseus fell in love with her. He freed mother? • What were Polydectes and his courtiers doing when Perseus reached the palace? EHKHDGFXWRIIWKHKHDGRI VSLULWVLPDJLQDU\\FUHDWXUHVZLWK • How did Perseus feel when he saw how his DSSHDVHPDNHSHDFHE\\JLYLQJLQWRGHPDQGVRUZLVKHV VSHFLDOSRZHUV mother was being treated? • What did he do?  ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1 • What was the result? 13. After you read: Encourage different students Coursebook to express their views. This value-based activity teaches justice and responsible citizenship. her by turning the monster to stone 14. As a wrap-up activity, ask students to think about using Medusa’s head and the helmet of what Polydectes had planned for Perseus and invisibility. Then, they went to the king, her what finally happened to the king. Ask students: father, who agreed to let them marry. What does this story teach you? After their marriage, Perseus and Andromeda set out for Polydectes’s kingdom. When they arrived at the palace, they found the king and his courtiers amusing themselves by teasing Perseus’s mother. They told her that her son would never return alive. Perseus was so angry that instead of giving Polydectes Medusa’s head in the sack, he took it out and showed it to him and his courtiers. They all turned to stone. Perseus then gave Medusa’s head to the goddess Athena and returned the weapons he had used to kill Medusa. After you read If Perseus were around today, what kind of things would you ask him to do to make your city safe? 5HDGLQJ&RPSUHKHQVLRQ $ Match the names with the items. 1. Hades a. winged shoes 2. Athena b. one eye 3. Zeus c. shield 4. Hermes d. helmet 5. Graiae e. sword FRXUWLHUVSHRSOHZKRKDYHLPSRUWDQWSRVLWLRQVLQWKHFRXUWRIDNLQJRUDTXHHQ ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1  156 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8

Period 2 Coursebook Reading Comprehension CB pages 143–144 her by turning the monster to stone 1. Ask students the following questions to recap using Medusa’s head and the helmet of invisibility. Then, they went to the king, her learning: father, who agreed to let them marry. • Who were Perseus and Medusa? • Are sea spirits real? Give reasons for your After their marriage, Perseus and Andromeda set out for Polydectes’s answer. kingdom. When they arrived at the palace, • How are the characters in a myth different they found the king and his courtiers amusing themselves by teasing Perseus’s mother. They told her from us? that her son would never return alive. Perseus was so 2. Ask students to read the myth silently. angry that instead of giving Polydectes Medusa’s head 3. The comprehension skill focus in this unit is in the sack, he took it out and showed it to him and his courtiers. They all turned to stone. Making Predictions. Highlight to students that, as we read, we often think about what will happen Perseus then gave Medusa’s head to the goddess Athena next. We can try to predict what will happen next and returned the weapons he had used to kill Medusa. by using the information we already have. As we read further, we can check if our predictions are After you read correct or not. We can also use this strategy to answer questions, especially when the answer is If Perseus were around today, what kind of things would you not provided in the text. In such cases, we gather ask him to do to make your city safe? information and think about the possible answers. 4. For Exercise A, ask students to match the names 5HDGLQJ&RPSUHKHQVLRQ of the people with the things they are associated with in the story. $ Match the names with the items. 5. For Exercise B, ask students to answer Questions 1–6 on their own. 1. Hades a. winged shoes Discuss Questions 7–10 in class before students attempt to answer. 2. Athena b. one eye • Question 7: Remind students about the 3. Zeus c. shield warm-up discussion about a hero. Ask them if Perseus meets all the requirements of a 4. Hermes d. helmet hero. • Questions 8 and 9—Ask: Would Perseus 5. Graiae e. sword have been able to do all the tasks without help from the gods? What does this tell you about FRXUWLHUVSHRSOHZKRKDYHLPSRUWDQWSRVLWLRQVLQWKHFRXUWRIDNLQJRUDTXHHQ the gods? • Question 10—Ask: Do you feel sad for ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1  Medusa or for the Graiae sisters? 6. As a wrap-up activity, ask students to say aloud Coursebook the names of the characters in the story. Ensure that they pronounce the words correctly. Refer to % Answer the following questions. the pronunciation of the names given below. The stress is on the syllables in CAPITAL letters. 1. Why couldn’t Polydectes order his soldiers to kill Perseus? Perseus—PER si us Medusa—me DUE sa 2. Who was Medusa? Why did Polydectes ask Perseus to get Hades—HAY deez him Medusa’s head? Athena—uh THEE nuh Zeus—Zeus (Zeu rhymes with new) 3. How did Perseus use the things given to him to kill Hermes—HU(r) meez Medusa? Graiae—GREY ey 4. How did Perseus use Medusa’s head to achieve his goals? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 5. Why was it lucky for Perseus that Medusa was asleep when he found her? 6. Which action of Perseus shows that he loved his mother very much? 7. Do you think that Perseus was a hero? Give reasons for your answer. 8. If you were Perseus, which weapon of the gods would you have valued the most? Why? 9. What is your opinion of the gods in this story of Perseus and Medusa? What qualities do they have? 10. Do you pity Medusa or the Graiae sisters? Give reasons for your answer. & Check your understanding of Making Predictions. 1. How do you think Polydectes felt when he saw Perseus return alive? 2. If Perseus finds out about how his grandfather had treated him, how do you think he will react? Would the prediction regarding his grandfather come true?  ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1 157

