Active English Teacher's Manual 5

Revised Edition English 5Teacher’s Manual



Revised Edition English 5Teacher’s Manual

© 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 ISBN 978-981-47-8127-5

Contents Preface4 Scholastic Active English – Instructional Pathway 7 Scope and Sequence 12 Unit 1 My Hobby 24 Unit 2 The Quest for Food 34 Unit 3 Our Wonderful World 45 Unit 4 Making Dreams Come True 56 Unit 5 Listen and Learn 67 Unit 6 Nuclear Disaster! 78 Unit 7 Do It Yourself 89 Unit 8 A Champion Athlete 99 Unit 9 A Strange Visitor 109 Unit 10 Toothbrush Thief 120 Unit 11 Don’t Sit Still 131 Unit 12 The Joy of Giving 141 About Scholastic Active English Literature Reader 153 Literature Reader 5 – Answers  154 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Preface Scholastic ™ English Grades 1 to 6 is an English as a Second Language (ESL) programme. This easy to teach, easy to learn programme uses an effective integrated approach to teaching and learning the key skills of reading, listening, speaking and writing. 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! Why is Scholastic ™ English effective? It: Effective Integrated Approach adopts an integrated approach to learning English Listening Speaking skills skills engages students through relevant topics MECHANICS OF LANGUAGE uses a Show-Explain-Apply methodology that meets the needs LANGUAGE of ESL students SKILLS Listening Speaking PGurnactmumatairon& ComRperaedhiengnsi&on offers equal emphasis to each skill, enabling students to PhSopneilclisn&gTHEMATIC connect, transfer and build upon different skills PrPersoejnetcattiWonor&kFOCUS e ncourages practice and builds language skills and confidence Writing provides formative and summative assessment to evaluate Vocabulary students’ comprehension Writing Reading uses a systematic, progressive way of teaching English, making skills skills it easy for students to learn the language. Professional Development Embedded in Teacher’s Manual The Scholastic ™ English Teacher’s Manual has been revised in close consultation with and feedback from Heads of Department and teachers, particularly those who are users of this programme, to ensure that it is practical, useful and inspiring. It articulates the overall approach and instructional design of the programme and provides unit-by-unit, page-by-page lesson plans which have useful guidance for novice teachers and suggestions for experienced ones. Integrated Teaching Each unit facilitates the teaching of language skills in an integrated manner. Listening 11Writing Listen to the sentences. Match the columns to coVmopclaebteulary Getting DressedA. Here are some friendly monsters. Write about them the sentences. with the help of the words in the box. The first one has been done for you. Before you read eye tooth arm Who helps you get dressed for school in the leg horn ear mwoinrgning? What clothes do you usually wear? tail My father drives a red car. I ride a bike. 1. I am Polo, the friendly monster. I have Sock Song one eye, one tooth and seven leUgsp.stairs The words in red tell us about an action. They are action words. Downstairs Circle the correct action word for each sentence. 2. Hello, my name is Zoe and I am yWouhrermeocnasntetrhey be? 1. I ( walk / write ) to the park. friend! I have I can’t find my socks 2. Mark and Kate ( play / run ) basketball together. And they can’t find me! 3. I can ( swim / read ) a book. 3. I am Miso and I want to be yourBfreiednrod!oImhave Bathroom 4. I ( wear / drive ) shorts in summer. Where have they gone? Where has the boy looked for his 5. One day, I will ( hike / fly ) up that hill. 4. My name is Coco. Will you be myI cfraienn’tdf?inIdhmavye socks socks? Where do And I need to put them on! you think he will 1. Pam’s mother a. tells her st6o.riesMayt bfreidetnimd e( .plays / eats ) the piano. look next? 2. Pam’s father 3. Pam’s grandmother b. plays footb7.all. Mia ( works / plays ) at Scholastic. B. Draw and describe your pet monster. RIensmideember to Why do you think 4. Pam’s sister give it a name. he is running out 5. Pam’s grandfather c. helps her w8.ith hSoame(wleoarkv.es / drinks ) orange juice. Outside of time? Active English Rev ed CB G1 Int.indb 44 d. works in a bank. W B Unit 2, page 9 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 4 Try it out Hanging on the line? e. is a teacher. Make lists of some things you do every day and I can’t find my socks some things that you do on special days. Share 44 your lists with the class.© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 And I’mW B runningUnit 1, page 8 out of time! 16 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 line: a strong cord used to hang wet clothes 12/04/17 9:51 AM 20 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 Active English Rev ed CB G1 Int.indb 16 12/04/17 9:51 AM 108 Active English Rev ed CB G1 Int.indb 20 12/04/17 9:51 AM Active English Rev ed CB G1 Int.indb 108 12/04/17 9:52 AM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Active Engagement of Students Show–Explain-Apply Methodology 9A Special Holiday A ‘Show-Explain-Apply’ methodology makes Before you read lessons more achievable, motivates students What are the places you dream of visiting? If you and boosts student confidence. had a magic wand to make your dream come true, what kind of holiday would you wish for? Holiday Memories Grammar Authentic and When I was on holiday Where did the varied texts I went to Timbuktu, poet go on engage students, holiday? exposing and I wrestled with a jaguar preparing them And boxed a kangaroo. for language in the real world. I journeyed into jungles, The mice will hold a meeting I shall put a bell around I swam the deepest sea, next week. the cat’s neck tomorrow. I climbed the highest mountain And the monkey puzzle tree. We use the helping verbs will or shall to talk about something we plan to do in the future. I chatted to a seagull, We usually use shall or will with the pronouns I and we. I met a big baboon, We use will with all nouns and the pronouns you, she, he, it and they. I floated on a moonbeam Until I reached the moon. How did the poet Fill in the blanks with will or shall. reach the moon? 1. The mice play when the cat is away. wrestled: fought with someone chatted: talked with someone in a 2. We go to buy clothes on Friday. boxed: hit with the fist friendly way journeyed: travelled 3. I be eight years old next year. moonbeam: a ray of light from the moon 88 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 4. You be sick if you eat too many toffees. 5. They walk in the park this evening. Active English Rev ed CB G2 Int.indb 88 12/04/17 10:42 AM W B Unit 8, page 36 2 Being Friends While-reading Try it out Before you read questions How many friends do you have? How are they encourage Imagine there is a problem in your school, such as different from you? Talk about your best friend. students to litter in the playground or taps left running in the washroom. How will you solve the problem? participate and learn, improving © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 81 retention and Active English Rev ed CB G2 Int.indb 81 12/04/17 10:42 AM fostering Tiny Turtle Wants a Friend self-confidence. Tiny Turtle is lonely. He looks under a rock and sees Crazy Crab. “I want a friend,” he says. What does Tiny Builds Language Skills and Confidence Turtle want? Why? Clear explanations and numerous examples “I can be your friend,” says the crab. give students a strong understanding of the mechanics of language and lay a strong “I am looking for a small turtle like me,” says foundation for good English. the turtle. “You can come along if you like.” Tiny Turtle and Crazy Crab see Silly Seahorse behind a bottle. “I want a friend,” says Tiny Turtle. “I can be your friend,” says Silly Seahorse. “I am looking for a turtle like me,” says Tiny Turtle. “You can come along if you like.” lonely: sad because you have no friends 18 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 Active English Rev ed CB G2 Int.indb 18 12/04/17 10:41 AM Nora quickly went to She washed the fruits carefully. the kitchen. Try It Out and 3. The teacher (speak) to us yesterday. other activities 4. I (feel) scared when the lights suddenly provide opportunities for (go) out. pair and group W B Unit 9, page 40 work. Try it out She slowly peeled two She gently put layers of bananas and an orange. yogurt between the fruits. Pair up with a classmate. Take turns to tell each other about what you did in the morning before coming to Some words, such as quickly, carefully, slowly and gently, school. What verbs will you use? tell us how something is done. They usually end with -ly. I floated on a moonbeam Paul picked up an orange. Fill in the blanks by adding -ly to the words given in Until I reached the moon. The orange was sour. the brackets. 1. The deer ran away (quick). 2. Please ride your bicycle (careful). The words a, an and the are called articles. We use the to 3. The students dressed up (smart). talk about things that are only one of their kind. We also use the to talk about things mentioned earlier. 4. A snail crawls (slow). 5. I can see the rainbow (clear). W B Unit 11, page 50 Fill in the blanks with a, an or the. Try it out 1. I saw elephant, lion and Act out an action such as crawling, walking or 2. monkey at the zoo. dancing. Ask your partner to say how you have done the action. sun shines brightly in summer. 3. Wasim gave me a pretty box. I keep my earnings in © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 113 box. 4. Dad bought me ice cream. ice Active English Rev ed CB G2 Int.indb 113 12/04/17 10:42 AM cream was delicious! 93 W B Unit 9, page 41 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 Active English Rev ed CB G2 Int.indb 93 12/04/17 10:42 AM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 5

