Active English Teacher's Manual 2

3. Play the audio once again and have students Coursebook peer-check the answers. Coursebook Answers CB page 84 99 1. 3 3. 6 5. 2 2. 4 4. 1 6. 5 Speaking CB page 85 1. Explain that we use the helping verbs will and shall when we talk about our plans for the future. 2. Read aloud the dialogue in the speech bubbles on CB page 85. 3. Ask a few students to come forward in pairs to read the dialogue. 4. Try it out: Ask students to work in pairs and talk about what they plan to do on the weekend. Remind them to use the verbs will and shall. 5. As a wrap-up activity, ask various students: • W hat will you do as soon as you reach home after school today? Period 8 Writing CB page 86 1. As a warm-up activity, write the following word pairs on the board and ask students to write the short forms in their notebooks. Then, ask them to make sentences using any three short forms. • he is • let us • I am • you are • I shall • we will 2. Ask students to read the dialogue given on CB pages 78–79. 3. Explain to students that the dialogue given on CB page 86 is based on the dialogue given on CB pages 78–79. Point out that since the mice could not fi nd a solution to their problem in the previous meeting, they have gathered together again for another meeting. 4. Ask students to complete the dialogue using the words given in the box. 5. As a wrap-up activity, ask a student to read aloud the completed dialogue. Answers CB page 86 Let’s tie the bell; He’s too quick; I shall stand, he’s sleeping, will creep up, he will see me fi rst; You’re so clever, I’m sure this plan © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

WB W B page 38 Workbook Coursebook Ensure that students have completed the dialogue correctly. Answers WB page 38 I’m going out, I will, Don’t open; It’s me; You’re not; I’m your mother; we will believe; I shall; You’re not; You’re, Let’s shout, He will Period 9 Writing CB page 86 1. As a recap, write the following lines on the board. Ask students to choose the correct way of writing a dialogue. You may tell them to refer to CB pages 78–79. • First kid: Who is it? • First kid who is it? • First kid, Who is it? (Answer: The first option is correct.) 2. Write the following story on a sheet of chart paper and display it in class. Ask students to read the story. One day a bird catcher came to a great king’s court. He had a very colourful bird. The bird catcher said to king, “This is a magical bird. It is has all the colours of the world in it.” The king said, “I like the bird. Please take fifty gold coins and leave the bird with me.” When the bird catcher had gone, the wise minister said to the king, “O king, this bird is not magical. It does not have all the colours of the world in it.” The king was surprised. He asked, “Can you prove this?” The wise minister replied, “Let me give it a bath.” When the minister gave the bird a bath, everybody was surprised. One courtier said, “It is just a pigeon and not a magical bird.” Another courtier said, “Look! Its colour is fading.” The wise minister then said, “I saw colours on the nails of the bird catcher and knew immediately that he was a liar.” The bird catcher was caught and punished. The money that had been given to the bird catcher was now given to the minister for his wisdom. 100 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

3. Briefl y discuss the events in the story. Explain Coursebook that a courtier is someone who has an important position in the court of a king or a queen. Then, write the following outline of a dialogue based on the story on the board. Tell students to copy the words said by each person to complete the dialogue. One day a bird catcher came to a great king’s court. He had a very colourful bird. He showed the bird to the king. Bird catcher : The King : The bird catcher goes away. The Wise Minister : The King : The Wise Minister : The wise minister gives the bird a bath and everybody is surprised. First courtier : Second courtier : The Wise Minister : The bird catcher was caught and punished. The money that had been given to the birdcatcher was now given to the minister as a reward. 4. As a wrap-up activity, ask six students to come forward in a group and read the script aloud. Assign a character to each student. Period 10 Review CB page 87 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 87 1. Students should be informed about the project work a day earlier. 2. Ask students to make a chart and write three things they plan to do in the coming year. Ask groups to compare their charts. Point out which plans are common to them. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 101

Unit 9: A Special Holiday Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to visualise. • Audio player and speakers CB pp88–89 the Theme CB p90 Scholastic 2 Reading • Read aloud a poem with proper pronunciation, CB p91 1. Comprehension *WB p39 Stategies for Reading intonation and voice modulation. Success 2 Unit 2 CB pp92–93 pp12–15, pp16–18 Comprehension • Answer questions at different comprehension *WB p40 levels. CB p93 2. A lpha Grammar *WB p41 and Composition 2 • Look for relevant information to answer CB p94 Unit 6 pp45–46 questions. CB p95 3. Alpha Grammar CB p95 and Composition 3 3 Vocabulary • Learn words with the same meanings. •  Two sets of flash cards: Set 1 — broad, middle, untrue, CB p96 Unit 5 pp47–48 glad, big, fast, rich, unhappy, honest, damp, pain, difficult, CB p96 look, clever, gift, leap; *WB p42 4. Alpha Grammar Set 2 — wide, centre, false, happy, huge, quick, wealthy, CB p97 and Composition 1 sad, truthful, wet, ache, hard, see, smart, present, jump Unit 4 pp35–36 4 Grammar • Understand the simple past tense. •  Sheet of chart paper (optional) 5. A lpha Grammar and Composition 2 • Use the simple past tense in context. Unit 4 pp26–27 5 • Understand the use of the articles a, an and the. Related • Use the articles a, an and the in context. children’s books from 6 Spelling • Recognise the long i-e sound. •  Flash cards: hide–hid, ride–rid, bride–brick, wide–with, Scholastic • Spell words with the long i-e sound correctly. pile–pill, shine–shin, whip–wipe, fin–fine, moon–mine, 1. T oasting Marshmallows: ripe–rip, kitten–kite, fill–file, mill–mile, weep–wipe, Camping Poems by Kristine bit–bite O’Connell George. 7 Listening • Listen to identify words in the simple past tense. • Audio player and speakers Speaking • Talk about a dream. 8 Writing • Recognise the different parts of an informal letter. 9 • Write an informal letter. 10 Project Work • Make a chart. •  Pictures related to a holiday (optional), sheets of chart • Work in a group. paper, coloured pens (by students) *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 9: A Special Holiday Coursebook Period 1 Coursebook Introducing the Theme CB pages 88–89 • Stanza 4—Explain that “planets” are 1. As a warm-up activity, ask students: heavenly bodies that move around the sun. Tell them that “Mars” is a planet. • What does the word “holiday” mean? Ask: Where did the speaker go? Is it (Expected answer: It means a day spent away possible to visit the planets? What did from school.) the speaker do to the stars? Who was Explain that the word “holiday” also means a few travelling to Mars? days of fun and activity that are spent away from home. 103 2. Before you read: Ask the questions and let students express themselves freely. 3. Play the audio of the complete poem. Ask students to keep their books closed and listen carefully. Reading Aloud 1. Read the poem aloud. 2. Discuss and explain the meaning of diff icult words. Refer to the glossary to explain wrestled, boxed, journeyed, chatted, moonbeam, gossiped, mermaid, grappled, safari park, chased and pirates. 3. As a wrap-up activity, ask students: • Do you think the speaker actually went to all the places he mentions in the poem? Why do you think so? Period 2 Reading for Understanding 1. As a recap, ask various students in turns: • Name one animal that the speaker saw when he was on holiday. 2. Read the poem aloud one stanza at a time and explain its meaning. Revise the meaning of diff icult words. Ask questions to make teaching interactive. • S tanza 1—Ask the while-reading question. Tell students that “Timbuktu” is the name of a city in Africa. Then, ask: Which animals did he see? What did he do with the animals? • Stanza 2—Ask: Where did the speaker go? What did he climb? • Stanza 3—Explain to students that a “seagull” is a bird that is found near seas and oceans and that a “baboon” is a type of monkey. Ask the while-reading question. Then, ask: Was the speaker friendly or rude towards the seagull? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