Answers CB pages 143–144 Coursebook A. 1.-d. 2.-c. 3.-e. 4.-a. 5.-b. B. 1. Polydectes couldn’t order his soldiers to kill her by turning the monster to stone Perseus because killing a guest would offend using Medusa’s head and the helmet of many people. invisibility. Then, they went to the king, her father, who agreed to let them marry. 2. Medusa was one of the Gorgon sisters and one of the most dreadful creatures in the world. After their marriage, Perseus and Polydectes asked Persueus to get him Medusa’s Andromeda set out for Polydectes’s head because he wanted Perseus to die while kingdom. When they arrived at the palace, completing the task. they found the king and his courtiers amusing themselves by teasing Perseus’s mother. They told her 3. P erseus used Hermes’s winged shoes to fly to that her son would never return alive. Perseus was so Medusa’s island. He wore Hades’s helmet so that he angry that instead of giving Polydectes Medusa’s head would be invisible and could kill Medusa. He used in the sack, he took it out and showed it to him and his Athena’s polished shield to see Medusa’s reflection courtiers. They all turned to stone. and he used Zeus’s sword to cut off her head. Perseus then gave Medusa’s head to the goddess Athena 4. Perseus used Medusa’s head to turn a sea and returned the weapons he had used to kill Medusa. monster to stone and rescue Andromedia. After that, he turned Polydectes and his courtiers to After you read stone with the help of the head. If Perseus were around today, what kind of things would you 5. Perseus was lucky that Medusa was asleep ask him to do to make your city safe? because she could not turn him to stone by looking at him. 5HDGLQJ&RPSUHKHQVLRQ 6. When Perseus returned, he saw that Polydectes $ Match the names with the items. and his courtiers were teasing his mother. This made him so angry that instead of giving 1. Hades a. winged shoes Polydectes the head of Medusa, Perseus showed it to him and his courtiers. It turned all of them to 2. Athena b. one eye stone. This shows that Perseus loved his mother very much. 3. Zeus c. shield 7. Suggested answer: Yes, I think Perseus was a 4. Hermes d. helmet hero because he completed a very difficult task. He also saved Andromeda from the monster and 5. Graiae e. sword his mother from Polydectes. FRXUWLHUVSHRSOHZKRKDYHLPSRUWDQWSRVLWLRQVLQWKHFRXUWRIDNLQJRUDTXHHQ 8. Suggested answer: If I were Perseus then I would have valued the winged shoes the most because ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1  they would allow me to fly anywhere. Coursebook 9. Suggested answer: The gods in the story are kind and helpful. They knew that Perseus had been % Answer the following questions. given a very difficult task. So, they helped him with special gifts. 1. Why couldn’t Polydectes order his soldiers to kill Perseus? 10. Suggested answer: I pity Medusa because she 2. Who was Medusa? Why did Polydectes ask Perseus to get was killed by Perseus only because he had to him Medusa’s head? finish his difficult task./ I pity the Graiae sisters because they were old and had only one eye and 3. How did Perseus use the things given to him to kill tooth between them. Medusa? 4. How did Perseus use Medusa’s head to achieve his goals? 5. Why was it lucky for Perseus that Medusa was asleep when he found her? 6. Which action of Perseus shows that he loved his mother very much? 7. Do you think that Perseus was a hero? Give reasons for your answer. 8. If you were Perseus, which weapon of the gods would you have valued the most? Why? 9. What is your opinion of the gods in this story of Perseus and Medusa? What qualities do they have? 10. Do you pity Medusa or the Graiae sisters? Give reasons for your answer. & Check your understanding of Making Predictions. 1. How do you think Polydectes felt when he saw Perseus return alive? 2. If Perseus finds out about how his grandfather had treated him, how do you think he will react? Would the prediction regarding his grandfather come true?  ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1 C. 1. Suggested answer: I think Polydectes was very angry. He did not expect Perseus to return alive. 2. Suggested answer: If Perseus finds out about how his grandfather had treated him, I think he would be very angry. He would kill his grandfather in revenge. That would make the prediction come true. 158 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8