Formative Assessment Summative Assessment Graded exercises in Grades 3–6 assess Exercises throughout each unit progressive learning of students. allow teachers to assess and evaluate students while teaching values and Literal: to assess understanding life skills. of information mentioned explicitly in the text After you read B. Answer the following questions. Inferential: to Can you list some ways in which you are the same as your 1. “Mole: You can tell me about it in spring, Squirrel.” assess ability to classmates and some ways you are different from them? Varied activities Reading Comprehension What does Mole want Squirrel to tell him in spring? interpret or infer provide 2. “Mole: I’ll tell you about it in spring, Squirrel!” answers, using A. Number the countries in the order in which they appear opportunities in the poem. What does “it” refer to? Why does Mole say this? to teach Chad Peru the US C. Tick the correct box. Squirrel Moleinformation from important values 1. Who asks a lot of questions? the text and life skills. Norway Spain Canada 2. Who is not interested in winter activities? B. Fill in the blanks with the correct words from the poem. 3. Who is looking forward to a lot of fun? 1. rides bikes in Canadian lanes. 2. and like looking at animals. 4. Who will be spending winter doing what 3. was born in Egypt. he or she loves? 4. is a young poet. D. Answer the following questions. 1. How do you think Squirrel feels when she hears that Mole will be hibernating in winter? C. Answer the following questions. Focused questions2. Would you like to do all the things Squirrel does in winter? Give reasons for your answer. 1. Which child from the poem would you like to meet? Why? to master E. Check your understanding of Drawing Conclusions. comprehension 2. Imagine you have a friend in another part of the world and he or she has come to visit you. What would you like to do 1. How can you conclude that Squirrel is going to be very with him or her? active in winter? Try it out 9 2. Does Mole want to do anything at all in winter? How can strategies Pair up with a classmate and find out what is the same you conclude this? about both of you. For example, Both Jack and I like© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 23 mangoes. Now, get into groups of five and similarly find 12/04/17 3:36 PM Applied: to assess ability out what is the same about all of you. Active English Rev ed CB G3 Int.indb 9 Active English Rev ed CB G3 Int.indb 23 12/04/17 3:36 PM Johnny served the rice. Sheena served the curry. to analyse, synthesise and Johnny served the rice and Sheena served the curry. apply the information in different contexts We use the conjunction and to connect two ideas or pieces of information in a sentence. We can swim. We can go for a walk. Additional exercises in the workbooks We can swim or we can go for a walk. provide students reinforcement of learning and allow summative assessment We use the conjunction or to show a choice between two options for teachers. in a sentence. Dave plays the piano. Kayla cannot play any musical instrument. Dave plays the piano but Kayla cannot play any musical instrument. We use the conjunction but to join two ideas or pieces of information that have different or opposite meanings. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 13 Vocabulary Active English Rev ed CB G3 Int.indb 13 Review Mole goes into his burrow for winter. Mole goes into his tunnel for winter. Review helps What did you learn? Tick.12/04/17 3:36 PM students Mole will hibernate in winter. self-assess. Some words are used to describe groups of people, animals Mole will sleep in winter. and things. Squirrel can slide on the ice. We use adjectives such as a few, a little and a lot of to Squirrel can glide on the ice. describe the amount or quantity of something without giving the exact number or amount. Synonyms are words that mean the same or nearly the same. Words such as over, from and under tell us where someone A. Circle the correct synonym for each underlined word. or something is in relation to another person or thing, or to a 1. The children enjoy playing by the beach. ( hate / like ) place. They are called prepositions. 2. The talkative boy told his mother all about his day. The letters ph and ff make the same f sound. ( quiet / chatty ) Project Work 3. The courageous girl did not cry after she fell. ( brave / angry ) Ask a family member for a simple recipe for a snack. On a 4. Some people sleep on the bus. ( nap / read ) sheet of paper, write: 1. the title of the recipe 5. Everyone is ready, so we should start the concert soon. 2. the ingredients ( end / begin ) 3. a few simple steps to make the snack. Remember to write the steps in the correct order. B. Complete the table. Synonym You may make a drawing of the snack too. Collect all the Word recipes and make a class recipe book. listen odd dirty amusing quick © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 67 24 W B Unit 2, page 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 Active English Rev ed CB G3 Int.indb 67 12/04/17 3:36 PM Active English Rev ed CB G3 Int.indb 24 12/04/17 3:36 PM 6 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Scholastic ™ English – Instructional Pathway Scholastic ™ English follows a clear, consistent pattern of instruction that helps teachers to plan, teach and assess in a systematic and effective manner. Period Section Objectives 1 Before you read • Warm up to activate prior experience or knowledge. • Develop listening skills and engage students with the text. • Introducing the Theme • Check for fluency and correct pronunciation, intonation and voice • Reading • Audio CD modulation. 2 • Check for understanding, discuss text to encourage student participation Reading Comprehension and to enhance communication skills. • Help students to apply specific comprehension strategies to understand the reading text. 3 • Develop and apply vocabulary related to the text. Vocabulary 4-5 • Use the Show-Explain-Apply approach to teach grammar in context. Grammar • Reinforce the grammar topic through practice exercises. • Use sound patterns to teach spelling. 6 Spelling • Develop listening skills through focused activities. 7 Listening Speaking • Model speaking activities and encourage students to communicate effectively. 8-9 Writing • Follow the guided instructions to develop writing skills in different formats. 10 Review • Guide students to self-assess. Project Work • Extend learning and encourage collaborative working through the activities provided. The Scope and Sequence on pages 12–23 of the Teacher’s Manual offers a snapshot of the Scholastic ™ English programme. Teachers can refer to this to understand the scope of teaching at each grade and see the learning progression across grades. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 7

Each unit in Scholastic ™ English has 12 SAE Rev ed TM5 G5 Int Unit 7.indd 89 been designed to deliver 10 periods of classroom Unit 7: Do It Yourself Duration: 6 ½ hrs instruction. The Teacher’s Manual provides a Scheme of Work complete plan for teaching each page of the Period Skill focus Objectives Materials Resources Additional • Audio player and speakers resources from Scholastic Coursebook. Thumbnails of each page of the unit 1 Understanding • Listen to a poem. CB pp80–81 1. Comprehension CB pp82–83 Strategies for the Theme • Read aloud a poem with proper pronunciation, voice Success 5 Unit 7 pp73–75 Reading modulation and intonation. • Understand the meaning of the poem by 2. Alpha Grammar and are provided as easy reference for teachers. Composition 5 p146 Reading for answering questions. 3. Alpha Grammar and Understanding Composition 5 Unit 9 pp90–91 2 Reading • Read silently to understand the poem. Scheme of Work Comprehension • Answer questions at different comprehension levels. The Teacher’s Manual contains a Scheme of Work • Draw conclusions based on facts and details. which provides a map of the entire unit by period, listing skill focus, objectives, materials and resources 3 Vocabulary • Understand idioms. CB pp84–85 required. The Scheme of Work provides the teacher *WB p35 with all the key information about the time allocation, • Use idioms in context. objectives and resources required for each period. Additional resources and a suggested reading list are 4 Grammar • Understand the use of would like and would rather. CB pp85–86 also provided in the table. *WB p36 • Use would like and would rather in context. 5 • Understand main and subordinate clauses. CB pp86–87 • Understand subordinate conjunctions. *WB pp37–38 • Use correct punctuation with subordinate clauses. 6 Spelling • Recognise the long vowel ear sound. CB p87 Related children’s books • Spell words with the long vowel ear sound correctly. from Scholastic 7 Listening • Listen for details. • Audio player and speakers CB p88 1. W ild Ride! by Susan CB p89 Kneib Schank from Speaking • Speak tactfully. • A4-sized sheets of paper, coloured pens Scholastic Active (by students) CB p90 English Literature 8 Writing • Learn how to compose a cinquain (a five-line poem). CB p90 Reader 5 p48 • Strips of paper, a box *WB p39 9 • Write a cinquain. CB p91 2. Jake’s Giant List by Ken Spillman 10 Project Work • Tell a story as a class. *Workbook activities are optional and meant for additional practice. Advance preparation required. 04/05/17 3:46 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 Reading Unit 7: Do It Yourself Coursebook Coursebook The Teacher’s Manual provides a warm-up activity Period 1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 that engages students’ attention while introducing the theme. The carefully selected reading texts stimulate Introducing the Theme CB pages 80–81 students’ curiosity and promote the love of reading. 1. As a warm-up activity, ask students to take turns The selection includes a variety of text types. The to mention one thing that they really wish they instructional design of each unit within Scholastic could do. 2. Before you read: Ask the question and encourage ™ English provides teachers with sufficient responses from various students. time and opportunity to read aloud to students, to 3. Play the audio of the text. Ask students to close have students read for enjoyment and also to read for their eyes as they listen to the audio of the poem understanding. and visualise the scenes. Before You Read questions in the Coursebook are Reading Aloud intended to activate the learner’s prior knowledge or 1. Have students read aloud the poem in groups of experience related to the reading text. These open- ended questions are designed for class discussion and four or f ive with each student reading one stanza. build speaking skills. 2. Focus on correct pronunciation, intonation and A carefully recorded reading of each text in the voice modulation. Coursebook is provided in the audio CD. Teachers are strongly encouraged to read aloud the text and/or play Reading for Understanding the recording of the text in class before moving on to 1. Read one stanza at a time. Ask the questions given intensive reading of the text. here to make the lesson interactive. Reading aloud and explaining the meaning of • Stanza 1—Ask: Who is the speaker in the difficult words familiarises the students with the text. The audio CD provided models correct pronunciation, poem? (Expected answer: A young student.) voice modulation and intonation. The while-reading Do you think the speaker likes reading poems questions ( ) in the Coursebook are provided to by Robert Frost and about Lochinvar? make reading an interactive process. These questions • Stanza 2—Ask: What does the speaker like? help students to pause and process information, and What does the speaker dislike? provide teachers the opportunity to develop students • S tanza 3—Ask: What doesn’t the speaker mind into active readers. reading? What does she like to read? • S tanza 4—Ask the while-reading question. • S tanza 5 and 6—Ask: On what topics does the speaker want a poem? What does the speaker wish she knew? • Stanza 7—Ask: Is it possible to write a serious story about dragons with only facts and no lies? (Expected answer: No, dragons are imaginary creatures; whatever information is available about them is not facts but made-up.) • Stanza 8—Ask: Which two themes for poems does the speaker mention in this stanza? • S tanza 9—Ask: Can the speaker find the kind of poems she is looking for? What does she plan to do? 2. After you read: Draw out responses from students. This activity helps to develop the life skill of self- awareness and builds conf idence in one’s abilities. 3. As a wrap-up activity, ask students: • Will it be easy for the speaker to write poems? Give reasons for your answer. (Suggested answer: No, because the speaker has a long list of things that she does not want in a poem.) 90 12 SAE Rev ed TM5 G5 Int Unit 7.indd 90 04/05/17 3:46 PM After You Read questions in the Coursebook are designed for immediate reader response. They encourage students to respond to the text in a holistic manner. 8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Reading for understanding enables teachers Period 3 Coursebook Coursebook to check for students’ comprehension levels. Vocabulary CB pages 84– 85 1. As a warm-up activity, write the following group of Carefully graded questions that are highlighted words on the board: through icons in Grades 3–6 ( ) allow teachers • r ain cats and dogs 2. Ask students: to assess students’ understanding at progressive • Is the group of words a sentence, a clause or a levels. The comprehension questions help phrase? (Expected answer: phrase) • Does this mean that cats and dogs were falling students develop the following skills: from the sky as rain? • : information recall • What do you think is the meaning? 3. Read the examples given on CB page 84. Explain • : inferential that some phrases are called idioms. The meaning of an idiom is different from the individual words • : application and evaluation that make it up. Also refer to the idiom on the board. Students need to use different comprehension 4. Read the idioms given in the table on the same page strategies to understand different text types. Teaching and explain their meanings. these strategies is one of the most effective means of 5. Ask students to complete the exercise given on helping students’ comprehension levels. Mastering CB page 85. Ensure that students have written the comprehension strategies will help students tackle correct answers. complex texts effectively. The strategy questions 6. As a wrap-up activity, write the following idioms provided in the Coursebook offer practice to relate and their meanings on the board. Ask students to strategies to text types and enable students to match the idioms with the correct meanings. You understand the meaning easily. Teachers can use the may help them, if necessary, by making sentences questions to assess each student’s as well as the class’s with the idioms so that they can guess the meaning comprehension level. The suggested wrap-up activity and match them correctly. After that, ask students to in the Teacher’s Manual helps to consolidate learning use any three idioms in sentences of their own. in a meaningful way. Idiom Meaning over the moon avoid the main issue or topic beat around the bush miss a chance a piece of cake extremely happy miss the bus a person who brings happiness into the lives of others ray of sunshine an easy job Answers CB page 84 1. get, picture 3. gets, nerves 5. get, door 2. lose heart 4. loses, cool 6. lose sight Vocabulary 92 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 04/05/17 3:46 PM In Scholastic ™ English, the approach to 12 SAE Rev ed TM5 G5 Int Unit 7.indd 92 teaching vocabulary is thematic, so that students can develop enough vocabulary words related to the theme WB W B page 35 Workbook Ensure that students have written the correct idioms. that will be useful to help them understand, talk about Coursebook Answers WB page 35 Coursebook p86 and write about the theme. In this section, the warm- A. 1. a bee 3. Greek 5. gold up activity suggested in the Teacher’s Manual helps 2. f ingers 4. green 6. mind to introduce the theme-related vocabulary words. B. 1. made up my mind 2. as busy as a bee Teachers can assess students’ understanding through 3. keep your f ingers crossed 4. have a heart of gold the exercises given. 5. green with envy 6. It was all Greek to me. Period 4 Try It Out activities in the Coursebook function as Grammar CB pages 85–86 formative assessment and help to consolidate learning. 1. As a warm-up activity, write the following W B Workbook pages provide additional practice. sentences on the board: Links to the workbook are given with each lesson. Suggested wrap-up activities in the Teacher’s Manual • I would rather ride a bicycle than drive a car. help reinforce learning. • I would like a car that is comfortable and easy to drive. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 85 and refer to the pair of sentences written on the board. 4. that: • both would rather and would like express a liking (preference) for something. • would rather is used to show a choice between two things. • would rather is followed by a verb. • would like shows that you want something (request). Grammar 5. : Ask students to complete the exercise. Ensure that students have f illed in the blanks with the correct options. In Scholastic ™ English, the grammar topics 6. Try it out: Ask students to work in pairs. Each and structures introduced in each unit are linked to partner will tell the other if he or she would rather play tennis or watch a f ilm, read a book or colour the text type focus for the unit so that students will a picture and so on. Encourage them to talk about their likes and dislikes in the same manner. This be helped to understand the reading and listening text activity helps to develop appreciation for other people’s choices and opinions. 7. As a wrap-up activity, ask students: • Do we use would rather or would like to show choice? better. At the same time, they will be better equipped Answers CB pages 85–86 to create their own texts of the same text type. 1. would like 3. would like 5. would rather 2. would rather 4. would rather 6. would rather © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 93 12 SAE Rev ed TM5 G5 Int Unit 7.indd 93 04/05/17 3:46 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 9

