Answers CB page 36 Workbook A. 1. N; V 3. V; N 2. V; N 4. N; V B. Suggested answers: 1. N ina has small plants in her room. Aaron wants to plant some mango trees in his garden. 2. N ico drinks a lot of water to stay healthy. The children water the plants in the garden every evening. 3. Joe loves dancing in the rain. It might rain tomorrow. WB W B page 15 Ensure that students have completed the exercise correctly. Answers WB page 15 7. V 10. N 1. N 4. V 8. N 11. N 2. V 5. N 9. V 12. V 3. N 6. V Period 4 Grammar CB pages 37–38 Coursebook 1. As a warm-up activity, tell students to respond to *UDPPDU each of the following questions and instructions: • Has anybody seen my pen? Everybody likes to be surrounded by plants • Everybody in this room should stand up. and flowers. • Nobody should look at me. • Anybody who wants this book should come to “Does anybody want to help look after your baby brother?” asked Mum. me. (You could hold up a book.) Point out to students that they all performed “Nothing is impossible,” said my teacher. the actions because you were not referring to We use words such as everybody, anybody and nothing when we any particular person. 2. Follow the methodology of Show-Explain-Apply do not refer to any particular person or thing. These words are to teach grammar in context. called indefinite pronouns. We use pronouns ending in -body or 3. : Read the examples given on CB page 37. -one for people, and pronouns ending in -thing for things. 4. that the highlighted words in the examples are indefinite pronouns. We use indefinite everyone someone anyone no one pronouns when we do not refer to any particular everybody somebody anybody nobody person or thing. everything something anything nothing 5. Highlight the pronoun endings in the table. Point out that we use pronouns ending in -body or -one Fill in the blanks with indefinite pronouns from the for people and -thing for things. table above. 6. Explain that there is no difference between the pairs everyone and everybody, and so on. 1. has spilled tea here. The floor is wet. 7. Point out that we usually use the pronouns anyone/anybody/anything in questions. 2. Has seen my pencil? It is not in my box. 8. : Ask students to apply what they have learnt 3. Please hurry, wants to be late for the film. to the exercise given on the same page. Ensure that students have filled in the blanks correctly. 4. Would you like from the restaurant? 5. Don’t worry, is safe. The bear didn’t harm anyone. 6. I waited for an hour in the hall but showed up. : % 8QLWSDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 49
9. Try it out: Ask students to pair up for this Coursebook activity. Go around the class to ensure that students use the correct indefinite pronouns Try it out while giving reasons to their partners. This activity develops the life skill of effective Pair up with a classmate. Use indefinite pronouns to tell communication. your partner 10. As a wrap-up activity, tell students that they are why you could not enter the bathroom. going to listen to a story and will have to answer why the class was noisy. a question at the end. Read out the following what you can hear when a loud machine is switched on. story. how many of your classmates can cook noodles. This is a story about four students named Mrs Landon is a wonderful teacher. Everyone loves her. Everybody, Somebody, Anybody and Nobody. Nobody likes to eat this fruit because it is very bitter. The teacher said that the class had to be Something is wrong with the machine. Please call the mechanic. cleaned. Everybody was sure that Somebody would do it. Anybody could have done it but We use a singular verb immediately after an indefinite pronoun. Nobody did. Somebody planned the robbery carefully. They knew the Smiths Ask students: Who do you think cleaned the class? were on vacation. (Answer: In the story, Nobody cleaned the Nobody wants to attend the party because they have to pay a huge class. Point out to students that everybody is amount of money for it. responsible for keeping the class clean.) Everyone gave money to build the school when they heard it was for poor children. We usually use a plural pronoun when we refer back to an indefinite pronoun. Fill in the blanks with the correct pronoun or verb. 1. The men can start building the well now because everything ready. 2. Somebody must have left in a great hurry because forgot to lock the door. Answers CB page 37 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 1. Somebody/Someone 2. anyone/anybody 4. something Workbook 3. nobody/no one 5. everyone/everybody 6. no one/nobody WB W B page 16 Ensure that students have completed the exercises correctly. Answers WB page 16 A. Circle: 1. something 4. nothing 2. Someone 5. anything 3. nobody 6. something, everyone B. S omeone/Somebody, anyone/anybody, Everyone/Everybody, something, everybody/ everyone, Everyone/Everybody, No one/ Nobody 50 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 5 Coursebook Grammar CB pages 38–39 Try it out 1. To recap learning, ask students: • Can you name some indefinite pronouns? Pair up with a classmate. Use indefinite pronouns to tell • W hich indefinite pronouns do we usually use your partner to ask questions? why you could not enter the bathroom. 2. Follow the methodology of Show-Explain-Apply why the class was noisy. what you can hear when a loud machine is switched on. to teach grammar in context. how many of your classmates can cook noodles. 3. Draw the following table on the board. Mrs Landon is a wonderful teacher. Everyone loves her. Nobody likes to eat this fruit because it is very bitter. Something is wrong with the machine. Please call the mechanic. We use a singular verb immediately after an indefinite pronoun. Pronouns Somebody planned the robbery carefully. They knew the Smiths were on vacation. Singular Plural Nobody wants to attend the party because they have to pay a huge amount of money for it. I, me we, us Everyone gave money to build the school when they heard it was for poor children. you you We usually use a plural pronoun when we refer back to an he, she, him, her, it they, them indefinite pronoun. Fill in the blanks with the correct pronoun or verb. 4. : Read the first set of examples given on 1. The men can start building the well now because everything CB page 38. ready. 5. that we use a singular verb immediately 2. Somebody must have left in a great hurry because after an indefinite pronoun. Point out the verbs forgot to lock the door. in the examples and tell students that these are singular because the indefinite pronouns used 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 before them are singular. Coursebook 6. : Read the second set of examples given on CB page 38. 3. Nobody wants to eat these chocolates. want to eat ice cream. 7. that we normally use a plural pronoun when we refer back to an indefinite pronoun. 4. Everyone at home today. Point out that in the examples, they refers back to somebody/nobody/everyone. : % 8QLWSDJH 8. : Ask students to apply what they have learnt 6SHOOLQJ to the exercise on CB pages 38–39. Ensure that students have filled in the blanks correctly. $ Read the words below. They have the long vowel ew sound. 9. As a wrap-up activity, read out the following sentences. Tell students that the indefinite blew nephew knew crew threw pronouns are all mixed up. Ask them to rewrite the sentences correctly. brew dew flew stew grew a. E verybody is wrong with my computer. chew drew few cashew newspaper b. S omething is trying to open the door. I can % Fill in the bubbles with words from the word list above. hear a man’s voice. 1. 3. c. Is anything going to meet you at the station? d. Anybody has helped to clean this classroom. 2. (Answers: a. Something b. Somebody/ 4. Someone c. anybody/anyone d. Everybody/ & Fill in the blanks with words from the word list above. Everyone) 1. I some green plants on our balcony. 2. My sister’s son is my . 3. Uncle Joseph away the rotten fruit. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Answers CB pages 38–39 1. is 2. they 3. They 4. is © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 51
WB W B page 17 Workbook Ensure that students have completed the exercises correctly. Answers WB page 17 1. was hurrying 4. admires 2. wants 5. is 3. is 1. They 2. they 3. they Period 6 Spelling CB pages 39–40 Coursebook 1. As a warm-up activity, write the following letters 3. Nobody wants to eat these chocolates. want to eat on the board. Ask students to make as many ew ice cream. words as they can with the letters. Ask them to check the dictionary if they are unsure of the 4. Everyone at home today. meaning or spelling of any word. • ew D F S B N R L T : % 8QLWSDJH (Answers: dew, drew, few, flew, slew, stew, blew, new) 6SHOOLQJ 2. Tell students that the letter combination ew can make two sounds: the ew in blew has the same $ Read the words below. They have the long vowel sound as oo in moon and ew in knew has the ew sound. same sound as ue in due. 3. Read the words given in Exercise A on CB page 39. blew nephew knew crew threw Emphasise the two different sounds of the long vowel ew. Ask students to repeat after you. brew dew flew stew grew • blew (oo), nephew (ue), knew (ue), crew chew drew few cashew newspaper (oo), threw (oo) • brew (oo), dew (ue), flew (oo), stew (ue), % Fill in the bubbles with words from the word list above. 1. 3. grew (oo) • chew (oo), drew (oo), few (ue), cashew (oo), 2. 4. newspaper (ue) 4. Explain to students that most often, the oo and ue & Fill in the blanks with words from the word list above. sounds are spelt with an ew. 5. Ask students to complete Exercises B and C. 6. Have students peer-check the answers. 7. As a wrap-up activity, write the following poem on the board and recite it in a chorus. I knew 1. I some green plants on our balcony. I knew that my nephew 2. My sister’s son is my . would throw away the stew that I had made with cashew! 3. Uncle Joseph away the rotten fruit. I threw away the bowl It flew away and I grew 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 worried as it floated to where the crew Answers CB pages 39–40 stood in a queue. B. 1. newspaper 3. drew 2. threw 4. flew C. 1. grew 4. flew 2. nephew 5. crew 3. threw 6. newspaper 52 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 7 Coursebook Listening CB page 40 4. It was so windy that our caps nearly away. 1. As a warm-up activity, ask students if they know 5. The made our wait at the airport comfortable the meaning of the term papier mâché. Write the term on the board. Explain that it is a French by providing us with snacks and drinks. term that means chewed paper. The term refers to a mixture of paper, flour and water that can 6. Mum likes to read the every morning. be shaped into different objects. It becomes hard when dry and can be painted or decorated. /LVWHQLQJ 2. Direct students to listen attentively to the audio. Explain that they have to number the steps Papier-mâché (pronounced pap-yay mash-ay) is a mixture of involved in making a papier-mâché box. paper and glue or paper, flour and water. It can be used to make 3. Play the audio of the listening text given below. different items such as boxes and trays because it becomes hard Ask students to number the sentences in the once it dries. correct order. Listen to the instructions on how to make a papier-mâché box. How to Make a Papier-Mâché Box Number the sentences in the correct order. Number 1. Collect some old newspapers, Collect some old newspapers, flour, water, a large bowl, [] flour, water, a large bowl, a small cardboard a small cardboard box, a paintbrush and some paint. box, a paintbrush and some paint. Once the surface is dry, paint or decorate the [] Number 2. Combine equal amounts of water box as desired. and flour in a large bowl. Tear one-inch strips from a newspaper and dip [] Number 3. Tear one-inch strips from them into the flour-water mix. a newspaper and dip them into the flour- water mix. Leave the box to dry. It may take a day or more. [] Number 4. Remove excess liquid from each You can use the box to store your pens and pencils. [] strip and place the strip on the surface of the cardboard box. Repeat the process till the Combine equal amounts of water and flour in a large bowl. [] entire surface is covered. Remove excess liquid from each strip and place the strip [] Number 5. Leave the box to dry. It may take on the surface of the cardboard box. Repeat the process a day or more. till the entire surface is covered. Number 6. Once the surface is dry, paint or 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 decorate the box as desired. Coursebook Number 7. You can use the box to store your pens and pencils. 6SHDNLQJ 4. Play the audio once again and have students Matt and Jenny are saying what we should and should not do while peer-check the answers. visiting a park. Answers CB page 40 Everybody should Nobody should 1, 6, 3, 5, 7, 2, 4 bring their own water. throw garbage inside the park. Speaking CB page 41 1. Explain to students that there are certain rules 3$5.$ 3$5.% that we must follow when we visit parks. We %ULQJ\\RXURZQZDWHU (DWRQO\\LQWKHSLFQLFDUHDV often use the indefinite pronouns everybody, /HDYHWKHSDUNEHIRUHVXQVHW 'RQRWEULQJ\\RXUSHWV nobody and somebody to write these rules. 'RQRWOHDYHSODVWLFSDFNHWVDQG 2. Read aloud the dialogue given on CB page 41. 'RQRWWKURZJDUEDJHLQVLGHWKHSDUN 3. You may ask a few pairs of students to read the ERWWOHVEHKLQG 'RQRWSOD\\LQWKHSRQG lines aloud. 'RQRWSOXFNWKHҖRZHUV 4. Try it out: Ask students to pair up for this activity. One of the partners will read out the Try it out rules of Park A using everybody, nobody and Pair up with a classmate. Read the first notice and tell your © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 partner the rules of Park A using everybody, nobody and anybody. Your partner will tell you the rules of Park B. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 anybody. The other partner will read out the rules of Park B using the same indefinite pronouns. Go around the class to check that students use the appropriate indefinite pronouns. This activity focuses on teaching the values of responsible citizenship. 53
5. As a wrap-up activity, divide students into six Coursebook groups. Tell three groups to talk about a do rule each and the other three to each talk about a :ULWLQJ don’t rule (using indefinite pronouns) to keep the school and class neat, disciplined and safe. Number the pictures in the correct order to show what the people are doing. Write a story using the words in the Period 8 box below. beach sand sea shore beach towel swimming costume shark Writing CB page 42 1. As a warm-up activity, write the following on the Everybody ends the day by drinking coconut water. board and ask students to put the actions in the : % 8QLWSDJH correct order. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 • wear my uniform • have my breakfast • What did the people do when they • brush my teeth reached the place? • take a bath 2. Then, add the following words to the phrases • Why were they scared? on the board. Tell students that this is Lena’s • What did they do next? morning routine. • How did they end the day? • after that I (wear my uniform) 5. Tell students to expand the notes with • finally I (have my breakfast) • first I (brush my teeth) other details if they want. They can make • then I (take a bath ) the story humorous or thrilling by their Ask the class to read out Lena’s morning routine choice of words. in the right order. Ask: Which words tell you the 6. As a wrap-up activity, ask students: order of the events? Tell them that we use words • What are some of the words we use to such as first, next, then and finally to understand the order in which certain events took place. show the order of events? 3. Refer to the pictures given on CB page 42 and • What is another way in which we can explain that the pictures tell a story but they are all mixed up. Ask students to look at the pictures show steps or sequence? and number them in the order in which they think (Expected answer: numbering) the events took place. 4. After students have numbered the pictures, ask Answers CB page 42 them to discuss the events from the beginning to Sequence: 3, 4, 2, 1, 5, 6 the end. Ask them to think about the following questions and make notes as you read and pause after each question. • Where was the family going? • What names would you like to give to the characters? • Around what time of the day do you think they were going there? • Why do you think they were going there? • What day of the week could it be? (It could also be a public holiday.) • What game is the little boy fond of? How can you tell? (Expected answer: Football. He is holding a football.) 54 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 9 Coursebook Writing CB page 42 :ULWLQJ 1. As a warm-up activity, read out the following Number the pictures in the correct order to show what sentences and ask students to say True or False the people are doing. Write a story using the words in the for each. Pause after each sentence for students box below. to answer. beach sand sea shore beach towel swimming costume shark • Somebody in this room has a tiger as a pet. • Nobody here has ever eaten a pizza. Everybody ends the day by drinking coconut water. • Everybody here can spell dog. • Nobody has ever fallen down and hurt : % 8QLWSDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 themselves. • Everybody likes to watch cartoons. Workbook 2. Ask students to refer to the notes they had written in the previous class and expand their notes into sentences. Ask them to write at least one sentence for each picture. They should use the words given in the box on CB page 42, and if possible some indefinite pronouns as well. 3. Ask them to revise and reorder the sentences so that the story reads well and has a beginning, middle and end. They should then write the story. 4. As a wrap-up activity, write these sentences on the board and ask students: What is the difference between the two sentences? • I went to the market. Then, I had a bath. • I had a bath and went to the market. (Answer: The order of events is different.) Answers CB page 42 Suggested answer: Mr Keiths and his family went to the beach on Sunday. Everybody woke up early and got into the car. Jon brought his football along. First, they spread a beach towel on the sand. Then, they put on their swimming costumes and went for a swim. Suddenly, they saw the fin of a shark. Everybody was scared and rushed back to the sea shore. No one wanted to swim any more. WB W B page 18 Ensure that students have used the words in the box and written the steps in a logical order. Answers page 18 Suggested answer: strawberries, pineapples, apples, oranges, bananas, ice cream First, wash all the fruits very well. Next, cut them into small pieces. Then, mix everything together in the bowl. Finally, serve the salad with ice cream. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 55