Period 3 Coursebook Vocabulary CB page 145 9RFDEXODU\\ 1. As a warm-up activity, write the following With a heavy heart, Perseus’s mother sent him off to find Medusa. sentences on the board. Ask students: What do you think these expressions mean? (with great sadness) • a red-letter day (Answer: a very happy or An idiom is a group of words put together to mean a different thing exciting day) from the actual meanings of the individual words used. • on the dot (Answer: exactly) • y our own flesh and blood (Answer: your own Here are some more examples of idioms. family) Idiom Meaning 2. Ask students to read the expressions again and say raining cats and dogs raining heavily with great success the meaning of the individual words. Then, guide with flying colours be unsure about something them towards the meaning of the whole phrase, have mixed feelings agree on something which is very different from the meaning of the live independently and do individual words. see eye to eye things without help from others 3. Read out the example on CB page 145. 4. Explain that an idiom is a group of words put stand on his or her own feet together to mean a different thing from the actual meanings of the individual words used. Say that Fill in the blanks with idioms from the table above. idioms are used to make language richer. Read out the idioms and their meanings given in the table. 1. Clem and Debbie about the 5. Ask students if they can recall any other idioms they may have heard. offer. They can’t make up their minds if they should take it. 6. Introduce the exercise on the same page and ask students to complete it. Students can peer-check 2. Adil was completely wet by the time he got home because it the answers. was . 7. As a wrap-up activity, ask students to recall the meaning of the idiom with a heavy heart. Ask 3. Mira and her brother can’t on them to guess the meanings of the following body anything. They are always arguing. idioms. • drag your feet (Answer: take a long time to do 4. Betty is an adult now. She should learn to and not keep asking her something because you don’t want to do it) • walls have ears (Answer: someone may be parents for money. listening to your private conversation) 5. My sister had studied hard night and day. She passed the exam • k eep your fingers crossed (Answer: put your . middle finger across the index finger to wish : % 8QLWSDJH for good luck) • a t your fingertips (Answer: facts that you ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1  know and can quote easily) • foot the bill (Answer: pay for something) Workbook • from head to toe (Answer: covering someone’s whole body) WB W B page 60 • lose heart (Answer: become less enthusiastic) • have a sweet tooth (Answer: like sweet Ensure that students have completed the exercises things to eat and drink) correctly. Answers CB page 145 159 1. have mixed feelings 4. stand on her own feet 2. raining cats and dogs 5. with flying colours 3. see eye to eye © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8

Answers WB page 60 Coursebook A. 1.-d. 2.-e. 3.-f. 4.-a. 5.-c. 6.-b. B. 1. a close shave 4. pulled his leg *UDPPDU 2. cost an arm and a leg 5. c ut from the same cloth Perseus declared, “I have beheaded Medusa!” Perseus declared that he had beheaded Medusa. 3. turned a deaf ear to When direct speech is changed to indirect speech, the tense of Period 4 the verb usually changes. Grammar CB page 146 Here are some more examples of direct speech being changed to 1. As a warm-up activity, recap the various rules of indirect speech. direct speech. Direct He said,“I am hungry.” Write the following sentence on the board: Indirect He said that he was hungry. He said,“ I am hungry.” Direct Gina said, “James is swimming in the sea.” Indirect Gina said that James was swimming in the sea. Direct She said, “Mr Benson has collected the parcel.” Indirect She said that Mr Benson had collected the parcel. Direct Amy said, “I ran all the way to the bus stop.” Indirect Amy said that she had run all the way to the bus stop. reporting verb comma quotation The table below shows how the tense of the verb changes from marks direct to indirect speech. Ask students: Direct speech → Indirect speech • Do we use quotation marks in direct speech simple present → simple past present continuous → or indirect speech? present perfect → past continuous • Do we keep the quotation marks when we past perfect simple past past perfect change a sentence to indirect speech or remove them?  ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1 • Do we begin direct speech with capital or small letters? 6. Write the following sentences on the • When we use a full stop at the end of a board. Ask students to change them into reported sentence, do we put it inside the indirect speech in their notebooks. quotation marks or outside? • What word do we usually use after the • Mum said, “Harry is a good boy.” reporting verb? (Answer: that) • “Shelly is using your towel,” Mum said. • What do words such as I, you, our or we • Dad said, “I have told her to stop change to in indirect speech? (Answer: he, she, their or they) using it.” • Harry said, “I saw Shelly at the 2. Refer to the myth and explain that some parts of bus stop.” it are written in indirect speech. Highlight how 7. As a wrap-up activity, ask students: If the narrative reports what the different characters say to each other. a sentence is in the simple past tense in 3. Follow the methodology of Show-Explain-Apply direct speech, what will be the tense in to teach grammar in context. indirect speech? 4. : Read the examples given on CB page 146. Period 5 5. that when direct speech is changed to Grammar CB page 147 indirect speech, the tense of the verb usually changes. Point out the change in tense in the 1. As a recap, draw the following table first table. Ask students to tell you the tense of the verb in direct speech and how it changes on the board. Leave the Indirect speech in indirect speech. The second table on the page shows the transformation of tenses. Show column blank. Ask students to fill in the students how to change a sentence from direct to indirect speech. Highlight the change of tense. column on the board. Direct speech Indirect speech am (was) is eating (was eating) has eaten (had eaten) ate (had eaten) 160 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8