The topics are introduced through warm-up activities 3. Since he was not well, he did not go to work. Workbook in the Teacher’s Manual. Grammar topics are 4. Mum was watching television when the doorbell rang. introduced using a Show-Explain-Apply approach. Coursebook 5. Bernard visits his grandfather often because his : Example sentences are drawn from the text to grandfather is lonely. words with the long vowel ear sound using show use in context. the letter combinations air, ear and are. B. Suggested answers: Answers CB page 87 1. because he didn’t want the cold air to come in. B. 1. pear 3. tear 5. swear 2. Although she used the best ingredients 2. underwear 4. bear 6. wear 3. before he leaves for work. 4. when I reached home. 95 5. Unless I start immediately : The grammar topic is explained in simple WB W B pages 37–38 language. Ensure that students have written the correct answers. Answers WB pages 37–38 A. 1. S 2. M 3. S 4. M 5. S B. 1. When 3. Since 5. Although 2. before 4. because : The exercises provide immediate application and practice of the grammar topic. C. 1. since Mum wanted to make a bouquet 2. when it sees a stranger Try It Out activities in the Coursebook include 3. When Mr Lee came into the auditorium topic-based activities that enable teachers to promote 4. because it was very sunny collaborative work in the classroom. 5. Unless somebody shells them for me 6. though I had just had lunch 7. before the rainbow disappears W B Workbook pages provide additional practice. Period 6 Links to the workbook are given with each lesson in the Coursebook. Suggested wrap-up activities in the Spelling CB page 87 Teacher’s Manual help reinforce learning. 1. As a warm-up activity, write the following poem on Spelling the board and have students recite it in a chorus. Scholastic ™ English adopts a phonics-based Sound advice If the bearable becomes unbearable And your footwear becomes unwearable Dump them all, I swear! 2. Read the words given in Exercise A on CB page 87 and ask students to repeat after you. 3. Ask students: • Which other letters make the same sound as the sound ear here? (Expected answers: pair, bare chair, mare) 4. Point out that the letters air and are make the same sound as ear in some words when they have a consonant before them. 5. Ask students to complete Exercise B. Ensure that students have written the correct words. 6. As a wrap-up activity, ask students to get into three groups. Make three columns on the board: air, ear and are. Representatives of each team will write approach to teaching spelling so that students can © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 understand the basic structures of English spelling. The Spelling section in each unit focuses on one 12 SAE Rev ed TM5 G5 Int Unit 7.indd 95 04/05/17 3:46 PM phonics-based spelling pattern. Simple rhymes or songs are suggested in the Teacher’s Manual to Period 7 Coursebook Coursebook introduce spelling rules through sound patterns. Listening CB page 88 1. As a warm-up activity, say the following Exceptions to rules are provided in the Teacher’s sentences out loud and ask a few students to repeat Manual to help teachers highlight them to students. the sentences. • I would rather have juice than tea. Suggestions for simple activities are included in the • I would like a glass of juice. 2. Direct students to listen attentively as you play the Teacher’s Manual for teachers who wish to reinforce audio and ask them to select the correct pictures. learning. N umber 1. I would like a chicken drumstick with my fried rice. Listening N umber 2. Mrs Knightly would rather watch In Scholastic ™ English, the listening TV than work on the computer. exercise is either thematically or topically linked to N umber 3. Rachel would like to buy roses for her mother. the unit. The Listening section provides opportunities N umber 4. Harris and Mike would rather sleep for students to listen for information about real-life in their own tents. situations. This will help them in their daily life. Number 5. Mr Yamato would like to drink some Japanese tea. A teacher can begin the Listening section with the 3. Play the audio once again and ask students to suggested activities in the Teacher’s Manual. The peer-correct the answers. listening text is provided in the audio CD. The script Answers CB page 88 of the listening text is provided in the lesson plan for Tick: 1. Tick the picture on the left. 2. Tick the picture on the right. the teacher’s easy reference. 3. Tick the picture on the left. 4. Tick the picture on the right. Speaking 5. Tick the picture on the left. In Scholastic ™ English, the approach Speaking CB page 89 1. Explain to students that we should be tactful and choose our words carefully while talking to others. 2. Ask a few students to get into pairs and read the conversation given on CB page 89 with proper pronunciation and voice modulation. 3. Highlight the tactless and tactful responses given in the table. 4. Try it out: Conduct as a pair activity. Students will take turns to respond to the situations mentioned on the page. Remind students to use tactful words. This activity helps children build healthy interpersonal relationships and develop respect for others’ feelings. 5. As a wrap-up activity, say the following sentences and ask students to think of a tactful way of saying the same sentence. • Your handwriting is terrible. • You talk too much. to teaching speaking skills is through model 96 conversations. Students are able to learn language © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 12 SAE Rev ed TM5 G5 Int Unit 7.indd 96 04/05/17 3:46 PM 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

structures and develop speaking skills through practice Period 8 Coursebook and use them in real-life, out-of-classroom situations effectively. The speaking unit is linked to the theme. Writing CB page 90 Period 9 Teaching tips are provided to conduct speaking 1. As a warm-up activity, write the following poems Writing CB page 90 activities. on the board and have students recite them in a 1. As a recap, ask students the following Try It Out activities in the Coursebook provide chorus. questions: collaborative activities and also teach important life • How many lines does a cinquain have? skills and core values. Monkeys • How many words are there in the Naughty, funny first line? Writing Eating, jumping, hanging • What does the second line do? Swinging on the trees • What kind of words does the third line Scholastic ™ English adopts a highly of the cinquain have? Monkeys • How many words are there in the scaffolded approach to help students develop strong last line? Friends • What is the last word about? writing skills. Step-by-step support for writing tasks Loyal, affectionate Loving, caring, teasing 2. Ask students to write a cinquain on a helps the development of students’ creative as well And often playing pranks fruit, their pet or their parents on the lines provided on CB page 90. as functional writing skills. Suggested warm-up Buddies 3. Ask them to check if all the words are activities in the Teacher’s Manual include guidance for 2. Ask students to f ind similarities between the two written according to the guidelines. poems. Note down their points on the board. Then teachers to refer to prior learning whenever necessary. point out the following: 4. Then, ask them to write their cinquains on their A4-sized sheet and decorate it. Teachers can help students progress from the known • Both have five lines. • The first line has one word. 5. As a wrap-up activity, ask a few students to to the unknown in order to make learning easy and • The second line has two words describing the read aloud the cinquains they have written. comfortable. Model formats and guided writing first word. 97 • The third line has three -ing words that instructions provide a template that teachers can use to describe the word in the first line. help students improve their writing skills. The varied • The fourth line is a phrase with four words formats include paragraph writing, poems, letters, about the first line. • The last word either repeats the word in the emails, creating different endings for a given story and first line or has a synonym. creating picture stories. 3. Explain that such a poem is called a cinquain. Tell students that a cinquain is a poem of f ive lines and only eleven words that are set in a particular pattern. The f irst line has only one noun. The second line has two adjectives. The third line has three participles that describe the subject. The fourth line has a phrase with four words that is linked to the subject of the poem. The f ifth line is either the same word as the f irst word or a synonym of the word. 4. Point out that in a cinquain, each line of the poem begins with a capital letter but there is no punctuation at the end of the lines in the poem. 5. Now, read the cinquain given on CB page 90. Explain the link between each word and the subject of the poem, Bread. 6. Draw students’ attention to the shape of the written cinquain. Tell them that it remains the same because the number of words is f ixed. 7. As a wrap-up, ask students: • What kind of shape does a cinquain make? (Expected answer: diamond) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 12 SAE Rev ed TM5 G5 Int Unit 7.indd 97 04/05/17 3:46 PM W B Workbook pages provide additional practice. Answers CB page 90 Workbook Links to the workbook are given with each lesson. Coursebook Suggested wrap-up activities in the Teacher’s Manual Suggested answer: help reinforce learning. Ringo Review Soft, fl uffy Barking, wagging, licking This section encourages students to self-assess. Teachers can also work with students to assess their Always full of love progress at the end of the unit and revise concepts Ringo as necessary. WB W B page 39 Project Work Ensure that students have followed the format of a cinquain. The activities provided are achievable within the Answers WB page 39 time frame of the period and require easily available resources. They encourage group and pair work that Suggested answer: extend what has been taught/learnt in the lesson. The Stars activities provide an opportunity to learn important life skills and highlight values that encourage students’ Golden spots all-round development. Shining, sparkling, twinkling Playing hide-and-seek Stars Period 10 Review CB page 91 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 91 1. Ask students to think of a number of topics about which they would like to read in stories. Ask them to write their topics on separate strips of paper. 2. Ask them to fold the strips and place them in a box. 3. Pick a strip of paper and begin a story with a sentence based on the topic. 4. Ask each student to add characters and/or events and continue the story till the last student provides the ending. 98 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 12 SAE Rev ed TM5 G5 Int Unit 7.indd 98 04/05/17 3:46 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 11