Period 10 Coursebook Review CB page 43 5HYLHZ 1. Ask students to revise the concepts taught in the What did you learn? Tick. unit and tick the boxes. Some words can be used as both nouns and verbs. 2. Encourage them to use the blanks to note down We use words such as everybody, anybody and nothing when we do not refer to any particular person or thing. any additional points they have learnt. These words are called indefinite pronouns. We use pronouns ending in -body or -one for people, and Project Work CB page 43 pronouns ending in -thing for things. 1. Students should be informed about the project We use a singular verb immediately after an indefinite pronoun. work one week before the activity is conducted We usually use a plural pronoun when we refer back to an in class. indefinite pronoun. 2. This activity can be done individually. Some words have the long vowel ew sound. 3. Ask each student to get an empty container from home and some chilli seeds/tomato seeds/ 3URMHFW:RUN cuttings of common herbs/peas or gram. Tell them to ask for the help of an adult at home to Use an old bottle or plastic container to grow a plant. Place make a hole at the bottom of the container. it in a corner of the class or outside where it will get some 4. On the day of the activity, have the school sunlight. Water the plant every day. See it grow. gardener or the students themselves half fill the containers with soil. Ask them to sow the seeds/ 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 herbs. Ask them to cover the seeds/herbs with soil and tap the soil gently so that the seeds/herbs are firmly placed in the soil. 5. If possible, place the containers in the classroom. Students can water them every day and enjoy watching their plants grow. 56 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Unit 4: Nature’s Blessings Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to a poem. • Audio player and speakers CB pp44–45 1. Comprehension the Theme • Read aloud the poem with proper pronunciation, Strategies for Reading Aloud intonation and voice modulation. Success 4 • Answer questions to understand the poem. Unit 7 pp71–75 Reading for 2. A lpha Grammar Understanding and Composition 4 Unit 9 pp93–95 2 Reading • Read silently to understand the poem. CB pp45–47 Comprehension • Answer questions at different comprehension levels. • Draw conclusions about the poem. 3 Vocabulary • Develop vocabulary of sound words. CB p48 *WB p19 4 Grammar • Understand types of sentences. • Strips of paper for each student and a pair of scissors for CB pp49–50 • Use these types of sentences in context. the teacher *WB pp20–22 5 • Understand interjections. CB p50 *WB p22 • Use interjections in context. CB p51 6 Spelling • Recognise the i sound made by the letters igh. Related children’s • Spell words with the letters igh correctly. books from Scholastic 7 Listening • Listen to find specific information. • Audio player and speakers CB p52 1. River Reed by Ivy Speaking • Talk about the weather. CB p53 O. Eastwick from 8 Writing • Understand the structure of a paragraph. CB p54 Scholastic Active • Write a topic sentence. English Literature 9 • Write a paragraph. CB p54 Reader 4 pp25–29 *WB p23 10 Project Work • Make a weather chart. • One sheet of chart paper for every five students, colouring CB p55 material, cutouts of weather symbols (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 4: Nature’s Blessings Coursebook Period 1 4Nature’s Blessings Before you read Introducing the Theme CB pages 44–45 What will happen if it doesn’t rain for a long time or it 1. As a warm-up activity, read out the following rains heavily every day? clues. Ask students to identify the season from Rain in Summer What was the the clues. How beautiful is the rain! weather like before a. new flowers, new leaves After the dust and heat, the rains began? (Answer: spring) In the broad and fiery street, b. short days and long nights, snow, sweater In the narrow lane, (Answer: winter) How beautiful is the rain! c. cotton clothes, sunglasses, ice cream (Answer: summer) How it clatters along the roofs, d. clean leaves, muddy streets, umbrella Like the tramp of hoofs! (Answer: rainy season) How it gushes and struggles out Ask a few students to say which season they like From the throat of the overflowing spout! and why they like it. 2. Before you read: Encourage students to respond ҕ HU\\ KRWDQGEXUQLQJOLNHҕUH JXVKHV ҖRZVRXWZLWKJUHDWVSHHG to the question. You could also tell them a few FODWWHUV PDNHVDVHULHVRIUDWWOLQJVRXQGV words about climate change. Talk about the WUDPS VRXQGRIKHDY\\VWHSV VSRXW DSLSHWKURXJKZKLFKZDWHUIURPWKHURRI terrible droughts and floods that happen every FDQGUDLQRXW year in different parts of the world. Ask: How can you help save the Earth from droughts and 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 floods? (Expected answers: plant trees, use less water, harvest rainwater) Coursebook 3. Play the audio. Ask students to close their eyes as they listen to the audio of the poem and visualise Across the window-pane Why is the the scenes. It pours and pours; rainwater And swift and wide, muddy? Reading Aloud With a muddy tide 1. Have students read aloud the poem in groups, Like a river down the gutter roars The rain, the welcome rain! with each student reading one stanza. 2. Focus on correct pronunciation, intonation and –H. W. Longfellow voice modulation. After you read Reading for Understanding What do you like about the rainy season? What are the things 1. Read one stanza at a time and explain the meaning. you cannot do during this season? 2. Stanza 1—Ask the while-reading question. Then, ask: 5HDGLQJ&RPSUHKHQVLRQ • Why does the poet call the street “fiery”? 3. Stanza 2—Ask: $ Fill in the blanks with the correct words from the poem. • Which words does the poet use to describe 1. antonym of ugly: 2. synonym of wide: the sound of rain? 3. antonym of wide: • Explain that the poet uses different words 4. a road with houses and buildings on one or both sides: to describe how the rain sounds as it falls 5. a piece of glass used in a window: and flows away. Say that he uses words to 6. synonym of fast: describe the speed and force with which the rain falls. VZLIW IDVW • Ask students to look at the glossary and JXWWHU DGUDLQIRUFDUU\\LQJRIIUDLQZDWHU explain the difference between the sounds. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 58 • Ask: Why is the spout overflowing? • Then, ask: Why does the rainwater have to struggle out of the spout? When do you have to struggle out of your clothes—when they are tight or when they are loose? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
4. Stanza 3—Ask: Coursebook • Is the rain heavy or light? How do you Across the window-pane Why is the know that? It pours and pours; rainwater • What do the words “swift” and “wide” tell And swift and wide, muddy? With a muddy tide us about the rain? Like a river down the gutter roars • Then, ask the while-reading question. The rain, the welcome rain! 5. After you read: Encourage different students to –H. W. Longfellow express their views. This activity develops the life skills of self-awareness and critical thinking. After you read 6. As a wrap-up activity, ask: What do you do when it rains? What do you like about the rainy season? What are the things you cannot do during this season? Period 2 5HDGLQJ&RPSUHKHQVLRQ Reading Comprehension CB pages 45–47 1. Ask students the following questions to recap $ Fill in the blanks with the correct words from the poem. 1. antonym of ugly: learning. 2. synonym of wide: • What is the name of the poet? 3. antonym of wide: • Which season is described in the poem? 4. a road with houses and buildings on one or both sides: (Answer: rain in summer) 5. a piece of glass used in a window: 2. Ask students to read the poem silently. 6. synonym of fast: 3. The comprehension skill focus in this unit is VZLIW IDVW Drawing Conclusions. Highlight to students JXWWHU DGUDLQIRUFDUU\\LQJRIIUDLQZDWHU that conclusions are the decisions we make after understanding the meaning of the facts and 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 details in a text. Students must read the text again and underline the facts and details given in it. Coursebook These will form the basis for their conclusions. Tell students to check all possible answers before % Answer the following questions. concluding. 4. For Exercise A, ask students to read the clues and 1. Look at the final word of each line and find another word write the words from the poem. You may recap from the stanza that rhymes with it. Write down all the what synonyms and antonyms are. Let students sets of rhyming words. exchange their books and peer-check the answers. 5. The questions in Exercise B focus on the style 2. Are the spellings of the rhyming pairs always the same? of the poem. They help students understand and Give an example from the poem to support your answer. appreciate the poem. Recap rhyming words and draw attention to the sound words used in the 3. The poet uses words that not only help us see but also poem. (These words will be dealt with in greater hear. What are the different sounds that the rain or detail in the vocabulary section.) rainwater makes? 6. Ask students to complete Exercise C on their own. Point out that they should read the text & Circle the correct answer. carefully to arrive at the correct answer. Ensure 1. Why does the poet call the rain beautiful? that students have circled the correct answers. a. It cleans the dust from window-panes. b. It brings relief from the heat. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 c. It is followed by a rainbow. 2. What does “fiery street” mean? a. There is a fire on the street. b. It is very hot in the streets. c. The streets are orange in colour. 3. What does the rain falling on the roofs sound like? a. horses marching noisily b. the gushing of a stream c. the neighing of horses 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Coursebook p47 59 4. Which part of the human body is the spout compared to? a. the throat b. the arms c. the nose 5. Why does the poet call the tide “muddy”? a. The tide is called muddy because it is washing away the dust. b. Somebody mixed brown colour in the water. c. The rain that fell from the sky was muddy. ' Answer the following questions. 1. Why does the rainwater struggle to come out of the spout?
7. For Exercise D, seek answers from various Coursebook students for the same question. Help students to frame grammatically correct sentences. % Answer the following questions. 8. Exercise E focuses on the comprehension strategy 1. Look at the final word of each line and find another word for this unit. Help students arrive at the answers. from the stanza that rhymes with it. Write down all the sets of rhyming words. 9. As a wrap-up activity, ask: • Do you consider the rains a blessing? Are 2. Are the spellings of the rhyming pairs always the same? Give an example from the poem to support your answer. there people who might consider it a curse? If yes, who? 3. The poet uses words that not only help us see but also hear. What are the different sounds that the rain or Answers CB pages 45–47 rainwater makes? A. 1. beautiful 3. narrow 5. window-pane & Circle the correct answer. 1. Why does the poet call the rain beautiful? 2. broad 4. lane 6. swift a. It cleans the dust from window-panes. b. It brings relief from the heat. B. 1. Stanza 1: rain, lane; heat, street c. It is followed by a rainbow. Stanza 2: roofs, hoofs; out, spout Stanza 3: pane, rain; pours, roars; wide, tide 2. What does “fiery street” mean? a. There is a fire on the street. 2. No, for example, pane and rain do not have the b. It is very hot in the streets. same spelling. c. The streets are orange in colour. 3. clatter, tramp, gushes, roars 3. What does the rain falling on the roofs sound like? a. horses marching noisily C. 1. b. 2. b. 3. a. 4. a. 5. a. b. the gushing of a stream c. the neighing of horses D. 1. The rainwater struggles to come out of the spout 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 because it is a narrow pipe. It cannot hold a lot of rainwater at the same time. Coursebook 2. S uggested answer: It rains during the monsoon 4. Which part of the human body is the spout compared to? season where I live. Farmers and children wait for a. the throat the monsoon eagerly. Farmers need the rain to sow b. the arms seeds and the children have fun. c. the nose E. 1. T he rain has come after a long interval because the 5. Why does the poet call the tide “muddy”? speaker is really happy at its arrival after the dust a. The tide is called muddy because it is washing away and heat of summer. the dust. b. Somebody mixed brown colour in the water. 2. In the poem, the speaker uses the line “It pours and c. The rain that fell from the sky was muddy. pours” to describe the rainfall. From this line we can conclude that the rainfall is heavy. ' Answer the following questions. 3. T he speaker is happy that the rain has arrived at 1. Why does the rainwater struggle to come out of last. He describes the rain as beautiful in the first the spout? and last lines of the first stanza. He also refers to the rain as “the welcome rain”. 2. In which season does it rain where you live? Who do you think waits most eagerly for the rains? Why? ( Check your understanding of Drawing Conclusions. 1. Has the rain come after a long or short interval? Explain your answer. 2. How can we conclude from the poem that the rainfall is heavy? 3. How does the speaker feel about the rain? Give examples from the poem to support your answer. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 60 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 3 Coursebook Vocabulary CB page 48 9RFDEXODU\\ 1. As a warm-up activity, write the following words How it clatters along the roofs, on the board and say them out loud: honk, sizzle, Like the tramp of hoofs! screech, zoom, clang and crunch. Ask: How it gushes and struggles out. • W hat sounds would you hear in a kitchen? The words in red tell us about the sounds the rain makes. Some (Expected answers: sizzle, clang, crunch) words sound like the sound they are supposed to represent. • What sounds would you hear on the road? Fill in the blanks with sound words from the box. (Expected answers: honk, screech, zoom) • D o these words describe sights or sounds? bang crunch buzz hiss sizzle gargle click tick Tell students that their answers are words that 1. The cobra raised its hood with a warning . imitate sounds. 2. Read the sentences on CB page 48, stressing the 2. As soon as the film started, I began to hear the of chips and popcorn. highlighted words. Explain that these words help readers ‘hear’ what is happening in a story or 3. Do you have a sore throat? Please with salt water. poem. These words sound like the sound they are supposed to represent. 4. Zoe was so angry that she shut the door with a while 3. Ask students to complete the exercise given on going out. the same page. Check that they have written the correct words from the box. 5. Nowadays, we can order anything with just a of 4. Try it out: Ask students to make groups of five. the mouse. Ask them to take turns to name a sound word, either a real word like crackle or a made-up word 6. The loud of the clock kept him awake all night. like phiss. The others have to think of an action that would make that sound. This activity develops 7. As soon as you hear the oil in the pan, toss the the life skill of teamwork. onions into it. 5. As a wrap-up activity, read or sing out the following rhyme and ask students to raise their 8. In the jungle, you can hear the continuous of insects. hands every time they hear a sound word. You could write the sound words on the board. : % 8QLWSDJH Try it out Get into groups of five. Take turns to name a sound word. The others have to think of an action to match the sound word. (Hint: splash—water falling/thud—books falling to the ground). 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Workbook Old MacDonald had a farm, E-I-E-I-O. And on his farm he had some ducks, E-I-E-I-O. With a quack, quack here, And a quack, quack there, Here a quack, there a quack, Everywhere a quack, quack, Old MacDonald had a farm, E-I-E-I-O. Continue the rhyme by replacing ducks and Answers WB page 19 quack with the following: • dogs and woof • hens and cluck • cows and moo • horses and neigh Answers CB page 48 1. splash 4. ticked 7. snap 10. bang 8. crunched 1. hiss 4. bang 7. sizzle 2. splat 5. fizzing 9. jingling 8. buzz 2. crunch 5. click 3. croaking 6. moo 3. gargle 6. tick WB W B page 19 Ensure that students have filled in the blanks correctly. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 61
Period 4 Coursebook Grammar CB pages 49–50 *UDPPDU 1. As a warm-up activity, write the following words 1. How beautiful the rain is! 3. (You) Give me two on the board: tickets please. • order/request, statement, question, strong 2. That is my school. 4. What is the teacher saying? feeling. Then, say the following sentences one by one 1. A sentence that expresses strong feelings and ends with an exclamation mark ( ! ) is called an exclamatory sentence. An and ask students to tell you whether it is an order, exclamatory sentence usually begins with what or how. request, statement or question or if it shows some strong feeling. 2. A sentence that makes a statement is called an assertive • Please get me a pen. (Answer: order/request) sentence. It ends with a full stop ( . ). • Stop shouting. (Answer: order) • Whose book is that? (Answer: question) 3. A sentence that gives advice or an order, or makes a request • What a quiet child she is! (Answer: shows is called an imperative sentence. The subject you is not usually mentioned in an imperative sentence. strong feeling) • I don’t like cakes. (Answer: statement) 4. A sentence that asks a question is called an interrogative • What is his name? (Answer: question) sentence. An interrogative sentence may begin with words • Sonia sleeps at eight. (Answer: statement) such as what, when, which, who, whom, whose, where, why 2. Follow the methodology of Show-Explain-Apply or how. It ends with a question mark ( ? ). to teach grammar in context. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 3. : Read the examples given on CB page 49. Coursebook 4. that there are four types of sentences. Draw the following diagram on the board to explain the Read the sentences below. Write E for Exclamatory, different kinds of sentences. A for Assertive, Im for Imperative and In for Interrogative. 1. How lovely the room looks! Sentence 2. The planets move around the sun. 3. Clean your room. Assertive Imperative Interrogative Exclamatory 4. Which is the highest peak in the world? 5. Please close the door. (statement) (order/request) (question) (strong feelings) : % 8QLWSDJHV± Read out the explanation for each kind of sentence as given on CB page 49, pausing to Try it out clarify any doubts. Pair up with a classmate. Write a sentence on a strip of paper. 5. When teaching interrogative and exclamatory Cut out each word of the sentence. Jumble the pieces and ask sentences, point out that though both types your partner to frame the sentence. Take turns to do this activity. of sentences may begin with what and how, exclamatory sentences have an exclamation Wow! mark at the end and interrogative sentences have Fantastic! a question mark. An exclamatory sentence is sometimes made up of just one 6. : Ask students to apply what they have learnt or two words that express a strong feeling. These words are to the exercise given on CB page 50. Ensure that called interjections. students have identified the sentences correctly. Fill in the blanks with interjections from the box. 7. Try it out: Ask students to pair up for this Sorry! Hi! Ssh! Good luck! Thank you! activity. Each student will write a sentence on his or her strip of paper. He or she can even take a 1. You meet your friend in the market. sentence from the coursebook. To make the task 2. You break your friend’s pencil. more challenging, ask students to choose long 3. Your brother has a test. sentences. Ask them to space out the words when 4. Someone is talking in the library. they write. Help them tear or cut their strips so that 5. The policeman helps you cross the road. each word of the sentence is on a seperate piece of paper. Then, ask them to jumble up the pieces and : % 8QLWSDJH ask their partner to frame the sentence. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 62 8. As a wrap-up activity, ask: • How many types of sentences are there? • What punctuation mark would you use to end each? Answers CB page 50 1. E 2. A 3. Im 4. In 5. Im © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