2. Follow the methodology of Show-Explain-Apply Coursebook to teach grammar in context. 3. : Read the two sets of examples given on “The Earth goes around the sun,” the teacher told us. The teacher told us that the Earth goes around the sun. CB page 147. Dad said, “Whales are mammals.” 4. that in some cases, the tense of the verb Dad said that whales are mammals. does not change when direct speech is changed to When direct speech is changed to indirect speech, the tense of the verb remains the same if the statement is always true. indirect speech. Perseus declares,“I have beheaded Medusa!” • If a statement is always true, then the tense Perseus declares that he has beheaded Medusa. of the verb does not change in indirect Colette says,“Melody is my best friend.” Colette says that Melody is her best friend. speech. When the reporting verb is in the present tense, the tense of the • If the reporting verb is in the present tense, verb does not change in indirect speech. then the tense of the verb does not change in Change these sentences from direct to indirect speech. Write them in your notebook. indirect speech. 1. “Bernard has finished his homework,” Bonnie announced. 5. : Ask students to apply what they have learnt 2. The Graiae sisters wailed, “We lost our eye and we can’t to the exercise given on the same page. see anything.” 6. Try it out: Ask students to pair up for this 3. Granny said, “Grandfather is walking in the garden.” 4. My teacher said, “Gravity is a force that occurs in nature.” activity. Each partner states two facts. The other 5. Uncle says, “Aaron is a well-behaved boy.” : % 8QLWSDJH± writes them down using indirect speech. Check Try it out that the verb used is correct in each case. Pair up with a classmate. Make sentences stating two facts that are always true. Your partner writes down what you 7. As a wrap-up activity, ask students: say using indirect speech. In which of the following sentences would the ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1  tense not change? • Patrick says, “I play the piano very well.” Workbook • Patrick said, “I play the piano very well.” Answers CB page 147 1. Bonnie announced that Bernard had finished his homework. 2. T he Graiae sisters wailed that they had lost their eye and they couldn’t see anything. 3. G ranny said that grandfather was walking in the garden. 4. M y teacher said that gravity is a force that occurs in nature. 5. U ncle says that Aaron is a well-behaved boy. WB W B pages 61–63 Ensure that students have completed the exercises correctly. Answers WB pages 61–63 3. past perfect A. 1. simple past 4. past perfect 2. past continuous B. 1. The mechanic said that Mr John needed to change his tyres. 2. S ally announced that she would throw a big party to celebrate her birthday. 3. T he farmer cried that the locusts had destroyed all his crops. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 161

4. M r Samuel said that he was meeting his friend in Workbook the park. 5. The excited children said that they were shopping for a Father’s Day present. 6. The coach told Jack that he was a good a tennis player. 7. The weatherman predicted that Typhoon Eureka would hit Hong Kong on Sunday. 8. J enna told us that she had been robbed. Pages 62–63 Coursebook 1. T he teacher told us that seeds do not need light to germinate. 2. T he tailor says that is the best fabric. 3. K athy declares that watermelon is her favourite fruit. 4. D ad told us that a magnet has a north pole and a south pole. 5. E than says that he ate a piece of chocolate cake yesterday. 6. M ary says that she will go to space camp. 7. My uncle said that Singapore is a beautiful island in South East Asia. 8. A nya says that she receives an e-mail from her grandfather every day. Period 6 6SHOOLQJ Spelling CB page 148 When adding -ing, -ed or -en, we double the final t of some verbs of more than one syllable when the stress is on the last syllable. emit emitting regret regretted forgot forgotten 1. As a warm-up activity, write the following words $ Read the words below. forgotten transmitted on the board and ask students to divide them into upsetting committed admitted allotted submitting permitted syllables. • forgot (for GOT) % Fill in the blanks with words from the word list above. • transmit (trans MIT) 1. Have you to bring your lunch to school today? • admit (ad MIT) 2. He spent twenty years in jail because he had a serious crime. • allot (a LLOT) 3. They us to park our car inside the building • upset (up SET) because we were special guests. 4. They spent a lot of time arguing among themselves and so 2. Explain that sometimes we stress (speak were late in their work. louder or longer) a syllable to make words and 5. We should be careful about the water we drink as many diseases can be through water. meanings clear. Ask students to read the words 6. It was very to know that the parcel I sent home on the board silently. Ask: last week got lost in the mail. 7. The man that he stole the lady’s phone while Which syllable do you stress when you pronounce she was busy tying her shoelaces. these words? Help students understand that in 8. The time for completing the assignment is three weeks. all these verbs, we stress the second syllable.  ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1 Underline the second syllable of each word on the board. (These are written in capitals.) 4. Read the words given in Exercise A on CB page 148. Stress the second syllable Have students read aloud the words again, with when you read out the words. Ask students to repeat them after you. more emphasis on the underlined letters. 5. In Exercise B, ask students to fill in the 3. Read out the examples given on CB page 148. blanks with words from Exercise A. Explain that when we add a suffix such as -ing, -ed or -en to verbs of more than one syllable, where the stress is on the last syllable, we double the final t. 162 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8

