Revised Edition English 3Workbook Name: Class:
Revised Edition English 3Workbook
© 2017 Scholastic Education International (Singapore) Private Limited A division of Scholastic Inc. First edition published in 2013. All rights reserved. No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the written permission of the publisher. This edition 2017 Reprinted 2018, 2019 (twice), 2020 ISBN 978-981-47-8119-0
Preface Scholastic ™ English Grades 1 to 6 is an English as a Second Language (ESL) programme. It uses an effective integrated approach to teaching and learning reading, writing, listening and speaking skills. Language skills are systematically taught in a spiral progressive way, making it easy for students to learn English. Lessons are also taught in an engaging and interactive manner. The result is a comprehensive and effective approach that makes the teaching and learning of English easy and enjoyable! This Workbook can be used to extend the learning in the Coursebook or as an independent learning resource. Coursebook Correlation to Extend Learning Vocabulary 1 We Are One World GrammarWrTichWhhNceedoromnriamMuitacuvaenT©mnhiglarGll2sly’t0hss1aomth7ticthgtSrnhrcePeupahmeooeoa-raanllrugaronitasvoittneirmcmgolaifEeelndaeurluu.acdtespnamanhgtseidnoouneswnierodoIunsaerrtiiencenentnrspfnrhtasdeodsthowi.otmunaefhrTaaelon(waaleScrl)rsklPeltte.aeebbhFL)satdooeteswspISutxmBlmNshehrr9se7iian8eoinni-m9nrst8sp1ce-vtb4iat7,eten-a8helo1as1reen3leo-n8osntnmdsncaao.gmeomnuuo4drteqnanor9nkusefcpeeetelcehemcetaoernacpselCileospleeotlstpumoytiraomnoformttuuesfhnoerooiksicesstmn.nashft-iloeegolewencdnos(d.©bmpg2e0oo1am7rWtrSdhBcoeBnhdonnloU.a6e5sdn4ttui3c.is.2tA1E.o.n4sd..,uFcscp1.9aa80tci7tgNi6.oTlo5eT..4no.lT3T.22I.whro1nA1h.UiTmh.t..ehneureenlehenaTlmOnrtTyietLotMhdenAsth1ShhaoauI7feeTl/eT0(dereaoeytuSc3nrha)/ha1hrhlaPaua7ra-tmlsfneielbeygaermpsa1nivcL2ettnd:tenelt1egdthaiar3whsIea’SdnPiauesoBnMsnNtheai.drec9ndosf7tkewtre8er-sseth9lh’as8siAutm1hperd-uee4rs7dbwon-tnd8rsan1iiq1eiceneod9nlviom-0tlnutosafcdneghuoRhhttiahmiarearonsueofdfwievtctlotlrfsglmoideeecpikaotr.iahetmnseheeshtonmmtnbtiehsdsetvsvndh2opeiihcmweetrs-a0hrteooeigdraeehrcspiol2ryrmaedshhrtsetaaanmweetanofaeadniaar-onrldbbnldyfalginueleutaaaelulmeedtcirewewtnknvrhassglnrtaseadeegwiienaontfdfkprnrlrtatuoaoi.kyepydsiephonnlnsnrnshairenvpidungfosmnonmtwredooynnwhootdnfrytiokaioesseaj.mynhmeoennty.hmsueacok.taeadestnthlaealgsfhkeoahdosseislearedrfees.ef.srtftofpas.lutpincryvocaoluaermehrntidrremnk.oeietinadcsa.bptsui.hctihpenehteaieaetnsoelsll.crp..meahbldnea.ognx.. . Anwar is Egyptian, Kim is Japanese. ICIaasnhmpdineLEaai.kn.IIgMalwimsaahnsC.dbhaoirnrinnesine. Vocabulary IAbauomsthtJrGaiamenre. mIs.saIpnaemaankd IasampmeIatBkaolEinanintga.liIaschnadannI d English. Italian. A. Circle the correct nationality. Country NTF12h3.a4i5.l.em.l.TsierenysITSiwRtwtTohLihhooaaohfeioauesfureinnotvsdltfiatebkhlslettmelaniuoaaostosrnewnJnuatkaaatacbmsplsoltieltaoywaumeinpenesniatstpanodhrmneadifeedflbnatetwshakihdennbgaieecttolirKaahhoweucuonan-goosrcgnseheerrau,datlralda-sleaaerhhga.ecndeePendt.rsdoowewmirbn.hao-eFatabsegrpisoensbdilfunemdeoost.rwo.rlonoeesuitattihthhnlfydeewicAnormhaluctlpa.oshotittveurtaeahncldlteeilraentip.teottesreVeortW.ipshea.BlatcetnUtBnoaitImr.S1MnK,sRVRepCd..oauoorgioheoFrebKsn8m7e5n6ats5uiio.g4.3nala.2eisa.1nloar...a.snetilbminiriaaaaSeySnMeBtNreIaCshTtirauneeaaLeialbdlpazayndeiibyanlaAotsllkdainraaanaebkifsaowr iytRoLhoautmMn.hgaoeSunneaiwgSaSrgMBonbNroIaeCTtilriaurieaaaLiaaldbdlpnazaninaseiiyanlanAitslkafdeeirraanessoanneesbmeeeissaeetnNheatbioonSxSMaJBmNor.IaTClaTtiIrfiTaRuaenahptaLialJibdhyulpdeazanaenaeisieyaonnllsappysAetslenekdiiaeafisaasrasaeiinnoeanrpanennsspbne.iatleaenoskene 11 Vietnam © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 17/03/17 12:06 PM Active English Rev ed CB G3 Int U1 page 11.indd 11 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Active English Rev ed CB G3 Int U4 page 49.indd 49 Unit 4: Catching a Thief 21 Active English Rev ed WB G3 Int U1.indd 5 Unit 1: We Are One World 5 Active English Rev ed WB G3 Int U4.indd 21 12/04/17 3:53 PM 12/04/17 3:54 PM Each unit in the Workbook correlates to a unit in the Coursebook in terms of its theme and language skills. The exercises provide additional practice for reinforcement and consolidation. Integration of Language Skills Independent Learning Resource Grammar The writing Writing Concise language exercise in each notes allow students We use adjectives such as a few, a little and a lot of to describe the unit consolidates A. Anna has just returned from spending a week at her friend to practise their amount or quantity of something without giving the exact number the language skills Nina’s place in Indiana. Fill in the blanks with words and skills independently or amount. covered in the groups of words from the box to complete her letter. in the classroom or A few is used with countable nouns. Coursebook. at home. A little is used with uncountable nouns. to visit your lovely place never forget our trip to A lot of is used