Grade 1 Scope and Sequence Unit Title Page Text Reading Vocabulary 8 Type Comprehension 1 Pairs Names of parts of the Poem Finding information body Two of a Kind 18 Poem Recalling details Action words 2 Things I Like What I Like 3 Keeping Healthy 28 Instructions Sequencing Days of the week How to Brush Your Teeth Personal Finding and organising Members of a family recount information 4 Families 38 Story Names of things in a Identifying the main idea playground My Neighbours and I Poem Folk tale Finding similarities and Names of things in a 5 Playing Safely 48 Story differences garden Recount Identifying the beginning, Names of fruits Safe in the Playground Story middle and end of a story Making predictions Names of colours 6 Feathered Friends 58 Poem Organising information Names of animals This Is a Bird Sequencing Words related to 7 Fast or Slow? 68 movement Finding information The Man with the Coconuts Names of clothes 8 A World of Colours 78 Sam and the Rainbow 9 A Special Day 88 Pet Day 10 Cric Crac’s Story 98 The First Day 11 Getting Dressed 108 Sock Song 12 Animal Facts 118 Information Finding similarities and Words related to report differences animal body parts The Big Cats © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work • C ommon and proper nouns Words with the Listen to identify Talk about Make sentences Make a poster • Singular and plural nouns yourself with parts of of nouns • Irregular plurals letters sh parts of the body the body • The simple present tense for: Words with the Listen to identify Greet others Write a letter Make a chart (a) repeated/regular actions of sports (b) habits letters ch verbs • C apital I • Capital letters Words with the Listen to imperative Greet others Write Draw a tube of • T he full stop instructions toothpaste and letters th sentences Introduce family write instructions • T he simple present tense for members on how to use it giving instructions Words with the Listen to identify Talk about Write a Draw a picture • Be as a full verb (am, is, are) favourite games paragraph of family letters ng family members members and • Pronouns (I, you, he, she, it, Talk about things talk about them we, they) that are near Words with the Listen to identify and far Write sentences Make a chart • The simple present tense for ay sound things in a about playing with pictures stating facts playground safely in the of playground playground equipment • A, An, The • The simple present tense for the Words with the Listen to sentences Write sentences Plan a garden ai sound with this, these, about a bird immediate present that, those • T his, These, That, Those Words with the Listen to identify Talk about Describe fruits Make a chart • Countable and uncountable favourite fruits of fruits letters wh position of fruits nouns Words with the Listen to identify Talk about your Complete a Make a colour • P repositions of position short e sound colours favourite colour story poster (on, at, in) • There is and There are • Adjectives • T he simple past tense • Pronouns (me, you, him, her, Words with the Listen to identify pets Talk about pets Write questions Make a chart it, us, them) letters c, k, ck and sentences about pets about pets • The question mark Long vowel Listen to identify Guess an action Write a story in Make a • T he present continuous tense ie words verbs in the present sequence scrapbook • T he exclamation mark continuous tense Identify a person of animal Plural es for by describing movements • can and cannot words ending Listen to identify their clothes • P ossessive adjectives (my, our, with o clothes and their Make a poem Collect wearers Talk about about clothes information your, his, her, its, their) Plural es for similarities and on clothing words ending Listen to identify differences from different • T he simple present tense for with ch, s, sh, similarities and between animals countries something that is always true ss, x differences between animals Organise Make a chart information about wild based on animals and similarities and describe each differences animal © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Grade 2 Scope and Sequence Unit Title Page Text Reading Vocabulary Type Comprehension 1 The Sound of Things 8 Poem Identifying the main idea Onomatopoeic (sound) words Bells 18 Story Recalling details Names of sea animals 2 Being Friends Tiny Turtle Wants a Friend 3 The Picnic 28 Story Identifying the beginning, Names of food items middle and end of a story A Special Picnic 38 Story Drawing conclusions Words related to 4 Man’s Best Friend feelings A Friend Called Buddy 48 Information Identifying the main idea Words related to the report weather 5 The Weather 58 Story Drawing conclusions Names of kitchen What Is the Weather? items 6 Favourite Food 68 Poem Organising information Rhyming words Stone Soup 7 Shapes The Shape of Things 8 The Mice and the Cat 78 Play Making predictions Names of baby 88 Poem Finding information animals Who Will Bell the Cat? Sequencing Words with the same 9 A Special Holiday meaning Holiday Memories Words that describe a person or thing 10 A Lesson to 98 Story Remember 108 Story Drawing conclusions Words related to The Spider and the Beehive thoughts and feelings 11 The Cooking 118 Story Identifying actions and their Names of the planets Competition results A Special Dish 12 Star Tales The Dipper in the Sky © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Words with the Listen to match Talk about Complete a • N euter nouns letters bl, cl sounds with different sounds poem Make a chart • C onjunctions (and, but, or) and fl pictures with sound words • The present continuous tense • Comparison of adjectives: Words with the Listen to identify Guess the action Write sentences Make a sea- Plan a picnic using verbs animal mobile (a) adding -r or -er th sound sea animals in the present (b) adding -st or -est continuous tense • The future tense (with going to) Words with the Listen to identify Complete a story Make a meal • Q uantifiers (some, many, long ea sound food items chart a few) Words with the Listen to match Talk about Write sentences Make a poster long i sound items to their feelings on feelings • has and have owners • T he apostrophe Words with the Listen to identify Talk about the Write a letter Make a chart (to show belonging) on the weather long ee sound the weather weather • in, during, at, on • Q uestion words • M asculine and feminine nouns Words with the Listen to identify Talk about male Complete a story Write a recipe • T he comma long oa sound kitchen items and female family members • P lurals (with -es) Words with the Listen to identify Talk about Complete and Make a picture • Nouns that stay the same in singular and long oo sound shapes shapes write a poem on with different shapes shapes plural forms Talk about future • N ouns that are always plural plans • will and shall Words with Listen to identify Complete a play Make a chart • T he apostrophe (for contractions) the long a-e baby animals on new year sound resolutions • T he simple past tense: Words with the Listen to identify Talk about a Write a letter Make a holiday (a) verbs ending with -d or -ed long i-e sound words in the dream chart (b) v erbs that change completely simple past tense • A rticles (uses of the) Words with the Listen to Talk about your Write a story Relate a story short u sound sequence a birthday party with the help of in the correct • Connectors of time picture story a story triangle sequence • A dverbs of time • The past continuous tense Adding -s or Listen to identify Talk about what Retell a story Make a • Adverbs of manner (words ending -ing to words verbs in the past you want to be Favourite Food ending with y continuous tense when you grow book with -ly) up • may/may not and should/should Plural -ies for Listen to Ask for Make a poster Collect not words ending sequence a story permission on traffic rules information on with y about a group groups of stars • P repositions (with, for, of, to) of stars © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Grade 3 Scope and Sequence Unit Title Page Text Reading Vocabulary Type Comprehension 1 We Are One World 8 Poem Identifying the main idea Nationalities and One World Finding similarities and languages differences 2 Winter Plans 20 Play Drawing conclusions Synonyms Time to Hibernate 3 Noble Professions 32 Story Sequencing Suffixes: -able and Drawing conclusions -ful Damir—Firefighter and Teacher Suffixes: -hood, -ness and -ship 4 Catching a Thief 44 Folk tale Drawing conclusions Sequencing Collective nouns The Stick That Grew Shorter Adjectives that 5 Teatime Snack! 56 Recipe Sequencing express feelings Finding information Veggie Rolls Signs and words related to recycling 6 Moving Away 68 Letter Finding information Drawing conclusions Antonyms A Letter to a Friend Verbs that describe 7 Let’s Recycle! 80 Posters/ Identifying the movement Poems main idea Trash! Making inferences Sequence of Reduce! Reuse! Recycle! adjectives 8 A Hug for a Life 92 Story Making inferences Similes Saving Grandma’s Tree Prefixes: un- and re- 9 Rumours 104 Fable Finding information Making inferences The Day the Earth Broke Apart 10 Pages from a Diary 116 Journal Sequencing The Big Ice Storm 11 The Silent Mischief-maker 128 Poem Drawing conclusions Mr Nobody 12 The First Call 140 Biography Sequencing Finding information Alexander Graham Bell © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Words ending with y Listen to identify Express opinions Write a • Both and all in a group paragraph Draw a picture of • C onjunctions (and, or and (long ee sound) nationalities and discussion and write sentences about your favourite but) to join sentences languages sportsperson • a m/is/are + going to + Long ow words Listen for subject- Talk about future Write a script Give a presentation a verb to express plans (Part I) verb agreement plans on an animal that hibernates and one • w ill and won’t Long vowel o-e Listen to identify Make offers, Write about a that does not words facts requests and famous person • m ay/can/shall to make suggestions Make a table on a request, an offer or a favourite books and suggestion poems • Capital letters for initials • Common-gender nouns Words with the Listen to identify Talk about future Write a Research folk tales on • Subject and predicate letters ue (long u the gender career choices sound) different way to similar themes • a few, a little, a lot of • P repositions of direction Words with the catch the thief letters ph and ff • A dverbs of frequency (same f sound) Listen for sequence Give instructions Write Write a recipe • Apostrophe in contractions instructions Words with the • Conjunctions of reason letters j and g Listen for content Say goodbye Write an Make a favourite • should and ought to (same j sound) Listen for clues Persuade others informal letter holiday chart of invitation Long ow words (Part II) Write a set of Make a poster rules • each and every Long oi words Listen for opposite Perform a play Write a story Make a poster • Conjunctions of purpose meanings • must and must not Long oy words Listen to rules Retell a popular Write a fable Role-play the fable • Punctuation of direct speech fable • Comparison of adjectives Words with the Listen to identify Talk about an Write a journal Write a diary entry • Possessive pronouns letters br, cr and fr the correct pictures event entry as a class • Adverbs of place Words with i before Listen to identify Describe a family Write a Make a poster • either, neither e, except after c similes (long ee sound) member paragraph and none Words with the Listen for details Describe a famous Make a timeline Make a picture • A dverbs of duration letters ei (long ay • Much and many sound) personality timeline © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Grade 4 Scope and Sequence Unit Title Page Text Type Reading Vocabulary 8 Comprehension 1 A Clean Poem Suffixes: -ous and Neighbourhood Making inferences -al Fabulous Beast 20 Folk tale Making inferences Vocabulary related to shopping 2 An Unusual 32 Instructions Sequencing Solution Words used as nouns 44 Poem Drawing conclusions and verbs A Tumbler of Oil 56 Story Making predictions Onomatopoeic words 3 An Indoor Garden (sound words) 68 Personal recount Drawing conclusions Making a Terrarium Homonyms 80 Poem Identifying the main idea 4 Nature’s Blessings Homophones Rain in Summer Collocation (words that usually go 5 Houses and Homes together) The Prize-winning Design 6 Helping Others Project Lucy 7 Spades and Spoons Gathering Leaves 8 A Well for 92 Newspaper Identifying the main idea Abbreviations Ugandans report Acronyms Well Done, Ryan! Finding similarities and Clipped words differences Reporting words 9 More Than an Artist 104 Biography Sequencing Leonardo da Vinci 116 Play 10 A Magical Journey Making New Friends 128 Poem Drawing conclusions Prefixes: dis-, un-, im- and in- 11 My Amazing Grandmother Grandma Climbs a Tree 140 Myth Making predictions Idioms 12 A Greek Hero Perseus and Medusa © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Long u sound Gap-filling Poetry recital Describe a •  N ouns used as adjectives words exercise person Reuse old things •  A dverbs of frequency •  S ubject–verb agreement Long o sound Listen for Tell a story Write an Discuss the main •  P ast continuous tense words information alternative characters ending to a of folk tales Indefinite pronouns story Grow a plant •  K inds of sentences Long vowel ew Listen to identify Talk about rules Picture •  Interjections words sequence in a composition Make a weather procedural text Talk about the chart Long vowel igh weather Write a words Listen for paragraph information Present and past participles Short oo sound Listen to identify Express goodwill Prepare a story Make a chart on words homonyms Make requests web different kinds of homes •  P resent perfect tense Words with the Listen to identify Write an email •  P resent perfect continuous tense letters rr homophones Make a chart on a tourist place •  P resent continuous tense for future Words with the Listen to identify Choral reading Write an Make a actions letters bb future plans acrostic poem scrapbook on leaves •  about to to refer to future Words with the actions letters mm Listen to identify Express thanks Write a report Make a class which action newspaper •  H elping verbs to express habits came first •  P ast perfect tense •  P ast perfect continuous tense Tag questions Words with the Listen for tag Ask questions Write a Make a letters ss questions using tag biography scrapbook •  D irect and indirect speech questions on an artist •  said and told Words beginning Listen for Make a Phrases and clauses with the letters reporting words Ask and give diary entry Perform a play sm, sn, sp directions Write a Talk about a Double the final Listen for Make or answer message poem or story t of verbs with a opposites a phone call short vowel sound Indirect speech with tense changes Double the final t of Listen to identify Relate an incident Write the Role-play verbs of more than idioms modern version one syllable when of a story the stress is on the last syllable © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Grade 5 Scope and Sequence Unit Title Page Text Reading Vocabulary 8 Type Comprehension 1 My Hobby Alliteration Poem Identifying cause and effect The Collector of Sliced Bread 20 Personal Finding information Commonly confused recount words 2 The Quest for Food Building a Home 3 Our Wonderful 32 Information Identifying the main idea Twin words World report The Mystery of the Biography Nazca Lines Poem 4 Making Dreams 44 Drawing conclusions Proverbs Come True Personal recount Amelia Earhart Poem 5 Listen and Learn 56 Biography Making inferences Compound words Story The Story of Johnny Story Head-in-Air Poem Story 6 Nuclear Disaster! 68 Sequencing Words with different Drawing conclusions connotations The Ghost Town 80 Idioms 7 Do It Yourself I’m Sick of Learning Lochinvar 8 A Champion Athlete 92 Sequencing Vocabulary related to sports and games Usain Bolt 104 Making predictions Names of body parts to show action 9 A Strange Visitor The Arrival of the Monster 10 Toothbrush Thief 116 Distinguishing between fact Words of foreign and opinion origin A Crow in the House 11 Don’t Sit Still 128 Identifying the main idea Synonyms and antonyms The Camel’s Hump 140 Identifying cause and effect Words that name a quality, idea, emotion 12 The Joy of Giving or condition The Happy Prince © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Long ou words Listen for Express opinion Make a poster •  N oun phrases information Organise a •  G erunds and gerund phrases show-and-tell session •  P aired conjunctions Long i words Listen for details Express Write a journal List ways one •  c an and may support and can survive in a Long au and Listen to identify provide jungle Phrasal verbs aw words phrasal verbs reassurance Edit a passage Make a chart on Prepare a news a monument or report historical place Relative pronouns Long ur and ir Listen for Make an Write a formal Act out a story words information announcement letter involving a •  A ppropriate prepositions famous pilot, •  Hyphens Long or and ar Gap filling Broach a sensitive Write a narrative astronaut or words topic poem inventor Make a chart on first aid •  C oordinate clauses Long air words Listen for Conduct an Write a Action plan to •  yes/no questions comprehension interview newspaper report deal with an emergency •  w ould like and would Long ear words Listening for Be tactful Write a poem Relay story telling rather (Part I) would like and would rather •  M ain and subordinate clauses •  s o…that, Long ear words Listen to identify Respond to Write a Make a chart on such…that requests procedure a sport or game (Part II) sequence •  N egative sentences Long ure words Listen for details Discuss a book Write a book Design a book Active and passive voice review cover •  S ubordinate clauses (reason) Long eer words Listen for Discuss plans Fill a form Discuss and •  If-clause information decide on a pet •  t oo and very -ing verbs with Listen to identify Close a Expand a topic Make up a story •  S ubordinate clauses the letters rr the main idea conversation sentence (Part I) (time) -ing verbs with Listen to identify Give a short Write a script Make a Joy of Direct and indirect speech the letters rr words that name a performance Giving box (Part II) quality © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Grade 6 Scope and Sequence Unit Title Page Text Reading Vocabulary 1 8 Type Comprehension A Coastal Community Suffixes: -less 2 18 Information Identifying the main idea and -ment Living and Working in report Bangladesh Finding similarities and Suffixes: -ial and Personal differences -ian A Strange New recount World In an English Town 3 Animal Intelligence 29 Information Identifying the main idea Suffixes -ence and report -ance Mirror Work 4 A Way with Words 39 Narrative Distinguishing between fact Humorous ideas and and opinion expressions Matilda 5 Memories of My 50 Autobiography Sequencing Words that describe Childhood Chinese Cinderella 62 Information Identifying cause and effect Connecting words 75 report and phrases 6 An Invisible Power Recount Identifying cause and effect Synonyms Earth’s Floating Plates 7 Stargazing Science Star Omar 88 Poem Identifying the author’s point Alliteration of view and purpose 8 Expressing Feelings 97 Information Identifying the main idea Paired words and Pretty Words report phrases 9 We Are the World 109 Personal Making inferences Words and recount expressions in The Global Community Distinguishing between fact context 123 Personal and opinion 10 New Beginnings recount Similes Aboard the Ship 137 Narrative Drawing conclusions Overused words 11 Family Ties My Relationship with My Father 12 An Unusual Friend A Horse Called Lightning © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Grammar/Punctuation Listening Speaking Writing Project Work • Adverbs of duration Listen to Talk about food Write a script • Gerunds and gerund phrases find specific Make a fact file information • Adverbs of frequency Listen to identify Talk about Write a paragraph Collect • Prepositional phrases adverbs of similarities and information frequency differences about a town • Connectors that emphasise and illustrate or city • Quantifying determiners Listen to identify the main idea Talk about animals Write a formal Make a poster • Subject and predicate letter • Linking verbs, action verbs and complements Listen to identify Use humorous Write a humorous Write a blurb • Time connectors paragraph • Colons facts and opinions descriptions Listen to Express opinions Write a diary entry Make a family find specific tree information • Tenses Listen to make Discuss natural Write a newspaper Give a • Subordinate clauses (adverbial clauses of time) connections disasters report presentation • Coordinating conjunctions Listen to Talk about Write a biography Make a • Semicolons find specific similarities and scrapbook information differences • Relative pronouns • Subordinate clauses (relative clauses) Listen to identify Describe scenes and Write an informal Write kennings emotions the appearance of letter • Kinds of sentences people • Apostrophe in contractions Listen to find specific Talk about a festival Make a leaflet Have a debate • Direct and indirect speech information • Punctuation of direct and indirect speech Give advice Write an informal Make a chart Listen to identify letter mood • Concrete and abstract nouns Listen to Talk about your Write a character List significant • Reflexive pronouns find specific family sketch events and their information effects • Subject and object Listen to identify Describe the Write a story Make a leaflet • Active and passive voice opposites qualities of people © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Unit 1: M y Hobby Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a poem. • Audio player and speakers CB pp8–9 Scholastic the Theme • Read aloud a poem with proper pronunciation, intonation CB pp10–11 1. Comprehension Reading and voice modulation. Strategies for • Understand the meaning of the poem by answering Success 5 Unit 10 Reading for pp97–102 Understanding questions. 2. Alpha Grammar 2 Reading • Read silently to understand the poem. and Composition 5 Unit 1 pp14–15; Comprehension • Answer questions at different comprehension levels. Unit 5 pp58–59 • Identify cause and effect in the poem. 3 Vocabulary • Understand alliteration. CB p12 *WB p5 • Use alliterative words in context. CB p13 *WB pp6–7 4 Grammar • Understand noun phrases. CB p14 *WB pp7–8 • Use noun phrases in context. CB p15 5 • Understand gerunds and gerund phrases. •  Sheet of chart paper (optional) CB p16 CB p17 • Use gerunds and gerund phrases in context. •  Flash cards: howl, frown, drown, brow, crowd, clown, brown, town, prowl, crown, 6 Spelling • Recognise the long vowel ou sound. announce, blouse, account, amount, crouch, Related pouch, mount, lounge children’s • Use ou correctly while spelling words. books from • Audio player and speakers Scholastic 7 Listening • Listen to find specific information. 1. Treasure Hunter Speaking • Use appropriate expressions for expressing opinion. by Ellen L. • Make short sentences to express opinion. Humbert from Scholastic Active 8 Writing • Understand the format and use of a poster. •  A4-sized sheets of paper, coloured pens and CB p18 English Literature • Make a poster. pencils (by students) Reader 5 pp40–41 CB p18 9 • Make a poster. •  A4-sized sheets of paper, coloured pens and *WB p9 pencils (by students) CB p19 10 Project Work • Introduce themselves through show-and-tell. •  Books, stamps, paintings (by students; optional) *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Unit 1: My Hobby Coursebook Period 1 Coursebook Introducing the Theme CB pages 8–9 2. After you read: Encourage students 1. As a warm-up activity, ask students to name some to share their opinions. hobbies. Write them on the board. Ask students if 3. As a wrap-up activity, ask students: they can name any strange hobbies. • How do you know that the speaker 2. Before you read: Encourage students to respond to the questions. observed his collection very closely? 3. Play the audio. Ask students to close their eyes as (Expected answer: He noticed even the they listen to the audio of the poem and visualise the scenes. smallest changes in the slices of bread.) Reading Aloud 25 1. Have students read aloud the poem in groups of ten, with each student reading one stanza. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read each stanza and explain the meaning. • Stanza 1—Ask: What did the teacher tell the speaker? • Stanza 2—Ask: What does the teacher want the students to do? • Stanza 3—First, ask the while-reading question. Then, ask: Why does everyone call the speaker “brain dead”? • Stanza 4—Ask: Do you think there is anything wrong in collecting sliced bread? Is it necessary that whatever you collect should be useful? • Stanza 5—Ask: How do you know that the speaker no longer likes collecting Pokemon cards? • Stanza 6—Ask: Is it necessary that everyone should find the same activities enjoyable? • Stanza 7—Ask: Why does the speaker find collecting slices of bread interesting? • Stanza 8—First, ask the while-reading question. Then, ask: Do you think the bread slices move on the shelf? What could move the slices of bread? Accept all reasonable answers. • Stanza 9—Ask: What changes does the speaker notice in the bread? • Stanza 10—Ask: What secret does the speaker keep in his head? Which secret colour of the loaves is the speaker referring to? (Expected answer: The speaker is referring to the changes in the colour of the white loaves of bread as they grow old.) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Period 2 Coursebook Reading Comprehension CB pages 10–11 Coursebook 1. Ask students the following question to recap what 2. The speaker looks at his collection every day. they learnt in the previous period: We know this from the sentence “Every day’s • Who wrote the poem The Collector of Sliced a new surprise”, which tells us that the slices of bread looked different every day. Bread? 2. Ask students to read the poem silently. 3. P eople should have hobbies so that they can do 3. The comprehension skill focus in this unit is an activity of their liking in their free time for fun and enjoyment. identifying Cause and Effect. Highlight to students that when one thing (the cause) makes another thing E. 1.-c. 2.-a. 3.-b. (the effect) happen, it is called Cause and Effect. To understand a text, we must be able to find both the © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 cause and effect of things that happen. Sometimes, one cause can have more than one effect. 4. Ask students to answer Exercise A and peer-check the answers. 5. Have students write answers to the questions in Exercise B. Ask them to match the columns in Exercise C. Ensure that students have answered correctly. 6. For Exercise D, encourage various students to answer. You may discuss the answers before asking them to complete the exercise. 7. Ask students to attempt Exercise E. Explain that they must match each effect against the first cause and decide which option matches correctly. Then they should do the same for the remaining causes. Ensure that students have matched the causes to the correct effects. 8. As a wrap-up activity, ask: • Is it important to know the cause and effect of everything in life? Why? Answers CB pages 10–11 A. 1. a. 2. c. 3. b. B. 1. The teacher said that everyone should have a hobby. 2. The teacher mentions saving stamps or reading books as examples. 3. The speaker chose to collect sliced bread. 4. A dults thought that the speaker had a very foolish hobby. They wondered why anyone would save sliced bread. Some wanted to know if it was allowed by law and others wanted to know what he did with the collection afterwards. 5. The line, “Every other hobby’s duller” tells us this. C. 1.-b. 2.-c. 3.-a. D. S uggested answers: 1. The speaker probably puts them in different places and forgets that he has done so. It could also be that the slices had shrunk upon drying which made the speaker believe that they moved around. 26