• S tanza 5—Explain to students that Coursebook “Greyhound” is the name of a company that Coursebook runs buses across the United States, Canada and Mexico. Ask: What did the speaker drive? How did he travel across the desert? • S tanza 6—Point to the picture of the mermaid given on CB page 89 and tell students that mermaids are believed to sing beautifully. Then, explain that “Grizzly” is a kind of bear that is found mostly in North America. Ask: Where was the Grizzly? Would you say that the speaker was brave? Why? • Stanza 7—Explain that the word “band” is used to refer to a group. So “a band of pirates” means a group of pirates. Ask: What was the last thing the speaker did before his holiday came to an end? 3. Have students read the poem aloud in groups. Focus on correct pronunciation, intonation and voice modulation. 4. After you read: Allow different students to express their views. 5. As a wrap-up activity, ask students: • Of all the things the speaker did in the poem, which do you like best? Why do you like it? Reading Comprehension CB page 90 1. The comprehension skill focus in this unit is Finding Information. Highlight to students that reading a text carefully allows them to f ind information that helps them understand the text better. 2. Ask students to complete the exercise and peer-correct the answers. 3. Ensure that students have answered the questions correctly. 4. As a wrap-up activity, write the following questions on the board and ask students to write the answers in their notebooks. Seek responses from various students and help them to frame correct answers. • How many animals did the speaker f ight altogether? • Which birds did the speaker see when he was on holiday? Answers CB page 90 1. b. 2. b. 3. c. 4. a. 104 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 3 Coursebook Vocabulary CB page 91 Workbook 1. As a warm-up activity, write the following Answers WB page 39 sentence on the board: • A small act of love can make a big change. Circle: Now, replace some of the words in the sentence 1. wrestled 3. tiny as shown below: 2. unhappy 4. lovely • A small little act deed of love affection can make a big huge change difference. 2. Ask students if both the sentences written on the board have the same meaning. 3. Read the examples given on CB page 91. Explain that the highlighted words have nearly the same meaning. Refer to the words in the sentences written on the board. Explain that the word pairs small – little, act – deed, love – affection, big – huge and change – difference also have almost the same meaning. Then, read the word pairs given on CB page 91 and point out that each pair is similar in meaning. 4. Ask students to complete the exercise given on the same page. Ensure that students have circled the correct words. 5. Try it out: Ask students to work in pairs and tell each other about their favourite animal or thing. They should try to use different words with the same meaning to describe the animal or thing they have chosen. 6. As a wrap-up activity, place the f irst set of f lash cards face down on a table. Display the second set on another table. Divide the class into two teams. Ask students from both teams to come forward in pairs. Tell the student from the f irst team to pick up a f lash card from the f irst set and read the word aloud. The student from the second team will walk over to the displayed set of f lash cards and select a f lash card that has a word with a similar meaning. Have teams take turns to do this activity. Answers CB page 91 Circle: 1. large 2. unhappy 3. scream 4. pretty WB W B page 39 Ensure that students have circled the correct words. 5. yell 7. crawl 6. glad 8. large © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 105

Period 4 Coursebook Coursebook Grammar CB pages 92–93 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 Simple past tense 1. As a warm-up activity, write the following poem on the board or on a sheet of chart paper and have students recite it in a chorus. I grew up fast Oh! I grew up so fast. A few years ago I crawled But now I just run. I learnt the English alphabet And now I can read books. I played with baby toys. Now I play games. I spoke a few words But now I talk too much. Time f lew and I grew up so fast! Ask students to pick out the verbs in the poem. Then, ask them to say which of these refer to actions that happened earlier. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the f irst set of examples given on CB page 92. 4. that we add -d or -ed to verbs when we use them to talk about something that happened in the past. We call this the simple past tense form of the verbs. Point out the circled words in the poem written on the board and explain that they refer to past actions. Simple past form of verbs that change completely 5. : Read the second set of examples on CB page 92. 6. that some verbs change their form completely when we use them to talk about the past. We do not add -d or -ed to such verbs. Refer to the underlined words in the poem and explain that they refer to past actions. 7. Read the verbs given in the table and ask students to repeat them after you. 8. : Ask students to apply what they have learnt to the exercise given on CB pages 92–93. Ensure that students have f illed in the blanks with the correct form of the verbs. 9. Try it out: Ask students to work in pairs and tell each other what they did in the morning. Remind them to use past tense verbs. 106

10. As a wrap-up activity, draw the table given below Workbook on the board. Ask students to refer to the poem I grew up fast to complete it using the present or Coursebook past tense forms of the verbs. 5. : Ask students to apply what they have Simple present tense Simple past tense learnt to the exercise given on the same grow ran page. Ensure that students have used the crawl talked correct articles. learn 6. As a wrap-up activity, divide the class play into two teams. Write a few words on the speak board one at a time. The teams will take turns to make a sentence with the word fl y 107 Answers CB pages 92–93 1. bought 2. lost 3. spoke 4. felt, went WB W B page 40 Ensure that students have used the correct verbs. Answers WB page 40 1. bought 3. lost 5. broke 7. sold 2. went 4. spoke 6. fell 8. saw Period 5 Grammar CB page 93 1. As a warm-up activity, write the following pairs of sentences on the board: • I bought a shirt. The shirt did not f it me. • You bought an umbrella. The umbrella had holes in it. • We wanted to buy a house on the moon. However, the moon is too far away. Ask students: Why do we use a shirt in the first line and the shirt in the second? (Expected answer: This is because in the second line we refer to the shirt mentioned in the f irst line.) 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB pg 93. 4. that the articles a and an are used with countable nouns. They mean one. An is used with words that begin with the vowels a, e, i, o and u. The article the is used with things that are one of their kind or when we talk about things that have been mentioned earlier. Draw students’ attention to the use of the articles in the sentences written on the board. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

written on the board using the article Workbook a or an. The other team will make another sentence with the same word using the article the. For example: • He had a book. • T he book was interesting. You may use the following words: • ship, apple, pencil, cup, orange, egg, toy, umbrella, axe, pet, road, elbow, bottle, pencil, table, bus, door, computer Answers CB page 93 1. an, a, a 3. the 2. The 4. an, The WB W B page 41 Ensure that students have used the correct articles. Answers WB page 41 1. an 5. a, the 2. a 6. the 3. a, The 7. the 4. The 8. a Coursebook Period 6 Spelling CB page 94 write only the word with the long i-e sound 1. As a warm-up activity, write the following poem on on the board. Have teams take turns to do this activity. the board and ask students to recite it in a chorus. Answers CB page 94 The kite The little red kite B. 1. f ive 3. time 5. drive That had blue stripes 2. hive 4. wide 6. line Glided and dived in pride. It got stuck in a vine And almost broke its spine But it f inally again did rise. It learnt in time We should not smile in pride. 2. Read aloud the words given in Exercise A and ask students to repeat them after you. Focus on the long i-e sound. Point out the words with the long i-e sound in the poem written on the board. Explain the meaning of any words that students may not know. 3. Ask students to complete Exercise B on the same page. Ensure that students have f illed in the blanks correctly. 4. As a wrap-up activity, divide the class into two teams. Place the f lash cards face down on a table. Ask a student from each team to step forward. One student will pick a f lash card and read the words written on it. The student from the other team will 108 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 7 Coursebook Listening CB page 95 4. Try it out: Ask students to come forward 1. As a warm-up activity, say the following pairs of and talk about a strange adventure they had in a dream. They could talk about a sentences one at a time and ask students to repeat dream where they travelled to a strange them after you. Stress the underlined verbs in place, walked on the sea, f lew like a bird, each pair of sentences. or met some strange creature. Remind • I went to the park today. I shall go there them to use past tense verbs in their sentences. This activity helps to develop tomorrow. the life skills of effective communication • She won the prize last year. She hopes to win and creative thinking. it again. 5. As a wrap-up activity, ask students: • He brought some bags. He will bring some • What do you do when a dream scares you? sheets too. Ask students to identify which verb in each pair shows a past action. Draw attention to the way the verb changes in the past tense. 2. Play the audio of the listening text. Direct students to listen attentively and write the correct number for each picture. Number 1. The doctor wrote the prescription. Number 2. Mina told Noorie about her birthday. Number 3. The bird made a nest in the tree. Number 4. The actor stood on the stage. Number 5. Mrs Susan taught us grammar today. Number 6. Sara ate an ice cream. 3. Play the audio once again and have students peer-check the answers. Answers CB page 95 1. 2 3. 1 5. 4 2. 5 4. 6 6. 3 Speaking CB page 95 1. Remind students that we use verbs in the past tense to talk about actions that happened earlier. Point out that some simple past tense verbs are formed by adding -d or -ed to the verb while some verbs change their form completely when used in the past tense. 2. Read aloud the sentences in the speech bubble on CB page 95. 3. Ask a few students to read the sentences aloud. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 109