with both countable and uncountable nouns. a beautiful place Nina Adam and Mona are the opposite of each other. Compare what the two children like to eat and do. Fill in the blanks with a few, often talk to London Anna a little or a lot of. inviting me to your place are amazing 61 Grand Trunk Road 16 June 2017 Dear , I hope you and your family are doing well. Adam Mona Thank you so much for over the summer. I had a biscuits. I munch on biscuits. I munch on most wonderful time there. Indiana is . The farms I drink juice. I eat juice. I drink sweets. ! I will the Great Lakes. I I listen to I play sweets. I eat music. my family and friends about the time we spent there. I hope I get I do ball games. I take music. I listen to gardening. again soon. photos. ball games. I play Your friend, gardening. I do photos. I take 26 Unit 5: Teatime Snack! © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 6: Moving Away 33 Active English Rev ed WB G3 Int U6.indd 33 Active English Rev ed WB G3 Int U5.indd 26 12/04/17 3:54 PM 12/04/17 3:54 PM 3 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
Contents Page 5 Unit Title 10 1 We Are One World 15 2 Winter Plans 20 3 Noble Professions 25 4 Catching a Thief 30 5 Teatime Snack! 35 6 Moving Away 40 7 Let’s Recycle! 45 8 A Hug for a Life 50 9 Rumours 55 10 Pages from a Diary 60 11 The Silent Mischief-maker 12 The First Call 4 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
1 We Are One World Vocabulary A. Circle the correct nationality. Country Nationality 1. Tibet Tibetese Tibetan 2. Canada Canadese Canadian 3. Italy Italian Italese 4. Nepal Nepalese Nepalian 5. Brazil Brazilian Brazilese 6. Malaysia Malaysianese Malaysian 7. Saudi Arabia Saudi Arabian Saudi Arabese 8. Sri Lanka Sri Lankanese Sri Lankan B. Fill in the blanks with the words from the box. The first one has been done for you. Vietnamese Serbian Indonesian Korean Mongolian Russian Country Language The people Romanian of Japan Romania mainly speak Russia Japanese. Korea Mongolia Serbia Indonesia Vietnam © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 1: We Are One World 5
Grammar We use the word both when we talk about what is the same about two people or things. We use the word all when we talk about something that is the same about everyone or everything in a group. We use the plural form of the verb with the words both and all. A. Circle the correct word for each sentence. 1. ( Both / All ) the boys love juice. 2. ( Both / All ) Rina and Faye are in the swimming pool. 3. ( Both / All ) three families get together every week. 4. ( All / Both ) the food must be eaten. 5. It is a strong fight as the two chess finalists are ( both / all ) playing well. 6. The players in the football team are ( all / both ) rejoicing at the win. B. Fill in the blanks with both or all. 1. Sam and Susan are late. 2. the bus tickets to the city are sold out. 3. Aaron and his brother love hiking. 4. You must finish the food on your plate. 5. The animals at that zoo are well cared for. 6. She gave flowers to her mother and her aunt. 6 Unit 1: We Are One World © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
We use the conjunction and to connect two ideas or pieces of information in a sentence. We use the conjunction or to show a choice between two options in a sentence. We use the conjunction but to join two ideas or pieces of information that have different or opposite meanings. A. Fill in the blanks with and, or or but. 1. He likes to write stories read encyclopedias. 2. They hate to go to the mall they love to go to the beach. 3. Vince will feed the dog water the plants. 4. Mother will visit the dentist buy groceries in the evening. 5. Rachel will make a kite Veronica will help him decorate it. 6. We walked as fast as we could still missed the bus. 7. Robert remembered to order the food forgot to invite the guests. 8. Anna wants to travel with her family join a camp this summer. B. Circle the correct answer. 1. I went to the market to buy some bread ( but / or ) the bakery was closed. 2. Adam’s mother taught him how to knit scarves ( or / and ) mend clothes. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 1: We Are One World 7
3. We will go for a hike in the woods ( but / or ) we won’t camp there. 4. You can join the dance classes now ( and / or ) after a week. 5. Visitors at the park can ride a pony ( or / but ) go rock climbing. C. Tick the correct answer. 1. Anna found it hard to cycle uphill she did not give up. a. and b. or c. but 2. You can eat right now after you have bathed. c. but a. and b. or 3. I like the blue dress I prefer the green one. a. and b. or c. but 4. Nathan waited for an hour at the bus stop the bus did not arrive. a. and b. or c. but 5. They decided to skip the party relax at home. a. and b. or c. but 6. We can draw animals take a nap. c. but a. and b. or 7. The teacher cheered encouraged the children to work hard. c. but a. and b. or 8. Victor made a sandwich gave it to his sister. c. but a. and b. or 8 Unit 1: We Are One World © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