Period 3 Coursebook Vocabulary CB page 12 Workbook 1. As a warm-up activity, write the following B. Underline: sentences on the board and ask students to say 1. Seven children chewed the cheese. them in turns. 2. The cute cat caught a mouse. • Dennis dreams of dragons and drums. Diana 3. The gentle giant likes ginger. 4. Peter Piper picked some pickled peppers. dreams of dainty dresses. 5. Five funny foxes fought on the farm. Ask: Which sound is being repeated? 27 (Answer: The sound of d is being repeated.) 2. Read the examples on CB page 12. Direct students’ attention to the highlighted letters. Explain that when two or more words that are near each other begin with the same sound, we call it alliteration. Refer to the sentences written on the board and ask students to identify the alliterative words and the sound that is repeated in them. 3. Ask students to complete Exercise A and B given on the same page. Ensure that students have used alliterative words in Exercise B. 4. Try it out: Conduct as a pair activity. Ask students to take turns to say the tongue twister to understand alliteration. 5. As a wrap-up activity, divide the class into two teams. Ask a member from one team to say a word. The other team has to say two alliterative words for that word. Ask teams to take turns to do this activity. Answers CB page 12 A. 1. Set aside a special section. 2. Jack the joker juggles jars in the jungle. 3. Pretty Polly planted poppies. 4. My mum makes marvellous mud cakes. 5. The lady liked the last lamp. B. Suggested answers: 2. A fat fish finds fabulous food. 3. The dear deer does not dive. 4. A funny phone photographed five pharmacies. (Bring to the students’ notice that the same sound can be formed by different letter/letter combinations.) WB W B page 5 Ensure that students have done Exercises A and B correctly. Answers WB page 5 A. Suggested answers: 2. thumb  5. cucumber 8. lane 3. slide     6. horse 9. ball 4. wheat    7. tower      10. ship © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Period 4 Coursebook Grammar CB page 13 Workbook 1. As a warm-up activity, ask students to introduce a Answers WB pages 6-7 classmate using adjectives. Give them an example A. 1.-d.    2.-e.   3.-a.   4.-b.   5.-c. to follow: B. S uggested answers: • The intelligent and hard-working Matthew 1. T he tallest boy in the class would always sit at 2. After a few students have introduced their classmates, point out the adjectives used in the the back. introduction. 2. My little sister loves swinging from the tree. 3. Follow the methodology of Show-Explain-Apply 3. Spaghetti is her favourite dish. to teach grammar in context. 4. Paris is the capital city of France. 4. : Read the examples given on CB page 13. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 5. that a noun phrase is a group of words that acts like a noun in a sentence. Remind students that a phrase is a group of words that has meaning but does not make complete sense. A noun phrase always has a noun. It can have articles, adjectives, adverbs or prepositions with the noun. A noun phrase comes either before a verb or after it. Refer to the introduction of the classmates in the warm-up activity. Explain that the groups of words used by the students were noun phrases. 6. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that all students have selected the correct noun phrases. 7. As a wrap-up activity, write the following sentence on the board and ask students to identify the noun phrase in the sentence. • I want to buy a chessboard. Explain that all the words after buy are a part of a noun phrase. Now, add the adjective new. new • I want to buy a chessboard. Ask students to identify the noun and the noun phrase in the sentence. (Answer: noun— chessboard; noun phrase—a new chessboard) Answers CB page 13 1. some stale bread 2. a bouquet 3. many old coins 4. a very boring party 5. a very talented girl 6. a lot of food WB W B pages 6–7 Ensure that students have answered correctly. 28