6. As a wrap-up activity, ask students to rearrange Coursebook the letters of the following words to form verbs with the double letters tt. /LVWHQLQJ • biting must (Answer: submitting) Listen to the idioms and their meanings. Then, match • rotten fog (Answer: forgotten) the columns. • termed pit (Answer: permitted) • mat tided (Answer: admitted) 1. on the spot a. to be sad or sorry • testing up (Answer: upsetting) about something that 2. shed crocodile tears has happened and Answers CB page 148 5. transmitted cannot be changed B. 1. forgotten 6. upsetting 3. round the clock 2. committed 7. admitted b. do one’s best for 3. permitted 8. allotted 4. just round the corner something 4. submitting 5. cry over spilt milk 6. catch somebody c. find somebody doing Period 7 something that they red-handed should not have Listening CB page 149 7. let the cat out of been doing 1. As a warm-up activity, read aloud the following the bag d. immediately sentences. Ask students to identify the idiom in 8. make a mountain out each and say what it means. e. reveal a secret • Don’t beat around the bush, tell me what you of a molehill 9. leave no stone f. a task that is very want right away. easy or simple • I’ll try to make something, though cooking is unturned g. pretend to be sorry not my cup of tea. 10. a piece of cake 2. Direct students to listen attentively as you play h. for twenty-four hours without stopping the audio and match the idioms to their meanings. 3. Play the audio of the listening text given below. i. make a small problem seem more serious It is recommended that you play the audio more than it really is than once. Number 1. On the spot means immediately. j. very near, soon Number 2. Shed crocodile tears is to pretend to happen to be sorry. ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1  Number 3. Round the clock means that Number 7. Let the cat out of the bag something has been happening or someone means to reveal a secret. has been doing something for twenty-four hours without stopping. Number 8. Make a mountain out of Number 4. Just round the corner means that a molehill means to make a small something is very near or soon to happen. problem seem more serious than it Number 5. Cry over spilt milk means to really is. be sad or sorry about something that has happened and cannot be changed. Number 9. Leave no stone unturned Number 6. Catch somebody red-handed means to do one’s best for something. means to find somebody doing something that they should not have been doing. Number 10. A piece of cake is used to refer to a task that is very easy or simple. 4. Play the audio once again and have students peer-check the answers. Answers CB page 149 1.-d. 6.-c. 2.-g. 7.-e. 3.-h. 8.-i. 4.-j. 9.-b. 5.-a. 10.-f. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 163

Speaking CB page 150 Coursebook Remember to 1. Explain to students that sometimes we need to bring it next time. 6SHDNLQJ report the spoken words of one person to someone else. In such cases, we must be careful about how Tia is speaking to her teacher. we change direct speech to indirect speech. 2. Ask students to form pairs and read aloud the Ma’am, I left my conversation on CB page 150. English book at 3. Try it out: Ask students to form groups of three. home. One student tells the other what he or she had done the previous evening. The listener then reports Sergio is telling his mother about what happened at school. what he or she has heard to the third classmate. This activity develops the life skill of effective What did the Tia said that she had communication. teacher say? left her English book 4. As a wrap-up activity, crumple each sheet of at home. paper with the sentence written on it into a ball. Ask a student to come to the front of the class The teacher told and throw one paper ball with his or her eyes her to remember closed. The student who catches the ball should to bring it next change the sentence written on it into indirect time. speech and say it aloud. You can have a partner help him or her. Continue this activity till all the Try it out sheets have been used up. Pair up with a classmate. Listen to what your partner did Period 8 the previous evening. Then, report what your partner said to another classmate. Take turns to do this activity. Writing CB page 151 1. As a warm-up activity, ask students:  ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1 • If you were a superhero, what super power Coursebook would you like to have? Why? • What do superheroes use their powers for? :ULWLQJ Give some examples. Write a modern version of the story you read in your 2. Recap that all good stories should have a notebook. Complete the table to help you plan your story. Remember to mention where and when the story takes beginning, middle and end. place, the problem faced by the hero, the solution and the 3. Introduce a story web. Draw a simple story web conclusion. You can include what the characters said to each other. Give an interesting title to your story. on the board and share it with the class. Highlight the main elements of the story web: setting, Perseus Your hero characters, problem and solution. Which gods/friends help this hero? What is the hero’s goal? What talent or superhuman powers does he or she have? List a few heroic acts performed by the character. Characters Problem What weakness does he or she have in his or her character? How does the story end? : % 8QLWSDJH Setting Solution ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1  (time and Elements place) in a story • Change or add details to the main events of the story. 4. Introduce the activity given on CB page 151. Brainstorm ideas for a modern version of the • Write it as if Medusa or another story Perseus and Medusa. List some of the ways character was narrating it. in which a story can be transformed. For example: • Change the gender of the characters. • Add dialogues. 164 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8