Writing This is a story about a happy family. Complete the paragraph with words and groups of words from the box. both the children all the members and but or short films about African wildlife stories about dragons and magic of the family like to read different kinds of books share what they read with each other. The parents prefer to read news magazines while enjoy reading . The family sits together every Saturday evening and watches . They usually spend their Sunday afternoons in the park in the local museum. The children also enjoy playing board games only when there is no new book to read! © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 1: We Are One World 9
2 Winter Plans Vocabulary Circle the correct synonym for each word in bold. 1. Those monkeys are very active and love climbing around. ( lively / sleepy ) 2. We had a delightful time at the birthday party. ( boring / lovely ) 3. Our teacher was sick and was absent from class today. ( away / present ) 4. Please do not fight or argue with each other. ( quarrel / talk ) 5. Please be silent, the concert is about to start. ( noisy / quiet ) 6. Everyone rejoiced when they heard the happy news! ( cried / celebrated ) 7. Please stay here until the class is over. ( leave / wait ) 8. He did a fantastic job on this piece of art. ( wonderful / terrible ) 9. The food was so delicious that everyone finished it quickly. ( tasty / tasteless ) 10. Justin is a considerate boy and always helps others in need. ( mean / kind ) 10 Unit 2: Winter Plans © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
Grammar We use am, is and are with going to and a verb to talk about something we plan to do soon. A. Underline the group of words that tells us about a plan. 1. I am going to leave as soon as the taxi arrives. 2. Teddy is going to move into the flat on the third floor. 3. Clare and Nate are going to study together for the finals. 4. It is too cold outside. We are going to sit by the fire. 5. They are going to wrap the presents at night. 6. Dad is going to buy the groceries after work. B. Circle the correct form of the verb in the brackets. 1. Avi ( is / are ) going to travel to Europe next month. 2. I ( are / am ) going to play a game of chess with Kevin. 3. Tobby and his sister ( is / are ) going to join a dance class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 2: Winter Plans 11
4. Anna ( am / is ) going to write a letter to her grandparents. 5. All the people in the room ( are / is ) going to sign the sheet. 6. I ( are / am ) going to meet my uncle on Sunday when he arrives from Germany. C. Fill in the blanks with am, is or are. The first one has been done for you. 1. Amy is going to have a party tomorrow. 2. Mike and Louis going to play cricket this afternoon. 3. Next term, Sally and Kate going to Australia. 4. Talbot going to return the books he borrowed from the public library. 5. Joy going to be late for basketball practice. 6. Mother going to cook dinner for Grandma’s birthday this weekend. 7. I going to buy a new shirt to replace this one. 8. We going to visit the farm with our family. 12 Unit 2: Winter Plans © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
We use will and will not to talk about the future. The short form of will not is won’t. We often use will to make promises. A. Circle the correct word in the brackets. 1. I ( will / won’t ) come and visit you this evening. 2. Robert has measles and ( won’t / will ) participate in the play. 3. Andy promised he ( won’t / will ) buy pens for all of us. 4. My neighbour ( will / won’t ) post this letter on her way home. 5. Sally and Mahmood ( won’t / will ) watch the film because they are too busy. 6. The school ( won’t / will ) remain closed due to heavy rains. B. Fill in the blanks with the words given in the brackets and words from the box below. fit go join grow reach 1. My mother and I to the lake this Sunday. (will) 2. The plant if you don’t water it regularly. (won’t) 3. This box is too large. It on any of the shelves. (won’t) 4. If you leave now, you the station on time. (will) 5. When I grow up, I the army. (will) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 2: Winter Plans 13
Writing Imagine that it is now the end of spring. Summer is coming and your family decides to go on a short summer holiday. Write a short script describing your plans to your friend using going to, will and won’t. Use these questions to guide you. 1. Where are you going for the summer holidays and for how long? (For example, a hill station) 2. Who else will be going with you? (For example, your parents, grandparents, sisters, brothers) 3. Where will you be staying? (For example, a hotel or a cottage) 4. What are some things you are going to do there? (For example, go hiking, boating) 5. What are some things you won’t do while you are on holiday? (For example, meet your friends, play the games you usually play) You may begin your script as shown below. (Your name) : I am going to go on a holiday to Chicago for a week! (Your friend’s name) : That’s great! Who else will go with you? 14 Unit 2: Winter Plans © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