WB W B pages 20–22 Workbook Ensure that students have completed the exercises correctly. Answers WB pages 20–22 A. 1.-b. 2.-d. 3.-a. 4.-c. B. 1. Everyone loved the party. 2. Chloe stayed in bed all day. 3. What tasty food! 4. Who was the first prime minister of Australia? 5. Please give me some water. 6. What do astronauts do in space? 7. The Ganges is the longest river in India. 8. Wash your hands. 9. This flower is so beautiful! 10. Stand in a line. C. 2. How hot it is today! 3. How fast Ron runs! 4. How tall she is! 5. What a beautiful beach this is! Period 5 Coursebook Grammar CB page 50 1. To recap learning, ask: Read the sentences below. Write E for Exclamatory, • What are sentences that ask questions A for Assertive, Im for Imperative and In for Interrogative. 1. How lovely the room looks! known as? 2. The planets move around the sun. • What are sentences that make a statement 3. Clean your room. 4. Which is the highest peak in the world? known as? 5. Please close the door. • What are imperative sentences? 2. Follow the methodology of Show-Explain- : % 8QLWSDJHV± Apply to teach grammar in context. Try it out 3. : Read the examples given on CB page 50. Pair up with a classmate. Write a sentence on a strip of paper. 4. that interjections are words and phrases we Cut out each word of the sentence. Jumble the pieces and ask your partner to frame the sentence. Take turns to do this activity. use to wish and greet people. We also use them Wow! Fantastic! An exclamatory sentence is sometimes made up of just one or two words that express a strong feeling. These words are called interjections. to express emotions such as happiness (Wow!) or Fill in the blanks with interjections from the box. Sorry! Hi! Ssh! Good luck! Thank you! sadness (Oh!). 5. : Ask students to apply what they have learnt 1. You meet your friend in the market. 2. You break your friend’s pencil. to the exercise given on the same page. 3. Your brother has a test. 4. Someone is talking in the library. 6. As a wrap-up activity, write the following groups 5. The policeman helps you cross the road. of words on the board and ask students to rearrange them into sentences and put the correct : % 8QLWSDJH punctuation marks at the end. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 • together her always sister Bonnie play and • is the animal of this what name • the shelves the put please books on • place a lovely what is this • train Cairo by she to went • knives touch the don’t © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 63
Answers CB page 50 Workbook 1. Hi! 3. Good luck! 5. Thank you! 2. Sorry! 4. Ssh! WB W B page 22 Ensure that students have completed the exercise correctly. Answers WB page 22 3. Alas! 1. Hurray! 2. What! Period 6 Coursebook Spelling CB page 51 6SHOOLQJ 1. As a warm-up activity, write the following poem $ R ead the words below. They have the long vowel on the board. Ask students to pay attention to the igh sound. underlined words. sunlight sight sigh flight high Flight of birds Up where the sky is high right bright delight night slight I keep an eye For the flight of birds thigh tight fright might mighty A sight I love. The sun shines bright % Fill in the blanks with words from the word list above. But I try with all my might To set my sight 1. I can’t fit into these pants any more. They are On the flight of birds too . Oh! What a delight! 2. There was a increase in Ask students: petrol prices recently. • What sound do the letters igh make in the 3. Leopards mostly hunt at . underlined words? • Which letters are silent in igh? 4. She suffered a cut on her when she 2. Read the words given in Exercise A on CB page 51. fell off her bicycle. Emphasise the long vowel igh sound. Ask students 5. You gave me a when you suddenly to repeat them after you. shouted like that! 3. Ask students to complete Exercise B on the same page. Ask them to peer-check the answers. 6. The student who gives the answer 4. As a wrap-up activity, write the following words on will win a prize. the board. Read out the clue for each word and ask students to find the answer in pairs. 7. Eagles build nests on top of a. GIRTH—reorder the letters to get the mountains. antonym of wrong 8. Plants need air, water and b. THING—reorder the letters to get the to grow. antonym of day 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 c. THIGH—remove 2 letters and add a new (Answers: a. right b. night c. sigh letter to form a word that means a long deep d. light e. fright) breath expressing sadness or tiredness d. MIGHT—change a letter to get the antonym Answers CB page 51 of heavy e. FLIGHT—change a letter to get a word that B. 1. tight 4. thigh 7. high means a sudden feeling of fear 8. light 2. slight 5. fright 3. night 6. right 64 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 7 Coursebook Listening CB page 52 /LVWHQLQJ 1. As a warm-up activity, ask: If someone invited Listen to the announcement made at the railway station. Tick you for lunch, would you go there at 12 a.m. the correct answers. or 12 p.m.? 1. Where is the train arriving from? Explain to students that, to avoid confusion, train and plane timings are given in the 24-hour format. a. Tokyo Tell them that the 24-hour clock uses the numbers b. Kyoto 00:00 to 23:59 (midnight is 00:00). Write the c. Osaka table on the board to make the explanation clear. 2. Where is the train going? Explain to students that we write these times in a. Kyoto the following format: 11 a.m. 11:00. We read b. Osaka 11:00 as 11 hours. c. Tokyo 3. What time was the train scheduled to arrive? 11 a.m. 11:00 a. 11:45 12 noon 12:00 b. 09:00 1 p.m. 13:00 c. 10:00 2 p.m. 14:00 4. Why is the train late? 3 p.m. 15:00 a. The tracks are flooded. 4 p.m. 16:00 b. The driver is unwell. 5 p.m. 17:00 c. The tracks are being repaired. 6 p.m. 18:00 5. What platform is the train arriving at? 7 p.m. 19:00 a. 1 8 p.m. 20:00 b. 12 9 p.m. 21:00 c. 4 10 p.m. 22:00 11 p.m. 23:00 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 12 midnight 00:00 1 a.m. 01:00 Coursebook 6SHDNLQJ When we meet someone, we often talk about the weather. We also read about, listen to or watch the weather forecast to plan our activities. A weather forecast tells us what the weather will be like on a particular day. Alec and Maya are talking about the weather in Alec’s city. What’s the weather like there? 2. Ask students to read the questions on CB page 52. It’s raining heavily. Direct them to listen attentively to the audio and It rained all night. tick the correct answers. Here are some phrases you can use when you talk about the weather. 3. Play the audio of the listening text given below. It is recommended that you play the audio more partly cloudy very windy freezing cold than once. humid day raining heavily very sunny awful weather pleasant day snowing heavily Attention please. Train number 46MB arriving from Tokyo and going to Osaka is Try it out delayed by two hours. Pair up with a classmate. Talk about what kind of weather Expected arrival time was 09:00. you like and why you like it. The delay is due to the heavy rains which have flooded some parts of the track. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 The train will arrive at platform number 4 2. Read aloud the conversation between Alec as scheduled. and Maya. 4. Play the audio once again and have students 3. Ask students to form pairs and read out peer-check the answers. the lines using the different weather expressions given on the same page. Answers CB page 52 1. a. 2. b. 3. b. 4. a. 5. c. 4. Try it out: Ask students to discuss with their partner their favourite kind of Speaking CB page 53 weather and the reason why they like it. 1. Read the introduction given on CB page 53. 65 Explain that we use certain types of expressions to talk about the weather. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
5. As a wrap-up activity, ask students to talk about Coursebook the weather that they have experienced in the last two days. 6SHDNLQJ Period 8 When we meet someone, we often talk about the weather. We also read about, listen to or watch the weather forecast to plan our activities. A Writing CB page 54 weather forecast tells us what the weather will be like on a particular day. 1. As a warm-up activity, write the following on Alec and Maya are talking about the weather in Alec’s city. the board: • letters (join to form) words What’s the weather • words (join to form) sentences like there? • sentences (join to form) paragraphs 2. Tell students: A collection of sentences does not It’s raining heavily. It rained all night. always form a paragraph. All the sentences in a paragraph must relate to each other and to the Here are some phrases you can use when you talk about the weather. main idea or topic. 3. Refer to the main features of a paragraph given partly cloudy very windy freezing cold on CB page 54 and explain them. Point out the humid day raining heavily very sunny importance of the topic sentence. Explain that awful weather pleasant day snowing heavily the topic sentence tells the reader what to expect from that paragraph. Supporting details in the Try it out form of the other sentences help to explain the topic sentence clearly. The concluding sentence Pair up with a classmate. Talk about what kind of weather is a comment on the main topic or idea. you like and why you like it. 4. Ask students to read the paragraph on the Olympic Games given on the same page. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Ask: • What is the title of the paragraph? Coursebook • Which words in the paragraph are related :ULWLQJ to the topic? • Are all the sentences in the paragraph A paragraph is a group of sentences that talks about the same idea or topic. Given below are the main features of a paragraph. related to the Olympic Games? • Does the concluding sentence give us the It begins with a topic sentence that states what the paragraph is about. idea that the Olympic Games were a very big It contains sentences that explain the main idea or topic. event in ancient times? It contains words related to the topic. (Expected answer: Yes, because the honour It has a concluding sentence that is a comment on the main idea. of a city depended on winning at the games.) It has a title or heading. 5. Then, ask students: Which do you think is a better topic sentence for the paragraph? $ Read the paragraph and tick the best topic sentence below. Ensure that all students have chosen the first option. Explain why this is the correct option. The Olympic Games 6. As a wrap-up activity, write the following The Olympic Games are said to have started in the year 776 BCE paragraph on the board. Ask students to write in Olympia, Greece. They were held in honour of Zeus, the king of a suitable topic sentence for the paragraph. the gods in Greek mythology. Every four years, people gathered As soon as the lights came on, I felt everyone to watch and take part in the games. Though the games started in the school hall looking at me. I put a huge with only a few events, more events such as running, wrestling and smile on my face and began to move to the boxing were added later. Athletes took part to become famous music. I had practised hard and I danced and to earn honour for their city. happily and confidently. Finally, the music stopped and I could see my dance teacher The Olympic Games were the biggest sporting event in smiling with approval. ancient times. 66 The Olympic Games had many events. % Use the outline given below to write a paragraph. Start the paragraph with an appropriate topic sentence. Remember to give your paragraph a suitable title. see snow—first time in your life—snow-covered cars, branches and roofs—snowman—snowballs—take photographs : % 8QLWSDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 9 Coursebook Writing CB page 54 :ULWLQJ 1. To recap learning, ask students: • What are the important points to keep in A paragraph is a group of sentences that talks about the same idea or topic. Given below are the main features of a paragraph. mind while writing a paragraph? 2. Ask students to look at the words and phrases It begins with a topic sentence that states what the paragraph is about. given as an outline on CB page 54. It contains sentences that explain the main idea or topic. 3. To add to the outline given, ask students to note It contains words related to the topic. It has a concluding sentence that is a comment on the main idea. down the answers to the following questions as It has a title or heading. points, without writing full sentences. • Where was it? $ Read the paragraph and tick the best topic sentence below. • When did you go there? • What did it look like? The Olympic Games • Who were you with? The Olympic Games are said to have started in the year 776 BCE • How did you feel? in Olympia, Greece. They were held in honour of Zeus, the king of • Why do you remember this? the gods in Greek mythology. Every four years, people gathered 4. Tell students that they can use the answers to to watch and take part in the games. Though the games started all or a few of these questions to write their with only a few events, more events such as running, wrestling and paragraph. Ask them to brainstorm and note boxing were added later. Athletes took part to become famous down any other ideas related to the topic. and to earn honour for their city. 5. Draw this organiser on the board and ask students to use it to organise their information, adding The Olympic Games were the biggest sporting event in details or new information if needed. Tell them ancient times. that their paragraph should be like a burger. The top part of the bun is the topic sentence, the The Olympic Games had many events. supporting details form the filling and the bottom part of the bun is the closing sentence. Students % Use the outline given below to write a paragraph. Start can add more supporting details if they want. All the paragraph with an appropriate topic sentence. these form the main parts of a good paragraph. Remember to give your paragraph a suitable title. Topic sentence see snow—first time in your life—snow-covered cars, branches and roofs—snowman—snowballs—take photographs Supporting details : % 8QLWSDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Supporting details 7. As a wrap-up activity, write the following sentences on the board. Ask students to Closing sentence reorder the sentences to form a paragraph. The correct answer is given in brackets. • You could add your home-grown 6. Then, ask students to expand their notes into radishes to salads. (6) sentences. Have them exchange their drafts and peer-check for spelling and grammar. As a final • They are usually grown during the step, ask them to write the paragraph in their cooler months, in a rich soil, in notebooks. rows. (2) • Compost or manure can be added to the soil. (3) • Radishes are easy to grow. (1) • They should be watered regularly. (4) • They can be harvested within a month of sowing. (5) Answers CB page 54 Suggested answer: B. M y family and I went to the mountains during the winter holidays. There, I saw snow for the first time in my life. I saw snow-covered cars, branches and roofs. Even the lakes were frozen! I was very excited! It was very cold, but it was also very beautiful. My brother and I built a large snowman. We threw snowballs at each other. We were very careful not to hurt each other. We took a lot of photographs. We loved our snowy vacation! © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 67