5. Ask students to make notes in the table on CB Coursebook page 151. You can make this a pair activity. :ULWLQJ 6. As a wrap-up activity, ask students: • Why is it important to show the time and Write a modern version of the story you read in your notebook. Complete the table to help you plan your story. place of a story? Remember to mention where and when the story takes • If you did not know the time and place of the place, the problem faced by the hero, the solution and the conclusion. You can include what the characters said to each story Perseus and Medusa, would it make any other. Give an interesting title to your story. difference to your understanding of the story? Perseus Your hero Period 9 Which gods/friends help this hero? Writing CB page 151 What is the hero’s goal? 1. As a recap, ask students: What are the three parts What talent or that a story can be divided into? superhuman powers 2. Ask students to look at the notes they had made does he or she have? in the previous class. Ask them to expand their List a few heroic acts notes for a story. Remind them to frame their performed by the story so that it has a beginning, middle and end. character. Ask: What is the main achievement of your hero? 3. Ask them to edit the story and make the What weakness does he necessary corrections. or she have in his or her 4. After they have written the story, ask them to give it a new title. character? 5. As a wrap-up activity, ask a few students to read out their stories. How does the story end? Answers CB page 151 Suggested answer: : % 8QLWSDJH ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1  How does the Perseus is happily Orange Town story end? married to and its citizens Andromeda. are safe. Roger is a hero. Perseus Your hero Suggested answer: Which gods/friends Hades, Athena, Clarice, John, Roger and the tsunami help this hero? Zeus and Hermes Bert, Mia Roger was an eleven-year-old boy. He lived in a city by the sea called Orange Town. Clarice, John, What is the hero’s To bring Medusa’s Roger wants Bert and Mia studied in the same school as Roger. On weekends, they swam in the sea and played on goal? head to Polydectes to save people the beach. Roger was afraid of water, so he did not swim with them. from a tsunami One Saturday, Roger and his friends were playing on the beach. Suddenly, they heard a strange noise. The What talent or Ability to face the Brave, tsunami warning sirens had been switched on! Roger and his friends were stunned. They had recently superhuman toughest challenges intelligent and learnt about tsunamis in class. Would they be safe? The beach was full of fishermen and boatmen. powers does he or without being helpful Roger and Mia ran up to them to warn them of the tsunami. Clarice, John and Bert ran towards the she have? scared city to warn the people. The people did not believe the children. They List a few heroic Taking up the Saving the city pointed to the sea. It was calm and blue. How could a tsunami come from a calm and quiet sea? acts performed by challenge, saving and the people The children rushed from door to door. They begged people to believe them. Slowly, they the character. Andromeda, killing of Orange Town began to believe what the children were saying. They discussed among themselves and decided to Medusa and the sea move to the highest point in the city, an old fort on a small hill. As the people were about to reach monster, saving his mother What weakness Perseus does not Fear of water does he or she want to look weak have in his or her so he accepts character? challenges without thinking about the risks. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 165

the top of the hill, they saw a strange thing. The sea was Workbook drawing back from the city! Then, the sea came rushing in like a wall of water! The people stared in shock. Wave Coursebook after wave rushed into their house and buildings. The people of Orange Town were glad that they had 5HYLHZ listened to the children. Roger, Clarice, John, Bert and Mia were very scared but they also felt proud for saving What did you learn? Tick. the people of Orange Town. An idiom is a group of words put together to mean a different thing from the actual meanings of the individual words used. WB W B page 64 When direct speech is changed to indirect speech, the tense of the verb usually changes. Ensure that students have answered correctly. When direct speech is changed to indirect speech, the tense of the verb remains the same if the statement is always true. Answers WB page 64 When the reporting verb is in the present tense, the tense of Suggested answer: the verb does not change in indirect speech. Daedalus and Icarus flew up. They were happy that they We double the final t of some verbs of more than one syllable had managed to escape. Icarus flew higher and higher, when adding -ing, -ed or -en. towards the sun. He forgot that his father had told him not to fly too close to the sun. 3URMHFW:RUN Daedalus shouted at Icarus, warning him to fly lower. Icarus was too far away to hear his father. A myth is an ancient story where the main characters are gods or As Icarus flew higher, the rays of the sun started melting humans with super powers. Myths tell us about the values and beliefs the wax on his wings. Slowly the feathers fell away of a particular group of people. and Icarus could not fly any more. Daedalus watched helplessly as Icarus fell to the sea. Get into groups of five. Choose any myth and act it out in the classroom. Decide who will play the various roles and Period 10 select a member who will introduce the story and characters to the class. Review CB page 152 1. Ask students to revise the concepts taught in the  ‹6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO63WH/WG,6%1 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 152 1. Students should be informed about the project work one week before the activity is conducted in class. 2. Ask students to make groups of five. Each group chooses a myth to act out in class. Ask students to decide who will play which role and who will introduce the story and the characters to the class. If there are more characters than actors, somebody could play two roles. If there are more actors than characters in the story, two people can take turns to play the same role. 3. On the day of the activity, remind students that they must use suitable gestures and actions with their lines. 4. This value based activity helps students understand and appreciate other people and their cultures. 166 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8