3 Noble Professions Vocabulary Circle the correct word in the brackets. 1. Our cousin is very ( thoughtful / thoughtable ). He always remembers to wish us on our birthdays. 2. I have been sorting through these piles for half an hour but I can’t find any ( readable / readful ) book. 3. They touched a strange plant and now they have ( painable / painful ) rashes all over their bodies. 4. The two sisters grew up in a ( delightable / delightful ) town in the mountains. 5. The children in our neighbourhood are very ( respectful / respectable ) towards their elders. 6. The little boy was ( fearful / fearable ) when he saw the nurse with the injection in her hand. 7. They prefer red flowers but yellow ones are also ( acceptful / acceptable ). 8. Although the team lost this match, they are ( hopeful / hopeable ) they will win the next one. 9. I bought these shoes because they are very ( comfortful / comfortable). 10. This dish is not ( suitable / suitful ) for pets. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 3: Noble Professions 15
Grammar We use helping verbs such as may, can or shall when we make a request, an offer or a suggestion. A. Change the sentences into questions using may, can or shall and the words given in the brackets. The first one has been done for you. 1. The books look heavy. (Can, carry) Can I help you carry those books? 2. It is already noon. (Shall, lunch) 3. It is too hot to play outside. (Can, indoors) 4. It is time for someone to water the plants. (May, water) 5. There are too many clothes to put away. (May, fold) 6. The weather is so breezy and cool. (Shall, evening walk) 16 Unit 3: Noble Professions © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
B. Write a question using the helping word given in the brackets for each situation given below. 1. You want to use your classmate’s pencil. (can) 2. You want to offer your help to someone carrying several bags. (may) 3. You want to offer your help to someone who is looking for something. (may) 4. You want your friends to meet you at the park in the evening. (shall) 5. You want to help your classmate clean the board. (shall) 6. You cannot hear your classmate who is announcing something in the class. (can) 7. You and your friend are choosing the colour of the balloons you want to buy. (shall) 8. You want your friend to bring some glitter tomorrow. (can) Unit 3: Noble Professions 17 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
Punctuation We use capital letters in the initials of someone’s name. Initials are separated by full stops. This is a list of some authors and their famous works. Write the initials and surnames of the authors in capital letters. The authors’ surnames are in bold. The first one has been done for you. Author’s full name Author’s initials Wrote and surname 1. John Ronald Reuel Tolkien J. R. R. Tolkien The Lord of the Rings 2. James Matthew Peter Pan Barrie 3. Alan Alexander Milne Winnie-the-Pooh 4. Elwyn Brooks White Charlotte’s Web 5. Margaret Wise Brown Goodnight Moon 6. Laura Elizabeth Ingalls Little House on the Prairie Wilder The Wonderful Wizard of Oz 7. Lyman Frank Baum The Jungle Book 8. Joseph Rudyard The Time Machine Kipling © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 9. Herbert George Wells 18 Unit 3: Noble Professions
Writing Write a short paragraph about the famous boxer, Muhammad Ali, using the information given below. Remember to give your paragraph a suitable title. Born Cassius Marcellus Clay Jr. Known as “The Greatest” Born 17 January 1942 in Louisville, Kentucky, USA One of the greatest boxers of all time “Float like a butterfly, sting like a bee.” Won the Light Heavyweight gold medal at the Summer Olympics held in Rome in 1960 Has made his country proud © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 3: Noble Professions 19
4 Catching a Thief Vocabulary Circle the correct word in the brackets. 1. The teacher showed a lot of ( fairship / fairness ) when talking to her students. 2. Mum told the naughty children to stop their ( silliness / sillihood ) and behave. 3. They were filled with ( sadship / sadness ) when their pet hamster ran away. 4. He enjoyed his ( boyhood / boyship ) growing up in that town. 5. The ( relationhood / relationship ) between the two brothers is good. 6. The ( bittership / bitterness ) of the medicine made it dif f icult for the little girl to swallow it. 7. Jim is known for his ( neatship / neatness ). His room is always clean and tidy. 8. Although the team lost, they showed great ( sportsmanhood / sportsmanship ) when they congratulated the winners. 9. He studied very hard and earned a ( scholarhood / scholarship ) for college. 10. This dish gets its ( sweetship / sweetness ) from honey. 20 Unit 4: Catching a Thief © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