WB W B page 23 Workbook Ensure that students have followed the format mentioned Coursebook on CB page 54. 5HYLHZ Answers WB page 23 Suggested answer: What did you learn? Tick. A. Rainforests are areas with lots of trees and plants that A sentence that expresses strong feelings and ends with an exclamation mark ( ! ) is called an exclamatory sentence. grow close together. A sentence that makes a statement is called an assertive sentence. It ends with a full stop ( . ). Suggested answer: A sentence that gives advice or an order, or makes a request B. If we save rainwater, we can store and use it for many is called an imperative sentence. The subject you is not usually mentioned in an imperative sentence. purposes, such as farming and cleaning. For example, A sentence that asks a question is called an interrogative if rainwater is saved and stored, it can be used to water sentence. It ends with a question mark ( ? ). farmlands when there is a drought. Rainwater is a An exclamatory sentence is sometimes made up of just one natural resource, so we must make the best use of it. or two words that express a strong feeling. These words are called interjections. Period 10 Some words have the long vowel igh sound. Review CB page 55 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 55 1. Students should be informed about the project work one week before the activity is conducted in class. 2. Ask students to form groups of five. Each group should find out about the symbols used to indicate different types of weather. 3. Ask each group to make a weather chart. The chart should have a column for each day of the week. Each group will record the weather details for their city for a week and use the correct symbol to represent the weather condition each day. 4. Display the charts in class. 5. This value-based activity teaches cooperation. 3URMHFW:RUN Get into groups of five. Find out the symbols used to indicate the different types of weather. Draw and colour these weather symbols on a sheet of paper and cut each one out. Make a weekly weather chart for your city and record the weather each day. Paste the symbols according to the weather. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 68 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Unit 5: Houses and Homes Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to a story. • Audio player and speakers CB pp56–59 1. Comprehension the Theme • Read aloud the story with proper pronunciation, • Blunt scissors, 20 cm × 20 cm sheet of square paper Strategies for Reading intonation and voice modulation. (by students) Success 4 Reading for • Answer questions to understand the story. Unit 6 pp58–62 2. A lpha Grammar Understanding and Composition 4 Unit 5 pp49–52 2 Reading • Read silently to understand the story. CB pp59–60 Comprehension • Answer questions at different comprehension levels. • Make predictions from clues given in the story. 3 Vocabulary • Develop vocabulary related to homonyms. • Dictionary (by students) CB p61 Related *WB pp24–25 children's 4 Grammar • Understand present participles. books from CB pp62–63 Scholastic • Use present participles in context. *WB p26 5 • Understand past participles. CB63–64 1. A Prickly • Use past participles in context. *WB p26 Adventure by 6 Spelling • Recognise the short oo sound made by the CB pp27–28 Barbra Hesson letters ou. from Scholastic • Spell words with the letters ou correctly. Active English 7 Listening • Listen to find specific information. • Audio player and speakers CB pp64–65 Literature Reader 4 Speaking • Learn to say words of encouragement and CB p65 pp21–24 congratulations. 2. When Do Monkeys 8 Writing • Make a story web. CB p66 Talk? by Sharon 9 • Write a story. CB p66 T. Pochron, Ph.D. *WB pp27–28 from Scholastic Active English 10 Project Work • Learn about the homes of animals, birds and • Pictures of different kinds of houses: animal, bird, human CB p67 Literature Reader 4 humans. (by students) pp38–42 *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 5: Houses and Homes Coursebook Period 1 5Houses and Homes Before you read Introducing the Theme CB pages 56–59 How are the houses in a rainy area different from the ones 1. As a warm-up activity, ask students: in a desert? In what kind of a place would you find houses • What is the difference between a house and built on poles high above the ground? a home? The Prize-winning Design Why was Elephant • How many sides does each room in your pleased with Long, long ago, Elephant was the king of the forest. himself? house have? One day, he had a very important meeting with 2. Ask students to take out the square piece of paper his subjects. they have brought to class. To prepare for the meeting, he had a long bath in • Ask: How many sides does a hexagon have? the river. His skin gleamed and his tusks flashed white. He was very pleased with himself. (Answer: 6) • Ask students to follow the instructions given Bear was Elephant’s subject. He was scruffy and clumsy. He decided to go to the meeting with below to make a hexagon shape from a Elephant. As he shuffled along, he bumped into a square sheet of paper. Fold a piece of VXEMHFWV SHRSOHZKROLYHLQDSODFHUXOHGE\\D VFUXII\\ XQWLG\\ NLQJRUTXHHQ B square paper in VKXIҖ HG ZDONHGZLWKRXWIXOO\\ half diagonally. JOHDPHG VKRQH OLIWLQJWKHIHHWIURPWKHJURXQG a. A 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 b. A C Fold point A to C c. A B. Mark a small BF d. C crease well and d (i). A E EH B then unfold. 70 D d (ii). A D Fold AD over so C Fold point B to B C that it is in line C. Mark a small with DH. F crease E well and H GE B then unfold. e. A D D f. M ake a horizontal C Fold point E to g. cut as shown. Ask C. Mark a small students to use blunt F crease well and scissors or cut this GE then unfold. Mark for them. Open the paper to get a D B the crease GF. hexagon. Fold BD over to T he final hexagon B the left so that should look like this. point E ends up 3. Ask students to pin up their hexagon shapes or along the line FG. place them on the floor so that there is no space between the edges. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
4. Before you read: Encourage students to Coursebook respond to the questions. Talk about houses with sloping roofs in areas with plenty of rainfall or 5Houses and Homes snowfall and houses built high above the ground Before you read on columns called stilts in rainy areas. How are the houses in a rainy area different from the ones in a desert? In what kind of a place would you find houses 5. Play the audio. Ask students to close their eyes as built on poles high above the ground? they listen to the audio of the story and visualise the scenes. The Prize-winning Design Why was Elephant pleased with Reading Aloud Long, long ago, Elephant was the king of the forest. himself? 1. Have students read aloud the story in groups. One day, he had a very important meeting with 2. Focus on correct pronunciation, intonation and his subjects. voice modulation. Guide students to pause at the To prepare for the meeting, he had a long bath in correct places. the river. His skin gleamed and his tusks flashed white. He was very pleased with himself. Reading for Understanding 1. Read each paragraph of the narrative, pausing to Bear was Elephant’s subject. He was scruffy and clumsy. He decided to go to the meeting with explain unfamiliar words or phrases. Elephant. As he shuffled along, he bumped into a • Paragraph 1—Ask: Who was the king of the VXEMHFWV SHRSOHZKROLYHLQDSODFHUXOHGE\\D VFUXII\\ XQWLG\\ forest? NLQJRUTXHHQ • Paragraph 2—Ask: What are tusks? VKXIҖ HG ZDONHGZLWKRXWIXOO\\ JOHDPHG VKRQH OLIWLQJWKHIHHWIURPWKHJURXQG Then, ask the while-reading question. • Paragraph 3—Ask: What happened when 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Elephant bumped into the tree? Coursebook What was Elephant trying to avoid? What big tree, making its branches swing with great force. As a was the result? Then, ask the while-reading question. result, several nests full of eggs came crashing down onto • Paragraph 4—: Help students arrive at the Elephant’s head. Trying to avoid it, he jumped to one side, meaning of the word burst by asking: How did Elephant arrive at the meeting place? straight onto a bees’ hive by the edge of the path. The Why did the bees Did he walk slowly or rush in? • Paragraph 5—Ask: Why was Elephant angry bees rushed out and attacked him. attack Elephant? covered with broken eggs? Then, ask the while-reading question. “Ow! Ouch!” yelled Elephant as he burst into the • Paragraph 6—Ask: How did Elephant feel? venue of the meeting. All gasped in astonishment. How do you know? (Expected answer: He was angry. We know this because he shouted Elephant had red bumps all over his face and was Why did Elephant angrily and called the forest a mess.) covered with broken eggs, leaves and twigs. have red bumps all • Paragraph 7—Ask: What did Owl suggest? over his face? How much time did the birds and bees have Elephant shouted, “Something has to be done! The to design their new houses? forest is a mess!” • Paragraph 8—Ask: Why did the eagles build a circular nest with thick high sides? Owl was a wise bird. “Your Majesty, let’s organise a • Paragraph 9—Ask: Why do you think the competition. The birds must design a nest where the geese and ducks chose to build their nests eggs do not fall out, and the bees must design a strong near the river? (Expected answer: They are hive. One year from now, we will decide the winner.” water birds.) The eagles set off in pairs. They built circular nests with thick high sides so that their round eggs would not roll over and fall. The geese and the ducks built their nests among the rushes on the banks of the river. Birds like the parrots and hornbills chose holes in trees and built their nests there. YHQXH WKHSODFHZKHUHVRPHWKLQJKDSSHQV FLUFXODU LQWKHVKDSHRIDFLUFOH JDVSHG EUHDWKHGLQVXGGHQO\\ UXVKHV SODQWVWKDWJURZQHDUZDWHU DVWRQLVKPHQW JUHDWVXUSULVH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 71
• Paragraph 10—Ask the while-reading question. Coursebook T hen, ask: Where did the gulls choose to build their nests? Why? However, all this while, the gulls couldn’t agree on a Why did the gulls plan. Finally, one gull said, “There is no place left for have no place left Why did the gulls decide to change the shape us. We have to make our nests here, on this steep for them? of their eggs? cliff. We should also change the shape of our eggs. We should produce eggs that are pear-shaped. If they • P aragraph 11—On the board, draw a picture roll, they will go around in circles and not fall off. This of what the arrangement of cylindrical cells way, we can lay three to four eggs at a time.” would look like. Ask: Which space will get dirty and is wasted? The bees first made a hive with cylindrical cells, but the space between the tubes soon got dirty. The bees • Paragraph 12—Ask: Who was the leader of tried several other shapes, including cells shaped like the bees? (Answer: the Queen) a cube, but nothing worked. • Paragraph 13—Point to the hexagonal One day, a bee had an amazing idea. She made a structure the students have made in the model of her idea and showed it to the Queen. “I warm-up activity. Ask: Why did the bees think it will work,” she said. choose the hexagonal shape of the cells? The Queen ordered everyone to start making the hive. How did the bees test the strength of their hive? The hexagonal shape allowed cells to be built without • P aragraph 14—Ask the first while-reading any wastage of space. It also made the structure strong. Even when Bear tried to knock down the hive, question. most of the cells remained stuck together. Then, ask: Why were the designs made by After a year, everyone gathered again. There was great Who do you think Parrot, Goose and Duck rejected? excitement. Owl announced, “Parrot, Goose and Duck, will win the prize? Why was the beehive chosen as the prize- like many of the other birds, have only changed the winning design? location of their nests. Eagle, you have changed the shape After this, ask the second while-reading of your nest. Gull, you have changed the shape of your question. • Paragraphs 15 and 16—Ask: What prize was eggs, but they can still get stolen from your nests. Bee offered to the bees? has designed a hive with hexagonal cells. It can keep all Where did the eagles build their nests? 2. After you read: Encourage different students VWHHS ULVLQJVKDUSO\\ FXEH DVKDSHOLNHDER[ZLWKVL[VTXDUHVLGHV DOOHTXDOLQVL]H to express their views. This activity focuses on FOLII DEDUHWDOODQGVWHHSVLGHRIODQG building the values of justice and responsible HVSHFLDOO\\DWWKHHGJHRIWKHVHD KH[DJRQDO DҕJXUHZLWKVL[VWUDLJKWVLGHV citizenship. 3. As a wrap-up activity, have a discussion in class F\\OLQGULFDO KDYLQJDFLUFXODUWRSDQGERWWRP NQRFNGRZQ WRVWULNHWRWKHJURXQG about problems and solutions. Ask students: DQGVWUDLJKWVLGHV • What is the best way to solve a problem? ORFDWLRQ SODFHRUSRVLWLRQ You could start by saying that discussing a problem in a group often helps us find possible 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 solutions. Talk about the importance of studying a problem in detail in order to come up with a Coursebook possible solution. Direct the discussion towards the problems in the story and the solutions that its grubs and store all its honey in the cleverly designed Why did Gull not came up after the characters discussed and cells. Therefore, the hive is the prize-winning design!” win the prize? studied the problems. Everyone cheered. Elephant said, “The prize for you, Bee, is that you may build your hive anywhere in the forest. Eagle must remain in the high trees and Goose and Duck must stay near the water. Gull can continue to nest on the cliffs.” And to this day, things remain as they were. After you read If you were the judge, which design would you have given the second prize to? Why? 5HDGLQJ&RPSUHKHQVLRQ $ Fill in the blanks with the correct words from the story. 1. Bear bumped into a tree because he was . 2. The built circular nests with thick high sides to stop their round eggs from rolling over. 3. The hornbills chose in trees to build their nests. 4. The gulls decided to lay only eggs which would roll around in circles but not fall off. 5. The bees first made a hive with cells, but it did not work out. JUXEV WKH\\RXQJRIFHUWDLQLQVHFWVWKDWORRNOLNHZRUPV 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 72 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 2 Coursebook Reading Comprehension CB pages 59–60 its grubs and store all its honey in the cleverly designed Why did Gull not 1. Ask students the following questions to recap cells. Therefore, the hive is the prize-winning design!” win the prize? learning. Everyone cheered. Elephant said, “The prize for you, • What was the competition about? Bee, is that you may build your hive anywhere in the • Who won the prize? What was the prize? forest. Eagle must remain in the high trees and Goose 2. Ask students to read the story silently. and Duck must stay near the water. Gull can continue 3. The comprehension skill focus in this unit is to nest on the cliffs.” Making Predictions. Highlight to students that, And to this day, things remain as they were. as we read, we often think about what will happen next. We can try to predict what will happen next After you read by using the information we already have. As we read further, we can check if our predictions are If you were the judge, which design would you have given the correct or not. We can also use this strategy to second prize to? Why? answer questions, especially when the answer is not provided in the text. In such cases, we gather 5HDGLQJ&RPSUHKHQVLRQ information and think about the possible answers. 4. Ask students to fill in the blanks in Exercise A. $ Fill in the blanks with the correct words from the story. Ensure that they have filled in the correct words and spelt them correctly. 1. Bear bumped into a tree because he was . 5. Discuss the questions in Exercise B before students begin to write. 2. The built circular nests with thick high sides 6. Exercise C focuses on the comprehension strategy for this unit. Ask students to think of the to stop their round eggs from rolling over. characters and their roles in the story. Then, ask them to attempt the questions. 3. The hornbills chose in trees to build 7. As a wrap-up activity, ask students: their nests. • Do you find it strange to read stories where 4. The gulls decided to lay only eggs which animals speak like humans? What other stories have you read where animals act and would roll around in circles but not fall off. speak like humans? 5. The bees first made a hive with cells, but it did not work out. JUXEV WKH\\RXQJRIFHUWDLQLQVHFWVWKDWORRNOLNHZRUPV 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Coursebook 6. Then they built a hive with cells. 7. announced the name of the prize-winning design. 8. and were told to stay near the water. Answers CB pages 59–60 5. cylindrical % Answer the following questions. A. 1. clumsy 6. hexagonal 2. eagles 7. Owl 1. What was the result of the little mess in the forest? 3. holes 8. Goose and Duck 4. pear-shaped 2. Do you think Owl’s judgement was correct? Give reasons for your answer. 3. Do you think the other animals were happy with Owl’s decision? Give reasons for your answer. 4. The bees were angry because Elephant banged into their hive. What would you do if someone tried to harm you or damaged your home? 5. The wise owl found a way to sort out the mess in the forest without any fighting among the animals. Write about an incident in your life when you solved a problem or prevented a fight by suggesting a peaceful solution. B. 1. The result of the little mess in the forest was & Check your understanding of Making Predictions. that a competition was held to make better homes for the birds and animals. 1. Imagine that Elephant had gone alone to the meeting. Predict three things that would not have happened. 2. Suggested answer: Yes, Owl’s judgement was correct because the bees were able make a strong 2. If Elephant decided to retire, who would be the next king and useful home. of the forest? Why do you think so? 3. Suggested answer: Yes, the other animals were 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 happy with Owl’s decision because all of them cheered when the bees were declared winners of the competition. 4. Suggested answer: I would ask for the help of an adult to complain to the police. 5. Suggested answer: One day, I was playing badminton with my friend Carl in the playground. Suddenly, a © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 73