Period 8 Coursebook Writing CB page 96 Answer CB page 96 1. As a warm-up activity, write the following letter Suggested answer: 44 East Brick Road on the board and ask students to read it silently. Mocho City 24 July 2017 21 Oak Avenue Address of the Dear Rachel, person writing the The summer holidays are starting next week. I Louisville letter wish I could go on a holiday. I would love to visit Date places like Aspen and Vermont. I would carry my 12 June 2017 Greeting followed brand new bag and lots of books. I would climb by the first name the mountains during the day. At night, I would Dear Ron, of your friend and read and look at the stars in the sky. Maybe you a comma could come on the trip with me! That would make I hope you are fine. Last night I had it a perfect holiday. a strange dream. It made me laugh. Body of the letter Your friend, Let me tell you all about it. Ron Closing I was in a land of chocolates. There followed © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 were chocolates of different colours by a comma and types everywhere. The bed was First name of the a chocolate, my book was a person writing the chocolate, my chair was a chocolate letter and my kitchen had only chocolates. I wanted to eat everything. I ate my bed, chair and everything around me! It was very funny. If you have a strange dream, please share it with me. Your friend, John 2. Draw students’ attention to each part of the letter separately and explain it as shown above. Point out that the body of the letter is made up of one or two paragraphs that talk about what we want to say. 3. As a wrap-up activity, ask students to take turns to read aloud the different parts of the letter. Period 9 Writing CB page 96 1. As a recap, ask students: • Whose address do we write at the top-left corner of the letter? • What comes after the address? • Whose name do we write when we end a letter? 2. Ask students to write a letter about their idea of a perfect holiday in their notebooks using the guidelines given on CB page 96. Explain that for the body of the letter, they can answer the questions included on the same page. 3. As a wrap-up activity, ask a few students to read aloud the letters they have written. 110

WB W B pages 42–43 Workbook Coursebook Ensure that students have followed the format of the letter correctly. Answer WB page 43 Suggested answer: 24 Nina Road Port Antonio 15 November 2017 Dear Grandma, Last weekend, I went to the Yellowstone National Park with Mum and Dad. We left early in the morning and stayed at a guest house near the park. The next day, we explored the amazing natural hot water springs. The colours of the rocks were different and looked beautiful together. I snapped many photographs with my family. I also took pictures of the colourful rocks and springs. I will collect them in my scrapbook. When we visit you, I shall show you the pictures. Love, Sarah Period 10 Review CB page 97 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 97 1. Students should be divided into groups of eight and informed about the project work a week in advance. 2. Ask members of each group to share their idea of a perfect holiday with each other. Tell them to collect information about the place they would like to visit as well. Students can also get pictures related to their holiday. Ask them to make the chart in class and decorate it with drawings or pictures or both. Display all the charts in class. 3. The project work helps to develop the value of cooperation. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 111

Unit 10: A Lesson to Remember Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to visualise. • Audio player and speakers CB pp98–99 1. Comprehension the Theme CB p100 Strategies and Grammar 2 Unit 4 2 Reading • Read aloud a story with proper pronunciation, pp35–37 Reading intonation and voice modulation. 2. Alpha Grammar and Composition 3 Comprehension • Answer questions at different comprehension Unit 6 pp60–61 levels. • Arrange text in the correct sequence. 3 Vocabulary • Understand the meaning of describing words. CB p101 *WB p44 • Use describing words in context. CB p102 *WB p45 4 Grammar • Understand the use of connectors of time. CB p103 *WB p46 • Use connectors of time in context. CB p104 5 • Understand the use of adverbs of time. CB p105 Related CB p105 children’s • Use adverbs of time in context. CB p106 books from CB p106 Scholastic 6 Spelling • Recognise the short oo sound. *WB p47 CB p107 1. T he Strongest • Spell words with the short oo sound correctly. Animal in the Jungle by Susan 7 Listening • Listen to identify sequence. • Audio player and speakers Taylor Brown from Scholastic Active Speaking • Talk about birthday celebrations. English Literature Reader 2 pp28–29 8 Writing • Understand a story to answer questions. • Audio player and speakers 9 • Write a story. 10 Project Work • Tell a story. • Storybooks (by students) *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 10: A Lesson to Remember Period 1 Coursebook Introducing the Theme CB pages 98–99 Coursebook 1. As a warm-up activity, ask students: • I magine that you do not study well for an • P aragraph 10—Ask: Why did Kofi say, “You have not been very nice to me?” exam so you do not get good marks. Will you do the same for the next exam? Why? • P aragraphs 11 and 12—Ask: Why did Help students understand that the mistakes Anansi yell? Why was Anansi able we make help us learn a lesson and improve to squeeze out of the beehive after ourselves. a week? 2. Before you read: Ask the question and allow students to express themselves freely. 3. Play the audio of the complete story. Ask students to keep their books closed and listen carefully. Reading Aloud 1. Read the story aloud. 2. Discuss and explain the meaning of diffi cult words. Refer to the glossary to explain tricky, plum, beehive, squeezed and greedy. 3. As a wrap-up activity, ask students: • D o you think Anansi learnt a lesson? What lesson did he learn? Period 2 Reading for Understanding 1. As a recap, ask students: • Where did Kofi take Anansi and what did Anansi eat there? • How do you know that Anansi was greedy? 2. R ead the story aloud one paragraph at a time and explain its meaning. Revise the meaning of diffi cult words. Ask questions to make teaching interactive. • P aragraph 1—Ask: Where did Kofi and Anansi live? • P aragraph 2— Ask: Where did Anansi want Kofi to take him? Then, ask the while-reading question. • P aragraph 3—Ask: What did Anansi do? What does it tell you about the spider? • P aragraph 4—Ask: What did Anansi ask for next? • P aragraph 5—Ask: What did Anansi do when he reached the banana tree? • P aragraph 6—Ask the while-reading question. • P aragraph 7—Ask: What was special about the honey? • Paragraphs 8 and 9—Ask: Why had Anansi’s belly become big? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 113

3. Have students read aloud the story in groups. Coursebook Focus on correct pronunciation, intonation and Coursebook voice modulation. 4. After you read: Allow different students to express their views. This activity helps to develop the life skills of self-awareness and critical thinking. 5. As a wrap up activity, ask students: • Do you think Anansi deserved to be left in the beehive? Why? How did it change Anansi? Reading Comprehension CB page 100 1. The comprehension skill focus in this unit is Sequencing. Highlight to students that in order to understand what they read, they must understand the correct order in which events happened. 2. Ask students to complete Exercise A and ensure that they have numbered the sentences in the correct order. 3. Seek responses for Exercise B from various students. Help them to frame correct answers. 4. Ensure that students have answered correctly. 5. As a wrap-up activity, ask students: • If your friend was rude towards you, how would you behave towards him or her? Help students understand that they should not lose their temper and hit their friend or behave rudely in return. Answers CB page 100 A. 1. 8 2. 4 3. 7 4. 3 5. 5 6. 6 7. 2 B. 1. Kofi ’s special gift was that he could fi nd the best and sweetest fruit in the jungle. 2. Kofi fi rst took Anansi to his favourite plum tree. 3. A nansi wanted to go to the place with the best bananas next. 4. A nansi got stuck inside the beehive because his belly had become too big. 114 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 3 Coursebook Workbook Vocabulary CB page 101 1. As a warm-up activity, ask a few students in turns to talk about their mother, father, brother, sister or best friend. Encourage them to describe the person. Write down the describing words they use on the board. 2. Read the examples given on CB page 101. Focus on the highlighted words. 3. Explain that the highlighted words describe or tell us what a person, place, animal or thing is like. Point out that the word “special” describes the word “gift”, the word “favourite” describes the word “tree” while the words “selfi sh” and “greedy” describe the word “spider”. Refer to the words written on the board. Point out that students have used describing words to talk about the person they had chosen. 4. Ask students to complete the exercise given on the same page. Ensure that students have fi lled in the blanks with the correct words. 5. Try it out: Ask students to work in pairs and tell each other about their most interesting neighbour. Ask them to use words that describe how the person looks and the kind of person he or she is. 6. As a wrap-up activity, read out the words given below one at a time. Students will take turns to say a describing word for each. • boy, building, room, flower, cake, weather, grapes, coffee, book, game, sun, plant, lion, lady, giraffe, day Answers CB page 101 1. thirsty 3. cloudy 5. crowded 2. wise 4. heavy WB W B page 44 Ensure that students have fi lled in the blanks with the correct words. Answers WB page 44 1. greedy 4. smelly 7. noisy 2. hot 5. wet 8. fl at 3. colourful 6. favourite © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 115