Period 5 Coursebook Grammar CB page 14 1. As a warm-up activity, write the following poem on the board or on a sheet of chart paper and display it in class. Ask students to recite it in a chorus. What fun I love reading on a lazy day! I love hiking on a pleasant day! I love blowing bubbles on a sunny day! I love eating ice cream on a hot day! Oh what fun I have every day! Verbal Noun or Gerund 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the first set of examples given on CB page 14 and refer to the highlighted words in the first two sentences on the board. 4. that the -ing form of a verb can act like a noun in a sentence. When it is used in this way, the -ing form of a verb is called a verbal noun or gerund. Gerund Phrase Workbook 5. : Read the second set of examples on Answers WB pages 7-8 CB page 14. 1. singing   2. ironing   3. diving   4. lighting 6. that a gerund phrase is a group of words that starts with a gerund. These phrases can come either before a verb or after a verb. Refer to the third and fourth sentences written on the board and explain that the highlighted words are gerunds or gerund phrases. 7. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that students have answered correctly. 8. As a wrap-up activity, write the following sentences on the board, one at a time. Ask students to identify whether a gerund or gerund phrase has been used in each sentence. a. I like saving money but my children like spending it. (Answer: gerund phrases) b. He likes swimming. (Answer: gerund) c. Mia loves playing badminton. (Answer: gerund phrase) d. Joseph likes painting. (Answer: gerund) e. We all love singing songs. (Answer: gerund phrase) Answers CB page 14 1. collecting stamps 4. reading 1. reading books 4. carving wood 2. playing the flute 5. playing sports 3. swimming 2. climbing hills 5. writing essays 3. delivering the mail 6. getting up early WB W B pages 7–8 Ensure that students have answered correctly. 29 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Period 6 Coursebook Spelling CB page 15 Coursebook 1. As a warm-up activity, write the following poem on Hello, I am Robert. I would like to tell the board and have students recite it in a chorus. you about my hobby as well as my friends’ hobbies. All of us know that a Clouds on the mountain hobby is any activity that someone likes Clouds on the mountain. to do in his or her spare time. Houses on the ground. Fountains of water. The collection of postage stamps is Pleasure and happiness known as philately, P-H-I-L-A-T-E- Spread all around. L-Y. I like collecting stamps so I am a 2. Read the words given in Exercise A on CB page 15. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 Emphasise the long vowel ou sound made by the 3. letters o and u in the words. Ask students to repeat after you. Refer to the poem written on the board 4. and ask students to identify the words with the long vowel ou sound. Ask students to complete Exercise B on the same page. Ensure that all students are able to fill in the 5. blanks correctly. Conduct the following activity. Write the following 6. sentences on the board. • The mouse in the house made a loud sound. • The clown in a gown howled at the crowd. Highlight to students that the letters ow and ou usually make the same sound. Explain that ou usually comes in the middle of a word or before nd, but ow usually comes before l and n. As a wrap-up activity, divide the class into two teams. Place the flash cards face down on your table. Ask a representative from one team to pick up a flash card and read out the word. A representative of the other team will write the word on the board. Answers CB page 15 B. mountain, house, mouse, sound, loud, found Period 7 Listening CB page 16 1. As a warm-up activity, ask students to raise their hands when they hear the name of their hobby. 2. Say the following, one at a time: painting, reading, listening to music, writing, swimming, playing chess, playing cricket. 3. If there are any students who do not raise their hands, ask them to talk about their hobbies. 4. Direct students to listen to the audio attentively and match the people to their hobbies. 5. Play the audio of the listening text. 30

philatelist. I carefully peel the postage stamps Coursebook from used envelopes and paste them in my stamp album. Coursebook Sally likes riding horses. Unlike me, Adam likes to be outdoors. He 2. Refer to the poster given on CB page 18 and likes rock climbing. It is a difficult sport where explain the format and details of a poster. climbers use ropes and special equipment to climb rocks. 3. Ask students to do the task mentioned in the Christina has a racket and shuttlecock. Yes, you coursebook. Point to the heading. Explain guessed it right, her hobby is playing badminton! that all the important information should be My friend Nancy is a champion archer. She has highlighted either in a different colour or her own bow and arrow. She has a coach who by using bold letters. The poster should be watches her while she shoots at targets. 31 6. Play the audio once again and ask students to peer-check the answers. Answers CB page 16 1.-b.   2.-c.   3.-e.   4.-a.   5.-d. Speaking CB page 17 1. Tell students that there are many ways to express our opinion while speaking. 2. Read aloud the conversation on CB page 17. 3. You may ask a few pairs of students to read out the dialogue. 4. Point out to students that we choose our words depending on how strong our opinion is. We may agree or disagree with someone else’s point of view or opinion. 5. Try it out: Conduct as a pair activity. Ask students to discuss the topic with their partner. Each student should express his or her opinion for or against the chosen topic. This activity focuses on building awareness about gender equality and showing respect for common resources. 6. As a wrap-up activity, write the following sentences on the board and ask students to say them aloud. Ask students to identify the sentences that can be used to show agreement with another’s opinion. • I don’t think so. • I’m afraid I disagree. • You’re absolutely right. () • That’s exactly how I feel. () Period 8 Writing CB page 18 1. As a warm-up, ask students: • What is a poster? Ask them to describe a poster. Help them to understand that posters are not just pictures but can also be advertisements that include information about important events. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

enclosed within a box and presented in an appealing Coursebook manner. Students may draw and colour to make the Workbook poster attractive. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 4. As a wrap-up activity, ask students: Look at the poster given on CB page 18. Why are some words in a different colour? (Expected answer: Some words are in a different colour to draw attention to them.) Answers CB page 18 Suggested answer: Annual School Fair It’s time for fun and games! Hoopla 28 and 29 April 2017 Classes 1–5 Hit the Tower Timing: 11:00 a.m. to 3:00 p.m. Rides Venue: Sports field Food Stalls For more details, visit: www.springfieldschoolautumnfair.com Ph. No. 061-12300000 Period 9 Writing CB page 18 1. As a recap activity, ask students in turns to name the key things to remember when making a poster. (Expected answers: heading in bold, name of the event (what), time of the event (when), place of the event (where), details about the event, contact details, attractive design. 2. Ask students to make a poster informing people about a painting competition that is being organised by the school. Pin all the posters on the display board. 3. As a wrap-up activity, ask: • What did you like the most about making the poster? WB W B page 9 Ensure that students have answered correctly. Answers WB page 9 Suggested answer: Mozart Scholarship a chance to win cash prizes. students from Class 2 to Class 5. the Principal’s office. the music teacher. the auditorium in the Senior Building. will be contacted personally. 32

Period 10 Coursebook Review CB page 19 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 19 1. Students should be told about the project work five days in advance. Tell them they can bring samples of their hobby such as a favourite book, a painting or a stamp album. 2. Tell students to present their poem/painting/song/ dance/craft/ in the class. Give each student a minute to show his or her hobby and talk about it. 3. Explain to students that this activity will help them know their classmates better. Ask students to come forward and introduce themselves using the two sentences given on CB page 19. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 33