tall boy came and pushed Carl and ran away. Carl fell Coursebook down. He was hurt and also very angry. He wanted to find the tall boy and fight with him. I explained 6. Then they built a hive with cells. to him that fighting would be useless. Instead, we should find the tall boy and ask him why he pushed 7. announced the name of the prize-winning Carl. We should explain to him that he was wrong design. to push someone like that. He should understand his mistake and apologise. Carl agreed with me. We went 8. and were told to stay near to find the tall boy. He was playing on the monkey the water. bars alone. Carl and I called him. We explained that he was wrong to push Carl and hurt him. The boy % Answer the following questions. looked sad. He said that he had fought with a friend earlier. He had been very angry, so he had pushed 1. What was the result of the little mess in the forest? Carl. He was very sorry and ashamed of his action. Carl quickly accepted his apology. We invited the 2. Do you think Owl’s judgement was correct? Give reasons boy to come and play with us. for your answer. Suggested answers: 3. Do you think the other animals were happy with Owl’s C. 1. If Elephant had gone to the meeting alone then he decision? Give reasons for your answer. would not have been stung by bees and covered with 4. The bees were angry because Elephant banged into their broken eggs, leaves and branches. There would have hive. What would you do if someone tried to harm you or been no competition and the bees would not have damaged your home? made a hive with hexagonal cells. 2. Owl would be the next king because he is wise. He 5. The wise owl found a way to sort out the mess in the suggested a solution for Elephant’s problem. forest without any fighting among the animals. Write about an incident in your life when you solved a problem or Period 3 prevented a fight by suggesting a peaceful solution. Vocabulary CB page 61 & Check your understanding of Making Predictions. 1. As a warm-up activity, write the following 1. Imagine that Elephant had gone alone to the meeting. Predict sentences on the board and ask students to find three things that would not have happened. the meaning of the underlined words from their dictionaries. (Note: Ask students to bring their 2. If Elephant decided to retire, who would be the next king dictionaries or make sure that there are enough of the forest? Why do you think so? dictionaries in class.) a. I have a pain in my right foot. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 b. This is the right answer. c. Every spring, my garden is full of beautiful Coursebook flowers. 9RFDEXODU\\ d. There is a natural spring in that mountain. e. This building has only one empty flat now. Elephant had a very important meeting with his subjects. f. Most roofs in this town are flat. Maths and English are my favourite subjects. (Answers: a. opposite of left; b. correct, not The ducks built their nests on the banks of the river. wrong; c. the season after winter; d. a place from Banks lend money to those who need it. where water rises up from an underground source; e. a set of rooms for living in, usually on one floor Homonyms are words that have the same spelling and pronunciation, of a large building; f. having a level surface) but different meanings. 2. Read out the examples given on CB page 61 and explain their meanings. Explain that homonyms Fill in the blanks in each pair of sentences with a homonym are words that have the same spelling and The pictures will help you. pronunciation but different meanings. 3. Ask students to complete the exercise given on 1. The boy is wearing a helmet on his . the same page. Ensure that students have used the correct words. We always straight home after school. 74 2. The children play at the every Saturday. The bus drivers the buses at the depot every evening. 3. The garbage truck makes a of the neighbourhood every morning. The baby has a , chubby face. : % 8QLWSDJHV± Try it out Pair up with a classmate. Think of another homonym (you may use a dictionary). Make two sentences using the homonym. Then, ask your partner to read your sentences and guess the two meanings of the homonym. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 4. Try it out: Ask students to pair up for this activity. One student makes a pair of sentences with a homonym not given on CB page 61. The other student guesses the meanings of the word. You could suggest the following words: bat, bear, fair, lying, mouse, safe, seal, bill. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
5. As a wrap-up activity, divide students into small Coursebook groups. Write the following word on the board: MATCH 9RFDEXODU\\ Ask students for two meanings of this word. Tell Elephant had a very important meeting with his subjects. students: Change the letters according to the Maths and English are my favourite subjects. clues I read out and form new words from the previous one. The ducks built their nests on the banks of the river. Banks lend money to those who need it. a. Take away one letter of that word to form the American spelling of the name of a subject. Homonyms are words that have the same spelling and pronunciation, (Answer: MATH: we call it MATHS) but different meanings. b. Change the first letter of the last word to get a Fill in the blanks in each pair of sentences with a homonym word that means “a way or road laid down for The pictures will help you. walking”. (Answer: PATH) 1. The boy is wearing a helmet on his . c. Take away one letter from the last word to get a new word that means “touch gently and We always straight home quickly with the palm of the hand”. (Answer: after school. PAT) 2. The children play at the d. Reorder the letters in the last word to get a every Saturday. new word that means “a thing with which you can control the flow of a liquid such as The bus drivers the water”. (Answer: TAP) buses at the depot every evening. e. Change a letter in the last word to get a new word that means “the pointed or narrow end, 3. The garbage truck makes a of especially of something that is long or thin”. (Answer: TIP) the neighbourhood every morning. f. Change one letter in the last word to form a The baby has a , chubby face. new word that means “a narrow strip of cloth we wear around the neck under the collar of : % 8QLWSDJHV± a shirt”. (Answer: TIE) Try it out 6. Ask students to make sentences with tap, tip and tie, using them as homonyms. Pair up with a classmate. Think of another homonym (you may use a dictionary). Make two sentences using the homonym. Then, ask your partner to read your sentences and guess the two meanings of the homonym. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Workbook Answers CB page 61 3. round, round 1. head, head 2. park, park WB W B page 24–25 Ensure that students have completed the exercises. Answers WB pages 24–25 A. 1. An irritating fly landed on the storekeeper’s head. 2. Ron, Tina and Emma staged a new play for their school’s annual concert. 3. The sign was put there to bar children from entering the hall. B. 1. a. 4. a. 7. a. 10. a. 2. b. 5. b. 8. b. 11. b. 3. b. 6. a. 9. b. 12. a. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 75
Period 4 Coursebook Grammar CB pages 62–63 *UDPPDU 1. As a warm-up activity, draw the following table Our school tennis champion is winning against on the board and ask students to add -ing to the theirs. (verb) words. (Note: The answers are given in brackets.) The hive is the winning design! (adjective) Pam was rushing to work when she fell and walk (walking) twisted her ankle. (verb) turn (turning) The rushing water swept away the trees. (adjective) shine (shining) chase (chasing) The -ing form of a verb is called the present participle. lie (lying) We use a helping verb with the present participle to form a tie (tying) continuous tense. cry (crying) The present participle can also be used as an adjective. sit (sitting) run (running) $ Fill in the blanks with the -ing form of the verbs given in the brackets. 1. The car was damaged by a (fall) tree. 2. Please give this toy to that (wail) baby. 3. I was (listen) to the radio. 4. They are (sleep). 5. That was a very (bore) film. Point out that there are slight changes to be made % Circle the present participles used as adjectives to some main verbs when -ing is added. and underline the present participles used in the continuous tense. 2. Follow the methodology of Show-Explain- Apply to teach grammar in context. 1. This is an interesting book. 3. : Read the examples given on CB page 62. 2. Cameron is studying for his exams. 4. that the -ing form of a verb is called the 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 present participle. Point out that is, am, are, was and were are sometimes used as helping verbs with Coursebook the present participles to form a continuous tense. For example, He is eating a mango. 3. It was an exciting trip! (is = helping verb; eating = present participle of eat; is eating = present continuous tense) 4. The children were drinking juice. Then, explain that the -ing form of a verb (present participle) can also be used as an adjective. 5. The twins wore matching clothes. 5. To reinforce learning, write on the board: : % 8QLWSDJH h ot water boiling water Since the accident, he has become a changed man. (adjective) The words hot and boiling both describe the The birds have changed the location of their nests. (verb) noun water. They are adjectives. Boiling is the -ing form (present participle) of the verb boil. It The -ed, -en or -t forms of a verb are called past participles. is used as an adjective in this phrase. They can be used as verbs or adjectives. When used as verbs, 6. : Ask students to apply what they have learnt they are often used with have, has or had. to the exercises given on the same page. Ensure that students have completed Exercises A and $ Complete the table. B correctly. Remind them that when the present participle is used in the continuous tense, it uses Simple present Simple past Past participle helping verbs. When it is used as an adjective, it play played eaten is followed by the noun that it describes. eat 7. As a wrap-up activity, ask students in turns go hit to make sentences with the following present hit participles, using them in the continuous tense catch and as an adjective: sleeping, jumping, dancing, drinking, painting. % Fill in the blanks with the past participles of the verbs given in the brackets. 1. Derek tried to mend the (break) vase before his parents got home. 2. They had (write) many letters to the secretary but there was no reply. 3. The children helped the old lady look for her (lose) pet. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Answers CB pages 62–63 A. 1. falling 4. sleeping 2. wailing 5. boring 3. listening 76 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
B. Circle: 1. interesting 3. exciting Workbook 5. matching 4. drinking Underline: 2. studying WB W B page 26 Ensure that students have completed the exercise correctly. Answers WB page 26 1. scrubbing 3. rubbing 2. photographing 4. exciting Period 5 Grammar CB pages 63-64 Coursebook 1. To recap learning, ask students: • You can use a present participle both as a verb and as an adjective. Is this true or false? (Answer: true) • Which helping verbs should we use with a present participle to form a continuous tense? (Answer: is/am/are/was/were) 2. As a warm-up activity, draw the following table on the board and ask students to form the simple past tense of the words. (Note: The answers are given in brackets.) Simple present tense Simple past tense 3. It was an exciting trip! tie (tied) free (freed) 4. The children were drinking juice. cry (cried) blow (blew) 5. The twins wore matching clothes. clap (clapped) : % 8QLWSDJH dig (dug) shine (shone) Since the accident, he has become a changed man. (adjective) swim (swam) The birds have changed the location of their nests. (verb) The -ed, -en or -t forms of a verb are called past participles. They can be used as verbs or adjectives. When used as verbs, they are often used with have, has or had. $ Complete the table. Simple present Simple past Past participle play played eaten eat 3. Follow the methodology of Show-Explain- go hit Apply to teach grammar in context. hit catch 4. : Read the examples given on CB page 63. % Fill in the blanks with the past participles of the verbs 5. that the -ed, -en or -t forms of a verb given in the brackets. are called past participles. Point out that they are often used with have/has/had. They can be 1. Derek tried to mend the (break) vase before used as verbs or adjectives. his parents got home. 6. : Ask students to apply what they have learnt 2. They had (write) many letters to the secretary to complete Exercises A and B. Remind them that when the past participle is used as a verb, it is but there was no reply. used with has, have or had. When it is used as an adjective, it is followed by the noun it describes. 3. The children helped the old lady look for her (lose) pet. 7. Ensure that students have answered correctly. 8. As a wrap-up activity, write the following 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 sentences on the board one by one. Underline the Coursebook p64 past participle and ask students to say whether it is being used as a verb or as an adjective. 4. I have (forget) my password! a. The cancelled match will be replayed next 5. The dog slept in the newly (dig) flower bed. week. (adjective) : % 8QLWSDJH 6SHOOLQJ $ Roboea.sd outhnedH.woerdhs baeslowc.aTnhecleetltelresdouamlalkehtihse smhoretetings and would rwuousldhn’et dsthoouldtheshhouoldsn’pt itcaolu.ld(vceourlbdn)’t % Fcill.i n theSbalarnaks whiathswolordss tfrotmhethepweonrd lIistgaabovvee. her on her birthday. (verb)1. The frog wished it sing as well as the bird. 77 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 2. The gulls find a good place to build their nests. 3. “It would be lovely to have the forest in order again, it?” asked Elephant.
d. Did you find the lost pen finally? (adjective) Workbook e. The teacher had locked the cupboard and gone home. (verb) f. The children thought the locked room contained hidden treasure. (adjective) Answers CB page 63–64 A. Simple present Simple past Past participle played play played eaten gone eat ate hit caught go went hit hit catch caught B. 1. broken 3. lost 5. dug 2. written 4. forgotten WB W B page 26 Ensure that students have completed the exercise correctly. Answers WB page 26 1. sunk 5. walked 9. kept 10. torn 2. spoken 6. drawn 3. lent 7. understood Coursebook 4. chosen 8. written 4. I have (forget) my password! Period 6 5. The dog slept in the newly (dig) flower bed. : % 8QLWSDJH Spelling CB page 64 6SHOOLQJ 1. As a warm-up activity, compare the long and $ Read the words below. The letters ou make the short short oo sounds: oo sound. would wouldn’t should shouldn’t could couldn’t % Fill in the blanks with words from the word list above. short oo sound long oo sound 1. The frog wished it sing as well as the bird. book boot foot who 2. The gulls find a good place to build their nests. look glue 3. “It would be lovely to have the forest in order again, bush fruit it?” asked Elephant. put blue 4. The bees be the winners of the contest because their design is practical and useful. 5. What have happened if Bear had not bumped into a tree? 2. Read the words given in Exercise A on CB page 64. /LVWHQLQJ Emphasise the short oo sound made by the letters ou. Ask students to repeat them after you. Listen to the sentences. Tick the correct meaning of the homonym in each sentence. 3. Ask students to complete Exercise B and peer-check the answers. 1. bright smart, clever strong light 4. As a wrap-up activity, write the following poem on 2. bark the short, loud cry of a dog the board and ask students to recite it in a chorus. the tough material that covers the outside of a tree 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 The cup I wouldn’t Don’t ever tell me, “You should” give up or “You shouldn’t”. till I got If I could the winner’s cup. I would. Even if I couldn’t Answers CB page 64 B. 1. could 3. wouldn’t 5. would 2. couldn’t 4. should 78 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 7 Coursebook Listening CB pages 64–65 4. I have (forget) my password! 1. As a warm-up activity, divide the class into two 5. The dog slept in the newly (dig) flower bed. teams. Ask them to take turns to make a sentence : % 8QLWSDJH with a word that has a homonym. The other team has to make a sentence with the homonym. Tell 6SHOOLQJ students that they can refer to CB page 61 for examples of homonyms. $ Read the words below. The letters ou make the short 2. Direct students to listen to the audio attentively. oo sound. Ask them to note the homonym in each sentence. Explain that they have to tick the correct meaning would wouldn’t should shouldn’t could couldn’t of the homonym they hear in each sentence. 3. Play the audio of the listening text given below. % Fill in the blanks with words from the word list above. Number 1. The students in Mrs Wright’s 1. The frog wished it sing as well as the bird. class are very bright. Number 2. Native Americans used tree bark 2. The gulls find a good place to build their nests. to build canoes. 3. “It would be lovely to have the forest in order again, Number 3. The police officers arm it?” asked Elephant. themselves with batons and shields when 4. The bees be the winners of the contest they patrol the streets every day. Number 4. Jerry decided to get his mum a because their design is practical and useful. watch for her birthday. 4. Play the audio of the listening text once again 5. What have happened if Bear had not bumped and ask students to peer-check the answers. into a tree? Answers CB pages 64–65 /LVWHQLQJ 1. smart, clever 2. the tough material that covers the outside of a tree Listen to the sentences. Tick the correct meaning of the 3. to provide with weapons homonym in each sentence. 4. a small clock with a strap that is worn on the wrist 1. bright smart, clever strong light Speaking CB page 65 1. Explain that we often encourage and congratulate 2. bark the short, loud cry of a dog others using specific expressions. Discuss various the tough material that covers the outside of a tree situations where we use such words. 2. Read out the lines of Owl and Elephant on 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 CB page 65. You can ask students to read them out in pairs. Coursebook 3. Read out the phrases provided in the tables on the same page. 3. arm the part between the shoulder and the wrist 4. Try it out: Ask students to pair up for this 4. watch to provide with weapons activity. Ask them to take turns to encourage each to pay attention to what is happening other while taking part in a contest. Then, ask a small clock with a strap that is worn on the wrist them to congratulate each other on winning the contest. Help students to form complete sentences. 6SHDNLQJ This activity develops the life skill of building interpersonal relationships. Owl is encouraging the animals while Elephant is congratulating the 5. As a wrap-up activity, write the following bees on winning the contest. expressions on the board and ask students to say them aloud. Ask them to identify the expressions The birds must design a Congratulations! You have won that can be used to encourage somebody. nest where the eggs do the contest with your design. not fall out. Good luck! © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 Here are some expressions you can use when you encourage someone or congratulate him or her on winning a prize. Encouraging someone Congratulating someone Good luck! That’s great! Keep up the good work! That is really good news. Do the best you can. That’s wonderful! Try it out Pair up with a classmate. Take turns to pretend you are taking part in a contest. What would you say to your partner? How would you congratulate him or her on winning? 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 a. I know you can do it! b. Work hard. c. Good for you! d. Congratulations! e. Keep going. (Answers: a., b., e.) 79