Period 4 Coursebook Grammar CB page 102 1. A s a warm-up activity, make the picture given below step by step on the board and write the instructions as shown. Ensure that eventually all the steps can be seen on the board at the same time. Ask students to follow the instructions and make the picture in their notebooks. First, draw a circle. Next, draw a line through the centre. Workbook Then, draw the Finally, draw the eyes, nose and hair and make a lips. bow on the head. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 102. 4. that we use words such as first, next, then, before and after to show the order in which things happen. Refer to the instructions written on the board and ask students: • Which words tell you the order in which the picture should be drawn? (Answers: The words are first, next, then and finally.) 5. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that they have used the correct words to fi ll in the blanks. 6. Try it out: Ask students to make a list of the things they do after they reach home. Then, ask them to list the actions in the order they do them Answers CB page 102 using the words first, next, then, before, after and finally. 1. First 3. Then 5. After 2. Next 4. Before 7. As a wrap-up activity, ask various students to describe how they dress up for school. Ensure WB W B page 45 that they use the correct words to show the Ensure that students have used the correct words to fi ll in the blanks. sequence of the actions. 116 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Answers WB page 45 Coursebook Workbook 1. First 3. Then 5. After 2. Next 4. Before Period 5 Grammar CB page 103 1. As a warm-up activity, write the following sentences on the board: • I made a mistake yesterday. • I will try to improve myself today. • Tomorrow I will not repeat what I did. • Soon I will be a better person. Ask students: What do you notice about the underlined words? 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 103. 4. that the words today, tomorrow, yesterday and soon tell us when something happens. Explain that today refers to the present, tomorrow refers to the future and yesterday refers to the past. Soon is used to show that something will be done or will happen in a short time. Refer to the sentences written on the board to reinforce students’ learning. 5. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that they have fi lled in the blanks with the correct words. 6. As a wrap-up activity, ask students to make sentences using the words today, tomorrow and yesterday. Answers CB page 103 1. soon 3. yesterday/today 2. tomorrow 4. today/yesterday WB W B page 46 Ensure that students have fi lled in the blanks with the correct words. Answers WB page 46 1. today 4. yesterday/today 2. tomorrow/today 5. soon/today/tomorrow 3. today/tomorrow 6. soon © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 117

Period 6 Coursebook Spelling CB page 104 Coursebook 1. As a warm-up activity, write the following poem on swans. He wanted to talk to the board and ask students to recite it in a chorus. them, but he was afraid to because he was ugly. The good cook Number 4. Many months went by. One A good cook morning, the ugly duckling Went to the woods, bent down to drink in the pond and cried out in Where he shook his hood surprise. He had grown Near a gentle brook, into a beautiful swan! And in the shade of a tree stood And read his favourite book. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 2. Read aloud the words given in Exercise A and ask students to repeat them after you. Focus on the short oo sound. Draw students’ attention to the words with the short oo sound in the poem written on the board. 3. Ask students to complete Exercise B on the same page. Ensure that students have fi lled in the blanks correctly. 4. As a wrap-up activity, write the following words on the board. Ask students to read each word aloud and then write only the words with the short oo sound in their notebooks. • look, cool, broom, food, room, took, roof, shoot, shook, tooth, zoo, hook, good, pool, root, hood, fool, wood, smooth, choose, moon, foot, too, cook, wool (Answers: look, took, shook, hook, good, hood, wood, foot, cook, wool) Answers CB page 104 B. 1. wool 2. wood 3. Look 4. foot 5. cook 6. book Period 7 Listening CB page 105 1. A s a warm-up activity, ask a few students in turns to talk about what they do to get ready for school. Encourage them to use words such as first, next, then, before and after to show the order of actions. 2. Play the audio of the listening text. Direct students to listen attentively and write the correct number for each picture. N umber 1. Once upon a time, a mother duck had fi ve babies. Four of them were pretty and fl uffy, but one was scruffy and ugly. Number 2. The pretty ducklings were mean. They pecked at the ugly duckling, laughed at him and chased him away. Number 3. T he ugly duckling was lonely and 118 sad. One day, he saw some beautiful

3. Play the audio once again and have students Coursebook peer-check the answers. Coursebook Answers CB page 105 2. Ask students to write the complete story 1. 2 2. 3 3. 4 4. 1 in their notebooks using the words they wrote in the triangle in the previous class. Speaking CB page 105 1. Remind students that we use words such as first, 3. As a wrap-up activity, ask a few students to read aloud the stories they have written. next, then, before, after and finally to show the order in which things happen. 2. Read aloud the sentences in the speech bubbles on CB page 105. 3. Ask a few students to read the sentences. 4. Try it out: Ask students to work in pairs and discuss how they celebrated their birthday. 5. As a wrap-up activity, ask the following questions. Ensure that students use the words first, next, then, before, after or finally when they give their answers. • H ow do you sharpen a pencil? • H ow do you pack your schoolbag? Period 8 Writing CB page 106 1. As a warm-up activity, play the audio about the ugly duckling again. Ask students to listen attentively as you play the audio. 2. Tell students that they have to fi ll in the blanks in the story triangle given on CB page 106 with answers to the questions given below the triangle. Tell them that they can check if they have written the correct answer by counting the number of words and matching it with the number given next to each question. Draw students’ attention to the feelings of the ugly duckling and ask them to talk about how they would feel if they were treated in a similar manner. This activity helps to develop empathy and respect for diversity. 3. As a wrap-up activity, ask students to peer-check the answers. Answers CB page 106 duckling; scruffy and ugly; hurt, lonely and sad; because he was so ugly; He was now a beautiful swan. Period 9 Writing CB page 106 1. As a recap, ask students in turns to relate the story of the ugly duckling. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 119

Answer CB page 106 Workbook Coursebook Suggested answer: The story is about a duckling that was scruffy and ugly. The other ducklings were mean to him. He felt hurt, lonely and sad. One day, he saw some swans. He was afraid to talk to them because he was so ugly. Then, one morning, he bent down to drink from the pond. He was surprised. He was now a beautiful swan. WB W B page 47 Ensure that students have completed the paragraphs using the correct words. Answers WB page 47 my fi rst day of school, very excited, First, a bath, breakfast, Next, new uniform and shoes. Then; many children, smiled and said hello, warm and friendly, stories, pictures; After, pick me up, tomorrow Period 10 Review CB page 107 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 107 1. Students should be informed about the project work three days in advance. 2. A sk them to bring their favourite storybook to class and retell the story to their classmates. Remind them to use words to show the correct order of events in the story. 120 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 11: The Cooking Competition Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to visualise. • Audio player and speakers CB pp108–109 Scholastic the Theme CB pp109–110 1. A lpha Grammar 2 Reading • Read aloud a story with proper pronunciation, CB p111 and Composition *WB p48 2 Unit 7 pp47–49 Reading intonation and voice modulation. Comprehension • Answer questions at different comprehension levels. CB p112 2. A lpha Grammar • Draw conclusions about characters based on facts *WB p49 and Composition CB p113 3 Unit 5 pp53–54 and details. *WB p50 Related 3 Vocabulary • Understand the meaning of words related to feelings CB p114 children’s books from and thoughts. CB p115 Scholastic CB p115 • Use words related to feelings and thoughts in context. CB p116 1. Logan’s Library CB p116 by Evelyn 4 Grammar • Understand how the past continuous tense is formed. *WB p51 Hendrix from CB p117 Scholastic Active • Use the past continuous tense in context. English Literature Reader 2 pp14–15 5 • Understand the use of adverbs of manner. • Flash cards: glad, clear, foolish, kind, 2. Happy Birthday, • Use adverbs of manner in context. honest, quiet, sad, sudden, soft, proper, nice, Maria by Ann O’Brien Treacy clever, bad from Scholastic Active English 6 Spelling • Understand the use of s or -ing with words ending in y. • Sheet of chart paper (optional) Literature Reader • Add s or -ing correctly to words ending in y. 2 pp36–37 7 Listening • Listen to identify verbs in the past continuous tense. • Audio player and speakers Speaking • Talk about feelings and thoughts regarding future plans. 8 Writing • Retell a story. 9 • Write a paragraph. 10 Project Work • Collect facts about the Rani of Jhansi. • Sheet of chart paper, colouring pencils/ crayons (by students) • Make a chart. *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 11: The Cooking Competition Period 1 Coursebook Introducing the Theme CB pages 108–109 1. As a warm-up activity, ask students: • D o you think it is easy to cook? Why do you think so? 2. Before you read: Encourage students to express themselves freely. Initiate a discussion in class on how both men and women can be good cooks and build gender parity. 3. Play the audio of the complete story. Ask students to keep their books closed and listen carefully. Reading Aloud 1. Read the story aloud. 2. Discuss and explain the meaning of diffi cult words. Refer to the glossary to explain upset, yogurt, arranged and delicious. 3. As a wrap-up activity, ask students: • W hy did Nora’s dish look colourful? Period 2 Coursebook Reading for Understanding 5. After you read: Allow different students 1. As a recap activity, ask students: to express their views. This activity helps to develop the life skill of critical • W hat did Nora use in her dish? thinking. 2. Read the story aloud one paragraph at a time and explain the meaning. Revise the meaning of diffi cult words. Ask questions to make teaching interactive. • Paragraphs 1—Ask: What did Nora want to cook? Then, ask the while-reading question. After that, ask: Where had Nora’s parents gone? What was Nora not allowed to do? Why? • P aragraph 2—Ask: Why was Nora finding it difficult to cook? What could be the idea that struck Nora? • Paragraph 3— Ask: What did Nora do first? What did she do next? What was the third step? What was the final step? Then, ask the while-reading question. • Paragraph 4— Ask: How was Nora’s dish different from that of her classmates? Then, ask the while-reading question. 3. Have the students read aloud the story in groups. 4. Focus on correct pronunciation, intonation and voice modulation. 122 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