Grammar Nouns that are used for both males and females are called common-gender nouns. A. Underline the common-gender nouns. 1. The receptionist answered the phone as soon as it rang. 2. The guests in Room 202 are very noisy. 3. I have heard that their chef makes wonderful dishes. 4. Sally and Anna received an award from the principal. 5. Adam is the quietest person we know. 6. My father’s best friend is a baker. 7. Lauren’s friend helped him out in his time of need. 8. The new student was very friendly and talkative. 9. Our school driver likes to tell us funny jokes. 10. The artist who made this painting is very old. B. Fill in the blanks with common-gender nouns from the box. doctor captain child lawyer manager people 1. The of the restaurant spoke softly to the man. 2. All the in the hall clapped as the curtains were raised. 3. The team scored a goal in the first minute. 4. They found a small sitting on the park bench. 5. The gave me a tablet for my headache. 6. The fought hard and won the case. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 4: Catching a Thief 21
The subject of a sentence is the noun, pronoun or group of words that tells us what the sentence is about. The predicate of a sentence tells us something about the subject. The predicate contains the verb. The subject can also come after the predicate. A. Match the subjects with the correct predicates to complete the sentences. 1. Nelson Mandela a. an old and broken toy. 2. This puppy b. forgot her homework at home. 3. My sister Anya c. was a peace-loving man. 4. Lying on the road was d. a bright green frog. 5. Over the branch e. has very soft fur. jumped B. Read the sentences below. Write S if the underlined group of words in each sentence is the subject or P if it is the predicate. 1. The child solved the puzzle easily. 2. The brown dog chased the rabbit. 3. Sitting on the fence was a beautiful bird. 4. A man and his dog live upstairs. 5. Eating from the bowl of porridge was a little girl. 22 Unit 4: Catching a Thief © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
Writing A. Read the short story. In a big house, there lived a master with his cook and servants. One evening, as the master was resting in his room, someone entered it and stole a bag of jewels. When the master saw that he had been robbed, he ordered the house to be locked. His servants looked for the jewels everywhere, but in vain. They told the master that no one had left the house, so he knew that the thief was one of them. The master had a plan to catch the thief. He called the cook and the servants. He said, “The bag of jewels has a tiny beeper inside. The beeper is hidden in the bag’s secret compartment. It will ring at midnight. And when it does, we will all know who the thief is.” Then, he ordered the servants to go back to their rooms. After that, the master did not sleep. He hid just outside the servants’ rooms. Near midnight, he saw someone sneaking out with a bag. The master turned on the torch he was carrying and shone the light on the person. “Catch the cook! He’s the thief!” he shouted. The cook was soon caught. The master then said, “There is actually no beeper in the bag, it was a plan to catch the guilty one!” The cook fell at the master’s feet and asked for forgiveness. He remained faithful all his life and never stole again. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 4: Catching a Thief 23
B. Now, think of a different way to catch the thief. Plan your story by answering the questions below. The first two have been done for you. What was the new plan? What did the master do? The new plan was to make the He gave them all a glass of thief believe that the master water each. He told them that had a secret way of finding out it had a special medicine mixed the truth. in it that would make the thief tell the truth in three hours. What did the thief do? How did the story end? C. Write about how the thief was caught using the information above. 24 Unit 4: Catching a Thief © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
5 Teatime Snack! Vocabulary A. Fill in the blanks with words from the box. flock school catch litter swarm troop 1. The fishermen were happy with their of fish. 2. The of dolphins swam near the cruise ship. 3. The of geese flew towards the east. 4. The of kittens looks so cuddly! 5. A clever of monkeys grabbed the bananas and ran away. 6. I saw a of ants in the kitchen. B. Match the columns. a. friends b. musicians 1. a band of c. students 2. a class of d. steps 3. a group of e. beads 4. a bouquet of f. flowers 5. a flight of 6. a string of © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 5: Teatime Snack! 25
Grammar We use adjectives such as a few, a little and a lot of to describe the amount or quantity of something without giving the exact number or amount. A few is used with countable nouns. A little is used with uncountable nouns. A lot of is used with both countable and uncountable nouns. Adam and Mona are the opposite of each other. Compare what the two children like to eat and do. Fill in the blanks with a few, a little or a lot of. Adam Mona biscuits. I munch on biscuits. I munch on I drink juice. I eat juice. I drink sweets. I listen to I play sweets. I eat music. I do ball games. I take music. I listen to gardening. photos. ball games. I play gardening. I do photos. I take 26 Unit 5: Teatime Snack! © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