Period 8 Coursebook Writing CB page 66 :ULWLQJ 1. As a warm-up activity, summarise the story A story web helps us organise the information we get from a story. Houses and Homes. Here is a story web of The Prize-winning Design. Organise the summary into a beginning, middle 1. Setting 2. Characters Bee Eagle and end. Ask: In the forest Elephant Owl Parrot and • Where does the story take place? Bear Gull Hornbill • W ho are the main characters? Goose • What are their roles? and Duck 2. Introduce the concept of a story web. 3. Refer to the story web on CB page 66 and 5. Ending The 3. Problem The bees were Prize-winning The forest was in a highlight the main categories: Setting, declared the winners mess because eggs Characters, Problem, Solution and Ending. of the competition and Design kept falling out of their 4. Discuss how the story web helps organise the were allowed to build nests and hives broke whole story in a short and to-the-point layout. their hives anywhere easily. 5. Introduce the activity on CB page 66 and ask in the forest. Owl proposed to students to make a similar web for the story they holding a competition. are going to write. It was held to solve 6. Tell them: Think creatively. Do you want to make these problems. your story a scary or a funny one? Think of different ways you can make the story interesting 4. Solution for the reader. The eagles, geese, ducks and other birds 7. As a wrap-up activity, ask students: changed the location of their nests. • Does organising information help us? How? Gull changed the shape of its eggs. Period 9 The bees designed hexagonal cells that Writing CB page 66 made their hive strong. 1. As a recap, ask students: What are the points to Now, make a story web like the one above to write a story on be kept in mind while writing a story? The House Next Door in your notebook. 2. Ask students to refer to the story web they had : % 8QLWSDJHV± created in the previous class. Tell students: Look at your story web. Add or edit your notes. Include 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 the following points: • Who is/are your main character(s)? Answers CB page 66 • H ow would you describe your main Suggested answer: 1. Setting: A lonely neighbourhood character/characters? 2. Characters: Mojo, his brother Toto and their dog • What is the problem? How and when did the King; an old next-door neighbour Mrs Gayle character(s) realise that this was a problem? 3. Problem: While playing in the garden in the • How is the problem solved? • H ow does your story end? How did you feel afternoon, Mojo and Toto hear cries of help from Mrs Gayle’s house. They quietly enter the house at the end? to find that Mrs Gayle had fallen in the bathroom. 3. Ask students to check the spellings and grammar She asks them to help her. 4. Solution: Mojo and Toto help Mrs Gayle stand before writing the final draft. up. They slowly help her out of the bathroom. The 4. As a wrap-up activity, ask a few students to read boys make her lie down and call a doctor. 5. Ending: Mrs Gayle is very grateful. She gives out their stories. gifts to all of them. Mojo gets a book to read. Toto gets crayons. King gets a ball that he can play with and chew. 80 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
WB W B page 27– 28 Workbook Ensure that students have followed the format of the Coursebook story web. 5HYLHZ Answers WB pages 27–28 Suggested answer: What did you learn? Tick. Solution Homonyms are words that have the same spelling and The lazy farmer ran away in fear. The neighbour’s dog pronunciation but different meanings. went on barking loudly. When the neighbour came to The -ing form of a verb is called the present participle. We check, he found a sack full of big, juicy carrots. use a helping verb with the present participle to form a continuous tense. Ending The present participle can also be used as an adjective. The neighbour took the sack of carrots. He sold them in the The -ed, -en or -t forms of a verb are called past participles. market and grew rich. The lazy farmer stayed poor. They can be used as verbs or adjectives. In some words, the letters ou make the short oo sound. Period 10 3URMHFW:RUN Review CB page 67 1. Ask students to revise the concepts taught in the Get into groups of three. Each group chooses the home of one animal, one bird and one home built by humans such as unit and tick the boxes. an igloo or an apartment. Make a chart with pictures of these 2. Encourage them to use the blanks to note down homes. List the special features of each home and explain why it is suitable for the creature who lives in it. any additional points they have learnt. Project Work CB page 67 1. Students should be informed about the project work one week before the activity is conducted in class. 2. Ask students to work in groups of three. Ask each group to choose the home of an animal, a bird and a house in which human beings live. Ask them to collect information about and pictures of these three kinds of homes. 3. Ask each group to paste or draw pictures of these different kinds of houses on a sheet of chart paper. Ask them to explain why that particular type of house is suitable for the animal, bird and human being who lives there. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 81
Unit 6: Helping Others Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a personal recount. • Audio player and speakers CB pp68–70 Scholastic the Theme • Read aloud the personal recount with proper • F lash cards or strips of paper with the word pairs: CB pp71–72 (hole), whole/(knew), new/(plain), plane/(fur), fir(scene), 1. Comprehension Reading pronunciation, intonation and voice modulation. seen/(desert), dessert/(waist), waste/(weak), week CB p73 Strategies for • Answer questions to understand the personal *WB p29 Success 4 Reading for • Audio player and speakers Unit 7 pp76–79 Understanding recount. • Pictures/printouts of the people, food and famous places CB p74 *WB pp30–31 2. Alpha Grammar 2 Reading • Read silently to understand the personal of a city or town (by students) CB pp75–76 and Composition 4 *WB pp31–33 Unit 5 pp53–56 Comprehension recount. CB p76 3. A lpha Grammar • Answer questions at different comprehension CB p77 and Composition 3 CB p77 p111 levels. CB p78 CB p78 Related • Draw conclusions about the poem. *WB p34 children’s CB p79 books from 3 Vocabulary • Develop vocabulary related to homophones. Scholastic 4 Grammar • Understand the present perfect tense. 1. One Smart Cat retold by Janeen • Use the present perfect tense in context. R. Adil from Scholastic Active 5 • Understand the use of for and since. English Literature Reader 4 pp16–20 • Understand the present perfect continuous tense. • Use for and since in context. • Use the present perfect continuous tense in context. 6 Spelling • Recognise words with the double letters rr. • Spell words with the double letters rr correctly. 7 Listening • Listen to find specific information. Speaking • Learn to make requests. 8 Writing • Learn the format of an e-mail. 9 • Write an e-mail. 10 Project Work • Make a chart about a place you visited. *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 6: Helping Others Coursebook Period 1 6Helping Others Before you read Introducing the Theme CB pages 68–70 Have you ever helped someone? What did you do? How 1. As a warm-up activity, ask students: did you feel after that? • How would you feel if someone helped you Project Lucy Who or what without asking for anything in return? is Lucy? 2. Before you read: Encourage students to respond My name is Sam Bolder. I am eight years old and I live in the state of New Jersey, USA. Each year, many people to the questions. visit the town where I live. One popular attraction 3. Play the audio. Ask students to close their eyes is called Lucy the Elephant. Lucy is a huge wooden structure in the shape of an elephant. Children can as they listen to the audio of the personal recount climb up a winding staircase in one of Lucy’s legs and and visualise the scenes. “ride” her by sitting on the seats at the top. From there, they can enjoy a beautiful view! Many people Reading Aloud also buy mementos at the gift shop. 1. Have students read aloud the personal recount in One weekend, my cousin groups. Victor came to stay with us. 2. Focus on correct pronunciation, intonation and We decided that we would spend a day visiting Lucy. voice modulation. Victor is almost blind and Reading for Understanding SRSXODU OLNHGE\\PDQ\\SHRSOH ZLQGLQJ WZLVWLQJDQGWXUQLQJ 1. Read each paragraph of the personal recount, VWUXFWXUH DEXLOGLQJRUDQREMHFWWKDWLVPDGH PHPHQWRV REMHFWVWKDWUHPLQGXVRIVRPHRQH explaining unfamiliar words and phrases. Explain IURPPDQ\\SDUWV RUVRPHWKLQJ that a personal recount means talking or writing about a personal experience. Explain that the text 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 is a personal recount if the author shares his or her personal experience. Coursebook • Paragraph 1—Tell students: The “I” in the needs someone to be his “eyes” and help him along. I What did Sam story is the narrator. The person who tells was delighted to be Victor’s guide. decide to do? or narrates a story is known as a narrator. Ask: Who is “I” in this story? How old is The next day, when we were about to enter Lucy, I he? What is the popular attraction where suddenly felt sick and had to rush to a toilet nearby. he lives? Why do you think people buy Poor Victor was left alone outside Lucy. He couldn’t go mementos? Explain that people often buy into Lucy and climb the winding staircase by himself. I them to remember something or someone or felt very bad about leaving him alone and helpless. So, as gifts for their friends and relatives. I immediately decided that I was going to do something Then, ask the while-reading question. to make a difference to the lives of children like Victor, After that, ask: Why do children like climbing who can’t explore places like I can. Lucy? • Paragraphs 2 and 3—Ask students: What I discussed the matter with my parents. Dad came up does the author mean by “needs someone with the idea of Project Lucy. We held a poster-making to be his eyes”? How did Sam want to help contest to get other children interested in making Victor? Why did Sam feel bad? places accessible to handicapped people. The theme Ask the while-reading question. of the poster-making contest was “Making a Difference”. Then, ask: How do you think Victor felt when You had to think of ways to make life easier for anyone he was alone? What made Sam decide that with any kind of physical or learning disability, and he would do something for children like present it in a poster. The response was incredible and Victor? we thanked the children for their entries. • Paragraphs 4, 5 and 6—Ask: What idea did Dad come up with? Why do you think the Some of my parents’ friends judged the entries. The contest was named “Making a Difference”? winning posters were displayed at the gift shop. GHOLJKWHG YHU\\KDSS\\ LQFUHGLEOH KDUGWREHOLHYH DFFHVVLEOH DEOHWREHHQWHUHGRUUHDFKHG HQWULHV SHRSOHRUWKLQJVWDNLQJSDUW GLVDELOLW\\ DSK\\VLFDORUPHQWDOFRQGLWLRQ LQDFRPSHWLWLRQ WKDWGRHVQRWDOORZSHRSOHWRGRWKLQJVWKDW RWKHUVFDQGR 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 83
Explain that little gestures and efforts made Coursebook by us can be of great help to others. Then, ask: Who were the judges? How did We managed to sell about one thousand posters at What do you Sam collect money for Project Lucy? one dollar each! think Sam will after that, ask the while-reading question. do with the • Paragraph 7—Ask: Will it help Project Lucy We also had an auction. We collected nice items from money? if they win the “Make a Difference Day” our family and friends and put them up for bidding. award? How? The auction was a great success. Dad also persuaded • Paragraph 8—Ask: Which money does the a local restaurant to donate a dollar to Project Lucy word “money” in the first sentence refer to? for every person who ate at the restaurant on one How does Sam want to spend the “money”? special day. This event raised US$ 500 for Project 2. After you read: Encourage different students Lucy. to express their views. This activity teaches the value of kindness and compassion. Since then, we have entered Project Lucy in the 3. As a wrap-up activity, ask students: national “Make a Difference Day” award competition. • What qualities does Sam have? If we win, we will receive a sum of US$ 10,000. We have been working very hard to make sure that Period 2 Project Lucy has a chance of winning the award. Reading Comprehension CB pages 71–72 Part of this money will go towards making it possible 1. To recap learning, ask students: Where did Sam for everyone to enjoy visiting Lucy. We hope to spend the money on a few things to make Lucy accessible: a live? What did he want to do for his cousin? ramp with special guide ropes so everyone can get to 2. Ask students to read the personal recount silently. the top of Lucy; an information leaflet about tourist 3. The comprehension skill focus in this unit is attractions printed in Braille for blind and partially- sighted people; decorations with different materials Drawing Conclusions. Highlight to students and textures for disabled people to touch and feel. that conclusions are the decisions we make after understanding facts and details. Students must After you read read the text more than once and underline the facts and details given in it. These will form the Imagine that you see Victor standing alone and helpless. What basis for their conclusions. Tell students to check would you do to help him? all possible answers before concluding. 4. Ask students to complete Exercise A and have DXFWLRQ DSXEOLFVDOHZKHUH SHUVXDGHG PDGHVRPHRQHDJUHHWRGRVRPHWKLQJ them peer-check the answers. VRPHWKLQJLVVROGWRWKHSHUVRQZKRLV %UDLOOH DZULWWHQODQJXDJHXVHGE\\EOLQGSHRSOH 5. Ask students to answer the questions in Exercise B. ZLOOLQJWRSD\\WKHKLJKHVWSULFHIRULW SDUWLDOO\\VLJKWHG VRPHRQHZKRFDQRQO\\VHHYHU\\OLWWOH Discuss Questions 7 and 8 before students begin WH[WXUHV WKHIHHORIDVXUIDFH to write the answers. ELGGLQJ WKHRIIHULQJRISULFHVIRU WKLQJVDWDQDXFWLRQ 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Coursebook 5HDGLQJ&RPSUHKHQVLRQ $ Read the sentences below. Write T for True and F for False. 1. Sam was partially-sighted, so he could not climb the winding staircase. 2. Lucy was not a popular attraction. 3. Sam was unhappy because he had to take Victor to see Lucy. 4. Nobody participated in the poster-making competition. 5. Sam was able to raise a lot of money for Project Lucy. 6. Sam auctioned off all his old belongings to raise money. 7. Sam’s father convinced the restaurant owner to contribute a portion of his earnings to Project Lucy. 8. Project Lucy won the “Make a Difference Day” competition. % Answer the following questions. 1. What did Sam hope to do during Victor’s visit? 2. Why did Sam want to start Project Lucy? 3. How did Sam raise money for Project Lucy? 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 84 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
6. Exercise C focuses on the comprehension Coursebook strategy for this unit. Review the answers after students complete the exercise. 4. How did Sam’s family and friends support the project? 7. As a wrap-up activity, ask students: How would 5. Do you think Sam is good at solving problems? Give you collect money for Project Lucy? reasons for your answer. Answers CB pages 71–72 6. Do you think Sam was a helpful and caring boy? Why do you think so? A. 1. F 3. F 5. T 7. T 6. F 8. F 7. If you were Victor’s cousin, what would you have done? 2. F 4. F 8. What is the kindest thing that you have done for anybody? Did that person appreciate it? Do you think Sam expected people to thank him for his efforts? B. 1. Sam hoped to spend the day visiting Lucy & Check your understanding of Drawing Conclusions. with Victor. Match Sam’s actions with the words that describe his character. 1. He was happy to be a. grateful Victor’s guide. 2. Sam wanted to start Project Lucy because he wanted to do something to make a difference to 2. He thanked the children b. hard- the lives of children like Victor. who submitted posters. working 3. He was very upset to c. helpful see Victor so helpless. 3. Sam raised money by selling posters made by 4. He organised a d. caring other children. He also organized an auction. His poster-making father convinced a local restaurant to contribute competition and an a part of their earnings to Project Lucy. Sam also auction. hoped that Project Lucy would win the “Make a Difference Day” award. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 4. Sam’s father came up with the idea of Project 8. Once, I took my old neighbor Mrs Bosio, Lucy. He also convinced a local restaurant to to the doctor. She lives alone and does contribute a part of their earnings to the project. not have anyone to look after her. She Sam’s parents’ friends judged a poster-making was very ill and I looked after her till she competition that was organised to raise funds for got better. Mrs Bosio was very kind. She the project. His family and friends contributed appreciated my efforts and thanked me nice items to the auction that Sam organised. and gave me books and crayons. Suggested answers: I don’t think Sam expected people to thank him for his efforts. He was upset to 5. Yes, I think that Sam is good at solving problems. see the condition of children like Victor Sam realised that children like Victor were not and wanted to do something for them. I able to do all the things that other children were think he was happy that he was able to do able to do. He wanted to make Lucy accessible something for those children. to handicapped children, so he started Project Lucy. He found different ways to raise money C. 1.-c. 2.-a. 3.-d. 4.-b. and make people aware of the problems faced by handicapped children. 6. Yes, I think Sam was a helpful and caring boy. He was upset because Victor was helpless and could not visit Lucy on his own. He wanted to help Victor and other children like him, so he decided to start Project Lucy. 7. If I were Victor’s cousin, I would have told everyone about people like Victor, who need our help and support. I would have spoken to my friends and classmates and we would have formed a group to help children like Victor. We could act as their guides, help them with homework or take them to different places, so that they could enjoy their lives like we do. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 85