6. As a wrap-up activity, draw the following Coursebook fl owchart on the board. Ask students to copy it Coursebook into their notebooks and complete it. Nora washed Then, she After that, she the fruits _________. _________ and _________. Finally, she Then, she Next, she _________. _________ between _________ and the fruits. cherries in layers. Reading Comprehension CB page 110 1. The comprehension skill focus in this unit is Drawing Conclusions. Highlight to students that conclusions are the decisions we make after understanding the meaning of the facts and details given in a text. Students must read the text again and underline the facts and details given in it. These will form the basis for their conclusions. Tell students to check all possible answers before concluding. 2. Ask students to complete Exercise A and peer-check the answers. 3. Invite various students to answer the questions in Exercise B. Help students to frame correct answers. Ensure that students have answered correctly. 4. As a wrap-up activity, ask students: • W hat did Nora want to make? What did she finally make? Do you think Nora made the dish by chance? Answers CB pages 109-110 A. Circle: 1. b. 2. a. 3. b. B. Answer the following questions. Suggested Answers: 1. Yes, Nora is good at solving problems. I think this because even without her parents’ help she made a dish that got her the fi rst prize. 2. N ora is a wise and brave girl. She made a dish that was not only delicious but healthy as well. Also, she did not give up on the cooking competition even though her parents were not there to help her. These points show that she is wise and brave. 3. I think that at fi rst Nora was surprised. She could not believe that she won the prize as her classmates had made cakes, biscuits and sandwiches. But she was very happy after she got the prize. 4. I f I was in Nora’s place, I too would have made something simple but tasty like a fruit salad. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 123

Period 3 Coursebook Workbook Vocabulary CB page 111 1. As a warm-up activity, ask students: • H ow do you feel when someone gives you a gift? • How do you feel when someone scolds you? 2. Read the examples given on CB page 111. Focus on the highlighted words. 3. Explain that the highlighted words express how we feel or think. 4. Ask students to complete the exercise given on the same page. Tell students that they can use the highlighted words in the example sentences given on the same page to fi ll in each blank. Ensure that they have fi lled in the blanks with the correct words. 5. Try it out: Ask students to work in groups of four. They will pretend to participate in a cooking competition and choose a dish. They will discuss why they want to make the dish using words that express feelings. Give an example: I want to make this dish because I think it is healthy. This value-based activity teaches students to arrive at a consensus peacefully and amicably. It also teaches them to respect views and choices which are different from their own. 6. As a wrap-up activity, call out the following words one by one and ask students to act them out with facial expressions and actions. • a ngry, happy, sad, worried, hungry, sleepy, surprised Answers CB page 111 1. feel 4. think 2. understand 5. want 3. know WB W B page 48 Ensure that students have written the correct words. Answers WB page 48 1. think 4. know 2. want 5. feel 3. understand 6. think 124 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 4 Coursebook Workbook Grammar CB page 112 1. As a warm-up activity, ask various students: • What were you doing before I entered the classroom? 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 112. 4. that we use was or were with the -ing form of the verb to talk about something that was happening at a certain time in the past. Explain that this is called the past continuous tense. Refer to the question asked in the warm-up activity. Ask students: • Was I referring to the time right before I came in or was I referring to what you have been doing all day? Point out that we use the past continuous tense to talk about actions that were happening at a particular time in the past. Tell students that we use was with all singular nouns and the words I, she and he. We use were with all plural nouns and the words they and you. 5. : Ask students to apply what they have learnt to the exercise on the same page. Ensure that students have used was or were along with the -ing form of the verbs given in the brackets. 6. For the wrap-up activity, ask students to go to CB page 98. Ask them to look at the picture and write three sentences describing what the people were doing using the past continuous tense. Answers CB page 112 1. was listening 3. was singing 2. were galloping 4. were eating WB W B page 49 Ensure that students have used the correct form of the verbs. Answers WB page 49 2. was waiting 6. were looking 3. were talking 7. was crying 4. was watching 8. was jumping 5. was cooking © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 125

Period 5 Coursebook Workbook Grammar CB page 113 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 1. As a warm-up activity, write the following poem on the board and have students recite it in a chorus. How to live Speak politely. Drive carefully. Act wisely. Exercise daily. Help readily. Dress neatly. Live happily! 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 113. 4. that some words tell us how something is done. Such words usually end with -ly. Explain that quickly tells us how Nora went to the kitchen, carefully tells us how she washed the fruits, slowly tells us how she peeled the fruits and gently tells us how she put layers of yogurt between the fruits. Refer to the poem written on the board and point out that each -ly word tells us how the action is done. 5. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that students have written the correct words. 6. Try it out: Ask students to work in pairs. Remind them to say how the action was done using -ly words. 7. As a wrap-up activity, divide the class into two teams and place the fl ash cards face down on a table. One student from both teams will come forward. Students from the fi rst team will pick a fl ash card, add -ly to the word and read it out. Students from the other team will make a sentence using the -ly word. Answers CB page 113 1. quickly 3. smartly 5. clearly 2. carefully 4. slowly WB W B page 50 Ensure that students have circled the correct words. Answers WB page 50 Circle: 4. carefully 7. safely 1. carelessly 5. quickly 8. patiently 2. bravely 6. slowly 3. playfully 126

Period 6 Coursebook Spelling CB page 114 1. As a warm-up activity, write the following poem on the board or on a sheet of chart paper and ask students to recite it in a chorus. An interesting day What a day it was! I wish all days were the same. At a friend’s house we were staying, To the music we were swaying, When suddenly some donkeys started braying! 2. Read aloud the fi rst set of words on CB page 114. Coursebook Focus on the vowels followed by the letter y as well as the letter s. Then, read aloud the second set of words. Focus on the letter y and -ing. 3. Explain that when we add an s to a naming word ending in y, we keep the y if one of the vowels a, e, i, o or u comes before the y. Then, explain that if we add -ing to a word ending in y, we keep the y. Refer to the highlighted words in the poem to reinforce students’ learning. Explain that we add -ing only to doing words or verbs. Refer to the poem again and point out that we cannot add -ing to the words day and donkey. 4. Ask students to complete the exercise on CB page 114. Ensure that students have fi lled in the blanks correctly. 5. As a wrap-up activity, write the following words on the board one by one. Ask students to say which words need only an s to form a plural: • key, baby, tray, stay, cry, sky, boy, way, family, city Remind them that we add an s to a naming word ending in y if there is a vowel before the y. Answers CB page 114 1. crying 3. essays 5. trying 2. days 4. carrying 6. plays Period 7 Listening CB page 115 Number 1. The teacher was writing on the 1. As a warm-up activity, read aloud the following blackboard. sentences and ask students to spot the error. Number 2. Sunny was reading a book. • The boy were playing with his toys. N umber 3. The children were sitting in the bus. • The children was walking in the garden. N umber 4. Mia was making a paper boat. 2. Play the audio of the listening text. Direct students to listen attentively and tick the correct 3. Play the audio once again and have students picture. peer-check the answers. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 127