About Scholastic ™ English Literature Reader Scholastic ™ English Literature Reader is an exciting anthology of age-appropriate texts that can be read aloud for pleasure as well as used along with Scholastic ™ English Coursebook. The thematically linked texts build upon learning from the Coursebook and help students get additional information about the various themes. Each story has been specially selected to stimulate readers’ curiosity and encourage the love for reading. Scholastic ™ English Literature Reader 4 includes: texts that provide focused reading practice and exposure to a variety of text types colourful and vibrant illustrations that engage readers mini glossaries with each story that support and improve readers’ vocabulary and comprehension numerous exercises that strengthen and test language, comprehension, thinking and writing skills. English 1– 8 builds the foundation for literacy and learning in an ™ Contents Page way and prepares students for success in school and life. 4 4English 7 er, you will find: 1 How Shall We Go to Grandma’s House? 12 exciting anthology of age-appropriate texts that has been specially selected Literature Reader 2 Omar and the Camel 16 provide focused reading practice and exposure to a variety of text types 3 River Reed 21 ourful and vibrant illustrations that engage students 4 One Smart Cat ni glossaries that support and improve students’ vocabulary and comprehension 5 A Prickly Adventure 25 merous exercises that strengthen and test language, comprehension, thinking 6 The Leprechaun’s Pot 30 d writing skills 7 Peach-Basket Ball Game 34 8 Frogs at School 38 of Scholastic English comprises: 9 When Do Monkeys Talk? 43 ursebook • Audio CD 10 Don’t Eat Me! 48 rkbook • Teacher’s Manual 11 Recess 52 erature Reader 12 The Cave That Talked 56 13 Laugh with Lincoln en Around the World to Read and Learn I SBN 981- 07- 4770- 5 teachers and parents have recognised Scholastic 9 789810 747701 e in learning. Scholastic continues this successful ing focused on encouraging children to learn to © 2013 Scholastic Education International (S) Pte Ltd ISBN 978-981-07-4770-1 learn, helping teachers carry out their important U00 ERBK4 02-03.indd 3 ng parents in their role as their child’s first teacher. Scan this QR code for more information on the Scholastic Active English programme. com www.ScholasticActiveEnglish.com 23/03/17 4:53 PM 1 How Shall PRACTICE GWreanGdmo at’so A Use the words in the box to fill in the blanks. You will need to House? use two of the words twice. By Verna Safran How shall we go to Grandma’s house? bike bus car foot Shall we jump on a bike? horse plane rocket train Shall we take a train, or go there by bus, 1 You can ride a or a . or maybe by plane? 2 You can fly in a or a . 3 You can drive a or a . If we lived a long time ago, of course, 4 You can go by or on . we’d go to see Grandma 5 You can take the or the . by donkey or horse. B Choose the best answer for each question. If we lived in the future, we’d go there by rocket 1 Where does Grandma live? and bring Grandma a star (a) in the next street in our space-suit pocket. (b) in the same street (c) on the other side of the town How shall we go to Grandma’s house? (d) in the house next door We could take the car, but let’s use our feet. 2 Why would the writer have travelled by horse or donkey a long time ago? Grandma just lives (a) because it was easier than walking down the street! (b) because people lived further away (c) because there were no bikes, cars or buses 4 © 2013 Scholastic Education International (S) Pte Ltd ISBN 978-981-07-4770-1 (d) because everyone had a horse or donkey U01 ERBK4 04-06.indd 4 23/03/17 4:57 PM © 2013 Scholastic Education International (S) Pte Ltd ISBN 978-981-07-4770-1 5 U01 ERBK4 04-06.indd 5 23/03/17 4:57 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 167

Literature Reader 4 — Answers How Shall We Go to Grandma’s House? C. 1. in a cave 2. hazel and willow (Pages 4–6) 3. to play a tune 4. skill 5. moving A. 1. horse, bike D. 1. because it was covered with plants 2. plane, rocket 2. the boy had created music 3. car, train (or bus for either) 4. bus/car/train/plane/bike/rocket, foot One Smart Cat (Pages 16–20) 5. car, train (or bus for either) A. 1. light 2. dry 3. straight B. 1. (b) 2. (c) 3. (a) 4. black 5. busy 6. flat 4. (d) 7. solid 8. wise 9. cold 10. brave C. 1. by rocket 2. ago 3. no 4. a star 5. (others are possible): boat B. 1. F 2. T 3. Unknown 4. T 5. F D. 1. train, plane, rocket 2. because stars are big and hot C. 1. yes because Cat said that Jaguar had learned well 2. practise hard Omar and the Camel (Pages 7–11) 3. his claws and teeth 4. Cat A. 1. beg 2. air 3. take 5. by watching Cat and copying him 4. strong 5. stretch D. 1. because he wanted Cat to help him B. 1. F 2. F 3. Unknown 2. so that Jaguar wound’t be able to catch and eat him/ 4. T 5. T because he didn’t trust Jaguar C. 1. two minutes A Prickly Adventure (Pages 21–24) 2. yes, because he let him into the tent 3. He covered his ears. A. SIGHT – eyes, see 4. his legs HEARING – snap, grunt 5. because sand was getting in his ears TASTE – munch, eat SMELL – sniff, nose D. 1. because the strong wind was blowing the sharp TOUCH – sharp, tickle grains of sand hard against his legs B. 1. (a) 2. (c) 2. If you give way to someone on a little thing, they 3. (d) 4. (a) will take advantage of your kindness and make you give way to them on other, larger things. C. 1. apples 2. his whiskers 3. a deer antler 4. smell River Reed (Pages 12–15) 5. before he was two days old A. (others are possible): D. 1. sight girl / horse / house stood; 2. because he didn’t want to be hurt by the sharp quills people / wind / river / murmured; children / woman / leaves whispered; The Leprechaun’s Pot (Pages 25–29) heard voice / music / scream; plucked flower / apple / leaf A. 1. E 2. A 3. D 4. B 5. C B. 1. T 2. Unknown 3. Unknown 4. F 5. F B. 1. (d) 2. (b) 3. (c) 4. (b) 168 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8