Period 3 Coursebook Vocabulary CB page 73 9RFDEXODU\\ 1. As a warm-up activity, first read aloud the We would spend a day visiting Lucy. following poem. This table is made of wood. A good speller Homophones are words that have the same pronunciation but I am a smart speller different spellings and meanings. You will soon sea I am about to right Match each picture with the correct sentence. The things I can bee. 1. The car was speeding a. down the road. 2. The policeman rode on b. horseback to reach the spot. I will become a night With plenty of mussels 3. Jimmy heard his mother c. And a shield for my only I, calling him. For without it, I’d rather dye. Then, write the poem on the board and ask 4. I waited for the herd of d. students if it makes sense. Ask students to come cattle to cross the road. up in turns and replace each highlighted word with the correct word. : % 8QLWSDJH 2. Read out the examples on CB page 73. Explain Try it out that homophones are words with the same pronunciation but different spellings and meanings. Find the homophones of the words won, by, too and bee from the first two paragraphs of the text. 3. Ask students to complete the exercise on CB page 73. Ensure that students have answered 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 correctly. Workbook 4. Ask students if they can think of other homophones. 5. Try it out: Ask students to complete the activity individually. 6. As a wrap-up activity, divide the class into two teams. Keep the flash cards face down on your desk. Ask members from each team to take turns to come forward, pick a flash card, spell out the word in brackets and use it in a sentence. A member of the other team has to spell out the homophone of the word and make a sentence with it. Answers CB page 73 1.-d. 2.-c. 3.-b. 4.-a. WB W B page 29 Ensure that students have completed the exercises correctly. Answers WB page 29 A. 1. buy 3. not, knot 5. fair, fare 7. knew, new 2. caught 4. steal 6. hear 8. roar B. 1. hair 3. meet 5. ate 2. eye 4. knows 6. soar 86 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 4 Coursebook Grammar CB page 74 *UDPPDU 1. As a warm-up activity, ask students to pair up We have entered Project Lucy in the national “Make a Difference with a classmate. Tell them they have to imagine Day” award competition. they are meeting each other when they are 30 years old. Ask them to greet each other with the The train has just left the station. sentence, “I didn’t recognise you!” Then, tell them to add a sentence to explain why they did Diane has lived in London all her life. not recognise the person, such as, “You have cut your hair” or “You have grown a beard”. We use the present perfect tense to talk about an action 2. Draw attention to the verbs they are using. Ask: that happened in the past but still affects the present or Do these verbs refer to actions that were done continues in the present. We form the present perfect tense in the past or to present actions? Guide them to by using the helping verb has or have with the past participle understand that the actions were done some time of the main verb. in the past but the result of the action is in the present. Fill in the blanks with the present perfect tense of the verbs 3. Follow the methodology of Show-Explain- given in the brackets. Apply to teach grammar in context. 4. : Read the examples given on CB page 74. 1. Gina (win) many prizes in chess and is now Ask students: Have the actions mentioned already taken place? What helping verbs are preparing for the inter-school competition. used in these sentences? 5. that these sentences are in the present 2. I can’t go to the party as I (hurt) my ankle. perfect tense. Highlight that we use the present perfect tense to show an action that began in 3. Kim (lose) her house keys and now she can’t the past but still affects the present or continues get in. in the present. Write the structure of the present perfect tense on the board: 4. You look so different! You (cut) your hair. • have/has + past participle of the main verb Then, read the example sentences again and 5. We already (complete) explain how the actions in the past affect the our project. present or continue in the present. 6. The Internet (change) our lives in many ways. • We have entered Project Lucy in the national “Make a Difference Day” award : % 8QLWSDJHV± competition. (Effect: We are part of the competition.) 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 • The train has just left the station. (Effect: So 7. As a wrap-up activity, ask students to I missed it.) form pairs. Write the following phrases on the board and ask students to take turns to • Diane has lived in London all her life. ask each other questions using the present (She continues to live there.) perfect tense. They can reply with Yes, I have or No, I haven’t. Remind them to use Explain that we use has with singular nouns and the past participle of the verbs given. For pronouns except I and you. We use have with I, example, you and plural nouns and pronouns. • draw a boat 6. : Ask students to apply what they have learnt Have you ever drawn a boat? Yes, I to the exercise given on the same page. Ensure that students have filled in the blanks correctly. have./No, I haven’t. • meet anyone famous • drink coffee • forget to bring your lunch • be punished • hide your friend’s book • stand on a table Answers CB page 74 4. have cut 1. has won 5. have, completed 2. have hurt 6. has changed 3. has lost © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 87
WB W B pages 30–31 Workbook Ensure that students have completed the exercises correctly. Answers WB pages 30–31 5. have, visited A. 1. has read 3. has, paid 2. Have, been 4. has destroyed B. 2. Ken is not here. He has gone to Ava’s house again. 3. Our school quiz team has won all the competitions this year. 4. I have worn the same pair of jeans for three days. 5. We have cleaned the room three times since this morning. 6. Chris has already cooked dinner for us. Period 5 Grammar CB pages 75–76 Coursebook 1. As a warm-up activity, write the following on the Andy has been unwell for more than a week. board: Andy has been unwell since last Monday. • Wednesday, three years, 2 o’clock, one week, The words for and since are used with the present perfect a month, yesterday, hours, two hours, this tense. We use for to talk about a period of time. We use since morning, last week. Draw two columns with the headings: Period of to show a particular time when an action started. time and Particular time.Tell students to group the words in the columns. Fill in the blanks with for or since. 2. Follow the methodology of Show-Explain- Apply to teach grammar in context. 1. I haven’t eaten junk food Sunday. For and Since 2. I haven’t eaten junk food a week. 3. : Read the examples given on CB page 75. 3. They have lived in this house ten years. 4. that we use for to talk about a period of time, such as a week, day, month, ten days. We 4. They have lived in this house his first birthday. use since to show a particular point in time when an action started, such as last Tuesday, 1996, : % 8QLWSDJHV± March 5. We have been working very hard to make sure that Project Lucy has 5. : Ask students to apply what they have learnt a chance of winning the award. to the exercise given on the same page. She has been waiting for the train since 6 a.m. We use the present perfect continuous tense to talk about an action which began at some time in the past and is still going on or has just stopped. We form the present perfect continuous tense by using the helping verb has or have, followed by the word been and then add -ing to the verb. Fill in the blanks with the present perfect continuous tense of the verbs in the brackets. 1. It (snow) since last Monday. 2. Grandma (look) for her cat, Tabby, but can’t find him anywhere. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 88 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
WB W B pages 31–32 Workbook Ensure that students have completed the exercises correctly. Answers WB pages 31–32 A. For: a long time; ten hours; one day Since: Sunday, yesterday, 6 o’clock Page 32 B. 2. 2015; two years 3. 1 August; one month Present perfect continuous tense 6. : Read the examples given on CB page 75. 7. that the present perfect continuous tense shows an action that began in the past and is Coursebook still going on or has just stopped. Point out that the present perfect continuous tense has the Andy has been unwell for more than a week. following form: Andy has been unwell since last Monday. has/have + been + verb + -ing 8. Write the following sentences on the board to The words for and since are used with the present perfect explain the difference between the present perfect tense. We use for to talk about a period of time. We use since tense and the present perfect continuous tense. • Sally has already eaten. (Sally finished to show a particular time when an action started. eating sometime earlier. The exact time is Fill in the blanks with for or since. not known.) • Sally has been eating for an hour. (Sally 1. I haven’t eaten junk food Sunday. began eating an hour ago and is still eating now.) 2. I haven’t eaten junk food a week. 9. : Ask students to apply what they have learnt to the exercise given on CB pages 75–76. 3. They have lived in this house ten years. 10. As a wrap-up activity, make the following timeline on the board and ask students to make sentences about Rita’s life, using since and for. 1991 Rita moves to Ontario. 4. They have lived in this house his first birthday. 2001 Rita joins Ontario Primary School as a teacher. : % 8QLWSDJHV± 2007 Rita becomes principal of Ontario Primary School. We have been working very hard to make sure that Project Lucy has a chance of winning the award. 2013 Rita gets married. She has been waiting for the train since 6 a.m. For example, Rita has lived in Ontario for 25 years./Rita has lived in Ontario since 1991. We use the present perfect continuous tense to talk about an action which began at some time in the past and is still going on or You may help students to frame sentences by writing the following on the board: has just stopped. We form the present perfect continuous tense by using the helping verb has or have, followed by the word been • Rita/taught/Ontario Primary School and then add -ing to the verb. • Rita/been principal • Rita/been married Fill in the blanks with the present perfect continuous tense of the verbs in the brackets. 1. It (snow) since last Monday. 2. Grandma (look) for her cat, Tabby, but can’t find him anywhere. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Answers CB pages 75–76 Coursebook p76 1. since 2. for 3. for 4. since 3. Isabella and Jane (take) art lessons together 1. has been snowing since they were five. 2. has been looking 4. has been flying 3. have been taking 5. have been saving 4. The pilot is exhausted because he (fly) for eight hours. 5. They _______________________________________ (save) for many years to buy a car. : % 8QLWSDJHV± 6SHOOLQJ $ Read the words below. They have the double letters rr. interrupt embarrass occurrence hurry sorry carry strawberry merry quarrel sorrow 89 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 borrow tomorrow mirror horrible terrific % Read the clues and complete the crossword with words from the word list above.
WB W B pages 32–33 Workbook Ensure that students have completed the exercises correctly. Answers WB pages 32–33 4. has been shopping A. 1. has been waiting 5. have been quarrelling 2. have been running 3. have, been studying B. 1. It has been raining since morning. 2. P olly has been taking ballet lessons since she was five years old. 3. M r and Mrs Brown have been working for the circus for a long time. Period 6 Spelling CB page 76 Coursebook 1. As a warm-up activity, write the following 3. Isabella and Jane (take) art lessons together poem on the board and ask students to recite since they were five. it in a chorus. Ask them to pay attention to the underlined words. 4. The pilot is exhausted because he (fly) for eight hours. The mirror I am filled with sorrow 5. They _______________________________________ (save) for many years to buy a car. Yes, I am sorry, Please don’t interrupt, I am embarrassed, : % 8QLWSDJHV± The mirror couldn’t carry The weight of the big strawberry. 6SHOOLQJ Another mirror I will never borrow And will get you a new one tomorrow. $ Read the words below. They have the double letters rr. 2. Read the words given in Exercise A on interrupt embarrass occurrence hurry sorry CB page 76. Emphasise the double letters rr in the words. Ask students to repeat them after you. carry strawberry merry quarrel sorrow 3. Introduce the students to a crossword. Tell them borrow tomorrow mirror horrible terrific that a crossword is a puzzle in which words are written horizontally (across) or vertically % Read the clues and complete the crossword with words (down). Words are written according to the clues from the word list above. given and some words cross each other, sharing the same letter. Ask students to complete the Across 1B 2 crossword given on CB page 76. Ensure that 5. A sweet soft red fruit 3 4 students have filled in the boxes correctly. with seeds on the outside 6. Day after today Down 1. Take and use something 5 belonging to somebody R else Y 2. Take from one 6T place to another 3. You see your reflection in this 4. We wish you a Christmas! 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 90 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
4. As a wrap-up activity, write the following words Coursebook on the board and ask students to come up in turns and rewrite the incorrectly spelt words. /LVWHQLQJ • cury (Answer: curry) Listen to the sentences. Tick the correct homophone for each sentence. • infer • arrive 1. allowed aloud • arest (Answer: arrest) 2. knew new • chery (Answer: cherry) 3. tail tale • horor (Answer: horror) 4. right write 5. eight ate • borow (Answer: borrow) • horid (Answer: horrid) 6SHDNLQJ • hurry The old lady is requesting that the boy help her cross the road. Answers CB page 76 I have been Sure, I will Across: standing here for be glad to. 5. STRAWBERRY 6. TOMORROW a long time. Could you please help me cross the road? Down: Here are some ways you can make requests. 1. BORROW 2. CARRY 3. MIRROR 4. MERRY Can I borrow your pen? Could you help me lift these boxes? Period 7 Could is considered more polite than can. Try it out Get into groups of four. Take turns to make and reply to requests such as asking for a pen or asking for help with a sum. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Listening CB page 77 Speaking CB page 77 1. As a warm-up activity, say the following 1. Discuss situations where we need to make sentences. Ask students to write them in their requests. Explain to students that there notebooks and underline the words as given below. are many ways to make requests. a. The sea is very blue today. 2. Invite students to role-play the dialogues b. I can see that the wind blew the leaves all on CB page 77. 3. Highlight the request words Could you over the park. and Can I. Draw students’ attention to the c. The girls were sitting in three rows. words used in response to the request. d. I gave my mother a rose on her birthday. 4. Try it out: Have students form groups for 2. Check if students have spelled the underlined words this activity. Ask them to take turns to act out different situations using appropriate correctly. Ask students: What do you notice about words to request for something and to the underlined words? (Answer: sea and see, blue respond positively or negatively. This and blew, rows and rose sound the same. These activity develops the life skill of effective pairs of words are homophones of each other.) communication. 3. Direct students to listen attentively as you play 5. As a wrap-up activity, write the following the audio and tell them to tick the correct word. on the board and ask students to point 4. Play the audio of the listening text given below. out which words they can use to make a Number 1. Mum allowed us to watch a request and which they can respond with. • Could I…? cartoon show yesterday afternoon because • Can I…? we finished our homework early. • Would you…? Number 2. When I heard the story, I just • Certainly… knew that I had to read the book. • Would you mind if I…? Number 3. A cow uses its tail to brush away • Will you…? insects. • Could you…? Number 4. Please write neatly. • Yes, of course. Number 5. Jill ate two slices of bread, three • Can you…? apples and an ice cream yesterday. • Sorry, I have forgotten that. 5. Play the audio once again and have students • I’m afraid… peer-check the answers. 91 Answers CB page 77 1. allowed 3. tail 5. ate 2. knew 4. write © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 8 Coursebook Writing CB page 78 :ULWLQJ 1. As a warm-up activity, ask students: • What is the difference between an e-mail and Email or electronic mail is the system of sending and receiving messages through the Internet. regular mail? • What are the things you need to send an Here is an example of an email. e-mail? (Expected answer: computer, From: Sally <[email protected]> Subject line Internet, e-mail addresses of sender and To: Kieran <[email protected]> This should refer to receiver) Subject: A small request the message. 2. Explain that we often write an e-mail because it Greeting is a faster way of communicating than a mail sent Dear Kieran, Greet the person. by post. 3. Ask students if they write e-mails, to whom and We have reached Miami safely. The weather Introductory paragraph for what reasons. is quite warm. and main body 4. Ask them to think about how they greet different Introduce and deal with people in e-mails. Ask them to give examples The food is amazing here. I have been eating the main topic. of how other aspects of the e-mail might vary, continuously since we arrived. depending on the person they are writing to. 5. Ask students if they only send messages by Could I ask you to do me a favour, please? I e-mail, or if they also attach files or send images. have left my bicycle unlocked. Please lock it 6. Talk about e-mail addresses. Tell students that for me. I will see you on Tuesday and collect everyone has a unique e-mail address, like a the keys. postal address. To be able to send an e-mail to somebody, we have to know that person’s e-mail Thanks again. Closing address. An e-mail address has three parts. The Sign off with a first part is the username which can be a person’s Your friend, suitable ending. real name or nickname. This is followed by the Sally symbol @ (at), followed by the name of the e-mail service provider. Common e-mail service Write an email to your friend telling him or her about what providers include Gmail, Yahoo and Hotmail. you have been doing during your summer holidays. 7. Tell students that like a letter, an e-mail can be friendly or official. E-mails should be short : % 8QLWSDJH and clear. The writer should change his or her language depending on whom he or she is 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 writing to. 8. Refer to the introduction given on CB page 78 9. Tell students: The introductory paragraph and take students through the different parts of an of the e-mail changes according to the e-mail. Ask: subject and also the person you are writing • What is the e-mail address of the sender? to. If you are replying to an e-mail, thank • What is the e-mail address of the person to the person for their last message. whom the e-mail is addressed? (This person is called the receiver.) 10. Go through the contents of the main body. • What should the subject line refer to? You could ask a student to read it out. Ask • If you are writing an official e-mail (to the students: How would you write the closing principal of a school, editor of a newspaper, in an official e-mail? (Expected answer: president of an association) how would you Regards/Yours faithfully/Sincerely, greet that person? (Answer: We use their followed by your name and surname) surname and Mr or Ms.) 11. Ask students to go through the e-mail again and ask: If you were to write this e-mail, what would you write in the subject line ? 12. Ask students to read the question on CB page 78 and make notes. Ask them to think about the order in which they would like to write about their holiday. 13. As a wrap-up activity, ask: • What would you write in the “To” field? • What would you write in the “Subject” field? 92 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 9 Coursebook Writing CB page 78 :ULWLQJ 1. To recap learning, ask students: • What is the full form of e-mail? Email or electronic mail is the system of sending and receiving • What does greeting and closing mean? messages through the Internet. 2. Ask students to go through the notes they had Here is an example of an email. made in the previous class. Ask if they have included the following information about their From: Sally <[email protected]> Subject line holiday: To: Kieran <[email protected]> This should refer to • What was the best thing about your holiday? Subject: A small request the message. Greeting (Did you visit somebody or a new place? Dear Kieran, Greet the person. Did anyone come to visit you?) • What was the weather like? We have reached Miami safely. The weather Introductory paragraph • How did you spend your time? is quite warm. and main body • Who did you spend your time with? Introduce and deal with • Did you learn anything new? The food is amazing here. I have been eating the main topic. 3. After students have completed the notes, ask continuously since we arrived. them to write the e-mail, following the format given on CB page 78. Could I ask you to do me a favour, please? I 4. Ask all students to use (their name)@student. have left my bicycle unlocked. Please lock it com as their e-mail address. They should use for me. I will see you on Tuesday and collect (their friend’s name)@student.com as their the keys. friend’s e-mail address. 5. As a wrap-up activity, ask a few students to read Thanks again. Closing out their e-mails. Sign off with a Your friend, suitable ending. Answers CB page 78 Sally Suggested answer: From: Renee ˂[email protected]> Write an email to your friend telling him or her about what To: Pete ˂[email protected]> you have been doing during your summer holidays. Subject: Summer holidays : % 8QLWSDJH Dear Pete, 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Summer holidays have finally begun! It has been very hot Workbook here. I have not been able to go out at all. I have already finished reading three books. One is an adventure story, 93 another one is a mystery and the third one is about a young girl like me. Mum has been taking me to swimming classes. They are such fun! I am going to attend a karate workshop next week. I am very excited about that! My cousins came to visit for four days. We had a wonderful time chatting and playing. Mum has been telling me to finish my homework, so I do a few pages every day. Are you enjoying the holidays? Have you read any new books? Please write soon. Your friend, Renee © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