Answers CB page 115 Coursebook 1. Tick the picture on the left. Coursebook 2. Tick the picture on the right Period 9 3. Tick the picture on the left. Writing CB page 116 1. As a recap, ask students: 4. Tick the picture on the right. • How did you feel when you imagined Speaking CB page 115 yourself as Nora? 1. Explain to students that some words describe © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 how we feel or think. 2. Read aloud the dialogue in the speech bubbles on CB page 115. 3. Ask a few students to read the dialogue in pairs. 4. Try it out: Ask students to work in pairs and discuss what they want to be when they grow up. This activity helps to develop the life skills of self-awareness and effective communication. 5. As a wrap-up activity, ask students: • H ow can you succeed in becoming what you want to be when you grow up? Period 8 Writing CB page 116 1. As a warm-up activity, ask various students to share any incident from their lives. 2. Explain that when we talk about ourselves, we use the word I. 3. Refer to the helping words on CB page 116. Ask students to imagine that they are Nora and complete the story. Remind them to use the word I. 4. As a wrap-up activity, ask a few students to read aloud the stories they have written. Answer CB page 116 Suggested answer: A. One day, I was sitting in class. The teacher had just told us that we would have a cooking competition the next day. My classmates were talking about the dishes they would make. I was a little sad. My parents were visiting my grandmother. I was not allowed to use the stove or a knife on my own. I wanted to make my favourite cake. How would I make it without using the stove and a knife? After I reached home, I suddenly had an idea. I quickly went to the kitchen and opened the fridge. I saw many things which I could use in my dish. I took out the fruits, yogurt and nuts. First, I carefully washed the fruits. Then, I slowly peeled two bananas and oranges. After that, I broke the bananas into pieces and separated the sections of the orange. Then, I arranged all the fruits in a bowl. I gently put the yogurt between the layers of the fruit. Finally, I sprinkled the nuts on top. 128

2. Ask students to write about any special day in Workbook their lives. They can write about a birthday, a day Coursebook when they visited a new place or even a day that they spent with their friends. 3. Write the following questions on the board and ask students to use the answers to these questions to write their paragraph. • W hen was the special day? • What happened on that day? • W hat made it special? • How did you feel? • Would you like to have more special days like this? 4. Help students to frame correct sentences. 5. As a wrap-up activity, ask a few students to read aloud the paragraphs they have written. Answer CB page 116 B. Suggested answer: Last Sunday was very special for me. It was the day my elder sister came home for the holidays. I was very happy and excited to see her. She hugged me tightly. She told me funny stories about her college friends. I laughed loudly at her stories. I hope I can spend many more days with her. WB W B page 51 Ensure that students have completed the story correctly. Answers WB page 51 cheerful and helpful, happy, was playing, hurt his leg badly, sad and upset, cried bitterly, told him gently, were singing cheerfully, listened happily Period 10 Review CB page 117 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 117 1. Students should be informed about the project work at least three days in advance. 2. Ask students to draw and colour their favourite food and write two sentences about it. 3. Have students collect the individual sheets of paper to make a Favourite Food book for the class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 129

Unit 12: Star Tales Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to visualise. • Audio player and speakers CB pp118–119 CB p120 Scholastic the Theme 1. A lpha Grammar 2 Reading • Read aloud a story with proper pronunciation, and Composition 3 Unit 7 pp67–68 Reading intonation and voice modulation. Comprehension • Answer questions at different comprehension levels. • Understand actions and their results. 3 Vocabulary • Learn the names of planets. CB p121 *WB p52 4 Grammar • Understand the use of may, may not, should and • Sheet of chart paper CB pp122–123 Related should not. *WB pp53–54 children’s 5 • Audio player and speakers books from 6 Spelling • Use may, may not, should and should not in context. CB p123 Scholastic • Understand the use of the words with, for, of and to. • A4-sized sheets of paper, coloured pens *WB p55 7 Listening • Use the words with, for, of and to in context. (by students) CB p124 Speaking • Understand the use of -ies in making plurals of words • Sheets of chart paper, coloured pens (by CB p125 1. T ouch a Star by 8 Writing ending in y. students) CB pp125–126 Tricia Mathison 9 • Make the plural of words ending in y correctly. CB p126 from Scholastic • Listen to sequence pictures correctly. *WB p56 Active English • Ask permission. CB p126 Literature Reader 2 pp32–33 • Understand the format of a poster. CB p127 • Write traffic rules. • Make a poster. 10 Project Work • Collect information about two groups of stars. *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 12: Star Tales Coursebook Period 1 Coursebook Introducing the Theme CB pages 118–119 stranger in a house or in a park? 1. As a warm-up activity, ask students: Were they standing outside the house? Explain that a “yard” is an open • When you look up at the sky at night, what do space that does not have any roof you see? but is within the walls of a house. Next, explain the meaning of the • Some stars are like friends that always stay word “vanished”. Tell students that if together in fixed patterns and shapes. Have you ever noticed any such shape or pattern 131 in the sky? 2. Before you read: Ask the questions and allow students to express themselves freely. 3. Play the audio of the complete story. Ask students to keep their books closed and listen carefully. Reading Aloud 1. Read the story aloud. 2. Discuss and explain the meaning of diff icult words. Refer to the glossary to explain drought, dipper, bleating, brim, quench and glittering. 3. As a wrap-up activity, ask students: • What do you learn about the little boy after reading the story? Period 2 Reading for Understanding 1. As a recap, ask students: • What was the dipper made of when the boy set off to get water for his mother? • How did the dipper change when the boy gave water to the lamb? • How did it change when he and his mother gave water to the nurse? 2. Read the story aloud one paragraph at a time and explain its meaning. Revise the meaning of diff icult words. Ask questions to make teaching interactive. • Paragraph 1—Ask the while-reading question. Then, ask: What happened in the village because of the drought? • Paragraph 2—Ask: Where did the boy go and why did he go there? • Paragraph 3—Ask the while-reading question. Then, ask: What do you come to know about the boy’s mother from this paragraph? • Paragraph 4—Help students arrive at the meaning of the word “yard” by asking them to read the sentence again and then read the last three sentences of the previous paragraph. Then, ask: Were the boy and the © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

we are looking at something that suddenly Coursebook cannot be seen any more, we say that it has “vanished”. Then, explain the meaning of the Coursebook word “spring”. Tell them that a spring is a place where water naturally fl ows out from 4. T he stranger meant that the water would the ground. Ask: What happened after the become more because of the boy’s kind boy gave water to the stranger? Do you think action of giving water to others. the people and animals were happy when they saw the spring of water? Why? 5. Yes, the stranger’s words came true. After he • Paragraph 5—Ask: Why couldn’t the boy find left, a spring of cool water appeared in the the dipper? How many stars could the boy yard outside. see in the shape of a dipper? 3. Have students read aloud the story in groups. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 Focus on correct pronunciation, intonation and voice modulation. 4. After you read: Allow various students to express their views. This activity helps to develop the values of compassion and empathy by focusing on the importance of acts of kindness. 5. As a wrap up activity, ask students: • If you were the boy, would you give water to the lamb and the nurse before giving it to your sick mother? Why? Reading Comprehension CB page 120 1. The comprehension skill focus in this unit is Identifying Actions and Their Results. Highlight to students that every action has a result. To understand a text, we must be able to identify both the actions and the things that happen as a result of those actions. Sometimes, one action can have more than one result. 2. Ask students to match the actions with their results in Exercise A and to peer-check the answers. 3. For Exercise B, seek answers from various students. Help them to frame correct answers. For Question 4, explain that “for the giving” means “because they gave to others”. Ensure that students have answered the questions correctly. 4. As a wrap-up activity, ask students: • Would you like to be a star? Why? Answers CB page 120 A. 2.-d. 3.-e. 4.-b. 5.-a. B. 1. T he rivers dried up because it had not rained for a very long time. 2. When the boy gave the lamb water, the tin dipper turned into silver and f illed up to the brim again. 3. T he silver dipper turned into gold because the boy’s mother showed kindness to others. Even though she was sick, she gave her nurse the water fi rst. 132