Words such as over, from and under tell us where someone or something is in relation to another person or thing, or to a place. They are called prepositions. Fill in the blanks with prepositions from the box. along through beside over into under across after 1. She dived the pool gracefully. 2. The pony jumped the gate and ran away. 3. You have to cut this dotted line. 4. We can still see the coloured glass. 5. The big fish swam the boat. 6. The cat chased the mouse. 7. She walked the park to reach the bakery. 8. There is a bag the bench. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 5: Teatime Snack! 27
Writing Write instructions on how to make an egg sandwich. Use the pictures and words below. The first one has been done for you. Egg Sandwich 1. collect, prepare, ingredients, required First, collect and prepare all the ingredients required to make the egg sandwich. 2. mash, hard-boiled eggs, fork 3. add, salt, taste © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 28 Unit 5: Teatime Snack!
4. slice of bread, butter Unit 5: Teatime Snack! 29 5. lay, cucumber slices 6. spread, mashed egg 7. cover, slice of bread, enjoy © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
6 Moving Away Vocabulary A. Underline the words that describe how we feel in the paragraph below. Anita was very excited. She was at the amusement park with her family. There were several exciting rides at the park that she wanted to go on. She was a bit disappointed when she found out that one of the most thrilling rides was closed. However, she was overjoyed when Dad promised to bring her back soon. B. Circle the words that describe good feelings and underline the words that describe bad feelings. 1. Iris was sad because her best friend was moving away. 2. We were shocked to hear about the robbery. 3. Ron was happy when he received the package. 4. The child was frightened of birds. 5. Adam was miserable because he lost his bag. 6. Gina’s new cat is adorable. 30 Unit 6: Moving Away © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
Grammar Adverbs are words that tell us more about verbs. Some adverbs tell us how often something happens. A. Circle the correct adverb given in the brackets. 1. I love being outdoors so I ( rarely / normally ) go for a walk in the park in the evening. 2. Sam enjoys playing chess so much that he is ( always / never ) thinking about it. 3. This flower blooms ( rarely / usually ), so very few people have seen it. 4. Gary is scared of heights, so he ( often / never ) climbs ladders. 5. Tenzing is very punctual and is ( never / usually ) late to school. 6. We don’t like the taste of jackfruit but we still eat it ( never / sometimes ). 7. The bus is ( normally / rarely ) parked at the corner as there is a lot of space there. 8. You should ( rarely / never ) touch electrical switches with wet hands. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 6: Moving Away 31
Punctuation We use an apostrophe ( ’ ) to show that a letter or some letters in a word have been left out. A. Join the words using an apostrophe. The first two have been done for you. 1. she will she’ll 6. we are 2. has not hasn’t 7. he is 3. was not 8. could not 4. they will 9. does not 5. I have 10. I am B. Fill in the blanks with the short form of the words given in the brackets. The first one has been done for you. 1. (It is) It’s so sunny here! 2. Please (do not) step on the grass. 3. It is cloudy outside. (You will) need the umbrella. 4. (We have) got all the books here. 5. These (are not) his socks. 6. (Who is) knocking on the door? 7. (They are) not going tomorrow. 8. We (must not) touch hot surfaces. 32 Unit 6: Moving Away © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
Writing A. Anna has just returned from spending a week at her friend Nina’s place in Indiana. Fill in the blanks with words and groups of words from the box to complete her letter. to visit your lovely place never forget our trip to a beautiful place Nina often talk to London Anna inviting me to your place are amazing 61 Grand Trunk Road 16 June 2017 Dear , I hope you and your family are doing well. Thank you so much for over the summer. I had a most wonderful time there. Indiana is . The farms ! I will the Great Lakes. I my family and friends about the time we spent there. I hope I get again soon. Your friend, © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 6: Moving Away 33