WB W B page 34 Workbook Suggested answer: Coursebook Ensure that students have followed the format mentioned on CB page 78. 5HYLHZ Answers WB page 34 What did you learn? Tick. Suggested answer: Homophones are words that have the same pronunciation From: [email protected] but different spellings and meanings. To: [email protected] We use the present perfect tense to talk about an action that happened in the past but still affects the present or Subject: My trip to London continues in the present. We form the present perfect tense by using the helping verb has or have with the past participle Hi Myra, of the main verb. The words for and since are used with the present perfect How have you been enjoying your holidays? I am in tense. We use for to talk about a period of time. We use London with my family. We have been here for two days since to show a particular time when an action started. now. I am enjoying the trip a lot. We use the present perfect continuous tense to talk about an action which began at some time in the past and is still The city is very beautiful. It has palaces and new going on or has just stopped. We form the present perfect buildings side by side. The river Thames is beautiful too. continuous tense by using the helping verb has or have, I loved riding the London Eye. followed by the word been and then add -ing to the verb. Some words are spelt with the double letters rr. Buckingham Palace is on the other side of the city from our hotel. It is where the Queen stays. 3URMHFW:RUN I have been eating a lot of the local food. It is delicious. The Make a chart about a place you visited. Paste pictures of weather is lovely. Let me know what I can bring for you. the people, the food, the famous places and write a few sentences about each picture. Display your chart in class. I am eagerly waiting for your reply. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Your friend, Michel © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 Period 10 Review CB page 79 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 79 1. Students should be informed about the project work one week before the activity is conducted in class. 2. The project work can be done individually or in groups. 3. Ask students to think of a place they have visited. Ask them to collect pictures of the place, its people and the food and prepare a few sentences about each picture. 4. Ask students to make a chart with the information and pictures they have collected. Remind them that the information must answer these questions: • What places should tourists definitely visit? • W hat are the traditional clothes of the people of that place? • What food is the place famous for? 94
Unit 7: Spades and Spoons 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 pp80–81 Scholastic the Theme • Read aloud the poem with proper pronunciation, CB pp81–83 1. Comprehension Reading intonation and voice modulation. CB p84 Strategies for Reading for • Answer questions to understand the poem. *WB p35 Success 4 Understanding CB pp85–86 *WB p36 Unit 3 pp25–30 2 Reading • Read silently to understand the poem. • Sheet of chart paper (optional) 2. A lpha Grammar CB p87 Comprehension • Answer questions at different comprehension levels. *WB pp37–38 and Composition 4 CB p88 p132 • Identify the main idea of the poem. CB p89 CB pp89–90 Related 3 Vocabulary • Develop vocabulary related to words that go together. • Flash cards or strips of paper with the following CB p90 children’s CB p90 books from phrases: close friend, high fever, heavy rain, give advice, *WB p39 Scholastic CB p91 finely chopped, evenly distributed, regular exercise, bar 1. R ecess by Eileen Spinelli from of soap, plane took off, burst into tears, whisper softly, Scholastic Active English Literature get angry, save time, get ready, pay a fine, break the Reader 4 pp48–51 rules, take an exam, have lunch, take a photo, great time, completely satisfied 4 Grammar • Understand the use of the present continuous tense to talk about the future. • Understand the use of about to talk about the future. • Use the present continuous tense to talk about the future. • Use about to to talk about the future. 5 • Understand the use of used to, would and will. • Sheet of chart paper (optional) • Use used to, would and will in context. 6 Spelling • Recognise words with the double letters bb. • Spell words with the double letters bb correctly. 7 Listening • Listen to find specific information. • Audio player and speakers Speaking • Learn choral reading. 8 Writing • Recognise an acrostic poem. • Dictionary (by students) 9 • Write an acrostic poem. 10 Project Work • Make a scrapbook of leaves. • Leaves and their names (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 7: Spades and Spoons Coursebook Period 1 7Spades and Spoons Before you read Introducing the Theme CB pages 80–81 What do you do when someone asks you to do something 1. As a warm-up activity, ask students the following that you find boring or difficult? riddles: Gathering Leaves Why does the • Ihave a long handle and a flat blade. You Spades take up leaves speaker “make a No better than spoons, great noise”? use me to dig sand, especially at the beach. And bags full of leaves Who am I? (Answer: spade) Are light as balloons. • I have a bowl-shaped mouth and a long handle. You use me to mix, serve and eat I make a great noise food. Who am I? (Answer: spoon) Of rustling all day Ask students what other activities spades and Like rabbit and deer spoons can be used for. Running away. 2. Before you read: Encourage students to respond to the question. But the mountains I raise 3. Play the audio. Ask students to close their eyes as Elude my embrace, they listen to the audio of the poem and visualise Flowing over my arms the scenes. And into my face. Reading Aloud I may load and unload Does the speaker 1. Have students read aloud the poem in groups. Again and again find gathering 2. Focus on correct pronunciation, intonation, Till I fill the whole shed, leaves easy? And what have I then? pauses and voice modulation. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 HOXGH HVFDSHIURP Reading for Understanding HPEUDFH WKHDFWLRQRIKROGLQJVRPHRQHRUVRPHWKLQJ 1. Read each stanza of the poem and explain the FORVHO\\LQRQH¥VDUPV meaning. • Stanza 1—Ask students: What does the poet Coursebook mean by “no better than”? Is the poet saying that spades and spoons are Next to nothing for weight, And since they grew duller useful for picking leaves? From contact with earth, Why does the speaker compare the bags of Next to nothing for colour. leaves to balloons? Next to nothing for use. • Stanza 2—Ask the while-reading question. But a crop is a crop, And who’s to say where (Expected answer: He makes a great noise to The harvest shall stop? show that he is working.) Then, ask: What is the meaning of “rustling”? –Robert Frost • Stanza 3—Ask students: What does the pile of leaves look like to the speaker? After you read Is it easy or difficult for the speaker to pick up the leaves? Do you think the speaker enjoys gathering leaves? Why do you • Stanza 4—Ask students: Which words tell us think so? Would you enjoy gathering leaves? that the speaker’s task is repetitive? (Answer: “again and again”) 5HDGLQJ&RPSUHKHQVLRQ Then, ask the while-reading question. • Stanza 5—Ask students: How much do the $ Read the poem again. Circle the words that rhyme dry leaves weigh? in each stanza. (The first one has been done for you.) How did the leaves come in contact with earth? What do you notice about the order of rhyming words? (Answer: They have fallen on the ground.) Spades take up leaves • Stanza 6—Ask students: How does the poet No better than spoons, comfort himself? And bags full of leaves Are light as balloons. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 (Expected answer: He tells himself that “a crop is a crop” and the leaves might have some value.) 2. After you read: Encourage different students to express their views. This activity develops the life skill of critical thinking. 96 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
3. As a wrap-up activity, ask students: And who’s to say where • Do you feel some tasks are more boring than The harvest shall stop? others? Can you give some examples? –Robert Frost Period 2 After you read Reading Comprehension CB pages 81–83 Do you think the speaker enjoys gathering leaves? Why do you 1. As a recap, ask students: think so? Would you enjoy gathering leaves? • Who wrote the poem Gathering Leaves? • Does the person enjoy this task? Coursebook 2. Ask students to read the poem silently. 3. The comprehension skill focus in this unit is 5HDGLQJ&RPSUHKHQVLRQ Identifying the Main Idea. Highlight to students $ Read the poem again. Circle the words that rhyme that they should look at the title or heading to in each stanza. (The first one has been done for you.) identify the main idea. They should find the idea What do you notice about the order of rhyming words? that flows through all the stanzas of the poem to Spades take up leaves get the main idea. Identifying the main idea of a No better than spoons, text helps in understanding it better. The writer And bags full of leaves builds on the main idea by giving details in the Are light as balloons. following paragraphs or stanzas. 4. Draw the following diagram on the board or on 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 a sheet of chart paper to explain the main idea of each stanza. You may ask students to fill in the Coursebook main idea in each box. % Match the sentences with their correct meanings. 1. Spades take up a. What will the leaves no better speaker have when than spoons. the whole shed is filled with leaves? 2. Bags full of b. Spades are as useless leaves are light as spoons when as balloons. picking up leaves. 3. I make a great c. The huge bags full noise of rustling all of leaves are as light day like rabbit and and airy as balloons. deer running away. 4. Till I fill the whole d. Gathering leaves is shed, and what an endless task. have I then? 5. And who’s to say e. The noise made where the harvest when gathering shall stop? leaves is like the sound of rabbits and Stanza 1: Spades are deer running away. as useless as spoons Stanza 6: Though the & Answer the following questions. leaves seem to have no when it comes to 1. What does the speaker use to gather leaves? use, the speaker consoles picking up leaves. himself by saying that his 2. For how long does the speaker do the work? task might have some Gathering Stanza 2: The speaker Leaves makes a great deal of noise 3. Which animals is the speaker reminded of while value. gathering leaves? to show he is working. Stanza 5: The 4. Where does the speaker unload the bags of leaves? leaves have no Stanza 3: The piles weight or colour. of leaves look like 5. Why did the leaves grow duller? mountains. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Coursebook Stanza 4: It is a ' The poem has many comparisons. Complete never-ending task. the table. 5. Ask students to complete Exercises A and B. The thing being compared What it is compared to Ensure that students have answered correctly. spoons bags full of leaves 6. Discuss Exercises C and D before students write a great noise of rustling crops the answers. ( Imagine the speaker is your friend. What advice would 7. Exercise F focuses on the comprehension strategy you give him or her about gathering leaves? Write for this unit. Ask students: What is the main idea two sentences. of the poem? Point out that the title of the poem suggests that it is about gathering leaves, but the ) Check your understanding of Identifying the Main Idea. main idea is that even though a job may seem Which stanza does each sentence below relate to? Write useless or boring, we should finish it because it is the stanza number beside each. useful and necessary. 1. The leaves are worthless because they don’t weigh a lot and are unattractive. 8. As a wrap-up activity, ask students: • What tasks do you perform at home and 2. Gathering leaves is noisy and takes all day. 3. Leaves, unlike crops, are useless. at school? What can we learn from boring 4. Gathering leaves in bags with spades is tasks? hard work. 5. The piles of leaves I gather fly all over the place. 6. I carry out this task repeatedly but what is the use? 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 97
Answers CB pages 81–83 Coursebook A. Stanza 2: day, away Stanza 3: embrace, face Stanza 5: duller, colour ' The poem has many comparisons. Complete Stanza 4: again, then Stanza 6: crop, stop the table. B. 1.-b 2.-c 3.-e 4.-a 5.-d The thing being compared What it is compared to spoons C. 1. The speaker uses a spade to gather leaves. bags full of leaves 2. The speaker works for the entire day. a great noise of rustling crops 3. The speaker is reminded of deer and rabbits while ( Imagine the speaker is your friend. What advice would gathering leaves. you give him or her about gathering leaves? Write 4. The speaker unloads the bags of leaves in the shed. two sentences. 5. The leaves have fallen from the tree and are dying. ) Check your understanding of Identifying the Main Idea. Hence, they have grown duller. Which stanza does each sentence below relate to? Write the stanza number beside each. D. What it is compared to 1. The leaves are worthless because they don’t weigh a lot and are unattractive. The thing being compared 2. Gathering leaves is noisy and takes all day. 3. Leaves, unlike crops, are useless. spades spoons 4. Gathering leaves in bags with spades is bags full of leaves balloons hard work. 5. The piles of leaves I gather fly all over the place. 6. I carry out this task repeatedly but what is the use? a great noise of rustling rabbit and deer running 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 away leaves crops Coursebook E. S uggested answer: I would advise my friend to use a 9RFDEXODU\\ broom and a basket instead of a spade and a bag to gather the leaves. That will help him or her gather the I make a great noise. leaves faster. Please don’t make a mistake again. Some words in English usually go together. F. 1.-5, 2.-2, 3.-6, 4.-1, 5.-3, 6.-4 For example, we do not say I do a great noise or Please don’t do a mistake again. Period 3 $ Fill in the blanks with words from the box. The first one has been done for you. big keep catch have Vocabulary CB page 84 1. big mistake 3. a bus 1. As a warm-up activity, write the following words 2. surprise 4. a cold improvement a thief on the board. breakfast a diary play advice fun a secret maintain home a headache a promise get an instrument give silence % Fill in the blanks with make or do. Then, make sentences with any three groups of words in your notebook. 1. a phone call 2. yoga 3. homework Ask students: Can we play advice? Which word 4. an appointment can we match with play? Pair each word on the left with the words on the right in turns till they : % 8QLWSDJH match correctly (as shown above). 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 2. Read the examples on CB page 84 and explain to students that there are some words in English that usually go together. 3. Ask students to complete Exercises A and B and ensure that they have completed the task correctly. 98 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Search
Read the Text Version
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
- 11
- 12
- 13
- 14
- 15
- 16
- 17
- 18
- 19
- 20
- 21
- 22
- 23
- 24
- 25
- 26
- 27
- 28
- 29
- 30
- 31
- 32
- 33
- 34
- 35
- 36
- 37
- 38
- 39
- 40
- 41
- 42
- 43
- 44
- 45
- 46
- 47
- 48
- 49
- 50
- 51
- 52
- 53
- 54
- 55
- 56
- 57
- 58
- 59
- 60
- 61
- 62
- 63
- 64
- 65
- 66
- 67
- 68
- 69
- 70
- 71
- 72
- 73
- 74
- 75
- 76
- 77
- 78
- 79
- 80
- 81
- 82
- 83
- 84
- 85
- 86
- 87
- 88
- 89
- 90
- 91
- 92
- 93
- 94
- 95
- 96
- 97
- 98
- 99
- 100
- 101
- 102
- 103
- 104
- 105
- 106
- 107
- 108
- 109
- 110
- 111
- 112
- 113
- 114
- 115
- 116
- 117
- 118
- 119
- 120
- 121
- 122
- 123
- 124
- 125
- 126
- 127
- 128
- 129
- 130
- 131
- 132
- 133
- 134
- 135
- 136
- 137
- 138
- 139
- 140
- 141
- 142
- 143
- 144
- 145
- 146
- 147
- 148
- 149
- 150
- 151
- 152
- 153
- 154
- 155
- 156
- 157
- 158
- 159
- 160
- 161
- 162
- 163
- 164
- 165
- 166
- 167
- 168
- 169
- 170
- 171
- 172
- 173
- 174
- 175
- 176