Period 3 Coursebook Workbook Vocabulary CB page 121 1. As a warm-up activity, ask students: • What can you see in the sky besides the sun, moon and stars? 2. Refer to the picture on CB page 121. Read the names of the planets and ask students to repeat them after you. 3. Explain that all planets go around the sun. Tell them that Mercury is nearest to the sun and Neptune is the farthest from the sun. All these planets go round the sun in a f ixed order. 4. Ask students to complete the exercise given on the same page. Ensure that they have circled the correct words. 5. Try it out: Ask students to imagine that they have found a new planet. Tell them to give it a name and describe it. They can talk about the plants, animals and other creatures found there and how people can travel to this planet. 6. As a wrap-up activity, divide the class into two teams. Say the name of a planet. The f irst team will say the name of the planet that comes before it and the second team will say the name of the planet that comes after it. Answers CB page 121 V BLH U R ANU S EFD L J E R E A R T H K M I AMA R U N I YQ A X S VVM YR Z C P U TNE P T UN E B LUK C I S NMA R S S MX C S Y R R T X ZNU S A T UR N BC L S E N J EG E DBCYM IUS ER M ERC U RYC I S JY I UL WB W B page 52 Ensure that students have written the correct names of the planets. Answers WB page 52 1. Mercury 3. Earth 5. Jupiter 7. Uranus 2. Venus 4. Mars 6. Saturn 8. Neptune © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 133

Period 4 Coursebook Coursebook Grammar CB pages 122–123 1. As a warm-up activity, ask various students: • What do you say to your teacher when you have to go to the washroom? (Expected answer: May I go to the washroom?) • What answer does your teacher give you? (Expected answer: Yes, you may. No, you may not.) 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the f irst set of examples given on CB page 122. 4. that we use may to ask for permission to do something or to ask for something. Then, explain that we also use the word may when we give someone permission to do something and that we use the words may not when we refuse permission. Draw students’ attention to the responses given to the question asked in the warm-up activity. 5. : Read the second set of examples given on CB page 122. 6. that we use should or should not to ask for or give advice. If the advice is about doing something, we use the word should and if the advice is about not doing something, we use the words should not. 7. : Ask students to complete the exercise given • You ____ go to the riverbank but you on the same page. Ensure that they have f illed in ____ go into the water. (Answers: may, the blanks with the correct words. may not) 8. Try it out: Ask students to form pairs. One Answers CB page 122 partner will role-play the librarian and the other will role-play a student who has come to the 1. should 3. may library to borrow a book. Remind students to 2. may not 4. should not use may or may not in their conversation. This activity helps to develop the life skill of effective communication. 9. As a wrap-up activity, write the following sentences on the board. Ask students to complete them using may, may not, should or should not. • _____ I have a look at your watch? Yes, you ____. (Answers: May; may) • I will be late today. ____ I call the principal? Yes, you ____. (Answers: Should; should) • We ____ be rude to others. We ____ talk politely. (Answers: should not, should) 134 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

WB W B pages 53–54 Workbook Ensure that students have used the correct words. Coursebook Answers WB pages 53–54 • My brother baked a cake ____ my birthday. (Answer: for) 1. May 3. should not 5. may not • Joseph will go ____ us. (Answer: with) 2. may not 4. should 6. May • We will work hard ____ our country. Period 5 (Answer: for) • The table is made ____ wood. Grammar CB page 123 1. As a warm-up activity, write the following sentence (Answer: of) on the board: 135 • James went to the market with Adam and bought a basket of fruits for Marie. Ask students: • Where did James go? • Who went with him? • What did James buy? • Whom did he buy it for? 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 123. 4. that the words with, for, of and to tell us how a noun or pronoun is related to other words in a sentence. These words tell us about the relation between people or objects. Explain that in the example sentences, with relates the little boy to the tin dipper, of relates the spring to cool water, for relates the little boy to his sick mother and to relates the people and animals to the spring. Point out how the words to, with, of and for relate the nouns in the sentence written on the board. 5. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that students have f illed in the blanks with the correct words. 6. As a wrap-up activity, divide the class into four teams—With, For, Of and To. Write the following sentences on the board one at a time. Team members will raise their hands if they think their team name should be used to complete the sentence written on the board. • I like to spend time ____ my friends. (Answer: with) • She gave the book ____ her sister. (Answer: to) • Martha will take care ____ your dog when you go to Cairo. (Answer: of) • We gave our toys ____ the poor children. (Answer: to) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Answers CB page 123 Workbook 1. for 2. with 3. of 4. to 5. of Coursebook WB W B page 55 (Answers: essays, ways, boys, keys, trays, donkeys, kidneys; fl ies, ladies, Ensure that students have circled the correct words. skies, puppies, bodies, bunnies, armies, families, berries) Answers WB page 55 Answers CB page 124 1. babies 3. families 5. tries 7. stories Circle: 5. to 7. of 2. cities 4. cries 6. puppies 8. cherries 1. of 3. with 6. for 8. to 2. with 4. for © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 Period 6 Spelling CB page 124 1. As a warm-up activity, write the following paragraph on a sheet of chart paper and display it in class. In a city that was bigger than other cities, there lived a baby. The baby was much bigger than other babies. That was because unlike other families, the baby’s family was a family of giants. The family was very fun-loving. They loved to throw parties. So when the baby was born, they threw a huge party. Since they also loved candy, they gave each guest a bag of candies. They also gave each guest a lily from their garden that was full of beautiful white lilies. 2. Read aloud the words and their plural forms given on CB page 124. Draw students’ attention to the letter before the letter y in each word. 3. Remind students that in words ending with y, when there is a vowel before the letter y, we add an s and keep the y. Then, explain that if a word ends with a y but has a consonant before it, that is, all the letters except a, e, i, o and u, we remove the y and add -ies instead. Many nouns ending in y form their plurals in this way. Ask students to identify such nouns and their plural forms in the paragraph displayed in class. 4. Ask students to complete the exercise on CB page 124. Ensure that they have written the correct plural forms of the words given in the brackets. 5. As a wrap-up activity, ask students to work in pairs. Write the following words that end with the letter y on the board. Ask one partner to write the plural forms of the words that have a vowel before the y. The second partner will write the plural of the words that have a consonant before the y. • essay, fl y, lady, way, sky, puppy, boy, key, body, tray, bunny, army, donkey, kidney, family, berry 136

Period 7 Coursebook Listening CB page 125 Coursebook 1. As a warm-up activity, divide the class into two • You want to stay at a friend’s house. teams. Give each team the name of a famous • You want a dog as your pet. group of stars (for example, Cygnus the Swan • You want to go on the class picnic. and Leo the Lion). Ask them to think of a story • You want to help your mother cut about how these stars got their names and share the story with the class. vegetables. 2. Play the audio of the listening text. Direct • You want to repair your bicycle. students to listen attentively and write the correct number for each picture. 137 Number 1: Long ago, in the beautiful land of Greece, there lived a fl ying horse called Pegasus. Number 2: One day, a brave and strong young man called Bellerophon saw Pegasus and caught him. Soon, they became friends. Bellerophon and Pegasus went on many adventures together. Number 3: Zeus was the king of the gods. He had white hair and a long white beard. He always carried a bolt of lightning in his hand. One day, Zeus saw Bellerophon riding Pegasus and wanted to own the horse. He threw Bellerophon off Pegasus and rode away with it. From that day on, Pegasus lived with Zeus in the skies. Number 4: If you look up at the sky at night, you may be able to see the shape of the winged horse in a group of stars. 3. Play the audio once again and have students peer-check the answers. Answers CB page 125 1. 4 2. 2 3. 3 4. 1 Speaking CB page 125 1. Remind students that we use the word may to ask for something or to ask permission to do something. We use the words may and may not to give or refuse permission. 2. Read aloud the sentences in the speech bubbles on CB page 125. 3. Ask a few students to read the sentences in pairs. 4. Try it out: Ask students to work in pairs and take turns to ask each other’s permission to do the actions mentioned. 5. As a wrap-up activity, describe the following situations. Ask a few students to say how they would ask permission in each case. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 8 Coursebook Writing CB page 126 1. As a warm-up activity, make the following poster on the board. Ask students: • What does this poster tell you? (Expected answer: It tells us the rules to follow in the classroom.) CLASSROOM RULES You should keep You should not the classroom neat. shout. You should wait You should not run. for others. You should listen You should not carefully. disturb others. 2. Explain each step for making a poster as given below: • First, make a box. • Next, write the poster heading or title in capital letters, at the top but in the centre of the box. • Then, draw a table inside the box. • T hen, on the left side, write the things that should be done. • Finally, on the right side, write the things that should not be done. 3. Ask students to look carefully at the pictures on CB page 126. Ask them to use the words in the box and the words should or should not to write a sentence in their notebooks describing each picture. 4. As a wrap-up activity, ask a few students to read the sentences they have written. Answers CB page 126 Suggested answers: 1. You should always cross the road at the zebra crossing. 2. Y ou should look to your left and right before crossing the road. 3. You should not listen to music while crossing the road. 4. Children should not play on the road. 5. Y ou should walk on the footpath. 6. You should always stand in a line at the bus stop. 138 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 9 Workbook Coursebook Writing CB page 126 1. Inform students a day before the class about the materials needed to make the poster. 2. As a recap, ask various students to think of a title or heading for a poster about traff ic rules. 3. Ask students to make their posters using the steps explained to them. Tell them to use the traff ic rules they wrote in the previous class. It is not necessary for students to draw pictures. 4. As a wrap-up activity, ask students to suggest some other places or situations where rules should be followed. Tell them to say what the heading of each poster would be. (Expected answers: Food Habits, Home Rules, Playground Rules) WB W B page 56 Ensure that students have written the correct sentences. Answers WB page 56 Suggested answers: 1. We should switch off the light when we leave a room. 2. You should not write in a storybook. 3. May I watch television now? 4. We should not throw paper on the road. Period 10 Review CB page 127 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 127 1. Students should be informed about the project work a week in advance. 2. Students will work in pairs. Ask each pair to collect information about Orion and The Great Bear. Tell them to draw the shapes of these groups of stars on a sheet of chart paper. Then, ask a few pairs to tell the class in turn what the groups of stars look like, how they got their names and share any other information they may have collected. Display the charts in class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 139