B. In your notebook, write a letter to your friend telling him or her about your recent visit to the hospital to treat your broken leg. Use the format below to write your letter. (Your address) (Date) (Greeting), Paragraph 1: A warm greeting Paragraph 2: a. WHERE are you sitting while writing your letter? b. HOW LONG have you been there? c. WHY are you there? d. WHAT happened to you while you were there? e. WHO else is there with you? f. HOW LONG will you be there? g. Friendly ending (Final greeting), (Your first name) 34 Unit 6: Moving Away © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
7 Let’s Recycle! Vocabulary A. Match each word to the correct meaning. 1. reduce a. a place where waste materials are collected 2. waste collection b. an area where trash is left centre out in the open 3. dumping ground c. waste products 4. non-recyclable d. to use less 5. scrap e. something that cannot be changed into something new B. Fill in the blanks with words from the box. energy compost aluminium waste 1. Some metal cans are made of recycled . 2. In order to conserve , we should switch off all lights before leaving the room. 3. Too much trash and can cause diseases. 4. Dead leaves can be made into and used as fertilizer. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 7: Let’s Recycle! 35
Grammar We use conjunctions such as since, for, because or as to give the reason for an action. A. Join each pair of sentences using the conjunction given in the brackets. 1. The pot was removed quickly from the hot stove. Its plastic handle had started to burn. (as) 2. They should give their old toys away. They are still in good condition. (because) 3. Let’s make something from this old carton. It looks so attractive. (since) 4. I should reuse this glass jar. It’s just big enough to store all my stationery. (for) 36 Unit 7: Let’s Recycle! © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
5. We ought to recycle as often as we can. It is for everyone’s good. (as) 6. We unwrapped the gift carefully. We wanted to reuse the wrapping paper. (because) B. Complete each sentence with a suitable ending from the box. because the air outside was polluted. as she had many presents to wrap. since you need them for your art project. for metal cans can be recycled. because it had just rained. 1. Let’s throw these cans into the recycle bin 2. They stayed indoors 3. The air felt clean and fresh © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 7: Let’s Recycle! 37
4. You can have these old magazines 5. She made new gift wrappers using old paper We use helping verbs such as should and ought to to make a suggestion, or to show that it is someone’s duty or responsibility to do something. Both should and ought to are similar in meaning but we use ought to when we want to suggest something strongly. Fill in the blanks with should or ought to. 1. We use both sides of the paper in order to recycle. 2. You bring your own shopping bags to the supermarket. 3. Everyone play a part in caring for the environment. 4. Everyone recycle as much as they can. 5. Nobody treat animals unkindly. 6. We reduce the amount of water we use daily. 7. We not burn either plastic or rubber. 8. Tourists make sure that they don’t litter the places they visit. 9. People of all ages be respectful towards one another. 10. People stop spitting in public places. 38 Unit 7: Let’s Recycle! © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
Writing Write a list of six different ways in which you can care for the environment. Use should or ought to in your sentences. The first one has been done for you. End your list by completing the statement below. 1. We ought to reduce waste by using less plastic. 2. 3. 4. 5. 6. Caring for the environment is important because © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 7: Let’s Recycle! 39
8 A Hug for a Life Vocabulary A. Fill in the blanks with antonyms of the words in bold. well deep save easy old 1. Please use the new towel and wash the one. 2. They swam in the shallow pool because the diving pool was too . 3. She was feeling a little sick but felt again after resting for a while. 4. This is not difficult, it is actually quite . 5. Please do not waste electricity, we all need to do our best to help energy. B. Write the antonyms for the underlined words in the paragraph below. Use the words in the box. remembered early started smiled Pat was late for class. When she came in, the teacher had just finished calling out everyone’s names. Pat frowned because she realised that she had forgotten to bring her homework. 1. 3. 2. 4. 40 Unit 8: A Hug for a Life © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
Grammar The words each and every refer to one person, thing or group at a time. They are used with singular and countable nouns. We use each when we talk about members of a group individually. We use every when we talk about them as a group or when we talk about repeated, regular events. Fill in the blanks with each or every. 1. one of the four sisters plays the piano well. 2. apartment here has a doorbell. 3. student in this class has to finish the project today. 4. We have been to the zoo three times and loved it time. 5. of the taxis had a new number plate. 6. A basket of fruit was given to family. We use conjunctions such as so that, in order to and so to show why an action is done. Make sentences using each group of words and the conjunction given in the brackets. The first one has been done for you. 1. He worked very hard / help his family. (in order to) He worked very hard in order to help his family. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 8: A Hug for a Life 41