Unit 2: The Quest for Food Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from • Audio player and speakers Scholastic •  Flash cards with word pairs: passed/past; plain/ 1 Understanding • Listen to an extract. plane; quiet/quite; scene/seen; story/storey; artist/ CB pp20–22 1. Comprehension artiste; role/roll; sight/site; than/then; through/ Strategies for the Theme • Read aloud an extract with proper pronunciation, thorough; waist/waste; weak/week; whose/who’s; CB pp22–24 Success 5 your/you’re; a long/along CB pp24–25 Unit 2 pp14–18; Reading intonation and voice modulation. *WB p10 pp19-21 • Understand the meaning of the extract by answering 2. Alpha Grammar Reading for questions. and Composition 5 Unit 8 pp80–81 Understanding 3. Alpha Grammar 2 Reading • Read silently to understand the extract. and Composition 3 Unit 5 pp55–56 Comprehension • Answer questions at different comprehension levels. • Find information from the text. 3 Vocabulary • Understand the difference between commonly confused words. 4 Grammar • Understand paired conjunctions. CB pp25–26 *WB pp11–12 • Use paired conjunctions in context. CB p27 5 • Understand the use of can and may to talk about *WB p13 possibilities. • Use can and may in context. 6 Spelling • Recognise the long vowel i sound. •  Flash cards: slight, flight, fright, bright, right, CB pp27–28 Related might, light, thigh, tight, delight, plight, sigh, bride, children’s • Spell words with the long vowel i sound correctly. crime, mile, pile, spine, rise, wise, beside, file, like, books from tribe, wide, time, fine Scholastic 7 Listening • Listen to find details. • Audio player and speakers CB pp28–29 1. Packaged for CB p29 Winter by Linda Speaking • Make short sentences to express support. Crotta Brennan from Scholastic • Speak without irrelevant pauses, using correct Active English pronunciation and intonation. Literature Reader 5 pp4–5 8 Writing • Learn to write a journal entry. CB p30 9 • Write a journal entry. CB p30 2. Robinson Crusoe *WB p14 (Scholastic Junior 10 Project Work • Work in a group. Classics) • Have meaningful discussions with peers. CB p31 *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Unit 2: The Quest for Food Coursebook Period 1 Coursebook Introducing the Theme CB pages 20–22 • Paragraph 7—Ask: What did Crusoe 1. As a warm-up, ask students: find near the stream? Do you think • Imagine that it is late at night and you are he will store melons, grapes and sugarcane? How will he do that? alone at home. You are hungry but cannot find anything in the refrigerator. What will you do? • Paragraph 8—Ask the while-reading Allow students to express themselves freely. question. Then, ask: How did Crusoe 2. Before you read: Encourage students to respond preserve the grapes? to the questions. 3. Play the audio. Ask students to close their eyes as 35 they listen to the audio of the extract and visualise the scenes. Reading Aloud 1. Have students read aloud the extract in groups. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read one paragraph at a time and explain the meaning. • Read the title of the unit. Ask students: What is the meaning of “quest”? (Expected answer: A quest is a difficult and tiring search for something.) • Paragraph 1—Tell students: This paragraph is an introduction to the extract. An extract is a portion of text taken from a longer text. Inform students that the story is about Crusoe’s attempt to stay alive before he was rescued years later. • Paragraph 2—Ask: Why did Crusoe keep a dog? • Paragraph 3— First, ask: Do you think it was actually difficult to catch the goats or did Crusoe not know how to catch them? Then, ask the while-reading question. • Paragraph 4—Help students arrive at the meaning of the word “supplies” by asking them to relate it to the previous sentence. Ask: Did Crusoe buy the bread and flour? Where did he get them from? Help students to arrive at the meaning that “supplies” here means the things that Crusoe took from the ship. Ask: Why did Crusoe want to replace the bread and flour with something else? • Paragraph 5—Draw students’ attention to the description of Crusoe’s attempts to survive on the deserted island. Ask: Do you agree that Crusoe had good ideas? Give reasons for your answer. • Paragraph 6—Ask the while-reading question. Then, ask: How do you know that Crusoe was patient and hard-working? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

• Paragraph 9—Ask: What was most important Coursebook to Crusoe? Coursebook • Paragraph 10—Ask: What was the “good decision”? Why does Crusoe call it “a good decision”? 2. After you read: Encourage different students to express their views. The focus of the question is to help students build the life skill of problem-solving. 3. As a wrap-up activity, ask students to list three things they would take with them if they discovered that their ship was sinking. Compare students’ lists to see what is common among them. Period 2 Reading Comprehension CB pages 22–24 1. Ask students the following questions to recap learning: • W ho is the author of the book Robinson Crusoe? • Why does the writer use the word “I” while telling the story of Crusoe? (Expected answer: This is because Crusoe himself is telling his story.) 2. Ask students to read the extract silently. 3. The comprehension skill focus in this unit is Finding Information. Highlight to students that when they are asked about certain things in a text, they sometimes forget some details. In order to make sure that what they recall is correct, they should re-read the text. In order to find information to answer correctly, they should underline the keywords and look for them in the text. Before selecting an answer, they should look at other possible options. 4. Seek answers for the questions in Exercise A and ask students to write the answers. Ensure that students have written the correct answers. 5. For Exercise B, ask students to attempt the questions individually. You may ask them to peer-check the answers. 6. For Exercise C, seek answers from various students for the same question. 36 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

7. Explain the food pyramid before students attempt Coursebook Exercise D. Explain that foods that should be eaten the most are towards the base while the foods that Coursebook p25 should be eaten the least are at the top. Period 3 8. As a wrap-up, ask students: • W ith what did Crusoe replace his bread and Vocabulary CB pages 24–25 flour? (Expected answer: Crusoe grew some 1. As a warm-up activity, write the following barley, corn and rice plants.) Answers CB pages 22–24 sentence on the board and ask students its A. 1. Robinson Crusoe was shipwrecked on the island. meaning. 2. H e used the fat from the goats and dipped whatever cloth he could find in it. Then he set this fat-soaked • Mother screamed, “Someone please cloth on fire and used it as a candle. 3. The word “dreary” tells us that it was a tiring walk help the kitten. It is dyeing!” from the ship to his house and that he did not enjoy carrying the heavy bags of limes. (Students are likely to ignore the incorrect 4. W e know that he spent a long time on the island because though he had at first caught only two goats, spelling of dyeing which means adding by the end of his stay he had enough goats that gave him milk and meat. colour to something.) 5. Suggested answers: 2. Read the examples on CB pages 24–25. • c lever: He built a shelter and gathered and preserved food for survival. Explain that many words in English sound • s trong: He carried heavy bags of limes (physical similar but have different meanings. strength) and did not give up the hope of survival (mental strength). 3. Read and explain the meanings of the words • religious: He read the Bible. given in the table. • c ruel: Crusoe’s killing of the goats for meat may be 4. Ask students to complete the exercise given called cruel. Accept this answer. 6. S uggested answer: The most important thing that on CB page 25. 37 Crusoe does in this extract is build a shelter to protect himself and his supplies. B. 1. b.    2. a.    3. a. C. S uggested answer: 1. If I found out that I was the only survivor on a deserted island, I would first look for a place to keep myself safe from the weather and wild animals. Then, I would look for fresh water and food (fruit from trees, meat, fish from the sea). 2. If I were alone on an island, I would make marks on trees or a cave wall to keep track of the day and date. D. Others: Protein and dairy: goat’s milk and meat F ruit and vegetables: sugarcane, melon, grapes, raisins, limes Grain: barley, corn, rice, flour, bread © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

5. As a wrap-up activity, divide the class into two Workbook teams. Keep the flash cards face down. Ask each Coursebook team to take turns to come forward, pick a flash © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 card, read the words written on it and use them in sentences. The other team has to explain the meaning of the words. Answers CB pages 24–25 1. dairy   2. lose   3. hard   4. brought WB W B page 10 Ensure that students have circled the correct words. Answers WB page 10 1 diary 6. stationery 11. their 2. loose 7. beside 12. past 3. hardly 8. principal 13. birth 4. except 9. Whose 14. your 5. bought 10. Its Period 4 Grammar CB pages 25–26 1. As a warm-up activity, write the following sentences on the board and ask students to read them silently. • Neither Ronny nor Rose like outdoor games. • Both Ronny and Rose like to play chess. • Either Ronny or Rose will win the game of chess. • Both Ronny and Rose should win the game! • Not only is this wishful but also impossible. 2. Ask students to focus on the highlighted words. 3. Follow the methodology of Show-Explain-Apply to teach grammar in context. 4. : Read the example given on CB page 25. 5. that paired conjunctions go hand in hand. Refer to the example given on CB page 25 and the sentences written on the board to explain the use of paired conjunctions. They are used when we talk about two things in a sentence and want to show a link between them. Explain that either . . . or and neither . . . nor are used to show choices. Either . . . or is used in the positive sense when we wish to show that something is possible. Neither . . . nor is used in the negative sense when we wish to show that something is not possible. Both . . . and shows that both the things are related in some manner. Not only . . . but also is used to mean in addition to. 38

6. : Ask students to apply what they have learnt Coursebook to the exercises given on CB page 26. Ensure that Workbook students have used the correct conjunctions in Exercise A and framed correct sentences in 39 Exercise B. 7. Try it out: Ask students to get into groups of four and discuss things that they have and don’t have in common. They will describe the similarities to the class using both . . . and and neither . . . nor. This value-based activity helps build appreciation for diversity. 8. As a wrap-up activity, write the following sentences on the board: • Neither of us liked the smell in his room. He did not wash the sheets, nor the curtains. Ask students: Are neither and nor used as paired conjunctions in the sentences? (Expected answer: No, because paired conjunctions come together in a sentence.) Answers CB page 26 A. 1. neither . . . nor    3. not only . . . but also 2. either . . . or    4. both . . . and B. 2. H e could play not only tennis but also basketball. 3. Both Jenna and Kim will go to the party. 4. Y ou can read either Robinson Crusoe or Treasure Island. 5. Adam was neither lazy nor selfish. WB W B pages 11–12 Ensure that students have answered correctly. Answers WB pages 11–12 A. 1. Either James or Patrick will drop Monica at grandma’s house. 2. Both my friend and my sister ate my chocolates. 3. I not only enjoy eating cherries but also peaches. 4. Neither her mother nor her father knows where she is. B. 1. Both my mother and my sister have long hair. 2. Not only did Gary write the play, but he also acted in it. 3. V icky has neither read the play nor has she met the author. 4. Either your sister or your brother will help you. 5. Neither Megan nor her sister has a phone. 6. E ither Adam or his father is going to watch a film today. 7. Clement not only sings well but also plays the guitar well. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Period 5 Coursebook Workbook Grammar CB page 27 1. As a warm-up activity, write the following sentences on the board: • It can rain even in winter. • That chilli can be very hot. • You may not agree but I think we should stop going there. • If they arrive late, they may want to skip dinner. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 27. 4. that can and may are helping verbs that explain possibility. Can is used for general truths and may is used to talk about something that is likely to happen. Ask students to refer to the sentences written on the board to understand how the helping verbs differ in meaning. 5. : Ask students to apply what they have learnt to complete the exercise given on the same page. 6. Try it out: Ask students to pair up for this activity. One member of the pair will tell the other about two things that can or may happen if he or she gets separated from his or her family. The partner will give solutions to the problem. The members of each pair can take turns to pose their problem and give solutions. This activity focuses on building the life skill of critical thinking. 7. As a wrap-up activity, write the following sentences one at a time. Students will raise one hand if can should be used and raise both hands if may should be used in the sentence. • That boy resembles Roy. He may be Roy’s brother. • He is also going to Maryland. We may meet him at the beach. • Rob can be very rude sometimes. • There is an unclaimed bag lying at the railway station. It may be a bomb. Answers CB page 27 1. may 3. can 5. can 2. may/can 4. may WB W B page 13 Ensure that students have completed the exercises correctly. 40 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Answers WB page 13 Coursebook Coursebook A. may, can, can, may 41 B. Suggested answers: 1. so it may rain 2. may spoil your eyes 3. You can find the answers 4. so she can see better now 5. it may sink./they many drown 6. the buses may stop running Period 6 Spelling CB pages 27-28 1. As a warm-up activity, write the following poem on the board and have students recite it in a chorus. Five white mice Five white mice With nice bright eyes Stayed in the house Of a knight and his wife. They decided to hide In a bag of rice. 2. Read the words given in Exercise A on CB page 27. Emphasise the long i sound. Ask students to repeat after you. 3. Refer to the highlighted letters to explain the long i sound pattern in the poem, Five white mice. 4 Ask students to complete Exercise B on CB page 28. Ensure that students have filled in the blanks correctly. 5. As a wrap-up activity, divide the class into two teams. Place the flash cards face down on your table. Ask a representative from each team to pick up a flash card and read out the word. A representative from the other team will write the word on the board. Answers CB page 28 B. bicycle, ride, tiger, bite, idea Period 7 Listening CB pages 28–29 1. As a warm-up activity, say the following colours and ask students to repeat them in the order in which they are called out: blue, green, yellow, white, purple, red. 2. Direct students to listen attentively to the text as you play the audio and tick the correct sentences. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