C. 1. copper 2. twelve C. 1. bananas 3. a robin’s nest 4. apples and pears 2. Argentina 5. a happy memory 3. whether monkeys can control the sounds they make 4. on a platform D. 1. S he had to do what was necessary, even though she’d 5. scientist rather not. D. 1. because they lived in the country he came from 2. A ll the beans might have kept their rainbow colours 2. to find out how they behaved in different situations after they were cooked. Peach-Basket Ball Game Pages (30–33) Don’t Eat Me (Pages 43–47) A. (others are possible): carry ladder; make rule; pay A. 1. C 2. A 3. E attention; drop whistle; learn game 4. B 5. D B. 1. (c) 2. (b) B. 1. (c) 2. (c) 3. (b) 4. (a) 3. (b) 4. (a) C. 1. Massachusetts C. 1. biology 2. Ecuador, Chile, Argentina 2. nails 3. She dropped it. 4. count rococo toads 3. the ninetheenth century 5. it bit her 4. indoors 5. because he couldn’t find any boxes D. 1. by warning predators not to eat them; by blending in with their surroundings D. 1. to stop them from getting the ball 2. b ecause the weather was unpleasant outside so they 2. b y telling her to pick up a frog that made a loud noise, without warning her that this had to stay indoors would happen Frogs at School (Pages 34–37) Recess (Pages 48–51) A. time – rhyme sticks – mix A. (others are possible): rule – pool learn – burn 1. a dark curtain 2. stars in the sky ought – taught 3. ripe apples 4. crumpled paper B. 1. unknown 2. T 3. T 4. Unknown 5. F 5. sticks of bamboo C. 1. green 2. rushes 3. on a log B. 1. F 2. Unknown 3. T 4. They studied 5. twenty 4. Unknown 5. T D. 1. y es, because his pupils became “polished in a C. 1. against the wall high degree” 2. because there wasn’t time 3. warm 2. by jumping out of the way 4. at the end of recess 5. b ecause she didn’t know anyone/because she had When Do Monkeys Talk? (Pages 38–42) A. 1. platform 2. silent 3. test no friends 4. grunt 5. always D. 1. “stands alone against the wall”; “faded”; “make B. 1 (b) 2. (b) her smile” 3. (d) 4. (c) 2. by saying something nice to her © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 The Cave That Talked (Pages 52–55) A. enter – entrance (or entry); greet – greeting discover – (discovery (or discoverer); think – thought (or thinker); hear – hearing (or hearer) 169

B. 1. (c) 2. (b) 3. (d) 4. (c) C. 1. smell 2. every day 3. all the animals in the forest 4. He tripped on a branch 5. evening / late afternoon D. 1. because the footprints showed that the animal in the cave was big 2. by making him call out and tell everyone that he was hiding in the cave Laugh with Lincoln (Pages 56–62) A. 1. (b) 2. (c) 3. (a) 4. (b) 5. (d) B. 1. F 2. T 3. F 4. Unknown 5. T C. 1. Abraham’s Lincoln’s stepmother 2. Nebraska 3. crooked 4. because they counted the tail as a leg 5. the White House D. 1. because Minne-haha means Laughing Water, and “haha” is the sound of someone laughing, so Minni- boohoo should mean Weeping Water because ‘boohoo’ is the sound of someone weeping. 2. He made sure no permanent damage was done by his pranks; he tried not to hurt people’s feelings; he wasn’t angry with the lady who squashed his hat, and made a joke so she wouldn’t feel bad about it. 170 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8

Notes © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 171

Notes 172 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8



English EASY TO TEACH, EASY TO LEARN Scholastic English 1–6 is an English programme that builds the foundation for literacy and makes the teaching and learning of English simple and enjoyable. The series has been developed taking into consideration the needs and abilities of students for whom English is a second language. Scholastic English Teacher’s Manual is a comprehensive tool that helps teachers to plan, teach and assess in a systematic and effective manner. It has been designed to assist teachers to deliver effective lesson plans while reducing their planning time. The Teacher’s Manual includes: • the progression of the scope and sequence that provides the overall plan for the 6-year programme • a detailed plan and step-by-step guidance for teaching each unit in the Coursebook • a Scheme of Work with each unit that provides a map of the entire unit by period, listing skill focus, objectives, materials and resources required • an audio CD that provides a careful reading of each text in the Coursebook • answers for exercises in the Coursebook, Workbook and Literature Reader. Helping Children Around the World to Read and Learn ISBN 978-981-47-8126-8 9 789814 781268 For 100 years, teachers and parents have recognised Scholastic as a trusted name in learning. Scholastic continues this successful history by remaining focused on encouraging children to learn to read and love to learn, helping teachers carry out their important jobs and supporting parents in their role as their child’s first teacher. Scan this QR code for more information and teaching strategies. www.scholastic.com www.ScholasticActiveEnglish.com