2. They switched off the lights / they could save some electricity. (so that) 3. She waited for a while / she could talk to the leader. (so) 4. He wrote a report / they could explain the situation to the teacher. (so that) 5. My uncle goes for a morning walk / have a healthy lifestyle. (in order to) 6. Rob couldn’t find any red buttons / he used green ones instead. (so) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 42 Unit 8: A Hug for a Life
Writing Imagine you live near some mountains. One day, as you watch the news, you learn that there is going to be heavy rainfall in your area. You worry about the people who live in the mountain villages as they may not receive the news in time and may get affected by landslides. Write a short story based on this situation. Answer the following questions and use the answers as notes for your story. The answers to the first few questions have been given for you. TITLE: Protecting Friends (You can give the story your own title). BEGINNING: 1. When and where did this story happen? It happened in the month of July, in the mountains nearby. 2. Who are the characters? Gina, her mother, father, grandparents 3. What were they doing? They were having breakfast together. MIDDLE: 4. What did they hear on the news? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0 Unit 8: A Hug for a Life 43
5. What did they feel about the news and why? 6. What did Gina and her family decide to do to overcome this problem? END: 7. How was the problem solved? 8. How did the villagers feel? 9. How did Gina and her family feel? Use the questions and answers above to write the middle and end of the story in your notebook. The beginning has been written for you. Protecting Friends Gina and her family were having breakfast one morning in July. They always had breakfast together. Sometimes, they would head to the mountains nearby so that they could enjoy the clean air and scenery. They planned to do the same thing this weekend. Gina switched on the television to listen to the news. 44 Unit 8: A Hug for a Life © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
9 Rumours Vocabulary A. Underline the movement words. 1. The bugs crawl on the leaf. 2. The deer prances up the hill. 3. The cat quietly stalks the mouse. 4. The elephant lumbers around the forest. 5. The eagle glides across the sky. 6. The lion springs at its prey. B. Some animals move in similar ways. Fill in the blanks with words from the box. kangaroos butterflies tortoises dolphins 1. Rabbits and hares hop. swim too. hop too. like to fly over 2. Fish swim. Unit 9: Rumours 45 3. Caterpillars crawl. crawl too. 4. Bees fly over flowers. flowers too. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
Grammar We use must to talk about things that we should do. We use must not to talk about things that we should not do. Fill in the blanks with must or must not. 1. His parents said that he be home by five o’clock. 2. We wash our hands before we eat. 3. The teacher said that we always check our work before we hand it in. 4. While Dad is baking, we touch the hot oven. 5. We look before we cross the road. 6. We talk loudly in the library. 7. They get permission before they use the computer. 8. The floor is wet, so we run. 9. We keep the park clean. 10. We spread rumours which are not true. 11. They learn to be on time. 12. We shout in the classroom. 46 Unit 9: Rumours © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
We use quotation marks or inverted commas ( “ ” ) to show the words actually spoken by someone. Rewrite the sentences using the correct punctuation. The first one has been done for you. 1. Dad asked where are you going Dad asked, “Where are you going?” 2. how are you asked Nate 3. Mum and I are going by bus said Sally 4. i’m feeling much better, thank you said Bobby 5. Kai asked can you help me, please 6. Dad called out from downstairs hurry up! We have to be there on time 7. it’s raining so heavily Aunt Anya exclaimed 8. i love this dress said Bella Unit 9: Rumours 47 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
Writing Write your own fable using the ideas below. Write at least one sentence for every point. For points 4 to 7, write one sentence using quotation marks for a character in your fable. Parts of your fable Your notes 1. Title What is the lesson you want to show from the story? 2. Setting Where and when does this fable take place? 3. Characters Characters: What animals will be in the fable? 4. Problem Problem: What problem do the animals face in the fable? Sentence using quotation marks: 48 Unit 9: Rumours © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8119-0
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