3. Play the audio of the listening text given below. It Coursebook is recommended that you play the audio more than Coursebook once. I had first landed near a small stream. As I walked up the stream, I found lush green fields of grass and sugarcane. Farther up, I found some melons on the ground and grapevines growing on trees. They were heavily laden with bunches of grapes. I recalled that grapes could be dried and preserved as raisins. With this thought in mind, I picked the biggest bunches I could find and tied them to the outside branches of the trees to be sun dried. I dried more than two hundred big bunches this way. 4. Play the audio once again and have students peer-check the answers. Answers CB pages 28–29 Tick 2., 5., 6., 8. Speaking CB page 29 1. Point out to students that when someone is troubled or sad, we must comfort them by offering encouraging words. 2. Ask pairs of students to read aloud the dialogue between Sally and Randy given on CB page 29. Discuss the use of words used to comfort or motivate others. Ask students to describe some situations where we comfort or motivate other people. 3. Try it out: Ask students to discuss with their partner an incident when they were in trouble or messed up something accidentally. Their partner will say comforting and encouraging words. This activity focuses on the life skill of building interpersonal relationships. 4. As a wrap-up activity, write the following expressions on the board and ask students to say them aloud. Ask students to identify the expressions that can be used for comforting someone. • Be brave.   • I knew you would mess it up.  × • Have courage.   • Let’s think of a plan to solve your problem.   • How could you do it?  × 42 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Period 8 Coursebook Writing CB page 30 2. For additional practice in making journal 1. As a warm-up, ask students: entries, tell students: You had gone for a five- • Do you share your feelings with your friends day trip with your friends. Every day you made an entry in your journal. Use the guidelines or your family? Do you sometimes write down written on the board to write the journal entries. your feelings and share them with others? Day 1: T ravelling to the place and 2. Refer to the introduction given on CB page 30 and enjoying the journey explain that we often like to write our personal Day 2: Going boating; enjoying feelings which we do not want anyone to read. We and feeling scared call it a diary. Sometimes we make a note of our Day 3: M ountain walk; feeling tired, feelings or events that happened because we want admiring nature others to know about them. We call it a journal. Day 4: A dmiring local crafts; 3. Explain the format for writing a journal. The buying gifts for family language is simple and expresses our feelings. As Day 5: Returning home; excited about we write about past events in a journal, we use the sharing the experience with family past tense. Remind students to begin a journal entry by writing the date.  A fter students have completed the task, ask 4. Ask students to write a journal entry in their them to review it against the format given on notebooks. CB page 30. Ask them to think about the following: 3. As a wrap-up activity, ask students: • How did you land on the island? • Would you like to keep a journal? Why or • What was the weather and environment like? • What were your feelings on meeting Crusoe? why not? • What did you do together? 43 Ask them to edit the journal entry and make any corrections. 5. As a wrap-up activity, ask students: • How do you share your feelings? Do you prefer to talk to someone about them or write them down? Answers CB page 30 Suggested answer: 19 December 1660: A storm forced our ship to stop near an island. The island had coconut trees and many grapevines. I saw a very scary man. He had long hair and a beard and was wearing torn clothes. He said his name was Crusoe. I helped him build a fence around his cave and collect melons and grapes. Period 9 Writing CB page 30 1. As a recap, ask students: • What is the difference between a diary entry and a journal entry? • What is similar between the two? (Expected answer: A diary is private while a journal may be shared with others. We mention the date and we write our feelings in both.) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

WB W B page 14 Workbook Coursebook Accept all suitable answers. Ensure that the students have followed the format mentioned in the coursebook. Answers WB page 14 Suggested answers: • fell sick before a test • last year at home • my sister and a helpful classmate/friend • three weeks • copied my friend’s notes, asked sister to explain what I did not understand, studied for an hour every day in bed • could answer all the questions 3 March 2017: Last year, I fell sick and stayed at home before a test. I had to stay at home for three weeks. My friend helped me by giving me his notes and my sister explained whatever I found difficult. I had studied for an hour every day and so I could answer all the questions. Period 10 Review CB page 31 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 31 1. Ask students to get into groups of three. 2. Ask each group to write down how they will survive in the jungle: look for shelter, collect food and protect themselves against the weather and animals. 3. Ask the groups to present their ideas in class. 44 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Unit 3: O ur Wonderful World Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to an information text. • Audio player and speakers CB pp32–34 Scholastic the Theme • Read aloud an information text with proper pronunciation, voice •  Sheet of chart paper (optional) CB pp35–36 1. C omprehension Reading modulation and intonation. •  Sheet of chart paper (by students) CB p37 Strategies Reading for • Understand the meaning of the text by answering questions. *WB p15 for Success 5 • Audio player and speakers CB p38 Unit 3 pp22–26 Understanding •  Sheet of chart paper, pictures of a CB p39 2. Alpha Grammar 2 Reading • Read silently to understand the text. monument or historical site, glue stick *WB pp16–17 and Composition 5 (by students) CB p40 p145 Comprehension • Answer questions at different comprehension levels. CB p40 Related • Identify the main idea of the text. CB p41 c­ hildren’s CB p42 books from 3 Vocabulary • Understand twin words. CB p42 S­ cholastic *WB pp18–19 • Use twin words in context. CB p43 1. A Sea Turtle’s Quiet Miracle by Lorraine 4 Grammar • Understand the meaning of phrasal verbs. A. Jay from Scholastic Active • Understand the use of phrasal verbs. English Literature Reader 5 pp36–37 5 • Revise phrasal verbs. 2. B ridges at Night • Use phrasal verbs in context. by Pat Lessie from Scholastic Active 6 Spelling • Recognise the long vowel au and long vowel aw sound. English Literature Reader 5 p23 • Spell words with the long vowel au and long vowel aw sound correctly. 7 Listening • Listen to identify specific information (phrasal verbs). Speaking • Read a news report with proper pronunciation and intonation. 8 Writing • Edit a text. 9 • Edit a report. 10 Project Work • Work in a group. • Find information to write a report about a monument. *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

Unit 3: Our Wonderful World Coursebook Coursebook Period 1 Introducing the Theme CB pages 32–34 1. As a warm-up, ask students: • H ave you heard about cities and towns that were discovered under the oceans? What do these facts tell us about the world we live in? 2. Before you read: Seek answers from various students. Invite them to express their ideas. 3. Play the audio. Ask students to close their eyes as they listen to the audio of the text and visualise the scenes. Reading Aloud 1. Have students read aloud the text in groups of ten, with each student reading one paragraph. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read the paragraphs one at a time and explain the meaning. • Paragraph 1—Explain the meaning of  “mystery”. Explain that a  “mystery” is a puzzle—something that is difficult to understand or explain. Explain the meaning of  “series”: a number of similar things coming one after another. Ask: What are the Nazca Lines? • Paragraph 2—Ask: When, where and how were the Nazca Lines discovered? What did the pilot see when he reached the spot where he had seen the Lines? • Paragraph 3—Ask the while-reading question. • Paragraph 4—Ask: How did the pilots describe the Nazca Lines? • Paragraph 5—Ask the while-reading question. Then, ask: Do you agree that the Nazca Lines must have been a mystery for the pilots and the people? Why? • Paragraph 6—Ask: Who was Maria Reiche? • Paragraph 7—Ask the while-reading question. Then, ask: Why did the people call Maria Reiche “the Lady of the Lines”? What was her contribution towards preserving the mystery of the Nazca Lines? 46 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

• Paragraph 8—Ask: What did people think of Coursebook the Nazca Lines? Coursebook • Paragraph 9—Ask: Why were people surprised? What did the pattern resemble? 5. Encourage students to answer the questions in Exercise A. Ask them to write the • Paragraph 10—Ask: What two conclusions did answers in their notebooks. Ensure that scientists make about the Nazca Lines? students have answered correctly. 2. After you read: Invite students to answer the 6. For Exercise B, ask students to attempt the questions. Stress the importance of preserving our exercise individually and peer-check the heritage. Help students to understand that it is the answers. responsibility of every citizen to protect historical monuments. This activity focuses on building the 47 value of responsible citizenship. 3. As a wrap-up activity, ask: • How do you think the Nazca Lines were made? Period 2 Reading Comprehension CB pages 35–36 1. Ask students the following question to recap learning. • Are the Nazca Lines real? Why or why not? 2. Ask students to read the text silently. 3. The comprehension skill focus in this unit is Identifying the Main Idea. Highlight to students that identifying the main idea of a text helps to understand it better. Writers build the main idea by giving details in different paragraphs or stanzas. Explain to students that they should look at the following things to find the main idea of a text: • the title or heading • the idea that flows through all the paragraphs of the passage. 4. Draw the following diagram on the board or on a sheet of chart paper to explain the main idea of The Mystery of the Nazca Lines. Point out to students that all the paragraphs refer to the Nazca Lines, so that is the main idea of the text. You could also draw the diagram on the board with blank boxes and ask students to fill them. Para 1 Para 2 Para 3 Location of the Discovery of the Pilots calculate the size and Nazca Lines Nazca Lines area of the Nazca Lines. Para 10 Nazca Para 4 The Nazca Lines are Lines Pilots plot the shapes made by the Nazca Lines. made a UNESCO Para 7 World Heritage Site. Maria Reiche Para 5 becomes the Lady People hear about the Para 9 of the Lines. New pattern discovered Nazca Lines. by astronauts Para 6 Maria Reiche studies the Para 8 Other scientists’ views Nazca Lines. about the Nazca Lines © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5

7. For Exercise C, ask various students to answer the Coursebook same question. Coursebook 8. For Exercise D, help students to frame correct answers. Discuss their answers before asking them 2. Read the examples given on CB page 37. to write them in their notebooks. Explain that certain pairs of words are always used together. These words are 9. Ask students to complete Exercise E individually called twin words. and then peer-check the answers. 3. Read and explain the meanings of the twin 10. As a wrap-up activity, ask students to arrange the words given in the table. following sentences in the correct order. 4. Ask students to complete the exercise given a. Pilots plot the shapes of the Nazca Lines. on the same page. b. Maria Reiche and the Peruvian air force join © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8127-5 hands to solve the mystery of the Nazca Lines. c. News of discovery of the Nazca Lines spreads far and wide. d. Pilot sees the Nazca Lines. (Answer: d., a., c., b.) Answers CB pages 35-36 A. 1. The Nazca Desert is in the southern part of Peru. 2. S he carried out photographic surveys and urged the government to control development of the area and tourist visits to it. 3. S uggested answer: Some people thought that the patterns were a type of sun calendar while others thought that the pattern acted as a guide or map for aliens. B. 1. 1920s 2. 1994 3. 1946 C. 1. The patterns are not visible from the ground. They were discovered when planes first began to fly over the Nazca Desert in the 1920s. 2. Maria Reiche worked tirelessly to preserve the Nazca Lines. She spent much of her own money in this effort. The local people began to call her “the Lady of the Lines.” D. Suggested answers: 1. Benefit: People understood that they needed to protect and conserve these ancient lines. The government of Peru began to protect these lines. H arm: As the number of visitors grew, there was danger that the lines would be damaged. 2. The tourists who visit this place should always walk along with a guide and view the lines from a distance so that they are not damaged by being touched too much. E. 1.-5.    2.-6.    3.-2.    4.-3. \\Period 3 Vocabulary CB page 37 1. As a warm-up, ask students: • What do we usually mean by the word “twins”? (Expected answer: Children who are born to the same mother at the same time are called twins.) 48