About Scholastic ™ English Literature Reader Scholastic ™ English Literature Reader is an exciting anthology of age-appropriate texts that can be read aloud for pleasure as well as used along with Scholastic ™ English Coursebook. The thematically linked texts build upon learning from the Coursebook and help students get additional information about the various themes. Each story has been specially selected to stimulate readers’ curiosity and encourage the love for reading. Scholastic ™ English Literature Reader 2 includes: texts that provide focused reading practice and exposure to a variety of text types colourful and vibrant illustrations that engage readers mini glossaries with each story that support and improve readers’ vocabulary and comprehension numerous exercises that strengthen and test language, comprehension, thinking and writing skills. English 1– 6 builds the foundation for literacy and learning in an ™ way and prepares students for success in school and life. 2English der, you will find: n exciting anthology of age-appropriate texts that has been specially selected Literature Reader provide focused reading practice and exposure to a variety of text types olourful and vibrant illustrations that engage students ini glossaries that support and improve students’ vocabulary and comprehension umerous exercises that strengthen and test language, comprehension, thinking nd writing skills l of Scholastic English comprises: oursebook • Audio CD Workbook • Teacher’s Manual terature Reader dren Around the World to Read and Learn I SBN 981- 07- 4764- 0 9 789810 747640 s, teachers and parents have recognised Scholastic me in learning. Scholastic continues this successful ining focused on encouraging children to learn to o learn, helping teachers carry out their important ting parents in their role as their child’s first teacher. c.com Scan this QR code for more information on the Scholastic Active English programme. www.ScholasticActiveEnglish.com 140 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Literature Reader 2 — Answers 141 Lights Out! (Pages 4–9) A. flat – battery bright – light hot – soup full – moon empty – bowl B. 1. (d)  2. (b)  3. (c)  4. (a) C. 1. Lila 2. in the cupboard 3. beans and carrots 4. because of the bright full the moon 5. candles D. 1. because he couldn’t see what he was doing 2. to eat in the garden The Noise (Pages 10–13) A. d oor – snore noise – boys sleep – heap bed – head hall – crawl B. 1. (c)  2. (b)  3. (a)  4. (b) C. 1 . Jason’s dog 2. no 3. He closed his eyes. 4. asleep 5. He wanted to find out where the noise came from. D. 1 . because the noise it made would wake everyone up 2. because he didn’t want to wake Jason Logan’s Library (Pages 14–17) A. s ign – mine train – plane bird – herd read – need some – mum B. 1. (b)  2. (c)  3. (a)  4. (c) C. 1 . bed, chest of drawers 2. Library 3. boxes 4. his friends 5. yes D. 1 . the name of each book 2. because there was nowhere to put them away A Home in the Woods (Pages 18–23) A. watch – birds cut – wood build – house eat – food climb – tree © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

B. 1. (b)  2. (a)  3. (d)  4. (c) C. 1. round 2. a nest 3. a hammer 4. roof, floor, door 5. a saw D. 1. so that the birds wouldn’t be afraid to come 2. to hold the pieces of wood together Jelly Beans (Pages 24–27) A. w in – prize wear – watch eat – beans fill – jar guess – number B. 1. (b)  2. (c)  3. (a)  4. (d) C. 1. Turtle 2. a gold watch 3. a jar 4. Duck’s 5. the jelly beans D. 1. b ecause he already had one / because he didn’t need one / because he wanted the jelly beans 2. Rabbit, because he lost the contest The Strongest Animal in the Jungle (Pages 28–31) A. 1. louder 2. tallest 3. fierce 4. younger 5. thick 6. fastest B. 1. F  2. T  3. T  4. T C. 1. Elephant 2. He roared. 3. on his back 4. his trunk 5. in the jungle D. 1 . trees 2. because his shell is not very heavy Touch a Star (Pages 31–35) A. touch – feel close – shut wish – want beach – sand moment – second B. 1. (c)  2. (b)  3. (d)  4 (c) C. 1. day 2. a starfish 3. the stars 4. on the beach 5. yes 142 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

D. 1. because they are much too far away 143 2. so that he wouldn’t see what Grandpa was putting in his hands Happy Birthday, Maria (Pages 36–39) A. 1. wrote 2. rode 3. opened 4. drew 5. sent B. 1. F  2. F  3. T  4. T C. 1 . Uncle Dan 2. her name 3. a red bracelet 4. green 5. three D. 1. because it was her birthday 2. to show that she liked the presents The Hero (Pages 40–43) A. sun – comes – out water – dries – up tadpole – swims – along boy – falls – down B. 1. (a)  2. (c)  3. (b)  4. (d) C. 1. in a watering can 2. six 3. under Nick’s swing 4. a week 5. through the spout D. 1 . because tadpoles can’t live out of water until they become toads 2. Tadpoles have tails and no legs; toads have legs and no tails. Puddle Play (Pages 44–47) A. open – shut forget – remember wet – dry on – off run – walk B. 1. T  2. F  3. T  4. F C. 1. three 2. his rain hat 3. his umbrella 4. because it was raining 5. He looked in the mirror. D. 1. because he couldn’t see his feet in the mirror 2. Your feet get wet. Good Morning, Good Night! (Pages 48–51) A. 1. blink 2. awake 3. cloud 4. eye 5. bird © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

B. 1. (b)  2. (a)  3. (c)  4. (b) C. 1. stars, moon 2. He fluffed his feathers. 3. amazing 4. the moon 5. a robin D. 1. on a sunny day 2. R obins sleep at night and owls sleep during the day; robins are smaller than owls; the shape of their beaks / position of their eyes / colour of their feathers is different. Mouse in the House (Pages 52–55) A. 1. mouse 2. lie 3. right 4. row 5. leaves B. 1. (d)  2. (b)  3. (b)  4. (d) C. 1. a cat 2. in her bedroom 3. play games 4. yes 5. Ariel’s desk D. 1. because it wasn’t a live mouse 2. A mouse with whiskers has fur; a computer mouse does not eat or breathe; a computer mouse cannot move on its own. 144 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4



English EASY TO TEACH, EASY TO LEARN Scholastic English 1–6 is an English programme that builds the foundation for literacy and makes the teaching and learning of English simple and enjoyable. The series has been developed taking into consideration the needs and abilities of students for whom English is a second language. Scholastic English Teacher’s Manual is a comprehensive tool that helps teachers to plan, teach and assess in a systematic and effective manner. It has been designed to assist teachers to deliver effective lesson plans while reducing their planning time. The Teacher’s Manual includes: • the progression of the scope and sequence that provides the overall plan for the 6-year programme • a detailed plan and step-by-step guidance for teaching each unit in the Coursebook • a Scheme of Work with each unit that provides a map of the entire unit by period, listing skill focus, objectives, materials and resources required • an audio CD that provides a careful reading of each text in the Coursebook • answers for exercises in the Coursebook, Workbook and Literature Reader. Helping Children Around the World to Read and Learn ISBN 978-981-47-8124-4 9 789814 781244 For 100 years, teachers and parents have recognised Scholastic as a trusted name in learning. Scholastic continues this successful history by remaining focused on encouraging children to learn to read and love to learn, helping teachers carry out their important jobs and supporting parents in their role as their child’s first teacher. Scan this QR code for more information and teaching strategies. www.scholastic.com www.ScholasticActiveEnglish.com